op-01 fundamental theories of extra dimensions and neutrino

Proceedings International Conference on Mathematics, Sciences and Education, University of Mataram 2015 Lombok Island, Indonesia, November 4-5, 2015

ISBN 9786021570425 PHY-1

SECTION II: PHYSICS

OP-01 Fundamental Theories of Extra Dimensions and Neutrino

(abstract only)

Muhammad Yusuf1*

and Tasrief Surungan2

1*

Theoretical Physics Group, Physics Study Program, Faculty of Mathematics and Natural

Sciences, Gorontalo State University, Gorontalo, Indonesia, [email protected] 2Theoretical and Computational Physics Laboratory, Department of Physics, Hasanuddin

University, Makassar, Indonesia, [email protected]

Abstract-In this paper we discuss the principles and theories of some frontier topics in theoretical physics

such as the existence of Higgs boson in standard model, the need of extra dimensions in string theory and its

mathematical aspects, and cosmoparticle which is the theory connectingcosmology and particle physics. We

also discuss conformal field theory and the theory explaining the existence of neutrino in the universe.

Keywords:Higgs Boson, extra dimension, string theory, neutrino


ISBN 9786021570425 PHY-2

OP-02 Temporal Statistical Analysis of the Volcanic Eruption in

Mt. Banda Api, Banda Islands, Maluku

Josephus Rony Kelibulin1, Desi Kiswiranti

2*, and R.R Lokollo

1, H. Andayani

1

1Department of Physics, Pattimura University, Ambon,

*[email protected]

2Department of Physics, Gadjah Mada University, Yogyakarta

Abstract-Mt.Banda Api (641 m) is a volcano islands located on 4o31’30 “ S and 129

o52’17" E. More than

27 eruptions have been reported since four of the last century. The volcanoe has the potential to cause natural

disasters with the different intensity and power. Volcanic activity is a natural occurrence that is difficult to

predict and may be considered as chaotic with no clear shape. Statistical methods can be applied to explain

the pattern of volcanic eruptions as well as to help forecast future volcanic eruption activity. In this study,

three temporal statistical methods were applied (Exponential distribution, Weibull distribution and Log-

Logistic distribution). In general, the exponential distribution provides the highest probability of eruption that

occurred within a specific time in the future with a 95% confidence level. In 2014, probability of eruptions in

Mt. Banda Api is 49,16 %. Pattern of volcanic eruption in Indonesia are not normally distributed, so that the

pattern of volcanic eruptions is a random. Qualitatively, the biggest eruption will follow the longest repose

time interval. However, the magnitude of reponse time has no influence on the magnitude of VEI and doesn’t

affect to the probability of occurrence the volcanic eruptions. The average potential energy of the volcanic

eruption in Mt. Banda Api period 1800-2013 amounted to 1,0195 x 1019

ergs and the average thermal energy

of the volcanic eruption period 1800-2013 amounted to 2,0378 x 1021

ergs. Therefore, the total energy of the

volcanic eruption in Mt. Banda Api amounted to 2.0479 x 1021

ergs.

Keywords: Mt. Banda Api, volcanic eruptions, VEI, reponse time, exponential distribution, log-logistic

distribution, Weibull distribution, thermal energy, potential energy

1. Introduction

Mt. Banda Api (Figure 1) has a height of 641 m above sea level. The mountain is located in

the district of Banda Island, Central Maluku, Maluku.Geographically is located at 4o31'30"S and

129o52'17"E. Mt. Banda Api arises from the north of a row of volcanoes located in the Banda

volcanic arc (Van Bemmelen, 1949, p.219). Arc was formed approximately 1.5 million years ago.

The mechanism of complex formation is seen based on the theory of plate tectonics is the

interaction between the main plate (Pacific and Indo-Australian plate) with multiple microplate

well as the influence of transform faults and Irian faults causes the complexity of the region when

viewed from the regional geological structure . These events cause the Banda arc and ocean regions

as the source of tectonic earthquakes (PVMBG, 2014).

Figure 1. Mt. Banda Api (sumber : http://www.volcano.si.edu/volcano.cfm?vn=265090)

mailto:[email protected]

http://www.volcano.si.edu/volcano.cfm?vn=265090


ISBN 9786021570425 PHY-3

Repose Time

80.070.060.050.040.030.020.010.00.0

Fre

ku

en

si K

eja

dia

n E

rup

si

12

10

8

6

4

2

0

Std. Dev = 17.96

Mean = 15.5

N = 26.00

As a volcanic island, the potential danger of the eruption apart form the primary hazards

such as falling throw pyroclastics (bombs and volcanic ash), pyroclastic flows (hot clouds), and

lava flows, also potentially occur secondary hazards such as lava, eruption (phreatic) secondary to

contact between the product volcanoes are still hot with seawater and volcanic avalanches likely to

cause a tsunami.

Eruptionof an islandvolcano like Mt.Banda Api often high risk and greater social impact

for local residents than residents around the volcano in the area of land.Evacuation of the

population at the time of the eruption has to do with the crossingof the volcanic island to another

island that is considered more secure. Eruption in 1988, almost 8000 people were evacuated from

the island ofAmbon to Banda Islands and the island of Seram (Wahyudin, 2011).

2.Time Series Analysis Eruption at Mt. Banda Api

Based on the data recorded since 1500, Mt. Banda Api erupted more than 27 times (Badan

Geologi, 1979). Only four events cause the casualties, i.e. eruption in 1598, 1615, 1690 and 1988.

The repose time ranged between 1-80 years. Variation of the repose time is generally proportional

to the level of energy eruption that followed. If the repose time between eruptions is short, then

energy that follow the eruption too small, otherwise if the repose time is long, then energy of the

eruption that follow also great (Kirbani and Wahyudi, 2007).

Figure 2. Histogram repose time on Mt.Banda Api.

Figure 2 is a histogram that shows the time series of repose time at Mt. Banda Api start in

1586 until 1988. From the above histogram, the mean of repose time on Mt.Banda Api is of 15.5

years. This does not mean that every 15 years eruption may occur. Based on Table1, the size of

skewness is 2.269, then the ratio of skewness is 4.98 while the kurtosis measure is 5.96, then the

ratio of kurtosis was 6.72. Table 1. Statistic of repose time of Mt. Banda Api

Repose

N Valid 26

Missing 0

Mean 15.46

Std. Deviation 17.96

Variance 322.66

Skewness 2.269

Std. Error of Skewness .456

Kurtosis 5.960

Std. Error of Kurtosis .887


ISBN 9786021570425 PHY-4

Statistically, the distribution of time series of volcanic eruptions can be expressed as an

exponential distribution (Wickmann, 1965),

𝑁 λ, 𝜏 = 𝑁0 𝑒−λ𝜏 (1)

where,

N = counteruptions that have longer the repose time than t

No = counteruptions that have longer the repose time than 0 years

𝜏 = repose time

λ = exponential attenuation coefficient

Value of λ for the eruption of Mt. Banda Api is 0.0647/year. Exponential distribution (1)

has a medium value (T, meanvalue) 1/λ, in terms of time series of volcanic eruptions can be

referred to as the mean eruption repose time. T for Mt. Banda Api with λ=0.0647/year amounted to

15.5years. This does not mean that every15.5 years always eruption, so wrong if T is said to be the

return period. The events that have exponential Poissonian distribution is essentially random.

Time seriesof volcanic eruptions has a probability density function/PDF (Wickmann, 1966)

wasn’t the eruption,

PDF No Eruption (λ, 𝜏) = λ𝜏 𝑒−λ𝜏 (2) (3.7)

Not eruption PDF function (λ, t) can be categorized as a Poissonian distribution function. Eruption

PDF function can be formulatedas follows:

PDF Eruption (λ, 𝜏) =1- λ𝜏 𝑒−λ𝜏 (3) (3.8)

Based on Table 2, Mt. Banda Api has τ = 86 year, so has the probabilityof eruption at 18.6 %.

Based on probability of eruption Mt. Banda Api is18.6%, so this time there is a value at

risk can not be ignored, so there is no other way but to nomitigation measures that minimize

negative impacts caused by the eruption of Mt.Banda Api.

Table 2. The eruption probability of Mt. Banda Api

Distribution Eruption probability (2014)

Exponential 18.6 %

Weibull 26.17

Log-Logistik 49.16

Weibull Distribution

It may be argued on physical grounds that the hazard rate should bellowed to systematically

increase/decrease with time to include gimes of increasing volcanic activity or

waning/extinguishing activity. This can be accomplished by the Weibull distribution, commonly

used in failure analysis and successfully applied to various volcanoes (Ho, 1991; Bebbington and

Lai, 1996a, b ; Watt et al. , 2007):

𝑆𝑊𝐵 𝑡 = 𝑒𝑥𝑝 − λ𝑡 𝛼 (4)

where α is a power parameter, usually referred to as the “shape parameter”. For α = 1, the Weibull

distribution includes the exponential distribution as a special case, but it also accommodates the

possibilities of increasing or decreasing hazard rates if α>1 or α<1, respectively. As the Weibull

distribution represents a model of simple failure, it best illustrates scenarios that consider this


ISBN 9786021570425 PHY-5

failure after a given time as a result of only one dominant process in the system. In 2014, the

eruption of Mt. Banda Api has a probability of 26.17% (Table 2).

Log-Logistic Distribution

A certain parameters can increase the likelihood of eruption, while other parameters will

cause a decrease in the probability of an eruption. Factors that influence can be formulated with a

log-logistic distribution (Dziermaand Wehrmann, 2010):

𝑆𝑙𝑜𝑔 𝑡 =1

1+ 𝑡 𝑏 𝛼 =

1

1+ 𝛼𝑡 𝛾 (5)

which includes a scale parameter b and a shape parameter α. A log–logistic distribution can

sometimes achieve a better fit particularly to very long or short repose intervals (Connor et al.,

2003). In 2014, the eruption of Mt. Banda Api has a probability of 49.16% (Table 2).

Correlation Analysis between Repose Time and VEI

Qualitatively, the largest eruption will follow the longest rest interval greater than100 years

(Simkin and Siebert, 1984, 1994). Variations of repose time are generally comparable to the energy

level of the eruption that followed. If the short reponse time between eruptions, the eruptive energy

usually follow it too small, otherwise if the long repose time then the energyof the eruption that

followed was also large. This is caused by the accumulation of energy in a relatively long time.

Repose time and magnitude of eruptions during the eruption process is fundamentally different

because the controlling behavior during the active growth phase of a volcano tends to have a long

repose time. Correlation repose time and VEI Mt. Banda Api is shown in Figure 3.

Figure 3. Correlation of repose time and VEI Mt. Banda Api.

To find out more about the correlation between repose time withVEI at Mt.Banda Api using SPSS.

Table 3. Analysis of correlation between

repose time and VEI on Mt.Banda Api

R Sig. (2-tailed)

VEI 0,301 0,135

Repose

Time

0,301 0,135

Korelasi Repose Time dan VEI

Gunung Banda Api

VEI

3.53.02.52.01.51.0.50.0-.5

Re

po

se

Tim

e

100

80

60

40

20

0


ISBN 9786021570425 PHY-6

According to Table 3, the significance of the results of the correlation between repose time

withVEI magnitude of 0.135(>0.05) then Ho is accepted. This shows that the repose time does not

affect with the VEI. The correlation coefficient between repose time andVEI is positive, which

means that the greater the repose time the greater the VEI index. The correlation coefficient is

0.301 magnitude whose value is much smaller than 1 (perfect correlation coefficient). This shows

the weak relationship between the two variables. From the above results, it can be concluded that

repose time has no effect on theVEI. This can be affected by several other factors such as

differences in chemicalcompositi on both before and after the eruption, topography, morphology,

characteristics of volcanoes, etc.

Potential Energy and Thermal Energy of Volcanic Eruption on Mt. Banda Api Period

1800-2013

Yokoyama (1956) estimated the energy at the time of volcanic eruptions are divided into

various form ssuch as potential energy and thermal energy. The potential energy is represented by

changes in the level of lava in the hole/vent volcano during an eruption. Energy of eruptions can be

formulatedas follows:

𝐸𝑝 = 𝑚𝑔𝑕 (6)

where,

Ep = potential energy (Joule)

m = total mass of materials in eruption (kg)

g = acceleration of gravity (m/s2)

h = high column of smoke during eruption (m)

Figure 4. Eruption on Mt. Banda Api (1800-2013)

During the period of 1800-2013 eruption, Mt. Banda Api generated a potential energy of

1.0195x1019

ergs. Figure 4 shows the eruption of Mt. Banda Api periodicity of 1800-2013. In the

picture looks the pattern eruption on Mt. Banda Api.

Thermal energy is represented by the quantity of hot lava and gases from volcanic fragments

respectively. The equation used byYokoyama to high temperatures>1000°C was as follows:

𝐸𝑡𝑕 = 𝑉𝜍 𝑇𝛼 + 𝛽 𝐽 (7)

where,

Eth = thermal energy

V = ejecta volume

𝜍 = the mean of density

T = lava temperature

α = specific heat lava (when T=800 oC, α=0.25 cal/gr.

oC and when T=300

oC, α=0.20 cal/gr.

oC)

J = work equivalent of heat, 4.1855 x 107 ergs

0

5E+20

1E+21

1.5E+21

2E+21

1800 1850 1900 1950 2000

Po

ten

tial

En

erg

y (e

rgs)

Year

Eruption on Mt. Banda ApiPeriod 1800-2013


ISBN 9786021570425 PHY-7

During the period of 1800-2013 eruption, Mt. Banda Api generated the thermal energy of

2.0378x1021

ergs. Therefore, the total energy of the eruption of Mt. Banda Api from 1800 to 2013

amounted to 2.0479x1021

ergs.

3. Conclusion

The time series eruption on Mt. Banda Api has the characteristics of stochastic random,

with count eruption as afunction of repose time have an exponential distribution and PDF

Poissonian function with the attenuation coefficient is equal to 0.0647or medium repose time value

of 15.5year. The probability of eruption on Mt. Banda Api in 2014 based on the exponential

distribution by 18.6%. Weibull distribution gives the probability of eruption at 26.17% while the

Log-Logistic distribution gives the probability of eruption at 49.16%. Volcanic eruption probability

>50%, so it needs to be aware of risk that must be borne. Eruption of Mt.Banda Api during the

period of 1800-2013, generate an average potential energy of 1.0195x1019

ergs and the average

thermal energy of 2.0378x1021

ergs. Therefore, the total energy of the eruption of Mt. Banda Api

from 1800 to 2013 amounted to2.0479x1021

ergs.

References

Bebbington, M. S and Lai, C. D. (1996a). Statistical Analysis of New Zealand Volcanic

Occurrence Data, Journal of Volcanology and Geothermal Research Vol. 74, p. 101-

110.

Bebbington, M. S and Lai, C. D. (1996b). On Non homogenous Models for Volcanic Eruptions,

Math. Geol. 28/5, p.585-600 .

Dzierma, Y.and Wehrmann, H. (2010). Eruption Time Series Statistically Examined:

Probabilities of Future Eruptions at Villarica and Llaima Volcanoes, Southern Volcanic

Zone, Chile, Journal of Volcanology and Geothermal Research 193, 82-92.

Ho, C. H. (1991). Time Trend Analysis of Basaltic Volcanism for The Yukka Mountain Site,

Journal of Volcanology and Geothermal Research Vol. 46, p. 61-72.

Kirbani, S.B and Wahyudi. (2007). Erupsi Gunung api Kelud dan Nilai-b Gempa Bumi di

Sekitarnya, Laboratorium Geofisika UGM, Yogyakarta.

Simkin, T. and Siebert, L. (1984). Explosive Eruptions in Space and Time: Durations, Intervals,

and a Comparison of the Worlds Active Volcanic Belts. In Boyd, R. F. (ed) Explosive

Volcanism: Inception, Evolution, and Hazards, National Academy Press, Washington, D.

C., 110-121.

Simkin, T. and Siebert, L. (1994). Volcanoes of the World, 2nd Edition, Geoscience Press,

Tucson.

Van Bemmelen. R. W. (1949). The Geology of Indonesia v. I.A. Government Printing Office.

Wahyudin, D. (2011). Potensi Bahaya dan Dampak Erupsi Gunung Banda Api, Maluku Sebagai

Pulau Gunung api, Jurnal Lingkungan dan Bencana Geologi Vol. 2, PVMBG.

Watt, S. F. L, Mather, T. A., and Pyle, D. M. (2007). Vulcanian Explosion Cycle : Patterns and

Predictability, Geology 35/9, p. 839-842, doi : 10.1130/G23562A.1.

Wickmann, F.E. (1965). Repose Period Pattern of Volcanoes II. Eruption Histories of spme Indian

Volcanoes, Arkiv Foer Mineralogi Och Geologi, Band 4 Nr 6, Uppsala.

Yokoyama, I. (1956). Energetics in Active Volcanoes, Earthquake Research Institute.


ISBN 9786021570425 PHY-8

OP-04 The Role of ZnPc Functional Layer in Detecting MMP3

Biomolecule Using QCM Sensor System

Djoko J. Santjojo* and Masruroh

Collaborative Research Group for Advanced System and Material Technology (ASMAT),

Brawijaya University, Malang, Indonesia, [email protected]

Abstract-A quick response QCM biosensor has been developed by utilizing a ZnPc functional layer. The

layer is intended to improve immobilization of biomolecules especially Matrix Metalloproteinase-3 (MMP3)

rheumatic arthritis antibody. A polystyrene interlayer was deposited on a QCM by means of spin coating

technique. The ZnPc layer was deposited on top of the polystyrene using vacuum evaporation technique. The

deposition rate was controlled by a variable powered heating system. Evaluation and analysis of the ZnPc

morfology and microstructure was carried out by SEM and surface topography measurements. The sensitivity

of the QCM sensor system to the MMP3 molecule was increased significantly since the size and

microstructures of the ZnPc layer enhanced adsorption and traping of the MMP3 molecules. The adsorption

was associated with fibrous microstructures of the layer, while the traping behaviour was related to surface

roughness.

Keywords: ZnPc functional layer, MMP3 biomolecule, QCM sensor


ISBN 9786021570425 PHY-9

OP-5

Determination of in-situ Permeability by Using Stoneley Wave Characteristics

Kosim

Faculty of Teacher Training and Education, Universitas of Mataram, Jl. Majapahit No. 62 Mataram

83125, [email protected]

Abstract-Permeability is one of the necessary to determine the presence of oil or gas reservoir drilling a

well in economic value. Based on the research literature there is a relationship between Stoneley wave

attenuation factor and permeability. The relationship has been made a model by Matheu and Thoksoz. Then

the model is modified to use field data to determine the value of in-situ permeability rocks. Results obtained

equation of a quadratic equation complex permeability and modified Bessel functions. Characteristics of the

Stoneley wave used are velocity of wave, frequency and attenuation factor. Application modeling on field

data is assumed that the reservoir rocks of the earth around the elastic, porous which has a fracture.

Keywords:in-situ permeablility, Matheu and Thoksoz model, Stoneley wave


ISBN 9786021570425 PHY-10

OP-06 Development of a Quake Catcher Device to Record Earth

Quake Events

I Wayan Sudiarta

1* and Made Sutha Yadnya

2

1Physics Study Program, Faculty of Mathematics and Natural Sciences, Universitas Mataram,

[email protected] 2Electrical Engineering, Faculty of Engineering, Universitas Mataram

Jl. Majapahit No. 62 Mataram NTB 83125

Abstract-Earthquakes often occur in Indonesia, especially in the area around the subduction zone at Sunda

Arc. Large earthquakes, for example in Aceh (2004) and Yogyakarta (2006), have caused material losses and

large casualties. Mitigation efforts should be conducted to reduce the impact caused by an earthquake. One

mitigation effort is by creating a map of earthquake-prone areas which is important for planning earthquake-

resistant building. Mapping of earthquake prone areas can be done by analyzing the physical properties of

soil layers. This can indirectly be determined by measuring the rate of propagation of seismic waves during

an earthquake recorded using seismometers. Vibration sensors such as MEMS accelerometers and a

datalogger can also be applied to make an earthquake recording system. In this paper, we report our progress

in developing a prototype device called "Quake Catcher" that can accurately record earthquake waves. The

Quake Catcher device consists of several important components: MEMS sensor, microcontroller, GSM

shield, real time clock (RTC) module, SD memory card and battery.

Keywords: quake catcher, seismic wave, mitigation


ISBN 9786021570425 PHY-11

OP-07 Load Weight of Boat: Experimental Approach and

Hydrostatic Calculations

Agus Dwi Catur1*, Sukartono

2, Sinarep

1, and Masrun

1

1Faculty of Engineering, Mataram University, Jl. Majapahit No. 62 Mataram, Indonesia,

[email protected] 2Faculty of Agriculture, Mataram University, Jl. Majapahit No. 62 Mataram, Indonesia

Abstract-Wooden boats still dominate the small inter-island transportation around the island of Lombok

(gili) and the sea area of Indonesia. The limited wood to make wooden boats is expensive. Long-tail boats

prototype has been designed and made of composite sandwich with bamboo - fiberglass reinforcement and

polyurethane rigid foam. Load weight of boat obtained by experiments and hydrostatic calculations.Building

boats was done by a wet lay up method on the mold. Load weight of boat was measured by weighing the load

on the boat at the certain water line. Load weight of boat was also obtained by the hydrostatic calculations.

Load weight of boat obtained from the experiment was closed to the hydrostatic calculations.

Keywords:boat, hydrostatic, loads,sandwich

1. Introduction Wooden boats still dominate for transport connections between the islands and for

fishermen. The more expensive and limited large wooden building boats made from non-wood

constantly being developed to replace the wooden boat. Deforestation issue is widespread, the use

of wood as a boat must be suppressed. One of non-wood boat is a boat made from a composite of

polyester reinforced with fiberglass.

The boat is made from polyester-fiberglass composite heavier than wooden boats. This

boat will sink when there is a leak, because its density is greater than the density of sea water. This

makes the fishermen still choose to wear wooden boat. To fulfill these fishing boats was developed

with high buoyancy and payload was adequate. This caracter are on a boat with a sandwich

material.

In Indonesia, most of the fishing boats in the wake traditionally are made of wood and was

built without planning drawings or mathematical calculations. The boat was manufactured only by

example with no hydrostatic parameters. The fishing boat is a floating vehicle that combines speed,

custody, and storage facilities. As a function of storage and loading load fish catch and fishing

equipment, boats must have high buoyancy.

The buoyant force is a resultant force direction upward carried by the fluid on an object

when the object is in the fluid. The specific gravity of water and the amount of water that is

transferred can determine the object will float or sink. A very large boat has a great immersed

volume. This can move water very much and the boat will float.

The boat floats if the weight of the boat plus the load there on equal to the buoyant force.

Boat buoyant force can be estimated using an approach hydrostatic data analysis. Based on this,

research on cargo boats made of composite sandwich has been done and will be described in this

paper. Testing buoyancy boat with experimental done. Boat design is used to calculate the load

cargo boat with formulas approaches. The results of both methods were compared in this paper.

2. Basic theory Archimedes law states that an object partly or completely immersed into a liquid substance

will experience an upward force equal to the weight of liquid removal.

Fa= ρ V g ……………….(1)


ISBN 9786021570425 PHY-12

Description:

Fa: buoyancy force

g: gravitational acceleration of the earth

ρ: density of liquid

V: volume objects immersed in liquids.

Calculate the volume of the beam is very easy because of its simplicity. On other hand,

Boat shape calculation is not simple; calculate the volume of the boat required accuracy. To

calculate the volume of the boat is done by formulas approaches. The formula was made by

Simpson. Simpson's rules are used to calculate the area and volume of objects that are irregularly

shaped. The rules assume that the boundary objects can be divided so as to follow the laws of

mathematics. The accuracy of the calculation depends on the distribution of these boundaries so

that the curves follow the laws of mathematics.

First Simpsons rule assumes that the curve is a parabolic of the second order as the Figure 1.

Figure 1. Parabolic curve

Area under curve = 𝑦𝑑𝑥2𝑕

0= h/3(y1+4 y2+y3)

Second Simpsons rule assumes that the equation of the curve is of the third order as the Figure 2.

Figure 2. Polynomial third order curve

Area under curve = 𝑦𝑑𝑥3𝑕

0= 3/8 h (y1 +3y2+3y3 +y4)

Simpson rules can also be used to calculate the volume of an irregular object. By shredding the

object so that the curve can approximate the laws of mathematics. The area of the elementary strip

in figures 3 (a) and (b) is `Y' square metres. Then the volume of the strip in each case is equal to Y

dx and the volume of each boat is equal to Volume.

Volume = 𝑌𝑑𝑥4𝑕

0

= h/3(A+4B+2C+4D+E)

E is area of water plan at baseline, this position is the bottom of the boat.

D is area of water plan at h meters from baseline

C is area of water plan at 2h meters from baseline

B is area of water plan at 3h meters from baseline

A is area of water plan at 4h meters from baseline


ISBN 9786021570425 PHY-13

Figure 3. Irregular object: hull of boat

Thus the displacement volume of a boat to any particular draft can be found, first by

calculating the areas of water planes or transverse areas at equidistant intervals and then using these

areas as ordinates to find the volume by Simpson's rules.

3. Method Research working order as shown in Figure 4.

Figure 4. Flow chart

In designing process, the boat must accommodate the equipment and the completeness of

what is needed on the boat. It will determine its layout on the boat and the layout of the equipment.

The equipment include fishing gear, the engine, hold the fish, anchors and others. The boat is

designed not have all the boat deck. Deck located on the bow is important to strengthen the

construction of the bow. The completeness of the designed boat is ballast chamber, fishing gear

place, bow deck, engine support, katir binder, anchor rope, roof and tie anchor boards.

Testing of loading

Start

Boat design

Hydrostatic Calculation

Boat Manufacture

Conclusion and recommendation

Conclusions and suggestions End

Data analysis


ISBN 9786021570425 PHY-14

In the boats manufacturing need lines plan (Figure 5) which is drawing the outline plan of a

boat on the water line and each ordinate. Lines plan is used to design the shape and size of boats

models. Lines plan pictures consist of body plan, profile plan, half breadth plan. Body plan is

drawing the outline plan of the boat seen from the front (cross-sectional boat front view). Profile

Plan picture boat elongated wedge shape looks aside. Half breadth plan is half slice the width of the

boat looked up.

a. b.

Figure 5. Boat Lines Plane : a.perspective b. two dimensional

a. Polyurethanefoamis attached tothe mold

b. The hull formed by lamination to

polyurethane rigid foam Figure 6. Boat manufacturing

Hydrostatic calculation of boat is based on numerical data obtained through the design of

the boat. Data processing is performed to obtain the value of the volume of the boat submerged into

water (volume displacement) and buoyancy force (tonnes displacement). Volume displacement is

obtained by calculation using the Simsons rule. Ton displacement is obtained by calculation using

archimides. Density of sea water is 1.025 Kg/m3.

Boat building begins with the manufacture of the hull. Boat hull was made of sandwich

composite. The sandwich core made of polyurethane rigid foam. Polyurethane rigid foam is

attached to the mold by meanstied with thread (figure 6.a). The foam serves as the core which

would then be laminated with composite resin. Boat hull formed after the lamination process

(Figure 6.b).


ISBN 9786021570425 PHY-15

a. Load on the boat

b. Cm scale on the hull

Figure 7. Experiment to get tons of displacement

Tons of displacement can be obtained with experimental. Load adding on the boat (Figure

7a). The first load is the weight of the boat it self. The test starts with a weigh boat. In order to

facilitate, the two scales used to weight were placed at either end of the boat. Weight of the boat is

the sum of the weight shown by both scales. Boat floated later to the sea. The position of the water

line is measured from the base line to the water line (Figure 7b). The base line position is the

bottom of the boat. The next load is loaded into the boat starts on the boat plus 50 kg weight and

then coupled with an interval of 50 kg. Each load is loaded,it is measured the position of the water

line to the base line.

4. Result and discussion Sandwich composite boat planned and maked. Calculations have been made to obtain water

plan area, the volume displacement and ton displacement. Tons displacement testing has been done.

Water plan area, tons displacement and volume displacement poured in Table 1.

Table 1 Results of water area calculation plan, the volume of displacement and displacement ton

Water line

position (m)

water plan

Area (m2)

Volume

displacement (m3)

Ton displacement

(ton)

Load weight

(ton)

0 0.00

0.565 0.579 0.384 0.075 2.31

0.152 3.00

0.228 3.86

0.228 3.86

1.583 1.623 1.428 0.305 4.35

0.381 4.65

0.457 4.87

0.457 4.87

2.732 2.800 2.605

0.534 5.03

0.61 5.03

0.687 5.24


ISBN 9786021570425 PHY-16

Area of water plant in the base line is zero, because the shape is only a line. With Position of

the water line added then increases too area of water plan. Added area of water plan follow a

parabolic curve is increased dramatically and then remained constant. This trend can be seen in

most of the fishing boats. The highest area of water plan occurred in the highest position of the

water line. The position of the highest water line was 0.687 m with an area water plan of 5.24 m2.

Ton displacement obtained from experimental presented in figure 8. In Figure 8 also

displayed ton displacement calculation results.

Figure 8. Ton displacement of boat: eksperimental and calculation

Weight of boat was 0.195 ton and waterline position when the boat dipped is 0.23 m. When

the load is increased, the position of the water line became higher. The position of the highest

waterline was 0.69 m ie occurred in the weight of the boat and a load of 2.65 tonnes. This value is

lower than tons displacement calculation results. Value ton displacement calculation result was

2.799 tons. Difference of both is 0.149 tons.

Ton displacement calculation results almost identical to the results of experiments. It can

be seen in Figure 8. The two graphs are very close. The two graph form a second order polynomial

curve. The difference between the two is at 5.3% which is not great at the highest water line

position.

Ton displacement represents load weight added by boat weighing. Load weight was

obtained by tapering down ton of displacement of boat weighing. Boat weight is constant, so that

graph tendency of load weight is equal to ton displacement graph tendency. Load weight result of

biggest calculation is 2.605 ton. The biggest of load weight of experiment result is 2.455 ton at

0,69 m water line position.

5. Conclusion Load weight and tons of displacement of the boat obtained from the experiment is closed to

the hydrostatic calculations. The difference between the two water linesis 5.3% at the highest

position. Load weight chart and tons displacement form a second order polynomial curve. Heavy

payload experimental results are 2.455 tons of water line which is at 0.69 m position.

Acknowledgements

This study was funded by DP2M higher education. Thank you to the manager of the

mechanical engineering workshop, Wen Hadi, Rahmad.

y = 2,735x2 + 2,439x - 0,189R² = 0,992

y = 2,811x2 + 2,192x - 0,016R² = 0,998

-0.5

0

0.5

1

1.5

2

2.5

3

0.00 0.20 0.40 0.60 0.80

Ton

dis

pla

cem

en

t, t

on

Waterline position, m

eksperimen

Calculation

Poly. (eksperimen)

Poly. (Calculation)


ISBN 9786021570425 PHY-17

References Anonim. (2002). Composite Material Handbook, Volume 3: Polymer Matrix Composite, material

usage, design and analysis, Departemen of defense, USA.

Anonim. (1996). Rules and regulation for the classification and construction of ships : Fiberglass

reinforced plastics ships, Indonesian classification biro, Jakarta.

Derret, D. R. Revised byBarrass, C.B.(1999). Ship Stability for Masters and Mates, Fifth

edition, Butterword Heineman.

Mathur, V.K.(2005). Composite Materials from Local Resources, Construction and Building

Materials, 20(7), 470–477.

Watson, D. G.M. Watson. (1998). Practical Ship Design, Elsevier Ocean Engineering Book Series,

volume 1, Elsevier Science Ltd.


ISBN 9786021570425 PHY-18

OP-08 Performance of Hinged Blade Savonius Turbine

Sinarep* and Agus Dwi Catur

Faculty of Engineering, Mataram University, Jl. Majapahit No. 62 Mataram, Indonesia,

[email protected]

Abstract-Savonius blade rotates the rotor shaft in the side where blade moves on the direction of

the wind while on the otherside drag deccelerates the movement of the rotor. To minimize friction,

the rotor blade is made of hinged blade. Tangential direction of blade movement is currently in the

direction of the wind, so the blade swinging enlarges the area of the wind. Meanwhile, when the

tangential direction of the blade movement is opposite to the wind direction, the blade will swing

minimize the extent of the wind, thus minimizing drag. Performance of hinged blade savonius wind

turbine is discussed in this study. This turbine types have good properties in the utilization of wind

energy than basic savonius wind turbine. Swinging blade type can increase the power coefficient of

the turbine without adding the turbine area.

Keywords: wind, turbine, blade, performance.

1. Introduction

Vertical axis wind turbine is independent to speed and wind direction. It can accommodate

wind direction and works properly with a wide range of wind speed. Vertical axis wind turbine is

different to horizontal axis in term of wind direction and area where it employed. Vertical axis

wind turbine can eliminate disadvantage of horizontal axis. Therefore the vertical wind turbine can

be as alternative to fully develop in Indonesia.

Generally, vertical axis wind turbine is completely suitable to Indonesian wind condition.

Therefore it has to be built and installed right way. Recently, there are many type of vertical axis

wind turbine that already built and install worldwide, such as Savonius wind turbine, Darrieus wind

turbines, aerodynamic turbines, spiral wind turbine, helical wind turbine, sail wind turbine, and

many more.

Vertical axis wind turbine with fix blades has a great rotation constraint. Blade tangential

rotating motion in the direction of the wind will push the turbine rotor and generate torque.

However, the blade which is opposite to the direction of motion tangential winds cause drag that

reduces torque of the rotor.

Innovation is already done by many researches to improve the performance of the vertical

axis wind turbine that has been installed at this time. One of them is the blade arrangement that can

reduce barriers and increase torque.

Invention has been done by Kaliski, A, 2005 and has been patented by number US

6,910,873 B2. The invention in the form of a vertical axis wind turbine Savonius is by using self-

regulating rotor. The main aim of invention is to increase aerodynamic efficiency. Shape of the

rotor will change the appropriate option turbine base on the operating conditions. The conversion of

wind energy into rotating energy is optimised.

The blade arrangement innovation on vertical axis wind turbine made by Baylei, JL, 2008,

with US patent number 20,080,075,594A1. The vertical axis wind turbine blade is oriented

horizontally arranged so that the blade opens when the direction of rotation has same direction to

the wind direction and it closes when the direction of the blades has opposite direction of the wind

direction. The blade is made split into upper and lower blade and the hinged radial direction.

Opening and closing movement of the blade is done by a hydraulic cylinder which is set based on

the operation of wind speed and direction sensor.

Sail type wind turbine was patented byGoldwater, JM, et al, 1987 with the number of

4,684,817. The Turbine rotor consists of four blades and each blade consists of 18 sails or more.

The blade is in the form of truss lattice. This grille serves to hold the sail when receiving wind

blows. Each sail can be swung on its hinges. The curvature of the blade can also be arranged to


ISBN 9786021570425 PHY-19

form an arc as needed.When the direction of motion of the blade is tangential to the direction of the

wind, the wind will push the sail on the blade, so that the rotor rotates. And when the wind

direction is opposite to the direction of the blade rotation, then the sails on the blade will swing in

the direction of the wind rotor, thereby reducing drag. The opening and closing of the sail will pass

the motion of the wind and the wind diverting motion is what makes this invention named valvular

sail.

The developments of vertical axis wind turbines continue to be done to reduce the force

that obstruct the rotor rotation (drag), in other words, to increase the rotor torque. However, the

inventions are still too complicated to be applied in the remote area that is far from the

technological means. Micro controller or even speed sensor is very difficult to obtain in a remote

island, generally, the Indonesian archipelago in case the wind turbine was damaged. Therefore, the

simple mechanical blade adjustment mechanism and maintenance needs to be developed.

The simple blade setting is the right option developed for turbines which will be operated

in remote areas. This meant that the operation and maintenance of turbines can be done easily by

the community. The blade can swing when operated so I can minimize the barriers of turbine.

Hinged blade wind turbine with a blade arrangement mechanically simple and performance

characteristics studied inthis paper.

2. Experiment set up

The type of wind turbine that is madeis Ssavonius turbine rotor with the blade can swing.The rotor

consists of a four blade and each blade consists of three sail composite rigid and hinged (Figure 1).

The blade comes with apivotsail. This shaft serves for the rotary axis for retaining the sail at the

same timewhile receiving wind gusts.

.

Figure 1 Schematic drawing of turbine rotor

The experimental scheme of wind turbines that have been installed in the wind tunnel is

shown in Figure 2.


ISBN 9786021570425 PHY-20

Figure 2. Scheme experimental wind turbine in the wind tunnel.

Wind tunnel building process starts with cutting steel profiles and plate multiplex. Welding

and gluing carried out to form a hollow space. The room is then called a wind tunnel. Mounting

order to withstand wind tunnel is made of steel profiles.To keep the wind flow evenly and same

direction is done by installing a small holes in the honey comb-shaped cross section of the wind

tunnel. Wind turbines are installed in this wind tunnel with a ball bearing pads.

A fan is mounted to a wind tunnel. The discharge flow of the fan is regulated by voltage

regulator. Steel frame is made to sustain the fan and the wind tunnel. Turbine rotor shaf tconnected

to a rotor diameter of 17mm. Rope brake dynamometer is used to determine the rotor torque. Rotor

torqueis measured by mean of the force acting on a rope.

The manufacturing of turbine starts with the blade fabrication. Each blade consists of three

sail composite rigid and hinged. The rigid sail fitted with a pivot screen. The construction sail rigid

blade is a composites and wich, which is a structure consisting of two thin laminate called skin

flanking lightweight core. Skin rigid sail made from polyester catalyzed 60% by volume, with

reinforcement hybrit 20% sisal fibre and fibre glass 20% by volume. The second skin blade rigid

sail made by wet method composite lay-up in the mold, then the core in the form of rigid

polyurethane foam inserted between both skins.

The base of the blade is made of rigid perforated screen to put blade shaft. The number of

blade is needed are 4 blades. The connection between the sai lrigid blade to the blade arm is a shaft

on the base of the rigid sail and elastic rubber on the tip of the blade. Elastic rubber is useful to

close the rigid sail with the blade arms when the wind moves in the opposite directionto the

tangential motion of the blade. Meanwhile, when the direction of rotation of the blade has same

direction to the direction of the wind, the elastic rubber is useful to prevent pulsating rotation of the

turbine.

The armof blade is made by composite curved shape of the curve so that the rotating

components are light. The arm connects the axle rigid sail with the rotor shaft. The rotor shaft is

steel which connects the upper and lower blade arm.

To measure the torque of the shaft, a rope is wrapped around the rotor shaft. Rotor shaft

diameter is 17mm. End of the rope is connected fixed to the holder and the other end connected to a

spring balance. This spring balance is connected tot he threaded support in order to easily set the

force acting to the rope.

One of the independent variable in this study is the wind speed. Therefore, the speed of

wind blowing turbine is set by regulating the voltage of power supply of fan motor. The wind speed

will push the blade and induce the turbine rotor to rotate. Loading on the rotor shaft in the form of

shaft torque, this torque will affect the rotational speed of the turbine rotor.


ISBN 9786021570425 PHY-21

The rotor torque is measured by measuring the friction force between the ropes with the

rotor shaft. This frictional force is read on the spring balance. Torque shaft is multiplication of

readable force on a spring balance to the radius of the rotor shaft. To provide load torque varying

the rotor shaft, the friction force can be varied. Frictional forces between the rope with the rotor

shaft are increased if the rope is tightened and vice versa. The amount of rotation of the rotor shaft

is measured with a tachometer. From these data, the performance of the wind turbine such as the

ratio of energy flow as Cp (also called power coefficient) of the turbine can be calculated.

The basic principle of the wind turbines convert the kinetic energy of the wind into rotary

energy to the rotor, and then the rotationof the rotor is used to turn a generator to produces

electricity. The kinetic energy U (Joules) of the wind with the mass m (kg) moving with velocity

(m/sec) defined by equation1

U = ½ .m.V2

= ½.ρ.As.x.V2 .............................................................................................. 1

Where ρ = wind density (kg/m3)

As= cross section area of turbine (m2),

x = windpath length (m) .

While wind power is Pw is the equation 2.

Pw = ∂U

∂t

= ∂(½.ρ.As .x.V2 )

∂t

= ½.ρ.As.V2.(∂x/∂t)

= ½.ρ.As.V3 ……………...................................................................................... 2

Asis across-sectional area of the wind formulated by equation 3:

As = h . d ..................................................................................................................... 3

h is theheightof the rotor(m) anddis thediameter of therotor(m).

The output power of turbine rotor Pm (watts) is calculated by multiplying the rotor shaft

angular velocity ω (rad /sec) with a rotor torque T (Nm), as equation4. While the speed of the rotor

shaft angle is obtained by number of revolutions perminute turbine rotor shaft (n )

Pm = T. ω

Pm = T.2π.n

60 ........................................................................................................ 4

The turbine power coefficient Cp is the ratio between the power of the turbine rotor with wind

power, defined in equation 5.

Cp = Pm/Pw ............................................................................................................ 5

Coefficient of blades tip speed (tip speed ratio) Zis the ratio between the tip speed of the

blades (Vb) with wind speedsV. The blade tip speed is a multiplication of the angular velocity of

the of blade rotor radius(R).

Z = Vb/V

= ω.R

V


ISBN 9786021570425 PHY-22

= 2.π.n.(

d

2)

60.V

= π.n.d

60.V .................................................................................................. 6

3. Result and discussion

The number of revolutions per minute of turbines to the wind speeds with no load is shown

in Figure 3. It can be seen that the higher the wind speed given in wind turbines the higher the

turbine rotor shaft rotation. The Momentum of moving winds pushes the blade and strucks the

blade in the direction of the wind. However, since the blade is connected to the shaft, the blade will

rotate around the shaft. The faster the wind blows on the blade the greater the kinetic energy of

wind or wind momentum. The great momentums give greater thrust so the faster the rotation of the

turbine rotor.

When the blade rotates in same the direction of the wind, the wind accelerates the

movement of blade, thus speeding up the rotation of the rotor blade. While onthe other side of the

blade moves opposite direction of the wind, air friction with the blade obstructs the movement of

the blade thereby inhibiting rotation of the rotor blade. The obstruction of blade affects the number

of turns per unit of time. Figure 3 shows that the hinged blade turbine has a rotational speed greater

than the rotational speed of the rotor with fixed blade atthe same wind speed. This indicates that the

resistance of the fixed blade is greater than the obstacles to the hinged blade.

With increasing wind speeds up to 14m/s, the wind turbine rotor speed will increase for

both blade turbines with fixed or hinged blade; it can be seen in Figure 3. However, the trend of

increasing is different. On wind turbine with a fixed blade the trend is slope slightly, this is

influenced by the presence of greater barriers to the fixed blade. Although the greater the wind

speed the greater the kinetic energy of wind that rotates the blade, the barriers to blade rotation is

also getting bigger. This phenomenon can be seen in chart 3 for fixed blade shaft rotation. The

increase of rotation is sloping slightly with increasing of wind speed.

Figure 3. Rotation speed of no load turbine rotor to wind velocity

Table1 shows rotation speed of the wind turbine rotor to the torque load and the wind

velocity of the hinged blade wind turbine. In Table 1, the first line shows the force of friction rope

load to the turbine rotor shaft in kilograms by small to large force with the friction rope tightening.

The second row of Table 1 shows the friction rope load force to the turbine rotor shaft in Newton.

The third line Table 1 shows the torque on the rotor shaft turbine in Newton meters. The torque is

y = -0.268x2 + 19.72x - 63.49R² = 0.998

y = -0.191x2 + 19.11x - 32.76R² = 0.998

0102030405060708090

100110120130140150160170180190200210

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

roto

r ve

loci

ty, R

PM

wind velocity, m/sec

fixed blade

hinged blade


ISBN 9786021570425 PHY-23

obtained by multiplying the load force of friction rope to the turbine rotor shaft in Newton and the

radius of the rotor shaft is 0.0085 m. Column 2 of Table 1 indicates the wind velocity before the

turbines ranging from small to large to regulate motor speed while the start line4 to line 16 on

column 3 to column 14 of Table 1 shows the number of revolutions of the turbine rotor.

Table 1 shows that on the same torque, the higher the wind velocity, the higher the

rotational speed of the rotor. In contrast in the same wind velocity, the greater the torque imposed

on the rotor shaft, the lower the rotational speed of the rotor. The kinetic energy of the wind rotates

the blade rotor, part of the energy isused to overcome the friction between the rotor shaft and the

bearing so that the rotor rotates continuously.

Table 2 is a table of the turbine shaft torque load and the wind velocity for the wind turbine

blade fixed or hinged. It can be seen that the same torque load, the higher the wind velocity, the

higher the rotational speed of the rotor. On the same wind speed, the greater the torque imposed on

the rotor, the lower the rotational speedof the rotor. The kinetic energy of wind is converted into

kinetic energy to rotate the rotor. Most of the kinetic energy is used to overcome the torque load on

the shaft and partly to overcome the friction between the rotor and the bearing, so the rotor rotates

continuously.

Table 1 Rotor rotation of hinged blade wind turbine with load. (RPM)

Shaft rotation of wind turbine rotor hinged blade with load (RPM)

F(kg) 0,529 0,765 1,118 1,412 2,000 2,471 2,941 3,235 3,529 3,706 3,824 3,882

F(N) 5,195 7,512 10,975 13,864 19,64 24,265 28,881 31,768 34,659 36,392 37,552 38,121

T(Nm) 0,0442 0,063 0,0933 0,1178 0,1669 0,2063 0,2455 0,2700 0,2946 0,3093 0,3192 0,324

V

(m/dt)

5,7 12

6,1 17 11

6,5 26 20 14

6,8 34 29 24 18 12

7,5 49 43 37 30 24 18 12

8,3 58 53 47 41 35 30 23 18 12

9,0 70 65 60 55 50 46 39 34 30 26 19

9,5 78 73 68 63 58 53 49 42 38 33 28

10,0 84 80 75 71 66 61 57 52 47 42 38

10,4 90 86 81 77 72 68 63 59 54 50 45

10,8 118 113 105 98 93 87 80 76 70 63 57 55

11,2 118 114 109 104 102 97 93 89 85 81 77 60

11,6 126 123 118 114 109 101 95 88 81 74 66 60

12,0 134 132 123 116 110 101 93 86 76 67 55 55

12,6 146 138 132 125 118 109 97 85 72 60 53 49

13,2 154 142 135 124 113 106 98 83 68 53 50 45

When Table 1 with Table 2 were compared, the rotation of wind turbine rotor with hinged

blade is greater than the rotation of the wind turbine with fixed blade to the wind velocity and the

same load torque. This indicates that the hinged blade is able to increase the rotational speed of the

rotor. The blade hinged gets less air resistance than a fixed blades of blade hinged rotate faster.


ISBN 9786021570425 PHY-24

Table 2.Rotor rotation of fixed blade wind turbine with load (RPM)

Shaf trotation of wind turbine rotor fixed blade with load (RPM)

F(kg) 0,529 0,765 1,118 1,412 2,000 2,471 2,941 3,235 3,529 3,706 3,824 3,882

F(N) 5,195 7,512 10,975 13,864 19,64 24,265 28,881 31,768 34,659 36,392 37,552 38,121

T(Nm) 0,0442 0,0639 0,0933 0,1178 0,1669 0,2063 0,2455 0,2700 0,2946 0,3093 0,3192 0,324

V

(m/dt)

5,7 10

6,1 14 12

6,5 22 17 12

6,8 30 26 20 15 12

7,5 39 39 33 26 20 15 16

8,3 47 48 43 36 30 26 19 14 18

9,0 56 54 56 51 44 40 35 29 25 22 15

9,5 62 61 63 58 51 45 44 38 34 30 24

10,0 66 66 68 65 60 52 50 47 42 38 33

10,4 72 73 71 68 65 59 55 54 49 46 41

10,8 103 94 91 86 85 79 70 68 65 58 52 50

11,2 100 94 93 90 90 87 83 81 79 75 71 55

11,6 109 103 101 100 96 87 85 79 74 67 60 54

12,0 114 110 105 101 97 86 81 76 69 60 48 49

12,6 121 116 113 108 104 93 84 74 63 51 45 42

13,2 129 122 116 107 97 89 84 72 59 44 42 37

The turbine performance is evaluated against the parameters of dimension less tip speed ratio

based on the data in Table 1 and Table 2. The evaluated turbine performance is turbine power

coefficient. The formula used to get a tip speed ratio and the power coefficient of the turbine is the

equation1 to equation 6.The turbine power coefficient chart with hinged blades is showed in figure

4 and the coefficient of power turbines with fixed blade is shown in Figure 5.

Figure 4. Graph turbine power coefficient Cp with

hinged blade. Figure 5. Graph turbine power coefficient Cp

with fixed blade (not hinged).

Turbine power coefficient as shown in Figure 4 and 5 rises with the increasing of tip speed

ratio then dropped. Figure 4 is a graph turbine power coefficient Cp with a hinged blade to the tip

speed ratio. While Figure 5 shows the graph of the power coefficient Cp turbine with fixed blade to

the tip speed ratio. The relations of turbine power coefficient to the tip speed ratio have the same

y = -1.073x2 + 0.251x + 0.005R² = 0.541

0

0.005

0.01

0.015

0.02

0.025

0.03

0 0.1 0.2 0.3

Cp

Z

y = -1.327x2 + 0.271x + 0.003R² = 0.448

0

0.005

0.01

0.015

0.02

0.025

0.03

0 0.1 0.2 0.3

Cp

Z


ISBN 9786021570425 PHY-25

tendency. The relations of turbine power coefficient to the tip speed ratio compose a polynomial

curve. There is a maximum turbine power coefficient on the curve.

Comparation of graphs 4 and 5 shows that the power coefficient of the turbine with hinged

blade is higher than the coefficient of power turbine swith fixed blade. This means that the wind

energy is converted into mechanical energy is greater in the hinged blade wind turbine than the

fixed blade wind turbine. The wind energy on the fixed blade wind turbine is more changed to

friction so the energy loss is higher and the efficiency is lower. On the other hand, the hinged blade

wind turbine is less converted the wind energy to overcome the friction, so the energy loss is less

and the turbine efficiency is higher.

The highest turbine power coefficient of the hinged blade is 0.02626 with tip speed ratio of

0.1589 that is occurred in wind velocity on the wind tunnel of 11.2m/sec, while the highest power

coefficient of the fixed blade turbine is 0.0244 with tip speed ratio of 0.1476 that is occurred in

wind velocity on the wind tunnel of 11.2m/ sec.

4. Conclusion

Savonius wind turbine with hinged blade has better performance to convert wind energy

than Savonius wind turbines with fixed blade. Wind converted into rotor power is increased by

mean of hinged blade without adding the wind turbine cross section area. Turbine power coefficient

with hinged blade is higher than the coefficient of power turbines with fixed blade.

Acknowledgements

This paper is a result of research funded by competitive grants scheme DP2M Higher

Education. We extend our thanks to the Research Institute of the University of Mataram, DP2M

Higher Education and Laboratory of Production Processof the University of Mataram.

References

Acharya, S.K. anad Mishra, S.C.(2007). Weathering Behavior of Fly-ash Jute Polymer Composite,

Journal of Reinforced Plastics and Composites, 26,1201.

Ali, M.H. (203). Experimental Comparison Study for Savonius Wind Turbine of Two & Three

Blades At Low Wind Speed, International Journal of Modern Engineering Research (IJMER),

3(5), 2978-2986.

Anonim, Composite Material Handbook, Volume 3 (2002): Polymer Matrix Composite, material

usage, design and analysis, Departemen of defense, USA.

