Kurikulum

((Introduction and explanation of tasks and forms of lectures; basic concepts of scientific thinking research, thinking about research and research stages, problems and choosing topics, focus of problems, research variables and benefits; theoretical studies, relevant research, techniques and references, conceptual frameworks and hypotheses; research methods (types, scope of research and selection of research models, population and samples), understanding, techniques and sampling requirements; instrument development (type of instrument, instrument preparation techniques, instrument validation, data collection techniques); data analysis (use of statistics, choosing the type of statistics and interpretation of the results of the analysis, description of the data, analysis prerequisite tests and hypothesis testing); experimental design (treatment, control and design model), ex post facto research (definition, characteristics and steps of survey research and correlation research); use of statistics, choose the type of statistics and interpret the results of the analysis; experimental design (treatment, control and design capital); research r & d (definition, characteristics and steps, research report (systematic of writing and literature), and thesis proposal & thesis criticism). )

((Discusses about the basic theory of electromagnetic waves, wave equations, electromagnetic wave equations, reflection and refraction of electromagnetic waves, conductor-walled wave guides, waveguide energy propagation, waveguides for various cross sections, dielectric waveguides for resonance, wave scattering, and wave radiation).)

((Introduction to classical mechanics; classical mechanics of common coordinate particles and space configurations; Lagrange’s equation, for example, the integral of motion; special application of the equation, Lagrange dissipation Rayleigh’s function, impulsive motion, time-dependent potential; Hamilton’s equation, Hamilton’s principle, other variations principle; Hamilton-Jacobi theory of Hamilton’s principal functions, Jacobi-Hamilton equation; canonical transformation of general functions and differential forms, special transformations, Poisson bracket and Lagrange; and classical mechanics of particles and solving special problems).)

((Printed learning materials (non-ICT) and non-printed (ICT) which are implemented according to the current curriculum; The role and type of learning materials; Procedure for developing learning materials; Development and utilization of printed learning materials include handouts, modules, books, worksheets, brochures, hand outs, leaflets, wall charts and non-print include: audio, audio visual, video, multimedia, display, methods to determine the validity, reliability and practicality of learning materials to support the competence of pedagogy in physics learning, and the design of learning materials for learning physics). )

((Definition of the learning model, the main characteristics of the learning model, the function of the learning model, the position of the learning model, the components of the learning model, the learning model family, learning models in accordance with the 2013 curriculum, the analysis of the development of learning models for physics learning, the practice of applying the learning model, and publication of research results on the application of learning models).)

(This course discusses about the frequency distribution and graph, scale measurement and central tendency, probability and sample distribution, Z scores & student’s test, validity and reliability, practicality and effectiveness, hypothesis testing (one and two samples), correlation (Pearson & Spearman), simple regression, multiple regression, one-way ANOVA, two-way ANOVA, post-ANOVA, path analysis, and SPSS )

((The development of physics laboratory instruments is a course that equips students to be able to demonstrate scientific attitudes in developing Physics laboratory instruments. Besides that, this course also develop the skills in analyzing, designing, making, modifying, developing and operating Physics laboratory tools and practicum guides in the form of student worksheet. This course is filled with discussion: innovative work, compilation and making reports on making or modifying laboratory instruments, theories supporting the development of physics laboratory instruments and physics laboratory instruments, preparing final project proposal for developing physical laboratory instruments, presenting final project proposal for developing physical laboratory instrument, work workshop and laboratory, presentation of the final results of the development of physics laboratory instruments).)

((This course discusses about assessment, measurement and test, authentic assessment, process skills, principles of assessment of literacy, development of literacy (reading, mathematics, scientific literacy) on the PISA, components and aspects of scientific literacy; characteristics and problem examples of scientific literacy, selected response assessment, essay test vs. essay assessment; performance assessment, performance of product and skills, personal communication, forms of reasoning assessment, Bloom’s taxonomy, Norris-Ennis framework, Marzano’s dimensions of learning, Quellmalz’s framework; reasoning assessment, basic principles of assessing knowledge, skills, attitudes, perspectives on standardized tests, pros and cons of standardized tests, portfolio assessments, and forms of communication). )

((Introduction to integrated curriculum, approaches in curriculum integration, models of integration in the curriculum, foundation of integrated learning, development of themes in integrated learning, development of integrated learning components, development of integrated learning tools, assessment of integrated learning, implication of integrated learning, development of integrated science learning; integration of Science, Technology, Engineering and Mathematics into physics learning; and integration of environmental education into physics learning). )

(Discusses the classical mechanics versus quantum mechanics, the basic concepts of quantum mechanics and mathematical devices, quantum dynamics, stationary disorder theory, non-stationary disorder theory )

(Many things are related between biology and physics, namely the structure and behaviour of living things that can be integrated in physics concepts. This course is designed to provide knowledge and integrate physical phenomena and concepts in living things, structural relationships and physical behaviour of living things into KD in junior high and high schools such as electricity of the heart, nerve cells, blood fluid, hearing system, vision and other physical behaviours and their application in technology )

(This course discusses the introduction of natural disaster; types of natural disaster such as: earthquake, tsunami, mount eruption, flood, dryness, hurricanes, landslides, and meteor fall; mitigation of the natural disaster; and integration of natural disaster material into physics learning)

(This course discusses thermodynamics and kinetic theory; concepts, theories, laws and methods on transport phenomena; the concept of Ensembles, Canonical Ensembles, and Ensembles Grand Canonical; concepts, theories and laws in Quantum Statistical Mechanics; concepts, theories and laws on Ideal Fermi Gas; concepts, theories and laws on Ideal Bose Gas; concepts, theories and laws on Special Topics in Statistical Mechanics; and the concepts, theories, methods, and laws of Statistical Mechanics and their applications )

(This course provides experience for students to communicate the components of a thesis proposal including introduction: background of the problem, problem formulation, research objectives, the importance of research, assumptions and limitations of the problem, operational definitions; literature review: the study of relevant theories, relevant research, and the formulation of hypotheses; research methods: type of research, research method, research procedures, data collection instruments, and data analysis techniques; and bibliography). )

((This course is a medium of scientific communication in the form of exposure to thesis research reports of magister students as a scientific responsibility for getting input and refinement from reviewers lecturers and seminar participants in order to produce a thesis research report that can become a good scientific work).)

((This course develops the comprehensive abilities of magister students about the planning, implementation, and reporting of thesis research including introduction, theoretical studies, research methods, research results and discussions, conclusions and recommendations, bibliography, and appendices from thesis report). )

(The course provides experience for students to write scientific articles including titles, abstracts, keywords, introduction, research methods, research results and discussions, conclusions, and bibliography, as well as publishing the article to national journals, national proceedings, international proceedings, or journals national)

(Relationship knowledge, philosophy, religion and program design to implement based on ontological, epistemological and axiological dimension for simple cases in the development of scientific and educational science as well as presentation according to facts, truth, confirmation, logic of inference and analysis of theoretical constructions )

((Many things are related between biology and physics, namely the structure and behaviour of living things that can be integrated in physics concepts. This course is designed to provide knowledge and integrate physical phenomena and concepts in living things, structural relationships and physical behaviour of living things into KD in junior high and high schools such as electricity of the heart, nerve cells, blood fluid, hearing system, vision and other physical behaviours and their application in technology).)

