A Simple Modeling Tool and Exercises for Incoming Solar Radiation Demonstrations

Samsudin

et al. 2017

J. Phys.: Conf. Ser.

Abstract. The aim of this research was to develop earth science learning material especially earth atmosphere supported by science research with authentic data analysis to enhance reasoning through. Various earth and space science phenomenon require reasoning. This research used experimental research with one group pre test-post test design. 23 pre-service physics teacher participated in this research. Essay test was conducted to get data about reason ability. Essay test was analyzed quantitatively. Observation sheet was used to capture phenomena during learning process. The results showed that student's reasoning ability improved from unidentified and no reasoning to evidence based reasoning and inductive/deductive rule-based reasoning. Authentic data was considered using Grid Analysis Display System (GrADS). Visualization from GrADS facilitated students to correlate the concepts and bring out real condition of nature in classroom activity. It also helped student to reason the phenomena related to earth and space science concept. It can be concluded that applying authentic data analysis in learning process can help to enhance students reasoning. This study is expected to help lecture to bring out result of geoscience research in learning process and facilitate student understand concepts.

Section: Analysis Datasupporting

confidence: 76%

Section: Analysis Datamentioning

confidence: 97%

Section: Figure 1 Atmosphere Layermentioning

confidence: 99%

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Applying Authentic Data Analysis in Learning Earth Atmosphere

Samsudin

et al. 2017

J. Phys.: Conf. Ser.

“…The results of observation during the learning activities show that the visualization media used in the lecture activity is able to visualize the partial that compose a natural phenomenon in litosphere concept. Media visualization is supposed to help students to distribute the concepts taught because it is able to explain the correlation between several concepts (Werts Scott, 2011). Visualization media, especially animation, can show clearly how concepts are interconnected in a natural phenomenon within the scope of lithospher.…”

Section: Resultsmentioning

confidence: 99%

Impact of Learning Earth Litosphere using Interactive Conceptual Instruction on Logic Thinking, Conceptual Understanding, and Spiritual Aspect Embedding

Wulan

et al. 2018

JPFI

The aim of this study is to explore the impact of interactive-conceptual-instruction with visualization on logic thinking, conceptual understanding and spiritual aspect embedding. The sampling technique used in this research was convenience sampling. This research used mixed methods with embedded experiment design. The data of logic thinking and conceptual understanding was collected through pre-test and post-test. The questionnaires were used to collect data on spiritual attitudes and were analyzed qualitatively. The results showed that logic thinking-ability improves from no logic thinking to inductive-deductive logic thinking. The improvement of logic thinking abilities was in the medium category. Understanding the concept shifted from incompetent to conceptual understanding with improvement, in the medium category. The questionnaires analysis showed that the students got spiritual values related to the awareness of God believing behind the natural phenomena that impact on their spiritual attitudes. This study also tried to apply the results of pure science research to support learning activities. Based on the result of the research, it can be concluded that the learning process using interactive conceptual with visualization can improve logic thinking, conceptual comprehension, and spiritual attitude embeding.

“…In addition, the results of this research could be later used to support students' thinking process as well as give varying learning experience. The authentic data were computed using the Matrix Laboratory (MATLAB) to produce 3-Dimension visualization (Werts & Hinnov, 2011;Ellwein et al, 2014) while the Indonesian atmospheric data were analyzed using the Grid Analysis Display System (GrADS). In addition, a module was developed referring to the authentic data.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Mastery of Earth Science Concept of Prospective Physics Teachers through Interactive Conceptual Instruction Supported by Visualization and GrADS

Sipriyadi

et al. 2018

JPII

Most all of earth and space science concepts are unobservable and require reasoning. Unobservable concepts have made prospective physics teachers found it hard to understand the concepts correctly. It needs visualization to help understand the concepts easily. The aim of this study was to enhance the mastery concept of earth science topic especially the earth atmosphere using interactive conceptual with visualizations and authentic data analysis with GrADS (Grid Analysis Display System). There were 23 prospective physics teachers in Bengkulu, Indonesia participated in this study. A convenience sampling technique was employed in this study. This study used pre-experimental, one group pretest-posttest design. The data were collected using pretest and posttest, questionnaires, and observation sheets. The pretest and posttest were analyzed quantitatively, while the questionnaires were analyzed qualitatively. The results showed that the prospective physics teachers' concept mastery improved from no mastery to compete with the average normalized gain of 0.64 (medium category). 30.44% of the prospective physics teachers obtained the N-gain score in the high category and 69.56% obtained the N-gain score in the moderate category. This compilation gave them experience about the real condition of solar radiation in Indonesian atmosphere during their learning activity. It concluded that the earth science learning using interactive conceptual instruction supported by visualization and GrADS could enhance the students' concept mastery.