Anonim, Buku Putih (2005): Penelitian Pengembangan dan Penerapan Ilmu Pengetahuan dan

Teknologi Bidang Sumber Energi Baru dan Terbarukan Untuk Mendukung Keamanan

Ketersediaan Energi Tahun 2025, Kemenristek, Jakarta.

Bailey, Self Regulating Wind Mill with Horizontally Oriented Blades, United States Patent

0075594, 2008.

Chen,Y., Müller, D.H., Nießen,K., Müssig, J. (2008). Spunlaced Flax/Polypropylene Nonwoven as

Auto Interior Material: Mechanical Performance, Journal of Industrial Textiles,38,69.

Goldwater,J.M., Valvular Sail Power Plant, United States Patent 4.684.817, 1987.

Kaliski, Self Regulating Rotor, United States Patent6.910.873, 2005.

Mathur, V.K.. (2005). Composite Materials from Local Resources, Construction and Building

Materials, l20(7), 470–477

McGowan, J, G., et al. (2004). A Hybrid Wind-Diesel System for the US Navy at Guantanamo

Naval Base Using an Energy Saving Performance Contract, Proceedings of the AWEA Annual

Conference Chicago.

Qasim, A.Y., Usubamatov, R. and Zain, Z.M. (2011). Design of Vertical Axis Wind Turbine with

Movable Vanes, Australian Journal of Basic and Applied Sciences, 5(11), 896-902.

Saxena, M., Asokan, P. and Morchhale, R.K. (2000) Jute Composite as Wood Substitute, Building

Materials News Letter, in Women in Urban Governance, World Habitat Day, Building

Materials and Technology Promotion Council,New Delhi, India, 67–70.

Sinaga, R.N.M. (2008).Optimalisasi Ekstraksi Energi Angin Kecepatan Rendah di Indonesia

dengan Aplikasi Konverter Boost, National Innovation Contest, Bandung.


ISBN 9786021570425 PHY-26

OP-09 The Effect of Biogas Flow Rate Biogas in the Purification

of Carbon Dioxide Process with Pumice Absorber

Arif Mulyanto*, Nurchayati, Rudy Sutanto, and Pandri Pandiatmi

Jurusan Teknik Mesin Fakultas Teknik Universitas Mataram, [email protected]

Abstract-Biogas is an alternative energy solution that could be a replacement for fossil fuel energy. Biogas

is cheap and environmentally friendly. The compositions of biogas are CH4, CO2, N2, H2, O2 and H2S. CH= is

the main component in the biogas which has a high calorific value. In addition to the indispensable CH4,

there is also a CO2 content that actually interferes with or damage. If this element is present in biogas, it will

disturb the combustion process itself. Therefore, the effort to reduce CO2level is expected to raise the quality

of biogas.The study was conducted to reduce levels of CO2 in the biogas using absorbent pumice sludge. The

method used in this study was true experiment that is taking into account variations in the flow rate of biogas

(2, 4, 6, 8 and 10 L/ min) were passed through the absorbent. After that, levels of CO2 absorbed and CH4were

examined using gascromatography method. Results of research revealed that the greater flow rate of the

biogas passing through the absorbent pumice sludge, the lower CO2 gas level with average decrease of

14.38%, and the greater methane gas levelwith average increase of 11.79 % for each time the changes of

biogas flow rate.

Keywords: biogas, pumice, CO2, CH4

1. Introduction

Along with the rapid development of industrial technologies, the demand for renewable

energy sources becomes a very important consideration. This is due to scarcity of petroleum energy

sources and crude oil price escalation. Innovative research to find renewable energy sources is

continuously developed. The research is not only important to find a new energy resources, but also

able to find an environmental friendly energy resource.

Biogas is a cheap and environmentally friendly substitute energy. The composition of

chemical compounds contained in biogas are CH4, CO2, N2, H2, O2 and H2S. CH4 in biogas is a

major component in the combustion with large percentage, so that it can generate high heat. In

addition to methane (CH4), which is a indispensable compound, there are also other substances that

actually interfere with or damage. One of them was carbon dioxide (CO2). The level of CO2 in the

biogas is the second highest with approximate percentage of 40%. It is known that CO2 element is

the result of combustion and, if there are other elements in the burning, it will disrupt the

combustion process itself. Therefore, it is expected that the reduce of CO2 can raise the quality of

biogas.

Pure CH4 produced from biogas has become a very important consideration due to the

effect on the heating value / heat generation. The presence of CO2 in the biogas is very undesirable

because the higher level of CO2 in the biogas will decreasethe heating value of biogas and is very

disturbing in the combustion process. It decreases the purity of CH4.

The CO2 content reducing process can be done by passing the biogas into pumice resulted

in absorption process. CO2 gases react immediately with the pumice while CH4does not.Reaction

with the pumice decreases CO2 concentration so that then the ratio of the concentration of CH4is

greater than the concentration of CO2.

Gas separation technology has been developed with the use of membranes. In this case,

zeolite Mixed Matrix Membranes are used for CO2 / CH4separation. Gas separation membrane is

actually not new a technology. The separation technology isselectedbased on two criteria,

technically and economically easy to do (Mulder, 1996).

CO2 in the biogas need to be removed because the gas can reduce the heating value of

biogas combustion. In addition, the percentage of carbon dioxide (CO2) in the biogas is 30-45%

which is large enough to to significantly reduce the heating value of biogas combustion. The


ISBN 9786021570425 PHY-27

heating value of pure methane combustion gas at 1 atm pressure and 15.5oC tempraturewas 9100

kcal / m3 (12 740 kcal / kg) while the heating value of biogas combustion was approximately 4800

to 6900 kcal / m3 (Harasimowicz, et al, 2007).

2. Research Methods

The research method used to achieve the purpose of this research was devided into several

experimental stage:

The first stage was analyzing the starting composition contained in biogas in order to

determine the initial concentration of CO2 and CH4 presented in biogas.The second stage was

conducting test to measure the ability of pumice in the binding with CO2 in biogas elements that

will raise quality of biogas.

2.1. Research variables

The variables of research are chosen among others:

Fixed variable:

composition of biogas consisted of CH4, CO2, etc.

temperature of operating : at room temperature (30oC)

Changed variable

biogas flow rate: 2, 4, 6, 8 and 10 L / min

absorber: pumice

2.2. Equipment and materials

a. Equipment of research:

digester reactor

gascromatography

pH meter

flowmeter

b. Material of research:

Biogas produced from households and livestock waste.

Pumice

2.3. Testing Procedure

The main material of this research,which is biomass from household and animal

waste, was mixedwith water at a ratio of 1: 1 and stirred until dissolved. The mixture was put

into the digester before all channels and holes were closed so that no air enter the system. Then,

it was allowed to stand for ± 3-4 weeks in order to produce biogas.

Phase I, Composition analysis before purified biogas

Analysis in the first stage used gas chromatographyto find out biogas composition,

especially the concentration of CO2 and CH4.

Phase II, biogas purification process

Research was continued by reduced CO2 content in the biogas through a carbondioxide

absorbtion process using pumice absorber. CO2 absorption was done by feeding biogas in

to the pumice absorber continuously with certain flow rates (2, 4, 6, 8 and 10 L/min).

Biogas and pumice contact each other and chemical reaction occured. Every 2 minutes,

post absorbtion biogaswas taken for analysis. The amount of CO2 absorbed and CH4

produced are measured using gascromatography methods. In this study, the variable studied

was the effect of the flow rate of biogas to the CO2 absorbed and CH4 produced.

2.4. Analysis of Data

The data analysis was conducted after and refers to the experimental data, by

comparing the content of CO2 and CH4 before and after purified, studying the efficiency and

effectiveness of pumice in reducing levels of CO2 in the biogas purification andfinding the

purified CO2 percentage in each flow rate of biogas variations.


ISBN 9786021570425 PHY-28

0

15

30

45

60

0 5 10 15Biogas Flow Rate (lt/menit)

CO

2 Le

vels

(%

)

0

15

30

45

60

0 5 10 15Biogas Flow Rate (lt/menit)

CH

4Le

vels

(%

)

0

15

30

45

60

0 5 10 15

CO2 CH4

Biogas Flow Rate (lt/menit)

Gas

Lev

els

(%

)

Figure 2. Relationship biogas flow rate with CH4 content Figure 1. Relationship biogas flow rate with CO2

content

Figure 3. Relationships the biogas flow rate with gas

levels percentage

3. Results and Discussion

Based on the research data,it is revealed that CO2 content in biogas of before purification

processwas 43.69% while the methane gas level was 39.95%. In fact, CO2 is a gas resulted from the

combustion process and must be purified. The results showed that the greater the flow rate of

biogas, the hingher methane level(withapproximate increaseaverage of 11.79%) (graph 1), the

lower carbon dioxide content (with approximate decrease average of 14.38%) (chart 2). Rising

levels of methane gas at various flow rate shows that pumice is able to absorb the gases

carbondioxide.The higher biogas flow rate, the greater the ability of carbondioxide to react with

pumice in short time so that only a small fraction of carbon dioxide gas that can be absorbed by

pumice.

The biogas flow rate of 2 L/minute showed the highest methane content increasewhich was

around 22.25% with carbondioxide gas level decrease was around 27.83%. More methane gas level

was increasedwiththe decrease of carbondioxide gas.So, rising methane gas do impacts methane

percentage level although it does not react with pumice. The decrease of CO2concentration as the

result of reaction with pumice influenced of the ratio CH4 to CO2 concentration. The concentration

of CH4became greater than the concentration of CO2 (chart 3).


ISBN 9786021570425 PHY-29

4. Conclusions

The conclusion of this research is that pumice can be considered not good enough at absorbing

carbondioxide because the carbondioxidelevel, which isapproximately 31.54%, is still high. The

methane gas level at at the lowest biogas flow rate (2 L/min) was about 48.84%.

References

Harasimowicz, M., Orluk , P., Zakrzewska-Trznadel, G. and Chmielewski, A.G. (2007).

Application of Polyimide Membranes for Biogas Purification and Enrichment, Journal of

Hazardous Materials, 144, 698 – 702.

Mulder, M. (1996). Basic Principles of Membrane Technology, Kluwer Academic Publishers,

London, pp. 51 – 59, pp. 307 – 319, pp. 465 – 479.


ISBN 9786021570425 PHY-30

OP-10 Characterization of Electric and Magnetic Properties of

Barium M-Hexaferrite Doped with Zinc

Aris Doyan*, Susilawati and Ilham Halik

Master of Science Education, Post Graduate Mataram University

Lombok Indonesia

* [email protected]

Abstract- Barium M-hexaferrite (BaM) is permanent magnet material included to the hard magnetic. It is

not suitable for some applications, so it is required to conduct such an engineering to decrease its

magnetization characteristic to be soft magnetic. This study aims to know the effect of the calcinations

temperature on the barium M-hexaferrites te doped by Zn. The synthesis process of BaM uses coprecipitation

method by varying the dopant concentrations of 0.0; 0.3; 0.6; and 0.9 as well as by varying the calcinations

temperatures of 80 oC, 400

oC, 600

oC and 800

oC. After the synthesis process, the sample characteristic is

conducted by using XRD (X-Ray Difraction) and obtained the results that it is formed BaM phase as

hexagonal crystal. The SEM (Scanning Electron Microscopy) testing results on the sample containing Ba, Fe,

Zn, and O elements and the TEM (Transmission Electron Microscopy) testing obtains the results that the

sample particle size is 100 nm indicating that the sample has been the nano particle. LCR meter is used to

know the electricity characteristic and it is obtained that the electrical conductivity value is 3.74 x 10-4

S/m

and 4,52 x 10-5

S/m meaning that the sample has characterized as semi-conductor. On the other hand, the

VSM (Vibrating Sampel Magnetometer) is used to know the magnetization characteristics and it is obtained

that the coercivity value is 0.1T while the remanence value is 0.5 emu/gram indicating that the BaM sample

has characterized as softmagnetic.

Keywords: Barium M-Hexaferrite, Zinc dopant.

1. Introduction

The development of Barium M-hexaferrite (BaM) has been a concern for researchers

because it has many applicable advantages in scientific and technology fields. Barium hexaferrite

with its hexagonal structure and derivative structure has specific magnetic characteristic so it can be

used as the permanent magnet, magnetic reducer media and other micro wave application

equipment (Af’idah, 2011).

Barium ferrite with hexagonal molecule structure is known as permanent magnet

(Mahbubatin, 2011). Barium M-hexaferrite asferrite magnet not only has relatively high

permeability, permittivity and spontaneous magnetization, but also is composed of oxide

components so it has high electrical resistivity or is a good isolator (Sulistyo, 2012). Based on the

theory, Barium M-hexaferrite has magnetization saturation and very high intrinsic coercivity

causing the increasing of material anisotropic characteristic and this will affect on the weakened

absorption characteristic so it is difficult to use as certain magnetic application material.

The magnetic characteristic of Barium M-Hexaferrites can be reduced by the substitution

of Fe3+

with divalent ions (Zn, Co, Ni, and others) (Rosyidah, 2013). The metal used as the

substitution material need tohavealmost similar atomic size to the iron so it can change the BaM

structure. The addition of Zn dopant ion is expected to be able to reduce the magnetic anisotropic

characteristic of barium M-hexaferrite BaFe12-xZnxO19, as the result of disturbed magnet moment

direction by the substation ion so that the domain is random (Ramli, 2012).

In this study, BaM is substituted with Zn dopant to reduce the coercivity value so that it

can be applied to some magnetic material applications. Zinc is used as the dopant because it has

atomic radius similar to the basic material that is iron so it can change its crystal structure.


ISBN 9786021570425 PHY-31

2. Method

The synthesis is conducted by coprecipitation method and varying the dopants of x = 0.0;

0.3; 0.6; and 0.9 as well as varying the calcinations temperatures of 400 oC, 600

oC and 800

oC. The

basic materials used in this study are BaCO3, FeCl3. .6H2O, and ZnCl2 as the dopants in the form of

powder with the purity of 99.99%. The stages in these studies are:

a) Dissolving the (FeCl3.6H2O) into H2O using magnetic stirrer for 30 minutes (1st solution).

b) Dissolving the BaCO3 into HCl using Hot plate magnetic stirrer at the temperature of 70 oC

(2nd

solution)

c) Dissolving the powder of ZnCl2 into H2O with (3rd

solution)

d) Mixing the 1st, 2

nd, 3

rd and distrirred for 30 minutes (4

th solution)

e) Titrating the 4th solution with NH4OH until there is precipitation, then washing it with

aquades until reach neutral pH

f) Drying the sample at the temperature of 80 oC

g) Calcining the sample at the temperatures of 400 oC, 600

oC and 800

oC for 4 hours

h) Conducting the test using XRD, SEM, TEM, LCR Meter and VSM


Barium M-hexaferrites Synthesis

This study aims to synthesize barium M-hexaferrites with Zn doping using coprecipitation

method by varying the concentration of x dopants of 0.0; 0.3; 0.6; and 0.9 as well as varying the

calcinations temperatures of 400 oC, 600

oC and 800

oC. Figure 1 is the synthesis result as barium

M-hexaferrites powder. The powder has different colours. The color change in the powder depends

on the dopant concentration and calcinations temperature (Silvia, 2012).

(a)1 (a)2 (a)3 (a)4

(b)1 (b)2 (b)3 (b)4

(c)1 (c)2 (c)3 (c)4

Figure 1. The sample color change (a) concentrations of x = 0,3; (b) x = 0,6;

(c) x = 0,9. (1) 80oC; (2) 400

oC; (3) 600

oC; (4) 800

oC.

XRD Testing

The sample characteristics using X-Ray Difraction (XRD) aims to know the phase formed.

The XRD testing can be used to analysis quantitatively and qualitatively. This measurement is

using X-Ray Difractometer (XRD) at the voltage of 40 kV and current of 30 mA by using CuKa

target with wave length of (λ = 1.541 A)

Figure 2. The Diffraction pattern in XRD of BaFe12-xZnxO19 material, calcinations

at the temperatureof 800oC with substitution composition of x = 0.9.

Inte

nsity

(cp

s)

0

500

1000

1500

2-theta (deg)

Inte

grat

ed In

tens

ity (

cps

deg)

20 30 40 50 60 70 80

0

100

200

300

400


ISBN 9786021570425 PHY-32

Based on the results of XRD testing in figure 2, it is seen that the BaM phase peaks in

position of 2 theta 33.211o; 35.666

o; 49.477

o; 54.119

o; 62.484

o. The measurement result

quantitatively shows that there are two phases, namely Barium Iron Oxide of 53% and Zinc phase

with the amount of 47%. At the previous study, it is also resulted in the iron oxide phase (Mohsen,

2010). Aside of the formation of barium M-hexaferrites,X-Ray Difractometer can also be used to

know the crystal formation or the amorphous phase. In this study, it is obtained the particles with

sizes of a = b = 2.644; and c = 5.034, while the alpha angle of 90o, beta angle of 90

o, and gamma

angle of 120o. By these particles with the sizes so it can be ensured that it has formed hexagonal

crystal (Saidah, 2012).

SEM Testing

SEM (Scanning Electron Microscopy) is a tool used to know the morphology or surface

micro structure of solid substance. It is also can be used to know the elements contained in material

which has been resulted by the synthesis process as well as its percentage.

Figure 3. the results of SEM diagram showing the elements containing in

synthesis powder of BaFe12-xZnxO19 calcination at the temperature of

800 oC and dopant composition of x = 0,9.

Figure 3 shows quantitative analysis of the distribution of each substance contained in

barium M-hexaferrites. The oxygen is seen to be very dominant compared to other elements; then,

iron is the second large element based on the SEM testing, next one is barium and the one with the

lowest distribution is zinc.

This result is similar to the previous study which shows that the Fe percentage is the

highest compared to other composing elements, namely 47,41% (Sholihah, 2012). Another study

states that the amount of oxygen atom has the highest percentage that is 93,90% (Ramli, 2012),

(Saidah, 2012).

Figure 4. The SEM observation result at Barium M-Hexaferrites powder

calcinated at the temperature of 800 ºC


ISBN 9786021570425 PHY-33

Figure 5. The distribution pattern of elements contained in barium M-hexaferrites doped with Zn

Based on the figure 8, it is seen the evenly distribution of grain and some granulations are

attaching to one another. The picture results of SEM in figure 4 still cannot centainly explain the

particle size indicating that barium M-hexaferrites powder particle has reached nano orde (Ramli,

2012). This results in some property characteristics and chance to manipulate or generate new

characteristics which are not in bulk material (Saidah, 2012).

Based on the results of SEM picture in figure 5, substances contained in sample powder

can be ditinguished by differing the color of each element. Barium is given blue color, iron is

yellow, zinc is purple and oxygen is green.

TEM Testing

The peak of the characteristic testing of barium M-hexaferrites material is using TEM tool.

The use of TEM tool is important to known the particle size with high accuracy level because TEM

is able to measure the particle size until nano orde.

Based on Figure 6, it is seen that the particle size reaching nano orde that is 100 nm. This is

consistent with the XRD test results stating the sample particle of barium M-hexaferrites has

reached a nano-order. The particle size does determine the magnetic characteristics of barium M-

hexaferrites, this is because the fact that when the particle size gets smaller, there is a tendency of

the single domain formation in the particle (Silvia, 2012).

The previous study got similar results, the powder particle sizes of barium M-hexaferrites

synthesized are 38 nm, 34 nm, and 33 nm by using sol-gel method (Kaur, 2013), 40 nm by using

the self-propagating method (Swamy, 2011), and 50- 100 nm by using sol gel method (Kenagesan,

2011). Whereas in other research, it is found that the particle size was much larger namely 20-30

μm using gel casting methods (Hovis, 2001).

Figure 6. The observation results of barium M-hexaferrites using TEM tool

with a scale of 100 nm and 5 nm


ISBN 9786021570425 PHY-34

The particle size increases by the increase of calcination temperature (Rashad, 2011). This

statement is consistent to results of previous studies which state that the particle size of barium M-

hexaferrites using coprecipitation method with a calcination temperature of 1000 °C had a particle

size of 91.1 nm and after calcined at a temperature of 1200 °C particle size was reduced to 100.7

nm (Rashad, 2012). It means that the calcination temperature greatly affects the particle size of

barium M-hexaferrites.

LCR meter Testing

LCR meter is a tool to measure the values to know the electricity characteristics of a sample.

Table 1. The testing results of electricity characteristic of barium M-hexaferrites

sample using LCR Meter

Zn 0.9

800 0C

Zn 0.9

400 0C

No doping

D 1.17 cm 1.17 cm 1.17 cm

t 0.314 cm 0.296 cm 0.394 cm

Z 6.46E+03 7.37E+02 3.19E+05

A 1.075131546 1.075131546 1.075131546

σ 3.74E-04 S/m 4.52E-05 S/m 1.15E-06 S/m

Note: D = sample diameter

T = sample width

Z = impedance

A = sample surface area

σ = electrical conductivity

Based on Table 1, it is known that the conductivity value of sample without doping is

1.15E-06 S/m. This conductivity value indicates that the sample still has conductor characteristic.

On other hand, the sample with doping of x = 0.9 and the calcinations temperature of 800 oC has

conductivity value of 3.74E-04 S/m meaning that the sample has semi conductor characteristic. The

sample with doping of 0.9 at the calcinations temperature of 400 oC has conductivity value of

4.52E-05 S/m, meaning that the sample still has semi conductor characteristic similar to the

calcinations temperature of 400 oC. Although it is semi conductor material, the sample in

calcinations temperature of 800 oC has smaller conductivity value compared to the sample

incalcinations temperature of 400 oC.

In another study, conductivity value of 1 x 10-5

- 6 x 10-5

S/m is obtained the by conducting

synthesis using sol gel method with doping (Parween, 2012). Besides, the conductivity value of

10,03 x 10-4

S/m is obtained using sol gel method and doping with Mg (Chauhan, 2012). There is

different result by Sudati (2012) who is conducting the synthesis with doping Co and Zn and

getting the conductivity value of 0.05 S/m.

Based on the analysis results in table 1, it is known that the calcinations temperature has

effect on the electrical characteristics of barium M-hexaferrites powder sample. The higher the

calcinations temperature,the smaller the barium M-hexaferrites conductivity value.

VSM Testing

The magnetization characteristic of barium M-hexaferrites can be identified using VSM

(Vibrating Sample Magnetometer) testing. The magnetic characteristic analysis is conducted using

VSM (Vibrating Sample Magnetometer) tool in the laboratory of Magnetic- BATAN. The type of

VSM used is VSM of Oxford VSM 1.2H type. The information obtained is the magnetic

characteristic as the outside magnetic area change illustrated by the hysteresis curve.


ISBN 9786021570425 PHY-35

The magnetic characteristic can be known by the hysteresis curve; from the hysteresis

curve, it can be known the remanence magnetization (Mr) and coercivity area (Hc).

Figure 7. Hysteresis curve of barium M-hexaferrites powder

One of the main goals of barium M-hexaferrites doping is to engineer the magnetization

characteristic. This study is expected to reduce the sample coercivity area value so it is able to be

used for various applications.

Based on the VSM testing results, the coercivity area value of barium M-hexaferrites

powder is 0.1 T. In the previous studies, barium M-hexaferrites have coercivity area values of 163

mT (Hasanah, 2012), 0,32 T (Sulistyo, 2012). Whereas, the magnetic moment value is 0.5

emu/gram. In the previous studies, it has magnetic moment value of 0.44 emu/gram (Sholihah,

2012). This means that the doping process has been successfully conducted to reduce the coercivity

area value.

4. Conclusion

Based on the results and the discussion in the previous chapter, this research has

concluded:

1. It has been successfully carried out the synthesis of barium M-heksaferit doped with Zn as

dark colored powder with a particle size of 100 nm.

2. The electric conductivity value of barium M-heksaferit doped by Zn 0.9 is 3.74x10-4

at

calcination temperature of 400 oC and 4.52x10

-5 at the calcination temperature of 800

oC.

Meanwhile, barium M-hexaferrites without doping has electrical conductivity value of

1.15x10-6

.

3. Barium M-heksaferit doped with Zn has electrical characteristic as semiconductor material.

4. Barium M-hexaferrites has coercivity area value of 0.1 T and the magnetic moment of 0.5

emu / g which means it is a soft magnetic material.

Acknowledgements

To all those who have helped so that this article has been realized. This research has funded

by grants of University Superiority Research (PUPT) Ministry of Research and Technology and

Higher Education of Fiscal Year 2014/2015.

References

Af’idah, N,. Indahnia,. E,. & Darminto. (2011). Sintesis Barium M-Hexaferrites BaFe12O19 dengan

Variasi Temperatur Kalsinasi. Paper presented in the National Seminar of Post Graduate

XI – ITS, Surabaya, 27 June.

Chauhan, C.C., Jotania, R.B,. Jotania, K.R. (2012). Conductivity and dielectric properties of m-type

barium magnesium hexaferrite powder. International Journal of Advanced Engineering

Research and Studies. I. 25-27


ISBN 9786021570425 PHY-36

Hasanah, E, Budi, A, S,. Adi, W, A,. & Suguhartono, I. (2012). Analisis Struktur Dan Sifat

Magnetik Paduan Magnet Nanokristalin Barium Hexaferrites Bafe12o19 Dengan Metode

Mechanical Milling. Paper presented in the National Seminar of Applicable Physics III

University of Airlangga, Surabaya,15 September

Hovis, D.B. dan Faber, K.T. (2001). Textured microstructures in barium hexaferrite by magnetic

field assisted gelcasting and templated grain growth. Scripta Materialia. 44: 2525-2529

Kanagesan, S., Jesurania, S., Sivakumara, M. Thirupathia, C. dan T. Kalaivania. (2011). Effect of

Microwave Calcinations on Barium Hexaferrite Synthesized via Sol-Gel Combustion.

Journal of scientific research. 3:451-456

Kaur, T dan Srivastava, A.K. (2013). Effect of pH on Magnetic Properties of Doped Barium

Hexaferrite. International Journal of Research in Mechanical Engineering & Technology.

3: 171-173

Mahbubatin, N,. & Zainuri. M. (2011). Sintesis Dan Karakterisasi Barium M-Heksaferrit Doping

Co (BaFe12-xCo xO12) Dengan Metode Kopresipitasi. Paper presented in the research

national seminar, State University of Yogyakarta. 14 May

Mohsen, Q. (2010). Factors Affecting the Synthesis and Formation of Single-Phase Barium

Hexaferrite by a Technique of Oxalate Precursor. American Journal of Applied Sciences. 7:

914-921

Parween, N. (2014). Study of Barium Hexaferrite (BaFe12O19) Synthesised by Sol Gel Auto-

Combustion Technique. Thesis. National Institute of Technology, Rourkela

Ramli, I,. Saidah, I, N,. Findah, R, S,. & Zainuri, M. (2012). Pengaruh Variasi Ph Pelarut Hcl

Pada Sintesis Barium Mheksaferrit Dengan Doping Zn (BaFe11,4Zn0,6O19) Menggunakan

Metode Kopresipitasi. Paper presented in the National Seminar of Applicable Physics III

University of Airlangga, Surabaya,15 September

Rashad, M.M dan Ibrahim, I.A. (2011). Improvement of the magnetic properties of barium

hexaferrite nanopowders using modified co-precipitation method. Journal of Magnetism

and Magnetic Materials. 323: 2158–2164

Rashad, M.M dan Ibrahim, I.A. (2012). Structural, microstructure and magnetic properties of

strontium hexaferrite particles synthesised by modified coprecipitation method. Jurnal

Materials Technology. 27: 308-314

Saidah, I.N dan Zainuri, M. (2012). Pengaruh Variasi pH Pelarut HCl Pada Sintesis Barium M-

Heksaferrit Dengan Doping Zn (BaFe11,4Zn0,6O19) Menggunakan Metode Kopresipitasi.

Jurnal Sains Dan Seni ITS. 1: 41-46

Sholihah, F.R., dan Zainuri, M. (2012). Pengaruh Holding Time Kalsinasi Terhadap Sifat

Kemagnetan Barium M-hexaferrite (BaFe12-xZnxO19) dengan ion doping Zn. Science and

Art Journals ITS. 1: B25-B29

Silvia, L. (2013). Pengaruh Ion Doping Zn pada Sifat Kemagnetan Barium M-Hexaferrites

BaFe12−xZnxO19 berbasis Pasir Besi Tulungagung. Physics and its Application Journals . 9:

121-124

Sulistyo, Marhaendrajaya, I,. & Priyono. (2012). Sintesis Dan Karakterisasi Material Magnetik

Barium Hexaferrite Tersubstitusi Menggunakan Teori Sol-Gel Untuk Aplikasi Serapan

Gelombang Mikro Pada Frekuensi X-Band. Physics Periodic Journal. ISSN : 1410 - 9662.

No: 2. pp: 63 - 68

Swamy, P.M.P., Basavaraja, S,. dkk. (2011). Barium ferrite nanoparticles prepared by self-

propagating low-temperature combustion method and its characterization. Indian Academy

of Sciences.34:1319–1323.


ISBN 9786021570425 PHY-37

OP-11 Synthesis by Coprecipitation Method and

Characterization of Nickel-doped Barium M-Hexaferrite (BaFe12O19)

Susilawati*, Aris Doyan, and Munib

Faculty of Teacher Training and Education, University of Mataram, Jl. Majapahit No. 62 Mataram,

[email protected]

Abstract-Barium M-hexaferrite (BaFe12O19) as an absorber of microwaves has been synthesized by

coprecipitation method and its effect on changes in temperature and dopant substitution were analyzed. Basic

materials used in the synthesis were BaCO3, FeCl3.6H2O and nickel metal. This study used a variation of

calcination temperature of 80 °C, 400 °C, 600 °C and 800 °C for 4 hours with a variety of dopants 0; 0.4; 0.7

and 0.9.The results indicate that the formation of single phase and uniform distribution on M-barium

hexaferrite (BaFe12-xNixO19) at 800 °C calcination temperature and variations in dopant x = 0.7. The elements

of barium are spread very evenly matched with the concentration of each element in the compound BaFe12-

xNixO19. The addition of the dopant concentration can increase the value of conductivity that is in the range of

10-6

to 10-4

with a coercivity value at x = 0.7 and calcination temperature of 800 °C at 0.05 T and

magnetization value of 2.25 emu / g

Keywords: coprecipitation, Nickel-doped, Barium M-hexaferrite

1. Introduction

Barium Hexaferrite has stoichiometry with steady hexagonal structure as the oxide

ferromagnetic with dielectric and magnetic characteristics largely used in the RF (Radio

Frequency) application and microwave. Barium Hexaferrite (BaM) is grouped into 6 types based on

the chemical formula and its crystal structure, namely M (BaFe12O19), Y (BaMe2Fe12O22), W

(BaMe2Fe16O27), Z (Ba3Me2Fe24O41), X (Ba2Me2Fe28O46) and U (Ba4Me2Fe36O60) [1]. M, Y, W, Z,

X, and U state the type of the Barium Hexaferrite determined by the number of iron and oxygen ion

contents in the compound. While, M states a variable which can be changed by Zn, Ti, Co, Ga, Al

ions, as well as other metal cation with the similar size based on the characteristics desired.

The electrical and magnetic characteristics of the Barium Hexaferrite substation mostly

depend on its synthesis condition since it is caused by the dis-proportionality charge distribution in

the substitution process of multivalent cation [2]. The magnetic material of barium M-hexsaferrite

(BAM) has large crystal anisotropy and modifiable location resonance in a wide frequency range

by ion substitution in hexsaferrite and soft to the relatively large permeability and has high

saturation magnetic polarized and consists of strong anisotropy crystalline uniaxial, high Curie

temperature and large coercivity terrain [3].

By the vast coercivity terrain, it causes the increasing material anisotropic characteristic so

that its absorber characteristic is getting weaker, so it reduces the anisotropic characteristic so, the

doping is required [4]. The doping in this study in the formation of BaFe12O19 is Ni by variation of

calcinations temperature and doping used so that it results in BaFe12-xNixO19.

2. Materials And Methods

The basic material is barium carbonate (BaCO3) dissolved with HCl and FeCl3 dissolved

with water. Then, both solution results are mixed and added the doping material in the form of

liquid pure nickel element with 20000 rpm which then is reacted with NH4OH to make the mixture

into precipitate. The reacting process of these materials is called as the coprecipitation method

which is one inorganic compound synthesis methods based on the deposition of more than one

substance together when passing through the saturation point. On the formation of barium ferrite-

xNixO19 BaFe12 substitution, it uses the variations of x = 0; 0.4; 0.7; and 0.9 the sintering

temperature of 32 °C, 400 °C, 600 °C and 800 °C [5].

Schematically, this study procedure is shown in Figure 1 below:


ISBN 9786021570425 PHY-38

Figure 1. The flowchart of Barium M-hexaferrite BaFe12-xNixO19

synthesis process using co precipitation method

3. Result and Discussion

The temperature change of variable x calcinations and concentration shows the tendency of

powder color change of synthesis results along with the increasing temperature and dopant ion like

in the Figure 2.

(a) (b) (c) (d)

(a) (b) (c) (d)

Figure 2. The temperature change of variable x calcinations and concentration to

the powder color change of BaFe12-xNixO19

The materials are filtered by

filter paper

Mixed to get precipitate

Each is dissolved

NH4OH

BaCO3 FeCl3

Nickel

The materials are characterized

by XRD, FTIR, LCR and VSM

The materials are calcinated for 4

hours by temperature variations

data analysis and conclusion


ISBN 9786021570425 PHY-39

Based on Figure 2, it shows that at the same calcination temperature with the increasing dopant

ion concentration, so it gets more color changes to brown-black powder. At temperatures above 800

°C, the sample tends to be blackish brown indicating all the content elements of H2O and HCl

100% have been run out[5]. This indicates that the heating process of the basic material of BaCO3

dissolved with HCl is in the perfect process. Whereas, by the same dopant ion concentration and

the calcination temperature increase, these result in the powder color obtained to be increasingly

dark brown [5].

a. XRD analysis The barium M-hexaferrite powder in variation of x = 0,4 by the calcinations temperature of

800 °C so it forms BaFe11,6Ni0,4O19, , the XRD testing is conducted to know the Ni dopant

substitution. XRD used in this sample testing is the wave length of 1‚541862 A with the brand of

Rigaku SmartLab conducted in the testing in LIPI Fisika Serpong South Tangerang. Given the

almost similar atomic radius so it can change the basic material structure, but only can cause little

shift of diffraction pattern peak position (angle of 2θ). The substitution effect is very small shown

in the Figure 3.

Figure 3. The pattern of XRD x=0,4 and temperature of 800 °C (BaFe11,6Ni0,4O19)

Table 1. XRD Result Peak

No. 2-theta(deg) Phase Name Chemical

Formula

1 24.22(2) Unknown Unknown

2 27.9302 Barium Iron Oxide

(2,2,0)

Ba3FeO5

3 28.5287 Unknown Unknown

4 31.6708 Nickel Oxide (1,0,0) Ni1,334O2

5 31.9202 Barium Iron Oxide

(0,2,2) Nickel Oxide

(0,0,2)

Ba3FeO5 Ni1,334O2

6 33.238(7) Barium Iron Oxide

(1,2,2)

Ba3FeO5

7 35.687(7) Unknown Unknown


(2,4,1)

Ba3FeO5


(1,1,5)

Ba3FeO5

Based on the figure 3 and table 1, it is shown the X-ray diffraction pattern by the nickel

dopant concentration increase of 0,4, there is a peak in the angle of 31,6708 deg containing the

foreign phase after it is conducted the nickel oxide increase and in the angle of 31,9202 deg, there

is peak containing the iron barium of nickel oxide. By the dopant concentration increase, there are

the foreign peaks as the compound of the dopant [6].

There is more stable diffraction pattern after the phase decomposition transformation at the

temperature of 840 °C with a concentration x = 0.4, so that it forms a fairly stable single phase [4].

M-hexaferite barium phase formed at high temperatures (T ≥ 500 ° C) will form a single phase,

Inte

nsity (

cp

s)

0.0e+000

1.0e+003

2.0e+003

3.0e+003

4.0e+003

5.0e+003

2-theta (deg)

Inte

gra

ted

In

ten

sity (

cp

s d

eg

)

20 30 40 50 60 70 80

0

500

1000

1500


ISBN 9786021570425 PHY-40

namely the hematite phase [7]. Besides, it also forms barium M-hexaferite at the temperature of

975 °C with doping concentration less than x = 0.8.

b. FTIR analysis

To find out the doping process of Ni dopant to the crystal structure bond, it is used Fourier

Transform Infra Red Spectroscopy (FTIR) analysis. The analysis results using FTIR for the

BaFe12-xNixO19 are as in Figure 4 and 5 below.

Figure 4. The Absorption Pattern of BaFe12-xNixO19 towards the changes in

calcination temperature at x = 0.7

Based on Figure 4, it shows that for the dopant variation of x = 0,7, there is a significant shift

in the peak by the increasing calcination temperature. At wave number of 1000 cm-1

– 1500 cm-1

at

the same concentration, these will have more peaks along with the increasing calcination

temperature which is the basic material of absorption peak indicated the bond changes. While the

wave number 3400 cm-1

is an -OH absorption where the higher the calcination temperature, the

absorption is weakened. This is because H2O decreases by the increasing of calcination

temperature.

Figure 5. The Absorption Pattern of BaFe12 -xNixO19 towards the dopant ion

concentration changes at T = 800 ° C.

Based on Figure 5, it shows that the wave number below 600 cm-1

, by the increasing

calcination temperature, the peak tends to shift to the left. This shows that the wave number is a

metal FeO at M-hexaferite phase of barium and hematite. At the calcination temperature of T = 800

°C, the peak shifts significantly by the increasing dopant concentration when compared to other

calcination temperatures. At wave number 1000 cm-1

-1500 cm-1

at the same calcination

temperatures, these will get more peaks along by the increasing dopant concentration as the

absorption peak of the basic material. While the wave number 3400 cm-1

is -OH absorption where

the higher concentration of dopant ions, the absorption is weakened.

The characteristics of vibration lower than 600 cm-1

is the bond between oxygen atoms and

metal ions (MO) and the peak will increasingly be in the range of 800-1500 cm-1

showing the

absorption peak of the basic material of BaCO3 and also the absorption in the range of 2151.35 -


ISBN 9786021570425 PHY-41

2923.88 cm-1

is OH absorption [8]. The OH absorption is in the range of 3640 cm-1

and in the range

of 600-1650 cm-1

show more peak as the basic material absorption [9]. The vibration characteristics

at 450 cm-1

and 570 cm -1

are the characteristic of the Fe-O bond as the characteristic of Ba ferrite

[10].

c. SEM analysis

To determine the distribution of elements contained in the material barium M-hexaferrite

(BaFe12-xNixO19), it is conducted using SEM-EDX tool. The sample data characteristics by

Scanning Electron Microscopy (SEM) obtained are as in Figure 6 below.

(a) (b) Figure 6. The photo of SEM BaFe12-xNixO19 at x = 0.9 and T = 800 ° C with a magnifications of

(a) 2000 and (b) 5000

Based on figure 6, the powder size is still difficult to determine because the powder is

clustered and the observable range clearly is still limited, because the particle dimensions of

powder has reached the nano order. There is particle size powder increase by the increasing dopant

ion concentration variable and calcination temperature [11].

The element results of EDX from barium M-hexaferite (BaFe12-xNixO19) show the content of

material composition of barium M-hexaferite containing the main element of Fe, Ba, C, O and Ni.

This is based on the color backscatter observation like in the figure 7 below.

(a) (b)

(c) (d)

Figure 7. The element spread of BaFe12-xNixO19 at x=0,9 and T = 800 °C (a) Ba (b) Fe (c) Ni and (d) O

In Figure 7, it shows the element content spread of barium is evenly spread based on the

concentration of each element in BaFe12-xNixO19 compound. This is based on the fact that the

spread will be evenly based on the component in BaM itself [12].

d. TEM Analysis

The TEM analysis is used to identify the particle dimension of barium M-hexaferrite

powder qualitatively. The TEM results obtained are shown in the figure 8 below.


ISBN 9786021570425 PHY-42

(a)

(b) (c)

Figure 8. The photo of TEM at x = 0,7 by T = 800 °C

Based on the figure 8, it shows clearly that in the particle structure of BaM. There is a

change by the increasing dopant ions. At the high temperature and high doping concentration, it

will form a structure with hexagonal shape [13]. This is seen clearly in figure 8 (a) showing the

similar particle size distribution by the smallest size crystal reaching 20 nm so that it can be said

that this material is nano-material like in the figure 8 (b) with orde around 5 nm. While the intra-

particles distance is seen clearly in the figure 8 (c) that the particle size has reached the nano orde.

e. LCR analysis The measurement by LCR meter of temperature variation with the concentration is still x =

0,7, it is obtained the results like in the figure 9 below.

Figure 9. The Resistivity Graph of Barium M-Hexaferrite (BaFe12-xNixO19)

Based on the figure 9 above, it is seen that there is a close relationship between the dopant

ion concentration increase and its resistivity value. The higher the dopant ion concentration its

show that the lower its resistivity value.

1.00E+00

1.00E+01

1.00E+02

1.00E+03

1.00E+04

1.00E+05

1.00E+06

1 2 3

(Ohm)

Z rata


ISBN 9786021570425 PHY-43

Table 3. Conductivity value

Figure 10. Conductivity Value of Barium M-Hexaferrite (BaFe12-xNixO19)

From table 3 above, it is obtained that the higher the dopant ion concentration so the higher the

conductivity value.

This conductivity is in the range of 10-6

until 10-4

(figure 10). By the dopant ion increase, so the

conductivity value is getting higher [14].

f. VSM analysis The synthesis results of barium M-hexaferrite are characterized by the magnetic

characteristic using vibrating sample magnetometer (VSM) in the Science and Technology Science

of Advanced Material BATAN. The measurement result is the hysteresis curve showing the

magnetisation (M) and coercivity (H) like shown in Figure 11. Based on the literature about barium

M-hexaferite without doping (x = 0), it has the coercivity of 0,0782 T and the magnetization of 0,02

emu/gram. The BaM characteristics have the coercivity value of 0,0005 T and magnetization value

of 0,02 emu/gram [15].

Figure 11. Hysteresis curve in calcinations temperature of 800 °C at x = 0,7

1.00E-06

1.00E-05

1.00E-04

1.00E-03

1.00E-02

1.00E-01

1.00E+00

σ (S/cm)

Konduktifitas

Radius 1,17 1,174 1,17

Area 1,07 1,08 1,07

Width 3,94 3,3 3,14

Conductivity 1,01E-06 6,33E-05 5,51E-04


ISBN 9786021570425 PHY-44

In figure 11, it shows that the hysteresis curve in barium M-hexaferrite sample with the

dopant ion concentration of x = 0,7 and the calcination temperature of 800 °C have the coercivity

value of 0,05 T and the magnetization value of 2,25 emu/gram. This is greater than the one without

doping (x = 0). The best radar absorber material is in the low coercivity value and high

magnetization that is around 0,1104 T and 29 emu/gram at x = 0,4 [16]. It has coercivity value of

0,0506 T and magnetization value of 14,782 emu/gram at x = 0,3 [17].

While, based on the heating time, it is obtained that the coercivity value is 0,0082 T and the

magnetization value is 0,55 emu/gram at the heating for 4 hours [18]. The higher the calcination

temperature used so the coercivity and magnetization values will increase. At T < 800 °C, it has

coercivity value below 0,025 T and the magnetization below 0,53 emu/gram [19]. This shows that

in this study by calcinations temperature T ≥ 800 °C, it is obtained the coercivity value of 0,05 T

and magnetization of 2,25 emu/gram.

4. Conclusion

Based on the results and discussion that the barum M-hexaferrite powder has been

synthesized sucessufully using coprecipitation method by diffraction pattern forming stable enough

caused by the dopant at the temperature of 800 °C for 4 hours at x = 0,7 and these show that it

forms the single phase. The elements of barium are spread evenly based on the concentration of

each element in BaFe12-xNixO19 compound.

The dopant concentration increase can increase the conductivity value in the range of 10-6

until 10-4

with the coercivity value at x = 0,7 and the calcinations temperature of 800 °C is 0,05 T

and the magnetization values if 2,25 emu/gram.

Acknowledgements

This research have been sponsorship by PUPT research menristekdikti 2013 and 2016. Thank

you very much to Mataram University Research Center for helping at administration procedure.

Futhermore thank giving to analytic Laboratorium Mataram University and LIPI Serpong Jakarta.

References

[1] Ahmeda, Okashab, Kershi, Influence of Rare-earth Ions on The Structure and Magnetic

Properties of Barium W-type Hexaferrite, Journal of Magnetism and Magnetic Materials 320,

(2008) pp. 1146–1150.

[2] Priyono‚ W. G. Prasongko, Pembuatan Material Magnetik Komposit BaFe9Mn0,75Co0,75Ti1,5O19

/ Elastomer untuk Aplikasi Penyerap Gelombang Elektromagnetik, Science and Mathematic

Journal Vol. 21(1): 15-19, (2013).

[3] A. Rinata, Widyastuti, H. Purwaningsih, Pengaruh Presentasi berat Barium heksaferrite

(BaFe12O19) dan Ketebalan Lapisan terhadap Reflection Loss pada Komposit radar Absorbent

Material (RAM), Material and Metallurgic Engineering Journal, ITS Surabaya 92011).

[4] D. Pangga, Pengaruh Subsitusi Ion Dopan Co/Zn Terhadap Struktur Kristal Barium M-Hxaferrit

BaFe12O19. Thesis of Physical Department. Surabaya: ITS (2011).

[5] Munib, Pengaruh Temperatur Kalsinasi dan subsitusi Logam Nikel (Ni) pada Pembetukan Fasa

Barium M-Hexaferrite (BaFe12-xNixO19) menggunakan FTIR (Fourier Transform Infra Red

Spectroscopy). JPPIPA, (2015).[6] Y. Sarwanto, Adi W., Sukirman E., dan A. Manaf Analisis

fasa bahan Magnetik Sistem Ba1-xLaxO6Fe2O3. Proseding Pertemuan ilmiah Ilmu

Pengetahuan dan Teknologi Bahan 92012) ISSN 1411-2231.

[7] S. Rosler, Wartewig, P., dan Langbein, H., (2003), Synthesis and Characterization of

Hexagonal Ferrites BaFe12-2xZnxTixO19 (0 ≤ x ≤ 2) by Thermal Decomposition of Freeze-dried

Precursors, Cryst. Res. Technol, Vol. 38, No. 11, pp 927-934.


ISBN 9786021570425 PHY-45

[8] C. C. Chauhan, R. B. Jotania dan K. R. Jonatia, Structural Properties of Cobalt Substituted

Barium Hexaferrite Nanoparticles Prepared By A Thermal Treatment Methode, Journal

Nanosystems Physics, Chemistry, Mathematics, Vol. 4, pp 363 – 369, (2013).

[9] J. Temuujin, M. Aoyama, M. Senna, T. Masuko, C. Ando, H. Kishi, 2004. Synthesis of Y-type

Hexaferrites Via a Soft Mechanochemical Route, Journal of Solid Chemistry 177 (2004) 3903-

3908.

[10] T.H. Ting dan K.H. Wu, Synthesis, Characterization of Polyaneline BaFe12O19 Composites

with Microwave Absorbing Proferties, Journal Of Magnetism and Magnetic materials, Vol. 322,

pp 2160 – 2166, (2010).

[11] N. Afidah, E. Indahnia, dan Darminto, Sintesis Barium M-Hexaferit BaFe12O19 Dengan

variasi Temperatur Kalsinasi. National Seminar Nasional of Post Graduate Program XI- ITS,

Surabaya. 2011.

[12] I. N. Saidah. dan M. Zainuri, Pengaruh variasi pH Pelarut HCl pada Sintesis Barium M-

Hexaferrite dengan Doping Zn (BaFe11,4Zn0,6O19) menggunakan Metode Kopresipitasi. Science

and POMITS art Journal Vol.1, No.1, (2012)pp 1-6,.

[13] R. Jotania, P. Sharma dan H.S. Virk, Effect of Cationic CTAB Surfactan on The

Microstructutal and Magnetic Properties of Bred Barium M-Hexaferiite/arium Hexaferrite.

Journal of Nanoscience Letters. (2011).

[14] A. Syamsir dan Astuti‚ sintesis nanokomposit Pani/TiO2/Karbon sebagai menyerap

gelombang mikro. Physical Journal Vol.1 No.1 October (2012).

[15] S. Linda, Pengaruh Ion Doping Co/Zn Terhadap Sifat Kemagnetan Barium M-Hexaferrit

BaFe12-2xCoxZnxO19. Final Task of Physical Department. Surabaya: ITS (2011).

[16] R. Agustianto dan Widyastuti,Pengaruh Dopan Co-Zn dengan varaisi Fraksi Mol dan variasi

pH Terhadap Sifat Magnetik dan Struktur Mikro Barium M-Heksaferit dengan Metode Sol-Gel

Auto Combustion. Pomits Engineering Journal Vol. 3. No. 1. (2014) ISSN : 2337-3539 (2301 –

9271).

[17] K. C. Rosyidah dan M. Zainuri, Synthesis and Structure, magnetic and Electrical Properties

Characterization of Core-Shell Structured Barium M-Hexaferrite/Polyaniline Composite Based

on Natural Iron Sand. Pomits Engineering Journal Vol. 1. No.1 (2013) pp 1-4.

[18] F. Rahmawati S., dan M. Zainuri, Pengaruh Holding Time Kalsinasi Terhadap Sifat

Kemagnetan Barium M-hexaferrite (BaFe12-xZnxO19) dengan Ion Doping Zn. Science and Art

Journal ITS Vol. 1. No.1. (2012) ISSN : 2301-928X.

[19] A. N. Kosasih, dan Zainuri, Sintesis dan Karakteristik Sifat Magnetik Serbuk Barium M-

Hexaferrit Dengan Doping Ion Zn Pada Variasi Temperatur Rendah. Pomits Engineering Journal

Vol. 1 No. 1. (2013


ISBN 9786021570425 PHY-46

OP-12 Experimental Study on Performance Improvement of

Savonius Wind Turbine by Equipping Them with Wind Concentrators

Ida Bagus Alit* and I Made Mara

Faculty of Engineering, Mataram University, Jl Majapahit No.62 Mataram,

[email protected]

Abstract-Savonius turbine is a vertical axis wind turbine that operates well at slower speed. Savonius wind

turbine is characterized by a good initial torque and simplicity in its production. However, due to the low

power coefficient it requires the addition of a concentrator. The snail-shell-like concentrator designed in this

study serves to increase the wind speed and direct it to one side of the blade, therefore, increasing the drag

force and power coefficient. This study used an experimental research method and aimed to determine

performance of the Savonius turbine on four different concentration ratios (1:1, 2:1, 3:1 and 6:1). The

independent variable was the wind speed (from a speed of 2 m/s to 5 m/s) and the dependent variables were

the rotor rotation, sharp power and power coefficient. The result showed that the additional of the

concentrator in wind Savonius turbine improved turbine performance at any concentration ratio. Concentrator

increased the rotation of the rotor, sharp power and power coefficient. Power coefficient of Savonius turbine

can be increased to up to 26% with one without a concentrator.

