In general, in preparing the lesson, teachers determine some components namely learning objectives, procedures, and evaluation and assessment instruments. Several problems in Physics learning on Parabolic Motion indicate possible flaws from the three components in designing the lesson. Understanding by Design (UbD) is applied as one of the alternative strategies to improve the lesson quality by considering the learning objectives, procedures, and evaluation by reversing the design, namely proposing the objectives first, evaluations as the second, and lesson steps as the last step. This is a qualitative research intended to construct an alternative design of Physics learning on Parabolic Motion using UbD. The initial Physics learning design was reviewed and analyzed by experts and revised until the final design. Understanding by Design (UbD) could be used as an alternative design construction as it helps teachers to relate the three main components, namely learning objectives, evaluations, and steps so it eased the students understand the materials comprehensively and obtain maximum score. Despite the development of current materials needs more improvement, Understanding by Design (UbD) can applied for many materials.

Mengajar adalah membuat belajar terlaksana. Oleh karena banyaknya materi yang dicakup dalam suatu pembelajaran, maka langkah pembelajaranpun sudah tidak disesuaikan lagi dengan tujuan dan evaluasi pembelajaran. Understanding by Design (UbD) adalah sebuah pendekatan pembelajaran yang menekankan pada tujuan pembelajaran itu sendiri. UbD diterapkan sebagai alternatif solusi untuk memperbaiki kualitas pembelajaran dengan cara mensinkronkan tujuan, langkah, dan evaluasi pembelajaran. UbD digunakan untuk membuat desain pembelajaran fisika tentang rangkaian resistor seri dan paralel. Desain yang telah dibuat terdiri dari tiga stage dimana stage 1 merupakan  tujuan pembelajaran, stage 2 merupakan evaluasi pembelajaran, dan stage 3 merupakan langkah pembelajaran. Tujuan dari pembelajaran  ini yaitu (1) mahasiswa dapat menjelaskan karakteristik resistor yang disusun seri dan paralel, serta (2) mahasiswa dapat menganalisa besaran-besaran fisis (arus, tegangan, dan hambatan). Assesment dalam pembelajaran ini meliputi (1) mahasiswa dapat mengukur arus menggunakan amperemeter yang dipasang seri terhadap resistor dan  mengukur tegangan dengan voltmeter yang dipasang paralel terhadap resistor, dan juga (2) mahasiswa dapat menghitung arus, tegangan, hambatan menggunakan persamaan. Langkah-langkah pembelajaran yang dilakukan oleh pengajar berisi kegiatan-kegiatan yang dilakukan selama pembelajaran berlangsung. Setelah dibuat desain pembelajaran, maka dibuatlah lembar review yang akan diserahkan kepada reviewer untuk dikaji. Desain pembelajaran ini mempunyai acuan yang jelas, dimana antara tujuan pembelajaran, evaluasi dan langkah pembelajaran saling terkait. Berdasarkan dari desain yang telah dibuat, lembar review dan hasil review oleh reviewer didapatkan bahwa desain yang dibuat dengan Understanding by Design (UbD) ini mampu mengatasi kelemahan-kelemahan yang ada pada dosen saat mengajar fisika dasar di kelas.

