Proceeding Msceis 2013 Physics and Physic Edu

Proceeding
Internatioan Seminar on Mathematics, Science, and Computer Science Education
i | Indonesia University of Education

Proceeding
i | Indonesia University of Education

Proceeding
International Seminar on Mathematics, Science, and Computer Science Education
PREFACE
The Seminar under the theme Turning Dreams into Reality: Current Trends in Mathematics,
Science and Computer Science Education is conducted by Faculty of Mathematics and Science
Education, UPI at October 19, 2013. The aim of the seminar is to provide a forum where teachers and
researchers can exchange didactical, pedagogical, and epistemological ideas on mathematics, science,
and computer science education which is expected to stimulate research in those areas. The seminar
also provides an exceptional opportunity for all participants to contribute to the world of mathematics,
science, and computer science education.
Some of outstanding scientists and educators from Germany, Australia, Hongkong, Malaysia,
Singapore, Netherland, and Indonesia joined in this seminar made the seminar trully international
inscope. There were 485 participants, had many fruitful discussions and exchanges that contributed to
the success of the seminar. 153 papers discussed in the parallel session. The papers were distributed in
6 fields. 42 papers in mathematics or mathematics education, 19 papers in physics or physics education,
23 papers in chemistry or chemistry education, 25 papers in biology or biology education, 9 papers in
computer science or computer science education, and are 18 papers in science education. Of the total
number of presented papers, 153 included in this proceeding.
Genereus support for the seminar was provided by SEAMEO QITEP in Science and
Himpunan Sarjana dan Pemerhati Pendidikan IPA Indonesia. The support permited us to gave an
opportunitiy for a significant number of young scientists and persons from many universities and other
institutions brought new perspectives to their fields.
All in all, the seminar was very seccessfull. We expect that these future seminar will be as
stimulating as this most recent one was, as indicated by the contribution presented in this proceeding.
Chief of Organizing Committee ,
Dr. Sufyani Prabawanto, M.Ed.
ii | Indonesia University of Education

Proceeding
iii | Indonesia University of Education

Proceeding
TABLE OF CONTENT
PREFACE .......................................................................................... .......... i

TABLE OF CONTENT ....................................................................................... ............. iii
PHYSICS .......................................................................................... .......... vi
1. AVERIFICATION ON KASTNER VISIBILITY MODEL PREDICTION:CASE OF
HILAL OF RAMADAN AND SHAWWAL 1434 HIJRI
Judhistira Aria Utama .................................................................................................... 1
2. EFFECT OF CRYSTAL ORIENTATION ON ELECTRON TRANMITTANCE OF
SI/SI0.5/GE0.5/SI ANISOTROPIC HETEROJUNCTION BIPOLAR TRANSISTOR
Agus Danawan, Ahmad Aminuddin, Hikmat, Endi Suhendi, Hana Susanti,
Yuyu Rahmat Tayubi and Lilik Hasanah ........................................................ 8
3. DEPOSITION OF ZNO THIN FILM BY SPIN COATING TECHNIQUE AS ANTI-
REFLECTION COATING FOR SILICON SOLAR CELL
A. Suhandi, D. Rusdiana, F. C. Wibowo ......................................................... 13
4. DISLOCATIONS CHARACTER OF ZNO FILMS GROWN BY PLASMA-
ASSISTED MBE ON -AL2O3 WITH MGO BUFFER LAYER
Agus Setiawan, Ida Hamidah, Haipan Salam, Takafumi Yao ............................ 17
5. FABRICATION OF SOLAR CELL PN JUNCTION USING CHLOROPHYLL AND
POLYTHIOPHENE MATERIAL
Dadi Rusdiana, Andi Suhandi and Lilik Hasanah ........................................... 25
PHYSICS EDUCATION ....................................................................................... 28
6. THE REQUIREMENT ANALYSIS RESULT OF TEACHING A LIFE SKILLS IN
A LEARNING PHYSICS
Nur Khoiri, Susilawati ....................................................................................... 29
7. DESIGNING PHYSICS LEARNING BASED ON CHARACTER THROUGH THE
PROJECT METHOD
Intan Irawati ..................................................................................................... 33
8. ASPECTS OF "CEPS" AS BASIS THE DEVELOPING INSTRUMENT OF
PHYSICS LEARNING MOTIVATION
Elok Sudibyo, Budi Jatmiko, Wahono Widodo ............................................ 40
9. IMPROVEMENT THE QUALITY OF LEARNING PROCESS OF JUNIOR HIGH
SCHOOL PHYSICS TEACHERS IN KIT UTILIZATION
Bambang Wijatmoko, Kartika Hajar Kirana, Kusnahadi Susanto ............................... 49
10. THE USE OF WEB-BASED INQUIRY SCIENCE ENVIRONMENT (WISE) ON
SIMULATION LEARNING TO IMPROVE THE STUDENTS DRAWING
GRAPHIC SKILLS IN MOTION CONCEPT
Iing Mustain, Ida Kaniawati , Setya Utari .......................................................... 53
11. THE IMPACT OF TEAM GAMMES TOURNAMENT WITH READING
INFUSION TOWARDS THE IMPROVEMENT OF STUDENTS LEARNING
ACTIVITIES AND ACHIEVEMENT IN WAWES TOPIC
Setiya Utari, Rini Solihat , and Fitri Nuraeni ............................................................ 58
12. ABILITY OF COLLEGE STUDENTS PROFESSIONAL TRAINING PROGRAM
IN MAKING TESTS PHYSICS DOMAIN OF SCIENCE PROCESS SKILLS IN
THE FORM OF MULTIPLE CHOICE AND ESSAY
Asep Sutiadi ...................................................................................................... 64
13. EFFECT OF INQUIRY LEARNING STRATEGIES TO IMPROVE DECISION-
MAKING SKILLS OF STUDENTS IN CLASS XI OF SMAN 1 SOUTH SINJAI
Muh. Tawil, Gilang Permatasari ......................................................................... 68
iv | Indonesia University of Education

Proceeding
14. DEVELOPING PROGRAM OF BASIC TECHNOLOGY EDUCATION COURSE

FOR PRESERVICE TEACHERS BASED ON TEACHERS COMPETENCIES
IN INDONESIA
Parsaoran Siahaan, Nuryani R Rustaman, Andi Suhandi, Wawan Setiawan ............... 73
Institute15.
of AdvancedEngineeringandScience
IMPROVING THE ABILITY TO WRITE TEACHING MATERIALS AMONG
STUDENTS OF PRE-SERVICE PHYSICS TEACHER PROGRAM THROUGH
LEARNING TO WRITE ACTIVITY USING MULTIMODAL REPRESENTATION
IN THE SUBJECT OF SCHOOL PHYSICS III
Parlindungan Sinaga, Andi Suhandi, Liliasari ............................................. 80
16. DEVELOPMENT OF BLENDED LEARNING MODEL FOR IMPROVING
STUDENTS COMPETENCE IN THE ENGINEERING PHYSICSLEARNING
Usmeldi ..................................................................................................................... 87
17. REFLECTIVE THINKING SKILLS IN PROSPECTIVE PHYSICS TEACHERS
Ellianawati; Rusdiana, D; and Sabandar, J ............................................................ 95
18. DEVELOPMENT OF TEACHING MATERIAL OF ENGLISH FOR ACADEMIC
PURPOSE WITH CLUB EMBEDDED TO IMPROVE PHYSIC PROSPECTIVE
TEACHERS SKILLS
Heni Rusnayati, Arif Hidayat ...................................................................................... 99
19. THE PROFILE OF PHYSICS TEACHER CANDIDATES MASTERY ON BASIC
MATHEMATICS
Cicylia Triratna Kereh and Jozua Sabandar ............................................................ 101
v | Indonesia University of Education

Proceeding
Instituteste
ofof
AdvancedEngineeringandScience
AdvancedEngineeringandScience
1. PHYSICS
vi | Indonesia University of Education

Proceeding
AVERIFICATION ON KASTNER VISIBILITY MODEL

PREDICTION:CASE OF HILAL OF RAMADAN
AND SHAWWAL 1434 HIJRI
Judhistira Aria Utama
Faculty of Mathematics and science Education

Indonesia University of Education
Article Info ABSTRACT

Article history: Kastner visibility function model for near-Sun objects has been used to make
Received April 4,2013 predictions on visibility of hilal of Ramadan and Shawwal 1434 H for a
Revised number of locations within the National Hilal Observation Network.
Accepted Predictions made for the mode of visual observation both using naked eye and
telescope-aided observation. Due to weather constraints, the model predictions
for the case of the beginning of Ramadan 1434 H (July 8, 2013) did not obtain
Keywords : confirmation from the entire sites.Meanwhile, for the case of Shawwal 1434 H
Hilal (August 7, 2013) there were confirmations on hilal visibility from several
places. We consider only the witness from Makassar that provide authentic
Visibility,
evidence of a digital picture of hilal. Based on this, Kastner model proved
Kastner Visibility capable of providing predictions in good agreement with the observational
Function Model result. Interestingly, prediction of Odeh model, which is the more established
one, was in opposite results with prediction of Kastner model.
CorrespondingAuthor:
Judhistira Aria Utama
Dept. of Phys. Edu.
Jl. Dr. Setiabudhi 229
62 22 8112224036
j.aria.utama@upi.edu
1. INTRODUCTION
Babylonian stargazers have had criteria to predict the appearance of hilal (lunar crescent
can be observed after conjunction), known as the Babylonian criteria. According to them, hilal can
be observed if the age of the Moon since conjunction is more than 24 hours and the time difference
between Sunset and the Moonset on the day of observation greater than 48 minutes. The above
criteria can be understood as follows. Requirement that the age of the Moon more than 24 hours
since the conjunction is to make the fraction of lunar disk that reflect sunlight thick enough to make
it bright enough to be observed. Meanwhile, the time difference between Sunset and the Moonset
must be greater than 48 minutes is meant to make the sky become dark enough to make hilal can be
observed easily. The first point is related to object illumination, while the second one with the
contribution of brightness of the twilight sky.
Kastner [1] have constructed a mathematical model to calculate the brightness of the
twilight sky based on graphic of the actual brightness of the twilight sky were obtained by
Barteneva and Boyarova [vide [1]] at 90 degrees zenith distance as a function of Solar depression
angle and relative azimuth. Based on this model, the visibility curve for objects near to the Sun can
be generated. Although the model is for celestial objects such as stars, planets, and comets, this
model has been adopted also for hilal according to its characteristics that can be a point-source as
well as an extended-source. The model is adapted to accommodate a mode of observation using
binocular / telescope in addition to the naked eye observation. Reliability studies of Kastner model
based on data of hilal and old lunar crescent can be found in Utama [2] and Utama & Efendi [3].
1 | Indonesia University of Education

Proceeding
For Muslims, the observation of hilal is part of worship. The successful of hilal
observation determines whether the new month is begun in the Islamic calendar system or Hijri
system. Unfortunately, positive reports of hilal observation in Indonesia gained critics from
astronomers related to the difficulty of hilal observation with certain physical parameters to be
observed using naked eye. By using Kastner model this work has predicted the earliest hilal
appearance of Ramadan and Shawwal 1434 H. Then the model predictions are confronted with the
observation reports from the 21 observation sites within in the National Hilal Observation Network
under coordination of Bosscha Observatory and the Ministry of Communication and Informatics of
the Republic of Indonesia.
2. METHOD
This work was conducted utilizing the physical parameters data of the Moon and the Sun
for specified date of observation. The observation time was chosen on the day when the conjunction
occurs before Sunset or on the next day when the conjunction occurs after Sunset. In the case of the
beginning of Ramadan and Shawwal 1434 H, the observation was conducted on the same day as the
day of conjunction. Predictions are given for several locations joined the consortium.
The Moon physical parameter data (zenith angle, azimuth, elongation, apparent visual
magnitude and semidiameter) as well as the Sun (depression angle and azimuth) required for
calculations were obtained using MoonCalc software version 6.0 of Monzur Ahmed [4] with
topocentric (observers are located on the Earth's surface) and taking into account the effect of
atmospheric refraction setting. Calculations were performed following the procedure and equations
in Kastner [1]. Predictions are given for clear atmospheric conditions by using visual extinction
coefficient k = 0.20 for both the naked eye and use an optical instrument (telescope) observation
mode. Next the predictions are confronted with observation reports from each location and compared
with the prediction which is given by Odeh [5].
3. RESULT AND ANALYSIS

Figure 1 shows the prediction of hilal visibility curve for the beginning of Ramadan 1434
H, while Figure 4 shows the predictions for the beginning of Shawwal 1434 H for observers in
Bandung and Makassar. Each of these predictions include naked eye visual observation and
telescopic observations that produces an angular magnification of 50x and 100x. Positive and
negative visibility function values are interpreted as hilal can be observed and can not be observed
respectively.
Based on Figure 1, the prediction for the observer in Bandung for both naked eye visual
observation or using a telescope, hilal can not be observed after Sunset. This can be seen from the
negative values of visibility function. Eventhough hilal is predicted can be observed with the 100x
angular magnification telescope just before Sunset, there were no reports from this location. On the day
of observation, the Moon was only for 3 minutes above the horizon after Sunset. A similar prediction
applies to the location in Makassar. From Makassar hilal was predicted to be observed at the time of
Sunset until 1 minute later with the help of 100x angular magnification telescope. Even in Makassar the
Moon was only about 1 minute on the horizon after Sunset. However if there were positive reports on
hilal observation before Sunset, the testimonies can not be used in the istbat assembly at the Ministry of
Religious Affairs, as based on Shari'a, change of the month based on the appearance of hilal after
Sunset.

Proceeding
Figure1.Visibility curve (Monday July 8 2013) for observer in Bandung (top) and Makassar (bottom)
In fact , from the 21 observation sites within the National Hilal Observation Network there were no
positive reports on hilal of Ramadan 1434 H. The bad weather was the biggest obstacle factor at that
time. According to the Meteorology, Climatology, and Geophysics Agency (BMKG) prediction for
Monday, July 8 2013, almost all observation sites was interrupted by cloudy or rainy conditions with
varying intensity. Thus, istbat assembly led by minister of religious affairs set month of Shaban to
be 30 days, so that 1 Ramadan 1434 H coincides with Tuesday, July 9 2013 at the time of Sunset.
Then observation activity on Tuesday, July 9 2013 was no longer in a crucial position because the

Proceeding
number of days in the Islamic calendar month can not be more than 30 days. Nevertheless, observers
in Kupang obtained the digital image of hilal (figure 3) as an authentic evidence for Kastner model
prediction on Tuesday evening on local time within the time window had been predicted (figure 2).
Figure2.Visibility curve (Tuesday July 9 2013) for observer in Kupang

The time when the image captured is indicated by the arrows.
Figure3.The digital image of hilal captured with camera and telescope

on Tuesday July 9 2013 from Kupang on 18:09 local time (Credit: Bosscha Observatory)
In figure 4 are shown the predictions of hilal visibility for Shawwal 1434 H. Although the
weather remained bad as at the beginning of Ramadan, observers from Makassar reported the
appearance of hilal of Shawwal 1434 H succesfully. Observers were equipped with a camera that
was attached to the telescope tube to record the hilal in digital format as an authentic evidence.
Based on Figure 4, the model predicts the impossibility of observing hilal using naked eye (negative
visibility function), but it is still possible with the help of telescope (positive visibility function).
Negative visibility function corresponds to the contrast value less than 1. Contrast is defined as the
ratio between the hilal illuminance over twilight sky brightness. Only when this ratio is larger than 1

Proceeding
(object illuminance is more dominant than the brightness of the sky), the object is likely to be
observed. Eventhough the available time window to figure out hilal of Shawwal 1434 H was
relatively longer than in case of Ramadan 1434 H, weather disturbances (cloud cover around the
horizon and rainy condition) makes not all locations predicted can observe hilal have the
opportunity. The only positive report came from Makassar along with authentic digital image (figure
5) and had been used in the istbat assembly. This report verified the Kastner model prediction.
Indeed there are also reports through visual observation of other places (Semarang and Tegal), but
since there were no authentic evidence obtained, those reports are not used in this paper.
Figure4.Visibility curve (Wednesday August 7 2013) for observer in Bandung (top) and Makassar
(bottom)

Proceeding
Eventhough Kastner model predicts hilal could be observed by using a 100x angular
magnification telescope, the fact was that the group of observers in Makassar did not try direct visual
observation through the eyepiece. They only recorded the hilal images digitally. To date, Kastner
model predictions for cases with high challenge (such as observations in the same day as the day of
the conjunction) is difficult to obtain even with positive visibility function value, because the
required necessary condition is not met, those are the clean atmospheric conditions (minimum
aerosol and pollutants), there were no adverse weather (cloud cover in the line of sight of hilal or
rainy condition) and the use of telescope with certain angular magnification.
Figure5.The digital image of hilal captured with camera and telescope

on Wednesday August 7 2013 from Makassar on 18:11 local time (Credit: Bosscha Observatory)
It is interesting to know the prediction from other model such as Odeh. Odeh model are
developed based on 737 reports compiled from various sources from tropics and sub-tropic region.
The appearance prediction is given by two variables, namely the altitude difference between the
Moon and the Sun (no atmosphere condition) and the width of the crescent. Both of these variables
are topocentric condition (calculated for an observer on the Earth's surface). Comparison between
Kastner and Odeh predictions are given for each case with the same time and location. Predictions
are given limited to hilal appearance after Sunset. Comparing the predictions of both models and
confront to the reports, it appears that in the case of the beginning of Shawwal 1434 H Kastner
model has better performance in accordance with the available evidence than Odeh.
Table1.Models Prediction for Makassar
Cases Kastner (1976) Odeh (2006)

Ramadan Visible Easily visible with
(July 9) naked eye
Shawwal Possible with Not possible even
(August 7) optical with optical aid
aid
4. CONCLUSIONS
Predictions had been made for the case of the earliest appearance of hilal of Ramadan and
Shawwal 1434 H by using Kastner model that accommodates atmospheric contribution and twilight
sky brightness. No confirmation reports for prediction on Ramadan 1434 H for the day when the

Proceeding
conjunction occured in Makassar (Monday, July 8, 2013 with telescopic observation) because of the
weather constraint. Model prediction for one day after conjunction was confirmed by report from
Kupang. For the case of Shawwal 1434 H, prediction of Kastner model required the use of telescope
with certain angular magnification to be able to observe hilal. Contrary to this, Odeh model stated
that hilal could not be observed even using optical aid.
ACKNOWLEDGEMET
The author would like to thank the Department of Physics Education FPMIPA UPI for the support to
attend this scientific meeting. A big appreciation also goes to the observers within the National Hilal
Observation Network for sharing their observational data.
REFERENCES
[1] Kastner, S.O. Calculation of the Twilight Visibility Function of Near-Sun Object, The Journal
of The Royal Astronomical Society of Canada, vol.70, No.4, pp. 153 168, 1976.
[2] [2] Utama, J.A. Analisis Visibilitas Hilal Penentu Awal Ramadhan dan Syawal 1433 H
dengan Model Fungsi Visibilitas Kastner, Proceeding of 3rd National Seminar in Physics,
Eds. Sarwi, M., Khanafiyah, S., Hindarto, N., et al., Semarang: Jurusan Fisika, pp. FT101-1
FT101-6, 2012.
[3] Utama, J.A. & Efendi, R. Reliability Test of Kastner Visibility Function Prediction on Lunar
Crescent Observational Data in Indonesia, Paper presented in 4th South East Asian Astronomy
Network (SEAAN) Meeting, Institut Teknologi Bandung, 2012.
[4] hmed, M. Documentation of MoonCalc 6.0, 2001.
[5] Odeh, M.S. New Criterion for Lunar Crescent Visibility, Experimental Astronomy, vol. 18,
pp. 39 64, 2006.
[6] Leslie Lamport. LATEX A Document Preparation System, 2nd edition. Addison-Wesley,
Reading, MA, 1994.

Proceeding
EFFECT OF CRYSTAL ORIENTATION ON ELECTRON

TRANMITTANCE OF SI/SI0.5/GE0.5/SI ANISOTROPIC
HETEROJUNCTION BIPOLAR TRANSISTOR
Agus Danawan, Ahmad Aminuddin, Hikmat, Endi Suhendi, Hana Susanti,

Yuyu Rahmat Tayubi and Lilik Hasanah
Jurusan Fisika, FPMIPA Universitas Pendidikan Indonesia

Article history: Study analytical of electron transmittance modeling on Si/Si1-xGex/Si
heterojunction bipolar transistor anisotropic is done by including the coupling
between transversal and longitudinal components of electron motion. The
Keywords : effects of crystal orientations to electron transmittance of transistor were
Anisotropic studied. The results show that transmittance will be higher when the incoming
crystal orientation energy Ez higher.
heterojunction
tunneling current
Lilik Hasanah
Jurusan Fisika, FPMIPA Universitas Pendidikan Indonesia
Jl.. Dr. Setiabudhi No 229 Bandung 40135
lilik_hasanah@yahoo.com
1. INTRODUCTION
Nowadays, Si/Si1-xGex/Si heterojunction bipolar transistor has gained wide attention among
scientists and gave impressive results. This is because Si/Si1-xGex/Si heterojunction bipolar transistor
has made it possible to obtain higher amplification, higher speed performance. Theoretical studies of
Si/Si1-xGex/Si heterojunction bipolar transistor have been done by using carrier transport model.
Several researchers had done theoretical studies about tunneling phenomena in Si/Si1-xGex/Si hetero-
structure. Kim and Lee had derived electron transmittance that tunnel through anisotropic Si0.5Ge0.5
barrier grown on Si(110) substrate by solving effective mass equation which taking into account the
elements of effective mass tensor, except its diagonal elements, without giving bias voltage to potential
barrier [1],[2].. Furthermore, we had calculated electron transmittance in anisotropic Si/Si0.5Ge0.5/Si
hetero-structure when bias voltage given into potential barrier by using Airy function [3]. On the other
side, Mao had shown that coupling between transversal and longitudinal components of electron
movement in nano-scale metal-oxide-semiconductor field effect transistors (MOSFETs) affect it
leakage current significantly [4]. In this research, the relationship between substrate orientation and
coupling effect and its effects to electron transmittance and tunneling current of anisotropic Si/Si1-
xGex/Si heterojunction bipolar transistor will be studied.
2. METHOD
Theoretical Model
Calculation of current in solar cell analytically was done by solving Schrodinger equation in
semiconductor n-p junction, referring to previous work [5]. Schrdinger equation has to be solved to
obtain electron behavior in anisotropic heterostructure. From there, we can obtain the coupling between
transversal and longitudinal components of electron movements which will affect effective potential
value in region 2 as shown in below equation [5] :
2 2 ( z ) 2 ijII
zz,lI

V z ijI 1 k i k j ( z ) E zI ( z ) .

2mo z 2 2mo i , j( x , y ) ijI
(1)

Proceeding
Anisotropic Materials Effective Mass

Effective mass tensor elements, which shows anisotropic material, is depend on materials
type and orientation. This effective mass tensor elements can be obtained because the formulation of
general effective mass equation is done by defining three orthogonal coordinat systems as shown
schematically in Figure 1. These coordinate systems are device, crystal, and ellipsoid coordinate system

[6]. Three unit vectors k1 , k 2 , and k 3 stretch the device coordinate system and form its base. k 2 is

taken along its body thickness (that is inversion carrier of quantum barrier), k 3 is taken along the

direction from emitter to collector (that is transport direction) and k1 taken along its width. Device
coordinate system depends on its fabrication choice, for example layer orientation and direction from
emitter to collector in chips design layout. Second coordinate system is crystal coordinate system

'
where it defined by three unit vectors k , k dan
1
'
2
k 3'
oriented along three crystalography directions
100 orthogonal to base material. Crystal coordinate system is unique for every simulation. The last

coordinate system, ellipsoid coordinate system consists of unit vectors k // , k 1 , dan k 2 that
choosen along main axis of each ellipsoid energy constant. Ellipsoid coordinate system depends on
base material specifications and unique for every ellipsoid.
Y (k2) Device
(k1) X Emitter Base Collector
Z (k3)
(k3')
(001)
(100) (111)
(k1')
Crystal (k2')
(110) (010)
Ellipsoid
Figure 1. Three orthogonal coordinate system: device, crystal, and ellipsoid coordinate systems [6]
Table 1 shows effective mass inversion tensor for (100) orientation (Yi, et al., 1983; Rahman,
et al., 2005).

Proceeding
Table 1. Effective Mass Inversion Tensor for (100) orientation

mo
0 0
mt
Valley 1
mo
0 0
mt
mo
0 0
ml
mo
0 0
Va mt
lley 2
mo
0 0
ml
mo
0 0
mt
mo
0 0
Va ml
lley 3
mo
0 0
mt
mo
0 0
mt
3. RESULT AND DISCUSSION

In tunneling current calculation for Si(100)/Si1-xGex structure, only valleys with lowest energy
that used in the calculation. This can be explained from the fact that only valleys with lowest energy
that filled with electron while high energy valleys are not filled with electron [7]. Other Si/Si1-xGex
orientations are also have six valleys as shown in Table 2. Differences are on which valleys that has
low energy.
Table 2 . Tensor elements ijfrom Si(100) and Si0,5Ge0,5.

Region I (E) and III (C) Region II (B)
Valley
Si(100) Si0,5Ge0,5
1,02 0 0 0,76 0 0
1 (L1) 0 5,26 0 0 6,45 0
0 0 5,26 0 0 6,45
5,26 0 0 6,45 0 0
2 (L2) 0 1,02 0 0 0,76 0
0 0 5,26 0 0 6,45
5,26 0 0 6,45 0 0
3 (L3) 0 5,26 0 0 6,45 0
0 0 1,02 0 0 0,76
Tunneling current is produced because the presence of electron that move from emitter
through base to collector, so it is impossible that there is collector current when no electron moves from
emitter to collector. The number of electrons that tunnel through base to collector is called
transmittance.

Proceeding
1.00E+00
1.00E-07
1.00E-14
1.00E-21
Transmittance
1.00E-28
1.00E-35
without coupling V1
1.00E-42 v=1x10^5m/s V1
v=2x10^5m/s V1
v=3x10^5m/s V1
1.00E-49 without coupling V2
v=1x10^5m/s V2
v=2x10^5m/s V2
1.00E-56 v=3x10^5m/s V2
without coupling V3
v=1x10^5m/s V3
1.00E-63 v=2x10^5m/s V3
v=3x10^5m/s V3
1.00E-70
0 0.1 0.2 0.3 0.4
Incident energy (eV)
Figure 2. Electron transmittance in Valley 1 (V1), Valley 2 (V2), and Valley 3 (V3) as function to
incoming energy Ez for various electron velocity withoug coupling, 1x10 5 m/s, 3x105 m/s, and 5x10 5
m/s through barrier thickness of 25 nm.
Figure 2 shows graph between electron transmittance in Valley 1 (V1), Valley 2 (V2), and
Valley 3 (V3) as function of electron incoming energy (longitudinal), Ez. It is clear that transmittance
will be higher when Ez gets higher. When electron has higher energy, then electrons are more easily to
tunnel through barrier so that the probability of electron to reach region 3 is also higher. When coupling
effect between transversal and longitudinal movements are ignored, then electron velocity at that time
is equal to zero. From Figure 2, transmittance when coupling effect is ignored is almost the same with
transmittance when electron thermal velocity at 1x105 m/s. At low incoming energy E z, electron
transmittance will be lower when electron velocity is faster. When incoming energy Ez is higher than
the height of potential barrier, then its electron transmittance will osilate between value one. Thus, the
faster electron velocity the higher the incoming energy E z that will make the electron transmittance to
osilate between value one.
4. CONCLUSION
It has been discussed about theoretical study of electron transmittance in
Si(100)/Si0.5Ge0.5(100)/Si (100) heterojunction bipolar transistor anisotropic by including the coupling
between transversal and longitudinal components of electron motion. This calculation only use valleys
with lowest energy. It is clearly shows that transmittance will be higher when the incoming energy E z
higher.
REFERENCES
[1] Kim, K.-Y. and Lee, B. (1998) : Transmission Coefficient of an Electron through a
Heterostructure Barrier Grown on Anisotropic Materials, Physical Review B,58, 6728-6731.
[2] Kim, K.-Y., and Lee, B. (1998) : Tunneling Time and the Post-Tunneling Position of an Electron
through a Potential Barrier in an Anisotropic Semiconductor, Superlattices and Microstructures,
24, 389-397 .
[3] Hasanah, L., Khairurrijal, Abdullah, M., Winata, T. and Sukirno (2006) : An Improved
Analytical Method Based on Airy Function Approach to Calculate Electron Direct Transmittance
in Anisotropic Heterostructure with Bias Voltage, Indonesian Journal of Physics, 17, 77-81
[4] Mao, L. (2007) : The Effects of the Injection-Channel Velocity on the Gate Leakage Current of
Nanoscale MOSFETs, IEEE Electron Device Letters, 28, 161-163.

Proceeding
[5] Hasanah, l., Abdullah, M., Sukirno, Winata, T., and Kharurrijal, Model of a tunneling current in
an anisotropic Si/Si1xGex/Si heterostructure with a nanometer thick barrier including the effect
of parallelperpendicular kinetic energy coupling, Semicond. Sci. Technol, 23 (2008) 125024
[6] Rahman, A., Lundstrom, M. S. and Ghosh, A.W. (2005) : Generalized Effective-Mass Approach
for n-Type Metal-Oxide-Semiconductor Field-Effect Transistors on Arbitrarily Oriented Wafers,
Journal of Applied Physics, 97, 053702 (1-12)
[7] Paul, D. J.(2004) : Si/SiGe Heterostructure : from Material and Physics to Devices and Circuit,
Semiconductor Science and Technology, 19, 75-108
Institute of AdvancedEngineeringandScience

Proceeding
DEPOSITION OF ZNO THIN FILM BY SPIN COATING

TECHNIQUE AS ANTI-REFLECTION COATING
FOR SILICON SOLAR CELL
A. Suhandi1), D. Rusdiana1), F. C. Wibowo2)
1) Department of Physics, Indonesia University of Education (UPI),

2) Science Education Programe, Indonesia University of Education (UPI),

Article history: Zinc oxide (ZnO) film was deposited on a silicon substrate by spin coating
ReceivedSeptember technique as a antireflection coating (ARC). The ZnO layers were found to
30,2013 be an excellent ARC for silicon solar cells, exhibiting exceptional light
Revised trapping at wavelengths range from 400 to 800 nm because of their lowest
Accepted effective reflectance. Zinc acetate dehydrate, 2-methoxyethanol and
monoethanolamine were used as a starting material, solvent and stabilizer,
respectively. Dropping coating solution into silicon substrate was rotated at
1500 rpm for 30 sec by using a spin coater. After the spin coating process,
the film was allowed to dry at 623 K for 15 min in a furnace to evaporating
the solvent and to remove organic residuals. The XRD and SEM
measurements confirmed that the thin films were deposited by spin coating
technique, have good crystalline structure and low surface morphology
Keywords : quality. The reflected light by Silicon surfaces layered by ZnO ARC was
Silicon Solar cell characterized by reflection UV-VIS spectroscopy.In order to investigate the
Zinc oxide effect of ZnO ARC thickness on the reflected light by front surface of
Anti-reflection Silicon, the thickness of ZnO ARC was varied through variation of rotation
coating speed of spin coater. The Results indicated that there is presence optimum
thickness of ZnO ARC which will result in minimum percentage of reflected
light by silicon surface
A. Suhandi, D. Rusdiana, F. C. Wibowo
Indonesia University of Education (UPI)
Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia
08157014263/ a_bakrie@yahoo.com
1. INTRODUCTION
Photovoltaic (PV) devices based on silicon are the most common solar cells currently being
produced, and it is mainly due to silicon technology that the PV has grown by 40% per year over the
last decade. Cost, sustainability, and environmental issues are at the core of actual PV industry
activities [1]. The conversion efficiency of a solar cell is limited by optical absorption, carrier
transport, and carrier collection. For a silicon solar cell the maximum theoretical efficiency is 29%,
limited by losses due to the excess energy of above-bandgap photons, transparency to photons below
the bandgap, and radiative and Auger recombination. For many years the efficiency of commercially
available wafer-based silicon solar cells was stagnated at 14% to 15%. The industry manufactured a
generic solar cell with multiple loss mechanisms: a 3.6% efficiency loss from incident solar
radiation either reflected at the front surface or absorbed unproductively at the back contact; a 2%
loss due to bulk recombination of carriers; and another 8.6% loss from recombination at the contacts
and resistive loss.The 29% efficiency potential is thus reduced to below 15% in a standard silicon
cell [2].
A number of high-efficiency concepts were developed to reduce these losses and more
closely approach the 29% ideal. One of concepts is the use of an anti reflection coating to reduce
reflected light by solar cells surface. ZnO has attracted attention as one of the materials for the ARC
of solar cells because it has good transparency and an appropriate refractive index [3, 4, 5].
ZnO thin films are currently fabricated by chemical vapor deposition, pulsed laser
deposition, Molecular beam epitaxy, chemical spray hydrolysis, or other high-temperature and in

Proceeding
some cases capital- and equipment intensive methods. Amongst the different available techniques,
the spin coating technique has the advantage of coating on large areas with easy control of the
doping level, solution concentration and homogeneity, without using expensive and complicated
equipment compared with other methods.
This technique of film preparation is a low-cost process and is attractive as the film
properties can be tailored conveniently for a given application. This process, thus, becomes a
preferred option for exploratory studies where a large number of candidate materials require
screening for their compositions and properties prior to their applications in devices [6].
In the present work, we report the structural, morphology and optical properties of ZnO/Si
thin films prepared by sol-gel method using spin coating technique.
2. RESEARCH METHOD
Zinc acetate dehydrate is first dissolved in mixture of 2-methoxy ethanol and
monoethanolamine at room temperature. The sol is prepared by dissolving 8.23 grams (0.75 moles)
of zinc acetate and the molar ratio of monoethanolamine to zinc acetate is kept at 1:1 [6]. The
resultant solution is stirred for 1hr at 333 K to yield a homogeneous, clear and transparent solution
using a magnetic stirred. This solution was used for the deposition of ZnO films by spin-coating
technique on single crystal Silicon (001) substrate.
The Silicon substrate was placed on a spin coater. One to two drops of the solution was
placed on the substrate and then the substrate was rotated at 1500 rpm for 30 sec. The films were
dried at 373-423 K on a hot plate and decomposited at 623 K for 15 min to evaporate the solvent
and remove the organic component in the film. The films obtained were placed on a programmable
furnace. The furnace was ramped to 973 K from room temperature at a heating rate of 10 K/min. The
films were maintained at 973 K for a period 3 h and then cooled until reach room temperature to get
the crystalline ZnO films. The rotation speed of the spin coater was varied at 1500, 2000, and 2500
rpm to investigate the effect of ZnO ARC thickness on the percentage of reflected light by Silicon
surfaces.
Structural properties of the films were characterized by X-ray diffraction (XRD), the surface
morphology of the films were examined using scanning electron microscope (SEM), and for the
optical properties of the films were examined by UV-Vis reflectance spectroscopy to determine the
percentage of reflected light by silicon surfaces

Figure1 shows the diffraction pattern of deposited film on Silicon. It can be seen that the
deposited film has diffraction peak at 34.40 corresponds to the (002) plane of the ZnO film,
indicating that the ZnO crystalline film was highly oriented along the c-axis vertical to the Si layer
[7]. The sharp diffraction peak from the ZnO film with a weak FWHM of 0.31 (2) indicates the
high quality of the ZnO crystal.
800
700
600
Si (001)
Intensity (A.U)
500
ZnO (002)
400
300
200
100
0
30 35 40 45 50 55 60 65 70
2-Theta
Figure1.XRD of ZnO on Silicon substrate
Figure 2 shows the SEM image of as grown ZnO film deposited on Silicon substrate. In Figure 2,
it can be seen that the quality of the surface morphology of ZnO film still low. It was indicated by the
roughness of the surface morphology of the film.

