CRITICAL JOURNAL RIVIEW (CJR)

Arranged By :
Name : Nia Audina Sitanggang
ID : 4173121033
Class : Bilingual Physics 17
Course : High School Physics and Multimedia
Lecture : Deo Demonta Panggabean, S.Pd, M.Pd

PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2019
 FOREWORD

Thank to almighty God who has given his bless to the writers for finishing the CJR
assignment. The writers also wish to express their deep and sincere gratitude for those who
have guided in completed this paper, starting from lecturers who gave input, and friends who
gave advice. With the help of all our friends and lecturers we were finally able to complete
this task. Writers hope, the readers can understand the contains of this paper. The writers
hope this paper usefull for the readers.
Writers realize that this task is far from perfect, so we apologize to the readers,
hopefully in the future we will be better at doing the tasks that are assigned to us. Thank you.

Medan, 15th March 2020

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 TABLE OF CONTENT

FOREWORD i
TABLE OF CONTENT ii
CHAPTER I INTRODUCTION 1
A. Background..............................................................................................................
1
B. Objectives of Writing
CJR…....................................................................................1
C. Benefitss of Writing
CJR…......................................................................................1
CHAPTER II DISCUSSION 2
CHAPTER III CLOSING 8
A. Conclusion................................................................................................................8
B. Suggestion................................................................................................................8
REFERENCE 8
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 CHAPTER I
INTRODUCTION

A. Background

Fluid is a type of substance that can flow. The shape of the fluid tends to be non-
permanent, ie it depends on the container or reservoir where the substance is located. Because
of its nature, the utilization of fluid in everyday life is quite a lot. In fact, our bodies are also
mostly composed of fluid. In this Learning Activity we will limit our conversation to only
fluid that is not flowing (stationary) or static fluid. For other types of fluids namely dynamic
fluids will be discussed in the next Learning Activity. Water in swimming pools, storage
tanks, glass, and bottles are some examples of static fluid. The liquid substances mentioned in
the examples above tend to be relatively stationary so they are categorized as static fluids. In
this Learning Activity we will discuss some of the properties or behaviors associated with
static fluid, including hydrostatic pressure, Pascal's law, Archimedes' law, and Capillarity.
But before we go any further, it's good to remember the properties associated with liquid.

B. Objectives of Writing CJR

The purpose of making this Critical Journal Review is to fulfill the task of the High School
Physics and Multimedia course as well as review two journal.

C. Benefits of Writing CJR

The benefits of making this Critical Journal Review are as follows:
a. Train to be more critical in understanding a journal
b. To add insight into Static Fluid

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 CHAPTER II
DISCUSSION

Journal Identity :
Journal 1 :
Title : Profile of student critical thinking ability on static fluidconcept
Journal : International Conference on Science and Applied Science
Author : Sulasih, A Suparmi, Sarwanto
Publisher :  IOP
Published Year : 2017

Journal 2 :
Title : Students concept understanding of static fluid based on the types of teaching
Journal : International Conference on Mathematics, Science and Education
Author : I D Rahmawati1, Suparmi and W Sunarno
Published Year : 2018
Publisher : IOP

Summary
JOURNAL 1
1. Introduction
The Archimedes law states that if an object is immersed in the static fluid then it will
experience a drag (upward)force equal to the volume of fluid that is removed.Therefore if an
object is immersed in the static fluid, its weight will be reduced by the amount of the weight
of the liquid that is removed, the object’s weight in the static fluid is called as apparent
weight. This statement is illustrated in Figure 1. The object that has mass m kg, volume V
m3, height h, area cross section A and density ρ0 is hung on a spring balance and immersed
into the static fluid that has density ρ, schematically shown in Figure 1. Figure 1 shows the
derivation of Archimedes law for the apparent weight of the object that is fully immersed by
applying the Newton first law where w is the object weight measured in the air.

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From the observation this law is suitable for floating and fully immersed objects, as shown in
Figure 1, for the sink object, on the other hand, the object that falls on the bottom of container
will experience normal force acted by the container’s bottom, so there is no more drag force
from water to the lower part of the block as shown in Figure 2.Figure 2 shows the illustration
of forces that acted on an object that sinks in the static fluid in the container. The object that
sinks has a size of the object in Figure 1 but the density is different given by ρh.

From the discussion it is expected that the apparent object weight that sinks are smaller than
the apparent object weight that is fully immersed, that is N >ρgh1A. Therefore it could be
said that the Archimedes law is not suitable for the immersed object in the static fluid that is a
sink.One of teaching or learning model that should be used to deliver this concept
appropriately is problem-based learning model through guided inquiry method.

2. Research Method
The sample of this research is 11th graders of science class from SMA N 1 Sambungmacan
Sragen Central Java Indonesia. The research that has been conducted in January to June 2017
using the descriptive method. The instrument is developed based on the indicator of critical
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thinking ability of the static fluid that includes the ability of student in:(1) Analyzing the
relationship between the depth of fluid and pressure on a fluid, (2) Analyzing the relation of
drag force with the depth of the fluid and the area of object, (3) Applying the Archimedes law
for floating, fully immersed, and sinking objects phenomenon,(4) Explaining the meaning of
surface tension correctly. The instrument of the study has been validated by the expert which
consists of 10 essay questions with a rubric score between 0 to 100. The static fluid teaching
material is delivered to the students using Problem Based Learning Model through class
experiment.

