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The Effect of the Use of Type of Wood on the Appearance and Flavor of Smoked Skipjack Rinto M. Nur; Iswandi Wahab; Juwita Kore; Ningsi Saibi
East Asian Journal of Multidisciplinary Research Vol. 2 No. 1 (2023): January 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/eajmr.v2i1.2512

Abstract

This study aimed to analyze the influence of different types of wood on the appearance and taste of smoked fish. This study used four types of firewood: coconut tranks, driftwood, coconut husks, and sawdust. Fish that have been smoked are then carried out an organoleptic assessment of appearance and taste by 30 consumer panelists. The results showed that using different firewood types affects the appearance and taste of smoked skipjack fish. Smoking using coconut trunk wood provides an organoleptic value of appearance (8.07) and taste (8.40), according to Indonesian National Standard (>7). In contrast, the other three types of the wood show an organoleptic value of appearance and tasteless than 7.
Development Of Student Worksheets Based On Local Potential Integrated Islamic Values To Improve The Critical Thinking Of Madrasah Tsanawiyah Students Ade Haerullah; Ningsi Saibi; Magfirah Rasyid; Abbas Kasra; Jassia Pagala
Biopedagogia Vol 5, No 2 (2023): November
Publisher : Program Studi Pendidikan Biologi Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/biopedagogia.v5i2.4447

Abstract

Science (Natural Science) learning based on local potential integrated with Islamic values provides new experiences to madrasah students that natural science and Islamic religious teachings are closely related and cannot be separated from each other. Learning like this can train students to think holistically from various points of view and think more deeply so that students' critical thinking abilities can develop. The integration of Islamic values in science learning opens the view for students in Madrasa that the source of science learning is not only natural phenomena and advances in science and technology. This research is a type of development research. The stages of LKPD development are carried out in 4 (four) stages, referring to the Thiagarajan 4-D Model. The results of the learning device development show that the average value is 96.27% so it is declared very very feasible. Furthermore, the LKPD which has been declared very suitable can be tested on a limited scale on 29 class VII students at MTs SC Ternate. The results of the limited scale trial show that there is an influence of the use of LKPD based on local potential integrated with Islamic values on critical thinking skills with a significance level of 0.003, because the sig value is 0.05, the alternative hypothesis is accepted. The results of this hypothesis test can be concluded that the use of LKPD influences students' critical thinking abilities and is effectively applied to learning.
PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMA NEGERI 10 KOTA TERNATE KELAS X PADA MATERI PENCEMARAN LINGKUNGAN Sartika Ujud; Taslim D Nur; Yusmar Yusuf; Ningsi Saibi; Muhammad Riswan Ramli
JURNAL BIOEDUKASI Vol 6, No 2 (2023): EDISI OKTOBER 2023
Publisher : UNIVERSITAS KHAIRUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/bioedu.v6i2.7305

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran Discovery learning  dalam meningkatkan hasil belajar siswa SMA Negeri 10 Kota Ternate kelas X IPA 3. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) dengan mengunakan dua siklus. Setiap siklus terdapat empat tahap yaitu: (1) perencanaan, (2) pelaksanaan, (3) pengamatan, dan (4) refleksi. Hasil evaluasi peserta didik pada siklus I dari 30 orang, terdapat 14 peserta didik yang memenuhi kriteria ketuntasan Minimal (KKM) atau 47%. Sisanya, peserta didik yang belum memenuhi KKM sebanyak 16 orang atau 53%. Nilai rata-rata siklus I yaitu 70 sedangkan nilai KKM mata pelajaran biologi adalah 72. Hasil evaluasi peserta didik pada siklus II terjadi peningkatan. Peserta didik yang berumlah 30 orang dinyatakan tuntas atau 100% dengan memperoleh nilai rata-rata 80. Hasil observasi aktivitas peserta didik dalam kegiatan belajar mengajar selama siklus I telah tergolong baik, hal ini dapat dilihat dari skor rata-rata yang diperoleh yaitu 69. Dan siklus II mendapatkan hasil observasi aktivitas peserta didik dalam kegiatan belajar mengajar tergolong tinggi dengan perolehan 100%. Hasil aktivitas guru model pada siklus I dan siklus II tergolong lebih baik dalam proses belajar mengajar dengan model pembelajaran Discovery Learning. Hal tersebut dapat dilihat pada aktivitas guru dimana pada siklus I, 71% sedangkan pada siklus II, 100%.