North Sulawesi has a geothermal energy source which is renewable energy and can be used as a geothermal power plant or Geothermal power company(PLTP). The Geothermal Power Company(PLTP) is located in Lahendong and is a power plant that is friendly to the surrounding environment because it uses geothermal energy as its resource. In Lahendong Geothermal Power Company(PLTP) unit 2, there are important components used to convert steam into electricity, one of which is a heat exchanger. The research aims to find out the heat transfer coefficient and the effectiveness of the heat exchanger during commissioning with real time, based on operational data and installation data on heat exchangers in the Geothermal Power Company(PLTP) Lahendong Unit 2. From this study the results obtained were the highest heat exchange coefficient at commissioning was 107.47 kW / m2. K and the lowest at real time II was 66.93 kW / m2. K. Furthermore, the effectiveness of the highest heat exchanger occurred at commissioning of 51.96% and the lowest at real time II was 37.19%. From the results obtained, the heat exchanger has decreased both in the heat exchange coefficient and the effectiveness of the heat exchanger. The Increase of the effectiveness of the tool of heat exchanger will affect the increase in the heat transfer coefficient on the tool of heat exchanger.
Research on physics learning on magnetic field has been carried with the PIMCA Learning Model (Presentation, Idea Mapping, Conceptualization, Formative Assessment introduced by Cosmas Poluakan). The research objective was to develop a PIMCA learning model based on Multiple Representation-Semiotic Resources. This research and development with reference to the 10 steps of developing the Dick and Carey model. This research was conducted in the Physics Education department of Manado State University, with 30 student teachers candidate as respondents. The research procedure starts from the development step by doing the validity of the expert test and then doing trials in small groups and large groups with pre-test and post-test. The results showed that the validity of the expert test got an average value of 3. 28 so that the learning model was in the very good category and was worthy to be disseminated. In the small group trial results, the pre-test mean score was 0.2 and the post-test mean score was 2.2. Whereas for the large group the results of the pre-test and post-test trials were 0.7 and 2.5. In the student response, 46.6% chose very good, 40% chose were good, and 13.4% chose were quite good. The results of this research indicate that the PIMCA learning model is suitable for use as a learning model that can help students understand the concept of magnetic fields. 6% chose very good, 40% chose were good, and 13.4% chose were quite good. The results of this research indicate that the PIMCA learning model is suitable for use as a learning model that can help students understand the concept of magnetic fields. 6% chose very good, 40% chose were good, and 13.4% chose were quite good. The results of this research indicate that the PIMCA learning model is suitable for use as a learning model that can help students understand the concept of magnetic fields.
In learning physics, students often find misconceptions. This research aims to determine misconceptions on the subject of an optical microscope by using the four-tier diagnostic test with the PIMCA model (Presentation, idea mapping, conceptualization, and assessment formative) which was introduced and developed by Cosmas Poluakan. The method used is the One Group Pre-test – Post-test Design with 24 respondents as prospective physics teacher’s students at the Department of Physics, Manado State University. The instrument used is a test instrument in the form of a (four-tier diagnostic test). The research started with the pre-test, the implementation of the physics learning followed the 4 steps of the PIMCA model and ended with a post-test. The results showed a pre-test average value of 45 and the average post-test value of 93. Based on the research results, it is shown that the learning outcomes of the students with the PIMCA MR-SR learning model increase on the subject of the optical microscope.
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