Article Per Year (5 Year)
p-Index From 2021 - 2026
1.431
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Kimia Undiksha Prosiding Seminar Nasional MIPA Jurnal Pendidikan Kimia Indonesia Wahana Matematika dan Sains Jurnal Sains dan Teknologi Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement) Ngayah: Majalah Aplikasi IPTEKS JPM (Jurnal Pemberdayaan Masyarakat) Jurnal Kewirausahaan dan Bisnis WIDYA LAKSANA Indonesian Journal of Chemistry and Environment
I Wayan Karyasa
Universitas Pendidikan Ganesha
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

Published : 66 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 66 Documents
Search

 3   4   5   6   7 
Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation terhadap Pemahaman Konsep Kimia ditinjau dari Motivasi Berprestasi I MADE KARTAMA .; Dr. rer.nat. I Wayan Karyasa,S.Pd,M.Sc .; Dr. I Wayan Muderawan,MS. .
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 4, No 1 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

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

Abstract

Penelitian ini bertujuan untuk menganalisis: (1) perbedaan pemahaman konsep kimia antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe GI dengan model pembelajaran konvensional; (2) adanya interaksi antara model pembelajaran dan motivasi berprestasi siswa terhadap pemahaman konsep kimia; (3) perbedaan pemahaman konsep kimia antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe GI dengan model pembelajaran konvensional pada kelompok siswa dengan motivasi berprestasi tinggi; (4) perbedaan pemahaman konsep kimia antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe GI dengan model pembelajaran konvensional pada kelompok siswa dengan motivasi berprestasi rendah. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan pemahaman konsep kimia antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe GI dengan model pembelajaran konvensional F=90,524;(p
KOMPARASI PENINGKATAN KETERAMPILAN BERPIKIR KRITIS DAN KINERJA ILMIAH SISWA YANG DIBELAJARKAN DENGAN MODEL PROJECT BASED LEARNING DAN MODEL PEMBELAJARAN INKUIRI TERBIMBING NI KADEK SRI MULYANI .; DR. RER. NAT I WAYAN KARYASA, S.Pd.,M.Sc .; DRS. I NYOMAN SUARDANA, M.Si. .
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 5, No 2 (2015)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.66 KB)

Abstract

Penelitian ini bertujuan mendeskripsikan dan menganalisis perbedaan: (1) peningkatan keterampilan berpikir kritis dan kinerja ilmiah antara siswa yang dibelajarkan dengan model project based learning (PjBL) dan siswa yang dibelajarkan dengan model pembelajaran inkuiri terbimbing, (2) peningkatan keterampilan berpikir kritis antara siswa yang dibelajarkan dengan model PjBL dan siswa yang dibelajarkan dengan model pembelajaran inkuiri terbimbing, (3) peningkatan kinerja ilmiah antara siswa yang dibelajarkan dengan model PjBL dan siswa yang dibelajarkan dengan model pembelajaran inkuiri terbimbing. Populasi penelitian eksperimen semu berdesain pretest-posttest non-equivalent control group design ini adalah siswa kelas X SMAN 2 Bangli tahun pelajaran 2014/2015 yang berjumlah 148 orang dan terbagi menjadi lima rombongan belajar. Sampel penelitian ditentukan dengan teknik simple random sampling terhadap kelas yang sudah disetarakan. Sampel yang terpilih adalah siswa kelas XA dan XD sebagai kelompok eksperimen yang dibelajarkan dengan model PjBL dan siswa kelas XB dan XC sebagai kelompok kontrol yang dibelajarkan dengan model pembelajaran inkuiri terbimbing. Data dikumpulkan dengan tes keterampilan berpikir kritis dan tes kinerja ilmiah. Data dianalisis dengan statistik deskriptif dan inferensial menggunakan multivariate analysis of variance (MANOVA). Hasil penelitian menunjukkan bahwa: (1) keterampilan berpikir kritis dan kinerja ilmiah siswa yang dibelajarkan dengan model PjBL lebih tinggi daripada siswa yang dibelajarkan dengan model pembelajaran inkuiri terbimbing; (2) keterampilan berpikir kritis siswa yang dibelajarkan dengan model PjBL lebih tinggi daripada siswa yang dibelajarkan dengan model pembelajaran inkuiri terbimbing; (3) kinerja ilmiah siswa yang dibelajarkan dengan model PjBL lebih tinggi daripada siswa yang dibelajarkan dengan model pembelajaran inkuiri terbimbing.Kata Kunci : Project based learning, inkuiri terbimbing, keterampilan berpikir kritis, kinerja ilmiah This research was aimed to describe and analyze the differences of: (1) improvement of critical thinking skill and scientific performance between students taught by project based learning (PjBL) model and those taught by using guided inquiry one, (2) improvement of critical thinking skill between students taught by PjBL model and those taught by using guided inquiry one, (3) improvement of scientific performance between students taught by PjBL model and those taught by using guided inquiry one. The population in this experimental quasi research with this pretest-posttest non-equivalent control group design is the tenth grade students in SMAN 2 Bangli in academic year 2014/2015. There are 148 students which divided into five classes. The sample was determined by simple random sampling, then the XA and XD classes became experimental group which were treated by PjBL model and XB and XC classes become the control group which were treated by guided inquiry one. The data was collected by critical thinking skill and scientific performance tests, which then analyzed by inferential and descriptive statistics using multivariate analysis of variance (MANOVA). The research discovers: (1) students’ critical thinking skill and scientific performance taught by PjBL model is higher than those taught by using guided inquiry one; (2) students’ critical thinking skill taught by PjBL model is higher than those taught by using guided inquiry one; (3) students’ scientific performance taught by PjBL model is higher than those taught by using guided inquiry one. keyword : project based learning, guided inquiry, critical thinking skill, scientific performance
KOMPARASI LITERASI SAINS ANTARA SISWA YANG DIBELAJARKAN DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE GI (GROUP INVESTIGATION) DAN MODEL PEMBELAJARAN INKUIRI TERBIMBING (GUIDED INQUIRY) DITINJAU DARI MOTIVASI BERPRESTASI SISWA SMP I Nyoman Bagiarata; I Wayan Karyasa; I Nyoman Suardana
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 8, No 1 (2018)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.779 KB)

