Proceedings lnternotionol Conference on Mathematics, Sciences ond Educotion, University of Motorom 2075

Lombok lsland, lndonesio, November 4-5, 2075

SCIENTIFIC BOARD

L. Prof. Dr. Abdul Wahab Jufri, University of Mataram

2. Dr. Elyzana Dewi Putrianti, Charite Universitaetmedizin, Berlin, Germany

3. Prof. Helmut Erdmann, University of Applied Sciences Flensburg, Germany

4. Dr. lmam Bachtiar, University of Mataram

5. Prof. James Gannon, University of fUontana, USA (present address American

University of Sharjah, United Arab Emirates)

6. Dr. Lalu Rudyat Telly Savalas, University of Mataram

7. Assoc. Prof. Dr. Mian Muhammad Awais, Bahauddin Zakariya University,

Pakistan

8. Prof. Dr. Moh. Faried Ramadhan Hassanien, University of Zagazig, Egypt

9. Dr. Muhammad Roil Bilad, NanyangTechnological University, Singapore

(present address Universiti Teknologi Petronas Malaysia)

10. Dr. Saprizal Hadisaputra, University of Mataram

L1. Dr. Syamsul Bahri, University of Mataram

L2. Prof . Dr. Unang Supratman, University of Padjajaran

Technical Editors:

1. Baiq Nila Sari Ningsih, S.Pd.

2. Alfian Eka Utama

ISBN 9786021.570425

Copyright: Penerbit FKIP Universitas Mataram

rsBN 978602L570425 Page ii

prueedings lnternotionol Conference on Mothemotics, Sciences ond Educotion, University of Motoram 2075

Lombok lslond, lndonesia, November 4-5,2015

TABLE OF CONTENTSPage

liliilv

Scientific Board List

Preface

Table of Contents

Cod€ Article TitleSECTION l: INVITED SPEAKERS

lmportant Developments in Science Education: Next Generation Science

standards, Activity Theory, and sociocultural Perspectives for Framing

Science Teaching and Learning (Todd Compbell) """"""""The Educational Practices Framework: The lmplementation of the ELPSA

Model in west Nusa Tenggara (Tom Lowrie and Sitti Moesuri

Potohuddin)Real work ls Better than Homework (Brion coppolo, Abstroct only)...........

Antifungal Compounds lsolated from Endophytes against Japanese oak

wilt Pathoge n, Raffoelea quercivoro (Yoshihito Shiono)

Rapid Recovery of Degraded Reefs Following High Human Mortality from

the lndian Ocean Tsunami (Andrew H. Boird, Abstroct only)""""""'House-farmed Edible-nest Swiftlets of lndonesia and Malaysia: Linked

studies of a New Domestication (Eort of cronbrook" soroh Boll, w.L-

Goh, Mohammad saifutMansor ond Muhommod Rosul Abdullah Holim)..

cryptic species: Genetics and systemalics {Hoi-sen Yong, Prophothip

Eomsobhana, Phoik-Eem Lim, Sze-Looi Song ond t' Woyon Suono)"""""""

Fouling control in Membrane Processes: Vibration and surface

Corrugation (Muhommod R. Bilod)..'....'

Theory of Metallic Nanoclusters (Elios Saian, Abstroct only)""""' """"""'SECTION ll: PHYSICS

oP{2 Temporal statistical Analysis of the Volcanic Eruption in Mt. Banda Api,

Banda lslands, Maluku (Josephus Rony Kelibulin, Desi Kiswironti, R.R

Lokollo ond H. AndoYani)....

Load weight of Boat: Experimental Approach and Hydrostatic

Calculations (Agus Dwi Cotur, Sukortono, Sinorep ond Masrun)

performance of Hinged Blade savonius Turbine (sinorep ond Agus Dwi

Cotur)The Effect of Biogas Flow Rate Biogas in the Purification of carbon

Dioxide Process with Pumice Absorber (Arif Mulyonto, Nurchoyoti, Rudy

Sutonto, ond Pondri Pandiatmi)...

characterization of Electric and Magnetic Properties of Barium M-

Hexaferrite Doped with Zinc (Aris Doyon, Susilowati and tlhom Halik)........

