Implementasi Asesmen dalam Melihat Kebutuhan Anak Berkebutuhan Kusus di TK LB C1 Dharma Rena Ring Putra I YOGYAKARTA

In the context of education for students with disability, Assessment is functioned to measure the capability and difficulty of students in learning as a tool to determine what the students need in their learning process. In other words, assessment is used to know and determine where the problems of students faced and what the necessities of students to support their learning process. This research has purposed to express the Implementation of Assessment of special education (SLB) Teacher and The Cooperation of Teacher with Outsiders. The result of this research showed that there are two aspects of the implementation of teacher's assessment. The first aspect is from their limitations, and the second aspect is from the ability to understand the material in the class. Therefore, the effort in improving the capability of students is very needed the cooperation with outsiders, such as the specialist teacher, student guardian or parents

Teacher Training Scaffolding Type to Improve Teacher’s Ability in Development of Guided Inquiry Practical Worksheet

Generally teacher training is still ineffective, and there are still many weaknesses in its implementation. The main objective of teacher training is to improve the ability and skills in learning process, so as to prepare students for competition in the millennial century. In chemistry learning teachers must be able to stimulate all initiatives, creativity and scientific attitudes through guided inquiry-based laboratory activities. The purpose of this study was to measure the effectiveness of teacher training in improving the ability to develop guided inquiry lab worksheets to achieve students’ understanding and literacy. The training involved 26 chemistry teachers who teach in Karawang West Java. The method applied in this study is multi-method, both quantitative and qualitative with multi-design. The results achieved in this study indicate that the teacher’s response to training materials and training methods is very strong based on the results of the pretest and posttest. Increased ability of teachers in inquiry is classified as medium category. In general, the teacher’s response to the training showed a very positive response especially to the topic of practical evaluation or evaluation. Some teachers demonstrated their ability to design guided inquiry-based lab worksheets mainly related to contextual phenomena, including the effect of vinegar acid concentration on baking soda decomposition reactions, and the effect of fertilizer concentrations on grain sprout growth Teacher training is still a project that many considered as not effective and has a number of shortcomings. Learning should prepare students according to the demands of the 21st century. So that the learning process of chemistry should stimulate initiative, creativity, and scientific attitude through Guided-Inquiry based laboratory activity to improve student literacy ability. The objective of this research is to measure the effectiveness of teacher training in improving the production ability of Guided-inquiry Labs to achieve students’ understanding and literacy. The training involved 26 chemistry teachers as trainees, a mixed method chosen to measure the quantitative side by preexperimental design with a pretest-posttest design, one-group design and teacher feedback collection on training through questionnaires. The pretest and posttest results were calculated by measuring N-gain, and scoring teacher responses on a scale of 1-4. The results of questionnaire showed that the teachers responded with strong criteria and very strong, with an average of 83 (Very Strong). Increased ability of participants is shown with N-gain obtained by each teacher. The average N-gain of trainees is 0.71 in the medium category. Aspects of analyzing the curriculum have the smallest N-gain value compare to the aspects of composing the referring questions and aspects of presenting the experimental data in the form of tables/graphs. In general, teachers’ responses to training show very strong categories with the highest responses on the topic of practicum assessment. And the ability of teachers in designing guided-inquiry self-study worksheets has improved especially for aspects of curriculum analysis and presenting experimental data in the form of tables/graphs. The development of teachers’ skills through measurable training that focused on improving teacher competence should be more frequent. The selection of materials that are urgently needed and used in the learning process should also be considered.     Keywords: guided inquiry, LKS, rate of reaction, student worksheet, scientific literacy, training, scaffoldin

Tingkat Pertumbuhan dan Kecerahan Warna Ikan Komet (Carassius Auratus) dengan Penambahan Konsentrasi Tepung Spirulina SP pada Pakan

Ikan Komet (Carassius auratus) merupakan salah satu komoditas ikan hias air tawar yang banyak digemari oleh para penghobi ikan hias karena corak warnanya dan bentuk tubuh yang menarik. Usaha untuk mendapatkan warna yang cerah pada ikan Komet dapat dilakukan dengan penambahan sumber pigmen ke dalam pakan untuk meningkatkan kecerahan warna ikan. Spirulina sp dapat dimanfaatkan sebagai bahan pakan tambahan pada ikan Komet karena memiliki kandungan protein sekitar 40-60 %, vitamin A, mineral 3-7% dan beta-karoten. Penelitian mengenai tingkat pertumbuhan dan kecerahan warna ikan Komet dengan penambahan konsentrasi tepung Spirulina sp pada pakan dilaksanakan pada bulan Januari 2017 sampai dengan Februari 2017 di Kampus C Fakultas Perikanan Universitas PGRI Palembang. Metode penelitian menggunakan rancangan acak lengkap (RAL) dengan 4 perlakuan dan 3 taraf pengulangan. Hasil penelitian menunjukkan bahwa penambahan Spirulina sp terhadap pertumbuhan dan kecerahan warna ikan komet diperolehperlakuan terbaik pada perlakuan P3 dengan pemberian tepung Spirulina sp sebanyak 2,1 gr pada pakan pellet 100 gr yang menghasilkan berat sebesar 4,33 gr, panjang sebesar 1,95 cm, kelangsungan hidup sebesar 8,33 dan rata-rata tingkat kecerahan warna sebesar 25,183. Kata Kunci : Pertumbuhan, Kecerahan Warna, Ikan Komet, Spirulina sp, Pakan Ika

Strain effect on graphene nanoribbon carrier statistic in the presence of non-parabolic band structure

The effect of tensile uniaxial strain on the non-parabolic electronic band structure of armchair graphene nanoribbon (AGNR) is investigated. In addition, the density of states and the carrier statistic based on the tight-binding Hamiltonian are modeled analytically. It is found that the property of AGNR in the non-parabolic band region is varied by the strain. The tunable energy band gap in AGNR upon strain at the minimum energy is described for each of n-AGNR families in the non-parabolic approximation. The behavior of AGNR in the presence of strain is attributed to the breakable AGNR electronic band structure, which varies the physical properties from its normality. The linear relation between the energy gap and the electrical properties is featured to further explain the characteristic of the deformed AGNR upon strain

Catalytic methanation over nanoparticle heterostructure of Ru/Fe/Ce/y-Al2O3 catalyst: performance and characterisation

A novel trimetal-oxides (Ru/Fe/Ce) supported on γ-Al2O3 catalyst was synthesised by simple impregnation method and the activity was investigated at atmospheric pressure. The results showed that Ru/Fe/Ce (5:10:85)/γ-Al2O3 catalyst calcined at 1000 °C for 5 h was effective and gave a 97.20% of CO2 conversion at 275 °C with 93.5% of CH4 formation. The catalyst possesses medium-strength basic sites with the best reduction temperature of <200 °C. The mesoporous structure was covered with small, dispersed particles of spherical in shape. The catalyst is formed by nanoparticles below 10 nm with a surface area of 51 m2/g. The physicochemical analyses showed that the active sites of the potential catalyst Ru/Fe/Ce (5:10:85)/γ-Al2O3 are RuO2 (tetragonal), Fe2O3 (rhombohedral), γ-Al2O3 (cubic), and CeO2 (cubic), with a good distribution on the catalyst surface