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.
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