Abstract

ABSTRAKPenelitian ini bertujuan:(1) Mendiskripsikan perbedaan literasi sains antara siswa yang mengikuti model pembelajaran kooperatif tipe GI (A1) dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing (A2), (2) Mendiskripsikan pengaruh interaksi antara model pembelajaran dan motivasi berprestasi terhadap literasi sains siswa, (3) Mendiskripsikan  perbedaan  kemampuan literasi sains antara siswa yang mengikuti model pembelajaran kooperatif tipe GI dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing untuk kelompok siswa yang memiliki motivasi berprestasi tinggi, (4) Mendiskripsikan perbedaan  kemampuan literasi sains antara siswa yang mengikuti model pembelajaran kooperatif tipe GI dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing untuk kelompok siswa yang memiliki motivasi berprestasi rendah. Penelitian ini menggunakan desain eksperimen The Posttest-Only Control Group Design dan rancangan analisis faktorial 2x2. Populasi dalam penelitian ini adalah kelas VII SMP Negeri 2 Banjarangkan tahun pelajaran 2014/2015 yang berjumlah 174 siswa, dengan sampel 116 siswa ditentukan dengan tehnik Simple Random Sampling terhadap kelas.  Data motivasi berprestasi siswa dikumpulkan dengan kuesioner motivasi berprestasi dan data literasi sains siswa dikumpulkan dengan menggunakan tes literasi sains. Data yang dikumpulkan dianalisis dengan analisis varians (Anava) dua jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan signifikan literasi sains antara kelompok siswa yang mengikuti model pembelajaran koop[eratif tipe GI (A1) dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing (A2), harga FA hitung = 12,198 (p<0,05), dimana mean kelompok  A1 = 75,78 dengan kategori tinggi, sedangkan mean kelompok A2=68,28 dengan kategori sedang. (2) terdapat interaksi antara model pembelajaran dan motivasi berprestasi terhadap literasi sains, Fhitung sebesar 4,151 (p<0,05). (3) tidak terdapat perbedaan yang signifikan literasi sains antara kelompok siswa yang mengikuti A1 dan A2 pada siswa yang memilliki motivasi berprestasi tinggi, harga thitung = 1,026 < ttabel = 2,000, dimana mean A1B1= 76,50 dengan kategori tinggi dan mean A2B1=73,38 dengan kategori tinggi. (4) terdapat perbedaan yang signifikan  literasi sains antara kelompok siswa yang mengikuti A1 dan A2 pada siswa yang memilliki motivasi berprestasi rendah. harga thitung = 3,905 > ttabel= 2,000, dimana mean A1B2= 75,06 dengan kategori tinggi sedangkan mean A2B2=63,18 dengan kategori sedang. Kata kunci: Model Pembelajaran, Motivasi Berprestasi, dan Literasi Sains. ABSTRACT This study aims to: (1) Describing the difference between the scientific literacy of students who take cooperative learning model GI (A1) and students who take the guided inquiry learning model (A2), (2) To describe the effect of the interaction between the model of learning and achievement motivation toward science literacy students, (3) describe the differences in the ability of science literacy among students who take the GI cooperative learning model and students who take the guided inquiry learning model for a group of students who have high achievement motivation, (4) To describe the differences in the ability of science literacy between students who follow learning model GI cooperative and students who take the guided inquiry learning model for a group of students who have low achievement motivation. This research uses experimental design The Posttest-Only Control Group Design and 2x2 factorial design analysis. Population in this research was class VII SMP Negeri 2 Banjarangkan school year 2014/2015, amounting to 174 students, with a sample of 116 students was determined by Simple Random Sampling technique to the class. Data collected by student achievement motivation achievement motivation questionnaire and data collected by the scientific literacy of students using science literacy test. The data collected were analyzed by analysis of variance (ANOVA) two lanes. The results showed that: (1) there was a significant difference in scientific literacy among students who follow the group learning model Koop [eratif GI type (A1) and students who take the guided inquiry learning model (A2), the price of FA count = 12.198 (p <0, 05), wherein the A1 group mean = 75.78 with the high category, while the A2 group mean = 68.28 with medium category. (2) there was an interaction between the model of learning and achievement motivation toward science literacy, Fhitung