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<![CDATA[ANALYSIS THERMAL OF THERMOPLASTIC ELASTOMER WITH FILLER POWDER WASTE TIRE ]]>
<![CDATA[Eva Marlina Ginting]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Khairina Fitri]]>;
<![CDATA[Erna Frida]]>
<![CDATA[ AGRIUM: Jurnal Ilmu Pertanian Vol 20, No 2 (2016) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA ]]>
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DOI: 10.30596/agrium.v20i2.629
<![CDATA[This study aims to determine the thermal properties of the thermoplastic elastomer with filler powders waste tires on the mixing of the rubber SIR-20 and polyethylene by using of Differential Thermal Analysis (DTA) and Termogravimetrik Analysis (TGA). The process of sample preparation is done in Internal Mixer with mixing polyethylene, rubber SIR-20, compatibilizer Polyethylene Maleic Anhydride (PEMA), sulfur and powder scrap tires 80 mesh with varying from (0, 10, 20, 30) phr, with a temperature of 180 ° C and rotor speed of 60 rpm for 15 minutes. DTA analysis results obtained by the temperature of the melting point and the highest reduction in heat flow without powder obtained in composition of scrap tires with a temperature that is equal to 160.3 0C microV -11.975. While the TGA test results obtained the highest mass reduction obtained on the composition without powder used tires is 18.59 mg or by 58 792% with a temperature of 502.6 0C.Keywords: powder waste tires, natural rubber, TGA, DTA]]>
<![CDATA[DEVELOPMENT SCIENTIFIC INQUIRY BASED TEACHING MATERIALS ON DYNAMIC FLUIDS TO IMPROVE STUDENTS ACHIEVEMENT ]]>
<![CDATA[Jeliana Veronika Sirait]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Makmur Sirait]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3699
<![CDATA[The study was conducted to investigate whether the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement. This study is development which based on Borg & Gall product development. Samples were selected randomly by raffling 4 classes into one class, applied teaching materials based scientific inquiry. The instruments which are used in this study consisted of three namely quetionnaires used for validation of teaching material by the expert of the material and the expert of design, the evaluation of physics teacher and students’ response toward teaching materials and observation sheet of students’ activity used in learning process and also test for students’ achievement in the form of multiple choice consisted of 10 quetions provided for end of the learning. The results of this study showed that the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement in every session.]]>
<![CDATA[THE EFFECT OF LEARNING PHYSICS WITH PROBLEM BASED INSTRUCTION (PBI) MODELS IN PHYSICS AT THE CLASSROOM ]]>
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Satria Mihardi]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 1, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v1i1.3374
<![CDATA[Abstract. Physics learning at school aim to know difference about using PBI model on learning outcomes on dynamic electrical in SMA Istiqlal Delitua A.Y. 2009/2010. This research is a quasy experiment and sampling was done with simple random sampling. From the data analysis and hypothesis testing is concluded, learning outcomes with conventional model to dynamic electrical is 69.13 (enough criteria). Learning outcomes with a PBI model to dynamic electrical is 80.65 (good criteria). It was based on calculation results by t test tcount = 6.82 and ttabel = 1.99, with tcount > ttabel (6.82 > 1.99), then Ha accepted and H0 rejected thus stated that there are significant differences using PBI models on result student learning on a dynamic electrical in grade 10th SMA Istiqlal Delitua A.Y. 2009/2010.]]>
<![CDATA[ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL ]]>
<![CDATA[Dede Parsaoran Damanik]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i1.4333
<![CDATA[This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1) test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2) test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1) There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2) there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3) There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.]]>
<![CDATA[THE EFFECT OF INQUIRY TRAINING MODEL USE THE MEDIA PHET AGAINST SCIENCE PROCESS SKILLS AND LOGICAL THINKING SKILLS STUDENTS ]]>
<![CDATA[Fajrul Wahdi Ginting]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i2.3192
<![CDATA[The Purpose of The study: science process skills and logical thinking ability of students who use inquiry learning model training using PhET media; science process skills and logical thinking ability of students who use conventional learning model; and the difference science process skills and logical thinking ability of students to use learning model Inquiry Training using PhET media and conventional learning models. This research is a quasi experimental. Sample selection is done by cluster random sampling are two classes of classes VIII-E and class VIII-B, where the class VIII-E is taught by inquiry training model using media PhET and VIII-B with conventional learning model. The instrument used consisted of tests science process skills such as essay tests and tests of the ability to think logically in the form of multiple-choice tests. The data were analyzed using t test. The results showed that physics science process skills use Inquiry Training models using PhET media is different and showed better results compared with conventional learning model, and logical thinking skills students use Inquiry Training model using PhET media is different and show better results compared with conventional learning, and there is a difference between the ability to think logically and science process skills of students who use Inquiry Training model using PhET media and conventional learning models.]]>
