Vakum merupakan suatu kondisi dari udara / gas sekitar lingkungan tertentu dimana tekanan udara dibawah tekanan atmosfir, dimana proses sistem vakum pengambilan sumber air dari permukaan yang rendah ke tempat yang lebih tinggi dapat memberikan alternatif yang lebih efisien kepada masyarakat. Penelitian ini mempelajari pengaruh diameter pipa keluar dan dimensi bak penampung pada sistem vacum. Pembuatan sistem vacum dilakukan pada beberapa variasi yaitu variasi diameter pipa keluar dengan ukuran ½”, ¾”, dan 1”. Dan variasi dimensi bak penampung dengan volume 30/40 cm, 36/40 cm, 50/80 cm, 80/120 cm, 100/120 cm,dan 120/120 cm. Dari hasil penelitian maka dapat disimpulkan bahwa diameter pipa keluar harus sama atau lebih kecil dari diameter pipa masuk agar debit yang dialirkan akan terus-menerus. Semakin besar diameter pipa keluar, semakin kecil debit air yang dihasilkan. Leher angsa berfungsi untuk mencegah udara dari luar tidak masuk ke dalam tabung yang dapat menyebabkan kekosongan di dalam tabung. Untuk mengalirkan air pada beda tinggi 2 m, maka ukuran bak penampung adalah 120/120cm, dengan pipa masuk ½”; pipa keluar ½”.
These 21st century skills are not inborn skills, but are acquired from experience. Therefore, educators must condition learning in such a way that all aspects of these 21st century skills can be trained, one of which is by using digital learning. The specific objectives of this study were to: (1) obtain a mapping or analysis of the needs of Chemistry teachers in integrating TPACK in learning, (2) measure the level of ability of Chemistry teachers in integrating TPACK in learning, (3) analyze the needs of Chemistry teachers in developing models. digital based Chemistry learning to develop students' abilities in the 21st century. This research is a quasi-experimental research by adopting the ADDIE model development research procedure. The results showed that the ability of chemistry teachers to integrate TPACK in learning based on the responses given by teachers from 12 cities/districts in North Sumatra was grouped into 7 components, namely: TK (Technological Knowledge) = 76.47%; PK (Paedagogical Knowledge) = 83.68%; CK (Content Knowledge) = 80.88%; TPK (Technological Pedagogical Knowledge) = 75.29%; PCK (Paedagogical Content Knowledge) = 78.97%; TCK (Technological Content Knowledge) = 83.14%; and TPACK (Technological Pedagogical Content Knowledge) = 80.47 %. This means that the overall ability of chemistry teachers to integrate TPACK in learning is categorized as capable and quite capable.Keterampilan abad ke- 21 ini bukan keterampilan yang dibawa sejak lahir, melainkan diperoleh dari pengalaman. Oleh karena itu, pendidik harus mengondisikan pembelajaran sedemikian rupa agar semua aspek dari keterampilan abad ke-21 tersebut dapat dilatihkan, salah satunya dengan menggunakan pembelajaran digital. Tujuan khusus dari penelitian ini adalah untuk: (1) mendapatkan pemetaan atau analisis kebutuhan kemampuan guru Kimia dalam mengintegrasikan TPACK dalam pembelajaran, (2) mengukur tingkat kemampuan guru Kimia dalam mengintegrasikan TPACK dalam pembelajaran, (3) melakukan analisis kebutuhan guru Kimia dalam mengembangkaan model pembelajaran Kimia berbasil digital untuk mengembangkan kemampuan siswa pada abad 21. Penelitian ini merupakan penelitian eksperimen semu dengan mengadopsi prosedur penelitian pengembangan model ADDIE. Hasil penelitian menunjukkan bahwa kemampuan guru kimia dalam mengintegrasikan TPACK dalam pembelajaran berdasarkan respon yang diberikan guru dari 12 kota/kabupaten di Sumatera Utara dikelompokkan dalam 7 komponen, yaitu: TK (Technological Knowledge) = 76,47%; PK (Paedagogical Knowledge) = 83,68%; CK (Content Knowledge) = 80,88%; TPK (Technological Paedagogical Knowledge) = 75,29%; PCK (Paedagogical Content Knowledge) = 78,97 %; TCK (Technological Content Knowledge) = 83,14%; dan TPACK (Technological Paedagogical Content Knowledge) = 80,47 %. Hal ini berarti secara keseluruhan kemampuan guru kimia dalam mengintegrasikan TPACK dalam pembelajaran termasuk kategori mampu dan cukup mampu.
The aims to point out: 1) knowing the effect of the learning model oriented analogy on student learning outcomes; 2) knowing the effect of the level of learning motivation taught by the learning model oriented analogy on learning outcomes; 3) knowing the interaction between learning models with the level of learning motivation on student learning outcomes; 4) knowing the learning completeness of students who are taught with a FAR learning model oriented analogy with a level of motivation.The study population was all students of class XI MIA SMAN X.The study sample was students of class XI MIA 2 and XI MIA 2, amounting to 27 students.The research instruments are objective tests of valid and reliable learning outcomes, student learning motivation questionnaire sheets.The analysis technique used is Two Way Anova technique on SPSS 23.The results of the study concluded that: 1) there was no influence between the learning model oriented analogy on student learning outcomes.2) there is an effect of the level of student motivation that is taught by the FAR analogy oriented learning model.3) there is no interaction between the two learning models with the level of motivation towards student learning outcomes.4) the highest student learning completeness is in the process oriented guided inquiry learning (POGIL) model oriented analogy with a high level of learning motivation.