Proceeding
Figure 2. SEM of ZnO on Silicon substrate
Figure 3 shows the reflection spectra of the ZnO/Si layers for varied ZnO thickness. In Figure
3, it can be seen that the percentage of reflected light by Silicon surface layered by ZnO ARC depends
on incident wavelength. As the wavelength increase from 400 to 800 nm, the percentage of reflected
light. This shows the tremendous light traps in the wavelength range 400 to 800 nm because of their
lowest effective reflectance [8]. Additional the ZnO layer on the Silicon substrate, it was decreasing the
percentage of reflected light significantly from 36 to 10 %. The reflected light by silicon surface
decreases as ZnO ARC layer thickness increase.But it return increases when the thickness of the ZnO
ARC enhance again. This indicates presence of optimum thickness of ZnO ARC which will result in
minimum percentage of light reflection by the silicon surface.
70 without ZnO
60 ZnO (112 nm)
50 ZnO (124 nm)

Refreltion (%)
ZnO (133 nm)

40
30
20
10
0
380 430 480 530 580 630 680 730 780 830
wavelength (nm)
Figure3. The Reflection spectra of the ZnO/Si layers for varied ZnO thickness
4. CONCLUSIONS
The ZnO films was successfully deposited on the Silicon substrate using spin coating
technique. The ZnO film was highly oriented with the c-axis perpendicular to the Si layer. These layers
were found to be an excellent anti reflection coating in decreasing the reflected light by front surface of
Silicon. The ZnO ARC thickness could affect to the light reflection by silicon surface. The reflected
light by silicon surface decreases as ZnO ARC layer thickness increase.But it return increases when the
thickness of the ZnO ARC enhance again. This indicates presence of optimum thickness of ZnO ARC
which will result in minimum percentage of reflected light by the silicon surface.
REFERENCES
[1] S. Binetti, M. Acciarri, A. Le Donne, M. Morgano, and Y. Jestin (2013). Key Success Factors
and Future Perspective of Silicon-Based Solar Cells, International Journal of photoenergy
volume tahun 2013.

Proceeding
[2] S. Eglash (2009). PHOTOVOLTAICS: Competition improves silicon-based solar cells, tersedia :
http://www.laserfocusworld.com/articles/print/volume-45/issue-12/features/ photovoltaics-
competition-improves-silicon-based-solar-cells.html.
[3] L. Yun-Ju, D. S. Ruby, D. W. Peters, B.B. Mckenzie, and J. W. P Hsu (2008). ZnO
Nanostructures as efficient antireflection layers in solar cells. Nano Lett. 8, 15011505.
[4] M. Kawakami, A. B. Hartanto, and Y. N. T. Okada (2003). Synthesis of ZnO nanorods by
nanoparticle assisted pulsed-laser deposition. J. Appl. Phys. 42, 3335.
[5] K. S. Kim, H. W. Kim, H.W (2003). Synthesis of ZnO nanorod on bare Si substrate using metal
organic chemical vapor deposition. Phys. B 328, 368371.
[6] K. Balachandra Kumar, and P. Raji (2011). Synthesis and Characteristic of Nano Zinc Oxide
by Sol Gel Spin Coating, Recent Research in Science and Technology 2011, 3(3): 48-52
[7] J. Y. Chen, and K. W. Sun, (2010). Growth of vertically aligned ZnO nanorod arrays as
antireflection layer on silicon solar cells. Sol. Energy Mater. Sol. Cells 94, 930934.
[8] K. A. Salman, K. Omar, and Z. Hasan (2012).Effective conversion efficiency enhancement of
solar cell using ZnO/PS antireflection coating layers, Solar Energy vol. 86, 541-547.

Proceeding
DISLOCATIONS CHARACTER OF ZNO FILMS GROWN

BY PLASMA-ASSISTED MBE ON -AL2O3
WITH MGO BUFFER LAYER
Agus Setiawan1), Ida Hamidah1), Haipan Salam1), Takafumi Yao2)

1)
Department of Mechanical Engineering Education Indonesia University of Education
2)
Center for Interdisciplinary Research, Tohoku University.

Article history: -
Al2O3 by Plasma-Assisted Molecular Beam Epitaxy (P-MBE) with and
without MgO buffer. The ZnO films were characterized by transmission
Keywords : electron microscopy (TEM) and high-resolution x-ray diffraction (HRXRD).
Dislocations, ZnO films with MgO buffer were grown two-dimensionally while ZnO films
Plasma_Assisted MBE, without MgO buffer were grown three dimensionally. We found that the MgO
TEM, buffer growth involves three important steps including 2D growth (wetting
layer), 2D-3D growth transition, and 3D growth of the MgO buffer. The
HRXRD,
mechanism of MgO buffer growth can be attributed to three inter-related
ZnO films, effects. They are lowering surface energy through a wetting process, creating
MgO buffer nucleation sites through a 2D-3D growth transition, and reducing the defect
density by introducing dislocation interactions. Issue on rotated domains in the
ZnO films was also discussed. TEM and HRXRD experiments revealed that
major threading dislocations (TDs) in the ZnO films are edge dislocations
running along c-axis with Burgers vector of 1/3<11-20>. Threading
dislocations and mosaic spreads (tilt and twist angle) in the ZnO films have
been reduced by dislocation reactions enhanced by introducing the MgO
buffer. Screw dislocation densities are dramatically reduced from 6.1x108 cm-2
to 8.1x105 cm-, while edge dislocations are slightly reduced from 1.3x10 10 cm-2
to 1.1x1010 cm-2. Reduction of dislocations depends on the growth conditions
of MgO buffer and ZnO films.
First Author,
Department of Mechanical Engineering Education Indonesia University of Education
Bandung 40154, Indonesia Email :agus_setiawan@upi.edu
Second Author,
Center for Interdisciplinary Research, Tohoku University.
Aramaki, Aoba-ku, Sendai, 980-8578, Japan
1. INTRODUCTION
ZnO is a direct band gap semiconductor (Eg=3.37 eV at RT) with a wurtzite structure [1]. The
most outstanding feature of ZnO is its large exciton binding energy of 60 meV, which is about three
times larger than thatof ZnSe or GaN. Consequently, excitonic emission at room temperature [2] at
elevated temperatures up to 550K [3] and biexciton emission at 77K [4] have been demonstrated. All of
those features indicate that ZnO is promising material for devices in the wavelength ranging of blue to
ultraviolet.
C-plane sapphire has been widely used as substrate for ZnO epitaxy by several growth
techniques such as chemical vapor deposition [5, 6], pulsed laser deposition [7, 8] and P-MBE [9, 10].
Among these growth techniques,P-MBE has shown high controllability as well as the abilityto grow
very high-crystal quality ZnO layers. Because of the large lattice misfits between ZnO and -
Al2O3(18%), ZnO layers grown on -Al2O3showed a rough surface morphology and poor crystalline
quality [5-11].

Proceeding
The use of MgO buffer has many advantages. Since MgO belong to II-VI oxide compound,
there is no need to use additional chamber to grow buffer or to develop some special surface protection
process. Also there are no additional problems in device design caused by a thin MgO layer, which is
completely transparent at the wavelength where ZnO based devices work. The purpose of this study is
to investigate effects of MgO buffer layers on structural quality of P-MBE grown ZnO layers on -
Al2O3, as well as character of dislocations in the ZnO films.
2. RESEARCH METHOD
ZnO layers were grown on Al2O3by P-MBE. The substrate was degreased in acetone and
methanol in an ultrasonic cleaner followed by rinsing in DI-water. The substrate was then chemically
etched in a H2SO4 (96%): H3PO4 (85%)= 3:1 solution for 15 minutes at 160 oC. Prior to growth, the
substrate was thermally cleaned at 750 oC in the preparation chamber for 1 hour. The substrate was
then treated in oxygen plasma at 650 oC for 30 minutes in the growth chamber to produce an oxygen
terminated Al2O3surface. The sample structure was as follows. Firstly, a MgO buffer layer was
grown on cleaned Al2O3 sequentially at 700o and at 490 oC. Then, a LT-ZnO buffer layer was
grown at 490 C followed by annealing at 750 oC for 5 minutes. After that, a high temperature (HT)-
o
ZnO layer was grown at 700 oC. For the case of ZnO layers without MgO buffer, a LT-ZnO buffer
layer was grown at 490 oC followed by annealing at 750 oC for 5 minutes. After that, a high
temperature (HT)-ZnO layer was grown at 700 oC. [12]. The thickness of HT-ZnO layers was about
800 nm. ZnO layers were then characterized by high resolution x-ray diffraction (HRXRD), and cross-
sectional transmission electron microscopy (TEM). HRXRD experiments were carried out with a
Phillips XPert MRD diffractometer. Cross sectional TEM experiments were carried out with a JEOL
JEM 2000 EX II operated at 200 kV.

. Morphology evolution
Figure 1 provides in-situ RHEED observation during growth of ZnO on -Al2O3with and
without MgO buffer layer. ZnO sample without MgO buffer was grown three dimensionally as
indicated by spotty RHEED pattern at the end of the growth [1(d)], while ZnO sample with MgO
buffer was grown two-dimensionally as indicated by streaky RHEED pattern at the end of the growth
[2(h)]. Furthermore, the growth of MgO buffer involves three important steps including two-
dimensional (2D) growth or wetting layer [2(b)], 2D-3D growth transition [2(c)], and 3D growth of the
MgO buffer [2(d)] [4, 13]. The six-fold symmetry and rod spacing of the patterns [2(b)] indicate that
rocksalt MgO grows along the [111] crystal orientation on -Al2O3with the following epitaxial
relationships: MgO [1-10] //-Al2O3[2-1-10] and MgO [-1-12] //-Al2O3[01-10]. The 2D-3D transition
naturally results from the 8% lattice mismatchbetween MgO(111) and -Al2O3.Low temperature ZnO
buffer growth is started after fully developedspotty pata tern of MgO buffer [2(d)]. Spottypatterns of
ZnO [2(e)] immediately appear, superimposing on theMgO patterns with the rod spacing about 9%
smaller. After 5 min annealing at 750 oC, sharp streaky RHEEDpatterns of ZnO [2(g)] appear, which
marks the completionof the buffer growth process. The growth of ZnO layersis then restarted at 700
C. After only a few minutesgrowth, an intense RHEED specular spot appears and a
(33)reconstruction pattern evolves. These features hold until theend of growth [2(i)]. According to the
RHEED patterns, the epitaxial relationships were determined as ZnO [01-10] //MgO [1-10] and ZnO[2-
1-10] //MgO[-1-12]. Here, we have shown how to achievea flat and ordered surface of ZnO layers, in
which the key step isdeposition of a thin MgO buffer.

Proceeding
1. ZnO/-Al2O3
(a) (b) (c) (d)
Al2O3[ 1-100] ZnO [1-210] ZnO [1-210] ZnO [1-210]
2. ZnO/MgO/-Al2O3
(a) () () ()
Al2O3[1-100] MgO [1-10] MgO [1-10] MgO [1-10]
(e) (f) (g) (h)
ZnO [1-210] ZnO [1-210] ZnO [1-210] ZnO[1-210]
Figure 1. Evolution of the RHEED pattern during growth of P-MBE ZnO. For ZnO/-Al2O3 sample;
[1(a)] Al2O3(0001) surface after O-plasma treatment, [1(b)] after 3 min growth of LT-ZnO,
[1(c)] after annealing, and [1(d)] after the end of growth. For ZnO/MgO/-Al2O3 sample;
[2(a)] -Al2O3 surface after O-plasma treatment, [2(b)] after 2D growth MgO (wetting
layer), [2(c)] 2D-3D growth transition, [2(d)] 3D growth MgO, [2(e)] after 30 sec growth of
LT-ZnO, [2(f)] after 90 sec growth of LT-ZnO, [2(g)] after annealing, and [2(h)] after the
end of the growth.
3.2. Structural Quality accessed by HRXRD

In order to address the defect structures of wurtzite ZnO by HRXRD, 0002 - and 10-11 -
and - rocking curves measurements were performed. Note that the broadening of 0002 - and 10-
11- rocking curves represent lattice disordering along the growth direction (out of plane) and in-plane
disordering, respectively [.
Figure 2 provides a comparison of (a) 0002 and (b) 10-11 rocking curves of ZnO layers
grown with and without MgO buffer. FWHM values of 0002 scans are 565 arcsec and 18 arcsec, for
ZnO grown without and with MgO buffer, respectively. FWHM values of 10-11 scan are 1346 arcsec
and 1076 arcsec, for ZnO films grown without and with MgO buffer, respectively. It should be noted
here that FWHM of the 0002 scan was greatly reduced by employing an MgO buffer layer. This
directly indicates a small tilt in the c-plane because of the extreme ordering along the growth direction
of ZnO (0001) as a consequence of well-controlled layer-by-layer epitaxial growth. Significant
broadening of the 10-11 reflection as compared to the 0002 is an indicative of the presence of high
edge dislocation density. Note that all type of dislocations (edge, screw, and mixed) broaden the 10-11
reflection, whereas the 0002 reflection is only sensitive to screw and mixed type of dislocations [14].
Furthermore, the FWHM value of the 10-11 scan of the ZnO grown with MgO buffer is smaller than
that without MgO, indicating a much lower edge dislocation density.

Proceeding
1.2 1.2
ZnO/-Al2O3 (FWHM = 565 arcserc) ZnO/-Al2O3 (FWHM = 1346 arcsec)
ZnO/MgO/-Al2O3 (FWHM = 18 arcserc) (a) ZnO/MgO/-Al2O3 (FWHM = 1076 arcsec) (b)
Normalized intensity (a.u.)

1.0 1.0
Normalized intensity (a.u.)
0.8 0.8
0.6 0002 ZnO 0.6 10-11 ZnO
0.4 0.4
0.2 0.2
0.0 0.0
-0.4 -0.2 0.0 0.2 0.4 -1.6 -1.2 -0.8 -0.4 0.0 0.4 0.8 1.2 1.6
(degree) (degree)
Figure 2. - dotted
curve) and with (solid curve) MgO buffer.
3.2 Issue on rotated domains

It is well known that the the most plausible in-plane orientation relationships between ZnO
and -Al2O3are (1) [2-1-10]-Al2O3// [2-1-10] ZnO, i.e., crystallography aligned, which results in 32%
lattice misfit, and (2) [1-100]-Al2O3//[2-1-10] ZnO, i.e., 30o rotated, which results in 18% lattice
misfit. Even with the 30o rotated configuration, the lattice misfit is as large as 18% and a further
problem is the formation of mixed domains of 30o rotated and non-rotated [15, 16].
Next, lets discuss the issue of the formation of rotated domains. Figure 3 shows a typical
o
10- rotation of sample along the
o
surface normal. In Figure 3(b), only 6 peaks separated by 60 appear, which implies that the sample has
6-fold symmetry along the surface normal. This directly indicates that there are no rotated domains in
the ZnO layer with MgO buffer. In contrast, in ZnO without MgO buffer (Fig. 3(a)), two low intensity
peaks appear between every two high intensity peaks. The low intensity peaks are separated 20 o each,
indicating formation of 20o rotated domain. This feature was also detected by the diffraction pattern of
plane view TEM samples, the small and low intensity diffraction patterns. It is the first time the
formation of 20o rotated domain has been observed in ZnO grown on -Al2O3. The mechanism of
formation of 20o rotated domains is still not well understood. However, this is probably caused by the
combination of 30 o rotated domains and lattice mismatch between ZnO and -Al2O3.
It should be noted here that the formation of rotated domains has decreased the quality of
ZnO films, because the presence of the rotated domains caused both in-plane and out of plane lattice
disordering.

Proceeding
ZnO/c-sapphire 10-11ZnO
Intensity (arb. unit)

4
1.0x10
3
1.0x10
-60 0 60 120 180 240 300 360

scan (degree)
ZnO/MgO/c-sapphire 10-11ZnO
Intensity (arb. unit)
5
1.0x10
4
1.0x10
3
1.0x10
-60 0 60 120 180 240 300 360

scan (degree)
Figure 3. 10- -Al2O3(upper figure) and ZnO/MgO/ -Al2O3sample (lower

figure). Corresponding diffraction patterns along the [0001] zone axis are given to the
right.
Figure 4 shows possible atomic arrangement at the ZnO/-Al2O3 interface for the cases (a)
non-rotated domain (b) with 30o rotated domain, and (c) with 20 o rotated domain. Here, the topmost
atom of Al2O3 is O atom while the lowermost atom of ZnO is Zn atom. The presence of a rotated
domain influences lattice disordering of ZnO films.
20o
30o
(a) (b) (c)
: Zn atom of ZnO : O atom of Al2O3

Figure 4. Possible atomic arrangements of the ZnO/Al2O3 interface for the cases of (a) without rotated
domains, (b) with 30 o rotated domains and (c) with 20 o rotated domains.

Proceeding
3.3. Dislocation characterization by TEM

Now let discuss the dislocations in ZnO films grown with and without MgO buffer. The types
of dislocation in the ZnO samples were characterized by cross-sectional TEM with invisibility criterion
under two beam conditions, as shown in Figure 5. The samples were observed near the [2-1-10] zone
axis with diffraction vectors g = 0006 (Figure 5(a) and Fig. 5(c)) and g = 03-30 (Figure 5(b) and Figure
5(d)). By the invisibility criterion, screw-type dislocations should be visible under g = 0006 but
invisible under g = 03-30. In the contrast, edge-type-dislocations should be invisible under g = 0006
but visible under g = 03-30. While mixed type dislocations should be visible under both of the g [17].
By averaging several pictures, for ZnO layer without MgO buffer, threading dislocations were roughly
distributed as 31% of screw-type (Burgers vectors b = [0001]), 61% of edge-type (Burgers vectors b =
1/3 <11-20>, and 8% of mixed-type (Burgers vectors b = 1/3<11-23>) dislocations. While for ZnO
layer with MgO, threading dislocations were distributed as 98% of edge-type and 2% of screw-type and
mixed type dislocations. Here, major threading dislocations running along c-axis are edge-type
dislocation with Burgers vector of 1/3<11-20> in both the samples. Comparison of Figure 5(a) and 5(c)
revealed that the screw dislocations were greatly reduced by introducing MgO buffer [18]. Screw
dislocation densities are dramatically reduced from 6.1x10 8 cm-2 to 8.1x105 cm-, while edge
dislocations are slightly reduced from 1.3x1010 cm-2 to 1.1x1010 cm-2.
Figure 5 shows another important fact. at the interface region, a high density of interfacial
threading dislocations was observed. Surprisingly, the dislocation density rapidly decreases beyond 50
nm. Furthermore, the density of these threading dislocation decrease faster in ZnO layer with MgO
buffer than without MgO buffer. It can only be understood if these threading dislocations are not along
the c-axis so that they strongly interact with each other and annihilated quickly [19]. Since favorable
dislocation in MgO with fcc lattice is not along c-axis, much stronger interaction between dislocations
might be introduced when ZnO initially nucleated on a MgO which lead to a reduction of the
dislocation density. Furthermore, lattice misfit between ZnO and MgO (9%) is smaller than between
ZnO and -Al2O3 (18%). Therefore, the density of interfacial defect in ZnO with a MgO buffer is
smaller than that without a MgO buffer.

Proceeding
ZnO/Al2O3
g (a)
ZnO
Al2O3
200
nm
g (b)
ZnO
Al2O3 200
nm
ZnO/MgO/Al2O3
g (c)
ZnO
Al2O3 200
nm
g (d)
ZnO
Al2O3 200
nm
Figure 5. Two beam bright-field cross-sectional electron micrographs of the ZnO/-Al2O3and
ZnO/MgO/-Al2O3 near the [2-1-10] zone axis with g = 0006 ((a) and (c)) and g = 03-30 ((b)
and (d)).
4. CONCLUSIONS
P-MBE ZnO on -Al2O3with and without MgO buffer was evaluated. ZnO films with MgO
buffer was grown two-dimensionally while ZnO without MgO buffer was grown three dimensionally.
The MgO buffer growth involves three important steps including 2D growth (wetting layer), 2D-3D
growth transition, and 3D growth of the MgO buffer. The mechanism of MgO buffer growth can be
attributed to three inter-related effects. They are lowering surface energy through a wetting process,
creating nucleation sites through a 2D-3D growth transition, and reducing the defect density by
introducing dislocation interactions. HRXRD and TEM experiments revealed that threading
dislocations and mosaic spreads (tilt and twist angle) in the ZnO layers have been reduced by
dislocation reactions enhanced by introducing the MgO buffer. Screw dislocation densities are
dramatically reduced from 6.1x108 cm-2 to 8.1x105 cm-2. Edge dislocations are slightly reduced and it
has been determined that the reduction of dislocations depends on the growth conditions of MgO buffer
and ZnO layers.

Proceeding
ACKNOWLEDGEMEN
The author would like to thank Dr. Soon Ku Hong and Dr. Hang Ju Ko, former Yao Lab
member, for their help during MBE and TEM experiments. The author also would like to thank
Directorate General of Higher Education, Ministry of Education and Culture of Republic of Indonesia
for financial support through PKKBK research scheme 2013.
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R. T. Lareau, K. A. Jones, and A. A. Iliadis, Appl. Phys. Lett. 70, 2735 (1997).
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3912 (1998).
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Electron. Mater. 25, 855 (1996).
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Appl. Phys. Lett. 77, 1801 (2000).
[12] A. Setiawan, H. J. Ko, S. K. Hong, Y. F. Chen, and T. Yao,Thin Solid Films, 445-2, 213 (2003).
[13] A. Setiawan, T. Yao, Jurnal Ilmu Dasar (JID). Vol. 12 No. 2. 114 122 (2011).
[14 ] J. E. Ayers. J. Crystal Growth 135, pp. 71-77. (1994).
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Phys. Lett. 78, 3352 (2001).

Proceeding
FABRICATION OF SOLAR CELL PN JUNCTION

USING CHLOROPHYLL AND POLYTHIOPHENE MATERIAL
Dadi Rusdiana, Andi Suhandi and Lilik Hasanah

Article history: Electronic polymers for photovoltaic energy applications may lead to the use
of inexpensive materials with power conversion efficiencies that, though not as
great as silicon photovolataics, compare favorably with other thin film
Keywords : technologies. The main advantages of organic polymers is low productions
Solar cell cost for devices manufactured with the help of printing technology. The solar
Organic materials cell pn junction using Chlorophyll and Polythiophene material has been grown
Sol gel spin coating by sol gel method. The main advantage of sol gel method is low production
method cost.The performance of the cell was`studied by recording the photocurrent
voltage characteristic of the cell under an illumination of 4,36 x 10 -4 mW/cm2
. Results of this characterization were the open circuit voltage Voc and short
current Isc. The cell with 0,6 cm2 active area showed that conversion
efficiency was 1.8 %, Isc was 1 x 10-3 mA/cm2 and Voc was 70 mV for
annealing time 20 minute.
Dadi Rusdiana
Jl. Dr.Setia Budi no.229 Bandung
Telp. (022)2004548
dadirusdiana@upi.edu
1. INTRODUCTION
A solar cell or photovoltaic cell is a device that converts solar energy into electricity by the
photovoltaic effect. Photovoltaic is the field of technology and research related to the application of
solar cells as solar energy. Sometimes, the term solar cell is reserved for devices intended specifically
to capture energy from sunlight, while the term.
Organic electronic materials are of interest for future applications in solar cells. Although results
for single layer organic materials have been disappointed, high photocurrent quantum efficiencies can
be achieved in composite systems including both electron donating and accepting components.
Efficiencies of over 2% have now been reported in four different types of organic solar cells.
Performance is limited by the low red absorption of organic materials, poor charge transport and
low stability. These problems are being tackled by the synthesis of new materials, the use of new
materials combinations, and optimization of molecular design, self-assembly, and processing
conditions to control morphology. Power conversion efficiencies of over 5% are within reach, but the
fundamental physics of organic donor-acceptor solar cells remains poorly understood.
Organic materials are attractive for photovoltaics primarily because of the prospect of high
throughout manufacture using sol gel deposition. Additional attractions are the possibilities for flexible
devices, which may be integrated into appliances or building materials, and tuning of color through
chemical structure. The field has made impressive progress in the last five years. Solar power
conversion efficiencies of over 2% have now been reported for four distinct classes of organic solar
cell, a growing range of new photovoltaic materials have been studied, and an increasing number of
academic research groups and companies have declared an interest in soft solar cells.
In this study, solar cell of pn junction structure using Chlorophyll and Polythiophene material will
be made. In this work, we focus on the influence of the different annealing time to the conversion
efficiency of the solar cell.

Proceeding
2. METHODOLOGY
Figure 1 shows the structure of solar cell sample of ITO/ Chlorophyll/ Polythiophene /ITO
that had been prepared and used in this study.
ITO
Chlorophyll
Polythiophene
ITO
Figure 1: The structure of ITO/ Chlorophyll/ Polythiophene /ITO solar cell.
2.1 Deposition of Chlorophyll/ Polythiophene by Spin Coating Technique

Chlorophyll/ Polythiophene thin film was be prepared using spin coating technique. In this
study, Spin coating is a procedure used to apply uniform Chlorophyll/ Polythiophene thin films to ITO
substrates. In short, an excess amount of the solvent is placed on the substrate, which is then rotated at
high speed in order to spread the fluid by centrifugal force. A machine used for spin coating is called a
spin coater, or simply spinner. Rotation is continued while the fluid spins off the edges of the substrate,
until the desired thickness of the film is achieved. The applied solvent is usually volatile and
simultaneously evaporates.
2.2. Evaluation of solar cell
The convertion efficiency of the solar cell was will measured under the light intensityaround
4,36 x 10-4 mW/cm2 using equation:
Pmax VOC I SC FF
x 100% x 100%
Pin A
Figure 2 shows the systemmeasurement of solar cellefficiency.
3. RESULT AND DISCUSSION

Figure 3 shows the profile of efficiency of solar cell under illumination. Here, the effect of
annealing time of efficiency solar cell was studied.
2
Eficiency solar cell (%)
1.5
0.5
0
0 10 20 30 40
annealing time (minute)
Figure 3. The profile of solar cell efficiency with different annealing time.

Proceeding
Tabel 1 Parameter of performance Solar cell
No Sampel Isc (A) Voc (V) Im (A) Vm (V) FF Efficiency (%)

-7 104,348 x
1 10 mnt 7 x 10 0,0542 0,024 0,660 9,36 x 10-1
10-8
143,478 x
2 20 mnt 1 x 10-6 0,0710 0,033 0,667 17,70 x 10-1
10-8
117,391 x
3 30 mnt 1 x 10-5 0,0655 0,027 0,048 11,80 x 10-1
10-8
The graph showed that the efficieny of solar cell increased with the increasing of annealing time.
It means that the annealing time of sel was affected to performance efficiency of solar cell.
The efficiency of solar cell simultaneously increased with the increasing of the annealing time.
The solar cell with annealing time 20 minute in this study has the highest conversion efficiency in a
low intensity of light. The cell with 0,6 cm2 active area showed that conversion efficiency was 1.8 %,
Isc was 1 x 10-3 mA/cm2 and Voc was 70 mV for dipping time 70 minute.
4. CONCLUSION
The preparation of pn junction solar cell with e Chlorophyll/ Polythiophene material using
spin coating method is successfully done with the different annealing time.
The conversion efficiency of solar cell under illumination was increased with the increasing of
annealing time. While, with the increasing of annealing time, Conversion efficiency under illumination
is consecutively change. The annealing time of TiO2 is affected to the thickness of Chlorophyll/
Polythiophene thin film. Under illumination condition where absorption of light occurs, The thickness
of Chlorophyll/ Polythiophene thin film affects the performance of solar cell, which the ability of the
thin film to conduct electricity.
ACKNOWLEDGMENTS
The authors would like to thank Rektor UPI for support by grants from DIPA UPI 2013.
REFERENCES
[1]. Grtzel, M., 2003, Dye-Sensitised Solar Cells,Journal of Photochemistry and Photobiology,
Vol.4, hal. 145-153.
[2]. ORegan, B., Lenzmann, F., Muis, R., dan Wienke. J.,2002.A Solid-StateDye-Sensitized Solar
Cell Fabricated withPressure-Treated P25 TiO2 and CuSCN: Analysis ofPore Filling and IV
Characteristics, Solar Cells and Modules, Energy Research Center of the Netherlandsu.
[3]. P. Chou, T., Zhang, Q., Cao, G.,2007. Effect of Dye Loading Conditions on the Energy
Conversion Efficiency of ZnO and TiO2 Dye-Sensitized Solar Cells,J.Phys. Chem., No. 50, Vol.
111, hal. 18804-18811.
[4]. Heidel, T.D., 2010.Photosyntesis-inspired Device Architectures for Organic Photovoltaics,
DEECS, Massachusetets Institute of Technology: tidakditerbitkan
[5]. Gadisa, A. 2006.Studies of Charge Transport and Energy Level in Solar Cells Based on
Polymer/Fullurene Bulk Heterojunction. Linkoping Studies in Science and Technology
Dissertation No. 1056. Linkoping University: tidakditerbitkan
[6]. Nuay, Villary. 2009. Thiophene Linked PorphirinDervatives for Dye Sensitized Solar Cell.Bull.
Korean Chem. Soc No. 12 (30),hal 2871-2872.

