March 2021
THE 9TH NATIONAL PHYSICS SEMINAR 2020
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AIP Conference Proceedings 2320, 010001 (2021); https://doi.org/10.1063/12.0003083 2320, 010001
© 2021 Author(s).
Preface: The 9th National Physics Seminar 2020
Cite as: AIP Conference Proceedings 2320, 010001 (2021); https://doi.org/10.1063/12.0003083 Published Online: 02 March 2021
ARTICLES YOU MAY BE INTERESTED IN
Committees: The 9th National Physics Seminar 2020
AIP Conference Proceedings 2320, 010002 (2021); https://doi.org/10.1063/12.0003358 Preface: The 4th International Conference on Mathematics and Science Education (ICoMSE) 2020
AIP Conference Proceedings 2330, 010001 (2021); https://doi.org/10.1063/12.0003318 Preface: The 2nd Science and Mathematics International Conference (SMIC 2020) AIP Conference Proceedings 2331, 010001 (2021); https://doi.org/10.1063/12.0003237
PREFACE: The 9
thNational Physics Seminar 2020
The 9
thNational Physics Seminar 2020 was held online via webinar on June 20, 2020 due to the pandemic condition. The recorded seminar is uploaded on the YouTube channel (https://youtu.be/Ub16BohHBgI). This seminar was organized by the Department of Physics and Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta. The theme of the seminar is “Strengthening the Freedom of Learning through Innovative Physics and Physics Education”. The idea of this seminar is for scientists, scholars, engineers and students from universities and industry to present ongoing research activities, and to support foster research relations between the University and industry. This seminar provides an opportunity for delegates to exchange discussions and experience of new applications directly, to build business or research relationships and to find global partners for future collaboration. The aim of the seminar is to provide an opportunity for delegates to exchange discussions and experience in the field of Physics and related subjects in the context of fundamental concepts bridged with its applications. It is also a place for building business or research relationships and to find global partners for future collaboration.
In this 9
thNational Physics Seminar 2020, four keynote speakers give their talks and seventeen parallel sessions. It is an honor to present this volume of AIP Conference Proceedings and we deeply thank the authors for their enthusiastic and high-grade contribution. After the reviewing process there are 136 selected papers which will be published in AIP Conference Proceedings from 304 submitted papers. The topics covered in this book covered following aspects:
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Physics Education
•
Materials Physics
•
Geophysics
•
General Physics
Finally, the organizing committee would like to express appreciation to participants, supporters, and sponsors for their great contribution to the seminar. We also would like to express our highest gratitude to Physical Society of Indonesia (PSI) Chapter Jakarta-Banten, Faculty of Mathematics and Natural Sciences Universitas Negeri Jakarta and Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Universitas Negeri Jakarta for their endorsement to this seminar.
The Editors
The 9th National Physics Seminar 2020
AIP Conf. Proc. 2320, 010001-1–010001-1; https://doi.org/10.1063/12.0003083 Published by AIP Publishing. 978-0-7354-4064-7/$30.00
010001-1
AIP Conference Proceedings 2320, 010002 (2021); https://doi.org/10.1063/12.0003358 2320, 010002
© 2021 Author(s).
Committees: The 9th National Physics Seminar 2020
Cite as: AIP Conference Proceedings 2320, 010002 (2021); https://doi.org/10.1063/12.0003358 Published Online: 02 March 2021
ARTICLES YOU MAY BE INTERESTED IN
Preface: The 9th National Physics Seminar 2020
AIP Conference Proceedings 2320, 010001 (2021); https://doi.org/10.1063/12.0003083 The implementation of problem based learning in elasticities concept
AIP Conference Proceedings 2320, 020001 (2021); https://doi.org/10.1063/5.0037601
The influence of inquiry learning model using PhET and learning motivation on metacognition of class XI high school students
AIP Conference Proceedings 2320, 020002 (2021); https://doi.org/10.1063/5.0037560
9
thNational Physics Seminar
Strengthening the Freedom of Learning through Innovative Physics and Physics Education
Proceedings of the National Physics Seminar 2020 Jakarta, Indonesia
20 June 2020 Editors :
Hadi Nasbey (hadinasbey@unj.ac.id) Riser Fahdiran (riser-fahdiran@unj.ac.id)
Widyaningrum Indrasari (widyaningrum-indrasari@unj.ac.id) Esmar Budi (esmarbudi@unj.ac.id)
Fauzi Bakri (fauzi-bakri@unj.ac.id)
Teguh Budi Prayitno (teguh-budi@unj.ac.id) Dewi Muliyati (dmuliyati@unj.ac.id)
Department of Physics
Department of Physics Education Universitas Negeri Jakarta
Rawamangun, East Jakarta, 13220 Indonesia
The 9th National Physics Seminar 2020
AIP Conf. Proc. 2320, 010002-1–010002-5; https://doi.org/10.1063/12.0003358 Published by AIP Publishing. 978-0-7354-4064-7/$30.00
010002-1
CONFERENCE DETAILS
Organizer : Department of Physics and Department of Physics Education Faculty of Mathematics and Natural Science
Universitas Negeri Jakarta Email : snf@unj.ac.id
Website : snf2020.snf-unj.ac.id
ORGANIZING COMMITTEE General Chair
Co-chair
: Dr. Hadi Nasbey, M.Si.
: Riser Fahdiran, M.Si.
