Menumbuhkan Karakter Profil Pelajar Pancasila pada Mata Pelajaran Pendidikan Agama Katolik Melalui Pendekatan Cooperative Learning Bagi Siswa Fase E (X-1) SMA Negeri 1 Ende

Cooperative learning is learning where students work in small groups to help each other in learning teaching materials, according to Warsono and Hariyanto (2013: 175). This research was conducted in two phases of learning implementation. This study aims to increase the learning creativity of Pancasila student profiles and student achievement in class X-1 (phase E) SMA Negeri 1 Ende, the academic year 2022-2023, in the subjects of Catholic Religious Education and Character Education with the sub topic: “Equality Male and female". This study refers to the model Arikunto et al (2007:57), which consists of four components: planning, implementation, observation, and reflection. The research was conducted in class X-1 (phase E) of SMA Negeri 1 Ende, for 2 X 45 minutes of lesson hours. The data were collected through observation and tests. Data analysis used descriptive qualitative and quantitative analysis, and comparative analysis. From the results of the Mid-Semester Assessment (ATS) analysis of students, it shows the following: (1) Cooperative Learning can increase the learning creativity of Pancasila student profiles. This can be seen from the average value of the results of observations on student learning activities reaching: 62.70% (low) in the first phase (I), and an increase of: 96.05% (Very High) in the second phase (II). The results of the Middle Semester Assessment (ATS) of phase E (X-1) students after the implementation of learning activities using the cooperative learning method have increased, the average percentage of assessment scores: 59.00 in the first phase (I) and: 95.00% in the second phase (II)

Upaya Meningkatkan Prestasi Belajar Mata Pelajaran Pendidikan Agama Katolik di Masa Pandemi Covid-19, Melalui Pendekatan Blended Learning Kelas XI.MIPA-2 SMA Negeri 1 Ende

Blended Learning is a mixed learning or mix between conventional methods and online methods. This blended learning method provides space for students to be creative and innovative in learning activities. Blended learning becomes very strategic in teaching that utilizes internet technology (E-Learning) combined with face-to-face in class (class meetings). This research was conducted in two phases. This aims to improve the creativity and learning achievement of students in class XI.MIPA-2 SMA Negeri 1 Ende for the academic year 2021-2022, in the subjects of Catholic Religious Education and Character Education. This study refers to the Kemmis model which consists of four components: planning, implementation, observation, and reflection. The study was conducted in class XI MIPA-2 SMA Negeri 1 Ende, for 1 X 30 minutes limited face-to-face hours. The data collected through observation and tests. Data analysis used descriptive qualitative and quantitative analysis. The results show the following: (1) Blended Learning can increase students' learning creativity. It can be seen from the average value of the results of observations on student learning activities reaching 64.71% (low) in the first phase (I), and an increase of 94.12% (Very High) in the second phase (II). Student learning outcomes after the implementation of learning activities using the blended learning method have increased, the average percentage score of the assessment: 78.71 in the first phase (I) and 97.06% in the second phase (II)

Mechanism of Initiation in the Phillips Ethylene Polymerization Catalyst: Redox Processes Leading to the Active Site

The detailed mechanism by which ethylene polymerization is initiated by the inorganic Phillips catalyst (Cr/SiO₂) without recourse to an alkylating cocatalyst remains one of the great unsolved mysteries of heterogeneous catalysis. Generation of the active catalyst starts with reduction of Cr^VI ions dispersed on silica. A lower oxidation state, generally accepted to be Cr^II, is required to activate ethylene to form an organoCr active site. In this work, a mesoporous, optically transparent monolith of Cr^VI/SiO₂ was prepared using sol–gel chemistry in order to monitor the reduction process spectroscopically. Using in situ UV–vis spectroscopy, we observed a very clean, stepwise reduction by CO of Cr^VI first to Cr^IV, then to Cr^II. Both the intermediate and final states show XANES consistent with these oxidation state assignments, and aspects of their coordination environments were deduced from Raman and UV–vis spectroscopies. The intermediate Cr^IV sites are inactive toward ethylene at 80 °C. The Cr^II sites, which have long been postulated as the end point of CO reduction, were observed directly by high-frequency/high-field EPR spectroscopy. They react quantitatively with ethylene to generate the organoCr^III active sites, characterized by X-ray absorption and UV–vis spectroscopy, which initiate polymerization

Mechanism of Initiation in the Phillips Ethylene Polymerization Catalyst: Redox Processes Leading to the Active Site

The detailed mechanism by which ethylene polymerization is initiated by the inorganic Phillips catalyst (Cr/SiO₂) without recourse to an alkylating cocatalyst remains one of the great unsolved mysteries of heterogeneous catalysis. Generation of the active catalyst starts with reduction of Cr^VI ions dispersed on silica. A lower oxidation state, generally accepted to be Cr^II, is required to activate ethylene to form an organoCr active site. In this work, a mesoporous, optically transparent monolith of Cr^VI/SiO₂ was prepared using sol–gel chemistry in order to monitor the reduction process spectroscopically. Using in situ UV–vis spectroscopy, we observed a very clean, stepwise reduction by CO of Cr^VI first to Cr^IV, then to Cr^II. Both the intermediate and final states show XANES consistent with these oxidation state assignments, and aspects of their coordination environments were deduced from Raman and UV–vis spectroscopies. The intermediate Cr^IV sites are inactive toward ethylene at 80 °C. The Cr^II sites, which have long been postulated as the end point of CO reduction, were observed directly by high-frequency/high-field EPR spectroscopy. They react quantitatively with ethylene to generate the organoCr^III active sites, characterized by X-ray absorption and UV–vis spectroscopy, which initiate polymerization