The recognition of herbs and spices among young generation is still low. Based on research in SMK 9 Bandung, showed that there are 47% of students that did not recognize herbs and spices. The method that can be used to overcome this problem is automatic digital sorting of herbs and spices using Convolutional Neural Network (CNN) algorithm. In this study, there are 300 images of herbs and spices that will be classified into 3 categories. It’s ginseng, ginger and galangal. Data in each category is divided into two, training data and testing data with a ratio of 80%: 20%. CNN model used in classification of digital images of herbs and spices is a model with 2 convolutional layers, where the first convolutional layer has 10 filters and the second convolutional layer has 20 filters. Each filter has a kernel matrix with a size of 3x3. The filter size at the pooling layer is 3x3 and the number of neurons in the hidden layer is 10. The activation function at the convolutional layer and hidden layer is tanh, and the activation function at the output layer is softmax. In this model, the accuracy of training data is 0.9875 and the loss value is 0.0769. The accuracy of testing data is 0.85 and the loss value is 0.4773. Meanwhile, testing new data with 3 images for each category produces an accuracy of 88.89%. Keywords: image classification, herbs and spices, CNN.
Belajar matematika menjadi momok tersendiri bagi siswa. Untuk itu diperlukan suatu metode supaya pembelajaran matematika menjadi sesuatu yang menyenangkan bagi siswa sehingga kedepannya kesan sulit pada pelajaran matematika dapat dihapus. Salah satu cara yang dapat dilakukan adalah dengan mengajak mereka belajar matematika sambil bermain. KARTIKA (Kartu Matematika) dirancang sebagai salah satu media pembelajaran matematika yang dikemas melalui permainan edukatif. Sasaran dari KARTIKA adalah siswa sekolah dasar kelas 4 dan 5. Permainan ini diterapkan pada siswa SD Islam Pangeran Diponegoro. KARTIKA adalah mainan kartu layaknya kartu bridge (kartu remi), perbedaan KARTIKA dengan kartu bridge adalah cara penomoran kartunya. Dalam KARTIKA setiap kartu berisikan operasi hitung yang disesuaikan dengan materi pembelajaran siswa sekolah dasar. Dimana jawaban dari operasi hitung itu adalah angka 1 sampai dengan 13. Sehingga untuk bisa bermain, siswa dituntut untuk bisa menyelesaikan operasi hitung yang ada di dalam kartu. Metode ini cukup efektif untuk mengajak anak belajar matematika. Karena pada pembelajaran matematika dengan media KARTIKA, anak menganggap dirinya sedang bermain, namun pikiran mereka tetap dijalankan untuk memecahkan operasi hitung yang ada pada kartu.
Tujuan dari penelitian ini adalah (1) untuk mengetahui apa saja jenis kesalahan yang dilakukan di SMPN 4 Sukawati (2) untuk mengetahui apa saja penyebab siswa di SMPN 4 Sukawati melakukan kesalahan. Metode yang digunakan dalam penelitian ini adalah metode Deskriptif. Hasil penelitian ini adalah (1) kesalahan dalam tahap memahami masalah (25,53%.), kesalahan menyusun rencana (24,18%), kesalahan transformasi (20,21%), kesalahan melaksanakan rencana (24,46%) dan kesalahan memeriksa kembali hasil yang diperoleh (29,78%.). (2) Penyebab kesalahan yang dilakukan siswa adalah (a) siswa tidak memahami soal, (b) siswa kurang teliti, (c) siswa terlalu terburu-buru dalam mengerjakan dan menyelesaikan soal, (d) siswa kurang latihan mengerjakan soal bentuk cerita dengan variasi berbeda, (e) siswa kurang mampu menangkap informasi masalah yang terkandung dalam soal, (f) siswa ragu menuliskan jawabannya, (g) tidak membuat kesimpulan dari jawaban yang diberikan, dan (h) Siswa kurang teliti dalam menyelesaikan soal tanpa mengecek kembali jawaban yang didapatkan.
Dried tumpeng is one of the traditional ceremonies used by Hindus in Bali. This study aims to examine the elements of STEAM contained in dried tumpeng. This research is a qualitative descriptive study with an ethnographic design. The subject of this research is the community of entrepreneurs of dried tumpeng in Guwang Village, Sukawati District, Gianyar. The data in this study were obtained through interviews, observation, and documentation. The data was then analyzed in three stages, namely data reduction, data presentation, and data conclusion. To get valid and objective data, triangulation method is used. The results showed that there were STEAM elements in the process of making dried tumpeng, namely the scientific element can be seen from the coloring process, adhesives and drying techniques used, the technological element can be seen from the dried tumpeng printing equipment, the machine element can be seen from the design of the printing equipment used, the art element can be seen from the various colors of the dried tumpeng, and the mathematical element can be seen from the raw production costs, income, sales, losses, and the comparison of the materials used. These STEAM elements can be used in social arithmetic learning. Students can be asked to make a project of making dried tumpeng from the beginning of manufacture, packaging to even the sales stage so that learning can be more meaningful. Keywords: Dried tumpeng, STEAM
This workshop program has been successfully implemented. The indicators of success are shown by the activities, liveliness, and products produced by 25 PAUD teachers in the Tabanan Regency Education Office in the even semester of the 2021/2022 academic year. During the activity, the Kindergarten and PAUD teachers as workshop participants looked very enthusiastic about participating in the given workshop activities. This is shown by the many questions raised by kindergarten and PAUD teachers related to the topic of the workshop given. Some important questions raised by kindergarten and PAUD teachers were related to the relevance material workshop provided, namely regarding the STEAM method made from LOOSE PART, as an innovative learning model in learning. Apart from that, in practice during workshops the teacher is also asked to complete the product which will then be evaluated by the resource persons. In this activity, the resource person also conveyed several inputs related to the products that had been produced by each group.
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