<![CDATA[THE ANALYSIS OF PROBLEM BASED LEARNING MODEL ON CREATIVITY STUDENT OF HIGH SCHOOL PHYSICS ]]>
<![CDATA[Irawati Lebora Hutabarat]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i1.9028
<![CDATA[This study aims to analyze the creativity of physics learning students who taught with problem-based learning with direct learning. This research is a quasi experimental research with two group pretest posttest design. The population of this study is all students of class X SMA Negeri 2 Bandar semester II academic year 2016/2017. The sample of this research was taken by clus random sampling that is as much as 2 classes which amounted to 64 students, experiment class consisting of 32 students applied with problem based learning and control class consist of 32 students applied by direct learning. The instrument used in this research is the creativity test instrument in the form of a description of 7 problems that have been declared valid by the team of experts. The resulting data is analyzed by t test is the test of creativity hypothesis is t count > ttable (6,124> 1,988) hence can concluded student physics creativity which d taught with problem based learning model better than student which is taught by direct]]>
<![CDATA[EFEK MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISIONS DAN TES POTENSI AKADEMIK TERHADAP HASIL BELAJAR FISIKA PADA MATERI OPTIK GEOMETRI ]]>
<![CDATA[Andar S. Gultom]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3471
<![CDATA[The purpose of this research is to determine whether there is anydifference in result of learning physics which is taught with cooperative modeltype STAD model and DI model in grade 10, to determine the effect of thestudent’s academic potential level for the Physics learning outcomes and toknow whether there is an interaction between cooperative learning model typeSTAD and student’s academic potential as the Physics learning outcomes. Thisresearch is a quasi-experiment with two-way design. The population in thisresearch is all students in grade 10 with research sample Class X-1 as the controlclass and Class X-2 as the experiment class which have 32 students in each. Thedata analysis technique used SPSS 17, ANOVA Factorial 2x2. Based on the test performed, it is concluded: there are differences between the Physics learningoutcomes that was taught with cooperative model type STAD and DI model, there was student’s academic potential influence on Physics learning outcomes therewas an interaction between cooperative model type STAD and student’sacademic potential in improving learning outcomes that was show on Schaeffer Test.]]>
<![CDATA[THE EFFECT OF COOPERATIVE LEARNING MODELS TYPE GROUP INVESTIGATION AND KINESTHETIC STYLE LEARNING TO SCIENCE PHYSICS SKILL PROCESS ON STUDENTS ]]>
<![CDATA[Sriutami Kholila Mora Siregar]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v3i2.3169
<![CDATA[The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.]]>
<![CDATA[THE INFLUENCE LEARNING MODEL GUIDED INQUIRY AND CREATIVITY ON HIGHER COGNITIVE ]]>
<![CDATA[Sari Wahyuni Rozi Nasution]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Eva M. Ginting]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i2.4407
<![CDATA[The purpose of this research was to know the different between the using of guided inquiry and direct instruction learning models on creativity and students’ physic high cognitive learning result. This research was quasy experimental research by applying two group pretest-postes design with physic high cognitive test and creativity questionairres as the instruments. Data in this research was analyzed by using two ways anova. The results showed that Guided Inquiry learning model is better in improving the cognitive achievement of high student. The research data was taken from the student who is attending a physics lesson from one of the private schools in North Sumatra numbered 68 students. Test hypothesis testing using General Linear Model (GLM) univariate at significance level α = 0.05.]]>
<![CDATA[THE EFFECT OF INQUIRY TRAINING LEARNING MODEL USING MACROMEDIA FLASH AND CREATIVE THINKING ABILITY ON SCIENCE PROCESS SKILLS OF STUDENT ]]>
<![CDATA[Helena Evadonna Siagian]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3701
<![CDATA[The aims of this research were to analyze science process skills of students using Inquiry Training Learning Model use Macromedia Flash on science process skills of students compare using conventional learning, analyze science process skills ofstudents who have high category in creative thinking ability better than low category in creative thinking ability, and analyze the interaction between Inquiry Training learning model use Macromedia Flash and the level of creative thinking ability in improving the science process skills. The research type was quasi experiment andtwo group pretest-posttest designs were used in this study. The sample was choosen by using cluster random class technique. The instrument was consist of science process skills test and creative thinking ability test. Data in this research was analyzed by using twoway Anova. The results of this research showed that the inquiry training learning model use macromedia flash was better than conventional learning in improving the students science process skills, the science process skills of the students who had highcategory in creative thinking ability was better than low category, and there was interaction between inquiry training learning model use macromedia flash and the level of creative thinking ability in improving students science process skills.]]>
