4 research outputs found

    Fitoremediasi Tanaman Jarak Pagar (Jatropha curcas) pada Tanah Tercemar Logam Berat Timbal (Pb) dari Limbah Batubara

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    This study aims to determine the effectiveness of Jatropha plant in accumulating metal contaminants in the form of lead (Pb) in coal solvent. The method used is descriptive quantitative analysis method. The results showed that the metal content of lead (Pb) in the soil before and after treatment changed from 25.8904 mg/kg to 14.3991 mg/kg. In conclusion, Jatropha curcas (Jatropha curcas) is able to accumulate the presence of metal contaminants in the form of lead (Pb) because the metal concentration in the soil decreases after the acclimatization period, so this plant species is very suitable to be used as a phytoremediation effort to reduce contaminants in heavy metal polluted soil.   Keyword: Phytoremediation, Jatropha Curcas, Lead Metal (Pb

    Pengaruh Model Pembelajaran Joyfull Learning Dengan Strategi Everyone is a Teacher Here Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Biologi SMAN 26 Bone: (The Influence of The Joyfull Learning Model Using The Everyone is a Teacher Here Strategy on Student Learning Outcomes In Biology Subjects At SMAN 26 Bone)

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    This research aims to see the influence of the Joyfull Learning Learning Model with the Everyone Is a Teacher Here Strategy on Student Learning Outcomes in Biology Subjects at SMAN 26 Bone. The type of research used in this research is pre-experimental research with a one group pre-test post-test design. This design uses two measurements of students regarding the material to be sampled. The results of this research indicate that the use of the Joyfull Learning Model with the Everyone Is a Teacher Here Strategy on Student Learning Outcomes in Biology Subjects at SMAN 26 Bone is effective. This can be seen in the level of students' abilities before using this learning model, namely the average was only 59.10. Furthermore, after using the Joyfull Learning Model with the Everyone Is a Teacher Here Strategy, the average score obtained was 85.35. This means that there has been an increase after implementing the Joyfull Learning Learning Model with the Everyone Is a Teacher Here Strategy. Based on the results of inferential statistical analysis using the t test formula, it can be seen that the t value is 13.686. With a frequency (dk) of 28-1=27, at a significance level of 5% obtained ttable 2.051. Thus, because the value of tcount > ttable at a significance level of 0.05, the use of the Joyfull Learning Learning Model with the Everyone Is a Teacher Here Strategy on Student Learning Outcomes in Biology Subjects at SMAN 26 Bone has an influence. Abstrak. Penelitian ini bertujuan untuk melihat Pengaruh Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here terhadap Hasil Belajar Siswa pada Mata Pelajaran Biologi SMAN 26 Bone. Jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian pra-eksperimen dengan desain one group pre-test post-test design. Desain ini menggunakan dua kali pengukuran terhadap siswa tentang materi yang akan dijadikan sampel. Hasil penelitian ini menunjukkan bahwa penggunaan Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here terhadap Hasil Belajar Siswa pada Mata Pelajaran Biologi SMAN 26 Bone efektif. Hal ini dapat dilihat pada tingkat kemampuan siswa sebelum menggunakan model pembelajaran tersebut, yaitu rata-rata hanya mencapai 59,10. Selanjutnya setelah menggunakan Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here, nilai rata-rata yang diperoleh sebesar 85,35. Hal ini berarti terjadi peningkatan setelah diterapkannya Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here Berdasarkan hasil analisis statistik inferensial dengan menggunakan rumus uji t, dapat diketahui bahwa nilai thitung sebesar 13,686. Dengan frekuensi (dk) 28-1=27, pada taraf signifikansi 5% diperoleh ttabel 2,051. Dengan demikian, karena nilai thitung > ttabel pada taraf signifikansi 0,05, maka penggunaan Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here terhadap Hasil Belajar Siswa pada Mata Pelajaran Biologi SMAN 26 Bone memberikan pengaruh

    PENGEMBANGAN MEDIA PEMBELAJARAN JAM SUDUT PADA PEMBELAJARAN MATEMATIKA SISWA KELAS IV SD NEGERI 12 LUBUKLINGGAU

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    This study aims to develop a product in the form of corner clock learning media in fourth grade mathematics learning at SD Negeri 12 Lubuklinggau in accordance with the 2013 curriculum and to produce a corner clock learning media that is valid, practical, and has effectiveness in the learning process. This research is a development research with a 4D development model. Based on the results of the validation analysis by the three experts, namely: linguists, material experts, and media experts, it showed that the angle clock media on the angle material and its measurements met the criteria of high validity with an average score of 0.85. While the results of the analysis of the assessment sheet on the practicality of teachers and students consisting of a small group (small group) of 6 students and a large group of 20 people, it was found that the corner clock media met the practical criteria with an average score of 92%, and the results of the effectiveness analysis showed that after conducting posttest obtained completeness of learning outcomes 73% with good criteria. So it can be concluded that the corner clock learning media in mathematics learning meets the valid, practical, and effective criteria for use in learning.Penelitian ini bertujuan untuk mengembangkan sebuah produk berupa media pembelajaran jam sudut pada pembelajaran matematika siswa kelas IV SD Negeri 12 Lubuklinggau sesuai dengan kurikulum 2013 serta untuk menghasilkan media pembelajaran jam sudut yang valid, praktis, dan memiliki efektivitas dalam proses pembelajaran. Penelitian ini merupakan penelitian pengembangan dengan model pengembangan 4D. Berdasarkan hasil analisis validasi oleh ketiga ahli yaitu: ahli bahasa, ahli materi, dan ahli media menunjukkan bahwa media jam sudut pada materi sudut dan pengukurannya memenuhi kriteria validitas tinggi dengan rata-rata skor 0,85. Sedangkan hasil analisis penilaian lembar kepraktisan guru dan siswa yang terdiri dari kelompok kecil (small group) 6 orang siswa dan kelompok besar 20 orang diperoleh bahwa media jam sudut memenuhi kriteria praktis dengan rata-rata skor 92%, dan hasil analisis efektifitas menunjukkan bahwa setelah melakukan posttest diperoleh ketuntasan hasil belajar 73% dengan kriteria baik. Sehingga dapat disimpulkan bahwa media pembelajaran jam sudut pada pembelajaran matematika memenuhi kriteria valid, praktis, dan efektif untuk digunakan dalam pembelajaran
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