Learning Tools and Models On Theory Measurement For

Support Students' Skill

Firdaus Nur Alifah 1, a, Nur Lailatur Rohmah2, b, Siti Nuraida3, c,
and Rinda Rahmanisa Sasmi4, d
1, 2, 3, 4
Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
Jalan Ketintang, Surabaya 60231, Indonesia

e-mail: a firdausnur.21044@gmail.com, b nurlailatur.21047@mhs.unesa.ac.id,c sitinuraida.21055@mhs.unesa.ac.id,

d
rinda.21080@mhs.unesa.ac.id

Abstract
Article "Learning Tools and Models On Theory Measurement For Support Students’ Skill" has a
destination for producing device learning that can increase science process skills participants educate on
theory tree measurement and analyze level appropriateness device learning for increasing science process
skills participants educate on theory tree measurement. Article this uses method studies literature, that is
activity look for related references with method reading, taking notes, collecting data, and process
ingredient sourced research from journals, journal reviews, books, articles as well as the internet. From
activities look for reference that, is obtained that the application of the Project Based Learning model to
learning physics in high school says that activity study student on class experiment experience
enhancement on each the meeting and obtained data on meeting first with 83.52% value with description
very active , then on meeting second obtained 84.17% value with same description that is very active. So it
can be concluded that the Project Based Learning (PjBL) learning model provides benefits in the form of
fun learning and meaning, increases a high sense of curiosity for students, builds critical thinking on self
students, and creates a sense of mutual cooperation and collaboration among students.

Keyword: Measurement; Project Based Learning; Students' Skill

ABSTRAK

Artikel "Perangkat Dan Model Pembelajaran pada bahan Pengukuran untuk Menunjang Keterampilan Siswa"
memiliki tujuan untuk menghasilkan perangkat pembelajaran yang dapat meningkatkan keterampilan proses sains
peserta didik pada bahan pokok pengukuran dan menganalisis tingkat keselarasan perangkat pembelajaran untuk
meningkatkan keterampilan proses sains peserta didik pada bahan pokok pengukuran. artikel ini menggunakan
metode belajar sastra , yaitu kegiatan mencari referensi yang berhubungan dengan metode membaca , mencatat,
pengumpulan data, dan mengolah bahan penelitian yang bersumber dari jurnal, review jurnal, buku-buku, artikel
serta internet. Dari kegiatan mencari referensi tersebut, didapatkan bahwa penerapan model pembelajaran
Project Based Learning pada pembelajaran fisika di SMA menyatakan bahwa aktivitas belajar siswa pada kelas
eksperimen mengalami peningkatan pada setiap pertemuannya dan diperoleh datanya pada pertemuan pertama
dengan nilai 83,52 % dengan keterangan sangat aktif , kemudian pada pertemuan kedua diperoleh nilai 84,17 %
dengan keterangan yang sama yaitu sangat aktif . Maka dari itu , dapat kata kunci bahwa model pembelajaran
Project Based Learning (PjBL) memberikan manfaat berupa pembelajaran yang menyenangkan dan artinya ,
meningkatkan rasa keingintahuan yang tinggi bagi siswa , membangun berpikir kritis pada diri siswa , dan
menimbulkan rasa gotong royong serta kolaboratif pada siswa .

Kata kunci : Pengukuran; Pembelajaran Berbasis Proyek; Keterampilan Siswa,

© 2022 Jurnal Penelitian Fisika dan Aplikasinya (JPFA). This work is licensed under CC BY-NC 4.0

I. INTRODUCTION
Physics is one of the exact subjects that
requires real understanding. Physics learning
requires observation or experimentation as
part of scientific work involving process
skills based on a scientific attitude. Educators
as curriculum implementers in the classroom,
are expected to implement a scientific
approach in the learning process carried out.
Besides that, educators must also prepare
media, learning resources and assessment
tools.