amounted to 4.151 (p <0.05). (3) there was no significant difference in scientific literacy among the group of students who take the A1 and A2 on the student who has a high achievement motivation, price t = 1.026 <table = 2.000, which mean A1B1 = 76.50 with high category and mean A2B1 = 73 , 38 with high category. (4) there was a significant difference in scientific literacy among the group of students who take the A1 and A2 on the student who has a low achievement motivation. price t = 3.905> t table = 2.000, which mean A1B2 = 75.06 with high category, while the mean A2B2 = 63.18 with medium category. Keywords: Model of Learning, Achievement Motivation, and Science Literacy.
PENGARUH MODEL SELF REGULATED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KECERDASAN EMOSIONAL SISWA SMA NI NYOMAN WIDIYANINGSIH .; Dr. rer.nat. I Wayan Karyasa,S.Pd,M.Sc .; Drs. I Nyoman Suardana,M.Si .
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 4, No 2 (2014)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

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

Abstract

Penelitian ini bertujuan mendeskripsikan perbedaan kemampuan pemecahan masalah dan kecerdasan emosional antara kelompok siswa yang dibelajarkan dengan model self regulated learning dan kelompok siswa yang dibelajarkan dengan model pembelajaran langsung. Penelitian ini merupakan eksperimen semu dengan rancangan posttest only control group design. Populasi penelitian adalah siswa kelas XI IPA SMA Negeri di Kecamatan Banjar yang berjumlah 159 siswa. Sampel penelitian berjumlah 130 siswa yang dibagi menjadi 2 kelas kelompok eksperimen dan 2 kelas kelompok kontrol yang diambil dengan teknik cluster sampling. Variabel yang diukur dalam penelitian ini adalah kemampuan pemecahan masalah dan kecerdasan emosional. Data yang diperoleh dianalisis menggunakan statistik deskriptif dan MANOVA satu jalur dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan yang signifikan antara kemampuan pemecahan masalah dan kecerdasan emosional antara kelompok siswa yang dibelajarkan dengan model self regulated learning dan kelompok siswa yang dibelajarkan dengan model pembelajaran langsung, 2) terdapat perbedaan yang signifikan antara kemampuan pemecahan masalah antara kelompok siswa yang dibelajarkan dengan model self regulated learning dan kelompok siswa yang dibelajarkan dengan model pembelajaran langsung, 3) terdapat perbedaan yang signifikan antara kecerdasan emosional antara kelompok siswa yang dibelajarkan dengan model self regulated learning dan kelompok siswa yang dibelajarkan dengan model pembelajaran langsung.Kata Kunci : kecerdasan emosional, pemecahan masalah, model self regulated learning This research was aimed describe the differences of problem-solving ability and emotional intelligence between group of students who studied with self-regulated learning model and direct learning model. This quasi-experimental research used a post-test only control group design. The 11th grade science students SMA Negeri at Banjar district which 159 students were used as the research population. The samples consisted of 130 students were divided into two classes for experiment group and two classes for control group taken by cluster sampling. Two main variables in this research were problem-solving ability and emotional intelligence. The data were analyzed by using descriptive statistics and a one-way MANOVA at the significant level of 5 %. The results of this research showed that: 1) there are significant differences problem-solving ability and emotional intelligence between group of students who studied with self-regulated learning model and direct learning model, 2) there is significant differences problem-solving ability intelligence between group of students who studied with self-regulated learning model and direct learning model, 3) there is significant differences emotional intelligence between group of students who studied with self-regulated learning model and direct learning model.keyword : emotional intelligence, problem solving, self-regulated learning model,
KOMPARASI PENINGKATAN PEMAHAMAN KONSEP DAN SIKAP ILMIAH SISWA SMA YANG DIBELAJARKAN DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING I DEWA AYU TRISNA HANDAYANI .; DR. RER. NAT I WAYAN KARYASA, S.Pd.,M.Sc .; DRS. I NYOMAN SUARDANA, M.Si. .
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 5, No 1 (2015):
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (605.689 KB)

