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<![CDATA[FOTONOVELA WITH COGNITIVE CONFLICT APPROACH AS MEDIA TO DISCLOSES THE EASY AND DIFFICULT REMEDIED MISCONCEPTION ]]>
<![CDATA[Rahayu, Arista]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Sutikno, Sutikno]]>
<![CDATA[ Physics Communication Vol 2, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v2i1.12942
<![CDATA[identifikasi miskonsepsi menggunakan CRI dan wawancara sehingga diketahui adanya miskobsepsi pada materi kubematika gerak lurus. penggunaan fotonovela berpebdekatan konflik kognitif dapat menurunkan miskonsepsi sebesar 14,81%.]]>
<![CDATA[ANALISIS PEMBELAJARAN FISIKA KELAS X SMA NEGERI DI KOTA CIREBON BERDASARKAN LITERASI SAINS ]]>
<![CDATA[Rohman, Saeful]]>;
<![CDATA[Rusilowati, Ani]]>;
<![CDATA[Sulhadi, Sulhadi]]>
<![CDATA[ Physics Communication Vol 1, No 2 (2017): August 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i2.10402
<![CDATA[Science and technology has a significant role to increase human kinds prosperity. The ability to comprehend science and technology literature is a requirement for us to apply science and technology on the right way for the sake of humans prosperity and safety. The International research result showed that Indonesian students low ability of literacy. The students ability of scientific literacy is influenced by teachers competence in delivering materials that use scientific literacys aspects. This reseach aimed at analyzing the teachers ability of scientific literacy on learning materials and the learning process in their class and the students ability of scientific literacy as result of the learning process. This research used qualitative approach with the research subject of 12 teachers in grade X and 325 students of grade X from 9 state senior shcool at Cirebon. The analysis of scientific literacy used was conducted through test, non-test, and documentation. Generally, result of research indicated the teachers ability of scientific literacy was high, the emergence of scientific literacy was medium, and the students ability of scientific literacy after the learning process was medium. Based on the result of research, it can be concluded that the upgrading quality of teaching process in the class, in which the ability of scientific literacy appear is extremely needed to increase the students ability of scientific literacy]]>
<![CDATA[IMPLEMENTATION OF PEDAGOGICAL CONTENT KNOWLEDGE WITH MULTIMEDIA ON RECTILINEAR MOTION TOPICS ]]>
<![CDATA[Effendy, Suhardi]]>;
<![CDATA[Ellianawati, Ellianawati]]>
<![CDATA[ Physics Communication Vol 3, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v3i1.11884
<![CDATA[Pedagogical content knowledge is a combination of understanding knowledge material (content knowledge) and ways of educating (pedagogical knowledge). The purpose of this study is to improve student learning outcomes and interests through the implementation of multimedia assisted pedagogical content knowledge. The research method used is control group pretest-posttest design. Data collection was done by test and questionnaire. Data analysis using t test and gain test. The results showed that there was an increase in learning outcomes by the implementation of pedagogical content knowledge (PCK) with t count > t table and N-gain score of student learning outcomes of 0.60. Questionnaire results show the high interest of students in learning by using multimedia of Rectilinear motion.]]>
<![CDATA[PENGEMBANGAN ALAT PERAGA HUKUM ARCHIMEDES UNTUK SISWA KELAS VIII SMP ]]>
<![CDATA[Pratiwi, Eko Dian]]>;
<![CDATA[Linuwih, Suharto]]>
<![CDATA[ Physics Communication Vol 1, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i1.8969
<![CDATA[An experiment has been done on the development objects Archimedes law to increase the understanding of the concept. Archimedes law objects are as instructional media to explain the elusive concept of learners, especially on the concept of objects floating, sinking and floating. This is shown by the result of studentslearning to the concept of Archimedes law in SMP N 2 Batang in 2011/2012 class VIII, has not reached 85% of the limit value of 70 completed. The condition is possible because one of the reasons is that during this learning method is used less effective resulting for low student in understanding of concepts, so need a solution to improve learners' understanding of the concept of the law of Archimedes. Archimedes law objects that have been developed to influent the change patterns of thinking, so as to improve the understanding of the concept of learners. Archimedes law objects developed as a modification to the standard objects in variety of liquid and the test objects.]]>