3. Results and Discussion

In this study, students answer sheets of problems that have been developed based on
critical thinking ability indicators are analyzed. The indicators of critical thinking ability
consist of: (1) provides a simple explanation, (2) build basic skills, (3)Conclude, (4) Provides
the further explanation, (5) Set strategies and tactics. Each indicator of student critical
thinking ability is represented by the student understanding of static fluid which is provided
in the form of student answer sheets. The results of research that have been conducted shows
that, for all indicators of student critical thinking ability, 73.3% of students achieve above the
average value of critical thinking ability which is 72.94 with the variance of (16.77), the
highest score achieved by the student is 84,54 and the lowest score is 47,73. The student
critical thinking ability is classified into two groups, low and high category of each critical
thinking ability indicator, shown in Table 1. From Table 1 can be seen that most students
have achieved the critical thinking ability in the level of provides a simple explanation, build
basic skills and advanced explanation. These results indicate that students' critical thinking
ability is good except for Setting strategies and tactics.

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 Critical thinking ability is an important part of educational goals. It has higher
complex processes, such as analyzing, synthesizing and evaluating, drawing conclusion and
reflection. This study is aimed to know the critical thinking ability of students in learning
static fluids of senior high school students. This research uses the descriptive method which
its instruments based on the indicator of critical thinking ability developed according to
Ennis. The population of this research is XIthgrade science class Public Senior High School,
SMA N 1, Sambungmacan, Sragen , Central Java. The static fluid teaching material is
delivered using Problem Based Learning Model through class experiment. The results of this
study shows that the average student of XIth science class have high critical thinking skills,
particularly in the ability of providing simple explanation, build basic skill, and provide
advanced explanation, but they do not have high enough in ability of drawing conclusion and
strategic and tactical components of critical thinking ability in the study of static fluid
teaching material. The average of students critical thinking ability is 72.94, with27,94% of
students are in a low category and 72,22% of students in the high category of critical thinking
ability.

JOURNAL 2
1. Introduction
The aim of some physics education research is to study students’ understanding or conception
in physics. Physics is a very conceptual subject. Excavating students’ mental model in certain
topics, provide a constructive feedback to stakeholders of physics education particularly to
probe the reasons behind misconception. This feedback is used to improve the quality of
physics learning misconceptions on several physics concepts becomes an important concern
to be investigated. Student misconceptions have their origins in a diverse set of personal
experiences. The term concept is defined to be a general physics idea such as the basic
concept of physics being taught. The research in Physics teaching points that a great amount
of students don’t succeed to learn physics basic concepts. Students only notice the surface
features of problem situations. Students must learn to apply physics principles in diverse
situations to explain and predict physical phenomena. Indicators of the cognitive process of
understanding include: interpreting, exemplifying, classifying, summarizing, attracting
inferring, comparing, and explaining. The lessons learned in most teachers at the senior high
school level still refer to the conventional learning model which using teacher center method.
Implementation of learning science which mostly occurred with conventional models namely
a way of classical teaching. This learning process did not give students to get involved in the
learning process.
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This model has many weaknesses such as the role of the teacher is still more dominant
(teachers centered), students tend to be passive and just accept information by memorizing
concepts without adequate understanding. It is because the learning process did not guide the
students to think critically, creatively, practicing to find concepts or principles to develop
their creativity. So that, the achievement of learning is limited only to the aspects of
knowledge (cognitive) but it did not develop in the aspect of attitudes (affective) and skills
(psychomotor)
The purpose of this research is to know the effectiveness of conventional and guided inquiry
learning model in understanding the concept of static fluid.

2. Methods
This study used descriptive qualitative method. Data were obtained using a multiple choice
conceptual test that was accompanied by student arguments on classes taught using
conventional and class using guided inquiry learning models. The purpose of this test is to
measure students concept understanding of static fluid. The items in the test were conceptual
and there are no quantitative calculations were needed to answer the question. The subject in
this research is tenth grader of senior high school, which consisting of 2 classes and each
class consists of 32 students. Both classes are homogeny. The control class is the class that
taught by using the conventional based learning and the experimental class is the class using
guided inquiry based learning.

3. Result and Discussion

Based on the results of research, students concept understanding analysis is provided on the
following histogram in Figure 1.
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Figure 1 show that students in the experiment class have a higher level of conceptual
understanding. The level students concept understanding in the control class is still low, high
number of criteria is "less understanding concept". Most of the students answer correctly but
their arguments were wrong. Their argument is still low to seeing concretely the problem
without further studying the concepts contained in the problems presented.
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CHAPTER III
CLOSING

A. Conclusion
The journals are good for students to read. The journals explains about “Fluid Static
Reasearch” completely. All topics are well discussed and have own test. With the journals we
can understand some of test research in static fluid in school and know a lot concept in static
fluid in Senior High School.

B. Suggestion

As good as these two journals use more figure to explain the material. It’s help the
reader to understand the topic easier. Both of these journals are essentially excellent as a
guide to understanding the material of “Static Fluid”. The writer apologizes for many
mistaken including this paper. Hope this can added the knowledge of reader.

REFERENCE

Sulasih, Suparmi, Sarwanto.2017.Profile of student critical thinking ability on static

fluidconcept. International Conference on Science and Applied Science. vol
20.Surakarta
Rahmawati, Suparmi, Sunarno.2018.Students concept understanding of static fluid based on
the types of teaching. International Conference on Mathematics, Science and
Education.IOP.vol 29.Surakarta