Pendidikan Fisika

The research of the integration of Environmental Education in science subject matter by application of MOTORIC Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. MOTORIC learning model is a Environmental Education (EE) learning model that collaborate three learning approach i.e. character approach, contextual and multimedia approaches. MOTORIC consists of seven components which constitute the acronym namely: Motivation, Observation, Talking, Orientation, Reinforcement, Implementation and Confirmation. The purpose of this research is to improve the junior high school students' knowledge about the environment. Futhermore, the study was carried out in February-May 2014, with a sample of class VII students of junior high school in Kupang Indonesia. Environmental education materials are integrated in this study include energy, living sustem, pollution, waste management and conservation. Data was measured by using multiple choice test of environmental knowledge. The data were analyzed using the Wilcoxon Signed Rank test. The results showed at 95% confidence level (α = 0.05), the integration of Environmental Education materials in science subject matter of junior high school through application of MOTORIC learning models effectively improve students' knowledge of the environment by 64.15% in large groups of students meanwhile 68.07% in small group of students.

The kind of this research is experiment research that have purpose to know well there is the differences of concept unnderstanding between students who are teached by used conceptual changing learning model with bridging analogy technique with student who are teached by use conceptual changing learning model with anomaly technique. The population of this research is student class VIII at SMP swasta Diakui Adhyaksa 2 Kupang with the sample are Calss VIII A as experiment class or students who are teached by use conceptual changing learning model with bridging analogy technique and control class is VIII B that consist of student who are teached use conceptual changing learning model with anomaly technique. Based on data analysis use t-test where first hypothesis use two tail test, and second hypothesis use right right tail test. For the first hypothesis show that t count =4, 968859 and t table = 1,9151 with significant level ( = 0,05 and fre degree (dk) = 36. Because of t count =4, 968859 t table = 1,9151 so, zero hypothesis (H0) is denien and first hypothesis is accept. This means that there is differences of concept understanding of learning physic between students who are teached use conceptual changing learning model with bridging analogy technique with students who are teached use conceptual changing learning model with anomaly tecnique. And second hypothesis show that t count =4, 968859 and t table = 1,68026 with significant level ( = 0,05 and fre degree (dk) = 36. Because of t count =4, 968859 t table = 1,68026 so, zero hypothesis (H0) is denien and first hypothesis is accept. This means that student's physic's concept understanding of students who are teached by use conceptual changing learning model with bridging analogy technique more high than students who are teached by use conceptual changing learning model with anomaly tecnique.

The purpose of this study was to determine the difference in students ' critical thinking skills taught using the learning models of Numbered Heads Together and Group Investigation. This research was an experimental research with the design of randomized control group pre-Test post-Test design. Research conducted in class XI IPA SMA Negeri 5 Kupang. Data analysis was conducted using test-T. T test result with a significant level of 5% (α = 0.05) obtained the value of Sig (2-tailed) 0,006<0,05 so Ha accepted. It indicates that there are significant differences in critical thinking skills between students taught using Numbered Heads Together and Group Investigation learning models.  The critical thinking ability of students taught using the Numbered Heads Together learning model is higher than the students taught using the Group Investigation learning model.

This research is an experimental research with randomized control group pre-test post-test design. The purpose of this study was (1) to determine the differences of student's physics problem solving abilities between those who taught using creative problem solving learning model with those who taught using problem pased learning model. (2) to find out whether the physics problem solving abilities of students taught using the creative problem polving learning model are higher than those students who taught using problem based learning model. The population in this study was all class XI MIA an SMA Negeri 4 Kupang, with simple random technique as sampling method. Student's problem solving abilities datas obtained from the instrument use essay questions pre-test and posttest. The results showed that: 1) There are significant differences in students' physics problem solving abilities between students taught using the Creative Problem Solving learning model and students taught using Problem Based Learning learning models; 2) Physics problem solving abilities of students taught using the Creative Problem Solving learning model were higher than students who were taught using Problem Based Learning learning models.

The purpose of this study is to design and develop physics teaching materials with a scientific approach that contain character values in fluid material for class XI science students, to find out the character values extracted from fluid materials, and to determine the results of the feasibility test of the teaching materials developed. This research uses the ADDIE development model. Religious, curiosity, discipline, social care, peace-loving, hardworking, independent, creative, caring for the natural environment, tolerance, responsibility, communicative, and honest are the character values extracted from the fluid aspects added to the teaching materials. The validity and practicality tests were conducted using a questionnaire instrument and analyzed using a Likert scale. The validity test was assessed by two material and media validators. Meanwhile, the practicality test was assessed by students of class X IPA SMA N 4 Kupang City, who were grouped into two, namely the small group t...

