TIME in Physics http://ejournal.universitasmandiri.ac.id/index.php/timeinphys <p align="justify"><em>TIME in Physics</em> (Journal for Theoretical, Instrumentation, Material-Molecular, and Education Physics) is a peer-reviewed journal that is published by Universitas Mandiri and managed by the Department of Physics, Faculty of Science, Universitas Mandiri. <em>TIME in Physics</em> is published periodically second times a year in January and August.</p> <p align="justify"><em>TIME in Physics</em> provides immediate open access to its content to all readers. The journal is designed to serve academicians, researchers, developers, professionals, and others interested in physics. The articles in <em>TIME in Physics</em> included research and developments in Theoretical Physics, Instrumentation Physics, Material-Molecular Physics, and Physics Education.</p> <p align="justify"><strong>Electronic ISSN</strong> : <a href="https://issn.brin.go.id/terbit/detail/20230227492015856" target="_blank" rel="noopener">2986-2760</a> | <strong>DOI</strong> <a href="https://doi.org/10.11594/timeinphys">10.11594/timeinphys</a></p> Universitas Mandiri en-US TIME in Physics 2986-2760 <p>Authors who publish with TIME in Physics (Journal for Theoretical, Instrumentation, Material-Molecular, and Education Physics) agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</p> <p><a href="https://creativecommons.org/licenses/by-nc/4.0/"><img src="blob:http://ejournal.universitasmandiri.ac.id/129998d6-2046-4043-9e51-7673ba326349" /></a></p> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.</p> Exploring Celestial Object Characteristics: An In-depth Analysis of Quasars, Stars, and White Dwarfs Using the Sloan Digital Sky Survey (SDSS) Dataset http://ejournal.universitasmandiri.ac.id/index.php/timeinphys/article/view/32 <p>This research utilizes the Sloan Digital Sky Survey (SDSS) dataset, examining 12,884 observations to explore quasars, stars, and white dwarf objects. Magnitude data and coordinates across five filter bands are analyzed, revealing unique features through statistical methods. The identification of 77,429 quasars with 15 dimensions enhances the dataset. Thorough analyses of stellar and white dwarf classes, coupled with visualization techniques, unveil variable relationships. Residual validation and Gaussian kernel density plots confirm significant class differences. Non-linear regression and a normal distribution mixture model depict complex variable relationships. A parallel coordinates plot aids in interpreting data patterns, while predictive modeling via regression exposes meaningful coefficients. Logistic regression effectively classifies astronomical objects in the SDSS training data. This research contributes to understanding celestial object characteristics, offering valuable insights for astronomers and astrophysicists in analyzing large-scale astronomical datasets.</p> Ruben Cornelius Siagian Arip Nurahman Goldberd Harmuda Duva Sinaga Reza Ariefka Pandu Pribadi Copyright (c) 2024 Ruben Cornelius Siagian, Arip Nurahman, Goldberd Harmuda Duva Sinaga, Reza Ariefka, Pandu Pribadi https://creativecommons.org/licenses/by/4.0 2024-03-01 2024-03-01 2 1 1 16 Development Of Low-Cost Technology-Based Learning Aids For Heat Radiation Material http://ejournal.universitasmandiri.ac.id/index.php/timeinphys/article/view/62 <p>This study aims to develop low-cost technology-based learning aids in physics, specifically on heat radiation, using Student Worksheets (LKS). The Suyanto method of research and instructional media development was employed, including internal testing and variance similarity testing of the learning aids. The results consist of physics learning aids and LKS that have been internally validated, in line with theoretical expectations. The LKS validation yielded a score of 3.14, indicating suitability for use, while the external test using a One-Shot Case Study showed a student learning outcome score of 3.61, signifying good learning quality. Assessment of the appeal of the learning aids and LKS yielded a score of 3.32, and ease of use scored 3.17, indicating positive reception. Improvements were made before the production stage, which only involved prototyping.</p> Siska Dewi Lucky Maulana Hakim Copyright (c) 2024 Siska Dewi, Lucky Maulana Hakim https://creativecommons.org/licenses/by/4.0 2024-03-01 2024-03-01 2 1 17 22 The Influence of Guided Inquiry Learning Approach to The Physics Achievement of 10th Grade Students in Senior High School 9 Makassar http://ejournal.universitasmandiri.ac.id/index.php/timeinphys/article/view/31 <p>This research was done to know: (1) The physics achievement of 10<sup>th</sup> grade students in senior high school 9 Makassar that taught by Guided inquiry learning approach. (2) The physics achievement of 10<sup>th</sup> grade students in senior high school 9 Makassar that taught by conventional teaching approach. (3) The differences of physics achievement in senior high school 9 Makassar between the students that taught by guided inquiry learning approach and the students that taught by conventional teaching approach. This research is a real experiment that uses <em>Posttest Only Control Design</em><em>. </em>The population in this research is the students of class 10<sup>th </sup>in Senior High School 9 Makassar. Based on the descriptive analysis showed that the average score of physics achievement of students that taught using guided inquiry approach is27.03 and its deviation standard is 3.32 while the average score of physics achievement that taught without a guided inquiry earning approach is 25.62 and its deviation standard is 3.28. The results of inferential analysis showed that there is a difference between physics achievement of students that taught by guided inquiry approach to learning and the students that taught without guided inquiry learning approach with the real level α = 0.05.</p> Syamsul Wahid S Syamsul Wahid S Copyright (c) 2024 Syamsul Wahid S Syamsul Wahid S https://creativecommons.org/licenses/by/4.0 2024-03-01 2024-03-01 2 1 23 30