synthesis by coprecipitation Method and characterization of Nickel-

Doped Barium M-Hexaferrite (BaFerzOrg\ $usitowoti, Aris Doyon and

Munib)Experimental study on Performance lmprovement of Savonius wind

Turbine by Equipping Them with wind Concentrators (ldo Bogus Alit and

t Mode Maro)...........The Effect of Agent Gas Flow Rate of Horse Manure Gasification Process

to the Performance of Combustion Engine (Rudy Sutonto, Pondri

Pondiatmi, Arif Mulyanto, ond Nurchoyoti).

solution of the wood Saxon Potential in Different Angular Momentum

Using Finite Difference Method (Siti Aloo" Dion w. Kurniawidi and Susi

oP{7

oP{8

oP-09

oP-10

oP-11

OP-L2

oP-13

oP-14

ts-1

ls-13ts-21

ts-22

ts-26

ts-21

ts-39

ts-44ts-52

PHY-1

PHY-7

PHY-1.3

PHY-22

PHY.26

PHY-33

PHY-42

PHY.47

PHY-51

ISBN 9786021.570425 Page iv

:::r'r (::: :':,:; :k.-:;,,",'::'::':,',:;::.' "\

oP_17 i{:Ji':r??y,x"fi:;::H:,;;il,;;;;;;;l;;;;;i;;il;;;;;;;- o,'{op.1s l;ll,lffil1l"1ff

ii#tr#J k\ ff :,iTx, :#i,j;::y:;i i;;:, o,' {oxide) with sor-Ger spin Coating Technique (Atris Doyon, yoyuk IoP_20 :i:i;':,'i::;{::::,'J:lxi':?:l{#:*;,; _;;;;;,,;;; /*;;_ o,'.'l

oPE.o2 n:#,t*[T::i::*:::i[i:m*:,n:mi:il[: ""'lservice pi-rysics students {Joni Rokhmol Morzuki, Hikmowati, ond Ni I

oPE_03 yi:r:':;:;ii,{J[izi,!;;;;;;;;;;il ffi ;;;;;il il;;;;o 0,,,, Ithe 5E (Engage, Exprore, Exprain, Eraborate, Evaruate) Learning Cycre IModel to rncrease student's Life Skiils (Hikmowoti, Joni Rokhmat, and Isutrio)

orr_r, !oPE-05 Testing the Effectiveness of PlsA-based Teaching Materials on the Topic lTemperature and rts Changes of pubric and Reri[ion senior High schoors Iin palembang (Syuhendri, Sonjayo, ond yenny Aiwor1............ pHy_101 ]oPE-06 study of Students Ability to solve PtsA-like Test with lndonesian contexts fin Physics Education of Facurty of Teacher Training and Education l

Sriwijaya University (lsmet, Hortono, Effendi ond Rohmi Susonti)................ pHy_110oPE-08 Learning Effectiveness of Inquiry-Discovery Moder through Empiricar andTheoriticar Review of Critica Lever and physics Concept Understandingamong High School Students in the City of Malang (Wortono).... pHy-115oPE-09 student Learning by Experiment for Testing charJaeristics of Resistance,Voltage and Current in the Resistor Circuit (Eka Murdonl)........... ................ pHy_122oPE-10 Technorogicar pedagogicar Content Knowredge (TPACK) Moder withstructurar Equation Modering (sEM) Appror.[ on prospective physicsTeacher (Endong purwoningsih ond Muhammod Nur ond Wosis)............... pHy-126oPE-11 prospective physics Teacher Abirity to Design L"rro, plan of physicssubject in secondary High schoor in Term oitechnorogicar pedagogicarContent Knowredge (T,ACK) Framework (Endong purwaningsih ond Liayutioti)

pHy_132oPE-12 Anaryses of student's Answers toward prsA-rike Test with rndonesiancontexts in physics Education of Facurty Teacher Training and Educationsriwijaya University (Rohmi Susonti, Riyonto, rsmet, Hartono ond EffendiNowawi)

pHy-138oPE-14 Teaching sorid state physics Course by Using X-Ray Diffraction Data(Jannotin ,Ardhuha)..... pHy_14SoPE-16 Development of Diagnostic and Remedial program-Based lnteractive

Murtimediato Reduce Student's Misconceptioni on Geometric optics{Yohya, Fahmi, Diantoro, Markus, Kusairi ond Sentot) ........... pHy_152

oM-01 paraboric,,n:,,r:,, .#;l::il,1'#i1TH1i: Moder in predicringDry and wet speils in southern Lombok (Mohrup, r Gusti Mode Kusnorto,Cuk Sukorohordjo ond podusung)....

