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PENENTUAN KADAR ALKALOID TOTAL EKSTRAK AKAR KUNING (Fibraurea chloroleuca Miers) BERDASARKAN PERBEDAAN KONSENTRASI ETANOL DENGAN METODE SPEKTROFOTOMETRI UV-VIS Septia Wahyuni; Mauritz Pandapotan Marpaung
Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia Vol 3, No 2 (2020): (November) Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia
Publisher : Universitas Islam Kalimantan MAB Banjarmasin

Akar kuning (Fibraurea chloroleuca Miers) dengan senyawa metabolit sekunder yang terkandung di dalamnya merupakan salah satu tanaman yang berpotensi sebagai tanaman obat tradisional untuk mengobati berbagai penyakit. Tujuan penelitian ini adalah menentukan kadar alkaloid total ekstrak akar kuning dengan perbedaan konsentrasi pelarut etanol yaitu 50%, 70%, dan 96%. Proses ekstraksi menggunakan metode maserasi dan ekstrak diuapkan dengan rotary evaporator pada suhu 40oC. Identifikasi alkaloid pada ekstrak menggunakan pereaksi Wagner, Mayer dan Dragendorff dan kadar alkaloid total dilakukan dengan metode spektrofotometri UV-Vis. Hasil penelitian menunjukkan identifikasi alkaloid dengan semua pereaksi dinyatakan positif mengandung alkaloid pada ekstrak. Hasil kadar alkaloid total ekstrak akar kuning dengan pelarut etanol 50% sebesar 0,6939 ± 0,2439%, dengan pelarut etanol 70% sebesar 0,6607 ± 0,2117% dan pelarut etanol 96% sebesar 0,7826 ± 0,3004%. Berdasarkan hasil penelitian, ekstrak akar kuning dengan konsentrasi pelarut etanol 96% menunjukkan kadar alkaloid yang tertinggi.

Integrasi Pembelajaran Matematika Berbasis ICARE dan Islam Pada Materi Pecahan Elfi Rahmadhani; Septia Wahyuni
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 4, No 1 (2020): EDISI MARET
Publisher : Universitas Swadaya Gunung Djati

Tujuan penelitian ini untuk menghasilkan perangkat pembelajaran matematika berbasis Introduction, Connection, Application, Reflection dan Extension (ICARE) dan terintegrasi Islam berupa Rencana Pelaksanaan Pembelajaran (RPP), modul dan Lembar Aktivitas Siswa (LAS) yang valid, praktis dan efektif pada materi Pecahan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE (Analysis, Design, Development, Implementation and Evaluation). Data pada penelitian ini didapatkan dari lembar validasi, lembar observasi keterlaksanaan pembelajaran, lembar observasi aktivitas siswa, angket respons siswa, angket respons guru dan hasil belajar siswa. Berdasarkan hasil pengolahan data diperoleh kesimpulan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria valid dengan nilai 3,87, praktis dan efektif. Kriteria praktis yang didapatkan dari analisis data berikut: 1) keterlaksanaan pembelajaran dengan persentase ketuntasan 78 dan tergolong praktis, 2) aktivitas siswa yang mengalami peningkatan dari pertemuan pertama sampai pertemuan keempat yaitu 50%, 72%, 80% dan 86% dengan kategori sangat berhasil, 3) respons siswa dengan rata-rata skor adalah 3,04 dengan kategori praktis dan 4) respons guru dengan rata-rata skor adalah 3,1 dengan kategori praktis. Selanjutnya, kriteria efektif didapatkan dari hasil analisis pengolahan data hasil belajar siswa yang diketahui bahwa 89% siswa telah tuntas belajar menggunakan perangkat pembelajaran matematika berbasis ICARE dan terintegrasi Islam.Kata Kunci: ICARE, terintegrasi Islam, Pecahan.

