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ANALISIS KANDUNGAN KIMIA EKSTRAK BIJI MAHONI DENGAN PELARUT KLOROFORM DAN METANOL Moreira, Ilídio Ximenes; M. Kopong, Aloysius; H. B. Hayon, Vinsensia
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 11 No 3 (2024)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v11i3.1254

Mahogany is a plant that grows freely in forests, gardens, and various areas and as a plant that has the benefits and economic value. However, now mahogany has been cultivated and is known as a traditional medicinal plant for humans and animals. The objective of this research is to identify the chemical compounds contained in the mahogany seed extract with methanol and chloroform solvents. The research used mahogany seeds with methanol and chloroform solvent. After that, was analyzed by Thin Layer Chromatography (TLC) and GC-MS instrument. The results of the TLC test when used the methanol solvent with eluent chloroform: ethyl acetate: n-hexane as 4 points, an Rf value are 0.2237; 0.3818; 0.4727; and 0.6363. The eluent of chloroform solvent is n-Hexane: ethyl acetate as 5 points, Rf value are 0.1145; 0.2581; 0.3709; 0.5855; and 0.6709. Then, it was analyzed with the GC-MS instrument, revealing that the mahogany seed extract from each solvent contained 26 peaks for the methanol solvent and 16 peaks for the chloroform solvent. Therefore, it was analyzed with the GC-MS instrument, revealing that the mahogany seeds extract as 26 peaks for the methanol solvent and 16 peaks for the chloroform solvent. Thus, can be concluded that the mahogany seeds extracts with methanol and chloroform solvents have the same and also different contents and compound groups, depending on the polarity of the groups and/or compounds contained in mahogany seeds towards methanol and chloroform solvents. Therefore, concluding that the seeds extract with methanol and chloroform solvents contain the same compounds and different compounds depends on the polarity of the groups/or substance in the mahogany seeds with methanol and chloroform solvent. That’s way, we would like suggest to the future researchers be able to isolate the chemical content of the mahogany seeds and test their toxicity.

Project-Based Learning in Analytical Chemistry 1 Course With A Blended Learning System and Study Graduate Learning Outcomes Tinenti, Yanti Rosinda; Tangi, Hironimus; H. B. Hayon, Vinsensia; Wariani, Theresia
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 8, No 2 (2024)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v8i2.8906

This study aims to examine the implementation of the PBP model stages in the lecture process and student graduate learning outcomes (CPL) in the analytical chemistry course in the 1st semester of the academic year 2020/2021 which applies the PBP model with a blended learning system. This type of research is descriptive quantitative. In carrying out this research, it is preceded by planning the lecture process using a project-based learning model (PBP), applying it in the lecture process with a blended learning system, then conducting a process assessment, and seeing the achievement of CPL in the analytical chemistry course I in the form of quantitative values, and further described. The qualitative descriptive type is a type of research to see the implementation of the PBP model steps with a blended learning system and the achievement of CPL. Data was obtained by using observation techniques in the form of narratives and then examined for their suitability with relevant theories and studies related to the implementation of the PBP model steps. The results of this study are the PBP model with a blended learning system in the analytical chemistry course I was carried out well according to the planning, design, implementation, and reporting stages, CPL KU and KK were declared achieved based on the assessment of sub CPMK 6, 7, 8, 9 with the average percentage of achievement is 100, 78, 80, 84, 77 and in general the percentage of achievement for CPl KU 5 and KK 4 is 100% and 79.75%

Project-Based Learning in Analytical Chemistry 1 Course With A Blended Learning System and Study Graduate Learning Outcomes Rosinda Tinenti, Yanti; Tangi, Hironimus; H. B. Hayon, Vinsensia; Wariani, Theresia
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 8 No. 2 (2024): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v8i2.8906