Keywords: Savonius wind turbine, wind concentrators, efficiency

1. Introduction

A wind turbine is a device converting kinetic energy from the wind into mechanical power and

can be connected to a generator to produce electrical power. There are two types of wind turbine;

vertical axis wind turbine (VAWT) and horizontal axis wind turbine (HAWT). Vertical-axis wind

turbine has the main rotor shaft arranged vertically. Moreover, the benefit of this arrangement is

that the turbine does not need to be pointed into the wind direction to operate effectively, which is

an advantage on the site where the wind direction is highly variable. However, the key

disadvantages include the relatively low rotational speed with the consequential higher torque and

inherently lower power coefficient. Various studies have developed to increase the efficiency of

VAWT by mean of better design on the blade to operate on 180o and lower TSR (Cooper &

Kennedy, 2004), the use of guide blades to determine the effect of blade geometries of guide blades

and the gap between the rotors and power coefficient. The usage of concentrator has studied to

eliminate the negative moment of rotor and to increase the wind speed to the turbine blade (Rus,

2012). This research is aimed to study the effect of concentrator ratio to the performance of

Savonius wind turbine.

.

Figure 1. Force schematic of 2 blade Savonius wind turbine

The Savonius turbine is one of the simplest turbines designs, so it is also less expensive

contraction. Aerodynamically, it is a drag-type device. It consists of two or three blades. Because

of the curvature, the blade experience less drag when moving against the wind than when moving

with the wind. The differential drag causes the rotor of Savonius turbine to rotate. Since Savonius


ISBN 9786021570425 PHY-47

turbines are drag-type devices, they extract much less of the wind power than other similarly-sized

lift-type turbines. Looking down on the rotor from above, a two-scoop device would look like an

"S" shape in cross section (Ali, 2013), it is shown in Figure 1

The performance of a wind turbine can be measured by the power coefficient and the tip speed

ratio. The power coefficient is the ratio of power of the rotor to the wind power.

𝐶𝑝 =𝑃𝑟

1

2𝜌 𝐴𝑠 𝑣3

(1)

Tip speed ratio (Tsr) is the ratio between the tangential speed of the tip of a blade and the actual

velocity of the wind. The tangential speed of the tip of blade has nominal value capricious in

accordance to wind speed. The Tsr can be calculated as the following equation;

𝑇𝑠𝑟 =𝜋𝐷𝑛

60 𝑣

(2)

where: Pr is the power of rotor, As is the swept area, v is the wind velocity, D is the rotor diameter

and n is the rotor rotation.

Any type of turbine rotor has a different power coefficient, as it is shown in the following graph. It

depict that the value of Tsr on various wind turbine.

Figure 2. Cp-Tsr diagram for difference type of wind turbine (D’Ambrosio & Medaglia, 2010)

2. Experimental set-up

The Savonius wind turbine was tested with the application of wind concentrator. The wind

velocity is generated from 2 – 5 m/s. The wind concentrator ratio was 1:1 (without concentrator),

2:1, 3:1 and 6:1. The ratio of wind concentrator is the ratio between the areas of input air and the

areas of output air of the wind concentrator (Ai/Ao),

C11 C21 C31

Figure 3. Wind concentrator design


ISBN 9786021570425 PHY-48

In this experiment, the Savonius wind turbine has 2 semi cylindrical blades with the aspect ratio of

1. The experiment is done to measure the rotor rotation; the voltage and the current were produced

by the generator. These valuesare needed to predict the performance of the Savonius wind turbine.

The schematic diagram of the experimental setup is shown in figure. 4.

Figure 4.The schematic diagram of the experimental set up

3. Discussion of Results

This experimental study is done on the Savonius wind turbine has 2 semi cylindrical blades and

the application of wind concentrator. The use of 2 blades experience better stability than 3 or more

blades (Kadam & Patil, 2012). The wind velocity is measured using anemometer that is put in the exit

side of the wind tunnel and the rotation of the turbine rotor is measured by digital contactless

tachometer. The result of this study is analyzed and summarized on the following graphs.

Figure 5. The rpm-v curve on various concentrator ratio.

As the wind speed increases, the rotor speed also tends to increase. The reason of this is

because the wind momentum to push the turbine blade becomes higher in every second so the

drive force on the blade is increased as well. The increasing of this driving force will increase

the rotor speed. In addition, the rotor speed also increases by using wind concentrator because

the wind concentrator act as a device to eliminate the negative force on the turbine rotor and

increase the wind velocity, so the speed of wind ram the wind blade is higher than without

using wind concentrator (Altan, Darbari & Altigan, 2012). The higher the concentrator ratio, the

higher the rotor speeds. This is due to as the ratio of wind concentrator increases, the velocity of the

wind come to the blade also increases. In this study, the highest rotor speed obtained on the wind

concentrator ratio of 6:1 and the wind speed of 5m/s is 170,07 Rpm.

0

20

40

60

80

100

120

140

160

180

2 3 4 5

Ro

tor

rota

tio

n (

rpm

)

Wind speed (m/s)

C0

C11

C21

C31


ISBN 9786021570425 PHY-49

Figure 6. The power of rotor- wind speed curve on various wind concentrator ratio

The Figure 6. shows that the wind speeds give great effect on the electrical power of the entire wind

concentrator ratio. The increase of wind speed and wind concentrator ratio causes escalation to the

rotor speed and increasing the rotor power. The wind concentrator ratio of 6:1 gives better

performance on Savonius wind turbine than without wind concentrator.

The performance [dimensionless value; power coefficient (Cp)] was analyzed as a function of

dimensionless value tip speed ratio on the wind speed as shown in the figure 7.

Figure 7. The Cp-Tsr curve on various concentrator ratio

The increasing of Tsr from 0.4 to 0.8 tends to raise the power coefficient up to 0.19. Power

coefficient is a performance indicator of a wind turbine. The higher the Cp is, the better the wind

turbine performance. On this study, the best performance of the Savonius wind turbine is obtained

on the wind concentrator ratio of 6:1. The application of wind concentrator on savonius wind

turbine can increase the performance of wind turbine 26%.

4. Conclusions

Despite of relatively lower power coefficient, the Savonius wind turbine is suited to install in

the low wind speed area. In order to increase the power coefficient, it can be done by implementing

wind concentrator. Adding wind concentrator willsignificantly increase the performance of

Savonius wind turbine. Wind concentrator can eliminate the negative moment or drag force at the

turbine blade. The power coefficient of Savonius wind turbine increases by 26% by implementing

the wind concentrator ratio of 6:1.

0

0.5

1

1.5

2

2.5

3

2 4 6P

ow

er

of

roto

r (W

att)

wind speed (m/s)

C0

C11

C21

C31

0.000

0.050

0.100

0.150

0.200

0.250

- 0.200 0.400 0.600 0.800 1.000

CP

TSR

C0

C11

C21

C31


ISBN 9786021570425 PHY-50

Acknowledgement

This research received funding from competitive grant provided by Ministry of Research,

Technology and Higher Education.

References

Ali, H.A. (2013). Eksperimental comparison study for Savonius wind turbine of two & three blades

at low wind speed”International journal of modern research IJMER., Vol.3, pp. 2978-2986

Altan, B.D and Atilgan, M. (2012). A study on increasing the performance of Savonius wind

rotors.Journal of mechanical science and technology. Pp.1493-1499.

Cooper, P. and Kennedy, O. (2004). Development and analysis of a novel vertical axis wind

turbine. Proceding solar 2004 – life, the universe and renewable pp.1-9, Australian and New

Zealand solar energy Society (ANZES)

D’Ambrosio, M. Medaglia, M. (2010). Vertical Axis Wind Turbines: History, Technology and

Applications. Master thesis in Energy Engineering. Hogskolan Halmstad’

Kadam, A.A. Patil, S.S. (2012). A review study on Savonius wind rotors for accessing the power

performance. IOSR Journal of mechanical and civil engineering. pp.18-24.

Patel C.R., Patel V.K., Prabhu S.V, Eldho T.I. (2013). Investigation of overlap ratio for Savonius

type vertical axis hydro turbine. International journal of soft computing and engineering

(IJSCE), Vol.3, pp. 379-383

Rus L.F. (2012). Experimental study on the increase of the efficiencyof vertical wind turbines by

equipping them with wind concentrators. Journal of sustainable energy. Vol.3 pp. 30-35


ISBN 9786021570425 PHY-51

OP-13 The Effect of Agent Gas Flow Rate of Horse Manure

Gasification Process to the Performance of Combustion Engine

Rudy Sutanto*, Pandri Pandiatmi, Arif Mulyanto, and Nurchayati

Faculty of Engineering, Mataram University, Jl Majapahit No.62 Mataram,

[email protected]

Abstract-on the contrary with the well known gasification of coal and agricultural, gasification of feces

dropped from particular horse farms has never been researched. Horse feces has great potency to be

developed as raw material of gasification considering the fact that it containsenough carbohydrate, fat and

crude fiberto increase carbon production which will indirectly increase the production of methane gas and

carbon monoxide as well. On other hand, the high percentage of watercontained in horse feces not only can

interfere with gasification performance but also will make the whole process difficult. Therefore, there is

initial process needed in order to reduce the water content. Gasification reactor used in the research has a

diameter of 600 mm and a height of 1.500 mm. The study was conducted using a thermal decomposition

method wherein gas agent used is in the form of air with flow rate variety (10, 15, 20 and 30 L / min).

Furthermore, the effect of air flow rate in the gasification process on performance of combustion engine

observed from the engine rotation (1500, 2500, 3500 and 4500 rpm) and the fineness of the engine rotation

(braking force, fuel consumption) were studied.Results of this research showed that escalating the flow rate

of the gas agent not onlyincreased the effective generated power by2.2% but alsodecreased fuel consumption

by 21.4% at the same engine rotation. This occurs more due to the heating value of the syngas which increase

the product up to 22.67%.

Keywords: gasification, horse manures, syngas, agent gas, effective power

1. Introduction

One of the alternative energy that is now being developed is the energy derived from the

organic materials because organic compounds are classified as a renewable energy. The existence

of the organic materials are easily obtained, continuity guaranteed, and environmentally friendly.

This is the main supporting factor of the organic materials to be considered as a future energy in

order to realize the green technology. Syngas is a product of the green technologies that are now

being developed. This is because the gas produced from the thermal decomposition of solid

biomass by providing some heat to supply limited oxygen to produce synthesis gases or gas capable

of fuel consisting of CO, H2, CO2, CH4 and H2O as the main product and a small amount of carbon

char and ash as by-products. In this case of course utilized is a gas CO, H2 and CH4 has a heating

value which can be used as fuel. In general, the gasification process involves four stages of the

process such as drying, pyrolisis, partial oxidation and reduction.

Gasification is a process of converting a compound containing carbon to change the

material either liquid or solid to fuel gas which is capable of combustion through the combustion

process with the air supply is limited between 20% to 40% of the air stoichiometry. Reactor where

the process of gasification is called gasifier. During the gasification process, will be formed

according to a process called local temperature distribution in the reactor gasifier. These areas are:

drying, pyrolysis, reduction and Combustion. Each region occurs at a temperature range between

25oC to 150

oC, 150

oC to 600

oC, 600

oC to 900

oC and 800

oC to 1400

oC. Gas resulted from the

gasification process is called producer gas or syngas.

The review of research results (review) to the contemporary technology of thermal

gasification written by Wang, L., Weller, CL, Jones, DD and Hanna, MA (2008), showed that the

advantages and disadvantages of each reactor and the type of reagents used for the gasification

process. Besides the benefits available, it turns out that thermal biomass gasification process still

has challenges in terms of tar and char formation as the effect of low excessive and heating value


ISBN 9786021570425 PHY-52

syngas if operating conditions are not in accordance with the characteristics of the biomass

processed.

Adjar Pratoto and Slamet Raharjo (2008), numerical simulation-steam gasification of

biomass (oil palm empty fruit bunches) using thermodynamic equilibrium model. From the

simulations, it appears that the production of hydrogen increases with rising temperatures. At low

temperatures, low hydrogen production and increases with increase in temperature until it reaches a

peak and then decline again hydrogen production.

Syngas composition varies depending on the biomass feedstock, but the average can produce

syngas with H2 concentration of 18-20%, CO by 18-20%, amounting to 2-3% CH4, 12% CO2, H2O

and the remaining 2.5% N2, with gas heating value of about 4.7 - 5 MJ/m3, (Dr. Haifa Revelation,

et.al, 2011). Gasification of coal and agricultural wastes bait are well known gasification compared

to farm waste gasification in form of feces, especially horse feses (biomass) wich has never been

done. However, horse feses has great potential to be developed as feedstock gasification although

farm waste gasification with feces, especially horse feses (biomass) has never been done. This

research will be developed using horse feses as the feedstock in the gasification process with

consideration that the size of the fine grain, carbohydrate, fat and crude fiber is high enough so that

it can increase production of carbon which will indirectly increase the production of methane gas

and carbonmonoksida.

Horse feces has a high enough carbon content so to be used as fuel. One method that can be

used to process horse feses into fuel is gasification. With the technique of gasification, horse feses

is expected to be a potential fuel source (syngas) to overcome the energy crisis, but so far the

manufacture of syngas through the technique of gasification of farm waste (feces) has not been

tried and researched, therefore research to utilize horse feces as a new alternative energy source that

is renewable and environmentally friendly needs to be done thoroughly until application phase.

Horse feces has the exact shapes and sizes with a high water content. As gasification bait, it

will be difficult to directly processe the horses feces because it can interfere with the performance

of gasification. Therefore, the initial processing such as reduction of water content in horse feces

needs to be done. The production ratio of horse feces has reached 5.5 tons/year/head with energy

conversion coefficient of 14.9 Gjoule/ton (Hall, DO et al, 1993).

2. Research Method

The research method used to achieve research purposed was testing potential horse feses as the

main material in the gasification reactor by thermal decomposition method with gas media such as

air. Further testing of syngas performance as motor fuel was done by observing the engine rotation

and subtlety of the engine rotation.

Variables Research

In this research, the variables chosen among others:

fixed variable

the syngas composition (a mixture of CO, CO2, CH4 gases)

gasify reactor type

changed variable

agent gas flow rate: 10 l/min; 15 l/min; 20 l/min; 30 l/min

agent gas: air and engine rotation: 1500, 2500, 3500 and 4500 rpm

Tools and materials

1. Equipment used in the research:

The series of gasify reactor and the series of combustion engines

2. Materials :

Horse feces

3. testing Instrument :

Gasifier used in the research has a 600 mm diameter and 1,500 mm heigh reactor and a 100

cc with 4 stroke engine.


ISBN 9786021570425 PHY-53

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000

Torq

ue

(Nm

)

Engine Rotation (RPM)

Bahan Bakar A

Bahan Bakar B

Bahan Bakar C

Bahan Bakar D

Engine Rotation vs Torque

0

500

1000

1500

2000

2500

3000

3500

4000

4500

0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000

Fuel

Con

sum

pti

on

(lt

/jam

)


Bahan Bakar A

Bahan Bakar B

Bahan Bakar C

Bahan Bakar D

Engine Rotation vs Fuel Consumption

Testing Procedure

The main material is needed in this research is horse feces which has a high water content. As

gasification bait, it will be difficult if horse feses is directly processed because it can interfere with

the performance of gasification. Therefore, the initial processing of the horse feses needs to be

done. The initial processing such as reduction of water content in horse feses through the drying

process in advance. Research continued with the process of making syngas with horse feses

feedstock. In this case, gasification reactor of updraft types and hermal decomposition method are

used with the media agent in the form of air and gas flows using a compressor. Agent gas flow rate

was varied respectively 10, 15, 20 and 30 l/min. Furthermore, we will study the effect of the gas

that comes out of the gasifier on the performance of the combustion engine seen from the engine

rotation (1500, 2500, 3500 and 4500 rpm) and the fineness of the engine rotation (braking force,

fuel consumption). The variables recorded are the amount of braking force and fuel consumption

for two minutes.

Data analysis

The data analysis was conducted after and refers to the experimental data, by knowing torque,

effective power and fuel consumption on the performance of combustion engines to the flow rate of

agent gas in the gasification proces.


Research result obtained by the relationship between the engine rotation with a torque (Figure

1) shows that the torque produced by the engine to increase in tandem with the increase in engine

rotation, this situation arose as a consequence of the braking force is used against the centrifugal

force of the shaft machine what rotating more than increase with changes in engine speed increases.

In practice, the torque of the engine is useful to overcome obstacles when the vehicle goes uphill,

or when accelerating the velocity of vehicle (automotive), while the electric generator is useful to

overcome any barriers to increasing power load.

The relationship between the engine rotation to torque as shown in figure 1 shows that the

greater the flow rate of agent gas (air), the torque produced an average increase of 2.2% for a wide

variety of engine rotation. This is because in the combustion process of horse feces in the

gasification reactor running more perfect, so there aremore CO2 produced and the heat formed

higher the temperature. Heat generated in the higher oxidation process would give positive effect to

the pyrolysis process so that carbon is formed even greater, while in the process of CO2 reduction

and the carbon will be decomposed into carbon monoxide gas. Thus the greater the flow rate of

agent gas (air), themore the CO gas formed. This was followed by 22.67% increase in the heating

value over the same time with the increase in the flow rate of agent gas in the gasification. Since

heating value of the syntesis gas produced in the gasification process is increased with the

Figure 1. Relationship of the engine rotation against

torque


Fuel Consumption


ISBN 9786021570425 PHY-54

0

500

1000

1500

2000

2500

3000

3500

0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000

Eff

ecti

ve

Pow

er (

Wat

t)


Bahan Bakar A

Bahan Bakar B

Bahan Bakar C

Bahan Bakar D

Engine Rotation vs Effective Power

0

5

10

15

20

25

0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000

SF

CE

(lt

/(W

att.

jam

))


Bahan Bakar A

Bahan Bakar B

Bahan Bakar C

Bahan Bakar D

Engine Rotation vs SFCE

increasing of agent gas flow rate, the fuel needed to move engine will be less. The average

reduction of fuel consumption is 21.4% for a wide variety of engine rotation ( figure 2).

Research data obtained by the relationship between the engine rotations with effective

power (Figure 3) shows that the more the concentration of carbon monoxide in syntesis gas, the

greater the effective power generated in the same rotation.This is because the biogas with gas

concentrations of carbon monoxide has a heating value of combustion that great anyway, so the

centrifugal force that occurs in the engine shaft arise as a result of the fuel combustion process will

be greater. This situation had an impact on the greater the torque obtained.It will indirectly be

followed by the larger the shaft power or effective power generated with an average increase of

2.2% (Figure 3).

The figure of relationships between the engine rotation with SFCE (Figure 4) shows that

the specific fuel consumption effectively required by the engine decreases with increasing engine

rotation.This happens because the faster the engine, the higher the consumption of fuel used per

hour to generate each kW effective power, or shaft power is less. That fuel consumption will

further increase with increasing engine rotation (figure 2) indicates that the higher rev the engine of

a combustion engines it will be followed by greater fuel consumption, although fuel consumption

riseis followed by the increase in shaft power or effective power, Similarly, the greater the flow rate

of the agentgreat, the SFCE will decrease on average by 23% for a wide variety of engine rotation.

4. Conclusion

The conclusion drawn from these results is that the gasification process not only can be

done with the feedstock coal and agricultural waste, but for also livestock solid waste which even

can give remarkable results. The influence of the flow rate of gas agents have an impact on the

production of CO gas growing along with increasing the flow rate of agents gas, as well as the

heating value generated would be higher with a rise of 22.67% followed by the increase in effective

power engin 2.2% and fuel consumption has decreased by approximately 21.4% to a wide variety

of engine rotation.

References

Adjar Pratoto and Slamet Raharjo 2008, "Biomass Gasification-steam to Produce Hydrogen -

Simulation of the Equilibrium Model", Annual National Seminar on Mechanical Engineering

(SNTTM) VII, Manado, November 4 to 6 in 2008

Dr. Haifa Revelation, Ir. Imam Djunaedi, Ir. M. Affendi, Drs. Sugiyatno, MT., Drs. Joseph Suryo

Utomo MT 2011, "Design and Development of Circulating Fluidized Bed Reactor Model for

Biomass Gasification" Physics Research Center (Research Centre fo Physics) LIPI

Hall, DO et al (1993), "Biomass for Energy: Supply Prospects", in: Renewable Energy, Johansson,

TB eds., Pp.594, Washington, Island Press.


effective power

Figure 4. Relationship of the rotation engine against

SFCE


ISBN 9786021570425 PHY-55

Wang, L., Weller, C.L., Jones, D.D. and Hanna, MA, (2008), Contemporary issues in thermal

gasification of biomass and its application to electricity and fuel production, Biomass and

Bioenergy 32, 573-581.


ISBN 9786021570425 PHY-56

OP-14 Solution of the Wood Saxon Potential in Different Angular

Momentum Using Finite Difference Method

Siti Alaa’, Dian W. Kurniawidi, Susi Rahayu

Program Studi Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas

Mataram,[email protected]

Abstract-In this research, the radial part of Schrodinger equation in presence of the angular momentum l=0,

l=1, dan l=2 for wood saxon potential has been solved by using finite difference method. We obtain wave

solution for wood saxon potentialfor different angular momentum.

Keywords: Wood Saxon, Schrodinger, angular momentum, finite difference

1. Introduction

A basic problem in the nuclear physics is the motion of the free electrons which have

influence on the abundance of metallic clusters. These electrons are moving in the orbital around

the central nucleus and in a mean potential which is produced by the positively charged ions and

the rest of the electrons. Therefore, a mean field potential is always empirical and one of them is

the woods-saxon potential (Berkdeymer et.al., 2004).

The woods-saxon potential is a mean field potential for the nucleons (protons and neutrons)

inside the atomic nucleus (Woods and Saxon, 1954), which is used to approximately describe the

force applied on each nucleon in the shell model for the structure of the nucleus (Gonul and Koksal,

2006). The woods Saxon potential plays an essential role in microscopic physics since it can be

used to describe the interaction of a nucleon with the nucleus (Pahlavani et.al, 2000). Within the

Wood-Saxon model, we can also examine the Coulomb interaction of the outgoing charged lepton

with the nucleus (Engel, et al, 1993).

The analytical and numerical solutions of the wave equation for modern physics have taken

a great deal of interest for long time (Akpan et.al., 2005). Single particle wave equation and level

density calculation using wood saxon potential can be obtained analytically through simple

potential such as finite square well or oscillator harmonic potential (Kurniadi et.al., 2007). Finite

difference providing an improved representation of a range of scale in the evaluation of second

order derivates are presented and compared with well known schemes (Lele, 1990). Therefore, the

purpose of our study is to analyze solution of Schrodinger equation for Woods Saxon potential with

different angular momentum case.

2. Formulation

Schrodinger equation for spherical coordinate ђ

2

2𝑚

𝑑2

𝑑𝑟2 +2

𝑟

𝑑

𝑑𝑟−

𝑙2

ђ2𝑟2 Ѱ 𝑟 + 𝑉Ѱ 𝑟 = 𝐸Ѱ 𝑟 (1)

where E and V are the total (non relativistic) and potential energies of particle of mass m.

Schrodinger equation in radial form is needed for spherical potential as a major part of nuclear shell

model. 𝑑

𝑑𝑟 𝑟2 𝑑𝑹

𝑑𝑟 −

2𝑚𝑟2

ђ2 𝑉 𝑟 − 𝐸 𝑹 = 𝑙 𝑙 + 1 𝑹 (2)

This radial equation is concerned with the radial aspect of the motion of electron; with the total

energy E includes the electron kinetic energy of motion (Beiser, 2003). If we search the solution

using finite difference, we get Schrodinger equation for finite difference. 𝑑

𝑑𝑟 𝑟2 𝑑𝑹

𝑑𝑟 = 𝑙 𝑙 + 1 +

2𝑚𝑟2

ђ2 (𝑉 𝑟 − 𝐸 𝑹 (3)

2𝑟 𝑅𝑖−𝑅𝑖−1

∆𝑥 + 𝑟2

𝑅𝑖+1−2𝑅𝑖+𝑅𝑖−1

∆𝑥2 = 𝑙 𝑙 + 1 +2𝑚𝑟2

ђ2 (𝑉 𝑟 − 𝐸 𝑅𝑖 (4)


ISBN 9786021570425 PHY-57

In this paper, potential in Schrodinger equation can be change with Wood Saxon potential. The

Wood Saxon potential has form

𝑉 𝑟 =𝑉0

1+𝑒𝑟−𝑅0

𝛼

(5)

where𝛼 = −3. 10−16 is thickness surface parameter and 𝑅0=𝑟0𝐴1/3 single particle radius

potential, 𝑉0 = −30 𝑀𝑒𝑉, r = 10-15

-10-13

, and A is nuclear mass nomor. For this research, Pb atom

with A= 208 is used. We get wave function for wood saxon potential for E=1.21 x 10-11

as a

function of r showed in Figure 1.

Figure 1. A plot of Wood saxon potential


The angular momentum can be defined in classical mechanics, electromagnetism, modern

physics quantum mechanics, nuclear physics, and quantum field theory (Borrelli, 2011). Angular

momentum for electron is conserved and quantized. The combination of the total quantum number

with the letter that represents orbital angular momentum provides a convenient and widely used

notation for atomic electron states. Wood Saxon solution calculated by using finite difference

method for different angular momentum l=0, l=1 and l=2 is shown in Figure 2 and Figure 3.

Figure 2. Wave function for Wood saxon potential solution for l=0 and l=1

The Schrodinger equation solution for angular momentum l=0 have three peak and for l=1

have two peak. The maximum value of the wave equation for l = 0 and l = 1 are almost the same at

around 105. The highest valueof schrodinger equation solution for l=1 is in r=6,1 .10

-14 m while for


ISBN 9786021570425 PHY-58

l=0 is in r =4,5. 10-14

m. A different value got for l = 2, the solution looks stationary but suffered a

wave attenuation. The maximum value of the wave equation for l = 2 is very small if comparedto

the maximum value of l = 0 and l = 1.The maximum value of wave is shown at l = 2 which is is 0.8.

Figure 3. Wave function for wood saxon potential solution forl=2

4. Conclussion

The solution for wood saxon in different angular momentum can be obtained using finite

difference method. The results in this research can extent for another nuclear potential which

correspond to modify nucleus for relativistic theory.

References

Akpan N. IKot, et. al. (2005). Solution of Schrodinger equation with generalized inverted

hyperbolic potential.

Beiser, Arthur. (2003). “Concept of Modern Physics” 6th edition. The McGraw-hill: India

Berkdemir, Ayse., Berkdemir, Cuneyt., and Sever, Ramazan. (2004). Eigen values and Eigen

functions of woods-saxon potential in PT Symmetric Quantum Mechanics. Arxiv.org

Borrelli, Arianna. (2011). Angular momentum between physics and mathematics. Mathematics

meets physics, pp 395-440.

Engel, J. et al. (2013). Quasi elastic neutrino scattering from oxygen and the atmospheric neutrino

problem. arXiv:nucl-th/9304017v1

Gonul B. and Koksal K.. (2006). A note on the woods-saxon potential.

Kurniadi, Rizal., Waris, Abdul., and Perkasa, Yudha S.. (2007). Single particles level density

calculation using extended wood saxon potential. International conference on advances in

nuclear science and Engineering in conjunction with LKSTN, pp 313-315.

Lele, Sanjiva K. (1992). Finite difference schemes with spectral-like resolution. Journal of

computational physics 103, 16-42.

Pahlavani, M.R., Sadeghi J., and Ghezelbash, M. (2009). Solution of the Centra Wood-Saxon

Potential in 𝑙 ≠ 0 case using mathematical modification method. Applied Science, vol. 11,

pp. 106-113.

Woods, R.D.; Saxon, D.S. (1954). "Diffuse Surface Optical Model for Nucleon-Nuclei

Scattering". Physical Review 95 (2): 577–578.


ISBN 9786021570425 PHY-59

OP-15 Comparing the Mapping of the Value of Peak Ground

Acceleration (PGA) in Indonesia Based on Mc.Guirre and Esteva Models

Tati Zera

Fisika-FST UIN syarif Hidayatullah Jakarta. Jln. Ir. H. Juanda no 95 Ciputat

[email protected]

Abstract-Indonesia is an archipelago country that stretches on -110 – 60 lattitude and 950-1410 of longitude

and lying on the confluence of the three major tectonic plates, the Eurasia, Indo Australia and Pasific. This

condition makes Indonesia region as an area with high seismic activity. One of the important effects of

earthquakes is the Peak Ground Acceleration (PGA). This value is needed to determine how strong the

foundation of a building to be made. This study was conducted to compare the mapping of the PGA value

across Indonesia based on historical earthquakes data during 1915 – 2015 with magnitude Mb > 5 SR and

depth h < 80 km (shallow earthquake). The two calculation models of PGA based on the model of first

generation shows result in range 9.039126 – 511.1717 gal by Mc. Guirre and 0.4614 – 187.0864 gal by

Esteva. The two models show the similarity contour and showed some maximum points which located on the

western coast of Sumatera, Nusa Tenggara and Papua.

Keywords: Peak Ground Acceleration (PGA), Historical Earthquakes data, Mc. Guirre, Esteva.


ISBN 9786021570425 PHY-60

OP-16 Emission Wavelength of CdS Nanoparticles

Semiconductor

Suryajaya

Program Studi Fisika Fakultas MIPA Universitas Lambung Mangkurat Jl. A. Yani Km 36

Banjarbaru, Kalimantan Selatan, [email protected]

Abstract-In this paper, our work in measuring the emission wavelength of CdS nanoparticles semiconductor

would be presented. The nanoparticles were prepared by aqueous phase synthesis using a mixture of

surfactants, mercaptoethane sulfonate and mercaptoethanol to control the size. Absorption spectrocopy was

applied both to record the absorption spectra and to determine the size (radius) of CdS nanoparticles. The

radius yield was about 2 nm. The emission wavelength of CdS nanoparticles were measured by Perkin Elmer

Luminescen Spectrometer. The result was at 450 nm. On the other hand, the adding of mercaptoethanol with

a range from 0.1 to 1.4 mM were relatively not changed the size and emission wavelength of the CdS

nanoparticles.

Keywords: emission wavelength, Cds, nanoparticle

1. Introduction

By far, nanoparticles of cadmium sulphide (CdS) is the most studied systems among the

semiconducting nanoparticles due to its potential technological applications in photovoltaic (Britt,

1993) and electroluminescence devices (Lakowicz, 1999) as well as other optoelectronics

applications (Nanda, 1999). Various deposition techniques, both physical and chemical techniques,

such as: molecular beam epitaxy (Boieriu, 2000), ion implantation (Desnica, 2001), magnetron

sputtering technique (Hernández-Contreras, 2002), electrochemical technique (Morris, 1992),

Langmuir-Blodgett (LB) films method (Nabok, 2002), aqueous colloid solutions (Winter, 2005),

precipitation technique (Nanda, 1998), and the reserve micelle method (Zhang, 2002), have been

used to deposite CdS nanoparticles.

In this research, CdS colloid nanoparticles semiconductor would be produced by aqueous

synthesis method and then mixed with mercaptoethanol, as a second surfactant to modify the

electrically charged. The colloid nanoparticles would be analyzed using spectrophotometer for the

spectra absorption. The size of the particles would be calculated theoretically using Efros equation

(Suryajaya, 2008). Then the emission wavelength was measured by luminescence spectrometer.

2. Experimental Details

Preparation of colloid nanoparticles

High purity chemicals purchased from Sigma-Aldrich were used to synthesize CdS colloid

nanoparticles. Firstly, an aqueous solution of 0.02 M mercaptoethane sulfonate was mixed with

0.04 M solution of CdCl2. Then, 0.04 M solution of sodium sulphide is added dropwise to the

mixture while it is stirred. The result was a yellow solution of CdS colloid nanoparticles.

Mercaptoethanol is then added to the colloid nanoparticles as a second surfactant. All solutions

were prepared using deionised water, at room temperature.

Experimental Methods

Before and after added by mercaptoethanol, absorption spectra of the colloidnanoparticles

would be recorded using GENESYSTM

10 SERIESUV-Vis spectrophotometer.The absorption

spectra of the solutions were measured by putting the solution into 2 mL quartz cuvette, mounted

into a sample holder in the spectrophotometer.The size of CdS nanoparticles can be evaluated from

the blue shift of the absorption bands with respect to the band gap values of bulk CdS as a

consequence of quantum confinement effect. In this work, the radius of semiconductor clusters is


ISBN 9786021570425 PHY-61

calculated using Efros equation for the energy spectrum in nanoparticles of direct band gap

semiconductors, having parabolic E(k) dispersion. It is assumed that the particles' radius is smaller

than Bohr exciton radius. Hence, in the case of strong confinement, (Yoffe, 2002)

2

) ,(2

2

) ,( 2

lnglnR

EE

(

1 )

where Eg is the band gap for bulk semiconductors, is the reduced effective mass of exciton,

**

111

he mm

, and ) ,( ln are the roots of Bessel functions (for the ground state )1,0( ).

The emission wavelength of CdS colloid nanoparticles would be evaluated with Perkin

Elmer LS 5B Luminescence Spectrometer.Firstly, scanning mode was used to get excitation

wavelength of the sample. Then, at that excitation wavelength, the solution would be lighted.

Theoretically, the emission would be detected at longer wavelength.


The absorption spectra of CdS and ZnS nanoparticles modified

The absorption spectra of CdS colloid solution with and without mercaptoethanol are

shown in Fig. 1. As can be seen, the typical absorption spectra of CdS shows the gradually increase

of absorbance to the absorption edge of about 409 nm which is blue shifted from the absorption of

bulk CdS (512 nm). The observation of the blue shift of optical absorption is a typical experimental

confirmation of nanoparticles' presence (Yoffe, 2002) and believed to be due to the effect of

quantum confinement in the nanoparticles.

Figure 1. The UV–vis absorption spectra of CdS colloid nanoparticles with and without ME

When mercaptoethanol is added to the colloid solutions of CdS, the absorption edge of the

solutions were not significantly changed (see Figure 1) the intensity is slightly lower as compare to

the absorption spectra of CdS without mercaptoethanol. It seems, the adding of mercaptoethanol is

not change the nanoparticles’ sizes but reduce the absorbance’s intensity. Theoretically, these

differences would be affected the material in luminescence property. From the experiment, only a

little amount of mercaptoethanol could be mixed to the solutions without cause any sedimentation.

The working variations of surfactant concentration (mercaptoethanol) would only be in the range

from 0.1 to 1.3 mM.


ISBN 9786021570425 PHY-62

According to (Nabok, 1998), the values of blue shift of the absorption bands can be used to

evaluate the size of nanoparticles. Similar to the routine described earlier (Suryajaya, 2008), in

order to obtain the exact positions of absorption maxima, the Gaussian fitting of absorption spectra

was performed and the spectra were re-plotted in energy coordinates (see Fig. 2.). The observed

energy dispersion may reflect the combination of the size distribution of nanoparticles and the

presence of higher index energy levels of size quantization (Nabok, 1998). Only the first maxima

(in each spectrum) corresponding to the ground state levels were chosen for further analysis.

Figure 2. Gaussian fitting of the UV–vis absorption spectra of CdS

Effective mass approximation (EMA) method was use to calculated the radius of semiconductor

clusters. Based on Efros equation for the electron energy spectrum in nano-particles of direct band

gap semiconductors, having parabolic E(k) dispersion (Yoffe, 2002).

Equation 1 was based on the assumption of strong confinement in the particles smaller than Bohr

exciton radius, 3 nm, for CdS (Yoffe, 2002), so that electrons and holes are quantized separately in

the conduction and valence bands, respectively. Using equation 1, the radius of nanoparticles of

CdS without mercaptoethanol was obtained at about 1.8 nm which are less than Bohr radius.The

results of CdS nanaoparticles’ radius without and with mercaptoethanol are presented in the table 1

below.

Table 1. The results of Gaussian fitting of the absorption spectra of CdS mixed without and

with mercapto ethanol

Concentration of ME (mM) Energy of CdS (eV) Radius of CdS (nm)

0 3.061 1.882

0.1 3.121 1.799

0.3 3.116 1.806

0.5 3.106 1.819

0.7 3.101 1.825

0.9 3.102 1.824

1.1 3.097 1.831

1.3 3.087 1.844

As can be seen in table 1, the radius of CdS nanopaticles are varied in a very narrow range when

the surfactant ME with different concentration mixed to the colloid solution. But above the

concentration of 1.3 mM, the solution was sedimented.


ISBN 9786021570425 PHY-63

Emission wavelength Measurements

The emission of CdS nanoparticles was measured by Perkin Elmer LS 5B series

Luminescence Spectrometer. Firstly, scanning mode was used to get excitation wavelength of the

sample. For CdS colloid nanoparticles without mercaptoethanol, the excitation wavelength was

scanned about 435 nm. Then, after the solutions lighted at its excitation wavelengths, the emission

wavelength yield were about 450 nm. (shows in figure 3)

While CdS added with 0.1 mM mercaptoethanol shows a smaller excitation wavelength, at

413 nm and the emission wavelength was at 443 nm.The experiment shows that the excitation

wavelength of CdS colloid nanoparticles were range from 413-435 nm (in Table 2).

(a) (b)

Figure 3. (a) Excitation and (b) emission of CdS nanoparticles

Table 2. Excitation and emission wavelength of CdS nanoparticles

Sample Excitation (nm) Emission (nm)

CdS 435 450

CdS + ME 0.1 mM 413 443

CdS + ME 0.3 mM 413 445

CdS + ME 0.5 mM 423 449

CdS + ME 0.7 mM 424 450

CdS + ME 0.9 mM 424 451

CdS + ME 1.1 mM 424 452

CdS + ME 1.3 mM 424 452

4. Conclusions

The colloid nanoparticles of CdS modified with mercaptoethanol were successfully

synthesized. The absorption spectra of the nanoparticles were recorded using UV-vis

spectrophotometer and then EMA method was used to calculate the size (radius) of nanoparticles.

The results show that the variations of surfactant concentration (mercaptoethanol) with a range

from 0.1 to 1.3 mM could decrease the size of the CdS nanoparticles in a very narrow range. The

particle core radius of about 2 nm was obtained. The colloid nanoparticles of CdS emit a radiation

at about 450 nm.

Acknowledgements

At this opportunity, I would like to thank Edy Giri Putra for Luminescence measurement at Batan. My

special thanks also go to Ministry of Research and Technology for their financial support in basic

research grant in 2012.


ISBN 9786021570425 PHY-64

References

Boieriu P., Sporken R., Xin Y., Browning N. D., and Sivananthan S. (2000). Wurtzite CdS on

CdTe grown by molecular beam epitaxy. Journal of Electronic Materials 29, 718-722.

Britt J. and Ferekides C. (1993). Thin-film CdS/CdTe solar cell with 15.8 % efficiency. Applied

Physics Letters, 62, 2851.

Desnica U.V., Gamulin O., Tonejc A., Ivanda M., and White C.W. (2001), CdS nanocrystals

formed in SiO substrates by ion implantation. Materials Science and Engineering C 15, 105–

107.

Hernández-Contreras H., Contreras-Puente G., Aguilar-Hernández J., Morales-Acevedo A., Vidal-

Larramendi J., and Vigil-Galán O. (2002). CdS and CdTe large area thin films processed by

radio-frequency planar-magnetron sputtering. Thin Solid Films 403, 148-152.

Lakowicz J. R., Gryczynski I., Gryczynski Z., and Murphy C. J. (1999). Luminescence spectral

properties of cds nanoparticles. J. Phys. Chem. B, 103, 7613-7620.

Morris G. C. and Vanderveen R. (1992). Cadmium sulphide films prepared by pulsed

electrodeposition. Solar Energy Materials and Solar Cells 27, 305-319.

Nabok A. V., Richardson T., McCartney C., Cowlam N., Davis F., Stirling C. J. M., Ray A. K.,

Gacem V., and Gibaud A. (1998) . Size-quantization in extremely small CdS clusters formed

in calixarene LB films. Thin Solid Films 327-329, 510-514.

Nabok A. V., Iwantono B., Hassan A. K., Ray A. K., and Wilkop T. (2002). Electrical

characterisation of LB films containing CdS nanoparticles. Materials Science and

Engineering C 22, 355-358.

Nanda K. K., Sarangi S. N., Mohanty S., and Sahu S. N. (1998). Optical properties of CdS

nanocrystalline films prepared by a precipitation technique. Thin Solid Films 322, 21-27.

Nanda K. K., Sarangi S. N., and Sahu S.N. (1999). Visible light emission from CdS nanocrystals.

Journal of Physics D: Applied Physics, 32, 2306-2310.

Suryajaya, Nabok A.V., Davis F., Hassan A.K., Higson S.P.J. and Evans-Freeman J. (2008).

Optical and AFM study of electrostatically assembled films of CdS and ZnS colloid

nanoparticles. Applied Surface Science, 254, issue 5, 4891-4898.

Suryajaya, Nabok A.V., Tsargorodskaya A., Hassan A.K. and Davis F. (2008). Electrostatically

self-assembled films containing II–VI semiconductor nanoparticles: Optical and electrical

properties, Thin Solid Films, 516, 8917-8925.

Winter J. O., Gomez N., Gatzert S., Schmidt C. E., and Korgel B. A. (2005).Variation of cadmium

sulfide nanoparticle size and photoluminescence intensity with altered aqueous synthesis

conditions. Colloids and Surfaces A: Physicochemical and Engineering Aspects 254, 147-

157.

Yoffe A. D. (2002). Low-dimensional systems: Quantum size effects and electronic properties of

semiconductor microcrystallites (zero-dimensional systems) and some quasi-two-

dimensional systems. Advances in Physics 5, 799-890.

Zhang J., Sun L., Liao C., and Yan C. (2002). Size control and photoluminescence enhancement of

CdS nanoparticles prepared via reverse micelle method. Solid State Communications 12,4

45-48.


ISBN 9786021570425 PHY-65

OP-17 The Effect of Gravel Absorber Application of Plate Solar

Collectors on the Heat Transfer Rate

Made Wirawan*, Mirmanto, Badri, Lalu Wira

*Faculty of Engineering, University of Mataram, Jl. Majapahit No. 62 Mataram,

[email protected]

Abstract-The collector of solar energy can be used for heating fluids such as liquid or gas. The

optimizedabsorption of the solar energy depends on the collector dimension and component, i.e. the width,

bodyof collector, tube formation, cover, isolation system and absorber material. The current research uses

gravelabsorbers with two variation of shapes which are compared with the black sand beach absorber.In order

to achieve the aim of the research, the experiments of water heating used three collectors with three different

absorbers namelyaregravel (4.75 – 6.3), gravel (9.5-12.5) and black sand beach. The variation ofwater flow

rates had been performed to investigate the maximal performance. The water flow ratesused were 200, 250

and 300cc/minute.The result showed the solar collector heat utilization value was influenced bythe absorber

material, flow rates of water and the time. The gravel and sand absorbers showed capabilities for saving

heat.The maximal heat transferred to water occurred at the peak of solar intensity 12.30 to 14.00 P.M.

Keywords:absorber, gravel, heat, collector

1. Introduction

Since many years ago people have been using fossil energies such as liquid fuel, coal and

gas. However, these energies cannot be renewed and the sources are now very limited so that these

energies are not enough to compromise human demands. Therefore, alternative energies, e.g. solar

energy should be deeply utilized and developed.

Solar energy is one of renewable energies that havea high potency to be used and

developed wisely. This is suitable with the Indonesia climate and condition. Indonesia locates

between 60 North Latitude - 11

0 South Latitude. At this position Indonesia gets the sun shining all

day/ year, and even the sun ray is uniformly throughout Indonesia territories.

In order to directly increase the efficiency of the use of the solar energy, a flat plate solar

collector can be employed. Hence, in Indonesia, technologies converting solar energy should be

improved and developed. One of these technologies is flat plate solar collector. Actually a common

solar collector has been used for years and its absorber is constructed from iron/steel materials. In

this research, the absorbers are made of gravels and black beach sand. These absorbers are expected

to be able to substitute the iron/steel absorbers. The use of gravels and sand as the absorbers can

reduce the price of the solar collector unit.

Solar collector can be defined as a heat transfer system that converts solar radiation into

useful energy. When the sun light falls on the collector absorber, part of the light is reflected to the

environment and the other part is absorbed and converted into heat energy. The heat energy is

finally transferred to the fluid flowing inside the collector Permana (2011). Designing solar

collector need to consider several aspects, i.e. ecology, efficiency, and economic, see Stefanovic

and Bojic, (2006). In general, there are two types of the collector, e.g. concentrating collector and

non concentrating collector. However, in this study, the concentrating collector is not given in

detail because this research focuses on the flat plate collector. In the flat plate collector the sun

radiation comes through the transparent cover and reaches the absorber. Then part of the energy is

removed by the working fluid, e.g. water flowing inside the tube half or fully buried in the

absorber. All walls and the bottom of the collector are usually insulated using good insulation

materials to minimize the heat loss to the surrounding/ambient. The components of the collector are

(1) glass cover, (2) riser tubes, (3) absorber, (4) header, (5) Insulations, (6) casing.


ISBN 9786021570425 PHY-66

Flat plate collectors have been designed and made using many types of material, however,

the main aim of this flat plate is to collect the heat as much as possible and to reduce the cost. The

solar collector has a long life although it is affected by the ultraviolet ray, corrosions and blockage,

acidity, alkalinity, frozen, dust and the glass cover humidity, Kalogirou (2009). The amount of the

solar energy absorbed by the collector depends on the components and design of the collector,while

the component of the collector such as absorber, pipe, wall, cover and isolation depends on the

material. Previous study using non metal absorbers, e.g. sand absorber, had ever been conducted.

The results indicated that using sand absorbers degraded the heat gained and even captured lower

heat than using aluminum absorbers at 01.00 pm, however, the sand absorber could retain the heat

in a long time which was good when the sun ray dimmed soon. Additionally, the previous study

also varied the water mass flow rates. At high mass flow rate the heat absorbed by the water was

higher, Wirawan and Sutanto (2011). The effect of cover gaps was previously investigated, e.g.

Burhanudin (2005). He performed experiments with several cover gaps (3 cm, 6 cm and 9 cm). The

smallest gap was found to be the best because using 3 cm gap of the cover resulted in higher outlet

water temperatures.

2. Experimental facility and procedures

The test loop of the research is shown in figure 1, while the test section is presented in figure 2.

The experiments were conducted at 10.00 am with clear sky conditions. Three identical collectors

with different absorber materials were place together directly under the sun at the same angle and

faced to the North direction. The first absorber was constructed using gravels with the gravel

dimensions of around 4.75 - 6.3 mm (Gravel A), the second absorber was arranged using gravels

with the gravel sizes of 9.5 - 12.5 mm (Gravel B), while the third absorber was made of black

beach sand. The working fluid removing the heat from the absorber was water flowing inside the

serpentine pipe half buried in the absorber.

Figure 1. Schematic diagram of the test rig/flow loop.

All temperatures were measured using K type thermocouples calibrated against a mercury

thermometer, while the volumetric rate was measured manually using a glass volume meter and a

stopwatch. The water was flowed gravitationally from the reservoir. The water level inside the

reservoir was kept constantly. Before entering the solar collector the water temperature was

measured at the entrance of the collector. The outlet water temperature and the volumetric flow rate

of the water were measured at the outlet of the collector. The working fluid used was varied from

200 cc/minute to 300 cc/minute.


ISBN 9786021570425 PHY-67

3. Data reductions

With an assumption that the collector operates steadily, the heat used/removed by the water

can be expressed as, Holman (1988):

iopuse TTcmq (1)

where quseis the heat removed by the water, m represents the mass flow rate, To is the temperature

of water at the outlet and Ti is the inlet water temperature. As only part of the heat coming to the

absorber can be removed, then the heat loss is given by:

useinloss qqq (2)

where qlossis the heat loss and qin is total energy coming to the collector, Duffie and Beckman

(1980).

IAq cin (3)

where Ac is the aperture area of the collector, while I is the sun radiation reaching the collector. The

efficiency, η of the collector is then estimated as:

in

use

q

q (4)

4. Results and discussions

The heat transferred from the collector to the working fluid (water) is symbolized as Quse.

In this research, the heat absorbed by the water, Quse is estimated using equation (1) and presented

in figure 2. Figure 2 shows that the heat absorbed by the water increases with the increase of the

time, e.g. at 10.00 to 12.30 o'clock. After that, the heat, Quse decreases and the solar energy coming

to the collector also decreases.The heat absorbed by the water depends on the solar radiation,

absorber material and the water volumetric rate. The absorber Gravel B (mesh 9.5-12.5 mm) can

obtain the highest hate rate at 12.45 pm, namely 192.64 W at the water volumetric rate of 200

cc/minute and 218.26 W at the water volumetric rate of 250 cc/minute, however, at the water

volumetric rate of 300 cc/minute, the maximum heat removed by the water was approximately

228.66 W and this was obtained using the black beach sand absorber at 13.15 pm.

The volumetric rate also affects the amount of the heat absorbed by the water. At the water

volumetric rate of 300 cc/minute, the collector resulted in the highest amount of the heat. This was

due to the equation (1) which apparently demonstrated that as the volumetric rate increased, the

heat absorbed by the water increased too. However, at the high volumetric rate the heat transferred

from the absorber to the water may be able to be lower, this is due to the high velocity of the water

which reduces the time for water to contact with the absorber.

Despite the collector performance is influenced by Quse, the collector efficiency is also

important. The efficiency stands for the collector potency for converting the solar energy to the

useful energy. Relating to the amount of the useful energy, from the three collectors, the highest

efficiency was gained from the Gravel B absorber, i.e. 34.54 % and 50.30 % at the water

volumetric rates of 200 cc/minute and 250 cc/minute respectively,while at the water volumetric rate

of 300 cc/minute, the maximum efficiency was attained using the black beach sand absorber, i.e.

43.54 %.


ISBN 9786021570425 PHY-68

Figure 2. Heat removed by the water for volumetric rates of (a) 200 cc/minute, (b) 250 cc/minute and (c) 300

cc/minute.

The efficiency increased although the sun ray started to dime. This was owing to the character

of the absorber. Despite the sun energy was converted and removed by water, the sun energy was

also gathered by the absorber for several minutes/hours. Figure 3 presents the efficiency of the

collector. The collector with the black beach sand absorber demonstrates the better potency to

accumulate the heat, compared to the other absorbers at all water volumetric rates tested.


ISBN 9786021570425 PHY-69

Figure 3. The experimental efficiency of the three collectors at (a) 200 cc/minute, (b) 250 cc/minute and (c)

300 cc/minute.

5. Conclusion

Based on the research results and analysis, some conclusions may be drawn as follows:

1. The absorber material determines the amount of the useful energy or heat removed by the water.

2. The volumetric rate of the working fluid also affects the amount of the heat removed by the

working fluid (water).

3. The heat absorbed by the water increase with an increase in the observation time until the

midday, after that the heat decrease.

4. The maximum useful heat was attained using Gravel B ( mesh 9.5-12.5 mm) absorber at 12.45

pm, i.e. 192.64 W at 200cc/minute and 218.26 Watt at 250 cc/minute, while at the water

volumetric rate of 300 cc/minute, the maximum useful heat was gained using the black beach

sand absorber collector, i.e. 228.66 W at 13.15 pm.

5. The highest efficiency was gained from the Gravel B absorber, i.e. 34.54 % and 50.30 % at the

water volumetric rates of 200 cc/minute and 250 cc/minute respectively,while at the water

volumetric rate of 300 cc/minute, the maximum efficiency was attained using the black beach

sand absorber, i.e. 43.54 %.


ISBN 9786021570425 PHY-70

Acknowledgement

The authors would like to acknowledge the Indonesia Ministry Research, Technology, and

Higher Education, for the funding (Hibah bersaing grand) and the Mataram University for the

facility.

References

Burhanudin A. (2005). "Karakteristik kolektor surya plat datar dengan variasi jarak penutup dan

sudut kemiringan kolektor" Tugas Akhir, Universitas Negeri Solo, Solo.

