AbstrakPenelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika siswa dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen. Jenis penelitian ini adalah penelitian quasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X di SMA Negeri 9 Yogyakarta pada semester genap tahun ajaran 2014/2015 yaitu 192 siswa. Sampel dipilih sebanyak dua kelas dengan menggunakan teknik cluster randomized sampling yaitu 64 siswa. Aspek keterampilan proses sains yang diteliti yaitu pengamatan, pelaksanaan penelitian, pengkomunikasian, peramalan dan penyimpulan. Teknik analisis data yang digunakan adalah uji MANCOVA dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan hasil belajar fisika aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika pada siswa kelas X di SMA Negeri 9 Yogyakarta dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen. Kata Kunci: model pembelajaran inkuiri terbimbing, metode eksperimen, keterampilan proses sains, hasil belajar aspek kognitif. The Physics Learning with Experimental Methods to Increase Cognitive Aspects of Learning Outcomes and Science Process Skills Abstract This study aims to investigate whether there is an increase of the cognitive aspects of learning outcomes and science process skills in terms of the first physics ablility with guided inquiry learning

AbstrakPenelitian inibertujuan untuk: (1) menghasilkan perangkat pembelajaran fisika model problem based learning melalui kegiatan fieldtrip yang layak, (2) mengidentifikasi hasil belajar fisika berupa aspek kognitif, minat belajar, dan berpikir kreatif. Jenis penelitian adalah penelitian pengembangan (Research and Development). Validasi dilakukan oleh dua dosen ahli dan uji keterbacaan diujicobakan pada peserta didik. Subjek coba dilakukan pada kelas XI SMA sebanyak 30 peserta didik. Instrumen pengumpulan data menggunakan pedoman wawancara, angket, dan observasi. Analisis data dilakukan dengan analisis isi dan analisis deskriptif presentase. Kesimpulan penelitian adalah: (1) perangkat pembelajaran fisika dinyatakan layak dengan kriteria baik, (2) hasil belajar pada aspek kognitif diperoleh rata-rata kelas eksperimen sebesar 62,93, dan rata-rata kelas kontrol sebesar 57,20. Hasil minat belajar peserta didik, pada kelas eksperimen memiliki rata-rata sebesar 67,50, dan pada kelas kontrol memiliki rata-rata sebesar 65,65. Sedangkan hasil belajar berpikir kreatif peserta didik diperoleh rata-rata kelas eksperimen sebesar 74,91, dan rata-rata kelas kontrol sebesar 65,56. Kata Kunci: model problem based learning, fieldtrip, hasil belajar, kognitif, minat belajar, berpikir kreatif, perangkat pembelajaran fisika. A Problem Based Learning Model in Physics Learning Equipment Development Through a Fieldtrip Activity in Energy Material Abstract This research was aimed to: (1) yield a learning-based problem model of physics learning equipment through a feasible fieldtrip, (2) identify physics learning results in the forms of cognitive aspect, learning interest and learner creative thinking from physics learning implementation with a problem-based learning model through a fieldtrip activity.This was a research and development research. The validation towards learning equipment was conducted by two expert lecturers and learning equipment readable was experimented to the learners. The experimented subject was conducted in XI Senior

<p>Samples of vanadium- and -chromium doped TiO₂-anatas have been conducted antibacterial activity against the bacteria<em> Escherichia coli </em>(<em>E. Coli</em>). The minimum kill concentration (MBC) against the bacteria of <em>E. Coli</em> is determined  by liquid dilution method. The antibacterial activity test of 0; 2.3; 3.3; 4.9% wt. vanadium doped TiO₂-anatas and 0; 1.1; 3.9; 4.4% wt. chromium doped TiO₂-anatas have been performed against bacteria of <em>E. Coli</em> in the absence of light (dark). The test results indicate that the presence of 3.3 and 4.9 in %wt. vanadium-TiO₂-anatas are able to inhibit the growth of bacteria <em>E. Coli</em>, contrary all chromium doped TiO₂-anatas are not able to inhibit the growth of bacteria of <em>E. Coli</em>.</p>

Undoped titanium dioxide (TiO2) and a series of chromium(III) doped TiO2 (Cr-doped TiOfig. 12) with various %wt Cr atom were prepared by a reflux technique. The undoped TiO2 and Cr-doped TiO2 of 1.1, 3.9, 4.4 %wt Cr atom have been successfully analyzed both qualitative and quantitative analysis of powder X-ray diffraction (XRD) data. The qualitative analysis was carried out with the identification of phases in all samples by comparison with Crystallography Open Database (COD) and International Centre for Diffraction Data (ICDD), while the quantitative phase analysis was calculated by reference intensity ratio (RIR) and whole-pattern fitting (Rietveld analysis) methods. The undoped TiO2 consist of three phases: anatase, rutile, and brookite. In the 1.1 %wt Cr-doped TiO2 are detected presenting two phases: anatase (major) and rutile (minor). In the 3.9 %wt Cr-doped TiO2 andin the 4.4 %wt Cr-doped TiO2 consist of anatase as major phase, while CrO2 and TiO2-II phases can be detected as minor phases. The undoped TiO2 was refined in the phase, crystal system and space group of anatase (tetragonal, I41/amd), rutile (tetragonal, P42/mnm) and brookite (orthorhombic, Pbca), while the 1.1 %wt Cr-doped TiO2 was refined based on anatase (tetragonal, I41/amd), rutile (tetragonal, P42/mnm). Finally, in the 3.9 %wt Cr-doped TiO2 and 4.4 %wt Cr-doped TiO2,respectively were refined in the crystal system and space group of anatase (tetragonal, I41/amd).

Abstract. Mesoporous pure TiO 2 (M-TiO 2 ) and mesoporous-vanadium-doped TiO 2 (M-V-doped TiO 2 ) were successfully synthesized via a facile and simple reflux technique. The purpose of this research was to study the effect of vanadium dopant on the physicochemical properties of all materials obtained. Characterization of the prepared materials was carried out using X-ray diffraction (XRD), scanning electron microscopy-energy dispersive X-ray spectroscopy (SEM-EDS) and N 2 -adsorptiondesorption analysis. The presence of Ti and O elements in M-TiO 2 and of Ti, V and O elements in M-V doped TiO 2 could be detected by SEM-EDS, while the patterns of X-ray diffraction of all the prepared samples had a well-crystalline surface of anatase type. All mesoporous vanadium-doped TiO 2 (M-V-doped TiO 2 ) materials performed in a highly transparent mode in the visible region at 554 nm (E g = 2.24 eV) and 588 nm (E g = 2.12 eV) for 3.3 and 4.9 wt% V doped TiO 2, respectively. The Rietveld refinement method was applied to extract the structural parameters of the M-TiO 2 and M-V-doped TiO 2 using the Fullprof program in the WinPlotr package. The prepared materials were refined in the crystal system and space group of anatase (tetragonal, I4 1 /amd (141)). The vanadium ion was successfully doped into TiO 2 . The isotherm type of M-TiO 2 and 2.3 wt% V doped TiO 2 were of type IV, with a profile of type H2 hysteresis loops, while the 3.3 and 4.9 wt% vanadium-doped TiO 2 reflected isotherm type III. The Brunauer-Emmett-Teller (BET) results showed a significant reduction in surface area due to increased concentrations of vanadium. The highest values of BET-specific surface area, pore volume and average pore size of M-TiO 2 were 46 m 2 /g, 18.45 nm and 0.2572 cm 3 /g respectively.