Private forests have a crucial role in maintaining the functioning of the Indonesian forest ecosystem especially because of the continuous degradation of natural forests. Private forests are a part of social forestry which becomes a tool for the Indonesian government to reduce carbon dioxide (CO2) emission by 26% by 2030. The United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation has encouraged the Indonesian government to establish a forest monitoring system by estimating forest carbon stock using a combination of forest inventory and remote sensing. This study is aimed at assessing the potential of vegetation indices derived from Sentinel-2 for estimating aboveground biomass (AGB) of private forests. We used 45 sample plots and 7 vegetation indices to evaluate the ability of Sentinel-2 in estimating AGB on private forests. Normalised difference index (NDI) 45 exhibited a strong correlation with AGB compared to other indices (r = 0.89; R2 = 0.79). Stepwise linear regression fitted for establishing the model between field AGB and vegetation indices (R2 = 0.81). We also found that AGB in the study area based on spatial analysis was 72.54 Mg/ha. A root mean square error (RMSE) value from predicted and observed AGB was 27 Mg/ha. The AGB value in the study area is higher than the AGB value from some of forest types, and it indicates that private forests are good for biomass storage. Overall, vegetation indices from Sentinel-2 multispectral imagery can provide a good result in terms of reporting the AGB on private forests.
The focus of this study is to examine the design development of multicultural value-based Islamic education learning models at the high school level. This research is qualitative research. Data collection is done by observation, interview, and documentation. While the data analysis technique used is data reduction, data presentation, data verification, and drawing conclusions. The results of the study showed that, the design of the development of the learning model that determined multicultural values, which were integrated in the Islamic Religious Education subject, b) syllabus, c) lesson plan, d) used the Islamic education learning model based on multicultural values, and c) conducted an assessment towards the process of learning activities, which is a follow-up to learning, the approach to developing learning models, namely the approach to justice and equality without discrimination, called cultural pluralism, which provides opportunities and freedom for all elements to show and develop their respective identities, both from language, ethnicity, religion and so on. While developing models of Islamic education learning based on multicultural values because; a) multicultural education is not a special subject, b) promotes equality between students of different backgrounds, c) the diversity of students that causes misunderstandings that can lead to disputes between fellow students.
An original technique to transform functional representation of the design into a structural representation in form of a data flow graph (DFG) is described. A canonical, word-level data structure, Taylor Expansion Diagram (TED), is used as a vehicle to effect this transformation. The problem is formulated as that of applying a sequence of decomposition cuts to a TED that transforms it into a DFG optimized for a particular objective. A systematic approach to arrive at such a decomposition is described. Experimental results show that such constructed DFG provides a better starting point for architectural synthesis than those extracted directly from HDL specifications.
The objective of the paper is to find out the strategy of Isalamic education teachers in embedding multicultural values at a senior high school in Palu. The study used a qualitative case study method. Data were gathered through direct observation, un-depth interviews with the school’s teachers, and written material analyses. This study found that the teachers of the school embedded multicultural values through humanistic approach in taching and daily school’s interaction. Students were given tolerance understanding to respect religion and ethnicity differences. The curriculum of the school was also redusugned by integrating multicultural values. Intolerance attitudes were strongy prohibited and stric rules to respect each other were imposed. Islamic education teachers were imposed to teached moderate Islamic teachings which respect multicultural values. Radical Islamic views were prohibited to teach in the school. Muslim and non-Muslim students were treated equally regarding their views and beliefs.
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