Artículos de revistas: "Physics-guided"

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Gutierrez, Mario A., Jack Dvorkin, and Amos Nur. "Stratigraphy-guided rock physics." Leading Edge 21, no. 1 (2002): 98–103. http://dx.doi.org/10.1190/1.1445859.

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Eaton, D. J. "Physics Support of Image-guided Radiotherapy." Clinical Oncology 25, no. 3 (2013): e31. http://dx.doi.org/10.1016/j.clon.2012.12.003.

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Pawar, Suraj, Omer San, Burak Aksoylu, Adil Rasheed, and Trond Kvamsdal. "Physics guided machine learning using simplified theories." Physics of Fluids 33, no. 1 (2021): 011701. http://dx.doi.org/10.1063/5.0038929.

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Pawar, Suraj, Omer San, Burak Aksoylu, Adil Rasheed, and Trond Kvamsdal. "Physics guided machine learning using simplified theories." Physics of Fluids 33, no. 1 (2021): 011701. http://dx.doi.org/10.1063/5.0038929.

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Keyser, Paul T. "Aristotle's Physics: A Guided Study. Joe Sachs." Isis 87, no. 4 (1996): 716–17. http://dx.doi.org/10.1086/357668.

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Lu, XinPei, and Kostya (Ken) Ostrikov. "Guided ionization waves: The physics of repeatability." Applied Physics Reviews 5, no. 3 (2018): 031102. http://dx.doi.org/10.1063/1.5031445.

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Yang, Gangjun, Liping Xie, Ying Tan, and Zhihua Cui. "Artificial physics optimisation algorithm guided by diversity." International Journal of Computer Applications in Technology 46, no. 4 (2013): 369. http://dx.doi.org/10.1504/ijcat.2013.053428.

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Yusuf, Yusniati H. Muh. "PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY DAN MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MENINGKATKAN PENGETAHUAN PROSEDURAL FISIKA SISWA SMP NEGERI 3 AMANUBAN TENGAH." Jurnal Fisika : Fisika Sains dan Aplikasinya 4, no. 2 (2019): 100–107. http://dx.doi.org/10.35508/fisa.v4i2.1835.

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Abstrak Penelitian ini merupakan penelitian eksperimen dengan desain penelitian desain penelitian Randomized Control Group Pretest-Posttest Design, yang dilaksanakan di SMP Negeri 3 Amanuban Tengah pada bulan Februari tahun ajaran 2018/2019 . Adapun tujuan dari penelitian ini (1) Untuk mengetahui ada tidaknya perbedaan pengetahuan prosedural fisika siswa yang signifikan antara siswa yang diajar dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) dengan siswa yang diajar dengan menerapkan model pembelajaran Guided Inquiry. (2) Untuk mengetahui peningkatan pengetahuan prosedural fisika siswa yang diajar dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) lebih tinggi dibandingkan dengan siswa yang diajar dengan menerapkan model pembelajaran Guide Inquiry. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Amanuban Tengah. Hasil penelitian diperoleh bahwa rata-rata skor pengetahuan prosedural pada kelas eksperimen = 77,12, dan pada kelas kontrol 71,02. Dari hasil analisis menggunakan uji-t pada taraf signifikansi (α) = 0,05, diperoleh: 1) terdapat perbedaan pengetahuan prosedural antara siswa yang diajar dengan menerapkan model pembelajaran Proces Oriented Guided Inquiry Learning dengan siswa yang diajar dengan model pembelajaran Guided Inquiry dimana nilai ttable = -2,014 <thitung = 4,013> ttable = 2,014. 2) pengetahuan prosedural fisika siswa yang diajar dengan menerapkan model pembelajaran Proces Oriented Guided Inquiry Learning lebih tinggi dibandingkan dengan siswa yang diajar dengan menerapkan model pembelajaran Guided Inquiry dimana nilai thitung = 7,058> ttabel= 2,014. Kata kunci: model pembelajaran Process Oriented Guided Inquiry Learning (POGIL), Guided Inquiry, Pengetahuan Prosedural Fisika . Abstract [Implementation of a Learning Model for the Process Oriented Guided Inquiry and Guided Inquiry Model to Improve the Physics Procedural Knowledge of Students at SMP Negeri 3 Amanuban Tengah] This research is experiment research with Randomised control group preteest-possttesst desigen exetut at SMP Negeri 3 Amanuban Tengah on school year Februari 2018/2019. Aim of this researchhare (1) to knows an differences improve student physics procedural knowledge between students by applying process oriented guided inquiry learning model with students by applying guided inquiry model (2) to know improve students physics procedural knowledge was taught by apllying process orinted guided inquiry learning model higher than students was taught by apllying guided inquiry model. Population in this research is all of students of grade VIII SMP Negeri 3 Amanuban Tengah. Research result, it is found the average score of studentsphysics procedural knowledge in experimental class = 77,12, and control class 71,02. The result of the analisis using t-test with signifificant level α = 0,05 concluded that (1) there are diferenrence of physics procedural of student physics which is significant between students taught by applying process oriented guided inquiry learning with students taught by knowledge that is taught by applying process oriented guided inquiry learning model is higher than the students taught by applying the guided inquiry model where tcount = 7,058> ttable = 2,014. Keywords: Process Oriented Guided Inquiry Learning (POGIL) model, guided inquiry, physics procedural knowledge

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Syamsidar, S., Khaeruddin Khaeruddin, and Helmi Helmi. "The Effectiveness of using Student Worksheets to Practice Science Process Skills on Hooke's Law Material." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 1 (2021): 83–90. http://dx.doi.org/10.21009/1.07109.

