Blended learning model towards vocational students’ learning outcomes: A scoping review

The learning characteristic in the 21st century is the availability of information anywhere and anytime. Blended learning (BL) became the most widely used learning strategy in vocational education. However, the problem is the effectiveness of BL on student outcomes. This scoping review provides an overview of the implementation of the BL model on vocational students. The research questions in this review were: i) What type of BL was taken?; ii) How did the BL model works?; and iii) What was improved in student learning outcomes? The research method adopted the scoping review from Arksey & Markey. From the beginning, the research article data was taken from the Scopus database. The article selection using the PRISMA method obtained 32 articles from 4,298 articles. The results of the review showed that there were three types of BL models. The three types of BL were: i) The flipped classroom model; ii) The station-rotation model; and iii) The self-blend model. BL syntax that teachers most favored in nine ways, but mainly with the syntax: “Face-to-face (F2F) finished, after that online learning for enrichment”. Meanwhile, most of the articles improved learning outcomes in the cognitive domain

The Development of Predict, Observe, Explain, Elaborate, Write, and Evaluate (Poe2we) Learning Model in Physics Learning At Senior Secondary School

The objectives of this research are: (1) to produce Physics learning model and instrument at Senior secondary School with the POE2WElearning model; (2) to examine the feasibility of the Physics learning model and instrument at Senior secondary School with the POE2WE learning model; and (3) to study the effectiveness of the POE2WE learning model at Senior Secondary School.   This research used the research and development (R&D) method so as to produce a certain learning model and to examine its effectiveness. It also used the procedural development model, adapting the development model of 4-D (four D model). According to Trianto (2011:93), the development research included four phases, namely: defining, designing, developing, and disseminating.   The results of the research are as follows:1) The development of Physics learning model at Senior Secondary School with the POE2WE learning model is done by using the development model of R2D2, which is applied through four focused phases, namely: (1) defining, (2) designing, (3) developing, (4) disseminating. 2) The result of the examination on the learning model and the components of the learning instrument product by the experts shows that it is feasible to be used with the following reasons: (a) the expert of subject matter assesses that the learning material and student work sheet are feasible to used or applied in the Physics learning in Grade X Semester I of Senior Secondary School; (b) the physics teachers asses that the learning material  and student work sheet are feasible to be used; and (c) the subjects  of the research exposed to the experiment assess that the components of the learning material are very good and interesting to be learned. 3) Quantitatively, there is a significant difference in the result of Physics learning with the use of the Physics learning model of the students in Grade X, Semester I of Senior Secondary Schools in Ciamis regency as indicated by the result of t test of p< 0, 0000.The response of the students to the learning process is regarded positive as shown by the variation of their attitudes. 63.34% of the students have a very positive attitude, and the rest 36.67% have a positive attitude. The response of the students to the Physics learning material is also positive. 50.83% of them have a very positive attitude, and the rest 49.17% have a positive attitude. In addition, the response of the students to their teachers is also positive. 72.50% of them have a positive attitude, and the rest 27.50% have a positive attitude. Keywords: POE2WE learning model, and Physics learning at Senior Secondary

Pengembangan Pembelajaran Fisika SMA melalui Elaboration Write And Evaluation (Ewe) dalam Kurikulum 2013

Penelitian ini bertujuan untuk: (1) mendeskripsikan langkah-langkah pengembangan pembelajaran Fisika SMA melalui EWE dalam kurikulum 2013 (2) menentukan validasi perangkat pembelajaran pengembangan pembelajaran Fisika SMA melalui EWE (3) mendeskripsikan keefektifan pengembangan pembelajaran Fisika SMA melalui EWE (4) mendeskripsikan Implementasi pengembangan pembelajaran Fisika SMA melalui EWE dalam kurikulum 2013. Penelitian ini menggunakan metode Reseacrh and Development (R&D).. Penelitian ini menggunakan model pengembangan prosedural. Prosedur dalam penelitian ini mengadaptasi alur dari Sivasailam Thiagarajan menggunakan model 4-D (four D model) meliputi 4 tahap yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap penyebaran (disseminate). Hasil penelitian menunjukan bahwa: (1) Pengembangan pembelajaran Fisika di SMA melalui EWE ini, dikembangkan dengan menggunakan model pengembangan R2D2 yang diterapkan melalui empat fokus langkah, yaitu: (a) define, (b) design, (c) development, (d) dissemination. (2) Hasil validasi perangkat pembelajaran Fisika melalui EWE bernilai 4 setelah di uji lapangan berkategori “sangat layak” (3) Uji efektivitas model dengan statistik uji t-tes dihasilkan terdapat perbedaan yang signifikan antara peserta didik yang diajar dengan pengembangan pembelajaran Fisika melalui EWE dengan model pembelajaran konvensional dan terdapat peningkatan rata-rata hasil belajar kelas eksperimen gain =0,8 (berkategori tinggi) dan kelas kontrol gain= 0,5 (kategori sedang) (4) Implementasi pengembangan Fisika melalui EWE sikap siswa sangat positif dan keterlaksanaan sintaks pengembangan Fisika melalui EWE aktivitas guru maupun peserta didik mengalami peningkatan