Abstract

Penelitian ini bertujuan untuk : (1). mengetahui dan menganalisis perbedaan peningkatan pemahaman konsep kimia dan sikap ilmiah siswa yang dibelajarkan dengan model pembelajaran Problem Based Learning dengan siswa yang dibelajarkan dengan model pembelajaran Project Based Learning, (2). untuk mengetahui dan menganalisis perbedaan peningkatan pemahaman konsep kimia antara siswa yang dibelajarkan dengan model pembelajaran Problem Based Learning dengan siswa yang dibelajarkan dengan model pembelajaran Project Based Learning, (3) untuk mengetahui dan menganalisis perbedaan peningkatan sikap ilmiah antara siswa yang dibelajarkan dengan model pembelajaran Problem Based Learning dengan siswa yang dibelajarkan dengan model pembelajaran Project Based Learning. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan pretest-postest non-equivalen control group design. Populasi dari penelitian ini adalah siswa kelas XI IPA SMA Negeri 1 Susut tahun pelajaran 2014/2015. Sedangkan sampel dari penelitian ini adalah siswa kelas XI IPA1 dan XI IPA 3 yang ditentukan dengan teknik simple random sampling terhadap kelas yang sudah disetarakan. Sampel yang terpilih adalah kelas XI IPA1 sebagai kelompok eksperimen yang dikenai perlakuan dibelajarkan dengan model pembelajaran Problem Based Learning (PBL) dan kelas XI IPA 3 sebagai kelompok ekperimen yang dikenai perlakuan dibelajarkan dengan model pembelajaran Project Based Learning (PjBL). Data dikumpulkan dengan menggunakan tes pemahaman konsep dan kuisioner sikap ilmiah. Data dianalisis dengan statistik deskriptif dan inferensial menggunakan multivariate analysis of variance (MANOVA). Hasil penelitian menunjukkan bahwa (1) peningkatan pemahaman konsep kimia dan sikap ilmiah siswa yang dibelajarkan dengan model pembelajaran Project Based Learning (PjBL) lebih tinggi dibandingkan dengan siswa yang dibelajarkan dengan Problem Based Learning (PBL); (2) peningkatan pemahaman konsep kimia siswa yang dibelajarkan dengan model pembelajaran Project Based Learning (PjBL) lebih tinggi dibandingkan dengan siswa yang dibelajarkan dengan model pembelajaran Problem Based Learning (PBL); (3) peningkatan sikap ilmiah siswa yang dibelajarkan dengan model pembelajaran Project Based Learning PjBL lebih baik dibandingkan dengan siswa dibelajarkan Problem Based Learning (PBL)Kata Kunci : PjBL, PBL, Pemahaman Konsep dan Sikap Ilmiah This research aims at: (1) finding out and analyzing differences in improvement of chemical concept understanding and scientific attitude between students which were taught by problem based learning and those taught by using project based learning, (2) finding out and analyzing differences in improvement of chemical concept understanding between students which were taught by problem based learning and those taught by using project based learning, (3) finding out and analyzing differences in improvement of scientific attitude between students which were taught by problem based learning and those taught by using project based learning. This study is pseudo experimental research with pretest-postest non equivalent control group design. The population of this study is eleventh grade students in SMA Negeri 1 Susut in academic year 2014/2015, then XI IPA 1 and XI IPA 3 were selected as sample of the study through simple random sampling technique. XI IPA 1 was an experimental group which treated by using problem based learning and XI IPA 3 was also an experimental group which treated by using project based learning. Data were collected by chemical concept understanding test and questionnaire of scientific attitude, which then analyzed by inferential and descriptive statistics using multivariate analysis of variance (MANOVA). The research discovers: (1) the improvement of chemical concept understanding and scientific attitude between students who were taught by project based learning (PjBL) is higher than those treated by problem based learning (PBL), (2) the improvement of chemical concept understanding between students who were taught by project based learning (PjBL) is higher than those treated by problem based learning (PBL), (3) the improvement of scientific attitude between students who were taught by project based learning (PjBL) is better than those treated by problem based learning (PBL)keyword : PjBL, PBL, concept understanding, scientific attitude
Mengembalikan Kejayaan Industri Kerajinan Cadas Silakarang di Kabupaten Gianyar melalui Penerapan Teknologi Cadas Termokromik Buatan I Wayan Karyasa; I Gede Putu Astawa; I Made Ardwi Pradnyana
Jurnal Pemberdayaan Masyarakat Vol 6 No 1 (2021): Mei
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v6i1.5095

