http://ejournal.unikama.ac.id/index.php/momentum/issue/feed Momentum: Physics Education Journal 2018-10-16T05:34:48+00:00 Muhammad Nur Hudha, M.Pd momentumjournal@unikama.ac.id Open Journal Systems <table border="0" width="100%" cellspacing="10" cellpadding="4"> <tbody> <tr> <td valign="top" width="100"> <p><img class="alignnone size-full wp-image-99" src="http://ejournal.unikama.ac.id/public/journals/30/journalThumbnail_en_US.png" width="135" height="174"></p> </td> <td valign="top" width="100%"> <table class="data" width="100%" bgcolor="#f6ffb1"> <tbody> <tr valign="top"> <td width="20%"><strong>Journal title</strong></td> <td width="40"><strong>: Momentum: Physics Education Journal<br></strong></td> </tr> <tr valign="top"> <td width="20%"><strong>Initials</strong></td> <td width="40"><strong>:</strong> MPEJ</td> </tr> <tr valign="top"> <td width="20%"><strong>Frequency</strong></td> <td width="40"><strong>: </strong>2 Issues every year</td> </tr> <tr valign="top"> <td width="20%"><strong>DOI</strong></td> <td width="40"><strong>:</strong> <a href="https://search.crossref.org/?q=Momentum%3A+Physics+Education+Journal" target="_blank" rel="noopener">Prefix 10.21067 by <img src="http://ijain.org/public/site/images/apranolo/Crossref_Logo_Stacked_RGB_SMALL.png" alt="" height="14"> </a></td> </tr> <tr valign="top"> <td width="20%"><strong>ISSN (print)<br></strong></td> <td width="40"><strong>: </strong><a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1483687430&amp;1&amp;&amp;" target="_blank" rel="noopener">2548-9127</a></td> </tr> <tr valign="top"> <td width="20%"><strong>ISSN (online)<br></strong></td> <td width="40"><strong>: </strong><a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1483686196&amp;1&amp;&amp;" target="_blank" rel="noopener">2548-9135</a></td> </tr> <tr valign="top"> <td width="20%"><strong>Editor-in-Chief</strong></td> <td width="40"><strong>: </strong><a href="https://www.scopus.com/authid/detail.uri?origin=resultslist&amp;authorId=57200566282&amp;zone=" target="_blank" rel="noopener">Sudi Dul Aji</a></td> </tr> <tr valign="top"> <td width="20%"><strong>Managing Editor</strong></td> <td width="40"><strong>: </strong><a href="https://www.scopus.com/authid/detail.uri?origin=resultslist&amp;authorId=57197824717&amp;zone=" target="_blank" rel="noopener">Muhammad Nur Hudha</a></td> </tr> <tr valign="top"> <td width="20%"><strong>Publisher</strong></td> <td width="40"><strong>:</strong> <a href="http://unikama.ac.id/id/" target="_blank" rel="noopener">Universitas Kanjuruhan Malang</a></td> </tr> <tr valign="top"> <td width="20%"><strong>Indexing</strong></td> <td width="40"><strong>:</strong> <a href="https://doaj.org/toc/2548-9135?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222548-9127%22%2C%222548-9135%22%5D%7D%7D%2C%7B%22term%22%3A%7B%22_type%22%3A%22article%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22from%22%3A0%2C%22size%22%3A100%7D" target="_blank" rel="noopener">DOAJ </a><strong>| </strong><a href="https://scholar.google.co.id/citations?user=hvy0vkgAAAAJ&amp;hl=id&amp;authuser=1" target="_blank" rel="noopener">Google Scholar</a><strong> |</strong> <a href="http://index.pkp.sfu.ca/index.php/browse/index/1544" target="_blank" rel="noopener">PKP Index</a> <strong>| </strong><a href="https://www.base-search.net/Search/Results?lookfor=Momentum%3A+Physics+Education+Journal&amp;type=all&amp;oaboost=1&amp;ling=1&amp;name=&amp;thes=&amp;refid=dcresde&amp;newsearch=1" target="_blank" rel="noopener">Base</a></td> </tr> </tbody> </table> </td> </tr> <tr valign="top"> <td width="20%"> <p>&nbsp;</p> <p><strong>Journal Summary <br></strong></p> </td> <td width="40"> <p>&nbsp;</p> <p>Momentum: Physics Education Journal with registered number ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1483686196&amp;1&amp;&amp;">2548-9135</a> (online), ISSN <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1483687430&amp;1&amp;&amp;">2548-9127</a> (print), is a scientific journal which publishes articles related to physics education. Momentum: Physics Education Journal, will publish two issues in a year (March and September). Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method. Abstracts and full text that have been published on the website can be read and downloaded for free. Momentum: Physics Education Journal published by LPPM Universitas Kanjuruhan Malang. This journal registered in the Crossref system with Digital Object Identifier (DOI) <a href="https://search.crossref.org/?q=Momentum%3A+Physics+Education+Journal" target="_blank" rel="noopener">10.21067</a>. For author interested in submitting the manuscript, kindly ­register yourself.</p> </td> </tr> <tr valign="top"> <td width="20%"> <p><strong>Tools <br></strong></p> </td> <td width="40"> <p>Grammarly, Mendeley, Unicheck.<strong><br></strong></p> </td> </tr> </tbody> </table> <hr> <p>&nbsp;</p> <p><strong>Focus &amp; Scope</strong></p> <p>Momentum: Physics Education Journal published all research results &amp; studies of physics education, include:</p> <ol> <li class="show">Innovation of Physics Learning</li> <li class="show">Media Development and Learning Model of Physics</li> <li class="show">Assessment and Evaluation in Physics</li> <li class="show">Physics Philosophy and Curriculum</li> <li class="show">Psychology in Physics Education<br> &nbsp;</li> </ol> <p><strong>Call for Editors and Reviewers</strong></p> <p>We invite researchers, and practitioners to become editors or reviewers in Momentum: Physics Education Journal. If you are interested, please send us information about yourself, such as your full name, education and degree, affiliation, Scopus ID, orcid ID or other researcher ID, and the area of expertise. Please, the data is sent to email momentumjournal@unikama.ac.id.</p> <p>Thank you.</p> <p>&nbsp;</p> <p><strong>Important For Authors</strong></p> <p>Reminder for all the authors, you are expected to submit papers that:</p> <ol> <li class="show">are original and have not been submitted to any other publication</li> <li class="show">have at least 15 references with 80% of scientific Journals</li> <li class="show">use references published on the last 5 yearsstructured using IMRaD format<br> use template specified by Momentum: Phys</li> <li class="show">ics Education Journal</li> <li class="show">use reference manager e.g. Mendeley or others when managing the references</li> </ol> <p>Thank you</p> <p>&nbsp;</p> <p>&nbsp;</p> http://ejournal.unikama.ac.id/index.php/momentum/article/view/2292 Kesalahan siswa SMA dalam memecahkan masalah pada materi Hukum Newton 2018-05-19T11:55:07+00:00 Dheka Januarifin dheka@gmail.com Parno Parno dheka@gmail.com Arif Hidayat dheka@gmail.com Abstract: This study described students mistake on solving newton’s law problems. The subjects were 60 students of high school in 11th grade. This study used survey method with data collection technique was test. Test consisted of 10 items about the description of Newton's law (cronbach alpha 0.638). The results showed that many students mistake on solving problems about 1st Newton’s Law, 2nd Newton’s law, 3rd Newton’s law and concept of friction. Students just rememberred the mathematical equations of Newton's law without understanding the physical meaning. It was advisable to conduct further research as an effort to reduce students' mistakes, one of them is through learning that involves students participating on problem solving and given assistance so that students can do problem solving independently. Abstrak: Penelitian ini mendeskripsikan kesalahan siswa dalam memecahkan masalah hukum newton. Subyek penelitian siswa kelas XI SMA berjumlah 60. Penelitian menggunakan meteode survey dengan teknik pengumpulan data yaitu tes. Tes terdiri atas 10 butir soal uraian materi hukum Newton (cronbach alpha 0,638). Hasil penelitian menunjukkan bahwa siswa banyak mengalami kesalahan dalam memecahkan masalah hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Faktor penyebab kesalahan tersebut adalah karena siswa kurang memahami hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Siswa hanya hanya menghafal persamaan matematis hukum Newton tanpa memahami makna fisis. Disarankan untuk melakukan penelitian lebih lanjut sebagai upaya mengurangi kesalahan siswa, salah satunya melaui pembelajaran yang melibatkan siswa ikut serta dalam pemecahan masalah dan diberi bantuan agar siswa dapat melakukan pemecahan masalah secara mandiri. 