PERAN DAYCARE DALAM STIMULASI PERKEMBANGAN FISIK MOTORIK ANAK USIA 2-3 TAHUN DI DAYCARE KEPIK KUNING TANGERANG SELATAN

Stimulation of physical and motoric development is very important for children aged 2-3 years, because this affects the quality of optimal growth and development in the future. The proper and good physical development is determined by how the stimulation and early detection in the physical development phase of the children in accordance with the stage of development of their ages. However, the parents daily work, creates an affect in the stimulation process for children. Therefore, many parents entrust their children in daycare. Through the background of the problem above, the authors conducted a study to find out how the role of daycare in stimulating physical motor development, especially for children aged 2-3 years in Daycare Kepik Kuning. The method used in this research is descriptive research method. This research was carried out for three months. The research subjects or informants who became the source of information in this study were elements of daycare institutions which included the principal, educators/caregivers, pupil and parents at Daycare Kepik Kuning. From the results of the study, it was found that there was a positive change in behavior and an increase in physical motoric skills in children who participated in the service program at the daycare Kepik Kuning. This means that the daycare Kepik Kuning has played an important role in the process of achieving physical motoric development in children aged 2-3 years

ANALISIS GAYA DENGAN PENDEKATAN STILISTIKA PADA PUISI A VALEDICTION: FORBIDDING MOURNING KARYA JOHN DONNE

Stylistics as the study of style is a sort of approach which is rarely used. In this occasion, the writer would like to employ stylistics to analyze the style of A Valediction: Forbidding Mourning written by John Donne. The unsure of style in this poem, then, will be scrutinized to prove whether it is proper or not with the characteristics of metaphysical poetry which is designed by John Donne himself. Among three views which are developed in stylistics –monism, dualism, and pluralism-, the writer follows the monism one. This view is chosen because it is applicable to analyze poetry. Meanwhile, between two sorts of methods which are so possible to employ in operating stylistics –qualitative and quantitative-, the writer agrees with the qualitative one. This method is chosen due to its higher possibility to result in a comprehensive analysis. Related to the case of standpoint, the writer starts with the ground of appreciation to the poetry which is analyzed. Later on, the writer does multilevel approach to identify the unsure of style in A Valediction: Forbidding Mourning. Based on the analysis of the poem, both hypotheses do work. Firstly, as the designer of metaphysical poetry, practically, the works of John Donne contain the characteristics of this sort of poetry. Secondly, applying stylistics, it can be seen how linguistics and literary study work in team

A urea precursor to synthesize carbon nitride with mesoporosity for enhanced activity in the photocatalytic removal of phenol

A urea precursor was used for the first time to prepare mesoporous carbon nitride (MCN) by a thermal polymerization process with silica nanospheres as a hard template. Although the prepared MCN samples have similar structures and optical properties, it was revealed that the specific surface area, pore-size distribution, and morphology of the MCN samples depend on the initial mass ratio of urea to silica. Compared to the bulk carbon nitride (BCN) that only gave 20?% phenol removal (6 h of irradiation), the activities can be enhanced up to 74?% on MCN samples for photocatalytic removal of phenol under visible-light irradiation. The highest conversion was obtained on MCN with an initial mass ratio of urea to silica of 5, which has high surface area of 191 m2?g-1 and a nanoporous structure with uniform pore-size distribution of 7 nm. In addition to the high activity, the MCN sample also showed high photocatalytic stability

Improving activity of commercial P25 titanium dioxide photocatalyst

Titanium dioxide (TiO2) is recognized as one of the most active photocatalysts for degradation of organic pollutants. Among the available commercial TiO2, particular attention is focused on the P25 TiO2 having a mixture of anatase-rutile phases and act as the benchmark for the TiO2 photocatalysts. While numerous studies have been reported on the high activity of the P25 TiO2 for degradation of organic pollutants, improving the activity of the P25 TiO2 remained as a great challenge. On the other hand, impregnation method has been used conventionally to introduce metal oxide on the photocatalyst. This method is usually followed by calcination at high temperature to convert the metal precursor to metal oxide. Controversial results have been reported on the activity of P25 TiO2 after calcination process. It was reported that the calcined P25 TiO2 at 773 K showed two times higher activity than the untreated one for decolorization of methyl orange [1]. In contrast, the activity of P25 TiO2 was found to decrease with the increase of the calcination temperatures for decomposition and reduction reactions of NO [2], photodegradation of light hydrocarbons mixture [3] and butanol [4]. In the present study, the effect of calcination temperatures on the activity of P25 TiO2 was examined for photocatalytic removal of 2,4-dichlorophenoxyacetic acid (2,4-D) as the model of organic pollutants. The activity of the P25 TiO2 was slightly improved when the photocatalyst was calcined at 573 K, but decreased when calcined at 773 K. The P25 TiO2 were further modified by different metal oxides, i.e., copper oxide, cobalt oxide, and lanthanum oxide by impregnation method, followed by calcination at 773 K. All the series gave similar results; 1) addition of the metal oxides did not affect much the crystallinity, phase composition, and morphology of the P25 TiO2, 2) only small amount of added metal oxide (ca. 0.1-0.5 mol%) led to the improved photocatalytic activity, while addition of high loading amount decreased the activity of P25 TiO2, 3) the increased photocatalytic activity might be due to the ability of added metal oxide to suppress the charge recombination without blocking the active sites of the P25 TiO2. Among the investigated series and under the same reaction conditions, the La(0.1 mol%)/P25 TiO2 gave the highest photocatalytic activity for the removal of 2,4-D. After 1 hour reaction, the La(0.1 mol%)/P25 TiO2 gave ca. 1.25 times higher photocatalytic activity than the unmodified P25 TiO2 [5]