ADVISORY BOARDS
1. Prof. Dong-Hyun Kim, Ph.D. (Chungbuk National University, South Korea) 2. Prof. Hsiang-Lin Liu, Ph.D. (National Taiwan Normal University, Taiwan) 3. Prof. Dr. Marie Paz E. Morales (Philippine Normal University, Philippine) 4. Prof. Madya Dr. Md. Nizam bin Abdul Rahman (UTeM Malaysia, Malaysia) 5. Prof. Dr. Md. Rahim Sahar (UTM Malaysia, Malaysia)
6. Prof. Dr.Ing. Mitra Djamal (Institut Teknologi Bandung, Indonesia) 7. Prof. Dr. Ratno Nuryadi (Pusat Teknologi Material BPPT, Indonesia) 8. Prof. Dr. Yusaku Fujii (Gunma University, Japan)
9. Assoc. Prof. Dr. Akrajas Ali Umar, MIEEE (IMEN- UKM, Malaysia) 10. Supriyanto Ardjo Pawiro, M.Si., Ph.D. (Universitas Indonesia, Indonesia) 11. Assoc. Prof. Tan Swee Tiam, Ph.D. (Nanyang Technological University, Singapore)
SCIENTIFIC COMMITTEE
1. Prof. Dr. Anto Sulaksono, M.Si. (Universitas Indonesia, Indonesia) 2. Prof. Dr. Bayram Coştu (Yıldız Teknik Üniversitesi, Turkey)
3. Prof. Dr. I Made Astra, M.Si. (Universitas Negeri Jakarta, Indonesia)
4. Prof. Dr.Ing. R. Wahyu Widanarto (Universitas Jendral Soedirman, Indonesia) 5. Prof. Dr. Yetti Supriyati, M.Pd. (Universitas Negeri Jakarta, Indonesia)
6. Prof. Dr. Andi Suhandi, M.Si. (Universitas Pendidikan Indonesia, Indonesia) 7. Prof. Dr. Putut Marwoto, M.Si. (Universitas Negeri Semarang, Indonesia) 8. Acep Purqon, M.Si., Ph.D. (Institut Teknologi Bandung, Indonesia)
9. Dr. Achmad Samsudin, M.Pd. (Universitas Pendidikan Indonesia, Indonesia)
10. Ariadne L. Juwono, M.Eng., Ph.D. (Universitas Indonesia, Indonesia) 11. Dr. Artoto Arkundato, M.Si. (Universitas Jember, Indonesia)
12. Dr. Budhy Kurniawan, M.Si. (Universitas Indonesia, Indonesia)
13. Dr. Dadi Rusdiana, M.Si. (Universitas Pendidikan Indonesia, Indonesia) 14. Dr. Erfan Handoko, M.Si. (Universitas Negeri Jakarta, Indonesia)
15. Ezza Syuhada Sazali, Ph.D. (Universiti Teknologi Malaysia, Malaysia)
16. Prof. Dr. Mangasi A. Marpaung, M.Si. (Universitas Negeri Jakarta, Indonesia)
Secretary : Dr. Widyaningrum Indrasari, M.Si.
Upik Rahma Fitri, M.Pd.
Murni Avita, A.Md Finance : Fauzi Bakri, S.Pd, M.Si
Dr. Umiatin, M.Si.
Dwi Susanti, M.Pd.
Event : Dr. Mutia Delina, M.Si.
Dr. Teguh Budi Prayitno, M.Si.
Dr. Firmanul Catur Wibowo, M.Pd.
Dewi Muliyati, S.Pd, M.Si, M.Sc Dadan Sumardani, S.Pd.
Documentation : Lari Andress Sanjaya, M.Pd
Student Committee : Wulandari Fitriani, S.Pd.
Humaira Ihda Rahmi, S.Si.
Cika Kalista Adinda, S.Pd.
Cahya Yuniar, S.Pd.
Alfirsa Sekar Tanmala Putri
010002-3
REVIEWER
Coordinator : Riser Fahdiran, M.Si (Universitas Negeri Jakarta) Members:
Prof. Dr. Mangasi Alion Marpaung, M.Si Prof. Dr. Agus Setyo Budi, M.Sc
Prof. Dr. Yusaku Fujii Prof. Dr. Sunaryo, M.Si
Prof. Dr. Yetti Supriyati, M.Pd.
Prof. Dr. I Made Astra, M.Si Prof. Dr. Sutopo, M.Si
Prof. Dr. Marie Paz E. Morales
Dr.rer.nat Bambang Heru Iswanto, M.Si Dr. Iwan Sugihartono, M.Si
Dr. Erfan Handoko, M.Si Dr. Esmar Budi, M.T.
Dr. Anggara Budi Susila, M.Si Dr. Umiatin, M.Si
Cecep E. Rustana, Ph.D Dr. Hadi Nasbey, M.Si Dr. Mutia Delina, M.Si
Dr. Teguh Budi Prayitno, M.Si Dr. Widyaningrum Indrasari, M.Si Dr. Firmanul Catur Wibowo, M.Pd.
Fauzi Bakri, M.Si Dewi Muliyati, M.Sc
Lari Andres Sanjaya, M.Pd.
Ariadne L. Juwono, Ph.D Dr.rer.nat. Sparisoma Viridi Dr. Eleonora Agustin, M.T.
Wahyu Srigutomo, Ph.D Dr. Muldarisnur, M.Si Dr. Desnita, M.Si Dr. Muslim, M.Pd.
Dr. Ida Kaniawati, M.Si Dr. Zulkarnain, M.Si Dr. Lazuardi Umar, M.Si Dr. Siti Zulaikha, M.Si Ashar Muda Lubis, Ph.D.