MATH_1oM-05 Nonparametric Estimations oi Non-Markov Multistate Models (RiontiSiswiUtamiond Donordono) ..................

MAIH_12oM-06 parameter Estimation of Dynamic panel Data Model Using systemE 4ggd M"thfld oi Yor"ntrf ..orrg tyas onairii**a,1.. MArH-17

ISBN 9786021.570425Page v

Mathemotics, Sciences and Education, LJniversity of Motor^rn2015

oPE-12Analyses of student's Answers toward plsA-like .Ioor

**I"'ll"iri : :, :- :',=, : :' : :T, ::Y: : : :. :,Y :": :' ?,1,? l

r,, .,i"Teacher Training and Education sriwijaya [Jniversiii

Rahnri Sttslrtti . I{ivaltto, Isrnct. Hartono, zurcl Efl'endi Narv:1r,ia

Biologl Ecltlcilti()ll FKIP Sriu i.!a-rlr [.]triversit-r. -tlrr. Rily a f'alernbang-P;abLrnrtrlilt I,tlr.lrla'a t*r,( lsirir Ilir - lnclonesia- rnarnriltalrntrr. ?r_t'ahoo.co. ici

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Abstract-[-hc:tittt trl-rc\c:ll..'il i: kr rlcscrit-.c stu!tcnts' ilr]sr\rr: torrerti I)lSA-like test:; rvith lrrconte\ts. -flte

t'ese:rrch irrrt,lr itt -l-i ;tLrticnts that cousistctl rrt' i i r:rouPs. -f

he total oi IrlS.f lik. i.,r,cssa-r' itctn5.. -l'hc

rcsLrlt ol'r'c:uut'clt shouccl tlrut: I ) 7).7";i ol' sti!dents's alls\\crs r.elatcti to tertlatrgerous elernents in r olcancr tlust torvartl crop plants: l; -itru,, ()t'students' alt:i\\crs rclatcil io ul-r-equencies to solve t1r-testiort: eff-ects of ealthcluake that cause(l drt-ferences of level tlistrol.s. i)students'lrns\\'crs tclateil io kinds ol'gascs that proch-rcctl in tlre vtilcano that reactccl t.itl.,,.rin',,ate,rlucstion: cller:ts ol'cai thclLrirl.c tttrriirrl acirl rain, 4) -l(i,% ot'stutlcnts' tns\\crs rclatctl to Iaci: i,l.Jirpoltrttitlrr to solvc rlLtcslitrrt: tl'lcct ol'rcuctlrtion clcsttrt,r,s c:rusc(l ()[- sr)l(r[.c: llr)J -i] (,i)lr lS('q ()i'atls\\:ers relate-tl to airiliiii:s tri ( aC Il solLrtion to boncl srrokc tL-r solve (lr!astion: tirrlaiirrrl --t'('.iI j: tornsrnoke. -l-hc reserrrclr ries c(,nclLrrle(l that sl)'],'i, of terI rtcnrs \\cru nr)t arl-i\!cr'!-rl ,.r'ell hlse.i c,rr::lr..gi;s,;.

Keywords:.\nrrlr scs ()1'stLirle nt s .lns\\cls. lrlS.\ tcst. Jitilonc:iiurr cr)ntc\l

1. lntroduction

Ilrlplcrtrcrttatiort of I)lS,\ is spcrnsi,r-ccl br. tlrc e ourrtries r ho are nrerrbers of t]rr (lrg:ririz;::,rLconotttic l ooPcllrti,,n lrntl I)cr e loltrrrcnt (( )f (. D), inclLrclirrg the one thrt i: tlr. crr,liii-,

Ittdortcsia. I)lS.\ is spottsc,tcrl trr Ol:(ll). rir irrttr{rr\crnr)r.ntirl orsanization oi'l0 rnd,:sin

cot-ttitt-ies [';asccl irr [':tt'is. l]rrincc. l)15,,\ Lrscs tlrc trnn lite racv in each -sLrbjcct to intliclte r. i,.rlthe a'rplicatiorr ot'krrrrrr lerl:lc anrl ltbilitr.. l:or rltc .l()0-l lrssu'ssnte nt. scict'rtiflc ltterluy is

the ability't() uic \u crrtilie lirrrtu'lerlsc. io iricnti [-r, c[restioris. and to drau'cone lu,sions hl:,:d.cviclencc to tttrtlcrstantl lnrl hclp rnakc clecisions about tlrc natule ancl the clranges rle&lhrou-ult iruura n act ir,i t_v ( ( ) t:CI). l()01)

