Foreword of Chair of Science Education program
Proceedinu
Ihe 4ft lnlernulionul Seminur 0n Stierrre [durulion
Bondung. 30 0clober 201 0
"Curriculum Development of Science Education in 21't Century"
tdilsr
Pro[ Dr. Liliosori, M.Pd
Dr. Agus Seliowon, M.Si
Dr. Agus Setiobudi, M.Si.
Dr. Ari Widodo, M.Ed
Dr. liong Rohmon, Itl.Si.
Sukismon Purlodi, M.Pd.
Drs. Sulopo, M.Si
Wulon Tios GA, M.Pd.
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'turricultrnr Development of Science
Idrication irr 2]" t.errltrry"
PROCEEDING
lSBN: 978-979--o9232-3-3
r
Bandung. 30 October 20i0
Foreword of Chair of Science Education program
The fourth lnternationalseminar of Science Education is conducted to,fulfill annual agenda of the
School of 6raduate Studies, lndonesia University of Education.
The seminar theme "Curriculum Development of Science Education in the 2rst Century,' is chosen
emerge from many problems of science education in lndonesia. One of them is the overstuffed
condition of science curricuium that affected from rapicl development of information in this era.
Besides, tlrere are challenges of lndonesian people in facing against gtobal competition. To win the
competition they have to think critically. Therefore many massages harre to cover by :cience
curriculum caused it overloaded anc difficult to be implemented.
We are not able to overcome the problem ourselves. We need input of information and experience
from many researchers all over the world. Therefore this seminar hcped to be an exchange
experience to solve the problem and lead to the discovery of science curriculum to enhance
lndonesian science education quality.
I would like to exPress my special gratitude to Prof Dr Bruce Waldrip from Monash University,
Australia; Prof Dr Russell Tytler from Deakin University, Australia; and Dr. Benny H.W-yung from
The Universlty of Hongkong; who are specially come here to be key note speakers. Thank ytu for
sharing the result of your latesi result with us.
Finally I would like to thank to the committee w'ho have been working hard to prepare the seminar
and publish the proceedings. Last but not least thank you for atl.speakers and participants of your
ccntribution today.
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PROCEEDING
curriculum Development o{ Scierrc€
Il'r
ISBN: 978-979-99232-3-3
Cenl.rr\."
;
Bandung, 30 Oct0ber ZC10
Table of Content
Front Page
I
Editor
ii
Foreword of Head of Science Education program
iii
Table of Content
v
Keynote Speaker
r.
Effective Science Teaching and Learning through reasoning
BruceWaldrip, Monash Llriversity - Australia
2.
A',
Exploring the Australian Science Curriculum: A way forward?
Russeil Tytler, Deakin University- Austraiia
3.
A:
Preparing Teachers for Teachihg ldeas about Science: A Video-based Approach
Benny H.W.Y ung, The univ ersity of Hongkong
4.
A3
Redesigning indonesian science curriculum based on generic science skitts
Prof. Dr.
Liliasari
;
A4
Biology ECucation
Authentic assessment competence of high school biology teachers in Central Java
Alif N. Hidayati 1Nuryaniy. Rustaman, sri Redjeki, Ahmad
The use of interactive e-book
biology lessons
Munandar
to promote constructivist learning environment
Ari Widodo, lmron Nugraha, Rinrin Tresnawati, Annisa Nurbaety, and Bian
Br
in
Biona
Bz
study on learning process of prospective biology teacher in microbiology
Boiq F atmawati, Nuryani y. Rustaman
Bl
Development of pedagoglcal content knowledge (PCK) training program of genetic
concept for biology teacher in highschool
DidoHomidah,NuryoniRustamon,l
ModeAlitMariona
84
Local wisdom of the community around the ulu Masen forest
Evi Apriana, Achmad MunanTar, NuryaniY Rustaman, Hertien Koosbandiah Surtikantf 85
Profile of biology teachers task in development
of an integrated
sciencelearning
based on environment ( Case studies in secondary school of ,,Xi in Bandung City)
Meilinda and Rahmi
Susonti
I
( t;t'tt(,tlunl DevelOpntent Cf SCience
[,].;iatron tn .2l" Centrry
,lt h
.'';!:: lo:eflral:oriai
ji Sem,ni,t
..,-,..
