bluuebunny/crossref_metadata_2025_split huggingface dataset:
Electroencephalogram variability analysis for monitoring depth of anesthesia
Authors: Chen Yi-Feng , Fan Shou-Zen , Abbod Maysam F , Shieh Jiann-Shing , Zhang Mingming 
Published: October 2021

Abstract

Objective. In this paper, a new approach of extracting and measuring the variability in electroencephalogram (EEG) was proposed to assess the depth of anesthesia (DOA) under general anesthesia. Approach. The EEG variability (EEGV) was extracted as a fluctuation in time interval that occurs between two local maxima of EEG. Eight parameters related to EEGV were measured in time and frequency domains, and compared with state-of-the-art DOA estimation parameters, including sample entropy, permutation entropy, median frequency and spectral edge frequency of EEG. The area under the receiver-operator characteristics curve (AUC) and Pearson correlation coefficient were used to validate its performance on 56 patients. Main results. Our proposed EEGV-derived parameters yield significant difference for discriminating between awake and anesthesia stages at a significance level of 0.05, as well as improvement in AUC and correlation coefficient on average, which surpasses the conventional features of EEG in detection accuracy of unconscious state and tracking the level of consciousness. Significance. To sum up, EEGV analysis provides a new perspective in quantifying EEG and corresponding parameters are powerful and promising for monitoring DOA under clinical situations.
E-Book Static Fluid and Dynamic Fluid Web-Based with a Problem-Based Learning Model to Improve Students Physics Problem-Solving Skills
Authors: Ramli Z , Sunaryo  , Serevina V 
Published: October 2021

Abstract
This study aims to develop physics learning media in the form a static fluid and dynamic fluids e-book based on website with Problem Based Learning for students learning. The research subjects were 43 5th semester student of Jakarta State University. The research method used is Research and Development (R&D) research using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The result of the instrument validation showed 90.31% for the validation of media experts, 94.94% for the validation of material experts, and 77.09% for the validation of learning experts. Based on the results of the validation of media experts, the material, and learning can show that this e-book in terms of several indicators used for validations has very decent criteria. Based on the result of trials to students, the results obtained an average score of all aspects of 88.39% with a very feasible interpretation and the impact on students Physics Problem Solving was measured. Based on the result of the effectiveness test show that there are differences in physics problem solving among students who use static fluids and dynamic fluids e-book based on Problem Based Learning and static fluids and dynamic fluids e-book based on Non-Problem Based Learning. Based on the D’Cohens test, the use of static fluids and dynamic fluids e-book based on Problem Based Learning made an effective contribution to increasing students Physics Problem Solving by 2.51 in the medium category, so it can be concluded that the developed e-book can increase the Physics Problem Solving students.
Development of E-Module with A Scientific Approach To Improve The Student’s Critical Thinking Skills At Class Xi Student High School In Optical Tools Material
Authors: Haryanto A , Sunaryo  , Rustana C E 
Published: October 2021

Abstract
This research aims to produce a physics learning media in the form of e-module with a scientific approach to learning physics on the optical instrument material for SMA / MA students. The subjects of this research were 46 students of class XI SMA Muhammadiyah Kota Bima. This developmental research refers to the method developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). Quasi-experimental method used in this research to test the effectiveness of the product with a research focus on e-module optical tools with a scientific approach to help improve students’ critical thinking skills. The results of e-module validation by media experts showed 87.5%, material expert validation 82.78%, and learning expert validation 83.84%. Based on validation by media, material, and learning experts, it shows that this e-module in terms of several indicators used for validation has very feasible outcome criteria. Based on the results of trials in small and large groups of students, it was obtained that the average total aspect score of 88.78% and 86.6% was categorized as very feasible and the impact was measured on students’ critical thinking. Based on the results of the D’Cohens test, users of e-module optical tools can provide effectiveness in improving students’ critical thinking skills by 0.83 in the moderate category. So, it can be concluded that the e-module that has been developed by researcher can improve the students’ critical thinking skills at SMA / MA.
Application of CTL-Based Stop Motion Learning Videos for Understanding Elementary School Science Concepts in Lebak Regency
Authors: Adiputra D K , Apriyansa A 
Published: October 2021

Abstract
The impact of the Covid-19 pandemic has made it difficult for elementary education institutions to implement online learning. In the application of audio-visual stop motion learning media based on CTL in elementary schools, it will become a reference material for teachers in implementing online learning, especially in science learning which adheres to scientific concepts through observation and experiments on a contextual basis. Thus, this study aims to apply audio-visual stop motion learning media based on CTL in elementary schools and to measure children’s understanding of the concept of science. The specific goal is to make online learning more meaningful by using CTL-based audio-visual stop motion video learning media in science learning in elementary schools. The benefit of teachers and students is that there are learning media that become references for online learning designs.
Design of Virtual Physics Laboratory (VPL) on Collision Topic
Authors: Arianti S , Astra I M , Budi E 
Published: October 2021

