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Metode Grafik; Solusi Problematika Azaz Black M. Yasin Kholifudin
Jurnal Riset dan Kajian Pendidikan Fisika Vol 4, No 2 (2017): Oktober 2017
Publisher : Universitas Ahmad Dahlan

Pada materi azaz black sebagian besar peserta didik masih mengalami kesulitan dalam menguasai materi azaz black. Untuk memudahkan peserta didik dalam menguasai materi azaz black penulis menerapkan metode grafik hubungan Kalor [Q kal] dan suhu [t0C] pada proses pembelajaran. Sintak pembelajarannya; 1) peserta didik, mengacu materi azaz black, 2) diskusi interaktif antara peserta didik dan peserta didik dengan guru, 3) guru menyampaikan penjelasan bagaimana menyelesaian problematika azaz black dengan metode grafik, 4) peserta didik menerapkan metode grafik dalam menyelesaikan problematika azaz black. Metode tersebut diterapkan pada 36 peserta didik kelas X IPA 1 SMA Negeri 2 Kebumen. Dari proses pembelajaran diperoleh simpulan bahwa kerangka berpikir, penalaran peserta didik secara terstuktur terbangun dengan baik, sehingga mudah untuk memahami dan menguasai materi azaz black dengan indikator peserta didik dapat mengerjakan problematika azaz back dengan benar. Most of the students still have difficulty to understand the Black's Principle teaching material. Authors apply the graph method of the relationship of Heat [Q kal] and Temperature [t oC] on the learning process to facilitate learners in mastering this material. The learning syntax includes; 1) learners, referring to Black's Principle material, 2) interactive discussion between learners and learners with the teacher, 3) teacher explains how to solve Black's Principle problems with the graphical method, 4) learners apply a graphical method in solving Black's Principle problems. The method is applied to 36 students of X IPA 1 class of SMA Negeri 2 Kebumen. From the learning process can be concluded that the frame of thinking, the student's structured reasoning is building up well, easy to understand and master the Black's Principle material with indicators learners can solve the Black's Principle problems correctly.

Metode sinkronisasi : medan gravitasi, medan listrik dan medan magnet dalam proses pembelajaran fisika SMA M. Yasin Kholifudin
Jurnal Riset dan Kajian Pendidikan Fisika Vol 5, No 2 (2018): Oktober 2018
Publisher : Universitas Ahmad Dahlan

Dalam proses pembelajaran fisika tidak lepas dari fenomena alam dalam kehidupan sehari-hari. Kemampuan menghubungkan antar konsep dan daya ingat pesera didik dalam mempelajari konsep; medan gravitasi, medan listrik dan medan magnet rendah sehingga dalam menyelesaikan probelamatika fisika mengalami kendala dan berimbas pada hasil belajar fisika rendah. Untuk dapat mengatasi hal tersebut penulis memberikan solusi dalam pembelajaran yaitu menerapkan konsep berpikir metode sinkronisasi dalam pembelajaran dengan 3 tahapan berpikir; 1) analisis konsep, 2). menghubungkan antara konsep dasar secara komprehensip, dan 3) aplikatif, pada materi medan gravitasi, medan listrik dan medan magnet. Â Dengan konsep berpikir metode sinkronisasi dalam pembelajaran ketiga konsep tersebut peserta didik merasakan situasi belajar yang menyenangkan, mudah mengingat kembali, dan mampu menemukan hubungan berbagai hal dalam menyelesaikan problematika ketiga konsep dengan katagori soal HOTS. The Physics learning materials stated in syllabus are closely related with natural phenomena in everyday life. Those are interconnected one another. The students' ability to connect among the materials consept; gravitational field, electric field and magnetic field is inevitably needed for their better understanding of the materials. In fact, this is lour, and this results in their low achievement. To cope with this problem the writer sets forth the so called synchronization method, a way of thingking consisting three stages i.e; analysing the concept of the materials, connecting wholly among the materials, and applying both in the learning processes. The students' applying the syncronization method during learning processes they are eased at understanding the learning materials and easily recall the materials and funally they learn physic with fun. Besides they are able to solve physics problem in HOTS level. Kata kunci: sinkronisasi, medan gravitasi, medan listrik, medan magnet

