Cognitive Conflict Strategy and Simulation Practicum to Overcome Student Misconception on Light Topics

One way to reduce misconceptions can be overcome by cognitive conflict learning strategies with the help of simulation practicum instead of actual practicum. This study aims to determine whether there are differences in students' misconceptions before and after learning with cognitive conflict strategies as an effort to reduce misconceptions on light material. Research sample of 31 students. Data on the degree of misconception before the study was 0, 36 and after doing research was 0.17. The t-paired test results for the mean percentage of students' misconceptions on light material before and after learning differed at a significance level of 0.05. While, the results of N-Gain calculations to student achievement increase in overcoming misconceptions on light material were 0.3, that means the average students' achievement in dealing with misconceptions are in the medium category and cognitive conflict strategies combined with simulation practicum have a strong effect on reducing students' misconceptions on light material with a range of 2.91. Based on the results of the study it can be concluded that cognitive conflict strategies combined with simulation practicum can be used to reduce misconceptions that lead to increased student learning achievement. Further research is needed to explore students' misconceptions on other physics topics and can measure student misconceptions at each meeting so that students are more organized and developed in learning

Effectiveness of BPMC Application Against Bemisia Tabaci (Gennadius) Population and CMMV Disease Incidence on Soybean

Control of whitefly (Bemisia tabaci (Gennadius)) is the starting point in suppressing the CMMV disease (cowpea mild mottle virus). This study aims to determine the influence of applications BPMC (500 g a.i./l) against B. tabaci populations and disease incidence of CMMV on soybean plants. Research was conducted in the field with randomized complete block design consisting of 5 treatments i.e. five concentration levels: 0.75, 1.50,2.25, and 3.00 ml/l including control (untreated) with 5 replications. The results showed that BPMC is effective in suppressing the adult population of B. tabaci and disease incidence of CMMV

Pertumbuhan Bakteri Photorhabdus Luminescens Pada Berbagai Media Dan Produksi Eksotoksin Sebagai Racun Serangga

The aim of this experiment was to find out the type of medium that was potential for the metabolite production and growth of P. luminescens. LB, NB, Wakimoto, and T3 were examined as growth media for metabolite production and growth of P. luminescens. LB was the best medium for the growth of P. luminescens and metabolite production

Kemampuan Pemecahan Masalah Hukum Gerak Newton Mahasiswa melalui Pembelajaran Cooperative Problem Solving

The purpose of this study was to describe the increase in problem-solving abilities Newton's laws of motion and students' perceptions of cooperative problem solving (CPS) learning. Analysis of the data is based on the student's written answers to the five problems, the results of questionnaires and interviews. This study concluded that: (1) learning CPS make a strong impact (d-effect size = 1.81) to increase problem-solving ability of students Newton's laws of motion, (2) cooperation in the learning group CPS makes the problem easier to solve and misconceptions can be corrected.Tujuan penelitian ini adalah mendeskripsikan peningkatan kemampuan pemecahan masalah hukum gerak Newton, kesulitan yang dialami, dan persepsi mahasiswa terhadap pembelajaran cooperative problem solving (CPS). Analisa data didasarkan pada jawaban tertulis mahasiswa terhadap lima permasalahan, hasil angket dan wawancara. Penelitian ini berkesimpulan bahwa (1) pembelajaran CPS memberikan dampak yang kuat (d-effect size=1,81) terhadap peningkatan kemampuan pemecahan masalah hukum gerak Newton mahasiswa dan (2) kerjasama kelompok dalam pembelajaran CPS membuat permasalahan lebih mudah dipecahkan dan miskonsepsi dapat diperbaiki

Peranan Tpack terhadap Kemampuan Menyusun Perangkat Pembelajaran Calon Guru Fisika dalam Pembelajaran Post-pack

The aim of this research is to study the role of TPACK toward the lesson plan designing ability. Subjects of this research are 19 prospective physics teachers that rolled in P3F class that taught with the POST-PACK learning model. Research design that researcher applied is mixed method embedded experimental model. Results of analysis data show that TPACK has important role and has strong influence toward the lesson plan designing ability. Besides that, results of this research show that the TPACK and the lesson plan designing ability of prospective physics teachers increased because the intervention.Tujuan penelitian ini adalah untuk mengetahui peranan TPACK terhadap kemampuan menyusun perangkat pembelajaran. Subjek penelitian adalah sembilan belas calon guru fisika yang mengikuti perkuliahann P3F yang diajar dengan menggunakan model pembelajaran POST-PACK. Desain penelitian yang digunakan adalah mixed method embedded experimental model. Hasil analisis menunjukkan bahwa TPACK memiliki peranan yang penting dan memiliki pengaruh yang kuat terhadap kemampuan menyusun perangkat pembelajaran. Selain itu, hasil penelitian menunjukkan bahwa TPACK dan kemampuan menyusun perangkat pembelajaran calon guru fisika mengalami peningkatan dikarenakan perlakuan yang diberikan