<![CDATA[IMPROVING SCIENTIFIC LITERACY AND CREATIVITY THROUGH PROJECT BASED LEARNING ]]>
<![CDATA[Munawaroh, Rosyidatul]]>;
<![CDATA[Rusilowati, Ani]]>;
<![CDATA[Fianti, Fianti]]>
<![CDATA[ Physics Communication Vol 2, No 2 (2018): August 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v2i2.13401
<![CDATA[This research aims are to investigate the assesment of implementation of Project Based Learning in the material of Dynamic Fluid, to compare the value of scientific literacy and creativity between props group and poster group, and to analyze the relationship of scientific literacy and creativity of students. The research design used Mixed Method of Sequential Explanatory types. The sample is students of class XI-IPA SMA Muhamadiyah 3 Kayen, 25 students of the school year 2016/2017. The project in one class was divided into two, i.e. preparing props of principle and Bernoulli law, and preparing poster of principle and Bernoulli law. Students with props project was more active in scientific literacy activities and creative than student with the poster project. Based on the classical exhaustiveness test, the implementation of Project Based Learning with props project and the poster project has not been effective to improve the scientific literacy but it is effectively used to improve the creativity. The correlation test results show that there is no significant correlation between scientific literacy and creativity. Sustainable learning by making scientific approaches using scientific methods is needed to improve scientific literacy skills.]]>
<![CDATA[INTEGRASI KEARIFAN LOKAL RUMAH UMEKBUBU DALAM BAHAN AJAR MATERI SUHU DAN KALOR UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA SMA ]]>
<![CDATA[Husin, Vivi Elvi]]>;
<![CDATA[Wiyanto, Wiyanto]]>;
<![CDATA[Darsono, Teguh]]>
<![CDATA[ Physics Communication Vol 2, No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v2i1.11491
<![CDATA[Wujud kearifan lokal dapat berupa tradisi, yang tercermin dalam nilai-nilai yang berlaku dalam kelompok masyarakat tertentu. Kearifan lokal lebih menggambarkan satu fenomena spesifik yang biasanya menjadi ciri dari komunitas masyarakat tertentu. Kearifan lokal dapat berupa pesan-pesan moral dan juga terkait dengan fisik. Misalnya, membuat bangunan rumah bulat (umekbubu), menggunakan sumber energi alternatif, menggunakan bahan alam sebagai pewarna alami, menggunakan tanaman tertentu untuk obat ataupun pembersih, dll. Umekbubu di Kabupaten Timor Tengah Selatan (TTS) merupakan contoh bangunan yang didesain berdasarkan kearifan lokal yang bisa digunakan sebagai sumber belajar fisika bagi siswa. Rendahnya motivasi belajar siswa dalam belajar Fisika menuntut guru untuk bisa menciptakan suasana belajar yang dapat meningkatkan motivasi belajar. Potensi lokal yang ada di lingkungan tempat tinggal siswa dapat diintegrasikan dalam materi sebagai peluang untuk meningkatkan motivasi dan hasil belajar siswa dalam belajar Fisika. Fokus yang dilakukan adalah mengidentifikasi kearifan lokal yang ada di Kabupaten Timor Tengah Selatan, menemukan bentuk pengintegrasian kearifan lokal pada materi suhu dan kalor untuk siswa SMA, mengetahui peningkatan motivasi dan hasil belajar siswa SMA dengan pengintegrasian kearifan lokal tersebut ke dalam materi suhu dan kalor. Penelitian ini menggunakan metode kombinasi (mixed method) model sequential eksploratory, yakni kualitatif dilakukan untuk menemukan hipotesis dan kuantitatif dilakukan untuk menguji hipotesis dari hasil kualitatif. Pendekatan kualitatif menggunakan purposive sampling sedangkan pendekatan kuantitatif menggunakan pretest-posttest noermalized gain. Hasil identifikasi menunjukkan bahwa di Kabupaten TTS terdapat 6 potensi lokal yang masih dijaga dan dilestarikan hingga saat ini, dari 6 potensi lokal ini hanya 1 potensi lokal yang digunakan sebagai bahan untuk diintegrasikan dalam materi suhu dan kalor yaitu Rumah bulat (umekbubu). Potensi lokal umekbubu kemudian diintegrasikan dalam bentuk bentuk bahan ajar berbasis kearifan lokal untuk materi suhu dan kalor. Motivasi siswa dalam belajar fisika menggunakan bahan ajar berbasis kearifan lokal menunjukkan kategori tinggi. Hasil belajar siswa meningkat dengan nilai N-Gain sebesar 0,97 dengan kategoti tinggi.]]>
<![CDATA[Physics Textbook Analysis Based On 21st Century Skills ]]>
<![CDATA[Rima Oktafianto, Wakid]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Sulhadi, Sulhadi]]>
<![CDATA[ Physics Communication Vol 3, No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v0i0.20627
