ABSTRAKKebutuhan air dan efisiensi penggunaan air merupakan cara sederhana untuk mengetahui apakah hasil tanaman dipengaruhi oleh pasokan air. Tanaman tahan kering mengalami penurunan hasil lebih rendah ketika terjadi cekaman kekeringan. Penelitian ini dilakukan untuk mengetahui kebutuhan air tanaman, efisiensi penggunaan air dan variasi ketahanan kultivar kedelai terhadap cekaman kekeringan. Rancangan percobaan yang digunakan adalah rancangan acak lengkap (RAL) faktorial 18 x 4 dengan tiga ulangan. Penelitian dilaksanakan pada bulan Mei sampai Oktober 2012 di Kebun Tridharma Fakultas Pertanian Universitas Gadjah Mada dengan ketinggian tempat 110 m dpl. Faktor pertama adalah kultivar kedelai terdiri atas 18 kultivar dan faktor kedua adalah interval penyiraman terdiri atas 4 taraf yaitu penyiraman 1 hari, 2 hari, 4 hari dan 8 hari sekali sampai kapasitas lapangan. Pengamatan kebutuhan air dilakukan mulai umur 15 hari sampai 56 hari setelah tanam dan efisiensi penggunaan air dilakukan pada umur 56 hari setelah tanam. Perhitungan indeks cekaman dan indeks sensitivitas cekaman dilakukan pada umur 84 hari setelah tanam. Hasil penelitian menunjukkan bahwa kultivar Grobogan dan Galunggung tahan terhadap cekaman kekeringan dengan kebutuhan air antara 4,87 sampai 4,98 mm dan efisiensi penggunaan air 5,16gram/mm. Kultivar Burangrang, Kaba, Argomulyo, Panderman, Ijen, Baluran, Petek, dan Malabar merupakan kultivar yang agak tahan terhadap cekaman kekeringan dengan kebutuhan air antara 3,98 sampai 6,14 mm dan efisiensi penggunaan air antara 3,69 sampai 5,51 gram/mm. Kultivar Sibayak, Tanggamus, Anjasmoro, Wilis, Garut, Gepak Kuning, Sinabung, dan Seulawah merupakan kultivar yang tidak tahan terhadap cekaman kekeringan dengan kebutuhan air antara 5,37 sampai 5,95 mm dan efisiensi penggunaan air antara 3,49 sampai 5,60 gram/mm. Kata kunci: Kebutuhan air, efisiensi penggunaan air, ketahanan kekeringan, kultivar kedelai ABSTRACTWater use (WU) and water use efficiency (WUE) provides a simple methods of assessing whether yield is affected by water supply. Drought tolerance cultivars havestable yield under drought. The objective of this study was to asses water use, water use efficiency, and drought tolerance of soybean cultivars. The 18 × 4 factorial experiment was set in a completely randomized design with three replications during May to October 2012 at the Tridharma Research Station Faculty of Agriculture, Gadjah Mada University at altitute 110 m dpl. Eighteen soybean cultivars were assigned as the first factor and four level watering intervals i.e. 1days, 2 days, 4 days and 8 days until field capasity were assigned as the second factor. Data were recorded for water use at 15 days until 56 days after planting andwater use efficiency at 56 days after planting. Data for stress index andstress susceptibility index were calculated at 84 days after planting.Results indicated that Grobogan and Galunggung were identified as drought tolerance cultivars with water use values ranged from 4.87 to 4.98 mm and water use efficiency value 5....
Idris Sardi is known as a music maestro in Indonesia. This study aims to reveal the influence of Idris Sardi on the development of music and its implications in music education. This study uses a qualitative method with a narrative approach. The data were collected through observation, in-depth interviews, and documentation. The research informants were carefully selected from the family, violin students, and colleagues of Idris Sardi in Jakarta and Bogor, West Java. The data were analyzed by organizing data and creating codes, describing codes in chronological categories and themes, developing interpretations, and visualizing data. The results showed that Idris Sardi was influential in developing (1) keroncong music by varying the tempo and expanding the repertoire; (2) the violin playing techniques included unique characters such as vibrato, glissando, and octave variations; (3) ethnic and popular music were made through orchestrations and collaboration with orchestral music. The implications in music vocational education were (1) problem-based learning by creating a new keroncong style to be accepted by society; (2) the improvement capability by exploring skills to play the violin; (3) life-based-learning by raising local and popular music to be qualified while enhancing the level of society’s music appreciation. In conclusion, Idris Sardi provided a strong influence on the music development in Indonesia, and the implication could be a new strategy to improve the quality of music education.
This study aims to: 1.) Describe the mastery level of employability; and 2.) Find out the order of mastery of the employability skills of vocational high school (VHS) students. This study was a survey research with quantitative approach. The research was conducted at a vocational high school in Madiun Regency with A accreditation. Data collection instrument was a questionnaire that had been tested for content validity by the experts. The construct validity test used the product-moment formula and was declared valid. The results that 56 items were declared valid and reliable. The questionnaire was given to 149 students of class XII of welding engineering expertise competency. Data were analyzed using descriptive statistical analysis technique. The results of the study are as follows: 1.) The mastery level of employability skills is in the high category with the mean score 168.61 greater than the ideal mean score of 132.5; and 2.) The order of mastery on aspects of employability skills, from the highest to the lowest achievement using technology skill, keeping occupational health and safety skill, learning skill, self-management skill, initiative and enterprise skill, planning and organizing skill, communication skill, and problem-solving skill.
Technical and Vocational Education and Training (TVET) is established by UNESCO and ILO as education and training that are beneficial for the community. The community will be able to develop when they can use their leadership skill properly. This is what makes adult vocational education very important in building the nation. One example of the role of adult vocational education is reducing unemployment through a heutagogy approach. The heutagogy approach centered on individual participants, where the individual has full autonomy in creating their learning. The heutagogy approach is also useful for developing an individual's self-capacity and vocational self-concept. The individual vocational self-concept through the heutagogy approach can help students, graduates, alumni, and the community develop skills (re-skills, up-skills) and prepare to enter the world of work. The skill development can be done by forming (re-establishing) the individual's vocational self-concept. In the development of the industrial revolution 4.0 and society 5.0, the role of self-concept with a heutagogy approach in advanced adult education is to build vocational self-concepts so that they can be independent in learning, prepare work skills and utilize technology well as lifelong learning, and make an individual as a digital transformation society. Besides that, the heutagogy approach has a triple loop learning process that aims to make the right decision on a learning power of vocational self-concept. With the preparation of work skills, the self-concept of vocational maturity means that the higher the self-concept, the higher the maturity of the in the industrial era 4.0 career and Society 5.0 or with the existence of vocational self-concept in the future can make mature decisions.
Idris Sardi is an Indonesian music figure who is widely recognized by the public for his achievements and musical works. This study discusses the musical development of Idris Sardi in pedagogy and heutagogy approaches. A qualitative method was used with a narrative approach. Data collection was conducted through observation techniques, in-depth interviews and documentation. Data was analyzed by organizing data and creating codes, describing codes in chronological themes, developing interpretations, and visualizing data. The results of the study are: First, Idris Sardi's Pedagogy approach includes informal learning with his father (M. Sardi) and formal learning with the guidance of Nicolai Valvolomeyef at the Indonesian Music School, Yogyakarta. Second, Idris Sardi's heutagogy approach begins with the emergence of Idris Sardi's distinctive style of music playing, music formation, and music repertoire by exploring ethnic musics in Indonesia.
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