:1..,.... ri.
of Scref (:(
PROCEEDING
ISBN: 978-979-99232-3-3
e;,n,1t,ng, 30 ()clcber 2010
Eiiurili0n
\
ln service training study program ..Mwl,, for science teacher to improve resu!t study
at special needs
Mia Nurkanti, Nuryoni y Rustaman, Zaenal A, Suroso
Ay
Prospective teachers preconceptions on vascular tissue
Purwati K, suprapto, Nuryani y. Rustaman, sri Redjeki
Bt
of
,
seed plants
Adi
Rohmad
Bg
Profile material difficulty level of plant physiology according to prospective biology
teachers
Rahmi Susanti, Nuryani y.Rustaman, and Sri
Redjeki
Bg
Argumentation skill of prospective biology teachers on-the concept of neural system
Roshayanti Fenny
y.
, Rustaman Nuryani
Problem based interactive e-rnodule
nervous system concept
Barlian Anggraini, Lukmana
to improve studentts generic
lwa
Bto
science ability in
Sihonbing, Rositc
Btt
Effort of debriefing biotechnology pedagogical content knowledge (pCK) through
mastery basic concepts for biology teachgr candidate
Widi Purwianingsih, Nuryaniy. Rustaman, Sri Redjeki
Using quest on weblog: How in service teacher perceive instructional framework?
Yanti Herlanti
Btz
Br],
lmplementation deductive inquiry model to increase student critical thinking skill
and
concept attainment in genetics
Zulfioni
il4
Preliminary Profile of Tutor's Ability in Managing Practical Work on plant physiology
Through Peer Assisted Learning (pAt) Rrograir Sariwulan Diana and Nuryani Rustaman
Brs
Effectiveness of Cooperative Learning Model Type STAD and TpS
Against the Resutts
of Student Learners : case studies in senior high ichool in Madura ci-ty
Yenny Anwar
Br6
Analysis on Practicum Based Learning
Scientific Attitude in University
Fransisca sudorgo
7., Berti yolida,
to lmprove studentsr critical Thinking And
Eka Ariyoti, sri sukoesih
vi
L
Br7
senior high school students in chemical equilibrium learning concept
Budhi SagitaWiratama,
Liliasari
Cr
Representational competence's profile of pre-service chemistry teachers in chemical
problem solving
lda Farido, Liliasari, Dwi H. Widyantoro and Wahyu Sop:.andi
Cz
Profile of generic science skills in the assessment of practical inorganic chemistry
Ramlawati, Liliasari, Muhamad Abciulkadtr M., and Ana RatnaWulan
Cj
ldentification of problem difficulty in learning chemistry at Class Xl of high schoots in
Lampung Province as input for LPTK (Especially Chemical Education Study Program of
Lampung University)
Sunyono
Cq
Local Culture Based Guided lnquiry Laboratory Activity ln Enhancing Students'Critical
Thinking Skills
I Nyoman Suarcianat, Liliasariz, Omay
Tematic Learning the lnfluence
Sumarnaz
CS
of Aditive Food Toward Human Healthy with
STL(Scientific and Technological Literacy) Approach to lncrerye Science Literacy
Mulyitno, Ahmad Mudzokir dan Anna
permanasari
C6
Physics Education
Multiple rePresentations skills and its influenced toward students, critical thinking
disposition using a virtual laboratory activity
Abdurrahman,
Liliasari
pt
The relationship of between spatial abilitn mathematics performance and kinentaiics
graph interpretation skills of pre-service physics teacher students
Suhandi, Hikmat,
Samsudin
pz
The development of problem solving skills through instruction in optic
education student
l1
ll
ll
Eko Swistoro, Nuryani Y. Rustam an, and Agus
for
physics
Setiawan
p3
Using virtual laboratory to increase students'understanding on modern physics
'
Gunawan,
AgusSetiawan
p+
Characteristic of mechanics teaching materials for increasing students of ptri..r:,.
teacher candidates representation ability on verbal, mathematical, picture, and
graphic
vii
f
;r r rc ulur
.
ai'"*:'th
F loternat,o,';i
,#s:isff;,
i'
ir i_raveloprttent of 5crence
rr in 2]." Cenlury"
PROCE I DING
Ior;i.atit
lSBN :
978-979-99232-3-3
ll;iirriurri' 30 O{.tolrer 2010
Educalron
\
I Ketut Mahardika, Agus Setiawan, Dadi Rusdiana, A.
