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This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.

This research aims to describe the initial ability of critical thinking, of high school students in Surakarta on static fluid. This study is part of the learning tools development study to improve critical thinking ability. The critical thinking skills test is compiled into ten questions. The analyzed critical thinking skills are students' critical thinking abilities before a model is applied that is expected to develop a student's critical thinking skills. This research includes descriptive research. The subjects of this study were 35 students of Class XI in SMA Negeri 7 Surakarta. The data collection methods used are test methods. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of critical thinking in the analysis aspect with sub-skills of detecting arguments and analyzing arguments was 41,75%. The inference aspect with sub-skills of making a logical conclusion was 29,25%. The interpretation aspect with sub-skills of classifying the meaning was 44,1 %. The explanation aspect with sub-skills of stating re-sults, justifying procedures, and presenting arguments was 57,7%. And the evaluation aspect with sub-skills of assess the credibility and assess the quality of arguments was 24,65%. These results show that students' critical thinking skills are still low, especially in evaluation aspects.

This study aims to describe and analyze the students' argumentative skills in the subject of static fluid using the PBL model with the experimental method, after the lesson is given to students. This type of research is descriptive research.The subjects of this study are 34 students of XI MIPA 2 class of SMAN 1 Tanggul. The sampling technique used in this study was simple random sampling. The data was collected by using an essay question consisting of 8 questions which have been adjusted to the indicators of argumentation ability which include; argument evidence, counter argument evidence, refutation evidence, argument justification, counter argument justification, and rebuttal justification. The data analysis of this research used a descriptive approach by calculating the score. The results showed that the average argument evidence indicator is 1.5 with the high category, the counter argument evidence is 1.5 with the high category, the refutable evidence is 1,4 with the high category, the argument justification is 2.1 with the high category, the justification the counter argument is 2.1 with the high category, and the rebuttal justification is 2.1 with the high category. Based on the research that has been done, it can be concluded that the students' argumentative skills on each measured indicator are high

The purposes of the research were to know the difference between the student cognitive achievement who learned using PjBL and Discovery Learning models, between the student who had the high and low analyzing ability, and their interaction. The research population included the seventh-grade students in one of the Islamic state schools in Surakarta. The research subjects were students with different knowledge capabilities from low to high levels. The method has been implemented was experimental research. A two-way Anava test was chosen for the technique of analyzing data in this research. In collecting data, the multiple-choice test was used based on aspects of analytical abilities, namely mental flexibility, verbal reasoning and reading comprehension, scientific and mechanical reasoning. The result showed that there is the effect of the application of PjBL and Discovery learning model on cognitive achievement with the significance value 0,05, there is the effect between high and low analyzing ability on cognitive achievement with the significance value 0,05 and there was no interaction between learning model and analyzing ability on cognitive achievement with the significance value 0,05. This study implies that the PjBL model and discovery have a significant impact on student learning outcomes so that they can be used for other science subjects by paying attention to the internal factors of students that will be used as a review

Reconstruction of Higher Order Thinking Skill through Enriching Student’s Argumentation Skills. Objectives: This study aims to reconstruct the high-level skills of students through enrichment of argumentative skills. Methods: This research is a qualitative descriptive study involving the population of class XI high school students in Bandar Lampung. The number of samples involved in this study were 65 students. Data collection techniques used in the form of in-depth observation through interviews and written tests. Findings: Based on data analysis of written arguments produced by students about the problem presented, the average student is in a Level 1 coding scheme (above 60%). This indicates that there has been a cognitive process that has led to the ability to identify questions, facts, relevant knowledge, creative ideas, and formulate predictions. Conclusion: Thus it can be concluded that the enrichment of argumentative skills are able reconstructstudent’s higher order thinking skills. Keywords: HOTS, argumentation skills, cognitive process. Abstrak: Rekonstruksi Keterampilan Berpikir Tingkat Tinggi melalui Pengayaan Keterampilan Berargumentasi. Tujuan: Penelitian ini bertujuan untuk merekonstruksi keterampilan tingkat tinggi siswa melalui pengayaan keterampilan berargumentasi. Metode: Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan populasi kelas XI siswa sekolah menengah atas di Kota Bandar Lampung. Jumlah sampel yang terlibat pada penelitian ini sebanyak 65 siswa. Teknik pengumpulan data yang digunakan berupa observasi mendalam melalui wawancara dan test tertulis. Temuan: Berdasarkan analisis data argumen tertulis yang diproduksi siswa tentang masalah yang tersaji rata-rata siswa berada dalam skema pengkodean Level 1 (diatas 60%). Hal ini mengindikasikan bahwa telah terjadi proses kognitif yang mengarah pada kemampuan mengidentifikasi pertanyaan, fakta, pengetahuan yang relevan, kreasi ide, dan merumuskan prediksi. Kesimpulan: Dengan demikian dapat disimpulkan bahwa pengayaan keterampilan berargumentasi dapat merekonstruksi keterampilan berpikir tingkat tinggi siswa. Kata kunci: keterampilan berpikir tingkat tinggi, keterampilan berargumentasi, proses kognitif. DOI: http://dx.doi.org/10.23960/jpp.v10.i2.202016