Dadan Sumardani
(Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Gunma University, Japan) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Malang) (Philippine Normal University) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Negeri Jakarta) (Universitas Indonesia) (Institut Teknologi Bandung) (Universitas Padjajaran) (Institut Teknologi Bandung) (Universitas Andalas)
(Universitas Negeri Padang)
(Universitas Pendidikan Indonesia) (Universitas Pendidikan Indonesia) (Universitas Syiah Kuala)
(Universitas Riau)
(Universitas Negeri Malang) (Universitas Bengkulu)
(National Chiayi University, Taiwan)
EDITORIAL TEAM
Editor in Chief : Dr. Hadi Nasbey, M.Si (Department of Physics Education, Universitas Negeri Jakarta)
Technical Program Committee : Physics Education
Fauzi Bakri, S.Pd, M.Si
Materials Science Dr. Esmar Budi, M.T.
Geophysics
Dr. Widyaningrum Indrasari, M.Si Riser Fahdiran, M.Si
General Physics
Dr. Teguh Budi Prayitno, M.Si Dewi Muliyati, M.Sc
010002-5
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Conference date: 20 June 2020 Location: Jakarta, Indonesia ISBN: 978-0-7354-4064-7
Editors: Hadi Nasbey, Riser Fahdiran, Widyaningrum Indrasari, Esmar Budi, Fauzi Bakri, Teguh Budi Prayitno and Dewi Muliyati
Volume number: 2320 Published: Mar 2, 2021
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PRELIMINARY
THE 9TH NATIONAL PHYSICS SEMINAR
2020
Free . March 2021Preface: The 9th National Physics Seminar 2020
AIP Conference Proceedings 2320, 010001 (2021); https://doi.org/10.1063/12.0003083
Free . March 2021Committees: The 9th National Physics Seminar 2020
AIP Conference Proceedings 2320, 010002 (2021); https://doi.org/10.1063/12.0003358
PHYSICS EDUCATION
Free . March 2021The implementation of problem based learning in elasticities concept
Fauzi Bakri, Handjoko Permana, Nur Devi Vani and Dewi Muliyati
AIP Conference Proceedings 2320, 020001 (2021); https://doi.org/10.1063/5.0037601
SHOW ABSTRACT
BROWSE VOLUMES
Free . March 2021The influence of inquiry learning model using PhET and learning motivation on metacognition of class XI high school students
Inayati Juwita Sari, Agus Setyo Budi and I. Made Astra
AIP Conference Proceedings 2320, 020002 (2021); https://doi.org/10.1063/5.0037560
Free . March 2021Development of basic physics I practicum worksheet with science writing heuristic (SWH) approach to improve science process skills
Muhamad Ridhwan, I. Made Astra and Agus Setyo Budi
AIP Conference Proceedings 2320, 020003 (2021); https://doi.org/10.1063/5.0037906
Free . March 2021Impact of guided inquiry and problem based learning models on science process skills
A. Halim, Elmi, Elisa, Susanna, I. Khaldun and Irwandi
AIP Conference Proceedings 2320, 020004 (2021); https://doi.org/10.1063/5.0037654 SHOW ABSTRACT
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Free . March 2021Computer-based application for high school physics exams using IRT model 1P
Yetti Supriyati, Dwi Susanti and Slamet Maulana
AIP Conference Proceedings 2320, 020005 (2021); https://doi.org/10.1063/5.0037567
Free . March 2021The effects of active learning model team quiz type assisted by animation video on critical thinking ability of high school
students
I. Made Astra, Dwi Susanti and Wulandari
AIP Conference Proceedings 2320, 020006 (2021); https://doi.org/10.1063/5.0037590
Free . March 2021Relationship between information and communication technology literacy and the of English ability with learning
outcomes of students of physics education program, FMIPA UNJ
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BROWSE VOLUMES
Siswoyo and Dewi Muliyati
AIP Conference Proceedings 2320, 020007 (2021); https://doi.org/10.1063/5.0037486
Free . March 2021Question items material symptoms of global warming in the form of a description test to train ideation thinking in student high school class XI
Yetti Supriyati Saefudin, Vina Serevina and Utari Widya Prastika
AIP Conference Proceedings 2320, 020008 (2021); https://doi.org/10.1063/5.0037569
Free . March 2021Students’ creative thinking skills and impact on learning
outcomes in physics laboratory II academic using the learning model project-based
Ahmad Farhan, Nurlaili, Susanna, Soewarno and Yusrizal
AIP Conference Proceedings 2320, 020009 (2021); https://doi.org/10.1063/5.0037632 SHOW ABSTRACT
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Free . March 2021Pocket book based on Android: Physics learning practice media in the 21 century
Fauzi Bakri, Alfirsa Sekar Tanmala Putri and Widyaningrum Indrasari
AIP Conference Proceedings 2320, 020010 (2021); https://doi.org/10.1063/5.0037604
Free . March 2021Worksheets, discovery learning, and 3D media based on QR- Code: The ability to analyze is formed in physics practicum
I. Made Astra, Luthfi Yuliyanthi Suryadi and Fauzi Bakri
AIP Conference Proceedings 2320, 020011 (2021); https://doi.org/10.1063/5.0037606
Free . March 2021HOTS and the 21st century learning skills: Formed with practicum-based physics learning worksheets
I. Made Astra, Indah Nurjannah and Fauzi Bakri
AIP Conference Proceedings 2320, 020012 (2021); https://doi.org/10.1063/5.0037608 st
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BROWSE VOLUMES
Free . March 2021Physics in pocket: Learning physics is easy and fun
Fauzi Bakri, Cahya Yuniar and Lari Andres Sanjaya
AIP Conference Proceedings 2320, 020013 (2021); https://doi.org/10.1063/5.0037610