Rusli
p5
The phenomenon based learnlng in heat concept to improve problem solving skills
iunior high school students
LasmaBr Hotang, Dadi Rusdiana and lda
Hamidah
The amazing physics interactive multimedia support
opticalinstrument in Junior High School
Sardianto Markos
P6
for eyes learning as a part of
Siahaan
Pl
Development of assessment isomorphic problem model at subject matter wav€
Sudarto
and Liliasari
P8
The use of spreadsheet software in waves learning
Muh.Tawil, Liliasari, Benny Suprapto Brotosiswojo, and Dadi
Rusdiana
Developing students' metacognitive skills inscience teaching and learning
theories into practice
TomoDjudin
P9
: From
Pto
Development of learning creativity sheet, as performance assessment in learning
dynamicfluid concept of high school students
Viyanti, Undang Rosidin
Ptt
The usage of generative learning model within the learning
increase student's physics learning achievement
of light t'efraction to
Wiendortun, Heni Rusnayati,' M. Nana Agustian
Ptz
of problem
based instruction model to improve students
learning achievement and find out students learning motivation in learning physic
The implementation
Wendartun,
P
arlindungan
Si
naga, M.
T
aufiqurrohim
Sy ah
Pr3
The use of blog as subiect matter in the lecture of basic physics to improve teacher
candidates on biology students in the mastery of motion concept
Toto
pr4
lntegrated science competence using
undergraduate student
lnsihWiluieng, Agus Setiawan , Liliasori
inquiry approach of
science education
Pr5
The ways the physics teachers solve a multifaceted real-world probtem retates to the
behavior of gas
Sutopo
pro
Minimizing misconception of physics teacher with through simulation on the topic of
electricity and magnetism
vilt
I
,ath
,,1': .t;i
(
lnlernat,ortat
;1.'.',-.! Seminn'
ol Sciefr:..
.. Educatir'r,
Ur
ricul{rrr [)eVelopment of Science
F
rirr; ;lir-lrt
ir-r
z'l'' Centur y"
PROCEENIT'JG
l58N: 978-979-99232-3-3
[iandting, 30 October 2010
\
Mursalin and Agus
Setiawan
PV
The Development of slEducative Game Kit" Based Puzzle and Card Game for Learning
of Science-Physics in Elementary School
Joni Rokhmat
Needs analysis of chemistry teachers
" adir" educative framework
Momo
Pr8
to
curriculum rnJtcr:al with "atk" model and
Rosbiono
Pg
of Physics Lecture Courses !o Support the €ompetence
Conversion Techniques Graduates at Bandung State Polytechnic
The Content
I
6ede Rasagamat, Agus Setiawan, Liliosari, and Hermagasantos
Zein
of
Energy
Pzo
Science Education
The application of classical test theory to determine item characteristic of scientific
literacy in context of balinese culture
A.A. lstri Agung Roi Sudiatmika
Gr
The development of competency based training program $or improving primary
school scien€e teacherts professional competencies using/with t'science by inquiry"
learning modules
Didin Wahidin, Nuryani Y. Rustaman
Gz
The Predict-Observe-Explaln-Write (POEW) model
thinking skill of SMA Student
H
eppy Samosir, Agus Setiow an, and lda Kaniaw ati
tx
of learning
is
to enhance critical
63
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(rionr p
n6..sl^6..66r of
"Curricuiirm
"Crrrrirllirm Development
^f Science
!,"I'l':"'
Education in 2rtt Century"
,
Bandung, 30 October
20i0
PROC.EIDING
,,,$.;$Effig$i,
tffit.
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THE DEVELoPMENT oF PRoBLEM soLVtN G
*4*.*h
srjL&&"fu$FtJ '
INSTRUCTION IN OPTIC FOR PHYSICS EDUCATION STUDENT
Eko Swistoro*, NuryaniY. Rustaman**, and Agus Setiawan**
(*Bengkulu University, **lndonesia University of Education)
Abstract
A study using ouasi-experintent with one gregp pretest-posttest design was carried out to improve students' physics
concept unde!.standing and students' problerr, solving skills. The freshmen (First year studenis) who eni'oiled in Basic
Phl,sics course at phys:c: educatit'rn dep:'ln.cnt in cne c{ ieachers C-ollege ip $s:rgkl:ltr P!'(rvit':ce rr'ere inri:l"cci l:
research subiects. The treatment was given to one group of students who war foliovring course in instruction program
with problem solving strategy. Research data was coilected by tising a concept understanciing test and probiem soh'rng
skills test. Data was then analyzed Lrased on normalized gain score. Result of the researt:h shows that N-gain ol students'
concept understanding and students' problem solving skills significantly improved. A./erage N-gain of students'(oncePt
understanding was o,8rr for higher level, o,o7 ior middle level, and o,4't lor lorver level. For stud?nts' problem sclving
skills, average N-gain rtas o,7)q lor higher ievel, o,46 for middle levei, and o,368 lor lower level.
