The purpose of this article is to analyze the differences between indicators of science process skills and critical thinking skills in physics practicum. Both of these skills have the same indicators but certainly have differences. How to distinguish definitions and measurements of science process skills and critical thinking skills that are interrelated such as interpretation, inferring and predicting. These three indicators have different meanings in aspects of science process skills and critical thinking skills. The research method used is a literature review with descriptive analysis. The data used in this study are secondary in the form of articles, reports and books relating to science process skills and critical thinking skills in physics practicum. The data collection method used in this study is the documentation method. The analysis shows that the three intersecting indicators have different definitions and measurements. Therefore, in physics practicum, science process skills and critical thinking skills must be measured with different instruments and with different treatments. Critical thinking skills emerge after mastering content and concepts well and comprehensively, while science process skills are trained through the process to obtain physical concepts and content.
This research aims to design and develop a media lab in the form of Augmented Reality applications that are used in basic physics lab module. AR applications work with a tracking system and the reconstruction of the 2D marker contained in the experimental module to display 3D video animation. The method used in this research is the development of software includes the stages of collecting and analyzing the needs, do the design and manufacturing applications, validation and testing by the user, and revision. Results of the assessment by the AR application validator media and materials are respectively 80% and 85% in the predicate is valid and may be used after minor revisions. The results of trials by students as the user indicates that the 2D marker on lab module was initially less obvious and less sensitive at the time of scanning. However, after the revision of the 2D marker on lab module, 2D AR marker was sufficiently clear and sensitive at the time of scanning so that AR can help the general practical implementation and the AR content to support the practical implementation. The results showed that the development of AR applications had been successfully carried out and the AR application can function well with the scan time 1-1.5 second at a distance of 10-20 cm and successfully used in the experimental module at an angle of <900, with the result that, AR applications in basic physics practicum module as the media are supporting practicum implementation
Air merupakan suatu zat yang paling menentukan dalam menunjang kehidupan makhluk hidup. Sekitar 72% permukaan Bumi ditutupi oleh air dan 97% air tersebut merupakan air asin dan tidak dapat diminum sehingga perlu dilakukan langkah-langkah pengolahan air agar dapat dimanfaatkan dalam kehidupan sehari-hari. Salah satu bentuk pengolahannya adalah dengan memanaskan air hingga mendidih. Dalam kehidupan masyarakat pada umumnya, mendidihkan air dapat dilakukan dengan memberikan kalor terhadap air, maka suhu air akan meningkatkan dan air akan mengalami proses mendidih. Artikel ini akan menjelaskan secara ilmiah bagaimana proses mendidih air dan apa yang terjadi pada air ketika air mengalami suatu kondisi mendidih. Dalam konteks eksplanasi ilmiah, Pada saat air mendidih, penjelasan umumnya adalah dalam fakta yang dapat diamati, bahwa air mengeluarkan gelembunggelembung udara dalam suhu air panas karena lazimnya proses mendidih dilakukan dengan memberikan kalor. Pernyataan khusus dalam penjelasan ilmiah ini adalah proses mendidihkan air dapat dilakukan tidak hanya dengan memberikan kalor pada air. Jika dapat memahami filosofi air mendidih, maka proses mendidih dapat dilakukan bahkan dalam suhu kamar atau suhu ruang.
This study evaluated the success or failure of using Virtual Workspace (VW) in a project-based physics laboratory. This study uses a qualitative approach with 4E evaluation methods: educational effectiveness, ease of use, involvement, and environment. Data were collected through a questionnaire to evaluate the implementation and practical functions of the VW CCCW. In addition, data were also collected using interview techniques to find out how the perceptions of students and instructors or lecturers during project-based physics practicums apply VW CCCW. The sample of this study consisted of 126 respondents consisting of 104 prospective physics teacher students, 12 lecturers of basic physics courses, and ten laboratory instructors representing public and private teacher education universities in Aceh. The evaluation findings show that VW has been successfully implemented and tested. The use of virtual workspaces as a tool in practical work is very effective in training 4C skills. Therefore, as an implication in the 4.0 revolution era, virtual workspaces in practicum can be a new way to work collaboratively with task management, creative action plans, communication and problem solving, critical thinking and completing projects, and practicum performance evaluation and assessment.
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