Proceeding
2. PHYSICS EDUCATION

Proceeding
Institute of AdvancedEngineeandScience
THE REQUIREMENT ANALYSIS RESULT OF TEACHING
A LIFE SKILLS IN A LEARNING PHYSICS
Nur Khoiri, Susilawati
Program Studi Pendidikan Fisika

IKIP PGRI Semarang

Article history: The research examined the requirement analysis result of teaching a life skills
in a learning physics. This study was conducted in senior high school in
Semarang. There were 15 physics teacher involved in this study. A
Keywords : questionnaire was utilized to collect data on students interest towards
Requirement Analysis learning physics. Data were analyzed using t-test. This paper also provides a
Life Skills theoretical review of self-rated competences physics teacher. This topic is
Learning Physics inuenced by the on going world-wide reform of learning physics, which has
led to a focus on the learner outcomes of senior high school. Consequently,
questionnaires on self-rated competences have increasingly been employed.
However, self-ratings are often criticised for their lack of validity. Our
intention is to outline some principles of good questionnaire design and to use
these principles to contrast questionnaires on self-rated competences. We
begin with an overview of research about questionnaire design. On the positive
side, all of the questionnaires that were examined provide reliable sub-scales
covering important facets of physics teacher competences. The program
focused on setting goals and making plans for achieving goals. Students were
assessed on physics, knowledge about life skills, and beliefs about effective
use of life skills.
Program Studi Pendidikan Fisika
IKIP PGRI Semarang
Jln Sidodadi Timur No. 24 Semarang
Email: susilawati.physics@gmail.com
1. INTRODUCTION
It is recognised that physical education has the potential to have a significant impact on
public as it is an arena where sport and physical activity are presented to almost all student
(Haywood, 1991). The belief that just the act of participating in sport and physical activity may result
in youth developing positive future expectations, and as a result diminishing the incidents of health-
compromising behaviors, is based on the integration of mind and body.
Although several authors have acknowledged that participation in sports and physical
activities may have the potential to enhance personal development (Danish et al, 1992; Smoll &
Smith, 2002). Being on the field or the court does not contribute to positive youth development. It is
the experience of sport that mayfacilitate this result.
Therefore, it has been proposed that skills that integrate mind and body must be taught in
conjunction with and through sport and other physical activities (Anderson 1997; Laker,
2000). In other words, there has been a call for an education through the physical as opposed to an
education of the physical orientation. As Siedentop (1980) has distinguished these two orientations,
the latter has physical and skills as its primary goal; the former has general education as the primary
goal.
Danish, Forneris, and Wallace (in press) have argued that that the skills needed to enhance
performance of two sets of skills, skills to enhance physical performance and skills to succeed in life
are basically the same. Unless both are taught, performance suffers. Moreover, when skills are taught

Proceeding
so that the learner understands that they are transferable and knows how to transfer them from one
domain to another, the effect can be very powerful.
Life skills can be physical (e.g., taking a right posture), behavioral (e.g., communicating
effectively), or cognitive (e.g., making effective decisions) (Danish & Donohue, 1995; Danish &
Nellen, 1997). According to World Health Organization (1999), teaching life skills is essential for the
promotion of healthy child and adolescent development, and for preparing young people for their
changing social circumstances. School physical education is a particularly suitable context for
teaching life skills for several reasons: First, life skills are learned in a similar way, through
demonstration and practice. Second, many of the skills learned in transferable to other life domains.
These skills include: the abilities to perform under pressure, to solve problems, to meet
deadlines and/or challenges, to set goals, to communicate, to handle both success and failure, to work
with a team and within a system, and to receive feedback and benefit from it. Third, lifeskill is a
pervasive activity throughout our society and most students are acquainted with it. The program is
designed to teach adolescents a sense of personal control and confidence about their future so that
they can make better decisions and ultimately become better citizens. Danish (1997) reported an
initial evaluation of GOAL that combined different samples that had received the program at different
times.
Among the major findings were: participants learned the information the GOAL program
taught; they were able to achieve the goals they set; they found the process easier than they expected;
and they thought they had learned quite a bit about how to set goals. OHearn and Gatz (1999, 2002)
conducted two studies using GOAL with mostly Hispanic students. In one study, participating
students, as compared to a wait-list control group, gained knowledge about the skills being taught and
were able to attain the goals they set. In the second study, in addition to the above stated goals they
also improved their problem solving (means end thinking) skills.
2. RESEARCH METHOD
2.1. Participants
Fifteen of physics teacher from MGMP (group of physics teacher) participated in the study.
2.2. Description of the life-skills program

Learning objectives were introduced in combination with practice. The intervention itself
included discussion, group learning, and written worksheets. In the beginning of the program,
students were evaluated. In the first two sessions of the program, in addition to practice, students
discussed their performance on the tests and the importance of setting goals with the physical
education teacher. They also learned about the characteristics of reachable goals and how to set goals
for themselves that were positively-stated, specifically-stated and achievable in one month. In session
three they learned how to make a plan to reach their goal. Having this goal in mind, they learned how
to have positive thought about reaching their goal and make plans to achieve it.
Knowledge test. A life skills knowledge test, developed by Papacharisis (2004) based on the
work of Hogan (2000), was used. The10-item multiple-choice test evaluates knowledge of how to set
goals, achieve them and think positively. For example, In order to make a dream come true: (a) I
should dream more and more, (b) I must turn the dream into a goal, (c) I must sit and wait for
something to happen, (d) I dont have to do anything. If I want it, it will happen. Papacharisis et al.
(2005) reported satisfactory difficulty and discrimination indices for all the items.
2.3. Self-beliefs for the ability of goal setting, problem solving and positive thinking.A
10-item scale measuring self-beliefs for goal setting and positive thinking, was administered.
The scale was developed by Papacharisis et al. (2005) who reported satisfactory internal consistency
and structural validity results. Five items were used to assess students perception of goal setting
ability (e.g., I am very good at setting goals for myself); and five items were used to assess
individuals perception of positive thinking (e.g., I am very good at thinking positively for myself).
A 7-point scale was used (1=strongly disagree to 7=strongly agree). Cronbachs alpha for goal setting
was 0.70, 0.73, and 0.76 for the three measurements while alphas for positive thinking were 0.76,
0.87 and 0.88 respectively.

3.1. Knowledge test
Hypothesis 2 concerning knowledge about life skills was examined by means of a repeated
measures ANOVA, with group as the independent variable and time1 versus time 2 as the repeated
measure. The effect of time was significant, F(1,74)=54.50, p<.001) as well as the group by time

Proceeding
interaction, F(1,74)=60.39, p<.001). Next, repeated measures analysis of variance, with knowledge as
the dependent variable, was conducted over all three times of measurement separately for the
experimental and control/replication groups. The original experimental group showed significant
performance improvement over time, F(2,72)=70.64, p<.001. Planned comparisons with Bonferonni
adjustment indicated that there were significant differences for knowledge between time 1 and time 2,
t(36)=9.93, p<.001, as well as between time 1 and time 3, t(36)=9.62, p<.001), but not between time
2 and time 3, t(36)=.64, p<.05. For the wait-list control, the overall effect of time was significant,
F(2,76)=36.81, p<.001) and planned comparisons showed no difference between time 1 and time 2,
t(38)=.30, p>.05), but significant differences between time 1 and time 3, t(38)=6.4, p<.001), and
between time 2 and time 3, t(38)=7.21, p<.001.
A repeated measures MANOVA with goal setting and positive thinking as the dependent
variables, time 1 versus time 2 as the within-subject factor and group as the between subjects factor
revealed a significant multivariate group by time interaction, F(2,73)=4.84, p<.05. Univariate tests
showed a significant interaction effect for goal setting, F(1,74)=9.23, p<.05, and a non-significant
interaction effect for positive thinking, F(1,74)=.54, p>.05. Repeated measures multivariate analysis
of variance with goal setting and positive thinking as dependent variables was also conducted over all
three times of measurement separately for the experimental and wait-list control groups.
For the original experimental group the multivariate effect of time was significant,
F(4,142)=3.19, p<.05, with univariate tests showing a significant effect for goal setting,
F(2,72)=6.06, p<.05 and a non-significant effect for positive thinking, F(2,72)=1.17, p>.05. Post hoc
comparisons with Bonferoni adjustment for goal setting showed a significant difference between time
1 and time 2, t(36)=3.16, p<.05, a significant difference between time 1 and time 3, t(36)=2.24, p<.05
and no difference between time 2 and time 3, t(36)=.77, p>.05. For the wait-list control group the
multivariate effect of time was not significant, F(4,150)=.71, p>.05.
The present study examined the effectiveness of a life skills program delivered thorough
physical education. Considering that the intervention was only eight 15-minute sessions, the
results are very encouraging and in agreement with the findings of the applications of the
GOAL program in school setting (Danish & Nellen, 1997; OHearn & Gatz, 1999, 2002) and
with respective results regarding the application of SUPER in sport settings (Danish et al.,
2002; Papacharisis et al., 2005).
Previous research on the application of GOAL reported significant increases on participants

knowledge about life skills and perception of their competence to achieve the goals they have set
(Danish & Nellen, 1997). Brunelle et al. (2002) have also reported significant changes on social
responsibility, emotional intelligence, goal knowledge and social interest, as a result of implementing
an abbreviated version. The present study replicated and extended these results to include students
performance skills. Students who received the program demonstrated enhanced knowledge about life
skills and higher self-beliefs for personal goal setting. It is important that life skills training resulted
in an improvement in sport skills relative to the control group. Studies that had applied SUPER and
GOAL (Brunelle et al., 2002; Danish & Nellen, 1997) have not focused in this potential benefit of life
skills.
The result of the present study, together with those of Papacharisis et al. (2005) denote that
when life skills training is appropriately embedded in physical education practice, the life skills
learned are not at the expense of learning sport and fitness skills. On the contrary, students can
improve their performance by applying the life skills they are taught. It is also noteworthy, that the
effects of life skills training were retained one month after the intervention. Similarly, OHearn and
Gatz (2002) reported an important limitation of this study is that part of the outcome data was
students selfreport measures.
Future studies may in addition employ behavioral measures of students use of life skills
perhaps in settings other than physical education. Finally, another potential limitation is that intact
classes were assigned in the experimental and in the control replication conditions. Nevertheless, this
resembles a real-life situation since the program would normally be provided to normal classes of
students. Moreover, the results showed that the two groups did not differ before the application of the
program.
4. CONCLUSIONS
In conclusion, the present study supports a life skills program that integrates physical and
life skills training. Physics teacher, who participate in such a program, can improve their physical
skills, while at the same time, the inclusion of life skills training in practice may serve as an effective

Proceeding
model for learning life skills. Physical education teachers may facilitate students learning if they
place it within the context of goal setting for a specific measurable learning goal and positive
thinking regarding the achievement of this goal. Moreover, the life skills program equips students
with knowledge and skills that are necessary for successful coping with a complex reality of life.
Therefore, youth with improved life skills and enhanced goal setting and positive thinking abilities
have an increased chance of becoming better students and concerned and productive community
members.
REFERENCES
[1]. Anderson, A. (1997). Learning strategies in physical education: Self-talk, imagery, and goal
setting. Journal of Physical Education, 68, 30-35.
[2]. Brunelle, J., Danish, S.J, & Fazio, R. (2002). The impact of community service Project on
Adolescent Volunteers Prosocial Values. Unpublished manuscript.
[3]. Danish, S.J. (1997). Going for the goal: A life skills program for adolescents. In G. Albee &
T. Gullota (Eds.), Primary prevention works (pp. 291-312). Thousand Oaks, CA: Sage.
[4]. Danish, S.J., & Donohue, T. (1995). Understanding medias influence on the development of
antisocial and prosocial behavior. In R. Hampton, P. Jenkins, & T. Gullota (Eds.), Preventing
violence in America (pp. 133-156). Thousand Oaks, CA: Sage.
[5]. Danish, S.J., & Nellen, V.C. (1997). New roles for psychologists: Teaching life skills. Quest,
49, 100-113.
[6]. Danish, S.J., Forneris, T., & Wallace I. (in press). Life skills programming in the schools.
Journal of Applied School Psychology.
[7]. Danish, S.J., Petitpas, A., & Hale, B. (1992). A developmental education intervention model
of psychology. The Psychologist, 4, 403-415.
[8]. Danish, S.J., Fazio, R, Nellen, V.C., & Owens, S. (2002). Community-based life skills
programs: Using teach life skills to adolescents. In J.V. Raalte & B. Brewer (Eds.), Exploring
psychology (2nd ed., pp. 269-288). Washington, DC: APA Books.
[9]. Laker, A. (2000). Beyond the boundaries of physical education. New York: Routledge.
[10]. Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). Boston, MA:
Benjamin Cummings.
[11]. OHearn, T.C., & Gatz, M. (1999). Evaluating a psychological competence program for urban
adolescents. Journal Prevention, 20, 119-144.
[12]. OHearn, T.C., & Gatz, M. (2002). Going for the goal: Improving youth problem solving
skills through a school-based intervention. Journal of Community Psychology, 30, 281-303.
[13]. Siedentop, D. (1980). Physical education: Introductory analysis (3rd Edition). Dubuque,
Iowa: Wm. C. Brown.

Proceeding
DESIGNING PHYSICS LEARNING BASED ON CHARACTER

THROUGH THE PROJECT METHOD
Intan Irawati
MAN 15 Jakarta, Indonesia

Article history: Character education has become very common in recent year, partly because
of many school findings of character education have impacted on high
academic performance, attendance, reduced violence, fewer disciplinary
Keywords : issues, reduction in substance abuse, and less vandalism. Character is a
character potential factor in parenting and education to guide students into success in
education life. The development of character in schools has conducted through the
learning physics various activities of learning and habituation. In learning activities, each
subject matter has internalized the values of character in teaching-learning
the project method. process both inside and outside the classroom. Physics teacher can design the
learning activities based on character approach through various methods, and
one of them is the project method. This study aims to improve student
competences in physics and developing their character. The research was
conducted in State Islamic Senior High School (MAN) 15 Jakarta with
classroom action research design. The participant of this study was 24
students of science 1 eleventh grade (XI IPA 1). This study found that
character approach improves students competences in physics. Creativity,
responsibility, honestly, moderation, cooperation, self reliance, discipline,
orderliness, confidence, and enthusiasm are among of characters which
developed while this learning process by using project method.
Email: intan.irawati@yahoo.co.id
1. INTRODUCTION
1.1. Backgrounds
We realize that students spend so much time in school, the ideal idea that the schools give
the support for all students and help they need to reach their full potential. Many things could be
studied in learning time such as science, matter, character, idea, live philosophy, social ethics,
religiosity, etc. Teachers constantly deal with disruptive students behavior in classroom, thereby
taking away from the teaching time.Students need guidance the areas such as moral, respect and
integrity. Schools that embrace character education become places people want to be because they
bring out the best in everyone. Character education has become very common in recent year, partly
because of many school findings of character education have impacted on high academic
performance, attendance, reduced violence, fewer disciplinary issues, reduction in substance abuse,
and less vandalism.Character is a potential factor in parenting and education to guide students into
success in life. Character education can be hidden curriculum embrace all activities at school. The
development of character in schools has conducted through the various activities of learning and
habituation. In learning activities, each subject matter has internalized the values of character in
teaching-learning process both inside and outside the classroom. When itll implement, the teachers
must develop principles which apply all of students. They have to develop a list of behaviors which
exhibit by students. Teacher has to dedicate consistent time to teaching character education in lesson
time. The researcher believes through character education students will grow into mature and
respectful individuals, thinking about their actions before resolving problems in the appropriate
manner.
In teaching process, teachers can develop students character through various learning
methods. The different subjects have different methods. The science curriculum should include real-
world problems that tie physics, chemistry, and biology together. It also should explore aspects
thinking such as theory, prediction, skepticism and method for assessing evidence. There are many
methods for teaching physics in high school. The project method of teaching physics creates an ideal

Proceeding
situation for teaching science subjects and specially Physics [1]. Activities that help students learn how
science works will motivate them in subject. Some projects help students think about and visualize
how scientific principles work. In the project method of teaching Physics class, students are actively
involved in hands-on experiences and get chance to relate abstract ideas and theories with concrete
observations which helps them to make deep understanding of scientific knowledge and concepts. In
this method knowledge skills are learnt by students through practical handling of problems in natural
setting. Students group discussion about scientific concepts and theories after observation of
concrete facts enables them to reconstruct and refine their scientific knowledge. Thus project method
of teaching Physic is very effective for constructing scientific knowledge, developing deep
understanding of scientific concepts and application of scientific knowledge in various situations in
our daily life.
The Muriithi [2]study found that there was a significant difference in academic achievement
between the learners who were exposed to project method and those who were not. This implies that
the use of project method improves learners achievement and is a better way of teaching.This
involves knowledge of multiple methods or activity sequences that lead to successful student learning
of a specific concept or process skill. The teacher should be able to employ a variety of concrete and
abstract representations and experimental procedures to appeal to the variety of ways students learn.
The teacher should always encourage students to arrive at an answer by reasoning rather than by
memorization and recall.
The role of teacher in project method is to facilitate advice, guide and monitor the students.
The role of students is to be an active learner who contributes to learning process. The classroom is a
dynamic learning environment in which roles constantly change, the teacher becomes a facilitator,
guider, teacher and partner. During presentations of students project work, the teacher listens and
learns about students science process and product. In this method lessons planning focus on area of
study, identifying the learning environments and process, selecting resources. In the project method
teacher develop the ability to find what physics will be useful for a problem, the skill to take apart
and solve complex problems, the ability to evaluate the result of a solution and know whether it
makes sense[3].
Lickona said that character education is the deliberate effort to help people understand, care
about and act upon core ethical values [4]. The best way to implement character education is through a
holistic approach that integrates character development into every aspect of school life. Cooperation
and collaboration among students are emphasized over competition. The values such as fairness,
respect and honesty are part of everyday lessons in and out of classroom. The methods for directly
teaching character occurred through questioning and logic, stories, and discussion specifically
designed to shape character. When teachers bring the character to the curriculum, they enhance the
relevance of subject matter to students natural interests and questions, and in the process, increase
student engagement and achievement.
The researcher has assumption that the students character becomes much better if physics
teacher can insert character education into his subjects. The physics teacher practices character
through various methods. In physics project method, students making a product based on physics
concepts and apply them into project.
1.2. Research Objectives
The purpose of study was to examine the effect of project method, as an instructional
approach on academic achievements students in subject of Physics.The study was guided by the
following objectives:
a. Establish if there is any significant difference in physics achievement learners before exposed
to project methodand after.
b. Establish if there are any positive character before learnt physics through project method and
after.
1.3. The Advantage of Research
This research has several advantages such as:
a. Improving physics teaching learning process in classroom
b. Developing students character
c. Increasing physics learning outcomes
2. RESEARCH METHOD
2.1. Kind of research
This study is a classroom action research(CAR). Action research is used to solve a specific
classroom or school problem, improve teaching, and other educational practices immediately in one
or two classrooms, at one school or at several schools [5]. Swinglehurst, Russell, and Greenhalgh

Proceeding
(2008) assertthat action research is becoming a popular approach to studying complex social
situations suchas those found in educational settings, where the focus is on simultaneous [inquiry]
into practice(generating knowledge) and action to improve situations (e.g. designing new curricula
orlearning activities) (p. 385).Action research is a process of investigation, reflection and action
which deliberately aims to improve or make an impact on, the quality of the real situation which
forms the focus of the investigation. It is a form of inquiry which involves self-evaluation, critical
awareness and contributes to the existing knowledge of the educational community.
2.2. The subject of research
The subject of this research is the eleventh grade students of MAN 15 Jakarta. This study
chooses the students of the eleventh grade, because the age level of these students supposed to be able
to physics competences better than others. Students in this class have average score physics lower
grade and they are hard to be controlled than the other class.
2.3. Instrument
The instruments which used to collect the required data in this study were observation
checklist. There were:
a. Students observation sheet
b. Teachersobservation
c. Students test sheet and scoring guide
2.4. Hyphothesis Action.
The hyphothesisof this research is:There is significant difference between achievement
scores of students in the subject of physics after taught through project teaching method (PTM) and
before taught by PTM.
2.5. Research Procedure
This research applies procedure classroom action research (CAR). This research employed
classroom action research and was divided into three cycles. Every cycle applies four steps that are
planning, acting, observing, and reflecting. In this study, source comes from students, a teacher and a
collaborator. At the cycle 1, each group students choose physics project to make product that it has to
be presented in front of the class. Cycle 2, the students made product and showed how it worked.
Then, the cycle 3, the students repaired their product by themselves and presented them. Procedures
of Action Research for each cycle are:
a. Planning
The researcher determined the research subject and schedule, designed lesson plan, prepared
students worksheet, research instrument. He decided the indicator of success: minimum of mastery
learning is 65 and 80% of all the students are categorized as classical mastery learning.
b. Acting
The students worksheet and lesson plan were used to teach fluid and thermodynamics to the
subject research, the teacher made a group of 4-5 students to do the task given.
c. Observing
The collaborator used students observation sheet to observe the students activity during the
lesson of fluid and thermodynamics
d. Reflecting
The reflection from first cycle, the writer got advantages, disadvantages, and
recommendation. When the result was successful, the action was stopped and when was unsuccessful,
the second cycle was conducted.
2.6. Indicators of Research Achievement
Determining the research achievement is the changing in students character and
improvement in post-test.
2.7. Data Analysis
This step is to assess the effects of the intervention to determine if improvement has
occurred in the study.Data will be both quantitative and qualitative, and quantitative data will present
in written, tabular and graphical form to compare the results from the pre and posttest.

3.1. Observation Of Teaching Learning Process
During the study, the researcher accompanied by a collaborator, partner of this research who
observed this study. She observed the researcher perform as teacher in the classroom, observed the
students activities and the changing students character. Collaborator gave assessment to teacher
activities from cycle to cycle as follow:

Proceeding
Table1. Teacher Activities Observation

Score
No Teacher Activities
Cycle 1 Cycle 2 Cycle 3
1 Apersepsion 4 4 4
2 Convey the learning goal 4 4 4
3 Motivating student 4 4 5
4 Guiding to explore 4 4 4
5 Guiding to elaboration 4 4 4
6 Guiding to confirm 4 4 4
7 Assessment planning 3 4 5
8 Increasing students' thinking skills 4 5 5
9 Managing learning resources 4 5 5
10 Increasing students' collaboration 4 5 5
Physics learning process with the classroom action research conducted in three cycles. From
table 1, we can show that there is some changing in teaching process. Teacher activities in cycle 2
better than cycle 1 and cycle 3 better that cycle 2. Teacher assessment planning and managing
learning resources rated increased from cycle to cycle. Motivating student, Increasing students'
thinking skills and Increasing students' collaboration also progressed. Students had a project for each
group. The projects were hydraulic pump, water rocket, flood detector and steamboat.
Learning physics in the first cycle is started by pre-test to measure students competences in
matter. After three times learning, students competences were examined by post test. This test
conducted to know the students changing and improvement in physics competences. Test result was
showed in figure 1.
Figure 1. Students Scores Tests
The project method is based on the strong conviction that learning by doing raises mastery
ofphysics concepts by the learners. We can see from the Figure 1. The students score has increased
significantly from pre test to post test in cycle-1 until cycle-3. These scores had analyzed with t-test
analysis and the result has showed in table. Pre test and post test each cycle have different mean. It
means that project method has influenced to increase the physics students competences significantly.
Table2. T-Test Score Test 1

One-Sample Test
Test Value = 0
95% Confidence Interval of the
Mean Difference
t df Sig. (2-tailed) Difference Lower Upper
pretes1 35.132 24 .000 60.00000 56.4752 63.5248
postest1 43.734 24 .000 75.20000 71.6511 78.7489
Score test 1 change has showed in the table 2, it has increasing 25% from mean score 60 to
75,2. It has difference 15,2 point from pre-test to post test 1. Physics topic in this cycle was The

Proceeding
Fluids Pressure. This matter is comprehensible for students. They could understand faster after
researcher give treatment in the class. Project method drove students more creative and motivate in
physics learning.

One-Sample Test
Test Value = 0
Mean Difference
pretest2 9.624 24 .000 51.00000 40.0626 61.9374
posttest2 15.681 24 .000 74.70000 64.8679 84.5321
Score test 2 change has showed in the table 3, it has increasing 46,5 % from mean score 51
to 74,7. It has difference 23,7 point from pre-test to post test 2. The score increasing in cycle-2 was
higher than cycle-1. It was evidence that the method had gone according lesson plan, even though the
score was lower than before. Researcher guesses that it occurred because the matter more difficult for
students. In this cycle, researcher explained Archimedes law and students hard to understand this
matter.

One-Sample Test
Test Value = 0
Mean Difference
pretest3 7.808 24 .000 22.44000 16.5082 28.3718
posttest3 25.259 24 .000 60.28000 55.3546 65.2054
Score test 3 change has showed in the table 4, it has increasing 62,7 % from mean score
22.44 to 60,28. It has difference 37,84 point from pre-test to post test 3. The increasing score in this
cycle is bigger than increasing in cycle-2. But, test score is lower than cycle-2 test score. This finding
can explain by analyze the difficulty level of physics matter which had taught was Dynamics Fluid.
This topic is harder to understand by students. Project teaching method has proven in improving
students competences although in hard topic.
These findings give us information that the project method had affected students physics
competences. Content of test 1 is about Pressure, test 2 is about Archimedes Law and test 3 is about
Bernoullys Law. The increasing of score grows more from cycle 1 to cycle 2 and cycle 2 to cycle 3.
This finding presents the proof that activities in project physics based matter Static fluid and
Dynamic fluid can improve students competences.
Table 5. Students Activities Observation

Score
No Students Activities
Cycle 1 Cycle 2 Cycle 3
1 Making work planning 4 4 4
2 Planning procedur 4 5 4
3 solving the problem 4 5 4
4 collecting information 4 5 4
5 Using information 4 5 4
6 Doing the project based on planning 4 5 4
7 Presenting the product 4 5 4
During the lesson, collaborator observed students activities and table 5 showed us what they
did in the class. They participated enthusiastically along the lessons and collaborator they got

Proceeding
involved discussing and finding the compatible project which the topics in physics. Quality students
activities had increased from cycle-1 to cycle-2, but quality activities return to beginning at cycle-3.
This was due several factors like hard of subjects and difficulty repairing product.
The changing of Students character in learning process can we see in table 6. Observer
found that students behavior in theirs group had changed. When they worked together in group for
the first time, theirs cooperation and creativity didnt developed yet. In the next cycle, researcher and
observer could see progress of theirs cooperation and creativity.
Table 6. Observation of students character

Cycle-1 Cycle-2 Cycle-3
No Character
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 creativity v v v v v v
2 responsibility v v v v v v v v v
3 honestly v v v v v v v v v v
4 moderation v v v v v v v v v
5 cooperation v v v v v v
6 self reliance v v v v v v
7 discipline v v v v v v v v
8 orderlines v v v v v
9 confidence v v v v
10 enthusiasm v v v v v
Presentation process described how students character affected their performance and
their product. Teacher and collaborator could see the changing some students behavior in group.
Their responsibility to the project, creativity to the product, confidence, discipline, moderation and
cooperation in group were better from cycle-1 to cycle-2 and cycle-3. These characters could not
visible in all of the groups. One group had showed good cooperation in making product but didnt
creative yet. One group presented creative product but didnt in moderation. The changing of their
characters presented in table 6.
3.2. Reflection
Researcher implemented lesson plan from planning, acting and observing, observer
recommended repairing process teaching learning in reflection. Result of cycle-1 observation that
students were active and enthusiastic in learning process. They were good in discuss and presentation
theirs product although they did not compose it yet. However, teacher had taught according to the
planned and did the guidance to students for repair projects. Observer gave the recommendation to set
the time better in order to give the chance to all of students in asking and getting more information
about physics matter.
After cyle-2, observer suggested to make individual assessment in addition group
assessment. She contended that teacher had taught well as facilitator project for students. The
students were excited and their motivation could support their thinking process. Observer feels very
proud of increasing students activity and creativity. The cooperation and collaboration all of the
groups appear more clear than cycle-1.
In the last cycle, observer suggest to researcher to give an assignment task for strengthening
understanding of physics matter. However, observer assessed that teaching learning process was done
well and this method can develop students character and physics competences.
4. CONCLUSIONS
Teacher learns a lot from the process as well as the results of his own action research. Also,
by doing his own action research we could gain a better perspective into our own teaching and the
students learning and confidence in our work. This study showed an example of how to connect
science method courses with actual classroom practices which character education. The character
such as cooperation among students, students responsibility, and creativity emerge after physics
project method. This method provides the benefits for the teacher (a) improving their knowledge and
views about the types and uses of the implementation of physics project methods by the student

Proceeding
teachers, (b) increasing their experience and confidence with a collaborative clinical approach to
supervision
REFERENCES
[1]. Shafqat Hussain et.al, The Effectiveness of Teaching Physics through Project Method on
Academic Achievement of Students at Secondary Level -A Case Study, Journal of Education
and Practice, Vol 2, No 8, 2011, p. 28-35.
[2]. Evanson M. Muriithi et.al, Project Method and Learner Achievement in Physics in Kenyan
Secondary Schools, International Journal of Education and Research, Vol. 1 No. 7 July 2013,
p.1-12.
[3]. Carrie Eunyoung Hong and Salika A. Lawrence, Action Research in Teacher Education:
Classroom Inquiry, Reflection,and Data-Driven Decision Making, Journal of Inquiry &
Action in Education, 4(2), 2011, p. 1-17.
[4]. Thomas Lickona, Educating For Character, New York: Bantam, 1991
[5]. John W. Santrock, 2006, Educational Psychology , Classroom Update Preparing for PRAXIS
and Practice, Second Edition, Mc Graww Hill, p. 23.

Proceeding
ASPECTS OF "CEPS" AS BASIS THE DEVELOPING

INSTRUMENT OF PHYSICS LEARNING MOTIVATION
Elok Sudibyo, Budi Jatmiko, Wahono Widodo
State University of Surabaya

Article history: This paper describes the steps in the developing instrument of physics learning
motivation, particularly with respect to determining the motivational aspects of
learning physics that can be used as a basis to formulate indicators of
Keywords : motivation to learn it. The motivational aspects of learning are used as the
choice of tasks basis for the development of an instrument of motivation, include: Choice of
effort tasks, Effort, Persistence, and Self-confidence (CEPS). Based on the four
persistence aspects of motivation, then they are formulated to indicators motivation for
learn physics. Finally, the indicators that are used as the basis for formulating a
self-confidence statement items in a questionnaire as an instrument to measure motivation for
learning motivation. learn physics. The motivation instrument is questionnaire using Likert scale.
Based on the test results, it was an instrument that was developed motivation
to learn physics has legibility Good value, content validity was also good, it
can even be said Very Good, which is the value of 4.52 of the maximum value
of 5. The degree of reliability Very High, which is indicated by a correlation
coefficient of 0.948. The degree ofreliability of the instrumentwas
obtainedbytest-retestmethodwith atime lag betweendatacollectionI andIIarefor
twoweeks.
1. INTRODUCTION
Motivation is one of the most important elements that must be considered by the teacher
when learningprocess, so that learning can be run effectively (Arends, 2012; Brophy, 2004; Palmer,
2005). Students are motivated to learn something to use higher cognitive processes in learning the
material, so that students will absorb and precipitate with better material (Driscoll, 2000; Jetton &
Alexander, 2001; Pintrich, 2003; cited by Slavin, 2009). Many studies have shown that students'
motivation to learn something is a factor affecting student performance on learning outcomes
(Anderson II, 2007; Christidou, 2011; Kang, 2010; Palmer, 2005; Schunk et al., 2010; Sudibyo, 2008
). Therefore, the task from the teacher is not simply deliver the subject matter, but important task for
teachers is to guide, enhance and sustain students' motivation to learn, and engage in activities that
lead to learning.
Motivation is usually defined as a process that stimulates our behavior or move us to action
(Arends, 2012). Santrock (2008) defines motivation as a process that gives the spirit, direction, and
persistence of behavior. The motivated behavior is behavior that full of energy, focus, and last a long
time. While Maehr & Meyer (Brophy, 2004) states that motivation is a concept used to describe the
initiative, direction, intensity, persistence, and quality of behavior, especially behavior towards a
goal. Schunk et al. (2010) noticed that the motivation comes from the Latin verb movere and refers to
"what makes people move" toward certain activities and tasks. Furthermore, Schunk et al. (2010)
defines that motivation is a process that affects activity towards the goal and continuous nature.
Meanwhile, psychologists define motivation as a process of internal (from within oneself) that
enable, guide, and maintain a person's behavior over time (Murphy & Alexander, 2000; Pintrich,
2003; Schunk, 2000; Stipek, 2002; cited by Slavin, 2009). In line with the definition of experts,
Woolfolk (2010) defines motivation as well as the internal state that arouse, direct, and sustain
behavior.
Based on the various definitions of motivation above, it can be concluded that the
motivations are internal processes that drive someone to do a particular activity or task to achieve the

Proceeding
goal and place in a certain time frame. Thus, the motivation to learn is an internal process that
encourages learners to conduct or academic tasks to achieve learning objectives and are able to
survive within a certain time frame. It is up to the learners achieve learning goals. Furthermore,
especially motivation to learn physics, the activities or academic tasks chosen by learners are
activities or tasks with the learning of physics.
Although motivation is one of the most important elements that must be considered by the
teacher in the learning, but teachers often find it difficult to assess the level of students' motivation to
learn. Therefore, it is necessary to develop an instrument that can be used by teachers to assess their
students' learning motivation. In this paper, the researchers describe the steps that have been made in
establishing a motivation to learn physics. The instrument was developed and presented in this paper
is a form questionnaire using Likert Scale.
2. RESEARCH METHOD
In outline, the steps that have been done in the development process of this instrument
include: (1) determining the motivational aspects of learning, (2) formulation of indicators of
motivation to learn physics, (3) the preparation of a grain statement motivation questionnaire study
physics, (4) readability test, (5) testing the validity of the content, and (6) reliability testing
instruments. Step-by-step development of the instrument is done in order to produce a standardized
instrument. Thus the motivation to learn physics instruments produced is expected to be used to
collect the data, and the data collected is no longer questionable validity.
Aspects of Learning Motivation

We can not directly assess motivation because motivation is an internal process, which is
occurs in a person. Nevertheless, we can conclude that someone is motivated or not the behaviors of
them (e.g: the choice of a job, or the work done effort, perseverance or persistence in activities) or
verbal expressions (e.g, "I really want to work on this task"). In addition, students are motivated in a
course, the student will gain value or a satisfactory learning outcomes in these subjects. Thus, the
study results can also be used as an indicator of whether the student is motivated or not on a
particular subject. The expression on the line with that presented by Schunk et al. (2010) which states
that the assessment of motivation can be seen from behavioral indicators of motivational aspects of
what they call Indexes of Motivation. The indexes of motivation, ie choice of tasks, effort,
persistence, and achievement.
Maehr & Meyer identified at least five aspects of motivation, which is associated with
initiation, direction, intensity, persistence, and quality of a behavior (Brophy, 2004). The four aspects
of motivation by Schunk et al. (2010) referred to as an index of motivation, basically not different
from that is presented by Maehr & Meyer (Brophy, 2004). Motivational aspects related to initiation
and direction by Maehr & Meyer, but Schunk et al. (2010) categorized the aspects of choice of tasks.
While aspects of the intensity in the category of effort, and quality aspects categorized as aspects of
achievement.
Some psychologists who study motivation (Graham & Weiner, 1996; Pintrich et al., 1993;
citedby Woolfolk, 2008) focuses on five basic questions to judge a person is motivated or not. The
five questions are: (1) What are the choices someone about his behavior? Why some students,
focused on the homework while others would rather watch television, (2) How long a person to start
doing it? Why some students immediately began work on homework, while others put off, postpone,
(3) How high intensity or level of engagement of a person in the activities chosen? Once students
open textbooks, whether the student is directly focused tasks or doing what is not clear, (4) What
causes a man to survive or surrender? Will a student worked through physics tasks or just do a few
chores alone, and (5) What is thinking and feeling person for engaging in an activity? Do students
enjoy doing physics tasks, feeling competent, or worrying about an upcoming test.
Based on the above, the researchers categorize the four (4) aspects of motivation which
would then be formulated indicators from every aspect. The four aspects of motivation, among
others: (1) selection or interest in the task/activity, (2) efforts or the efforts to succeed, (3) persistence
or perseverance, time spent on a task, and (4) a sense of confidence for engaging activities.
The first aspect of motivation is the choice of tasks. When students are faced with a variety
of activities or tasks that can be done, and the students decided to specify an option on a particular
task, then the choice of the students on the task indicates that the student is in a state motivated by the
task. Students showed their interest in the selected task by doing the job either inside or outside the
school, including when they have free time. Students can choose among a variety of activities.
The second aspect of motivation is the effort. Learning is often not easy. Students are
motivated to learn are students who have a tendency to make efforts to succeed. Physics effort

Proceeding
required on motor tasks, whereas cognitive effort required for academic learning. Students are
motivated to learn likely expend more mental effort during learning and using cognitive strategies.
Cognitive strategies, such as: repetition of information, organizing, monitoring the level of
understanding and connecting with new material to prior knowledge. Students believed that the use of
cognitive strategies will enhance their learning.
The third aspect of motivation is persistence. This aspect is related to the students' time
spent on a task. Students are motivated to learn likely to persevere, especially when they are facing
hurdles. Persistence is important because a lot of learning that takes time and the success is not
possible in a short time. Perseverance mostly means for learning and when students face obstacles.
Students with high persistence will work longer on a challenging task than students who have low
persistence.
Finally, the fourth aspect of motivation is self-confidence. This aspect is related to what he
was thinking and feeling during the students are engaged in a learning activity. Students who feel
themselves competent will enjoy while working on the tasks given by the teacher. In addition,
students who believed that he had a competency, the student never worried when the tests will come.
Indicators of Physics Learning Motivation

Indicators of motivation is a more specific elaboration of a motivational aspect that has been
described previously. In formulating these indicators, in addition to referring to the motivational
aspects of the foregoing, the researchers also conducted a preliminary study, which is to capture
student responses related behaviors they exhibit when they are "motivated" to follow a particular
subject. Preliminary study was conducted on a freshman class of 2011 S1-Science Education Program
of Unesa, totaling 85 students. Student behaviors are used as a reference in developing indicators of a
motivational aspect that has been determined by the researcher.
To ensure that respondents gave responses (answers) to the questions that have been given
are actually correspond to reality (whatever they are) or not, the researchers provide a question-
statements and should be answered (response) by the respondents were twice within different. In this
case, the response I and II Response intermittent for 2 weeks. Behaviors (motivation indicators) that
has the consistency, which is written by the same respondent on Response I and II, then organized by
the researchers to be used as a reference in formulating indicators of motivation.
Some behaviors (indicators) were identified and reflects a person motivated students in a
particular subject, based on the analysis of the consistency of responses written by respondents
include:
Always try to sit in front line
Always learning and working on the problems that have not been taught (for next meeting)
Enthusiastic listening and attention the lesson
Active, if not understand ask the teacher
Want to try and try although not success
Like do the task although the teacher give a lot of task
When the teacher ask to do the task, always ready
When asked, always trying to answer
Always try to understand the information from the teacher in front of class
There is a willingness to learn without being ordered
Likes to discuss with the teacher
Feelings of pleasure, during school hours arrived
Do the task with happily
More early to do the task or homework
Getting a good value, and satisfied with the value obtained
Often reading the textbook
Trying to understand (learn extra)
Active during the learning, study at home, not sleepy during lessons
Do not want a lesson ends and always look for interesting tasks
On time in collecting the tasks set by the teacher
Some of these indicators are the result of an analysis of student responses, and the response
has been providing consistently. These indicators are then used by the researcher as a "reference" to
formulate indicators of motivation to learn physics, and then based on the indicators which will have
been formulated, will be used as the basis for preparing the statement of items in a questionnaire
(Instrument Motivation physics). However, some indicators have not been included in this

Proceeding
preliminary study, further defined by the researcher with reference to motivational aspects that have
been studied based on various studies literature.
Based on the literature review and preliminary studies have been conducted by the
researcher, then the researcher formulate motivational aspects and indicators of motivation to learn
physics as shown in Table 1.
Table 1. Aspects and indicators of physics learning motivation

No Aspects Indicators
1 choice of tasks 1) Interested to follow the activities of learning of physics.
2) Decide to select tasks related to learning physics than other
tasks.
3) Immediacy in doing physics tasks.
4) Use the free time to do activities related to physics.
2 Effort 1) Having a tendency to make efforts to succeed.
2) Conduct a greater mental effort during learning physics.
3) Using cognitive strategies in learning physics.
3 Persistence 1) Do not be easily discouraged in learning physics when get a
problem.
2) Spent a lot of time when do the task or challenging activity
in physics lesson.
4 self-confidence 1) Believing that he has the capability of physics.
2) Enjoy while working on physics tasks.
3) Do not feel afraid when the physics test will come.
Questionnaire Statement Points of Physics Learning Motivation

Motivation can be assessed in various ways, such as: direct observation, assessment by
others, and self-reports, as shown in Table 2 (Schunk et al., 2010).
Table 2. Methods for Assessing Motivation (Schunk et al.; 2010, h. 13).