Free . March 2021The Powtoon video in Instagram: The learning physics fun in social media
Fauzi Bakri, Fahkriani Hanif and Cecep Rustana
AIP Conference Proceedings 2320, 020014 (2021); https://doi.org/10.1063/5.0037611
Free . March 2021Measurement of strategic thinking abilities using essay tests on sound wave material for class XI senior high school
Yetti Supriyati, Dwi Susanti and Abdul Rahman Hakim
AIP Conference Proceedings 2320, 020015 (2021); https://doi.org/10.1063/5.0037572 SHOW ABSTRACT
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Free . March 2021Essay questions on dynamic fluid physics material to measure intellection thinking ability of grade XI high school students
Yetti Supriyati, Z. Zakiyah and I. Made Astra
AIP Conference Proceedings 2320, 020016 (2021); https://doi.org/10.1063/5.0037583
Free . March 2021Animated video: Fun physics learning
Dewi Muliyati, Adzkia Rodhiyah and Fauzi Bakri
AIP Conference Proceedings 2320, 020017 (2021); https://doi.org/10.1063/5.0037465
Free . March 2021Comparison of problem-based learning strategies assisted by animated video and non-assisted by animated video against metacognitive abilities of high school students
I. Made Astra, Yetty Supriyati and Eva Fadilla Putri
AIP Conference Proceedings 2320, 020018 (2021); https://doi.org/10.1063/5.0037589 SHOW ABSTRACT
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BROWSE VOLUMES
Free . March 2021Design of computer based test with Moodle platform for high school physics class X
Handjoko Permana, Ananda Ayu Dewi Sekartaji and Dewi Muliyati
AIP Conference Proceedings 2320, 020019 (2021); https://doi.org/10.1063/5.0037509
Free . March 2021Physics learning through video by PowToon
Dewi Muliyati, Silvi Adillah and Fauzi Bakri
AIP Conference Proceedings 2320, 020020 (2021); https://doi.org/10.1063/5.0037466
Free . March 2021Augmented reality in poster: Introduce sir Isaac Newton in the study of mechanics
Handjoko Permana, Safa Husnul Khotimah, Dewi Muliyati and Fauzi Bakri
AIP Conference Proceedings 2320, 020021 (2021); https://doi.org/10.1063/5.0037532 SHOW ABSTRACT
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Free . March 2021Designing an Android-based educational game for high school physics
Dewi Muliyati, Handjoko Permana and Alfiyah Nur Amaliyah
AIP Conference Proceedings 2320, 020022 (2021); https://doi.org/10.1063/5.0037467
Free . March 2021The analysis of cognitive abilities and critical thinking skills with contextual approaches on heat transfer concepts for junior high school students
I. Made Astra, Anderias Henukh and Martha Loupatty
AIP Conference Proceedings 2320, 020023 (2021); https://doi.org/10.1063/5.0037573
Free . March 2021The impact of blended learning applied in textile physics course on pattern grading learning outcomes
Dewi Suliyanthini, Fajar Yulianur, Harsuyanti Lubis, Vivi Rodiona and Yoga Matin Albar AIP Conference Proceedings 2320, 020024 (2021); https://doi.org/10.1063/5.0037646 SHOW ABSTRACT
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BROWSE VOLUMES
Free . March 2021Development of augmented physics animation (APA) with the integration of crosscutting concepts about the COVID-19 as a supplement to the introductory physics course
Yudi Guntara, Asep Saefullah, Firmanul Catur Wibowo, Lukman Nulhakim, Dina Rahmi Darman, Ilham Akbar Darmawan, Irwanto, Sigit Setiawan and Tubagus Umar Syarif Hadi Wibowo
AIP Conference Proceedings 2320, 020025 (2021); https://doi.org/10.1063/5.0037459
Free . March 2021Use of mind mapping learning models to improve understanding of kinematics concepts
I. Ilyas and An Nisaa Al Mu’min Liu
AIP Conference Proceedings 2320, 020026 (2021); https://doi.org/10.1063/5.0037449
Free . March 2021Implementation of STEM learning using the slingshot toy project on elasticity and Hooke’s law
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Dian Pertiwi Rasmi, Lari Andres Sanjaya, Menza Hendri, Asrinanda Yoandina, Rena Afifah Putri, Ratna Widayanti Puspa D., Fara Azzahra Dinata, Nazwatul Ilmi, Hilarius Bambang Winarko, Wulan Anna Pertiwi, Rasimin and Waqidatul Qoiriyah
AIP Conference Proceedings 2320, 020027 (2021); https://doi.org/10.1063/5.0037599
Free . March 2021Development of a basic physics practicum guide that is
integrated with Qur’anic verses for prospective natural science teachers
Niki Dian Permana, Firmanul Catur Wibowo, Susilawati, Z. Zarkasih, Nurhasanah Bakhtiar, Dina Rahmi Darman and S. Siswanto
AIP Conference Proceedings 2320, 020028 (2021); https://doi.org/10.1063/5.0037559
Free . March 2021Implementation of DVD softball technique integrated with momentum and impulses material towards softball hitting skill and improvement of physics knowledge
Eka Fitri Novita Sari, Dwi Susanti, Yusmawati and Slamet Maulana
AIP Conference Proceedings 2320, 020029 (2021); https://doi.org/10.1063/5.0037660 SHOW ABSTRACT
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Free . March 2021The information function of mixed-format test of physics learning outcomes measurement
Yetti Supriyati, Ilham Falani and Slamet Maulana
AIP Conference Proceedings 2320, 020030 (2021); https://doi.org/10.1063/5.0037574
Free . March 2021The effect of inquiry models and motivation to study on students’ cognitive learning outcomes in straight motion learning at senior high school (A case study)
Nokadela Basyari, Cecep E. Rustana and Bambang Heru Iswanto
AIP Conference Proceedings 2320, 020031 (2021); https://doi.org/10.1063/5.0038446
