The study aims to determine the effect of substitution of corn flour in the production of cookies and cookies hedonic test results. Research carried out two stages. The first stage, the process of making corn flour. The second stage, of making cookies with concentration of wheat flour (100 g, 85 g, 80 g, 75 g) and cornstarch (0 g, 15 g, 20 g, 25 g). This study uses a completely randomized design (CRD), which consists of a single factor, namely the concentration of cornstarch 0 g, 15 g, 20 g and 25 g. Data were analyzed using analysis of variance (ANOVA) followed by a further test DMRT. In all aspects of testing the color, flavor, aroma and texture have F count> F table means that there is a real difference in each sample cookies experimental results. The results showed that the concentration of cornstarch similar in chemical quality of the water content of cookies as cookies. Cookies are most preferred treatment concentration C (25 g).
The purpose of this study was the following: to examine the influence of the inquiry learning model on students drawing technique ability; to examine the influence of learning style on students' drawing technique and to examine the joint influence of the inquiry learning model and learning style on students' drawing technique. A quasi-experimental approach was applied to this study, with a non-equivalent control group and 2 x 3 factorial design. There were 79 students as participants from the Engineering Faculty of the Universitas Negeri Makassar (State University of Makassar), Indonesia. Research data were analysed using an analysis of variance. The results show that there was an influence on students' drawing technique from the inquiry learning model and learning style.
This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill.
Keywords: Project-based learning; problem-based learning; 21st-century learning skills.
<p>Artikel ini bertujuan untuk mengukur dan sekaligus mendeskripsikan secara kualitatif, pengaruh diklat terhadap kinerja guru di Madrasah yang telah mengikuti diklat mata pelajaran pada Balai Diklat Keagamaan Manado, tahun 2016-2017. Dengan memanfatkan metode kombinasi: kuantitatif dan kualitatif. Ditinjau dari respon guru dengan menggunakan pengukuran skala likert terhadap dimensi materi diklat dengan tujuan indikator, rerata direspon dengan kategori baik, dimensi kualitas widyaiswara rata-rata direspon dengan kategori baik, dimensi metode diklat rerata direspon dengan kategori baik. Adapun tingkat respon terhadap variabel Y (kinerja guru), yang di-<em>breakdown</em> dari empat kompetensi dengan masing-masing indikatornya, sebagai berikut: 1) kompetensi pedagogik; 2) kompetensi kepribadian; 3) kompetensi profesional, dan 4) kompetensi sosial. Keempat kompetensi tersebut rata-rata direspon dengan kategori baik. Adapun tingkat pengaruh diklat terhadap kinerja guru, dapat dilihat pada hasil analisis regresi diperoleh koefisen regresi yang mengindikasikan bahwa, factor (variabel) metode diklat, materi diklat, dan kompetensi widyaiswara berpengaruh terhadap kinerja guru madrasah, meskipun belum signifikan. Sisanya dijelaskan oleh faktor-faktor lainnya selain metode, materi dan widyaiswara.</p>
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