i\ssociatcti rr,itlr this scicntitlc literacl,, ccluclrtors, scientists. and polict' itrakels agrc

lhe clevelopnterrl ol'scicr.rtillc literacir of stuclents is an iurpor-trnt goal in scicnceScicntitlc lilcrae v has bccrt <iclincci in various n'ays, all of yihich curprhasize tirc rbiliii'o!'Utilize scicntillc krtou,lcrlgc irr rell-u.orlcl sitLuitions (AAS. 1990). Irurtlrcrntr)rc. it 's sirt+

scicntillc lit.:r'ac1 is ttttc's c,n'tt scictttitic knorr'leclge and usc thut kn1ru leclut te itlclrtil'r que+

lctpril-c ttcu iittotr letite . cxltllin scierrtiflc phcn{rrnena, arrtl cilun,concllsiorrs bascci trn tite

orr issr-rcs relltin:t to se icnce (()l:.Cl).20 ll).[]or usse ssrncnt l)ru poscs. I'lS,\ consists o['firrrl intclrcllrtcrl arspccts . l)r-Peetol

collt('tltis t0

Proceedings lnternationol Cont'erence onLombok lslond, lndonesio, Novernber 4-5,

recitgnizing lit.' .itLr:rtiorrs irtlolr irrg se iencc .rrrti tcclrrrolttg).. l) rsl)cct of'ilrc nlriuic ()l kn()\\ lcclsc blisctl rrn scicrilillc kiroll.ler-lsc incluclcs knc-,\\klit,ri letlle lrhr,ttt scii'tt.e It.cll. i ) lsPi'cl i,1'cornllrtenct, is ticnrr'rnstrttccitlrut irte iLrtlc itii:nlilr irr,, ..'irntille i)sLt.s. e \plilirring Irircrri,rrre nl. scicrrtiilc, lrntl r-tsj ol');:'. :.-'':'.itictt;c. ltrt,-l Jt :r\l)eut (,1'irltittttlt' is sltrru'irr.g rrr intcl'cst in scicnle. iLrir|(,rt tiri :;iitttlilt;''--

i( )E( l). iitl ',l'lt,: tc.Lrlts li tttt itttct-tt.tttrittltl .rssessrlint cotrtlrrctcrl hr (li:L l). tlrc sc

i:.i,,;r.:l.r .rl,'..:'. l l'-t,,.\ :l\.el:r'--. Jn rlrl)o Itr,l,,tte.,i r rr.,. ,.,'',1...,1 .1,r" ,,trt

l\D), (). lj6trl I 1,0 Ilq

Ir'ri,i .tlrtrttt llllu'

. i^reedings lnternotionol Conference on Mothemotics, Sciences ond Education, university of Motarom 2015't'.oliio* tdana' tndonesio, November 4-5' 20L5

..,untries, with a score of 393. The results obtained PISA 2003, Indonesia ranks 38'h out of 40

l"r"iri.t wirh a score of 395. In 2006, Indonesia ranks 50't'out of 57 countries participants with a

"J.. of l9l. In 2009 Indonesia rvas ranked 60't'out of 65 participating countries with a score of

i-gJiOfCp, l0l0). PIS_| l.:,ll!^l1t !e-ta li 2t)12. Indonesia ranked 64'r'out of 65 participating

,orni.i"t'"vith a score of 382 (OECD,2004; OECD, 2007, OECD,2010; OECD, 2Ol4).

Achievement of Indonesia is still very alarnrir.rg, especially in science literacy. The average

score was below the average score of OECD nreurber countries (500). Frorn 2003 to 2015 the

avera1e score for a science.tends to go down, r,vhich is very worrying is the implerneritation of the

2012 plSA science literacy for the state of Indonesia is at tlre lolvest position compared to the

orevious 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 abilityare formulated in the study PISA, ahnost all learners Indonesia was only able to nlaster the lesson

to level three (3) only, while the other countries involved in this study rnuch reach level 4 (four), 5(five), and 6 (six). This is a challenge that Inust be laced in education in Indonesia, and becarne one

of the factors for the development of the curriculr-rrn in 2013 prirnarily related to the deepening and

expansion of the uraterial (Kemendikbud, 201 4).

