Copper is one of the toxic metals for health and the environment. In humans, high doses of copper metal can cause vomiting, dizziness, weakness, kidney and liver symptoms, anemia, to coma, and in severe cases, the patient can die. Judging from the dangers, proper waste management is needed to reduce the side effects of these pollutants. A practical and inexpensive technology is an adsorption adsorption technique using an efficient and easily available natural adsorbent, namely tofu dregs. The protein contained in tofu is one of the reasons for using tofu waste as an adsorbent. The absorption of amino acids that form two-charged ions (zwitter ions) is owned by proteins. Toxic metal can be bound to protein as metallotionein. The study consisted of four stages, namely (1) Analysis of initial copper content in silver craft waste; (2) Preparation of tofu waste adsorbent; (3) Characterization of tofu dregs adsorbent; and (4) variation of adsorption contact time. The study used a laboratory-scale experimental method. The adsorbent was contacted with the sample using a magnetic stirrer at various times. Instrument Atomic Absorption Spectrometer was used for the analysis of copper metal content and identification of its functional groups using an infrared spectrometer with the result that tofu waste has functional groups -OH, NH (stretching), CH (aliphatic), C=O, -OH (bending vibrations). , and CO. Copper metal content obtained is 19.5979 ppm. The optimum adsorption time was reached at 120 minutes with an optimum adsorption efficiency of 54.88%.
Proses pembelajaran kimia yang inovatif, menyenangkan, aplikatif dan berkaitan langsung dengan real life, dan memfasilitasi kebutuhan life skill yang dapat bernilai wirausaha berupa pelatihan langsung manipulasi bahan-bahan kimia untuk kebutuhan sehari-hari seperti sabun cair di sekolah masih jarang dilakukan khususnya di sekolah swasta. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk melatih santri dalam pembuatan sabun dan pewangi pakaian sebagai upaya pengenalan kimia di sekolah dan pembekalan lifeskill bagi santri. Kegiatan ini diharapkan dapat bermanfaat bagi santri dan mendorong minat dalam mempelajari kimia dan mendorong terbentuknya usaha baru untuk wadah berwirausaha bagi santri. Metode pelaksanaan PKM transfer of knowledge dan technology degan langkah-langkah kegitan 1) persiapan, 2) pelaksanaan, dan 3) evaluasi. Hasil kegitan antara lain 1) mitra dapat memahmi dengan baik tentang prosedur pembuatan sabun cair, 2) terbentuknya keterampilan mitra dalam mebuat produk berupa sabun cair. Kegitan pendampingan perlu dilakukan secara berkelanjutan agar mitra dapat berinovasi dalam pembuatan produk-produk yang dilatih.Liquid Soap Making Training in Islamic Junior and Senior High School Abu Abdillah Gunungsari Islamic Boarding School to Improve the Competence and Life Skills of SantriAbstractThe learning process for chemistry that is innovative, fun, applicable and directly related to real life, and facilitates the needs of life skills that can be entrepreneurial in the form of direct training on the manipulation of chemicals for daily needs such as liquid soap in schools is still rarely done, especially in private schools. This community service activity aims to train students in making soap and clothing fragrances as an effort to introduce chemistry in schools and provide lifeskills for students. This activity is expected to be useful for students and encourage interest in studying chemistry and encourage the formation of new businesses as a forum for entrepreneurship for students. The method of implementing PKM is transfer of knowledge and technology with activity steps 1) preparation, 2) implementation, and 3) evaluation. The results of activities include 1) partners can understand well about the procedure for making liquid soap, 2) partners' skills are formed in making products in the form of liquid soap. Assistance activities need to be carried out on an ongoing basis so that partners can innovate in the manufacture of trained products.
