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<![CDATA[PEMBELAJARAN BERBASIS PRODUKSI SEBAGAI UPAYA PENINGKATAN KETERAMPILAN PRODUKTIFITAS SISWA SMK ]]>
<![CDATA[Nuri, Nuri]]>;
<![CDATA[Rusilowati, Ani]]>
<![CDATA[ Physics Communication Vol 2, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v2i1.11338
<![CDATA[Pembelajaran berbasis produksi bagi siswa Teknik Pemesinan SMK Tunas Harapan Pati telah dilakukan sebagai upaya membekali keterampilan berwirausaha dan persiapan siswa memasuki dunia kerja serta mengantisipasi pemutusan hubungan kerja. Pembelajaran berbasis produksi dilakukan dengan cara penugasan produksi alat teknologi rekayasa. Pembelajaran fisika berbasis produksi dilaksanakan empat tahapan yakni tahap perencanaan disain, persiapan kerja, poses produksi, penilaian produk. Penugasan melalui beberapa tahap yakni tahap perencanaan disain, persiapan kerja, produksi, penilaian produk. Pembelajaran fisika berbasis produksi dapat meningkatkan nilai rata-rata aspek produktifitas dan akuntabilitas sebelum pembelajaran proyek adalah 80,00 setelah pembelajran proyek nilai rata-ratanya menjadi 87,00 dengan N-gain 0,36. Nilai rata-rata desain siswa adalah 90,25 termasuk dalam kriteria sangat kompeten. Nilai rata-rata produk hasil produksi siswa adalah 84,33 termasuk dalam kriteria kompeten. Pembelajaran fisika berbasis produksi mampu meningkatkan keterampilan produktifitas siswa SMK.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN GENERATIF BERBASIS HANDS-ON ACTIVITY PADA MATERI FLUIDA DINAMIS TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Uki, Riyan Setiawan]]>;
<![CDATA[Saehana, Sahrul]]>;
<![CDATA[Pasaribu, Marungkil]]>
<![CDATA[ Physics Communication Vol 1, No 2 (2017): August 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i2.10431
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran generatif berbasis hands-on activity pada materi fluida dinamis terhadap kemampuan berpikir kritis siswa kelas XI IPA SMA Negeri 5 Palu. Metode yang digunakan adalah eksperimen kuasi dengan non-equivalent control group design. Populasi penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri 5 Palu. Teknik pengambilan sampel pada penelitian ini adalah teknik purposive sampling. Kelas XI IPA 1 dengan jumlah peserta didik sebanyak 27 orang dipilih sebagai kelas eksperimen dan kelas XI IPA 2 dengan jumlah peserta didik sebanyak 27 orang dipilih sebagai kelas kontrol. Instrumen yang digunakan berupa tes kemampuan berpikir kritis berbentuk uraian berjumlah 8 soal yang telah divalidasi. Setiap unit soal mengukur satu indicator kemampuan berpikir kritis yaitu fokus pada pertanyaan, menganalisis argumen, menilai kredibilitas sumber, membuat kesimpulan secara deduktif, membuat kesimpulan secara induktif, menilai definisi, mendefinisikan asumsi, dan mengambil keputusan dalam tindakan. Berdasarkan hasil pengolahan data menggunakan uji statistik, diperoleh rerata skor posttest kelas eksperimen sebesar 78,09 dengan standar deviasi sebesar 15,34 dan kelas kontrol sebesar 69,00 dengan standar deviasi sebesar 15,65. Analisis data dilakukan dengan teknik statistik uji-t dua pihak untuk menguji perbedaan rerata skor kemampuan berpikir kritis siswa. Hasil perhitungan diperoleh nilai . Nilai pada taraf nyata dan . Hal ini berarti, nilai berada pada interval penolakan sehingga diterima. Secara kuantitaif juga dilakukan uji N-gain dan diperoleh hasilnya untuk kelas eksperimen , dan untuk kelas kontrol . Hasil uji ini mengindikasikan bahwa model pembelajaran generatif berbasis hands-on activity lebih unggul daripada model pembelajaran generatif. Berdasarkan hasil uji yang telah dilakukan menunjukkan bahwa terdapat pengaruh model pembelajaran generatif berbasis hands-on activity pada materi fluida dinamis terhadap kemampuan berpikir kritis siswa kelas XI IPA SMA Negeri 5 Palu.]]>
<![CDATA[THE PROFILE OF PHYSICAL PROBLEM-SOLVING BASED ON STUDENT’S PERSONALITY TYPES ]]>
<![CDATA[Alfathy, Ragil Meita]]>;
<![CDATA[Astuti, Budi]]>;
<![CDATA[Linuwih, Suharto]]>
<![CDATA[ Physics Communication Vol 3, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v3i1.15258
