Proceedings of ICMSE 2015 University of Mataram v2.0

Proceedings International Conference on Mathematics, Sciences and Education, University of Mataram 2015
Lombok Island, Indonesia, November 4-5, 2015
SCIENTIFIC BOARD
1. Prof. Dr. Abdul Wahab Jufri, University of Mataram

2. Dr. Elyzana Dewi Putrianti, Charite Universitaetmedizin, Berlin, Germany
3. Prof. Helmut Erdmann, University of Applied Sciences Flensburg, Germany
4. Dr. Imam Bachtiar, University of Mataram
5. Prof. James Gannon, University of Montana, USA (present address American
University of Sharjah, United Arab Emirates)
6. Dr. Lalu Rudyat Telly Savalas, University of Mataram
7. Assoc. Prof. Dr. Mian Muhammad Awais, Bahauddin Zakariya University,
Pakistan
8. Prof. Dr. Moh. Faried Ramadhan Hassanien, University of Zagazig, Egypt
9. Dr. Muhammad Roil Bilad, Nanyang Technological University, Singapore
(present address Universiti Teknologi Petronas Malaysia)
10. Dr. Saprizal Hadisaputra, University of Mataram
11. Dr. Syamsul Bahri, University of Mataram
12. Prof. Dr. Unang Supratman, University of Padjajaran
Technical Editors:
1. Baiq Nila Sari Ningsih, S.Pd.
2. Alfian Eka Utama
ISBN 9786021570425
Copyright: Penerbit FKIP Universitas Mataram
ISBN 9786021570425 Page ii

PREFACE
Assalamualaikum warahmatullah wabarakatuh

It is my pleasure to be able to bring the International Conference on Mathematics
and Natural Sciences Proceeding to our readers. It took an extra effort, time and patience
to accomplish this proceeding and it involved reviewers from all over regions. I personally
thank to our reviewers and subsequently apologize for the delay in making this
proceeding available for you to read. It is largely due to the inevitably extensive reviewing
process and we persist on our initial idea to keep the proceeding both readable and
academically meet a higher standard.
This proceeding is presented in six sections: 1) Invited Speakers; 2) Physics; 3)
Mathematics; 4) Biology (including pharmacy and agriculture); 5) Chemistry; and 6)
General Education. All sections consist of papers from oral and poster presentation in
respective subject, including science and science education.
I hope that this proceeding may contribute in science and science education.
Wassalamu alaikum warahmatullahi wabarakatuh
Lalu Rudyat Telly Savalas

Chief Editor
ISBN 9786021570425 Page ii

SECTION I: INVITED SPEAKERS
Important Developments in Science Education: Next

Generation Science Standards, Activity Theory, and
Sociocultural Perspectives for Framing Science
Teachingand Learning
Todd Campbell
University of Connecticut, 249 Glenbrook Rd., Unit 3033, Storrs, Connecticut, United States,
todd.campbell@uconn.edu
Abstract-This paper examines important recent developments in science education in the United States
(U.S.).This examination begins with an abbreviated introduction of the newest standards documents in the
U.S., namelyA Framework for K-12 Science Education and the Next Generation Science Standards.
Subsequently, attention isgiven to the usefulness of activity theory and sociocultural perspectives for framing
science teaching and learningto support the implementation of these standards documents. Through activity
theory, consideration is given togeneral human behaviour, or activity, before attention is turned to scientific
activity and classroomrepresentations of scientific activity. Three features of activity are highlighted:
subjects, tools, and the object.The subjects are those engaged in activity (e.g., teacher and students), while the
tools (e.g., ideas, sciencepractices) are those resources that are used to mediate the object of activity. Finally,
the object is the motivationthe subjects have for their engagement. The usefulness of leveraging activity
theory to think about new visionsfor science teaching and learning becomes apparent when considering the
most substantive implication of thenew standards documents. This implication is the prioritizing afforded to
teachers engaging students [subjects] inscience and engineering practices [tools], to use disciplinary core
ideas [tools], and crosscutting concepts [tools]to explain phenomena and solve problems [objects].
Sociocultural perspectives are elevated within the climate ofimplementation of the new standards documents
as consideration is given to the cultural and historical influencesthat shape the norms of how groups interact.
In this, attention is given to the implicit structures and norms thatgovern the work within activity systems so
that these norms can be renegotiated and reified such that scienceteaching and learning is more authentic to
the discipline and equitably framed for all learners.
Keywords: Science Education, Activity Theory, Sociocultural Perspectives
1. Introduction
Every system is perfectly designed to get exactly the outcomes it is getting (Grunow,
2015).Large-scale studies of United States (U.S.) classrooms, arguably the most important part of
thecomplex educational system, have consistently revealed problematic issues related to the
experiencesof students in science. Examples of these disconcerting issues include: lack of
intellectual engagement,concerns for access to some students, curricular activities in place of
adequate sense-making, and afailure to take students prior knowledge into account or seek
evidence-based explanations (Banilower,Smith, Weiss, & Pasley, 2006; Horizon Research
International, 2003; Weiss, Banilower, McMahon, &Smith, 2001). One factor, among many, which
influences both U.S. schools and schools internationallyare national standards documents. These
documents are often enacted with the ambitious intentions ofchanging complex national
educational systems. While complex systems are influenced by thecumulative milieu of pressures
placed on them, there is recognition that certain systemic features, orleverage points, offer more
potential for accomplishing desired changes compared to others, especiallywhen consideration is
given to the implementation of leverage points across multiple levels withincomplex systems. In
the U.S., while not explicitly articulated, there is some consensus that thestandards, A Framework
for K-12 Science Education: Practices, Crosscutting Concepts, and CoreIdeas [subsequently called
Framework] (NRC, 2012) and the Next Generation Science Standards2(NGSS) (NGSS Lead
ISBN 9786021570425 IS-1

States, 2013), have the potential to serve as leverage points to positivelyinfluence the disconcerting
issues within science classrooms consistently reported in U.S. classrooms.
The optimism surrounding the U.S. standards documents lies in multiple features surroundingtheir
implementation and content. Among features related to implementation is the recognition thatthese
standards must permeate the educational system in order for their visions to be realized. Thismeans
that plans for implementing these standards must include consideration of how the standardswill
guide curriculum, instruction, teacher preparation and professional development, and
studentassessment (NRC, 2012). The reasoning behind these considerations is that what ultimately
happens in aclassroom is significantly affected by decision making distributed across the levels and
multiplechannels of influence (p. 243) in complex educational systems. In the development of the
standardsdocuments, consideration and guidance are offered for how the multiple levels within the
system cancohere such that the system components work together to support the new vision for
science teachingand learning. As an example, when thinking about curriculum, there is a
recognition that teachers,curriculum coordinators (school & district level), state agencies,
curriculum developmentorganizations, textbook publishers, and curriculum publishers must work
in concert to produceinstructional materials, textbooks, computer and media-based materials that
are coherent with the newvisions for science teaching and learning.
Beyond the considerations around implementation, optimism also lies in the rationale
groundingthe content of the standards documents. Relying on research in science studies that
portray howscientists go about their day-to-day disciplinary work (e.g., Geire, 1999; Knorr Cetina,
1999), andresearch in science education, studies of how teachers can more authentically represent
scientificactivity for students (Lehrer & Schauble, 2006; Manz, 2015), the standards documents
prioritize amore integrated notion of science teaching and learning. This prioritization aims to
support learningthrough student engagement in approximations of scientific activity in science
classrooms across K-12.This is evident through the standards emphasis that students cannot fully
understand scientific andengineering ideas without engaging in the practices of inquiry and the
discourses by which such ideasare developed and refined (NRC, 2012, p. 218). In sum, the
standards documents necessitate areframing of the work of students in classroom activity
(Passmore, 2015), which is something thattheoretical perspectives like activity theory and
sociocultural perspectives provide.To frame activity, is to provide an orienting lens for interpreting
what is going on in a specificsocial activity (Goffman, 1974; Elby & Hammer, 2010). Elby and
Hammer (2010) describe howindividuals and groups situate activities in relation to the expectations
for how they should act, orparticipate, within an activity. Activity theory (Vygotsky, 1987;
Engestrm, 1987) is a theoreticalperspective that researchers have used to frame human behavior
and activity. Consequently, activitytheory is being proposed here as a useful lens for thinking about
the important shifts in scienceteaching and learning envisioned in the standards documents.
Through activity theory, consideration isgiven to general human activity, which can accordingly be
applied to more specific types of humanactivity like scientific activity and consequently classroom
representations of scientific activity. Inactivity theory three features of activity are highlighted:
subjects, tools, and the object. The subjectsare those engaged in activity (e.g., teacher and
students), while the tools (e.g., ideas, science practices)are those resources that are used to mediate
the object of activity. Finally, the object is the motivationthe subjects have for their engagement.
The usefulness of leveraging activity theory to think about newvisions for science teaching and
learning becomes apparent when considering the most substantiveimplication of the standards
documents. This implication is the centrality given to instruction that engagesstudents [subjects] in
science and engineering practices [tools], to use disciplinary core ideas [tools],and crosscutting
concepts [tools] to explain phenomena and solve problems [objects]. In this, studentsare positioned
as epistemic agents (Stroupe, 2014) as they engage in forms of activity that shape uniquetools like
practices in localized ways depending on the subjects (i.e., students) motivations forengaging in
classroom activity (Manz, 2015; Sandoval, 2015; Stroupe, 2015) and activate
contextdependentresources like disciplinary ideas, partial understandings, and practices to
determine the fit ofthese resources in context (Campbell, Schwarz, & Windschitl, in press;
Hammer, Elby, Scherr, &Redish, 2005). This perspective of students taking, creating, and using
tools like practices and3disciplinary ideas in authentic ways represents a powerful difference in
framing when compared tomore traditional framing for science classrooms that might have seen the
work of students as that oflearning finalized forms of knowledge and practices in ways that are
ISBN 9786021570425 IS-2

considered independent of contextand without emphasis placed on the functional roles of these
tools in classroom activity (Passmore,Gouvea, & Giere, 2014). As can be seen through this brief
discussion, activity theory takes asociolcultural perspective on learning that not only considers the
complexity of scientific activity, butalso social aspects that press on or support communal activity
(Jonassen & Rohrer-Murphy, 1999).Just as activity theory is being used here to help reframe
student work in classroom activity, soto is a sociocultural perspective on learning. More
specifically, a sociocultural perspective on learningis elevated within the climate of implementation
of the standards documents as consideration is givento the cultural and historical influences related
to social structures that can shape the norms of howgroups (e.g., teachers and students in
classrooms) interact. In this, attention is given to the implicitnorms and structures that govern the
work within classroom activity (e.g., what counts as success, howsubjects position themselves and
are positioned by others, negotiation or lack of negotiation inestablishing epistemic authority and
goals). This is necessary since researchers who use social practicetheory (e.g., Carlone, 2012),
which is derived from the work of educational anthropologists (e.g.,Eisenhart & Finkel, 1998;
Holland & Lave, 2009), point to a notion of cultural production, or theways cultural meanings are
produced in everyday practice in ways that reflect and/or counter largersocial structures (Carlone,
2012, p. 10). In the standards documents, this is taken up as considerationis given to equity and
diversity in science education. Put more succinctly, concerns about equityshould be at the
forefront of any effort to improve the goals, structures, and practices that support learningand
educational attainment for all students (NRC, 2012, p. 277). Additionally, researchers likeStroupe
(2015) have highlighted the importance of considering sociocultural perspectives as he asks,whose
science practice? in exploring whose agenda science practices should pursue, whileresearchers
like Hankinson-Nelson (1990) point out how science practice is nested in community andscientists
and learners engage in the work valued and promoted by their particular set of contextual
circumstances (Stroupe, 2015, p. 4). Therefore, sociocultural perspectives are important for
reframingscience teaching and learning so that cultural and historical norms can be renegotiated
and reifiedthrough increased levels of focus on learners epistemic agency (Stroupe, 2014). Such a
reframing aimsto reshape classroom representations of scientific activity as more authentic to the
discipline and moreaccessible and equitable to all learners. Reiser (2013) explains that the vision of
the standards documents requires a dramatic departurefrom approaches to teaching and learning
science occurring today in most [U.S.] science classrooms K-12 (p. 2). This paper, conceptualized
as a position paper, provides an introduction to these standardsdocuments, before expounding upon
the theoretical lens of activity theory and socioculturalperspectives to help provide the necessary
framing for representations of scientific activity inclassrooms that both foreground this important
work and consider the cultural productions that weighheavily on activity. To address the
pragmatics of enacting such a vision, select episodes from researchin science classrooms are
provided to reify both the standards documents and the framing potential ofthe applied theoretical
lenses.
2. The Newest Standards Documents in the U.S.

In 2007 and 2008 National Research Council (NRC) released two important documents,
TakingScience to School: Learning and Teaching Science in Grades K-8 (NRC, 2007) and Ready,
Set,Science! (NRC, 2008). Taking Science to School represented a comprehensive synthesis of
researchabout teaching and learning science from kindergarten through 8th grade (K-8). Relatedly,
Ready, Set,Science! (NRC, 2008) translated the latest educational research of Taking Science to
School: Learningand Teaching Science in Grades K-8 (NRC, 2007) into a volume for K-8
practitioners. Ready, Set,Science! (NRC, 2008) offered practical and accessible guidance to
practitioners for translating researchinto practice in K-8 classrooms. Taken together, these NRC
documents began the reconceptualizationof science teaching and learning which formed the
foundation of the NGSS. This reconceptualization4can be seen in the practices of science and
engineering which were foregrounded in the place of whathad, up to this point, overwhelmingly
been referred to as inquiry:Why not use the term inquiry instead? Science as practice involves
doing something and learningsomething in such a way that the doing and the learning cannot really
be separated. Thus,practice, . . . refers to doing something repeatedly in order to become
proficient . . . learningsomething so thoroughly that it becomes second nature . . . using ones
ISBN 9786021570425 IS-3

knowledge to meet anobjective (NRC, 2008, p. 34).Collectively, these two documents began the
task of reframing science teaching and learning, a taskthat was subsequently taken up in A
Framework for K-12 Science Education: Practices, CrosscuttingConcepts, and Core Ideas
[subsequently called Framework] (NRC, 2012).
2. 1. A Framework for K-12 Science Education

The Framework was seen as the initial step in developing the Next Generation Science
Standards(NGSS) (NGSS Lead States, 2013). Among other key distinguishing features, the
Framework wasgrounded in a) contemporary research on teaching and learning, b) epistemic and
conceptualfoundations from previous standards documents (AAAS, 1993; NRC, 1996), and c)
identified scienceall K-12 students should know. The writing committee for the Framework was
made up of nationallyrecognized scientists, cognitive scientists, science education researchers, and
standards policy experts.
One round of public comment and revision was made to the Framework before it was
finalized in2012. The Framework includes the comprehensive rationale that guided the
development process,including the guiding assumptions and disciplinary boundaries within which
the authors worked. Asan example, social and behavioral sciences are not fully addressed beyond
ways in which they maymanifest themselves in the natural sciences. The Framework introduces
three dimensions seen ascentral to science learning: science and engineering practices (SEPs),
disciplinary core ideas (DCIs),and crosscutting concepts (CCCs). Further and most importantly,
the Framework emphasizes theimportance of students engaging in the nexus of all three-
dimensions in what is characterized asthree-dimensional learning to support students deeper
understanding and an appreciation of theworld around them. Put more succinctly, in three-
dimensional learning, students engage in SEPsto use DCIs and CCCs to explain phenomena
or solve problems.
In considering science and engineering practices, eight SEPs are identified which
togetherrepresent the intellectual tools, or ways, in which scientists and students work at
knowing: (1) askingquestions (for science) and defining problems (for engineering); (2) developing
and using models; (3)planning and carrying out investigations; (4) analyzing and interpreting data;
(5) using mathematicsand computational thinking; (6) constructing explanations (for science) and
designing solutions (forengineering); (7) engaging in argument from evidence; and (8) obtaining,
evaluating, andcommunicating information. As mentioned already, the focus on practices is not
inconsequential.
Beyond the distinction made in Ready Set Science! (NRC, 2008) between inquiry and
practices, Ford(2015) argues, from the work of philosophers (e.g., Rouse, 2007), that the benefit of
using practices inthe NGSS to describe science foregrounds what is most important for students to
understand related tothe epistemic privilege afforded to science. Specifically, this is the idea that
scientific practice is basednot on rules, but on processes of perpetual evaluation and critique that
support progress in explainingnature (Ford, 2015, p. 3). The science and engineering practices
identified in the NGSS are artefacts ofthe regularities of these processes that represent candidate
resources for developing and critiquingexplanations to make progress at knowing.
The DCIs are the core ideas of the disciplines and are organized into four domains: the
physicalsciences; the life sciences; the earth and space sciences; and engineering, technology and
applicationsof science. The physical sciences focus on (a) matter and its interactions, (b) motion
and stability:forces and interactions, (c) energy, and (d) waves and their applications in
technologies for informationtransfer. The life sciences focus on (a) from molecules to organisms:
structure and processes, (b)ecosystems: interactions, energy, and dynamics, (c) heredity:
inheritance and variation of traits, and(d) biological evolution: unity and diversity. The earth and
space sciences focus on (a) Earths place inthe universe, (b) Earths systems, and (c) Earth and
human activity. The engineering, technology, and5applications of science DCI focuses on (a)
engineering design and (b) links among engineering,technology, science, and society. Additionally,
the DCIs are organized learning progressions groundedin the notion that learning is a
developmental progression and that learning in the natural sciences andengineering should become
increasingly sophisticated as students move from earlier grades to latergrades (i.e., K-12). The
CCCs are concepts that are applicable across all domains of science. Theseven CCCs are: (a)
ISBN 9786021570425 IS-4

patterns, similarity, and diversity, (b) cause and effect, (c) scale, proportion andquantity, (d)
systems and system models, (e) energy and matter, (f) structure and function, and (g)stability and
change. The CCCs are conceptualized as thinking tools or resources useful acrossscientific
disciplines. Since these are applicable across disciplines, the CCCs are seen as helpful insupporting
the coherent development of students science-informed views of the world.
Beyond identifying the SEPs, DCIs, and CCCs, the Framework provides in-depth
discussion anddescription to elucidate the importance and specifics of what students should know
and be able to do.As an example, comprehensive descriptions of the important features of the DCIs
(e.g., biologicalevolution) or SEPs (e.g., students developing and using models) are explicated to
support teachers inhelping to discern what aspects of these ideas and tools are important to
foreground for learners. Inaddition to the focus on three-dimensions of science learning, attention is
also given to importantconsiderations that need to be taken into account in realizing the vision of
the Framework. Theseinclude considering, (a) how the three dimensions for science learning can
be integrated, (b) howimplementation will proceed related to curriculum, instruction, teacher
development, and assessment,(c) issues related to equity and diversity in science and engineering
education, (d) guidance for NGSSstandards developers based on the Framework, and (e) research
and development to inform future K-12science educations standards.
2. 2. Next Generation Science Standards

Based on the guidance provided in the Framework, a writing team with members
fromcollaborating states across the U.S., other stakeholders in science, science education, higher
education,and industry completed the first draft of NGSS during the summer of 2011. The
document wentthrough two rounds of revisions based on feedback from two periods of public
comment before it wasfinalized in 2013. Given how instrumental the Framework was for guiding
the development andproviding the rationale for what is included in the NGSS, it is important that it
serve as a compendiumdocument used in concert with the NGSS.
The NGSS does not identify curriculum, instead it outlines specific student
performanceexpectations that outline describe activities and outcomes that students are expected
to achieve inorder to demonstrate their ability to understand and apply the knowledge described in
the disciplinarycore ideas (NRC, 2012, p. 218). These performance expectations are written such
that eachexpectation partners a SEP, DCI, and CCC and includes clarification statements and
assessmentboundaries. The following is an example from high school physical science:
Develop a model to illustrate that the release or absorption of energy from a chemical
reactionsystem depends upon the changes in total bond energy. [Clarification Statement: Emphasis
is onthe idea that a chemical reaction is a system that affects the energy change. Examples of
modelscould include molecular-level drawings and diagrams of reactions, graphs showing the
relativeenergies of reactants and products, and representations showing energy is
conserved.][Assessment Boundary: Assessment does not include calculating the total bond energy
changesduring a chemical reaction from the bond energies of reactants and products.]
Citation?Emphasis in original?
In this example, Develop a model is the SEP developing and using models, release or
absorption ofenergy is the CCC energy and matter, and chemical reaction system depends upon
the change in totalbond energy is the DCI structure and properties of matter and chemical
reactions. Grade-band (e.g.,K-5; 6-8; 9-12) appropriate performance expectations are written for
each DCI, SEP, and CCC suchthat students demonstrated facility in accomplishing performance
expectations at each grade-bandprovide the foundational understandings and abilities necessary for
more sophisticated performances atsubsequent grade-bands.
Cumulatively, the Framework and the NGSS provide a rationale and guidance for learning
acrossK-12, however they do not predetermine how the three [SEPs, DCIs, CCCs] are linked in
curriculum,units, or lessons. Instead, the writers suggest that additional work will be needed to
create coherentinstructional programs that help students achieve these standards (NGSS Lead
States, 2013, AppendixA, p. 2). Given this, science education researchers have begun to consider
various theoreticalperspectives that might be useful in supporting teachers and science educators in
thinking about, andorienting toward, their work such that student experiences are more authentic to
the discipline andequitably framed for access to all learners. In this, priority is given to engaging all
ISBN 9786021570425 IS-5

students inclassroom activity in ways that not only develops their understandings of the core
conceptual ideas ofeach scientific discipline, but also offers all students access, insight, and facility
into how these ideasare developed and refined and, as importantly, how the ideas are applied in
explaining the world oraddressing problems of societal concern. Two theoretical perspectives,
activity theory and socioculturalperspectives, are considered here with this aim.
3. Activity Theory, Scientific Activity, and Classroom Versions of

ScientificActivity
The activity in which knowledge is developed and deployed . . . is not separable from or
ancillaryto learning and cognition. Nor is it neutral. Rather, it is an integral part of what is
learned.Situations might be said to co-produce knowledge through activity (Brown, Collins, &
Duguid,1989, p. 32).This implies that knowledge is deictic, or cannot be fully understood without
additional contextualinformation, since knowledge is as connected to the motivation from which it
was developed, as it is tothe tools and subjects which produced it. This is particularly true, since
activity theory focuses onsubjects, objects, and tools as a framework for understanding the nature
and development of humanbehaviour (Lantoff, 2006, p. 8) (see Figure 1).
Figure 1. Activity Theory
In activity, as alluded to previously, the subject is the individual or group whose viewpoint
is adoptedwithin an activity. As an example, the subject(s) of a classroom could be the teacher and
students asthey engage in activity. The object refers to the raw material or problem space at
which the activityis directed (Engestrm, 1993, p. 67). In a classroom, the object proposed by the
Framework is toexplain phenomena and solve problems. Further, tools are conceived of as
resources for mediating theobject of the activity (Engestrm, 1987). Therefore, in explaining
phenomena or solving problems inthe Framework and NGSS, tools are conceptualized as all three
dimensions of science learning (i.e.,SEPs, DCIs, CCCs). As an example, as students [subjects] are
engaged in the episode in Figure 2,taken from a middle school classroom, the object of the activity
is to explain the phenomenon (i.e.,what is happening to strawberries in a zip-lock bag at room
temperature after twenty days). In this,students use tools like partial understandings about DCIs
like digestion, nutrients, and mould growth inconcert with tools like developing scientific practices
of constructing explanations to achieve the objectof classroom activity. Finally, it can also be seen
that the teacher is also a subject in the classroomversion of scientific activity as she presses
students to further articulate their ideas, whilesimultaneously trying to support their work.
Alex: What is happening overtime in the zip-lock back is that strawberries are
rotting or decomposing. What is happening is . . . it might be that the mold
grows overtime and gathers the strawberries nutrients through digestion
andthe strawberries start to shrivel up and break
ISBN 9786021570425 IS-6

Teacher: Great. So what you said was that the strawberries are rotting and
decomposing. Is that the same thing or are they two different things that
aregoing on? And this can be a question for anybody . . .
Tori: I think that rotting is taking all of the nutrients up to the surface so that
themold can, I guess, digest it. And, decomposing is when the strawberry
startsto fall apart and become compost.
Teacher: Because of what reason?
Tori: Because all of the nutrients are out of the strawberries and that is
basicallywhat makes up the fruit.
*Excerpt from video that is available at AmbitiousScienceTeaching.Org.
Figure 2. An Exemplar Episode from a Classroom Version of Scientific Activity
In Figure 2, it can be seen that tools find their usefulness in how they support the subject-
objectdialectic, or more specifically, the students working to explain what happens to strawberries
in a ziplockbag at room temperature after twenty days. Further, and just as importantly, tools are
sharpenedand honed, and even changed, as they are applied to different contexts. This is explained
byEngestrm and Middleton (1996), as they reveal how artefacts that serve as tools are not
convenientlyhanded to the subject, instead they are invented, refined, discarded and replaced by the
subject in theactivity, according to how functionally useful they are found by the subject to be in
meeting the objectof the activity. In fact, those tools identified as SEPs in NGSS, have been
referred to, by some sciencestudies scholars, as tools scientists developed within scientific activity
over time to work at problemswith knowing (Gray, 2014).
Accounts of scientific activity have been explicated in the science studies literature
asresearchers examine the behaviour of scientists engaged in their day-to-day activity (c.f., Giere,
1999;Knorr Cetina, 1999; Nersessian, 1999). Further, accounts of scientific activity have been used
to`represent classroom versions of these activities, so that, to the extent possible (c.f., Berland,
2011;Kelly, 2008; Manz, 2014), these representative versions of scientific activity are true to the
disciplinaryactivity from which they were derived. This work has led to what might be perceived of
as finishedproducts represented as SEPs, DCIs, and CCCs in the Framework and NGSS. However,
activitytheory posits that there are no finished products, only tools that develop overtime that
lendthemselves as promising candidates for meeting future objects identified by future
subjects. Thisis so important, especially related to the implications for classroom representations of
scientificactivity, and is consistent with how Ford (2015) helps frame SEPs identified in the NGSS.
Thissuggests that the SEPs, DCIs, and CCCs of the NGSS, all object-mediating tools envisioned for
use inclassroom representations of scientific activity, are not learned as much as they are taken
up,strategically used, and uniquely constituted within the contexts within which they are activated.
Additionally, this suggests that additional tools (e.g., localized practices developed by
students to workat knowing) might also be constituted that help localized communities of practice
work towarddefensible knowledge claims. An example of this is seen in Manz (2015) as she
revealed how 3rd gradeelementary students relied on defining attributes and processes, mapping
between the experiment andthe target system, and generalizing across cases to make sense of their
local school-yard environment.
What is most important to understand here is that at its very essence, activity has a
functional role forthe subjects (Passmore, Gouvea, Giere, 2014). This role is what defines activity
and helps usconceptualize tools in ways that may be dramatically different than they are
traditionally framed inschools, especially in science classrooms. Reframing classrooms as activity
systems allows teachers tosee their students work as more than learning finalized forms of
knowledge and practices identified asSEPs, DCIs, and CCCs in the NGSS in context independent
ISBN 9786021570425 IS-7

forms without application. Rather, studentwork can be seen as the taking-up, creating, and refining
tools in powerful context dependent ways thatare functionally important to them as subjects in
activity for accomplishing objects, like explainingphenomena and solving problems, objects that
hold activity together (Hysalo, 2005).
Finally, considering why the motivations and values of students are so important is
discussed next as asociocultural perspective lens is applied to classroom representations of
scientific activity to ensure thatthat science teaching and learning is not only more authentic to the
discipline, but also equitablyframed for all learners
4. Sociocultural Perspectives
Sociocultural perspectives emphasize students participation in negotiating and
adaptingrather than enacting or adopting) practices and explore the ways that students goals,
establishedpractices, and communities interact with the practices that are the target of instruction . .
.(Manz, 2014, p. 2).Manz perspective not only aligns with the activity theory lens, which is itself
grounded in asociocultural perspective for understanding human behaviour (Jonassen & Rohrer-
Murphy, 1999), butalso takes into account essential elements critical for equitably framing science
teaching and learningfor all students. More specifically, this perspective prioritizes the epistemic
goals (Sandoval, 2015) ofstudents in classroom communities. Sandoval identified how research
over the last half century hasmade explicit the connection between the ways reasoning occurs and
the goals that underlie thesepursuits. He further explicates how reasoning can be viewed in
sociocultural terms as theappropriation of communal practices of producing and evaluating claims
and evidence (p. 1). Thissociocultural perspective is seen as potentially central for framing
equitable access for students to takeup science as a valuable resource in their lives, especially when
students are afforded opportunities toshape epistemic goals that have consequence to them.
As alluded to earlier, when a sociocultural perspective is applied as a lens for framing
scienceteaching and learning, attention is given to the implicit norms that govern the work within
activity, ormore specifically classroom representations of scientific activity envisioned in NGSS.
Further, thisprompts questions like: What counts as success in the activity?, To what extent is what
counts assuccess negotiated and valued by students in the activity?, Is there a role for students in
negotiatingand adapting practices and drawing on their personal communal resources (e.g.,
communal practices ofworking at knowing) in activity?, and How is epistemic authority negotiated
in activity?. When thesequestions are addressed, norms of classroom activity can be made more
explicit and continuallyrenegotiated such that science teaching and learning are more authentic to
the discipline and equitablyframed for all learners. An example of work that has taken seriously the
communal resources ofstudent learners can be found in Hardicourt-Barnes (2003), where close
engagement with the Haitiancultural practice of bay odyan, a practice similar to scientific
argumentation, led to her inclusion of thisresource in her science classroom to support Haitian
Creole students. In this, forms of argumentativedebate often found in Haitian homes as a form of
entertainment were featured in classroom sensemakingepisodes so that students could build on
cultural practices they were already accustomed to as aform of sensemaking about phenomena or
events in the world. The use of bay odyans as a form ofsense-making that is attentive to
sociocultural perspectives of learning is further highlighted in Figure3.
As part of a science unit on water conservation, Haitian middle school students

werediscussing ways in which water is wasted in a typical American home. Earlier in the
year,in keeping with their school districts science framework, they had studied the water
cycle.During a class discussion, one student, Markenson,* addressed a question to the
teacher:
ISBN 9786021570425 IS-8

Ms. R, I need to know the difference: when I read in our book [the earth science
text]about water, it said its always the same amount of water as there was long ago. Then
whatmakes this one [the water conservation curriculum] say water is wasted?
Anotherstudent, Jean Marc, jumped in to suggest that water is never wasted: Even if it is
used upit comes back again. It passes through some place that cleans it. Mirey then
articulatedsome of the tensions associated with relationships between water resources,
water use,water conservation, and water scarcity: There are some people here [in the
UnitedStates] who like to waste water. . . . There are other people elsewhere who cant find
any.The amount of water on earth is not the amount of water for us to use. Keenon took
upMireys line of reasoning specifically in relation to the distribution of water resources
andwater use habits: People here and people in Haiti, there are places where they cant
findwater. Is it the places where they are wasting water that they always find more? As
thediscussion continued, the students considered possible meanings of, reasons for,
andconsequences of wasting water, including water scarcity in its relationship to wealth,
poverty, and environmental degradation in Haiti and the United States.
It was not Ms. Rs plan to engage her students in analyzing relationships between
differentviews of water they had encountered in school. However, in the moment, Ms. R,
who is alsoHaitian, recognized that her students were employing a conversational style
widely usedamong Haitian people to engage in highly spirited and focused debate of ideas.
Thepractice is called bay odyans (Hudicourt-Barnes 2003). Aware of the deep
meaningmakingthat can develop through bay odyans, Ms. R. decided in the moment to shift
hercurricular plan. She encouraged the discussion, allowing it to flow from student to
studentwithout filtering through her. In this way, the students explored varied meanings
around anissue of concern to them and their homeland: water use and availability in the
UnitedStates and Haiti, shaped by economic, political, and environmental forces. By
approachingthe curriculum as open territory for critical inquiry, Ms. R and her students
engaged withwater as an ecologically complex phenomenon a perspective not accounted
for by thecurriculum.
*Excerpt from the Voices in Urban Education Website
http://vue.annenberginstitute.org/content/students%E2%80%99-sense-making-
sourcecreativity-teachingAmbitiousScienceTeaching.Org.
Figure 3. Bay odyans as a cultural sensemaking resource
In the episode in Figure 3, it can be seen that students are found negotiating and drawing
on practicesfrom their communal resources (i.e., bay odyans) as they reasoned about issues of
concern to them(i.e., water resources for their homeland). In this, students are found steering the
epistemic goals of thework captured in the episode, because it was not Ms. Rs plan to engage her
students in analyzing relationships between different views of water. Since the curriculum was
approached as open territoryfor critical inquiry, there is some suggestion that students were also at
work negotiating epistemicauthority in the social setting of the classroom. This sociocultural
perspective lens, that prompts criticalquestions about the norms of activities students are asked to
engage in, is well aligned with visions forsupporting equity and diversity in the Framework, and
consequently the newest standards documentsmore generally, that state:
A major goal for science education should be to provide all students with the background
tosystematically investigate issues related to their personal and community priorities. They should
beable to frame scientific questions pertinent to their interests, conduct investigations and seek
outrelevant scientific arguments and data, review and apply those arguments to the situation at
hand, andcommunicate their scientific understanding and arguments to others (NRC, 2012, p. 277).
ISBN 9786021570425 IS-9

5. Conclusion and Implications

The following, in italics, are the most important propositions of this position paper. To
concludethis position paper, each is revisited briefly to recap their potential and implications as
importantdevelopments in science education in the U.S.
The standards documents (i.e., NRC, 2012 & NGSS Lead States, 2013) have the potential to
serveas a leverage point to positively influence the disconcerting issues within science classrooms
that areconsistently reported in national studies of U.S. classrooms.
Lack of intellectual engagement, concerns for access to some students, curricular activities
inplace of adequate sense-making, failure to take students prior knowledge into account or
seekevidence-based explanations are, among others, the disconcerting issues that have consistently
beendocumented in science classrooms (Banilower, Smith, Weiss, & Pasley, 2006; Horizon
ResearchInternational, 2003; Weiss, Banilower, McMahon, & Smith, 2001). The standards
documents, giventhe consideration they give to implemention across the levels and multiple
channels of influence withinthe complex U.S. educational system, and the rationale grounding their
content, are seen as a leveragepoint around which progress can be made to address these problems.
Particularly since they aregrounded in both science studies research that has helped reify scientific
activity and contemporaryresearch on teaching and learning. It is recognized that the visions of
teaching and learning in theFramework and the NGSS require a dramatic departure from business
as usual in most U.S. K-12classrooms (Reiser, 2013), therefore the ultimate influence of these
documents remains to be seen.However, because they have already been adopted by several U.S.
states and even more states areworking from the foundational commitments of the Framework,
optimism abounds about thesedocuments in ways that have not been found previously, especially
since it is recognized that thecollective collaborative efforts across U.S. states and regions can
ultimately provide effectivesynergistic efforts to develop curriculum resources, assessments, and
structures to support effectiveimplementation.
Activity theory posits that there are no finished products, only tools that develop overtime thatlend
themselves as promising candidates for meeting future objects identified by future subjects.
This, along with the vantage point offered by sociocultural perspectives, represents what
isconsidered the most important contribution of this position paper. This stance emanates from
thenature of human activity and is consistent with how Ford (2015) helps frame the focus on
practice thatis highlighted in the NGSS. In this, Ford describes how practices (i.e., tools in activity)
are artefacts ofthe regularities of scientific activity that are candidate resources for developing and
critiquingexplanations to make progress at knowing. Framing science teaching and learning with
activity theorydoes not privilege finalized forms of knowledge and practice as the object of
classroom activity, butinstead sees these as resources or tools that are stabilized in the contexts of
performances that haveconsequence for subjects with more meaningful objects (i.e., explaining
phenomena and solvingproblems).
Sociocultural perspective is seen as potentially central for framing equitable access for students to
takeup science as a valuable resource in their lives, especially when students are afforded
opportunities toshape epistemic goals that have consequence to them.
Finally, a sociocultural prospective provides a lens for considering the ways in which
learners canmore equitable participate in meaningful scientific activity, by considering the cultural
productions thatweigh on educational systems, particularly classrooms. Promise for making
progress in this area lies inaffording students more opportunities as epistemic agents (Stroupe,
2014) to shape epistemic goals(Sandoval, 2015) in classroom representations of scientific activity,
especially as consideration is givento how communal resources and practices with which students
already have facility (e.g., bay odyansdescribed by Harticourt-Barnes, 2003), can be leveraged in
ISBN 9786021570425 IS-10

classroom activity in functionally importantways that have consequence (Ford, 2015; Passmore,
Gouvea, & Geier, 2014).
References
American Association for the Advancement of Science (AAAS). (1993). Benchmarks for
scientificliteracy. New York: Oxford University Press.
Banilower, E., Smith, P. S.,Weiss, I. R., & Pasley, J. D. (2006). The status of K-12 science
teaching inthe United States: Results from a national observation survey. In D. Sunal & E.
Wright (Eds.), Theimpact of the state and national standards on K-12 science teaching (pp. 83
122). Greenwich,CT: Information Age.
Berland, L. K. (2011). Explaining variation in how classroom communities adapt the practice
ofscientific argumentation. The Journal of the Learning Sciences, 20(4), 625664.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18 (1), 32-42.
Campbell, T., Schwarz, C., & Windschitl, M. (in press). What we call misconceptions may
benecessary stepping-stones on a path towards making sense of the world. NSTA
Journals: TheScience Teacher; Science Scope; Science & Children (published across
all three journals as part ofNSTAs NGSS series).
Carlonne, H. (2012). Methodological considerations for studying identity in school science:
Ananthropological approach. In M. Varelas (Ed.), Identity constructions and science
educationresearcher: Learning, teaching, and being in multiple contexts (pp. 9-25).
Rotterdam, Netherlands:Sense.
Eisenhart, M. & Finkel, E. (1998). Womens science: Learning and succeeding from the
margins.Chicago, IL: University of Chicago Press.
Elby, A., & Hammer, D. (2010). Epistemological resources and framing: A cognitive
framework forhelping teachers interpret and respond to their students epistemologies.
In L. D. Bendixon & F.C. Feucht (Eds.), Personal epistemology in the classroom: Theory,
research, and implications forpractice, (pp. 409-434). Cambridge: Cambridge University Press.
Engestrm, Y. (1987). Learning by expanding: An activity-theoretical approach to
developmentalresearch. Helsinki: Orienta-Konsultit.
Engestrm, Y. (1993). Developmental studies of work as a testbench of activity theory:
Analyzing thework of general practitioners. In S. Chaiklin & J. Lave (Eds.),
Understandingpractice: Perspectives on activity and context. Cambridge: Cambridge
University Press.
Engestrm, Y. & Middleton, D. (Eds.) (1993). Cognition and communication at work.
Cambridge:Cambridge University Press.
Ford, (in press). Educational implications of choosing practice to describe science in the
NextGeneration Science Standards. DOI 10.1002/sce.21188
Giere, R. N. (1999). Using models to represent reality. In L. Magnani, N. J. Nersessian, & P.
Thagard(Eds.), Model-based reasoning in scientific discovery, (pp. 41-57). New York:
KluwerAcademic/Plenum Press.
Goffman, E. (1974). Frame analysis: An essay on the organization of experience. New York:
Harper &Row.
Gray, R. (2014). The distinction between experimental and historical sciences as a
framework forimproving classroom inquiry. Science Education, 98(2), 327341.
Grunow, A. (2015). Practical measurement of implementation. Design-Based Implementation
Workshop Presentation. University of Colorado.
Hammer, D., Elby, A., Scherr, R. E. & Redish, E. F. (2005). Resources, framing, and transfer.
In J.Mestre (Ed.), Transfer of Learning: Research and Perspectives, (pp. 89- 120).
Greenwich, CT:Information Age Publishing.
Hankinson-Nelson, L. (1990). Who knows: From Quine to a feminist empiricism.
Philadelphia , PA:Temple University Press.
Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms.
HarvardEducational Review, 73(1), 73-93.
ISBN 9786021570425 IS-11

Holland, D. & Lave, J. (2009). Social practice theory and the historical production of persons.
Actio:An International Journal of Human Activity Theory, 2, 1-15.
Horizon Research International. (2003). Special tabulations of the 20002001 LSC teacher
questionnaire and classroom observation data. Chapel Hill, NC: Horizon Research.
Hyysalo, S. (2005). Objects and motives in a product design process. Mind, Culture, and Activity
12(1), 19-36.
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing
constructivist learning environments. Educational Technology Research and
Development, 47(1),61-79.
Kelly, G. J. (2008). Inquiry, activity, and epistemic practice. In R. Duschl & R. Grandy (Eds.),
Teaching scientific inquiry (pp. 99117). Rotterdam, Netherlands: Sense.
Knorr Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge:
Harvard University Press.
Lantolf, J. P. (2006). Re(de)fining language proficiency in light of the concept "languaculture."
In H.Byrnes. (Ed.), Advanced language learning: The contributions of Halliday and
Vygotsky, (pp. 72-91). London: Continuum.
Lehrer, R., & Schauble, L. (2006). Scientific thinking and science literacy. Hand of child
psychology:Child psychology in practice (6th ed., Vol. 4, pp. 153 196). Hoboke n,
N J: Wiley.
Manz, E. (2014). Representing student argumentation as functionally emergent from scientific
activity.Review of Educational Research. DOI: 10.3102/0034654314558490
Manz, E. (2015) Resistance and the development of scientific practice: Designing the mangle
intoscience instruction, Cognition and Instruction, 33(2), 89-124,
DOI:10.1080/07370008.2014.1000490
National Research Council. (1996). National Science Education Standards. Washington, DC:
TheNational Academies Press.
National Research Council (NRC). (2007). Taking science to school: Learning and teaching
science ingrades K-8. Washington, DC: National Academy Press.
National Research Council (NRC). (2008). Ready, set, science: Putting research to work in
K-8 scienceclassrooms. Washington, DC: National Academy Press.
National Research Council. (2012). A framework for K-12 science standards: Practices,
crosscuttingconcepts, and core ideas. Washington, DC: National Academy of the Sciences.
Nersessian, N. J. (1999). Model-based reasoning in conceptual change. In L. Magnani, N. J.
Nersessian& P. Thagard (Eds.), Model-based reasoning in scientific discovery, (pp.
5 22). New York:Kluwer Academic/Plenum Press.
NGSS Lead States (2013). Next Generation Science Standards: For states, by states.
Washington, DC:The National Academies Press.
Passmore, C. (2015). Implementing the Next Generation Science Standards: How your
classroom isframed is as important as what you do in it. NSTA Blog. Retrieved
September 30, 2015, fromhttp://nstacommunities.org/blog/2014/11/10/ implementing-
the-next-generation-science-standardshow-your-classroom-is-ramed- is-as-important-
as-what-you-do-in-it/
Passmore, C., Gouvea, J. S., & Giere, R. (2014). Models in science and in learning science:
Focusingscientific practice on sense-making. In M.R. Matthews (Ed.), International
Handbook of Researchin History, Philosophy and Science Teaching (p. 1171-1202).
Dordrecht, Netherlands: Springer.
Reiser, B. (2013). What Professional Development Strategies Are Needed for Successful
Implementation of the Next Generation Science Standards? Austin, TX: Author.
Sandoval, W. A. (in press). Epistemic Goals. In R. Gunstone (Ed.), Encyclopedia of Science
Education (p. 1-6). Dordrecht, Netherlands: Springer. DOI 10.1007/978-94-007- 6165-
0_245-2
Stroupe, D. (2014). Examining classroom science practice communities: How teachers and
studentsnegotiate epistemic agency and learn science-as-practice. Science
Education, 98(3), 487516.
Stroupe, D. (in press). Describing science practices in learning settings. Science Education,
DOI10.1002/sce.21191
ISBN 9786021570425 IS-12

Vygotsky, L. S. (1987). Thinking and speech. In L. S. Vygotsky, Collected works (Vol. 1,

pp. 39-285)(R. Rieber & A. Carton, Eds., N. Minick, Trans.). New York: Plenum.
(Original work published1934).
Weiss, I. R., Banilower, E. R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000
NationalSurvey of science and mathematics education. Chapel Hill, NC: Horizon
Research. RetrievedAugust 30, 2012, from www.horizon-research.com.
ISBN 9786021570425 IS-13

The Educational Practices Framework: The

Implementation of the ELPSA Model in West Nusa
Tenggara
Tom Lowrie* and Sitti Maesuri Patahuddin
University of Canberra, Canberra, Australia, thomas.lowrie@canberra.edu.au
Abstract-This keynote presentation describes the application of an educational practices framework that
was adapted to an Indonesian context to promote professional development opportunities and enhanced
personal learning journeys to practitioners within a mathematics education community. The framework has
engaged the community (including classroom teachers, school leaders and education managers), to reflect
upon their own practices and the contributions they offer the larger, collective, international community.
Elements of the framework have previously been implemented in a number of diverse settings, including
jurisdictions in Australia, Sweden and Finland. The framework acknowledges the critical aspect of context
within which teachers' work and the complex culturally-discursive conditions of the teaching profession.
Noteworthy, the framework challenges participants to reflect deeply upon their own pedagogical practices
within a process that respects both top-down and bottom-up viewpoints.
Keywords:Professional practice, ELPSA learning framework, mathematics professional development
1. Introduction
The primary purpose of this paper is to describe the implementation of an educational practices
framework (Lowrie, 2014) that has been previously implemented in a number of international
settings, and how it was adapted to an Indonesian context. For some time, the main criticism of
professional development within teacher education (and its related research) has been a cyclic
process of reinvention from narrowly formed top-down directives (McKernan, 2008). As
Lieberman (1995, pp. 595596) highlighted almost 20 years ago, professional development
opportunities have often ignored the critical importance of the context within which teachers
work. More recently, informal professional development (Richter et al., 2011), teacher-theorising
(Smith & Hodson 2010), and school-based learning (Wong & Tsui 2007) have attempted to address
such challenges. Unfortunately, the top-down directives of professional development continue to be
isolated and centred around standards and new curriculum directions (Darling-Hammond et al.
2009). As Lowrie (2014) argued, new frameworks need to be developed, trialled and implemented
across different contexts and countries to provide professional development opportunities which
not only value add to previous initiatives, but are informed by best practice and sound research.
Kemmis (2010) has argued that teachers must consider themselves as professionals who
become procient and exible at interpreting and adapting practices and educational policies in
ways that that are contextually rich. Such aspirations help ensure that their practices engage and
develop their particular students understandings of, and ways of relating to, their communities and
beyond. He argued that a site (often a classroom in a school in its community) is always the
existential and ontological given in education (Kemmis & Grootenboer 2008). In other words, it is
the place where events and practices take place, and where people meet and engage with one
another in practice. Thus, practices are inuenced by the context, culture and infrastructure of the
architecture that has been designed. In this sense, practices are situated and shaped by the
circumstances and conditions of the physical location in which it occurs, and of course the time and
space of the circumstances. Nevertheless, as Kemmis and Grootenboer (2008, p. 59) argue, these
practices are not static, since individuals experiences go beyond the transmission and
accumulation of particular content, or the development of particular values or skill [moreover]
educational design is not just a technical task it is also a task requiring knowledge, skills,
wisdom and a capacity for critical reection and emancipatory action.
As we learn and engage with our profession, we construct practicesand these practices are
constructed both within and outside the context or setting. For a classroom teacher, these practices
may involve preparing lessons, interpreting curriculum documents, engaging with colleagues and
ISBN 9786021570425 IS-14

parents, organising and utilising resources, or designing textbooks. Although a classroom teacher
(or for that matter an educational leader) may not may not have been involved directly in
educational policy-making or curriculum development, their teaching and learning is strongly
influenced by such meta-practices (Schatzki, 2002). As Schatzki (2002) claimed, the relative xed
nature of facilities, equipment, resources, policy mandates and curricula associated with specic
subject areas all play a part in how practices are constructed, enabled and developed. Consequently,
the site must become the focus of any and professional learning experiences.
2. The Educational Practices Framework

Lowrie (2014) proposed a framework that simultaneously considered professional
development from both bottom-up and top-down viewpoints to be shared and contested in both
personalised and professional ways. The framework was based on the premise that teachers should
be able to generate their own knowledge and organise their learning goals and strategies in a self-
monitoring manner (a bottom-up viewpoint). It also acknowledged that all stakeholders (including
governments, policy-makers, accrediting agencies, school systems, and school communities)
should be encouraged to appreciate the collective challenges the system confronts, otherwise high
levels of trust and ethical practice will never exist (an empowering, top-down viewpoint). The
framework, represented in Figure 1, formed the basis of the professional development model
described in this study.
Figure 1. Lowries (2014) Educational Practices Framework
The rst component on the framework draws on Kemmis and Grootenboers (2008) practice
architecture framework to establish a way of understanding professional practice. They maintained
that the nexus between an individuals dispositions and actions should be contextualized within the
actual site of practice. The design is established within a theoretical stance that acknowledges that
practice is informed by the socialpolitical (relatings), cultural-discursive (sayings), and material-
economic (doings) conditions of practice both from within the school community and across the
broader professional context (Lowrie, 2014). These arrangements of practice (relatings, sayings and
doings) provide an understanding for how educational practices take place and are inuenced by
policies, the aspirations of the school communities and the economic opportunities (or otherwise)
ISBN 9786021570425 IS-15

of the site. Relatings are influenced by the existing social orders and norms of schools and systems
and include engagement and relationships with others (teacher/student, teacher/teacher,
teacher/principal, teacher/students family). Sayings are shaped by culturally-discursive conditions
that emerge from the traditions and belief systems. The resources that enable and constrain
education, and the settings where the practice of education takes place shape doings. In terms of
doings, much of the work that takes place is inuenced by the traditions of the settings and context.
The second component of the framework highlights the necessity of localising and
individualising professional learning (personal learning journeys). The typical one-size-ts-all
approaches often associated with professional development in education fail to account for
individual differences or capacity building. Moreover, they tend to under-utilise the individuals
capacity to value add. This component puts the individual at the core of decision-making. It
acknowledges that professionals need to take more responsibility for their own learning in ways
that support professional autonomy. As Lowrie (2014) described, this component:
recognises that individuals need not learn in isolation and that other like-minded community
members can share common interests and goals. Indeed, it is envisaged that groups of individuals
(e.g. teachers within a school or across schools) would be working towards identied professional
learning goals but that these pathways will still be personally driven. This approach is fostered by
the intentions of individuals rather than at the discretion of those in power. It provides new levels
of empowerment for individuals as they become increasingly responsible for their own decision-
making. These new levels of autonomy should lead to higher levels of expertise within the
profession since professional learning is mapped to professional practices. (p. 47)
The two components of the framework are linked by: (a) professional learning spaces; and (b)
education stakeholder engagement. The professional learning space is stimulated through a
connectivity between the professional practice architecture and the personalised learning journeys.
It is a mechanism for sharing ideas, presenting options and stimulating rich practices and may
contain resources, learning tools and curricula. The framework also acknowledges the critical role
of education stakeholder engagement by encouraging all stakeholders (including policy-makers,
curriculum experts, government agencies, assessment bodies, school leaders, classroom teachers
and the education community) to be active participants in the framework and to embrace the
responsibility of ensuring the success and sustainability of the central program. To this point, an
application of the framework requires a greater sense of trust and responsibility from both the
traditional experts (policy-makers, curriculum designers) and the emerging experts (classroom
teachers and school leaders)to be abreast of top-down and bottom-up perspectives. An
application of the framework can only be successful when a shared sense of responsibility is
enacted, with localised challenges that exist in the day-to-day practices of teachers at the forefront
of all initiates. In this way, all stakeholders are empowered through a collective sense of
professionalism and engagement.
3. Indonesian context
This project in which this paper is framed aims to advance innovative practices that support
teachers capacity in mathematics teaching and learning in West Nusa Tenggara (NTB), Indonesia.
The developmental issues for NTB require the promotion of quality teaching practices. In
partnership with our Implementation Partners and educators, and NTBs education authorities
(Counterpart PSOs), we have endeavoured to train teachers; identify, empower, and champion
female teachers as leaders of mathematics in their school and community; and provide new
opportunities for female students to engage actively with mathematics and the numeracy involving
necessary life skills. Collaborations with teachers include contextualised lessons and teaching units
that capture best practices that aim to benefit all students, as well as inspire girls to pursue higher
levels of mathematics. Our plan includes module development, capacity-building workshops (in
country and in Australia), and classroom implementation.
Our collective commitment to the project includes: (1) collaborative professional development
workshops and activities held at IKIP Mataram, LPMP NTB, and at University of Canberra; (2)
professional engagement via online communication; and (3) module development of the ELPSA
framework, which includes mathematics lesson plans, worksheets and videos for mathematics
teaching and learning.
ISBN 9786021570425 IS-16

This project specifically targets the learning of mathematics, a discipline with which women
and girls typically disengage. We want to improve the social opportunities of female teachers and
students by elevating their status within education and strengthening their engagement in
mathematics. We aim to create a pipeline of empowered leading female teachers who have a voice
in education and continue to be role models for students. Importantly, we will develop mathematics
activities that motivate girls to continue with secondary education and aspire to engage in STEM-
related disciplines.
Women are underrepresented in STEM professions in NTB, and across leadership positions in
schools. Our focus on mathematics education will provide opportunities for the next generation of
female students and teachers to have greater access to these fields and positions. The quality of the
teaching profession is most influential in this endeavour, since mathematics competence leads to
increased access to STEM professions; greater opportunities to participate in communities, in
leadership, in education; and the likelihood of a more prosperous life (reduce poverty). We
especially aim to prioritise female role models to facilitate the mathematics workshops in the
existing Working Groups.
Our learning framework is posited within cognitive and social theories. In particular it focuses
on constructivist learning and cultural engagement. The framework explicitly considers
Experiences students encounter in their daily lives; the Language they use to speak to peers and
their teachers; the Pictorial representations to communicate and represent ideas; the Symbolic
language of mathematics; and the Application of mathematical ideas (ELPSA). In NTB, the
majority of girls disengage with mathematics by middle school primarily because they do not see
any value in the discipline. The ELPSA framework addresses this explicitly at the Experience and
Application elements.
The involvement of Indonesian teacher educators and local experienced teachers was crucial to
the implementation of the ELPSA learning design. The mathematics ranking of Indonesia on
international TIMSS and PISA tests have shown the country to be ranked below the international
average (Mullis et al. 2012; OECD, 2014). Not only are test scores low but, according the OECD,
Indonesian students self-beliefs about mathematics are statistically below the OECD average,
including beliefs around self-efficacy. However when surveyed, an overwhelming 96% of students
report feeling happy at school (OECD, 2014). Educators have welcomed the ideas and theoretical
underpinnings of ELPSA, as they seek to improve their understanding of mathematics curriculum
and pedagogy to improve results for students.
The responsiveness to the ELPSA framework is linked to the frameworks purposeful targeting
of mathematics that is relevant to the individual interests and life experiences of students.
Classroom teachers and teacher educators participated in the development of modules within the
ELPSA framework through working groups. These modules were then embedded within
classrooms where further refinement and development could take place according to the individual
context of the classroom teacher. Implementing the framework in the classrooms, while
challenging, enabled teachers and educators to put into practice a theory very much grounded in the
everyday lives and contexts of their students. The commitment of teachers to the framework was
apparent, with some asking for explicit feedback to improve practice to become what World Bank
(2010) refers to as effective teachers. Effective teachers, responding in culturally appropriate ways
to the lives of their students, can account for dramatic differences in students achievement (Hattie,
2003). The development of teacher pedagogical knowledge was important to this process in order
to ensure students have the opportunity to increase their knowledge and understanding of
mathematics, not simply to improve test scores, but to impact positively on the possible life
outcomes for students.
The modules were developed collaboratively between the teacher educators and the
experienced teachers. Nine modules were developed for integers, fractions, sets, lines and angles,
algebraic operations, one-variable linear equations (Year 7); and number patterns, sequence and
series, and probability (Year 9). Each module contained a unit outline, lesson plan sequence and the
appropriate resources to assist in the implementation of the module. Lesson plan sequences were
developed collaboratively between teachers and teacher educators and were reviewed during the
professional development session. In each lesson plan sequence, one individual key lesson plan
was developed by groups of 5-7 teachers and teacher educators together, with remaining lesson
plans contributed by teachers and reviewed in groups to ensure quality and consistency were
ISBN 9786021570425 IS-17

maintained. When back in their school, on average, three or four different teachers (with support
from the teacher educators) implemented two lesson plans in his or her classroom. As a result, 38
teachers from 36 different schools implemented 18 lesson plans in their classroom over the first
year of the project.
4. Application of the framework

The application of the Educational Practices Framework described in the following sections.
4. 1. Professional practice architecture

For professional development to be meaningful, it is critical that policy, practice and
curriculum are connected. In the context of this project the Professional Practice Architecture is
apparent. Relatings can be seen across the project in many ways. At the beginning of the project,
the management and governance arrangements and structures were established to ensure that each
individual has a clear understanding of the project activity, from both a management/governance
and design/timeline perspective. Regular meetings were conducted in order to clarify roles,
responsibilities and objectives, to review the activity timeline, set deadlines, as well as outline the
process for moving forward with the activity. The works involved on-going collaborations between
the University of Canberra team, the implementation partner IKIP Mataram and high-level
government/district staff (Ministry of Education & Culture, LPMP, DIKPORA, DEPAG).
DIKPORA and DEPAG. The roles of these Government agencies included the identifications of
schools for activity implementation, helping with the selection process and appointment of Leading
Teachers from two islands in NTB, and supporting the development of instruments and their
implementations in the classrooms. The UC Team also attempted to understand the teaching
practices through school visits in different locations in NTB. We also analysed videos of classroom
teaching practices and discussed it with local experts in mathematics education and pedagogy. It
was evident that all the stakeholders became active participants and shared the collective
responsibility of ensuring the success and sustainability of the initiative.
Doings concern the practices the teachers have engaged with. The understandings developed
are shared and reflective through means such as recoding video of their classroom practice and
creating opportunities to practice using ELPSA. They continue to develop modules outside of the
working groups, demonstrating the way they take ownership of their own teaching practice. The
ELPSA framework has created a context where language and meaning is understood. These
sayings are shared between teachers, researchers or teacher educators and policy makers.
4. 2. Personalised learning journeys

This component of the framework has been established through the creation of learning spaces
via face-to-face and online communications (synchronously and asynchronously). IKIP Matarams
management team formed a Core Team of 12 mathematics lecturers from IKIP Mataram, 2 LPMP
(Institute for Education Quality Assurance) staff, 2 DIKPORA (The Provincial Office of Ministry
of Education Sports and Youth) staff, and 2 DEPAG (Provincial Office of Ministry of Religion)
staff. Small teams within the Core Team have developed 9 mathematics modules. The UC Team
has worked with the Core Team throughout the year to help them understand the framework and
augment their modules for the 9 mathematics topics; this includes communication via email,
Skype, Adobe Connect, and the Facebook group, as well as in-person sessions in NTB held in
January and April. This project also involved Indonesian mathematics experts who have enriched
the content and discussions with the Core Team and leading teachers in NTB.
The key characteristics of the framework that highlights the importance of personalised
learning journeys were evident through community focused learning and individual professional
learning. The teachers began their learning about the ELPSA framework through the workshop,
discussed and applied the sample lessons of the Core team. The teachers and the Core Team
worked collaboratively to video the teaching, followed by co-reflection and discussions during the
professional development sessions. The teachers then developed a lesson by themselves as well as
trialled it in their classrooms.
A virtual space was created in the form of a Facebook group since we found Facebook
communication is the most accessible way to communicate among teachers, the Core Team, and
ISBN 9786021570425 IS-18

the management team. As a result, to date (2 Oct 2015), 65 people (Core Team, leading teachers,
IKIP Mataram management team, implementations partners, as well as lecturers or mathematics
experts have joined the group. The female teachers in Sumbawa have reported (through Facebook
messaging) that they go to Internet cafes to access the Facebook group because they do not have
access to Internet at home or their school. This effort and activity by the female members
demonstrates their eagerness to actively participate and be involved in this project. In addition,
Facebook has become a forum in which the activities can be shared and monitored, and the
participants engagement can be documented.
It was evident that each individual member shared expertise, e.g. the teacher educators shared
teaching ideas or content knowledge while teachers shared their school contexts, their teaching
practices, and their up-to-date knowledge of curriculum and educational policy. These were evident
from the teacher professional development sessions and the interactions through Facebook.
The availability of additional space for personalised learning journeys has supported the
teacher educators and the teachers to be reflective on their own learning, in a shared environment.
The Core team and the leading teachers started to incorporate the ideas of reflective journal
writings. Some of the teachers courageously shared their lesson through Facebook and asked for
feedback. Others reported their teaching practices and their challenges of implementing ideas that
they believed powerful to help students to make sense of mathematical ideas. Some others posted
their reflective journals and attracted many responses from other teachers, indicating that the
community have developed a sense of trust between members.
4. 3. A new professional learning space

The virtual space drives the professional learning of the teachers. Expert and novices work
together and reflect together on how their own personalised journeys are progressing. This
collected sharing is one of the ways that provide empowerment. Virtual space affords opportunity
for professional recognition through multiple comments that reinforce the contribution. The
immediacy of the virtual space allows for shared experiences and resources to be validated in one
anothers classrooms through the actual implementation within a teachers own classroom. This is
fundamentally different to traditional forms of professional development because classroom
teachers rarely get the opportunity to connect and interact with resources or ideas in a shared
environment. As a consequence, the virtual professional development learning space offers
individual professional learning and community focussed professional learning simultaneously.
The professional learning space established an active virtual community that allowed
classroom teachers and other participants in the education community to collectively engage in the
development of the ELPSA framework despite the fact they were from geographically diverse
locations. The learning space created a shared purpose for reflection, engagement and evaluation of
individual- and community-focused learning. Specifically, this engagement allowed the
mathematics teachers to share resources, work collectively toward agreed goals, and to connect
differently to the education community. This virtual learning space complimented face-to-face
meetings with the wider research and development team. It afforded the opportunity for all
participants to be abreast of one anothers practices and theory building.
4. 4. Education stakeholder engagement

The synergistic relationships between educational stakeholders in this project were
demonstrated from project inception. The proposed project attempted to better connect current
projects and investments within the Indonesian context and to capitalize on these synergies. In fact,
the architecture of our learning design has the potential to connect current and forthcoming
projectsat both policy and practice levelsthat should be adapted and applied into the
foreseeable future. Collectively, our partners have maintained that this project is timely for
Indonesias education system and critical to NTBs prosperity.
From the early stage of the project, we have purposefully ensured that there is strong buy-in
from influential Indonesian institutions, from both the government and academic/research levels.
This began with a special meeting with high-level officials from the Ministry of Education and
Culture, the Head of Agency for Research and Development who oversees education policy and
research development in Indonesia. This was crucial for model replication throughout Indonesia
ISBN 9786021570425 IS-19

and for on-going sustainability. We informed the policy makers at National and provincial levels
about the project, clarified how the outcomes of the activities could contribute to NTB, outlined the
projects expected impacts, results, and expectations for expansion in the future, and discussed how
the learnings could be disseminated to other regions of Indonesia. Furthermore, we visited the
Indonesian Embassy in Canberra to meet with The Indonesian Education Attach and the
Ambassador to discuss the UC Teams upcoming work and activities in Mataram and they
provided strong support and helpful advice. It is evident that all the stakeholders were kept well-
informed of the project activities through providing them progress reports, face-to-face
communications, and provisions of project websites and Newsletter, and paper publications of the
ELPSA framework. Furthermore, we met with DFAT in Indonesia to ensure that they keep us
abreast of other projects that emerge in education and related fields over the course of our project.
It is clear that the fact that our project focused on quality in teaching and learning given the
new mandate for education, we found that all education stakeholders proved enthusiastic about this
education project and offered his full support.
5. Conclusion
Sustained professional and personal develop for classroom teachers and educational leaders are
essential for a strong education system in any country, but especially countries where educational
disadvantage is heightened. In an age where professionals and their respective professions are
becoming increasingly accountable for their learning and practices, it is not surprising that
governments, accrediting bodies and relevant jurisdictions are attempting to create connected
systems that provide high levels of professional attainment. Education, more than most professions
it seems, is under such scrutiny (Lowrie, 2009). Ellis (2010) has argued that it is unsustainable to
rely solely on the practices of the school setting or the university-based initiatives to supplement
professional development.
In this paper we have argued that in many countries across the world, resources afforded to
professional development remain scarce (Stephenson & Ling, 2012). In countries like Indonesia,
successful professional development models must have the relevance and transportability
(Wilkinson et al., 2013) provide frameworks that have both a strong research base and rigidity,
which provide potential for new initiatives to be embedded into models that have sustained
credibility and traction within the profession. The Education Practices Framework links to such
models in ways that provide opportunities for both bottom-up and top-down viewpoints to be
shared and contested in both personalised and professional ways (Lowrie, 2014).
In this Indonesian context, we have demonstrated that this framework will work provided:
The architecture of the framework is built around a deep understanding of the cultural and
contextual nuances of the siteand that classroom teachers and education leaders can
establish a shared understanding of the saying, doings and relatings that constitute their
collective professional practices;
A professional learning space is established for all stakeholders to share ideas and react to
one anothers insights and practicesin virtual and physical spaces that are empowering
and professionally challenging;
Personal learning journeys are promote individual- and community-focused learning; and
Educational stakeholder engagement encourages active participation from all
stakeholdersfrom conception of the initiative.
Acknowledgements
We would like to thank Amanda Levido for supporting us in framing the manuscript and
providing critical feedback during the extended process.
ISBN 9786021570425 IS-20

References
Darling-Hammond, L., R. C. Wei, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional
Learning in the Learning Profession: A Status Report on Teacher Development in the United
States and Abroad. Dallas, TX: National Staff Development Council.
Ellis, V. (2010). Impoverishing experience: The problem of teacher education in England. Journal
of Education for Teaching: International Research and Pedagogy, 36(1), 105-120.
Hattie, J. (2003). Teachers make a difference: what is the research evidence? Melbourne: Australia
Council for Educational Research.
Kemmis, S. (2010). What is professional practice? Recognising and respecting diversity in
understandings of practice. Elaborating Professionalism: Studies in Practice and Theory, pp.
139-165. Springer: Netherlands.
Kemmis, S., Grootenboer, P. (2008). Situating Praxis in Practice: Practice Architectures and the
Cultural, Social and Material Conditions for Practice. Enabling Praxis: Challenges for
Education, edited by S. Kemmis and T. J. Smith, 37-62. Rotterdam: Sense.
Lieberman, A. (1995). Practices that Support Teacher Development: Transforming Conceptions of
Professional Learning. The Phi Delta Kappan 76 (8), 591-596.
Lowrie, T. (2009). Blind faith? The Mathematics of Decision Making within the Professions.
Understanding and Researching Professional Practice, edited by B. Green, pp. 121134.
Rotterdam: Sense.
Lowrie, T. (2014). An educational practices framework: The potential for empowerment of the
teaching profession. Journal of Education for Teaching: International research and pedagogy,
40(1), 34-46.
McKernan, J. (2008). Curriculum and Imagination: Process Theory, Pedagogy and Action
Research. New York: Routledge.
Mullis, I.V.S., Martin, M.O., Foy, P., Arora, A. (2012). TIMSS 2011 International results in
mathematics. TIMSS & PIRLS International Study Center, Boston College.
OECD. (2014). PISA 2012 Results in focus: What 15-year-olds know and what they can do with
what they know [online brochure]. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-
2012-results-overview.pdf
Richter, D., Kunter, M. Klusmann, U. Ldtke, O. Baumert, J. (2011). Professional development
across the teaching career: Teachers uptake of formal and informal learning opportunities.
Teaching and Teacher Education, 27, 116-126.
Schatzki, T. R. (2002). The Site of the Social: A Philosophical Account of the Constitution of
Social Life and Change. University Park: University of Pennsylvania Press.
Smith, K., Hodson, E. (2010). Theorising practice in initial teacher education. Journal of Education
for Teaching, 36 (3), 259-275.
Stephenson, J., Ling, L. (2012). Teacher education in the financial crisis (GFC) Where has the
shoe pinched? Educational Researcher 54(2), 119124.
Wilkinson, J., Olin, A., Lund, T,. Stjernstrom, E. (2013). Understanding Leading as Travel- ling
Practices. School Leadership and Management
http://dx.doi.org/10.1080/13632434.2013.773886.
Wong, J. L. N., Tsui, A. B. M. (2007). How do teachers view the effects of school-based in-service
learning activities? A case study in China. Journal of Education for Teaching: International
Research and Pedagogy, 33(4), 457-470.
World Bank. (2010). Inside Indonesia's mathematics classrooms: A TIMSS video study of teaching
practices and student achievement. Jakarta: The World Bank Office Jakarta.
ISBN 9786021570425 IS-21

Real Work Is Better than Homework

(abstract only)
Brian P. Coppola
Department of Chemistry, University of Michigan
Arthur F. Thurnau Professor of Chemistry, Associate Chair for Educational Development &
Practice , bcoppola@umich.edu
Abstract-Real (or authentic) work has purpose, is defined by its own results, considers its audience,
involves editing and feedback, often involves collaboration, and results in constructed meaning and a
polished product. In the academic world, a research publication is an excellent example of real work. We
have generalized the concept of real work and developed a set of instructional design principles that we
think anyone can use to move academic assignments from the realm of homework to that of real work. In this
presentation, I will provide an overview of these real work principles, provide numerous examples of these in
the area of organic chemistry, and include, perhaps most importantly, the mechanism we use to enable
faculty to pursue their instructional development ideas.
ISBN 9786021570425 IS-22

Antifungal Compounds Isolated from Endophytes against

Japanese Oak wilt Pathogen,Raffaelea quercivora
Yoshihito Shiono
Yamagata University, Wakaba-machi 1-23, Tsuruoka, Yamagata, Japan,
Corresponding.yshiono@tds1.tr.yamagata-u.ac.jp
Abstract-Japanese oak wilt (JOW) is a tree disease caused by the fungus Raffaelea quercivora, which is
vectored by the ambrosia beetle, Platypus quercivorus. In a screening study of the inhibitory active
compounds from fungi, a new cytosporone analogue, compound 1, was isolated from the endophytic fungus
Cytospora sp. TT-10 isolated from Japanese oak, together with the known compounds, integracin A (2),
cytosporones N (3) and A (4). Their structures were determined by extensive 1D and 2DNMR
spectroscopic and mass spectral analyses. Compound 1 was identified as 4,5-dihydroxy-3-heptylphthalide
and named cytosporone E. Compounds 2 and 3 showed antimicrobial activity against Raffaelea quercivora.
Keywords:Endophyte, Cytosporone E, 4,5-Dihydroxy-3-heptylphthalide, antimicrobial activity, Cytospora

sp.
1. Introduction
Raffaelea quercivora is the causative agent of Japanese oak wilt disease, which is the most
destructive epidemic in the forests and its outbreak has been reported in 26 prefectures in Japan
since the 1980s (Kuroda 2001). The ambrosia beetle, Platypus quercivorus, transfers R. quercivora
to the Japanese oak tree, which then withers and dies within one year after infection (Kubono et al.,
2002). In Japan, where Japanese oak is recognized as an important forest resource, the ecological
and economic damage to the oak tree is increasing. Management practices used to control this
disease are carried out, for example, chemical control with fungicides, and aggregation pheromone-
baited traps. However, the broad-spectrum fungicides used have long degradation periods, which
lead to environmental pollution and further results in imbalances within the microbial community
creating unfavorable conditions for the activity of beneficial organisms. As an alternative
approach, effective natural compounds are expected to be more advantageous than synthetic
fungicides, as they generally have a lower environmental impact and are easily biodegradable.
Many promising microorganisms, including endophytes, have been reported as interesting
candidates as bio-control agents against pathogenic fungi of plants (Backman et al., 2008).
Endophytic fungi reside in the intercellular space of living plant tissues without causing discernible
symptoms of plant disease. The diversity of endophytes is striking, and it is known that many
plants, especially woody plants, may contain hundreds or even thousands of different species
(Saikkonen 2007). In some cases, the endophytes provide important and protective benefits to the
development and health of their host plant contributing to the belief that they have mutualistic
relationships with their host, are of functional significance, and co-evolve with their hosts
(Suryanarayanan et al., 2009). Endophytes are today well-recognized for their ability to produce
bioactive secondary metabolites including terpenoids, phenolic compounds and alkaloids that can
be used by the host plant for defense or inhibition against pathogenic fungi and bacteria
(Gunatilaka et al., 2006). The objective of this work was to isolate, identify and cultivate
endophytic microorganisms from Japanese oak native to Tsuruoka, Japan and demonstrate that the
secondary metabolites produced by these endophytes can show antimicrobial activity against R.
quercivora.
Cytospora sp. TT-10, obtained from twigs of the Japanese oak, was cultured on steamed
unpolished rice for four weeks. The culture medium was extracted with acetone, the organic
extract concentrated, and the aqueous residue extracted with ethyl acetate. The EtOAc layer was
subjected to silica gel column chromatography. Further purification of the compounds by TLC and
further chromatographic fractionation yielded four pure compounds,1-4.
ISBN 9786021570425 IS-23

2. Results and discussion

Compound 1 had a molecular formula of C20H20O4, as determined by ESITOFMS. The 1H NMR
spectrum of 1 showed signals of two meta-coupled aromatic protons, six aliphatic methylene
protons, one terminal CH3 group, and one oxygenated methine proton. The 13C NMR and DEPT
spectra showed that 1 had a total of 20 carbons accounting for one methyl, six methylenes, three
methines, and five sp2 quaternary carbons, including one ester group. The carbons of 1 were
assigned from 13C NMR, DEPT and HSQC experiments, as one methyl, aliphatic CH2 groups, one
sp3 methine, two sp2 methine carbons, four sp2 quaternary carbons comprising olefinic carbons, and
one ester group. Furthermore, the carbonyl carbon signal indicated that the lactone moiety whose
carbonyl carbon was attached to the aromatic ring at C-7a and the lactone oxygen was connected to
the C-3 methine carbon. Correlations from H-7 to C-1 and C-3a, from H-5 to C-3a and C-7, and
from H-3 to C-1 and C-4 in HMBC experiments supported a phthalan-1-one skeleton. The COSY
spectrum also revealed the presence of a heptyl group (C-8 to C-14). The position of this group
was established at C-3 by the HMBC correlations of H-3 to C-9 of the heptyl group. On the basis
of the above observations, the structure of 1 was established as 4,6-dihydroxy-3-heptyl-phthalide.
Compound 1 is closely related to cytosporone E (5), previously reported from an endophytic
fungus (Brady et al., 2000). Hence, 1 is 5-dehydroxy-cytosporone E. The specific rotation of 1
was zero, suggesting a racemic mixture. In an earlier report (Brady et al., 2000), cytosporone C
was reported as a racemic mixture by crystallographic analysis. The specific rotation of 5 was not
reported either and so it could have been isolated as a racemic mixture as well.
The antimicrobial activities of the isolated compounds were evaluated using the paper disk
method. Compounds 1 and 4 showed no activity against R. quercivora JCM 11526, while 2 and 3
showed activity at a concentration of 30 g/disk.
3. Conclusion
A novel cytosporone E analogue, 4,6-dihydroxy-3-heptyl-phthalide (1), together with three known
metabolites 2, 3 and 4, were isolated from the rice culture of the endophytic fungus Cytospora sp.
TT-10, obtained from the stem of Japanese oak. Compounds 2 and 3 exhibited antimicrobial
activity against R. quercivora JCM 11526. Integracin A (2) was reported to show HIV-1 inhibitory
activity (Singh et al., 2002), but the antimicrobial activity of 2 is described here for the first time.
Antimicrobial active compounds from endophytes could play an important role in the protection of
the host plant from damage caused by pathogens. The abundant phenolic derivatives possessing
diverse interesting structures produced by fungi imply that they might provide diverse and variable
effects on the host plant. Cytosporones A-S (Xu et al., 2009, Brady et al., 2000, Paranagama et al.,
2007, Abreu et al., 2010, Ishii et al., 2013) have been isolated from various endophytic fungi (e.g.
Cytospora sp., Diaporthe sp., Paraphaeosphaeria quadriseptata, Chaetomium chiversii, and
Pestalotiopsis sp.).
ISBN 9786021570425 IS-24

Figure 1: Structures of compounds 1, 2, 3, 4 and 5.
Acknowledgement
This research was partially supported by the Grant-in-Aid for Scientific Research (C,
24580154).
References
Kuroda K. (2001) Responses of Quercus sapwood to infection with the pathogenic fungus of a new
wilt disease vectored by the ambrosia beetle Platypus quercivorus. Journal of Wood
Science, 47, 425-429.
Kubono T, Ito S. (2002) Raffaelea quercivora sp. nov. associated with mass mortality of Japanese
oak, and the ambrosia beetle (Platypus quercivorus). Mycoscience, 43, 255-260.
Backman PA, Sikora RA. (2008) Endophytes: An emerging tool for biological control. Biological
Control, 46, 1-3.
Saikkonen K. (2007) Forest structure and fungal endophytes. Fungal Biological Review, 21, 67-74.
Suryanarayanan TS, Thirunavukkarasu N, Govindarajulu MB, Sasse F, Jansen R, Murali TS.
(2009) Fungal endophytes and bioprospecting. Fungal Biological Review, 23, 9-19.
Gunatilaka AAL. (2006) Natural products from plant-associated microorganisms: Distribution,
structural diversity, bioactivity, and implications of their occurrence.Journal of Natural
Products, 69, 509-526.
Singh SB, Zink DL, Bills GF, Pelaez F, Teran A, Collado J, Silverman KC, Lingham RB, Felock P,
Hazuda DJ. (2002) Discovery, structure and HIV-1 integrase inhibitory activities of
integracins, novel dimeric alkyl aromatics from Cytonaema sp. Tetrahedron Letters, 43,
1617-1620.
Xu J, Kjer J, Sendker J, Wray V, Guan H, Edrada R, Mller WE, Bayer M, Lin W, Wu J, Proksch
P. (2009) Cytosporones, coumarins, and an alkaloid from the endophytic fungus
Pestalotiopsis sp. isolated from the Chinese mangrove plant Rhizophora mucronata.
Bioorganic & Medicinal Chemistry, 17, 7362-7367.
Brady SF, Wagenaar MM, Singh MP, Janso JE, Clardy J. (2000) The cytosporones, new octaketide
antibiotics isolated from an endophytic fungus. Organic Letters, 14, 4043-4046.
ISBN 9786021570425 IS-25

Paranagama PA, Wijeratne EM, Gunatilaka AA. (2007) Uncovering biosynthetic potential of plant-
associated fungi: effect of culture conditions on metabolite production by
Paraphaeosphaeria quadriseptata and Chaetomium chiversii. Journal of Natural Products,
70, 1939-1945.
Abreu LM, Phipps RK, Pfenning LH, Gotfredsen CH, Takahashi JA, Larsen TO. (2010)
Cytosporones O, P and Q from an endophytic Cytospora sp. Tetrahedron Letters, 51,
1803-1805.
Ishii T, Nonaka K, Suga T, Masuma R, mura S, Shiomi K. (2013) Cytosporone S with
antimicrobial activity, isolated from the fungus Trichoderma sp. FKI-6626. Bioorganic &
Medicinal Chemisty Letters, 23, 679-681.
ISBN 9786021570425 IS-26

Rapid Recovery of Degraded Reefs Following High

Human Mortality from the Indian Ocean Tsunami
(abstract only)
Andrew H. Baird
ARC Centre of Excellence for Coral Reef Studies, James Cook
Universityandrew.baird@jcu.edu.au
Abstract-Coral reefs are in global decline largely as a result of climate change and ongoing destructive
human activities, such as overfishing and poorly managed coastal development. However, the effects of
human activity on coral reefs are often hard to assess because there are few reefs beyond the influence of
humans and efforts to mitigate human impacts, such as reducing fishing pressure, are often thwarted by a
lack of compliance. Here, I show that the recovery of degraded coral reefs in Aceh, Indonesia, was rapid and
closely linked to reductions in human pressures following the Indian Ocean Tsunami of 26 December 2004.
Within five years of the tsunami, coral cover increased 3-fold from less than 10% to over 30% in two regions
that experienced dramatic reductions in human populations. At some sites that were seriously degraded prior
to the tsunami, coral cover increased 16-fold, from less than 5% to over 50% cover. In contrast, there was
negligible change in coral cover within an adjacent region where tsunami-associated human mortality was
low. These results demonstrate that if human activities can be curtailed, coral reefs, even those that have been
degraded for decades, can recover rapidly to provide the goods and services upon which many humans
communities depend.
ISBN 9786021570425 IS-27

House-farmed Edible-nest Swiftlets of Indonesia and

Malaysia: Linked Studies of a New Domestication
Earl of Cranbrook, 2, Sarah Ball 2, W.L. Goh3, Mohammad Saiful Mansor4,
Muhammad Rasul Abdullah Halim4
1
GreatGlemham Farms, Saxmundham IP17 1LP, UK; 2 Micropathology Ltd, University of
Warwick Science Park CV4 7EZ, UK; 3Department of Biological Science, Faculty of Science,
Universiti Tunku Abdul Rahman (UTAR), Jalan Universiti, Bandar Barat, 31900 Kampar, Perak,
Malaysia; 4Institute of Biological Sciences, Faculty of Science, University of Malaya , Malaysia
Abstract-This keynote will report the background and aims of a linked set of international research projects
to extend understanding of the phylogenetics and ecology of swiftlets, especially the white-nest swiftlets of
house-farms. Edible birds'-nest has been an important commodity exported from the main producing
region of Indonesia and Malaysia to the Chinese market for many years.The nests are made by swiftlets of
the genera Collocalia and Aerodramus The edible component (known functionally as 'nest-cement') is the
secretion of a pair of large sublingual salivary glands, which fluctuate in activity. The proportion of edible
nest-cement vs other materials in the nest varies between species. The most important nests of commercial
value are 'white' nests, built by two allopatric species, Aerodramus inexpectatus (Hume) and Aerodramus
fuciphagus (Thunberg). The trade was originally based on nests harvested from natural cave sites but, during
the past century, a new economy has grown from the management of white-nest swiftlets in buildings, known
as 'house-farms'. The occupation of buildings was initiated spontaneously by both species of white-nest
swiftlet, at different times and at geographically separated locations. In subsequent s by the people involved,
a unique architecture has been designed to attract and hold the birds. Other management practices, together
with dispersal of the birds, have resulted in a large increase in numbers and an expanded range of house-
farmed swiftlets in the region. In effect, these advances have achieved a level of domestication of house-
farmed swiftlets. Among other birds (and mammals), domestication has been accompanied by changes in
phenotypic characters and in behaviour and physiology, attributable to adaptive modification of the genome.
Now, uniquely, in the case of house-farmed swiftlets, it is possible to investigate the underlying genetic
processes of domestication, as it happens, in the present time. Among the linked projects proposed, three are
designed to provide further clarification of the phylogenetics of house-farm swiftlets and potentially ancestral
wild swiftlet species. One project has emphasised the urgency of positive measures to conserve the wild
species of swiftlets in the region, including the taxa that are progenitors of the house-farmed 'domesticates'
and therefore the ultimate genetic resource. Assessment of the wider ecological impacts of house-farming on
other bird species is also included in the linked themes. The presentation concludes with encourgement to the
edible birds'-nest industry to establish a funded international centre for swiftlet research.
1. Introduction
The focus of this multi-disciplinary international conference(ICMSE 2015) is on 21st
Century targets for innovation and advances in theory and practice. In biological sciences, this
objective must include the translation of field and laboratory research into practical measures. From
the closing years of the 20th century, progress in molecular genetics has provided new perspectives
into the phylogeny of the swiftlets(Aves, Apodidae, Collocaliini). This paper reports the
background and aims of a linked set of research projects to extend understanding of the
phylogenetics and population genetics of swiftlets , especially the origins of edible-nest swiftlets of
house-farms. Associated field work has heightened the urgency to conserve the wild species of
swiftlets in the region. Among the most important taxa are those shown to be progenitors of the
house-farmed 'domesticates' and therefore the ultimate genetic resource. Assessment of the wider
ecological impacts of house-farming on other bird species is also relevant, and included in the
linked themes.
Edible birds'-nest (EBN) is a natural product ascribed with health-giving properties as well
as being an element of epicurean cuisine (Marcone, 2005). From at least the 16th century, EBN has
been an important commodity exported from the main producing region of Indonesia and Malaysia
to the Chinese market (Medway, 1963). The nests are made by swiftlets of the genera Collocalia
andAerodramus The edible component of the nest is the secretion of a pair of large sublingual
ISBN 9786021570425 IS-28

salivary glands, known functionally as 'nest-cement'. The proportion of edible nest-cement vs other
materials in the nest varies between species and, consequently, the combination of form and
composition of the nest has proved to be a useful field guide to the taxonomy of these birds
(Medway, 1966).
Two types of nest are the principal items of commercial value. (1) 'Black' nests of
Aerodramus maximus (Hume), in which laminae of salivary nest-cement are inter-layered by
feathers of the building birds themselves. Black nests require intensive processing to remove the
feathers, and are accordingly of second grade (Lim &Cranbrook, 2014). Black-nest swiftlets have
not occupied, nor been encouraged to occupy buildings, and are not the subjects of 'house-farming.
Of high quality are (2) 'white' nests, which are composed almost entirely of salivary nest-cement
with no more than a few contour feathers, apparently adhering inadvertently. Two allopatric
species, Aerodramus inexpectatus (Hume) and Aerodramus fuciphagus (Thunberg) build white
nests.
The trade was originally based on nests harvested from natural cave sites but, during the
past century, a new economy has grown from the management of white-nest swiftlets in modified
or specially designed buildings, known as 'house-farms' (Thorburn, 2014a, b). Historically, the
occupation of houses or commercial buildings was initiated spontaneously by both species of
white-nest swiftlet, at different times and at geographically separated locations. In subsequent
responses by the people involved, a unique architecture has been designed to attract and hold the
birds. Other management practices, together with dispersal of the birds, have resulted in a large
increase in numbers and an expanded range of house-farmed swiftlets in the region.
In effect, these advances have achieved a level of domestication of house-farmed swiftlets.
Among other birds (and mammals), domestication has been accompanied by changes in heritable
characters such as body shape or plumage colour, and in behaviour and physiology, attributable to
adaptive modification of the genome. A first investigation of the genome of house-farm swiftlets
taken from colonies in a broad geographical band from North Sumatra across Peninsular Malaysia
to Sarawak has found an apparent mix of clades from two potential wild ancestors (Cranbrook et
al., 2013). Among the linked projects proposed below, three are designed to provide further
clarification of the genome of house-farm swiftlets and potentially ancestral wild swiftlet species.
In existing domesticated birds (and mammals) the adaptive evolutionary genetic events occurred
many millennia ago and can only be hypothesised in retrospect. Now, uniquely, in the case of
house-farmed swiftlets, it is possible to investigate the underlying genetic processes of
domestication, as it happens, in the present time. The process is rapid, and it is important to grasp
this opportunity before it passes. Understanding the phylogenetics of house-farmed birds will also
benefit all participants in the edible birds'-nest industry, with benefits such as planned programmes
of selective breeding and disease control. Future activities may continue as linked research projects
but might benefit from overarching direction through a dedicated Foundation.
Acknowledgements
We are grateful to Saul Mallinson and Hester Odgers for permission to summarise their
unpublished work; to Saleh Amin for his skilled organisation of our field programme in Java; to
Prof. Mustafa Abdul Rahman and Prof Gideon Khoo for assistance in formulating the research
project in Peninsular Malaysia; and to Chiwon Chin for his valued cooperation, acting on behalf of
the Sabah Society, and for his comments on an earlier draft of this paper.
Principal funding sources are the 2014 Merdeka Award to Cranbrook, Micropathology Ltd and
Malaysian Ministry of Education, Fundamental Research Grant Scheme, to all of whom grateful
thanks are expressed. The cooperation and support of Dr Colin Fink, Medical Director of
Micropathology Ltd. and Dr Boedi Mranata, Artem Internusa PT, is much appreciated
2. White-nest swiftlets
Two wild species of swiftlets build white nests. The morphological characters
distinguishing the two are clear from skin collections made in the 1930s and earlier, long before the
explosive development of 'house-farming' (Cranbrook et al., 2013). The principal distinguishing
plumage character is expressed in their English vernacular names: (1) Grey-rumped swiftlets
Aerodramus inexpectatus (hume) and (2) Brown-rumped swiftlets Aerodramus fuciphagus
ISBN 9786021570425 IS-29

(Thunberg). At the extremes of their ranges, the two species also differ in average size: Vietnamese
Germain's swiftlet A. inexpectatusgermani(Oustalet) has wing length (measured from the carpal
joint to the tip of the longest primary feather) in the range 115-125 mm, mean 121.3 mm (Nguyn
Quang et al. 2002), compared with topotypical Thunberg's swiftlet A. fuciphagusfuciphagus of
Java, at 110-121 mm (Lim &Cranbrook, 2014).
Grey-rumped swiftlets invariably have a pale band across the rump, varying from dull grey
to near white according to subspecies, and always marked with dark shaft streaks. Breeding
colonies of all forms of A. inexpectatusare maritime in location, in rocky stacks, sea caves, crevices
and caverns on islands and coastal cliffs. The historic range of Grey-rumped swiftlet extended from
the type locality of the species, A. i. inexpectatus, the Andaman and Nicobar Islands (Sankaran,
1998), to the shores and islands of Southeast Asia. Germain's swiftlet, the subspecies A. i.
germani,was found along the Andaman Sea coast from the Bassein mouth, Myanmar, through the
Mergui Archipelago and islands of the west coast of Thailand into the Malacca Strait. Off the west
coast of Peninsular Malaysia, the most southerly record was (tentatively) the Sembilan Islands
(Gibson-Hill, 1949). In its eastward extension, the species ranged from a northern limit on the
southern coast of Hainan Island (now probably extinct), south to Vietnam where all nesting sites
are on islands, although Germain's swiftlets fly inland in daily feeding range ( Nguyn Quang et
al., 2002). Extending further south, this subspecies was collected in Thailand on the shores and
islands of the Gulf of Thailand and the South China Sea, and extended east to islands of Sarawak
and west and north Sabah. Without seeing specimens, Lim &Cranbrook (2014) conjectured that the
white-nest swiftlets of Pulau Datu. Kalimantan Barat, may also be this species. In Sabah, on
Berhala Island, Sandakan, and other islands off Lahad Datu and Semporna, Germain's swiftlet is
replaced by a subspecies with a darker rump, Riley's swiftlet A. i. perplexus (Riley), type locality
the Maratua archipelago, East Kalimantan (Lim &Cranbrook, 2014).
Off the east coast of Peninsular Malaysia, historically A. inexpectatus nested in sea caves
on islands of the Perhentian, Redang and Tenggol groups, and the Pahang-Johor archipelago
(Tioman and Tinggi groups) (Gibson-Hill, 1949; Wells, 1999). On the basis of a darker grey rump,
Chasen (1935, 1939) and, following him, Gibson-Hill (1949) separated the east coast Peninsular
Malaysian populations as a distinct subspecies, to which Chasen applied the name amechana
Oberholser, without comparing specimens. Cranbrook et al. (2013) have since examined a
topotype of amechana (type locality PulauJimaja, in the Anambas group, Indonesia) and shown
that it is not a race of the Grey-rumped swiftlet. If the populations of the Peninsular Malaysian east
coast are separable at subspecific level, they need a name! Birds of this description were collected
in the late 19th and early 20th century in the vicinity of Klang, Selangor, and inland on the slopes
of the Main Range (skins in the Natural History Museum, Tring, UK), confirming that (like their
Vietnamese conspecifics) they flew inland to feed. Examples of Brown-rumped swiftlets (below)
were collected at the same time at these localities, and on Pulau Tioman (Gibson-Hill, 1949: 110,
as Collocalia francica vestita), indicating a historic sympatry in feeding range between the species
at about latitude 3o N.
Brown-rumped swiftlets Aerodramus fuciphagus have the rump concolorous with or
slightly paler than a dull, blackish brown back, and invariably lack dark shaft streaks. The type
locality of the typical subspecies fuciphagus is the island of Java, Indonesia, where natural nesting
colonies are found both in inland caves and in sea caves in coastal cliffs. The typical subspecies
extends eastwards to Bali, Nusa Tenggara Barat and Tanahjampea, South Sulawesi (Chantler,
1999). Slightly differentiated subspecies of Brown-rumped swiftlets have been described from
Nusa Tenggara Timur, A. f. micans (Stresemann) from Sumba, Sawu and Timur and A. f.
dammermani (Rensch) from Flores, but ecological information on nesting habits of these birds is
lacking.
Northwards, the historic limit of the range of A. f. fuciphagus was defined by specimens
collected on Singapore Island by Chasen (skins in Raffles Museum of Biodiversity seen by
Cranbrook), one from Pulau Tioman and others collected in flight as far north as 3o N in Peninsular
Malaysia, although no nesting sites were known (Cranbrook et al., 2013). A subspecies
distinguished by darker rump, wholly concolorous with the back and tail, Aerodramus fuciphagus
vestitus (Lesson), occurs through Sumatra and the interior of Borneo (Kalimantan). In Borneo,
nesting colonies occur only in inland caves, although these sites may not be far from the coast. In
eastern Sabah, Chasen (1935) observed that the two species of white-nest swiftlets exist in effective
ISBN 9786021570425 IS-30

sympatry, the Grey-rumped nesting on Berhala Is. and the Brown-rumped on the mainland nearby
in Gomantong caves.
With few exceptions, white-nest swiftlets naturally roost and breed in colonies of limited
size occupying small caves. For instance, in January 1960, at the 6660 ha limestone reserve (known
at that time as 'Lapangan Guha') at Klapanunggal, near Cileungsi, W. Java, Medway (unpubl.) was
told that there were 121 worked caves occupied by Thunberg's swiftlet Aerodramus f. fuciphagus in
total yielding an average of 250 kg nests per quarter, of which the single principal cave, Guha
Gajah, at the latest harvest had provided 181 kg (18,837 nests). Similar situations were documented
by Francis (1987) in Sabah for Brown-rumped swiftlet Aerodramus fuciphagus vestitus. For
example: at Gomantong, in 1985 the main cave Simud Putih produced 423.4 kg while six small
caves within 3 km distance contained, respectively, about 1.8 kg, 100 nests (~0.95 kg), 300 nests,
40 nests, and 2 kg; at Bukit Baturong, Darvel Bay, there were 36 small caves which, from 1947 to
1965 together produced an average annual total of 36.9 kg; and at Bukit Panggi, Kinabatangan, of
14 known caves, one contained 500 nests, the remainder between 15 and 100 nests1.
A similar pattern of dispersed colonies in small caves also characterised Grey-rumped
swiftlets Aerodramus inexpectatus germani on Sabah islands. On Pulau Mantanani Besar, Francis
(1987) reported 14 nest caves, only one of which was sizeable, collectively yielding 13-49 kg per
annum between 1930 and 1964.On Pulau Berhala, there were two caves, one a sea-cave at the foot
of the cliff and the other entered by an aperture 90 m up the cliff-side (60 m from the top) yielding
respectively 1.2 kg and 3.6 kg of nests, while at the Batu Mandi sea rocks, there were multiple
vertical cracks which, in the 1940s had yielded over 100 kg of mixed black and white nests, the
latter being Grey-rumped swiftlets (Francis, 1987).
3. Management of Natural Colonies

In Indonesia and in Sabah and Sarawak, the rights to caves occupied by Black-nest Swiftlets and/or
local subspecies of Brown-rumped swiftlets, or sea caves occupied by Grey-rumped swiftlets, were
valuable assets taxable by local or national administrations. Export duties on the nests could
amount to a significant proportion of state revenue. In North Borneo (now Sabah) for instance,
Customs duty on EBN in 1897 was 57,141 Straits dollars, 19% of total value of all exports being
S$ 2,942,293 (Mallinson et al., 2015). National or state authority often controlled the collection
and trade in nests, and consequent official records provide details of yields, costs and sales that are
of biological value. These figures highlight the challenges to the sustainable management of wild
colonies of white-nest swiftlets of both species. White nests typically occurred in small colonies
(above), in scattered breeding caves. Licensed owners or managers customarily took the nests on a
routine programme, every three or four months, uncoordinated with the swiftlets' breeding cycles,
with consequent unpredictable fluctuations in yield. It was unusual that the harvester could see the
contents of a nest before removing it, with inevitable loss of eggs and young leading to long-term
decline in breeding populations.
More damaging, as rural areas were opened up, sites became known and theft rose to be a
major threat. Large, productive caves could be guarded, as were some in the Middle Baram of
Sarawak (Lim & Cranbrook, 2014). Small, scattered sites favoured by white-nest swiftlets could
not individually provide sufficient return to pay for permanent protection, and were particularly
vulnerable. In 1960, theft was already a continual threat to the colonies of Aerodramus f.
fuciphagus at Klapanunggal, and a two-storey guard house overlooking the main cave was
permanently manned by military and civilian personnel (Medway, unpubl.). Throughout Sabah, by
1985 theft was identified as the main cause of decline in nest yields by Francis (1987), with
maritime sites of Grey-rumped swiftlets exceptionally vulnerable from passing fishermen. These
multiple effects are illustrated by recorded harvests from the Baturong caves, Sabah, with variable
annual yields trending to decline from mid 1950s (due to over-harvesting) and collapsing entirely
in the 1970s (attributable to theft) (Figure 1).
1
In 2009, the conservation body 'Hutan', Sabah Wildlife Department and Sabah Forestry Department
combined to curb the unsustainable harvest of nests in Pangi VJR, and help the swiftlet populations
recover, In 2015, swiftlets were found in about 15 caves and about 1000 nests were harvested, 200- 300
from the two largest caves each, and a few dozens in the other caves (M. Ancranaz, pers. comm, 2015)
ISBN 9786021570425 IS-31

From this original situation, the conduct of the edible birds'-nest industry has changed
totally. The trade is now (2015) dominated by white nests harvested under managed circumstances
from modified or specially constructed buildings, commonly known as 'swiftlet houses' or 'house-
farms'. Output has risen and, with a ready market, the sums involved are now enormous. In the
Malaysian State of Sabah alone, in 2009 the Wildlife Department estimated that there were 500
house-farms. The same source (Sabah Wildlife Department, 2009) reported that the export value of
bird's nests from Sabah had surged to MYR 13-17 million - more than ten times that of the 1983
harvest from natural cave sources. In the following years the birds'-nest industry continued to
thrive. An article in the local Daily Express for 7 December 2012 estimated that, with (white) nests
selling for MYR 3500-4400 per kg, the birds'-nest industry was then worth MYR 5.2 billion
(Mallinson et al., 2015).
4. The development of House-farming

The transition towards domestication was initiated by the birds, in Java, and people have
responded. Tradition records that, in the first instance, Thunberg's swiftlets Aerodramus f.
fuciphagus attached nests to the interior walls of a house around 1880, perhaps at Sedayu
(Thorburn, 2014a,b). Similar Instances were reported in other parts of Java in the 1920-1930s.
Spontaneous occupation of buildings was seen in Singapore, in 1930-31, when Chasen (1935,
1939) saw roaming swiftlets exploring the interior of a large building, where they ultimately settled
and nested. The specimens he collected were indistinguishable from the white-nest swiftlet of Java
(Stresemann, 1931), i.e., by present nomenclature Aerodramus f. fuciphagus (specimens in Raffles
Museum of Biodiversity, see Cranbrook et al., 2013).
In Java, in 1960, in response to even a few incoming birds, householders moved out of the
premises, then closed window apertures to darken the interior, and modified ceilings to increase
substrate favoured by swiftlets for the attachment of their nests (Medway, 1961). More intensive
management developed later, when some unknown experimenter discovered that the Javan glossy
swiftlet, Linchi swiftlet Collocalia linchi Horsfield & Moore will accept the larger eggs of
Thunberg's swiftlet and successfully hatch and rear the young. The fledged young tend to remain
attached to the natal home which can progressively be modified to suit them. Linchi swiftlets
occupied barns and other outbuildings in rural and urban areas of Java, so that this process became
a standard method of founding a new house-farm of white-nest swiftlets (walet) (Nugroho et al.,
1994; Wiboyo, 1995). Simple systems for the carriage of eggs were devised, and by this means the
distribution of 'farmed' swiftlets was greatly increased, not only within Java, but also beyond the
shores of that island. In 2001, in East Kalimantan Lim &Cranbrook (2014) were shown a house of
white-nest swiftlets founded by eggs from Java, fostered by the local glossy swiftlet Collocalia
(esculenta) cyanoptila Oberholser. Fostering continued to be avicultural practise through the 1990s,
dispersing eggs (and genes) from Java to an undocumented extent. For instance, in Lombok, Nusa
Tenggara Barat, a house farm flourishing in 2014 was converted from a colony of glossy swiftlets
about 1999, according to the proprietor, with fostered eggs from Surabaya (Cranbrook, pers. obs.).
Independently of these developments in Indonesia, and (as far as known) somewhat later,
Grey-rumped swiftlets also began to occupy buildings in the southern sector of the species' range,
i.e., excluding Vitnam. Events in Thailand are not known but in Peninsular Malaysia breeding 'in
a godown on Penang Island' was noted in 1947 (Gibson-Hill, 1949, as Collocalia francica
germani). Later studied by Langham (1981), this colony was thought to have originated
spontaneously around 1940. At the same time, a change in behaviour occurred among house-
seeking Grey-rumped swiftlets which, by 1948 had moved inland to nest in the Federal Survey
office in Kuala Lumpur (Gibson-Hill, 1949). Later records of the spontaneous occupation of
buildings were noted by Cranbrooket al. (2013): 1940s, Teluk Anson, Perak; 1960s, government
buildings in (then) Mountbatten Road, Kuala Lumpur; 1970s the porch of Kuala Lumpur Town
Hall (Medway & Wells, 1976) and, in 1974, established colonies nesting in the roof-spaces of six
shop-houses on the sea-front of Kuala Terengganu. The owners of Kuala Terengganu shop-houses
had done little more than provide shaded entrances to the roof space, where the swiftlets' white
nests were applied to the unmodified interior (Cranbrook, pers. obs.). Lacking a tradition of nest-
harvesting, the entrepreneurial developments in Java were not reflected in Peninsular Malaysia at
that time.
ISBN 9786021570425 IS-32

The situation changed fundamentally towards the end of the 20th century, when a further
innovation (again springing from Javan enterprise) adopted a birder's field trick, i.e., the use of
recorded vocalisations to entice swiftlets into prepared, purpose-built and designed house-farms.
This technique proved highly successful at attracting flying swiftlets and drawing them into new
quarters (Trubus, 2005). The use of recordings rapidly became standard practise, and resulted in a
huge expansion of house-farms throughout the range of both white-nest species in South-east Asia
(Thorburn, 2014 a,b). In time, cassette tapes were succeeded by CDs, and now by permanent chips.
In addition to translocations directly assisted by people, farmed swiftlets have
spontaneously expanded their range, including sea-crossings. In Vitnam, Nguyn Quang & Voisin
(2007) reported urban colonies of white-nest swiftlets that differed morphologically and
behaviourally from the native Germains's swiftlet A. inexpectatus germani, and were identified as
house-farm birds immigrating unassisted around 1970. House-farm white-nest swiftlets later
crossed the South China Sea, arriving at northeast Sarawak about 1996. At this time, in Miri city,
swiftlets were seen nest-building on town houses, under eaves and a hotel entrance porch, and
around windows (Cranbrook, pers. obs,). Movement continued south-westward along the coast. At
Bintulu, in 1997 C. K. Lim &Cranbrook saw 18 pioneer nests, appropriately under the eaves of the
Malaysian Airlines office. These had been unrecognised by the decorators who had whitewashed
them with the walls of the building. At both towns, a year later knowing residents had opened
upstairs windows, and were hosting lively colonies. By 2000, colonies were established in Mukah,
but it was a few years before swiftlets appeared further west, along the Sarawak coast near
Sematan. By 2010 there were many house-farms throughout the coastal plain of Sarawak. Around
2010, eastward range extension had reached Sulawesi (Cranbrook et al., 2013) and westwards to
Cambodia (Poole, 2010),
5. Phylogenetics and Population Genetics

Molecular phylogenetic studies of swiftlets (and swifts)based on genes encoded in the
mitochondrial (mt) DNA, e.g., cyt-b, NADH-2 and 12S rRNA, and nuclear DNA, e.g., fibrinogen
introns and G3PDH (Lee et al., 1996; Thomassen et al., 2003; Price et al., 2004; Thomassen et al.,
2005; Packert et al., 2012) confirmed the monophyly of the swiftlets (Collocalinii) but raised
doubts on the generic classification based on the nest types and echolocating ability. Within
Aerodramus, species boundaries remain unresolved.
Two molecular studies have been carried out on house-farmed swiftlets. Aowphol et al.
(2008), based on eight nuclear microsatellite loci plus the mt genes cyt-b and NADH-2, found a
high level of gene flow between house-farm swiftlets from colonies on both coasts of southern
peninsular Thailand and round the Bay of Thailand, and concluded that these constituted a single
panmictic population. In samples from house-farms further south, Cranbrook et al. (2013) found a
more complex situation. Morphologically, house-farm birds proved to be small (wing lengths
comparable to A. fuciphagus) with rump coloration variable from nearly concolorous with the back
to pale grey with shaft streaks of variable definition.The molecular data provided evidence of two
genetic clades, occurring intermixed in a broad band of locations from Medan, North Sumatra,
across both coasts of Peninsular Malaysia, and in Sarawak. These house-farm birds were
genetically distinct from wild Brown-rumped swiftlets Aerodramusfuciphagusvestitus of Sarawak
and Sabah, but showed some affinity with GenBank samples attributed to Grey-rumpedswiftlets of
Balambangan Island, Sabah.
6. The hypothesis
The existence of two clades among house-farm swiftlets of this geographical range, intermediate
between the source regions, is likely to reflect a diversity of origins. Genetic components can be
expected from Grey-rumped swiftlets Aerodramusinexpectatusof both west and east coasts of the
Thai-Malay peninsula and Thunberg's swiftlet Aerodramus f. fuciphagus ofJava, where houses
were first occupied more than a century ago and many innovative management processes
originated. The historic range of A. fuciphagusfuciphagus (at least in diurnal activity) extended to
southern Peninsular Malaysia below about 3N. including Singapore where buildings were
occupied in the 1930s. It is therefore a reasonable hypothesis that Peninsular Malaysia became a
mixing ground at some time mid to late 20th century, when a house-farm lineage from A.
ISBN 9786021570425 IS-33

fuciphagus met and merged with a population attributable to A. inexpectatus, from precursors
originally occupying buildings in Penang and inland localities in Perak and Kuala Lumpur. More
data are needed to test this hypothesis and to address the associated questions
7. Research questions
Existing molecular data on the genomics of wild swiftlets is partial, restricted to one gene, mt
Cytochrome b,and therefore inadequate to support firm conclusions on genetics and systematics.
Micropathology Ltd is well-equipped to undertake a variety of analyses, including whole-genomic
('next generation') analysis. Preliminary trials have shown that DNA can be recovered from
feathers. From the northern sector, it will be valuable to get genetic samples from Grey-rumped
swiftlets Aerodramus inexpectatus germani of assured origin, to eliminate false identifications that
appear to be present in the GenBank record, and to confirm existing indications of haplotypes in
the genome of house-farmed swiftlets. In Peninsular Malaysia, it will be informative to compare
the genome of wild Grey-rumped swiftlets of the East Coast islands with house-farm birds of the
adjoining mainland, especially Kuala Terengganu where there was early, spontaneous occupation
of houses. In Java, it will be critical to test for changes in the genome between topotypical wild
Thunberg's swiftlets A. f. fuciphagus and local house-farm swiftlets.
There are also emerging ecological problems. Samples of swiftlet gut contents have
indicated a selective diet of aerial arthropods (Lourie & Tomkins, 2000; Lim & Cranbrook, 2014).
The resilience of this resource may be challenged by an unprecedented increase in the local
population of swiftlets from house-farms. For example, in Pak Phanang, 'Swiftlet City', southern
Thailand, in 2001 a house-farm owner reported that, although his swiftlets laid the normal clutch of
two eggs, generally only one young survived to fledge (Cranbrook, unpubl.). In Perak, Malaysia,
where pioneer house-farms were developed and the overall density is now high, particularly in and
around Sitiawan, there is anecdotal evidence of a progressive decline in swiftlet populations. In
both cases, there is conjecture that the limiting factor is the food resource, i.e., aerial insects within
the swiftlets' feeding range (Lourie& Tomkins, 2000). Also dependent on this resource are the
seasonal populations of migratory swifts and swiftlets and wintering hirundines, especially Barn
swallows Hirundo rustica L. which traditionally congregate in large numbers at roost on urban
utility wires in Peninsular Malaysian towns (Medway, 1976). The role of food supply vs. possible
parasites or disease has not been evaluated.
Project proposals 2014-15

1. The present state of birds'-nest caves and the conservation status of edible-nest swiftlets in
Sabah, Malaysia
Participating organisation and personnel: Sabah Society, Kota Kinabalu, Malaysia, with Saul
Mallinson, Hester Odgers, Chiwon Chin & Earl of Cranbrook.
Drawing on the comprehensive catalogue by Francis (1987), in conjunction with Sabah Society a
rapid field survey was conducted of birds'-nest caves of Sabah during October-December 2014.
This project has shown that the decline in natural populations of white-nest swiftlets, already noted
in 1984-5 (Francis, 1987), had continued inexorably in the ensuing years. Colonies of Grey-rumped
swiftlets were badly affected: those of the islands off Semporna and in Darvel Bay were no longer
accessible for security reasons; Pulau Berhala also could not be visited, but there were no recent
records of nest harvest; Batu Mandi no longer contained any evidence of occupation; and only
two caves on Balambangan were still being harvested. On Mantanani Besar, of 14 caves listed by
Francis (1987) only one ('Governor's cave') remained productive and was harvested at intervals by
the authorised cave guardian, En. Mohd Salleh bin Sabti. On 23rd October 2014, only six white
nests were seen in this cave.
A report has been submitted to the Sabah Society Journal (Mallinson et al., 2015).
2. The genome of Grey-rumped swiftlets Aerodramus inexpectatus germani (Oustalet)

Participating organisations and personnel: Micropathology Ltd with Sabah Society [Sarah Ball,
Chiwon Chin & Earl of Cranbrook]
ISBN 9786021570425 IS-34

The Raffles Museum of Biodiversity, Singapore, holds skins of Aerodramus inexpectatus

germani collected on Pulau Mantanani, Sabah, in 1930 - a year in which the harvest of white
nests was 33.9 kg, implying a minimum population on the island of 3730 breeding pairs (Francis,
1987 & Figure 2). With the information from Project 1 (above), Governor's Cave, Pulau Mantanani
has been selected as collecting site for authenticated examples of A. inexpectatus germani.
Considering the evident collapse of the island population, it has been decided to restrict collection
to feather samples only - as standard practice, the second primary. This may be varied if other
feathers in the primary tract are newly regenerating after moult because the DNA yield is enhanced
from actively growing feather bases. Each bird will be photographed to confirm specific and
subspecific identity. Application to collect has been made to the Sabah Biodiversity Council
Collecting procedure is a follows. Approximately 5mm of feather shaft is cut from the base
of the feather quill and placed in a bijou bottle containing absolute ethanol for preservation during
transfer to the laboratory. At the Micropathology Ltd laboratory DNA will be extracted using a
standard 'salting-out' purification method. Alternatively DNA may be extracted using silica resin-
bound bead purification. The feather DNA samples are then subjected to next-generation
sequencing performed on a MiSeq platform (Illumina Inc, San Diego, USA) to generate whole
genome data. Alignment and comparison of the whole genome data (see 3. below) will enable
assembly of a consensus reference genome for authenticated specimens of Aerodramus
inexpectatus germani from Mantanani Besar
3. The genome of house-farm white-nest swiftlets and topotypical wild Thunberg's swiftlet
Aerodramus f. fuciphagus (Thunberg) of Java, Indonesia.
Participating organisations and personnel: Artem InternusaPT, Indonesia, & Micropathology Ltd,
UK [Sarah Ball, Boedi Mranata, Earl of Cranbrook]
Dr Boedi Mranata has observed that recently-founded white-nest swiftlet house-farms of

Kalimantan are more productive than the long-established house-farms of West Java and Banten
provinces. This behavioural difference has commercial impacts and, in order to test for a genetic
background to the effect, his firm Artem Internusa PT has entered into a commercial contract with
Micropathology Ltd to provide genomic analyses. Accordingly, in June 2015, genetic samples were
taken at house farms at Cacaban, Banten, owned since 1996. Collection procedures followed those
for Mantanani (above), but tissue samples were also taken from casualties.
With the agreement of the community head (Kepala Dusun), the commercial contract was
extended to the community-managed natural cave colony at Gua Gajah, Klapanunggal, Cileungsi,
occupied by topotypical wild Thunberg's swiftlets Aerodramus f. fuciphagus. Procedures were
followed, as above, and again a full photographic record was made.
For wild-caught specimens feather samples were collected and processed as in 2. above.
However if any birds became unexpected casualties breast muscle tissue was removed immediately
and preserved in a bijou bottle of absolute ethanol. DNA extraction is performed using the
procedures set out in 2. above. The DNA yield from tissue samples is considerably greater than
from feather tips and provides an adequately abundant source of next-generation sequencing data
for de novo sequence construction of a generic edible-nest swiftlet genome. This generic swiftlet
genome then provides the scaffold against which alignments of the less abundant sequencing reads
from feather DNA can be compared in order to assemble the whole genome sequences of the
authenticated Aerodramus subspecies.
The edible-nest swiftlet reference scaffold genome will also enable comparisons of
genomes of swiftlet populations sampled at additional sites now and in the future. This will
improve resolution of the genetic relationships between the various populations of wild birds and
also elucidate the origins of different populations of house-farm birds. Previous studies on the
genetics of swiftlet populations (Lee et el.,1996;Thomassenet al., 2003, and Aowphol et al., 2008))
pre-dated the innovations of next-generation sequencing and were therefore limited to single gene
studies. However they suggest that there has been interspecies gene-flow in Aerodramus resulting
in hybridisation during the genetic events that have accompanied adaptation to house-farming. The
current investigations will help to elucidate these observations.
ISBN 9786021570425 IS-35

This is highly novel and exciting because other studies on the genetics and evolutionary
events in the domestication of species are based on reconstruction of the genetic events that
occurred millennia ago. However in the case of these swiftlets the genetic events underlying the
adaptation of wild edible-nest swiftlets to habitation of house-farms can be studied in the present
time.
Eventually whole-genome sequence data of sufficient populations of house-farm birds may
be available to determine if genetics has influenced the reported differences in productivity. For
example by comparison of swiftlet genomes from West Java and Kalimantan bird-houses to
determine if there are any variants that occur in coding genes that may be critical in nest-
productivity.
4. Genetic resources of house-farmed white-nest swiftlets (Aves, Apodidae) in Malaysia

Participating organisations and personnel: UniversitiTunku Abdul Rahman (UTAR), Universiti
Malaysia Sarawak (UNIMAS), Micropathology Ltd. [W.L. Goh, Gideon Khoo, Mustafa Abdul
Rahman, Vincent Wei Sheng Siew, Earl of Cranbrook]. Funding by Malaysian Ministry of
Education, Fundamental Research Grant Scheme FRGS 2/2014/SG05/UTAR/02/2,
Micropathology Ltd and private resources.
During October 2015 genetic samples were taken from house-farm swiftlets in Kemaman town,
Terengganu (by courtesy of Mr Goh Chin Choon). It is intended that further collections will be
made in other States of northern Peninsular Malaysia, and also from sea caves in the Terengganu
islands, occupied by 'Southern' Grey-rumped swiftelts Aerodramus inexpectatus subsp.
Collection procedures will be as for specimens from Sabah and Java (above). Sequences of
the mitochondrial (mt) DNA control region and nuclear beta-fibrinogen intron 7 (Fib7) will be
obtained using polymerase chain reaction (PCR), PCR-cloningand direct sequencing. Specific
primer sequences are available in Thomassen et al. (2003),Thomassen et al. (2005)and Goh et al.
(2013). A set of nuclear microsatellite markers will be developed, to compare with the eight
polymorphic loci reported by Aowpholet al. (2008). Microsatellite data will be scored using
fragment analysis by commercial contract. Genetic structure of theswiftlet populations and the
assessments of putative hybridization will be simulated using various analyses such as analysis of
gene flow, heterozygosity level, analysis of molecular variance (AMOVA), pairwise FST and
phylogenetic tree reconstruction.Software to be used includes ARLEQUIN, NEWHYBRIDS,
PAUP and STRUCTURE.
5. Swallows and swiftlets: Assessing potential competitive interactions

Participating organisation and personnel: Institute of Biological Sciences, Faculty of Science,
University of Malaya. [Mohammad Saiful Mansor, Muhammad Rasul Abdullah Halim, Rosli
Ramli, Earl of Cranbrook].
Urban areas in Malaysia (as elsewhere in South-East Asia) are important wintering roost
sites for migratory hirundines, principally Barn swallows Hirundo rustica. In the 1960s, monthly
counts of roosting swallows were made at three towns in Pahang, Malaysia (Medway, 1973). Again
in 2015, monthly counts of roosting swallows are being made at one of these towns (Bentong) to
compare with those of the 1960s.The methods were standardised and will be conducted for 13
months. In the present century, as elsewhere throughout South-east Asia, Bentong has been
affected by the development of urban 'house-farming' of edible-nest swiftlets. The size of the large
population of swiftlets Aerodramussp. resident in the town and environs will be evaluated by sight
of returning birds at dusk, supplemented by photographs. Both groups of birds feed exclusively on
aerial arthropods and therefore may compete for this limited resource. Preliminary assessment of
the foods of swallows and swiftlets are being made by faecal and regurgitated samples, and it is
planned to extend comparative evaluation by genetic means.
7. Future benefits
The house-farm swiftlets are clearly undergoing a process comparable to domestication, seemingly
with concurrent genetic selection and consequent behavioural and (perhaps) physiological /
metabolic changes. Elucidation of the phylogenetics of house-farm swiftlets will be a first instance
ISBN 9786021570425 IS-36

of in an unprecedented study of any bird species at this critical phase of the relationship between
man and bird. domestication. For the practitioners, the house-farm owners and managers,
knowledge of the genome of the swiftlets in their care will potentially facilitate selection for
improved characters, such as larger nests, more rapid nest replacement, and disease control.
For government bodies and regulators, understanding the genetic relations between wild
and house-farm birds will clarify the status of the latter and potentially influence legislation on
internal and external movements of the birds and their eggs, and marketing of their health-giving
nests and derivative products.
These advances will fail in one important objective: the protection of the wild progenitors
of house-farmed edible nest swiftlets. Over-exploitation, illegal and untimely harvesting, and
quarrying threaten the conservation status of natural cave colonies throughout Southeast Asia.
These threats are not diminishing. Available evidence so far gathered shows that house-farm birds
are already genetically distinct. Protection of their original progenitors, and their cave breeding
sites, becomes not less, but much more important.
The long term sustainability of the new and increasing populations of house-farm swiftlets
is dependent on the natural resource of aerial insects, their only food. The maintenance of diverse
insect populations, in turn, is dependent on a healthy environment. Monitoring the birds therefore
provides a continuing assessment of the state of the aerial environment. Unpredicted fluctuations in
the populations of swiftlets and swallows could be a signal of impending environmental collapse.
From these beginnings a fuller programme of research can emerge. Dissipation of scientific
effort could be prevented by the establishment of a forum for discussion of objectives and
allocation of resources. The economic value of the edible birds'-nest industry in the region is huge.
Is it too much to expect public, commercial and personal sources to combine to create an
international Foundation for swiftlet research and enterprise that will act as a coordinating body>?
70
60
50
40
30
20
10
Figure 1.Recorded white-nest harvests (Aerodramusfuciphagusvestitus) in kg from Baturong caves,

Sabah, 1947-1982.Data from Francis (1987).x axis Recoded annual nest harvest in kg. y axis, years from
1947
ISBN 9786021570425 IS-37

60
50
40
30
20
10
Figure 2.Recorded white-nest harvests (Aerodramusinexpectatusgermani) in kg (y axis) from Mantanani

Island 1930-1965 (no data for blank years).From Francis (1987). X axis, annual nest harvest in kg y axis
years from 1930
References
Aowphol, A., H. K. Voris, K. A. Feldheim, P. Harnyuttanakorn & Thirakhupt (2008) Genetic
homogeneity among colonies of the White-nest Swiftlet (Aerodramus fuciphagus) in
Thailand. Zoological Science 25: 372380
Chantler, P. (1999). Family Apodidae (swifts).In J. del Hoyo, A. Elliott & J. Sargatal (Eds),
Handbook of the birds of the world. Vol. 5: Barn-owls to hummingbirds. pp. 388-457.
Barcelona, Lynx Edicions.
Chasen, F. N. (1939). Birds of the Malay Peninsula. Vol. IV. Birds of the low country jungle and
scrub. London, Witherby.
Cranbrook, Earl of, W. L. Goh, C.K. Lim & M.A. Rahman (2013). The species of white-nest
swiftlets (Apodidae, Collocaliini) of Malaysia and the origins of house-farm birds:
morphometric and genetic evidence. Forktail 29: 78-90.
Francis, C. (1987). The management of bird's nest caves in Sabah. i-xii, 1-217. Sandakan, Wildlife
Section, Sabah Forest Department.
Gibson-Hill, C. A. (1949) An annotated checklist of the birds of Malaya. Bulletin of the Raffles
Museum 20: 1299.
Goh, W.L., C.K. Chan & M.A. Rahman (2013).Isolation of mitochondrial control region for white-
nest swiftlets (Aerodramus fuciphagus) using primer walking techniques. Pertanika
Journal of Tropical Agricultural Science 36: 115-122.
Langham, N. (1980) Breeding biology of the edible-nest swiftlet Aerodramus fuciphagus. Ibis 122:
447460.
Lee, P. L., D.H. Clayton, R. Griffiths & R.D. Page (1996). Does behavior reflect phylogeny in
swiftlets (Aves: Apodidae)? A test using cytochrome b mitochondria DNA sequences.
Proceedings of the National Academy of Sciences, USA 93(14): 70917096.
Lim C.K. & Earl of Cranbrook (2014).Swiftlets of Borneo: builders of edible nests. 2nd edn. Kota
Kinabalu, Natural History Publications (Borneo).
ISBN 9786021570425 IS-38

Lourie, S.A. & D.M. Tompkins (2000).The diets of Malaysian Swiftlets. Ibis 142 (4): 596-
602.
Marcone, M.F. (2005). Characterization of the Edible Birds' Nest, the 'Caviar of the East'. Food
Research International 38 (10): 1125-1134.
Mallinson, S., H. Odgers, Chiwon Chin C. & Earl of Cranbrook (2015).A brief account of the
present state of Sabah's birds'-nest caves and the conservation status of edible-nest
swiftlets. Sabah Society Journal (submitted).
Medway, Lord (1961). Birds nest businessmen. The Sarawak Gazette February 28, 1961: 2021.
Medway, Lord (1963). The antiquity of the trade in edible birds' nests. Federation Museums
Journal 8: 36-47.
Medway, Lord (1966). Field characters as a guide to the specific relations of swiftlets. Proceedings
of the Linnean Society London 177: 151-172.
Medway, Lord (1973). A ringing study of migratory Barn Swallows in West Malaysia. Ibis 115:
60-86.
Medway, Lord (1976), Migratory birds, In Medway, Lord, & D.R. Wells, Birds of the Malay
Peninsula, Vol. V Conclusion and Survey of every species. Ch. 5, 33-55. London, H.F &
G. Witherby Ltd.
Medway, Lord, & D.R. Wells (1976) Birds of the Malay Peninsula, Vol. V Conclusion and Survey
of every species. London, H.F & G. Witherby Ltd.
Nguyn Quang, P., Y. Vo Quang & J-F. Voisin (2002), The white-nest swiftlet and the black-nest
swiftlet: a monograph. Paris, ditions Boube.
Nguyn Quang, P. & J-F.Voisin (2007). On an ecological form of the white-nest swiftlet
Aerodramus fuciphagus (Aves, Apodidae) breeding in houses in Vitnam. Revue
Ecologique (Terre and Vie) 62: 4957.
Nugroho, E., I. Whendatro & I.M. Madyana (1994). Merubah rumah seriti menjadi rumah walet.
Semarang, Eka Offset.
Nugroho, E., I. Whendatro, I.M. Madyana& E.N. Kosumo (1996). The guide book to breeding
swiftlets in faming houses. Semarang, EKA Offset.
Pckert, M., J. Martens, M. Wink, A. Feigl & D. T. Tietze (2012) Molecular phylogeny of Old
World swifts (Aves: Apodiformes, Apodidae, Apus and Tachymarptis) based on
mitochondrial and nuclear markers. Molecular phylogenetics and evolution63: 606 - 616.
Poole, C. (2010). Swiftlet farming comes to Cambodia. Birding ASIA 13: 6263.
Price, J. J., Johnson, K. P., and Clayton, D. H. (2004).The evolution of echolocation in swiftlets.
Journal of Avian Biology35: 135 143.
Rheindt, F.E., J.A. Norman & L. Christidis (2014). Extensive diversification across islands in the
echolocating Aerodramus swiftlets. Raffles Bulletin of Zoology 62: 107-117.
Sabah Wildlife Department (2009).http://www.etawau.com/Poultry/Birds_Nest.htm
Sankaran, R. (1998). The impact of nest collection on the Edible-nest Swiftlet
Collocaliafuciphagain the Andaman and Nicobar Islands. Coimbatore, Salim Ali Centre
for Ornithology and Natural History.
Stresemann, E. (1931). Notes on the systematics and distribution of some swiftlets (Collocalia) of
Malaysia and adjacent subregions. Bulletin of the Raffles Museum 6: 83101.
Thomassen, H. A., A. T. Wiersema, M.A.G. de Bakker, P. de Knijff, E. Hetebrij& G.D.E. Povel.
(2003). A new phylogeny of swiftlets (Aves: Apodidae) based on cytochrome-b DNA.
Molecular Phylogenetics and Evolution 29: 8693.
Thomassen, H. A., Tex, R-J,. Bakker, M. A. G. & Povel, G. D. E. (2005). Phylogenetic
relationships amongst swifts and swiftlets: a multi locus approach. Molecular
Phylogenetics and Evolution, 37: 264 - 277.
Thorburn, C. (2014a). The edible birds' nest boom in Indonesia and South-east Asia: a nested
political economy. Food Culture & Society 17 (4): 535-553.
Thorburn, C.C. (2014b). The edible nest swiftlet industry in Southeast Asia: capitalism meets
commensalism. Human Ecology 43: 179-184.
Trubus (2005). Panduan praktis sukses memikat walet. Jakarta, Penebar Swadaya.
Wells, D. R. (1999). Birds of the Thai-Malay Peninsula Vol. 1.Non-Passerines.London, Academic
Press.
Wibowo, S. (1995). Budidaya sarang walet. Surabaya, Arkola.
ISBN 9786021570425 IS-39

Cryptic Species: Genetics and Systematics
Hoi-Sen Yong1*, Praphathip Eamsobhana2, Phaik-Eem Lim3,

Sze-Looi Song4, I. Wayan Suana5
1*
Institute of Biological Sciences, University of Malaya, 50603 Kuala Lumpur, Malaysia,
yong@um.edu.my; 2Department of Parasitology, Faculty of Medicine Siriraj Hospital, Mahidol
University, Bangkok 10700, Thailand; 3Institute of Ocean and Earth Sciences, University of
Malaya, 50603 Kuala Lumpur, Malaysia
4
Chancellory High Impact Research, University of Malaya, 50603 Kuala Lumpur, Malaysia;
5
Faculty of Science and Mathematics, Mataram University, Mataram, Indonesia
Abstract Cryptic species are also known as sibling species. They are referred to as species complex,
i.e. closely related species that appear as a single species based on morphological characters. The
occurrence of cryptic species has posed problems in taxonomy, ecology, control of pests and
vectors/carriers of diseases, biodiversity assessment, and other disciplines. Both genetics and
systematics concern the study of relationships among taxa. In addition to morphological data, molecular
data have been used extensively for genetic and systematic studies. Cytogenetic data in some cases also
serve as good parameters for differentiating sibling/cryptic species. In general, sound systematics and
genetics are important and relevant to various fields of biology, including biodiversity and conservation,
and other scientific disciplines.This keynote discusses selected taxonomic groups in which identification
has proven problematic based on morphological characters. The role of genetics and systematics in
differentiating cryptic species is illustrated by examples of invertebrates (nematode parasites of the genus
Angiostrongylus, tephritid fruit flies of the genus Bactrocera)and vertebrates (tree frogs of the genus
Polypedates, and murid rats of the genusLeopoldamys).
Keywords:cryptic species, genetics, systematic
1. Introduction
The morphological species concept stresses likeness and similarity. Species are therefore
defined on the possession by their members of certain morphological characteristics not
possessed by members of other species. In the vast majority of cases, systematic categories are
based on an enumeration and evaluation of morphological resemblances. However there are
closely related species that appear as a single species based on morphological characters. They
are referred to as cryptic species or sibling species. The component species are members of a
species complex. When present, these cryptic species have posed problems in taxonomy,
ecology, management/control of pests and vectors/carriers of diseases, biodiversity assessment,
and other disciplines.
Both genetics and systematics concern the study of relationships among taxa. In addition to
morphological data, molecular data have been used extensively for genetic andsystematic
studies. Cytogenetic data in some cases also serve as good parameters for differentiating
sibling/cryptic species. In general, sound systematics and genetics are important and relevant to
various fields of biology, including biodiversity and conservation, and other scientific
disciplines.For example,a good understanding of the genetics and systematics of commensal
rodents and other vertebrate as well as invertebrate pests are of paramount importance vis--vis
their control and management.In the field of parasitology, correct identification of the parasites
(as well as vectors and hosts where relevant) is of paramount importance with regards to
treatment and epidemiology of the disease.Incorrect identification (and wrong diagnosis) could
be fatal in patient management and in the public health measures taken for controlling the
disease.
This keynote discusses selected taxonomic groups in which identification has proven
problematic based on morphological characters. The role of genetics and systematics in
differentiating cryptic species is illustrated by examples of invertebrates (nematode parasites of
the genus Angiostrongylus, tephritid fruit flies of the genus Bactrocera)and vertebrates (tree
frogs of the genus Polypedates, and murid rats of the genusLeopoldamys).
ISBN 9786021570425 IS-40

2. Species Complex of Nematode Parasites of the Genus Angiostrongylus

The rat lungworm Angiostrongylus cantonensis is a food-borne zoonotic parasite of
considerable public health importance worldwide (Eamsobhana, 2014). It is the primary cause
of eosinophilic meningitis or eosinophilic meningoencephalitis in humans. Under natural
conditions, various species of murid rats are its definitive or final hosts. Until their
discrimination and confirmation as distinct species, all the lungworms from murid rats were
referred to as A. cantonensis, for example, in Australia (Mackerras and Sandars, 1955) and
Malaysia (Lim et al., 1965). The Australia and Malaysia taxa were subsequently recognized as
distinct species, viz. A. mackerrasae (Bhaibulaya, 1968) and A. malaysiensis (Bhaibulaya and
Cross, 1971), respectively.
Both mitochondrial and nuclear genes have been used to differentiate A. cantonensis and A.
malaysiensis. The nuclear genes, 66 kDa protein gene (Eamsobhana et al., 2010b) and small
subunit ribosomal RNA (18S rRNA) gene (Eamsobhana et al., 2015) clearly separated A.
cantonensis and A. malaysiensis. Likewise, the mitochondrial genes cytochrome c oxidase
subunit I (COI) (Eamsobhana et al., 2010b) and cytochrome b (CYTB) (Yong et al., 2015a)
unequivocally separated A. cantonensis and A. malaysiensis. Both the mitochondrial and
nuclear genes show that A. cantonensis and A. malaysiensis are closely related compared to
other congeners. Based on cytb gene, the Thailand geographical isolates of A. cantonensis have
a genetic distance of p = 02.93%, while the A. malaysiensis isolates have a genetic distance of
p = 00.12%. The p-distance between A. cantonensis and A. malaysiensis is 8.349.19% (Yong
et al., 2015a).
Another example of sibling species in the genus Angiostrongylus is A. costaricensis from
South America. It is a zoonotic parasitic nematode that causes abdominal or intestinal
angiostrongyliasis in humans. Molecular phylogeny based on COI nucleotide sequences
(Eamsobhana et al., 2010a) and ITS-2 gene (Jefferies et al., 2009) indicated possible occurrence
of cryptic species for the A. costaricensis taxa from Costa Rica and Brazil. The sibling species
status is supported by the complete mitochondrial genome (Yong et al., 2015c) the two taxa
have a genetic distance of p = 16.2% based on 12 protein-coding genes, p = 15.3% based on 36
mitochondrial genes, p = 13.1% based on 2 rRNA genes, and p = 10.7% based on 22 tRNA
genes. These two taxa have been proposed to be accorded species status.
3. Species Complex of Bactrocera Fruit Flies

Tephritid fruit flies of the genus Bactrocera are destructive or potential pests of
commercial fruits and vegetables. Seventy-three species have been listed in the Pacific Region
(Vargas et al., 2015). Many examples of species complexes of Bactrocera fruit flies have been
documented. For example, the occurrence of eight species of B. tau has been revealed by COI
sequences (Jamnongluk et al., 2003).Molecular phylogenetic studies based on mitochondrial
and nuclear genes reveal that the taxa of B. caudata from the northern and southern
hemispheres belong to distinct genetic lineages (Lim et al., 2012; Yong et al., 2015b). Based on
concatenated mitochondrial COI, COII and 16S nucleotide sequences, the genetic distance
between the northern and southern hemisphere taxa is p = 4.46-4.53%; the genetic distance for
intra northern hemisphere taxa is p = 0.00-0.77%, and that for intra southern hemisphere taxa is
p = 0.00% (Yong et al., 2015b). Their sibling species status is supported by the complete
mitochondrial genome in which the Malaysia and Indonesia taxa of B. caudata have a genetic
distance of p = 7.77% based on 13 protein-coding genes (unpublished data).
4. Species Complex of Polypedates leucomystax Tree Frogs

The Four-lined Tree Frog Polypedates leucomystax is widely distributed throughout
South and Southeast Asia.Based on morphological, behavioural and genetic divergence,two
sympatric morphotypes (Morph A and Morph B) of P. leucomystaxwere reported to occur in
Peninsular Malaysia (Narins et al., 1998).Similar finding was also reported from Vietnam
(Inger et al., 1999).
ISBN 9786021570425 IS-41

Analyses based onmultiple mitochondrial and nuclear genes revealed specifically

distinct groups in the P.leucomystax complex, comprisingP. macrotis, and the Malay
(Polypedates sp. from Malay Peninsula), North China (P. braueri), South China
(Polypedatescf. mutus 1), Indochina (P. megacephalus), Sunda (P. leucomystax) and Laos
(Polypedates cf. mutus 2) clades (Kuraishi et al., 2013). Most of these groups occur
sympatrically, and when allopatric, they also show high genetic diversity and/or morphological
and acoustic differences.
P. leucomystaxMorph A of Narins et al. (1998) is attributed to be conspecific with
theSunda (P. leucomystax) clade and Morph B to the Malay clade (Kuraishi et al., 2013).P.
leucomystax Morph B (Narins et al., 1998) and Polypedatessp. Malay Clade (Kuraishi et al.,
2013) have now been referred toP. discantus (Rujirawan et al., 2013). The taxon from Sulawesi
is now named P. iskandari (Riyanto et al., 2011) and that fromYunnan, ChinaP. impresus (Pan
et al., 2013).
5. Species Complex of Giant Rats genus Leopoldamys

The genus Leopoldamys as currently constitued, is represented by some seven species
L. ciliatus, L. diwangkarai, L. edwardsi, L. milleti, L. neilli, L. sabanus, and L. siporanus (Yong
et al., 2013). They are giant rats with long tails, whence the common name long-tailed giant
rats. Two morphologically similar species are present in Malaysia, viz. L. ciliatus and L.
sabanus. Based on cytogenetic and serological evidence, these two taxa have been shown to be
valid species (Yong, 1970).Three pairs of Ag-NORs(argyrophilic nucleolar organizer regions)
were present in L. ciliatus while L. sabanus had four pairs of Ag-NORs (Yong et al., 2013).
The Sundaic mountain leopoldamys L. ciliatus was previously referred to as a
subspecies of Edwards leopoldamys L.edwardsi (see Corbet & Hill, 1992;Medway, 1983;
Musser and Carleton, 2005;Yong, 1970). The complement of Ag-NORs shows distinct
differences between L. ciliatus (represented by three pairs) (Yong et al., 2013) andL.
edwardsi(represented by five pairs) (Badenhorst et al., 2011).Nucleolar organiser regions thus
serve as an adjunct to delimit L. ciliatus from phenotypically similar species L. edwardsi and L.
sabanus.Although the systematic status ofthese taxa are without doubt valid, thequestion
whether they are actually conspecific with allopatric taxastill remains.
6. Conclusion
We have highlighted the widespread occurrence of cryptic/sibling species with examples of
both invertebrate and vertebrate taxa. Various approaches, e.g. serology, cytogenetics and DNA
sequencing, have contributed to the determination of cryptic species. Mitogenome
phylogenetics will prove to be particularly useful in the future. Sound systematics (particularly
correct identification) is of paramount importance in all disciplines of biology for sound
inference, decision or judgement.
Acknowledgements
We thank our institutions for supporting our collaborative research.
References
Badenhorst D., Dobigny G., Adega F., Chaves R., OBrien P.C.M., Ferguson-Smith M.A.,
Waters P.D., Robinson T.J. (2011). Chromosomal evolution in Rattini (Muridae,
Rodentia). Chromosome Res.,19, 709-727.
Bhaibulaya M. (1968). A new species of Angiostrongylus in an Australian rat, Rattus fuscipes.
Parasitology, 58, 789-799.
Bhaibulaya M., Cross J.H. (1971). Angiostrongylus malaysiensis (Nematoda:
Metastrongylidae), a new species of rat lungworm from Malaysia. Southeast Asian J. Trop.
Med. Public Health 2, 527-533.
Corbet G.B., Hill J.E.(1992). "The Mammals of the Indomalayan Region: A Systematic
Review" British Museum (Natural History),London.
Eamsobhana P. (2014). "The Rat Lungworm Angiostrongylus cantonensis: Parasitology,
Genetics and Molecular Phylogeny 2nd edition" Aksorn Graphic and Design, Bangkok.
ISBN 9786021570425 IS-42

Eamsobhana P., Lim P.E., Solano G., Zhang H., Gan X., Yong H.S.(2010a). Molecular
differentiation of Angiostrongylus taxa (Nematoda: Angiostrongylidae)by cytochrome c
oxidase subunit I (COI) gene sequences. Acta Trop., 116, 152-156.
Eamsobhana P., Lim P.E., Zhang H. Gan X., Yong H.S. (2010b) Molecular differentiation and
phylogenetic relationships of three Angiostrongylus species and Angiostrongylus
cantonensis isolates based on a 66 kDa protein gene of A. cantonensis (Nematoda:
Angiostrongylidae). Exp. Parasitol., 126, 564-569.
Eamsobhana P., Lim P.E., Yong H.S. (2015). Phylogenetics and systematics of
Angiostrongylus lungworms and related taxa (Nematoda: Metatsrongyloidea) inferred from
the nuclear small subunit (SSU) ribosomal DNA sequences. J. Helminthol., 89, 317-325.
Inger R.F., Orlov N., Darevsky I. (1999). Frogs of Vietnam: a report on new
collections.Fieldiana: Zoology, New Series, 92, 1-46.
Jamnongluk W., Baimai V., Kittayapon P. (2003). Molecular phylogeny of tephritid fruit flies
in the Bactrocera tau complex using the mitochondrial COI sequences. Genome, 46(1),
112-118.
Jefferies R., Shaw S.E., Viney M.E., Morgan E.R. (2009). Angiostrongylus vasorum from
South America andEurope represent distinct lineages. Parasitology, 136, 107-115.
Kuraishi N., Matsui M., Hamidy A., Belabut D.M., Ahmad N., Panha S., Sudin A., Yong H.S.,
Jiang J.-P., Ota H., Thong H.T., Nishikawa K. (2013).Phylogenetic and taxonomic
relationships of the Polypedates leucomystax complex (Amphibia). Zool. Scripta,42, 54-
70.
Lim B.L., Ow-Yang C.K., Lie K.J. (1965). Natural infection of Angiostrongylus cantonensis in
Malaysian and intermediate hosts, and preliminary observations on acquired resistance.
Am. J. Trop. Med. Hyg., 14, 610-617.
Lim P-E., Tan J., Suana I.W., Eamsobhana P., Yong H.S. (2012). Distinct genetic lineages of
Bactrocera caudata (Insecta: Tephritidae) revealed by COI and 16S DNA sequences.
PLoS ONE, 7(5), e37276.
Mackerras M.J., Sandars D.F. (1955). The life history of the rat lungworm, Angiostrongylus
cantonensis (Chen) (Nematoda: Metastrongylidae). Aust. J. Zool., 3, 1-25.
Medway Lord(1983). "The Wild Mammals of Malaya (Peninsular Malaysia) and
Singapore"Oxford University Press, Malaysia.
Musser G.G., Carleton M.D.(2005). Superfamily Muroidea. In: Wilson D.E., Reeder D.M.
(eds.)"Mammal Species of theWorld. A Taxonomic and Geographic Reference 3rd
editon"Johns Hopkins University Press, Baltimore.
Narins P.M., Feng A.S., Yong H.S., Christensen-Dalsgard J. (1998). Morphological,
behavioural and genetic divergence of sympatric morphotypes of Polypedates leucomystax
in Peninsular Malaysia. Herpetologica, 54, 129-142.
Pan S., Dang N., Wang J., Zheng Y., Rao D., Li J. (2013). Molecular phylogeny supports the
validity of Polypedates impresus Yang 2008. Asian Herpetol. Res., 4(2), 124-133.
Riyanto A., Mumpuni, McGuire J.A. (2011). Morphology of striped tree frogs, Polypedates
leucomystax (Gravenhorst, 1829) from Indonesia with description of a new species.
Russian J. Herpetol., 18(1), 29-35.
Rujirawan A., Stuart B.L., Aowphol A. (2013). A new tree frog in the genus Polypedates
(Anura: Rhacophoridae) from southern Thailand. Zootaxa, 3702(6), 545-565.
Vargas R.I., Piero J.C., Leblanc L. (2015). An overview of pest species of Bactrocera fruit
flies (Diptera: Tephritidae) and the integration of biopesticides with other biological
approaches for their management with a focus on the Pacific Region.Insects,6, 297-318.
Yong H.S. (1970). A Malayan view of Rattus edwardsi and R. sabanus (Rodentia: Muridae).
Zool. J. Linn.Soc.,49, 359-370.
Yong H-S., Eamsobhana P., Song, S-L., Prasartvit A., Lim P-E. (2015a) Molecular
phylogeography of Angiostrongylus cantonensis (Nematoda: Angiostrongylidae) and
genetic relationships with congeners using cytochrome b gene marker. Acta Trop., 148, 66-
71.
Yong H.S., Lim P.E., Belabut D.M.,Eamsobhana P. (2013). Variation in the nucleolar organizer
regions of the long-tailed giant rats (Rodentia, Muridae, genus Leopoldamys) in
Malaysia.Raffles Bull. Zool.,61(2), 855-859.
ISBN 9786021570425 IS-43

Yong H-S., Lim P-E., Tan J., Song S-L., Suana I.W., Eamsobhana P. (2015b) Multigene
phylogeography of Bactrocera caudata (Insecta: Tephritidae): distinct genetic lineages in
northern and southerm hemispheres.PLoS ONE, 10(6), e0129455.
Yong H-S., Song S-L., Eamsobhana P., Goh S-Y., Lim P-E., Chow W-L., Chan K-G.,
Abrahams-Sandi E. (2015c). Mitochondrial genome supports sibling species of
Angiostrongylus costaricensis (Nematoda: Angiostrongylidae). PLoS ONE, 10(7),
e0134581.
ISBN 9786021570425 IS-44

Fouling Control in Membrane Processes:

Vibration and Surface Corrugation
Muhammad R. Bilad
Singapore Membrane Technology Centre, Nanyang Environment and Water Research Institute,
Nanyang Technological University, Singapore 637141, Singapore
Abstract-Membrane processes have become the most important technology for water and wastewater
treatment, including surface water filtration, wastewater treatment and desalination. However, their
widespread applications are still restricted mainly due to the membrane fouling. Common approaches for
fouling control are based on (1) optimizing operational conditions in favour of fouling mitigation, (2)
improving membrane properties and (3) exploiting the hydrodynamics near the membrane surface. In this
paper, two approaches for membrane fouling control are presented. They were applied for membrane
bioreactor (MBR) and membrane distillation (MD) processes. The feasibility of a novel magnetically induced
membrane vibration (MMV) system. The results showed clear advantages of the vibrating over the aerated
system by ensuring higher fluxes at lower fouling rates. The optimised MMV system is presumed to lead to
significant energy and cost reduction in up-scaled MBRs. Another effective way of fouling control in MBR
was by applying corrugation on the membrane surface. Corrugations were formed by incorporation an
imprinting step within membrane preparation procedure. The corrugation consisted of valleys-and-hills
topography, which increased both membrane effective surface area and mean pore size that lead to higher
permeability. Surface corrugations were proven effective to reduce membrane fouling propensities, without
affecting permeate quality. Surface corrugation was also effective for fouling control in MD. For MD
application, a two-layer corrugated composite membrane (CCM) was fabricated. The first layer controlled
pore size, while the second formed surface corrugation and enhanced hydrophobicity. After tested using
seawater and concentrated brine against a reference (flat membrane), the CCM showed much stable flux
(only reduced by 10.7%) than the reference (reduced by 66.6%) after more than 100 h of operation. The
advantage was even more pronounced when tested using feed with higher salt concentration.
Keywords:membrane technology,membrane bioreactor, membrane distillation, membrane fouling,

corrugated membrane
1. Introduction
Membrane processes have become the most important technology for water and wastewater
treatment, including surface water filtration, wastewater treatment and desalination (Shannon et al,
2008). However, their widespread application is still restricted mainly due to the membrane fouling
and its consequent on capital and operational costs (Baker et al, 2012). Most traditional approaches
for fouling control are based on optimizing operational conditions in favour of fouling mitigation,
improving membrane properties and exploiting the hydrodynamics near the membrane surface (Le-
Clech, 2006). In this paper, two approaches for membrane fouling control are presented. They were
applied for membrane bioreactor (MBR) and membrane distillation (MD) applications.
MBRs have been widely investigated as an advanced wastewater treatment process, and
gain recently have gained substantial popularity. Their advantages over the conventional activated
sludge systems have been widely acknowledged. In MBRs, membrane fouling is commonly
managed by applying shears on the membrane surface. Hydrodynamic control is implemented via
the cross-flow velocity or as the secondary flow of the coarse air bubbles. For the latter, shears are
generated on by inducing a secondary flow of liquid that disrupts the mass transfer boundary layer,
and promotes local mixing near the membrane surface. Unfortunately, this approach is energy
intensive, weak to moderate impact, poorly controlled, and sometime is detrimental for sludge
properties (Cui et al, 2003). Considering the limited efficiency of the coarse bubbles aeration in
submerged MBRs, the enhancement of shear rates via mechanical means seems a potential option
for fouling control.
In membrane distillation (MD), water is desalinated via porous and thin membrane, driven
by partial pressure between two membrane sides. MD uses porous hydrophobic membranes that
act as an interface between the liquid feed and vapour (Guillen-Burrieza et al, 2013). The
hydrophobic nature of the membrane allows only the vapour to pass through its pores. Due to its
underlying principle of operation, MD has been known to tolerate very high feed salinities. Thus,
ISBN 9786021570425 IS-45

one niche MD application area is for desalination of high salinity seawaters or for brine reduction
in seawater desalination plants. However, like the rest of membrane processes, membrane fouling
is a main challenge for MD, in addition to low flux and high energy intensity (Kullab and Martin,
2011). Fouling leads to blockage of the membrane pores, reducing the effective vapour transport
area, and ultimately decreasing the permeate flux. This might also lead to higher pressure drop and
temperature polarization. Moreover, additional thermal resistance is created by the fouling layer.
As a result, the overall heat transfer coefficient is altered. Hence, much research is being carried out
to address fouling in MD and its mitigation techniques.
This study assesses two alternative approaches for fouling control in submerged MBRs and
MD: membrane vibration and membrane surface surface corrugation (Bilad et al, 2012; Kharraz et
al, 2015a; Kharraz et al, 2015b). In the first approach, a novel magnetically induced membrane
vibration (MMV) system is proposed as an alternative shear enhancement device for fouling
control in MBRs. In the second approach, the corrugated membrane was applied in both MBR and
MD, but the techniques for fabricating the corrugated surface for both applications were different.
For MBR application, the corrugations on the membrane surface were formed by incorporating an
imprinting step during a single-step phase inversion process. Surface corrugation is formed on the
membrane surface in a single-step process and thus applicable in the phase inversion method. The
resulting membranes were characterized and tested for activated sludge filtration in a lab-scale
MBR. The characteristics and fouling propensity of the corrugated membranes were compared to a
reference (non-patterned flat membrane). For MD application, because of the strict requirement on
membrane pore size distribution (very narrow, and low maximum pore size), some modifications
were applied from the aforementioned method. The corrugated membranes consist of two layers,
thus further referred to as composite corrugated membrane (CCM): the first layer serves as a base
membrane where the overall pore size is controlled, while the second, top layer is devoted to the
formation of corrugations and inducing surface hydrophobicity. The resulting CCM were
characterized and tested for seawater and brine desalination in a lab-scale direct contact MD
(DCMD) system.
2. Material and Method

2.1 Magnetic membrane vibration
In the MMV system (Figure 1), vibrations move the membrane and provide shear exactly at the
liquidmembrane interface. The system includes a vibration driver, an electric wire, a vibration
engine and the actual vibrating module. The signal is provided by the vibration driver, and the
vibration itself is created in the vibration engine. The performance of MMV was evaluated in a lab-
scale MBR treating synthetic wastewater. The feed solutions were prepared by diluting 0.45 ml/l of
molasses stock solution. The membranes mounted on the system were from commercial suppliers.
Two commercial membranes were used in this study, namely PVDFT and PEK from Toray and
Kubota, respectively.
Figure 1. Schematic diagram of the (a) lab-scale MBR setup equipped with the MMV system, (b) MMV
module in front view, and (c) MMV module in side view.
ISBN 9786021570425 IS-46

2.2 Surface corrugated membrane for MBR application

All membrane samples were prepared via the phase inversion process using polyvinylidene
difluoride (PVDF), dimethylacetamide (Alfa Aesar) and de-ionized water as the polymer, solvent
and non-solvent, respectively. To form a flat-sheet membrane, after casting the polymer solution,
the cast film was immediately immersed into a coagulation bath containing water (acts as the non-
solvent) (Figure 2A). The corrugated membranes, however, were prepared by introducing the
imprinting of the spacer on the membrane top surface as an intermediate step between casting and
coagulation. The spacer was imprinted on top of the cast liquid polymer film down to at certain
depth, allowing it to have sufficient contact with the upper-part of the cast film. Later, the
imprinted film together with the spacer atop of it was immersed into the coagulation bath to
complete the membrane formation. The performance of MMV was evaluated in a lab-scale MBR.
Two different spacers (fine and coarse) were used as imprinting masters.
(A)
(B)
Figure 2. Illustration of membrane imprinting method for corrugated membrane fabrication for (A) MBR
and (B) MD applications.
2.3 Composite corrugated membrane for MD application

To form CCM for MD application, two-layer membranes were prepared (Figure 2B). After fully
dissolved and degassed, the polymer solution was casted on a non-woven support, and was
immersed immediately into a coagulation bath to form the first layer. The immersed film was left
for at least 45 min to form a solidified membrane. The resulting film was dried for 2 days on a
bench under room condition. To form the second (upper) layer, polymer solution was casted on top
of the first layer. Immediately after casting, the spacer was imprinted on the top of the film,
followed by immersion into a coagulation bath. Due to the vertical shrinkage of the film, the net-
spacer delaminated from the membrane matrix, leaving the membrane with a corrugated surface
that has a shape opposing the shape of the imprinted spacer.
3. Results and Discussion

3.1 Performance of MMV
In order to observe the impact of the vibration on the filtration performance, the membranes were
placed inside the MBR tank at two different zones: the one that exposed to aerations (aerated zone)
and the one that was not exposed to aeration (non-aerated zone). The filtrations were performed in
four different modes (Figure 3):
Mode-1: filtration in the non-aerated zone without vibration. In this mode, the fouling is
only controlled by the limited movement of liquid induced by the aerated zone.
Mode-2: subsequent filtration just after Mode-1 without cleaning the membrane. This
mode was performed to observe the impact of vibration on cleaning a fouled membrane.
Mode-3: filtration in the aerated zone (aerated filtration). The coarse bubble aeration
velocity was set at 0.3 m3/h.
ISBN 9786021570425 IS-47

Mode-4: filtration in the non-aerated zone (vibrated filtration).

