In today's digital era, the learning system has undergone many changes. Online-based learning has become one of the most important learning models today and one of the learning models that utilize online media such as Blended learning or the use of smartphones. The purpose of this research is to develop an online laboratory guide on pendulum material. The stages that have been carried out in this study: Designing an online laboratory activity guide using a phyphox application-based cellphone. This software development is carried out based on the research and development research collaboration of Research and Development (R & D) including: Analysis / Defining Stage, Design Stage, Development Stage, Testing and Evaluation Phase. The results of the study recommend that the online practicum guide using a phyphox application-based handphone on pendulum material is suitable for optimizing practicum activities in the Physics Department. This collaborative research between lecturers and students can also improve the academic climate, through optimizing lecturer-student interactions.
Seaweed (Caulerpa sp) is a marine biota whose growth is influenced by physical parameters. The purpose of this study was to analyze the dynamics of daily temporal changes in seawater temperature at several depth points and variations in the velocity and direction of ocean currents. Make simple mathematical modeling of ocean current velocity and daily dynamics of seawater temperature in the seaweed growth zone and outside the seaweed growth area. Temperature measurements are carried out on 4 depth variations using a current meter when the sun illuminates the ocean. Measurement of the velocity and direction of the current is carried out using a current measuring instrument during the full moon. The Fourier function or periodic function determines mathematical modeling. The results showed that the transect measurement of sea temperature for 4 depth variations experienced changes due to the intensity of solar irradiation. During one cycle, the speed and direction of the ocean currents change periodically, with the average flow velocity in the seaweed zone being 7.4 m/min and outside the Lahe region being 18.75 m/min directly to the southwest at seawater flows at high tide and northeast experiencing low tide. The daily temporal change in ocean current velocity for each measurement transect shows the same shape which is modeled according to the Fourier function.
Research has been carried out using the PIMCA learning model introduced by Cosmas Poluakan. The aims of this study is to describe the learning difficulties of the third semester students of Physics Education study program, in understanding the Lorentz force concept through learning using PIMCA learning model based on MR-SR (multiple representations - semiotic source). The research method is a descriptive analysis method, with the procedure beginning with giving a pre-test, then following the 4 stages of PIMCA learning. The results showed that the average of pre-test results was 7% and the average of post-test results was 37%. These results indicate that even though there is an increase in the average of mastery the Lorentz force concept, generally students still have difficulty in writing down the complete vector magnitude, determining the relationship of force, electric current and magnetic field in a three-dimensional coordinate system and also need to be given more time so that students more freely explore the concept of Lorentz force. The results of this study recommend that in order to understand the Lorentz force concept, the use of the PIMCA model needs to be accompanied by giving more practice questions, and doing virtual practicum.
The research was carried out on the students of physics education Faculty mathematics and science Manado state university with a total of 28 students as respondents. The purpose of this study was to determine the increase in student learning outcomes on the autik lup material using the PIMCA learning model The research instrument used was a test. The research process started with the pre-test, continued with the implementation of physics learning according to the 4 steps of the PIMCA model and ended with a post-test. The results showed that the mean value before the test was 27,86 and the mean value after the test was 75 The results showed that the MR-SR-based PIMCA learning model can improve student learning outcomes to properly understand concepts of physics, especially in the subject of magnifying glass tool.
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