Corona Virus Diseases (Covid-19) has become an epidemic in Indonesia and even has become a global pandemic in 2020. Various impacts of Covid-19 is one of them changes learning strategy. One of them is the change from conventional learning to internet-based learning or electronic learning (e-learning). The purpose of this study was to describe the e-learning in natural science and environmental learning during the Covid-19 outbreak. The research method used descriptive method and data collection techniques using a survey through Google Form. The study was conducted during March 2020 in Bekasi city and Bandung city, when the Covid-19 outbreak began in Indonesia. The results of this study indicate that there are many limitations. Findings showed that Whatsapp was the highest e-learning media (65.54%). Related to the biggest obstacle is about internet quota in a cellular phone (27.03%). Then students think the video (35.14%) was the best type of file to be shared in e-learning. Then the majority of students (54.73%) thought that the most effective duration for e-learning was 2-3 hours. The results of this study indicate that e-learning was not yet perfect and needs to be improved. The conclusion of this study was e-learning needs to be improved and need innovation.
This research aims to investigate the influence of project based learning (PjBL) learning that integrates with science, technology, engineering, and Mathematics (STEM) on optical concepts with improved student science process skills. The method of study used is a descriptive method. Data is obtained from a learning observation sheet to determine the skills of the science process developed by students and polls used to capture student responses to learning. The instrument in this study uses a science process skills test in the form of an observation sheet and a subjective test. The science process skills tests used in this study include asking questions, observing, hypothesized, planning experiments, interpretation, and communicating. The Data that has been obtained is then analyzed descriptively. The results of this study show that students have all indicators of the science process skills that belong to the good category (average rating 79.33). Students give a positive response to learning, because they feel more understanding, improving motivation and learning interests.
Pupuk Nasi basi organik Selada merahEfektivitas pemberian beras basi sebagai pupuk organik selada merah menjadi topik yang sangat menarik untuk dibahas. Tujuan penelitian ini adalah untuk menganalisis efektivitas pemberian pupuk organik padi basi pada tanaman selada merah (Lactuca sativa var. Crispa). Parameter yang diamati dalam penelitian ini adalah tinggi tanaman, jumlah daun dan pengendalian hama. Metode yang digunakan adalah Rancangan Acak Kelompok (RAK) yang terdiri dari 3 perlakuan dan 1 kontrol dengan masing-masing 4 (empat) tahap pengulangan. Perlakuan berupa pemberian pupuk organik beras basi yang telah difermentasi dengan pelarut air pada selada merah (Lactuca sativa var. Crispa) yang berada pada fase pertumbuhan vegetatif. Hasil penelitian ini menunjukkan bahwa larutan pupuk organik padi basi dengan dosis volume yang berbeda memberikan hasil yang berbeda pula terhadap pertumbuhan selada merah (Lactuca sativa var. Crispa). Pertumbuhan selada merah (Lactuca sativa var. Crispa) pada perlakuan volume 0 mL atau kontrol berbeda dengan pertumbuhan selada merah (Lactuca sativa var. Crispa) pada perlakuan formula A 25 mL, formula B 50 mL, dan formula C 75 mL. Larutan pupuk organik beras basi berperan sebagai pengurai dan pupuk hayati sehingga berperan dalam pembentukan klorofil, mereduksi bibit penyakit, dan memacu pertumbuhan selada merah (Lactuca sativa var. Crispa). Pupuk padi organik basi ini efektif untuk menumbuhkan tinggi tanaman, jumlah daun dan melindungi tanaman selada merah dari serangan hama.
Biology learning needs to support sustainable development. This research was a quantitative-qualitative sequential explanatory mixed research. This research aimed to obtain information about the relationship between naturalist intelligence and environmental responsibility behavior. This research was conducted in February-August 2019. Quantitative research data were obtained by using a questionnaire with a Likert scale for the variables. Qualitative research data were obtained by doing interviews and observations. Quantitative data were analyzed using descriptive statistic calculation. The data hypothesis was tested by using a correlation test with the Product Moment Pearson formula. The result of this research showed that there was a positive relationship between naturalist intelligence and environmentally responsible behavior with regress equation Ŷ = 20.331 + 0,7524X. Correlation coefficient (r) = 0.66 and determination coefficient (r²) = 43.56% meant that the interpretation value was strong. r² value means that 43.56% environmentally responsible behavior correlates by naturalist intelligence and 56.44% environmentally responsible behavior is influenced by other factors. Biology learning must have a role to be able to provide innovations related to increasing students' knowledge about the environment. This study concludes that there is a correlation between the two variables.
Pandemic Coronavirus Disease (COVID-19) is a non-natural disaster that occurs globally. Disaster mitigation efforts need to be made when entering a new normal life after the physical distancing policy is relaxed. The purpose of this study was to describe the knowledge and participation of students in disaster mitigation activities during the new normal period. The research method used descriptive, data collection techniques through Google Form with a sample of 54 students. The results showed that learning of disaster mitigation education is not maximally taught at the university level with a percentage of 57.4% for students, who did not receive disaster mitigation education. However, as many as 51.9% of students had attended training in disaster education. Disaster mitigation education was important to do when a new normal period. That is because students are one component that has a role to convey various information about the disaster, especially COVID-19. This study concludes that knowledge and student participation in disaster education still needs to be improved. The suggestion from this research was necessary to develop innovative learning tools for disaster mitigation education in the new normal era of COVID-19.
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