For Modes-2 and -4, the membrane was continuously vibrated. For all modes, filtrations were run
at a fixed flux of 22 L m-2 h-1 for 30 min and the performance was evaluated using the filtration
resistance profiles.
Figure 3. Filtration resistance for () Mode-1, () Mode-2, () Mode-3 and () Mode-4, using (a) PVDFT and
(b) PEK.
Mode-1 shows the highest filtration resistance followed by Mode-3, and -4, for both tested
membranes (Figure 3). This order clearly represents the magnitude shear rates at the membrane
surfaces. In the non-aerated zone, the membrane surfaces experienced very limited shear rates, only
from movement of the bulk liquid. In the aerated zone, a higher degree of shear rates was realized
at the membrane surfaces due to both the liquid movement and the air bubbles scouring. In the case
of the vibrated filtrations, the shear rates were high enough to develop the back transport from the
membrane that finally exceeded the fouling rate, thus promoting the removal of colloids,
macromolecules and other foulants from the membrane surface. As a consequence, almost no
fouling was built-up in Mode-4 by both the PVDFT and PEK.
The impact of vibration to clean a fouled membrane is clearly seen in Mode-2. A
significant drop of filtration resistance was immediately obtained just after the vibration started.
This result confirms the ability of the developed MMV system for in-situ cleaning of pre-fouled
membranes. The impact of vibration might be different on membranes with different properties, as
also shown when comparing Figure 3a with b. The vibration may control fouling via two
mechanisms: (1) preventing the convective flow of foulants onto and into the membrane, as seen
from the result in Mode-4 and (2) removing the foulants from the pre-fouled membrane, as seen
from the result in Mode-2.
In the long-term filtration and after seven days of operation, fouling was found to be more
severe for all membranes in the vibrated system compared to the ones in the aerated system
(Figure 4). This is an obvious contradiction with all the previous results, but can be explained by
the arrangement of the membranes. Apparently, the membranes in the MMV system were situated
so near to each other that the liquid between the membranes moved in-phase and almost became
stagnant, moving together with the membrane. To confirm this, the filtration was stopped, the
second (middle) vibrated membrane was omitted from the reactor, and the filtration was continued.
The remaining membranes were chemically cleaned prior to the filtration re-start. The two
vibrating membranes (now with a distance of 10 mm in between) performed better in terms of
fouling than the aerated ones throughout the 15 extra days of operation. These results not only
confirm the efficacy of the MMV system in a long-term filtration process, but also suggest the
importance of adequate design and arrangement of the membranes in one module.
ISBN 9786021570425 IS-48

Figure 4. The profile of filtration resistance during the long-term filtration. Membranes 13 and 4-5 were
operated in the MMV and aerated system, respectively.
3.2 Performance of corrugated membrane in MBR

The spacer imprinting method was effective to form homogeneous corrugation on the membrane
surface for both MSF (using fine spacer) and MSC (using coarse spacer) (Figure 5). The
topography of the corrugated surface is controlled by the shape of the spacer that acted as a
template/master. The shapes of the pattern are strongly affected by the nature of the spacers. The
fine spacer has a smooth (smaller strings) structure located in close proximity, enabling them to
access deeper depth of the cast polymer film and produce more corrugates, which resulted in a
rougher macro-scale surface. Consequently, the MSF membrane had small droplets-like patterns
originated from the troughs of the spacer. The coarse spacer, on the other hand, has a coarse
structure, with relatively thicker and larger strings than that of the fine spacer, disallowing it to
reach deeper into the cast film, which resulted in an corrugated membrane having diagonal line-like
patterns.
Figure 5. Pictures and dimensions of the fine (a) and coarse (d) spacers, top surface of the corrugated
membranes: MSF (b) and MSC (e), and side view picture of the corrugated membrane surface: MSF (c) and
MSC (f).
A significant difference in properties was observed for the two corrugated membranes
(data not shown). Their pore sizes and bubble points were larger than the flat one, which partly
contributed to their higher clean water permeance (CWP). These mean that the imprinting step
promoted changes in the microstructure of the resulting membranes. However, this enlargement of
the pore size is still acceptable for MBR, assuming that the largest pores would be blocked by the
activated sludge flocs, soon after operation started. Therefore, large pores in this case were not
considered as membrane defect, but they occurred because of changes in the membrane formation
mechanism.
In order to confirm the advantage of the corrugated membranes, the membranes were
applied in a lab-scale MBR (Figure 6). The three membranes were tested in parallel at a constant
ISBN 9786021570425 IS-49

flux of 18.44 Lm2h1. Therefore, their performances could be directly compared based on their P
(pressure drop) increments. In this test, three features are to be observed; the initial P, the increase
rate of P, and the critical P. The initial P value is a function of both membrane resistance and
the fouling rate at the initial stage of filtration, which mostly occurs via irreversible adsorption and
pore blocking. The increase rate of P corresponds directly to membrane fouling rates. Here, the
threshold P of 20 kPa was chosen as the maximum P.
The flat (MF) membrane reached the critical P just after 5 days (after which it was
cleaned and returned to the filtration system), while the corrugated membranes were still running
well below the critical P over the entire testing duration. After 25 days, the P only reached 14.5
and 7.9 kPa for MSC and MSF, respectively. Overall, the results show the advantage of corrugated
membranes in prolonging the filtration operation. Based on the collective results from lab-scale
MBR operation, the membrane fouling rates were in the order of MF>MSC>MSF.
Figure 6. Long-term MBR performance of flat (MF) and corrugated membranes (MSC and MSF).
3.3 Performance of composite corrugated membrane in MD

The formation of CCM that meet the demand for MD application was achieved (Figure 7). After
immersion in the coagulation bath (step 7 in Figure 2B), solidification and gelation of the cast film
takes place. As a result, the cast film shrinks and releases the spacer from the solidified polymer
matrix, leaving behind a corrugated surface.
Figure 7. (a) Image and dimensions of the used spacer, and (b) top surface of the CCM.
Figure 8 shows the results of two DCMD experiments using seawater using the CCM and
a reference (flat composite membrane, FCM). The FCM had a higher initial flux of 18 Lm-2h-1 but
experienced flux decrease throughout the experiment (103 h) to 6 Lm-2h-1, a 67% reduction from its
initial flux. On the other hand, the CCM suffered a flux reduction of only 10.7% from an initial
flux of 11.2 Lm-2h-1. For both membranes, the reduction in flux is an evidence of membrane
fouling. Despite having higher initial flux than CCM, Flux of FCM declined faster, leading to a
smaller final flux. The difference in the initial fluxes could be attributed to the difference in
membrane structure. Levelling the initial flux was nearly impossible because the two membranes
have different properties originated from their different in formation mechanisms.
ISBN 9786021570425 IS-50

Figure 8. Evolution of flux over a long-term DCMD test of flat composite membrane (FCM) and composite
corrugated membrane (CCM) using feed of (a) seawater (65 mS/cm), and (b) concentrated seawater
(115 mS/cm). Other test parameters: Tfeed: 65 C; Tpermeate: 25 C.
To investigate the performance of CCM under high salt concentrations, a second set of
tests were conducted using concentrated seawater (43% higher conductivity than normal sea water)
in Figure 8b. Due to higher feed concentration, the FCM experienced much higher fouling and
scaling rates. This was confirmed by the higher rate of flux reduction compared to the seawater as
the feed (Figure 8a). Although having a higher initial flux (18 Lm-2h-1), the FCM reached a point
of no flux in 92 h. Furthermore, due to the excessive salt deposits on the membrane surface, the
FCM experienced pore wetting, supported by an increase in permeate conductivity. The CCM,
conversely, was proved to have better fouling resistance, even with higher feed concentrations. It
experienced a fouling rate close to seawater test, suggesting a small impact of salt concentration on
membrane fouling/scaling propensity.
4. Conclusions
The MMV was proven better over the aerated system in terms of realisable flux and membrane
fouling control. Significant performance improvement was obtained due to the enhanced shear at
the liquidmembrane interface. The long-term experiments confirmed the efficacy of the MMV
system, but also suggested the importance of an appropriate membrane arrangement. Fouling
control in MBR was also effectively achieved by applying corrugated membranes. Homogeneous
surface corrugation could be formed by incorporating an imprinting step in the fabrication process.
The enhanced fouling resistance of the corrugated membranes was attributed to their higher pore
size, increased surface area and, to a lower degree, improved flow dynamics across their surface.
When applied for MD application, a modification of fabrication method is required and resulting in
two-layer of CCM. A CCM showed a better flux stabilization compared to the reference (flat
membrane). The structure and properties of the corrugated CCM significantly contributed to higher
flux stability as confirmed by its steady flux values during the tests. The enhanced flux stability of
the CCM was mainly due to the improved flow dynamics at the membrane surface because of
higher turbulences and increased surface area induced by surface corrugations.
ISBN 9786021570425 IS-51

Acknowledgements
The works on MMV were supported by by K.U. Leuven (CECAT excellence, GOA and IDO
financings), by the Flemish Government (Methusalem funding) and by the Federal Government
(IAP grant). The works on corrugated membrane were funded by the Cooperative Agreement
between the Masdar Institute of Science and Technology, Abu Dhabi, UAE and the Massachusetts
Institute of Technology (MIT), Cambridge, MA, USA, Reference no.
02/MI/MI/CP/11/07633/GEN/G/00.
References
Baker, R.W. (2012). Membrane technology and applications, third edition, John Wiley & Sons,
Chichester, West Sussex, U.K.
Bilad, M.r., Mezohegyi, G., Declerck, P. and Vankelecom, I.F.J. (2012). Novel magnetically
induced membrane vibration (MMV) for fouling control in membrane bioreactors, Water
Res. 46, 6372. doi:10.1016/j.watres.2011.10.026.
Cui, Z., Chang, S., Fane, A. (2003). The use of gas bubbling to enhance membrane processes, J.
Membr. Sci. 221,135. doi:10.1016/S0376-7388(03)00246-.
Guillen-Burrieza, E., Thomas, R., Mansoor, B., Johnson, D., Hilal, N. and Arafat, H. (2013). Effect
of dry-out on the fouling of PVDF and PTFE membranes under conditions simulating
intermittent seawater membrane distillation (SWMD), J. Membr. Sci. 438, 126139.
doi:10.1016/j.memsci.2013.03.014.
Kharraz, J.A., Bilad, M.R. and Arafat, H..A. (2015a). Simple and effective corrugation of PVDF
membranes for enhanced MBR performance, J. Membr. Sci. 475, 91100.
doi:10.1016/j.memsci.2014.10.018.
Kharraz, J.A., Bilad, M.R. and Arafat, H.A. (2015b). Flux stabilization in membrane distillation
desalination of seawater and brine using corrugated PVDF membranes, J. Membr. Sci. 49,
404414. doi:10.1016/j.memsci.2015.08.039
Kullab, A. and Martin, A. (2011). Membrane distillation and applications for water purification in
thermal cogeneration plants, Sep. Purif. Technol. 76, 231237.
doi:10.1016/j.seppur.2010.09.028.
Le-Clech, P., Chen, V., Fane, T.A.G. (2006). Fouling in membrane bioreactors used in wastewater
treatment, J. Membr. Sci. 284, 1753. doi:10.1016/j.memsci.2006.08.019.
Shannon, M.A., Bohn, P.W., Elimelechm M., Georgiadis, J.G., Marias, B.J., Mayers, A.M.
(2008). Science and technology for water purification in the coming decades, Nature, 452,
301-310.
ISBN 9786021570425 IS-52

Theory of Metallic Nanoclusters

(abstract only)
Elias Saion
Department of Physics, Universiti Putra Malaysia,
43400 UPM Serdang, Selangor, Malaysia
Abstract-Nanomaterials have fascinated many scientists primarily because of their size dependent physical
and chemical properties not found in their bulk materials, which make them unique materialsfor nanoscience
and nanotechnology. Various inorganic nanomaterials including semiconductor nanoparticles (quantum
dots), metal nanoparticles, andbimetallic nanoparticles, are highlighted in terms of their synthesis, properties,
and applications. A special attention is given to understanding metallic nanoclusters in terms of the optical
absorption induced by UV-visible light andconventionally described as the collective oscillation of
conduction electrons of metal nanoparticles in continuous energy states; despitesimilar particle sizewith the
quantum dots that enjoy the discrete energy states. Associating the geometrical structure with the established
crystalline solid and the electronic structure with the jellium model in discrete energy states;the optical
absorption of metallic nanoclusters may be defined quantum mechanically as the intra-band excitation of
conduction electrons, imitating the photoelectric effect in bulk metals. The optical absorption maxima of
platinum nanoparticles were measured and compared with the theoretical calculation. The agreement of the
results suggeststhat the theory of metallic nanoclusters be based on quantumelectronic excitation and is
fundamental to understanding and exploiting metal nanoparticles in nanoscience and nanotechnology.
ISBN 9786021570425 IS-53

SECTION II: PHYSICS
OP-01
Fundamental Theories of Extra Dimensions and Neutrino
(abstract only)
Muhammad Yusuf1* and Tasrief Surungan2

1*
Theoretical Physics Group, Physics Study Program, Faculty of Mathematics and Natural
Sciences, Gorontalo State University, Gorontalo, Indonesia, myusuf@physicist.net
2
Theoretical and Computational Physics Laboratory, Department of Physics, Hasanuddin
University, Makassar, Indonesia, tasrief@unhas.ac.id
Abstract-In this paper we discuss the principles and theories of some frontier topics in theoretical physics
such as the existence of Higgs boson in standard model, the need of extra dimensions in string theory and its
mathematical aspects, and cosmoparticle which is the theory connectingcosmology and particle physics. We
also discuss conformal field theory and the theory explaining the existence of neutrino in the universe.
Keywords:Higgs Boson, extra dimension, string theory, neutrino
ISBN 9786021570425 PHY-1

OP-02
Temporal Statistical Analysis of the Volcanic Eruption in
Mt. Banda Api, Banda Islands, Maluku
Josephus Rony Kelibulin1, Desi Kiswiranti2*, and R.R Lokollo1, H. Andayani1
1Department of Physics, Pattimura University, Ambon,

*kelibulin_ronny_josephus@yahoo.com
2Department of Physics, Gadjah Mada University, Yogyakarta
Abstract-Mt.Banda Api (641 m) is a volcano islands located on 4o3130 S and 129o5217" E. More than
27 eruptions have been reported since four of the last century. The volcanoe has the potential to cause natural
disasters with the different intensity and power. Volcanic activity is a natural occurrence that is difficult to
predict and may be considered as chaotic with no clear shape. Statistical methods can be applied to explain
the pattern of volcanic eruptions as well as to help forecast future volcanic eruption activity. In this study,
three temporal statistical methods were applied (Exponential distribution, Weibull distribution and Log-
Logistic distribution). In general, the exponential distribution provides the highest probability of eruption that
occurred within a specific time in the future with a 95% confidence level. In 2014, probability of eruptions in
Mt. Banda Api is 49,16 %. Pattern of volcanic eruption in Indonesia are not normally distributed, so that the
pattern of volcanic eruptions is a random. Qualitatively, the biggest eruption will follow the longest repose
time interval. However, the magnitude of reponse time has no influence on the magnitude of VEI and doesnt
affect to the probability of occurrence the volcanic eruptions. The average potential energy of the volcanic
eruption in Mt. Banda Api period 1800-2013 amounted to 1,0195 x 1019ergs and the average thermal energy
of the volcanic eruption period 1800-2013 amounted to 2,0378 x 1021 ergs. Therefore, the total energy of the
volcanic eruption in Mt. Banda Api amounted to 2.0479 x 1021ergs.
Keywords: Mt. Banda Api, volcanic eruptions, VEI, reponse time, exponential distribution, log-logistic
distribution, Weibull distribution, thermal energy, potential energy
1. Introduction
Mt. Banda Api (Figure 1) has a height of 641 m above sea level. The mountain is located in
the district of Banda Island, Central Maluku, Maluku.Geographically is located at 4o31'30"S and
129o52'17"E. Mt. Banda Api arises from the north of a row of volcanoes located in the Banda
volcanic arc (Van Bemmelen, 1949, p.219). Arc was formed approximately 1.5 million years ago.
The mechanism of complex formation is seen based on the theory of plate tectonics is the
interaction between the main plate (Pacific and Indo-Australian plate) with multiple microplate
well as the influence of transform faults and Irian faults causes the complexity of the region when
viewed from the regional geological structure . These events cause the Banda arc and ocean regions
as the source of tectonic earthquakes (PVMBG, 2014).
Figure 1. Mt. Banda Api (sumber : http://www.volcano.si.edu/volcano.cfm?vn=265090)
ISBN 9786021570425 PHY-2

As a volcanic island, the potential danger of the eruption apart form the primary hazards
such as falling throw pyroclastics (bombs and volcanic ash), pyroclastic flows (hot clouds), and
lava flows, also potentially occur secondary hazards such as lava, eruption (phreatic) secondary to
contact between the product volcanoes are still hot with seawater and volcanic avalanches likely to
cause a tsunami.
Eruptionof an islandvolcano like Mt.Banda Api often high risk and greater social impact
for local residents than residents around the volcano in the area of land.Evacuation of the
population at the time of the eruption has to do with the crossingof the volcanic island to another
island that is considered more secure. Eruption in 1988, almost 8000 people were evacuated from
the island ofAmbon to Banda Islands and the island of Seram (Wahyudin, 2011).
2.Time Series Analysis Eruption at Mt. Banda Api

Based on the data recorded since 1500, Mt. Banda Api erupted more than 27 times (Badan
Geologi, 1979). Only four events cause the casualties, i.e. eruption in 1598, 1615, 1690 and 1988.
The repose time ranged between 1-80 years. Variation of the repose time is generally proportional
to the level of energy eruption that followed. If the repose time between eruptions is short, then
energy that follow the eruption too small, otherwise if the repose time is long, then energy of the
eruption that follow also great (Kirbani and Wahyudi, 2007).
12
10
Frekuensi Kejadian Erupsi
2 Std. Dev = 17.96

Mean = 15.5
0 N = 26.00
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0
Repose Time
Figure 2. Histogram repose time on Mt.Banda Api.
Figure 2 is a histogram that shows the time series of repose time at Mt. Banda Api start in
1586 until 1988. From the above histogram, the mean of repose time on Mt.Banda Api is of 15.5
years. This does not mean that every 15 years eruption may occur. Based on Table1, the size of
skewness is 2.269, then the ratio of skewness is 4.98 while the kurtosis measure is 5.96, then the
ratio of kurtosis was 6.72.
Table 1. Statistic of repose time of Mt. Banda Api
Repose
N Valid 26
Missing 0
Mean 15.46
Std. Deviation 17.96
Variance 322.66
Skewness 2.269
Std. Error of Skewness .456
Kurtosis 5.960
Std. Error of Kurtosis .887
ISBN 9786021570425 PHY-3

Statistically, the distribution of time series of volcanic eruptions can be expressed as an

exponential distribution (Wickmann, 1965),
, = 0 (1)
where,
N = counteruptions that have longer the repose time than t
No = counteruptions that have longer the repose time than 0 years
= repose time
= exponential attenuation coefficient
Value of for the eruption of Mt. Banda Api is 0.0647/year. Exponential distribution (1)
has a medium value (T, meanvalue) 1/, in terms of time series of volcanic eruptions can be
referred to as the mean eruption repose time. T for Mt. Banda Api with =0.0647/year amounted to
15.5years. This does not mean that every15.5 years always eruption, so wrong if T is said to be the
return period. The events that have exponential Poissonian distribution is essentially random.
Time seriesof volcanic eruptions has a probability density function/PDF (Wickmann, 1966)
wasnt the eruption,
PDF No Eruption (, ) = (2) (3.7)
Not eruption PDF function (, t) can be categorized as a Poissonian distribution function. Eruption
PDF function can be formulatedas follows:
PDF Eruption (, ) =1- (3) (3.8)

Based on Table 2, Mt. Banda Api has = 86 year, so has the probabilityof eruption at 18.6 %.
Based on probability of eruption Mt. Banda Api is18.6%, so this time there is a value at
risk can not be ignored, so there is no other way but to nomitigation measures that minimize
negative impacts caused by the eruption of Mt.Banda Api.
Table 2. The eruption probability of Mt. Banda Api

Distribution Eruption probability (2014)
Exponential 18.6 %
Weibull 26.17
Log-Logistik 49.16
Weibull Distribution
It may be argued on physical grounds that the hazard rate should bellowed to systematically
increase/decrease with time to include gimes of increasing volcanic activity or
waning/extinguishing activity. This can be accomplished by the Weibull distribution, commonly
used in failure analysis and successfully applied to various volcanoes (Ho, 1991; Bebbington and
Lai, 1996a, b ; Watt et al. , 2007):

= (4)
where is a power parameter, usually referred to as the shape parameter. For = 1, the Weibull
distribution includes the exponential distribution as a special case, but it also accommodates the
possibilities of increasing or decreasing hazard rates if >1 or <1, respectively. As the Weibull
distribution represents a model of simple failure, it best illustrates scenarios that consider this
ISBN 9786021570425 PHY-4
failure after a given time as a result of only one dominant process in the system. In 2014, the
eruption of Mt. Banda Api has a probability of 26.17% (Table 2).
Log-Logistic Distribution
A certain parameters can increase the likelihood of eruption, while other parameters will
cause a decrease in the probability of an eruption. Factors that influence can be formulated with a
log-logistic distribution (Dziermaand Wehrmann, 2010):
1 1
= = (5)
1+ 1+
which includes a scale parameter b and a shape parameter . A loglogistic distribution can
sometimes achieve a better t particularly to very long or short repose intervals (Connor et al.,
2003). In 2014, the eruption of Mt. Banda Api has a probability of 49.16% (Table 2).
Correlation Analysis between Repose Time and VEI

Qualitatively, the largest eruption will follow the longest rest interval greater than100 years
(Simkin and Siebert, 1984, 1994). Variations of repose time are generally comparable to the energy
level of the eruption that followed. If the short reponse time between eruptions, the eruptive energy
usually follow it too small, otherwise if the long repose time then the energyof the eruption that
followed was also large. This is caused by the accumulation of energy in a relatively long time.
Repose time and magnitude of eruptions during the eruption process is fundamentally different
because the controlling behavior during the active growth phase of a volcano tends to have a long
repose time. Correlation repose time and VEI Mt. Banda Api is shown in Figure 3.
Korelasi Repose Time dan VEI
Gunung Banda Api
100
80
Repose Time
60
40
20
0
-.5 0.0 .5 1.0 1.5 2.0 2.5 3.0 3.5
VEI
Figure 3. Correlation of repose time and VEI Mt. Banda Api.
To find out more about the correlation between repose time withVEI at Mt.Banda Api using SPSS.
Table 3. Analysis of correlation between

repose time and VEI on Mt.Banda Api
R Sig. (2-tailed)
VEI 0,301 0,135
Repose 0,301 0,135

Time
ISBN 9786021570425 PHY-5

According to Table 3, the significance of the results of the correlation between repose time
withVEI magnitude of 0.135(>0.05) then Ho is accepted. This shows that the repose time does not
affect with the VEI. The correlation coefficient between repose time andVEI is positive, which
means that the greater the repose time the greater the VEI index. The correlation coefficient is
0.301 magnitude whose value is much smaller than 1 (perfect correlation coefficient). This shows
the weak relationship between the two variables. From the above results, it can be concluded that
repose time has no effect on theVEI. This can be affected by several other factors such as
differences in chemicalcompositi on both before and after the eruption, topography, morphology,
characteristics of volcanoes, etc.
Potential Energy and Thermal Energy of Volcanic Eruption on Mt. Banda Api Period
1800-2013
Yokoyama (1956) estimated the energy at the time of volcanic eruptions are divided into
various form ssuch as potential energy and thermal energy. The potential energy is represented by
changes in the level of lava in the hole/vent volcano during an eruption. Energy of eruptions can be
formulatedas follows:
= (6)
where,
Ep = potential energy (Joule)
m = total mass of materials in eruption (kg)
g = acceleration of gravity (m/s2)
h = high column of smoke during eruption (m)
Eruption on Mt. Banda Api

Period 1800-2013
2E+21
Potential Energy (ergs)
1.5E+21
1E+21
5E+20
0
1800 1850 1900 1950 2000
Year
Figure 4. Eruption on Mt. Banda Api (1800-2013)
During the period of 1800-2013 eruption, Mt. Banda Api generated a potential energy of
1.0195x1019ergs. Figure 4 shows the eruption of Mt. Banda Api periodicity of 1800-2013. In the
picture looks the pattern eruption on Mt. Banda Api.
Thermal energy is represented by the quantity of hot lava and gases from volcanic fragments
respectively. The equation used byYokoyama to high temperatures>1000C was as follows:
= + (7)
where,
Eth = thermal energy
V = ejecta volume
= the mean of density
T = lava temperature
= specific heat lava (when T=800 oC, =0.25 cal/gr.oC and when T=300 oC, =0.20 cal/gr.oC)
J = work equivalent of heat, 4.1855 x 107 ergs
ISBN 9786021570425 PHY-6

During the period of 1800-2013 eruption, Mt. Banda Api generated the thermal energy of
2.0378x1021ergs. Therefore, the total energy of the eruption of Mt. Banda Api from 1800 to 2013
amounted to 2.0479x1021 ergs.
3. Conclusion
The time series eruption on Mt. Banda Api has the characteristics of stochastic random,
with count eruption as afunction of repose time have an exponential distribution and PDF
Poissonian function with the attenuation coefficient is equal to 0.0647or medium repose time value
of 15.5year. The probability of eruption on Mt. Banda Api in 2014 based on the exponential
distribution by 18.6%. Weibull distribution gives the probability of eruption at 26.17% while the
Log-Logistic distribution gives the probability of eruption at 49.16%. Volcanic eruption probability
>50%, so it needs to be aware of risk that must be borne. Eruption of Mt.Banda Api during the
period of 1800-2013, generate an average potential energy of 1.0195x1019ergs and the average
thermal energy of 2.0378x1021ergs. Therefore, the total energy of the eruption of Mt. Banda Api
from 1800 to 2013 amounted to2.0479x1021ergs.
References
Bebbington, M. S and Lai, C. D. (1996a). Statistical Analysis of New Zealand Volcanic
Occurrence Data, Journal of Volcanology and Geothermal Research Vol. 74, p. 101-
110.
Bebbington, M. S and Lai, C. D. (1996b). On Non homogenous Models for Volcanic Eruptions,
Math. Geol. 28/5, p.585-600 .
Dzierma, Y.and Wehrmann, H. (2010). Eruption Time Series Statistically Examined:
Probabilities of Future Eruptions at Villarica and Llaima Volcanoes, Southern Volcanic
Zone, Chile, Journal of Volcanology and Geothermal Research 193, 82-92.
Ho, C. H. (1991). Time Trend Analysis of Basaltic Volcanism for The Yukka Mountain Site,
Journal of Volcanology and Geothermal Research Vol. 46, p. 61-72.
Kirbani, S.B and Wahyudi. (2007). Erupsi Gunung api Kelud dan Nilai-b Gempa Bumi di
Sekitarnya, Laboratorium Geofisika UGM, Yogyakarta.
Simkin, T. and Siebert, L. (1984). Explosive Eruptions in Space and Time: Durations, Intervals,
and a Comparison of the Worlds Active Volcanic Belts. In Boyd, R. F. (ed) Explosive
Volcanism: Inception, Evolution, and Hazards, National Academy Press, Washington, D.
C., 110-121.
Simkin, T. and Siebert, L. (1994). Volcanoes of the World, 2nd Edition, Geoscience Press,
Tucson.
Van Bemmelen. R. W. (1949). The Geology of Indonesia v. I.A. Government Printing Office.
Wahyudin, D. (2011). Potensi Bahaya dan Dampak Erupsi Gunung Banda Api, Maluku Sebagai
Pulau Gunung api, Jurnal Lingkungan dan Bencana Geologi Vol. 2, PVMBG.
Watt, S. F. L, Mather, T. A., and Pyle, D. M. (2007). Vulcanian Explosion Cycle : Patterns and
Predictability, Geology 35/9, p. 839-842, doi : 10.1130/G23562A.1.
Wickmann, F.E. (1965). Repose Period Pattern of Volcanoes II. Eruption Histories of spme Indian
Volcanoes, Arkiv Foer Mineralogi Och Geologi, Band 4 Nr 6, Uppsala.
Yokoyama, I. (1956). Energetics in Active Volcanoes, Earthquake Research Institute.
ISBN 9786021570425 PHY-7

OP-04
The Role of ZnPc Functional Layer in Detecting MMP3
Biomolecule Using QCM Sensor System
Djoko J. Santjojo* and Masruroh
Collaborative Research Group for Advanced System and Material Technology (ASMAT),
Brawijaya University, Malang, Indonesia, dsantjojo@gmail.com
Abstract-A quick response QCM biosensor has been developed by utilizing a ZnPc functional layer. The
layer is intended to improve immobilization of biomolecules especially Matrix Metalloproteinase-3 (MMP3)
rheumatic arthritis antibody. A polystyrene interlayer was deposited on a QCM by means of spin coating
technique. The ZnPc layer was deposited on top of the polystyrene using vacuum evaporation technique. The
deposition rate was controlled by a variable powered heating system. Evaluation and analysis of the ZnPc
morfology and microstructure was carried out by SEM and surface topography measurements. The sensitivity
of the QCM sensor system to the MMP3 molecule was increased significantly since the size and
microstructures of the ZnPc layer enhanced adsorption and traping of the MMP3 molecules. The adsorption
was associated with fibrous microstructures of the layer, while the traping behaviour was related to surface
roughness.
Keywords: ZnPc functional layer, MMP3 biomolecule, QCM sensor
ISBN 9786021570425 PHY-8

OP-5
Determination of in-situ Permeability by Using Stoneley
Wave Characteristics
Kosim
Faculty of Teacher Training and Education, Universitas of Mataram, Jl. Majapahit No. 62 Mataram
83125, kosim.unram@gmail.com
Abstract-Permeability is one of the necessary to determine the presence of oil or gas reservoir drilling a
well in economic value. Based on the research literature there is a relationship between Stoneley wave
attenuation factor and permeability. The relationship has been made a model by Matheu and Thoksoz. Then
the model is modified to use field data to determine the value of in-situ permeability rocks. Results obtained
equation of a quadratic equation complex permeability and modified Bessel functions. Characteristics of the
Stoneley wave used are velocity of wave, frequency and attenuation factor. Application modeling on field
data is assumed that the reservoir rocks of the earth around the elastic, porous which has a fracture.
Keywords:in-situ permeablility, Matheu and Thoksoz model, Stoneley wave
ISBN 9786021570425 PHY-9

OP-06
Development of a Quake Catcher Device to Record Earth
Quake Events
I Wayan Sudiarta1* and Made Sutha Yadnya2

1
Physics Study Program, Faculty of Mathematics and Natural Sciences, Universitas Mataram,
wayan.sudiarta@unram.ac.id
2
Electrical Engineering, Faculty of Engineering, Universitas Mataram
Jl. Majapahit No. 62 Mataram NTB 83125
Abstract-Earthquakes often occur in Indonesia, especially in the area around the subduction zone at Sunda
Arc. Large earthquakes, for example in Aceh (2004) and Yogyakarta (2006), have caused material losses and
large casualties. Mitigation efforts should be conducted to reduce the impact caused by an earthquake. One
mitigation effort is by creating a map of earthquake-prone areas which is important for planning earthquake-
resistant building. Mapping of earthquake prone areas can be done by analyzing the physical properties of
soil layers. This can indirectly be determined by measuring the rate of propagation of seismic waves during
an earthquake recorded using seismometers. Vibration sensors such as MEMS accelerometers and a
datalogger can also be applied to make an earthquake recording system. In this paper, we report our progress
in developing a prototype device called "Quake Catcher" that can accurately record earthquake waves. The
Quake Catcher device consists of several important components: MEMS sensor, microcontroller, GSM
shield, real time clock (RTC) module, SD memory card and battery.
Keywords: quake catcher, seismic wave, mitigation
ISBN 9786021570425 PHY-10

OP-07
Load Weight of Boat: Experimental Approach and
Hydrostatic Calculations
Agus Dwi Catur1*, Sukartono2, Sinarep1, and Masrun1
1
Faculty of Engineering, Mataram University, Jl. Majapahit No. 62 Mataram, Indonesia,
agus_dc1@yahoo.co.id
2
Faculty of Agriculture, Mataram University, Jl. Majapahit No. 62 Mataram, Indonesia
Abstract-Wooden boats still dominate the small inter-island transportation around the island of Lombok
(gili) and the sea area of Indonesia. The limited wood to make wooden boats is expensive. Long-tail boats
prototype has been designed and made of composite sandwich with bamboo - fiberglass reinforcement and
polyurethane rigid foam. Load weight of boat obtained by experiments and hydrostatic calculations.Building
boats was done by a wet lay up method on the mold. Load weight of boat was measured by weighing the load
on the boat at the certain water line. Load weight of boat was also obtained by the hydrostatic calculations.
Load weight of boat obtained from the experiment was closed to the hydrostatic calculations.
Keywords:boat, hydrostatic, loads,sandwich
1. Introduction
Wooden boats still dominate for transport connections between the islands and for
fishermen. The more expensive and limited large wooden building boats made from non-wood
constantly being developed to replace the wooden boat. Deforestation issue is widespread, the use
of wood as a boat must be suppressed. One of non-wood boat is a boat made from a composite of
polyester reinforced with fiberglass.
The boat is made from polyester-fiberglass composite heavier than wooden boats. This
boat will sink when there is a leak, because its density is greater than the density of sea water. This
makes the fishermen still choose to wear wooden boat. To fulfill these fishing boats was developed
with high buoyancy and payload was adequate. This caracter are on a boat with a sandwich
material.
In Indonesia, most of the fishing boats in the wake traditionally are made of wood and was
built without planning drawings or mathematical calculations. The boat was manufactured only by
example with no hydrostatic parameters. The fishing boat is a floating vehicle that combines speed,
custody, and storage facilities. As a function of storage and loading load fish catch and fishing
equipment, boats must have high buoyancy.
The buoyant force is a resultant force direction upward carried by the fluid on an object
when the object is in the fluid. The specific gravity of water and the amount of water that is
transferred can determine the object will float or sink. A very large boat has a great immersed
volume. This can move water very much and the boat will float.
The boat floats if the weight of the boat plus the load there on equal to the buoyant force.
Boat buoyant force can be estimated using an approach hydrostatic data analysis. Based on this,
research on cargo boats made of composite sandwich has been done and will be described in this
paper. Testing buoyancy boat with experimental done. Boat design is used to calculate the load
cargo boat with formulas approaches. The results of both methods were compared in this paper.
2. Basic theory
Archimedes law states that an object partly or completely immersed into a liquid substance
will experience an upward force equal to the weight of liquid removal.
Fa= V g .(1)
ISBN 9786021570425 PHY-11

Description:
Fa: buoyancy force
g: gravitational acceleration of the earth
: density of liquid
V: volume objects immersed in liquids.
Calculate the volume of the beam is very easy because of its simplicity. On other hand,
Boat shape calculation is not simple; calculate the volume of the boat required accuracy. To
calculate the volume of the boat is done by formulas approaches. The formula was made by
Simpson. Simpson's rules are used to calculate the area and volume of objects that are irregularly
shaped. The rules assume that the boundary objects can be divided so as to follow the laws of
mathematics. The accuracy of the calculation depends on the distribution of these boundaries so
that the curves follow the laws of mathematics.
First Simpsons rule assumes that the curve is a parabolic of the second order as the Figure 1.
Figure 1. Parabolic curve
2
Area under curve = 0 = h/3(y1+4 y2+y3)
Second Simpsons rule assumes that the equation of the curve is of the third order as the Figure 2.
Figure 2. Polynomial third order curve
3
Area under curve = 0 = 3/8 h (y1 +3y2+3y3 +y4)
Simpson rules can also be used to calculate the volume of an irregular object. By shredding the
object so that the curve can approximate the laws of mathematics. The area of the elementary strip
in figures 3 (a) and (b) is `Y' square metres. Then the volume of the strip in each case is equal to Y
dx and the volume of each boat is equal to Volume.
4
Volume = 0
= h/3(A+4B+2C+4D+E)
E is area of water plan at baseline, this position is the bottom of the boat.
D is area of water plan at h meters from baseline
C is area of water plan at 2h meters from baseline
B is area of water plan at 3h meters from baseline
A is area of water plan at 4h meters from baseline
ISBN 9786021570425 PHY-12

Figure 3. Irregular object: hull of boat
Thus the displacement volume of a boat to any particular draft can be found, first by
calculating the areas of water planes or transverse areas at equidistant intervals and then using these
areas as ordinates to find the volume by Simpson's rules.
3. Method
Research working order as shown in Figure 4.
Start
Boat design
Hydrostatic Calculation
Boat Manufacture
Testing of loading
Data analysis
Conclusion and recommendation
Conclusions and suggestions

End
Figure 4. Flow chart
In designing process, the boat must accommodate the equipment and the completeness of
what is needed on the boat. It will determine its layout on the boat and the layout of the equipment.
The equipment include fishing gear, the engine, hold the fish, anchors and others. The boat is
designed not have all the boat deck. Deck located on the bow is important to strengthen the
construction of the bow. The completeness of the designed boat is ballast chamber, fishing gear
place, bow deck, engine support, katir binder, anchor rope, roof and tie anchor boards.
ISBN 9786021570425 PHY-13

In the boats manufacturing need lines plan (Figure 5) which is drawing the outline plan of a
boat on the water line and each ordinate. Lines plan is used to design the shape and size of boats
models. Lines plan pictures consist of body plan, profile plan, half breadth plan. Body plan is
drawing the outline plan of the boat seen from the front (cross-sectional boat front view). Profile
Plan picture boat elongated wedge shape looks aside. Half breadth plan is half slice the width of the
boat looked up.
a. b.
Figure 5. Boat Lines Plane : a.perspective b. two dimensional
a. Polyurethanefoamis attached tothe mold b. The hull formed by lamination to

polyurethane rigid foam
Figure 6. Boat manufacturing
Hydrostatic calculation of boat is based on numerical data obtained through the design of
the boat. Data processing is performed to obtain the value of the volume of the boat submerged into
water (volume displacement) and buoyancy force (tonnes displacement). Volume displacement is
obtained by calculation using the Simsons rule. Ton displacement is obtained by calculation using
archimides. Density of sea water is 1.025 Kg/m3.
Boat building begins with the manufacture of the hull. Boat hull was made of sandwich
composite. The sandwich core made of polyurethane rigid foam. Polyurethane rigid foam is
attached to the mold by meanstied with thread (figure 6.a). The foam serves as the core which
would then be laminated with composite resin. Boat hull formed after the lamination process
(Figure 6.b).
ISBN 9786021570425 PHY-14

a. Load on the boat b. Cm scale on the hull

Figure 7. Experiment to get tons of displacement
Tons of displacement can be obtained with experimental. Load adding on the boat (Figure
7a). The first load is the weight of the boat it self. The test starts with a weigh boat. In order to
facilitate, the two scales used to weight were placed at either end of the boat. Weight of the boat is
the sum of the weight shown by both scales. Boat floated later to the sea. The position of the water
line is measured from the base line to the water line (Figure 7b). The base line position is the
bottom of the boat. The next load is loaded into the boat starts on the boat plus 50 kg weight and
then coupled with an interval of 50 kg. Each load is loaded,it is measured the position of the water
line to the base line.
4. Result and discussion

Sandwich composite boat planned and maked. Calculations have been made to obtain water
plan area, the volume displacement and ton displacement. Tons displacement testing has been done.
Water plan area, tons displacement and volume displacement poured in Table 1.
Table 1 Results of water area calculation plan, the volume of displacement and displacement ton
Water line water plan Volume Ton displacement Load weight
position (m) Area (m2) displacement (m3) (ton) (ton)
0 0.00
0.075 2.31
0.565 0.579 0.384
0.152 3.00
0.228 3.86
0.228 3.86
0.305 4.35
1.583 1.623 1.428
0.381 4.65
0.457 4.87
0.457 4.87
0.534 5.03 2.605

2.732 2.800
0.61 5.03
0.687 5.24
ISBN 9786021570425 PHY-15

Area of water plant in the base line is zero, because the shape is only a line. With Position of
the water line added then increases too area of water plan. Added area of water plan follow a
parabolic curve is increased dramatically and then remained constant. This trend can be seen in
most of the fishing boats. The highest area of water plan occurred in the highest position of the
water line. The position of the highest water line was 0.687 m with an area water plan of 5.24 m2.
Ton displacement obtained from experimental presented in figure 8. In Figure 8 also
displayed ton displacement calculation results.
3
y = 2,811x2 + 2,192x - 0,016
R = 0,998
2.5
2
Ton displacement, ton
y = 2,735x2 + 2,439x - 0,189

R = 0,992 eksperimen
1.5
Calculation
1 Poly. (eksperimen)
Poly. (Calculation)
0.5
0
0.00 0.20 0.40 0.60 0.80
-0.5
Waterline position, m
Figure 8. Ton displacement of boat: eksperimental and calculation
Weight of boat was 0.195 ton and waterline position when the boat dipped is 0.23 m. When
the load is increased, the position of the water line became higher. The position of the highest
waterline was 0.69 m ie occurred in the weight of the boat and a load of 2.65 tonnes. This value is
lower than tons displacement calculation results. Value ton displacement calculation result was
2.799 tons. Difference of both is 0.149 tons.
Ton displacement calculation results almost identical to the results of experiments. It can
be seen in Figure 8. The two graphs are very close. The two graph form a second order polynomial
curve. The difference between the two is at 5.3% which is not great at the highest water line
position.
Ton displacement represents load weight added by boat weighing. Load weight was
obtained by tapering down ton of displacement of boat weighing. Boat weight is constant, so that
graph tendency of load weight is equal to ton displacement graph tendency. Load weight result of
biggest calculation is 2.605 ton. The biggest of load weight of experiment result is 2.455 ton at
0,69 m water line position.
5. Conclusion
Load weight and tons of displacement of the boat obtained from the experiment is closed to
the hydrostatic calculations. The difference between the two water linesis 5.3% at the highest
position. Load weight chart and tons displacement form a second order polynomial curve. Heavy
payload experimental results are 2.455 tons of water line which is at 0.69 m position.
Acknowledgements
This study was funded by DP2M higher education. Thank you to the manager of the
mechanical engineering workshop, Wen Hadi, Rahmad.
ISBN 9786021570425 PHY-16

References
Anonim. (2002). Composite Material Handbook, Volume 3: Polymer Matrix Composite, material
usage, design and analysis, Departemen of defense, USA.
Anonim. (1996). Rules and regulation for the classification and construction of ships : Fiberglass
reinforced plastics ships, Indonesian classification biro, Jakarta.
Derret, D. R. Revised byBarrass, C.B.(1999). Ship Stability for Masters and Mates, Fifth
edition, Butterword Heineman.
Mathur, V.K.(2005). Composite Materials from Local Resources, Construction and Building
Materials, 20(7), 470477.
Watson, D. G.M. Watson. (1998). Practical Ship Design, Elsevier Ocean Engineering Book Series,
volume 1, Elsevier Science Ltd.
ISBN 9786021570425 PHY-17

OP-08
Performance of Hinged Blade Savonius Turbine
Sinarep* and Agus Dwi Catur
Faculty of Engineering, Mataram University, Jl. Majapahit No. 62 Mataram, Indonesia,

sinarepdarek@yahoo.co.id
Abstract-Savonius blade rotates the rotor shaft in the side where blade moves on the direction of
the wind while on the otherside drag deccelerates the movement of the rotor. To minimize friction,
the rotor blade is made of hinged blade. Tangential direction of blade movement is currently in the
direction of the wind, so the blade swinging enlarges the area of the wind. Meanwhile, when the
tangential direction of the blade movement is opposite to the wind direction, the blade will swing
minimize the extent of the wind, thus minimizing drag. Performance of hinged blade savonius wind
turbine is discussed in this study. This turbine types have good properties in the utilization of wind
energy than basic savonius wind turbine. Swinging blade type can increase the power coefficient of
the turbine without adding the turbine area.
Keywords: wind, turbine, blade, performance.
1. Introduction
Vertical axis wind turbine is independent to speed and wind direction. It can accommodate
wind direction and works properly with a wide range of wind speed. Vertical axis wind turbine is
different to horizontal axis in term of wind direction and area where it employed. Vertical axis
wind turbine can eliminate disadvantage of horizontal axis. Therefore the vertical wind turbine can
be as alternative to fully develop in Indonesia.
Generally, vertical axis wind turbine is completely suitable to Indonesian wind condition.
Therefore it has to be built and installed right way. Recently, there are many type of vertical axis
wind turbine that already built and install worldwide, such as Savonius wind turbine, Darrieus wind
turbines, aerodynamic turbines, spiral wind turbine, helical wind turbine, sail wind turbine, and
many more.
Vertical axis wind turbine with fix blades has a great rotation constraint. Blade tangential
rotating motion in the direction of the wind will push the turbine rotor and generate torque.
However, the blade which is opposite to the direction of motion tangential winds cause drag that
reduces torque of the rotor.
Innovation is already done by many researches to improve the performance of the vertical
axis wind turbine that has been installed at this time. One of them is the blade arrangement that can
reduce barriers and increase torque.
Invention has been done by Kaliski, A, 2005 and has been patented by number US
6,910,873 B2. The invention in the form of a vertical axis wind turbine Savonius is by using self-
regulating rotor. The main aim of invention is to increase aerodynamic efficiency. Shape of the
rotor will change the appropriate option turbine base on the operating conditions. The conversion of
wind energy into rotating energy is optimised.
The blade arrangement innovation on vertical axis wind turbine made by Baylei, JL, 2008,
with US patent number 20,080,075,594A1. The vertical axis wind turbine blade is oriented
horizontally arranged so that the blade opens when the direction of rotation has same direction to
the wind direction and it closes when the direction of the blades has opposite direction of the wind
direction. The blade is made split into upper and lower blade and the hinged radial direction.
Opening and closing movement of the blade is done by a hydraulic cylinder which is set based on
the operation of wind speed and direction sensor.
Sail type wind turbine was patented byGoldwater, JM, et al, 1987 with the number of
4,684,817. The Turbine rotor consists of four blades and each blade consists of 18 sails or more.
The blade is in the form of truss lattice. This grille serves to hold the sail when receiving wind
blows. Each sail can be swung on its hinges. The curvature of the blade can also be arranged to
ISBN 9786021570425 PHY-18
form an arc as needed.When the direction of motion of the blade is tangential to the direction of the
wind, the wind will push the sail on the blade, so that the rotor rotates. And when the wind
direction is opposite to the direction of the blade rotation, then the sails on the blade will swing in
the direction of the wind rotor, thereby reducing drag. The opening and closing of the sail will pass
the motion of the wind and the wind diverting motion is what makes this invention named valvular
sail.
The developments of vertical axis wind turbines continue to be done to reduce the force
that obstruct the rotor rotation (drag), in other words, to increase the rotor torque. However, the
inventions are still too complicated to be applied in the remote area that is far from the
technological means. Micro controller or even speed sensor is very difficult to obtain in a remote
island, generally, the Indonesian archipelago in case the wind turbine was damaged. Therefore, the
simple mechanical blade adjustment mechanism and maintenance needs to be developed.
The simple blade setting is the right option developed for turbines which will be operated
in remote areas. This meant that the operation and maintenance of turbines can be done easily by
the community. The blade can swing when operated so I can minimize the barriers of turbine.
Hinged blade wind turbine with a blade arrangement mechanically simple and performance
characteristics studied inthis paper.
2. Experiment set up
The type of wind turbine that is madeis Ssavonius turbine rotor with the blade can swing.The rotor
consists of a four blade and each blade consists of three sail composite rigid and hinged (Figure 1).
The blade comes with apivotsail. This shaft serves for the rotary axis for retaining the sail at the
same timewhile receiving wind gusts.
.
Figure 1 Schematic drawing of turbine rotor
The experimental scheme of wind turbines that have been installed in the wind tunnel is
shown in Figure 2.
ISBN 9786021570425 PHY-19

Figure 2. Scheme experimental wind turbine in the wind tunnel.
Wind tunnel building process starts with cutting steel profiles and plate multiplex. Welding
and gluing carried out to form a hollow space. The room is then called a wind tunnel. Mounting
order to withstand wind tunnel is made of steel profiles.To keep the wind flow evenly and same
direction is done by installing a small holes in the honey comb-shaped cross section of the wind
tunnel. Wind turbines are installed in this wind tunnel with a ball bearing pads.
A fan is mounted to a wind tunnel. The discharge flow of the fan is regulated by voltage
regulator. Steel frame is made to sustain the fan and the wind tunnel. Turbine rotor shaf tconnected
to a rotor diameter of 17mm. Rope brake dynamometer is used to determine the rotor torque. Rotor
torqueis measured by mean of the force acting on a rope.
The manufacturing of turbine starts with the blade fabrication. Each blade consists of three
sail composite rigid and hinged. The rigid sail fitted with a pivot screen. The construction sail rigid
blade is a composites and wich, which is a structure consisting of two thin laminate called skin
flanking lightweight core. Skin rigid sail made from polyester catalyzed 60% by volume, with
reinforcement hybrit 20% sisal fibre and fibre glass 20% by volume. The second skin blade rigid
sail made by wet method composite lay-up in the mold, then the core in the form of rigid
polyurethane foam inserted between both skins.
The base of the blade is made of rigid perforated screen to put blade shaft. The number of
blade is needed are 4 blades. The connection between the sai lrigid blade to the blade arm is a shaft
on the base of the rigid sail and elastic rubber on the tip of the blade. Elastic rubber is useful to
close the rigid sail with the blade arms when the wind moves in the opposite directionto the
tangential motion of the blade. Meanwhile, when the direction of rotation of the blade has same
direction to the direction of the wind, the elastic rubber is useful to prevent pulsating rotation of the
turbine.
The armof blade is made by composite curved shape of the curve so that the rotating
components are light. The arm connects the axle rigid sail with the rotor shaft. The rotor shaft is
steel which connects the upper and lower blade arm.
To measure the torque of the shaft, a rope is wrapped around the rotor shaft. Rotor shaft
diameter is 17mm. End of the rope is connected fixed to the holder and the other end connected to a
spring balance. This spring balance is connected tot he threaded support in order to easily set the
force acting to the rope.
One of the independent variable in this study is the wind speed. Therefore, the speed of
wind blowing turbine is set by regulating the voltage of power supply of fan motor. The wind speed
will push the blade and induce the turbine rotor to rotate. Loading on the rotor shaft in the form of
shaft torque, this torque will affect the rotational speed of the turbine rotor.
ISBN 9786021570425 PHY-20
The rotor torque is measured by measuring the friction force between the ropes with the
rotor shaft. This frictional force is read on the spring balance. Torque shaft is multiplication of
readable force on a spring balance to the radius of the rotor shaft. To provide load torque varying
the rotor shaft, the friction force can be varied. Frictional forces between the rope with the rotor
shaft are increased if the rope is tightened and vice versa. The amount of rotation of the rotor shaft
is measured with a tachometer. From these data, the performance of the wind turbine such as the
ratio of energy flow as Cp (also called power coefficient) of the turbine can be calculated.
The basic principle of the wind turbines convert the kinetic energy of the wind into rotary
energy to the rotor, and then the rotationof the rotor is used to turn a generator to produces
electricity. The kinetic energy U (Joules) of the wind with the mass m (kg) moving with velocity
(m/sec) defined by equation1
U = .m.V2
= ..As.x.V2 .............................................................................................. 1
Where = wind density (kg/m3)
As= cross section area of turbine (m2),

x = windpath length (m) .
While wind power is Pw is the equation 2.

U
Pw = t
(..A s .x.V 2 )
=
t
= ..As.V2.(x/t)
= ..As.V3 ...................................................................................... 2
Asis across-sectional area of the wind formulated by equation 3:
As = h . d ..................................................................................................................... 3
h is theheightof the rotor(m) anddis thediameter of therotor(m).
The output power of turbine rotor Pm (watts) is calculated by multiplying the rotor shaft
angular velocity (rad /sec) with a rotor torque T (Nm), as equation4. While the speed of the rotor
shaft angle is obtained by number of revolutions perminute turbine rotor shaft (n )
Pm = T.
T.2.n
Pm = 60
........................................................................................................ 4
The turbine power coefficient Cp is the ratio between the power of the turbine rotor with wind
power, defined in equation 5.
Cp = Pm/Pw ............................................................................................................ 5
Coefficient of blades tip speed (tip speed ratio) Zis the ratio between the tip speed of the
blades (Vb) with wind speedsV. The blade tip speed is a multiplication of the angular velocity of
the of blade rotor radius(R).
Z = Vb/V
.R
= V
ISBN 9786021570425 PHY-21

d
2..n.( )
2
= 60.V
.n.d
= .................................................................................................. 6
60.V

The number of revolutions per minute of turbines to the wind speeds with no load is shown
in Figure 3. It can be seen that the higher the wind speed given in wind turbines the higher the
turbine rotor shaft rotation. The Momentum of moving winds pushes the blade and strucks the
blade in the direction of the wind. However, since the blade is connected to the shaft, the blade will
rotate around the shaft. The faster the wind blows on the blade the greater the kinetic energy of
wind or wind momentum. The great momentums give greater thrust so the faster the rotation of the
turbine rotor.
When the blade rotates in same the direction of the wind, the wind accelerates the
movement of blade, thus speeding up the rotation of the rotor blade. While onthe other side of the
blade moves opposite direction of the wind, air friction with the blade obstructs the movement of
the blade thereby inhibiting rotation of the rotor blade. The obstruction of blade affects the number
of turns per unit of time. Figure 3 shows that the hinged blade turbine has a rotational speed greater
than the rotational speed of the rotor with fixed blade atthe same wind speed. This indicates that the
resistance of the fixed blade is greater than the obstacles to the hinged blade.
With increasing wind speeds up to 14m/s, the wind turbine rotor speed will increase for
both blade turbines with fixed or hinged blade; it can be seen in Figure 3. However, the trend of
increasing is different. On wind turbine with a fixed blade the trend is slope slightly, this is
influenced by the presence of greater barriers to the fixed blade. Although the greater the wind
speed the greater the kinetic energy of wind that rotates the blade, the barriers to blade rotation is
also getting bigger. This phenomenon can be seen in chart 3 for fixed blade shaft rotation. The
increase of rotation is sloping slightly with increasing of wind speed.
210
200
190
180
170
160
rotor velocity, RPM
150 y = -0.191x2 + 19.11x - 32.76

140 R = 0.998
130
120
110
100
90 fixed blade
80 y = -0.268x2 + 19.72x - 63.49
70 hinged blade
60 R = 0.998
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
wind velocity, m/sec
Figure 3. Rotation speed of no load turbine rotor to wind velocity
Table1 shows rotation speed of the wind turbine rotor to the torque load and the wind
velocity of the hinged blade wind turbine. In Table 1, the first line shows the force of friction rope
load to the turbine rotor shaft in kilograms by small to large force with the friction rope tightening.
The second row of Table 1 shows the friction rope load force to the turbine rotor shaft in Newton.
The third line Table 1 shows the torque on the rotor shaft turbine in Newton meters. The torque is
ISBN 9786021570425 PHY-22

obtained by multiplying the load force of friction rope to the turbine rotor shaft in Newton and the
radius of the rotor shaft is 0.0085 m. Column 2 of Table 1 indicates the wind velocity before the
turbines ranging from small to large to regulate motor speed while the start line4 to line 16 on
column 3 to column 14 of Table 1 shows the number of revolutions of the turbine rotor.
Table 1 shows that on the same torque, the higher the wind velocity, the higher the
rotational speed of the rotor. In contrast in the same wind velocity, the greater the torque imposed
on the rotor shaft, the lower the rotational speed of the rotor. The kinetic energy of the wind rotates
the blade rotor, part of the energy isused to overcome the friction between the rotor shaft and the
bearing so that the rotor rotates continuously.
Table 2 is a table of the turbine shaft torque load and the wind velocity for the wind turbine
blade fixed or hinged. It can be seen that the same torque load, the higher the wind velocity, the
higher the rotational speed of the rotor. On the same wind speed, the greater the torque imposed on
the rotor, the lower the rotational speedof the rotor. The kinetic energy of wind is converted into
kinetic energy to rotate the rotor. Most of the kinetic energy is used to overcome the torque load on
the shaft and partly to overcome the friction between the rotor and the bearing, so the rotor rotates
continuously.
Table 1 Rotor rotation of hinged blade wind turbine with load. (RPM)
Shaft rotation of wind turbine rotor hinged blade with load (RPM)
F(kg) 0,529 0,765 1,118 1,412 2,000 2,471 2,941 3,235 3,529 3,706 3,824 3,882
F(N) 5,195 7,512 10,975 13,864 19,64 24,265 28,881 31,768 34,659 36,392 37,552 38,121
T(Nm) 0,0442 0,063 0,0933 0,1178 0,1669 0,2063 0,2455 0,2700 0,2946 0,3093 0,3192 0,324
5,7 12
6,1 17 11
6,5 26 20 14
6,8 34 29 24 18 12
7,5 49 43 37 30 24 18 12
8,3 58 53 47 41 35 30 23 18 12
9,0 70 65 60 55 50 46 39 34 30 26 19
9,5 78 73 68 63 58 53 49 42 38 33 28
V
(m/dt) 10,0 84 80 75 71 66 61 57 52 47 42 38
10,4 90 86 81 77 72 68 63 59 54 50 45
10,8 118 113 105 98 93 87 80 76 70 63 57 55
11,2 118 114 109 104 102 97 93 89 85 81 77 60
11,6 126 123 118 114 109 101 95 88 81 74 66 60
12,0 134 132 123 116 110 101 93 86 76 67 55 55
12,6 146 138 132 125 118 109 97 85 72 60 53 49
13,2 154 142 135 124 113 106 98 83 68 53 50 45
When Table 1 with Table 2 were compared, the rotation of wind turbine rotor with hinged
blade is greater than the rotation of the wind turbine with fixed blade to the wind velocity and the
same load torque. This indicates that the hinged blade is able to increase the rotational speed of the
rotor. The blade hinged gets less air resistance than a fixed blades of blade hinged rotate faster.
ISBN 9786021570425 PHY-23
Table 2.Rotor rotation of fixed blade wind turbine with load (RPM)
Shaf trotation of wind turbine rotor fixed blade with load (RPM)
F(kg) 0,529 0,765 1,118 1,412 2,000 2,471 2,941 3,235 3,529 3,706 3,824 3,882
F(N) 5,195 7,512 10,975 13,864 19,64 24,265 28,881 31,768 34,659 36,392 37,552 38,121
T(Nm) 0,0442 0,0639 0,0933 0,1178 0,1669 0,2063 0,2455 0,2700 0,2946 0,3093 0,3192 0,324
5,7 10
6,1 14 12
6,5 22 17 12
6,8 30 26 20 15 12
7,5 39 39 33 26 20 15 16
8,3 47 48 43 36 30 26 19 14 18
9,0 56 54 56 51 44 40 35 29 25 22 15
V 9,5 62 61 63 58 51 45 44 38 34 30 24
(m/dt) 10,0 66 66 68 65 60 52 50 47 42 38 33
10,4 72 73 71 68 65 59 55 54 49 46 41
10,8 103 94 91 86 85 79 70 68 65 58 52 50
11,2 100 94 93 90 90 87 83 81 79 75 71 55
11,6 109 103 101 100 96 87 85 79 74 67 60 54
12,0 114 110 105 101 97 86 81 76 69 60 48 49
12,6 121 116 113 108 104 93 84 74 63 51 45 42
13,2 129 122 116 107 97 89 84 72 59 44 42 37
The turbine performance is evaluated against the parameters of dimension less tip speed ratio
based on the data in Table 1 and Table 2. The evaluated turbine performance is turbine power
coefficient. The formula used to get a tip speed ratio and the power coefficient of the turbine is the
equation1 to equation 6.The turbine power coefficient chart with hinged blades is showed in figure
4 and the coefficient of power turbines with fixed blade is shown in Figure 5.
0.03 0.03
0.025 0.025
0.02 0.02
Cp
0.015
Cp
0.015
0.01 0.01
0.005 0.005
y = -1.327x2 + 0.271x + 0.003
y = -1.073x2 + 0.251x + 0.005
R = 0.448
R = 0.541 0
0
0 0.1 0.2 0.3 0 0.1 0.2 0.3
Z Z
Figure 4. Graph turbine power coefficient Cp with Figure 5. Graph turbine power coefficient Cp
hinged blade. with fixed blade (not hinged).
Turbine power coefficient as shown in Figure 4 and 5 rises with the increasing of tip speed
ratio then dropped. Figure 4 is a graph turbine power coefficient Cp with a hinged blade to the tip
speed ratio. While Figure 5 shows the graph of the power coefficient Cp turbine with fixed blade to
the tip speed ratio. The relations of turbine power coefficient to the tip speed ratio have the same
ISBN 9786021570425 PHY-24

tendency. The relations of turbine power coefficient to the tip speed ratio compose a polynomial
curve. There is a maximum turbine power coefficient on the curve.
Comparation of graphs 4 and 5 shows that the power coefficient of the turbine with hinged
blade is higher than the coefficient of power turbine swith fixed blade. This means that the wind
energy is converted into mechanical energy is greater in the hinged blade wind turbine than the
fixed blade wind turbine. The wind energy on the fixed blade wind turbine is more changed to
friction so the energy loss is higher and the efficiency is lower. On the other hand, the hinged blade
wind turbine is less converted the wind energy to overcome the friction, so the energy loss is less
and the turbine efficiency is higher.
The highest turbine power coefficient of the hinged blade is 0.02626 with tip speed ratio of
0.1589 that is occurred in wind velocity on the wind tunnel of 11.2m/sec, while the highest power
coefficient of the fixed blade turbine is 0.0244 with tip speed ratio of 0.1476 that is occurred in
wind velocity on the wind tunnel of 11.2m/ sec.
4. Conclusion
Savonius wind turbine with hinged blade has better performance to convert wind energy
than Savonius wind turbines with fixed blade. Wind converted into rotor power is increased by
mean of hinged blade without adding the wind turbine cross section area. Turbine power coefficient
with hinged blade is higher than the coefficient of power turbines with fixed blade.
Acknowledgements
This paper is a result of research funded by competitive grants scheme DP2M Higher
Education. We extend our thanks to the Research Institute of the University of Mataram, DP2M
Higher Education and Laboratory of Production Processof the University of Mataram.
References
Acharya, S.K. anad Mishra, S.C.(2007). Weathering Behavior of Fly-ash Jute Polymer Composite,
Journal of Reinforced Plastics and Composites, 26,1201.
Ali, M.H. (203). Experimental Comparison Study for Savonius Wind Turbine of Two & Three
Blades At Low Wind Speed, International Journal of Modern Engineering Research (IJMER),
3(5), 2978-2986.
Anonim, Composite Material Handbook, Volume 3 (2002): Polymer Matrix Composite, material
usage, design and analysis, Departemen of defense, USA.
Anonim, Buku Putih (2005): Penelitian Pengembangan dan Penerapan Ilmu Pengetahuan dan
Teknologi Bidang Sumber Energi Baru dan Terbarukan Untuk Mendukung Keamanan
Ketersediaan Energi Tahun 2025, Kemenristek, Jakarta.
Bailey, Self Regulating Wind Mill with Horizontally Oriented Blades, United States Patent
0075594, 2008.
Chen,Y., Mller, D.H., Nieen,K., Mssig, J. (2008). Spunlaced Flax/Polypropylene Nonwoven as
Auto Interior Material: Mechanical Performance, Journal of Industrial Textiles,38,69.
Goldwater,J.M., Valvular Sail Power Plant, United States Patent 4.684.817, 1987.
Kaliski, Self Regulating Rotor, United States Patent6.910.873, 2005.
Mathur, V.K.. (2005). Composite Materials from Local Resources, Construction and Building
Materials, l20(7), 470477
McGowan, J, G., et al. (2004). A Hybrid Wind-Diesel System for the US Navy at Guantanamo
Naval Base Using an Energy Saving Performance Contract, Proceedings of the AWEA Annual
Conference Chicago.
Qasim, A.Y., Usubamatov, R. and Zain, Z.M. (2011). Design of Vertical Axis Wind Turbine with
Movable Vanes, Australian Journal of Basic and Applied Sciences, 5(11), 896-902.
Saxena, M., Asokan, P. and Morchhale, R.K. (2000) Jute Composite as Wood Substitute, Building
Materials News Letter, in Women in Urban Governance, World Habitat Day, Building
Materials and Technology Promotion Council,New Delhi, India, 6770.
Sinaga, R.N.M. (2008).Optimalisasi Ekstraksi Energi Angin Kecepatan Rendah di Indonesia
dengan Aplikasi Konverter Boost, National Innovation Contest, Bandung.
ISBN 9786021570425 PHY-25

OP-09
The Effect of Biogas Flow Rate Biogas in the Purification
of Carbon Dioxide Process with Pumice Absorber
Arif Mulyanto*, Nurchayati, Rudy Sutanto, and Pandri Pandiatmi
Jurusan Teknik Mesin Fakultas Teknik Universitas Mataram, gamulkky@yahoo.co.id
Abstract-Biogas is an alternative energy solution that could be a replacement for fossil fuel energy. Biogas
is cheap and environmentally friendly. The compositions of biogas are CH4, CO2, N2, H2, O2 and H2S. CH= is
the main component in the biogas which has a high calorific value. In addition to the indispensable CH 4,
there is also a CO2 content that actually interferes with or damage. If this element is present in biogas, it will
disturb the combustion process itself. Therefore, the effort to reduce CO2level is expected to raise the quality
of biogas.The study was conducted to reduce levels of CO 2 in the biogas using absorbent pumice sludge. The
method used in this study was true experiment that is taking into account variations in the flow rate of biogas
(2, 4, 6, 8 and 10 L/ min) were passed through the absorbent. After that, levels of CO2 absorbed and CH4were
examined using gascromatography method. Results of research revealed that the greater flow rate of the
biogas passing through the absorbent pumice sludge, the lower CO2 gas level with average decrease of
14.38%, and the greater methane gas levelwith average increase of 11.79 % for each time the changes of
biogas flow rate.
Keywords: biogas, pumice, CO2, CH4
1. Introduction
Along with the rapid development of industrial technologies, the demand for renewable
energy sources becomes a very important consideration. This is due to scarcity of petroleum energy
sources and crude oil price escalation. Innovative research to find renewable energy sources is
continuously developed. The research is not only important to find a new energy resources, but also
able to find an environmental friendly energy resource.
Biogas is a cheap and environmentally friendly substitute energy. The composition of
chemical compounds contained in biogas are CH4, CO2, N2, H2, O2 and H2S. CH4 in biogas is a
major component in the combustion with large percentage, so that it can generate high heat. In
addition to methane (CH4), which is a indispensable compound, there are also other substances that
actually interfere with or damage. One of them was carbon dioxide (CO2). The level of CO2 in the
biogas is the second highest with approximate percentage of 40%. It is known that CO2 element is
the result of combustion and, if there are other elements in the burning, it will disrupt the
combustion process itself. Therefore, it is expected that the reduce of CO2 can raise the quality of
biogas.
Pure CH4 produced from biogas has become a very important consideration due to the
effect on the heating value / heat generation. The presence of CO2 in the biogas is very undesirable
because the higher level of CO2 in the biogas will decreasethe heating value of biogas and is very
disturbing in the combustion process. It decreases the purity of CH4.
The CO2 content reducing process can be done by passing the biogas into pumice resulted
in absorption process. CO2 gases react immediately with the pumice while CH4does not.Reaction
with the pumice decreases CO2 concentration so that then the ratio of the concentration of CH4is
greater than the concentration of CO2.
Gas separation technology has been developed with the use of membranes. In this case,
zeolite Mixed Matrix Membranes are used for CO2 / CH4separation. Gas separation membrane is
actually not new a technology. The separation technology isselectedbased on two criteria,
technically and economically easy to do (Mulder, 1996).
CO2 in the biogas need to be removed because the gas can reduce the heating value of
biogas combustion. In addition, the percentage of carbon dioxide (CO2) in the biogas is 30-45%
which is large enough to to significantly reduce the heating value of biogas combustion. The
ISBN 9786021570425 PHY-26
heating value of pure methane combustion gas at 1 atm pressure and 15.5oC tempraturewas 9100
kcal / m3 (12 740 kcal / kg) while the heating value of biogas combustion was approximately 4800
to 6900 kcal / m3 (Harasimowicz, et al, 2007).
2. Research Methods
The research method used to achieve the purpose of this research was devided into several
experimental stage:
The first stage was analyzing the starting composition contained in biogas in order to
determine the initial concentration of CO2 and CH4 presented in biogas.The second stage was
conducting test to measure the ability of pumice in the binding with CO2 in biogas elements that
will raise quality of biogas.
2.1. Research variables

The variables of research are chosen among others:
Fixed variable:
composition of biogas consisted of CH4, CO2, etc.
temperature of operating : at room temperature (30oC)
Changed variable
biogas flow rate: 2, 4, 6, 8 and 10 L / min
absorber: pumice
2.2. Equipment and materials

a. Equipment of research:
digester reactor
gascromatography
pH meter
flowmeter
b. Material of research:
Biogas produced from households and livestock waste.
Pumice
2.3. Testing Procedure

The main material of this research,which is biomass from household and animal
waste, was mixedwith water at a ratio of 1: 1 and stirred until dissolved. The mixture was put
into the digester before all channels and holes were closed so that no air enter the system. Then,
it was allowed to stand for 3-4 weeks in order to produce biogas.
Phase I, Composition analysis before purified biogas
Analysis in the first stage used gas chromatographyto find out biogas composition,
especially the concentration of CO2 and CH4.
Phase II, biogas purification process
Research was continued by reduced CO2 content in the biogas through a carbondioxide
absorbtion process using pumice absorber. CO2 absorption was done by feeding biogas in
to the pumice absorber continuously with certain flow rates (2, 4, 6, 8 and 10 L/min).
Biogas and pumice contact each other and chemical reaction occured. Every 2 minutes,
post absorbtion biogaswas taken for analysis. The amount of CO2 absorbed and CH4
produced are measured using gascromatography methods. In this study, the variable studied
was the effect of the flow rate of biogas to the CO2 absorbed and CH4 produced.
2.4. Analysis of Data

The data analysis was conducted after and refers to the experimental data, by
comparing the content of CO2 and CH4 before and after purified, studying the efficiency and
effectiveness of pumice in reducing levels of CO2 in the biogas purification andfinding the
purified CO2 percentage in each flow rate of biogas variations.
ISBN 9786021570425 PHY-27


Based on the research data,it is revealed that CO2 content in biogas of before purification
processwas 43.69% while the methane gas level was 39.95%. In fact, CO2 is a gas resulted from the
combustion process and must be purified. The results showed that the greater the flow rate of
biogas, the hingher methane level(withapproximate increaseaverage of 11.79%) (graph 1), the
lower carbon dioxide content (with approximate decrease average of 14.38%) (chart 2). Rising
levels of methane gas at various flow rate shows that pumice is able to absorb the gases
carbondioxide.The higher biogas flow rate, the greater the ability of carbondioxide to react with
pumice in short time so that only a small fraction of carbon dioxide gas that can be absorbed by
pumice.
60 60
45 45
CH4 Levels (%)

CO2 Levels
30 30
(%)
15 15
0 0
0 5 10 15 0 5 10 15
Biogas Flow Rate (lt/menit) Biogas Flow Rate (lt/menit)
Figure 1. Relationship biogas flow rate with CO2 Figure 2. Relationship biogas flow rate with CH4 content
content
CO2 CH4
60
45
Gas Levels (%)
30
15
0
0 5 10 15
Biogas Flow Rate (lt/menit)
Figure 3. Relationships the biogas flow rate with gas
levels percentage
The biogas flow rate of 2 L/minute showed the highest methane content increasewhich was
around 22.25% with carbondioxide gas level decrease was around 27.83%. More methane gas level
was increasedwiththe decrease of carbondioxide gas.So, rising methane gas do impacts methane
percentage level although it does not react with pumice. The decrease of CO2concentration as the
result of reaction with pumice influenced of the ratio CH4 to CO2 concentration. The concentration
of CH4became greater than the concentration of CO2 (chart 3).
ISBN 9786021570425 PHY-28

4. Conclusions
The conclusion of this research is that pumice can be considered not good enough at absorbing
carbondioxide because the carbondioxidelevel, which isapproximately 31.54%, is still high. The
methane gas level at at the lowest biogas flow rate (2 L/min) was about 48.84%.
References
Harasimowicz, M., Orluk , P., Zakrzewska-Trznadel, G. and Chmielewski, A.G. (2007).
Application of Polyimide Membranes for Biogas Purification and Enrichment, Journal of
Hazardous Materials, 144, 698 702.
Mulder, M. (1996). Basic Principles of Membrane Technology, Kluwer Academic Publishers,
London, pp. 51 59, pp. 307 319, pp. 465 479.
ISBN 9786021570425 PHY-29

OP-10
Characterization of Electric and Magnetic Properties of
Barium M-Hexaferrite Doped with Zinc
Aris Doyan*, Susilawati and Ilham Halik
Master of Science Education, Post Graduate Mataram University

Lombok Indonesia
* arisdoyan@yahoo.co.id
Abstract- Barium M-hexaferrite (BaM) is permanent magnet material included to the hard magnetic. It is
not suitable for some applications, so it is required to conduct such an engineering to decrease its
magnetization characteristic to be soft magnetic. This study aims to know the effect of the calcinations
temperature on the barium M-hexaferrites te doped by Zn. The synthesis process of BaM uses coprecipitation
method by varying the dopant concentrations of 0.0; 0.3; 0.6; and 0.9 as well as by varying the calcinations
temperatures of 80 oC, 400 oC, 600 oC and 800 oC. After the synthesis process, the sample characteristic is
conducted by using XRD (X-Ray Difraction) and obtained the results that it is formed BaM phase as
hexagonal crystal. The SEM (Scanning Electron Microscopy) testing results on the sample containing Ba, Fe,
Zn, and O elements and the TEM (Transmission Electron Microscopy) testing obtains the results that the
sample particle size is 100 nm indicating that the sample has been the nano particle. LCR meter is used to
know the electricity characteristic and it is obtained that the electrical conductivity value is 3.74 x 10-4 S/m
and 4,52 x 10-5 S/m meaning that the sample has characterized as semi-conductor. On the other hand, the
VSM (Vibrating Sampel Magnetometer) is used to know the magnetization characteristics and it is obtained
that the coercivity value is 0.1T while the remanence value is 0.5 emu/gram indicating that the BaM sample
has characterized as softmagnetic.
Keywords: Barium M-Hexaferrite, Zinc dopant.
1. Introduction
The development of Barium M-hexaferrite (BaM) has been a concern for researchers
because it has many applicable advantages in scientific and technology fields. Barium hexaferrite
with its hexagonal structure and derivative structure has specific magnetic characteristic so it can be
used as the permanent magnet, magnetic reducer media and other micro wave application
equipment (Afidah, 2011).
Barium ferrite with hexagonal molecule structure is known as permanent magnet
(Mahbubatin, 2011). Barium M-hexaferrite asferrite magnet not only has relatively high
permeability, permittivity and spontaneous magnetization, but also is composed of oxide
components so it has high electrical resistivity or is a good isolator (Sulistyo, 2012). Based on the
theory, Barium M-hexaferrite has magnetization saturation and very high intrinsic coercivity
causing the increasing of material anisotropic characteristic and this will affect on the weakened
absorption characteristic so it is difficult to use as certain magnetic application material.
The magnetic characteristic of Barium M-Hexaferrites can be reduced by the substitution
of Fe3+ with divalent ions (Zn, Co, Ni, and others) (Rosyidah, 2013). The metal used as the
substitution material need tohavealmost similar atomic size to the iron so it can change the BaM
structure. The addition of Zn dopant ion is expected to be able to reduce the magnetic anisotropic
characteristic of barium M-hexaferrite BaFe12-xZnxO19, as the result of disturbed magnet moment
direction by the substation ion so that the domain is random (Ramli, 2012).
In this study, BaM is substituted with Zn dopant to reduce the coercivity value so that it
can be applied to some magnetic material applications. Zinc is used as the dopant because it has
atomic radius similar to the basic material that is iron so it can change its crystal structure.
ISBN 9786021570425 PHY-30

2. Method
The synthesis is conducted by coprecipitation method and varying the dopants of x = 0.0;
0.3; 0.6; and 0.9 as well as varying the calcinations temperatures of 400 oC, 600 oC and 800 oC. The
basic materials used in this study are BaCO3, FeCl3. .6H2O, and ZnCl2 as the dopants in the form of
powder with the purity of 99.99%. The stages in these studies are:
a) Dissolving the (FeCl3.6H2O) into H2O using magnetic stirrer for 30 minutes (1st solution).
b) Dissolving the BaCO3 into HCl using Hot plate magnetic stirrer at the temperature of 70 oC
(2nd solution)
c) Dissolving the powder of ZnCl2 into H2O with (3rd solution)
d) Mixing the 1st, 2nd, 3rd and distrirred for 30 minutes (4th solution)
e) Titrating the 4th solution with NH4OH until there is precipitation, then washing it with
aquades until reach neutral pH
f) Drying the sample at the temperature of 80 oC
g) Calcining the sample at the temperatures of 400 oC, 600 oC and 800 oC for 4 hours
h) Conducting the test using XRD, SEM, TEM, LCR Meter and VSM

Barium M-hexaferrites Synthesis
This study aims to synthesize barium M-hexaferrites with Zn doping using coprecipitation
method by varying the concentration of x dopants of 0.0; 0.3; 0.6; and 0.9 as well as varying the
calcinations temperatures of 400 oC, 600 oC and 800 oC. Figure 1 is the synthesis result as barium
M-hexaferrites powder. The powder has different colours. The color change in the powder depends
on the dopant concentration and calcinations temperature (Silvia, 2012).
(a)1 (a)2 (a)3 (a)4
(b)1 (b)2 (b)3 (b)4
(c)1 (c)2 (c)3 (c)4
Figure 1. The sample color change (a) concentrations of x = 0,3; (b) x = 0,6;
(c) x = 0,9. (1) 80oC; (2) 400oC; (3) 600oC; (4) 800oC.
XRD Testing
The sample characteristics using X-Ray Difraction (XRD) aims to know the phase formed.
The XRD testing can be used to analysis quantitatively and qualitatively. This measurement is
using X-Ray Difractometer (XRD) at the voltage of 40 kV and current of 30 mA by using CuKa
target with wave length of ( = 1.541 A)
1500
1000
Intensity (cps)
500
0
Integrated Intensity (cps deg)
400
300
200
100
0
20 30 40 50 60 70 80
2-theta (deg)
Figure 2. The Diffraction pattern in XRD of BaFe12-xZnxO19 material, calcinations

at the temperatureof 800oC with substitution composition of x = 0.9.
ISBN 9786021570425 PHY-31

Based on the results of XRD testing in figure 2, it is seen that the BaM phase peaks in
position of 2 theta 33.211o; 35.666o; 49.477o; 54.119o; 62.484o. The measurement result
quantitatively shows that there are two phases, namely Barium Iron Oxide of 53% and Zinc phase
with the amount of 47%. At the previous study, it is also resulted in the iron oxide phase (Mohsen,
2010). Aside of the formation of barium M-hexaferrites,X-Ray Difractometer can also be used to
know the crystal formation or the amorphous phase. In this study, it is obtained the particles with
sizes of a = b = 2.644; and c = 5.034, while the alpha angle of 90o, beta angle of 90o, and gamma
angle of 120o. By these particles with the sizes so it can be ensured that it has formed hexagonal
crystal (Saidah, 2012).
SEM Testing
SEM (Scanning Electron Microscopy) is a tool used to know the morphology or surface
micro structure of solid substance. It is also can be used to know the elements contained in material
which has been resulted by the synthesis process as well as its percentage.
Figure 3. the results of SEM diagram showing the elements containing in

synthesis powder of BaFe12-xZnxO19 calcination at the temperature of
800 oC and dopant composition of x = 0,9.
Figure 3 shows quantitative analysis of the distribution of each substance contained in

barium M-hexaferrites. The oxygen is seen to be very dominant compared to other elements; then,
iron is the second large element based on the SEM testing, next one is barium and the one with the
lowest distribution is zinc.
This result is similar to the previous study which shows that the Fe percentage is the
highest compared to other composing elements, namely 47,41% (Sholihah, 2012). Another study
states that the amount of oxygen atom has the highest percentage that is 93,90% (Ramli, 2012),
(Saidah, 2012).
Figure 4. The SEM observation result at Barium M-Hexaferrites powder

calcinated at the temperature of 800 C
ISBN 9786021570425 PHY-32

Figure 5. The distribution pattern of elements contained in barium M-hexaferrites doped with Zn
Based on the figure 8, it is seen the evenly distribution of grain and some granulations are
attaching to one another. The picture results of SEM in figure 4 still cannot centainly explain the
particle size indicating that barium M-hexaferrites powder particle has reached nano orde (Ramli,
2012). This results in some property characteristics and chance to manipulate or generate new
characteristics which are not in bulk material (Saidah, 2012).
Based on the results of SEM picture in figure 5, substances contained in sample powder
can be ditinguished by differing the color of each element. Barium is given blue color, iron is
yellow, zinc is purple and oxygen is green.
TEM Testing
The peak of the characteristic testing of barium M-hexaferrites material is using TEM tool.
The use of TEM tool is important to known the particle size with high accuracy level because TEM
is able to measure the particle size until nano orde.
Based on Figure 6, it is seen that the particle size reaching nano orde that is 100 nm. This is
consistent with the XRD test results stating the sample particle of barium M-hexaferrites has
reached a nano-order. The particle size does determine the magnetic characteristics of barium M-
hexaferrites, this is because the fact that when the particle size gets smaller, there is a tendency of
the single domain formation in the particle (Silvia, 2012).
The previous study got similar results, the powder particle sizes of barium M-hexaferrites
synthesized are 38 nm, 34 nm, and 33 nm by using sol-gel method (Kaur, 2013), 40 nm by using
the self-propagating method (Swamy, 2011), and 50- 100 nm by using sol gel method (Kenagesan,
2011). Whereas in other research, it is found that the particle size was much larger namely 20-30
m using gel casting methods (Hovis, 2001).
Figure 6. The observation results of barium M-hexaferrites using TEM tool

with a scale of 100 nm and 5 nm
ISBN 9786021570425 PHY-33

The particle size increases by the increase of calcination temperature (Rashad, 2011). This
statement is consistent to results of previous studies which state that the particle size of barium M-
hexaferrites using coprecipitation method with a calcination temperature of 1000 C had a particle
size of 91.1 nm and after calcined at a temperature of 1200 C particle size was reduced to 100.7
nm (Rashad, 2012). It means that the calcination temperature greatly affects the particle size of
barium M-hexaferrites.
LCR meter Testing

LCR meter is a tool to measure the values to know the electricity characteristics of a sample.
Table 1. The testing results of electricity characteristic of barium M-hexaferrites

sample using LCR Meter
Zn 0.9 Zn 0.9
No doping
800 0C 400 0C
D 1.17 cm 1.17 cm 1.17 cm
t 0.314 cm 0.296 cm 0.394 cm
Z 6.46E+03 7.37E+02 3.19E+05
A 1.075131546 1.075131546 1.075131546
3.74E-04 S/m 4.52E-05 S/m 1.15E-06 S/m
Note: D = sample diameter

T = sample width
Z = impedance
A = sample surface area
= electrical conductivity
Based on Table 1, it is known that the conductivity value of sample without doping is
1.15E-06 S/m. This conductivity value indicates that the sample still has conductor characteristic.
On other hand, the sample with doping of x = 0.9 and the calcinations temperature of 800 oC has
conductivity value of 3.74E-04 S/m meaning that the sample has semi conductor characteristic. The
sample with doping of 0.9 at the calcinations temperature of 400 oC has conductivity value of
4.52E-05 S/m, meaning that the sample still has semi conductor characteristic similar to the
calcinations temperature of 400 oC. Although it is semi conductor material, the sample in
calcinations temperature of 800 oC has smaller conductivity value compared to the sample
incalcinations temperature of 400 oC.
In another study, conductivity value of 1 x 10-5 - 6 x 10-5 S/m is obtained the by conducting
synthesis using sol gel method with doping (Parween, 2012). Besides, the conductivity value of
10,03 x 10-4 S/m is obtained using sol gel method and doping with Mg (Chauhan, 2012). There is
different result by Sudati (2012) who is conducting the synthesis with doping Co and Zn and
getting the conductivity value of 0.05 S/m.
Based on the analysis results in table 1, it is known that the calcinations temperature has
effect on the electrical characteristics of barium M-hexaferrites powder sample. The higher the
calcinations temperature,the smaller the barium M-hexaferrites conductivity value.
VSM Testing
The magnetization characteristic of barium M-hexaferrites can be identified using VSM
(Vibrating Sample Magnetometer) testing. The magnetic characteristic analysis is conducted using
VSM (Vibrating Sample Magnetometer) tool in the laboratory of Magnetic- BATAN. The type of
VSM used is VSM of Oxford VSM 1.2H type. The information obtained is the magnetic
characteristic as the outside magnetic area change illustrated by the hysteresis curve.
ISBN 9786021570425 PHY-34

The magnetic characteristic can be known by the hysteresis curve; from the hysteresis
curve, it can be known the remanence magnetization (Mr) and coercivity area (Hc).
Figure 7. Hysteresis curve of barium M-hexaferrites powder
One of the main goals of barium M-hexaferrites doping is to engineer the magnetization
characteristic. This study is expected to reduce the sample coercivity area value so it is able to be
used for various applications.
Based on the VSM testing results, the coercivity area value of barium M-hexaferrites
powder is 0.1 T. In the previous studies, barium M-hexaferrites have coercivity area values of 163
mT (Hasanah, 2012), 0,32 T (Sulistyo, 2012). Whereas, the magnetic moment value is 0.5
emu/gram. In the previous studies, it has magnetic moment value of 0.44 emu/gram (Sholihah,
2012). This means that the doping process has been successfully conducted to reduce the coercivity
area value.
4. Conclusion
Based on the results and the discussion in the previous chapter, this research has
concluded:
1. It has been successfully carried out the synthesis of barium M-heksaferit doped with Zn as
dark colored powder with a particle size of 100 nm.
2. The electric conductivity value of barium M-heksaferit doped by Zn 0.9 is 3.74x10-4 at
calcination temperature of 400 oC and 4.52x10-5 at the calcination temperature of 800 oC.
Meanwhile, barium M-hexaferrites without doping has electrical conductivity value of
1.15x10-6.
3. Barium M-heksaferit doped with Zn has electrical characteristic as semiconductor material.
4. Barium M-hexaferrites has coercivity area value of 0.1 T and the magnetic moment of 0.5
emu / g which means it is a soft magnetic material.
Acknowledgements
To all those who have helped so that this article has been realized. This research has funded
by grants of University Superiority Research (PUPT) Ministry of Research and Technology and
Higher Education of Fiscal Year 2014/2015.
References
Afidah, N,. Indahnia,. E,. & Darminto. (2011). Sintesis Barium M-Hexaferrites BaFe12O19 dengan
Variasi Temperatur Kalsinasi. Paper presented in the National Seminar of Post Graduate
XI ITS, Surabaya, 27 June.
Chauhan, C.C., Jotania, R.B,. Jotania, K.R. (2012). Conductivity and dielectric properties of m-type
barium magnesium hexaferrite powder. International Journal of Advanced Engineering
Research and Studies. I. 25-27
ISBN 9786021570425 PHY-35

Hasanah, E, Budi, A, S,. Adi, W, A,. & Suguhartono, I. (2012). Analisis Struktur Dan Sifat
Magnetik Paduan Magnet Nanokristalin Barium Hexaferrites Bafe12o19 Dengan Metode
Mechanical Milling. Paper presented in the National Seminar of Applicable Physics III
University of Airlangga, Surabaya,15 September
Hovis, D.B. dan Faber, K.T. (2001). Textured microstructures in barium hexaferrite by magnetic
field assisted gelcasting and templated grain growth. Scripta Materialia. 44: 2525-2529
Kanagesan, S., Jesurania, S., Sivakumara, M. Thirupathia, C. dan T. Kalaivania. (2011). Effect of
Microwave Calcinations on Barium Hexaferrite Synthesized via Sol-Gel Combustion.
Journal of scientific research. 3:451-456
Kaur, T dan Srivastava, A.K. (2013). Effect of pH on Magnetic Properties of Doped Barium
Hexaferrite. International Journal of Research in Mechanical Engineering & Technology.
3: 171-173
Mahbubatin, N,. & Zainuri. M. (2011). Sintesis Dan Karakterisasi Barium M-Heksaferrit Doping
Co (BaFe12-xCo xO12) Dengan Metode Kopresipitasi. Paper presented in the research
national seminar, State University of Yogyakarta. 14 May
Mohsen, Q. (2010). Factors Affecting the Synthesis and Formation of Single-Phase Barium
Hexaferrite by a Technique of Oxalate Precursor. American Journal of Applied Sciences. 7:
914-921
Parween, N. (2014). Study of Barium Hexaferrite (BaFe12O19) Synthesised by Sol Gel Auto-
Combustion Technique. Thesis. National Institute of Technology, Rourkela
Ramli, I,. Saidah, I, N,. Findah, R, S,. & Zainuri, M. (2012). Pengaruh Variasi Ph Pelarut Hcl
Pada Sintesis Barium Mheksaferrit Dengan Doping Zn (BaFe11,4Zn0,6O19) Menggunakan
Metode Kopresipitasi. Paper presented in the National Seminar of Applicable Physics III
University of Airlangga, Surabaya,15 September
Rashad, M.M dan Ibrahim, I.A. (2011). Improvement of the magnetic properties of barium
hexaferrite nanopowders using modified co-precipitation method. Journal of Magnetism
and Magnetic Materials. 323: 21582164
Rashad, M.M dan Ibrahim, I.A. (2012). Structural, microstructure and magnetic properties of
strontium hexaferrite particles synthesised by modified coprecipitation method. Jurnal
Materials Technology. 27: 308-314
Saidah, I.N dan Zainuri, M. (2012). Pengaruh Variasi pH Pelarut HCl Pada Sintesis Barium M-
Heksaferrit Dengan Doping Zn (BaFe11,4Zn0,6O19) Menggunakan Metode Kopresipitasi.
Jurnal Sains Dan Seni ITS. 1: 41-46
Sholihah, F.R., dan Zainuri, M. (2012). Pengaruh Holding Time Kalsinasi Terhadap Sifat
Kemagnetan Barium M-hexaferrite (BaFe12-xZnxO19) dengan ion doping Zn. Science and
Art Journals ITS. 1: B25-B29
Silvia, L. (2013). Pengaruh Ion Doping Zn pada Sifat Kemagnetan Barium M-Hexaferrites
BaFe12xZnxO19 berbasis Pasir Besi Tulungagung. Physics and its Application Journals . 9:
121-124
Sulistyo, Marhaendrajaya, I,. & Priyono. (2012). Sintesis Dan Karakterisasi Material Magnetik
Barium Hexaferrite Tersubstitusi Menggunakan Teori Sol-Gel Untuk Aplikasi Serapan
Gelombang Mikro Pada Frekuensi X-Band. Physics Periodic Journal. ISSN : 1410 - 9662.
No: 2. pp: 63 - 68
Swamy, P.M.P., Basavaraja, S,. dkk. (2011). Barium ferrite nanoparticles prepared by self-
propagating low-temperature combustion method and its characterization. Indian Academy
of Sciences.34:13191323.
ISBN 9786021570425 PHY-36

OP-11
Synthesis by Coprecipitation Method and
Characterization of Nickel-doped Barium M-Hexaferrite
(BaFe12O19)
Susilawati*, Aris Doyan, and Munib
Faculty of Teacher Training and Education, University of Mataram, Jl. Majapahit No. 62 Mataram,
susilawatihambali@yahoo.co.id
Abstract-Barium M-hexaferrite (BaFe12O19) as an absorber of microwaves has been synthesized by

coprecipitation method and its effect on changes in temperature and dopant substitution were analyzed. Basic
materials used in the synthesis were BaCO3, FeCl3.6H2O and nickel metal. This study used a variation of
calcination temperature of 80 C, 400 C, 600 C and 800 C for 4 hours with a variety of dopants 0; 0.4; 0.7
and 0.9.The results indicate that the formation of single phase and uniform distribution on M-barium
hexaferrite (BaFe12-xNixO19) at 800 C calcination temperature and variations in dopant x = 0.7. The elements
of barium are spread very evenly matched with the concentration of each element in the compound BaFe 12-
xNixO19. The addition of the dopant concentration can increase the value of conductivity that is in the range of
10-6 to 10-4 with a coercivity value at x = 0.7 and calcination temperature of 800 C at 0.05 T and
magnetization value of 2.25 emu / g
Keywords: coprecipitation, Nickel-doped, Barium M-hexaferrite
1. Introduction
Barium Hexaferrite has stoichiometry with steady hexagonal structure as the oxide
ferromagnetic with dielectric and magnetic characteristics largely used in the RF (Radio
Frequency) application and microwave. Barium Hexaferrite (BaM) is grouped into 6 types based on
the chemical formula and its crystal structure, namely M (BaFe12O19), Y (BaMe2Fe12O22), W
(BaMe2Fe16O27), Z (Ba3Me2Fe24O41), X (Ba2Me2Fe28O46) and U (Ba4Me2Fe36O60) [1]. M, Y, W, Z,
X, and U state the type of the Barium Hexaferrite determined by the number of iron and oxygen ion
contents in the compound. While, M states a variable which can be changed by Zn, Ti, Co, Ga, Al
ions, as well as other metal cation with the similar size based on the characteristics desired.
The electrical and magnetic characteristics of the Barium Hexaferrite substation mostly
depend on its synthesis condition since it is caused by the dis-proportionality charge distribution in
the substitution process of multivalent cation [2]. The magnetic material of barium M-hexsaferrite
(BAM) has large crystal anisotropy and modifiable location resonance in a wide frequency range
by ion substitution in hexsaferrite and soft to the relatively large permeability and has high
saturation magnetic polarized and consists of strong anisotropy crystalline uniaxial, high Curie
temperature and large coercivity terrain [3].
By the vast coercivity terrain, it causes the increasing material anisotropic characteristic so
that its absorber characteristic is getting weaker, so it reduces the anisotropic characteristic so, the
doping is required [4]. The doping in this study in the formation of BaFe12O19 is Ni by variation of
calcinations temperature and doping used so that it results in BaFe12-xNixO19.
2. Materials And Methods

The basic material is barium carbonate (BaCO3) dissolved with HCl and FeCl3 dissolved
with water. Then, both solution results are mixed and added the doping material in the form of
liquid pure nickel element with 20000 rpm which then is reacted with NH4OH to make the mixture
into precipitate. The reacting process of these materials is called as the coprecipitation method
which is one inorganic compound synthesis methods based on the deposition of more than one
substance together when passing through the saturation point. On the formation of barium ferrite-
xNixO19 BaFe12 substitution, it uses the variations of x = 0; 0.4; 0.7; and 0.9 the sintering
temperature of 32 C, 400 C, 600 C and 800 C [5].
Schematically, this study procedure is shown in Figure 1 below:
ISBN 9786021570425 PHY-37

BaCO3 FeCl3
Each is dissolved
NH4OH Nickel
Mixed to get precipitate
The materials are filtered by

filter paper
The materials are calcinated for 4

hours by temperature variations
The materials are characterized

by XRD, FTIR, LCR and VSM
data analysis and conclusion
Figure 1. The flowchart of Barium M-hexaferrite BaFe12-xNixO19

synthesis process using co precipitation method
3. Result and Discussion

The temperature change of variable x calcinations and concentration shows the tendency of
powder color change of synthesis results along with the increasing temperature and dopant ion like
in the Figure 2.
(a) (b) (c) (d)
(a) (b) (c) (d)
Figure 2. The temperature change of variable x calcinations and concentration to

the powder color change of BaFe12-xNixO19
ISBN 9786021570425 PHY-38

Based on Figure 2, it shows that at the same calcination temperature with the increasing dopant
ion concentration, so it gets more color changes to brown-black powder. At temperatures above 800
C, the sample tends to be blackish brown indicating all the content elements of H2O and HCl
100% have been run out[5]. This indicates that the heating process of the basic material of BaCO 3
dissolved with HCl is in the perfect process. Whereas, by the same dopant ion concentration and
the calcination temperature increase, these result in the powder color obtained to be increasingly
dark brown [5].
a. XRD analysis
The barium M-hexaferrite powder in variation of x = 0,4 by the calcinations temperature of
800 C so it forms BaFe11,6Ni0,4O19, , the XRD testing is conducted to know the Ni dopant
substitution. XRD used in this sample testing is the wave length of 1541862 A with the brand of
Rigaku SmartLab conducted in the testing in LIPI Fisika Serpong South Tangerang. Given the
almost similar atomic radius so it can change the basic material structure, but only can cause little
shift of diffraction pattern peak position (angle of 2). The substitution effect is very small shown
in the Figure 3.
5.0e+003
4.0e+003
Intensity (cps)
3.0e+003
2.0e+003
1.0e+003
Integrated Intensity (cps deg)
0.0e+000
1500
1000
500
0
20 30 40 50 60 70 80
2-theta (deg)
Figure 3. The pattern of XRD x=0,4 and temperature of 800 C (BaFe11,6Ni0,4O19)
Table 1. XRD Result Peak

No. 2-theta(deg) Chemical Phase Name
Formula
1 24.22(2) Unknown Unknown
2 27.9302 Barium Iron Oxide Ba3FeO5
3 28.5287 (2,2,0)
Unknown Unknown
4 31.6708 Nickel Oxide (1,0,0) Ni1,334O2
5 31.9202 Barium Iron Oxide Ba FeO Ni O
3 5 1,334 2
(0,2,2) Nickel Oxide
6 33.238(7) Barium
(0,0,2) Iron Oxide Ba3FeO5
7 35.687(7) (1,2,2)
Unknown Unknown
8 49.528(14) Barium Iron Oxide Ba3FeO5
9 62.49(2) (2,4,1) Iron Oxide Ba3FeO5
Barium
(1,1,5)
Based on the figure 3 and table 1, it is shown the X-ray diffraction pattern by the nickel
dopant concentration increase of 0,4, there is a peak in the angle of 31,6708 deg containing the
foreign phase after it is conducted the nickel oxide increase and in the angle of 31,9202 deg, there
is peak containing the iron barium of nickel oxide. By the dopant concentration increase, there are
the foreign peaks as the compound of the dopant [6].
There is more stable diffraction pattern after the phase decomposition transformation at the
temperature of 840 C with a concentration x = 0.4, so that it forms a fairly stable single phase [4].
M-hexaferite barium phase formed at high temperatures (T 500 C) will form a single phase,
ISBN 9786021570425 PHY-39

namely the hematite phase [7]. Besides, it also forms barium M-hexaferite at the temperature of
975 C with doping concentration less than x = 0.8.
b. FTIR analysis
To find out the doping process of Ni dopant to the crystal structure bond, it is used Fourier
Transform Infra Red Spectroscopy (FTIR) analysis. The analysis results using FTIR for the
BaFe12-xNixO19 are as in Figure 4 and 5 below.
Figure 4. The Absorption Pattern of BaFe12-xNixO19 towards the changes in

calcination temperature at x = 0.7
Based on Figure 4, it shows that for the dopant variation of x = 0,7, there is a significant shift
in the peak by the increasing calcination temperature. At wave number of 1000 cm-1 1500 cm-1 at
the same concentration, these will have more peaks along with the increasing calcination
temperature which is the basic material of absorption peak indicated the bond changes. While the
wave number 3400 cm-1 is an -OH absorption where the higher the calcination temperature, the
absorption is weakened. This is because H2O decreases by the increasing of calcination
temperature.
Figure 5. The Absorption Pattern of BaFe12 -xNixO19 towards the dopant ion
concentration changes at T = 800 C.
Based on Figure 5, it shows that the wave number below 600 cm-1, by the increasing
calcination temperature, the peak tends to shift to the left. This shows that the wave number is a
metal FeO at M-hexaferite phase of barium and hematite. At the calcination temperature of T = 800
C, the peak shifts significantly by the increasing dopant concentration when compared to other
calcination temperatures. At wave number 1000 cm-1 -1500 cm-1 at the same calcination
temperatures, these will get more peaks along by the increasing dopant concentration as the
absorption peak of the basic material. While the wave number 3400 cm-1 is -OH absorption where
the higher concentration of dopant ions, the absorption is weakened.
The characteristics of vibration lower than 600 cm-1 is the bond between oxygen atoms and
metal ions (MO) and the peak will increasingly be in the range of 800-1500 cm-1 showing the
absorption peak of the basic material of BaCO3 and also the absorption in the range of 2151.35 -
ISBN 9786021570425 PHY-40

2923.88 cm-1 is OH absorption [8]. The OH absorption is in the range of 3640 cm-1 and in the range
of 600-1650 cm-1 show more peak as the basic material absorption [9]. The vibration characteristics
at 450 cm-1 and 570 cm -1 are the characteristic of the Fe-O bond as the characteristic of Ba ferrite
[10].
c. SEM analysis
To determine the distribution of elements contained in the material barium M-hexaferrite
(BaFe12-xNixO19), it is conducted using SEM-EDX tool. The sample data characteristics by
Scanning Electron Microscopy (SEM) obtained are as in Figure 6 below.
(a) (b)
Figure 6. The photo of SEM BaFe12-xNixO19 at x = 0.9 and T = 800 C with a magnifications of
(a) 2000 and (b) 5000
Based on figure 6, the powder size is still difficult to determine because the powder is
clustered and the observable range clearly is still limited, because the particle dimensions of
powder has reached the nano order. There is particle size powder increase by the increasing dopant
ion concentration variable and calcination temperature [11].
The element results of EDX from barium M-hexaferite (BaFe12-xNixO19) show the content of
material composition of barium M-hexaferite containing the main element of Fe, Ba, C, O and Ni.
This is based on the color backscatter observation like in the figure 7 below.
(a) (b)
(c) (d)
Figure 7. The element spread of BaFe12-xNixO19 at x=0,9 and T = 800 C (a) Ba (b) Fe (c) Ni and (d) O
In Figure 7, it shows the element content spread of barium is evenly spread based on the
concentration of each element in BaFe12-xNixO19 compound. This is based on the fact that the
spread will be evenly based on the component in BaM itself [12].
d. TEM Analysis
The TEM analysis is used to identify the particle dimension of barium M-hexaferrite
powder qualitatively. The TEM results obtained are shown in the figure 8 below.
ISBN 9786021570425 PHY-41

(a)
(b) (c)
Figure 8. The photo of TEM at x = 0,7 by T = 800 C
Based on the figure 8, it shows clearly that in the particle structure of BaM. There is a
change by the increasing dopant ions. At the high temperature and high doping concentration, it
will form a structure with hexagonal shape [13]. This is seen clearly in figure 8 (a) showing the
similar particle size distribution by the smallest size crystal reaching 20 nm so that it can be said
that this material is nano-material like in the figure 8 (b) with orde around 5 nm. While the intra-
particles distance is seen clearly in the figure 8 (c) that the particle size has reached the nano orde.
e. LCR analysis
The measurement by LCR meter of temperature variation with the concentration is still x =
0,7, it is obtained the results like in the figure 9 below.
(Ohm)
1.00E+06
1.00E+05
1.00E+04
1.00E+03
Z rata
1.00E+02
1.00E+01
1.00E+00
1 2 3
Figure 9. The Resistivity Graph of Barium M-Hexaferrite (BaFe12-xNixO19)
Based on the figure 9 above, it is seen that there is a close relationship between the dopant
ion concentration increase and its resistivity value. The higher the dopant ion concentration its
show that the lower its resistivity value.
ISBN 9786021570425 PHY-42

Table 3. Conductivity value

Radius 1,17 1,174 1,17
Area 1,07 1,08 1,07
Width 3,94 3,3 3,14
Conductivity 1,01E-06 6,33E-05 5,51E-04
(S/cm)
1.00E+00
1.00E-01
1.00E-02
1.00E-03 Konduktifitas
1.00E-04
1.00E-05
1.00E-06
Figure 10. Conductivity Value of Barium M-Hexaferrite (BaFe12-xNixO19)
From table 3 above, it is obtained that the higher the dopant ion concentration so the higher the
conductivity value.
This conductivity is in the range of 10-6 until 10-4 (figure 10). By the dopant ion increase, so the
conductivity value is getting higher [14].
f. VSM analysis
The synthesis results of barium M-hexaferrite are characterized by the magnetic
characteristic using vibrating sample magnetometer (VSM) in the Science and Technology Science
of Advanced Material BATAN. The measurement result is the hysteresis curve showing the
magnetisation (M) and coercivity (H) like shown in Figure 11. Based on the literature about barium
M-hexaferite without doping (x = 0), it has the coercivity of 0,0782 T and the magnetization of 0,02
emu/gram. The BaM characteristics have the coercivity value of 0,0005 T and magnetization value
of 0,02 emu/gram [15].
Figure 11. Hysteresis curve in calcinations temperature of 800 C at x = 0,7
ISBN 9786021570425 PHY-43

In figure 11, it shows that the hysteresis curve in barium M-hexaferrite sample with the
dopant ion concentration of x = 0,7 and the calcination temperature of 800 C have the coercivity
value of 0,05 T and the magnetization value of 2,25 emu/gram. This is greater than the one without
doping (x = 0). The best radar absorber material is in the low coercivity value and high
magnetization that is around 0,1104 T and 29 emu/gram at x = 0,4 [16]. It has coercivity value of
0,0506 T and magnetization value of 14,782 emu/gram at x = 0,3 [17].
While, based on the heating time, it is obtained that the coercivity value is 0,0082 T and the
magnetization value is 0,55 emu/gram at the heating for 4 hours [18]. The higher the calcination
temperature used so the coercivity and magnetization values will increase. At T < 800 C, it has
coercivity value below 0,025 T and the magnetization below 0,53 emu/gram [19]. This shows that
in this study by calcinations temperature T 800 C, it is obtained the coercivity value of 0,05 T
and magnetization of 2,25 emu/gram.
4. Conclusion
Based on the results and discussion that the barum M-hexaferrite powder has been
synthesized sucessufully using coprecipitation method by diffraction pattern forming stable enough
caused by the dopant at the temperature of 800 C for 4 hours at x = 0,7 and these show that it
forms the single phase. The elements of barium are spread evenly based on the concentration of
each element in BaFe12-xNixO19 compound.
The dopant concentration increase can increase the conductivity value in the range of 10-6
-4
until 10 with the coercivity value at x = 0,7 and the calcinations temperature of 800 C is 0,05 T
and the magnetization values if 2,25 emu/gram.
Acknowledgements
This research have been sponsorship by PUPT research menristekdikti 2013 and 2016. Thank
you very much to Mataram University Research Center for helping at administration procedure.
Futhermore thank giving to analytic Laboratorium Mataram University and LIPI Serpong Jakarta.
References
[1] Ahmeda, Okashab, Kershi, Inuence of Rare-earth Ions on The Structure and Magnetic
Properties of Barium W-type Hexaferrite, Journal of Magnetism and Magnetic Materials 320,
(2008) pp. 11461150.
[2] Priyono W. G. Prasongko, Pembuatan Material Magnetik Komposit BaFe9Mn0,75Co0,75Ti1,5O19
/ Elastomer untuk Aplikasi Penyerap Gelombang Elektromagnetik, Science and Mathematic
Journal Vol. 21(1): 15-19, (2013).
[3] A. Rinata, Widyastuti, H. Purwaningsih, Pengaruh Presentasi berat Barium heksaferrite
(BaFe12O19) dan Ketebalan Lapisan terhadap Reflection Loss pada Komposit radar Absorbent
Material (RAM), Material and Metallurgic Engineering Journal, ITS Surabaya 92011).
[4] D. Pangga, Pengaruh Subsitusi Ion Dopan Co/Zn Terhadap Struktur Kristal Barium M-Hxaferrit
BaFe12O19. Thesis of Physical Department. Surabaya: ITS (2011).
[5] Munib, Pengaruh Temperatur Kalsinasi dan subsitusi Logam Nikel (Ni) pada Pembetukan Fasa
Barium M-Hexaferrite (BaFe12-xNixO19) menggunakan FTIR (Fourier Transform Infra Red
Spectroscopy). JPPIPA, (2015).[6] Y. Sarwanto, Adi W., Sukirman E., dan A. Manaf Analisis
fasa bahan Magnetik Sistem Ba1-xLaxO6Fe2O3. Proseding Pertemuan ilmiah Ilmu
Pengetahuan dan Teknologi Bahan 92012) ISSN 1411-2231.
[7] S. Rosler, Wartewig, P., dan Langbein, H., (2003), Synthesis and Characterization of
Hexagonal Ferrites BaFe12-2xZnxTixO19 (0 x 2) by Thermal Decomposition of Freeze-dried
Precursors, Cryst. Res. Technol, Vol. 38, No. 11, pp 927-934.
ISBN 9786021570425 PHY-44

[8] C. C. Chauhan, R. B. Jotania dan K. R. Jonatia, Structural Properties of Cobalt Substituted

Barium Hexaferrite Nanoparticles Prepared By A Thermal Treatment Methode, Journal
Nanosystems Physics, Chemistry, Mathematics, Vol. 4, pp 363 369, (2013).
[9] J. Temuujin, M. Aoyama, M. Senna, T. Masuko, C. Ando, H. Kishi, 2004. Synthesis of Y-type
Hexaferrites Via a Soft Mechanochemical Route, Journal of Solid Chemistry 177 (2004) 3903-
3908.
[10] T.H. Ting dan K.H. Wu, Synthesis, Characterization of Polyaneline BaFe 12O19 Composites
with Microwave Absorbing Proferties, Journal Of Magnetism and Magnetic materials, Vol. 322,
pp 2160 2166, (2010).
[11] N. Afidah, E. Indahnia, dan Darminto, Sintesis Barium M-Hexaferit BaFe12O19 Dengan
variasi Temperatur Kalsinasi. National Seminar Nasional of Post Graduate Program XI- ITS,
Surabaya. 2011.
[12] I. N. Saidah. dan M. Zainuri, Pengaruh variasi pH Pelarut HCl pada Sintesis Barium M-
Hexaferrite dengan Doping Zn (BaFe11,4Zn0,6O19) menggunakan Metode Kopresipitasi. Science
and POMITS art Journal Vol.1, No.1, (2012)pp 1-6,.
[13] R. Jotania, P. Sharma dan H.S. Virk, Effect of Cationic CTAB Surfactan on The
Microstructutal and Magnetic Properties of Bred Barium M-Hexaferiite/arium Hexaferrite.
Journal of Nanoscience Letters. (2011).
[14] A. Syamsir dan Astuti sintesis nanokomposit Pani/TiO2/Karbon sebagai menyerap
gelombang mikro. Physical Journal Vol.1 No.1 October (2012).
[15] S. Linda, Pengaruh Ion Doping Co/Zn Terhadap Sifat Kemagnetan Barium M-Hexaferrit
BaFe12-2xCoxZnxO19. Final Task of Physical Department. Surabaya: ITS (2011).
[16] R. Agustianto dan Widyastuti,Pengaruh Dopan Co-Zn dengan varaisi Fraksi Mol dan variasi
pH Terhadap Sifat Magnetik dan Struktur Mikro Barium M-Heksaferit dengan Metode Sol-Gel
Auto Combustion. Pomits Engineering Journal Vol. 3. No. 1. (2014) ISSN : 2337-3539 (2301
9271).
[17] K. C. Rosyidah dan M. Zainuri, Synthesis and Structure, magnetic and Electrical Properties
Characterization of Core-Shell Structured Barium M-Hexaferrite/Polyaniline Composite Based
on Natural Iron Sand. Pomits Engineering Journal Vol. 1. No.1 (2013) pp 1-4.
[18] F. Rahmawati S., dan M. Zainuri, Pengaruh Holding Time Kalsinasi Terhadap Sifat
Kemagnetan Barium M-hexaferrite (BaFe12-xZnxO19) dengan Ion Doping Zn. Science and Art
Journal ITS Vol. 1. No.1. (2012) ISSN : 2301-928X.
[19] A. N. Kosasih, dan Zainuri, Sintesis dan Karakteristik Sifat Magnetik Serbuk Barium M-
Hexaferrit Dengan Doping Ion Zn Pada Variasi Temperatur Rendah. Pomits Engineering Journal
Vol. 1 No. 1. (2013
ISBN 9786021570425 PHY-45

OP-12
Experimental Study on Performance Improvement of
Savonius Wind Turbine by Equipping Them with Wind
Concentrators
Ida Bagus Alit* and I Made Mara
Faculty of Engineering, Mataram University, Jl Majapahit No.62 Mataram,

alitbw@yahoo.com
Abstract-Savonius turbine is a vertical axis wind turbine that operates well at slower speed. Savonius wind
turbine is characterized by a good initial torque and simplicity in its production. However, due to the low
power coefficient it requires the addition of a concentrator. The snail-shell-like concentrator designed in this
study serves to increase the wind speed and direct it to one side of the blade, therefore, increasing the drag
force and power coefficient. This study used an experimental research method and aimed to determine
performance of the Savonius turbine on four different concentration ratios (1:1, 2:1, 3:1 and 6:1). The
independent variable was the wind speed (from a speed of 2 m/s to 5 m/s) and the dependent variables were
the rotor rotation, sharp power and power coefficient. The result showed that the additional of the
concentrator in wind Savonius turbine improved turbine performance at any concentration ratio. Concentrator
increased the rotation of the rotor, sharp power and power coefficient. Power coefficient of Savonius turbine
can be increased to up to 26% with one without a concentrator.
Keywords: Savonius wind turbine, wind concentrators, efficiency
1. Introduction
A wind turbine is a device converting kinetic energy from the wind into mechanical power and
can be connected to a generator to produce electrical power. There are two types of wind turbine;
vertical axis wind turbine (VAWT) and horizontal axis wind turbine (HAWT). Vertical-axis wind
turbine has the main rotor shaft arranged vertically. Moreover, the benefit of this arrangement is
that the turbine does not need to be pointed into the wind direction to operate effectively, which is
an advantage on the site where the wind direction is highly variable. However, the key
disadvantages include the relatively low rotational speed with the consequential higher torque and
inherently lower power coefficient. Various studies have developed to increase the efficiency of
VAWT by mean of better design on the blade to operate on 180o and lower TSR (Cooper &
Kennedy, 2004), the use of guide blades to determine the effect of blade geometries of guide blades
and the gap between the rotors and power coefficient. The usage of concentrator has studied to
eliminate the negative moment of rotor and to increase the wind speed to the turbine blade (Rus,
2012). This research is aimed to study the effect of concentrator ratio to the performance of
Savonius wind turbine.
.
Figure 1. Force schematic of 2 blade Savonius wind turbine
The Savonius turbine is one of the simplest turbines designs, so it is also less expensive
contraction. Aerodynamically, it is a drag-type device. It consists of two or three blades. Because
of the curvature, the blade experience less drag when moving against the wind than when moving
with the wind. The differential drag causes the rotor of Savonius turbine to rotate. Since Savonius
ISBN 9786021570425 PHY-46

turbines are drag-type devices, they extract much less of the wind power than other similarly-sized
lift-type turbines. Looking down on the rotor from above, a two-scoop device would look like an
"S" shape in cross section (Ali, 2013), it is shown in Figure 1
The performance of a wind turbine can be measured by the power coefficient and the tip speed
ratio. The power coefficient is the ratio of power of the rotor to the wind power.

= 1 3

2
(1)
Tip speed ratio (Tsr) is the ratio between the tangential speed of the tip of a blade and the actual
velocity of the wind. The tangential speed of the tip of blade has nominal value capricious in
accordance to wind speed. The Tsr can be calculated as the following equation;

= 60
(2)
where: Pr is the power of rotor, As is the swept area, v is the wind velocity, D is the rotor diameter
and n is the rotor rotation.
Any type of turbine rotor has a different power coefficient, as it is shown in the following graph. It
depict that the value of Tsr on various wind turbine.
Figure 2. Cp-Tsr diagram for difference type of wind turbine (DAmbrosio & Medaglia, 2010)
2. Experimental set-up
The Savonius wind turbine was tested with the application of wind concentrator. The wind
velocity is generated from 2 5 m/s. The wind concentrator ratio was 1:1 (without concentrator),
2:1, 3:1 and 6:1. The ratio of wind concentrator is the ratio between the areas of input air and the
areas of output air of the wind concentrator (Ai/Ao),
C11 C21 C31
Figure 3. Wind concentrator design
ISBN 9786021570425 PHY-47

In this experiment, the Savonius wind turbine has 2 semi cylindrical blades with the aspect ratio of
1. The experiment is done to measure the rotor rotation; the voltage and the current were produced
by the generator. These valuesare needed to predict the performance of the Savonius wind turbine.
The schematic diagram of the experimental setup is shown in figure. 4.
Figure 4.The schematic diagram of the experimental set up
3. Discussion of Results
This experimental study is done on the Savonius wind turbine has 2 semi cylindrical blades and
the application of wind concentrator. The use of 2 blades experience better stability than 3 or more
blades (Kadam & Patil, 2012). The wind velocity is measured using anemometer that is put in the exit
side of the wind tunnel and the rotation of the turbine rotor is measured by digital contactless
tachometer. The result of this study is analyzed and summarized on the following graphs.
180
160
Rotor rotation (rpm)
140
120
100
80 C0
60 C11
40 C21
20 C31
0
2 3 4 5
Wind speed (m/s)
Figure 5. The rpm-v curve on various concentrator ratio.
As the wind speed increases, the rotor speed also tends to increase. The reason of this is
because the wind momentum to push the turbine blade becomes higher in every second so the
drive force on the blade is increased as well. The increasing of this driving force will increase
the rotor speed. In addition, the rotor speed also increases by using wind concentrator because
the wind concentrator act as a device to eliminate the negative force on the turbine rotor and
increase the wind velocity, so the speed of wind ram the wind blade is higher than without
using wind concentrator (Altan, Darbari & Altigan, 2012). The higher the concentrator ratio, the
higher the rotor speeds. This is due to as the ratio of wind concentrator increases, the velocity of the
wind come to the blade also increases. In this study, the highest rotor speed obtained on the wind
concentrator ratio of 6:1 and the wind speed of 5m/s is 170,07 Rpm.
ISBN 9786021570425 PHY-48

3
C0
Power of rotor (Watt)

2.5
C11
2
C21
1.5
C31
1
0.5
0
2 4 6
wind speed (m/s)
Figure 6. The power of rotor- wind speed curve on various wind concentrator ratio
The Figure 6. shows that the wind speeds give great effect on the electrical power of the entire wind
concentrator ratio. The increase of wind speed and wind concentrator ratio causes escalation to the
rotor speed and increasing the rotor power. The wind concentrator ratio of 6:1 gives better
performance on Savonius wind turbine than without wind concentrator.
The performance [dimensionless value; power coefficient (Cp)] was analyzed as a function of
dimensionless value tip speed ratio on the wind speed as shown in the figure 7.
0.250
C0
0.200 C11
C21
0.150 C31
CP
0.100
0.050
0.000
- 0.200 0.400 0.600 0.800 1.000
TSR
Figure 7. The Cp-Tsr curve on various concentrator ratio
The increasing of Tsr from 0.4 to 0.8 tends to raise the power coefficient up to 0.19. Power
coefficient is a performance indicator of a wind turbine. The higher the Cp is, the better the wind
turbine performance. On this study, the best performance of the Savonius wind turbine is obtained
on the wind concentrator ratio of 6:1. The application of wind concentrator on savonius wind
turbine can increase the performance of wind turbine 26%.
4. Conclusions
Despite of relatively lower power coefficient, the Savonius wind turbine is suited to install in
the low wind speed area. In order to increase the power coefficient, it can be done by implementing
wind concentrator. Adding wind concentrator willsignificantly increase the performance of
Savonius wind turbine. Wind concentrator can eliminate the negative moment or drag force at the
turbine blade. The power coefficient of Savonius wind turbine increases by 26% by implementing
the wind concentrator ratio of 6:1.
ISBN 9786021570425 PHY-49

Acknowledgement
This research received funding from competitive grant provided by Ministry of Research,
Technology and Higher Education.
References
Ali, H.A. (2013). Eksperimental comparison study for Savonius wind turbine of two & three blades
at low wind speedInternational journal of modern research IJMER., Vol.3, pp. 2978-2986
Altan, B.D and Atilgan, M. (2012). A study on increasing the performance of Savonius wind
rotors.Journal of mechanical science and technology. Pp.1493-1499.
Cooper, P. and Kennedy, O. (2004). Development and analysis of a novel vertical axis wind
turbine. Proceding solar 2004 life, the universe and renewable pp.1-9, Australian and New
Zealand solar energy Society (ANZES)
DAmbrosio, M. Medaglia, M. (2010). Vertical Axis Wind Turbines: History, Technology and
Applications. Master thesis in Energy Engineering. Hogskolan Halmstad
Kadam, A.A. Patil, S.S. (2012). A review study on Savonius wind rotors for accessing the power
performance. IOSR Journal of mechanical and civil engineering. pp.18-24.
Patel C.R., Patel V.K., Prabhu S.V, Eldho T.I. (2013). Investigation of overlap ratio for Savonius
type vertical axis hydro turbine. International journal of soft computing and engineering
(IJSCE), Vol.3, pp. 379-383
Rus L.F. (2012). Experimental study on the increase of the efficiencyof vertical wind turbines by
equipping them with wind concentrators. Journal of sustainable energy. Vol.3 pp. 30-35
ISBN 9786021570425 PHY-50

OP-13
The Effect of Agent Gas Flow Rate of Horse Manure
Gasification Process to the Performance of Combustion
Engine
Rudy Sutanto*, Pandri Pandiatmi, Arif Mulyanto, and Nurchayati
Faculty of Engineering, Mataram University, Jl Majapahit No.62 Mataram,

r_sutanto10@yahoo.com
Abstract-on the contrary with the well known gasification of coal and agricultural, gasification of feces
dropped from particular horse farms has never been researched. Horse feces has great potency to be
developed as raw material of gasification considering the fact that it containsenough carbohydrate, fat and
crude fiberto increase carbon production which will indirectly increase the production of methane gas and
carbon monoxide as well. On other hand, the high percentage of watercontained in horse feces not only can
interfere with gasification performance but also will make the whole process difficult. Therefore, there is
initial process needed in order to reduce the water content. Gasification reactor used in the research has a
diameter of 600 mm and a height of 1.500 mm. The study was conducted using a thermal decomposition
method wherein gas agent used is in the form of air with flow rate variety (10, 15, 20 and 30 L / min).
Furthermore, the effect of air flow rate in the gasification process on performance of combustion engine
observed from the engine rotation (1500, 2500, 3500 and 4500 rpm) and the fineness of the engine rotation
(braking force, fuel consumption) were studied.Results of this research showed that escalating the flow rate
of the gas agent not onlyincreased the effective generated power by2.2% but alsodecreased fuel consumption
by 21.4% at the same engine rotation. This occurs more due to the heating value of the syngas which increase
the product up to 22.67%.
Keywords: gasification, horse manures, syngas, agent gas, effective power
1. Introduction
One of the alternative energy that is now being developed is the energy derived from the
organic materials because organic compounds are classified as a renewable energy. The existence
of the organic materials are easily obtained, continuity guaranteed, and environmentally friendly.
This is the main supporting factor of the organic materials to be considered as a future energy in
order to realize the green technology. Syngas is a product of the green technologies that are now
being developed. This is because the gas produced from the thermal decomposition of solid
biomass by providing some heat to supply limited oxygen to produce synthesis gases or gas capable
of fuel consisting of CO, H2, CO2, CH4 and H2O as the main product and a small amount of carbon
char and ash as by-products. In this case of course utilized is a gas CO, H2 and CH4 has a heating
value which can be used as fuel. In general, the gasification process involves four stages of the
process such as drying, pyrolisis, partial oxidation and reduction.
Gasification is a process of converting a compound containing carbon to change the
material either liquid or solid to fuel gas which is capable of combustion through the combustion
process with the air supply is limited between 20% to 40% of the air stoichiometry. Reactor where
the process of gasification is called gasifier. During the gasification process, will be formed
according to a process called local temperature distribution in the reactor gasifier. These areas are:
drying, pyrolysis, reduction and Combustion. Each region occurs at a temperature range between
25oC to 150oC, 150oC to 600oC, 600oC to 900oC and 800oC to 1400oC. Gas resulted from the
gasification process is called producer gas or syngas.
The review of research results (review) to the contemporary technology of thermal
gasification written by Wang, L., Weller, CL, Jones, DD and Hanna, MA (2008), showed that the
advantages and disadvantages of each reactor and the type of reagents used for the gasification
process. Besides the benefits available, it turns out that thermal biomass gasification process still
has challenges in terms of tar and char formation as the effect of low excessive and heating value
ISBN 9786021570425 PHY-51

syngas if operating conditions are not in accordance with the characteristics of the biomass
processed.
Adjar Pratoto and Slamet Raharjo (2008), numerical simulation-steam gasification of
biomass (oil palm empty fruit bunches) using thermodynamic equilibrium model. From the
simulations, it appears that the production of hydrogen increases with rising temperatures. At low
temperatures, low hydrogen production and increases with increase in temperature until it reaches a
peak and then decline again hydrogen production.
Syngas composition varies depending on the biomass feedstock, but the average can produce
syngas with H2 concentration of 18-20%, CO by 18-20%, amounting to 2-3% CH4, 12% CO2, H2O
and the remaining 2.5% N2, with gas heating value of about 4.7 - 5 MJ/m3, (Dr. Haifa Revelation,
et.al, 2011). Gasification of coal and agricultural wastes bait are well known gasification compared
to farm waste gasification in form of feces, especially horse feses (biomass) wich has never been
done. However, horse feses has great potential to be developed as feedstock gasification although
farm waste gasification with feces, especially horse feses (biomass) has never been done. This
research will be developed using horse feses as the feedstock in the gasification process with
consideration that the size of the fine grain, carbohydrate, fat and crude fiber is high enough so that
it can increase production of carbon which will indirectly increase the production of methane gas
and carbonmonoksida.
Horse feces has a high enough carbon content so to be used as fuel. One method that can be
used to process horse feses into fuel is gasification. With the technique of gasification, horse feses
is expected to be a potential fuel source (syngas) to overcome the energy crisis, but so far the
manufacture of syngas through the technique of gasification of farm waste (feces) has not been
tried and researched, therefore research to utilize horse feces as a new alternative energy source that
is renewable and environmentally friendly needs to be done thoroughly until application phase.
Horse feces has the exact shapes and sizes with a high water content. As gasification bait, it
will be difficult to directly processe the horses feces because it can interfere with the performance
of gasification. Therefore, the initial processing such as reduction of water content in horse feces
needs to be done. The production ratio of horse feces has reached 5.5 tons/year/head with energy
conversion coefficient of 14.9 Gjoule/ton (Hall, DO et al, 1993).
2. Research Method
The research method used to achieve research purposed was testing potential horse feses as the
main material in the gasification reactor by thermal decomposition method with gas media such as
air. Further testing of syngas performance as motor fuel was done by observing the engine rotation
and subtlety of the engine rotation.
Variables Research
In this research, the variables chosen among others:
fixed variable
the syngas composition (a mixture of CO, CO2, CH4 gases)
gasify reactor type
changed variable
agent gas flow rate: 10 l/min; 15 l/min; 20 l/min; 30 l/min
agent gas: air and engine rotation: 1500, 2500, 3500 and 4500 rpm
Tools and materials

1. Equipment used in the research:
The series of gasify reactor and the series of combustion engines
2. Materials :
Horse feces
3. testing Instrument :
Gasifier used in the research has a 600 mm diameter and 1,500 mm heigh reactor and a 100
cc with 4 stroke engine.
ISBN 9786021570425 PHY-52

Testing Procedure
The main material is needed in this research is horse feces which has a high water content. As
gasification bait, it will be difficult if horse feses is directly processed because it can interfere with
the performance of gasification. Therefore, the initial processing of the horse feses needs to be
done. The initial processing such as reduction of water content in horse feses through the drying
process in advance. Research continued with the process of making syngas with horse feses
feedstock. In this case, gasification reactor of updraft types and hermal decomposition method are
used with the media agent in the form of air and gas flows using a compressor. Agent gas flow rate
was varied respectively 10, 15, 20 and 30 l/min. Furthermore, we will study the effect of the gas
that comes out of the gasifier on the performance of the combustion engine seen from the engine
rotation (1500, 2500, 3500 and 4500 rpm) and the fineness of the engine rotation (braking force,
fuel consumption). The variables recorded are the amount of braking force and fuel consumption
for two minutes.
Data analysis
The data analysis was conducted after and refers to the experimental data, by knowing torque,
effective power and fuel consumption on the performance of combustion engines to the flow rate of
agent gas in the gasification proces.

