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Publisher: Universitas Negeri Semarang   (Total: 76 journals)   [Sort by number of followers]

Showing 1 - 76 of 76 Journals sorted alphabetically
Accounting Analysis J.     Open Access   (Followers: 8)
ACTIVE : J. of Physical Education, Sport, Health and Recreation     Open Access   (Followers: 18)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
Biosaintifika : J. of Biology & Biology Education     Open Access   (Followers: 7)
Catharsis : J. of Arts Education     Open Access  
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : J. of Japanese Learning and Teaching     Open Access   (Followers: 3)
Dinamika Pendidikan     Open Access  
Economic Education Analysis J.     Open Access  
Economics Development Analysis J.     Open Access   (Followers: 4)
Edu Elektrika J.     Open Access   (Followers: 1)
Edukasi     Open Access  
ELT Forum : J. of English Language Teaching     Open Access   (Followers: 10)
English Education J.     Open Access   (Followers: 1)
Forum Ilmu Sosial     Open Access  
Geo-Image     Open Access  
Harmonia     Open Access  
Imajinasi : Jurnal Seni     Open Access  
Indonesian J. of Chemical Science     Open Access   (Followers: 1)
Indonesian J. of Conservation     Open Access  
Indonesian J. of Curriculum and Educational Technology Studies     Open Access  
Indonesian J. of Early Childhood Education Studies     Open Access   (Followers: 2)
Indonesian J. of Guidance and Counseling     Open Access  
Indonesian J. of History Education     Open Access   (Followers: 1)
Innovative J. of Curriculum and Educational Technology     Open Access   (Followers: 2)
Intl. J. of Active Learning     Open Access  
Intuisi : Jurnal Psikologi Ilmiah     Open Access  
J. of Economic Education     Open Access  
J. of Educational Development     Open Access   (Followers: 4)
J. of Educational Social Studies     Open Access   (Followers: 9)
J. of Edugeography     Open Access   (Followers: 2)
J. of Indonesian History     Open Access   (Followers: 3)
J. of Innovative Science Education     Open Access  
J. of Nonformal Education     Open Access   (Followers: 1)
J. of Physical Education and Sports     Open Access   (Followers: 6)
J. of Physical Education Health and Sport     Open Access   (Followers: 1)
J. of Primary Education     Open Access   (Followers: 13)
J. of Sport Sciences and Fitness     Open Access   (Followers: 12)
JEJAK : Jurnal Ekonomi dan Kebijakan     Open Access   (Followers: 1)
Joyful Learning J.     Open Access   (Followers: 1)
Jurnal Abdimas     Open Access  
Jurnal Bahan Alam Terbarukan     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Dinamika Manajemen     Open Access  
Jurnal Fisika     Open Access  
Jurnal Geografi     Open Access  
Jurnal Inovasi Pendidikan Kimia     Open Access   (Followers: 5)
Jurnal Kesehatan Masyarakat     Open Access   (Followers: 5)
Jurnal Komunitas     Open Access   (Followers: 1)
Jurnal MIPA     Open Access   (Followers: 3)
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian J. of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2, SJR: 0.206, CiteScore: 1)
Jurnal Sastra Indonesia     Open Access  
Jurnal Teknik Elektro     Open Access  
Jurnal Teknik Sipil dan Perencanaan     Open Access   (Followers: 1)
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Language Circle : J. of Language and Literature     Open Access   (Followers: 2)
Lisanul' Arab : J. of Arabic Learning and Teaching     Open Access   (Followers: 1)
Management Analysis J.     Open Access  
Pandecta : Jurnal Penelitian Ilmu Hukum     Open Access   (Followers: 1)
Public Health Perspective J.     Open Access  
Sainteknol : Jurnal Sains dan Teknologi     Open Access  
Scientific J. of Informatics     Open Access   (Followers: 1)
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Solidarity : J. of Education, Society and Culture     Open Access  
Unnes J. of Biology Education     Open Access   (Followers: 1)
Unnes J. of Mathematics     Open Access   (Followers: 3)
Unnes J. of Mathematics Education     Open Access   (Followers: 5)
Unnes J. of Mathematics Education Research     Open Access   (Followers: 9)
Unnes J. of Public Health     Open Access  
Unnes Law J.     Open Access   (Followers: 1)
Unnes Physics Education J.     Open Access   (Followers: 4)
Unnes Physics J.     Open Access   (Followers: 1)
Unnes Science Education J.     Open Access  
Wacana : Jurnal Sosial dan Humaniora     Open Access  
Journal Cover
Unnes Physics Education Journal
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2252-6935
Published by Universitas Negeri Semarang Homepage  [76 journals]
  • Identifikasi Profil Kesulitan Belajar Fisika Topik Fluida Statis pada
           Siswa SMA di Kabupaten Demak