Free . March 2021The development of 21 century skills and competence in service teacher through TPACK training workshop
Fauzi Bakri, Handjoko Permana, Wulandari Fitriani, Diah Ambarwulan and Dewi Muliyati AIP Conference Proceedings 2320, 020032 (2021); https://doi.org/10.1063/5.0037612 SHOW ABSTRACT
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st
Free . March 2021Augmented reality application design on geophysical encyclopedia for Android smartphones
Dewi Muliyati, Veronica Julianti, Rohmani Mihada and Angel Karentia
AIP Conference Proceedings 2320, 020033 (2021); https://doi.org/10.1063/5.0037479
Free . March 2021Leaf flakes for learning electric fields in senior high school
Cecep Rahmat, Bambang Heru Iswanto and Sunaryo
AIP Conference Proceedings 2320, 020034 (2021); https://doi.org/10.1063/5.0037529
Free . March 2021The impact of brainstorming method on students’ questioning and inductive thinking skills in static fluid
D. S. Ayunda, A. Halim, I. Suhrawardi, A. R. Murniati and Irwandi SHOW ABSTRACT
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BROWSE VOLUMES
AIP Conference Proceedings 2320, 020035 (2021); https://doi.org/10.1063/5.0037652
Free . March 2021The skills of high school physics teachers in developing STEM- based learning in K13 curriculum
Muhammad Syukri, Fitria Herliana, Soewarno, Syamsul Rizal and Lilia Halim
AIP Conference Proceedings 2320, 020036 (2021); https://doi.org/10.1063/5.0037512
Free . March 2021The effectiveness of project-based learning to increase science process skills in static fluids topic
Nurulwati, Fitria Herliana, Elisa and Musdar
AIP Conference Proceedings 2320, 020037 (2021); https://doi.org/10.1063/5.0037628
Free . March 2021 SHOW ABSTRACT SHOW ABSTRACT
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Explain the “unstable atoms” concept using the radioactive comics as physics media learning
Dewi Muliyati, Handjoko Permana, Muhammad Reza Fauzi, Fauzi Bakri, Yussi Pratiwi and Rahmah Purwahida
AIP Conference Proceedings 2320, 020038 (2021); https://doi.org/10.1063/5.0037481
Free . March 2021Educational comics to explore electromagnetic waves through the Hertz story to prove the Maxwells equation
Siswoyo, Dewi Muliyati, Dini Rahmadini, Rahmah Purwahida and Bintang Ronauli Simanjuntak
AIP Conference Proceedings 2320, 020039 (2021); https://doi.org/10.1063/5.0037488
Free . March 2021Teacher physics empowerment: Innovative smart orbital (ISO) media for improving learning quality using analysis RapidMiner
Firmanul Catur Wibowo, Lari Andres Sanjaya, Dwi Susanti, Dimas Kurnia Robby, Dina Rahmi Darman, Wasis Wuyung Wisnu Brata, Dwi Agus Kurniawan, Faroq Panca Aditya, Andri Ilham, Ihwan Rahman Bahtiar, Fauzan Adhima, Ahmad Rifqy Ash Shiddiqy, Sigit Widiatmoko and Achmad Samsudin
AIP Conference Proceedings 2320, 020040 (2021); https://doi.org/10.1063/5.0037556 SHOW ABSTRACT
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BROWSE VOLUMES
Free . March 2021Development of digital worksheet with PhET simulation on quantum physics to enhance students’ HOTS
Anggara Budi Susila, Aini Chanifah and Mutia Delina
AIP Conference Proceedings 2320, 020041 (2021); https://doi.org/10.1063/5.0039417
Free . March 2021Mapping instruments analytical thinking ability of SMA grade XI and rotational dynamics
Yetti Supriati, Muharni Afridita and Siswoyo
AIP Conference Proceedings 2320, 020042 (2021); https://doi.org/10.1063/5.0038115
Free . March 2021Fun physics learning video by Powtoon on energy source materials for senior high school
Sunaryo, Yetti Supriyati and Asri Lestari SHOW ABSTRACT
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Free . March 2021“ProSim” – Designing projectile motion worksheet to support higher-order thinking skill
Dewi Muliyati, Melina Nurindrasari and Cecep E. Rustana
AIP Conference Proceedings 2320, 020044 (2021); https://doi.org/10.1063/5.0037482
Free . March 2021“Physicsmagz” the contextual learning magazine to improve science literacy skills in particle dynamics topic
Indri Sari Utami, Najah Nurhasanah, Yus Rama Denny and Dewi Muliyati
AIP Conference Proceedings 2320, 020045 (2021); https://doi.org/10.1063/5.0037474
Free . March 2021Contribution of virtual field trip and spatial intelligence toward the improvement in science learning achievement of elementary
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school student’s
Sita Husnul Khotimah, Nofi Maria Krisnawati, Abusiri and Agus Setyo Budi
AIP Conference Proceedings 2320, 020046 (2021); https://doi.org/10.1063/5.0037619
Free . March 2021Evaluation of physics laboratory management in state senior high school Jambi city
Wulan Anna Pertiwi, Lari Andres Sanjaya, Agus Setyo Budi, Dian Pertiwi Rasmi, Halimah Al Hasanah, Kartini, Hilarius Bambang Winarko, Rasimin and Ahmad Rifqy Ash-Shiddiqy AIP Conference Proceedings 2320, 020047 (2021); https://doi.org/10.1063/5.0037880
Free . March 2021Analysis on interest motivation instrument (IIM) for measure of interest and motivation of study doctoral physics education using RapidMiner
Firmanul Catur Wibowo, Lari Andres Sanjaya, Agus Setyo Budi, Esmar Budi, Bambang Heru Iswanto and Dina Rahmi Darman
AIP Conference Proceedings 2320, 020048 (2021); https://doi.org/10.1063/5.0037470 SHOW ABSTRACT
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AIP Conference Proceedings 2320, 020004 (2021); https://doi.org/10.1063/5.0037654 2320, 020004
© 2020 Author(s).