Research result obtained by the relationship between the engine rotation with a torque (Figure
1) shows that the torque produced by the engine to increase in tandem with the increase in engine
rotation, this situation arose as a consequence of the braking force is used against the centrifugal
force of the shaft machine what rotating more than increase with changes in engine speed increases.
In practice, the torque of the engine is useful to overcome obstacles when the vehicle goes uphill,
or when accelerating the velocity of vehicle (automotive), while the electric generator is useful to
overcome any barriers to increasing power load.
Engine Rotation vs Torque Engine Rotation vs Fuel Consumption

8.00 4500
Bahan Bakar A Bahan Bakar A
7.00 4000
Bahan Bakar B
Fuel Consumption (lt/jam)
Bahan Bakar B
3500
6.00 Bahan Bakar C
Bahan Bakar C
3000
5.00 Bahan Bakar D
Torque (Nm)
Bahan Bakar D
2500
4.00
2000
3.00
1500
2.00
1000
1.00 500
0.00 0
0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000
Engine Rotation (RPM) Engine Rotation (RPM)
Figure 1. Relationship of the engine rotation against Figure 2. Relationship of the engine rotation against
torque Fuel Consumption
The relationship between the engine rotation to torque as shown in figure 1 shows that the
greater the flow rate of agent gas (air), the torque produced an average increase of 2.2% for a wide
variety of engine rotation. This is because in the combustion process of horse feces in the
gasification reactor running more perfect, so there aremore CO2 produced and the heat formed
higher the temperature. Heat generated in the higher oxidation process would give positive effect to
the pyrolysis process so that carbon is formed even greater, while in the process of CO2 reduction
and the carbon will be decomposed into carbon monoxide gas. Thus the greater the flow rate of
agent gas (air), themore the CO gas formed. This was followed by 22.67% increase in the heating
value over the same time with the increase in the flow rate of agent gas in the gasification. Since
heating value of the syntesis gas produced in the gasification process is increased with the
ISBN 9786021570425 PHY-53

increasing of agent gas flow rate, the fuel needed to move engine will be less. The average
reduction of fuel consumption is 21.4% for a wide variety of engine rotation ( figure 2).
Engine Rotation vs Effective Power Engine Rotation vs SFCE

3500 25
Bahan Bakar A Bahan Bakar A
3000 Bahan Bakar B Bahan Bakar B
SFCE (lt/(Watt.jam))
Effective Power (Watt)
20
Bahan Bakar C Bahan Bakar C
2500
Bahan Bakar D Bahan Bakar D
2000 15
1500
10
1000
5
500
0 0
0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000
Engine Rotation (RPM) Engine Rotation (RPM)
Figure 3. Relationship of the engine rotation against Figure 4. Relationship of the rotation engine against
effective power SFCE
Research data obtained by the relationship between the engine rotations with effective
power (Figure 3) shows that the more the concentration of carbon monoxide in syntesis gas, the
greater the effective power generated in the same rotation.This is because the biogas with gas
concentrations of carbon monoxide has a heating value of combustion that great anyway, so the
centrifugal force that occurs in the engine shaft arise as a result of the fuel combustion process will
be greater. This situation had an impact on the greater the torque obtained.It will indirectly be
followed by the larger the shaft power or effective power generated with an average increase of
2.2% (Figure 3).
The figure of relationships between the engine rotation with SFCE (Figure 4) shows that
the specific fuel consumption effectively required by the engine decreases with increasing engine
rotation.This happens because the faster the engine, the higher the consumption of fuel used per
hour to generate each kW effective power, or shaft power is less. That fuel consumption will
further increase with increasing engine rotation (figure 2) indicates that the higher rev the engine of
a combustion engines it will be followed by greater fuel consumption, although fuel consumption
riseis followed by the increase in shaft power or effective power, Similarly, the greater the flow rate
of the agentgreat, the SFCE will decrease on average by 23% for a wide variety of engine rotation.
4. Conclusion
The conclusion drawn from these results is that the gasification process not only can be
done with the feedstock coal and agricultural waste, but for also livestock solid waste which even
can give remarkable results. The influence of the flow rate of gas agents have an impact on the
production of CO gas growing along with increasing the flow rate of agents gas, as well as the
heating value generated would be higher with a rise of 22.67% followed by the increase in effective
power engin 2.2% and fuel consumption has decreased by approximately 21.4% to a wide variety
of engine rotation.
References
Adjar Pratoto and Slamet Raharjo 2008, "Biomass Gasification-steam to Produce Hydrogen -
Simulation of the Equilibrium Model", Annual National Seminar on Mechanical Engineering
(SNTTM) VII, Manado, November 4 to 6 in 2008
Dr. Haifa Revelation, Ir. Imam Djunaedi, Ir. M. Affendi, Drs. Sugiyatno, MT., Drs. Joseph Suryo
Utomo MT 2011, "Design and Development of Circulating Fluidized Bed Reactor Model for
Biomass Gasification" Physics Research Center (Research Centre fo Physics) LIPI
Hall, DO et al (1993), "Biomass for Energy: Supply Prospects", in: Renewable Energy, Johansson,
TB eds., Pp.594, Washington, Island Press.
ISBN 9786021570425 PHY-54

Wang, L., Weller, C.L., Jones, D.D. and Hanna, MA, (2008), Contemporary issues in thermal
gasification of biomass and its application to electricity and fuel production, Biomass and
Bioenergy 32, 573-581.
ISBN 9786021570425 PHY-55

OP-14
Solution of the Wood Saxon Potential in Different Angular
Momentum Using Finite Difference Method
Siti Alaa, Dian W. Kurniawidi, Susi Rahayu
Program Studi Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas
Mataram,siti.alaa@gmail.com
Abstract-In this research, the radial part of Schrodinger equation in presence of the angular momentum l=0,
l=1, dan l=2 for wood saxon potential has been solved by using finite difference method. We obtain wave
solution for wood saxon potentialfor different angular momentum.
Keywords: Wood Saxon, Schrodinger, angular momentum, finite difference
1. Introduction
A basic problem in the nuclear physics is the motion of the free electrons which have
influence on the abundance of metallic clusters. These electrons are moving in the orbital around
the central nucleus and in a mean potential which is produced by the positively charged ions and
the rest of the electrons. Therefore, a mean field potential is always empirical and one of them is
the woods-saxon potential (Berkdeymer et.al., 2004).
The woods-saxon potential is a mean field potential for the nucleons (protons and neutrons)
inside the atomic nucleus (Woods and Saxon, 1954), which is used to approximately describe the
force applied on each nucleon in the shell model for the structure of the nucleus (Gonul and Koksal,
2006). The woods Saxon potential plays an essential role in microscopic physics since it can be
used to describe the interaction of a nucleon with the nucleus (Pahlavani et.al, 2000). Within the
Wood-Saxon model, we can also examine the Coulomb interaction of the outgoing charged lepton
with the nucleus (Engel, et al, 1993).
The analytical and numerical solutions of the wave equation for modern physics have taken
a great deal of interest for long time (Akpan et.al., 2005). Single particle wave equation and level
density calculation using wood saxon potential can be obtained analytically through simple
potential such as finite square well or oscillator harmonic potential (Kurniadi et.al., 2007). Finite
difference providing an improved representation of a range of scale in the evaluation of second
order derivates are presented and compared with well known schemes (Lele, 1990). Therefore, the
purpose of our study is to analyze solution of Schrodinger equation for Woods Saxon potential with
different angular momentum case.
2. Formulation
Schrodinger equation for spherical coordinate
2 2 2 2
+ + = (1)
2 2 2 2
where E and V are the total (non relativistic) and potential energies of particle of mass m.
Schrodinger equation in radial form is needed for spherical potential as a major part of nuclear shell
model.
2 2
2 = +1 (2)
2
This radial equation is concerned with the radial aspect of the motion of electron; with the total
energy E includes the electron kinetic energy of motion (Beiser, 2003). If we search the solution
using finite difference, we get Schrodinger equation for finite difference.
2 2
2 = + 1 + ( (3)
2
1 2 + 2 2
2 + 2 +1 2 1 = +1 + ( (4)
2
ISBN 9786021570425 PHY-56

In this paper, potential in Schrodinger equation can be change with Wood Saxon potential. The
Wood Saxon potential has form
0
= 0 (5)
1+
where = 3. 1016 is thickness surface parameter and 0 =0 1/3 single particle radius
potential, 0 = 30 , r = 10-15-10-13, and A is nuclear mass nomor. For this research, Pb atom
with A= 208 is used. We get wave function for wood saxon potential for E=1.21 x 10-11 as a
function of r showed in Figure 1.
Figure 1. A plot of Wood saxon potential

The angular momentum can be defined in classical mechanics, electromagnetism, modern
physics quantum mechanics, nuclear physics, and quantum field theory (Borrelli, 2011). Angular
momentum for electron is conserved and quantized. The combination of the total quantum number
with the letter that represents orbital angular momentum provides a convenient and widely used
notation for atomic electron states. Wood Saxon solution calculated by using finite difference
method for different angular momentum l=0, l=1 and l=2 is shown in Figure 2 and Figure 3.
Figure 2. Wave function for Wood saxon potential solution for l=0 and l=1
The Schrodinger equation solution for angular momentum l=0 have three peak and for l=1
have two peak. The maximum value of the wave equation for l = 0 and l = 1 are almost the same at
around 105. The highest valueof schrodinger equation solution for l=1 is in r=6,1 .10-14 m while for
ISBN 9786021570425 PHY-57

l=0 is in r =4,5. 10-14 m. A different value got for l = 2, the solution looks stationary but suffered a
wave attenuation. The maximum value of the wave equation for l = 2 is very small if comparedto
the maximum value of l = 0 and l = 1.The maximum value of wave is shown at l = 2 which is is 0.8.
Figure 3. Wave function for wood saxon potential solution forl=2
4. Conclussion
The solution for wood saxon in different angular momentum can be obtained using finite
difference method. The results in this research can extent for another nuclear potential which
correspond to modify nucleus for relativistic theory.
References
Akpan N. IKot, et. al. (2005). Solution of Schrodinger equation with generalized inverted
hyperbolic potential.
Beiser, Arthur. (2003). Concept of Modern Physics 6th edition. The McGraw-hill: India
Berkdemir, Ayse., Berkdemir, Cuneyt., and Sever, Ramazan. (2004). Eigen values and Eigen
functions of woods-saxon potential in PT Symmetric Quantum Mechanics. Arxiv.org
Borrelli, Arianna. (2011). Angular momentum between physics and mathematics. Mathematics
meets physics, pp 395-440.
Engel, J. et al. (2013). Quasi elastic neutrino scattering from oxygen and the atmospheric neutrino
problem. arXiv:nucl-th/9304017v1
Gonul B. and Koksal K.. (2006). A note on the woods-saxon potential.
Kurniadi, Rizal., Waris, Abdul., and Perkasa, Yudha S.. (2007). Single particles level density
calculation using extended wood saxon potential. International conference on advances in
nuclear science and Engineering in conjunction with LKSTN, pp 313-315.
Lele, Sanjiva K. (1992). Finite difference schemes with spectral-like resolution. Journal of
computational physics 103, 16-42.
Pahlavani, M.R., Sadeghi J., and Ghezelbash, M. (2009). Solution of the Centra Wood-Saxon
Potential in 0 case using mathematical modification method. Applied Science, vol. 11,
pp. 106-113.
Woods, R.D.; Saxon, D.S. (1954). "Diffuse Surface Optical Model for Nucleon-Nuclei
Scattering". Physical Review 95 (2): 577578.
ISBN 9786021570425 PHY-58

OP-15
Comparing the Mapping of the Value of Peak Ground
Acceleration (PGA) in Indonesia Based on Mc.Guirre and
Esteva Models
Tati Zera
Fisika-FST UIN syarif Hidayatullah Jakarta. Jln. Ir. H. Juanda no 95 Ciputat

tati_zera@uinjkt.ac.id
Abstract-Indonesia is an archipelago country that stretches on -110 60 lattitude and 950-1410 of longitude
and lying on the confluence of the three major tectonic plates, the Eurasia, Indo Australia and Pasific. This
condition makes Indonesia region as an area with high seismic activity. One of the important effects of
earthquakes is the Peak Ground Acceleration (PGA). This value is needed to determine how strong the
foundation of a building to be made. This study was conducted to compare the mapping of the PGA value
across Indonesia based on historical earthquakes data during 1915 2015 with magnitude Mb > 5 SR and
depth h < 80 km (shallow earthquake). The two calculation models of PGA based on the model of first
generation shows result in range 9.039126 511.1717 gal by Mc. Guirre and 0.4614 187.0864 gal by
Esteva. The two models show the similarity contour and showed some maximum points which located on the
western coast of Sumatera, Nusa Tenggara and Papua.
Keywords: Peak Ground Acceleration (PGA), Historical Earthquakes data, Mc. Guirre, Esteva.
ISBN 9786021570425 PHY-59

OP-16
Emission Wavelength of CdS Nanoparticles
Semiconductor
Suryajaya
Program Studi Fisika Fakultas MIPA Universitas Lambung Mangkurat Jl. A. Yani Km 36
Banjarbaru, Kalimantan Selatan, suryajaya@gmail.com
Abstract-In this paper, our work in measuring the emission wavelength of CdS nanoparticles semiconductor
would be presented. The nanoparticles were prepared by aqueous phase synthesis using a mixture of
surfactants, mercaptoethane sulfonate and mercaptoethanol to control the size. Absorption spectrocopy was
applied both to record the absorption spectra and to determine the size (radius) of CdS nanoparticles. The
radius yield was about 2 nm. The emission wavelength of CdS nanoparticles were measured by Perkin Elmer
Luminescen Spectrometer. The result was at 450 nm. On the other hand, the adding of mercaptoethanol with
a range from 0.1 to 1.4 mM were relatively not changed the size and emission wavelength of the CdS
nanoparticles.
Keywords: emission wavelength, Cds, nanoparticle
1. Introduction
By far, nanoparticles of cadmium sulphide (CdS) is the most studied systems among the
semiconducting nanoparticles due to its potential technological applications in photovoltaic (Britt,
1993) and electroluminescence devices (Lakowicz, 1999) as well as other optoelectronics
applications (Nanda, 1999). Various deposition techniques, both physical and chemical techniques,
such as: molecular beam epitaxy (Boieriu, 2000), ion implantation (Desnica, 2001), magnetron
sputtering technique (Hernndez-Contreras, 2002), electrochemical technique (Morris, 1992),
Langmuir-Blodgett (LB) films method (Nabok, 2002), aqueous colloid solutions (Winter, 2005),
precipitation technique (Nanda, 1998), and the reserve micelle method (Zhang, 2002), have been
used to deposite CdS nanoparticles.
In this research, CdS colloid nanoparticles semiconductor would be produced by aqueous
synthesis method and then mixed with mercaptoethanol, as a second surfactant to modify the
electrically charged. The colloid nanoparticles would be analyzed using spectrophotometer for the
spectra absorption. The size of the particles would be calculated theoretically using Efros equation
(Suryajaya, 2008). Then the emission wavelength was measured by luminescence spectrometer.
2. Experimental Details
Preparation of colloid nanoparticles

High purity chemicals purchased from Sigma-Aldrich were used to synthesize CdS colloid
nanoparticles. Firstly, an aqueous solution of 0.02 M mercaptoethane sulfonate was mixed with
0.04 M solution of CdCl2. Then, 0.04 M solution of sodium sulphide is added dropwise to the
mixture while it is stirred. The result was a yellow solution of CdS colloid nanoparticles.
Mercaptoethanol is then added to the colloid nanoparticles as a second surfactant. All solutions
were prepared using deionised water, at room temperature.
Experimental Methods
Before and after added by mercaptoethanol, absorption spectra of the colloidnanoparticles
would be recorded using GENESYSTM 10 SERIESUV-Vis spectrophotometer.The absorption
spectra of the solutions were measured by putting the solution into 2 mL quartz cuvette, mounted
into a sample holder in the spectrophotometer.The size of CdS nanoparticles can be evaluated from
the blue shift of the absorption bands with respect to the band gap values of bulk CdS as a
consequence of quantum confinement effect. In this work, the radius of semiconductor clusters is
ISBN 9786021570425 PHY-60
calculated using Efros equation for the energy spectrum in nanoparticles of direct band gap
semiconductors, having parabolic E(k) dispersion. It is assumed that the particles' radius is smaller
than Bohr exciton radius. Hence, in the case of strong confinement, (Yoffe, 2002)
2
E( n , l ) E g (2n , l ) (
2 R 2
1)
where Eg is the band gap for bulk semiconductors, is the reduced effective mass of exciton,
1

1 1
* , and ( n, l ) are the roots of Bessel functions (for the ground state (0,1) ).
*
me m h
The emission wavelength of CdS colloid nanoparticles would be evaluated with Perkin
Elmer LS 5B Luminescence Spectrometer.Firstly, scanning mode was used to get excitation
wavelength of the sample. Then, at that excitation wavelength, the solution would be lighted.
Theoretically, the emission would be detected at longer wavelength.
The absorption spectra of CdS and ZnS nanoparticles modified

The absorption spectra of CdS colloid solution with and without mercaptoethanol are
shown in Fig. 1. As can be seen, the typical absorption spectra of CdS shows the gradually increase
of absorbance to the absorption edge of about 409 nm which is blue shifted from the absorption of
bulk CdS (512 nm). The observation of the blue shift of optical absorption is a typical experimental
confirmation of nanoparticles' presence (Yoffe, 2002) and believed to be due to the effect of
quantum confinement in the nanoparticles.
Figure 1. The UVvis absorption spectra of CdS colloid nanoparticles with and without ME
When mercaptoethanol is added to the colloid solutions of CdS, the absorption edge of the
solutions were not significantly changed (see Figure 1) the intensity is slightly lower as compare to
the absorption spectra of CdS without mercaptoethanol. It seems, the adding of mercaptoethanol is
not change the nanoparticles sizes but reduce the absorbances intensity. Theoretically, these
differences would be affected the material in luminescence property. From the experiment, only a
little amount of mercaptoethanol could be mixed to the solutions without cause any sedimentation.
The working variations of surfactant concentration (mercaptoethanol) would only be in the range
from 0.1 to 1.3 mM.
ISBN 9786021570425 PHY-61

According to (Nabok, 1998), the values of blue shift of the absorption bands can be used to
evaluate the size of nanoparticles. Similar to the routine described earlier (Suryajaya, 2008), in
order to obtain the exact positions of absorption maxima, the Gaussian fitting of absorption spectra
was performed and the spectra were re-plotted in energy coordinates (see Fig. 2.). The observed
energy dispersion may reflect the combination of the size distribution of nanoparticles and the
presence of higher index energy levels of size quantization (Nabok, 1998). Only the first maxima
(in each spectrum) corresponding to the ground state levels were chosen for further analysis.
Figure 2. Gaussian fitting of the UVvis absorption spectra of CdS
Effective mass approximation (EMA) method was use to calculated the radius of semiconductor
clusters. Based on Efros equation for the electron energy spectrum in nano-particles of direct band
gap semiconductors, having parabolic E(k) dispersion (Yoffe, 2002).
Equation 1 was based on the assumption of strong confinement in the particles smaller than Bohr
exciton radius, 3 nm, for CdS (Yoffe, 2002), so that electrons and holes are quantized separately in
the conduction and valence bands, respectively. Using equation 1, the radius of nanoparticles of
CdS without mercaptoethanol was obtained at about 1.8 nm which are less than Bohr radius.The
results of CdS nanaoparticles radius without and with mercaptoethanol are presented in the table 1
below.
Table 1. The results of Gaussian fitting of the absorption spectra of CdS mixed without and
with mercapto ethanol
Concentration of ME (mM) Energy of CdS (eV) Radius of CdS (nm)
0 3.061 1.882
0.1 3.121 1.799
0.3 3.116 1.806
0.5 3.106 1.819
0.7 3.101 1.825
0.9 3.102 1.824
1.1 3.097 1.831
1.3 3.087 1.844
As can be seen in table 1, the radius of CdS nanopaticles are varied in a very narrow range when
the surfactant ME with different concentration mixed to the colloid solution. But above the
concentration of 1.3 mM, the solution was sedimented.
ISBN 9786021570425 PHY-62

Emission wavelength Measurements

The emission of CdS nanoparticles was measured by Perkin Elmer LS 5B series
Luminescence Spectrometer. Firstly, scanning mode was used to get excitation wavelength of the
sample. For CdS colloid nanoparticles without mercaptoethanol, the excitation wavelength was
scanned about 435 nm. Then, after the solutions lighted at its excitation wavelengths, the emission
wavelength yield were about 450 nm. (shows in figure 3)
While CdS added with 0.1 mM mercaptoethanol shows a smaller excitation wavelength, at
413 nm and the emission wavelength was at 443 nm.The experiment shows that the excitation
wavelength of CdS colloid nanoparticles were range from 413-435 nm (in Table 2).
(a) (b)
Figure 3. (a) Excitation and (b) emission of CdS nanoparticles
Table 2. Excitation and emission wavelength of CdS nanoparticles

Sample Excitation (nm) Emission (nm)
CdS 435 450
CdS + ME 0.1 mM 413 443
CdS + ME 0.3 mM 413 445
CdS + ME 0.5 mM 423 449
CdS + ME 0.7 mM 424 450
CdS + ME 0.9 mM 424 451
CdS + ME 1.1 mM 424 452
CdS + ME 1.3 mM 424 452
4. Conclusions
The colloid nanoparticles of CdS modified with mercaptoethanol were successfully
synthesized. The absorption spectra of the nanoparticles were recorded using UV-vis
spectrophotometer and then EMA method was used to calculate the size (radius) of nanoparticles.
The results show that the variations of surfactant concentration (mercaptoethanol) with a range
from 0.1 to 1.3 mM could decrease the size of the CdS nanoparticles in a very narrow range. The
particle core radius of about 2 nm was obtained. The colloid nanoparticles of CdS emit a radiation
at about 450 nm.
Acknowledgements
At this opportunity, I would like to thank Edy Giri Putra for Luminescence measurement at Batan. My
special thanks also go to Ministry of Research and Technology for their financial support in basic
research grant in 2012.
ISBN 9786021570425 PHY-63

References
Boieriu P., Sporken R., Xin Y., Browning N. D., and Sivananthan S. (2000). Wurtzite CdS on
CdTe grown by molecular beam epitaxy. Journal of Electronic Materials 29, 718-722.
Britt J. and Ferekides C. (1993). Thin-film CdS/CdTe solar cell with 15.8 % efficiency. Applied
Physics Letters, 62, 2851.
Desnica U.V., Gamulin O., Tonejc A., Ivanda M., and White C.W. (2001), CdS nanocrystals
formed in SiO substrates by ion implantation. Materials Science and Engineering C 15, 105
107.
Hernndez-Contreras H., Contreras-Puente G., Aguilar-Hernndez J., Morales-Acevedo A., Vidal-
Larramendi J., and Vigil-Galn O. (2002). CdS and CdTe large area thin films processed by
radio-frequency planar-magnetron sputtering. Thin Solid Films 403, 148-152.
Lakowicz J. R., Gryczynski I., Gryczynski Z., and Murphy C. J. (1999). Luminescence spectral
properties of cds nanoparticles. J. Phys. Chem. B, 103, 7613-7620.
Morris G. C. and Vanderveen R. (1992). Cadmium sulphide films prepared by pulsed
electrodeposition. Solar Energy Materials and Solar Cells 27, 305-319.
Nabok A. V., Richardson T., McCartney C., Cowlam N., Davis F., Stirling C. J. M., Ray A. K.,
Gacem V., and Gibaud A. (1998) . Size-quantization in extremely small CdS clusters formed
in calixarene LB films. Thin Solid Films 327-329, 510-514.
Nabok A. V., Iwantono B., Hassan A. K., Ray A. K., and Wilkop T. (2002). Electrical
characterisation of LB films containing CdS nanoparticles. Materials Science and
Engineering C 22, 355-358.
Nanda K. K., Sarangi S. N., Mohanty S., and Sahu S. N. (1998). Optical properties of CdS
nanocrystalline films prepared by a precipitation technique. Thin Solid Films 322, 21-27.
Nanda K. K., Sarangi S. N., and Sahu S.N. (1999). Visible light emission from CdS nanocrystals.
Journal of Physics D: Applied Physics, 32, 2306-2310.
Suryajaya, Nabok A.V., Davis F., Hassan A.K., Higson S.P.J. and Evans-Freeman J. (2008).
Optical and AFM study of electrostatically assembled films of CdS and ZnS colloid
nanoparticles. Applied Surface Science, 254, issue 5, 4891-4898.
Suryajaya, Nabok A.V., Tsargorodskaya A., Hassan A.K. and Davis F. (2008). Electrostatically
self-assembled films containing IIVI semiconductor nanoparticles: Optical and electrical
properties, Thin Solid Films, 516, 8917-8925.
Winter J. O., Gomez N., Gatzert S., Schmidt C. E., and Korgel B. A. (2005).Variation of cadmium
sulfide nanoparticle size and photoluminescence intensity with altered aqueous synthesis
conditions. Colloids and Surfaces A: Physicochemical and Engineering Aspects 254, 147-
157.
Yoffe A. D. (2002). Low-dimensional systems: Quantum size effects and electronic properties of
semiconductor microcrystallites (zero-dimensional systems) and some quasi-two-
dimensional systems. Advances in Physics 5, 799-890.
Zhang J., Sun L., Liao C., and Yan C. (2002). Size control and photoluminescence enhancement of
CdS nanoparticles prepared via reverse micelle method. Solid State Communications 12,4
45-48.
ISBN 9786021570425 PHY-64

OP-17
The Effect of Gravel Absorber Application of Plate Solar
Collectors on the Heat Transfer Rate
Made Wirawan*, Mirmanto, Badri, Lalu Wira
*
Faculty of Engineering, University of Mataram, Jl. Majapahit No. 62 Mataram,
wwiralo@yahoo.co.id
Abstract-The collector of solar energy can be used for heating fluids such as liquid or gas. The
optimizedabsorption of the solar energy depends on the collector dimension and component, i.e. the width,
bodyof collector, tube formation, cover, isolation system and absorber material. The current research uses
gravelabsorbers with two variation of shapes which are compared with the black sand beach absorber.In order
to achieve the aim of the research, the experiments of water heating used three collectors with three different
absorbers namelyaregravel (4.75 6.3), gravel (9.5-12.5) and black sand beach. The variation ofwater flow
rates had been performed to investigate the maximal performance. The water flow ratesused were 200, 250
and 300cc/minute.The result showed the solar collector heat utilization value was influenced bythe absorber
material, flow rates of water and the time. The gravel and sand absorbers showed capabilities for saving
heat.The maximal heat transferred to water occurred at the peak of solar intensity 12.30 to 14.00 P.M.
Keywords:absorber, gravel, heat, collector
1. Introduction
Since many years ago people have been using fossil energies such as liquid fuel, coal and
gas. However, these energies cannot be renewed and the sources are now very limited so that these
energies are not enough to compromise human demands. Therefore, alternative energies, e.g. solar
energy should be deeply utilized and developed.
Solar energy is one of renewable energies that havea high potency to be used and
developed wisely. This is suitable with the Indonesia climate and condition. Indonesia locates
between 60 North Latitude - 110 South Latitude. At this position Indonesia gets the sun shining all
day/ year, and even the sun ray is uniformly throughout Indonesia territories.
In order to directly increase the efficiency of the use of the solar energy, a flat plate solar
collector can be employed. Hence, in Indonesia, technologies converting solar energy should be
improved and developed. One of these technologies is flat plate solar collector. Actually a common
solar collector has been used for years and its absorber is constructed from iron/steel materials. In
this research, the absorbers are made of gravels and black beach sand. These absorbers are expected
to be able to substitute the iron/steel absorbers. The use of gravels and sand as the absorbers can
reduce the price of the solar collector unit.
Solar collector can be defined as a heat transfer system that converts solar radiation into
useful energy. When the sun light falls on the collector absorber, part of the light is reflected to the
environment and the other part is absorbed and converted into heat energy. The heat energy is
finally transferred to the fluid flowing inside the collector Permana (2011). Designing solar
collector need to consider several aspects, i.e. ecology, efficiency, and economic, see Stefanovic
and Bojic, (2006). In general, there are two types of the collector, e.g. concentrating collector and
non concentrating collector. However, in this study, the concentrating collector is not given in
detail because this research focuses on the flat plate collector. In the flat plate collector the sun
radiation comes through the transparent cover and reaches the absorber. Then part of the energy is
removed by the working fluid, e.g. water flowing inside the tube half or fully buried in the
absorber. All walls and the bottom of the collector are usually insulated using good insulation
materials to minimize the heat loss to the surrounding/ambient. The components of the collector are
(1) glass cover, (2) riser tubes, (3) absorber, (4) header, (5) Insulations, (6) casing.
ISBN 9786021570425 PHY-65

Flat plate collectors have been designed and made using many types of material, however,
the main aim of this flat plate is to collect the heat as much as possible and to reduce the cost. The
solar collector has a long life although it is affected by the ultraviolet ray, corrosions and blockage,
acidity, alkalinity, frozen, dust and the glass cover humidity, Kalogirou (2009). The amount of the
solar energy absorbed by the collector depends on the components and design of the collector,while
the component of the collector such as absorber, pipe, wall, cover and isolation depends on the
material. Previous study using non metal absorbers, e.g. sand absorber, had ever been conducted.
The results indicated that using sand absorbers degraded the heat gained and even captured lower
heat than using aluminum absorbers at 01.00 pm, however, the sand absorber could retain the heat
in a long time which was good when the sun ray dimmed soon. Additionally, the previous study
also varied the water mass flow rates. At high mass flow rate the heat absorbed by the water was
higher, Wirawan and Sutanto (2011). The effect of cover gaps was previously investigated, e.g.
Burhanudin (2005). He performed experiments with several cover gaps (3 cm, 6 cm and 9 cm). The
smallest gap was found to be the best because using 3 cm gap of the cover resulted in higher outlet
water temperatures.
2. Experimental facility and procedures

The test loop of the research is shown in figure 1, while the test section is presented in figure 2.
The experiments were conducted at 10.00 am with clear sky conditions. Three identical collectors
with different absorber materials were place together directly under the sun at the same angle and
faced to the North direction. The first absorber was constructed using gravels with the gravel
dimensions of around 4.75 - 6.3 mm (Gravel A), the second absorber was arranged using gravels
with the gravel sizes of 9.5 - 12.5 mm (Gravel B), while the third absorber was made of black
beach sand. The working fluid removing the heat from the absorber was water flowing inside the
serpentine pipe half buried in the absorber.
Figure 1. Schematic diagram of the test rig/flow loop.
All temperatures were measured using K type thermocouples calibrated against a mercury
thermometer, while the volumetric rate was measured manually using a glass volume meter and a
stopwatch. The water was flowed gravitationally from the reservoir. The water level inside the
reservoir was kept constantly. Before entering the solar collector the water temperature was
measured at the entrance of the collector. The outlet water temperature and the volumetric flow rate
of the water were measured at the outlet of the collector. The working fluid used was varied from
200 cc/minute to 300 cc/minute.
ISBN 9786021570425 PHY-66

3. Data reductions
With an assumption that the collector operates steadily, the heat used/removed by the water
can be expressed as, Holman (1988):
quse m c p To Ti (1)
where quseis the heat removed by the water, m represents the mass flow rate, To is the temperature
of water at the outlet and Ti is the inlet water temperature. As only part of the heat coming to the
absorber can be removed, then the heat loss is given by:
qloss qin quse (2)
where qlossis the heat loss and qin is total energy coming to the collector, Duffie and Beckman
(1980).
qin Ac I (3)
where Ac is the aperture area of the collector, while I is the sun radiation reaching the collector. The
efficiency, of the collector is then estimated as:
quse
(4)
qin
4. Results and discussions

The heat transferred from the collector to the working fluid (water) is symbolized as Quse.
In this research, the heat absorbed by the water, Quse is estimated using equation (1) and presented
in figure 2. Figure 2 shows that the heat absorbed by the water increases with the increase of the
time, e.g. at 10.00 to 12.30 o'clock. After that, the heat, Quse decreases and the solar energy coming
to the collector also decreases.The heat absorbed by the water depends on the solar radiation,
absorber material and the water volumetric rate. The absorber Gravel B (mesh 9.5-12.5 mm) can
obtain the highest hate rate at 12.45 pm, namely 192.64 W at the water volumetric rate of 200
cc/minute and 218.26 W at the water volumetric rate of 250 cc/minute, however, at the water
volumetric rate of 300 cc/minute, the maximum heat removed by the water was approximately
228.66 W and this was obtained using the black beach sand absorber at 13.15 pm.
The volumetric rate also affects the amount of the heat absorbed by the water. At the water
volumetric rate of 300 cc/minute, the collector resulted in the highest amount of the heat. This was
due to the equation (1) which apparently demonstrated that as the volumetric rate increased, the
heat absorbed by the water increased too. However, at the high volumetric rate the heat transferred
from the absorber to the water may be able to be lower, this is due to the high velocity of the water
which reduces the time for water to contact with the absorber.
Despite the collector performance is influenced by Quse, the collector efficiency is also
important. The efficiency stands for the collector potency for converting the solar energy to the
useful energy. Relating to the amount of the useful energy, from the three collectors, the highest
efficiency was gained from the Gravel B absorber, i.e. 34.54 % and 50.30 % at the water
volumetric rates of 200 cc/minute and 250 cc/minute respectively,while at the water volumetric rate
of 300 cc/minute, the maximum efficiency was attained using the black beach sand absorber, i.e.
43.54 %.
ISBN 9786021570425 PHY-67

Figure 2. Heat removed by the water for volumetric rates of (a) 200 cc/minute, (b) 250 cc/minute and (c) 300
cc/minute.
The efficiency increased although the sun ray started to dime. This was owing to the character
of the absorber. Despite the sun energy was converted and removed by water, the sun energy was
also gathered by the absorber for several minutes/hours. Figure 3 presents the efficiency of the
collector. The collector with the black beach sand absorber demonstrates the better potency to
accumulate the heat, compared to the other absorbers at all water volumetric rates tested.
ISBN 9786021570425 PHY-68

Figure 3. The experimental efficiency of the three collectors at (a) 200 cc/minute, (b) 250 cc/minute and (c)
300 cc/minute.
5. Conclusion
Based on the research results and analysis, some conclusions may be drawn as follows:
1. The absorber material determines the amount of the useful energy or heat removed by the water.
2. The volumetric rate of the working fluid also affects the amount of the heat removed by the
working fluid (water).
3. The heat absorbed by the water increase with an increase in the observation time until the
midday, after that the heat decrease.
4. The maximum useful heat was attained using Gravel B ( mesh 9.5-12.5 mm) absorber at 12.45
pm, i.e. 192.64 W at 200cc/minute and 218.26 Watt at 250 cc/minute, while at the water
volumetric rate of 300 cc/minute, the maximum useful heat was gained using the black beach
sand absorber collector, i.e. 228.66 W at 13.15 pm.
5. The highest efficiency was gained from the Gravel B absorber, i.e. 34.54 % and 50.30 % at the
water volumetric rates of 200 cc/minute and 250 cc/minute respectively,while at the water
volumetric rate of 300 cc/minute, the maximum efficiency was attained using the black beach
sand absorber, i.e. 43.54 %.
ISBN 9786021570425 PHY-69

Acknowledgement
The authors would like to acknowledge the Indonesia Ministry Research, Technology, and
Higher Education, for the funding (Hibah bersaing grand) and the Mataram University for the
facility.
References
Burhanudin A. (2005). "Karakteristik kolektor surya plat datar dengan variasi jarak penutup dan
sudut kemiringan kolektor" Tugas Akhir, Universitas Negeri Solo, Solo.
Duffie J.A., Beckman W.A. (1980). "Solar Engineering of Thermal Process 2nd Edition", John
Wiley & Sons Inc., New York.
Holman J.P. (1988). "Perpindahan Kalor" Penerbit Erlangga, Jakarta.
Kalogirou S. (2009). "Solar Energy Engineering: Processes and Systems 1 st Edition" British
Library, USA.
Permana H., Hasbeya H. (2011). Preparasi pengukuran suhu kolektor surya dan fluida kerja dengan
datapaq easytrack2 system. Jurnal Fisika dan Aplikasinya Jurusan Fisika FMIPA Universitas
Negeri Jakarata.
Stefanovic V.P., Bojic M.L. (2006). Development and investigation of solar collectors for
conversion of solar radiation into heat and/or electricity. Thermal Science, 10, 177-187.
Wirawan M., Sutanto R. (2011). Analisa laju perpindahan panas pada kolektor surya tipe plat datar
dengan absorber pasir. Jurnal Dinamika Teknik Mesin, 1, 65 -72.
ISBN 9786021570425 PHY-70

OP-18
Application of Microtremor HVSR Study for Mapping of
Local Seismic Hazard in Tanjung Sub-District, North
Lombok (Indonesia)
Syamsuddin* and Isya Ashari
Geophysical Laboratory, Physics Study Program, Mataram University, Indonesia,

syamsuddin@unram.ac.id
Abstract-Tanjung Sub-District is one of the areas badly damaged by the last earthquake happened at June
22, 2013. Therefore, it is necessary to microzonation in the region to anticipate similar events. One technique
to estimate the potential due to the earthquake is by comparing the spectrum of horizontal and vertical
spectrum from measurement microtremor, known techniques Nakamura or HVSR (horizontal to vertical
spectral ratio). This study conducted microtremor measurement in Tanjung Sub-District, North Lombok with
123 of measuring points with measurement duration varies between 20 minutes to 60 minutes. This study
aims to map the distribution of the value of physical quantities related to the vulnerability of an area to which
the frequency response of earthquake ground shaking, vibration amplification soil and soil vulnerability
index. The study results showed that the value of the resonant frequency in the Cape region ranges from
0.401 to 16.92 Hz. In general, the lower frequency is 0.40 to 5.91 Hz contained 87 data (71%) are located in
the north of the region, which means that the northern part of the region has a high vulnerability. On the other
hand, amplification and vulnerability index show a very interesting pattern forthe the zone suffered severe
damage caused byearthquake ofJune 22, 2015.
Keywords: Microtremor HVSR, mapping of local seismic hazard, earthquake
ISBN 9786021570425 PHY-71

OP-19
Preliminary Study and Synthesis of Thin Film of
Crystalline ZnO (Zinc Oxide) with Sol-Gel Spin Coating
Technique
Aris Doyan*, Yayuk Aandayani, Susilawati, Siti Azizatul Fitri
Master Program of Science Education, University of Mataram,arisdoyan@yahoo.co.id
Abstract-ZnO thin coating has been applied to the device-device electronics, optoelectronics, sensor optical
waveguides, light emitting diode (LED), UV liquid crystal displays laser, piezoelectric transducer and anti-
reflection coating. A thin film of crystalline ZnO (zinc oxide) on a glass substrate by sol-gel method
centrifuges has been synthesized in this research. Sol-gel-making process in this study used a base material
powder of zinc acetate dehydrate {Zn (CH3COO)2.2H2O}, ethanol (C2H5OH), and monoethanolamine (MEA:
C2H7NO), each of which serves as solutes, solvents and stabilizers. As the sol material, ZnAc powder was
dissolved in ethanol solution, heated to a temperature of around 70 with hot plate and stirred using a
magnetic stirrer for 30 minutes or until the powder completely dissolved to form a white turbid solution. Sol
gel material was added to a solution of monoethanolamine (MEA) until the solution was clear white. Sol-gel
material synthesized was divided into different concentrations (0.5 M, 0.6 M, 0.7 M, 0.8 M, 0.9 M, and 1 M).
Approximately 4 to 6 drops glass sol-gel material are dripped and centrifuged for 15 minutes with rotation
speed of 1000 rpm - 3000 rpm in the preparation process. Then the samples were dried in a furnace at a
temperature of 100 for 10 minutes, followed by calcination at 150 for 1 hour, the process of pre-heating
at a temperature of 350 for 1 hour, and the post-heating at 550 for 1 hour.
Keywords: Zinc-oxide thin film, sol-gel spin coating, electronic device
1. Introduction
Zinc oxide (ZnO) is the material semiconductor that has the properties: high conductance,
irregular atomic structure, serrated surface morphology, having hexagonal crystal structure, non-
stoichiometri, atomic oxygen deficiency or excess zinc atom (interstitial), low Resistivity
controllednative defect, direct bandgap, the direction of polarization uniaxial and has a high
transmittancein area of visible light to the infra-red rays (400 - 1300) nm
Thin film technology has been widely used in everyday life. In particular thin layers of
materials engineering, materials commonly used is In2O3, WO3, SnO2, TiO2, ZnO, ITO and many
other materials. ZnO is one of the manufacture of thin layers. ZnO is a semiconductor material of
n-type group II-IV with a wide band gap of 3.20 eV at room temperature (Yaoming, 2010).
Moreover, ZnO has properties close to the emission of UV light, photocatalysts, conductivity and
high transparency. This material is used as a thin layer of base material, because it has several
advantages in application, particularly in the field of solar cells, nanodevice and sensors.
(Guanglong, 2007).
Various methods of growing a thin layer that has been used before, such as RF Sputtering
(Yunanto et al, 2006), Chemical sollution Deposition (Surono and Sutanto, 2014), Ultrasonic Spray
Pyrolysis (Aji et al, 2013), Cathodic Vacuum Arc Deposition (Weng et al 2011), Physical Vapor
Deposition (George et al, 2010), and sol-gel (Siregar, 2015). However, among these methods, sol-
gel method is widely used, because of its low cost, its composition is homogeneous, do not use a
vacuum chamber with a high level, the layer thickness can be controlled, and microstructure are
quite good (Ahzan, 2012).
One of the interesting properties of ZnO to be observed is the process of crystal formation
which occurs at temperatures below 400C. It depends on the type of deposition and solvent used.
Based on research conducted by Tirado (2011), using PVP and ethanol as a solvent and with
heating at 80C the ZnO crystal structure has been formed. According to Torres (2010), ZnO
crystals have been formed by heating at 200C, using a solvent etilon glycol and glycerol.
According to Davood (2009), heating at a temperature below 300C the heating initial stage, in
which the crystal structure has been formed but has not been oriented perfectly. Furthermore, with
ISBN 9786021570425 PHY-72
higher heating at a temperature of 400C and 500C, the crystal structure of ZnO will be oriented
perfectly. In the manufacture of thin layers by sol-gel technique, there are several variables that can
be studied, among other things such as concentration, heat treatment (heating), rotational speed,
play time and so on. Therefore, in this study observed a thin layer of ZnO to variations in the
concentration of 0.5 M, 0.6 M, 0.7 M, 0,8 M, 0.9 M, 1 M, and variations in the heating temperature
of 150C, 350C and 550C.
The Problems
Based on the above background, the problems studied were:
a. How synthesis of thin layers of crystalline ZnO?
b. How the influence of variations in concentration and temperature heating on the formation of
thin layers of crystalline ZnO?
The Purposes
a. Based on the formulation of the problems mentioned above, the purpose of this study
is:Synthesize thin layers of crystalline ZnO?
b. Analyze the effect of variations in concentration and temperature heating on the formation of
thin layers of crystalline ZnO?
2. Material and Methods
Substrate materials to be used in this study is a glass slide that is cut to a size of 10 mm x 5
mm, and a thickness of 1 mm. Before use of the glass slide is washed in stages with ultrasonic
cleaner. Washing gradually aims to remove dirt and oil that is attached to the glass. Leaching the
first stage, the glass substrate is inserted into a measuring cup containing a mixture of water and
detergent, then vibrated by the ultrasonic cleaner for 30 minutes. Furthermore, the glass substrate is
rinsed with water until clean. Laundering in the second stage, the substrate is inserted into a glass
beaker containing alcohol, then vibrated by the ultrasonic cleaner for 30 minutes. The glass
substrate is dried in a furnace at 100C for 1 hour. The glass substrate that is clean, then stored in
plastic clip.
Sol-gel-making process in this study using basic ingredients zinc acetate dehydrate (ZnAc),
ethanol and MEA (Mono Ethanolamine) which each serve as a solute, solvent and stabilizer
(stabilizer). In this study, sol-gel materials to be synthesized is divided into 5 (five) concentration,
which is 0.5 M, 0.6 M,0.7 M, 0.8 M, 0.9 M, and 1 M. The solution ZnAc and ethanol stirrer on a
hot plate at a temperature of 70 for 30 minutes, or until the solution looks homogeneously
mixed.
Layer growth process begins with a drop of sol-gel material on a glass substrate is
approximately 4 to 6 drops. Then centrifuged for 15 minutes with rotation speed of 1000 rpm -
3000 rpm. After the surface evenly coated substrate, then the substrate is dried in a furnace at
100C for 10 minutes.
The heating process is done in three stages. The first heating at a temperature of 150
(calcination) for 1 hour, aims to eliminate water and residual solvent content in the coating
gradually. The second heating is done at a temperature of 350 for 1 hour. The temperature rise is
set slowly from room temperature to 350 . This stage is regarded as pre-heating phase that serves
to remove ethanol, water, and MEA, and facilitating change ZnOH into ZnO. The next stage is the
post-heating or final heating at a temperature of 550, for 1 hour. Similar to the process of pre-
heating, regulated temperature rise slowly from room temperature to 550. Post-heating is used to
form ZnO particles with a uniform crystal orientation, and eliminating pores.

Materials used in research synthesis of ZnO crystals with a thin layer of sol-gel method is:
1. Powder zinc acetate dehydrate {Zn(CH3COO)2.2H2O} with M = 219,49 g/mol
2. Ethanol C2H5OH with M = 46,07 g/mol
ISBN 9786021570425 PHY-73

3. Mono ethnolamine (MEA) C2H7NO with M = 61,06 g/mol
The synthesis of ZnO crystals with a thin layer of sol-gel method following the chemical equations
sol-gel as follows:
()4 + 2 ()4 + (hydrolysis)

()4 + ()4 ()4 ()4 + (condensation)
Sol-gel solution for a wide range of concentrations that have been synthesized are stored in a
test tube as follows:
Figure 1. Results of Sol-Gel-Varying concentrations from left to right with

a concentration of 0.5 M; 0.6 M; 0,7M; 0.8 M; 0.9 M; 1 M respectively
Figure 2. Results Crystal ZnO Thin Films for the heating temperature of 150
ISBN 9786021570425 PHY-74

Figure 3. Results of Thin Film Crystalline ZnO for the heating temperature of 350
Figure 4. Results of Thin Film Crystalline ZnO for the heating temperature of 550
ISBN 9786021570425 PHY-75

4. Conclusion
In this research have been synthesized a thin film of crystalline ZnO (zinc oxide) on a glass
substrate by sol-gel spin coating technique using centrifuges. Sol-gel-making process in this study
using a base material powder of zinc acetate dehydrate {Zn (CH3COO)2.2H2O}, ethanol (C2H5OH),
and monoethanolamine (MEA: C2H7NO), each of which serves as solutes, solvents and stabilizers.
As the material sol, ZnAc powder dissolved in ethanol solution, heated to a temperature of around
70 with hot plate and stirred using a magnetic stirrer for 30 minutes or until completely
dissolved powder and a white turbid solution. Sol gel material in order to be given a solution of
monoethanolamine (MEA) until the solution is clear white. Sol-gel materials are synthesized is
divided into different concentrations of 0.5 M, 0,6 M, 0.7 M, 0.8 M, 0.9 M, and 1 M. In preparation
dripped glass sol-gel material is approximately 4 to 6 drops, then played with centrifuged for 15
minutes with rotation speed of 1000 rpm - 3000 rpm. Then the samples were dried in a furnace at a
temperature of 100 for 10 minutes, followed by calcination at 150 for 1 hour, the process of
pre-heating at a temperature of 350 for 1 hour, and the post-heating at 550 for 1 hour.
Acknowledgements
This research have been sponsorship by fundamental research menristekdikti 2015 and 2016.
Thank you very much to Mataram University Research Center for helping at administration
procedure. Futhermore thank giving to analytic Laboratorium Mataram University.
References
Rachmantio, H. 2004. Pengantar Material Sains I Buku Atom-Molekul-Padat. Yogyakarta :

Tabernakelindo.
Rachmantio, H.. 2004. Pengantar Material Sains II Buku Sifat Fisik dan Mekanik. Yogyakarta :
Tabernakelindo.
Subaer. 2008. Pengantar Fisika Geopolimer. Solo : Direktorat Jendral Pendidikan Tinggi.
Surjono, H. D.. 2007. Elektronika Teori dan Penerapannya. Jember: Cerdas Ulet Kreatif Publisher.
Ahzan, S., dkk.. 2012. Sintesis Lapisan ZnO dengan Metode Sol-gel Spincoating dan Karakteristik
Sifat Optiknya. Tidak Diterbitkan. Tesis. Surabaya: Fisika MIPA Institut Teknologi
Sepuluh November.
Ardhiarisca, O.. 2013. Karakteristik Optik dan Struktur Kristal Film Tipis TiO2:Au Ditumbuhkan
dengan Metode Spin Coating. Tidak Diterbitkan. Skripsi. Jember: Universitas Jember.
Aditya, H.Y. dan Sutanto, H.. 2014. Analisis Sifat Optik Lapisan Tipis Bilayer ZnO/TiO2 yang
Dideposisikan Menggunakan Metode Sol-Gel Spray Coating dan Aplikasinya sebagai
Fotodegradasi Zat Warna. Youngster Physics Journal. ISSN: 2303-7371, Vol 3, No. 3,
hal. 223-230.
Aji, W.P., dkk.. 2013. Pengaruh Suhu Tumbuh Terhadap Struktur Kristal Lapisan Tipis ZnO 0.02
mol. Seminar Nasional Fisika, Universitas Negeri Jakarta.
Cheng, X.L.. 2004. ZnO Nano Particulate Thin Film: Pepaation, Characterization and Gas
Sensing Property. Elsevier Sensor and Actuators B, Vol 102, hal 248-252.
Ekem, N., et al.. 2008. Some Physical Pproperties of ZnO Thin Films Prepared by RF Sputtering
Technique. Elsevier International Association for Hydrogen Energy, Vol 34, hal. 5218-
5222.
Lv., Jianguo, et al.. 2011. Effect of annealing temperature on photocatalytic activity of ZnO thin
films prepared by solgel method. Elsevier Superlattices Microstructures, Vol 05, hal.
003.
P., George A., et al.. Microstructure and Field Emission Characteristics of ZnO Nanoneedles
Grown by Physical Vapor Deposition. Elsevier Materials Chemistry and Physics, Vol
123, hal. 634-638.
ISBN 9786021570425 PHY-76

Raza Z., et al.. 2011. Optical and Structural Properties of ZnO Thin Films Fabricated by Sol-Gel
Method. Materials Sciences and Applications, Vol 2, hal. 340-34.
Siregar, N., et al.. 2015. The Effect of Concentration of Structure and Optical Properties of Thin
Films Synthesized by Sol-Gel Methods Spin Coating. International Journal of Sciences,
Basic and Applied Research (IJSBAR) ISSN 2307-4531, Vol 22, hal. 428-434
Surono, A.T., Sutanto, H.. 2014. Sifat Optik Zinc Oxide (ZnO) yang Dideposisi di Atas Substrat
Kaca Menggunakan Metode Chemical Solution Deposition (CSD) dan Aplikasinya untuk
Degradasi Zat Warna Methylene Blue. Youngster Physics Journal. ISSN: 2303-7371, Vol
2, No. 1, hal. 7-14.
Weng, M.H., et al.. 2011. Structure, Optical and Electrical Properties of ZnO Thin Films on The
Flexible Substrate by Cathodic Vacuum Arc Technology with Different Arc Currents.
Elsevier Ceramics International, Vol 05, hal. 043.
Widodo, S.. 2010. Teknologi Sol Gel Pada Pembuatan Nano Kristalin Metal Oksida Untuk
Aplikasi Sensor Gas. Seminar Rekayasa Kimia dan Proses. ISSN : 1411-4216, Universitas
Diponegoro Semarang.
Yunanto, dkk.. 2006. Deposisi Lapisan Tipis ZnO sebagai Lapisan Tipis Tipe N dan Jendela Sel
Surya CuInSe2. Indonesian Material Science Journal. ISSN 1411-1098 Vol.8, hal 183
187.
Zhu, B.L.. 2009. Low Temperature Annealing Effects on the Structure and Optical Properties of
ZnO Films Grown by Pulsed Laser Deposition. Elsevier Vacuum, Vol 84, hal. 12801286.
ISBN 9786021570425 PHY-77

OP-20
Study of Geothermal Maronge, Sumbawa West Nusa
Tenggara
Romi Aprianto
University of Samawa, Sumbawa Besar, rom.jenggot@gmail.com
Abstract-This study aims to determine the physical characteristics, analyze chemical properties, determine
the type, estimate subsurface temperature, estimate geothermal gradient, and examine the use of hot springs
in Maronge, Sumbawa, West Nusa Tenggara. Study was undertaken by collecting geological and
geochemical data, followed by laboratory analysis. Study area for geothermal characteristization consists of
four hot springs. The percentage of ions HCO3-, Cl- and SO42- in hot water samples analyzed showed that the
hot springs area of research is the chloride water type. Subsurface temperatures estimated using
geothermometer Na - K in the research area on the hot springs 1 to 4 are 210,68oC, 248,45oC, 243,28C and
258,91oC, and included in the high enthalpy which has a temperature limit > 225 oC. Geothermometer Na - K
Mg showed that the hot springs in the study area are in partial equlibrium. It is further revealed that
geothermal energy in the areas of research can be used as a power plant.
Keywords: hot spring, geothermal
1. Background
The potential of geothermal energy in Indonesia that reach 27 GWe is closely associated
with Indonesia's position in the world tectonic framework. Based on the appearance of geothermal
surface per unit area, Indonesia is the in the fourth place of world rank. More than that, Indonesia is
the world second largesttectonic framework in terms of high temperatures. Most of the geothermal
energy used throughout the world is an energy extracted from the hydrothermal system, due to the
utilization of hot-igneous system and conduction-dominated system requires high extraction
technology. The hydrothermal system is closely related to the system of volcanism and the
formation of a volcano on an active plate boundary zone where there is high heat flow (heat flow).
Indonesia is at the confluence of three active plate which allows geothermal energy transferred
from the depths to the surface through the fracture system. This strategic position puts Indonesia as
the country with the richest geothermal energy scattered along the volcanic arc. So, most of the
geothermal resources in Indonesia has a high eltalpi. (Wahyuningsih, 2005)
Geothermal is a renewable energy source and a clean and safe alternative energy. Most of
the waste gas is carbon dioxide (CO2) and condensate water that has been taken can be reinjected
into the reservoir to maintain the continuity of the reservoir. Based on the characteristics,
geothermal energy can be used directly or indirectly. In order to optimize the utilization of
geothermal energy, direct use can be developed concurrently with the development of geothermal
energy for electricity.
Sumbawa island is on Sundas orogen track volcanic (volcanic belt). Along this path there
are many geothermal manifestations, which indicates the potential of geothermal energy at a
particular depth. This potentcy will be able to generate electrical energy comes from geothermal
energy if properly managed and planned. (Sundhoro et al, 2005).
Geothermal Maronge is one of three potential geothermal in West Nusa Tenggara beside
Hu'u in Dompu with a 69 MWeenergy potentcy and Sembalun in Lombok with about 60 MWe - 70
MWe energy potency. Hu'u potential areas and Sembalun is already in the process of exploration,
while areas of potential Maronge has not observed to determine the geothermal potential in detail
yet. Based on this fact, researchers are interested in studying more about the potential of
geothermal in the area Maronge. Purpose of this study is to determine the physical characteristics of
the hot springs, the chemical properties of the hot springs, hot springs type, estimating subsurface
temperature and geothermal gradient in order to find any benefits that can be obtained from the hot
springs as a source of energy, agriculture and a tourist attraction site.
ISBN 9786021570425 PHY-78

2. Literature Review
Geothermal energy can be found in many places on this earth. However, geothermal area
which has a high temperature that can be used for electrical energy is not available in many
places.Geothermal energy is the natural heat energy from inside of the earth to the earths surface
that is transferred by conduction and convection. Generally, increased changes of temperature with
depth in the earths crust is about 30C/km. If we assume the average temperature is 15C, the
temperature of 3 km depth will reach 105C. However, the temperatur is unfavorable economically
to be used as a source of geothermal energy.(Suparno, 2009)
Figure 1. The conceptual model of the geothermal in young igneous rock system (Suparno, 2009)
Figure 1 displays a conceptual model of a geothermal system in the area of active andesitic
stratovolcano. Andesite magma intrusion temperature usually ranges from 850 to 1050 C.
Meteoric water down from the top to the bottom surface of the ground and heated by intrusive
rocks causes the circulation of hot water. As the effect of onset of circulation, the hot water is rich
of chemical elements such as Cl, F, Br, B, SO4, HCO3, silica, cations, and metal dissolved as a
result of reaction with the source rock. Vapors contained in magma such as H2O, CO2, sulfur
compounds, HCl, HF, Hg, and As will be easily dislodged and flowed into the fluid. The fluid
generally be "neutral-chloride" and tried to break up through the cracks of the rocks due to its
density decreased. Mineral alteration and vein are formed in the reservoir rock. The hot fluid often
rises up through the cracks until it reaches the boiling point of the depth level where the vapor
phase that contains steam and non-condensible gases are formed. This gas comes to the surface as
Fumarole.
2.1 Geothermal Exploration Targets

According DiPippo (2007), there are five objectives that must be achieved in the geothermal
exploration program:
a. Determining the position of the hot rocks
b. Estimating the volume of the reservoir, the temperature of the fluid, and permeability
formations.
c. Predicting the form of coming fluid (dry, liquid or two-phase mixture (vapor and liquid)).
d. Determining the chemical nature of the geothermal fluid
e. Estimating the potential of electrical energy that can be produced up to a minimum of 20
years.
ISBN 9786021570425 PHY-79

Almost all geothermal area has always been characterized by the presence of earth thermal
manifestations. The presence of exact manifestations is caused by geothermal sources. However,
the exact location does not found yet. In the spite of the fact, the surface of the soil which is usually
hotter than the surroundings is enough to indicate the existence of geothermal resources
underneath. Without the geothermal source, the soil surface will not become hot. Volume reservoir
following reservoir rock permeability to note that the well's ability to produce or drain the fluid can
be taken into account. If the volume is small and permeability is low, the production capacity will
be low and it is probable that the well would has a very short lifespan.
According to Eliasson (2004), based on small large fluid temperature, geothermal
reservoirs can be categorized into four, which are:
a. High temperatures, when the fluid temperature> 250C
b. Medium temperature, when the fluid temperature range is between 150C- 250C
c. Low boiling temperature, if the fluid temperature range is between 100C- 150C
d. Low temperatures, when the fluid temperature range is between 50C- 100C
Based on 4 categories, only reservoir medium temperature and high temperature reservoir that can
stimulate investment geothermal energy power generation projects. Physical and chemical
properties of reservoir fluids from the well drilling will determine the feasibility of geothermal
projects.
2.2 Hot Water Type

The fluid type can be determined based on the content of chemical elements found in the
most dominant hot spring and the physical processes that occur in it. There are some types of hot
fluid (Huenges, 2010), such as Chloride, Sulphate, Bicarbonate, and Dilute Chloride Bicarbonate.
Figure 2.Trilinier diagram for the determination of the type of hot springs is based on the content of
chloride ions, sulfate and bicarbonate. (Modified Giggenbach in Huenges, 2010)
2.3 Temperature of Subsurface

Subsurface temperature calculation can be performed using a system of equations
geothermometer solution with parameter elements Na, K and Mg.
a. Geothemometer Na-K
Geothermometer with a ratio of Na / K gives an indication of the high temperatures beneath
the surface by seeing the elements sodium and potassium. The equation can be used to calculate
the temperature of Na K comparison (Giggenbach, 1988) as follows:
ISBN 9786021570425 PHY-80

1390
ToC =
log Na / K 1.750 - 273 (1)
b. Geothermometer Na-K-Mg
Formed as a result of exchange reactions with Na-K-Mg at a low temperature. Estimated
subsurface temperature also affected the percentage of Na/1000 - K/100 - which can be
calculated using the the value of each element ratio with total number of elements which are
then plotted on Ternary diagram. (Huengen, 2010). Formula number of elements Na-K-Mg as
follows:
Na + K + Mg = ot (2)
Figure 3. Ternary diagram for determining the temperature of subsurface (Giggenbach in Huenges, 2010)
3. Methods
3.1 Stages of the Research

The methods in this research are study of literature, field research, and laboratory analysis. This
reseach consist of several stages:
1.1.1. Preparation
Each research activiy, always begins with preparation involves everything needed during the
impelementation of the research. At this stage, things done are preparation of administration, tools
and equipments, study of literature, and costplanning and schedule of activity.
1.1.2. Field Research
The activities at this stages are recording physical and chemical characteristics of the
hotsprings data dan collecting rocks and hot water samples.
1.1.3. Laboratory analysis
Samples of hotsprings taken from the research location were analyzed in laboratory. This stage
aims to determine the elements contained in the hot water.
1.1.4. Data Processing
After the elements contained in hot water are known, then analyzed the data to determine the
physical characteristics of hot water, hot water chemical properties, the type of hot water,
subsurface temperature, and depth of reservoir.
1.1.5. Interpretation
ISBN 9786021570425 PHY-81

The final stage of this research is the interpretation of the data based on the result of field
research on geological data, geochemical data and the processing results of laboratory analysis, and
other supproting data related with the research.

4.1 Physical Characteristics of Hotsprings
Table 1.Phyisical and chemical characteristics of Hotsprings Maronge

Hotsprings Temperature (C) Discharge Colour Taste pH
1 42 1.5 L/30 second Limpid Insipid 7,1
4.2 Geochemistry of Hotsprings
Table2. Result of laboratory analysis of the hotsprings elements contained in research area
Hotsprings
No Parameter Unit
I II III IV
1 Ca (Calsium) mg/L 4,7 5,15 4,6 6,7
2 Mg (Magnesium) mg/L 0,1 0,18 0,12 0,12
3 Na (Natrium) mg/L 149,6 147,4 155 145,6
4 K (Kalium) mg/L 11,25 17,9 17,7 19,95
5 SO4 (Sulfat) mg/L 43,65 29,55 38,28 34,25
6 Cl (Clorida) mg/L 381,1 129,57 198,17 175,3
7 NH3 (Amoniac) mg/L 0.38 1,04 1,35 1,04
4.3 Type of Hotsprings

Determination of the type of hot water based on geochemical analysis performed using diagram
trinilier classification, which is based on the relative content of anion chloride, sulfate, and
bicarbonate. The amount of the content of these ions is expressed in units of mEq/L (miliequivalent
per liter). So it must be converted from ppm to mEq/L.
Meq/L = ppm/Weight of Equivalent (3)
Weigh of Equivalent = MrCompund/Valence (4)
Hotspring 1
Table3 Calculation of chloride ion, sulphate, and bicarbonatelevel from ppm to mEq/L at hotspring 1
HCO3 SO4 Cl
Coumpund
H C O S O Cl
Amount of Atoms 1 1 3 1 4 1
Mass of Atoms (Ar) 1 12 16 32 16 35.5
Amount of Atom Mass 1 12 48 32 64 35.5
Mr 61 96 35.5
Valence of each Coumpound 1 2 1
Weight of Equivalent (WE) 61 48 35.5
Level (ppm) 0 43.65 381.1
Meq/L 0 0.909375 10.73521
Level Amount (Meq/L) 11.64458627
Percentase/Coumpound 0 7.809423015 92.19058
ISBN 9786021570425 PHY-82

Hotspring 2
Table 4. Calculation of chloride ion, sulphate, and bicarbonate level from ppm to mEq/L at hotspring 2
HCO3 SO4 Cl
Coumpund
H C O S O Cl
Mass of Atoms (Ar) 1 12 16 32 16 35.5
Mr 61 96 35.5
Level (ppm) 0 29.55 129.57
Meq/L 0 0.615625 3.649859
Percentase/Coumpund 0 14.43271098 85.56729
Hotspring 3
Table 5. Calculation chloride ion, sulphate, and bicarbonate level from ppm to mEq/L at hotspring 3
Coumpund HCO3 SO4 Cl
H C O S O Cl
Mass of Atoms (Ar) 1 12 16 32 16 35.5
Mr 61 96 35.5
Level (ppm) 0 38.28 198.17
Meq/L 0 0.7975 5.582254
Hotspring 4
Table 6. Calculation of chloride ion, sulphate, and bicarbonate level from ppm to mEq/L at hotspring 4
Coumpund HCO3 SO4 Cl
H C O S O Cl
Mass of Atoms (Ar) 1 12 16 32 16 35.5
Mr 61 96 35.5
Level (ppm) 0 34.25 175.3
Meq/L 0 0.713541667 4.938028
ISBN 9786021570425 PHY-83

Table 7 Result of percentase calculation of chloride ion, sulphate, and bicarbonate

Hotspring
No Parameter
1 2 3 4
1 % Cl 92.19057698 85.56728902 87.49951707 87.37445192
2 % SO4 7.809423015 14.43271098 12.50048293 12.62554808
3 % HCO3 0 0 0 0
Hotspring Type Chloride Chloride Chloride Chloride
Based on percentage value of ion in sample of hot water which has analyzed the content of
chemical elements, especially content of anions bicarbonate, chloride, and sulphate, it is known that
the four hotspringsMaronge including the type chloride. It is characterized by high content of
chloride ions compared with bicarbonate and sulphate.
4.4 Temperature of Subsurface
4.4.1 Geothermometer Na-K
Hotspring 1
1390
toC = - 273
log Na / K 1.750
1390
toC =
log 149,6 / 11,25 1.750 - 273
1390
toC =
1.12 1.750 - 273
toC= 210,68 oC
Hotspring 2
1390
toC = - 273
log Na / K 1.750
1390
toC =
log 83.47 / 1.44 1.750
- 273

1390
toC =
0,92 1.750 - 273
toC = 248,45 oC
Hotspring 3
1390
toC =
log Na / K 1.750 - 273
1390
toC =
log 255 / 17,7 1.750
- 273
1390
toC =
0,94 1.750 - 273
ISBN 9786021570425 PHY-84
toC = 243,28 oC
Hotspring 4
1390
toC =
log Na / K 1.750 - 273
1390
toC =
log 145,6 / 19,95 1.750
- 273
1390
toC =
0,86 1.750 - 273
toC = 258,91 oC
Tabel 8. Temperature of subsurface at research area

Hotspring I Hotspring II Hotspring III Hotspring IV
Subsurface temperature (C)
210.68 248,45 243,28 258,91
4.4.2 Geothermometer Na-K-Ca

Table 9. Temperature of subsurface based on contentof Na-K-Ca
Hot
+ + %Na %K %()
Springs 1000 100 1000 100
1 0,1496 0,1125 0,316228 0,578327766 25,868 19,45 54,68
2 0,1474 0,179 0,424264 0,750664069 19,636 23,85 56,52
3 0,155 0,177 0,34641 0,678410162 22,848 26,09 51,06
4 0,1456 0,1995 0,34641 0,691510162 21,055 28,85 50,09
Figure 4.Ternary Diagram for determining subsurface temperature
Estimated temperatures below the surface is calculated using geothermometer Na - K. hot spring
1 has a below the surface temperature of 210,68oC, hot spring 2 has a below the surface
ISBN 9786021570425 PHY-85

temperature of 248,45oC, hot spring 3 has a below the surface temperature of 243,28C, and
hotspring 4 has a below the surface temperature of 258,91oC (Table 8).
Based on the results of plotting of the level of chemical elements contained in the ternary
Na-K-Mg diagram, (Figure 4) it can be seen that the hot springs in the study area included in the
partial equilibrium. There has been interaction between the rocks with hot fluid before to the
surface, so that the temperature of the hot water is classified as a high-temperature geothermal
source. Springs that appear on the surface has begun to be affected by the water on the surface so it
has a different temperature.
4.5 Geothermal Reservoir

Reservoir conditions in the study area can be determined based on the content of the
elements of the hot area of research. Based on the relative content of Cl, HCO3, and SO42-, hot
water in the study area contains relatively very high Cl compared to the HCO3, and SO42-
compounds. This shows that the hot water in Maronge is originating from volcanic activity.
Na-K geothermometer calculation is performed to determine the temperature of the
geothermal reservoir below the surface. This Geothermometer is used to heat water that has
undergone interaction with the surrounding rock for a long time. This Geothermometer, unlike
geothermometer silica, are not affected by the mixing or loss steam. Based on the distribution of
hot springs and reservoir temperature indicated by geothermometer dissolved elements, it can be
concluded that the geothermal reservoir in the study area that supplies the hot springI 1, hot spring
II, hot spring III, and hot spring IV have a temperature of about 210.68oC, 248.45oC, 243.28C and
258.91oC. Further north, the higher temperature the reservoir is. While getting to the south of the
study area, the temperature of the hot water reservoir gets smaller. Hot springs Maronge are type of
chloride which is a direct output vertically (upflow) of the water reservoir. Reservoirs of hot
springs in the study area is included in the high enthalpy, which has a temperature limit > 225oC, so
it is included in the high-temperature geothermal.
4.6 Gradient of Geothermal

The depth of the magma chamber in the research area can be calculated by the ratio of the
surface temperature with the temperature of the subsurface from geothermometer analysis. If
thestudy area is assumed as a volcanic-magmatic pathway, the depth will increaseby 100
meters;andthe temperature will be increase by about 2,5oC up to 3C. Table 10 indicates the
approximate depth of the reservoir hot area of research.
Table 10 Estimated depth of the Maronge geothermal reservoir
Hot Springs Surface Temperature (C) Subsurface Temperature (C) Depth of Reservoir (km)
1 42 210.68 6.7472
2 41 248.45 8.298
3 33 243.28 8.4112
4 33 258.91 9.0364
4.7 Utilization of Geothermal at Research Area

In optimization of geothermal resources, utilization of geothermal energy for direct use can
be developed along with the development of geothermal energy as an alternative to electricity.
Utilization of hot springs can be determined by knowing the physical characteristics, types of hot
springs, the depths of the reservoir, perform chemical analysis of the value of the pH and
temperature of the subsurface.
Based on the analysis of field data and geochemical data, the temperature of the hot springs
at the surface is between 33oC - 42oC at pH 7. Geothermometer calculations indicating that the
temperature of the bottom surface of the reservoir is 210,68oC - 258,91oC. It is included to the type
of high-enthalpy reservoirs since the temperature > 225oC and a high-temperature geothermal
sources. Therefore, the study area is very suitable to be developed as a source of electrical energy.
ISBN 9786021570425 PHY-86

5. Conclusion
Based on the research results and observations,the conclusions are : hot springs area of
research is the chloride water type. Subsurface temperatures estimated using geothermometer Na -
K in the research area on the hot springs 1 to 4 are 210,68oC, 248,45oC, 243,28C and 258,91oC,
and included in the high enthalpy which has a temperature limit > 225oC. Geothermometer Na - K
Mg showed that the hot springs in the study area are in partial equlibrium. Utilization of
geothermal energy in the areas of research can be used as a power plant.
References
DiPippo, R,. 2007. Geothermal Power Plants, 2nd Ed. McGraw-Hill.
Eliasson, ET., Power generation from high-enthalpy geothermal resources, GHC Bulletin, June-
2004, pp 26-34.
Huenges, E. 2010. Geothermal Energy System. Weinhem: Wiley-VCH.
Sundhoro, H et al. 2005. Geothermal Integrated Survey (Geology, Geochemistry and Geophysics)
Regional Hu'u, Dompu, West Nusa Tenggara).Kolokium Hasil Lapangan DIM.
Suparno, S. 2009. Geothermal Energy (A Present from the heart of the earth). FMIPA UI.
Wahyuningsih, R. 2005. Potential and Mining Working Area Geothermal in Indonesia. Kolokium
Hasil Lapangan DIM.
ISBN 9786021570425 PHY-87

OPE-01
Effects of Experiment Learning Strategy versus
Expository and Cognitive Style for Physical Learning
Result for Senior High School Student at Class XI of
SeniorHigh School
Prayekti
Universitas Terbuka. Jalan Cabe raya Pondok Cabe Pamulang Tangerang Selatan 15418.
prayekti@ut.ac.id
Abstract-The research was aimed to know Effects of Experiment Learning Strategy versus Expository and
Cognitive Style for Physical Learning Result on Senior High School Student at Class XI of Senior High
School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test).
(1) The result showed that all learning system groups have an increasing of physical learning result with
learning on the two systems. (2) Average grade of student's physical learning result who has cognitive style
of field dependent is higher than the student with cognitive style of field independent. (3) Experiment
learning strategy gives an effect of higher increasing physical learning result than expository learning
strategy. (4) Student group with cognitive style of field independent have lower average grade of student
physical learning result who uses experiment learning than expository learning. (5) An increasing result
achieved by student from pretest to post-test is higher because capability and skill of student when did an
experiment.
Keywords: cognitive style, field independent, field independent, expository, experiment, learning result.
ISBN 9786021570425 PHY-88

OPE-2
Instrument Development for Causalitic Hypothetical
Physics Learning Model Predicted Capable of Increasing
Problem Solving Ability of Pr-Service Physics Students
Joni Rokhmat1*, Marzuki2, Hikmawati1, and Ni Nyoman Sri Putu Verawati1
1
Physics Education, University of Mataram, Lombok, Indonesia, joni.fkip.unram@gmail.com
2
Dept of Physics University of Mataram, Lombok, Indonesia
Abstract-We have developed a set of instruments of hypothetical physics learning model of causalitic
(causality and analytic) predicted effective in increasing problem solving ability including the abilities of
understanding, selecting, differentiating, determining, applying, and identifying. This research used a
modified two-phases embedded experimental (Creswell & Clark, 2007: 68). This report is progress of the
first year activity of the scheduled three years research. The instruments include design of the hypothetical
learning model, Student Work Sheet (SWS), learning plan based on multi-effect phenomenon, preface task,
observation guide, also student and lecturer books for the subject of Fundamental Physics I. Each of SWS is
complemented a scaffolding step and consists of one, two, or three phenomena, also all of those will be
examined their effectiveness in the second year.
Keywords: hypothetical Physics learning model of causalitic, problem solving ability, instrument, and
scaffolding model of Student Work Sheet.
1. Introduction
The Process of Causality and Analytical Thinking or Process of Causalitic Thinking (PCT),
Causalitic = Causality and Analytical, in a standard forms proved couldincrease the Problem
Solving Ability (PSA) of the pre-service Physics teachers whichincludes the abilities of
understanding, selecting, differentiating, determining, applying,and identifying in the class of
fundamental Physics 1 (Rokhmat, 2013 and Rokhmat, et al., 2015). This fact is in line with the
summary of statements given by Paul & Elder (2003: 3), Amer (2005: 1-17), Zschunke (2000: 2),
Cohen (2000: vii), Parselle (n.d.),and Hamilton (2001: 36-44) that development of the process of
causality thinking will increase the PSA.The proof above resulted from a research, which produced
a hypothetical model of development of the PCT effectively predicted could increase the PSA of
the pre-service Physics teachers above. The hypothetical model is made based on analysis of the
results of implementation of the instruments of PCT of standard form, responses of the students and
lecturer of Physics, and good practices of students experiencing very significant increase in their
PSA after developed PCT in a Physics lecturing. The more effectiveness of hypothetical model
above which complemented by the scaffolding instruments is reasonable. This confidence is
because the standard model of the PCT development has given evidence that it could increase
students PSA in understanding, selecting, differentiating, determining, applying, and in
identifying. The increase of each element of the PSA in general happened for movement, Newtons
law about movement, work and energy, linear momentum, and thermodynamics (Rokhmat, 2013
and Rokhmat, et al., 2015).
The Process of Causalitic Thinking (PCT) with the standard forms has a number of lacks.
These include: (1) Relative need a longer time; (2) The phenomena or problems of Physics used
more complex; (3) Lecturer has no time to discuss the subject; and (4) Most Student uses almost of
all of time to try to study in dept about the subject. The other lacks are related to preparation of
instruments and the strategy of implementation, such as: (1) The pattern of the instrument of PCT is
too general; (2) It was no preface-task; (3) The Physics phenomenon was not arranged in
scaffolding from the simple form up to the complex one; and (4) Division of students was done
homogenously [ibid].
ISBN 9786021570425 PHY-89

Hypothetical actions assumed useful to handle the lack above include: (1) Ask for the students
to do preface-task for facilitating them to understand the Physics subject in order they have an
adequate knowledge before develop the PCT in class learning; and (2) Increase the activity in PCT,
such as ask for the student to redo the PCT as a homework. While the two others are (3) Provide
instruments of PCT in scaffolding pattern and combine the complex phenomenon Physics with the
simple one; and (4) Division group of students heterogeneously, each group consists of the students
of low, moderate, and high grade [ibid].
This paper will discuss the instruments have been developed in this first year research to
support the hypothetical model of Physics learning based on the Process of Causalitic Thinking
(PCT). The instruments especially include the Preface Task (PT) (eleven set), Student Work Sheet
(SWS) (24 set), and two Practice Books (Lecturer and Student Books) and their characteristics. All
of the instruments is used in Fundamental Physics I lecturing which lades ten sub subjects, i.e.
measurement, kinematics one and two dimensions, rotation movement, Newtons law about
movement, work and energy, linear momentum, gravity, thermodynamics, equilibrium of rigid
body, and fluid. However, for supporting the discussion of instruments developments this paper
also explain understanding of the Problem Solving Ability (PSA) and Process of Causalitic
Thinking (PCT).
2.1. Understanding of Problem Solving Ability (PSA)

We use many opinions about problem solving to derive the understanding of Problem
Solving Ability (PSA) (Rokhmat, 2015). Those include opinions of Marzano & Brown (2009),
Marzano and Kendall (2008) in Marzano & Brown (2009), also Isakses and Treffinger (1985) in
Amer (2005). In work of problem solving, Students need to use their knowledge to generate and
stanch their opinion (Marzano & Brown, 2009). Marzano and Kendall (2008) recommended seven
questions to encourage a problem solving. These questions refer to objective, obstacle, the way to
handle an obstacle, determining of the best solution, the real event, the compatibility of the result
and proposed solution, and/or the best way to change thought of the problem faced (Marzano &
Brown, 2009).
There are two approaches of problem solving, i.e. analytic and integrative. The proponents
of the first approach state that there is only one solution of a phenomenon. They are advisable to
develop a strategy based on analytical process to a situation then determine the cause and its
solution of the phenomenon. On the other hand, the proponents of the second one state that there
are many solutions of a phenomenon. Target of a problem solving is not only its solution but
include the process of learning. They are advisable to develop a no tight phenomenon. One or more
elements of its causes are changeable. We hope that the leaner of this approach be able to identify
all of the cause conditions and determine all of consequences or effects having possibility to occur
(Marquardt, 2004) in Rokhmat (2013) and Rokhmat et. al. (2015).
He also states four steps of learning which consists of two phases: (1) diagnostic and (2)
strategy and implementation. The first phase includes steps of understanding and framing of
phenomenon, also framing and formulating of objective while the second one includes the step of
developing and examining of a strategy, also getting action and reflection of the action [ibid].
Isakses and Treffinger (1985) in Amer (2005) stated six steps of creative problem solving.
These include finding of mess, data, problem, idea, solution, and finding an acceptance. They
enclose the steps into three main components, i.e. understanding the problem, generating an idea,
and planning an activity.
Based on the four paragraphs above we interpreted the problem solving as an ability of the
Students to use their knowledge in selecting and/or predicting deductively all of possible effects
when they solve a phenomenon having one or more causes, and an ability in identifying how the
causes can result in a determined effect. This Problem Solving Ability (PSA) has six indicators, i.e.
understanding, selecting, differentiating, determining, applying, and identifying. Understanding is
an ability to understand an idea of a problem. While, selecting is an ability to select and/or predict
all of possible effects can occur. Differentiating has meaning an ability to differentiate and select
which of causes can result in a determined effect. Determining is an ability to determine which of
ISBN 9786021570425 PHY-90
concept, principle, theory, and/or law of Physics useful for identifying one or more causes which
result in effect. While, applying has a meaning an ability to apply the concept, principle, theory,
and/or law of Physics to identify causes. The last, identifying is an ability to identify conditions of
causes so that they result in a determined effect.
2.2 Causality and Analytical Thinking

2.2.1. Understanding of Thinking
Thinking has eight elements that construct it. Those include generating objective, proposing
question, applying information, needing concept, making conclusion, making assumption,
generating understanding, and realizing a point of view. Every structure of these elements had a
special meaning. When we change objective it will affect the question and when we change
question it will encourage us to find new information, and so on finally a new point of view will
emerged (Paul & Elder, 2003) in Rokhmat (2013) and Rokhmat et. al. (2015).
2.2.2. Three Principles of Causality

One of philosophy approach about theory of causation is difference-making theory. It guides
an idea that the cause creates a difference in effect. Dickinson & Shanks (1995) in Gopnik &
Schulz (2007) stated that cause has to result in or at least change the possibility of effect. There are
two views of causality concept. The first states that causality includes two events in a series. One
cause in a series will be followed by effect (Lenzen, 1954). While the second one states that
causality includes two events simultaneously, i.e. cause and effect occur in the same time. Rokhmat
(2013) and Rokhmat et. al. (2015) stated that there are three principles of causality. The first states
that causality is reproduciblein a space and time. This argues that space and time are not the causes
of phenomenon to occur. An example of this when we do an experiment of Physics in a laboratory
and result in a conclusion so we will have the same conclusion when we do it in laboratory and
time which one of them or both are different. Second principle states that the same initial
conditions result in the same phenomenon series (Lenzen, 1954). The last one states that one event
of cause will produce event of effect and when the events are separated by space so they also have
to be separated by time needed by information to move from the location of cause to effect (Hill,
2011).
2.2.3. The Models of Causality Thinking

Refers to the ideas of Hill (2011) and Meder (2006) with a modification we have five models
of causality thinking which includes four basic models and one composite model. Those are: (1)
Simple Causality Model (SCM), (2) Divergent Causality Model (DCM), (3) Convergent Causality
Model (CCM), (4) Chain Causality Model (ChCM), and (5) Composite Causality Model (CoCM).
The chart of the four basic models is shown in Figure 1.
Simple Causality Divergent Causality Convergent Causality Chain Causality

Model (SCM) Model (DCM) Model (CCM) Model (ChCM)
X X X
Y
X Y
...
Y Z Y Z
Z
(a) (b) (c) (d)
Figure 1 Four Basic Causality Models, (based on [15, 18] after be added by Simple
Causality Model (SCM)) (Rokhmat, 2013 and Rokhmat et. al., 2015).
ISBN 9786021570425 PHY-91

Figure 1 shows a chart of the four basic causality models. The circles state variable of
events and the arrows indicate the direction of causality influence. Description of Figure 1: (a)
Simple Causality Model (SCM), one cause X influences one effect Y; (b) Divergent Causality
Model (DCM), one cause X influences two effects Y and Z or more; (c) Convergent Causality
Model (CCM), two causes X and Y or more separately influence one common effect Z; and (d)
Chain Causality Model (ChCM), an initial cause X influence an between-event Y which influence
the last effect Z. The fifth model is Composite Causality Model (CoCM). This model is at least as a
composite of the two of DCM, CCM, and/or ChCM (Rokhmat, 2013 and Rokhmat et. al., 2015).
2.2.4. Analytical Thinking

Rokhmat (2013) and Rokhmat et. al. (2015) stated that in Bloom taxonomy, analytical
thinking is a higher order thinking of category C-4 (analysis) (Marazano & Kendall, 2008).
Analytical thinking is a component of systemic and critical thinking. In addition, it is closely
related to creative thinking, i.e. that both are complementing each other (Amer, 2005). He defines
the analytical thinking as a tool of thinking strongly useful for understanding elements of a
phenomenon. He also defines it as: (1) An ability to investigate scrutiny, classify a fact and thought
into its strength and weakness; and (2) A development process of thinking capacity, the way to
differentiate, solve problem, analyze data, also to memorize and use information.
The basic idea of analytical thinking technique is make a handful of its elements, compare
them, makes a rank, selects the most valuable, and discards the remaining (Figure 2).
Analytical Thinking
Elements
Select one
List a
best
handful
Figure 2 Analytical Thinking, Amer (2005) in Rokhmat (2013) and Rokhmat et al.
(2015)
2.2.5. Indicators of Analytical Thinking and Understanding of Explanation

We determine indicator of analytical thinking based on some ideas from Paul & Elder
(2003), Zschunke (2000), Amer (2005), Cohen (2000), and Hamilton (2001), also relate it to ability
of causality and analytical thinking for supporting problem solving ability. The indicator
qualitatively is defined as an ability of Students to identify how the conditions of causes of every
phenomenon can result in a determined effect. We define explanation based on statements from
Kasser (2006) and Hempel in Kasser (2006) and relate it to explanation about facts and/or events in
Physics. An explanation is true when it is derived from fact, concept, principle, theory, and/or law
of Physics, also combined to the conditions of causes of a Physics problem or phenomenon.
2.2.6. Indicator of Causality and Analytical Thinking

The Students having ability in causality and analytical thinking are they who be able in cause
predicting, effect determining, and cause identifying. The three indicators as follow: (1) Cause
predicting is an ability to predict all components of causes in a phenomenon; (2) Effect determining
is an ability deductively to determine all effects having possibility to occur; and (3) Cause
identifying of cause is an ability to identify the conditions of all causes resulting in a determined
effect (Rokhmat, 2013 and Rokhmat et. al., 2015).
ISBN 9786021570425 PHY-92

2.2.7. Relation between Causality Thinking, Analytical Thinking, and Problem Solving Ability
We have discussed that the indicator of causality thinking is an ability to analyze a
phenomenon into one or more components of causes and effects regarding to the five models of
causality thinking. An Analytical thinking will develop when Students arrange a number of the
causes and effects. Process of analyzing the phenomenon into its causes and effects needs an
understanding of its idea and objective, as well as a consideration and ability in analyzing
difference of the causes. Understanding, consideration, and ability of analyzing above are included
of the meaning of analytical thinking. Thus, ability of analytical thinking has a significant role to
the ability of causality thinking. This fact is in line with Paul & Elder (2003), Zschunke (2000),
Amer (2005), Cohen (2000), and Hamilton (2001) in (Rokhmat, 2013 and Rokhmat et. al., 2015).
Problem Solving Ability (PSA) has six indicators including understanding, selecting,
differentiating, determining, applying, and identifying. While, problem solving is interpreted as an
ability to use knowledge in deductively selecting and/or predicting all effects of a phenomenon and
in identifying how one or more causes result in a determined effect. The first three indicators are
derived from indicators of analytical thinking included from statements of Paul & Elder (2003),
Zschunke (2000), Amer (2005), Cohen (2000), and Hamilton (2001). While, the fourth and fifth
indicators support ability of Students when they are identifying the causes in which they have to
determine which concept, principle, theory, and/or law of Physics will be used as well as in
applying them (ibid).
Based on descriptions above it is clear that ability of causality and analytical thinking
supports the PSA. Causality thinking directly supports ability of Student in using their knowledge
to deductively select and/or predict all possible effects in a phenomenon. While, analytical thinking
supports Students in identifying how causes can result in a determined effect. Thus, it is proved that
Causality and Analytical Thinking so support the PSA (ibid).
3. Research Method
Sample of this research was the Students of Physics Educational Program joining to class
of Fundamental Physics I in one of University in Mataram of year 2015/2016. The sample
consisted of 49 Students, 39 female and 10 male. For the need of validation of the research
instruments, they were asked for fulfilling three sets of attitude scale about Preface-Task (PT) and
Student Work Sheet (SWS), also about two Practice Books (PB) including Lecturer and Student
Books. The results of the attitude scales are used as the base of perfecting the instruments. This
research is a multi-years research (three years) which uses mixed method modified from Embedded
Design (Creswell & Clark, 2007). We choose model of embedded experimental with two-phase
approachment. This method consists of two main processes: (1) Quantitative accompanied by
qualitative embedded in the quantitative process; and (2) Process of interpretation based on the
results of the process (1). In the first year, this research aims to produce three main instruments,
those are PT, SWS, and PB (Lecturer and Student Book). Next, in second year the three main
instruments will be implemented and its results be used as the base of a learning model of
causalitic. While, in the last years, will be arranged a physics textbook based on the Process of
Causality and Analytical Thinking or Process of Causalitic Thinking (PCT) for lecturing of
Fundamental Physics 1 (Figure 1).

The results of this research include all of the instruments of the Process of Causalitic Thinking
(PCT). However, this paper will more emphasize to discuss the characteristic Preface Task (PT),
Student Work Sheet (SWS), Practice Book (Lecturer and Student Book) as the main instruments
for the PCT and to discuss a hypothetical strategy of its implementation so predicted can increase
Students Problem Solving Ability (PSA) including the ability to understand, select, differentiate,
determine, apply, and to identify. The number of those instruments respectively is eleven, 24, and
two set and all of those lades Physics sub subject measurement, kinematics one and two
dimensions, rotation movement, Newtons law about movement, work and energy, linear
momentum, gravity, thermodynamics, equilibrium of rigid body, and fluid which are joined in
Fundamental Physics I lecturing.
ISBN 9786021570425 PHY-93

4.1 Characteristic of Preface Task (PT)
4.1.1. Characteristic of Preface Task

Preface task (PT) is designed to facilitate Students in having conceptions of the subject matter
of Fundamental Physics I. Those concepts include the ten sub subjects above. Target of the PT is
that Students developing their knowledge about the concepts expected useful for solving Physics
phenomena in the class learning. There are eleven PT having been arranged in the first year of this
research. In exception, the sub subject of movement of one and two dimension (has two PT), each
of the PT lades one subject matter so total number of PT is eleven. Each Preface task (PT) consists
of four to six problems and most of every problem has sub-problems. The problems in the PT are
designed structurally so they guide the student in effort to understanding the related concept. It
starts from the terminologies usually used in the concept, its understanding, up to its
implementation in daily life.
4.1.2. Implementation Strategy of PT

Each Preface task (PT) is given to Student one or more days before developing Problem
Solving Ability (PSA) through solving every problem on Student Work Sheet (SWS). The PT must
be done by every Student and only university textbooks be permitted as its reference. The use of the
book is aimed to avoid in using of Physics books being discuss its concept shallowly. Although
they are recommended to do the problems cooperatively, every Student has to make its report
individually. This strategy aims to assure that every Student experience the learning process so it
has a possibility they have knowledge about the concept before join to class learning.
4.2. Characteristic of Student Work Sheet (SWS)

Rokhmat (2013) and Rokhmat et. al. (2015) state that the Student Work Sheet (SWS) is
designed to facilitate the students in developing a Problem Solving Ability (PSA) through Process
of Causalitic Thinking (PCT) when they solve Physics problems or phenomena, causalitic is
abbreviation of causality and analytic. The process consists of predictions causes and
determinations effects having possibility to happen. The causes and effects are placed into causality
table so form one causal model, such as Simple Causal Model (SCM), Divergent Causal Model
(DCM), Convergent Causal Model (CCM), Chain Causal Model (ChCM), or Composite Causal
Model (CoCM). Whereas, the process of analytical thinking develop when Student identify how the
conditions of causes so can result in each effect.
The SWS consist of five main parts, those are instruction, sample of the five forms of
causal table, Physics phenomena, blank of general causality table, and blank of cause identification
for each effect. In general, there are two Physics phenomena in each SWS, which are arranged from
the phenomenon with high level of assistance phases up to the low one. Phenomenon without any
assistance phase is called as the standard formed phenomenon.
Most Physics phenomenon in each Student Work Sheet (SWS) consists of two sorts,
standard and scaffolding forms. The standard form have no assistance phase in the cause prediction,
effect determination, and in the cause identification so that the student stands alone in the PCT. The
scaffolding one is designed with assistance phases. The phases include writing one or some of all
causes, effects, and/or cause identifications. While, the students must complement to write the other
causes and/or effects in the causality table and write the other identifications. The amount of the
causes, effects, and/or identifications already written in the SWS depends on in what level the
assistance phases we want to design.
ISBN 9786021570425 PHY-94

Initial
Study
Output:
Year I
Model of 10
Development Pre-Tasts, 20
Analysis of 10 Pre- Validatio SWSs, &
of Subject Tasts, 20 n Practice
SWSs, &
Practice Books Books for
Hyphotetical
Physics
Learning
Model Based
on PCT
Implementation
of Hypothetical
PCT Learning Filling of Interpretatio
Pre- Model Widely Post- Attitude n of Result
Development of Test Scale &
of Data
Test Causalitic Interview
Year II Learning Model Analysis
QUAN(qual)
with Output
Fixed
Observation Learning
Model based
on PCT
Development PCT Filling of Interpretation

Text Book Post- Attitude of Result of
Pre- Implementation of
Test Scale & Data Analysis
Test the PCT Textbook
Interview QUAN(qual)
Year III with Output
PCT Textbook
for Lecturing
of
Observation
Fundamental
Physics 1
Figure 1 The Phases of Research with The Model Modified from Embedded Experimental
Two-Phase (Creswell & Clark, 2007)
4.2.1. Physics Phenomenon in Scaffolding SWS

Rokhmat (2013) and Rokhmat et. al. (2015) state that there are eight levels of assistance
phases for the phenomenon in scaffolding SWS. The level is determined by how many the
assistance phase is given. The SWS of scaffolding level-1 is named for it when one of the causes
and effects or more (not all) is written in its causal table while the number of all effects is known
yet. Scaffolding level-2 is the name of the SWS being similar to the level-1 but in this level one or
ISBN 9786021570425 PHY-95

more identification is written. The scaffolding level-3 and 4 respectively similar to the level-1 and
level-2 but in these levels the number of all possible effects be informed.
The scaffolding level-5 is the name of the SWS when all of causes and/or effects is written in
its causality table without any identification. While the scaffolding level-6 similar to the level-5 but
one or more cause identification is written. The two last, scaffolding level-7 and level-8
respectively similar to the level-3 and level-4 but these levels especially used only for the causal
model of chain.
4.2.2. Characteristic ofPhysics Phenomenon in SWS

Phenomenon of Physics used in the SWS has special characteristic. One cause or more in the
phenomenon is designed as a variable so it can have more than one possible value. Fixed value of
each cause will result in one effect. Each different value of the variable cause produces special
combination of the cause condition so that the number its combinations results in the same number
of effects. Thus, the phenomenon of Physics used in these SWS possible to have several effects and
its number of effects is the same as the number of the possible cause combination.
4.2.3. The SWS Developed in This Research

Total number of Student Work Sheet (SWS) has been developed in this first research is 24
set. For the ten sub subject laded in Fundamental Physics I lecturing as mentioned in part of result
and discussion of this paper, respectively is designed as many as one, four, two, five, and two for
each of other six sub subjects. The SWS has one and three Physics phenomena (respectively in
second and first SWS for Newtons law about movement) while the 22 others each SWS has two
Physics phenomena. In general, the phenomena have Composite Causal Model (CoCM) but one of
them has Chain Causal Model (ChCM) such as the first SWS for Newtons law about movement.
4.2.4. Strategy of Implementation of PCT Student Work Sheet (SWS)

Strategy of SWS implementation aims to increase the effectiveness of Physics learning in
understanding concept and its implementation to quantification problems. The strategy is especially
to make learning be shorter in time, use scaffolding phenomenon, lecturer has time to discuss, and
student more ready to develop PCT. The strategy includes (1) Ask for the students to do preface
task for facilitating them to understanding the Physics concept in order they have an adequate
knowledge before; (2) Increase activity in PCT, such as ask for student redo PCT in SWS as a
homework; (3) Reduce the number of phenomena in each SWS from four items to be one, two, or
three items; (4) Provide instruments of PCT in scaffolding pattern and combine the complex
phenomenon Physics with the simple one; and (4) Division group of students heterogeneously so
each group consists of the students of low, moderate, and high grade.
4.3. Practice Books Based on PCT

Practice book as part of learning instruments supporting the development of Problem Solving
Ability (PSA) through Process of Causalitic Thinking (PCT). This consists of two, lecturer and
Student books. Lecturer book is designed with aim to guide any lecturer in conducting Physics
learning based on this PCT while Student book is used to guide Student to increase their PSA
through PCT. Recently these books are designed for lecturing of Fundamental Physics I with ten
sub subjects as mentioned in the part of result and discussion above.
4.3.1. Lecturer Practice Book

This book lades all Pre-service Task (PT) and Student Work Sheet (SWS) facilitating student
in developing their Problem Solving Ability (PSA) through Process of Causalitic Thinking (PCT).
It is designed especially for guiding lecturer as the user of this book in conducting a lecturing based
on PCT. Moreover, it is complemented three main parts other, that is (1) standard and basic of
competences, (2) discussion, and (3) information kinds of PSA having possibility to be developed
when implement the instruments. Standard and basic competences be a guide so lecturer what
competences should students have after finishing their lecturing. In addition, these competences
also underlain lecturer when he develops evaluation instruments. Part of discussion is used to
inform the user of this book about advanced explanation of concept and if it is possible this part
ISBN 9786021570425 PHY-96

also present the concept graphically. Secondly, this part discusses what should we do to implement
the concepts in a quantification problem. Finally, the last section, present some examples the PSA
possible be developed related to the phenomena being in the SWS.
4.3.2. Student Practice Book

Student practice book is a collection of all Pre-service Task (PT) and Student Work Sheet (SWS)
being used to abridging Student in their learning through PCT. The book remains completed by
discussion to advanced concept and facilitate Student how implement the concept into
quantification problem. Different from the first book, it has no information about what PSA
possible be developed regarding implementation of the SWS.
5. Conclusion
It has developed a number of instruments of hypothetical Physics learning model based on process
of causalitik (causality and analytic) thinking which predicted will increase problem solving ability
of pre-service teacher. The instruments consisting of eleven Preface Tasks (PT), 24 Student Work
Sheet (SWS), and practice books including lecturer and student practice books. All of PT and SWS
lade sub subject of measurement, kinematics one and two dimensions, rotation movement,
Newtons law about movement, work and energy, linear momentum, gravity, thermodynamics,
equilibrium of rigid body, and fluid which are joined in Fundamental Physics I lecturing.
Acknowledgements
We gratefully acknowledge the staff leader of ministry of research, technology, and High
Education of Indonesia who has supported financially, research institution, and all staff leader in
Mataram University who have permitted us to do my research project so finally this research could
be conducted. We also acknowledge our family who have fully supported us in finishing this
research and writing this paper. In addition, we appreciate all of help given by our colleague,
especially all of Physics education lecturer and all first year Physics education Students of year
2015/2016 so we could do this project fluently.
References
Amer, A., (2005). Analytical Thinking. Cairo: Center of Advancenent of Postgraduate Studies and
Research in Engineering Sciences, Cairo University (CAPSCU), 1-14.
Baser, M., (2006). Fostering Conceptual Change by Cognitive Conflict Based Instruction on
StudentsUnderstanding of Heat and Temperature Concepts. Eurasia Journal of Mathematics,
Science and Technology Education, 2 (2), Juli, 96-108.
Cohen, G., A., (2000). Karl Marxs Theory of History. US: Princenton University Press; OK:
Oxford University Press, vii.
Creswell, J. W. & Clark, V. L. P., (2007). Mixed Methods Research. USA: Sage Publications, Inc.,
6771.
Dori, Y. J. & Belcher, J., (2004). Improving Students Understanding of Electromagnetism
through Visualizations A Large Scale Study. NARST: the National Association for
Research in Science Teaching Conference, no page.
Dykstra, D. I. & Sweet, D. R., (2009). Conceptual Development about Motion and Force in
Elementary and Middle School Students. American Association of Physics Teachers, Am. J.
Phys. 77(5), May, 468-476.
Escudero, C., Moreira, A. M., & Caballero, C., (2009). A research on undergraduate
Studentsconceptualizations of physics notions related to non-sliding rotational motion. Lat.
Am. I Phys. Educ. 3 (1), Januari, 1-7.
Gopnik, A. & Schulz, L., (2007). Causal Learning; Psychology, Philosophy, and Computation.
New York: Oxford University Press, Inc., 86-94.
Hake, R., (2007). Six Lessons From The Physics Education Reform Effort. Latin American
Journal of Physics Education 1, (1), September, 24-27.
Hake, R., (1999). Analyzing Change/Gain Scorees. [online]. Tersedia:
http://www.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf. [5 Pebruari 2011].
ISBN 9786021570425 PHY-97

Hamilton, A., (2001). Managing Subjects for Success. London: Albert Hamilton and Thomas
Telford Limited, 36-44.
Hill, S. E., (2011). Reanalyzing the Ampere-Maxwell Law. AAPT Physics Education, The
Physics Teacher. Redlands, CA: University of Redlands, 49, September, 343-345.
Hung, W. & Jonassen, D. H., (2006). Conceptual Understanding & Causal Reasoning in
Physics. International Journal of Science Education, 28 (13), Oktober, 1601-1621.
Kasser J. L., (2006). ). Philosophy of Science, part 2 of 3. USA: The Theaching Company, 92-126.2
Lenzen, V. F., (1954). Causality In Natural Science. USA: Charles C Thomas Publisher Springfield
Illinois, 2-27.
Marquardt, M. J., (2004). Optimizing the power of Action Learning: Solving Problem and Building
Leaders in Real Time. California: Davies-Black Publishing, 91-103.
Marzano, R. J. & Brown, J. L., (2009). A Handbook For The Art and Science of Teaching. USA:
ASCD, 134-135.
Marzano, R. J. & Kendall, J. S., (2008). Designing & Assessing Educational Objectives: Applying
the New Taxonomy. USA: Corwin Press, 3.
Mataram University (2011). Guide of Education Organization in Mataram University. Mataram
University Press.
Meder, B., (2006). Seeing versus Doing: Causal Bayes Nets as Psychological Models of Causal
Reasoning, Dissertation, zur Erlangung des Doktorgrades der Mathematisch-
Naturwisshensclaftlichen Fakultaten- Universitat zu Gottingen, 31.
Obaidat, I. & Malkawi, E., (2009). The Grasp of Physics Concepts of Motion: Identifying
Particular Patterns in Students Thinking. Georgia Southern University: International Journal
for the Scholarship of Teaching and Learning, 3 (1), Januari, 11-12.
Parselle, C., (tanpa tahun). Analytical / Intuitive Thinking. Google, Home: Reference and
Education, Psychology.
Podolefsky, N., (2004). The Use of Analogy in Physics Learning and Instruction. University of
Colorado.
Rasagama, I. G., (2011). Pengembangan Program Perkuliahan Fisika untuk Meningkatkan
Kemampuan Menganalisis dan Mengkreasi Mahasiswa Teknik Konversi Energi Politeknik.
Disertasi Doktor pada Pendidikan IPA. Universitas Pendidikan Indonesia: tidak diterbitkan.
Riduwan dan Kuncoro E. A. (2011). Cara Menggunakan dan Memakai Path Analysis, Bandung:
CV Alfabeta, 20-22.
Rokhmat, (2013). Peningkatan Kemampuan Pemecahan Masalah Mahasiswa Calon Guru Fisika
melalui Berpikir Kausalitas dan Analitik. Disertasi Doktor pada Pendidikan IPA. Universitas
Pendidikan Indonesia: tidak diterbitkan.
Rokhmat, J., (2014). Penggunaan Paradigma Gaya-Reaksi dan Pendekatan Analogi untuk
Meningkatkan Pemahaman Konsep Gaya Gesek bagi Mahasiswa Calon Guru Fisika (Studi
Kasus Perkuliahan Fisika Dasar I). Journal Pijar MIPA, Vol IX No. 2, September 56-61.
Rokhmat at al. (2015). The Increase of Student Problem Solving Ability in Friction Force Concept
through Implementation of Causality and Analytical Thinking. American Journal of Physics
(in process).
Suharsaputra, U. (2012). Metode Penelitian, Kuantitatif, Kualitatif, dan Tindakan. Bandung: PT
Refika Aditama, 82-84, 161.
Yrk, N. (2007). A Case Study of One Students Metaconceptual Processes and the Changes in
Her Alternative Conceptions of Force and Motion. Eurasia Journal of Mathematics, Science
& Technology Education, 3 (4), 305-325. Turkey: Gai Universitesi.
Zschunke, A., (2000). Reference Materials in Analytical Chemistry. Germany: Springer Verlag
Berlin Heidelberg, 2.
Web sites:
Web-1: http://www.criticalthinking.org consulted 11 Agt. 2011, 3-15 & 42. Paul, R. & Elder, L.,
(2003). The Foundations of Analytic Thinking: The Elements of Thinking and The Standards
They Must Meet, Second edition.
ISBN 9786021570425 PHY-98

OPE-3
Device Development of Physics Learning with Scientific
Approach and the 5E (Engage, Explore, Explain,
Elaborate, Evaluate) Learning Cycle Model to Increase
Students Life Skills
Hikmawati1*, Joni Rokhmat1, and Sutrio1
1*
Mataram University, West Nusa Tenggara, Indonesia, hikmawati.fisika@yahoo.com
Abstract-The purposes of this research are: 1) to develop a physics learning device with scientific approach
and the 5E (Engage, Explore, Explain, Elaborate, Evaluate) learning cycle model; and 2) to test the
effectiveness of the learning physics device with a scientific approach and the 5E learning cycle model in an
effort to improve students' life skills. Physics learning device developed consists of: Syllabus, Lesson Plans,
Subject Matter Book, Student Experiment Sheet, Three Dimensional Media, and Student Achievement Test
integrated with life skills. Device development model used is the Four D model (Define, Design, Develop,
and Disseminate). Define phase aims to establish and define the requirements that are needed in the learning
based on the needs analysis, analysis of student, task analysis, analysis of the concept, and the formulation of
learning objectives. Design phase aims to design learning device prototype. Develop phase aims to produce
learning device which has been revised based on input from the validator. Disseminate aims at the
implementation stage of the learning in the classroom. The phase of Define, Design, and Develop were
implemented in the first year, while the Disseminate phase will be conducted in the second year. The score of
Validator assessment of the learning device is in the range 1 to 4. The Validator provides an average score of
3, which means that the quality of learning device fit to use because it is in a good criteria and slightly
revised.
Keywords: learning cycle, life skills.
1. Introduction
Students life skills in senior high school such as private Madrasah Aliyah (MA) incorporated
in Rayon 03 West Lombok is still relatively low when compared with provincial and national. It
can be seen from the percentage of mastery of the Physics material matter at National Examination
in the Academic Year 2009/2010under 60% is still quite a lot (Jufri, et al., 2013), as shown in the
following table.
Table 1.Percentage of mastery of the Physics material matter at National Examination

Numbers Ability Tested Rayon Provincial National
Matter
4 Calculating the value of the motion system 55.75 70.35 81.02
objects in images associated with a strap on a flat,
smooth
7 Analyze the relationship between magnitudes 0.00 2.84 55.42
associated with rotational motion
11 Determine quantities related to the law of 11.95 45.73 68.36
conservation of mechanical energy
25 Comparing the Coulomb force a distance of 1 12.39 32.82 43.29
charge be changed with another charge
36 Calculating the electron energy changes 53.98 80.31 81.08
experienced excitation of the data necessary
40 Identify the benefits of radioisotopes in the life of 11.06 24.83 34.73
the types of radioactive materials
ISBN 9786021570425 PHY-99

Based on the interview with the Chairman of the Working Group Madrasah 2 West Lombok
stated that the implementation of the scientific approach as expected has not been fully
implemented by teachers in all subjects so that it becomes one of the causes of the low quality of
education and the nation's competitiveness.Remarks Chairman of the Working Group Madrasah is
reinforced by the results of the analysis IbM Program Team, Jufri, et al. (2013) on the ability of
teachers in Science (Biology, Physics and Chemistry) in designing innovative learning tools based
lesson study before being given the training needed to be improved.The ability of teachers in
designing learning device associated with the level of scientific literacy and inquiry of the teachers
concerned. Jufri&Hikmawati (2012) found that the level of scientific literacy (46%) and inquiry
(59%) of teachers teaching science in Lombok is still relatively low.
The foregoing is certainly a problem of education that needs to be addressed by the parties
concerned, including universities. The research activities on the development of the learning device
physics with scientific approach and the 5E (Engagement, Exploration, Explanation, Elaboration,
Evaluation) learning cycle model is one of the things that can be done in an effort to improve the
life skills of students in private Madrasah Aliyah West Lombok.
The purpose of this study is to contribute directly to the improvement of the quality of
education through improvement of process quality and learning outcomes physics Madrasah Aliyah
in Madrasah Working Group 2 West Lombok. The specific objectives of this study are as follows:
(1) Develop a learning device physics with a scientific approach and 5E learning cycle model
consisting of: syllabus, lesson plans, books Topic, Student Worksheet, Media Three Dimensional,
and test results are integrated with the learning of life skills; (2) Test the effectiveness of the
learning device physics with a scientific approach and 5E learning cycle model in Madrasah Aliyah
contained in Madrasah Working Group 2 West Lombok.
2. Research Methods
The development of learning tools model in this study using a model four-D (Define, Design,
Develop, Disseminate) as suggested by Thiagarajan, Semmel, and Semmel in Trianto (2008) and
Ibrahim (2003). Define phase aims to establish and define the conditions needed for learning is
determined on a needs analysis, analysis of student, task analysis, analysis of the concept, the
formulation of learning objectives. Design phase aims to design prototype learning device to
perform the preparation of lesson plans, selection Book format Topic and Student Worksheet,
media visual three-dimensional models, and test results are integrated with the learning of life
skills. Develop phase aims to produce learning tools which have been revised based on input from
the validator. Disseminate aimed at the implementation stage of the learning in the classroom.
Phase Define, Design, and Development was implemented in the first year, whereas
Dessiminate phase will be conducted in the second year. The study design to test the effectiveness
of the device in the second year uses one group pretest-posttest design because it only uses a single
group without a comparison group (Arikunto, 2006).The first step measurement as the initial test,
then subjected to treatment in a given period of time, then performed the final test. The application
of classroom learning tools will be done in Madrasah Aliyah Class X contained in Madrasah
Working Group 2 West Lombok. This design was chosen because according to the research
objectives as previously described. But it must be acknowledged that the study design like this still
has weaknesses, especially in terms of testing the influence of the independent variable (the
learning device physics with a scientific approach and 5E learning cycle model) on the dependent
variable (life skills).It is caused by the disuse of the control group. To reduce the weakness, in this
study carefully analyzed aspects of the sensitivity of the items obtained from the students' initial
test and final test.
The sensitivity of a test is the test's ability to measure the effect of learning. In other words, a
matter which sensitivitis means the matter can provide information that the measurement result is a
result of the learning is done (Ibrahim, 2005).Analysis completeness or achievement expressed as a
percentage of student learning that individual completeness Percentage (Pindividual) and classical
completeness (PKlasikal). Assessment activities carried out by observing the class each time face to
face. Observations were made by two observers, observations were made every 2 minutes. Based
on the average assessment of two observers to each category observed, for each Learning
ISBN 9786021570425 PHY-100

Implementation Plan will be determined percentage (P). Assessment of the feasibility study using a
scientific approach and 5E learning cycle model is done each time face to face by two observers.
Criteria for each phase in the syntax in question is implemented and not implemented, then
expressed in figure 1 with the lowest score and the highest score 4. From the scores are calculated
percentage. Neither the student response, will be analyzed by descriptive quantitative
percentage.Developed learning tools fit for use if the quality of lesson plans, books Topic, Student
Worksheet, media three-dimensional model of teaching and learning are test results in both
categories. Implementation of effective learning device is said to support learning activities if the
enforceability of lesson plans, student activities, student responses, and student learning outcomes
categorized either.
3. Discussion
3.1 Scientific Approach
Scientific approach in learning includes observing, ask, reasoning, tried, forming networks for
all subjects. The learning process with this approach touches three domains, namely: attitude,
knowledge, and skills so that the learning outcomes of students who gave birth to a productive,
creative, innovative, and affective through the strengthening of attitudes, skills and knowledge are
integrated.The realm of attitudes include the transformation of a substance or teaching materials
that the students "know why." Realm of skills include the transformation of a substance or teaching
materials that the students "know how". The realm of knowledge include the transformation of
substance or teaching materials that the students "know what it is." The end result is an increase
and balance between the ability to be a good man (soft skills) and people who have the skills and
knowledge to live a decent (hard skills) of the participants learners that includes aspects of
competence attitudes, knowledge, and skills (Kemendikbud, 2013).
Ibnu (2014) argues that the purpose of the curriculum to pursue the adequacy of material
facing the National Examination Schools / Madrasah and the policies of the lack of proper
education authority gave a large contribution to the development of unfavorable conditions skill
development (scientific approach) in students. Widespread public perception of the success of
education is also already one.Parents are more likely to respect and pride when her son honored
ranks in the classroom, school and even the region than on the skills their children to practice the
scientific approach and process skills. It educates children if necessary to take shortcuts to achieve
mastery of teaching materials without a good learning process. Ibnu suggest that students should be
familiarized with the scientific process skills and independence in learning.
Learning tools developed in this study is an effort to improve the life skills through the
application process skills approach to learning. The use of student worksheets and three-
dimensional media in this study is expected to increase the activity of students in the experiment to
prove to yourself the truth of the theory contained in Dynamic Electrical material. Student
worksheets can train students to make hypotheses, conduct experiments, collect data, analyze data,
and make conclusions.
3.2 The 5E Learning Cycle Model

According to Bass, et al, (2009), a cycle of learning (learning cycle) was first developed by
Robert Karplus in 1960 in the program the Science Curriculum Improvement Study (SCIs).
Learning cycle consists of three phases: discovery, invention concept, and concept application. In
1989, developed into the learning cycle model 5E model by the Biological Sciences Curriculum
Study. Phase 5E learning cycle model adapted from Bass, et al, (2009) is as follows.
ISBN 9786021570425 PHY-101

Table 2. Learning Phase in 5E Learning Cycle Model

Phase Student Activity
Engage Asking questions about objects, living beings, or the events of daily
life.
Explore Plan and conduct simple research to collect relevant data.
Explain Using the data and scientific knowledge to explain his understanding.
Elaborate Develop strategies, concepts, principles, and understanding towards
new issues and questions.
Evaluate Demonstrate the knowledge, understanding and skills using inquiry
strategies through formal and informal formative assessment.
Lesson plan using 5E learning cycle model for the subject matter: potential difference, emf
source, and the electric current requires the allocation of a 2-hour lesson (90 minutes). The purpose
of learning is after conducting the demonstration, experiment, question and answer, and discussion,
students can:
1. Explain the difference electromotive force (emf) and voltage clamp
2. Describe the source of electromotive force (emf)
3. Explain the concept of electric current
4. Assembling simple electric circuit
5. Describe the relationship chart strong electric current and potential difference
6. Formulate relations potential difference with the electrical current in the conductor ohmic
7. Applying current concepts to solve problems related
The following activities are carried out at every stages of 5E learning cycle model for Dynamic
Electrical material.
Table 3. Application of 5E learning cycle model for dynamic electrical material

Time Allocation Stages Activity
Introduction (10 Engage Students begin learning to pray
minutes) Students observe a simple circuit, in the form of batteries,
connecting cables, and lamps. Then students watched
demonstrations shown by the teacher. Teacher asks: 1) "why the
lights can be lit?" Answer: because there is no electricity; 2) "why
can appear an electric current?" The answer: because there are
battery; 3) "why the battery can generate an electric current?" The
answer: because no potential difference between the poles of the
battery; 4) What is the relationship potential difference and electric
current?
Teachers express purpose of learning today
Core activities (70 Explore Students observe the demonstration 1 (in the teaching materials) on
minutes) the source of the electromotive force (emf). After that the students
do questions and answers related to the demonstration to
understand the concept of emf source. Guided by the teacher
through the questions, the students also understand the concept of
electromotive force (potential difference)
Furthermore, students are directed to understand the concept of
electric current with a question and answer technique. Students are
given the problem: what is the relationship strong electric current
and potential difference?
Students are divided into 8 groups, each group consisting of 4 to 5
students. Students perform experiments on the relationship
potential difference and electric current in a closed circuit loop (no
on teaching materials) with the help of Student Worksheet 1. For
students doing experiments, the teacher directs and conduct
performance appraisal
Explain Students discuss with the group about the experimental results
obtained, ie the relationship potential difference and strong
ISBN 9786021570425 PHY-102

electrical currents they earn

One representative group of students presented the results of
experiments they earn. Another group to give feedback and
comments. During the class discussion, the teacher gives a
correction to the draft obtained by students
Elaborate Students are given the strengthening of the concept of potential
difference, a source of electromotive force (emf), as well as electric
current
End activities (10 Evaluate Student learning is directed in order to conclude today. Expected
minutes) conclusion is: the ohmic conductor, the potential difference
comparison with a strong electric current is constant. This
statement represents a decline of Ohm's Law
Students answer questions reflection of the teacher to determine the
extent to which students understand the lesson today
Students are given homework to make an article about the sources
of emf often they encounter in everyday life
Research Lawson (2001) found that the learning cycle model has proven effective in helping
students form concepts and conceptual systems and develop a pattern of reasoning that is more
effective, especially because it allows students to use reasoning (if / then / as it is) to test their ideas
could participate in the process of knowledge construction. Usmiatiningsih research results (2013)
show that the learning of physics in the subject matter of Light with 5E model is able to develop
critical thinking skills and students' attitudes toward science. Students can formulate the problem,
observing, analyzing, presenting the results, and communicate the results of the work in class
discussions.Hikmawati (2015) concluded that the application of the learning cycle model 5-E
(Engage, Explore, Explain, Elaborate, Evaluate) in the learning of physics is an effort that can be
used by teachers to achieve the expected goals. Based on the research of experts and observers of
education, this model can develop students' life skills, in addition, learning cycle model can also be
applied at every level of education from primary school level, secondary, and college students.
3.3 Life Skills

World Health Organization (WHO) in Khera and Khosla (2012) defines life skills as the ability
for adaptive and positive behavior that enable individuals to deal effectively with the demands and
challenges of everyday life. Further explained that the United Nations International Children's
Emergency Fund (UNICEF) defines life skills as changes in behavior or behavioral development
approach designed to address the balance of three areas: knowledge, attitudes and skills. In other
words, life skills are skills necessary for successful living.
Life skills is a skill that must be owned by the students (learners) to dare to face the problems
of life and living naturally without feeling pressured, then proactively and creatively search for and
find a solution so that they can overcome them. Life skills consist of General life skills and Specific
life skills. General life skills consisting of personal and social skills, while the life skills that are
specific comprised of academic and vocational skills. According to Anwar (2006), life skills is one
of the key words in the development of a good education in the nuances of academic education
(academic skills) and education which is vocational (vocational skills).
Life skills-oriented education program through a broad-based approach or are known as the
Broad Base Education is very possible to be implemented on any type and level of education. In
addition the system does not change the existing curriculum, this program does not add to the
burden of new subjects, but only change the orientation of the learning program (BBE Team,
2012).According Mugambi&Muthui (2013) argues that the curriculum of life skills plays a major
role in allowing students to use the knowledge, attitudes and values into capability on what to do
and how to do it. Some of the factors that affect the implementation of the curriculum of life skills,
namely: teaching approaches, lack of conceptualization of life skills, human resources are limited,
lack of supervision, teacher preparation is still lacking, a lack of choice of strategies and learning,
limited use of learning resources, assessment methods were bad, and negative attitudes of students
ISBN 9786021570425 PHY-103

towards life skills. Implementation of Life Skills Education depends mainly on the competence of
teachers on the other hand also influenced by extrinsic factors.
In this research, the development of the learning device physics approach to scientific and
learning cycle model 5E intended to enhance students' life skills Madrasah Aliyah in Madrasah
Working Group 2 West Lombok especially their academic (thinking skills and cognitive learning
outcomes) and social skills (ability to cooperate and communicate oral and written).
3.4 Results
Learning tools developed in this study is a prototype learning device physics with a scientific
approach and 5E learning cycle model in an effort to improve the life skills of students in
secondary schools. Learning tools developed in this physics lesson consists of 6 components,
namely the syllabus, lesson plans, books Topic, Student Worksheet, Media Three Dimensional, and
test results for the material Electric Dynamic Learning to Competency Standards: Applying the
concept electricity in a variety of problem solving and technology products. Basic Competency for
standards of competence are as follows: 1) Formulating electrical quantities simple closed circuit
(one loop); 2) Identifying the application of electric AC and DC in everyday life; 3) Using the
electrical measuring devices.
Table 4. Note from the Validator on Learning Tool

No Component Note
1 syllabus Consistency in writing Student Worksheet (LKS) or Student
Experiments Sheets (LES)
2 lesson plans Stages is good, but to write a meeting just hours after meeting
writing to 1, 2, 3, and so on (do not need to be sorted to the bottom)
For teaching materials, simply write its subject matter alone, while
the description is imprinted on the material Books Topic
In the teaching and learning activities, to stage E1, unnecessary to
mention the desired answer for the question serves as motivation. In
the E1 phase, the teacher presents the objectives of learning, instead
of delivering learning. For E1, to consider ways of writing from the
beginning to the last, to be consistent.
3 books Topic For an introduction to the tools that will be used in the experiment
is added in the learning material, so that at the time of the trials was
too dangerous and display Student Worksheet not too much (can
make students become bored)
At the time of presenting the material, teachers can use the method
of demonstration
4 Media Three The components and procedures are adequate to support device for
Dimensional use in research
Some editors and instructions should be made more operational
5 Student Display Worksheet Students should not be too much so as not
WorkSheet boring students
To introduce experimental tools to students, teachers can use when
learning demonstration
The purpose of the Student Worksheet must be specific, do not use
the word understand or know, but the use of the verb operational
6 Test Results Add instructions do problem
Learning The option of choice, do not use capital letters when the sentence
ends do not matter a question mark or exclamation mark
Option "all right" or "all wrong" should be replaced with "a and b"
or "a, b, and c true"
Score Validator assessment of the learning device (syllabus, lesson plans, books Topic, Media
Three Dimensional, Student Worksheet and test results are integrated with the learning of life
skills) are in the range 1 to 4. Validator giving an average score of 3 means that the quality of
learning tools developed fit for use because it is in a good and slightly revised criteria. Validator
learning tool in the study are experts in the field of Physical Education, especially learning device,
ISBN 9786021570425 PHY-104
namely: Dra. Hj. HaerunisyahSahidu, M.Pd. and Dr.Gunawan, S.Pd.,M.Pd.Here are some notes
from the validator of learning tools that have been developed.
Here are some of the media three-dimensional documentation that has been developed in this
research, about Ohm's Law and Kirchhoff's Law.
(a) Experiment board Ohm's Law (b) Experiment board Kirchhoff's Law
Figure 1.Media three-dimensional
Three-dimensional media that have been developed in this research have been published under
the title: Pendekatan Saintifik dan Media Tiga Dimensi and has the ISBN number: 978-979-
1025-94-2. Here's the cover of the book in question.
Figure 2. Book Cover
Media three-dimensional as one type of learning media can be a model, namely the artificial
three-dimensional of some real object that is too big, too far, too small, too expensive, too little, or
too complicated to be brought into the classroom and students are learning in the form original.
Some three-dimensional media are discussed in this book is the media three-dimensional refractive
index, the pinhole camera, a long expansion, Ohm's law, black box resistor circuit, Kirchhoff's
laws, and the Wheatstone bridge.
4. Conclusion
Device development models used in this study is a model of Four D (Define, Design, Develop,
Disseminate). Phase Define, Design, and Develop has done since February to September 2015
(First Year Research). Validator gave an average score of 3, which means that the quality of the
learning device (syllabus, lesson plans, books Topic, Media Three Dimensional, Student Worksheet
and Tests Learning Outcomes are integrated with life skills) developed fit for use because it is in
both criteria and slightly revised.Disseminate stage has the aim of implementing the learningdevice
in the classroom to be done in the second year. The study design to test the effectiveness of the
ISBN 9786021570425 PHY-105

device will use a one group pretest-posttest design. Implementation of effective learning device is
said to support learning activities if the enforceability of lesson plans, student activities, student
responses, and student learning outcomes categorized either.
References
Anwar. (2006). Pendidikan Kecakapan Hidup (Life Skills Education): Konsep dan Aplikasi
Bandung: Alfabeta.
Arikunto, Suharsimi. (2006). Prosedur Penelitian: Suatu Pendekatan Praktik Jakarta: Rineka
Cipta.
Bass, et.al., (2009). Teaching Science as Inquiry USA: Allyn& Bacon.
Corebima, A.D. (2005). Pemberdayaan Berpikir Siswa pada Pembelajaran Sains: Satu Penggalakan
Penelitian Payung di Jurusan Sains UM. Proc. of Nat. Conf.: Sains dan Pembelajarannya
Malang: FMIPA UM, 3 Dec. 2005.
Ibnu, S. (2014).Implementasi Kurikulum 2013 dalam Pembelajaran Sains. Proc. of Nat. Conf.:
Penelitian, Pembelajaran Sains, dan Implementasi Kurikulum 2013 Mataram: Prodi Magister
Pendidikan IPA PPs Universitas Mataram, 7 Desember 2013.
Hikmawati, dkk. (2011). Pengembangan Perangkat Pembelajaran Berbasis Inkuiri dengan Media
Poster Pintar dalam Pembelajaran Fisika di Sekolah Menengah. Research Reports Mataram:
Universitas Mataram.
Hikmawati. (2015). Pembelajaran Fisika dengan Model Siklus Belajar 5-E (Engage, Explore,
Explain, Elaborate, Evaluate) sebagai upaya Meningkatkan Kecakapan Hidup Siswa. Jurnal
Pendidikan Fisika dan Teknologi Vol.1 No.1
Ibrahim, Muslimin. (2003). Pengembangan Perangkat Pembelajaran Jakarta: Dirjen Dikdasmen
Depdiknas.
Ibrahim, Muslimin. (2005). Asesmen Berkelanjutan: Konsep Dasar, Tahapan Pengembangan dan
Contoh Surabaya: Unesa University Press.
Jufri, A.W. (2007). Penerapan Pembelajaran Berbasis Inkuiri Secara Terpadu dengan Strategi
Kooperatif dalam Mengembangkan Keterampilan Berpikir Kritis Siswa SMA di kota Mataram.
Proc. of Nat. Conf.: Science Education FKIP Unram, November 2007.
Jufri, A. W. &Hikmawati.(2012). Upaya meningkatkan kecakapan hidup siswa melalui
pengembangan model pemberdayaan kompetensi profesional guru dalam merancang media
instruksional sains inovatif berbasis inkuiri. Research Reports Mataram: Universitas
Mataram.
Jufri, A. W., Muntari, Hikmawati. (2013). Pelatihan Pengembangan Perangkat Pembelajaran
Inovatif Berbasis Lesson Study pada Guru Bidang IPA MA di KKM 2 Lombok Barat. Final
Report to the Community science and technology program (IbM) Mataram: Universitas
Mataram.
Khera, S. &Khosla, S. (2012). A Study of Core Life Skills of Adolescents in Relation to Their Self
Concept Developed through YUVA School Life Skill Programme. IRJC, International
Journal of Social Science & Interdisciplinary Research, Vol.1 Issue 11
Kemendikbud. (2013). Materi Pelatihan Guru: Implementasi Kurikulum 2013 Jakarta:
Kemendikbud.
Lawson, A. E. (2001). Using the learning cycle to teach biology concepts and reasoning patterns.
Journal of Biological Education, (35), (4)
Mugambi, M. M. &Muthui, R. K. (2013). Influence of Structural Context on Implementation of
Secondary School Life Skills Curriculum in Kajiado County, Kenya. International Journal of
Education and Research, Vol. 1 No. 3
Tim BBE Depdiknas. (2012). Pola Pelaksanaan Pendidikan Kecakapan Hidup Surabaya: SIC.
Trianto. (2008). Mendesain Pembelajaran Kontekstual (Contextual Teaching and Learning) di
Kelas Jakarta: Cerdas Pustaka.
Usmiatiningsih, E. (2013). Pengembangan Multimedia Interaktif Berbasis Flash dan
Implementasinya melalui Model 5E untuk Meningkatkan Keterampilan Berpikir Kritis dan
Sikap terhadap Sains.Thesis Tidak diterbitkan. Mataram: Prodi Magister Pendidikan IPA
PPs Universitas Mataram.
ISBN 9786021570425 PHY-106
Zakaria, E dan Ihsan, Z. (2007). Promoting Cooperative Learning in Science and Mathematics
Education: A Malaysian Perspective. Eurasia Journal of Mathematics, Scince& Technology
Education, 2007, 3(1), 35-39. (Online: http://www.ejmste.comconsulted 23 Oct. 2008).
ISBN 9786021570425 PHY-107

OPE-05
Testing the Effectiveness of PISA-based Teaching
Materials on the Topic Temperature and Its Changes of
Public and Religion Senior High Schools in Palembang
Syuhendri*, Sanjaya1, Yenny Anwar
*
Sriwijaya University, Jln Raya Palembang-Prabumulih KM 32, Inderalaya, Indonesia,
hendrisyukur@yahoo.com
Abstract-The objective of the research was to investigate the effectiveness of the product of PISA-based
teaching materials on the topic temperature and its changes of religion and public senior high schools in
Palembang. The quasi-experimental research design has been implemented in this research. The sample
based on purposive sampling comprised of students from three senior high schools that represented public
and religion high schools, and the accreditation of the schools in Palembang city. The data from pretest and
post-test of PISA-like instrument were analyzed to determine the mean N-gain, while t-test was used to test
the hypothesis. The findings of the research revealed that the achievement of students taught by using PISA-
based teaching materials was better than the students taught by using conventional materials. It was also
found that the scientific skills of students in experimental group was better than students in control group.
The implication of this study suggested that teachers should develop teaching materials appropriate to
increase students achievement and their scientific skills in order to improve the quality of science literacy for
their students.
Keywords:PISA-based materials, Physics-science, scientific skill.
1. Introduction
The Programme for International Student Assessment (PISA) was established in 1997 by some
advanced countries grouped in the Organisation for Economic Cooperation and Development
(OECD, 2001). The PISA study is conducted every three years to measure how far students
approaching the end of compulsory education have acquired some of the knowledge and skills
essential for full participation in the knowledge society (OECD, 2015a), starting in 2000 (Willms &
Tramonte, 2015). PISAs target population are the 15-year-old students in each participant country.
Unlike what have been tested in IAEP and TIMSS (Trend in International Mathematics and Science
Studies), in addition PISA tested another subject, i.e. reading literacy (Fuchs & Wmann, 2008).
As a result, it describes the profile of students literacy in reading, math, science, and problem
solving. There were five times of PISA survey so far, namely in PISA 2000 focused in reading
literacy, PISA 2003 focused in math literacy, PISA 2006 focused in science literacy, PISA 2009,
and PISA 2012. PISA 2012 was the programmes 5th survey with afocus on mathematics (OECD,
2014). Indonesia has participated in PISA program since 2001. By 2012, PISA comprised of 34
member countries and 31 partner countries.
In science, PISA measures students ability to use knowledge and to identify problems to
understand the facts and make decision about natural and changes in environment (Balitbang
Kemdikbud, 2015). The serious problem for Indoensia is the mean scores of Indonesian student
science literacy based on PISA studies was very low if being compared with other countries, such
as described in Table 1. This indcates that the lack of Indonesian students in logical, analitical,
sistematical, ctitical, and creative thinking. Moreover, based on PISA 2006 results (OECD, 2006),
most of Indoensan students were in low level, i.e. 20.3% under level 1, 41.3% in evel 1, 27% in
level 2, 9.5% in level 3, and only 1.4% in level 4, meanwhile there was no students in level 5 and
level 6.
ISBN 9786021570425 PHY-108

Table 1. Indonesia position in PISA studies for Science literacy

The lowest-the highest
PISA Indonesia Science lit. scores of participant
year Ranking mean score countries
2000 38 out of 41 countries 393 333 552
2003 38 out of 40 countries 395 385 548
2006 50 out of 57 countries 393 322 563
International mean score
2009 60 out of 65 countries 383 500
International mean score
2012 64 out of 65 countries 382 500
This condition is very dangerous. Science is a universal knowledge that underlies the
development of modern technology, it has an important role in a variety of disciplines and promote
the power of human thought. The rapid development in the field of information and communication
technology today is based on the development of the science. Therefore, the mastery of science is
needed for the national future.
Based upon that, it needs to improve students literacy in science. Moreover, science literacy
measured in PISA program is in line with National Curriculum 2013. Science literacy is defined as
the capacity to use scientific knowledge, to identify questions and to draw evidence-based
conclusions in order to understand and help make decisions about the natural world and the
changes made to it through human activity (OECD, 2015a). A way to increase science literacy is
by developing PISA-based teaching materials. This study will test the effectiveness of PISA-based
teaching materials that have been developed a year earlier.
2. Method
The study was conducted in junior high schools in the Palembang city, namely schools under
the Ministry of Education and Culture and the Ministry of Religion. The selected schools were
schools with a high level (accreditedA), medium level (accredited B), and low level (accredited C).
The method used was the quasi-experimental with One Shot Case Study design. In the One-Shot
Case Study outlined that there is a group given treatment and then it is observed its effects. In this
study, students would be given teachig and learning process by utilizing PISA-based teaching
materials and subsequent to see the effectiveness of the application of those materials towards
students ability tosolve PISA problems.
Instruments used in study are a PISA-like tets (some from OECD, 2015a; OECD, 2015b),
observation (field notes), as well as video and pictures of the activities. Observation (notes field) is
used to see the learning process conducted by teacher in the classroom. Field notes are notes about
what is seen or heard during the learning process. Field notes are in terms of records of whatever
important events found during the study either in the observation or in the other events. Field notes
often contain descriptive and reflective aspectsso that it often contains what arethe researcher
experiences and thinking during the research/observation tooks place. Field notes are made as
complete as possible in order to be able todescribe the actual situation. Observations in this study
were used to find out the information about the potential effects of the teaching materials that have
been developed. Video and photos weretaken during the learning process. These Video recordings
and photos are not only used for documentation, but also used for discussion the results of the
study.
The data would be analyzed quantitatively and qualitatively. Data from interviews,
observations, video recordings, and photographs were used as supporting data and would be
analyzed qualitatively descriptively and poured in narrative form. Then, The effectiveness of PISA-
based teaching materials was determined by using the normalized gain scores (N-Gain). The
average normalized gain is the ratio of the actual average gain to the maximum possible average
gain (Hake, 1999). The normalized gain (N-gain) was calculated by using the following equation:
ISBN 9786021570425 PHY-109


< >= =

(Hake, 1999)
To determine the meaning of N-gain values whether they belonged to high, medium or low
categories, a criteria proposed by Hake (1998) was used.
High-g (<g>) 0.7
Medium-g 0.7 > (<g>) 0.3
Low-g (<g>) < 0.3
Furthermore, analysis was conducted on the gain score to determine the significance of the
effect of the instructional. Statistical tests were carried out to test the proposed hypothesisby using
Paired Sample t-test with a significance level = 5%.
3. Results and Discussions

The study was carried out for three weeks, starting on October 3, 2015. The pre-test in an A
accredited school and in a B accredited school were held on Saturday, October 3, 2015 and
Tuesday, October 6, 2015, respectively. In the next session, it would be described an example of
the learning activities implementing PISA-based teaching materials done by the science teacher.
3. 1. Description and Discussion of Learning Implementation

Learning activities in the accreditation A school on the first day were: 1) pre-test, and 2)
working in group doing experiment. During the pre-test, students seemed workseriously doing the
test. They focused on solving the problems whether for physics, chemistry, and biology PISA-lake
problems. They still wanted to complete the test till the end of the time alocated to solve the
problems. They even wanted to continue working on the test after time was up. They seemed so
enjoy solving the given problems. It means that the students like the PISA-like problems.
The learning activities were performed by an experimental method in which students did
activities in groups guided by Worksheet titled "Sweat" provided by the teacher. There were seven
groups, each goroup comprised of five students. The objectives of group activities were 1) to
investigate the relationship between sweat and body temperature, and 2) to examine any solution
contained in the sweat. The first activity was to measure the body temperature of each member of
the group and write the data in the table provided. Furthermore, one member of each group was
asked to ran and/or jump. Every one minute, other group members measuredthe body temperature
of their friend who had just stoped running and/or jumping, and then placed litmus in his sweat, and
count (the quantity and quality) of the sweet. This data was used to know how the average
temperature of the normal human body's (content of subject-matter); in addition, it was
alsonecessary for mathematicssubject-matter related to the statistics topics (mean, median,
frequency, etc.). The data obtained from the Science learning would be used in the mathematics
learning so that it looks there was integration between science and mathematics topics and also to
make the mathematics content more realistic to the learnners.
After collecting the data and record it in the table provided, then the students had a discussion to
answer some questions related to the experiment conducted. Table provided in the Workseets are 1)
temperature table of group members before doing activities, 2) table of changes of litmus colour
after putting it in the sweat, 3) table of changes of the sweat in five time running and/or jumping,
and 4) table of changes of bodytemperature in five times running and/or jumping. Based on this
data,the students answered questions 1) how the temperature found before and after running and/or
jumping? 2) how the sweat during the running and/or jumpingfor five times? 3) how the changes of
colour the litmus paper? And 4) what kinds of solution that the sweat consists of?
At the accreditation Aschool, majority of the groups answered that the body temperature will drop
become lower than the initial temperature before doing activities that exited the sweat. Only one
group (14.3%) which answered the body temperature will rise. While at the accreditation Bschool,
the answers were relatively varied. There was a group statedthat the body temperature rises. Other
group argued that the body temperature down. Some other groups stated that the body temperature
will be up and down or down and up during the activities.
ISBN 9786021570425 PHY-110

Based on the observations, it seemsthat teacher did not understand the learning material well. The
teacher did not master the concept of how the relationship between a person's physical activity and
changes of his/her body temperature, and how the role of perspiration to change body temperature.
In addition, teacher was also lack understanding of how to use a thermometer to measure body
temperature precisely and exactly. The teacher let students used thermometer based on what their
will even if it was wrong, such as not to calibrate the thermometer in the beginning or put the
wrong part of the thermometer when measuring the body temperature. The teacher also seemed
hesitant in using the thermometer. Teacher should give an explanation at the beginning of the
learning process how to measure the body temperature with a thermometer correctly
3. 2. Description and Discussion of Findings

Based on the analysis of the pre-test and post-test data, the researcher found N-gain valuesfor the
SMP Muhammdiyah 1 Palembang and SMP Srijaya Negara Palembang as shown in Table 1 and
Table 2 below.
Table 2. Gain and N-gain values for SMP Muhammadiyah 1 Palembang
No Respondents Pre-test Post-test Gain N-Gain Categories
1 S.1 80 80 0 0.00 Low

2 S.2 60 40 -20 -0.50 Negative
3 S.3 40 40 0 0.00 Low
4 S.4 40 60 20 0.33 Medium
5 S.5 40 60 20 0.33 Medium
6 S.6 80 0 -80 -4.00 Negative
7 S.7 40 40 0 0.00 Low
8 S.8 60 40 -20 -0.50 Negative
9 S.9 40 60 20 0.33 Medium
10 S.10 60 60 0 0.00 Low
11 S.11 60 40 -20 -0.50 Negative
12 S.12 60 40 -20 -0.50 Negative
13 S.13 20 60 40 0.50 Medium
14 S.14 60 40 -20 -0.50 Negative
15 S.15 60 40 -20 -0.50 Negative
16 S.16 20 60 40 0.50 Medium
17 S.17 40 60 20 0.33 Medium
18 S.18 40 60 20 0.33 Medium
19 S.19 0 80 80 0.80 High
20 S.20 60 40 -20 -0.50 Negative
21 S.21 40 60 20 0.33 Medium
22 S.22 20 60 40 0.50 Medium
23 S.23 60 90 30 0.75 High
24 S.24 60 80 20 0.50 Medium
25 S.25 40 60 20 0.33 Medium
26 S.26 20 60 40 0.50 Medium
27 S.27 80 60 -20 -1.00 Negative
28 S.28 40 80 40 0.67 High
29 S.29 40 80 40 0.67 High
30 S.30 40 80 40 0.67 High
31 S.31 60 80 20 0.50 Medium
ISBN 9786021570425 PHY-111
32 S.32 40 60 20 0.33 Medium

33 S.33 40 60 20 0.33 Medium
34 S.34 60 60 0 0.00 Low
35 S.35 40 60 20 0.33 Medium
36 S.36 80 80 0 0.00 Low
Mean 47.78 58.61 10.83 0.04 Low
Max. 80 90 80 0.80
Min. 0 0 -80 -4
Table 1 shows the pre-test, post-test, gain, and N-gain values of students of SMP
Muhammadiyah 1 Palembang. The maximum score on pre-test was 80, while the maximum score
on the post-test rose to 90 (scale 0 - 100). The minimum scores on the pre-test and post-test were
the same, namely zero. Two of the students who got the highest score in the pre-test (80),still got
the same score (80) in the post-test and one fell to 60 and another one drop to zero. A student who
got the lowest score on the pre-test, namely zero, got a score jump to 80 on the post-test. On the
other hand, students who got the highest score on the post-test, namely 90, just getting a score of 60
on the pre-test. It seems that the students who get the highest score in pre-test does not necessarily
get the highest score in the post-test. Mean scores also increased from pre-test to post-test, i.e. from
47.78 to 58.61. Based on these mean scores, it seem that the ability of students to solve the PISA-
like problems remains low after learning process implementing PISA-based teaching materials.
The highest gain score was 80 and the lowest one was -80. It is very interesting that there are
students who obtained an improvement of their score up to 80 points after the learning process, but
there are alsostudents who got decrease scores up to 80 points after the learning process. While the
highest N-gain value was 0.80 (high category) and the lowest one was -4 (negative). The highest
gain score was obtained by the students who received the lowest score on the pre-test, but this
student was not the student who obtained the highest score on the post-test. The students who
obtained the highest score on the post-test, got the N-gain value between before and after learning
of 0.75, also in high category. While the students who got the highest score on the post-test, 50% of
them (two studnets) got N-gain in low category and the rest 50% obtained negative N-gain. Mean
N-gain value for SMP Muhammadiyah 1 Palembang was 0.04 (low category). The classification of
N-gain for this school is 25% negative, 17% low, 44% medium and 14% high. This classifcation is
shwon in the diagram below.
Series1 Series1
High Negati
14% ve
14% 25%
Series1 Series1
Mediu Low
m 17%
44% 17%
Figure 1. Distribution of students N-Gain categories for SMP Muhammadiyah 1 Palembang
The figure displays that the highest N-gain is for the medium category. There are only 14% of the
respondents who got the high increase of their capacity to resolve the PISA-like problems after the
learning process using PISA-based teaching materials. Meanwhile 17% of the respondents got a
slight increase, and 25% of them experienced that whether they were taught by PISA-based
teaching materials or not there was no effect for them to increase their ability to solve the PISA-like
problems.
ISBN 9786021570425 PHY-112

Table 3. Gain and N-gain values for SMP Srijaya Negara Palembang
No Respondents Pre-tets Post-test Gain N-Gain Categories
1 S.1 0 40 40 0.40 Medium

2 S.2 40 20 -20 -0.33 Negative
3 S.3 0 60 60 0.60 Medium
4 S.4 40 20 -20 -0.33 Negative
5 S.5 20 60 40 0.50 Medium
6 S.6 20 20 0 0.00 Low
7 S.7 20 80 60 0.75 High
8 S.8 40 20 -20 -0.33 Negative
9 S.9 0 20 20 0.20 Low
10 S.10 20 40 20 0.25 Low
11 S.11 60 0 -60 -1.50 Negative
12 S.12 40 40 0 0.00 Low
13 S.13 60 40 -20 -0.50 Negative
14 S.14 20 40 20 0.25 Low
15 S.15 0 40 40 0.40 Medium
16 S.16 20 40 20 0.25 Low
17 S.17 0 0 0 0.00 Low
18 S.18 20 40 20 0.25 Low
19 S.19 0 40 40 0.40 Medium
20 S.20 0 0 0 0.00 Low
21 S.21 40 40 0 0.00 Low
22 S.22 40 60 20 0.33 Medium
23 S.23 0 40 40 0.40 Medium
24 S.24 0 40 40 0.40 Medium
25 S.25 40 0 -40 -0.67 Negative
26 S.26 20 40 20 0.25 Low
27 S.27 40 20 -20 -0.33 Negative
28 S.28 0 20 20 0.20 Low
29 S.29 20 40 20 0.25 Low
30 S.30 40 40 0 0.00 Low
31 S.31 40 20 -20 -0.33 Negative
32 S.32 0 60 60 0.60 Medium
33 S.33 0 40 40 0.40 Medium
34 S.34 0 40 40 0.40 Medium
35 S.35 20 40 20 0.25 Low
Mean 21.08 34.29 12.97 0.07 Low
Max. 60 80 60 0.75
Min. 0 0 -60 -1.50
The highest pre-test and post-test scores for junior high school students of Srijaya Negara were
60 and 80, respectively. While the lowest scoreswhether for the pre-test and post-test were zero.
There were two students who received the highest score in the pre-test. However, these students did
not get the highest score on the post-test. Both of themgot lower scores in the post-test, even one of
them dropped to get the lowest score on the post-test. Meanwhile 85% of students who received the
ISBN 9786021570425 PHY-113

lowest score on the pre-test had increased their score in the post-test. There was one student who
achieved the highest scores on the post-test.This student was not the student who got the highest
score on the pretest. The students got an increase in score from 20 before learning to 80 after the
learning was done. Like the data on SMP Muhammadiyah 1 Palembang, the data for the junior high
school of Srijaya Negara Palembang also showed an increase in the average scores of students from
the pre-test to the post-test, i.e. from 21.08 to 34.29. It means that learning conducted increased the
average students ability in solving PISA-like problems.
The highest gain and N-gain values for SMP Srijaya Negara were 60 and 0.75,
respectively. Meanwhile, the lowest gain and N-gain values were -60 and -1.50, respectively. The
highest N-gain (high category) was obtained by the students who got the highest score on the post-
test. The second highest N-gain was 0.60 (medium category) obtained by two students. Both of
these students got the lowest score in the pre-test. While the lowest N-gain obtained by one of the
students who got the highest score in pre-test but getting the lowest score on post-test. There were
four students who received the lowest score on the post-test, 50% of them got negative N-gain and
the other 50% was in the low category. The average N-gain for Srijaya Negara students was 0.07, at
a low category.
Series1 Series1
High Negativ
2.80% e
3% 22.90
Series1 Series1
Mediu Low
m 42.90%
31.40 43%
Figure 2. Distribution of students N-Gain categories for SMP Srijaya Negara Palembang
Based on Table 2, there was only one out of 35 students (3%) who received N-gain value in high
category. Students who got N-gain in category medium and low were 31% and 43%, respectively.
The rest, 23% of them obtained negative N-gain. It was almost the same as scores obtained by
students of SMP Muhammadiyah 1 Palembang. It means that about one-quarter of students did not
get the benefecial of the learning process using PISA-based learning materials to improve their
ability to solve the PISA-like problems. The difference was for SMP Muhammadiyah 1 the biggest
portion wasfor the N-gain in medium category while for Srijaya Negara the biggest portion was for
N-gain in low category.
Based on the above analysis it can be concluded that the science teaching conducted by the science
teacher utilizing the materials based on PISA-framework has succeeded in improving students
ability to solve problems tested by the PISA program at a very low category. Based on the results
of data analysing for all respondents, it was obtained N-gain for all respondents as shown in Figure
3 below.
ISBN 9786021570425 PHY-114

Series1, Pos
t-test, 46.62
Series1, Pre-
test, 34.37
Test Scores (%)
Series1, N-
Gain, 0.07
Figure 3. The average of pre-test, post-test, as well as the achievement of N-Gain of all respondents
Figure 3 shows that the students mean scores both for before and after being given teaching and
learning process were low, i.e. 34.37 and 46.62, far below the thereshold of mastery learning 75%
.The increasingof students scores from the pre-test to post-testwas also not so high, namely with
gain of 12.25 (range 0100) or with N-gain of 0.07 which means that it is at the low category. The
low of respondents achievement was also found by Sulistiawati (2015) in her research by using
some questions from PISA 2009, i.e. 47.7.
Futhermore, the hypothesis was tested to examine whether the instructional based on PISA-
framework materials can be significant or not to improve students' science literacy. The hypothesis
tested is Ho: There is no difference in the averageof students science (physics) scores of junior
high schoolstudents before and after learning process utilizing PISA-based teaching materials, and
Ha: There is a difference in the averageof students science (physics) scores of junior high school
students before and after learning process utilizing PISA-based teaching materials.
The hypothesis testing was done by using Paired Sample t-test utilizing SPSS ver. 17. The test was
made by using a two-tailed test with a significance level = 5%. The results can be seen in Table
below.
Paired Samples Test

Pair 1
Before learning - After Lerning
Paired Differences Mean -12.254

Std. Deviation 28.645
Std. Error Mean 3.400
95% Confidence Interval of Lower -19.034
the Difference
Upper -5.473
T -3.604
Df 70
Sig. (2-tailed) .001
The researcher has obtained t value of -3.604, while t table for = 5% / 2 = 2.5% (two-tailed
test) with degrees of freedom df (n-1) or 71-1 = 70 was 1.994. Based on the criteria that Ho is
accepted if t table t t table and Ho is rejected if -t count < -t table or t count> t table, then Ho
ISBN 9786021570425 PHY-115

was rejected. This is reinforced by the significant value of 0.001> 0.05, which means that Ho was
rejected. In conclusion, there is difference in the average of students science (physics) scores of
Palembang junior high school students before and after learning with PISA-based teaching
materials. So,althought there isa relatively low of N-gain gained by the students after learning
process, but statistically there is a significant difference in the average scores of students in
solvingPISA-like problems between before and after implementing of instructional using PISA-
based materials.
4. Conclusion
Based on the description above, it can be concluded that:
1. Science (Physics) learning process conducted by the science teacher by using PISA-based
teaching materials could enhance the ability of junior high school students in Palembang to solve
the PISA-like problems with N-Gain in category Low (very low). Based upon the findings, the
learning conducted by the teachercan not be generalized effective in improving students' ability to
solve the PISA-like problems.
2. Despite an increase in the ability of students to solve PISA-like problems is very low, but the
average ability of the students to solve PISA-like Problems before and after learning process with
teaching material based on PISA framework could significantly increase the student's ability in
handling PISA-like problems.
Acknowledgements
I express my gratitude to the Faculty of Teacher Training and Education, Sriwijaya University,
which is kindly funding the research reported in this paper with the Contarct Number:
1005/UN9.1.6/KP.6.h/2015, date June 22, 2015. I wish also to express my sincere gratitude to the
Science teacher who had been a model teacher in this research as well as to the students who have
participated in the study.
References
Fuchs, T., & Wmann, L. (2008). What accounts for international differences in student
performance? A re-examination using PISA data (pp. 209-240). Physica-Verlag HD.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student
survey of mechanics test data for Introductory physics courses. American Journal of Physics,
66(1), 64-74.
Hake, R. R. (1999). Analyzing Change/Gain Score. American Educational Research Division D,
Measurement and Research Methodology.
OECD (2001). Knowledge and Skills for Life: First Results from PISA 2000, OECD Publishing,
Paris.http://dx.doi.org/10.1787/9789264195905-en
OECD. (2006). Programme for International Students Assessment: PISA 2006 Results.
OECD. (2014). PISA 2012 Results in Focus: What 15-year-olds know and what they can do with
what they know.
OECD. (2015a). Take the Test: sample Questions from OECDs PISA Assessment.
OECD. (2015b). PISA 2015 Released Field Trial Cognitive Items.
Sulistiawati. (2015). Analisis Pemahaman Litrasi Sains Mahasiswa yang Mengambil Matakuliah
IPA Terpadu Menggunakan Contoh Soal PISA 2009. Sainteks, 12(1), 21-40.
Willms, J. and L. Tramonte (2015), Towards the development of contextual questionnaires for the
PISA for development study, OECD Education Working Papers, No. 118, OECD
Publishing, Paris. http://dx.doi.org/10.1787/5js1kv8crsjf-en.
Web sites:
Web-1: http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa
ISBN 9786021570425 PHY-116

OPE-06
Study of Students Ability to Solve PISA-like Test with
Indonesian Contexts in Physics Education of Faculty of
Teacher Training and Education Sriwijaya University
Ismet1, Hartono1, Effendi2, and Rahmi Susanti3
1) Physics Education FKIP Sriwijaya University, Jln. Raya Palembang-Prabumulih Indralaya, Km

32 Ogan Ilir-Indonesia, ismet_physicunsri@yahoo.com
2) Chemistry Education FKIP Sriwijaya University
3) Biology Education FKIP Sriwijaya University
Abstract-This study is aimed to describe the students ability to solve PISA like test. The study was a
descriptive study that was carried out with 22 5 th semester students oh physic educatoin departemen, Faculty
of Teacher Training and Eeducation, Sriiwijaya University. The instrument used was PISA like test with
Indonesian contexts and consist on 3 levels (low, medium, and high). The data analyzed were both
quantitative and qualitative techniques. The finding shows that 91% of the students could solve the
instruments at low level, 71% were at medium level, and only 45% of students could solve the test at high
level. Based on interviews conducted, it was revealed that the students ability in solve PISA like test at low
level was because the students have not been able to use scientific concepts that have been studied in solving
the test, in addition to the students concepts mastery with other concepts- wich have not been
comprehensive, and the student have not been trained to find correlation between one of the concepts with
others.
Keywords: students ability, PISA like test
1. Introduction
Constitution of The national Education System No. 20 of 2003 declare that the function of
education are to develop skills and build the character and prestige nation civilization in the context
of the intellectual life of the nation. Related with the function, education must be organized to make
every learner is able to compete in the local, national, regional and the global level.
To see the results of the education process that is able to compete globally, it is evaluated
in the form of assessment or assessment education process so as to map the educational outcomes
position of a country compared with other countries. One of the programs launched by the OECD
(Organization for Economic Co-operation and Development) is the Program for International
Student Assessment (PISA), which is a program to assess reading literacy, mathematical literacy
and scientific literacy.
PISAs instruments contained in the assessment on the ability of reasoning and thinking
skills. Learners may be able to capable a particular science concept, but not necessarily be able to
use his science knowledge to understand or solve a problem in the real world because it does not
capable way of thinking, so that we can conclude his science literacy is low.
Scientific literacy is one domain of PISA studies. PISA assesses scientific knowledge
relevant with science education curriculum in the participating countries without limiting ourselves
to the general aspects of the national curriculum of each country. PISA assessment framed in the
general life situation of a broader and is not limited to life in school. Those items on the PISA
assessment focuses on the related situation to the individual, families and groups of individuals,
related to the community (social), as well as related to the cross-country life (global). PISA context
includes the areas of application of science in setting personal, social and global, namely: (1)
health; (2) natural resources; (3) the quality of the environment; (4) the danger; (5) the
development of cutting-edge science and technology.
ISBN 9786021570425 PHY- 117

Scientific literacy is defined as the capacity to use scientific knowledge, to identify

questions and draw conclusions based on the facts to understand the universe and make a decision
on the changes that occur due to human activity. The National Science Teacher Association
(NSTA, 2003) states that scientific literacy is important to measured because the measurement
results can provide information that a person who has knowledge of the facts, concepts, and
networking concepts and process skills that enable a person to think logically. People who have
literacy science in everyday life can be seen from the way he thinks and works. Scientific thinking
is the demand of every citizen, and not just scientists. Thinking of people who have science literacy
is always doing with the procedures specified, and in the process draw conclusions always use the
data, and connect between the data. The realization of citizen science literacy according to the
PISA (2006) is characterized by working and thinking scientifically.
If we observe the apparent reality around us, there is no doubt how powerful the influence
of science on human life order. Technology as a form of application of science products, has
provided a good change noticeably change for the benefit of human life and the changes that can
endanger human life itself.
There are many reasons why science literacy a citizen is considered important to develop.
First, understanding natural science offers personal fulfillment and joy, for the benefit to be shared
with anyone. Second, countries are faced with the questions faced in his life that requires scientific
information and ways of scentific thinking to take decisions and important of peoples who need to
be informed, such as air, water and forests. Natural science understanding and ability in science
will also increase the capacityof students to hold an important and productive work in the future. In
the international scientific literacy scale capability is divided into six ability levels, namely level 1,
which is the lowest level, to level 6, which is the highest level (OECD, 2013). In this paper, the
literacy skills are grouped into three groups, namely low-level, medium level and high level and
will be presented the results of a study on the ability of the students solve problems similar to PISA
in the context of Indonesia.
2. Research Methods
This research is a descriptive research that aims to analyze the students ability to solve problems
like PISA in the context of Indonesia. Instrument test like PISA compiled based on context,
content, and competence.Instrument compiled consists of three categories, namely low category
(level1 and 2) consisting of 15 multiple choice questions, the medium category (level 3 and 4)
consisting of 6 questions in the form of discourse and participants give answers based on the
information contained in the discourse, and high categories (level 5 and 6) consists of 6 questions
open ended. The study was conducted in the first semester 7th students of academic year
2015/2016 in Physics Education Study Program FKIP Sriwijaya University. Data were collected
using interviews, and document results of student work. The data were analyzed descriptively
(qualitative and quantitative).

Based on the analysis of student answer to the questions provided, obtained the following
results.
Table 1. The mean ability of students is based on the level of question

No Problem Level Mean (%)
1 Low Level 91
2 Medium Level 71
3 High Level 45
Table 1 shows that the low-level questions can be answered well by most (91%) students. Mistakes
that made by students caused not because they do not understand the concept, but it is because
students are not careful and less observant in understanding of the problem, and the students
ISBN 9786021570425 PHY- 118

interpret the question is not in suitable with the context of the question. In Figure 1 is shown
question and examples of student answers.
Figure 1. a. Examples quotationof question b. examples of student answers
For problems that are often encountered students in learning, students can finish well. An
example is the physical phenomena of the first law of Newton (inertia), students can integrating
their knowledge in solving problems.
Problems for the medium level, the average of student's ability to solve problems getting
decline, and only 75% of questions that can be answered with either. Weakness students in solving
problems at the medium level is because (1) has not been able to integrate the scientific knowledge
to be used in solving the problem, (2) have not been able to utilize the available information on the
discourse to be used in problem solving.
Figure 2. Example of questions and answers about the PISA student in the context of health.
Figure 2 is an example of a medium-level problems associated with the health context.