Duffie J.A., Beckman W.A. (1980). "Solar Engineering of Thermal Process 2nd

Edition", John

Wiley & Sons Inc., New York.

Holman J.P. (1988). "Perpindahan Kalor" Penerbit Erlangga, Jakarta.

Kalogirou S. (2009). "Solar Energy Engineering: Processes and Systems 1st Edition" British

Library, USA.

Permana H., Hasbeya H. (2011). Preparasi pengukuran suhu kolektor surya dan fluida kerja dengan

datapaq easytrack2 system. Jurnal Fisika dan Aplikasinya Jurusan Fisika FMIPA Universitas

Negeri Jakarata.

Stefanovic V.P., Bojic M.L. (2006). Development and investigation of solar collectors for

conversion of solar radiation into heat and/or electricity. Thermal Science, 10, 177-187.

Wirawan M., Sutanto R. (2011). Analisa laju perpindahan panas pada kolektor surya tipe plat datar

dengan absorber pasir. Jurnal Dinamika Teknik Mesin, 1, 65 -72.


ISBN 9786021570425 PHY-71

OP-18 Application of Microtremor HVSR Study for Mapping of

Local Seismic Hazard in Tanjung Sub-District, North Lombok (Indonesia)

Syamsuddin* and Isya Ashari

Geophysical Laboratory, Physics Study Program, Mataram University, Indonesia,

[email protected]

Abstract-Tanjung Sub-District is one of the areas badly damaged by the last earthquake happened at June

22, 2013. Therefore, it is necessary to microzonation in the region to anticipate similar events. One technique

to estimate the potential due to the earthquake is by comparing the spectrum of horizontal and vertical

spectrum from measurement microtremor, known techniques Nakamura or HVSR (horizontal to vertical

spectral ratio). This study conducted microtremor measurement in Tanjung Sub-District, North Lombok with

123 of measuring points with measurement duration varies between 20 minutes to 60 minutes. This study

aims to map the distribution of the value of physical quantities related to the vulnerability of an area to which

the frequency response of earthquake ground shaking, vibration amplification soil and soil vulnerability

index. The study results showed that the value of the resonant frequency in the Cape region ranges from

0.401 to 16.92 Hz. In general, the lower frequency is 0.40 to 5.91 Hz contained 87 data (71%) are located in

the north of the region, which means that the northern part of the region has a high vulnerability. On the other

hand, amplification and vulnerability index show a very interesting pattern forthe the zone suffered severe

damage caused byearthquake ofJune 22, 2015.

Keywords: Microtremor HVSR, mapping of local seismic hazard, earthquake



ISBN 9786021570425 PHY-72

OP-19 Preliminary Study and Synthesis of Thin Film of

Crystalline ZnO (Zinc Oxide) with Sol-Gel Spin Coating Technique

Aris Doyan*, Yayuk Aandayani, Susilawati, Siti Azizatul Fitri

Master Program of Science Education, University of Mataram,[email protected]

Abstract-ZnO thin coating has been applied to the device-device electronics, optoelectronics, sensor optical

waveguides, light emitting diode (LED), UV liquid crystal displays laser, piezoelectric transducer and anti-

reflection coating. A thin film of crystalline ZnO (zinc oxide) on a glass substrate by sol-gel method

centrifuges has been synthesized in this research. Sol-gel-making process in this study used a base material

powder of zinc acetate dehydrate {Zn (CH3COO)2.2H2O}, ethanol (C2H5OH), and monoethanolamine (MEA:

C2H7NO), each of which serves as solutes, solvents and stabilizers. As the sol material, ZnAc powder was

dissolved in ethanol solution, heated to a temperature of around ± 70 ℃ with hot plate and stirred using a

magnetic stirrer for 30 minutes or until the powder completely dissolved to form a white turbid solution. Sol

gel material was added to a solution of monoethanolamine (MEA) until the solution was clear white. Sol-gel

material synthesized was divided into different concentrations (0.5 M, 0.6 M, 0.7 M, 0.8 M, 0.9 M, and 1 M).

Approximately 4 to 6 drops glass sol-gel material are dripped and centrifuged for 15 minutes with rotation

speed of 1000 rpm - 3000 rpm in the preparation process. Then the samples were dried in a furnace at a

temperature of 100℃ for 10 minutes, followed by calcination at 150℃ for 1 hour, the process of pre-heating

at a temperature of 350℃ for 1 hour, and the post-heating at 550℃ for 1 hour.

Keywords: Zinc-oxide thin film, sol-gel spin coating, electronic device

1. Introduction

Zinc oxide (ZnO) is the material semiconductor that has the properties: high conductance,

irregular atomic structure, serrated surface morphology, having hexagonal crystal structure, non-

stoichiometri, atomic oxygen deficiency or excess zinc atom (interstitial), low Resistivity

controllednative defect, direct bandgap, the direction of polarization uniaxial and has a high

transmittancein area of visible light to the infra-red rays (400 - 1300) nm

Thin film technology has been widely used in everyday life. In particular thin layers of

materials engineering, materials commonly used is In2O3, WO3, SnO2, TiO2, ZnO, ITO and many

other materials. ZnO is one of the manufacture of thin layers. ZnO is a semiconductor material of

n-type group II-IV with a wide band gap of 3.20 eV at room temperature (Yaoming, 2010).

Moreover, ZnO has properties close to the emission of UV light, photocatalysts, conductivity and

high transparency. This material is used as a thin layer of base material, because it has several

advantages in application, particularly in the field of solar cells, nanodevice and sensors.

(Guanglong, 2007).

Various methods of growing a thin layer that has been used before, such as RF Sputtering

(Yunanto et al, 2006), Chemical sollution Deposition (Surono and Sutanto, 2014), Ultrasonic Spray

Pyrolysis (Aji et al, 2013), Cathodic Vacuum Arc Deposition (Weng et al 2011), Physical Vapor

Deposition (George et al, 2010), and sol-gel (Siregar, 2015). However, among these methods, sol-

gel method is widely used, because of its low cost, its composition is homogeneous, do not use a

vacuum chamber with a high level, the layer thickness can be controlled, and microstructure are

quite good (Ahzan, 2012).

One of the interesting properties of ZnO to be observed is the process of crystal formation

which occurs at temperatures below 400°C. It depends on the type of deposition and solvent used.

Based on research conducted by Tirado (2011), using PVP and ethanol as a solvent and with

heating at 80°C the ZnO crystal structure has been formed. According to Torres (2010), ZnO

crystals have been formed by heating at 200°C, using a solvent etilon glycol and glycerol.

According to Davood (2009), heating at a temperature below 300°C the heating initial stage, in

which the crystal structure has been formed but has not been oriented perfectly. Furthermore, with


ISBN 9786021570425 PHY-73

higher heating at a temperature of 400°C and 500°C, the crystal structure of ZnO will be oriented

perfectly. In the manufacture of thin layers by sol-gel technique, there are several variables that can

be studied, among other things such as concentration, heat treatment (heating), rotational speed,

play time and so on. Therefore, in this study observed a thin layer of ZnO to variations in the

concentration of 0.5 M, 0.6 M, 0.7 M, 0,8 M, 0.9 M, 1 M, and variations in the heating temperature

of 150°C, 350°C and 550°C.

The Problems Based on the above background, the problems studied were:

a. How synthesis of thin layers of crystalline ZnO?

b. How the influence of variations in concentration and temperature heating on the formation of

thin layers of crystalline ZnO?

The Purposes a. Based on the formulation of the problems mentioned above, the purpose of this study

is:Synthesize thin layers of crystalline ZnO?

b. Analyze the effect of variations in concentration and temperature heating on the formation of

thin layers of crystalline ZnO?

2. Material and Methods

Substrate materials to be used in this study is a glass slide that is cut to a size of 10 mm x 5

mm, and a thickness of 1 mm. Before use of the glass slide is washed in stages with ultrasonic

cleaner. Washing gradually aims to remove dirt and oil that is attached to the glass. Leaching the

first stage, the glass substrate is inserted into a measuring cup containing a mixture of water and

detergent, then vibrated by the ultrasonic cleaner for 30 minutes. Furthermore, the glass substrate is

rinsed with water until clean. Laundering in the second stage, the substrate is inserted into a glass

beaker containing alcohol, then vibrated by the ultrasonic cleaner for 30 minutes. The glass

substrate is dried in a furnace at 100°C for 1 hour. The glass substrate that is clean, then stored in

plastic clip.

Sol-gel-making process in this study using basic ingredients zinc acetate dehydrate (ZnAc),

ethanol and MEA (Mono Ethanolamine) which each serve as a solute, solvent and stabilizer

(stabilizer). In this study, sol-gel materials to be synthesized is divided into 5 (five) concentration,

which is 0.5 M, 0.6 M,0.7 M, 0.8 M, 0.9 M, and 1 M. The solution ZnAc and ethanol stirrer on a

hot plate at a temperature of ±70℃ for 30 minutes, or until the solution looks homogeneously

mixed.

Layer growth process begins with a drop of sol-gel material on a glass substrate is

approximately 4 to 6 drops. Then centrifuged for 15 minutes with rotation speed of 1000 rpm -

3000 rpm. After the surface evenly coated substrate, then the substrate is dried in a furnace at

100°C for 10 minutes.

The heating process is done in three stages. The first heating at a temperature of 150℃

(calcination) for 1 hour, aims to eliminate water and residual solvent content in the coating

gradually. The second heating is done at a temperature of 350℃ for 1 hour. The temperature rise is

set slowly from room temperature to 350 ℃. This stage is regarded as pre-heating phase that serves

to remove ethanol, water, and MEA, and facilitating change ZnOH into ZnO. The next stage is the

post-heating or final heating at a temperature of 550℃, for 1 hour. Similar to the process of pre-

heating, regulated temperature rise slowly from room temperature to 550℃. Post-heating is used to

form ZnO particles with a uniform crystal orientation, and eliminating pores.


Materials used in research synthesis of ZnO crystals with a thin layer of sol-gel method is:

1. Powder zinc acetate dehydrate {Zn(CH3COO)2.2H2O} with M = 219,49 g/mol

2. Ethanol C2H5OH with M = 46,07 g/mol


ISBN 9786021570425 PHY-74

3. Mono ethnolamine (MEA) C2H7NO with M = 61,06 g/mol

The synthesis of ZnO crystals with a thin layer of sol-gel method following the chemical equations

sol-gel as follows:

𝑀(𝑂𝑅)4 + 𝑥𝐻2𝑂 → 𝑀(𝑂𝑅)4−𝑥𝑂𝐻𝑥 + 𝑥𝑅𝑂𝐻 (hydrolysis)

𝑀(𝑂𝑅)4−𝑥𝑂𝐻𝑥 + 𝑀(𝑂𝑅)4 → (𝑂𝑅)4−𝑥𝑀𝑂𝑥𝑀(𝑂𝑅)4−𝑥 + 𝑥𝑅𝑂𝐻 (condensation)

Sol-gel solution for a wide range of concentrations that have been synthesized are stored in a

test tube as follows:

Figure 1. Results of Sol-Gel-Varying concentrations from left to right with

a concentration of 0.5 M; 0.6 M; 0,7M; 0.8 M; 0.9 M; 1 M respectively

Figure 2. Results Crystal ZnO Thin Films for the heating temperature of 150℃


ISBN 9786021570425 PHY-75

Figure 3. Results of Thin Film Crystalline ZnO for the heating temperature of 350℃

Figure 4. Results of Thin Film Crystalline ZnO for the heating temperature of 550℃


ISBN 9786021570425 PHY-76

4. Conclusion

In this research have been synthesized a thin film of crystalline ZnO (zinc oxide) on a glass

substrate by sol-gel spin coating technique using centrifuges. Sol-gel-making process in this study

using a base material powder of zinc acetate dehydrate {Zn (CH3COO)2.2H2O}, ethanol (C2H5OH),

and monoethanolamine (MEA: C2H7NO), each of which serves as solutes, solvents and stabilizers.

As the material sol, ZnAc powder dissolved in ethanol solution, heated to a temperature of around

± 70 ℃ with hot plate and stirred using a magnetic stirrer for 30 minutes or until completely

dissolved powder and a white turbid solution. Sol gel material in order to be given a solution of

monoethanolamine (MEA) until the solution is clear white. Sol-gel materials are synthesized is

divided into different concentrations of 0.5 M, 0,6 M, 0.7 M, 0.8 M, 0.9 M, and 1 M. In preparation

dripped glass sol-gel material is approximately 4 to 6 drops, then played with centrifuged for 15

minutes with rotation speed of 1000 rpm - 3000 rpm. Then the samples were dried in a furnace at a

temperature of 100℃ for 10 minutes, followed by calcination at 150℃ for 1 hour, the process of

pre-heating at a temperature of 350℃ for 1 hour, and the post-heating at 550℃ for 1 hour.

Acknowledgements

This research have been sponsorship by fundamental research menristekdikti 2015 and 2016.

Thank you very much to Mataram University Research Center for helping at administration

procedure. Futhermore thank giving to analytic Laboratorium Mataram University.

References

Rachmantio, H. 2004. Pengantar Material Sains I Buku Atom-Molekul-Padat. Yogyakarta :

Tabernakelindo.

Rachmantio, H.. 2004. Pengantar Material Sains II Buku Sifat Fisik dan Mekanik. Yogyakarta :

Tabernakelindo.

Subaer. 2008. Pengantar Fisika Geopolimer. Solo : Direktorat Jendral Pendidikan Tinggi.

Surjono, H. D.. 2007. Elektronika Teori dan Penerapannya. Jember: Cerdas Ulet Kreatif Publisher.

Ahzan, S., dkk.. 2012. “Sintesis Lapisan ZnO dengan Metode Sol-gel Spincoating dan Karakteristik

Sifat Optiknya”. Tidak Diterbitkan. Tesis. Surabaya: Fisika MIPA Institut Teknologi

Sepuluh November.

Ardhiarisca, O.. 2013. “Karakteristik Optik dan Struktur Kristal Film Tipis TiO2:Au Ditumbuhkan

dengan Metode Spin Coating”. Tidak Diterbitkan. Skripsi. Jember: Universitas Jember.

Aditya, H.Y. dan Sutanto, H.. 2014. “Analisis Sifat Optik Lapisan Tipis Bilayer ZnO/TiO2 yang

Dideposisikan Menggunakan Metode Sol-Gel Spray Coating dan Aplikasinya sebagai

Fotodegradasi Zat Warna”. Youngster Physics Journal. ISSN: 2303-7371, Vol 3, No. 3,

hal. 223-230.

Aji, W.P., dkk.. 2013. “Pengaruh Suhu Tumbuh Terhadap Struktur Kristal Lapisan Tipis ZnO 0.02

mol”. Seminar Nasional Fisika, Universitas Negeri Jakarta.

Cheng, X.L.. 2004. “ZnO Nano Particulate Thin Film: Pepaation, Characterization and Gas

Sensing Property”. Elsevier Sensor and Actuators B, Vol 102, hal 248-252.

Ekem, N., et al.. 2008. “Some Physical Pproperties of ZnO Thin Films Prepared by RF Sputtering

Technique”. Elsevier International Association for Hydrogen Energy, Vol 34, hal. 5218-

5222.

Lv., Jianguo, et al.. 2011. “Effect of annealing temperature on photocatalytic activity of ZnO thin

films prepared by sol–gel method”. Elsevier Superlattices Microstructures, Vol 05, hal.

003.

P., George A., et al.. Microstructure and Field Emission Characteristics of ZnO Nanoneedles

Grown by Physical Vapor Deposition”. Elsevier Materials Chemistry and Physics, Vol

123, hal. 634-638.


ISBN 9786021570425 PHY-77

Raza Z., et al.. 2011. “Optical and Structural Properties of ZnO Thin Films Fabricated by Sol-Gel

Method‖. Materials Sciences and Applications, Vol 2, hal. 340-34.

Siregar, N., et al.. 2015. “The Effect of Concentration of Structure and Optical Properties of Thin

Films Synthesized by Sol-Gel Methods Spin Coating”. International Journal of Sciences,

Basic and Applied Research (IJSBAR) ISSN 2307-4531, Vol 22, hal. 428-434

Surono, A.T., Sutanto, H.. 2014. “Sifat Optik Zinc Oxide (ZnO) yang Dideposisi di Atas Substrat

Kaca Menggunakan Metode Chemical Solution Deposition (CSD) dan Aplikasinya untuk

Degradasi Zat Warna Methylene Blue”. Youngster Physics Journal. ISSN: 2303-7371, Vol

2, No. 1, hal. 7-14.

Weng, M.H., et al.. 2011. “Structure, Optical and Electrical Properties of ZnO Thin Films on The

Flexible Substrate by Cathodic Vacuum Arc Technology with Different Arc Currents‖.

Elsevier Ceramics International, Vol 05, hal. 043.

Widodo, S.. 2010. “Teknologi Sol Gel Pada Pembuatan Nano Kristalin Metal Oksida Untuk

Aplikasi Sensor Gas”. Seminar Rekayasa Kimia dan Proses. ISSN : 1411-4216, Universitas

Diponegoro Semarang.

Yunanto, dkk.. 2006. “Deposisi Lapisan Tipis ZnO sebagai Lapisan Tipis Tipe N dan Jendela Sel

Surya CuInSe2”. Indonesian Material Science Journal. ISSN 1411-1098 Vol.8, hal 183 –

187.

Zhu, B.L.. 2009. “Low Temperature Annealing Effects on the Structure and Optical Properties of

ZnO Films Grown by Pulsed Laser Deposition”. Elsevier Vacuum, Vol 84, hal. 1280–1286.


ISBN 9786021570425 PHY-78

OP-20 Study of Geothermal Maronge, Sumbawa West Nusa

Tenggara

Romi Aprianto

University of Samawa, Sumbawa Besar, [email protected]

Abstract-This study aims to determine the physical characteristics, analyze chemical properties, determine

the type, estimate subsurface temperature, estimate geothermal gradient, and examine the use of hot springs

in Maronge, Sumbawa, West Nusa Tenggara. Study was undertaken by collecting geological and

geochemical data, followed by laboratory analysis. Study area for geothermal characteristization consists of

four hot springs. The percentage of ions HCO3-

, Cl- and SO4

2- in hot water samples analyzed showed that the

hot springs area of research is the chloride water type. Subsurface temperatures estimated using

geothermometer Na - K in the research area on the hot springs 1 to 4 are 210,68oC, 248,45

oC, 243,28ºC and

258,91oC, and included in the high enthalpy which has a temperature limit > 225

oC. Geothermometer Na - K

– Mg showed that the hot springs in the study area are in partial equlibrium. It is further revealed that

geothermal energy in the areas of research can be used as a power plant.

Keywords: hot spring, geothermal

1. Background

The potential of geothermal energy in Indonesia that reach 27 GWe is closely associated

with Indonesia's position in the world tectonic framework. Based on the appearance of geothermal

surface per unit area, Indonesia is the in the fourth place of world rank. More than that, Indonesia is

the world second largesttectonic framework in terms of high temperatures. Most of the geothermal

energy used throughout the world is an energy extracted from the hydrothermal system, due to the

utilization of hot-igneous system and conduction-dominated system requires high extraction

technology. The hydrothermal system is closely related to the system of volcanism and the

formation of a volcano on an active plate boundary zone where there is high heat flow (heat flow).

Indonesia is at the confluence of three active plate which allows geothermal energy transferred

from the depths to the surface through the fracture system. This strategic position puts Indonesia as

the country with the richest geothermal energy scattered along the volcanic arc. So, most of the

geothermal resources in Indonesia has a high eltalpi. (Wahyuningsih, 2005)

Geothermal is a renewable energy source and a clean and safe alternative energy. Most of

the waste gas is carbon dioxide (CO2) and condensate water that has been taken can be reinjected

into the reservoir to maintain the continuity of the reservoir. Based on the characteristics,

geothermal energy can be used directly or indirectly. In order to optimize the utilization of

geothermal energy, direct use can be developed concurrently with the development of geothermal

energy for electricity.

Sumbawa island is on Sunda’s orogen track volcanic (volcanic belt). Along this path there

are many geothermal manifestations, which indicates the potential of geothermal energy at a

particular depth. This potentcy will be able to generate electrical energy comes from geothermal

energy if properly managed and planned. (Sundhoro et al, 2005).

Geothermal Maronge is one of three potential geothermal in West Nusa Tenggara beside

Hu'u in Dompu with a 69 MWeenergy potentcy and Sembalun in Lombok with about 60 MWe - 70

MWe energy potency. Hu'u potential areas and Sembalun is already in the process of exploration,

while areas of potential Maronge has not observed to determine the geothermal potential in detail

yet. Based on this fact, researchers are interested in studying more about the potential of

geothermal in the area Maronge. Purpose of this study is to determine the physical characteristics of

the hot springs, the chemical properties of the hot springs, hot springs type, estimating subsurface

temperature and geothermal gradient in order to find any benefits that can be obtained from the hot

springs as a source of energy, agriculture and a tourist attraction site.


ISBN 9786021570425 PHY-79

2. Literature Review

Geothermal energy can be found in many places on this earth. However, geothermal area

which has a high temperature that can be used for electrical energy is not available in many

places.Geothermal energy is the natural heat energy from inside of the earth to the earth’s surface

that is transferred by conduction and convection. Generally, increased changes of temperature with

depth in the earth’s crust is about 30◦C/km. If we assume the average temperature is 15◦C, the

temperature of 3 km depth will reach 105◦C. However, the temperatur is unfavorable economically

to be used as a source of geothermal energy.(Suparno, 2009)

Figure 1. The conceptual model of the geothermal in young igneous rock system (Suparno, 2009)

Figure 1 displays a conceptual model of a geothermal system in the area of active andesitic

stratovolcano. Andesite magma intrusion temperature usually ranges from 850 to 1050 ◦C.

Meteoric water down from the top to the bottom surface of the ground and heated by intrusive

rocks causes the circulation of hot water. As the effect of onset of circulation, the hot water is rich

of chemical elements such as Cl, F, Br, B, SO4, HCO3, silica, cations, and metal dissolved as a

result of reaction with the source rock. Vapors contained in magma such as H2O, CO2, sulfur

compounds, HCl, HF, Hg, and As will be easily dislodged and flowed into the fluid. The fluid

generally be "neutral-chloride" and tried to break up through the cracks of the rocks due to its

density decreased. Mineral alteration and vein are formed in the reservoir rock. The hot fluid often

rises up through the cracks until it reaches the boiling point of the depth level where the vapor

phase that contains steam and non-condensible gases are formed. This gas comes to the surface as

Fumarole.

2.1 Geothermal Exploration Targets

According DiPippo (2007), there are five objectives that must be achieved in the geothermal

exploration program:

a. Determining the position of the hot rocks

b. Estimating the volume of the reservoir, the temperature of the fluid, and permeability

formations.

c. Predicting the form of coming fluid (dry, liquid or two-phase mixture (vapor and liquid)).

d. Determining the chemical nature of the geothermal fluid

e. Estimating the potential of electrical energy that can be produced up to a minimum of 20

years.


ISBN 9786021570425 PHY-80

Almost all geothermal area has always been characterized by the presence of earth thermal

manifestations. The presence of exact manifestations is caused by geothermal sources. However,

the exact location does not found yet. In the spite of the fact, the surface of the soil which is usually

hotter than the surroundings is enough to indicate the existence of geothermal resources

underneath. Without the geothermal source, the soil surface will not become hot. Volume reservoir

following reservoir rock permeability to note that the well's ability to produce or drain the fluid can

be taken into account. If the volume is small and permeability is low, the production capacity will

be low and it is probable that the well would has a very short lifespan.

According to Eliasson (2004), based on small large fluid temperature, geothermal

reservoirs can be categorized into four, which are:

a. High temperatures, when the fluid temperature> 250◦C

b. Medium temperature, when the fluid temperature range is between 150◦C- 250◦C

c. Low boiling temperature, if the fluid temperature range is between 100◦C- 150◦C

d. Low temperatures, when the fluid temperature range is between 50◦C- 100◦C

Based on 4 categories, only reservoir medium temperature and high temperature reservoir that can

stimulate investment geothermal energy power generation projects. Physical and chemical

properties of reservoir fluids from the well drilling will determine the feasibility of geothermal

projects.

2.2 Hot Water Type

The fluid type can be determined based on the content of chemical elements found in the

most dominant hot spring and the physical processes that occur in it. There are some types of hot

fluid (Huenges, 2010), such as Chloride, Sulphate, Bicarbonate, and Dilute Chloride Bicarbonate.

Figure 2.Trilinier diagram for the determination of the type of hot springs is based on the content of

chloride ions, sulfate and bicarbonate. (Modified Giggenbach in Huenges, 2010)

2.3 Temperature of Subsurface

Subsurface temperature calculation can be performed using a system of equations

geothermometer solution with parameter elements Na, K and Mg.

a. Geothemometer Na-K

Geothermometer with a ratio of Na / K gives an indication of the high temperatures beneath

the surface by seeing the elements sodium and potassium. The equation can be used to calculate

the temperature of Na – K comparison (Giggenbach, 1988) as follows:


ISBN 9786021570425 PHY-81

ToC =

750.1/log

1390

KNa- 273 (1)

b. Geothermometer Na-K-Mg

Formed as a result of exchange reactions with Na-K-Mg at a low temperature. Estimated

subsurface temperature also affected the percentage of Na/1000 - K/100 - √𝑀𝑔which can be

calculated using the the value of each element ratio with total number of elements which are

then plotted on Ternary diagram. (Huengen, 2010). Formula number of elements Na-K-Mg as

follows:

Na + K + Mg = ot (2)

Figure 3. Ternary diagram for determining the temperature of subsurface (Giggenbach in Huenges, 2010)

3. Methods

3.1 Stages of the Research

The methods in this research are study of literature, field research, and laboratory analysis. This

reseach consist of several stages:

1.1.1. Preparation

Each research activiy, always begins with preparation involves everything needed during the

impelementation of the research. At this stage, things done are preparation of administration, tools

and equipments, study of literature, and costplanning and schedule of activity.

1.1.2. Field Research

The activities at this stages are recording physical and chemical characteristics of the

hotsprings data dan collecting rocks and hot water samples.

1.1.3. Laboratory analysis

Samples of hotsprings taken from the research location were analyzed in laboratory. This stage

aims to determine the elements contained in the hot water.

1.1.4. Data Processing

After the elements contained in hot water are known, then analyzed the data to determine the

physical characteristics of hot water, hot water chemical properties, the type of hot water,

subsurface temperature, and depth of reservoir.

1.1.5. Interpretation


ISBN 9786021570425 PHY-82

The final stage of this research is the interpretation of the data based on the result of field

research on geological data, geochemical data and the processing results of laboratory analysis, and

other supproting data related with the research.

4. Result and Discussion 4.1 Physical Characteristics of Hotsprings

Table 1.Phyisical and chemical characteristics of Hotsprings Maronge

Hotsprings Temperature (C) Discharge Colour Taste pH

1 42 1.5 L/30 second Limpid Insipid 7,1




4.2 Geochemistry of Hotsprings

Table2. Result of laboratory analysis of the hotsprings elements contained in research area

No Parameter Unit Hotsprings

I II III IV

1 Ca (Calsium) mg/L 4,7 5,15 4,6 6,7

2 Mg (Magnesium) mg/L 0,1 0,18 0,12 0,12

3 Na (Natrium) mg/L 149,6 147,4 155 145,6

4 K (Kalium) mg/L 11,25 17,9 17,7 19,95

5 SO4 (Sulfat) mg/L 43,65 29,55 38,28 34,25

6 Cl (Clorida) mg/L 381,1 129,57 198,17 175,3

7 NH3 (Amoniac) mg/L 0.38 1,04 1,35 1,04

4.3 Type of Hotsprings

Determination of the type of hot water based on geochemical analysis performed using diagram

trinilier classification, which is based on the relative content of anion chloride, sulfate, and

bicarbonate. The amount of the content of these ions is expressed in units of mEq/L (miliequivalent

per liter). So it must be converted from ppm to mEq/L.

Meq/L = ppm/Weight of Equivalent (3)

Weigh of Equivalent = MrCompund/Valence (4)

Hotspring 1

Table3 Calculation of chloride ion, sulphate, and bicarbonatelevel from ppm to mEq/L at hotspring 1

Coumpund HCO3 SO4 Cl

H C O S O Cl

Amount of Atoms 1 1 3 1 4 1

Mass of Atoms (Ar) 1 12 16 32 16 35.5

Amount of Atom Mass 1 12 48 32 64 35.5

Mr 61 96 35.5

Valence of each Coumpound 1 2 1

Weight of Equivalent (WE) 61 48 35.5

Level (ppm) 0 43.65 381.1

Meq/L 0 0.909375 10.73521

Level Amount (Meq/L) 11.64458627

Percentase/Coumpound 0 7.809423015 92.19058


ISBN 9786021570425 PHY-83

Hotspring 2

Table 4. Calculation of chloride ion, sulphate, and bicarbonate level from ppm to mEq/L at hotspring 2


H C O S O Cl


Mass of Atoms (Ar) 1 12 16 32 16 35.5


Mr 61 96 35.5



Level (ppm) 0 29.55 129.57

Meq/L 0 0.615625 3.649859


Percentase/Coumpund 0 14.43271098 85.56729

Hotspring 3

Table 5. Calculation chloride ion, sulphate, and bicarbonate level from ppm to mEq/L at hotspring 3


H C O S O Cl


Mass of Atoms (Ar) 1 12 16 32 16 35.5


Mr 61 96 35.5



Level (ppm) 0 38.28 198.17

Meq/L 0 0.7975 5.582254



Hotspring 4

Table 6. Calculation of chloride ion, sulphate, and bicarbonate level from ppm to mEq/L at hotspring 4


H C O S O Cl


Mass of Atoms (Ar) 1 12 16 32 16 35.5


Mr 61 96 35.5



Level (ppm) 0 34.25 175.3

Meq/L 0 0.713541667 4.938028




ISBN 9786021570425 PHY-84

Table 7 Result of percentase calculation of chloride ion, sulphate, and bicarbonate

No Parameter Hotspring

1 2 3 4

1 % Cl 92.19057698 85.56728902 87.49951707 87.37445192

2 % SO4 7.809423015 14.43271098 12.50048293 12.62554808

3 % HCO3 0 0 0 0

Hotspring Type Chloride Chloride Chloride Chloride

Based on percentage value of ion in sample of hot water which has analyzed the content of

chemical elements, especially content of anions bicarbonate, chloride, and sulphate, it is known that

the four hotspringsMaronge including the type chloride. It is characterized by high content of

chloride ions compared with bicarbonate and sulphate.

4.4 Temperature of Subsurface

4.4.1 Geothermometer Na-K

Hotspring 1

toC =

750.1/log

1390

KNa- 273

toC =

750.125,11/6,149log

1390

- 273

toC =

750.112.1

1390

- 273

toC= 210,68

oC

Hotspring 2

toC =

750.1/log

1390

KNa- 273

toC =

750.144.1/47.83log

1390

- 273

toC =

750.192,0

1390

- 273

toC = 248,45

oC

Hotspring 3

toC =

750.1/log

1390

KNa- 273

toC =

750.17,17/255log

1390

- 273

toC =

750.194,0

1390

- 273


ISBN 9786021570425 PHY-85

toC = 243,28

oC

Hotspring 4

toC =

750.1/log

1390

KNa- 273

toC =

750.195,19/6,145log

1390

- 273

toC =

750.186,0

1390

- 273

toC = 258,91

oC

Tabel 8. Temperature of subsurface at research area

Subsurface temperature (ºC)

Hotspring I Hotspring II Hotspring III Hotspring IV

210.68 248,45 243,28 258,91

4.4.2 Geothermometer Na-K-Ca

Table 9. Temperature of subsurface based on contentof Na-K-Ca

Hot

Springs

𝑁𝑎

1000

𝐾

100 𝑀𝑔

𝑁𝑎

1000+

𝐾

100+ 𝑀𝑔 %Na %K %(√𝑀𝑔)

1 0,1496 0,1125 0,316228 0,578327766 25,868 19,45 54,68

2 0,1474 0,179 0,424264 0,750664069 19,636 23,85 56,52

3 0,155 0,177 0,34641 0,678410162 22,848 26,09 51,06

4 0,1456 0,1995 0,34641 0,691510162 21,055 28,85 50,09

Figure 4.Ternary Diagram for determining subsurface temperature

Estimated temperatures below the surface is calculated using geothermometer Na - K. hot spring

1 has a below the surface temperature of 210,68oC, hot spring 2 has a below the surface


ISBN 9786021570425 PHY-86

temperature of 248,45oC, hot spring 3 has a below the surface temperature of 243,28ºC, and

hotspring 4 has a below the surface temperature of 258,91oC (Table 8).

Based on the results of plotting of the level of chemical elements contained in the ternary

Na-K-Mg diagram, (Figure 4) it can be seen that the hot springs in the study area included in the

partial equilibrium. There has been interaction between the rocks with hot fluid before to the

surface, so that the temperature of the hot water is classified as a high-temperature geothermal

source. Springs that appear on the surface has begun to be affected by the water on the surface so it

has a different temperature.

4.5 Geothermal Reservoir

Reservoir conditions in the study area can be determined based on the content of the

elements of the hot area of research. Based on the relative content of Cl, HCO3, and SO42-

, hot

water in the study area contains relatively very high Cl compared to the HCO3, and SO42-

compounds. This shows that the hot water in Maronge is originating from volcanic activity.

Na-K geothermometer calculation is performed to determine the temperature of the

geothermal reservoir below the surface. This Geothermometer is used to heat water that has

undergone interaction with the surrounding rock for a long time. This Geothermometer, unlike

geothermometer silica, are not affected by the mixing or loss steam. Based on the distribution of

hot springs and reservoir temperature indicated by geothermometer dissolved elements, it can be

concluded that the geothermal reservoir in the study area that supplies the hot springI 1, hot spring

II, hot spring III, and hot spring IV have a temperature of about 210.68oC, 248.45

oC, 243.28ºC and

258.91oC. Further north, the higher temperature the reservoir is. While getting to the south of the

study area, the temperature of the hot water reservoir gets smaller. Hot springs Maronge are type of

chloride which is a direct output vertically (upflow) of the water reservoir. Reservoirs of hot

springs in the study area is included in the high enthalpy, which has a temperature limit > 225oC, so

it is included in the high-temperature geothermal.

4.6 Gradient of Geothermal

The depth of the magma chamber in the research area can be calculated by the ratio of the

surface temperature with the temperature of the subsurface from geothermometer analysis. If

thestudy area is assumed as a volcanic-magmatic pathway, the depth will increaseby 100

meters;andthe temperature will be increase by about 2,5oC up to 3°C. Table 10 indicates the

approximate depth of the reservoir hot area of research.

Table 10 Estimated depth of the Maronge geothermal reservoir

Hot Springs Surface Temperature (◦C) Subsurface Temperature (◦C) Depth of Reservoir (km)

1 42 210.68 6.7472

2 41 248.45 8.298

3 33 243.28 8.4112

4 33 258.91 9.0364

4.7 Utilization of Geothermal at Research Area

In optimization of geothermal resources, utilization of geothermal energy for direct use can

be developed along with the development of geothermal energy as an alternative to electricity.

Utilization of hot springs can be determined by knowing the physical characteristics, types of hot

springs, the depths of the reservoir, perform chemical analysis of the value of the pH and

temperature of the subsurface.

Based on the analysis of field data and geochemical data, the temperature of the hot springs

at the surface is between 33oC - 42

oC at pH 7. Geothermometer calculations indicating that the

temperature of the bottom surface of the reservoir is 210,68oC - 258,91

oC. It is included to the type

of high-enthalpy reservoirs since the temperature > 225oC and a high-temperature geothermal

sources. Therefore, the study area is very suitable to be developed as a source of electrical energy.


ISBN 9786021570425 PHY-87

5. Conclusion

Based on the research results and observations,the conclusions are : hot springs area of

research is the chloride water type. Subsurface temperatures estimated using geothermometer Na -

K in the research area on the hot springs 1 to 4 are 210,68oC, 248,45

oC, 243,28ºC and 258,91

oC,

and included in the high enthalpy which has a temperature limit > 225oC. Geothermometer Na - K

– Mg showed that the hot springs in the study area are in partial equlibrium. Utilization of

geothermal energy in the areas of research can be used as a power plant.

References

DiPippo, R,. 2007. Geothermal Power Plants, 2nd Ed. McGraw-Hill.

Eliasson, ET., Power generation from high-enthalpy geothermal resources, GHC Bulletin, June-

2004, pp 26-34.

Huenges, E. 2010. Geothermal Energy System. Weinhem: Wiley-VCH.

Sundhoro, H et al. 2005. Geothermal Integrated Survey (Geology, Geochemistry and Geophysics)

Regional Hu'u, Dompu, West Nusa Tenggara).Kolokium Hasil Lapangan – DIM.

Suparno, S. 2009. Geothermal Energy (A Present from the heart of the earth). FMIPA UI.

Wahyuningsih, R. 2005. Potential and Mining Working Area Geothermal in Indonesia. Kolokium

Hasil Lapangan – DIM.


ISBN 9786021570425 PHY-88

OPE-01 Effects of Experiment Learning Strategy versus

Expository and Cognitive Style for Physical Learning Result for Senior High School Student at Class XI of

SeniorHigh School

Prayekti

Universitas Terbuka. Jalan Cabe raya Pondok Cabe Pamulang Tangerang Selatan 15418.

[email protected]

Abstract-The research was aimed to know Effects of Experiment Learning Strategy versus Expository and

Cognitive Style for Physical Learning Result on Senior High School Student at Class XI of Senior High

School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test).

(1) The result showed that all learning system groups have an increasing of physical learning result with

learning on the two systems. (2) Average grade of student's physical learning result who has cognitive style

of field dependent is higher than the student with cognitive style of field independent. (3) Experiment

learning strategy gives an effect of higher increasing physical learning result than expository learning

strategy. (4) Student group with cognitive style of field independent have lower average grade of student

physical learning result who uses experiment learning than expository learning. (5) An increasing result

achieved by student from pretest to post-test is higher because capability and skill of student when did an

experiment.

Keywords: cognitive style, field independent, field independent, expository, experiment, learning result.



ISBN 9786021570425 PHY-89

OPE-2 Instrument Development for “Causalitic” Hypothetical

Physics Learning Model Predicted Capable of Increasing Problem Solving Ability of Pr-Service Physics Students

Joni Rokhmat1*

, Marzuki2, Hikmawati

1, and Ni Nyoman Sri Putu Verawati

1

1Physics Education, University of Mataram, Lombok, Indonesia, [email protected]

2Dept of Physics University of Mataram, Lombok, Indonesia

Abstract-We have developed a set of instruments of hypothetical physics learning model of causalitic

(causality and analytic) predicted effective in increasing problem solving ability including the abilities of

understanding, selecting, differentiating, determining, applying, and identifying. This research used a

modified two-phases embedded experimental (Creswell & Clark, 2007: 68). This report is progress of the

first year activity of the scheduled three years research. The instruments include design of the hypothetical

learning model, Student Work Sheet (SWS), learning plan based on multi-effect phenomenon, preface task,

observation guide, also student and lecturer books for the subject of Fundamental Physics I. Each of SWS is

complemented a scaffolding step and consists of one, two, or three phenomena, also all of those will be

examined their effectiveness in the second year.

Keywords: hypothetical Physics learning model of causalitic, problem solving ability, instrument, and

scaffolding model of Student Work Sheet.

1. Introduction

The Process of Causality and Analytical Thinking or Process of Causalitic Thinking (PCT),

Causalitic = Causality and Analytical, in a standard forms proved couldincrease the Problem

Solving Ability (PSA) of the pre-service Physics teachers whichincludes the abilities of

understanding, selecting, differentiating, determining, applying,and identifying in the class of

fundamental Physics 1 (Rokhmat, 2013 and Rokhmat, et al., 2015). This fact is in line with the

summary of statements given by Paul & Elder (2003: 3), Amer (2005: 1-17), Zschunke (2000: 2),

Cohen (2000: vii), Parselle (n.d.),and Hamilton (2001: 36-44) that development of the process of

causality thinking will increase the PSA.The proof above resulted from a research, which produced

a hypothetical model of development of the PCT effectively predicted could increase the PSA of

the pre-service Physics teachers above. The hypothetical model is made based on analysis of the

results of implementation of the instruments of PCT of standard form, responses of the students and

lecturer of Physics, and good practices of students experiencing very significant increase in their

PSA after developed PCT in a Physics lecturing. The more effectiveness of hypothetical model

above which complemented by the scaffolding instruments is reasonable. This confidence is

because the standard model of the PCT development has given evidence that it could increase

student’s PSA in understanding, selecting, differentiating, determining, applying, and in

identifying. The increase of each element of the PSA in general happened for movement, Newton’s

law about movement, work and energy, linear momentum, and thermodynamics (Rokhmat, 2013

and Rokhmat, et al., 2015).

The Process of Causalitic Thinking (PCT) with the standard forms has a number of lacks.

These include: (1) Relative need a longer time; (2) The phenomena or problems of Physics used

more complex; (3) Lecturer has no time to discuss the subject; and (4) Most Student uses almost of

all of time to try to study in dept about the subject. The other lacks are related to preparation of

instruments and the strategy of implementation, such as: (1) The pattern of the instrument of PCT is

too general; (2) It was no preface-task; (3) The Physics phenomenon was not arranged in

scaffolding from the simple form up to the complex one; and (4) Division of students was done

homogenously [ibid].


ISBN 9786021570425 PHY-90

Hypothetical actions assumed useful to handle the lack above include: (1) Ask for the students

to do preface-task for facilitating them to understand the Physics subject in order they have an

adequate knowledge before develop the PCT in class learning; and (2) Increase the activity in PCT,

such as ask for the student to redo the PCT as a homework. While the two others are (3) Provide

instruments of PCT in scaffolding pattern and combine the complex phenomenon Physics with the

simple one; and (4) Division group of students heterogeneously, each group consists of the students

of low, moderate, and high grade [ibid].

This paper will discuss the instruments have been developed in this first year research to

support the hypothetical model of Physics learning based on the Process of Causalitic Thinking

(PCT). The instruments especially include the Preface Task (PT) (eleven set), Student Work Sheet

(SWS) (24 set), and two Practice Books (Lecturer and Student Books) and their characteristics. All

of the instruments is used in Fundamental Physics I lecturing which lades ten sub subjects, i.e.

measurement, kinematics one and two dimensions, rotation movement, Newton’s law about

movement, work and energy, linear momentum, gravity, thermodynamics, equilibrium of rigid

body, and fluid. However, for supporting the discussion of instruments developments this paper

also explain understanding of the Problem Solving Ability (PSA) and Process of Causalitic

Thinking (PCT).

2. Literature Review

2.1. Understanding of Problem Solving Ability (PSA)

We use many opinions about problem solving to derive the understanding of Problem

Solving Ability (PSA) (Rokhmat, 2015). Those include opinions of Marzano & Brown (2009),

Marzano and Kendall (2008) in Marzano & Brown (2009), also Isakses and Treffinger (1985) in

Amer (2005). In work of problem solving, Students need to use their knowledge to generate and

stanch their opinion (Marzano & Brown, 2009). Marzano and Kendall (2008) recommended seven

questions to encourage a problem solving. These questions refer to objective, obstacle, the way to

handle an obstacle, determining of the best solution, the real event, the compatibility of the result

and proposed solution, and/or the best way to change thought of the problem faced (Marzano &

Brown, 2009).

There are two approaches of problem solving, i.e. analytic and integrative. The proponents

of the first approach state that there is only one solution of a phenomenon. They are advisable to

develop a strategy based on analytical process to a situation then determine the cause and its

solution of the phenomenon. On the other hand, the proponents of the second one state that there

are many solutions of a phenomenon. Target of a problem solving is not only its solution but

include the process of learning. They are advisable to develop a no tight phenomenon. One or more

elements of its causes are changeable. We hope that the leaner of this approach be able to identify

all of the cause conditions and determine all of consequences or effects having possibility to occur

(Marquardt, 2004) in Rokhmat (2013) and Rokhmat et. al. (2015).

He also states four steps of learning which consists of two phases: (1) diagnostic and (2)

strategy and implementation. The first phase includes steps of understanding and framing of

phenomenon, also framing and formulating of objective while the second one includes the step of

developing and examining of a strategy, also getting action and reflection of the action [ibid].

Isakses and Treffinger (1985) in Amer (2005) stated six steps of creative problem solving.

These include finding of mess, data, problem, idea, solution, and finding an acceptance. They

enclose the steps into three main components, i.e. understanding the problem, generating an idea,

and planning an activity.

Based on the four paragraphs above we interpreted the problem solving as an ability of the

Students to use their knowledge in selecting and/or predicting deductively all of possible effects

when they solve a phenomenon having one or more causes, and an ability in identifying how the

causes can result in a determined effect. This Problem Solving Ability (PSA) has six indicators, i.e.

understanding, selecting, differentiating, determining, applying, and identifying. Understanding is

an ability to understand an idea of a problem. While, selecting is an ability to select and/or predict

all of possible effects can occur. Differentiating has meaning an ability to differentiate and select

which of causes can result in a determined effect. Determining is an ability to determine which of


ISBN 9786021570425 PHY-91

concept, principle, theory, and/or law of Physics useful for identifying one or more causes which

result in effect. While, applying has a meaning an ability to apply the concept, principle, theory,

and/or law of Physics to identify causes. The last, identifying is an ability to identify conditions of

causes so that they result in a determined effect.

2.2 Causality and Analytical Thinking

2.2.1. Understanding of Thinking

Thinking has eight elements that construct it. Those include generating objective, proposing

question, applying information, needing concept, making conclusion, making assumption,

generating understanding, and realizing a point of view. Every structure of these elements had a

special meaning. When we change objective it will affect the question and when we change

question it will encourage us to find new information, and so on finally a new point of view will

emerged (Paul & Elder, 2003) in Rokhmat (2013) and Rokhmat et. al. (2015).

2.2.2. Three Principles of Causality

One of philosophy approach about theory of causation is difference-making theory. It guides

an idea that the cause creates a difference in effect. Dickinson & Shanks (1995) in Gopnik &

Schulz (2007) stated that cause has to result in or at least change the possibility of effect. There are

two views of causality concept. The first states that causality includes two events in a series. One

cause in a series will be followed by effect (Lenzen, 1954). While the second one states that

causality includes two events simultaneously, i.e. cause and effect occur in the same time. Rokhmat

(2013) and Rokhmat et. al. (2015) stated that there are three principles of causality. The first states

that causality is reproduciblein a space and time. This argues that space and time are not the causes

of phenomenon to occur. An example of this when we do an experiment of Physics in a laboratory

and result in a conclusion so we will have the same conclusion when we do it in laboratory and

time which one of them or both are different. Second principle states that the same initial

conditions result in the same phenomenon series (Lenzen, 1954). The last one states that one event

of cause will produce event of effect and when the events are separated by space so they also have

to be separated by time needed by information to move from the location of cause to effect (Hill,

2011).

2.2.3. The Models of Causality Thinking

Refers to the ideas of Hill (2011) and Meder (2006) with a modification we have five models

of causality thinking which includes four basic models and one composite model. Those are: (1)

Simple Causality Model (SCM), (2) Divergent Causality Model (DCM), (3) Convergent Causality

Model (CCM), (4) Chain Causality Model (ChCM), and (5) Composite Causality Model (CoCM).

The chart of the four basic models is shown in Figure 1.

Figure 1 Four Basic Causality Models, (based on [15, 18] after be added by Simple

Causality Model (SCM)) (Rokhmat, 2013 and Rokhmat et. al., 2015).

(a) (d)

X

Y Z

Chain Causality

Model (ChCM)

X Y

Simple Causality

Model (SCM)

(b)

Z

Divergent Causality

Model (DCM)

X

Y

...

(c)

Convergent Causality

Model (CCM)

X

Z

Y

…


ISBN 9786021570425 PHY-92

Figure 1 shows a chart of the four basic causality models. The circles state variable of

events and the arrows indicate the direction of causality influence. Description of Figure 1: (a)

Simple Causality Model (SCM), one cause X influences one effect Y; (b) Divergent Causality

Model (DCM), one cause X influences two effects Y and Z or more; (c) Convergent Causality

Model (CCM), two causes X and Y or more separately influence one common effect Z; and (d)

Chain Causality Model (ChCM), an initial cause X influence an between-event Y which influence

the last effect Z. The fifth model is Composite Causality Model (CoCM). This model is at least as a

composite of the two of DCM, CCM, and/or ChCM (Rokhmat, 2013 and Rokhmat et. al., 2015).

2.2.4. Analytical Thinking

Rokhmat (2013) and Rokhmat et. al. (2015) stated that in Bloom taxonomy, analytical

thinking is a higher order thinking of category C-4 (analysis) (Marazano & Kendall, 2008).

Analytical thinking is a component of systemic and critical thinking. In addition, it is closely

related to creative thinking, i.e. that both are complementing each other (Amer, 2005). He defines

the analytical thinking as a tool of thinking strongly useful for understanding elements of a

phenomenon. He also defines it as: (1) An ability to investigate scrutiny, classify a fact and thought

into its strength and weakness; and (2) A development process of thinking capacity, the way to

differentiate, solve problem, analyze data, also to memorize and use information.

The basic idea of analytical thinking technique is make a handful of its elements, compare

them, makes a rank, selects the most valuable, and discards the remaining (Figure 2).

2.2.5. Indicators of Analytical Thinking and Understanding of Explanation

We determine indicator of analytical thinking based on some ideas from Paul & Elder

(2003), Zschunke (2000), Amer (2005), Cohen (2000), and Hamilton (2001), also relate it to ability

of causality and analytical thinking for supporting problem solving ability. The indicator

qualitatively is defined as an ability of Students to identify how the conditions of causes of every

phenomenon can result in a determined effect. We define explanation based on statements from

Kasser (2006) and Hempel in Kasser (2006) and relate it to explanation about facts and/or events in

Physics. An explanation is true when it is derived from fact, concept, principle, theory, and/or law

of Physics, also combined to the conditions of causes of a Physics problem or phenomenon.

2.2.6. Indicator of Causality and Analytical Thinking

The Students having ability in causality and analytical thinking are they who be able in cause

predicting, effect determining, and cause identifying. The three indicators as follow: (1) Cause

predicting is an ability to predict all components of causes in a phenomenon; (2) Effect determining

is an ability deductively to determine all effects having possibility to occur; and (3) Cause

identifying of cause is an ability to identify the conditions of all causes resulting in a determined

effect (Rokhmat, 2013 and Rokhmat et. al., 2015).

Figure 2 Analytical Thinking, Amer (2005) in Rokhmat (2013) and Rokhmat et al.

(2015)

Analytical Thinking Elements

List a

handful

Select one

best


ISBN 9786021570425 PHY-93

2.2.7. Relation between Causality Thinking, Analytical Thinking, and Problem Solving Ability

We have discussed that the indicator of causality thinking is an ability to analyze a

phenomenon into one or more components of causes and effects regarding to the five models of

causality thinking. An Analytical thinking will develop when Students arrange a number of the

causes and effects. Process of analyzing the phenomenon into its causes and effects needs an

understanding of its idea and objective, as well as a consideration and ability in analyzing

difference of the causes. Understanding, consideration, and ability of analyzing above are included

of the meaning of analytical thinking. Thus, ability of analytical thinking has a significant role to

the ability of causality thinking. This fact is in line with Paul & Elder (2003), Zschunke (2000),

Amer (2005), Cohen (2000), and Hamilton (2001) in (Rokhmat, 2013 and Rokhmat et. al., 2015).