<![CDATA[Problem solving is important for learning physics at any level which involves the process of analysing, interpreting, reasoning, predicting, evaluating and reflecting. However, researches about problem-solving strategies or techniques based on students? personality have not been widely practiced. This strategy is important to be studied based on thoughts, characters and actions of students. Therefore, the aims of the research are to connect students problem solving of physics based on their personality and identify students problem solving pattern based on their personality according to The Four Temperament Theory of Keirsey (1998). The method used in this research is descriptive qualitative research with the type of Investigation of Lived Experience that explores inner experiences (Gall et al, 2003). Subjects in this study are 12th grade students of science class program of MAN 1 Banyumas which is determined by stratified sampling approach. They were divided into homogeneous groups. The grouping is based on Keirsey's four personality types: Idealist, Artisan, Guardian and Rational. Each personality type, selected nine students as research subjects are determined using purposive sampling technique. The results showed that the strategy of physics problem solving of Idealist type was conceptual problem solving, Artisan type used intuitive-analogic for solving the problem, Guardian type used intuitive for solving the problem, and Rational type used analogic strategy for solving the problem.]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR DEDUKSI HIPOTESIS TERHADAP PEMAHAMAN KONSEP RANGKAIAN RESISTOR PADA LISTRIK ARUS SEARAH ]]>
<![CDATA[Hidayah, Nevy Nurul]]>;
<![CDATA[Wiyanto, Wiyanto]]>;
<![CDATA[Sopyan, Achmad]]>
<![CDATA[ Physics Communication Vol 1, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i1.8967
<![CDATA[The development of technology needed humans that qualified and high in order thinking. Hyphotetical deductive thinking is one of high order thinking. It is appeared on students of senior high school in Tambakboyo by their scientific research. Result of observation physics teachers RPP still used to talkative methode. Understanding abstract concepts need laboratory activity to formed thinking student. This study aims to know correlation between hyphotetical deductive thinking and concepts understanding, profile of thinking and concept understanding. The subjects was selected using saturated sampling. Design of study using sequential explanatory. There is positive correlation between hyphotetical deductive thinking and concept understanding. Correlation category on XI IPA is medium and strong. Correlation both of them was influenced by another factors like the difficulty of students and trouble in lack of time when do hyphotetical deductive test and direct current resistive electrical circuits test is easy because this subject was learned in X class. Profiles thinking in XI IPA is dominant on transition and hyphotetical deductive thinking. Profiles of concepts understanding by XI IPA on good and good enough category.]]>
<![CDATA[DESIGN AND IMPLEMENTATION OF MOBILE LEARNING WITH RASE FRAMEWORK: APPLYING TO THE BALANCE OF RIGID BODIES ]]>
<![CDATA[Mubasir, Yazid]]>;
<![CDATA[Hardyanto, Wahyu]]>;
<![CDATA[Supriyadi, Supriyadi]]>
<![CDATA[ Physics Communication Vol 2, No 2 (2018): August 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v2i2.13894
<![CDATA[This study aims to produce mobile learning applications with RASE framework on android platform that can be used as a tool of learning physics class XI on the subject of balance of rigid body. In addition to know the perception of learners to the media developed in terms of compliance with usability standards and mobile quality. This research is a research R & D with design include: requirement analysis, product planning and development, product development, product evaluation, final product, dissemination and presentation. The developed application named amolef has been implemented in 93 students of class XI Senior High School 3 Purworejo. Data collection is done by giving validation sheet to expert lecturer. Questionnaire response of learners has also been given to give input to the developed product. The results showed that the product of development result was declared viable based on expert assessment and response of the students with very good category. Through one sample t-test the characteristics of media meet usability and mobile quality standards. Implementation in the study of physics on the subject of balance of rigid body able to improve student performance.]]>
<![CDATA[THE EFFECTIVENESS OF PHYSICS TEACHING MATERIALS ON THE THEME OF “GLOBAL WARMING SYMPTOMS†BASED ON SCIENTIFIC LITERACY TO INCREASE THE STUDENTS’ COGNITIVE ABILITIES ]]>
<![CDATA[purwiyantini, yeni]]>;
<![CDATA[Rusilowati, Ani]]>;
<![CDATA[Astuti, Budi]]>
<![CDATA[ Physics Communication Vol 3, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v3i1.15046