There is a discourse with pictures. Students are asked to answer questions
Why passive smokers are at greater risk of smoking than active smokers?Based on the responses of
students, the majority (80%) students were not using the information that available in the figure,
that the substances contained in cigarettes and the most harmful to health is hydrogen cyanide
(poison for the death penalty), and the position of these substances is closer to the smoker passive
compared with active smokers. Likewise, the problems in the sample medium oil stove explosion.
In figure 3 is shown question and examples of student answers. Based on the answer of students, it
appears that the student has not been able to link the concept of density in the context of the
ISBN 9786021570425 PHY- 119
problems. However, after the interview, student can directly explain the problems with using the
concept of science. The inability of students to explain and solve problems using scientific
concepts it has caused have not been able to integrate scientific knowledge in real situations.
Scientific knowledge possessed by students still at the boundary of theoretical knowledge. So that
students can use theoretical knowledge, then studentmust often faced with real phenomena that
occur in real life.
Figure 3. Students example questions and answers about the content question in accordance
with the real situation.
The student's ability to solve the problems at the high level is getting low, and only 45%
student that can solve problems well. Problems at a high level. Students are required to be able to
use the content, procedural knowledge and their own knowledge consistently to give an explanation
in a variety of complex real-life situations that require a high level of cognitive ability are complex.
In resolving the problems at the high level, students have not been able related between one
concept with another concept to be used in problem solving. In Figure 4 are given the questions and
examples of student answers.
Figure 4. Problem and examples of student answers on the science competence to provide a
scientific explanation aspects.
In Figure 4 on aspects of scientific competence, only a small proportion (14%) of students who can
provide answers to the logical scientific explanation, in which the answer to associate the concept
of bonding between the particles (chemical) with the concept of gravity (physics).
4. Conclusion
Based on the results of research and discussion, the following it can be summarized:
1. The ability of the students solve problems similar PISA still at a low level.
2. Students have not been able to integrate the scientific knowledge to be used in solving the
problem.
ISBN 9786021570425 PHY- 120

3. Students have not been able to utilize the available information on the discourse to be used in
problem solving.
4. Students are still having trouble in linking between concepts to solve problems.
Acknowledgements
Thanks to the research institute of FKIP Sriwijaya University on the research grant, contractno No.
0992/UN9.1.6/KPTS/2015113/UN9.3.1/LT/2015
Refference
Holbrook, J. And Rannikmae, M. 2009. The meaning of sciencetific literacy. International journal
of enviromental & science education, Vol. 4 No. 3: 275-288
National science teacher association. 2003. Standard of science teacher preparation. Washington
DC
OECD. 2009. Take the test sample questions from OECDs PISA assessment. OECD publishing
OECD. 2013. PISA 2015 draft science framework.
ISBN 9786021570425 PHY- 121

OPE-07
Development of Multiple Representation-based Teaching
Materials of Introduction to Solid State Physics in
Physics Education of Sriwijaya University
Ismet, Depi Oktasari, and Sardianto Markos Siahaan
Physics Education FKIP Sriwijaya University, Jln. Raya Palembang-Prabumulih Indralaya, km 32

Ogan Ilir-Indonesia, ismet_physicunsri@yahoo.com
Abstract-We have successfully developed multiple representations based-teaching materials introduction to

solid state physics by very valid and practical. The development of these teaching materials used Rowntree
development model and Tessmer formative evaluation. Rowntree development model consists of three
stages, namely 1) planning, 2) developing, and 3) evaluating. In evaluating stage, Tessmer formative
evaluation that consists of five phases, namely: (1) self evaluation, (2) expert review, (3) one-to-one
evaluation, (4) small group evaluation, and (5) field test. Data collection technique uses expert validation,
one-to-one and small group evaluation. In the expert review phase, the average result of the experts appraisal
was 82% which is very valid. In one-to-one evaluation phase, the average result of the students response the
use of these teaching materials was very valid (84%). In the small group evaluation, the average result was
very valid (87.11%) increasing up to 3.11%. The result of the study show that teaching material has been
developed very valid and practical, so these teaching material of introduction to solid state physics can be
used as the additional teaching material in the Solid State course in Physic Education of Sriwijaya University.
Keywords:teaching materials, multiple representations, introduction to solid state physics
ISBN 9786021570425 PHY- 122

OPE-08
Learning Effectiveness of Inquiry-Discovery Model
through Empirical and Theoritical Review of Critica Level
and Physics Concept Understanding among High School
Students in the City of Malang
Wartono
FMIPAMalang State University, Indonesia, wartonoum@yahoo.co.id
Abstract-The new Curriculum 2013 emphasizes the use of scientific approach in Physics class. One such
scientific approach is the inquiry-discovery. In spite of class improvement in its practice, the implementation
is yet a subject of further critics, due to the lack of relationship between empirical experiences and theoretical
level.This research applies inquiry learning-discovery model. This study aims to determine the effectiveness
of the inquiry-discovery learning through a review empirical and theoretical in improving critical thinking
skills and concept understanding of students with high and low prior knowledge. This study was a quasi-
experimental research, with a 2X2 factorial experimental design. The study population includes all students
of class XI SMA Malang MIA in school year of 2014-2015. The study showed that implementation of
inquiry-discovery model resulted in increased critical thinking among students, in comparison to those who
use conventional learning (F=18 354; 0.0000 <0.05), regardless of low or high prior knowledge.
Accordingly, students used inquiry-discovery model showed higher concept understanding in comparison to
those who used conventional learning (F = 4.046; 0.048 <0.05), regardless of their prior knowledge.
Keywords: inquiry-discovery model, critical thinking, concept understanding
1. Introduction
Countries in the world will make every effort to improve the country's progress, because
the developed countries will be able to ensure the welfare of its people. The state is able
to guarantee the implementation of a good education, able to guarantee people's health, is able
to provide employment for the people, able to provide housing for the people, andable to
repair various other necessary infrastructure for the
people. Progress of a country marked by advances in scienceand technology sectors.Advances in
scienceand technology is in need of support physics, because physics is one of the factor that
support the basic science advances intechnology. Thus, the study of physics shouldbe
increased to achieve the advancementof science and technology so as toincrease the country's
progress.
But in reality in our schools, physics considered as difficult subjects. Students do not like in
physics. Many feared physics students because in many containing formula and difficult
calculations. It thus partly because teachers in carrying out learning, still conventional. The teacher
explains the concepts, principles, given examplesof questions and exercises.Students are forced
to learn by rote physics that does not comply with thecharacteristics of the physics.
To answer the above problems, we need the analysis of the factors that influence the success
of physics learning activities. Factors affecting learning is a factor of the student and external
factors. Factors that comes from within the students among others is intelligence, discipline,
diligence, persistence, tenacity and patience. While external factors that are teacher factors,
environment, the school building and classrooms, tools and materials, and
approaches/models/methods of learning. Factors physics teacher in the district of Malang,
relatively well and meet the requirements because they are graduates of physical education S1 and
some S2. The school building and classrooms has been fulfilled relatively good buildings,
classrooms, as well as tools and materials for the physics lab. Environmental factors are relatively
ISBN 9786021570425 PHY- 123

difficult to be changed. Factors originating from outside the student a very important and decisive
is the approach of the application of learning strategies, models, and learning methods.
Studied correct of physics according physicss scientists is through thinking and the
measures and the actions carried out by the scientists of physics to find the product of physics
Wartono, 2012). Steps thoughts and activities and actions carried out by the scientists of
physics is a thought and scientific work. Product physics resulting from the thinking and the
scientific work can be concepts, principles, laws, formulas, or theory. Learning that has these
characteristics is the inquiry and discover ylearning. Inquiry learning focuses on
the problem or question andon obtaining a product of physics in the form
of concepts, principles,laws, formulas, or theory.
If both the inquiry and discovery learning incorporated as the learning inquiry- discovery
into the learning physics to be complete. Learning begins with the problems or questions then
solved through scientific work (inquiry) and eventually produce physics (discovery). Learning
orientation, drawup hypotheses, testinghypotheses, makinginferences and evaluate (Risqiargues tha
t the inquiry-discoverylearning is learning which are arranged so that children acquire the
knowledge,in which some or all knowledge is found alone with the help of a teacher.
In the inquiry-discovery learning students will conduct experiments, collect data, analyze
the data, summarize and communicate (Joyce and Weil, 1992). Thus the stufents will be directly
involved in learning, both physically and mentally. It thus will ensure that students will understand
well thematerial studied empirically through experiments in groups. Experiments in this group
would benefit thatwill occur peer tutoring. Children who do not understand will be described by a
friend who is more intelligent.
Knowledge acquired through empirical experience and the students performed this group
looks very easy, because it is assisted by LKS and the teacher. The knowledge gained empirically
students will grow much better if equipped with a review of the theoretical. This can be done first
by the teacher and then the next could be handed over to each group. Knowledge, skills, and
attitudes that students obtained through empirical experience and theoretical overview will be able
to equip children to become scientists of physics.
Learning through inquiry-discovery, students are actively thinking about the problems that
exist, how to formulate the problem, how to make a hypothesis, how to conduct an experiment to
produce the data, how to analyze the data, and how to conclude the experimental results and the
last produce science products (Arend, 2001). Activity of students is the main capital for the
real learning process. Learning experienced by students involving mental (psychologies)
activeness and physical. Learning outcomes will ensure the achievement of competence cognitive,
affective and psychomotor domains well as curriculum learning outcomes 2013. The students will
also seep in depth on the long-term retention of students, and can last a very long time and even a
lifetime.
2. Methods
This research was carried out by using a quasi experimental research designs or quasi
experiment. The design of the research using the post test only control group design, i.e. the
granting of tests to both groups implemented after treatment or learning process is given, i.e. the
granting of tests to all students of Class XI MIA in Malang, SMAN consisting of experimental
classes and controls classes. The population in this research is the whole grade XI MIA SMAN
Malang years 2014-2015 lessons consisting of 6 class XI MIA as group 6 experiments and klas XI
MIA as the control group. Design research is as follows.
Table 1 Matrix Draft of Manova
Learning (A)
IndependenVariabel (A)
Dependen Variabel (B) Inquiry-Discovery (A1) Conventional (A2)
Critical Thinking (B1) A1B1 A2B1
Achievement(B2) A1B2 A2B2
(adapted from Arikunto, 2003)
ISBN 9786021570425 PHY- 124
Description:
A1B1 : critical thinking Test treatment group students who studied with inquiry-discovery
learning
A2B1 : critical thinking Test control group students who studied with conventional learning.
A1B2 : physics achievement test treatment group students who studied with inquiry-discovery
learning
A2B2 : physics achievement test control group students who studied with conventional learning.
Operationally this research design using design of experiments 2 2 factorial. In this study
involving two groups of research subjects, the two groups received different treatment. Research
with factorial design procedure can be described as follows.
Table 2. Research Procedure Factorial 2 x 2

Treat
Group Test
ment
Experiment X O1
Control - O2
(adapted by Kasiram, 2010:222)
Description:
X : Treatment to the experimental group learning using inquiry-discovery
O1 : critical thinking and achievements test of experiments group.
O2 : critical thinking and achievements test of control group.
Treatment instrument for supporting the implementation of the research include a Syllabus,
RPP (Lessons Plan) and LKS (work sheet). The syllabus curriculum 2013 already compiled based
on content standards, which contains the subjects, basic competence (KD), materials, activities,
indicators, objectives, assessment, allocation of time and learning resources.
Critical thinking instruments using the essay test so as to note the reason the solution of the
problem. In this study measured levels of critical thinking including 5 indicators, namely: (1) focus
the question, (2) analyze the arguments, (3) consider whether a source is reliable or not, (4)
specifies an action, (5) interacting with other people. The indicators elaborated on grating
instrument test critical thinking ability. While the achievements of measurement instruments
studied physics using the form of the test mixture arranged by purpose of learning physics in the
RPP and implemented on the part of the assessment instrument. Instrument test arranged by
Taxonomic Bloom that have revised by Anderson on the cognitive aspects, namely
considering/knowing, understanding, applying, analyzing, evaluating and creating. Respectively in
accordance with the revised Bloom's Taxonomy of the cognitive domain, i.e. C1, C2, C3, C4, C5
and C6. Score to the right of the student's answer is 1, while the score for the wrong student's
answer is 0. The learning achievement test before use, in advance of the construction of the content
and the validation is done and tested. After having analyzed grains and reliability, it is evident that
the extent of the trouble distinguishing power grains, grain, grain and test the validity of the test
relialibilitas, meets the requirements.
3. Results
Critical Thinking
Description of critical thinking values and number of samples in each category from both
groups of students who learn with different learning, presented in Table 3. Critical thinking scores
for high and low prior knowledgeare given in Table 4 and 5, respectively.
ISBN 9786021570425 PHY- 125

Tabel 3. Score of Critical Thinking Based Learning

Number Score of
Average or
Group Learning of Critical Thinking
Meant
Samples High Low
Experiment PID 210 85 55 72,94
Control PK 210 75 55 65,45
Description:
PID = Inquiry-Discovery Learning
PK = Cnventional Learning
Tabel 4. Score of Critical Thinking High Prior Knowledge

Number Score of
Average or
Meant
Samples High High
Control PK 70 75 70 73,18
Tabel 5. Score of Critical Thinking Low Prior Knowledge

Number Score of
Average or
Meant
Samples High High
Control PK 70 60 55 57,27
Description:
PID = Inquiryp-Discovery Learning
PK = Conventional Learning
Physics Achievement
Description of physics achievement test in the subject matter of static fluid based learning is
presented in based on the group in Table 6. Table 7 and 8 show the scores for students of high and
low prior knowledge, respectively.
Table 6. Score of Physics Achievement Based Learning
Number Score of Physics
Average or
Group Learning of Achiebement
Meant
Samples High Low
Experiment PID 210 90 56 68.78
Control PK 210 76 50 65,58
Table 7. Score of Physics Achievement High Prior Knowledge

Average or
Group Learning of Achievement
Meant
Samples High Low
Control PK 70 77 69 72,36
Table 8. Score of Physics Achievement Low Prior Knowledge

Average or
Group Learning of Achievement
Meant
Samples High Low
Control PK 70 62 50 58,18
ISBN 9786021570425 PHY- 126

Before test the hypothesis, first test is performed before the requirements analysis, i.e. the test
of its homogeneity and normality test. Testing normality by using statistical Kolmonogov-Smirnov
and Shapiro-Wilk at a 5% significance level with the help of the program SPSS 16.0 for Windows.
The results of the test of normality of data level critical thinking and learning physics achievement
test, with high and low prior knoledge are all eligible.
Hypothesis testing
Hypothesis testing in this study using MANOVA analysis test (Multivariate Analysis of
Variance) at 5% significance level (Sudjana, 1996) with the help of the program SPSS 16.0 for
Windows.
In this study, there are four hypothesis.
The level of critical thinking students who learn Inquiry-Discovery learning through the
empirical and theoretical review, higher than students who learn convenstional leanring, with
details as follow. 1. Students with high prior knowledge, the level of critical thinking students who
learn Inquiry-Discovery learning through the empirical and theoretical review, higher than students
who learn convenstional leanring. 2. Students with high prior knowledge, achievements of the
studied physics students who learn through inquiry-discovery learning through the empirical and
theoretical review, higher than students who studied with conventional learning. 3. Students
with low prior knowledge, the level of critical thinking students who learn Inquiry-Discovery
learning through the empirical and theoretical review, higher than students who learn convenstional
leanring.
Physics achievement students who learn Inquiry-Discovery learning through the empirical
and theoretical review, higher than students who learn convenstional leanring. Details description
as follow. 1. Students with low prior knowledge, achievements of the studied physics students who
learn through inquiry-discovery learning through the empirical and theoretical review, higher than
students who studied with conventional learning. 2. Students with all prior knowledge, the level of
critical thinking students who learn Inquiry-Discovery learning through the empirical and
theoretical review, higher than students who learn convenstional leanring. 3. Students with all prior
knowledge, achievements of the studied physics students who learn through inquiry-discovery
learning through the empirical and theoretical review, higher than students who studied with
conventional learning.
4. Discussion
The learning effectiveness of inquiry-discovery through the empirical and theoretical review
against the critical thinking level the results of this research show that the critical thinking ability of
students learning by inquiry-discovery learning is higher than the students who learn the
conventional learning. Students who learn learning inquiry-discovery more actively participate in
learning is presented because the students are given the opportunity to discover their own
knowledge who want to delivered through direct trial. According the opinion of Wilcox in (Slavin,
2005), in a study with a model of inquiry-discovery learning students are encouraged to learn
mostly through active involvement with their own concepts and principles, and teachers encourage
students to have the experience and experiment that lets them discover the principles for self
Pratiwi (2012).
In accordance with the research conducted by Akinbobola and Afolabu in Widhiyantoro
(2010) a teacher must attempt to use the approach to the inquiry-discovery of social interactions or
inquiry-discovery guideuntuk engaging students in problem-solving activities, self-learning, critical
thinking and understanding, and creative learning. The things that are important in the study of
inquiry-discovery is the students are given the opportunity to conduct experiments, developing
students ' curiosity when the students perform an experiment, then the students find their
hypotheses and conduct discussion on the results of experiments conducted.
With these advantages that have been presented then learning by inquiry-discovery learning
through the empirical and theoretical review gives a better result in the achievement of the level of
critical thinking than students who studied with conventional learning. The results of this research
ISBN 9786021570425 PHY- 127
show that the achievement studied physics students who learn learning inquiry-discovery is higher
than the students who learn the conventional learning. The difference in the average achievement
of learning occurs because of the difference in treatment between the granting of two classes.
Experimental class and the class of the control. Inquiry-discovery learning is learning that is based
on the discoveries and experiences of students. Slameto (2003) argues for the bahwabelajar is a
series of activities of the soul untukmemperoleh a change sebagaihasil behavior of individual
experience in a interaksidengan environment concerns the cognitive, affective, and psychomotor.
In the study, students of the process do not know own experience be know. Mohamad Surya
(2004) learning mengungkapkan bahwa is a proses perubahan that is behavior change as the
hasilinteraksi between himself and his environment dalammemenuhi the needs of life. The
complete study can be formulated pengertina, sebgaiberikut: "learning is a proes yangdilakukan by
individuals to acquire new perubahanperilaku overall, as hasildari individual pengalamn
interaksidengan itself in its environment" Hamdu (2011).
This research topic students were given a static fluid i.e. law of Archimedes, in the discovery
learning students perform an experiment to find out the sound of the law of Archimedes through
practical work they are doing, so they easily recall the law of Archimedes. Students easily
understand the concept of Archimedes based on practical experience that they do. So the learning
achievements of students who learn to use better discovery of learning in students who studied with
conventional pembelajarn.
Methods of inquiry-discovery according to the Spiritual (2001:39) is a method which leaves
from a view that the learners as subjects on the side as an object of study. These advantages that
have been presented, then learning of inquiry-discovery through the empirical and theoretical
review more effectively in the ability of the learning achievement than conventional physics.
From the research that's been done indicate the level of critical thinking and the learning
achievements of students experiencing learning process inquiry-discovery through the empirical
and theoretical review of higher-value critical thinking students highest i.e. 85 compared to
students who are experiencing learning process with conventional value of 75. For the value of the
learning achievement of students who are experiencing learning process inquiry-discovery through
the empirical and theoretical tinjaun is 90 where as students who mengaalami conventional
learning process is 76.
At the time of Archimedes experiment conducted in experimental classes, students are more
active and enthusiastic in doing experiments, a sense of curiosity in students. Students are very
active and feel happy because they can find their own sound law archimedes through experiment.
According to Zulhelmi (2009), learning guide inquiry-discovery provides opportunities for class
activities based on student (student centered) and lets students learn that not only makes the teacher
as the sole source of learning.
According to him the benefits that accrue to the students of this learning model is able to spur
keinginantahuan and independent study in problem solving. Therefore, in the study of the value of
the level of critical thinking students who learn learning inquiry-discovery through the empirical
and theoretical tinjuan higher than in conventional learning experience of students. As it is known,
is a physics lesson science lesson category that demands against experiments to understand it. In
addition to increasing the level of critical thinking also have an impact on student learning
achievement, because the student independently learns to get results from the experiment they did
and prove theoretically. Students can easily memorize the material as they do the experiment
yourself then explained by their teacher, the teacher did not explain the whole matter.
5. Conclusion
Based on data analysis that has been done, it can be concluded as follows.
Students with high prior knowledge, the level of critical thinking students who learn Inquiry-
Discovery learning through the empirical and theoretical review, higher than students who learn
convenstional leanring. Students with low prior knowledge, the level of critical thinking students
who learn Inquiry-Discovery learning through the empirical and theoretical review, higher than
students who learn convenstional leanring.
ISBN 9786021570425 PHY- 128
Students with high prior knowledge, achievements of the studied physics students who learn
through inquiry-discovery learning through the empirical and theoretical review, higher than
students who studied with conventional learning. Students with low prior knowledge, achievements
of the studied physics students who learn through inquiry-discovery learning through the empirical
and theoretical review, higher than students who studied with conventional learning.
Level of critical thinking students for all prior knowledge who learn inquiry-discovery
learning through the empirical and theoretical review, higher than students who learn convenstional
leanring. Physics achievements students for all prior knowlwdge who learn inquiry-discovery
learning through the empirical and theoretical review, higher than students who studied with
conventional learning.
Reference
Arends. R.I., (2001). Learning to Teach. Boston: McGraw. Hill
Arikunto, Suharsimi. 2003. Manajemen Penelitian. Jakarta: Rineka Cipta.
Ghullam Hamdu, Lisa Agustina. 2011. Pengaruh Motivasi Belajar Siswa terhadap Prestasi Belajar
IPA di sekolah Dasar. Jurnal Penelitian Pendidikan. Universitas Pendidikan Indonesia. Vol.
12 No.1
Joyce, Bruce and Marsha Weil. 1992. Models of Teaching. New Jersey. Prentice Hall, Inc.
Kasiram. 2010. Metodologi Penelitian. Malang: UIN-Maliki Press.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013 tentang
Standar Proses Guruan Dasar dan Menengah
Rahman Risqi, Samsul Maarif. 2014. Pengaruh Penggunaan Metode Discovery terhadap
Kemampuan Analogi Matematis Siswa SMK Al-Ikhsan Pamarican Kabupaten Ciamis
Jawa Barat.Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung. Vol 3,
No 1.
Sudjana. 1996. Metode Statistika Untuk Bidang: Biologi, Farmasi, Geologi, Pendidikan, Psikologi,
Teknik. Bandung: Penerbit Tarsito
Widhiyantoro Taufik, Meti Indrowati, Riezky Maya Probosari. 2012. The Effectiveness of Guided
Discovery Method Application toward Creative Thinking Skill at The Tenth Grade
Students of SMA N 1 Teras Boyolali in The Academic Year 2011/20112. Pendidikan
Biologi FKIP UNS. Vol 4 No. 3
Wartono, 2012. Strategi Pembelajaran Fisika. Malang: Program Pendidikan Fisika FMIPA
Universitas Negeri Malang
ISBN 9786021570425 PHY- 129

OPE-09
Student Learning by Experiment for Testing
Characteristics of Resistance, Voltage and Current in the
Resistor Circuit
Eka Murdani
STKIP Singkawang, STKIP Street, Singkawang City, West Kalimantan Province,

Indonesia,ekamurdani@gmail.com
Abstract-Resistor is an important component in electronics which function as the electrical resistance or

resistor of electric current. In this experiment used three identical resistors, that means having an equal
resistance value which is 1000 . Resistor of 1000 is used to minimize the influence of the internal
resistance of the multimeter because multimeter will be used as an instrument to measure of the resistance,
the voltage and electric current in the resistor circuit. From 3 resistors can be made into 4 circuits. They are 3
resistors on the series circuit; 3 resistors on the parallel circuit; mix circuit of 2 series and 1 parallel; and mix
circuit of 2 parallel and 1 series. The characteristics of resistance, voltage and electric current have been
tested experimentally. By using 3 V voltage, the characteristics of resistance and electric current on the series
circuit of 3 resistor is (3000 250) and (1.000 0.025) mA. On the parallel circuit of 3 resistor is (350
25) and (8.50 0.25) mA. On the mixed circuit of 2 series and 1 parallel is (650 25) and (4.50 0.25)
mA. And the last, on the mixed circuit of 2 parallel and 1 series is (1500 50) and (2.000 0.025) mA.
This experimental testing is done directly by students on the learning process, so that learning can be
effective on scientific attitude and knowledge transfer.
Keywords:learning by experiment, scientific attitude, resistor circuit
1. Introduction
The National Education Minister Regulation Number 22 of 2006 about the Content Standard
for Primary and Secondary Education emphasizes that the Natural Sciences (IPA) education
concerns on how to find out about the nature systematically, so that science is not just mastery of a
collection of knowledge in the form of facts, concepts, or principles, but also a process of
discovery. Science education is expected to be a tool for students to learn themselves and their
environment, and prospects for further development in applying science in daily life.
Science learning process emphasizes providing direct experiences to develop competency to
explore and understand nature. Science education is suggested to adopt inquiry approach and
similar approaches so that it can help student to get a deeper understanding of the nature around.
Natural Sciences are needed in daily life to supply human needs with problem solving.
Application of Natural Sciences needs to be done wisely to keep and conserve the environment.
Learning science in Junior High School (SMP/MTs) was emphasized on the students experience
for planning and doing scientifically.
Learning science should be take scientific inquiry apprioach to develop thinking skills,
scientific attitude, and communicate them as an important aspect of life skills (Permendiknas,
2006). Therefore, science learning in SMP/MTs emphasizes to get learning experience directly by
application and development of skill process and scientific attitude. This research used an
experiment method in learning process for getting learning experience directly and for developing
student scientific attitude.
2. Methods
The aims of Natural Science in SMP/MTs for students are: (1) increasing the religious beliefs
to God, (2) Developing an understanding of natural phenomena, concepts and principles of science
that are useful and can be applied in daily life, (3) Developing curiosity, positive attitude, and
awareness of the existence of a relationship of mutual influence between science, environment,
ISBN 9786021570425 PHY- 130

technology, and society, (4) Doing a scientific inquiry to develop the ability to think, act and
communicate scientifically, (5) Increasing awareness to participate in care-taking, keeping and
conserving the environment and natural resources, (6) Increasing awareness to appreciate nature
and universal regularity as God's creation, and (7) Increasing the knowledge, concepts, and skills
of science as a basis to continue their education to the next level (Permendiknas, 2006). This
research used an experimental method in the learning process to develop an understanding of
natural phenomena, concepts and principles of science that are useful and can be applied in daily
life. Natural phenomenon studied in this research was electricity. Natural Sciences concepts and
principles are the dynamic electricity and Ohm's law. The application of learning is in daily life is a
lamp for lighting a room.
Standard Competency (SK) and the Basic Competency (KD) of Natural Sciences (IPA) for
SMP/MTs students are the national minimum standards to be achieved by students and become a
reference in the development of the curriculum in each educational unit. Achievement of SK and
KD is based on empowering students to develop their abilities, scientific works and knowledge
which are facilitated by the teachers. This research was conducted in class IX in one of Junior
High School (SMP/MTs) in Singkawang City. The application of the experimental method in SK:
(3) Understand the concept of electricity and their application in daily life and KD: (3.2) Analyzing
the dynamic electrical experiments in the series and its application in daily life. SK and KD are
based on the The National Education Minister Regulation Number 22 of 2006 about the Content
Standard for Primary and Secondary Education. This research used an experiment method in
learning process for getting learning experience directly and for developing student scientific
attitude.

Most of our perception of the teaching is transfer knowledge actively from teacher to the
students. On the other hand, perception of the students about learning is accepting from the teacher
given passively. This perception should be changed. Effective teaching and learning activities
should be able to make students active for building their knowledge by placing the teacher as a
facilitator. A step to make learning effectively is to organize a practicum or experiment. By
experiment, students can develop their ability to think critically, analyze, and evaluate a problem
(Isliyanti and Murdani, 2010, Murdani and Sutarno, 2011).
We often hear resistor in our life every day. Each electronic component always has a resistor.
Resistor is a conductor wire. The function of the resistor is as resistance or a resistor of incoming
current (Ismail, 1995; Soeharto, 1992; Young and Fredman, 2004). This paper discusses about the
physics learning process based on experiment. In this learning, students are asked to solve a
problem, analyze and evaluate the results of experiment about characteristics of resistance, voltage
and current in the resistor circuit. In this experiment, students study some circuit of resistor such as
single, series, parallel and combination series-parallel. The students make own circuit and directly
measured the voltage, electricity current and the equivalent resistance for each circuit.
The First, the research is done by making the concept of the experiment in the form of handy
guides or lab manual. The purpose of the experiment referred to SK: (3) and KD (3.2). The purpose
of the experiment is to determine/verify the characteristics of the circuit resistor series, parallel and
series-parallel combination and apply Ohm's law in the experiments.
Three resistors can be arranged into 4 circuits. They are 3 resistors on the series circuit; 3
resistors on the parallel circuit; combination circuit of 2 series and 1 parallel resistor; and
combination circuit of 2 parallel and 1 series resistor. Based on Ohm's law, the research methods
used in this practicum or experiment is giving electric potential difference on the resistor then an
electric current will flow from high potential to low potential (Giancoli, 1998; Sears and
Zemansky, 1994; Tipler, 1996).
In the first experiment, three pieces of resistors arranged in series circuits with the following
instruction: (a) Take three identical resistors (has a resistance equal of 1000 Ohm), (b) row three
resistor in series, and then measure the equivalent resistance to 3 resistors with an ohmmeter, (c)
ISBN 9786021570425 PHY- 131

apply 3 volts electrical potential difference at the two ends of the series resistor wire, measuring
the voltage in each resistor using a voltmeter, and the current flowing using ammeters.
The second arrangement is parallel circuit of three resistors. Experiment steps are the same as
that of the first experiment and differ only by replacing series circuit into parallel circuit. The third
experiment is combination circuit of 2 series and 1 parallel circuit. And the fourth experiment is
combination circuit of 2 parallel and 1 series resistor.
In this experiment three identical resistors were used, that means they have an equal resistance
value of 1000 . Resistor of 1000 was used to minimize the influence of the internal resistance
of the multimeter because multimeter were used as an instrument to measure of the resistance, the
voltage and electric current in the resistor circuit. The characteristic of resistance, voltage and
electric current have been tested experimentally. By using 3 V voltage, the expected results of
resistance and electric current characteristics measured by students were (a) (3000 250) and
(100 2.5) 10-5 A for the series circuit of 3 resistor, (b) (350 25) and (850 25) 10-5 A for the
parallel circuit of 3 resistor, (c) (650 25) and (450 25) 10-5 A for the combination circuit of 2
series and 1 parallel resistor, and (d) (1500 50) and (200 2.5) 10-5 A for the combination
circuit of 2 parallel and 1 series resistor. This experimental testing is done directly by students on
the learning process, so that learning can be effective especially on scientific attitude and
knowledge transfer.
The Second, the author collaborated with science teacher at a junior high school in
Singkawang City to apply an experiment in learning. Writers and teachers jointly create learning
scenarios or RPP for SK (3) and KD (3.2). Indicators of learning are: (1) Mention component of
electrical circuit, (2) Describe the function of electrical components, (3) Mention the type of
electrical circuit, (4) stringing and determine the characteristics of resistance, voltage, and electrical
current in the circuit resistor in series, parallel and series-parallel combination, (5) Mention Ohm's
law, (6) Writing Ohm's law formulas, (7) Calculate the electric current with Ohm's law and
compared with the results of ammeters, and (8) explain the definition of electrical resistance.
The aims of learning through experimental methods for students were to analyzed the dynamic
electrical experiments in the series and its application in daily life. Activities in Scenario Learning
were: (1) in the introduction activity, the teacher gave apperception and pre-test, (2) in the main
activity, the teacher gave the material shortly, experiment modules and students performed
experiments, filled the table observations and answered the questions on the experiment module,
(3) in the closing activity, the teacher gave the post-test and reinforcement learning material or
students concluded the learning material together with the teacher.
Pre-test: (1) There are three pieces of identical resistors of 1000 Ohm, arranged on series,
connected with a voltage of 3 volts. Determine: (a) the equivalent resistance of the circuit in the
series, (b) voltage on each resistor, and (c) the electric current flowing in each resistor with Ohm's
law, and (2) Determine the same thing if the resistor is parallelized. Post-test: (1) There are three
pieces of identical resistors of 100 Ohm, connected with a voltage of 6 volts. Determine: (a) the
equivalent resistance of the circuit in the series, (b) voltage on each resistor, and (c) the electric
current flowing in each resistor with Ohm's law, and (2) Determine the same thing if the resistor
arranged in parallel.
Pre-test score of 25 students is (2, 2, 2, 2, 2, 2, 2, 3, 3, 4, 4, 4, 4, 5, 6, 6, 6, 7, 7, 8, 8, 8, 9, 9,
and 9). Post-test score of 25 students is (6, 7, 8, 8, 8, 8, 9, 9, 9, 9, 9, 10, 10, 10, 11, 11, 11, 12, 12,
12, 12, 14, 14, 14, and 15). Average Scores of pre-test is 4.96 and post-test is 10.32.
Maximum score is 17. Improved cognitive learning results obtained from the average score
pre-test and post-test were normalized by testing the normalized gain (N-gain) using equation (1)
(Hake, 1999).

= (1)

By is normalized gain (N-gain). The criteria of N-gain is given in Table 1.
ISBN 9786021570425 PHY- 132

Table 1 The criteria of N-gain (Hake, R.R., 1999)

N-gain Criteria
0.7 High
0.3 < 0.7 Medium
< 0.3 Low
Calculated N-gain value by using equation (1) is 0.45. Based on Table 1, value of 0.45 gives
information that there has been an increasing in cognitive learning outcomes by medium criteria.
Student learning by experiment method can improve their cognitive learning outcomes in medium
criteria on SK: (3) and KD (3.2) or on the topics dynamic electricity and Ohms law.
4. Conclusion
The characteristic of resistance, voltage and electric current have been tested experimentally.
By using 3 V voltage, the characteristics of resistance and electric current on the series circuit of 3
resistors were (3000 250) and (100 2.5) 10-5 A. On the parallel circuit of 3 resistors, the
values were (350 25) and (850 25) 10-5 A. On the combination circuit of 2 series and 1
parallel resistors, the values were (650 25) and (450 25) 10 -5 A. Lastly, on the combination
circuit of 2 parallel and 1 series resistors, the value were (1500 50) and (200 2.5) 10-5 A. This
experimental testing was done directly by students on the learning process, so that learning can be
effective especially in term of scientific attitude and knowledge transfer. Average Scores of pre-test
was 4.96 and that of post-test was 10.32. N-gain value of 0.45, gives information that student
learning by experiment method can improve their cognitive learning outcomes in medium criteria
on the topics dynamic electricity and Ohms law.
Acknowledgements
Our thanks to Drs. Andi Mursidi, M.Si, the chairman of STKIP Singkawang who helped the
foundation during this research and publication in International Conference on Mathematics,
Sciences, and Educations 2015, Mataram University, Lombok, 2015.
References
Giancoli, D.C.(1998). Physics 2Fifth Edition. Jakarta: Erlangga Publishing.
Hake, R.R. (1999). Analyzing Change/Gain Scores. USA. Department of Physics. Indiana
University
Isliyanti, A., Murdani, E., et al. (2010). Pembelajaran Praktikum Fisika Berbasis Penelitian:
Karakteristik Kawat Pada Sekering Pengaman. Bandung: Prosiding Seminar Nasional Fisika
2010.
Ismail, B.(1995). Rangkaian Listrik Jilid 1. Bandung: ITB Bandung Publishing.
Murdani, E., Sutarno, D. (2011). Karakterisasi Kawat Untuk Sekering Pengaman. Bandung:
Prosiding Simposium Nasional Inovasi Pembelajaran dan Sains (SNIPS) 2011.
Permendiknas. (2006). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22
Tahun 2006 Tentang Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta.
Sears, F.W., Zemansky, M.W.(1994). Physics for University 2. Bina Cipta Publishing.
Soeharto. (1992). Fisika Dasar II Listrik-Magnet. Jakarta: PT Gramedia Pustaka Utama.
Tipler, P.A.(1996). Physics for Science and Technic Third Edition. Jakarta: Erlangga Publishing.
Young, H.D., Fredman, R.A.(2004). Physics for University 2 Tenth Edition.Jakarta: Erlangga
Publishing.
ISBN 9786021570425 PHY- 133

OPE-10
Technological Pedagogical Content Knowledge (TPACK)
Model with Structural Equation Modeling (SEM) Approach
on Prospective Physics Teacher
Endang Purwaningsih, Muhammad Nur, and Wasis
Universitas Negeri Malang, Jl. Semarang No 5 Malang Jawa Timur,

endang.purwaningsih.fmipa@um.ac.id
Abstract-This study aims to describe constituent latent variables and its contribution on TPACK. TPACK
are formed by six latent variables, namely: Technological Knowledge (TK), Pedagogical Knowledge (PK),
Content Knowledge (CK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge
(PCK), and the Technological Pedagogical Knowledge (TPK). The subject of study were 78 prospective
physics teacher enrolled in Learning Program Development of Physics Course and would conduct teaching
practice in school. Data were obtained with a questionnaire and analyzed by Structural Equation Modeling
(SEM) approach. The results showed that constituent latent variable gave contribution positively. TCK gave
the greatest contribution to TPACKs prospective physics teacher.
Keywords: technological pedagogical knowledge, structural equation model, prospective Physics

teacher
1. Introduction
Based on RI Law No. 14 2005, the teacher is a profession, so that a teacher must be a
professional and have knowledge that reflected in teacher competency. A professional teacher
should understand about the Pedagogical and Content Knowledge, as well as having specific
knowledge that integration between them and this is known by the Pedagogical Content
Knowledge (PCK) (Shulman, 1986; Lee, 2008). PCK is an essential component for professional
development of teachers, as stated in the National Science Education Standards (National Research
Council, 1996:62) The results of the study indicate that in order to improve the professionalism of
teachers, one factor is enriching PCK teachers (Loughran, Berry, & Mulhall, 2006).
The development of Information and Communication Technology (ICT) had an incredible
impact on the world of education, especially in use of computers and Internet. Based on PCK
which has been found, Mishra and Kohler added a component that is knowledge of the technology
that will give an important role to produce effective teaching (Mishra and Koehler, 2006: 1023).
Integration between content knowledge (CK), pedagogical knowledge (PK) and technological
knowledge (TK) forms the theoretical framework TPACK (pronounced T-PACK). The integration
is shown in Figure 1. It is seen that in the model: (1) there are three main components, namely the
PK, TK and CK; (2) forming the interaction among them is the TCK, TPK, and PCK; and (3)
TPACK as the heart. In Figure 1 also appears that the TPACK are within the scope of (the dotted
line) "context" certain
.
Figure 1 TPACK framework and its Components(http://tpack.org)
ISBN 9786021570425 PHY- 134

Based on the literature, seven construction shows that Technological Knowledge (TK) is
knowledge of how to operate computers and relevant software. Pedagogical Knowledge (PK) is
knowledge of how to design a lesson plan, utilize individual differences, design methods of
learning, manage a class, and plan an assessment. The Content Knowledge (CK) is knowledge of
the content of material to be covered or taught. PCK (Pedagogical Content Knowledge) is
knowledge about ways to teach a content specific material so that the material easy to understand
students. TCK (Technological Content Knowledge) is knowledge about use of technology so that it
can create new representations for the content of material specific or how content matter can be
visualized through the aid of technology. An example of application of the TCK is using computer
simulations to show the movement of a combination of two waves. TPK (Technological
Pedagogical Knowledge) is knowledge of how various technologies can facilitate pedagogical
approaches such as the use of asynchronous discussion forums are used in teaching and to
understand that the use of technology can change the way teachers teach. Technological
Pedagogical Content Knowledge (TPACK) is a knowledge needed by teachers to facilitate student
learning on specific material content through pedagogy and appropriate technology (Cox &
Graham, 2009; Mishra and Koehler, 2006; Shulman, 1986). The exposure indicates that the
framework TPACK potentially provide a new direction for teachers to integrate ICT in learning
(Hewitt, 2008).
This study aims to determine the structural equation model that describes the contribution of
the TK, PK, CK, TPK, TCK, and PCK towards TPACK. Based on the modeling, the appropriate
form of development can be designed the TPACK. This study used the following hypothesis. (1)
there is a significant contribution between the TK to TPK; (2) there is a significant contribution
between the TCK to TK; (3) there is a significant contribution between the PK to TPK; (4) there is
a significant contribution between the PK to PCK; (5) there is a significant contribution between
the CK to TCK; (6) there is a significant contribution between the PCK to CK; (7) there is a
significant contribution between the TK to TPACK; (8) there is a significant contribution between
the PK to TPACK; (9) there is a significant contribution the TPACK to CK; (10) there is a
significant contribution between the TPK to TPACK; (11) there is a significant contribution
between the TCK to TPACK; and (12) there is a significant contribution between the PCK to
TPACK.
2. Method
This study is a survey research. The population was 100 people prospective physics teachers
enrolled in the Development of Physics Learning Program course at Physics Department,
Universitas Negeri Malang Indonesia. 80 samples were determined by the formula of Taro Yamane
(Riduwan, 2007: 65). Randomization used Randomizer Research Program.
Research used self-assessment instrument (self-assessment) on ability of the seven
components. This instrument was a modification of instruments that have been developed by
Schmidt et al. (2009) and Kohet al. (2011). Latent variable exogenous the TK were represented by
14 indicator variables, latent variables exogenous the PK were represented by 8 indicator variables,
latent variables exogenous the CK were represented by 7 indicator variables, latent variables
exogenous the PK were represented by 8 indicator variables, latent variables endogenous the TPK
were represented by 7 indicator variables, variable the TCK endogenous latent variables were
represented by five indicators, the PCK endogenous latent variables were represented by 9
indicator variables and endogenous latent variables TPACK were represented by three indicator
variables. Outer model describe a specification relationship between latent variables with the
indicator, while the inner model describe a specification relationship between the latent variables
(Jaya and Sumertajaya, 2008: 122). The design of structural models (inner model) is shown in
Figure 2
ISBN 9786021570425 PHY- 135

Figure 2 Structural models of TPACK
Path diagram consists of structural models between the latent variables are represented by
inner model, and measurement models of each indicator variable of latent variables are represented
by the outer models. Research path diagram is shown in Figure 3.
Figure 3. Path Diagram Research
ISBN 9786021570425 PHY- 136

To examine the amount of the contribution of the causal relationship between the variables of
latent exogenous to endogenous, researchers used the Partial Least Square (PLS) method. Selection
of PLS method due to the small study sample size of less than 100 (Jaya and Sumertajaya, 2008:
119). Step analysis of the data in the PLS methods, among others: (1) designing a model of
structural (inner model), (2) designing measurement models (outer model), (3) constructing the
path diagram, (4) converting the path diagram into a system of equations, (5) goodness of Fit, and
(6) hypothesis testing (Jaya and Sumertajaya, 2008: 122-127). Calculations and data analysis
research carried out by Smart-PLS software 3.2 version.
3. Result
Data analysis was conducted by testing the goodness of fit models with software Smart-PLS -
PLS Algorithm to obtain several indicator variables that have a loading factor of less than 0.7.
Furthermore, indicator variables with a loading factor of less than 0.7 is removed (in-trimming) of
the model and the goodness of fit models tested again. The result of all variables indicators have
loading factor> 0.7, so the model is valid convergent. Path diagram model of TPACK is shown in
Figure 4.
Figure 4 Path Diagram of TPACK Model after Trimming
The results of goodness of fit testing showed that the model TPACK tested; (1) convergent
validity, it is shown by the value of AVE for all latent variables more than 0.5 and the loading
factor of more than 0.7; (2) discriminant validity, it is shown by the cross loading analysis which
shows that the ratio of the value of the latent variables loading factor is greater than the other; and
(3) reliable, it is shown by the value of the entire composite reliability latent variables is greater
than 0.7. From these conditions it was decided that the model fit, so the hypothesis testing can be
conducted using this model.
ISBN 9786021570425 PHY- 137

Hypothesis testing is done by software Smart-PLS - bootstrapping. If the tstatistic greater than or
equal to ttable by 1.96, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is
accepted (Jogiyanto, 2011: 72-73). The result of hypothesis testing is shown in Table 1.
Table 1. Results of Testing Hypothesis

No Direct Impact coefficient Path tstatistic Decision Description
1. TK to TPK 0,914 12,851 H0 rejected Positive effect, significant
2. TK to TCK 0,828 8,461 H0 rejected Positive effect, significant
3. PK to TPK -0,040 0,457 H0 accepted No positive effect
4. PK to PCK 0,411 2,593 H0 rejected Positive effect, significant
5. CK to TCK 0,103 0,986 H0 accepted No positive effect
6. CK to PCK 0,498 2,997 H0 rejected Positive effect, significant
7. TK to TPACK 0,502 3,426 H0 rejected Positive effect, significant
8. PK to TPACK -0,033 0,377 H0 accepted No positive effect
9. CK to TPACK 0,233 2,044 H0 rejected Positive effect, significant
10. TPK to TPACK -0,037 0,328 H0 accepted No positive effect
11. TCK to TPACK -0,081 -0,101 H0 accepted No positive effect
12. PCK to TPACK 0,356 2,759 H0 rejected Positive effect, significant
From the hypothesis test is known that the null hypothesis for the hypothesis third, fifth,
eighth, tenth, and eleventh accepted, whereas for the others rejected. Hypothesis testing results
show that: (1) the latent variables of the TPK positively influenced by the TK; (2) the latent
variable of the TCK positively influenced by the TK; (3) the latent variables of the PCK positively
influenced by the PK and the CK, and the CK more positively and significant contribution to the
PCK; (4) the latent variables of TPACK positively influenced by the TK and the CK, the latent
variables of the TK most positively contribution to the TPACK; and (5) the TPACK latent
variables is affected positively by the PCK. Path diagram for significance can be shown in Figure
5.
Figure 5. Path Diagram for Significance of TPACK
Based on magnitude of the path coefficient of the TPACK path diagram, the components that
have the greatest contribution to the TPACK is the TK that were represented by 13 indicators. If
seen from the average score of the TK indicator of 2.9, it means that prospective physics teachers
have the ability to use technology (computer and internet) with different variations. This ability is
very helpfulprospective physics teachers in developing the TPACK. This shows that the integration
of the TK into the learning (the PK) also need to be strengthened.
The results also showed that the PK, TPK and TCK do not contribute to the TPACK. The PK
contributions to the TPACK indirectly obtained by the PCK. The amount of contribution the PCK
against TPACK too small. To develop the TPACK with optimal results, there should be the
contribution of each component. Therefore, it is necessary to develop learning model that further
strengthen the content knowledge and pedagogical knowledge to reinforce the PCK. One way that
ISBN 9786021570425 PHY- 138

can be done to strengthen the PCK for prospective physics teacher is by Content Representation
(CoRe) and Professional Experience Repertoire (Pap-eR) (Loughran et al., 2006).
4. Conclusion
Based on the research can be concluded as follows: (1) there is a significant contribution
between the TK to the TPK; (2) there is a significant contribution between the TCK to the TK; (3)
there is no significant contribution between the PK to the TPK; (4) there is a significant
contribution between the PK to the PCK; (5) there is no significant contribution between the CK to
the TCK; (6) there is a significant contribution between the PCK to the CK; (7) there is a
significant contribution between the TK to the TPACK; (8) there is no significant contribution
between the PK to the TPACK; (9) there is a significant contribution between the TPACK to the
CK; (10) there is no significant contribution between the TPK to the TPACK; (11) there is no
significant contribution between the TCK to the TPACK; and (12) there is a significant
contribution between the PCK to the TPACK.
To further this research, it is expected to have all components on TPACK have a balanced
contribution. Therefore, it is necessary to design a learning model that can improve the PCK, or
integrate the knowledge content (CK) and pedagogical knowledge (PK) or integrate technological
knowledge (TK) with PK and CK thus to contribute to the TCK and TPK.
References
Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated
model of the TPACK framework to analyze and depict teacher knowledge. TechTrends,
53(5), 6069.
Hewitt, J. (2008). Reviewing the Handbook of Technological Pedagogical Content Knowledge
(TPCK) for educators. Canadian Journal of Science. Mathematics, and Technology
Education, 8(4),355-360
Jaya, I Gede Nyoman Minsra and I Made Sumertajaya. (2008). Structural Equation Modelling with
Partial Least Square. Paper are presented at the National Seminar of Mathematics and
Mathematics Education, 2008. Mathematic Education Department Universitas Negeri
Yogyakarta, Yogyakarta, 28 November 2008.
Jogiyanto. (2011). Konsep dan Aplikasi Structural Equation Modelling (SEM) Berbasis Varian
dalam Penelitian Bisnis. Yogyakarta: Unit Penerbit dan Percetakan STIM YKPN Yogyakarta.
Koh, J.H.L dkk. (2011). Modelling Primary School Preservice Teachers Technological
Pedagogical Content Knowledge (TPACK) for Meaningful Learning with Information and
Communication Technoliogy (ICT). Computers and Education, 57(1), 1184-1193.
Lee, Eunmi. (2008). Experienced Secondary Science Teachers Representation of Pedagogical
Content Knowledge. International Journal of Science Education, 30(10):1343-1363.
Loughran, J.J, dkk. (2006). Understanding and Developing Science Teachers
Pedagogical Content Knowledge. Rotterdam/Taipei: Sense Publishers.
Mishra, P. dan Koehler, M.J. (2006) Technological Pedagogical Content Knowledge : A
Framework for Teacher Knowladge. Teachers College Record, 108(6):10171054..
National Research Council. (1996). Executive Summary of National Science Education Standards,
(Online), (http://executivesummary.pdf), accessed on 15 March 2012.
Riduwan. (2007). Metode dan Teknik Menyusun Tesis. Bandung: Penerbit Alfabeta.
Schmidt, dkk. (2009). Technological Pedagogical Content Knowledge (TPACK): The
Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of
Research on Technology in Education, 42(2), 123-129.
Shulman, L.S. (1986). Paradigms and Research Programs in the Study of Teaching: A
Contemporary Perspective. In M.C. Wittrock (Ed), Handbook of Research on Teaching (3rd
edition).NewYork: Macmillan.
ISBN 9786021570425 PHY- 139

OPE-11
Prospective Physics Teacher Ability to Design Lesson
Plan of Physics Subject in Secondary High School in
Term of Technological Pedagogical Content Knowledge
(TPACK) Framework
Endang Purwaningsih and Lia Yuliati
Universitas Negeri Malang, Jl. Semarang No 5 Malang endang.purwaningsih.fmipa@um.ac.id
Abstract-This study is a qualitative descriptive research aimed to describe the ability of prospective physics
teachers in designing a lesson plan on mechanical wave subject matter for secondary high school students in
grade XI. The study was conducted on prospective physics teachers at Physics Department, Universitas
Negeri Malang Indonesia, who enrolled in Development of Learning Physics Program Course and
preparation for teaching practice in school. Data was obtained from an assessment instruments for lesson
plan, questionnaires to measure each component of TPACK, and an interview guide. The results showed that
prospective physics teachers have adequate ability to use technology, especially internet and computers for
physics teaching and learning and can choose learning methods and strategies in accordance with the
teaching materials. Prospective physics teachers understanding of the curriculum and teaching materials,
especially essential materials, still experiencing problems that require further practice. The results of this
study recommends to develop a learning models for prospective physics teachers to plan and implement a
learning that strengthens ability of choosing essential materials, to integrate know, pedagogy and technology
in learning, and to plan an authentic assessment varied.
Keywords: lesson plan, prospective Physics teacher, technological pedagogical content knowledge
1. Introduction
One duty of teachers as professionals is to plan and implement the learning process, assess
and evaluate learning outcomes, improve, develop academic qualifications and competence on an
on going basis in accordance with science, technology, and art development (by Law of Indonesia).
Lesson plans can serve as a guide for teachers and students in order to implement of learning leads
to the achievement of learning goals, and reduce trial and error activities. Awareness and
responsibility of teachers to prepare lesson plans will be the benchmark for effective learning
(Yaumi, 2013). In fact, many (67%) of teachers who are already certified as a professional teacher,
still considers the RPP as administrative activities (Purwaningsih, 2010). This was also the case in
other subjects. For example, chemistry teacher at the North Sumatra design lesson plan also not
optimal (68.18%). RPP has not fully reflected the characteristic as desired learning curriculum
(Silaban, 2011). These findings indicate that there are still obstacles experienced by teachers in
preparing lesson plans.
Based on the condition that occurs in teachers in designing lesson plans, the problem in this
study is: what is the prospective physics teachers ability in designing lesson plans based on
framework TPACK? What is the prospective physics teacher ability toward TPACK and its
components according to the self-assessment? What follow-up and what can be done to overcome
these problems?
Designing lesson plans is defined as process of arranging the subject matter, using of
instructional media, using approaches and teaching methods, and taking measures to achieve the
goals (Majid, 2011). The principle of lesson plans preparation on the curriculum 2013 include:
contemporary-oriented, develop independence, student-centered, and using ICT. Lesson plan
components consisting of: identity of the school, subject, and grade/semesters; Time Allocation;
Core competencies, basic competencies indicators of achievement of competencies; learning
materials; Learning Activities; assessment; and media/tools, materials, and learning resources.
ISBN 9786021570425 PHY- 140

Relating to use of technology in learning, Mishra and Koehler (2006) integrated

Shulmaninvention (1986) on the PCK (Pedagogical Content Knowledge) with technological
knowledge (TK) to become TPCK. The integration between the content knowledge (CK),
pedagogical knowledge (PK) and technological knowledge (TK) establish a framework TPCK. For
ease of pronunciation of the acronym used TPACK (T-PACK).The integration resulted in seven
components, namely the PK.TK, TCK, TPK, PCK and TPACK. Technological Knowledge (TK) is
the knowledge of how to operate computers and relevant software. Pedagogical Knowledge (PK) is
the knowledge of how to plan a instructional, overcome individual differences, using teaching
methods, classroom management, and assessment plan. Content Knowledge (CK) is the knowledge
of the content of material to be covered or taught. Pedagogical Content Knowledge (PCK) is the
knowledge on ways to teach a particular content material so that the material is easily understood
by the students. Technological Content Knowledge (TCK) is the knowledge of the use of
technology so that it can create new representations for the content specific material or how the
material content can be visualized through the aid of technology. An example application of the
TCK is using computer simulations to show the movement of a combination of two waves.
Technological Pedagogical Knowledge (TPK) is the knowledge of how various technologies can
facilitate pedagogica lapproaches such as the use of asynchronous discussion forums in teaching
and to understand that the use of technology can change the way teachers teach. Technological
Pedagogical Content Knowledge (TPACK) is the knowledge needed by prospective physics
teachers to facilitate student learning on specific material content through pedagogy and
appropriate technology. The exposure indicates that the framework TPACK potentially provide a
new direction for teachers in integrating ICT in learning (Hewitt, 2008). TPACK has asystematic
patterntohelp prospectivephysics teachersarrangethe relationship between technology, pedagogy
and subject matter in designing instructional activities. The TPACK very flexible if combined with
innovative learning model
2. Method
This study is a descriptive research. The population of study was 100 prospective physics
teacher that enrolled in Development of Physics Education Program Course at Physics Department
Universitas Negeri Malang Indonesia, in 2015-2016.The preparation of lesson plans was done in
groups, each group of 3-4 students using simple harmonic vibration subject matter. In this case,
reseachers assess 10 lesson plans .
The instrument used a questionnaire for self assessment against TPACK components. The
instrument used is a modification of instruments that have been developed by Schmidt et al. (2009)
and Koh et al. (2011). In each component is developed a number of indicators. The number of
indicators for each component: the TK=14, the PK=8, the CK=7, the PCK=9, the TCK=5, the
TPK=7, and the TPACK=3.
Another instrument in the form of sheets of assessment lessonplans are developed and
modified based on APKG1. These instruments are used to assess a lesson plan that had been
developed by prospective physics teacher. Assessment instrument of lesson plans are grouped into
7 categories, namely: ability to formulate indicators, ability to organize subject material, ability to
choose ICT, ability to determine learning strategies, ability to design learning activities, ability to
determine learning sources, and completeness ofassessment instruments. Data were analyzed by
simple statistics.

Data from self assessment questionnaire each prospective physics teachers and average
score for each components of TPACK are shown in Table1-7. Items that have the highest and
lowest scores for the TKcomponents are presented in Table1.
ISBN 9786021570425 PHY- 141

Table 1 Scores the TK of Prospective Physics Teachers

Statement Item Average Criteria
Scores
Highest Score The ability to use a word processing program 3,5 Very good
Lowest Score The ability to create their own learningweb 2,08 sufficient
2,9 good
The TK average of prospective physics teachers is good. The most ability of prospective physics
teachers is a word processing program. Prospective physics teachers do not experience difficulties
in using technology in learning. Technology is dynamic, continue to expand (Mishra and Koehler,
2006), and very rapid development of technology. Therefore, prospective physics teachers need to
always adapt and improve themselves, adhere and study the development of new technologies. This
type of technology that is still an obstacle for prospective physics teachers are creating their
ownweb. Other capabilities are dominated the prospective teacheris using a Moodle to
communicate.
Table 2 Scores the PK of Prospective Physics Teachers

NO Statement Item Average Criteria
Scores
Highest The Abilityto plangroup activitiesforstudents 3,2 good
Score
Lowest The abilityto develop instruments tovarioustypes 2,4 sufficient
Score ofassessment
2,9 good
The PK average of prospective physics teachers relatively is good. The PK is the knowledge of
how to plan learning, teaching methods, classroom management, and assessment plan. Prospective
physics teachers need to improve their ability to develop and arrange instruments of various types
of assessment rubrics. Prospective physics teacher perform self-assessments and the results show
that they have a good knowledge of pedagogy. In authentic assessment, prospective physics teacher
require assistance in preparing instruments and rubric.
Table 3. Scores the CK of Prospective Physics Teachers

Scores
Highest The ability to explain why matter physics is important to 2,8 good
Score learn
Lowest The ability to think as an expert on the physics of new 2,2 sufficient
Score content
2,5 good
The CK average of prospective physics teachers relatively is good. The CK is the knowledge of the
physics of material that will be taught to students. This knowledge must be mastered well by
prospective physics teachers. Prospective physics teachers also need to know where the essential
concepts thats hould be taught to students. Mastery of teaching materials is an absolute
requirement that must be owned by prospective physics teachers (Van Driel et al., 1998).
ISBN 9786021570425 PHY- 142

Table 4. Scores the PCK of Prospective Physics Teachers

Scores
Highest The ability to design lesson plan 3 good
Score
Lowest The ability to 2,2 sufficient
Score identifyignoranceandmisconceptionsexperienced by
studentsona particularmatter
2,5 good
Prospective teachers need guidance in developing the capabilities of its PCK. PCK is a
unique way to teach certain material so that students easily understood. According to some
researchers, PCK will evolve through experience and expertise for teaching in the classroom (Van
Driel et al., 2001; Williams, 2012; Rozenszajn and Yarden, 2014). According to Magnusson,
Krajcik and Borko (Williams, 2012), the PCK consists of five components, namely, orientation of
content, knowledge of curriculum, knowledge of assessment, knowledge of students' understanding
of subject matter, knowledge of learning strategies. By understanding the level of the PCK,
prospective physics teachers can determine the direction learning is done to help students achieve
the goal(Rozenszajn and Yarden, 2014). For prospective physics teachers, exercises to develop the
PCK can be done by outlining the content material into Content Representation (CoRe) dan
Pedagogical and Professional-experience Repertoire (Pap-eR) that is a framework that is
complementary (Bertram and Loughran, 2012)
Table 5 Scores the TCK of Prospective Physics Teachers

Scores
Highest The abilityto implement learning process using the media 3,2 good
Score technologies such as multimedia, LCD projectors, computers
and others
Lowest The ability to facilitate students to use technology to build 2,9 good
Score different kinds of knowledge representation
3 good
The TCK is a blend of teaching materials with technology, how technology can represent and
visualize specific content so that the content becomes easily understood. Prospective physics
teacher havea good ability in the TCK. They can create a simulation or animation to show some
physical phenomena
Table 6 Scores the TPK of Prospective Physics Teachers

Scores
Highest The ability to adapt learning activities that use technologyin 2,7 good
Score teaching physics
Lowest The ability to select and use technology to communicate and 2,6 good
Score discuss beyond learning
2,7 good
ISBN 9786021570425 PHY- 143

The TPK is the knowledge of how various technology can be used in teaching and to understanding
that using technology may change the way teachers teach (Mishra &Koehler, 2006:1028). For
example, the use of blended learning, moodle, web and so on.
Table 7 Scores the TPACK of Prospective Physics Teachers

Scores
Highest The ability to select technology to visualize abstract physics of 2,9 good
Score matter in a particular way
Lowest The ability to use technology to monitor student activity 2,7 good
Score outside the hours of face-to-face on the model of project-based
learning
2,8 good
The TPACK is the knowledge to integrate technology into the learning material so that it becomes
an integral activity. TPACK is seen as a dynamic framework, because the development is so rapid
technological changes.The data indicated that prospective physics teachers have been able to apply
TPACK in teaching and learning of physics.
Results of the assessment of learning plan that developed in accordance with the
instrument shown inFigure 1. It appears that, organizing categories of material, the completeness of
assessment instruments, ability to determine the source of learning, ability to design the final
activity remains low.
4
3.3 3.4 3.4
3.5 3.2 3.1
3 2.7 2.7
2.5 2.3 2.2
2 1.8
1.5
1
0.5
0
Figure 1 Chart of Lesson Plan Components
The assessment results of lesson plan indicated that prospective teacher ability is still low.
Prospective teachers need guidance in developinga lesson plan. This can be done by giving course
material based on prior knowledge of content and pedagogical knowledge.The results of self-
assessment of TPACK components showed that prospective teachers ability still weak on the CK
and PCK components. This relates with content knowledge of physics. On knowledge of the
technology, its ability is very good so that knowledge becomesa very valuable potential.The results
ISBN 9786021570425 PHY- 144

showed that prospective physics teacher is difficult to determine the essential material for learning,
to arrange higher order thinking assessment, and to develop attitudes and skills assessment rubrics.
Based on Education Law No.14of 2005, professional teachers must have pedagogical,
personality, social and professional competences. Knowledge of teaching materials is a prerequisite
that must be mastered the knowledge of teachers although such authorization cannot guarantee
develop PCK (Van Drielet al., 1998, Shulman, 1986).
One of the teacher ability of professional competence is acquisition of concept, structure, and
scientific mindset that supported teaching subjects. Concept acquisition includes understanding of
characteristics and substance of teaching materials, teaching materials, and disciplines concerned. It
is useful to verify concept and substance of learning materials adjustment that will be taught.
4. Conclusion
The ability of prospective physics teachers in designing lesson plans has been good for some
components such as: formulating indicators, choosing a computer and internet-based media,
defining learning strategies and methods, and designing learning activities. Components of lesson
plans still need to be trained, include organizing subject materials, designing learning activity,
determining learning sources, compiling the completeness of assessment instruments and columns,
appropriateness assessment instruments with competence achievement indicator.While the ability
of prospective physics teachers toward the TPACK is good, such as the TCK, TPK and TPACK.
Several components that need to be improved for example: the TK, PK, CK and PCK. This study
recommend to develop a learning model that can improve the ability to organize subject matter and
continue to use the PCK in integrating ICT in learning and learning.
References
Abdul Majid.(2011). Perencanaan Pembelajaran Mengembangkan Standar Kompetensi
Guru.Bandung: PT Remaja Rosdakarya
Bertram, A.,& Loughran, J. (2012). Science Teachers Views on CoRes and Pap-eRs as a
Framework for Articulating and developing Pedagogical Content Knowledge, Research in
Science Education . 42, p 1027-1047
Hewitt, J.(2008). Reviewing the handbook of technological pedagogical content knowledge
(TPCK) for educators. Canadian Journal of Science. Mathematics, and Technology Education,
8(4), p 355-360
Koh, J.H.L et al. (2011). Modelling Primary School Preservice Teachers Technological
Pedagogical Content Knowledge (TPACK) for Meaningful Learning with Information and
Communication Technoliogy (ICT). Computers and Education, 57(1), p. 1184-1193.
Lee, Eunmi. (2008). Experienced Secondary Science Teachers Representation of Pedagogical
Content Knowledge. International Journal of Science Education, 30(10):1343-1363.
Loughran, J.J, et al (2006). Understanding and Developing Science Teachers Pedagogical
Content Knowledge. Rotterdam/Taipei: Sense Publishers.
Mishra, P. and Koehler, M.J. (2006) Technological Pedagogical Content Knowledge : A
Framework for Teacher Knowladge. Teachers College Record, 108(6):10171054..
Muhammad Yaumi.(2013). Prinsip-Prinsip Desain Pembelajaran. Jakarta: Kencana
National Research Council. (1996). Executive Summary of National Science Education Standards,
(Online), (http://executivesummary.pdf), diakses pada tanggal 15 Maret 2012.
Presiden RI. (2005). Undang Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan
Dosen. Jakarta: Kementerian Hukum dan Hak Asasi Manusia RI.
Purwaningsih, Endang. (2010). Profil Pembelajaran Fisika SMP di Malang. Hasil penelitian, belum
dipublikasikan
Schmidt, et al (2009). Technological Pedagogical Content Knowledge (TPACK): The
Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of
Research on Technology in Education, 42(2), 123-129.
ISBN 9786021570425 PHY- 145

Shulman, L.S. (1986). Paradigms and Research Programs in the Study of Teaching: A
Contemporary Perspective. In M.C. Wittrock (Ed), Handbook of research on teaching (3rd
edition). New York: Macmillan.
Silaban, S., (2011),Kajian Pelaksanaan Kurikulum Tingkat Satuan Pendidikan (KTSP) Kimia SMA
Negeri di Sumatera Utara. www.digilib.unimed.ac.id.
ISBN 9786021570425 PHY- 146

OPE-12
Analyses of Students Answers toward PISA-like Test
with Indonesian Contexts in Physics Education of Faculty
Teacher Training and Education Sriwijaya University
Rahmi Susanti*, Riyanto, Ismet, Hartono, and Effendi Nawawi
Biology Education FKIP Sriwijaya University, Jln. Raya Palembang-Prabumulih Indralaya, km 32

Ogan Ilir-Indonesia, mamahabnur@yahoo.co.id
Abstract-The aim of research is to describe students answers toward PISA-like tests with Indonesian
contexts. The research involved 35 students that consisted of 11 groups. The total of PISA-like tests are five
essay items.. The result of research showed that: 1) 72.7% of studentss answers related to temperature and
dangerous elements in volcano dust toward crop plants; 2) 36% of students answers related to waves and
frequencies to solve question: effects of earthquake that caused differences of level distroys. 3) 27% of
students answers related to kinds of gases that produced in the volcano that reacted with rain water to solve
question: effects of earthquake toward acid rain; 4) 36% of students answers related to lack of diversity and
poluttion to solve question: effect of vegetation destroys caused of smoke; and 5) only 18% of students
answers related to abilities of CaCl2 solution to bond smoke to solve question: function of CaCl 2 to reduce
smoke. The research was concluded that 80% of test items were not answered well based on answer keys.
Keywords: Analyses of students answers, PISA test, Indonesian context
1. Introduction
Programme for International Student Assessment (PISA) is an international study that
measures the ability of 15-year-old students in reading literacy, mathematics, and science. PISA is
a study that is held every three years, starting in 2000, then 2003, 2006, 2009, and the last in 2012.
Implementation of PISA is sponsored by the countries who are members of the Organization for
Economic Cooperation and Development (OECD), including the one that is the country of
Indonesia. PISA is sponsored by OECD, an intergovernmental organization of 30 industrialized
countries based in Paris, France. PISA uses the term literacy in each subject to indicate a focus on
the application of knowledge and ability. For the 2003 assessment, scientific literacy is defined as
the ability to use scientific knowledge, to identify questions, and to draw conclusions based on the
evidence to understand and help make decisions about the nature and the changes made to it
through human activity (OECD, 2003).
Associated with this scientific literacy, educators, scientists, and policy makers agree that
the development of scientific literacy of students is an important goal in science education.
Scientific literacy has been defined in various ways, all of which emphasize the ability of students
utilize scientific knowledge in real-world situations (AAS, 1990). Furthermore, it is stated that
scientific literacy is one's own scientific knowledge and use that knowledge to identify questions,
acquire new knowledge, explain scientific phenomena, and draw conclusions based on the evidence
on issues relating to science (OECD, 2012).
For assessment purposes, PISA consists of four interrelated aspects: 1) aspect of context is
recognizing life situations involving science and technology; 2) aspect of contentis to understand
the nature of knowledge based on scientific knowledge includes knowledge about nature and
knowledge about science itself; 3) aspect of competence is demonstrated scientific competencies
that include identifying scientific issues, explaining phenomena, scientific, and use of scientific
evidence; and 4) aspect of attitude is showing an interest in science, support for scientific inquiry,
and motivation to act responsibly towards, for example, natural resources and the environment
(OECD, 2012).
The results of an international assessment conducted by OECD, the science competencies
Indonesia always below average. In 2000 Indonesia was ranked 38th out of 41 participating
ISBN 9786021570425 PHY- 147

countries, with a score of 393. The results obtained PISA 2003, Indonesia ranks 38 th out of 40
countries with a score of 395. In 2006, Indonesia ranks 50th out of 57 countries participants with a
score of 393. In 2009 Indonesia was ranked 60th out of 65 participating countries with a score of
383 (OECD, 2010). PISA results last held in 2012, Indonesia ranked 64th out of 65 participating
countries with a score of 382 (OECD, 2004; OECD, 2007; OECD, 2010; OECD, 2014).
Achievement of Indonesia is still very alarming, especially in science literacy. The average
score was below the average score of OECD member countries (500). From 2003 to 2015 the
average score for a science tends to go down, which is very worrying is the implementation of the
2012 PISA science literacy for the state of Indonesia is at the lowest position compared to the
previous year, both on the acquisition of a score and ranking among OECD member states.
Based on the analysis of the results of PISA 2009, found that of the six (6) levels of ability
are formulated in the study PISA, almost all learners Indonesia was only able to master the lesson
to level three (3) only, while the other countries involved in this study much reach level 4 (four), 5
(five), and 6 (six). This is a challenge that must be faced in education in Indonesia, and became one
of the factors for the development of the curriculum in 2013 primarily related to the deepening and
expansion of the material (Kemendikbud, 2014).
Reflecting on the results obtained in the PISA Indonesia shows science literacy students
aged 15 years is still very low. Low ability of scientific literacy is influenced by many factors,
among others, students, curriculum, teaching models and methods used by teachers, learning
resources, teaching materials, infrastructure and learning facilities, and mastery of materials science
by teachers. Learners Indonesia generally less trained in solving problems with characteristics such
as PISA questions. That at least can be seen from the examples of learning outcomes assessment
instruments. In general, the study presents the results of the assessment instrument which is
substantially less associated with the context of the life faced by learners and less facilitating
learners in expressing the process of thinking and arguing. This is in contrast to the characteristics
of the questions that the substance PISA contextual, demanding reasoning, argumentation, and
creativity in the finish (Wardhani and Rumiati, 2011). So, that teachers can train learners in
thinking to solve problems and apply in life, then the teacher should be trained. It can be started
from the preparation of teacher candidates studying at college.
Physic Education Program Study is part of Department of Mathematics and Natural
Science Education. Courses in the group Science (Physics, Chemistry, and Biology) equipped with
basic knowledge in the field of science that is basic physics, basic chemistry, and general biology.
Basic chemistry course is a compulsory course for students on all three study program. Through
this basic chemistry course, students attend lectures using problem-based learning model. Students
were trained how to solve the problem through a discourse given in lectures. Lecture began with a
group discussion to solve the problem, then proceed with a class discussion (Zulkardi, et al., 2014).
Based on the above background, then in this paper presents how the results of the analysis of
student answers to questions PISA with the Indonesian context.
2. Method
The research is a descriptive study that revealed about the results of the analysis of student
answers to similar questions PISA. The study involved 35 students of physical education class of
the academic year 2014/2015 the University of Sriwijaya FKIP that administer basic chemistry
courses as a research subject. Data retrieval tool in the form of equivalent PISA matter with the
Indonesian context. Problem is accompanied by two discourses, which consists of five questions
description. The data obtained were analyzed, presented in table form, described and interpreted.

In this study, two discourses, the Ring of Fire and Forest Fire, were presented. Discourse
about the Ring of Fire consists of three questions, while the discourse Forest Fire consists of two
questions. Both the discourse presented closely related to the condition of the Indonesian state in
the region of islands in the Pacific ring of fire ring. Then in the second discourse was closely
related to the condition of Indonesia, especially with the South Sumatra area which has a lot of peat
ISBN 9786021570425 PHY- 148
swamp regularly every year there is a fire, especially in 2015 a fire broke out very badly. The first
discourse about the Ring of Fire and the accompanying three questions presented in the column
below.
Discourse 1:
Ring of Fire
Indonesia is an archipelago located in the Pacific ring of fire ring. Therefore, there is
still volcanoes that are still active. One is the mountain Sinabung. Sinabung eruption
caused volcanic earthquake and damaging buildings, while the lava and volcanic ash
impact on plants and animals in the vicinity. A phenomenon that can be found from the
eruption of Mount Sinabung, among others yields declined or failed crops, animals,
and plants a lot of dead people around must wear masks. Many people around the
mountains is difficult to breathe because less oxygen availability, poisoning gases that
are emitted by the mountains and the rain water is acidic.
Problem 1.1: Try to explain the impact of volcanic ash on the plant, so it can reduce results
harvest? Results of student groups to answer questions about the 1.1 was analyzed, described and
grouped, and the results are presented in Table 1.
Table 1. Distribution of answers student to problem 1.1

No Student Answer Percentage
1 Volcanic ash is hot, which can damage and even cause the plant to 55.54
die as a result of agricultural products declined.
2 Volcanic ash closes stomata of the leaves, so sunlight and CO2 45.45
can not enter into the leaves that causes the process of
photosynthesis is inhibited, resulting in decreased crop
production.
3 The acidity of volcanic ash can increase the pH of the soil, so the 27.27
plants can not grow properly, resulting in crop production will
decline.
4 Volcanic ash contains harmful substances such as sulfur, gold, 18.18
silver, phosphorus, copper and quartz. Therefore the existence of
these substances will disrupt the process of photosynthesis in
plants, so the plants can not grow normally and crop production is
not optimal. In addition, due to lack of O2 and gas poisoning from
volcanic causing plants become dead.
Based on the results presented in Table 1 above it can be seen that most of the group of
students responded that crop production decreased due to the death of plants due to the effect of
volcanic ash is hot. Plants exposed to the direct influence of volcanic earthquakes and fast process.
A total of 45.45% of student groups responded that the ashes of volcanic earthquakes affect the
photosynthesis process because the stomata of leaves covered by volcanic ash. Thus the supply of
CO2 for photosynthesis material obstructed and unobstructed sunlight also to reach chlorophyll, the
photosynthetic process consequently hampered or even become stalled. This would will result in
death of the plant. The rest of the student group answer was that ash from volcanic earthquakes
affect the soil where plants grow. Influence of volcanic earthquakes that ash lowers the pH of the
soil and make the soil becomes toxic to plant life. It could be resulted in plant death.
Problem 1.2: In the event of an earthquake, there are points that are severely affected by the quake.
The impact of such destruction occurs periodically observed, there are areas that are not too far
from the epicenter, but suffered great destruction. On the other hand, there are areas quite far from
the epicenter, but suffered severe damage. How can these be explained?
ISBN 9786021570425 PHY- 149

The analysis of student answers in solving problem 1.2 are presented in Table 2.
Table 2. Distribution of student answers to problem 1.2

No Student Answer Percent
age
1 This is caused by the earthquake occurred due to vibration. The 36.38
vibration wave form. So that the greatest energy that occurs during
earthquakes is peak of wave. We see in the picture most severely
affected by the earthquake are images A and C. Even though A
and C located far apart, but the damage is severe compared to B.
This is caused by the region B is not at the peak of vibration so it
does not ruin a great experience.
2 This occurs because the impact of the earthquake damage is 18.18

influenced by: 1) the depth of the earthquake, 2) the strength of the
earthquake, 3) long vibration (earthquake), 4) the structure of the
soil (soil conditions), and 5) the condition of the building
3 Areas bypassed by vibrations when the highest deviation of the 18.18

wave, has maximum energy, so that the level of damage also
reached a maximum. Conversely area traversed deviation 0 vibes
have or not have a deviation, the impact of the damage is lower
though situated close to the epicenter.
4 Only answered with image 9.10
Slab of land in areas that the earthquake is not in contact with the
area of the earthquake so it does not ruin a great experience. Slab
of land in remote areas with seismic regions in contact with the
earthquake that suffered severe damage.
5 Blank 18.18
ISBN 9786021570425 PHY- 150

Based on the results of the analysis of the answers in Table 2, it could be seen that there is
a 36.36% answer to question problem 1.2 is associated with vibrations that form a wave. Severe
damage caused by the earthquake were in areas bypassed by vibrations when the highest deviation
from the waves. This was due to the region having the maximum energy, so that the level of
damage also reached a maximum. Conversely area traversed deviation 0 vibes have or not have a
deviation, the impact of the damage was lower though situated close to the epicenter. To clarify,
the student answered with pictures.
There were 18.18% students answered only with images, with no intention of drawing a
detailed explanation, however, could be understood from the drawing, the students wrote the
greatest impact on the area of the peak of the wave. This showed that the damage was most severe
in the area of the peak of the wave (max). Another group of students (18.18%) responded by
linking the event of damage to the factors, among others; depth of the earthquake, magnitude,
duration of vibrations, and whether or not touched by the earthquake plate.
Problem 1.3:In the volcanic earthquakes were accompanied by rain, rain water is usually acidic.
Explain why it can happen? Results of the analysis of the student group answers to the question to
problem 1.3 are presented in Table 3.
Table 3. Distribution of student answer to problem 1.3

1 Because of the volcanic ash contains chemical composition (SO2, H2F, HCl, 45.45
CO2, HCl, Cu and Fe), which is acidic, if it reacts with rainwater can cause acid
rain
2 Because volcanic earthquakes generate a lot of gas, namely CO2, sulfur, and 27.27
other substances that then react with water molecules in the air so that the
formation of acidic rainwater
3 Blank 18.18
4 Because it contains volcanic ash layers that cause irritation to the lungs, face 9.10
and skin in both humans and animals. Easy acid leached layer so that rain water
can contaminate the water supply of water at the affected locations. Abu acid
can also damage the crop failure
Based on analysis of student answers showed that 45.45% of student groups stated that the
volcanic ash is acidic because they contain certain chemicals, if the ash reacts with rainwater, then
there was acid rain. A total of 27.27% of student groups to answer the acid rain occurs because the
gases emitted from volcanic earthquakes is acidic, and if this gas reacts with rainwater, acid rain is
formed. There was one group (9.10%) students who answer were not concerned with questions.
The answer is more toward a result of acid rain on the environment. The rest, there were two
groups of students (18.18%) did not answer the question. Based on the results of the analysis of the
answers the student group could be obtained that only 27.27% of students answered correctly that
acid rain was formed due to gas produced from volcanic earthquakes reacts with rainwater.
Discourse 2:
Forest Fire
Climate change impact on human life and plants on earth, for example due to the effects of
prolonged drought caused fires such as fire peat swamp and Ogan Ilir people's plantation in
South Sumatra. A phenomenon found many students are wearing masks, damage marsh
vegetation, smoke causes the eyes become painful, even limiting visibility
Problem 2.1: Describe the impact of the destruction of marsh vegetation on the earth?
Distribution of the results of the analysis of student answer to question 2.1 is presented in Table 4.
ISBN 9786021570425 PHY- 151

Table 4. Distribution of students answer to problem 2.1

1 Blank 54.5
2 Damage to populations of plants and animals in the swamp, loss 27.3
of flora and fauna, and pollution
3 Damage to the swamp vegetation due to burning leads to reduced 18.2
germ plasm, weaken plants against pests and diseases
Based on the analysis presented in Table 4 it can be seen that the majority (54.5%) students did not
answer the question. A total of 27.3% of the students answered the impact of damage to the marsh
on earth is the destruction of the population (plants and animals) and pollution.
Problem 2.2: The haze very rapidly lately often causes disruption of aircraft landing at Sultan
Mahmud Badarudin Palembang. Ministry of Research and Technology tried to cope with CaCl2
liquid spray into the air, and the results are very significant decrease smog. How is the role of
CaCl2 fluid to the reduction of the smog?
Results of the analysis of student answer to problem 2.2 is presented in Table 5
Table 5. Distribution of student answer to problem 2.2

1 Blank 36,36
2 CaCl2 solution trigger the formation of clouds and rain as CaCl2 36,36
solution can bind to CO2 and water vapor (H2O) contained in
smoke.
3 Smoke was charged particles, CaCl2 solution was also charged, so 18,18
will bind, to form a heavier charged particles, because of the
influence of Earth's gravity, the particles will fall, and the smoke is
reduced.
4 CaCl2 solution serves as a smoke absorber 09,09
on the results presented in Table 5, it can be seen that as many as 36.36% of the students did not
answer questions. A total of 36.36% of the students replied that CaCl 2 solution binds to CO2 and
H2O (g) contained in the smoke. Smoke concept has not been understood by the students, so they
declared that water vapor contained in the fumes. Only 18.18% were students who answered
according to the desired response pattern, ie CaCl2 solution that would bind to charged particles of
smoke, forming charged particles that are larger and because of the influence of Earth's gravity,
these particles fall to the earth's surface.
4. Conclusion
Based on the research that has been done can be concluded that the equivalent of five
questions PISA completed by the student, a row of question number one to number five percentage
amount that the correct answer is 54.54%, 36.36%, 27.27%, 27.27% and 18.18%. The average
percentage of answers that could not be answered correctly and in accordance with the key to the
answer is as much as 67.28%.
References
American Association for the Advancement of Science (AAAS) .(1990). Science for All
Americans,New York: Oxford University Press.
The Ministry of Education and Culture (Kemendikbud). (2014). The teacher training
materials:curriculum 2013 Academic Year 2014/2015. Jakarta: Ministry of Education and
Culture.
ISBN 9786021570425 PHY- 152

OECD. (2003). Programme for International Student assessment and Non-OECD Countries.
Paris:OECD.
Wardhani, Sri, and Rumiati. (2011). Learning Outcomes Assessment Tools Math Junior (Learn
of PISA and TIMSS). Yogyakarta: Centre for Development and Empowermentof Teachers
and Personnel Mathematics.
Zulkardi, Putri, RII., Hartono, Susanti, R., Riyanto, Siahaan, SM., Nawawi E., and Ismet. (2014).
Designing a Learning Environment on Mathematics and Science Education Based on
PISA for Indonesian Student-Teacher. Research Report. Indralaya: FKIP Sriwijaya
University.
Web sites:
Web 1: OECD, 2004 PISA 2003: Science Competencies for Tomorrow World Executive
Summary.http // www.oecd.org consulted October 14, 2015.
Web 2: OECD, 2007 PISA 2006: Science Competencies for Tomorrow World Executive
Summary.http // www.oecd.org consulted October 14th, 2015.
Web 3: OECD, 2010. PISA 2009 Results Executive Summary. http // www.oecd.org consulted
October 14 2015.
Web 4: OECD, PISA 2014 2012 Result in Focus: What 15-Year-Old Know and What They can
DO with that they know. http // www.oecd.org consulted October 14th, 2015
ISBN 9786021570425 PHY- 153

OPE-13
The Developmentof Virtual Laboratory to Improve
Students Understanding on Optic Concepts
Gunawan*, Ahmad Harjono, and Hairunnisyah Sahidu
Department of Physics Education, University of Mataram

gunawan@unram.ac.id
Abstract-We have developed a virtual laboratory for teaching optics concepts. The development of a
virtual laboratory is intended as an alternative to the limitations of the tools of laboratory. The purpose of
this study is to examine the effectiveness of a virtual laboratory model on students understanding for optics
concepts. This is an experimental research with subjects are students who were enrolled in optics course.
Two groups of students, those who used traditional instruction models and those who used a virtual
laboratory model, were compared in terms of their understanding. Data were analyzed by using mean-
difference test and normalized gain scores. Results show that the students of experimental group perfomed
better than the control group. The results indicated that the using virtual laboratory can be increases
students understanding on optics concepts.
Keywords: virtual laboratory, students understanding, optics concept
ISBN 9786021570425 PHY- 154

OPE-13
The Developmentof Virtual Laboratory to Improve
Students Understanding on Optic Concepts
Gunawan*, Ahmad Harjono, and Hairunnisyah Sahidu
Department of Physics Education, University of Mataram

gunawan@unram.ac.id
Abstract-We have developed a virtual laboratory for teaching optics concepts. The development of a
virtual laboratory is intended as an alternative to the limitations of the tools of laboratory. The purpose of
this study is to examine the effectiveness of a virtual laboratory model on students understanding for optics
concepts. This is an experimental research with subjects are students who were enrolled in optics course.
Two groups of students, those who used traditional instruction models and those who used a virtual
laboratory model, were compared in terms of their understanding. Data were analyzed by using mean-
difference test and normalized gain scores. Results show that the students of experimental group perfomed
better than the control group. The results indicated that the using virtual laboratory can be increases
students understanding on optics concepts.
Keywords: virtual laboratory, students understanding, optics concept
ISBN 9786021570425 PHY- 155

OPE-14
Teaching Solid State Physics Course by Using X-Ray
Diffraction Data
Ardhuha Jannatin
Departement of Mathematics and Natural Sciences Education, FKIP University of Mataram,

Indonesia, iinbin@yahoo.com
Abstract- X-Ray diffraction data has been introduced to undergraduate students undertaking Solid
State Physics course, in an attempt to train the students how to analyze materials and foster their
knowledge in X-ray diffraction theory and its application in determining lattice crystal constant,
crystal types and material classes. Integration of real X -ray diffraction data into lecture was an initial
breakthrough to introduce material science and technology to undergraduate Physics student to
narrowing down the gap between theory and its contemporary application. Data showed that students
responded positively to the use of X-ray diffraction data, and subsequently expected that the tool is
integrated in the Solid State course. It is concluded that this approach can inc rease student
knowledge, skills in data processing as well as their understanding in crystal structure.
Keywords: X Ray diffraction data, solid state physics course, crystal structure.
1. Introduction
Nanoscience is a discipline that concerns on materials of nanoscale (particle size of 1-100
nm or 10-9 meter). Nanoscience and technology are cross sectional disciplines that rely on the
development on physics, chemistry, material science, mathematics, electronics, computation,
architechture, etc. The hallmark of nanoscience is that once material is synthesized at nano scale,
its properties may dramatically changes. Among these properties are electrical property, mechanics,
optics or manetics (Butt, 2014). In order to understand the property of materials of those size,
student need to have sufficient knowledge in crystal structure, energy level, chemical bond,
temperature and pressure effects, etc. Those knowledge are among materials in solid state course.
Traditional lecture of solid state uses classical lecture accomplished with student
assignments in the form of mini project of students presentation. In this setting, a comprehensive
understanding in solid state is hardly sufficient among students, especially due to the fact that the
abstract, microscopic, theoretically and mathematically nature of this course (Wiyono, 2011). The
use of computer or ICT may provide a solution to deal with this matter. Study by Wiyono and
Setiawan (2012) revealed an adaptive-interactive multimedia tools could help the students to better
understand introductory topics in solid state physics. It further allowed the students to learn by
themselves. Furthermore, Sriyati reported that the use of blended e-learning could increase student
outcome (Sriyati, 2012). However, not all topics in solid state physics can be taught by these
strategies.
The standard competency expected from solid state physics is that the students have
sufficient insight and knowledge in solid state physics, and additionally able to apply concepts
from the lecture to understand its application in technology. Among difficulty encountered by
students is in the characterization of nanomaterials topic. Even though this topic is included in the
curriculum, its emphasizing is lost in solid state course and void from lecture objective (Sharma et
al, 2010). To deal with this matter, a new approach that is able to motivate students to cope with
current development in research and technology is required.
A practical work might be a solution for students in this setting. Through practical work,
students have an opportunity to experience and to prove basic concept by experimentating. This
approach does not mean the students perform wet lab. Instead, students are dealing with secondary
ISBN 9786021570425 PHY- 156

experiment data. X-Ray diffraction (XRD) data can be used as a solution to the limited access to
real data gathering. It offers real data that can be analyzed by students to
Difraksi sinar X merupakan sebuah teknik non-destruktif yang dipergunakan secara luas
untuk mengkarakterisasi struktur dari suatu bahan (material). Struktur kristal dari material yang
akan diuji dapat diperoleh dengan menggunakan teknik pengukuran ini. Selain itu, informasi
mengenai perubahan fase, tekstur, tegangan dan ukuran butiran dari kristal dapat ditentukan pula.
Informasi-informasi tersebut dapat diperoleh dengan membaca pola difraksi sinar X dari material
tersebut. Pola difraksi ini dihasilkan dari interferensi konstruktif (saling menguatkan) dari
hamburan gelombang yang berasal dari titik-titik kisi (Barrow, 1988).
XRD is a non-destructive analysis currently popular in characterizing the structure of
materials, which leads to unraveling the crystal structure of samples. Additionally, phase transition,
texture, stress, and grain size of crystal may be deduced from XRD data. Technically, those
information are generated from X-ray diffraction pattern resulted from constructive interferences of
scattered wave hitting the lattices.
Along with XRD data, data recorded by difractometer show the angle of the diffraction.
Among samples commonly analyzed by XRD are solid (bulk), thin film or powder. X-ray
diffractometer can be used to analyze crystal structure by combining lattice constant data, distance
of crystal planes and crystal types. A more advance analysis is identification of samples
components (anonym, 2007). Output of XRD analyses are spectra that show the dependency of
intensity of deflected beam to the resulted angles. This paper describes physics students response
to the use real XRD data in solid state physics, i.e. whether students feel the use of XRD data is
helpful to their understanding of solid state characterization.
2. Method
Subjects of this study were physics student undertaking solid state physics in odd semester
in academic years of 2013-2014 in the Department of Physics, Faculty of Mathematics and Natural
Sciences, University of Mataram. Students responses to the use of XRD data were collected by
closed questionnaires. There were ten questions that were answered by Likert scale from 1 to 4 (1
shows most unpreferrable and 4 shows highly preferable). In addition to that, students answered
eight open questions reflecting the importance of the solid state course, their experience in
analyzing X-ray data, their ability to understand the XRD data, their ability to determine crystal
types, difficulties encountered, and students opinion on whether this medium is suitable to be
integrated in the learning process, the advantages of this approach, and finally students suggestions
for the improvement of this approach in solid state course.
3. Results
In general, students responded positively to the use of XRD data in solid state course. All
students said that instructor has introduced the data clearly to very clearly. 90% students have the
opinion that the students worksheet can be understood very easily (scored 4) to easily (scored 3).
Ony 10% students said that the instruction is difficult to understand. Regarding the systematic, 60%
students said that the instruction is arranged very systematically, while the rest said systematically.
Regarding the data processing, not all students thought that the data were easily processed.
On the other hand, 60% students said that instructor assistant was very helpful, whereas 30% and
10% said that the instructor moderately helpful and less helpful, respectively.
Additionally, the majority of student (90%) enjoyed instructor guidance in crystal type
determination, of whom, 40% found the explanation very enjoyable and 50% found it enjoyable,
whereas only 10% students did not enjoy the explanation. The same figures were revealed for
student opinion for the determination of crystal type BCC or FCC.
Questionnaire also showed that introduction of XRD data in the solid state course
motivated the students to further learn solid state, as well as inspired them to chose solid state for
ISBN 9786021570425 PHY- 157

their future project (50%, 40% and 10% students scored 4, 3, and 2 to both questions,
concomitantly).
When asked whether this data is suitable to be integrated in solid state course, all students
responded positively (scored 4 or 3, evenly). Table 1 resumes the students response to all
questions.
Table 1. Students response

No. aspect average
1. Lecture introduced XRD data clearly. 3,5
2. Instruction within students worksheet can be understood easily. 3,4
3. Student worksheet is systematically arranged. 3,6
4. XRD data can be easily processed. 3,0
5. Instructor helps the student to analyze the data. 3,5
6. Student enjoy the instructors explanation for crystal type determination. 3,3
7. The use of real XRD data assist the student to understand crystal type 3,3
BCC and FCC.
8. Students are motivated to learn more on solid state physics. 3,4
9. Students are interested to do further research related to solid state. 3,4
10. Whether students agree with the integration of XRD within solid state 3,5
physics course.
In addition to questionnaires, students were demanded to answer open questions. The

following are students response to eight questions (without editing):
1. How important solid state course for you?

a) Important
b) Fairly important.
c) Very important, since solid state course physics give thorough knowledge about material.
d) Very important, since we can understand physics more detail.
e) Very important, since this course opens our insight and knowledge about material physics.
f) Very important, in order to understand material at both macro and micro level, and solid
state continue to develop as an interesting discipline.
2. Have you used XRD data previously?

a) Never.
b) Have not.
c) Have not, but it was discussed (how to deal with XRD data) in an extra hours in solid state
course.
d) Yes, from a journal that a student had to present.
3. Can you read XRD data?

a) Probably.
b) Yes, I can.
c) Yes, since instructor clearly explained it by using students worksheet.
d) Yes, after explanation on how to prodess XRD data we can read XXRD data.
e) Thanks God, now I can.
4. After learning how to analyze material by using XRD data, can you determine lattice
constant and crystal types?
a) Yes.
ISBN 9786021570425 PHY- 158

b) Probably.
c) Not realy sure how to determine crystal types.
d) Yes, I can determine both.
e) Yes, lattice constant and crystal types can be determined after processing analyzing XRD
data.
f) Yes, off course.
5. When you process XRD data, do you find difficulties? Write it down if you find any.
a) Yes, in the processing of XRD data by MS Excel to determine nearly equal constant
values.
b) Difficulty in the determination of crystal types.
c) Yes, difficult to determine crystal types.
d) No problem.
e) Not really difficult, only in: 1) dealing with spreadsheet excel (need to be more familiar
with it): and 2) more accurate to dissect nearly the same values.
f) Not really difficult, just more experience with excel and more accurate do differentiate
nearly equal values.
g) Yes, a bit problem in data processing, since there were too much data.
h) No, XRD data processing just need determination, other ways wrong values are coming.
i) A bit difficulty at the beginning, especially with excel thing to dissect nearly equal values.
6. Do you agree with the integration of XRD data in solid state course?
a) Yes, very helpful in understanding crystal structure.
b) Yes, it can be integrated, real experiment is preferable.
c) Agree.
d) Nice.
e) Yes, very good, since real XRD data helps in observing material properties.
f) Yes, it will be good, since I can understand why I am learning solid state physics and
determining crystal types.
g) Agree, since this lecture will be very helpful to know more about other materials that may
be subjected to diffraction experiment.
h) Yes, I think its important to understand XRD itself in more detail.
7. Does the use of real XRD data helpful for you to learn crystal structure topics in solid
state physics? Give your reasons.
a) Yes.
b) Not really clear, perhaps directly do the experiment.
c) Yes, by learning XRD we can understand crystal structure more clearly.
d) Yes, we know it application.
e) The use of XRD can help in providing insight of crystal structure by XRD data.
f) Yes, by doing so we know its application.
g) Yes, by using real XRD data I know how to analyze crystal structure of BCC or FCC.
h) For sure, by using XRD data we dan reveal crystal structure of a material, and further study
variety of materials.
i) Yes, by using real XRD data, student understand how to determine material characteristic,
including FCC or BCC structure.
j) Yes,..once we can describe the material, we topics become more significant.
k) For me, solid state physics became more effective, efficient and significant.
l) Sure, the use of XRD help us to strengthen our basic knowledge and discover by ourselves
how to determine crystal structure.
8. What should be noted and added in solid state physics course in order to keep the student
up-dated with current progress in science and technology?
ISBN 9786021570425 PHY- 159

a) Yes.
b) I think real experiment is needed, not only taken for granted data.
c) The advantage of our discussion and its application.
d) A clearer explanation.
e) More examples and application, so that it is more effective, efficient and significant.
f) The advantage of characterized materials should be emphasized so that student are
becoming more interested in solid statel
g) More application in daily life.
h) More explanation of soid state application in daily life.
i) Additional topics would be nice, such as nanotechnology, superconductor or
semiconductor, and XRD.
j) Proofs of every single theories.
4. Discussion
The use of real XRD data in solid state course can help student to understand how the data
are manually processed in determining lattice constant, crystal types and identifying materials
being investigated. These are shown by students response when this medium is integrated in solid
state lecture.
During the data processing, student found some difficulties. One notable obstacle was that
student did not really familiar with spreadsheet excel, especially when it is used for
mathematics/physics operations, such as converting values to sin (in excel, angle is not
represented in degree (o), instead it is represented in radians). Many students were too early to
round the value of 2, so that the obtained sin/2 values were various among students.
Difficulty in judging nearly equal values in each sin/n columns was also encountered. It
demanded an accurate judgment and evaluation of values within the spreadsheet table (example
shown in Figure 1). Once the students wrongly determined the value, error in determining Miller
indices (hkl) was also encountered in further analysis.
Figure 1. An example of data processed by a student for the value of sin 2/ (h2 + k2 + l2). Values revealed are
nearly equal and critical analysis is demanded to judge each values.
The ability of student to determine lattice constant was fallen into good category.
Meanwhile, in the determination of crystal type, students encountered difficulty in applying
extinction rules. It is shown by incomplete Miller indices (hkl) table prepared by the students
(Figure 2).
ISBN 9786021570425 PHY- 160

Figure 2. An example of table prepared by student in applying extinction rules, to determined crystal type
from XRD data.
In determining the material being analyzed, student can easily do it by matching the value
of lattice constant to crystal type from periodic table provided within the students worksheet.
Never theles, for further study, it is demanded that the periodic table to be bigger and clearer
The use of real XRD data as learning medium will give more impact when it application is
in line with topic in solid state course taken at the same time. Student might hve difficulty in
processing XRD data if they have not learn extinction rules in solid state course.
From open questionnaires, students responded positively if this medium is integrated
within solid state physics course. Students hope that this secondary data can be useful to strengthen
their knowledge, so that topics in solid state physics are not confined at theoretical level, but also
have closer relation with actual development in science and technology.
Apart from that, student this activity is further developing to real experiment and research
project in lab. The student aspiration is in line with learning concept developed by Schmidt and co-
workers from Bremen University regarding some opportunities in learning process of solid state
physic through research project (Schmidt et al, 2014). The use of multi purposes X-ray
diffractometer could also be introduce to the students to facilitate them to learn concepts in crystal
determination and to do virtual experiment (Cherner et al, 2014).
Science and technology in the area of solid state is currently fast developing, either from it
characterization methods or from it (synthesis) technology (material science, material technology
and material engineering). The necessitates the introduction of novel science and technology
development such as nanoscience and nanotechnology to the students. Not only introduction to new
progress in science and technology, but skills, experiences and problem solving capacities are also
important for the students (Govindasamy, 2002). Hence, a deeper evaluation to curriculum (syllabi)
and learning objectives are also necessary in order to prepare the students of today to be future
problem solver.
5. Conclusion
The use of real XRD data in solid state physics was positively responded by the students.
This medium can be used as an alternative to foster students knowledge and skills in data
processing, as well as deepening students concept in the determination of crystal type, lattice
constant and material determination. This approach ensured the students to have better experience
and confidence in solid state physics course.
ISBN 9786021570425 PHY- 161

References
Anonimus, 2007. Lab. Manual, M408: X-ray Diffraction, Faculty of Engineering, University of
Kiel.
Barrow, 1988. Physical Chemistry, 5th Edition, Singapore, McGraw-Hill.
Butt H. J., 2010. Nanoscience and Nanotechnology in Physics and Chemistry, Research
Perspectives of the Max Planck Society,
(http://www.mpg.de/19278/Nanoscience_nanotechnology, diakses online tanggal 11
April 2014).
Cherner Y., Kukla M., Bunina O., dan Hobbs L., 2014. Virtual X-Ray Laboratory for Teaching
Crystallography and Other Courses. Acta Cryst. (2014). A70, C1272,
(http://journals.iucr.org/a/issues/2014/a1/00/a52572/a52572.pdf, diakses online
tanggal 25 Januari 2015).
Govindasamy T., 2002. Successful Implementation Of E-Learning Pedagogical Considerations.
The Internet And Higher Education, 4, 2002.
(http://www.qou.edu/arabic/researchProgram/eLearningResearchs/successfulImpleme
ntation.pdf, diakses online tanggal 25 Januari 2015).
Mustar A. R, 2011. Kajian Standar Nanoteknologi, Yogyakarta, Prosiding PPI Standardisasi 2011,
(http://www.bsn.go.id/files/348256357/PPIS%202011%20Yogya/kajian%20standar%
20nano.pdf/diakses tanggal 2 Maret 2012).
Schmidt T., Sebald K., dan Gutowski J., 2014. Learning Through Reserch Elective Course In
Solid State Physics, (http://www.tittf.uni-bremen.de/wordpress/wp-
content/uploads/2014/09/handout_natural_sciences.pdf, diakses online tanggal 20
Januari 2015).
Sharma S., Sastri O., dan Ahluwalia P. K., 2010. Design Of Instructional Objectives Of
Undergraduate Solid State Physics Course: A First Step To Physics Education
Research. AIP Conference Proceedings, Volume 1263 (1). DOI: 10.1063/1.3479861,
(diakses online tanggal 25 Januari 2015).
Sriyanti I, 2012. Penerapan Model Blended e-learning pada Matakuliah Pendahuluan Fisika Zat
Padat di Program Studi Pendidikan Fisika FKIP Universitas Sriwijaya,
(http://seminar.uny.ac.id/semnasmipa/sites/seminar.uny.ac.id.semnasmipa/files/paper/
Pend.%20Fisika/Ida%20Sriyanti,%20S.Pd.,%20M.Si-
Makalah%20UNY%202012%20revisi.docx., diakses online tanggal 10 April 2014).
Wiyono K, 2011. Pengembangan Model Multimedia Interaktif Adaptif Pendahuluan Fisika Zat
Padat (MIA-PIZA), (http:/ketangw.weebly.com/uploads/3/9/0/5/3905201/
pengembangan_mia-piza.pdf, diakses tanggal 12 Desember 2011).
Wiyono K. dan Setiawan A., 2012. Karakteristik Multimedia Interaktif Adaptif Pendahuluan Fisika
Zat Padat (MIA-PIZA), Prosiding Seminar Nasional Sains Re-Orientasi
Pembelajaran Sains yang diselenggarakan oleh Program Studi Pendidikan Sains PPS
UNESA, 14 Januari 2012 (ISBN: 978-979-028-534-7) Hal 28-38,
(http://ketangw.weebly.com/uploads/3/9/0/5/3905201/makalah_pps_unesa.pdf,
diakses online tanggal 10 April 2014).
ISBN 9786021570425 PHY- 162

ISBN 9786021570425 PHY- 163

OPE-16
Development of Diagnostic and Remedial Program-Based
Interactive Multimediato ReduceStudents
Misconceptions on Geometric Optics
Yahya,Fahmi1)*, Diantoro,Markus2), Kusairi, Sentot3)
1)*
JurusanPendidikanFisika, FKIP, UniversitasSamawa,fyahyaadam@gmail.com.
2)
JurusanFisika, FMIPA, UniversitasNegeri Malang, markus.diantoro.fmipa@um.ac.id
3)
JurusanFisika, FMIPA, UniversitasNegeri Malang, sentot.kusairi.fmipa@um.ac.id
Abstract- The effort for identifying and overcoming misconceptions of pre-service physics teachers on
geometric optics should be done continuously. Various kinds of misconceptions diagnostic tests were
commonly applied by the lectures still in the form of written tests. The weakness of those kinds of tests are
the time needed to check the results that quite long so that students cannot know the test results directly.
Remedial that commonly applied were still classical and unable to accommodate the differences on students
misconceptions. This research aims to develop diagnostic and remedial program-based interactive
multimedia in geometric optics called D&R geometric optics. The study also describes the feasibility of the
D&R geometric optics program and also to test the effectiveness of the D&R geometric optics program in
identifying and overcoming students misconceptions on geometric optics. The research design which was
conducted was a research and development adapted from Borg and Gall design. The subjects of this study are
experts and students. Based on the assessment by the expert validators on three aspects, namely diagnostic
questions, media display, and remedial material, it can be concluded that the D&R geometric optics program
meets the feasible category. Further, students assessment in the main field testing, the D&R geometric optics
program also categorized as a feasible product to use in learning. Based on product effectiveness assessment,
it was found that there is a decrease in the number of misconceptions in both experimental and control
classes. In addition, the calculation by using the Mann-Whitney test showed that there were significant
differences in mastery of concepts in both classes, with the experimental class was better than the control
class.
Keywords: Diagnostic, Remedial, Interactive Multimedia, Misconception, Geometric Optics.
1. Introduction
Geometric optics is one of physics material which concept is difficult to master by students.
Several researches have reported that lots of students were still maintaining a low level of concept
understanding and alternative concepts that are irrelevant with the scientific concept of geometric
optics (Galili&Hazan, 2000; Chen, et al, 2002; Chu, et al., 2009; Kaewkhong, et.al. 2010; Aydin, et
al. 2012; Outtara&Boudaone, 2012; Hafizah, et al. 2014). Even learning in a formal context cannot
help students to understand concepts accurately, or refine their alternative concepts to be congruent
with scientific concepts that are acceptable among the geometric optics experts
(Andersson&Krrqvist, 1983; Goldberg & McDermott, 1986; Goldberg & McDermott, 1987;
Fetherstonhaugh&Treagust, 1992; Galili, 1996; Langley, et al. 1997).
Before being involved in a formal learning, students bring certain concepts that they have
developed through interaction with events related to geometric optics. With that experience, they
develop an intuition and alternative concepts framework about the events on their mind, which are
not always correct. Any concept that is irrelevant with scientific concepts is called misconception
(Hammer, 1996). Students with misconceptions will think that their answers are correct and they are
so sure about it, even if the answers are actually wrong. Misconceptions that are repeated and
ISBN 9786021570425 PHY- 164
maintained consistently will affect the students learning effectiveness (Hammer, 1996;
Wahyuningsih, 2013). Besides, misconceptions can prevent students form understanding and
developing concepts in their mind (Kaltaki&Didi, 2007; Arslan, et al. 2012; Aydin, et al. 2012).
Misconception among students are not only caused by their experience in interacting with
geometric optics-related events, but also by books or even their teachers mistakes. Misconceptions
caused by books take forms of undetailed explanation, unclear use of language, or incorrect
description of events related to geometric optics (Grel & Eryilmaz, 2013). Mistakes by the teachers
can be in a form of the teachers inability in delivering materials, lack of material mastery,
inappropriate teaching methods, or attitude in interacting with their students (Suparno, 2005). Pre-
service teachers of physics are thus expected to master the geometric concepts well and able to
deliver the materials properly. Misconceptions held by physics teacher on geometric optics can lead
to their students misconceptions later, and it should be avoided (Aydin, et al., 2012).
In order to know whether a pre-service physics teacher holds a misconception or not,
identification is required. Identifying students knowledge and difficulty through a series of tests,
observations, or projects is called diagnostic (Oyekan, 2013). Diagnostic focuses on three main
questions, which students are having difficulties? From the whole materials, which sub materials are
understood and which sub materials they find difficult? And what makes it difficult for them on that
sub material? (Sukardi, 2011: 228). The data collected through diagnostic can be a basis of needs
analysis, and a good source for teachers in revising their methods and teaching content.
Researchers on education have developed several methods for misconception diagnostics. The
methods are interview, concept mapping, and various forms of tests (Tsai & Chou, 2002). Interview
enables researchers to seek information about a respondents understanding wholly and deeply, but it
takes time and a large number of population is needed for a good generalization (Chen, et al., 2002).
Multiple choice test can be applied to a large number of students and is easier to be analyzed, but it
cannot reach more deeply into students idea. The answer could be correct, but the reasons are
incorrect (Rollnick&Mahoona, 1999). In solving this problem, students are expected to give their
reasons for the answer they chose. Thus, two-tiers or three-tiers multiple choice tests are developed.
In two-tiers test, the first tier presents multiple choice items, and the second tier presents choices of
reasons for the answers on the first tier (Tsai & Chou, 2002).
Several researches using two-tiers test have found that this kind of test performs well in
diagnosing misconceptions (Rollnick&Mahoona, 1999; Chen, et al, 2002; Chandrasegaran, 2007;
Chu, et al., 2009; Tysz, 2009; Adodo, 2013). However, the two-tiers test cannot determine
whether students are holding misconceptions or lacking of knowledge. Distinguishing those two
things is really important, because a remedial for students with misconceptions is more difficult than
for those who are lack of knowledge (Peman&Erylmaz, 2010). Thus, third tier is needed to see how
certain the students with their answers on tier one and two, that it can be seen whether the mistakes
made by the students are due to misconceptions or lack of knowledge.
The next step after diagnosing misconceptions is giving remedial. Remedial is a clinical
learning in which students whose difficulties are given certain topics to achieve the required target
(Lien, et al., 2007). The remedial can be conducted in several ways like varying the material
delivery, materials simplification, or providing more detailed materials that can help students in
solving problems related to the topics being learned (Ogunleye, 2009).
Based on the observations and interviews with some lecturers in FKIP (Faculty of Teachers
Training and Education) of Mataram University, it was found that diagnostic and remedial were still
conducted in a conventional way. Diagnostic tests were given in a form of paper-based test, in which
the test was presented on a piece of paper and the students should give their answer on the given
paper. This method of diagnostics is time consuming, it takes time for the lecturer to check the
students answers. The students cannot get the result immediately, that they do not know their lacks
in understanding the concepts of geometric optics. Remedial given by the lecturer was still classical,
through a repetition of discussion of the materials considered to be difficult by the students in class,
without considering various levels of knowledge or ability owned by the students. There were even
some lecturers who did not give any remedial at all, due to the limited room, time, and energy.
ISBN 9786021570425 PHY- 165

Diagnostic test can be given through the use of computer. Beside the presentation that is more
interesting, computer-based diagnostic tests have some advantages compared to paper-based tests in
terms of data collection and analysis (Clariana& Wallace, 2002). Diagnostic tests with computer can
diagnose students individually and give the result immediately (Saidah, 2012). Besides, it can help
lecturers in giving the result immediately and accurately even if the test involves a large number of
students (Demirchi 2006).
One way to give remedial to students is by using computer in a form of interactive multimedia.
In interactive multimedia, the contents are in forms of text, audio, video, graphic, animation, and
interaction that make learning becomes more interesting. Some processes that are difficult to be done
manually can be simulated in interactive multimedia. An abstract concept can be visualized
concretely so that it is easier to be understood (Chang, et al., 2008; Chen, et al., 2011; Chen, et al.,
2013). Tao (2004) reported that the collaborative physics learning supported by computer
multimedia could improve students understanding of geometric optics especially on the sub topic of
shadow forming through lens. It also helped the students memorization of the concepts to retain
longer. Other researches (Zachria& Anderson, 2003; Gunawan, 2008; Chen, et al., 2013) also
showed that the use of interactive multimedia in learning could improve students concepts-
understanding and refine students misconceptions on other physics materials.
Based on the explanation above, this research is aimed at developing an interactive multimedia-
based diagnostic and remedial program to help lecturers in identifying and solving misconceptions
among students on geometric optics. The program combines both diagnostic and remedial into a
single computer program in a form of interactive multimedia which is expected to be helpful in
solving the problem of room, time, and energy faced by the lecturers. In addition, the diagnostic and
remedial which are presented in an interactive multimedia program is expected to be able to improve
students interest and motivation in diagnosing their own ability and learn independently to acquire
the concept of geometric optics accurately.
2. Research Method
The research design which was conducted was a research and development adapted from Borg
and Gall design. The procedures performed include collecting information, planning the product,
developing preliminary product, preliminary field testing, main product revision, main field testing,
operational product revision, and operational field testing. The subjects of this study were experts
and pre-service physics teachers. In the preliminary field testing, data were collected from two expert
validators using questionnaire. While in the main field testing, data were collected from ten pre-
service physics teachers as users using a questionnaire also. The questionnaire results were analyzed
using the technique of calculating the mean-score.
In operational field testing, the product was tested experimentally in pre-service physics
teachers using pretest-posttest control group design.Operational field testing involved the students of
Physics Education at FKIP Mataram University who were taking Optic course and had just been
taught about geometric optics. The total was 59 students and then divided into two classes.
Experiment class consisted of 30 students and control class consisted of 29 students. The experiment
class was treated with the D&R geometric optics program, whereas the control class was treated with
the conventional diagnostic and remedial. Both classes got two misconception diagnostic tests
(pretest and posttest). The answers from pretest and posttest were divided into four categories based
on the categories of three-tier multiple choice on Table 1. Each category of answer was analyzed by
using mean-score calculation, and then converted into percentage.
ISBN 9786021570425 PHY- 166

Table 1. Categories of Answer on Three-Tiers Multiple Choice

Tier One Tier Two Tier Three Category
Correct Correct Certain Understand the concept
Correct Incorrect Certain Misconception
Incorrect Correct Certain Misconception
Incorrect Incorrect Certain Misconception
Correct Correct Uncertain Guessing, lack of confidence
Correct Incorrect Uncertain Not knowing the concept
Incorrect Correct Uncertain Not knowing the concept
Incorrect Incorrect Uncertain Not knowing the concept
(Arslan et al., 2012).

The product development was begun with a preliminary study that includes literature review
and field study. Literature review was conducted by studying some literatures related to geometric
optics. The study on previous researches revealed several forms of misconceptions on geometric
optics. These misconceptions were confirmed by giving essay tests and informal interviews to
physics students. The answers from the students were then analyzed that it was found that the
conceptions found among the students are the same with those in the previous researches that had
been studied before.
We also studied about the types of misconception diagnostic test such as interview, concept
mapping, essay test, multiple choice, and two- and three-tiers multiple choice. We analyzed the
advantages and disadvantages of each type. From the intensive study, we decided to employ three-
tiers multiple choice test, considering its possibility to distinguish students with a good
understanding of concept, students with misconceptions, and students who do not know the concepts.
Besides studying the types of diagnostic test, we also studied literatures related to principles of
remedial that teachers should give after conducting diagnostic.
Field study was conducted through observation and interview with a physics lecturers who were
teaching at Mataram University. Observation was conducted to see the type of diagnostic used by the
lecturer in investigating students ability. The interview was conducted to reveal difficulties faced by
the lecturer in conducting diagnostic and giving remedial to the students. The result of this field
study showed that the types of diagnostic test employed by the lecturer were essay test, multiple
choice, and interview. Those tests were not specifically designed to investigate students
misconceptions, but to merely check students learning progress and understanding of concept.
Whereas remedial of materials considered to be difficult by the students was given in class by
repeating the discussion on the materials. Unfortunately, remedial was rarely given due to the
problem of room availability, time, and energy.
Literature review on interactive multimedia was conducted by studying several books and
previous researches. It was found that interactive multimedia had some advantages that are
considered to be a good solution for the aforementioned problem. The principles of diagnostic and
remedial can be merged into interactive multimedia. Interactive multimedia enables students to learn
independently without the lecturer presence, that the problems of room availability, time, and energy
can be solved.
Based on the preliminary study, the development of interactive multimedia-based program for
diagnostic and remedial on geometric optics is of great importance. The product specifications are
(1) interactive multimedia-based program for diagnostic and remedial on geometric optics is
combination into a single multimedia program using Adobe Flash that enables users to open it with a
computer (PC or laptop), (2) interactive multimedia-based program for diagnostic and remedial
consists of three main sections, namely geometric optics diagnostic test, diagnostics result, and
remedial, (3) The result of the diagnostic can be saved and used as a report to the lecturer, and (4) the
items in the diagnostic test are presented in forms of text, graphic, and animation. Meanwhile, the
ISBN 9786021570425 PHY- 167

remedial section is presented in forms of animation, simulation, or videos which are featured with
narration.
In product planning, we created a storyboard. The storyboard helped us to get an illustration of
the product that was going to be developed. Then, we decided the types of misconception that were
going to be measured, and then developed diagnostic questions related to geometric optics. There
were 26 items of misconception diagnostic developed in the form of three-tiers multiple choice test.
Some diagnostic items were taken from previous researches on geometric optics, and some others
were developed by ourselves.
The interactive multimedia-based program for diagnostic and remedial on geometric optics
(further called as D&R Geometric Optics in this article) consisted of four main frames. The first
frame was Main Menu, consisting of overview of the program and several menu buttons. The second
frame was Diagnostic Questions, consisting of misconception diagnostic tests on geometric optics.
The third frame was the Diagnostic Result, consisting of feedbacks of the students answers on the
diagnostic test. This result can be saved and used as a report to the lecturer. The fourth frame was
Remedial, consisting of the explanation of material related to the items answered incorrectly by the
students, whether due to misconception or not knowing the concept.
In preliminary field testing, data were collected from two expert lecturers as validators. The
product was validated on three aspects, namely diagnostic test, media interface, and remedial
material. Based on the validation result on the aspect of geometric optic items, the mean score given
by the experts on each indicator ranged between 3.81 3.92. Thus, it could be concluded that the
geometric-optics diagnostic items were valid on the entire indicators. Scoring indicators employed
in the geometric-optics diagnostic items included: 1) The items being assessed are conceptually
correct, 2) The items are able to measure the type of misconception, 3) Graphics and information are
displayed clearly, 4) The given choices can perform well as distractors, 5) The wording does not lead
to a correct answer, and 6) The wording does not lead to ambiguity or misunderstanding.
Then, the expert validation on the aspect of D&R GeometricOptics interface, the mean score
given on each indicator ranged between 3.85 3.96. Thus, it could be concluded that the D&R
Geometric Optics could be categorized as valid on the entire indicators. Scoring indicators employed
in validating the media interface included: 1) The graphics chosen are interesting, 2) The graphics
chosen are appropriate, 3) The colors chosen are interesting, 4) The colors chosen are appropriate, 5)
The texts are appropriate, 6) The text colors are appropriate, 7) The use of language is appropriate, 8)
The program is easy to use and operate, and 9) The background sound is interesting.
Lastly, based on the validation on the aspect of remedial material of Geometric Optics D&R
Program, the mean score given by the experts on each indicator ranged between 3.85 3.92. Thus, it
could be concluded that the remedial materials were valid on the entire indicators. Scoring indicators
employed in validating remedial materials included: 1) Remedial materials given are conceptually
correct, 2) Remedial material uses the appropriate Indonesian language, 3) The use of
graphic/animation/simulation is appropriate, 4) The presentation of remedial materials is clear, 5)
The presentation of remedial materials is communicative, 6) The remedial materials are congruent
with the items being discussed, and 7) The remedial materials can help students in understanding
concepts on geometric optics.
ISBN 9786021570425 PHY- 168

Figure 1.Example of Diagnostic-Item Frame Interface
Figure 2. Diagnostic Result Interface
After revising the product based on the experts comments and suggestions, the next step was
conducting themain field testing that involved ten students as users. The mean score given by the
students in respond to the D&R Geometric Optics ranged between 3.504.00. Thus, it could be
concluded that the interactive multimedia-based program for diagnostic and remedial on geometric
optics could be tested further in operational trial. The user students involved in the trial stated that
they could understand the instruction on how to use D&R Geometric Optic program clearly, they
ISBN 9786021570425 PHY- 169

were also able to use and run the program based on the instruction given, and they could get the
diagnostic result immediately after finishing the test and also get the remedial materials that suited
their needs.
In operational field testing, the data were collected from the pretest and posttest result of
experiment and control class. The comparison between the pretests of both classes can be seen on
Figure 3.
70
58.08 Experiment
60
50.77 Control
Percentage (%)
50
40
27.42
30 19.12
18.42 19.88
20
2.69
10 3.46
0
U M G N
Categories of Answer
Figure 3. Diagram of Comparison between Pretests of Experiment and Control Class.
Information.
U : Understand the concept G : Guessing (no certainty)
M : Misconception N : Not knowing the concept
From the comparison diagram on Figure 3, it can be seen that the average percentage of students
who understand the concepts was still low in both classes, just 19.12% in the experiment class and
18.42 in the control class. Meanwhile, the average result of pretests that belonged to misconception
was still high in both classes, it was above 50%. The percentage of students pretest answers that
belonged to guessing (no certainty) was similar in both classes, 2.69% in the experiment class and
3.46% in the control class. Whereas in terms of the category of not knowing the concept, the
experiment class was 7.54% higher than the control class.
The comparison between the mean of posttest of both classes can be seen on Figure 4.
80 77.80
67.90
70 Experiment
60 Control
Percentage (%)
50
40
30
18.42
20 16.81
4.51 9.00
10 1.15 4.23
0
U M G N
Categories of Answer
Figure 4. Diagram of Comparison between Posttests of Experiment Class and Control Class
ISBN 9786021570425 PHY- 170

Information.
U : Understand the concept G : Guessing (no certainty)
M : Misconception N : Not knowing the concept
From the diagram above, it can be seen that the experiment class had an average percentage of
concept understanding around 77.8%, increased 58.68% from the pretest. The increase in the
experimental was higher than that occurred in the control class which was only 49.48% from the
pretest became 67.9%. The percentage of both classes was similar in terms of misconception,
16.81% in the experiment class and 18.42% in the control class. In terms of guessing (no certainty),
the percentage of the experiment class was still lower than that of the control class, 1.15% and 4.51%
respectively. In terms of not knowing the concepts, the experiment class had an average percentage
4.23%, which was lower than the control class of which percentage 9.00%.
Homogeneity and normality test were conducted towards the posttest data that it was found that
the requirement to conduct a discrimination test with t-test was not fulfilled. Thus, in processing the
discrimination test for the experiment and control class, nonparametric Mann-Whitney test was
employed. The result can be seen on Table 2.
Table 2. Result of Mann-Whitney Test

Mann-Whitney
Categories of Answer Significance Conclusion
U Score
Understand the concept 304,5 0,047 Different
Misconception 402,5 0,620 Not different
Guessing (No certainty) 254,0 0,002 Different
Not knowing the concept 315,5 0,056 Not different
From the Mann-Whitney test result, it can be concluded that there was a significant difference
between experiment and control class in categories of understanding concept and guessing (no
certainty). It was shown by the significance scores on those categories which were below 0.05. On
the other hand, in the categories of misconception and not knowing the concept, it was concluded
that there was no difference between the two classes, because the significance scores were above
0.05.
The findings on this product trial supported some previous researches which stated that students
who just learned even in a formal context could hold misconception on geometric optics (Goldberg
& McDermott, 1986; Goldberg & McDermott, 1987; Andersson&Krrqvist, 1983;
Fetherstonhaugh&Treagust, 1992; Galili, 1996; Langley, et al., 1997). It was reflected in the
misconception percentage on the pretest. Most students were able to memorize formulas related to
geometric optics without understanding the very meaning. They experienced events related to
geometric events everyday but could not explain the concepts underlying those phenomena.
The result of this research and development proved that the use of three-tiers misconception-
diagnostic test was successful in identifying misconceptions among students. This type of diagnostic
test was also successful in distinguishing which of the students who had understood the concepts,
who were just guessing, and who did not know the concepts at all. The use of interactive multimedia
in remedial was also proved to be effective in improving students concept understanding and
lessening misconceptions on geometric optics. With the use of animation, simulation, and videos in
the interactive multimedia-based program for diagnostic and remedial, abstract concepts in geometric
optics could be presented clearly. This advantage could help the students to understand geometric
concepts accurately.
ISBN 9786021570425 PHY- 171

In the experiment class, there were several factors that make misconceptions, no certainty, or
not knowing concepts at all could still be found on posttest. First, the students may neverused the
D&R Geometric Optics program at home. In turn, the students never got any remedial. Some
students admitted that they did not use the program at home due to many reasons. Second, it was
possible that the contents in the D&R Geometric Optics program were not detailed enough. Third, it
was also possible that the material presentation technique was irrelevant with the students learning
styles, that this program could not do much for them. More frequent practicum activities in a real
laboratory was really needed to help the students to understand the geometric optics accurately.
4. Conclusions and Suggestions

From the result and discussion above, the interactive multimedia-based diagnostic and remedial
program on geometric optics has fulfilled the criteria to be categorized as valid. Besides, the product
of this development was also proved to be able to diagnose misconceptions and improve students
concept-understanding or lessen their misconceptions on geometric optics.
This research was conducted based on practicality in the development and application in
classroom. Thus, the misconceptions studied in this research were just limited to misconceptions that
were thought to be mostly held by the students based on previous researches. For further
development, misconceptions to be studied can be broadened by involving all types of conceptions
on geometric optics, not just limited to the misconceptions frequently held by students on previous
researches.
One of the weakness of this interactive multimedia-based program for diagnostic and remedial
on geometric optics is that it was not connected to lecturers scoring database that the lecturer should
do the scoring manually. Due to the weakness, any further development is expected to develop such
program in a form of web which is featured with a database system. By doing so, lecturers do not
need to do a manual scoring anymore. Besides, by creating such product in a form of web, it will be
easier for lecturer to monitor students learning.
References
Adodo, S.O. 2013. Effects of Two-Tier Multiple Choice Diagnostic Assessment Items on Students
Learning Outcome in Basic Science Technology (BST). Academic Journal of Interdisciplinary
Studies, 2 (2): 201-210.
Andersson, B., Krrqvist, C. 1983. How Swedish pupils, aged 12-15 years, understand light and its
properties. European Journal of Science Education, 5 (4): 387402.
Arslan, H. O., dkk. A Three-Tier Diagnostic Test to Assess Pre-Service Teachers Misconceptions
about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.
International Journal of Science Education, 34 (11): 1667-1686.
Aydin, S.,dkk. 2012. Establishment for Misconceptions that Science Teacher Candidates Have
About Geometric Optics. The Online Journal of New Horizons in Education, 2 (3): 7-15.
Chang, K. E., dkk. 2008. Effects of learning support in simulation-based physics learning.
Computers & Education, 51(4): 14861498.
Chandrasegaran, A.L. 2007. The development of a two-tier multiple-choice diagnostic instrument
for evaluating secondary school students ability to describe and explain chemical reactions
using multiple levels of representation. Chemistry Education Research and Practice, 8 (3):
293-307.
Chen, C.C., dkk. 2002. Developing a Two-Tier Diagnostic Instrument to Assess High School
Students UnderstandingThe Formation of Images by a Plane Mirror. Proc. Natl. Sci. Counc.
ROC(D), 12 (3): 106-121.
Chen, Y.-L., dkk. 2011. Efficacy of Simulation-Based Learning of Electronics Using Visualization
and Manipulation. Educational Technology & Society, 14 (2): 269277.
Chu, H.E, dkk. 2009. A stratified study of students understanding of basic optics concepts in
different contexts using two-tier multiple-choice items. Research in Science & Technological
Education, 27 (3): 253265.
ISBN 9786021570425 PHY- 172

Djanette, Blizak, dkk. 2013. What Thinks the University's Students about Propagation of Light in
the Vacuum?.European Scientific Journal, 9 (24): 197-213.
Fetherstonhaugh, T., Treagust, D. F. 1992. Students' understanding of light and its properties:
Teaching to engender conceptual change. Science Education, 76 (6): 653672.
Galili, I. 1996. Students conceptual change in geometrical optics. International Journal of Science
Education, 18 (7): 847868.
Galili,I. & Hazan, A.2000. Learners' knowledge in optics: interpretation, structure and analysis.
International Journal of Science Education, 22(1): 57-88.
Gunawan, dkk. 2008. Model PembelajaranBerbasis Multimedia
InteraktifuntukMeningkatkanPenguasaanKonsepCalon Guru padaMateriElastisitas.
JurnalPenelitianPendidikan IPA. Vol 2 (1): 11-22.
Goldberg, F.M. & McDermott, L.C. 1986. Student difficulties in Understanding Image Formation
by A Plane Mirror. ThePhysics Teacher, 24 (8): 472-480.
Goldberg, F.M. & McDermott, L.C. 1987. An investigation of student understanding of the real
image formed by a converging lens or concave mirror. American Journal of Physics, 55 (2):
108-119.
Hammer, D. 1996. More than misconceptions: Multiple perspectives on student knowledge and
reasoning, and an appropriate role for education research. American Journal of Physics, 64
(10): 1316-1325.
Langley, D., dkk. 1997. Light propagation and visual patterns: Preinstruction learners' conceptions.
Journal of Research in Science Teaching, 34 (4): 399424.
Lien, Fa Lin, dkk. 2007. The Effect of Web-Based Remedial Instruction System. International
Digital Media Design Conference, 263-276.
Ogunleye, Ayodele O. 2009. Teachers and Students Perceptions Of Students Problem-Solving
Difficulties In Physics: Implications For Remediation. Journal of College Teaching &
Learning, 6 (7): 85-90.
Outtara, F., Boudaone, B. 2012.Teaching and learning in geometrical optics in Burkina Faso third
form classes: Presentation and analysis of class observations data and students' performance.
British Journal of Science, 5 (1): 83-103.
Oyekan, S.O. 2013. Effect of Diagnostic Remedial Teaching Strategy on Students Achievement in
Biology. Journal of Educational and Social Research, 3 (7): 282-287.
Peman, H. &Erylmaz, A. 2010. Development of a Three-Tier Test to Assess Misconceptions
About Simple Electric Circuits. The Journal of Educational Research, 103 (3): 208-222.
Rollnick, M. &Mahooana, P. P. 1999. A Quick and Effective Way of Diagnosing Student
Difficulties: Two Tier from Simple Multiple Choice Questions. South African Journal of
Chemistry, 52 (4):161-164.
Sukardi. 2011. EvaluasiPendidikanPrinsip&Operasionalnya. Jakarta: BumiAksara.
Suparno, P. 2005. Miskonsepsi&PerubahanKonsepPendidikanFisika. Jakarta: PT.Grasindo.
Tao, P. K. 2004. Developing Understanding of Image Formation by Lenses through Collaborative
Learning Mediated by Multimedia Computer-Assisted Learning Program. International
Journal of Science Education, 26 (10): 1171-1197.
Tsai, C. C., & Chou, C. 2002. Diagnosing students alternative conceptions in science. Journal of
Computer Assisted Learning, 18:157-165.
Tysz, Cengiz. 2009. Development of two-tiers diagnostic instrument and assess students
understanding in chemistry. Scientific Research and Essay, 4 (6): 626-631
Wahyuningsih, Tri. 2013. PembuatanInstrumenTesDiagnostikFisika SMA kelas XI.
JurnalPendidikanFisika, 1 (1): 111-117.
Zachria, Z. & Anderson, O. Roger. 2003. The effects of an interactive computer-based simulation
prior to performing a laboratory inquiry-based experiment on students conceptual
understanding of physics. American Journal of Physics, 71 (6): 618-629.
ISBN 9786021570425 PHY- 173

SECTION III: MATHEMATICS

OM-01
Parabolic Function as Comparative Means to Markov
Model in Predicting Dry and Wet Spells in Southern
Lombok
Mahrup*, I Gusti Made Kusnarta, Cuk Sukorahardjo, and Padusung
Research Group in Soil Physics at Dept. of Soil Science, Faculty of Agriculture, in the State
University of Mataram, Lombok, puslisda@gmail.com
Abstract-Dry and wet spells are essential parameters of precipitation for rainfed and dry land agriculture.
The parameters are commonly predicted by using first order Markov Chain model. This model prescribes
homo-geneity of sample variant. However, this condition would not be fulfilled by rainfall data from an
erratic climate region of southern Lombok. Therefore, a parabolic function could be appropriate means.
Descriptive research was conducted in 2014 by collecting daily rainfall data from 13 rainfall stations
representing rainfall pattern of the region. The research objective was to compare result of Markov model and
parabolic function in determining duration of dry and wet spells in the area of climate types D and E at
southern Lombok. The representative rainfall stations were assigned as purposive sampling to represent the
southern part of Lombok area. Both the probability-based Markov model and parabolic function were used
to calculated dry and wet spells, using daily rainfall data of rainy season; November to April which had
been 16 years period. The results show that temporal variation of dry and wet spells were parabolic in nature;
the dry spell pattern was longer in the early growing season (November) and at the end of the season (April),
and it was relatively short in the mid season. Parabola for wet spell was upside down or concave downward;
short in early season, and reached a peak in mid season before decreasing at late season. Markov model
predicted dry spell below actual data for the early and late season, and it predicted over actual data for mid
season. In addition, wet spell was predicted lower than actual data.
Keywords:dry spell, wet spell, parabolic function and Markov chain model
I. INTRODUCTION
1.1. Background
Complexity of natural phenomena occured in troposphere, such as incidence of rain
(precipitation) can be simplified through mathematics, physics and statistics (Sharma, et al., 1998)
with assumption that probability of events is considered as random (Vicente-Serrano, et al., 2003).
Common nature of tropical weather empirically consists of two phases, namely a period of rainy
days (wet spells) and dry spells, which both take place in turns for one season. Wet spells of 2-4
days commonly occur in areas of high rainfall, while in an area of low rainfall is exponential;
reach a peak on a single day. Dry spells show opposite behavior, in which dry spell in dry areas is
3-4 days, whereas in wet climate region, dry spell could be one day (Ratan, et al., 2003).
Dry spell is a period where dry weather (no rain) takes place within a certain time (a few
days) in corresponding with a threshold limit of rainfall (Mathugama, et al., 2011; Ratan, et al. ,
2014) which is different for every place and type of plant (Mathugama, et al., 2011; Mathlouthi, et
al., 2012; Bouagila et al., 2013). Fischer, et al., (2013), suggests that the threshold can be adjusted
to replenish average water loss through evapotranspiration process. Indonesia using a threshold
value of less than 0.5 mm per day, as it does not rain (BMKG, 2014). Forest crops and plantations
have a threshold of 1.5 mm, whereas agricultural crops have a threshold of 1.0 mm (Mathugama, et
al., 2011).
Shifting of rainfall patterns in Lombok has been reported by As Syakur, et al., (2011) that
in three decades. Climate zones of type C3 (Oldeman) around mountain Rinjani increased 6 times;
changing from its original type of C2 or B. In dry part of southern Lombok, there was formerly of
ISBN 9786021570425 MATH-1

type D3 turned to D4 and from D4 shifted to E4 with 0 - 2 wet months per year; shift towards
increasingly dry. The changes have been certainly accompanied by variability in rainfall, i.e.
seasonal and annual variation. Both of this climate variability have been widely studied, but
attentionis still less on variability of dry spells and wet spells. Supposedly, these two aspects are
very essential for rainfed anddry land agriculture. Dry spell serves as an important indicator of
drought status of a region (Nasri, et al., 2011; She, et al., 2013), which is an important parameter
for irrigation planning, decision-making related to climate (Lall, et al., 1996), and assessment of
water requirement for agriculture scenario, analysis of soil moisture condition (Mathugama, et
al., 2011).It is also responsible to agronomic risk (Revindran, 2014), e.g. crop failures or failure of
production due to dry spells during a period of growth of intolerance drought crops, especially in
rainfed agriculture, and dry land farming system (Fischer, et al., 2013). Therefore, dry spell can
cause economically, socially and environmentally direct impact in dry climates region that has high
frequency of dry spells with long duration (Hachigonta, et al., 2006)
Many facts show that agricultural production in some areas do not only depend on the total
rainfall in a season, but the pattern of rain events (Mangaraj, et al., 2013). Good yield of crops
isachieved in moderate rain intensity with evenly distribute over time, rather than heavy rain
followed by periods of long dry spell (Hachigonata, et al., 2006). Phenomena of dry spells becomes
more important in line with the issue of global climate change, as well as El Nino and La Nina. It is
because of itscorrelation with variations in duration and frequency of dry spells (Lall, et al., 1996;
Barron, et al., 2004). Frequency of dry spells was higher in El Nino conditions than La Nina
(Mangaraj, et al., 2013).
Various stochastic models have been developed to analyze data of rainfall, in order to study
characteristics of dry and wet splells. One of them is Markov Chain Model (Mathugama, et al.,
2011; Mangaraj, et al., 2013) which is described in the geometry matrix of 2 x 2, which is
commonly called transition probability matrix or first order Markov chain of two states (Detzel,
et al., 2013). The basic principle of this model is to test whether dry and wet spells has a
conditional nature, or purely random (Mathugama, et al., 2011). However, Markov model has
disadvantage in predicting the nature of too long and too short dry spells. The Markov model
predicts lower rainfall pause too long, and predict a longer pause short rainy. Therefore,an
analytical tool that is able to overcome these weaknesses is necessary (Mathugama, et al., 2011).
The same thing was found by Mahrup (2015) in his study of dryspell in Lombok, where the
characteristic of dry spell fulfilled a parabolic function. The parabolic function is close in nature to
a quadratic function. Geometry of parabola consists of a locus for all the points whichare always
have equal distance to a center of the parabola (focus). The focus is at certain distance from a fixed
linecalled directrix (Protter and Morrey, 1971). Implementation of parabolic functions is expected
to correct the weaknesses of the Markov chain modelin analyzing the nature of the dry and wet
spells in climate regions of type D and E in south Lombok.
1.2. Research purposes

Research aims to study application of parabolic function in analyzing dry and wet spells in
climate regions of type D and E in south Lombok.
1.3. Benefits Research

Research output is academically useful as an alternative means of analyzing the nature of
dry and wet spells in regions of climate type D and E in south Lombok, and it would be practically
useful as a basis tool for local climate forecasting, as well as establishment of planting date in
climate regions of type D3, D4 and E in the southern part of Lombok island.
II. RESEARCH METHODOLOGY
2.1. Research Methods

Research was carried out by Descriptive method, using climate data from 13 stations
assigned by purposive sampling in the southern part of Lombok. Criteria for the representative
ISBN 9786021570425 MATH-2

were: (i) climatologically, they lay in the area of climate type D or E, (ii) they are geographically
located in the southern mountains of Rinjani, (iii) they are located within a relatively similar
climate zone, (iv) they are topographically located at an altitude of 300 m asl., and (v) monthly
rainfall data available in a time span of 30 years (1983/1984 - 2012/2013) and daily rainfall data of
16 years (1997-1998 -2012 / 2013) or 10 years. Rainfall data sources were: Bureau of
Meteorology and Climatology, Climatology and Geophysics (BMKG) West Nusa Tenggara
Province, Department of Agriculture, Department of Public Works, Hydrology Office , and the
Center for Watershed Management of West Nusa Tenggara, Crop Protection Institute for Food
and Horticulture, private companies, such as PT. ELI Lombok.
The thirteenth stations consisted of three stations representing zone of southern part of
West Lombok season, namely: Sekotong, Gerung and Kediri stations. Four stations zone
represented the southern part of Central Lombok, namely: Puyung, Penujak, Kawo, and Munjur.
Three seasons represented the southern part of East Lombok, namely: Sikur, Jerowaru and Ijobalit.
2.2 Data Analysis

Analysis of rainfall data was done in two categories, namely analysisof wetseason data
(November - April) for 30 years and daily rainfall data over a period of 16 years or 10 years, to
describe the nature of the dry and wet spells.
2.2.1. Dry Spell Analysis

Dry and wet spells were analyzed according to the procedure model of Markov Chain
(Markov Chain Model) (Mathugama, et al., 2011; Mangaraj, et al., 2013), for November April are
as follows:
p00 + P01 = 1 and p10 + p11 = 1 ................................................... [1]
Where: p00, (today and the previous day without rain; P01 (rain today, the previous day without
rain); p10 (today without rain, and before rain, and p11 (today and the day before rain). These
parameters represented probability of transition for the continuity of a condition or precondition of
an event (Detzel, et al., 2011).
Days of growingseason were counted from November 1st of on going year to April of
following year. Each individual day was given a code to follow Markov rule as: H00, H01, H10
and H11. The frequency of each code was counted, and if frequency for each of the above code was
given notation as: a, b, c and d, where a + b = n0, and c + e = n1, then the transition probabilities,
P01 and p11 can be calculated (Mangaraj, et al., 2013) as follows:
P01 = b / (a + b) = b / n0 ............................................................................................. [2]
p11 = d / (c + d) = d / n1 ............................................................................................. [3]
Probability of day without rain (p0) and the probability of rainy days (p1) is calculated using the
formula:
p0 = (a + c) / (n0 + n1) ................................................................................................ [4]
p1 = (b + d) / (n0 + n1) ............................................................................................... [5]
Estimation variance could be calculated (Mangaraj, et al., 2013) using formula:
Variant for P01 = P01 (1-P01) / n0 = (p01p00) / n0 .................................................... [6]
Variant for p11 = p11 (1-p11) / n1 = (p11p10) /n1....................................................... [7]
Prediction for dry spell, (Sn) = 1 / P01, while the duration wet spell (Dh) = 1 / p10
2.3. Geometry Analysis of Parabola
ISBN 9786021570425 MATH-3

Geometry of parabola is shown in Figure 2 (Paul and Shaevel, 1989):
Figure 2. Geometry of Parabola (Left) and the Parabolic or Quadratic Functions

(Right)
L is a fixed line called the directrix; F is the center point of the parabola (focus), V is the vertex
point or base point parabola. Point P, Q, R, and S (Figure 2, left) are the points that lie along the
curved parabolic suitably qualified definitions or provisions, and p is the distance from the focus to
the directrix line. Thus applies:
IAPI = I PF I, I BQ I = I QF I, I CR I = I RF I, and I DS I = I SF I
If the distance from the focus, F (0, p) to a point on the parabola, P (x, y) is d1 and the distance
from the point P to the directrix line is d2, then d1 = d2. Thus it can be derived by applying the
formula parabolic function of distance between two points (Paul and Shaevel, 1989) as follows:
d1 = d2
(x - 0) 2 + (y - p) 2 = (x - x) 2 + (y - (p)) 2
(x - 0) 2 + (y - p) 2 = (x - x) 2 + (y + p) 2
Multiply both sides of the equations
x2 + (y - p)2 = (y + p) 2
x2 + y2 - 2yp + p2 = v2 + 2yp + p2
x2 - 2yp = 2yp
x2 = 2yp + 2yp
x2 = 4yp
Thus: x2 = 4yp.............................................. . [8]
where p> 0
y = x2 / 4p; y is a dry spell or wet spell duration and x is
Julian day in the growing season; November-April.
To test whether the results of parabolic or quadratic function, were close to observation data or
predictions Markov, then X2-test (Chi-square) goodness of fit was carried out (Walpole, 1974;
Walpole, 1990) with the formula:
2 = (oi - ei)/ei ................................................................... . [9]
Where oi: data of observation; ei: result from model (expectation). Hypothesis testing was done by
comparing the value of calculated- 2 with 2-table at 95% confidence level ( 5%) with the
ISBN 9786021570425 MATH-4
degrees of freedom, = (r-1) (c-1); r = 2, where r is the number of pair data to be compared (i.e.
observation data and model results), while c was number of months of observation during growing
season, i.e. 6 months. So c = 6.
III. RESULT AND DISCUSSION
3.1. Comparison of Parabola, Markov Model and Observed Dry Spells
3.1.1. Dry Spells in West Lombok
Parabolic function was constructed by converting rainy season period into Julian days. First
Julian day commenced from November 1st and ended on April 30th. Hence, one period of rainy
season was 1 to 180 in Julian days. Figure 1a shows comparison of data dry spells between
parabolic function, Markov and actual or observed data in West Lombok. Figure 1b describes
geometry of parabolic function for dry spells in West Lombok. It can be seen from Figure 1b that
parabola had focus at F (111.3, 5.5) vertex at V(111.3 , 2.7). Practical meaning of these parameters
is that the shortest dry spell in West Lombok likely occurred on about the day 111thor in third
decade of February with dry spell of 2.75 days. Figure 1a shows that parabolic function predicted
dry spells which were relatively close to observed data. Exception for early season, predicted dry
spell was slightly higher than actual data.
Figure 1a. Dry Spells in West Lombok in Accordance to Figure 1b. Geometry of Parabolic Function
Parabolic Function, Markov Mo-del and Observed Data for Dry Spells in West Lombok
Markov is probabilistic-based model. It can be seen from Figure 1a that dry spells were
predicted lower than actual data. Predicted dry spells for two consecutive month in early season,
e.g. day 30th (November) and day60th (December) and late season, day 180th (April) were far below
actual data. In other words, there was 50% of dry spells under estimated by Markov Model. On the
other hand, there was 10% of dry spells over estimated by parabolic model. It can be stated that
over all actual data lied in between parabolic and Markov prediction.
3.1.2. Dry Spells in Central Lombok
Dry spells in Central Lombok showed similar pattern than that in West Lombok. Geometry
of parabola for dry spells in Central Lombok (Figure 2b) had focus, F at (100.4, 5.4) and Vertex, V
at (100.4, 2.70). These figures practically mean that the shortest dry spell of 2.70 days occurred on
the day 100thor in second decade of February. It came a bit earlier than thatof west Lombok. Data
of dry spells predicted by a parabolic model were always close to actual data (Figure 2a). However,
Markov model seems to fit for dry spells in mid rainy season, e.g. day 90th and 120th. Deviation of
Markovs dry spells was high for early season (day 30th and 60th) as well as in late season (day
180th). This means that Markov model was not eligible for predicting early season and late season
dry spells in Central Lombok. On the other hand, it seems that parabolic function fitted to predict
dry spells of rainy season in Central Lombok (Figure 2a)
ISBN 9786021570425 MATH-5

Figure 2a. Dry Spells in Central Lombok in Accordance to Figure 2b. Geometry of Parabolic Function for
Parabolic Function, Markov Model and Observed Data Dry Spells in Central Lombok
3.1.3. Dry Spells in East Lombok

Dry spells in East Lombok seems to naturally behave similar to characteristic of dry spells
in West and Central Lombok. Geometry of parabola for dry spells in East Lombok (Figure 3b) had
focus, F at (103.5, 7.4) and Vertex, V at (103.5, 3.7). Interpretation of these figures is that the
shortest dry spell in East Lombok was 3.7 days which likely occurred on the day 103th or in the
second decade of February Duration of dry spells in East Lombok was one day longer than that in
West and Central Lombok. As consequently, climate of East region is drier than climate of West
and Central Lombok.
Figure 3a. Dry Spells in East Lombok in Accordance to Figure 3b. Geometry of Parabolic Function for
Parabolic Function, Markov Model and Observed Data Dry Spells in East Lombok
Data of dry spells predicted by a parabolic model (Figure 3a) were nearly fitted to actual
data (Figure 3a). However, Markov model mostly under estimates dry spells in rainy season of
East Lombok. Deviation of Markovs dry spells was relatively high for rainy season. Therefore,
Markov model was not eligible for predicting dry spells for rainfall data of East Lombok.
However, parabolic function could be considered as a good model to predict dry spells of rainy
season in East Lombok.
3.2. Comparison of Quadratic, Markov Model and Observed Wet Spells

Wet spells pattern in most of data collected from representative rainfall stations in Lombok
did not match with geometry of parabola. Therefore, the data could not be analyzed by parabolic
function. Instead of parabolic function, wet spells were analyzed by means of a quadratic function.
Outputs of quadratic function for wet spells in West, Central and East Lombok were respectively
presented on Figures 4b, 5b and 6b.
ISBN 9786021570425 MATH-6

3.2.1. Wet Spells in East Lombok

Duration of wet spells in West Lombok reached a peak of 2.8days on the day 86 th or third
decade of January (Figure 4b). It was the longest predicted wet spell during rainy season in West
Lombok. Quadratic model (Figure 4b) confirmed that 71%(R2= 0.708) variation in wet spells was
due to temporal variation, and 29% because of other factors. Quadratic model fitted most of actual
dry spells recorded in West Lombok. However, Markov model was under estimate for early season
wet spells (Figure 4a).
Figure 4a. Wet Spells in West Lombok in Accordance Figure 4b. Geometry of Quadratic Function for
to Quadratic Function, Markov Model and Observed Wet Spells in West Lombok
Data
3.2.2. Wet Spells in Central Lombok
Figure 5a. Wet Spells in Central Lombok in Figure 5b. Geometry of Quadratic Function for
Accordance to Quadratic Function, Markov Model Wet Spells in Central Lombok
and Observed Data
3.2.3. Wet Spells in East Lombok

East Lombok was a region of having long dry spells, but relatively short wet spell.
Maximumduration of wet spell in East Lombok was approximately 2.35 days. It took placeon the
day 101th or second decade of February (Figure 5b). It was the longest predicted wet spell during
rainy season in East Lombok. It approximately occurred at a quite the same time as it was in
Central Lombok. Quadratic model (Figure 6b) confirmed that 94%(R2= 0.891) of variation in wet
spells was due to temporal variation (time dependence), and 6% because of other factors.
Quadratic model had precisely fitted of all actual dry spells recorded in East Lombok. In this case,
Markov model slightly under estimated for wet spells, but still within an acceptable limit for wet
spells of rainy season in East Lombok (Figure 6a). Hence, both Quadratic and Markov model could
be considered as proper models for predicting wet spells of rainy season in East Lombok.
ISBN 9786021570425 MATH-7

Figure 6a. Wet Spells in East Lombok in Figure 6b. Geometry of Quadratic Function for
Accordance to Quadratic Function, Markov Model Wet Spells in West Lombok
and Observed Data
3.3. Test of Model Goodness fit
3.3.1. Test of Goodness Fit for Dry Spells