Reflecting on the results obtained in the PISA Indonesia shows science literacy students

aged 15 years is still very low. Low ability ol scientiflc iiteracy is influenced by rnany factors,among others, students, curriculurn, teaching nroclels and rnethods used by teachers, learlingfesources, teaching materials, infrastnrcttrre and lealning facilities, and mastery of rnaterials science

by teachers. Learners Indonesia generally less trained in solving problerns with charactelistics sucltas PISA questions. That at least can be seen ll'onr the examples of learning oLltconles assessrnent

instruments. In general, the study presents tlre lesults of the assessrnent instrurnent rvhich issubstantialiy less associated r.vith the context ol'the lif-e lacecl by learners and less tacilitatingIeamers in expressing the process of thinkin-q and alguing. I'his is in contrast to the characteristicsof, the questions that the substance PISA contcxtual, clernanding reasoning, nrgrrrnerrtation, andcreativity in the llnish (Wardhani and Runiiati. l0 ll). So, that teachers crn trair.r learners inthinking to solve problenrs and apply in li1-c. therr the teachel should be traincd. lt can be startedfrom the preparation of teacher: candidates stuclying at collec.e.

Physic Education Progt'an'r Study is part ol L)epartrnent rrl Mathernatics and NaturalScience Education. Courses in the group Science (l'hvsics, Chernistry, ancl Biology) ecluipped withbasic knowledge in the field ofscience that is basic physics, basic chentistry, and general biology.Basic chernistry course is a compulsory coLlrsc tbl stuclents on all three strrcly prograur. Throughthis basic chemistry course, students atterrd lectr-rres using problern-based learning rnoclel. Studentswere trained how to solve the problem through a discourse given in lectures. I-ecture began r,vith agroup discussion to solve the problem, then procecd with a class discussion (Zulkardi, et a\.,2014).Based on the above background, then in this paper presents horv the results of the analysis ofstudent answers to questions PISA with the Indonesian context.

{

?. MethodThe research is a clescriptive stucly that rci,ealecl about the results of the analysis olstudeJt

a.ns\'vers to similar: questions PISA. The study involved 35 students of physical edr-rcation class ofthe academic year 20141201 5 the Universitlr of'Srir.vi.jaya FKIp that adrninister basic cl,rernistryq=ou6es as a research subject. Data retrieval tool in the lbrut of equivalent PISA rniitter with thetidonesian context. problern is accourpraniecl by tw,o discours.-r, *hi.l., consists ot'fir,e questionsdescriLrtion. TIte data obtainecl ,u.." o,,r,lyr.d, prescnl.ed in tablc lbrnt, clescribecl ancl irrterpreted.

3. Result and Discussion. In this study, trvo discourses, the l{irrg ol lrire and Forest Fire, were prescntcd. Discourse

sbout the Ring of Fire consists oI three c1r-restions. rvhile the cliscor,rrse Forcst Irirc corrsisls of tr.,ocluestions. Both the discourse presented closelv related to the condition of the Inclonesian state irrthe region of islands in the Paciflc ring of tir-e ring. Then in the second discourse u,as closelyrelated to the condition of Inclonesia, especially rvith the South Surnatra area u,hich has a lot of peat

';';;:ii:;:l:',':;';":::,';:{:;;::;i,\x"n,u*o''" sciences and Educotion' universitv of Nl,hrs,n

s\\,aulll regularly evcr\'),eal'there is a tire, especiallv in 2015 a

discoLrrse about the Rirrg ot' Fire rrrd the accornpanyinq tl'rree

belorv.

Discourse l:Ring of F rre

[ntlotrasirt is rtn rtt'cltipt:lugo lctculerl in the Pacilic t'ing of'.fire ring. There.fi)rc, thet.eis.still v>icottoe.s tlrut ut'a still uctit'e. One is the nrotrttoitt Sinabung. Sinubrrng ct.ul1liatcutrsed volc:unic ctrt'lltcluoka antl rhtrtugittg buildings, while llrc loyo antl yitlcuttic

othinrpuc't cttt plunls rtncl rrnitnols in the vicirtitt,. .1 phutonrt'tutn thqt can be.fbtrnrl fi.pnr the

et'ultliott tL/ ,lIotutt Sirtubtrtrg, {tnotlg otlrttt'.t t,it'ld-r tlcclinetl or'.fuiled cfttps, utrittl,!5,ond plunl.r u lctt rtf tlcul pcctple urottncl tilust \ttcut'ttrqsks. l,lanv pccsple uroultl tittmrtutttuin.r i.s rli//itttlt to braathe becouse las.r o.r_t,gt,u ut'ailqbilitv, poisrttrittg gr/.st'.5 1[,,,

are enrittctl hv rlta trtotuttuins ancl tlte ruin il,otet' i.\' uciclic.