Abstract

Covid-19 pandemi affects most of craft industries, including the formerly fabulous Silakarang stone’s arts and crafts located in the Gianyar Regency, Bali Province. Environmental issues regarding to river basin ecological protection along Ubud and Sukawati Districts, the mining of basaltic stones from the river banks was restricted strictly by the government. Thus, the natural stones resources for the Silakarang crafts became more difficult to afford. Hence, todays the Silakarang stone craftsmen are more and more dependent on the so-called white stone of Yogya from Java Island. Artificial stone, composing of volcanic ashes, rice husk ash silica-carbon nanocomposite, Portland cement could be the solution the problem. The addition of thermochromic natural inorganic pigment to the mixture could improve their color and performance of the artificial stones. The implementation of the thermochromic artificial stones technology to solve the stone crafts problem was conducted through community service using the participatory action and learning system approuch. As results, the artificial thermochromic stone crafts and arts products could be well accepted by costumers and it impacted to better selling of the stone crafts. The craftsmen gained better income and the Silakarang stone arts and crafts enterprises could better survive among the pandemic time.
PENDAMPINGAN USAHA DUPA BAGI KELOMPOK MASYARAKAT DISABILITAS DI DESA BENGKALA, BULELENG, BALI I Ketut Sida Arsa; I Wayan Karyasa; Ni Made Ary Widiastini
Jurnal Kewirausahaan dan Bisnis Vol 24, No 14 (2019): December
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.793 KB) | DOI: 10.20961/jkb.v24i14.37878

Abstract

Bengkala Village in Buleleng Regency has been known as an area that is home to people with a hearing impairment. Their inability to communicate verbally like people in general does not make a group of people with disabilities unable to work. In this community service activity, people with disabilities in Bengkala Village are given training and guidance to produce incense that can be sold to people around and outside the village. Incense as a daily necessity product for the Balinese Hindu community, is a prospective business opportunity to be developed. Understanding the limitations of the people with disabilities, the accompanying method provided is the plasma system. As adopted Law No. 9 of 1995, this assistance was provided with an understanding of the conditions of the community, that's why, the directive approach is applied to community service activities. In its application, a directive approach is applied by adopting a plasma core pattern. Through the plasma method, the community is given technical guidance on production to be able to produce the expected number of products, both quality and quantity, it is about 20 kilograms per day.Key words: Bengkala Village, business, disability, group, insence
Chemistry and Biology of Cyanides: A Literature Review I Wayan Muderawan; I Wayan Karyasa; I Nyoman Tika; Gede Agus Beni Widana
Indonesian Journal of Chemistry and Environment Vol 6, No 2 (2023): DECEMBER 2023
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijoce.v6i2.67030