    • Authors: Alik Sus Adi, Sugiyanto Sugiyanto, Ani Rusilowati
      Pages: 1 - 6
      Abstract: The purpose of this study was to identify students' learning difficulty profile on the topic of static fluid. The study was conducted in three high schools in Demak. Student learning difficulties profiles were measured using a diagnostic test instrument in the form of multiple open-ended options totaling 13 items. To strengthen the data is done interview with some students. Learning difficulties profiles are diagnosed with five approaches, namely learning objectives, material profiles, prerequisite knowledge, misconceptions, and structured knowledge. The results showed that the percentage of learning objectives for each indicator understood the concept of hydrostatic pressure, comparing the hydrostatic pressure on different liquids, understanding Pascal's legal concepts, understanding the concept of the law of Archimedes in floating, floating, and drowning phenomena, and explaining the buoyant force in a row 58.33%; 75.96%; 57.21%; 81.25%; and 98.56%. Percentage of hydrostatic pressure material profile, Pascal law and Archimedes law were 68.40%; 57.21%; and 89.90%. For prerequisite knowledge with 12% percentage, the percentage of material misconception of hydrostatic pressure and Pascal law are 48.08% and 48.08% respectively and knowledge is structured with 4.07% percentage.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22475
      Issue No: Vol. 7, No. 1 (2018)
       
  • Peningkatkan Kemampuan Kognitif dan Minat Belajar Siswa Melalui Penggunaan
           Alat Peraga Pada Pembelajaran Fisika

    • Authors: Ian Ahmad Al Hidayah, Suharto Linuwih, Budi Astuti
      Pages: 7 - 13
      Abstract: The purpose of this research is to determine the effect of the use of learning props on the improvement of cognitive abilities and the value of interest in student learning. This research was conducted at SMP Negeri 1 Karangtengah Demak Regency. Cognitive ability was measured using a test instrument in the form of a description test of eight questions, while interest in learning was measured using a questionnaire instrument with a likert scale of 12 statements. The results showed students' cognitive ability increased by 0.51 with the moderate category in all cognitive aspects researched, and students' learning interest showed a very good response on the three aspects researched were 81,12% for pleasure aspects; 83,75% for the attention aspect; and 87,34% for participation aspect. Based on the results of the analysis and discussion, it can be concluded that the use of physics education props can affect the improvement of students' cognitive abilities in grade VIII SMP Negeri 1 Karangtengah Demak Regency. The use of props can also affect the student's interest in learning.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22472
      Issue No: Vol. 7, No. 1 (2018)
       
  • Pembelajaran Inkuiri Terbimbing Melalui Kegiatan Lab Virtual dan
           Eksperimen Riil untuk Peningkatan Penguasaan Konsep dan Pengembangan
           Aktivitas Siswa

    • Authors: Saraswati Basuki Putri, Sarwi Sarwi, Isa Akhlis
      Pages: 14 - 22
      Abstract: This study aims to describe students’ activities and to determine more effective treatment for improving the concepts achievement between the guided inquiry through real experimental activity or virtual lab activity. This study was a pre-experiment with one group pretest-posttest type. Sampling technique using a purposive sampling. Class experiment 1 was taught by guided inquiry learning through real experiment activities and class experiment 2 was taught by guided inquiry learning through virtual lab activities. Data were collected using test and observation method. The value of experiment class 1 (3,71)> of class experiment 2 (2,10), it means that guided inquiry learning through real experiment activity more effective to improve the concepts achievement of students than virtual lab activity. The gain test  of the students' activity development of experiment class 1 was 0,37 (medium) and experiment class 2 was 0,31 (medium), it means that real experiment and virtual lab activities were effective to develop students’ activities.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22477
      Issue No: Vol. 7, No. 1 (2018)
       
  • Studi Komparasi antara Tes Testlet dan Uraian dalam Mengukur Hasil Belajar
           Kognitif Siswa Kelas XI SMA Negeri 1 Gombong

    • Authors: Murti Murti, Wiyanto Wiyanto, Hartono Hartono
      Pages: 32 - 41
      Abstract: The purpose of the research is to find out does the testlet test can work as a essay test. This research is an explorative research done to investigate a relatively new phenomenon. In accordance with the research itself, research design used is the One Group Posttest Only Design. Sample is don randomly (Random Sampling). The research is done in SMA Negeri 1 Gombong with the subject of the study is the students of XI MIPA 4 and XI MIPA 6. Based on the research’s result with the t-test analysis, showed that t-value= 1.85 for the XI MIPA 4 students and t-value= 1.89 for the XI MIPA 6 students, with t-table= 1.99. Therefore, from both of the research sample classes, the t-value is lesser that the t-table, so the conclusion is that there is no difference in the students’ cognitive learning outcome evaluated using testlet test and essay test, so testlet test can work as essay test.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22469
      Issue No: Vol. 7, No. 1 (2018)
       
