Organoleptic Characteristics of Mixed Corn Flour And Red Bean Flour Against Crackers

Crackers are crispy, thin biscuits or wafers made from wheat flour. Today, crackers can be innovated with local food commodities such as corn and red beans. The use of the formulation of corn flour to red bean flour can affect the organoleptic properties of crackers. This study aimed to test the appropriate formulation of corn flour and red bean flour for making crackers. This study used 4 formulations of corn flour to red bean flour of 80%: 20%, 70%: 30%, 60%: 40%, and 50%: 50%. The results showed that the formulations of 60% corn flour and 40% red bean flour was the best formulation that produced crackers with liked for their color (3.24), somewhat liked for their taste (2.48), rather liked for their texture (1.52), liked for their aroma (3.16), and also for their overall preferences (2.52). The crackers were perceived to have a yellow color (3.08), a corn flavor (2.76), a savory taste (2.68), and a slightly crunchy texture (1.84)

Diagnosis Dini Toksoplasmosis Kongenital Dengan Pcr Cairan Amnion

Toxoplasmosis is caused by infection with the protozoan Toxoplasma gondii. CongenitalToxoplasmosis is an infection resulting from the transplasental passage of the parasites frominfected mother to the fetus. An acute infection in pregnant women associated with a range ofoutcomes from subclinical infection to intra uterine death.Early diagnosis is important to makedecision, therapy or abortion. At present, prosedur diagnostic of congenital toxoplasmosis usesconventional methode especially serological test,but the conventional methode is time consuming,and has high risk. PCR amniotic fluid is one methode to make dignostic of conegenitaltoxoplasmosis. This is very sensitif and rapid (24 hours) and safer than serological tes of thefetalblood.PCR can be done from 15 week after gestation

Perbandingan Hasil Belajar Menggunakan Phet Simulation Dan Kit Optika Melalui Inkuiri Terbimbing

This study aimed to determine the differences of optics learning achievement using Phet Simulation and Optics KIT through guided inquiry and determine the better optics learning achievement between both of them. The design and the analysis technique of this study used The Randomized Pretest-Posttest Design Group Comparasion and the Independent Sample T-Test. The analyzed data was the average of N-gain. Average of optics student achievement using Phet Simulation was 8.07 and using Optics KIT was 6.90. The improvement of student achievement using Phet Simulation by 3.05 with the average of N-gain was 0.65, while students are using Optics KIT by 2.09 with the average of N-gain was 0.43. The results showed that the student achievement using Phet Simulation better than using Optics KIT.Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar optika menggunakan Phet Simulation dan KIT Optika melalui inkuiri terbimbing serta mengetahui hasil belajar optika yang lebih baik antara keduanya. Desain eksperimen dan teknik analisis yang digunakan adalah The Randomized Pretest-Posttest Comparasion Goup Design dan Independent Sample T-Test. Data yang dianalisis adalah rata-rata N-gain. Rata-rata hasil belajar siswa yang mengguna­kan Phet Simulation 8,07 sedangkan siswa yang menggunakan KIT Optika 6,90. Peningkatan hasil belajar siswa yang menggunakan Phet Simulation 3,05 dan rata-rata N-gain 0,65, sedangkan siswa yang menggunakan KIT Optika 2,09 dan rata-rata N-gain 0,43. Hal tersebut me­nunjuk­kan bahwa hasil belajar siswa menggunakan Phet Simulation lebih baik daripada menggunakan KIT Optika

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

Contains fulltext : 155185.pdf (publisher's version ) (Open Access)BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. METHODS: We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. RESULTS: The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. CONCLUSIONS: The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning

Analisis Peningkatan Kinerja Pemerintah Desa pada Desa di Kabupaten Meranti

In improving its performance, the village government requires to have organizational commitment that supported by apparatus competency and controlled through community participation. The purpose of this study was to examine the effect of organizational commitment, community participation, and apparatus competence on village government performance. 200 data collected from questionnaires will be analyzed to identify organizational commitment, community participation, and apparatus competency towards the village government performance. Data analyzed by using SPPS version 25.0. the result of data processing found that organizational commitment, community participation, and apparatus competency affects the village government performance, and the organizational commitment is needed to improve apparatus competency by educating and training its human resources, also the transparency as the form of responsibility of the village government to citize