Problem Solving Ability (PSA) has six indicators including understanding, selecting,

differentiating, determining, applying, and identifying. While, problem solving is interpreted as an

ability to use knowledge in deductively selecting and/or predicting all effects of a phenomenon and

in identifying how one or more causes result in a determined effect. The first three indicators are

derived from indicators of analytical thinking included from statements of Paul & Elder (2003),

Zschunke (2000), Amer (2005), Cohen (2000), and Hamilton (2001). While, the fourth and fifth

indicators support ability of Students when they are identifying the causes in which they have to

determine which concept, principle, theory, and/or law of Physics will be used as well as in

applying them (ibid).

Based on descriptions above it is clear that ability of causality and analytical thinking

supports the PSA. Causality thinking directly supports ability of Student in using their knowledge

to deductively select and/or predict all possible effects in a phenomenon. While, analytical thinking

supports Students in identifying how causes can result in a determined effect. Thus, it is proved that

Causality and Analytical Thinking so support the PSA (ibid).

3. Research Method

Sample of this research was the Students of Physics Educational Program joining to class

of Fundamental Physics I in one of University in Mataram of year 2015/2016. The sample

consisted of 49 Students, 39 female and 10 male. For the need of validation of the research

instruments, they were asked for fulfilling three sets of attitude scale about Preface-Task (PT) and

Student Work Sheet (SWS), also about two Practice Books (PB) including Lecturer and Student

Books. The results of the attitude scales are used as the base of perfecting the instruments. This

research is a multi-years research (three years) which uses mixed method modified from Embedded

Design (Creswell & Clark, 2007). We choose model of embedded experimental with two-phase

approachment. This method consists of two main processes: (1) Quantitative accompanied by

qualitative embedded in the quantitative process; and (2) Process of interpretation based on the

results of the process (1). In the first year, this research aims to produce three main instruments,

those are PT, SWS, and PB (Lecturer and Student Book). Next, in second year the three main

instruments will be implemented and its results be used as the base of a learning model of

“causalitic”. While, in the last years, will be arranged a physics textbook based on the Process of

Causality and Analytical Thinking or Process of Causalitic Thinking (PCT) for lecturing of

Fundamental Physics 1 (Figure 1).


The results of this research include all of the instruments of the Process of Causalitic Thinking

(PCT). However, this paper will more emphasize to discuss the characteristic Preface Task (PT),

Student Work Sheet (SWS), Practice Book (Lecturer and Student Book) as the main instruments

for the PCT and to discuss a hypothetical strategy of its implementation so predicted can increase

Students Problem Solving Ability (PSA) including the ability to understand, select, differentiate,

determine, apply, and to identify. The number of those instruments respectively is eleven, 24, and

two set and all of those lades Physics sub subject measurement, kinematics one and two

dimensions, rotation movement, Newton’s law about movement, work and energy, linear

momentum, gravity, thermodynamics, equilibrium of rigid body, and fluid which are joined in

Fundamental Physics I lecturing.


ISBN 9786021570425 PHY-94

4.1 Characteristic of Preface Task (PT)

4.1.1. Characteristic of Preface Task

Preface task (PT) is designed to facilitate Students in having conceptions of the subject matter

of Fundamental Physics I. Those concepts include the ten sub subjects above. Target of the PT is

that Students developing their knowledge about the concepts expected useful for solving Physics

phenomena in the class learning. There are eleven PT having been arranged in the first year of this

research. In exception, the sub subject of movement of one and two dimension (has two PT), each

of the PT lades one subject matter so total number of PT is eleven. Each Preface task (PT) consists

of four to six problems and most of every problem has sub-problems. The problems in the PT are

designed structurally so they guide the student in effort to understanding the related concept. It

starts from the terminologies usually used in the concept, its understanding, up to its

implementation in daily life.

4.1.2. Implementation Strategy of PT

Each Preface task (PT) is given to Student one or more days before developing Problem

Solving Ability (PSA) through solving every problem on Student Work Sheet (SWS). The PT must

be done by every Student and only university textbooks be permitted as its reference. The use of the

book is aimed to avoid in using of Physics books being discuss its concept shallowly. Although

they are recommended to do the problems cooperatively, every Student has to make its report

individually. This strategy aims to assure that every Student experience the learning process so it

has a possibility they have knowledge about the concept before join to class learning.

4.2. Characteristic of Student Work Sheet (SWS) Rokhmat (2013) and Rokhmat et. al. (2015) state that the Student Work Sheet (SWS) is

designed to facilitate the students in developing a Problem Solving Ability (PSA) through Process

of Causalitic Thinking (PCT) when they solve Physics problems or phenomena, causalitic is

abbreviation of causality and analytic. The process consists of predictions causes and

determinations effects having possibility to happen. The causes and effects are placed into causality

table so form one causal model, such as Simple Causal Model (SCM), Divergent Causal Model

(DCM), Convergent Causal Model (CCM), Chain Causal Model (ChCM), or Composite Causal

Model (CoCM). Whereas, the process of analytical thinking develop when Student identify how the

conditions of causes so can result in each effect.

The SWS consist of five main parts, those are instruction, sample of the five forms of

causal table, Physics phenomena, blank of general causality table, and blank of cause identification

for each effect. In general, there are two Physics phenomena in each SWS, which are arranged from

the phenomenon with high level of assistance phases up to the low one. Phenomenon without any

assistance phase is called as the standard formed phenomenon.

Most Physics phenomenon in each Student Work Sheet (SWS) consists of two sorts,

standard and scaffolding forms. The standard form have no assistance phase in the cause prediction,

effect determination, and in the cause identification so that the student stands alone in the PCT. The

scaffolding one is designed with assistance phases. The phases include writing one or some of all

causes, effects, and/or cause identifications. While, the students must complement to write the other

causes and/or effects in the causality table and write the other identifications. The amount of the

causes, effects, and/or identifications already written in the SWS depends on in what level the

assistance phases we want to design.


ISBN 9786021570425 PHY-95

4.2.1. Physics Phenomenon in Scaffolding SWS

Rokhmat (2013) and Rokhmat et. al. (2015) state that there are eight levels of assistance

phases for the phenomenon in scaffolding SWS. The level is determined by how many the

assistance phase is given. The SWS of scaffolding level-1 is named for it when one of the causes

and effects or more (not all) is written in its causal table while the number of all effects is known

yet. Scaffolding level-2 is the name of the SWS being similar to the level-1 but in this level one or

Year I

Figure 1 The Phases of Research with The Model Modified from Embedded Experimental

Two-Phase (Creswell & Clark, 2007)

Year II

Year III

Initial

Study

Filling of

Attitude

Scale &

Interview

Post-

Test Pre-

Test

Observation

Interpretatio

n of Result

of Data

Analysis

QUAN(qual)

with Output

Fixed

Learning

Model based

on PCT

Observation

Validatio

n

Output:

Model of 10

Pre-Tasts, 20

SWSs, &

Practice

Books for

Hyphotetical

Physics

Learning

Model Based

on PCT

Development

of 10 Pre-

Tasts, 20

SWSs, &

Practice Books

Analysis

of Subject

Implementation of Hypothetical

PCT Learning Model Widely

Development of Causalitic

Learning Model

Filling of

Attitude

Scale &

Interview

Post-

Test Pre-

Test

Interpretation

of Result of

Data Analysis

QUAN(qual)

with Output

PCT Textbook

for Lecturing

of

Fundamental

Physics 1

Development PCT Text Book

Implementation of

the PCT Textbook


ISBN 9786021570425 PHY-96

more identification is written. The scaffolding level-3 and 4 respectively similar to the level-1 and

level-2 but in these levels the number of all possible effects be informed.

The scaffolding level-5 is the name of the SWS when all of causes and/or effects is written in

its causality table without any identification. While the scaffolding level-6 similar to the level-5 but

one or more cause identification is written. The two last, scaffolding level-7 and level-8

respectively similar to the level-3 and level-4 but these levels especially used only for the causal

model of chain.

4.2.2. Characteristic ofPhysics Phenomenon in SWS

Phenomenon of Physics used in the SWS has special characteristic. One cause or more in the

phenomenon is designed as a variable so it can have more than one possible value. Fixed value of

each cause will result in one effect. Each different value of the variable cause produces special

combination of the cause condition so that the number its combinations results in the same number

of effects. Thus, the phenomenon of Physics used in these SWS possible to have several effects and

its number of effects is the same as the number of the possible cause combination.

4.2.3. The SWS Developed in This Research

Total number of Student Work Sheet (SWS) has been developed in this first research is 24

set. For the ten sub subject laded in Fundamental Physics I lecturing as mentioned in part of result

and discussion of this paper, respectively is designed as many as one, four, two, five, and two for

each of other six sub subjects. The SWS has one and three Physics phenomena (respectively in

second and first SWS for Newton’s law about movement) while the 22 others each SWS has two

Physics phenomena. In general, the phenomena have Composite Causal Model (CoCM) but one of

them has Chain Causal Model (ChCM) such as the first SWS for Newton’s law about movement.

4.2.4. Strategy of Implementation of PCT Student Work Sheet (SWS)

Strategy of SWS implementation aims to increase the effectiveness of Physics learning in

understanding concept and its implementation to quantification problems. The strategy is especially

to make learning be shorter in time, use scaffolding phenomenon, lecturer has time to discuss, and

student more ready to develop PCT. The strategy includes (1) Ask for the students to do preface

task for facilitating them to understanding the Physics concept in order they have an adequate

knowledge before; (2) Increase activity in PCT, such as ask for student redo PCT in SWS as a

homework; (3) Reduce the number of phenomena in each SWS from four items to be one, two, or

three items; (4) Provide instruments of PCT in scaffolding pattern and combine the complex

phenomenon Physics with the simple one; and (4) Division group of students heterogeneously so

each group consists of the students of low, moderate, and high grade.

4.3. Practice Books Based on PCT Practice book as part of learning instruments supporting the development of Problem Solving

Ability (PSA) through Process of Causalitic Thinking (PCT). This consists of two, lecturer and

Student books. Lecturer book is designed with aim to guide any lecturer in conducting Physics

learning based on this PCT while Student book is used to guide Student to increase their PSA

through PCT. Recently these books are designed for lecturing of Fundamental Physics I with ten

sub subjects as mentioned in the part of result and discussion above.

4.3.1. Lecturer Practice Book This book lades all Pre-service Task (PT) and Student Work Sheet (SWS) facilitating student

in developing their Problem Solving Ability (PSA) through Process of Causalitic Thinking (PCT).

It is designed especially for guiding lecturer as the user of this book in conducting a lecturing based

on PCT. Moreover, it is complemented three main parts other, that is (1) standard and basic of

competences, (2) discussion, and (3) information kinds of PSA having possibility to be developed

when implement the instruments. Standard and basic competences be a guide so lecturer what

competences should students have after finishing their lecturing. In addition, these competences

also underlain lecturer when he develops evaluation instruments. Part of discussion is used to

inform the user of this book about advanced explanation of concept and if it is possible this part


ISBN 9786021570425 PHY-97

also present the concept graphically. Secondly, this part discusses what should we do to implement

the concepts in a quantification problem. Finally, the last section, present some examples the PSA

possible be developed related to the phenomena being in the SWS.

4.3.2. Student Practice Book Student practice book is a collection of all Pre-service Task (PT) and Student Work Sheet (SWS)

being used to abridging Student in their learning through PCT. The book remains completed by

discussion to advanced concept and facilitate Student how implement the concept into

quantification problem. Different from the first book, it has no information about what PSA

possible be developed regarding implementation of the SWS.

5. Conclusion

It has developed a number of instruments of hypothetical Physics learning model based on process

of causalitik (causality and analytic) thinking which predicted will increase problem solving ability

of pre-service teacher. The instruments consisting of eleven Preface Tasks (PT), 24 Student Work

Sheet (SWS), and practice books including lecturer and student practice books. All of PT and SWS

lade sub subject of measurement, kinematics one and two dimensions, rotation movement,

Newton’s law about movement, work and energy, linear momentum, gravity, thermodynamics,

equilibrium of rigid body, and fluid which are joined in Fundamental Physics I lecturing.

Acknowledgements

We gratefully acknowledge the staff leader of ministry of research, technology, and High

Education of Indonesia who has supported financially, research institution, and all staff leader in

Mataram University who have permitted us to do my research project so finally this research could

be conducted. We also acknowledge our family who have fully supported us in finishing this

research and writing this paper. In addition, we appreciate all of help given by our colleague,

especially all of Physics education lecturer and all first year Physics education Students of year

2015/2016 so we could do this project fluently.

References

Amer, A., (2005). Analytical Thinking. Cairo: Center of Advancenent of Postgraduate Studies and

Research in Engineering Sciences, Cairo University (CAPSCU), 1-14.

Baser, M., (2006). “Fostering Conceptual Change by Cognitive Conflict Based Instruction on

Students’Understanding of Heat and Temperature Concepts”. Eurasia Journal of Mathematics,

Science and Technology Education, 2 (2), Juli, 96-108.

Cohen, G., A., (2000). Karl Marx’s Theory of History. US: Princenton University Press; OK:

Oxford University Press, vii.

Creswell, J. W. & Clark, V. L. P., (2007). Mixed Methods Research. USA: Sage Publications, Inc.,

67–71.

Dori, Y. J. & Belcher, J., (2004). “Improving Students’ Understanding of Electromagnetism

through Visualizations — A Large Scale Study”. NARST: the National Association for

Research in Science Teaching Conference, no page.

Dykstra, D. I. & Sweet, D. R., (2009). “Conceptual Development about Motion and Force in

Elementary and Middle School Students”. American Association of Physics Teachers, Am. J.

Phys. 77(5), May, 468-476.

Escudero, C., Moreira, A. M., & Caballero, C., (2009). “A research on undergraduate

Students’conceptualizations of physics notions related to non-sliding rotational motion”. Lat.

Am. I Phys. Educ. 3 (1), Januari, 1-7.

Gopnik, A. & Schulz, L., (2007). Causal Learning; Psychology, Philosophy, and Computation.

New York: Oxford University Press, Inc., 86-94.

Hake, R., (2007). “Six Lessons From The Physics Education Reform Effort”. Latin American

Journal of Physics Education 1, (1), September, 24-27.

Hake, R., (1999). Analyzing Change/Gain Scorees. [online]. Tersedia:

http://www.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf. [5 Pebruari 2011].


ISBN 9786021570425 PHY-98

Hamilton, A., (2001). Managing Subjects for Success. London: Albert Hamilton and Thomas

Telford Limited, 36-44.

Hill, S. E., (2011). “Reanalyzing the Ampere-Maxwell Law”. AAPT Physics Education, The

Physics Teacher. Redlands, CA: University of Redlands, 49, September, 343-345.

Hung, W. & Jonassen, D. H., (2006). “Conceptual Understanding & Causal Reasoning in

Physics”. International Journal of Science Education, 28 (13), Oktober, 1601-1621.

Kasser J. L., (2006). ). Philosophy of Science, part 2 of 3. USA: The Theaching Company, 92-126.2

Lenzen, V. F., (1954). Causality In Natural Science. USA: Charles C Thomas Publisher Springfield

Illinois, 2-27.

Marquardt, M. J., (2004). Optimizing the power of Action Learning: Solving Problem and Building

Leaders in Real Time. California: Davies-Black Publishing, 91-103.

Marzano, R. J. & Brown, J. L., (2009). A Handbook For The Art and Science of Teaching. USA:

ASCD, 134-135.

Marzano, R. J. & Kendall, J. S., (2008). Designing & Assessing Educational Objectives: Applying

the New Taxonomy. USA: Corwin Press, 3.

Mataram University (2011). Guide of Education Organization in Mataram University. Mataram

University Press.

Meder, B., (2006). Seeing versus Doing: Causal Bayes Nets as Psychological Models of Causal

Reasoning, Dissertation, zur Erlangung des Doktorgrades der Mathematisch-

Naturwisshensclaftlichen Fakultaten- Universitat zu Gottingen, 31.

Obaidat, I. & Malkawi, E., (2009). “The Grasp of Physics Concepts of Motion: Identifying

Particular Patterns in Students’ Thinking”. Georgia Southern University: International Journal

for the Scholarship of Teaching and Learning, 3 (1), Januari, 11-12.

Parselle, C., (tanpa tahun). Analytical / Intuitive Thinking. Google, Home: Reference and

Education, Psychology.

Podolefsky, N., (2004). The Use of Analogy in Physics Learning and Instruction. University of

Colorado.

Rasagama, I. G., (2011). Pengembangan Program Perkuliahan Fisika untuk Meningkatkan

Kemampuan Menganalisis dan Mengkreasi Mahasiswa Teknik Konversi Energi Politeknik.

Disertasi Doktor pada Pendidikan IPA. Universitas Pendidikan Indonesia: tidak diterbitkan.

Riduwan dan Kuncoro E. A. (2011). Cara Menggunakan dan Memakai Path Analysis, Bandung:

CV Alfabeta, 20-22.

Rokhmat, (2013). Peningkatan Kemampuan Pemecahan Masalah Mahasiswa Calon Guru Fisika

melalui Berpikir Kausalitas dan Analitik. Disertasi Doktor pada Pendidikan IPA. Universitas

Pendidikan Indonesia: tidak diterbitkan.

Rokhmat, J., (2014). Penggunaan Paradigma Gaya-Reaksi dan Pendekatan Analogi untuk

Meningkatkan Pemahaman Konsep Gaya Gesek bagi Mahasiswa Calon Guru Fisika (Studi

Kasus Perkuliahan Fisika Dasar I). Journal Pijar MIPA, Vol IX No. 2, September 56-61.

Rokhmat at al. (2015). The Increase of Student Problem Solving Ability in Friction Force Concept

through Implementation of Causality and Analytical Thinking. American Journal of Physics

(in process).

Suharsaputra, U. (2012). Metode Penelitian, Kuantitatif, Kualitatif, dan Tindakan. Bandung: PT

Refika Aditama, 82-84, 161.

Yürük, N. (2007). “A Case Study of One Student’s Metaconceptual Processes and the Changes in

Her Alternative Conceptions of Force and Motion”. Eurasia Journal of Mathematics, Science

& Technology Education, 3 (4), 305-325. Turkey: Gaɀi Universitesi.

Zschunke, A., (2000). Reference Materials in Analytical Chemistry. Germany: Springer Verlag

Berlin Heidelberg, 2.

Web sites:

Web-1: http://www.criticalthinking.org consulted 11 Agt. 2011, 3-15 & 42. Paul, R. & Elder, L.,

(2003). The Foundations of Analytic Thinking: The Elements of Thinking and The Standards

They Must Meet, Second edition.


ISBN 9786021570425 PHY-99

OPE-3 Device Development of Physics Learning with Scientific

Approach and the 5E (Engage, Explore, Explain, Elaborate, Evaluate) Learning Cycle Model to Increase

Student’s Life Skills

Hikmawati1*

, Joni Rokhmat1, and Sutrio

1

1*

Mataram University, West Nusa Tenggara, Indonesia, [email protected]

Abstract-The purposes of this research are: 1) to develop a physics learning device with scientific approach

and the 5E (Engage, Explore, Explain, Elaborate, Evaluate) learning cycle model; and 2) to test the

effectiveness of the learning physics device with a scientific approach and the 5E learning cycle model in an

effort to improve students' life skills. Physics learning device developed consists of: Syllabus, Lesson Plans,

Subject Matter Book, Student Experiment Sheet, Three Dimensional Media, and Student Achievement Test

integrated with life skills. Device development model used is the Four D model (Define, Design, Develop,

and Disseminate). Define phase aims to establish and define the requirements that are needed in the learning

based on the needs analysis, analysis of student, task analysis, analysis of the concept, and the formulation of

learning objectives. Design phase aims to design learning device prototype. Develop phase aims to produce

learning device which has been revised based on input from the validator. Disseminate aims at the

implementation stage of the learning in the classroom. The phase of Define, Design, and Develop were

implemented in the first year, while the Disseminate phase will be conducted in the second year. The score of

Validator assessment of the learning device is in the range 1 to 4. The Validator provides an average score of

3, which means that the quality of learning device fit to use because it is in a good criteria and slightly

revised.

Keywords: learning cycle, life skills.

1. Introduction Students life skills in senior high school such as private Madrasah Aliyah (MA) incorporated

in Rayon 03 West Lombok is still relatively low when compared with provincial and national. It

can be seen from the percentage of mastery of the Physics material matter at National Examination

in the Academic Year 2009/2010under 60% is still quite a lot (Jufri, et al., 2013), as shown in the

following table.

Table 1.Percentage of mastery of the Physics material matter at National Examination

Numbers

Matter

Ability Tested Rayon Provincial National

4 Calculating the value of the motion system

objects in images associated with a strap on a flat,

smooth

55.75 70.35 81.02

7 Analyze the relationship between magnitudes

associated with rotational motion

0.00 2.84 55.42

11 Determine quantities related to the law of

conservation of mechanical energy

11.95 45.73 68.36

25 Comparing the Coulomb force a distance of 1

charge be changed with another charge

12.39 32.82 43.29

36 Calculating the electron energy changes

experienced excitation of the data necessary

53.98 80.31 81.08

40 Identify the benefits of radioisotopes in the life of

the types of radioactive materials

11.06 24.83 34.73



ISBN 9786021570425 PHY-100

Based on the interview with the Chairman of the Working Group Madrasah 2 West Lombok

stated that the implementation of the scientific approach as expected has not been fully

implemented by teachers in all subjects so that it becomes one of the causes of the low quality of

education and the nation's competitiveness.Remarks Chairman of the Working Group Madrasah is

reinforced by the results of the analysis IbM Program Team, Jufri, et al. (2013) on the ability of

teachers in Science (Biology, Physics and Chemistry) in designing innovative learning tools based

lesson study before being given the training needed to be improved.The ability of teachers in

designing learning device associated with the level of scientific literacy and inquiry of the teachers

concerned. Jufri&Hikmawati (2012) found that the level of scientific literacy (46%) and inquiry

(59%) of teachers teaching science in Lombok is still relatively low.

The foregoing is certainly a problem of education that needs to be addressed by the parties

concerned, including universities. The research activities on the development of the learning device

physics with scientific approach and the 5E (Engagement, Exploration, Explanation, Elaboration,

Evaluation) learning cycle model is one of the things that can be done in an effort to improve the

life skills of students in private Madrasah Aliyah West Lombok.

The purpose of this study is to contribute directly to the improvement of the quality of

education through improvement of process quality and learning outcomes physics Madrasah Aliyah

in Madrasah Working Group 2 West Lombok. The specific objectives of this study are as follows:

(1) Develop a learning device physics with a scientific approach and 5E learning cycle model

consisting of: syllabus, lesson plans, books Topic, Student Worksheet, Media Three Dimensional,

and test results are integrated with the learning of life skills; (2) Test the effectiveness of the

learning device physics with a scientific approach and 5E learning cycle model in Madrasah Aliyah

contained in Madrasah Working Group 2 West Lombok.

2. Research Methods

The development of learning tools model in this study using a model four-D (Define, Design,

Develop, Disseminate) as suggested by Thiagarajan, Semmel, and Semmel in Trianto (2008) and

Ibrahim (2003). Define phase aims to establish and define the conditions needed for learning is

determined on a needs analysis, analysis of student, task analysis, analysis of the concept, the

formulation of learning objectives. Design phase aims to design prototype learning device to

perform the preparation of lesson plans, selection Book format Topic and Student Worksheet,

media visual three-dimensional models, and test results are integrated with the learning of life

skills. Develop phase aims to produce learning tools which have been revised based on input from

the validator. Disseminate aimed at the implementation stage of the learning in the classroom.

Phase Define, Design, and Development was implemented in the first year, whereas

Dessiminate phase will be conducted in the second year. The study design to test the effectiveness

of the device in the second year uses one group pretest-posttest design because it only uses a single

group without a comparison group (Arikunto, 2006).The first step measurement as the initial test,

then subjected to treatment in a given period of time, then performed the final test. The application

of classroom learning tools will be done in Madrasah Aliyah Class X contained in Madrasah

Working Group 2 West Lombok. This design was chosen because according to the research

objectives as previously described. But it must be acknowledged that the study design like this still

has weaknesses, especially in terms of testing the influence of the independent variable (the

learning device physics with a scientific approach and 5E learning cycle model) on the dependent

variable (life skills).It is caused by the disuse of the control group. To reduce the weakness, in this

study carefully analyzed aspects of the sensitivity of the items obtained from the students' initial

test and final test.

The sensitivity of a test is the test's ability to measure the effect of learning. In other words, a

matter which sensitivitis means the matter can provide information that the measurement result is a

result of the learning is done (Ibrahim, 2005).Analysis completeness or achievement expressed as a

percentage of student learning that individual completeness Percentage (Pindividual) and classical

completeness (PKlasikal). Assessment activities carried out by observing the class each time face to

face. Observations were made by two observers, observations were made every 2 minutes. Based

on the average assessment of two observers to each category observed, for each Learning


ISBN 9786021570425 PHY-101

Implementation Plan will be determined percentage (P). Assessment of the feasibility study using a

scientific approach and 5E learning cycle model is done each time face to face by two observers.

Criteria for each phase in the syntax in question is implemented and not implemented, then

expressed in figure 1 with the lowest score and the highest score 4. From the scores are calculated

percentage. Neither the student response, will be analyzed by descriptive quantitative

percentage.Developed learning tools fit for use if the quality of lesson plans, books Topic, Student

Worksheet, media three-dimensional model of teaching and learning are test results in both

categories. Implementation of effective learning device is said to support learning activities if the

enforceability of lesson plans, student activities, student responses, and student learning outcomes

categorized either.

3. Discussion 3.1 Scientific Approach

Scientific approach in learning includes observing, ask, reasoning, tried, forming networks for

all subjects. The learning process with this approach touches three domains, namely: attitude,

knowledge, and skills so that the learning outcomes of students who gave birth to a productive,

creative, innovative, and affective through the strengthening of attitudes, skills and knowledge are

integrated.The realm of attitudes include the transformation of a substance or teaching materials

that the students "know why." Realm of skills include the transformation of a substance or teaching

materials that the students "know how". The realm of knowledge include the transformation of

substance or teaching materials that the students "know what it is." The end result is an increase

and balance between the ability to be a good man (soft skills) and people who have the skills and

knowledge to live a decent (hard skills) of the participants learners that includes aspects of

competence attitudes, knowledge, and skills (Kemendikbud, 2013).

Ibnu (2014) argues that the purpose of the curriculum to pursue the adequacy of material

facing the National Examination Schools / Madrasah and the policies of the lack of proper

education authority gave a large contribution to the development of unfavorable conditions skill

development (scientific approach) in students. Widespread public perception of the success of

education is also already one.Parents are more likely to respect and pride when her son honored

ranks in the classroom, school and even the region than on the skills their children to practice the

scientific approach and process skills. It educates children if necessary to take shortcuts to achieve

mastery of teaching materials without a good learning process. Ibnu suggest that students should be

familiarized with the scientific process skills and independence in learning.

Learning tools developed in this study is an effort to improve the life skills through the

application process skills approach to learning. The use of student worksheets and three-

dimensional media in this study is expected to increase the activity of students in the experiment to

prove to yourself the truth of the theory contained in Dynamic Electrical material. Student

worksheets can train students to make hypotheses, conduct experiments, collect data, analyze data,

and make conclusions.

3.2 The 5E Learning Cycle Model According to Bass, et al, (2009), a cycle of learning (learning cycle) was first developed by

Robert Karplus in 1960 in the program the Science Curriculum Improvement Study (SCIs).

Learning cycle consists of three phases: discovery, invention concept, and concept application. In

1989, developed into the learning cycle model 5E model by the Biological Sciences Curriculum

Study. Phase 5E learning cycle model adapted from Bass, et al, (2009) is as follows.


ISBN 9786021570425 PHY-102

Table 2. Learning Phase in 5E Learning Cycle Model

Phase Student Activity

Engage Asking questions about objects, living beings, or the events of daily

life.

Explore Plan and conduct simple research to collect relevant data.

Explain Using the data and scientific knowledge to explain his understanding.

Elaborate Develop strategies, concepts, principles, and understanding towards

new issues and questions.

Evaluate Demonstrate the knowledge, understanding and skills using inquiry

strategies through formal and informal formative assessment.

Lesson plan using 5E learning cycle model for the subject matter: potential difference, emf

source, and the electric current requires the allocation of a 2-hour lesson (90 minutes). The purpose

of learning is after conducting the demonstration, experiment, question and answer, and discussion,

students can:

1. Explain the difference electromotive force (emf) and voltage clamp

2. Describe the source of electromotive force (emf)

3. Explain the concept of electric current

4. Assembling simple electric circuit

5. Describe the relationship chart strong electric current and potential difference

6. Formulate relations potential difference with the electrical current in the conductor ohmic

7. Applying current concepts to solve problems related

The following activities are carried out at every stages of 5E learning cycle model for Dynamic

Electrical material.

Table 3. Application of 5E learning cycle model for dynamic electrical material Time Allocation Stages Activity

Introduction (10

minutes)

Engage Students begin learning to pray

Students observe a simple circuit, in the form of batteries,

connecting cables, and lamps. Then students watched

demonstrations shown by the teacher. Teacher asks: 1) "why the

lights can be lit?" Answer: because there is no electricity; 2) "why

can appear an electric current?" The answer: because there are

battery; 3) "why the battery can generate an electric current?" The

answer: because no potential difference between the poles of the

battery; 4) What is the relationship potential difference and electric

current?

Teachers express purpose of learning today

Core activities (70

minutes)

Explore Students observe the demonstration 1 (in the teaching materials) on

the source of the electromotive force (emf). After that the students

do questions and answers related to the demonstration to

understand the concept of emf source. Guided by the teacher

through the questions, the students also understand the concept of

electromotive force (potential difference)

Furthermore, students are directed to understand the concept of

electric current with a question and answer technique. Students are

given the problem: what is the relationship strong electric current

and potential difference?

Students are divided into 8 groups, each group consisting of 4 to 5

students. Students perform experiments on the relationship

potential difference and electric current in a closed circuit loop (no

on teaching materials) with the help of Student Worksheet 1. For

students doing experiments, the teacher directs and conduct

performance appraisal

Explain Students discuss with the group about the experimental results

obtained, ie the relationship potential difference and strong


ISBN 9786021570425 PHY-103

electrical currents they earn

One representative group of students presented the results of

experiments they earn. Another group to give feedback and

comments. During the class discussion, the teacher gives a

correction to the draft obtained by students

Elaborate Students are given the strengthening of the concept of potential

difference, a source of electromotive force (emf), as well as electric

current

End activities (10

minutes)

Evaluate Student learning is directed in order to conclude today. Expected

conclusion is: the ohmic conductor, the potential difference

comparison with a strong electric current is constant. This

statement represents a decline of Ohm's Law

Students answer questions reflection of the teacher to determine the

extent to which students understand the lesson today

Students are given homework to make an article about the sources

of emf often they encounter in everyday life

Research Lawson (2001) found that the learning cycle model has proven effective in helping

students form concepts and conceptual systems and develop a pattern of reasoning that is more

effective, especially because it allows students to use reasoning (if / then / as it is) to test their ideas

could participate in the process of knowledge construction. Usmiatiningsih research results (2013)

show that the learning of physics in the subject matter of Light with 5E model is able to develop

critical thinking skills and students' attitudes toward science. Students can formulate the problem,

observing, analyzing, presenting the results, and communicate the results of the work in class

discussions.Hikmawati (2015) concluded that the application of the learning cycle model 5-E

(Engage, Explore, Explain, Elaborate, Evaluate) in the learning of physics is an effort that can be

used by teachers to achieve the expected goals. Based on the research of experts and observers of

education, this model can develop students' life skills, in addition, learning cycle model can also be

applied at every level of education from primary school level, secondary, and college students.

3.3 Life Skills World Health Organization (WHO) in Khera and Khosla (2012) defines life skills as the ability

for adaptive and positive behavior that enable individuals to deal effectively with the demands and

challenges of everyday life. Further explained that the United Nations International Children's

Emergency Fund (UNICEF) defines life skills as changes in behavior or behavioral development

approach designed to address the balance of three areas: knowledge, attitudes and skills. In other

words, life skills are skills necessary for successful living.

Life skills is a skill that must be owned by the students (learners) to dare to face the problems

of life and living naturally without feeling pressured, then proactively and creatively search for and

find a solution so that they can overcome them. Life skills consist of General life skills and Specific

life skills. General life skills consisting of personal and social skills, while the life skills that are

specific comprised of academic and vocational skills. According to Anwar (2006), life skills is one

of the key words in the development of a good education in the nuances of academic education

(academic skills) and education which is vocational (vocational skills).

Life skills-oriented education program through a broad-based approach or are known as the

Broad Base Education is very possible to be implemented on any type and level of education. In

addition the system does not change the existing curriculum, this program does not add to the

burden of new subjects, but only change the orientation of the learning program (BBE Team,

2012).According Mugambi&Muthui (2013) argues that the curriculum of life skills plays a major

role in allowing students to use the knowledge, attitudes and values into capability on what to do

and how to do it. Some of the factors that affect the implementation of the curriculum of life skills,

namely: teaching approaches, lack of conceptualization of life skills, human resources are limited,

lack of supervision, teacher preparation is still lacking, a lack of choice of strategies and learning,

limited use of learning resources, assessment methods were bad, and negative attitudes of students


ISBN 9786021570425 PHY-104

towards life skills. Implementation of Life Skills Education depends mainly on the competence of

teachers on the other hand also influenced by extrinsic factors.

In this research, the development of the learning device physics approach to scientific and

learning cycle model 5E intended to enhance students' life skills Madrasah Aliyah in Madrasah

Working Group 2 West Lombok especially their academic (thinking skills and cognitive learning

outcomes) and social skills (ability to cooperate and communicate oral and written).

3.4 Results Learning tools developed in this study is a prototype learning device physics with a scientific

approach and 5E learning cycle model in an effort to improve the life skills of students in

secondary schools. Learning tools developed in this physics lesson consists of 6 components,

namely the syllabus, lesson plans, books Topic, Student Worksheet, Media Three Dimensional, and

test results for the material Electric Dynamic Learning to Competency Standards: Applying the

concept electricity in a variety of problem solving and technology products. Basic Competency for

standards of competence are as follows: 1) Formulating electrical quantities simple closed circuit

(one loop); 2) Identifying the application of electric AC and DC in everyday life; 3) Using the

electrical measuring devices.

Table 4. Note from the Validator on Learning Tool No Component Note

1 syllabus Consistency in writing Student Worksheet (LKS) or Student

Experiments Sheets (LES)

2 lesson plans Stages is good, but to write a meeting just hours after meeting

writing to 1, 2, 3, and so on (do not need to be sorted to the bottom)

For teaching materials, simply write its subject matter alone, while

the description is imprinted on the material Books Topic

In the teaching and learning activities, to stage E1, unnecessary to

mention the desired answer for the question serves as motivation. In

the E1 phase, the teacher presents the objectives of learning, instead

of delivering learning. For E1, to consider ways of writing from the

beginning to the last, to be consistent.

3 books Topic For an introduction to the tools that will be used in the experiment

is added in the learning material, so that at the time of the trials was

too dangerous and display Student Worksheet not too much (can

make students become bored)

At the time of presenting the material, teachers can use the method

of demonstration

4 Media Three

Dimensional The components and procedures are adequate to support device for

use in research

Some editors and instructions should be made more operational

5 Student

WorkSheet Display Worksheet Students should not be too much so as not

boring students

To introduce experimental tools to students, teachers can use when

learning demonstration

The purpose of the Student Worksheet must be specific, do not use

the word understand or know, but the use of the verb operational

6 Test Results

Learning Add instructions do problem

The option of choice, do not use capital letters when the sentence

ends do not matter a question mark or exclamation mark

Option "all right" or "all wrong" should be replaced with "a and b"

or "a, b, and c true"

Score Validator assessment of the learning device (syllabus, lesson plans, books Topic, Media

Three Dimensional, Student Worksheet and test results are integrated with the learning of life

skills) are in the range 1 to 4. Validator giving an average score of 3 means that the quality of

learning tools developed fit for use because it is in a good and slightly revised criteria. Validator

learning tool in the study are experts in the field of Physical Education, especially learning device,


ISBN 9786021570425 PHY-105

namely: Dra. Hj. HaerunisyahSahidu, M.Pd. and Dr.Gunawan, S.Pd.,M.Pd.Here are some notes

from the validator of learning tools that have been developed.

Here are some of the media three-dimensional documentation that has been developed in this

research, about Ohm's Law and Kirchhoff's Law.

(a) Experiment board Ohm's Law (b) Experiment board Kirchhoff's Law

Figure 1.Media three-dimensional

Three-dimensional media that have been developed in this research have been published under

the title: “Pendekatan Saintifik dan Media Tiga Dimensi” and has the ISBN number: 978-979-

1025-94-2. Here's the cover of the book in question.

Figure 2. Book Cover

Media three-dimensional as one type of learning media can be a model, namely the artificial

three-dimensional of some real object that is too big, too far, too small, too expensive, too little, or

too complicated to be brought into the classroom and students are learning in the form original.

Some three-dimensional media are discussed in this book is the media three-dimensional refractive

index, the pinhole camera, a long expansion, Ohm's law, black box resistor circuit, Kirchhoff's

laws, and the Wheatstone bridge.

4. Conclusion

Device development models used in this study is a model of Four D (Define, Design, Develop,

Disseminate). Phase Define, Design, and Develop has done since February to September 2015

(First Year Research). Validator gave an average score of 3, which means that the quality of the

learning device (syllabus, lesson plans, books Topic, Media Three Dimensional, Student Worksheet

and Tests Learning Outcomes are integrated with life skills) developed fit for use because it is in

both criteria and slightly revised.Disseminate stage has the aim of implementing the learningdevice

in the classroom to be done in the second year. The study design to test the effectiveness of the


ISBN 9786021570425 PHY-106

device will use a one group pretest-posttest design. Implementation of effective learning device is

said to support learning activities if the enforceability of lesson plans, student activities, student

responses, and student learning outcomes categorized either.

References

Anwar. (2006). “Pendidikan Kecakapan Hidup (Life Skills Education): Konsep dan Aplikasi”

Bandung: Alfabeta. Arikunto, Suharsimi. (2006). “Prosedur Penelitian: Suatu Pendekatan Praktik” Jakarta: Rineka

Cipta.

Bass, et.al., (2009). “Teaching Science as Inquiry” USA: Allyn& Bacon.

Corebima, A.D. (2005). Pemberdayaan Berpikir Siswa pada Pembelajaran Sains: Satu Penggalakan

Penelitian Payung di Jurusan Sains UM. “Proc. of Nat. Conf.: Sains dan Pembelajarannya”

Malang: FMIPA UM, 3 Dec. 2005.

Ibnu, S. (2014).Implementasi Kurikulum 2013 dalam Pembelajaran Sains. “Proc. of Nat. Conf.:

Penelitian, Pembelajaran Sains, dan Implementasi Kurikulum 2013” Mataram: Prodi Magister

Pendidikan IPA PPs Universitas Mataram, 7 Desember 2013.

Hikmawati, dkk. (2011). Pengembangan Perangkat Pembelajaran Berbasis Inkuiri dengan Media

Poster Pintar dalam Pembelajaran Fisika di Sekolah Menengah. “Research Reports” Mataram:

Universitas Mataram.

Hikmawati. (2015). Pembelajaran Fisika dengan Model Siklus Belajar 5-E (Engage, Explore,

Explain, Elaborate, Evaluate) sebagai upaya Meningkatkan Kecakapan Hidup Siswa. “Jurnal

Pendidikan Fisika dan Teknologi Vol.1 No.1”

Ibrahim, Muslimin. (2003). “Pengembangan Perangkat Pembelajaran” Jakarta: Dirjen Dikdasmen

Depdiknas.

Ibrahim, Muslimin. (2005). “Asesmen Berkelanjutan: Konsep Dasar, Tahapan Pengembangan dan

Contoh” Surabaya: Unesa University Press.

Jufri, A.W. (2007). Penerapan Pembelajaran Berbasis Inkuiri Secara Terpadu dengan Strategi

Kooperatif dalam Mengembangkan Keterampilan Berpikir Kritis Siswa SMA di kota Mataram.

“Proc. of Nat. Conf.: Science Education” FKIP Unram, November 2007.

Jufri, A. W. &Hikmawati.(2012). Upaya meningkatkan kecakapan hidup siswa melalui

pengembangan model pemberdayaan kompetensi profesional guru dalam merancang media

instruksional sains inovatif berbasis inkuiri. “Research Reports” Mataram: Universitas

Mataram.

Jufri, A. W., Muntari, Hikmawati. (2013). Pelatihan Pengembangan Perangkat Pembelajaran

Inovatif Berbasis Lesson Study pada Guru Bidang IPA MA di KKM 2 Lombok Barat. “Final

Report to the Community science and technology program (IbM)” Mataram: Universitas

Mataram.

Khera, S. &Khosla, S. (2012). A Study of Core Life Skills of Adolescents in Relation to Their Self

Concept Developed through YUVA School Life Skill Programme. “IRJC, International

Journal of Social Science & Interdisciplinary Research, Vol.1 Issue 11”

Kemendikbud. (2013). “Materi Pelatihan Guru: Implementasi Kurikulum 2013” Jakarta:

Kemendikbud.

Lawson, A. E. (2001). Using the learning cycle to teach biology concepts and reasoning patterns.

“Journal of Biological Education, (35), (4)”

Mugambi, M. M. &Muthui, R. K. (2013). Influence of Structural Context on Implementation of

Secondary School Life Skills Curriculum in Kajiado County, Kenya. “International Journal of

Education and Research, Vol. 1 No. 3”

Tim BBE Depdiknas. (2012). “Pola Pelaksanaan Pendidikan Kecakapan Hidup” Surabaya: SIC.

Trianto. (2008). “Mendesain Pembelajaran Kontekstual (Contextual Teaching and Learning) di

Kelas” Jakarta: Cerdas Pustaka.

Usmiatiningsih, E. (2013). Pengembangan Multimedia Interaktif Berbasis Flash dan

Implementasinya melalui Model 5E untuk Meningkatkan Keterampilan Berpikir Kritis dan

Sikap terhadap Sains.“Thesis” Tidak diterbitkan. Mataram: Prodi Magister Pendidikan IPA

PPs Universitas Mataram.


ISBN 9786021570425 PHY-107

Zakaria, E dan Ihsan, Z. (2007). Promoting Cooperative Learning in Science and Mathematics

Education: A Malaysian Perspective. Eurasia Journal of Mathematics, Scince& Technology

Education, 2007, 3(1), 35-39. (Online: http://www.ejmste.comconsulted 23 Oct. 2008).


ISBN 9786021570425 PHY-108

OPE-05 Testing the Effectiveness of PISA-based Teaching

Materials on the Topic Temperature and Its Changes of Public and Religion Senior High Schools in Palembang

Syuhendri

*, Sanjaya

1, Yenny Anwar

*Sriwijaya University, Jln Raya Palembang-Prabumulih KM 32, Inderalaya, Indonesia,

[email protected]

Abstract-The objective of the research was to investigate the effectiveness of the product of PISA-based

teaching materials on the topic temperature and its changes of religion and public senior high schools in

Palembang. The quasi-experimental research design has been implemented in this research. The sample

based on purposive sampling comprised of students from three senior high schools that represented public

and religion high schools, and the accreditation of the schools in Palembang city. The data from pretest and

post-test of PISA-like instrument were analyzed to determine the mean N-gain, while t-test was used to test

the hypothesis. The findings of the research revealed that the achievement of students taught by using PISA-

based teaching materials was better than the students taught by using conventional materials. It was also

found that the scientific skills of students in experimental group was better than students in control group.

The implication of this study suggested that teachers should develop teaching materials appropriate to

increase students’ achievement and their scientific skills in order to improve the quality of science literacy for

their students.

Keywords:PISA-based materials, Physics-science, scientific skill.

1. Introduction

The Programme for International Student Assessment (PISA) was established in 1997 by some

advanced countries grouped in the Organisation for Economic Cooperation and Development

(OECD, 2001). The PISA study is conducted every three years to measure how far students

approaching the end of compulsory education have acquired some of the knowledge and skills

essential for full participation in the knowledge society (OECD, 2015a), starting in 2000 (Willms &

Tramonte, 2015). PISA’s target population are the 15-year-old students in each participant country.

Unlike what have been tested in IAEP and TIMSS (Trend in International Mathematics and Science

Studies), in addition PISA tested another subject, i.e. reading literacy (Fuchs & Wößmann, 2008).

As a result, it describes the profile of students’ literacy in reading, math, science, and problem

solving. There were five times of PISA survey so far, namely in PISA 2000 focused in reading

literacy, PISA 2003 focused in math literacy, PISA 2006 focused in science literacy, PISA 2009,

and PISA 2012. PISA 2012 was the programme’s 5th survey with afocus on mathematics (OECD,

2014). Indonesia has participated in PISA program since 2001. By 2012, PISA comprised of 34

member countries and 31 partner countries.

In science, PISA measures students’ ability to use knowledge and to identify problems to

understand the facts and make decision about natural and changes in environment (Balitbang

Kemdikbud, 2015). The serious problem for Indoensia is the mean scores of Indonesian student

science literacy based on PISA studies was very low if being compared with other countries, such

as described in Table 1. This indcates that the lack of Indonesian students in logical, analitical,

sistematical, ctitical, and creative thinking. Moreover, based on PISA 2006 results (OECD, 2006),

most of Indoensan students were in low level, i.e. 20.3% under level 1, 41.3% in evel 1, 27% in

level 2, 9.5% in level 3, and only 1.4% in level 4, meanwhile there was no students in level 5 and

level 6.


ISBN 9786021570425 PHY-109

Table 1. Indonesia position in PISA studies for Science literacy

PISA

year

Indonesia

Ranking

Science lit.

mean score

The lowest-the highest

scores of participant

countries

2000 38 out of 41 countries 393 333 – 552

2003 38 out of 40 countries 395 385 – 548

2006 50 out of 57 countries 393 322 – 563

2009 60 out of 65 countries 383

International mean score

500

2012 64 out of 65 countries 382

International mean score

500

This condition is very dangerous. Science is a universal knowledge that underlies the

development of modern technology, it has an important role in a variety of disciplines and promote

the power of human thought. The rapid development in the field of information and communication

technology today is based on the development of the science. Therefore, the mastery of science is

needed for the national future.

Based upon that, it needs to improve students’ literacy in science. Moreover, science literacy

measured in PISA program is in line with National Curriculum 2013. Science literacy is defined as

―the capacity to use scientific knowledge, to identify questions and to draw evidence-based

conclusions in order to understand and help make decisions about the natural world and the

changes made to it through human activity” (OECD, 2015a). A way to increase science literacy is

by developing PISA-based teaching materials. This study will test the effectiveness of PISA-based

teaching materials that have been developed a year earlier.

2. Method

The study was conducted in junior high schools in the Palembang city, namely schools under

the Ministry of Education and Culture and the Ministry of Religion. The selected schools were

schools with a high level (accreditedA), medium level (accredited B), and low level (accredited C).

The method used was the quasi-experimental with One Shot Case Study design. In the One-Shot

Case Study outlined that there is a group given treatment and then it is observed its effects. In this

study, students would be given teachig and learning process by utilizing PISA-based teaching

materials and subsequent to see the effectiveness of the application of those materials towards

students’ ability tosolve PISA problems.

Instruments used in study are a PISA-like tets (some from OECD, 2015a; OECD, 2015b),

observation (field notes), as well as video and pictures of the activities. Observation (notes field) is

used to see the learning process conducted by teacher in the classroom. Field notes are notes about

what is seen or heard during the learning process. Field notes are in terms of records of whatever

important events found during the study either in the observation or in the other events. Field notes

often contain descriptive and reflective aspectsso that it often contains what arethe researcher

experiences and thinking during the research/observation tooks place. Field notes are made as

complete as possible in order to be able todescribe the actual situation. Observations in this study

were used to find out the information about the potential effects of the teaching materials that have

been developed. Video and photos weretaken during the learning process. These Video recordings

and photos are not only used for documentation, but also used for discussion the results of the

study.

The data would be analyzed quantitatively and qualitatively. Data from interviews,

observations, video recordings, and photographs were used as supporting data and would be

analyzed qualitatively descriptively and poured in narrative form. Then, The effectiveness of PISA-

based teaching materials was determined by using the normalized gain scores (N-Gain). The

average normalized gain is the ratio of the actual average gain to the maximum possible average

gain (Hake, 1999). The normalized gain (N-gain) was calculated by using the following equation:


ISBN 9786021570425 PHY-110

< 𝑔 >= 𝑵 − 𝑮𝒂𝒊𝒏 =𝑺 𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 − 𝑺 𝑝𝑟𝑒𝑡𝑒𝑠𝑡

𝑺𝑚𝑎𝑘 − 𝑺 𝑝𝑟𝑒𝑡𝑒𝑠𝑡

(Hake, 1999)

To determine the meaning of N-gain values whether they belonged to high, medium or low

categories, a criteria proposed by Hake (1998) was used.

High-g (<g>)≥ 0.7

Medium-g 0.7 > (<g>) ≥ 0.3

Low-g (<g>) < 0.3

Furthermore, analysis was conducted on the gain score to determine the significance of the

effect of the instructional. Statistical tests were carried out to test the proposed hypothesisby using

Paired Sample t-test with a significance level = 5%.

3. Results and Discussions

The study was carried out for three weeks, starting on October 3, 2015. The pre-test in an A

accredited school and in a B accredited school were held on Saturday, October 3, 2015 and

Tuesday, October 6, 2015, respectively. In the next session, it would be described an example of

the learning activities implementing PISA-based teaching materials done by the science teacher.

3. 1. Description and Discussion of Learning Implementation

Learning activities in the accreditation A school on the first day were: 1) pre-test, and 2)

working in group doing experiment. During the pre-test, students seemed workseriously doing the

test. They focused on solving the problems whether for physics, chemistry, and biology PISA-lake

problems. They still wanted to complete the test till the end of the time alocated to solve the

problems. They even wanted to continue working on the test after time was up. They seemed so

enjoy solving the given problems. It means that the students like the PISA-like problems.

The learning activities were performed by an experimental method in which students did

activities in groups guided by Worksheet titled "Sweat" provided by the teacher. There were seven

groups, each goroup comprised of five students. The objectives of group activities were 1) to

investigate the relationship between sweat and body temperature, and 2) to examine any solution

contained in the sweat. The first activity was to measure the body temperature of each member of

the group and write the data in the table provided. Furthermore, one member of each group was

asked to ran and/or jump. Every one minute, other group members measuredthe body temperature

of their friend who had just stoped running and/or jumping, and then placed litmus in his sweat, and

count (the quantity and quality) of the sweet. This data was used to know how the average

temperature of the normal human body's (content of subject-matter); in addition, it was

alsonecessary for mathematicssubject-matter related to the statistics topics (mean, median,

frequency, etc.). The data obtained from the Science learning would be used in the mathematics

learning so that it looks there was integration between science and mathematics topics and also to

make the mathematics content more realistic to the learnners.

After collecting the data and record it in the table provided, then the students had a discussion to

answer some questions related to the experiment conducted. Table provided in the Workseets are 1)

temperature table of group members before doing activities, 2) table of changes of litmus colour

after putting it in the sweat, 3) table of changes of the sweat in five time running and/or jumping,

and 4) table of changes of bodytemperature in five times running and/or jumping. Based on this

data,the students answered questions 1) how the temperature found before and after running and/or

jumping? 2) how the sweat during the running and/or jumpingfor five times? 3) how the changes of

colour the litmus paper? And 4) what kinds of solution that the sweat consists of?

