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International Journal of Science and Applied Science: Conference Series

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Published by Universitas Sebelas Maret

ISSN : 25494627 EISSN : 25494635 DOI : -

Core Subject : Science, Education,

Chemistry Education Mathematics Physics

International Journal of Science and Applied Science: Conference Series is a scientific proceedings publication service for international conferences. Subject areas of this publication include: physics, biology, mathematics, chemistry, education, materials science, environmental science, bioscience, engineering and applied science. International Journal of Science and Applied Science: Conference Series is published by Universitas Sebelas Maret, Indonesia.

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Articles 196 Documents

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International Conference on Science and Applied Science 2017 (ICSAS 2017) - -
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.145 KB)

International Conference on Science and Applied Science 2017 (ICSAS 2017)

Analysis of acid-base misconceptions using modified certainty of response index (CRI) and diagnostic interview for different student levels cognitive Satya Sadhu; Maria Tensiana Tima; Vika Puji Cahyani; Antonia Fransiska Laka; Desfi Annisa; Atina Rizanatul Fahriyah
International Journal of Science and Applied Science: Conference Series Vol 1, No 2 (2017): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

The authors in this paper draw attention to the importance of an instrument that can analyze student’s misconception.This study described the kind of the misconception in acid-base theory, and the percentage students’ misconception occur in every subconcept of acid-base theory. The design of this study is a descriptive method, involved 148 of 11th grade science students from Senior High School, which divided into two classes are high cognitive and low cognitive. Further analysis of using Modified Certainty of Response Index (CRI) as a diagnostic instrument is used to explore misconception which in that test included evaluating only content knowledge with considering the reason behind the students' choice of response and their certainty of response in every question. The result of data analysis has shown that misconception occurred in high cognitive class, gained 43,86% and misconception occurred in low cognitive class, gained 24,63%. Based on the diagnostic interview has shown that misconception occurred in students due to students does not understand the concept well and they related the one concept to the other concepts with partial understanding, the result students make the failed conclusions. The type of misconception occurred is a conceptual misunderstanding. According to the data analysis showed that Modified Certainty of Response Index (CRI) is effective used to analyze students’ misconceptions and the diagnostic interview is effective used to know the reasons that caused students which having misconceptions.

Do Performance Assessment has Contribution to Achieve Students’ Commnunication Skills? Aisah Isnaeni; A Ratna Wulan; R Solihat
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Communication skill was an important component of education. This study aims to analyzed students' communication skills and response by using performance assessment on water cycle concept. The method that used in this study is descriptive. Subject consists of first-grade students’ in senior high school (n:32). The instruments that used in this study are the task, observation sheets, questionnaire, self and peer assessment. Those instruments analyzed four indicators of communication such as; (1) articulate thoughts and ideas effectively,(2) listen effectively, (3) use communication for a range of purposes and (4) Communicate Effectively in diverse environments. Sccorring of instruments has two categories, score from 1-4 for task and sheets of observation, score from 0 and 1 for self and peer assessment and questionnaire using descriptive analyzed. Then, indicators of communication skills categorized into three groups: high, medium and low. The data showed that all of the indicators in medium categorized 81.3% in the first indicator, 53.1% in the second indicator, 46.9% in the third indicator, and 68.8% in the fourth indicator. Therefore students’ have communication skill in medium category and most of the students’ has positive respond in performance assessment because its’ can help students’ to fix their performance in the instructional process.

The Effect of WhatsApp Messenger As Mobile Learning Integrated with Group Investigation Method of Learning Achievement Hendrik Pratama; Sulistyaning Kartikawati
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

The purpose of this research was determined the effect of application WhatsApp Messenger in the Group Investigation (GI) method on learning achievement. The methods used experimental research with control group pretest-postest design. The sampling procedure used the purposive sampling technique that consists of 17 students as a control group and 17 students as an experimental group. The sample in this research is students in Electrical Engineering Education Study Program. The experimental group used the GI method that integrated with WhatsApp Messenger. The control group used lecture method without social media integration. The collecting data used observation, documentation, interview, questionnaire, and test. The researcher used a t-test for compared the control group and the experimental group’s learning outcomes at an alpha level of 0,05. The results showed differences between the experiment group and the control group. The study result of the experimental higher than the control groups. This learning was designed with start, grouping, planning, presenting, organizing, investigating, evaluating, ending’s stage. Integration of WhatsApp with group investigation method could cause the positive communication between student and lecturer. Discussion in this learning was well done, the student’s knowledge could appear in a group and the information could spread evenly and quickly.

Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving Patrisius Afrisno Udil; Tri Atmojo Kusmayadi; Riyadi Riyadi
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7th grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems were analyzed qualitatively using Miles and Huberman steps. Before selecting the subjects, the researcher gave the Mathematics Anxiety Scale (MAS) to obtain students with high anxiety. Then, subjects were interviewed while solving the problem to investigate their metacognition process. The results show that: (1) The metacognition processes of students with high anxiety in understanding the problem involve planning, monitoring, and evaluating to explore and understand information of the given problem. (2) The metacognition processes of students with high anxiety in devising a plan involve planning and monitoring to identify the possible strategy for solving the problem. (3) The metacognition processes of students with high anxiety in carrying out the plan involve planning to use the strategy and procedures to find the solution. (4) In the final steps namely looking back, there is no metacognition process of students with high anxiety identified. Thus, it can be said that the high of mathematics anxiety can cause the lack of students’ metacognition process while solving the mathematics problem. Therefore, it is important for the teachers to consider students mathematics anxiety to design and plan better mathematics learning.[1] NCTM 2000 Principles and Standards for School Mathematics NCTM 2000 (Virginia: NCTM) [2] Jonsson B, Norqvist M, Liljekvist Y and Lithener J 2014 Learning Mathematics through Algorithmic and Creative Reasoning the J of Mathl Behaviour 36 20-32[3] Mullis I. V. S, Martin M. O, Foy P and Arora A 2012 TIMMS 2011 International Result in Mathematics (Chestnut Hill: TIMSS & PIRLS International Study Center)[4] PISA 2016 Results Excellence and Equity in Education Volume I (Paris: OECD Publishing)[5] Tambychik T and Mohd Meerah T S 2010 Students’ Difficulties in Mathematics Problem-Solving: What do they Say? Proc Soc and Behavioral Sc: Int Conf on Math Education Research 2010 8 142–151[6] Sopia H. F 2015 Keefektifan Pendekatan Matematika Realistik Ditinjau dari Prestasi, Pemecahan Masalah, dan Kepercayaan Diri Siswa Seminar Nasional Mat dan Pend Mat UNY 2015 807-814[7] Risnanosanti 2008 Kemampuan Metakognitif Siswa dalam Pembelajaran Matematika Phytagoras 4 86-98[8] Aljaberi N. M and Geith E 2015 University Students’ Level of Metacognitive Thinking and Their Ability to Solve Problems American Int J of Contemporary Research 5 121-134[9] Tuncer M and Dogan Y 2016 Relationships among Foreign Language Anxiety, Academic Self-Efficacy Beliefs, and Metacognitive Awareness: A Structural Equation Modelling Int J of Learning and Development 6 31-41[10] Akturk A. O and Sahin I 2011 Literature Review on Metacognition and its Measurement Proc-Soc and Behavioral Sc 15 3731–3736[11] Sengul S and Katranci Y 2015 Meta-cognitive Aspects of Solving Indefinite Integral Problems Proc-Soc and Behavioral Sc 197 622-629[12] Anggo M 2011 The Metacognitive Process of Teachers College Students in Solving Mathematical Problems Proc Int Seminar and the Fourth National Conf on Math Ed Building the Nation Character through Hum Math Ed (Yogyakarta: Department of Mathematics Education, Yogyakarta State University) 367-376[13] Yimer A and Ellerton N. F 2006 Cognitive and Metacognitive Aspects of Mathematical Problem Solving: An Emerging Model Proc of the 29th Annual Conf of The Math Ed Research Group of Australasia (MERGA): Identities, Culture, and Learning Spaces. (Canberra, Australia: MERGA Inc.)[14] Rozen M. T and Kramarski B 2014 Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems Global Ed Review 1 76-95[15] Evans B. R 2015 Breakthrough Moments in Problem Solving Math Teaching-Research J Online 8 [16] Carson, J 2007 A Problem with Problem Solving: Teaching Thinking without Teaching Knowledge the Math Educator 17 7–14[17] Ortiz E 2016 the Problem-Solving Process in a Mathematics Classroom Transformation 1 4-13[18] Lai Y, Zhu X, Chen Y and Li Y 2015 Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties PLOS One 10 1-19[19] Kurniawati A. D and Siswono T. Y. E 2014 Pengaruh Kecemasan dan Self Efficacy Siswa terhadap Kemampuan Pemecahan Masalah Materi Segiempat Siswa Kelas VII MTS Negeri Ponorogo Mathedunesia: J Ilmiah Pend Mat 3 36-41[20] Karasel N, Ayda O and Tezer M 2010 the Relationship between Mathematics Anxiety and Mathematical Problem Solving Skills among Primary School Students Proc-Soc and Behavioral Sc 2 5804–5807[21] Legg A. M and Locker L. Jr 2009 Math Performance and Its Relationship to Math Anxiety and Metacognition North American J of Psychology 11 471-486[22] Alikamar M. A, Alamolhodaei H and Radmehr F 2013 the Role of Metacognition on Effect of Working Memory Capacity on Students' Mathematical Problem Solving European J of Child Development, Education and Psychopathology 1 125-139[23] Moleong L. J 2007 Metodoogi Penelitian Kualitatif (Bandung: Remaja Rosdakarya)[24] Zainal Z 2007 Case Study as a Research Method J Kemanusiaan 9 1-6[25] Sugiyono 2013 Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan RD (Bandung: Alfabeta)[26] du Toit S and du Toit G 2013 Learner Metacognition and Mathematics Achievement during Problem-Solving in a Mathematics Classroom the J for Transdisciplinary Research in Southern Africa 9 505-518