<![CDATA[The purpose of this research is to develop teaching materials based on scientific literacy with categories of scientific literacy that isbalanced, feasible to use, easy to understand, and improve students? cognitive ability. The study used pre-test and post-test control group design. Based on the results of the research, the ratio of the content of scientific literacy in the teaching materials developed with the ratio of 40%: 20%: 20%: 20%. Teaching materials are considered feasible to use with an average score of 91.67% eligibility score and legibility with an average score of 89.47%. The improvement of scientific literacy ability of students using scientific-based literacy materials was 0,51 while the students who used teaching materials circulating in school was 0,26. In the experimental class had increased of cognitive learning outcomes and the average of affective and psychomotor learning outcomes were higher than control class. This shows the literacy-based materials science material symptom of Global Warmingcould improve the ability of scientific literacy.]]>
<![CDATA[Learning Strategy of Think Talk Write Based Inquiry Approach Toward the Scientific Communication Ability of Students ]]>
<![CDATA[Auliasari, Vety]]>;
<![CDATA[Supriyadi, Supriyadi]]>;
<![CDATA[Linuwih, Suharto]]>
<![CDATA[ Physics Communication Vol 3, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v0i0.20626
<![CDATA[This study has purpose to determine the comparison of the scientific communication ability of students between groups using the think talk write learning based inquiry approach to groups using the experimental learning, and determine the relationship between students' initial ability and students' scientific communication ability. The study was conducted with an experimental approach carried out in grade XI Persiapan Grafika SMK Islam Al Bisyri Semarang, by comparing the Think Talk Write learning groups based inquiry approach to the experimental learning. The variables studied were scientific communication ability obtained through observation during the learning process. The data were analyzed using Mann Whitney U and Spearman Rank. The results showed that the scientific communication ability of the think talk write based inquiry approach learning group based on the inquiry approach reviewd from four components, the Think Talk Write based inquiry approach learning group had the ability to access and utilize the latest library resources, the ability to contribute ideas in group work, the ability to prepare reports in accordance with the guidelines for scientific paper reports, it is better than the experimental learning, however, in the component of communicating products or reports verbally (presentations) did not show a significant difference between the think talk write based inquiry approach learning group and the experimental learning group. The initial ability of students does not affect the scientific communication ability of students in the think talk write learning group based inquiry approach and experimental learning groups.]]>
<![CDATA[ANALISIS KONDISI SUHU DAN SALINITAS PERAIRAN BARAT SUMATERA MENGGUNAKAN DATA ARGO FLOAT ]]>
<![CDATA[Juniarti, Lita]]>;
<![CDATA[Jumarang, Muh. Ishak]]>;
<![CDATA[Apriansyah, Apriansyah]]>
<![CDATA[ Physics Communication Vol 1, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i1.9005
<![CDATA[A study about temperature and salinity condition in western Sumatra Sea by using Argo Float data (92o BT s.d 101 oBT dan 2o LU s.d 2o LS) has been done. This study aims to analyze the conditions of temperature and salinity, and determine the relationship of temperature and salinity in the incidence of DM (Dipole Mode). The data used is the data of temperature and salinity in the year 2004 to up 2014 the data processing Argo Float using software Ocean Data View (ODV) data in the form of Conductivity Temperature Depth (CTD), resulting in the spatial distribution of temperature and salinity, the temporal distribution of temperature and salinity, profile temperature and salinity with depth, as well as the TS diagram is then performed using the correlation equation between temperature and salinity with DMI. The results of data analysis showed that the spatial distribution of the temperature of the surface layer that is 27.5 0C to 30 0C, while the salinity is 33.5 psu to 35 psu. Spatial temperature distribution in the inner layer is 2.5 0C to 12.5 C, while the salinity is 33.5 psu to 35 psu. The temperature profile of the depth is 2.5 0C to 31 C, while the salinity is 33.25 psu to 35.5 psu. The correlation between the temperatures and the DMI shows an inverse relationship which the correlation coefecient is -0.72.]]>