No Categories Definitions
1 Direct observations Behavioral instances of choice of tasks, effort, persistence
2 Ratings by others Judgments by observers of students on characteristics
indicative of motivation
3 Self-reports Peoples judgments of themselves
Questionnaires Written ratings of items or answers to questions
Interviews Oral responses to questions
Stimulated recalls Recall of thoughts accompanying ones performances at
various times
Think-alouds Verbalizing aloud ones thoughts, actions, and emotions
while performing a task
Dialogues Conversations between two or more persons
The various methods can be used to assess the learning motivation, learning motivation in
developing instruments of physics, the researchers used a questionnaire method. Therefore, the writer
must formulate a statement items of the questionnaire.
However, other considerations in choosing the questionnaire as a method of data collection,
among others: (1) to collect data from a large number of subjects at the same time than the method of
observation and interviews, (2) data collected using more objective than interviews because
respondents could give more response freely, without being influenced by the mental attitude of the
relationship between researchers and research subjects, or the time available to think of an answer,
(3) to capture information related to the processes of cognitive and affective, that can not be obtained
through observation, and (4) data more easily collected for analysis, because the written statements in
the questionnaire are fixed and submitted to the same between the respondent and submitted to other
respondents.
In Table 1 has been formulated aspects and indicators of motivation to learn physics. Based on
the aspects and indicators are then formulated statement items of the questionnaire. The formulation
of the statement questionnaire items is shown in Table 3.

Proceeding
Table 3. Formulation of Questionnaire Statement Items of Physics Learning Motivation

No Indicators Statement Items
1 Interested to follow the activities of There is a sense of excitement in my self when
learning of physics. arriving at college physics.
I always try to find a seat in the front, every
learning process physics.
I always pay attention to the explanation of
physics lecturer during the learning process
physics.
If I do not understand the explanation from
lecturer, I will ask him.
I never forgot to bring my physics books
including instructions practicum when learning
process physics.
I always follow the learning process physics
with enthusiasm and never sleepy.
2 Decide to select the tasks related to I will work physics tasks before doing other
learning physics than the other tasks. activities.
3 Immediacy to do physics tasks. When given the task of physics, I immediately
started working on these tasks.
I always on time to collect assignments that
given by lecturer of physics.
4 Use the free time to do activities related I often use my free time to do activities that
to physics. related to physics.
5 Having a tendency to make efforts to I always worked on the whole physics tasks
succeed. that given from the teacher.
When doing physics tasks, I always check
every step because I want to do it perfectly.
6 Conduct a greater mental effort during Answers to the questions that given from the
learning physics. lecturer by process thinking.
7 Using cognitive strategies in learning I always repeat information that has been
physics. acquired in the learning process.
To understand the relationship between the
concepts of physics, I like to make concept
maps.
I often study early the material to be studied on
campus as early knowledge.
8 Not easily discouraged in learning I never despair while working to finish the
physics when get the problem. problems of physics even though the solution
need extra hard to thinking.
9 Work a long time on the task or a I often do the physics tasks for a long time.
challenging physics activity. I often a long time read books about physics.
When do physics experiments, I often a long
time.
10 Believing that he has the capability of When asked about the matter physics lecturer,
physics. I am willing to answer questions voluntarily
lecturer.
I never nervous when answer the questions in
class.
11 Enjoy while work on the physics tasks. I do the tasks physics gladly.
12 Not feel afraid when the physics test I never felt fear when will do the physics tests.
will come. I do not have to study too hard when nearing
the physics exam.

Proceeding
Formulation items statements have been prepared based on the indicators of motivation to
learn physics is, then used to develop an instrument to assess student motivation to learn physics S1
Sport Science to physics lectures.
Testing of Readability and Contents Validity

Motivation to learn physics instruments that have been arranged then tested the legibility and
validity of its contents. Test readability and content validity was conducted in two phases. The first
phase, readability and content validity testing of the instrument is carried out through the presentation
and discussion of subjects Instrument Development in Science Education courses S3, Graduate
UNESA. In this activity, the researchers present and distribute instruments to the audience which
consisted of 10 students S3 Science Education 2011 generation and two lecturers of the course
builder Instrument Development. Through discussions, after the presentation session, both students
and lecturers S3 Science Education Development Instrument builder courses provide inputs and
provide an assessment of the readability and content validity of the instrument. Based on the
evaluation conducted by 10 students and 2 S3 Science Education faculty adviser, the legibility of the
instruments got good value. Likewise, the content validity Both instruments are also categorized.
Inputs at the first stage is used to revise the instrument and then the second stage of testing.
In the second stage, readability and content validity testing is not done by the same people as
in the first phase. Test legibility in the second stage was performed on S1 Science Education 2011
generation, which amounted to 85 students. The results of the assessment conducted by 85 students of
the legibility of the instrument can be categorized as good, even nearing Quite Good.
Meanwhile, in order to test the validity of the content on this second stage, the writer
involves three experts in the Science Education. Content validity testing to ensure that the statement
items that have been formulated by the researcher is in accordance with the indicators and
motivational aspects are used as a reference. Based on the results of the validation performed by a
third person is apparently validator motivation to learn physics instruments that have been developed
have value content validity were considered good, and even can be said is Very Good, with an
average value of 4.52 of the maximum value of 5.
Testing of Instruments Reliability

Testing reliability of the instrument is intended to test the stability of the score and
conducted by repeating the implementation of the provision of questionnaires to the respondents. This
test is based on a concept which holds that if the questionnaire is reliable, then the repetition of the
same provision of questionnaires to the respondents of the same, will not affect the score obtained by
the respondents (Ali, 2010; Gronlund, 2003). Implementation of the repetition is done in a reasonable
period of time did not allow respondents to recall statements filed and memorize the answers to the
attitude scale in the provision of the first questionnaire. However, respondents to the substance of a
rational retention statements in the questionnaire has not been diminished or lost. This means that the
implementation must attention the range repetition time implementation questionnaire administration.
In addition to be attention span repetition, repetition implementation must consider there is any
additional experience related to the subject of the statement items in the questionnaire. This means
that in the implementation of repetitions to be assured that the subject had been ruled out additional
experiences related items in the questionnaire statements.
Having regard to the implementation of the criteria of reliability testing instrument, the
researchers decided to carry out data collection, both Data I and Data II (repetition), conducted after a
series of physics process learning ended. Thus, the decision Data I and Data II lecture no physics
activity can influence the attitudes of students in response to the statements in the questionnaire.
While interval between collection Data I and Data II later for 2 weeks.
Data Collection-I
Data Collection-I done by the researcher. In this case, the researcher as well as lecturer the
physics at the Department of Sport Science UNESA S1. The time for collect the Data I was held on
June 2012, after the students do the final exam physics lesson. The researcher chose to distribute the
questionnaire together with the final exam schedule because the researcher wants to make sure that
the respondents did not experience additional related statement items in the questionnaire.
Respondents in this trial is the S1 Sport Science UNESA, 2011 Generation, which consists
of four parallel classes, which is Class A, B, C, and D, as well as each class totaled 35 students, so the
overall number of respondents was 140 students.
In outline, the implementation of data collection-I was using the following procedure.

Proceeding
1) The researcher requested that all students remain in the exam room, after they finished
working on the problems of physics are tested and have been collecting their work.
2) The researcher distribute the questionnaire helped by other supervisors.
3) Before the students give response to the statement of items listed in the questionnaire, the
respondents were asked to read the instructions on the questionnaire.
4) The researcher provide additional instructions that have not been written in the questionnaire,
asked the students to write the ID number questionnaire responses on the back.
5) Students are given a maximum of 15 minutes to provide a response to the items in the
questionnaire statements.
6) Students who have finished giving the response is welcome to collect questionnaires and
allowed to leave the room in an orderly manner.
Furthermore, data has been obtained on Monday, June 4, 2012 is tabulated and scored. The
data then is coded as a variable X, and the data obtained later when the repetition (Data II) is coded as
a variable Y. It is required because it will be calculated the correlation between the variables X and
Y.
Data Collection-II
Data Collection II was held on June 18, 2012 (2 weeks ago after taking Data I). In the
implementation of this repetition researcher observe relevant criteria repetition period. Taking
repetition period for 2 weeks because according to the researcher that the time period does not allow
the subject rationally recall the statements that have been filed and memorize the answers to the
questionnaire giving attitude scale at first. Instead, a rational retention substances subject to the
statements in the questionnaire has not been diminished or lost. Criteria related repetition time span
should be because the techniques used by the researcher to test the reliability of the instrument is the
technique of repetition by using the same questionnaire to be administered in a different time.
Data retrieval Implementation II, as well as data retrieval I, conducted in the activities of
final exams. However, if the decision I made when data subjects Physics exam schedule, the second
data collection was conducted as scheduled exam courses, which coincide with the schedule of
Pancasila Education lesson. Because the researcher uses repetition technique to test the stability of
the scores (reliability), the subject of Data II when shooting the same subject when taking data I, that
is S1 Sport Science class of 2011, amounting to 140 students..

As has been mentioned before that the implementation of this motivation instrument
reliability testing using repetition techniques giving questionnaires. Scores obtained from the
questionnaire administration time data retrieval I (X) and decision-Data II (Y) is then calculated
index correlation, using Pearson Product Moment Correlation formula (r xy), (Irianto, 2004: 137). The
correlation coefficient is obtained that describes the degree of reliability of the instrument.
Furthermore, using the calculation formula to determine the value of rxy. And, based on
calculations using the program Microsoft Office Excel 2007, the value of r xy of 0.948.According
Vockell (1995), rxy value of 0.948 is in the category of very strong positive correlation (but not
perfect). Vockell (1995) categorizes the correlation coefficient 0,80 r xy< 1.00 as a very strong
positive correlation. In line with Vockell (1995), Arikunto (2008) also categorize r xy value of 0.948 is
in the category of very high positive correlation. According Arikunto (2008), a positive correlation
was very high category, which rxy values between 0.81 to 1.00. This means that the motivation to
learn physics instruments that have been developed using the steps as outlined previously has had a
very high degree of reliability.
High degrees of reliability of the instrument indicates that the high consistency of the scores
obtained by the respondents when taking Data I and Data II. It also shows that the consistency of
students in providing responses, relatively very high. The degree ofreliability of the instrumentwas
obtainedbytest-retestmethodwith atime lag betweendatacollectionI andIIarefor twoweeks.
The researcher attention to the repetition period and the "control" of the additional
experience of the respondents are also factors that can influence the degree of reliability of the
instrument. It is as expressed by Ali (2010) that the error scores can be caused by the implementation
of the delivery time frame repetition or because of the additional questionnaire subject experiences
related items in the questionnaire statements. Therefore, assuming that the variable repetition time
and experience the subject is constant, then the score obtained by the respondents of the first
responses given will be relatively the same as the score obtained by the respondents on the responses
given during the second repetition.

Proceeding
4. CONCLUSIONS
The steps done in the development of motivation to learn physics instruments, including: (1)
determining the motivational aspects of learning, (2) formulation of indicators of motivation to learn
physics, (3) the preparation of the items studied physics motivation questionnaire statements, (4 )
readability test, (5) testing the validity of the content, and (6) reliability testing instruments.
Four aspects of motivation used in formulating the indicators motivation to learn physics,
namely: (1) aspects of the choise of task or interest in the task/activity, (2) aspects of the efforts to
succeed, (3) aspects of persistence in completing tasks, and (4) aspects of self-confidence for
engaging activities.
Instruments developed the motivation to learn physics has legibility Good value, content
validity was also good, it can even be said Very Good, the value of 4.52 of the maximum value of 5.
While the degree of reliability Very High, which is indicated by a correlation coefficient of 0.948.
The degree ofreliability of the instrumentwas obtainedbytest-retestmethodwith atime lag
betweendatacollectionI andIIarefor twoweeks.
Testing the validity and reliability of the instrument can be performed on a larger sample,
and using different data analysis techniques and more sophisticated.
ACKNOWLEDGEMEN
The authors wish to thank you for my Supervisor Prof. Erliza Noor and Prof.Dr.Ir. Dr. Tun
Tedja Irawadi, MS, (Department of Chemistry Faculty MIPA of IPB Bogor) on thinking and writing
that produces innovative research. authors of many thanks and high appreciation of facilities and
infrastructure in research to Prof. (R).Dr.Gustan Pari, M.
REFERENCES
[1]. Ali, Mohammad. 2010. Metodologi dan Aplikasi Riset Pendidikan. Bandung: Pustaka
Cendekia Utama.
[2]. Anderson II, James C. 2007. Effect of Problem-Based Learning on Knowledge Acquisition,
Knowledge Retention, and Critical Thinking Ability of Agriculture Students in Urban Schools.
Dissertation Doctor of Philosophy. University of Missouri-Columbia. Email:
JCAnderson@mizzou.edu
[3]. Arends, Richard I. 2012. Learning to Teach,Ninth Edition. New York: McGraw-Hill.
[4]. Arikunto, Suharsimi. (2008). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bina Aksara.
[5]. Brophy, Jere. 2004. Motivating Students to Learn. Second Edition. New Jersey: Lawrence
Erlbaum Associates (LEA).
[6]. Christidou, Vasilia. 2011. Interest, attitudes and images related to science: Combining
students voices with the voices of school Science, teachers, and popular science.
International Journal of Environmental & Science Education (IJESE). Vol. 6, No. 2, April
2011, 141-159. ISSN 1036-
http://www.ijese.com/.
[7]. Gronlund, Norman E. 2003. Assessment of Student Achievement. Seventh Edition. Boston:
Allyn and Bacon.
[8]. Irianto, Agus. 2004. Statistik, Konsep Dasar & Aplikasinya. Jakarta: Kencana.
[9]. Kang, H., Scharmann, L. C., Kang, S., & Noh, T. 2010. Cognitive conflict and situational
interest as factors influencing conceptual change. International Journal of Environmental &
Science Education (IJESE). Vol. 5, No. 4, October 2010, 383-
IJESE. Tersedia: http://www.ijese.com/.
[10]. Palmer, David. 2005. A Motivational View of Constructivist-informed Teaching. Research
Report. International Journal of Science Education. Vol. 27, No. 15, December 2005, pp.
1853-1881. ISSN 0950-0693 (print)/ISSN 1464-
Francis. Email: David.Palmer@newcastle.edu.au.
[11]. Santrock, John W. 2008. Educational Psychology, Third Edition. Boston: McGraw-Hill.
[12]. Schunk, Dale H., Pintrich, Paul R., & Meece, Judith L. 2010. Motivation in Education.
Theory, Research, and Applications. Third Edition. New Jersey: Pearson Education.
[13]. Slavin, Robert E. 2009. Educational Psychology Theory and Practice,Ninth Edition. New
Jersey: Pearson Education.
[14]. Sudibyo, E., Anisjak, I. N., & Iksan, M. 2008. Penerapan Pembelajaran Kontekstual untuk
Meningkatkan Motivasi dan Hasil Belajar Fisika Siswa SMPN 3 Porong. Surabaya: Jurnal
Pendidikan Dasar. Vol 9, No. 1, Maret 2008, 7 15. ISSN: 1411-285X.
[15]. Vockell, E. L., Asher, J. W. 1995. Educational Research. Second Edition. New Jersey:
Prentice Hall.

Proceeding
[16]. Woolfolk, A., Hughes, M., & Walkup, V. 2008. Psychology in Education. England: Pearson
Education Limited.
[17]. Woolfolk, Anita. 2010. Educational Psychology, Global Edition, Eleventh Edition. New
Jersey: Pearson Education.

Proceeding
IMPROVEMENT THE QUALITY OF LEARNING

PROCESS OF JUNIOR HIGH SCHOOL PHYSICS
TEACHERS IN KIT UTILIZATION
Bambang Wijatmoko, Kartika Hajar Kirana, Kusnahadi Susanto
Geophysics Study Program, Facultyof Mathematics and Natural Sciences,

Universitas Padjadjaran

Article history: Teachers must have a good quality and skill in every learning process
especially learning based on discovery of the concept itself by students in lab
activities, because teachers should know and be able to operate equipment
Keywords : and lab materials than students itself. In fact, many teachers are not having a
Quality of learning good skill in using the kit in the learning process. This is due to the
process educational background of junior high school teachers who teach physics not
only from physics department, but also from chemistry, and even biology.
Kit utilization
The nonlinearity thus making teachers relies on rote learning concept to be
explained to the students. Limitations because of the teachers educational
background make learning kit utilization not maximized to use. Therefore,
seminars and workshops held to improve the quality of the learning process
in the classroom by kit utilization.
Seminar and Workshop on Junior High School physics teachers in kit
utilization has reached their intended target, which can increase
understanding and motivate teachers to do lab work in class is better to
improve the quality of the learning process, especially for teacher education
background instead of physics.
Bambang Wijatmoko
Jl. Raya Bandung-Sumedang Km. 21 Jatinangor bambang.wijatmoko
@phys.unpad.ac.id
1. INTRODUCTION
The results of observations in the training of teachers who are members of Forum for
Science Teachers (MGMP) Bandung, obtained the following information: (1) There are junior high
school physics teachers who not have physics educational backgrounds, (2) In general, teachers are
not familiar with the kit for learning process, (3) In general, teachers have difficulty in connecting
the lab results using the kit with physics concepts in the learning process in the classroom.
Education Curriculum implements student-centered learning concept with teacher as a
facilitator [1]. Students were guided to find their own concepts related to physics by exploration
through practice, known as effective teaching [2]. Therefore, teachers must have the ability to be
able to guide students in the exploration process. One way is the teacher must learn about the tools,
knowing the function of tools, know how to assemble equipment, and skilled use of tools and
materials so that the exploration process in lab activities done quickly, precisely, and can find the
correct physics concepts.
Therefore, to facilitate the teachers in order to improve the quality of the learning process
in the classroom by way of demonstration as well as a facilitator in practical activities, then
seminars and workshops in the kit utilization conducted at the Junior High School (JHS) teacher
who joined in MGMPs Bandung.

Proceeding
2. RESEARCH METHOD
Seminar and Workshop on Junior High School physics teachers in the kit utilization held
on Saturday November 24, 2012 in SMP Negeri 11 Bandung. A whole series of events begins at
08.00 and ends at 16.30 pm. This activity is a series of seminars and workshops. To streamline the
implementation of the workshop, participants were divided into four groups according to the
amount of prepared material. Allocation of time provided approximately 1 hour 15 minutes for each
material. Each group carry out workshops in parallel, while the material changes made to the rolling
system is guided by an instructor. So that all participants can practice well, then each group is
divided into three small groups. Therefore we need three sets of kit for each material. Each group
was accompanied by an assistant and equipped with Lab Activity Sheet (LAS), LAS material
consisting of uniformly accelerated motion [3], LAS of reflection and refraction [4], LAS of
Pascal's principle [5], and LAS of Lorentz Force [6] which is used as a guide in exploring any lab
material.
Figure 1. show the ambience of the workshop sessions during exploration the materials.
Workshop sessions took place smoothly in an atmosphere of intimacy between participants,
instructors, or assistant. Motivation and enthusiasm of participants remained awake until the end of
the workshop
a b
c d
Figure 1. Kit exploration during workshop for uniformly accelerated motion (a), reflection and
refraction (b), Pascal's principle (c), and Lorentz Force (d)

In the list of teachers who were invited by MGMP IPA SMP Bandung, there were 59
participants representing every institution of junior high school. From the number of participants
enrolled, only 46 people (80%) who participated in this event. Distribution of participants based on
several categories can be seen in Table 1. The data was obtained from the questionnaire distributed
to 46 participants.
By looking at the distribution of the data as shown in Table 1, it can be stated that the goal
of the activities have reached their intended target, the majority of participants educational
background in not from physics education (72%). However, when seen from the distribution of
school of origin category, may need to be increased accessibility for private junior high teachers,
because of involvement in this event is only 7%. Then when viewed from the teaching period as
physics teacher, this activity apparently dominated by older teachers with teaching experience more
than 15 years (43%).

Proceeding
Table 1. Distribution of participants by category of educational backgrounds, school of

origin, and teaching period
Distributions of
Participants
Main Category Additional Category
Amo Percent
unt age
Physics 13 28 %
Educational Background
Non Physics 33 72 %
State JHS 43 93 %
School of Origin
Private JHS 3 7%
< 5 years 16 35 %
Teaching Period 5 15 years 10 22 %
> 15 years 20 43 %
In addition, achievement of the implementation of seminars and workshops based on the

results of interactive discussion in seminar sessions, interviews on the spot with some of the
participants on the sidelines of the activities, as well as a questionnaire distributed at the end of the
event. In general it can be stated that this activity has been going well and meet the expected target
achievement
At the seminar session, the material presented by the guest speakers considered beneficial
to increase knowledge and insight. Material well presented and attractive so not bores. Beside that,
the material is also perceived to be quite motivating and inspiring. It was indicated by the
enthusiasm of the participants in interactive discussion. A lot of input in the form of questions
raised by participants. The most prominent issues related to teaching science are consists of
Physics, Biology and Chemistry. Teacher feel overwhelmed if they have to teach Physics, Biology,
and Chemistry, because of the educational background. Therefore, this activity has been very
useful, especially for non-science Physics teachers. However, there are some suggestions proposed
are associated with the addition of time, seminar materials, and resources. It was also suggested that
this seminar conducted on an ongoing basis. Comments and suggestions on the result of the
questionnaire in detail shown in Table 2.
Table 2. List of comments and suggestions on the process during seminars and workshops
based on the results of questionnaires
Comments to The Process during Seminar Amount

Guest speaker presented the material well 20
Materials is useful to increase knowledge and insight 10
The material is able to motivate and inspire 7
The content presented in an interesting and not boring 4
No comment 5
Suggestions to The Process during Seminar Amount
The addition of time to the seminar sessions 20
Seminars are conducted on an ongoing basis 12
Seminar materials need to be added and more varied 8
Guest speaker needs to be added 3
No comment 3
Comments to The Process during Workshop Amount
The workshops conducted well 28
The timing of the workshop was too short 8
In accordance with school materials 3
Motivate to do in lab 2
No comment 5
Suggestions to The Process during Workshop Amount
The lab materials need to be added and more varied 23
Workshops conducted on an ongoing basis 15
Special training for non physical science teachers 3
Equipment kit should be prepared by the participants 1
No comment 4
On workshop sessions, participants were given Lab Activity Sheet (LAS) guidelines four

Proceeding
materials. This guideline has been very helpful in practical implementation, so that the workshop
can be run properly. The material selected in accordance with school material, so it can be
motivating to do lab work in class. However, the time for seminar and workshop is too short. It was
revealed from the questionnaire as shown in Table 2. Some suggestions proposed are the addition
of the material as well as the implementation of sustainable event. It was also suggested that held
special events for science teachers from non-physics educational background and in the technical
implementation all kits assembled by the participants.
Questionnaires were used to estimate performance implementation contains some open
questions, so that the information obtained from the participants was very diverse. From the
diversity of answers, it grouped into several categories as shown in Table 2. Grouping sorted by the
number of participants who gave feedback. Then at the end of the questionnaire included questions
about the other similar activities conducted on a routine. All respondents (100%) agreed.
Participants' responses in the form of comments and suggestions by questionnaire were in line with
the results of the interview on the spot to some participants. The same response was also delivered
by representatives of the participants as well as chief from MGMP.
4. CONCLUSIONS
Seminar and Workshop on Junior High School physics teachers in kit utilization has reached
their intended target, which can increase understanding and motivate teachers to do lab work in
class is better to improve the quality of the learning process, especially for teacher for non-physics
educational background.
ACKNOWLEDGEMEN
1. DP2M Ditjen Dikti, as a funders.
2. LPPM Universitas Padjadjaran.
3. MGMP IPA SMP Kota Bandung, as program partners.
4. SMP N 11 Bandung, as the venue.
5. Guest speaker, instructor, and assistant.
6. All participants.
REFERENCES
[1]. Dirjen Dikdasmen, 2007, Kurikulum Tingkat Satuan Pendidikan, Jakarta.
[2]. Dahar, Ratna Wilis. (1989). Teori-teori Belajar. Jakarta: Erlangga.
[3]. Pudak Scientific, 2008, Panduan Contoh-Contoh Percobaan Mekanika Untuk Sekolah Menengah
Pertama. Bandung.
[4]. Pudak Scientific, 2008,Panduan Contoh-Contoh Percobaan Optika Untuk Sekolah Menengah
Pertama. Bandung.
[5]. Pudak Scientific, 2008,Panduan Contoh-Contoh Percobaan Panas dan Hidrostatika Untuk Sekolah
Menengah Pertama. Bandung.
[6]. Pudak Scientific, 2008,Panduan Contoh-Contoh Percobaan Listrik dan Magnet Untuk Sekolah
Menengah Pertama. Bandung.

Proceeding
THE USE OF WEB-BASED INQUIRY SCIENCE ENVIRONMENT

(WISE) ON SIMULATION LEARNING TO IMPROVE THE
STUDENTS DRAWING GRAPHIC SKILLS
IN MOTION CONCEPT
Iing Mustain 1), Ida Kaniawati 2), Setya Utari3)

1)
Junior Secondary School of PUI Cilimus.
2) & 3)
Faculty of Mathematics and Science Education

Article history: Use of the technology has supported in science education for recent years. The
Web-based Inquiry Science Environment (WISE) support the design of
learning science like in graph of motion. Graph representation has essential in
Keywords : motion concept but Indonesia students have difficulties to answer the graph
Graphing skill questions like in TIMMS test. So, Indonesia students have low grade than
WISE others. This study is to acquire the description of the graphing skill of junior
Achievement and Gain secondary school and the usage of Web-based Inquiry Science Environment
(WISE) on simulation learning to improve the students graphing skill
Normalized especially in Drawing Graphic (DG) of motion concept. Amount of 66
students in 7th grade as the sample where experiment students class (N = 33)
and control students class (N = 33). The result that the achievement of DG of
motion concept was significantly higher for experiment students class than
control students class. Meanwhile, the gain normalized of DG of motion
concept both are experiment class and control class were in middle categories
as Hakes factor as the result of gain normalized of DG score was 0.59 for
experiment class and 0.33 for control class.
Email: iing_mustain@yahoo.com
1. INTRODUCTION
The representation of graphic has been attention in mathematic (NCTM, 2000) and sciences
(NRC, 1996, AAAS, 1993) especially in physic concept (Glazer, 2011). The teaching of graphic
representation has not developed in the curriculum context (Monteiro & Ainley, 2003). Moreever, the
Trends in International Mathematics and Science Study (TIMSS) was include 20% of questions about
the graphic representation. Several studies have highlighted the important role that the teacher plays
in developing students understanding of graphical representations (Diezmann & Lowrie, 2006). The
NCTM argues in the Principles and Standards of School Mathematics that students should be
exposed to a repertoire of representations that include complex pictures, graphs and visual
representations (Lowrie & Diezmann, 2007). Competent interpretation of graphs requires that
students develop skills both in decoding graphs and in applying that information to a specific task.
Several countries have included the teaching of graphs as a curriculum topic in primary
schools, e.g. England and Wales in National Curriculum (DES, 1989). The reality in most school
contexts is still associated with conventional classroom settings in which the teaching of graphing
emphasises several sub-skills by a succession of tasks, such as scaling, drawing axes and plotting
points (Ainley, 2000). With the growing use of information and technology, and accordingly an
increasing use of some tools of technology. The use of microcomputer-based laboratory (MBL) (Linn
et al, 1987) as instructional methodology in learning like for visual data presentation in the form of
graphs and table.
Students have difficulties making connections among graphs of different variables, physical
concepts, and the real world, and they often perceive graphs as just a picture (Linn, Layman &
Nachmias, 1987). Indonesia students also have difficulties to solve the graphic question as the result

Proceeding
in TIMSS questions. Because of that, in 2007 the average score of Indonesia students' science
achievement for TIMMS position was 35 from 49 participant countries and were decreased in 2011,
they become 40 positions from 42 participant countries (TIMSS&PIRLS, 2011).
The Web-based Inquiry Science Environment (WISE) (Slotta, et.al, 2009) support the
student to learn and design of curriculum materials (Linn, et.al., 2010). WISE curriculum and
assessments feature powerful, interactive scientific visualizations to illustrate unobservable
phenomena. The WISE units are designed using the knowledge integration framework (Linn &
Eylon, in press; Slotta & Linn, 2009). By the draw tools in WISE encouraged students to attend to the
point-by-point details of graphs (Gerard. et.al., 2012).
Web-based learning is the instructions that combine the technologies and process learning on
web activities. It can be said that all learning using Internet technology and perceived learning occurs
during the process which followed the activities. The the use of the web at Junior secondary students
with aged 12-14 years, it can support student capabilities, increases student engagement to learn,
providing opportunities for smart and talented students, and develop students' ability to learn
independently through individualized experience (Boulton & Trent, 2008). This research use of
WISE for specific tools (e.g., drawing tools) for draw the grap from motion stories, and the design of
all curriculum and assessments.
2. RESEARCH METHOD
This Sampling techniques was conducted by cluster sampling technique (Sugiyono, 2011). It
Intake of two random sampling which the assumption that the students have the same ability. The
purpose of this study was to get the description of students achievement when undertaking graphing
tasks. This investigation which we are monitoring the development of students skill to draw the
graph from motion stories. The aims of the study were:
a. To acquire the description of students skill achievement of DG skills using WISE on
simulation learning for experiment class.
b. To identify the improvement of students skill achievement of DG skills using WISE on
simulation learning for experiment class.
2.1. Participants
Two cohorts of students participated in this study. Cohort 1 involved class experiment which
group was used the WISE in simulation learning effort (N = 30). Cohort 2 involved class control
which group wasnt used the WISE in simulation learning effort (N = 30). These students were in
graded 7 of junior secondary school.
2.2. Instrument
The story of motion essay test is contain two questions. First is the position story of motion
essay test and second is the velocity story of motion essay test. Both stories was conducted motion
and velocity as function of time. This instrument investigate the students achievement and gain of
five components of DG. There are (1). Tittle of graph, (2). Determine the scale, (3). Determine the
axis labels and numbers, (4). Plotting data to the graph, and (5). Graph the line.