PENGEMBANGAN PEMBELAJARAN FISIKA SMA MELALUI ELABORATION WRITE AND EVALUATION (EWE) DALAM KURIKULUM 2013

Penelitian ini bertujuan untuk: (1) mendeskripsikan langkah-langkah pengembangan  pembelajaran Fisika SMA melalui EWE dalam kurikulum 2013 (2) menentukan validasi perangkat pembelajaran pengembangan pembelajaran Fisika SMA melalui EWE (3) mendeskripsikan keefektifan pengembangan pembelajaran Fisika SMA melalui EWE (4) mendeskripsikan Implementasi pengembangan pembelajaran Fisika SMA melalui EWE dalam kurikulum 2013. Penelitian ini menggunakan metode Reseacrh and Development (R&D).. Penelitian ini menggunakan model pengembangan prosedural. Prosedur dalam penelitian ini mengadaptasi alur dari Sivasailam Thiagarajan menggunakan model 4-D (four D model) meliputi 4 tahap yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap penyebaran (disseminate).  Hasil penelitian menunjukan bahwa: (1) Pengembangan pembelajaran Fisika di SMA melalui EWE ini, dikembangkan dengan menggunakan model pengembangan R2D2 yang diterapkan melalui empat fokus langkah, yaitu: (a) define, (b) design, (c) development, (d)  dissemination. (2) Hasil validasi perangkat pembelajaran Fisika melalui EWE bernilai 4 setelah di uji lapangan berkategori “sangat layak” (3) Uji efektivitas model dengan statistik uji t-tes  dihasilkan terdapat perbedaan yang signifikan antara peserta didik yang diajar dengan pengembangan pembelajaran Fisika melalui EWE dengan model pembelajaran konvensional dan terdapat peningkatan rata-rata hasil belajar kelas eksperimen gain =0,8 (berkategori tinggi) dan kelas kontrol gain= 0,5 (kategori sedang) (4) Implementasi pengembangan Fisika melalui EWE sikap siswa sangat positif dan keterlaksanaan sintaks pengembangan Fisika melalui EWE aktivitas guru maupun peserta didik mengalami peningkatan. 