At the accreditation Aschool, majority of the groups answered that the body temperature will drop

become lower than the initial temperature before doing activities that exited the sweat. Only one

group (14.3%) which answered the body temperature will rise. While at the accreditation Bschool,

the answers were relatively varied. There was a group statedthat the body temperature rises. Other

group argued that the body temperature down. Some other groups stated that the body temperature

will be up and down or down and up during the activities.


ISBN 9786021570425 PHY-111

Based on the observations, it seemsthat teacher did not understand the learning material well. The

teacher did not master the concept of how the relationship between a person's physical activity and

changes of his/her body temperature, and how the role of perspiration to change body temperature.

In addition, teacher was also lack understanding of how to use a thermometer to measure body

temperature precisely and exactly. The teacher let students used thermometer based on what their

will even if it was wrong, such as not to calibrate the thermometer in the beginning or put the

wrong part of the thermometer when measuring the body temperature. The teacher also seemed

hesitant in using the thermometer. Teacher should give an explanation at the beginning of the

learning process how to measure the body temperature with a thermometer correctly

3. 2. Description and Discussion of Findings Based on the analysis of the pre-test and post-test data, the researcher found N-gain valuesfor the

SMP Muhammdiyah 1 Palembang and SMP Srijaya Negara Palembang as shown in Table 1 and

Table 2 below.

Table 2. Gain and N-gain values for SMP Muhammadiyah 1 Palembang

No Respondents Pre-test Post-test Gain N-Gain Categories

1 S.1 80 80 0 0.00 Low

2 S.2 60 40 -20 -0.50 Negative

3 S.3 40 40 0 0.00 Low

4 S.4 40 60 20 0.33 Medium

5 S.5 40 60 20 0.33 Medium

6 S.6 80 0 -80 -4.00 Negative

7 S.7 40 40 0 0.00 Low

8 S.8 60 40 -20 -0.50 Negative

9 S.9 40 60 20 0.33 Medium

10 S.10 60 60 0 0.00 Low

11 S.11 60 40 -20 -0.50 Negative

12 S.12 60 40 -20 -0.50 Negative

13 S.13 20 60 40 0.50 Medium

14 S.14 60 40 -20 -0.50 Negative

15 S.15 60 40 -20 -0.50 Negative

16 S.16 20 60 40 0.50 Medium

17 S.17 40 60 20 0.33 Medium

18 S.18 40 60 20 0.33 Medium

19 S.19 0 80 80 0.80 High

20 S.20 60 40 -20 -0.50 Negative

21 S.21 40 60 20 0.33 Medium

22 S.22 20 60 40 0.50 Medium

23 S.23 60 90 30 0.75 High

24 S.24 60 80 20 0.50 Medium

25 S.25 40 60 20 0.33 Medium

26 S.26 20 60 40 0.50 Medium

27 S.27 80 60 -20 -1.00 Negative

28 S.28 40 80 40 0.67 High

29 S.29 40 80 40 0.67 High

30 S.30 40 80 40 0.67 High

31 S.31 60 80 20 0.50 Medium


ISBN 9786021570425 PHY-112

32 S.32 40 60 20 0.33 Medium

33 S.33 40 60 20 0.33 Medium

34 S.34 60 60 0 0.00 Low

35 S.35 40 60 20 0.33 Medium

36 S.36 80 80 0 0.00 Low

Mean 47.78 58.61 10.83 0.04 Low

Max. 80 90 80 0.80

Min. 0 0 -80 -4

Table 1 shows the pre-test, post-test, gain, and N-gain values of students of SMP

Muhammadiyah 1 Palembang. The maximum score on pre-test was 80, while the maximum score

on the post-test rose to 90 (scale 0 - 100). The minimum scores on the pre-test and post-test were

the same, namely zero. Two of the students who got the highest score in the pre-test (80),still got

the same score (80) in the post-test and one fell to 60 and another one drop to zero. A student who

got the lowest score on the pre-test, namely zero, got a score jump to 80 on the post-test. On the

other hand, students who got the highest score on the post-test, namely 90, just getting a score of 60

on the pre-test. It seems that the students who get the highest score in pre-test does not necessarily

get the highest score in the post-test. Mean scores also increased from pre-test to post-test, i.e. from

47.78 to 58.61. Based on these mean scores, it seem that the ability of students to solve the PISA-

like problems remains low after learning process implementing PISA-based teaching materials.

The highest gain score was 80 and the lowest one was -80. It is very interesting that there are

students who obtained an improvement of their score up to 80 points after the learning process, but

there are alsostudents who got decrease scores up to 80 points after the learning process. While the

highest N-gain value was 0.80 (high category) and the lowest one was -4 (negative). The highest

gain score was obtained by the students who received the lowest score on the pre-test, but this

student was not the student who obtained the highest score on the post-test. The students who

obtained the highest score on the post-test, got the N-gain value between before and after learning

of 0.75, also in high category. While the students who got the highest score on the post-test, 50% of

them (two studnets) got N-gain in low category and the rest 50% obtained negative N-gain. Mean

N-gain value for SMP Muhammadiyah 1 Palembang was 0.04 (low category). The classification of

N-gain for this school is 25% negative, 17% low, 44% medium and 14% high. This classifcation is

shwon in the diagram below.

Figure 1. Distribution of students’ N-Gain categories for SMP Muhammadiyah 1 Palembang

The figure displays that the highest N-gain is for the medium category. There are only 14% of the

respondents who got the high increase of their capacity to resolve the PISA-like problems after the

learning process using PISA-based teaching materials. Meanwhile 17% of the respondents got a

slight increase, and 25% of them experienced that whether they were taught by PISA-based

teaching materials or not there was no effect for them to increase their ability to solve the PISA-like

problems.

Series1Negati

ve25%…

Series1Low17%17%

Series1Mediu

m44%…

Series1High14%14%


ISBN 9786021570425 PHY-113

Table 3. Gain and N-gain values for SMP Srijaya Negara Palembang

No Respondents Pre-tets Post-test Gain N-Gain Categories

1 S.1 0 40 40 0.40 Medium

2 S.2 40 20 -20 -0.33 Negative

3 S.3 0 60 60 0.60 Medium

4 S.4 40 20 -20 -0.33 Negative

5 S.5 20 60 40 0.50 Medium

6 S.6 20 20 0 0.00 Low

7 S.7 20 80 60 0.75 High

8 S.8 40 20 -20 -0.33 Negative

9 S.9 0 20 20 0.20 Low

10 S.10 20 40 20 0.25 Low

11 S.11 60 0 -60 -1.50 Negative

12 S.12 40 40 0 0.00 Low

13 S.13 60 40 -20 -0.50 Negative

14 S.14 20 40 20 0.25 Low

15 S.15 0 40 40 0.40 Medium

16 S.16 20 40 20 0.25 Low

17 S.17 0 0 0 0.00 Low

18 S.18 20 40 20 0.25 Low

19 S.19 0 40 40 0.40 Medium

20 S.20 0 0 0 0.00 Low

21 S.21 40 40 0 0.00 Low

22 S.22 40 60 20 0.33 Medium

23 S.23 0 40 40 0.40 Medium

24 S.24 0 40 40 0.40 Medium

25 S.25 40 0 -40 -0.67 Negative

26 S.26 20 40 20 0.25 Low

27 S.27 40 20 -20 -0.33 Negative

28 S.28 0 20 20 0.20 Low

29 S.29 20 40 20 0.25 Low

30 S.30 40 40 0 0.00 Low

31 S.31 40 20 -20 -0.33 Negative

32 S.32 0 60 60 0.60 Medium

33 S.33 0 40 40 0.40 Medium

34 S.34 0 40 40 0.40 Medium

35 S.35 20 40 20 0.25 Low

Mean 21.08 34.29 12.97 0.07 Low

Max. 60 80 60 0.75

Min. 0 0 -60 -1.50

The highest pre-test and post-test scores for junior high school students of Srijaya Negara were

60 and 80, respectively. While the lowest scoreswhether for the pre-test and post-test were zero.

There were two students who received the highest score in the pre-test. However, these students did

not get the highest score on the post-test. Both of themgot lower scores in the post-test, even one of

them dropped to get the lowest score on the post-test. Meanwhile 85% of students who received the


ISBN 9786021570425 PHY-114

lowest score on the pre-test had increased their score in the post-test. There was one student who

achieved the highest scores on the post-test.This student was not the student who got the highest

score on the pretest. The students got an increase in score from 20 before learning to 80 after the

learning was done. Like the data on SMP Muhammadiyah 1 Palembang, the data for the junior high

school of Srijaya Negara Palembang also showed an increase in the average scores of students from

the pre-test to the post-test, i.e. from 21.08 to 34.29. It means that learning conducted increased the

average students’ ability in solving PISA-like problems.

The highest gain and N-gain values for SMP Srijaya Negara were 60 and 0.75,

respectively. Meanwhile, the lowest gain and N-gain values were -60 and -1.50, respectively. The

highest N-gain (high category) was obtained by the students who got the highest score on the post-

test. The second highest N-gain was 0.60 (medium category) obtained by two students. Both of

these students got the lowest score in the pre-test. While the lowest N-gain obtained by one of the

students who got the highest score in pre-test but getting the lowest score on post-test. There were

four students who received the lowest score on the post-test, 50% of them got negative N-gain and

the other 50% was in the low category. The average N-gain for Srijaya Negara students was 0.07, at

a low category.

Figure 2. Distribution of students’ N-Gain categories for SMP Srijaya Negara Palembang

Based on Table 2, there was only one out of 35 students (3%) who received N-gain value in high

category. Students who got N-gain in category medium and low were 31% and 43%, respectively.

The rest, 23% of them obtained negative N-gain. It was almost the same as scores obtained by

students of SMP Muhammadiyah 1 Palembang. It means that about one-quarter of students did not

get the benefecial of the learning process using PISA-based learning materials to improve their

ability to solve the PISA-like problems. The difference was for SMP Muhammadiyah 1 the biggest

portion wasfor the N-gain in medium category while for Srijaya Negara the biggest portion was for

N-gain in low category.

Based on the above analysis it can be concluded that the science teaching conducted by the science

teacher utilizing the materials based on PISA-framework has succeeded in improving students’

ability to solve problems tested by the PISA program at a very low category. Based on the results

of data analysing for all respondents, it was obtained N-gain for all respondents as shown in Figure

3 below.

Series1Negativ

e22.90…

Series1Low

42.90%43%

Series1Mediu

m31.40…

Series1High

2.80%3%


ISBN 9786021570425 PHY-115

Figure 3. The average of pre-test, post-test, as well as the achievement of N-Gain of all respondents

Figure 3 shows that the students’ mean scores both for before and after being given teaching and

learning process were low, i.e. 34.37 and 46.62, far below the thereshold of mastery learning 75%

.The increasingof students’ scores from the pre-test to post-testwas also not so high, namely with

gain of 12.25 (range 0–100) or with N-gain of 0.07 which means that it is at the low category. The

low of respondents’ achievement was also found by Sulistiawati (2015) in her research by using

some questions from PISA 2009, i.e. 47.7.

Futhermore, the hypothesis was tested to examine whether the instructional based on PISA-

framework materials can be significant or not to improve students' science literacy. The hypothesis

tested is Ho: There is no difference in the averageof students’ science (physics) scores of junior

high schoolstudents before and after learning process utilizing PISA-based teaching materials, and

Ha: There is a difference in the averageof students’ science (physics) scores of junior high school

students before and after learning process utilizing PISA-based teaching materials.

The hypothesis testing was done by using Paired Sample t-test utilizing SPSS ver. 17. The test was

made by using a two-tailed test with a significance level = 5%. The results can be seen in Table

below.

Paired Samples Test

Pair 1

Before learning - After Lerning

Paired Differences Mean -12.254

Std. Deviation 28.645

Std. Error Mean 3.400

95% Confidence Interval of

the Difference

Lower -19.034

Upper -5.473

T -3.604

Df 70

Sig. (2-tailed) .001

The researcher has obtained t value of -3.604, while t table for = 5% / 2 = 2.5% (two-tailed

test) with degrees of freedom df (n-1) or 71-1 = 70 was 1.994. Based on the criteria that Ho is

accepted if t table ≤ t ≤ t table and Ho is rejected if -t count < -t table or t count> t table, then Ho

Series1, Pre-test, 34.37

Series1, Post-test, 46.62

Series1, N-Gain, 0.07

Test

Sco

res

(%)


ISBN 9786021570425 PHY-116

was rejected. This is reinforced by the significant value of 0.001> 0.05, which means that Ho was

rejected. In conclusion, there is difference in the average of students’ science (physics) scores of

Palembang junior high school students before and after learning with PISA-based teaching

materials. So,althought there isa relatively low of N-gain gained by the students after learning

process, but statistically there is a significant difference in the average scores of students in

solvingPISA-like problems between before and after implementing of instructional using PISA-

based materials.

4. Conclusion

Based on the description above, it can be concluded that:

1. Science (Physics) learning process conducted by the science teacher by using PISA-based

teaching materials could enhance the ability of junior high school students in Palembang to solve

the PISA-like problems with N-Gain in category Low (very low). Based upon the findings, the

learning conducted by the teachercan not be generalized effective in improving students' ability to

solve the PISA-like problems.

2. Despite an increase in the ability of students to solve PISA-like problems is very low, but the

average ability of the students to solve PISA-like Problems before and after learning process with

teaching material based on PISA framework could significantly increase the student's ability in

handling PISA-like problems.

Acknowledgements I express my gratitude to the Faculty of Teacher Training and Education, Sriwijaya University,

which is kindly funding the research reported in this paper with the Contarct Number:

1005/UN9.1.6/KP.6.h/2015, date June 22, 2015. I wish also to express my sincere gratitude to the

Science teacher who had been a model teacher in this research as well as to the students who have

participated in the study.

References Fuchs, T., & Wößmann, L. (2008). What accounts for international differences in student

performance? A re-examination using PISA data (pp. 209-240). Physica-Verlag HD.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student

survey of mechanics test data for Introductory physics courses. American Journal of Physics,

66(1), 64-74.

Hake, R. R. (1999). Analyzing Change/Gain Score. American Educational Research Division D,

Measurement and Research Methodology.

OECD (2001). Knowledge and Skills for Life: First Results from PISA 2000, OECD Publishing,

Paris.http://dx.doi.org/10.1787/9789264195905-en

OECD. (2006). Programme for International Students Assessment: PISA 2006 Results.

OECD. (2014). PISA 2012 Results in Focus: What 15-year-olds know and what they can do with

what they know.

OECD. (2015a). Take the Test: sample Questions from OECD’s PISA Assessment.

OECD. (2015b). PISA 2015 Released Field Trial Cognitive Items.

Sulistiawati. (2015). Analisis Pemahaman Litrasi Sains Mahasiswa yang Mengambil Matakuliah

IPA Terpadu Menggunakan Contoh Soal PISA 2009. Sainteks, 12(1), 21-40.

Willms, J. and L. Tramonte (2015), “Towards the development of contextual questionnaires for the

PISA for development study”, OECD Education Working Papers, No. 118, OECD

Publishing, Paris. http://dx.doi.org/10.1787/5js1kv8crsjf-en.

Web sites:

Web-1: http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa


ISBN 9786021570425 PHY- 117

OPE-06 Study of Students Ability to Solve PISA-like Test with

Indonesian Contexts in Physics Education of Faculty of Teacher Training and Education Sriwijaya University

Ismet

1, Hartono

1, Effendi

2, and Rahmi Susanti

3

1) Physics Education FKIP Sriwijaya University, Jln. Raya Palembang-Prabumulih Indralaya, Km

32 Ogan Ilir-Indonesia, ismet¬¬[email protected]

2) Chemistry Education FKIP Sriwijaya University

3) Biology Education FKIP Sriwijaya University

Abstract-This study is aimed to describe the students’ ability to solve PISA like test. The study was a

descriptive study that was carried out with 22 5th

semester students oh physic educatoin departemen, Faculty

of Teacher Training and Eeducation, Sriiwijaya University. The instrument used was PISA like test with

Indonesian contexts and consist on 3 levels (low, medium, and high). The data analyzed were both

quantitative and qualitative techniques. The finding shows that 91% of the students could solve the

instruments at low level, 71% were at medium level, and only 45% of students could solve the test at high

level. Based on interviews conducted, it was revealed that the students’ ability in solve PISA like test at low

level was because the students have not been able to use scientific concepts that have been studied in solving

the test, in addition to the students’ concepts mastery with other concepts- wich have not been

comprehensive, and the student have not been trained to find correlation between one of the concepts with

others.

Keywords: students’ ability, PISA like test

1. Introduction

Constitution of The national Education System No. 20 of 2003 declare that the function of

education are to develop skills and build the character and prestige nation civilization in the context

of the intellectual life of the nation. Related with the function, education must be organized to make

every learner is able to compete in the local, national, regional and the global level.

To see the results of the education process that is able to compete globally, it is evaluated

in the form of assessment or assessment education process so as to map the educational outcomes

position of a country compared with other countries. One of the programs launched by the OECD

(Organization for Economic Co-operation and Development) is the Program for International

Student Assessment (PISA), which is a program to assess reading literacy, mathematical literacy

and scientific literacy.

PISA’s instruments contained in the assessment on the ability of reasoning and thinking

skills. Learners may be able to capable a particular science concept, but not necessarily be able to

use his science knowledge to understand or solve a problem in the real world because it does not

capable way of thinking, so that we can conclude his science literacy is low.

Scientific literacy is one domain of PISA studies. PISA assesses scientific knowledge

relevant with science education curriculum in the participating countries without limiting ourselves

to the general aspects of the national curriculum of each country. PISA assessment framed in the

general life situation of a broader and is not limited to life in school. Those items on the PISA

assessment focuses on the related situation to the individual, families and groups of individuals,

related to the community (social), as well as related to the cross-country life (global). PISA context

includes the areas of application of science in setting personal, social and global, namely: (1)

health; (2) natural resources; (3) the quality of the environment; (4) the danger; (5) the

development of cutting-edge science and technology.


ISBN 9786021570425 PHY- 118

Scientific literacy is defined as the capacity to use scientific knowledge, to identify

questions and draw conclusions based on the facts to understand the universe and make a decision

on the changes that occur due to human activity. The National Science Teacher Association

(NSTA, 2003) states that scientific literacy is important to measured because the measurement

results can provide information that a person who has knowledge of the facts, concepts, and

networking concepts and process skills that enable a person to think logically. People who have

literacy science in everyday life can be seen from the way he thinks and works. Scientific thinking

is the demand of every citizen, and not just scientists. Thinking of people who have science literacy

is always doing with the procedures specified, and in the process draw conclusions always use the

data, and connect between the data. The realization of citizen science literacy according to the

PISA (2006) is characterized by working and thinking scientifically.

If we observe the apparent reality around us, there is no doubt how powerful the influence

of science on human life order. Technology as a form of application of science products, has

provided a good change noticeably change for the benefit of human life and the changes that can

endanger human life itself.

There are many reasons why science literacy a citizen is considered important to develop.

First, understanding natural science offers personal fulfillment and joy, for the benefit to be shared

with anyone. Second, countries are faced with the questions faced in his life that requires scientific

information and ways of scentific thinking to take decisions and important of peoples who need to

be informed, such as air, water and forests. Natural science understanding and ability in science

will also increase the capacityof students to hold an important and productive work in the future. In

the international scientific literacy scale capability is divided into six ability levels, namely level 1,

which is the lowest level, to level 6, which is the highest level (OECD, 2013). In this paper, the

literacy skills are grouped into three groups, namely low-level, medium level and high level and

will be presented the results of a study on the ability of the students solve problems similar to PISA

in the context of Indonesia.

2. Research Methods

This research is a descriptive research that aims to analyze the student’s ability to solve problems

like PISA in the context of Indonesia. Instrument test like PISA compiled based on context,

content, and competence.Instrument compiled consists of three categories, namely low category

(level1 and 2) consisting of 15 multiple choice questions, the medium category (level 3 and 4)

consisting of 6 questions in the form of discourse and participants give answers based on the

information contained in the discourse, and high categories (level 5 and 6) consists of 6 questions

open ended. The study was conducted in the first semester 7th students of academic year

2015/2016 in Physics Education Study Program FKIP Sriwijaya University. Data were collected

using interviews, and document results of student work. The data were analyzed descriptively

(qualitative and quantitative).


Based on the analysis of student answer to the questions provided, obtained the following

results.

Table 1. The mean ability of students is based on the level of question

No Problem Level Mean (%)

1 Low Level 91

2 Medium Level 71

3 High Level 45

Table 1 shows that the low-level questions can be answered well by most (91%) students. Mistakes

that made by students caused not because they do not understand the concept, but it is because

students are not careful and less observant in understanding of the problem, and the students


ISBN 9786021570425 PHY- 119

interpret the question is not in suitable with the context of the question. In Figure 1 is shown

question and examples of student answers.

Figure 1. a. Examples quotationof question b. examples of student answers

For problems that are often encountered students in learning, students can finish well. An

example is the physical phenomena of the first law of Newton (inertia), students can integrating

their knowledge in solving problems.

Problems for the medium level, the average of student's ability to solve problems getting

decline, and only 75% of questions that can be answered with either. Weakness students in solving

problems at the medium level is because (1) has not been able to integrate the scientific knowledge

to be used in solving the problem, (2) have not been able to utilize the available information on the

discourse to be used in problem solving.

Figure 2. Example of questions and answers about the PISA student in the context of health.

Figure 2 is an example of a medium-level problems associated with the health context.

There is a discourse with pictures. Students are asked to answer questions

Why passive smokers are at greater risk of smoking than active smokers?Based on the responses of

students, the majority (80%) students were not using the information that available in the figure,

that the substances contained in cigarettes and the most harmful to health is hydrogen cyanide

(poison for the death penalty), and the position of these substances is closer to the smoker passive

compared with active smokers. Likewise, the problems in the sample medium oil stove explosion.

In figure 3 is shown question and examples of student answers. Based on the answer of students, it

appears that the student has not been able to link the concept of density in the context of the


ISBN 9786021570425 PHY- 120

problems. However, after the interview, student can directly explain the problems with using the

concept of science. The inability of students to explain and solve problems using scientific

concepts it has caused have not been able to integrate scientific knowledge in real situations.

Scientific knowledge possessed by students still at the boundary of theoretical knowledge. So that

students can use theoretical knowledge, then studentmust often faced with real phenomena that

occur in real life.

Figure 3. Student’s example questions and answers about the content question in accordance

with the real situation.

The student's ability to solve the problems at the high level is getting low, and only 45%

student that can solve problems well. Problems at a high level. Students are required to be able to

use the content, procedural knowledge and their own knowledge consistently to give an explanation

in a variety of complex real-life situations that require a high level of cognitive ability are complex.

In resolving the problems at the high level, students have not been able related between one

concept with another concept to be used in problem solving. In Figure 4 are given the questions and

examples of student answers.

Figure 4. Problem and examples of student answers on the science competence to provide a

scientific explanation aspects.

In Figure 4 on aspects of scientific competence, only a small proportion (14%) of students who can

provide answers to the logical scientific explanation, in which the answer to associate the concept

of bonding between the particles (chemical) with the concept of gravity (physics).

4. Conclusion

Based on the results of research and discussion, the following it can be summarized:

1. The ability of the students solve problems similar PISA still at a low level.

2. Students have not been able to integrate the scientific knowledge to be used in solving the

problem.


ISBN 9786021570425 PHY- 121

3. Students have not been able to utilize the available information on the discourse to be used in

problem solving.

4. Students are still having trouble in linking between concepts to solve problems.

Acknowledgements

Thanks to the research institute of FKIP Sriwijaya University on the research grant, contractno No.

0992/UN9.1.6/KPTS/2015113/UN9.3.1/LT/2015

Refference

Holbrook, J. And Rannikmae, M. 2009. The meaning of sciencetific literacy. International journal

of enviromental & science education, Vol. 4 No. 3: 275-288

National science teacher association. 2003. Standard of science teacher preparation. Washington

DC

OECD. 2009. Take the test “sample questions from OECD’s PISA assessment”. OECD publishing

OECD. 2013. PISA 2015 draft science framework.


ISBN 9786021570425 PHY- 122

OPE-07 Development of Multiple Representation-based Teaching

Materials of Introduction to Solid State Physics in Physics Education of Sriwijaya University

Ismet, Depi Oktasari, and Sardianto Markos Siahaan

Physics Education FKIP Sriwijaya University, Jln. Raya Palembang-Prabumulih Indralaya, km 32

Ogan Ilir-Indonesia, ismet¬¬[email protected]

Abstract-We have successfully developed multiple representations based-teaching materials introduction to

solid state physics by very valid and practical. The development of these teaching materials used Rowntree

development model and Tessmer formative evaluation. Rowntree development model consists of three

stages, namely 1) planning, 2) developing, and 3) evaluating. In evaluating stage, Tessmer formative

evaluation that consists of five phases, namely: (1) self evaluation, (2) expert review, (3) one-to-one

evaluation, (4) small group evaluation, and (5) field test. Data collection technique uses expert validation,

one-to-one and small group evaluation. In the expert review phase, the average result of the experts’ appraisal

was 82% which is very valid. In one-to-one evaluation phase, the average result of the students’ response the

use of these teaching materials was very valid (84%). In the small group evaluation, the average result was

very valid (87.11%) increasing up to 3.11%. The result of the study show that teaching material has been

developed very valid and practical, so these teaching material of introduction to solid state physics can be

used as the additional teaching material in the Solid State course in Physic Education of Sriwijaya University.

Keywords:teaching materials, multiple representations, introduction to solid state physics


ISBN 9786021570425 PHY- 123

OPE-08 Learning Effectiveness of Inquiry-Discovery Model

through Empirical and Theoritical Review of Critica Level and Physics Concept Understanding among High School

Students in the City of Malang

Wartono

FMIPAMalang State University, Indonesia, [email protected]

Abstract-The new Curriculum 2013 emphasizes the use of scientific approach in Physics class. One such

scientific approach is the inquiry-discovery. In spite of class improvement in its practice, the implementation

is yet a subject of further critics, due to the lack of relationship between empirical experiences and theoretical

level.This research applies inquiry learning-discovery model. This study aims to determine the effectiveness

of the inquiry-discovery learning through a review empirical and theoretical in improving critical thinking

skills and concept understanding of students with high and low prior knowledge. This study was a quasi-

experimental research, with a 2X2 factorial experimental design. The study population includes all students

of class XI SMA Malang MIA in school year of 2014-2015. The study showed that implementation of

inquiry-discovery model resulted in increased critical thinking among students, in comparison to those who

use conventional learning (F=18 354; 0.0000 <0.05), regardless of low or high prior knowledge.

Accordingly, students used inquiry-discovery model showed higher concept understanding in comparison to

those who used conventional learning (F = 4.046; 0.048 <0.05), regardless of their prior knowledge.

Keywords: inquiry-discovery model, critical thinking, concept understanding

1. Introduction

Countries in the world will make every effort to improve the country's progress, because

the developed countries will be able to ensure the welfare of its people. The state is able

to guarantee the implementation of a good education, able to guarantee people's health, is able

to provide employment for the people, able to provide housing for the people, andable to

repair various other necessary infrastructure for the

people. Progress of a country marked by advances in scienceand technology sectors.Advances in

scienceand technology is in need of support physics, because physics is one of the factor that

support the basic science advances intechnology. Thus, the study of physics shouldbe

increased to achieve the advancementof science and technology so as toincrease the country's

progress.

But in reality in our schools, physics considered as difficult subjects. Students do not like in

physics. Many feared physics students because in many containing formula and difficult

calculations. It thus partly because teachers in carrying out learning, still conventional. The teacher

explains the concepts, principles, given examplesof questions and exercises.Students are forced

to learn by rote physics that does not comply with thecharacteristics of the physics.

To answer the above problems, we need the analysis of the factors that influence the success

of physics learning activities. Factors affecting learning is a factor of the student and external

factors. Factors that comes from within the students among others is intelligence, discipline,

diligence, persistence, tenacity and patience. While external factors that are teacher factors,

environment, the school building and classrooms, tools and materials, and

approaches/models/methods of learning. Factors physics teacher in the district of Malang,

relatively well and meet the requirements because they are graduates of physical education S1 and

some S2. The school building and classrooms has been fulfilled relatively good buildings,

classrooms, as well as tools and materials for the physics lab. Environmental factors are relatively


ISBN 9786021570425 PHY- 124

difficult to be changed. Factors originating from outside the student a very important and decisive

is the approach of the application of learning strategies, models, and learning methods.

Studied correct of physics according physics’s scientists is through thinking and the

measures and the actions carried out by the scientists of physics to find the product of physics

Wartono, 2012). Steps thoughts and activities and actions carried out by the scientists of

physics is a thought and scientific work. Product physics resulting from the thinking and the

scientific work can be concepts, principles, laws, formulas, or theory. Learning that has these

characteristics is the inquiry and discover ylearning. Inquiry learning focuses on

the problem or question andon obtaining a product of physics in the form

of concepts, principles,laws, formulas, or theory.

If both the inquiry and discovery learning incorporated as the learning inquiry- discovery

into the learning physics to be complete. Learning begins with the problems or questions then

solved through scientific work (inquiry) and eventually produce physics (discovery). Learning

orientation, drawup hypotheses, testinghypotheses, makinginferences and evaluate (Risqiargues tha

t the inquiry-discoverylearning is learning which are arranged so that children acquire the

knowledge,in which some or all knowledge is found alone with the help of a teacher.

In the inquiry-discovery learning students will conduct experiments, collect data, analyze

the data, summarize and communicate (Joyce and Weil, 1992). Thus the stufents will be directly

involved in learning, both physically and mentally. It thus will ensure that students will understand

well thematerial studied empirically through experiments in groups. Experiments in this group

would benefit thatwill occur peer tutoring. Children who do not understand will be described by a

friend who is more intelligent.

Knowledge acquired through empirical experience and the students performed this group

looks very easy, because it is assisted by LKS and the teacher. The knowledge gained empirically

students will grow much better if equipped with a review of the theoretical. This can be done first

by the teacher and then the next could be handed over to each group. Knowledge, skills, and

attitudes that students obtained through empirical experience and theoretical overview will be able

to equip children to become scientists of physics.

Learning through inquiry-discovery, students are actively thinking about the problems that

exist, how to formulate the problem, how to make a hypothesis, how to conduct an experiment to

produce the data, how to analyze the data, and how to conclude the experimental results and the

last produce science products (Arend, 2001). Activity of students is the main capital for the

real learning process. Learning experienced by students involving mental (psychologies)

activeness and physical. Learning outcomes will ensure the achievement of competence cognitive,

affective and psychomotor domains well as curriculum learning outcomes 2013. The students will

also seep in depth on the long-term retention of students, and can last a very long time and even a

lifetime.

2. Methods

This research was carried out by using a quasi experimental research designs or quasi

experiment. The design of the research using the post test only control group design, i.e. the

granting of tests to both groups implemented after treatment or learning process is given, i.e. the

granting of tests to all students of Class XI MIA in Malang, SMAN consisting of experimental

classes and controls classes. The population in this research is the whole grade XI MIA SMAN

Malang years 2014-2015 lessons consisting of 6 class XI MIA as group 6 experiments and klas XI

MIA as the control group. Design research is as follows. Table 1 Matrix Draft of Manova

IndependenVariabel (A) Learning (A)

Dependen Variabel (B) Inquiry-Discovery (A1) Conventional (A2)

Critical Thinking (B1) A1B1 A2B1

Achievement(B2) A1B2 A2B2

(adapted from Arikunto, 2003)


ISBN 9786021570425 PHY- 125

Description:

A1B1 : critical thinking Test treatment group students who studied with inquiry-discovery

learning

A2B1 : critical thinking Test control group students who studied with conventional learning.

A1B2 : physics achievement test treatment group students who studied with inquiry-discovery

learning

A2B2 : physics achievement test control group students who studied with conventional learning.

Operationally this research design using design of experiments 2 × 2 factorial. In this study

involving two groups of research subjects, the two groups received different treatment. Research

with factorial design procedure can be described as follows.

Table 2. Research Procedure Factorial 2 x 2

Group Treat

ment Test

Experiment X O1

Control - O2

(adapted by Kasiram, 2010:222)

Description:

X : Treatment to the experimental group learning using inquiry-discovery

O1 : critical thinking and achievements test of experiments group.

O2 : critical thinking and achievements test of control group.

Treatment instrument for supporting the implementation of the research include a Syllabus,

RPP (Lessons Plan) and LKS (work sheet). The syllabus curriculum 2013 already compiled based

on content standards, which contains the subjects, basic competence (KD), materials, activities,

indicators, objectives, assessment, allocation of time and learning resources.

Critical thinking instruments using the essay test so as to note the reason the solution of the

problem. In this study measured levels of critical thinking including 5 indicators, namely: (1) focus

the question, (2) analyze the arguments, (3) consider whether a source is reliable or not, (4)

specifies an action, (5) interacting with other people. The indicators elaborated on grating

instrument test critical thinking ability. While the achievements of measurement instruments

studied physics using the form of the test mixture arranged by purpose of learning physics in the

RPP and implemented on the part of the assessment instrument. Instrument test arranged by

Taxonomic Bloom that have revised by Anderson on the cognitive aspects, namely

considering/knowing, understanding, applying, analyzing, evaluating and creating. Respectively in

accordance with the revised Bloom's Taxonomy of the cognitive domain, i.e. C1, C2, C3, C4, C5

and C6. Score to the right of the student's answer is 1, while the score for the wrong student's

answer is 0. The learning achievement test before use, in advance of the construction of the content

and the validation is done and tested. After having analyzed grains and reliability, it is evident that

the extent of the trouble distinguishing power grains, grain, grain and test the validity of the test

relialibilitas, meets the requirements.

3. Results

Critical Thinking

Description of critical thinking values and number of samples in each category from both

groups of students who learn with different learning, presented in Table 3. Critical thinking scores

for high and low prior knowledgeare given in Table 4 and 5, respectively.


ISBN 9786021570425 PHY- 126

Tabel 3. Score of Critical Thinking Based Learning

Group Learning

Number

of

Samples

Score of

Critical Thinking Average or

Meant High Low

Experiment PID 210 85 55 72,94

Control PK 210 75 55 65,45

Description:

PID = Inquiry-Discovery Learning

PK = Cnventional Learning

Tabel 4. Score of Critical Thinking High Prior Knowledge

Group Learning

Number

of

Samples

Score of


Meant High High


Control PK 70 75 70 73,18

Tabel 5. Score of Critical Thinking Low Prior Knowledge

Group Learning

Number

of

Samples

Score of


Meant High High


Control PK 70 60 55 57,27

Description:

PID = Inquiryp-Discovery Learning

PK = Conventional Learning

Physics Achievement

Description of physics achievement test in the subject matter of static fluid based learning is

presented in based on the group in Table 6. Table 7 and 8 show the scores for students of high and

low prior knowledge, respectively.

Table 6. Score of Physics Achievement Based Learning

Group Learning

Number

of

Samples

Score of Physics

Achiebement Average or

Meant High Low

Experiment PID 210 90 56 68.78

Control PK 210 76 50 65,58

Table 7. Score of Physics Achievement High Prior Knowledge

Group Learning

Number

of

Samples

Score of Physics

Achievement Average or

Meant High Low


Control PK 70 77 69 72,36

Table 8. Score of Physics Achievement Low Prior Knowledge

Group Learning

Number

of

Samples

Score of Physics

Achievement Average or

Meant High Low


Control PK 70 62 50 58,18


ISBN 9786021570425 PHY- 127

Before test the hypothesis, first test is performed before the requirements analysis, i.e. the test

of its homogeneity and normality test. Testing normality by using statistical Kolmonogov-Smirnov

and Shapiro-Wilk at a 5% significance level with the help of the program SPSS 16.0 for Windows.

The results of the test of normality of data level critical thinking and learning physics achievement

test, with high and low prior knoledge are all eligible.

Hypothesis testing

Hypothesis testing in this study using MANOVA analysis test (Multivariate Analysis of

Variance) at 5% significance level (Sudjana, 1996) with the help of the program SPSS 16.0 for

Windows.

In this study, there are four hypothesis.

The level of critical thinking students who learn Inquiry-Discovery learning through the

empirical and theoretical review, higher than students who learn convenstional leanring, with

details as follow. 1. Students with high prior knowledge, the level of critical thinking students who

learn Inquiry-Discovery learning through the empirical and theoretical review, higher than students

who learn convenstional leanring. 2. Students with high prior knowledge, achievements of the

studied physics students who learn through inquiry-discovery learning through the empirical and

theoretical review, higher than students who studied with conventional learning. 3. Students

with low prior knowledge, the level of critical thinking students who learn Inquiry-Discovery

learning through the empirical and theoretical review, higher than students who learn convenstional

leanring.

Physics achievement students who learn Inquiry-Discovery learning through the empirical

and theoretical review, higher than students who learn convenstional leanring. Details description

as follow. 1. Students with low prior knowledge, achievements of the studied physics students who

learn through inquiry-discovery learning through the empirical and theoretical review, higher than

students who studied with conventional learning. 2. Students with all prior knowledge, the level of

critical thinking students who learn Inquiry-Discovery learning through the empirical and

theoretical review, higher than students who learn convenstional leanring. 3. Students with all prior

knowledge, achievements of the studied physics students who learn through inquiry-discovery

learning through the empirical and theoretical review, higher than students who studied with

conventional learning.

4. Discussion

The learning effectiveness of inquiry-discovery through the empirical and theoretical review

against the critical thinking level the results of this research show that the critical thinking ability of

students learning by inquiry-discovery learning is higher than the students who learn the

conventional learning. Students who learn learning inquiry-discovery more actively participate in

learning is presented because the students are given the opportunity to discover their own

knowledge who want to delivered through direct trial. According the opinion of Wilcox in (Slavin,

2005), in a study with a model of inquiry-discovery learning students are encouraged to learn

mostly through active involvement with their own concepts and principles, and teachers encourage

students to have the experience and experiment that lets them discover the principles for self

Pratiwi (2012).

In accordance with the research conducted by Akinbobola and Afolabu in Widhiyantoro

(2010) a teacher must attempt to use the approach to the inquiry-discovery of social interactions or

inquiry-discovery guideuntuk engaging students in problem-solving activities, self-learning, critical

thinking and understanding, and creative learning. The things that are important in the study of

inquiry-discovery is the students are given the opportunity to conduct experiments, developing

students ' curiosity when the students perform an experiment, then the students find their

hypotheses and conduct discussion on the results of experiments conducted.

With these advantages that have been presented then learning by inquiry-discovery learning

through the empirical and theoretical review gives a better result in the achievement of the level of

critical thinking than students who studied with conventional learning. The results of this research


ISBN 9786021570425 PHY- 128

show that the achievement studied physics students who learn learning inquiry-discovery is higher

than the students who learn the conventional learning. The difference in the average achievement

of learning occurs because of the difference in treatment between the granting of two classes.

Experimental class and the class of the control. Inquiry-discovery learning is learning that is based

on the discoveries and experiences of students. Slameto (2003) argues for the bahwabelajar is a

series of activities of the soul untukmemperoleh a change sebagaihasil behavior of individual

experience in a interaksidengan environment concerns the cognitive, affective, and psychomotor.

In the study, students of the process do not know own experience be know. Mohamad Surya

(2004) learning mengungkapkan bahwa is a proses perubahan that is behavior change as the

hasilinteraksi between himself and his environment dalammemenuhi the needs of life. The

complete study can be formulated pengertina, sebgaiberikut: "learning is a proes yangdilakukan by

individuals to acquire new perubahanperilaku overall, as hasildari individual pengalamn

interaksidengan itself in its environment" Hamdu (2011).

This research topic students were given a static fluid i.e. law of Archimedes, in the discovery

learning students perform an experiment to find out the sound of the law of Archimedes through

practical work they are doing, so they easily recall the law of Archimedes. Students easily

understand the concept of Archimedes based on practical experience that they do. So the learning

achievements of students who learn to use better discovery of learning in students who studied with

conventional pembelajarn.

Methods of inquiry-discovery according to the Spiritual (2001:39) is a method which leaves

from a view that the learners as subjects on the side as an object of study. These advantages that

have been presented, then learning of inquiry-discovery through the empirical and theoretical

review more effectively in the ability of the learning achievement than conventional physics.

From the research that's been done indicate the level of critical thinking and the learning

achievements of students experiencing learning process inquiry-discovery through the empirical

and theoretical review of higher-value critical thinking students highest i.e. 85 compared to

students who are experiencing learning process with conventional value of 75. For the value of the

learning achievement of students who are experiencing learning process inquiry-discovery through

the empirical and theoretical tinjaun is 90 where as students who mengaalami conventional

learning process is 76.

At the time of Archimedes experiment conducted in experimental classes, students are more

active and enthusiastic in doing experiments, a sense of curiosity in students. Students are very

active and feel happy because they can find their own sound law archimedes through experiment.

According to Zulhelmi (2009), learning guide inquiry-discovery provides opportunities for class

activities based on student (student centered) and lets students learn that not only makes the teacher

as the sole source of learning.

According to him the benefits that accrue to the students of this learning model is able to spur

keinginantahuan and independent study in problem solving. Therefore, in the study of the value of

the level of critical thinking students who learn learning inquiry-discovery through the empirical

and theoretical tinjuan higher than in conventional learning experience of students. As it is known,

is a physics lesson science lesson category that demands against experiments to understand it. In

addition to increasing the level of critical thinking also have an impact on student learning

achievement, because the student independently learns to get results from the experiment they did

and prove theoretically. Students can easily memorize the material as they do the experiment

yourself then explained by their teacher, the teacher did not explain the whole matter.

5. Conclusion

Based on data analysis that has been done, it can be concluded as follows.

Students with high prior knowledge, the level of critical thinking students who learn Inquiry-

Discovery learning through the empirical and theoretical review, higher than students who learn

convenstional leanring. Students with low prior knowledge, the level of critical thinking students

who learn Inquiry-Discovery learning through the empirical and theoretical review, higher than

students who learn convenstional leanring.


ISBN 9786021570425 PHY- 129

Students with high prior knowledge, achievements of the studied physics students who learn

through inquiry-discovery learning through the empirical and theoretical review, higher than

students who studied with conventional learning. Students with low prior knowledge, achievements

of the studied physics students who learn through inquiry-discovery learning through the empirical

and theoretical review, higher than students who studied with conventional learning.

Level of critical thinking students for all prior knowledge who learn inquiry-discovery

learning through the empirical and theoretical review, higher than students who learn convenstional

leanring. Physics achievements students for all prior knowlwdge who learn inquiry-discovery

learning through the empirical and theoretical review, higher than students who studied with

conventional learning.

Reference

Arends. R.I., (2001). Learning to Teach. Boston: McGraw. Hill

Arikunto, Suharsimi. 2003. Manajemen Penelitian. Jakarta: Rineka Cipta.

Ghullam Hamdu, Lisa Agustina. 2011. Pengaruh Motivasi Belajar Siswa terhadap Prestasi Belajar

IPA di sekolah Dasar. Jurnal Penelitian Pendidikan. Universitas Pendidikan Indonesia. Vol.

12 No.1

Joyce, Bruce and Marsha Weil. 1992. Models of Teaching. New Jersey. Prentice Hall, Inc.

Kasiram. 2010. Metodologi Penelitian. Malang: UIN-Maliki Press.

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013 tentang

Standar Proses Guruan Dasar dan Menengah

Rahman Risqi, Samsul Maarif. 2014. Pengaruh Penggunaan Metode Discovery terhadap

Kemampuan Analogi Matematis Siswa SMK Al-Ikhsan Pamarican Kabupaten Ciamis

Jawa Barat.Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung. Vol 3,

No 1.

Sudjana. 1996. Metode Statistika Untuk Bidang: Biologi, Farmasi, Geologi, Pendidikan, Psikologi,

Teknik. Bandung: Penerbit Tarsito

Widhiyantoro Taufik, Meti Indrowati, Riezky Maya Probosari. 2012. The Effectiveness of Guided

Discovery Method Application toward Creative Thinking Skill at The Tenth Grade

Students of SMA N 1 Teras Boyolali in The Academic Year 2011/20112. Pendidikan

Biologi FKIP UNS. Vol 4 No. 3

Wartono, 2012. Strategi Pembelajaran Fisika. Malang: Program Pendidikan Fisika FMIPA

Universitas Negeri Malang


ISBN 9786021570425 PHY- 130

OPE-09 Student Learning by Experiment for Testing

Characteristics of Resistance, Voltage and Current in the Resistor Circuit

Eka Murdani

STKIP Singkawang, STKIP Street, Singkawang City, West Kalimantan Province,

Indonesia,[email protected]

Abstract-Resistor is an important component in electronics which function as the electrical resistance or

resistor of electric current. In this experiment used three identical resistors, that means having an equal

resistance value which is 1000 Ω. Resistor of 1000 Ω is used to minimize the influence of the internal

resistance of the multimeter because multimeter will be used as an instrument to measure of the resistance,

the voltage and electric current in the resistor circuit. From 3 resistors can be made into 4 circuits. They are 3

resistors on the series circuit; 3 resistors on the parallel circuit; mix circuit of 2 series and 1 parallel; and mix

circuit of 2 parallel and 1 series. The characteristics of resistance, voltage and electric current have been

tested experimentally. By using 3 V voltage, the characteristics of resistance and electric current on the series

circuit of 3 resistor is (3000 ± 250) Ω and (1.000 ± 0.025) mA. On the parallel circuit of 3 resistor is (350 ±

25) Ω and (8.50 ± 0.25) mA. On the mixed circuit of 2 series and 1 parallel is (650 ± 25) Ω and (4.50 ± 0.25)

mA. And the last, on the mixed circuit of 2 parallel and 1 series is (1500 ± 50) Ω and (2.000 ± 0.025) mA.

This experimental testing is done directly by students on the learning process, so that learning can be

effective on scientific attitude and knowledge transfer.

Keywords:learning by experiment, scientific attitude, resistor circuit

1. Introduction

The National Education Minister Regulation Number 22 of 2006 about the Content Standard

for Primary and Secondary Education emphasizes that the Natural Sciences (IPA) education

concerns on how to find out about the nature systematically, so that science is not just mastery of a

collection of knowledge in the form of facts, concepts, or principles, but also a process of

discovery. Science education is expected to be a tool for students to learn themselves and their

environment, and prospects for further development in applying science in daily life.

Science learning process emphasizes providing direct experiences to develop competency to

explore and understand nature. Science education is suggested to adopt inquiry approach and

similar approaches so that it can help student to get a deeper understanding of the nature around.

Natural Sciences are needed in daily life to supply human needs with problem solving.

Application of Natural Sciences needs to be done wisely to keep and conserve the environment.

Learning science in Junior High School (SMP/MTs) was emphasized on the students experience

for planning and doing scientifically.

Learning science should be take scientific inquiry apprioach to develop thinking skills,

scientific attitude, and communicate them as an important aspect of life skills (Permendiknas,

2006). Therefore, science learning in SMP/MTs emphasizes to get learning experience directly by

application and development of skill process and scientific attitude. This research used an

experiment method in learning process for getting learning experience directly and for developing

student scientific attitude.

2. Methods

The aims of Natural Science in SMP/MTs for students are: (1) increasing the religious beliefs

to God, (2) Developing an understanding of natural phenomena, concepts and principles of science

that are useful and can be applied in daily life, (3) Developing curiosity, positive attitude, and

awareness of the existence of a relationship of mutual influence between science, environment,


ISBN 9786021570425 PHY- 131

technology, and society, (4) Doing a scientific inquiry to develop the ability to think, act and

communicate scientifically, (5) Increasing awareness to participate in care-taking, keeping and

conserving the environment and natural resources, (6) Increasing awareness to appreciate nature

and universal regularity as God's creation, and (7) Increasing the knowledge, concepts, and skills

of science as a basis to continue their education to the next level (Permendiknas, 2006). This

research used an experimental method in the learning process to develop an understanding of

natural phenomena, concepts and principles of science that are useful and can be applied in daily

life. Natural phenomenon studied in this research was electricity. Natural Sciences concepts and

principles are the dynamic electricity and Ohm's law. The application of learning is in daily life is a

lamp for lighting a room.

Standard Competency (SK) and the Basic Competency (KD) of Natural Sciences (IPA) for

SMP/MTs students are the national minimum standards to be achieved by students and become a

reference in the development of the curriculum in each educational unit. Achievement of SK and

KD is based on empowering students to develop their abilities, scientific works and knowledge

which are facilitated by the teachers. This research was conducted in class IX in one of Junior

High School (SMP/MTs) in Singkawang City. The application of the experimental method in SK:

(3) Understand the concept of electricity and their application in daily life and KD: (3.2) Analyzing

the dynamic electrical experiments in the series and its application in daily life. SK and KD are

based on the The National Education Minister Regulation Number 22 of 2006 about the Content

Standard for Primary and Secondary Education. This research used an experiment method in

learning process for getting learning experience directly and for developing student scientific

attitude.


Most of our perception of the teaching is transfer knowledge actively from teacher to the

students. On the other hand, perception of the students about learning is accepting from the teacher

given passively. This perception should be changed. Effective teaching and learning activities

should be able to make students active for building their knowledge by placing the teacher as a

facilitator. A step to make learning effectively is to organize a practicum or experiment. By

experiment, students can develop their ability to think critically, analyze, and evaluate a problem

(Isliyanti and Murdani, 2010, Murdani and Sutarno, 2011).

We often hear resistor in our life every day. Each electronic component always has a resistor.

Resistor is a conductor wire. The function of the resistor is as resistance or a resistor of incoming

current (Ismail, 1995; Soeharto, 1992; Young and Fredman, 2004). This paper discusses about the

physics learning process based on experiment. In this learning, students are asked to solve a

problem, analyze and evaluate the results of experiment about characteristics of resistance, voltage

and current in the resistor circuit. In this experiment, students study some circuit of resistor such as

single, series, parallel and combination series-parallel. The students make own circuit and directly

measured the voltage, electricity current and the equivalent resistance for each circuit.

The First, the research is done by making the concept of the experiment in the form of handy

guides or lab manual. The purpose of the experiment referred to SK: (3) and KD (3.2). The purpose

of the experiment is to determine/verify the characteristics of the circuit resistor series, parallel and

series-parallel combination and apply Ohm's law in the experiments.

Three resistors can be arranged into 4 circuits. They are 3 resistors on the series circuit; 3

resistors on the parallel circuit; combination circuit of 2 series and 1 parallel resistor; and

combination circuit of 2 parallel and 1 series resistor. Based on Ohm's law, the research methods

used in this practicum or experiment is giving electric potential difference on the resistor then an

electric current will flow from high potential to low potential (Giancoli, 1998; Sears and

Zemansky, 1994; Tipler, 1996).

In the first experiment, three pieces of resistors arranged in series circuits with the following

instruction: (a) Take three identical resistors (has a resistance equal of 1000 Ohm), (b) row three

resistor in series, and then measure the equivalent resistance to 3 resistors with an ohmmeter, (c)


ISBN 9786021570425 PHY- 132

apply 3 volts electrical potential difference at the two ends of the series resistor wire, measuring

the voltage in each resistor using a voltmeter, and the current flowing using ammeters.

The second arrangement is parallel circuit of three resistors. Experiment steps are the same as

that of the first experiment and differ only by replacing series circuit into parallel circuit. The third

experiment is combination circuit of 2 series and 1 parallel circuit. And the fourth experiment is

combination circuit of 2 parallel and 1 series resistor.