DOI: 10.26740/jpfa.v?n?.p??-??
 Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 2021; 10(1): 1-9
The scientific approach is expected to be
applied by educators in the learning process,
starting from planning in the form of
Learning Implementation Plans and making
media in the form of Student Worksheets.
Permendikbud Number 22 of 2016 states
that, RPP is a face-to-face learning activity
plan for one or more meetings. The lesson
plans are made so that learning is
student-centered with educators as
facilitators and companions. One of the
educators' plans for an active learning
process is the creation of media such as
Student Worksheets. Student Worksheet is a
sheet containing work activities and tasks
that must be done by students, also usually in
the form of instructions or steps to complete
an experiment.
Based on the background above, the
formulation of the problem can be developed
as follows:
The method used is a literature study method.
Literature study is an activity to find
references related to methods of reading,
taking notes, collecting data, and processing
research materials sourced from journals,
journal reviews, books, articles and the
internet. The literature study method was
used to find and collect research data from
A.Physics Learning Tool
Learning tools include everything related to
lesson planning. The preparation of learning
tools is based on classroom experience and
educational research. Therefore, learning
tools are important things that need to be
considered by educators before starting a
lesson. Based on Permendikbud Number 65
of 2013 concerning Standards for Primary
and Secondary Education, it is explained that
one of the learning plans is the preparation of
learning tools. Planning for learning tools
consists of preparing a syllabus, lesson plans,
learning media, learning resources,
assessment tools, and learning scenarios.
1. Lesson plan
Learning Implementation Plan is a
plan that describes learning
procedures and management to
Firda and Nur et al
1. How to design learning tools to
improve students' science process
skills on the subject matter of
measurement?
2. How is the feasibility level of
learning tools to improve students'
science process skills on the
subject matter of measurement?
Purpose
1. Produce learning tools that can
improve students' science process
skills on the subject of
measurement
2. Analyzing the feasibility level of
learning tools to improve students'
science process skills on the
subject matter of measurement
II. METHOD
primary data sources, namely from the results
of an observation, and from secondary data
sources obtained from journal documents,
articles and the internet. From this literature
study method has the final result.
III. RESULTS AND DISCUSSION
achieve a Basic Competence set out
in the standard content described in
the syllabus. Abdul Majid stated that
the 2013 Curriculum requires the
preparation of teaching preparations
to include the following components:
1) Subject identity (name of class,
class, semester and time, number
of hours allocated)
2) Basic competence (which will be
the goal)
3) Subject matter
4) The stages of the teaching and
learning process
5) Media used for learning activities
6) Evaluation
2. Student Worksheet
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There are seven indicators of process
skills, namely: observing, predicting,
classifying, experimenting,
measuring, collecting and processing
data and concluding experimental
results. The seven indicators are
realized in the form of written
answers so that the assessment is
obtained through an analysis of
students' answers in the student
worksheets. In addition, student
worksheets are also equipped with
practice questions to hone students'
cognitive aspects. The benefits of
student worksheets for educators are
that it makes it easier for educators to
carry out learning, while the benefits
for students are that students can
learn independently and are able to
understand and carry out a written
task. Utilization of student
worksheets can create interaction
between educators and students so
that learning becomes more effective.
A. Science Process Skills
Science process skills are a
number of skills formed by the
components of the scientific
method. Process skills as
cognitive processes include
interactions with their content.
Process skills are all regular
scientific skills, both cognitive
and psychomotor that can be used
to discover a concept or principle
or theory, to develop a
pre-existing concept, or to refute
an invention. So, science process
skills are students' ability to apply
scientific methods in
understanding, developing and
discovering knowledge. The
description of some science
process skills according to
Firda and Nur et al
Dimyati and Mudjiono is as
follows:
1. Observe
The activity of observing
natural objects and phenomena
by seeing, hearing, touching,