BIOCHEMICAL CHARACTERIZATION OF RECOMBINANT PHYTASE ENZYME (phyK) FROM Klebsiella sp. ASR1 ENCAPSULATED WITH ALGINATE

Karakterisasi Biokimia Enzim Fitase Rekombinan (phyK) dari Klebsiella sp. ASR1 Yang Dienkapsulasi Dengan AlginatEnzim fitase melepas molekul fosfor pada atom C dari benzena Inositol fitat. Tetapi fitase memiliki kelemahan tidak mampu bertahan terhadap kondisi ekstrim dalam lambung nonruminansia. Solusi dalam penelitian ini yaitu fitase dienkapsulasi menggunakan alginat. Penelitian ini bertujuan mengkarakterisasi fitase setelah dienkapsulasi menggunakan alginate. Hasil penelitian ini yaitu fitase yang dienkapsulasi memiliki aktivitas tertinggi pada pH 6,0, sedangkan fitase tanpa enkapsulasi pada pH 5,0. Suhu optimum untuk aktivitas tertinggi fitase yang dienkapsulasi yaitu 70ºC, sedangkan fitase tanpa enkapsulasi 37ºC. Untuk perlakuan penambahan ion logam, aktivitas tertinggi fitase yang dienkapsulasi terjadi dengan penambahan 0,1 mM Fe2+ dan 1,0 mM Ca2+, sedangkan fitase tanpa enkapsulasi dengan penambahan 0,1 mM Fe2+. Berdasarkan hasil penelitian ini, fitase yang dienkapsulasi memiliki keunggulan lebih banyak dibandingkan dengan fitase tanpa enkapsulasi, karena mampu bertahan pada pH dan suhu tinggi, dan beberapa efek ion logam.Kata Kunci: alginat, asam fitat, enkapsulasi, fitase, fitase rekombinanABSTRACTPhytase enzymes release phosphorus molecules on the C atom from benzene inositol phytate. But phytase has the disadvantage of being unable to withstand extreme conditions in the non-ruminant stomach. The solution in this research was phytase encapsulated using alginate. This study aims to characterize phytase after being encapsulated using alginate. The results of this study were the encapsulated phytase had the highest activity at pH 6.0, while the unencapsulated phytase at pH 5.0. The optimum temperature for the highest activity of the encapsulated phytase was 70ºC, while the unencapsulated phytase 37ºC. For treatment of metal ion addition, the highest activity of the encapsulated phytase occurred with the addition of 0.1 mM Fe2+ and 1.0 mM Ca2+, while the unencapsulated phytase with the addition of 0.1 mM Fe2+. Based on the results of this study, the encapsulated phytase had more advantages compared to the unencapsulated phytase, as the former withstand high pH and temperature, and some metal ion effects

Analisis kualitas layanan terhadap loyalitas pelanggan dengan kepuasan dan kepercayaan pelanggan sebagai variabel mediasi

Tujuan dari penelitian ini adalah untuk mengkaji dan menganalisis analisis kualitas pelayanan terhadap loyalitas pelanggan melalui kepuasan dan kepercayaan pelanggan sebagai variabel mediasi. Penelitian ini dilakukan di Restoran Cepat Saji KFC Tarakan. Responden penelitian ini adalah pelanggan yang pernah mengkonsumsi produk KFC lebih dari satu kali, diambil dengan metode survei langsung dengan instrumen kuesioner. Dari 300 kuisioner yang disebar, 275 kuisioner yang kembali. Dari hasil penelitian diketahui bahwa hubungan langsung kualitas pelayanan, kepuasan pelanggan, kepercayaan pelanggan, loyalitas pelanggan berpengaruh positif dan signifikan terhadap loyalitas pelanggan serta kepuasan dan kepercayaan pelanggan berpengaruh signifikan, kecuali kualitas layanan terhadap loyalitas pelanggan. memiliki pengaruh yang tidak signifikan. Hal ini terjadi karena ada pengaruh yang sangat lemah terhadap kualitas pelayanan yang dapat dianalisis karena ada faktor lain yang memberikan pengaruh lebih kuat dalam menciptakan loyalitas dibandingkan dengan faktor kualitas pelayanan. Hal ini mengakibatkan kualitas pelayanan tidak berhasil memediasi kepuasan pelanggan dan kepercayaan terhadap loyalitas pelanggan, dan efek mediasi tidak berpengaruh. Disarankan kepada KFC Tarakan agar menjaga dan meningkatkan kualitas pelayanan agar pelanggan merasa puas, dan kepercayaan kepada perusahaan, sehingga pelanggan dapat melakukan pembelian ulang

Pre-Service Science Teachers' Perception About High Order Thinking Skills (HOTS) in the 21st Century

In the 21st century, the pre-service science teachers faced on extremely global competitiveness, globalization, technologically driven by information and rapidly media-saturated that needs appropriate skills to meet these challenges. The aims of this study is to identify pre-service science teacher perception about high order thinking skills (HOTs) in 21st century. This study employed quantitative design using a survey research method involved 120 pre-service science teachers from Tanjungpura University. The results of this study indicated that prospective science teachers have an awareness of the importance of HOTs and their also knowing that the learning do emphasized on the aspects of HOTs is essential to face the challenges of the 21st century. It is indicated by the mean score of pre-service science teacher perception about the important of HOTs to meet the challenges in the 21st century (M = 4.29, SD = 0.61) and the skills of HOT that their will be required to becomes a teacher in the 21st century (M = 4.31; SD = 0.47) in the high level.  This result provides the reasons why we need cultivating a positive awareness of the importance of HOTs in order to fostering the need for teaching that emphasizes the aspects of HOTs during pre-service education