Problem l.l: Try to explair.r the impact of volcanic ash on the plant, so it can reduce results

harvest? Results of stuclcnt groups to ansr,ver questions about the Ll was analyzed, described

grouped, and the results are presented in Table l.

l. DistlibLrtion of atrsw,ers stu(ietll

Per c

Volcanic ash is hot. r,i,hich can danrage ancl even cause the plant to 5 _5 .-5{

die as ir rcsult ol'agricriltural Droclllcts declineclVolcanie aslr closes stouleta ot-the lear,es, so sLtnligl.rt andcirn noI entcr irrto tlre leaves thrI causes thc ltlocess olplrotosvntlicsis is irrlribitcil, resr-rlting in ciecreased crop

-llrc rciclitr o['r'olcanic ash can iticrease the pF[ trf the soil, so theplants can 11L)[ gl'o$, propelly. resr-rlting in clop prodrrction will

Volcarric e,slr eorrtrins Irarnrfirl substances silcli as sultirr. golcl.silvcr. plrospltonrs, colrper ancl quartz. The retbre the existencc olthese su[rstanccs u.ill clismpt tlie plocess ot'pirotosl'nthesis inplants. so tlre plants calt not grorv nonllally ancl crop production isnot optinral ln acldition, due to lack of 02 ancl gas poisoning ti'on,r

t olclrnie cltrsilr,i 1.llants bccornc dcatl - __)Basccl on thc rcsults pt'eserrted in'falrle I abol'e it c,an be seen that n)ost ol'tlic

str.rdetits resl.ronclccl tlrat cnrp plocluction clccreasecl ch-rc to tlre death of plants rluc to ihe elfi

volcattic ash is hot Plants exlroscrl to the clirect influcnce ot'r,olcanic earlhcluakcs an.l llst ploc6

;\ total of -l-i.4-!'ii, ol'str,rclcnt srou[)s responclecl tliat the asl.res of volcanic ear.thcluakcs afleci

photosyntltesis 1'r'oecss bccrusc thc stonreta of leaves co.,,elecl by volcanic aslr. -[hLrs tire suppt

ClOl ttrr photosvnthcsis rnatcrial obstmctccl ancl unobstructed sLnilight also trr rcaclr clrloroph}ll,

.-- 1>lrotosl'ntltcliu ptoe css crtttscclttctttlv lranrpcrecl or even beconte stallecl l-!ris rvt,Lrltl t ill resulli

'clcrtlr ,,1 rl.t. pl,,,rt. l-lrc rcst rri'thc stuclcnt groul) Alts\\'er r.ras tliat ash fion,r r.t,le anic clllhqilJi;'i.i

a1'lcct the sc,il u'lrcrc pl:rnts gt ou'. lntlu.-rrcc' oI r]olcanic earthelLlakcs tli;it ltsh lorr'.'rs tlrc pH oi

soil arrcl Ittltkc tltc soil bceotttes t()\ic to pllrrrt IitL'. It coLrlrl bc- resultccl in nllrnl tltritlr.

I'rotrlcnt l.l: Irr rhc cvcrrt rrf'ati crrrthcrunke. thcre are points that at'e scverc-lv af icclccl [rY lheqtL-ilre intpact ot suclt dcstrLtutioit ()ueLlls ireliuclicalJv obscned. there arc arcas tlrat llil Il0t,loi

1l'orrr tlic epiccntcr. bLrt suilcrccl crcet rlc-stlLrction. Ou thr. otlrel ltaucl. lltelc are rrcrs .ltritc iat

tlre epicenter'. [rut srLl'tcrcrl severe rlarnagc. IIow can tltese lre erplrinecl'.,

flc hrokc out vcrv hadly lhcluestions presented, in the .i

Student Ansrver'

rsBN 978602r570+25 ?'r1Y'

lnternotional Conference on Mothemotics, Sciences ond Educotion, University of Motorom 2015'piA,of Uona, lndonesio' November 4-5' 2015

The analysis of student answers in solving problern 1.2 are presented in Table 2.

