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All Journal Bada'a: Jurnal Ilmiah Pendidikan Dasar Jurnal Ilmiah Medicamento Journal of Advanced Islamic Educational Management
Tursino, Tursino
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Religion Education Environmental Science Health Professions Medicine & Pharmacology Public Health Social Sciences Other

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Perbandingan Metode Preparasi Sampel pada Penetapan Kadar Protein Tempe Kacang Kedelai dengan Metode Biuret Koeswara, Thobias Tantra; Auli, Winni Nur; Tursino, Tursino
Jurnal Ilmiah Medicamento Vol 10 No 1 (2024): Jurnal Ilmiah Medicamento
Publisher : Fakultas Farmasi Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/medicamento.v10i1.6902

Abstract

The determination of protein content in food commonly uses the Kjeldahl method. This method assumes the presence of total nitrogen. The Kjeldahl method is considered not only to measure the nitrogen content of proteins. Therefore, in this study, the Biuret method was used. However, this method can only be used on samples in the form of solutions. Thus, an appropriate sample preparation method is required to obtain the final sample preparation product in the form of a solution. This study aimed to determine the effect of sample preparation methods on measured protein content and to give recommended sample preparation methods. The principle of the Biuret method in determining protein content based on Cu2+ complex formation with peptide bonds obtained the maximum wavelength of 548 nm. In this study, four preparation methods were used. The first method is based on protein precipitation using trichloro acetic acid 10%; the second method principle is precipitation by ammonium sulfate and acetate buffer; the third method uses 10% NaOH to dissolve the protein, then precipitated using H2SO4 10%; the principle of the fourth method is to dissolve the protein with 1 M NaOH and heating to reduce protein particles. The specified testing parameters are protein content, cost, and simplicity. The protein content in each method was obtained respectively: 12,5% (±0,012), 6,0% (±0,006), 10,2% (±0,001), and 16,1% (±0,216). In conclusion, sample preparation methods affect protein content. The fourth method is the best for giving protein content that complies with SNI. Other than that, the fourth method is cheaper, more straightforward, and more simple compared to the other three preparation methods.
Pengelolaan Sarana Prasarana Pendidikan Dalam Meningkatkan Prestasi Siswa (Studi Kasus SDN Bantarsari Kabupaten Cilacap) ardiansyah, Didik Ardiansyah; Atik harum Iskiantoro, Onenyen; Andiansyah , Fitri; Ernawati, Ratna; Tursino, Tursino; Enas, Enas
BADA'A: Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 1 (2024): :Badaa: Jurnal Ilmiah Pendidikan Dasar
Publisher : Fakultas Tarbiah Institut Agama Islam (IAI) Hamzanwadi Pancor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37216/badaa.v6i1.1571