Since intact classes participated in this study, there was a possibility that difference in
student capabilities and pre DG skills. Pre-test data were analyzed to compare the equivalence of two
groups. Tabel 1 represents summary statistics of pretest and posttest mean score. T-test technique
were used to determine differentially capabilities and skill between two groups. Table 2 show the
result of students DG skills which is no different capabilities between control class and experiment
class. Table 3 show the posstest the students achievement in DG skills between control class and
experiment class.
Table 1. Summary Statistic of Pretest and Posttest Mean Score

Control Class Experiment Class
Test (N=33) (N=33)
Mean SD Mean SD
Pretest 56 12 58 14
Posttest 71 8 83 7

Proceeding
Table 2. Students DG skill Pretest

T-test Equality of Means
N df Sign
Pretest of DG skills
66 64 0.29
Table 3. T-test of means score of students achievement posstest

T-test Equality of Means
Posttest of students DG N df Sign

skills 66 64 0.00
Table 3 show the result that the significant value was 0.000, it lower than level significant (
= 0.05). We accepted mean that the average score of posttest for the experimental class students on
DG skills is significantly greater than the mean score of posttest for control class students skills. The
conclusion can be derived from the results that the attainment of DG skills on the experimental class
students (use of Web-based Inquiry Science Environment (WISE) on simulation learning) was
significantly greater than the control class students (simulation learning without use WISE).
3.1. N-gain of Students DG Skill

While the average pretest, posttest, and N-gain scores of DG skills on experiment class and
control class as in Table 4. From the table 4. can be seen that the gain on the experimental class
which N-gain percentage score is 59% (0.59), this score was in medium category (Hake, 1998).
While the increase in skills graph control class N-gain percentage score is 33% (0.33), it was in
medium category. Although the percentage of N-gain scores were medium but both classes of
experiments grade higher than the control class. Difference percentages of N-gain scores showed that
the use of WISE on simulation learning can further improve the DG skills than the simulation
learning without the use of WISE.
Table 4. N-Gain DG skills

Experiment class Control class
N % % SD N % %
Average Average SD
DG Pretest 33 58 14 33 56 12
DG Posttest 33 83 7 33 71 8
DG N- 59% 33%
Gain
3.2. Improvement of DGSkillsBased Five Indicators

DG students Skills were examined in this study includes five indicators, there are: (1) Write
a title of graph, (2) Determine the scale of data on the graph axes, (3) Determine the axis labels and
numbers, (4) Plotting data to the graph, and (5) Graph the line. Therefore, gain of DG skills are
translated into the five indicators. N-gain scores for each indicator both control class and the
experimental class is described as in table 5 and described in image 1.

Proceeding
Tabel 4.14. N-gain score of DG based on five indicators

Five indicators of DG
Class Test N
1 2 3 4 5
Control Pretest 3 25 87 52 59 58
class (%) 3
Posttest 3 46 88 62 78 78
(%) 3
N-Gain 28 9 21 47 48
(%)
Experi Pretest 3 25 88 61 58 59
ment (%) 3
class Posttest 3 58 97 76 91 91
(%) 3
N-Gain 44 78 38 79 78
(%)
Image 1. Graphic of N-gain score for each indicators DG
N-gain percentage scores for all indicators on experimental class has increased significantly
than control class. Difference percentage of N-gain scores showed that the use of WISE on
simulation learning can be improved DG skills than simulation learning with out the use of WISE.
Experiment classstudentsearn a percentagescore ofN-gain highest in item4 that with a
percentage score of each N-gainis 79% (0.79), an increase in the lowest skill at item 3with each N-
gain percentage score of 38% (0.38), it was in medium category. While the percentage of students
gained control class scores highest N-gain indicator on item 4with N-gain percentage scoreis 48%
(0.48), and increased the lowest is item 2with each N-percentage score N-gain is 9% (0.09) is low
category.
The increasing of DG skills as to determine and labels ofthe axis of the graph for the
experimental class showed is lowest than other indicators, because that students are more focused to
the shape of the curve than todetermine and labels the name of the axis of the graph that has been
made.
4. CONCLUSIONS
From these result that we have concluded:
a. Posttest achievement DG skills for the experimental class students is significantly greater
than the control class students. This is showed by the significant value was obtained 0.000
significantly less than level() at 00.05.
b. The improvement of DG skills for experimental class improved more than the control class
students. it was shown that the experimental clas sN-gain is 59% (0.59), meanwhile the
control classis 33% (0.33).

Proceeding
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school of Education, Boston Colledge.

Proceeding
THE IMPACT OF TEAM GAMMES TOURNAMENT WITH

READING INFUSION TOWARDS THE IMPROVEMENT OF
STUDENTS LEARNING ACTIVITIES AND ACHIEVEMENT
IN WAWES TOPIC
Setiya Utari1, Rini Solihat2 , and Fitri Nuraeni3

1
Department of Physics Education
2
Departementof Biology Education
3
Departement of International Program on Science Education

Article history: As one of alternative solution for the lack of activities and low achievement in
science learning, Team Games Tournament (TGT) with reading infusion is
implemented through pre experiment research in which the samples are
Keywords : fourteen low-achiever-students in secondary-2 level in one of private school in
TGT Bandung who are chosen through availability sampling. It is found that is
Reading medium improvement of students achievement as the average normalized
Infusion gain value is 0.43. The highest improvement is in remembering, and the lowest
Activity improvement is in applying. Moreover, students activities also improve in the
Achievement second cycle of lesson implementation, which is seen from the increasing
percentage of students who did visual, oral, motor and writing activities that
promote learning. The implementation of TGT with reading infusion also give
positive impact toward the learning interaction among students, where
symmetric interaction more likely appear on the second cycle of lesson
implementation. Yet, the implementation of reading infusion is still very poor
where according to questionnaire result it is found that most of the students did
not want to read the science text because they want teacher explain the concept
later and most of them taught that reading science text before coming to
science lesson is useless.
Corresponding Author:
Setiya Utari,
Email : setiyautari @yahoo.co.id
1. INTRODUCTION
The teaching and learning process of science lesson should be conducted in an interactive,
inspiring, fun and challenging way that also motivate students to actively participate, and provide
opportunity for students to build innovation, creativity, and independence according to their talents,
interests, as well as physical and psychological development [1]. Science lesson also need to be well-
designed to stimulate curiosity, interest and enjoyment in science and its methods in enquiry [2].
Based on the preliminary study done in secondary 2 low achiever class in one Cambridge
based school, it is found that most of the students did not pay attention to teacher explanation and did
not show active participation during the science lesson took place. Moreover, based on the results
from questionnaire filled by students, it is found that generally, students are not enjoy and feels
frustrated in learning science. From opened questions given, it is found that most of the students
regard science as difficult, not interesting and complicated subject especially when they deal with
formulas, calculations and various terminologies which are hard to understand. This condition does
not challenge and motivate students to learn science. Consequently, it results in low students
achievement where the average of previous physics chapter test score is still below the minimum
completeness criteria.
To cope with this problem, applying instructional model that stimulate their interest to learn and

Proceeding
makes them enjoy during learning science is done in this research that is by applying one of
cooperative learning type, Team Game Tournament (TGT). TGT is believed can improve students
achievement by building positive interaction among students [3].Some other researchers have proved
that the use of TGT can improve students motivation to learn and learning achievement [4],[5].[6],
students learning achievement [7]; [8]; [9]) and students learning activity as well as learning
achievement [10].
In this research the topic will be used to implement this learning model is waves topic. This topic is
chosen because it comprises of many terminologies, formula and calculation that might be difficult to
be understood by low achiever students in secondary-2 level. In contrast with previous research, in
this research TGT will be integrated with reading infusion. This is done to prepare students with prior
knowledge before instructional process takes place. It is necessary to make students possessing ability
to analyze, synthesize and critique the information that has critical role in learning process and
production of learning achievement [11]. It is hoped that integrating TGT with reading infusion can
give positive impact toward students learning activity and achievement Thus, this research attempts
to investigate the impact of TGT with reading infusion toward the improvement of students learning
activities and achievement in waves topic.
The research issues are given as follow:
1. The impact of Team Games Tournament with Reading Infusion towards the improvement of
students learning activities in waves topic
2. The impact of Team Games Tournament with Reading Infusion towards the improvement of
students learning achievement in waves topic
3. The impact of Team Games Tournament with Reading Infusion towards students learning
interaction pattern?
4. Students response toward Team Games Tournament with Reading Infusion implementation?
As an effort to improve students learning activities and learning achievement, TGT as one
type of cooperative learning model will be implemented in this research. Slavin stated that in TGT
students are not accustomed to interact each other, communicate one to the other and work together
only, but students also have to understand the concept and compete to be the best [12]. According to
the relevant research, it is found that TGT has advantages such as Increase academic achievement,
improve students attitudes toward learning, create students peer tutoring, stimulate the outside world,
and dissolve social barrier [13]. Therefore, students will be motivated, have sense of responsibility to
be the best for the sake of team success because the main idea behind TGT is to motivate students to
support and help each other in mastering concept being taught [14]. Basically, TGT is belonging
syntax that derived from its components. The syntax are: 1) class presentation, 2) study team, 3)
tournament, 4) team recognition, and 5) bumping.
Moreover reading activity will be infused before the lesson takes place. [15] suggest that if
students are provided time to read science texts and taught how to use reading strategies, they not
only become more proficient readers, but also learn science content more effectively. One of the
reading techniques that can be used to study the particular scientific text is Survey, Question, Read,
Recite and Review technique (SQ3R) which is developed by Francais P Robinson [16] that will be
conducted by students. The reading infusion can prepare students with prior knowledge before
coming to science lesson while TGT can create a learning condition which is challenging, exciting,
make students enjoy in learning but still prioritizing mastery of concepts being learned, and make
peer tutoring possible since students will be assigned into heterogeneous team composition. High
academic ability students are expected to help other member to mastery the concept and also give
motivation to teammates to contribute good score for team success. On the other hand, low academic
ability students are expected to ask for help from other teammates to understand the concept. The
interaction among team members will make students participate more actively in the lesson, thus
improving their learning activity and as a result, learning achievement also will be improved.
2. RESEARCH METHOD
This research adopted pre-experimental research with one group pretest posttest design.
Prior to treatment, pretest was done, while post test was done after the treatment given. The treatment
that will be given to the subject is TGT with reading infusion that will be implemented in two
cycles.The implementation of Team Games Tournament (TGT) with reading infusion is this research
regards to the syntax of TGT where before students involved in TGT, they were given homework in
form of reading task to read articles related to the concept that will be taught. The reading technique
used to understand the article is SQ3R (Survey, Question, Read, Recite and Review) where students
are given 5 questions which are constructed according the steps of this technique. The home work
aims to prepare students with adequate knowledge before following the lesson.

Proceeding
Subjects
The subjects of this research are 14 low achiever students in secondary-2 level in Cambridge based
school who are chosen through availibility sampling. The selection of subject with this method is not
regarding to the aspect of strata, random or region, but subjects are selected based on its availability.
Tools
To evaluate achievement, test that consists of 30 multiple choice questions with four choices were
used in pretest and posttest. The achievement test is limited to the aspects of the cognitive abilities
that correspond to the learning objectives in the syllabus used in schools where the research took
place that is from remembering (C1) domain until applying (C3) domain. The tools used to record
interaction pattern is observation sheets adopted from [17] study. The aspects that will be observed
are students interaction, type of interaction, task completion method, attention of students,
orientation of task completion, and helping or problem solving. The observer is asked to fill in the
observation sheet by choosing criteria which appear in teams which are being observed.
Teacher and students activities during lesson implementation were recorded in an
observation sheet that constructed according to the syntax of TGT. The students activities which are
observed and recorded are visual, oral, motor and writing activities. This observation sheets will be
filled in by the observer who observed during the lesson. Observation sheet is not tested first, but
fairly coordinated with the observer in order to avoid misunderstandings during filling process.
Observer will be asked to fill in the columns in observation sheet using checklist, which will then be
processed by the percentage interpretation.
This instrument will be used to record the students response toward the implementation of
TGT with reading infusion that focus on three indicators: response toward working as a team,
response toward games in science instruction and response toward reading infusion. Each indicator
comprises of ten statements. Students are required to choose one out of five scale (stongly disagree,
disagree, undecided, agree and strongly agree) for each statement.

The results is discussed by focusing on the improvement of learning achievement and
learning activity where the data results of TGT with reading infusion implementation and the data
results of students response are used as supportive data.
It is found that TGT with reading infusion, indeed have impact on the improvement of
students activities and achievement. Generally, the learning achievement improve with medium
category while the learning activities improves as much as 18.35% on the second cycle of lesson
implementation compared to the first cycle of lesson implementation, although in both cycles its
indicator completion is on the same criteria in which most of the learning activities criteria are obtain.
The improvement of learning achievement and learning activities will be discussed further below.
Learning Activities
As shown on figure 1, there is improvement in each type of learning activity which is
measured.
Figure 1. The average of students learning activity percentage in each type of learning activity
There is the improvement of students visual activity where on the second cycle of lesson
implementation, visual activity indicators are generally fulfilled. Nevertheless, the number of students
who pay attention to teacher explanation or information reduce as much as 10.71%. It happens

Proceeding
because according to the implementation data results, on the second cycle of lesson implementation
there are some activity indicators that are not fulfilled by all of the students. It is because teacher did
not perform any activity in bumping stage and skip some activity in closure stage. Teacher did not
inform the new composition of tournament table during bumping stage because there will be no more
tournament. Moreover, teacher also did not give reading task to students during closure since the
implementation of team games tournament with reading infusion has already finished. As a result,
students did not do any activities, including pay attention to teacher explanation or information as the
respond to teacher activities.
Similarly, students oral activities also improved from almost half of to most of indicators
are fulfilled on the second cycle of lesson implementation. The highest average percentage of oral
activity is discuss with teammates during study team stage. This finding is in line with the fact of
interaction pattern changing that appear on the second cycle of lesson implementation, in which the
asymmetric interaction pattern is no longer exist which indicates that there is no more team members
who dominates discussion thus all of the member participate actively during study team, including
participate in discussion. It is because there is team competition element which builds positive
interaction among students, so that they are motivated to support and help each other in mastering
concept being taught [14]. The lowest average percentage in oral activity is posing question or
opinion related to the concept being taught. It is because during the lesson took place, teacher rarely
provide chance for students to pose questions or opinion as it is seen on the learning scenario, where
the one who actively pose question is teacher.
It is also found that there is improvements of students motor activities from most of to
generally indicators are fulfilled. The motor activity that improved the most is sit in appropriate team
or tournament table during study team and tournament stages. During the first cycle of lesson
implementation, students are still difficult to be controlled since this kind of lesson is new for them,
moreover in the beginning some students do not accept the arrangement of team member assigned by
teacher, so most of them reject to sit in appropriate team. The rejection is also happen during
tournament stage where it is especially done by students who are assigned in low tournament table.
But, in the second cycle of lesson implementation, students are easier to be controlled. Nevertheless,
students activity in playing game decrease as much as 14.29% because in the second cycle of lesson
implementation there is one students who absent and there are two students who come late to class.
Still according to the learning activity data results, it is found that there is the improvement of
students writing activities. Complete or give correction to the worksheet activities is the highest
improvement compare to the other as it improves as much as 35.71%. It is because in the second
cycle of lesson implementation, the number of students activity during study team increase including
students who pay attention to teacher explanation during confirmation.
Learning Achievements
There is the improvement of students achievement after TGT with reading infusion has
been implemented where the improvement itself is categorized as medium. This finding is in line
with one of TGT advantage stated by [13] where the implementation of team games tournament can
improve students achievement. It is because the implementation of TGT enables students to perform
better on task [13] as there is the improvement of students worksheet completion percentage that can
promote the improvement of academic achievement, including cognitive achievement. Moreover,
TGT also builds positive interaction among team members [3] where students are belonging sense of
responsibility to be the best for the sake of team success in tournament so that students support and
help each other in mastering concept. This statement is proved by the finding of interaction pattern in
which symmetric interaction pattern is more frequently appear.
However, the students achievement improvement is not optimal yet. It is found that most of
the students (57.14%) experience high improvement in learning achievement. Only a few of them
(14.29%) experience high improvement, and almost half of students (28.57%) experience low
improvement in learning achievements. The improvement in each cognitive domain also not
distributed equally as it is seen on the figure 2 below. It indicates that there are some inadequacies of
TGT with reading infusion implementation that will be discussed further.
Table 1. Students achievement improvement in each cognitive aspect
% Score
Cognitive domain Category
Pretest Posttest Gain <g>
C1 28.57 76.19 47.62 0.67 Medium
C2 30.80 57.59 26.79 0.39 Medium
C3 18.75 49.11 30.36 0.37 Medium
Note: <g>= normalized gain average

Proceeding
According to the data results, it is found that remembering (C1) domain has the highest
improvement compare to the other cognitive domain, where the improvement is categorized as
medium. It is because, in this cognitive domain students just need to remember the concept that has
been learned to be able to answer question associated to this cognitive domain. However the medium
improvement illustrates that in this domain, some students are still having difficulties in promoting
retention of information that he knows in some concept, such as in recognizing amplitude of wave. It
is because during the lesson implementation, according to worksheet indicator completion results,
only 64.29% students can complete the indicator in this concept. However, most of remembering
domain indicator has been obtained since the implementation of TGT with reading infusion much
emphasizes remembering (C1) domain.
Similarly, students ability in understanding (C2) domain improved with medium category
after the TGT with reading infusion has been implemented. It indicates that in this domain, students
are still difficult to build connection between new knowledge to be gained and their prior knowledge
especially in describing what is meant by vibration; explaining the relationship between period and
frequency of vibration; and in explaining waves frequency and its relation to wavelength. It is
because, according to the students worksheet completion, only almost half of students complete the
indicator of describing what is meant by vibration. In contrast, most of the students actually has
obtained the indicator of explaining period and frequency of vibration but the relationship among
them is not really emphasize, so that students have difficulty in answering question related to
relationship between frequency and period. Moreover, according to the students worksheet
completion, it is seen that there is only a few number of students who are able to explain the concept
of wavelength and only half of the students able to explain the frequency of waves, thus it is still
difficult for most of the students to explain the relationship between wavelength and frequency of
waves.
On the other hand, the improvement of students ability in applying (C3) domain is included
into medium category. Although the improvement of this domain is included into medium category,
actually it is the lowest improvement among the other domain. It means that students still having
many difficulties in applying formula or concept into a new case or problem although the concept
which is used is still the same especially in calculating the period of longitudinal and transversal
waves. Actually, according to students worksheet completion, most of students able to use the
formula for calculating period in both longitudinal and transversal waves, but when the problem is
different, they cannot apply their knowledge into the new problems. It is because students are often
remembering the formula without knowing how to apply the formula into other problems or cases
since the lesson implementation students ability in applying (C3) domain are not sufficiently
emphasized. It is strengthened by the fact that the average C3 indicator fulfillment seen on the
students worksheet completion is only 59.82%. To overcome this, the students ability in applying
(C3) domain should be more emphasized during the lesson implementation especially in class
presentation. The reading task also needs to emphasize applying (C3) domain, especially in the text
given and on the question in review stage of SQ3R reading method.
However, according to the pretest and posttest distribution for each indicator fulfillment, the
implementation of TGT with reading infusion has a good impact in improving students concept
mastery in specific concept, such as characteristics of transversal waves, characteristics of
longitudinal waves, and concept of waves in general where the indicator for those concept are
generally fulfilled after the lesson has been conducted.
Other factor that resists the optimal improvement of learning achievement and learning
activity is the very poor implementation of reading infusion. There are only two students who did the
reading task while in the second cycle of lesson implementation there are three students who collect
the worksheet, including those who did the first reading task. It happen because, according to
questionnaire results, most of the students did not want to read the science text because they want
teacher explain the concept later so that most of them taught that reading science text before coming
to science lesson is useless. This finding illustrate that students are lack of motivation to read. It is
because students lack the requisite literacy skills and reading method that allow them to access the
texts that might otherwise interest them. The reason behind this is before the lesson implemented the
teacher explanation about how to do the reading method after pretest implementation is not adequate
for the students. It will be better if students are habituated with SQ3R reading method before the
implementation of team games tournament with reading infusion is done.
4. CONCLUSIONS
According to the results and discussion in previous chapter it can be concluded that after the
implementation of team games tournament with reading infusion, there is medium improvement of

Proceeding
students achievement in cognitive aspect where the improvement of remembering (C1),

understanding (C2) and applying (C3) domain is in medium category. The highest improvement is in
remembering (C1) domain, while the lowest improvement is in applying (C3) domain. Students
learning activity also improved in which the most improvement is in visual activities and the less
improvement is in oral activity.
There are three types of interaction pattern appear, those are symmetric, shifting asymmetric
and asymmetric interaction pattern, where the most interaction pattern that appear is symmetric
interaction pattern while the less interaction pattern that appear is asymmetric interaction pattern.
Students tend to have positive response toward the implementation of team games
tournament withreading infusion, where the highest to lowest positive response is found in response
toward working as a team, toward games in science instruction and toward reading infusion
respectively.
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[1] Badan Standar Nasional Pendidikan. (2007). Peraturan Menteri Pendidikan Nasional Republik
Indonesia Nomor 41 Tahun 2007 Tentang Standar Proses Untuk Satuan Pendidikan Dasar
Dan Menengah.Jakarta: BSNP.
[2] UCIES. (2012).Cambridge IGCSE Combined Science Syllabus code 0653 For examination in
June and November 2012.UCIES.
[3] Slavin, R.E. (2008). Cooperative Learning: Theory, Research, and Practice. London: Allyman
Bacon (terjemahan). Bandung: Nusa Media.
[4] Fadhilah, G. A. (2011). Pengaruh Model Pembelajaran Teams Games Tournament (TGT)
Terhadap Hasil Belajar Dan Motivasi Belajar Siswa Pada Materi Sistem Indera. Research
Paper S1 Biology Education UPI. Unreleased.
[5] Hulten, B. H. (1974). Games and Teams: An Effective Combination in Classroom. . [Online].
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6th, 2013]
[6] Edwards, K. J. (1972). Games and Teams a Winning Combination. [Online]. Available at:
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED123825 [June 6th, 2013]
[7] Ismoyo, H. (2012). Penerapan Model Cooperative Learning Tipe Teams Games Tournaments
(TGT) Untuk Meningkatkan Hasil Belajar Siswa SMA Dalam Pembalajaran Fisika. Research
Paper S1 Physics Education UPI. Unreleased.
[8] Yuliani H, F. (2011). Penerapan Model Pembelejaran Teams Games Tournament (TGT)
Dalam Pemebelajaran Fisika SMP (Suatu Studi Eksperimen Terhadap Siswa Kelas VII SMPN
12 Bandung). Research Paper S1 Physics Education UPI. Unreleased.
[9] Slavin, R. E and Karweit N. L. (1979). An Extended Cooperative Learning Experience in
Elementary School. [Online]. Available at:
http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno.ED128965 [June 6th, 2013]
[10] Kusmiati, E. (2011). Upaya Meningkatkan Aktivitas Dan Hasil Belajar Fisika Siswa Kelas Ix
B SMP Negeri 1 Parongpong Melalui Model Pembelajaran Kooperatif Tipe Teams Games
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[12] Lang, H. R & Evans, D. N. (2006). Models, Strategies, and Methods For Effective Teaching.
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Nasional.
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Laboratory. International Journal of Science Education. 4 (18), 423-445.
InstituteInstitute

Proceeding
ABILITY OF COLLEGE STUDENTS PROFESSIONAL

TRAINING PROGRAM IN MAKING TESTS PHYSICS DOMAIN
OF SCIENCE PROCESS SKILLS IN THE FORM OF
MULTIPLE CHOICE AND ESSAY
Asep Sutiadi


Article history: The purpose of this study is describes the ability of student physics teacher
candidates who has been carrying out professional training programs (PPL) in
making tests physics domain of science process skills (DSPS) in the form of
Keywords : multiple choice and essay. The selected research method is descriptive-
PTP students exploratory. Subjects were 12 students physics education program who had
DSPS test item completed PPL in the junior high school and high school level, Odd and Even
multiple choice and essay semester of 2012/2013. In this study the PPL students had been treated
workshops and given teaching materials. Data collected in the form of
products tests before and after the workshop. Product tests were analyzed
qualitatively using a test product analysis guideline; the criteria include
materials, construction, language, general characteristics and specific
characteristics of DSPS. Increased ability to create tests was analyzed using
the normalized gain. Questionnaires were analyzed using percentage rule. The
results showed that (i) the ability of college students PPL in making tests
physics DSPS are high categories, acquisition of normalized gain about
multiple choice and essay, is 0.794 and 0.727 respectively; (ii) weaknesses of
college students PPL in making tests item specially in the aspects of
construction, language, and specific characteristics of DSPS, and (iii) students
responded positively to the program and workshop materials.
Corresponding Author:
1. INTRODUCTION
Assessment is an integral part of a learning process (Miller, 2008). One measure of the quality of
learning is determined by the ability of educators to assess learning outcomes (Mardapi, 2008). In
Indonesia, the spirit of assessment learning related to the set out in Ministerial of Educational
Regulation Number 16 of 2007 concerning Standards of Academic Qualifications and Competence of
Teachers and Ministerial of Education Regulation Number 20 of 2007 on the Standard Assessment of
Education. These regulations guide the process of planning, designing, and implementing learning
assessment at various and educational levels.
Supervision and evaluation results by Directorate of high school in 2009 and 2010 reported that
teachers tend to make the assessment items by taking on the question bank or copy and paste from
books teaching materials. Nahadi (2009) explained that the items are made of teachers and prospective
teachers have not varied. The work of the authors in PLPG activities (2011 and 2012) and the
observation of the activities of PPL Physical Education students in the last two years also indicate that
items are made more cognitive domains than domain of science process skills (DSPS).
Coverage of assessment of learning outcomes that reflected in the physical domain objectives
includes assessment of cognitive domain, affective domain, and psychomotor domain. Actual
assessment area or domain in physics is not just three. However, as we understand, area or domain
most favoriteis cognitive domains.
Start in 1984 curriculum introduced process skills approach, which gave birth to the domain skills
assessment process. Measurement process skills continue to be developed because of the demands of

Proceeding
educational assessment and spirit of compatibility between items, learning experience and learning
objectives (Rustaman et al, 2005). Winkel (1996) and Bundu (2006) add that the measurement process
skills can be done with multiple choice tests andessay.
Therefore, this study tries to reveal the ability of prospective physics teachers who implementing
PPLin making tests physics domain of science process skillsas learning outcomes in form multiple
choice and essay descriptions. Previously respondents participated in the workshop, which includes 4
main steps, namely the presentation of lecturer, discussion and exploration, presentation, and reflection
and revision.
Commission on Science Education (Rustaman et al, 1992) defines science process skills (SPS) as
a component of scientific inquiry, the procedures that lead to the acquisition of knowledge and give
meaning definition. Through SPS students are expected to learn to develop concepts and processes as
well.
In physics education, science as a process intended to test things done by physicists (what
physicist does). A skill is basically the process of developing inquisitive attitude. Thus it can be
formulated that skill is an overall process of targeted scientific skills (cognitive and psychomotor) that
can be used to find a concept / principle / theory, in order to develop a concept that has been there
before (verification), or to perform a denial of a discovery (falsification).
In compiling SPS items should consider the general characteristics and specific characteristics, so
that the skill domain items can be distinguished from the cognitive domain items. General
characteristics compiled of four categories (Rustaman, 2010): First, SPS items should be distinguished
from cognitive items. In construction should not be burdened concept. Process skill items do not
measure mastery of concepts. Second, the skill items contain certain information that must be
processed by the student. Information about the skills in the process may include images, graphs, data
tables or description. Third, aspects of process skills to be measured must be clear and contain only one
aspect, such as interpretation. Fourth, the image should be displayed to help bring an object.
Special characteristics of process skills, namely (Rustaman et al, 2005): ( i) planning the
experiment, (ii) hypothesize; (iii) observations, (iv ) prediction, (v ) classification, (vi ) apply the
concept; ( vii ) interpretations; ( viii ) asking questions, and ( ix ) communicate. In the preparation
DSPS, who want to measure the aspects / components of each skill, should pay attention to the
characteristics / special characteristics of each type of skill that process.
Process skills in lab activities can be divided into three parts, namely (i) prior to practicum; (ii)
current practicum, and (iii) after the practicum. Conditionings into three sections have implications for
(i) the division of the special characteristics of the process skills into three sections, and (ii) how to
make the subject matter. Before the lab activity can be interpreted that the subject matter does not
include the data, so special characteristics that might is planning research and hypothesize. In situation
of practicum new means of data displayed halfway, special characteristics that match are observation,
prediction, and classification and apply the concepts. After practice means that the data displayed is
complete, the special characteristics of the process includes interpretation skills, ask questions, and
communicate.
2. RESEARCH METHOD
This descriptive-exploratory study involving 12 respondents physics student teachers who
have completed professional training program (PTP) at the high school and junior high levels, Odd -
Even semester of 2012/2013. In this study students get treatment given workshops and teaching
materials. Workshop process lasted for 6 meetings, each meeting duration 100 minutes.
Stages workshop consists of four steps, namely (i) the presentation of faculty related items
making domain material science process skills (DSPS) multiple choice and narrative form, (ii)
discussion and exploration is done in groups to explore the process of making items DSPS (iii)
presentation, which presents the results of a discussion group representatives, and (iv ) reflection and
revision of the discussions when needed. Meanwhile, the workshop content is written in the form of
teaching materials associated with the manufacture of items DKPS divided into 4 parts, namely (i)
analysis of domain process skills; (ii) surgical skills of process indicators; (iii) preparation of
framework a domain process skill items; and (iv) development of process skills domain items in the
form of examples of faculty and students made directly by PPL prospective physics teachers.
Data collected in the form of student-made product items PPL before and after treatment are
workshops. Respondents were also given questionnaires. Product items were analyzed using analysis of
product signs items with the material aspects of the criteria, construction, language, general
characteristics and specific characteristics of process skills. Criteria for multiple-choice items, there are
23, while the criteria for item no description 17. Analytical procedures using appropriate rules when

Proceeding
given a score of 1, and when it is not appropriate given a score of 0. Increased ability to create items
was analyzed using normalized-gain. Questionnaires were analyzed using percentage rule.

Multiple Choice Question Items
PPL student ability in creating learning outcomes assessment instrument skills domain physics
multiple choice process before and after the workshop process shown in Figure1.
Figure 1. Score PPL student ability inmake multiple choice items of DSPS
Based on Figure 1, it mean scores procurement capabilities before making a particular

question multiple choice workshop process is 87.68% and after the workshop is 97.46%. Percent
including high pretest scores, but not strange because before they ever get SPS material in lectures
Physics Learning Evaluation. Posttest result shows there are five percent of respondents who achieved
optimal.
Essay Question Items.

PPL student's ability in making DSPS instruments in form of essay before and after the design
workshop process shown in Figure 2. Based on Figure 2, the mean scores ability to make particular
procurement matter before the workshop description is 89.22% and after the workshop is 97.06%.
Access percent pretest scores ability to make particular question description is higher than the ability to
make access percent score multiple choice particular question. Likely respondents are accustomed to
make particular the question of the form description. Evaluation of Learning Physics lectures. Posttest
Results showed that there were six percent of respondents who achieved optimal. Other problems arise
between (i) the absence of tables, charts, graphs, and maps in the tree question, (ii) the use of the
Indonesian language yet raw and true, and (iii) the specific characteristics have not been well
understood.
94
88
L-011 82
94
94
88
P-009 94
Resondent
88
100
94
P-007 88
100
100
L-005
82
100 Posttest
94
94
82 Pretest
P-003 94
100
94
94
P-001 94
100
0 20 40 60 80 100 120
Percentage
Figure 2 Score PPL student ability in make the items essay of DSPS
Normalized gain.
Results are normalized gain calculations related to the ability of PPL students to make multiple choice
(MC) items and essay (E) items of DSPS shown in Figure 3.