Impact of guided inquiry and problem based learning models on science process skills
Cite as: AIP Conference Proceedings 2320, 020004 (2021); https://doi.org/10.1063/5.0037654 Published Online: 02 March 2021
A. Halim, Elmi, Elisa, et al.
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Impact of Guided Inquiry and Problem Based Learning Models on Science Process Skills
A. Halim
1,a), Elmi
1,b), Elisa
1,c), Susanna
1,d), I. Khaldun
2,e), and Irwandi
3,4,f)1Department of Physics Education, Training Teacher and Education Faculty, Universitas Syiah Kuala, Darussalam, Banda Aceh 23111, Indonesia
2Department of Chemical Education, Training Teacher and Education Faculty, Universitas Syiah Kuala, Darussalam, Banda Aceh 23111, Indonesia
3Department of Physics, Mathematic and Science Natural Faculty, Universitas Syiah Kuala, Darussalam, Banda Aceh 23111, Indonesia
4The STEM Centre of Study, Universitas Syiah Kuala, Darussalam, Banda Aceh 23111, Indonesia
a)Corresponding author: bdlhalim@yahoo.com
b)helmiarsal@unsyiah.ac.id
c)kaslielisa@unsyiah.ac.id
d)susanna@unsyiah.ac.id
e)ibnukhdn@yahoo.com
f)Irwandi@unsyiah.ac.id
Abstract. The study aimed to compare experiment-based guided inquiry learning (EBGIL) and experimental problem- based learning (EPBL) models to improve the Science Process Skills (SPS) of high school students in the city of Banda Aceh, Indonesia. The study used a quantitative approach, a quasi-experimental method, and its implementation with comparative techniques. The target population in this study were all high school students in the city of Banda Aceh, while the sample was randomly selected as many as 31 students for the group taught by the EPBL method and the EBGIL method.
Data collection instruments were developed by researchers, including SPS tests, concept understanding tests, and student response questionnaires. The validity of the instrument is carried out by 2 lecturers and 2 high school teachers—data analysis using N-gain, normality test, homogeneity test, and t-test. Based on the results of data analysis, it was found that there were significant differences in the increase in SPS between students in the EBGIL group and the EPBL group.
Inference from the results of this research is expected by teachers to be willing and able to use the EBGIL method in an effort to improve SPS and understanding wave concepts.
INTRODUCTION
The guided inquiry learning model is a learning model that applies experiments in the learning process [1,2].
Guided inquiry is a model that is problem-oriented learning and looks for answers to questions that are posed through procedures and structures clearly outlined [3]. Teachers have a passive role, and students have an active role by applying guided inquiry learning models in the learning process [4-6]. The teacher will be a guide (guider) of students in finding problems, designing solutions, and implementing problem-solving [7,8]. Some of the results of previous studies indicate that the guided inquiry can develop students' Science Process Skills (SPS), including planning investigations, observing, analyzing, interpreting data, proposing answers, formulating conclusions, and communicating [9,10]. Besides that, some of the results of the study also show that the guided inquiry model can improve learning outcomes that are significant, can create effectiveness, and be efficient in the use of time [11-14].
The application of the EBGIL learning model allows students to hone process skills in students. Inquiry-based learning requires that students actively gather ideas to create knowledge by themselves [15,16]. The implementation of the guided inquiry model has been done in various ways, including combined with experiments [17]. The use of
The 9th National Physics Seminar 2020
AIP Conf. Proc. 2320, 020004-1–020004-7; https://doi.org/10.1063/5.0037654 Published by AIP Publishing. 978-0-7354-4064-7/$30.00
experimental methods can collaborate with the guided inquiry model to make it easier for students to understand the concepts taught through direct observation when conducting experiments [18,19]. The experimental method combined with the guided inquiry model can also improve students' process skills using the stages of experimental learning [20], and through guided inquiry-based experimental learning, students are able to connect the material taught with direct practice while conducting experiments [21].
Besides that, another learning model that can improve SPS is Problem Based Learning (PBL). In this learning model, students are the main focus to solve problems that exist around life, while the teacher acts as a facility provider and mentor [22-24]. Among the advantages of PBL are being able to improve student process skills, which are characterized by increased aspects of observation, clarification, communication, measurement, prediction, and conclusions [25]. Other researchers have found that PBL can not only improve SPS in students but also can improve cognitive abilities in students [26,27].
One of the skills that must be mastered by students to be able to lead to high-level skills is Science Process Skills (SPS). Science process skills are the overall skills of students used when conducting experiments. The overall scientific skills include C1 (Knowledge), C2 (Understanding), C3 (Application), C4 (Analysis), C5 (Synthesis), and C6 (Creation). This skill is used by students to find a concept and develop concepts that have been there before [19].
The fact that is obtained in the field is not entirely students use all these skills to understand the concepts taught by the teacher, especially the concept of waves. The results of preliminary observations with the documentation method at Banda Aceh State High School 4 showed that students' understanding of concepts and SPS in wave material was still relatively low with completeness scores 66.97 for class XI IPA 5 and 65.57 for class XI IPA 3. In comparison, the benchmark of the KKM value set at the school concerned is 67. There are several reasons for the low KKM that can be achieved, including the learning model used by the teacher for wave material is a conventional method, namely, the teacher explains the material through lectures, power points, and questions and answers [28,29].