Test of model was carried out by using 2 (Chi- square test ) or goodness of fit test at
95% confidence level. Actual data (ACT) of dry spells and results of model, either parabolic
function (PBLA) or Markov model (MKV) are presented in Table 1.
Table 1. Test of Model Goodness Fit for Dry Spells in South Lombok
WEST CENTRAL EAST
LOMBOK LOMBOK LOMBOK
Months PBLA ACT MKV PBLA ACT MKV PBLA ACT MKV
NOV 8.8 5.9 4.0 7.3 6.0 2.7 7.4 8.6 3.5
DEC 5.1 5.1 2.3 4.2 4.0 2.2 5.0 4.2 2.4
JAN 3.2 2.9 2.8 2.8 2.7 2.4 3.8 4.5 2.8
FEB 2.8 2.4 2.3 3.1 3.5 2.9 3.9 4.4 2.9
MAR 4.1 3.5 2.9 5.0 3.7 2.6 5.2 4.8 3.0
APR 7.0 5.8 3.6 8.5 7.4 3.4 7.7 8.7 5.1
Cal-2 -0.9 2.61 -0.5 3.92 0.4 4.62
0.95 1.145
2
Note: PBLA: Parabolic Function, ACT: Actual data (observed data), MKV :
Markov model, Degree of freedom = 5, Cal-2 : Calculated chi-square 2
As it is seen in Table 1 that onset and end of rainy season (November and April) were
characterized by relative long dry spells. Actual dry spells on the onset season were 5.9 days in
West Lombok, 6 days in Central Lombok, and 8.6 day in East Lombok, while dry spells at the
end of season were 5.8 days (West Lombok), 7.4 days (Central Lombok), and 8.7 days (East
Lombok). Practical mean of these data is that rainy season would be possibly terminated if a period
of day without rain in April had reached those figures in successive days. In addition, mid seasons
(December to March) average actual dry spells in West, Central and East Lombok were 3.5 days,
3.5 days and 4.5 days respectively.
Results of goodness of fit test for parabola model and Markov show that 2 of parabolic
functions for data dry spells were -0.9 (West Lombok), -0.5 (Central Lombok) and 0.4 (East
Lombok), where those calculated 2 less than 1.145 ( value for 2 table 5%, degree of freedom,
=5). This implies that parabolic function was fit to predict dry spells in South Lombok. So, results
of the model prediction (parabola) for dry spells on onset season were 8.8 days (West Lombok), 7.3
days (Central Lombok), and 7.4 days (East Lombok). Parabola prediction for mid season
(December to March) average dry spells were 3.8 days in West and Central Lombok, and 4.5 days
ISBN 9786021570425 MATH-8

in East Lombok. Prediction for late season (April) dry Spells were 7.0 days (West Lombok),
8.5days (Central Lombok) and 7.7 days ( East Lombok). Markov model was under estimate of the
actual dry spells in South Lombok. Test of goodness fit for Markov model showedthat calculated 2
(Table 1) was higher than 2 table, 5%. Hence, Markov model was unfit for predicting dry spells
in South Lombok.
3.3.1. Test goodness of fit model for Wet Spells

Actual data (ACT) of wet spells and results of model, either quadratic function (QDR)
or Markov model (MKV) are presented in Table 2. It can be seen from Table 2 that onset and end
of rainy season (November and April) were characterized by relative short wet spells. Actual wet
spells on the onset season were 2.3 days in West Lombok, 1.9 days in Central Lombok, and 1.5
day in East Lombok, while wet spells at the end of season (April) were 2.1 days (West Lombok),
1.8 days (Central Lombok), and 1.6 days (East Lombok). Practical mean of these data is that rainy
season would be possibly terminated if a period of successive rainy day in April had shorter and
shorter. In addition, average wet spells in mid seasons (December to March) were 2.5 days in West
Lombok and 2.3 days in Central and East Lombok.
Table 2. Test of Model Fitness for Wet Spells in South Lombok
WEST CENTRAL EAST

LOMBOK LOMBOK LOMBOK
Month QDR ACT MKV QDR ACT MKV QDR ACT MKV
NOP 2.4 2.3 1.9 1.9 1.9 1.5 1.6 1.5 1.8
DES 2.6 2.8 2.0 2.3 2.2 1.4 2.1 2.2 1.8
JAN 2.7 2.8 2.5 2.4 2.6 1.5 2.3 2.4 2.1
PEB 2.6 2.4 2.3 2.4 2.4 1.4 2.3 2.2 2.2
MAR 2.5 2.2 2.1 2.1 2.1 1.7 2.0 2.1 2.1
APR 2.1 2.1 1.9 1.6 1.8 1.3 1.4 1.6 1.5
Cal-2 -0.2 0.87 0.1 2.93 0.2 0.33
0.95
2
1.145
Note: QDR: Quadratic function, ACT: Actual data (observed data), MKV :
Markov model, Degree of freedom = 5, Cal-2 : Calculated chi-
square (2)
Results of goodness of fit test for Quadratic model and Markov shows that 2 of
Quadratic functions for data wet spells were -0.2 (West Lombok), 0.1 (Central Lombok) and 0.2
(East Lombok), where those calculated 2 were less than 1.145 ( value for 2 table 5%, degree
of freedom, =5). This suggests that quadratic function was fit to predict dry wetspells in South
Lombok. Results of the model prediction (quadratic function) forwet spells on onset season were
2.4 days (West Lombok), 1.9 days (Central Lombok), and 1.6 days (East Lombok). Quadratic
prediction of wet spells in mid season (December to March) on average was 2.6 days in West
Lombok, 2.3 days in Central Lombok and 2.2 days in East Lombok. Prediction for late season
(April) wet spells 2.1 days (West Lombok), 1.6 days (Central Lombok) and 1.4 days (East
Lombok).
Markov model wasfit for estimating wet spells in West and East Lombok. It is due tothe
fact that the value of calculated 2 was less than the value of 2 table at 5%. However, Markov
model was unfit for estimating wet spells in Central Lombok because the value of calculated 2
was higher than the value of 2 table at 5%. Markovs prediction for wet spells on onset season
was 1.9 days in West Lombok and 1.8 day in East Lombok,while for central Lombok was 1.5 days
which was under estimate. Markovs prediction for late season wet spells were 1.9 days in West
ISBN 9786021570425 MATH-9

Lombok, and 1.5 days in East Lombok,while there was 1.3 days (under estimate) in Central
Lombok.
IV. CONCLUSION AND RECOMMENDATION
4.1. Conclusion
Dry and wet spells in South Lombok were randomly time dependency; therefore they
varied over time during rainy season. Dry spell pattern were concave parabola in nature, while wet
spells was convex parabola. Therefore, the parabolic function was the best model to estimate dry
spells in South Lombok; meanwhile wet spell was well predicted by using a quadratic model.
Markov first order model under estimates dry and wet spells in South Lombok. Observed data for
dry spells mostlylied inbetween resultof parabolic function (upper value) and Markov model (lower
value). In addition, wet spells were well predicted by both quadratic function and Markov first
order model, but there was unfit using parabolic function.
4.2. Recommendation
Results of study in relation to dry spell prediction model in south Lombok had been
coincided with expectation or hypothesis. Parabolic function was the best fit to observed data of
dry spells in dry region of climate type D3, D4 and E. Markov first order model was only
recommend for estimating wet spells, but not for dry spells in an erratic region of Shout Lombok.
Furthermore, a quadratic model was acceptable for estimating wet spells instead of Markov model
and parabolic function.
REFERENCE
Anonim, 2011. Laporan Sintesis: Kajian Resiko dan Adaptasi terhadap Perubahan Iklim Pulau
Lombok Provinsi Nusa Tenggara Barat. Kementrian Lingkungan Hidup. Jakarta. 81p.
Al Asheikh, A.A., and Tarawaneh Q.Y., 2013. An analysis of dry spells pattern intensity and
duration in Saudi Arabia. Middle East Journal of Scientific Research, Vol. 13,
No.3.p:314-317.
As-Syukur, A.R., 2008. Evaluasi Zone Agroklimat dari Klasifikasi Schmidt-Ferguson
Menggunakan Aplikasi Sistem Informasi Geografis (SIG). Pusat Penelitian Lingkungan
Hidup Universitas Udayana. Jurnal Pijar. MIPA, Vol. III No. 1, Maret 2008. p: 17-22.
As-Syakur, A.R., I.W. Nuarsa, dan I.N. Sunarta, 2011. Pemutahiran Peta Agroklimat Klasifikasi
Oldeman di Pulau Lombok dengan Aplilaksi Sistem Informasi Geografis. Jurnal Penelitian
Masalah Lingkungan di Indonesia. p: 79-87.
Barron, J., 2004. Dry spell mitigation to abgrid semi-arid rainfed agriculture. Doctoral Thesis
inNatural Resource Management. Department of systems Ecology. Stockholm University.
Sweden.
Badan Meteorologi dan Geofisika (BMG), 1994. Rainfall Type in Indonesia. BMG. Jakarta Badan
Pusat Statistik, 2009. Luas Lahan Kering di Indonesia; BPS.
BMKG- NTB, 2014. Analisis Curah Hujan Bulan Januari 2014 dan Prakiraan Curah Hujan bulan
Maret, April dan Mei 2014 di Nusa Tenggara Barat. Stasiun Klimatologi Kediri NTB. 26p.
Detzel, D.H.M., and M.R.M. Mine, 2011. Generation of daily synthetic precipitation
series: Analysis and application in La Plata River Basin. The Open Hidrology Journal, 2011, Vol.
5. p:69-77.
Fischer, B.M.C., M.L. Mul, and H.G. Savenije, 2013. Determining spatial variability of
dryspells:Markov-based method, applied to Markanya catchment, Tanzania.
Hydol.Earth Syst. Sci. 17. p:2161-2170.
ISBN 9786021570425 MATH-10

Hachigonta, S., and C.J.C. Reason, 2006. Interannual variability in dry and wet spell characteristics
over Zambia. Climate Research, Vol. 32. p: 49 62.
Hoel, P.G., 1967. Elementari Statistics: Wiley series in Probability and MathematicalStatistic. John
Wiley and Son Inc. USA.
Idris, M.H., Mahrup, M. Sidik dan Aldi, 2013. Model of Small Scale Agroforesty for Adapting to
Climate Change. Final Report on Climate Change Adaptation Project. Collaboration
Between Universitas Mataram and CSIRO-Australia.
IPCC, 2007. Climate Change 2007: Synthesis Report. Contribution of Working Group I, II,III to
the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [ core
writing team, Pachauri, R.K. and Reisinger, A. (eds)] IPCC. Geneva. Switzerland. 104 p
Lall, U., B. Rajagopalan, and D.G. Tarboto, 1996. A nonparametric wet/dry spell model
forsampling daily precipitation. Water Resources Research, Vol. 32, No. 9.
p:2803 2823Mangaraj, A.K., I.N. Sahoo, and M.k. Sukla, 2013. A Markov chain
analysis of daily rainfall Occurance at Eastern Orissa of India. Journal of
Reliability and Statistical Study. Vol. 6, Issue 1 (2013). p:77-86.
Mathugama, S.C. and T.S.G. Peiris, Critical evaluation of dry spell Research. International
Basic of Applied Science, Vol. 11,No. 06. p:153-160
Mathlouthi, M., and F. Lebdi, 2012. Characterization of the events of dry spell in a BasinNorthern
Tunisia. http://creativecommons.org/licences/by/3.0. Diunduh tanggal 15 Juni 20014.
Paul, R.S. and M.L. Shaevel, 1989. Essential of Technical Mathematics with Calculus. Second
Edition. Prentice Hall Inc. New Jersey. 1165p.
Pedrick C, Devlin M, and Timmermann T. 2012. Strategies for Combating Climate Change in
Drylands Agriculture. Synthesis of dialogues and evidence presented at the
InternationalConference on Food Security in Dry Lands, Doha, Qatar, November, 2012.
27pRatan, R., and V. Venugopal. Wet and dry spell characteristic of global tropical
rainfall. Center for Atmospheric and Oceanic Sciences. Indian Institute of Science.
Bangalore.
Rajagopalan, B., U. Lall, D.G. Tarboton, 1993. Simulation of daily precipitation
fromnonparametric Renewal Model. Work Paper. Utah Water Research Laboratory. Utah
State University. Logan. USA.
Ravindran, C.D., 2014. Use of rainfall analysis in the planning and management of
rainfedcotton.Technical Bulletin No. 15. Central Institute for Cotton esearch.
Nagpur.Reij C. 1988. Water Harvesting for plantproduction in Sub-Saharan
Africa. ILElA-DECEMBER 1988 V01.4, No.4.
Serrano, S.M.V., and B. Portugues, 2003. Estimating extrim dry spell risk in the Middle
Ebrovalley (Northeastern Spain): Comparative analysis of partial duration series
with general Pareto distribution and annual maxima series with a Gumbel
distribution. International Journal of Climatology. Vol. 23, p:1103-1118.
She, D. and J. Xia, 2013. The spatial and temporal analysis of dry spells in the Yellow River
Basin , China. Stoch. Environ. Res. Risk Assess. Vol. 7. p:29-42.
Walpole, R.W., 1974. Introduction to Statistics. 2nd Ed. Macmillan Publishing Company. New
York. 340p.
ISBN 9786021570425 MATH-11

OM-02
Economic Re-evaluation of PSY-A, PSY-B and PSY C
Wells on PSY Field JOB Pertamina-Medco E&P Tomori
Sulawesi Based on Joint Operating Body Contract
Prayang Sunny Yulia*, Pauhesti Rusdi, and Puri Wijayanti
Dept. of Petroleum Engineering, Trisakti University, Jl. Kyai Tapa No. 1, Jakarta 11440,
Indonesiaprayang@trisakti.ac.id
Abstract-JOB Pertamina-Medco E & P Tomori Sulawesi is located in the province of CentralSulawesi. It

has two blocks namely Senoro and Toili. There are oil fields, namely PSY Field located in block Toili.
Basically, before doing a series of exploration and exploitation there must be some planning for the
execution. After the field work has been done, the actual production can be determined and compared to the
result before the work being donewhich is still a planning production. Therefore, efforts are necessary to re-
evaluate the economics of PSY Field. The results are in accordance with the actual results of the planning
which can be better, or even worse. Economic re-evaluation is using a contract system based on the company
itself, which is JOB or Joint Operating Body. The parties that involved in the production sharing contracts are
Pertamina, contractor and government. The parameters used are the CAPEX, OPEX, oil prices, oil
production and economic limits. As well as a feasibility indicator are POT, NPV and ROR. After calculation,
the results obtained for plan data as follow, Pertamina takes US$ 30,116,000; contractor takes US$
27,681,000; government takes US$ 31,381,000; POT for 2 years; NPV @DF 20% for US$ 619,930 and ROR
for 35.56%. As for the actual data obtained the following results, Pertamina takes US$ 27,365,000; contractor
takes US$ 25,431,000; government takes US$ 28,636,000; POT for 2.7 years; NPV @DF 20% for 279.547
and ROR for 23.67%. In the result, both demonstrate the feasibility of the project based on the indicator,
although the value of planning is still greater than the actual. It is heavily influenced by the price increases,
the rate of production, and the activities carried out on the well workmanship.
Keywords: JOB, PSY, Medco, Tomori, Pertamina, price
ISBN 9786021570425 MATH-12

OM-03
Automatic ARIMAModeling Using R-GUI Version of
Seasonal and Forecast Package in RcmdrPlugin.SPSS
Dedi Rosadi1*, Deasy Arisanty2, and Anny Kartikasari3
1Department of Mathematics, Gadjah Mada University, Indonesia

2Department of Geography, Universitas Lambung Mangkurat, Indonesia
3Department of Computer Science, Gadjah Mada University,
Indonesiadedirosadi@gadjahmada.edu
Abstract-In some application of time series modeling, it is necessary to obtain various types of data
automatically and obtain the real-time forecast of the data, for instance, to do a real-time processing radar or
satellite data. In this paper, we review some automatic algorithms for modeling the ARIMA models. We
present two methods in particular, one method based on R - forecast package discussed in (1) and the others
which is more advanced method based on R seasonal package, an easy-to-use interface to X-13-ARIMA-
SEATS, the seasonal adjustment software by the US Census Bureau, which is discussed in [4]. These
approachs are available in our R-GUI package RcmdrPlugin.Econometrics (2) is now already integrated in
our new and more comprehensive R-GUI package RcmdrPlugin.SPSS (3). We provide aplication of the
method and the tool using real data.
Keywords:ARIMA, Automatic modeling, R-GUI, X-13
ISBN 9786021570425 MATH-13

OM-04
On Statistically Convergent Sequence Spaces generated
by Orlicz Function
Nur Khusnussaadah* and Supama
1
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Gadjah
Mada, nur-khusnus@ugm.ac.id
Abstract-In this paper, the relations between ordinary convergent sequences and statistically convergent
sequences will be studied further. Furthermore, the basic propertiesofstatistically convergent on sequence
spacesgenerated byOrliczfunction are described,particularlythe properties oflinearityandcompleteness
ofspace. It is provedthatthose sequencespacesare paranormcomplete space.
Keywords:statistically convergent sequences, Orlicz function
ISBN 9786021570425 MATH-14

OM-05
Nonparametric Estimations of Non-Markov Multistate
Models
Rianti Siswi Utami* and Danardono
Department of Mathematics, Faculty of Mathematics and Natural Sciences

Universitas Gadjah Mada, Yogyakarta, Indonesia
riantisiswi.u@ugm.ac.id
Abstract-Markov assumption is often used in multistate modeling, but for several applications this
assumption is less appropriate. This paper will discuss about non-Markov multistate model, concerned in
estimating the gap time distributions using nonparametric methods. Two methods, namely Inverse Probability
of Censoring Weighted (IPCW) and Weighted Kaplan-Meier (WKM), will be compared through simulation
study.
Keywords: nonparametric, non-Markov, multistate model
1. Introduction
A multistate model is a model for stochastic process which occupies one of a set of discrete
states at any time. The complexity of a multistate model greatly depends on the number of states
dened and the transitions allowed among these states. The simplest form of multistate model is the
two-state model, or mortality model, for survival analysis (with only two states, Alive and
Dead, and a single transition). Another simple model is progressive model, where transitions
allowed are only to higher states (Meira-Machado, 2011). Figure 1 and Figure 2 below are the
examples of progressive model with 3 states.
State 1 State 2 State 3
Figure 1. Three state progressive model
1. Healthy 2. Diseased
3. Dead
Figure 2. Progressive illness-death model
Markov assumption, for which past and future state are independent given its present, is
usually applied in the inference of multistate models. However, this assumption may fail in some
applications, leading to inconsistent estimators. In such cases, alternative (non-Markov) estimators
are required (Meira-Machado, 2011).
Several non-Markov methods have been proposed. Most of them used gap time as the variable
of interest. Gap time is the duration between two successive states or events (Lin et al., 1999). In
ISBN 9786021570425 MATH-15

1998, Wang dan Wells proposed an estimator for bivariate survival function for gap times (T1, T2)
under three state non-Markov progressive model by estimating the cumulative hazard function of T2
conditional on T1>t1. This estimator is consistent and asymtotically normal, but the variance of the
estimator was not explained. Lin et al. (1999) introduced another estimator through joint
distribution of gap time. In this paper, the variance of the estimator was described but it did not
guarantee a nonnegative weighting of the data. In 2008, de Ua-lvarez and Meira-Machado
proposed an estimator using Kaplan-Meier. They used distribution of total time (total gap time) as
weight of bivariate data.
In this paper, two nonparametric methods in estimating non-Markov models will be explained.
The first method is Inverse Probability of Censoring Weighted (IPCW) from Lin et al. (1999). The
second method is Weighted Kaplan-Meier (WKM) from de Ua-lvarez and Meira-Machado
(2008). Both of them are based on progressive model in Figure 1. The performance of these
methods will be compared through simulation study.
2. Inverse Probability of Censoring Weighted (IPCW) Method

Suppose that an individual may experience K successive event at time Y1 Y2 YK . Gap
times are defined by
T1 : Y1 , T2 : Y2 Y1 , , and TK YK YK 1 .
Several assumptions are made, they are observation time is right censored at time C which is
independen with Y1 , Y2 ,, YK , and for k 2,, K the gap time Tk is right censored at time
C Yk 1 which is automatically correlated with Tk unless Tk is independent of Yk-1. To ease the
explanation, this paper will discuss a model for K = 2. For estimating the joint distribution of the
gap times, nonparametric method will be used.
Let there are n independent subjects in the study, where Y1i , Y2i , Ci i 1, 2,, n is n
independent replication of Y1 , Y2 , C . The observable data consist of
Y1i , Y2i , 1i , 2i , i 1, 2,, n

where
Yki min Yki , Ci ,
ki I Yki Ci , k 1, 2; i 1, 2,, n , and
I is an indicator function, that is
1 Yki Ci
ki .
0 Yki Ci
The joint distribution of T1 and T2 is defined by
F t1 , t2 P T1 t1 , T2 t2 (1)
which is assumed continuous. Let
H t1 , t2 P T1 t1 , T2 t2 (2)
then,
ISBN 9786021570425 MATH-16

F t1 , t2 P T1 t1 , T2 0 P T1 t1 , T2 t2
(3)
H t1 , 0 H t1 , t2 .
From equation (3), it is known that estimator of F can be obtained if estimator of H is already
obtained.
When there are censored data, information for ith individual are Y1i min Y1i , Ci and
Y2i min Y2i , Ci min T1i T2i , Ci . Let indicator function is defined by

I Y1i t1 , Y2i Y1i t2 . Since Y2i Y1i 0 inplies that Y1i T1i , then
I Y1i t1 , Y2i Y1i t2 I T1i t1 , T2i t2 , Ci T1i t2 . (4)
Thus,

E I Y1i t1 , Y2i Y1i t2 T1i , T2i I T1i t1 , T2i t2 G T1i t2 (5)
where G is a survival function of censor variable, G t P C t . Equation (5) can be written in

the following equation,
I Y1i t1 , Y2i Y1i t2

E T1i , T2i I T1i t1 , T2i t2 (6)

G T1i t2

which indicates that,
1 n I Y1i t1 , Y2i Y1i t2

H t1 , t2 : (7)
n i 1 G Y1i t2
is an unbiased estimator of H t1 , t2 if G is known. Therefore H t1 , t2 is estimated by
1 n I Y1i t1 , Y2i Y1i t2

H t1 , t2 : (8)
n i 1 G Y1i t2
where G is a Kaplan-Meier estimator of G based on the data Y1i ,1 1i or Y2i ,1 2i

i 1, 2, , n . Finally the estimator of F t1 , t2 can be obtained
F t1 , t2 : H t1 , 0 H t1 , t2 . (9)
3. Weighted Kaplan-Meier (WKM) Method

This method used Kaplan-Meier estimator for total gap time as the weight of bivariate data
T1 , T2 . Let Y is total gap time, Y T1 T2 . The observations consist of T1 , T2 , 1 , 2 , where
T1 min T1 , C ,
1 I T1 C ,
T min T , C , and
2 2 2
2 I T2 C2
ISBN 9786021570425 MATH-17

where C2 C T1 I T1 C is the censoring variable for the second gap time. Note that, if
2 1 then 1 1 , thus 2 1 2 I Y C is the censoring indicator for total gap time.
Suppose there are n subjects in the study resulting iid (independent identically distributed) data
T1i , T2i , 1i , 2i i 1, 2,, n . Let total gap time for ith individual is Yi T1i T2i . Denote Wi is
Kaplan-Meier weight,
2i i 1 2 j
Wi
n Ri 1
1 n R
1
(10)
j 1 j
where Ri rank Yi . In the case of ties (more than one subjects having the same observations (Lee
and Wang, 2003)), the rank of censored Yi is higher than uncensored Yi . When there is no
1
censoring, the weight is Wi for each i. Estimation of joint distribution of is defined as,
n
n
F t1 , t2 Wi I T1i t1 , T2i t2 . (11)
i 1
4. Simulation Study
This simulation was based on simulation scheme from Lin, et al. (1999). Gap times T1 and T2
were generated from bivariate distribution known as Farlie-Gumbel-Morgenstern distribution,

F t1 , t2 F1 t1 F2 t2 1 1 F1 t1 1 F2 t2 (12)
where F1 and F2 are exponential distributions with parameter 1. The parameter is set to be 1, it
means that the correlation between T1 and T2 is equal to 0.25 (Johnson, et al., 1999). The gap times
were assumed right censored by uniform random variable U[0,3]. Four time points were chosen to
compare the performance of estimators from IPCW and WKM methods, 0.2231; 0.5018; 0.9163;
and 1,6094. The simulation was repeated 100 times, each using 100 samples.
The true values of the gap times joint distribution was presented in Table 1. Meanwhile, the
empirical means of estimated joint distribution and empirical standard errors are shown in Table 2
and Table 3 respectively.
Table 1. The true values of the gap times joint distribution
t2
t1
0.2231 0.5108 0.9163 1.6094
0.2231 0.0656 0.1184 0.1584 0.1856
0.5108 0.1184 0.2176 0.2976 0.3584
0.9163 0.1584 0.2976 0.4176 0.5184
1.6094 0.1856 0.3584 0.5184 0.6656
ISBN 9786021570425 MATH-18

Table 2. The empirical means of estimated joint distribution
(1: IPCW, 2: WKM)

t2
t1
0.2231 0.5108 0.9163 1.6094
1 0.055748 0.087711 0.113907 0.12446
0.2231
2 0.127963 0.224307 0.280678 0.317397
1 0.11297 0.175748 0.226369 0.252082
0.5108
2 0.217622 0.386888 0.4947 0.564872
1 0.164607 0.250954 0.322604 0.356466
0.9163
2 0.282697 0.514251 0.674597 0.77355
1 0.221952 0.324332 0.404992 0.448364
1.6094
2 0.312048 0.575831 0.762881 0.875564
Tabel 3. The empirical standard errors

(1: IPCW, 2: WKM)
t2
t1
0.2231 0.5108 0.9163 1.6094
1 0.009115 0.013094 0.016479 0.017829
0.2231
2 0.006072 0.00836 0.008298 0.009289
1 0.010197 0.013811 0.016762 0.018169
0.5108
2 0.007124 0.010257 0.010877 0.011659
1 0.010756 0.011895 0.012884 0.013097
0.9163
2 0.007994 0.010617 0.010667 0.010637
1 0.016178 0.017133 0.017218 0.01622
1.6094
2 0.008765 0.010766 0.010052 0.009772
From Table 2, it can be seen that the estimators from IPCW tend to be less than the true
values, meanwhile the WKM estimators tend to be more than the true values. Although the IPCW
estimators were relatively close to the true values, their standard errors were bigger than WKM
estimators.
5. Conclusion
This paper studies about parameter estimation methods for non-Markov multistate models.
The parameter of interest was joint distribution of the gap times. Two methods were compared,
IPCW and WKM. Based on simulation study, WKM estimators had smaller standard errors.
References
De Ua-lvarez, J., and Meira-Machado, L. (2008). A Simple Estimator of The Bivariate
Distribution Function for Censored Gap Times. Statistics & Probability Letters. 78,
24402445.
Johnson, R.A., Evans, J.W., and Green, D.W. (1999). Some Bivariate Distributions for Modeling
the Strength Properties of Lumber. United States Department of Agriculture, Forest
Products Laboratory, Research Paper. FPLRP575.
Lee, E.T. and Wang, J.W. (2003). Statistical Methods for Survival Data Analysis 3rd edition.
John Wiley & Sons.
ISBN 9786021570425 MATH-19

Lin, D.Y., Sun, W., and Ying, Z. (1999). Nonparametric Estimation of The Gap Time Distributions
for Serial Events with Censored Data. Biometrika. 86, 5970.
Meira-Machado, L. (2011). Inference for Non-Markov Multistate Models: An Overview.
REVSTAT. 9, 83-98.
Wang, W., and Wells, M.T. (1998). Nonparametric Estimation of Successive Duration Times
Under Dependent Censoring. Biometrika. 85, 561572.
ISBN 9786021570425 MATH-20

OM-06
Parameter Estimation of Dynamic Panel Data Model
Using System Generalized Method of Moments
Widya Irmaningtyas*and Dedi Rosadi
Department of Mathematics, Faculty of Mathematics and Natural Sciences

Universitas Gadjah Mada, Yogyakarta
widya.irmaningtyas@gmail.com
Abstract-The dynamic panel data model based on the concept of dynamics, when a variable is not only
determined by other variables at the same time, but is also determined by the variables in the previous time.
The dynamic model contains lagged dependent variable, which is correlated with the error term, as an
explanatory variable. It causes the Ordinary Least Square estimator is biased. One way to overcome this
problem is by using the concept of Generalized Method of Moments. This concept can be used in system
model, the combination of rst-dierenced and level model, so that this method is called the System
Generalized Method of Moments. This method produces an unbiased, consistent, and efficient estimator.
Keywords:dynamic panel, system generalized method, moments, model
1. Introduction
Statistics is one of the decision-making tools. In the decision making process, in order to obtain
results that are unbiased and valid, we need accurate and relevant data to the problems faced. Based
on the time of collection, data can be divided into three, namely time series data, cross section data
and panel data.
Panel data can explain two kinds of information, namely cross section information on the
dierences between individuals, and time series information that changes over time. If both of the
information held, the panel data analysis can be used. In the application, there are many dynamic
relationships on economics variables, such as dynamic demand for commodities as addictive as
cigarettes, and electrical requirements for some households. Panel data analysis for that problem
using a dynamic panel data model.
In estimating the parameter of dynamic panel data model, there is a problem. It is the existence
of lagged dependent variable, which is correlated with error, as an explanatory variable. It causes
the Ordinary Least Square estimator is biased and inconsistent. To overcome the problem, other
estimation methods are needed, one of them is System Generalized Method of Moment (System-
GMM). This method based on the concept of Generalized Method of Moments (GMM) and uses
system model, the combination of rst-dierenced and level model.
2. Dynamic Panel Data Model

Panel data can be applied to the dynamic model. It is because most of the relationships in
economic variable is a dynamism. The variable is not only determined by other variables at the
same time, but is also determined by the variable at the previous time. Dynamic models
characterized by the lagged dependent variable among the explanatory variables. Therefore, the
dynamic panel data model more accurately reects the actual state of the economic analysis.
In this study, the discussion will focus on the one-way random eects dynamic panel data
model that can be written in the following equation.
The System-GMM works on system model, the combination of rst dierence and level
model. It will rst be discussed on the model.
2.1 First-differenced Model

Define the first-differenced model as follow
ISBN 9786021570425 MATH-21


yi ,t yi ,t 1 yi ,t 1 yi ,t 2 xi' ,t xi' ,t 1 ei ,t ei ,t 1
yi ,t yi ,t 1 xi' ,t ei ,t
that can be simplified in a matrix form
Y X * e (2)
where

X * Y1 X ,

As an initial step, instrumental variables of yi ,t 1 that are correlated with the variable yi ,t 1 ,
but not correlated with error term ei ,t are selected. At t 3 , yi ,1 is the appropriate instrumental
variable, since yi ,1 is correlated with yi ,2 , but not correlated with the error ei ,3 . At t 4 , yi ,1
and yi ,2 are the appropriate instrumental variables, since both are correlated with yi ,3 , but not
correlated with ei ,4 . We could see that at t 4 there is an addition of the appropriate instrument
variables. Furthermore, there was an addition of the instrumental variables for each time, such that
at t T , yi ,1 , yi ,2 ,, yi ,T 2 are the set of the appropriate instrumental variables of yi ,T 1 .
1
T 2 T 1 . While xi',t is
The total number of the instrumental variables of yi ,t 1 is
2
1
the instrumental variable of the variable itself. Overall, there are L T 2 T 1 p
2
instrumental variables of all the independent variables in the model.
Dene the following instrumental matrix for rst dierence model
Z dif1 yi ,1 0 0 0 0 xi' ,3

Z dif2 0 yi ,1 yi ,2 0 0 xi' ,4
Z dif , Z (3)
T 2i L
dif
N T 2 L

Z dif N 0 0 0 yi ,1 yi ,T 3 xi' ,T
and the moment condition
'
E Z dif i

ei 0 (4)
2.2 Level Model

Define level model as (1), so that it can be written as follow
yi ,t yi ,t 1 xi' ,t ui ,t
ui ,t ci ei ,t
that can be simplified in a matrix form
Y X * u (5)
where

X * Y1 X ,

Instrumental variables of yi ,t 1 that are correlated with the variable yi ,t 1 , but not correlated
with error term ui ,t are selected. At t 3 , yi ,2 is the appropriate instrumental variable, since yi ,2
is correlated with yi ,2 , but not correlated with the error ui ,3 . At t 4 , yi ,2 and yi ,3 are the
ISBN 9786021570425 MATH-22

appropriate instrumental variables, since both are correlated with yi ,3 , but not correlated with ui ,4 .
We could see that at t 4 there is an addition of the appropriate instrument variables. Furthermore,
there was an addition of the instrumental variables for each time, such that at t T ,
yi,2 , yi,3 ,, yi,T 1 that are the set of the appropriate instrumental variables of yi,T 1 .
1
T 2 T 1 . While xi',t are the
The total number of the instrumental variables of yi ,t 1 is
2
1
instrumental variable of the variable itself. Overall, there are L T 2 T 1 p
2
instrumental variables of all the independent variables in the model.
Dene the following instrumental matrix for rst dierence model
Z lev1 yi ,2 0 0 0 0 xi' ,3

Zlev2 0 yi ,2 yi ,3 0 0 xi' ,4
Z lev , Zlevi (6)
N T 2 L
T 2L
Z levN 0 0 0 yi ,2 yi ,T 1 xi' ,T
and the moment condition
'
E Zlev u 0
i i
(7)
2.3 System Model

The System-GMM works on the system model. Therefore, we need to dene the system
model, which is a combination of the rst-dierenced and level model. Based on (2) and (5), we get
a combination of both in a matrix form
Y X * e
Y * u (8)
X
The model above is called the system model.
The next step is combining the moment condition and instrumental matrix of both rst-
dierenced and level model. Based on (4) and (7), we get the moment condition of system model
'
E Z sys q 0
i i
(9)
where
e
qi i
ui
and
yi ,1 0 0 0 0 0 0 0 xi' ,3

0 yi ,1 yi ,2 0 0 0 0 0 xi' ,4

yi ,1 yi ,T 3 xi' ,T

0 0 0 0 0 0
Z sysi
2T 4 K 0 0 0 0 0 yi ,2 0 0 xi' ,3

0 0 0 0 0 0 yi ,3 0 xi' ,4

0 0 0 0 0 0 0 yi ,T 1 xi' ,T
ISBN 9786021570425 MATH-23

The matrix Z sysi above is the 2T 4 K instrumental matrix of system model, where
1
K T 1T 2 p .
2
3. Parameter Estimation
The System-GMM is based on the concept of GMM in estimating the parameters. Therefore,
as a first step, we need to get the population moment conditions and the sample moment conditions,
which is suitable for system model.
In the previous section, we have been dene the population moment condition of the system
model.
' ei
E Z sysi 0 (10)
ui
Since ei yi xi* and ui yi xi* , (10) can be written as
'
E Z sysi

yi xi 0
where
y x*
yi i , xi *i
yi xi
Then we define the sample moment condition
Z y N Z
N
1
g '
sysi

i xi 1 '
sys Y Z sys
'
X 0
N i 1
The estimator of is obtained by minimizing the following criterion function

Q g Wg
'

Y ' Z sys N 1 W N 1Z sys
'

Y ' X ' Z sys N 1 W N 1Z sys
'
X (11)

2 ' X ' Z sys N 1 W N 1Z sys
'
Y
The estimator obtained using this method is

1
X ' Z WZ ' X X ' Z WZ ' Y
sys sys sys sys
(12)
This estimator is unbiased and consistent for any matrix W, so that it is called one-step consistent
estimator.
Selection of W will not aect the unbiased and consistent properties of the estimator. However,
choosing the optimal W will minimize the asymptotic variance of the estimator, which will produce
an ecient estimator.

1
N N X ' Z sysWZ sys
'
X X ' Z sysWZ sys
'
q
According to Arellano (2003), the GMM estimator is asymptotically normally distributed, so
that
N
d

N 0,V , where V is asysmptotic variance (denotade by Avar) of

N , and d V
N 0, , so that
N

Avar E X ' Z sysWZ sys
'
X X ' Z sysWZ sys
1
' '
qq ' Z sysWZ sys X X ' Z sysWZ sys
'
X
1

Furthermore, we get estimator of Avar

1 1
GWG
Avar ' '
GW WG GWG
'
ISBN 9786021570425 MATH-24

where G N 1 Z sys
'
X and N 1 Z ' qq ' Z . Then, W
sys sys
is chosen so that

1
GWG
Avar ' is the smallest asymptotic variance among estimator .
The estimator obtained is

1
X ' Z sys Z sys
'
X Z' Y
X ' Z sys sys (13)
This estimator is unbiased, consistent, and efficient, so that it is called two-step efficient estimator.
4. Case Study
In this part, we analyze a secondary data sourced from the Local Goverment Budget
(Anggaran Pendapatan dan Belanja Daerah, or APBD) Realization Report of District in Java,
which is obtained from the website of the Directorate General of Fiscal Balance (Direktorat
Jenderal Perimbangan Keuangan) in the internet (www.djpk.depkeu.go.id). Among 118 districts in
Java, we select 52 districts for which data are completed and can be downloaded perfectly. Time is
limited on the APBD Realization Report 2009-2012.
This study was conducted to examine the effect of Local Own Source Revenue (Pendapatan
Asli Daerah, or PAD), General Allocation Fund (Dana Alokasi Umum, or DAU), and Direct
Expenditure (Belanja Langsung, or BL) in the previous time to Direct Expenditure in the district in
Java. Data analysis method used for this purpose is one-way random effects dynamic panel data
analysis. The relationship between these variables is modeled as follows
^
BLi ,t BLi ,t 1 1PADi ,t 2 DAU i ,t ci
where
^
BLi ,t = Estimated value of Direct Expenditure of the i-th district at time t
BLi ,t 1 = Direct Expenditure of the i-th district at time (t 1)
PADi ,t = Local Own Source Revenue of the i-th district at time t
DAU i ,t = General Allocation Fund of the i-th district at time t
ci = individual effect of the i-th district
We use software R to estimate the parameter coefficients of the model above, and produced
the following results.
Table 1. The estimated coefficients of the model
Coefficient Estimate
Lagged BL 0.52
PAD 0.65
DAU 0.72
Based on the above results, the estimated dynamic panel data model of Direct Expenditure can
be written as follows
^
BLi ,t 0.52BLi ,t 1 0.65PADi ,t 0.72DAU i ,t ci
where ci is the estimate of the individual effects of each district. It can be seen that lagged Direct
Expenditure, Local Own Source Revenue, and General Allocation Fund positively affect the Direct
Expenditure in the districts in Java.
5. Conclusion
The dynamic panel data model is based on the concept of dynamism, when a variable is not
only determined by other variables at the same time, but also determined by the variable in the
previous time. The dynamic model is characterized by the presence of lagged dependent variable as
ISBN 9786021570425 MATH-25
an explanatory variable. It does not meet the OLS assumption and causes estimator biased. The
parameter of the dynamic panel data model is estimated by using System Generalized Method of
Moments based on the concept on Generalized Method of Moments and works on System model.
This method provides an unbiased, consistent, and ecient estimator. Based on the case study, it
was concluded that lagged Direct Expenditure, Local Own Source Revenue, and General
Allocation Fund have positive influence on the Direct Expenditure in the districts in Java,
Indonesia.
References
Anderson T.W., Hsiao C. (1982). Formulation and Estimation of Dynamic Models Using Panel
Data. Journal of Econometrics. 18, 47-82.
Arellano M. (2003). Panel Data Econometrics. Oxford University Press Inc., New York.
Arellano M., Bond S. (1991). Some Test of Specication for Panel Data: Monte Carlo Evidence
and an Application to Employment Equations. The Review of Economic Studies. 58, 277-
297.
Blundell R., Bond S. (1998). Initial Conditions and Moment Restrictions in Dynamic Panel Data
Models. Journal of Econometrics. 87, 115-143.
Blundell R., Bond S., Windmeijer F. (2000). Estimation in dynamic panel data models: Improving
on The Performance of The Standard GMM Estimator, in Baltagi, B. (ed.), Nonstationary
Panels, Panel Cointegration, and Dynamic Panels. Advances in Econometrics. Volume 15,
JAI Press, Elsevier Science, Amsterdam.
Dahlberg M., Johansson E. (2000). An Examination of the Dynamic Behaviour of Local
Governments Using GMM Bootstrapping Model. Journal of Applied Econometrics. 15, 401-
416.
Harris D., Mtys L. (1999). Introduction to the Generalized Method of Moments Estimation, in
Mtys L. (ed.), Generalized Method of Moments Estimation. Cambridge University Press,
New York.
Rosadi D. (2011). Analisis Ekonometrika & Runtun Waktu Terapan dengan R. Penerbit Andi,
Yogyakarta.
ISBN 9786021570425 MATH-26

OM-07
Poverty Profile Analysis in Indonesia and the Influence
Factors Using Spatial Regression with Uniform Weight
Tuti Purwaningsih
Dept. of Statistics, Universitas Islam Indonesia, Jl. Kaliurang km 14.5 Yogyakarta

tuti.purwaningsih@uii.ac.id
Abstract-Spatial analysis is an analysis which enters the spatial effect or locations effect to the analysis. In
the spatial analysis there is always a correlation between the location, called spatial correlation. Then, Spatial
regression was a development from classical regression with constraints that there was spatial correlation
between observed locations.So each observation is not independent stochastically. The Central Bureau of
Statistics defines a household as poor if it has a per capita income below the poverty line. The poverty line is
the minimum standard of a person's income which can still be used to meet basic human needs. Meanwhile,
the World Bank defines extreme poverty is when someone lives on less than USD 1 a day, and moderate
poverty if a person has an income of less than USD 2 a day. The study aimed to assess the poverty profile
which occurred in all provinces in Indonesia with a variety of factors that influence it. Results showed that
using spatial regression models with uniform weighting matrix of the obtained results that GDP and
education had significant effect on the level of poverty in Indonesia. The obtained model has a coefficient of
determination (R-square) of 79.8% compared to existing classical regression which only produces R-square
of 72.4%. These results indicate the need for further research involving many factors in terms of social,
economic, agriculture and disaster.
Keywords:poverty, spatial regression, uniform weight
1. Introduction
Spatial regression was a development from classical regression with constraints that there was
spatial correlation between observed locations. Spatial analysis is an analysis which enter the
spatial effect or locations effect to the analysis. In the spatial analysis there is always a correlation
between location, called spatial correlation. So the observations are not independent of each
stochastic (Ward & Gleditsch 2008).
Indonesia is a developing country, the majority of the population experiencing poverty. In
general, poverty is a situation where there is an inability to meet basic needs such as food, clothing,
shelter, education and health. If this situation happens repeatedly, it will cause a variety of adverse
conditions that can occur in all parts of Indonesia. For that reason, the various poverty-related
research carried out by the government needs to be addressed to the writer initiative to participate
and help assess the profile of poverty Indonesia with a variety of factors that influence it.
Indonesian territory is wide and divided into several provinces becomes a means for the citizens of
Indonesia to cooperate with citizens across the province in many areas of life. This is one of the
interesting things that it is not impossible that economic conditions between regions in Indonesia
interplay, that are probably mutually build or maybe the worst conditions to the detriment of the
other regions. The classical regression model is not enough to try to describe this condition. It
needs to be the approach in terms of spatial science which the relationship between the location is
noticed. So that, the authors wanted to analyze the profile of poverty Indonesia and the factors that
influence use of spatial regression models with uniform weight.
2. 1. Poverty
ISBN 9786021570425 MATH-27

Indonesia is a developing country with the majority of the population experiencing poverty
problem. In general, poverty is a situation where there is an inability to meet basic needs such as
food, clothing, shelter, education and health.
There are several definitions of poverty made by government and non-government agencies.
According to the Statistics Center, a household is poor if it has a per capita income below the
poverty line. The poverty line is the minimum size of one's income that can still be used to meet
basic human needs. Meanwhile, the World Bank defines extreme poverty as a condition in which a
person lives on less than U.S. $ 1 per day and poverty if someone has an income of less than U.S. $
2 a day. Pre-Prosperous Family is a family that cannot meet the minimum standards of basic human
needs such as spiritual needs, food, clothing, housing, education and health. Prosperous families are
families that can afford to meet basic human needs, but cannot meet higher human needs (BKKBN
2004).
2. 2. Spatial Analysis
Spatial analysis is an analysis which includes the influence of spatial or space into the analysis.
In spatial analysis the correlation between spaces is called spatial correlation. Thus each
observation is not free stochastic (Ward & Gleditsch 2008).
The types of spatial data are data points, data line, polygon data and latis data. Data points are
divided into discrete points and continuous point. The examples of line data are road, river or
coastlinesmaps. The example of polygon data is a map of a garden in terms of irregular shapes. The
exampleof latis data is provinces in which there were districts.
2. 3. Spatial Weighted Matrix (W)

Spatial weighted matrix is basically a matrix that describes the relationship between regions
and obtained by distance or neighbourhood information. Diagonal of the matrix is generally filled
with zero value. Since the weighting matrix shows the relationship between the overall observation,
the dimension of this matrix is NxN. There are several approaches that can be done to show the
spatial relationship between the location, including the concept of intersection (Contiguity). There
are three types of intersection, namely Rook Contiguity, Bishinop Contiguity and Queen
Contiguity(Dubin 2009).
After determining the spatial weighting matrix to be used, further normalization is in the
spatial weighting matrix. In general, the matrix used for normalization normalization row (row -
normalize). This means that the matrix is transformed so that the sum of each row of the matrix
becomes equal to one. There are other alternatives in the normalization of this matrix such as
normalizeing the columns of the matrix so that the sum of each column in the weighting matrix be
equal to one.It can also perform normalization by dividing the elements of the weighting matrix
with the largest characteristic root of the matrix.
There are several types of Spatial Weight (W): binary W, uniform W, invers distance W
(non uniform weight) and and some W from real case of economics condition or transportation
condition from the area. Binary weight matrix has values 0 and 1 in off-diagonal entries; uniform
weight is determined by the number of sites surrounding a certain site in -th spatial order; and
non-uniform weight gives unequal weight for different sites. The element of the uniform weight
matrix is formulated as,
1
() ,
Wij = (1)
0 ,
()
is the number of neighbor locations with site-i in -th order. The non-uniform weight may
become uniform weight when some conditions are met. One method in building non-uniform
weight is based on inverse distance. The weight matrix of spatial lag k is based on the inverse
weights 1/(1 + _ ) for sites i and j whose Euclidean distance lies within a fixed distance
range, and otherwise is weight zero. Kernel Gaussian Weight follow this formulla:
ISBN 9786021570425 MATH-28

2
1
= 2 (2)
with d is distance between location i and j, then b is bandwith which is a parameter for smoothing
function (Fotheringham et al. 2002).
2. 4. Spatial Autoregressive (SAR) Model

Spatial Autoregressivemodel is expressedin thefollowingequation:
N
yi = j=1 wij yj + i + i + i (3)
where is the spatial autoregressive coeficient and wij is elements of the spatial weighted
matrix which has been normalized (W). Estimation of parameters in this model uses Maximum
Likelihood Estimator (Anselin 2009).
2. 5. Model Validation
Model validation in this research uses R-squared to determine the best model, the bigger value
of R-squared (~100%) represent the better model.R-squared is the percent of variance explained
by the model. That is, R-squared is the fraction by which the variance of the errors is less than the
variance of the dependent variable. The latter number would be the error variance for a constant-
only model, which merely predicts that every observation will equal the sample mean. It is called
R-squared because in a simple regression model it is just the square of the correlation between the
dependent and independent variables, which is commonly denoted by r. In a multiple regression
model R-squared is determined by pairwise correlations among all the variables, including
correlations of the independent variables with each other as well as with the dependent variable
(Hosmer and Lemeshow 2000).
3. Objective
The objectives of this research are:
1. To get an overview about poverty profile in Indonesia
2. To get the best model for poverty condition based on objective 1
3. To know some factors that affect to the poverty in Indonesia based on objective 2
4. Research Methods
4.1. Data
The data used in this study was obtained from the BPS website: bps.go.id , with one dependent
variable and 3 independent variables .
4.2. Methods
The method used to produce the appropriate analysis purposes consists of several steps, namely:
1. Exploringthe data on the elected dependent and independent variable
2. Establishing a uniform weighting matrix of 33 provinces in Indonesia
3. Checking whether there is a spatial correlation between the location
4. Mapping the provincial poverty rate in Indonesia
5. Doing modeling using spatial regression with uniform weight
6. Getting the parameter estimation
7. Knowing which factors have a significant effect on poverty in Indonesia
ISBN 9786021570425 MATH-29

5.1. Poverty Profile in Indonesia

Here is the thematic map of poverty level in Indonesia using the number of poor people.
The area with same colors represent the same condition of poverty level.The highest number of the
poor is in Java island which represented by the purple colors and the lowest number of poverty is in
South Borneo (Kalimantan Selatan), Middle Bornea (Kalimantan Tengah), West Celebes (Sulawesi
Barat) and Maluku (North and South). With this profile, researcher want to know the correlation
between poverty with unemployment, PDRB (Gross Domestic Bruto) and Education.
Figure 1. Proverty Profile of Indonesia
Notes:
Lowest number of the poor
Highest number of the poor
5.2. Parameter Estimation

Parameter estimation is developed by using Multiple Linear Regression (MLR) and Spatial
regression (SAR model), Table 1 is representing the Classic regression result and Table 2
respresent the SAR model.
Table 1. Parameter estimation using MLR
Variable Coeff STd. Error T-Stat Prob
Constant 7943905 1487000 5.34 0.00001
Unemployment 48271.68 70589.42 0.68 0.49951
GDRP 13.3752 1.775385 7.53 0.0000
Education -1029631 214648.7 -4.79 0.00004
R-squared: 72.41%, AIC: 998.126
The result of MLR model in Table 1 shows that one of three variables include to the model have no
significant influence to the proverty in Indonesia. It is Unemployment which have p-value about
0.49951 (49.51%) bigger than (5%), so that it can be concluded that Poverty is influenced by
GDP and education and not by Unemployment number.
ISBN 9786021570425 MATH-30

Table 2. Parameter estimation using SAR model

Variable Coeff STd. Error Z-value Prob
W_Poverty 0.312 0.107 2.91 0.00358
Constant 7817687 1191415 6.56 0.00000
Unemployment 65134.93 56693.96 1.14 0.25060
GDRP 10.10957 1.668341 6.05 0.00000
Education -1044008 171908.3 -6.07 0.00000
R-squared : 79.87%, AIC : 990.945
Table 3. Diagnostics for spatial dependence test result

Diagnostics for Spatial Dependence Test DF value Prob
Likelihood Ratio Test 1 9.1807 0.00245

=7.817.687+0,31 =1, + 65.134,93 + 10,11 - 1.044.008
The result of SAR model in Table 2 show the same factors. The unemployment factor did not
influence poverty.Based on the result, only GDRP and Education that affect the poverty in
Indonesa. The difference of two model above is SAR model have bigger R-squared than MLR
model. It means that SAR model is able to explain bigger variance than MLR model. So, based on
R-squared value, SAR model is better than MLR model. In addition, we can use AIC value to
choose the best model. Based on the result in Table 2, AIC value of SAR mdoel (990.945) is
smaller than MLR model in Table 1 (998.126), so the best model for this research is SAR model
because the R-squared is bigger and the AIC value is smaller than MLR model. In order to
convince this conclusion, Likelihood ratio (LR) test was used to diagnose whether there is spatial
dependence in the model. The result showed that P-value of LR test 0.00245 (0.2%) is smaller than
(5%). It means that SAR model is better to explain the condition than MLR model.
4. Conclusion
Poverty level in each province in Indonesia has different condition, some provinces have some
different profile compared to the others. The Highest level of poverty is in Java Island and the
lowest level is outside Java Island i.e. South and Middle Borneo, West Celebes, North and South
Maluku. The best model explaining the condition for this research is SAR model than MLR model,
and the factors that affecting the poverty is GDRP and education level.
Acknowledgements
I want to extend my thanks to my family that always support me whatever I do and my
statistics department at Islamic University of Indonesia for support me in this research.
References
Aidi, MN, Purwaningsih T . (2013). Modelling Spatial Ordinal Logistic Regression and The
Principal Component to Predict Poverty Status of Districts in Java Island, International
Journal of Statistics and Aplication 3(1):1-8.
Anselin L. (2009). Spatial Regression. Fotheringham AS, PA Rogerson, editor, Handbook of
Spatial Analysis. London: Sage Publications.
Dubin R. (2009). Spatial Weights. Fotheringham AS, PA Rogerson, editor, Handbook of Spatial
Analysis. London : Sage Publications.
Fotheringham A.S., Brunsdon C., Chartlon M. (2002). Geographically Weighted Regression, the
Analysis of Spatially Varying Relationships. John Wiley and Sons, LTD.
Hosmer DW, Lemeshow S. (2000). Applied Logistic Regression Second Edition. New York : John
Wiley and Sons.
ISBN 9786021570425 MATH-31

Lee J, Wong DWS. (2001). Statistical Analysis ArchView GIS. New York: John Wiley & Sons,
Inc.
Purwaningsih T, et.al. (2015). Comparison of Unifrom and Kernel Gaussian Weight Matrix in
Generalized Spatial Panel Data Model. Open Journal of Statistics 5, 90-95.
ISBN 9786021570425 MATH-32

OM-08
Ensemble Decomposition Method for Predicting the Price
of Rice in Jakarta
Herlin Fransiska1*, Hari Wijayanto2, and Bagus Sartono2

1
Bengkulu University, Bengkulu, Bengkulu, Indonesia, lynnandt@gmail.com
2
Department of Statistics, Bogor Agricultural University, Bogor, Indonesia
Abstract-Time series analysis is one of statistical procedures in time series data which is applied to predict
the conditions that will come in the context of decision making. Generally, the huge size of data is not only
non linear but also non stationary, and it is difficult to be interpreted in concrete. This problem can be solved
by performing the decomposition process, a process of changing data into a simpler form. Decomposition
method used in the study was Ensemble Empirical Mode Decomposition (EEMD). Decomposed time series
data can also be used for predicting the original data. The ensemble methods can be used are Fourier and
ARIMA analysis because IMF patterned sinusoid and ARIMA is very popular in time series data. The
methodology is applied to forecast weekly rice prices in Jakarta province from January 2002 to August 2013.
Keywords:ARIMA, EEMD, ensemble, Fourier analysis, time series data
ISBN 9786021570425 MATH-33

OM-09
A Modified Numerical Scheme for Solving Grey-Scott
Model
Trija Fayeldi
Universitas Kanjuruhan Malang, Jl. S. Supriadi No.48, Malang, Indonesiatrijafayeldi@gmail.com
Abstract-Reaction and diffusion of chemical species can produce a variety of patterns. The Gray Scott
equation model is one of such a reaction. The model was introduced as an isothermal system with chemical
feedback in a continuously fed, well-stirred tank reactor. In this model, isothermal implies that the reaction
takes place under constant temperature. Autocatalytic means the catalyst is also the product, and continuously
owing corresponds to an open system. The well-stirred assumption involves systems that have uniform
transport of the reactants. The model is written as a system of partial differential equations. In this paper, we
implement a modified numerical scheme to find the solution of Gray Scott equations, in this case a pair of
one-dimensional coupled reaction-diffusion equations. We use literature study to investigate the problem.
Numerical simulation shows that the solution of the model converge to its stable equilibrium point.
Furthermore, we observe the computational time of the model using modified scheme comparing to the Euler
method. Finally, we show some variety of pattern using two-dimensional coupled of the model.
Keywords:reaction, diffusion, converge, computational time.
ISBN 9786021570425 MATH-34

OM-10
Study of Export Oriented Small and Medium Enterprises:
Increasing Productivity to Enhance Competitiveness
[Case Study: Lombok Island-NTB]
I.G.A.K. ChaturAdhi Wirya Aryadi, Made Wijana, I Wayan Joniarta*
Department of Mechanical Engineering, University of Mataram

West Nusa Tenggara, Indonesia
wayanjoniarta@yahoo.com
Abstract- ASEAN Countries Free Trade Area (ACFTA) implementation has led to an increasingly fierce
business competition. In order to be survived in the competition, industry needs to find a new breakthrough
and strengthen its business strategy by always referring to principle of serving the best quality and to
maintain or even increase customer number or market share. Improving the competitiveness of an industry
can be done by increasing productivity. Increased productivity is achieved through the so-called productivity
cycles that include four phases: productivitymeasurement, productivity evaluation, productivity planning, and
productivityincreasing. Data collected throughout all districts in Lombok Island showed various productivity
types and levels of SMEs. This documentation may be helpful in providing a comprehensive map of SMEs
and might be used in creating SME development blue-print. Productivity analysis among SMEs in term of
output-input ratio could be a good consideration for governmental board. Pottery and wood masks industries
are dominant among SMEs in Lombok. By present productivity of 1.36, projection of productivity is widely
open to get maximum benefit.
Key words: Small and Medium Enterprises (SME), export oriented industry, productivity
1. Introduction
Small and Medium Enterprises (SME) plays important role on national economic tenacity
during the economic crisis. The Small and Medium Enterprises (SME) could offer wide vocation
while many big companies are bankrupted. However, Small and Medium Enterprises (SME)
faces a big challenge such as ASEAN free trade or ACFTA implementation. The competition is
not only relying on the domestic product but also the foreign product. Empowering the Micro and
small business, actually, has some obstacles because of the lack of accurate information in term
of the real condition of the Small and Medium Enterprises (SME) itself. This needs the
involvement of the relevant stake holder (Local government, business, education institution) in
order to depict the real condition of the SME. The reducing of export volume during 2009-2011
indicates that the competitiveness and quality of Small and Medium Enterprises (SME) product is
very low in Lombok. So, the main focus of this study is to investigate the production factors
which have directly influence productivity, measure rate of productivity, and evaluate
productivity in order to find solution on the industrial productivity enlargement.
2.1 Industry prospective in Lombok

Based on formal and informal enterprises that are exist in Lombok, it can be justified as
follows; (1) Total number of enterprises are 7,147 unitswhich consist of 677 formalunits and
6,470 informal unit; (2) The number of labour are 30,965 workers. It can be classified into 12,681
formal enterprise workers and 18.284 informal enterprise workers; (3) production value is Rp
2,310.26 billions which consists ofRp 2.175,85 billion on formal enterprises and Rp 174.41
billions on informal enterprises; (4) raw material value is Rp 429.38 billions which is classified
intoRp 327.43 billions onformal enterprises and Rp 101.94 billion informal enterprises. (5)
ISBN 9786021570425 MATH-35

investment value is Rp 129.89 billion which consists of Rp 111.75 billion on formal

enterprisesand Rp 18.14 billion on informalenterprises (Bappeda Lobar, 2012).
Table 1 Export commodity(non fuel and gas), Volume and Value in Lombok Barat district on
year 2011
No Commod Volume (ton) Value (billion)
1 iiiiitye
2 3 4
1 Pearl tttiesty 0.420 1,195.000
2 earthenware 2.800 3,493.394
3 wood handicraft/mask 6.717 31,281.670
4 Bamboo handicraft 3.250 9,362.199
Total 13.187 45,332.263
Table 2 Total volume export and value in Lombok Barat district on year 2009 - 2011
Source data: BPS Lombok Barat district
No Year Volume (ton) Value (billion)

1 2 3 4
1 2009 198.237 110,195.000
2 2010 23.197 535,062.992
3 2011 13.187 45,382.263
Total 234.621 690,640.255
2.2 Productivity Concept

Productivity, based on National Productivity Council (1983), contains opinion that today
is better than yesterday and tomorrow will be better than today. Moreover, National
Productivity Council gives more detail explanation that productivity is ratio between value of
output product to the input resources. It can be expressed in the following formula;
Total output
Productivity = (1
Total input resources
High productivity means the utmost level of outputaccession (effectiveness) by consuming minimum
resources (efficiency). So, in other words there are two elements which are influencing the
productivity, that are effectiveness and efficiency. It can be formulated as bellow;
Effectiveness
Productivity = (2
Efficiency
ISBN 9786021570425 MATH-36

The simplest productivity measurement method is using output/ input ratio approach
(Gaspersz,1998). This measurement method can lead to 3 type of productivity measurement which
are (1) partial productivity, (2) total factor productivity, and (3) total productivity. The
measurement of partial productivity, total factor productivity, and total productivitycan employ
physical unit of output and input or monetary unit of output and input.
Productivity represents the ratio of output and input, so the strategy on increasing company
productivity can be done by implementing the following 5 ways, which need to be adopt based on
company condition and situation, as follows (Gaspersz,1998):
1. Applying cost reduction program. Increasing productivity by minimizing cost means steady
output divided by lower cost.
2. Managing growth. This method represents that the increasing productivity is achieved by
leveling output in bigger quantity in line to market demand and reducing input utilization. In
the other words, the increasing output is higher and on the other hand, and escalation of input
is lower.
3. Work more prompted. It is done if the market demand rise, so the output has to be risen.
However the increasing of output is done by utilizing a stable input and working harder.
4. Work more effective. Increasing productivity is done by rising output based on market
demand and reducing input utilization. We work more effective to gain bigger quantity of
output and utilize less input.
5. Decrease activity. It represents that increasing company productivity can be done by
reducing output based on market demand and reducing more unneeded input.
3. Research Methodology
The study is conceptually done on 2 years period of time. It is shown in Figure 1.
Description method and ratio output/input approach to measure productivity is used on this study.
Data were collected by doing field observation in order to get secondary and primary data. The
accumulated data is historically data (input and output) of small and medium enterprise during 36
months since January 2012 until December 2014.
Figure 1 Fishbone diagram micro/small industry competitiveness
ISBN 9786021570425 MATH-37


The gathered datawas calculated and analyzed to find total productivity. Figure 2 bellow
depicts productivity of several districts in Lombok.
PRODUCITIVITY OF DISTRICT
EXPORT ORIENTED
2
1.5
0.5
0
RARA DIMAS PASAR SENI SONGKET MULYADI DIMAS DAMAR BAMBU BATOK
SILVER WULAN ALAM KELAPA
2012 2013 2014
Figure 2. Total productivity for entire District in Lombok
Table 3 Total productivity ratio of SME

Pasar Dimas Damar Bambu Batok
Rara Dimas Songket Mulyadi
Seni Silver Wulan Alam Kelapa
2012 1.36 1.32 1.45 0.69 1.42 0.92 1.5 1.53 1.46
2013 1.34 1.11 1.48 0.77 1.12 1.33 1.45 1.51 1.45
2014 1.34 1.11 1.34 0.76 1.17 1.32 1.32 1.45 1.38
Based on graph and table above, it can be clarified that there is a reducing on productivity of SME
export oriented product every year. That productivity data is vague on showing profit rate each
SME during 2012, 2013 and 2014, because the productivity calculation based on total sale is
divided by total expenditure of SME every year. Based on Table 3 SME Bambu Alam has the
highest profit ratio which is 1.5; this figure means that bamboo handicraft gain net profit 50%.
Level of productivity can be shown by productivity ratio each SME. SME ratio < 1 means
that SME is not productive, ratio = 1 means less productive, but if ratio > 1 means that SME
productive. Level of productivity ratio can be formulated as bellow;
R (Productivity) = not productive < 1 < productive (3
Table above can be used as a guide to detect the ability of SME to take apart in global market. It
also can be used as a base line of the government/related institution to give direction, founding to
the SME which has low level of productivity. In addition, the high level of productivity SME can
be mentoring the low level productivity SME.
5. Conclusions and Recommendation

Based on discussion above, it can be drawn conclusion and recommendation as follows;
5.1. Conclusions
1. Productivity declining was still obvious in the last 3 years.
ISBN 9786021570425 MATH-38

2. Level of Productivity is strongly affected by sale.

3. Almost all SME have a good level of productivity(SME Songket has level of productivity
less than 1).
5.2. Recommendation
1. A better promotion is needed to rise sale since it can increase the productivity ratio.
2. SME with a good productivity ratio has to rewarded in order to maintain market confidence
level.
3. Assistance and elucidation by related institution are requaired for the low productivity ratio
SME in order to reform those SME significantly.
References
Anonim, 2012, Payung Penelitian Unggulan Universitas Mataram, Unram, Mataram.
Anonim, 2013, Keputusan Rektor Unram tentang pembentukan kelompok-kelompok peneliti
bidang ilmu di Universitas Mataram, Unram, Mataram.
Arman N, 2000, Perencanaan dan Pengendalian Produksi, GunaWidya, Jakarta.
Bappeda Lobar, 2012, Profil Daerah Kabupaten Lombok Barat Tahun 2012, Pemda
Lobar, Gerung, Mataram.
BPS, 2012, Data Spasial Penanggulangan Kemiskinan NTB, BPS, Indonesia.
Depkeu RI, 2011, Studi Potensi Perusahaan UKM Go Public, Depkeu, Jakarta.
Gaspersz, 1998, Metode Analisis untuk Peningkatan Kualitas,Gramedia PustakaUtama,
Jakarta.
Indrayanti, 2012, Peran Pemerintah dalam Pengembangan UKM Berorientasi Ekspor
(Studikasus: Klaster Kasongan dalam Rantai Tambah Global), Jurnal Transnasional,
Vol. 3 No. 2.
Menteri Koperasi dan UKM, 2010,Rencana Strategis Kementerian Koperasi dan UKM
tahun 2010-2014, Kementerian Koperasi dan UKM Indonesia, Jakarta.
Sumanth D.J, 1985, Productivity Engineering and Management, Mc Graw-Hill, Inc.,
Singapore.
Tanto D, Dewi SM, Budio SP, 2012,Faktor-faktor yang Mempengaruhi Produktivitas Pekerja
pada Pengerjaan Atap Baja Ringan di Perumahan Green Hills Malang, Jurnal Rekayasa
Sipil Universitas Brawijaya Vol.6 No.1.
ISBN 9786021570425 MATH-39

OM 11
Forecasting Method for Jakarta Interbank Offered Rate
Arum Handini Primandari* and Ayundyah Kesumawati
Department of Statistics, FMIPA, UII

Jl. Kaliurang Km 14.5, Sleman Yogyakarta
primandari.arum@uii.ac.id
Abstract-The Jakarta Interbank Offered Rate (JIBOR) is an indicative rate for unsecured loan transactions
on the money market offered by one contributor bank to another in order to lend the rupiah of certain tenors
in Indonesia. Knowing JIBOR in advance will help to organize financial system in order to maintenance its
stability. The most appealing method for interest forecasting is stochastic methods which can handle some
sort of problems such as heteroscedasticity, extreme data, multivariate data and so all. However, these
methods work in stationary data that we rarely find of. The simpler method for forecasting is deterministic
methods that do not require any assumptions. Using smoothing parameters, these methods follow the pattern
of data to predict the previous value. We carried out this research using single exponential smoothing,
exponential smoothing with additive trend, and exponential smoothing with damped additive trend. The
measurement of Root Mean Squared Error (RMSE) and Mean Absolute Percentage Error (MAPE) were used
to compare the effectiveness of methods. For further discussion, we used Analysis of Variance (ANOVA)
and Tukey-Kramer as posttest.
Keywords: JIBOR, interest rate forecasting, deterministic methods, exponential smoothing.
1. Introduction
The Jakarta Inter Bank Offered Rate is an indicative rate for unsecured loan transactions on the
money market offered by one contributor bank to another in order to lend the rupiah of certain
tenors in Indonesia. JIBOR is a reference rate used for financial transactions, including a reference
rate for floating and derivative transactions, as well as to evaluate rupiah denominated financial
instruments.JIBOR is determined based on indicative rates submitted by contributor banks. JIBOR
is published through the Bank Indonesia website daily at 10:00 WIB.
JIBOR is calculated by taking simple average of rates, after omitting 15% of the highest rates
and 15% of the lower rates of contributor banks. Bank Indonesia (BI) decides the contributor banks
from local banks in Indonesia. In April 2015, BI has trimmed contributor bank from 30 to 21. Thus,
JIBOR can be more credible for reflecting market condition and economic liquidity.
Nowadays BI is making effort to boost the credibility of JIBOR. Thus, in the future, local firms
could use the rate for their financial transactions, such as a banks lending or deposit facilities, or
other derivative transactions from interest-rate swaps to hedging.
Forecasting JIBOR will help companies to manage their financial. It makes them possible for
applying hedging strategy, arranging portfolio, making some lending, and so all. The use of
deterministic method for forecasting, even this is a traditional way, is simpler than stochastic
method. Thus due to the stochastic model assumption, that is stationary. In most of real data
especially financial data, we rarely find stationary data. Although we can perform transformation,
sometimes the data still remains non-stationary. Moreover, it is hard to choose the best
transformation parameter value so that we have stationary data. In the contrary, deterministic
models do not require any assumptions.
Indonesian historical of financial data, such as JIBOR, mostly was non-normal data. This data
usually have heavy tail or high peak, called leptokurtic. The consequent of this non-normality is
non-stationary. Earlier research, Hyndman (2001) [3] showed that exponential smoothing
performed better than first order ARIMA models when data are non-normal. Therefore we used
deterministic methods, instead of stochastic methods.
ISBN 9786021570425 MATH-40

JIBOR historical data had trend characteristic on it, so we carried out four deterministic models
that are Single Exponential Smoothing (SES), Holts Exponential Smoothing, Damped Holts
Exponential (DHE), and Damped Pegels Multiplicative Trend (DPMT). We compared these four
methods to obtain best forecasting result.
2. Method
2.1 Single Exponential Smoothing

The simplest exponential smoothing is Single Exponential Smoothing. This method has one
parameter to smooth the curve of data.
Ft 1 Yt (1 ) Ft , 0 1 (1)
2.2 Holt Exponential Smoothing with Additive Trend

Holts exponential smoothing is deterministic method overcoming data with trend. The formula
of HES is given bellow.
Lt Yt 1 Lt 1 Tt 1 , 01 (2)
Tt Lt Lt 1 1 Tt 1 , 01 (3)
Ft m Lt mTt (4)
Where Lt is the level at time t, Tt is the local growht at time t, Ft+m is the forecast value at time t+m.
The smoothing constant and are respectively constant for level and local growth (trend). The
initial values have to be calculated to be able to update for level and trend.
3
Y i
L1 i 1
(5)
3
b1 Y2 Y1 (6)
2.3 Damped Holt Exponential Smoothing with Additive Trend

Gardner and McKenzie (1985) [7]describe how a dampening parameter, , can be used within
Holts method to give more control over trend extrapolation.The formula for DHE is presented as
follow.
Lt Yt 1 Lt 1 Tt 1 (7)
Tt Lt Lt 1 1 Tt 1 (8)
m
Ft m Lt iTt (9)
i 1
The damped parameter 0 1 .
2.4 Damped Pegels Multiplicative Trend

Pegels classifications have nine different method for forecasting, including additive or
multiplicative trend with either seasonality or non-seasonality. The formula for DPMT is given as
follow [7]:

Lt Yt 1 Lt 1Tt 1 (10)
Tt Lt / Lt 1 1 Tt 1 (11)
m

i
Ft m Lt T i 1 (12)
3. Numerical Result
ISBN 9786021570425 MATH-41

We used monthly JIBOR data taken from January, 2010 until August, 2015. We defined the
smoothing constant =0.5, =0.7, and =0.3. The curve fitting data of four methods are presented
in Figure 1.
(a) (b)
(c) (d)
Figure 1. JIBOR original data against the four method of exponential smoothing.
The forecasting result for three periods is written as follow.
Table 1. Forecast Result

Period SES HES DHE DPMT
Sept., 2015 6.946814 7.300764 7.107946 7.112859
Okt., 2015 6.946814 7.510377 7.165989 7.173558
Nov., 2015 6.946814 7.71999 7.200815 7.210226
We used Mean Squared Error (MSE) and Mean Absolute Percentage Error (MAPE) to
measure the precision of each method for curve fitting data. The MSE and MAPE is presented as
follow.
Table 2. Measurement of Error

Method MSE MAPE
SES 0.1642 4.8907
HES 0.0831 3.6351
DHE 0.0811 3.3718
DPMT 0.0915 3.8067
ISBN 9786021570425 MATH-42

According to Table 2., Damped Holt Exponential smoothing has the smallest MSE with 3.3718%
of error relative to the data. The three method, that are HES, DHE, and DMPT, have little different
of measurement of error, either MSE or MAPE. Testing this difference of accuracy prediction was
conducted by ANOVA of error forecasting. The result of ANOVA test is given in Table 3.
Table 3. ANOVA Result
Source df SS MS F Prob>F
Columns 3 2.7718 0.9239 10.7432 1.114610-6
Error 260 22.3602 0.0860
Total 263 25.1319
According to Table 1., we rejected H0. It means that at least a pair of exponential method has
different accuracy to predict data.We continued to do posttest ANOVA using Tukey-Kramer Test.
Thus, the accuracy of SES was significantly different from the others method. In addition, the
accuracy of HES, DHE, and DPMT have no difference on accuracy.
4. Conclusion
We can apply exponential smoothing to forecast JIBOR because it does not require any
assumption, such as normality. Among the four exponential smoothing, Damped Holts
Exponential Smoothing has the least MSE. Furthermore, Holts Exponential, Damped Holts
Exponential, and Damped Pegels Multiplicative were not significantly different to predict JIBOR.
Reference
[1] Acar, Y. (2014). Forecasting Method Selection Based on Operational Performance. Boazii
Journal Review of Social Economic and Administrative Studies vol. 28(1), pp. 95-114.
[2] Acar, Y. and Gardner Jr., E. S. (2012). Forecasting Method Selection in Global Supply Chain.
International Journal of Forecasting, vol. 28, pp. 842-848.
[3] Gooijer, J. G., and Hyndman, R. J. (2006). 25 Years of Time Series Forecasting. International
Journal of Forecasting, vol. 22, pp. 443-473.
[4] http://www.bi.go.id/en/moneter/jibor/tentang/Contents/Default.aspx, consulted 25 Sep. 2015.
[5] Livera, A. M., Hyndman, R. J., and Snyder, R. D. (2010). Forecasting Time Series with
Complex Seasonal Pattern Using Exponential Smoothing. Working paper Monash University
Department od Econometrics and Business Statistic.
[6] Rasmussen, R. (2004). On Time Series Data and Optimal Parameters. International Journal of
Management Science, vol. 32, pp. 111-120.
[7] Taylor, J. W. (2003). Exponential Smoothing with a Damped Multiplicative Trend.
International Journal of Forecasting, vol. 19, pp. 715-725.
ISBN 9786021570425 MATH-43

OM-12
Forecasting BI Rate Based on Fuzzy Time Series with
Higher Forecast Accuracy Rate
Ayundyah Kesumawati*, Arum Handini Primandani
Department of Statistics, FMIPA, UII

ayundyah.k@uii.ac.id
Abstract-The BI (Central Bank) rate is the policy rate reflecting the monetary policy stance adopted by
Bank Indonesia. The most popular time series method used to make prediction of this kind of data is
ARIMA. However, it requires stationary assumption which is difficult to find. Since decades ago time series
has been rapidly developing. One of its development was Fuzzy Time Series that does not require any
assumptions. Moreover, by using this method we possibly make a rank in the data in order to smooth the
forecasting. In this paper, we applied Fuzzy Time Series with higher forecast accuracy rate to predict BI rate.
We compared the result with classical time series forecasting that is exponential smoothing.
Keywords: BI rate, interest rate forecasting, fuzzy time series, exponential smoothing.
1. Introduction
Fuzzy set theory was originally proposed by Zadeh (1965) to handle human lingusitic terms
problem. Since then, many modified models based on this theory have been derived and
succesfully impelemented in real world application.
The main goal of the classic time series analysis is the building of mathematical models based
on the known past in order to forecast time series in future. Time series model have been used to
make prediction in many kind of data fields.The most popular time series method used to make
prediction of this kind of data is ARIMA.
During last few decades, various approaches have been developed for time series forecasting,
one of its development was Fuzzy Time Series that does not require any assumptions. Song &
Chissom presented the theory of fuzzy time series in 1993. Hwang, Chen & Lee and Sah &
Degtiarev used the differences of the enrollments and Stevenson & Porter. In this paper we use
Saxena (2012) method for forecasting enrollment on Fuzzy Time Series with Higher Forecast
Accuracy Rate that we applied for BI Rate Data.
The BI rate is the policy rate reflecting the monetary policy stance adopted by Bank Indonesia.
Functional trend models are used, assuming that these are able to generate future values, whereby
this assumption is not suitable for medium or long range forecasts. However, it requires stationary
assumption which is difficult to find.Moreover, by using this method, we possibly make a rank in
the data in order to smooth the forecasting.
In this paper we use two kind of method to comparing the forecasting result which are MSE
(Mean Square Error) and AFER (Average Forecasting Error Rate). For the result we compared the
forecasting result of Saxena Method with the forecasting result of the existing data.
2. Fuzzy Time Series

In 1965, Zadeh first presented fuzzy set theory in order to process a continous dataset in
situations where there is a degree of uncertainty. The basic fuzzy time series definitions are below.
2.1 Fuzzy Set

A fuzzy set is a category with different degrees of membership in the whole dataset. If U is the
universe of discourse, where U = {u1, u2, . . . , un} belongs to discrete andfinite attributes, then the
fuzzy set Ai can be defined as follows
ISBN 9786021570425 MATH-44

Ai f Ai (u1 ) / u1 f Ai (u 2 ) / u 2 ... f Ai (u n ) / u n (1)

Where fAidenotes the membership function of the fuzyy set Ai, fAi: U [0,1], and ui is a
generic element of the fuzzy set Ai; fAi(ui) is the degree of membership of the element ui in the fuzzy
set Ai, and fAi(ui) [0,1], and 1 i n.
2.2 Fuzzy Time Series

Chronological sequences of imprecise data are considered as time series with fuzzy data. A
time series series with fuzzy data is referred to as fuzzy time series. Let X(t) (t = ... , 0, 1, 2, ...) be
the universe of discourse and be a subset of R, fuzzy set fi(t) (i = 1, 2, ...) be defined in X(t), and
F(t) be a collection of fi(t) (i = 1, 2, ...). Then, F(t) is called a fuzzy time series of X(t) (t = ..., 0, 1,
2, ...).
2.3 Forecast Error

Forecast error is the difference between the actual or real and the predicted or forecast value of
a time series.
Error = Actual value - forecasted value
2.4 Comparison of Different Forecasting Methods

To compare the forecasting results of different forecasting method in this paper, we use the
average forecasting error rate (AFER) and mean square error (MSE), which define by Stevenson &
Porters (2009).
Ai Fi

A
AFER 100%
i
n (2)
n
A F
2
i i
MSE i 1
n (3)
where Ai denotes the actual BI Rate data and Fi denotes the forecasting BI Rate data ofmonth i,
respectively.
2.5 FTS with Higher Accurate Rate

In this paper, we use the method of Saxena (2012) based partition to the mean based
partitioning in each interval. The step for this method is shown below :
1. Define the universe of discourse U and partition it into intervals of equal length. The
percentage of BI Rate month to month is given in table 1. In this paper we defined U =
[5.75;12.75] is partitioned into seven equal intervals.
2. Get a mean of the original data and compare the means of original and frequency of each
interval and then split the seven intervals into number of sub-intervals respectively.
Table 1.Interval Original Data

Interval Number of Data
[5.75; 6.75] 50
[6.75; 7.75] 31
[7.75; 8.75] 19
[8.75; 9.75] 10
[9.75; 10.75] 3
[10.75; 11.75] 3
ISBN 9786021570425 MATH-45

Interval Number of Data

[11.75; 12.75] 9
3. Define each fuzzy set Xi based on the redivided intervals and fuzzify the BI Rate shown in
Table 3.where fuzzy set Xi, denotes a linguistic value of the month to month percentage
represented by a fuzzy set.
Table 2. Fuzzy Set XiInterval
Fuzzy Set Xi Interval

X1 5.750 5.770
X2 5.770 5.802
X3 5.802 5.835

X124 12.690 12.710
X125 12.710 12.730
X126 12.730 12.750
4. Defuzzify the fuzzy data shown in Table 3.

5. Count MSE and AFER. The result is shown in Table 3 in section 3.
3. Numeric Result
3.1 Forecasting Data BI Rate using FTS with Higher Accurate Rate and FTS based
Method
Proposed method by Saxena is being applied to forecast BI Rate. Forecasting for Method 1
(FTS with Higher Accurate Rate) and Method 2 (Fuzzy Time Series based Method) are shown
below:
Table 3. Numeric Result

Actual MSE AFER
No Month Data BI Method Method
Rate Method 1 Method 2
1 2
1 05-Jul-05 8.5 - - - -
09-Agust-
2 8.75 0.069 0.022 0.026 0.015
05
3 06-Sep-05 10 1.640 1.400 0.128 0.118
4 04-Okt-05 11 0.993 1.223 0.100 0.111
5 01-Nop-05 12.25 1.683 2.251 0.130 0.150

120 14-Apr-15 7.5 0.000 0.060 0.001 0.025
121 19-Mei-15 7.5 0.000 0.060 0.001 0.025
122 18-Jun-15 7.5 0.000 0.060 0.001 0.025
123 14-Jul-15 7.5 0.000 0.060 0.001 0.025
18-Agust-
124 7.5 0.000 0.060 0.001 0.025
15
125 17-Sep-15 7.5 0.000 0.060 0.001 0.025
126 Okt-15 0.073 0.227 0.015 0.040
ISBN 9786021570425 MATH-46

Comparison between proposed model, existing models and actual value for BI Rate is shown
in Table 3.
Figure 1. shows the exiting trends of forecasted BI Rate obtained by Saxena (2012) and
Kumar (2012). It can observed from figure 1 that the forecasted values computed by the Saxena
(2012) are significantly in closed accordance to the actual data BI Rate.
Figure 1.Actual Data BI Rate vs FTS with Higher Accurate Rate vs FTS based Method.
3.2 Comparison
In this section, we compared 2 method using AFER (Average Forecasting Error Rate) and
MSE (Mean Square Error). Lower values of MSE and AFER are measured by higher forecasting
precisioness. Based on equation (2) and (3) in previous section, the result is shown in table 4.
Table 4. MSE and AFER of two forecasting models
Method MSE AFER
FTS with Higher Accurate Rate 0.073 0.015 %
FTS based Method 0.227 0.04 %
From the Table 4, it can be seen that MSE and AFER are lowest in case of FTS with Higher
Accurate Rate than FTS based Method. FTS with Higher Accurate Rate determined number of
intervals by using frequency distribution. The result for forecasting is shown below.
ISBN 9786021570425 MATH-47

Table 5. Forecasting Data BI Rate by two method

Actual Data BI Forecast
No Month
Rate Method 1 Method 2
1 05-Jul-05 8.5 - -
2 09-Agust-05 8.75 8.486404 8.60
3 06-Sep-05 10 8.71943 8.82
4 04-Oct-05 11 10.00360 9.89
5 01-Nov-05 12.25 10.95288 10.75

120 14-Apr-15 7.5 7.49499 7.75
121 19-May-15 7.5 7.49499 7.75
122 18-Jun-15 7.5 7.49499 7.75
123 14-Jul-15 7.5 7.49499 7.75
124 18-Agust-15 7.5 7.49499 7.75
125 17-Sep-15 7.5 7.49499 7.75
126 Oct-15 7.49499 7.75
Based on http://www.bi.go.id/id/moneter/bi-rate/data/Default.aspx by 15 october 2015,the

actual Data BI Rate is in 7.5%. It can be seen that the forecast and actual data would have the same
values as the last forecast in 17 sept 2015.
4. Conclusion
In this paper, we used BI Rate Data and applied it to forecast BI Rate for October 2015 period.
Based on table 4, FTS with Higher Accurate Rate provide the smallest AFER and MSE. For future
work, we can add some method such as new method for forecasting data based on different
intervals to get a higher forecasting accuracy point.
References
L.A. Zadeh (1965). Fuzzy sets, Information and Control 8 pp. 338353
Stevenson, Porter (2009). Fuzzy time series forecasting using percentage change as the universe of
discourse, Proceedings of World Academy of Science, Engineering and Technologyvol. 55,
pp. 154-157.
T. A. Jilani, S. M. A. Burney, C. Ardil (2007). Fuzzy metric approach for fuzzy time series
forecasting based on frequency density based partitioning, Proceedings of World Academy of
Science, Engineering and Technology vol. 34, pp. 333-338.
Q. Song, B. S. Chissom (1993), Fuzzy time series and its models, Fuzzy Sets and systems, vol.
54, pp. 269-277.
Kumar, Sachin. Kumar, Narendra (2012). Fuzzy Time Series based Method for Wheat production
Forecasting, International Journal of Computer Applications. (0975 8887) Volume 44
No12.
Saxena, Preetika. Sharma, Kalyani. Easo, Santhosh. (2012). Forecasting Enrollments based on
Fuzzy Time Series with Higher Forecast Accuracy Rate, Int.J.Computer Technology &
Applications ,Vol 3 (3), 957-961.
Web-1: http://www.bi.go.id/id/moneter/bi-rate/data/Default.aspxconsulted 26 September. 2015.
Web-2: http://www.bi.go.id/en/moneter/bi-rate/penjelasan/Contents/Default.aspxconsulted26
September. 2015.
ISBN 9786021570425 MATH-48

OM-13
If Then Rules of Rough Set Theory for Decision Rules of
Traffic Accidents in Pontianak City
R.B. Fajriya Hakim* and Syf Cindy Ayu
Statistics Department, Faculty of Mathematics and Sciences

Universitas Islam Indonesia, Jl. Kaliurang Km 14.5, Sleman Yogyakarta
hakimf@uii.ac.id
Abstract -Rough Set Theory developed by Pawlak is a mathematical method that deal with vague and
uncertain data. The traffic accident data is one of the data with vagueness which could be difficult to be
analyzed by using conventional statistical method. This paper is aimed to obtain a decision rules from the
traffic accident data in Pontianak City with If-Then rules method from Rough Set Theory. The data used is
secondary data from traffic accident unit of regional police department of Pontianak Cityon January-August
2014. By using If-Then rules of Rough Set theory, some decision rules can be obtained.
Keywords: rough set, If-then rules, decision rules, traffic accidents, Pontianak
1. Introduction
Nowadays, technology developmentisrapidly increased, especially in the field of
transportation. This development arises because of the increasing of human needs that must be met.
This encourages more inovations to simplify human life. Transportation equipment is one of
technology development that important in supporting human activity.The development of
technology in transportation field has both of not only has positive impacts but also has negative
impacts such as traffic land accidents. The increasing number of vehicles will increases highway
road user. The increasing number of road users is not always accompanied by adequate facilities
and infrastructure development. This can be one of the factors that can cause traffic accidents.
Based on Indonesian Police Department data, the number of traffic accidents in Indonesia
continues to increase. In 2012, there were 117,949 traffic accidents with 197,560 victims. Among
this number, 29,544 victims were died, 39,704 victims were severely injured,and 128,312 were
minor injured. Although the number of traffic accidents decreases in 2013, the number of traffic
accidents in Indonesia still can be ranked as high level. Based on World Health Organization
(WHO) data,traffic accidents in Indonesia increases more than 80%, or in other words, at least 120
victims were involved in traffic accidentsin a day (Firmansyah, 2014).
In Indonesia, especially West Borneo Province, there were 892 traffic accidents recorded
with 307 victims were died, 489 victims were severely injured and 824 victims were minor injured.
Material losses reached Rp.2.781.770.000,00 from January to July 2014. Among 12 districts in
West Borneo, Pontianak City district is ranked on the first placefor city with highest traffic
accidents with 266 events, 60 diedvictims, 72 severely injuredvictims and 264minor injured victims
(from Accident Data of Regional Police of West Borneo in 2014)
Based on the background, the problems discussed are the characteristics of victim of traffic
accidents and decision rules from the summary data of traffic accidents occurred in January-August
2014 at Pontianak City, West Borneo. Both of these problems are intended to find out the
characteristics of traffic accidents victims and the decision rules from the summary data of traffic
accidents that occurred at Pontianak City. In this paper, our research was conducted in POLDA
Kalimantan Barat (Regional police of West Borneo) in which the data used is secondary data of
traffic accident victims recorded from traffic accident unit of regional police department of
Pontianak City, West Borneo on January-August 2014. The analysis method used in this paper is
If-Then method from RoughSet theory and the traffic accidents factors such as day of accidents
(weekdays and weekend), time of accidents (early morning, morning-noon, noon-night and night)
and severity level of victims (not injured, injured and fatality) are used as attribute of Rough Set
ISBN 9786021570425 MATH-49

theory. The expected benefits of this paper could be regarded as an evaluation and consideration
ondecisionmaking of traffic system in Pontianak City as an effort to reduce the number of traffic
accidents and to improve the traffic system in Pontianak City.
According to the law of Republic of Indonesia, Kecelakaan lalu lintas adalahsuatuperistiwa di
jalan yang tidakdidugadantidakdisengajamelibatkankendaraandenganatautanpapenggunajalan
lain yang mengakibatkankorbanmanusiadanataukerugianhartabenda.(UU RI No.22 Tahun 2009
TentangLaluLintasdanAngkutan Jalan, Pasal 1 ayat (24)), traffic accident is an unexpected and
unintentional event that involving vehicle with or without other road users that resulted in loss of
life or loss of property.
Data mining is an information extraction process from data set through the use of
algorithms and statistical techniques that involve science, machine learning and database
management systems (Feelders, Daniels, and Holsheimer, 2000). Data mining is a process that
hiring one or more computer learning techniques to analyze the data and to extract the knowledge
automatically (Hermawati, 2013).
Rough Set theory is a new mathematical tool for imperfect data analysis. Rough Set
philosophy was found on the assumption that every object of the universe discourses some
information (data, knowledge) which is associated (Pawlak,2002). Some of basic concepts from
RoughSet theory are Information system (decision), indiscernibility relation, approximation set and
reduction data (Pancerz, K., Suraj, Z 2008).Some advantages of RoughSet method compared with
the other methods are (Pawlak,2002):
a. It provides efficient algorithms for finding hidden patterns in data;
b. It finds reduced sets of data;
c. It evaluates significance of data;
d. It generates minimal sets of decision rules from data;
e. It is easy to understand;
f. It offers straightforward interpretation of results;
g. It can be used in both qualitative and quantitative data analysis;
h. It identifies relationships that would not be found using statistical methods..
Rough set based data analysis starts from a data table called a decision table, columns of
which are labeled by attributes, rows by objects of interest and entries of the table by attribute
values. Attributes of the decision table are divided into two disjoint groups called condition and
decision attributes, respectively. Each row of a decision table induces a decision rule, which
specifies decision (action, results, outcome, etc) if some conditions are satisfied. If a decision rule
uniquely determines decision in terms of conditions the decision rule is certain. Otherwise the
decision rule is uncertain (Pawlak, 2002).
A decision rule in Rough Setis an implication if then or where is
condition and is decision from rule. Condition isthe attributes, and its values is placed to the left
of the arrow. Meanwhile, the decision is the attributes, and its values is placed to the right of the
arrow. and are a logic function built from the attribute and to explain the properties from the
facts. Decision rule is an association rule because it is an expression of the relationship between
condition and decision (Pawlak, 2002).Rough Setmethod used two probabilities in every decision
rule ( ), named certaintyfactor dancoveragefactor (Pawlak, 2002). Certainty factor shows an
object probability to have class label in some conditions. Meanwhile, Coverage factor shows
conditional probability from a reason to a decision that has given. Certainty factor and coverage
factor are formulated as follows (Pawlak, 2002) :
Certainty Factor

= (i)

Coverage Factor
ISBN 9786021570425 MATH-50


= (ii)

3. Research Method
The data in this paper is a secondary data obtained or compiled from sources that already
exist. The data used is traffic accidents data obtained from traffic accident unit of regional police
department of Pontianak City, West Borneo on January-August 2014period. There are 288 traffic
accidents occurred on January-August 2014 in Pontianak City.
Variable research is a research objects or the factor that has role in the studied event or
phenomenon. The variables used in this research are one variable decision and two variables
condition. Here are the variables that studied:
a. Day the day of traffic accidents occurred. This variable is divided into two categories,
namely Weekdays (Monday, Tuesday, Wednesday, Thursday and Friday) and Weekend
(Saturday and Sunday).
b. Time the time of traffic accidents occurred. This variable is divided into four categories,
namelyMidnight-Morning (12.00 AM 06.00 AM), Morning-Afternoon (06.00 AM 12.00
PM), Afternoon-Night (12.00 PM 06.00 PM) and Night-Midnight (06.00 PM 12.00 AM).
c. Severity Level of the Victim the severity level of traffic accident victims. This variable is
divided into three categories, namely not Injured (the victims were not injured), injured (the
victims were injured) and fatality (the victims were died).
Characteristics of Traffic Accidents in Pontianak City

The response variable used is the severity of traffic accident victims that consist of three
categories, namely not injured, injured and fatality.Table 1 shows that in the last eight months
(January-August 2014) there were 543 people victims of traffic accidents. Based on data, Among
those 543 accident victim, 22.10% or 120 victims were not injured, 64.09% or 348 victims were
injured and 13.81% or 75 victims were died.
Table 1 Total and Percentage Severity Level of the Victim
Severity Level of The Victim Frequency Percentage (%)
Not Injured 120 22.10

Injured 348 64.09
Fatality 75 13.81
Total 543 100
The severity level of the traffic accidentvictims can also be seen based on the day of the
accident. Table 2 shows that there were 69.06% of 543 accident victims or eqivalent to 375 victims
are included in the workdayscategory. Among those victims, 77 victims were not injured, 248
victims were injured and 50 victims were died. While in weekend category, there were 30.94% or
168 victims. Among them, 43 victims were not injured, 100 victims were injured and 25 victims
were died.
Table 2 Frequency and Percentage of Severity Level of the Victim Based on the Day of the Accident
Frequency
Security Level of The
Day
Victim
Weekdays Weekend
Not Injured 77 43
Injured 248 100
ISBN 9786021570425 MATH-51
Fatality 50 25
Total 375 168
Percentage (%) 69.06 30.94
Besides based on the day of the accident, the severity level of the traffic accident can be
seen from the time of the accident. Table 3 shows that among 543 accident victims, there were
11.79% or 64 victims are included in the Midnight-Morning category. Among them, 12 victims
were not injured, 36 victims were injured and 16 victims were died. In Morning-Afternoon
category, a total of 30.39% or 165 people became the victims. Among them, 42 victims were not
injured, 104 victims were injured and 19 victims were died. In Afternoon-Night category, a total of
34.46% or 198 people became the victims. Among them, 53 victims were not injured, 115 victims
were injured and 30 victims were died. The last, in the Night-Midnightcategory a total of 21.36%
people became the victims. Among them, 13 victims were not injured, 93 victims were injured and
10 victims were died.
Table 3 Frequency and Percentage of Severity Level of the Victim Based on the Time of the Accident
Frequency
Severity Level Time
of The Victim Midnight- Morning-
Afternoon-Night Night-Midnight
Morning Afternoon
Not Injured 12 42 53 13
Injured 36 104 115 93
Fatality 16 19 30 10
Total 64 165 198 116
Percentage (%) 11.79 30.39 36.46 21.36
Decision Rules
Table 4 Certainty and Coverage Factor Based on the Time and the Day of the Accident
Time Day Consequence Frequency Certainty Coverage
Midnight-Morning Weekdays Not Injured 7 0.146 0.058
Midnight-Morning Weekdays Injured 30 0.625 0.086
Midnight-Morning Weekdays Fatality 11 0.229 0.147
Midnight-Morning Weekends Not Injured 5 0.313 0.042
Midnight-Morning Weekends Injured 6 0.375 0.017
Midnight-Morning Weekends Fatality 5 0.313 0.067
Morning-
Weekdays Not Injured 33 0.246 0.275
Afternoon
Morning-
Weekdays Injured 86 0.642 0.247
Afternoon
Morning-
Weekdays Fatality 15 0.112 0.200
Afternoon
Morning-
Weekends Not Injured 9 0.290 0.075
Afternoon
Morning-
Weekends Injured 18 0.581 0.052
Afternoon
Morning-
Weekends Fatality 4 0.129 0.053
Afternoon
Afternoon-Night Weekdays Not Injured 29 0.242 0.242
ISBN 9786021570425 MATH-52

Afternoon-Night Weekdays Injured 72 0.600 0.207

Afternoon-Night Weekdays Fatality 19 0.158 0.253
Afternoon-Night Weekends Not Injured 24 0.308 0.200
Afternoon-Night Weekends Injured 43 0.551 0.124
Afternoon-Night Weekends Fatality 11 0.141 0.147
Night-Midnight Weekdays Not Injured 8 0.110 0.067
Night-Midnight Weekdays Injured 60 0.822 0.172
Night-Midnight Weekdays Fatality 5 0.068 0.067
Night-Midnight Weekends Not Injured 5 0.116 0.042
Night-Midnight Weekends Injured 33 0.767 0.095
Night-Midnight Weekends Fatality 5 0.116 0.067
From Table 4, data can be interpreted based on the biggest terminology of N from three
consequences of traffic accidents:
a. If time of accidents is Morning-Afternoon and day of accidents is Weekdays, then
occurs victim with consequences not injured the most are 33 victims of other
conditions.
b. If time of accidents is Morning-Afternoon and day of accidents is Weekdays, then
occurs victim with consequences injured the most are 86 victims of other conditions.
c. If time of accidents is Afternoon-Night and day of accidents is Weekdays, then occurs
victim with consequences not injured the most are 19 victims of other conditions.
Decision rules on Table 4 and certainty factors above, leads to several conclusions as follows:
- If the driving time is Midnight-Morning, and the driving day is included into the workday
category (Monday-Friday), the possibility of accidents with injured victims is amounted to
0.146 or 14.6% under the same conditions. While the possibility of accidents with injured
victims is amounted to 0.625 or 62.5% and the possibility of accidents with died victims is
amounted to 0.229 or 22.9% under the same conditions.
- If the driving time is Midnight-Morning, and the driving day is included into the weekend
category (Saturday-Sunday), the possibility of accidents with not injuredvictims is
amounted to 0.313 or 31.3% under the same conditions. While the possibility of accidents
with injured victims is amounted to 0.375 or 37.5% and the possibility of accidents with
died victims is amounted to 0.313 or 31.3% under the same conditions.
- If the driving time is Morning-Afternoon, and the driving day is included into the workday
category (Monday-Friday), the possibility of accidents with not injuredvictims is amounted
to 0.246 or 24.6 % under the same conditions. While the possibility of accidents with
injured victims is amounted to 0.642 or 64.2%, and the possibility of accidents with died
victims is amounted to 0.112 or 11.2% under the same conditions.
- If the driving time is Morning-Afternoon, and the driving day is included into the weekend
category (Saturday-Sunday), the possibility of accidents with not injuredvictimsis
amounted to 0.290 or 29% under the same conditions. While the possibility of accidents
with injuredvictims is amounted to 0.581 or 58.1% and the possibility of accidents with
- If the driving time is Afternoon-Night, and the driving day is included into the workdays
category (Monday-Friday), then the possibility of accidents with not injured victims is
amounted to 0.242or 24.2% under the same conditions. While the possibility of accidents
with injured victims is amounted to 0.600 or 60% and the possibility of accidents with died
victims is amounted to 0.158 or 15.8% under the same conditions.
- If the driving time is Afternoon-Night, and the driving day is included into the weekends
category (Saturday-Sunday), then the possibility of accidents with not injuredvictims is
ISBN 9786021570425 MATH-53

- If the driving time is Night-Midnight, and the driving day is included into the workday
category (Monday-Friday), then the possibility of accidents with not injuredvictimsis
amounted to 0.110 or 11% under the same conditions. While the possibility of accidents
- If the driving time is Night-Midnight, and the driving day is included into the weekends
category (Saturday-Sunday), then the possibility of accidents with not injuredvictims is
withinjured victims is amounted to 0.767 or 76.7% and the possibility of accidents with
diedvictimsis amounted to 0.116 or 11.6% under the same conditions.
Decision rules on Table 4 and certainty factors above, leads to several conclusions as follows:
- Traffic accident with the consequences victims were not injured occured by 62.4% on
weekdays, with 5.8% occurred during Midnight-Morning, 27.5% occurred during
Morning-Afternoon, 24.2% occurred during Afternoon-Night and 6.7% occurred during
the Night-Midnight.
- Traffic accident with the consequences victims were not injured occured by 35.9% on
weekend, with 4.2% occurred during Midnight-Morning, 7.5% occurred during Morning-
Afternoon, 20% occurred during Afternoon-Night and 4.2% occurred during the Night-
Midnight.
- Traffic accident with the consequences victims were injured occured by 71.2% on
weekdays, with 8.6% occurred during Midnight-Morning, 24.7% occurred during
Morning-Afternoon, 20.7% occurred during Afternoon-Night and 17.2% occurred during
the Night-Midnight.
- Traffic accident with the consequences victims were injured occured by 28.8% on
weekend, with 1,7% occurred during Midnight-Morning, 5.2% occurred during Morning-
Afternoon, 12.4% occurred during Afternoon-Night and 9.5% occurred during the Night-
Midnight.
- Traffic accident with the consequences victims were died occured by 66,7% on weekdays,
with 14.7% occurred during Midnight-Morning, 20% occurred during Morning-Afternoon,
25.3% occurred during Afternoon-Night and 6.7% occurred during the Night-Midnight.
- Traffic accident with the consequences victims were died occured by 33.4% on weekend,
with 6.7% occurred during Midnight-Morning, 5.3% occurred during Morning-Afternoon,
14.7% occurred during Afternoon-Midnight and 6.7% occurred during the Night-Midnight.
5. Conclusion
There are some result of Rough Set theory that applied in the traffic accident in Pontianak
City that could be used as recommendation for Police Department,
- The results of characteristic of traffic accidents in Pontianak City shows that in the last
eight months, between January-August 2014, the of traffic accident victims is mostly
64.09% or about 348 people with injured victims.
- Based on the day, most of traffic accidents occurs on Workdays (Monday-Friday) with
69.06% or about 375 victims were involved.
- Based on the time, most of traffic accidents occurs on Afternoon-Night time (12.00 PM
06.00 PM) with 36.46% or about 198 victims were involved.
- The highest possibility of traffic accidents with the consequences victims were not injured
is occurred on the workday (Monday-Friday) with 62.4% possibility
- The lowest possibility traffic accidents with the consequences victims were injuredis is
occuredon the weekend (Saturday-Monday) with 28.8% possibility.
- The lowest possibility of traffic accidents with the consequences victims were died is
occurred on weekend (Saturday-Monday) with 33.4%% possibility.
ISBN 9786021570425 MATH-54

References
Anastasia, Imelda Aditya, 2010. Penerapan Metode If-Then Rules Dari Rough Sat Theory Pada
Kecelakaan di Lokasi Pertambangan. Tugas Akhir: Fakultas Matematika dan Ilmu
Pengetahuan Alam Jurusan Statistika Universitas Islam Indonesia : Yogyakarta.
Anonim, 2014. Laporan Laka Lantas Tahun 2014 Kota Pontianak Kepolisian Daerah Kalimantan
Barat. Kalimantan Barat.
Balango, Ayistiya.S, 2014. Algoritma Nearest Neighbor.
(http://ayistiya13.blogspot.com/2014/11/algoritma-nearest-neighbor.html?m=1 Accessed
on 26th January 2015, 01.33 AM)
Chan,C-C, 2007. Fundamentals of Rough Set Theory and Its Applications. University of Akron:
USA.
Dirjen Perhubungan Darat, 2012. Perhubungan Darat dalam Angka. Jakarta :Kementerian
Perhubungan Direktorat Jenderal Perhubungan Darat RI.
(http://www.hubdat.dephub.go.id/data-a-informasi/pdda/tahun-2012/download downloaded
on 24th January 2015 07:20 PM).
Elgabbani, Badreldin O.S, Khozium, Mohamed Osama & Ahmed, Mahmoud Ali, 2014.
Combination Prediction Model of Traffic Accident Using Rough Set Technology Approach.
International Journal of Enhanced Research in Science Technology & Engineering,
ISSN:2319-7463 Vol.3 Issue 1, January-2014,pp: (47-56) (http://www.erpublications.com
downloaded on 26th January 2015, 01.26 AM).
Erden, Caner &Tysz, Fatih, 2014.An application of rough sets theory on traffic accidents.
InternationalConference on Engineering and Applied Sciences Optimization M.
Papadrakakis, M.G. Karlaftis, N.D. Lagaros (eds.) Kos Island, Greece
(http://www.opti2014.org/admin/files/papers/5669/3404.pdfdownloaded on 26thJanuary
2015, 01.30 AM)
Feelders A., Daniels, H., and Holsheimer, M., 2000, Methodological and Practical Aspects of Data
Mining, Journal Information and Management, Volume 37 Issue 5, pages 271 281,
Elsevier.
Firmansyah, Teguh, 2014. Survei Kecelakaan Lalu Lintas di Seluruh Dunia: Orang-Orang yang
Matidalam Diam. (http://www.republika.co.id/berita/koran/halaman-1/14/11/07/nenhso57-
survei-kecelakaan-lalu-lintas-di-seluruh-dunia-orangorang-yang-mati-dalam-diamAccessed
on 24th January 2015, 07.10 PM).
Hermawati, 2013, Data Mining 1st edition, Andi Offset. Yogyakarta.
Pancerz, K., Suraj, Z.: Rough Sets for Discovering Concurrent System Models from Data Tables.
In: A.E. Hassanien, Z. Suraj, D. lzak, P. Lingras (Eds.), Rough Computing. Theories,
Technologies and Applications, Information Science Reference, Hershey, 2008, pp. 239-
268.
Khairunnisa, 2014. Decision Rules pada Kecelakaan Lalu Lintas di Kabupaten Sleman dengan
Metode If-Then dari Rough Set Theory. Tugas Akhir :Fakultas Matematika dan Ilmu
Pengetahuan Alam Jurusan Statistika Universitas Islam Indonesia.Yogyakarta.
Pawlak, Zdislaw, 2002. Primer on Rough Set : A New Approach to Drawing Conclusion From
Data. Vol 22:147.
ISBN 9786021570425 MATH-55

Pawlak, Zdislaw, 2002. Rough Set Theory and Its Applications. Journal of Telecommunication and
Technology Information 3/2002.
Pawlak, Z., &Skowron,A., 2007. Rough Sets : Some Extensions. Information Sciences and
Computer Sciences Intellegent Systems Applications, 177,28-40.
Republika, 2014. Survei Kecelakaan Lalu Lintas di Seluruh Dunia: Orang-orang yang Mati dalam
Diam, http://www.republika.co.id, 7th November 2014
Septianusa,2014. Karakteristikdan Decision Rule Kecelakaan Lalu Lintas Sebagai Wujud Usaha
Peningkatan Keselamatan Lalu Lintas di Kabupaten Sleman. Makalah. Fakultas
Matematika dan Ilmu Pengetahuan Alam Jurusan Statistika Universitas Islam
Indonesia.Yogyakarta.
Simanungkali, H.M.T Rusrxell, &Aswad, Yusandy, 2012. Analisa Faktor Penyebab Kecelakaan
Lalu Lintas di Ruas Jalan Sisingamangaraja (STA 00+000 STA 10+---) Kota Medan.
Universitas Sumatera Utara : Medan.
UU.RI, 2009. Lalu Lintas dan Angkutan Jalan. Undang-Undang Republik Indonesia Nomor 22
Tahun 2009, Pasal 1 ayat (24).
ISBN 9786021570425 MATH-56

OM-14
A Stochastic Approach on the Difference Number of
Neonatal Death in Developed and Developing Countries
Atina Ahdika* and Asmadhini Handayani Rahmah
Department of Statistics Universitas Islam Indonesia

JalanKaliurang Km 14,5 Sleman, Yogyakarta
atina.a@uii.ac.id
Abstract- Neonatal death is the infant death during the first 28 days after live birth. The number of the
neonatal death is expressed as the number of suchdeathsper1000livebirths in a specific geographic area or
institution in a given time. This paper aims to study the condition of neonatal death in developed and
developing countries through a stochastic approach. The method used in this paper is the Poisson Difference
process which is applied to the difference number of neonatal death to obtain an overview of its probability
in the next few years. Method of moment and maximum likelihood are used to estimate the parameter of the
data. The result shows that in developed countries, for the large difference number of the observation, the
probability of the next 10 years is smaller than those in developing countries. It may occur because the
condition in developed countries is more stable compared to developing countries.
Keywords:neonatal death, parameter estimation, Poisson difference process
1. Introduction
Neonatal deaths is one of the problems which still faced by the countries around the world.
Based on information from WHO (World Health Organization) [10]up to 2006, as under-five
mortality is decreasing in almost all countries, except in those affected by HIV/AIDS epidemic,
neonatal mortality emerged as an increasingly prominent component of overall under-five mortality
and is thus receiving additional attention. Studies on the neonatal deaths still revolvearound the
descriptive analysis that most provides the general information about the number of deaths in
countries each year. In addition, there is also the analysis related to forecasting the number of
neonatal deaths for the next few years. The most common method used to estimate is regression
analysis. WHO (2006) [10]has released a report on neonatal and perinatal mortality which contains
data about the statistics of the mortality and its estimation using regression and ratios. They
estimate the neonatal mortality rate, the early neonatal mortality rate, and the stillbirth rate of
countries with no data. United Nations Inter-agency Group for Child Mortality Estimation (UN
IGME) (2015) [8]has released a report about the levels and trends in child mortalityin 2015. They
estimate the under-five mortality, neonatal mortality rate, the number of neonatal deaths, and
neonatal deaths as a share of under-five deaths in developed and developing regions using Bayesian
B-spline Bias-reduction model and logistic regression.
Unlike the estimation method which often used by these institution, the purpose of this paper is
to estimate the probability of the difference number of neonatal deaths per year in the developed
and developing regions for the next few years. The aim of this analysis is to observe the stability of
each country in those regions by looking at the distribution of the probability. The method used in
this work is the Poisson Difference process which derived from the Poisson Difference (PD)
distribution. PD distribution is the distribution of the difference between two Poisson random
variables. Some researchers have derived this distribution, like Irwin[2]which has derived the
distribution for the case of equal parameter and Skellam[7]and Prekopa[5]which discussed for the
case of unequal parameter.Alzaid and OmairError! Reference source not found.have obtained
some inference results for the parameters of the PD distribution and applied the distribution to the
Saudi stock exchange (TASI) and nursery intensive care unit data in Dallah hospital at Riyadh,
Saudi Arabia. Karlis and Ntzoufras[4]applied the PD distribution to modelling the difference
ISBN 9786021570425 MATH-57

number of goals in football games.While, the Poisson Difference process is the counting process
representing the difference number of events occured by time t .
The remainder of this paper is organized as follows. In Section 2, the method used in this paper
which contain of the definition and properties of PD distribution, the parameter estimation, and the
PD process are presented. Data of neonatal deaths in developed and developing countries and result
of the analysis are presented in Section 3. Finally, the discussion and conclusion of the work is
given in Section 4.
2. Methodology
There are three main concepts in analysing the probability of the difference number of
neonatal deaths using Poisson Difference process, that is the concept of Poisson Difference
distribution, parameter estimation, and the Poisson Difference process itself.
2. 1. Poisson Difference Distribution

Alzaid and OmairError! Reference source not found.defined the distribution between two
Poisson random variables as follow:
Definition 2.1.For any pair of variables X , Y that can be written as X W1 W3 and
Y W2 W3 with W1 ~ POI 1 independent of W2 ~ POI 2 and W3 following any
distribution, the probability mass function of Z X Y is given by
z

PZ z e 1 2 1
2

I z 2 1 2 , z ,1,0,1,
2
where
k
x2

y 4
x
I y x
2 k 0 k! y k !
is the modified Bessel function of the first kind and is said to have the Poisson Difference (PD)
distribution (Skellam distribution) denoted by PD 1 , 2 . The moment generating function is
given by
M z t e 1 2 1e 2e
t t
This distribution is equal to the distribution of the difference of only two Poisson random
variables without the third random variable as defined in Definition 2.1. Suppose that
W1 ~ POI 1 independent of W2 ~ POI 2 , then using probability density function technique we
obtain the probability of Z W1 W2 that is:

P Z k | 1 , 2 PW 1 W2 k | W2 n PW2 n f n k f n
1 2
n0 n0

1 n k 2n
1 n k 2 n
e n k ! e
n0
1
n!
2
e 1 2
n k !n !
n0
The distribution of Z has a symmetry property,
PZ k | 1 , 2 PZ k | 2 ,1
From this property, we obtain the relationship between PZ k | 1 , 2 and PZ k | 1 , 2 ,
ISBN 9786021570425 MATH-58


2 n k 1 n
P Z k | 1 , 2 P Z k | 2 , 1
e 1 2 n k !n !
k
n0
1
P Z k | 1 , 2 P Z k | 1 , 2
1 n k 2 n 2
e 1 2 n !n k !
n0
Then, the probability density function of Z W1 W2 is obtained.

k

PZ k | 1 , 2 P Z k | 1 , 2 1
2
k k
1 n k 2 n 1 1 n 2 n k 1
k
1 2 2
e 1 2
n 0 n ! n k ! 2
e 1 2

2

n 0 n k ! n ! 2

2n k
2 1 2
k k

1 2 1 2

2
e 1 2
2

n0 n ! n k !
e 1 2
2
I z 2 1 2

The following are some of the properties of PD distribution.

a. Mean, EZ 1 2
b. Variance, Var Z 1 2
2
c. Skewness, 1 1 , the distribution is positively skewed when 1 2 ,
1 2 2
3
negatively skewed when 1 2 , and symmetric when 1 2

1
d. Kurtosis, 2 3
1 2
e. The PD distribution is strongly unimodal
2. 2. Parameter Estimation
The parameter of the distribution is estimated using the most common method that is method
of moment and maximum likelihood.
Method of Moment
Let Z1 , Z 2 , , Z n be i.i.d random variables of PD distribution having parameter 1 , 2 , then
Z E Z 1 2 and S 2 Var Z 1 2
Therefore,
1 MM
1 2
2
1

S Z and 2 MM S 2 Z
2

Maximum Likelihood Method
Let Z1 , Z 2 , , Z n be i.i.d PD 1 , 2 , the likelihood function is
zi

1 2 1 2

n n
L1 , 2 L1 , 2 | z1 , z 2 , , z n PZ zi I zi 2 1 2
i e
i 1 i 1
2
Then the log-likelihood function is given below
ISBN 9786021570425 MATH-59

zi

2
ln I 2
n n n
I z 2 1 2
zi
ln 1 ln 2
ln L ln e 1 2 1
2
1 2 2
zi 1 2
i 1 i 1 i 1
Next, the log-likelihood function with respect to 1 and 2 is differentiatedas follows
zi
2 1 2

I zi 2 1 2 I zi 1 2 1 2
ln L n n
zi 2 n
1
1
i 1 i 1 21

1 2

i 1
I zi 2 1 2
n
z i
2 n
zi 2 n
I zi 1 2 1 2
0 n i 1
2 1

1 2
2
i 1 1 2

1 2
i 1 I zi 2 1 2
n
z i
2 n I zi 1 2 1 2

0 n i 1
1

1 2 i 1 I zi 2 1 2

zi
2 1 2 i

I z 2 1 2 I zi 1 2 1 2
ln L n n
zi 1 n
2
1
i 1 i 1 2 2

1 2
i 1
I zi 2 1 2
n
z i
1 n
zi 1 n
I zi 1 2 1 2
0 n i 1
2 2

1 2
2
i 1 1 2

1 2
i 1 I zi 2 1 2
I zi 1 2 1 2
1 n

0 n
1 2 i 1 I zi 2 1 2

Then, each of these derivative isrespectively multiplied by 1 and 2
n n I zi 1 2 1 2

n1 z i 1 2
0
i 1 i 1 I zi 2 1 2

n I zi 1 2 1 2

n2 1 2
0
i 1 I zi 2 1 2

and subtractedto obtain
n
n1 n2 z i 1
i 0
1MLE 2 MLE z
The value of 2 MLE isdeterminednumerically by substituting 1 MLE into the following equation
ISBN 9786021570425 MATH-60

I zi 1 2 1 2
1 n

0 n
1 2 i 1 I zi 2 1 2

to get
2 MLE z n

I zi 1 2 2 MLE z 2 MLE

0 n

2 MLE
z 2 MLE i 1

I zi 2 2 MLE z 2 MLE

2. 3. Poisson Difference Process

Similar with Poisson process, Poisson Difference process is the counting process that
represents the difference number of events that occur by time t . Let N1 t and N 2 t be two
Poisson processes with parameters 1 and 2 respectively, and let N t N1 t N 2 t . The
probability distribution of N t follows a Skellam distribution which is given by
n

P N t n e 1 2 t 1
2

I |n| 2t 1 2
2
2r n
x

2
where I n x
r 0 r !r n !
is a modified Bessel function of order n .
3. Data and Result
3. 1. Data
Data used in this paper is the number of yearly neonatal deaths in developed and developing
countries from 1990 to 2015 which is obtained from the data repository of WHO and can be
accessed in http://www.who.int/gho/en/. In this work, N (t ) is defined as the difference number of
neonatal deaths (in thousands) per year. the probability of N (t ) for the next 10 years is estimated on
a particular number, that is n [5,5] , since the average of the difference number of neonatal
deathsin each country spread among those number.
3. 2. Result
Parameter Estimation
The parameter estimation for developed countries summarized in Figure 1. From the two
graph, the estimation results are almost the same both using MM and MLE, except for Canada.
There isdifference of the two results in this country. However, it is not a big matter since the
difference is insignificant.
Figure 1.Comparison of the Parameter Estimation using Method of Moment and Maximum Likelihood
in Developed Countries
ISBN 9786021570425 MATH-61

Furthermore, Figure 2 represents the estimation result for developing countries. There is no big
difference between MM and MLE result in each estimation.
Figure 2.Comparison of the Parameter Estimation using Method of Moment and Maximum Likelihood
in Developing Countries
Estimation of Probability of The Difference Number of Neonatal Deaths

Table 1 and Table 2 represent the estimation probability of the difference number of neonatal
deaths in developed countries for the next 10 years using MM and MLE estimation respectively.
While, Figure 3 is the presentation of the tables in the graph form.
Table 1.Estimation Result Using MM Estimation in Developed Countries

PN (t ) n
n
Canada USA Germany UK Italy Japan Netherlands France
-5 0.04373 0.02432 0.020 0.003 0.001 0.001 0.000 0.000
-4 0.04348 0.04631 0.045 0.012 0.003 0.005 0.001 0.000
-3 0.04272 0.07758 0.087 0.041 0.017 0.023 0.006 0.000
-2 0.04146 0.11322 0.138 0.107 0.063 0.085 0.042 0.000
-1 0.03977 0.14268 0.179 0.204 0.169 0.218 0.200 0.000
0 0.03768 0.15424 0.185 0.263 0.286 0.336 0.502 0.659
1 0.03527 0.14268 0.151 0.204 0.249 0.218 0.200 0.275
2 0.03262 0.11322 0.097 0.107 0.137 0.085 0.042 0.057
3 0.02981 0.07758 0.051 0.041 0.054 0.023 0.006 0.008
4 0.02691 0.04631 0.022 0.012 0.016 0.005 0.001 0.001
5 0.02401 0.02432 0.008 0.003 0.004 0.001 0.000 0.000
Table 2.Estimation Result Using MLE Estimation in Developed Countries

PN (t ) n
n
Canada USA Germany UK Italy Japan Netherlands France
-5 0.05395 0.03372 0.012 0.004 0.001 0.001 0.000 0.000
-4 0.05360 0.05690 0.035 0.016 0.004 0.004 0.000 0.000
-3 0.05228 0.08578 0.086 0.051 0.021 0.021 0.004 0.000
-2 0.05006 0.11478 0.168 0.128 0.077 0.077 0.026 0.000
-1 0.04707 0.13559 0.242 0.235 0.201 0.201 0.128 0.004
0 0.04344 0.14086 0.236 0.278 0.319 0.319 0.351 0.364
1 0.03936 0.12854 0.140 0.181 0.232 0.232 0.293 0.366
2 0.03501 0.10315 0.056 0.076 0.103 0.103 0.138 0.185
3 0.03057 0.07308 0.017 0.023 0.032 0.032 0.045 0.062
ISBN 9786021570425 MATH-62

4 0.02621 0.04596 0.004 0.006 0.008 0.008 0.011 0.016

5 0.02206 0.02582 0.001 0.001 0.002 0.002 0.002 0.003
Figure 3.Plot of P( N (t ) n) Using MM and MLE Estimation in Developed Countries
Based on Figure 3, the tendency of P( N (t ) n) in developed countries are almost the same,
except Canada, either using MM or MLE. In those countries, P( N (t ) n) is getting bigger when
n is getting small and it reached the peak when n 0 . In Canada, P( N (t ) n) increase when n
tend to negative value. France has the highest probability to reach n 0 .
Table 3.Estimation Result Using MM Estimationin Developing Countries

PN (t ) n
n Ethiop Indones Banglades Philip Saudi Arge South Liber Mala Alban
Mexico Peru
ia ia h pines Arabia n-tina Africa ia ysia ia
-5 0.064 0.026 0.029 0.002 0.016 0.008 0.016 0.011 0.011 0.003 0.001 0.000
-4 0.081 0.041 0.045 0.005 0.034 0.022 0.036 0.029 0.029 0.012 0.005 0.001
-3 0.095 0.062 0.063 0.012 0.062 0.051 0.071 0.065 0.065 0.041 0.023 0.006
-2 0.104 0.084 0.082 0.027 0.099 0.097 0.118 0.118 0.118 0.107 0.085 0.042
-1 0.107 0.104 0.098 0.052 0.136 0.151 0.161 0.173 0.173 0.204 0.218 0.200
0 0.101 0.117 0.109 0.086 0.158 0.185 0.179 0.198 0.198 0.263 0.336 0.502
1 0.089 0.120 0.112 0.120 0.155 0.179 0.161 0.173 0.173 0.204 0.218 0.200
2 0.073 0.113 0.106 0.144 0.129 0.138 0.118 0.118 0.118 0.107 0.085 0.042
3 0.056 0.096 0.092 0.148 0.091 0.087 0.071 0.065 0.065 0.041 0.023 0.006
4 0.040 0.075 0.075 0.133 0.056 0.045 0.036 0.029 0.029 0.012 0.005 0.001
5 0.026 0.054 0.056 0.104 0.030 0.020 0.016 0.011 0.011 0.003 0.001 0.000
Table 4. Estimation Result Using MLE Estimation in Developing Countries

PN (t ) n
n Ethiop Indones Bangla Philip Saudi Arge South Liber Mala Alban
Mexico Peru
ia ia desh pines Arabia ntina Africa ia ysia ia
-5 0.059 0.029 0.030 0.002 0.023 0.011 0.020 0.016 0.016 0.004 0.001 0.000
-4 0.075 0.044 0.047 0.006 0.043 0.027 0.042 0.039 0.039 0.016 0.004 0.000
-3 0.089 0.062 0.068 0.016 0.071 0.056 0.076 0.081 0.081 0.051 0.021 0.004
-2 0.100 0.081 0.089 0.033 0.103 0.097 0.117 0.136 0.136 0.128 0.077 0.026
-1 0.104 0.097 0.107 0.061 0.131 0.142 0.152 0.185 0.185 0.235 0.201 0.128
0 0.101 0.108 0.118 0.096 0.145 0.171 0.166 0.195 0.195 0.278 0.319 0.351
1 0.092 0.111 0.118 0.128 0.140 0.168 0.151 0.158 0.158 0.181 0.232 0.293
ISBN 9786021570425 MATH-63

2 0.078 0.105 0.108 0.147 0.118 0.135 0.115 0.100 0.100 0.076 0.103 0.138
3 0.061 0.093 0.090 0.146 0.087 0.091 0.074 0.050 0.050 0.023 0.032 0.045
4 0.045 0.075 0.069 0.126 0.057 0.052 0.041 0.021 0.021 0.006 0.008 0.011
5 0.031 0.057 0.049 0.095 0.033 0.026 0.020 0.007 0.007 0.001 0.002 0.002
Figure 4.Plot of P( N (t ) n) Using MM and MLE Estimation in Developing Countries
Based on Figure 4, the tendency of P( N (t ) n) in developing countries either using MM or

MLEare almost the same, except Ethiopia and Bangladesh. The trend in those regions is similar
with the trend in developed countries. In Ethiopia, P( N (t ) n) is getting large when n is getting
large too until reach the peak in n 1 and then decrease when n tend to positive values.
Meanwhile, in Bangladesh, P( N (t ) n) is getting large when n is getting small until reach the
peak in n 3 , then decrease when n tend to negative values.
Overall, we can conclude that the trend of P( N (t ) n) both in developed and developing
countries have a similar tendency, that is P( N (t ) n) has an increasing tendency when | n | is
getting smaller, and reached the peak when n 0 . But if the kurtosis of the probability distribution
between developed and developing countries are compared, it can be seen that the mean of the
kurtosis in developed countries is higher than in developing countries. The kurtosis of the two
regions is presented in Table 5as follows:
Table 5. Mean of Kurtosis of Probability Distribution in Developed and Developing Countries

Developed Countries Developing Countries

E 2 MM
E 2 MLE
E 2 MM
E 2 MLE
2.9829 2.2806 2.1024 1.8905
Table 5 shows that the condition of the state and their society in developed countries tend to
be more stable than the developing countries. France is indicated as the most stable country
because the probability to not having differences in the number of neonatal deaths per year is high.
It strengthened by the fact that France occupied the first rank in the world best health care system
in 1997 and 2000 based on WHO data repository. Specifically, Albania is also indicated as the
most stablecountry in the developing regions. Same with France, although the income of the
Albanians is mostly small, and they have a good health care system, social services, and free
education.
4. Conclusion
Overall, a stochastic approach on the difference number of neonatal deaths per year in
developed and developing countries have been applied. The result of the estimation of its
ISBN 9786021570425 MATH-64
probability shows the condition of each country in those regions for the next 10 years and indicate
which countries are the most stable from the result of the probability.
References
[1] Alzaid, A.A., Omair, M.A. (2010). On The Poisson Difference Distribution Inference and
Applications. Bull. Malays. Math. Sci. Soc. (2) 33(1), 17-45.
[2] Irwin, J.O. (1937). The Frequency Distribution of The Difference Between Two Independent
Variates Following the Same Poisson Distribution. Journal of The Royal Statistical Society
Series A 100, pp. 415.
[3] Karlis, D., Ntzoufras, I. (2000). Discrete Distributions with Applications in
Sports.Department of Statistics Athena University of Economics and Bussiness, Technical
Report.
[4] Karlis, D., Ntzoufras, I. (2008). Bayesian Modeling of Football Outcomes: Using
TheSkellams Distribution for The Goal Difference. IMA J. Management Math.
[5] Prekopa, A. (1953). On Composed Poisson Distribution. IV. Remarks On The Theory of
Differential Processes. Acta Math. Acad. Sci. Hungar. 3 (1952), 317-325.
[6] Ross, S. (2007). Introduction to Probability Models, 9th Edition.Berkeley California:
University of California, pp. 32, 51, 53, 66, 307.
[7] Skellam, J.G. (1946). The Frequency Distribution of The Difference Between Two Poisson
Variates Belonging to Different Populations. J. Roy. Statist. Soc. (N.S.) 109, 296.
[8] UN Inter-agency Group for Child Mortality Estimation. (2015). Levels & Trends in Child
Mortality.United Nations Childrens Fund.
[9] Web-1: http://apps.who.int/gho/data/node.main.ChildMort-1?lang=en consulted 2 Sept.
2015.
[10] World Health Organization. (2006). Neonatal and Perinatal Mortality; Country, Regional,
and Global Estimates.WHO Press.
[11] World Health Organization. (2015). World Health Statistics 2015.WHO Press.
ISBN 9786021570425 MATH-65

OM-15
Classification and Regression Tree (Cart) Analysis on
Statistical Downscaling Modeling of Rainfall in Lombok
Island
Mustika Hadijati*, Marwan, and Desy Komalasari
Mataram University, Jl. Majapahit No. 62, Mataram, Indonesia, ika_wikan@yaho.co.id
Abstract-In this paper, the precipitation data of General Circulation Model (GCM) was used as predictor
variable on statistical downscaling modeling of rainfall in Lombok Island. GCM data is spatial and temporal.
It is curse dimensionality that can cause spatial correlation between data on different grids in one domain.
Therefore, it is necessary to reduce the dimension of GCM data before the modeling process is done. One
method that can be used is Classification and Regression Tree (CART) analysis. It can project the GCM
precipitation data in a particular domain to data on some grids with smaller size than domain size.
Keywords:GCM, curse dimensionality, reduce of dimension, CART
1. Introduction
Climate change gives some impacts for society. An effortto anticipate the impact of climate
change is gettingaccurate information/prediction of climate. In order to get accurate climate
prediction, modeling of climate variable with high accuracy is needed. One of climate variable
modeling is rainfall modeling.
Climate model developed is General Circulation Model (GCM) that have global scale. GCM is
computerize base model that consist of many numerical and deterministic equation and follow
physicstheorems. However, information of GCM model still only has global scale. So, it is not
accurate for local scale prediction. In order to get local scale information, regionalization by using
downscaling technique is done. One of downscaling technique is statistical downscaling (SD). SD
is a static downscaling process where data on high scale grid in certain period of time are used to
determine data on lower scale grid. By SD, functional relation model between GCM output
information with local/regional climate variable information will be developed.
In the application of SD method, it is necessary to concern about characteristic of GCM output
as predictor variable and characteristic of local/regional climate data as response variable. GCM
data is spasial and temporal. It is curse of dimensionality that can cause spasial correlation between
data on different grids in one domain.Therefore, it is necessary to do pre-data processing in
arranging of SD model by reducing the dimension of GCM data. An alternative method that can be
used to reduce dimension of GCM data is Classification and Regression Tree (CART) analysis
(Zorita and Storch, 1999; Kannan and Ghosh, 2013). It is a nonparametric method that is
appropriate for nonnormal data like GCM data. Thismethod of binner classification of data is
applied with certain criteria until optimal criteria is reached. After that, regression analysis with
certain methodis done. In this case, methodused is Kernel nonparametric regression.
2. Statistical Downscaling
Downscaling is a transformation process from data with high scale unit to data on grid with
lower scale unit. There are two approaches of dowscaling, that are dynamic downscaling and
statistic downscaling (SD).
SD is a process where data on high scale grids in certain period of time are used to determine
data on lower scale grid (Wigena, 2006). SD uses global data to get fungsional relation between
local scale and GCM global scale (Lembanget.al., 2009).
Generally, the fungsional form is formulated by
Y f (Z) (1)
ISBN 9786021570425 MATH-66

Where Y : response variable

Z : predictor variables that are a union of spasial reduction result of GCV variable
: residual/error
3. Classification and Regression Tree (CART)
Classification and Regression Tree (CART) is classification method using history data called
learning sampe to construct decision tree. Then, the decision tree is used to classify new data
(Timofeev,2004). The decision tree is described as a set of questions that divide learning sample to
become smaller parts.
CART idea is appeared when there is observation sample measured on Y variable that has
value 1,2,,k, and p predictor variable that has many fiture that interact each other. The interaction
is nonlinear and complex, until difficulty to make fungsional model between response variable Y
and predictor X is appeared. A nonparametric method developed is a method that divides data into
smaller space in order to make the interactionssimpler. Partition is done recursifly until get value of
new variable. This procedure is known as CART method, where the final aim is get a model to
mredict Y base on value of new predictor variable (Loh, 2011).
Algorithm of CART consists of three part (Timofeev, 2004), those are:
1. Constructing maximum tree
It is done based on certain splitting rule that form division of learning sample become smaller
parts. Algorthm of division on CART dan be described as
Figure 1. Algorithm ofDivision of CART Method

Where t p : parent node, t l : left child node, t r : right child node, x j : variablej and x Rj :
the best division value of variablej.
Every data is divided to two parts with maximum homogenity. The maximum homogenity of
child nodes is defined by impurityfunction I (t).The maximum homogeneity of left and right
child node will equivalen with maximize the change of impurity function it , because
impurityparent node is constant in every possible x j x j parts. it is formulated as
R
it it p E itc , where E it c Pl it l Pr it r , with Pl it l and Pr it r are

probability of left node and right node. Therefore, the every CART node solve maximization
problem of

arg max i t p Pl it l Pr it r (2)
x j x Rj , j 1, 2,...,M
Gini index defines impurity function as

i(t ) pk t pl t (3)
k 1

wherek,l = 1,2,,K = class index; p k t =probability of class k if in node t. The change of
impurity function can be derived as

i(t ) p 2 k t p Pl p 2 k t l Pr p 2 k t r
K K K
(4)
k 1 k 1 k 1
And Gini algorithm will solve the problem of
ISBN 9786021570425 MATH-67


K
arg max p 2 k t p Pl p 2 k t l Pr p 2 k t r
K K
(5)
x j x j , j 1, 2,...,M
R
k 1 k 1 k 1
2. Choosing appropriate tree size

Maximum tree can has a very high complexity and consists of hundred levels. So, it is
necessary to optimize the tree before it is used to classify new data. Tree optimizing is done by
choosing appropriate tree size. One of the methods is cross validation method based on
proportion of tree complexity and misclassification error. Optimal proportion between tree
complexity and misclassification error will be obtained by minimizing cost complexity
function
R T RT T
~
(6)
~ ~
WhereR(T) = misclassification error of tree T, (T ) = complexity size that depend on T (total
of terminal node number on tree).
3. Classifying new data using tree that has been constructed.
4. Research Method
This research uses two kind of data. The first is monthly rainfall data from three rainfall
observation station in Lombok island, that are station of Ampenan, Gunungsari, and Jerowaru. The
monthly rainfall data can be classified to three categories, that are wet, humid, and dry. The second
is monthly precipitation GCM data from CMAP data. The domain of GCM data is 5X5 domain on
the Lombok Island.
Model of rainfall in Lombok Island will be constructedby using statistical downscaling method
with nonparametric Kernel regression approach. Response variable is monthly rainfall at three
station and predictor variable is monthly precipitation GCM data. Before modeling process, pre-
data processing of GCM data by reducing the dimension of data was done. The method used is
CART method. The dominant GCM variable that influenceresponse variablewill be obtained by
this method. The dominant variable will be used in statistical downscaling modeling by Kernel
nonparametric regression.

The result of CART analysis of station Ampenan monthly rainfall data for 15 years period
based on precipitation GCM data gives classification tree
ISBN 9786021570425 MATH-68

Figure 2. Classification Tree of Rainfall Data of Station Ampenan based on

CMAP GCM Data (15 years)
The classification tree describes that there are 9 nodes with 5 terminal nodes. Besides,
there are 4 variable in the model, that are X 3 Y3 (presipitaci of CMAP on grid -8.75 o Nand
116.25 o E), X 5 Y5 (presipitation of CMAP at grid -13.75 o N and 121.25 o E), X 1 Y1
(presipitation of CMAP on grid -3.75 o N and 111.25 o E), and X 2 Y3 (presipitation of CMAP
on grid -6.25 o N and 113.75 o E). The dominant variable is X 3 Y3 with normalized importance
of 100%. The level of importance of variables in the model are described at Table 1.
Table 1. The Importance level of variable in the model
No. Variable Importance Normalized Importance
1 X 3Y3 0.274 100%
2 X 5Y5 0.219 80.1%
3 X 1Y1 0.160 58.4%
4 X 2Y3 0.255 93.4%
The accuration of classificatioan which is 80.4% as described on Table 2.
Table 2. The accuration Prediction

Total Accuration (%)
of classificatioan Actual Wet Humid Dry
Wet 71 1 5 92.2
Humid 14 10 4 35.7
Dry 11 0 63 85.1
Total Accuration (%) 53.6 6.1 40.2 80.4
The accuration of classificatioan80.4% is obtained by

71 + 10 + 63
= 100% = 80.4%
71 + 1 + 5 + 14 + 10 + 4 + 11 + 0 + 63
ISBN 9786021570425 MATH-69

The same step is done for data on station Gunungsari and Jerowaru. The summary of CART
analysis at all station at periode 15, 20, 25, and 30 years can be seen at Table 3, 4, 5, and 6.
Table 3. The summary of CART analysis for 15 years data
Number
Number of Variable Normalized
Station Risk Accuration
of Node Terminal Model Importance
Node
X 3Y3 100%
X 5Y5 80.1%
Ampenan 9 5 29.6% 80.4%
X 1Y1 58.4%
X 2Y3 93.4%
Gunung X 3Y4 100%
7 4 22.8% 83.3%
Sari X 5Y1 39.2%
X 3Y4 100%
X 2Y4 83.7%
Jerowaru 11 6 25.6% 84.4% X 4Y4 87.8%
X 2Y3 86.3%
X 5Y1 32.6%
Number Number of
Variable Normalized
Station of Terminal Risk Accuration
Model Importance
Node Node
X 3Y3 100%
X 3Y5 81.7%
Ampenan 9 4 28.5% 76.2%
X 1Y2 67.3%
X 3Y2 82.1%
Gunung X 3Y4 100%
5 3 20.8% 79.2%
Sari X 3Y1 80.2%
X 3Y4 100%
Jerowaru 7 4 22.5% 80.8% X 2Y4 85.2%
X 4Y4 90.7%
Number of
Number Variable Normalized
Station Terminal Risk Accuration
of Node Model Importance
Node
X 3Y3 100%
Ampenan 7 4 24.67 78.3% X 5Y5 71.8%
X 5Y2 35.3%
X 3Y4 100%
Gunung
7 4 20.7% 79.3% X 3Y1 83.7%
Sari
X 2Y3 79.1%
X 3Y4 100%
Jerowaru 7 4 23% 80% X 2Y4 87.9%
X 4Y4 91.7%
ISBN 9786021570425 MATH-70
Number of
Number Variable Normalized
Station Terminal Risk Accuration
of Node Model Importance
Node
X 3Y3 100%
Ampenan 5 3 26.2% 75.2%
X 3Y4 96.0%
Gunung X 3Y4 100%
5 3 22.2% 78.1%
Sari X 3Y1 78%
X 3Y4 100%
Jerowaru 7 4 23.3% 78.6%
X 2Y4 83.2%
Based on Table 3,4,5and 6, it is revealed that CART analysis gives big enough
accuration (more than 70%) in reducing dimension and have small risk of misclassification
(less than 30%). CART analysis can reduce dimension of data from 25 variable into 2 5
variable. More analysis about the predictor variabel describes that the most dominant
variable that influence rainfall at Ampenanstation is X 3 Y3 variable (presipitation of CMAP
on grid -8.75 o Nand 116.25 o E), and the most dominant variable that influence rainfall
atGunung Sari station is X 3 Y4 variable (presipitation of CMAP on grid -8.75 o N and
118.75 o E). Then, Jerowaru station is very influented by variable X 3 Y4 . All of variable on
the model cen be used to be predictor with low complexity.
6. Conclusion
Based on the result of this research, it can be concluded that the dimension of GCM data can be
reduce by CART method. Ampenan station precipitation GCM data is projected toX 3 Y3 variable
(variable presipitation of CMAP is on grid -8.75 o N and 116.25 o E), while station Gunung
Sari and Jerowaru are projected to X 3 Y4 variable (variable presipitation of CMAP is on grid
-8.75 o N and 118.75 o E). .
Refferences
Ali, A. (1998). Nonparametric Spatial Rainfall Characterization Using Adaptive Kernel
Estimator. Journal of Geographic Information and Decision Analysis, 2, 34-43.
Eubank, R.L. (1988). Spline Smoothing and Nonparametric Regression. Marcel Dekker. Inc., New
York.
Fernandez, E. (2005). On The Influence of Predictors Are in Statistical Downscaling of Daily
Parameters. Report no.09/2005. Norwegian Meteorological Institute, Oslo.
Hardle, W. Muller, M. (1997). Multivariate and Semiparametric Regression. <http://www.edoc.hu-
berlin.de/series/sfb-373-papers/1997-26/PDF/26.pdf>. 26-4-2013
Kannan, S., Ghosh, S. (2013). A Nonparametric Kernel Regression Model for Downscaling
Multisite Daily Precipitation in The Mahanadi Basin. Water Resources Research, 49.
KementrianLingkunganHidup. (2010). KajianRisikodanAdaptasiTerhadapPerubahanIklimPulau
Lombok Provinsi Nusa Tenggara Barat: AnalisisdanProyeksiCurahHujandanTemperatur.
Lembang, F.K., Setiawan, Sutikno. (2009). Pengembangan Model
RamalanCurahHujanuntukPemodelanStatistical
DownscalingdenganPendekatanRegresiBayes PCA. Seminar NasionalStatistika VI, FMIPA
ITS, Surabaya.
Loh, W.Y. (2011). Classification and Regression Trees. WIREs Data Mining
KnowledgeDiscov.,1, 14-23.
ISBN 9786021570425 MATH-71

Timofeev, R. (2004). Classification and Regression Trees (CART): Theory and Application.
Master Thesis, Humboldt University, Berlin.
Vincent, L.A. (1998). A technique for the identification of inhomogeneities in Canadian
temperature series. Journal of Climate, 11, 1094-1104.
Wigena, A.H. (2006). PemodelanStatistical DownscalingdenganRegresiProjection
PursuituntukPeramalanCurahHujanBulanan: KasusCurahHujanBulanan di Indramayu,
DisertasiPascasarjana IPB.
Wilby, R.L., Charles,SP., Zorita, E., Timbal, B., Whetton, P., Mearns, LO. (2004). Guidelines for
Use of Climate Scenarios Developed from Statistical Downscaling Methods. IPCC Reports.
Zorita, E., Storch, H.V. (1999). The Analog Method as A Simple Statistical Downscaling
Technuiqe: Comparison with Complicated Methods. J Clim, 12, 2474-2489.
ISBN 9786021570425 MATH-72

OM-16
Optimization Strategy for Abalone Cultivation in Lombok
Island Using Leslie Matrix
Mamika Ujianita Romdhini* and Marliadi Susanto
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Mataram University,

Mataram, Indonesia
mamika_ur@yahoo.com
Abstract-This study aimed to analyze the population growth matrix model of abalone on the Lombok
Island, Indonesia. Abalone population study consisted of Haliotis asinine and H. squamata were recorded at
2 locations in Kuta (Central Lombok) and Sekotong (West Lombok). This study was based on a method in
the field by using Leslie Matrix. In the Leslie matrix model, population of Abalone was grouped according to
four age groups, namely group I (0-6 month), group II (6-12 month), group III (12-18 month) and (18-24
month). Primary data from research location used in this study includes the number of Abalone in the
population, their survival and birth rate. The data was then modeled in Leslie Matrix. The greatest positive
eigenvalue (Perron roots) of the four eigenvalues were -0.992, 0.992, -0.992i, 0.992i. The greatest positive
eigenvalues was 0.992 which was the Perron roots with Leslie models. This indicates that the population of
Abalone on the Lombok Island will decrease 0.8% annually.
Keywords: Leslie matrix, abalone, Lombok Island
ISBN 9786021570425 MATH-73

OM-17
Indonesias Province Segmentation Based on Flood
Disaster Impact with k-means Algorithm
Muhammad Muhajir
Faculty of Mathematics and Sciences, Universitas Islam Indonesia

muhammad.muhajir.stat89@gmail.com
Abstract,-This research aimed to cluster Indonesias provinces based on flood disaster impact since 2000-
2015. Clustering, mapping and grouping of areas were done to decrease the number of casualties in flood, so
the Government was able to prioritize certain areas. To cluster special case in Indonesia, K Means Algorithm
was used because of its easy implementation, simplicity and efficiency. K-means has a rich and diverse
history as it was independently discovered in different scientific fields. As a result of K Means algorithm,
seven clusterswas formed differently. Majority of province is member of 5th cluster which is cluster
wherethe floods occur rarely. However, several area,such as South Sulawesi,are classified as the most special
province with big number of harm and a lot ofhard damage settlements if flood happen. It means that
Indonesia has a big problem with flood. Government should arrange regulation to anticipate flood, reduce
lost, and mitigate the effectsby policy decentralization, because every province has different problem and
characteristics.
Keywords: flood, Impact, k means algorythm
1. Introduction
Flood was the most dominat disaster in Indonesia in 1815-2015 period. In February 2015,
the floods occurrence was about 31% compared to other disasters (BNPB, 2015). According to
Sutopo in (BBC, 2011), Indonesia becomes the most vulnerable country in the world particularly
for natural disaster based on data issued by United Nations International Strategy for Disaster
Reduction (UN-ISDR). This is calculated from the number of endangered human lives and the risk
of losing when natural disasters occur. Indonesia, according to Head of Information Data and
Public Relation of Indonesian National Board for Disaster Management, Sutopo PurwoNugroho,
was on sixth ranked for the threat of catastrophic flooding.
Flood is defined asan overflowing of large amount of water beyond its normal confines,
especially over what is normally dry land. I s normally occured because rivers no longer
accommodate thw waterand the tree is no longer able to absorb them. It can impact human life by
causingerosion, infrastructure(buildings, houses and bridges)destruction, transportation damage,
daily activity distrubtion, and economy decreasing.
Across Indonesia,there are 5.590 stem rivers and 600 of them potentially cause flood.
Flood-prone areasreach 1.4 million hectares. Various studies show that the floods are
basically caused by three Factors. First factor is human activities that cause
occurrence of spatial change and the change of nature. Second factor is natural events such as very
high rainfall, sea level rising and hurricane. The last factor is environmental degradation such
as loss of vegetation covering the soil at catchment area, the superficiality of the river due
to sedimentation, and river flow constriction (Bappenas, 2014). One of the factors supporting
Indonesia disaster-prone countries is a human error occured because of people incomprehension to
understand the environment. The development in Indonesia is only business oriented
without regarding environmental aspects so that the lack of green area especially in the capital
often resulting of flooding. In another case flood happened because illegal logging, a reduced
number of water catchment like sedimentation, orivers and lakes size decreasing, and other natural
problems.
ISBN 9786021570425 MATH-74

From economic point of view, according to Mauleny, flood can increase the cost of
necessities from 10 until 20 percent(Mauleny, 2014). Flood causes direct impact, such as the
economic assets damage (residences, businesses, factories, infrastructure,
agriculturallandand estates) and stock value decrease. Flood also causes
indirect impacts includingthe production process cessation and output loss. In economic terms, this
case is categorized as flow value. Furthermore, secondary impact of flood can inhibit
economicgrowth, disrupt development plans and increase public debt and poverty.
Nowadays, flood is occuredin a relatively short time period and repeated every year,
demanding great to anticipation efforts in order to minimize loss. Unfortunatelly,
Several government efforts that are structural (structural approach)has not been able tofully solve
flood problem in Indonesia.Flood mitigation effort applied is more focused on providing flood for
the physical building to reduce the impact of disasters.
Sectoral, either centralised or top down policy, can not be implemented in Indonesia,
because it is not appropriate for decentralised condition. Besides, it is important for government
actson preventing the disaster to includes community participation. Some false step can make
individual/group interest more dominant than others resulting in negative exploitation.Bad
policies can lead toan ineffective result. Therefore, flood mitigation through
physicaldevelopment (structural approach)shouldformsynergy work with
non physical construction(non-structural approach) andprovide wider space for the community
participation in order to achieve optimal result(Bappenas, 2014).
Considering thatflood can causes big negative impact, mitigation effort to reduce
reduce flood losses is also need to be done. Mapping andgrouping of areas could be done to
decrease the number of casualties in flood disaster, so that the Government will be able
to prioritize certain areas. These efforts can be doneby using technology assistant. One of
technologies which is able in assisting maps making is GIS. Mapping process should
not arbitrarily and has to done in accordance withexisting conditions. However, there is currently
no special mapping is done by the Government regarded to the handling of the floods.
Combining GIS and statistical method can make a better maps that will describe the special
characteristics from every region/province. Statistical method especially clustering can divide some
province with different characteristics and merge same province in same cluster. Cluster result can
be implemented in maps with GIS method, so people can understand easily. Maps result can
become one of element for stakeholder to make a better policy to anticipate flood.
There are several clustering methodssuch as SOM and K-Medoid. If mining approach is
used, statistical tests, such as multicollinearity, are not necessary. K Means is used as a part of
partitional clustering. Partitional clustering algorithms find all the clusters simultaneouslyas a
partition of the data and do not impose a hierarchicalstructure. Input to partitional algorithm can
use either an n _ d patternmatrix, where n objects are embedded in a d-dimensional featurespace, or
an n _ n similarity matrix. The most popular and the simplest partitional algorithm is K-means.
Since partitional algorithms are preferred in pattern recognition due to the nature of available data,
the coverageis focused on these algorithms. K-means has a rich and diverse history as it was
independently discovered in different scientific fields. Even though K-means was first proposed
over 50 years ago, it is stillone of the most widely used algorithms for clustering. Easy
implementation, simplicity, efficiency, and empirical success arethe main reasons for its
popularity, beside of a lot of major approaches that have been developed for data clustering.
Related Works
Accoarding to Bappenas,the efforts to ward off flood disaster is still lack. It is shown in
low society participation as a part of stakeholder and limited local government regulation to
confront flood. Furthermore, budget for mitigation is still dependent with APBN and APBD
(Bappenas, 2014). In Jember, Maliasari and friends analyzed causal factors of flood. They found
that possible solutions to prevent this disaster are with river capacity normalization and
reforestation (Maliasari et al, 2012).
ISBN 9786021570425 MATH-75

Lestari told that to reduce flood damage, especially in Jakarta,can be doneby creating
weather modification. It can decrease water surface in Pesanggrahan, Ciliwungand Sunter (Lestari,
2002). GIS is presented by Pratomo.He uses GIS to know characteristics of flood and vulnerability
of Sengkarang River Flow Territory. In his research, it is divided into 4 class with 25 area
unit(Pratomo, 2008).
2. Material and Methodology

Population of this research was all flood damage in Indonesia, and the sample was the data
from 2000 to 2015. The data was taken from Indonesian National Board for Disaster Management.
Variables of this research are number of flood occured, dead victim, victim, damage loss,
residential light and hard damage and eduction facility damage. This research usedK Meanswith 7
cluster. It was done based on the segmentation of sustainable Indonesia development with noticing
island condition of Indonesia.
The K-means algorithm implementation in many data-mining or data analysis software
packages requires the number of clusters to be specified by the user. To find a satisfactory
clustering result, a number of iterations where algorithm is executed the with different values of
Kare usually needed. The validity of the clustering result is assessed only visually without applying
any formal performance measures. With this approach, it is difficult for users to evaluate the
clustering result for multi-dimensional data sets(Pham et al, 2005).
Cluster Sum of Squares (WCSS) can be used to determine cluster number. It started with
eery node as a cluster, combine most similar nodes (once they are neighbouts) and continue until
all nodes are combined. The result of WCSS can help user to make decision as how many clusters
suit application (Lynn, 2014).
Let = = 1 be the set of n d-dimensional points tobe clustered into a set of K
clusters, = , = 1, , . K-meansalgorithm finds a partition such that the squared error
between theempirical mean of a cluster and the points in the cluster is minimized.Let be the
mean of cluster . The squared error between and the points in cluster ck is defined as
= || ||2

The goal of K-means is to minimize the sum of the squared errorover all K clusters,

= || ||2
=1
Minimizing this objective function is known to be an NP-hard problem(even for K = 2).
Thus K-means, which is agreedy algorithm, can only converge to a local minimum, eventhough
recent study has shown with a large probability, K-meanscould converge to the global optimum
when clusters are well separated. K-means starts with an initial partition withK clusters and assign
patterns to clusters so as to reduce the squared error. Since the squared error always decreases with
an increase inthe number of clusters K (with J(C) = 0 when K = n), it can be minimizedonly for a
fixed number of clusters. The main steps of Kmeansalgorithm are as follows (Jain, 2010):
1. Selecting an initial partition with K clusters; repeating steps 2 and 3until cluster
membership is stabilized.
2. Generating a new partition by assigning each pattern to its closestcluster center.
3. Computing new cluster centers.
3. Result
Within Cluster Sum of Squares
Although number of cluster is determined first by the author, cluster sum can still be
used. This method can help to knowing better number of cluster because algorithm will
automatically make some computation and make parable for every number of cluster.
ISBN 9786021570425 MATH-76

Figure 1. WCSS
In this case, 7 clusters determined based on segmentation of Indonesia are used. The data taken
from Bapenas divided Indonesia into 7 region based on island location. However, Based on Figure
1, 7 cluster dots are located under 50. It means thatchoosing 7 as number cluster can make a better
cluster result since it has a low WCSS. After using R Program to execute K Means Algorithm, 7
cluster with different members for each cluster is got, as stated in Table 1.
Table 1. Cluster Members
Number
Cluster of Member
Member
1 1 Sulawesi
2 2 East Java and Banten
3 4 Jakarta, West Java, Central Java and East Nusa Tenggara
4 1 West Sumatra
South Sumatra, Bengkulu, Lampung, Bangka Belitung, Kepulauan Riau,
DIY, Bali, West Nusa Tenggara, Central Kalimantan, East Kalimantan,
5 19
North Kalimantan, North Sulawesi, Central Sulawesi, Southeast Sulawesi,
Gorontalo, West Sulawesi, Maluku, North Maluku, and Papua
6 2 North Sumatra and West Papua
7 5 Aceh, Riau, Jambi, West Kalimantan and South Kalimantan
In other way, other steps can be used to understand the partition in Indonesia with a picture
that merge data mining and GIS as in Figure 2.
Figure 2. Clustering Result with K Means.
ISBN 9786021570425 MATH-77

After finding the result based on provience asthe cluster members, cluster characteristics
are classified by using descriptive statistics.
Table 2. Profile of cluster based on Means.