Abstract
Collision phenomena are very difficult for teachers to visualize in distance learning. Facts in the field show that there are still many students who have difficulty understanding the concept of Collision. This is what causes the Collision concept to be one of the physics materials that are difficult for students to reach. This study aims to produce an interactive multimedia design in the form of a Virtual Physics Laboratory (VPL) in the Collision sub-material. The research method used is Research and Development (R&D) using the ADDIE development model (Analyze, Design, Develop, Implement, and Evaluate). However, this research was only carried out until the design stage. The results of the analysis of the distribution of the questionnaire data analysis of the needs of teachers and students stated that students needed to meet the needs of new learning media used to assist them in visualizing the Collision phenomenon in Distance Learning. The media used to visualize the collision is the Virtual Physics Laboratory (VPL) media. With the Virtual Physics Laboratory (VPL) design, it is hoped that it will produce interactive multimedia that is effective in helping students understand Collision material.
Visualization Lorentz Force with Tea Leaves for Studying Magnetic Field in Senior High School
Authors: Suryani A A , Iswanto B H , Indrasari W 
Published: October 2021

Abstract
The purpose of this study is to visualize the motion of the Lorentz force using tea leaves for learning magnetic fields in high school. Based on assessment needs results of students who attend school in Jakarta, 56.7% of students have difficulty determining the direction of the Lorentz force, 95% of students have a better understanding of the direction of the Lorentz force if it can be visualized. This research uses the R&D method, which refers to the ADDIE model. The Lorentz force visualization (Vigalo) consists of a power generator, tea leaves, two copper wires, two neodymium magnets, and an adjustable voltage source of 1.5 volts - 6.0 volts. The two permanent magnets are placed separately at a distance of 2 cm and able to produce a magnetic field of 88.6634 Gauss. The voltage source is connected to the experiment box and can see the movement of tea leaves and visualize Lorentz force direction lines that match the right-hand rule. This experiment shows that visualization Lorentz force with tea leaves can be used in learning magnetic field material in senior high school.
Flipped Learning Models and Students’ Scientific Literacy on Physics Achievement Test
Authors: Widjaja W , Astra I M , Wibowo F C 
Published: October 2021

Abstract
This study aimed to determine the influence of flipped learning models and scientific literacy on students’ achievement test. The study used a quasi-experimental research method with two-way analysis of variance (ANOVA). The subjects of this study were Grade 10 high school physics students. The samples were two experimental groups where one group used inquiry flipped learning approach and the other group used mastery flipped learning. Both groups were given a scientific literacy test to separate students into two categories, which were students who had high scientific literacy and students who had low scientific literacy. The research showed that physics achievement test for students who learned by using inquiry flipped learning was similar than those who learned by using mastery flipped learning. Also, the achievement test for students who had high scientific literacy was greater than students who had low scientific literacy. The results of the research test indicated that there is a significant difference in achievement test between students who had high scientific literacy and students who had low scientific literacy.
Effect of Feedback on Learning Motivation of Primary Teacher Education Students in Primary School Physics Courses
Authors: Sianipar L K , Sitompul H , Sanjaya L A , Puspa R W D , Pertiwi W A , Qoiriyah W 
Published: October 2021

Abstract
Based on the results of the questionnaire distributed to Primary Teacher Education Students, 96% of students said that Physics is difficult to understand because the material is very complex, many formulas, especially the learning process is done online. This study aims to describe the influence of providing feedback on the motivation of Primary Teacher Education Students in primary school physics courses. The method used in this research is descriptive qualitative. Meanwhile, the instrument used was a questionnaire which was distributed to 115 elementary school education students. The result of the research shows that giving feedback consistently is able to motivate students. This can be seen from the results of the questionnaires distributed, each indicator is of very good value.
Interactive Book Augmented Reality (IBAR) for Lesson Physics on STEM
Authors: Wibowo F C , Nasbey H , Sanjaya L A , Darman D R , Ahmad N J 
Published: October 2021

Abstract
The scientific development process can be carried out with STEM (Science Technology Engineering Mathematics) education where this interdisciplinary approach trains students to learn where the concept of science is combined with the context in applying science, technology, engineering, and mathematics. The purpose of the study is the development of Interactive Book Augmented Reality (IBAR) for Lesson Physics on STEM. The research method is the ADDIE Model which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The sample for the implementation of IBAR used in the study amounted to 90 students aged 19-22 years from a province in Indonesia. The results showed that IBAR contributed to students’ concepts in physics. In the questionnaire given to students, information was obtained that the IBAR application was more useful, realistic, and interesting for their learning; help them understand and analyze problems and STEM scenarios. It has been suggested that IBAR technology could be a potent and effective tool to enable Lesson Physics students in the STEM process. In addition, the implications of using IBAR for physics education and recommendations for further studies are also discussed in this study.
E-learning in Sains Learning: A-Review of Literature
Authors: Mulyanengsih R , Wibowo F C 
Published: October 2021

