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Identifikasi Tipe Stomata Pada Bebarapa Jenis Tumbuhan Dikotil Dan Monokotil: Identifikasi Tipe Stomata Pada Bebarapa Jenis Tumbuhan Dikotil Dan Monokotil Ridwan -; La Ode Abdul Hasidu; Hartina Rumakefing
Jurnal Sains dan Pendidikan Biologi Vol 1 No 1 (2022): April tahun 2022
Publisher : Universitas Muslim Buton

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Abstract

Stomata are clefts of the epidermis, each lined by two guard cells. In Greek, stoma means "mouth", and the term is often used only for the stomatal pore. Stomta has long been the object of study of morphology, anatomy and physiology. In general, several technical terms are known, such as stoma, stomata complex, neighboring cells and daughter cells. In general, several technical terms have been known, such as stoma, stomata complex, neighboring cells and daughter cells. The term has been used in different meanings by groups of botanical researchers. This study was conducted to determine the type of stomata in several types of dicotyledonous and monocot plants. The study used a qualitative descriptive method to describe and describe the type of stomata in several types of dicotyledonous plants and monocotyledonous plants. The object of this research uses the abaxil leaf of several types of plants including dicotyledonous plants which include soursop (Annona muricata), mango (Mangifera indica), noni (Morinda citrifolia), breadfruit (Artocarpus altilis), and monocot plants which include: palm leaves, banana leaves, papaya leaves (Carica papaya) and turmeric leaves (Curcuma longa). The research was carried out through several stages, namely the preparation of leaf samples, making leaf preparations, observing under a microscope, documenting and describing the forms of stomata. The results showed that dicot and monocot plants have different types of stomata. Several types of plants also have the same type of stomata. Soursop (Annona muricata) has Paracytic stomata type; Mango (Mangifera indica) has anomocytic stomata type; Noni (Morinda citrifolia) has Paracytic stomata type; Breadfruit (Artocarpus altilis) has Actinocytic stomata type; The palm (Oreodoxa regia) has a Tetracytic stomata type; Banana (Musa sp.) has anomocytic stomata type; Papaya (Carica papaya) has Hemiparacytic stomata type; and Turmeric (Curcuma longa) has Paracytic stomata type.
Meningkatkan Prestasi Belajar melalui Model Problem Based Learning Pokok Bahasan Sistem Pernapasan Manusia pada Kelas XI MIA 2 SMA Negeri 2 Bungku: Problem based learning dipilih karena memiliki sifat berpusat pada pelajar dan menekankan pada kemandirian belajar. Tujuan penelitian ini adalah mendeskripsikan model problem based learning yang dapat meningkatkan prestasi belajar pelajar dan menganalisis peningkatan pemahaman pelajar pokok bahasan sistem pernapasan manusia setelah diterapkan problem Umi marhumi; La Ode Kaharudin; Hartina Rumakefing
Jurnal Sains dan Pendidikan Biologi Vol 1 No 1 (2022): April tahun 2022
Publisher : Universitas Muslim Buton

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

Abstract

Problem based learning was chosen because it has a learner-centered nature and emphasizes independent learning. The purpose of this study is to describe a problem based learning model that can improve student learning achievement and analyze the increase in student understanding of the subject of the human respiratory system after problem based learning is applied. This research was conducted at SMA Negeri 2 Bungku, students of class XI MIA 2, totaling 30 students for the 2021/2022 academic year, having the address Bente, Bungku Tengah District, Morowali Regency, Central Sulawesi Province. The data analysis technique in this study was using descriptive statistics, namely calculating student learning completeness. The test achievement shows that the Teaching Completeness Criteria (TCC) in the first cycle are 70% or 21 students and 30% or 9 students are incomplete with a total of 30 students. Then in the second cycle of the Teaching Completeness Criteria (TCC) in the second cycle there were 90% or 27 students and only 10% or 3 students who did not complete the total number of students as many as 30 students. Cycle III Teaching Completeness Criteria (TCC)) with a maximum score of: 100% of the total 30 students