Num. of Hard Light Education Health
Cl Dead Lost Harm
Disaster Damage Damage Fac. Fac.
1 260 86 10 60406 20349 8127 691 249
2 451.51 175 63.5 20159.5 4828 24531 632.5 32
3 444.2475 127.25 17 13236 4805.5 8581.5 149.5 289.75
4 5720.58 55 13 56 745 1950 74 36
5 358.3275 24.55 4.7 864.25 655.85 1566.05 49.05 12.1
6 156.83 217 137 6229.5 1854 2674 79 11
7 166.388 49.6 17.8 1430.2 3058.6 3947.2 421.2 62.6
In Cluster 1, South Sulawesi is the only provience with big number of harm people if flood
occur. Besides, number of hard damage is big for settlement and education facility compared with
other cluster members.
In Cluster 2, two provinces in Java Island, which areEast Java and Banten have a medium
number of cases but big number of light settlement damage, and low damage in health facility.
This cluster is second provience with most often flood case, and on second place for provience with
big quantities of dead victims.
In Cluster 3, Jakarta, West Java, CentralJava,and East Nusa Tenggara have medium number
of flood case. However, healt facility that damaged by flood is the biggest of all cluster members.
In Cluster 4, West Sumatra is a cluster with biggest number of flood case. West Sumatra has
low number of harm, and low settlement and education facility damage caused by flood.
In Cluster 5, 19 province in Indonesia is rarely hit by flood, so the number of dead, lost,
people and damage as flood victims is lowest in Indonesia.
In Cluster 6,North Sumatra and West Papua are recorded as provinceswith lowest case of
flood. However, this cluster have biggest number of lost and dead people if flood is occuredof all
clusters.
In Cluster 7, Aceh, Riau, Jambi, West Kalimantan and South Kalimantan have a low number
of flood case. There is no prominent flood effect in this cluster. Furthermore, number of damage in
this cluster is in medium number compared with others.
In General, flood is happened little bit rare inmost of the provinces inIndonesia as described
in cluster 5 characteristics. Based on the map, Sumatra region is the region with most different
characteristics.West Sumatra has the largest number of cases even with litle amount
of damage.Javahas a big number of cases. On other hand, South Sulawesi is denoted as province
with rare floods case but big number of injured victims, houses destroyed and education facilities
damage.
4. Conclusion
Number of cluster from this research is 7 cluster. Every province have a different
characteristics based on flood damage. Data mining approaches with K Means algorithm enables
calculation process without any classical assumption test such asoutlier and collinearity. South
Sulawesi in only member of cluster1 with most special characteristics because this province is
rarely hit by flood but has great number of damage. Suggestion for the next research is that it can
add more variables so that the result becomes more specific. Government should optimizing the
action of mitigation to preventing more damage. This cluster research can help government to
arrange special regulation and make a special policy for some province to get a particular step in
decreasing damage level and increasing lsociety awareness for flood mitigation.
ISBN 9786021570425 MATH-78

References
Bappenas, (2014). Kebijakan Penanggulangan banjir di Indonesia, Deputi Bidang Sarana dan
Prasarana, Direktorat Pengairan dan Irigrasi.
BBC, (2011), Indonesia Negara Rawan Bencana. Accessed from
.http://www.bbc.com/indonesia/berita_indonesia/2011/08/110810_indonesia_tsunami.shtm
l. Retrived on 20 August, 2015.
BNPB. (2015). Data Banjir.http://dibi.bnpb.go.id/DesInventar/dashboard.jsp. Retrived on 29
August, 2015.
Jain, A.K. (2010). Data Clustering: 50 Years Beyond K-Mens. Pattern Recognition Letters 31,
Science Direct, Elsevier B.V. 651-666.
Lestari. S. (2002). Analisis Kerugian Banjir dan Biaya Penerapan Teknologi Modifikasi Cuaca
dalam Mengatasi Banjir di DKI Jakarta.Journal Sains&Teknologi Modifikasi Cuaca,
Vol.3 (2): 155-159.
Lynn, S. (2014). Self Organizing Maps for Customer Segmentation Theory and worked examples
using census and customer data sets. Deloitte Analytics. Accessed from
http://shanelynn.ie/index.php/self-organising-maps-for-customer-segmentation-using-r/on
30 December 2014, at 13.10.
Maliasari, R.D., Pudyono and Devia, Y.P. (2012). Analisis Penyebab dan Penanggulangan Banjir
di Kecamatan Panti Kabupaten Brawijaya.
Mauleny, A.T. (2014). Perspektif Ekonomi Kebijakan Penanggulangan Banjir. Info Singkat
Ekonomi dan Kebijakan Publik. Volume VI, No.03/I/P3DI/Februari/2014.
Pham, D T. Dimov S S. Nguyen C D. (2005). Selecton of K in K Means Clustering. Proceeding of
IMech E Vol. 219 Part C: J. Mechanical Enginering Science. DOI:
10.1243/095440605X8298
Pratomo, J.K. (2008). Analisis Kerentanan Banjir di Daerah Aliran Sungai Sengkarang
Kabupaten Pekalongan Provinsi Jawa Tengah dengan Bantuan Sistem Informasi
Geografis. Thesis. Department Geography, Universitas Muhammadiyah Surakarta.
ISBN 9786021570425 MATH-79

OM-18
Design and Development of Geographic Information
System Based on Android Mobile Application for
Mapping of the Spread of Cow Disease
Wiwik Anggraeni*, M. Adji Firmansyah, Hatma Suryotrisongko, Darminto, A.
Sudjono, Woro A.
Institut Teknologi Sepuluh Nopember, Raya ITS Keputih Sukolilo

Surabaya, Indonesia, wiwik@is.its.ac.id
Abstract-Detection of cow disease is very important to increase the productivity of cows milk. The process
of detecting cow disease would be more practical and efficient if it is implemented into a mobile-based
application using knowledge based. In the previous research about cow disease detection, theres a mobile-
based application that used knowledge representation to optimize its application performance. This research
build a Geographic Information System (GIS) application based on mobile android maps technology to
implement the concept of Decision Support System (DSS) into a visualization form, such as map, graphic,
and diagram. GIS application based on mobile android is generally used for visualizing mapping the spread
of cow disease in certain area. In addition, this application can display the spread of cow disease in two
categories, based on location and based on type of illness. In search by category of illness,the user can find
the most disease that attack cow, and in search based on location, the user can find the location of the most
spread of cow disease. The result of this research is a mobile Geographic Information System (GIS)
application which can be used by Department of Animal Husbandry and Animal Health to handle the cow
disease in certain area properly, so productivity of cows milk in certain area could be increased.
Keywords: GIS, android, mobile application, mapping, cow disease
1. Introduction
Cattle Disease can cause considerable economic losses , especially for breeders . The health of
the livestock handling is absolutely necessary. One of the most important part in the handling of
animal health is the observation of diseased cattle. Anggraeni (2013) had made expert system for
early detection and treatment of the cattle diseases mobile based applicationonandroid operating
system.These was built to make the user (breeder) easier to detect the cattle disease anytime and
anywhere. However, these applicationsonlydisplay informationabout the typeof diseasethat
occursin cattleandhow to handleit, but these application can not display theinformation of what
diseaseappeared in certain area dan how much does the number. Actually, decision maker like
Head of Department of Animal Husbandary really need this information. Decision maker will be
moreeffectivein handlingof thecattlediseaseif they know aboutthe distribution ofthe diseaseina
regionor farm areas. Therefore, they needa technology thatcando it.
Severalstudies that related have beendone before, namely Research on the Application of
Geographic Information System in Tourism Management : GeoTools: An android phone
application in geology (HuaWeng, Yi, 2012), Location Based Service using Android Mobile
Operating System (Kushwaha, Amit, 2011), dan Geographic Information System (L.Montana,
2008). Several journals have said that decision support systems need use an information
technology. Geographic Information Systems (GIS) technology is a geographic technology which
highly developed. GIS has an excellent ability to visualize spatial data including attributes. the
shape, color, size and symbol modifications are combined to meet the needs of users in accessing
information related to the region geographical location. One technology that can be used as
supporting GIS digital map provider is Google Maps. Therefore, with the potential of information
technology components and their mobile applications to detect the cattle disease that have been
ISBN 9786021570425 MATH-80

made previously, this research proposes the creation of applications mobile-based Geographic
Information System technology using Google Maps on Android
2. Business Process
Department of Animal Husbandary and Veterinary Malang collects data of cattle disease each
month. It is handled by breeders and then reported by ranchers to the employee in the Department
of Animal Husbandry and Veterinary. This Department will manage this data in Microsoft Excel
and make recapitulation for each month and each district in Malang. This data management
method is less effective and less efficient. Figure 1 is cow disease data collection process.
Figure 1. Cow disease data collection flow

This business process cause some problems, such as: (1) breeders who served in certain village
or district must come in person to report how many cattles that have been checked, (2) data that has
been collected from the breeders is difficultto manage (3) department of Animal Husbandry and
Veterinary can not monitor how many cattles were infected in realtime conditions.The Department
of Animal Husbandry and Animal Health of Malang need a software that can input the results of
the examination conducted by the breeder into the server and can be monitored in realtime in order
to reduce the problem.Application of geographic information systems will show the spread of cow
disease in a mobile applications that would run on a client-server system. The breeders will access
the systems through the Internet.
3. Dataset Instances and Methods

The data instance used in this research is data of disease in Malang districts. They are mastitis,
dismatosis, and Bovine Ephermal Fever(BEF). This data is devided into several village. This
research refers to the journal Research on the Application of Geographic Information System in
Tourism Management (Wei , 2011) , GeoTools : An android phone application in geology
(HuaWeng, Yi , 2012) , and Location Based Service using the Android Mobile Operating System
(Kushwaha, Amit, 2011).Geographic Information Systems (GIS) is developed on mobile Android
operating system. It is used to view the spread of cattle diseases.
Design of GIS implementation are: (1) determine the coordinates of the geographical mobile
device position that detect the cattle diseases via GPS, (2) if we have found the result of animals
diagnosis and the coordinate position of the mobile device further by utilizing the functionality of
the web service, android application will send data to the web service server, (3) on the server , the
input will be recorded and the results will be returned to the android application to display, (4) by
utilizing the Google Maps API , the coordinates that have been obtained will be described in a map
form and displayed on the android application.
4. Design and Development Process

Development process of this application will bemore targetedandeasiertoevaluateif a database
is designed byusing caseandsequence diagram.In this application,the Use Case are breeder and
head of Animal Husbandary and Veterinary Department.Casediagramsare usedto make the fuctions
model which providedby the system for users application. Use Cases are shown in Figure 2 and
Figure 3.
ISBN 9786021570425 MATH-81

Figure 2. Breeder Use Case
Figure 3. Department of Animal Husbandary and VeterinaryUse Case

The Database modelis developed by Conceptual DataModel(CDM) and Physical Data Model
(PDM).The Conceptual Data Model (CDM) and Physical Data Model (PDM ) for this application
are shown in Figure 4 and Figure 5.
dusun
user # id_dusun Integer
# username Variable characters (20) o dusun Variable characters (15)
o password Variable characters (20)
o repassword Variable characters (20)
o nama_lengkap Variable characters (40)
o jekel Variable characters (10)
o alamat Variable characters (30)
o nomor_tlp Variable characters (10)
o nomor_hp Variable characters (12) desa memiliki banyak dusun
desa
user memiliki bamyak tabel fact # id_desa Integer
o desa Variable characters (15)
Table_fact
kecamatan memiliki banyak desa
# id_fact Integer
o nama_penyakit Variable characters (15)
o obat Variable characters (15) dusun memiliki banyak table_fact
o bulan Variable characters (20)
o lat Variable characters (20)
o long Variable characters (20)
kecamatan
# id_kecamatan Integer
kota memiliki banyak kecamatan o kecamatan Variable characters (15)
kota
# id_kota Integer
o kota Variable characters (15)
Figure 4.Conceptual data model for farm mapping
ISBN 9786021570425 MATH-82

user
dusun
username varchar(20) <pk>
password varchar(20) id_dusun int <pk>
repassword varchar(20) id_desa int <fk>
nama_lengkap varchar(40) dusun varchar(15)
jekel varchar(10)
alamat varchar(30)
nomor_tlp varchar(10)
nomor_hp varchar(12)
desa
id_desa int <pk>
id_kecamatan int <fk>
Table_fact desa varchar(15)
id_fact int <pk>

username varchar(20) <fk1>
id_dusun int <fk2>
nama_penyakit varchar(15)
obat varchar(15)
bulan varchar(20)
lat varchar(20)
long varchar(20)
kecamatan
id_kecamatan int <pk>
id_kota int <fk>
kecamatan varchar(15)
kota
id_kota int <pk>
kota varchar(15)
Figure 5. Physical data model for farm mapping

This application provides several functions that can beused by the user. The design of
eachphaseinthese functionscan be described inarobustnessandsequence diagrams. For login
sequence diagram and login robustness, the breeder fills the username and password in the login
form which is available when we input data of disease . If the second input is appropriate , the
admin will do to the next page for add data into database.Login sequence diagram and login
robustness are shown in Figure 6 and Figure 7.
Figure 6. Login sequence diagram
Figure 7. Login robustness
ISBN 9786021570425 MATH-83

In logout sequence diagram and logout robustness, the breeder press the back button to return
to the previous page and logout of the insert data page . Logout sequence diagram and logout
Figure 8. Logout sequence diagram
Figure 9. Logout robustness

In insert data sequence diagrams and insert data robustness, the breeders entered on the data
page or add inserts . Livestock officers put the data of disease , drugs and location , and then press
the save button for add data to the server (database) . Insert data sequence diagram and Insert data
Figure 10. Insert data sequence diagram
ISBN 9786021570425 MATH-84

Figure 11. Insert data robustness

In view data sequence diagrams and view data robustness , the breeders press enter on the data
page or add insert . The Breeder press the Data View to display data , then they fill data which to
be searched in option menu. View data sequence diagram and view data robustness are shown in
Figure 12 and Figure 13.
Figure12. View data sequence diagram
Figure 13. View data robustness
ISBN 9786021570425 MATH-85


The development of application has been successfully implemented in Android operating
system. The features of user interface including the main user interface, symptoms user interface
input, and disease distribution display.The features offeredinthisapplicationincludesa search
featurebased onthe locationandsearch featuresbased onthe typeof disease. Search featurebased
onthe location provides searchfiltersbased onthe name ofthe city, name of district, name ofdisease,
monthsandyears. The display of this feature is in Figure 14 and If we click on search by location
feature, it will appear the display as Figure 15.
Figure 14. Application Feature Figure 15. Search by location display

To search by location, we have to input the location, type of disease, month, and year which
were needed. This location is in Malang. The number type of disease which can be choosed by user
are 3 diseases: dismatosis, BEF, andmastitis. Month is month of the year. We can fill month with
none, its mean that we want to display all of month for the type of disease in certain district. If we
click on search button, we will get the display as Figure 16.
Figure 16. Search by location result Figure 17. The spread of all type of disease
in Bantur on January 2012
Search by location feature provide some analysis which are:
Analysis of cow disease spread in all district in certain month and year.It can be used to select
certain types of diseases in all of location. Figure 16 is the display of this analysis.
Analysis of all types of diseases that exist in a certain location at a certain time. For example,
we choose cow disease spread in Malang city, Bantur sub district on January 2012 and the type
ISBN 9786021570425 MATH-86

of disease is None, then the results are the spread of all type cows disease in Bantur on January
2012. Figure 17 is the display of this feature.
Analysis of degree of a certain disease spread in Malang city at a certain time. The output are
the rate of three largest cows spread disease at a certain time in Malang districts. Figure 18 is
the display of this feature. In January 2012, the three largest area which are devectived by
Mastitis disease are Bantur in 13 cases, Kasembon in 8 cases, and Pujon in 5 cases.
Analysis of three regions that have the highest number of certain types of diseases. Output of
this search are the three biggest areas affected by certain disease at a certain time. It use
markers to distinguish three highest ranking of disease. This part is completed by MAX filter.
There are three colors used in this application where red color indicates maximum most, yellow
color indicates second most, and green color indicates minimal most. Figure 19 is the display
of this feature.
Figure 18. The three largest of cow disease Figure 19. BEF disease spread most in Malang
spread in 2012
The second feature is search by location. This feature is used to depth analysis. The analysis
was conducted to determine the spread ofthe cow disease in each district. From the results of the
analysis carried out, it is previously found that the highest distribution for mastitis and Dismatosis
diseases in Pujon, whereas BEF in Wajak.To detail this analysis,we use "searching the disease
spread based on location" to obtain details of disease spread in these districts. This data distribution
show the spread in every village in a district were selected. Figure 20 is result of BEF search on
Wajak in Juni 2012.
ISBN 9786021570425 MATH-87

Figure 20. BEF disease spread most in Wajak in Juni 2012

Acknowledgement
The authors thanks to Agricultural Research and Development Body, Ministry of Agriculture,
Republic of Indonesia for funding this research under KKP3T research grant scheme.
References
Anggraeni, Wiwik.,Muklason,A., Ashari,A.F., A., Wahyu, Darminto (2013). Developing Mobile
Intelligent System for Cattle Disease Diagnosis and First Aid Action Suggestion, CISIS 2013,
3-4 July, 2013, Taiwan
Aronaff. (1989). Geographic Information System: A Management Perspective. Ottawa Kanada:
WDL Publication.
Web-1:http://www.earlyedition.info/membangun-web-service-open-source-dengan soap.html.
consulted 24 Peb. 2014
Goadrich, M. H. (2011). Smart Smartphone Development: IOS versus Android.Mathematics and
Computer Science Centenary College of Lousiana.
Hansen, J. (2010). "ANDROID vs WINDOWS MOBILE vs JAVA ME" A Comparative Study of
Mobile Development Environments.Brunel University.
HuaWeng, Y., Shing Sun, F., & Grigsby, J. D. (2012).GeoTools.An android phone application in
geology, 24-30.
James McGovern, S. T. (2003). Chapter {4}-Soap.InJava Web Services Architecture (pp. 97-132).
Morgan Kaufman.
Jantscher, M. (2009).ANDROID
Kushwaha, A., &Kushwaha, V. (2011). Location Based Services using Android Mobile Operating
System. IJAET.
Lacey, L. (2010). A study on present and future of Google's Android .
Wie, W. (2011).Research on the Application of Geographic Information System in Tourism
Management.ICESE 2011, pp. 1104-1109
ISBN 9786021570425 MATH-88

OM-19
Analysis of Economic Growth Based on Exchange Rate
and Prime Lending Rate Using Markov Chain Analysis
Asmadhini Handayani Rahmah* and Atina Ahdika
Department of Statistics, Universitas Islam Indonesia, Jalan Kaliurang Km 14,5

Sleman Yogyakarta, asmadhini@uii.ac.id
Abstract-Economic growth is an indicator of successful countrys development. Since 2012, Indonesia has
been experiencing a slow economic growth. This situation cannot be separated from the influence of
macroeconomic occurred in Indonesia and global. Exchange rate and prime lending rate are some of the
macro economic factors that influence the economic growth in Indonesia. The aim of this paper was to
measure the probability of the future Indonesian economic growth based on the two factors mentioned before
using Markov Chain Analysis. This work focuses on modeling transition probability of the factors, because
the changes are volatile. The results showed that transition probability and the long run probability of the two
factors which describe Indonesian economic growth in the future.
Keywords: economic growth, exchange rate, Markov chain analysis
1 Introduction
1.1 Background
Development represent a process towards continuously changed strive to inprove the welfare
of society. The measurement of the successful implementation of development in a country is
always seen from the economic growth that occured in the country.This is no exception in
developing countries such as Indonesia.Economic growth is a policy used to improve and maintain
the stability of indonesianeconomic growth.One of the indicators used to assess the government's
economic growth is the change in real national income in the long term. Real national income
showed an overall output of finished goods and services of a country. The state is said to grow its
economy if its real national income rose from the previous period. The level of economic growth
calculated from the increase in real national income is the real Gross National Product in force
from year to year.
To improve and maintain the stability of economic growth, one of the methods is using
monetary policy.According toSeprillina (2013) [3], monetary policy is one ofpolicy illustrations
used to tackle the economic problems with maintaining stability in the Rupiah as the main goal.
This monetary policy is a weapon to set the course of the economy and macro-economic control in
order to run as possible .
Basically, Monetary policy represents a policy that aims to achieve internal balance (the high
economic growth, price stability, equitable development) and external balance (the balance of
payments), along with the achievement of macroeconomic objectives, in order to stabilize the
economy and can be measured by employment, price stability and balanced an international
balance of payments.
When the stability in economic activities disrupted, monetary policy can be used to recover
(stabilization measures). The influence of monetary policy will be felt firstly by the banking sector,
which is then transferred to the real sector.
ISBN 9786021570425 MATH-89

INDONESIAN ECONOMIC GROWTH

(PERCENT)
8
7
6
5
4
3
2
1
0
Q3-14
Q1-10
Q2-10
Q3-10
Q4-10
Q1-11
Q2-11
Q3-11
Q4-11
Q1-12
Q2-12
Q3-12
Q4-12
Q1-13
Q2-13
Q3-13
Q4-13
Q1-14
Q2-14
Q4-14
Q1-15
Q2-15
Source : Badan Pusat statistik
Figure 1.Indonesian Economic Growth (percent)
Based on Figure 1, it appears that in 2010, the Indonesian economy showed a great
achievement. According to Hidayatullah (2010) [11], in 2010, Indonesia managed to escape from
the shackles of the global financial crisis and experienced economic growth rate of 6.1%, which
exceeded the government's target of 6%. However, since 2012 Indonesia has been experiencing a
slow economic growth [9]. This is a country problem that need to immediately solved.
One of the alternative the monetary policyapproach to increase economic growth is the
exchange rate and interest rate, namely BI rate. These factors become one of the factors that
support the monetary policy so as to assist the growth of the Indonesian economy. Based on
research from Warjiyo and Zulverdi (1998) [4], the transmission of monetary policy through
interest rates becomes more important than the transmission through the Money Supply (JUB), so
that the application of monetary control system uses the interest rate as the operational target
posible to considered.
Theexchange rate of Rupiah constitutes one of the external factors in monetary policy which
influence the growth of the Indonesian economy. To minimize the negative influence of external
pressures on the effectiveness of monetary policy, a flexible system of exchange rate became the
main choice to be observed. According to Bank of Indonesia, movement in the BI Rate can also
influence the exchange rate. A rise in the BI Rate, for example, will increase the differential
between interest rates in Indonesia and other countries. The widening of the interest rate
differential will encourage foreign investors to place their capital in financial instruments in
Indonesia, such as Bank Indonesia Certificates or SBIs, in order to profit from higher returns.
These capital inflows will in turn lead to appreciation in the rupiah. As a result of the rupiah
appreciation, imports become cheaper and our exports become more expensive, or less
competitive, thus encouraging higher imports while reducing exports. This decline in net exports
will then have downward impact on economic growth and activity in the economy [8].In this
study, the observed exchange rate is a middle rate which is the average value of the selling rate and
buying rate of the rupiah against the US dollar.
ISBN 9786021570425 MATH-90

Source : Bank of Indonesia
Figure 2. Indonesian Economic Growth (percent)
Therefore, it seems appropriate if the research is using the Markov Chain Analysis to observe
how the transition probability and the long runprobability of these two factors. the transition
probability is done to know how the probability of each of these factors in various situations. The
Long-term probability conducted to observe how the future probability of these factors. Both of
analysis processes are expected to help accelerate the velocity of economic growth in Indonesia by
observing how the future probability in both the monetary policy factors.
1.2 Justification
The economic growth is a indicator of the successfull countrys development. One of
supporting aspects is monetary policy which has several approach factors, two of them areexchange
rate of Rupiah towards the American Dolar and interest rates. Both of these factors are interesting
to observe probability of future trend becausethey are very fluctuated. Observing the two factors
are expected to be able to obtain a shadow of Indonesia's economic growth in the future.
1.3 Problem Statement

How the trend of indonesias economic growth in the future through the exchange rate and the
interest rate?
1.4 Objectives
This reasearch aims to obtain the trend of Indonesias economic growth probability in the
future through the exchange rate and the interest rate using Markov Chain Analysis.
Jushan Bai and Peng Wang in their paper entitled Conditional Markov Chain and its
Application in Economic Time Series Analysis model the long-run volatility change as a recurrent
structure change, while short-run changes in the mean growth rate as regime switches. Empirical
studies show that this restricted model well identifes both short-run regime switches and long-run
structure changes in the U.S. macroeconomic data [2].
Davide Fiaschi and Andres Mario Lavezzi in their paper entitled an Empirical Analysis of
Growth Volatility : a Markocv Chain Approach studiy the determinants growth rate volatility,
focusing on the effect of the level of GDP, structural change and the size of economy with Markov
Chain Analysis. The analysis shows that the explanatory power of per capita GDP tends to vanish
when the size of economy is controled[1].
ISBN 9786021570425 MATH-91

3. Research Methodology
3.1 Data
This research is quantitative. The data used are secondary data collected from Indonesian
Bankings website, in the form of interest rate (BI rate) and exchange rate (middle rate) of monthly
series data from January 2010 until October 2015.
EXCHANGE RATE
(Middle Rate)
16000.00
14000.00
12000.00
10000.00
8000.00
6000.00
4000.00
2000.00
0.00
Jan-10 Jan-11 Jan-12 Jan-13 Jan-14 Jan-15
Figure 3. The Trend of Exchange rate
INTEREST RATE
(BI Rate)
9.00%
8.00%
7.00%
6.00%
5.00%
4.00%
3.00%
2.00%
1.00%
0.00%
Jan-10 Jan-11 Jan-12 Jan-13 Jan-14 Jan-15
Figure 4. The Trend of Interest Rate
This research used markov chain analysis. The study was conducted to determine the
transition probability and the long run probability of the two factors which describe Indonesian
economic growth in the future. To determine transition probability, first, the data must be specified
the category of transition.
ISBN 9786021570425 MATH-92

Table 1. Exchange Rate Category of Transition

State Range Frekuensi
0 Gain -802 -452 2
1 Medium Gain -451 -101 9
2 Stable -100 100 34
3 Medium Weak 101 451 19
4 Weak 452 802 5
69
Table 2. BI Rate Category of Transition

State Category Frekuensi
0 Down <0 4
1 Stable 0 57
2 Up >0 8
69
The categories determination ofthe exchange rate range is based on trend of difference
average between data from month to month, then the range making is based on rounding the
maximum difference minus the minimum difference. Gain category is defined as strengthened,
which means the difference between the current value of the exchange rate has decreased from the
previous month in the range between -802 to -452. Stable means that the difference between the
present value of the exchange rate did not experience much change significantly, only about
decreaseof 100 (-100), or increase of 100 (100). While the weak category is a state where there is a
greater difference between the present value or increase from the previous month in the range of
452 until 802.
The determination categories of the BI rate is based on a trend of difference average between
data from month to month. Downs categories means that the difference between the current value
is less than 0 from the previous month, while stable means that there is no change in the difference
of present value. Then, Up category means that there is a difference between the present value
which is greater than 0 from the previous month. After Determine the category of transition,
Markov chain analysis was calculated to look into the transition of each data. Then the long-term
probability of each category of transition was calculate as well.
3.2 Methodology
Markov Chain is a stochastic process X t with t 0, 1, 2, which has Markov property, that
is the conditional probability of X t 1 given the past states X 0 , X 1 , , X t 1 and the present state
X t is only depend on the present state. The value of X t is finite or countable. Transition
probability of state i (at time t ) to state j (at time t 1 ) is defined as
P X t 1 j | X t i, X t 1 it 1 , , X 1 i1 , X 0 i0 P X t 1 j | X t i Pij

where Pij 0, i, j 0; P
j 0
ij 1, i 0, 1,
The transition probability is also represented in the form of transition probability matrix,
written by
ISBN 9786021570425 MATH-93

P [ Pij ]nn
n is the number of states defined in the process.
For an irreducible ergodic Markov Chain lim Pij n exist and is independent of i . Suppose
n
j lim Pij n , j 0,
n
then j is the unique nonnegative solution of

j
i 0
i Pij n , j 0, with
j 0
j 1.
j is the limiting probability or stationary probability distribution or long-run probability of

the Markov Chain having n states. This limiting probability means that no matter how stochastic
process start from where the state, when the transition step is sufficiently large, transition
probability to state j approach to a constant j .
Table 3. Transition Probability of Exchange Rate

0 1 2 3 4
0 0 0 1 0 0
1 0.111 0.333 0.222 0.222 0.111
2 0.000 0.088 0.647 0.265 0.000
P
3 0.000 0.158 0.263 0.421 0.158
4 0.200 0.000 0.600 0.000 0.200
Based on Table 3. The highest probability of transition is at [0.2] or equal to 1. It indicates

that the highest probability of transitiontowards the exchange rate is from gain to the stable. This
situation means that the exchange rate probability of movement which has the highest chance is
decreased from gain to the stable. Stable in this case is not defined as there is no change, but
defined as experience weaken at the range [-100.100].
The next transition probability is at [2.2] which means that the movement of the exchange rate
only at the range of [-100.100] has a transition probability equal to 0.647. Then, the range is at
[4.2] with transition probability equal to 0.6. This condition most expected occurs to support
Indonesian economic growth to experience the accelerate because it happened the gaining of the
exchange rate.
Based on the value of transition probabilityabove, note the probabilityof the Rupiahs
exchange rate has depreciated value much greater than the gained value. This can be evidenced
from historical data of the exchange rate used as material in this study. Indonesian economic
growth which slowed from year to year indicated to also been affected by the trend of the Rupiah
exchange rate withobvious probability stated on the results calculation of transition probability.
In this study, the transition probability of Rupiah exchange rate in the future is expected to be
a key ingredient in the preparation of scenarios in order to accelerate the Indoensian economic
growth. It is clearly seen from previous historical data becausethe transition probability to
strengthen towards to the stable is large.When linked to the slowdown economic growth
experienced, it can be presumed that the circumstances of the Rupiahs exchange rate has an
ISBN 9786021570425 MATH-94

influence on the indonesian economic growth. The easiest situation is the weaken exchange
rateindirectly causes an increase of goods, mainly raw material imports. The increase of goods
causes a decline in purchasing power. A decrease in purchasing power leds to declining revenues
which also providing a barometer of economic growth.
Transition Probability of Exchange Rate
0.8
0.6 0
0.4 1
4 2
0.2
3
3
0
2
4
0
1 1
2
0
3
4
Figure 5. Transition Probability Chart of Exchange Rate
Table 4. Transition Probability of BI Rate

0 1 2
0 0.25 0.75 0
P 1 0.05357 0.875 0.071429
2 0 0.5 0.5
Based on Table 4. The highest transition probability at the data in the BI Rate is [1.1] equal to
0.875. Its means that the chances of transition probability is highest in the BI rate from stable to
stable. Theobserved data in the BI rate shows that change from month to month are infrequently
disposed to have a change. When linked with economic growth, BI ratetransition probability hasa
not very visible impact. However, when seen in the numbers of BI rate itself in the amount of
7.5%, it is possible to continue to be stable.It can be concluded from the eventhat there are effects
on the stability of the BI rate on the relatively high figures on the slowing economic growth.
In general, the increase in the BI rate will has an impact on the economy and the real sector.
Economic growth will slow. According to an article written by Djumena (2013), the increase in the
BI rate will lead to an increase in banking interest rates. Bank could increase the interest rates on
deposits or loans. The increase in deposit rates would encourage people postpone consumption
activities by choosing to save money in the Bank. If they do not want to depressed margins, the
bank should increase interest rates on loans. The step of bank to increase the interest rates on loans
will be dealing with the risk of non performing credit loans. It results in the slowing down of
Indonesian economic growth.
ISBN 9786021570425 MATH-95

Transition Probability of BI Rate
1
0.8 0
0.6 1
2
0.4 2
0.2 1
0
0 0
1
2
Figure 6. Transition Probability Chart of BI Rate
After making observations on transition probabilities from both of the data, the calculation to
find out how long runprobabilities of each category of data that has been set in advance.
Table 5. Long Run Probability of Exchange Rate

Probability
0 0,029
1 0,1304
2 0,4928
3 0,2754
4 0,0725
Based on Table 5. It was found that the long runprobability of the exchange rate is stable.
Therefore, it may be indicated in the long run probability that will occur in the exchange rate is the
change between the decline of 100 or up to 100 from the previous month. This is expected to give
an impact on economic growth. However, if thelater exchange rate data is Rp.13.906, then a stable
state is not expected, because it means the future exchange rate has not strengthened significantly,
because the changes that occurred not too high.
Table 6. Long Run Probability of BI Rate
Probability
0 0.0588
1 0.8235
2 0.1176
ISBN 9786021570425 MATH-96

Based on Table 6, It was found that the long run probabilities of BI rate is stable, or there
is no difference between the current value compared to the previous month. This is probably
occured because the historical data from the BI rate is not significanly changes.This is the reason
of the fact that the highest probability is on a stable point. The events of probability can not be
interpreted because there is no difference, indicating there is any change in the BI rate.
5. Conclusion
The conclusion of this study is that the transition probability and long-term probability of both
factors observed have the same trend, which is located in a stable position. This position indicates
that both factors so far has contributed to the slowing of indonesian economic growth and this
situation is possible to continuein the future.Therefore, it ishoped that the governmentcan take
action to solve indonesianeconomicgrowth problem, one of them byaddressingBI RateandRupiah.
References
[1] D. Fiaschi., A.M. Lavezzi (2005). An Empirical Analysis of Growth Volatility: a Markov
Chain Approach. J. Leskow, M. Puchet, L. F. Punzo (eds.), New Tools of Economic Dynamics,
Springer.
[2] Jushan Bai., Wang Peng. (2011). Conditional Markov Chain and Its Application in Economic
Time Series Analysis. MPRA Paper No. 33369.
[3] Seprillina Linda. (2013). Efektifitas Instrumen Kebijakan Moneter Terhadap Pertumbuhan
Ekonomi di Indonesia. Fakultas Ekonomi dan Bisnis, Universitas Brawijaya.
[4] Warjiyo Perry., Zulverdi Doddy. (1998). Penggunaan Suku Bunga sebagai Sasaran
Operasional Kebijakan Moneter di Indonesia. Bulletin of Monetary Economics and Banking,
Bank Indonesia.
[5] Web-1: http://www.bi.go.id/id/moneter/bi-rate/data/Default.aspx, consulted16 October 2015.
[6] Web-2:http://www.bi.go.id/id/moneter/informasi-kurs/transaksi-bi/Default.aspx, consulted
16October 2015.
[7] Web-3: http://www.bi.go.id/id/moneter/tujuan-kebijakan/Contents/Default.aspx, consulted 16
October 2015
[8] Web-4:http://www.bi.go.id/id/moneter/transmisi-kebijakan/Contents/Default.aspx, consulted
16 October 2015
[9] Web-5:http://www.kompasiana.com/risandaabe/paradigma-dan-indikator-pembangunan-
ekonomi-indonesia_54f673efa33311f3158b4b90, consulted 14 October 2015
[10] Web-6:http://ekbis.sindonews.com/read/1046865/33/bank-mandiri-pertumbuhan-ekonomi-
ri-melambat-sejak-2012-1442829502,consulted 14 October 2015
[11] Web-7:http://www.kompasiana.com/saripoenya/catatan-perekonomian-indonesia-
2010_55005cafa33311ef6f510d52,consulted 14 October 2015
ISBN 9786021570425 MATH-97

OM-20
The Partition Dimension of a Subdivision of a Star Graph
Amrullah1,2,*, Edy Tri Baskoro2, Saladin Uttunggadewa2, and Rinovia Simanjutak2
1*
Mathematics Departement, Faculty of Teacher and Training Education, Mataram Unversity,
amrullah.mtk@gmail.com
2
Combinatorial Mathematics Research Group, Faculty of Mathematics and Natural Sciences,
Institut Teknologi Bandung, Jl. Ganesa 10 Bandung 40132, Indonesia
Abstract-Finding partition dimension of a connected graph is one of the open problems in graph theory.
Some researchers have investigated the probelm in certain classes of the graph. For instance,there were
investigation of the partition dimension of wheel byTomescu et al (2007), caterpillar by Darmaji et. al.
(2009), and Unicyclic by Fernau H. et al (2014). The other researchers also investigate the graph which is
obtained from graph operations, namely corona product, cartesian product and strong product. One of the
other graph operations is the subdivision of a graph . The subdivision graph S(G) is a graph obtained from
graph G by replacing each edge e = vivj by a new vertex xi;j and two new edges vixi;j and vjxi;j : In this
paper, we determine the partition dimension S(G) where G is a star graph.
Keywords: Partition dimension, resolving partition, subdivision, star graph.
ISBN 9786021570425 MATH-98

OME-01
Interaction between Schools Level and Prior Ability
Students (PAM) with Problem Based Learning for
Creative Thinking Mathematically Junior high school
students in Palu
Evy Awuy and Dasa Ismaimuza
University of Tadulako, Palu, Indonesia

dasaismaimuza@yahoo.co.uk
Abstract-This study aims to determine the relationship or interaction between the school level and
prior ability knowledge of students (PAK) with Problem Based Learning with cognitive conflict strategy
to creative thinking abilities mathematical junior high school students in the city of Palu. This study is a
quasi-experimental research. The population in this studyare all junior high school students in the town
of Palu, Central Sulawesi. From the results of research and discussion, it can be concluded that there is
no interaction between the level of school and learning model for creative thinking abilities
mathematically through the Problem Based Learning Strategies Cognitive Conflict and there is no
interaction between PAM students and learning model of the mathematical ability of critical thinking
through problem-based learning with Cognitive Conflict Strategy.
Keywords: problem based learning, cognitive conflict, early science students,PAM, creative thinking
1. Introduction
Problem solving is a focus in mathematics. To improve problem-solving skills necessary to
develop crieative thinking skills mathematical. Improve critical thinking skills are essential
mathematical. This is in line with the recommendation of the NCTM, 2000. According to the
theory of constructivism, our knowledge is the result of construction that we do ourselves.
Bettencourt (in Suparno 1997) suggests someone who is learning, should not only imitate or reflect
what is taught or what is read, but must be created, linking, and linking new knowledge or
understanding gained by the knowledge that has been owned continuously. Knowledge and
understanding of established active in a person, and not just passively received from someone. The
constructivists assume that despite the knowledge that there is in a person, and can not be moved
away from one person to another, but he alone who must interpret the information which has been
received with adaptation to pengelaman owned.
According Suparno (1997), one of the causes of low student learning outcomes is limited
cognitive ability to understand the concepts. It is caused by several factors: the ability to recall and
revive the knowledge that has been given, the ability to compare, and concluded about the
similarities and differences. To improve students' skills in critical and creative thinking required a
learning strategy that allows the restructuring and reorganization of cognitive structures that have
been owned Addressing the problems that arise in mathematics education schools, such as student
achievement, teaching mathematics in schools, the goal of learning mathematics schools according
to SBC, NCTM and the importance of improving creative thinking skills in mathematics, then there
should be a learning innovation that can address the problems in mathematics education. One
solution that can solve the problem seen is the improvement of the quality of learning through the
Problem Based Learning Cognitive Conflict Strategy (PBLKK).
The main focus in efforts to increase the quality and learning outcomes through PBLKK is
by positioning the role of teachers as designers, organizers and facilitators in the learning of
mathematics so that students students menadapat opportunity, experience to understand and
interpret the mathematical concepts through learning activities. In PBLKK teachers are not present
ISBN 9786021570425 MATH-99

mathematical concepts in a form that is so, but with exposes students to a problem in which there
are no facts, situations, circumstances that can potentially cause cognitive conflict in students.
Through the help of friends, and teachers also expected that students can regroup and find a correct
concept of a given problem. Help the teacher does not mean students have to answer the question
directly, but can be asked in the use questioning and directing students to find the correct concept.
PBLKK is a learning approach that begins with exposes students with math problems. In
such problems there are situations, circumstances, and the fact that contrary to the cognitive
structure that has been owned by the students. With all the knowledge, ability, experience has had,
students are required to solve a given problem. The problem that is presented is a problem that is
rich with mathematical concepts (rich in Contexts) and allows students to solve with different
strategies. The purpose PBLKK are: (1) to position students as a reliable problem solver; (2)
encourage the students to be able to find the problem and mengelaborasinya by asking the
allegations, identify, create relationships and plan completion; (3) facilitating students to explore a
variety of alternative answers and their implications; (4) train students for skilled presents the
findings, and (5) familiarize students to evaluate and reflect on their way of thinking in solving
problems.
2. Research Methods
This study is a quasi-experimental research because researchers giving treatment to the
subject for further study wanted to know the effect of the treatment. Such treatment is problem-
based learning with cognitive conflict strategy (PBLKK) in the experimental class and
conventional learning (KV) in class control class. The independent variable in this research is
problem-based learning approach with cognitive conflict strategy (PBLKK) and conventional
learning (KV). Classes are taught by PBLKK an experimental class, while the class taught by
conventional teaching (KV) is a control class. This is done to know in greater depth the impact of
learning models, the school level, and prior knowledge of mathematics students' critical thinking
skills.
Control variables in this study is the beginning of knowledge (student prior knowledge)
math students (PKS), and school level. Level schools selected in this study ranked schools based on
the data from the results of the national exam (UN) last three years. Experimental design used is
non-equivalent posttest-only control group design combined with the design of a 3 3 2, three
levels of school (high, medium, and low), three groups of PKS students (high, medium, and low),
and two models of learning (PBLKK and KV).
2.1 Population and Sample

The population in this study are all junior high school students in Palu, Central Sulawesi.
Determination of the sample study was conducted prior to classify schools into three levels, namely
the high school level, medium, and low based on data from a national exam (UN) over the last
three years. Randomly selected SMPN 1 representing the high school level, school SMPN 6
representing moderate level, and SMPN 18 schools representing a low level.
2.2 Research Instruments

Ability Test Critical Thinking Mathematically insrumen research is to test the ability to
creative thinking.Goal of the preparation of test creative thinking mathematically is to measure the
ability of creative thinking mathematically after the learning process. Aspects of critical thinking
skills measured mathematically there are five, namely sensitivity, elaboration, fluency, flexibility,
and originality.
ISBN 9786021570425 MATH-100


The hypothesis tested is:
H0 : There is no interaction between the school level and the learning of learning that is used on the
ability to think creatively mathematical result.
Ha: There is interaction between the school level and the ability of creative thinking
mathematically.
Testing criteria is if sig. less than = 0.05, the null hypothesis is rejected. Before the first hypothesis
is tested, it is necessary to test the homogeneity of variance of data due to the ability to think
creatively mathematical school-level interaction with the learning model. Levene's test of
homogeneity of variance is used to look at the population of creative thinking ability scores
mathematically based on the level of school and learning. Results of homogeneity of variance test
calculations are presented in Table 1.
Table 1. Score Variance Homogeneity Test of Creative Thinking Mathematically based

Level Schools and Learning Model
Statistik Levene
dk1 dk2 Sig. H0
(F)
1,220 5 194 0,301 Accept
Table 1 shows that sig. greater than 0.05, this means that the null hypothesis is accepted.
Thus, the population variance of creative thinking ability scores mathematically based learning
model school level and homogeneous. To determine the presence or absence of interaction between
the school level with the learning that is used on the ability of creative thinking mathematically,
used ANOVA two lanes. Summary results of ANOVA two paths are presented in Table 2.
Table 2. Summary results of ANOVA two paths

Sum of Average
Source df F Sig. H0
Squares Squares
School Levels 4172,033 2 2086,017 15,548 0,000 Reject
learning 3176,252 1 3176,252 23,673 0,000 Reject
Interaction 152,392 2 76,196 0,568 0,568 Accept
Based on Table 2 it can be concluded that the level of the school gave a significant impact on the
ability of creative thinking mathematically. It can be seen from sig. = 0.000 less than 0.05.
Similarly, learning model gives a significant effect on the ability of creative thinking
mathematically. This is indicated by sig. = 0.000 less than 0.05. So the level of school and learning
that is used to give a significant influence on differences in the ability of creative thinking
mathematically.
In Table 2 looks also that the value F for the interaction between the school and the
learning level is equal to the value of 0,568 sig. 0,568. Therefore sig. greater than 0.05, the null
hypothesis is accepted. Thus, there is no interaction between the model of learning and school level
to the ability of creative thinking mathematically. Graphically, the lack of interaction between the
school level with the learning that is used to mathematically creative thinking ability is shown in
Figure 1.
ISBN 9786021570425 MATH-101

Figure 1. Interaction Schools Level and Learning for Ability Creative Thinking Mathematically
In Figure 1 it appears that the ability of creative thinking of students who obtain PBLKK
learning is always higher than conventional learning at every school level. Thus, there is no
interaction between the level of school learning model. It can be concluded that at all levels of
school, mathematical creative thinking abilities of students who obtain PBLKK learning better than
students who obtain KV learning.
The hypothesis tested is:
Ho : There is no interaction between students with learning PKS used (PBLKK, KV) on the ability
of creative thinking mathematically.
Ha: There is an interaction between PKS learners who used the ability of creative thinking
mathematically.
Testing criteria is if sig. less than = 0.05, the null hypothesis is rejected. Before testing the
hypotheses, see first whether the data mathematically creative thinking ability of students due to
the interaction between PKS and homogeneous learning model. Levene's test of homogeneity of
variance is used to look at the population of creative thinking ability scores mathematically based
PKS students and learning models. Results of population variance homogeneity test are presented
in Table 3
Table 3. The Homogeneity Test of Creative Thinking Mathematically based on

PKS Students and Learning Models
Statistik Levene
df1 df2 Sig. H0
(F)
0,906 5 194 0,478 Accepted
In Table 3 shows that sig. greater than 0.05, this means that the null hypothesis is accepted. Thus,
the population variance of scores mathematical creative thinking abilities of students based on
learning to use PKS and homogeneous. To determine the presence or absence of interaction
between PKS learners who used the ability of creative thinking mathematically, used ANOVA two
lanes. Summary results of ANOVA two paths are presented in Table 4.
Table 4. ANOVA Creative Thinking Mathematically by PKS Student Interaction and Learning Models
Average
Source Sum
Source df Squares F Sig. H0
of Squares
PKS 683,974 1 683,974 6,432 0,012 Reject
Leaninr 9445,351 2 4722,676 44,412 0,000 Reject
Interaction 290,649 2 145,324 1,367 0,257 Accepted
Based on Table 4 it can be concluded that the factor of PKS students give a significant
impact on the ability of creative thinking mathematically. This is shown with a probability value
ISBN 9786021570425 MATH-102

sig. = 0.012 less than 0.05. Similarly, learning model gives a significant effect on the ability of
creative thinking mathematically. This is indicated by sig. = 0.000 less than 0.05. Means that there
are significant differences mathematically creative thinking abilities of students based PKS
students and learning. So PKS students and learning are used to give a significant impact on the
ability of creative thinking mathematically.
From Table 4They seen that the value of F for interaction between students and learning
PKS is 1,367 with sig. 0.257. Therefore sig. greater than 0.05, the null hypothesis is accepted, so
there is no interaction between PKS students with learning model used on the ability of creative
thinking mathematically. In the graph, the interaction between PKS students with learning model
used in mathematical creative thinking ability is shown in Figure 2.
Figure 2. Interaction PKS and Learning for Students Ability Creative Thinking Mathematically
In Figure 2 appears there is no interaction between PKS students with learning model on the ability
of creative thinking mathematically. On all PKS students, creative thinking skills students acquire
mathematical learning PBLKK better than students who obtain KV learning.
4. Conclusion
From the research that has been done, can be concluded that:
1. There is no interaction between school level and learning model on the ability of critical
thinking mathematically.
2.There is no interaction between the Prior Knowledge Student (PKS) and the learning model on
the ability of critical thinking mathematically.
References
National Council of Teachers of Mathematics (NCTM). (1998). Curriculum and Evaluation
Standards for School Mathematics. Reston, VA: NCTM.National Council of Teachers of
Mathematics (NCTM). (2000). Principles and Standards for School matematics, Reston,
VA: NCTM.
Suparno, P. (1997). Philosophy of Constructivism in Education. Yogyakarta, Canisius.
OME-02
ISBN 9786021570425 MATH-103

Characterization of Mathematical Connections Errors in

Derivative Problem Solving
Ardjudin
FKIP Universitas Mataram, Indonesia

arjudin@gmail.com
Abstract-This paper aimed to determine the types of mathematical connections errors when undergraduate
students solve mathematics problems about derivative, and describe the characteristics of each type of the
errors. The style of this research is descriptive exploratory, as an initial observation for dissertation writing.
Its subjects were 12 undergraduate students of Mathematics Education Study Program, Faculty of Teaching
and Education, University of Mataram, at Second Semester in Academic Year 2014/2015. Data of research
collected through the assignment sheet of mathematics problem solving about derivative of absolute value
function and followed up by interview based problem solving tasks. The study revealed that the type of
mathematical connection errors can be divided into error to connect with conceptual knowledge and errors of
connecting procedural knowledge. Each of theerror type is linked with three interconnected topics. These are
absolute value function, derivative, and limits. Later, it is characterized by describing the process of thinking
through cognitive map.
Keywords: mathematical connection, error, problem solving
1. Introduction
Problems are often encountered when learners, in school or university, solve a problems is that
they have learned and mastered the knowledge required to solve the problem, but cant associate or
make a connection and use it to solve the problem. Therefore, the ability of mathematical
connections needs attention in the learning of mathematics. To be able to solve mathematical
problems, the necessary skills to connect mastered knowledge relating to the problems
encountered.
Mathematical knowledge can be divided into two types, namely conceptual knowledge and
procedural knowledge (Hiebert & Lefevre, 1986). The core of conceptual knowledge is to
understand the relationship between ideas and mathematical concepts. The purest form of
procedural knowledge focuses on the symbolism, skills, rules and algorithms used step by step in
solving a mathematical task. Learners should learn the concepts at once with the procedures so that
they can see the connection.
Concepts, procedures or skills, along with facts and principles identified by Gagne (in Bell,
1978) as the direct object of mathematics. While the one of indirect objects of the mathematical is
problem solving. Problems are questions that can be understood by learners but can not be
answered immediately with a routine procedure that has been known to learners. So a question can
be clasified as a problem when the questions give a challenge to be answered and the answer can
not be done by a routine strategy. Solve the problem is the process of accepting the challenge to
answer the question that is the problem (Hudojo, 1988). A problem for college students when
administered to elementary level students excluding a problem because the problem will not be
understood and will not give a challenge to be answered.
Bruners connectivity theorem stated that in mathematics every concept related to other
concepts. Similarly, between the argument and the other argument, the theory with the other theory,
among the topics to the topic, and between branches of the branch of mathematics sholuld be
related (Ruseffendi, 1988). Therefore, in order to be more successful in learning mathematics,
learners must be given the opportunity to make mathematical connections.
Connection mathematically described by Hiebert and Carpenter (1992) as part of the network
is structured like a spider web, "The junctures, or nodes, can be thought of as pieces of represented
information, and threads between them as the connections or relationships. Mathematical
ISBN 9786021570425 MATH-104

connections can also be described as a component of a scheme or a linked group of schemes in

mental network. Marshall (1995) argued that the characteristics of the scheme is the connection.
The more connections, the greater compactness and strength of the scheme.
Studies on the connection mathematical beside conducted in schools are also a lot done in
universities (Adlakha & Kowalski, 2007; Bilotski and Subbotin, 2009; Kondratieval & Radu, 2009;
Lapp et al, 2010; Presmeg 2006; Yantz, 2013). Yantz (2013), which examines undergraduate
students in pre-calculus course concluded that the subjects had not yet established a connection
between algebra procedures and the nature of the underlying numbers. Results of research on the
connection in linear algebra carried out by Lapp et al (2010) showed that subjects find it more
difficult to make the connection between concepts like eigenvalues and eigenvectors and of other
parts such as the conceptual basis and the dimension.
Research by Eli et al (2013) on middle school pre-service teachers has resulted five categories
of mathematical connections, namely: (1) categorical, if the paticipants explanation relied upon
the use of surface features primarily as a basis for defining a group or category; (2)
characteristic/property, if the participants explanation for the sort involved defining the
characteristics or describing the properties of concepts in terms of other concepts; (3) curricular, if
the participants explanation for the sort involved relating ideas or concepts in terms of the impact
to curriculum, including but not limited to, the order in which one would teach concepts or topics;
(4) procedural, if the participants explanation for teh sort involved relating ideas based on a
mathematical procedure or algorithm possible through the construction of an example, which may
include a description of the mechanics involved in carrying out the procedure rather than the
mathematical ideas embedded in the procedure; and (5) derivational, if the participants
explanation for the sort involved knowledge of one concept(s) to build upon or explain other
concept(s), included but not limited to the recognition of the existence of a derivation.
Results of another study suggests three types of connections, that are referred to the most
commonly in relevant literature and in their formal curriculum documents, but in practice their
development of connected knowing could have been stronger, more frequent and more
consistent. The three kinds of connections are the connection between new information and current
knowledge, the connection between mathematical concepts, and the connections to everyday
experience (Mousley, 2004). The types of connections is in line with the scope of connection
standards in the NCTM (2000), which include recognize and use connections among mathematical
ideas, understand how mathematical ideas interconnected and build on one another to produce a
coherent whole, recognize and apply mathematics in contexts outside of mathematics.
Study of the source of theory and research results presented above, gave rise to the idea of
mathematical research with the theme of connection. Connections studied mathematical knowledge
is focused on the connection, that is the connection between new information with knowledge
already mastered divided into two types of knowledge, namely conceptual knowledge and
procedural knowledge. Therefore, research on the characterization of the mathematical connection
errors when undergraduate students solve problems derivatives was conducted. Errors in making
mathematical connections become the focus of attention because there is still a lot of errors
encountered, so that it is important to be characterized as a basis for further research. The material
derivative chosen because it is the core material in differential calculus, and a lot of good use in
other disciplines as well as in everyday life.
This research is expected to be useful among others, to provide an overview of the
undergraduate students, the types of errors and its characterization of mathematical connections, so
it can be used as a benchmark to improve problem solving skills. In addition, it is expected to be
useful as well sa inputs for lecturers or teachers of the importance of undergraduate students
making mathematical connections so that it can be taken into consideration in planning and
implementing learning.
2. Method of Research
Type of research is descriptive exploratory study. This study is a preliminary study of the
research dissertation. The subjects were 12 undergraduate students of Mathematics Education
ISBN 9786021570425 MATH-105

Study Program, Faculty of Teacher Training and Education, University of Mataram, at Second
Semester in Academic Year 2014/2015. The main instrument in qualitative research was a
researcher itself (Moleong, 2006). The support instruments are an assignment sheet and an
interview guides. The assignment sheets gave a task of derivative problem solving containing the
absolute value function as follows:
1. Given f(x) = |x|. Find f (0).

2. Given f(x) = x|x|. Find f(0).
The problem is given by the consideration that in order to solve not only the routine procedure
using formulas derived, but also requires an understanding of the concept of derivative and also
connections with other concepts, such as the absolute value itself and also the concept of limit. To
explain the mathematical connections in the process of thinking of subjects when solving problems
such derivatives, required structuring research problems. What is meant by the structure of the
problem is the flow of problem solving is ideally compiled by researchers. If the subject completes
the task of solving the problem in accordance with the structure of the problem, the result of the
completion of the subjects there was nothing wrong. The structure of the Problem 1 is described in
Figure 1 and the structure of Problem 2 is described in Figure 2.
Coordinate with Coordinate with

concept/definition concept of limit
Read the
ofderivative
Start problem
Coordinate with
concept/definition
ofaabsolute value
function
Calculate value of left-

Compare value of left- side limit Coordinate with concept
side and right-side limit of one-side limit
that different
Calculate value of
right-side limit
Express that the value

of limit (two side) is Conclude that the
function has no End
undefined
derivative at x = 0.
Figure 1. Structure of Derivatife Problem 1

Although the problem number 1 and number 2 looks almost the same, but there are substantial
differences. Judging from the final answer, the problem number 1 derivative is sought does not
have a specific value or the value of its derivatives do not exist, while in the problem number 2
derivative is sought has a specific value or values of the children there. Judging from the answers,
as described in the structure of the above problems, the function of the problem number 1 should be
directly coordinated with the definition of absolute value, whereas the problem number 2 can be
done counting procedures limit in advance to obtain a simpler form which is then coordinated with
the definition absolute value.
ISBN 9786021570425 MATH-106

Coordinate with
Coordinate with
Read the concept/definition
ofderivative concept of limit
Star problem
t
Coordinate with
concept/definition Calculate two-side
ofabsolute value
limit
function
Calculate value of
left-side limit
Compare value of Syncronize with
left-side and right- concept of one-side
side limit that equal limit
Calculate value of
right-side limit
Express the value of

limit (two-side) Express the value of
derivative End
Figure 2. Structure of Derivatife Problem 2
Errors made by subjects are grouped and identified its characteristics. Judging from the type of
knowledge conceptual and procedural knowledge, this type of connection errors mathematically
divided into two, namely errors in connect to conceptual knowledge and errors in connect to
procedural knowledge. While looking at the material, there are three topics related material,
namely: absolute value, the derivative itself, and limit. Therefore indicators of the type of
mathematical connection errors can be expressed in Table 1.

The results of the subjects' answers to the problem-solving task recapitulated based aspects of
conceptual knowledge and procedural knowledge that each of the three topics related to the
material, which is an absolute value function, derivatives and limits. Recapitulation answer to
problem number 1 presented in Table 2.
ISBN 9786021570425 MATH-107

Table 1. Indicators for Types of Mathematical Connections Errors

Type of Mathematical
No. Indicators
Connections Errors
1 Errors in connect to Coordinate with the definition of absolute value
conceptual knowledge but it is mistakes to specify the definition of
absolute value; or does not write the definition
of absolute value.
Coordinate with the definition of a derivative
but it is mistakes to specify the definition of a
derivative; or does not write the definition of a
derivative.
Coordinate with the form of the limit of two
parties, but does not coordinate with the limit
unilaterally; or inscribed limit.
2 Errors in connect to There are errors in the calculation of the
procedural knowledge absolute value of the derivative; or declare the
absolute value as the roots of quadratic forms
which led to miscalculations derivatives.
Using derivatives rules or formulas that are not
appropriate, in this case calculate the derivative
of the absolute value with the rank rule.
Wrong in calculate limit, includes error to
calculate left-sideor right-side limits.
Table 2. Recapitulation Answer for Problem 1

Connect toConceptual Knowledge Connect to Procedural Knowledge
No. of Absolute
Absolute
Subject Value Derivative Limit Derivative Limit
Value
1. True Nothing Nothing False False Nothing
2. True Nothing True False False False
3. Nothing Nothing Nothing Nothing Nothing Nothing
4. Nothing True Nothing Nothing False Nothing
5. Nothing Nothing False False False False
6. Nothing True False False Nothing False
8. Nothing Nothing Nothing False Nothing Nothing
9. Nothing Nothing Nothing False False Nothing
10. False True Nothing Nothing Nothing Nothing
11. False True Nothing Nothing Nothing Nothing
12. True True Nothing False Nothing Nothing
While the answer to problem number 2 recapitulation presented in Table 3.
Table 3. Recapitulation Answer for Problem 2

ISBN 9786021570425 MATH-108
Connect toConceptual Knowledge Connect to Procedural Knowledge

No. of
Absolute Absolute
Subjek Derivative Limit Derivative Limit
Value Value
1. True True False True False Nothing
2. Nothing True True False False False
4. False Nothing Nothing False False Nothing
5. Nothing Nothing False False False Nothing
6. True True False False False False
10. False Nothing Nothing False Nothing Nothing
11. True True True False False Nothing
12. True Nothing Nothing False Nothing Nothing
Results of analysis of the above data resulted in grouping type of connection errors mathematically,
which can be divided into two types, namely errors in connect to conceptual knowledge and errors
in connect to procedural knowledge. The errors in connect to conceptual knowledge, can be seen
from the material related to the derivative problem of absolute value function, namely the concept
of absolute value function, the concept of derivative, and the concept of limit. The errors in connect
to conceptual knowledge about absolute value function occurs when the subject has been
coordinating with the absolute value function but misunderstood the definition of absolute value, as
shown in Figure 3 part (a). It appears that the subject concerned can coordinate with the absolute
value function, but an mistake occurred because it does not understand that when x worth x and
when x worth -x. In the case of errors in connect to conceptual knowledge about derivatives,
subjects who were already coordinating with the concept of derivative connect properly, the rest is
a subject didnt coordinate with the concept of derivatives so that there is no error connection can
be considered. The errors in connect to conceptual knowledge about limit occurs when the subject
of coordinating with the form of the two-sided limit but does not coordinate with the one-side limit,
as shown in Figure 3 part (b). It appears that the subject already inscribed limit, but did not declare
it became left-side or right-side limit.
(a)
(b)
Figure 3. Errors to connect conceptual knowledge
The errors in connect to procedural knowledge, can also be viewed from the material related to
the problem solving assignment sheet, namely the concept of absolute value function, the concept
of derivative, and the concept of limit. The errors in connect to procedural knowledge about
absolute value function occurs when subject in procedure to calculate declared ansolute value
fuction as the roots of quadratic forms, as shown in Figure 4 part (a). It appears that the subject
used the wrong procedure in calculating an absolute value function. The errors in connect to
procedural knowledge about derivatives is done by applying a not appropriate rules, as shown in
Figure 4 part (b). It appears that the subject made a mistake in derivative calculation procedure of
the absolute value function using the power rule. The errors in connect to procedural knowledge
about limit also occurs as shown in Figure 4 part (c). Subject concerned wrong in calculating the
value at one stage of the calculation of the limit.
ISBN 9786021570425 MATH-109

(a) (b) (c)

Figure 4. Errors to connect procedural knowledge
4. Conclusion
From the results of this study concluded that the type of connection errors when undergraduate
students solve problems mathematical derivative of the absolute value function can be divided into
two types, that are errors in connect to conceptual knowledge and errors in connect toprocedural
knowledge. Characterization of each type of errors in terms of topics related, that are absolute
value function, derivatives and limits. The implications of this study are expected that lecturers
need to provide problem-solving issues that are non-routine and requires undergraduate students to
explore mathematical ability as a whole in order to make the mathematical connections which is a
tool in problem solving.
References
Adlakha, V. & Kowalski, K. 2007. A Structural Connection Between Linear and 01 Integer
Linear Formulations. International Journal of Math. Education in Science and Technology,
38 (3): 383 - 391.
Bell, F. H. 1978. Teaching and Learning Mathematics (in Secondary School). Dubuque, Iowa:
Wm. C. Brown Company Publisher.
Bilotski, N. N. & Subbotin, I. V. 2009. Inter-Subject Connections In Teaching Mathematics:
Isometries of A Number Line and Some Fundamental Properties of Functions. Journal of
Research in Innovative Teaching, 2 (1): 117125.
EliJ. A., Lee, C. W. & Schroeder, M. J. 2013. Mathematical Connections and Their Relationship
to Mathematics Knowledge for Teaching Geometry. School Science & Mathematics, 113 (3):
120 134.
Hiebert, J. & Carpenter, T. P. 1992. Learning and teaching with Understanding. Dalam D. A.
Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning, (hlm. 65 97).
New York: Macmillan Publishing Company.
Hiebert, J. & Lefevre, P. 1986. Conceptual and Procedural Knowledge in Mathematics: An
Introductory Analysis. Dalam J. Hiebert (Ed.), Conceptual and Procedural Knowledge: The
Case of Mathematics, (hlm. 1 27). Hillsdale, NJ: Lawrence Erlbaum.
Hudojo, H. 1988. Mengajar Belajar Matematika. Jakarta: Proyek Pengembangan Lembaga
Pendidikan Tenaga Kependidikan, Ditjen Dikti, Depdikbud.
Kondratieval, M. F. & Radu, O. G. 2009. Fostering Connections Between The Verbal, Algebraic,
And Geometric Representations of Basic Planar Curves for Students Success in The Study of
Mathematics.The Montana Mathematics Enthusiast, 6 (1&2): 213 - 238.
Lapp, D. A., Nyman, M. A. & Berry, J. S. 2010. Student Connections of Linear Algebra
Concepts: An Analysis of Concept Maps. International Journal of Matematics. Education in
Science and Technology, 41 (1): 1 18.
Marshall, S. P. 1995. Schemas in Problem Solving. New York: Cambridge University Press.
Moleong, L. J. 2006. Metodologi Penelitian Kualitatif. Bandung: Remaja Rosda Karya.
Mousley, J. 2004. An aspect of Mathematical Understanding: The Notion of Connected
Knowing. Proceedings of the 28th Conference of the International Group for the Psychology
of Mathematics Education, 3: 377384.
ISBN 9786021570425 MATH-110

Presmeg, N. 2006. Semiotics and The Connections Standard: Significance of Semiotics for
Teachers of Mathematics. Educational Studies in Mathematics, 61: 163182.
Ruseffensdi, E. T. 1988. Pengantar kepada Membantu Guru Mengembangkan Kompetensinya
dalam Pengajaran Matematika untuk Meningkatkan CBSA. Bandung: Tarsito.
Yantz, J. 2013. Connected Representations of Knowledge: Do Undergraduate Students Relate
Algebraic Rational Expressions To Rational Numbers?Mid-Western Educational Researcher,
25 (4): 47 - 61.
ISBN 9786021570425 MATH-111

OME-03
Interactive Teaching Materials Based on Scientific
Approach on the One Variable Linear Equations for
Junior High School Students
Heni Pujiastuti
Universitas Sultan Ageng Tirtayasa, Serang, Banten, Indonesia

henipujiastuti@untirta.ac.id
Abstract-Curriculum 2013 is one of the Indonesian government efforts to improve the quality of national
education. Implementation of Curriculum 2013 needsmatching teaching materials with the characteristics of
the students, developing computer technology facilities, and including components of the scientific approach.
This research was to develop teaching materials that fit with the demands of Curriculum 2013, namely
Interactive Teaching Materials based on Scientific Approach (ITMSA). The research method used was
research and development (R&D) which consist of ten steps. Design validation performed by mathematicians
and mathematics education experts involving lecturers and mathematics teacher. Product testing and utility
testing conducted on junior high school students in Serang City, Banten Province, Indonesia. Results of the
research were that the ITMSA: (1) received total score from mathematicians expert about 85,3%; (2) received
total score from mathematics education expert about 87,8%; (3) received total score from multimedia expert
about 83,6%; and (4) received a positive response from students about 89,4%. It was concluded that the
interactive teaching material based on scientific approach is considered feasible and can be used in
mathematics teaching in schools.
Keywords: ITMSA, teaching material, student characteristics
ISBN 9786021570425 MATH-112

OME-04
Changing Mathematics Classroom Setting: Looking into
Students Responses and Performance in Learning
Kamirsyah Wahyu
IAIN Mataram, Jln. Gajah Mada, Jempong, Mataram, Indonesia

math_wahyu@yahoo.com
Abstract-This paper is aimed at addressing and discussing some findings from two periods of teaching
experiments regarding changesof mathematics classroom setting. The change is from traditional setting to
realistic mathematics classroom setting in which the students experienced different plots and situations of
learning. This change revealed how students perform in problem solving and their responses toward the new
mathematics learning atmosphere. Students responses and performance were analyzed from field notes,
several part of classroom discussions, students work and a questionnaire. The important findings were some
students who categorized as below average and average students in mathematics showed good performance
in problem solving; and some students resisted to further involve in learning since the new classroom setting
required them to deal with context at the beginning of lesson, develop models, contribute more in learning
(such as explain and justify their work, arguing about others work) and practice problem solving.
Keywords:mathematics, classroom setting, students responses, performance
1. Introduction
Gravemeijer (2010) wrote that mathematics education in Indonesia has been changing. The
change is from instruction as the transmission of knowledge toward learning as the construction
knowledge. The transmission of knowledge can be seen through central role of teachers in learning
(teacher-centered). In contrast to this, learning as the construction knowledge occur through central
roles played by the students (student-centered). The change in mathematics classroom setting has
been initiated massively through the implementation of realistic mathematics education (RME),
also known as Pendidikan Matematika Realistik Indonesia (PMRI) by a group of teachers,
educators and mathematicians since 2001 (Sembiring, et al., 2010).
It is acknowledged that this massive effort cannot reach all mathematics classrooms in
Indonesia. Thus, we might easily see mathematics teachers in many schools are still implementing
traditional setting. In such setting, the plot of learning starts with explanation from teacher, then the
students are given drill and at last some word problems are posed. The sequence is opening-
example-exercise-closing sequence (Sembiring, et al., 2008). The students role is to just listen and
drill. The only question might derive from students is whether or not their work on drill is true. The
classroom authority is the teacher only. This kind of method sets the classroom into non-alive
mathematics activity. Sembiring, et al (2008) underscore that the traditional learning process makes
students into passive learners with little aptitude for mathematical thinking and reasoning. In this
case, mathematics learning is focusing on computational aspect, prioritising procedural aspect,
ignoring the development of conceptual understanding and staying away from students and reality.
These features of mathematics learning were found in the classrooms (grade 5) that we observed
before conducting teaching experiment.
Learning involves interaction between students and teachers. The interaction marks social
aspect of learning. Regarding this social aspect, an individual and social construction in a learning
process is inseparable. It means that students own development when learning mathematics is not
independent of the social and cultural interaction in their learning community in a classroom
(Yackel& Cobb, 1996). A traditional mathematics classroom setting with its features as described
in previous paragraph provides limited interaction in classroom. This condition does not support
the emergence of constructive social norms and sociomathematical norms in learning. Social norms
are actually present in any classroom. However, the social norms established within a student-
ISBN 9786021570425 MATH-113

centered classroom look very different from those in a traditional environment (Stephan, 2014).
Stephan (2014) further noted that sociomathematical norms are present in any mathematics
classrooms. However, the criteria for what counts as mathematical solutions and explanations
would probably look different depending on how teacher- or student-centered the instruction is.
Yackel and Cobb (1996) documented several social norms: students are expected to explain
and justify their solutions and methods, indicate agreement or disagreement, attempt to make sense
of others explanation and ask clarifying questions when the need arises. In their extension work of
social norms, Yackel and Cobb (1996) formulated sociomathematical norms as criteria for what
counts as a reasonable explanation, different solution, and easy, simple or efficient solution. The
existence of these norms regulates mathematical argumentation and influence learning
opportunities for both teacher and students. In Widjajas work (2012), sociomathematical norms
are translated in classroom by having students to solve problems in multiple ways.
Those norms differ from traditional classroom setting since the teacher has became the
authority in classroom. Unlike traditional setting, realistic mathematics classroom setting enable
such social norms and sociomathematical norms to emerge since the students contribute more to
the learning. Graveimejer (2010) related sociomathematical norms to the tenet of vertical
mathematizing in realistic mathematics education (RME), a didactical principle that concerns with
progressions from less to the more sophisticated mathematical processing. Widjaja (2012) further
explained that in the context of implementing PMRI, a classroom norm is one of the critical aspects
in classroom pedagogy that need to be established at the beginning. One important case to
underline is that realistic mathematics classroom setting opens wide opportunities to emerge the
social and sociomathematical norms. However, these norms will not present automatically as the
teacher applies RME. Social norms need to be established before the learning commences and
sociomathematical norms are developed through classroom discussion.
Changing traditional mathematics classroom setting to realistic classroom will directly
influence the plot of learning and the emergence of social and sociomathematical norms. The
norms regulate what students are expected to do in learning. It imposes responsibility for students
in classroom discussion. When students undergo traditional setting, they are responsible for
listening to teachers explanation, drilling and using what they know to work with word problems
without having explanation and justification on their work. These responsibilities are not same at
all when they have realistic mathematics classroom setting. In this case, the students are required to
deal with context at the beginning of lesson, develop models, give lot of contribution (such as
explain their work, argue about others work) and solve problems on their own. This change brings
various responses from students and reveal students performance in learning. Thus, this paper is
trying to answer the question,How are students responses and performance in problem solving as
the effect of changing mathematics classroom setting?
Realistic mathematics education (RME), known as PMRI, is one of the promising strategies in
learning mathematics since it regards mathematics not as subject matter but as a human activity.
Mathematics as human activity is rooted in Freudenthals view. He also argue that mathematics
must be connected to reality, stay close to children, and be relevant to society in order to be of
human value (Heuvel-Panhuizen, 1996). Freudenthal (in Gravemeijer, 1994) characterizes
mathematical activity as an activity of solving problems, looking for problems and organizing a
subject matter. The main activity is mathematizing.
Mathematics as an activity can be best learnt by doing. The students should be treated as active
participants in the educational process, in which they themselves develop all sorts of mathematical
tools and insights. They should not be the receivers of ready-made mathematics. Mathematics
should be taught in the order in which the students themselves might invent it (Freudenthal, 1971 in
Heuvel-Panhuizen, 1996).
According to Gravemeijer (1994), there are three key heuristic principles of RME for
instructional design. They are guided reinvention through progressive mathematization, didactical
phenomenology, and self-developed models or emergent models.In guided reinvention, the
ISBN 9786021570425 MATH-114

students should be given the opportunity to experience a process similar to the process by which
mathematics was invented. With respect to this principle, a learning route has to be mapped out that
allow the students to find the intended mathematics by themselves. Didactical phenomenology
means that in learning mathematics, we have to start from phenomena that are meaningful for
students, which beg to be organized and stimulate learning process.Fauzan (2002) states that the
implication of the didactical phenomenology principle is that the mathematics teacher has to
provide students with contextual problems taken from phenomena that are real and meaningful for
them. This third principle, self-developed models, plays important role in bridging the gap between
informal knowledge and formal knowledge. It implies that in learning mathematics, a mathematics
teacher should give a wide chance for students to use and develop their own models when they are
solving the problems.
Many researches have been conducted to implement RME in Indonesia (Armanto, 2002;
Fauzan, 2002; Widjaja, 2008; Ronal, 2014; Wahyu, 2014). Research by Armanto (2002) was to
prototype local instructional theory on multiplication and division, Fauzan (2002) developed RME
exemplary curriculum materials for the teaching of area and perimeter. Both researches showed
that RME materials contribute positively on the students. Widjaja (2008) conducted design
research to develop an instructional sequence on decimals in promoting Indonesian pre-service
teaching content and pedagogical knowledge on decimals. The research involved 258 pre-service
primary and secondary teachers. It was reported that pre-service teachers have made substantial
improvement in both content and pedagogical knowledge. Ronal (2014) designed instructional
learning activities on multiplication of two fractions in grade 5. It showed that the learning
sequence support students in developing their understanding of multiplication of two fractions.
Wahyu (2014) conducted a design research to develop series of learning activities on division of
fractions. The learning activities designed were tried out in two cycles of teaching experiment. In
the first and second cycle, students conceptual understanding was developed through the use of
multiple models.
Social norms and sociomathematical norms are important aspect in mathematics classroom,
especially in discussion. It regulates mathematical argumentation and influence learning
opportunities for both teacher and students (Yackel& Cobb, 1996). The emergence of these norms
is affected by classroom setting. The social norms that are established within a student-centered
classroom look very different from those in a traditional environment. Sociomathematical norms
would probably be different depending on how teacher- or student-centered the instruction is
(Stephan, 2014). In realistic classroom setting, students actively involve in learning with various
activities such as discussing contextual problems in group, developing models, solving problems
themselves, explaining and justifying their work, and arguing others work. These activities are
totally different from activities found in traditional classroom setting.In this case, when students are
not get used to having such activities, differentresponses will present in classroom either positive or
negative. The students performance in learning will be better from what they did in teacher-
centered classroom. What we mean as performance is that on how students solve contextual
problems.
Students responses toward the change in mathematics classroom setting have been
documented by Fauzan, et al (2002). He called it as students reaction. We define response is that
how students react after experiencing different setting of mathematics classroom.The findings
fromthe first two lesson were: (a) most students had very dependent attitude; (b) in solving a
contextual problem, the students could not explain about what they did it, how they did it, or why
they did it; (c) the students tendency just to get the results and did not pay attention to the process
in solving a problem; (d) when a contextual problem was given, the students kept silent indicating
that they did not know what to do. Most students still asked, What should they do now and next?
Fauzan, et al (2002) underscores that the findings can be seen as the effects of the traditional way
of teaching as the students were never work on contextual problems and the teacher never
conducted working group.
Findings in Fauzans study are in line with important notes from some studies conducted by
IMPoME (International Master Program on Mathematics Education) students in Indonesia.
ISBN 9786021570425 MATH-115

Different conditions were found in the classrooms which have implemented PMRI and have not.
Ronal (2014) had design research in the classroom which has been implementing PMRI. He noted
that the students get used to contribute in the classroom discussion such as sharing their ideas,
giving attention to other students work, and commenting or arguing others work. However, the
students found difficulties in elaborating their mathematics ideas and did not get used in discussing
in pairs or small groups. These condition are rather different from the classrooms which firstly
experience PMRI. Boni (2014) considered the limitation of his study is that the design was not
compatible with classroom culture since the students get used to undergo traditional learning
environment. They rarely expressed their opinions, were afraid of making mistakes, tend to work
individually and avoid any argumentation.
3. Method
This paper is addressing findings from two period of teaching experiments which involve
grade 5 students in two different classes at SDIT Al Uswah Surabaya. Considering the scope of this
study, it can be called as case study. The first period took place on March 2014 involving 28
students in grade 5B. It was part of design research which aims to develop local instructional
theory to support students conceptual understanding on division of fraction. The design research
was conducted in three phases: preparation and design, preliminary teaching experiment (tryout 1)
and teaching experiment (tryout 2). Data was collected in each phase. In preparation and design, we
had classroom observation and interview with mathematics teacher to get information on the nature
of mathematics classroom. In preliminary teaching experiment, data were collected through video
recorder, field notes, interview and students work. These data combination were to analyse how
series of learning activities designed work. Data collected in teaching experiment (tryout 2) were
similar to tryout 1. To analyse students responses and performance, we use data collected in tryout
2. The result of classroom observation and interview with mathematics teacher gave valuable
information on how the mathematics classroom is set. During the teaching experiment (tryout 1 and
tryout 2), I acted as the teacher since the mathematics teacher was not ready to practice RME.
The secondperiod of teaching experiment lasted from September to October 2014 involving 25
students in grade 5C. I was the mathematics teacher. At this period of time, the lessons were about
multiplication of fractions, division of fractions, ratio and proportion. In teaching multiplication of
fractions, I applied series of learning activities which previously developed by Ronal (2014). The
designed students activities in division of fractions applied in tryout 2 did support students in
developing their conceptual understanding on division of fractions. Thus, it was tried out again to
see the effectivity of design in different mathematics classroom. Field note was made to identify
students responses toward the new mathematics classroom settingusing RME. Students work in
group and individually were analysed to see how the students solve problems in learning. At the
end of lesson on multiplication of fractions, a questionnaire was given to students in order to
confirm the findings on students responses from field notes.

Classroom observation was firstly conducted before designing hypothetical learning trajectory
and implementing the design in the first period of teaching experiment in grade 5B. In the second
period of teaching experiment, we also had classroom observation in grade 5C before trying out the
prior designs. It aims to know the nature of classroom environment such as existing norms,
classroom management and classroom discussion.
Both classes had social norms such as the students should rise their hands before questioning
or giving opinions and they are allowed to directly ask or give comments while the teacher is
explaining. In term of sociomathematical norm, the teacher in grade 5B asked students to give their
explanation and different answers in discussion. However, she did not have further action to
support the students in giving reasonable explanation and exploring different solution. Meanwhile,
in grade 5C, there is no sociomathematical norm found during observation. The two classes had
discussion to work on drills given after the teachers explain the topic. In grade 5B, the lesson
started with introduction to the topic, i.e. addition of fractions then the teacher tried to use concrete
ISBN 9786021570425 MATH-116
object (chocolate) to explain addition of fractions. After using the chocolate, she jumped to explain
the procedure in adding two fractions following the drills and word problems. The students were
not provided opportunity to invent the concept of addition of fractions by themselves. In grade 5C,
the teacher implemented traditional setting.
To thoroughly understand how the teacher manage the mathematics classroom, we had
interview with grade 5B teacher. One of the question is to know whether or not the teacher apply
RME. The teacher has not been implementing realistic approach regarding the limited time
allocation and the necessity for students to master all topics in curriculum.RME was considered as
time-consuming. The other important information from interview is that the students were
categorised in some groups based on their mathematics ability: below average, average and above
average. The teacher in grade 5C also had this category. The categorization is considered to be
helpful in giving treatment proportionally for students. There was actually no clear criteria for
mathematics ability. The teacher only considered the students work on drills or test (formative and
summative), homework and their contribution in learning. The drills were focus on computational
or procedural aspects. The students only used knowledge to what they have already learnt.
The result of observation and interview with the mathematics teachers reveal that the students
did not used to experience a classroom environment that requires them to workwith context at the
beginning of lesson, develop models, contribute more in learning (such as explaining and justifying
their work, arguing about others work) and practice problem solving. As Fauzan (2002b) found in
his study, the implementation of new classroom setting, i.e. PMRI would affect students
responses. There are some important findings relating to students responses in the first and the
second teaching experiment. Some are similar to Fauzan (2002b) such as dependent attitude and
students tendency just to get the results and ignore the process of problem solving. The other
findings are:(a) the students were difficult in following the plot of learning and (b)as they felt
difficult, some students resisted to further involve in learning.
It is found that dependent attitude and result-orientation contribute to the students difficulties
in following the plot of learning. The difficulties are developing models, transforming the
contextual problems into the world of symbols (horizontal mathematization) and linking the models
developed to solve mathematics sentence. We mean mathematics sentence in this paper is formal
1
form of division of fractions such as 2 3. The students were not used to working with models.
Thus, they could not directly make model of the contextual problems. In both teaching
experiments, the students were facilitated with worksheets which lead them to initiate and develop
the models. After modelling the contextual problems, the students were not easy to determine
mathematics sentence in division of fractions. In addition, after determining the mathematics
sentence they get trapped into procedural work. As they were also asked to determine the quotient
through models developed, most of the students tend to determine the quotient directly using
invert-multiply strategy. It seemed that they have known the strategy. However, errors were found
in using invert-multiply.
Besides affecting students difficulties, dependant attitude and result-oriented also affect the
way students work with contextual problems. They tend to directly ask teacher how to solve the
problems using certain procedures, e.g. using division of fractions or other operations, rather than
discuss and find their own way to solve the problems. This case is seen as the direct effect of
teachers authority in learning. That is full roles played by the teachers especially in directly
introducing the procedure to solve mathematics problems. In one of the lessons in the first teaching
2 1
experiment, the students were determining how many servings for teachers from of 6 pears and
3 3
1 1
of a rectangle cake if one teacher gets one serving consist of 6 of the pears and 12 of the cake. A
worksheet is given to support them in developing models. The students in group drew model of the
pears and the cake. The teacher led them to solve the problem and connect it to division of
fractions. After having solved the problem and realized that the problem is about division of
2 1 1 1
fractions, some students questioned why we didnt directly learn the 3 6 or 3 12 without dealing
with the contextual problem at the beginning and it would be very easy.
ISBN 9786021570425 MATH-117

On the other scene of learning in grade 5C about multiplication of fractions, the students were
given contextual problem in comic story about equal sharing of cake. A worksheet was provided to
support students in developing array model through the context. The students could develop
understanding about a part of a part of a whole unit as important aspect in understanding
1 1
multiplication of two fractions, e.g. 2 3. Then students practiced some problems to determine a
1 1
part of a part of a whole unit, e.g. 4
of 3, using array model. The practices led the students to
1 1 1
recognize the symbol to replace of and it supported them understand 4
of 3 is 12
which
1 1 1
mathematically written as = . Again, after getting through the activities to understand
4 3 12
multiplication of fractions, some students disagreed the way we learn or the plot of learning since it
1 1
did not directly learn how to count 4 3. The teacher carefully explained to them that learning with
understanding is more important than merely memorizing the procedure. However, some students
still complained the learning process by comparing what their previous mathematics teacher did.
As explained in the result of classroom observation, the previous learning goal was to just master
the procedure. Students ability in mathematics was assessed in term of whether or not they can
apply the procedure. The disagreement on the plot of learning affected their willingness to involve
in the next learning activities.
What happened in grade 5C is not beneficial either students or teacher. To further analyse
students responses toward the new plot of learning, the students were given a questionnaire. It
aimed to know all students responses. That is whether or not they like and get more benefits in
learning compared to previous classroom setting. The result of questionnaire revealed that 17 out of
23 students show positive response toward the new leaning plot. Some students felt hard to adapt
with the problem solving activities.It means that the new learning plot is acceptable and applicable.
Regarding some students who disagreed and resisted, it is considered as process of adaptation.
Whether or not the negative responses in the form of disagreement and resistance last temporarily
or longer, it should be further studied. We did not thoroughly identify it during the second period of
teaching experiment which consist of three lessons.
The second finding regarding the change in mathematics classroom setting is how students
perform in problem solving. As explained before, performance in problem solving means how
students solve contextual problems. That is how they translate the contextual problems into models
or formal mathematics, develop models and use models. It is analysed through students work in
group and individually. One of the information collected through interview with the mathematics
teachers is that all students are categorised into below average, average and above average based on
their mathematics ability. Mathematics ability is assessed through students work on drills or test
(formative and summative), homework and their contribution in learning. Contribution in learning
is related to how often students answer questions or solve problems (mostly computational
problems) given by the teachers. In this case, how students initiate and develop strategy including
the use of models to solve the contextual problems are not assessed yet.
The change in mathematics classroom setting in which the students are given the authority
reveal the students real ability in mathematics. In problem solving, some above average and
average students work even better than those who categorised as above average students. We will
analyse some students work to show this finding. In lesson about partitive division of fraction at
the first teaching experiment, the teacher challenge students to solve how many hour to solve one
3
problem in a math competition if the available time is 4 hour, 5 problems and equal time allocation
for each problem. Anil and Dafi(students name are pseudonym) worked the problem. Figure (1)
shows Anils work using number line and figure (2) is Dafis work. Both students wrote correct
mathematics sentence for the problem and use number line. However, Dafis model is not done
properly. He divided the number line into incorrect number of partition to represent the problem.
3
Meanwhile, Anil made correct partition and he marked each 20 for one number. However, the
range of each partition is not equal. He counted to 5 since there are 5 number of problems. Thus,
ISBN 9786021570425 MATH-118

3
one number is allocated for 20 . We asked both students to explain their work. Anil explained it very
well how to he solve it but Dafi did not. There is also one average student, namely Zia. She showed
consistent good work in problem solving comparing to some above average students. She was also
able to use multiple models. Figure (3.a) and (3.b) show Zias work.
Figure 1. Anils work
Figure 2.Dafis work
Figure 3.a. Zias work on mountain tracking problem
Figure 3.b. Zias work on post-test
In one of the lessons about multiplication of fractions at the second teaching experiment,
Salwa and Hami (students name are pseudonym) are respectively below average and average
student. The change in mathematics classroom setting revealed that Salwa and Hami performed
good in problem solving. Figure (4) and figure (5) are their work in formative test. There was one
optional problem in formative challenging students to find contextual problem which properly
ISBN 9786021570425 MATH-119

1 1
represent the notion of 3 4. It was assumed that no one be able to do it. However, Salwa and
Hami were two of the 4 students who do it.
1 1
Figure 4. Contextual problem found by Salwa to represent .
3 4
1 1
Figure 5. Contextual problem found by Hami to represent 3 4
5. Conclusion
The change in mathematics classroom setting from traditional to realistic mathematics emerge
students responses and reveal students ability in problem solving. It is found that the students
showed dependent attitude and result-oriented. They were also difficult in following the plot of
learning, i.e. developing models, transforming the contextual problems into the world of symbols
(horizontal mathematization) and linking the models developed to solve mathematics sentence. The
difficulties affected their willingness to further involve in learning.Some students even resisted the
new plot of learning. Relating to how students perform in problem solving, some below average
and average students do very well in solving contextual problems. This finding imply that the
students could not be categorised into levels of mathematics ability merely based on how student
work on drills which focus on procedural aspects. The teachers should look carefully into how
students solve contextual problems. These findings are analysed through two period of teaching
experiments in two different classes. Thus, it could not be generalized. The findings might be
different in other mathematics classroom. These findings could be as insight for mathematics
teachers who dare to change status quo in learning mathematics. One important thing to underscore
is that the effect of changing mathematics classroom setting such as students responses
(difficulties, disagreement, resistance)is very urgent to be identified by the mathematics teachers in
order to prepare other strategies in facilitating the change.
ISBN 9786021570425 MATH-120

References
Armanto, D. (2002). Teaching multiplication and division realistically in Indonesian primary
schools: a prototype of local instructional theory. Doctoral thesis,University of Twente.
Retrieved fromhttp://doc.utwente.nl/58710/1/thesis_Armanto.pdf
Boni, F.H. (2014). Fostering students understanding about angle and its magnitude through
reasoning activities. Master thesis, Sriwijaya University. Retrieved from
http://www.fisme.science.uu.nl/en/impome/theses_group_2013/thesis_Boni.pdf
Fauzan, A. (2002). Applying realistic mathematics education in teaching geometry in Indonesian
primary schools. Doctoral Thesis. Retrieved from
http://doc.utwente.nl/58707/1/thesis_Fauzan.pdf
Fauzan, A., Slettenhaar, D., & Plomp, T. (2002). Teaching mathematics in Indonesian primary
schools: using realistic mathematics education (RME)-approach. In: 2nd International
Conference on the Teaching on Mathematics, ICTM 2002, July 1-6, 2002, Hersonissos,
Crete, Greece.
Gravemeijer, K.P.E. 1994. Developing realistic mathematics education. Freudenthal Institute:
Utrecht.
Gravemeijer, K. (2010). Realistic mathematics education theory as a guideline for problem-
centered, inter-active mathematics education. In Sembiring, R., Hoogland, K., &Dolk, M
(Eds.), A Decade of PMRI in Indonesia (pp. 41-50). Utrecht: APS International
Heuvel-Panhuizen, M. van den. (1996). Assessment and realistic mathematics education.The
Netherlands, Utrecht: Freudenthal Institute.
Ronal, R. (2014). Developing grade 5 students understanding of multiplication of two fractions.
Master thesis, UNESA. Retrieved from
http://www.fisme.science.uu.nl/en/impome/theses_group_2013/thesis_Ronal.pdf
Sembiring, R.K., Hadi, S., &Dolk, M. (2008). Reforming mathematics learning in Indonesian
classroom through RME. ZDM Mathematics Education, 40, 927-939.
Sembiring, R..Hoogland, K., &Dolk, M. (2010). A decade of PMRI in Indonesia. Utrecht: APS
International
Stephan, M. (2014). Sociomathematicalnorms in mathematics education. In Learman, S (Eds.),
Encyclopedia of Mathematics Education (pp. 563-566). London: Springer Reference
Wahyu, K. (2014). Developing conceptual understanding on division of fraction through multiple
models. Unpublished master thesis, UNESA.
Widjaja, W. (2008). Local instruction theory on decimals: The case of Indonesian pre-service
teachers. PhD Thesis, University of Melbourne. Retrieved from
http://hdl.handle.net/11343/39485
Widjaja,W. (2012). Exercising socio-mathematical norms in classroom discourse about data
representation: Insights from one case study of a grade 6 lesson in Indonesia. The
Mathematics Educator, 13 (2), 21-38.
Yackel, E. & Cobb, P. (1996). Sociomathematicalnorms, argumentation, and autonomy in
mathematics. Journal for Research in Mathematics Education, 27 (4), 458-477.
OME-05
Improvement of Learning Activity and Mathematics
Learning Outcome in Quadratic Equations Using
ISBN 9786021570425 MATH-121
Problem-Based Learning Implemented to 8th Grade of

State Junior High School 7 in Salatiga, Central Java,
Indonesia
Beny Rafika Kristanto, Rosyida Nurul Hanafik, and Kriswandani
Department of Mathematics Education, SWCU, Indonesia

kriswandani@staff.uksw.edu
Abstract-Based on the results of observation conducted atgrade 8 thstudents of State Junior High School 7 in
Salatiga we pointed out that the results of the study and the proactivity of the students in learning were still
low. This was visible from the mean value of 57,71; study completion of 29,17% and majority was in a low
learning activity. Therefore, it needed an improvement through Class Actions research aimed at improving
the results of the study and the proactivity on quadratic equations by using the Model of Problem Based
Learning for students of Grdae 8thof State Junior High School 7 in Salatiga. This research used Kemmis
Taggart Model comprising 4 phases, including planning, implementation, observation, and reflection. The
result was that in Cycle 2 there was improvement in which the average score was 64.29 with 50% in study
completion with majority still low in active learning. In Cycle 3, the mean score was 72.06 with study
completion of 75% and majority in active learning.
Keywords: class action research, quadratic equations, problem-based learning, mathematics
ISBN 9786021570425 MATH-122

OME-06
Improvement of Mathematics Learning Outcome on One-
Variable Linear Equation Through Implementation of
Arias Learning Model on Grade 8th Students of State
Junior High School 09 in Salatiga, Central Java,
Indonesia
Bayu Setyo Nugroho, Niyan Fajar Kusuma, Herlina, Kriswandani
Department of Mathematics Education, SWCU, Solo, Indonesia

kriswandani@staff.uksw.edu
Abstract-This class action research aimed to discover the improvements in mathematics of one-variable
linear equation by application of the ARIAS Model of learning for the students of Grade 8 th at Junior High
School 09 in Salatiga. The research model used was Kemis and Mc Taggart with 3 cycle where each cycle
consisted of four components, namely, planning, action, observation, and reflection. Data collection
techniques used were documentation, observation, and test. Based on research results, we obtained in Cycle
1, the mean value achieved by student was 46.96 with 17.86% completion. In cycle 2, there was an increase
of 17.85% for study completion so that in cycle 2 the percentage of completion was 35.71% with a mean
value of 61.17. In cycle 2, the mean value 86.96 with completion of 77%. We can see there was an increase
of 45.06% for completion compared to cycle 2 and 62.91% of increase in comparison with the results of
Cycle 1.
Keywords: class action research, linear equation, high school, mathematics
ISBN 9786021570425 MATH-123

OME-07
Impact of a Blended Tutorial Model on the Learning
Outcome of Calculus I Course at the Mathematics
Department of Universitas Terbuka
Lintang Patria*, Asmara IrianiTarigan, and Warsito
Mathematics Department, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas

Terbuka (UT), Indonesia
lintang@ut.ac.id
Abstract-The Mathematics Department of FMIPA-UT develops a blended tutorial model for the tutorial of
Calculus I course, which is offered in the first semester. This research studied the effectiveness of the
blended tutorial approach in improving the learning process and results of the course. The research shows
that registered students of the course are 139 in 1st semester of 2015 (March to May), 7 of the registered
students do not take the final exam. The numbers of students who participate in just online tutorial are 81
(58.27%). The numbers of students who participate in the blended tutorial mode are 30 (21.58%). As many
as 21 students do not participate in any tutorial. Furthermore, the research reveals that the average of the final
exam grades is 43.78% for students who participate in the blended tutorial mode compare to 39,14 as the
average of the final grades of students who participate only in the online tutorial. The percentage of students
who participate in the blended tutorial mode and pass the exam is 76.67%, while percentage students who
only participate in the online tutorial and pass the exam is 72.83%. The percentage of students who do not
participate in any tutorial mode and pass the exam is 52.38%. In general, students who participate in the
blended tutorial mode admit that the approach is beneficial to them since they can get help to clarify the
learning materials they still do not understand after they learn the print materials and the online tutorial.
Keywords: blended tutorial model, learning outcome, mathematics, calculus
ISBN 9786021570425 MATH-124

OME-08
Metacognitive Learning to Overcome Students
Difficulties in Solving Contextual Mathematical Problems
MustaminAnggo1*, Lambertus1, Kadir1, and MikarnaHaryani2
1
Mathematics Education Department, FKIP UniversitasHalu Oleo, Kendari,
mustaminanggo@yahoo.com
2
SMA Negeri 2, Kendari, Indonesia
Abstract-The use of contextual mathematical problems is commonly recommended to the teachers, in order
to students can learn mathematics better and achieve more optimal results. On the other hand, the
presentation of contextual mathematical problems in learning also brings difficulties for teachers and
students. The difficulties include: (1) the process of translating the contextual issues in order to obtain a
formal mathematical model that can be solved with mathematical procedures, (2) the selection of appropriate
mathematical procedures, and (3) the process of translation of the results which has been solved
mathematically into contextual forms. To overcome the problems, then we developed metacognitive
strategies which applied at each step of problem solving. The strategy allowed students to manage the
knowledge that they have, in order to be used in solving problems. The results of research on high school
students in Kendari showed that the students learned mathematics using metacognitive strategy showed better
ability in solving contextual mathematical problems, than other students.
Keywords: contextual mathematical problems, metacognitive strategy
ISBN 9786021570425 MATH-125

OME-09
Students Prior Understanding of Area
Susilahudin Putrawangsa
State Islamic Institute of Mataram, Mataram, Indonesia

susputrawangsa@gmail.com
Abstract-The recent study intended to clarify students prior thinking and understanding regarding area and
area measurement before they are taught about area formally in classroom. In other words, this study
investigated students natural understanding and view toward area in which such understanding and view
are not affected yet by the classroom instructions in that topic. The findings are intended to inform teachers
or any related parties as the consideration in teaching and designing learning materials, tasks, or classroom
activities for teaching area measurement. We involved six primary students of the third grade, around 9 or 10
years old. We asked them to solve five basic problems of area. They then were interviewed in depth on their
solutions of the given problems. Their written works and their explanations were analyzed intensively and are
used as the basis to draw conclusion. Our study found three remarks regarding students prior understanding
of area and area measurement: (1) students view area as region of a surface; but (2) they are not able to
measure area yet. They measure the length, width or perimeter of a figure instead of measuring area when
they are asked to measure area; and (3) they have no idea about the unit measurement of area to determine
area. They just consider a certain dimension of figures, such as their height or width, when they are working
with area comparison problems.
Keywords: prior knowledge, mathematics, understanding, area
1. Introduction
Measuring area is one of the most commonly utilized forms of measurement that is closely
associated with real world applications, science, and technology (Hirstein, Lamb & Osborne,
1978). However, many studies reveal students poor understanding on the concept (Fauzan, 2002;
Bonotto, 2003; Zacharos, 2006). Zacharos (2006) asserts that the way the concept being taught to
students significantly impact students conceptions and strategy regarding area measurement.
The study on mathematics textbook and classroom practice, Fauzan (2002) and Putrawangsa
(2012) report that area is usually taught abstractly and directly to the formal form of mathematics
which is put a big gap between students prior understanding and experience of area (the existing
knowledge) and the new knowledge, whereas many studies gives strong stress on the role of prior
knowledge in building new knowledge (Bruner, 1961; Strangman, 2003; Roschelle, 2014;
DiGiacomo, 2000; Christen & Murphy, 1991; Lewin, 2003). Bruner (1961), for example, suggests
that students should be involved in using their prior experiences and structures of understanding to
learn new knowledge.
Many studies report the significant role of students prior knowledge and understanding of a
subject matter in helping students gaining a better understanding of the matter during learning
process (Strangman, 2003; Susan, 2000; Christen & Murphy, 1991; Lewin, 2003; Roschelle, 2014).
Study by Strangman (2003), for example, found that in order to be successful in learning students
need to develop appropriate background knowledge and the ability to use it. Meanwhile, Bruner
(1961) asserts that learners use prior experience to fit new information into the pre-existing
structure. Moreover, Falk and Adelman(2003) claim that the creation of new understandings and
attitudes depends on the successful integration of the learners prior experiences with new
experiences. Prior knowledge has diverse and pervasive effects on the learning (Roschelle, 2014).
Skemp(1982) highlighted the importance of the relations between the subject being understood (the
new knowledge) and the existing relating knowledge in emerging or developing an understanding.
The process of understanding has something to do with a new knowledge being understood and the
existing relating knowledge. The new knowledge is assimilated into an appropriate existing
knowledge building an ability to recognize the new knowledge. If the existing knowledge provides
ISBN 9786021570425 MATH-126

enough information to assimilate the new knowledge, consequently it will build relations among
them that emerge an understanding.
Thus, the learning activities or tasks that are fit or allow students to create relationships
between their prior understanding and the new knowledge will promote effective learning.
Consequently, the study on what students have known of a subject matter is necessary to be
conducted before designing learning activity or task on the matter.
Therefore, in order to designing effective learning activities/tasks in developing students
understanding of area and area measurement, it is necessary to investigate students prior
understanding of area and area measurement. The current research is intended for such a purpose.
The research question being investigated in the recent study is What is the understanding of
primary students (9 to 10 years old) toward area and area measurement if they are not taught yet
formally in school about the topic?
2. Theoretical Background
2.1. Prior understanding

According to Skemp (1982), to understand something means to assimilate it into an
appropriate schema. The schema is a cognitive map or an intellectual structure or a mental model
that represent the relationships between concepts and processes, at one level, and between selected
schemas, themselves, at another. The schema can also be viewed as the representation of the
existing knowledge structure. Once a student can assimilate something (such as experiences, ideas,
facts, etc.) in an appropriate schema, the student will be able to use the thing flexibly to other
situation or to relate it to other things. For example, when students are asked to mention the
following sequence of number 1, 4, 7, 10, 13, 16, 19, 22 after being presented to them for a
couple minutes, the students who have a lack understanding on the sequence of the numbers will
just memorize the numbers. Meanwhile, the students who have a good understanding of the
sequence are able to see the relationship among the numbers (the difference of each two
consecutive number is 3) and they do not need to memorize the number, but only realize the
relationship (pattern) among the numbers. In this state, Skemp (1982) does not say that the one who
memorizes the numbers has no understanding on the numbers anymore. But, he preferred to say
that he/she has a different type of understanding with the students who recognize the pattern.
Therefore, Skemp (1982) categorized two types of understanding: instrumental and relational
understanding in mathematics.Instrumental understanding is the ability to apply an appropriate
remembered rule to the solution of a problem without knowing why the rule works. If a student has
an instrumental understanding, he/she only can take an appropriate procedure in solving a problem
but he/she does not know why he/she has to take the procedure. Relational understanding, on the
other hand, is the ability to deduce specific rules or procedures from more general mathematical
relationship. A student who has this type of understanding can explain what procedure and why
he/she has to use the procedure in solving a problem.
Meanwhile, the term prior understanding or prior knowledge in many literatures refers to
background knowledge or another way around (Dochy et al., 1995; Schallert, 1982; Stevens, 1980;
Biemans& Simons, 1996). The terms background knowledge and prior knowledge are generally
used interchangeably. Dochy et al. (1995), for example, use the term prior knowledge to describe
as the whole of a person's knowledge, including explicit and tacit knowledge, metacognitive and
conceptual knowledge. This definition is quite similar to Schallert's definition (Schallert, 1982).
Meanwhile, Stevens (1980) use the terms background knowledge to describe the idea about what
one already knows about a subject. Biemans& Simons (1996) also use the term background
knowledge referring to all knowledge learners havewhen entering a learning environment which is
potentially relevant for acquiring new knowledge. Thus, while scholars' definitions of these two
terms are often worded differently, they typically describe the same basic concept.
According to Strangmanet. al. (2003), prior knowledge and background knowledge are
themselves parent terms for many more specific knowledge dimensions such as conceptual
ISBN 9786021570425 MATH-127

knowledge and metacognitive knowledge. Moreover, Strangmanet. al. (2003) asserts subject matter
knowledge, strategy knowledge, personal knowledge, and self-knowledge are all specialized forms
of prior knowledge/background knowledge.
2.2. Area and area measurement

Since there are variety definitions referring to area and area measurement, the recent study
focuses of the origin definition of area where according to Fauzan (2002), area is a number of
measurement units needed to cover a plane figure. Meanwhile, Baturo and Nason (1996) equate
area with the quantified amount of plane figure that is enclosed within a boundary. This implies
that area is the region inside boundaries. Meanwhile, measuring area is the process of findings the
number of those measurement units (Fauzan, 2002) or those quantified amount of plane figures
(Baturo and Nason, 1996).
Measuring area process takes place when there is a need to determine the size of a plane figure.
This need often arises when direct perceptual comparison is prevented to obtain the size of the
plane figure or expected to be ineffective (Nunes, Light & Mason in Baturo&Nason, 1996).
According to Baturo and Nason (1996), measuring area becomes the matter of portioning a plane
figure being measured into discrete units of the same size and then counting those units. This
quantification of the units gives rise to the process of area measurement. The number of such units
indicates the area of the plane figure and those units are then called as the measurement units.
Those measurement units of area can be utilized iteratively in two different ways to generate area.
The first is selecting a unit by taking one element out of a whole and then transposing this unit by
continuously changing its position, without overlapping or leaving gaps, on the remainder of the
whole (figure 1a). The second is determining a suitable measurement units and using as many of
these units as are required to cover the whole (figure 1b) (Baturo&Nason, 1996).
a b
Figure1. (a) transposing a unit to generate area,

(b) using adequate number of units to cover the surface to generate area.
Clements and Stephen (2004) propose four instructional activities that students need to be
engaged in to help them grasping conceptual understanding on area measurement: First, students
should experience of covering plane figures with units of measure. They should realize that there
are to be no gaps or overlapping and that the entire plane figure should be covered. Second, they
should learn how to structure arrays. Figuring out how many squares in pictures of arrays, with less
and less graphic information of clues, is an excellent task. Third, students should learn that the
length of the sides of a rectangle can determine the number of area units in each row and
consecutively tell the number of rows in the array. This will help students to understand the role of
dimensions as the representation of the array structure.Fourth, students who can structure an array
can meaningfully learn to multiply the length and the width of the plane figure as a shortcut for
determining the total number of the area units covering the plane figure.
Meanwhile, Outhred andMitchelmore (2000) propose four basic principles that constitute
childrens intuitive understanding of area measurement. These principles are complete covering
(covering surface being measure using measurement units), spatial structure (the measurement
units can be arrange in many different ways), size relation (the bigger the units the smaller the
number of units needed), and multiplicative structure (the structure of units in rectangular figure
that allow the multiplication strategy in counting the units). The four principles successively show
the childrens acquisition in learning area measurement.
ISBN 9786021570425 MATH-128

3. Research Method
Since the intentions of the recent study is to clarify students prior thinking and understanding
toward area and area measurement,descriptive method of research is appropriate for this purpose.
The data were collected from test, observation on students performance during the test, and
interview. SixIndonesian primary students of the third grade, around 9 or 10 years old, were
involved in this study. The third grade students were taken since they have not learnt area yet in
mathematics classroom. They were from various levels of students, such as high achievement,
average, and low achievement and were distributed according to normal curve.
The data were collected according to the following steps. First, the participants were given
three types of problem relating to area and area measurement. The first type acquires students
conception of area. Meanwhile the second and the third type investigate students understanding of
measurement units of area and area measurement respectively. Second, during solving the problem,
the participants were observed to see their strategies in solving the problems. Third, some potential
participants were interviewed relating to their strategies in solving problem. The purpose of
interview was not to teach the participants but to clarify their strategies and to investigate further
and deeper about their thinking toward the problems.
Data analysis was conducted according to the following phases. First, participants responses
toward the problem were categorized according to their similarity in terms of idea or strategy. In
this phase, the tendencies of participants responses are expected to identify. Second, explanations
on participants responses were then elaborated by consulting to relevant theories. Some
implications to teaching and learning were also noted in this phase since the findings of the recent
study were intended to inform teachers or any related parties as the considerations in designing
learning materials, tasks or activities for teaching area and area measurement.
4. Findings and Discussion

As it is stated before, this study intends to clarify students prior thinking and understanding
regarding area and area measurement to inform teachers as the consideration in designing learning
materials, tasks or activities for instructions. The recent study found three remarks regarding
students prior conception of area: (1) students have a prior understanding of area as region of a
surface; but (2) most of them have no idea yet about the measurement unit of area; therefore(2)
they have no idea yet about how to measure area. Those three remarks are discussed intensively in
the following paragraphs.
4.1. Students view area as region of a surface
The findings show that almost all of the students who havent learned area yet have a
background understanding of area. They could consider area as a region of a figure.
The conclusion above is based on the investigation on students response on the first problem.
The students were given a number of figures (Figure 2) and were asked to select the figures that
they think have area. The findings show that most of the students (five out of six students) argued
that the area of the figures is the regioninside the figures.
Nevertheless, although they could see area as a region, they failed in selecting the relevant
figures that have area. Five of them mixed their selections from somefigures of both close-
curvefigures(C, E, H, or J) and open-curvefigures(A, B, D, F, G, I, K, or L). For example, student 1
selected the following figures: A, C, E, F, J, K, but stated that the area of those figures are the
region inside the figures. Theoretically, only a close-curve figure can be defined its area (the region
inside the boundaries which can be measured its extent, its size). Here, he could see area as a
region but had no understanding yet of the requirement of figurethat has area.
ISBN 9786021570425 MATH-129

Figure 2.Identifying figures that has area
4.2. Most of Students have no idea yet about the measurement unit of area and area
as the number those units
Here, the students were given three plane figures that were covered by square units (see Figure
3). They are asked to determine the largest and the smallest figures. The problem are intended to
check whether the students recognize the measurement units of area and see area as the number of
such units covering the plane figures or not.
Figure 3.Comparing the area of three plane figures
In another problem, the students were asked to compare the area of two incomplete-tiled floors
(see Figure 5.3). The purpose of this problem is to check students consistency between their
ISBN 9786021570425 MATH-130

answer in the previous problem and in the second problem. Moreover, this problem is intended to
see students prior understanding of the array structure of units of area (the squares units).
Figure 4.Two plane figures covering by square tiles
It is found that most of the students have no idea yet how to deal with area comparison
problem. Most of them compared the length or the width of the plane figures when comparing the
area of the plane figures. Only twoof them could see that the squares can be treated as the units and
used it as the basis to compare the figures.
The findings from the first problem show that most of them (four out of six students) sorted the
plane figures based on the length or the width of the plane figures. When they considered the
length, they stated that b is the larger and then c and a. Meanwhile, the sort would be a, c, and b
when they considered the width. Other two students sorted the plane figures based on the number
of the squares (units) covering the plane figures. These students counted the squares constituting
the plane figures and then compared the numbers they obtain. Therefore, they stated that the larger
is c since it contains 27 squares, and then b and athathave 26 and 25 squares respectively. It seems
that these students have a prior understanding of area as the number of square units covering the
plane figures.
In the second problem most of the students (five out of six students) compared the length or
the width the plane figures when comparing the area of the figures although in the first problem
there are some of them who could compare the area of plane figures by considering the square
units. So, there is an inconsistency on students response comparing to their solution on the first
problem. Only one student compared the area of the plane figure by considering the square units on
the plane figures. But, he only compared the visible squares, not compare the whole possible
squares covering the plane figures. It seems that this student has a prior understanding of area as
counting the square units, but he did not understand yet about area as the number of area units
covering the whole surface completely. This finding also implies that the students have no idea yet
about the array structure of the square units.
4.3. Students have no idea yet about how to measure area

The findings of the recent study suggest that the students could not be able to measure area
properly. Instead of measuring area, they measured the length, the width, or the perimeter of the
surface being measured when they were asked to determine area of a surface. It is conjectured that
their understanding on the length measurement inspired them to treat measuring area as linear
measurement. Here, they assumed measuring area as measuring the dimensions of the plane figure.
It implies that in this level the students only knew linear measurement and has no idea yet about
area measurement.
Lets consider students strategy in solving the first problem. They were given a right-angle
plane figure with its dimensions in each side (see figure 5) and were asked to determine the area of
the figure. The purpose of the problem is to investigate students strategywhen dealing with
measuring area of a right-angle plane figure and how they will interpret the dimensions.
The findings show that two of the six students measured the perimeter instead of area when
they were asked to measure the area of the plane figure. They measured the length of each edge of
the figure. They summed the result of their measurement to obtain the area. Here, they saw area as
ISBN 9786021570425 MATH-131

perimeter. Meanwhile, two other students stated the area as the width of the plane figure. They
looked at the width (height) of the plane figure and then claimed the length of the width is the area
of the figure. It is also found that some students had no idea yet about finding the area of the plane
figure.
Grounding to the findings above, it can be inferred that the students have no idea yet how to
measure area. Most of them thought of measuring area as measuring the perimeter of a plane figure
and some others considered measuring area as finding the width or the length of a plane figure. The
role of the dimensions as the representation of the array structure of the area units was not
understood by the students.
2
3
3
1
3
Figure 5.a right-angle plane figure
Lets consider students strategy in facing the second problem. The students were given a
rectangle plane figure (see figure 6) and were asked to determine the area of the figure. The
purpose of the problems is to find out students strategies in determining the area of rectangular
plane figures which is considered to be easier rather than the previous problem.
8 cm
4 cm
Figure 6.a rectangle plane figure
The findings show that three out of the six students measured the area of the plane figure by
measuring the length and as well as and the height of the figure. Here, they claimed the area of the
figure is both the height and width of the figure. For example, they said that the area of the figure is
8 cm and 4 cm.Meanwhile, the other two remaining students stated that the area of the plane figure
is the length of the figure which is 8 cm. The last another remaining student measured the area of
the plane figure by measuring all of the dimensions of the plane figure. He defined every side of
the plane figure by letter, such as a, b, c, and d. He then said that the area of the plane figure is a=4
cm, b=8 cm, c=4 cm, and d=8 cm.
5. Conclusion
ISBN 9786021570425 MATH-132

The recent study found three remarks regarding students prior understanding of area and area
measurement. The three remarks are: (1) students could view area as region of a surface; but (2)
most of them have no idea about the measurement unit of area to determine area; therefore (3) they
are not able to measure area properly yet. They measure the length, width or perimeter of a figure
instead of measuring area when they are asked to determine area of plane figures. They just
consider a certain dimension of figures, such as their height or width, when they are working with
area comparison problems.
Considering the remarks above and consulting to relevant literature about effective learningfor
area (see Clements & Stephen, 2004; Outhred&Mitchelmore, 2000), to develop students
conceptual understanding of area, it is necessary to introduce the idea of measurement units of area
to students. Understanding such unitsthen can be used as the basis to introduce the idea of
measuring area as counting the units. Finally, understanding such a way of measuring area can be
used as the basis for students to grasp meaningfullythe idea of area formula in measuring area.
References
Baturo, A., &Nason, R. (1996).Student teachers subject matter knowledge within the domain of
area measurement.Educational Studies in Mathematics, 31(3), 235268.
Biemans, H. J. A., Deel, O. R. & Simons, P. R. (1996).Differences between successful and less
successful students while working with the CONTACT-2 strategy.Learning and Instruction,
11, 265-282.
Bonotto, C. (2003). About students understanding and learning of the concept of surface area. In
D. H. Clements, & G. Bright (Eds), Learning and teaching measurement, 2003 NCTM
Yearbook (pp. 157-167), Reston, Va.: National Council of Teachers of Mathematics.
Bruner, J. S. (196 1).The Act of Discovery. Harvard Educational Review 31: 21-32.
Christen, William. L. & Murphy, Thomas. J. (1991).Increasing Comprehension by Activating Prior
Knowledge.ERIC Clearinghouse on Reading, English, and Communication.
Athttp://www.ericdigests.org/pre-9219/prior.htm
Clements, D. H., & Stephan, M. (2004).Measurement in pre-K to grade 2 mathematics.In D. H.
Clements, & J. Samara (Eds.), Engaging young children in mathematics.Standards for early
childhood mathematics education (pp. 299317). Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers.
DiGiacomo, S. (2000).Reading Instruction Handbook: Activating Personal Knowledge. At
http://curry.edschool.virginia.edu/go/edis771/webquest2000/student/ssusandigiac/priorknowl
dge
Dochy, F. J. R. C. & Alexander, P. A. (1995). Mapping prior knowledge: A framework for
discussion among researchers.E242.
Fauzan, A. (2002). Applying Realistic Mathematics Education (RME) in Teaching Geometry in
Indonesian Primary Schools.Doctoral Dissertation, University of TwenteThe Netherlands.
Falk, J.H. and Adelman, L.M.(2003). Investigating the Impact of Prior Knowledge and Intereston
Aquarium Visitor Learning.Journal of Research in Science Teaching Vol. 40, No. 2, Pp.
163176.
Hirstein, J., Lamb, C., & Osborne, A. (1978).Student misconcepts about areameasure.Arithmetic
Teacher, 25,10e16.
Lewin, L. (2003). Practical Ideas for Improving Instruction: Connecting to Prior Knowledge. At
http://www.larrylewin.com/
Outhred, L. N., &Mitchelmore, M. C. (2000). Young childrens intuitive understanding of
rectangular area measurement. Journal for Research in Mathematics Education, 31 (2),
144 167.
Putrawangsa, S (2013). Educational Design Research: Developing students understanding of the
multiplication strategy in area measurement. Master thesis. Surabaya: Post graduate program
on mathematics education Surabaya State University.
Roschelle, J. (2014). Learning in InteractiveEnvironments: Prior Knowledge andNew Experience.
At http://www.exploratorium.edu/ifi/resources/museumeducation/priorknowledge.html
ISBN 9786021570425 MATH-133

Schallert, D. L. (1982). The significance of knowledge: A synthesis of research related to schema

theory. In W. Otto & S. White (Eds.), Reading expository prose (pp. 13-48). New York:
Academic.
Skemp, R. (1982). The Physiology of Learning Mathematics. Great Britain, Hazell Watson &Viney
Ltd. Aylesbury, Buck
Stevens, K. C. (1980). The effect of background knowledge on the reading comprehension of ninth
graders.Journal of Reading Behaviour, 12(2), 151-154.
Strangman, N., Hall, T., and Meyer, A. (2003).Background Knowledge Instruction and the
Implications for UDL Implementation.USA: National Center on Accessing the General
Curriculum.
Zacharos, K. (2006). Prevailing Educational Practices for Area Measurement and Students Failure
in Measuring Areas. Journal of Mathematics Behaviour Ed. 25 (pp.224-239). Elsevier Inc.
ISBN 9786021570425 MATH-134

OME-10
Supporting Students Understanding of Percentages
Susilahudin Putrawangsa1*, Nur Hardiani2 and Uswatun Hasanah3
1)*
IAIN Mataram, Jalan Pendidikan No.35, Mataram, susputrawangsa@gmail.com
2)
IAIN Mataram, Jalan Pendidikan No.35, Mataram, Indonesia
3)
STMIK Bumigora, Jalan Ismail Marzuki, Mataram, Indonesia
Abstract- This study intends to design and develop learning interventions to support students in developing
their understanding of percentages. There were 17 students (around 10 to 11 years old) of primary school of
American International School of Rotterdam in the Netherlands who participated in this study. But, then,
there was a student selected as the focus student. The data are collected from test, student interview, and
classroom observation on teaching practices. The learning interventions were developed according to the
view of Realistic Mathematics Education. The findings show that although it is rather non formal way to
solve the percentage problems using percentage bar as the tool, it is indeed a good model for students to
represent their thinking and visualize the processes they go through when solving percentage problems. This
model also helps students to see the part whole relationship both in the magnitude of the percentages and the
magnitude where the percentages refer to. Moreover, the percentage bar helps students to see the relationship
between ratio, fractions and percentages. Another findings shows that the basketball context indeed is a rich
and fruitful context to trigger students to the idea about comparison with respect to the proportions and
introduce fractions and percentages as the mathematical tools to compare situations proportionally. This
context helps students to understand the use of fractions and percentages as means for proportional
comparison. Therefore, it is recommended to the school of mathematics to use the idea within the percentage
bar and the basketball context to support students in developing their understanding of percentages and using
that understanding as the mathematical tools for solving proportional comparison problems.
Keywords: percentage, developing understanding, percentage bar
1. Introduction
Since percentage plays significant role and often used in many real world applications,it
becomes a substantial topic in the school curriculum for almost any science and social studies
(Baroody et al, 1998; Schwartz et al, 1994; Parker &Leinhardt, 1995). It is a method for
expressing proportional relationship. However, many studies report that percentage become a
challenge tolearners for its complex relationships (Cole &Weissenfluh, 1974; Parker &Leinhardt,
1995; Smart, 1980).
It is suggested that bar model for its visualization aids student in understanding the percentage.
Galen et al., (2008)in Van den Heuvel-Panhuizen (2003), for example, propose the use of bar
model for percentage due its benefit for students, such as bar model has area that makes it easier to
talk in terms of the whole. Moreover, the bar model gives a good hold for estimating an
approximate percentage, especially in cases where the problems concern numbers that cannot be
simply converted to an simple fraction or percentage. The bar model, furthermore, provides the
students with more opportunity to progress.
Therefore, this study intends to find out a way to support studentsin developing their
understanding of percentagesthrough utilizing the didactical use of bar model. The general research
question being investigated is: How can we support students in developing their understanding of
percentages?
2. Theoretical Background
In this section, the ideas underpinning the interventions are elaborated to help readers
understanding the writers point of view in the recent study.
ISBN 9786021570425 MATH-135

2.1. What is meant by developing understanding?

Skemp(1982) highlighted the importance of the relations between the subject being understood
(the new knowledge) and the existing relating knowledge in emerging or developing an
understanding (Barmby et al, 2007). The process of understanding has something to do with a new
knowledge being understood and the existing relating knowledge. The new knowledge is
assimilated into an appropriate existing knowledge building an ability to recognize the new
knowledge. If the existing knowledge provides enough information to assimilate the new
knowledge, consequently it will build relations among them that emerge an understanding.
Nickerson (1985) described this relation as the more one knows about a subject, the better one
understands it, the richer the conceptual context in which one can embed a new fact, the more one
can be said to understand the fact. (p. 235-236). This implies that to emerge an understanding of a
subject it requires establishing as many as possible relations among the subject being understood
with the existing relating knowledge for example by associating between two apparently different
ideas that they have not associated together previously.
Since developing is defined as a progress of doing something and understanding itself is
defined as the ability to assimilate a new knowledge to an appropriate existing knowledge. So,
developing understanding could be defined as a progress of assimilating a new knowledge to the
appropriate existing knowledge (Putrawangsa, 2012). The existing knowledge could be derived
from what the students have know before, such as knowledge that they learn formally in the school
or they get from daily-life experience.
2.2. What is percentage?