Proceeding
Form of Items
Uraian 0.727
PG 0.794
0.68 0.7 0.72 0.74 0.76 0.78 0.8

Normalized Gain
Figure 3 Results of normalized gain

Based on Figure 3 can be stated that the results were normalized gain included in the high
category. It is enough to conclude that the workshop process, which consists of four steps, is very
effective in improving students' ability PPL prospective physics teachers in making learning outcomes
assessment instruments MC of DSPS shapes and descriptions. Content workshop consisting of four
phases also run very efficiently, i.e. domain analysis, surgical indicators, preparation of items
frameworks, and development items in the form of examples and making items directly. Training
process of making DSPS items directly provide new insights and experiences to the student PPL
prospective physics teachers. Case where such activities cannot be performed in the Evaluation of
Learning Physics lectures that they went through.
Questionnaire.
Questionnaire results obtained from PPL student physics teacher responses consist of three
categories, namely (i) the program content (the content of the workshop), (ii) workshop process, and
(iii) teaching materials. The mean response to the student PPL program content was 78.33% (high
category). It also means that nearly all gave a positive response to the workshop program content is
presented. The mean response to the workshop was 90% (high category). It also means that nearly all
responded positively to the implementation of the workshop process. The mean response to
instructional materials is 91% (high category). It also means that nearly all responded positively to the
teaching materials prepared.
4. CONCLUSIONS
Conclusions derived from the results of this study are:
1. Ability students professional training program (PPL Students) in a domain making process skill
items were multiple choice and category descriptions are on high, successive acquisition
normalized gain multiple choice and description, namely 0.794 and 0.727;
2. Weaknesses in making items DKPS PG shapes and descriptions still spread to the construction
aspects, aspects of the language, and aspects of the special characteristics. Weaknesses in aspects of
language becomes its own record, which is not optimal use of raw language and correct, so it is still
ambiguous in structuring sentences consisting of subject-predicate-object, and
3. Students responded very positively to the content of the workshop program, the workshop, and
teaching materials.
REFERENCES
[1]. Bundu, P. (2006). Penilaian Keterampilan Proses dan Sikap Ilmiah dalam Pembelajaran Sains-
SD. Jakarta: Direktorat Ketenagaan Dirjen Dikti Depdiknas.
[2]. Mardapi, D. (2008). Teknik Penyusunan Instrumen Tes dan NonTes. Yogyakarta: Mitra Cendekia
Press.
[3]. Miller, P.W. (2008). Measurement and Teaching. Indiana: Patrick W. Miller and Associates.
(www.pwmilleronline.com).
[4]. Nahadi. (2009). Efektivitas pembekalan Asesmen Pembelajaran bagi Mahasiswa Calon Guru
Kimia. Disertasi Doktor Kependidikan, SPs UPI (Unpublish).
[5]. Rustaman, N. Y. (1992). Pengembangan dan Validasi Alat Ukur Keterampilan Proses Sains pada
Pendidikan Dasar 9 Tahun sebagai Persiapan Pelaksanaan Kurikulum 1994. Laporan Penelitian.
Bandung: IKIP Bandung.
[6]. Rustaman, N. Y. dkk. (2005). Strategi Belajar Mengajar Biologi. Malang: UM
[7]. Rustaman, N.Y. (2010). Pengembangan Pembelajaran Sains Berbasis Kemampuan Dasar Bekerja
Ilmiah. Dalam Taufik Hidayat dkk (Editor). Teori, Paradigma, Prinsip, dan Pendekatan
Pembelajaran MIPA dalam Konteks Indonesia. Bandung: FPMIPA UPI
[8]. Winkel, W.S. (1996). Psikologi Pengajaran. Jakarta: Grasindo

Proceeding
EFFECT OF INQUIRY LEARNING STRATEGIES TO IMPROVE

DECISION-MAKING SKILLS OF STUDENTS IN CLASS XI
OF SMAN 1 SOUTH SINJAI
Muh. Tawil, Gilang Permatasari
Progran studi Pendidikan IPA

Fakultas Matematika dan Ilmu Pengetahuan Alam
Universitas Negeri Makassar

Article history: This study aims to: (1) To determine the increase in decision-making skills of
students of class XI SMA Negeri 1 South Sinjai taught using inquiry learning
strategies, (2) To determine the decision-making skills improvement class XI
Keywords : students of SMA Negeri 1 South Sinjai who taught without the use of inquiry
Inquiry Learning Strategy learning strategies and (3) to know the difference between a class taught using
Decision-Making Skills inquiry teaching strategies and classroom being taught without the use of
inquiry learning strategies. This study is a real study (True experiments ) using
pretest - posttest design Control Group Design . The population in this study is
the class XI students of SMA Negeri 1 South Sinjai and samples selected at
random . Data processing results of this study using two statistical techniques,
namely: (1) Descriptive Analysis Technique to describe the characteristics of
decision-making skills of the students of class XI Sinjai SMAN 1 South, (2)
inferential analysis techniques to test the research hypothesis . Based on the
descriptive analysis showed that the average score of decision skills that
learners taught using inquiry learning strategy is at 119.81 and the standard
deviation of 12:19 and an average score of decision skills of learners who are
taught without the use of inquiry learning strategy is at 95.35 and the standard
deviation of 14.67. Inferential analysis results indicate that there are
differences between the decision making skills of students who are taught
using inquiry teaching strategies with students who are taught without the use
of inquiry learning strategies . This suggests that learners are taught using
inquiry learning strategies capable of making decisions skills class XI students
of SMA Negeri 1 South Sinjai better .
Jl. A.Pangeran Petta Rani Makassar
Telp: 081341885984
Email: tawil_mohammad@yahoo.co.id
1. INTRODUCTION
Education is an important sector in improving the human resources of a nation. Therefore
the implementation of learning any subject as one of the important aspects of education should be
given serious attention. Physics as one of the elements in the IPA has a very important role in the
development of technology and strategic future. Therefore, in the spur science and technology
learning physics should receive better attention .
One is the physical characteristics of the object has to be real. Most students have difficulty
in applying physics to real life situations. Another thing that makes it difficult for students of physics
is that physics is less meaningful learning. Teachers in the learning in the classroom is not linked to a
scheme which has been owned by the students and the students are given less opportunity to discover
and construct their own ideas of physics so that children quickly forget and can not apply. Familiarize
inquiry learning strategies teachers can ask a question or encourage students to ask questions of their
own , giving students the opportunity to direct their own research and find the answers that may be of
their own , and take on more of the other questions.

Proceeding
Some research results that are relevant to this study include: Research conducted by Yunus (
2008) suggests that there are significant differences between the learning outcomes of students who
were taught physics through inquiry techniques with less approach to the outdoors physics students
taught with conventional learning on the learner class XI IPA 1 SMAN Tinambung . Nur ( 2011)
suggested that the ability of class X students of SMAN 1 Watampone in solving physics problems
through guided inquiry approach to achieve a minimum level of completeness criteria established
school . Muhiddin ( 2011) suggests that there is a significant increase in the average score of creative
thinking ability of students in class X SMAN 1 Takalar after the inquiry approach to learning is
applied to increase the level of being based on normalized gain test. From the results of relevant
research that motivated the author examines how the influence of inquiry learning strategies to
improve decision-making skills of the students of class XI of SMAN 1 South Sinjai " .
2. RESEARCH METHOD
2.1. VariabletypesandResearch
This study is a real study (True experiments) were carried out in the control class and the
experimental class. Which in this study there are two variables, ie, variables and variable action
problem: 1) Variable actions are inquiry learning, and 2) Variable decision problem is skill.
2.2. Research Design
The study design usedwas apretest-posttest controlgroupdesign.
R O1 X O2
R O3 - O4
Description: R is Rambang ; X is an inquiry learning ; O1 is performed before the
experimental observations; O2 is Observations made after the experiment; O3 is the initial observations
made on classroom control, and O4. Observations made at the end of class control
2.3. Operational Definition of Variables
a. Inquiry learning is a series of learning activities that involve the entire maximum ability of
learners to explore and investigate in a systematic, critical, logical, analytical, so that they can
formulate their own inventions with confidence by looking at indicators of learners namely: maximum
involvement of learners in learning process, the directionality of activities in a logical and systematic
learning objectives, develop a confidence about what was found in the inquiry process . ( Trianto ,
2010:166 ) .
b. Decision making skills is a process that begins and definition of the problem and ended with
the selection of alternative solutions with respect to how learners in making inquiries, gather
information, make choices, analyze information, and make decisions, which is measured by using a
decision-making skills test ( Basyaib , 2006: 3).
2.4. Population and Sample
Population in this research that all students of class XI IPA 1 SMAN South Sinjai in the
academic year 2011/2012, which consists of 3 class as a whole amounted to 95 people. The samples
in this study come from the study population taken by using random class (simple random sampling ).
Two classes will be taken at random , and was elected class XI IPA 3 as the control class and class XI
IPA 1 as a class experiment.
2.5. Data Collection Techniques
Skills test execution control decisions in the class and the experimental class (pretest).
Experimental treatments with classroom teaching experiment with using inquiry learning strategies.
Skills test execution control decisions in the class and the experimental class ( posttest ).
a. Data Analysis Techniques
Improvement that occurred before and after the learning gain is calculated with the formula
normalized ( N - Gain ) as follows ( Meltzer , 2002; Collecta & Philips , 2005)
S post S pre
g
S maks S pre
Table 1. Category Level N Gain (Meltzer,2002)
Interval categori
g > 0,7 high
0,3 g 0,7 medium
g< 0,3 low

Proceeding

The results obtained by analysis of N-gain shows to test decision-making skills in class XI
IPA 3 no increase from the previous. Where the decision-making skills test results obtained gain
valuesby an average of-0.02.
For more details, here are presented Table 2. The frequencydistribution of pre-test score
relationship with post-test scores take decisions learners skills class XI IPA 3 SMA Negeri 1 South
Sinjai.
Table 2.FrequencyandPercentageDistribution ofDecision-MakingSkillsLearnersClassXIIPA3byN-

gain range
No
frequency percentage (%) categori
.
1 0 0 high
2 0 0 medium
3 31 100.00 low
sum 31 100.00
Table 2 shows that the pre-test and post-test, of the 31 learners who become research
subjects there is 0 % of students in the high category , which means no learners have high skills that
decision after being taught without the use of inquiry learning strategies . Percentage of students in
the moderate category is 0%, which means that there are no students who have decision-making skills
were once taught without the use of inquiry learning strategies and the percentage of students in the
low category is 100% which means that all learners have low decision making skills after being
taught without the use of inquiry learning strategies . Based on the description and the data in Table
3.1 shows that the students in class XI IPA 3 have lower decision-making skills , which are shown in
the lower categories of percentage value is greater than the percentage of high and medium value .
The results obtained by analysis of N - gain shows to test decision-making skills in class XI
IPA 1 has increased from the previous . Where the decision-making skills test results obtained gain
values by an average of 0.303 . It shows the results of tests in middle category to increase N -
decision gain skills students of class XI IPA 1 SMAN South Sinjai.
There is a growing skills test taking decisions on classroom learning in experimental physics
as taught with inquiry learning strategies . At the lowest pre-test score of 60 , the highest score is 124
and the average score is 92.95 with a standard deviation of 16.93 , while the lowest post-test score of
86 , the highest score is 138 , and the average score is 119.81 with a standard deviation 12:19. Results
of the analysis estimates the average skill score decision Table 3 shows that the experimental class
scores for the population mean is in the interval with limits up Table 4; Table 5, Table 6; Table 7 and
Table 8. In the experimental class analysis estimates the average score skills take decisions learners
associated with the scores achieved on the samples showed that the skill scores for students taking the
same high category with the skills to take decisions learners are viewed from the frequency categories
For the analysis of decision-making skills of each indicator are presented in the following
table.
Table 4. Average N-gain Decision Making Skills Every indicator

The averageN-gain Decision MakingSkills
No. Indicator Kelas control class experiment class
T S R T S R
1. Makesthe questionof -
- - - - 0.1
what the group 0.03
2. -
Gatherinformation - - - 0.6 -
0.04
3. Determinethe choices - - -0.4 - - 0.1
4. Listagreeand disagree - - -0.4 - 0.4 -
Data obtained from this study were analyzed descriptively besides also use dinferential
statistical analysist-test aimed at testing the hypothesis. Prior to use the t-test, first tested the
normality and homogeneity.
Results of testing normality, homogeneity, and the t-test using thevalue of = 0.05 level. In
detail, the results of statistical tests described.

Proceeding
Table 5. Summary of Results Normality Control Class Skills Decision Making

Standart
Test N Average X2hitung X2(0.95;3) conclusion
Deviasi
Pre-
31 96.97 13.89 3.8396 7.81 Normal
test
Post-
31 95.35 14.67 7.0425 7.81 Normal
test
Table 6.Summary ofResultsNormalityDecision MakingSkillsClassroomExperiment

Standart
Test N Average X2hitung X2(0.95;3) conclusion
Deviasi
Pre- 3 5.602
92.59 16.93 7.81 Normal
test 2 6
Post 3 7.472
119.81 12.19 7.81 Normal
-test 2 5
Table 7.Summary ofResultsHomogeneityControlClass andClassExperiment

Test Fhitung Ftabel conclusion
Pre-test 1.49 F(0.05;31:30)=1.80 Homogen
Post-test 1.45 F(0.05;30:31)=1.83 Homogen
Table 7.t-TestResultsControlClassandClassExperiment
categori t(0.975;61) thitung conclusion
Decision-MakingSkills 1.98 7.57 there are differences
Based on the results of the study revealed that the decision-making skills scores eleventh
grade students of SMAN 1 South Sinjai academic year 2011/2012 is taught using inquiry learning
different strategies with skill scores take decisions learners who are taught without the use of inquiry
learning strategies. The results in the form of scores of students were then analyzed descriptively
using statistical formulas to determine how much improvement skills including decision making
indicator questions , gather information , make choices , and make 4.
4. CONCLUSIONS
To see the improvement criteria decision-making skills, the N-gain analysis ( normalized N-
gain ) in the control class and the experimental class . In the experimental class average of N-decision
gain skills in fluid materials included in the medium category. In the control class is included in the
low category . Thus it can be said that the inquiry learning strategies can improve decision-making
skills . This finding is consistent with that proposed by Basyaib (2006 ) that the decision-making
skills is a process that begins and definition of the problem and ended with the selection of
alternative solutions with respect to how learners in making inquiries, gather information, make
choices, analyze information, and make decisions, which is measured using the skills test decision.
In the experimental class was found that all four indicators of increased decision-making
skills. The biggest indicator is gathering information than indicators make inquiries, make choices,
and make conclusions. Two of the four indicators with the low category saw strong improvement in
the indicators that make questions and make choices, while collecting indicators informing and
making inferences increased with the medium category. Difference is due to an increase in the time
students gather information and make inferences needed skills that can be obtained from inquiry
learning strategies used. In the control class found that the average N -gain decision-making skills of
the four indicators are in the low category. This is due to the use of inquiry learning strategies in the
classroom so that students do not get more information than conventional learning used in the
classroom.
To strengthen the results of the descriptive analysis above , the inferential analysis to prove
the hypothesis. Thus the analysis of the results obtained using the two -party test and prove H0 is
rejected and H1 is accepted which means that there are differences in decision-making skills that
students taught using inquiry teaching strategies with students who are taught without the use of
inquiry learning strategies in the classroom SMAN 1 South Sinjai academic year 2011/2012 .
Based on the results, it can be obtained that inquiry learning strategies can improve decision-
making skills . This makes learning strategies learners are motivated to learn according to their

Proceeding
learning styles . This fact is in line with the study of theory and hypotheses that have been put
forward that inquiry learning strategies can improve decision-making skills of learners . Unlike the
conventional learning (lectures, discussion, assignments ) which tend to be dominated by the teacher
where the teacher gives as much information and learners receive the information conveyed by the
teacher. As a result, students become passive in learning and learners somewhat less enthusiasm.
Based on the above , it can be revealed that the inquiry learning strategies when applied
properly of course the students will have a greater opportunity to learn more about physics . Thus
creating a meaningful learning process is a learning process in which new information is connected
with the structure already owned learners is through learning , which in turn acquired skills will make
a decision in physics . Therefore one of the efforts made so that students have the skills take better
decisions by providing learning using inquiry pembelajran strategy especially for students of class XI
SMA Negeri 1 South Sinjai. Conclusions and Suggestions: 1) Improved decision-making skills of the
students of class XI SMA Negeri 1 South Sinjai taught using inquiry learning strategies in middle
category; 2) Improved decision-making skills of the students of class XI SMA Negeri 1 South Sinjai
taught without the use of inquiry learning strategies are in the low category; 3) There is a difference
between the students in the class were taught using inquiry teaching strategies with students in classes
taught without the use of inquiry learning strategies. In connection with the conclusion of research
results mentioned above , the researchers propose suggestions 1 ) The results of this study should be
able to be a lesson for educators, particularly physics subjects to improve decision-making skills of
learners in the learning ; 2 ) For the subjects of physics educators presumably can implement inquiry
learning strategies on topics that are considered appropriate and proper use of this learning; 3) for
schools to better equip the tools that can support the implementation of an optimal learning; 4) in
order to obtain results more than the results of this study should further research using better tools
that can further support the experiments conducted.
REFERENCES
[1]. Basyaib, Fachmi. 2006. Teori Pembuatan Keputusan. Jakarta: Grasindo
[2]. Collecta,V.P & Philips, J.A. 2005. Interpreting FCI Scores: Normalized Gain Preinstruction
Scores, And Scientific Reasoning Ability. Departement of Physics, Loyola.
[3]. Harris, Robert. 2009. Introduction to Decision Making. Tersedia: http:// www.virtualsalt.com
/bioblurb.htm. Diakses 5 November 2011http: //xpresiriau.com/ artikel-tulisan-
pendidikan/hakiki-pembelajaran-inkuiri/).
[4]. Meltzer, D.E. 2002. The Relationship between Mathematics Preparation and Conceptual
Learning Gains In Physics. American Journal of Physics. 70 (7)
[5]. Muhiddin, Mutia.A. 2011. Penerapan Pendekatan Inkuiri dalam Meningkatkan Kemampuan
berpikir Kreatif Siswa Kelas X SMAN 1 Takalar.
[6]. Nur, Muafiah. 2011. Penerapan Pendekatan Inkuiri Terbimbing dalam Pencapaian
Kemampuan Memecahkan Masalah Fisika pada Siswa Kelas X SMAN 1 Watampone.
[7]. Sanjaya, Wina.2006.Strategi Pembelajaran Berorientasi Standar Proses Pendidikan.
Jakarta: Kencana.
[8]. Sudjana. 2005. Metode Statistika Edisi ke 6. Bandung: Tarsito
[9]. Tiro, Arief. 2007.Statistika Terapan. Makassar: Andira Publisher
[10]. Trianto.2010. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana
[11]. Trianto.2010.Model Pembelajaran Terpadu. Jakarta: Bumi Aksara
[12]. Wena, Made.2010. Strategi Pembelajaran Inovatif Kontemporer. Jakarta: Bumi Aksara
[13]. Yunus,Sitti.R. 2008. Analisis Hasil Belajar Fiska melalui Teknik Inkuiri dengan Pendekatan
Outdoors Physics pada Siswa kelas II IPA SMAN 1 Tinambung.

Proceeding
DEVELOPING PROGRAM OF BASIC TECHNOLOGY

EDUCATION COURSE FOR PRESERVICE TEACHERS
BASED ON TEACHERS COMPETENCIES IN INDONESIA
Parsaoran Siahaan, Nuryani R Rustaman, Andi Suhandi, Wawan Setiawan


Article history: Research and Development method was carried out to to find a solution for
providing pre service teachers with competencies of BTE qualify as well as
BTE teachers. The R&D Method using in this study are 3-D: define, design
Keywords : and develop. From the define phase identified issues followed by making
Preservice teachers devices to be used for trial in the develop phase. Design phase activities
conducted by the pre service teachers through workshops, which are preceded
competencies modeling 3-D
by modeling (modeling) by the researcher. Subsequent modeling conducted on
effective the develop phase before peerteaching. Data obtained from this study in the
form of quantitative data and qualitative data. Qualitative data was then
converted into quantitative data using a 1-4 grading scale for student
workbooks, lesson plans, peerteaching, and performance of pre service
teachers. The results obtained from this study showed that more than 80% of
participants P3TD-BKG scored more than3 (scale 1-4) associated with the
ability to create student workbooks, lesson plans, peerteaching and
performance. More than 80% of participants P3TD-BKG able to master the
material exceeds 80%. From these results it can be said that the lecture
program developed PTD effective in preparing preservice teachers BTE has a
decent competency as a teacher of BTE.
1. INTRODUCTION
One of the government's efforts in preparing students to have ability related to technology
literacy is through formal education by opening program study of Basic TechnologyEducation
(BTE) in the junior school.
Indonesian government in cooperation with the Dutch government openned BTE program
since 1997 in four junior high school, one of which is a private junior high school located in the city
of Bandung. Until year 2003 BTE has been implemented in 39 secondary schools (29 public junior
hign school and 10 Private Junior High School), and since year 2005 BTE has been integrated into
ICT subjects.
BTE give opportunity for students to experience the process of acquiring knowledge related
to technologies necessary to solve the problem critically and wisely which in turn can be applied to
solve problems in their everyday lives.
Through the learning process-oriented problem solving, BTE is expected to equip learners in
technological literacy. Thus students will be trained to be critical in dealing with technology products
even in a wider scale Indonesian people expected more sensitive and less consumptive of technology
products produced in other countries.
Currently there are onlya few people are qualified teachers who are trained as BTE teachers
int he first batch, 3x3 month training period for a period of 3 years. BTE ongerasi both teachers
trained for 3x1, 5 months, and the next generation of trained through technical guidance program for
3x5 days. Reduced training time minimal impact on the competency of teachers PTD which in turn
decreasing the quality of learning in BTE.
Referring to UU-RI. Number 20 year 2003, which confirmed again in Permendiknas no. 41
year 2007 about process standard, and Permendiknas number.16 year 2007 about standard academic

Proceeding
qualifications and competence of teachers, teachers are expected to plan and organize an educational
learning process. . But this expectation still not yet fufilled in learning BTE. Teachers' ability to plan
and organize learning is a form of teacher competence, namely: pedagogical competence, personal
competence, social competence, and professional competence.
Competencies of teachers can not be separated from the educational process through before
becoming a teacher. In the formal education prospective teachers trained through higher education
institutions that have met the requirements in accordance with applicable regulations. In the
curriculum a tone of the study program in one of the colleges inWest Java are subject BTE. BTE
lecture program was opened in 2007as acompulsory elective courses with 2 credits load. The
Standard Competency Graduation (SKL), for the course is "Students have adequate capacity and
skills in designing, implementing and managing learning TechnologyEducation Association in
accordance with the development of Science and Technology". The ability to designing, executing
and managing learning represent the ability of every teacher as told in permendiknas Number.16
year 2007.
The ability of prospective teachers related to SKLof BTE, which has been presented above
has not been achieved since the opening BTE lecture program. Prospective teachers still not trained
to have the opportunity to make the teaching aids and implementing of BTE. This fact indicates that
the BTE lecture programs have not been effective yield Prospective teachersBTE have the
appropriate competencies in accordance with a SKL. Therefore there needs innovation to develop
PTD lecture program. For it was through this research has been conducted development program of
Basic Technology Education Course with competencies based Oriented for teachers of Basic
Technology Education.
2. RESEARCH PROBLEM
Referring to the background of the problem, the problem posed in this research are How to
develop a program of Basic Technology Education oriented teachers competencies of Basic
TechnologyEducation (BTE).
To answer the above question formulated the following research questions:
1. How dothe characteristics of the BTE lecture program was developed?
2. How the effectiveness of the BTE lecture program in producing graduate swho have skills
indesign (plan) and implementing BTE in learning?
3. RESEARCH METHOD
Prospective teachers who become subjects in this study were students taking courses with
the BTE lecture program with requirements: pass in the subjects of Physics Learning Evaluation and
Teaching-LearningPhysics (BPF), and at least are following course of Physics Lesson Planning
(PPF). The number of Prospective teacher involved and completely following this research are 15
students
Associated with the process of data collection and analysis performed in this study, using
quantitative and qualitative approaches, the method used in this study are included in the mixed
method. Creswel(2007) suggested that: "Mixed methodsresearch ....As a method, it focuses
oncollecting, analyzing, and mixing both quantitative and qualitative data is in a singles tudy or series
of studies".
The development of the research program used cevelopment model 3-D that refer to the 4-D
models proposed by Thiaragajan. The stages 3-D models are: Define, Design, Develop.
Define stage
Define the stage in this research is a preliminary study to obtain in formation related to BTE
learning problems. Activities undertaken at this stage are: field studies, literature study to BTE
program, observation to activities olearning-process of BTE, interviews with teachers and students.
Sampling techniques performed in this study was purposive sampling that schools offer
learning programs BTE. Define the stages of this study identified the problems associated with BTE.
Based on identification and needs analysis determined the main problem is the teachers BTE has
nothadadecent competences a BTEs teacher.
Supply of qualified teachers can not be donein an instant, but it requires a relatively long
time. Taking into account the time factor and the Provision of teacher effectiveness BTE program, the
current program that allows teachers to provide BTE candidates who have a decent competency is
through basic technology education classes. But of course the evaluation of BTE has been done
before, still need edimprovement efforts to the lecture .BTE lecture programs need to be developed to
produce teacher candidates who have the appropriate competence as a teacher BTE. Necessary for the

Proceeding
purposes of the lecture model of BTE programs are oriented competence of prospective teachers in
BTE, here in after referred P3TD-BKG. Through P3TD-BKG expected available prospective
teachers who are expected as well have competencies as teachers of BTE.
Design Stage
To generate BTE prospective teachers in line with expectations, the model needs to be
designed P3TD-BKG expected to meet that goal. In designing P3TD-BKG to prior studies related to
the factors that will achieve P3TD-BKG. First determine the effectiveness criteria P3TD-BKG;
Second determine the criteria which prospective teachers followed BKG P3TD; Third determine the
product to be produced P3TD-BKG; Fourth determine the strategy used in P3TD-BKG.; Fifth
determine which media will be used in P3TD-BKG.
Reference used to know effectiveness of P3TD-BKG competence of prospective teachers
PTD ownership shown by: (1) The ability of student teachers make teaching aid of BTE in the form
of a workbook and Lesson Plan to be implementing later, (2) mastery learning materials, (3) ability to
perform simulations to teach through peer learning, (4) the performance of the prospective teachers
during theprocess of P3TD-BKG.
Physics Learning Evaluation and Learning Physics Education (BPF)
Criteria for prospective teachers who follow P3TD-BKG is a student who has passed the
Physics learning evaluation courses and teaching-learning Physics courses and at leastare following
course of Physics Lesson Planning (PPF). The criteria associated with the prerequisite skills in
making the BTE learning that involves the abilityto analyze standards and basic competencies and to
formulate an indicator, which is used in developing the students' textbook. Besides the necessarys
kills in designing learning strategies requires knowledge of methods and approaches to learning.
In oder to prospective teachers get more freely to expresstheir ideasand collaborative
working in groups. So the strategy used in P3TD-BKG was done through workshops. Through
workshop the activities are expected from prospective teachers are able to share with the member of
their group and other groups that will be intertwined interaction between participants, and the
togetherness has responsibilityin achieving goals.
Before the workshops held, conducted modeling associated with BTE learning and learning
tools. Modeling is done along with P3TD-BKG developed. After modeling did discussion. The
material includes adiscussion of the teaching material sused in the BTE with the characteristics of the
learning.
At the design stage is also made research instrument consisting of a six packages instrument
accompanied with rubric. The sixth packeges of instrumen are: :(1) Assessment for Module of
Worksheet book 0f BTE, (2) Assessment for Lesson plan of BTE, (3) Assessment for PeerTeaching,
(4 )Assessment for Mastery of content EnergyandIts Application; (5) Assessment for performance
during workshop; (6) Assessment for the responseof prospective teachers during the parogram.
DevelopStage
The principle of the develop stage is the stage for product resulting from define stage. There
are two types of products resulting from define stage: (1). Learning devices (Workbook, Lesson Plan,
and Media), (2) The research instruments and the rubrics, both were validated by expert and
practioners who are experienced in managing BTE program. From validation found suggestion for
improvement untill obtaining final result that ready for trial.
On the develop stage also conducted simulation by prospective teachers through peer
teaching but preliminary by modeling conducted by the researcher.
Experiments performed on the stage of develop is learning through peerteaching simulation.
But before learning peermodeling conducted by the researcher.
Modelingis intended to give an overview on the prospective teachers related to peer teaching
that will be performed by the prospective teachers. Peertearning is done four times according to the
number of learning activities on student workbook each ended with reflection as well as principle
used "Learning from the lessonso f others". The design is presented in the following figure below.

Proceeding
Field Study
Observed BTE program at school:
Modul and other teaching aid of BTE not be used at all.
There is no modul of BTE develop by school
The background of BTE teachers highly varied Ada Permasalahan
Traing for BTE teachers candidat not yet adequate
terkait dengan
kompetensi guru
PTD D
Evaluation to BTE Lecture P rogram E
The result of the BTE Lecture P rogram not yet fulfilled the F
I
Hasil
competency Standar of graduation (SKL)
Wawancara pada
perkuliahan PTD guru
belum PTDStandar Kompetensi
memenuhi Analisis Kebutuhan
N
Lulusan (SKL) E
The Studyof Literatur
UU-RI No.14 thn 2005 Perlu meyiapkan
PP RI Nomor 19 tahun 2005 calon guru PTD
Permendiknas No. 16 thn 2007 yang memiliki
Permendiknas No. 41 thn 2007 kompetensi yang
Kurikulum PTD SMP layak sebagai calon
Silabus perkuliahan PTD guru PTD
Referensi terkait dengan teknologi
Planing the BTE lecture program for preparing prospective BTE teacher owning competency as
eduqate to expected competency.
Modeling teaching aid of BTE D
Worhshop made teaching aid of BTE program : Workbook and Lesson Plan E
Study for pilar and domain of technology, determine the content of BTE, formulating S
Conpetency Standard, Basic of Competency standard, and indicators to achieve I
competency, planing product, determine material and tool used in making product, G
N
making and testing the product, making workbook and lesson plan.
Develop research instrumen : PMBKS; PPRPP; PPSB; PMEP; PKWS;

Making rubric.
D
Teaching aid, instrument and rubrics is validated by expert and practitioners. E
Revised teaching aid until get the final teaching aid, instrument and rubrics to be test. V
Implement the teaching aid, instrument and rubrics in peer teaching. E
L
(Before trial conducted modeling).
O
P
Research design

The results of research as follows:
1. Characteristics of the program developed
a. P3TD-BKG development based on needs analysis gathered from observation BTE program at
school, interview with teachers and students as well as schools principals, followed by
planning a program to prepare prospective teachers who are competent teachers of BTE.
Planning program includes products, research instruments and rubrics.
b. Teaching aids of products made through workshops. The resulting product consists of
Student workbook of BTE and Lesson Plan.
c. Modeling conducted before workshop.
2. a. Acquisition scores in making student workbook: The mean score = 3.61 category of "very
high". Over 80% of participants P3TD-BKG scored above
b. Acquisition scores making Lesson plan: The mean score = 3.36(very high). More than 80% of
participants scored above 3.