2018-04-13T00:00:00+00:00 ##submission.copyrightStatement## http://ejournal.unikama.ac.id/index.php/momentum/article/view/2216 Identifikasi pemahaman konsep dan penalaran ilmiah siswa SMA pada materi fluida statis 2018-10-16T05:34:48+00:00 Vicki Dian Prastiwi diancki13@gmail.com Parno Parno diancki13@gmail.com Hari Wisodo diancki13@gmail.com Abstract: Understanding of concepts and scientific reasoning are an important components of the Physics learning process. One of the importance of understanding the concept and scientific reasoning is facilitating students in understanding and applying concepts obtained for everyday life. This article aims to describe students' understanding of concept and scientific reasoning on Static Fluid topic. This research used mixed methods explanatory design with 31 students of class XII IPA who have obtained Fluid Static topic. The instruments used are 10 items of essay for conceptual comprehension and 20 multiple choice items justified for scientific reasoning with substantial reliability in order, ie 0.702 and 0.745. The results show that students still have difficulty in understanding the concept of Fluid Static and still have a low scientific reasoning. Students' understanding of hydrostatic pressure sub topic is 18%, Pascal's Law of 21%, and Law Archimedes of 2.2%. Scientific reasoning aspects used in this research are mass conservation reasoning, proportional reasoning, variable control, reasoning probability, correlation reasoning, and hypotetical deductive reasoning. Sequentially, the low level of students' scientific reasoning on Static Fluid material in each criterion is indicated by the following percentages: 24%, 40%, 34%, 25%, 48%, and 20%. Based on the results obtained, that the difficulties of students in general exist on the determination of factors that affect the phenomenon of each sub-material. Abstrak: Pemahaman konsep dan penalaran ilmiah merupakan komponen penting dalam proses pembelajaran Fisika. Salah satu pentingnya dari pemahaman konsep dan penalaran ilmiah adalah dapat memberikan kemudahan siswa dalam memahami dan mengaplikasikan konsep yang diperoleh untuk kehidupan sehari-hari. Artikel ini bertujuan untuk mendeskripsikan pemahaman konsep dan penalaran ilmiah siswa pada materi Fluida Statis. Jenis penelitian ini menggunakan mixed methods explanatory design dengan subyek penelitian 31 siswa di kelas XII IPA yang telah memperoleh materi Fluida Statis. Instrumen yang digunakan dengan 10 butir soal esai untuk pemahaman konsep dan 20 butir soal pilihan ganda beralasan untuk penalaran ilmiah dengan besar reliabilitas secara berurutan, yaitu 0,702 dan 0,745. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam memahami konsep Fluida Statis dan masih memiliki penalaran ilmiah yang rendah. Pemahaman konsep siswa pada sub materi tekanan hidrostatis sebesar 18%, Hukum Pascal sebesar 21%, dan Hukum Archimedes sebesar 2,2%. Aspek penalaran ilmiah yang digunakan dalam penelitian ini, yaitu penalaran konservasi massa, penalaran proporsional, kontrol variabel, penalaran probabilitas, penalaran korelasi, dan hypotetical deductive reasoning. Secara berurutan rendahnya tingkat penalaran ilmiah siswa pada materi Fluida Statis di masing-masing kriteria, ditunjukkan dengan persentase sebagai berikut: 24%, 40%, 34%, 25%, 48%, dan 20%. Berdasarkan hasil yang diperoleh, bahwa kesulitan siswa secara umum terdapat pada penentuan faktor-faktor yang berpengaruh pada fenomena masing-masing sub materi. 2018-04-13T00:00:00+00:00 ##submission.copyrightStatement## http://ejournal.unikama.ac.id/index.php/momentum/article/view/2219 Cara siswa menyelesaikan masalah suhu dan kalor dari sudut pandang keterampilan metakognisi 2018-07-27T04:14:43+00:00 Susanti Rahayu susanti070791@gmail.com <p><strong>Abstract:</strong> <em>The way</em><em>s</em><em> students solv</em><em>e</em><em> problem</em><em>s</em><em> become one of the </em><em>main</em> <em>target</em><em> of physics learning. Investigat</em><em>ion</em><em> about how students solv</em><em>e</em><em> problems </em><em>is</em><em> explored in </em><em>the context of </em><em>metacognition skills.