This research aim was to find out the interaction between Problem Based Learning with experimental and project methods with thinking skill toward student’s cognitive learning outcomes. This research was held in SMP A on second semester of 2017/2018. The type of this research was experimental research. This research’s subject was 55 7th grade students, determined with the cluster random sampling technique. Data were collected using test technique. Analysis technique was using quantitative analysis with two-way analysis of variance. Based on the results, in the first hypothesis the result means that there was difference between the student’s cognitive learning achievement with Problem Based Learning with the project method and experimental method. In the second hypothesis, the result means that there was difference between student’s cognitive learning achievement which have higher order thinking skill and lower order thinking skill. In the third hypothesis, the result means no interaction between Problem Based Learning with experimental method and project method with thinking skill toward student’s cognitive learning achievement.

The objectives of this research is to know the characteristics of ethnoscience learning in developing creativity and testing its effect on students' creativity. This type of research is a Quasi-experimental one-group pretest-posttest design. A total of 31-third year students from Physics Education study programs were chosen as the sample of the research through a purposive sampling technique. The data collection methods used were Torrance Test Creative Thinking, creativity questionnaires, in-depth interviews, and documentation. T-test with T-value test by LISREL 8.8 Second-order CFA application was used to analyze the data. The results showed that the ethnographic science learning model is a strategy for creating and designing a learning environment that integrates community culture through environmental studies. Based on the t-test, the indicator of creativity is 4.47, flexibility is 5.22, originality is 4.88, elaboration is 5.96, and redefinition is 6.24, with Ttable of 1,97. It means that ethnoscience learning is effective in increasing student creativity. It is recommended to reconstruct the original science into scientific science to preserve the culture of society which is a challenge in the era of industrial revolution 4.0.

Analytical thinking is a fundamental skill in education and which needs to be developed. This research would describe the effectiveness of process-oriented guided ınquiry learning (POGIL) to improve students’ analytical thinking skills on the topic of excretory system. This study used Research and Development (R&D) design. It was conducted on the 11th grade students of senior high school in Ngawi, East Java in 2017/2018 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, and test. The data were analyzed descriptively, whereby the analysis result was tested with the Gain test. The result showed that the students’ analytical thinking skills was significantly increased as stated by the N-gain score. In control class, there were 2 students (6.7%) whose N-gain score was in the low category, 25 students (83.3%) whose N-gain score was in the medium category, and 3 students (10%) whose N-gain score was in the high category. In the experimental class, there were 21 students (70%) who got N-gain score in the medium category, and 9 students (30%) who got N-gain score in the high category. The results of this research showed that the students analytical thinking skills were different after the implementation of POGIL method. Therefore, it could be concluded that the POGIL was effective to improve students’ analytical thinking skills on the excretory system in senior high school. The information obtained from this research can be used as a tool to improve students’ analytical thinking skills.

Background: Environmental awareness (EA) is a part of character education ignored by most students. This indifference tends to affect other students’ by not only in protecting and preserving the current environment but also in preventing and repairing the damage that occurs in the environment. This research analyses students' EA profile, based on the findings of LISREL 8.8 Confirmatory Factor Analysis. Methods: Research subjects included 131 students from Senior High School State 1 Selomerto Wonosobo, Central Java Province, Indonesia. Based on the Slovin formula, the number of samples is representative of the total population (N: 185; error tolerance: 0.05). Data were collected through non-test questionnaires and observation of Strategic Environmental Awareness (SEA). Quantitative descriptive data analysis on EA indicators (Care, Curiosity, Critical, Dependability, Responsibility, and Local Wisdom). Results: The EA profile of high school students was categorised sufficiently. This revealed the following results: a) the SEA instrument is effective in identifying students’ awareness about current environmental issues and meets model fit criteria (P-value 0.25>0.05; RMSEA 0.095; NFI 0.67); b) the SEA instrument is valid and reliable in accurately determining students’ EA profile; c) although the Responsibility profile was significant (t >1.96), other variables did not meet this significance criteria (EA 1a: ‘Care towards environmental damage’ under the Care profile; EA 3b: ‘Contributing towards preserving the environment’ under the Critical profile; and EA 6b: ‘Aware of local potentials’ under the Local Wisdom profile); d) evaluation of the expected changes in SEA is modified through an ethnoscience approach and the socioscientific issues strategy. Conclusions: Students’ lack of awareness of the environment and understanding of their regional potential fails to contribute towards creating a sustainable environment. Profile analysis in exploring attitudes, values, and ethics towards the environment are important, as it helps recognize students’ behaviour.