Proceeding
c. Acquisition scores in peertearning. Mean score = 3.22(high category). Over80%

participantsscoredinthe top3.
d. Acquisition performance scores of participants: mean score = 3.78(very high). More
than80% of participants had ascore above3.
e. Acquisition mastery score: mean score = 23.4 out of a maximum score of 25 or 93.6%. More
than80% of participantsscoredabove20or80%.
5. CONCLUSIONS
From theresults obtainedin this studycan be summarized asfollows:
1. Lecture-oriented BTE programhas thecharacteristicsof teacher competence:
a. Developmentprogrambeginswith an analysis ofthe needs(needsanalysis)
b. BTE prospective teachers are given the freedom to create and innovate through workshops
c. Modeling eligible to serve as an examplein developing teaching aid and peerteaching
d. Peer tearning can be used as a vehicle to develop teacher competence of BTE program.
2. Class Program developed PTD effective in developing teachers' competencies PTD
3. Prospective teachers of BTE program is benefit to develop lectures associated with the
addition of an insight into the technology, learning experience, experience in teaching practice
through peertearning, and opportunities to create and innovate.
Sugestion
From the results of this research can be submitted several suggestions as follows:.
1. Products produced from P3TD-BKG should be tested and disseminate atschool.
2. In addition to student workbooks, prospective teachers should be able to develop other
instructional materials
3. Still need to develop an instrument that can measure as many aspects related to the
competence of prospective teachers of BTE
Recommendation
Somerecommendations can bemadefromthe results ofthis study:
1. P3TD-BKG models developed can be used for other classes.
2. Prospectiveteachers shouldbe givenas many opportunities aspossibleto practice simulated
teaching.
3. Sustainable development needs to be done in developing competencies possessed
prospective teachers.
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Proceeding
IMPROVING THE ABILITY TO WRITE TEACHING
MATERIALS AMONG STUDENTS OF PRE-SERVICE PHYSICS
TEACHER PROGRAM THROUGH LEARNING TO WRITE
ACTIVITY USING MULTIMODAL REPRESENTATION IN THE
SUBJECT OF SCHOOL PHYSICS III
Parlindungan Sinaga, Andi Suhandi, Liliasari


Article history: A good teacher needs to be a good writer of teaching materials. The research
aimed to develop a teaching and learning strategy that could improve the
ability to write teaching materials for teacher candidates of pre-service physics
Keywords : teacher program. The issue under research was how Learning to Write activity
multimodal representation using multimodal representation in the subject of school physics III could
pre-service physics improve the ability to write teaching materials among pre-service physics
teachers teachers. The method employed was quasi-experiment, the data were
processed quantitatively using The KruskalWallis non parametric statistical
learning to write
analysis; the normalized gain was then determined, and effect size was
calculated. Based on the results of data processing, it can be inferred that:1)
There was a significant difference in the ability to write teaching materials
between students treated with Learning to Write activity using multimodal
representation and those who were treated with expository approach.; 2) The
ability to write teaching materials of students who were treated with Learning
to Write activity using multimodal representation with the percentage of the
average normalized gain <g> = 31% was categorized to be in the medium
criterion; 3) The treatment of Learning to Write activity using multimodal
representation was effective in improving the ability to write teaching
materials among pre-service physics teachers with an already corrected effect
size of (unbiased estimate of d) 0.76, which can be classified as strong.
Jl.Dr.Setiabudhi 229 Bandung
parlinsinagabdg@yahoo.com
1. INTRODUCTION
Writing lessons in higher education are usually embedded in the subject of language, which
is categorized into a general subject. But, when the knowledge gained from the subject is applied into
writing a topic in students particular field of study, difficulties are frequently experienced. The same
is true for pre-service teachers: On the one hand, they are required to have the professional
competence of selecting, arranging, and developing learning materials of the subject that they teach
according to the level of their students development, both written and orally conveyed; on the other
hand, the curriculum of Teachers Training Institutions has not well accommodated the emergence of
such competence among students. The condition is also common in the United States, where National
Commission on Writing (2003) has recorded that the majority of pre-service English teachers there
"receive only a little instruction on how to teach writing. Therefore, in some states a new strategy
has been sought for, namely Writing across the Curriculum (WAC). According to RobertBangert-
Drown (as cited in,[1] )WAC seeks for three things: improving the frequency of students exercise,
integrating and elaborating all writing strategies in different content areas, and promoting the use of
writing instrument. As it is, WAC is more than just writing instruction or how to make students write

Proceeding
more or even write better. This program is an integration of strategies for planning a writing
assignment with carefulness, authentic communication, personal engagement, and reflective writing.
WAC strategies for classroom use of writing practice can be categorized into two: Writing in
the Discipline (WID) and Writing to Learn (WTL). Writing in the Discipline (WID) is based on the
idea that students will become better readers, thinkers, and learners of a certain discipline, if they
work with the special forms and conventions that they are already familiar with. A biology teacher,
for example, can ask students to write a lab report, while an art teacher can ask his or hers to write a
review of a gallery. Writing to Learn (WTL) rejects the idea that writing ultimately functions to
translate what is known into the writing on a piece of paper. Proponents of Writing to Learn suggest
that teachers use writing to help students gain new knowledge to sort out their previous knowledge,
make various connections out of it, and express new ideas when they write . WTL activities can also
be used to encourage reflection on teaching and learning strategies and to improve students
metacognitive skills.
Emig (cited in [2]} has characterized writing as a unique way of learning because process-
and-product simultaneously leave traces of materials and are tangible not only in the form of
product, but also in the form of process, namely, the continuously reviewed draft. Hence, writing
depends on self-feedback, process and product at every level of formal writing. A writer has to reread
and learn from the text being written in an attempt of producing writing. Ackerman [3] has reviewed
research on Writing to Learn and concluded that writing can cultivate learning as long as it is
responsive to the process of knowledge production concerning certain community discourse.
Bazerman [4] recorded that research on Writing to Learn has shifted from the emphasis on writing as
a learning skill to writing in a certain discipline.
The process of writing focuses on various steps taken by the writer when producing texts. A
model of writing developed for the teaching of English is Hayes-Flowers model (1981) A Cognitive
Process Theory of Writing. The model was further developed by Hayes in 1996. By referring to
Hayes dan Flower, Unger and Fleischman have explained the writing process as consisting of the
following stages: planning and organizing ideas, translating ideas into text and reviewing and
revising the result". Cushing Weigle as cited in Emelie Ahlsn and Nathalie Lundh [5] noted that the
central focus of Hayes-Flowers model is that each individual part of the writing involves
interactions among four components: working memory, motivation and affect, cognitive processes
and long-term memory. Another author writing about writing process, Strmquist (cited in [5]) has
explained that writing involves different phases that have to be experienced by a writer. He further
stated that the level of awareness on when and how these phases occur can also be different. This is a
special knowledge that shapes the basic of pedagogic writing under the name of writing process.
Strmquist revealed that writing process provides students with opportunities to use expressive
writing as a tool to learn and think.
The competence that a pre-service teacher has to master is the ability to make a set of
teaching and learning instrument, which among other, consists of writing teaching materials
according to the subject s/he teaches. Written teaching materials, which are representation of content,
either in the forms of teaching notes, modules, or textbooks, have to be made in such a way that they
can accommodate students needs. Students ability to well comprehend explanations of learning
materials is highly varied. Content representation contained in the text has a great impact on students:
their cognition, ability to solve problems, and ability to express their understanding to other [6].
According to the perspective of social semiotics, learning is a constructive, recurrent process where
students translate and synthesize visually forms of linguistic communication they encounter in order
to arrange information and reshape the meanings [7]. A representation mode refers to the structure
of representation used to describe content information. A table of data, graphic and diagram can all
realize the same information, but the behaviour of each description is highly disparate as a result of
changes in modality. Each representation mode triggers different resources; for example, writing or
text has syntactic resources, such as font type, font size, and resources to frame, such as punctuation;
and possibly an exploitation of other selections of designs, such as color, to help learners select
certain package of information to process [6].
Similar to the function of multiple representation, the use of multimodal representation,
which is an integrated representation combining some representation modes of cohesive content
presentation to students, can help students in conceptualizing and synthesizing the relations between
principles of physics and the new ways because they process the newly offered information in various
modalities activated by the selection of curriculum designers by combining modes of representation
[6],[8]. Multimodal representation is the integration of various types of modes of representation in a
presentation or representation or re-representation: Concept, law, research data, ideas, and knowledge

Proceeding
all become a unity, with the aim of facilitating the varied audiences in understanding the explained
contents.
Previousresearchon WID and WTL focused on writing assignment to improve students
conceptual understanding [9],[10][11]. Conceptual understanding in the curriculum for pre-service
teacher program has been accommodated by a number of subjects. The competence needed the most
by pre-service teachers is how to use conceptual knowledge stored in their long-term memories to be
able to be presented or represented or re-represented, both orally and in written, to their future
students. Research on the use of multimodal representation that is combined with Writing to Learn
activity in physics teaching and learning has also been done ,[12],[13] but it mostly focused on
improving conceptual understanding of the studied content.
The existing teaching strategies for writing used in the teaching of language, such as WTL
and WID, are not completely appropriate for teaching writing for pre-service teachers, but WAC is
still appropriate. Teaching strategies for writing that have to be developed by pre-service teachers are
those whose processes focus on improving the ability and skills of writing teaching materials;
meanwhile, the writing products are in the forms of content presentations of a subject matter
addressed to their future students. This research attempts to design strategies for Learning to Write
(LTW) using multimodal representation. The issue under research is how Learning to Write activity
using multimodal representation in the subject of school physics III can improve the ability of writing
teaching materials among pre-service physics teachers. The question is formulated into the following
research questions: 1) Is there any significant difference in the ability to write teaching materials
between students who are treated with Learning to Write activity using multimodal representation
and those treated with expository approach in the teaching and learning?; 2) How is the improvement
in the students ability to write teaching materials before and after the treatment of Learning to Write
activity using multimodal representation?; and 3) How effective is the treatment of Learning to Write
activity using multimodal representation in improving students ability in writing teaching materials?
2. RESEARCH METHOD
The method used in this research was quasi-experiment with firs and second assigment
control group design. The sample for this research was 17 even-semester students taking the class of
school physics III of the school year of 2012-2013. The control group consisted of students taking the
class of optical waves in the same school year. The experimental class was treated with Learning to
Write activity using multimodal representation embedded in the subject of school physics III during
the discussion of waves; meanwhile, the control class taking waves and optic class was treated with
expository approach in their teaching and learning. Stepswerecarried outon the approach
tolearningtowriteis: The firststudentmakesa subjectdescripsiofphysicsthatwouldbe
written.Secondthemarrangethe contenton the subjectchosenbythe hierarchy, from general to
specificorvice versa, the third studentscreateconcept mapsofthesubjectwouldwriting, the
fourconceptsof physicstoexplain theconceptscoveredinthe subject, studentsare introducedtothe types
ofmoderepresentationandmulti-representation andthe fifthtorepresenta subjectin
writingstudentrepresentationintroduced in. in the experimental class for the discussion of waves, each
student was given a structured assignment of writing teaching materials for two times, which was
done before and after the treatment. In the first assignment, students of the experimental class had
previously received learning materials on the types of modes of concept representation and multiple
concept representations. The control class was given a structure assignment once, which was at the
end of the course. Each assignment was assessed using a rubric of teaching material writing. The
aspects assessed were: the correctness and clarity of concept, the accuracy in selecting representation
mode and its integration into writing, the breadth and depth of subject matter, the conceptual
hierarchy and writing organization, the clarity of subject matter explanation in writing, the rules of
writing and punctuation, and the ability to influence the audience through writing. The data gained
were processed statistically for difference test using The Kruskal Wallis statistical test [14]; further,
to determine the improvement of writing ability, percentage of the average normalized gain was used
and interpreted using Hakes criteria [15]. Meanwhile, to determine the effectiveness, the activity was
analyzed to determine effect size. The formula used to calculate effect size was the one proposed by
Robert Coe [16]. Because of the small number of sample, correction was done using the correct effect
size formula by Hedges and Olkin [17] and interpreted using Hopkins criteria [18].

The structured assignment of writing teaching materials for the subject matter of waves
intended for senior high school students were given to students of the experimental class in their

Proceeding
second assignment and to those in the control class. Each students assignment was assessed using the
rubric previously made. The two set of data were tested for difference using The KruskalWallis non-
parametric test. The hypothesis proposed is that: H0 where there is no significant difference in the
ability of writing the teaching materials of waves between students treated with Learning to Write
activity using multimodal representation and those treated with expository approach. The results of
analysis showed that Hcal = 22.77. The value was then compared to Hcriris on the table of Chi Square
(2) distribution at the degree of freedom (df) = 1, for the value of = 0.005, where H criris = 7.88.
Based on the obtained data, it was found that Hcal> Hcriris, which means Ho is rejected. The results of
the analysis demonstrate that there was a significant difference between students treated with
Learning to Write activity using multimodal representation and those treated with expository
approach.
The improvement in the ability of students to write teaching materials, who were treated
with learning to write using multimodal representation, was determined by calculating the normalized
gain between the first and second assignment. The results can be observed in picture 1.
83%
90
P
75%
e 80
r
70
s
e 60
n
50 31%
t
a 40
s
e 30
20
10
0
assigmentof1assigment
Picture 1: The percentage the average 2normalized
gain gain
The percentage of the average students ability to write teaching materials before treated
with Learning to Write using multimodal representation was 75%. Before they received their first
assignment, they had already been given knowledge on the types of modes of concept representation
and multiple concept representations. The percentage of the average students ability to write
teaching materials after treated with Learning to Write using multimodal representation was 83%.
The percentage of the average normalized gain of the data was <g> = 0.31, or % <g> = 31%. Based
on these data, it can be inferred that the treatment of Learning to Write using multimodal
representation has demonstrated improvement in the students ability to write teaching materials,
where the percentage of the average normalized gain according to Hakes criteria can be put into the
category of medium.
To decide whether the improvement in the ability to write teaching materials in the
experimental class was really caused by the treatment of Learning to Write using multimodal
representation, the treatments effectiveness needs to be analyzed. The effectiveness of a treatment is
determined by calculating effect size. Based on the result of analysis, it was found that the value of
corrected effect size was as much as 0.76, which is categorized to be strong. Therefore, Learning to
Write treatment using multimodal representation had a strong or high effectiveness in improving the
students ability to write teaching materials.
The strong or high effectiveness of the strategies for Learning to Write using multimodal
representation in improving pre-service physics teachers ability to write teaching materials was
supported by the difference in the ability to write teaching materials between the control and
experimental classes, and the improvement of the ability to write teaching materials among students

Proceeding
of the experimental class with a medium percentage of average normalized gain. This finding
demonstrates that the stages in the strategies for Learning to Write using multimodal representation
could be understood and comprehended by students, so that their knowledge in making presentation,
representation or re-representation of concepts was improved. LTW strategies using multimodal
representation involve the following components: content understanding of the subject matter to be
represented, knowledge of the types of representation modes, skill to translate types of representation
modes, and skill to make multi concept representation, knowledge and skill to determine the depth
and breadth of content explanations appropriate for certain audiences, and knowledge and skill of
multimodal representation.
The outcomes of the assessment of writing teaching material assignment submitted by
students from the experimental class, when compared to those of students of the control class,
showed that students from the experimental class have already understood that the writing products
should be suitable to their intended audiences, which in this case were students of senior high school.
This finding can be proven by their attempts to determine the depth and breadth of the content of the
subject matter written. For example,a studentwhowritesteaching materialon the subject ofwave
reflection, theydecomposethe wavereflectiononwater waves, wavesthat propagateon the ropes,
thelightreflection, andreflectiononthe soundwaves. Itwasdifferentwithproductposts madeby
studentsinthe controlclass, studentswriteteaching materialson the topic ofwave reflectionmostly
justoutlinesreflectionof lightwavesandthewaves of string Knowledge concerning the fact that their
future senior high school students will have varied skills triggered the awareness among them that the
teaching materials written should accommodate the variety of skills. The condition can be observed
by how these students represented or re-represented the content of the sub-subject matter of waves.
There were efforts to select types of representation modes that they thought to be most suitable to
represent concepts of physical laws in an attempt of helping their audiences understand their writing.
Type of mode of representation that are integrated in their writing teaching materials for use
vary widely, but at least three types of modes, namely mode representatio ns of text, images and
mathematical equations. Even though the ability to integrate various modes of representation of a
sub-subject matter was not solid; in other words, the written teaching materials produced were not
cohesive, the basic ability to do that has been shaped in each individual student of the experimental
class. Mode of representation of images, graphsormathematical equations thatare integrated in the
writings of the teaching material sused to support that concept is explained more easily understand
their audience. Each image is mentioned in the text and described in the narrative link between
images with concepts described, the case when thes elected mode is graphic then integrating form
with the chart mentioned in the text and described in the narrative what is represented by the graph in
relation to the concept being discussed. This was in contrast to the writings of teaching materials
created by students of grade control. A small portion of them still use a single representation of them
odetextmode (narrative), most have to use two or three modes of representation, but still separate
from each other. Pictures or graphics modechosen is not mentioned in the text and not explained what
the pictures show the connection with physics concepts are under discussion, there is even a small par
to the student writing teaching materials choose modeimage but there is absolutely norelation to the
topics discussed.
Students of the experimental class largely succeeded in making teaching materials writings
indicate afairly clear conceptual hierarchy, where the organization of writing in general to specific or
vice versa. Most ofhis writings began to show natural phenomena well by displaying photos, images,
or invitereaders to observe something that occurs in nature. He also explained the concept of concepts
covered in the topics covered by a proposition that is used to connect the concept with other concepts
quite clearly. It happened as a resultof the assignment to create a concept map of a subject that would
be made into teaching materials. Writing teaching materials created bystudents of grade control most
of his writing show sa hierarchical conceptual descriptionis still not well ordered, there still existsthe
concept of non-contiguous sequences.
Similarity writing teaching materials created by students of the experimental class and the
control class is structured sentences have not been able to invite the audience to read expressively,

Proceeding
there are many mistakes in typing words, use punctuation and sentence elusive. Although they are
aware of who will be the reader of the writings of material of which they are made, but his writings
have not be enable to encourage and invite readers to think and draw conclusions.
This kind of research has not been frequently conducted that it is difficult to find other
research for comparison. Good research on both WTL and WID should focus on using writing
activity in learning and observing its influence on the improvement of students conceptual
understanding.
4. CONCLUSIONS
Based on the data processed, the following conclusions can be drawn: 1) There was a
significant difference in the ability to write teaching materials between students who were treated
with Learning to Write activity using multimodal representation and those who were treated with
expository approach, where Hcal > Hcriris using Chi Square (2) distribution at the degree freedom (df)
= 1, for the value of = 0.005; 2) The ability to write teaching materials of the students who were
treated with Learning to Write using multimodal representation improved with a percentage of the
average normalized gain <g> = 31%, which is considered to be in medium criterion; 3) The treatment
of Learning to Write activity using multimodal representation was effective in improving the ability
to write teaching materials among pre-service physics teachers with a corrected effect size (unbiased
estimate of d) equals to 0.76, which is categorized as strong.
REFERENCES
[1]. Cori Brewster & Jennifer Klump (2004) Writing to Learn, Learning to Write: Revisiting
Writing Across the Curriculum in Northwest Secondary Schools. Northwest Regional
Educational Laboratory Portland Oregon.
[2]. Ann Whitney (2008). Teacher Transformation in the National Writing Project. Research in the
Teaching of English Volume 43, Number 2, November 2008.
[3]. Ackerman, J. M. (1993). The promise of writing to learn. Written Communication, 10, 334-
370.
[4]. Bazerman, C., Little, J., Bethel, L., Chavkin, Whitney T., Fouquette, D., & Garufis, J.
(2005).Writing to learn. In C. Bazerman, J. Little, L.Bethel, T. Chavkin, D. Fouquette, & J.
Garufis (Eds.), Reference guide to writing across thecurriculum (pp. 57-65). West Lafayette,
IN: Parlor Press.
[5]. Emelie Ahlsn and Nathalie Lundh.(2007).Teaching Writing in Theory andPractice A Study
of Ways of Working with Writing in the 9th Grade. Stockholm Institute of Education
Department of Curriculum Studies and Communication
[6]. Jeff Bezemer, Gunther Kress (2008). Writing in MultimodalTexts A Social Semiotic Account
of Designs for Learning. Written Communication Volume 25 Number 2 April 2008 166-195
2008 Sage Publications
[7]. Kress, G., Jewitt, C., Ogborn, J.,& Tsatsarelis, C. (2001). Multimodal Teaching and Learning:
The Rhetorics of the Science classroom, London:ContinumNational Writing Project & Nagin,
C. (2003). Because writing matters: Improving student writing in our schools.San Francisco,
CA: Jossey-Bass.
[8]. Kress, G. (2005). Gains and losses: New forms of texts, knowledge and learning.
Computersand Composition, 22, 5-22.
[9]. Prain V (2006). Learning from writing in secondary science: some theoretical and practical
implications. International journal of Science Education, 28, 170-201.
[10]. Gunel M., Hand B., & Prain V. (2007). Writing For learning In science: A Secondary analysis
of six studies. International Journal of science and Mathematics Education, 4(5), 615-36
[11]. Hand B., Gunel M., & Ulu C. (2009). Sequencing Embedded multimodal representation in
writing to learn approach to the teaching electricity. Journal of Research in science Teaching,
3(460).
[12]. Brian Hand, Murat Gunel, & Cuneyt Ulu.(2009). Sequencing Embedded Multimodal
Representation of writing to learn apprach to the teaching electricity. Journal of research in
Science Education, vol.46. No.3
[13]. M.E.Atila, Murat Gunel, & Endrogan Buyukkasap. (2010). The Effect of Using Multimodal
Representation Within Writing to Learn Activities on Learning force and motion Unit at the
Midle School Setting. Journal of Turkish Science Education. Vol.7, Issue. 4
[14]. Edward W. Minium, Bruce M. King & Gordon Bear (1993). Statistical Reasoning In
Psychology and Education. John Wiley & Sons, Inc.

Proceeding
[15]. Hake R. R,. (2002). Relationship of Individual student Normalized gains in Mechanics with
gender, High school Physics, and pretest scores on mathematics and spatial visualization.
Departmen of Physics, Indiana university, submitted to the Physics education research
conference; Boise idaho. Available at: http://www.arxiv.org.
[16]. Robert Coe (2000). What is an Effect Size ?.A Guide for User. Draft version. Unger.J. &
Fleischman.S. (2004). Is Process Writing the Write Stuff Research Matters. Printed in
Educational Leadership, issue: October 2004, pages 90-91..
[17]. Hedges L. and Olkin I. (1985) Statistical Methods for Meta-Analysis. New York: Academic
Press
[18]. Hopkins, W. G. (1997). New view of statistics: Effect magnitudes. Retrieved November
12,2001, from http://www.sportsci.org/resource/stats/effectmag.html

Proceeding
DEVELOPMENT OF BLENDED LEARNING MODEL

FOR IMPROVING STUDENTS COMPETENCE
IN THE ENGINEERING PHYSICSLEARNING
Usmeldi
Faculty of Engineering
State University of Padang

Article history: Engineering Physics at the Faculty of Engineering,State University of Padang
is supporting courses for expertise courses. The courses material of
Engineering Physics is adapted to the needs of expertise courses in every
Keywords : department. The fact showed that the ability of students to master the concepts
blended learning of physicsis still low. Thus, they face difficulty in applying physics concepts to
physical competence. the relevant expertise courses. Therefore, the students are demanded more to
be active and the lecturers are applying a variety of learning methods. The
obstacles, face to face time in the class room to be insufficient to meet these
demands. One of learning model that can be applied is a blended learning
model. This research aimed to develop a model of blended learning to improve
student competencies in engineering physics learning. Research and
development of research methods were refer to Borg and Gall models with
four stages: a preliminary study, planning, development, and implementation.
The development model of learningis done by combining face-to-face learning
with aweb-based learning (e-learning), so that students have the competence to
master and apply the concepts of physics. E-learning programs are developed
to support blended learning using e-learning software from Moodle, because it
has a complete facility needed. The results showed that the developed learning
model was valid, practical, and effective to improve the competence of physics
and applied the physics concepts.
1. INTRODUCTION
The development of information and communication technology veryquickly has influenced
the education. Basically education is a process of communication and information from teachers to
students that contain educational information, which has elements of teachers as a source of
information, the media as a means of presenting ideas and subject matter, as well as the students
themselves (Oetomo and Priyogutomo, 2004). Teachers can obtain a variety of information required
to meet the needs of the learning materials on-line. Text, photographs, videos, animations, and
simulations are some examples of instructional materials and media available on the websites of
learning. By utilizing a variety of media, teachers can present subject matter in a variety methods that
facilitate the students understand a subject matter. Internet technology makes it easy for students to
get information in order to meet the demands of competence and enrichment. Availability of e-
learning facility allows students attend classes on-line. Thus the development of information and
communication technology has the potential to improve the quality of education and learning.
Expected learning paradigm has shifted from teacher centered to student centered. Learning process
that teacher centered no longer relevant with the rapid development of information and
communication technology. Teacher need to provide opportunities for students to explore them by
utilizing on-line technology. Besides being able to improve the dynamics of the learning process, the
use of information and communication technology can train students to learn how to learn.
Engineering Physics courses in Faculty of Engineering, State Universityof Padang (FT UNP)
serves as support courses for the relevant skills courses. Students are expected to master the concepts
of physics and be able to apply it to the skills courses. To improve students' ability in mastering the

Proceeding
concepts of physics, research and development model of learning has been done, such asactivity-
based learning model laboratory (Usmeldi, 2008) and a model of activity-based learning laboratory
with SAVI approach (Usmeldi, 2011). Application of the learning model can improve students'
ability to master the concepts of physics. Limitations of the implementation of this learning model
takes more time to discuss the subject matter, so the time is taken up to discuss other subject matter.
Results of a survey of engineering physics course for students in Electrical Engineering
Department FTUNP in semester January-June 2013 show that: (1) Theoretical learning in engineering
physics implemented in the first semester. (2) Practical engineering physics implemented in the third
semester. (3) Lecturer of physics still tends to implemented conventional learning (teacher centered)
because the limitations of time todiscuss the learning materials. However, there are some learning
materials carried by laboratory activity based learning model. (4) The computer with power point has
been used as the media of learning. (5) Exercises and tasks that must be done by students is still
delivered manually (on the board, screen, orpaper). (6) The internet net works to support the learning
process engineering physics area vailable. (7) The practicum of engineering physics is like
verification (testing theory or the laws of physics), because the material of physics already covered in
the first semester. (8) The students mastery of physics concept is still low. This is demonstrated by
the average value engineering physics of studentsis 49. 48. (9) The student takes a long time to be
able to master the physics concepts and applied physics concepts to solve the problem.
To improve students' ability in mastering the physics concepts, required a variety of learning
methods. Application of a variety of learning methods require a longer time than the lecture method.
To overcome the limitations of time in face-to-face learning, a learning model thatcan be used is a
model of blended learning. Blended learning is a combination of internet-based learning with face-to-
face learning. The use of blended learning aims to provide effective and efficient learning experience
(Harriman, 2004; Williams, 2003; Vesisenaho, 2010). According to Graham(2005) blended learning
has two types of learning environments, namely, traditional face-to-face learning environment and
distributed learning environment that has begun to distribute communication and interaction.
From the perspective of course design, blended learning can be between fully-face learning
and online learning (Singh, 2003). Kerresand DeWitt(2003) states that 3C frame work for teachers
who want to design blended learning, which includes the content (learning materials), communication
(communication between students and lecturer and among students), and construction (creation of
student mental condition to help map their position in learning). From the perspective of lecture,
blended learning models requires learning skills that students can absorb as many lessons are given.
Martyn (2003) states that a successful blended learning which consist of an initial meeting wholly
face to face, a weekly online assignment accompanied by communication (consultation) online and
closed with a final exam in the form offace-to-face or a written test in class with the examsofficer.
Thus students will have more opportunities to develop themselves and be responsible for themselves
(Saunders and Klemming, 2003), increasing social competence, increase student confidence(Byers,
2001), increased information skills and achievement (Kendall, 2001). Lecturer appreciates the
differences in style and pace of learning of each student (Piskurich, 2004) as well as encourages
communication, both between students themselves and between students and lecturer(Joliffe, 2001).
Blended learning can train students' ability to adapt to the internet-based learning.
Hadjerrouit (2008) and Alonso (2005) in their study showed that blended learning has advantages
compared to the face-to-face learning and e-learning. Blended learning can diversify learning and
meet the learning characteristics of students. For example, students who are reluctant to discuss
inclass may be more active discussion in writing. Blended learning can enhance students'
understanding in learning languages (Motteram and Sharma, 2009). Blended learning characteristics
by Huang (2006) are: (1) provide a flexible learning resource, (2) supporting diversity learning, (3)
enrich the e-learning experience.
Based on engineering physics course conditions outlined above it is necessary to do research
to develop a model of blended learning in the engineering physics learning. Problems in the research
are formulated as follows: How blended learning models that can enhance students' ability in
mastering the physics concept? This research aims to develop a model of blended learning in
Engineering Physics courses for students of FT UNP. This learning model is expected to improve the
abilityof students to master the physics concepts. With the masteryof physics concepts, students can
apply the physics concepts to relevant course.
2. RESEARCH METHOD
The research used research and development methods which refer to the model of Borgand
Gall(2008) with four stages: preliminary study, planning, development, and implementation. This
research phase begins with a preliminary study of aliterature study and field surveys. Preliminary

Proceeding
study results are used to plan the design of the draft model, then developed through validation and
trial. Trials are conducted on students Electrical Engineering Department FTUNP. Development
model based on the results of validation and the findings in thedraft model trial in every face to face.
The next is revision of the draft model until obtainable the final model, the model used in the
implementation phase of learning. The limited implementation ofthe final model using quasi-
experimental methods to the design of pretest-posttest single-group (Creswell, 2008). Indicators of
the success of the implementation of learning are there is an increasing student mastery of physics
concepts, and students can implement learning models.
Instruments used in the research were; observation sheet, interview, validation sheet,
psychomotor assessment, test mastery of physics concepts, lecturer and student questionnaires on the
implementation of learning. Data analysis was performed to determine the validity, practicality, and
effectiveness of the learning model. The results of validation of the expert judgement on learning
model was analyzed with the percentage and compared with the validity criteria. Data of the
practicality the learning model were analyzed with the percentage and compared with practicality
criteria. Effectiveness of the learning model in terms of student competencies included cognitive and
psychomotor domains. Learning outcomes in the cognitive and psychomotor seen from the
percentage of students who achieved criteria for success in learning (scored minimum66). Classically
percentage of students who succeed in learning expected of 85%.

This research has developed model of blended learning in the engineering physics course.
Development learning model consists of three stages: design of draft model, validation of draft
model, and trial of model. Trial of model was conducted to determine the practicality and
effectiveness of the learning model. Trial was done 9 times the face to face. During thetrial,
researchers is assisted by physics lecturer of FTUN Pas an observer. Observer has duty to observe
teaching practices and student activities in face-to-face learning.
3.1. Designed Draft Model
Draft model of blended learning is designed with a combination of proportional aspect
between face to face learning (70 %) and e-learning (30 %). This learning model consists of four
phases: (1) presenting information, (2) guiding the learner, (3) practicing, (4) assesing learning.
Presenting information, guiding the learner, and assesing learning is conducted in face-to-face. The
learning method used in face-to-face learning is problem solving, inquiry, experiment and discussion.
Practicing (drills and exercises ) is conducted online. Martyn (2003) states that a successful blended
learning consists of the initial meeting is completely face to face, assignments online along a weekly
with online consultations and closed with a final exam in the classroom.
E-learning to support blended learning models is designed by using an open source software,
namely, Moodle (Modular Object-Oriented Dynamic Learning Environment). Moodle is a Course
Management System (CMS), also known as a Learning Managment System or Virtual Learning
Environmental (Pusdiklat, 2010). CMS uses internet technology to manage the interaction between
users and learning resources (Rivai dan Murni, 2009). Moodle provides a complete software package
(Moodle +Apache+MySQL+PHP). The design of e-learnings itecalledE-LEARNING JTEFTUNP, as
shown infigure 1.
Course categories for Electrical Engineering Department contain subjects courses of
Technical Physics. Learning materials for each course is based on meeting each week (weekly
outline) as shown infigure 2.
Preparation of learning materials based e-learning includes the program maps, handouts,
assignments, discussions, quizzes, and evaluation. Program map for internet-based learning is
analogous to the outlines of the syllabus in face to face learning. Program map is a manifestation or
result of instructional design activities. Format of program map includes several components: (1)
identity of the course (name, code, SKS). (2) Learning objective (competency standards, basic
competencies, and indicators). (3) Instructional design results are presented in tabular form, including
the columns of the basic competencies, indicators, learning materials, media (textbook, images,
photo, video, animation, simulation, test), communication/interaction of lecturer-student and student-
student, student learning activities, learning resources, and time allocation.

Proceeding
Figure 1. E-learning Design
Figure 2. E-learning Display for Weekly Outline
Instructions for program map: (1) Name of course: write the names of the courses according to
the curriculum. (2) Course code: write code according to the curriculum subjects. (3) SKS: write
subject SKS according to the curriculum. (4) Competence courses: write competency courses (goals
to be achieved by the students after completion of the course). (5) Basic competence: write a list of

Proceeding
basic competencies to achieve the course learning objectives. (6) Columns of KD numbers: write the
number of basic competence. (7) Column of indicators: write the indicators related to the
achievement of basic competencies. (8) Column of material: write down the subjects and sub subjects
related to the topic of learning to achieve basic competency. (9) Text column: write the title or
content of learning materials and the site address of text. (10) Column of images/photos: write a short
description of image/photo will be used in the study to the topic concerned, and the title and address
of the site from the image (if the picture is taken from another site). (11) Columns of audio: write a
short description of the audio or sound to be used in the study to the topic concerned, and the title as
well as audio clips from the site address (if the audio clip is taken from another site). (12) Columns of
video/animation: write a brief description of the video/animation to be used in the study to the topic
concerned, and the title and address of the site from the video/animation (if the video / animation is
taken from another site). (13) Columns of simulation: write a short description of the simulation (such
as simulated process induced emf in the electric generator) that will be used in the study to the topic
concerned. (14) Columns of assessment: write a brief description of the form/type of assessment
(type, number of questions, content questions) that will be used for the assessment of learning (as
quizzes, assignments, or tests) on the topic in question. (15) Column of interaction (communication):
write a short description of interaction and communication (eg. email, forums, chat) that will be used
in the study to the topic concerned. (16) Columns of student learning activities: write a short
description of learning activities for students who do study the topic in question. For example; read,
do assignments, answering quizzes, look for learning materials on the internet. (17) Columns of
learning resources: write learning resources on the internet that was relevant to the topic concerned.
(18) Columns of time allocation: enter the time allocation required by students to study topics
relevant.
3.2. Validity of Learning Model
Model of learning, e-learning design, unit lesson, labsheet that designed based on learning
modelis validated by three expert judgment. The aspects assessed by the experts judgment are the
content feasibility, construction feasibility, and language feasibility. The validation results of
learning model and learning materials can be seenin Table1.
Table1. The ValidationResultsof Learning Model and Learning Materials
No Aspects assessed Expert Judgement Average MaximumScore Percentage( Category

1 2 3 %)
1 Contents feasibility 51 42 54 49 60 81.7 Veryvalid
2 Constructionfeasibility 44 45 46 45 55 81.8 Veryvalid
3 Language feasibility 35 35 33 34.3 40 85.8 Veryvalid
The validation results show that learning model and learning materials are very valid category.
3.3. Practicality of Learning Model
Practicality of the learning model and learning materials gained through the trial. Practicality
learning model assesed from the learning feasibility and student responses to learning. From
observation of the learning feasibility shows that the model of face-to-face learning in blended
learning was practical category (average75.3%). The response of students to the implementation of
learning was practical category (average79.5%). This may imply that the developed learning model
can be implemented by students.
3.4. Effectiveness ofLearning Model
Learning outcomes in the cognitive domain showed a good progress. The average of student
learning outcomes in the cognitive domain was 75.52 and the percentage of success was 86.7%. The
average of student learning outcomes in the psychomotor domain was 78.9 and the percentage of
success was 88.5%. More than 85% of students have met the success criteria value. Thus it can be
stated that the developed learning model is effective in improving student competence in engineering
physics learning.
3.5. Discussion
Implementation of blended learning models in engineering physics learning does not mean
reducing then umber of face-to-face in the classroom, but to overcome the limitations of time to
discuss the subject matter in the classroom of face-to-face learning. Students can learn and interact
with lecturer or their friends by online. The results of research showed that blended learning is more
effective than face-to-face learning. This results are consistent with the research blended learning
Noraharja (2011).

