Dusun Bat Rurung desa Barejulat terdapat budidaya jamur tiram (Pleurotus osteatus) yang dikelola oleh kelompok budidaya jamur tiram Lombok. Kelompok ini disamping memproduksi jamur tiram juga memproduksi limbah berupa limbah baglog jamur tiram dalam jumlah satu kali masa panen kurang lebih 1 s/d 2 ton. Kondisi limbah yang sangat banyak mengakibatkan pencemaran pada lingkungan, ini dikarenakan anggota kelmpok pembudidaya tidak memiliki pengetahuan dan keterampilan dalam pengolahan limbah baglog media jamur tersebut. Baglog merupakan media tanam jamur tiram yang terbuat dari serbuk gergaji dan beberapa bahan nutrisi sebagai sumber nutrisi bagi pertumbuhan jamur. Limbah banglog jamur terbagi menjadi dua jenis yakni baglog kotaminan dan baglong tua. Kurangnya keterampilan pembudidaya dalam pengolahan limbah menjadi acuaan dasar untuk melakukan pelatihan pengolahan limbah baglog menjadi pupuk organik. Metode dan pendekatan yang digunakan dalam kegiatan ini dalam proses menyelesaikan perasalah yang ada adalah dengan diskusi dan praktek (learning by doing) gabungan kedua metode tersebut diharapkan mampu meningkatkan pemahaman dan keterampilan berkaitan dengan pengelolaan Limbah baglog media jamur tiram menjadi pupuk organik. Adapun hasil yang dicapai adalah 1) adanya pengetahuan dan keterampilan kelompok budidaya jamur tiram dalam mengolah limbah baglog menjadi pupuk organik, 2) meningkatnya partisifasi kelompok selama kegiatan pelatihan pengolahan hingga 85%, 3) dihasilkannya produk berupa pupuk organik padat, dan 4) terbentuknya unit usaha tambahan yakni usaha pupuk organik.
This study aims to improve the ability of the inquiry learning tool integrated with local wisdom in improving students' critical thinking skills. There were four classes of experiments to determine entitlements in research results, which were also designed as pretest-posttest groups. The sample in this study were 100 students, who were divided into four groups using saturated sampling technique. The critical thinking skills test consisted of 6 items which were declared valid. The results showed that the thinking skills of students before and after learning the software were significantly different (p <0.05). These results indicate that the learning tools developed effectively improve students' critical thinking skills, although the average increase in each indicator is in the medium category. This condition indicates that for further research it is necessary to develop an inquiry model that is integrated with local wisdom.
A large amount of wastewater is directly discharged into water bodies without treatment, causing surface water contamination. A rotating biological contactor (RBC) is an attached biological wastewater treatment process that offers a low energy footprint. However, its unstable removal efficiency makes it less popular. This study optimized operating parameters in RBC combined with external membrane filtration (RBC-ME), in which the latter acted as a post-treatment step to stabilize the biological performance. Response surface methodology (RSM) was employed to optimize the biological and filtration performance by exploiting three parameters, namely disk rotation, hydraulic retention time (HRT), and sludge retention time (SRT). Results show that the RBC-ME exhibited superior biological treatment capacity and higher effluent quality compared to stand-alone RBC. It attained 87.9 ± 3.2% of chemical oxygen demand, 45.2 ± 0.7% total nitrogen, 97.9 ± 0.1% turbidity, and 98.9 ± 1.1% ammonia removals. The RSM showed a good agreement between the model and the experimental data. The maximum permeability of 144.6 L/m2 h bar could be achieved under the optimum parameters of 36.1 rpm disk rotation, 18 h HRT, and 14.9 d SRT. This work demonstrated the effective use of statistical modeling to enhance RBC-ME system performance to obtain a sustainable and energy-efficient condition.
Training on Research Activities and Scientific Writing for Madrasah Aliyah Negeri 3 Lombok Tengah Teachers The purpose of this community service was to improve the ability of teachers to conduct research and publish a research article in a national scientific journal. This program was implemented through a series of activities using in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve the ability of teachers in analyzing the learning problems that can be raised as research problems; to convey the concept of research in general, especially classroom action research; and to write a scientific article. OST activities are intended to assist the teachers in conducting research activities, writing research reports and scientific articles and publishing scientific journals. The results of IST activities illustrated the situation of Madrasah Aliyah Negeri 3 Lombok Tengah teachers that most teachers had been able to analyze problems that can be raised as the main problems in research activities; the teacher had a good understanding of the concept of classroom action research, design, instruments, and analysis of research data; the teacher was able to understand the concepts and techniques of writing research reports and scientific articles; and the teacher had been able to understand the concepts and techniques of publishing articles in national scientific journals. OST results indicated that teachers had the potential to develop themselves in conducting research and producing scientific papers. During the implementation of community service activities, the teacher consistently followed the activities well. The resulting scientific work could be categorized as good, and generally, met the criteria of scientific writing.
This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans, textbooks, worksheets, and critical thinking test instruments) were evaluated for validity and Effectiveness in training students' critical thinking skills at the higher education level. Validity evaluation is carried out on content and construct validity aspects. This is done through a focus group discussion (FGD) mechanism involving four expert validators. Furthermore, the Effectiveness of the developed learning tools is evaluated by implementing them in the classroom. The experimental design (intact-group comparison) involved a sample group from the State Islamic University of Mataram. The experimental group was taught by evaluative-process learning tools integrated with the CPBL model, while lectures and discussions taught the control group. Critical thinking data were collected using a valid essay test instrument, and the results were analyzed. The validity test results show that all the elements that make up the learning tools in the aspect of content and construct validity have been declared valid. Furthermore, at the implementation stage in the classroom, evaluative-process learning tools integrated with the CPBL model have been effective in training students' critical thinking skills compared to teaching that relies on lectures and discussion. This Effectiveness is based on two aspects, (1) the conceptual framework of the CPBL model, which is constructed and arranged from a problem-based learning model with five learning steps, namely prior knowledge, organize, investigate, analyze, and evaluation; (2) the concept of evaluative-process which is integrated with the CPBL model. These two aspects support capacity in training students to think critically.
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