Some of the results of previous studies show that an increase in SPS can be used as a guided Inquiry model or a PBL model. But it is not known exactly where the best model between the two, therefore through this research will be compared between the two. This is important so that the teacher can choose the right learning model to strive to increase student SPS so that it will improve student learning outcomes in the wave concept.
METHOD Research Design
The approach used in the research is quantitative through the quasi-experimental method with comparative techniques [30,31]. The research design used was nonequivalent control group design, wherein this design, two experimental classes were compared. The experimental class uses an experiment-based inquiry learning model, which is a learning method by practicing. The second experimental class uses PBL-based experimental learning strategies, where the learning methods applied also use practicum. The research design of the nonequivalent control group pretest-posttest design is shown in Table 1.
TABLE 1. Pretest-Posttest Two Groups Design
Sample Groups Pretest Treatment Posttest
Random EEBGIL ܱ1 ܺ1 ܱ2
Random EEPBL ܱ1 ܺ2 ܱ2
Population and Sample
The study population included all students of class XI in Banda Aceh SMA 4, as many as 243 students. At the same time, the samples in this study were 62 people, namely students in the XI IPA3 class, as many as 31 people as the EBGIL group and XI IPA5 class as many as 31 people as the EPBL group taken using the random sampling technique. The sampling technique used in this study was random cluster sampling, with the sampling unit being the class [32]. The class chosen as the sample in this study was class XI IPA3 as an EPBL group and class XI IPA5 as an EBGIL group.
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Data Collection
The data collection technique used in this study is a test in the form of a choice question to evaluate learning outcomes for SPS of students obtained from the implementation of pretest and posttest using non-ordinal data (not using a scale). At the same time, the non-test instrument was given in the form of a questionnaire. The instrument is compiled based on expert validation, namely the supervisor, with validation values that have reached good categories.
The test was conducted twice, namely before treatment (pretest) and after treatment (posttest) given to the experimental class. For experiments, students are given a student sheet, which will be done in groups. Filling out the questionnaire observation of the experimental SPS of the students was carried out by the teacher when the experiment took place. Description of the names, types, and uses of each instrument are shown in Table 2.
TABLE 2. Instrument of Data Collection and Learning Process
No Name Types Function
1 RPP Media Teaching guidelines
2 LKPD Media Developing process skills for students 3 Test Test Evaluating the students process skills 4 Observation Non Test Evaluating the students process skills 5 Questionnaire Non Test Evaluating student activities
The steps for carrying out data collection are carried out through the following stages (1) The initial test (pretest) is conducted in group 1 which is taught by the EBGIL method, and group 2 which is taught by EPBL method, (2) SPS observation of students during the learning process using sheets observations and questionnaires, (3) Final test (posttest) in group 1 taught by the EBGIL method and group 2 taught by the EPBL method.
Data Analysis
Data analysis of students uses N-Gain, normality test, and homogeneity test. Research instruments in the form of LKPD (a student worksheet) and questionnaires were first validated by expert lecturers. The students' answers obtained from the questionnaire were then analyzed by the Excel program to determine the level of difficulty, differentiation of questions, validity, and reliability. The validation results that have been corrected and re-consulted are then applied to the experimental class, namely the class that applies the EBGIL and EPBL models. The questionnaire and LKPD instrument were adjusted to the learning model that was conducted. The questionnaire for assessing student activities is assessed in groups.
RESULTS AND DISCUSSION
Overall results of Analysis of Student SPS Indicators
The SPS indicators assessed in the EBGIL and EPBL classes are observation, classification, communication, measurement, prediction, and conclusions. Based on Table 3, it can be seen that all SPS indicators have increased from pretest to posttest. This is because models such as EBGIL and EPBL can help students solve problems systematically and improve their creativity. Furthermore, the achievement of students who did not reach 100% was due to the implementation of problem-solving models in the class still lacking; namely, some topics were difficult to implement because of inadequate laboratory instruments, making it difficult for students to see, observe and conclude the concept takes longer to organize students [33].
Observation
The EBGIL class observation indicators of students obtained a pretest score of 70.9% and posttest 95.1%. EPBL class students get an average pretest score of 82.2% and increase to 91.95 at the posttest. Increasing the value of students on the observation indicator because students do their own observations when carrying out experiments.
Thus, it is very reasonable if there is a significant increase in the indicator. Because one of the most important things in education is that students are more active in learning activities themselves and not just listening. However, the increase that occurred at the second stage of observation did not reach 100% [34]. This is because students are not familiar with what is asked at this stage, namely observation. Furthermore, learning physics and science education systems need to be implemented with models that can improve the ability and creativity of students in observing [34].
TABLE 3. Comparison of SPS Indicator Values of Students in the EBGIL and EPBL Classes
Pretest Posttest N-Gain
Indicators of SPS
EBGIL (%) EPBL (%) EBGIL (%) EPBL (%) EBGIL EPBL
Observation 70,9 82,2 95,1 91,9 24,2 9,7
Classification 48,3 58,0 77,4 61,2 29,1 3,2
Communication 38,7 38,7 93,5 100 54,8 61,3
Measurement 61,2 62,9 93,5 88,7 32,3 25,8
Prediction 56,4 54,8 96,7 93,5 40,3 38,7
Conclude 48,3 50 91,9 85,4 43,6 35,4
Classification
The least increase in the EBGIL class was in the classification indicator with an increase from pretest 48.3% and post-test 77.4%. The same thing also happened in the EPBL class; the indications of classification of students obtained an average score at pretest of 58% and increased to 61.2% at post-test. Although the increase in the classification indicator is small, overall, the overall value of the students passes through the KKM. The application of the EBGIL model that is briefly carried out can affect students in adapting, so it does not allow students to get high scores all on each indicator. Even though the average score of students did not reach 100%, the guided inquiry and PBL learning models still had an effect on SPS students [35].