This research was aimed to determine the level of feasibility of learning media chemistry that has been developed by using Adobe Flash CS6 program based on Mobile Learning (M-Learning) on class XI semester 2 on the material colloidal system, to find out differences in learning outcomes who are taught by the media of learning chemistry on the material colloidal system that has been developed by using Adobe Flash CS6 program based on Mobile Learning (M-Learning) compared with the learning students who taught with learning chemistry media that has been circulated in internet on the same material.This type of research uses Development Research method that uses ADDIE.The research population is all students of class XI Senior High School using curriculum 13.The sample is the students of class XI Senior High School of Nurul Iman.The findings from the analysis show that learning media using Flash which has circulating on the internet sourced for high school class XI semester 2 on the material of colloidal system is feasible to use but need to be developed.
The complex of Cu(II) 1,2,4 H-triazole is one complex compound having a polymeric structure. The objective of this study determines the difference in energy formation and structure data of Cu(II) 1,2,4 H-triazole complex. The computational study used the Hartree-Fock method and the basis set 3-21G a
The goal of this research was to know the gain of student achievement that taught by using dubido.The research has been done in Chemistry Educational Study Program in Unimed.The experimental class was given treatment with teaching by using dubido media based on contextual.The experimental class has fulfilled the requirement for normality and homogenity test.The mean of pretest results and posttest results were 36.615 and 82.769.The increase of posttest results indicated that learning by using dubido based on contextual can improve students achievement.The increase of students achievement signed by percent of gain with the value of gain percent was 74.The result of t test was obtained from tcount is more than t table (2.038 is more than 1.671) at a is 0.05, it means that the implementation of dubido based on contextual was given positive effect to increase students achievement.
This study aims to determine: the feasibility of web-based diagnostic tests on electrolyte and nonelectrolyte solutions, profiles of students' conceptual understanding after using web-based diagnostic tests on electrolyte and non-electrolyte solutions, chemistry teacher responses to webbased diagnostic tests on electrolyte and non-electrolyte solutions. , student responses to web-based diagnostic tests on electrolyte and nonelectrolyte solutions. The method used in this development research is the ADDIE method which consists of 5 stages of treatment, namely analysis, design, development, implementation and evaluation. The results showed that (1) the developed web-based diagnostic test had very feasible criteria. The percentage of misconceptions on test 1 is 21.67% while test 2 is 33.33%. The percentage of not knowing the concept on test 1 is 61.33% while test 2 is 20%. The percentage of guessing on test 1 is 8% while on test 2 it is 7%. The teacher's response to a webbased diagnostic test on electrolyte and nonelectrolyte solution material obtained the percentage of presentation aspects 92%, language and content aspects 100% and benefits aspects 90%. Student responses to web-based diagnostic tests on electrolyte and nonelectrolyte solutions obtained an average percentage of 83,20% display aspect, 92,60% language and content aspect, and 87,365 benefit aspect.
There is an urgent need to regulate and monitor land degradation through quantitative assessments and mapping critical land to increase national capacity as stated in the Sustainable Development Goals (SDGs).This can be achieved by introducing an innovative approach to monitoring the necessary land at the national, provincial, and district city levels.Moreover, the sub-watershed scale analysis associated with the distribution of degraded land through multi-temporal geospatial layers [1,2] helps provide a regionally consistent dataset needed to support the agendas aligned with sustainable development goals (SDGs) [3].The analysis of topographical conditions, types of land cover, and the amount of kinetic energy for rain intensity of 30 minutes with a return period of 2 to 100 years is the basis for predicting critical land using the RUSLE method [4].Predicted essential distribution of land and potential for land degradation that occurred in the last 10 years (2010-2020), covering an area of 2,215,303 Km 2 (37.95%) land in the critical category, 10,780 Km 2 (0.18%) very critical, 629,301 Km 2 (10.78%) is slightly critical, 2,256.92Km 2 (38.7 %) potentially critical and only 725,875 Km 2 (12.43%) which is not vital.The most dominant problem of watershed degradation is land cover loss due to forest encroachment in areas with slopes over 25%.The expansion of land conversion is typical of oil palm plantations, which triggers soil erosion, flooding, and a decrease in pristine water quality due to river water pollution.
This study aims to analize teaching material, syllabus, lab activities and supporting infrastructure learning in SMK Wira Karya Mandiri. The population was grade X-TKJ SMK Wira Karya Mandiri in the academic year 2015 / 2016. Data analysis techniques used in this research were descriptive analysis and percentage. The instruments used to analize infarastructure learning was observation sheet, and then syllabus, teaching material, and lab activities data collected by distributing quesioners to students and teachers. It was found that: (1) The eligibility of the lab chemistry workbook and chemical laboratory equipment in SMK Wira Karya Mandiri is categorized as Pretty good (2.77), and (2) the students learning activities were affected by teachers performance and instructional media.
Research on the slow release kinetics of Fe(III) ions from Activated Carbon/Alginate-Fe(III) composites or abbreviated as K/A-Fe(III) has been carried out. The aim of this research was to synthesize K/A-Fe(III) composite as a material that has the potential to become a slow release micronutrient fertilizer and to study the kinetics of slow release of Fe(III) ions from the composite. The K/A-Fe(III) composite was synthesized by mixing alginate suspension and activated carbon (alginate: activated carbon weight ratio = 1:3 and 3:1) until homogeneous. Composite grains were characterized using Fourier Transformed Infrared (FTIR) spectroscopy, the kinetics of Fe(III) release from the three composite variations found that KAlg31 composite showed more absorption and release of Fe ions than KAlg13.