Abstrak. Pada mata kuliah mekanika khususnya materi gerak parabola, pembelajaran yang diberikan oleh pengajar cenderung hanya pada bidang datar dan tanpa gesekan udara karena keterbatasan perkuliahan tatap muka. Kenyataannya, gerak parabola dipengaruhi gesekan udara dan bisa terjadi pada bidang miring. Tujuan penelitian ini adalah membuat desain modul pembelajaran mandiri tentang gerak parabola pada bidang miring dengan gesekan udara yang dapat digunakan sebagai panduan tugas terstruktur perkuliahan mahasiswa serta menyelidiki efektivitas modul tersebut terhadap pemahaman mahasiswa. Pembuatan modul pembelajaran menggunakan metode ADDIE (Analyze, Design, Develop, Implement, Evaluate). Teknik analisa data yang digunakan dalam menentukan efektivitas modul pembelajarannya adalah deskriptif kualitatif. Kriteria keefektifan adalah mendapatkan 70% respon positif pada lembar observasi dan kuesioner. Berdasarkan lembar observasi dan kuesioner, rata-rata persentase lembar observasi adalah 83% dan kuesioner adalah 76%. Jadi, dapat disimpulkan bahwa modul ini efektif digunakan dengan revisi minor berupa perbaikan kalimat penggiring pada bagian kegiatan yang mendapatkan skor kurang dari 70%.Kata kunci: gerak parabola, bidang miring, gesekan udara, modul pembelajaranAbstract. On the mechanics course especially on projectile motion material, the learning given by the lecturer tends to be focused on the plane surface without considerating the air resistance because of the limited time of the meetings. In fact, the projectile motion is influenced by the air resistance and it can also occur on the inclined surface. The purpose of this study is to design an independent learning module of projectile motion on inclined surface with air resistance which can be used as the structured assignment for undergraduate students. It also aims to investigate the effectiveness of the module toward the students’ understanding. The process of making this learning module applies the ADDIE method (Analyze, Design, Develop, Implement, Evaluate). The analysis of the data used in determining the effectiveness of the module is qualitative descriptive. The effectiveness criteria are to gain minimum of 70% positive responses on the observation sheet and questionnaires. Based on the result of the observation sheet and questionnaires, the average percentage of the observation sheet is 83% and the average percentage of the questionnaires is 76%. Therefore, it can be concluded that this module is effective to be used with minor revision in guide sentences on the activity parts which gained score less than 70%.Keywords: projectile motion, inclined surface, air resistance, learning module

The scientific approach is strongly suggested to be used in implementing "Curriculum of 2013" (K13) by Department of Education. This study aimed to identify whether integrated science learning was implemented in Junior High Schools in the Semarang Regency, Indonesia used a scientific approach, how it was implemented, and what problems that emerged in it. This research was conducted in 13 Junior High Schools in Semarang Regency, Central Java Province that implemented K13 during the odd semester in 2016/2017 school year by interviewing the science teachers in each school to determine how scientific approach was implemented in their schools. Based on the interview results analyzed using qualitative description methods, K13 was implemented, teachers used a scientific approach to teach science subject in their classes, and they integrated science materials in the curriculum. However, not all of the science materials were able to be integrated and taught using scientific approach because the teachers' educational background is not from science education. Furthermore, the availability of the teachers and students books, the laboratory facilities, and funds were very limited. Many solutions such as using various learning models were done, but they were not be able to maximize the learning even though the students were active and enthusiastic in learning. Therefore, the teachers really need real supports to enhance their learning using scientific approach.

This research describes the results of the development of 2D air track tools designed for one and two-dimensional motion experiments with small frictional forces. Friction is minimized by using wind gusts through small holes made in all parts of the runway. Motion detection devices used are digital cameras and trackers. Digital cameras are used to record the motion of objects on a platform in the form of video with a specific frame-rate. Tracker is used to analyzing videos that contain information about object motion. This tool has been tested on one-dimensional motion, that is, an object that slides over an inclined plane and two-dimensional motion in the case of a collision of two objects. In the case of one-dimensional position graphs against time can be displayed, the instantaneous velocity and average and acceleration can be accurately determined. In the case of the collision of two objects, the position graph against time can also be displayed for each object before and after the collision. The velocity vector can be determined accurately so that the law of conservation of momentum and kinetic energy can be verified. One and two-dimensional motion are the concepts that underlie almost all other concepts in physics. Therefore one and two-dimensional motion experiments are important to build students’ experiences of the concept. Thus 2D air track platform based on digital cameras and Tracker software can be used as a physics learning media on motion kinematics materials that can display various kinematics graphs so that information about motion is complete.