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This study aims to analyze the effectiveness of guided inquiry-based physics worksheets in training students' science process skills. This case study was conducted at SMAN 4 Sidenreng Rappang with 28 respondents. Students use worksheets based on guided inquiry for four meetings in Hooke's law material. The worksheets were developed using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation, including expert validation. We obtained the expert analysis of student worksheets based on guided inquiry from two experts, namely 3.16 out of 4 Likert scales with a validity percentage of 78.89%. These results indicate that the student worksheets based on guided inquiry are appropriate. Also, the gain test is used to determine the effectiveness of this worksheet. The science process skills test score obtained an average N-gain of 0.69, and this value is included in the medium category. This is shown based on student responses which found that 28 respondents generally gave a positive reaction to guided inquiry-based physics worksheets. This means that students receive guided inquiry-based physics worksheets as an effective learning resource used in learning.

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Murphy, Cara P., and John P. Kerekes. "Physics-guided neural network for predicting chemical signatures." Applied Optics 60, no. 11 (2021): 3176. http://dx.doi.org/10.1364/ao.420688.

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Nissani, Moti, Clifford L. Maier, and Norma Shifrin. "A guided discovery exercise for introductory physics labs." Physics Teacher 32, no. 2 (1994): 104–7. http://dx.doi.org/10.1119/1.2343917.

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Bensky, Thomas J., and Catherine A. Taff. "Computer-Guided Solutions to Physics Problems Using Prolog." Computing in Science & Engineering 12, no. 1 (2010): 88–95. http://dx.doi.org/10.1109/mcse.2010.8.

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Nivalainen, Ville, Mervi A. Asikainen, and Pekka E. Hirvonen. "Open Guided Inquiry Laboratory in Physics Teacher Education." Journal of Science Teacher Education 24, no. 3 (2013): 449–74. http://dx.doi.org/10.1007/s10972-012-9316-x.

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WADA, Kazunari, Katsuyuki SUZUKI, and Kazuo YONEKURA. "Physics Guided cWGAN-gp for accurate airfoil generation." Proceedings of OPTIS 2022.14 (2022): U00057. http://dx.doi.org/10.1299/jsmeoptis.2022.14.u00057.

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Nurhasanah, Nurhasanah, and Dasmo Dasmo. "Studi Meta-Analisis Model Pembelajaran Inquiry Terbimbing dalam Pembelajaran Fisika." Navigation Physics : Journal of Physics Education 2, no. 2 (2020): 69–73. http://dx.doi.org/10.30998/npjpe.v2i2.485.

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This study aims to analyze the influence of the guided inquiry learning model in physics learning through the overall effect size, based on the dependent variable and region. This research uses a descriptive method with a meta-analysis approach to the results of scientific research publications in national electronic journals. There are 11 national journals that fit the research category. The results showed that overall learning using the guided inquiry model could improve students' physics learning outcomes with the effect size of 0.487 from the control group. Meanwhile, based on the distribution of regions in Indonesia, an average effect size of 0.527 is obtained and based on the dependent variable an effect size is obtained of 0.425. These three results indicate a large effect size guided inquiry learning model in physics learning. This shows that the guided inquiry learning model can provide a more effective effect and is suitable for use in learning physics.

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Gaitari, Windri Suci, Silvi Yulia Sari, Yenni Darvina, Hufri, and Fanni Rahmatina Rahim. "ANALYSIS OF AVAILABILITY OF GUIDED INQUIRY MODEL ON LESSON PLANS PHYSICS GRADE XI SEMESTER 1 IN SENIOR HIGH SCHOOLS." PILLAR OF PHYSICS EDUCATION 14, no. 2 (2021): 130. http://dx.doi.org/10.24036/11646171074.

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In the revised 2013 curriculum, students are required to have skills that fit the challenges of the 21st century. To train these skills is to apply the right model in learning, namely the guided inquiry model. The availability of guided inquiry models in learning can be seen from the lesson plans. All lesson plan at public high schools has not been identified whether they have a guided inquiry model. Therefore, this research aims to find out the availability of guided inquiry models in lesson plan Physics grade XI Semester 1 in high schools. This research is descriptive research with a qualitative approach. The population data in this study are all lesson plan Physics High School grade XI semester I used by 15 districts in West Sumatra. The samples in this study were lesson plan Physics in high schools grade XI Semester I from 7 schools created by teachers. Based on the research that has been done, the availability of the guided inquiry model in lesson plan physics grade XI semester 1 obtained the results of the analysis that lesson plan with the highest availability category is lesson plan 3 with a percentage of 83.3% in very available category. The lesson plan with the lowest availability is lesson plan 1 and lesson plan 6 with a percentage of 16.67% in the unavailable category. Thus, it can be concluded that the availability of the guided inquiry model in the lesson plans for grade XI semester 1 is categorized as sufficient available.

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Amir, Syamsudin, and Dewi Hikmah Marisda. "Effectiveness of Guided Inquiry Learning Models Viewed From Physics Learning Achievements." Berkala Ilmiah Pendidikan Fisika 9, no. 2 (2021): 135. http://dx.doi.org/10.20527/bipf.v9i2.8630.

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This study aimed to analyze the improvement in physics learning outcomes of XI MIA State Madrasah Aliyah 2 students in East Flores after being taught using the Guided Inquiry Learning model. The type of research was a pre-experimental design with one group Pretest – Post-test. The sample in this study was saturated, namely all students of class XI MIA MAN 2 Flores. The research instrument used was a learning achievement test consisting of 30 items in multiple-choice, validated by two experts. The data obtained was then analyzed in a quantitative descriptive manner for the increased learning achievement using the N-gain test. The results showed an increase in student learning achievement, as seen from the acquisition of physics learning outcomes after the guided inquiry learning was applied. Based on the N-gain value, students’ physics learning achievement was in the medium category. Also, the acquisition of student learning outcomes has increased after the guided inquiry learning model was applied--The results of this study expected to be one of the solutions in learning physics.