&nbsp; The steps of metacognition </em><em>skills </em><em>in physics problem solving include: </em><em>planning, monitoring, evaluation, and controlling. This is a preliminary exploration study that aim</em><em>s</em><em> to: 1.) </em><em>mapping the metacognition skill</em><em>s</em><em> that are used in physics problem solving </em><em>of</em><em> temperature and heat, 2.)&nbsp; exhibiting students’ sel</em><em>f</em><em> evaluation of </em><em>his/her</em><em> metacognition skill</em><em>s</em><em> in problem solving, and 3.) identifying the relationship between students answer and their sel</em><em>f</em> <em>evaluation. This is a descriptive qualitative study. The data </em><em>were</em><em> obtained </em><em>by</em><em> test and questionnaire. The physics problem solving test </em><em>was</em><em> given to 35 students of 11</em><em><sup>th</sup></em> <em>grade</em><em>r</em><em>. After </em><em>doing test</em><em>, they filled the 22 items of questionnaire adapted from Physics Metacognition Inventory (PMI). The result shows that none of the students solved all the problems optimally. The result of questionnaire showed that the average </em><em>of metacognitive skills</em><em> 64%, with the maximum and the minimum scores </em><em>is</em><em> 87% and 35%</em><em> respectively</em><em>. </em><em>The correlation between the analyses of students’ answer and their self evaluation shows a negative value that indicates no relationship. </em><em>Specifically, students pass the planning and controlling </em><em>phase</em> <em>quite</em><em> well, even though they tend to be poor </em><em>in</em><em> monitoring and evaluation.</em><em> This findings must become a particular attention for the researchers and teachers in providing the learning strategy to habit the phases of metacognition skills in order to improve students’ metacognitive skills.</em></p> <p>&nbsp;</p> <p><strong>Abstrak:</strong> Cara siswa dalam menyelesaikan masalah menjadi salah satu sasaran utama dalam pembelajaran fisika. Penelusuran mengenai bagaimana cara siswa menyelesaikan masalah dieksplorasi dalam konteks keterampilan metakognisi. Tahapan keterampilan metakognisi dalam menyelesaikan masalah fisika meliputi: <em>planning</em>, <em>monitoring</em>, <em>evaluation</em>, dan <em>controlling</em>. Penelitian ini merupakan studi eksplorasi awal bertujuan untuk: 1.) memetakan keterampilan metakognisi yang digunakan siswa dalam menyelesaikan masalah fisika pada materi Suhu dan Kalor, 2.) menunjukkan penilaian diri siswa terhadap keterampilan metakognisi yang dimiliki dalam menyelesaikan masalah, dan 3.) mengidentifikasi hubungan antara analisis jawaban siswa dan penilaian diri. Penelitian ini merupakan penelitian deskriptif kualitatif. Data penelitian diperoleh melalui tes dan angket. Tes yang digunakan merupakan soal <em>problem solving</em>, yang diberikan kepada 35 siswa kelas XI. Setelah mengerjakan soal, siswa mengisi angket yang terdiri dari 22 item yang diadaptasi dari <em>Physics Metacognition Inventory</em> (PMI). Hasil penelitian menunjukkan belum ada siswa yang optimal menyelesaikan seluruh soal. Angket penilaian diri menunjukkan skor rerata 64%, dengan skor maksimum dan minimum masing-masing 87% dan 35%. Hubungan antara analisis jawaban siswa dan hasil penilaian diri menunjukkan nilai korelasi negatif yang mengindikasikan tidak sinkronnya hasil jawaban dan penilaian diri siswa. Secara spesifik, tahapan <em>planning</em> dan <em>controlling</em> dilakukan siswa dengan cukup baik, akan tetapi siswa cenderung lemah dalam memonitoring dan mengevaluasi ketika menyelesaikan masalah. Temuan ini menjadikan perhatian khusus untuk peneliti dan guru dalam menyajikan strategi belajar untuk membiasakan tahapan dalam keterampilan metakognisi dengan target peningkatan keterampilan metakognisi siswa.</p> 2018-07-27T04:14:41+00:00 ##submission.copyrightStatement##