Termokimia merupakan salah satu materi kimia SMA yang sulit dipahami oleh siswa. Hal tersebut disebabkan karena dalam materi tersebut terdapat konsep-konsep dan teori-teori serta dibutuhkan pembuktian dalam suatu percobaan. Materi termokimia merupakan materi yang tersusun dari konsep-konsep abstrak, melibatkan perhitungan matematika, dan saling berkaitan antara konsep yang satu dengan konsep yang lain. Perlu kemampuan berpikir kritis untuk membelajarkan materi termokimia ini, hal ini disebabkan materinya banyak membutuhkan praktikum. Berpikir kritis siswa ini umumnya terlihat pada saat proses praktikum yaitu mulai dari kemampuan siswa dalam menganalisis masalah-masalah kontekstual sampai kemampuan siswa menarik kesimpulan dari suatu percobaan yang dilakukan. Sesuai dengan kurikulum 2013 kemampuan berpikir kritis siswa perlu dikembangkan dengan mengubah pola pembelajaran pasif menjadi pembelajaran kritis. Pembelajaran yang mampu memberdayakan kemampuan berpikir kritis siswa melalui langkah-langkah dalam pendekatan pembelajaran Inkuiri. Di samping itu pendekatan inkuiri merupakan rangkaian kegiatan pembelajaran yang menekankan pada proses berpikir secara kritis dan analitis untuk mencari dan menemukan sendiri jawaban dari suatu permasalahan yang dipertanyakan. Untuk itu tujuan dari penelitian ini adalah menghasilkan perangkat pembelajaran berbasis pendekatan inkuiri terbimbing yang layak digunakan dalam kegiatan pembelajaran untuk memberdayakan kemampuan berpikir kritis kimia siswa. Pengembangan perangkat pembelajaran berbasis inkuiri terbimbing ini berupa Lembar Kegiatan Siswa (LKS) dan Buku Guru serta Rencana Pelaksanaan Pembelajaran (RPP) yang sesuai dengan Kurikulum 2013 dan instrumen tes kemampuan berpikir kritis kimia siswa. Penelitian ini merupakan penelitian pengembangan dengan rancangan model 4-D yang terdiri dari 4 tahap yaitu: (1) tahap define, (2) tahap design, (3) tahap develop, dan (4) tahap disseminate. Penelitian ini tidak sampai pada tahap disseminate dengan beberapa penyesuaian berdasarkan kebutuhan pengembangan. Hasil pengembangan divalidasi oleh tiga validator ahli yaitu tiga orang dosen yang mengajar pada program studi pendidikan kimia dan satu validator praktisi yaitu guru kimia serta ujicoba kepada 10 orang siswa di SMAN 7 Mataram dengan menggunakan instrumen berupa angket. Data kuantitatif hasil validasi dianalisis dengan rumus persentase dan data kualitatif berupa tanggapan dan saran perbaikan dari validator dan siswa yang digunakan sebagai pertimbangan untuk melakukan revisi terhadap perangkat yang dikembangkan. Berdasarkan hasil validasi dari uji ahli terhadap perangkat pembelajaran hasil pengembangan berupa LKS dan Buku Guru diperoleh persentase rata-rata dari dosen 95%, dan guru kimia 95% serta ujicoba pada siswa 87%. Untuk validasi instrumen tes evaluas kemampuan berpikir kritis siswa diperoleh persentase rata-rata dari dosen 97%, dan dari guru kimia 98%. Kesimpulannya perangkat pembelajaran yang dikembangkan sangat valid dan layak untuk digunakan.
Chemical bonding contains basic concepts that are used to understand almost any topic in chemistry. Several research results show that there are still many misconceptions. Therefore, teaching materials are needed that can provide a correct understanding of the basic concepts in chemical bonding materials. This study aims to produce inquiry model chemistry teaching materials with cognitive conflict strategies for Muallimat NW Pancor high school. The development method used definne, design, development and dissemination. Data analysis was conducted in the form of product validity tests and students' critical thinking skills tests. However, in this development research, it only stopped at the third stage. The data obtained were quantitative and qualitative. The results is (1) the feasibility of the material was 84% (very feasible); (2) the systematic feasibility of the presentation is 85% (very feasible); (3) language feasibility is 85.33% (very feasible). So that overall the teaching materials produced are categorized as very feasible and can be used in chemistry learning.
This study aims to explain and construct the concept of cost beyond thereasoning in mainstream accounting. This construction is carried out byredefning the cost based on the “periphery” case. I reference to the Nusantaraparadigm, the four principles (kaidah) in building Siraman Gong KiaiPradah methodology have been fulflled. Therefore, the method used hasbeen out of the ordinary research methods. First, it prepares a “periphery”case to be investigated for the costs. Second, it draws the position closerto God by doing penances so that they are given instructions in reducingand classifying the data. Third, doing the charity. Fourth, it includes the“value” of the “periphery” case in the new cost concept. Finally, this articleproposes a change to the defnition of cost. Through the “periphery” case,the concept of cost transcends materialism. Cost is a number of expensesincurred, based on sincerity aimed at helping others in order to obtain thebenefts both for the world and the hereafter by prioritizing the principle ofmutual help.
