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All Journal Biopendix: Jurnal Biologi, Pendidikan dan Terapan BIOEDUPAT: Pattimura Journal of Biology and Learning Rumphius Pattimura Biological Journal
Tuapattinaya, Prelly Marsel Jolanda
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology

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ANALYSIS OF VITAMIN C IN TEA POWDER FROM SEAGRASS LEAVES (Enhalus acoroides) Mamonsary, Christian; Makatita, Audrey Louise; Wael, Syahran; Tuapattinaya, Prelly Marsel Jolanda
RUMPHIUS Vol 5 No 2 (2023): RUMPHIUS Pattimura Biological Journal
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/rumphiusv5i2p047-051

Abstract

The seagrass species Enhalus acoroides is able to live widely, especially on smooth, muddy substrates, but is also able to grow on rocky substrates. It is often found growed together with other types of seagrass, thus forming monospecific vegetation in various habitats. The aim of this research is to determine the amount of vitamin C content made from seagrass leaves. The object in this research was Enhalus acoroides seagrass leaf tea taken from the beach of Suli Village using purposive sampling of 1.5 kg. Seagrass tea is made in the Basic Chemistry Laboratory, Pattimura University. Vitamin C analysis was carried out at the Biochemistry Laboratory, Pattimura University. Vitamin C levels in seagrass leaf tea vary for each repetition or observation sample. In sample code C1, the sample weight (g) is 10.0520, ml Titran(I2) 8.2, Vitamin C (Mg) 7.216 and vitamin C content is 0.071%, for sample code C2 the sample weight (g) is 10, 0740, ml Titran(I2) 10.3, Vitamin C (Mg) 9.064, vitamin C content of 0.090%. Meanwhile, the average amount of vitamin C is 8.14 Mg and has a vitamin C content of 0.08%. The average value of vitamin C is 8.14 Mg, while the amount of vitamin C in seagrass leaves is 0.08%. So it is very possible that Enhalus acoroides seagrass can be used as a new food preparation that is rich in nutritional content.
PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PENINGKATAN HASIL BELAJAR KOGNITIF SISWA PADA MATERI SISTEM GERAK PADA MANUSIA DI KELAS VIII SMP NEGERI 43 MALUKU TENGAH Arini, Ine; Tuapattinaya, Prelly Marsel Jolanda; Romuty, Theofany
BIOPENDIX: Jurnal Biologi, Pendidikan dan Terapan Vol 10 No 2 (2024): Biopendix: Jurnal Biologi, Pendidikan & Terapan
Publisher : Program Studi Pendidikan Biologi FKIP Unpatti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/biopendixvol10issue2page282-287

Abstract

Background: Problem Based Learning (PBL) is a teaching approach that provides challenges for students to find solutions to real world (open) problems individually and in groups. Problem Based Learning (PBL) was developed to help students solve problems and intellectual skills and give students the opportunity to be responsible for the independent learning process while developing their ability to solve problems and requiring students to have curiosity and make students more active in the learning process.. Methods: The data analysis used is normality, homogeneity and hypothesis testing. Results: The results showed that the average posttest score in the experimental class was 70,00 with a standard deviation of 11,79, the average posttest score in the control class was 63,56 with a standard deviation of 7,83. Conclusion: The problem based learning (PBL) model influences critical thinking skills and student learning outcomes.
Integrating Culturally Responsive Teaching and Role-Playing to Enhance Biology Learning Motivation Tuapattinaya, Prelly Marsel Jolanda; Pradana, Sendy Putra
BIOEDUPAT: Pattimura Journal of Biology and Learning Vol 5 No 2 (2025): Bioedupat : Pattimura Journal of Biology and Learning
Publisher : Program Studi Pendidikan Biologi, Pascasarjana, Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/bioedupat.v5.i2.pp304-309

Abstract

This classroom action research was conducted in 2024 at SMA Negeri 42 Maluku Tengah, specifically in grade X Biology, focusing on the Plantae topic. The study was motivated by the low student engagement and learning outcomes, which were evident from several factors, including lack of enthusiasm during lessons, minimal participation in learning activities, the perceived irrelevance of the material to daily life, and overall poor academic performance. To address these issues, a combination of the Culturally Responsive Teaching (CRT) approach and the Role Playing model was implemented. This strategy aimed to enhance students' comprehension by connecting the material to real-world experiences, thereby improving their academic performance. Conducted in two cycles, the study revealed a significant improvement, with student motivation reaching 98% and learning outcomes achieving 100%. Students with higher motivation demonstrated better academic results as they were actively engaged in the learning process and could relate the material to their everyday experiences. The findings suggest that integrating the Culturally Responsive Teaching (CRT) approach with the Role Playing model effectively enhances student motivation and learning outcomes in Biology, particularly in the Plantae topic.
Co-Authors ARINI, INE Audrey Makatita Mamonsary, Christian pradana, Sendy putra Romuty, Theofany Syahran Wael