(Energy, environment and living things; energy concept; principles of energy conversion and thermodynamics; electrical energy and transmission; renewable energy includes wind, geothermal, and micro hydro )

(This course develops the knowledge of students about the physical factors of the environment as constraints and determinants in the environment, concepts, principles, and objectives of environmental education, environmental literacy; practice developing an integration matrix, compiling learning tools that integrate environmental education in physics learning, and compiling environmental literacy instruments; shape attitudes and behaviors to care about the environment through analysis of environmental problems, their causes and impacts; practice to communicate the written ideas about the application of physics in solving environmental problems)

(The importance of entrepreneurship for magister students, introduction to entrepreneurship, study of equipment based on physics in daily life, study of problems in society related to physics applications, development of creative tools based on physics, development of creative learning resources for physics learning, development of creative physics learning, planning activities based on physics, and practice the entrepreneurship activities based on physics)

(Many things related to technology that can be used to create interactive physics learning media. The technology is supported by the presence of software and applications. This course is designed to provide basic knowledge about software and applications. The software and applications include PPT (Power Point), Macromedia Flash, Focusky, Delphi, Comic Life, Lecture Maker, Powtoon, Adobe Flash, Articulate Storyline and Movie Maker )

(This course develops the ability of students to discuss and communicate the latest issues and research findings related to educational management and policy, physics learning problems in the schools, conceptions and misconceptions in physics, innovation in physics learning, innovation in physics learning materials, innovation in physics experiments in the schools, management of physics laboratory in the schools, and innovation in the assessment of physics learning outcomes )

(Discusses the basic concepts of instructional system design, learning needs, instructional analysis, instructional objectives formulation, student and environmental characteristics, learning activities, learning resources, learning management and the evaluation in relation with instructional design)

(Able to analyze the basic concepts, dimensions, nature, foundation, principles, curriculum resources, juridical foundation of the curriculum of basic education and higher education, able to analyze, and make curriculum designs and curriculum models in learning, able to analyze the foundation, principles and approaches of curriculum development and learning, able to make curriculum designs in learning, able to make designs for curriculum evaluation and innovation in learning, being able to analyze content standards and passing standards and designing lesson plans, being able to analyze Learning Outcame / graduate learning outcomes, courses and materials studies, linkages of indicators in the RPS and designing RPS. )

((Introduction and explanation of tasks and forms of lectures; basic concepts of scientific thinking research, thinking about research and research stages, problems and choosing topics, focus of problems, research variables and benefits; theoretical studies, relevant research, techniques and references, conceptual frameworks and hypotheses; research methods (types, scope of research and selection of research models, population and samples), understanding, techniques and sampling requirements; instrument development (type of instrument, instrument preparation techniques, instrument validation, data collection techniques); data analysis (use of statistics, choosing the type of statistics and interpretation of the results of the analysis, description of the data, analysis prerequisite tests and hypothesis testing); experimental design (treatment, control and design model), ex post facto research (definition, characteristics and steps of survey research and correlation research); use of statistics, choose the type of statistics and interpret the results of the analysis; experimental design (treatment, control and design capital); research r & d (definition, characteristics and steps, research report (systematic of writing and literature), and thesis proposal & thesis criticism). )

((Discusses about the basic theory of electromagnetic waves, wave equations, electromagnetic wave equations, reflection and refraction of electromagnetic waves, conductor-walled wave guides, waveguide energy propagation, waveguides for various cross sections, dielectric waveguides for resonance, wave scattering, and wave radiation).)

((Printed learning materials (non-ICT) and non-printed (ICT) which are implemented according to the current curriculum; The role and type of learning materials; Procedure for developing learning materials; Development and utilization of printed learning materials include handouts, modules, books, worksheets, brochures, hand outs, leaflets, wall charts and non-print include: audio, audio visual, video, multimedia, display, methods to determine the validity, reliability and practicality of learning materials to support the competence of pedagogy in physics learning, and the design of learning materials for learning physics). )

((Definition of the learning model, the main characteristics of the learning model, the function of the learning model, the position of the learning model, the components of the learning model, the learning model family, learning models in accordance with the 2013 curriculum, the analysis of the development of learning models for physics learning, the practice of applying the learning model, and publication of research results on the application of learning models).)

(This course discusses about the frequency distribution and graph, scale measurement and central tendency, probability and sample distribution, Z scores & student’s test, validity and reliability, practicality and effectiveness, hypothesis testing (one and two samples), correlation (Pearson & Spearman), simple regression, multiple regression, one-way ANOVA, two-way ANOVA, post-ANOVA, path analysis, and SPSS )

((Introduction to classical mechanics; classical mechanics of common coordinate particles and space configurations; Lagrange’s equation, for example, the integral of motion; special application of the equation, Lagrange dissipation Rayleigh’s function, impulsive motion, time-dependent potential; Hamilton’s equation, Hamilton’s principle, other variations principle; Hamilton-Jacobi theory of Hamilton’s principal functions, Jacobi-Hamilton equation; canonical transformation of general functions and differential forms, special transformations, Poisson bracket and Lagrange; and classical mechanics of particles and solving special problems).)

((The development of physics laboratory instruments is a course that equips students to be able to demonstrate scientific attitudes in developing Physics laboratory instruments. Besides that, this course also develop the skills in analyzing, designing, making, modifying, developing and operating Physics laboratory tools and practicum guides in the form of student worksheet. This course is filled with discussion: innovative work, compilation and making reports on making or modifying laboratory instruments, theories supporting the development of physics laboratory instruments and physics laboratory instruments, preparing final project proposal for developing physical laboratory instruments, presenting final project proposal for developing physical laboratory instrument, work workshop and laboratory, presentation of the final results of the development of physics laboratory instruments).)

((This course discusses about assessment, measurement and test, authentic assessment, process skills, principles of assessment of literacy, development of literacy (reading, mathematics, scientific literacy) on the PISA, components and aspects of scientific literacy; characteristics and problem examples of scientific literacy, selected response assessment, essay test vs. essay assessment; performance assessment, performance of product and skills, personal communication, forms of reasoning assessment, Bloom’s taxonomy, Norris-Ennis framework, Marzano’s dimensions of learning, Quellmalz’s framework; reasoning assessment, basic principles of assessing knowledge, skills, attitudes, perspectives on standardized tests, pros and cons of standardized tests, portfolio assessments, and forms of communication). )

((Introduction to integrated curriculum, approaches in curriculum integration, models of integration in the curriculum, foundation of integrated learning, development of themes in integrated learning, development of integrated learning components, development of integrated learning tools, assessment of integrated learning, implication of integrated learning, development of integrated science learning; integration of Science, Technology, Engineering and Mathematics into physics learning; and integration of environmental education into physics learning). )

(Discusses the classical mechanics versus quantum mechanics, the basic concepts of quantum mechanics and mathematical devices, quantum dynamics, stationary disorder theory, non-stationary disorder theory )

(The development of physics learning media is a course that equips students to have competence in choosing the type of media, making media designs producing media, and using media in physics learning. This course discusses: understanding and characteristics of learning media in general; understanding and characteristics of physics learning media; types of physics learning media; the function of physics learning media; physics learning media and the needs of students; physics learning media and the needs of students; analysis of students’ needs for learning media according to physics material; design of physics learning media according to students’ needs; design of a valid physics learning media according to the needs of students; production of effective physics learning media; the application of physics media in the learning process; evaluation of physics learning media)

(This course discusses the introduction of natural disaster; types of natural disaster such as: earthquake, tsunami, mount eruption, flood, dryness, hurricanes, landslides, and meteor fall; mitigation of the natural disaster; and integration of natural disaster material into physics learning)

(This course discusses thermodynamics and kinetic theory; concepts, theories, laws and methods on transport phenomena; the concept of Ensembles, Canonical Ensembles, and Ensembles Grand Canonical; concepts, theories and laws in Quantum Statistical Mechanics; concepts, theories and laws on Ideal Fermi Gas; concepts, theories and laws on Ideal Bose Gas; concepts, theories and laws on Special Topics in Statistical Mechanics; and the concepts, theories, methods, and laws of Statistical Mechanics and their applications )

(This course provides experience for students to communicate the components of a thesis proposal including introduction: background of the problem, problem formulation, research objectives, the importance of research, assumptions and limitations of the problem, operational definitions; literature review: the study of relevant theories, relevant research, and the formulation of hypotheses; research methods: type of research, research method, research procedures, data collection instruments, and data analysis techniques; and bibliography). )

((This course is a medium of scientific communication in the form of exposure to thesis research reports of magister students as a scientific responsibility for getting input and refinement from reviewers lecturers and seminar participants in order to produce a thesis research report that can become a good scientific work).)

