Passive Immunization of Anti bZP3 (Zone Pellucida3) in Wistar Rat (Rattus novergicus) and Mouse (Mus musculus)

This study was aimed at comparing the influence of anti bZP3's passive immunization on anti-anti bZP3's titer and pregnancy level on Wistar rats and mice. This study employed factorial design experiment with completely randomized design. The first factor was immunogenic type. The treated rats were immunized with 100 L anti bZP3 in 100 L Complete Freund's Adjuvant (CFA), while the treated mice were injected with 50 L anti bZP3 in 50 L CFA. Control Wistar rats and mice were immunized with CFA and Incomplete Freund's Adjuvant (IFA) without anti bZP3. The second factor was animal type. The third factor was the length of serum incubation, i.e. 38, 49, 63, 86, 100, and 126 d. Dot blot on the treated Wistar rats and mice showed positive response proven by blue gradation; pre-immune mice as well as control Wistar rats and mice showed negative response proven by white gradation. The highest antibody titer in treated mouse serum was shown in 63 d incubation. The pregnancy on treated mice, control mice and Wistar rat occurred 100% until day 126; while the failure percentage on the treated mice was 4.5%. The pregnancy on treated mice occurred in 86 d incubation (1 rat), 100 d incubation (1 rat), and 126 d incubation (3 rats). Effective passive immunization on similar hospes occurred until day 63; while different hospes was ineffective. Antibodi anti-bZP3 was potential as a contraception through passive immunization on similar hospes

The Examinaton of Salmonella SP. and Escherichia Coli Content on Fish-paste in Klampis Market of Bangkalan Madura as Biology Learning Resource

Recently, the necessity of foods has been fulfilled by using various methods without considering hygiene level and sanitation during its processing. One of food processing which is assumed as unhygienic cuisine is fish-paste. Fish-paste is commonly made from side product of boiling fish or shrimp. It has a thick viscosity with salty-sweet or sweet-spicy taste and can be used as food seasoning. The study is descriptive qualitative and aimed identify the content of Salmonella sp. and Escherichia coli in fish-paste in Klampis market of Bangkalan Madura; moreover, to assess if the paste is safe to consume and fulfilling the requirement of food-safety-standard based on SNI. The results research were used to compose biology learning resource as practical guidance. This research employed spread-plate method. As many as 7 samples were assessed by three multiplications. The results were compared to Indonesia National Standard 2009 of maximum level of microbe contamination on fish and fish-product including Mollusca, Crustaceae, Echinodermata which were processed. The research results showed that there were no finding neither Salmonella sp nor Escherichia coli on the paste tested. These results were utilized as biology learning resource

Perbedaan Model Pembelajaran Open Inquiry Dan Guided Inquiry Berdasarkan Kemandirian Belajar Dan Berfikir Tingkat Tinggi Pada Mata Pelajaran Biologi Kelas 11 Man Tempursari – Ngawi

Based on PISA (Programme for International Student Assessment) data which PISA is International studied about reading, math, and science literacy students achievement attained the age of 15 giving the result. In 2006 at Indonesia that students answer composition indicated lower understanding toward basic of science concepts (students could not interpret the data, explain casual relationship, solve the problems), limited expressing in mind, had lower scientific logical, lower ability toward basic of science concept and connection toward the surrounding facts. It is supported with lower teacher competency data and the USAge of un-variation learning model. In that case, it is needed an learning model to solve the problem, one of learning model that can be used is Open Inquiry and Guided inquiry. In this present study, researcher used true-experiment by using simple random sampling technique. The purposes of this study are; (1) to know the differences study between Open Inquiry and Guided inquiry learning model, (2) to know the differences higher order thinking between Open Inquiry and Guided inquiry learning model. This research was hold in XI Science Class MAN TempursariNgawi. Independent Learningdata obtained based on temporary questionnaires, higher order thinking obtained by essay questions. The data analysis used by using one way Anova test. The result of this study showed that (1) Ftest>Ftable , 5.805 > 4.07till the using of learning model give different result toward independent learning, (2)Ftest>Ftable, 4.374 > 4.07till the using of learning model give different result toward higher order thinking skill

Peningkatan Kemampuan Berpikir Kritis Dengan Pembelajaran Berbasis Scientific Approach Siswa Kelas X SMA Panjura Malang

Siswa kelas X di SMA Panjura Malang, mengalami kesulitan dalam memahami mata pelajaran biologi. Metode yang digunakan dalam mata pelajaran biologi masih menggunakan metode ceramah dan rendahnya kemampuan berpikir siswa disebabkan karena pembelajaran biologi selama ini cenderung hanya mengasah aspek mengingat dan memahami. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh pembelajaranberbasis Scientific Approach terhadap kemampuan berpikir kritis siswa. Variabel dalam penelitian ini terdiri dari pembelajaran berbasis Scientific Approach sebagai variabel independent, kemampuan berpikir kritis siswa sebagai variabel dependent. Metode pengambilan data yaitu dengan menggunakan metode tes tertulis berupa soal uraian untuk kemampuan berpikir kritis sesuai dengan indikator kemampuan berpikir kritis siswa. Validitas instrumen ini menggunakan pengujian validitas dan reliabilitas butir soal dengan pengujian tingkat kesukaran dan daya pembeda soal. Teknik analisis data untuk menguji hipotesis menggunakan analisis uji t-test pada taraf signifikansi 5%. Hasil penelitian menunjukan bahwa pembelajaran berbasis Scientific Approach memberikan pengaruh terhadap kemampuan berpikir kritis siswa kelas X SMA Panjura Malang yang dibuktikan dengan hasil menggunakan uji statistika yaitu uji t. Hal ini membuktikan bahwa penggunaan pembelajaran berbasis Scientific Approach bisa digunakan dalam pembelajaran karena dapat memberikan pengaruh positif dan signifikan terhadap kemampuan berpikir siswa