Pengaruh Preheat terhadap Sifat Mekanis Sambungan Metal Inert Gas (MIG) pada Baja Karbon Rendah

The objective of this research is to find out the effect of preheat on mechanical properties of the metal inert gas welding (MIG) on low carbon steel. The welding method uses a MIG welding on a low carbon steel strip plate specimen, in the V angle of 60°, using ER70S-6 electrode wire and CO2 for protection, the variable of this research is a preheat temperature of 100 oC, 200 oC, 300 oC and non-preheat. The test results showed that the highest Vickers hardness value is owned by the preheat 200 oC temperature with Vickers hardness value of 206.674 kg/mm2, the tensile test specimens with preheat 200 oC temperature variations have the greatest tensile strength is the average of 54.87 Kgf/mm2, the value of the highest impact energy on preheat 100 oC of 98.399 Joules

Pengaruh Pembelajaran Guided Inquiry Berbasis Salingtemas terhadap Keterampilan Berpikir Kritis Siswa SMP Berdasarkan Kemampuan Akademik

This reseacrh was to determined the effect of guided inquiry learning based on scientific environment technology and society (SETS) to critical thinking skills based on academic ability difference. This reseacrh was included to quasy experiment with Post Test Only Design Factorial 3 x 2 design. ANOVA was used to test the hypothesis and LSD used for advance test with α = 0,05. The research showed that (1) there was a difference in students' critical thinking skills who took the Guided inquiry learning based on SETS, Guided inquiry learning, and conventional learning; (2) there was a difference of critical thinking skills in students with different academic ability; (3) there was no difference in students' critical thinking skills of high academic ability who took the Guided inquiry learning based on SETS, Guided inquiry learning, and conventional learning; (4) there was a difference in students' critical thinking skills of low academic ability who took the Guided inquiry learning based on SETS, Guided inquiry learning, and conventional learning; and (5) there was no interaction between the learning model and the academic ability to the critical thinking skills.Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Guided inquiry berbasis salingtemas terhadap keterampilan berpikir kritis siswa berdasarkan kemampuan akademik berbeda. Penelitian ini termasuk jenis quasy experiment dengan menggunakan rancangan penelitian Post Test Only Design Factorial 3 x 2. Uji hipotesis yang digunakan dalam penelitian ini adalah uji ANOVA dengan uji lanjut LSD pada a = 0,05. Hasil penelitian ini adalah: (1) ada perbedaan keterampilan berpikir kritis antara siswa yang mengikuti pembelajaran Guided inquiry berbasis salingtemas, Guided inquiry, dan konvensional; (2) ada perbedaan keterampilan berpikir kritis pada siswa berkemampuan akademik berbeda; (3) tidak ada perbedaan keterampilan berpikir kritis siswa berkemampuan akademik tinggi yang mengikuti pembelajaran Guided inquiry berbasis salingtemas, Guided inquiry, dan konvensional; (4) ada perbedaan keterampilan berpikir kritis siswa berkemampuan akademik rendah yang mengikuti pembelajaran Guided inquiry berbasis salingtemas, Guided inquiry, dan konvensional; (5) tidak ada interaksi antara model pembelajaran dan kemampuan akademik terhadap keterampilan berpikir kritis

Pengaruh Strategi Flow Diagram dalam Pembelajaran Inkuiri Terbimbing terhadap Keterampilan Berpikir Tingkat Tinggi dan Keterampilan Proses Sains