Melakukan pengelolaan nilai, analisis butir soal dan hasil belajar siswa merupakan kewajiban setiap guru. Dengan begitu, guru akan dapat melakukan diagnosa masalah dalam pembelajaran, menyimpulkan tingkat ketercapaian tujuan pembelajaran, dan memutuskan program tindak lanjut. Permasalahan yang ada di SMP Islam Al-Azhar NW Kayangan adalah, hanya sebagian kecil guru yang melakukan analisis butir soal dan hasil belajar siswa yang dibuktikan dengan dokumen analisis hasil belajar yang ada. Hal tersebut disebabkan oleh sebagian besar guru menganggap anlisis butir soal dan hasil belajar sebagai kegiatan yang rumit dan memeerlukan waktu yang sangat banyak. Hampir semua guru tidak menguasai program yang dapat digunakan untuk mengolah data angka. Masalah ini dapat diatasi jika guru memiliki kemampuan mengoperasikan program Ms. Office Excel sehingga proses pengolahan nilai, anlaisis butir soal dan hasil belajar dapat dilakukan dengan lebih efisien. Kegiatan telah terselenggara dengan baik. Respon peserta kegiatan sangat baik dengan skor rata-rata penilaian total yakni 82.5
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Posing dengan Context-Rich Problem terhadap kemampuan berpikir divergen dan kemampuan berpikir konvergen siswa. Penelitian ini merupakan penelitian eksperimen semu (quasy eksperimental) dengan rancangan penelitian posttest-only control group design. Sampel penelitian ini adalah 85 siswa kelas X SMAN 7 Mataram yang dipilih menggunakan teknik purposive sampling yang terbagi dalam 3 kelompok. Kelompok eksperimen I terdiri dari 26 siswa dibelajarkan dengan model pembelajaran Problem Posing dengan Context-Rich Problem, kelompok eksperimen II terdiri dari 29 siswa dibelajarkan dengan model Problem Posing, sedangkan kelompok kontrol terdiri dari 30 siswa dibelajarkan dengan model konvensional dengan Context-Rich Problem. Data dikumpulkan menggunakan lembar observasi keterlaksanaan pembelajaran dan tes kemampuan berpikir divergen dan konvergen. Teknik analisis data menggunakan uji varian dua jalur (two way ANOVA). Hasil penelitian menunjukan bahwa (1) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh (Fhitung= 4,128 > Ftabel= 3,26) terhadap kemampuan berpikir divergen siswa; (2) skor rata-rata kelompok eksperimen I (mean= 55,38) lebih tinggi dari pada kelompok eksperimen II (mean= 40,91) dan kelompok kontrol (mean= 42,23); (3) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem tidak berpengaruh (Fhitung= 0,449 < Ftabel= 3,26) terhadap kemampuan berpikir konvergen siswa; (4) skor rata-rata kelompok eksperimen I (mean= 34,5) lebih tinggi dari pada kelompok eksperimen II (mean= 33,25) dan kelompok kontrol (mean= 24,99). Penelitian ini menyimpulkan bahwa model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh terhadap kemampuan berpikir divergen, namun tidak berpengaruh signifikan terhadap kemampuan berpikir konvergen siswa. The Effect of Problem Posing Model with Context-Rich Problem toward Students’ Divergent and Convergent Thinking Ability Abstract This study aims to determine the effect of the Problem Posing learning model with Context-Rich Problems on students' divergent thinking and convergent thinking abilities. This research is a quasi-experimental research with a posttest-only control group design. The sample of this study was 85 students of class X SMAN 7 Mataram who were selected using a purposive sampling technique which was divided into 3 groups. The experimental group I consisted of 26 students taught with the Problem Posing learning model with Context-Rich Problems, the experimental group II consisted of 29 students taught with the Problem Posing model, while the control group consisted of 30 students taught using the conventional model with the Context-Rich Problem. Data were collected using observation sheets on the implementation of learning and divergent and convergent thinking skills tests. The data analysis technique used a two-way ANOVA test. The results showed that (1) the use of the Problem Posing learning model with Context-Rich Problem had an effect (Fcount = 4.128 > Ftable = 3.26) on students' divergent thinking abilities; (2) the average score of the experimental group I (mean= 55.38) was higher than that of the experimental group II (mean= 40.91) and the control group (mean= 42.23); (3) the use of Problem Posing learning model with Context-Rich Problem has no effect (Fcount = 0.449 < Ftable = 3.26) on students' convergent thinking ability; (4) the average score of the experimental group I (mean= 34.5) was higher than the experimental group II (mean= 33.25) and the control group (mean= 24.99). This study concludes that the Problem Posing learning model with Context-Rich Problems has an effect on divergent thinking skills, but has no significant effect on students' convergent thinking abilities.
Purpose: Community service activities in the form of assistance in preparing financial reports are held to help optimize business reporting for pineapple juice drink entrepreneurs in Blitar Regency. The main problem faced by entrepreneurs is the absence of a structured record of financial activities. This is triggered by the limited ability of entrepreneurs in identifying the components of product costs. Method: The mentoring program was carried out using the FGD mechanism which was divided into 5 groups with 5 members in each group. The FGD stages include problem identification, assistance in identifying product cost components, preparing financial reports, and evaluating. Results: The mentoring program which lasted for 6 months went well. Entrepreneurs realize that there are several cost components that have not been calculated as part of determining the selling price, such as depreciation expense for equipment and labor. As an implication, the estimated profit that has been calculated so far is still not fully accurate. After carrying out assistance in the preparation of simple financial reports, the entrepreneurs were finally able to present more accurate profit/loss reports so that during their evaluation they began to make adjustments to product sales management. Limitations: The community service program was carried out in the Kalikebo village area of Blitar regency to pineapple juice drink entrepreneurs. Mentoring activities are carried out on two main issues, namely cost identification, and preparation of simple financial statements Contributions: A series of mentoring activities carried out are expected to help pineapple juice drink entrepreneurs to determine more accurate selling prices, and help present simple financial reports as material for business evaluation
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