Motivasi sangat penting artinya dalam kegiatan belajar, sebab adanya motivasimendorong semangat belajar dan sebaliknya kurang adanya motivasi akan melemahkansemangat belajar. Siswa akan terdorong untuk belajar apabila mereka memiliki motivasiuntuk belajar. 1) Kuatnya kemauan untuk berbuat, 2) Jumlah waktu yang disediakanuntuk belajar, 3) Kerelaan meninggalkan kewajiban atau tugas yang lain, 4) Ketekunandalam mengerjakan tugas.Menumbuhkan motivasi belajar siswa merupakan salah satuteknik dalam mengembangkan kemampuan dan kemauan belajar. Salah satu cara yanglogis untuk momotivasi siswa dalam pembelajaran adalah mengaitkan pengalaman belajardengan motivasi siswa. Guru sebagai orang yang membelajarkan siswa sangatberkepentingan dengan masalah ini. Sehingga sebagai guru atau calon guru sebisamungkin kita harus selalu berupaya untuk dapat meningkatkan motivasi belajar terutamabagi siswa yang mengalami kesulitan dalam belajar dengan menggunakan berbagai upayayang dapat dilakukan oleh guru yaitu 1) Memperjelas tujuan yang ingin dicapai. 2)Membangkitkan motivasi siswa. 3) Ciptakan suasana yang menyenangkan dalam belajar.4) Mengguanakan variasi metode penyajian yang menarik. 5) Berilah pujian yang wajarsetiap keberhasilan siswa. 6) Berikan penilaian. 7) Berilah komentar terhadap hasilpekerjaan siswa. 8) Ciptakan persaingan dan kerjasama. Kata Kunci: Motivasi Belajar dan Upaya Guru.

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This study aims to evaluate the development program of Tlogoadi Sleman village which is related to social capital and community participation. Social capital as the potential of natural resources and human resources, while community participation is the activity of individuals or groups in village development programs. The research subjects consisted of 12 hamlet heads in Tlogoadi village, and data collection using questionnaire methods and in-depth interviews. Data analysis was descriptive quantitative and qualitative. The results showed that the average social capital of 80% supports the development activities of the village of Tlogoadi and 85% involves community participation. Evaluation based on the utilization of resource potential carried out by Tlogoadi village shows that 75% of the potential of natural resources and human resources are used in rural development which can reduce poverty. Future studies need to be tested on community members from each hamlet to find out the consistency of the results.

The development of antibodies against human G-protein-coupled receptors (GPCRs) has achieved limited success, which has mainly been attributed to their low stability in a detergent-solubilized state. We herein describe a method that can generally be applied to the selection of phage display libraries with human GPCRs reconstituted in liposomes. A key feature of this approach is the production of biotinylated proteoliposomes that can be immobilized on the surface of streptavidin-coupled microplates or paramagnetic beads and used as a binding target for antibodies. As an example, we isolated a single chain Fv fragment from an immune phage library that specifically binds to the human M2 muscarinic acetylcholine receptor with nanomolar affinity. The selected antibody fragment recognized the GPCR in both detergent-solubilized and membrane-embedded forms, which suggests that it may be a potentially valuable tool for structural and functional studies of the GPCR. The use of proteoliposomes as immunogens and screening bait will facilitate the application of phage display to this difficult class of membrane proteins.