21st-century learning emphasizes the importance of collaboration, creativity, critical thinking, and communication. Critical thinking skills is one thing that students need to have in order to solve problems. Based on the results of a survey by Trends in International Mathematics and Science Study (TIMSS), students in Indonesia rank 46 out of 51 countries in the field of science. This study aims to analyse the critical thinking skills of students of grade XI in SMA Negeri 5 Surakarta on rotational dynamics materials. The method used in this research is descriptive quantitative. Data were collected by giving a multiple-choice test that based on five critical thinking skills indicators by ennis. Tests were given to 70 students.The test result shows critical thinking skills of 51.4% students are low, 34.3% are moderate, and 14.3% are high categorized. Critical thinking skills per indicator, for elementary clarification 61% is high, the basis for the decision 51.9% is moderate, inference 46.7% is moderate, advanced clarication 21.4% is low and strategies and tactics 25.2% is low. The average critical thinking skills of all the students of grade XI in SMA Negeri 5 Surakarta on rotational dynamics is 45%, it can be classified in moderate categorized.

The study aims to determinate the project based learning (PjBL) model with the STEM approach in increasing the creativity of junior high school students. The research method used is a quasi-experimental. The design in this study is a one group pretest-posttest design. The population of this research is class VII in a state junior high school in Surakarta. The sample of this study was 44 students consisting of two classes, namely class VII G as the experimental class (22 students) and class VII H as the control class (22 students). The instrument used was a creativity test instrument consisting of 6 questions on the is the N-gain test. Based on the result of data analysis, it was obtained that the experimental class N-gain average was 0.59 with the medium category and 0.36 for the control class with the low category. The result of the t-test show that there is a difference in creativity between the experimental class using the PjBL model of science learning tools with the STEM approach and the class without using the device.

COVID-19 pandemic has a profound effect on all fields, including education. In the field of education, this pandemic requires several changes in the way teachers teach, the practicum process in the classroom, and students' discussions without having a face-to-face meeting. It will become a serious problem if there is no solution. This study aimed to investigate the perspectives of teachers and students regarding the availability of the Android Web Module based on Flipped Classroom as an innovative strategy in the distance Physics learning process during the COVID-19 pandemic. Furthermore, this study also explored changes in the way teachers teach and students' learning process between pre-pandemic and during the COVID-19 pandemic. The method in this research was quantitative descriptive analysis. The data were collected from five physics teachers and 137 students from SMAN 3 Pati. The percentage of digital module needs from teachers was 90% and from students was 67%. It indicated that teachers and students agreed with the development of a digital android web application module based on flipped classroom during the COVID-19 pandemic as Physics teaching material. The results of this study indicated that physics teachers and students at SMAN 3 Pati needed the Flipped Classroom-based Android Digital Web Module during the COVID-19 pandemic and required to be followed up as showed by the need analysis.

This study aims to describe the science learning skills among students’ who follow contextual learning through project method with experiment method. The population of this research is the students’ of class VII MTS Negeri Miri Kab. Sragen on the teaching period of 2016/2017. Cluster random sampling technique is used as sample. This research was designed using contextual teaching through project method as an independent variable. The results of this Improvement show that there is a difference in the achievement of students' learning skill that follows contextual learning through the project method with the experimental method with Fobs = 8,83 and significant number 4,04 (p

The direction of current science is emphasized on the importance of science literacy skill as a preparation for students returning to community after finishing school. Science literacy skill is believed can help the individuals to solve the problem scientifically and accountable. Science textbooks are instructional tools that help students learning science. The purpose of this research is to analyse the textbooks of Physics for high school grade X about Optical Instruments topic based on science literacy indicator. The study conducted in four senior highschools. There were two textbooks used in those schools, Book A and Book B. The results showed that on average the emergence of science literacy indicator of science nomenclature was 17.5%, intellectual process skills was 45.5%, the rules of scientific evidence was 8.5%, postulate of science was 19%, and scientific disposition was 9.5%. Book A contained of more research activities than Book B, but Book B linked the second indicator more comprehensive. The advantages and disadvantages of each analyzed textbooks can be used as a further background study for developing the good quality teaching material of physics-based scientific literacy.

This study aimed to test the influence of critical thinking ability towards the learning outcomes of the students at SMPK Stella Maris Biudukfoho. The process of collecting the sample of the experimental classroom I and the experimental classroom II was byusing the cluster random sampling technique. The subject of this study numbered 60 students of Class VIII Year 2018/2019. The used instrument was the test instrument to measure the critical thinking ability and the learning outcomes of the knowledge aspect, the non-test instrument in the form of questionnaire that was used to measure attitude, while the observation sheet was used to measure the students’ skills. The data was analyzed using the simple regression equation. The result of the research showed that there was no influence of the critical thinking ability towards the learning outcomes

This study aims to determine the effectiveness of the science module based on the contextual learning approach (CTL) in improving the critical thinking skills of junior high school students. The research method used was a quasi-experimental study involving 30 students in the experimental class and 30 students in the control class from a junior high school in Surakarta. The data collection technique was done by measuring students' critical thinking skills before (pretest) and after learning using the Science module (posttest). The instrument used was a critical thinking skill test based on Facione's critical thinking skills indicator. The improvement of students 'critical thinking skills was analyzed using a pretest-posttest gain score and followed by an independent sample t-test to determine the significance of the difference in the average increase in students' critical thinking skills. The results showed that the use of a science module based on a contextual learning approach could improve students' critical thinking skills, with a score of 0.46, or in the category of moderate improvement compared to control class students, with a score of 0.29, or in the low improvement category. Meanwhile, based on the results of the t-test the average gain score of the two classes shows a significant difference in the improvement of critical thinking skills between students who are taught using the Science module and students who are taught using conventional modules.

Thinking ability is a basic thing that every student has. Concrete and Abstract thinking abilities are part of the cognitive development stage. This study aimed to identify the correlation between concrete and abstract thinking abilities with cognitive learning outcomes. This study design was a non-experimental correlation in quantitative research. All 7th-grade students of SMPN 2 Surakarta in the 2019/2020 academic year were used as subject in this study. One sample class was selected using Cluster Random Sampling. Data on thinking ability and cognitive learning outcomes were collected using an online test method via a google form. The analysis techniques were correlation product moment on SPSS and scalogram on Rasch Model Analysis. This study found that there is a positive correlation between concrete and abstract thinking abilities with cognitive learning outcomes, students who dominate the abstract thinking abilities have better learning outcomes than the student who dominates the concrete thinking abilities.

This research aimed to find out the effect of high and low creativity on the students’ learning achievement. This research was conducted at MTs Negeri 2 Surakarta 2017/2018 Academic Year. The research method used was experimental research. The sampling was done using simple random sampling technique. The data were collected using multiple choice objective test to obtain the learning achievement data in the Structure and Earth Layer topic and observation sheet to obtain creativity data. The data analysis used was parametric statistical test with one-way ANOVA test. Based on the statistical analysis performed, it was obtained that the sig. value was 0.000. Because the sig. value is < 0.05, it can be concluded that Ho is rejected. This shows that high and low creativity has an effect on the students’ learning achievement in the Structure and Earth Layer topic. The result indicates that students who have high creativity have higher learning achievement.

The objectives of this research are to analyze the difference of learning result between the students with the guided inquiry learning model with virtual learning media and those with the guided inquiry learning model with real learning media viewed from their cooperation skills and the interaction of effect between the virtual and real learning media and the cooperation skills on the students’ learning result. The subjects of the research were the students in Grade VIII of the school. The subjects were determined randomly. The data of the research were collected through test of learning result and questionnaire of cooperation skills and analyzed by using the descriptive quantitative technique of analysis. The results of the research are as follows. There was a difference of learning result viewed from the cooperation skills. The students using the guided inquiry model with virtual learning media had a better learning result than those using the guided inquiry model with real learning media. In addition, there was not any interaction of effect between the guided inquiry learning model with virtual and real learning media and the cooperation skills.The objectives of this research are to analyze the difference of learning result between the students with the guided inquiry learning model with virtual learning media and those with the guided inquiry learning model with real learning media viewed from their cooperation skills and the interaction of effect between the virtual and real learning media and the cooperation skills on the students’ learning result. The subjects of the research were the students in Grade VIII of the school. The subjects were determined randomly. The data of the research were collected through test of learning result and questionnaire of cooperation skills and analyzed by using the descriptive quantitative technique of analysis. The results of the research are as follows. There was a difference of learning result viewed from the cooperation skills. The students using the guided inquiry model with virtual learning media had a better learning result than those using the guided inquiry model with real learning media. In addition, ...