The Effectiveness of Peer Review to Teach Writing Viewed From Students' Motivation at Ninth Grade of SMP N 1 Sekampung Academic Year 2014/2015

This research is aimed to examine whether ;(1) Peer Review is more effective than Think Pair Share Technique to teach writing for the ninth grade students; (2) The students with high motivation have better writing skill than those having low motivation for the ninth grade students; and (3) There is an interaction between teaching techniques and students' motivation in teaching writing for the ninth grade students. The method that was used in this research is experimental study. The samples were two classes namely experimental class which was taught using Peer Review and control class which was taught using Think Pair Share. Each class was divided into two groups of which each consisted of students having high motivation and those having low motivation. Two instruments were used to collect the data. The instruments were writing test and motivation's questionnaire. The data were analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey Test. Before conducting ANOVA test, pre-requisite test was conducted. Based on the data analysis, the findings of this research are; (1) Peer Review technique is more effective than Think Pair Share technique to teach writing; (2) The students with high motivation have more better writing skill than those having low motivation; and (3) There is an interaction between teaching techniques and students's motivation in teaching writing. The research result of this study implies that Peer Review technique is effective to teach writing for the ninth grade students

THE TECHNIQUES OF TEACHING ENGLISH VOCABULARY AT SLTPN 1 KEDUNGADEM-BOJONEGORRO

There are many technique used by the teacher in teaching English vocabulary. So far, based on the English curriculum for the junior High School describes a mastery of approximately 1000 vocabulary. As we know that vocabulary is one of the fundamental factors that make it possible for a person to speak a language in a communicative way. For this purpose, teaching English vocabulary need special technique in order to help the student’s English mastery. The problem of this study are(1) What is the techniques used by the teacher in teaching English vocabulary at SLPN 1 Kedungadem-Bojonegoro? (2) What is the teacher’s reason choosing the techniques in teaching English vocabulary at SLTPN 1 Kedungadem- Bojonegoro? (3) What is the student’s perception toward the technique used by the teacher in teaching English vocabulary at SLTPN1 Kedungadem-Bojonegoro? Accordingly, the purpose of the study are: (1) To know the teaching technique used by the teacher in teaching English vocabulary at SLTPN 1 Kedungadem-Bojonegoro, (2) To know the reason’s of choosing the techniques used by the teacher in teaching English vocabulary at SLTPN 1 Kedungadem-Bojonegoro, (3) To know the student’s perception toward the techniques of teaching vocabulary used by the teacher. This study uses a descriptive qualitative design to obtain data concerning the research problem. The sample of this study consisT of one English teacher and 39 students in the first years. The data of this study are collected by applying interview, observation and questionnaires. The interview just for the first English teacher at SLTPN 1 Kedungadem- Bojonegoro, While an observation to the classroom and the questionnaire for the first student of SLTPN 1 Kedungadem-Bojonegoro. The result of this study show that the technique used by the teacher who is teaching in the classroom are dialoque, drill and games.The reason of choosing the techniques is to avoid the student get bored and bring the students’ concentration on learning vocabulary. At last, the games techniques are suitable to be applied in teaching learning process, especially on teaching English vocabulary at SLTPN 1 Kedungadem-Bojonegoro. They will help the students to learn English vocabulary and facilitate their rapid understanding of the English materials

ANALISIS BERPIKIR KRITIS DAN HASIL BELAJAR PADA MODEL PROJECT BASED LEARNING DENGAN PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) MATERI SEL VOLTA