Abstract

The term cyanide is used to describe compounds that contain the cyano, -C≡N, group. The cyanides exist in nature as inorganic as well as organic compounds in the forms of gas or liquid such as HCN, CNCl and acetonitrile, or solids such as NaCN, KCN, and Ca(CN)2. Cyanide compounds are also found in addible plants as cyanogenic glycosides. Compounds that can release cyanide are known as cyanogenic compounds. HCN has a low boiling point (25.63 oC) and is as weakly acidic with a pKa 9.2. It partially ionizes in water to give the cyanide anion, -CN. Cyanide ion from salt reacts with acid to give HCN, but at high pH (8-10), it remains as cyanide ion even if the temperature of the water is 80.0-100.0 °C. Cyanide is one of the deadliest poisons, LC50 is 1.1 and 5.0 mg/kg for HCN and NaCN, which can cause death to those who come into contact within a few minutes or hours of exposure, depending on the level and route of exposure. It is a rapidly acting, potentially deadly chemical that interferes with the body’s ability to use oxygen. Due to its toxicity, cyanide has many roles in industry such as pesticides and medicines as nitrile-containing pharmaceuticals. Organic compounds that have a −C≡N functional group are called nitriles. Over 30 nitrile-containing pharmaceuticals are currently marketed for a diverse variety of medicinal indications with more than 20 additional nitrile-containing leads in clinical development. In addition, over 120 naturally occurring nitriles have been isolated from terrestrial and marine sources.  In plants, cyanides are usually bound to sugar molecules in the form of cyanogenic glycosides. Hydrogen cyanide can be released from hydrolysis of cyanogenic glycosides which are commonly present in edible plants. Because it is a relatively common toxin in the environment, the body can detoxify a small amount of cyanide. The major route of metabolism for cyanides is detoxification in the liver by the mitochondrial enzyme rhodanese, which catalyzes the transfer of the sulfane sulfur of thiosulfate to the cyanide ion to form thiocyanate. Ingested cyanide may be countered by administering antidotes, such as natural vitamin B12 and sodium thiosulfate, that detoxify cyanide or bind to it.
Mikroba : Dalam Perspektif Tujuan Pembangunan Berkelanjutan (SDGs) Widiyanti, Ni Luh Putu Manik; Karyasa, I Wayan; Pertiwi, Ni Putu Dian; Citrawathi, Desak Made; Bestari, Ida Ayu Purnama
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 17 No. 2 (2023): Agustus 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/wms.v17i2.52891

Abstract

Mikroba merupakan bentuk kehidupan yang tersebar paling luas dan terdapat paling banyak di bumi. Mikroba yang ada di bumi, ada yang menguntungkan dan merugikan. Mikroba patogen yang menyebabkan penyakit, adalah mikroba yang merugikan. Mikroba yang menguntungkan banyak dimanfaatkan dalam bioteknologi. Tujuan penulisan adalah mengkaji mengenai mikroba yang berhubungan dengan tujuan pembangunan berkelanjutan (SDGs). Hasil studi pustaka, didapatkan hasil peran mikroba dalam pembangunan terutama dalam bidang bioteknologi yang meliputi : bidang pangan, bidang kedokteran, farmasi dan kesehatan, pertanian, industri dan bidang lingkungan yang sesuai dengan pelaksanaan SDGs (Sustainable Development Goals (SDGs)/Pembangunan Berkelanjutan yang merupakan peluncuran dari Perserikatan Bangsa-bangsa (PBB), pada bulan September 2015 dan berakhir pada tahun 2030. SDGs merupakan kelanjutan dari program internasional yang disepakati oleh PBB untuk mewujudkan pembangunan berkelanjutan antara tahun 2000-2015 adalah Millennium Development Goals (MDGs). Millenium Development Goals (MDGs) yang berakhir pada tahun 2015 masih menyisakan sejumlah pekerjaan rumah yang harus diselesaikan, oleh Perserikatan Bangsa-bangsa (PBB) dengan meluncurkan SDGs. Pembangunan berkelanjutan di Indonesia pada dasarnya mencakup tiga dimensi yaitu ekonomi, sosial dan lingkungan. Kata kunci : mikroba, tujuan pembangunan berkelanjutan
Tin - The Occurrences, Properties, and Applications: A Literature Review Muderawan, I Wayan; Karyasa, I Wayan; Young, David James
Indonesian Journal of Chemistry and Environment Vol. 7 No. 2 (2024): DECEMBER 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijoce.v7i2.77581