In this experiment three identical resistors were used, that means they have an equal resistance

value of 1000 Ω. Resistor of 1000 Ω was used to minimize the influence of the internal resistance

of the multimeter because multimeter were used as an instrument to measure of the resistance, the

voltage and electric current in the resistor circuit. The characteristic of resistance, voltage and

electric current have been tested experimentally. By using 3 V voltage, the expected results of

resistance and electric current characteristics measured by students were (a) (3000 ± 250) Ω and

(100 ± 2.5) 10-5

A for the series circuit of 3 resistor, (b) (350 ± 25) Ω and (850 ± 25) 10-5

A for the

parallel circuit of 3 resistor, (c) (650 ± 25) Ω and (450 ± 25) 10-5

A for the combination circuit of 2

series and 1 parallel resistor, and (d) (1500 ± 50) Ω and (200 ± 2.5) 10-5

A for the combination

circuit of 2 parallel and 1 series resistor. This experimental testing is done directly by students on

the learning process, so that learning can be effective especially on scientific attitude and

knowledge transfer.

The Second, the author collaborated with science teacher at a junior high school in

Singkawang City to apply an experiment in learning. Writers and teachers jointly create learning

scenarios or RPP for SK (3) and KD (3.2). Indicators of learning are: (1) Mention component of

electrical circuit, (2) Describe the function of electrical components, (3) Mention the type of

electrical circuit, (4) stringing and determine the characteristics of resistance, voltage, and electrical

current in the circuit resistor in series, parallel and series-parallel combination, (5) Mention Ohm's

law, (6) Writing Ohm's law formulas, (7) Calculate the electric current with Ohm's law and

compared with the results of ammeters, and (8) explain the definition of electrical resistance.

The aims of learning through experimental methods for students were to analyzed the dynamic

electrical experiments in the series and its application in daily life. Activities in Scenario Learning

were: (1) in the introduction activity, the teacher gave apperception and pre-test, (2) in the main

activity, the teacher gave the material shortly, experiment modules and students performed

experiments, filled the table observations and answered the questions on the experiment module,

(3) in the closing activity, the teacher gave the post-test and reinforcement learning material or

students concluded the learning material together with the teacher.

Pre-test: (1) There are three pieces of identical resistors of 1000 Ohm, arranged on series,

connected with a voltage of 3 volts. Determine: (a) the equivalent resistance of the circuit in the

series, (b) voltage on each resistor, and (c) the electric current flowing in each resistor with Ohm's

law, and (2) Determine the same thing if the resistor is parallelized. Post-test: (1) There are three

pieces of identical resistors of 100 Ohm, connected with a voltage of 6 volts. Determine: (a) the

equivalent resistance of the circuit in the series, (b) voltage on each resistor, and (c) the electric

current flowing in each resistor with Ohm's law, and (2) Determine the same thing if the resistor

arranged in parallel.

Pre-test score of 25 students is (2, 2, 2, 2, 2, 2, 2, 3, 3, 4, 4, 4, 4, 5, 6, 6, 6, 7, 7, 8, 8, 8, 9, 9,

and 9). Post-test score of 25 students is (6, 7, 8, 8, 8, 8, 9, 9, 9, 9, 9, 10, 10, 10, 11, 11, 11, 12, 12,

12, 12, 14, 14, 14, and 15). Average Scores of pre-test 𝑥 𝑖 is 4.96 and post-test 𝑥 𝑓 is 10.32.

Maximum score 𝑥𝑚 is 17. Improved cognitive learning results obtained from the average score

pre-test and post-test were normalized by testing the normalized gain (N-gain) using equation (1)

(Hake, 1999).

𝑔 =𝑥 𝑓−𝑥 𝑖

𝑥𝑚 −𝑥 𝑖 (1)

By 𝑔 is normalized gain (N-gain). The criteria of N-gain is given in Table 1.


ISBN 9786021570425 PHY- 133

Table 1 The criteria of N-gain (Hake, R.R., 1999) N-gain Criteria

𝑔 ≥ 0.7 High

0.3 ≤ 𝑔 < 0.7 Medium

𝑔 < 0.3 Low

Calculated N-gain value by using equation (1) is 0.45. Based on Table 1, value of 0.45 gives

information that there has been an increasing in cognitive learning outcomes by medium criteria.

Student learning by experiment method can improve their cognitive learning outcomes in medium

criteria on SK: (3) and KD (3.2) or on the topics “dynamic electricity and Ohm’s law”.

4. Conclusion

The characteristic of resistance, voltage and electric current have been tested experimentally.

By using 3 V voltage, the characteristics of resistance and electric current on the series circuit of 3

resistors were (3000 ± 250) Ω and (100 ± 2.5) 10-5

A. On the parallel circuit of 3 resistors, the

values were (350 ± 25) Ω and (850 ± 25) 10-5

A. On the combination circuit of 2 series and 1

parallel resistors, the values were (650 ± 25) Ω and (450 ± 25) 10-5

A. Lastly, on the combination

circuit of 2 parallel and 1 series resistors, the value were (1500 ± 50) Ω and (200 ± 2.5) 10-5

A. This

experimental testing was done directly by students on the learning process, so that learning can be

effective especially in term of scientific attitude and knowledge transfer. Average Scores of pre-test

was 4.96 and that of post-test was 10.32. N-gain value of 0.45, gives information that student

learning by experiment method can improve their cognitive learning outcomes in medium criteria

on the topics “dynamic electricity and Ohm’s law”.

Acknowledgements

Our thanks to Drs. Andi Mursidi, M.Si, the chairman of STKIP Singkawang who helped the

foundation during this research and publication in International Conference on Mathematics,

Sciences, and Educations 2015, Mataram University, Lombok, 2015.

References

Giancoli, D.C.(1998). “Physics 2Fifth Edition”. Jakarta: Erlangga Publishing.

Hake, R.R. (1999). “Analyzing Change/Gain Scores”. USA. Department of Physics. Indiana

University

Isliyanti, A., Murdani, E., et al. (2010). “Pembelajaran Praktikum Fisika Berbasis Penelitian:

Karakteristik Kawat Pada Sekering Pengaman”. Bandung: Prosiding Seminar Nasional Fisika

2010.

Ismail, B.(1995). “Rangkaian Listrik Jilid 1”. Bandung: ITB Bandung Publishing.

Murdani, E., Sutarno, D. (2011). “Karakterisasi Kawat Untuk Sekering Pengaman”. Bandung:

Prosiding Simposium Nasional Inovasi Pembelajaran dan Sains (SNIPS) 2011.

Permendiknas. (2006). “Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22

Tahun 2006 Tentang Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah”. Jakarta.

Sears, F.W., Zemansky, M.W.(1994). “Physics for University 2”. Bina Cipta Publishing.

Soeharto. (1992). “Fisika Dasar II Listrik-Magnet”. Jakarta: PT Gramedia Pustaka Utama.

Tipler, P.A.(1996). “Physics for Science and Technic Third Edition”. Jakarta: Erlangga Publishing.

Young, H.D., Fredman, R.A.(2004). “Physics for University 2 Tenth Edition”.Jakarta: Erlangga

Publishing.


ISBN 9786021570425 PHY- 134

OPE-10 Technological Pedagogical Content Knowledge (TPACK) Model with Structural Equation Modeling (SEM) Approach

on Prospective Physics Teacher

Endang Purwaningsih, Muhammad Nur, and Wasis

Universitas Negeri Malang, Jl. Semarang No 5 Malang Jawa Timur,

[email protected]

Abstract-This study aims to describe constituent latent variables and its contribution on TPACK. TPACK

are formed by six latent variables, namely: Technological Knowledge (TK), Pedagogical Knowledge (PK),

Content Knowledge (CK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge

(PCK), and the Technological Pedagogical Knowledge (TPK). The subject of study were 78 prospective

physics teacher enrolled in Learning Program Development of Physics Course and would conduct teaching

practice in school. Data were obtained with a questionnaire and analyzed by Structural Equation Modeling

(SEM) approach. The results showed that constituent latent variable gave contribution positively. TCK gave

the greatest contribution to TPACK’s prospective physics teacher.

Keywords: technological pedagogical knowledge, structural equation model, prospective Physics

teacher

1. Introduction

Based on RI Law No. 14 2005, the teacher is a profession, so that a teacher must be a

professional and have knowledge that reflected in teacher competency. A professional teacher

should understand about the Pedagogical and Content Knowledge, as well as having specific

knowledge that integration between them and this is known by the Pedagogical Content

Knowledge (PCK) (Shulman, 1986; Lee, 2008). PCK is an essential component for professional

development of teachers, as stated in the National Science Education Standards (National Research

Council, 1996:62) The results of the study indicate that in order to improve the professionalism of

teachers, one factor is enriching PCK teachers (Loughran, Berry, & Mulhall, 2006).

The development of Information and Communication Technology (ICT) had an incredible

impact on the world of education, especially in use of computers and Internet. Based on PCK

which has been found, Mishra and Kohler added a component that is knowledge of the technology

that will give an important role to produce effective teaching (Mishra and Koehler, 2006: 1023).

Integration between content knowledge (CK), pedagogical knowledge (PK) and technological

knowledge (TK) forms the theoretical framework TPACK (pronounced T-PACK). The integration

is shown in Figure 1. It is seen that in the model: (1) there are three main components, namely the

PK, TK and CK; (2) forming the interaction among them is the TCK, TPK, and PCK; and (3)

TPACK as the heart. In Figure 1 also appears that the TPACK are within the scope of (the dotted

line) "context" certain

. Figure 1 TPACK framework and its Components(http://tpack.org)



ISBN 9786021570425 PHY- 135

Based on the literature, seven construction shows that Technological Knowledge (TK) is

knowledge of how to operate computers and relevant software. Pedagogical Knowledge (PK) is

knowledge of how to design a lesson plan, utilize individual differences, design methods of

learning, manage a class, and plan an assessment. The Content Knowledge (CK) is knowledge of

the content of material to be covered or taught. PCK (Pedagogical Content Knowledge) is

knowledge about ways to teach a content specific material so that the material easy to understand

students. TCK (Technological Content Knowledge) is knowledge about use of technology so that it

can create new representations for the content of material specific or how content matter can be

visualized through the aid of technology. An example of application of the TCK is using computer

simulations to show the movement of a combination of two waves. TPK (Technological

Pedagogical Knowledge) is knowledge of how various technologies can facilitate pedagogical

approaches such as the use of asynchronous discussion forums are used in teaching and to

understand that the use of technology can change the way teachers teach. Technological

Pedagogical Content Knowledge (TPACK) is a knowledge needed by teachers to facilitate student

learning on specific material content through pedagogy and appropriate technology (Cox &

Graham, 2009; Mishra and Koehler, 2006; Shulman, 1986). The exposure indicates that the

framework TPACK potentially provide a new direction for teachers to integrate ICT in learning

(Hewitt, 2008).

This study aims to determine the structural equation model that describes the contribution of

the TK, PK, CK, TPK, TCK, and PCK towards TPACK. Based on the modeling, the appropriate

form of development can be designed the TPACK. This study used the following hypothesis. (1)

there is a significant contribution between the TK to TPK; (2) there is a significant contribution

between the TCK to TK; (3) there is a significant contribution between the PK to TPK; (4) there is

a significant contribution between the PK to PCK; (5) there is a significant contribution between

the CK to TCK; (6) there is a significant contribution between the PCK to CK; (7) there is a

significant contribution between the TK to TPACK; (8) there is a significant contribution between

the PK to TPACK; (9) there is a significant contribution the TPACK to CK; (10) there is a

significant contribution between the TPK to TPACK; (11) there is a significant contribution

between the TCK to TPACK; and (12) there is a significant contribution between the PCK to

TPACK.

2. Method

This study is a survey research. The population was 100 people prospective physics teachers

enrolled in the Development of Physics Learning Program course at Physics Department,

Universitas Negeri Malang Indonesia. 80 samples were determined by the formula of Taro Yamane

(Riduwan, 2007: 65). Randomization used Randomizer Research Program.

Research used self-assessment instrument (self-assessment) on ability of the seven

components. This instrument was a modification of instruments that have been developed by

Schmidt et al. (2009) and Kohet al. (2011). Latent variable exogenous the TK were represented by

14 indicator variables, latent variables exogenous the PK were represented by 8 indicator variables,

latent variables exogenous the CK were represented by 7 indicator variables, latent variables

exogenous the PK were represented by 8 indicator variables, latent variables endogenous the TPK

were represented by 7 indicator variables, variable the TCK endogenous latent variables were

represented by five indicators, the PCK endogenous latent variables were represented by 9

indicator variables and endogenous latent variables TPACK were represented by three indicator

variables. Outer model describe a specification relationship between latent variables with the

indicator, while the inner model describe a specification relationship between the latent variables

(Jaya and Sumertajaya, 2008: 122). The design of structural models (inner model) is shown in

Figure 2


ISBN 9786021570425 PHY- 136

Figure 2 Structural models of TPACK

Path diagram consists of structural models between the latent variables are represented by

inner model, and measurement models of each indicator variable of latent variables are represented

by the outer models. Research path diagram is shown in Figure 3.

Figure 3. Path Diagram Research


ISBN 9786021570425 PHY- 137

To examine the amount of the contribution of the causal relationship between the variables of

latent exogenous to endogenous, researchers used the Partial Least Square (PLS) method. Selection

of PLS method due to the small study sample size of less than 100 (Jaya and Sumertajaya, 2008:

119). Step analysis of the data in the PLS methods, among others: (1) designing a model of

structural (inner model), (2) designing measurement models (outer model), (3) constructing the

path diagram, (4) converting the path diagram into a system of equations, (5) goodness of Fit, and

(6) hypothesis testing (Jaya and Sumertajaya, 2008: 122-127). Calculations and data analysis

research carried out by Smart-PLS software 3.2 version.

3. Result

Data analysis was conducted by testing the goodness of fit models with software Smart-PLS -

PLS Algorithm to obtain several indicator variables that have a loading factor of less than 0.7.

Furthermore, indicator variables with a loading factor of less than 0.7 is removed (in-trimming) of

the model and the goodness of fit models tested again. The result of all variables indicators have

loading factor> 0.7, so the model is valid convergent. Path diagram model of TPACK is shown in

Figure 4.

Figure 4 Path Diagram of TPACK Model after Trimming

The results of goodness of fit testing showed that the model TPACK tested; (1) convergent

validity, it is shown by the value of AVE for all latent variables more than 0.5 and the loading

factor of more than 0.7; (2) discriminant validity, it is shown by the cross loading analysis which

shows that the ratio of the value of the latent variables loading factor is greater than the other; and

(3) reliable, it is shown by the value of the entire composite reliability latent variables is greater

than 0.7. From these conditions it was decided that the model fit, so the hypothesis testing can be

conducted using this model.


ISBN 9786021570425 PHY- 138

Hypothesis testing is done by software Smart-PLS - bootstrapping. If the tstatistic greater than or

equal to ttable by 1.96, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is

accepted (Jogiyanto, 2011: 72-73). The result of hypothesis testing is shown in Table 1.

Table 1. Results of Testing Hypothesis

No Direct Impact coefficient Path tstatistic Decision Description

1. TK to TPK 0,914 12,851 H0 rejected Positive effect, significant

2. TK to TCK 0,828 8,461 H0 rejected Positive effect, significant

3. PK to TPK -0,040 0,457 H0 accepted No positive effect

4. PK to PCK 0,411 2,593 H0 rejected Positive effect, significant

5. CK to TCK 0,103 0,986 H0 accepted No positive effect

6. CK to PCK 0,498 2,997 H0 rejected Positive effect, significant

7. TK to TPACK 0,502 3,426 H0 rejected Positive effect, significant

8. PK to TPACK -0,033 0,377 H0 accepted No positive effect

9. CK to TPACK 0,233 2,044 H0 rejected Positive effect, significant

10. TPK to TPACK -0,037 0,328 H0 accepted No positive effect

11. TCK to TPACK -0,081 -0,101 H0 accepted No positive effect

12. PCK to TPACK 0,356 2,759 H0 rejected Positive effect, significant

From the hypothesis test is known that the null hypothesis for the hypothesis third, fifth,

eighth, tenth, and eleventh accepted, whereas for the others rejected. Hypothesis testing results

show that: (1) the latent variables of the TPK positively influenced by the TK; (2) the latent

variable of the TCK positively influenced by the TK; (3) the latent variables of the PCK positively

influenced by the PK and the CK, and the CK more positively and significant contribution to the

PCK; (4) the latent variables of TPACK positively influenced by the TK and the CK, the latent

variables of the TK most positively contribution to the TPACK; and (5) the TPACK latent

variables is affected positively by the PCK. Path diagram for significance can be shown in Figure

5.

Figure 5. Path Diagram for Significance of TPACK

Based on magnitude of the path coefficient of the TPACK path diagram, the components that

have the greatest contribution to the TPACK is the TK that were represented by 13 indicators. If

seen from the average score of the TK indicator of 2.9, it means that prospective physics teachers

have the ability to use technology (computer and internet) with different variations. This ability is

very helpfulprospective physics teachers in developing the TPACK. This shows that the integration

of the TK into the learning (the PK) also need to be strengthened.

The results also showed that the PK, TPK and TCK do not contribute to the TPACK. The PK

contributions to the TPACK indirectly obtained by the PCK. The amount of contribution the PCK

against TPACK too small. To develop the TPACK with optimal results, there should be the

contribution of each component. Therefore, it is necessary to develop learning model that further

strengthen the content knowledge and pedagogical knowledge to reinforce the PCK. One way that


ISBN 9786021570425 PHY- 139

can be done to strengthen the PCK for prospective physics teacher is by Content Representation

(CoRe) and Professional Experience Repertoire (Pap-eR) (Loughran et al., 2006).

4. Conclusion

Based on the research can be concluded as follows: (1) there is a significant contribution

between the TK to the TPK; (2) there is a significant contribution between the TCK to the TK; (3)

there is no significant contribution between the PK to the TPK; (4) there is a significant

contribution between the PK to the PCK; (5) there is no significant contribution between the CK to

the TCK; (6) there is a significant contribution between the PCK to the CK; (7) there is a

significant contribution between the TK to the TPACK; (8) there is no significant contribution

between the PK to the TPACK; (9) there is a significant contribution between the TPACK to the

CK; (10) there is no significant contribution between the TPK to the TPACK; (11) there is no

significant contribution between the TCK to the TPACK; and (12) there is a significant

contribution between the PCK to the TPACK.

To further this research, it is expected to have all components on TPACK have a balanced

contribution. Therefore, it is necessary to design a learning model that can improve the PCK, or

integrate the knowledge content (CK) and pedagogical knowledge (PK) or integrate technological

knowledge (TK) with PK and CK thus to contribute to the TCK and TPK.

References

Cox, S., & Graham, C. R. (2009). “Diagramming TPACK in practice: using and elaborated

model of the TPACK framework to analyze and depict teacher knowledge”. TechTrends,

53(5), 60–69.

Hewitt, J. (2008). Reviewing the Handbook of Technological Pedagogical Content Knowledge

(TPCK) for educators. Canadian Journal of Science. Mathematics, and Technology

Education, 8(4),355-360

Jaya, I Gede Nyoman Minsra and I Made Sumertajaya. (2008). Structural Equation Modelling with

Partial Least Square. Paper are presented at the National Seminar of Mathematics and

Mathematics Education, 2008. Mathematic Education Department Universitas Negeri

Yogyakarta, Yogyakarta, 28 November 2008.

Jogiyanto. (2011). Konsep dan Aplikasi Structural Equation Modelling (SEM) Berbasis Varian

dalam Penelitian Bisnis. Yogyakarta: Unit Penerbit dan Percetakan STIM YKPN Yogyakarta.

Koh, J.H.L dkk. (2011). Modelling Primary School Preservice Teachers’ Technological

Pedagogical Content Knowledge (TPACK) for Meaningful Learning with Information and

Communication Technoliogy (ICT). Computers and Education, 57(1), 1184-1193.

Lee, Eunmi. (2008). Experienced Secondary Science Teachers’ Representation of Pedagogical

Content Knowledge. International Journal of Science Education, 30(10):1343-1363.

Loughran, J.J, dkk. (2006). Understanding and Developing Science Teachers

Pedagogical Content Knowledge. Rotterdam/Taipei: Sense Publishers.

Mishra, P. dan Koehler, M.J. (2006) Technological Pedagogical Content Knowledge : A

Framework for Teacher Knowladge. Teachers College Record, 108(6):1017–1054..

National Research Council. (1996). Executive Summary of National Science Education Standards,

(Online), (http://executivesummary.pdf), accessed on 15 March 2012.

Riduwan. (2007). Metode dan Teknik Menyusun Tesis. Bandung: Penerbit Alfabeta.

Schmidt, dkk. (2009). Technological Pedagogical Content Knowledge (TPACK): The

Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of

Research on Technology in Education, 42(2), 123-129.

Shulman, L.S. (1986). Paradigms and Research Programs in the Study of Teaching: A

Contemporary Perspective. In M.C. Wittrock (Ed), Handbook of Research on Teaching (3rd

edition).NewYork: Macmillan.


ISBN 9786021570425 PHY- 140

OPE-11 Prospective Physics Teacher Ability to Design Lesson Plan of Physics Subject in Secondary High School in

Term of Technological Pedagogical Content Knowledge (TPACK) Framework

Endang Purwaningsih and Lia Yuliati

Universitas Negeri Malang, Jl. Semarang No 5 Malang [email protected]

Abstract-This study is a qualitative descriptive research aimed to describe the ability of prospective physics

teachers in designing a lesson plan on mechanical wave subject matter for secondary high school students in

grade XI. The study was conducted on prospective physics teachers at Physics Department, Universitas

Negeri Malang Indonesia, who enrolled in Development of Learning Physics Program Course and

preparation for teaching practice in school. Data was obtained from an assessment instruments for lesson

plan, questionnaires to measure each component of TPACK, and an interview guide. The results showed that

prospective physics teachers have adequate ability to use technology, especially internet and computers for

physics teaching and learning and can choose learning methods and strategies in accordance with the

teaching materials. Prospective physics teachers understanding of the curriculum and teaching materials,

especially essential materials, still experiencing problems that require further practice. The results of this

study recommends to develop a learning models for prospective physics teachers to plan and implement a

learning that strengthens ability of choosing essential materials, to integrate know, pedagogy and technology

in learning, and to plan an authentic assessment varied.

Keywords: lesson plan, prospective Physics teacher, technological pedagogical content knowledge

1. Introduction

One duty of teachers as professionals is to plan and implement the learning process, assess

and evaluate learning outcomes, improve, develop academic qualifications and competence on an

on going basis in accordance with science, technology, and art development (by Law of Indonesia).

Lesson plans can serve as a guide for teachers and students in order to implement of learning leads

to the achievement of learning goals, and reduce trial and error activities. Awareness and

responsibility of teachers to prepare lesson plans will be the benchmark for effective learning

(Yaumi, 2013). In fact, many (67%) of teachers who are already certified as a professional teacher,

still considers the RPP as administrative activities (Purwaningsih, 2010). This was also the case in

other subjects. For example, chemistry teacher at the North Sumatra design lesson plan also not

optimal (68.18%). RPP has not fully reflected the characteristic as desired learning curriculum

(Silaban, 2011). These findings indicate that there are still obstacles experienced by teachers in

preparing lesson plans.

Based on the condition that occurs in teachers in designing lesson plans, the problem in this

study is: what is the prospective physics teachers ability in designing lesson plans based on

framework TPACK? What is the prospective physics teacher ability toward TPACK and its

components according to the self-assessment? What follow-up and what can be done to overcome

these problems?

Designing lesson plans is defined as process of arranging the subject matter, using of

instructional media, using approaches and teaching methods, and taking measures to achieve the

goals (Majid, 2011). The principle of lesson plans preparation on the curriculum 2013 include:

contemporary-oriented, develop independence, student-centered, and using ICT. Lesson plan

components consisting of: identity of the school, subject, and grade/semesters; Time Allocation;

Core competencies, basic competencies indicators of achievement of competencies; learning

materials; Learning Activities; assessment; and media/tools, materials, and learning resources.



ISBN 9786021570425 PHY- 141

Relating to use of technology in learning, Mishra and Koehler (2006) integrated

Shulmaninvention (1986) on the PCK (Pedagogical Content Knowledge) with technological

knowledge (TK) to become TPCK. The integration between the content knowledge (CK),

pedagogical knowledge (PK) and technological knowledge (TK) establish a framework TPCK. For

ease of pronunciation of the acronym used TPACK (T-PACK).The integration resulted in seven

components, namely the PK.TK, TCK, TPK, PCK and TPACK. Technological Knowledge (TK) is

the knowledge of how to operate computers and relevant software. Pedagogical Knowledge (PK) is

the knowledge of how to plan a instructional, overcome individual differences, using teaching

methods, classroom management, and assessment plan. Content Knowledge (CK) is the knowledge

of the content of material to be covered or taught. Pedagogical Content Knowledge (PCK) is the

knowledge on ways to teach a particular content material so that the material is easily understood

by the students. Technological Content Knowledge (TCK) is the knowledge of the use of

technology so that it can create new representations for the content specific material or how the

material content can be visualized through the aid of technology. An example application of the

TCK is using computer simulations to show the movement of a combination of two waves.

Technological Pedagogical Knowledge (TPK) is the knowledge of how various technologies can

facilitate pedagogica lapproaches such as the use of asynchronous discussion forums in teaching

and to understand that the use of technology can change the way teachers teach. Technological

Pedagogical Content Knowledge (TPACK) is the knowledge needed by prospective physics

teachers to facilitate student learning on specific material content through pedagogy and

appropriate technology. The exposure indicates that the framework TPACK potentially provide a

new direction for teachers in integrating ICT in learning (Hewitt, 2008). TPACK has asystematic

patterntohelp prospectivephysics teachersarrangethe relationship between technology, pedagogy

and subject matter in designing instructional activities. The TPACK very flexible if combined with

innovative learning model

2. Method

This study is a descriptive research. The population of study was 100 prospective physics

teacher that enrolled in Development of Physics Education Program Course at Physics Department

Universitas Negeri Malang Indonesia, in 2015-2016.The preparation of lesson plans was done in

groups, each group of 3-4 students using simple harmonic vibration subject matter. In this case,

reseachers assess 10 lesson plans .

The instrument used a questionnaire for self assessment against TPACK components. The

instrument used is a modification of instruments that have been developed by Schmidt et al. (2009)

and Koh et al. (2011). In each component is developed a number of indicators. The number of

indicators for each component: the TK=14, the PK=8, the CK=7, the PCK=9, the TCK=5, the

TPK=7, and the TPACK=3.

Another instrument in the form of sheets of assessment lessonplans are developed and

modified based on APKG1. These instruments are used to assess a lesson plan that had been

developed by prospective physics teacher. Assessment instrument of lesson plans are grouped into

7 categories, namely: ability to formulate indicators, ability to organize subject material, ability to

choose ICT, ability to determine learning strategies, ability to design learning activities, ability to

determine learning sources, and completeness ofassessment instruments. Data were analyzed by

simple statistics.


Data from self assessment questionnaire each prospective physics teachers and average

score for each components of TPACK are shown in Table1-7. Items that have the highest and

lowest scores for the TKcomponents are presented in Table1.


ISBN 9786021570425 PHY- 142

Table 1 Scores the TK of Prospective Physics Teachers

Statement Item Average

Scores

Criteria

Highest Score The ability to use a word processing program 3,5 Very good

Lowest Score The ability to create their own learningweb 2,08 sufficient

2,9 good

The TK average of prospective physics teachers is good. The most ability of prospective physics

teachers is a word processing program. Prospective physics teachers do not experience difficulties

in using technology in learning. Technology is dynamic, continue to expand (Mishra and Koehler,

2006), and very rapid development of technology. Therefore, prospective physics teachers need to

always adapt and improve themselves, adhere and study the development of new technologies. This

type of technology that is still an obstacle for prospective physics teachers are creating their

ownweb. Other capabilities are dominated the prospective teacheris using a Moodle to

communicate.

Table 2 Scores the PK of Prospective Physics Teachers

NO Statement Item Average

Scores

Criteria

Highest

Score

The Abilityto plangroup activitiesforstudents 3,2 good

Lowest

Score

The abilityto develop instruments tovarioustypes

ofassessment

2,4 sufficient

2,9 good

The PK average of prospective physics teachers relatively is good. The PK is the knowledge of

how to plan learning, teaching methods, classroom management, and assessment plan. Prospective

physics teachers need to improve their ability to develop and arrange instruments of various types

of assessment rubrics. Prospective physics teacher perform self-assessments and the results show

that they have a good knowledge of pedagogy. In authentic assessment, prospective physics teacher

require assistance in preparing instruments and rubric.

Table 3. Scores the CK of Prospective Physics Teachers


Scores

Criteria

Highest

Score

The ability to explain why matter physics is important to

learn

2,8 good

Lowest

Score

The ability to think as an expert on the physics of new

content

2,2 sufficient

2,5 good

The CK average of prospective physics teachers relatively is good. The CK is the knowledge of the

physics of material that will be taught to students. This knowledge must be mastered well by

prospective physics teachers. Prospective physics teachers also need to know where the essential

concepts that’s hould be taught to students. Mastery of teaching materials is an absolute

requirement that must be owned by prospective physics teachers (Van Driel et al., 1998).


ISBN 9786021570425 PHY- 143

Table 4. Scores the PCK of Prospective Physics Teachers


Scores

Criteria

Highest

Score

The ability to design lesson plan 3 good

Lowest

Score

The ability to

identifyignoranceandmisconceptionsexperienced by

studentsona particularmatter

2,2 sufficient

2,5 good

Prospective teachers need guidance in developing the capabilities of its PCK. PCK is a

unique way to teach certain material so that students easily understood. According to some

researchers, PCK will evolve through experience and expertise for teaching in the classroom (Van

Driel et al., 2001; Williams, 2012; Rozenszajn and Yarden, 2014). According to Magnusson,

Krajcik and Borko (Williams, 2012), the PCK consists of five components, namely, orientation of

content, knowledge of curriculum, knowledge of assessment, knowledge of students' understanding

of subject matter, knowledge of learning strategies. By understanding the level of the PCK,

prospective physics teachers can determine the direction learning is done to help students achieve

the goal(Rozenszajn and Yarden, 2014). For prospective physics teachers, exercises to develop the

PCK can be done by outlining the content material into Content Representation (CoRe) dan

Pedagogical and Professional-experience Repertoire (Pap-eR) that is a framework that is

complementary (Bertram and Loughran, 2012)

Table 5 Scores the TCK of Prospective Physics Teachers


Scores

Criteria

Highest

Score

The abilityto implement learning process using the media

technologies such as multimedia, LCD projectors, computers

and others

3,2 good

Lowest

Score

The ability to facilitate students to use technology to build

different kinds of knowledge representation

2,9 good

3 good

The TCK is a blend of teaching materials with technology, how technology can represent and

visualize specific content so that the content becomes easily understood. Prospective physics

teacher havea good ability in the TCK. They can create a simulation or animation to show some

physical phenomena

Table 6 Scores the TPK of Prospective Physics Teachers


Scores

Criteria

Highest

Score

The ability to adapt learning activities that use technologyin

teaching physics

2,7 good

Lowest

Score

The ability to select and use technology to communicate and

discuss beyond learning

2,6 good

2,7 good


ISBN 9786021570425 PHY- 144

The TPK is the knowledge of how various technology can be used in teaching and to understanding

that using technology may change the way teachers teach (Mishra &Koehler, 2006:1028). For

example, the use of blended learning, moodle, web and so on.

Table 7 Scores the TPACK of Prospective Physics Teachers


Scores

Criteria

Highest

Score

The ability to select technology to visualize abstract physics of

matter in a particular way

2,9 good

Lowest

Score

The ability to use technology to monitor student activity

outside the hours of face-to-face on the model of project-based

learning

2,7 good

2,8 good

The TPACK is the knowledge to integrate technology into the learning material so that it becomes

an integral activity. TPACK is seen as a dynamic framework, because the development is so rapid

technological changes.The data indicated that prospective physics teachers have been able to apply

TPACK in teaching and learning of physics.

Results of the assessment of learning plan that developed in accordance with the

instrument shown inFigure 1. It appears that, organizing categories of material, the completeness of

assessment instruments, ability to determine the source of learning, ability to design the final

activity remains low.

Figure 1 Chart of Lesson Plan Components

The assessment results of lesson plan indicated that prospective teacher ability is still low.

Prospective teachers need guidance in developinga lesson plan. This can be done by giving course

material based on prior knowledge of content and pedagogical knowledge.The results of self-

assessment of TPACK components showed that prospective teachers ability still weak on the CK

and PCK components. This relates with content knowledge of physics. On knowledge of the

technology, its ability is very good so that knowledge becomesa very valuable potential.The results

3.3

2.3

3.2 3.13.4 3.4

2.7

2.21.8

2.7

0

0.5

1

1.5

2

2.5

3

3.5

4


ISBN 9786021570425 PHY- 145

showed that prospective physics teacher is difficult to determine the essential material for learning,

to arrange higher order thinking assessment, and to develop attitudes and skills assessment rubrics.

Based on Education Law No.14of 2005, professional teachers must have pedagogical,

personality, social and professional competences. Knowledge of teaching materials is a prerequisite

that must be mastered the knowledge of teachers although such authorization cannot guarantee

develop PCK (Van Drielet al., 1998, Shulman, 1986).

One of the teacher ability of professional competence is acquisition of concept, structure, and

scientific mindset that supported teaching subjects. Concept acquisition includes understanding of

characteristics and substance of teaching materials, teaching materials, and disciplines concerned. It

is useful to verify concept and substance of learning materials adjustment that will be taught.

4. Conclusion

The ability of prospective physics teachers in designing lesson plans has been good for some

components such as: formulating indicators, choosing a computer and internet-based media,

defining learning strategies and methods, and designing learning activities. Components of lesson

plans still need to be trained, include organizing subject materials, designing learning activity,

determining learning sources, compiling the completeness of assessment instruments and columns,

appropriateness assessment instruments with competence achievement indicator.While the ability

of prospective physics teachers toward the TPACK is good, such as the TCK, TPK and TPACK.

Several components that need to be improved for example: the TK, PK, CK and PCK. This study

recommend to develop a learning model that can improve the ability to organize subject matter and

continue to use the PCK in integrating ICT in learning and learning.

References

Abdul Majid.(2011). Perencanaan Pembelajaran Mengembangkan Standar Kompetensi

Guru.Bandung: PT Remaja Rosdakarya

Bertram, A.,& Loughran, J. (2012). Science Teachers’ Views on CoRes and Pap-eRs as a

Framework for Articulating and developing Pedagogical Content Knowledge, Research in

Science Education . 42, p 1027-1047

Hewitt, J.(2008). Reviewing the handbook of technological pedagogical content knowledge

(TPCK) for educators. Canadian Journal of Science. Mathematics, and Technology Education,

8(4), p 355-360

Koh, J.H.L et al. (2011). Modelling Primary School Preservice Teachers’ Technological

Pedagogical Content Knowledge (TPACK) for Meaningful Learning with Information and

Communication Technoliogy (ICT). Computers and Education, 57(1), p. 1184-1193.

Lee, Eunmi. (2008). Experienced Secondary Science Teachers’ Representation of Pedagogical

Content Knowledge. International Journal of Science Education, 30(10):1343-1363.

Loughran, J.J, et al (2006). Understanding and Developing Science Teachers Pedagogical

Content Knowledge. Rotterdam/Taipei: Sense Publishers.

Mishra, P. and Koehler, M.J. (2006) Technological Pedagogical Content Knowledge : A

Framework for Teacher Knowladge. Teachers College Record, 108(6):1017–1054..

Muhammad Yaumi.(2013). Prinsip-Prinsip Desain Pembelajaran. Jakarta: Kencana

National Research Council. (1996). Executive Summary of National Science Education Standards,

(Online), (http://executivesummary.pdf), diakses pada tanggal 15 Maret 2012.

Presiden RI. (2005). Undang Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan

Dosen. Jakarta: Kementerian Hukum dan Hak Asasi Manusia RI.

Purwaningsih, Endang. (2010). Profil Pembelajaran Fisika SMP di Malang. Hasil penelitian, belum

dipublikasikan

Schmidt, et al (2009). Technological Pedagogical Content Knowledge (TPACK): The

Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of

Research on Technology in Education, 42(2), 123-129.


ISBN 9786021570425 PHY- 146

Shulman, L.S. (1986). Paradigms and Research Programs in the Study of Teaching: A

Contemporary Perspective. In M.C. Wittrock (Ed), Handbook of research on teaching (3rd

edition). New York: Macmillan.

Silaban, S., (2011),Kajian Pelaksanaan Kurikulum Tingkat Satuan Pendidikan (KTSP) Kimia SMA

Negeri di Sumatera Utara. www.digilib.unimed.ac.id.


ISBN 9786021570425 PHY- 147

OPE-12 Analyses of Student’s Answers toward PISA-like Test

with Indonesian Contexts in Physics Education of Faculty Teacher Training and Education Sriwijaya University

Rahmi Susanti*, Riyanto, Ismet, Hartono, and Effendi Nawawi

Biology Education FKIP Sriwijaya University, Jln. Raya Palembang-Prabumulih Indralaya, km 32

Ogan Ilir-Indonesia, [email protected]

Abstract-The aim of research is to describe students’ answers toward PISA-like tests with Indonesian

contexts. The research involved 35 students that consisted of 11 groups. The total of PISA-like tests are five

essay items.. The result of research showed that: 1) 72.7% of students’s answers related to temperature and

dangerous elements in volcano dust toward crop plants; 2) 36% of students’ answers related to waves and

frequencies to solve question: effects of earthquake that caused differences of level distroys. 3) 27% of

students’ answers related to kinds of gases that produced in the volcano that reacted with rain water to solve

question: effects of earthquake toward acid rain; 4) 36% of students’ answers related to lack of diversity and

poluttion to solve question: effect of vegetation destroys caused of smoke; and 5) only 18% of students’

answers related to abilities of CaCl2 solution to bond smoke to solve question: function of CaCl2 to reduce

smoke. The research was concluded that 80% of test items were not answered well based on answer keys.

Keywords: Analyses of student’s answers, PISA test, Indonesian context

1. Introduction

Programme for International Student Assessment (PISA) is an international study that

measures the ability of 15-year-old students in reading literacy, mathematics, and science. PISA is

a study that is held every three years, starting in 2000, then 2003, 2006, 2009, and the last in 2012.

Implementation of PISA is sponsored by the countries who are members of the Organization for

Economic Cooperation and Development (OECD), including the one that is the country of

Indonesia. PISA is sponsored by OECD, an intergovernmental organization of 30 industrialized

countries based in Paris, France. PISA uses the term literacy in each subject to indicate a focus on

the application of knowledge and ability. For the 2003 assessment, scientific literacy is defined as

the ability to use scientific knowledge, to identify questions, and to draw conclusions based on the

evidence to understand and help make decisions about the nature and the changes made to it

through human activity (OECD, 2003).

Associated with this scientific literacy, educators, scientists, and policy makers agree that

the development of scientific literacy of students is an important goal in science education.

Scientific literacy has been defined in various ways, all of which emphasize the ability of students

utilize scientific knowledge in real-world situations (AAS, 1990). Furthermore, it is stated that

scientific literacy is one's own scientific knowledge and use that knowledge to identify questions,

acquire new knowledge, explain scientific phenomena, and draw conclusions based on the evidence

on issues relating to science (OECD, 2012).

For assessment purposes, PISA consists of four interrelated aspects: 1) aspect of context is

recognizing life situations involving science and technology; 2) aspect of contentis to understand

the nature of knowledge based on scientific knowledge includes knowledge about nature and

knowledge about science itself; 3) aspect of competence is demonstrated scientific competencies

that include identifying scientific issues, explaining phenomena, scientific, and use of scientific

evidence; and 4) aspect of attitude is showing an interest in science, support for scientific inquiry,

and motivation to act responsibly towards, for example, natural resources and the environment

(OECD, 2012).

The results of an international assessment conducted by OECD, the science competencies

Indonesia always below average. In 2000 Indonesia was ranked 38th out of 41 participating


ISBN 9786021570425 PHY- 148

countries, with a score of 393. The results obtained PISA 2003, Indonesia ranks 38th out of 40

countries with a score of 395. In 2006, Indonesia ranks 50th out of 57 countries participants with a

score of 393. In 2009 Indonesia was ranked 60th out of 65 participating countries with a score of

383 (OECD, 2010). PISA results last held in 2012, Indonesia ranked 64th out of 65 participating

countries with a score of 382 (OECD, 2004; OECD, 2007; OECD, 2010; OECD, 2014).

Achievement of Indonesia is still very alarming, especially in science literacy. The average

score was below the average score of OECD member countries (500). From 2003 to 2015 the

average score for a science tends to go down, which is very worrying is the implementation of the

2012 PISA science literacy for the state of Indonesia is at the lowest position compared to the

previous year, both on the acquisition of a score and ranking among OECD member states.

Based on the analysis of the results of PISA 2009, found that of the six (6) levels of ability

are formulated in the study PISA, almost all learners Indonesia was only able to master the lesson

to level three (3) only, while the other countries involved in this study much reach level 4 (four), 5

(five), and 6 (six). This is a challenge that must be faced in education in Indonesia, and became one

of the factors for the development of the curriculum in 2013 primarily related to the deepening and

expansion of the material (Kemendikbud, 2014).

Reflecting on the results obtained in the PISA Indonesia shows science literacy students

aged 15 years is still very low. Low ability of scientific literacy is influenced by many factors,

among others, students, curriculum, teaching models and methods used by teachers, learning

resources, teaching materials, infrastructure and learning facilities, and mastery of materials science

by teachers. Learners Indonesia generally less trained in solving problems with characteristics such

as PISA questions. That at least can be seen from the examples of learning outcomes assessment

instruments. In general, the study presents the results of the assessment instrument which is

substantially less associated with the context of the life faced by learners and less facilitating

learners in expressing the process of thinking and arguing. This is in contrast to the characteristics

of the questions that the substance PISA contextual, demanding reasoning, argumentation, and

creativity in the finish (Wardhani and Rumiati, 2011). So, that teachers can train learners in

thinking to solve problems and apply in life, then the teacher should be trained. It can be started

from the preparation of teacher candidates studying at college.

Physic Education Program Study is part of Department of Mathematics and Natural

Science Education. Courses in the group Science (Physics, Chemistry, and Biology) equipped with

basic knowledge in the field of science that is basic physics, basic chemistry, and general biology.

Basic chemistry course is a compulsory course for students on all three study program. Through

this basic chemistry course, students attend lectures using problem-based learning model. Students

were trained how to solve the problem through a discourse given in lectures. Lecture began with a

group discussion to solve the problem, then proceed with a class discussion (Zulkardi, et al., 2014).

Based on the above background, then in this paper presents how the results of the analysis of

student answers to questions PISA with the Indonesian context.

2. Method

The research is a descriptive study that revealed about the results of the analysis of student

answers to similar questions PISA. The study involved 35 students of physical education class of

the academic year 2014/2015 the University of Sriwijaya FKIP that administer basic chemistry

courses as a research subject. Data retrieval tool in the form of equivalent PISA matter with the

Indonesian context. Problem is accompanied by two discourses, which consists of five questions

description. The data obtained were analyzed, presented in table form, described and interpreted.


In this study, two discourses, the Ring of Fire and Forest Fire, were presented. Discourse

about the Ring of Fire consists of three questions, while the discourse Forest Fire consists of two

questions. Both the discourse presented closely related to the condition of the Indonesian state in

the region of islands in the Pacific ring of fire ring. Then in the second discourse was closely

related to the condition of Indonesia, especially with the South Sumatra area which has a lot of peat


ISBN 9786021570425 PHY- 149

swamp regularly every year there is a fire, especially in 2015 a fire broke out very badly. The first

discourse about the Ring of Fire and the accompanying three questions presented in the column

below.

Discourse 1:

Ring of Fire

Indonesia is an archipelago located in the Pacific ring of fire ring. Therefore, there is

still volcanoes that are still active. One is the mountain Sinabung. Sinabung eruption

caused volcanic earthquake and damaging buildings, while the lava and volcanic ash

impact on plants and animals in the vicinity. A phenomenon that can be found from the

eruption of Mount Sinabung, among others yields declined or failed crops, animals,

and plants a lot of dead people around must wear masks. Many people around the

mountains is difficult to breathe because less oxygen availability, poisoning gases that

are emitted by the mountains and the rain water is acidic.

Problem 1.1: Try to explain the impact of volcanic ash on the plant, so it can reduce results

harvest? Results of student groups to answer questions about the 1.1 was analyzed, described and

grouped, and the results are presented in Table 1.

Table 1. Distribution of answers student to problem 1.1

No Student Answer Percentage

1 Volcanic ash is hot, which can damage and even cause the plant to

die as a result of agricultural products declined.

55.54

2 Volcanic ash closes stomata of the leaves, so sunlight and CO2

can not enter into the leaves that causes the process of

photosynthesis is inhibited, resulting in decreased crop

production.

45.45

3 The acidity of volcanic ash can increase the pH of the soil, so the

plants can not grow properly, resulting in crop production will

decline.

27.27

4 Volcanic ash contains harmful substances such as sulfur, gold,

silver, phosphorus, copper and quartz. Therefore the existence of

these substances will disrupt the process of photosynthesis in

plants, so the plants can not grow normally and crop production is

not optimal. In addition, due to lack of O2 and gas poisoning from

volcanic causing plants become dead.

18.18

Based on the results presented in Table 1 above it can be seen that most of the group of

students responded that crop production decreased due to the death of plants due to the effect of

volcanic ash is hot. Plants exposed to the direct influence of volcanic earthquakes and fast process.

A total of 45.45% of student groups responded that the ashes of volcanic earthquakes affect the

photosynthesis process because the stomata of leaves covered by volcanic ash. Thus the supply of

CO2 for photosynthesis material obstructed and unobstructed sunlight also to reach chlorophyll, the

photosynthetic process consequently hampered or even become stalled. This would will result in

death of the plant. The rest of the student group answer was that ash from volcanic earthquakes

affect the soil where plants grow. Influence of volcanic earthquakes that ash lowers the pH of the

soil and make the soil becomes toxic to plant life. It could be resulted in plant death.

Problem 1.2: In the event of an earthquake, there are points that are severely affected by the quake.

The impact of such destruction occurs periodically observed, there are areas that are not too far

from the epicenter, but suffered great destruction. On the other hand, there are areas quite far from

the epicenter, but suffered severe damage. How can these be explained?


ISBN 9786021570425 PHY- 150

The analysis of student answers in solving problem 1.2 are presented in Table 2.

Table 2. Distribution of student answers to problem 1.2

No Student Answer Percent

age

1 This is caused by the earthquake occurred due to vibration. The

vibration wave form. So that the greatest energy that occurs during

earthquakes is peak of wave. We see in the picture most severely

affected by the earthquake are images A and C. Even though A

and C located far apart, but the damage is severe compared to B.

This is caused by the region B is not at the peak of vibration so it

does not ruin a great experience.

36.38

2 This occurs because the impact of the earthquake damage is

influenced by: 1) the depth of the earthquake, 2) the strength of the

earthquake, 3) long vibration (earthquake), 4) the structure of the

soil (soil conditions), and 5) the condition of the building

18.18

3 Areas bypassed by vibrations when the highest deviation of the

wave, has maximum energy, so that the level of damage also

reached a maximum. Conversely area traversed deviation 0 vibes

have or not have a deviation, the impact of the damage is lower

though situated close to the epicenter.

18.18

4 Only answered with image

Slab of land in areas that the earthquake is not in contact with the

area of the earthquake so it does not ruin a great experience. Slab

of land in remote areas with seismic regions in contact with the

earthquake that suffered severe damage.

9.10

5 Blank

18.18


ISBN 9786021570425 PHY- 151

Based on the results of the analysis of the answers in Table 2, it could be seen that there is

a 36.36% answer to question problem 1.2 is associated with vibrations that form a wave. Severe

damage caused by the earthquake were in areas bypassed by vibrations when the highest deviation

from the waves. This was due to the region having the maximum energy, so that the level of

damage also reached a maximum. Conversely area traversed deviation 0 vibes have or not have a

deviation, the impact of the damage was lower though situated close to the epicenter. To clarify,

the student answered with pictures.

There were 18.18% students answered only with images, with no intention of drawing a

detailed explanation, however, could be understood from the drawing, the students wrote the

greatest impact on the area of the peak of the wave. This showed that the damage was most severe

in the area of the peak of the wave (max). Another group of students (18.18%) responded by

linking the event of damage to the factors, among others; depth of the earthquake, magnitude,

duration of vibrations, and whether or not touched by the earthquake plate.

Problem 1.3:In the volcanic earthquakes were accompanied by rain, rain water is usually acidic.

Explain why it can happen? Results of the analysis of the student group answers to the question to

problem 1.3 are presented in Table 3.

Table 3. Distribution of student answer to problem 1.3


1 Because of the volcanic ash contains chemical composition (SO2, H2F, HCl,

CO2, HCl, Cu and Fe), which is acidic, if it reacts with rainwater can cause acid

rain

45.45

2 Because volcanic earthquakes generate a lot of gas, namely CO2, sulfur, and

other substances that then react with water molecules in the air so that the

formation of acidic rainwater

27.27

3 Blank 18.18

4 Because it contains volcanic ash layers that cause irritation to the lungs, face

and skin in both humans and animals. Easy acid leached layer so that rain water

can contaminate the water supply of water at the affected locations. Abu acid

can also damage the crop failure

9.10

Based on analysis of student answers showed that 45.45% of student groups stated that the

volcanic ash is acidic because they contain certain chemicals, if the ash reacts with rainwater, then

there was acid rain. A total of 27.27% of student groups to answer the acid rain occurs because the

gases emitted from volcanic earthquakes is acidic, and if this gas reacts with rainwater, acid rain is

formed. There was one group (9.10%) students who answer were not concerned with questions.

The answer is more toward a result of acid rain on the environment. The rest, there were two

groups of students (18.18%) did not answer the question. Based on the results of the analysis of the

answers the student group could be obtained that only 27.27% of students answered correctly that

acid rain was formed due to gas produced from volcanic earthquakes reacts with rainwater.

Discourse 2:

Forest Fire

Climate change impact on human life and plants on earth, for example due to the effects of

prolonged drought caused fires such as fire peat swamp and Ogan Ilir people's plantation in

South Sumatra. A phenomenon found many students are wearing masks, damage marsh

vegetation, smoke causes the eyes become painful, even limiting visibility

Problem 2.1: Describe the impact of the destruction of marsh vegetation on the earth?

Distribution of the results of the analysis of student answer to question 2.1 is presented in Table 4.


ISBN 9786021570425 PHY- 152

Table 4. Distribution of students answer to problem 2.1


1 Blank 54.5

2 Damage to populations of plants and animals in the swamp, loss

of flora and fauna, and pollution

27.3

3 Damage to the swamp vegetation due to burning leads to reduced

germ plasm, weaken plants against pests and diseases

18.2

Based on the analysis presented in Table 4 it can be seen that the majority (54.5%) students did not

answer the question. A total of 27.3% of the students answered the impact of damage to the marsh

on earth is the destruction of the population (plants and animals) and pollution.

Problem 2.2: The haze very rapidly lately often causes disruption of aircraft landing at Sultan

Mahmud Badarudin Palembang. Ministry of Research and Technology tried to cope with CaCl2

liquid spray into the air, and the results are very significant decrease smog. How is the role of

CaCl2 fluid to the reduction of the smog?

Results of the analysis of student answer to problem 2.2 is presented in Table 5

Table 5. Distribution of student answer to problem 2.2


1 Blank 36,36

2 CaCl2 solution trigger the formation of clouds and rain as CaCl2

solution can bind to CO2 and water vapor (H2O) contained in

smoke.