This study aims to examine the implementation of the PBP model stages in the lecture process and student graduate learning outcomes (CPL) in the analytical chemistry course in the 1st semester of the academic year 2020/2021 which applies the PBP model with a blended learning system. This type of research is descriptive quantitative. In carrying out this research, it is preceded by planning the lecture process using a project-based learning model (PBP), applying it in the lecture process with a blended learning system, then conducting a process assessment, and seeing the achievement of CPL in the analytical chemistry course I in the form of quantitative values, and further described. The qualitative descriptive type is a type of research to see the implementation of the PBP model steps with a blended learning system and the achievement of CPL. Data was obtained by using observation techniques in the form of narratives and then examined for their suitability with relevant theories and studies related to the implementation of the PBP model steps. The results of this study are the PBP model with a blended learning system in the analytical chemistry course I was carried out well according to the planning, design, implementation, and reporting stages, CPL KU and KK were declared achieved based on the assessment of sub CPMK 6, 7, 8, 9 with the average percentage of achievement is 100, 78, 80, 84, 77 and in general the percentage of achievement for CPl KU 5 and KK 4 is 100% and 79.75%

Persepsi Calon Guru Kimia Terhadap Implementasi Pembelajaran Kontekstual Berbasis Budaya (Etnosains) NTT dalam Pembelajaran Kimia H. B. Hayon, Vinsensia; Wariani, Theresia; Tinenti, Yanti Rosinda; Jawa Mukin, Maria Ursula; Naen , Alfons Bunga
Jurnal Locus Penelitian dan Pengabdian Vol. 4 No. 11 (2025): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v4i11.4888

Etnosains adalah bidang yang menjembatani sains dan budaya, mengkaji bagaimana pengetahuan ilmiah terintegrasi dalam praktik dan kepercayaan budaya masyarakat. Di Nusa Tenggara Timur (NTT), etnosains memiliki peran penting dalam memahami kearifan lokal yang relevan dengan konsep-konsep ilmiah. Penelitian ini bertujuan untuk mengukur persepsi calon guru kimia terhadap implementasi pembelajaran kontekstual berbasis budaya (etnosains) NTT dalam pembelajaran kimia. Menggunakan metode survei dengan pendekatan deskriptif kuantitatif, penelitian ini melibatkan calon guru kimia sebagai responden. Data dikumpulkan melalui Lembar Kuesioner Persepsi Calon Guru Kimia terhadap Pembelajaran Kontekstual Berbasis Budaya (Etnosains) NTT. Hasil penelitian menunjukkan bahwa calon guru kimia memiliki persepsi positif yang tinggi terhadap kebermanfaatan pembelajaran etnosains (rata-rata 4,78) dengan kategori "sangat tinggi". Mereka juga melihat kemudahan implementasi pembelajaran etnosains tergolong tinggi (rata-rata 4,3) dan relevansinya sangat tinggi (rata-rata 4,4). Meskipun demikian, tantangan dan kendala pembelajaran etnosains dipersepsikan tinggi (rata-rata 3,97), sementara dukungan dan sumber daya pembelajaran etnosains dipersepsikan sangat tinggi (rata-rata 4,48). Secara keseluruhan, calon guru kimia menunjukkan pandangan yang sangat positif dan antusias terhadap potensi kebermanfaatan pembelajaran kontekstual berbasis budaya (etnosains) NTT dalam kimia. Mereka memahami relevansinya yang mendalam bagi siswa dan pelestarian budaya. Namun, antusiasme ini diimbangi dengan kekhawatiran praktis terkait kemudahan implementasi dan tantangan nyata, seperti ketersediaan sumber daya, kurangnya pelatihan, dan potensi resistensi. Oleh karena itu, untuk mewujudkan potensi besar ini, dukungan institusional yang kuat, pengembangan materi ajar yang relevan, serta kemitraan dengan ahli budaya menjadi sangat vital dalam menyiapkan calon guru kimia yang mampu membawa kekayaan budaya NTT ke dalam kelas sains.

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