smelling, and feeling.
2. Predict
Predicting can be interpreted as
anticipating or making
predictions based on estimates
on certain patterns or
tendencies, or the relationship
between facts, concepts and
principles of science.
3. Formulate a hypothesis
The skill of formulating
hypotheses can be interpreted
as the ability to state
"assumptions that are
considered correct" regarding
the existence of a factor in a
situation, then there will be
certain consequences that can
be expected to arise.
4. Classify
Process skills to sort various
event objects based on their
special properties, so that a
similar group or group is
obtained from the object of the
event in question.
5. Designing research
As an activity to describe the
variables that are manipulated
and responded to in operational
research, the possibility of
controlling the hypothesis
variables being tested and how
to test them, as well as the
expected results of the research
to be carried out.
6. Experimenting
As a skill to test ideas that
come from facts, concepts and
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principles of science so that
information can be obtained
that accepts or rejects these
ideas.
7. Measure
As a comparison that is
measured with a certain unit of
measure that has been
previously defined.
8. Collect and process data
Ability to obtain information or
data from other sources of
information by way of oral,
written or observation and to
study it further qualitatively or
quantitatively as a basis for
testing hypotheses or
conclusions.
9. Analyzing research
The ability to review other
people's research reports to
increase recognition of the
elements of research.
10. Communicating
The ability to communicate
with others is the basis for
everything we do.
Communicating can be
interpreted as conveying and
obtaining facts, concepts and
principles of science in the
form of sound, visual or visual
sound.
11. Conclude
A skill to decide the state of an
object or event based on
known facts, concepts and
principles.
B.Measurement Material
1. Quantity and Unit
Quantities and units in physics are
something that cannot be separated,
both have a mutually determining
Firda and Nur et al
relationship. A quantity in physics is
something that is measured and has a
value and a unit. Principal quantities
are quantities whose units are
defined or determined beforehand,
which are independent and do not
depend on other quantities.
Meanwhile, derived quantities are
physical quantities whose units are
derived from basic units.
A unit is something that states the
measurement results. The standard
unit system used since 1960 is the
International System. International
units are units that are recognized for
their use internationally and have
standardized standards. This unit was
created to avoid misunderstandings
that arise in the scientific field due to
differences in the units used.
2. Definition of Measurement
Measurement is the process of
comparing a measured quantity with
a certain quantity that is known or
specified as a reference. Each
measurement can have different
errors, depending on the state of the
measuring instrument, the difference
in the level of accuracy of the
measuring instrument, the
measurement method and the ability
of the person measuring it. In the
measurement, there are several
aspects to reduce measurement errors
including: (1) aspects of accuracy,
(2) aspects of tool calibration, (3)
aspects of accuracy, (4) aspects of
sensitivity.
3. Measuring instrument
a. Basic Measuring Tool
1. Ruler
Ruler is a measuring tool for
length. This tool is in the
form of a long plate made of
wood, plastic, or iron
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equipped with measuring
scale lines. The scale on the
ruler is divided into two,
namely the main scale and
the nonius scale (smallest).
The main scale on the ruler is
expressed in cm, while the
nonius scale is in mm. The
smallest scale of the ruler is 1
mm, meaning that the length
that can be measured by the
ruler is 1 mm with a
measurement accuracy of half
of the smallest scale, which is
0.5 mm or 0.05 cm.
2. Roll Meter (Measuring Tape)
Roll meter is a measuring
instrument for measuring the
length of the principal
quantity with a measurement
distance that is longer than
the ruler. Small meters
usually have a length of 3 m
and 5 m. While the length
meter which is usually in the
form of a roll is available in
sizes 10 m, 20 m, 30 m, 50 m,
and 100 m. Roll meter has the
same measuring scale as the
ruler, namely the main scale
and the smallest scale. The
unit on the main scale of the
meter is cm and the unit on
the smallest scale is mm. The
level of accuracy of the meter
is 0.1 cm or 1 mm.
3. Vernier calipers
The caliper is a measuring
instrument for the length of
the principal quantity. This
tool serves to measure the
length of the inner diameter,
outer diameter, and depth of