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Hidayatullah, Silmi, and Ratna Wulan. "Meta-analysis of the influence of 21st century high school students’ skills in learning physics using a guided inquiry model." Journal of Physics: Conference Series 2309, no. 1 (2022): 012057. http://dx.doi.org/10.1088/1742-6596/2309/1/012057.

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Abstract Education is one of the important things in current government policies. Education is pursued by the government in accordance with the demands of the 21st century. The current demand for education is the industrial revolution 4.0 where education further enhances student skills. In fact, students’ skills are still low, especially aspects of science process skills, critical thinking, and students’ mastery of concepts. Researchers analyzed 30 journals that used a guided inquiry model on 3 aspects of student skills. Student skills will be seen during the learning process and can be assessed from the effectiveness of the guided inquiry model. The guided inquiry model is a learning process with an inquiry process that has scientific work steps to hone students’ skills. The purpose of this research is to see the effect of 21st century high school students’ skills in learning physics using a guided inquiry model. The type of research used is meta-analysis and analysis based on the category of subject matter, class, and the influence of guided inquiry models on 21st century skills. The results showed that the 21st century high school students’ skills in learning physics using the guided inquiry model were very influential.

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Banyay, Gregory A., and Andrew S. Wixom. "Predictive capability assessment for physics-guided learning of vortex-induced vibrations." Journal of the Acoustical Society of America 152, no. 4 (2022): A48. http://dx.doi.org/10.1121/10.0015496.

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We seek here a computationally parsimonious and credible means to simulate the complex phenomena of vortex-induced vibrations (ViV), as one tool to assist in mitigating risk associated with ViV-induced instabilities that can cause non-negligible structural acoustic response. To address current limitations in data-driven modeling, for which credibility assessment proves challenging, or physics-based simulation (i.e., constrained by governing partial differential equations (PDEs)), which often includes prohibitive computational expense, we explore recent state-of-the-art approaches to optimally combine these engineering disciplines via a physics-guided machine learning framework. One can expect that intersecting data-driven modeling with physics-guided simulation offers one means to both maximize the credibility of machine learning based approaches and minimize the computational expense of physics-based modeling approaches.

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Kadir, Fitriani, Imam Permana, I. Gede Purwana Edi Saputra, and Azmar. "Effect of Guided Discovery Methods on Students' Motivation and Learning Outcomes." Jurnal Penelitian Pendidikan IPA 9, no. 11 (2023): 9893–98. http://dx.doi.org/10.29303/jppipa.v9i11.4326.

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This research aimed to determine the effect of guided discovery methods on students' motivation and learning outcomes by compare the result on guided discovery method and conventional learning method at MAN 2 Model Makassar. The research method was true experiment with randomized posttest only control group design. The sample of the research were determined randomly by using group random sampling technique and obtained two classes. The first class was the experiment class which was taught by guided discovery method and the second class was control class which was taught by conventional method. Each class consisted of 42 students. The result obtaint that physics learning motivation and physics learning outcome of the students who were taught by guided discovery learning method is higher than conventional learning method.

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Okeke, Uchenna Kingsley, Sam Ramaila, and Edidiong E. Ukoh. "Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics." International Journal of Learning, Teaching and Educational Research 22, no. 11 (2023): 188–211. http://dx.doi.org/10.26803/ijlter.22.11.11.

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In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.

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Akinbobola, Akinyemi Olufunminiyi, and Folashade Afolabi. "Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics." International Journal of Physics & Chemistry Education 2, no. 1 (2010): 16–25. http://dx.doi.org/10.51724/ijpce.v2i1.180.

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The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.

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Zhang, Jianjing, Chuanping Liu, and Robert X. Gao. "Physics-guided Gaussian process for HVAC system performance prognosis." Mechanical Systems and Signal Processing 179 (November 2022): 109336. http://dx.doi.org/10.1016/j.ymssp.2022.109336.

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Huang, Zhou, Xinfeng Yin, and Yang Liu. "Physics-guided deep neural network for structural damage identification." Ocean Engineering 260 (September 2022): 112073. http://dx.doi.org/10.1016/j.oceaneng.2022.112073.

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Jørgensen, Ulrik, Pauline Røstum Belingmo, Brian Murray, Svein Peder Berge, and Armin Pobitzer. "Ship route optimization using hybrid physics-guided machine learning." Journal of Physics: Conference Series 2311, no. 1 (2022): 012037. http://dx.doi.org/10.1088/1742-6596/2311/1/012037.

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Abstract This paper presents a method for energy efficient weather routing of a ferry in Norway. Historical operational data from the ferry and environmental data are used to develop two models that predict the energy consumption. The first is a purely data-driven linear regression energy model, while the second is as a hybrid model, combining physical models with data-driven models using machine learning techniques. With an established energy model, it is possible to develop a route optimization that proposes efficient routes with less energy usage compared to fixed speed and heading control.

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Lei, Lei, Yang Gang, and Guo Jing. "Physics-guided neural network for underwater glider flight modeling." Applied Ocean Research 121 (April 2022): 103082. http://dx.doi.org/10.1016/j.apor.2022.103082.

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Wang, Lei, Qun Zhou, and Shuangshuang Jin. "Physics-guided Deep Learning for Power System State Estimation." Journal of Modern Power Systems and Clean Energy 8, no. 4 (2020): 607–15. http://dx.doi.org/10.35833/mpce.2019.000565.