Abstract

Tin is a chemical element with the symbol Sn, atomic number of 50, atomic mass of 118.71 g/mol and belong to group 14 and period 5 in the periodic table of elements. Tin has two main allotropes, α-tin and β-tin, 10 stable isotopes, 29 unstable isotopes and 30 metastable isomers, the greatest number of any element. In nature, tin occurs primarily as the mineral cassiterite (SnO2) in various geological formations. It is often found in association with granite rocks and alluvial deposits. Tin is purified by smelting cassiterite with carbon followed by boiling and liquation or electrolytic methods. Tin is a silvery-white metal with a relatively low melting point of 231.93°C and a boiling point of 2,602°C. It exhibits good corrosion resistance, making it suitable for use in various environments, especially when alloyed with other metals. In addition, tin is soft, malleable, ductile metal and has excellent solderability making it useful for joining other metals together in the electronic and electrical equipment. Tin has two mains oxidation states, +2 and the slightly more stable +4, and can form inorganic and organometallic compounds.  Due to its remarkable physical and chemical properties make this metal attract attention and has very broad benefits. Tin is not only used in conventional technologies such as solders, cans and coins, but also in advanced technologies such as tin lithium-ion batteries, smart screens and solar cells. In future, tin will play a crucial role in advancing green technologies by enabling the development of renewable energy systems, energy-efficient processes, and environmentally friendly materials. Its versatility and sustainability make it an indispensable element in the transition towards a more sustainable future. Tin is also used as reagents in organic synthesis, such as allylic, allenic and propargylic stannanes, for forming C-C bond which are very necessary in drug synthesis and development. Tin as individual particles is not exceedingly lethal to living organisms. Elemental tin metal, its salts and its oxides present low toxicity. In contrast, certain organotin compounds are almost as toxic as cyanide. Since it is not biodegradable, organic tin can last longer in the environment.
Co-Authors Aa Kt. Wisnu A.k . Adiningsih, Made Darmaprathiwi Anak Agung Sri Yoni Astawa, I Gede Putu Banu Astawa, I Putu Gede Banu Desak Made Citrawathi Dr. I Nyoman Tika,M.Si . Drs.Ngadiran Kartowasono, M.Pd. . EKA SUJANA . Gede Agus Beni Widana Holyness Nurdin Singadimedja I DEWA AYU TRISNA HANDAYANI . I DEWA AYU TRISNA HANDAYANI ., I DEWA AYU TRISNA HANDAYANI I DEWA GEDE ANOM . I Gede Putu Astawa I Gusti Agung Komang Diafari Djuni Hartawan I Gusti Lanang Wiratma I Kadek Eka Karyawan I Ketut Sida Arsa, I Ketut Sida I Made Ardwi Pradnyana I Made Candiasa I MADE KARTAMA . I Nyoman Bagiarata I NYOMAN BAGIARTA . I NYOMAN BAGIARTA ., I NYOMAN BAGIARTA I Nyoman Suardana I Nyoman Sujana I Wayan Muderawan I Wayan Rai I Wayan Rai I Wayan Redhana I Wayan Sadia I Wayan Suja Ida Ayu Purnama Bestari Ida Ayu Putu Wida Septiari . Karyawan, I Kadek Eka Luh Sami Asih . M.Pd. Drs.Ngadiran Kartowasono . Made Agus Wijaya Made Darmaprathiwi Adiningsih Made Vivi Oviantari Minanti, Ni Nengah Astri Mudianta, I Wayan N. P. J. Artini NI KADEK SRI MULYANI . NI KADEK SRI MULYANI ., NI KADEK SRI MULYANI NI LUH EKA NINGSIH . NI LUH EKA NINGSIH ., NI LUH EKA NINGSIH NI LUH PUTU MANIK WIDIYANTI Ni Made Ary Widiastini Ni Nengah Astri Minanti NI NYOMAN RUSMINIATI . NI NYOMAN RUSMINIATI ., NI NYOMAN RUSMINIATI NI NYOMAN WIDIYANINGSIH . Ni Putu Dian Pertiwi, Ni Putu Dian Pradnyana, I Gede Ardwi PUTU FANNY SASTRADEWI . PUTU FANNY SASTRADEWI ., PUTU FANNY SASTRADEWI Putu Pratiwi Surya Rahayu . Wayan Muderawan Yoni, Anak Agung Sri Young, David James