Abstract:This study aims to analyze the difference of learning outcomes between students who were taught physics using guided inquiry-based learning model experiments with real and virtual laboratory learning model compare to Instruction Direct Instruction (DI).This study was a quasi-experimental. The study population was students of class XI-IPA Methodist 1 High School Medan of the school year 2012/2013. Sampling technique using a cluster random sampling consisting of two classes with a total sample of 76 students. The data analysis performed by Two Way Anova. The results obtained that there are significant difference between the results of studying physics students taught using guided inquiry learning model based on real and virtual laboratory experimentation and students taught using direct learning model. It can be concluded that the Guided Inquiry learning model based on real and virtual laboratory experiments is better than direct instructional model in improving student learning outcomes physics. There is a significant interaction between guided inquiry learning model based on real and virtual laboratory experiments and direct instructional model regarding the level of activity of the physics students' learning outcomes.
The lack of teacher creativity in testing various learning models and methods makes a significant contribution to the stigma of boredom and boredom in studying physics. The right learning model is needed so that it can help students improve learning outcomes, especially learning physics. The purpose of this study was to analyze the influence the experimental method combined with the virtual and real experiment-based guided inquiry learning model had on the physics learning outcomes. The research samples were class XI IPA 1 (32 people) for the experimental group and class XI IPA 2 (32 people) for the control group. In this study, the cluster sampling technique used was random sampling. Data collection techniques in research are in the form of learning outcomes test instruments at the beginning (pretest) and at the end of learning (posttest). The data analysis technique used is the normality test and the independent sample t-test. To test the research hypothesis, two similarity tests were used on average using the t test, namely the independent sample t-test or one-way analysis of variance (ANOVA) using the SPSS version 21 program. The result show that the guided inquiry learning model uses virtual laboratories and real laboratories to influence student learning outcomes (0.000 < 0.05). Based on the research results, it can be concluded that virtual and real experiments can improve students' physics learning outcomes, as evidenced by the difference in the average score of students' learning outcomes in the experimental class (87.47) compared to the control class (69.72).
Advanced power generation will be operated at higher temperatures and pressure to achieve higher efficiency and reduce CO2 emission. This may significantly impact the use of carbon steel that previously has been used in boiler fabrication. In this study, a flame spraying technique was applied to develop a highly resistant coating of MoSi2 added FeCrAlTiY on ST41 steel to improve its oxidation resistance. Four variations of MoSi2 concentration as 0, 10, 20 and 30 in mass% were prepared to investigate the effect of its addition on the cyclic oxidation resistance of FeCrAlTiY coating at 700 o C for 8 cycles. The phase composition and microstructure of the coating before and after the oxidation test were analyzed using XRD and SEM, respectively. While the element distribution along the coating was characterized using an EDX. According to the results, partially and fully melted particles, oxides and pores are present in the coatings. It becomes more porous with the increase of MoSi2 concentration. The oxidation test results indicate that the FeCrAlTiY with 10 mass% MoSi2 addition exhibits the lowest mass gain (0.217 mg/mm 2 ) compared to that of MoSi2free coating (0.261 mg/mm 2 ) and FeCrAlTiY coating with 20 and 30 mass% MoSi2 (0.297 and 0.308 mg/mm 2 , respectively). As the MoSi2 concentration increases, its addition leads to the deterioration of FeCrAlTiY coating oxidation resistance. The results suggest that FeCrAlTiY-10 mass% MoSi2 is the most resistant coating to cyclic oxidation at 700 o C in air and can be applied as a protective coating in advanced power generation.
Penelitian ini bertujuan untuk mengembangkan media pembelajaran interaktif dengan menggunakan LMS Moodle untuk membantu meningkatkan kemampuan kognitif mahasiswa selama pembelajaran berbasis Blanded Learning. Metode penelitian yang digunakan dalam penelitian ini yaitu Research and Development. Prosedur dalam penelitian adalah tahap identifikasi masalah, pengumpulan data, desain, validasi media, revisi media, validasi materi, revisi materi, uji coba siswa, revisi produk, dan produk akhir. Berdasarkan hasil analisis dari angket kebutuhan mahasiswa yang dilakukan mendapatkan persentase sebesar 85,45% dalam kategori sangat membutuhkan media pembelajaran berbasis moodle tujuannya agar pembelajaran lebih fleksibel, bisa dibuka/ diakses setiap saat, terhubung internet (online). Selain itu di dalamanya terdapat materi dan assignment, chatting, forum diskusi, dan detail disertai visualisasi. Dicantumkan juga kompetensi yang harus dikuasai dan tujuan pembelajaran, pengunggahan materi atau tugas di moodle dalam berbagai format, serta ada evaluasi dalam media pembelajaran serta pemberian umpan balik yang yang dapat memperlihatkan skor/nilai untuk mengukur kemampuan kognitif mahasiswa. Penilaian yang didapatkan dari ahli materi sebesar 95% dan ahli media sebesar 94% dalam kategori sangat valid yang berarti sangat layak untuk digunakan dalam pembelajaran. Kemudian berdasarkan uji persepsi mahasiswa sebesar 93,23% dalam kategori sangat valid yang berarti sangat layak digunakan dalam pembelajaran.
Masa pandemi Covid-19 mengharuskan pembelajaran dilaksanakan secara online dengan menggunakan berbagai model pembelajaran untuk mencapai tujuan pembelajaran.Sampel penelitian ditentukan dengan menggunakan teknik purposive sampling yaitu mahasiswa yang mengambil mata kuliah Konsep Dasar IPA. Teknik pengumpulan data menggunakan instrumen tes hasil belajar dan observasi tingkat aktivitas. Dari analisa data diperoleh nilai rata- rata pretes mahasiswa sebesar 53.52 dan standar deviasi 10.338 dengan nilai tertinggi 65 dan terendah 30. Setelah materi diajarkan dari hasil postes diperoleh rata-rata sebesar 83.11 dan standar deviasinya 7.549 dengan nilai tertinggi 90 dan terendah 60. Dari hasil penelitian diperoleh kesimpulan bahwa penerapan model pembelajaran Project Based Learning efektif digunakan pada saat pembelajaran daring.
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