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Wang, Jinjiang, Yilin Li, Rui Zhao, and Robert X. Gao. "Physics guided neural network for machining tool wear prediction." Journal of Manufacturing Systems 57 (October 2020): 298–310. http://dx.doi.org/10.1016/j.jmsy.2020.09.005.

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Georg, D. "Image-guided and adaptive radiotherapy: medical physics challenges ahead." Radiotherapy and Oncology 118 (February 2016): S45—S46. http://dx.doi.org/10.1016/s0167-8140(16)30094-9.

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Lee, Jonghwan. "Physics-Guided Neural Modeling for Low-Dimensional Thermoelectric Module." IEEE Electron Device Letters 40, no. 11 (2019): 1812–15. http://dx.doi.org/10.1109/led.2019.2944395.

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Liu, Libin, Michiel Van De Panne, and Kangkang Yin. "Guided Learning of Control Graphs for Physics-Based Characters." ACM Transactions on Graphics 35, no. 3 (2016): 1–14. http://dx.doi.org/10.1145/2893476.

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Wang, Zhihao, Yiqun Xie, Zhili Li, et al. "SimFair: Physics-Guided Fairness-Aware Learning with Simulation Models." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 20 (2024): 22420–28. http://dx.doi.org/10.1609/aaai.v38i20.30249.

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Fairness-awareness has emerged as an essential building block for the responsible use of artificial intelligence in real applications. In many cases, inequity in performance is due to the change in distribution over different regions. While techniques have been developed to improve the transferability of fairness, a solution to the problem is not always feasible with no samples from the new regions, which is a bottleneck for pure data-driven attempts. Fortunately, physics-based mechanistic models have been studied for many problems with major social impacts. We propose SimFair, a physics-guided fairness-aware learning framework, which bridges the data limitation by integrating physical-rule-based simulation and inverse modeling into the training design. Using temperature prediction as an example, we demonstrate the effectiveness of the proposed SimFair in fairness preservation.

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Peciuliauskiene, Palmira. "PROMOTION OF INFORMATION LITERACY ABILITIES OF SECONDARY SCHOOL LEARNERS BY PHYSICS LABS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 240. http://dx.doi.org/10.17770/sie2016vol2.1373.

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The article deals with the role of Physics labs in promoting information literacy abilities of secondary school learners. The methodological basis of research is inquiry-based learning. The article focuses on the second level of inquiry-based learning referred to Guided inquiry. According to the The article deals with the role of Physics labs in promoting information literacy abilities of secondary school learners. The methodological basis of research is inquiry-based learning. The article focuses on the third level of inquiry-based learning referred to Guided Inquiry. According to the Guided Inquiry, the problem and procedures of labs are predefined for students but the methods of analysis, communication and conclusions are not set and depend on the students. The research problem is formulated as a question: What are information literacy abilities of secondary schools learners and how are they determined by the guided physics experimental activity?Learners’ information literacy abilities are analyzed on the basis of Information literacy model ACRL (The Association of College and Research Libraries). According to this model, informationliteracy is based on five groups of information abilities: an ability to recognize the need for information; an ability to search appropriate resources effectively and identify relevant information; an ability to evaluate information; an ability to know why information should be used in an ethical manner, and an ability to store and manage the information.

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Dianty, Alivea Pisca, Supeno Supeno, and Sri Astutik. "KEMAMPUAN DECISION MAKING SISWA SMA DALAM PEMBELAJARAN FISIKA BERBASIS INKUIRI TERBIMBING." JURNAL PEMBELAJARAN FISIKA 9, no. 1 (2020): 1. http://dx.doi.org/10.19184/jpf.v9i1.17935.

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Students must be able to make decisions effectively in urgent conditions and be able to formulate strategies to take action in an effort to make the situation under control. During learning at school, there are still many students who tend to be more receptive to information than to provide solutions that can solve the problems. The ability to make decisions can be trained using the guided inquiry learning model, because the essence of the guided inquiry strategy is relate to the decision making skills. The use of guided inquiry models in learning can increase student to think critically, be more productive, be more skilled in obtaining information and making decisions. The research aims is to know the ability to take the decision making of students high school in learning physics based on guided inquiry. This type of research was descriptive research. This research is used to describe the participation of high school students in making decision on guided inquiry on physics learning. The results obtained by the study of guided inquiry learning models can increase student participation in making decisions.

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Arafah, Kaharuddin. "The Effect of Guided Discovery Method and Learning Interest on Students' Understanding of Physics Concepts." Jurnal Pendidikan Fisika 8, no. 2 (2020): 147–54. http://dx.doi.org/10.26618/jpf.v8i2.3259.

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This study aims to analyze differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures, both overall, for high learning interest and for low learning interest. In addition to knowing the interaction between learning methods and learning interest in understanding students' physics concepts. To achieve this goal, an experimental study using a 2 x 2 factorial design was conducted. The population of the study was 193 students of class XI IPA of SMAN 18 Makassar in 2018/2019 Academic Year. The sample subjects of this study were taken through cluster sampling techniques, amounting to 64 people. Two classes as an experimental group were taught using the guided discovery method and two classes as a control class were taught with a varied lecture method. Data were analyzed using descriptive statistics and inferential satelistic two-way ANAVA at a significance level of 5%. The results of the descriptive analysis showed that the average score of understanding the physics concepts of the experimental group students was 18.57 with a standard deviation of 2.53. The average score of understanding the physics concepts of the control group students was 14.56 with a standard deviation of 2.86. The results of inferential analysis show that overall, there are differences in understanding of physical concepts between students taught using the guided discovery method and those taught with varied lectures. Further results, both for high learning interest and those with low learning interest, there are differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures. Finally, the results obtained that there is no interaction between learning methods with interest in learning about understanding students' physics concepts.