((This course develops the comprehensive abilities of magister students about the planning, implementation, and reporting of thesis research including introduction, theoretical studies, research methods, research results and discussions, conclusions and recommendations, bibliography, and appendices from thesis report). )

(The course provides experience for students to write scientific articles including titles, abstracts, keywords, introduction, research methods, research results and discussions, conclusions, and bibliography, as well as publishing the article to national journals, national proceedings, international proceedings, or journals national)

(Relationship knowledge, philosophy, religion and program design to implement based on ontological, epistemological and axiological dimension for simple cases in the development of scientific and educational science as well as presentation according to facts, truth, confirmation, logic of inference and analysis of theoretical constructions )

(Energy, environment and living things; energy concept; principles of energy conversion and thermodynamics; electrical energy and transmission; renewable energy includes wind, geothermal, and micro hydro )

((Many things are related between biology and physics, namely the structure and behaviour of living things that can be integrated in physics concepts. This course is designed to provide knowledge and integrate physical phenomena and concepts in living things, structural relationships and physical behaviour of living things into KD in junior high and high schools such as electricity of the heart, nerve cells, blood fluid, hearing system, vision and other physical behaviours and their application in technology).)

(The importance of entrepreneurship for magister students, introduction to entrepreneurship, study of equipment based on physics in daily life, study of problems in society related to physics applications, development of creative tools based on physics, development of creative learning resources for physics learning, development of creative physics learning, planning activities based on physics, and practice the entrepreneurship activities based on physics)

(Many things related to technology that can be used to create interactive physics learning media. The technology is supported by the presence of software and applications. This course is designed to provide basic knowledge about software and applications. The software and applications include PPT (Power Point), Macromedia Flash, Focusky, Delphi, Comic Life, Lecture Maker, Powtoon, Adobe Flash, Articulate Storyline and Movie Maker )

(This course develops the ability of students to discuss and communicate the latest issues and research findings related to educational management and policy, physics learning problems in the schools, conceptions and misconceptions in physics, innovation in physics learning, innovation in physics learning materials, innovation in physics experiments in the schools, management of physics laboratory in the schools, and innovation in the assessment of physics learning outcomes )

(Discusses the basic concepts of instructional system design, learning needs, instructional analysis, instructional objectives formulation, student and environmental characteristics, learning activities, learning resources, learning management and the evaluation in relation with instructional design)

(Able to analyze the basic concepts, dimensions, nature, foundation, principles, curriculum resources, juridical foundation of the curriculum of basic education and higher education, able to analyze, and make curriculum designs and curriculum models in learning, able to analyze the foundation, principles and approaches of curriculum development and learning, able to make curriculum designs in learning, able to make designs for curriculum evaluation and innovation in learning, being able to analyze content standards and passing standards and designing lesson plans, being able to analyze Learning Outcame / graduate learning outcomes, courses and materials studies, linkages of indicators in the RPS and designing RPS. )

(This course develops the knowledge of students about the physical factors of the environment as constraints and determinants in the environment, concepts, principles, and objectives of environmental education, environmental literacy; practice developing an integration matrix, compiling learning tools that integrate environmental education in physics learning, and compiling environmental literacy instruments; shape attitudes and behaviors to care about the environment through analysis of environmental problems, their causes and impacts; practice to communicate the written ideas about the application of physics in solving environmental problems)

Banyak hal yang berkaitan dengan kurikulum bersifat generik, yaitu berlaku pada semua bidang studi, tingkat, jalur dan jenis pendidikan. Oleh karena itu, mata kuliah ini dirancang untuk memberikan pengetahuan dasar tentang kurikulum yang berlaku bagi semua bidang studi, tingkat dan “setting” pendidikan. Pertimbangan ini didasarkan pada asumsi bahwa mahasiswa Pascasarjana, terutama bidang kependidikan, perlu menguasai secara umum dan menyeluruh berbagai konsepsi kurikulum, dasar dan prinsip pengembangannya, serta implikasinya terhadap disain kurikulum, implementasi perkuliahannya dari berbagai alternatif yang tersedia

(Many things related to the curriculum are generic, i.e. applicable to all areas of study, level and type of education. Therefore, this course is designed to provide basic knowledge of the curriculum which is applicable to all subject areas, levels and “settings” of education. This consideration is based on the assumption that graduate students, especially in the field of education, have to comprehend the concept of curriculum, its development principles, its implications for curriculum design and lecture implementation )

Pengenalan mekanika klasik; mekanika klasik dari partikel koordinat umum dan ruang konfigurasi; persamaan Lagrange, contoh, integral dari gerak; aplikasi khusus dari persamaan, Lagrange fungsi dissipasi Rayleigh’s, gerak impulsive, potensial bergantung waktu; persamaan Hamilton, prinsip Hamilton, prinsip variasi lainnya; teori Hamilton-Jacobi fungsi principal Hamilton, persamaan Jacobi-Hamilton; transformasi kanonik fungsi umum dan bentuk diferensial, transformasi khusus, Poisson bracket dan Lagrange; dan mekanika klasik dari partikel dan penyelesaian soal-soal khusus

((Introduction to classical mechanics; classical mechanics of common coordinate particles and space configurations; Lagrange’s equation, for example, the integral of motion; special application of the equation, Lagrange dissipation Rayleigh’s function, impulsive motion, time-dependent potential; Hamilton’s equation, Hamilton’s principle, other variations principle; Hamilton-Jacobi theory of Hamilton’s principal functions, Jacobi-Hamilton equation; canonical transformation of general functions and differential forms, special transformations, Poisson bracket and Lagrange; and classical mechanics of particles and solving special problems).)

Pengantar dan penjelasan tugas-tugas serta bentuk perkuliahan; konsep dasar penelitian berpikir ilmiah, berpikir tentang penelitian dan langkah-langkah penelitian, masalah dan memilih topik, fokus masalah, variabel penelitian dan manfaat; kajian teori, penelitian yang relevan, teknik dan rujukan, kerangka konsep dan hipotesis; metode penelitian (macam-macam, lingkup penelitian dan pemilihan model penelitian, populasi dan sampel), pengertian, teknik dan persyaratan sampling; pengembangan instrument (jenis instrumen, teknik penyusunan instrumen, validasi instrumen, teknik pengumpulan data); analisis data (penggunaan statistik, memilih jenis statistik dan interpretasi hasil analisis, deskripsi data, uji prasyarat analisis dan pengujian hipotesis); rancangan eksperimen (perlakuan, pengendalian dan model rancangan), penelitian ex post pacto (pengertian, ciri-ciri dan langkah-langkah penelitian survai dan penelitian korelasi); penggunaan statistik, memilih jenis statistik dan interpretasi hasil analisis; rancangan eksperimen (perlakuan, pengendalian dan modal rancangan); penelitian r & d (pengertian, ciri-ciri dan langkah-langkah, laporan penelitian (sistematika penulisan dan kepustakaan); dan proposal tesis & kritik tesis.