<![CDATA[ANALYSIS OF STUDENTS’ ANALYTICAL THINKING SKILL IN ELECTROMAGNETIC INDUCTION CONCEPT USING MINI TESLA COIL ]]>
<![CDATA[Rengganis, Amalia Puspita]]>;
<![CDATA[Yulianto, Agus]]>
<![CDATA[ Physics Communication Vol 2, No 2 (2018): August 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v2i2.14966
<![CDATA[This study discusses about the effect of using Mini Tesla Coil on students' analytical thinking skill in solving physics problems. This research aims to improve students? analytical thinking skill and to classify students' analytical thinking skill level. The research used mix method with One Group pretest-posttest design. The respondents were 99 students consist of 34 students of 2nd semester, 34 students of 4th semester, and 31 students of 6th semester taken by purposive sampling technique. Demonstration and experiment with Mini Tesla coil were applied on this learning. Collecting data was done through tests and interviews. The significance difference of mean value of analytical thinking skill among student level is determined by ANAVA One Way test, while to know the improvement of analytical thinking skill using the normalized gain (N-Gain) test, and for clarification and deepening data of analytical thinking skill by interview. Based on ANAVA One Way test, Fcount = 5.61 > Ftable = 3.09. These results indicate that there are significant differences on analytical thinking skills among students. Based on the N-Gain test, value of N-Gain is 0.42 - 0.45 which indicates an enhancement on students' analytical thinking skills in the medium category. The result of interview classify the 2nd semester students tend to pre-analytical level, while students of 4th semester and 6th semester tend to partial analytical level. Thus the use of Mini Tesla Coil in the learning is effective to improve analytical thinking skills at all levels of students. Low-level students tend at the pre-analytical thinking whereas the higher level students tend at the partial analytical thinking]]>
<![CDATA[ANALISIS KETERAMPILAN MAHASISWA CALON GURU DALAM MENJELASKAN KONSEP MENGGUNAKAN ANALOGI PADA PEMBELAJARAN FISIKA ]]>
<![CDATA[Muchsin, Muchsin]]>;
<![CDATA[Khumaedi, Khumaedi]]>
<![CDATA[ Physics Communication Vol 1, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i1.8964
<![CDATA[In teaching and learning process, teachers found the difficulty to transfer of understanding the material about the current electricity and difference potential to the learners. The understanding of this material classified into difficult materials because its characteristic was abstract. This research was a qualitative reasearch that aims to show the student of physics education competence in explaining the physics concept used analogy in learning of physics. The subject of this reserach was the student of physics education of sixth semester students of Physics Education Program who are taking the course of Physics School II. The techniques of data collection used in the form of written-test, interview, and documentation. The result of the reserach showed that the student of Physics Education Program students in explaning the physics concept using analogy belonged to average category. They used their experience in explaining the abstract physics concept in dinamic electricity material that used analogy, could describe the potential of misconceptions toward the understanding of concept that would be accepted by the learners and could explain the difference of analogy used based on the characteristic of analogy which is not appropriate with the concept. The analogy reasoning pattern that used by the student of physics education in explaining physics concept used analogy was more dominant than that of inductive reasoning pattern. The dificulty factors of student of physics education in explaining the physics concept used analogy were existing at; 1) seeking of the right analogy, 2) connecting the analogy with the concept of dinamic electricity, 3) explaining the appropriate analogy with the concept. The student of physics education difficulties factors may be caused by their less conceptual understanding about physics concept in dinamic electricity. The solution to overcome this problem is candidat teacher needs to improve their understanding about concept of dynamic electricity to simplify acquiring the appropriate analogy and connect the concept of physics material which taught by using the anlogy.]]>