Proceeding
The results revealed that the blended learning model contributed more to the students
achievement than traditional teaching methods. Thanks to blended learning model: (1) The students
get prepared for the course before coming to the class. They found the opportunity to make revision
at any time as much as they wanted and understood the subject better via such activities as videos and
animations. (2) They were allowed to test themselves and to determine the subjects they were
inefficient in via the quizzes in the web site. (3) They tried to overcome their inefficiencies by
directing questions via the web site that they could not ask to the teacher during the lesson and by
discussing with their friends. (4) They found the opportunity to learn on their own pace.It can be
stated that all of these opportunities increased the achievements of the students. In a number of
studies (Tuckman, 2002; Boyle et. al.,2003; Dowling, Godfrey and Gyles, 2003; OToole and
Absalom, 2003; Garrison and Kanuka, 2004; Pereira et. al., 2007; EL-Deghaidy and Nouby, 2008;
Aladejena, 2009) similar findings were obtained. It can also be stated that blended learning has
positive effect on the students attitudes towards the internet; especially use of the internet for
education, research and information sharing.
Blended learning endeavors to purposefully integrate online and traditional learning in order
to create an innovative approach with its own merits (Allen, Seaman, & Garrett, 2007). According to
the Centre for Educational Research and Innovation (CERI, 2005) blended learning courses are
becoming increasingly significant to complement, not replace, traditional forms of teaching (Mitchell
& Forer, 2010). While blended learning has been recognized as having a number of advantages,
insufficient learning satisfaction is still an obstacle to its successful adoption (So & Brush, 2008). It
has been suggested from the literature review that interaction between student and student through
tasks, and activities in and out of class would be increased in a blended learning. inovative approach
with its own merits. Results indicated that the levels of students perceived course interaction was
quite high. Students seemed to have quite positive perceptions of their interaction in this course.
Specifically, when implementing the blended learning, lecturers should motivate the positive
interaction publicly to encourage collaborative learning interaction. This increase in the inte raction
could lead to higher level of satisfaction and learning (Swan, 2001; Chen et al, 2007). In conclusion
blended learning environment has been presented as a promising alternative learning approach
(Graham, 2006) and may be capable of improving, expanding and even transforming face to face
learning (Donnelly, 2010). Teachers should embrace it and help students develop the necessary skills
in order to demonstrate higher levels of interaction. Furthermore, obtaining student feedback about
students perceptions of blended learning is crucial for the successful design and implementation of
the educational process.
Some ofthe advantages of the blended learning are:(1) students are free to study the course
materials independently use the materials available on-line. (2) Students will have discussions time
with teachers or other students outside the face-to-face learning. (3) Students learning activities that
conducted outside the hours of face-to-face learning can be properly administered and controlled by
the lecturer. (4) Lecturers can add enrichment materials through the internet facility. (5) Lecturers
may ask students to read the materials or work performed prior to the learning test. (6) Students are
able to share files with other students.
4. CONCLUSIONS
Development of blended learning models in order to meet the needs of lecturer and students
to vary way students learn, overcome the shortage of time to deliver learning materials, and help
students understand the learning materials by utilizing the facilities available. Based on the
development model that has been done, it can be concluded that the model of blended learning (a
combination of 70 %face-to -face learning and 30 % e-learning ) can be used as an alternative
learning effective and engage the student because there is intensive interaction between lecturer and
students , students and students , lecturer / student with learning materials . E-learning to support
blended learning models developed using moodle software because according to the learning needs of
engineering physics. Blended learning model has four phases: (1) presenting information in face to
face, (2) guiding the learner in face-to-face and e-learning, (3) practicing face-to-face and e-learning,
(4) assesing learning in the face to face.
Blended learning model developed in the Engineering Physics courses is very valid,
practical, and effective to increase student competence. The validity based on the opinion of expert
judgment. Practicality of the model was seen from learning feasibility and student response to
blended learning models. The effectiveness of blended learning model was seen from student learning
outcomes in the cognitive and psychomotor domains. Recommended to the lecturer of physics to
apply this learning model. Further research may apply to develop a model of blended learning
according to the facilities available.

Proceeding
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Proceeding
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Karkkainen. (2010). Blended learning with everyday technologies to activate students
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[42]. Woods, R. H. (2002). How Much Communication is Enough in Online Courses? Exploring the
Relationship between Frequency of Instructor-Initiated Personal Email and Learners' Perceptions
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Instruction. The Chronicles of Higher Education. http://chronicle.com/article/Hybrid-Taching-
Seeks-to/18487

Proceeding
REFLECTIVE THINKING SKILLS

IN PROSPECTIVE PHYSICS TEACHERS
Ellianawati, Rusdiana D, and Sabandar J
Program Pascasarjana, Universitas Pendidikan Indonesia.

Article history: Reflective thinking skills were very important to prospective physics
teachers, especially in solving of physics problems. To be a reflective thinker
meant they had to have the ability to perform self-assessment by carefully
Keywords : considering all possibilities so as to make a valid decision in solving of
reflective thinking physics problems.One of the subjects that characterized by its reflective
thinking skills was Mathematical Physics lecture. This research had revealed
physics teachers pattern of reflective thinking skill of prospective physics teachers based on a
physics problems qualitative study of 6th semester students who have taken Mathematical
Physics and other advanced physics courses. Collecting data in this study
self assessment
include distributed questionnaires to 39 students and interviewed with 12
critical and creative students. Based on findings from field study, it can be informed that the
thinking prospective physics teachers still adopted conventional procedures in solving
of physics problems. There were 6 patterns of solving physics problems arise
and approximately 15% of the students applied the process of reflective
thinking as expected. Based on the finding it can be concluded that the
students were tend to perform the application of concepts to new situations
through a process of adaptation patterns of problems and to apply it to the
case they faced.
Correspondin gAuthor:
Name Ellianawati
Affiliation Universitas Pendidikan Indonesia
Address Jl. Dr. Setiabudhi No.229 Bandung-Indonesia
Phone 6281575404750
Email ellianawati@yahoo.com
1. INTRODUCTION
Reflective thinking skills is the thought process with active consideration, persistent
(continuous), and conscientious about belief or form of knowledge that is taken for granted in
accordance with the reasons that support it and the further conclusions to be made as a tendency [1].
Tishman [2] describes three types of reflective thinking, they are: 1) metacognition, which is critical
self-reflection on ones own learning process; 2) consolidative reflection, which involves reflecting
on the big messages and understandings from the learning experience; and 3) active connection
making, which involves actively seeking connections between newly learned information and
existing knowledge. The reflective thinking skills have developed by John Dewey, a philosopher, a
psychologist, and an American educator, who is known as the "father" of modern tradition of critical
thinking. According to Dewey [3], reflective method in solving a problem is an active and careful
thinking process, which is based on the thought process toward definitive conclusions. He explained
that this process can be done by applying five strategic steps: recognize or felt difficulty of problem;
location and definition of the problem; suggestion of possible solution; rational elaboration of an
idea; as well as test and formation of conclusion. It can be summarized that the main points of the
systematic component of reflective thinking skills consist of activities compiled framework (logical
construct); formulate hypotheses (rational answer to the problem); empirically test hypotheses;
discussions; and draw conclusions. Based on the main ideas above, a simple conclusion can be drawn
that reflective thinking skills were parts of the critical and creative thinking. Skills as parts of critical
thinking are rules of decision-making based on careful consideration and reexamine the results of
applying the solution to the problem. Reflective thinking characteristics which are considered as parts

Proceeding
of creative thinking are the availability of alternative solutions to solve problems and the opportunity
to apply the concepts to new situations.
Mathematical Physics lecture for prospective physics teachers requires them to have reflective
thinking skills. When explaining the physics concepts to the students, the teachers should have
sufficient experience to be able to make decisions with careful consideration in concocting and uses
mathematical equations that fit with students' thinking skills [4]. Similarly, when explaining the
physics problem solving, experience in solving of physics problems with a variety of alternative
solutions; applying physics concepts to new contextual situations; as well as retesting the application
of the results are processes that will help students learn physics as a whole [5]. Therefore in this study
the pattern of reflective thinking skills that the prospective teachers of physics must be revealed.
2. RESEARCH METHOD
The qualitative study approach was conducted in attempt to explore information about the
patterns of reflective thinking skills in student teachers of physics in learning Mathematical Physics.
Data were collected through 39 students of 6th semester at the State University of Semarang who
were randomly selected and asked to complete a questionnaire. Member checking was conducted by
interviewing 12 students from those students who responded to the questionnaire. The subjects
selection was based on the premise that the 6th semester students have taken the course of
Mathematical Physics. They also have the experience of taking a number of advanced physics
courses. Thus, they can explain about the sustainability regarding Mathematical Physics as well as
advanced physics lectures they have learned.
The results of the study were based on the disclosure of the facts that was investigated by
using the research questions as follows:1) what are the students' perceptions about the relationships
between mathematics and physics in Mathematical Physics lectures?; 2) how do the students think
about the application of mathematical analysis in solving physics problem?; and 3) what are the
patterns hold by the students in solving of physics problems?

3.1. Students' perceptions of the relationship of mathematics and physics in Mathematical
Physics lecture
In general, mathematics is the language used to systematically analyze the problems related
to the concepts of physics. The same opinion was expressed by Olteanu & Olteanu [6] in their
research that the ability to master a theory will greatly affect learners' understanding of mathematical
concepts that have implications for the ability of solving problem in different situations. In the series
of the historical development of physics has shown that modeling physical phenomena into
mathematical equations have given a lot of convenience to perform physical analysis of the physical
phenomena. Thus it can be said that the position of the relationship is very important in mathematical
physics. From a question about the importance of mastering physics problem solving techniques
using mathematical analysis posed in the questionnaire, the data obtained is as follow.
Figure1. The importance of mathematical analysis techniques in solving physics problems

Proceeding
The above diagram shows that the students' perceptions are so diverse in terms of the
relationship of mathematics and physics in Mathematical Physics lectures. However, as a whole it can
be summarized that the students are well aware of the importance of mastering physics problem
solving techniques using mathematical analysis leading to a strengthening of the concept to solve
physics problems. This was convinced by confirmation through interviews that mathematics plays an
important role in mastering the advanced concepts of physics such astranscripts of interview with
Bekti
... for example it's mm.. okay ... like the Lagrange in mechanics, it let me even
more understand (she raised two fingers of her hands beside her ears) when the
formula is applied in mechanics, like that, but in previous Mathematical Physics,
e ... honestly in what situations are these equations applied for, I just get the point
after taking mechanics lecture, it also happen with the Hamiltonian equation, and
so forth ...
When they were asked to answer the second question about the possibility of settlement of
physics problems by using more than one way, all students said yes. It means that every problem can
be solved by using more than one method with the following three reasons. First is depending on the
preference of methods, approaches, as well as point of views chosen by the students, was delivered
by 31 respondents or 79.49%; second reason is depending on the individual intelligence, was
answered by 6 respondents or 15.39%; and the last is depending on the result of the ability to
translate the formula in suitable situations was addressed by 2 respondents or 5.12% of them all.
Figure 2. The most difficult phases in mathematical modeling of physical phenomena
Generally, student difficulties in modeling problems can be categorized into three major
groups, namely the identification of the problem, mathematical operations, and develop ideas to solve
the problem. So, basically the students understand a strong relationship between mathematics and
physics but still have difficulties in modeling physical phenomena [7]. Similar opinion was expressed
by M. Planinic, et al.[8] that the weakness in translating mathematics into physics is the inability to
see the similarities in the cases of the two contexts.Nguyen & Rebello [9] found that the error that
generally occurs when students solve problems in the electrical operation is completion of integral.
The most difficult processes in completion of integral are in developing equations involving
infinitesimal scale; determining the integral limit; linking variables in the integral; and computing
integral algebra. That is, in general, the basics operational of integral is not only an issue among the
students in Indonesia, especially Unnes but also in the other hemisphere.The third question about the
problem solving steps, in general there are six usual patterns proposed by students as follows.

Proceeding
Table1.Theperformance of problem solving steps proposed by students
Patterns Steps Respondents Percentage

A 1) Problem analysis
2) Identification 23 58,97 %
3) Calculation
B 1) Concept analysis
2) Calculation 5 12,82%
3) Confirmation
C 1) Identification
2) Problem analysis 4 10,26%
3) Calculation
D 1) Concept analysis
3 7,69%
2) Identification
E 1) Identification
2 5,13%
2) Calculation
F 1) Problem analysis
2) Identification
1 2,56%
3) Calculation
4) Confirmation
The six patterns above show the conventional physics problem-solving procedure which
usually use in many level of education in Indonesia. They are: analysis the problem of what is known
and asked, identify the scales and units, convert them if needed, draw the formula and ended by
mathematical calculations without reconfirmation. However, there are two patterns, B and F, which
have a tendency to confirm the result or reflection. The interesting fact is that this pattern just owned
by 6 of the 39 students, or about 15%. It can be summarized that the trend of reflective thinking skills
has appeared and only one student who meets the criteria for reflective thinking skills with different
syntax proposed by Dewey.
4. CONCLUSIONS
According to the findings from the questionnaires and interviews, it can be formulated that
critical thinking that the student teachers of physics of the State University of Semarang have so far
still tend to reflect the four stages of reflective thinking based on the framework of Dewey, namely :
to feel and to identify problems, to limit and to formulate problems, to propose some possible
alternative solutions to solve the problems, and to develope ideas to solve the problem by collecting
the required data. One thing is not widely practiced by students in problem solving is the fifth step,
which is a test to investigate the problem solving solution and use it as a material consideration to
make a conclusion. Thus, efforts should be made and further assessment to allow students to develop
reflective thinking skills to the maximum, especially for the ability to perform self-assessment in
depth study and determine the best solution in solving physics problems.
REFERENCES
[1]Fisher, A.Berpikir Kritis:Sebuah Pengantar. Translation. Jakarta: Erlangga, p.2, 2007.
[2]Tishman, S, presentation given at the NAEA Museum Education Division Pre-Conference
Seminar, March 23, 1999, Washington. http://omega.cc.umb.edu/~cct/artmuseum.html.
[3]Dewey, J. How We Think. Lexington, Mass: D.C. Health and Company, 1993.
[4]Marsh, Colin J. Becoming a Teacher: Knowledge, Skills and Issues. Pearson Education, 2008.
[5] Sabandar, J. Berpikir Reflektif dalam Pembelajaran Matematika,
http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMATIKA/194705241981031-
JOZUA_SABANDAR/KUMPULAN_MAKALAH_DAN_JURNAL/Berpikir_Reflektif2.pdf.
[6] Olteanu, C and Olteanu, L. Equations, Functions, Critical Aspects, and Mathematical
Communication, International Education Studies, vol. 5, no. 5, 2012, pp.69-78.
[7] Saingan, R.C. & Lubrica, J.V. Demonstration Strategy and Achievement of Physics Students
Based on Higher Order Thinking Skills, Research Journal, vol. 16, 2008, pp. 129-136.
[8] M. Planinic. et.al.Comparison of Student Understanding of Line Graph Slope in Physics and
Mathematics,International Journal of Science and Mathematics Education, 2012. Published
online 31 May 2012.
[9] Nguyen, D. H. & Rebello, N.S. Students difficulties with integration in electricity,Physics
Education Research, vol.7, 2011, pp. 010113-1 010113-11.

Proceeding
DEVELOPMENT OF TEACHING MATERIAL OF ENGLISH FOR
ACADEMIC PURPOSE WITH CLUB EMBEDDED TO IMPROVE
PHYSIC PROSPECTIVE TEACHERS SKILLS
Heni Rusnayati, Arif Hidayat


Article history: Department of Physical Education curriculum UPI FPMIPA English is one of
the compulsory subjects, 2 credits of 145 total credits curriculum load to be
taken by students in the first year of study. With a 2% share of the total
Keywords : curriculum English languages still less, especially in equipping students lack
the ability to communicate in English language and in writing as well as in the
understanding of physics apply. This study aims to obtain the design and
development of learning English for Academic Purpose Integrated Club to
improve the English language skills of students verbally or writing that will
follow students in the English Language Course with material he taught.
Results of operations or output produced products are: 1. Textbooks and
teaching materials Matter Physics in English for discussion and besides
Mechanics , 2.Revisi Description, Syllabus and Sap for the course and for the
club, 3. Implement Physics English Club and Content Development Physic
English Club, 4. Evaluation of English Course
1. INTRODUCTION
Linguistic competence in academic setting has significant position in supporting knowledge
and therefore instrument for students to understand their scientific level by which they grappled.
Without the exception of physics, the linguistic competence, particularly international language,
English, have strategic role in developing physics and delivery in internationally learning.
Beside as tool to understand the science of physics , the linguistic competence is significant
media for prospective physics teachers to supporting knowledge and therefore support their activities.
By 2001, the Applicant of Civil Servant for educative staff(CPNS) in West Java province is required
to have English ability. While the Faculty of Mathematics and Sciences Education ( FPMIPA ) UPI .
gradually presuppose English competence certificate of TOEFL type for students who will pass an
exam session.
In curriculum of Physics Department (FPMIPA) UPI , the English is one of obligatory
subjects, 2 credit from total 145 credit in curriculum load must be taken by students in first year of
lecture. In portion 2% of total curriculum, the subject of English is less, particularly provision of
competence to communicate in English, both oral and written, and apply them to comprehension of
physics.
Introductory study for support of English by conducting interview s with students who adopt
this subject suggest that difficulties, in general, facing students are: Reading, less number of session,
listening, writing, less training of speech, and application of physics.
Cardill (2007) explained that alternative English learning indicated for academic purpose is
particularly effective if topic appropriate to study level is applied, stressing aspect of student
presentation in a certain paper, and establish sustainable linguistic group inside and outside the class.

Proceeding
Indeed, the organized, routinely establishment of English Club outside the class can support
successful English program in the class for academic purpose (White: 2007).
The Object Of Research

This research, generally, is designed to obtain English Learning Development and Design
for Academic Purposes Integrated Club in order to improve English ability, both oral and written, by
involving students in lectureof English and its study material.
Resultant products
1. Video Study and Physics Textbook Materials
Main focus of study material arrangement is on make study material available that able to
train physics student listening and writing capabilities for case directly related to either content of
physics or physics learning. Selection of video is directed to basic physics lecture process for the
first students at one of universities in US.
2. Revision of Description, Syllabus, and SAP for English lecture and club
Based on curriculum standard, the revision of Description, Syllabus, and SAP for English for
Academic Purpose was developed in standardized competence contributing to the Graduation
Competence Standards.
3. Perform Physics English Club and Development of Physics English Club Content
As formal part of English lecture, the Physics English Club is obligatory activity for students
contracting English lecture. The content developed in the Physics English Club is based on both
description of syllabus of Physics English Club directed to more relaxed club learning and
presented in peer interaction; thereby it is anticipated to improve generally English competence and
later support English for Academic competence in regular class.
4. Evaluation of English lecture
Evaluation of English lecture is used on presence for requirement necessary in attending a
test, student worksheet in observing video, student presentation using English; perform in English
Club, Middle Test, and Final Test.
Benefit of Activity
Benefit of English for Academic Purpose-Integrated Club learning and development activity
in increasing student English competence, both oral and written, at physics Department of
Mathematical and Sciences Education is supporting majors to prepare prospective physics teachers
concerning intended competence.
Institutional benefit is for efforts to bring nearer Majors of Mathematical and Scientific
Physics Education in particular and UPI in general to go international in the direction of World Class
University other than for leading in the light of no LPTK in Indonesia to perform English Club
integrated to subject. Also, this activity may make partnership grow between Majors of Physics
Education in particular and UPI in general and native speaker of foreign university .
2. CONCLUSIONS
English for Academic Purposes Integrated Club Learning activity to improve generally
English competence was fulfilled in supporting majors to improve student English competence
related to content of physics and learning in terms of feasibility, thereby improving bilingual class
performance.
REFERENCES
[1]. Cardill. (2007). English and Bilingualism: How to Bring in the Classroom. Thomson. New York
[2]. Chunpin Luo,. (2008). An Action Research Plan for Developing and Implementing the students
Listening Comprehension Skills..English Language Teaching Journal,1(1)25-28.
[3]. Ly Sonita et al,. 2007. Guide Individual Learning Centre. CamTESOL Conference on English
Language Teaching: Cambodia
[4]. Nunn,. (2006) The Pragmatics of Cooperation and Relevance for Teaching and Learning. The
Linguistics Journal. 1(1), 5-16.
[5]. Yu. (2008). An Analysis on How to Improve University Students Hearing Ability of English.
Journal of English Language Teaching. 1(1), 105-106.
[6]. Yusuf, Q. (2009). A Pragmatics Analysis of a Teachers Code-Switching in a Bilingual Classroom.
The Linguistics Journal, 4(2). 6-39.
Ins

Proceeding
THE PROFILE OF PHYSICS TEACHER CANDIDATES MASTERY

ON BASIC MATHEMATICS
Cicylia Triratna Kereh1 dan Jozua Sabandar2

1
Physics Education ProgramFKIP Pattimura University Ambon
2
Mathematics Education Program SPS Indonesia University of Education Bandung

Article history: This study was a part of a research on developing an Introductory Nuclear
Physics course program for students with low abilities in math. It had been
done in order to find the answer of the question: Can students mastery in
Keywords : basic mathematics be increased by Physics lectures? Therefore, the aim of
Basic mathematics this study was to see the mastery of physics teacher candidates on basic
Direct instruction mathematics before and after taking an Introductory Nuclear Physics course.
Online teaching. The data had been obtained from the assessment of the students test
worksheets (pre-test and post-test). There were two groups of students. The
first group (the control group) had been taught by applying direct instruction,
and the second (the experiment group) by applying an online teaching as well
as by providing a two face-to-face tutorials for this group. The data had been
analyzed by using descriptive-quantitative statistics and normalized gain index
formula. The results showed that there were an increasing of students mastery
in mathematics through the given physics lectures.
Cicylia Triratna Kereh
Physics Education Program
FKIP Universitas Pattimura
Jln. Ir. Putuhena Ambon 97233
Phone: 08114700944
Email: cicyliatk@yahoo.com
1. INTRODUCTION
Introductory to Nuclear Physicscourse is an advancedcourseinphysicseducation program.
The substance ofthis courseis astudyof microscopicmaterial that cannot be observedbyhuman senses.
Since thecontent of the course is abstract, mathematicalskills are highly needed in order to understand
its mathematicalmodels. The abstract content of this material causes it poorly absorbedby
studentsespecially those withlow mathability. This course had beenchosenas the study of this research
because of thefindingsinprevious years. Students mid testworksheets showed that they have some
difficultiesin solvingproblemrelated toarithmeticoperations using integers, fractions, and more over
negative exponential numbers. In addition, there wereindications that students relied more in using a
calculator. This indicated also the students are not very skilful in handling mathematical
computations. This situation is very apprehensive, since the students are physics teacher candidates.
Based on the background, this paper examines students mathematics skills before and after a physics
course performed. One objective of the present study is to determine which basic mathematics
contents are related to Introductory Nuclear Physics content. Another objective is to
determinewhether students learning gains can be enhanced by the physics course. The learning gain
is assessed through pre- and post-testing using a quantitative of mathematics conceptual and
procedural knowledge test.
2. THEORETICAL BACKGROUND
Physics is a difficult subject to many students. This impression is commonly acknowledged
by students from generation to generation. Angell et al. (2004) conducted a research and found that
students find physics difficult because they have to deal with multiple representations and tasks such
as memorizing formulas, applying the formulas in calculations, doing experiments, making graphs,

Proceeding
and giving conceptual explanations at the same time. What make physics more difficult is students
feel uneasy to make transformations among those representations. Redish (1994) concluded that
physics is difficult for students since it demands the ability to go from the specific to the general and
back and to use mathematics (algebra and geometry). Knowing students difficulties with physics can
provide beneficial information to the instructors in preparing the course curriculum, choosing the
appropriate textbooks and media, and implementing the curriculum in a way that lessens students
difficulties of understanding and learning of physics (Ornek, et. al, 2008). One way to know students
difficulties in physics is by analyzing their worksheets such as the mid test or final test worksheets,
focusing to the parts, which related to the students difficulties or procedures of problem solving.
In learning physics, there is an assumption that one of the factors that affect the learning
process and results of physics is mathematics mastery of learners. This assumption appears because
of the nature of mathematics as a "tool" in a variety of disciplines. Indeed, mathematics plays an
important role in representing physics phenomena and solving problems. Not only it is a tool for
logically and expressing developing physical concepts and theories of physics, but also it often
uncovers a large extent content and meaning of them. Otherwise, in mathematics, physical concepts,
arguments, and ways of thinking have been used. Thus, physics not only is a domain of mathematics
application, but it also provides ideas, concepts, and methods for the development and innovation of
new mathematical concepts, methods, or theories. The assumption above is supported by several
studies showing a positive correlation between the values obtained physics in college with a math
pre-test score - which includes algebra and trigonometry material (Hudson and McIntire, 1977;
Hudson and Rottmann, 1981). There were also similar studies found that there is a positive
correlation between the values of college physics with mathematics test scores on college entrance
exams (Blumenthal, 1961; Cohen, Hillman & Agne, 1978; Halloun and Hestenes, 1985). However,
all these correlations showed no direct evidence that there is a causal relationship between the two.
Hence, it could not be concluded that a student needs to practice and improve his/her math skills
before taking college Physics so that he/she can get well performance on this course.
To see the causal effect relationship between mathematics and physics, Meltzer (2002)
conducted a study of student math skills and conceptual knowledge of basic physics as the factors
that can influence student-learning variations. Three of the four sample groups of his research showed
that there was a significant correlation between the mathematical skills of students with their gain in
physics conceptual scores. Students with higher level in mathematics skills before having physics
materials obtain higher increase substantially in conceptual physics regardless of their prior
knowledge of the concept than those with low mathematics skills. This phenomenon is true for both
men and women.
Other opinion about factors that can influence students learning physics came out from a
resource perspective. Brekelmans et. al (1997) identified three types of resources. Those are: (1)
characteristics of students when they enter the classroom, (2) students individual perceptions of the
learning environment, and (3) class-level characteristics of the learning environment. The first order
resources are such as the ability and gender of the students. The second order, for example is
students satisfaction with mathematics or physics education, while the effect of class perceptions of
the learning environment (mean of the students perceptions) and the effect of treatments are the third
order resources such as the type of curriculum used and class perception of teacher quality
3. RESEARCH METHOD
Experiment Setting
The research design is an experiment comprises of two groups of students. The first group
had been taught by direct instruction in regular classes, while the second one by online teaching.
There were eight face-to-face meetings for the first group, two and half hours each. The students in
the second group freely managed their own time of studies. However, they had been asked to access
the website three times a week, two hours at least for each access. There were two face-to-face
tutorials provided to the second group. These tutorials had been arranged in order to clarify and to
give feedback of what students had learned.
Web-based learning had been chosen as an alternative ways of teaching in this study based
on the following considerations. Firstly, a large room is not required for students in an online
learning. Each student can access the lecture materials anywhere and anytime. Therefore, this
learning strategy is electable alternative to address the needs of a large classroom. Secondly, a lot of
materials can be accessed by students via internet. Every student can learn independently of the
resources available online in accordance with their needs. In other words, a web-based learning
accommodates the needs of each student, which is different from the others. Moreover, by providing
the appropriate links in web-based learning, an instructor can personally help students with low math

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abilities. By accessing these links, the students lack of knowledge hopefully can be completed
independently or with the help of a friend.
The research subjects were senior students and a junior student who were enrolled in that
semester and taking the Introduction to Nuclear Physics course. In the first group, there were 36
students registered. However, in the pre test session, there were only 31 students showed up. During
the course, three students were unsuccessful to complete their tasks. The same situation occurred in
the second group. There were 43 students registered, nine students did not attend the pre test session
and six students failed to complete their tasks. Since the observations and evaluation covered the
whole process of the course, those students had not been included in the data. Hence, there were only
28 students worksheets of each group examined.
Research Instrument
In this study, we used a test to measure students mastery of basic mathematics that related
to nuclear physics content. Basic mathematics in this case is mathematics content that is learned from
elementary school to secondary school. There were 30 questions that had been used in the pre- and
post-test. The test content covered numbers, fraction, logarithm, exponential, and some problems
about story problems in daily life. It spread from simple problem such as to solving
a variable of two simultaneous exponential equations ( and . There were
two problems that connected directly to nuclear physics content. The first one asked about nuclear
mass, and the second about half life formula. Both problems had been carefully chosen in order to
identified whether students can evaluate the sufficient of the data in a problem solving, and solving a
story problem related to exponential number.
The essay questions were used in order to evaluate the students process of thinking. The
instruments had been tried out to 54 of students and the result showed that the instrument are reliable
and valid. Prior to the try out process, the instrument had been validated by two experts. Both of
them have strong background in mathematics education.

Descriptive of Students Mastery
Table 1. demonstrates the students mastery of basic mathematics. The scores of the two
groups are slightly different, except the minimum. From the mean scores, it is seen that there are an
enhancement in the average value of both groups, 7.5 and 6.8 respectively.
Component Group I Group II

Pre Post Pre Post
Mean 11.4 18.9 16.3 23.1
Median 8.5 15.5 12.0 21.5
Standard Deviation 7.8 11.6 10.9 15.4
Minimum 4.0 7.0 4.0 7.0
Maximum 36.0 55.0 41.0 67.0
Range 32.0 48.0 37.0 60.0
Tabel 1. Descriptive of the two group results
Since the data is not normal and the scores of the second group are a little bit higher, so we
used the analysis of normalized gain, proposed by Hake (1998):
The individual gain of the students for the basic mathematics test are represented by Graph
1. and Graph. 2. Graph 1 is representing the raw scores while graph 2 using the formula. In graph 2, it
can be seen that the individual normalized gain learning of the students in the first group are mostly
scattered below 0.1, and half of the students in the second group are in the same states. Five students
(2 in regular class and 3 in online class) have zero gain scores. The average normalized gain of the
regular class and the online class are around 0.1, which 0.105 and 0.122 respectively. Since the gain
scores here are less than 0.3, the courses are cathegorize as low gain courses.

Proceeding
Graph 1. Pre and Post Test Results of Group I and Group II
The unchanging scores of the two students in the first group is due to the students customs in
copying others homework. They do not do the tasks by themselves. Moreover, those students never
raised question during the meetings. This students habits leads to zero learning, eventhough they
always present in class regularly. On the contrary in online learning group, the tutorials played an
important role as an opportunity for having feedbacks. It means class attendance is still necessary to
be fullfilled by students. When students were absent in those tutorials, they missed the chance to
improve their skills. Students with high gain showed a specific characters, namely they are active in
asking questions (both online and offline). They also have a positive attitude by confidently showing
what they know or not.
The small average normalized gains implied that the course needs more improvements. The
instructor needs to be innovative in creating or designing personal students tasks or homework, since
some students just copied the homework from others. Other implication, even the score is small, the
positive normalized gain score indicates the posibility of enhancing the students mastery of basic
mathematics. As the first step to improve thequalityof existinglearningphysics, instructor should
design lectures that emphasizing on students difficulties on mathematics.
(a) (b)
Graph 2. Individual Normalized Gain of Group I (a) and Group II (b)
Students Difficulties
In students pre test, some students common difficulties were detected. Their difficulties
covers from simple arithmetic problems such as finding the n in the equality problem: 19 + 25 = n
+ (-5) to solving two exponential equations simultaneously. Here are some patterns of the students
answer of the problem 19 + 25 = n + (-5):

Proceeding
(a) (b)
(c) (d)
Figure 1. Examples of Students Answers Before Lectures
The examples in Figure 1 shows that the students did not know the concept of equality or
how to solve such kind of problem. The first student performanced two difficulties: (1) misidentified
the addition in the left side as substraction and (2) doing an incorrect procedure by continued
adding the former result with (-5) (Fig.1a). This false procedure may be done by the student
because she accustomed to solve a problem in a line. Similar to the first student, the wrong answer of
the second one is the result of her habit in solving a problem in a line. Another patterns that had been
found is shown in Fig.1c. and 1d. Both answers showed that the students were not careful in
calculation and misidentified the operation sign of the problem.
Even in the simplest problem in the test, some students showed their difficulties. Here are
some patterns of their answer of the problem: 12 - (-7) = ........
(a) (b) (c)

Figure 2. Patters of Students Answers of Problem: 12 - (-7) = ........
Clearly, the three students do not know how to do the substruction using a negative number.
This difficulty has been internalized and rooted. It is hard to change the way of thinking of the
students. What the instructor can do is to fill the lack of knowledge of the students by giving similar
problems during the meetings. For example, students never faced a problem such as solving two
exponential equations simultaneously. However, by doing the similar problem in nuclear physics
(finding the half life of a radioactive element from data experiment), they can attain the answer
correctly. This research confirms the variety of students difficulties in mathematics that proposed by
Garneth (1998) and Kereh et. al (2013).
5. CONCLUSIONS
This paper describes some ways to help students with low abilities in mathematics to have a
better understanding of nuclear physics. Some students way of thinking are rigid and difficult to
change, even in simple problems. However, it is possible to enhance students mastery of basic
mathematics by physics lectures. This can be accomplished by giving the students similar problems
based on physics context related to the mathematics concept. Other ways to achieve it are
familiarizing the studentstoworknotin a line, leading the students to read the problems carefully, and
determining the operation sign correctly. Hopefully, these findings and ideas can help other
instructors to cope the problem in similar situation.
ACKNOWLEDGEMEN
I would like to give thanks to DIKTI, The Rector and the Research Institute of Pattimura
University for the Doctoral research-grant. It is really helpful.
REFERENCES
[1]. Angell, C., Guttersrud, ., Henriksen, E. K. & Isnes, A. (2004). Physics: Frightful, but fun,
Pupils and teachers views of physics and physics teaching [Electronic version]. Science
Education, 88, 683-706.
[2]. Blumenthal, R. H. (1961). Multiple instruction and other factors related to achievement in college
physics. Sci. Educ. 45, 336342 ~1961!.

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[3]. Brekelman, M. et. al. 1997. Student characteristics and learning environment interactions in
mathematics and physics education: A resource perspective. International Journal of Educational
Research. Volume 27, Issue 4, 1997, Pages 283292
[4]. Cohen, H. D., Hillman, D. F., and Agne, R. M. (1978). Cognitive Level and College Physics
Achievement. American Journal of Physics. Volume 46, Issue 10, pp. 1026
[5]. Hake, R. (1994). Survey of Test Data for Introductory Mechanics Courses, AAPT Summer
Meeting, Notre Dame University, AAPT. 24, 55
[6]. Hake, Richard R. (1998). Interactive engagement versus traditional methods: A six-thousand-
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[7]. Halloun, I. A. dan Hestenes, D. (1985). The initial knowledge state of college physics students.
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[8]. Hudson H. T., dan McIntire W. R. (1977). Correlation between mathematical skills and success in
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[9]. Hudson, H. T., dan Liberman, D. (1982). The combined effect of mathematics skills and formal
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available at: http://ojps.aip.org/ajp/ American Association of Physics Teachers
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International Journal of Environmental & Science Education, 2008, 3 (1), 30 34
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(a) (b) (c) (d)