((Introduction and explanation of tasks and forms of lectures; basic concepts of scientific thinking research, thinking about research and research stages, problems and choosing topics, focus of problems, research variables and benefits; theoretical studies, relevant research, techniques and references, conceptual frameworks and hypotheses; research methods (types, scope of research and selection of research models, population and samples), understanding, techniques and sampling requirements; instrument development (type of instrument, instrument preparation techniques, instrument validation, data collection techniques); data analysis (use of statistics, choosing the type of statistics and interpretation of the results of the analysis, description of the data, analysis prerequisite tests and hypothesis testing); experimental design (treatment, control and design model), ex post facto research (definition, characteristics and steps of survey research and correlation research); use of statistics, choose the type of statistics and interpret the results of the analysis; experimental design (treatment, control and design capital); research r & d (definition, characteristics and steps, research report (systematic of writing and literature), and thesis proposal & thesis criticism). )

Bahan ajar cetak (non ICT) dan non cetak (berbasis ICT) yang terimplementasi sesuai kurikulum yang berlaku saat ini; Peran dan jenis bahan ajar; Prosedur pengembangan bahan ajar; Pengembangan dan pemanfaatan bahan ajar cetak meliputi hand out, modul, buku, LKS, brosur, hand out, leaflet, wallchart dan non cetak meliputi : audio, audio visual, video, multi media, display, Cara-cara menentukan validitas, realibilitas dan praktikalitas bahan ajar untuk mendukung kompetensi paedagogi dalam pembelajaran fisika, dan rancangan bahan ajar untuk pembelajaran Fisika

((Printed learning materials (non-ICT) and non-printed (ICT) which are implemented according to the current curriculum; The role and type of learning materials; Procedure for developing learning materials; Development and utilization of printed learning materials include handouts, modules, books, worksheets, brochures, hand outs, leaflets, wall charts and non-print include: audio, audio visual, video, multimedia, display, methods to determine the validity, reliability and practicality of learning materials to support the competence of pedagogy in physics learning, and the design of learning materials for learning physics). )

Pengertian model pembelajaran, karakteristik utama model pembelajaran, fungsi model pembelajaran, kedudukan model pembelajaran, komponen model pembelajaran, rumpun model pembelajaran, model-model pembelajaran yang sesuai dengan kurikulum 2013, analisis pengembangan model-model pembelajaran untuk pembelajaran fisika, praktik penerapan model pembelajaran, dan publikasi hasil penelitian tentang penerapan model pembelajaran.

((Definition of the learning model, the main characteristics of the learning model, the function of the learning model, the position of the learning model, the components of the learning model, the learning model family, learning models in accordance with the 2013 curriculum, the analysis of the development of learning models for physics learning, the practice of applying the learning model, and publication of research results on the application of learning models).)

Mata kuliah ini membahas tentang distribusi frekuensi dan grafik, skala pengukuran dan central tendency, probability dan sampel distribusi, Z scores & student’s test, validitas dan reabilitas, praktikalitas dan efektifitas, uji hipotesis (satu dan dua sampel), korelasi (Pearson & Spearman), regresi sederhana, regresi ganda, ANOVA satu arah, ANOVA dua arah, pasca ANOVA, analisis jalur, dan SPSS

(This course discusses about the frequency distribution and graph, scale measurement and central tendency, probability and sample distribution, Z scores & student’s test, validity and reliability, practicality and effectiveness, hypothesis testing (one and two samples), correlation (Pearson & Spearman), simple regression, multiple regression, one-way ANOVA, two-way ANOVA, post-ANOVA, path analysis, and SPSS )

Membahas tentang teori dasar gelombang elektromagnetik, persamaan gelombang, persamaan gelombang elektromagnetik, pemantulan dan pembiasan gelombang elektromagnetik, pandu gelombang berdinding konduktor, perambatan energi pandu gelombang, pandu gelombang untuk berbagai penampang, pandu gelombang dielektrik untuk resonansi, hamburan gelombang, dan radiasi gelombang

(Discusses about the basic theory of electromagnetic waves, wave equations, electromagnetic wave equations, reflection and refraction of electromagnetic waves, conductor-walled wave guides, waveguide energy propagation, waveguides for various cross sections, dielectric waveguides for resonance, wave scattering, and wave radiation)

Membahas mekanika klasik versus mekanika kuantum, konsep dasar mekanika kuantum dan perangkat matematika, dinamika kuantum, teori gangguan stasioner, teori gangguan non-stasioner.

(Discusses the classical mechanics versus quantum mechanics, the basic concepts of quantum mechanics and mathematical devices, quantum dynamics, stationary disorder theory, non-stationary disorder theory )

Banyak hal yang berkaitan antara biologi dan fisika, yaitu struktur dan perilaku makhluk hidup yang dapat diintegrasikan dalam konsep fisika. Mata kuliah ini dirancang untuk memberikan pengetahuan dan mengintegrasikan fenomena dan konsep-konsep fisika dalam makhluk hidup, hubungan struktur dan sifat fisis perilaku makhluk hidup ke dalam KD di SMP maupun SMA seperti kelistrikan jantung, sel syaraf, fluida darah, system pendengaran, penglihatan dan perilaku fisis lainnya serta pengaplikasiannya di dalam teknologi.

(Many things are related between biology and physics, namely the structure and behaviour of living things that can be integrated in physics concepts. This course is designed to provide knowledge and integrate physical phenomena and concepts in living things, structural relationships and physical behaviour of living things into KD in junior high and high schools such as electricity of the heart, nerve cells, blood fluid, hearing system, vision and other physical behaviours and their application in technology )

Pengembangan media pembelajaran Fisika merupakan mata kuliah yang membekali mahasiswa untuk memiliki kompetensi dalam memilih jenis media, membuat desain media, memproduksi media, dan menggunakan media dalam pembelajaran Fisika. Mata kuliah ini membahas tentang : pengertian dan karakteristik media pembelajaran secara umum; pengertian dan karakteristik media pembelajaran fisika; jenis-jenis media pembelajaran fisika; fungsi media pembelajaran fisika; media pembelajaran fisika dan kebutuhan peserta didik; media pembelajaran fisika dan kebutuhan peserta didik; analisis kebutuhan peserta didik terhadap media pembelajaran sesuai materi fisika; desain media pembelajaran fisika sesuai dengan kebutuhan peserta didik; desain media pembelajaran fisika sesuai dengan kebutuhan peserta didik yang valid; produksi media pembelajaran fisika yang efektif; penerapan media fisika dalam proses pembelajaran; evaluasi media pembelajaran fisika.