The Effect of Video-Assisted Inquiry Modified Learning Model on Student’s Achievement on 1st Fundamental Physics Practice T W Maduretno; A Tantowi Aziz; Luluk Fajri
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

The purpose of research are: (1) to know the effect of video-assisted inquiry modified learning model on student’s achievement; (2) to improve the student’s achievement in 1st Fundamental Physics Practice through video-assisted inquiry modified learning model. The student’s achievement as dependent variables includes the aspects of knowledge, skill, and attitude. The sampling technique did not choose at random. The Mathematics Education as the control group and the Science Education as the experimental group. The experimental group used video-assisted inquiry modified learning model and the control group used inquiry learning model. The collecting data technique used observation, questionnaire, and test. The researcher used the independent t-test that purposed to compare the average of achievement of control and experiment group. The results of research were: (1) there was an effect of video-assisted inquiry modified learning model on the knowledge and skill aspect but there was not on the attitude aspect; (2) The average of learning outcome of the experimental group higher than the control group’s; (3) The video-assisted inquiry modified learning model helped more skilled and trained student to discovery, inquiry the scientific principle, experiment and observation, and explain the experiment and observation’s result so that the students be able to understand the materials on the 1st Fundamental Physics Practice.

Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school Fengky Adie Perdana; Sarwanto Sarwanto; Sukarmin Sukarmin; Imam Sujadi
International Journal of Science and Applied Science: Conference Series Vol 1, No 1 (2017): International Conference on Science and Applied Science (Engineering and Educati
Publisher : Universitas Sebelas Maret

Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D). Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1) the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2) Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3) effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4) Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.

Organizer of International Conference on Science and Applied Science (Engineering and Educational Science) 2016 - -
International Journal of Science and Applied Science: Conference Series Vol 1, No 1 (2017): International Conference on Science and Applied Science (Engineering and Educati
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.435 KB)

OrganizerGraduate Program, Physics Department, Sebelas Maret University, Indonesia Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126, IndonesiaPhone/fax : 0271-669017 psw 308Email : icsas@mail.uns.ac.idChairmanProf. Suparmi, M.Sc., Ph.D, Sebelas Maret University, Indonesia Dr. Fuad Anwar, S.Si.,M.Si, Sebelas Maret University, IndonesiaOrganizing CommitteeProf. Cari, M.A., M.Sc., PhD, Sebelas Maret University, IndonesiaAhmad Marzuki, S.Si., Ph.D., Sebelas Maret University, IndonesiaDr. Eng Budi Purnama, S.Si, M.Si., Sebelas Maret University, IndonesiaDr. Fahru Nurosyid, S.Si.M.Si., Sebelas Maret University, IndonesiaDrs. Harjana, M.Si. M.Sc., Ph.D, Sebelas Maret University, IndonesiaDr. Agus Supriyanto, S.Si,M.Si. Sebelas Maret University, IndonesiaDr. Yofentina Iriani, S.Si.,M.Si., Sebelas Maret University, IndonesiaDr.Eng. Risa Suryana, S.Si,M.Si., Sebelas Maret University, IndonesiaKhairuddin, S.Si.,M.Phil, Ph.D., Sebelas Maret University, IndonesiaDrs. Iwan Yahya, M.Si., Sebelas Maret University, IndonesiaMohtar Yunianto, S.Si,M.Si., Sebelas Maret University, IndonesiaNuryani,S.Si,M.Si, Ph.D., Sebelas Maret University, Indonesia

Development of Computational-based Visualization Method in Physical Chemistry Practical Course Gani Purwiandono
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Study on the development of computational-based visualization method in Physical Chemistry practical course has been carried out. The study was carried out by combining the conventional method and the visualization using the software. This combination class then was compared to the conventional class of the practical course. The cognitive evaluation showed that the distribution of students’ understanding for the supporting theory of the practical course was not significantly different. The students had relatively the same level of understanding regarding the supporting theory. The evaluation of learning outcomes and the distribution of final grade showed that the class which combined the conventional and visualization method gave a positive result in the learning process

Understanding students' concepts through guided inquiry learning and free modified inquiry on static fluid material Sularso Sularso; Widha Sunarno; Sarwanto Sarwanto
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Conference on Science and Applied Science 2017
Publisher : Universitas Sebelas Maret

This study provides information on understanding students' concepts in guided inquiry learning groups and in free modified inquiry learning groups. Understanding of student concept is reviewed on the concept of static fluid case. The number of samples tested were 67 students. The sample is divided into 2 groups of students: the group is given guided inquiry learning and the group given the modified free inquiry learning. Understanding the concept of students is measured through 23 tests of items about the concept of static fluid. The result of the students 'understanding of the guide inquiry learning is better than the students' understanding of the concept of free modified inquiry learning.

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Dewanta Arya Nugraha

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dewanta.an@gmail.com

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Journal Mail Official
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Editorial Address
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Location
Kota surakarta,

Jawa tengah

INDONESIA