Table 2. Distribution of stucleron 0t student answers to

No Student Answer Percentaqe

I

This is caused by the earthquake occlrmed due to vibration. Thevibration wave form. So that the greatest energy that occurs duriirgearlhquakes is pcak of wave. We see in the picture rnost severelyaifected by the earthquake are images A and C. Even though Aand C located far apart, but the darna_ee is severe cornpared to B.This is caused by the region B is not at rhe peak of vibration so itdoes not ruin a

.)o. rn

2 This occurs because the irnpact <lf the earthquake clamage isin|uenced by: l) the deptli olthe earthcluake, 2) the strength of theeafthquake,3) long vibration (earthquake),4) the stn_rcture of thesoil (soil conditiorrs), and 5) the conclition of the blrildine

1 8.18

-) Areas bypassed by vibrations r,vhen the highest deviation of ther,vave, hal, maxirnurn energy, so that the level of clamage alsoreached a marimurn. Conversely area traversed deviation 0 r,ibeshave or not have a deviation, the irnpact of the darnage is lorverthough situated close to the epicenter.

18l8

l4 answered with ima

,:!ir:..r:.:::.1rn1t.::.:att:eL2::;.n.N,ti32.jaa*li)t!ttt!:.r.r:.:.:a{ia

SIab of la,d i. areas rhat the earrlrquake is not in contait iritrr ti .area of the earthquakc so it does not ruin a great experience. Slabof land in renrote areas with seisntic regions in contact with theearthquake that suffered severe clantase.

9.10

5 Blank 18.18

rSBN978ffiPHY- 14i

Proceedings lnternotional conference on Mathemotics, sciences and Educotion, university of

Lombok lsland, tndonesia, November 4-5, 2015

Based on the results of the analysis of the answers in Table 2, it could be sete

trom the waves. This was due to the region having the maximum energy, so thal

damage also reached a maximum. Conversely area traversed deviation 0 vibes have '

deviaiion, the impact of the damage was lower though situated close to the epicenten

the student answered with pictures.There were 18.18% students answered only with images, with no intention

detailed explanation, however, could be understood from the drawing, the studef

greatest impact on the area of the peak of the wave. This showed that the damage war

i-n the area of the peak of the wave (max). Another group of students (18.18%) tu

linking the event of durrrug" to the factors, among others; depth of the earthquakc"

duration ofvibrations, and whether or not touched by the earthquake plate.

Problem 1.3:In the volcanic earthquakes were accolnpanied by rain, rain water is

Explain why it can happen? Results of the analysis of the student group answers to

problem 1.3 are presented in Table 3.

Table 3. Distribution of stutlent answer lo

a36.36o/o answer to question problem 1.2 is associated with vibrations that form a

clamage caused by the earthquuk" *"t" in areas bypassed by vibrations when the hig

Based on analysis of student answers showed thal 45.45'/o of student grouP6

volcanic ash is acidic because they contain certain chemicals, if the ash reacts with r

1.3

there was acid rain. A total of 27 .21o/, of student groups to answer the acid rain c

gases emitted from volcanic earthquakes is acidic, and if this gas reacts with rain

formed. There was one group (g.10%) students who answer were not concerned

The answer is more toward a result of acid rain on the environment' The rest,

Discourse 2:Forest Fire

groups of students (18.18%) did not answer the question. Based on the results of the I

I.rrrv.r, the student group could be obtained that only 27.27% of students answered

acid rain was formed due to gas produced from volcanic earlhquakes reacts with rai

climate change impact on human life and plants on eafih, for example due lol

prolonged drought caused fires such as fire peat swalnp and ogan Ilir peopleb

Sorth Su-utra. A phenomenon found many students are wearing masks,

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

Student Answer

ffitains chemical composition (SOz, H2F, HCl,

co2, HCl, Cu and Fe), which is acidic' if it reacts with rainwater can cause acid

ffinerate a lot of gas, na6elyCO2, sulfur, and

other substances that then react with water molecules in the air so that the

forrnation of acidic rainwaterBlankffihluy"..thatcauseirritationtothelungs,faceand skin in both humans and animals. Easy acid leached layer so that rain watq

can contaminate the water supply of water at the affected locations. Abu acid

can also damage the croP failure

rsBN 9786021.570425

Student Answer

BlankEin.,rg" to populations of plants and anirnals in the swarnp, loss

of t'lora and fauna, an{Pqllulqq

il,rug" to the swarnp vegetation due to burrring leads to reduced

asrn, weaken plants against pesls and diseases

tnrcrnotionol Conference on Mothemotics, Sciences ond Educotion, University of Motorom 2015

tndanesio, November 4-5, 20L5

Table 4. Distribution of students answer to

the analysis presented in Table 4 it can be seen that the rnajority (54.5%) students did not

the question. A total of 2l .3'/, of the students answered the impact of dar.nage to the .rnarsh

r is rhe destruction of the population (plants and animals) and pollution.