(The development of physics learning media is a course that equips students to have competence in choosing the type of media, making media designs producing media, and using media in physics learning. This course discusses: understanding and characteristics of learning media in general; understanding and characteristics of physics learning media; types of physics learning media; the function of physics learning media; physics learning media and the needs of students; physics learning media and the needs of students; analysis of students’ needs for learning media according to physics material; design of physics learning media according to students’ needs; design of a valid physics learning media according to the needs of students; production of effective physics learning media; the application of physics media in the learning process; evaluation of physics learning media)

Pengembangan alat-alat laboratoriun fisika merupakan mata kuliah yang membekali mahasiswa untuk mampu menunjukkan sikap ilmiah dalam mengembangkan alat laboratorium Fisika. Selain itu juga memiliki keterampilan dalam menganalisis, merancang, membuat, memodifikasi, mengembangkan dan mengoperasikan alat-alat laboratorium Fisika dan penuntun praktikum dalam bentuk LKPD. Mata kuliah ini diisi dengan pembahasan: karya inovatif, penyusunan dan pembuatan laporan pembuatan atau modifikasi alat laboratorium, teori pendukung pengembangan alat laboratorium fisika survey alat dan laboratorium fisika, penyusunan proposal proyek akhir pengembangan alat laboratorium fisika, presentasi proposal project akhir pengembangan alat laboratorium fisika, kerja bengkel dan laboratorium, presentasi hasil akhir pengembangan alat laboratorium fisika.

(The development of physics laboratory instruments is a course that equips students to be able to demonstrate scientific attitudes in developing Physics laboratory instruments. Besides that, this course also develop the skills in analyzing, designing, making, modifying, developing and operating Physics laboratory tools and practicum guides in the form of student worksheet. This course is filled with discussion: innovative work, compilation and making reports on making or modifying laboratory instruments, theories supporting the development of physics laboratory instruments and physics laboratory instruments, preparing final project proposal for developing physical laboratory instruments, presenting final project proposal for developing physical laboratory instrument, work workshop and laboratory, presentation of the final results of the development of physics laboratory instruments)

Mata kuliah ini membahas tentang .asesmen, pengukuran dan tes, penilaian autentik, keterampilan proses, prinsip-prinsip assessment literacy, perkembangan literasi (membaca, matematika, saintifik) pada PISA, komponen dan aspek-aspek dalam literasi sains; karakteristik dan contoh-contoh soal-soal literasi sains, asesmen tanggapan terpilih, tes essay vs asesmen essay; asesmen kinerja, kinerja dari produk dan keterampilan, komunikasi personal, bentuk-bentuk asesmen penalaran, taksonomi Bloom, kerangka Norris-Ennis, dimensi Marzanos dari belajar, kerangka Quellmalz; asesmen penalaran, prinsip-prinsip dasar mengases pengetahuan, keterampilan, sikap, perspektif terhadap tes baku, pro-kontra tes baku, asesmen portofolio, dan bentuk-bentuk komunikasi

(This course discusses about assessment, measurement and test, authentic assessment, process skills, principles of assessment of literacy, development of literacy (reading, mathematics, scientific literacy) on the PISA, components and aspects of scientific literacy; characteristics and problem examples of scientific literacy, selected response assessment, essay test vs. essay assessment; performance assessment, performance of product and skills, personal communication, forms of reasoning assessment, Bloom’s taxonomy, Norris-Ennis framework, Marzano’s dimensions of learning, Quellmalz’s framework; reasoning assessment, basic principles of assessing knowledge, skills, attitudes, perspectives on standardized tests, pros and cons of standardized tests, portfolio assessments, and forms of communication)

Mata kuliah ini membahas tentang pengantar dari bencana alam; macam-macam bencana alam: Gempa bumi, Tsunami, Gunung Meletus, Banjir, Kekeringan, Angin Topan, Tanah Longsor, dan Kejatuhan Meteor; mitigasi dari bencana alam; dan integrasi materi bencana alam ke dalam pembelajaran fisika.

(This course discusses the introduction of natural disaster; types of natural disaster such as: earthquake, tsunami, mount eruption, flood, dryness, hurricanes, landslides, and meteor fall; mitigation of the natural disaster; and integration of natural disaster material into physics learning)

Mata kuliah ini membahas tentang termodinamika dan teori kinetik; konsep, teori, hukum dan metode pada fenomena transport; konsep Ensenbel, Ensenbel Kanonik, dan Ensenbel Grand Kanonik; konsep, teori dan hukum pada Mekanika Statistik Kuantum; konsep, teori dan hukum pada Gas Fermi Ideal; konsep, teori dan hukum pada Gas Bose Ideal; konsep, teori dan hukum pada Topik-Topik Khusus dalam Mekanika Statistik; dan konsep, teori, metode, dan hukum-hukum Mekanika Statistik dan aplikasinya

(This course discusses thermodynamics and kinetic theory; concepts, theories, laws and methods on transport phenomena; the concept of Ensembles, Canonical Ensembles, and Ensembles Grand Canonical; concepts, theories and laws in Quantum Statistical Mechanics; concepts, theories and laws on Ideal Fermi Gas; concepts, theories and laws on Ideal Bose Gas; concepts, theories and laws on Special Topics in Statistical Mechanics; and the concepts, theories, methods, and laws of Statistical Mechanics and their applications )

Mata kuliah memberikan pengalaman kepada mahasiswa untuk menulis artikel ilmiah mencakup judul, abstrak, kata kunci, pendahuluan, metode penelitian, hasil penelitian dan pembahasan, kesimpulan, dan daftar pustaka, serta mempublikasi artikel tersebut ke jurnal nasional, prosiding nasional, prosiding internasional, atau jurnal nasional

(The course provides experience for students to write scientific articles including titles, abstracts, keywords, introduction, research methods, research results and discussions, conclusions, and bibliography, as well as publishing the article to national journals, national proceedings, international proceedings, or journals national)

Mata kuliah ini mengembangkan kemampuan mahasiswa secara komprehensif tentang perencanaan, pelaksanaan, dan pelaporan penelitian tesis mencakup bagian-bagian pendahuluan, kajian teoritis, metode penelitian, hasil penelitian dan pembahasan, kesimpulan dan saran, daftar pustaka, dan lampiran-lampiran dari laporan tesis.

(This course develops the comprehensive abilities of magister students about the planning, implementation, and reporting of thesis research including introduction, theoretical studies, research methods, research results and discussions, conclusions and recommendations, bibliography, and appendices from thesis report)

Mata kuliah ini memberikan kesempatan kepada mahasiswa untuk memformulasikan masalah Mata kuliah ini memberikan pengalaman kepada mahasiswa untuk mengkomunikasikan komponen-komponen proposal tesis mencakup pendahuluan: latar belakang masalah, rumusan masalah, tujuan penelitian, pentingnya penelitian, asumsi dan batasan masalah, definisi operasional; Tinjauan pustaka: kajian teori yang relevan, penelitian relevan, dan perumusan hipotesis; metode penelitian: jenis penelitian, metode penelitian, prosedur penelitian, instrumen pengumpul data, dan teknik analisis data; dan daftar pustaka.penelitian, menentukan solusi dari masalah penelitian dan mengkomunikasikan dalam bentuk tulisan yang efektif.