Keywords: problerr solving strategy, concept understanding, problem solving skills One paragraph (font: Candara 9pt
reguler)
Background
improve the ability to think. The importance of
developing thinking skills is supported by the
results of a survey conducted by the American
lnstitute of Physics (AlF) in U.S.. The suney results
indicate that the skiils most often used by workers
Learning physics in college generaily place more
emphasis on mastery of concepts and do not
thinking
develop
skills (problem
'
solving skills.) Learning in the classroom needs io
be associated rn ith a real situation where stucients
are in, encouraging students make connections
between physics concepts owned by its application
in everyday life in society, so that more meaningful
learning. As such, students need to be conditioned
Sz and 53 physics graduates is proficiency in solving
groups,
problems, working
and
communicate. Knowledge of subject matter the
frequency of usage in the wcrkplace on average
in learning situations that allow students to
understand and understand the meaning of
learning, ihe benefits and the role and status in the
learning process. lf a student can comprehend and
understand it, the student will strive to achieve and
only about
The process of learning the daily
i legular lecturer
proved yet done optimally to develop problem
solving skils of students. lt can be seen from the
of
studenis
to the use
experts in the abcve can be said that problem
solving skills be the focus of purpose in learning
in solving problems
encountered in life. Learning more usual to provide
physics.
theories that are not rooted in the real world of
students. This is the background presence of an
innovative learning program to help students
understand / master the concepts and thinking
skills by associating the material with real life
studdnts. Regular learning which only produce
mastery of concepts, needs to be improved by
implemerrting learning programs that not only can
enhance the mastery of concepts but also to
quarter compared
Some physicists claim that problem solving is seen
as a fundamental part of learning physics (Heler,
Keith, & Anderson, r99z). Problem solving is one
method of learrring that can be used in teaching
physics as physics of nratter in accordance with the
content (6ok & Silay , zooS). From the opinions of
require faculty as mentors and facilitators.
inability
a
of problem solving skills (van Heuvelen, zoor).
Topics optics, especially in optics geometry is one
of the subject matter of basic physics. This material
covers the study of reflection, refraction, color
descriptions,
and
cptical
instruments. Characteristics of the mate:'iai is quite
abstract and involves a lot of reasoning affect
students understand the difficulty
the concept.
P3-'r
to understand
The developrre;1t of problem solving skill through....
Learning pr{)gram r^,,ith p)oblem solying strategies
used in rhis stuciy is expected to help prospective
teachers improve undersianding I mastery of
physics concepts and develop problem solving
ski!ls. ln learning lvith problem solving strategies,
prospective teacher will be involved mentally and
physics tc so!ve a given problern. Learning program
with a strategy for physics pi'oblem solving is to
follorv five sreps are: r) [ocus the Probiem, z)
Describe the Physics,3) Plan a Solution. 4) Execute
the Plan, and 5) Evaluate the Answer (Heller &
lieiler, )ooo; Kyursi'runov, :oo5; \'ousu{ &
Chaveznava, 2oo6).
The study of thinking ability of students rer/ealeci
that problerrr solving skills are not developed
without an explicit and deliberate effort investecj in
t he equation used
(Hake, r999)
.\'
earl',,. HiBh
Discussion
trained to think solving problems in the fielci of
Dragnet mastery
of
physics ccncepts using the
concepi mastery test an expanded forn-. of multiple
choice. Data from increasing student mastery of
concepts obtained on each subject matter in optics
Method
can be seen in Table r.
This research used quasi-experimental research
Table t Data Concept Mastery Test Results
design
with a "one group
pretest-posttest
design" (McMillan anci Schumacher, zoot). This
design provides a treatment of research subjects
without compared with the control class, then
compare whether there are significant differences
between pretest and posttest. The subject of this
research is a student of physics teacher candidates,
in a LPTK in Bengkuiu by the number of 3:
individuals from one class who
took the course
No. Topic
g!'oups of achievement, namely the achievement of
top, nredium, and bottom.. To colleit the necessary
data in this study used i'esearch instrunrents in the
form of a test of understanding the concept in the
form of multiple choice test which is expanded (the
amount of about 30 items to the topic of color,
reflection, and refraction, as well as 20 items about
the topic optical instruments) and physics problem
solving ability teit in the form of an essay test
amounted to t7 items.
To find out the problem soving skill enhancement
of students is done by calculating the normalized
gain (N-gain / g). Normalized gain score is also used
as a basis for determining the effectiveness of
learning programs.
1
I
&
Crouf Average
content
t
:Color
pretest posttest
;Reflection
N-Gain lnformation
(%)
4.o7 '7716 :High
,,-Top - io.9-.286
io.6t76 3.75
,Medium'
.''..--':
;Low...-;-.0.588
..