objects. The main parts of the
calipers that make these
Firda and Nur et al
measurements are the upper
jaw, lower jaw, and hind
limbs. The scale on the
caliper consists of the main
scale and the nonius scale.
The main scale is located on
the main rod of the caliper,
expressed in cm. While the
nonius scale is located on the
sliding jaw, it is expressed in
mm. The smallest caliper
scale is 0.1 mm, meaning that
the minimum length that can
be measured by this tool is
0.1 mm with an accuracy of
half of the smallest scale,
which is 0.05 mm or 0.005
cm.
4. Screw Micrometer
This tool is used to measure
the thickness of thin plates or
sheets, such as zinc, paper, or
wire. The main parts of the
screw micrometer are the
swivel jaw, main scale, rotary
scale, and serrated cylinder.
The main scale of the screw
micrometer is located on the
inner circle cylinder,
expressed in mm. While the
nonius scale is located on the
sliding jaw, it is also
expressed in mm. The
smallest scale of the screw
micrometer is 0.01 mm,
meaning that the minimum
length of objects that can be
measured by this tool is 0.01
mm with an accuracy of half
of the smallest scale, which is
0.005 mm or 0.0005 cm.
5. Balance or Scales
A balance or scale is an
instrument for measuring the
principal quantities of mass.
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There are several types of
balances, including two-arm
balances, step balances,
Ohaus balances, and
electronic balances. In
general, the balance consists
of the main part in the form
of a bowl or container where
to put the object to be
measured and part of the
measurement scale. The
accuracy of the balance is
determined by the type of
balance used. For example,
the O'hauss balance has an
accuracy of 0.01 g, the digital
balance has an accuracy of
0.001 g, and the equilateral
balance has an accuracy of 1
mg or 0.001 g.
6. Stopwatch
The stopwatch is an
instrument for measuring the
basic quantity of time. This
tool can be turned on and off.
The stopwatch is activated
when starting the
measurement and at the end
of the measurement it can be
stopped. There are two types
of stopwatches, namely
needle stopwatches and
digital stopwatches. The
needle stopwatch has an
accuracy of 0.1 seconds,
while the digital stopwatch
has an accuracy of up to 0.01
seconds.
7. Thermometer
A thermometer is an
instrument for measuring the
basic quantity of temperature.
This tool takes advantage of
the expansion and contraction
properties of objects due to
Firda and Nur et al
changes in temperature.
There are several types of
thermometers, including
liquid thermometers, metal
thermometers, air
thermometers, electric
thermometers, and electronic
thermometers. Based on the
scale, there are four types of
thermometers, namely the
Celsius thermometer, the
Reamur thermometer, the
Fahrenheit thermometer, and
the Kelvin thermometer.
8. Ammeter
An ammeter is an instrument
for measuring the basic
quantity of electric current
that passes through an electric
circuit. The use of this
measuring instrument is
inserted into the circuit so
that it is connected in series
with the component whose
current strength will be
calculated. The ammeter
consists of a scale, regulator
setup, and positive-negative
poles.
9. Luxmeter
Luxmeter is an instrument for
measuring the basic quantity
of light intensity. The unit of
measure for the lux meter is
lux. A Luxmeter is also called
a digital light meter.
Luxmeter is equipped with a
light sensor that is very
sensitive to changes in the
amount of light received.
b. Derivative Quantity Measurement
Tool
1. Speedometer
Speedometer is a
measurement tool for
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measuring the magnitude of
the derivative of speed or
speed. Speedometer comes
from the word speed which
means speed and meter
means measuring instrument.
Speedometers measure the
speed of land vehicles such as
motorcycles and cars. The
speedometer is equipped with
a scale needle to display the
magnitude of the speed.
Pointing the needle on the
number scale on the
speedometer gives
information about the speed
of the vehicle. A more
modern speedometer, no
longer uses a pointer, but
directly displays the speed
number digitally. The
speedometer only reads the
value, it doesn't read the
direction.
2. Barometer
Barometer is a tool to
measure the magnitude of the
derivative of air pressure in
an open room. Barometers
are divided into two types,
namely mercury barometers
and metal barometers.
3. Dynamometer
A dynamometer is a tool for
measuring the magnitude of
the force derivative.
Dynamometers are not only
used to measure the
magnitude of the force, but
are also used to measure grip
strength and measure tensile
strength.
4. Voltmeter
A voltmeter is a tool used to
measure the magnitude of the
Firda and Nur et al
derivative of electric voltage
or potential difference in an
electrical circuit.