(This course provides experience for students to communicate the components of a thesis proposal including introduction: background of the problem, problem formulation, research objectives, the importance of research, assumptions and limitations of the problem, operational definitions; literature review: the study of relevant theories, relevant research, and the formulation of hypotheses; research methods: type of research, research method, research procedures, data collection instruments, and data analysis techniques; and bibliography)

Jalinan ilmu, filsafat, agama dan rancangan program untuk mengimplementasikan berdasarkan dimensi ontologis, epistemologis dan aksiologis untuk kasus-kasus sederhana dalam pengembangan keilmuan dan kependidikan sains serta penyajian sesuai fakta, kebenaran, konfirmasi, logika inferensi dan telaah konstruksi teori

(Relationship knowledge, philosophy, religion and program design to implement based on ontological, epistemological and axiological dimension for simple cases in the development of scientific and educational science as well as presentation according to facts, truth, confirmation, logic of inference and analysis of theoretical constructions )

Mata kuliah ini membahas tentang karakteristik manusia, kemanusiaan, landasan dan azas pendidikan; landasan filosofis, psikologis, sosiologis, kultural pendidikan; pedagogi ,andragogi dan huetagogi; landasan ilmiah dan teknologi, konstitusional pendidikan, pendidikan seumur hidup, azas kemandirian dalam dalam pembelajaran; pendidikan era industri 4.0; dan keterampilan 4C (kritis, kreatif, kolaboratif dan komunikatif); dan rancangan artikel berbasis landasan pendidikan.

(This course discusses human characteristics, humanity, foundations and principles of education; philosophical foundation, psychological, sociological, cultural education; pedagogy, andragogy, and heutagogy; scientific and technological foundation, constitutional education, lifelong education, the principle of independence in learning; education in the industrial era 4.0; the 4C skills (critical, creative, collaborative and communicative); and the design of articles based on education)

Mata kuliah ini merupakan media komunikasi ilmiah dalam bentuk pemaparan laporan hasil penelitian tesis mahasiswa sebagai pertanggungjawaban ilmiah untuk mendapatkan masukan dan penyempurnaan dari penelaah dan peserta seminar dengan tujuan untuk menghasilkan laporan penelitian tesis dapat menjadi suatu karya ilmiah yang baik

(This course is a medium of scientific communication in the form of exposure to thesis research reports of magister students as a scientific responsibility for getting input and refinement from reviewers lecturers and seminar participants in order to produce a thesis research report that can become a good scientific work)

Energi, lingkungan dan makhluk hidup; konsep energi; prinsip konversi energi dan termodinamika; energi listrik dan transmisi; energi terbarukan mencakup angin, geothermal, dan mikro hidro.

(Energy, environment and living things; energy concept; principles of energy conversion and thermodynamics; electrical energy and transmission; renewable energy includes wind, geothermal, and micro hydro )

Pentingnya wirausaha bagi mahasiswa magister, pengantar kewirausahaan, studi peralatan-peralatan berbasis fisika dalam kehidupan sehari-hari, identifikasi permasalahan dalam masyarakat yang terkait dengan aplikasi fisika, pengembangan peralatan-peralatan kreatif berbasis fisika, pengembangan sumber-sumber belajar kreatif untuk pembelajaran fisika, pengembangan pembelajaran fisika kreatif, perencanaan kegiatan wirausaha berbasis fisika, dan praktek wirausaha berbasis fisika

(The importance of entrepreneurship for magister students, introduction to entrepreneurship, study of equipment based on physics in daily life, study of problems in society related to physics applications, development of creative tools based on physics, development of creative learning resources for physics learning, development of creative physics learning, planning activities based on physics, and practice the entrepreneurship activities based on physics)

Banyak hal yang berkaitan dengan teknologi yang dapat digunakan untuk membuat media pembelajaran fisika interaktif. Teknologi tesebut didukung oleh adanya software dan aplikasi. Mata kuliah ini dirancang untuk memberikan pengetahuan dasar tentang software dan aplikasi. Software dan aplikasi tersebut diantaranya yaitu PPT (Power Point), Macromedia Flash, Focusky, Delphi, Comic Life, Lecture Maker, Powtoon, Adobe Flash, Articulate Storyline dan Movie Maker.

(Many things related to technology that can be used to create interactive physics learning media. The technology is supported by the presence of software and applications. This course is designed to provide basic knowledge about software and applications. The software and applications include PPT (Power Point), Macromedia Flash, Focusky, Delphi, Comic Life, Lecture Maker, Powtoon, Adobe Flash, Articulate Storyline and Movie Maker )

Mata kuliah ini mengembangkan kemampuan mahasiswa untuk membahas dan mengkomunikasikan isu-isu dan hasil-hasil penelitian terbaru yang berhubungan dengan manajemen dan kebijakan pendidikan, permasalahan pembelajaran fisika di sekolah, konsepsi dan miskonsepsi dalam fisika, inovasi dalam pembelajaran fisika, inovasi dalam bahan ajar fisika, inovasi dalam eksperimen fisika di sekolah, pengelolaan laboratorium fisika di sekolah dan inovasi dalam penilaian hasil belajar fisika.

(This course develops the ability of students to discuss and communicate the latest issues and research findings related to educational management and policy, physics learning problems in the schools, conceptions and misconceptions in physics, innovation in physics learning, innovation in physics learning materials, innovation in physics experiments in the schools, management of physics laboratory in the schools, and innovation in the assessment of physics learning outcomes )

Membahas konsep dasar desain sistem intruksional, kebutuhan belajar, analisis instruksional, perumusan tujuan instruksional, karakteristik siswa dan lingkungan, aktivitas pembelajaran, sumber pelajaran, pengelolaan pembelajaran dan eksistensi evaluasi dalam kaitan desain pembelajaran.

(Discusses the basic concepts of instructional system design, learning needs, instructional analysis, instructional objectives formulation, student and environmental characteristics, learning activities, learning resources, learning management and the evaluation in relation with instructional design)

Pengantar kurikulum terintegrasi, pendekatan dalam integrasi, model-model integrasi dalam kurikulum, landasan pembelajaran terintegrasi, pengembangan tema dalam pembelajaran terintegrasi, pengembangan komponen pembelajaran terintegrasi, pengembangan perangkat pembelajaran terintegrasi, penilaian pembelajaran terintegrasi, implikasi pembelajaran terintegrasi, pengembangan pembelajaran IPA terintegrasi; integrasi Science, Teknology, Engineering, dan Mathematics ke dalam pembelajaran; integrasi pendidikan lingkungan ke dalam pembelajaran.

(Introduction to integrated curriculum, approaches in curriculum integration, models of integration in the curriculum, foundation of integrated learning, development of themes in integrated learning, development of integrated learning components, development of integrated learning tools, assessment of integrated learning, implication of integrated learning, development of integrated science learning; integration of Science, Technology, Engineering and Mathematics into physics learning; and integration of environmental education into physics learning)

UNIVERSITAS NEGERI PADANG

DAFTAR MATAKULIAH

TAHUN KURIKULUM : 2017 [2017]

Mahasiswa memahami pengetahuan tentang definisi mekanika klasik dan apa saja yang akan dipelajari pada mata kuliah ini, Mahasiswa dapat menerangkan koordinat umum dan ruang konfigurasi, Mahasiswa dapat menjelaskan persamaan Lagrange, Mahasiswa dapat menyelesaikan aplikasikhusus dari pers. Lagrange. dst

(Students understand the knowledge of the definition of classical mechanics and what will be learned in this course, students can explain the general coordinates and configuration space, students can explain the Lagrange equation, Students can complete specific applications from the press. Lagrange, etc )

Mahasiswa mampu memahami Teori Dasar elektromagnetik: rumusan Maxwell dan konsekuensi, gelombang bebas dan karakterisasinya dalam medium dielektrikdan medium konduktif, perambatan energy dan momentum, polarisasi, pemantulan dan pembiasan serta aplikasinya. Pandu gelombang: syarat batas. Modus propagasi dan frekuensi pancung, atenuasi, pandu gelombang bendinding konduktor, pandu gelombang berselubung dielektrik, rongga resonator. Hamburan gelombang: hamburan oleh silinder dengan syarat batas Dirichlet dan Neuman, solusi asimptotis, hamburan oleh bola dan solusi asimtotis, metoda fungsi Green dan hambujran Rayleigh. Radiasi gelombag: metoda fungsi Green 4 dimensi, perumusan dasarr adiasi di daerah radiasi, antenna linear simetris dan polaradiasi, “directivity gain”, antenna “ linear arrays” dan square “arrays”, phase arrays, radiasi partikel bermuatan. Kapita selekta: magneto hidrodinamika, difraksi, dan difusi.