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Sugiarti, Sugiarti. "Hasil Belajar dan Aktivitas Siswa Setelah Diterapkan Pembelajaran Guided Inquiry Pada Materi Penerapan Listrik DC dan AC." SEJ (Science Education Journal) 1, no. 2 (2017): 92. http://dx.doi.org/10.21070/sej.v1i2.1220.

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This study aims to determine the results of student learning after applied physics learning using guided inquiry model and student activities during the process of physics-based learning guided inquiry in high school on the material Application of AC and DC Power. Implementation of this learning using one group pretest-posttest design, the first step to make measurements as the initial test, then subject to treatment within a certain time, then performed the final test. After doing teaching and learning activities on the material application of DC electricity and AC classical completeness reached 91.7%. The average student learning outcomes after guided inquiry based learning activities increased from 34.2 to 85. The most frequent student activity in the guided inquiry learning phase was experimentation and listening to teacher's explanation of 14%.

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Yulianci, Syahriani, Gunawan Gunawan, and Aris Doyan. "MODEL INKUIRI TERBIMBING BERBANTUAN MULTIMEDIA INTERAKTIF UNTUK MENINGKATKAN PENGUASAAN KONSEP FISIKA PESERTA DIDIK." Jurnal Pendidikan Fisika dan Teknologi 3, no. 2 (2017): 146. http://dx.doi.org/10.29303/jpft.v3i2.365.

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The purpose of this study is to examine the effectiveness of learning use the guided inquiry model with interactive multimedia toward mastery of concept physics students. The study involved 68 students who were divided into two groups, the experimental group and control group. The research instrument used a mastery of concept physics students. Data were analyzed by using normalized gain scores. The result showed an increase in mastery of concept physics in both groups but experimental have the high increase more than control group. The result indicate that the guided inquiry learning with interactive multimedia is effective in enhancing mastery of concept physics students.

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Putri Lisa, Tessa Destia, Asrizal Asrizal, and Festiyed Festiyed. "Effect Size Analysis of the Use of Guided Inquiry-Based Teaching Materials on Students’ Competence." Journal of Innovative Physics Teaching 1, no. 1 (2023): 85–95. http://dx.doi.org/10.24036/jipt/vol1-iss1/6.

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Teaching materials are needed in learning to deliver information systematically to students in order to achieve the expected competencies. The real condition in the field show that the use of teaching materials based on certain learning models were still limited. For this reason, this research was conducted to analyze the effect size of the use of guided inquiry-based physics and science teaching materials on students’ competence. The research method used is meta-analysis based on effect size with research subjects, namely 20 national and international articles. The results showed that the use of guided inquiry-based physics and science teaching materials was effective in increasing the competence of students at the junior high school level with a very high effect size. In addition, the use of guided inquiry-based physics and science teaching materials on teaching materials in the form of modules and textbooks gives a very high effect size and student worksheet and videos gives a high effect size. The use of guided inquiry-based physics and science teaching materials is effective in increasing the competence of students on cognitive learning outcomes with a very high effect size, on critical thinking skills, HOTS, conceptual understanding, and metacognitive abilities giving a high effect size, and on generic science skills gives a moderate effect size.

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39

Suhendra, Hafiz, Yennita Yennita, and Dedi Irawan. "Students' Perception of Guided Inquiry Learning in Physics Viewed from Collaboration Skills and Scientific Attitude." Jurnal Penelitian Pendidikan IPA 9, no. 8 (2023): 6707–13. http://dx.doi.org/10.29303/jppipa.v9i8.4068.

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This research aims to determine the students’ perceptions of Guided Inquiry learning on physics and the effect of learning on collaboration abilities and scientific attitudes. This research is survey research. The subjects in this study consisted of 36 students from class X MIPA 1 MAN 1 Siak in the 2022/2023 academic year. The research instrument consisted of 20 statement items, including 8 Guided Inquiry statement items, 7 Guided Inquiry learning effects statement items on collaboration skills, and 5 Guided Inquiry learning effect statement items statement on students' scientific attitudes. Data on students' perceptions of Guided Inquiry learning were analyzed by descriptive analysis. The results of this study indicate that 39 students' collaboration abilities are in a low category and 40 students' scientific attitudes are in a low category. While the application of Guided Inquiry learning with a score of 59 is in the sufficient category. The conclusion of this study shows that the effect of Guided Inquiry learning on students' collaboration abilities is in a low category, the effect of Guided Inquiry learning on students' scientific attitudes is low and the use of Guided Inquiry learning has not been maximized so that it is necessary to use the Guided Inquiry learning model to improve collaboration abilities and scientific attitudes of high school students

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Bhakti, Yoga Budi, Ria Asep Sumarni, Sri Mayanty, and Irnin Agustina Dwi Astuti. "Developing Virtual Physics Practicum Module of Optic Based on Guided Inquiry to Improve Students' Science Process Skills." Journal of Science and Science Education 4, no. 1 (2023): 39–49. http://dx.doi.org/10.29303/jossed.v4i1.2329.