<![CDATA[21st Century society not only masters conceptual knowledge, but is also required to be able to apply concepts and have a variety of life skills commonly referred to as 21st century skills. Education plays an important role in preparing students for life. One important factor in the education curriculum is textbooks. This study aims to obtain information about the level of content of 21st century skills textbooks in Physics grade X. 21st Century skills that are the focus of this research are creativity and innovation; critical thinking, problem solving, and decision making; communication; collaboration. The results showed that the Physics textbook analyzed presents critical thinking skills, problem solving, and decision making at 61.86%; communication by 15.81%; creativity and innovation by 14.88%, and collaboration by 7.44%. The data illustrates that the physics textbook analyzed more dominantly exercises critical thinking skills, problem solving, and decision making.]]>
<![CDATA[MODEL KUANTUM DINAMIKA HARGA SAHAM DALAM WAKILAN INTEGRAL LINTASAN (STUDI KASUS PADA SAHAM PT. ASTRA AGRO LESTARI, TBK.) ]]>
<![CDATA[Apriniyadi, Mohammad]]>;
<![CDATA[Palupi, Dwi Satya]]>;
<![CDATA[Rosyid, Muhammad Farchani]]>
<![CDATA[ Physics Communication Vol 1, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i1.9006
<![CDATA[Quantum model of stock price dinamics has been proposed obtained. The solution based on this model is obtained by using path integral representation. The final equations of the model is in the form of Fourier transformation integral. The Fourier transform is applied to determine the form of probability distribution. The model then tested in the case of the real data of the stock price index of PT . Astra Agro Lestari, Tbk. The comparation yield some essential parameters corresponding to the stock price index of PT. Astra Agro Lestari, Tbk]]>
<![CDATA[ANALYTICAL THINKING SKILLS OF VOCATIONAL STUDENTS IN CIRCULAR MOTION CASES ]]>
<![CDATA[Ikmah, Isti]]>;
<![CDATA[Nugroho, Sunyoto Eko]]>;
<![CDATA[Sutikno, Sutikno]]>
<![CDATA[ Physics Communication Vol 2, No 2 (2018): August 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v2i2.14682
<![CDATA[Physics as a basic subject of engineering department in vocational school need to equip students with analytical thinking skills. The purpose of this study is to describe the analytical thinking skills of vocational students on engineering department in solving cases of circular motion, to describe the obstacle, and to describe the factors that influence. This research use mixed method with written test instrument, questionnaire and interview. The average value of students' analytical thinking skills is 50.65. Students have been able to identify the variables in the case of circular motion, but they can?t understand the relationship between each other variables in the cases of specific problems. Physics lesson is less integrated with the field of expertise so that students are poorly trained in applying the physics concept in the field of expertise. Obstacles and factors that affect students' analytical thinking skills are known to vary by category.]]>
<![CDATA[ANALISIS KEMAMPUAN LITERASI SAINS DAN METAKOGNTIF PESERTA DIDIK ]]>
<![CDATA[Sukowati, Dwi]]>;
<![CDATA[Rusilowati, Ani]]>;
<![CDATA[Sugianto, Sugianto]]>
<![CDATA[ Physics Communication Vol 1, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/physcomm.v1i1.8961
<![CDATA[Government demands on the learning process always put their science lessons. The most important thing in learning science is the scientific literacy skills and high-level thinking skills are metacognitive. The purpose of this study is to describe and analyze the relationship between metacognitive abilities scientific literacy with students in some secondary schools are implementing Curriculum 2013. The method used is a sequential explanatory mixed method. Quantitative data analysis techniques using parametric statistical and qualitative data analysis using grounded theory. The results showed the average value of scientific literacy skills every school is less than 50, included in the poor category. In terms of distribution of score points ability of scientific literacy acquired under the target distribution points Organisation for Economic Co-operation and Development (OECD). That is, the state of learners in terms of literacy is still low, especially science. The average value of metacognitive skills of students in each school ranged from 64-75, including the high criteria. Learners are well aware of her capabilities and control the learning process from planning to evaluate themselves after solving the problem. Based on the calculation of product moment correlation, the relationship between scientific literacy and metacognitive learners are very weak with a value of r = 0.006. The students are not familiar with the question of scientific literacy, so that the value of scientific literacy is low in metacognitive learners high.]]>