Although the meanings of percentage are diverse, the essence of percentage is the idea
of proportionality where it describes proportional relationship (Parker and Leinhardt, 1995).
This aspect of proportional relationship involves an equivalent relationship between two ratios.
Percentages can also be viewed as relationships based on a one-hundred-part whole and it gives
relative measure, not an absolute measure (Fosnot&Dolk, 2002). It means that percentage as part
whole relationship describes relative value of the part compared to the whole. Students do not have
to explain this in this manner, but they have to show an awareness of the fact that percentages are
always related to something and that they therefore cannot be compared without taking into
account to what they refer to (Van den Heuvel -Panhuizen, 1994).
Percentages provide a uniform operator or fractional comparison of different amounts. In
situations such as discounts and interest rates, percentages act as uniform operators, e.g., 30% off
whatever price. Meanwhile, in situations such as goal shooting, percentages act as uniform
comparisons through changing fractions to equivalent fractions with denominators of 100 (Crown,
2008).Moreover, percentage can describe part whole relationship and can describe a ratio
based upon the meaning of percentage (Parker &Leinhardt, 1995).
Learning process of percentage should include goals concerning the understanding of
percentage and also computational goals. With respect to computational goals, a variety of types
of computations with percentage are explored, such as compute the part of a whole while the
percentage is given. However, it is more important that students are able to use percentage
in a situation in which they are needed, when different parts of different wholes have to be
compared (Van den Heuvel-Panhuizen, 1994).
Considering the elaborations above, the recent study focuses on the meaning of percentage as
proportional relationship, including the idea of percentage as part-whole relationship,as the basis to
understand percentage as an operator. Those ideas of percentage is themost salient of comparative
situations, imaginable for young students in early grade, and can support students understanding
of percentage as relationship based on onehundred-part whole (Rianasari et al. 2012).
2.3. The didactical use of bar model

Although the meanings of percentage are diverse, the essence of percentage is about
proportionality where it is used to describe proportional relationship (Parker &Leinhardt, 1995).
ISBN 9786021570425 MATH-136

This aspect of proportional relationships which involve an equivalent relationship between two
ratios suggests that it is needed to offer an appropriate model to support student to reason
proportionally.
For this reason, the bar model is suggested in this research. The use of bar model as learning
model for percentage is based on several considerations. Galen et al., (2008) in Van den Heuvel-
Panhuizen (2003), for example, propose the use of bar model for percentage due its benefit for
students. The first benefit is that bar model has area that makes it easier to talk in terms of the
whole. Second, the bar model gives a good hold for estimating an approximate percentage,
especially in cases where the problems concern numbers that cannot be simply converted to an
simple fraction or percentage. The third, the bar model provides the students with more
opportunity to progress. This also means that the bar model can function on different levels of
understanding.
Moreover, Fosnot and Dolk (2002) suggest that bar model is an effective model to be used for
teaching percentage since it allows student to think and reasoning flexibly through the model; to
see easily the relationships between percentage magnitude and the magnitude where the percentage
refers towhich help student to flexibly switch their thinking from one magnitude to another; and to
recognize the relationships among the known information (numbers) on the model which trigger
students to develop variouscomputation strategies (doubling, halving, preserving ratio,
multiplication, addition, and subtraction).
2.4. Hypothetical Learning Trajectory as design framework

Simon (1995) coined the term Hypothetical Learning Trajectory (HLT) which is describe as
the consideration of the learning goal, the learning activities, and the thinking and the learning in
which the students might engage (the hypothesis of student thinking and responses). In the
hypothetical learning trajectory, a teacher will first try to anticipate what the mental activities of the
students will be when they participate in some envisioned instructional activities. Then the teacher
will try to find out to what extent the actual thinking processes of the students correspond with the
hypothesized ones during the enactment of those activities to finally reconsider potential or revised
follow-up activities (see van den Akker et al, 2006).
In the recent study, the idea within the HLT is taken into account in designing learning
activities. HLT is indeed taken as framework of designing learning interventions.
2.5. Taking battery lifespan as the learning context

According to RME, students will learn mathematics effectively when they are given
opportunity to explore phenomena (didactical phenomenology) (Treffers, 1987). The didactical
phenomenology implies that a learning mathematics should be started from phenomena that are
meaningful for the student, that beg to be organized and that stimulate learning processes.
According to Gravemeijer in Fauzan (2002), the goal of a phenomenological investigation is to find
problem situations for which situation-specific approaches can be generalized, and to find
situations that can evoke paradigmatic solution procedures that can be taken as the basis for
vertical mathematization the process of gaining formal mathematics. An implication of the
didactical phenomenology principle is that the instructional designer has to provide students with
contextual problems taken from phenomena that are real and meaningful for them.
Considering those theoretical ideas, the recent study selects a context called Battery Lifespan
as the learning context. The selection of such a context is based on the following considerations:
First, battery power is familiar and easy to be found in reality. The massive use of unplug-power
electronic devices, such as laptop, mobile, etc. makes battery and its lifespan as topic that is often
talked about. Second, battery lifespan is usually presented in form of bar with percentage which
make it possible to connect percentage to bar model (Fosnot&Dolk, 2002). For example, some
unplug-power electronic devices, such as laptops, tell the user about electric power by presenting it
in bar-like model and the remaining power is written in percentage. Third, battery in unplug-power
electronic devices presents the information of two magnitudes (two proportions), the percentage
ISBN 9786021570425 MATH-137

and the time magnitude, which make it possible to talk about proportional relationship (the core
idea of percentage).
Moreover, Fosnot and Dolk (2002) found that battery checker context (similar to battery
lifespan context) is effective context to lead students to the bar model and finally to the idea about
double number line model where this last model allowed students to think and reasoning flexibly
about percentage problems.
3. Research Method
Student from sixth grade students (around 10 to 11 years old) of Primary school of American
International School of Rotterdam in the Netherlands were involved in this study. However, in
order to acquire deep understanding on the effect of interventions on students thinking,the analysis
of the data was focused on one student.
This study was conducted according to the view of Design Research consisting three main
phases: preparation, conducting classroom experiments, and retrospective analysis (see van den
Akker et al., 2006; Plomp&Nieveen, 2007).
3.1. Preparation
Learning interventions were designed during this phase. To design such interventions, the
following activities were conducted: (1) conducting literature critical review to get information
about students cognitive development, conceptual idea about percentage, suggestions and
consideration of teaching percentages, (2) clarifying the participants prior understanding of
percentage(3) developing initial hypothetical learning trajectory (learning interventions) (4)
designing learning instruments to support the implementation of the hypothetical learning
trajectory.
3.2. Classroom Experiment

In the current phase, the hypothetical learning trajectory, the interventions, which was
designed in the previous phase, is tested to the participants. The purpose of conducting experiment
is to critically observeand deeply understand how the interventions work. A cyclic process of
designing, testing, observing, analysing and redesigning was conducted during thisphase. In each
cycle, the anticipatory thoughtexperiment was considered by envisioning how the proposed
instructional activitiesmight be realized in interaction in classroom and what students maylearn as
they participate in them. The cyclic process of designing, testing, observing, analysing and
redesigning was stop once the interventions accomplish the expectations.
3.3. Retrospective Analysis

The intention of conducting retrospective analysis was to analyse the whole data in the first
and the second phase, including the changes had been made during the experiment, in order to
measure impacts of the interventions and their explanations. In this phase, two main questions
intend to be answered. First, how the interventions work? Second, why an intervention works or
doesnt work? The data from classroom observations, interviews, student works and artefacts were
analysed holistically, critically and carefully in order to acquire explanation of the impact of the
interventions on students cognitive development.
3.4. Data Collection

The data were collected from various resources such as from written test, student interview,
and classroom observation.Written test was conducted to investigate students prior understanding
of percentages, such as: what their conception of percentages and how they deal with percentage.
The data from the test were taken as the consideration in designing interventions. There were 15
problems (see table 1) and students were asked to solve those problems individually. The form of
problems were varied enough, such as: finding the percentageof amount of a part if the part and the
wholeamount are known; finding the amount of a given percent if the whole amount is known;
ISBN 9786021570425 MATH-138

finding the whole amount if the amount of the part and its percentage are known;converting ratios
or fractions into percentages and vice versa, etc.
Another resource of data was from student interview. The aim of the interview was to
investigate andclarify students understanding, conception, reasoning, and strategies in dealing with
the percentages problemswhich were given in the written test.The interview tried to make an
inventory of the student solutionprocedures, not to teach them. As well as in the written test, the
findings from the interview were taken as consideration in designing interventions.
Another resource of data was taken from classroom observation during interventions. This data
will be used as the basis to understand how the interventions work in reality, classroom setting.
Therefore, whole classroom activities were recordedand students works on papers were collected
and students written on whiteboard were documented.
4. Interventions
Based on the theoretical background and students prior understanding of percentage, learning
interventionsare designed with the intentions of developing students understanding of percentage as
the part-whole relationshipas the basis to understand percentage as operator.
Considering students prior understanding and their difficulties in solving percentage problem,
interventions were designed to help students gaining well understanding of percentages.
The battery lifespanwas used as the context. The battery lifespanwas presented in a bar
showing the estimate left time and its percentage (see figure 1).
Figure 1. The Battery lifespan

There were two common types of percentage problem proposed to students to be discussed.
The first type was about finding the time if the percentage of the remaining time is given and the
whole time is known, for exampleIf the time signal shows 100% (it is charged fully), the laptop
last about 4 hours 40 minutes (280 minutes), so how long the laptop last if the percentage of the
remaining time is shown in the following figure?This type of problem is asking about the part if the
whole and the percentage of the part are known.
Through this type of problem, it expected that students will have opportunity to explore the
part-whole relationship representing in percentage. It is expected that they could see the part-whole
relationship or ratio between the percentage magnitude and the magnitude where the percentage
refers to. For example, they understand that halving in the percentage magnitude will impact the
same ratio to the magnitude where the percentage refers to. It is also expected that they could see
50% as a half, 25% as a quarter, 75% as a three-fourth, etc. and use those landmarks to operate
with percentage. Here, as the students examine the part-whole relationship, they will experience
indirectly the use of percentage as operator, such as finding 50% of 280.
If the first problem asks about What is P if Pis X% of the whole W? the second type asks
another way around which is What is percentage of P from the whole W? It was about findingthe
percentage of a time left if the time left and the full time are known. For instance, if the battery
lasts for 280 minutes indicated by 100%, what is the percentage if the battery lasts for 112
minutes?This type of problem is purposively designed to develop students understanding of another
way around of seeing percentage which asks about the percentage of the part if the part and the
whole part are known.
After each problem being discussed, follow up problems are given to the students to enrich and
develop their understanding of the percentage even deeper. For example, if the students have
already done with solving the first problem, asking the part if the whole and the percentage of the
ISBN 9786021570425 MATH-139

part are known, they then are asked to determine the power left when the battery is charged for
20%, 80%, 45%, etc. The same treatment is also conducted after the second problem is discussed,
such as asking the percentage of the power left if the battery last for 56 minutes, 84 minutes, 112
minutes, etc. Giving those follow-up is intended to help them seeing even better the part-whole
relationship on percentage.
To bring their understanding of percentage and the use of bar model from the previous
problems to become their mental mathematics or as their tool for thinking/reasoning toward
percentage abstraction process or progressive mathematization (Gravemeijer, 1994, 1997) ,they
are given other problems which have no relation to the previous context and are more abstract
(formal). The problems are non context problem and are the typeof formal percentage problems
that often found in formal/pure mathematics. Here is an example of that type of problem: How
many are 70% of 400?
Through this type of problems, it is also expected that the students can generalized the bar
model and the mathematics ideas integrated in the model as mathematics tool for thinking and
reasoning toward mathematics problems relating to percentage.
5. Findings
In order to obtain a deep, details, and holistic understanding of the effect of the interventions, a
student was selected as the focus students. The elaboration of the findings in the following
paragraphs isbased mainly on the focus student.
First of all, the teacher introduced the learning context. The teacher brought with him unplug-
power laptop and asked the student to look at the power indicators (battery) in right down corner of
the laptop. On the indicator, it was written 85% which was last for 2 hours and 20 minutes. The
student then asked to determine how many minutes 2 hours and 20 minutes refers to. It was easy
for the student to get it. It refers to 60 + 60 + 20 which is 140 minutes. The teacher then asked what
85% mean in that case. The student responded that it was about the percentage of the power left.
The student, moreover, knew that if the battery is fully charged, it will refer to 100%.
In this moment, it seems that the teacher is successful triggering the student to talk about
battery and its power relating to percentage and the time left which was designed as the learning
context. Introducing the student to the learning context, before the problems, is necessary to help
students in understanding the problems relating to the context. Moreover, it is found also that the
student got motivated to learn as he showed his interest through his responses.
The teacher then gave student contextual problem about battery lifespan through worksheets
(see Figure 2).
ISBN 9786021570425 MATH-140

When the indicator shows 100% (it is charged fully), the laptop last about 4 hours 40 minutes, so how long
the laptop last if the percentage of the remaining time is shown in the following figure above?
Figure 2. The first problem in the battery problem
The problem asked the student to determine the time left if the battery had been charge until
60% and if it was fully charge it lasted for 4 hours and 40 minutes. The student knew that 4 hours
and 40 minutes refer to 280 minutes. The student then worked on their own way for about a minute.
He then came with a solution as the following explanation:
Student : Since 100% is 2 hours and 40 minutes, So a half of it is 1 hour and 20 minutes
which is 50%, but I need 10 (10%) more to get 60%, So, it is 1 hour and 20 minutes
plus 10 which is 1 hour and 40 minutes.
Here, the student mixed the percentage magnitude with the time magnitude 1 hour and 20
minutes plus 10. Since his answer was wrong, the teacher asked him to rethink about the problem
again and proposed him to work in minutes instead of hours for simpler enumeration. The teacher
also asked the student to write or draw his counting strategy on the given paper.
Since the student still mixed the two magnitudes in solving the problem, the teacher then tried
to trigger the student to think again about the problem. The teacher drew a battery on board and
then discussed with the student and wrote all information given in the problem (such as drawing the
indicator line on the battery for 280 minutes if batteryis charge fully (100%) and the estimation
position of indicator linefor 60%). The teacher then asked the student to show his previous
counting strategy on the figure. Firstly the student drew the line for 50% by dividing the battery
into two equal parts and wrote 140 minutes for 50% by reasoning that 50% is a half of 100%
therefore he have to half 280 minutes as well to get 140 minutes for 50%. Since he intended to get
60%, he add 10% on the percentage magnitude as well as on the time magnitude, 140 minutes plus
10, such that he got 150 minutes for 60% (see Figure 3).
Figure 3. Students initial strategy to get the minutes for 60%
In this moment, the bar model started to appear. But, since it was considered as a wrong
answer, the teacher asked students to rethink about the problem again. After a few minutes, the
student came with a different answer. He said that if the battery is charged for 60% the battery will
last for 120 minutes. But, it is still considered as a wrong solution. The teacher then triggered the
students to think the possibility that 60% will last for 120 minutes meanwhile 50% last for 140
minutes.
Teacher: We have 140 minutes for 50% and you got 120 minutes for 60%. Would that be
possible?
Students: Because I did it wrong before. I got 120 minutes for 60%
ISBN 9786021570425 MATH-141

Teacher: Would that be possible? We have 50% is 140 (pointing to the 140 on the bar).
Student: Yes because 50% is 140 and . Oooohh (The student just realized that he made
mistake).
Since the student was still difficult to get the minutes for 60%, the teacher tried to bring the
student to see another percentages that might help to get the time for 60%. The teacher asked the
student to determine the minutes for 25%. It was easy for the student to get the minutes for 25%
which is 70 minutes by just looking at the bar while did counting in mentally.
Student: It is 70 minutes.
Teacher: How do you know that?
Student: Since it is the half of the half, you divide 140 by 2.
Half of the half means here is the half of 140 (50%) which is 70 since 140 is the half of 280
(100%) (seefigure 4).
Figure 4. Students strategy to get the minutes for 25%
The teacher then asked weather 25% would help him to find the minutes for 60%. The student
thought for while and he proposed that 20% or 10% might help to get the minutes for 60%. It is
interesting that the student could think that 25% would not help him to get 60%, instead he
proposed 10% or 20%. The student then decided to work with 10%.
Here is his strategy to find the minutes for 10%. He drew a line on the left side of the bar
proportionally and wrote 10% on the percentage magnitude (see figure 5). The following transcript
shows his reasoning.
Teacher: So, how many minutes for 10%? May be you can find the relation between 10%
and 50%.
The student looked at the bar for while and then said:
Student: I divide this by 5(pointing 140).
Teacher: How do you know that you have to divide it by 5?
Student: Because the distance between 10% and 50% is 5. So, if I divide this (pointing 140)
by 5, I will get for 10%.
Teacher: That will be interesting. Why dont you find it out for 10%?
After a while, the student said:
Student: Its 28 minutes
Teacher: 28 minutes. How do know you that?
Student: Cos I divide this by 5(pointing 140).
The teacher involved the student to think about the possible relationship between the minutes
for 50% and 10% to obtain the minutes for 60%. But the student still used his previous strategy
which adds the same amount on both magnitudes without realize that each magnitude refers to
ISBN 9786021570425 MATH-142
different unit/part and whole. For example,since 140 minutes is 50%, to get the minutes for 60% he
added 50% by 10% and as well added 140 minutes by 10% minutes to get 150 minutes, such that
he claimed that 150 minutes is for 60%. Here, the student was still confused about the different of
the two magnitudes since each of them refer to different unit and whole. Since such a strategy is
considered to be wrong, the teacher asked the student to think it again. The teacher triggered the
student to see the possible relationship between 10% and 50% to get 60%. One of those
relationships is adding the minutes for 10% by the minutes for 50%. It will leads to the minutes for
60%.
After a while, interestingly instead of looking the relationships between 10% and 50%, the
student saw the situation in another perspective. He multiplied both magnitudes by 6. He said that
10% times 6 leads to 60 and as well as 28 times 6 resulting 168. Therefore, he claimed that168
minutes are for 60%.
Student: I do 28 times 6
Teacher: 28 times 6? How do you know why you have to time it by 6?
Student: mmm the distance between 10 and 60 is 6. So, this is the lowest we can go
(pointing the minutes for 10% which is 28 minutes). So, I do 28 times 6 (he got
168 for 28 times 6).
Teacher: That is interesting
It seems the term distance used in the conversation refers to the ratio between 10 and 60.
Taking benefit from students answer, the teacher used the correctness of students answer to see
that 168 minutes for 60% is more sensible than 120 minutes since for 50% is only 140 minutes.
Although the strategy above is considered to be correct, the teacher kept triggering the student
to see the possible relationship between 10% and 50%. In constructing the relationship between
10% and 50%, as the previous strategy the student kept add both magnitudes with 10 such that he
got 150 minutes for 60% (140 + 10). To help the student see the correct proportion, the teacher
asked the student to consider the minutes for 10% and 50% and their relationship to get the minutes
for 60% which was known before as 168 minutes.
Finally after a couple minutes, the student could see such a relationship. He found that if 50%
is added with 10% it will be 60%. As well as on the time magnitude, if 140 minutes which is for
50% is added with 28 minutes which is for 10% it will lead to 168 minutes which is for 60%.
Student: Since we have 10% and 10% is 28, we do 140 (50%) plus 28 (10%) which is 168
which is the minutes for 60%.
Before continuing the activity, the teacher guided the student to do reflection of what he had
done to get the minutes for 60%. They concluded that they had two strategies to get the minutes for
60%. The first is multiplying the minutes for 10% by 6 and the second is adding the minutes for
10% and 50%.
To advance student understanding, the teacher then gave the student another situation which
was determining the minutes for 45%. After a while, the student came with an answer which was
126 minutes for 45%. Here is his explanation:
Student: I subtracted 50% by 10% to get 40% that is 140 (50%) minus 28 (10%) which is
112. Then, I halved 28 (10%) to get 5% (the minutes for 5%) that is 14. Then, I
added 14 (5%) to 112 (40%) to get 45% which is 126 minutes (see figure 6).
Figure 6. Students computation to get the minutes for 45%
ISBN 9786021570425 MATH-143

Considering the correctness of students answer of the previous follow-up problem, to explore
more about the students cognitive development another follow-up problem was given to him.
Heasked to determine the minutes for 30%.
Teacher: So, how many minutes for 30%
The student looked at the bar for while. Then, did calculation on the board and he answered:
Student: It is 84 (minutes).
Teacher: How do you know that?
Student: It is from 28 times 3. Here is 10 (10%). 10 times 3 is 30 (30%). 10% is 28. So, 28
times 3, which is 84 (minutes).
The student then drew the line for 30% on the bar (see figure 7).
Figure 7. Student strategy to get the minutes for 30%
To explore more about working with the bar, the student then was given a free hand to select
their own percentage and was asked to find its minutes. The student selected 20%. He calculated
the minutes for 20% mentally and said 56 minutes for 20%. He said that he multiplied 10% by 2 to
get 20%. As the consequent, he multiplied 28, which is the minutes for 10%, by 2 as well and he
got 56 minutes which is for 20% (see figure 8). From this evidence, the student could preserve the
ratio on both proportions to get the minutes for other percentages.
The student then tested whether he could go to the minutes for 1%. For such a reason, he was
asked to find out the minutes for 21%. However, he was fail. It was so difficult for the student to
determine the minutes for 1% although he had been guided to see the relationship among the
known percentages and utilize his previous strategy.
Since the student looked so confused and stressful which is may destruct his concentration,
motivation, and previous relevant understanding of the problem, the teacher turned the problem
into finding the minutes for 85%. To find the minutes for 85%, he multiplied 28 minutes, which is
10%, by 8 to get 80% which is 204 minutes. Then, he added 204 minutes by 14 (which are 5%) to
get 85% which is 218 minutes. He then claimed that 218 minutes is for 85% (see figure 9).
ISBN 9786021570425 MATH-144

Student: It is 28 times 8, because 28 is 10(%), so 28 times 8 which is 204. I need 5% more,

which is a half of 10(%). It will be 5%, and 5% will be 14 minutes. So, I added 204
plus 14, which is 218.
Since the student seems skilful in determining the minutes if the percentage and the whole
minutes are known, the teacher then turned to the second type of percentage problems which is
another way around of the first type indicating the percentage of given minutes if the whole
minutes is known. Here was the problem: If the battery lasts for 280 minutes indicated by 100%,
what is the percentage if the battery lasts for 112 minutes?
It was not difficult for the student to solve this kind of problem. He just looked at the bar for
while and explained: 56 (20%) times 2 which are 112 minutes. So, it for 40%He then claimed
that if the battery lasts for 112 minutes it has been charged for 40%. It seems that his understanding
of working with the bar help him in reasoning and visualizing his thinking.
As the follow-up problems, the student asked to determine the percentage for 42 minutes and
210 minutes. The following table describes his strategies.
Table1.Students strategiesin determining the percentage for 42 minutes and 210 minutes
What is its percentage What is its percentage
if the battery lasts for 42 minutes? if the battery lasts for 210 minutes?
I added 28 (10%) plus 14 (5%) which is equal to 42 I did 28 times 8 which is 224. It (224) is also (for)
minutes and 42 is for 15%. 80%. Then, I halved this (pointing 28 minutes for
10%) I got 14 (5%). So, I did 224 minus 14 which
is 210. So, that is (for) 75%.
The table shows that the student could do reasoning and calculation on the bar by considering
the change of ratio of both magnitudes to generate the value of other percentages or to determine
the percentage of given value.
To support the proses of progressive mathematization (Gravemeijer, 1994) the process of
abstracting or formalizing mathematics idea from a certain concrete situation, such as context, such
that the idea become mental mathematics which eventually can be used as tool for thinking or
reasoning mathematically, the student were asked to determine a common formal problem of
percentage. The problem was state as the following: What is 70% of 400?
ISBN 9786021570425 MATH-145
Interestingly, he could solve the problem by reasoning on bar model. Firstly he got 40 for 10%
since 10% times 10 is 100% and 40 times 10 are 400. Then, he multiplied 10% to get 70% and as
well as for 40 and he got 280 for 70% (see figure x). Here, he could preserve the ratio of the change
on both magnitudes, percentage magnitude and quantity magnitude where the percentage refers to.
He could see the relationship between known percentages, such as dividing 100% by 10 to get 10%
and multiplying 10% by 7 to get 70% (see figure 10).
Figure 10. Students strategy in determining 70% of 400
4. Discussion
Considering the findings, it strongly suggests that the problem being discussed, the learning
context, the bar model, and the role of the teacher play significant role in developing the student
understands of the percentage. The student was able to see the part-whole relationship with
percentages (e. g. 50% means half), recognize the change on both magnitudes proportionally (e. g.
multiplying both magnitudes by the same number), and treat percentage as operator (e. g. seeing
70% of 400 is 280).
The following paragraphs will elaborate more details on students cognitive development and
the role played by the problems, context, bar model and teacher in developing such a cognitive.
4.1. Students cognitive development
Utilizing doubling and halving
Doubling and halving strategy are usually come together as counting strategy. One of them is
the invers operation of another where if x is doubled to get y so y is halved to get x. The ideas of
doubling and halving as counting strategy have a long root from the history of human life.
Egyptians and Russian, for example, have utilized this idea for many years (Fosnot&Dolk, 2002).
To get 4 x 12, for example, Egyptians will start counting from 1 x 12 = 12, 2 x 12 = 24, 4 x 12 =
48, meanwhile Russians countas 4 x 12 = 2 x 24 = 1 x 48 = 48.
The findings give evidences that the student was able to utilize doubling and halving as their
computation strategy in solving percentage problem. In determining the minutes for 20%, for
example, he doubled the minutes for 10% to get the minutes for 20%, and again doubled it to get
the minutes for 40%.
Halving as strategy is used more frequent comparing to doubling. It is probably because the
student usually starts his route of thinking from 100% to get smaller percentage by halving it.
There are many situations in which the student utilized halving. To get 50%, for example, he
halved 100% and to get 25%, he halved 50%. He even could go to the smallest percentage he could
go which was 2.5% by halving 10% to get 5% and then halving 5% to get 2.5%.
It seems that he recognized that doubling or halving will keep the ratio equivalent in both
magnitudes since he double or halve on both magnitudes. He knew that if percentage magnitude is
halved or doubled, he also needs to do the same treatment on another magnitude as well.
It is conjectured that the visualization of the bar helps them to come with and understand such
computations strategies (doubling and halving). Such visualization allows the student to see what is
meant by doubling and halving. When halving, for example, the student can see that the bar is
being divided into two equal parts; and when doubling, the student can see that the bar is being
enlarge twice as before. This visualization leads the student to construct relationships to division
and multiplication where he could see that the result of halving is a half of the whole and the result
of doubling is two times of the whole. For example, the student recognized that in order to get the
ISBN 9786021570425 MATH-146

half of 140 minutes, he divided 140 by 2. To get the minutes for 20% if the minutes for 10% is
known, the student multiplied 10% by 2 to get 20%; and as the consequent, he multiplied 28 (the
minutes fro 10%) by 2 as well to get the minutes for 20%.
Moreover, the bar provides the visualization of the whole and the parts which guide the
studentto see what the whole and the parts are being talked about. For example, when halving
100% to be 50%, he recognized that he had to halve 280 minutes (the minutes for 100%) to get the
minutes for 50% which is 140 minutes. Here, he could see that 50% is a part of 100% as the
whole,meanwhile 140 minutes is the part of the whole of 280 minutes. He did not mix up between
the two wholes, 100% and 280 minutes.
Multiplying or dividing both magnitudes with respect to ratio
Ratio is the relationship between two things expressed in numbers to show how much bigger
one is than the other (Walter, 2004). For example, if there are two mangos and six apples in the
box, so the ratio of the mangos to the apples is 2 to 6 or it can be noted as 2 : 6 which is equivalent
to the ratio1 : 3. The ratio 1 : 3 is also equivalent to the ratio that obtained from multiplying or
dividing both magnitudes by a same number, such as: the ratio 3 : 9 is obtained by multiplying by
3, the ratio 1/2 : 3/2 is obtained by dividing by 2, etc. This means that the ratio 1 : 3 is equivalent to
the ratio 3 : 9 and 1/2 : 3/2. Such a strategyof establishing equivalent ratiosis then called as
preserving ratio constant (Fosnot&Dolk, 2002). Moreover, ratio has a strong relationship to the
idea of proportion. Ratio implies the quantitative relationship between each magnitude to the whole
(proportion). For example, the ratio 1 : 3 implies that the proportion of 1 to the whole is 1 over 1 +
3 (equivalent to 1/4) and the ratio 2 : 5 tells that the proportion of 5 to the whole is 5 over 2 + 5
(equivalent to 5/7). If two ratios are equivalent, the proportion of each correspondent magnitude
will be equivalent as well. For example, if the ratio 1 : 3 is equivalent to the ratio 2 : 6, so the
proportion 1 over 4 (1/4) is equivalent to the proportion 2 over 8 (2/8) where 2/8 = 1/4.
Interestingly, the student recognized those concepts of ratio and utilized them as one of their
counting strategy. In determining the minutes for 10% if 100% refers to 280 minutes, he divided
both magnitudes (percentage and time magnitude) by 10, such that 100% is divided by 10 is 10%
and 280 minutes is divided by 10 is 28 minutes. Therefore, he claimed that 28 minutes is for 10%.
Moreover, in order to know the percentage of battery if it lasts for 224 minutes, he multiplied the
percentage and the time magnitude of 10% (28 minutes) by 8 since 8 times 28 minutes is 224
minutes and consequently it leads to 80%. Hence, he stated that if the battery lasts for 224 minutes
it has been charged for 80%.
Considering students strategies above, it implies that the student recognized the idea of
preserving ratio constant. He realized that when the percentage magnitude is multiplied or divided
by a certain number, the same treatment is also necessary to be done for the time magnitude in
order to preserve the ratio of percentage magnitude and time magnitude. He would not add or
subtracted both magnitudes by a certain number, since he knew, in his mind, that it would not
preserve the ratio (for details, see his struggle when solving the first problem or when finding the
minutes for 1%).
Actually, doubling and halving are computation strategies which are based on ratio. Both
strategies consider the changes on both magnitudes (percentage magnitude and the magnitude
where the percentage refers to) with respect to the ratio of both magnitudes (preserving ratio
constant). They construct equivalent ratios of percentage magnitude to referring magnitude by
multiplying both of them by 2 (doubling) or by dividing them by 2 (halving). This characteristic
makes them as special strategy involving ratio concept which is called doubling and halving.
It is suggested that the emergence of ratio as one of computing strategies has strong relation to
the bar model as the medium to visualize the situation.The bar model simultaneously visualizes the
relationships of part-whole of both magnitudeswith respect to ratio of both magnitudes. This
visualization helps the studentthe see the changes on both magnitudes simultaneously with respect
to the ratio of both magnitudes.
To understand the idea above, lets consider an example of student work. Figure 11 shows
student strategies in determining the minutes for 50%, 25%, and 10% if 100% refers to 280
minutes. To get the minutes for 50%, he halved the 100%. Since the bar shows that 100% is 280
ISBN 9786021570425 MATH-147

minutes he also halved 280 minutes to preserve the ratio and he got 140 minutes for 50%. The
similar strategy was also done to get the minutes for 25% by halving the minutes for 50%. This
way of thinking is triggered by the visualization that 100% is in line with 280 minutes but in
different magnitude and the length of both magnitudes (percentage and time magnitude) are equal.
This visualization leads the students to think logically and reasonably that if one magnitude is
halved than so another magnitude is necessary to be halved as well (preserving ratio constant). This
way of thinking is even extended, not only for halving case, but also for other divisions. To get the
minutes for 10%, for instance, he worked by utilizing 50%. He knew that to get 10% he needs to
divide 50% by 5. Therefore, 140 minutes is necessary to be divided by 5 as well to get the minutes
for 10%.
Figure 11. Students strategy in determining the minutes for 50%, 25%, and 10%
Adding or subtracting known percentages or quantities with respect to ratio

In case of working with percentage, adding or subtracting both magnitudes by any number will
not preserve the ratio of both magnitudes, therefore it is considered as unacceptable strategy. For
example, adding both 10% and 28 minutes by 40 in order to get the minutes 50% will result wrong
minutes for 50% the minutes for 50% is 140 minutes not 28+40 minutes. But, adding or
subtracting a known percentage by another known percentage to get another percentage with
respect to the magnitude where the percentage refers to is acceptable treatments since it preserve
the ratio on both magnitudes. To get the minutes for 60%, for instance, one can add the minutes for
50% and 10%, which is 140 + 28 = 168 minutes.
Interestingly, this idea is recognized and utilized by the student. He used this idea to generate
other unknown percentages. In determining the minutes for 45%, for example, where he know that
10% refers to 28 minutes, 50% refers to 140 minutes and 5% refers to 14 minutes, he subtracted the
minutes for 50% by 10% to get the minutes for 40%. He then added the minutes for 40%by the
minutes for 5% to get the minutes for 45% which is 126 minutes (see figure 6).
If the previous example shows that the student worked through percentage magnitude to get
the minutes, the following example shows that the student did the same strategy but through time
magnitude. To determine the percentage if the battery lasts for 42 minutes, the student added 28
minutes by 14 minutes to get 42 minutes, which are the minutes for 10% and 5% respectively.
Hence, he claimed that the battery had been charged for 15 from 10% plus 5%.
The calculations above show that the student could see the relationships among the know
information on both magnitudes to generate other unknown information. It asked student to flexibly
switch their thinking from looking at percentage magnitude to minute magnitude or another way
around. This of course not only requires an understanding on the relationships between the two
magnitudes (ratio) but also an understanding on the relationshipsamong the known information
within each magnitude (part-whole relationship) and its relationships to another magnitude.
To support the emergence of such a complex and flexible way of thinking, it requires a
sophisticated model that helps learner to visualize and record mentally their reasoning process. In
this case, bar model plays significant role.
According to the findings, the bar model helps the student to keep his counting tracks which
may reduce the burden on brain memory. In many cases, the student just looked the bar and then
came with an answer. For example, in finding the percentage for 42 minutes, the student just
looked at the bar and did mental calculation. He focused on the minutes for 10%, he got in mind
that the minutes of 10% plus the minutes for 5% which is a half of 10% leads to 42 minutes which
is 15%.
ISBN 9786021570425 MATH-148

Moreover, the bar assists to see the relationships among the known information to generate
expected new information. The simultaneous visualization of numbers on percentage magnitude
and referring magnitude to some extent guide the student to determine the relationship among the
numbers. In determining the minutes for 40% and 60%, for example, the student utilized 10% and
50% where 50% minus 10% helps to generate 40% and 50% plus 10% helps to generate 60%.
Working as ratio table
Lets consider the following students strategy in determining the percentage if the battery
lasts for 210 minutes and it lasts for 280 minutes if it is fully charged: Firstly, he went to the
minutes for 10% by dividing 280 minutes by 10. He then said I did 28 times 8 which is 224. It
(224) is also (for) 80%. Then, I halved this (pointing 28 minutes for 10%) I got 14 (5%). So, I did
224 minus 14 which is 210. So, that is (for) 75%.(see figure 12)
Figure 12. Students strategy in determining the percentage if the battery lasts for 210 minutes
The decisions of dividing 100% by 10 to get 10%, then multiplying 10% by 8 to get 80%, then
dividing 10% to get 5%, and finally subtracting 80% by 5% to get 75% are of course full of
considerations. This shows how flexible their thinking is becoming. He simultaneously utilizedall
computation principles he knew, such as doubling and halving, multiplying or dividing both
magnitudes by a certain constant, and adding or subtracting known percentage to generate other
percentages. It seems that he knew before that 10% can be used as the landmark to get 75% by
applying the three acceptable principles above.
Moreover, by preserving the ratio of both magnitudes, it seems that he treated the bar as ratio
table. The calculation above can be noted as well as the following ratio table:
Table 2. Students strategies in determining the percentage if the battery lasts for 210 minutes
Percentage Minutes Reasoning
100% 280
10% 28 Both 100% and 280 minutes are divided by 10
80% 224 Both 10% and 28 minutes are multiplied by 8
5% 14 Both 10% and 28 minutes are divided by 2
75% 210 80% is subtracted by 5% and consequently 224 minutes is
subtracted by 14 to preserve ratio.
If the student was taught calculating percentage based ona certain algorithm, he would not
have such flexible and rich way of thinking. He might just see percentage as a certain procedure of
calculation rather than seeing percentage as relations on relations (part-whole relationship, part-to-
part relationships, two-magnitude relationship, etc.).
Here, again the bar model play significant role in constructing flexible and rich way of
thinking and reasoning. The visualization of percentage on bar model triggers student to see easily
the possible relationships of one percentage to other percentages which can be used to generate
other percentages by applying one of the three principles above. For example, from only 100%, the
visualisation on the bar triggers to do halving to get 50%, halve 50% to get 25%, add 50% by 25%
to get 75%, divide 50% by 5 to get 10%, double 10% to get 20%, subtract 50% by 20% to get 30%,
ISBN 9786021570425 MATH-149

multiply 30% by 3 to get 90%, etc.Such a flexible way of thinking and reasoning will not be easily
constructed if the student learns percentage with respect to a certain procedure.
Trouble with 1%
Although the findings show that the student could mentally and flexibly work with percentages
through bar model, it is found that the student has difficulty in dealing with percentages involving
1%, such as 21%. It is conjectured that it is due to the numbers involved in the problems. For
example, although he has tried to get 1% by halving 5% to get a smaller percentage, he got
difficulty in halving 2.5% which is the half of 5% since 2.5 is a decimal number. Therefore, 2.5
was the smallest percentage he could go. Actually he also can reach 1% by dividing 5% by 5. But
again he will get difficulty when dividing the minutes which is 14 minutes divided by 5. It leads to
a decimal number as well. Facing decimal seems to be his own personal difficulties that cause him
to reach 1%. However, he had shown his willing to reach 1% by utilizing acceptable strategies.
This means that he recognized 1% but he had trouble to reach it due to his weaknesses in
understanding decimals.
4.2. The role of bar model for didactical means

Bar model which is also know as double number line (Fosnot&Dolk, 2002) provide
simultaneous information on the percentage and quantity where the percentage refers to (the two
magnitude of percentage bar). This model, moreover, implies the part-whole relationship
(proportional relationship) for each magnitude and ratio relationship between the two magnitudes.
Such grandeurs make bar model even a powerful model to develop student understanding of
percentage (a didactical use of bar model).
According to the recent study, it is found several benefit of the bar model in developing
students understanding of percentage, such as:
First, bar model is a powerful model to help student seeing the ratio relationship of the two
magnitudes, the percentage magnitude and the magnitude where the percentage refers to.
Understanding such a relationship allows student to do manipulation by multiplying or dividing
both magnitude by an identical number to generate other percentages. In finding the minutes if the
battery is charged for 30%, for example, the student multiplied both magnitudes (10% and 28
minutes) by a constant 3. Hence, it informs that the battery will last for 3 x 28 minutes if it is
charged for 3 x 10%. Understanding ratio relationship of both magnitudes, moreover, allows
student to add or subtract two proportions. In determining 40%, for example, subtracting 50% by
10% to generate 40% causes a consequence of subtracting 140 minutes (50%) by 28 minutes (10%)
to get 112 minutes for 40%.
Second, bar model assists student in seeing the part-whole relationship of each magnitude. The
visualization of bar model in area makes it easier to talk in terms of part and whole, what part it is
and from which whole. Understanding such a relationship allows student to have a sense that 50%
simultaneously is a half of 100% and a double of 25%, 25% simultaneously is a half of 50% and a
quarter of 100%, 10% is one tenth of 100%, 80% is four times of 20% or eight times of 10%, etc.
The similar relationship can also be applied on the magnitude where the percentage refers to.
Third, as the consequent, understanding the part-whole relationship and ratio relationship
explained above leads student to have a flexible way of thinking and various computation
strategies. In determining the minutes for 75%, for example, the student divided 100% by 10 to get
10%, and then multiplied 10% by 8 to get 80%, he then halved 10% to get 5%, and finally he
subtracted 80% by 5% to obtain 75%. Such a trajectory of computation shows his flexible and rich
understanding of the situation.
Fourth, since bar model provide visualization that imaginatively easier to be remembered, it
aids the student to do mental computation. In many cases, it is found that the student often did
mental calculation when dealing with some given percentage problems. For instance, in
determining 75% explained above, he first conducted such a computation mentally. He also did
mental computation when finding the minutes for 30% and 45%.
Fifth, one of the reasons why it is easy to do mental computation through the visualization of
bar model is that the model helps in holding the trackor the trajectory of the calculation process.
ISBN 9786021570425 MATH-150

The bar provides places to present the changes of the amount on both magnitudes. In generating
50% by halving, for instance, the visualization of the bar guides to see what is being halved on
percentage magnitude (100%) and on another magnitude (the minute magnitude) that refers to the
minutes for 50% since halving means dividing the bar (both magnitudes) into two equal parts.
Sixth, since the bar represent the two magnitudes simultaneously with respect to ratio, it helps
students to mentally and easily switch their thinking from one proportion, percentage magnitude, to
another proportion, for example the minute magnitude. In seeing 10%, for example, the student
could see it as one tenth of 100% and in the same as the minute for one tenth of 280 minutes or
another way around.
Seventh, the bar allows students to do estimationon both the percentage magnitude and the
magnitude where the percentage refers to. For example, the findings show that the student could
estimate that the minutes for 60% must be greater than the minutes for 50% since not only 60% is
greater than 50% but also in the bar 60% is closer than 50% to 100%. Moreover, he could estimate
the minutes for 2.5% which is around 7 minutes since he knew that 5% refers to 14 minutes.
The findings of the recent study relating to the didactical use of bar model, to same extent, are
in line with and even enrich the didactical use of bar model which is suggested by Galen et al.,
(2008) where he suggests the three benefits of using bar model in teaching percentage, such as: the
first benefit is that bar model has area that makes it easier to talk in terms of the whole. Second,
the bar model gives a good hold for estimating an approximate percentage, especially in cases
where the problems concern numbers that cannot be simply converted to an simple fraction or
percentage. The third, the bar model provides the students with more opportunity to progress.
4.3. The role of context

Instead of introducing bar model directly and telling how to work with it which is considered
to be teacher cantered (constructing students understanding through teacher explanation) and may
be ineffective, introducing bar model through a context is considered to be a better approach to
construct students understanding of the usage of the model(see Gravemeijer (1994), Treffers
(1987) and Freudenthal, (2002)).
The selection of the battery lifespan context was based on whether such a context can be used
as a bridge to the bar model. Since percentages gives relative measure, not an absolute
measure(Fosnot&Dolk, 2002), where they are always related to something and that therefore
they cannot be compared without taking into account to what they refer to (Van den Heuvel -
Panhuizen, 1994), the recent study give an evidence that the battery lifespan context satisfies such
a requirement. The context allows the student talking about percentages in relations to minutes and
hours (lifespan). For example, the student couldsee that if the power is charged for 50% it means
50% of the minutes if the battery is charged fully (280 minutes).
Moreover, it is found that the context supports the progressive mathematization that allows the
vertical mathematizationthe process of gaining formal mathematics (more details about
progressive and vertical mathematization see Gravemeijer (1994), Treffers (1987) and Freudenthal,
(2002)). Through the problems given in context, the student developed his first model of
computation which was strongly bounded to the context, such as doing halving without considering
the bar model. But latter, the visualization of the battery which is to some extent similar to the bar
model triggered the student to do halving through the bar. In the end, the model became student
mental computation where in many situations he did computation mentally by viewing the model in
mind. Moreover, he was successfully in experiencing vertical mathematization where he could
utilize the bar model mentally in solving formal percentage problem, a problem without context,
such as determining 70% of 400. In this case, the model is no longer bounded to the context, but it
becomes a mathematics tool for thinking and reasoning.
4.3. The role of the problems

The selection of problems in this study is based on some considerations. Three of such
considerations are: whether the problem is truly problem for student (not all problems are truly
ISBN 9786021570425 MATH-151

problems for a certain people), whether the problem can trigger student to a certain way of thinking
or reasoning, and whether the problem motivate student to act.
The selection of finding the minutes for 60% as the first problem, for example, is based on the
considerations. First, 60% is relatively and generally not too easy and not too difficult for
student(something in the middle) to deal with. Lets compare if the student just asks to determine
the minutes for 50%. It may be not a problem for the student since he just needs to halve 100% to
get 50%. Second, determining the minutesfor 60% triggers various ways of thinking and reasoning
to find it. For example, students can halve the minutes for 100% to get 50% and divide the minutes
for 100% by 10 to get the minutes for 10% and then adding the minutes of 50% by 10% to get the
minutes for 60%. Another way to do it is by multiplying the minutes for 10% by 6 to get the
minutes for 60% and there are still many other ways to reach the minutes for 60%. Third, the
problem indeed triggered students to act to solve it since it is relatively not too easy either not too
difficult for students and it is presented through a familiar context for them. Lets imagine if
students are asked to determine the minutes for 37.19% for the first time. What will happen to
them?
Moreover, the selection of 280 minutes as 100%is based on the consideration that is if students
do halving on 280 it lead to another integer or if they divided 280 by 10 or 5 or other even numbers
it still lead to another integer. This is because students in age 10-12 years love working with
integers especially even numbers and in particular with the multiplication or division of 2, 10, and
5.
The selection of follow-up problems, furthermore, is also based on certain considerations.
Asking students to determine the minutes for 45%, for instance, is conducted if the students are
familiar with working by halving and doubling, multiplying or dividing with a certain constant of
both magnitudes, and adding or subtracting two known percentages. Asking such a problem,
moreover, is intended to check as well to train the students in applying those computation
principles.
4.5. The role of teacher

In general, during the interventions the teacher tried to put himself as facilitator for the
students during the learning process. He tried to establish a student-cantered classroom
environment by allowing the student to construct and develop their own understanding
(constructive learning).
Looking at the data, such as video and its transcript, it is found that the teacher played
significant roles in developing students understanding of percentages. Among the roles are:
First, the teacher triggeredthe student to think to a certain point of view by questioning or by
proposing conditional situation (what if question). In finding the relationship between 10% and
50% to generate 60%, for example, the teacher asked the following question What if I add 10% to
50%? This question triggered the student to suddenly see the relationship between 10% and 50%
to generate 60%.
Second, instead of telling directly, the teacher asked the student to do investigation and
exploration.For example, instead of telling how to work with percentage bar by halving or doubling
strategy, the teacher provided problems that allow the student to do halving or doubling.
Third, the teacher often posedfollow-up questions to clarify student thinking in order to train
the student to think by considering the reasons behind it. Examples of such follow-up questions are:
What do you mean by ? How do you know that ? Would that possible to ? etc.
Fourth, the teacher keptthe student to think. Once the student got difficulties, for example, the
teacher provided more time for the student to think as well as gave some hints or clues.
5. Conclusion
In general, the findings show that the learning interventions which are designed by utilizing the
didactical use of bar model support the student in developing his understanding of percentages
which focuses on the meaning of percentage as proportional relationship, including the idea of
ISBN 9786021570425 MATH-152

percentage as part-whole relationship and ratio relationships, as the basis to understand percentage
as an operator. In solving percentage problems, especially in generating other relevant percentages
and their relations to another magnitude, the student are able to utilize doubling and halving
strategy, multiplying or dividing both magnitudes with respect to ratio, adding or subtracting
known percentages with respect to ratio, and working as ratio table. However, it also found that the
student still get difficulty when dealing with 1%. The smallest percentage the student can go is
2.5% which is the half of 5%. It is conjectured that the students lack understanding of decimal is
source of such a difficulty.
In terms of the didactical use of bar model, the finding show that the bar model plays
significant role in developing students understanding of percentages. At least, there are seven roles
of bar model are found in the recent study. Those are: First, bar model is a powerful model to help
student seeing the ratio relationship of the two magnitudes, the percentage magnitude and the
magnitude where the percentage refers to. Second, bar model assists student in seeing the part-
whole relationship of each magnitude. Third, as the consequent, understanding the part-whole
relationship and ratio relationship explained above leads student to have a flexible way of thinking
and various computation strategies. Fourth, since bar model provide visualization that
imaginatively easier to be remembered, it aids the student to do mental computation. Fifth, one of
the reasons why it is easy to do mental computation through the visualization of bar model is that
the model helps in holding the track or the trajectory of the calculation process. Sixth, since the bar
represent the two magnitudes simultaneously with respect to ratio, it helps students to mentally and
easily switch their thinking from one proportion, percentage magnitude, to another proportion, for
example the minute magnitude. Seventh, the bar allows students to do estimation on both the
percentage magnitude and the magnitude where the percentage refers to.
Moreover, the recent study give evidences of the significant impacts of learning context, type
of problems being discussed, and the role of teacher in supporting students in constructing and
developing their understanding of a certain concept.
Considering the limitation of the recent study, it is suggested to conduct a follow-up studies
which involve more students and more focus students. The recent study neglects the positive effect
of cooperative learning for students cognitive development since it only focuses on one student.
Therefore, it is necessary to conduct a follow-up study that accommodates cooperative learning
environment.
References
Baroody, A. J., and Ronald T. C. (1998). Fostering Children's Mathematical Power.London:

Lawrence Erlbaum Associates Publishers.
Bramby, P. Harries, T. Higgins, S. Suggate, J. (2007) How can we assess mathematical
understanding? In Woo, J. H., Lew, H. C., Park, K. S. &Seo, D. Y. (Eds.). Proceedings of the
31st Conference of the International Group for the Psychology of Mathematics Education,
Vol. 2, pp. 41-48. Seoul: PME.
Cole, B. &Weissenfluh, H. (1974).An analysis of teaching percentages.Arithmetic Teacher. 21,
226-228.
Crown (2008).Book 7: Teaching fractions, decimals, percentages. Numeracy Professional
Development Projects 2008. New Zealand: Ministry of Education.
Fauzan, A. (2002). Applying Realistic Mathematics Education (RME) in Teaching Geometry in
Indonesian Primary Schools. Doctoral Dissertation, University of TwenteThe Netherlands.
Fosnot, C.T., Dolk, M. (2002). Young Mathematician at Work: Constructing Fraction, Decimals,
and Percents. Portsmouth, NH: Heinemann.
Freudenthal, H. (2002). Revisiting mathematics education. The Netherlands, Dordrecht: Kluwer
Academic.
Gravemeijer, K.P.E. (1994). Developing realistic mathematics education. The Nederlands, Utrecht:
Freudenthal Institute.
ISBN 9786021570425 MATH-153

Gravemeijer, K.P.E. (1997). Instructional design for reform in mathematics education. In M.

Beishuizen, K.P.E. Gravemeijer, & E.C.D.M. van Lieshout (Eds.), The Role of Contexts and
Models in the Development of Mathematical Strategies and Procedures. Utrecht: Freudenthal
Institute, 1997.
Nickerson, R. S. (1985). Understanding Understanding.American Journal of Education, 93(2), 201-
239
Parker, Melanie and Gaea Leinhardt. (1995). Percent: A Privileged Proportion. Review of
Educational Research, 65(4), 421-481.
Plomp, T. &Nieveen, N. (2010).An Introduction to Educational Design Research. The Netherland:
SLO-Netherlands Institute for Curriculum Development.
Putrawangsa, Susilahudin (2013). Educational Design Research: Developing students
understanding of the multiplication strategy of area measurement. Master Thesis: Post
Graduate Program, Surabaya State University.
Rianasari, V.F., Budayasa I.K., Patahuddin, S.M. (2012). Supporting students understanding of
percentage.IndoMS.J.M.EVol. 3 No. pp. 29-40.
Schwartz, J. E., C. A. Riedesel. (1994). Essential of Classroom Teaching Elementary Mathematics.
USA: Allyn and Bacon.
Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist
perspective.Journal for Research in Mathematics Education, 26, 11445.
Skemp, R. (1982). The Physiology of Learning Mathematics. Great Britain, Hazell Watson &Viney
Ltd. Aylesbury, Buck.
Smart, J.R. (1980). The teaching of percentage problems.School science and mathematics. 80, 187-
192.
Treffers, A. (1987). Three Dimensions.A Model of Goal and Theory Description in Mathematics
Instruction TheWiskobas Project. Dordrecht, The Netherlands: Reidel Publishing Company
Van den Akker, J., Gravemeijer, K., McKenney, S., Nieveen, N. (2006).Educational Design
Research. USA and Canada: Routledge
Vanden Heuvel-Panhuizen, M. (1994). Improvement of didactical assessment by improvement
of the problems: An attempt with respect to percentage. Educational Studies in
Mathematics, 27, 341-372.
Vanden Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics
education: An example from a longitudinal trajectory on percentage. Educational Studies
in Mathematics, 54(1), 9-35.
ISBN 9786021570425 MATH-154

OME-11
Implementation of Scientific Approach on Teaching and
Learning Mathematic at Junior High School Level
Hapipi*,Syahrul Azmi, and Aos Santosa Hadiwijaya
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas

Mataram, Jl, Majapahit 62, Mataram, Indonesia
hapipiunram@gmail.com
Abstract-This study aimed to provide an overview of the implementation of scientific approach on teaching
and learning mathematics at junior high school level. This overview would be seen through two things,
namely: 1) the suitability of the teaching and learning process with the scientific principle; and 2) the
obstacles faced when teaching and learning mathematics based on scientific approach carried out. This
research is classified as descriptive research. Data was collected from eighteen teachers whose implement
scientific approach on their classrooms. They were mathematic teachers at junior high school, who teach at
Grade 7th, 8th and 9th.. Although showing good results, it still needs considerable improvement in applying
scientific principles in teaching and learning Mathematics.
Keywords: scientific approach, teaching and learning mathematics.
1. Introduction
Scientific approach is a central issue explicitly in implementation of learning in the
Kurikulum 2013. The scientific term, which later became associated scientific approach, is a
learning approach that follows the principles of the scientific method. It is assumed that learning a
science concept should refer to how the concept of science is acquired. This approach is expected
to be the main approach in the implementation of learning for all subjects included in the package
of Kurikulum 2013. Mathematics as one of the compulsory subjects in the Kurikulum 2013, its
learning is also stressed using this approach.
Basically, Mathematics has different principles with science in general. In general, the
mathematical concept derived deductively, while science concepts formulated inductively. The
concept of science was born on the results of verification of assumptions about the phenomenon or
empirical conditions, through a series of standard procedure, called the scientific method.
Therefore, the degree of truth or validity a science concept depends on the level of compliance with
the empirical facts. While the idea or concept of mathematics were born through the development
of concepts that have been proven true. Therefore, the validity of a mathematical concept depends
on two things, namely the suitability of the concept by previous concept, and the suitability of the
method of thinking with the logical method. Although, in many cases the mathematical concept
was inspired by empirical phenomena, but to test the validity, shall be subject to these two things.
Although it is different in methodological construction, mathematics learning focussing on
students understanding of mathematics concept, also can be contructed through inductive ways.
One of them is Realistic Mathematics Education (RME). Hapipi (2013) state that RME is a
learning model that departs from the empirical reality pupil / student to develop mathematical
concepts. Philosophical basis of this model is that the "Learning mathematics as a human activity".
It means learning mathematics should be done in a mathematical activity. Learning should depart
from actual experience, or by linking the concept to be learned with the reality around pupil /
student. Learning does not start from an abstract concept (deductive way).
The question is how it can be implemented in process of learning mathematics? How is it
effective in constructing students' understanding of mathematics ?. What is the constraints and
obstacles faced by teachers and students in implementing learning process based on scientific
approach?. The answers of these questions are of course important in the context of providing
sufficient information, so that the model of development and improvements to the design and
ISBN 9786021570425 MATH-155
implementation of scientific approach on learning process in the schools will be much better in the
future. In that position, this article will provide an overview on the condition that occurs in schools
related to these three questions.
2. Research Method
The research was conducted at the junior high school level, with research subjects are
mathematics teachers who are implementing the scientific approach. In this case, the teacher in the
school that implement Kurikulum 2013 in Lombok island West Nusa Tenggara province. Sampling
was done by purposive sampling method, considering the location of the school and school criteria.
Data were collected by filling the questionnaire, and a combination of interviews and
classroom observation. The questionnaire contains questions that can provide a complete picture
regarding the implementation of the scientific approach to the study of mathematics. While the
interviews and classroom observation is done to confirm and deepening of related information
obtained through the questionnaire. Interviews and observations carried out in combination,
depending on the likelihood of implementation. Furthermore, the data were analyzed by
comparison to find the commonalities that exist, so it is easy to generalize.
Therefore, this study classified as descriptive research. Because this study only
photographing what is happening below the obstacles encountered, then seek generality, and then
provide an explanation for the phenomenon that occurs. As stated Sulipan in (Hapipi, 2014) that
the purpose of descriptive research is to make a systematic description, factual, and accurate
information on the facts and the properties of populations or specific areas.
3. Finding and Discussion

The result showed that the learning mathematics based on the scientific approaches have
been done, but indeed some problems still occur. These constraints caused by factors that are also
not singular. By because they were, these findings will be presented in three parts, namely the
implementation of a scientific approach to the study of mathematics, analysis of major learning
resources that guide teachers and especially the students' books, and other forms of obstacles faced
when applied scientific approach. Three topics are presented sequentially for the interconectivity
between each component.
a. The Implementation of Scientific Approach on Learning Mathematics

From the data obtained, it is known that the learning mathematics based on scientific
approach has been implemented so far. In general, the stages of learning undertaken by teachers
have to follow the stages that exist in the guidebook. The guide book is called teacher book and
student books. Most teachers developed the stages in the book so that learning was more
systematic. However, in implementing learning process, generally teacher just followed the steps
outlined in the book.
After learning preparation was done, the teacher asked the students to make observations.
The observation was done by reading and understanding the issues presented in the book students.
Although most teachers around, look, accompany students to read, in general, teachers provide
opportunities for students to read independently, and teachers sat and waited. Not all students
perform these activities seriously. Even the majority of students do not understand the problems
that have been read.
Furthermore, students were asked any questions related problems were observed. At this
session, the majority of students did not ask any questions. One of the reasons this happens is
because the students did not understand the problem they had just read on the observation session.
Then proceed with the learning process in gathering information. Some teachers asked
students to read the book back, but others explained the concept directly. Furthermore, students
were asked to do exercises as reasoning activity. Then the results of the students' work were
presented as a communicating activity.
b. Analysis of Main Learning Resourcess

ISBN 9786021570425 MATH-156
Analysis of learning resources is meant here is the teacher book and student books.
However, because the teacher book (Kemdikbud, 2013) contains: (1) instructions for using the
student books; (2) reference and learning activities in the classroom; and (3) an explanation of the
methods and approaches used in learning process, so the analysis is more focused on student books.
Because the student book reflected stages of activity in an attempt to construct a concept related to
student understanding. As stated (Kemdikbud, 2013) that the book is used as a guide students
learning activities to help students mastering the specific competency. Student book is not just
reading material, but are also used to carry out the activities in the learning process (activities based
learning).
Therefore, it is important obtained a description of how the book supported the process of
learning mathematics based on the scientific approach. Can the materials design and its structure
support the implementation process of learning mathematics with a scientific approach?. The
results of the analysis will provide answers to this question.
In general, the materials design of the book is very good. Every review of materials begins
with an introduction of key figures related to that material. That information is certainly very good
to provide insight, even foster student interest. The beginning of each chapter is also accompanied
with a concept map that of course helps students to connect linkage each concept. In addition, the
presentation material is also always begins with the presentation of the real problems or contextual
issues related directly to the material to be studied.
Similarly, the structure of the book followed the stages of the scientific stage. The scientific
stages as stated by (Permendikbud, 2013), namely: to observe, ask, gather information, associates,
and then communicate. However, these stages are not presented in a cohesive and systematic way.
Cohesive in the sense of the substance or the content ideas at each stage are closely related. While
the systematic means stucture of the idea on each stage are integrated, constructive, and supportive
to each other. The analogy is as follows.
The observation activity is an activity that contains a series of activities. These activities can
be form of presentation of facts, giving informations, or deleviring problems relating to concepts,
mathematical principles that will be studied. Students should understand those descrpitions. With
the students 'understanding of the descriptions, is expected to appear student responses in the form
of: the rise of the student curiosity, the emergence of the student critical questions, even the growth
of students' critical attitude towards an idea. Sukardi (2014) stated that the method of observing is
very useful for the fulfillment of the student curiosity, so that the learning process has a high
significance meaning. Through an observation learners can find a relationship between analyzed
objects with learning materials that teachers use.
Appearance or disclosure of student reactions is driven so that the next learning activity is an
activity to answer or confirm the students' reactions. The key point of this stage is, before learning
activities continued, students have had problems which will be answered during the learning
process. The process appearance of reaction is called the questioning activity. One of the main
functions of this activity, as mentioned (Sukardi, 2014), is to arouse curiosity, interest and attention
of students on a topic of learning.
Furthermore, students are given the opportunity to attempt to find answers to their questions
earlier. These activities are conducted independently or in groups. Teachers served as a companion
who directs the answer. Teachers do not give a full answer. This stage is then referred to as the
stage of collecting information or tested. Based on the information obtained as well as the
experiments carried out, the students make the answers as well as conclusions on the questions they
ask from the beginning. Stage is then referred to as the associate activity or reason. At this stage the
role of the teacher, again leading and mentoring. As a follow up of the conclusions that have been
obtained by the students, they are given the opportunity to speak to his classmates or others through
presentations, poster presentation, as well as other displays.
All these stages heading item did appear in every matter at the student book and teacher
books. But the relationship between each stage is not cohesive and unsystematic. Each learning
activity at each stage are not strongly interdependent.
ISBN 9786021570425 MATH-157

An overview groove stages that exist in the book is as follows. At the beginning of the book,
students are presented with real world problems or issues contextually relevant to the material to be
studied. Then the students are exposed to problems (more often) accompanied by the settlement as
an object of observation. In general, the problems in the object being observed are not a contrast, so
that students have trouble finding the main idea. Furthermore, students are asked to ask questions.
in making inquiries, the students are guided by the following statement. "Create questions
containing certain words. Ie, words related to the topic of the material being discussed ". Certainly
there is no error in this case, however, an invitation to the students to ask questions, with a format
like that, coupled with the object of observation that is not always clearly understood, making the
students in general are confused about what questions should be asked.
The next stage is to collect information. Description at this stage contains a range of
information, such as summaries, related to the topic being discussed. Then proceed to the stage of
reasoning. At this stage, students are exposed to problems or new cases to be resolved by utilizing
the newly acquired information. The main point is, in a matter or new cases are not relevant to the
question which they had made. Supposedly, this reasoning stage is the stage where the students
answering questions or problems they face since earlier observations. Here cohesiveness and
systematic series of stages of learning does not occur.
Here is an example of the stages of learning is on the student book that confirms the above
description. The learning material is on multiplying and dividing integers. Book seventh graders
revised edition 2014, activities 1.3, page 21.
On learning material multiplication, there is one concept and the two main principles that
need to be understood by students. The concept relates to the meaning of multiplication
a x b b b . . . b . The multiplication concept has been presented well in the students books.

a term
Furthermore, the principle of multiplication that also important to be understood is related to the
properties of multiplication and the result of multiplying negative numbers with positive numbers,
and negatife numbers with negative numbers. Against the first principle, students are presented
information regarding the commutative, associative and distributive directly. Furthermore, students
are asked to fill tables which confirm that these properties apply. Though these principles actually
can be found by the students through a series of activities, one of them is through a filling of the
similar tables. The point is that principle is found by students after conducting a series of activities.
It is not informed beforehand. This stage is certainly more in line with the principles of scientific
learning.
Similarly, related to the second principle, the multiplication of two integers, especially
multiplication of negative numbers with negative numbers. In the observation, students are asked to
observe a table containing a summary of the integer multiplication of positive and negative
integers. Then the students were asked to determine the result of multiplying two integers based on
the summary table earlier. Then on the question activity, students are asked to make questions with
the instructions "make the questions based on the information you get about multiplication and
division of integers. Your questions should include the word multiplication and division of
integers. For example, how the application of multiplication and division in everyday life? ". At the
stage of gathering information, the students presented material about a factor number, power
numbers, prime numbers, integer division, and the divisible numbers. Furthermore, at this stage of
reasoning, students were asked to complete a number of exercises. The results of students work on
those exercises were presented on the communicating stage.
It is clearly seen that the notion of scientific activity that exist in each phase is not connected
firmly. What was observed in the previous activity, its idea did not connect with the questions
raised. Information presented at the stage of collecting information is also less relevant to the
question posed earlier. Likewise, the activity at the reasoning stage was not geared to answer
questions that had arisen in the students mind, but students are asked to solve a new problem that
was not very relevant to the question that had been raised since the question stage. As a result,
students did not have a strong relationship of ideas between each stage of the scientific performed
on the learning activity. In addition, the stage was certainly less in accordance with the principles
ISBN 9786021570425 MATH-158

of scientific learning. Whereas the multiplication principle can be found by students through a
series of structured activities, which is of course more in line with the principles of scientific
learning.
c. Problem in Implementing Learning Mathematic Based on Scientific Learning

Although teachers have attempted to implement all existing scientific approach on learning
process, some problems still occur, so that the implementation of the scientific approach on
learning mathematics had not run optimally. Even in some cases, students are more comfortable
learning with the teacher explains the material dominantly.
Several obstacles at every stage include: (1) at the stage of observation, not all students were
actively involved in doing observations. Most students have difficulty in understanding what was
observed. In fact, there were students who had trouble in understanding the sentence of the
problems observed. Because of the observation stage was not running, in the sense that students
had difficulty understanding the notion of the problems observed, the teacher presents the material
directly at this stage. Therefore, (2) at the questioning stage, students often did not find even did
not have problems to ask. There were still very few students who asked questions at this stage.
Moreover, the design of the student book referred also did not guide the students as well, so that in
the students mind appear some relevant critical questions. Similarly, (3) at the gathering
information stage, students still had trouble understanding the information presented. This happens
because the information presented was not directly related to the question that should arise in the
previous stage. Whereas (4) at this reasoning stage, despite what the student did not connect to the
original question, but the student (with the guidance of teachers) could work at this stage. Some
problems occur because students are not used to working in groups to solve problems.
4. Conclusion
The conclusion in this article is the implementation of scientific approach in learning
mathematics in junior high school, particularly in the province of West Nusa Tenggara had not run
optimally. Not optimal in the sense of the scientific phases that had been implemented have not
been able to help students to construct their understanding of mathematic concepts independently.
This is due to (one of them) by the unavailability of learnings guide that can systematically support
the implementation stages of learning mathematics based on scientific approach cohesively.
References
Hapipi, 2014. Teacher Readiness in Implementing Curriculum 2013. A Case Study on

Mathematics Teachers in West Nusa Tenggara Province. Makalah akan dipresentasikan
pada seminar internasional tanggal 18 20 Mei di Universitas Negeri Yogyakarta.
Hapipi, Syahrul Azmi, Aos Santosa H., 2013. Penerapan Pembelajaran Berbasis Realistik dalam
Kelompok Kooperatif untuk Meningkatkan Hasil Belajar Matematika Mahasiswa S1
PGSD Tahun Akademik 2013, Laporan Penelitian PNBP.
Kemdikbud, 2013. Bahan Sosialisasi Kurikulum 2013, Kementerian Pendidikan dan Kebudayaan,
Jakarta.
Kemdikbud, 2013. Panduan Teknis Memahami Buku Siswa dan Buku Guru Dalam Pembelajaran
di Sekolah Dasar. Kementerian Pendidikan dan Kebudayaan, Jakarta.
Kemdikbud, 2013. Permendikbud Nomor 81A tahun 2013 Lampiran IV, Kementerian Pendidikan
dan Kebudayaan, Jakarta.
Kemdikbud, 2014. Matematika Buku Guru Edisi Revisi 2014 SMP Kelas VII, Cetakan Kedua
Kemdikbud, Jakarta.
Kemdikbud, 2014. Matematika Buku Guru Edisi Revisi 2014 SMP Kelas VIII, Cetakan Kedua
Kemdikbud, Jakarta.
ISBN 9786021570425 MATH-159

Kemdikbud, 2014. Matematika Buku Siswa Edisi Revisi 2014 SMP Kelas VII Semester 1, Cetakan
Kedua Kemdikbud, Jakarta.
Kemdikbud, 2014. Matematika Buku Siswa Edisi Revisi 2014 SMP Kelas VII Semester 2, Cetakan
Kedua Kemdikbud, Jakarta.
Kemdikbud, 2014. Matematika Buku Siswa Edisi Revisi 2014 SMP Kelas VIII Semester 1,
Cetakan Kedua Kemdikbud, Jakarta.
Kemdikbud, 2014. Matematika Buku Siswa Edisi Revisi 2014 SMP Kelas VIII Semester 2,
Cetakan Kedua Kemdikbud, Jakarta.
Sukardi, 2014. Materi Analisis Video dan Strategi Pembelajaran. Panduan PLPG 2014 Rayon 122
Universitas Mataram. Mataram.
ISBN 9786021570425 MATH-160

OME-12
Social-Media-Assisted Learning (SMAL): A Case Study of
Learning Mathematics Community
Agus Sukmana*, ErwinnaChendra, and Liem Chin
Department of Mathematics, Parahyangan Catholic University,

Jl Ciumbuleuit 94, Bandung, 40141, Indonesia
asukmana@unpar.ac.id
Abstract-Nowadays, the Information and Communication Technology (ICT) has made a significant change
in the way ofpeoplecommunicating. Social media is commonly used to share information and to discuss in
learning new knowledge. We had the idea to take advantage of social media (like Facebook) to improve the
ability of parents accompanying their children to learn mathematics at home. We invited parents to join in
aparentlearning throughsocialmedia community and take advantage of their free time to move in a virtual
community so that they can prepare themselves to assist children learning mathematics at home. In this
study, we discussed an influence of parents interaction on social media by a case study of parent learning
mathematics community at primary school around Ciumbuleuit area, Bandung. This study is still ongoing
and we got that there isaneed for continuously assistinginlearningmathematics within society, especially
primary school level parents, because the parentswillfeel more confidentin assistingchildrento learnif there
areactivities likethis. Althoughface-to-face discussion forumswere effectivebut it could notbe doneat any
time, therefore,an alternativeforumin this caseusing social media is needed. Learningthroughsocial mediawill
beeasier for thembecause it is anewway of learningandfun for them.
Keywords:assisted learning,facebook, learning community, mathematics, social media.
ISBN 9786021570425 MATH-161

OME-13
Developing Learning Material Based on Variation Theory
in Mathematics Class
Aisyah Purnama Dewi
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

aisyahpurnamadewi@gmail.com
Abstract-Some Asian countries, such as China, Hong Kong, Singapore, Japan, and Korea has their
dominance in the TIMSS and PISA for recent periods. It brings out the paradox since some experts of
mathematics education identify that teaching learning process in those countries seems to be teacher-centered
and conventional. Variation theory, promoted by Ference Marton and colleagues successfully breaks this
paradox. It gives framework that the learners must experience variation in the critical feature of a concept,
within limited space and time, in order for the concept to be learnable. To exemplify, this paper brings the
variation theory in practice with describing how to develop learning material based on variation theory,
knowing about validity of the product, and knowing about the result of practicing it in the real mathematics
class.
Keywords: variation theory, Mathematics class, learning material
ISBN 9786021570425 MATH-162

OME-14
Students Representation in Solving Word Problem of
Inconsistent Comparison
Anwar Muttaqien1*, Toto Nusantara2, Subanji2
1
SMA 2 Sampit, Jl. Gn Kerinci No. 3, Sampit, Kalimantan Barat, Indonesia,
Anwarmuttaqien1503@gmail.com
2
University of Malang, Jl Semarang No. 5, Malang, Indonesia
Abstract-Students have difficulties represent comparison word problems with inconsistent relationships.
This study investigates the process of representation developed middle students in word problems solving of
inconsistent comparison. Students are given the task of word problems to determine process the student
representation. The results showed that students who used a complete picture of a particular sentence from
the text of the word problems in unsuccessful solving problems. While students are using the image and
focus on the development of relations successfully solve word problems of inconsistent comparison.
Keywords: student representation, solving word problems, comparison inconsistent
ISBN 9786021570425 MATH-163

OME-15
On the Implementation of e-Learning with Mathlet
Geogebra in Analytical Geometry Course to Improve
Students Engagement and Achievement
Gede Suweken
Universitas Pendidikan Ganesha, Jln. Udayana, Singaraja, Bali, Indonesia
gdsuweken5@gmail.com
Abstract-Analytic geometry is one course that usually taught in Mathematics Teacher Education and
especially in the Department of Mathematics Education in Ganesha University of Education. This course is a
marriage between Geometry and Algebra and it is a very good example to show to students that various
mathematical concepts are in fact connected to each other. Although many concepts discussed in this course
are already taught in Secondary School, students are still lack of understanding, especially if those concepts
are viewed visually. Students achievement for this course from year to year was also very discouraging.
Data of 2011/2012 students achievement showed that only 47 from 134 students were capable of
comprehending this course. This was partly due to the fact that time spent in doing exercises for this course is
very limited. Based on this data, we propose the use of e-learning to improve students engagement. E-
learning is an innovative education approach that available 24 hours a day and 7 days a week without the
burden of the class walls. We hope that by implementing e-learning for this course students engagement can
be increased and in turn their achievement will also can be improved.
Keywords: analytic geometry, e-learning, mathlet, engagement, achievement.
ISBN 9786021570425 MATH-164

OME-16
Implementation of Democratic Classroom in Teaching
Multiplication
Rahmah Johar*, Cut Khairunnisak, Suhartati
Syiah Kuala University, Banda Aceh, Indonesia

rahmahjohar@fkip.unsyiah.ac.id
Abstract-Everyone is familiar with the term of democratic, especially in Indonesia is known as a democratic
country. However, how true democratic classroom and how it is applied in teaching mathematics? This study
examines the efforts of one elementary school teacher in Banda Aceh in implementing democratic classroom
on teaching multiplication at third grade. Data were collected through observation and field notes. The results
showed that the efforts of the teachers in implementing democratic classroom on teaching multiplication is to
involve students actively in working groups to solve problem, agree with rules and sanctions, to be a
facilitator, appreciate to students opinions, raise the open-ended problem related to multiplication, and
encourage students make a decision, foster students to respect the opinion and responsibility.
Keywords: democratic, mathematics, teaching, elementary school
1. Introduction
Multiplication is more difficult than addition and subtraction (Anghileri as cited by Barmby,
Harries & Hinggins, 2009) especially for lower grade students at primary schools. In Indonesia,
most text books do not allow students to obtain multiplication results by using their own strategies
(Zulkardi, 2002, Armanto, 2002). Teachers introduce multiplication as a repeated addition for
simple numbers and few activities then immediately ask students to memorize multiplication table.
Multiplication of 2-digit numbers both by 1-digit number and 2-digit numbers is derived by using
multiplication algorithm (Johar and Khairunnisak, 2013; Mujib & Suparingga, 2013). This
condition did not make students feel free in sharing their ideas, causing many students dislike
mathematics.
Some authors have investigated students perception on considering mathematics as food. A
student said that mathematics looks like Nutela, because I enjoy doing it for a while because I can
do it. But too much and you get sick on it (Frid, 2001). Even prospective secondary mathematics
teachers viewed mathematics as a broccoli with terrible taste but we should have to consume it
because it is good for our health, thus mathematics is necessary but they do not enjoy learning it
too much (Goos, 2006). Teachers have a key role to make a good perception of their students about
mathematics.
Teaching mathematics always need to be investigated and improved. Teachers are expected to
strive for creating activities and managing their class so that their students feel convenient in
learning mathematics in the class. Nowadays, classroom management is the most challenging
problem for teachers (Chamundeswari, 2013) and the most important part of professional teachers
competence (Knig & Kramer, 2015). This study offers one alternative for teachers to manage their
mathematics class, namely to implement democratic classroom in teaching mathematics.
Democratic behavior can be developed in education (Dewey, 1916). Education expects schools
to develop students democratic skill so that they will be democratic citizens (Power, 1999). In
school environment, a class is an important place to do it (Korkmaz and Gmseli, 2013). Teachers
have a key role to design subject matter and decide how it will be taught regarding democratic
classroom (Topkaya & Yafuz, 2011).
Teachers democratic behaviors in classroom according to Aydo & Kukul (as cited in Topkaya
&Yafuz, 2011) are 1) guidance in free thinking and 2) fostering critical thinking regarding
opposing ideas. Kubow and Kinney (2000) proposed eight democratic classroom characteristics,
that is (a) active participation, (b) avoidance of text book oriented instruction, (c) reflective
ISBN 9786021570425 MATH-165

thinking, (d) student decision-making and problem solving, (e) controversial issues, (f) individual
responsibilities, (g) recognition of human dignity, and (i) relevance. These characteristics are the
constituent elements of open, active and engaging classroom learning. This study attempts to
identify the characteristics of democratic classroom, and how they are implemented in teaching
multiplication.
2. Method
The participant of this study is a teacher of the third grade at an elementary school in Banda
Aceh, Indonesia. Before the teacher taught multiplication, she attended a one-day workshop of
Realistic Mathematics Education (RME). The first author has designed lesson plans of teaching
multiplication for 8 lessons (Johar and Khairunnisak, 2013). During the workshop, the first author
asked 15 teachers to discuss the lesson plans. This study only focused on the sixth lesson which is
more democratic than the others. The first author as a trainer reminded participants about five
characteristics of RME as Treffers (as cited in de Lange 1987) explained. First, use a real life
problem for starting a lesson. Second, use models or symbols to represent the problem and bridge
from a concrete level to more formal one. Third, use students own contribution to solve the real
life problem. Forth, interact among students during learning process facilitated by teacher to
communicate, to share, to construct the solution of a real live problem. Finally, intertwine
mathematics topic to strengthen connection of various topic in one real life problem. All of the
characteristics of RME gave possibility for teachers to implement the democratic classroom.
Data were obtained by observing the teaching multiplication process performed by the teacher
for 70 minutes. There are two observers in the study, the first author observed teachers activity and
the third author observed students activity. The second author took a video of a whole learning
process and pre-service teachers recorded the students group discussion. Observers made a field
note of the evidence related to characteristics of democratic classroom as said by Kubow and
Kinney (2000), Korkmaz (2013), Aydo and Kukul as cited in Topkaya &Yafuz (2011), and
Bergem and Pepim (2013). We differentiate them in terms of teacher and student activities in
learning mathematics, namely
1. Active participation: Teachers interact with students to facilitate, pose questions, moderate
discussion, foster students participation, and give feedback. Students should feel free to share
ideas and any opinions regarding their attitude and personal interest.
2. Avoidance of textbook oriented instruction. Teachers provide various resources, without only
focusing on a textbook. Teachers design a lesson creatively to foster students abilities to make
decision and solve problems. Students investigate their own solution for solving problems,
they do not follow a textbook
3. Reflective thinking. Teachers give students an opportunity to understand a problem critically
and explain their reason in solving the problem. At the end of the lesson, teachers give
students the opportunity to undertake a review of the activities which they have carried out,
explaining why the activity is important for them, what difficulties they face during the
learning process, etc.
4. Decision-making. Teachers and students participate in making all decisions, such as the
solution of problem, class rules and their sanctions, objectives, contents, methods, and
evaluation. All of them are implemented consistently during teaching and learning process
5. Open ended problem. Teachers pose an open problem familiar to students. Through the
problem, students discuss and examine them in multiple perspective/ways. Teachers give
students opportunities to decide their own strategies to solve the problem.
6. Individual responsibility. Teachers develop a warm and trusting atmosphere, provide
constructive feedback when individual comments are offered, and provide sharing
opportunities. Students are responsible individually to share their idea to peer, small group,
and large group. They give reasons for their idea
7. Recognition of human dignity. Teachers appreciate students response even though it is
incorrect or incomplete. Teachers divide group member heterogeneously. Students appreciate
their friends and their teacher
ISBN 9786021570425 MATH-166

8. Relevance. Teachers design classroom activities that are relevant to students interest and
concern
The data were analyzed by watching the video for several times and transcript all conversation
during lesson then compared the transcription to the observers field note.

Teacher introduced the real life problem for starting her lesson as presented in the figure 1
below.
The picture is about the arrangement of chairs in a hall. There are 5 rows of chairs,
each row consists of 16 chairs.
Is it enough chair for 90 people?

How do you arrange the chairs so that people can find their seat quickly?
How do you calculate the number of chair based on your arrangement?
Figure 1. The arrangement of chairs problem
This study explains an example of evidence for each characteristic of democratic classroom in
teaching multiplication.
Characteristic 1: Active participation

Teacher introduced problem by shown the picture of chairs arrangement. The teacher engaged
students to participate actively in understanding problem as the script below.
Teacher : Ok, where do we usually see this chair arrangement?
Am : At Economic Faculty.
Teacher : Anywhere else?
Af : At Markaz [an Islamic community]
Teacher : At Markaz. If the chairs [arrangement] are like this [point the picture] can we reach
this chair [the middle chair]?
Students : No
Teacher : Is it difficult?
Students : Yes.
Students : No.
Teacher : It is difficult, isnt it? So, can we separate them? This is how we separate them
[pointing at the chair arrangement in the classroom].
Isnt it?
ISBN 9786021570425 MATH-167

Students : (Nodding)
Teacher : We want to count the chair, right? But we separate them in order to be able to count
them more easily. Then, we can use multiplication.
The teacher implemented question-answer method to encourage the students in understanding

the problem. All of students paid attention to the teachers question. Most of them answered the
question in chorus. Then the teacher gave 80 small white stones to each group as representations of
the chairs. The teacher asked the students to arrange them on their tables and the students put rulers
or pens aisle among stone arrangements. All of the groups arranged the stone well but they did not
write the multiplication to count all of stones. Therefore, the teacher facilitated the students when
they solved the given problems. Dialogue below is one example of the conversation.
Teacher : Okay, now, this is sixteen multiplied by ?

Sixteen, sixteen, sixteen, sixteen, sixteen.
What is the total? How do we write the multiplication?
Students : [No answer]
Teacher : [Asking one of students] How do we write the multiplication Af?
Af : [No answer, it seems that he was thinking]
Teacher : Am, how should we write the multiplication?
Am : [Acting as if he had gave up]
Students : [Together] Sixteen times five.
Teacher : What? Sixteen times five?
Kh : Five times sixteen.
Teacher : Five times sixteen.
What is the correct answer?
Students : Five times sixteen.
Teacher : Five times sixteen. Ok, so, do we agree on five times sixteen?
As can be seen in the conversation above, the teacher tended to accept the students answer,
whether it was true or false. When the students gave incorrect answer, the teacher did not directly
reject the answer, but asking for clarification from the student until they came up what the right
answer was. Then the teacher came to groups. None of the groups was successful in using the stone
arrangement to help them get the number of stone from 5x16. The teacher asked the students to pay
attention to how to find the result of 516based on stone arrangement. The teacher gave an
example on the board as shown in the following dialogue.
Teacher : If I give seven stones in this group [the group on the left side of the aisle], five times
seven. How many stones remain in this group [the group on the right side of the
aisle]?
Teacher : How many stones remain?
We already got seven. How many remain?
Teacher : (Walking toward the students) Hello.. How many do we get left? How many?
Sulthan : Nine.
Teacher : How many is it?
Sulthan : Nine.
Teacher : Yes, nine. So it is five times ?
Students : Nine.
Teacher : (Writing on the board 57 = 35
59 = 45 +
80
You can continue your work in many ways
ISBN 9786021570425 MATH-168

The role of teacher in learning multiplication is to be a facilitator rather than an authoritarian

(Korkmaz and Gmseli, 2013; Tse in Ahmad et al., 2014). This learning environment have
practiced by Kubow and Kinney (2000) to develop democratic skills to middle school teachers for
eight-day institute in Hungary, the instructors at the institute moderated discussion and to be
facilitators.
Another effort made by the teacher to foster students active participation in teaching
multiplication was to give a reward. At the end of the lesson, the teacher provided star for the
students who were active during the lesson. These activities in line with Kubow and Kinney
(2000), which is give feedback for participants.
Characteristic 2: Avoidance of text book oriented instruction

The lesson was based on an open-ended problem about arranging chairs to represent
multiplication of 516, which was not taken from the textbook. During the lesson, the teacher and
students did not focus on the textbook. Through the problem, the students worked collaboratively
with their group members to re-arrange the chairs so that they could find many representations of
multiplication that had the same result as 5 16. By using 80 small white stones as tools to
represent the chairs, the students made some aisles between those chairs and then wrote down
the multiplications for those arrangements. Thus, the students used their own strategy to solve the
problem. Figure 2 below showed how some students put their pencils and rulers between the stones
as representation of aisles.
Figure 2. One groups strategy to arrange chairs
Characteristic 3: Reflective thinking

During the lesson, the teacher asked the students to think critically to represent the result of
516 in many ways by using manipulative. Teacher asked students to give reason whether their
answer was correct. The following conversation is one of examples when the teacher encouraged
the students to do reflective thinking.
Teacher : Multiplication, what is the multiplication [representation of the number of chair for
each group in multiplication symbol]?
Oh, too many aislesyou have!
Mz : For aisles, is it Ok?
Students : It is ok for three, one , or two [aisles]
Teacher : Put like this, like this [move a pen in horizontal position to vertical one]
Mz : Are you ready? Ready? [students put something for each aisles]
Teacher : Are you ready? Why do you have too many aisles?
How do you calculate the number of chair?
ISBN 9786021570425 MATH-169

Teacher asked students in group to give reason of their work whether their choice was the best
position of aisles between those chairs so that students can calculate the number of chairs
easily. Then, teacher asked the students from the other group about which multiplication was
incorrect to check their work as dialogue below.
Teacher : [Come to Ys and Fs group]. Ok, this is the same. Pay attention to this [teacher
circle the first strategy, on the left side of figure 3]
This one [the second strategy, on the right side of Figure 3]. This is the correct
one.This number [circle 5 and 11] are different. The same number for what? [for
multiplyer or multiplican]
Figure 3. Student did not split multiplication consistently
In teaching multiplication, teacher posed some reflection questions to students to arrange the
chairs and their aisles so that the students wrote the multiplication symbol for each group of
chairs, rather than the teacher gave the final solution to students. The students were active to
construct their mathematical concept through reflective thought (van de Walle, 1990: 32).
Implementation of reflective thinking according to Kubow and Kinney (2000) could be asked
students to pay more attention all their friends response in class discussion and asked individual
response about the activities they engaged in. In teaching multiplication, teacher did not give
opportunities to students for communicating their feeling after completion of activities about
arranging chairs. It was not enough skill for students to develop democratic interaction.
Characteristic 4: Student decision-making

The teacher asked the students to make a decision about their solution to solve chairs
arrangement problem related to multiplication. During lesson for implementation of democratic
classroom, Kubow and Kinney (2000) provided participants to make their own decisions including
the way to solve problem.
Teacher in this research asked students to discuss the classroom rules and its sanction, as the
dialogue below.
Teacher : Ok, do we agree?
Students : Yes.
Teacher : What will we do to people who do not obey our agreement?
Fh : Standing up on one foot like this [demonstrating how to stand], Maam.
Teacher : How about that? Do you agree?
Students : No.
Teacher : No. So what is the sanction?
Am : Like this [standing up with his two hands crossed and holding his ears]
Sl : Dancing, Maam.
Teacher : Dancing. Agree?
Students : Agree.
Teacher : Agree.
After the rule has been decided, the teacher and the student applied it so that the students
became more discipline. Sometimes, when the teacher needed students attention, she reminded
students about the rule red flag it means students have to keep silent and pay attention to her.
ISBN 9786021570425 MATH-170

Teacher : Its red flag. Listen.

Students : [Not paying attention to the teacher]
Teacher : Hallo, when I raise red lag, no one talks
Students : Sit neatly.
An effective classroom management is depending on the teachers capability to overcome

annoyance and disciplinary problems (Koinin in Tal, 2010). Students involved in decisions about
classroom rules and sanctions (Korkmaz and Gmseli, 2013, Ahmad et al., 2014).
Characteristic 5: Open-ended problem

As described in characteristic 2, the problem proposed in this lesson was an open-ended
problem. The teacher asked the students to solve the problem in any ways as can be seen in the
following dialogue.
Teacher : Now, every group gets one pouch of stones.

Pretend that the stones are chairs. Arrange it.
What is the rule? How many rows should there be?
Student : Five.
Teacher : Five. So, in a line there are how many chairs?
Student : Sixteen.
Teacher : Ok.
With only a small help from the teacher, the students could produce many multiplications from the
arrangement they made as can be seen from the following figures.
Figure 4. Students producing many multiplications as representation of the chair arrangement
Open-ended problem provide students to develop their own mathematics problem solving
(Kroesbergen & van Luit, 2002). Students were able to find the result of 516 in many ways of
splitting rather than using standard algorithm of multiplication. To implement democratic
classroom in school practice during eight-day institute for teachers, Kubow and Kinney (2000)
delivered the controversial issues as open-ended problem so that the participants solve them in
multiple perspective. Teachers discussed the similarities and differences of democratic attitude in
national curriculum and school practice.
Characteristic 6: Individual responsibilities

Through an open-ended problem, the students had responsibility to come up with many
strategies to split the multiplication of 5 16 so that it became easier to get the result. The teacher
reminded students to finish their work immediately. She informed that she would give star- a
shaped like a star on a piece of paper- as a feedback to student who finished their work creatively.
Teacher : Come on, who finish faster gets two stars.

Have you got the result?.
ISBN 9786021570425 MATH-171
Come on.. Come on..

Students : [Continuing working in their groups]
Teacher : Okay, who finish faster will get two stars.
The group who finish faster get two stars.
Come on, you have ten more minutes. I want to see your result.
During the group discussion, the students felt responsible to finish their work, thus they asked
the teacher to give them extra time to finish the work.
Teacher : [Giving comments to one groups work]

Yes. Oh, do you want to try it another way?
Sl : Yes [moving his pencil]
Teacher : Ok, but the time is over.
Students : Give us a moment, Maam. Give us a little more time.
Teacher : What? Do you need more time?
Ok, five minutes. Hurry up.
Students were passionate to find many ways to split 5 16. They were responsible to solve the
open-ended problem. Responsibility of the students to finish their work is one part of democratic
classroom objective; it aims to increase the independence and self-confidence of students (Kubow
and Kinney, 2000; Korkmaz and Gmseli, 2013; Topkaya &Yafuz, 2011). In this research, each
student contribute to share her/his ideas for arranging chairs to their partner in group then one
member of group collect all of possibilities to get the result of 516 in many ways of splitting.
They wrote their ideas on the poster paper. Then teacher hung each paper poster of group on the
wall. Nevertheless, there is one of seven group find the result of 5 16 using trial and error for
many times as figure 5 below.
Figure 5. Students use trial and error strategy to find the result of 5 16
Teacher guided them to understand the problem. Then, that group found only one way to get
the result of 5 16, which is
5 5 = 25
5 10 = 50
51 = 5
80
After all of paper hung on the wall, teacher gave feed back to each group and reminded all of
group to find the result of 5 16 effectively and shortly.
Characteristic 7: Recognition of human dignity

As previous classes, the students were allowed to choose their own seat when entering the
classroom. They sat in pair of boy (B) or pair of girl (G). Figure 6 shows the illustration of
students seat arrangement in the classroom. There were 15 boys and 14 girls at that class.
ISBN 9786021570425 MATH-172

Front
B B B B G G
B B G G G G
B B G G G G
B B B B B B
B G G G G
Figure 6. The position of students group in the classroom
The teacher asked the students to sit in groups consisting of students sitting near one another
to save time. Therefore, some groups are consisted only male, some only females and the others
both. The way the teacher instructed the students to sit in groups is represented by the following
conversation.
Teacher : Now please sit in groups.

You have two minutes to make your groups.
Teacher : [Helping students sitting in groups]
St : Ms. Cut. [Yh] please join us in this group.
Teacher : Whats about here? Oh, alright, here [Sts group] say Yh.
Yh : (Moving his chair to the front, to Sts group)
Mz : Join is here! [in his group].
Teacher : Where do you want to sit Yh? Here [Sts group] or there [Mzs group] ?
Which one would you like to choose?
Yh : Here is fine [in Sts group].
Teacher : Okay.
The teacher asked the students to choose which group they wanted. The teacher did not
consider gender in making groups. Heterogeneity in terms of ability is also possible because where
the students sit were not due to their ability but it was due to students who first chose the seat.
The teacher also motivated the student to respect their friends opinion. One of the situations
when the teacher asked students to respect their friend was quoted in the following conversation.
Teacher : Ok, look here.

Hello, Ft.. Listen to your friend [explanation].
Ok, look at Am [Am was solving a problem on the whiteboard].
In this research, students have allowed to choose their seat, their peer, and their group. It
means the teacher divided the group no gender bias. This is on example of anti-sexism as Korkmaz
and Gmseli (2013) said. Students also be reminded to respect to their friends and teacher as well.
Here, teacher concern to the equity principle according to NCTM (2000). Students in the
democratic classroom solve mathematics problem in multi ways (Daher, 2012) so that students feel
highly appreciated in the class. Teachers should be practice how to recognize the democratic
society in the classroom (Topkaya &Yafuz, 2011) and to be model for students recognizing human
dignity in the classroom.
Characteristic 8: Relevance
The other characteristic of a democratic classroom is relevance (Kubow and Kinney, 2000;
Korkmaz and Gmseli, 2013). The lesson should be relevant with the students. In this study, the
teacher proposed a chair-arrangement problem that was familiar to the students and they knew
ISBN 9786021570425 MATH-173
where and why people need to arrange chairs. Through this problem, the students became
enthusiastic to learn about the subject. The following dialogue shows how familiar the problem was
to students.
Teacher : Ok, where do we usually see this chair arrangement?

Am : At Economic Faculty [in university].
Teacher : Anywhere else?
Af : At Markaz [an Islamic community]
Teacher : At Markaz. If the chairs [arrangement] is like this [point the picture] can we reach
this chair [the middle chair]?
Is it difficult?
Students : Yes.
The content of curriculum should be have relation with students experiences (Korkmaz and
Gumuseli, 2013) due to learning effect students interest and students interest effect learning
(Nyman and Emanuelsson, 2013: 116).
4. Conclusion
The teacher efforts to implement eight characteristicsof democratic classroom are as below.
Characteristics 1: Active participation
a. The teacher facilitated students in solving the problem given.
b. The teacher gave star for the students who were active during the lessons
c. The teacher accepted the students opinion so that they felt free to express their opinion. The
students also respected their friends opinion.
Characteristics 2: Avoidance of text book oriented instruction
The students solved open-ended problem given by the teacher. The problem that was about
arranging chair to represent multiplication 165 was not taken from Indonesian text book
Characteristics 3: Reflective thinking
Teacher asked students to give reason for their work and check it. Nevertheless, the teacher did not
give opportunities to students for communicating their feeling after completion of activities
because of limited time.
Characteristics 4: Decision-making
1) The teacher and the students compromised a new rules, such as:
a. Rule of red and yellow flag followed by its sanction.
b. The teacher would not come to groups that were noisy
2) The teacher and the students applied the rules so that the students became more discipline or
more quite to listen the teacher as below:
a) Remind the red flag rules .
b) Because students talk to each other in groups on the material, the teacher uses the ever-
agreed rules, namely the pat one, pat two, and pat three, so that the students silent
Characteristics 5: Open ended problem

The teacher proposed open-ended problem about arranging chairs as representation of 165 in
many ways, to get the result of 165
Characteristics 6: Individual responsibility
The students collaboratively determined the result of 165 in various ways. They asked teacher to
give them the extra time for writing their answer on poster paper
Characteristics 7 Recognition of human dignity
The teacher accepted students opinion, so that the students felt free to deliver their opinion. The
students also respected their friends opinion. Teacher allowed students to choose their seat in peer
and group. It is not bias gender.
ISBN 9786021570425 MATH-174

Characteristics 8: Relevance
Teacher showed arranging chairs problem related to multiplication. It is relevance to students
interest at primary school.
This study has some implications. First, the eight characteristics of democratic classroom help
teacher to manage their class optimally so that students will convenience to learn mathematics. It
implies to students understand mathematics deeply. Second, the eight characteristics of democratic
classroom are to practiced in classroom rather than to memorized them by teachers. Finally, teacher
educators from university need to work together with teachers in implement the characteristics of
democratic classroom. Both of teacher educators and teachers got the benefit. Teacher educator can
use the video of classroom activities related to democratic classroom for pre service teacher.
References
Ahmad, I., Said, H., Mansoq, S. S. S., Mokhtar, M., & Hasan, Z. 2014. How teacher moderates the
relationship between democratic classroom environment and student engagement. Journal
Review of European Studies, 6(4): 239-248
Armanto, D. (2002) Teaching Multiplication and Division Realistically in Indonesian Primary
Schools: A Prototype of Local Instructional Theory. Thesis University of Twente, the
Netherlands.Enschede: PrintPartnersIpskamp.
Bergen, O. K. &Pepin, B. 2013. Developing Mathematical Proficiency and Democratic Agency
through Participation-an Analysis of Teacher-Student Dialogues in a Norwegian 9th Grade
Classroom. In Kaur, B., Anthony G., Ohtani M., & Clarke, D. (Eds). Student Voice in
Mathematics Classroom a round the World. Rotterdam: Sense Publisher.
Barmby, P. & Harries, T., Higgins, S. (2009). The array representation and primary childrens
understanding and reasoning in multiplication. Education Studies in Mathematics. 70: 217-
241.
Chamundeswari, S. (2013). Teacher Management Style and their influence on performance and
leadership development among students at the secondary level. International Journal of
Academic Research in Progressive Education and Development. 2 (1). 367-418
Daher, W. (2012). Student teachers perceptions of democracy in the mathematics classroom:
Freedom, equality and dialogue. Pythagoras. 33(2) 2-11
de Lange, J. (1987). Mathematics, insight, and meaning. The Netherlands, Utrecht: OW& OC.
Dewey, J. (1916). Democracy and education. New York: Macmillan Inc.
Frid, S. (2001) Food for thought. The Australian Mathematics Teacher. 57(1). 12-16
Goos, M. (2006). Why teachers matter. Australian Mathematics Teacher. 62(4). 8-13
Johar, R. & Khairunnisak, C. (2013) Supporting Students in learning multiplication through
splitting strategy. In Proceeding th First South East Asia Design/Development Research
(SEA-DR) International Conference. Sriwijaya University, Indonesia. 344-354.
Knig, J. & Kramer, C. (2015, online first) Teacher professional knowledge and classroom
management: on the relation of general pedagogical knowledge (GPK) and classroom
management expertise (CME). ZDM the International Journal on Mathematics Education.
1-13
Korkmaz, H. E. &Gmseli. (2013). Development of the democratic education environment scale.
International Journal of Education Sciences. 52(1) 82-98
Kroesbergen, E. H. & van Luit, J. E. H. (2002) Teaching multiplication to low math performers:
guided versus structured instruction. Instructional Science. 30. 361-378
Kubow, P. K. & Kinney, M. B. (2000) Fostering democracy in middle school classrooms: insights
from a democratic institute in Hungary. The Social Studies. 91(6) 265-271.
Mujib, A. & Suparingga, E. (2013). Upaya mengatasi kesulitan siswa dalam operasi perkalian
dengan metode Latis. In Prosiding Seminar Nasional Matematika dan Pendidikan
Matematika, Yogyakarta State University, 9 November 2013.
National Council of Teachers of Mathematics. (2000). Principles and Standards for School
Mathematics. Reston, USA: NCTM.
ISBN 9786021570425 MATH-175

Nyman, R. & Emanuelsson, J. (2013) What do students attend to? Students task-related attention
in Swedish setting. In Kaur, B., Anthony G., Ohtani M., & Clarke, D. (Eds). Student Voice in
Mathematics Classroom a round the World. Rotterdam: Sense Publisher.
Power, F. C. (1999 ) Education toward democracy: how can it be accomplished? Prospects. Vol
XXIX (2)
Tal, C. (2010). Case studies to deepen understanding and enhance classroom management skills in
preschool teacher training. Early Childhood Education Journal. 38. 143-152
Topkaya, E. Z. & Yafuz, A. (2011) Democratic values and teacher self-efficacy perceptions: a case
of pre-service English language teachers in Turkey. Australian Journal of Teacher
Education. 36(8) 32-49
van de Walle, J. (1990). Elementary school mathematic: Teaching developmentally. New York:
Longman
Zulkardi (2002) Developing a Learning Environment in Realistic Mathematics for Indonesian
Student Teachers. Thesis University of Twente, the Netherlands. Enschede:
PrintPartnersIpskamp.
ISBN 9786021570425 MATH-176

OME-17
Potential Effects of PISA-Based Learning Material for
Statistics Topic
Ely Susanti
Sriwijaya University, Jalan Palembang Prabumulih, Indralaya, Indonesia

ely_pasca@yahoo.com
Abstract-The purpose of this study was to see potential effect of PISA-based learning material. Potential
effects were defined as students achievement in domain cognitive level; students activities; and teacher
creativities. PISA-based learning was developed for Statistics Topic. This was a qualitative descriptive
research. This research has been conducted to the eighth graders at 3 Junior High School from three level
accreditation criteria. The instruments that used are observation, interview, and tes. The data were analyzed
by using descriptive and qualitative technique. Based on the data analysis, the conclusions are there was a
potential effect based of PISA-based learning material. The potential effect was: (1) enough category for
students achievement; (2) good category for students activities and teacher creativities.
Keywords: PISA, learning materials, statistics, junior high school
ISBN 9786021570425 MATH-177

OME-18
Process of Wrong Pseudo-Construction Students in
Addition of Algebraic Fractions
Herna
University ofWest Sulawesi, Talumung, Majene, Sulawesi Barat, hernausb@rocketmail.com
Abstract-This qualitative research was conducted at the eighth gradejunior high school students and aimed
to examine the process of wrong pseudo-construction students in addition of algebraic fractions. Data were
collected using methods of Think Alouds and interviews. This study found that wrong pseudo-construction in
addition of algebraic fractions occursin two students conditions. First, the studentswork on the problems with
the correct procedure, but found the wrong answer because of sloppy. Second, the student gives the wrong
answer to the wrong procedures due to work spontaneously.
Keywords: thought processes, wrong pseudo-construction, addition of algebraic fractions
ISBN 9786021570425 MATH-178

OME-19
Error Analysis of Mathematics StudentsinAddition of
Algebraic Fractions
Herna
University of West Sulawesi, Talumung, Majene, Sulawesi Barat hernausb@rocketmail.com
Abstract-This qualitative research was conducted at junior high school students and aims to assess the
students' mathematical errors in addition of algebraic fractions. The subject is the eighth gradejunior high
school students at Tinambung, Polman district, West Sulawesi who committed the most errors variations.
This study found that students make mistakes in solving addition of algebraic fractions. The errors include
errors in the addition operation fractions, algebraic form, and operation of the algebra. We further found that
the mistake made in solving the student has associated with met-before students.
Keywords: error variation, algebraic fractions, junior high school, mathematics
ISBN 9786021570425 MATH-179

OME-20
The Effect of Posing Problem in Scientific Learning
toward Mathematical Literacy for Secondary School
Students
Kadir1*, Sriwati Dangga2, Muhammad Sudia1, Hafiludin Samparadja1, and

Lambertus1
1
Universitas Halu Oleo, Kampus Bumi Tridharma, Kendari, Indonesia
2)
SMPN 5 Kendari, Kendari, Indonesia
kadirraea@yahoo.co.id
Abstract-The ability to think mathematically junior high school students is still low. The ability to think
mathematically closely related to the students' mathematical literacy skills, understanding and posing a
problem. The purpose of this study was to assess the effect of applying the technique posing problems in the
scientific learning of the ability of junior high school students' mathematical literacy. This study design is the
posttest only design. The experiment was conducted in grade VIII. Both classes were selected at random and
have the same relative math skills. The number of students in each class is 36 people. The instrument of this
study is to test the ability of mathematical literacy, observation sheets, and interviews guidelines. Data were
analyzed using independent-samples t-test. The results showed that the ability of mathematical literacy and
learning activities of students who are taught by teaching scientific problem posing better than students
taught by scientific study. Mathematical literacy skills of students of both classes are in middle category.
Posing the problem should be used as an alternative variation in scientific learning to improve learning
activities and mathematical literacy skills of students.
Keywords:mathematical literacy, posing problem, scientific learning
ISBN 9786021570425 MATH-180

OME-21
Tracing Metacognition of Students for Studying the
Number of Theory by Approach of Learning Behavior
La Misu
Universitas of Halu Oleo, Kendari, Indonesia

lamisuhamid@yahoo.co.id
Abstract-The purpose of this research was to develop learning theory with behavioral modification
cooperative learning Numbered Heads Together in solving mathematical problems students on the course
Theory of Numbers.The steps were developed from the theory of behavior modification cooperative learning
with Numbered Heads Together regard to solving mathematical problems in Number Theory course consists
of five phases, namely: (1) Selection of cooperative as a learning approach, (2) Compiler material number
theory on a given topic in the form of paper, (3) Presentation of papers in rotation by a member of the group
in front of the class, (4) Comments member of another group against the grain material from the group that
has been designated, (5) The summary or affirmation matter and positive reinforcement and negative
reinforcement.Based on trial results empirically in the implementation of learning through the theory of
behavior modification cooperative learning Numbered Heads Together as follows: (1) the participation of
students from both groups of presenters and groups of participants is very high so as to motivate students to
learn to find and resolve their own issues on specific topics in number theory, and (2) Achievement of
student learning outcomes that first meeting: 37.5% and the average of 50.5, the second meeting: 52.4% and
an average of 52.9, and the third meeting: 72.5% and average 62, 3.
Keywords:problem solving mathematics, theory of learning behaviour
ISBN 9786021570425 MATH-181

OME-22
The Mathematical Literacys Competence Description for
7thGrade of Junior High School at Indonesia
Nurcholif Diah Sri Lestari* and AbiSuwito
Faculty of Teacher Training and Education, Jember University, Indonesia

nurcholifdsl@yahoo.com
Abstract-Students should be able to use their knowledge from school in their real world problems or
challenges, in mathematics it is called as mathematical literacy. Unfortunately, Indonesias curriculum does
not include the mathematics literacy as a part of learning tasks. Therefore, the integration of mathematical
literacy learning into mathematical teaching and learning is very important. This paper aimed to describe the
mathematical literacys competence description for 7th grade of Junior High School at Indonesia. For this
purpose, researcher analyzed the Indonesias mathematics curriculum for 7th grade Junior High School and
the description of mathematical literacy level of PISA. The results are compared to derive themathematical
literacys competence description for 7th grade of Junior High School at Indonesia.
Keywords: mathematical literacy, competence, description, Junior High School, curriculum
1. Introduction
Indonesian students often win international olympiad in mathematics but ironicallyt his
achievement is not in line with Indonesia's achievements in several international assesment.
Indonesia was ranked 64th out of 65 participating countries PISA (Programme for International
Student Assessment) in 2012 on mathematical literacy (OECD 2013). Mathematical literacy is an
individuals capacity to formulate, employ, and interpret mathematics in a variety of contexts. It
includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to
describe, explain and predict phenomena. It assists individuals to recognise the role that
mathematics plays in the world and to make the well-founded judgments and decisions needed by
constructive, engaged and reflective citizens (OECD, 2015).
Indonesian poor performance in PISA is possible because the material taught in Indonesia is
different from the tested (standardized) internationally (Kemendikbud, 2013). Therefore, the results
of PISA test has become one of the background of the formulation of the curriculum in 2013 as a
complement previous curriculum. Previous curriculum impressed prefer the cognitive aspects of
students, while affective and psychomotor aspects or skills are just as accompanist impact. While
mathematical literacy is more emphasis on how knowledge of mathematics can be interpreted and
used in solving everyday problems
Currently, the 2013 curriculum was reviewed and refined. The government is giving freedom
to schools that just started using the curriculum in 2013 in the 1st semester to continue
implementing the curriculum in 2013 or back to the previous curriculum (KTSP). While, the
schools which is a pilot project in 2013 should still apply it
Scientific approach and problem based learning approach is an approach that lately began in
earne stat every level of education as a result of the enactment of the curriculum in 2013 and 2014.
Through scientific learning approach, students are expected to form th eapplicative knowledge
because learning always begins with observation of the surrounding environment. On this
approach, the environment and the surrounding culturehas an important role. Selection of setting
the object to be observed in accordance with the cultural background of students will certainly help
students in learning. Based on the characteristics of this learning, the learning approach is suitable
when used as a means to teach mathematical literacy
This paper is the result of initial investigation to obtain the mathematical literacy's competence
description for the 7th grade of junior high school at Indonesia. Therefore, this investigation is a
study of literature investigation. To achieve these objectives, the various sources of studies on
ISBN 9786021570425 MATH-182
mathematical literacy and 2013 curriculum of Indonesia, such as PISA, the Indonesia minister role
about standard competencies, teacher and students book based on 2013 Curiculum, are analized
and reported.
2. Domain of Mathematical Literacy

Based on OECD (2015), the PISA mathematics framework defines the domain of mathematics
for the PISA survey and describes an approach to the assessment of the mathematical literacy of
15-year-olds. That is, PISA assesses the extent to which 15-year-old students can handle
mathematics adeptly when confronted with situations and problems the majority of which are
presented in real-world contexts. The domain is consisted of mathematical process, content, and
context. The mathematical proccess is about the student skill to solve the mathematical context
(word problem) by their mathematical content. These are the description of each domain of
mathematical literacy by OECD (2015) as follows:
2.1 The Mathematical Process

The mathematical process on mathematical literacy describes on three aspect, ie. 1)
formulating situation mathematically, 2) employing mathematical concept, fact, procedures and
reasoning, 3) interpreting, applying and evaluating mathematical outcomes. Formulatingprocess
indicates how effectively students are able to recognize and identify opportunities to use
mathematics in problem situations and then provide the necessary mathematical structure needed to
formulate that contextualised problem into a mathematical form. The employing process indicates
how well students are able to perform computations and manipulations and apply the concepts and
facts that they know to arrive at a mathematical solution to a problem formulated mathematically.
The interpreting process indicates how effectively students are able to reflect upon mathematical
solutions or conclusions, interpret them in the context of a real-world problem, and determine
whether the results or conclusions are reasonable.
2.2 The Mathematical Content

The mathematical content consist of four cateegories, ie spaceandshape, quantity, change
andrelationships, anduncertaintyanddata. Space and shape encompasses a wide range of
phenomena that are encountered everywhere in our visual and physical world: patterns, properties
of objects, positions and orientations, representations of objects, decoding and encoding of visual
information, navigation and dynamic interaction with real shapes as well as with representations.
Differ from shape and space, aspects of quantitative reasoning such as number sense, multiple
representations of numbers, elegance in computation, mental calculation, estimation and
assessment of reasonableness of resultsare the essence of mathematical literacy relative to
Quantity. Being more literate about change and relationships involves understanding fundamental
types of change and recognising when they occur in order to use suitable mathematical models to
describe and predict change. The Uncertainty and data content category includes recognising the
place of variation in processes, having a sense of the quantification of that variation,
acknowledging uncertainty and error in measurement, and knowing about chance. It also includes
forming, interpreting and evaluating conclusions drawn in situations where uncertainty is central.
The presentation and interpretation of data are key concepts in this category (Moore, 1997).
2.3 The Mathematical Context

The mathematical context consits of four categories, ie personal, occupational, societal and
scientific. Problems classified in the personal context category focus on activities of ones self,
ones family or ones peer group. The kinds of contexts that may be considered personal include
(but are not limited to) those involving food preparation, shopping, games, personal health,
personal transportation, sports, travel, personal scheduling and personal finance. Itemscategorised
as occupational may involve (but are not limited to) such things as measuring, costing and ordering
materials for building, payroll/accounting, quality control, scheduling/inventory,
ISBN 9786021570425 MATH-183

design/architecture and job-related decision making. Problems classified in the societal context
category focus on ones community (whether local, national or global). they may involve (but are
not limited to) such things as voting systems, public transport, government, public policies,
demographics, advertising, national statistics and economics. Problems classified in the scientific
category relate to the application of mathematics to the natural world and issues and topics related
to science and technology. Particular contexts might include (but are not limited to) such areas as
weather or climate, ecology, medicine, space science, genetics, measurement and the world of
mathematics itself
3. Mathematics curriculum of 7th Grade of Junior High School at Indonesia

by 2013 curricullum.
Curriculum 2013 is a refinement of the previous curriculum. Curriculum 2013 was developed
based on competency standards. The Competency Standards are used as the main reference for the
development of content standards, standardized processes, educational assessment standards, the
standards of teachers and education personnel, facilities and infrastructure standards, management
standards, and standards of financing (Kemendikbud, 2013a). The learning process is fully directed
to the development of the three domains (cognitive, affective and psychomotor) as a whole/holistic,
meaning that the development sphere can not be separated from the other realm. Therefore, it is
advisable to use a thematic approach, integrated thematic, scientific inquiry, discovery learning,
problem based learning or project-based learning. Thus the learning process as a whole bore the
personal qualities that reflect the integrity of the mastery of attitudes, knowledge, and skills
(Kemendikbud, 2013b)
Characteristics of Curriculum 2013 in Regulation of the minister of education and culture no
68 year 2013 (Kemendikbud, 2013d) is as follows:
a. develop a balance between the development of spiritual and social attitudes, curiosity,
creativity, cooperation with intellectual and psychomotor abilities;
b. The school is part of the community that provide a planned learning experience where learners
apply what is learned in school into the community and take advantage of the community as a
learning resource;
c. develop the attitudes, knowledge, and skills and apply them in various situations in schools
and communities;
d. give sufficient time to develop the attitudes, knowledge, and skills;
e. competence is expressed in the form of class core competencies further specified in the basic
competence lesson;
f. The class core competencies into the organizing elements basic competence, where all basic
competencies and learning processes developed to achieve competence stated in core
competencies;
g. The basic competence is developed based on the principle of cumulative, mutually reinforced
and enriched between dicipline and education level (horizontal and vertical organizations)
4. Relationship between mathematical literacy content and topic knowledge and

the mathematics curiculum of Indonesias 2013 curriculum
School mathematics is mathematics taught in elementary and secondary schools. In the 2013
curriculum, mathematics content knowledge taught no longer rigid as in the previous curriculum.
The mathematics content also must be adjusted to the basic competencies that have been set by the
Regulation of the minister of education and culture number 68 year 2013 (Kemendikbud, 2013d).
The content knowledge is not mentioned in the curriculum as like as the previous curriculum but it
is described as content to pics in the teachers books for 1st semester (Kemendikbud, 2014a) and 2nd
semester (Kemendikbud, 2014b) or students booksfor 1st semester (Kemendikbud, 2014c) and 2nd
semester (Kemendikbud, 2014d). In the mathematics literacy of PISA (OECD, 2015), content
knowledge on mathematics literacy is also described in some of the content topics. Table 1 below
ISBN 9786021570425 MATH-184

describes Relationship between mathematical literacy content and topic knowledge and the
mathematics curiculum of Indonesias 2013 curriculum.
Table1.Relationship between mathematical literacy content and topic knowledge and the mathematics
curiculum of Indonesias 2013 curriculum
Content
Content topics of
knowledge Content topics Appropriate Basic competencies of
mathematics of
of mathematics knowledge and skill aspects in 2013
Indonesia 2013
mathematics literacy mathematics curriculum
curriculum
literacy
Relationships 3.6 Understand the properties of 2D
within and shapes and use it to determine the
among circumference and area
geometrical 3.8 Estimate and calculate the surface
Quadrilaterals and
objects in two area of irregular 2D shapes by
Triangles
and three applying the principles of geometry
dimensions 4.7 Solve the real problems related to
the application properties of a
Estimation rectangle, square, trapezoid,
parallelogram, rhombus, and kites
3.7 Describe the location of objects in
Cartesian coordinates
space and 3.9 Understand the concept of
shape transformations (dilation, translation,
Co-ordinate reflection, rotation) using
transformations
systems geometricobjects
4.6 Apply the principles of
transformation (dilation, translation,
reflection, rotation) in solving real
problems
understand the concepts and
principles of lines and angles in
solving a words problem;
measurement Lines and Angles
apply various concepts and related
properties of lines andangles in
proofs and solving a real problem.
Number and 3.1Compare and sort different types of
units numbers and apply arithmetic
Arithmetic operations of integers and fractions
operation by using a variety of operating
Quantity
properties.
Numbers
3.5Understanding the patterns and use
Counting them to infer and make
principles generalizations (conclusion).
4.3Using patterns and generalizations to
solve the problem
One variable 3.3Determining the value of a variable
Algebraic Equality and in the one variable linear equality
Change and expression inequality and and inequality
relationship social arithmetics
Equation and 3.3Determine the value ofa variable in
inequalities the linear equation and inequalities
ISBN 9786021570425 MATH-185

Content
Content topics of
knowledge Content topics Appropriate Basic competencies of
mathematics of
of mathematics knowledge and skill aspects in 2013
Indonesia 2013
mathematics literacy mathematics curriculum
curriculum
literacy
wuth one variable
4.1 Use algebraic concepts in solving
social problems simple arithmetic
4.2Make and complete the mathematical
model of the real problems related to
linear equations and inequalities one
variable
3.4Understanding the concept of

proportion and using the language of
proportion in describing the
relationship between two quantities
Percents, ratios,
proportion 4.4Using the concept of proportion to
and proportions
solve a real problem using tables and
graphs
4.5Solving the problems with estimating
the unknown by charts
Function
3.2 Understand sets, subsets, and
complement of set, set operations
Sets and show an example and
nonexample
Data collection,
representation, 3.11Understand the techniques of
and structuring data from two variables
interpretation using tables, bar charts, pie charts,
and line graphs
4.8Collect, process, interpret and present
data observations in the form of
Probability and
tables, charts, and graphs
Uncertainty statistic
3.10Find the empirical probability from
and data
dat output that possible acquired by a
group of data
Chance and
probability
4.9 do an experiment to find empirical
probability of real problems and present
it inthe form of tables and graphs
Data variability
and its
description
Samples and
sampling
Note:
3.i is symbol for the thrid core competencies (knowledge) in the i-th order
4.j is a symbol for the fourth core competencies (skill) in the j-th order
ISBN 9786021570425 MATH-186

Based on Table 1 above, it can be concluded that overall content knowledge in mathematical
literacy of PISA have been included in the content topic of 2013 mathematics curriculumin 7th
grade. Content shape and spaceis the mathematical literacy content knowledge which the most
appropriate content topics of mathematics curriculum of 7th grade of Junior High School by
Indonesias 2013 curriculum. However, it is also seen that not all mathematical literacy topic
contents appear in the topic contents of 7th grade mathematics curriculum 2013. This is because, at
the secondary school level, the curriculumin 2013 has implemented thematic (in a discipline) so
that one topic may contain another topic on the development. So, the topic contents in
mathematical literacy that does not appear is actually appear in other topics even though the
proportion is small. Therefore, mathematical literacy learning can be included to the mathetamtics
teaching and learning in the class.
5. Discussion
Based on the table 1 and the mathematical literacy domain (content, process and context) then
it can derive The Mathematical Literacys Competence Description For 7th Grade Of Junior High
School as follow:
5.1 Quantity
By the end of 7th grade of Junior High School the learner is able to use knowledge of numbers,
their relationships and the operation to investigate a range of differentcontexts which include
financial aspects of personal, business and national issues.
1. manipulating numbers, graphical and statistical data and information, algebraic expressions
and equations, and geometric representations to derive results and find a mathematical solution
2. making generalisationn based on the results of applying mathematical procedures to find
solutions
5.2 Change and relationship

By the end of 7th grade of Junior High School the learner is able to identify, recognize,
simplify, describe and represent a situation or problem andthen making appropriate assumptions to
solve problems inreal and simulated contexts
1. representing a situation or problem mathematically, using appropriate variables, symbols,
diagrams, and standard models;
2. describing trends
3. representing a problem in a different way, including organising it according to mathematical
concepts and making appropriate assumptions;
4. devising and implementing strategies for finding mathematical solutions
5. using technology (such as a spreadsheet or the list facility on a graphing calculator) to portray
a mathematical relationship inherent and to help find exact or approximate solutions in a
contextualised problem.
5.3 Shape and space

By the end of 7th grade of Junior High School the learner is able to measure using appropriate
instruments, to estimate and calculate physical quantities, and to interpret, describe and represent
properties of and relationships between 2-dimensional shapes objects (triangles and quadrilaterals)
in a variety of orientations and positions.
1. Solve problems in 2-dimensional and 3-dimensional contexts by estimating, measuring and
calculating values which involve: lengths and distances, perimeters and areas of triangles and
quadrilateral,
2. select and apply appropriate formulae and interpret and justify answers and methods in
relation to the problem statements;
ISBN 9786021570425 MATH-187

5.4 Uncertainty and data

By the end of 7th grade of Junior High School the learner is able to collect, summarise, display and
analyse data and to apply knowledge of statistics and probability to communicate, justify, predict
and critically interrogate findings and draw conclusions
1. analyse and critically interpret information inmathematically-based representations such
asgraphs, tables and diagrams and drawconclusions and make predictions on the basisof
mathematical arguments
2. Effectively communicate conclusions and predictions (using appropriate terminology such as
trend, increase, decrease, constant, impossible, likely, fifty-fifty chance), that can be made
from the analysis and representation of data.
6. Conclution
The purpose of this paper is to provide an overview of the correspondence between
mathematics curriculum based 2013 curriculum with the domain in mathematical literacy as well as
exposing the mathematical literacy's competence description for the 7th grade of junior high
school. Thus the public especially teachers can find out that the subjects of mathematics can be
used to teach the ability of mathematical literacy. 2013 curriculum emphasizes the use of the
scientific approach, inquiry, discovery learning, problem based learning, project learning basesd
and thematic subjects for middle and high school levels. Applicative problems (everyday) that can
be observed and interrelated with other topics that may be the right tool in the teaching of
mathematical literacy capabilities. Students can learn how to choose and use mathematical
knowledge and skills appropriate to take the best decisions in solving problems in everyday life.
Acknowledgement
Author thanks to the Directorate General of Higher Education, Ministry of Research,
Technology and Higher Education for funding this research through competitive research grants in
fiscal year of 2015.
Refference
Kemendikbud. 2013(a). Regulation of the minister of education and culture No.54 year 2013
about graduate competence standard. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
Kemendikbud. 2013(b). Regulation of the minister of education and culture No.65 year 2013
about Process Standart. Jakarta: Kementrian Pendidikan dan Kebudayaan.
Kemendikbud. 2013(c). Regulation of the minister of education and culture No.66 year 2013
about Assessment Standard. Jakarta: Kementrian Pendidikan dan Kebudayaan.
Kemendikbud. 2013(d). Regulation of the minister of education and culture No.68year 2013
aboutBasi competencies dan curriculum Structure of Junior High School. Jakarta:
Kementrian Pendidikan dan Kebudayaan
Kemendikbud. 2014 (a). Teacher Books. Mathematika 7th Grade Junior High School of 1st
Semester Ed. Revision. Jakarta: Kemendikbud
Kemendikbud. 2014 (b). Teacher Books. Mathematika 7th Grade Junior High School of 2st
SemesterEd. Revision. Jakarta: Kemendikbud
Kemendikbud. 2014 (a). Students Books. Mathematika 7th Grade Junior High School of 1st
SemesterEd. Revision. Jakarta: Kemendikbud
Kemendikbud. 2014 (b). Studenst Books. Mathematika 7th Grade Junior High School of 2st
Semester. Ed. Revision. Jakarta: Kemendikbud
ISBN 9786021570425 MATH-188
OECD. 2015. Draft Mathematics Framework.

http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Mathematics%20Frame
work%20.pdf. Consulted 29 October. 2015
ISBN 9786021570425 MATH-189

OME-23
Integration of Mathematics Literacy into the Teaching and
Learning of Mathematics through Problem Solving
Nurcholif Diah Sri Lestari
Mathematics Education Doctoral Program State University of Surabaya, Indonesia

Mathematics Education Department of Jember University, Indonesia
nurcholifdsl@yahoo.com
Abstract-Indonesias curriculum does not include a consideration of students mathematics literacy.

Therefore, Indonesia's achievement in PISA depends on teachers competence to integrate mathematics
literacy into mathematics teaching and learning in schools. This competence is reflected in the conception of
teachers in managing aspects ofmathematics teaching and learning such as problem solving. This research is
a preliminary study to explore initial information about: 1) the conception of teachers of mathematics
literacy; and 2) the conception of teachers in planning, implementing and evaluating the learning of
mathematics. To meet these objectives, two types of questionnairewere used. The first questionnaire
wasgiven to 5 teachers of mathematics in a junior high school and the second questionnaire was given to 2
students who were taught by each teacher to enable triangulation of the results from the first questionnaire.
Analysis of responses on the questionnairesindicated that: 1) most teachers do not understand the nature of
mathematical literacy; 2) mathematics teaching and learning provides little support for the integration of
mathematics literacy as problem solving, and isoften only book-oriented and subject-oriented;and 3)
assessmentsareconducted only to enablecognitive assessent of a particular topic.
Keywords: teacher conception, integration, mathematics literacy, teaching and learning mathematics
ISBN 9786021570425 MATH-190

OME-24
Introducing PISA to the Future Mathematics Teachers in
Indonesia
Zulkardi* and Ratu Ilma Indra Putri
Department of Mathematics Education, FKIP, Universitas Sriwijaya, Kampus Unsri, Bukit Besar, Jl.
Srijayanegara, Palembang, Indonesia
zulkardi@yahoo.com
Abstract- This paper presents a study on task design using framework PISA mathematics in Teacher
Education. In 2013, Government of Indonesia integrated PISA to the new school curriculum for mathematics
and science. Hence, the goal of the study was to introduce PISA to the student teachers. This study used
design research as the research method. First, some PISA problems were designed. Then the tasks were tried
out to the second-year student teachers. Two characteristics of the classroom experiment examined were
interactivity and problem-based. At the last phase of design research, a retrospective analysis was conducted.
The results of the study will be presented and discussed during the conference.
Keywords: PISA mathematics, future teachers, curriculum 2013, problem-based instruction, design
research
ISBN 9786021570425 MATH-191

OME-25
Noticing Student Thinking about Data Representation in
Primary School
Ratu Ilma Indra Putri
Mathematics Education Department Sriwijaya University, Kampus FKIP Unsri Bukit Besar Jl.
Srijaya Negara, Palembang, Indonesia
ratu.ilma@yahoo.com
Abstract-This paper notice a research study to foster mathematical thinking about data representations
among Indonesian students. A case study of one lesson involving Grade 6 students on the choice of data
representations in Palembang will be discussed. This research using design research and PMRI approach. The
analysis focused on students thinking to solve a problem about data representation during a whole- class
discussion.
Keywords: noticing, student thinking, communication, representation, PMRI
ISBN 9786021570425 MATH-192

OME-26
Thinking Process of Traders in Building Number Sense
Sumaji*, Akbar Sutowijaya, and Subanji
Post-Graduate School, State University of Malang, Indonesia

majisutoyo@gmail.com
Abstract-Traders who are selling in stalls calculate the results of wares very quickly. They tend to relay on
their mentally calculations called number sense. The purpose of this research was to know how the traders
thinking process in building number sense? This research is a descriptive qualitative due to the aim at looking
for an idea of how the process of thinking trader in calculating the merchandise using quick mental. Data
collection method used was an in depth interview. This study was conducted in Ponorogo involving the
subject of food vendors in Ponorogo. The research process of thinking in building number sense trader has
found that there are three strategies of mental computation strategies, namely: (1) Separation strategy, (2)
Aggregation strategy, (3) Holistic Strategy. Strategy separation is the process of thinking in building number
sense traders remained to use the basic principle of operation of numbers; multiplication and division
proceeded over addition and subtraction. In the summation process, a number separated by hundreds of
thousands, tens of thousands, thousands, hundreds and tens. Aggregation is the process of merging strategy.
On summation: Hundreds of thousands coupled with the hundreds of thousands, tens of thousands coupled
with tens of thousands and so on. In the multiplication process of thinking trader in multiplying the number
associated with the prior knowledge of the basic concepts of fractions, namely developed into a half
decades, half hundreds, thousands and a half, and so on. It is so for the number 1/3, and others. Holistic
strategies are overall calculation
Keywords: thinking processes, number sense
1. Introduction
Mathematics is the science that is very useful in every day life. Nearly every job requires
math especially arithmetic. As a builder, mathematic is used to measure the building, see the
symmetric building, and set up perpendicular to the building. As the farmer, the mathematics can
be used to predict the starting of preparing the seeds and making the cropping pattern. Traders in
her work cannot be separated with arithmetic in calculating wares as well.
Traders in calculating the merchandise can use a variety of ways. There are traders who
take advantages of technological advances that found many merchants who already use calculators
evenmore sophisticated calculators and others. In addition, there are traders who use paper and
pencil. But traders who sell in the market even selling food are still many who rely on mental
arithmetic. So common there are some traders who are able to quickly calculate the sum of the
prices of groceries. Even with the merchant serving buyers can calculate the amount of payments
from other buyers. Merchants who use mental calculation feel uncomfortable when he uses the
tools of technology or paper and pencil. Merchants who sell food are required to be able to cater to
buyers who want to eat and count the buyers who have finished eating simultaneously.
Counting according to Indonesian Dictionary is working on a count (add, subtract,
multiply, divide, etc.). Ability to count will help in solving the problems that arise in everyday life.
Counting itself can be done in writing and mentally. Numeracy is taught in school must be glued on
the algorithm used procedurally students who poured into the post. Computing write based on the
calculation on paper based on the standard algorithm to find the desired answer (Purnomo, 2013:
2). Mental calculation or computation mental calculation uses only human brain without the aid of
other equipment. Computing mental acuity can reflect the sense of the numbers, known as number
sense (Herman, 2001:1).
Satisfaction traders to number sense due to the traders everyday, always confronted with
problems related to the number and require fast time to complete. Someone who everyday are
always using the numbers will understand the relationships between numbers and usefulness and
ISBN 9786021570425 MATH-193

will be able to build quickly without using a calculation algorithm. Number sense according to
Jordan, glutting, and Ramineni (in Maclellan: 2012) is a general understanding of the science of
numbers and some of the calculation process. Knowledge of such numbers in the form of several
operations that apply to numbers, i.e. addition, subtraction, multiplication and division.
Number senseability to grow in a person with frequent training and makes a person more
flexible use of numbers. If the man is always confronted with operations that are always associated
with the number in other words constantly dealing with number operations will grow its number
sense. Based on Sumajis opinion(2015), number sense is a sense that if properly trained or
developed will be useful for students.
Rey and Yang in Tsao (2001) defines the number sense as follows, number sense refers to
a general understanding someone about numbers and operations accompanied by the ability and
propensity to use his understanding in a flexible way to make consideration of mathematics as well
as to develop the use and strategies efficiency for operating numerical situation. When the form of
the estimated number sense, mental computational and analytical thinking is able to be developed,
it can increase the use of mathematics in everyday life (Sengul et al., 2012: 296). People with the
ability to sense a good number will be easier and faster to solve problems associated with numbers.
Number sense also has several characteristics including: 1) assess the amount of numbers; 2)
mental computation; 3) estimates; 4) assess the reasonableness of results (Pilmer, 2008: 11). One of
the fundamental aspects that are closely related to the sensitivity of the number of mental
computation (Sowder, 1992). Using mental computation strategy is the flexibility that is needed to
build and improve the sensitivity of numbers (Varol & Farran, 2007).
Mental calculation or computation is the process of calculating the exact numerical
answer without the help of calculation of indirect or external recording device (Pilmer, 2008:11).
Mental computation may include algorithms but can also support the alternative strategy in it. The
researchers conclude that mental computing a positive impact on success in mathematics and
became one of the factors that affect accuracy, efficiency, and flexibility to address the problems of
mathematics (Varol et al., 2007).
Mental computation strategies are classified into several categories as follows 1
separation; 2) aggregation; 3) holistic (Heirdsfield, 2001: 56). Separation is done by separating the
numbers so that the operation will be easier and faster calculated mentally. The addition operation
performed on the separation into units, tens, hundreds, thousands, tens of thousands and so on. For
multiplication operation is based on the separation of rational numbers are integers and fractions,
for example, the number 1500 means 1000 as the round number and 500 as the number of a
thousand. Aggregation is done by looking at the numbers that have been done separation then
combined in accordance with the value of the place. Principally in the calculation can be more
quickly and precisely. Holistic can be done by compensation and leveling. Compensation is made
of numbers into a multiple of 10 to borrow then the result is reduced by an amount borrowed.
Leveling is breaking the second number (or the first) to the results be used multiple of 10 and then
the rest are operated by the first number or both.
Based on the interview, a quick mental calculation skills rice traders or street vendor was
remarkable, moving his hands while dispensing food summing mind also works to serve people
who are willing to pay. Proficiency in arithmetic traders by way of mental and quickly raises the
interest of researchers to look beyond how the thought process when counting with mental
merchants in building number sense. Expectations of researchers were able to find a new theory
about the process of thinking that can later be included in the school curriculum.
2.Methodology
This study reveals how the process of thinking vendors in building number sense, the process of
calculating mentally without using tools and hardware technology and pencil. As explained in the
literature review that mental arithmetic help traders in the sale and purchase transactions and the
resulting pattern can be utilized for fast and accurate service to the buyer. But not many vendors
who are able to count mentally, vendors still use tools for fear of the wrongcount.
ISBN 9786021570425 MATH-194

This type of research is qualitative descriptive research with a look at the thingking
process of street vendors in particular arithmetic mental arithmetic is done quickly and accurately.
Qualitative research methods according to Bogdan et al. (in Fatchan, 2011: 11) is a research
procedure that produces detailed descriptions. The description of it is usually in the form of words
written or spoken of the individual (person-per person) or a group of people along with a wide
range of behavior. This research by digging qualitative data about the process of thinking vendors
in mental arithmetic quickly and accurately be obtained a description of a new theory of the process
of thinking vendors in the count.
2.1 Method
In the implementation of this study, carried out the stages herein after called systematic
research. The systematic study consisted of: preparation, execution, and the final stage.
a. Preparation Stage
In the preparatory phase of the activities, such as: the preparation of research proposals,
field observation, preparation of the research instrument (interview guideline), and
validation of the instrument.
b. Implementation stage
At this stage of the implementation of in-depth interviews conducted after observations. In-
depth interviews carried out twice, the first one to know the general description of the
thinking process. The second in-depth interviews to find out more in the thought process.
c. Final stage
In the final stage of the interview with the investigators analyzed using qualitative
descriptive analysis. Then do the preparation and writing of the report based on the analysis
and draw conclusions, in order to obtain the pattern of thought processes counting
merchants.
Implementation
preparation
ofresearchproposals Interview 1
Observation Interview 2
Interviewpreparationprocedure
Data analysis
Instrument Validation
Preparation andwriting
ofreports
Preparation Final Stage
Figure 1 Research Procedure
ISBN 9786021570425 MATH-195

2.2 Research Subject

The research was conducted on street vendors in Ponorogo district. Vendors studied had
the ability to count with a mental way. For the purposes of this study, the researchers conducted
observations of street vendors in the market Songgolangit and vendor stalls in Ponorogo district.
Researchers chose the merchant stalls because traders have a quick counting and do not usually
done by other traders. Meanwhile, street vendors in the market Songgolangit counting by using
the tools.
The first step researchers conducted observations of street vendors are by shopping at the
merchant, and then observe the way traders in calculating customer purchases and delivery.
Count of how merchants can be seen whether the calculation process mentally or need the tools.
If the process calculation mentally then continued by asking where his home address, which
subsequently entered into an agreement in the meeting house. An interview in the home of the
merchant can be obtained in-depth information about the process of thinking vendors in
building number sense.
Diagram for the selection of research subjects are described as follows:
Observation
No
Mental Computation Not be made subject
calon
Yes
Looking forothertraders prospective subjects
No
This characterization
Exist
Made Subject
Figure 2 the selection of research subjects
2.3 Data collection technique

Methods in-depth Interviews Audio recorder is used to record the interview between
researcher and subject. This audio recorder to replay the recording and is helpful to recall the
interview. In-depth interviews in general is the process of obtaining information for research
purposes by way of question and answer face to face between the interviewer with informants
or people interviewed (Bungin, 2009: 108). In this research, in-depth interviews are used to
obtain information about the process of thinking trader in building number sense.
ISBN 9786021570425 MATH-196

2.4 Research Instruments

The instrument used in this study is the researchers themselves guided by the guidelines for the
interview. As research instrument, researcher has a role as planner, data collectors, data analysts,
and as the reporting of research results. Interviews are used to obtain a picture of how traders build
number sense through mental arithmetic.
i. As aresearcherResearch Instruments
Sugiyono (2013: 222) states as a qualitative researcher human instrument, function sets the
focus of research, selecting informants data sources, collecting data, assessing data quality,
data analysis, interpret the data and make conclusions on the findings.
ii. interview guide
Guidelines for the interview are an interview that is used to guide the thinking process in
building number sense. Interviews conducted after the researchers observed the counting
process merchant. Interview guide used in this study is a semi-structured, which means
interviewer (interviewer) originally asked a series of questions that have been structured,
then one by one to extract information deepened further
2.5 Data Collection Procedures

The researchers investigated the thinking process of counting to build number sense. To see the
processes, researchers undertake the following steps:
i. Researchers conducted observations of the traders.
ii. Once the data were obtained in accordance with the criteria merchant researchers,
researchers conducted in-depth interviews.
iii. Researchers note and record things which are interesting from the merchant answers during
the interview.
iv. After the data were collected, the researchers are ready to process and analyze to get a theory
about how the process of thinking trader in building number sense.
2.6 Data analysis

The analysis inthis study consisted ofthree stages, namely stagedata reduction, data presentation
stage, and the stage ofconclusion.
a. Data reduction
Reduction can be defined as the process of selecting, sharpening, focusing, simplifying,
abstracting the data obtained, removing unnecessary from interviews and field notes. The
steps in performing data reductionare as follows:
1) The recording played through several times until clear and correct what traders
expressed during the interview, then transcribing all talks.
2) The results rechecked for accuracy by researchers to listen to the phrases in the
interview. This is done to reduce transcription errors committed.
3) Results of the transcript of each subject be concluded in accordance with the information
provided.
b. presentation of Data
The next activity is the presentation of data analysis which is defined as a set of information
that is neat and organized so as to allow for the withdrawal of the conclusions from these
data. Presentation of data from this study can be interpreted in the form of: determining a
pattern which is owned traders in numeracy
c. Withdrawal Conclusions and Verification
Based on the data presentation, further drawing conclusions about the thought process count
traders in building number sense. Conclusion is based on an analysis of the data collected,
through interviews. Drawing conclusions covering how the thought process arithmetic
performed traders to build number sense.
ISBN 9786021570425 MATH-197

Based on interviews, of each subject can be seen in the pattern of thinking vendors in
building number sense. Research subject 1 (S1) and the subject 2 (S2) whose a different pattern of
thinking processes of counting, buthas asimilar strategy. Strategies used include separation,
aggregation, and holistic. Calculation used by street vendors by using the pattern of left to right and
different algorithem pattern that is from right to left. The calculation processas a whole in the
operations of addition, subtraction and multiplication is done step by step.
3.1 Data presentation
Subject1
From the interview to S1as pecel seller, when she charged 3 peaces of fried tempe, 4 sticks
of satey, 5 plate of white rice , 5 glasess of tea, and 5 cups of coffee with the price of each item
as follows: 1 peace of fried tempe Rp 500, 1 stick of satay Rp 3,500, 1 plate of pecel Rp 3,500, 1
glass of sweet tea Rp 500, 1 cup of coffee Rp 2,250. It was obtained the following information of
how she counted them mentally. She calculated them by using a different strategy, but basically it
has the same principle is that by using basic matematic operations, namely multiplication remain
precedence than addition and subtraction.
The steps of thinking process in building number sense of multiplication, addition and
subtraction is done with three strategies, namely the separation, aggreation, and holistic. A
separation is based on the value of a place that is hundreds thousands, tens thousands, thousands,
hundreds and tens. Meanwhile an agregation is the incorporation newly operated after the
separation. A holistic is the merger of completion to look for the final result.
The multiplication with a separation is based on the value of a place that is hundreds
thousands (Rtr), tens thousands of (Pr), thousands (Rb), hundreds (Rt) and tens (Pl). The
multiplication with aggregation, Process of thinking of food seller in the S1 calculation of
multiplication as follows: at the stage of separation, If the numbers were multiplied containing
hundreds of thousands (Rtr) and tens of thousands of (Pr). The first calculation was done by
separating Rtr and Pr. Then the next calculation for Pr it is associated with the concept of
fractions of the previous number (Rtr) such as , or ..
If the numbers were multiplied containing thousands (Rb) and hundreds (Rt). The first
calculation was done by separating Rb and Rt. Then the next calculation for Rt it is associated
with the concept of fractions of the previous number (Rb) such as , or ..and so on. For
example as above 5 price of rice at Rp 3,500 / portion, it was calculated Rp 3,500 separated first
into Rb = Rp 3,000 and its Rb. Therefore, for five plates of rice would be 5 x 3 Rb and plus 5 x
Rb, and so on.
At this stage of aggregation; after the completion of the separation, foodseller then perform
multiplication result is by summing the results of such separation. The example above Rp 15,000
+ Rp 2,500 = Rp17,500. At this stage of Holistic ie overall calculation. After each a partsresolved
then conducted a thorough summation to find the final result. Based on interviews S1 trader
calculation process can develop the multipliction of the bigger numbers.
As for thesummationprocess of thinkingfoodsellerareasfollows: the first,each numberthat
will be summedin accordance withthe value ofthe placeis:Rtr, Pr, Rb, Rt, Pl. The summationis
done by summing the first itemandthe second item. The result of the first summation is used to
sum the third item and so forth.
Based on the interviews, it was found that the calculation of summation as follows: Rp
1,500 + Rp 14,000 + Rp 17,500 + Rp 2,500 + Rp 11,250 result is Rp 46 750. S1 summation by
adding the first item with the second item in advance. It can be seen from summation Rp 1,500
(Rb1, Rt1) + Rp 14,000 (PR2, Rb2), On stage of separation are thousands and hundreds of a
partRp 1500 is Rp 1,000 and Rp 500, while rates for PR2 = Rp 10,000 and Rb2 = Rp 4000.
Calculations Rp1,500 (Rb1, Rt1) + Rp 4,000 (Rb2) the result is Rp 5,500 (H1). For the
aggregation stage, the results are then summed with PR2 ( Rp 10,000), Rp 5.500 + Rp 10,000 the
result is Rp 15,500 (H2), In the second summation, Rp 15.500 + Rp 17,500also use the same add
method, ie at the stage of separation of Rp 15,500 (PRH1, Rbh1, Rth1) + Rp 17,500 (Pr3, RB3,
RT3). At this stage of aggregation: Rth1 + RT3, Rbh1 + RB3, PRH1 + Pr3. At this stage of
holistic generate Rp 33,000, and so that the total was Rp 46 750.
ISBN 9786021570425 MATH-198

S1 in calculating the subtraction is as follows: At the stage of separation, is Rp 46 750 (Pr

= Rp 40,000, Rb = Rp 6000, Rt = Rp 700, Pl = Rp 50), which was subtraction to Rp 100.000, -.
foodseller thinking process start from the smallest number is that hundreds to thousands, for
example, Rp 750 is taken from Rp 1.000 the result is Rp 250, so that Rp 6750 is from Rp 7000
the result is Rp 250. To get taken from Rp 7,000 to Rp 10,000 the result Rp 3,000, it mean that
Rp 46 750 taken from Rp 50,000 less than Rp 3,250 (stage aggregation), while Rp 50,000 taken
from Rp 100,000 the result is Rp 50,000. So the return is Rp 53 250 (step holistic).
Thinking Process diagram Street vendor:
Multiplication:
H1
Rtr
+ A1
Pr H2
+
Rtr, Pr, Rb, Rt,Pl X St
Rb H3
A2
Rt H4
Rt, Pl
A3
1/n
Pl H5
Rt Ho4
Figure 3. Multiplication thingking process
Addition:
Part I + Part II + Part III + Part IV + .. =
Sk I Sk II
separatis
ISBNRtr,
9786021570425
Pr, Rb, Rt,Pl Rtr, Pr, Rb, Rt,Pl MATH-199
Rtr + Rtr, Pr + Pr, Rb + Agregasi

Rb, Rt + Rt, Pl + Pl
to be continu
Figure 4. Addition thingking process

Subtraction:
Pr, Rb, Rt, Pl

Hundreds of -
thousands =
Minu Rt,Pl
Rb s S
H1
Pr Minus Rb
U
H2
Minus
Rtr Pr
M
H3
Ho
M
Figure 5. Substraction thingking process E
From the interview with the Subject 2, its obtained that: D

From interviews with S2, if she/ he has 3 pieces of fried tempe, 4 piecec of stiks satey, 5
bowls of rice, 5 glasses of tea , 5 cups of coffee , it can be account in: (The results of the interview
in S1 counting).
ISBN 9786021570425 MATH-200

S2 is the second pecel traders (street vendors), the following is the name of his/ her goods
and the prices. The price of a piece of fried tempeh is Rp 500, a piece of sunduk satay is Rp 3,250,
a plate pecel is Rp 3,500, a glass of sweet tea is Rp 500, a cup of coffee Rp 2,500. Based on the
results of these interviews, it can be seen that S has a different ways in calculating the number but S
still has the same principal in operating the number, that is the multiplication precedence than the
addition and subtraction. Calculating the results of the goods is also done in some stages, finished
by items. Building the number sense of multiplication, addition and subtraction is done with three
strategies, namely the separation which is based on the value of a place, hundreds of thousands
(Rtr), tens of thousands of (Pr), thousands (Rb), hundreds (Rt) and tens (Pl), the aggregation is the
merger operation after the separation and merger as well as the third stage of completion, holistic
for the final result. The S2 vendors process of thinking in the multiplication of separation stage is
when the numbers will multiplied load by Rtr, Pr, Rb, Rt, Pl, the calculation will separated first in
its Rtr, Pr, Rb, Rt, and Pl. Then the calculations is associated with the concept of repeated
summation. For example 5 bowls of rice are Rp 3,500 / portion, the separation of Rp 3,500 is Rb =
Rp 3,000 and Rt = Rp 500.Then 5 x 3 Rb plus 5 x 5 Rt, and so on.At this stage of aggregation, the
vendors finish the completion of the separation and counted,then multiplicate the results of
separation.The example above is Rp 15,000 + Rp 2,500 = Rp 17,500.While at the stage of holistic
is conducted the overall summation after each tribe resolved to find the final result.Based on the
interview with the S, the process of the vendors calculation can develop the larger number of
multiplication.
Meanwhile, for the thinking process of the street vendors is as follow: in the summation
process, the street vendors do the separation for the summation of each numbers based on the the
place value. The separation is based on the easiest way, do not only based on the Rtr, Pr, Rb, Rt, Pl,
but also based on the beginning knowledge of the vendors. The summation is done in some stages,
namely the first term and the second term be completed first, after getting the results followed by
summing tribe third and so on.
Based on interviews above, the result of Rp 1,500 + Rp 13,000 + Rp 17,500 + Rp 3,750 +
Rp 12,500 is Rp 48,250. S2 do the summation by adding the first term with the second term in
advance.It can be seen from summing Rp 1,500 (Rb1, Rt1) + Rp 13,000 (PR2, Rb2).On the
separation stagesare thousands and hundreds of the first tribes of Rp 1500 is Rp 1,000 and Rp 500,
while the second tribes are PR2 and Rb2 = Rp 13,000. The calculation of Rp1,000 (Rb1) + Rp
13,000 (PR2, Rb2,) is Rp 14,000 (H1) (Aggregation stage), then the results is summed by Rt1 Rp
500, and get Rp 14.000+ Rp 500 (Rt1), then the result is Rp 14,500 (H2) (Holistic stage). In the
second summation, Rp 14.500+ Rp 17,500 is also used by adding, namely the separation stage of
Rp 14,000 (PRH1, Rbh1) + Rp 17,000 (Pr3, RB3) and Rp 500 (Rth1) + Rp 500 (RT2).At this stage
of aggregation: (PRH1, Rbh1 + Pr3, RB3), (Rth1 + RT3). At this stage of holistic, it get Rp 32,000,
and so on so that the end result is Rp 48 250.
S2 in calculating the Subtraction is equal to S1, they are as follows: At the stage of
separation, the subtraction is Rp 48 250 (Pr = Rp 40,000, Rb = Rp 8000, Rt = Rp 200, Pl = Rp 50),
which is reduced is Rp 100.000, -. Traders think through his Rt and Pl, from Rp 250 brought to Rb
or to Rp 1.000 is less than Rp 750, which means from Rp 8,250 to Rp 9,000 is less than Rp 750,
then think of Rb to Pr from Rp 9,000 to Rp 10,000 is less than Rp 1,000, it means that from Rp
48,250 to Rp 50,000 less than Rp 1,750 (aggregation stage), while Rp 50,000 to Rp 100,000 is less
than Rp 50,000. So the return is Rp 51,750 (holistic stage).
Multiplication:
H1
Rtr
+
A1
Pr H2
+
ISBN 9786021570425 MATH-201
A2
Rtr, Pr, Rb, Rt,Pl St Rb H3
X
Rt H4
Ho4
Figure 6. Multiplication thingking process
Process Thingking Addition:

Part I + Part II + Part III + Part IV + .. =
Sk I Sk II separatis
(Rtr, Pr), (Pr, Rb), (Rtr, Pr),(Pr,

Rt,Pl Rb),Rt,Pl
Agregasi
((Rtr,Pr) + (Rtr, Pr)) + ((Pr,
Rb) +(Pr, Rb)), Rt + Rt, Pl +
Pl
Sk III
H1 (Rtr, Pr),(Pr, Rb),

Rt,Pl Holistic
(Rtr,Pr), (Pr, Rb), Rt, Pl)
((Rtr,Pr) + (Rtr, Pr)) +

((Pr,Rb)+(Pb , Rb)), Rt +
Rt, Pl + Pl
H2
(Rtr, Pr, Rb, Rt, Pl)

Figure 7. Adition thingking process
Subtraction :
Hundreds of thousands Pr, Rb, Rt, Pl =

-
ISBN 9786021570425 Minus MATH-202

Rb Rt,Pl
H1
Minus S
Pr Rb
U
Figure 8. Substraction thingking process
3.2 Discussion
From the results of this research, it can be seen that the vendors have a quick and accurate
way of mental arithmetic. Every subject have some similarities and little differentiations in their
accounting. The following is a discussion of the thought process that performed by the research
subjects in building number sense.
3.2.1 Separation Stage
At this stage, the street vendors of S1 and S2 have the same technique in separating
numbers, which is by the value of the place. In the multiplication, S 1 and S 2 do the separation
based on the value of the place. For the calculation is done from the front backwards or from left to
right. The difference between S 1 and S 2 lies on the calculation of the numbers. S 1s calculation
is by separating numbers in accordance with the value of the place which is Rtr, Pr, Rb, Rt, Pl. In
the multiplication, if the number consists of Rt and Pl, so Rt will be multiplied by the number
itself while Pl will be calculated by the number of Rt. If that number is consisted of Rb and Rt so
Rb multiplied by Rt and then calculated by Rb itself, and so on. For example Rp 3500 x 5, the
calculation used is Rp 3,000 x 5 = Rp 15,000 plus by half of Rp 5,000, Rp 2500. While the S2
calculate Rp 3000 x 5 = Rp 15,000 plus Rp 500 x 5 = Rp 2500.
In the process of multiplication, S1 and S2 traders has been successfully memorized their
items, this is done because they frequently meet their items and the computation is done by using
mental computation, so they can multiplied their items quickly. Finally, it is able to be applied in a
largerer multiplication in everyday life.
In the addition, the range of separation does not quite different is done by S 1 and S 2. S1s
numbers separation is done as same as multiplication. Process of thinking of the trader in
calculating is Rtr Rtr + Pr + Pr, Rb + Rb, Rt + Rt, Pl + Pl. Meanwhile the separation of S2 is by
distinguishing the numbers by differentiate the value, Rtr with Pr, Pr with Rb, but for Rt and Pl will
stand by themself, the separation is based on the beginning knowledge of the trader. For example,
Rp 17,500 + Rp 14,500, if S1 with Rp 10,000 + Rp 10,000, Rp 7,000 + Rp 4,000 and Rp 500 + Rp
500. While the S2 do with Rp 17.000 + Rp 14,000 and Rp 500 + Rp 500. S2 has been able to make
estimation of the amount. For example Rp 17,000 + Rp 14,000, S2 already estimating the value is
over than Rp 30,000, just multiplied by 7 + 4 is 11 and it can infer that the value is 31. In the
subtraction, S1 and S2 have the same way in separating by the value of the place Rtr, Pr Rb , Rt Pl,
it means Rt and Pl will be a reckoning. For example, Rp 100,000 - Rp 48 250, separating Rp
48,000 and Rp 250.
3.2.2 Aggregation Stage

At this stage, S1 and S2 almost do the same in merging by combining the calculation with
the greatest values to lowest one. So the traders calculate multiplication of the face instead of
ISBN 9786021570425 MATH-203

behind. For example Rp 3,500 x 5 is obtained by Rp 15,000 and Rp 2,500, and the merger of Rp
15,000 and Rp 2000 is Rp 17,000 after that adding by Rp 500. When the traders do the
multiplication, it means that it will be in long-term memory storage, so they can count quickly. In
the merger addition carried out in accordance with the separation of the value of the place. When it
is separated by Rtr and Pr, the summation performed by (Rtr, Pr) + (Rtr, Pr), if the separation is Pr
and Rb then sum is (Pr, Rb) + (Pr, Rb) then Rt + Rt, Pl + Pl. The calculation starts with the greatest
values. For example Rp 17,500 plus Rp 14,500, sum is done from Rp 10,000 + Rp Rp 10,000 then
Rp 7,000 to Rp 4,000 and Rp 500 + Rp 500. Then, for the second reduction, it is related to the next
of its place of value which is started form the last two values. Based on the interviews, it is
obtained a description that Rp 100,000 - Rp 48 250, the process of thinking is Rp 250 (Rt, Pl) is
associated with Rp 1000 (Rb). Traders think the distance between Rp 250 to Rp 1000 is Rp 750,
then Rp 49,000 to Rp 50,000 which is associated with the distance Rp 1000, further Rp 50,000 (Pl)
to Rp 100,000 (Rtr) a distance of Rp 50,000.
3.2.3 Holistic Stage

At this stage, both of S1 and S2 traders have the same ways. Traders process of thinking
in the calculation to find the final result can be resolved step by step. This is done based on the
ability of mental calculation. In the multiplication calculation process is done by H1 + H2 produces
A1, A1 + H3 produces A2, and so on until it produces Ho. For example, the number Rp 124 550
(Rtr, Pr, Rb, Rt, Pl) x 6 (St). Multiplication process is Rtr x St produces H1, Pr x St produces H2,
Rb x St produces H3 , Rt x St produces H4, and Pl x St produces H5. Holistic stage calculations
are gradually from H1 + H2 = A 1, A 1 + H3 produce A2 and so on. Riel calculation is H1 is the
product of Rp 100,000 x 6 = Rp 600,000, H2 is Rp 20,000 x 6 equal Rp 120,000, for A1
completed by Rp 600,000 + Rp 120,000 = Rp 720,000. The next calculation is Rp 720,000, then is
is added by H3 is the result of Rp 4,000 x Rp 6 = Rp 24,000 which produces A2 Rp 744,000, then
added with H4 which is the multiplication of Rp 500 x 6 = Rp 3,000, would generate in A3 Rp
747,000. The last calculation is A3 plus result of the multiplication of Rp 50 x 6 = Rp 300 which is
H5, so the overall result is Rp 747 300 which is symbolized by Ho. In the mental summation
calculations carried out by stages, namely parts I and II is done then the result is (H1) which is
followed coupled with part III that will get results (H2) then H2 will be added by parts IV and so
on. In the above calculation is performed as follows:
Rp 1,500 + Rp 17,500 + Rp 13,000 + Rp 3,750 + Rp 12,500 =
Rp 1,500 + Rp 13,000 = Rp 14,500 (H1)
Rp 14,500 (H1) + Rp 17,500 = Rp 32,000 (H 2)
Rp 32,000 (H 2) + Rp 3,750 = Rp 35 750 (H3)
Rp 35 750 (H3) + 12,500 = Rp 48 250 (Ho).
A reduction of holistic calculation is as follows: After the process of thinking in separation
and aggregation of the holistic stage are comprehensively calculated, the result is Rp 250 (Rt, Pl)
associated with Rp 1000 (Rb) and then get the distance Rp 750, Rp 49,000 attributed to Rp 50,000
distance is Rp 1000, and Rp 50,000 (Pl) to Rp 100,000 (Rtr) distance is Rp 50,000, so the overall
the calculation is Rp 50,000 + Rp1,000 + Rp 750 = Rp 51,750.
4. Conclusion
The process of arithmetic thinking performed by the traders in building number sense are as
follows:
4.1 Separation Stage

In separating stage, the traders separated the number is based on the value of the place. In
the multiplication, the splitting number is Rtr, Pr, Rb, Rt, Pl. The calculations model will be used
multiplication way which is consisted of Rt and Pl, means that Rt multiplied by the its own
numbers while Pl calculated by the number of Rt. If that number is composed by Rb and Rt then
Rb multiplied Rt which is calculated by the number Rb, and so on. There is also the repeated
ISBN 9786021570425 MATH-204

addition. The steps of the calculation are performed from the front to the backward or from left to
right. Traders in the process of multiplication of each item wares successfully memorized, this is
because as often encountered as well as by using a mental calculation. The impact is all items can
be multiplied very quickly even it can be implemented on a larger multiplication in everyday life.
In the addition, separation is done as multiplication. Separation is done by differentiating
value of Rtr and Pr, Pr with Rb, but for Rt and Pl remain alone, all adjusted to the initial knowledge
of the merchant. Process of traders thinking in calculating adjusted to the shape of the separation,
which Rtr + Rtr, Pr + Pr, Rb + Rb, Rt + Rt, Pl + Pl, or (Rtr, Pr) + (Rtr, Pr), (Pr, Rb) + (Pr, Rb), Rt +
Rt, Pl + Pl. A reduction of separation based on place value of Rtr, Pr Rb, Rt Pl, it means that Rt and
Pl be a reckoning.
4.2 Aggregation stage

In the multiplication, the traders perform calculations with the incorporation of the value of
the greatest places then proceed to a value below it. So the traders calculate multiplication of the
face instead of behind. At each multiplication performed provisions made and stored in long term
memory, so that each transaction will be so quickly in counting them. In the summation merger
carried out in accordance with the separation of the value of the place. When disaggregated by Rtr
and Pr, so the summation performed by (Rtr, Pr) +(Rtr, Pr), if the separation Pr and Rb then sum
will be (Pr, Rb) +(Pr, Rb) then Rt+Rt, Pl+Pl. Merger process also starts from a higher value place.
As for the reduction of the two subjects will be associated with a number on it, which started from
the very back of the two values.
4.3Holistic Stage
At this stage, in the calculation, the trader find the end result be resolved step by step. This is
done based on the ability of mental calculation. In the multiplication calculation process is done by
H1+H2 produces A1, A1+H3 produces A2, and so on eventually produces Ho. The multiplication
process is RtrxSt produces H1, PrxSt produces H2, RbxSt produces H3, RtxSt produces H4, and
PlxSt produces H5. In the summation of mental calculations carried out stage by stage, namely
parts I and II tribes will be got the outcome of (H1) followed coupled with tribal III that will get
results (H2), then H2 added parts IV and so on. A reduction of holistic calculation as follows: After
the separation and aggregation process of thinking, the holistic stage is calculated overall.
5. Conclusion
As for the objectives in this study are as follows.
a. Mental computation is useful in daily life. It is necessary to hold a research about the
applications of thinking process by using mental computation which is done by the traders in
multiplying large numbers.
b. The processes in building sense number should be preceded in elementary school learning by
closing the learning arithmetic activities by having quick counting (mencongak).
References
Bungin,Burhan.2009. Penelitian Kualitatif. Jakarta:Kencana.
Burn,Marylin. 1997. NumberSense.Instructor.
Confer,Crhis.2005.Teaching Number Sense.United States ofAmerica: Math Solutions Publications.
Darmawijaya,Soeparna.2002.Matematika dan Manusia.Yogyakarta:Universitas Gajah Mada.
Faulkner,Valerie N. 2009. The Components of Number Sense An Instructional Model for Teachers.
Teaching Exceptional Children,41,24-30.
Fatchan.2011.Metode Penelitian Kualitatif. Surabaya: Jenggala Pustaka Utama.
Griffin,Sharon.2004. The Cognitive Sciences Offer Insights Into HowYoungStudents Can Best
Learn Math. Improving Achievement in Math and Science,60,39-42.
Heirdsfield, Ann M. 2001. Spontaneous Mental Computation Strategies.USA: Proceedings of the
International Group for Psychology of Mathematics Education Conference,55-62.
ISBN 9786021570425 MATH-205

Herman,Tatang.2001. Strategi Mental yang Digunakan Siswa Sekolah Dasar Dalam Berhitung.
Makalah dipresentasikan dalam Seminar Nasional Pendidikan Matematika di Universitas
Negeri Yogyakarta tanggal 21 April 2001.
Legner, Philipp.2013.The Value of Teaching Matematics. Journal of Scholar Comons,11,24-29.
Maclellan, Effie. 2012. Number Sense: The Underpinning Understanding for Early Quantitative
Literacy. Journal of Scholar Comons, 5, 9-15.
National Council of Teacher of Mathematics (NCTM). 2000. Principles and Standards for School
Mathematics. Rest on,VA:NCTM.
Pilmer, C.David.2008. Number Sense. Departmenet of Labour and Workforce Development.
Purnomo,YoppyWahyu.2013. Komputasi Mental untuk Mendukung Lancar Berhitung Operasi
Penjumlahan dan Pengurangan pada Siswa Sekolah Dasar. Prosiding. Makalah
dipresentasikan dalam Seminar Nasional Matematika dan Pendidikan Matematika di Univ.
NegeriYogyakarta pada tanggal 9 November 2013.
Saputra,Wahyu., Surya, Rukayah., and Syarifuddin, M.2013. Peningkatan Pemahaman Konsep
Penjumlahan dalam Matematika Melalui Metode Number Sense. Surakarta: Universitas
Sebelas Maret.
engl, Saredan Glbac, Hande.2012. Evaluation of Number Sense on the Subject of Decimal
Numbers of the Secondary Stage Students in Turkey. International Online Journal of
Educational Sciences.4(2),296-310.
Siswono, Tatag Yuli Eko.2008. Model Pembelajaran Matematika Berbasis Pengajuan dan
Pemecahan Masalah untuk Meningkatkan Kemampuan Berpikir Kreatif. Surabaya:Unesa
University Press.
Sugiyono. 2013. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung:Alfabeta.
S u m a j i , 2 0 1 4 . P r o f i l Kemampuan Number Sense Siswa Sekolah Dasar Kelas VI dalam
Menyelesaikan Soal Operasi Bilangan Bulat. Prosiding. Makalah dipresentasikan di
Seminar Nasional Pendidikan Matematika dan Matematika Universitas Muhammadiyah
Ahmad Dahlan (SENDIKMAD 2014) Yogyakarta pada tanggal 27 Desember 2014.
Suryabrata, Sumadi.2012. Psikologi Pendidikan. Jakarta: Rajagrafindo Persada.
Titikusumawati, Eni.2014 .Modul Pembelajaran Matematika. Kementerian Agama Republik
Indonesia.
Tsao,Yea-Ling. 2004. Exploring The Connections Among Number Sense, Mental Computation
Performance, and The Written Computation Performance of Elementary Preservice School
Teachers. Journal of College Teaching&Learning, 1, 12-32.
Tsao,Yea-Lingdan Lin,Yi-Chung. 2006. The study of number sense and teaching practice. Journal
of Case Studies in Education.
Varol,F and Farran, D.2007. Elementary School Students Mental Computation Proficiencies. Early
Childhood EducationJournal,35(1),89-94.
ISBN 9786021570425 MATH-206

OME-27
Illiterate Counting Strategy in Solving Mathematics
Problems
Susilahudin Putrawangsa1*, Muhammad Syawahid1,
Uswatun Hasanah2, Mulhamah1, and Habibi Ratu Perwira Negara1
1
IAIN Mataram, Jalan Pendidikan No.35, Mataram, Indonesia
2
STMIK Bumigora, Jalan Ismail Marzuki, Mataram, Indonesia
susputrawangsa@gmail.com
Abstract- In reality, some people with very limited school experience and even illiterate, show sophisticated
understanding of mathematics. The present study was to clarify illiterate counting strategy in solving
mathematics problem involving four basic mathematics operations. The study involved two subjects whose
profession as merchants in traditional markets in Indonesia. They were given some mathematics problems in
contexts and non-contexts relating to the four basic operations and then are interviewed intensively and
deeply in order to clarify their strategies and thinking in solving the problems. The findings showed that in
solving the problems they utilized informal strategies and ways of thinking which are not known in general
mathematics textbook or even are not taught in school of mathematics in Indonesia. They could see the
relationships among the numbers being operated when using compensation strategy in counting. They could
use the familiar multiple of two, five, tent, hundred, thousand, or other familiar numbers as the landmark and
basis of counting. They could see the space of numbers, such as seeing 350,000 as 325,000 + 25,000. They
could work with some algebraic properties, such as commutative, associative, and distributive property. They
could work with the idea of doubling and halving as well as work with ratio and proportion. They could see
division as fair sharing situation and as the inverse of multiplication. They applied those strategies flexibly
and even quickly by considering the problems being solved.
Keywords:illiterate, counting strategy, mathematics problem
ISBN 9786021570425 MATH-207

OME-28
The Effect of Problem Based Learning Strategy toward
the Mathematics Problem Solving Ability at Elementary
School Students reviewed Prior Knowledge
La Ili
FKIP Universitas Haluoleo, Kendari, Indonesia

ily_unhalu@yahoo.co.id
Abstract- Mathematics lessons specifically at elementary schools are still dominated by merely basic skills
practices, or attainment of those basic skills. The resulting impact of such teaching practices is the low
students ability in solving mathematical problems. This students low ability, to some extent, cannot be
separated from teachers choice of learning strategies. The objectives of the current study were to describe
and examine the effect of problem based learning strategy toward the mathematics problem solving ability at
elementary school sixth graders who had different prior knowledge being studied included high prior
knowledge end low prior knowledge. The result showed that (1) the problem solving ability of tudents having
problem based learning instructional strategy was higher than the student learning through direct instruction;
(2) the problem solving ability of the student having high prior knowledge was higher than the students
having low prior knowledge; (3) the problem solving ability of the student having high prior Knowledge was
higher than the student having low prior knowledge; (4) there was an effct of the interaction between
instructional strategies and prior knowledge on the attainment of problem solving ability. Based on the
research findings, it is suggested that mathematics teachers at elementary schools use problem based learning
strategies in the attempt to attain problem solving ability. Problems presented at the beginning of the lesson
as a motivator for students to learn should be chosen from contexts wich are familiar in the student everyday
lives.
Keywords:problem based learning, problem solving ability, prior knowledge
ISBN 9786021570425 MATH-208

OME-29
Scientific Approach to the Concept Definition Affects
Measuring Formulation Model in Geometry Topics of
Junior High School SMP/MTs
Nyoman Sridana
Dept. of Mathematic and Science Education, Faculty of Teacher Traning and Education, University
of Mataram, Jl. Majapahit No. 62 Mataram, sridana60@gmail.com
Abstract-In the new curriculum 2013, core competencies involve four competencies, i.e. spiritual aspect,
social, knowledge and skill. Among recommended scientific learning approaches to facilitate students in the
new curriculum are observing, questioning, associating, experimenting and networking. In a workshop of
Indonesia Mathematics Realistic Learning for elementary students (Bandung, 1-3 November 2013 for
elementery school teachers) and another workshop on geometry of plane rectangular (Padang, 7-9 November
2013 for Mathematics and Sciences lecturers) it was revealed that scientific approach in defining plane
geometry of rectangular influences plane rectangular classification and measuring formulation model of other
plane rectangular where each class is associated with one area measurement formulation model.
Keywords:scientific approach, curriculum 2013, plane, rectangular, measuring formulation model
1. Introduction
In the sphere of mathematics learning geometry, mathematical objects are studied
abstract. Observing that the abstract mathematical objects, the curriculum in 2013 recommended to
apply a scientific approach that helps the realization of the creativity of the student in the learning
process of mathematics (Kemendikbud, 2013). This, in managing the process of learning a math
teacher should provide reinforcement to students to construct mathematical concepts are abstract.
The scientific approach is a means or mechanism to facilitate students' learning in order
to gain the knowledge or skills to the procedure based on a scientific method. Scientific approach is
an option that is optional to facilitate students' scientific activity significantly to understand and
construct mathematical concepts. This scientific approach includes steps Observing (observed),
Questioning (ask), associating (reasoning), experimenting (trying), Networking (forming the
network) (Kemdikbud, 2013). In this paper, elaborated on the scientific approach in mathematics
learning material of plane geometry. Plane geometry scope in math curriculum syllabus in 2013
include triangles, rectangles, and circles. (Kemdikbud, 2013). Plane geometry figure is paintedon
a flat surface (Negoro & Harahap, 2005: 18). There is another opinion about the definition of plane
geometry ie, geometry located on the surface / flat field (Vancleave, 1996: 17). Plane geometry
figure that has been known and studied in elementary or secondary schools can be described as a
wake-up two-dimensional, which is a build / closed curve which has two sizes, the length and
width. Waking up is a closed geometry which starts and ends at the same point (Vanleave, 1996:
17).
In the discussion of this paper, through a step-by-step approach is scientific, ie observing
(observing), questioning (ask), associating (reasoning), experimenting (trying), networking
(forming networks) on learning material flat wake rectangle will be mapped classification bagun
flat rectangular as well as the formulation of the model of measurement.
2. Discussion
2.1 Scientific approach in Learning to Quadrilateral in SMP / MTs
ISBN 9786021570425 MATH-209

The learning process is one element that is enhanced in 2013. The curriculum as a
scientific approach to the implementation of the curriculum in 2013, is a means or mechanism to
facilitate students' learning in order to gain the knowledge or skills to the procedure based on a
scientific method. What if the approach applied in the process of learning mathematics? According
Kemendikbud (2013), the following explanation of the purpose of each step scientific approach to
help the growth of creativity in the students in the learning process of mathematics.
2.1.1. Observing
Observing mathematical objects can be grouped into two kinds of activities, each of
which has different characteristics, namely: (a) observe the phenomenon in an environment of daily
life related to mathematical objects specified, (b) observing the mathematical objects are abstract
(Kemendikbud, 2013) , Observation of the phenomena in the environment of everyday student life
can be explored when students learn things that are related to the topics of mathematics using
everyday activities are contextual and realistic. Informally, the observed phenomena formulated as
statements that relate to everyday life. Furthermore, the formula of the statement outlined in the
mathematical formula (mathematical horizontal) or be the starting point of learning from the
discussion of abstract mathematical objects towards mathematical vertically.
Furthermore, according to Kemedikbud (2013), the activity observed models of abstract
mathematical objects that are very suitable for students who begin receiving a logical truth. In this
case, the student does not question the truth of the knowledge gained, although not preceded by
observation of the phenomenon. This activity is observed as more correct to say as an activity to
collect and understand the truth of abstract mathematical objects. The observation may be
definitions, axioms, postulates, theorems, properties, graphs and so forth as a formal mathematical
processes (mathematical vertical) ..
2.1.2. Questioning
According to Bell (in Kemendikbud, 2013), object of study of mathematics that students
learned while studying at SMP / MTs can be a fact (math), concepts (understanding the base,
definition), principles (theorems, formulas, properties), and skill (algorithm / procedure). Facts,
concepts, principles, that skill is the fruit of the human mind that is abstract. In studying concepts
or principles of mathematics are classified as knowledge, as presented by Piaget (in Wadsworth,
1984) that the level of student thinking in line with age to understand the concepts and principles of
mathematics needs to be managed with steps pedagogical appropriate and facilitated certain media
order abstract ideas that can be easily understood by students. Step pedagogical and the use of such
media require students and teachers involved in the questions that lead students' thinking in stages,
from the simple (concrete) to more complex (abstract) and eventually the knowledge acquired by
the students themselves with the guidance of a teacher (Kemendikbud, 2013 ).
Teachers need to design an open-ended question, so conditioned for students to think
creatively about alternative solutions in various ways. In this case, the teacher only as a facilitator
such that refrain from telling answer questions or by way of negotiations to lead to the expected
response in the event of obstacles in answering questions. The way the negotiations, the teacher
gives the questions gradually leading to the answer to the question which is expected by the
students themselves. This is where the role of teachers in providing scaffolding or 'lever' to
maximize the ZPD (Zone Proximal Development) which is in students (Chambers, 2007).
2.1.3. Associating
In general it can be said that the reasoning is the process of thinking logically and
systematically above facts can be observed to obtain a conclusion in the form of knowledge. In the
process of learning mathematics, in general reasoning process occurs simultaneously with the
process or analyze later followed by the serving or communicating the results of reasoning until a
conclusion. Form of presentation of mathematical knowledge or skills as a result of reasoning can
be either conjecture or hypothesis or provisional estimates (Kemendikbud, 2013).
ISBN 9786021570425 MATH-210

According Soejadi (2001), there are two ways of reasoning, namely inductive reasoning
and deductive reasoning. Inductive reasoning is a way to make sense to draw conclusions from the
phenomena specific to matters of a general nature. Activity inductive reasoning more grounded in
the observation of the senses or empirical experience. Deductive reasoning is a way to make sense
to draw conclusions from statements or phenomena that are common toward the things that are
special. According Sudarwan (in Kemendikbud, 2013), how to work in a deductive reasoning is to
apply common things first and then connected into specific parts. Reasoning of the best known in
mathematics is related to withdrawal kesimpiulan compo- mode, the mode tolen and syllogism.
In accordance with the level of thinking, students SD / MI and SMP / MTs are generally
in the level of thinking of concrete operational and transition to the level of formal operational, thus
obtaining a knowledge of mathematics on students SD / MI and SMP / MTs done by inductive
reasoning, while for SMA / MA has started being done by deductive reasoning.
2.1.4. Experimenting
Reasoning based on the results obtained in the previous stage in the form of a conjecture
or supposition temporarily until it is concluded, we then need to do the activities 'try'. Try activities
in the learning process of mathematics at SMP / MTs is interpreted as applying knowledge or skills
of reasoning results in a situation or discussion that is still a scope, then expanded into a situation
or discussion of different scope.
This stage of trying to become a vehicle for students to familiarize themselves create and
innovate to apply and deepen the knowledge or skills they have learned with the teacher. By
facilitating the 'try' The students are expected not constrained in solving mathematical problems is
one of the important and fundamental goal of learning mathematics. Experience 'try' will train
students that includes exercises to hone the mindset, attitudes and habits that will solve many
problems contribute to students for success wading daily life. 2013 explicitly curriculum prepares
students to solve problems through structuring skilled competences competence students are
learning basic math.
2.1.5. Networking
Forming interpreted as creating a network of collaborative learning between teachers and
students or between students. Collaborative learning is a personal philosophy, is more than just
implementing a learning techniques in the classroom. Collaboration essentially an interaction and
lifestyle philosophy that puts human and interpret collaboration as an interaction structure, well-
designed and deliberate manner to facilitate collective efforts in order to achieve a common goal
(Kemdikbud, 2013).
In a collaborative learning activities, teacher functions more as a manager of learning
and students actively carry out the learning process. In situations of collaborative learning between
teachers and students or between students, are expected to occur students interact with empathy,
mutual respect, and accept the lack or excess of each, so that the student will grow a sense of
security, which in turn will enable students to face various changes and demands learn together.
In mathematics at SMP / MTs, forming a network can be implemented by giving
assignments to learn collaboratively. Collaborative assignment can be carried out in the process of
observing, ask, reasoning or tried. In addition to honing learn empathy, mutual respect and respect
differences, share, with the implementation of the collaborative learning abstract mathematical
learning materials are expected to be more easily understood students.
2.1.6. The Concept of Quadrilaterals
Quadrilateral is a four-sided plane shapes formed by the four-piece line (Vancleave, 1996:
23). Pieces of the line is a line segment called the edge. Quadrilateral which will be discussed,
namely rectangular, square, parallelogram, kite, rhombus, and the trapezoid.
1). The rectangle
ISBN 9786021570425 MATH-211

The rectangle is a quadrilateral that has four right angle and two pairs of opposite sides are parallel
and have same length.
D C
A B
Properties of the rectangle consist of length, width and diagonal.

