Active solid acid catalysts of sulphated zinc oxide (SO 4 2--ZnO and SO 4 2-/ZnO) were prepared and characterized. The solid acid catalysts were investigated for their performance on transesterification of soybean oil with methanol to produce biodiesel. The SO 4 2--ZnO and SO 4 2-/ZnO catalysts were prepared by coprecipitation and impregnation respectively to compare their performance for biodiesel production. The catalysts were characterized by X-ray Diffraction (XRD) and Fourier Transform Infra Red (FT-IR), while the fatty acid methyl ester (FAME) component in biodiesel product was identified by Gas Chromatography -Mass Spectrometer (GC-MS) and FT-IR. The SO 4 2--ZnO catalyst, prepared by coprecipitation, showed better performance for the transesterification process than the SO 4 2-/ZnO catalyst, prepared by wet impregnation. The trend of performance of both catalyst was due to effect of sulfonate incorporation into the zinc oxide structure to form active acid sites. From the catalyst testing on transesterification of soybean oil with methanol at mild conditions (temperature of 65 o C, methanol to oil mole ratio of 6, and 4 wt% of catalyst loading), the SO 4 2--ZnO catalyst exhibited promising FAME yield of 80.19% at 4 h reaction time. Therefore, the SO 4 2--ZnO catalyst showed potential as a catalyst for transesterification of soybean oil to produce biodiesel.
This research is aimed to create a learning trajectory of linear functions concept using mathematical modeling. The applied learning approach is the Model Eliciting Activities (MEAs). Design research was chosen as the research method consisting of three main phases; preliminary design, teaching experiments, and retrospective analysis. This research was conducted in class X in a public senior high school in Palembang. The result showed the design activity can encourage students to look at the form of modeling (charts/schemes/equation) that students make themself. Through steps on mathematical modeling takes students into the definition of the power to a linear functions, so the students had the idea in providing recommendations to solve real problems in life.
Adolescents as social media users have not been able to sort out positive activities on social media and tend to have a negative impact that causes cyberbullying behavior. A research of Ministry of Communication and Informatics of UNICEF showed the high percentage of children victims of cyberbullying. An Intensity is related to cyberbullying behavior. The cyberbullying is influenced by external and internal factors. One of internal factors that influences cyberbullying is emotional intelligence. Adolescents who have high emotional intelligence will control their primitive impulses, understand their feelings and be able to avoid negative behavior. In addition, external factor is a school climate. A healthy school climate will create positive emotional attachment to one another and interpersonal responsibilities so that school rules will be a guidance that is applied consistently for school members. The objectives of this study were to find out the description of adolescents' school climate in Semarang City, to find out the description of adolescents' emotional intelligence in Semarang City, to find out the correlation between emotional intelligence and cyberbullying behavior of adolescents in Semarang City.
In this modern era, where everything is entirely technological, storytelling can still be found everywhere, not only in children's reading books or school books but also on the internet, for learning media. In Indonesia itself, there are a plethora of storytellings. Storytelling as a medium for teaching speaking is also expected to improve EFL students' language skills. Using storytelling as a method to teach speaking is also one of the ways that teaching speaking activity becomes enjoyable. In this study, the research aims to know EFL students’ perception of storytelling and their proficiency in English speaking skills using storytelling. This research is conducted using a quantitative method. The data are collected by questionnaire to determine their understanding of storytelling and test; the scoring method employs a speech to text application; we grade three aspects: pronunciation, fluency, and accuracy. The sample of this research is UTY English education EFL students in 2020 and 2021. This research shows that using storytelling can improve EFL students speaking skills. Storytelling to teach speaking to EFL students is hoped that EFL students will be able to hone their speaking skills consciously and use storytelling strategies. In this study, it is known that storytelling is possible to teach speaking skills in the classroom.
Terjadinya peningkatan kasus kekerasan interpersonal selama masa pandemi covid-19 patut menjadi perhatian masyarakat. Pelaku kekerasan ini biasanya orang terdekat dan menyebabkan berbagai dampak psikologis kepada penyitasnya. Variasi dampak yang dapat dialami penyintas misalnya kecemasan, self-esteem yang rendah, PTSD hingga bunuh diri. Penanganan psikologis selama ini telah dilakukan untuk meringankan dampak dari penyintas, termasuk salah satunya penelitian yang telah terlaksana pada tahun 2020 oleh tim pengabdi. Sebagai kelanjutan dari roadmap penelitian tersebut, tim pengabdi bersinergi dengan Komunitas Batir yang selama ini melakukan penanganan pelecehan seksual di seputar Kota Semarang. Tim pengabdi dan Komunitas Batir berfokus pada tujuan untuk peningkatan kesadaran masyarakat mengenai pentingnya psychological welfare pada penyintas kekerasan interpersonal (IPV). Metode yang digunakan yaitu psikoedukasi dan konseling. Sasaran program ini adalah para anggota Komunitas Batir, para penyintas kekerasan, dan masyarakat umum yang dirangkum dalam rangkaian 7 kegiatan onlineselama 6 bulan (Bulan Maret-Agustus 2021). Hasilnya, telah terlaksana kegiatan 1 dan 2 berupa pembekalan bagi anggota Batir yang akan memberikan penanganan pada penyintas telah terlaksana berupa pelatihan psychological first-aid (PFA). Kegiatan 3 dan 4 berupa IG live psikoedukasi pada masyarakat bersama BEMKM UNNES dan Komunitas Batir. Kegiatan 5 berupa pembuatan konten-konten psikoedukasi berbasis gambar pada akun IG @yuksehatmental. Kegiatan 6 kontes foto bertema HOPE yang diikuti oleh para penyintas IPV. Kegiatan 7 telah terlaksana webinar mengenai IPV bersama pembicara ahli bidang psikologi klinis dan penanganan kasus-kasus kekerasan interpersonal (IPV).
Rendahnya tingkat kompetensi guru dalam mengindentifikasi kepribadian siswa berdampak pada rendahnya kemampuan siswa dalam memahami kepribadiannya. Hal ini juga secara langsung maupun tidak langsung berdampak pada beberapa hal salah satunya yaitu kemampuan siswa dalam melakukan perencanaan karir. Peningkatan kompetensi guru dalam mengindentifikasi kepribadian siswa perlu dilakukan untuk meningkatkan peran guru dalam memfasilitasi siswa untuk dapat melakukan perencanaan karir yang baik yang nantinya akan sangat bermanfaat bagi masa depan siswa. Pengabdian masayarakat berupa Peningkatan Kompetensi Guru dalam Mengidentifikasi Kepribadian Siswa dilakukan Madrasah Aliyah Ma’hadut Tholabah di Kabupaten Tegal. Tujuan dari kegiatan ini yaitu untuk meningkatkan kompetensi guru dalam mengindentifikasi kepribadian siswa sehingga siswa terfasilitasi untuk melakukan perencanaan karir, Metode yang digunakan dengan workshop. One group pretest-posttest design dengan satu kali pretest dan satu kali posttest digunakan untuk mengetahui apakah ada perbedaan skor kompetensi guru mengenai identifikasi kepribadian siswa untuk perencanaan karir. Berdasarkan hasil perhitungan Wilcoxon Signed Rank Test didapatkan hasil positive ranks pada 19 peserta dan ties pada 1 peserta dengan nilai z sebesar -3.660 dengan ¬p = 0.000 (
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