Communication
For the EBGIL class, the most significant increase was in the communication indicator from the pretest of 38.7%
to the post-test 93.5%. EPBL class students get an average pretest score of 38.7% and increase to 100% at post-test.
The results of the communication of students show that by practicing using the EBGIL model, students are better able to communicate between fellow group members and with other group members. SPS allows an individual to improve the vision of life and provide a scientific view as a standard for their understanding of the nature of the science of education. Thus, students will be able to communicate well among fellow group members [36].
Measurement
The measurement indicator obtained a pretest value of 61.2% and a post-test of 93.5% for the EBGIL class. The EPBL class scored 62.9% for the pretest and increased to 88.7% during the post-tets. In other studies, the results of data analysis using the N-Gain formula and t-test showed that there was a significant increase in procedural knowledge dimensions in the class using guided inquiry and less significant for the control class [37,38].
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Prediction
The value of the pretest predictive indicator was 56.4% and posttest 96.7% EBGIL class. For EPBL class, the value of the pretest indicator was 54.8 and increased to 93.5% during post-tets. Predictive indicators increase because students are directly involved in finding their own answers to the problems given. The guided inquiry model of students is given the opportunity to know and be involved in finding concepts. The facts of the problems given are based on a day's events in the environment with the guidance of the teacher. Therefore, teachers are advised to prepare questions that can motivate students to be more active in physics learning in line with balanced cognitive, affective, and psychomotor skills [39,40].
Conclude
It was concluded that the indicator obtained a score of 48.3% pretest and 91.9% posttest in EBGIL class and EPBL class obtained an average score of 50% pretest and 85.4% posttest. The implementation of the learning process that makes students more active allows them to be able to deduce what they are doing, see, and learn. The inquiry is the core of the process of teaching and learning activities. Students gain knowledge and skills rather than results remembering a set of facts given by the teacher but the results of finding themselves. Whereas for the EPBL class, the highest increase in communication indicators [39,40].
SPS Comparison of EBGIL Class Students with EPBL
Increased SPS ability of students in both classes will effectively develop the ability of individuals to get better learning outcomes. The SPS model can create an effective teaching and learning process through developing the abilities of students and groups that involve physical, mental, and knowledge skills in solving problems given [28].
Furthermore, the guided inquiry learning model emphasizes the process of discovering a concept so that students emerge scientific attitudes and can be designed by the teacher according to the level of the intellectual development of students [39]. Significant differences can also be seen between those taught by using guided inquiry compared to using traditional methods in class X SMA [40]. Because in the way of EBGIL high-level thinking such as creative thinking can be stimulated by teachers who have good questioning skills [38]. Laboratory-based inquiry learning enhances students' understanding of knowledge and skill in the process. Furthermore, in the teaching and learning process with guided inquiry methods, students are required to find concepts through the necessary instructions from a teacher [40]. The teacher guides by giving instructions that can be followed by students to find their own answers.
TABLE 4. Comparison of SPS Values of EBGIL and EPBL Class Students Class Pretest Posttest
EBGIL 56,1% 92,5%
EPBL 59,6% 90,9%
The results of the comparison of the SPS values of EBGIL and EPBL class students can be seen in table 4. Based on this table, it can be seen that the EBGIL and EPBL classes both showed improvement from pretest to post-test. The pretest value of EPBL class was 59.6%, and EBGIL class was 56.1%. From the results of the pretest, it can be seen that the SPS of EPBL class students is higher than the EBGIL class. However, when compared with the KKM value that must be obtained, the scores in both classes are classified as low—not achieving the average value of indicator students because students are still not actively involved in learning. The reality in the field shows that students only learn science by memorizing concepts, theories, and laws that are heard from the teacher's explanation and reading from the sourcebook and less involving students in the learning process. Science learning now tends to be test-oriented.
As a result, IPA as a process, attitude, and application is not achieved in the learning process. Learning is more teacher- centered, so students tend to be passive and not creative in learning. Consequently, the learning objectives are not achieved. Usually, students tend to study science in the lowest cognitive category. Students have not been accustomed to developing abilities in scientific thinking [40].
The post-test results of the PBLB class show the value of students at 90.9% and the EBGIL class at 92.5%. EBGIL class is superior at the post-test compared to EPBL class. Although superior to the EPBL class, the average post-test value of students did not reach 100% because there were still students who had difficulty in following the EBGIL learning model. The implementation of one type of inquiry in one class still has weaknesses, namely not
accommodating the level of development of students. This means that if the teacher implements a level 4 inquiry, students who have low ability will find it difficult to take lessons well, and they will be lazy to continue learning.
Conversely, if the teacher implements level 1 inquiry, high-ability students will get bored quickly because level 1 does not make them challenged to learn.
Besides all that, the implementation of learning using experimental techniques combined with an inquiry or problem-based learning model can also improve understanding of physics concepts [41-43] and reduce students' misconceptions of understanding physical concepts [44-46]. Through the implementation of learning with experimental techniques can reduce cognitive conflict because activity in the laboratory is closer to the real world [47,48].
CONCLUSIONS
Data analysis showed that the Science Process Skills of Experiment-Based Guided Inquiry Learning were superior to Experimental Based Based Problem Learning. There are significant differences in understanding the concepts of students. Students in the EBGIL class are more active than students in the PBLB class. Therefore, teachers are advised to apply the EBGIL learning model in the process of learning physics to students, especially in the material of walking waves and stationary waves.
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