HUBUNGAN ANTARA GAYA MENGAJAR GURU DN GAYA BELAJAR PESERTA DIDIK DENGAN MINAT DAN HASIL BELAJAR BIOLOGI PESERTA DIDIK SMA DI KOTA BULUKUMBA

Abstract: The Relation Between Teachers’ Teaching style and Students’ Learning Styles Toward The Interest and Learning Result of Biology Subject of Senior High School Students In Bulukumba City. The learning process, affected by many factors, that factors are related, While the variable in question is the teacher's teaching styles, learning styles of learners, learning and learning outcomes of students. So, the purpose of this study are know the relationship between (i) the teacher's teaching style with the learning styles of students in senior high school in Bulukumba city, (ii) the teacher's teaching style with the Biology learning interests, (iii) the teacher's teaching style with the Biology learning outcomes, (iv) learning styles with Biology learning outcomes, (v) the learning interest with Biology learning outcomes of students in senior high school of Bulukumba city. This research is ex post facto with data collection using questionnaires and documentation. The result descriptive statistical of student perception of teaching style showed that have average value is 145, in good category. Most student has a visual learning styles. The average values of interest is 142, in the high category. And the average value of student learning outcomes is 76 in good category. Hypotesis used pearson correlation test and got value of sig. 2 tailed ≤ 0,05. So, Ho rejected and H1 accepted. The results showed that (i) teachers teaching styles has relationship with learning styles in senior high school in Bulukumba city Academic Year 2015/2016, with the relationship strength in the medium category; (ii) teachers teaching style has relationship with the Biology learning interests, with the relationship strength in the low category; (iii) teachers' teaching style has relationship with Biology learning outcome student, with the relationship strength in the low category; (iv) learning styles of learners has relationship with biology learning outcomes student with the relationship strength in the low category; (v) the interest of learners has relationship with biology learning outcomes student, with the relationship strength in the medium category. Key Words: teaching styles, learning styles, interest, outcome

Potassium Retention under Salt Stress Is Associated with Natural Variation in Salinity Tolerance among <i>Arabidopsis</i> Accessions

<div><p>Plants are exposed to various environmental stresses during their life cycle such as salt, drought and cold. Natural variation mediated plant growth adaptation has been employed as an effective approach in response to the diverse environmental cues such as salt stress. However, the molecular mechanism underlying this process is not well understood. In the present study, a collection of 82 <i>Arabidopsis thaliana</i> accessions (ecotypes) was screened with a view to identify variation for salinity tolerance. Seven accessions showed a higher level of tolerance than Col-0. The young seedlings of the tolerant accessions demonstrated a higher K⁺ content and a lower Na⁺/K⁺ ratio when exposed to salinity stress, but its Na⁺ content was the same as that of Col-0. The K⁺ transporter genes <i>AtHAK5</i>, <i>AtCHX17</i> and <i>AtKUP1</i> were up-regulated significantly in almost all the tolerant accessions, even in the absence of salinity stress. There was little genetic variation or positive transcriptional variation between the selections and Col-0 with respect to Na⁺-related transporter genes, as <i>AtSOS</i> genes, <i>AtNHX1</i> and <i>AtHKT1;1</i>. In addition, under salinity stress, these selections accumulated higher compatible solutes and lower reactive oxygen species than did Col-0. Taken together, our results showed that natural variation in salinity tolerance of <i>Arabidopsis</i> seems to have been achieved by the strong capacity of K⁺ retention.</p></div

The contents of compatible solutes.

<p>(A) The content of proline in Col-0 and the selected accessions exposed to 0 or 200 mM NaCl for 36 h. (B) The contents of soluble proteins and (C) soluble sugar in Col-0 and the selected accessions exposed to 0 or 200 mM NaCl for 12 h. Values given as mean ± SE (<i>n</i> = 3), each replicate comprised at least 15 seedlings. Significant differences from the performance of Col-0 accession are indicated by * or ** (<i>P</i> < 0.05, <i>P</i> < 0.01).</p

Expression analysis of genes related to ROS metabolism by qRT-PCR.

