The aims of this study to analyze the science process skills that students are taught by inquiry training model better than students who use conventional learning. The research method is a quasi-experimental design with non-equivalent pretest-posttest Groups Experimental Design. Experimental class with inquiry learning model training and control class with direct learning model of instruction. The instrument used was a test of skill for science process skills. Data was analyzed using one way ANOVA. The results showed that science process skills that students are taught by inquiry training model better than students who use conventional learning. Inquiry learning in the classroom with Inquiry Training which requires the active involvement of the students can improve learning achievement and attitudes of children to lessons, especially the ability of understanding and communication students. Learning process with Inquiry Training Model able to create the basics of scientific thinking on students, so in this learning process students are learning themselves, develop creativity in solving problems and improving science process skills. Students actually placed as the subject of learning, the role of teachers in teaching with inquiry training is as mentors and facilitators.

Research has been carried out on the manufacture of tungsten indicator electrodes with a diameter of 1 mm coated with PVA-Enzyme coated with PVC-KTpClPB using the biosensor potentiometer method. It has a sensitivity of 19,096 mV/decade, a detection range of 1.10-5 - 5.10-4 M, a detection limit of 1.10-5 M and a correlation coefficient of R2 = 0.9431. This detection range is very small, only a difference of one order to the negative power. On the basis of this small range, the PVA-Enzyme and PVA-Enzyme-GA solutions have been characterized by UV-vis showing a very clear difference in the width of the absorbance peak at wavelength. The indicator electrodes B1-4 and B3-4 have been analyzed using UV-vis, FTIR, SEM-eds and XRD. The method used is the biosensor poteniometric method, urease enzyme immobilization technique, which analytes urea in determining sensitivity, detection range and detection limit, as well as variable signal analysis of 60 signals/second. The results obtained from the indicator electrode B1-4 have a sensitivity of 46.67 mV/decade, a detection range of 10-4 - 10-2 M and a detection limit of 10-4 M, R2 = 99.62 %. The indicator electrode B3-4 has a sensitivity of 38.16 mV/decade, a detection range of 10-6 - 10-4 M and a detection limit of 10-6 M, R2 = 95.42 %. The best results on electrodes B1-4.

The effectiveness of hypertext media in improving graph interpretation ability is investigated in this paper. In addition, joint ability of the formal thinking to improve the graph ability of prospective students is considered. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from Physics Education Program in one institute for teacher education in Medan. The test consists of graph interpretation ability test in the topic of kinematics and Test of Logical Thinking (TOLT or formal thinking) before learning and graph interpretation ability test after learning. The data are then analysed by using SPSS based two ways Analisys of Variance (ANOVA) method. The results show that the ability to interpretate graph is significantly improved by using hypertext media assisted kinematic learning.

The purpose of this study is the characteristics of the indicator electrode which has been coated with a membrane with XRD, SEM-EDS, UV-Vis and FTIR. Research has been carried out using XRD, SEM-EDS, UV-Vis and FTIR tests on immobilized indicator electrodes 0.0350 g PVA-Enzyme coated with PVC-KTpClPB 0.0120 g and 0.0500 g. The method used was the biosensor potentiometric method with the urease enzyme immobilization technique in PVA coated with PVC-KTpClPB. To see the difference in the absorbance spectrum pattern of each PVA-Enzyme composition coated with PVC-KTpClPB against wavelength with UV-Vis, PVA-Enzim solution as a reference and PVC-KTpClPB solution as the first analysis 0.0120 g and as the second analysis 0,0500 g. To see the PVA-enzyme membrane coated with PVC-KTpClPB in the two compositions above was characterized by FTIR and SEM-EDS. To see the indicator electrode that had been immobilized by PVA-enzyme coated with PVC-KTpClPB in the two compositions above, it was characterized by XRD. It was concluded that the best results were found on the immobilization indicator electrode of 0.0350 g PVA-Enzyme coated with 0.0350 g PVC-0.0500 g KTpClPB.

This research objective is to know the influence of learning model based character education to students learning outcome in cognitive domain in general physics I subject and the characters that can be developed. This research used quasi experiment method, the population are all of the students in mathematics education science faculty in State University of Medan that attend the general physics I subject, with sample of two classes. One class is experimental class that treatment by learning model based characters, the other one is control class without learning model based characters. Through this model also developed the character of interpersonal and intrapersonal students. Interpersonal character involve the religious aspect, curiosity, responsibility, thoroughness, perseverance, honesty and confidence and intrapersonal characters involve aspects of cooperation and tolerance. The conclusion is that there is the influence of learning model based characters education to students learning outcomes in cognitive domain, where the cognitive learning outcomes of students that learned by the learning model based character education is higher than that learned without learning model based character education.Keyword: Learning Model, Character, Learning Outcomes PREFACE National education aims to develop skills and character development and civilization of the nation's dignity, develop the potential of students to be perfect man, a man of faith, devoted to God Almighty, noble, healthy, scholar, creative, independent, become citizens of a democratic and characterized. The era of globalization is a fact that cannot be denied. Revolutionary technology, transportation, information and communication makes the world more narrow as limitless. Knowledge and technology become the vanguard that should be prioritized in order to adapt to the era of globalization (Asmani, 2011). Physics subject in school expected to develop knowledge and concepts of physics and technology that can be applied in daily life so that can produce students who are able to compete in the development of science and technology (Astra, et.al. 2012). Beside of that learning physics is expected to produce students who have good character.