Motivasi merupakan syarat mutlak dalam belajar. Siswa yang belajar tanpa motivasi (ataukurang motivasi) tidak akan berhasil dengan maksimal. Siswa akan terdorong untukbelajar apabila mereka memiliki motivasi untuk belajar. 1) Kuatnya kemauan untukberbuat, 2) Jumlah waktu yang disediakan untuk belajar, 3) Kerelaan meninggalkankewajiban atau tugas yang lain, 4) Ketekunan dalam mengerjakan tugas.Menumbuhkanmotivasi belajar siswa merupakan salah satu teknik dalam mengembangkan kemampuandan kemauan belajar. Sebagai guru atau calon guru sebisa mungkin kita harus selaluberupaya untuk dapat meningkatkan motivasi belajar terutama bagi siswa yangmengalami kesulitan dalam belajar dengan menggunakan berbagai upaya yang dapatdilakukan oleh guru yaitu 1) Memperjelas tujuan yang ingin dicapai. 2) Membangkitkanmotivasi siswa. 3) Ciptakan suasana yang menyenangkan dalam belajar. 4)Mengguanakan variasi metode penyajian yang menarik. 5) Berilah pujian yang wajarsetiap keberhasilan siswa. 6) Berikan penilaian. 7) Berilah komentar terhadap hasilpekerjaan siswa. 8) Ciptakan persaingan dan kerjasama.Kata kunci: motivasi belajar, upaya guru

This study aims to develop the character of early childhood by using cultural malaybased traditional games. The children's world is synonymous with the playing world so that learning is more easily absorbed by children through play. Traditional games are very important to be introduced so children can find out games that have been around for generations. Children are introduced to traditional games that elevate Malay culture. The Malay culture is a characteristic of the Lancang Kuning earth, so that it became the Riau Vision and Mission in building its territory in reference to Malay Culture. In addition, through Malay culture children are educated in character building. The character of children is shaped according to Malay culture which is full of morality and religion. Child character development is very important to be formed early because character is permanent and inherent in children to adulthood. This study belongs to the category of descriptive research which describes the data relating to the formulation of the problems examined in this study. Data collection used in this study was carried out by total sampling technique. This research uses a Likert scale, namely from the results of observations and interviews. Then, the data analysis technique used is descriptive technique.

Bantul Regency is one of the center of shallots in Indonesia, but its productivity is low. In 2015, the productivity of shallots in Bantul Regency was 7.66 tons/ha. The application of Good Agriculture Practices (GAP) is a form of technology adoption aiming to improve the shallot productivity.The purposes of this study are to determine the level of application of shallots GAP in Bantul Regency and to find out the factors influencing the application such as land area, farmers' age, farmers' education, farming experience, availability of farm inputs, and extension service frequency. Purposive technique was used to determine the research location. Sanden and Kretek districts were discovered since these areas are the production centers of shallots in Bantul Regency. The study involved the respondents consisting of sixty shallot farmers, thirty people from Kretek District and the other thirty people from Sanden District who were determined by simple random sampling. This research used scoring technique with Likert scale to measure the application level of GAP. Multiple linear regression analysis was used to understand the factors affecting the application of GAP of shallots. Result showed that the application of GAP of shallots in Bantul Regency is low. The factors of land area, farmers' education, farming experience, and availability of farm inputs means influence the application level of GAP of shallots significantly. Keywords: adoption of technology, application of GAP, productivity, shallot INTISARI

Tujuan dalam penelitian ini untuk mendeskripsikan kemampuan guru PAUD se-Kecamatan Rumbai Pesisir mengenai pentingnya  kemampuan literasi sains Penelitian menggunakan teknik pengumpulan data kuesioner/ angket. Teknik pengumpulan data yang dipergunakan adalah angket yang disebar terhadap  80 orang guru PAUD Se Kecamatan Rumbai, Pekanbaru. Riau. Pengumpulan data dalam penelitian menggunakan angket. Nilai setiap indikator literasi sains guru dilakukan dengan konversi sesuai kategori. Nilai Sangat Baik (81% - 100%), baik (61% - 80%), cukup (41%-60%), kurang(21% - 40%), sangat kurang (≤ 20%). Kemampuanliterasi sains berdasarkan aspek-aspek literasi sains memiliki rerata 63.85% dengan kategori baik. Berdasarkan hal tersebut dapat disimpulkan bahwa  pemahaman guru terhadap literasi sains berada pada kategori baik. Bagi peneliti selanjutnya dapat mengkaitkan tingkat pemahaman guru PAUD Se-Kecamatan Rumbai Pesisir ini dengan Profil Guru PAUD tersebut