Magnetic nanoparticles made from organic and inorganic materials have gained significant technological progress and are widely applied in biomedicine, including magnetic resonance imaging, targeted drug delivery systems, biosensors, hyperthermia, and tissue engineering. The most reported synthesis methods include hydrothermal, sol‐gel, laser ablation, microemulsion, and ball‐milling methods. The synthesis parameters have a strong correlation with essential properties, such as phase, size, and surface morphology, which greatly influence the macroscopic properties and potential applications of the particles. Different preparation methods result in magnetic nanoparticles with varying characteristics, and the appropriate method can be chosen based on the requirements of the specific application. Two effective methods for synthesizing magnetic nanoparticles are coprecipitation and hydrothermal method because the preparation is relatively simple with low energy consumption, and uniform and homogeneous crystals are obtained.
Penelitian ini merupakan penelitian eksperimen menggunakan desain penelitian posttest only control design. Populasi penelitian seluruh siswa kelas XI MIA SMA Negeri 1 Satarmese sebanyak 78 orang dari 3 kelas. Simple random sampling digunakan untuk menentukan kelas kontrol yaitu XI MIA 1 dan kelas eksperimen yaitu XI MIA 2. Instrumen yang digunakan tes, observasi dan dokumentasi. Data yang diperoleh dianalisis secara statistika deskriptif dan uji beda independent sample t-test untuk menjawab rumusan masalah penelitian berupa: (1) seberapa besar hasil belajar fisika siswa tanpa menerapkan model pembelajaran blended learning pada kelas XI MIA SMA Negeri 1 Satarmese. (2) seberapa besar hasil belajar fisika siswa yang menerapkan model pembelajaran blended learning pada kelas XI MIA SMA Negeri 1 Satarmese. (3) apakah terdapat pengaruh yang signifikan model pembelajaran blended learning terhadap hasil belajar fisika siswa kelas XI MIA SMA Negeri 1 Satarmese. Penelitian dilakukan pada materi Fluida Dinamis sehingga diperoleh hasil yang menunjukkan bahwa pembelajaran menggunakan model pembelajaran Blended Learning dikategorikan memadai. Hal ini dilihat dari rata-rata hasil belajar siswa kelas eksperimen lebih besar dari rata-rata hasil belajar siswa kelas kontrol. Serta hasil uji independent sample t-test t-hitung lebih besar dari t-tabel.
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