Morfometri dan Alometri Kepiting Biola Uca Perplexa yang Terdapat pada Vegetasi Mangrove di Pulau Baai, Bengkulu

The study of mophology, morphometry and alometry of Uca perplexa, one of fiddler crabs that dominated at mangrove vegetation in Pulau Baii of Bengkulu have been conducted. We measured morphometric characters including body weight and sizes of carapace, abdomen, chelae, frontal, eyebrow and eye stalk. The result showed Uca perplexa live at sandy mud substrate and made burrow around mangrove roots. Uca perplexa have back carapace with some horizontal white strips. Carapace was acute and straight at anteriolateral part and rounded at dorsolateral. Their foot color usually brown although some of them were grey, were also found. The male (2.4±0.96 g) has higher of body weight than female (0.77±0.23 g) caused by dimorphism of chelae in male. Carapace width of male and female were 14.74±4.42 mm and 10.42±3.24 mm, respectively. As for abdomen width of male was 5.16±1.61 mm and of female was 6.58±1.38 mm. The length of major chelae was 44.66±9.22 mm as minor chelae was 10.50±0.49 mm. The frontal length of male was 3.44± 0.44 mm as for female was 2.83±0.69 mm. The eyebrows were narrow with eye stalks length for male and female were 6.50±2.46 and 4.20±0.92, respectively. Alometric analysis showed that Uca perplexa either male or female has growth pattern with negative alometry (b<3). It suggest the increase of body weight in Uca perplexa is slower than the increase of size of its carapace, abdomen and chelae

Population and Microhabitat of Uca Spp. in Mangrove Conservation Area of Pantai Panjang, Bengkulu

Fiddler crabs (Uca spp.) are distributed widely in tropical and subtropical areas in the world. They live in the sandy and muddy bay habitats of intertidal zone. This study aimed to find species abundance, microhabitat and population density of fiddler crabs in mangrove conservation area of Pantai Panjang, Bengkulu. The sampling was conducted for three months started from December 2013 to February 2014. Sampling locations were decided purposively on the area consist of four microhabitats, i.e. sandy, muddy, muddy around decay plant roots and around mangrove roots. Samples of Uca were collected from 1x1 m of sixty quadrants. The results found seven species of fiddler crabs i.e. U. perplexa, U. lactea, U. jocelynae, U. forcipata, U. triangularis, U. rosea, and U. dussumieri. They were distributed at four microhabitats. The microhabitats of U. perplexa, U. lactea, U. jocelynae, U. forcipata, U. triangularis, U. rosea, and U. dussumieri were around mangrove roots and sandy, around mangrove roots, muddy, muddy, muddy around decay plants, muddy and sandy areas, respectively. Among those species, U. perplexa was the most abundant population whereas U. dussumieri was the less one. Popolation density of fiddler crabs were U. perplexa 5.48 ind/m2, U. lactea 4.25 ind/m2, U. jocelynae , 1.47 ind/m2, U. forcipata 0.28 ind/m2, U.triangularis 0.18 ind/m2, U. rosea 2.17 ind/m2 and U. dussumieri 0.12 ind/m2

CELLULAR DISTRIBUTIONS OF CHLORIDE AND HYDROGEN PEROXIDE IN MESOPHYLL AND BUNDLE SHEATH CELLS OF MAIZE EXPOSED TO SALINITY STRESS

Cellular localization of chloride(Cl) and hydrogen peroxide (H2O2) in the leaf blades of maize plants exposed to 3% NaCl were investigated. This study was aimed to investigate whetherdifferential sensitivity to salinity between mesophyll cells (MC) and bundle sheath cells (BSC) in maize associated with differential accumulation of Cl and H2O2 in MC and BSC. Cl distribution was examined with X-ray microanalysis, whereas H2O2 was analyzed histochemically and cytochemically using 3,3-diamino-benzidine(DAB) and Cerium Chloride (CeCl30.The present study shows that Cl accumulation in MC and BSC of the plants treated with NaCl was relatively comparable. However, salinity-induced H2O2 formation in MC chloroplasts was higher compared with that in BSC chloroplasts. In addition, H2O2 accumulation was also detected in apoplast of MC and BSC with the greatest accumulation being detected in the cell walls of MC facing to the intercellular space. These results suggest that differential sensitivity between MC and BSC chloroplasts to salinity is not caused by differential accumulationof Cl between the cells. Apoplastic accumulation of H2O2 may rather reflect changes in oxidative balance generated by ROS scavenger in the cells that affects the homeostasis of the whole cell

Efektivitas Model Reading Questioning and Answering (RQA) dalam Pembelajaran Online terhadap Kemampuan Kognitif Siswa pada Mata Pelajaran IPA Terpadu

This study aims to determine the effectiveness of the Reading Questioning and Answering (RQA) learning model in online learning on student learning outcomes. The method used is a quantitative quasi-experimental design with a non-equivalent control-group pre-test/post-test design. The research sample was taken by purposive sampling of the eighth grade students of SMPIT An-Nida' Lubuklinggau. The online learning media used is WhatsApp with data collection instruments in the form of cognitive learning outcomes tests with 20 multiple choice questions. The results showed that there was a significant effect of the RQA learning model in online learning on improving student learning outcomes in Integrated Science subjects at SMPIT An-Nida' Lubuklinggau. In conclusion, the RQA learning model is effective in improving student learning outcomes online in Integrated Science subjects at SMPIT An-Nida' Lubuklinggau. Keywords: Cognitive Learning Outcomes, Online Learning, RQA, WhatsAp