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Science process skills are one of the competencies that must be possessed by students after attending physics learning. Science process skills can be obtained by practicum activities both in person and virtually. However, the availability of virual physics practicum modules is not widely available in schools, even though there are some materials that cannot be done directly. Therefore, a guided inquiry-based virtual practicum module is needed to improve students' science process skills in learning physics. This development research using 4-D method (Define, Design, Develop, and Disseminate). In the development of this module, the researchers only come to the third stage of the four stages. Validation results from experts get an average score of 86% interpretation which means that the module is included in the criteria worthy of use in learning even with the notes of experts to revise some of the components present in this module so that this module complies with existing standards. The results of the analysis of student responses to the practicum module obtained a total average of 85% with the category is "strong." This shows almost all the students gave a positive response to the virtual practicum module based guided inquiry. The development of virtual practicum modules based guided inquiry can improve science process skills of the students, with the average score of students‟ science process skills before using a virtual practicum module based guided inquiry of 2.63 and the average score of students‟ science process skills after using a virtual practicum module based guided inquiry of 3.30

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41

He, Erhu, Yiqun Xie, Licheng Liu, Weiye Chen, Zhenong Jin, and Xiaowei Jia. "Physics Guided Neural Networks for Time-Aware Fairness: An Application in Crop Yield Prediction." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 12 (2023): 14223–31. http://dx.doi.org/10.1609/aaai.v37i12.26664.

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This paper proposes a physics-guided neural network model to predict crop yield and maintain the fairness over space. Failures to preserve the spatial fairness in predicted maps of crop yields can result in biased policies and intervention strategies in the distribution of assistance or subsidies in supporting individuals at risk. Existing methods for fairness enforcement are not designed for capturing the complex physical processes that underlie the crop growing process, and thus are unable to produce good predictions over large regions under different weather conditions and soil properties. More importantly, the fairness is often degraded when existing methods are applied to different years due to the change of weather conditions and farming practices. To address these issues, we propose a physics-guided neural network model, which leverages the physical knowledge from existing physics-based models to guide the extraction of representative physical information and discover the temporal data shift across years. In particular, we use a reweighting strategy to discover the relationship between training years and testing years using the physics-aware representation. Then the physics-guided neural network will be refined via a bi-level optimization process based on the reweighted fairness objective. The proposed method has been evaluated using real county-level crop yield data and simulated data produced by a physics-based model. The results demonstrate that this method can significantly improve the predictive performance and preserve the spatial fairness when generalized to different years.

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Paynter, Henry M. "Fool’s Paradise: The Wedding Dance of Physics and Control." Journal of Dynamic Systems, Measurement, and Control 115, no. 2B (1993): 239–41. http://dx.doi.org/10.1115/1.2899063.

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This paper discusses the subtle interplay between physics and control guided by the metaphor of a marriage, with its wedding dance, shivaree and consummation. Physics is constrained by conservation, control, by causality. The revolutionary concept of a signal is the shotgun that forced the wedding.

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Defianti, Aprina, Dedy Hamdani, and Ahmad Syarkowi. "PENERAPAN METODE PRAKTIKUM VIRTUAL BERBASIS SIMULASI PHET BERBANTUAN GUIDED-INQUIRY MODULE UNTUK MENINGKATKAN PENGETAHUAN KONTEN FISIKA." Jurnal Pendidikan Fisika Undiksha 11, no. 1 (2021): 47. http://dx.doi.org/10.23887/jjpf.v11i1.33288.

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AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan pengetahuan konten fisika melalui penerapan metode praktikum virtual berbasis simulasi PhET berbantuan Guided-Inquiry Module. Metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas. Subjek penelitian adalah 1 kelas mahasiswa yang mengambil mata kuliah Fisika Dasar pada semester ganjil tahun ajaran 2019/2020. Hasil penelitian menunjukkan bahwa rata-rata nilai pengetahuan konten mahasiswa adalah sebesar 50.56 pada siklus I, 60.76 pada siklus II, dan 70.08 pada siklus III. Persentase ketuntasan belajar yang diperoleh kelas adalah sebesar 20% pada siklus I, 24% pada siklus II, dan 56% pada siklus III. Berdasarkan hasil penelitian tersebut,dapat disimpulkan bahwa terdapat peningkatan pengetahuan konten mahasiswa setelah mengikuti pembelajaran dengan metode praktikum virtual berbasis simulasi PhET berbantuan guided-inquiry module. Kata kunci: Pengetahuan Konten Fisika,Praktikum Virtual, Simulasi PhET, Guided-Inquiry Module AbstractThis research aimed to determine the increase in student's physics content knowledge through the application of a virtual practicum method based on a PhET simulation assisted by the guided-inquiry module. The method used in this research was a classroom action research method. The research subjects were 1 class of students who took the Basic Physics course in odd semester of the 2019/2020 academic year. The results showed that the average score of student content knowledge was 50.56 in the first cycle, 60.76 in the second cycle, and 70.08 I n the third cycle. The percentage of subject matter mastery obtained by the class was 20% in the first cycle, 24% in the second cycle, and 56% in the third cycle. Based on these results, it can be concluded that there is an increase in student’s physics content knowledge after participating in learning with a virtual practicum method based on a PhET simulation assisted by the guided-inquiry module. Keywords : Physics Content Knowledge, Virtual Practicum, PhET Simulation, Guided-Inquiry Module

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Mollaali, Amirhossein, Izzet Sahin, Iqrar Raza, Christian Moya, Guillermo Paniagua, and Guang Lin. "A Physics-Guided Bi-Fidelity Fourier-Featured Operator Learning Framework for Predicting Time Evolution of Drag and Lift Coefficients." Fluids 8, no. 12 (2023): 323. http://dx.doi.org/10.3390/fluids8120323.