(Students are able to understand Electromagnetic Basic Theory: Maxwell’s formulation and consequences, free waves and their characteristics in the dielectric and conductive medium, energy and momentum propagation, polarization, reflection and refraction and their application. Waveguides: boundary conditions. Mode of propagation and frequency of beams, attenuation, conductor bendinding waveguides, dielectric sheathed waveguides, resonator cavities. Wave scattering: scattering by cylinders with Dirichlet and Neuman boundary conditions, asymptotic solutions, scattering by spheres and asymptotic solutions, Green’s method and Rayleigh’s scattering. Wave radiation: Green 4-dimensional function method, basic formulation of radiation in the area of ??radiation, symmetrical and polaradiation linear antennas, directivity gain, linear arrays and square arrays, phase arrays, phase arrays, charged particle radiation. Capita selekta: magneto hydrodynamics, diffraction, and diffusion. )

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Menganalisis jenis-jenis, dan karakteristik bahan ajar cetak meliputi hand out, modul, buku (diktat, buku ajar, buku teks), LKS, hand out, pamflet , brosur, leaflet, Flyer, Poster, wallchart (non ICT) Membuat contoh rancangannya dan mempresentasikan Membedakan Validitas, realibilitas, praktikalitas, dan efektifitas bahan ajar cetak meliputi hand out, modul, buku (diktat, buku ajar, buku teks), LKS, hand out, pamflet ,brosur, leaflet, Flyer, Poster, wallchart (non ICT), merancang intrumen dan mempresentasikan.

(Analyzing the types, and characteristics of printed teaching materials including handouts, modules, books (textbooks, textbooks, textbooks), student worksheets, hand outs, pamphlets, brochures, leaflets, flyers, posters, wallcharts (non ICT) Make examples of designs and present Differentiating Validity, reliability, practicality, and effectiveness of printed teaching materials including handouts, modules, books (textbooks, textbooks, textbooks), worksheets, hand outs, pamphlets, brochures, leaflets, flyers, posters, wallcharts (non-ICT), designing instruments and presenting. )

Mahasiswa diharapkan dapat: 1.Menjelaskan pengertian taktik, gaya, teknik, strategi, pendekatan dan Model pembelajaran 2.Mendeskripsikan ciri-ciri sintak model-model pembelajaran secara umum, Mahasiswa diharapkan dapat: 1.Menjelaskan pengertian khusus taktik, gaya, teknik, strategi, pendekatan dan model pembelajaran FISIKA, 2.Menjabarkan ciri-ciri yang dimiliki model pembelajaran FISIKA, Mahasiswa diharapkan dapat: 1. Menggolongkan model pembelajaran FISIKA berdasarkan karakteristik materi pembelajaran berdasarkan Peta konsep materi fisika untuk menentukan model pembelajaran yang sesuai (SMP, SMA).

(Students are expected to be able to: 1. Explain the notion of tactics, styles, techniques, strategies, approaches and Learning models 2. Describe the syntax characteristics of learning models in a manner general, students are expected to be able to: 1. Explain the specific understanding of tactics, style, techniques, strategies, PHYSICS learning approaches and models, 2. Describing the characteristics possessed by the PHYSICS learning model, students are expected to be able to: 1. Classify the physics learning model based on the characteristics of learning material based on physics material concept maps to determine the appropriate learning model (SMP, SMA). )

Pada matakuliah Statistika ini mahasiswa akan mempelajari dan membahas konsep-konsep dasar.statistik deskriptif dan inferensial beserta penerapannya baik secara manual maupun komputerisasi yang dapat digunakan dalam penelitian kuantitatif.

(In this Statistics course students will learn and discuss basic concepts. Descriptive and inferential statistics as well both manual and computerized applications can be used in quantitative research. )

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Termodinamika, Teori Kinetik, Fenomena transpor, Ensenbel, Ensenbel Kanonik, Ensenbel Grand Kanonik Mekanika Statistik Kuantum, Gas Fermi Ideal, Gas Bose Ideal, Topik Khusus dalam Mekanika Statistik

(Thermodynamics, Kinetic Theory, Transport Phenomenon, Ensenbel, Canonical Ensenbel, Ensenbel Grand Canonical Quantum Statistical Mechanics, Ideal Fermi Gas, Ideal Bose Gas, Special Topics in Statistical Mechanics )

Matakuliah ini memberikan pengetahuan tentang konsep-konsep Mekanika Kuantum yang sangat penting dalam perkembangan teknologi masa kini. Materi kuliah diawali dengan membahas konsep dasar dari mekanika kuantum dan dilanjutkan dengan membahas dinamika kuantum, teori momentum sudut, simetri, metode aproksimasi, partikel identik dan teori hamburan .

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Setelah mempelajari kajianPengertian dan karakteristik media pembelajaran , mahasiswa diharapkan dapat: 1.Menjelaskan pengertian media pembelajaran 2.Mendeskripsikan ciri-ciri media pembelajaran secara umum, Setelah mempelajari kajian Pengertian dan karakteristik media pembelajaran FISIKA, mahasiswa diharapkan dapat: 1.Menjelaskan pengertian khusus media pembelajaran FISIKA 2.Menjabarkan ciri-ciri yang dimiliki media pembelajaran FISIKA. Setelah mempelajari kajian Jenis- jenis media pembelajaran FISIKA, mahasiswa diharapkan dapat: 1. Menggolongkan media pembelajaran FISIKA berdasarkan karakteristik medianya, Setelah mempelajari kajian Fungsi media pembelajaran FISIKA, mahasiswa diharapkan dapat: 1. Mendeskripsikan fungsi umum media pembelajaran FISIKA 2. Mendeskripsikan fungsi khusus media pembelajara FISIKA, Setelah mempelajari kajian media pembelajaran FISIKA dan kebutuhan peserta didik, mahasiswa diharapkan dapat: 1.Memahami teori belajar 2.Memahami teori perkembangan peserta didik.

( After studying the study of Understanding and characteristics of instructional media, students are expected to be able to: 1. Explain the understanding of instructional media 2. Describe the characteristics of learning media in general, After studying the study of Understanding and characteristics of learning media in PHYSICS, students are expected to be able to: 1. Explain the specific understanding of instructional media PHYSICS 2. Describe the characteristics possessed by PHYSICS learning media. After studying the Type-study PHYSICS learning media types, students are expected to be able to: 1. Classify learning media PHYSICS based on the characteristics of the media, After studying the study of PHYSICS learning media functions, students are expected to be able to: 1. Describe the general functions of PHYSICS learning media 2. Describe the special function of PHYSICS learning media, After studying media studies PHYSICS learning and student needs, students are expected to be able to: 1. Understand learning theory 2. Understand student development theory. )

Mampu menunjukkan sikap ilmiah (memiliki rasa ingin tahu, objektif, jujur, teliti, cermat, tekun, hati-hati, bertanggung jawab, terbuka, kritis, kreatif, inovatif dan peduli lingkungan) dalam mengembangkan alat laboratium fisika. Memiliki keterampilan dalam menganalisis , merancang , membuat, memodifikasi , mengembangkan dan mengoperasikan alat-alat laboratorium fisika dan penuntun praktikum dalam bentuk LKPD.

