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MICROPLASTIC CHARACTERISTIC FOUND IN GASTROINTESTINAL TRACT OF PELAGIC AND DEMERSAL FISHES IN TUBAN, EAST JAVA Hidayati, Dewi; F, Fauziah; A, Aunurohim; Ashuri, Nova Maulidina; Setiawan, Edwin; Mulyadi, Yeyes; Syahroni, Nur; Joesidawati, Marita Ika; S, Suwarsih
Journal of Marine-Earth Science and Technology Vol. 4 No. 1 (2023): April
Publisher : Marine & Earth Science and Technology Research Center, DRPM, ITS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12962/j27745449.v4i1.648

Abstract

Regular monitoring of microplastics contamination in marine biota have been concerned in the world, since its tiny size can be swallowed direct or indirectly and lead health problems. Tuban waters is the one of Indonesia's coastal and marine fisheries areas with high risk of microplastic pollution due to their highly anthropogenic activities. We investigated the microplastic in the digestive tracts of pelagic and demersal fishes in Tuban sea waters.  Microplastic in fish sample guts were observed under microscope and the type of polymer were examined using FT-IR. This study reveals that number of microplastic in digestive tract of pelagic fishes were higher than demersal fishes. The dominant form was fiber (62%) with black color and dominant size ranging from 100-500 um (72%). The types of polymers found were polyethylene and polyamide.
Assessment of Project-Based Learning: Evaluating Its Impact on Students' Writing Proficiency and Academic Outcomes Hidayati, Dewi
English Language and Literature in Education Journal Vol. 1 No. 1 (2023): ELLINE Journal
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ep6nnx37

Abstract

Project-based learning (PjBL) has been extensively studied, with numerous theoretical and empirical investigations concluding that it promotes significant growth in students. This study aimed to examine the influence of the PjBL approach and its assessment on students' writing skills in an Academic Writing (AW) course. A pre-experimental design was employed, involving 30 sixth-semester students from STAI Diponegoro Tulungagung, selected through purposive sampling. Pre- and post-tests were used to measure the students' writing skill outcomes. The findings suggest that PjBL can encourage educational practices such as project completion, data presentation, and self-reflection, as well as foster general educational attitudes like teamwork and problem-solving. However, the practical application of driving questions, student-set learning goals, and the use of projects to address essential subjects needs improvement. While scientific procedures were integral to the projects, the extent of student inquiry was unclear. The research indicated that various PjBL components attract the attention of both students and educators. These findings enhance our understanding of PjBL’s potential and the challenges of implementing the proposed assessment in educational settings. The study's insights and the framework of key qualities derived from it can guide research-based implementation and the design of the PjBL approach and related educational areas.
Integrating Critical Thinking in Project-Based Learning for ESP Classes: An Indonesian Perspective Dewi Hidayati
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 30 No. 5 (2024): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

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

Abstract

This study explores the integration of critical thinking (CT) into Project-Based Learning (PjBL) frameworks within English for Specific Purposes (ESP) classes, focusing on Indonesian undergraduate students. By employing a mixed-methods approach, the research investigates the effectiveness of combining CT strategies with PjBL in enhancing students’ language proficiency, problem-solving skills, and engagement. Results indicate that embedding CT components into PjBL significantly improves students’ learning outcomes and prepares them for professional communication challenges in specific fields. The study provides insights into practical applications and pedagogical implications for ESP educators, contributing to the growing body of literature on integrating 21st-century skills into language education.