Kemampuan Hasil Belajar dan Berpikir Kritis Siswa dengan Menggunakan Model Pembelajaran Inkuiri Melalui Google Classroom

This study aims to determine the differences in the ability of students' learning outcomes and critical thinking using the Inquiry learning model through Google Classroom at SMA Negeri 9 Bengkulu City. The method used is Quasi Experiment. The results showed that learning outcomes and students' critical thinking skills in Inquiry learning with Google Classroom media at SMA N 9 Bengkulu City obtained a significance value of 0.000. In conclusion, students who receive learning using an inquiry model through Google Classroom have better learning outcomes and critical thinking skills than students who receive learning using conventional methods. Keywords: Critical Thinking, Learning Outcomes, Inquir

Pembelajaran Inkuiri untuk Melatih Kemampuan Berpikir Tingkat Tinggi, Literasi Sains dan Keaktifan Siswa

This study aims to determine the effect of the inquiry learning model on higher-order thinking skills, scientific literacy and activeness of class XI students at SMAN 09 Bengkulu City. The method used is a quasi-experimental (quasi-experimental) with a true experimental design pretest-posttest control group design. The results showed that the significance value of the Inquiry learning model on higher-order thinking skills was 0.002, scientific literacy was 0.000 and activeness was 0.000. There is no relationship between the inquiry learning model and higher-order thinking, scientific literacy and student activity. In conclusion, the inquiry learning model affects higher-order thinking skills, scientific literacy and student activity and produces better biology learning outcomes than conventional learning. Keywords: Higher Order Thinking, Student Activity, Inquiry Learning Mode

Developing student’s metacognitive ability in science through project-based learning with e-portfolio

The present study aimed to investigate the metacognitive ability of students using e-portfolio assessment in project-based learning classes. The projects were a set out a critical analysis based on the selected references (project 1) and set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation, and evaluation abilities that were assessed through e-portfolio assignments. There were 87 participants who divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category: not yet, at risk, not-really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of the student is “not really” and “developing” respectively. Student metacognitive ability through conducting the project 2 activities is higher than project 1. The findings showed that project-based learning (PBL) enables to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments.The aim of present study was to investigate the metacognitive ability of student using e-portfolio assessment in the project-based learning classes. The projects were the set out a critical analysis based on the selected references (project 1) and the set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation and evaluation abilities that were assessed through e-portfolio assignments. Eighty-seven participants divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category; not yet, at risk, not really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of student is "not really" and "developing” respectively. Student metacognitive ability through conducting the project 2 activities is higher than the project 1. The findings showed that PjBl enable to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments. 

Improving student problem-solving skill and cognitive learning outcome through the implementation of problem-based learning

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. Thisresearch is aquasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students

KEMAMPUAN BERPIKIR KRITIS DAN MINAT BELAJAR MAHASISWA PADA MATA KULIAH FISIOLOGI TUMBUHAN MELALUI MODEL PEMBELAJARAN PBL DAN INKUIRI DENGAN MENGGUNAKAN MEDIA MIND MAPPING DI PROGRAM STUDI PENDIDIKAN BIOLOGI UNIVERSITAS MUHAMMADIYAH BENGKULU

Penelitian ini apakah terdapat perbedaan kemampuan berpikir kritis dan minat belajar mahasiswa pada mata kuliah Fisiologi Tumbuhan yang menggunakan model pembelajaran PBL dan Inkuiri dengan menggunakan Mind Mapping. Jenis penelitian ini adalah Quasi Eksperimen. Desain penelitian yang digunakan adalah Pre-Test Post-Test Control Group Design. Populasi dalam penelitian ini adalah seluruh mahasiswa Program Studi Biologi FKIP UMB semester IV yang berjumlah 95 orang mahasiswa yang terbagi ke dalam tiga kelas, dua kelas sebagai eksperimen dan satu kelas sebagai kelas kontrol. Pengumpulan data dilakukan dengan menggunakan tes essai untuk mengukur kemampuan berpikir kritis dan angket untuk mengukur minat belajar mahasiswa. Kemudian data dianalisis menggunakan uji One Way Anova. Hasil penelitian menunjukkan bahwa: Terdapat perbedaan kemampuan berpikir kritis mahasiswa pada mata kuliah Fisiologi Tumbuhan melalui model pembelajaran PBL dengan menggunakan Mind Mapping, model pembelajaran Inkuiri dengan menggunakan Mind Mapping dan Konvensional. Terdapat perbedaan minat belajar mahasiswa pada mata kuliah Fisiologi Tumbuhan melalui model pembelajaran PBL dengan menggunakan Mind Mapping, model pembelajaran Inkuiri dengan menggunakan Mind Mapping dan Konvensional. Model pembelajaran PBL dengan menggunakan Mind Mapping lebih baik dalam meningkatkan kemampuan berpikir kritis dan minat belajar mahasiswa dibandingkan dengan model pembelajaran Inkuiri dengan menggunakan Mind Mapping dan lebih baik dibandingkan model pembelajaran Konvensional.Kata Kunci: kemampuan berpikir kritis, minat belajar, model PBL, model inkuiri, mindmapping