This study aims to determine differences in higher order thinking skills and science process skills of students learn who use guided inquiry learning with Flow Diagram strategy and guided inquiry learning. The research design uses quasi-experimental with Pretest-Posttest Control Group Design. The population in this study were students of class X MIA SMA Negeri 1 Kalitidu the academic year 2015/2016. The sample used in this research is class X MIA 4 as an experimental class and class X MIA 2 as the control class with a total of 2 class of 64 students. Instruments used include high-level thinking skills tests and observation sheets science process skills of students. Data analysis technique used is the multivariate analysis (MANOVA) at the 5% significance level with SPSS 17.0 for Windows. Based on the analysis obtained the following results. (1) There is the influence of higher-order thinking skills to learn to use guided inquiry learning with Flow Diagram strategy (0.000 <0.05); (2) There is the influence of science process skills that students learn to use guided inquiry learning strategy with Flow Diagram strategy (0.000 <0.05).Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berpikir tingkat tinggi dan keterampilan proses sains siswa yang belajar menggunakan pembelajaran inkuiri terbimbing dengan strategi Flow Diagram dan pembelajaran inkuiri terbimbing. Rancangan penelitian ini menggunakan kuasi eksperimen dengan Pretest-Postest Control Group Design. Populasi dalam penelitian ini adalah siswa kelas X MIA SMA Negeri 1 Kalitidu tahun ajaran 2015/2016. Sampel yang digunakan dalam penelitian ini, yaitu kelas X MIA 4 sebagai kelas eksperimen dan kelas X MIA 2 sebagai kelas kontrol dengan keseluruhan siswa dari 2 kelas sebanyak 64 siswa. Instrumen yang digunakan meliputi tes keterampilan berpikir tingkat tinggi dan lembar observasi keterampilan proses sains siswa. Teknik analisis data yang digunakan adalah dengan analisis multivarian (manova) pada taraf signifikansi 5% dengan bantuan program SPSS 17.0 for windows. Berdasarkan analisis diperoleh hasil sebagai berikut. Pertama, terdapat pengaruh pembelajaran inkuiri terbimbing dengan strategi Flow Diagram terhadap keterampilan berpikir tingkat tinggi (0,000 < 0,05). Kedua, terdapat pengaruh pembelajaran inkuiri terbimbing dengan strategi Flow Diagram terhadap keterampilan proses sains siswa (0,000 < 0,05)

Students' Problem Solving Skills of Physics on the Gas Kinetic Theory Material

Some research aiming to improve problem-solving skills in physics by various learning models has been performed. So far, there is no comprehensive research that uses Inquiry-discovery learning model to improve problem solving skills (PSS) in physics with the aid of the PhET simulation in the material of kinetic theory of gases. This research aims to investigate the differences of PhET-aided Inquiry-discovery learning using a theoretical review on PSS in the material of kinetic theory of gases between the experimental class and control class. This research is a quasi-experimental study by a post-test only design. The data analysis was performed via a t-test. The analysis results showed students in the experimental get higher PSS class than those in the control class. Also, the students in the experimental class have the highest and lowest initial abilities which were still higher than the students in the control class. Hence, the inquiry-discovery learning model is recommended to enhance students' physics PSS. The implication of this research is to provide information that students can be empowered by inquairy-discovey learning model in improving PSS. Therefore, it is expected that the next researchers can explore students' PSS at each meeting in order to improve students' learning outcomes

Kemampuan Pemecahan Masalah Fisika Pada Modeling Instruction Pada Siswa SMA Kelas XI

Tujuan dari penelitian ini adalah untuk mengetahui kemampuan pemecahan masalah fisika siswa dalam modeling instruction. Penelitian ini menggunakan mixed method desain embedded experimental model. Hasil penelitian menunjukkan modeling instruction meningkatkan kemampuan pemecahan masalah fisika dibandingkan pembelajaran konvensional. Hal ini karena modeling instruction menekankan pada pembangunan pemahaman konsep melalui pemodelan yang ditunjukkan dengan diagram, grafik, dan gambar sebelum siswa menyajikan dalam representasi matematis. Modeling instruction memfasilitasi siswa dalam mengkonstruksi pengetahuan dan pemecahan masalah melalui kegiatan yang ilmiah. Kemampuan pemecahan masalah fisika siswa lebih baik setelah belajar dengan modeling instruction. Perkembangan kemampuan pemecahan masalah fisika siswa setelah belajar dengan modeling instruction ditunjukkan dengan perkembangan yang lebih baik dalam mengenali masalah berdasarkan konsep, membuat representasi dari masalah, dan evaluasi terhadap solusi dan konsep yang digunakan. Kegiatan modeling instruction yaitu seperti meminta siswa memberikan penjelasan konseptual terhadap pendapat dan jawaban secara lisan atau tulis dan pemberian masalah untuk dikelompokkan berdasarkan konsep mampu memberikan alternatif lain dalam penilaian dari hanya sekedar paper and pencil test. The purpose of this study was to determine the students' problem-solving ability in modeling the physics instruction. This study used a mixed method design of embedded experimental models. The results showed a modeling instruction improves problem-solving ability than conventional learning physics. This is because the modeling instruction emphasizes the development of conceptual understanding through modeling that indicated by diagrams, graphs, and images before the student presents the mathematical representation. Modeling instruction facilitates students in constructing knowledge and solving problems through scientific activities. Physics students' problem solving skills through learning by modeling instruction. The development of problem-solving ability of students after studying physics at modeling the instruction indicated by the development of better identify problems based on the concept , making the representation of the problem , and the evaluation of the solutions and concepts used. Activity modeling instruction is like asking students to give a conceptual explanation of the opinions and answer orally or in writing and giving problems to be grouped based on the concept able to provide another alternative in the assessment of just a paper and pencil test