Kebutuhan di sekolah akan bahan ajar berupa modul IPA SMP yang menyajikan materi IPA secara terpadu sangat tinggi, sehingga perlu dikembangkannya modul IPA terpadu. Modul juga memberikan dampak besar bagi perkembangan anak, untuk itu bahan ajar diharapkan mampu mengoptimalkan potensi anak. Pembelajaran berdiferensiasi salah satu strategi pembelajaran yang mampu mengakomodir kebutuhan siswa untuk mewujudkan merdeka belajar. Tujuan dari penelitian R & D ini adalah untuk menghasilkan bahan ajar berupa modul IPA Terpadu tipe connected berbasis pembelajaran berdiferensiasi pada materi lapisan Bumi kelas VII. Modul yang dihasilkan divalidasi oleh ahli materi dan ahli media kemudian diuji pada praktisi yakni satu orang guru dan siswa dengan memberikan instrumen penelitian berupa angket. Data yang diperoleh kemudian dianalisis secara kuantitatif dan dilakukan revisi sesuai catatan yang diberikan. Hasil yang diperoleh setelah dilakukan pengujian terhadap bahan ajar yang dikembangkan kepada ahli materi, ahli media dan uji praktisi (guru dan siswa) menunjukkan kategori baik pada rentang nilai 75%-89%.

The purpose of this research was to find out the analysis of the use of the zoom cloud meeting application in Integrated Science learning during the Covid-19 pandemic at Citra Bangsa Christian Middle School. The research method in this study uses qualitative research methods. The research subjects consisted of 5 Integrated Science teachers and 20 class VIIIH students at Citra Bangsa Christian Middle School. Data and data sources are in the form of primary data and secondary data. Data collection techniques in this study used the following research instruments: a) questionnaire (questionnaire), b) interviews, and c) documentation. Data analysis techniques in complete research use three activity flows simultaneously, namely; data reducation; presentation of data; conclusion. The data reducation part of the students' questionnaire answers was analyzed using a Likert scale, presenting the data in narrative text. The results of the research are that the Integrated Science learning process at the Middle School during Covid-19 using the zoom cloud meeting application generally went well, but the most common obstacle was network problems. The data in this research conclude that the use of the zoom cloud meeting application is an effective and practical learning medium used in the Integrated Science learning process at Citra Bangsa Christian Middle School during the Covid-19 pandemic.

Katrol majemuk adalah paduan antara katrol tetap dengan katrol bebas. Pada katrol majemuk terdapat dua arau lebih katrol yang masing-masing berfungsi sebagai katrol tetap dan katrol bergerak. Ada juga katrol majemuk yang terdiri atas dua balok katrol. Katrol majemuk juga sering disebut dengan katrol berganda atau sistem katrol. Katrol ini dibuat sedemikian rupa untuk menghasilkan keuntungan mekanis paling besar. Besarnya keuntungan mekanis dari katrol berganda ini sama dengan jumlah tali yang mengangkat beban atau jumlah tali yang menghubungkan katrol. Katrol kombinasi merupakan gabungan katrol tetap dan katrol bergerak yang juga disebut takal. Jadi pengertian takal adalah katrol majemuk yang terdiri atas katrol-katrol tetap dan katrol-katrol bergerak. Takal biasa digunakan untuk mengangkat beban yang massanya besar. Biasanya, sistem katrol ini digunakan untuk mengangkat beban yang massanya mencapai beberapa ton, misalnya kerangka jembatan dan peti kemas. Dengan sistem katrol, kuasa yang diperlukan untuk mengangkat beban tersebut dapat semakin diperkecil. Takal dapat menggunakan dua katrol di mana satu sebagai katrol tetap dipasang di atas dan satu lagi sebagai katrol bergerak. Takal juga dapat menggunakan tiga atau empat katrol. Contoh gambar katrol kombinasi (takal) atau sistem katrol Keuntungan mekanik tergantung jumlah katrol dan tali yang menanggung beban. Jika gaya gesekan katrol diabaikan, untuk sistem katrol berlaku persamaan berikut: w=2 F n dengan: