Conclusion and Recommendation 1. Conclusion

Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015 ISBN: 978-602-74204-0-3 Physics Education Page 323 5. Conclusion and Recommendation 5.1. Conclusion a. Use scientific approach through discovery learning models in natural science of physics learning in junior high school teaching material heat and changes of matter, can increase the involvementactivity of students in the learning process, and improve student learning achievement. b. Use authentic assessment through discovery learning model in learning physics science, increases the activity of learning both affective and psychomotor aspects of the students individually or in groups. c. Use a scientific approach to learning through discovery learning model in learning physics science to obtain a positive response from both students and teachersteachers of physics who is the subject of this action research

5.2. Recommendation

a. Use learning inovation base on scientific approach through discovery learning and using authentic assessment encourage to active involvement of students, need to be developed in order to increase the effectiveness of learning. b. Using authentic assessment include cognitive, affective and psychomotor learning in the physics classroom can be done in a sustainable manner. c. Classroom action research can be done continuously to improve the learning natural science of physics in Junior High School. References A khmadsudrajat.wordpress.com20080815penilaian-psikomotorikdiakses tgl 24-5-2014. Alan Colburn, 2000. “An Inquiry Primer”, http:www.experientiallearning.ucdavis . edumodule2el2-60-primer.pdf diakses 31 Juli 2012 Atwi Suparman. Desain Instruksional Modern , Jakarta: Penerbit Erlangga, 2012. Benyamin Bloom, Human Charakteristik and School Learning. New York: MeGraw-Hill Book Company, 1976 Carin Arthur A. 1997. Teaching Modern Science , Seventh Edition. New Yersey : Pren tice Hall, Inc. Eko Putro Widoyoko. Evaluasi Program Pembelajaran . Jakarta: Pustaka Pelajar, 2011. Erman Suherman, dkk. Strategi Pembelajaran Matematika Kontemporer . Bandung: Universitas Pendidikan Indonesia, 2006. Ernest T.Stringer, 2007. Action Research . Sage Publications. Los Angeles. London. New Delhi. Singapore. Graeme Oliver, 2007. “ Scientific Inquiry Promootes Deep Learning ”, http:www.asms. sa.edu.auschoolinfoDocumentsOP520Scientific20Inquiry.pdf , di akses 31 Juli 2012. Herbert Druxes,dkk 1995. Kompedium Didaktik Fisika . Bandung: Remaja Rosdakarya . Herron, M.D. 1971. The Nature of Scientific Inquiry. School Review, 79 2, 171- 212 Hopkins, David. 1992. A Teacher’s Guide to Classroom Research. 2 ed. Open University Press, Philadelphia. Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015 ISBN: 978-602-74204-0-3 Physics Education Page 324 Inquiry and the National Science Education Standards, “Inquiry-Oriented LessonLaboratory Characteristics and Framework”, http:www.phy.ilstu.edupte311content inquiryinqcharacter.html , diakses 29 Juli 2012. Karwono, 2008. ” Penelitian Tindakan Kelas ”. Blog Prof. Dr. Karwono. http:karwono. wordpress.com20080227artikel-penelitian-tindakan-kelas-classroom-action- research diakses 31 Juli 2012 Kuhithau dan Carol, guruidaman.blogspot. com model-model –pembelajaran- inkuairi.htmi diakses tgl 22-2-2015. Kokon Komalasari, Pembelajaran Kontekstual Konsep dan Aplikasi. Bandung Refika Adhitama. 2003. Leslie J Briggs, Instructional Design : Principles and Application , EnglewoodCliffs, New Jersey: Prentice-Hall, inc, 1979. Mundilarto. Kapita Selekta Pendidikan Fisika . Yogyakarta: Jurusan Pendidikan Fisika FMIPA Universitas Negeri Yogya, 2002. Modul PLPG, Ilmu Pengetahuan Alam . Konsorsium Sertifikasi Guru. 2013. Mike Sharples, Eileen Scanlon, 2011. ” Personal Inquiry PI: Designing for Evidence- Based Inquiry Learning Across Formal and Informal Settings”, http:www.psycho- logy.nottingham.ac.ukstaffClaire.OMalleyClaire_OMalleyPersonal_Inquiry_filesP ersonal20Inquiry20-20Final20Report20now20available.pdf , diakses 31 Juli 2012 Paul Eggen, Don Kauchak. Strategi dan Model Pembelajaran ,Terjemahan, Satrio Wahono. Jakarta, Indeks, 2012 Rustana, Pembelajaran dan Pengajaran Kontekstual , Jakarta: Departemen Pendidikan Nasional, 2002. Rasional Kurikulum 2013, Kementerian Pendidikan Dan Kebudayaan Sutrisno . “ Pola Belajar Dengan Pendekatan Konstruktivisme dengan topik Usaha dan Energi ”. 2002. Makalah , disajikan pada kegiatan pemanfaatan Tenaga Ahli Technical Assistant di Jurusan Fisika FMIPA UNIMA dalam rangka pelaksanaan proyek Due- Like. Trianto. 2008. Mendesain Pembelajaran Kontekstual di Kelas . Jakarta : Cerdas Pustaka Publisher. _______, 2009. Mendisain Model Pembelajaran Inovatif-Progresif , Jakarta, Kencana Pranada media Group. The Physics Classroom, 2010. “ Using Levels of Inquiry in the Classroom ”, http:labbla- bandothergab.blogspot.com201001using-levels-of-inquiry-in-classroom.html Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015 ISBN: 978-602-74204-0-3 Physics Education Page 325 EXPLORATIONAND ANALYSIS SCIENCE-MATHEMATICS CONCEPTSBASED ON ACTIVITIESSOCIETY FOR BUILDING COMMUNITY PARTICIPATION IN LEARNING Jeane V.Tumangkeng 1 1 Physics Departement, Faculty of Science and Mathematics, State University of Manado, Minahasa, Indonesia janetumangkengymail.com Abstract This research is part of a community model of participatory research in the development of thematic learning in District Manganitu, Sangihe. The purpose of this study is to identify the theme of learning and enrichment element mathematical science, mapping, networking formulation of mathematical and scientific concepts, identification of the material position in the curriculum 2013 K13. The method used is explorative analytic. This article presents two examples of the results of the thematic material development taskstagonggong musical instruments, manufacture chopping knife. Mathematical science concepts contained in this tagonggong traditional musical instruments, namely: vibration, and soundwaves, sensory organsears, geometry truncated cone, the utilization of biodiversity material tagonggong maker. In making chopping knife concept is heat can change the temperature and shape of objects, relationships pressure and kinetic energy, elastic collision portion, friction, chemical structure of iron, changes in the chemical properties of iron. The results showed that the theme of learning and enrichment of mathematical science elements can be identified, concept mapping can be made, networking concepts can be formulated mathematical science and material position in K13 thematic task can be identified. The productsof thisresearchintothe support materialsfor learning design forteachingsciencethat utilizes natural resources as an object of learning based on community activities, and can answer the needs of teachers as well as being a solution to the problem of learning on the island of Sangihe. Keywords: thematic tasks, community participation, the concept ofmathematicalscience

1. Introduction