,3:9-oo
:Top 11:26
'4.27
|'-.
.
Physics z. Research subjects are classified into three
t
or low nonnalized gain (N-gain) can be
classified as follow's: (r) if g > o.7, the N-gain
resuiting in higher categories, (t'1 if o.7> g>o.3,
then N-gain generated in the mediurn category, and
(:) if g :i)ar(rE
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Ihe 4ft lnlernulionul Seminur 0n Stierrre [durulion
Bondung. 30 0clober 201 0
"Curriculum Development of Science Education in 21't Century"
tdilsr
Pro[ Dr. Liliosori, M.Pd
Dr. Agus Seliowon, M.Si
Dr. Agus Setiobudi, M.Si.
Dr. Ari Widodo, M.Ed
Dr. liong Rohmon, Itl.Si.
Sukismon Purlodi, M.Pd.
Drs. Sulopo, M.Si
Wulon Tios GA, M.Pd.
r
l.
!.
I
I
i.i-r
lrrtr.! r)di,1,r,itl
rl irr:r,
Se
Of
5.r:r:r,,,
ECrrrl'lr:
'turricultrnr Development of Science
Idrication irr 2]" t.errltrry"
PROCEEDING
lSBN: 978-979--o9232-3-3
r
Bandung. 30 October 20i0
Foreword of Chair of Science Education program
The fourth lnternationalseminar of Science Education is conducted to,fulfill annual agenda of the
School of 6raduate Studies, lndonesia University of Education.
The seminar theme "Curriculum Development of Science Education in the 2rst Century,' is chosen
emerge from many problems of science education in lndonesia. One of them is the overstuffed
condition of science curricuium that affected from rapicl development of information in this era.
Besides, tlrere are challenges of lndonesian people in facing against gtobal competition. To win the
competition they have to think critically. Therefore many massages harre to cover by :cience
curriculum caused it overloaded anc difficult to be implemented.
We are not able to overcome the problem ourselves. We need input of information and experience
from many researchers all over the world. Therefore this seminar hcped to be an exchange
experience to solve the problem and lead to the discovery of science curriculum to enhance
lndonesian science education quality.
I would like to exPress my special gratitude to Prof Dr Bruce Waldrip from Monash University,
Australia; Prof Dr Russell Tytler from Deakin University, Australia; and Dr. Benny H.W-yung from
The Universlty of Hongkong; who are specially come here to be key note speakers. Thank ytu for
sharing the result of your latesi result with us.
Finally I would like to thank to the committee w'ho have been working hard to prepare the seminar
and publish the proceedings. Last but not least thank you for atl.speakers and participants of your
ccntribution today.
I
ilt
i
",,.l,l'tl-t
._f
' g4 tnr,',',..:,,,,,,:
4 , Jf- rll,rl.:r
':"
L1l
Educatii-rn in
i ...:.r
L dL:,
.,1,
PROCEEDING
curriculum Development o{ Scierrc€
Il'r
ISBN: 978-979-99232-3-3
Cenl.rr\."
;
Bandung, 30 Oct0ber ZC10
Table of Content
Front Page
I
Editor
ii
Foreword of Head of Science Education program
iii
Table of Content
v
Keynote Speaker
r.
Effective Science Teaching and Learning through reasoning
BruceWaldrip, Monash Llriversity - Australia
2.
A',
Exploring the Australian Science Curriculum: A way forward?
Russeil Tytler, Deakin University- Austraiia
3.
A:
Preparing Teachers for Teachihg ldeas about Science: A Video-based Approach
Benny H.W.Y ung, The univ ersity of Hongkong
4.
A3
Redesigning indonesian science curriculum based on generic science skitts
Prof. Dr.
