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PENGARUH SUBSTITUSI TEPUNG TERIGU DENGAN TEPUNG TEMPE DAN TEPUNG UBI JALAR KUNING TERHADAP KADAR PROTEIN, KADAR Β-KAROTEN, DAN MUTU ORGANOLEPTIK ROTI MANIS

Journal of Nutrition College Vol 1, No 1 (2012): Journal of Nutrition College
Publisher : Nutrition Science Department

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Abstract

Background: Increased of high protein and β-carotene food consumption is expected may prevent PEM and VAD. Tempeh is a high-protein food stuff, while orange-fleshed sweet potato had high β-carotene content. Sweet bread with substitution of tempeh and orange-fleshed sweet potato flours is expected could be an alternative food which had high protein and β-carotene content. Objective: Analyze the effect of tempeh and orange-fleshed sweet potato flour substitution on protein and β-carotene content, and organoleptic quality of sweet bread. Method: An one factor completely randomized experimental study used 5 level of tempeh and orange-fleshed sweet potato flour substitution, which were 0%:0%, 0%:25%, 10%:15%, 15%:10%, and 25%:0%. Statistical analysis of protein and β-carotene content used One Way ANOVA followed by Tukey and Duncan test, while analysis of organoleptic quality used Friedman and Wilcoxon test. Result: Sweet bread with 25% tempeh flour substitution had the highest protein content (14.38%) and 25% orange-fleshed sweet potato flour substitution had the highest β-carotene content (0.24 mg/100 g). Substitution of 25% orange-fleshed sweet potato flour and substitution of 10% tempeh -15% orange-fleshed sweet potato flour had significant effect on β-carotene content. Tempeh and orange-fleshed sweet potato flour substitution also had significant effect on color, aroma, texture, and taste of sweet bread, but had no but had no significant effect on its protein content. Conclusion: Tempeh flour substitution increased protein content in sweet bread and orange-fleshed sweet potato flour increased its β-carotene content. Sweet bread with 10% tempeh-15% orange-fleshed sweet potato flour substitution were recommended.

A STUDY OF CONCEPTUAL METAPHOR IN SUZANNE COLLINS THE HUNGER GAMES SEBUAH KAJIAN KONSEPTUAL METAFORA PADA THE HUNGER GAMES OLEH SUZANNE COLLINS

Publika Budaya Vol 2, No 3 (2014): Nopember
Publisher : Publika Budaya

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Abstract

Di dalam karya sastra, bahasa digunakan untuk mengkaji hal-hal yang terjadi disekitar kita dengan menggukanan gaya bahasa seperti metafora. Metafora adalah strategi komunikasi di implikatur yang merupakan bagian dari studi Pragmatik. Metaphor juga dapat menggambarkan kejadian sehari-hari seperti konsep emosi pada novel The Hunger Games oleh Suzanne Collins (2009). Selanjutnya, untuk mengumpulkan data, proses identifikasi dan sampling konseptual metafora digunakan berdasarkan teori Conceptual Metaphor oleh Lakoff dan Johnson (1980) dan sembilan domain oleh Kӧvecses (2000). Comparison Teori yang disusun oleh Miller (dikutip di Levinson, 1983) digunakan untuk mengkategorikan tipe-tipe metafora dan untuk menginterpretasi metafora. Riset ini menerapkan strategi Mixed-method. Dengan menggunakan exploratory-qualitative-statistical research data-data dianalisis dengan cara perhitungan, pengkategorian, dan uraian. Hasil dari riset ini menunjukkan bahwa hanya tipe nominal dan predicative yang sering muncul. Target domain SADNESS, FEAR, dan ANGER yang mendominasi. NATURAL FORCE, FIRE, TORMENTOR, DOWN, dan CAPTIVE ANIMAL sering muncul sebagai source domain. Keseluruhan dominan data muncul dan mengindikasikan kecenderungan tertentu yang berhubungan dengan keseluruhan cerita, karakter dan apa saja yang karakter Katniss Everdeen lakukan dan rasakan di dalam cerita. Kata kunci: Karya sastra, metafora, emosi, konseptual metafora, Pragmatik ABSTRACT In literary work, language is used to examine what happen around us by using one of language style such as metaphor. Metaphor is a communicative strategy in implicature that belongs to Pragmatics study. Metaphor also works on our daily routine expressions such as the concept of emotion in novel of The Hunger Games written by Suzanne Collins (2009). Further, to collect data, identifying and sampling are applied based on theory of Conceptual Metaphor by Lakoff and Johnson (1980) and nine domains of emotion by Kӧvecses (2000). Theory of Comparison that proposed by Miller (cited in Levinson, 1983) is used to categorize the types of metaphors and to interpret metaphors. This research applies Mixed-method strategy through exploratory-qualitative-statistical research data will be executed in statistic, categorization, and exploration. The results of this research show that there are only nominal and predicative metaphors that are dominantly used. SADNESS, FEAR, and ANGER are the dominant target domains. There are NATURAL FORCE, FIRE, TORMENTOR, DOWN, and CAPTIVE ANIMAL appearing as the dominant source domains. The whole dominant categories appear and indicate particular tendency that is related with the story, character and what Katniss Everdeen as the main character does and feels in the story. Keywords: literary works, metaphor, emotion, Conceptual Metaphor, Pragmatics.

