Propagation of mangosteen is challenging for many reasons, including limited seed set, slow rate of seedling growth, and difficulty with root formations. The objective of this research was to find the best combination of medium and plant growth regulator for in vitro growth and rooting of mangosteeen seed. Various types of explant (a whole seed; seed divided into 2, 3, and 4 cross sections; seed divided into 2, 3, and 4 longitudinal sections) were treated with five concentrations of benzyl amino purine (BAP; 0, 2.5, 5, 7.5, 10 mg/L) for shoot induction in ½ Nitrogen (N) Murashige and Skoog (MS) medium. The shoots were rooted on MS and woody plant medium (WPM) media with several combinations of indole butyric acid (IBA) and naphtalene acetic acid (NAA). Treatments for root induction were applied as follows: (i) low dose, given during induction of rooting, (ii) soaking the base of the shoots in medium treated with a high dose of auxin for 5 days, and then growing the shoots in MS ½ N with 1 mg/L NAA + 1 mg/L BAP medium. Our result show that BAP positively affected mangosteen bud growth. The best medium for mangosteen shoot regeneration was found to be MS ½ N + 5 mg/L BAP. This medium induced the highest number of shoots from the seed explant cut into four cross sections. We found the best medium to induce in vitro rooting of mangosteen shoot was MS ½ N + 3 mg/L indole butiric acid (IBA) + 4 mg/L NAA medium. Some treatment negatively affected growth. Soaking the mangosteen shoot base in a medium with an overly high dose of auxin seemed to disrupt and inhibit growth of the mangosteen shoot.

This study aims to analyze students' digital literacy in the context of learning biology material on the digestive system and identify students' digital literacy in terms of interest in digital technology, internet costs, gender, and learning outcomes. The research was conducted at one private high school in Medan, Indonesia. The instrument used is a questionnaire and a list of student grades from the teacher. The results showed that students interested in digital technology had a significantly higher digital literacy score than students who had less interest in digital technology. There was no significant difference in digital literacy between groups of students with internet fees < US$ 14 per month and students with internet fees of US$ 14 per month, and between groups of male and female students. The result of the analysis also found a positive correlation between learning outcomes and digital literacy.

Article historyInquiry learning has been known as a popular approach to be studied and applied in science learning. However, the effect of different levels of inquiry on science process skills has not received much attention. This study aims to see the effect of the implementation of guided and structured inquiry on students' Science Process Skills. The quasiexperimental method was carried out with the posttestonly control group Randomized design in two classes of Biology's first-year students. Data were collected with a process skill observation sheet for one semester of lectures. The results showed that both types of inquiry learning showed similar achievement patterns for the types of process skills observed, but generally guided inquiry showed better results. The average score of science process skills in structured inquiry classes was 71.67, while in guided inquiry classes was 78.06. Another interesting finding is that the two types of inquiry learning produce similar performance patterns for the type of process skills observed. The sequence of the type of process skills that are most mastered in both classes is to observe, conclude, classify and communicate. Inquiry learning is able to develop science process skills well, but differences in learning experiences that are more open to guided inquiry are thought to be an explanation of the difference in achievement of process skills between the two types of inquiry.This is an open access article under the CC-BY-SA license.

Andaliman (Zanthoxylum acanthopodium DC) is a member of the Rutaceae family which is spread in the regions of East Asia, Southeast Asia, and South Asia. In the territory of Indonesia, andaliman is spread in the highlands of North Sumatra and parts of Aceh. Andaliman is a spice plant that is usually used as a spice for the Batak tribe in North Sumatra. This study aims to analyze the characteristics of andaliman habitat in North Sumatra. A total of 169 samples from 8 regencies in North Sumatra analyzed habitat characteristics using the ArcGis 10.3 program using various ecological data. The results showed that andaliman was widely distributed in the highlands in North Sumatra. Andaliman inhabits 4 soil types, namely Humic Acrisols (36.09%), Orthic Acrisols (34.31%), Humic Cambisols (18.34%), and Orthic Ferralsols (11.24%), 7 Types of land cover namely dry land agriculture (81.06%), open soil (0.59%), rice fields (6.5%), settlements (2.9%), secondary dryland forests (4.73%), shrubs (3.55%), and industrial plantations (0.59%). Andaliman inhabits a limited elevation between 854-2676 m above sea level. The highest number in elevation 1161-1526 (76.92%), 854-1160 (14.20%), 1527-1968 (7.69%), 1969-2676 (0.59%). In rainfall ecology variables, Andaliman occupies an area with rainfall between 1500-4000 mm/year. The highest number occupies rainfall between 1500-2000 (8.87%), 2000-2500 (83.43%), 2500-3000 (5.91%), 3000-3500 (0.59%), and 3500-4000 (0.59%) mm/annual. Most of Andaliman grew in areas with Critical land types (69.23%), rather critical (25.44%), critical potential (3.55%) and very critical (1.18%). Andaliman occupies a limited habitat character so that the right steps are needed in his conservation efforts. This research is expected to become important information in the conservation and cultivation efforts of andaliman in North Sumatra.

This study aims to measure the level of self-directed learning readiness of prospective science teacher students studying with blended learning. This study also investigates the relationship of self-directed learning readiness with students’ perceptions of blended learning. This research uses a quantitative method involving 28 students of prospective science teachers in the mathematics faculty and natural sciences at Medan State University. Data were collected using a learning independence questionnaire, which was first validated by two learning experts. Measurement of learning independence is done after students undergo one semester of blended learning. In general, student learning independence is at a moderate level. Analysis based on gender shows that there are no statistically significant differences between men and women in learning independence. This study also revealed that differences in learning outcomes are influenced by the level of learning independence, especially in the "selfcontrol" aspect.