Tujuan dari penelitian ini yakni mengetahui: (1) perbedaan berpikir kritis, (2) perbedaan hasil belajar ranah pengetahuan, dan (3) respon peserta didik dengan model PjBL melalui pendekatan STEM dan dengan model Ekspositori. Penelitian quasy experiment melalui post-test only control group design ini mengambil peserta didik kelas X RPL B untuk kelas eksperimen dan kelas X KI untuk kelas kontrol di SMKN 2 Banjarmasin sebagai sampel penelitian. Kelas eksperimen menggunakan model Project Based Learning dengan pendekatan STEM, sementara kelas kontrol menerapkan model Ekspositori. Instrumen data menggunakan teknik tes dan non-tes yang dilanjutkan dengan teknik analisis deskriptif dan inferensial. Diperoleh simpulan: (1) terdapat perbedaan yang signifikan mengenai berpikir kritis antara peserta didik kelas eksperimen dan kelas kontrol (2) terdapat perbedaan yang signifikan pada hasil belajar pengetahuan antara peserta didik kelas eksperimen dan kelas kontrol (3) pembelajaran model PjBL melalui pendekatan STEM memperoleh respon lebih positif sebesar 88,06% dibandingkan model Ekspositori sebesar 70,00

PENERAPAN MODEL PROBLEM BASED LEARNING BERVISI SETS TERHADAP KETERAMPILAN BERPIKIR KRITIS PADA MATERI MINYAK BUMI KELAS XI MIPA

Tujuan riset ini adalah agar diketahui perbandingan keterampilan berpikir kritis, hasil belajar dan respon peserta didik sesudah mengimplementasikan model problem based learning bervisi SETS. Materi yang digunakan adalah minyak bumi. Sampel diambil dari mempergunakan teknik purposive sampling dengan metode quasi experiment berdesain equivalent pretest-posttest control grup design. Kelas eksperimen mengaplikasikan model problem based learning bervisi SETS, sementara kelas kontrol mengaplikasikan model ekspositori. Teknik analisis data berupa analisis deskrptif dan inferensial menerapkan uji-t. Pengumpulan data menggunakan teknik tes dan non-tes. Hasil riset memperlihatkan bahwa (1) terdapat perbedaan keterampilan berpikir kritis antara peserta didik kelas eksperimen dan kelas kontrol (2) terdapat perbedaan hasil belajar ranah pengetahuan antara peserta didik kelas eksperimen dan kelas kontrol (3) respon peserta didik terhadap model problem based learning bervisi SETS sangat positif

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING INTEGRASI TUTOR SEBAYA (PEER TEACHING) TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR PESERTA DIDIK PADA MATERI LARUTAN PENYANGGA

Tujuan penelitian untuk mengetahui perbedaan di kelas eksperimen dan kelas kontrol berupa: (1) keterampilan proses sains; (2) hasil belajar dan (3) respon peserta didik. Design penelitian menggunakan eksperimen semu dengan non-equivalent control group design di SMAN 5 Banjarmasin. Sampel penelitian adalah peserta didik kelas XI MIPA 4 sebagai kelas eksperimen yang menggunakan model pembelajaran inkuiri terbimbing integrasi peer teaching, sedangkan peserta didik kelas XI MIPA 1 sebagai kelas kontrol menggunakan model pembelajaran direct instructions. Variabel bebas adalah model inkuiri terbimbing integrasi peer teaching sedangkan variabel terikat adalah keterampilan proses sains dan hasil belajar peserta didik. Pengumpulan data menggunakan tes dan observasi. Teknik analisis data menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan perbedaan yang signifikan di kelas eksperimen dan kontrol dalam hal: (1) keterampilan proses sains, (2) hasil belajar pengetahuan; serta respon positif peserta didik terhadap model pembelajaran inkuiri terbimbing integrasi peer teaching

PENGARUH MODEL PEMBELAJARAN EXPERIENTIAL LEARNING MELALUI GOOGLE CLASSROOM TERHADAP KETERAMPILAN PROSES SAINS DAN MOTIVASI BELAJAR PESERTA DIDIK PADA MATERI HIDROLISIS GARAM

Telah dilakukan penelitian mengenai pengaruh model pembelajaran experiential learning melalui google classroom terhadap keterampilan proses sains (KPS) dan motivasi belajar peserta didik. Tujuan dari penelitian ini ialah mengetahui (1) perbedaan KPS peserta didik sebelum dan sesudah penerapan model pembelajaran experiential learning melalui google classroom pada materi hidrolisis garam, (2) perbedaan motivasi belajar  peserta didik sebelum dan sesudah penerapan model pembelajaran experiential learning melalui google classroom pada materi hidrolisis garam, (3) respon peserta didik terhadap model pembelajaran experiential learning melalui google classroom pada materi hidrolisis garam. Penelitian ini menggunakan metode quasi experiment dengan one group pretest-posttest design. Sampel pada penelitian ini ialah seluruh peserta didik kelas XI PMIA 2. Teknik pengumpulan data dilakukan melalui analisis deskriptif dan analisis inferensial. Berdasarkan hasil penelitian, diperoleh: (1) terdapat perbedaan yang signifikan terhadap KPS peserta didik saat sebelum dan sesudah perlakuan, (2) terdapat perbedaan yang signifikan terhadap motivasi belajar peserta didik saat sebelum dan sesudah perlakuan, (3) model pembelajaran experiential learning melalui google classroom mendapat respon yang baik dari peserta didi