  • Pembelajaran Student Facilitator and Explaining Berbantuan Alat Peraga
           untuk Meningkatkan Penalaran dan Pemahaman Konsep Siswa

    • Authors: Aeniah Aeniah, Ngurah Made Darma Putra, Sunyoto Eko Nugroho
      Pages: 32 - 41
      Abstract: The reasoning skills and students’ physics concept as the main capital for understanding physics extensively. One of the factors that influence the low reasoning and understanding of concepts is the learning that is delivered in the classroom. This study aimed to find out increase the reasoning skills and students’ physics concept and difference of the SFAE assisted by simple aids and learning SFAE without the simple aids. This study employed true experimental design with pretest - posttest control group design. In the experimental group of improvement were included in the high category while in the control group of improvement included the moderate category. Based on the comparison of t test, there are significant differences of the SFAE assisted by simple aids and learning SFAE without the simple aids.
      PubDate: 2018-03-18
      DOI: 10.15294/upej.v7i1.22403
      Issue No: Vol. 7, No. 1 (2018)
       
  • Pengembangan Alat Praktikum Kalorimeter Bom pada Pokok Bahasan Kalor

    • Authors: Hesti nikmah safitri, Masturi Masturi, Sukiswo Supeni Edie
      Pages: 42 - 48
      Abstract: Calorific values were measured by bomb calorimeter on combustion in oxygen atmosphere. Bomb Calorimeter has been produced and researched in the world, because of its benefits on science. Parr Instrument Company is a company located in the USA which produced bomb calorimeter. In contrast to Indonesia, which has not research about it. This research aim to test for validity the bomb calorimeter that build before, and then applying to physics laboratory assistant’s students at university.  The bomb was completed by manual instruction, which tested for validity with the bomb. The methods was Research and Development (RnD) 4-D models that popularizes by Thiagarajan, which consists of four step: define, design, develop, and disseminate. The result of validity tools and manuals categorized as very decent, and applying this tool have very high response for students.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22478
      Issue No: Vol. 7, No. 1 (2018)
       
  • Penerapan Model Pembelajaran Conceptual Understanding Procedures (Cups)
           Dengan Teknik Probing Prompting untuk Meningkatkan Kemampuan Komunikasi

    • Authors: Erni Sri Purnami, Siti Khanafiyah, Khumaedi Khumaedi
      Pages: 49 - 56
      Abstract: Science learning demands the student’s skill in communicating their knowledge before appliying it in daily life. Communication is one of cultural and national character value. The aim of this research was determine the enhancement of students communication skills by the application of Conceptual Understanding Procedures (CUPs) learning model with probing prompting technique. The design of this research was one group pretest posttest design. The data of communication skills were obtained by observation method and the data of concept understanding were obtained by test method. Communication skills enhancement were calculated using the gain test. The result of this research showed that the application of CUPs learning model with probing prompting technique can increase students’ communication skills. The gain score of students’ communication skills was 0,454 which include in medium category. The gain score of concept understanding was 0,480 which include in medium category. It could be concluded that the application of CUPs learning model with probing prompting technique could improve students’ communication skills.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22471
      Issue No: Vol. 7, No. 1 (2018)
       
  • Analisis Aktivitas Siswa dan Guru dalam Pembelajaran IPA Terpadu Kurikulum
           2013 di SMP

    • Authors: Devi Rakhma Pradani, Mosik Mosik, Wiyanto Wiyanto
      Pages: 57 - 66
      Abstract: Science Learning in the curriculum of 2013 is developed as integrated learning not as a science discipline. Teaching and learning process consist of students and teacher activity. The purpose of this study is to know about the verbal activity from the teacher and student hands-on activity and the integration of learning material. This research was descriptive research. The subjects of the research were the students of class VIIIB, VIIIH and VIIF of SMP N 1 Bobotsari. The technique of data analysis is by making the transcript of ideo learning process. The result of the research is the description of student and teacher verbal activity, hands on activity, and integration of learning materials. Teacher's verbal activity is dominated by 62.34% of questions. The student's verbal activity is dominated by the answer statements of 69,44%. Average result of hands on activity was 33.12%. The integration of learning materials for class VIII B and VIII H has not shown the integration of Integrated Science, whereas for class VII F has shown the integrity of material from Integrated Science.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22476
      Issue No: Vol. 7, No. 1 (2018)
       
  • Implementasi Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan
           Pemecahan Masalah dan Komunikasi Ilmiah Siswa SMA