Abstract
Developments in information technology encourage changes in various sectors of human life, not least in the world of education. Information and communication technology is a tool to improve the quality of education. This study discusses e-learning in physics learning in terms of the characteristics, and opportunities of e-learning to support 21st century skills. This article examines 20 articles on physics learning using e-learning which is presented in references in the 2017 to 2019 period and analyzed using this method content analysis. It was found that this study was conducted in both high school and university and the results of learning by implementing e-learning were able to meet the diverse needs of students, very effective in helping students improve motivation, learning experience and learning outcomes better than conventional learning methods. And provide opportunities to improve 21st century skills.
Development of Online Learning Resource for Accelerated Linear Motion Material with the Problem Based Learning (PBL) Model During the COVID-19 Pandemic
Authors: Sudarwanto  , Serevina V , Nugroho D A , Lipikuni H F 
Published: October 2021

Abstract
Coronavirus Disease or COVID-19 causes a serious affect in different divisions of life, including in education. At the present time, exercises at school have been incidentally suspended, but learning must proceed to be carried out to give what students need. The solution offered in dealing with the current pandemic is by doing online learning. However, the conditions in the field of teachers were not ready for online learning, it was found that the percentage of availability of online learning resources at Public Vocational School 53 Jakarta was only 44%. Therefore, this study aims to develop Edmodo application and Zoom-based online learning resource with problem-based learning (PBL) models on accelerated linear motion material. This type of research is an educational research and development with the ADDIE model (analysis, design, development, implementation, and evaluation). Assessment of online learning resource was carried out by physics, material experts, learning experts and media experts. Testing was carried out at Public Vocational School 53 Jakarta by 35 class X students and filling out the teacher response questionnaire. The result of this research is an online learning resources using the PBL model on accelerated linear motion material (GLBB). The online learning resource which developed include the Learning Implementation Plan (RPP), Student Worksheets (LKS), and Handout. The results of the media feasibility validation test were obtained 98%, for the feasibility of physics, material obtained 81%, and the feasibility of learning physics was obtained 86%. From the results of the feasibility test with the teacher, it was obtained 94%. Based on the interpretation of the Likert scale, online learning resource is categorized as “very good”. So, it can be concluded that the online learning resources that has been developed is suitable for use in learning physics at Public Vocational School.
The Role of Digital Modules on Cognitive Ability of High School Students in Newton’s Law Material
Authors: Wirdiyatusyifa  , Sunarno W , Supriyanto A 
Published: October 2021

AbstractStudents perceive physics as a difficult subject to understand because the material contains a lot of formulas, mathematical calculations, and abstract concepts. One of the physics materials for high school students in Newton’s law. Newton’s law is one of the materials considered difficult to understand by students because the basic concepts in Newton’s law material, namely the concept of force have not been fully mastered by students, resulting in students’ cognitive physics abilities that are still low and have not reached the minimum completeness criteria (KKM). This study aims to examine the role of the digital module in improving students’ cognitive abilities in Newton’s Law material. The research subjects were 108 students of class X MIA in 3 high schools in the Surakarta residency. The study used a quantitative descriptive method with a test technique using 20 multiple choice questions about Newton’s Law. Data were analyzed using N-gain. The results showed that the average scores before using the digital module at 3 SMA in Surakarta residency were 53, 58, and 60 respectively, while the average scores after using the digital module were 73, 74, and 75. Based on the N gain value, the increase in ability students’ cognitive belonged to the medium category, namely > 0.3. The digital module has a significant effect on improving students’ cognitive abilities in Newton’s Law material.
A Review of Research on The Use of Augmented Reality in Physics Learning
Authors: Wulandari S , Wibowo F C , Astra I M 
Published: October 2021

Abstract
The aim of this study is to reveal augmented reality on the effect of models in learning physics. This article is a qualitative synthesis of quantitative and qualitative research that investigates the design of learning with augmented reality which is applied in physics learning and its impact on learning. Articles published between 2015 and 2021 were reviewed, and 30 articles were included for detailed analysis and synthesis. The results of the study indicate that integrating augmented reality with teaching materials and learning models is capable to support the process and student learning outcomes. It was also found that problem-based augmented reality made learning more meaningful. Studies related to AR that measure students’ critical thinking skills are still minimal. Future research is urgently needed to look in detail at the effect of problem-based augmented reality media on students’ critical thinking skills.
Development of Early Real-Time Disaster Mitigation Warning System Landslide with Gyroscope ADXL345 Sensor
Authors: Apriyansa A , Bintoro J , Sandi E 
Published: October 2021

