Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.
This paper presents drag force analysis of free falling object using software tracker. We use video cupclips that have been embedded in this software. The video featured cupcakes to which hung a number of different paper clips were dropped simultaneously. We track the trajectory of free falling cupclips using the software to get the information of position, speed, and acceleration of each cupcake against time. From the data we get the value of drag forces and drag coefficients for each time. The result shows that the drag force value increased to almost constant value, otherwise the drag coefficient is reduced to almost constant values well. According to the results, the analyzed data has good agreement with the theory. Thus, software tracker can be used as media to learn drag force easily and inexpensively.
This paper reports on the result of a preliminary study of utilization of a smartphone ambient light sensor for get the average speeds of motion along a straight line based on experiments. We attach a smartphone to a dynamics train that travels across multiple light sources where the distance is already set. The main source of this experiment is obtained from the luminosity curve obtained from free android applications. From the curve, we can get position information against time. So from the data we can get the value of average speed. Then the use of the smartphone light sensor in physics experiments can be done easily and fun.
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