The aims of this research are to describe the impact of the interaction between teaching method and students’ analytical skill to students’ achievement. The populations are the students of VII class of MTsN Negeri Miri on the teaching period of 2016/2017. This research used Cluster Random Sampling technique as the method to collect the sample. This research was designed using contextual teaching through project method, which teaching method as an independent variable and analytical skill as moderator independent variable. Based on the analysis, it can be concluded that: there is an interaction between teaching method and analytical skill to students’ achievement with the value Fabs=5,549 and the significant number 4,04 (p

This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD) and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1) there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2) There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3) There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

There are four technologies that will play a role in human life in the 21st century, one of which is biotechnology, and there are 4 skills needed in the 21st century, one of which is creativity. This research aimed to determine the effectiveness of the creativity-learning based discovery skills (Cel-Badis) model to improve the students’ creativity on the topic of biotechnology. This research was a quasi-experimental research with a pretest-posttest control-group design at Sebelas Maret University Surakarta Indonesia in the 2017/2018 academic year with one class as the experimental class using the Cel-Badis model and the other class as the existing class taught with the inquiry learning model. The data were obtained using the creativity test instrument in the form of essays that have passed the experts’ validations, namely the validations from the education and evaluation experts, science expert, and certified science lecturer, as well as empirical validation through trials. The results showed that the average score of the students’ creativity skills in the experimental class was 0.70 higher than that in the existing class of 0.52. The independent sample t-test shows the difference between the experimental class and the existing class with a value of 3.544 and a sig value of 0.001 < 0.05. The effect size test results are in the large criteria. Based on the results of the research, it can be concluded that creativity in novelty, fluency, flexibility, and originality aspects can be increased effectively through the activities of the Cel-Badis model.

The purpose of this study is to identify the development of creativity in the concept of green biotechnology. To simplify the learning process, this concept can be divided into two subconcepts: 1) fermentation and 2) preservation. This research was conducted using pre-experimental method with the design of one pretest-posttest group. The respondents involved in this study were 82 Pre-service Elementary Teachers (PETs) of 5th graders at Universitas Sebelas Maret. The process of improving the PETs' creativity was examined based on a normalized gain analysis of the pre-test and post-test values for all sub-concepts. The results showed that the creativity dramatically increased by 77% (high) in fluency; 57% (moderate) on flexibility, 46% (high) on originality and 40% (moderate) on elaboration. This result confirms that the implementation of SDI in science learning can improve the overall creativity at a moderate level.

This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

This study provides information on understanding students' concepts in guided inquiry learning groups and in free modified inquiry learning groups. Understanding of student concept is reviewed on the concept of static fluid case. The number of samples tested were 67 students. The sample is divided into 2 groups of students: the group is given guided inquiry learning and the group given the modified free inquiry learning. Understanding the concept of students is measured through 23 tests of items about the concept of static fluid. The result of the students 'understanding of the guide inquiry learning is better than the students' understanding of the concept of free modified inquiry learning.

The quality of arguing to learners of floating and sinking material can be assessed by using the rubric of an argumentation assessment skill as an alternative assessment. The quality of the argument is measured by the ability of learners to express the claim in a structured manner in order to maintain the claim with supporting data. The purpose of this study was to develop an argument skill rubric based on the preliminary study results which showed a gap between demands and reality related to the students 'floating and sinking students' argument skills. This research was conducted in one of State Senior High School Bandar Lampung. The study population is all students of senior high scholl class XI. Research sample was taken by randomly obtained by 20 students. The research used descriptive survey method. Data were obtained through a multiple choice test both grounded and interview. The results were analyzed based on the level of students' argumentation skills that had met the criteria which developed in the assessment rubric. The results of the data analysis found that the learners are in the range of levels 1 through 3. Based on the data the average learner is at the level of quality argument "high" for component I and the quality of "low" argument for component 2. This indicates learners experience difficulty which making alternative statement supported by reference in accordance with the initial statement submitted. This fact is supported by interviews that learners need a structured strategy to design alternative statements from shared reading sources to support the preliminary statements presented.

This research aims to describe the influence of intuition and communication language in generating student conceptions. The conception diagnostic test is used to reveal student conception. The diagnostic test results described and communication language profiled by giving instruction to students to make sentences using physics quantities. Sentences expressed by students are reduced and profiled potential effects. Obtained information that (1) Students generalize non-scientific experience (based on feeling) into the physics problem. This process caused misconception. Communication language can make the students difficult to understand the concept because of the difference meaning of communication and physics language.