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All Journal As-Syar'i : Jurnal Bimbingan & Konseling Keluarga Jurnal AgroSainTa: Widyaiswara Mandiri Membangun Bangsa
Abd Rohim
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Religion Agriculture, Biological Sciences & Forestry Humanities Education Public Health Social Sciences Other

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Pengaruh Ukuran Benih dan Jarak Tanam terhadap Pertumbuhan dan Hasil Bawang Merah (Allium ascalonicum L.) Varietas Bima Brebes Abd Rohim
Jurnal AgroSainTa: Widyaiswara Mandiri Membangun Bangsa Vol. 3 No. 1 (2019): Juli 2019 (AgroSainTa)
Publisher : Bidang Penyelenggaraan, Kelembagaan dan Ketenagaan Pelatihan - Pusat Pelatihan Pertanian - Badan Penyuluhan dan Pengembangan Sumber Daya Manusia Pertanian - Kementerian Pertanian

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh ukuran benih danjarak tanam terhadap pertumbuhan dan hasil bawang merah sertainteraksi keduanya. Penelitian tentang ukuran benih diharapkan mampumenjawab tentang efisiensi dan efektifitas penggunaan benih, sedangkanpenelitian tentang jarak tanam diharapkan mampu memberikan solusiterhadap efisiensi dan efektifitas dalam penggunaan lahan pertanian.Penelitian dilaksanakan di Kebun Percobaan Margahayu, BalaiPenelitian Tanaman Sayuran Lembang dari bulan Oktober sampaidengan bulan Desember 2016. Penelitian disusun menggunakanrancangan acak kelompok pola faktorial dengan empat ulangan. Duaukuran umbi, kecil (< 5 gram) dan sedang (5 – 10 gram), dikombinasikandengan tiga jarak tanam (15 cm x 10 cm, 15 cm x 20 cm and 15 cm x 30),diuji dalam penelitian ini. Parameter yang diamati adalah tinggi tanaman,jumlah daun, jumlah kelompok helai daun, jumlah anakan, jumlah umbiper rumpun, diameter umbi, persen ukuran umbi, bobot per umbi, bobotumbi per rumpun, dan bobot umbi per petak. Hasil penelitianmenunjukkan bahwa tidak terjadi interaksi antara ukuran benih denganjarak tanam terhadap semua pengamatan pertumbuhan dan hasil bawangmerah, akan tetapi secara mandiri penggunaan ukuran benih sedang (5-10 gram) dan jarak tanam sempit (15 cm x 10 cm) menghasilkan bobotumbi tertinggi yaitu masing-masing 12,70 ton h dan 17,63 ton h
Pengaruh Pembelajaran Berbasis Digital dan Motivasi Belajar terhadap Hasil Belajar Psikologi Pendidikan di Sekolah Tinggi Ilmu Bahasa Arab Arrayah Sukabumi Jawa Barat Abd Rohim
As-Syar'i: Jurnal Bimbingan & Konseling Keluarga Vol 6 No 1 (2024): As-Syar’i: Jurnal Bimbingan & Konseling Keluarga
Publisher : Fakultas Syariah IAIN Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/as.v6i1.5368

Abstract

The background to this research is that educational psychology learning is still not effective, because learning methods and media are considered not yet effective, resulting in digital-based learning and learning motivation being considered not yet ideal. The aim of this research is to determine the positive influence of digital-based learning on educational psychology learning outcomes, determine the positive influence of learning motivation on educational psychology learning outcomes, determine the positive influence of digital-based learning on learning motivation. This research method uses quantitative research with a Partial Least Square (PLS) approach with Structural Equation Modeling (SEM). The sample was 150 students. The sample was determined using the Simple Random Sampling technique. The research results show that digital-based learning has a direct positive and significant effect on educational psychology learning outcomes. Learning motivation has a direct positive and significant effect on learning outcomes. Educational psychology and digital-based learning has a direct positive and significant effect on learning motivation of. The results of calculating the path coefficient (Path Coefficient) obtained the equation HB = 0.898 PG + 0.389 MB, which means that 56.7% of educational psychology learning outcomes can be explained by digital-based learning and 38.9% can be explained by the learning motivation variable with a constellation value of 0.898. The results of data analysis show a value of = R-square adjusted of 0.931, which means that 93.1% of the variation in the endogenous variables of educational psychology learning outcomes can be explained by the exogenous variables of digital-based learning and learning motivation, while the remaining 6.9% is explained by variations in changes. which is not included in this model.
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