Liliasari
;
A4
Biology ECucation
Authentic assessment competence of high school biology teachers in Central Java
Alif N. Hidayati 1Nuryaniy. Rustaman, sri Redjeki, Ahmad
The use of interactive e-book
biology lessons
Munandar
to promote constructivist learning environment
Ari Widodo, lmron Nugraha, Rinrin Tresnawati, Annisa Nurbaety, and Bian
Br
in
Biona
Bz
study on learning process of prospective biology teacher in microbiology
Boiq F atmawati, Nuryani y. Rustaman
Bl
Development of pedagoglcal content knowledge (PCK) training program of genetic
concept for biology teacher in highschool
DidoHomidah,NuryoniRustamon,l
ModeAlitMariona
84
Local wisdom of the community around the ulu Masen forest
Evi Apriana, Achmad MunanTar, NuryaniY Rustaman, Hertien Koosbandiah Surtikantf 85
Profile of biology teachers task in development
of an integrated
sciencelearning
based on environment ( Case studies in secondary school of ,,Xi in Bandung City)
Meilinda and Rahmi
Susonti
I
( t;t'tt(,tlunl DevelOpntent Cf SCience
[,].;iatron tn .2l" Centrry
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ISBN: 978-979-99232-3-3
e;,n,1t,ng, 30 ()clcber 2010
Eiiurili0n
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ln service training study program ..Mwl,, for science teacher to improve resu!t study
at special needs
Mia Nurkanti, Nuryoni y Rustaman, Zaenal A, Suroso
Ay
Prospective teachers preconceptions on vascular tissue
Purwati K, suprapto, Nuryani y. Rustaman, sri Redjeki
Bt
of
,
seed plants
Adi
Rohmad
Bg
Profile material difficulty level of plant physiology according to prospective biology
teachers
Rahmi Susanti, Nuryani y.Rustaman, and Sri
Redjeki
Bg
Argumentation skill of prospective biology teachers on-the concept of neural system
Roshayanti Fenny
y.
, Rustaman Nuryani
Problem based interactive e-rnodule
nervous system concept
Barlian Anggraini, Lukmana
to improve studentts generic
lwa
Bto
science ability in
Sihonbing, Rositc
Btt
Effort of debriefing biotechnology pedagogical content knowledge (pCK) through
mastery basic concepts for biology teachgr candidate
Widi Purwianingsih, Nuryaniy. Rustaman, Sri Redjeki
Using quest on weblog: How in service teacher perceive instructional framework?
Yanti Herlanti
Btz
Br],
lmplementation deductive inquiry model to increase student critical thinking skill
and
concept attainment in genetics
Zulfioni
il4
Preliminary Profile of Tutor's Ability in Managing Practical Work on plant physiology
Through Peer Assisted Learning (pAt) Rrograir Sariwulan Diana and Nuryani Rustaman
Brs
Effectiveness of Cooperative Learning Model Type STAD and TpS
Against the Resutts
of Student Learners : case studies in senior high ichool in Madura ci-ty
Yenny Anwar
Br6
Analysis on Practicum Based Learning
Scientific Attitude in University
Fransisca sudorgo
7., Berti yolida,
to lmprove studentsr critical Thinking And
Eka Ariyoti, sri sukoesih
vi
L
Br7
senior high school students in chemical equilibrium learning concept
Budhi SagitaWiratama,
Liliasari
Cr
Representational competence's profile of pre-service chemistry teachers in chemical
problem solving
lda Farido, Liliasari, Dwi H. Widyantoro and Wahyu Sop:.andi
Cz
Profile of generic science skills in the assessment of practical inorganic chemistry
Ramlawati, Liliasari, Muhamad Abciulkadtr M., and Ana RatnaWulan
Cj
ldentification of problem difficulty in learning chemistry at Class Xl of high schoots in
Lampung Province as input for LPTK (Especially Chemical Education Study Program of
Lampung University)
Sunyono
Cq
Local Culture Based Guided lnquiry Laboratory Activity ln Enhancing Students'Critical
Thinking Skills
I Nyoman Suarcianat, Liliasariz, Omay
Tematic Learning the lnfluence
Sumarnaz
CS
of Aditive Food Toward Human Healthy with
STL(Scientific and Technological Literacy) Approach to lncrerye Science Literacy
Mulyitno, Ahmad Mudzokir dan Anna
permanasari
C6
Physics Education
Multiple rePresentations skills and its influenced toward students, critical thinking
disposition using a virtual laboratory activity
Abdurrahman,
Liliasari
pt
The relationship of between spatial abilitn mathematics performance and kinentaiics
graph interpretation skills of pre-service physics teacher students
Suhandi, Hikmat,
Samsudin
pz
The development of problem solving skills through instruction in optic
education student
l1
ll
ll
Eko Swistoro, Nuryani Y. Rustam an, and Agus
for
physics
Setiawan
p3
Using virtual laboratory to increase students'understanding on modern physics
'
Gunawan,
AgusSetiawan
p+
Characteristic of mechanics teaching materials for increasing students of ptri..r:,.
teacher candidates representation ability on verbal, mathematical, picture, and
graphic
vii
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ll;iirriurri' 30 O{.tolrer 2010
Educalron
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I Ketut Mahardika, Agus Setiawan, Dadi Rusdiana, A.
