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Introductory Physics learning for biology students of UIN Walisongo has not used teaching materials that accommodate students' needs in a biological context, so the students are skeptical of the relevance of this course to biology. In addition, the teaching materials have not accommodated to develop students’ scientific creativity. This study is aimed at developing a model of Introductory Physics teaching materials in a biological context based on scientific creativity and finding out the students' response to the use of it. The data was obtained from assessment experts and students using questionnaires. The results showed that the characteristics of IP teaching materials can be seen from two things, namely the application of physics in biology and scientific creativity activities. The quality of IP teaching materials is good. The feasibility score of IP teaching materials is 3.71 or Very Eligible. While student responses to the use of IP teaching materials are good, with an average score of 3.16.

The aim of this research is to measure the absorption coefficient of composite material synthesized from coconut fiber as filler and epoxy matrix and to discover the alternative interval of sound reducer material from natural resources, i.e (coconut fiber : fine fiber, rough fiber and crude fiber). After pressing, the sample was then cutted and examined using Bruel and Kjaer characterization. From the characterization process, the absorption coefficient of composite with filler of fine, rough and crude coconut fiber is calculated and found to be 0.997, 0.97 and 0.96, respectively. © 2015 JNSMR UIN Walisongo. All rights reserved.

There are several hazardous material compounds in water morning glory that cannot be consumed. This study aimed to Fe content in water morning glory taken from different locations using Atomic Absorption Spectrophotometry (AAS) method . The data were acquired through documentation method, observational method and experimental method. All of the data were analysed by quantitative approach and descriptive analysis. The number of samples taken was 3 pieces of water morning glory per location. From the AAS method, the results showed that Fe concentrations in all samples varied. The average of Fe content in water taken from Industrial area was 0,258 ppm, from green house was 0 ppm, and from rural area was 0,175 ppm. The numbers of Fe content in water morning glory taken from industrial area were 10,78 ppm, 9,0 ppm, 9,3 ppm; from green house were 1,9 ppm, 4,4 ppm, 2,4 ppm; and from rural area were 6,4 ppm, 4,94 ppm, 4,98 ppm. T he results of the study showed that Fe content in water or water morning glory taken from green house and rural area was below the threshold level of metal contamination , meanwhile in industrial area, the Fe content was almost approaching the threshold level of metal contamination. In the industrial area, the water morning glory could be used to reduce water pollution, not as food sources because of the high content of Fe. Meanwhile, in green house and rural area, water morning glory might be consumed by people because of the low content of Fe . © 2015 JNSMR UIN Walisongo. All rights reserved.

Salah satu faktor umum penyebab rendahnya hasil belajar Fisika yang dicapai siswa adalah terjadinya kesalah- an konsep (miskonsepsi) pada diri siswa. Prakonsepsi atau prior knowladge siswa atas konsep Fisika yang dibangun oleh siswa itu sendiri melalui belajar informal dalam upaya memberikan makna atas pengalaman meraka sehari-hari mempunyai peran yang sangat besar dalam pembentukan konsepsi ilmiah.Miskonsepsi atau salah konsep menunjuk pada suatu konsep yang tidak sesuai dengan pengertian ilmiah atau pengertian yang diterima para pakar dalam bidang itu. Miskonsepsi banyak terjadi pada Fisika khususnya bidang Mekanika. Hal ini pula yang terjadi pada mahasiswa Tad- ris Fisika program Kualifikasi S.1 Guru Madrasah.Untuk mengatasi miskonsepsi mahasiswa tersebut, salah satu model pembelajaran yang dapat diterapkan adalah Model Pembelajaran Konflik Kognitif, yakni model pembelajaran di mana mahasiswa dihadapkan pada per- tentangan antara prakonsepsi yang telah dimiliki dengan konsep ilmiah yang sebenarnya, sehingga mahasiswa akan menyadari kekeliruannya dan mengubah atau melengkapi konsep yang dipahaminya. Model ini terdiri atas tiga fase: (1) mengidentifikasi miskonsepsi beserta latar penyebab- nya;(2) mengonfrontasikan gagasan mahasiswa (prakon- sepsi) dengan konsepsi ilmiah, dalam upaya menggoyah- kan miskonsepsi mahasiswa dan agar mahasiswa menjadi ragu terhadap kebenaran prakonsepsinya; (3) fase konflik, di mana mahasiswa menjadi mengerti dan mau mereor- ganisasi serta merestrukturisasi gagasannya yang megala- mi miskonsepsi.