5. ohm meter
Ohmmeter is a tool used to
measure the magnitude of the
derivative of electrical
resistance. Electrical
resistance is a power that is
able to withstand the flow of
electricity in a conductor.
6. Calorimeter
A calorimeter is a tool used to
determine the amount derived
from the amount of heat and
specific heat of a particular
substance.
7. Manometer
A manometer is a device for
measuring gas pressure in an
enclosed space. The
manometer consists of a
liquid manometer and a metal
manometer.
8. Hygrometer
Hygrometer is a tool used to
measure the magnitude of the
derivative of humidity in the
atmosphere at a place.
9. Hydrometer
A hydrometer is an
instrument used to measure
the quantity derived from the
density of a liquid.
10. Electroscope
An electroscope is a tool used
to determine the magnitude of
the derivative of electric
charge. This tool can detect
an electrically charged object
or not. One example is the
gold leaf electroscope.
Centered learning to teachers, especially in
the field of physics have negative impact,
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 Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 2021; 10(1): 1-9
namely cause student not enough active in
learning because they only tend listen what is
said by the teacher so they no can catch by
thorough the information conveyed by
teacher or even something is not understand
same very what is being said by the teacher.
Besides that, based on results observation,
the learning model used by the teacher in
learning physics During this by general is not
integrated because the teacher usually
directly gives explanation Theory without dig
knowledge beginning student and teacher
only emphasize on the concept just without
hook it up with life everyday. Teachers also
often give Theory physics directly with lots
of explanations and no opportunity for
students to do experiments, communicate or
ask the material being studied (teacher only
To do communication one direction). It could
occur because if the teacher only explains
Theory could make students sleepy so that
no focus and spirit in follow learning.
Because it requires appropriate learning
media with state students.
Design learning is the first that uses learning
like normal, that is to use learning videos
with videos containing how method using
tool measuring and method count how many
values. Watching the video could allow
students to understand Theory measurement.
Video created with as attractive a possibility
that it can use figure cartoon , election
appropriate color _ as well as Inappropriate
video duration too long and containing
complete material. Besides that could be
using learning media like learning with using
PhET media media like on measurement
voltage, strong current, length, temperature,
resistance and others.
Learning media from others who can use that
is a gift task done by an individual or group
IV. CONCLUSION
Appropriate learning media with
measurement that is using media such as
video, PhET, giving Duty by individual or
group. Besides it can also use method
learning or Learning based on Project or
PjBL model Project Based Learning ( PjBL )
Firda and Nur et al
about Theory measurement. Project Based
Learning (PjBL) or Learning based on
Project is a learning model that uses
problems as a step in gathering and
integrating knowledge based on experience
and activity. Destination from the learning
model PjBL, among others:
● Increase the ability of students to
solve problem projects.
● Obtain ability and Skills for new
students in learning.
● Make students more active and
creative in solving complex projects
with results.
● Develop and increase Skills students
in managing ingredients and tools for
complete Duty projects.
● Increase collaboration students
specifically on PjBL which is a
group.
Other research conducted by Kristanti (2016)
also stated that activity study student class
experimented with the Project Based
Learning model in learning physics at SMA
PGRI Kasiyan including criteria tall or
influential. Besides that, another research
conducted by Rachmawati, et al (2020)
regarding the application of the Project
Based Learning learning model to learning
physics in high school says that activity study
student on class experiment experience
enhancement on each the meeting and in
Obtain data at the first meeting with a value
of 83.52% with a very active statement, then
at the second meeting a score of 84.17% was
obtained with the same information that is
very active.
provides benefit in the form of fun learning
and meaning, increase a high sense of
curiosity for students, build critical thinking
on self students, and create a sense of mutual
cooperation collaborative on students
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 Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 2021; 10(1): 1-9
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