The Asteraceae is a diverse plant species and widely distributed, especially in the tropics and subtropics, consisting of 1,600 - 1,700 genera which include 24,000 - 30,000  species. Asteraceae has characteristics of cup flowers and brackets that are not owned by other plants. The objective of this study was to determine the morphological structure of plants and escpecially the leaf glandular trichome in several species of Asteraceae. The research method used was a descriptive method, to describe and interpret the shape, structure and distribution of leaf trichome in the Asteraceae family. This study used eight species of the Asteraceae family, namely Elephantopus mollis, Bidens pilosa, Tithonia deversifolia, Tridax procumbens, Synedrella nodiflora, Eclipta prostrate, Sphagneticola trilobata and Ageratum conyzoides. The observation results of trichomes at 8 species by Scanning Electrone Microscope (SEM) was obtained varied forms of trichomes, both in shape and size. From the research, it was obtained that the forms of multicellular glandular trichome with various shapes, ranging in size from 50.6 µm - 831.9 µm.

ABSTRAKPenelitian ini bertujuan untuk mengetahui hubungan persepsi siswa terhadap penerapan model Pembelajaran Berbasis Masalah (PBM) dengan hasil belajar siswa pada materi perubahan lingkungan di kelas X di SMA Negeri 1 Stabat Tahun Pembelajaran 2017/2018.Populasi penelitian adalah seluruh siswa kelas X MIA di SMA Negeri 1 Stabat tahun pembelajaran 2017/2018. Sampel penelitian terdiri dari kelas X MIA 5 dan MIA 6 yang berjumlah 72 orang yang diambil dengan menggunakan teknik purposive sampling.Metode penelitian ini adalah deskriptif korelasional, dengan menggunakan angket dan dokumentasi hasil belajar sebagai alat pengumpul data.Berdasarkan hasil uji korelasi Product Moment diperoleh rhitung rtabel( 0,57> 0,235) artinya terdapat korelasi yang positif antara persepsi siswa terhadap penerapan model Pembelajaran Berbasis Masalah (PBM) dengan hasil belajar dan termasuk kedalam kategori sedang. Hasil uji determinasi sebesar 32,49 % menunjukkan bahwa persepsi siswa terhadap model Pembelajaran Berbasis Masalah pada materi Perubahan Lingkungan memberikan konstribusi sebesar 32,49% terhadap hasil belajar siswa. Pengujian hipotesis dengan menggunakan uji t diperoleh  thitung ttabel atau 8,62 > 1,994. Dengan demikian H0 ditolak dan Ha diterima. Sehingga dapat disimpulkan bahwa ada hubungan yang signifikan antara persepsi siswa terhadap penerapan model Pembelajaran Berbasis Masalah (PBM) pada materi Perubahan Lingkungan dengan hasil belajar siswa pada materi perubahan lingkungan di kelas X di SMA Negeri 1 Stabat Tahun Pembelajaran 2017/2018. Kata kunci :Persepsi Siswa, Model Pembelajaran Berbasis Masalah, Hasil Belajar siswa  ABSTRACTThis research aims to determine relations between students’ perception about Problem Based Learning in environmental change subject matter with students learning of class X SMA Negeri 1 Stabat Academic Year 2017/2018. The population in this study were all students of class X MIA in SMA Negeri 1 Stabat. The total number of samples is 72 students. Samples were taken by purposive technique sampling. The research method used in this research is descriptive correlative, using questionnaires and documentation as data collection tools. For data analysis technique, using the formula product moment correlation coefficient values obtained correlation rcuount rtable( 0,57> 0,235) it means that there is a positive and significant correlation between students' perception of Problem Based Learning model with student learning. Determination index 32,49%, it means students’ perception contributed 32,49 % of the student learning. Testing the hypothesis using a statistical test t obtained tcount  > t table or 8,62> 1,994. Thus H0 is rejected and Ha accepted. It can be concluded that there is a significant correlation between students' perception for Problem Based Learning model on change of the environment subject matter with student learning class X SMA Negeri 1 Stabat Academic Year 2017/2018.Keywords: student’ perception,  problem based learning model, student learning.

Penelitian ini bertujuan untuk mengetahui bagaimana kemampuan berpikir kritis siswa pada materi pokok sistem pencernaan manusia di kelas XI IPA SMA Swasta YAPIM Biru-biru, Delitua Tahun Pembelajaran 2017/2018. Populasi penelitian ini adalah seluruh siswa kelas XI IPA YAPIM Biru-biru, Delitua  yang terdiri atas tiga  kelas berjumlah 98 siswa. Sampel penelitian terdiri atas satu kelas yaitu XIIPA3 sebanyak 34 siswa dan pengambilan sampel dilakukan dengan teknik random sampling. Jenis penelitian adalah penelitian deskriptif kuantitatif. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir kritis  sebanyak 25 soal dan lembar observasi. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada materi Sistem Pencernaan  Manusia di kelas XI IPA SMA Swasta YAPIM Biru-biru, Delitua Tahun Pembelajaran 2017/2018 berada padakriteria cukup sampai dengan sangat baik (79,41%) sebanyak 27 siswa. Rata-rata kemampuan berpikir kritis paling tinggi ditemukan pada indikator 4 (Mengobservasi dan mempertimbangkan hasil observasi)yaitu sebesar 81 %, sedangkan rata-rata kemampuan berpikir kritis paling rendah ditemukan pada indikator 2 (Bertanya dan menjawab pertanyaan)  yaitu sebesar 59,65 %.Kata Kunci : Kemampuan Berpikir Kritis, Materi Pokok Sistem Pencernaan Manusia