    • Authors: Erni Aristiani, Hadi Susanto, Putut Marwoto
      Pages: 67 - 73
      Abstract: This study aim to determine the effect of guided inquiry learning model toward ability of problem solving and scientific communication of high school students on dinamic fluid materials, and to know the student’s response toward the implementation of guided inquiry learning model. The research design is use quasi experimental and the type is nonequivalent control group design. The data of this research are collected by test, observation, and questionnaire. The result showed that the implementation of guided inquiry learning model positively influence the problem solving and scientific communication ability of high school students. The influence of the implementation of guided inquiry learning model to the problem solving ability of students is 62,74%, while the influence of the implementation of guided inquiry learning model to the student’s scientific communication ability of 86,73%. The student’s response toward the implementation of the guided inquiry learning model is very good that is 81,15.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22470
      Issue No: Vol. 7, No. 1 (2018)
       
  • Pembelajaran Fisika Berbantuan Alat Peraga Proyektor Smartphone untuk
           Meningkatkan Pemahaman Konsep Optik pada Siswa SMP

    • Authors: Durrotun Nafisah, Sulhadi Sulhadi, Dwi Yulianti
      Pages: 74 - 80
      Abstract: Device props that developed is smartphone projector that was equipped by student work sheets. Smartphone projector props from simple materials and easy to find intheform of a water-filled bulb that the system works like a convex lens, so it can produce real, inverted, and zoomed in shadow properties. Student work sheets as a supplement containing the props instruction, material reviews, and evaluation questions. The result of feasibility test of practicum device categorized as very high with percentage 87.64%. Research and Development in the form of Pretest and Postest One Group Design carried out for thr test of respondents. This research was held in junior high school 3 Juwana. The effectiveness test analysis was performed by the N-Gain <g> test and questionnaire student response. Validation results by validators for smartphone projector with student work sheets showed average score of 87.64%, so the tool props are very suitable to use as instructional media. N-Gain test analysis showed pretest-posttest results were classified as medium criterion with a <g> value of 0.589 and 82.35% classical completeness that is high. The results of the analysis of student responses show the value of 78.76 with positive criteria  
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22474
      Issue No: Vol. 7, No. 1 (2018)
       
  • Peningkatan Komunikasi Ilmiah Siswa SMA melalui Model Quantum learning One
           Day One Question Berbasis Daily Life Science Question

    • Authors: Muhammad Kamal Majdi, Bambang Subali, Sugianto Sugianto
      Pages: 81 - 90
      Abstract: This study aims at determining the effect of applying One Day One Question Quantum learning Model Based On Daily Life Science Question on the ability of students’ scientific communication skill and its enormous improvement. The method used was true experimental design with pretest-posttest control group design. Samples were taken by simple random sampling technique in SMA Negeri 13 Semarang with X-MIPA 4 as experimental class and X-MIPA 1 as control class. This research was conducted by giving assignment to write some simple essays periodically with eight assessment indicators, i.e. source variation, source quality, relevance, writing quality, visual representation, title effectiveness, bibliography arrangement, and term and linguistic. The amount of improvement of students' scientific communication skills at the control class is 0.13 while the experimental class is 0.31. It can be concluded that the application of One Day One Question Quantum learning Model Based On Daily Life Science Question can improve students’ ability of written scientific communication.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22479
      Issue No: Vol. 7, No. 1 (2018)
       
  • Penggunaan Video Based Laboratory (VBL) dalam Menentukan Nilai Modulus
           Elastisitas Penggaris Aluminium

    • Authors: Irnin Agustina Dwi Astuti, Ria Asep Sumarni, Yoga Budi Bhakti
      Pages: 91 - 96
      Abstract: This study aims to determine the value of elastic modulus of aluminum rod using Video Based Laboratory (VBL) and tracker analysis. The subject discussed about the material of elasticity, because the material is still abstract and still related to everyday life. To overcome these problems then created a learning innovation in the form of innovative visual aids that can attract students' responses in physics learning. Experiments are a planned effort to answer a question by creating an activity under controlled conditions. This tool consists of an aluminum ruler, load, slide, micrometer couplers, couplers, balance sheets, laptops, and cameras. The load used in the research varied as much as six loads with mass of 8.5 grams; 16.3 grams; 22.7 grams; 30.6 grams; 38.0 grams; And 45.8 grams. The method used is linear regression analysis the relationship between the square of the period of T2 oscillation to the load mass M and the data collection for the determination of the modulus value of elasticity of the material is done by ruler oscillation with variation of load mass in the video then analyzed by using tracker software. Furthermore, from T2 data to M is done by linear regression and obtained gradient value which will be used to determine modulus value of ruler elasticity. The value of the aluminum rod elastitis modulus (61.91 ± 5.69) × 109 N / m2 approximates the reference value of 70 × 109 N / m2 with a relative ration of 11.6%.
      PubDate: 2018-03-22
      DOI: 10.15294/upej.v7i1.22473
      Issue No: Vol. 7, No. 1 (2018)
       
 
 
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