Kajian Ekstrak Etanol Bunga Tanaman Johar (Cassia siamea L.) Sebagai Bioindikator Asam Basa

Online Journal of Natural Science FMIPA Vol 4, No 2 (2015): Volume 4 Number 2 (August 2015)
Publisher : Online Journal of Natural Science FMIPA

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Abstract

Telah dilakukan penelitian tentang kajian ekstrak etanol bunga tanaman johar (Cassia siamea L) sebagai bioindikator asam basa. Penelitian ini bertujuan untuk  mengetahui: (1) kelompok senyawa yang terdapat dalam ekstrak etanol bunga johar, (2) trayek pH dan titrasi asam basa yang cocok untuk bioindikator ekstrak bunga johar, (3) spektrum serapan dan gugus fungsi serta  jenis eluen yang baik digunakan dalam pemisahkan zat berwarna ekstrak etanol bunga johar menggunakan metode Kromatografi Lapis Tipis (KLT). Pencapaian tujuan dilakukan melalui ekstraksi bunga johar secara maserasi dengan tiga jenis pengekstrak (eksan, etil asetat dan etanol), dilanjutkan dengan identifikasi kelompok senyawa dalam ekstrak, penentuan trayek pH menggunakan buffer fosfat pH 1 – 12, titrasi asam basa (asam kuat-basa kuat, asam lemah basa kuat dan asam kuat basa lemah), mengambil spektrum UV-VIS dan FTIR serta melakukan analisis dengan KLT. Hasil yang diperoleh menunjukkan ekstrak etanol hanya mengandung kelompok senyawa flavonoid. Ekstrak bunga johar dalam larutan asam berwarna kuning dan dalam larutan basa berwarna orange dengan trayek pH antara 5 dan 9. Titrasi asam basa yang sesuai untuk indikator ekstrak bunga johar hanya titrasi asam kuat dengan basa kuat dan asam lemah dengan basa kuat, sebab volume titran yang digunakan relatif sama dengan indikator pembanding fenolthalein. Serapan maksimum ekstrak etanol bunga johar 393 nm dan memiliki gugus fungsi berciri flavonoid, yakni gugus hidroksi bebas dan terikat ikatan hydrogen serta gugu C – O – C yang terkonyugasi dengan benzene. Kedua data tersebut memberikan indikasi flavonoid yang ada kemungkinan flavonol dan auron atau salah satu auron atau flavonol. Eluen yang baik digunakan dalam pemisahan komponen menggunakan KLT preparatif adalah eluen campuran kloroform/asam asetat/etanol  30 : 15 : 2 (v/v/v) yang memberikan indikasi minimal ada empat jenis senyawa dalam ekstrak, dua diantaranya berwarna kuning, sedangkan dua lainnya tidak berwarna

Peranan Motivasi Berprestasi, Budaya Keluarga dan Perilaku Mengajar Guru terhadap Prestasi Belajar PAI

DAYAH: Journal of Islamic Education Vol 1, No 2 (2018): DAYAH: Journal of Islamic Education
Publisher : Ar-Raniry State Islamic University Banda Aceh, Aceh, Indonesia.

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Abstract

In order to obtain the learning achievements of Islamic Religious Education, a number of factors play an important role on students. The study of this thesis examined whether there was an influence of achievement motivation, family culture and teaching behavior of teachers on the student achievements of Islamic Religious Education at SMA Negeri (public senior high school) 2 Sabang. The study employed a quantitative descriptive research method, a method whose problem solving process concerning on a current research subject or object described in; the total samples were 63 students, consisting of the independent variables: achievement motivation (X1), family culture (X2), teachers’ teaching behavior (X3), and the dependent variable: learning achievements (Y). The research findings showed that there was no significant influence on the students’ learning achievements of Islamic Religious Education, with the value of r = -0.090, between variable X1 with variable Y, indicating a weak or non linear correlation. Further, it also showed that family culture (X2) did not give a significant effect on Y with r = -0.158. Similarly, the teachers’ teaching behavior (X3) with Y amounted to r = -0.001 which referred to a weak correlation or non linear and negative correlation. It can be concluded that the students’ learning achievements of Islamic Religious Education of SMA Negeri 2 Sabang were not fully influenced by these three variables.

