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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Anggapa
Risdiyanto
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Materials Science & Nanotechnology Physics

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Analisis Karakteristik Marshall pada Campuran Asphalt Concrete-Wearing Course (AC-WC) dengan Aspal Pen 60/70 Campur Serbuk Ban Karet Artha, Fransiska Dona; Akbar, Gaffar Ali; Risdiyanto; Diana, Nur Ayu
Jurnal Anggapa Vol 5 No 1 (2026): ANGGAPA Volume 5 No 1 April 2026
Publisher : Faculty of Engineering, Widya Kartika University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61293/anggapa.v5i1.943

Abstract

The Asphalt Concrete – Wearing Course (AC-WC) layer directly bears traffic loads, thus requiring high stability and durability. One of the efforts to improve the performance of the mixture while supporting the concept of sustainable construction is by utilizing rubber tire dust waste as an asphalt modifier. This study aims to determine the optimum asphalt content (KAO) and the optimum rubber content (KKO), as well as to analyze the effect of varying rubber tire dust content on Marshall characteristics. The research was conducted experimentally in the laboratory using the Marshall method according to the General Specifications of Bina Marga 2018. Variations in asphalt content for determining the KAO were 5%, 5.5%, 6%, 6.5%, and 7%. After obtaining the KAO, variations of rubber tire dust addition were made using the wet mixing method at 0%, 2%, 4%, 6%, and 8% by weight of asphalt. The parameters analyzed include stability, flow, Marshall Quotient (MQ), VITM, VFWA, and VMA. The addition of rubber tire dust improved stability and MQ, with the optimum values at a content of 4%, showing a stability of 1394 kg and an MQ of 449.68 kg/mm, which is about 24.6% higher than the mixture without rubber. However, at an 8% content, a decrease in VITM was observed to 2.78%, which is below the specification limit. The optimum rubber tire dust content of 4% significantly enhances Marshall characteristics and meets technical specifications, making it a promising alternative for stronger and more sustainable AC-WC mixtures.
Self-Regulated Learning-Based Approaches in Teacher Mentoring and Professional Development: A Systematic Review Risdiyanto; Hernawan A. H.; Johan R. C.; Fadlillah A. F.
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14309

Abstract

The growing complexity of 21st-century education demands that teachers function not only as subject specialists but as self-regulated learners capable of sustaining their own professional growth. Despite an expanding body of research on self-regulated learning (SRL) in educational contexts, systematic reviews synthesizing SRL-based approaches in teacher professional development (TPD), particularly in relation to mentoring and advisory roles, remain limited. This study examined how SRL is integrated within TPD and its role in supporting changes in instructional practice. A systematic literature review following PRISMA 2020 guidelines was conducted, drawing on records from Scopus, ERIC, and ScienceDirect published between 2015 and 2025. Of 518 identified records, 27 articles met the inclusion criteria and were analyzed thematically. Three principal findings emerged: teachers’ SRL functions as a foundational mechanism for professional development; SRL capacity is enacted through instructional practices including explicit strategy instruction, cognitive modeling, reflective task design, and formative assessment; and the sustainability of these practices depends on relational and organizational supports such as coaching, professional learning communities, and educational technology. These findings offer a coherent framework for designing TPD programs that are reflective, adaptive, and oriented toward lifelong professional learning.
Co-Authors Akbar, Gaffar Ali Artha, Fransiska Dona Diana, Nur Ayu Fadlillah A. F. Hernawan A. H. Johan R. C.