2.2: The haze very rapidly lately often causes disruption of aircraft landing at

Badarudin Palembang. Ministry of Research and Technology tried to cope with

ay into the air, and the results are very significant decrease smog. How is the

id to the reduction of the smog?

of the analysis of student answer to problern 2.2 is presented in Table 5

Tatrle 5. Distribution of stuclent answer to em

'No Student Answer Percent

Blank 36.36

2 CaC12 solution trigger the formation of clouds and rain as CaCl2

solution can bincl to CO2 and r.l,ater vapor (LI2O) contained insrnoke.

36.36

3 Srnoke rvas charged particles, CaCl: solution '"','as also charged, so

',vill bind, to lbnn a lreavier char-qed particles, becar.rse of tl.re

in{luence of Earth's glai.,ity, the particles will tall, and the smoke isreduced.

r8,18

4 CaCl, solution serves as a srnoke absorbcr, 09.09

on the results presented in Table 5, it can be seen that as many as 36.36% of the students did notanswer questiorls. .r\ total o1' 36.369/, ol the students replied that CaCl2 solution binds to CO: andHzO (g) containecl in the srnoke. Smoke concept has not been understood by the students, so theydeclared that water vapor contained in the iurnes. Onty 18.18%o were students rvho answeredaccording to the desir-ed response patterr, ie CaClz solution that would bind to charged particles ol'smoke, fonning charged particles that are larger and because of the influence of Earth's gravity,these particles fall to the earth's surface.

e

4. ConclusionBasecl on tlie research that has been clone can be concluded that the equivalent of fivte

questions PISA cornpleted by the student, a rolv of qr-restion nurnber one to number five petcentageamount that the correct answer is 54.5401,,36.36%,,21 .21%,21 .21%, and 18.18%,. The averagepercentnge of anslvers thaf could not be ansrverecl cclrrectly and in accorclance with the key to theanswer is as nruch as 6i.28oh.

ReferencesAmerican Association tbr the Advanceurent of Science (AAAS) .(i990). Science for All

Anrericans,Ne."v York : Oxford Un ivers ity Press.l'he Ministry of Education and Culture (Kernenclikbud). (2014). The teacher training

tnaterials:cun'iculurn 2013 Academic Year 201.1/2015. Jakarta: Ministry of Education and

Culture.

SultanCaClz

role of

lsBN e78602Ts70;2s PHY- 143

Proceedings lnternotionol Conference on Mathemotics, Sciences ond Educotion, University ofLombok lslond, lndonesio, November 4-5, 2015

OECD. (2003). Programme for International Student assessnlent and Non-OECD gParis:OECD.

Wardhani, Sri, and Rurniati. (201l). Leaming Outcornes Assessrnentof PISA and TIMSS). Yogvakarta: Centre for Developurentand Personnel Matlternatics.

Zulkardi, Putri, RII., Hartono, Susanti, R., Riyanto, Siahaan, SMDesigning a Leaming Environment on Mathernatics andPISA for Indonesian Student-Teacher. Research Report.flniversity.

Web sites:web l: OECD, 2004 PISA 2003: Science Competencies for Tomorrow world

Summary.http // www.oecd.org consulted October 14,2015.web 2: OECD, 2007 PISA 2006: Science Corrperencies for Tomorrow world

Summary.http // www.oecd.org consulted October I 4th, 201 5.web 3: OECD,2010. PISA 2009 Results Executive Sumrnary. http ll www.oecd.org

October 14 2015.web 4: OECD, PISA 2014 2012 Result in Focus: what t5-Year-old Know and whar

DO with that they know. http // www.oecd.org consulted October l4th, 2015

Tools Math Junior (r.and Ernpowe"r.n,oii

,^N.awav1!., 3nd Isrnet. (20tScience Education Based onIndralaya: FKIP Sriwrlaya

fts

ISBN 978602t570425