STRATEGI MIND MAPPING PADA MATA PELAJARAN FIKIH Septia Wahyuni; Wedra Aprison
JIP: Jurnal Ilmu Pendidikan Vol. 2 No. 9 (2024): September
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research was motivated by the fact that it was felt that mind mapping in Fiqh subjects had not been implemented well. Students still experience difficulties in implementing it, which causes students to be less serious about learning so they are careless in making mindmaps, such as information that is too long which is not needed in the mindmap, and also some branches that do not explain the main branches or relationships. between the outer branches and the main branches is less clear. The type of research carried out was field research with a descriptive and quantitative approach. Qualitative research is research that intends to understand phenomena of what is experienced by research subjects, such as behavior, perception, motivation, action, and so on. With this approach, it is hoped that the implementation of the Mindmap Strategy in the Fiqh subject class VIII MTsN 4 Pasaman can be described more thoroughly. The source of data for this research is the class VIII Fiqh teacher with the supporting informants being class VIII.2 students at MTsN 4 Pasaman. The data collection technique used was observation, namely direct observation of the implementation of learning using a mindmap strategy, as well as interviews aimed at teachers and students. The results of this research show that the mind map strategy was carried out quite well. However, in the process of making mindmap concepts for students, there are still several things that are not as they should be because teachers do not pay attention and guide them in the process of making mindmap concepts by students so many of them make mindmaps, carelessly and are not serious enough. entering non-main information into the mind map, and/or lack of student creativity in creating mindmaps to make them more interesting.

From Compliance to Commitment: Mapping Teachers’ Cognitive and Emotional Responses to Curriculum Reform Delfia Herwanis; Al Musanna; Septia Wahyuni; Rahmanita Zakaria; Maulida Maulida
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 1 (2026): Maret : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v6i1.10898

This study examines educators' cognitive and emotional reactions to curriculum change via a Delphi-based Focus Group Discussion (FGD) with vice principals of senior secondary schools (SLTA level) in Aceh Tengah and Bener Meriah, Indonesia. Despite structural innovations in Indonesia's curriculum reform, including the Merdeka Curriculum and the Deep Learning method, implementation gaps remain at the school level. This study seeks to delineate how educators cognitively comprehend curriculum modifications and emotionally respond to their requirements, and how these reactions affect their commitment to implementation. Data were gathered through organized group discussions and reflective responses in a Delphi panel session, employing a qualitative descriptive methodology. The findings indicate two predominant cognitive orientations: (1) progressive acceptance, perceiving reform as essential and forward-looking, and (2) interpretative ambiguity, signifying challenges in implementing policy within classroom settings. Teachers exhibited a range of emotions, from optimism and a sense of professional vocation to exhaustion, administrative overload, and resistance stemming from established attitudes. The shift from compliance to commitment was significantly shaped by educators' fundamental values, introspective abilities, collaborative environment, and perceived institutional backing. The study presents a belief-centered transformation paradigm that incorporates cognitive clarity, emotional resilience, and professional learning communities as strategic mechanisms for enduring curriculum improvement. These findings enhance the discussion of teacher beliefs as a vital aspect of educational development in emerging areas.

From Compliance to Commitment: Mapping Teachers’ Cognitive and Emotional Responses to Curriculum Reform Delfia Herwanis; Al Musanna; Septia Wahyuni; Rahmanita Zakaria; Maulida Maulida
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 1 (2026): Maret : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v6i1.10898

This study examines educators' cognitive and emotional reactions to curriculum change via a Delphi-based Focus Group Discussion (FGD) with vice principals of senior secondary schools (SLTA level) in Aceh Tengah and Bener Meriah, Indonesia. Despite structural innovations in Indonesia's curriculum reform, including the Merdeka Curriculum and the Deep Learning method, implementation gaps remain at the school level. This study seeks to delineate how educators cognitively comprehend curriculum modifications and emotionally respond to their requirements, and how these reactions affect their commitment to implementation. Data were gathered through organized group discussions and reflective responses in a Delphi panel session, employing a qualitative descriptive methodology. The findings indicate two predominant cognitive orientations: (1) progressive acceptance, perceiving reform as essential and forward-looking, and (2) interpretative ambiguity, signifying challenges in implementing policy within classroom settings. Teachers exhibited a range of emotions, from optimism and a sense of professional vocation to exhaustion, administrative overload, and resistance stemming from established attitudes. The shift from compliance to commitment was significantly shaped by educators' fundamental values, introspective abilities, collaborative environment, and perceived institutional backing. The study presents a belief-centered transformation paradigm that incorporates cognitive clarity, emotional resilience, and professional learning communities as strategic mechanisms for enduring curriculum improvement. These findings enhance the discussion of teacher beliefs as a vital aspect of educational development in emerging areas.

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