The use of asphalt material is needed so that surface layer could be water-resistant. Asphalt material also improves tensile stress which means enhancing support capacity for traffic load. Asphalt modification can be done by adding certain materials, such as natural rubber, to improve asphalt performance. Experimental methods were taken in this study. Asphalt tests which carried out are specific gravity, softening point and penetration with natural rubber variation 2%, 4%, 6%, 7%, 8%, 9%, 11% and 13%. Results were shown that the higher addition of natural rubber SIR20, asphalt more hardened and more insensitive to changes in temperature. This hardness characteristic of asphalt could be the initial parameter for making asphalt mixtures that more resistant to rutting and permanent deformation.
Porous asphalt is one of the pavement technologies that have a large void in the mix and enables water flows through the pavement structure. Due to its porous characteristic, strength and stability of porous asphalt are lower than normal asphalt mix caused by coarse aggregate domination in mixture leads. Selection of aggregate and gradation highly affected desired porous asphalt characteristics, so that research is needed to understand the performance of porous asphalt using local material based on permeability characteristic, cantabro loss and marshall characteristic with several aggregate gradations from several countries. The method of this research would be a laboratory-scaled experiment. Materials for this research were asphalt pen 60/70 and local aggregate from Majalengka (M) with gradation variation from Japan (J), Australia (A), and Indonesian (I), then designed to obtain a porous asphalt namely MJ, MA, and MI. Permeability test showed lower value for every mixture with the highest permeability coefficient is on MI with 4.64 × 10−5 cm/s. Cantabro loss gave the lowest value on MI with 20.45%. By permeability and cantabro loss, porous asphalt mixture with aggregate from Majalengka with Indonesian grading is the best one to represent environmentally friendly mixture and enhance stormwater absorption.
This research aims to utilize glycerin pitch waste as an alternative asphalt binder (extender) in Stone Mastic Asphalt (SMA) mixture. Glycerin pitch (GP) is a by-product from crude glycerol refining process from the palm oil oleochemical industry. The research method was carried out by testing the chemical and physical characteristics of GP by comparing it to pen 60/70, then testing based on asphalt binder rheology and asphalt concrete characteristics. ANOVA statistical test and Tukey-Kramer statistical grouping test were used to know the significant use of GP in SMA mixture. The variations of GP content tested to pen 60/70 were 0%, 15% and 25% by weight, then used as a binder for the SMA mixture which was tested under asphalt content (Pb) conditions based on Marshall characteristic, immersion index and drain down. The test results show that GP has the potential as an asphalt extender, with a maximum content of 22% by weight of asphalt binder or with a ratio of 1 GP: 4 pen 60/70. The characteristics of the SMA mixture using pen 60/70 and GP as asphalt binder extender, under conditions of Pb = 7% produce SMA mixture that meets the specification. Statistically, in stability characteristics of SMA, GP has a significant effect on SMA + 22% GP mixture. In the immersion index, the use of GP has a significant effect on all type of mixture, while in the draindown characteristics has significant effect on the SMA+0% GP mixture.
Generic skills are skills needed for various fields of work and life. In this research, the generic skills discussed are generic skills in the field of science, called generic science skills. This research aims to analyze the effect of inquiry-based learning on students' generic science skills in chemistry learning. It was quasi-experimental research with the post-test only design. The population was the eleventh-grade science students of state high school 5 Yogyakarta, Indonesia. The sample in this research was taken by random sampling technique as many as two groups, namely the experimental group and control group. The students in the experimental group learned through the inquiry-based learning, while students in the control group learned through the conventional learning. The data on the student's generic science skill were collected through the generic science skill observation. The data were analyzed by using one-way ANOVA with SPSS version 23.0. The results showed that students who used inquiry-based learning in the assessment process have increased generic science skill better than those used conventional learning. Thus, the conclusion of this research was that the implementation of inquiry-based learning has a significant effect on the increase in generic science skills.
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