Pengaruh Penerapan Model Pembelajaran Koperatif Tipe Course Review Horay Terhadap Hasil Belajar Sejarah di SMK Negeri 31 Jakarta

Jurnal Pendidikan Sejarah Vol 7 No 1 (2018): JPS - Jurnal Pendidikan Sejarah, Volume 7 Nomor 1 Tahun 2018
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

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Abstract

This study aims to obtain empirical data of the impact of the application of course review horay type cooperative learning model to the learning result of history at SMK Negeri 31 Jakarta. This study was conducted from Juni 2017 to January 2018This study is a quantitative study with experimental method. The population target of this study was 16 classes contain 541 students. The reachable population is 10th graders covered five classes. The sample of this study is two classes, X OTP 2 (Otomatisasi Tata Kelola Perkantoran) and X AKL (Akuntansi dan Keuangan Lembaga) which defined through random sampling. The experiment class is X OTP 2 and the control clas is X AKL. Through the validity formula, “r Product Moment”, the result showed that from 60 instruments questions, 40 questions was valid and 20 questions is invalid.  The readability test, with Spearman Brown. The normality test used Lilliefors. In the homogeneous test used Barlette. The hypothesis used t formula with the trusted level 95% (a=0,05). So, it could be concluded that there was an impact of the use of the impact of the application of course review horay type cooperative learning model to the learning result of history at SMK Negeri 31 Jakarta.   Penelitian ini bertujuan untuk mendapatkan data empiris tentang Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay Terhadap Hasil Belajar Sejarah di SMK Negeri 31 Jakarta. Penelitian ini berlangsung dari bulan Juni 2017 sampai Januari 2018.Pendekatan penelitian kuantitatif dengan metode eksperimen. Populasi target adalah seluruh siswa SMK Negeri 31 Jakarta, terdiri dari 16 kelas yang berjumlah 541 siswa. Populasi terjangkau penelitian ini adalah siswa Kelas X yang terbagi menjadi lima kelas. Sampel penelitian ini terdiri dari dua kelas dengan menggunakan teknik Simple Random sampling sehingga didapatkan kelas X OTP 2 (Otomatisasi Tata Kelola Perkantoran) sebagai kelas eksperimen dan kelas X AKL (Akuntansi dan Keuangan Lembaga) sebagai kelas kontrol. Melalui uji validitas dengan rumus “r Product Moment” hasilnya menunjukkan dari 60 soal instrumen 40 soal valid dan 20 soal tidak digunakan sedangkan uji reliabilitas dengan rumus Spearman Brown. Pengujian normalitas dengan menggunakan uji Lilliefors. Uji homogenitas menggunakan uji Bartlett Pengujian hipotesis menggunakan rumus uji t pada taraf kepercayaan 95% (a=0,05). Sehingga dapat disimpulkan bahwa terdapat Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay Terhadap Hasil Belajar Sejarah di SMK Negeri 31 Jakarta.

Pendidikan Sejarah dalam Kurikulum di Republik Federal Jerman

Jurnal Pendidikan Sejarah Vol 4 No 1 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 1 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

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Abstract

The aim of this article is to find out what philosophy behind the education curriculum in Germany,its system and structure especially on history curriculum to be compared with Indonesia”s experience.Traditionally the German educational system is strongly influenced by the tradition of naturalistichumanism - specifically those of the Humbold philosophy regarding as Bildung. History Education is acompulsory subject that is given to students from grade 6-10 as much as two hours of lessons per week,while in grade 10-12 or 13 lessons, history is no longer a compulsory subject. In grade 6-9 curriculum isbased on chronological history revolves around the history of Western Civilization, in grade 10 historylessons relating to contemporary history in the 20th century, while in grade 11-12 / 13 history lessonfocused on the history of modern Europe and non- European history.

Mencari Makna Dalam Sejarah: Meninjau Kembali Historiografi Indonesiasentris Sebagai Sumber Belajar Sejarah

Jurnal Pendidikan Sejarah Vol 4 No 2 (2015): JPS - Jurnal Pendidikan Sejarah, Volume 4 Nomor 2 Tahun 2015
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

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Abstract

This article describes the historiography toward Indonesia after independence and its relevance to the teaching of history at the time.The Method used in writing this article is the research literature. Writing the history of Indonesia, which has a style Indonesiacentric is an issue that has always promoted in the historiography Indonesia. Since independence in 1945, a form of history writing seeks embodied Indonesiacentric.Therefore it seeks a National History Congress was held to formulate the form of historiography Indonesiasentric but Congress was not fully able to formulate clearly .Historiografi Indonesia finally caught up to the political interests that lead to the deconstruction of old regime history. History teacher thus becomes very important in answering the anxiety people especially students in learning history.Curriculum 2013 gives greater space to the history teachers to design learning history allows students not only rely on textbooks but explores a variety of sources and historiography are available.