Menentukan Koefisien Restitusi Tumbukan dengan Analisis Konversi Sudut Penyimpangan M. Yasin Kholifudin
Jurnal Penelitian Pembelajaran Fisika Vol 10, No 1 (2019): April 2019
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v10i1.3492

Physical practicum-based learning on collision was been carried out with the aim of knowing the magnitude of the coefficient of restitution of collision of 2 toy balls that are hung on station with a rope by analyzing the conversion of angle of the deviation before and after collision to the magnitutde of velocity. The instruments used in the practicum were“ tek-tek” balls, “ping-pong” balls, clear rubber ball, bow, stationary. Data collection was taken from the 8 practicum groups each of which consists of 4 students in class X IPA 1 of Senior High School 2 Kebumen in the 2nd semester of the school year 2017/2018. Conclusions obtained from data analysis are the conversion of angle of deviation before and after collision to the magnitude of velocity, average collision coefficient; between “tek-ball” was 0.18, “tek-tek” ball with clear rubber ball was 0.26, “tek-tek” ball with “pingpong” ball was 0.64. So that the three collisions include a partially resilient collision which has a range of restitution coefficients 0 ˂ e ˂ 1.Students did the practicum carefully, students had fun learning while playing and collision. This practicum can be done as an alternative to teach the competency on KI-4

Sinar Laser Mainan Sebagai Alternatif Sumbar cahaya Monokromatik Praktikum Kisi Difraksi Cahaya M. Yasin Kholifudin
Jurnal Penelitian Pembelajaran Fisika Vol 8, No 2 (2017): SEPTEMBER 2017
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v8i2.1641

Learning Physics on the diffraction of light through a practical on diffraction learning material using a toy laser beam as the source of monochromatic light has the obyectives to know the wavelength of a toy laser beam and to improve students’ learning activities. The practical was conducted in groups consisting of 10 groups each of which consists of 3 students of Senior High School 2 Kebumen in class XII ScienceA, 2014/2015 school year. The conclusions from the data analyses and observations during the learning process are; the wavelength range of the toy laser beam is on average 649 nm - 662 nm, and the laser beam as the source of monochromatic light on the diffraction learning material shoured the same monochromatic light on the screen. The student’s learning activity showed an increasing tendency indicated their active involvement in the learning process when stringing tools, observing, recording, data process, concluding and reporting their practicals. Based on the illustration mentioned above, it can be concluded that the toy laser beam can be used as an alternative source of monochromatic light which is afordable and obtainable for the teaching of light diffraction throngh practical

Analisis Rangkaian Jembatan Wheatstone Berbasis Simulasi PhET Pada Pembelajaran Fisika di SMA M. Yasin Kholifudin
Jurnal Penelitian Pembelajaran Fisika Vol 12, No 2 (2021): SEPTEMBER 2021
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v12i2.8062

Telah dilakukan penelitian rangkaian jembatan wheatstone berbasis simulasi PhET. Tujuan penelitian adalah menganalisis besar hambatan R1, R2, R3, dan R4 yang menyebabkan besar arus listrik yang melewati hambatan R5 nol dan tidak nol, Pengambilan data menggunakan aplikasi simulasi PhET circuit-construction-kit-ac-virtual-lab_en, oleh 11 kelompok praktikum: 32 peserta didik kelas XII IPA1 SMA Negeri 2 Kebumen semester ganjil tahun pelajaran 2019/2020, diperoleh simpulan; besar arus listrik yang melalui hambatan R5 menghasilkan nol, diperoleh dari analisis hasil perkalian silang antara R1 dengan R3 sama dengan hasil perkalian silang antara R2 dengan R4, rangkaian tersebut dalam keadaan seimbang dan besar arus listrik yang melalui R5 menghasilkan tidak nol, diperoleh dari hasil analisis perkalian silang hambatan R1 dengan R3 tidak sama dengan hasil perkalian silang antara R2 dengan R4, rangkaian tersebut dalam keadaan tidak seimbang. .Kata kunci: jembatan wheatstone, simulasi PhET

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