Beberapa hasil penelitian menunjukkan masih renda- hnya keterampilan generik lulusan perguruan tinggi, sep- erti keterampilan berkomunikasi, bekerjasama, motivasi, inisiatif, kreativitas, dan kemampuan berpikir logis, siste- matis dan komprehensif. Kondisi ini ternyata juga terjadi di LPTK yang notabene sebagai produsen guru.Dalam tulisan ini akan dipaparkan bagaimana strategi pengembangan Science Generic Skills mahasiswa melalui Model Pembelajaran Group Investigation pada mata kuliah praktikum.Sebagai sebuah model pembelajaran kooperatif, pener- apan Group Investigation pada mata kuliah praktikum dapat menjadi alternatif dalam mengembangkan Keterampilan Generik Sains calon guru. Adapun strategi penerapannya dapat dilakukan dengan melibatkan mahasiswa sejak per- encanaan, pelaksanaan, hingga evaluasi praktikum me- lalui tahap-tahap dalam model Group Investigation, yang meliputi: 1) mengidentifikasi topik dan membagi siswa ke dalam kelompok, 2) merencanakan tugas, 3) membuat penyelidikan, 4) mempersiapkan tugas akhir (analisis dan sintesis), 5) mempresentasikan tugas akhir, dan 6) evaluasi.

Students' misconceptions analysis on mechanics had been done with qualitative approach. Data were obtained through a Three-tier Diagnostic Test adopted from the Force Concept Inventory Test and combined with the Certainly of Response Index of Saleem Hasan, and a clinical interview. Data is validated in three ways, namely the triangulation technique, using reference material, and member check. Then the data is analyzed through data reduction, data presentation, and conclusion. The results showed that misconceptions occurred in almost all the concepts. Misconceptions occur most often in the concepts of the object velocity in the Accelerated Linear Motion and the object motion in a parabolic trajectory. Factors that cause misconceptions mostly come from associative thinking, incomplete or wrong reasoning, and wrong intuition. Through clinical interviews, results were obtained that misconceptions were also influenced by the learning of teachers, instructional textbooks, internet, films, and the daily experiences of the students.

Synthesis of C-Dots from waste paper has been successfully created. A total of 5 grams of waste paper is mixed with 40 mL aquades, 30 mL H2SO4 and 50 mL NaOH 2 M. A precursor solution is prepared by adding urea in 20 ml of material. Synthesis of C-Dots done by heating the precursor hydrothermally using a furnace with three conditions, namely with 1-4 grams of urea, 20-50 minutes of synthesis time, and 150-300°C of temperature. In a variation of urea and time, the temperature is controlled at 300°C. In a variation of the time and temperature, urea is controlled at 3 grams. In a variation of the urea and temperature, time is controlled for 30 minutes. The maximum absorption C-Dots generated on the various of amount urea, temperature, and synthesis time in the range of 360-600 nm. The width of the absorbance area was increased by adding 1-3 grams of urea and were decreased when urea is added 4 grams or more. The absorbance peaks of C-dots decreases with increasing temperature synthesis. Meanwhile, an increasing of synthesis time does not affect to the width of the absorbance spectra. It precisely causes decreasing of peaks of the absorbance spectra. The functional groups present on the surfaces of C-dots can be identified by the presence of specific peaks in their FTIR spectra, i.e. N–H, C=C, C–N, and C–C at various urea, N–H, C=O, C=C and C–O at temperature and synthesis time.Synthesis of C-Dots from waste paper has been successfully created. A total of 5 grams of waste paper is mixed with 40 mL aquades, 30 mL H2SO4 and 50 mL NaOH 2 M. A precursor solution is prepared by adding urea in 20 ml of material. Synthesis of C-Dots done by heating the precursor hydrothermally using a furnace with three conditions, namely with 1-4 grams of urea, 20-50 minutes of synthesis time, and 150-300°C of temperature. In a variation of urea and time, the temperature is controlled at 300°C. In a variation of the time and temperature, urea is controlled at 3 grams. In a variation of the urea and temperature, time is controlled for 30 minutes. The maximum absorption C-Dots generated on the various of amount urea, temperature, and synthesis time in the range of 360-600 nm. The width of the absorbance area was increased by adding 1-3 grams of urea and were decreased when urea is added 4 grams or more. The absorbance peaks of C-dots decreases with increasing temperature synthesis. Meanwhile, an increas...