CC-Human Menopausal Gonadotropin Combined with Growth Hormone in Mini-stimulation Protocol could Improve Clinical Outcome in Poor Ovarian Responders

Indonesian Journal of Obstetrics and Gynecology Volume. 3, no. 2, April 2015
Publisher : Indonesian Socety of Obstetrics and Gynecology

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Abstract

Objective: To investigate the role of CC-highly purified Human Menopausal Gonadotropin (hpHMG) and Growth Hormone (GH) in mini-stimulation protocol to improve outcome in poor ovarian responders (POR). Method: All patients were given clomiphene citrate 150 mg from day 3 to day 7 of menstrual cycle followed by 150 IU hpHMG daily from day 8 until ovulation trigger. Two groups were observed where one group received GH and the other arm did not. In the GH group, 8 IU of GH were given from day 1 of stimulation until stimulation was stopped. GnRH antagonist was used to suppress ovulation. Result: Among 51 eligible women, 29 patients with GH and 22 patients without GH, no difference was observed in the number of oocytes retrieved (2.21 versus 2.64) and the number of embryos transferred (1.24 versus 1.68) in the GH group versus the group without GH, respectively. Total clinical pregnancy rate was 17.6%. No significant difference in pregnancy and ongoing pregnancy rate in both groups (17.2% versus 18.2%) and (13.8% versus 13.6%), respectively. In patients older than 40 years old, GH showed a 4-fold likelihood in producing top quality embryos (44.8% vs 13.6%, OR=3.6, p=0.05). Conclusion: CC-HMG regimen in mini-stimulation protocol is an effective option in poor responders. Additional GH in ministimulation program provided a higher number of top quality embryos in women older than 40 years old, although there were no difference in clinical or ongoing pregnancy rate. Keywords: CC-HMG, growth hormone, IVF, mini-stimulation protocol, poor ovarian responders

Native vs. non-native EFL teachers: Who are better?

Studies in English Language and Education Vol 5, No 1 (2018)
Publisher : Syiah Kuala University

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Abstract

This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

Evaluasi Program Pembelajaran Sejarah Terintegrasi dalam Mata Pelajaran IPS di SMPN 4 Kota Bekasi

Jurnal Pendidikan Sejarah Vol 7 No 1 (2018): JPS - Jurnal Pendidikan Sejarah, Volume 7 Nomor 1 Tahun 2018
Publisher : Program Studi Pendidikan Sejarah Pascasarjana UNJ

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Abstract

This research explores the history learning which is integrated to IPS subject or also known as social studies at secondary school in SMPN 4 Kota Bekasi. The Method used in this research was evaluation method which employed responsive evaluation developed by Stake. Responsive evaluation by Stake used responsive clock as guided stages for evaluator. There were three components of evaluation following his earlier countenance model antecedent, transactions and outcomes. The things considered as antecedent were policy of the program, goal of the program, curriculum, book, means and infrastructure, and teacher’s competency. The things considered as transactions were lessons plan, instructional implementation, assessment, method and media of instructions. The results of the research show that there were several problems in the school related to program being evaluated, therefore several recommendation are given to IPS’s teacher, headmaster, government and also parents and community.   Penelitian ini bertujuan untuk mendeskripsikan pembelajaran sejarah yang terintegrasi dalam mata pelajaran IPS atau yang dikenal juga sebagai social studies di sekolah menengah pertama SMPN 4 Kota Bekasi. Metode yang digunakan dalam penelitian ini adalah metode evaluasi yang menggunakan model evaluasi responsive yang dikembangkan oleh Stake. Evaluasi responsive yang dikembangkan oleh Stake menggunakan responsive clock sebagai panduan bagi evaluator. Terdapat tiga komponen evaluasi mengikuti model countenance yang telah dikembangkan sebelumnya oleh   Stake   yaitu   komponen   antecedent,   komponen   transactions   dan   komponen outcomes. Termasuk komponen antecedent adalah kebijakan program, tujuan program, kurikulum, buku, sarana prasarana, dan kompetensi guru. Termasuk dalam komponen transactions adalah perencanaan pembelajaran, pelaksanaan pembelajaran, metode pembelajaran, media pembelajaran dan penilaian proses pembelajaran. Hasil penelitian menunjukkan bahwa terdapat beberapa masalah di sekolah berkaitan dengan program pembelajaran sejarah yang terintegrasi dalam   mata pelajaran IPS di SMP N 4 Kota Bekasi, sehingga beberapa saran diberikan kepada sekolah dan guru, MGMP, pemerintah, orang tua dan masyarakat.