AbstractThe purpose of the research is to develop a Real-Time Landslide Early Disaster Mitigation Warning System with the ADXL345 Gyroscope Sensor and to know the exact system designed in a prototype. The method used is research and development with a prototyping model which is divided into several stages, namely stage (1) problems, (2) data collection, (3) prototype design, (4) prototype testing, and (5) production. The resulting system is a prototype based on an Arduino microcontroller called “ERT-Ladister” with an ADXL345 Gyroscope sensor. Other features include SMS-Gateway, buzzer, and Monitoring via Monitor. Based on the feasibility test and the effectiveness test on a lab scale and field scale, it can be concluded that the system is feasible and effective. The value of the effectiveness test shows that there is a significant difference between before the system is installed and after the system is installed in field trials. The Real-Time Landslide Early Disaster Mitigation Warning System can increase community awareness around landslide-prone areas.
Manila Trench Tsunami Source Modeling for West Kalimantan Nuclear Facility Mitigation
Authors: Pribadi S , Fauzi  , Kurniawan T , Sunarko  , Suntoko H , Sudrajat A , Prayitno B S , Riama N F 
Published: October 2021

Abstract
Tsunami modeling with the Manila Trench earthquake source, the Philippines is very necessary as one of the mitigation measures for the prospective nuclear power plant (PLTN) facility in West Kalimantan. In this preliminary study, tsunami modeling using the COMCOT of non linear and the nesting grid method was carried out to obtain an estimate of the height and arrival time of the tsunami at the closest tidal initial points of a nuclear power plant. The Manila Trench is considered as the closed potential sources of earthquake threats to the prospective nuclear power plant site in Gosong Beach, West Kalimantan. The source is divided into 33 multiple segments and accumulated to magnitude 9.1 The results of this study can be used as material for risk assessment for nuclear power plant site development. The results obtained are that the estimated tsunami height at Gosong Beach is around 0.3 – 0.5 meters on the beach with an arrival time of about 550 minutes after the earthquake at its center.
3D Geomechanics Characterization in V Field
Authors: Marbun R , Haris A 
Published: October 2021

Abstract
Upstream oil & gas operators faced many challenges in drilling activities during a field development phase where the reservoir pressure depletion might disturb the stresses equilibrium in the formation and triggered stress redistribution in the reservoir and its surrounding rocks. These changes could lead into more problematic drilling experiences such as the narrowing of safe drilling mud weight windows and potential operating losses due to related wellbore instability issues. 3D Geomechanics analysis conducted to identify the stress redistribution and predict the field wellbore instabilities behaviour that honour the geological features in the area. The 1 D Geomechanics model is created for offset wells which consist of rock strength and elastic properties, pore pressure and stresses profiles. Seismic inversion volume is used to populate the properties in the 3D static model and field Geomechanics simulation conducted to obtain the field stresses profile. V field data is used as the data available in this field is complete to support this study (wire-line logs, petrophysical interpretations, VSP, core analysis, production log, drilling reports, and the seismic velocity cube). The results of the integrated reservoir Geomechanics characterization with seismic inversion managed to predict the wellbore instabilities model in the offset wells.
Euclidean Action of Electrically Charged Black Holes in the Eddington-inspired Born-Infeld Gravity
Authors: Kusuma A M , Ramadhan H S 
Published: October 2021

Abstract
We investigate the Euclidean action of electrically charged black hole in the Eddington-inspired Born-Infeld (EiBI) gravity utilizing a semiclassical approach. The Euclidean action is computed in the canonical ensemble. We found that by imposing an appropriate set of boundary terms, the expression of the black hole’s entropy could be found. The obtained form of the entropy is also found to be consistent with previous results.
Mapping of Two Models Peak Ground Acceleration (PGA) of Indonesia
Authors: Zera T , Nafian M , Ramadhani A , Fauziah A R 
Published: October 2021

AbstractThis research was conducted to determine and mapping the value of the PGA in Indonesian territory using two empirical models of attenuation equations from the transition of the second generation to the third generation. The research was conducted by applying the Frisenda’s and Luzi’s. The calculation is based on a catalog of earthquakes that occurred from 1 January 1970 - 31 December 2020 with a variable earthquake magnitude ≥ 5 SR and hypocentre depth ≤ 60 km (destructive earthquake). The calculation results in the maximum value of PGA respectively 0.6613 g for Frisenda, and 12.257 g in the Luzi. The maximum PGA value in Luzi model is the effects of the Andaman Islands earthquake on December 26th, 2004, with a magnitude of 9,1 SR, and the maximum PGA value in the Frisenda model is the effects of the Flying Fish Cove, Christmas Island earthquake on June 13th, 2013, with the magnitude 6.7 SR. In general, these two maps show different or even opposite patterns.