<p>The transcript levels of (A) <i>CSD1</i>, (B) <i>CAT2</i>, (C) <i>APX2</i>, (D) <i>ZAT10</i> and (E) <i>ZAT12</i> in Col-0 and the selected accessions exposed to 100 mM NaCl for 0, 3 and 6 h. Significant differences from Col-0 accession at the same time point are indicated by * (<i>P</i> < 0.05).</p

Accumulation of oxidants and superoxide dismutase (SOD) activity in response to salinity stress.

<p>(A) Superoxide radical, detected by nitroblue tetrazolium (NBT) staining, (B) H₂O₂, detected by 3, 3’-diaminobenzidine (DAB) staining in Col-0 and the selected accessions exposed to 150 mM NaCl for 10 days. a: Col-0; b: Bs-1; c: Mog-11; d: Looe-2; e: Got-1; f: Wil-1; g: Nd-1; h: Sav-0. Bar = 0.1 cm. (C) SOD activity in Col-0 and the selected accessions exposed to 100 mM NaCl for 0, 3 and 9 h. Values given as mean ± SE (<i>n</i> = 3), each replicate comprised at least 15 seedlings. Significant differences from the performance of Col-0 accession at the same time point are indicated by * (<i>P</i> < 0.05).</p

The effect of salinity stress on the selected accessions.

<p>(A) Col-0 and the selected accessions seedlings exposed for 6 days to a medium containing 0 mM (uppermost panel), 150 mM (upper panel), 180 mM (middle panel) and 200 mM (lower panel) NaCl. a: Col-0; b: Mog-11; c: Looe-2; d: Wil-1; e: Bs-1; f: Nd-1; g: Sav-0; h: Got-1. Bar = 0.5 cm. (B) Elongation of the primary root of Col-0 and the selected accessions after a 9 day exposure to 0 or 150 mM NaCl. Values represent the mean percentages of root length achieved in the absence of NaCl stress. (C) Bleaching of the cotyledons of Col-0 and the selected accessions exposed for 6 days to 200 mM NaCl. (D) Chlorophyll content of Col-0 and the selected accessions exposed to 200 mM NaCl for 5 days. (E) MDA content of Col-0 and the selected accessions exposed to 0 or 200 mM NaCl for 36 h. All experiments were run in triplicate and involved at least 20 seedlings per assay. Values given as mean ± SE (<i>n =</i> 3). Significant differences from the performance of Col-0 accession are indicated by * or ** (<i>P</i> < 0.05, <i>P</i> < 0.01).</p

Expression analysis of genes related to proline degradation by qRT-PCR.

<p>The transcript levels of (A) <i>ProDH1</i> and (B) <i>P5CDH</i> in Col-0 and the selected accessions exposed to 100 mM NaCl for 0, 3 and 6 h. Values given as mean ± SE (<i>n</i> = 3). Significant differences from Col-0 accession at the same time point are indicated by * (<i>P</i> < 0.05).</p

Comparative Transcriptome Profiling of the Maize Primary, Crown and Seminal Root in Response to Salinity Stress

<div><p>Soil salinity is a major constraint to crop growth and yield. The primary and lateral roots of <i>Arabidopsis thaliana</i> are known to respond differentially to a number of environmental stresses, including salinity. Although the maize root system as a whole is known to be sensitive to salinity, whether or not different structural root systems show differential growth responses to salinity stress has not yet been investigated. The maize primary root (PR) was more tolerant of salinity stress than either the crown root (CR) or the seminal root (SR). To understand the molecular mechanism of these differential growth responses, RNA-Seq analysis was conducted on cDNA prepared from the PR, CR and SR of plants either non-stressed or exposed to 100 mM NaCl for 24 h. A set of 444 genes were shown to be regulated by salinity stress, and the transcription pattern of a number of genes associated with the plant salinity stress response differed markedly between the various types of root. The pattern of transcription of the salinity-regulated genes was shown to be very diverse in the various root types. The differential transcription of these genes such as transcription factors, and the accumulation of compatible solutes such as soluble sugars probably underlie the differential growth responses to salinity stress of the three types of roots in maize.</p></div

Pathway analysis (KEGG) of salinity-regulated genes in the maize PR, CR and SR.

<p>Pathway analysis (KEGG) of salinity-regulated genes in the maize PR, CR and SR.</p

Summary of mapping result.

<p>Summary of mapping result.</p