Rusli
p5
The phenomenon based learnlng in heat concept to improve problem solving skills
iunior high school students
LasmaBr Hotang, Dadi Rusdiana and lda
Hamidah
The amazing physics interactive multimedia support
opticalinstrument in Junior High School
Sardianto Markos
P6
for eyes learning as a part of
Siahaan
Pl
Development of assessment isomorphic problem model at subject matter wav€
Sudarto
and Liliasari
P8
The use of spreadsheet software in waves learning
Muh.Tawil, Liliasari, Benny Suprapto Brotosiswojo, and Dadi
Rusdiana
Developing students' metacognitive skills inscience teaching and learning
theories into practice
TomoDjudin
P9
: From
Pto
Development of learning creativity sheet, as performance assessment in learning
dynamicfluid concept of high school students
Viyanti, Undang Rosidin
Ptt
The usage of generative learning model within the learning
increase student's physics learning achievement
of light t'efraction to
Wiendortun, Heni Rusnayati,' M. Nana Agustian
Ptz
of problem
based instruction model to improve students
learning achievement and find out students learning motivation in learning physic
The implementation
Wendartun,
P
arlindungan
Si
naga, M.
T
aufiqurrohim
Sy ah
Pr3
The use of blog as subiect matter in the lecture of basic physics to improve teacher
candidates on biology students in the mastery of motion concept
Toto
pr4
lntegrated science competence using
undergraduate student
lnsihWiluieng, Agus Setiawan , Liliasori
inquiry approach of
science education
Pr5
The ways the physics teachers solve a multifaceted real-world probtem retates to the
behavior of gas
Sutopo
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Minimizing misconception of physics teacher with through simulation on the topic of
electricity and magnetism
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l58N: 978-979-99232-3-3
[iandting, 30 October 2010
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Mursalin and Agus
Setiawan
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The Development of slEducative Game Kit" Based Puzzle and Card Game for Learning
of Science-Physics in Elementary School
Joni Rokhmat
Needs analysis of chemistry teachers
" adir" educative framework
Momo
Pr8
to
curriculum rnJtcr:al with "atk" model and
Rosbiono
Pg
of Physics Lecture Courses !o Support the €ompetence
Conversion Techniques Graduates at Bandung State Polytechnic
The Content
I
6ede Rasagamat, Agus Setiawan, Liliosari, and Hermagasantos
Zein
of
Energy
Pzo
Science Education
The application of classical test theory to determine item characteristic of scientific
literacy in context of balinese culture
A.A. lstri Agung Roi Sudiatmika
Gr
The development of competency based training program $or improving primary
school scien€e teacherts professional competencies using/with t'science by inquiry"
learning modules
Didin Wahidin, Nuryani Y. Rustaman
Gz
The Predict-Observe-Explaln-Write (POEW) model
thinking skill of SMA Student
H
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tx
of learning
is
to enhance critical
63
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Education in 2rtt Century"
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Bandung, 30 October
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THE DEVELoPMENT oF PRoBLEM soLVtN G
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INSTRUCTION IN OPTIC FOR PHYSICS EDUCATION STUDENT
Eko Swistoro*, NuryaniY. Rustaman**, and Agus Setiawan**
(*Bengkulu University, **lndonesia University of Education)
Abstract
A study using ouasi-experintent with one gregp pretest-posttest design was carried out to improve students' physics
concept unde!.standing and students' problerr, solving skills. The freshmen (First year studenis) who eni'oiled in Basic
Phl,sics course at phys:c: educatit'rn dep:'ln.cnt in cne c{ ieachers C-ollege ip $s:rgkl:ltr P!'(rvit':ce rr'ere inri:l"cci l:
research subiects. The treatment was given to one group of students who war foliovring course in instruction program
with problem solving strategy. Research data was coilected by tising a concept understanciing test and probiem soh'rng
skills test. Data was then analyzed Lrased on normalized gain score. Result of the researt:h shows that N-gain ol students'
concept understanding and students' problem solving skills significantly improved. A./erage N-gain of students'(oncePt
understanding was o,8rr for higher level, o,o7 ior middle level, and o,4't lor lorver level. For stud?nts' problem sclving
skills, average N-gain rtas o,7)q lor higher ievel, o,46 for middle levei, and o,368 lor lower level.