(Able to show scientific attitude (have a curiosity, objective, honest, thorough, careful, diligent, cautious, responsible, open, critical, creative, innovative and care about the environment) in developing physics laboratory equipment. Having skills in analyzing, designing, making, modifying, developing and operating physics laboratory tools and practicum guides in the form of LKPD. )

Mampu menganalisis Proses asesmen; dan teknik aesmen, dalam pendidikan Fisika,mempresentasikan Mampu menganalisis standard-standard asesmen; pergeseran penekanan asesmen dalam pendidikan Fisika,mempresentasikan Merancang pembuatan asesmen dan rubrik asesmen, dalam pendidikan Fisika, Mampu menganalisis Process skills, mempresentasikan Mampu menganalisis substansi Prinsip-prinsip Assessment Literacy ilmu mempresentasikan .

(Able to analyze the assessment process; and assessment techniques, in Physics education, presented Able to analyze assessment standards; shifting the emphasis of assessment in education Physics, presenting Designing assessment and rubric assessment, in education Physics, being able to analyze process skills, presenting being able to analyze substance Principles of Assessment Literacy presented. )

Deskripsi Singkat MK Deskripsi matakuliah ini mengacu kepada UU No. 24 tahun 2007 tentang Penanggulangan BencanaManagement) (Disaster Management)mencakup pengenalan fakta-fakta atau bukti-bukti kejadian bencana, pengenalan konsep bencana, jenis- jenis bencana, karakteristik bencana, bencana alam, bencana non-alam, bencana sosial, rawan bencana, ancaman/bahaya (hazard) bencana, potensi bahaya, kerentanan (vulnerability), kapasitas (capasity), prinsip pengurangan risiko (risk), pencegahan, mitigasi, kesiapsiagaan, prediksi bencana, sistem peringatan dini, penilaian bahaya dan risiko bencana, prediksi bencana, dampak bencana, prosedur tanggap bencana dan tanggap darurat, analisis kebutuhan rehabilitasi, prosedur rehabilitasi dan rekonstruksi

( Brief Description of the Court This course description refers to Law No. 24 of 2007 concerning Disaster Management (Disaster Management) includes the introduction of facts or evidence of disaster events, introduction to the concept of disaster, types types of disasters, characteristics of disasters, natural disasters, non-natural disasters, social disasters, disaster-prone, threats / hazards (hazard) disasters, potential hazards, vulnerability, capacity (capasity), principles risk reduction, prevention, mitigation, preparedness, disaster prediction, early warning systems, assessmentsndisaster hazards and risks, disaster predictions, disaster impacts, disaster response and emergency response procedures, analysis rehabilitation needs, rehabilitation and reconstruction procedures )

Setelah mengikuti mata kuliah ini mahasiswa diharapkan memiliki keterampilan menulis karya ilmiah, dan memahami proses publikasi dalam jurnal dan prosiding. Mahasiswa juga diharapkan dapat menerapkan kaidah dan etika penulisan, menghindari plagiasi, keterampilan dalam merujuk dan mengutip (citation). Disamping ketrampilan menulis karya ilmiah, mahasiswa diharapkan mampu memahami proses publikasi karya ilmiah pada jurnal yang dituju.

(After attending this course students are expected to have the skills to write scientific papers, and understand the process of publication in journals and proceedings. Students are also expected to apply the rules and ethics of writing, avoid plagiarism, skills in referring and quoting (citation). In addition to writing scientific papers, students are expected to be able to understand the process of publishing scientific papers in the intended journal. )

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Mampu menganalisis jalinan ilmu, filsafat dan agama, mempresentasikan, Mampu menganalisis filsafat ilmu pengetahuan mempresentasikan, Mampu menganalisis substansi ilmu pengetahuan mempresentasikan, Mengimplementasikan dimensi ontologis, epstomologi dan aksiologis untuk kasus-kasus sederhana mempresentasikan, Mampu mengembangkan teoridan alternatif metodologi kependidikan sains, mempresentasikan.

(Able to analyze the fabric of science, philosophy and religion, present, Able to analyze the philosophy of science presented, Able to analyze the substance of the presented science, Implement ontological, epstomological and axiological dimensions for simple cases presented, Able to develop theoretical and alternative scientific educational methodologies, present. )

Mahasiswa mampu menganalisis karakteristik Manusia, kemanusiaan, landasan dan azas Pendidikan; Landasan Filosofis, psikologis, sosiologis, kultural Pendidikan;Pedagogi ,Andragogi dan Huetagogi; Landasan ilmiah dan teknologi, konstitusional Pendidikan, pendidikan seumur hidup, azas kemandirian dalam dalam pembelajaran; sesuai arah pendidikan era industri 4.0, sehingga dapat Memiliki Keterampilan 4c (kritis, kreatif, kolaboratif dan komunikatif); Membuat rancangan artikel berbasis landasan pendidikan dan mampu mempresentasikan sesuai fakta dan norma.

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Membahas konsep dasar desain sistem intruksional, kebutuhan belajar, analisis instruksional, perumusan tujuan instruksional, karakteristik siswa dan lingkungan, aktivitas pembelajaran, sumber pelajaran, pengelolaan pembelajaran dan eksistensi evaluasi dalam kaitan desain pembelajaran

(Discusses the basic concepts of instructional system design, learning needs, instructional analysis, formulation of instructional goals, characteristics of students and the environment, learning activities, source of learning, learning management and the existence of evaluation in relation to learning design )

Mampu menganalisis konsep dasar, dimensi, hakekat, landasan, prinsip, sumber kurikulum, Landasan yuridis kurikulum pendidikan dasar dan pendidikan tinggi, mampu meganalisis, dan membuat rancangan kurikulum dan Model-model kurikulum dalam pembelajaran, Mampu menganalisis landasan, prinsip dan pendekatan pengembangan kurikulum dan pembelajaran, mampu membuat rancangan kurikulum dalam pembelajaran, mampu membuat rancangan untuk Evaluasi dan inovasi kurikulum dalam pembelajaran, Mampu menganalisis Standar isi dan standar kelulusan dan merancang RPP, Mampu menganalisis Learning Outcame/capaian Pebelajaran lulusan, matakuliah dan bahan kajian, keterkaitan indicator pada RPS dan merancang RPS.

(Able to analyze the basic concepts, dimensions, nature, foundation, principles, curriculum resources, juridical foundation of the curriculum of basic education and higher education, able to analyze, and make curriculum designs and curriculum models in learning, able to analyze the foundation, principles and approaches of curriculum development and learning, able to make curriculum designs in learning, able to make designs for curriculum evaluation and innovation in learning, being able to analyze content standards and passing standards and designing lesson plans, being able to analyze Learning Outcame / graduate learning outcomes, courses and materials studies, linkages of indicators in the RPS and designing RPS. )

UNIVERSITAS NEGERI PADANG

DAFTAR MATAKULIAH

TAHUN KURIKULUM : 2013 [2013]