Abstract

Penelitian ini dilatar belakangi oleh rasa ingin tahu penulis tentang pengelolaan sarana prasarana pendidikan yang dilakukan kepala sekolah SD Negeri Bantarsari. Tujuan Penelitian ini untuk mengetahui proses pengelolaan sarana parasarana pendidikan, kendala serta upaya pengelolaan sarana prasarana pendidikan, dan kinerja guru dalam pemanfaatan sarana prsarana pendidikan di SD Negeri Bantarsari Kabupaten Cilacap. Dalam penenlitian ini penulis menggunakan metode deskrptif dengan pendekatan kualitatif. Sedangkan teknik pengumpulan data yang penulis gunakan ialah teknik wawancara, obeservasi, dan studi dokumentasi. Data yang diperoleh selanjutnya diolah dan diinterpretasikan menjadi kesimpulan penelitian. Setelah dilakukan analisis terhadap data-data penelitian, dapat disimpulkan bahwa kepala sekolah SD Negeri Bantarsari melaksanakan seluruh tahapan pengelolaan sarana pendidikan. Tahap perencanaan dilakasanakan dalam rapat kordinasi pada awal tahun pelajaran, melakukan analisis dan proyeksi kebutuhan sarana prasarana, dan penetapan program sekolah. Tahap pengadaan dilakukan dengan cara pembelian langsung oleh pihak sekolah dengan menggunakan anggaran yang tersedia dari dana BOS, serta bantuan pada pihak pemerintah daerah/pusat berupa block grand sarana prasarana pendidikan. Tahap pengaturan terdiri kegiatan inventarisasi yang dilaku kan oleh salah seorang guru yang diberi tugas sebagai pencatat sarana parasarana, dan kegiatan pemeliharaan dilakukan oleh seluruh warga sekolah dibawah koordinasi kepala sekolah. Tahap penggunaan, sarana parasarana diatur sedemikian rupa agar para pemanfaat sarana tidak mendapati kesulitan dalam penggunaannya, namun sarana prasarana yang ada belum dapat dimanfaatkan secara maksimal oleh guru dalam pembelajaran. Tahap penghapusan dimulai dari pemeriksaan, pemilihan, pengajuan penghapusan pada pihak dinas pendidikan, pelaporan pada pihak berwajib (sarana parasarana pendidikan yang hilang), pemusnahan, dan penghapusan pada buku inventaris. Kendala yang dihadapi sekolah dalam pengelolaan sarana prasaran pendidikan adalah keterbatasan anggaran khususnya untuk tahap pengadaan. Upaya yang dilakukan dalam pengadaan dengan memprioritaskan sarana prasarana yang sangat dibutuhkan bagi proses pembelajaran serta menjalin kerjasama dengan pihak sekolah untuk mencari sumber anggran lain agar sekolah tidak bergantung pada dan yang diberikan pemerintah.
Management of Extracurricular Activities Shaping the Character of Students in Madrasa Tursino, Tursino; Fakhri, Jamal
Journal of Advanced Islamic Educational Management Vol. 1 No. 2 (2021): Journal of Advanced Islamic Educational Management
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jaiem.v1i2.11724

Abstract

The process of fostering students through extracurricular activities has an essential role in shaping the character of students because extracurricular activities are a vehicle for channeling talents and interests that function to develop the potential, abilities, personality, cooperation, and independence of students optimally to support the achievement of goals education. This study aims to obtain a detailed description of (1) Planning extracurricular activities in character building of students, (2) Organizing extracurricular activities in character building of students, (3) Direction of extracurricular activities in character building of students, and (4) Controlling extracurricular activities in shaping the character of students at Madrasa Tsanawiyah Al-Ikhlas Tanjung Bintang. This study uses a qualitative approach with a phenomenological type of research. Data collection techniques are carried out by; participatory observation, in-depth interviews, and document analysis. The data analysis process starts with data reduction, data presentation, and conclusion drawing. Test the validity of the data by triangulation and member check. The results of this study are (1) Planning for extracurricular activities in the formation of students' character is carried out in preparing extracurricular activity programs, which are then used as a reference in its implementation. The program development process is preceded by analyzing the required resources, carried out collaboratively, and socialized at the beginning of the school year. (2) Organizing extracurricular activities in forming students' character as a whole is integrated with the madrasa organization. The organizing process determines resources and division of tasks according to the field of expertise, determined by the Decree of the Head of Madrasa, making agreements to shape students' character through routine activities, such as spontaneous action and conditioning. (3) Extracurricular activities are carried out to ensure that activities focus on the goals that have been set in the planning. The activity direction process includes; application, exemplary leadership, problem-solving, commitment to tasks, functions, and roles, and (4) Control of extracurricular activities to form student character through monitoring, assessment, and reporting. Controls include; monitoring the implementation of activities and evaluating activities (assessment of processes and assessment of results); most students get satisfactory results but still need to improve the readiness of the supporting components.
Co-Authors Andiansyah , Fitri ardiansyah, Didik Ardiansyah Atik harum Iskiantoro, Onenyen Enas, Enas Ernawati, Ratna Jamal Fakhri Koeswara, Thobias Tantra Winni Nur Auli