36,36

3 Smoke was charged particles, CaCl2 solution was also charged, so

will bind, to form a heavier charged particles, because of the

influence of Earth's gravity, the particles will fall, and the smoke is

reduced.

18,18

4 CaCl2 solution serves as a smoke absorber 09,09

on the results presented in Table 5, it can be seen that as many as 36.36% of the students did not

answer questions. A total of 36.36% of the students replied that CaCl2 solution binds to CO2 and

H2O (g) contained in the smoke. Smoke concept has not been understood by the students, so they

declared that water vapor contained in the fumes. Only 18.18% were students who answered

according to the desired response pattern, ie CaCl2 solution that would bind to charged particles of

smoke, forming charged particles that are larger and because of the influence of Earth's gravity,

these particles fall to the earth's surface.

4. Conclusion

Based on the research that has been done can be concluded that the equivalent of five

questions PISA completed by the student, a row of question number one to number five percentage

amount that the correct answer is 54.54%, 36.36%, 27.27%, 27.27% and 18.18%. The average

percentage of answers that could not be answered correctly and in accordance with the key to the

answer is as much as 67.28%.

References

American Association for the Advancement of Science (AAAS) .(1990). Science for All

Americans,New York: Oxford University Press.

The Ministry of Education and Culture (Kemendikbud). (2014). The teacher training

materials:curriculum 2013 Academic Year 2014/2015. Jakarta: Ministry of Education and

Culture.


ISBN 9786021570425 PHY- 153

OECD. (2003). Programme for International Student assessment and Non-OECD Countries.

Paris:OECD.

Wardhani, Sri, and Rumiati. (2011). Learning Outcomes Assessment Tools Math Junior (Learn

of PISA and TIMSS). Yogyakarta: Centre for Development and Empowermentof Teachers

and Personnel Mathematics.

Zulkardi, Putri, RII., Hartono, Susanti, R., Riyanto, Siahaan, SM., Nawawi E., and Ismet. (2014).

Designing a Learning Environment on Mathematics and Science Education Based on

PISA for Indonesian Student-Teacher. Research Report. Indralaya: FKIP Sriwijaya

University.

Web sites:

Web 1: OECD, 2004 PISA 2003: Science Competencies for Tomorrow World Executive

Summary.http // www.oecd.org consulted October 14, 2015.

Web 2: OECD, 2007 PISA 2006: Science Competencies for Tomorrow World Executive

Summary.http // www.oecd.org consulted October 14th, 2015.

Web 3: OECD, 2010. PISA 2009 Results Executive Summary. http // www.oecd.org consulted

October 14 2015.

Web 4: OECD, PISA 2014 2012 Result in Focus: What 15-Year-Old Know and What They can

DO with that they know. http // www.oecd.org consulted October 14th, 2015


ISBN 9786021570425 PHY- 154

OPE-13 The Developmentof Virtual Laboratory to Improve

Students Understanding on Optic Concepts

Gunawan*, Ahmad Harjono, and Hairunnisyah Sahidu

Department of Physics Education, University of Mataram

[email protected]

Abstract-We have developed a virtual laboratory for teaching optics concepts. The development of a

virtual laboratory is intended as an alternative to the limitations of the tools of laboratory. The purpose of

this study is to examine the effectiveness of a virtual laboratory model on students’ understanding for optics

concepts. This is an experimental research with subjects are students who were enrolled in optics course.

Two groups of students, those who used traditional instruction models and those who used a virtual

laboratory model, were compared in terms of their understanding. Data were analyzed by using mean-

difference test and normalized gain scores. Results show that the student’s of experimental group perfomed

better than the control group. The results indicated that the using virtual laboratory can be increases

students’ understanding on optics concepts.

Keywords: virtual laboratory, student’s understanding, optics concept


ISBN 9786021570425 PHY- 155

OPE-13 The Developmentof Virtual Laboratory to Improve

Students Understanding on Optic Concepts

Gunawan*, Ahmad Harjono, and Hairunnisyah Sahidu

Department of Physics Education, University of Mataram

[email protected]

Abstract-We have developed a virtual laboratory for teaching optics concepts. The development of a

virtual laboratory is intended as an alternative to the limitations of the tools of laboratory. The purpose of

this study is to examine the effectiveness of a virtual laboratory model on students’ understanding for optics

concepts. This is an experimental research with subjects are students who were enrolled in optics course.

Two groups of students, those who used traditional instruction models and those who used a virtual

laboratory model, were compared in terms of their understanding. Data were analyzed by using mean-

difference test and normalized gain scores. Results show that the student’s of experimental group perfomed

better than the control group. The results indicated that the using virtual laboratory can be increases

students’ understanding on optics concepts.

Keywords: virtual laboratory, student’s understanding, optics concept


ISBN 9786021570425 PHY- 156

OPE-14 Teaching Solid State Physics Course by Using X-Ray

Diffraction Data

Ardhuha Jannatin

Departement of Mathematics and Natural Sciences Education, FKIP University of Mataram,

Indonesia, [email protected]

Abstract- X-Ray diffraction data has been introduced to undergraduate students undertaking Solid

State Physics course, in an attempt to train the students how to analyze materials and foster their

knowledge in X-ray diffraction theory and its application in determining lattice crystal constant,

crystal types and material classes. Integration of real X-ray diffraction data into lecture was an initial

breakthrough to introduce material science and technology to undergraduate Physics student to

narrowing down the gap between theory and its contemporary application. Data showed that students

responded positively to the use of X-ray diffraction data, and subsequently expected that the tool is

integrated in the Solid State course. It is concluded that this approach can inc rease student

knowledge, skills in data processing as well as their understanding in crystal structure.

Keywords: X –Ray diffraction data, solid state physics course, crystal structure.

1. Introduction

Nanoscience is a discipline that concerns on materials of nanoscale (particle size of 1-100

nm or 10-9

meter). Nanoscience and technology are cross sectional disciplines that rely on the

development on physics, chemistry, material science, mathematics, electronics, computation,

architechture, etc. The hallmark of nanoscience is that once material is synthesized at nano scale,

its properties may dramatically changes. Among these properties are electrical property, mechanics,

optics or manetics (Butt, 2014). In order to understand the property of materials of those size,

student need to have sufficient knowledge in crystal structure, energy level, chemical bond,

temperature and pressure effects, etc. Those knowledge are among materials in solid state course.

Traditional lecture of solid state uses classical lecture accomplished with student

assignments in the form of mini project of student’s presentation. In this setting, a comprehensive

understanding in solid state is hardly sufficient among students, especially due to the fact that the

abstract, microscopic, theoretically and mathematically nature of this course (Wiyono, 2011). The

use of computer or ICT may provide a solution to deal with this matter. Study by Wiyono and

Setiawan (2012) revealed an adaptive-interactive multimedia tools could help the students to better

understand introductory topics in solid state physics. It further allowed the students to learn by

themselves. Furthermore, Sriyati reported that the use of blended e-learning could increase student

outcome (Sriyati, 2012). However, not all topics in solid state physics can be taught by these

strategies.

The standard competency expected from solid state physics is that the students have

sufficient insight and knowledge in solid state physics, and additionally able to apply concepts

from the lecture to understand its application in technology. Among difficulty encountered by

students is in the characterization of nanomaterials topic. Even though this topic is included in the

curriculum, its emphasizing is lost in solid state course and void from lecture objective (Sharma et

al, 2010). To deal with this matter, a new approach that is able to motivate students to cope with

current development in research and technology is required.

A practical work might be a solution for students in this setting. Through practical work,

students have an opportunity to experience and to prove basic concept by experimentating. This

approach does not mean the students perform wet lab. Instead, students are dealing with secondary



ISBN 9786021570425 PHY- 157

experiment data. X-Ray diffraction (XRD) data can be used as a solution to the limited access to

real data gathering. It offers real data that can be analyzed by students to

Difraksi sinar X merupakan sebuah teknik non-destruktif yang dipergunakan secara luas

untuk mengkarakterisasi struktur dari suatu bahan (material). Struktur kristal dari material yang

akan diuji dapat diperoleh dengan menggunakan teknik pengukuran ini. Selain itu, informasi

mengenai perubahan fase, tekstur, tegangan dan ukuran butiran dari kristal dapat ditentukan pula.

Informasi-informasi tersebut dapat diperoleh dengan membaca pola difraksi sinar X dari material

tersebut. Pola difraksi ini dihasilkan dari interferensi konstruktif (saling menguatkan) dari

hamburan gelombang yang berasal dari titik-titik kisi (Barrow, 1988).

XRD is a non-destructive analysis currently popular in characterizing the structure of

materials, which leads to unraveling the crystal structure of samples. Additionally, phase transition,

texture, stress, and grain size of crystal may be deduced from XRD data. Technically, those

information are generated from X-ray diffraction pattern resulted from constructive interferences of

scattered wave hitting the lattices.

Along with XRD data, data recorded by difractometer show the angle of the diffraction.

Among samples commonly analyzed by XRD are solid (bulk), thin film or powder. X-ray

diffractometer can be used to analyze crystal structure by combining lattice constant data, distance

of crystal planes and crystal types. A more advance analysis is identification of samples

components (anonym, 2007). Output of XRD analyses are spectra that show the dependency of

intensity of deflected beam to the resulted angles. This paper describes physics student’s response

to the use real XRD data in solid state physics, i.e. whether students feel the use of XRD data is

helpful to their understanding of solid state characterization.

2. Method

Subjects of this study were physics student undertaking solid state physics in odd semester

in academic years of 2013-2014 in the Department of Physics, Faculty of Mathematics and Natural

Sciences, University of Mataram. Students responses to the use of XRD data were collected by

closed questionnaires. There were ten questions that were answered by Likert scale from 1 to 4 (1

shows most unpreferrable and 4 shows highly preferable). In addition to that, students answered

eight open questions reflecting the importance of the solid state course, their experience in

analyzing X-ray data, their ability to understand the XRD data, their ability to determine crystal

types, difficulties encountered, and students opinion on whether this medium is suitable to be

integrated in the learning process, the advantages of this approach, and finally students suggestions

for the improvement of this approach in solid state course.

3. Results

In general, students responded positively to the use of XRD data in solid state course. All

students said that instructor has introduced the data clearly to very clearly. 90% students have the

opinion that the student’s worksheet can be understood very easily (scored 4) to easily (scored 3).

Ony 10% students said that the instruction is difficult to understand. Regarding the systematic, 60%

students said that the instruction is arranged very systematically, while the rest said systematically.

Regarding the data processing, not all students thought that the data were easily processed.

On the other hand, 60% students said that instructor assistant was very helpful, whereas 30% and

10% said that the instructor moderately helpful and less helpful, respectively.

Additionally, the majority of student (90%) enjoyed instructor guidance in crystal type

determination, of whom, 40% found the explanation very enjoyable and 50% found it enjoyable,

whereas only 10% students did not enjoy the explanation. The same figures were revealed for

student opinion for the determination of crystal type BCC or FCC.

Questionnaire also showed that introduction of XRD data in the solid state course

motivated the students to further learn solid state, as well as inspired them to chose solid state for


ISBN 9786021570425 PHY- 158

their future project (50%, 40% and 10% students scored 4, 3, and 2 to both questions,

concomitantly).

When asked whether this data is suitable to be integrated in solid state course, all students

responded positively (scored 4 or 3, evenly). Table 1 resumes the student’s response to all

questions.

Table 1. Student’s response

No. aspect average

1. Lecture introduced XRD data clearly. 3,5

2. Instruction within student’s worksheet can be understood easily. 3,4

3. Student worksheet is systematically arranged. 3,6

4. XRD data can be easily processed. 3,0

5. Instructor helps the student to analyze the data. 3,5

6. Student enjoy the instructor’s explanation for crystal type determination. 3,3

7. The use of real XRD data assist the student to understand crystal type

BCC and FCC. 3,3

8. Students are motivated to learn more on solid state physics. 3,4

9. Students are interested to do further research related to solid state. 3,4

10. Whether students agree with the integration of XRD within solid state

physics course. 3,5

In addition to questionnaires, students were demanded to answer open questions. The

following are students response to eight questions (without editing):

1. How important solid state course for you?

a) Important

b) Fairly important.

c) Very important, since solid state course physics give thorough knowledge about material.

d) Very important, since we can understand physics more detail.

e) Very important, since this course opens our insight and knowledge about material physics.

f) Very important, in order to understand material at both macro and micro level, and solid

state continue to develop as an interesting discipline.

2. Have you used XRD data previously?

a) Never.

b) Have not.

c) Have not, but it was discussed (how to deal with XRD data) in an extra hours in solid state

course.

d) Yes, from a journal that a student had to present.

3. Can you read XRD data?

a) Probably.

b) Yes, I can.

c) Yes, since instructor clearly explained it by using student’s worksheet.

d) Yes, after explanation on how to prodess XRD data we can read XXRD data.

e) Thanks God, now I can.

4. After learning how to analyze material by using XRD data, can you determine lattice

constant and crystal types?

a) Yes.


ISBN 9786021570425 PHY- 159

b) Probably.

c) Not realy sure how to determine crystal types.

d) Yes, I can determine both.

e) Yes, lattice constant and crystal types can be determined after processing analyzing XRD

data.

f) Yes, off course.

5. When you process XRD data, do you find difficulties? Write it down if you find any.

a) Yes, in the processing of XRD data by MS Excel to determine nearly equal constant

values.

b) Difficulty in the determination of crystal types.

c) Yes, difficult to determine crystal types.

d) No problem.

e) Not really difficult, only in: 1) dealing with spreadsheet excel (need to be more familiar

with it): and 2) more accurate to dissect nearly the same values.

f) Not really difficult, just more experience with excel and more accurate do differentiate

nearly equal values.

g) Yes, a bit problem in data processing, since there were too much data.

h) No, XRD data processing just need determination, other ways wrong values are coming.

i) A bit difficulty at the beginning, especially with excel thing to dissect nearly equal values.

6. Do you agree with the integration of XRD data in solid state course?

a) Yes, very helpful in understanding crystal structure.

b) Yes, it can be integrated, real experiment is preferable.

c) Agree.

d) Nice.

e) Yes, very good, since real XRD data helps in observing material properties.

f) Yes, it will be good, since I can understand why I am learning solid state physics and

determining crystal types.

g) Agree, since this lecture will be very helpful to know more about other materials that may

be subjected to diffraction experiment.

h) Yes, I think it’s important to understand XRD itself in more detail.

7. Does the use of real XRD data helpful for you to learn crystal structure topics in solid

state physics? Give your reasons.

a) Yes.

b) Not really clear, perhaps directly do the experiment.

c) Yes, by learning XRD we can understand crystal structure more clearly.

d) Yes, we know it application.

e) The use of XRD can help in providing insight of crystal structure by XRD data.

f) Yes, by doing so we know its application.

g) Yes, by using real XRD data I know how to analyze crystal structure of BCC or FCC.

h) For sure, by using XRD data we dan reveal crystal structure of a material, and further study

variety of materials.

i) Yes, by using real XRD data, student understand how to determine material characteristic,

including FCC or BCC structure.

j) Yes,…..once we can describe the material, we topics become more significant.

k) For me, solid state physics became more effective, efficient and significant.

l) Sure, the use of XRD help us to strengthen our basic knowledge and discover by ourselves

how to determine crystal structure.

8. What should be noted and added in solid state physics course in order to keep the student

up-dated with current progress in science and technology?


ISBN 9786021570425 PHY- 160

a) Yes.

b) I think real experiment is needed, not only taken for granted data.

c) The advantage of our discussion and its application.

d) A clearer explanation.

e) More examples and application, so that it is more effective, efficient and significant.

f) The advantage of characterized materials should be emphasized so that student are

becoming more interested in solid statel

g) More application in daily life.

h) More explanation of soid state application in daily life.

i) Additional topics would be nice, such as nanotechnology, superconductor or

semiconductor, and XRD.

j) Proofs of every single theories.

4. Discussion

The use of real XRD data in solid state course can help student to understand how the data

are manually processed in determining lattice constant, crystal types and identifying materials

being investigated. These are shown by student’s response when this medium is integrated in solid

state lecture.

During the data processing, student found some difficulties. One notable obstacle was that

student did not really familiar with spreadsheet excel, especially when it is used for

mathematics/physics operations, such as converting values to sin (in excel, angle is not

represented in degree (o), instead it is represented in radians). Many students were too early to

round the value of 2, so that the obtained sin/2 values were various among students.

Difficulty in judging nearly equal values in each sin/n columns was also encountered. It

demanded an accurate judgment and evaluation of values within the spreadsheet table (example

shown in Figure 1). Once the students wrongly determined the value, error in determining Miller

indices (hkl) was also encountered in further analysis.

Figure 1. An example of data processed by a student for the value of sin

2/ (h

2 + k

2 + l

2). Values revealed are

nearly equal and critical analysis is demanded to judge each values.

The ability of student to determine lattice constant was fallen into good category.

Meanwhile, in the determination of crystal type, students encountered difficulty in applying

extinction rules. It is shown by incomplete Miller indices (hkl) table prepared by the students

(Figure 2).


ISBN 9786021570425 PHY- 161

Figure 2. An example of table prepared by student in applying extinction rules, to determined crystal type

from XRD data.

In determining the material being analyzed, student can easily do it by matching the value

of lattice constant to crystal type from periodic table provided within the student’s worksheet.

Never theles, for further study, it is demanded that the periodic table to be bigger and clearer

The use of real XRD data as learning medium will give more impact when it application is

in line with topic in solid state course taken at the same time. Student might hve difficulty in

processing XRD data if they have not learn extinction rules in solid state course.

From open questionnaires, students responded positively if this medium is integrated

within solid state physics course. Students hope that this secondary data can be useful to strengthen

their knowledge, so that topics in solid state physics are not confined at theoretical level, but also

have closer relation with actual development in science and technology.

Apart from that, student this activity is further developing to real experiment and research

project in lab. The student aspiration is in line with learning concept developed by Schmidt and co-

workers from Bremen University regarding some opportunities in learning process of solid state

physic through research project (Schmidt et al, 2014). The use of multi purposes X-ray

diffractometer could also be introduce to the students to facilitate them to learn concepts in crystal

determination and to do virtual experiment (Cherner et al, 2014).

Science and technology in the area of solid state is currently fast developing, either from it

characterization methods or from it (synthesis) technology (material science, material technology

and material engineering). The necessitates the introduction of novel science and technology

development such as nanoscience and nanotechnology to the students. Not only introduction to new

progress in science and technology, but skills, experiences and problem solving capacities are also

important for the students (Govindasamy, 2002). Hence, a deeper evaluation to curriculum (syllabi)

and learning objectives are also necessary in order to prepare the students of today to be future

problem solver.

5. Conclusion

The use of real XRD data in solid state physics was positively responded by the students.

This medium can be used as an alternative to foster student’s knowledge and skills in data

processing, as well as deepening student’s concept in the determination of crystal type, lattice

constant and material determination. This approach ensured the students to have better experience

and confidence in solid state physics course.


ISBN 9786021570425 PHY- 162

References

Anonimus, 2007. Lab. Manual, M408: X-ray Diffraction, Faculty of Engineering, University of

Kiel.

Barrow, 1988. Physical Chemistry, 5th Edition, Singapore, McGraw-Hill.

Butt H. J., 2010. Nanoscience and Nanotechnology in Physics and Chemistry, Research

Perspectives of the Max Planck Society,

(http://www.mpg.de/19278/Nanoscience_nanotechnology, diakses online tanggal 11

April 2014).

Cherner Y., Kukla M., Bunina O., dan Hobbs L., 2014. Virtual X-Ray Laboratory for Teaching

Crystallography and Other Courses. Acta Cryst. (2014). A70, C1272,

(http://journals.iucr.org/a/issues/2014/a1/00/a52572/a52572.pdf, diakses online

tanggal 25 Januari 2015).

Govindasamy T., 2002. Successful Implementation Of E-Learning Pedagogical Considerations.

The Internet And Higher Education, 4, 2002.

(http://www.qou.edu/arabic/researchProgram/eLearningResearchs/successfulImpleme

ntation.pdf, diakses online tanggal 25 Januari 2015).

Mustar A. R, 2011. Kajian Standar Nanoteknologi, Yogyakarta, Prosiding PPI Standardisasi 2011,

(http://www.bsn.go.id/files/348256357/PPIS%202011%20Yogya/kajian%20standar%

20nano.pdf/diakses tanggal 2 Maret 2012).

Schmidt T., Sebald K., dan Gutowski J., 2014. Learning Through Reserch – Elective Course In

Solid State Physics, (http://www.tittf.uni-bremen.de/wordpress/wp-

content/uploads/2014/09/handout_natural_sciences.pdf, diakses online tanggal 20

Januari 2015).

Sharma S., Sastri O., dan Ahluwalia P. K., 2010. Design Of Instructional Objectives Of

Undergraduate Solid State Physics Course: A First Step To Physics Education

Research. AIP Conference Proceedings, Volume 1263 (1). DOI: 10.1063/1.3479861,

(diakses online tanggal 25 Januari 2015).

Sriyanti I, 2012. Penerapan Model Blended e-learning pada Matakuliah Pendahuluan Fisika Zat

Padat di Program Studi Pendidikan Fisika FKIP Universitas Sriwijaya,

(http://seminar.uny.ac.id/semnasmipa/sites/seminar.uny.ac.id.semnasmipa/files/paper/

Pend.%20Fisika/Ida%20Sriyanti,%20S.Pd.,%20M.Si-

Makalah%20UNY%202012%20revisi.docx., diakses online tanggal 10 April 2014).

Wiyono K, 2011. Pengembangan Model Multimedia Interaktif Adaptif Pendahuluan Fisika Zat

Padat (MIA-PIZA), (http:/ketangw.weebly.com/uploads/3/9/0/5/3905201/

pengembangan_mia-piza.pdf, diakses tanggal 12 Desember 2011).

Wiyono K. dan Setiawan A., 2012. Karakteristik Multimedia Interaktif Adaptif Pendahuluan Fisika

Zat Padat (MIA-PIZA), Prosiding Seminar Nasional Sains “ Re-Orientasi

Pembelajaran Sains” yang diselenggarakan oleh Program Studi Pendidikan Sains PPS

UNESA, 14 Januari 2012 (ISBN: 978-979-028-534-7) Hal 28-38,

(http://ketangw.weebly.com/uploads/3/9/0/5/3905201/makalah_pps_unesa.pdf,

diakses online tanggal 10 April 2014).

http://www.mpg.de/19278/Nanoscience_nanotechnology

http://journals.iucr.org/a/issues/2014/a1/00/a52572/a52572.pdf

http://www.qou.edu/arabic/researchProgram/eLearningResearchs/successfulImplementation.pdf



http://www.bsn.go.id/files/348256357/PPIS%202011%20Yogya/kajian%20standar%20nano.pdf/diakses%20tanggal%202%20Maret%202012



http://www.tittf.uni-bremen.de/wordpress/wp-content/uploads/2014/09/handout_natural_sciences.pdf

http://www.tittf.uni-bremen.de/wordpress/wp-content/uploads/2014/09/handout_natural_sciences.pdf

http://adsabs.harvard.edu/cgi-bin/nph-abs_connect?fforward=http://dx.doi.org/10.1063/1.3479861

http://seminar.uny.ac.id/semnasmipa/sites/seminar.uny.ac.id.semnasmipa/files/paper/Pend.%20Fisika/Ida%20Sriyanti,%20S.Pd.,%20M.Si-Makalah%20UNY%202012%20revisi.docx




http://ketangw.weebly.com/uploads/3/9/0/5/3905201/makalah_pps_unesa.pdf


ISBN 9786021570425 PHY- 163


ISBN 9786021570425 PHY- 164

OPE-16

Development of Diagnostic and Remedial Program-Based Interactive Multimediato ReduceStudent’s

Misconceptions on Geometric Optics

Yahya,Fahmi1)*

, Diantoro,Markus2)

, Kusairi, Sentot3)

1)*JurusanPendidikanFisika, FKIP, UniversitasSamawa,[email protected].

2)JurusanFisika, FMIPA, UniversitasNegeri Malang, [email protected] 3)

JurusanFisika, FMIPA, UniversitasNegeri Malang, [email protected]

Abstract- The effort for identifying and overcoming misconceptions of pre-service physics teachers’ on

geometric optics should be done continuously. Various kinds of misconceptions diagnostic tests were

commonly applied by the lectures still in the form of written tests. The weakness of those kinds of tests are

the time needed to check the results that quite long so that students cannot know the test results directly.

Remedial that commonly applied were still classical and unable to accommodate the differences on students’

misconceptions. This research aims to develop diagnostic and remedial program-based interactive

multimedia in geometric optics called D&R geometric optics. The study also describes the feasibility of the

D&R geometric optics program and also to test the effectiveness of the D&R geometric optics program in

identifying and overcoming students’ misconceptions on geometric optics. The research design which was

conducted was a research and development adapted from Borg and Gall design. The subjects of this study are

experts and students. Based on the assessment by the expert validators on three aspects, namely diagnostic

questions, media display, and remedial material, it can be concluded that the D&R geometric optics program

meets the feasible category. Further, students’ assessment in the main field testing, the D&R geometric optics

program also categorized as a feasible product to use in learning. Based on product effectiveness assessment,

it was found that there is a decrease in the number of misconceptions in both experimental and control

classes. In addition, the calculation by using the Mann-Whitney test showed that there were significant

differences in mastery of concepts in both classes, with the experimental class was better than the control

class.

Keywords: Diagnostic, Remedial, Interactive Multimedia, Misconception, Geometric Optics.

1. Introduction

Geometric optics is one of physics material which concept is difficult to master by students.

Several researches have reported that lots of students were still maintaining a low level of concept

understanding and alternative concepts that are irrelevant with the scientific concept of geometric

optics (Galili&Hazan, 2000; Chen, et al, 2002; Chu, et al., 2009; Kaewkhong, et.al. 2010; Aydin, et

al. 2012; Outtara&Boudaone, 2012; Hafizah, et al. 2014). Even learning in a formal context cannot

help students to understand concepts accurately, or refine their alternative concepts to be congruent

with scientific concepts that are acceptable among the geometric optics experts

(Andersson&Kärrqvist, 1983; Goldberg & McDermott, 1986; Goldberg & McDermott, 1987;

Fetherstonhaugh&Treagust, 1992; Galili, 1996; Langley, et al. 1997).

Before being involved in a formal learning, students bring certain concepts that they have

developed through interaction with events related to geometric optics. With that experience, they

develop an intuition and alternative concepts framework about the events on their mind, which are

not always correct. Any concept that is irrelevant with scientific concepts is called misconception

(Hammer, 1996). Students with misconceptions will think that their answers are correct and they are

so sure about it, even if the answers are actually wrong. Misconceptions that are repeated and


ISBN 9786021570425 PHY- 165

maintained consistently will affect the students’ learning effectiveness (Hammer, 1996;

Wahyuningsih, 2013). Besides, misconceptions can prevent students form understanding and

developing concepts in their mind (Kaltakçi&Didiş, 2007; Arslan, et al. 2012; Aydin, et al. 2012).

Misconception among students are not only caused by their experience in interacting with

geometric optics-related events, but also by books or even their teachers’ mistakes. Misconceptions

caused by books take forms of undetailed explanation, unclear use of language, or incorrect

description of events related to geometric optics (Gürel & Eryilmaz, 2013). Mistakes by the teachers

can be in a form of the teachers’ inability in delivering materials, lack of material mastery,

inappropriate teaching methods, or attitude in interacting with their students (Suparno, 2005). Pre-

service teachers of physics are thus expected to master the geometric concepts well and able to

deliver the materials properly. Misconceptions held by physics teacher on geometric optics can lead

to their students’ misconceptions later, and it should be avoided (Aydin, et al., 2012).

In order to know whether a pre-service physics teacher holds a misconception or not,

identification is required. Identifying students’ knowledge and difficulty through a series of tests,

observations, or projects is called diagnostic (Oyekan, 2013). Diagnostic focuses on three main

questions, which students are having difficulties? From the whole materials, which sub materials are

understood and which sub materials they find difficult? And what makes it difficult for them on that

sub material? (Sukardi, 2011: 228). The data collected through diagnostic can be a basis of needs

analysis, and a good source for teachers in revising their methods and teaching content.

Researchers on education have developed several methods for misconception diagnostics. The

methods are interview, concept mapping, and various forms of tests (Tsai & Chou, 2002). Interview

enables researchers to seek information about a respondent’s understanding wholly and deeply, but it

takes time and a large number of population is needed for a good generalization (Chen, et al., 2002).

Multiple choice test can be applied to a large number of students and is easier to be analyzed, but it

cannot reach more deeply into students’ idea. The answer could be correct, but the reasons are

incorrect (Rollnick&Mahoona, 1999). In solving this problem, students are expected to give their

reasons for the answer they chose. Thus, two-tiers or three-tiers multiple choice tests are developed.

In two-tiers test, the first tier presents multiple choice items, and the second tier presents choices of

reasons for the answers on the first tier (Tsai & Chou, 2002).

Several researches using two-tiers test have found that this kind of test performs well in

diagnosing misconceptions (Rollnick&Mahoona, 1999; Chen, et al, 2002; Chandrasegaran, 2007;

Chu, et al., 2009; Tüysüz, 2009; Adodo, 2013). However, the two-tiers test cannot determine

whether students are holding misconceptions or lacking of knowledge. Distinguishing those two

things is really important, because a remedial for students with misconceptions is more difficult than

for those who are lack of knowledge (Peşman&Eryılmaz, 2010). Thus, third tier is needed to see how

certain the students with their answers on tier one and two, that it can be seen whether the mistakes

made by the students are due to misconceptions or lack of knowledge.

The next step after diagnosing misconceptions is giving remedial. Remedial is a clinical

learning in which students whose difficulties are given certain topics to achieve the required target

(Lien, et al., 2007). The remedial can be conducted in several ways like varying the material

delivery, materials simplification, or providing more detailed materials that can help students in

solving problems related to the topics being learned (Ogunleye, 2009).

Based on the observations and interviews with some lecturers in FKIP (Faculty of Teachers

Training and Education) of Mataram University, it was found that diagnostic and remedial were still

conducted in a conventional way. Diagnostic tests were given in a form of paper-based test, in which

the test was presented on a piece of paper and the students should give their answer on the given

paper. This method of diagnostics is time consuming, it takes time for the lecturer to check the

students’ answers. The students cannot get the result immediately, that they do not know their lacks

in understanding the concepts of geometric optics. Remedial given by the lecturer was still classical,

through a repetition of discussion of the materials considered to be difficult by the students in class,

without considering various levels of knowledge or ability owned by the students. There were even

some lecturers who did not give any remedial at all, due to the limited room, time, and energy.


ISBN 9786021570425 PHY- 166

Diagnostic test can be given through the use of computer. Beside the presentation that is more

interesting, computer-based diagnostic tests have some advantages compared to paper-based tests in

terms of data collection and analysis (Clariana& Wallace, 2002). Diagnostic tests with computer can

diagnose students individually and give the result immediately (Saidah, 2012). Besides, it can help

lecturers in giving the result immediately and accurately even if the test involves a large number of

students (Demirchi 2006).

One way to give remedial to students is by using computer in a form of interactive multimedia.

In interactive multimedia, the contents are in forms of text, audio, video, graphic, animation, and

interaction that make learning becomes more interesting. Some processes that are difficult to be done

manually can be simulated in interactive multimedia. An abstract concept can be visualized

concretely so that it is easier to be understood (Chang, et al., 2008; Chen, et al., 2011; Chen, et al.,

2013). Tao (2004) reported that the collaborative physics learning supported by computer

multimedia could improve students’ understanding of geometric optics especially on the sub topic of

shadow forming through lens. It also helped the students’ memorization of the concepts to retain

longer. Other researches (Zachria& Anderson, 2003; Gunawan, 2008; Chen, et al., 2013) also

showed that the use of interactive multimedia in learning could improve students’ concepts-

understanding and refine students’ misconceptions on other physics materials.

Based on the explanation above, this research is aimed at developing an interactive multimedia-

based diagnostic and remedial program to help lecturers in identifying and solving misconceptions

among students on geometric optics. The program combines both diagnostic and remedial into a

single computer program in a form of interactive multimedia which is expected to be helpful in

solving the problem of room, time, and energy faced by the lecturers. In addition, the diagnostic and

remedial which are presented in an interactive multimedia program is expected to be able to improve

students’ interest and motivation in diagnosing their own ability and learn independently to acquire

the concept of geometric optics accurately.

2. Research Method

The research design which was conducted was a research and development adapted from Borg

and Gall design. The procedures performed include collecting information, planning the product,

developing preliminary product, preliminary field testing, main product revision, main field testing,

operational product revision, and operational field testing. The subjects of this study were experts

and pre-service physics teachers. In the preliminary field testing, data were collected from two expert

validators using questionnaire. While in the main field testing, data were collected from ten pre-

service physics teachers as users using a questionnaire also. The questionnaire results were analyzed

using the technique of calculating the mean-score.

In operational field testing, the product was tested experimentally in pre-service physics

teachers using pretest-posttest control group design.Operational field testing involved the students of

Physics Education at FKIP Mataram University who were taking Optic course and had just been

taught about geometric optics. The total was 59 students and then divided into two classes.

Experiment class consisted of 30 students and control class consisted of 29 students. The experiment

class was treated with the D&R geometric optics program, whereas the control class was treated with

the conventional diagnostic and remedial. Both classes got two misconception diagnostic tests

(pretest and posttest). The answers from pretest and posttest were divided into four categories based

on the categories of three-tier multiple choice on Table 1. Each category of answer was analyzed by

using mean-score calculation, and then converted into percentage.


ISBN 9786021570425 PHY- 167

Table 1. Categories of Answer on Three-Tiers Multiple Choice

Tier One Tier Two Tier Three Category

Correct Correct Certain Understand the concept

Correct Incorrect Certain Misconception

Incorrect Correct Certain Misconception

Incorrect Incorrect Certain Misconception

Correct Correct Uncertain Guessing, lack of confidence

Correct Incorrect Uncertain Not knowing the concept

Incorrect Correct Uncertain Not knowing the concept

Incorrect Incorrect Uncertain Not knowing the concept

(Arslan et al., 2012).


The product development was begun with a preliminary study that includes literature review

and field study. Literature review was conducted by studying some literatures related to geometric

optics. The study on previous researches revealed several forms of misconceptions on geometric

optics. These misconceptions were confirmed by giving essay tests and informal interviews to

physics students. The answers from the students were then analyzed that it was found that the

conceptions found among the students are the same with those in the previous researches that had

been studied before.

We also studied about the types of misconception diagnostic test such as interview, concept

mapping, essay test, multiple choice, and two- and three-tiers multiple choice. We analyzed the

advantages and disadvantages of each type. From the intensive study, we decided to employ three-

tiers multiple choice test, considering its possibility to distinguish students with a good

understanding of concept, students with misconceptions, and students who do not know the concepts.

Besides studying the types of diagnostic test, we also studied literatures related to principles of

remedial that teachers should give after conducting diagnostic.

Field study was conducted through observation and interview with a physics lecturers who were

teaching at Mataram University. Observation was conducted to see the type of diagnostic used by the

lecturer in investigating students’ ability. The interview was conducted to reveal difficulties faced by

the lecturer in conducting diagnostic and giving remedial to the students. The result of this field

study showed that the types of diagnostic test employed by the lecturer were essay test, multiple

choice, and interview. Those tests were not specifically designed to investigate students’

misconceptions, but to merely check students’ learning progress and understanding of concept.

Whereas remedial of materials considered to be difficult by the students was given in class by

repeating the discussion on the materials. Unfortunately, remedial was rarely given due to the

problem of room availability, time, and energy.

Literature review on interactive multimedia was conducted by studying several books and

previous researches. It was found that interactive multimedia had some advantages that are

considered to be a good solution for the aforementioned problem. The principles of diagnostic and

remedial can be merged into interactive multimedia. Interactive multimedia enables students to learn

independently without the lecturer presence, that the problems of room availability, time, and energy

can be solved.

Based on the preliminary study, the development of interactive multimedia-based program for

diagnostic and remedial on geometric optics is of great importance. The product specifications are

(1) interactive multimedia-based program for diagnostic and remedial on geometric optics is

combination into a single multimedia program using Adobe Flash that enables users to open it with a

computer (PC or laptop), (2) interactive multimedia-based program for diagnostic and remedial

consists of three main sections, namely geometric optics diagnostic test, diagnostics result, and

remedial, (3) The result of the diagnostic can be saved and used as a report to the lecturer, and (4) the

items in the diagnostic test are presented in forms of text, graphic, and animation. Meanwhile, the


ISBN 9786021570425 PHY- 168

remedial section is presented in forms of animation, simulation, or videos which are featured with

narration.

In product planning, we created a storyboard. The storyboard helped us to get an illustration of

the product that was going to be developed. Then, we decided the types of misconception that were

going to be measured, and then developed diagnostic questions related to geometric optics. There

were 26 items of misconception diagnostic developed in the form of three-tiers multiple choice test.

Some diagnostic items were taken from previous researches on geometric optics, and some others

were developed by ourselves.

The interactive multimedia-based program for diagnostic and remedial on geometric optics

(further called as D&R Geometric Optics in this article) consisted of four main frames. The first

frame was Main Menu, consisting of overview of the program and several menu buttons. The second

frame was Diagnostic Questions, consisting of misconception diagnostic tests on geometric optics.

The third frame was the Diagnostic Result, consisting of feedbacks of the students’ answers on the

diagnostic test. This result can be saved and used as a report to the lecturer. The fourth frame was

Remedial, consisting of the explanation of material related to the items answered incorrectly by the

students, whether due to misconception or not knowing the concept.

In preliminary field testing, data were collected from two expert lecturers as validators. The

product was validated on three aspects, namely diagnostic test, media interface, and remedial

material. Based on the validation result on the aspect of geometric optic items, the mean score given

by the experts on each indicator ranged between 3.81 – 3.92. Thus, it could be concluded that the

geometric-optics diagnostic items were valid on the entire indicators. Scoring indicators employed

in the geometric-optics diagnostic items included: 1) The items being assessed are conceptually

correct, 2) The items are able to measure the type of misconception, 3) Graphics and information are

displayed clearly, 4) The given choices can perform well as distractors, 5) The wording does not lead

to a correct answer, and 6) The wording does not lead to ambiguity or misunderstanding.

Then, the expert validation on the aspect of D&R GeometricOptics interface, the mean score

given on each indicator ranged between 3.85 – 3.96. Thus, it could be concluded that the D&R

Geometric Optics could be categorized as valid on the entire indicators. Scoring indicators employed

in validating the media interface included: 1) The graphics chosen are interesting, 2) The graphics

chosen are appropriate, 3) The colors chosen are interesting, 4) The colors chosen are appropriate, 5)

The texts are appropriate, 6) The text colors are appropriate, 7) The use of language is appropriate, 8)

The program is easy to use and operate, and 9) The background sound is interesting.

Lastly, based on the validation on the aspect of remedial material of Geometric Optics D&R

Program, the mean score given by the experts on each indicator ranged between 3.85 – 3.92. Thus, it

could be concluded that the remedial materials were valid on the entire indicators. Scoring indicators

employed in validating remedial materials included: 1) Remedial materials given are conceptually

correct, 2) Remedial material uses the appropriate Indonesian language, 3) The use of

graphic/animation/simulation is appropriate, 4) The presentation of remedial materials is clear, 5)

The presentation of remedial materials is communicative, 6) The remedial materials are congruent

with the items being discussed, and 7) The remedial materials can help students in understanding

concepts on geometric optics.


ISBN 9786021570425 PHY- 169

Figure 1.Example of Diagnostic-Item Frame Interface

Figure 2. Diagnostic Result Interface

After revising the product based on the experts’ comments and suggestions, the next step was

conducting themain field testing that involved ten students as users. The mean score given by the

students in respond to the D&R Geometric Optics ranged between 3.50–4.00. Thus, it could be

concluded that the interactive multimedia-based program for diagnostic and remedial on geometric

optics could be tested further in operational trial. The user students involved in the trial stated that

they could understand the instruction on how to use D&R Geometric Optic program clearly, they


ISBN 9786021570425 PHY- 170

were also able to use and run the program based on the instruction given, and they could get the

diagnostic result immediately after finishing the test and also get the remedial materials that suited

their needs.

In operational field testing, the data were collected from the pretest and posttest result of

experiment and control class. The comparison between the pretests of both classes can be seen on

Figure 3.

Figure 3. Diagram of Comparison between Pretests of Experiment and Control Class.

Information.

U : Understand the concept G : Guessing (no certainty)

M : Misconception N : Not knowing the concept

From the comparison diagram on Figure 3, it can be seen that the average percentage of students

who understand the concepts was still low in both classes, just 19.12% in the experiment class and

18.42 in the control class. Meanwhile, the average result of pretests that belonged to misconception

was still high in both classes, it was above 50%. The percentage of students’ pretest answers that

belonged to guessing (no certainty) was similar in both classes, 2.69% in the experiment class and

3.46% in the control class. Whereas in terms of the category of not knowing the concept, the

experiment class was 7.54% higher than the control class.

The comparison between the mean of posttest of both classes can be seen on Figure 4.

Figure 4. Diagram of Comparison between Posttests of Experiment Class and Control Class

19.12

50.77

2.69

27.42

18.42

58.08

3.46

19.88

0

10

20

30

40

50

60

70

U M G N

Per

cen

tag

e (%

)

Categories of Answer

Experiment

Control

77.80

16.81

1.15 4.23

67.90

18.42

4.51 9.00

0

10

20

30

40

50

60

70

80

U M G N

Per

cen

tag

e (%

)

Categories of Answer

Experiment

Control


ISBN 9786021570425 PHY- 171

Information.

U : Understand the concept G : Guessing (no certainty)

M : Misconception N : Not knowing the concept

From the diagram above, it can be seen that the experiment class had an average percentage of

concept understanding around 77.8%, increased 58.68% from the pretest. The increase in the

experimental was higher than that occurred in the control class which was only 49.48% from the

pretest became 67.9%. The percentage of both classes was similar in terms of misconception,

16.81% in the experiment class and 18.42% in the control class. In terms of guessing (no certainty),

the percentage of the experiment class was still lower than that of the control class, 1.15% and 4.51%

respectively. In terms of not knowing the concepts, the experiment class had an average percentage

4.23%, which was lower than the control class of which percentage 9.00%.

Homogeneity and normality test were conducted towards the posttest data that it was found that

the requirement to conduct a discrimination test with t-test was not fulfilled. Thus, in processing the

discrimination test for the experiment and control class, nonparametric Mann-Whitney test was

employed. The result can be seen on Table 2.

Table 2. Result of Mann-Whitney Test

Categories of Answer Mann-Whitney

U Score Significance Conclusion

Understand the concept 304,5 0,047 Different

Misconception 402,5 0,620 Not different

Guessing (No certainty) 254,0 0,002 Different

Not knowing the concept 315,5 0,056 Not different

From the Mann-Whitney test result, it can be concluded that there was a significant difference

between experiment and control class in categories of understanding concept and guessing (no

certainty). It was shown by the significance scores on those categories which were below 0.05. On

the other hand, in the categories of misconception and not knowing the concept, it was concluded

that there was no difference between the two classes, because the significance scores were above

0.05.

The findings on this product trial supported some previous researches which stated that students

who just learned even in a formal context could hold misconception on geometric optics (Goldberg

& McDermott, 1986; Goldberg & McDermott, 1987; Andersson&Kärrqvist, 1983;

Fetherstonhaugh&Treagust, 1992; Galili, 1996; Langley, et al., 1997). It was reflected in the

misconception percentage on the pretest. Most students were able to memorize formulas related to

geometric optics without understanding the very meaning. They experienced events related to

geometric events everyday but could not explain the concepts underlying those phenomena.

The result of this research and development proved that the use of three-tiers misconception-

diagnostic test was successful in identifying misconceptions among students. This type of diagnostic

test was also successful in distinguishing which of the students who had understood the concepts,

who were just guessing, and who did not know the concepts at all. The use of interactive multimedia

in remedial was also proved to be effective in improving students’ concept understanding and

lessening misconceptions on geometric optics. With the use of animation, simulation, and videos in

the interactive multimedia-based program for diagnostic and remedial, abstract concepts in geometric

optics could be presented clearly. This advantage could help the students to understand geometric

concepts accurately.


ISBN 9786021570425 PHY- 172

In the experiment class, there were several factors that make misconceptions, no certainty, or

not knowing concepts at all could still be found on posttest. First, the students may neverused the

D&R Geometric Optics program at home. In turn, the students never got any remedial. Some

students admitted that they did not use the program at home due to many reasons. Second, it was

possible that the contents in the D&R Geometric Optics program were not detailed enough. Third, it

was also possible that the material presentation technique was irrelevant with the students’ learning

styles, that this program could not do much for them. More frequent practicum activities in a real

laboratory was really needed to help the students to understand the geometric optics accurately.

4. Conclusions and Suggestions

From the result and discussion above, the interactive multimedia-based diagnostic and remedial

program on geometric optics has fulfilled the criteria to be categorized as valid. Besides, the product

of this development was also proved to be able to diagnose misconceptions and improve students’

concept-understanding or lessen their misconceptions on geometric optics.

This research was conducted based on practicality in the development and application in

classroom. Thus, the misconceptions studied in this research were just limited to misconceptions that

were thought to be mostly held by the students based on previous researches. For further

development, misconceptions to be studied can be broadened by involving all types of conceptions

on geometric optics, not just limited to the misconceptions frequently held by students on previous

researches.

One of the weakness of this interactive multimedia-based program for diagnostic and remedial

on geometric optics is that it was not connected to lecturer’s scoring database that the lecturer should

do the scoring manually. Due to the weakness, any further development is expected to develop such

program in a form of web which is featured with a database system. By doing so, lecturers do not

need to do a manual scoring anymore. Besides, by creating such product in a form of web, it will be

easier for lecturer to monitor students’ learning.

References

Adodo, S.O. 2013. Effects of Two-Tier Multiple Choice Diagnostic Assessment Items on Students’

Learning Outcome in Basic Science Technology (BST). Academic Journal of Interdisciplinary

Studies, 2 (2): 201-210.

Andersson, B., Kärrqvist, C. 1983. How Swedish pupils, aged 12-15 years, understand light and its

properties. European Journal of Science Education, 5 (4): 387–402.

Arslan, H. O., dkk. A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions

about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.

International Journal of Science Education, 34 (11): 1667-1686.

Aydin, S.,dkk. 2012. Establishment for Misconceptions that Science Teacher Candidates Have

About Geometric Optics. The Online Journal of New Horizons in Education, 2 (3): 7-15.

Chang, K. E., dkk. 2008. Effects of learning support in simulation-based physics learning.

Computers & Education, 51(4): 1486–1498.

Chandrasegaran, A.L. 2007. The development of a two-tier multiple-choice diagnostic instrument

for evaluating secondary school students’ ability to describe and explain chemical reactions

using multiple levels of representation. Chemistry Education Research and Practice, 8 (3):

293-307.

Chen, C.C., dkk. 2002. Developing a Two-Tier Diagnostic Instrument to Assess High School

Students’ Understanding−The Formation of Images by a Plane Mirror. Proc. Natl. Sci. Counc.

ROC(D), 12 (3): 106-121.

Chen, Y.-L., dkk. 2011. Efficacy of Simulation-Based Learning of Electronics Using Visualization

and Manipulation. Educational Technology & Society, 14 (2): 269–277.

Chu, H.E, dkk. 2009. A stratified study of students’ understanding of basic optics concepts in

different contexts using two-tier multiple-choice items. Research in Science & Technological

Education, 27 (3): 253–265.


ISBN 9786021570425 PHY- 173

Djanette, Blizak, dkk. 2013. What Thinks the University's Students about Propagation of Light in

the Vacuum?.European Scientific Journal, 9 (24): 197-213.

Fetherstonhaugh, T., Treagust, D. F. 1992. Students' understanding of light and its properties:

Teaching to engender conceptual change. Science Education, 76 (6): 653–672.

Galili, I. 1996. Students’ conceptual change in geometrical optics. International Journal of Science

Education, 18 (7): 847–868.

Galili,I. & Hazan, A.2000. Learners' knowledge in optics: interpretation, structure and analysis.

International Journal of Science Education, 22(1): 57-88.

Gunawan, dkk. 2008. Model PembelajaranBerbasis Multimedia

InteraktifuntukMeningkatkanPenguasaanKonsepCalon Guru padaMateriElastisitas.

JurnalPenelitianPendidikan IPA. Vol 2 (1): 11-22.

Goldberg, F.M. & McDermott, L.C. 1986. Student difficulties in Understanding Image Formation

by A Plane Mirror. ThePhysics Teacher, 24 (8): 472-480.

Goldberg, F.M. & McDermott, L.C. 1987. An investigation of student understanding of the real

image formed by a converging lens or concave mirror. American Journal of Physics, 55 (2):

108-119.

Hammer, D. 1996. More than misconceptions: Multiple perspectives on student knowledge and

reasoning, and an appropriate role for education research. American Journal of Physics, 64

(10): 1316-1325.

Langley, D., dkk. 1997. Light propagation and visual patterns: Preinstruction learners' conceptions.

Journal of Research in Science Teaching, 34 (4): 399–424.

Lien, Fa Lin, dkk. 2007. The Effect of Web-Based Remedial Instruction System. International

Digital Media Design Conference, 263-276.

Ogunleye, Ayodele O. 2009. Teachers’ and Students’ Perceptions Of Students’ Problem-Solving

Difficulties In Physics: Implications For Remediation. Journal of College Teaching &

Learning, 6 (7): 85-90.

Outtara, F., Boudaone, B. 2012.Teaching and learning in geometrical optics in Burkina Faso third

form classes: Presentation and analysis of class observations data and students' performance.

British Journal of Science, 5 (1): 83-103.

Oyekan, S.O. 2013. Effect of Diagnostic Remedial Teaching Strategy on Students’ Achievement in

Biology. Journal of Educational and Social Research, 3 (7): 282-287.

Peşman, H. &Eryılmaz, A. 2010. Development of a Three-Tier Test to Assess Misconceptions

About Simple Electric Circuits. The Journal of Educational Research, 103 (3): 208-222.

Rollnick, M. &Mahooana, P. P. 1999. A Quick and Effective Way of Diagnosing Student

Difficulties: Two Tier from Simple Multiple Choice Questions. South African Journal of

Chemistry, 52 (4):161-164.

Sukardi. 2011. EvaluasiPendidikanPrinsip&Operasionalnya. Jakarta: BumiAksara.

Suparno, P. 2005. Miskonsepsi&PerubahanKonsepPendidikanFisika. Jakarta: PT.Grasindo.

Tao, P. K. 2004. Developing Understanding of Image Formation by Lenses through Collaborative

Learning Mediated by Multimedia Computer-Assisted Learning Program. International

Journal of Science Education, 26 (10): 1171-1197.

Tsai, C. C., & Chou, C. 2002. Diagnosing students’ alternative conceptions in science. Journal of

Computer Assisted Learning, 18:157-165.

Tüysüz, Cengiz. 2009. Development of two-tiers diagnostic instrument and assess students’

understanding in chemistry. Scientific Research and Essay, 4 (6): 626-631

Wahyuningsih, Tri. 2013. PembuatanInstrumenTesDiagnostikFisika SMA kelas XI.

JurnalPendidikanFisika, 1 (1): 111-117.

Zachria, Z. & Anderson, O. Roger. 2003. The effects of an interactive computer-based simulation

prior to performing a laboratory inquiry-based experiment on students’ conceptual

understanding of physics. American Journal of Physics, 71 (6): 618-629.

op-01 fundamental theories of extra dimensions and neutrino

Documents