Abstract. Science process skills are a set of skills used in scientific activities. Students with science process skills are actively involved in learning. Opportunities to be actively involved in learning can be obtained by students if the learning stage is designed in such a way. This article is about a lesson that is expected to teach students' science process skills and can help build their understanding of the concept of buoyant force. This learning can be carried out for students at the junior high school level. This learning process uses the 5-stage learning cycle consisting of observation, manipulation, generalization, verification, and application phase. Each activity is expected to facilitates students to develop science process skills such as observing, inferring, predicting, asking questions, constructing hypotheses , designing experiments, applying concepts, and communicating.

The formulation of the dynamics of a mechanical system can be done by the method of the Port Controlled Hamiltonia System (PCHS), but this method still leaves a Lagrange multiplier. Furthermore, the dynamics can be formulated using another method which is more systematic, namely the Routhian Reduction method. The method illustrates a system that is subject to non-holonomic constraints and external force, so that the Lagrange multiplier can be removed from the equation. Before formulating the dynamics of a non-holonomic mechanical system, the researcher will analyze the potential energy that occurs in a system that moves in the cylinder configuration space. Potential energy is the main part that must be completed to formulate the motion system of an object, because Routhian reduction only reviews the kinetic energy and potential energy in a dynamic system. The dynamical system reviewed is an object that moves both translation and rotation with a non-holonomic constraint, namely the Tippe Top (TT). The author analyzes the potential energy of a mechanical system that moves in a cylinder configuration space with non-holonomic constraints. Method in this research is a mathematical theoretical study. This method can reduce the equation TT’s motion with and without friction that moves on the surface of the cylinder clearly in the form of a set of differential equations. According the result of this riset, the potential energy for the TT with non-holonomic constraints that move on the surface in the tube can be determined by U = mg(r(1 − cos ρ ) + (R − acos θ ) cos ρ + asin θ cos φ sin ρ), transforming the TT’s Lagrangian that moves on a flat plane (Cartesian coordinates) to the tube coordinates, with reference to the height of the plane solved by coordinate transformation.

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Physics computing can be used to help to solve complex dynamic equations, both translation and rotation. The purpose of this study was to obtain differences in the dynamics of the tippe top with and without friction moving on inner surface of a cylindrical with varying initial state based of Routhian Reduction. The equation of tippe top in flat fields with and without friction has been reduced by the Routhian reduction method with the Poincare equation with computational in the previous research, and computation has also been carried out in the search for numerical solutions to the dynamics of tippe top with friction in the Maple program. In this study the reduction used is a Routhian reduction, so that the equation used in determining the equations of tippe top motion with and without friction that moves in a curved plane in the form of a cylindrical surface with varying initial state based on maple is Poincaré’s equation based on Routhian reduction with and without friction. The effect of friction can be seen clearly through the dynamics and graph equations in the return top. This method can reduce the equation of backward motion with and without friction that moves on the surface of the cylinder clearly in the form of a set of differential equations. This research can be continued by solving the dynamic equations of the tippe top in other curved fields such as the torus and ball. The findings of this study are dynamic equations and graphs of friction with and without friction equations that move in curved fields in the inner of surfaces in cylinders with varying initial state based on maple.

Telah dilakukan penelitian untuk menganalisis miskonsepsi suhu dan kalor pada siswa SMA Negeri 3 Tanjung Raja. Penelitian ini dilakukan pada 64 siswa yang terdiri dari 2 kelas yaitu kelas XI MIPA 1 dan XI MIPA 2. Pengumpulan data dilakukan menggunakan instrumen Thermal and Transport Concept Inventory (TTCI) berbasis representasi grafik berupa soal pilihan ganda dengan alasan terbuka sebanyak 15 butir soal. Metode analisis yang digunakan adalah deskriptif kuantitatif yang dilengkapi dengan Certainty of Response Index (CRI) termodifikasi dengan skala 0-5. Hasil penelitian didapatkan 1) rata-rata pemahaman konsep siswa SMANegeri3 Tanjung Raja dengan kategori paham konsep adalah sebesar 5,92%, paham konsep tetapi tidak yakin sebesar 0,89%, siswa yang mengalami miskonsepsi sebesar 57,85%, dan siswa yang tidak paham konsep sebesar 35,34%, 2) siswa mengalami miskonsepsi pada seluruh konsep yang diujikan yaitu 53,13%pada konsep pemuaian zat, 47,92%pada konsep perubahanpertambahan panjang terhadap perubahan suhu, 60,94%pada konsep sifat anomali air, 53,13%pada konsep perubahan fase, 50,00%pada konsep laju masukan panas terhadap perubahan suhu, 71,88%pada konsep suhu yang dibagi sama rata dan 67,97%pada konsep hubungankapasitas kalor dengan perubahan suhu. Hasil penelitian ini diharapkan dapat memberikan informasi tentang miskonsepsi suhu dan kalor yang terjadi pada siswa SMA Negeri 3 Tanjung Raja.

This study is aimed at describing the characteristics of basic physics concepts in materials of science literacy enrichment of natural and mineral resources (NMRs) prepared by students of Physics Education Department, Universitas Islam Negeri Sunan Gunung Djati Bandung. The method of data collection for scientific literacy ability of NMRs is obtained from the description of NMRs, results of describing the enrichment materials of NMRs process, the basic concepts of physics, and context as well as attitudes of students towards NMRs through paper enrichment materials. This study was conducted to 15 documents of enrichment materials made by students. The study concluded that: (1) characteristics of students' ability to describe the physics concepts in literacy enrichment materials NMRs show variation; (2) the ability of describing concept of fundamental physics in five NMRs groups being investigated shows a low gains. The study recommends that the application of material needs developing and teaching media literacy enrichment and physical sciences should have more contextual NMRs for secondary, high school and undergraduate students.

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AbstrakTugas utama tenaga pengajar di perguruan tinggi adalah melakukan pembelajaran, penelitian, dan pengabdian kepada masyarakat sesuai Tri Darma Perguruan Tinggi. Pembelajaran dan penelitian memiliki kaitan yang erat dan saling menunjang. Tenaga pengajar yang berkualitas selalu berkeinginan untuk memperbaiki kualitas pembelajaran yang dilakukan secara terusmenerus. Perbaikan dalam pembelajaran menjadi tanggung jawab dosen dan usaha dalam memperbaikinya dapat dilakukan melalui penelitian dan hasilnya dapat dipertanggung jawabkan secara ilmiah. Penguasaan ilmu dapat diperoleh dengan bantuan bahan ajar sebagai sumber belajar yang sampai saat ini memiliki peranan penting untuk menunjang proses pembelajaran. Bahan ajar sebaiknya mampu memenuhi syarat sebagai bahan pembelajaran, karena bahan ajar memiliki fungsi strategis bagi proses belajar mengajar, ia dapat membantu dosen dan mahasiswa dalam kegiatan pembelajaran, sehingga dosen tidak terlalu banyak menyajikan materi tetapi lebih banyak membimbing atau sebagai fasilitator. Disamping itu bahan ajar dapat menggantikan sebagian peran dosen dan mendukung pembelajaran individual. Dampak positifnya bagi mahasiswa, dapat mengurangi ketergantungan pada dosen dan membiasakan belajar mandiri sesuai tingkat pendidikannya, hal ini juga mendukung prinsip belajar sepanjang hayat (long life education).