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In the pursuit of accurate experimental and computational data while minimizing effort, there is a constant need for high-fidelity results. However, achieving such results often requires significant computational resources. To address this challenge, this paper proposes a deep operator learning-based framework that requires a limited high-fidelity dataset for training. We introduce a novel physics-guided, bi-fidelity, Fourier-featured deep operator network (DeepONet) framework that effectively combines low- and high-fidelity datasets, leveraging the strengths of each. In our methodology, we begin by designing a physics-guided Fourier-featured DeepONet, drawing inspiration from the intrinsic physical behavior of the target solution. Subsequently, we train this network to primarily learn the low-fidelity solution, utilizing an extensive dataset. This process ensures a comprehensive grasp of the foundational solution patterns. Following this foundational learning, the low-fidelity deep operator network’s output is enhanced using a physics-guided Fourier-featured residual deep operator network. This network refines the initial low-fidelity output, achieving the high-fidelity solution by employing a small high-fidelity dataset for training. Notably, in our framework, we employ the Fourier feature network as the trunk network for the DeepONets, given its proficiency in capturing and learning the oscillatory nature of the target solution with high precision. We validate our approach using a well-known 2D benchmark cylinder problem, which aims to predict the time trajectories of lift and drag coefficients. The results highlight that the physics-guided Fourier-featured deep operator network, serving as a foundational building block of our framework, possesses superior predictive capability for the lift and drag coefficients compared to its data-driven counterparts. The bi-fidelity learning framework, built upon the physics-guided Fourier-featured deep operator, accurately forecasts the time trajectories of lift and drag coefficients. A thorough evaluation of the proposed bi-fidelity framework confirms that our approach closely matches the high-fidelity solution, with an error rate under 2%. This confirms the effectiveness and reliability of our framework, particularly given the limited high-fidelity dataset used during training.

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45

Dina Andhayani. "Efektivitas Penerapan Model Pembelajaran Inkuiri Terbimbing Berbantuan Video Terhadap Hasil Belajar Fisika Peserta Didik Kelas X ATP 3 SMK Negeri 1 Gelumbang." Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) 4, no. 1 (2024): 77–93. http://dx.doi.org/10.55606/jurdikbud.v4i1.2903.

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This study is a pre-experimental study with a one-group pretest-posttest design conducted at SMK Negeri 1 Gelumbang aimed to (1) determine the extent of improvement in physics learning outcomes of students after the implementation of guided inquiry learning models (2) determine the effectiveness of guided inquiry learning models assisted by video in improving physics learning outcomes. The population in this study was students of class X ATP (Plantation Agribusiness) 3 totaling 28 students with a sample of 25 students. The data collection technique used was a learning outcome test consisting of 3 essay questions. Classroom Action Research (CAR) consisted of 2 cycles. Data in this study were obtained from teachers (observers) and students through observation, tests, and documentation. Based on the research data, the average value of physics learning outcomes before the implementation of guided inquiry learning models in cycle 1 was 34.80 and after being taught using guided inquiry learning models was 66.38. The N-Gain analysis obtained was 0.49, which is in the moderate category, with an interpretation of the N-Gain score percentage of 49% interpreted as less effective. Meanwhile, in cycle 2, there was an increase with an average of 51.20 becoming 89.20 with an N-Gain score of 0.79 or 79% which is in the high category and effective interpretation. From the analysis results in cycles 1 and 2, it can be concluded that the guided inquiry learning model assisted by video is effective in improving the physics learning outcomes of students.

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Manjeng, Jusman, and Hajeriati Jail. "PERBANDINGAN PEMAHAMAN KONSEP EKSTRAPOLASI ANTARA METODE PEMBELAJARAN INKUIRI TERBIMBING DAN INKUIRI BEBAS TERMODIFIKASI." Karst : JURNAL PENDIDIKAN FISIKA DAN TERAPANNYA 3, no. 2 (2020): 54–61. http://dx.doi.org/10.46918/karst.v3i2.698.

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The purpose of this study was to determine the comparison of extrapolation understanding between students taught by using Modified Free Inquiry Learning and Guided Inquiry Motodes at Physics Education Department, UIN Alauddin Makassar. The sample was selected by simple random sampling technique. The instrument of data collection used was an extrapolation understanding test, with descriptive data analysis and inferential statistics techniques namely independent sample T-2 test. Based on these using descriptive statistics was obtained the extrapolation understanding test results through Modified Free Inquiry Learning and Guided Inquiry Motodes on Students’ Physics Education that was categorized in average. Furthermore, the inferential statistics stated that t count > t table was 3,12 > 1,98 in which H0 was rejected. These showed that there was the difference in the understanding of extrapolation between Modified Free Inquiry Learning and Guided Inquiry Motodes on Students’ Physics Education, UIN Alauddin Makassar.

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Batulieu, Muhammad Yoggi Prastya, Siti Wahyuni, and Suparliyanto Suparliyanto. "Peningkatan Keterampilan Laboratorium Peserta Didik Melalui Model Pembelajaran Guided Inquiry Laboratory (GIL) Pada Materi Alat Optik Berbantu Aplikasi Phy-ARt (Physics With Augmented Reality Technology) Berbasis Android." Lontar Physics Today 2, no. 2 (2023): 59–66. http://dx.doi.org/10.26877/lpt.v2i2.15714.

