This study was aimed to produce students worksheet using scientific approach which can be properly used, practically implemented, and is effective to Improve Learning Outcomes of social science Subjects for fourth graders of Elementary school. This study used Dick and Carrey developemental model consisting of 10 steps. Based on the research results, it was found that (1) students worksheet was categorized as valid (87.5%) by the validator (2) the feasibility of students worksheet was categorized as very practical (88.5%) (3) The significant difference of learning outcomes between classes using students worksheet with a scientific approach and the one which was not, by a margin of 0.15 was higher for class using students worksheet with a scientific approachKeywords: Scientific Approach, Social Science Subjects, Students Learning Outcomes, Students Worksheet. ABSTRAKPenelitian ini bertujuan menghasilkan LKPD dengan pendekatan saintifik yang layak digunakan, praktis dilaksanakan, dan efektif untuk meningkatkan hasil belajar IPS bagi siswa Kelas IV SD. Prosedur pengembangan menggunakan model Dick and Carrey dengan 10 langkah. Berdasarkan hasil penelitian menunjukkan bahwa (1) LKPD dinyatakan sangat valid (87,5%) oleh validator (2) Keterlaksanaan pembelajaran sangat praktis (88,5%) (3) Perbedaan hasil belajar yang signifikan antara kelas yang menggunakan LKPD dengan pendekatan saintifik dan yang tidak, dengan selisih peningkatan 0,15 lebih tinggi kelas yang menggunakan LKPD dengan pendekatan saintifik. Kata Kunci: Hasil Belajar Siswa, IPS, LKPD, Pendekatan Saintifik.
Syphilis transmission through blood transfusion urged WHO recommend examination of treponemal antibody in blood donors. Treponemal antibody was identified to be formed against the membrane of lipoprotein antigen Tp15, Tp17, and Tp47 of T.pallidum. Tp17 antigen may have important role in the pathogenesis of syphilis. Evaluation of CLIA method using Tp17 antigen showed a good diagnostic value. Currently immunochromatography test using Tp17 antigen was available but the diagnostic value has not been widely published. The aim of this study was to determine the diagnostic value of immunochromatography test using Tp17 antigen for treponemal antibody detection in blood donors. Total 100 serum samples with reactive (n=66) and non-reactive (n=34) treponemal antibody screened with ELISA and CLIA methods in blood transfusion unit of Surabaya, Mojokerto, and Sidoarjo Indonesian Red Cross from May 2018-August 2018 were examined for treponemal antibody with immunochromatography test using Tp17 antigen (StandardTM Q Syphilis Ab, Standard Biosensor) and Fluorescent Treponemal Antibody Absorption /FTA-ABS (EUROIMMUN, AG) as gold standard. Kappa Cohen analysis showed the concordance of immunochromatography test using Tp17 antigen was moderate and significant with IgG anti-treponemal FTA-ABS (k = 0.477 p: 0.000). The IgM anti-treponemal was non-reactive in all samples. The sensitivity was 69.8% with 81% of specificity. The sensitivity was not high may be due to the use of a single antigen (Tp17) while the treponemal antibody was formed by Tp15, Tp17, and Tp47 antigen predominantly, the others possbilities were decreased of IgG anti-Tp17 in donors after syphilis treatment, and differences of gold standard with other studies (FTA-ABS vs TPHA). Further study was needed with TPHA that was routinely used as a confirmation test, Western Blot to determine the antibody others than anti-Tp17, and non-treponemal test to determine the disease activity.
Every student must possess problem-solving abilities. Solving students' problems is varied; several factors influence the difference between cognitive styles and learning models. This study aimed to determine differences in problem-solving abilities based on students' cognitive styles in the Concept Attention (CA) and Group Investigation (GI) learning model. This study was a quantitative study with the tenth-grade students of SMA Negeri 16 Semarang as the 2018/2019 academic year population. The sample was selected using cluster random sampling. The research data had been collected through documentation and tests and then were analyzed using nonparametric tests, specifically the Hildebrand test, since the data were not normally distributed. The results showed that students with Field Independent (FI) cognitive style's problem-solving ability were better than students with Field Dependent (FD) cognitive style, either in general, CA, or GI learning models. The CA learning model produced better problem-solving abilities than the GI learning model, both in general and in terms of the type of students’ cognitive style.
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