Keywords: problerr solving strategy, concept understanding, problem solving skills One paragraph (font: Candara 9pt
reguler)
Background
improve the ability to think. The importance of
developing thinking skills is supported by the
results of a survey conducted by the American
lnstitute of Physics (AlF) in U.S.. The suney results
indicate that the skiils most often used by workers
Learning physics in college generaily place more
emphasis on mastery of concepts and do not
thinking
develop
skills (problem
'
solving skills.) Learning in the classroom needs io
be associated rn ith a real situation where stucients
are in, encouraging students make connections
between physics concepts owned by its application
in everyday life in society, so that more meaningful
learning. As such, students need to be conditioned
Sz and 53 physics graduates is proficiency in solving
groups,
problems, working
and
communicate. Knowledge of subject matter the
frequency of usage in the wcrkplace on average
in learning situations that allow students to
understand and understand the meaning of
learning, ihe benefits and the role and status in the
learning process. lf a student can comprehend and
understand it, the student will strive to achieve and
only about
The process of learning the daily
i legular lecturer
proved yet done optimally to develop problem
solving skils of students. lt can be seen from the
of
studenis
to the use
experts in the abcve can be said that problem
solving skills be the focus of purpose in learning
in solving problems
encountered in life. Learning more usual to provide
physics.
theories that are not rooted in the real world of
students. This is the background presence of an
innovative learning program to help students
understand / master the concepts and thinking
skills by associating the material with real life
studdnts. Regular learning which only produce
mastery of concepts, needs to be improved by
implemerrting learning programs that not only can
enhance the mastery of concepts but also to
quarter compared
Some physicists claim that problem solving is seen
as a fundamental part of learning physics (Heler,
Keith, & Anderson, r99z). Problem solving is one
method of learrring that can be used in teaching
physics as physics of nratter in accordance with the
content (6ok & Silay , zooS). From the opinions of
require faculty as mentors and facilitators.
inability
a
of problem solving skills (van Heuvelen, zoor).
Topics optics, especially in optics geometry is one
of the subject matter of basic physics. This material
covers the study of reflection, refraction, color
descriptions,
and
cptical
instruments. Characteristics of the mate:'iai is quite
abstract and involves a lot of reasoning affect
students understand the difficulty
the concept.
P3-'r
to understand
The developrre;1t of problem solving skill through....
Learning pr{)gram r^,,ith p)oblem solying strategies
used in rhis stuciy is expected to help prospective
teachers improve undersianding I mastery of
physics concepts and develop problem solving
ski!ls. ln learning lvith problem solving strategies,
prospective teacher will be involved mentally and
physics tc so!ve a given problern. Learning program
with a strategy for physics pi'oblem solving is to
follorv five sreps are: r) [ocus the Probiem, z)
Describe the Physics,3) Plan a Solution. 4) Execute
the Plan, and 5) Evaluate the Answer (Heller &
lieiler, )ooo; Kyursi'runov, :oo5; \'ousu{ &
Chaveznava, 2oo6).
The study of thinking ability of students rer/ealeci
that problerrr solving skills are not developed
without an explicit and deliberate effort investecj in
t he equation used
(Hake, r999)
.\'
earl',,. HiBh
Discussion
trained to think solving problems in the fielci of
Dragnet mastery
of
physics ccncepts using the
concepi mastery test an expanded forn-. of multiple
choice. Data from increasing student mastery of
concepts obtained on each subject matter in optics
Method
can be seen in Table r.
This research used quasi-experimental research
Table t Data Concept Mastery Test Results
design
with a "one group
pretest-posttest
design" (McMillan anci Schumacher, zoot). This
design provides a treatment of research subjects
without compared with the control class, then
compare whether there are significant differences
between pretest and posttest. The subject of this
research is a student of physics teacher candidates,
in a LPTK in Bengkuiu by the number of 3:
individuals from one class who
took the course
No. Topic
g!'oups of achievement, namely the achievement of
top, nredium, and bottom.. To colleit the necessary
data in this study used i'esearch instrunrents in the
form of a test of understanding the concept in the
form of multiple choice test which is expanded (the
amount of about 30 items to the topic of color,
reflection, and refraction, as well as 20 items about
the topic optical instruments) and physics problem
solving ability teit in the form of an essay test
amounted to t7 items.
To find out the problem soving skill enhancement
of students is done by calculating the normalized
gain (N-gain / g). Normalized gain score is also used
as a basis for determining the effectiveness of
learning programs.
1
I
&
Crouf Average
content
t
:Color
pretest posttest
;Reflection
N-Gain lnformation
(%)
4.o7 '7716 :High
,,-Top - io.9-.286
io.6t76 3.75
,Medium'
.''..--':
;Low...-;-.0.588
..
,3:9-oo
:Top 11:26
'4.27
|'-.
.
Physics z. Research subjects are classified into three
t
or low nonnalized gain (N-gain) can be
classified as follow's: (r) if g > o.7, the N-gain
resuiting in higher categories, (t'1 if o.7> g>o.3,
then N-gain generated in the mediurn category, and
(:) if g :i)ar(rE
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