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Penelitian ini bertujuan untuk meningkatkan keterampilan laboratorium menggunakan model pembelajaran Guided Inquiry Laboratory (GIL) berbantuan aplikasi Phy-ARt (Physics with Augmented Reality Technology) berbasis Android. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian ini adalah peserta didik kelas XI MIPA 4 SMA Negeri 13 Semarang. Teknik analisis data yang digunakan adalah deskriptif kuantitatif, kualitatif, dan kuantitatif. Data yang diperoleh berupa hasil angket dan observasi.Peningkatan keterampilan laboratorium peserta didik dianalisis berdasarkan aspek dan individu peserta didik. Dari hasil analisis dapat disimpulkan bahwa penggunaan model pembelajaran Guided Inquiry Laboratory (GIL) berbantuan aplikasi Phy-ARt (Physics with Augmented Reality Technology) berbasis Android dapat meningkatkan keterampilan laboratorium peserta didik kelas XI MIPA 4 SMA Negeri 13 Semarang. Kata kunci: Augmented Reality, Guided Inquiry Laboratory, Laboratory Skills

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48

Saufika, Baiq Nabila, Syahrial Ayub, and Aris Doyan. "PENGARUH MODEL GUIDED DISCOVERY BERBANTUAN PhET TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN PRESTASI BELAJAR FISIKA." ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika 8, no. 2 (2022): 227. http://dx.doi.org/10.31764/orbita.v8i2.11670.

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ABSTRAKRendahnya prestasi belajar dan tidak terbentuknya pola pikir kreatif siswa disebabkan oleh jarangnya siswa dalam melakukan percobaan atau penemuan yang mendukung untuk berpikir secara terbuka serta penggunaan metode pembelajaran yang belum menuntut keaktifan siswa. Penelitian ini bertujuan untuk menguji (1) pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif siswa, (2) pengaruh model guided discovery berbantuan PhET terhadap prestasi belajar fisika siswa, (3) interaksi antara pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif dan prestasi belajar fisika siswa. Jenis penelitian ini adalah quasi eksperiment dengan desain nonequivalent control group design. Pengambilan sampel yang digunakan adalah sampling jenuh, dengan kelas X IPA 1 sebagai kelas eksperimen dan kelas X IPA 2 sebagai kelas kontrol. Analisis data untuk hipotesis pertama dan kedua dilakukan dengan uji-t, sedangkan hipotesis ketiga dengan uji Manova. Hasil uji ketiga hipotesis menunjukkan bahwa nilai > pada taraf signifikan 5% yang artinya Ho ditolak dan Ha diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif dan prestasi belajar fisika siswa serta terdapat interaksi antara pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif dan prestasi belajar fisika siswa. Kata kunci: guided discovey learning; PhET; kemampuan berpikir kreatif; prestasi belajar. ABSTRACTThe low learning achievement and the lack of creative thinking patterns of students are caused by the lack of students conducting experiments or discoveries that support open thinking and the use of learning methods that do not require student activity. The research is aimed to examine (1) the influence of a guided discovery model assisted by PhET on students' creative thinking skills, (2) the influence of guided discovery model assisted by PhET on students' learning achievement in physics, (3) the interaction between the influence of guided discovery model assisted by PhET on students' creative thinking skills and physical learning achievement. The type of research used is quasi-experiment with a nonequivalent control group design. The population used was students of class X IPA SMAN 1 Kediri. The Sampling used was saturated sampling, with class X IPA 1 as the experimental class and class X IPA 2 as the control class. Data analysis for the first and second hypotheses was carried out by t-test, while the third hypothesis was carried out by the Manova test. The results of the third hypothesis test show that the value of > at a significant level of 5%, which means Ho is rejected and Ha is accepted, so it can be found that there is an effect of the guided discovery model assisted by PhET on students' creative thinking skills and physics learning achievement and there is an interaction between guided discovery model assisted by PhET on students' creative thinking skills and physics learning achievement. Keywords: guided discovey; PhET; creative thinking skills; physics learning achievement.

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Zakirman, Widiasih Widiasih, Dodi Sukmayadi, Rika Aprianti, and Khoirotun Nadiyyah. "New Pattern to Improving Student Physics Learning Outcomes." Jurnal Penelitian Pendidikan IPA 9, no. 9 (2023): 7439–44. http://dx.doi.org/10.29303/jppipa.v9i9.3324.

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The low student learning outcomes in Physics can be observed by the decreasing average student learning outcomes in the last 3 years at SMA 1 Suger. Lack of precise strategy selection is a major factor in influencing student learning outcomes in Physics. In addition to learning strategy factors, students' initial abilities can be considered by teachers in choosing learning strategies to improve student learning outcomes. The purpose of this study was to compare students' learning outcomes in physics between classes using guided inquiry and discovery strategies by considering initial ability as a moderator variable. This type of research is a quasi-experimental, the sampling technique used is random sampling. This research was conducted at SMA 1 Suger, Padang Pariaman Regency. The results of the study show 1) there is a significant difference between the learning outcomes of physics students who learn to use guided inquiry and discovery strategies, 2) there are significant differences in learning outcomes between students with high and low initial abilities, 3) there is no interaction between the use of strategies and abilities early in influencing student learning outcomes.

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50

Yuan, Taikang, Junxing Zhu, Wuxin Wang, et al. "A Space-Time Partial Differential Equation Based Physics-Guided Neural Network for Sea Surface Temperature Prediction." Remote Sensing 15, no. 14 (2023): 3498. http://dx.doi.org/10.3390/rs15143498.

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Sea surface temperature (SST) prediction has attracted increasing attention, due to its crucial role in understanding the Earth’s climate and ocean system. Existing SST prediction methods are typically based on either physics-based numerical methods or data-driven methods. Physics-based numerical methods rely on marine physics equations and have stable and explicable outputs, while data-driven methods are flexible in adapting to data and are capable of detecting unexpected patterns. We believe that these two types of method are complementary to each other, and their combination can potentially achieve better performances. In this paper, a space-time partial differential equation (PDE) is employed to form a novel physics-based deep learning framework, named the space-time PDE-guided neural network (STPDE-Net), to predict daily SST. Comprehensive experiments for SST prediction were conducted, and the results proved that our method could outperform the traditional finite-difference forecast method and several state-of-the-art deep learning and physics-guided deep learning methods.

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