(a) AB and CD in rectangle ABCD are called length
(b) AD and BC in rectangle ABCD are called width
(c) AC and BD in rectangle ABCD are called diagonals.
Characteristics the rectangle, such as:

(a) Opposite sides of the rectangle have same length and parallel
(b) Angles of the rectangle are right angle
(c) Diagonals of the rectangle have same length
(d) Diagonals of the rectangle bisect each other
For example, a rectangle has length p and width l, then:

1) The perimeter of rectangle is K= 2(p+l)
2) The area of rectangle is L=pxl
2). The Square

The square is a quadrilateral that has four right angles and all sides are congruent, following this
figure a square ABCD.
D C
A B
Properties of the square, such as:

(a) AB, BC, CD, dan AD are called side of squareABCD.
(b) AC dan BD are called diagonal of square ABCD.
Characteristics of the square :
(a) All of sides of a square are congruent.
(b) All of angles are right angle
(c) The diagonals of a square bisect its angles.
(d) The diagonals of a square are perpendicular to each other.
For example, a square has length side is s, then: :

(a) The perimeter of a square isK = 4s.
(b) The area of a square isL = s2.
ISBN 9786021570425 MATH-212

3). The parallelogram

The parallelogram is a quadrilateral in which two pairs of opposite sides are parallel. A
parallelogram can represented by two congruent triangles. Following this figure of a parallelogram
ABCD:
D C
A B
Properties of a parallelogram are:.

(a) AB, BC, CD, and AD are called side of a parallelogram.
(b) AC andBDare called diagonal of paralellogram.
(c) ABknown as based of a parallelogram.
(d) tis called altitude of a parallelogram.
Characteristics of a parallelogram are:.

(a) Opposite sides are parallel and have same length (congruent).
(b) Opposite angles are congruent.
(c) Consecutive angles are supplementary(180).
(d) The diagonals of a parallelogram bisect each other.
The perimeter of a parallelogram can determine by sum all of length sides.

The perimeter of a parallelogram is K = 2(AB + BC).
The area of a parallelogram is, L = length of based height = a t
4). The Trapezoid

The trapezoid is a quadrilateral in wich a pair or two sides are parallel. Following this figure of a
trapezoid ABCD
D C
A B
The properties of a trapezoid are:.

(a) . AB, BC, CD, and AD called side of a trapezoid ABCD.
(b) . AB has specific name, are called the base side of trapezoidABCD.
(c) . CD has specific name, are called the up side of trapezoidABCD.
(d) . AD andBC has specific name,are called the legs of the trapezoidABCD.
(e) . linet is calledaltitude of the trapezoidABCD.
Basicly, trapezoid has three kinds, such as right trapezoid, isosceles trapezoid, and scalene
trapezoid.
The characteristics of a trapezoid are:.
(1). Right trapezoid
ISBN 9786021570425 MATH-213

(a) has two and only two angles are right angle
(b) BAD + ADC = 180
(c) ABC + BCD = 180
(2). Isosceles trapezoid

(a) BAD = ABC
(b) ADC = BCD
(c) BAD + ADC = 180
(d) ABC + BCD = 180
(e) Diagonals are congruent (AC = BD)
(3). Scalene trapezoid

(a) BAD + ADC = 180
(b) ABC + BCD = 180
The perimeter and area of trapezoid.
(a) K = AB + BC + CD + AD
1
(b) L =2 (AB + DC) t
5). KITE
` Properties of a kite are:. P
(a) PQ, PS, QR, and SR are called side of kite PQRS.
(b) PR and QS are called diagonal of a kite PQRS.
The characteristics of a kite are:. Q S

(a) Consecutive sides are congruent
(b) A diagonal of a kite are perpendicular to each other.
(c) One of opposite angles are congruent.
The perimeter and area of a kite are.
(a) K = 2(PQ + QR)
1 R
(b) L = 2 QS PR
6). The rhombus

The rhombus is a quadrilateral that has two congruent consecutive sides. A rhombus can
represented by corresponding two isosceles triangles. Following this figure of a rhombus ABCD:
The properties of a rhombus are: A
(a) AB, BC, CD, and AD are called side of a rhombus ABCD.
(b) AC and BD are called diagonal of rhombus ABCD.
B D
The characteristics of a rhombus are:
(a) All sides of a rhombus are congruent (have same length).
(b) Opposite angles of a rhombus are congruent.
(c) C
The diagonals of a rhombus bisect each other and they are perpendicular to each other.
The perimeter and area of a rhombus are:
(a) K = 4s
1
(b) L = 2 AC BDs
Furthermore , with the other aspects (questioning , associating , experimenting , and networking in
the wake of learning material will be mapped flat rectangular flat rectangular bagun classification
and measurement models following formula .
ISBN 9786021570425 MATH-214

We can grouping quadrilaterals to be two families, in which each of

member of family use one area formula
parallelogram,
Trapezoid Family rectangular ,
1 rhombus
L = 2 sum of length of parallel edge height square, and
trapezoid
III . INVOLUCRES
Kite Family
1
The following two definitions given 1tothe
L = 2 length of diagonal concept
length of a trapezoid
of diagonal kite. .With a scientific
rhombus, and approach ,
concept mapping is obtained as follows . square
2
I on the side of the map shows that

the square does NOT belong to the "
class " trapezoid , so the
interpretation of many people that
the area of a trapezoid formula can
not be used to determine the area
of square, rectangle , and a
parallelogram
II on the side of the map shows that

the square INCLUDING into "classes"
trapezoid , so that the area of a
trapezoid formula can be used to
determine the area of square,
rectangle , and a parallelogram
3. Conclusions
Based on the definition of the concept and classification of quadrilateral , it can be
concluded that : 1 ) Defining plane shapes can affect the classification of waking up other flat , 2 )
Defining the plane shapes can affect the model formulation plane shapes other , and 3 ) Each "
class " can be used one model formula extents area
Suggestions
ISBN 9786021570425 MATH-215

With regard to most of the students just memorize formulas the area every waking
quadrilateral , should provide map II in order to facilitate students in solving problems related .
Both of these expressions is true , but in teaching learners should not be difficult for the learners
concerned. Fewer using the formula , why not ?
References
Aboughantous, C.H.. 2010. A High School First Course In Euclidean Plane Geometry, New York,
Universal- Publishers.
Chambers, Paul. 2007. Teaching Mathematics: Developing as A Reflective Secondary Teacher,
Thousand Oaks, CA: Sage Publication Inc.
Kemdikbud. 2013. Pengembangan Kurikulum 2013. Paparan Mndikbud dalam Sosialisasi
Kurikulum 2013. Jakarta :Kemdikbud
Kemdikbud. 2013. Kompetensi Dasar Matematika SMP/MTs. Jakarta :Kemdikbud
Kemdikbud. 2013. Pendekatan Scientific (Ilmiah) dalam Pembelajaran . Jakarta: Pusbangprodik.
Wadsworth, Barry J., 1984. Piagets Theory of Cognitive and Affective Development (3rd edition).
NY: Longman Inc.
Sahin, Ramazan, et al. 2001. Elementary Geometry I with Applictions, Istambul: Private limited.
Marsigit, 2008. Mathematics for Junior High School, Printed : Ghalia Indonesia.
Vancleave, J.P. 1996. Gembira bermain dengan Geometri (terjemahan: Dadi Pakar), Jakarta, PT.
Pustaka Utama Grafiti.
ISBN 9786021570425 MATH-216

PM-01
Path Coefficients and Regression Analysis on the Raskin
Program in West Lombok Regency
Desy Komalasari*, Mustika Hadijati, Lailia Awalushaumi, and Nurul Fitriyani
*
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Mataram University
Emai: desysky26@gmail.com
Abstract-In this paper, the path coefficients model and variables that impact for granting rice program of
poor households (Raskin) in West Lombok Regency will be determined. This research used path coefficients
and regression analysis. Primary data for this study were collected using questionnaires and interviews from
May to July 2015. The successful of the program from six criterias, namely the precise of Households,
precise of Quantity, precise of Price, precise of Time, precise of Administration, and precise of Quality. The
impacted variables of successful distribution program to the poor households in West Lombok Regency is the
precise of Quality Rice.
Keywords: path coefficients analysis, regression analysis, Raskin Program
1. Introduction
Poverty is a social problem that always present in the community, especially in West
Lombok Regency, West Nusa Tenggara Province, Indonesia. The poverty problems, such as low
quality of life, lack of adequate and quality of food, limited and poor quality of health care and
child nutrition. To date, various attempts have been made by both central and local governments to
reduce the poverty, through providing the food, health care, and education, as well as the expansion
of employment opportunities. One of the government's poverty reduction programs is the Granting
Rice Program (known as Raskin) for poor households. The factors that influence the success of the
Raskin Program included "Six Criteria", i.e. Precise of Time, Precise of Rice Quality, Precise of
Administration, Precise of Price, Precise of Quantity, and Precise of Households (Hastuti, et.al.,
2012). Those factors can be analyzed using Path Coefficients and Regression Analysis. They can
be used for the development of regression models in order to test the suitability of the correlation
matrix on two or more models (Matjick and Sumertajaya, 2011).
Some related researches have been conducted on the poverty characteristics, such as the
research by Komalasari and coworkers (2013) which plot nine poverty characteristics inWest Nusa
Tenggara Province using Biplot Symmetry Transformations. Other research was conducted by
Komalasari (2015), which group the fourteen poverty criterias into several factors using Varimax
Rotation Factor Analysis, while the poor households have been grouped into several clusters using
Hierarchical Median ClusterAnalysis.
1.1. Path Analysis

Path analysis is one of the statistical methods that used to measure the direct and indirect
relationships between variables in a model. The causality in path analysis model usually indicated
by circles and arrows. The predicted value obtained by regression models compared with the
correlation matrix of the observation variables (Mattjick and Sumertajaya, 2011).
According to Lumenta (2012), the path analysis defined as an extension of regression
models and used to test the alignment of correlation matrix,with two or more causality models
compared.Another term in path analysis is the disturbance existence (residual or error term), given
by the symbol of "e" or "". Disturbance is an element of endogenous variation that cannot be
explained by all of causes (independent variables, either directly or indirectly
relationships)(Gudono, 2012).
ISBN 9786021570425 MATH-217

The arrows of path analysis indicate the cause of exogenous variables or intermediary
variables to the dependent variables. The arrows also connect the endogenous variables with their
error. Double arrows indicate a correlation between exogenous variables (Eshima, et. al., 2001).
Path coefficients are always called by weighted beta or standardized beta coefficients, and
they have no unit (Ahn, 2002). Path coefficients between exogenous and endogenous variables
denoted by gamma (), whereas path coefficients between endogenous variables denoted by beta
() (Roflin, 2009). Correlation matrix between variables can be used to calculate the path
coefficients. Identifying the equation structure will produce the coefficients track. Suppose that
there are k exogenous variables (X) and one endogenous variable (Y), expressed by the equation:
= 1 1 + 2 2 + + + (1)
then the inverse of correlation matrix can be calculated, followed by the calculation of each
coefficient ( ) of the path.
1.2. Regression Analysis

Regression analysis gives information on the relationship between a response (dependent)
variable and one or more predictor (independent) variables in order to extend the information
contained in the data. The goal of regression analysis is to express the response variable as a
function of the predictor variables. Regression analysis is widely used to predict and forecast,
where it has a substantial overlap with machine learning field. Regression analysis is also used to
understand which among the independent variables are related to the dependent variable, and also
to explore the forms of these relationships (Nathans, 2012).
Once a regression analysis relationship is obtained, it can be used to predict the values of
response variable, identify the variables that most affect the response, or to verify the models
causal hypothesis for the response. The value of each predictor can be assessed through statistical
tests through the estimated coefficients (multipliers) of the predictor variables (Brown, 2009).
An example of a regression model is the linear regression model. It is a linear relationship
between the response variable (Y) and the predictor variables (X), expressed by the following
equation.
= 0 + 1 1 + 2 2 + + + (2)
In equation (2), 0 , 1 ....... k are the regression coefficients (unknown model parameters), and is
the error due to the variability in observed response.
2. Method
Primary data were collected through questionnaires and interviews. The questionnaires
were distributed to 420 households in 16 villages and the personal interviews were conducted from
May to July 2015. The 16 villages involved were BatuLayar, Batu Layar Barat, Senggigi, Peteluan
Indah, Lingsar, Karang Bayan, Langko, Gegerung, Gelogor, Rumak, Lelede, Dasan Baru, Mareje,
Sekotong Timur, Lembar, and Jembatan Kembar.
The procedure of path coefficients and regression analysis consists of: (a) determination
of the correlation matrix, such as exogenous variables and endogenous variables; (b) calculation of
the path coefficients; (c) calculation of the residual or error term; (d) determination of the model;
(e) examination of the simultaneously and partially model; and (f) determination of the affected
variables.

The path coefficients and regression analysis of Granting Rice Program (Raskin) for poor
households in West Lombok Regency were represented in this section. Figure 1 shows the path
diagram from six exogenous variables and one endogenous variable.
ISBN 9786021570425 MATH-218
z1
p1
z2 p2
p3 zy e
z3
p4
z4 p5
z5
p6
z6
Figure 1. Path Diagram for Raskin Program
Path analysis model composed by six exogenous variables and one endogenous variable was
represented by:
= 1 1 + 2 2 + 3 3 + 4 4 + 5 5 + 6 6 +
where 1 , 2 , 3 , 4 , 5 , 6 were the path coefficients of each exogenous variableand z was the
standardized variable. The whole summary processes described in each of the following sub-
sections.
a. Pearson correlation values between exogenous variables.
Table 1. Correlations Coefficients

X2
X1 Precise of X3 X4 X5 X6
Precise Rice Precise of Precise Precise of Precise of
of Time Quality Administration of Price Quantity Households
X1_Precise of Time 1.000 0.172 -0.115 0.327 0.254 0.063
X2_Precise of Rice
0.172 1.000 -0.078 -0.012 0.148 0.036
Quality
X3_Precise of
-0.115 -0.078 1.000 -0.209 0.201 0.108
Administration
X4_Precise of Price 0.327 -0.012 -0.209 1.000 0.101 0.031
X5_Precise of Quantity 0.254 0.148 0.201 0.101 1.000 0.158
X6_Precise of
0.063 0.036 0.108 0.031 0.158 1.000
Households
b. Path coefficient values of each exogenous variable.
ISBN 9786021570425 MATH-219

Table 2.Path Coefficients

Unstandardized Standardized
Model Coefficients Coefficients t-value Sig.
Beta Standard Error Beta
1 (Constant) 2.443 .186 13.135 .000
X1_Precise of Time .073 .042 .087 1.730 .084
X2_Precise of Rice Quality .333 .045 .349 7.462 .000
X3_Precise of Administration .046 .026 .085 1.751 .081
X4_Precise of Price -.003 .036 -.004 -.073 .942
X5_Precise of Quantity .024 .034 .036 .730 .466
X6_Precise of Households -.050 .038 -.060 -1.291 .197
Dependent Variable: y.Success Program
The path coefficient values described by the Standardized Coefficients. Hence, the path
coefficient values obtained were 1 = 0.087, 2 = 0.349, 3 = 0.085, 4 = 0.004,
5 = 0.036, and 6 = 0.060.
c. Residual Value
The residual value obtained from the determination coefficient of the model (0.148), and
the result was:
= 1 0.148 = 0.923
Hence, theequation model represented by:
= 0.087 1 + 0.349 2 + 0.085 3 0.004 4 + 0.036 5 0.060 6 + 0.923
d. Path Coefficient Test

Simultaneously model testing conducted by the F-test Analysis of Variance (ANOVA),
while the partially model testing conducted by the t-test. Table 3 showed the test results.
Table 3.Analysis of Variance

Model Sum of Squares df Mean Square F Sig.
1 Regression 41.198 6 6.866 11.977 .000a
Residual 236.764 413 .573
Total 277.962 419
a.Predictors: (Constant), X6.Precise of Households, X4.Precise of Price, X2.Precise of Rice
Quality, X5.Precise of Quantity, X3.Precise of Administration, X1.Precise of Time
b. Dependent Variable: y.Success Program
From Table 3, we got the value of F-test (11.977), and value of its probability (0.000),
which was smaller than alpha given (0.05). It allowed us to reject the null hypothesis, and
concluded that the obtained model was significant. Hence, the exogenous variables together
significantly affected the endogenous variable. This also means that the Raskin Program was
success in West Lombok Regency in that period of time.
The t-test was used for the partially model testing, showed in Table 2. The Precise of
Rice Quality (X2) variable was significantly effected the endogenous variable, by observing
the significant value (0.000) which was less than alpha given (0.05). The other variables (X1,
X3, X4, X5, and X6) had no effect to the endogenous variable, by seeing the significant values
ISBN 9786021570425 MATH-220

which were greater than alpha given (0.05). The effects of each exogenous variable to the
endogenous variable were summarized in Table 4.
Table 4.The Effects of Exogenous Variables to the Endogenous Variable

Indirect effect % of
Direct Total
Variables Total
effect Z1 Z2 Z3 Z4 Z5 Z6 effect
Effect
Z1 0.087 0.000 0.060 -0.010 -0.001 0.009 -0.004 0.141 14.1
Z2 0.349 0.015 0.000 -0.007 0.000 0.005 -0.002 0.361 36.1
Z3 0.085 -0.010 -0.027 0.000 0.001 0.007 -0.006 0.049 4.9
Z4 -0.004 0.028 -0.004 -0.018 0.000 0.004 -0.002 0.004 0.4
Z5 0.036 0.022 0.052 0.017 0.000 0.000 -0.009 0.117 11.7
Z6 -0.060 0.005 0.013 0.009 0.000 0.006 0.000 -0.027 -2.7
Based on Table 4, the direct effect from Precise of Time (X 1) obtained was 0.087 and its
total effect was 0.141 (14.1%). The Precise of Rice Quality (X 2) was directly affected the
endogenous variable with the value of 0.349. The total effect of the Precise of Rice Quality (X2)
variable to the endogenous variable of the success of Raskin program was (0.361) 36.1 %, while
the rests were influenced by other uncontrolled factors. The direct effect of X3 was 0.085, with the
total effect of X3 of 0.049 (4.9 %). The same applies to the application of other variables.
4. Conclusion
The most influenced exogenous variable to the success of Raskin Program in West
Lombok Regency was the Precise of Rice Quality variable, with the path coefficient valueof 0.361
(36.1%).
References
Ahn, J. (2002). Beyond Single Equation Regression Analysis: Path Analysis and Multi-Stage
Regression Analysis. American Journal of Pharmaceutical Education, 66, 37-42.
Brown, S. H. (2009). Multiple Linear Regression Analysis: A Matrix Approach with Matlab,
Alabama Journal of Mathematics Alabama. Spring/Fall, 1-3.
Eshima, N., Tabata, M., and Zhi, G. (2001). Path analysis with logistic regression models: Effect
analysis of fully recursive causal systems of categorical variables. Journal of Japan Statist
Social, 31 (1), 1-14.
Gudono. (2012). Multivariate Data Analysis. Publisher BPFE.Yogyakarta.
Hastuti, Sulaksono, B., Mawardi, S. (2012). Review of how effectively the Raskin programme has
been in achieving the 6T. SMERU Research Institute, Jakarta.
Komalasari, D., Hadijati, M., Marwan . (2013). Biplot Symmetry Transformation in Mapping of
the Poverty Characteristics. Jurnal Matematika, 3(2), 43-51.
Komalasari, D. (2015). Varimax Rotation and Median Hierarchy Cluster on Raskin Program in
West Lombok Regency, Jurnal Matematika, 5(1), 45-56.
Lumenta, C. Y., Kekenusa, J. S., Hatidja, D. (2012). Path Analysis of Factors Causes of Crime in
Manado. Jurnal Ilmiah Sains, 12(2), 77-83.
Mattjik, A.A., dan Sumertajaya, I. M. (2011). Multivariate Analysis Using SAS Program. IPB
Press, Dermaga Bogor.
Nathans, L, L., Oswald, F, L., and Nimon, K. (2012). Interpreting Multiple Linear Regression.
Practical Assesment Research & Evaluation, 17(9), 1-19.
ISBN 9786021570425 MATH-221

Roflin, E. (2009). Penggunaan Metode Trimming pada Analisis Jalur dalam Menentukan Model
Kausal Dana Alokasi Umum Kabupaten/Kota di Provinsi Sumatera Selatan, Jurnal
Penelitian Sains, Edisi Khusus Desember, 1-9.
ISBN 9786021570425 MATH-222

PME-01
Improving Mathematics Teaching and Learning Quality
through Module Development Activities within ELPSA
Framework
Indira Puteri Kinasih1, Baiq Rika Ayu Febrilia1, and Gunawan2
1
IKIP Mataram, Faculty of Mathematics and Natural Science Education, Mathematics Education
Department, indiraputri@gmail.com
2
University of Mataram, Faculty of Teacher Training and Education
Abstract-ELPSA Module development is one of important activities in GPFD Project. It is

developed by Core Team members who are mathematics educators and teacher trainers from IKIP
Mataram, DIKPORA, DEPAG, and LPMP, as well as NTB mathematics leading teachers. The
classroom lesson modules cover Indonesias mathematics content requirements for Grades 7-9, and
will be used by teachers in the classroom. Module development activities began with an analysis of
the Indonesia curriculum, identifying lesson competencies, creating unit outline and designing
lesson sequences using ELPSA Framework. We developed ELPSA modules on 9 different
mathematics topics and related artifacts such as video demonstrations and manipulatives. These
products will be revised through continuous review and classroom trial. By the end of this project,
we envision students excelling in mathematics and being inspired to further pursue their
mathematics education, and confident NTB teachers independently using ELPSA as a tool for
lesson plan development and teaching. It is anticipated that the lessons learned from this project
will become a model for replication throughout other provinces in Indonesia.
Keywords: ELPSA, mdodule Development, GPFD, Core Team, leading teachers
ISBN 9786021570425 MATH-223

SECTION IV: BIOLOGY, PHARMACY AND AGRICULTURE
OB-01
The Effect of Giving Piper crocatum Extract on the
Histopathological of White Mice's Wound Infected by
Staphylococcus aureus
I Dewa Putu Anom Adnyana1*, Wurlina2, Rochiman Sasmita2, Dewa Ketut Meles3 ,
and Annisa Mutmainnah4
1
Pharmacology Veterinary, Faculty of Veterinary Medicine
University of Brawijaya, Malang, Indonesia, dewanom2384@gmail.com
2
Reproduction Veterinary, Faculty of Veterinary Medicine
Airlangga University, Surabaya, Indonesia
3
Pharmacology Veterinary, Faculty of Veterinary Medicine
Airlangga University, Surabaya, Indonesia
4
Faculty of Veterinary Medicine, Airlangga University, Surabaya, Indonesia
Abstract-The aim of this research was to show the effect of red betel leafs extract (Piper crocatum) on the
histopathology image in Westar rats skin which infected by bacteria Staphylococcus aureus. Laboratory
experiment used a randomized post-test design. It was designed for 20 Westar male rats, in 3 month ages and
divided into 5 group, P0 was negative control group wound without medical treatment, P1 was positive
control group wound with povidone iodine, P2 was group wound with red betel leaf extracts 50%, P3 was
group wound with red betel leaf extract 25% and P4 was group wound with red betel leafs extract 12.,5%.
Hypothesis test such as total of neutrophile, macrophage, fibroblast, and angiogenesis were analyzed using
ANOVA and LSD. Collagen density was analyzed using Kruskall-Wallis test and Mann-Whitney test.
Results showed that P4 group (group wound with red betel leafs extract 12.5%) can improve the
histopathology image in rats skin infected by S. aureus.
Keywords: wound healing, red betel, neutrophile, macrophage, fibroblast, angiogenesis, collagen density
ISBN 9786021570425 BIO-1

OB-02
Detection of Newcastle Disease Virus in Chicken of the
District of Malang, East Java, Indonesia
Dahliatul Qosimah*, Sri Murwani, Riski Arya Pradikta, and Indah Amalia Amri
Department of Microbiology and Immunology, Brawijaya University

Malang, Indonesia
dahliatulqosimah@gmail.com
Abstract-Disease Newcastle disease (ND) is caused by newcastle disease virus, Family Paramyxoviridae,
acute and highly contagious in poultry, especially chickens that can cause the death of up to 80-100%. The
existence of Newcastle disease in Malang is still very high considered of much circulation ND vaccine lived
in the field. ND virus molecular characteristics are mostly located in genes F, in the variable region that
contribute to the fusion of the virus in the host. The presence of ND virus in Malang until now has not been
proven scientifically. This study aims to detect ND virus in Malang. The research method is descriptive by
detecting the presence of the virus through clinical symptoms, tests HI (Hemaglutination Inhibition) and the
PCR test. DNA amplification process is carried out using PCR Primer OneStep, using the primer pair of
genes F (primer AAHL sense dan AAHL antisense). Results showed that chicken from the village of
Kambingan, District Tumpang (KtM1-2015), District Tumpang (tpM3-2015), and District Turen (trM6-
2015), based on the test showed positive HI titers of virus in a row 8, 8 and 128. Primer pair AA-HL with a
length of 362 nucleotides capable of amplifying the samples tpM3-2015, trM6-2015 and KtM1-2015. The
conclusion showed that in the district of Malang found ND viruses that infect chickens.
Keywords: Newcastle Disease, poultry, PCR
1. Introduction
Newcastle Disease (ND) is a viral disease of acute and highly contagious in poultry caused
by avian paramyxovirus, family Paramyxoviridae namely type 1 or Newcastle disease virus
(NDV). This disease can occur within a few hours to several weeks. The clinical manifestations
that arise from mild to severe. Category severity of illness depend on the strain of virus that is
lentogenik, mesogenik and velogenik. Lentogenik cause respiratory mild or subclinical infections
in young poultry, mesogenik cause respiratory and nervous while velogenik cause respiratory,
digestive and nervous with a high mortality rate of over 80% (Kim et al., 2007). NDV is composed
of six genes that encode six structural proteins that consist of nucleoprotein (NP), phosphoprotein
(P), matrix (M), fusion (F), hemagglutininneuraminidase (HN), and the RNA polymerase (L). The
HN and F are glycoproteins whose role is to initiate infection by binding to and joined to the host
cell. The fusion (F) protein is responsible in mediating the fusion of the viral envelope with cellular
membranes and the haemagglutinin-neuraminidase (HN) protein is Involved in cell attachment and
release. NDV isolates have been classified into lineages or
genotypes based on the analysis of the fusion (F) gene (Jaganathan et al., 2015). Antibodies against
HN and F is a protective component used in vaccine products (Miller et al., 2007; Kim et al.,
2007).
Malang district is one of the central poultry to fulfill protein requirements that providers
of meat and eggs in East Java with a total population of laying hens and broilers are 16,416,699
(Pemerintah Kabupaten Malang, 2013). Until now, vaccination against NDV is still regularly done
at farmers both small and large scale, using either active or inactive vaccine but the last few months
there have been reports that there are cases of Newcastle disease in one of the districts in Malang.
The case of NDV in chickens in Malang until now has not been revealed proved scientific
although there is reporting to the authorities about the incidence of NDV. ND vaccine was given to
reduce the clinical symptoms and viral shedding into the environment but NDV can spread to
ISBN 9786021570425 BIO-2

susceptible chicken and not in the vaccinated (Kumar et al., 2011). The vaccine is derived from the
live low virulent NDV strains which can provide protection against the virulence in field (Miller
et al., 2012).
Diagnosis of NDV based on a history of the disease, clinical signs appear in an infected
animal is supported by laboratory tests. Laboratory confirmation may use the test
Hemagglutination (HA), hemagglutination inhibition test (HI), virus neutralization test (VNT),
Enzyme linked immune-absorbent assay ELISA), Plaque neutralization test and Reverse-
transcriptase polymerase chain reaction (RT-PCR). RT-PCR test is often used because it is more
specific and sensitive in addition to the HI test (Ashraf and Shah, 2014).

The research was conducted in Malang from February to September 2015. The study was
purposive random sampling (based on chicken population in Malang not differentiated Showed
clinical sign of NDV or healthy, vaccinated or no). NDV case can now not only based on clinical
symptoms such as nerve syndrome (torticollis), digestive disorders (green diarrhea) and respiratory
symptoms (coughing, sneezing and gasping). Based on reports from veterinarians on the field show
that the case NDV symptoms is only decline in egg production. In addition to the vaccine
program given causing illness and death in chickens.
Isolation and Identification of NDV Isolate

The Stages of virus isolation are : homogenize organ from chickens suspected of being
infected ND such as trachea, proventriculus, spleen, seca tonsils, intestines and brains to be a
form of suspense by adding PBS with a concentration of 10% and antibiotic penstrep 1000 IU. All
virus werepropagated in 911 days old SPF embryos by allantoic fluid and then observed the
duration of its death; Testing virus titer using hemagglutination test (HA); and confirmation tests
NDV from by hemaglutinatination inhibition (HI) using specific antibodies against ND (OIE.,
2012). All samples were stored at -20 C until virus isolation was done.
Molecular Analysis of NDV

Molecular analysis of NDV is based on positive results of the ND virus-specific antibodies
using HI test is then continued by the extraction of RNA and RT PCR which produces the target
product of the gene fragment Fusion (F) that is 362 bp.
RNA extraction was performed using the method of DNA extraction solution (GeneReach
Biotechnology Corp.) in accordance with standard procedures recommended, with the test material
allantoic fluid containing the virus ND. RNA extraction 500l was mixed with 200l samples were
then allowed to stand for 5 minutes and then allowed to stand in the vortex for 3 minutes. Added
chloroform 100 mL, and centrifuged at a speed of 12000 RPM for 15 minutes at a temperature of 4
C and taken to 200 mL of the supernatant was then inserted into the tube eppendorf containing
200 mL of isopropanol and then centrifuged at a speed of 12000 RPM for 10 minutes at a
temperature of 4 C and the supernatant was discarded
Results of any sample are extracted, then used as a template for PCR amplification process
(Roche, Transcriptor One-Step RT-PCR Kit). DNA amplification process is carried out using PCR
Primer OneStep, using the primer pair of genes F (primary AAHL AAHL sense and antisense).
Stages OneStep RT-PCR amplification starting with add a reverse transcriptase enzyme at a
temperature of 50C for 30 minutes, and followed by one cycle of initial denaturation at a
temperature of 94C for 7 minutes. Stages PCR amplification consists of 40 cycles and three stages,
starting with a denaturation step at a temperature of 94C for 15 seconds followed by annealing
phase at a temperature of 53C for 30 seconds, and the last stage is the stage of extension at a
temperature of 68C for 45 seconds. The next stage is the final extension at a temperature of 68C
ISBN 9786021570425 BIO-3

for 7 minutes and ended with the cooling process (hold) at a temperature of 4C. Simplex products
OneStep RT-PCR is then stored in freezing temperatures of minus 20 C, for the next phase is
separated by agarose gel electrophoresis in 1.5% (Ahmadi et al., 2014).
3. Results
Results of a necropsy on the 1008 samples of chicken were examined such as sick
(showing clinical symptoms leading to Newcastle disease such as Newcastle, stools green) and
healthy without clinical symptoms originating from the 12 Districts in Malang randomly. Results
showed embryonic death at the age of 2-7 days with bleeding accompanied by 20 percent and the
embryos die at more than 7 days was 80% . The NDV also found in healthy birds varied from 1.0
to 7.6% per flocks, varying from 6.5% to 58.4% according to the geographic region (Orsi et al.,
2010b). Based on the results of the HI test and PCR showed positive results on samples derived
from the district Tumpang and Turen. HI test results positive in Turen district showed prevalence
of 3.04% (2 out of 66 samples) and Overlap is 3.96% (4 of 101 samples). This result did not know
wheater antibodies from natural infection or vaccinated. According the collected Data of chicken
Showed that 50% of the HI test from chicken had vaccinated. The study supported by Jaganathan et
al., 2015 that the incidence of NDV related to vaccination programs, age of occurrence, farm
management, previously history of poor performance / mortality, and biosecurity. When chickens
vaccinated then challenged with virus field will be formed antibodies to protect the body against
infection and will not cause pain (Njagi et al., 2010). Among factors associated with seropositivity
are the age of flock, and possibility of neighbouring locations NDV chicken farm (Orsi et al.,
2010). ND vaccines administered after maternal antibodies will decrease and will quickly respond
to antibody formation. Chicken farms immediately adjacent to the other chicken farms which have
a history of NDV case will be susceptible to the same disease.
The results showed a high titer >32 of both two districts based on the results of necropsy
HI test showed that the trachea, proventriculus and seca tonsil hemorrhage, hemorrhagic oviduct
cells, and liver and spleen enlarged. Meanwhile, another chicken unchanged anatomic pathology.
Chicken that appeared healthy and showed no clinical symptoms but found antibodies to NDV
chicken possibilities are protected through the body's defense system, non - antibody mediated
protective mechanisms, such as cell mediated immunity against previous virus exposure. This
suggests that antibodies formed from previous NDV exposure has dropped to zero levels.
Alternatively, when sampling the chicken suffered against NDV incubation period so that it will
show clinical symptoms and an increase in antibody titer if the sampling is done a few days later
(Njagi et al., 2010). Antibodies against NDV could be detected 6-10 post infection while antigen-
specific cytotoxic T-cells (CTLs) can be detected 7-10 days. The existence of a previous antibody
can protect against the appearance of clinical symptoms whereas antibodies to (CTLs) can not
prevent progressive NDV but may decrease the amount of virus (Miller et al., 2013).
Further results of HA / HI positive using RT-PCR test, a positive result was detected at
362 bp gene F is the District Tumpang many as four samples of 101 samples (3.96%) is tpM1-2015
and tpM3-2015, and District Turen much as 2 samples of 66 samples (3.04%) is trM6 (Figure 1).
ISBN 9786021570425 BIO-4

M 1 2 3 4 5 6
The explanation of sample code:

M : Marker
362 bp 1 : code sample ktM1-2015 ( village Kambingan,
Tumpang, Malang)
2 : code sample tpM3-2015 (districts Tumpang,
Malang)
3 : code sample ktM1-2015 (village Kambingan,
Tumpang, Malang)
4 : code sample tpM3-2015 (districts Tumpang,
Malang)
5 : code sample trM6 (Turen, Malang)
6 : code sample trM6 (Turen, Malang)
Figure 1. AA-HL primer pairs with a length of 362 nucleotides capable of amplifying the
samples ktM1-2015, tpM3-2015, ktM1-2015
Hospes sensitive to NDV is poultry, especially chickens. Chicken is more sensitive than
the ducks and geese. Decrease NDV in chicken influenced by the improvement biosecurity and
traffic livestock and people. The rainy season and the dry season associated with the emergence of
cases NDV but the rainy season more as a predisposing factor NDV outbreak. Sampling was done
during the dry season so that fewer cases were found. This is in line with Orsi et al., 2000 stating
that the case of NDV in Kenya is more common in winter. NDV is affected by setres incident that
occurred as a result of the changing seasons and the body's resistance will decrease the start of the
rainy season so that the antibody titer was also decreased. NDV incident occurred due to contact
with nasal discharge and excretion during eating and drinking. NDV can be shedding into the
environment and will infect susceptible chickens (Kemboi et al., 2013).
4. Conclusion
Based on the results of research by HI and PCR showed that the prevalence of NDV in
Malang low The District Tumpang is 3.96% and the District Turen is 3.04%.
Acknowledgements
Acknowledgements addressed to Higher Education and UB as the sponsor of BOPTN Fund,
the Department of Animal Husbandry in East Java for sampling, Central Laboratory of Biological
Sciences, and Veterinary Medicine Program for research activities,
References
Adi, A.A.A.M., Astawa, N.M. Putra, K.S.A., Hayashi, Y., dan Matsumoto, Y. (2010). Isolation and
Characterization of a Pathogenic Newcastle Disease Virus from a Natural Case in
Indonesia. J.Vet. Med. Science. 72(3): 313-319.
ISBN 9786021570425 BIO-5

Ahmadi, E., Pourbakhsh, S.A., Ahmadi, M., and Talebi, A. (2014). Pathotypic Characterization of
The Newcastle Disease Virus Isolated From Commercial Poultry In Northwest Iran. Turk J
Vet Anim Sci 38: 383-387
Ashraf, A and Shah, M. S. (2014). Review. Newcastle Disease: Present status and future
challenges for developing countries. Academic Journals, 8(5), 411-416.
Dinas Peternakan Provinsi Jawa Timur. (2014).
http://disnak.jatimprov.go.id/web/layananpublik/datastatistik
Jaganathan, S., Ooi, P.T., Yee Phang, L., Binti Allaudin, Z.N., Yip, L.S., Choo, P.Y., Lim, B.K.,
Lemiere, S and Jean-Christophe, A. (2015). Observation of risk factors, clinical
manifestations and genetic characterization of recent Newcastle Disease Virus outbreak in
West Malaysia. BMC Veterinary Research 11:219
Kim, M.L., King, D.J., Suarez, D.L., Wong, C.W., and Afonso, C.I. (2007). Characterization of
Class 1 Newcastle Disease Virus Isolates from Hongkong Live Bird Markets and
Detection Using Real-Time Reverse Transcription-PCR. Journal of Clinical Microbiology,
45(4), 13101314.
Kumar, S., Nayak, B., Collins, P.L and Samal, S.B. (2011). Evaluation of the Newcastle Disease
Virus F and HN Proteins in Protective Immunity by Using a Recombinant Avian
Paramyxovirus Type 3 Vector in Chickens. Journal of Virology, 85(13), 65216534
Miller, P.J., King, D.J., Afonso, C.L and Suarez, D.L. (2007). Antigenic differences among
Newcastle disease virus strains of different genotypes used in vaccine formulation affect
viral shedding after a virulent challenge, Vaccine 25(41), 72387246.
Miller, P.J., Afonso, C.L., El Attrache, J., Dorsey, K.M., Courtney, S.C., Guo, Z and
Kapczynski, D.R. (2013). Effects of Newcastle Disease Virus Vaccine Antibodies on The
Shedding and Transmission of Challenge Viruses, Developmental & Comparative
Immunology, 41(4), 505-551.
Kemboi, D.C., Chegeh, H.W., Bebora, I.C., Maingi, N., Nyaga, P.N., Mbuthia, P.G., Njagi, L.
W and Githinji, J.M. (2013). Seasonal Newcastle Disease Antibody Titer Dynamics in
Village Chickens of Mbeere District, Eastern Province, Keny, Livestock Research for Rural
Development, 25(10), article nr. 181.
Njagi, l W., Nyaga, P. N., Mbuthia, P.G., Bebora, l.C., Michieka, J.N., Kibe, J. K and
Minga, U.M. (2010). Prevalence of Newcastle Disease Virus in village indigenous
chickens in varied agro-ecological zones in Kenya. Livestock Research for Rural
Development, 22(5), article nr. 95.
OIE. (2012). Newcastle Disease. Chapter 2.3.14. http://www.oie.int/fileadmin/Home/fr/Health_
standards/tahm/2.03.14_NEWCASTLE_DIS.pdf.
Orsi, M.A.., Doretto Jr, L., Camillo, S.C.A., Reischak, D., Ribeiro, S.A.M., Ramazzoti, A.,
Mendona, A.O., Spilki, F.R., Buzinaro, M.G., Ferreira, H.L., Arns, C.W. (2010).
Prevalence of Newcastle disease virus in broiler chickens (Gallus gallus) in Brazil,
Braz. J. Microbiol, 41(2), 349-357.
Pemerintah Kabupaten Malang. (2013). Kabupaten Malang dalam Angka. http :
bappekap.malangkab.go.id/downloads/KMDA
Perttula, L. (2009). Epidemiology and Characterization of Newcastle Disease in Smallholder
Poultry in Mozambique. .http://stud.epsilon.slu.se/848/1/adlerlennstrom_s_100213.pdf.
ISBN 9786021570425 BIO-6

OB-03
The Use of Sawdust Storage Medium in Various Water
Content to Maintain the Viability and Vigor of Shorea
leprosula Mig and Dryobalanops oblongifolia Dyer Seed
Dyah Iriani*, Siti Fatonah, Nita Anggraini, and Kiswati
Biology Department, Faculty of Math and Natural Sciences, Riau University, Kampus Bina Widya
Km 12,5 Simpang Panam Pekanbaru, Riau, Indonesia
dyah_sigit2003@yahoo.com
Abstract-Shorea leprosula Mig and Dryobalanops oblongifolia Dyer are important forestry commodity that
produce resin from Kalimantan, and based on the International Union for the Conservation of Nature and
Natural resources (IUCN) their occurrences is threatened. This study aimed to test the viability and vigor of
S. leprosula and .D oblongifolia seed in various water contents with sawdust storage medium for 2 and 4
weeks. Experimental design was randomized group with four treatments (0%, 20%, 30% and 40% water
content) that stored for 2 and 4 weeks. The seeds were germinated in 1:1 soil-sand medium and observed for
42 days. The parameters observed were the seed morphology before and after storage, as well as seed
viability and vigor. The result showed morphological change after storage. The seed of S. leprosula has
viability of 100% and has 40% water content after being storage in saw dust for 2 and 4 weeks, while D.
oblongifolia has 20% and 30% water content after being stored in sawdust for 2 weeks. The storage of S.
leprosula seed in sawdust with 40% water content for 4 weeks could maintain the viability and vigor, while
for D. oblongifolia there was no viability and vigor.
Keywords: Shorea leprosula, Dryobalanops oblongifolia, viability, vigor, sawdust
1. Introduction
Dipterocarpaceae is one family of tropical forest biodiversity in Indonesia that has high potency to
be explored.The members of this family are abundant in west Indonesia, Malaysia, Brunei, Irian
Jaya and Papua New Guinea. According to Rasyid et al. (1991) Dipterocarpaceae consist of 13
genera with 470 species. A total of 9 genera that are distributed in Indonesia, i.e. Anisoptera,
Cotylelobium, Dipterocarpus, Vatica, Hopea, Upuna, Parashorea, Shorea and Dryobalanops.
Shorea is the largest genus in Dipterocarpace, and well known as Meranti. Damar is a secretion
result produced by Meranti trees with various secretion color. Based on the trading name of
Meranti, this plant is devided into three species, i.e. white, yellow and red Meranti. The tropical
area is the distribution of Meranti. One of the endemic Meranti in Kalimantan is Shorea leprosula.
Dryobalanops oblongifolia (Kapur) is distributed in north area and only few of its that
distributed in East Sumatera Island. Kapur can grow in a slope of tropical forest, 500 m asl, as well
as in mountains. The Kapur trees can produce wood and kristal kapur that can be made kapur
barus
Nowadays, the production of both Red Meranti and Kapur is reducting due to over exploitation.
Therefore, those species are included in the red list of International Union for the Conservation of
Nature and Natural Resources (IUCN), with endangered catagory (Pamoengkas and Prayogi 2011,
Heriyanto and Subiandono 2003).
The seeds of Red Meranti and Kapur are recalcitrant seeds. The germination of recalcitrant seed in
nature in 15 days is zero. The newly picked seeds from the tree have various water content,
generaly 40% (Muadz 2011). The efforts to conserve and explore the members of Dipterocarpaceae
are facing many obstacles, such as irregular flowering cycle so that the harvest time is not every
year, as weel as the recalcitrant seeds that only can be stored in short time with viability reduction
during the storage. These problems should be solved due to the impact to Kapur occurance. One of
the important effort that can be done is by maintaining the storage power of Kapur seeds. The
ISBN 9786021570425 BIO-7

lengthen of seed viability can increase the number of seed that can be germinated, therefore the
possibility to get the good seeds is higher (Febryano dan Riniarti 2009).
The storage of recalcitrant seeds is supported by the use of medium in order to protect seed during
the transport, and maintain the moisture. (Suryanto 2013). One of storage medium that can be used
is sawdust. Purnomohadi et al. (1988) had conducted a research using sawdust as storage medium
for Theobroma cacao.The storage in bamboo box for 30 days with a week interval time. The
medium content varied, i.e. 30%, 35% and 40%. The result showed that the use of 35% and 40%
storage medium could maintain the cacao seed viability up to four weeks.
Pratiwi et al. (2012) used kelengkeng seed (Dimocarpus longan). The medium used was carcoal
wooddust, carcoalhusk and sawdust. The seeds were stored in a plastic bag with some holes, and
put in a box for 30 days with 5 day interval time. The medium content varied, 30%, 40% and 50%.
The used of these three storage medium could maintain the growth ability of seed with the highest
viability was 89,16% for 20 day storage time with 30% water content. Therefore, its necessary to
study the use of sawdust with various water content for 2 and 4 week storage time, in order to test
the viability and vigor of Shorea leprosula and Dryobalanops oblongifolia seeds.

The materials used in this study are Kapur seed, Red Meranti seed, sawdust, sand and topsoil. The
study had been conducted using experimental method, with Randomized Group Design using 4
treatments of storage medium, i.e. S0 :0% (control), S1 : 20%, S2 : 30% and S3 : 40% water content.
Each treatment was repeated 5 times, brought the total treatments was 20. The test was done for 2
week ad 4 week storage, using 5 seed for treatment.
The observed parameters were conducted before and after treatments, as well as seed observation
after being germinated. Before storage, seed morphology and seed fresh weight were observed.
After seed were stored in storage medium, the parameter observed were seed morphology, seed
fresh weight and the percentage of seed germination. While for observation after seed germination
was conducted on the seed viability and vigor. Seed viability consisted of day of germination,
speed and percentage of germination. The observation of seed vigor consisted of height of seedling
(cm), leaf area (cm2),, number of leaf as well as weight of fresh seedling (gr).
Data were analized using Analysis of Variance (ANOVA). If the result was significantly
difference, followed by Duncan Multi Range Test (DMRT) at the level of 5% to determine the
treatment difference. Data were analyzed using Statistics Package for Social Sciences ( SPSS )
versi 17.

3.1. Seed Condition before storage
The viable Kapur and Red Meranti seeds were collected from the field after being dropped from
tree. Those seed are in physiological maturity, indicated by brown seed color, glossy seed skin with
5 seed wings in equal size. For Red Meranti seeds are characterized by green and glossy seed,
smooth texture, with 5 seed wings in unequal size (Fig. 1).
A B
Figure 1. A. Red Meranti seeds, B. Kapur seeds
ISBN 9786021570425 BIO-8

3.2. Seed condition after 2 week storage

The seeds of Red Meranti and Kapur after 2 week storage (Fig. 2) in 0% water content are dull,
wrinkle texture and smaller that three other treatments. The skin wrinkle due to no water content in
storage medium, therefore caused the fresh weight reduction. The dull and wrinkle seed with
smallers size because during the storage the condition was not moist. According to Purnomohadi
(1988) the low moisture of storage medium can disturb the seeds and affect the seed fresh weight
and viability.
If the water content increases, the seed size in 2 week storage become bigger, due to higher fresh
weight (Table 1). The Kapur seed storage with water content could broke the skin seed that
indicated the germination, while for Red Meranti seed there was no germination yet. The broken
kapur seed might be due to bigger size than Red Meranti seed, there for the water content of Kapur
seed is higher.
A1 A2 A3 A4
B1 B2 B3 B4
Figure 2. A. Morphology of Red Meranti Seed B. Kapur seed after 2 week storage. A1, B1: 0 %
water content, A2, B2 : 20% water content, A3, B3 : 30% water content, A4, B4 : 40% water content
3.3. Seed Condition ater 4 week storage

The seed of Red Meranti and Kapur after 4 week storage in 0% water content are dull, wrinkle and
smaller than three other treatments. The seed wrinkle in 0% water content because no water in
storage medium, that caused the fresh weight reduction.The kapur seeds were dull and wrinkle with
small size in 20% water content, and some of seed germinated that indicated by the forming of
radicula but the skin still attached seed. While in 30% water content most of the seeds germinated
with the forming of cotyledone. The seeds with 40% water content treatment were rooten that
indicated by black and soft seed, while in 0% water content, the seeds were dull and wrinkle
(Figure 3B1-4). For Red Meranti seed, the addition of water content of storage medium changed the
color of seed from green to brown with bigger seed size (Figure 3A1-4)
The rooten kapur seed in 40 % water content for 4 weeks storage due to the high moisture that
caused microrganism activity. This is supported by Danapriatna (2007) that stated microorganism
activity increases if the moisture of storage medium also increases. The germination in 20% and
30% water content in 4 week storage medium might caused by high water content. This is
accordance to Muadz (2011), that showed if kapur seed is big (6,8-7,1 gram). According to
Kusmana et al. (2011) the big seeds have high water content.
A1 A2 A2 A3
ISBN 9786021570425 BIO-9

B1 B2 B3 B4
Figure 3 A. Morphology of Red Meranti seed and B. Kapur seed after 4 week storage. A1, B1: 0%,
A2, B2 : 20% water content, A3, B3 : 30% water content, A4, B4 : 40% water content,
Table 1. The average of seed fresh weight before planting in 2 and 4 week storage
Difference of seed fresh The germination percentage

Water weight before and after before planting (%)
Storage
content storage (gr)
Red Meranti Kapur Red Meranti Kapur
a a
0% -1,59 -2,41 0,00 0,00
20% 0,31 b 0,46 b 0,00 0,00
2 week
30% 0,32 b 0,46 b 0,00 0,00
b c
40% 0,38 1,09 0,00 0,00
0% -1,63 a -2,58a 0,00 0,00*
b b
20% 0,45 0,77 0,00 40,00*
4 week b bc
30% 0,58 0,46 0,00 36,00*
b c
40% 0,61 0,95 0,00 0,00*
Note: number in the same coulom that followed by the same alphabet indicated that the data was
not significantly different in DMRT test at the level of 5%.
(*) : Percentage based on the number of germinated seed
3.4 .Seed viability

The seed viability that stored for 2 and 4 weeks with 20%, 30%, dan 40% water content is
significantly difference to 0% water content treatment. The germination day in 0% water content,
for Red Meranti seed there was no germination, while for Kapur seed 44% of seeds were
germinated. The fastest germination of Red Meranti seed in 2 week storage was in 7th day for 30%
and 40% water content. While for Kapur seed, in 20%, 30% and 40% water content the germiation
day was in 4 5th day with 92-100% germination.
The storage of Red Meranti seed for 4 week showed faster germinantion for 30 and 40% water
content, in 6th day. In 20% water content, the germination was in 8th day after being planted. The
gemination time in 20% water content was slower than 30% and 40% water content in 2 and 4
week storage. The germination process in 4 week storage was faster than 2 week storage. Due to
the longer storage time that caused higher imbibition process. The higher is imbibition process, the
bigger is the seed size and can be plant faster. According to Nengsih and Alia (2010), water in seed
storage play a role in imbibition process to softhen skin seed and make faster germination.
The storage of Kapur seeds for 4 weeks was not statiscally analized because the number of
germinated seed in each treatment was low. In 0% water content storage, only one out of 25 seeds
germinated (4%), in 17th day. In sawdust medium with 20% water content, a total of 10 out of 25
seeds were germinated, while in medium storage with 30% water content, 9 seeds germinated
before planted. In 4th day after planting, the seed stored in 30 water content medium another one
seed germinated. While for 15 seed stored in 20% and 30 water content medium for 4 weeks did
not germinate in the end of observation, due to the rotten seed indicated by black skin.The all of
ISBN 9786021570425 BIO-10

seed stored in 40% water content medium did not germinate, because they were rotten after being
stored for 4 weeks.
The highest rate germination value of Red Meranti seed for 2 and 4 week storage was found in
treatment with 40% water content and significantly different to 0%, 20%, and 30% water content
treatments. The germination rate rose in line with water content. The higher water content could
determine the number of germinated seed, because the water in storage medium could maintain
seed viability. While for storage without water, the viability is zero. The seeds did not germinate in
0% water content medium (Table 2). The germination rate of Kapur seed after 2 week storage in
20%, 30% dan 40% water content was not significantly different, as well as the germination
percentage.
Table 2. The average of germination time, germination rate and percentage of Red Meranti and
Kapur seed in 2 and 4 week storage
Parameter
Water
Storage Germination time Germination rate Germination
content
time (day) (seed/day) percentage (%)
treatment
Red Meranti Kapur Red Meranti Kapur Red Meranti Kapur
0% 0,00 a 13,00 b 0,00 a 0,07 a 0,00a 44,00 a
b a b b b
20% 9,20 5,80 0,07 0,17 64,0 100,00 b
2 week
30% 7,00 c 5,80 a 0,09 b 0,17 b 80,b 100,00 b
c a c b c
40% 7,00 4,00 0,11 0,15 100,0 92,00 b
a a a
0% 0,00 17,00 0,00 0,01 0,00 4,00
20% 8,00 b 0,00 0,06 b 0,07 56,0b 40,00
4 week
30% 6,00 c 0,00 0,08 b 0,07 76,0b 0,00
c c
40% 6,00 - 0,11 - 100,0 c -
Note : number in the same coulom that followed by the same alphabet indicated that the data was
not significantly different in DMRT test at the level of 5%
3.5. the Vigor of Red Meranti seed

The parameters observed of Red Meranti seed vigor were seedling height (cm), leaf number, fresh
weight (g) and leaf area (cm2). The result of ANOVA analysis showed that 2 and 4 week storage in
20%, 30% and 40% water content was significantly affected the seedling height, leaf number and
leaf area after of 6 week. The average of those parameters is presented in Table 3.
Table 3. The average of seedling height, leaf number and leaf area of 4 week Red Meranti seed
Parameter
Water
Storage Seedling
Content Fresh weight Leaf area
time height Leaf number
treatment (g) (cm2)
(cm)
0% 0,00 a 0,00 a 0,00 a 0,00 a
b b b
20% 5,38 3,19 0,44 11,22 b
2 week b b b
30% 7,09 3,78 0,58 12,47 b
c c c
40% 11,3 4,72 0,70 29,35 c
0% 0,00 a 0,00 a 0,00 a 0,00 a
b b b
20% 5,93 2,05 0,27 5,64 b
4 week b b b
30% 6,37 2,20 0,39 6,64 b
c c c
40% 9,80 3,72 0,50 13,5 c
Based on the Table 3, the vigor of seed stored for 2 and 4 weeks in 20%, 30%, and 40% water
content treatment was significantly different with 0% water content. The growth parameters were
seedling height, leaf number, fresh weight and leaf area. All of the parameters in 40% water
ISBN 9786021570425 BIO-11

content with 2 and 4 storage were higher than 0%, 20%, and 30% water content (Figure 4A).
However, they were lower for 4 week stored seed. This is supported by Sudirman and Dahlan
(2005). They stated that the longer is the seed storage time, the faster is the rate of deterioration that
may caused lower seed vigor. The highest quality of seed is in physiological maturity stage. In 4
week storage, the growth of Red Meranti seed decreased than 2 week storage. During the storage,
the seed deteriorated, indicated by lower food storage of seed that caused lower vigor ability
(Sumampow 2010). Rahardjo dan Sukamto (1987) stated the factor that cause seed could not grow
well is lower seed vigor in longer storage. The growth of 2 and 4 week stored seed (Figure 4B) was
good in 40% water content treatment.
A B
Figure 4. The morphology of 6 week Red Meranti Seed from A. 2 and B. 4 week storage
2a. 20% water content; 2b. 30% water content; 2c. 40% water content
3.6. The vigor of Kapur seed

The parameters observed of Kapur seed vigor were seedling height (cm), leaf number, fresh weight
(g) and leaf area (cm2). The ANOVA analysis result of seedling height and fresh weight were not
significantly different, while for leaf number and leaf area were significantly different. The average
of seedling height, leaf number and leaf area of 6 week Kapur seed is presented in Table 4.
Table 4. The average of seedling height, leaf number and leaf area of 6 week Kapur seed
Parameter
Water
Storage Seedling
Content Fresh weight Leaf area
time height Leaf number
treatment (g) (cm2)
(cm)
0% 15,49 0,60 a 4,73 9,61 a
20% 18,78 2,57 b 5,19 33,82 b
2 week
30% 17,86 2,59b 5,12 38,77b
40% 16,52 2,33b 4,85 25,12ab
0% 2,6 0,00 0,07 0,00
20% 4,42 0,80 2,03 3,14
4 week
30% 3,09 0,60 1,71 2,33
40% 0,00 0,00 0,00 0,00
Based on the Table 4, the seed vigor parameter in 0% water content was significantly different
to leaf number and leaf area. The 2 week stored seeds in water content treatments had higher
seedling height, leaf number, fresh weight as well as leaf area, than control. Seeds in 0% water
content showed lower vigor, indicated by wrinkle seed, and lower viability. Acording to Setiono
(2010) the seed deterioration causes lower seed quality and trait, so that make low seed viability
ISBN 9786021570425 BIO-12
and vigor and finally cause plant death. The seed stored for 4 weeks were ot statistically tested due
to low germinated seed that cause low number of seedlig. Seeds in 20% dan 30% water content
media germinated during the storage.
The 4 week storage made low seed viability (Table 2), as well as low seed vigor (Table 4). In 20%
and 30% water content media, a total of 10 seed germinated during storage. After being germinated
in 20% water content, 3 seed damaged with the percentage of survived seedling was 88%, while in
30% water content was 76%. The vigor deterioration is caused by the germination during storage
(Figure 5 A, B). This is supported by Nurahmi et al. (2010), that observed germinated cacao seed
during storage, therefore loss nutrient stock when planted. The treatment of 40% water content in 4
week storage caused rotten seed.
Figure 5. The morphology of 6 week Kapur Seed from A. 2 and B. 4 week storage
4. Conclusion
The result showed that morphological characters changed after storage. The viability of Shorea
leprosulawas up to 100% if stored in 40% water content sawdust for 2 and 4 weeks, while for
Dryobalanops oblongifolia if stored in 20% and 30% water content sawdust for 2 weeks. The
storage of Shorea leprosulain 40% water content sawdust for 4 week could maintain the seed
viability and vigor while forDryobalanops oblongifolia, the viability and vigor became zero.
Acknowledgements
The authors thank to PNBP University of Riau for research grant. We also thank to Forestry
Department, Riau Province that supported the research.
References
Danapriatna N. 2007. Pengaruh penyimpanan terhadap Viabilitas Benih Kedelai. Jurnal
Universitas Islam45 Bekasi 8(01): 178-187.
Febryano IG, Riniarti M. 2009. Metode Alternatif Penyimpanan Benih Mata Kucing ( Shorea
Javanica K. & V. ). Penelitian Dipterokarpa 3(1) : 1-8.
Heriyanto NM, Subiandono E. 2003. Status Kelangkaan Jenis Pohon di Kelompok Hutan
Sungai Jengonoi, Sintang, Kalimantan Barat. Jurnal Buletin Plasma Nutfah 9(2).
Kusmana C, Kalingga M, Syamsuwida D. 2011. Pengarug Ruang Simpan, Media Simpan dan
Lama Penyimpanan Terhadap Viabilitas Propagul Rhizophora stylosa Griff. Jurnal
Silvikultur Tropika 3(01): 82-87.
Muadz A. 2011. Dipterocarpaceae, Waktu Berbunga dan Berbuahnya.
http://www.hutankalimantan.blogspot.com.[07 Nov 2014].
Pratiwi RD, Rabaniyah R, Purwantoro A. 2012. Pengaruh Jenis dan Kadar Air Media Simpan
ISBN 9786021570425 BIO-13

Terhadap Viabilitas Benih Lengkeng (Dimocarpus longan Lour). Jurnal Vegetalika

1(02).
Purnomohadi M, Saenong S, Susilastuti D. 1988. Pengaruh Kelembabapn Serbuk Gergaji
Sebagai Media Simpan, Suhu dan Periode Simpan Terhadap viabilitas Benih Coklat
(Theobroma cacao L). Jurnal Balitan Agronani17(01).
Rahardjo P, Hartatri DFS. 2010. Penggunaan AASAP Dalam Upaya Mempertahankan Viabilitas
Benih Kakao (Theobroma cacao).Jurnal Pelita Perkebunan 26 (06): 83-89.
Rasyid H, Marfuah H, Wijayakusuma, D. Hendarsyah. 1991. Vademikum Dipterocarpacea.
Badan Litbang Kehutanan, Jakarta.
Sumampow DMF. 2010. Viabilitas Benih Kakao (Theobroma cacao L.) Pada Media Simpan
Serbuk Gergaji. Soil Environment 08 (03) : 102-105.
ISBN 9786021570425 BIO-14

OB-04
Epidemiologi Study New Castle Disease Virus Blitar
Isolate Based on Fusion Protein
Sri Murwani*, Dahliatul Qosimah, Rizki Arya Pradikta, and Indah Amalia Amri
Microbiology and Immunology Laboratory, Veterinary Medicine, Brawijaya University,

muratinia@ub.ac.id
Abstract-Newcastle Disease (ND) is still a poultry healthy problem. It is caused by contagious velogenic
virus that decreases of the quality and quantity the animals production seriously. This research was studied
demographic transmission of ND virus (NDV) in Blitar (East Java, Indonesia) based on fusion protein. This
is an observational, cross sectional study to obtain NDV isolate from some poultry breeders the chickens
suspected suffering from ND. ND diagnosis was determined base on: clinical signs, gross pathology of
suspected animal; the time of embryo death when were inoculated in embryonated eggs; hemagglutination
(HA) test, hemaglutination-inhbition (HI) test; fusion (F) protein. It was revealed that there were 16 ND cases
from different poultry breeders at 6 Blitar subdistricts, as indicated by the death of some chickens, torticollis,
nasal serous discharge, greenishdiarrhoea. Gross pathology showed petechial of tracheal, intestine and
proventriculus, haemorrhage of brain and meninges, enlarged of lien and liver. When the viruses were
propagated in embryonated eggs, the embryos die before 60 hrs, with abnormalities growth, these
characteristic for velogenic strain. The HA test showed all of isolates are positive agglutinate the sheep
erythrocytes between 8 32 HA units, but just 2 isolates HI positive NDV. The 2 isolates were purified the F
protein and using pairs of AA-HL primer (362 bp nucleotides), the F protein was amplified. It is concluded
that isolates are velogenic strains NDV. The F protein gene will be sequenced for further phylogenic study.
Keywords: Newcastle Disease Virus, epidemiology, Blitar East Java
1. Introduction
Newcastle disease is a contagious poultry disease affecting many domestic and wild avian
species. It is transmissible to humans,cancause mild conjunctivitis and influenza-like symptoms,
caused by virulent strains of avian paramyxovirus type 1 (APMV-1) serotype of the genus
Avulavirus belonging to the subfamily Paramyxovirinae, family Paramyxoviridae.NDV strains can
be categorised as velogenic (highly virulent), mesogenic (intermediate virulence) or lentogenic
(nonvirulent). Velogenic strains produce severe nervous and respiratory signs, spread rapidly, and
cause up to 90% mortality. Mesogenic strains cause coughing, affect egg quality and production,
and result in up to 10% mortality. Lentogenic strains produce mild signs with negligible mortality
(Wikipedia, accessed at October 2015).
Newcastle disease virus is spread primarily through direct contact between healthy birds and
the bodily discharges of infected birds. The disease is transmitted through infected birds' droppings
and secretions from the nose, mouth, and eyes. NDV spreads rapidly among birds kept in
confinement, such as commercially raised chickens (Wikipedia, accessed at October 2015).
Virulent NDV strains are endemic in poultry in most of Asia, Africa, and some countries of North
and South America. Other countries, including the USA and Canada, are free of those strains in
poultry and maintain that status with import restrictions and eradication by destroying infected
poultry (Miller, accessed at July 2015).
During replication, APMV-1 particles are produced with a precursor glycoprotein, F0, which
has to be cleaved to F1 and F2 for the virus particles to be infectious. This post-translational
cleavage is mediated by host-cell proteases. Trypsin is capable of cleaving F0 for all NDV strains
(OIE, 2012). Most of molecular specific NDV were coded by F gene, at variable regionimportant
for signal peptide [amino acid (aa)], cleavage activation sequence (aa 112116), fusion
hydrophobic region (aa 117142), and signed byvariableandconserved regions. Nucleotide
ISBN 9786021570425 BIO-15

sequence fragment of F-gene is standard criteria genotyping and pathogenicity molecular NDV
(Umaliet al., 2013, OIE, 2012).
Virulence the virus was determined by the pattern of 112R/K-R-Q-K/R-R116at C-terminus F2
protein and F (phenylalanine) at N-terminus F1 protein (residue 117). History and management a
poultry breeder can be used as supportive data for determination of source NDV. Japanese
scientists found difference sequence of cleavage site in F gene between isolate lentogenic strain
vaccine and wild virus NDV; they proved that 112R-R-Q-K-R-F117motif was belonging to velogenic
strain. This result was confirmed by MDT (mean death time)and ICPI (Intracerebral Pathogenicity
Index)(Umaliet al., 2013). Some vaccination program in Indonesia failed may be able to be caused
by inappropriate between vaccine and wild isolate.
This work was epidemiological study NDV in BlitarDistrict. Blitar is a central of poultry
breeder in East Java Indonesia and ND still is a major problem. This study concern to: 1) Isolation
of NDV wild isolate in some ND cases in Blitar; 2) Isolation F protein.This study will be continued
phylogenic study NDV in the most districtsin East Java, base on F protein sequence, as material
seed vaccine Indonesian wild isolate.
2. Method
a. Number of sample
Number of sample (n)= 4pq/L2
p = prevalence in Blitar 70%

q = 1-p
L2 = (0.05)2
n = 4 x 0.7 x 0.3/(0.05)2
= 0.84/0.0025
= 336 chickens
In Blitar there are many subdistrictshave high population of chickens that spread in poultry
breeder. These subdistricts include Wonodadi, NasukanPonggok, BranjangPonggok,
Dimoro, Morodadi, Kademangan, Talun,Sanggrahan, Kesamben.
In this work, from 32 poultry breeder in 9 subdistrict were took 10-15chickens/poultry
breeder for NDV determination.
b. Newcastle Disease determination and isolation NDV

Department of Animal Husbandry BlitarDistrict, some veterinarians, poultry breeder
ownersaided lookingfor ND cases.The ND was determined by anamnesis, clinical signs,
gross pathologic, embryo death time (in embryonated egg), HA test and HI test.
c. The viruses were inoculated in allantois fluid of 9-11 days old embryonated eggs, and
recorded the death time and growth the embryos after inoculation. Then was tested their
ability to agglutinate sheep erythrocytes to calculate virus titre. HI test was done using
specific antibody (Adi et al., 2010).
d. The work was done aseptically using biohazard laminar airflow level II.
e. Isolation F protein was done by Haryanto et al. method (2013).

This study was done at some poultry breeder in Blitar District, both their chicken suspected
ND or no signs of ND. This study was started at 2015, February 26. Field activities were done base
on case reports and obtained 17 cases from 17 different poultry breeder in 6 Blitar subdistricts,
even ND vaccination routinely done, either first and booster. The anamnesis and clinical signs
referred to ND, such as death of some chickens, torticollis, nasal serous discharge, greenish
diarrhoea, inflammation around aye. Macroscopic lesion include petechial of tracheal, intestine and
ISBN 9786021570425 BIO-16

proventriculus, haemorrhage of brain and meninges, enlarged of lien and liver, swelling around
eye.
Severity the disease was influenced by the NDV strain. Velogenic strain is the most virulent,
mesogenic strain is intermediate virulent, and the non-virulent strain is lentogenic.Velogenic strain
causes severe neurologic and respiratory, with high mortality, up to 90%.Mesogenic strain was
marked by cough, decreased quality and egg production, with 10% mortality level. While
lentogenic strain just was marked by mild clinical signs and rare causing animal death. Acute cases
the animal death suddenly.Miller (accessed at July 2015)and Dinev (accessed at July 2015),
respiratory signs followed by depression, greenish watery diarrhoea, inflammation head and neck,
neurologic signs (torticollis, ataxia, tremor) are characteristic for ND infected by the most virulent
virus is viscerotrophicvelogenic strain, and often suffer vaccinated poultry breeder. Macroscopic
lesions were just detected in viscerotrophicvelogenic ND. Can be concluded the suspect NDV in
this research may a viscerotrophicvelogenic strain.
Hemagglutinantion (HA) test is a screening test for microorganisms posses hemagglutinin
antigen, have ability agglutinate particular erythrocyte. Some microorganisms that have
hemagglutinin, such asmyxo virus group (influenza virus, parainfluenza virus, mumps virus,
morbilivurs, NDV, respiratory syncial virus), rubeola virus, adenovirus, reovirus, Staphylococcus
sp., Vibrio sp., Hemophilus influenza, Salmonella sp., E. coli, Clostridium botulinum,
Pseudomonas sp. Result of HA test of this study, from 80 suspect isolates (16 cases x 5 chickens).
all of isolates positive agglutinate the sheep erythrocytes, between 8 32 HA units. So can be
propagated in embronated egg.
One of conventional method for determination pathotype the virus is inoculation virus by
calculates the mean death time. Velogenic strain killed the embryo at less than 60 hrs.,mesogenic
strain at 60-90 hrs., and lentogenic strain more than 90 hrs. (Fenneret al., 1993; Ashraf and Shah,
2014).In this work, showed that the embryos die before 60 hrs., with abnormalities growth, these
characteristics for velogenic strain. The HI test to specific antibody, showed only 2 isolates
positive.
M 1 2 3 4 5 6 7 8 9
400 bp
300 bp 362 bp
200 bp
100 bp
M : Marker
1 : code kdB4 (positive)
2 : code kdB10 (positive)
3 : code pwS1
4 : code pdB8
5 : code pdB9
6 : code pdB12
7 : code pdB15
8 : code pdB8 (positive)
9 : code pdB14 (positive)
ISBN 9786021570425 BIO-17

This research also detected for NDV in 15 poultry breeders (5 subdistrict), without
specifically suspected ND, the only sign was slight decreasing of egg production. From HA, 6
isolates positive agglutinate red blood cells, but from inoculation in embryonated egg and HI test,
just 2 isolates showed NDV velogenic strain. In this cases were suggested the virus caused
asymptomatic ND.
The 4 isolates positive velogenic strain NDV then were purified for isolation the F protein,
and were dome using pairs of AA-HL primer (362 bp nucleotides). The result, the F protein was
amplified (Figure 1). The nucleotide bases of F protein will be sequenced for phylogenicity study
and as a tool for development ND vaccine seed.
4. Conclusion
Base on the results, can be concluded that from this study was found 4 isolates
velogenicstarain NDV in Blitar either with classical symptoms or asymptomatic ND, and all code F
gene (F protein). The research will be continued for phylogenicity study and development of ND
vaccine seed.
Acknowledgements
The authors would like to thank Sherena, Natiq, Tika, Abednego, Yuzrisal, Ghina, Novrizal,
Bintan, and directorate general of higher education of Republic Indonesia for finantial support.
References
Adi, A.A.A.M., N.M. Astawa, K.S.A. Putra, Y. Hayashi, dan Y. Matsumoto.2010. Isolation and
Characterization of a Pathogenic Newcastle Disease Virus from a Natural Case in
Indonesia.J.Vet. Med. Science. 72(3): 313-319.
Ashraf, A and Shah, M. S. 2014. Review. Newcastle Disease: Present status and future challenges
for developing countries. Academic Journals. Vol. 8(5), pp. 411-416, 29 January, 2014.
Fenner, FJ, EPJ. Gibbs, FA Murphy, R Rott, MJ Studdert, dan DO White, 1993. Veteriary
Virology. 2nd Ed. Academic Press, INC., California.
Haryanto, A. 2013.Amplifikasi Gen Penyandi Protein Fusion Virus
TetelodariSpesimenLapangandenganMetode One Step RT-PCR.JurnalVeteriner.Vol 14. No
3:387-393.
Umali, D.V., Ito, H., Suzuki, T., Shirota, K., Katoh, H and Ito, T. 2013. Molecular epidemiology of
Newcastle disease virus isolates from vaccinated commercial poultry farms in non-epidemic
areas of Japan. Virology Journal, 2013, 10:330
Web sites:
Web-1 : Dinev, I. Disease of Poultry. The Poultry Site.
http://www.thepoultrysite.com/publication/6/ disease/newcastle-disease, accessed 23
July 2015.
Web-2 : DinasPeternakanProvinsiJawaTimur, 2013.
http://disnak.jatimprov.go.id/web/layananpublik/datastatistik/statistikproduksi, accessed
12 May 2014.
Web-3 : Wikipedia, The Free Encyclopedia, accessed May 2015-10-24.
Web-4 : Miller, P.J. 2014 Newcastle Disease in Poultry. The Merck Veterinary Manual.
Poultryhttp://www.merckvetmanual.com/mvm/poultry/newcastle_disease_and_other_par
amyxovirus_infections/newcastle_disease_in_poultry.html, accessed July 2015
ISBN 9786021570425 BIO-18

OB-05
Pharmacokinetic Study of Rifampicin after Oral Intake of
Noni (Morinda citrifolia Linn) in Male Rats
Farida Hayati*, Ari Wibowo, and Pradhani Daneswari
Pharmacy Department, Faculty of Mathematics and Natural Sciences, Universitas Islam Indonesia,
Jl. Kaliurang km 14,5 Yogyakarta
farida.hayati@uii.ac.id
Abstract-Noni is often used as additional medication on tuberculosis therapy. It can inhibit the growth of
Mycobacterium tuberculosis. The tendency to use herbal drug simultaneously with synthetic drug may result
in an interaction. This research aimed to determine the effect of noni juice on the pharmacokinetics profile of
rifampicin in rats. The study was conducted using male Westar rats which were divided into three groups,
each group consisted of 5 rats. The group I (control) was given a single dose of rifampicin 55 mg/kgBW.
Groups II and III (treatment) were each given pretreatment noni juice once daily for seven days, and then
were given herbs and rifampicin on eight day. Serial blood samples were taken at various interval (0,25; 0,5;
1,0; 1,5; 2; 3; 4; 6; 8; 10; 12, 21; and 24 hours) and rifampicin levels in blood samples were analyzed by
HPLC. The results obtained made the curve of rifampicin plasma level concentration versus time and then
determined pharmacokinetic parameters of rifampicin such as, Vd, CIT, ka, tmax, t1/2, k, AUC0-, and
Cmax. Pretreatment the animal with noni juice has decreased ClT 48,78% (P<0,05). The decrease ClT caused
the increase of Cmax 104,89% and AUC0- 83,61% (P<0,05). The increase also occurred in ka rifampicin
148.28% (P <0.05), caused the significant decrease of tmax 36.43% (P <0.05).
Keywords: rifampicin, noni, medication, tuberculosis, herbal
ISBN 9786021570425 BIO-19

OB-06
Growth Stand and Yield Performances of Some Modern
Superior Maize Hybrid Varieties Grown under Different
Population Densities on a Dryland
I Komang Damar Jaya*, Sudirman and Jayaputra
Faculty of Agriculture University of Mataram, Jl. Majapahit 62 Mataram 83125, Lombok, West
Nusa Tenggara, Indonesia
ikdjaya@unram.ac.id
Abstract-Growth stand and yield of different modern superior maize hybrid varieties were studied under
different population densities on a dryland. The varieties tested were Bisi 816, NK 22, P 21 and Pertiwi 2; all
were grown at densities of 71,400, 83,300, and 100,000 plants/ha. The treatments were arranged in a split-
plot design with three replications. Plant densities were allocated as main plots while varieties were treated as
sub-plots. Urea of 200 kg/ha and N-P-K (15-15-15) of 300 kg/ha were applied three times and the plants
were irrigated regularly. The results show that growth stand indices, such as plant height, number of leaves
and leaf area at the end of vegetative stage were mostly affected by variety only. Leaf angle of the three
leaves under the flag leaf was also affected by variety, with the largest leaf angle of 33.6 o was found in
Pertiwi 2, followed by the other three varieties with leaf angle of around 27 o. Varieties played significant role
in affecting yield and yield components, such as cob diameter and weight of 1000 seeds. The highest yield
was gained by NK 22, followed by P 21, Bisi 816 and Pertiwi 2 with 7.0, 6.8, 6,3 and 5.8 ton/ha,
respectively. There was also evidence that grain yield increased markedly with the increase of population
density. Population density of 100,000 plants/ha is suited for NK 22, P 21 and Bisi 816 varieties to improve
their productivity on dryland because of their narrow leaf angle.
Keywords: plant height, leaf area, leaf angle, vegetative, yield components
1. Introduction
Maize (Zea mays L.) is one of the cereal crops that covers a large area of agricultural lands.
The large growing area of maize is due to it uses as a source of carbohydrate and its useas staple
food in some parts of the world. Other uses of maize include use inanimal feeds, cooking oil and
maize flour, or as bioethanol feedstock. With that many uses, maize has become one of the major
crops grown in Indonesia. In term of production, Indonesia is the sixthleading maize producing
country after USA, China, Brazil, Mexico and Argentina, with approximately 2% of global
production (FAOSTAT, 2012). Overall, however, Indonesia is still a net importer of maize due to a
high demand from thegrowing animal feeds industry.
Most maize produced in Indonesia is by poor farmers in dryland or marginal areas with dry
climate and poor soil conditions (Swastika, 2004). Data from Bureau of Statistic shows that there
was an increase in maize growing area in West Nusa Tenggara (NTB) from 249,005 ha in 2010 to
624,674 in 2012. In 2013, the predicted growing area of maize in NTB was decreasing, to
become633,674 ha with productivity of 5.7 ton ha-1(BPS, 2014). The low maize productivity in
NTB might mostly due to the poor growing conditions on dryland areas. As in most areas in
Indonesia, maize in the province of NTB is produced mainly from dryland areas as well. Dryland
farmers in NTB have not got sufficient technology to adapt to climate variability that occurs. Other
factors that may contribute to the low maize productivity are variety and low population density.
Most maize farmers on dryland NTB grow maize at 64,000 to 70,000 plants ha-1. Some of them
unable to buy seeds of superior maize hybrid varieties that have high productivity but require high
inputs. Jaya and Soemeinaboedhy (2010) reported that a superior maize hybrid production on
ISBN 9786021570425 BIO-20

drylandcan be as high as 11 ton ha-1 when the maize population was increased up to 108,000 plants
ha-1 and sufficient inputs, such as fertilizer and water were applied.
The high population density for the superior maize hybrid varieties is made possible because
of their narrow leaf angle or their erect leaves enable them to maximize the utilization of sunlight
(Pugano and Maddonni, 2007). Maximum sunlight interception by the maize canopy, up to 95%
during the grains filling, can improve the maize production (Andrade, 2002). Nowadays there are
many superior maize hybrid varieties available at the local markets. This study aimed at
characterizing growth and yield of some superior maize hybrid variety planted at different densities
on a dryland.
2. Methods
An experiment was conducted in Gumantar village, district of Kayangan, North Lombok
from March to July 2015.The experimental area is considered a dryland area with soil texture of
sandy loam and a very low (0.46%) of C-organic. Soil pH was 6.9, N total 0.22%, available P
(Olsen) 12.98 ppm and exchangeable K 2.71 me%. Water source for irrigation was pumped from a
deep well nearby.
Four superior maize hybrid varieties and three population densities were tested. The four
varieties namely: Bisi 816 (PT. BISI International Tbk.), NK 22 (Syngenta), P21 (Pioneer Hi-Bred
International Inc.) and Pertiwi 2 (PT. Agrimakmur Pertiwi), whereas the population densities were:
71,428 plants ha-1(spacing 20 x 70 cm), 83,333 plants ha-1 (spacing 20 x 60 cm) and 100,000 plants
ha-1 (spacing 20 x 50 cm). The size of the treatment plots was 3.5 x 5.0 m, and in the plots there
were five, six and seven rows for the three different densities, respectively. The experimental
design used for allocating the treatments was a Split-plot design with three replications, where
population density was treated as the main plot and variety was allocated in the sub-plots. The
collected data was then analyzed using analysis of variance (ANOVA) at 5% level using a
MINITAB statistical program.
Light interception was measured using PAR Light Ceptometer(Decagon Devices) at the
end of the vegetative stage. Measurements were taken during a clear sky at midday, between 12.00
PM to 2.00 PM. To measure the transmitted light, the PAR light ceptometer was positioned
diagonally above soil surface between two and three plant rows in the middle of the sub plots and
simultaneously for PAR above the canopy. There were at least five measurementmade in each sub
plot for the transmitted light and the incoming PAR light. The fraction of incident PAR intercepted
by the canopy was calculated after averaging all the reading in each sub plot. Other parameters,
such as plant height, leaf number, leaf area, leaf angle (three leaves under the flag leaf) were
measured at the same day as the light interception measurement. Yield and yield components were
measured at harvest and after sun drying of the cobs.
The amount of N fertilizer applied was 106 kg ha-1 in the form of Urea and NPK Phonska
(15-15-15), while P, K and S fertilizers were applied at 21, 21 and 14 kg ha-1, respectively in the
form of NPK Phonska. Due to high porosity of the soil, irrigation water was applied at least once a
week until one week before harvest. Other plant husbandry was followed the standard for growing
maize on dryland areas.
Ears of sample plants (five plants in each sub plot) were harvested separately with the rest
of ears in each sub plot. All the ears were sun dried and then shelled to determine grain dry weight
and weight of 1000 seeds.

There was no rainfall recorded during the period of the experiment and hence, the only
source of water for the crops was the irrigation water. The lowest minimum temperature and the
highest maximum temperature were 20oC and 36oC, respectively with an average of 27.8oC and
relative humidity of 76.3%. These environmental conditions are considered to be ideal for maize
crops to grow in the tropics.
In this study, maize hybrid variety and spacing did not interact witheach other in affecting
growth and yield of maize.Plant variety affected growth variables ofplant height only while number
ISBN 9786021570425 BIO-21

of leaves and leaf area at the end of vegetative stage was not affected. Plant population had an
effect on leaf area only (Table 1). The tallest plant was in Pertiwi 2 variety but did not differ
significantly with P 21 and NK 22. In general, Pertiwi 2 shows it dominance in growth
performance by having taller plants. The lowest leaf area per plant was recorded in the lowest
population density (70 x 20 cm spacing). This fact shows that leaf plasticity occurred in all maize
varieties tested. Plant tends to increase their leaf area in a high population density in order to get
more sunlight (Smith, 1982). Morphological changes usually occur during plant growth, in this
case the size of each individual leaf changed, as an indicator of neighbor proximity and to extend
the leaf area to avoid shade (Morelli and Ruberti, 2000). Data in Table 1 shows that above the
population density of 71,428 plants ha-1, crowding in the canopy had started to happen and the
plants responded physiologically by extending their leaves.
Table 1. Plant height, leaves number, leaf area and stem diameter at the end of
Vegetative stage of the four varieties testedthat were grown at different spacing
Parameters measured
Varieties Plant height (cm) Leaves number Leaf area (m2)
Bisi 816 200.78 a 13.13 0.47
NK 22 204.64 ab 13.04 0.48
P 21 208.30 ab 13.58 0.48
Pertiwi 2 216.01 b 13.37 0.49
HSD 14.16
Spacing
50 x 20 cm 197.08 13.21 0.52 c
60 x 20 cm 211.08 13.58 0.49 b
70 x 20 cm 214.15 13.09 0.44 a
HSD - - 0.04
As with leaf area, no significant effect of variety was found in leaf area index (LAI) at the
end of vegetative stage as presented in Table 2.A similar pattern was shown in light interception by
the plant canopy. There was a positive linear correlation between leaf area index and light
interception (R= 0.76). Table 2 also shows that Pertiwi 2 had the largest leaf angle than the other
varieties. This fact shows that Pertiwi 2 has less chance to be grown in a high population density
than other varieties. Earlier it was reported that the maize hybrids are characterized by their narrow
leaf angle, or have more erect leaves than the old varieties, and hence, are more suitable to be
grown in a high population density (Maddonni et al., 2001). Further data in Table 2 shows that leaf
angle was not affected by plant population density.
Table 2. Leaf area index (LAI), light interception (LI), leaf angle and time to tassling (TtT)
measured at the end of vegetative stage of the four varieties tested that were grown
at different spacing
Parameters measured
Varieties LAI LI (%) Leaf angle (o)
Bisi 816 3.76 85.68 26.89 a
NK 22 3.80 86.59 27.17 a
P 21 3.88 82.58 27.47 a
Pertiwi 2 3.94 82.54 33.55 b
HSD - - 3.29
Spacing
50 x 20 cm 4.80 c 90.87 c 30.49
60 x 20 cm 3.84 b 85.99 b 27.98
70 x 20 cm 2,90 a 76.18 a 27.84
HSD 0.44 6.74 -
ISBN 9786021570425 BIO-22

Leaf area index and light interception by maize canopy increased with the increase of
population density (Table 2). This is obvious since there was a more crowding canopy in the higher
density than in the less dense population. The maximum intercepted light (90.87%) by the maize
canopy in the highest population was less than the one suggested by Puntel (2012), which was
around 95%. This means that there is still a chance to increase the population density to be above
100,000 plants ha-1 to meet the maximum light interception at the end of the vegetative stage.
Earlier studies show that plant population density improvement to maximize light interception and
yield of maize can be achieved by applying double row or twin-row planting (Robles et al., 2012).
Yield and yield components of maize was affected by variety (Table 3). The highest weight
of cob per plot and the highest weight of grains per plot was achieved by NK 22 and P 21, while
the lowest was recorded in Pertiwi 2. The weight of grains in NK 22 and P 21 were equal to 7.0 and
6.0 Mg ha-1, respectively. These numbers are considered as high fordryland area of North Lombok,
since the earlier finding by Jaya et al. (2014) from the same area, the highest yield was only 3.7 Mg
ha-1. The different was only on the maize hybrid variety. This fact shows that selection of maize
hybrid to be grown in a specific location is critical, especially in a dryland condition. As with
grains weight per plot, the weight of 1000 grains was highest in NK 22 and P 21, followed by Bisi
816 and Pertiwi 2, respectively (Table 3), showing that individual grain weight contribute to the
weight of grain per area.
Table 3. Yield and yield components of the four varieties tested that were grown
at different spacing
Yield and yield components
Varieties Weight of cob per Weight of grain Weight of 1000
plot (kg) per plot (kg) grains (g)
Bisi 816 13.47 b 10.96 b 258.67 ab
NK 22 15.04 c 12.23 c 280.00 c
P 21 14.73 c 11.98 c 273.11 bc
Pertiwi 2 12.45 a 10.12 a 252.22 a
HSD 1.18 0.82 14.55
Spacing
50 x 20 cm 16.06 c 13.00 c 260.17
60 x 20 cm 14.17 b 11.58 b 260.08
70 x 20 cm 11.55 a 9.39 a 267.75
HSD 1.00 0.96 -
Spacing or population density affected yield and yield components of maize but not the
weight of 1000 grains (Table 3). The higher the population density, the higher the cob and grain
weight per plot. The highest grain weight recorded was in the highest population density, reaching
17.4 Mg ha-1. The interesting finding was that an increase in population density up to 100,000
plants ha-1 did not cause a reduction in individual yield component, in this case weight of 1000
grains. This shows that the intra-specific competition amongst the maize plants at the highest
density did not cause individual yield reduction. This data and the light interception data earlier
show that improving population density is a best option to improve sunlight interception and to
increase maize yield in a dryland area.
4. Conclusions
Based on the results of these experiments it can be concluded that:
a. All the four maize hybrid varieties tested performed well in terms of growth on a dryland
in North Lombok. The tallest plants wasfound in the Pertiwi 2 variety. Unfortunately this
variety has a large leaf angle (less erect leaves) as compared to the other three varieties,
and hence Pertiwi 2 isnot suited to be grown in a high population density.
ISBN 9786021570425 BIO-23

b. Leaf area, leaf area index, and light interception increased with increase inpopulation
density. These increases resulted in higher grains yield per plot in the highest population
density, which was 13.0 kg plot-1 which is equal to 7.4 Mg ha-1. NK 22 and P 21
produced higher yield than the other two varieties. It is suggested to grow NK 22 or P 21
on the drylands of North Lombok with population density of at least 100,000 plants ha-1.
Acknowledgement
This research was funded by DIPA UNRAM 2015 under a research scheme of Penelitian
Unggulan Perguruan Tinggi.
References
Andrade, F. H., P. Calvio, A. Cirilo, and Barbieri, (20020. Yield responses to narrow rows depend
on increased radiation interception. Agronomy Journal 94, 975-980.
BPS. (2014). TanamanPangan. http://www.bps.go.id/tnmn_pgn.php, Accessed on 17 April 2014.
FAOSTAT. (2015). Food and Agriculture organization of the United Nations. Statistic Division.
http://www.faostat3.fao.org
Jaya, I K. D. and Soemeinaboedhy, I.N. (2010). Ground water use efficiency by maize crop under
different irrigation techniques. Proc. 2nd International Conference on Biosciences and
Biotechnology.Udayana University, Bali. 23-24 September 2010. OA-1-OA-4.
Jaya, I K. D., Nurrachman, J. (2014). The potential of intercropping food crops and energy crop to
improve productivity of a degraded agriculture land in arid tropics. Journal of Degraded and
Mining Lands Management 1: 111-116.
Morelli, G. and Ruberti, I. (2000). Shade avoidance responses. Driving auxin along lateral routes.
Plant Physiology 122, 621-626.
Pugano, E. and Maddonni, G.A. (2007). Intra-specific competition in maize: Early establishment
hierarchies differ in plant growth and biomass partitioning to ear around silking. Field Crops
Research 101, 306-320.
Puntel, L. A. (2012). Field characterization of maize photosynthesis response to light and leaf area
index under different nitrogen level: a modelling approach. Iowa State University. Graduate
Theses and Dissertations. Paper 12673.
Robles, M., Ciampiti, I.A. and Vyn, T.J. (2012). Responses of maize hybrids to twin-row spatial
arrangement at multiple plant densities. Agronomy Journal 104, 1747-1756.
Smith, H. (1982). Light quality, photoperception, and plant strategy. Annual Review of Plant
Physiology 33, 481-518.
Swastika, D. K. S., (2004). Developing maize for improving poor farmers income in Indonesia.
CGPRT Flash 2: 1.
ISBN 9786021570425 BIO-24

OB-07
Antibacterial Activities of Solanum torvum Fruit and Leaf
Extract against Staphylococcus aureus and
Pseudomonas aeruginosa
La Ode Muh. Julian, Khatamul Umam, Annisa Fitria*, and Hady Anshory
Pharmaceutical Biology Research Group, Pharmacy Department, Faculty of Science and

Mathematics, Islamic University of Indonesia, Jln. Kaliurang K.14,5, Yogyakarta
annisa.setyabudhi@gmail.com
Abstract-Solanum torvum, known as takokak is one of the Indonesian native plants. Its fruit and leaves
contain many flavonoid, terpenoid, saponin, and alkaloid compounds that show many interesting
pharmacological activities, such as antibacterial, antifungal, antioxidant etc. The purpose of this study was to
determine the antibacterial activity of the n-hexane, ethyl acetat, and methanol extract of S. torvum leaves
and fruits on Staphylococcus aureus and Pseudomonas aeruginosa. Minimum inhibitory concentration (MIC)
and minimum bactericidal concentration (MBC) values were evaluated by dilution method. The ethyl acetate
fraction of S. torvum fruit exhibited good antibacterial activity against S. aureus with MBC at 12.5% and P.
aeruginosa at 25%. The ethyl acetate leaves S. torvum extract demonstrated the highest activity against S.
aureus with MBC at 25% and P. aeruginosa at 50%.
Keywords: Solanum torvum, Staphylococcus aureus, Pseudomonas aeruginosa, antibacterial, MIC, MBC
ISBN 9786021570425 BIO-25

OB-08
Bioanalytical Stability Test of Metformin Hydrochloride in
Human Plasma Using Reversed-Phase HPLC-UV
Ari Wibowo1*, Nailatul Izzah1, and Vitarani D.A. Ningrum2

1
Department of Pharmacy, Islamic University of Indonesia, Yogyakarta, Indonesia
2
Doctoral Program in Faculty of Pharmacy, Gadjah Mada University, Indonesia
ari.wibowo@uii.ac.id
Abstract-The study presents the simple HPLC method for determination of stability metformin
hydrochloride (MTF) in the presence of gliclazide (GCZ), in human plasma, for the clinical monitoring of
MTF after oral administration or for bioequivalence studies. Ion-pair separation followed by UV detection
performed on deproteinised plasma samples was chosen for the determination of MTF. The HPLC method
using isocratic elution by a mobile phase of acetonitrile: phosphate buffer pH 5.2 (45:55) and sodium lauryl
sulphate 6 mM, C18 column (4,6mm x 150 mm; 5 m) at room temperature. UV detection was performed at
233 nm. The calibration curve was linear within the range of 0.5-7.0 g/mL (r=0.9999, n=7). The results
revealed that stock solution of MTF was stable for six hours (storage in temperature 25C) and one month
(storage in temperature 4C). Stability test of MTF in human plasma showed that MTF was stable for six
hours (temperature 25C; CV 0.6503.780; %diff 15%) and 24 hours (temperature 20C; CV 3.470
5.615; %diff 15%). The Post-preparative stability showed that coefficient of variance (CV) and %diff was
less than 15%.
Keywords: Metformin HCl, HPLC-UV, stability test, human plasma
ISBN 9786021570425 BIO-26

OB-09
Antibacterial Activity of a Compound Isolated from
Garcinia dulcis Leaves to Common Bacterial Pathogens
Hady Anshory Tamhid1*, Subagus Wahyuono2, and Triana Hertiani2

1
Dept. of Pharmacy, Islamic University of Indonesia, Yogyakarta, Indonesia.
2Dept. of Pharmacy, Gadjah Mada University, Yogyakarta, Indonesia
hadyanshory@uii.ac.id
Abstract-The purpose of this study was to investigate antibacterial susceptibility of a compound isolated
from Garcinia dulcis leaves against Staphylococcus aureus, Staphylococcus epidermidis, Streptococcus
mutans, Escherichia coli and Bacillus spp. Method of Isolation of antibacterial compound from the G. dulcis
leaves was directed by bioassay guided isolation. Extraction was done by maceration method using
washbenzen. The extracts were then separated by liquid-liquid partition technique (n-hexane: ethanol 70%).
The bottom layer fractions (ethanolic fraction) were separated using vacuum liquid chromatography with a
mixture solvent of n-hexane and ethyl acetate with various comparisons. The fraction with the highest
antibacterial activity were separated by preparative thin layer chromatography using n-hexane : acetone (4:1
v/v). Purity test of the isolate was performed by multi-system eluent and two-dimensional TLC. Minimal
Inhibitory Concentration (MIC) of isolates was tested by the microdilution method. Identification of the
isolats chemical structure was conducted by spectroscopy method (UV, IR, GC-MS, and 1H-NMR). The
isolate of G. dulcis leaves have a high antibacterial activity against S. aureus, S. mutans, and Bacillus spp
bacteria with MIC value of to 78.13 g/mL. Based on spectral data UV, IR, MS, and 1H-NMR suggested that
the chemical structures of the isolates were terpenoid with characteristic functional group CH3 (methyl),
CH2 (methylene), COOH (carboxylic), and C6H5 (benzene ring).g/mL. The lowest activity was found
against E. coli bacteria with MIC values of 1250 g/mL, while the antibacterial activity against S.
epidermidis was lower with MIC values of 312.5
Keywords: Garcinia dulcis, isolated, antibacterial, terpenoid
ISBN 9786021570425 BIO-27

OB-11
Anti Dandruff Shampoo from Kesum Leaves (Polygonum
minus) Ethanol Extract
Dini Hadiarti
Universitas Muhammadiyah Pontianak, Kalimantan Barat, Indonesia

dinihadiarti@yahoo.com
Abstract-Kesum leaves (Polygonum minus) were obtained from the Flamboyan market at Pontianak, West
Borneo. They have been cleaned, dried, and crushed, then extracted by using maceration method of ethanol
50%. Four treatments were administered, i.e. kesum leaves ethanol extract 0 % (negative control), 5 % (the
first formula), 10 % (the second formula), and 15 % (the third formula). Results showed that kesum leaves
ethanol extract has antifungal activity caused by dandruff. The best inhibitor activity was obtained from the
third formula with clear zone diameter of 2.61 cm.
Keywords: kesum leaves, anti dandurf, extract, antifungal activity
ISBN 9786021570425 BIO-28

OB-013
The Density of Meiobenthos from Mangrove Ecosystem,
Inside the Buffer Zone of Giam Siak Kecil Bukit Batu
Biosphere Reserve, Bengkalis Regency, Riau Province
Radith Mahatma * and Dewi Putri Arni
Dept. of Biology, FMIPA University of Riau, Kampus Binawidya, Pekanbaru, Indonesia,

radith_mahatma@yahoo.com.org
Abstract-Meiobenthos density of two mangrove ecosystem in Tanjung Leban and Bukit Batu Village from
the buffer zone of Giam Siak Kecil Bukit Batu Biosphere Reserve Kab. Bengkalis were ranged between
557 ind./10cm2 and 850 ind./10cm2. The number of taxa found were 13 taxa, comprising Nematodes,
Oligochaeta, Polychaeta, Copepods, insects, Ostracoda, Acari, Holothuroidea, Gastropod, Tardigrades,
Tanaidacea, and Kynorincha. Nematode is the most dominant taxa, its contribution reaches 53% of total
meiobenthos. After the nematodes, Polychaeta and Oligochaeta were the next most abundant taxa found and
they were followed by Copepods. Sequentially, the abundance of those taxa reached 21.94%, 14.93%, and
5.71% of total meiobenthos. The t-test results showed that the density of meiobenthos on both mangrove
ecosystems are not differ.
Keywords: meiobentos, cagar biosfer, Giam Siak Kecil-Bukit Batu, mangrove
1. Background
Meiobenthos inhabits various type of sediment from many different aquatic habitats. They
could be found in the sediment from freshwater, brackish, to a marine habitat. Meiobenthos is the
most abundant group among metazoan-benthic organism living in marine environment, they play a
significant role in the production of organic material and recycling nutrient in marine habitat. In
mangrove ecosystem meiobenthos help in litter decomposition from mangrove foliage which
support the detrital food web and provide food for many aquatic organisms. (Chinadurai and
Fernando, 2007; Torres-Pratt and Schizas, 2007).
Mangrove areas is a vast and conspicious areas that spread in the coastal areas of the world.
They provide habitat for wide diversity of organism, they give shelter for Studies on the fauna
living in mangrove have attracted scientist for long time ago, however those study was restricted to
the fauna which is economically valued. Despite its important role, the study of meiobenthos living
in mangrove areas are still limited compared to its vast areas.
Meiobenthos studies in mangrove areas were conducted in many parts of the tropics region
in the world, they include Armenteros et al. (2006) in Central America, Netto and Gallucci (2003)
in South America, Long and Karim (1990) in Kalimantan, and Olafsson (1995) in Eastern Afrika.
However information about them is limited in Indonesian waters, especially in Riau Province. The
present study was undertaken with an emphasize to the spatial distribution of meiobenthos in
mangrove areas which is located outside of people setlement, and inside the areas of people
settlement
2. Materials and Method

2.1. Study areas
Sediment from two villages, Tanjung Leban and Bukit Batu, inside mangrove areas of
Giam Siak Kecil-Bukit Batu Biosphere Reserve (GSK-BB BR) were sampled for meiobenthos
(Figure 1). The stations within the two villages encompasses a different situation. The stations in
Bukit Batu Village were located inside a people settlement and was dominated by Rhizophora sp.
Meanwhile, the stations in Tanjung Leban Village were located outside people settlemet, and the
ISBN 9786021570425 BIO-29

vegetation dominant were Rhizophora sp. and Avicennia sp. Furthermore, the sedimen in stations
within Tanjung Leban were free of household garbages but the sediment in stations within Bukit-
Batu were covered with various household garbages.
2.2. Sediment Sampling

The sediment from ten stations, separated with 10 15 meters each other, within each
village (Tanjung Leban and Bukit Batu) were sampled for meiobenthos in September 2014. The
sediment were sampled to 15 cm depth using PVC pipe, with inner diameter 4,4 cm, which was
modified as a corer. Three replication for each station were made to analyze meiobenthos and
another one replication was collected for granulometry. Some environmental factors were
measured insitu. All sampling were conducted during low tide.
Soon after sampled, meiobenthos samples were preserve using seawater buffered formalin
(5%) and stained with Rose Bengal (0,1 g/100 mL). The samples were, then, transfered to
laboratory for subsequent analysis.
Figure 1. Study area
In the laboratory, meiobenthos were isolated from the sediment using sieving method with
2 size of mesh sieve, 1000 m and 40 m. The animal that passed through 1000 m mesh sieve but
retain at 40 m were collected. Furthermore, meiobenthos will sort into a major taxa and counted
for its abundance.
2.3. Data Analysis

Differences in meiobenthos densities between stations inside the village (Tanjung Leban or
Bukit Batu) were statistically analyzed using ANOVA and the differences in meiobenthos densities
between villages were analyzed using students t-test after checking variance homogeneity. All
statistical method were performed using SPSS version 17.0
ISBN 9786021570425 BIO-30


3.1.Meiobenthos taxa and composition.
A total of 3050 individuals meiobenthos were recorded from the sediment in mangrove
areas of Giam Siak Kecil Bukit Batu Biosphere Reserve (GSK-BB Biosphere Reserve), they
were classified to Nematoda, Oligochaeta, Polychaeta, Copepoda, Acari, Insecta, Holothuroidea,
Kinorhyncha, Ostracoda, and Tardigrada. (Table 1)
Table 1. Meiobenthos taxa and the number of individual taxa found in this study
Meiofauna Taxa Individual Number
Nematoda 1650
Oligochaeta 673
Polychaeta 458
Copepoda 175
Insekta 27
Ostracoda 5
Holothuroidea 22
Acari 29
Tardigrada 3
Kinorhyncha 8
Sum 3050
Among meiobenthos recorded, Nematoda is the most dominant taxa, it followed by

Oligochaeta, Polychaeta, and Copepoda. The other taxa were found in small number, together they
contributed to 3% of total meiobenthos collected (Figure 2). Following the nematodes,
oligochaetes, polychaetes, and copepods were the next dominant meiobenthos found in this study.
The dominance of meiobenthos in this study is similar as reported by other author from different
areas (Chinnadurai and Fernando, 2006; Chinnadurai and Fernando, 2007; Ansari et al, 1996; Netto
and Gallucci, 2003; Olafsson, 1995).
Nematodes dominance was also observed in the samples from Tanjung Leban village and
Bukit Batu village, it dominated other taxa by 50% and 57%, respectively (Figure 3).
Figure 2. The composition of Meiobenthos from mangrove areas inside the buffer zone of
Giam Siak Kecil-Bukit Batu Biosphere Reserve
ISBN 9786021570425 BIO-31

The dominance taxa observed within samples from Tanjung Leban were similar with
samples from Bukit Batu Village. Nematoda, Oligochaeta, Polychaeta and Copepoda were
dominant compared to other taxa (Figure 3).
A. B.
Figure 3. Meiobenthos composition A. Tanjung Leban, B. Bukit batu
Nematode dominance uncovered high adaptibility of this organisms (Tahseen. 2012).

Protective strategies showed in some physiological and behavioral responses allow nematodes to
react more quickly to environmental stresses to ensure their survival (Mc Sorley. 2003).
3.2. Meiobenthos Density.

The density of meiobenthos which were distributed within stations from study area were range
between 26 ind./10 Cm2 to180 ind./10 Cm2 (Figure 4).
Figure 4. The densities of total meiobenthos (Ind./10 Cm2) from every stations in study area
Among meiobenthos taxa, the density of nematodes is the highest, followed by

oligochaetes, polychaetes, and copepods (Figure 5).
The densities of meiobenthos within stations from each village were analyzed using
ANOVA. The result revealed that the densities of meiobenthos from stations within Tanjung Leban
Village were not statistically different (F = 0,110, p 0,05), and so were the stations from Bukit
Batu Village (F = 0,768, p 0,05). The average density of meiobenthos from Bukit Batu is higher
than Tanjung Leban (Figure 4). It is suggested that the sediment in Bukit batu is rich in organic
matter compared to the sediment in Tanjung Leban because people throw the household garbage in
mangrove area arround their house. The household garbage is mainly dominated by organic
matters. However, Students t- test revealed that the densities of meiobenthos between both villages
were not statistically different (t = 1,52; p = 0,05).
ISBN 9786021570425 BIO-32

Figure 5. The densities of meiobenthos taxa (Ind./10Cm2) from study area.
Some measured parameters showed that the environmental factors in Tanjung Leban and
Bukit Batu is quite similar (Table 2). The densities of meiobenthos is influenced by many factors.
One of the factor affect the densities of meiobenthos is the sediment-grain size. The sediment-grain
size is important to control the availability of water and oxygen between the sediment particles.
Water circulation between sediment particles will renew the food and oxygen supply inside the
sediment (Giere. 2009). It is assumed that the similarity of meiobenthos density from stations
inside the village and between the villages is among other caused by the similarity of sediment type
in study area (inside the same village or between the villages).
Table 2. Environmental factors measured in study area

Tanjung Leban Bukit Batu
Stations Temp Salinity Temp Salinity
PH Sediment PH Sediment
(C) (ppm) (C) (ppm)
1 28 6.0 30 Muddy 27 6.8 30 Muddy-sand
2 28 6.8 30 Muddy 26 6.5 30 Muddy-sand
3 27 6.7 30 Muddy 28 6.1 30 Muddy-sand
4 27 6.0 29 Muddy 28 6.2 29 Muddy-sand
5 29 6.0 30 Muddy 28 6.2 30 Muddy-sand
6 29 5.8 30 Muddy 28 6.2 29 Muddy-sand
7 28 5.6 29 Muddy 28 6.2 29 Muddy-sand
8 27 5.9 29 Muddy 28 5.8 30 Muddy-sand
9 27 5.6 30 Muddy 29 6.1 30 Muddy-sand
10 28 6.0 29 Muddy 28 6.2 29 Muddy-sand
Another factor influenced the density of meiobenthos is temperature. Normally,

meiobenthos has an optimum temperature for living at about 20C 30 C (Heip et al. 1985), and
the temperature in stations within Tanjung Leban Village and Bukit Batu Village is similar. The
next factor affected the density of meiobenthos is pH. pH variation related to the availability of
dissolved oxygen, Co2, decomposition and total organic matter (TOM). Salinities in study areas
ISBN 9786021570425 BIO-33

were quite similar, and meiobenthos is known to be able live in different level of salinity.
Similarity in some of those environmental factors is suggested as the reason why their density is
not significantly different, though it also probably caused by some other factors.
The density of meiobenthos found in this study is lower than reported by Olafsson (1995),
Neto and Gallucci. (2003), Xuan et al. (2007), and Mahatma et al. (2014). Nematodes density
found in this study is also less than found in another studies (Vanhove et al. 1992; Olafsson. 1995;
Sasekumar. 1994).
The difference on density of meiobenthos reported in this study compared to other author
as we mention above indicated the difference of environmental physic and chemist factors.
Disturbance resulted from other organism activity could also affected on the meiobenthos, for
example, the burrow created by crab or fecal mound from macrofauna which we found distributed
in study area potentially reducing the abundance of meiobenthos (Thistle. 1980). However, the
effect needs to be investigated further.
4. Conclusion
The meiobenthos found in this study is dominated by nematodes, followed with Oligochaeta,
Polychaeta and Copepoda. Density of meiobenthos found in stations within each village (Tanjung
Leban and Bukit Batu) are not different, and so is the density between both villages.
References
Armenteros, M., Martin, I., William, J.P., Creagh, B., Gonzalez-Sanson, G., and Capetillo, N.
(2006). Spatial and temporal variations of meiofaunal communities from the western sector of Gulf
of Batabano, Cuba, Estuaries and Coast, 29, 124 132
Ansari, Z.A., Sreepada, R.A., Matondkar, S.G.P., Parulekar, H.A. (1993). Meiofauna stratification
in relation to microbial food, in tropical mangrove mudflat, Tropical Ecology 34(2), 204
216
Chinnadurai, G., Fernando, O. J. (2006). Meiobenthos of Cochin Mangrove (Southwest coast of
India) with emphasize of Free-living Marine Nematode Assemblages, Russian Journal of
Entomology, 14 (2), 127 137.
Chinnadurai, G. and Fernando O. J. (2007). Meiofauna of Mangrove of the Southeast Coast of
India with the special emphasize of Freeliving Marine Nematode Assemblages,
Estuarine, Coastal and Shelf Science, 72, 329336.
Giere, O. (2009). Meiobenthology. The microscopic motile fauna of aquatic sediment. 2nd.
Springer- Verlag. Berlin
Heip, C., Vincx, M. and Vranken, G. (1985). The ecology of marine Nematodes, Oceanology Mar.
Biol. Ann. Rev., 2, 399489.
Long, S.M. and Karim, R. (1990). Kajian awal kepadatan meiofauna dalam paya bakau Teluk
mengkabung, Sabah, Pertanika, 13 (3), 349355.
Mahatma, R., Khairijon, Nasution, S., and Permala, A. (2014). Kelimpahan dan Keragaman
Meiobentos di Zona Intertidal Kawasan Marine Station Universitas Riau, Kota Dumai
Propinsi Riau. Prosiding Semirata FMIPA BKS PTN Barat. IPB Bogor. 9 11 Mei
Mc Sorley, R. (2003). Adaptations of nematodes to environmental extremes. Florida Entomologist
86(2), 138142.
Netto, S.A. and Gallucci, F. (2003). Meiofauna and macrofauna communities in a mangrove from
the Island of Santa Catarina, South Brazil, Hydrobiologia, 505, 159170.
Olafsson, E. (1995). Meiobenthos in mangrove area in Eastern Africa with emphasize on
assemblages structure of freeliving marine nematodes, Hydrobiologia, 312, 4757.
Sasekumar A. (1994). Meiofauna of a mangrove shore on the West coast of Peninsular Malaysia.
Raffles Bulletin of Zoology. 42 (4)
Tahseen, Q. (2012). Nematodes in aquatic environments: adaptations and survival strategies.
Biodiversity Journal, 3(1), 1340.
ISBN 9786021570425 BIO-34
Thistle, D. (1980). The response of a harpacticoid community to a small-scale natural disturbance.

Journal of Marine Research, 38(3), 381-395.
Torres-Pratt H., Schizas N.V. (2007). Meiofaunal Colonization of Decaying Leaves of the Red
Mangrove Rhizophora mangle, in Southwestern Puerto Rico. Caribbean Journal of
Science, 43(1), 127137.
Vanhove, S., Vincx, M. Van Gansbeke, D., Gisjelink, W., and Schram D. (1992). The meiobenthos
of five mangrove vegetation types in Gazi Bay, Kenya, Hydrobiologia, 247, 99108.
Xuan, Q.N., Vanreusel, A., Thanh, N.V., and Smol, N. (2007). Biodiversity of Meiofauna in the
Intertidal Khe Nhan Mudflat, Can Gio Mangrove Forest, Vietnam with Special Emphasis
on Free Living Nematodes, Ocean Science Journal, 42 (3), 135152.
ISBN 9786021570425 BIO-35

OB-14
The Effect of BAP and NAA on In Vitro Shoot Induction
of Siam Orange (Citrus nobilis Lour.) from Kampar, Riau
Siti Fatonah 1)*, Mayta Novaliza Isda1), Rahmahayu1)
1)*
Biology Department, Faculty of Mathematics and Natural Sciences, Riau University
Jl. H.R. Subrantas Km 12,5 Simpang Panam Pekanbaru, Riau
Corresponding. fath0104@gmail.com
Abstract- The effect of BAP alone or in combination with NAA on shoots induction of Citrus nobilis from
cotyledon explants had been studied. The basic MS media supplemented with different concentrations of
BAP (0; 0.25, 0.5; 0.75; 1 mg/L) alone or in combination with NAA (0.5; 1 mg/L). The result showed that
the percentage of shoot regeneration in Citrus nobilis was 25 to 100%. The highest percentage of shoot
regeneration (100%) was attained in the MS media containing 5; 0.75 dan 0.75 mg/L BAP, and 0.5 mg/L
BAP + 0.5 mg/L NAA, while the lowest percentage shoot regeneration (25%) was observed on MS media
containing 0.25 mg/L BAP + 0.5 mg/L NAA. The highest number of shoots for Citrus nobilis were 5 shoots
treated with 0.5 mg/L BAP + 0.5 mg/L NAA. The maximum shoot length (4,03 cm) were obtained on a
media supplemented with 0.25 mg/L BAP + 1 mg/L NAA. The maximum leaf number (5.26) were obtained
on a media supplemented with 0.5 mg/L BAP.
Keywords: Citrus nobilis, shoot induction, cotyledons, BAP, NAA.
1. Introduction
Siam orange (Citrus nobilis) from Kampar is one of the edible fruits in Riau province.
Citrus nobilis have gained a prime importance due to its sweet taste, fragrance, and thin-skin.
Currently citrus plantation in Kampar regency is decreasing because infected by diseases.
Therefore, in order to prevent the reduction of citrus crop it is necessary to do conservation efforts
by planting citrus on a large area. The cultivation of Kampar citrus on large areas needs many
seedlings. Conventional vegetative propagation need parent plants a lot more limited existence.
Therefore, it is necessary to plant propagation through tissue culture techniques (in vitro culture).
In vitro techniques is one of alternative way to produce many plants in a short time and requires
few plant material from the parent plant. The early stages of plant propagation in vitro is shoot
induction. The success of shoot induction affected by explant, culture conditions and growth
regulators (Smith 2009). One of explant that could be used for shoot induction is seed.
Polyembrionic orange seeds which are composed of two types of embryos are zygotic embryos and
embryonic nuselar. Nuselar embryo has the same characteristic as the parent plant. Nuselar
embryos on citrus seed is located in the cotyledons (Setiono and Supriyanto 2005). Citrus
propagation in vitro from cotyledon explants were tested with molecular marker using Random
Amplification of Polymorphic DNA (RAPD) showed that the produced seedlings had the same
characteristics with the parent plant (Khawate and Singh, 2005).
Shoot induction driven by the addition of growth regulator group of cytokinin in the
culture medium such as BAP (6-benzylaminopurine), kinetin, either in sigle treatment or in
combination with auxin, such as NAA (naphthaleneacetic acid) or IBA (indole-3-butyric acid). In
vitro Shoot induction of citrus from Kampar was carried out using cotyledon explants with the
addition of various concentrations of BAP (1, 2, 3, 4. 5 mg/L). The highest percentage of shoot
regeneration (91.67%) and the highest number of shoots (1.50 shoots) obtained on MS medium
without growth regulator (Fatonah et al., 2012). The addition of 0.5 mg/L BAP + 1.5 mg/L in MS
medium accelerate shoot regeneration of Tawangmangu orange (Citrus nobilis Lour.) of explants
nodes, and produced the largest number of leaves. The highest number of shoots (3.93 shoots) was
observed on MS media containing 0.5 mg/L BAP (Samanhoedi et al. 2010). The highest
ISBN 9786021570425 BIO-36

percentage of shoot regeneration (51.9%) and the highest number of shoots (1.6 shoots) on Citrus
aurantium was obtained on MS medium containing 2 mg/L BAP + 0.3 mg/L NAA (Schinor, et al.,
2011). Shoots multiplication of various citrus cultivars had been studied by Oliveira et al. (2010)
using nodal explants. The best shoot regeneration from node of citrus cultivars Limonia Osbeck
Cravo when cultured on MS medium containing 0.25 mg/L BAP + 0.5 mg/L NAA. The best shoot
regeneration from Citrus sinensis (L.) Osbeck cultivars Valencia and Bahia obtained on MS
medium containing 0.25 mg/L BAP + 0.1 mg/L NAA, while for Citrus sinensis (L.) Osbeck
cultivars obtained in the treatment of 0.5 mg/L BAP + 0.1 mg/L NAA in MS medium.
This study aims to investigate the effect of BAP in single treatment or in combination with
NAA on shoot induction siam orange Kampar from of explant cotyledons, and determine the best
concentrations of BAP in single treatment or in combination with NAA on shoot induction.
2. Materials and Methods

This study was conducted from January to May 2014, in the Integrated Biology
Laboratory, Biology Department, Faculty of Mathematics and Natural Sciences, Riau University.
Media cultures were a MS media (Murashige and Skoog 1962) packaging 10 liter added with 7 g
agar and 30 g sucrose. The experimental design was a randomized complete block design. The
treatments used different concentrations of BAP (0; 0,25, 0,5; 0,75; 1 mg/l) in single treatment or
in combination with NAA (0.5; 1 mg/l). a total of 13 treatments used in theis study, i.e. : C0
(control or without BAP and NAA); C1 (0.25 mg/L BAP); C2 (0.5 mg/L BAP); C3 (0.75 mg/L
BAP); C4 (1 mg/L BAP); C5 (0.25 mg/L BAP + 0.5 mg/L NAA); C6 (0.25 mg/L BAP + 1 mg/L
NAA); C7 (0.5 mg/L BAP + 0.5 mg/L NAA); C8 (0.5 mg/L BAP + 1 mg/L NAA); C9 (0.75 mg/L
BAP + 0.5 mg/L NAA); C10 (0.75 mg/L BAP + 1mg/L NAA); C11 (1 mg/L BAP + 0.5 mg/L
NAA); C12 (1 mg/L BAP + 1 mg/L NAA). Each treatment was repeated 3 times, brought the total
experiment was 39 units. Explants used are seed cotyledons of siam citrus. Citrus fruits were
collected from citrus trees from the Kuok Village, Kampar, Riau, Indonesia. The seeds were
extracted from the fruits, washed in tap water, and then treated with 10 % solution of detergent for
2 minutes and then washed thoroughly with water. The surface of explants were sterilized in 2 g/l
fungicide for 5 minutes followed by 2 g/Ll bactericide for 5 minutes and then washed thoroughly
with water. Seed soaked in 20% sodium hypochlorite for 20 minutes and then rinsed two times
with sterile distilled water. Seeds soaked again with a solution of 70% alcohol for 10 minutes and
rinsed tree times with sterile distilled water. Explants were cultured in Murashige and Skoog agar
medium (Murashige and Skoog, 1962) supplemented with varying concentration BAP in single
treatment or in combination with NAA. Data were collected after seven weeks (49 days) of
culture. Analysis of the data using analysis of variance (ANOVA) and Duncan's multiple Range
Test (DMRT).

3.1. The percentage of live explants and morphogenesis potential of cotyledon
explants
The percentage of live explants and morphogenesis potential from cotyledon explants of
Citrus nobilis after 49 days of culture presented in Table 1. The percentage of live explants from
cotyledon explants for all treatments was up to100 %. All explants were not dead because of the
type of explant used and procedures for sterilization of explants. The explants used were
cotyledons of orange seeds that are meristematic because it contains nuselar embryos that will grow
into shoots. Sterilization methods using a detergent with a soaking time 30 minutes, 2 g/L fungicide
for 10 minutes, 2 g/L bactericidal for 10 minutes, 20% Na-hypochlorite for 7 minutes and 70%
alcohol for 3 minutes not cause tissue damage, so there was no tissue damage and death explants.
ISBN 9786021570425 BIO-37

Table 1. Effect of BAP and NAA on the percentage of live explants, shoot and root morphogenesis from
cotyledon explants of Citrus nobilis Kampar
Code of Growth regulators explant life shoot root
treatment (mg/L) (%) regeneration (%) regeneration (%)
BAP NAA
C0 - - 100 75 75
C1 0,25 - 100 75 75
C2 0,50 - 100 100 100
C3 0,75 - 100 100 75
C4 1,00 - 100 100 100
C5 0,25 0,50 100 25 50
C6 0,25 1,00 100 75 100
C7 0,50 0,50 100 100 100
C8 0,50 1,00 100 50 50
C9 0,75 0,50 100 75 50
C10 0,75 1,00 100 75 50
C11 1,00 0,50 100 75 75
C12 1,00 1,00 100 50 50
Most of the explants were able to form shoots, with the highest percentage of shoot
regeneration was 100% that observed on MS medium containing BAP (0.5, 0.75 and 1 mg/L) and
the combination of BAP with NAA (0.5 mg/L BAP + 0.5 mg/L NAA), while the lowest
percentage of shoot regeneration (25%) was observed on MS medium containing BAP in low
concentration (0.25 mg/L) and in combination with 0.5 mg/L NAA. Explants ability to form roots
range from 50 to 100%. The highest percentage of root formation (100%) for single BAP treatment
occurs in C2 treatment (0.5 mg/L BAP) and C4 (1 mg/L BAP). The highest percentage of root
regeneration (100%) for the treatment of a combination of BAP and NAA was observed in C6
treatment (0.25 mg/L BAP + 1 mg /l NAA) and C7 treatment (0.5 mg/L BAP + 0.5 mg/L NAA).
Most of the explants were able to regenerate into shoots and roots, because the cotyledon of C.
nobilis explants containing embryos nuselar could regenerate shoots and roots.
3.2. Shooting Response of cotyledon explants

The analysis of variance (ANOVA) showed that treatment of BAP alone or in combination
with NAA has significant effect on the number of shoots per explant, shoot length and leaf number,
but no significant effect on days to shooting. Effect of BAP and NAA on the shooting from
cotyledon explants of Citrus nobilis Kampar is presented in Table 2. Shooting Response from
cotyledon explants on MS medium with the addition of BAP and its combination with NAA can
be seen in Figure 1.
ISBN 9786021570425 BIO-38

Table 2. Effect of BAP and NAA on the shooting from cotyledon explants of Citrus nobilis Kampar
Code of Growth regulators Means response
treatment (mg/L)
BAP NAA Days to shoot Number of Shoot length Leaf number
shoots (cm)
C0 - - 7.33 1.67ab 2.53 abcd 1.83 a
C1 0.25 - 8.00 1.33 ab 3.06 bcd 3.16 abc
C2 0.50 - 5.00 2.67 ab 3.11 bcd 5.26 d
C3 0.75 - 8.00 2.00 ab 2.93 bcd 4.16 cd
C4 1.00 - 7.67 3.00 ab 1.42 ab 3.93 cd
C5 0.25 0.50 9.00 2.00 ab 2.25 abc 3.00abc
C6 0.25 1.00 8.00 1.00 a 4.03 d 2.00ab
C7 0.50 0.50 7.33 1.33 ab 2.38 abcd 1.83 a
C8 0.50 1.00 6.00 2.00 ab 3.18 cd 4.50 cd
C9 0.75 0.50 7.33 1.67 ab 1.86 abc 3.83 cd
C10 0.75 1.00 7.33 2.33 ab 2.07 abc 3.33 abc
C11 1.00 0.50 7.67 5.00 b 0.95 a 3.20 abc
C12 1.00 1.00 8.00 1.67 ab 1.45 ab 3.67 abc
Mean value in the same column carryng different letter are statistically significantly different at p
0,05 based DMRT
The results showed that the shoot regeneration from cotyledon explants C nobilis was affected by
the treatment of BAP alone or in combination with NAA. Figure 2 shows that the treatment of
various concentrations of BAP alone or in combination with NAA showed distinct differences in
response to shooting from the cultured explants.
Cotyledons were cultured on MS medium containing BAP alone or in combination with
NAA was able to form shoots after 6 to 9 days of culture. The fastest day to shooting was in the
treatment of 0.5 mg/ L BAP (5 days), the longest day to shooting found in the treatment of 0.25
mg/L BAP + 0.5 mg/L NAA (9 days). Some BAP treatment alone or in combination with NAA
increased the number of shoots compared to treatment without growth regulators. MS Medium
suplemeted with 0.25 mg/L to 1 mg/L was not significantly different compared with controls, but
from a mean value show the highest number of shoots on MS medium suplemeted with 1 mg/L
BAP (3 shoots). Cotyledons cultured on MS medium with supplemented with BAP concentrations
lower than 1 mg/L showed a lower number of shoots. BAP treatment combined with NAA in
various concentrations are not significantly different from the controls, however, for the treatment
of BAP with the lowest concentration (0.25 mg/L + 1 mg/L NAA) showed the lowest number of
shoots (1 shoot), whereas treatment 1 mg/L BAP + 0.5 mg/L NAA resulted in the highest number
of shoots (5 shoots). Cotyledons cultured on MS medium enriched with 1 mg/L BAP + 0.5 mg/L
NAA gave greater number of shoots compared to the other threatment (Table 2). BAP with NAA
combination treatment showed a low ratio of auxin to cytokinin were better to stimulate the
regeneration of shoots. These results (5 shoots per explant) are higher than the results of the study
Miryam (2008) which produces 3.3 shoots from explants seeds on WPM medium containing 5.0
mg/L BAP + 0.2 mg/L NAA. The research that had beeen conducted by Harliana et al. (2012) also
gave lower number of shoots (1.33 shoots) from cotyledon explants of Citrus nobilis Lour. planted
on MS medium containing 0.4 mg/L BAP + 0.1 mg/L IAA.
ISBN 9786021570425 BIO-39

A B C
D E F
G H I
J K L
Figure 1. Shooting Response from cotyledon explants of Citrus nobilis on MS medium supplemented with
single or combination BAP with NAA after 49 days of culture: A) 0 mg/l BAP (kontrol); B) 0.25 mg/L
BAP; C) 0.5 mg/L BAP; D) 0.75 mg/L BAP; E) 1 mg/L BAP; F) 0.25 mg/L BAP + 0.5 mg/L NAA; G) 0.25
mg/L BAP + 1 mg/L NAA; H) 0.5 mg/L BAP + 0.5 mg/L NAA; I) 0.5 mg/L BAP + 1 mg/L NAA; J) 0.75
mg/L BAP + 0.5 mg/L NAA; K) 0.75 mg/L BAP + 1 mg/L NAA; L) 1 mg/L BAP + 0.5 mg/L NAA; M) 1
mg/L BAP + 1 mg/L NAA.
ISBN 9786021570425 BIO-40

Shoot growth was further shown by the length of shoots and number of leaves. The highest
length of shoots was obtained on the combination treatment of 0.25 mg/L BAP + 1 mg/L NAA,
while the lowest length of the shoot occurred in treatment 1 mg/L + 0.5 mg/L NAA. These results
showed that the highest shoot length was obtained in the treatment with the lowest number of
shoots, shoots shortest occurred in the treatment with the highest number of shoots. The treatment
combination of 0.25 m/L BAP + 1 mg /L NAA resulted in a high ratio of auxin to cytokinin thus
stimulate the elongation of shoots. The lowest number of shoots allows low competition to get
nutrients of media so that the growth of elongated shoots is higher. Conversely treatment of 1 mg/L
BAP + 0.5 mg/L NAA resulted in low auxin to cytokinin ratio, which more cytokinins stimulate
lateral growth compared to elongated growth. Auxin can stimulate the elongation of the cells, so
that when the explants were cultured in media containing low concentrations of cytokines but high
concentrations of auxin, auxin will stimulate cell elongation so that the produced shoot length is
higher (George et al. 2008).
Treatment of 0.25 mg/L to 1 mg/L BAP can increase the number of leaves compared to
control treatment. BAP and NAA combination treatment also can increase the number of leaves,
except for the treatment of 0.5 mg/L BAP + 0.5 mg/L NAA. Treatment of 0.5 mg/L BAP allows a
low ratio of auxin to cytokinin was more optimal for the growth of leaves. Such treatment also
resulted in a lower number of shoots that resulted in competition for nutrients from the culture
medium is lower so that the leaf growth was higher than the treatment of 1 mg/L BAP and 1 mg/L
BAP + 0.5 mg/L NAA which produces the number of shoots higher.
The results showed that the highest number of shoots (5 shoots) was obtained on MS
medium containing 1 mg/L BAP + 0.5 mg/L NAA, but the shoot regeneration frequency was less
(75%) if compared to other treatments, the treatment of single BAP (0.5 ; 0.75; 1 mg/L BAP) and
combination treatment (0.5 mg/L BAP + 0.5 mg/L NAA) with shoot regeneration percentage
reaches 100%. These results are lower compared to the results of research conducted by Sharma et
al. (2011) who get 6.45 shoots C. reticulata with shoot regeneration frequency was 84% from
cotyledon explants (germination results) grown on MS medium containing 5 mg/L BAP after 4
weeks of culture. Muhtars study (2005) produced 7.99 shoots C. reticulata from shoot tip explants
that were cultured on MS medium supplemented with 1.5 mg/L kinetin. The requirement for
exogenous plant growth regulators varies with the explant type and species and depends on the
endogenous level of plant growth hormone. Shoot tip produce higher shoots because of the
meristematic tissue and a higher level of endogenous cytokinin.
4. Conclusion
The results showed that the treatment of BAP and NAA gave significant effect on shoot
regeneration (number of shoots) and shoot growth (shoot length and number of leaves) C. nobilis
from cotyledon explants. The highest number of shoots (5 shoots per explant) was observed on MS
medium containing 1 mg/L BAP + 0.5 mg/L NAA. The highest shoot length (4.03 cm) were
obtained on MS medium containing 0.25 mg/L BAP + 1 mg/L NAA, while the highest number of
leaves (5.26) was observed on MS medium containing 0.5 mg/L BAP.
References
Fatonah S., Lestari W., Purba L. (2012). In vitro Shoots Induction of Explant Seeds Intact and
Cotyledon Siam Orange (Citrus Nobilis Lour.) Origin Kampar. Laboratory-based reports.
Research Instituteof Riau University.
George E.F., Hall M.A., De Klerk G. (2008). Plant Propagation by Tissue Culture 3rd edition
Volume 1. The Background. Netherlands: Springer
Harliana, Weaniati, Muslimin and Suwastika N.I.( 2012). Organogenesis Keprok Orange (Citrus
nobilis Lour.) In vitro on MS medium with the Addition of Various Concentrations of IAA
(Indole Acetid Acid) and BAP (Benzyl Amino Purine). Jurnal Natural Science, 1(1), 34-42.
Khawate R.N. and Singh S.K. (2005). In vitro Adventitive Embryony in Citrus: A Techniques for
Citrus Germplasm Exchange. Current Science, 88 (8), 1309-1311
ISBN 9786021570425 BIO-41

Miryam A., Suliansyah I. and Djamaran A. 2008. Propagation Beans Orange (Citrus nobilis L.) in
Different Concentrations of NAA and BAP on WPM medium in vitro. Jerami, 1(2), 1-8.
Mukhtar R., Khan M.M., Fatima B., Abbas M. And Shahid A. (2005). In Vitro Regeneration and
Multiple Shoots Induction in Citrus reticulata (Blanco). Int. J. Agri. Biol., 7(3), 414416.
Oliveira, M.L.P., Costa M.G.C., Silva C.V., Otoni W.C. (2010). Growth Regulators, Culture Media
and Antibiotics in the in Vitro Shoot Regeneration from Mature Tissue of Citrus Cultivars.
Pesq. agropec. bras., Brasilia 45(7), 654-660.
Samanhudi TS, Amalia R, Muji. 2010. In Vitro Axillary Bud Multiplication of Citrus nobilis Lour.
in Indonesia. Journal of Life Sciences 4(4), 39-52.
Schinor E.H., De Azevedo F.A., Filho F..D.A.A.M., Mendes B.M.J. (2011). In Vitro
Organogenesis in Some Citrus Species. Rev. Bras. Frutic, 33(2), 526-531.
Setiono and Supriyanto. (2005). Poliembrional and Selection Vegetative seedlings in nurseries
Citrus. Sirkular Teknologi Inovasi Jeruk.
Sharma C., Borthakur A., Singh S., Modi M.K. and Sen P. (2011). Efficient in vitro plant
regeneration from cotyledonary explants of Citrus reticulata L. Blanco. Annals of Biological
Research, 2 (6), 341-348
Smith R.H.( 2009). Plant Tissue Culture Techniques and Experiments Second Eition. USA:
Academic Press.
ISBN 9786021570425 BIO-42

OB-15
Exploration of Indigenous Ammonia-Oxidizing Bacteria
from Biological Pond on a Wastewater Treatment Plant of
Urea Fertilizer Industry
Sri Wardhani1*, Moh. Rasyid Ridho2, Arinafril3, Susila Arita4 and Ngudiantoro2)
1*
Lecturer at the Faculty of Teacher Training and Education of University of Muhammadiyah
Palembang / Student of Doctoral Program at the Environmental Science of Sriwijaya University,
Jend. A. Yani 13 Ulu Palembang, Indonesia, s_wardhaniump@yahoo.com
2
Faculty of Mathematics and Natural Sciences of Sriwijaya University, Jl. Raya Palembang-
Prabumulih, KM 32 Inderalaya, Indonesia
3
Faculty of Agriculture, Sriwijaya University, Jl. Raya Palembang-Prabumulih,
KM 32 Inderalaya, Indonesia
4
Faculty of Engineering, Sriwijaya University, Jl. Raya Palembang-
Prabumulih, KM 32 Inderalaya, Indonesia
Abstract-The exploration of ammonia-oxidizing bacteria have been conducted by using biochemical tests.
Samples were taken from the wastewater and sludge on the biological pond, at a wastewater treatment plant
of urea fertilizer industry. From each of the samples tested, it was found that each sample contained many
different indigenous bacteria isolates which were able to degrade ammonia. From wastewater samples
obtained 5 (five) isolates of ammonia-oxidizing bacteria consisted of 2 (two) isolates of the genera
Nitrosomonas, 2 (two) isolates of the genera Bacillus and 1 (one) isolate of the genus Nitrosococcus. There
were also 5 (five) isolates found in the sludge sample; they are 2 (two) isolates from the genera Bacillus, 1
(one) isolate from the genus Nitrosococcus, 1 (one) isolate from Corynobacterium and 1 (one) isolate from
the genus Flavobacterium. The information obtained from this study will be used as the basis information for
the utilization of ammonia-oxidizing bacteria as biological agents in the urea fertilizer industry wastewater
treatment.
Keywords: isolation, identification, indigenous bacteria, ammonia degradation
1. Introduction
Urea fertilizer industry is one of the industries that produce wastewater containing nitrogen
compounds in the form of ammonia (NH3). Ammonia can cause harmful effects, ranging from mild
nuisance to the serious ecological dangers (Abeliovich, 1992). Ammonia in the water exists in two
forms, namely ammonium ion (NH4+) and free ammonia (NH3), both of their respective balance
depends on the temperature and pH of the water. Wastewater containing ammonia at high
concentrations, particularly in the form of free ammonia, is very harmful to both aquatic organisms
and terrestrial organisms. Irritation of the skin and glands, respiratory disorders, kidney and liver
problem, and death may occur when exposed to high concentrations of ammonia (Princic et al.,
1998). High concentration of NH3-N is toxic to fish (Levit, 2010) and most of the organisms in the
waters (Hossain et al., 2007). Boyd and Fast (1992) said that ammonia at a concentration of 0.7 to
2.4 ppm is the concentration that is toxic to freshwater fish. The conversion of ammonium ions into
nitrate ions (NO3-) requires 4.6 parts oxygen for every part of ammonia (Davis and Cornwell,
1991), the result will be a lack of oxygen in the water. In these circumstances, a little dissolved
oxygen in the water will disturb aquatic life. Due to its large impact on the aquatic environment,
the removal of ammonia becomes an important part in the wastewater treatment system.
One of the methods of wastewater treatment is biological method. Biological method is a
method utilizing potential biological agents as decomposers, such as bacteria, to remove the
hazardous materials contained in the wastewater. The cost of this method is cheaper and easier to
maintain compared to physical or chemical materials (Droste, 1997). In addition, biological or
degradation method by bacteria is one of the appropriate ways, which is effective and almost
without any side effects on the environment (Thompson et al., 2005).
ISBN 9786021570425 BIO-43
The oxidation of ammonia into nitrite and nitrate is a key step in the process of reduction of
nitrogen in the wastewater treatment system using a biological method (Zhao et al., 2013). This
reduction can be carried out by ammonia-oxidizing bacteria. Ammonia-oxidizing bacteria which
have potential to degrade ammonia can be obtained by isolating them from the waste itself
(indigenous bacteria), then they are purely cultured in vitro in the laborataorium (Labeda, 1990).
The bacteria obtained directly from their indigenous habitat will adapt more easily to their
environment so that the degradation time will be shorter, and they can interact in a mutually
beneficial interaction in the process of degradation. In addition, high adaptability allows bacteria to
grow on a substrate and an environment that does not support the growth of other organisms
(Bollag and Bollag, 1992).
A good and proper isolation of bacteria determines which bacteria are suitable, so that the
principle of the selection of the isolated bacteria can deliver optimal performance in decreasing
pollutants (Thompson et al., 2005). Furthermore, the selection and identification process of the
isolates of ammonia-oxidizing bacteria which are obtained on the basis of their characteristics.
Some ammonia-oxidizing bacteria which have been known to be able to break down the
ammonia into nitrite are Nitrosovibrio (Meincke et al., 1989), Acromobacter, Corynebacterium,
Agrobacterium and Alcaligenes (Marth and Steele, 2001), Nitrosomonas, Nitrosospira,
Micrococcus, Bacillus and Providencia (Zhao et al., 2013). In addition, ammonia-oxidizing
bacteria which are most commonly found in activated sludge include Pseudomonas, Comomonas,
Flavobacterium, Alcaligenes, Bacillus and Achromobacter (Lester and Sterritt, 1988).
Ammonia-oxidizing bacteria are capable of performing the degradation of ammonia through
their ability to metabolize with the enzymes which they possess. The enzymes function as
biokatalisators for chemical reactions in the body of the bacteria at the time of the biodegradation
of ammonia (Stein and Arp, 1998).
The results obtained from this study are ammonia-oxidizing bacteria that can be isolated and
can be used as biological agents in the treatment of the wastewater so that it can help overcome the
environmental pollution caused by ammonia.

The samples used as the source of the isolates were derived from the biological pond of the
wastewater treatment plant of the urea fertilizer industry in Palembang. The sampling was done by
means of stratified random sampling method by determining the three stations of sampling in the
direction of the waste flow from the inlet to the outlet. The sampling technique used was composite
sampling method in which at each station two points of samples were taken for water and mud, and
then they were combined to obtain a homogeneous mixture.
2.1 Isolation and Selection

Out of each sample, 25 mL was taken and put into a 225 mL erlenmeyer containing liquid
enrichment medium Winogradsky. The culture media were incubated for five days at the top of the
shaker at the speed of 100 rpm at room temperature. Furthermore, the culture samples that had
undergone enrichment were multilevel diluted by serial dilution of 10-1, 10-2, 10-3, 10-4, 10-5 and 10-
6
with sterile distilled water. Out of the dilution of 10-4, 10-5 and 10-6, 1 mL was taken and mixed
with medium Zobell Agar by using the pour plate method. The samples were incubated at room
temperature for five days. Each colony which grew with different characteristics was observed for
a further purification by streak plate method in a petri dish to obtain pure colonies that form a
single colony that grew apart. The colonies that grew in the uniform shape, color and type of
surface were transferred into the new Nutrient Agar medium in aseptic procedure and reincubated
for 2-3 days. Subculturing was done tree times or until pure isolates were obtained.
The pure isolates were selected to obtain those with optimum ability to oxidize ammonia.
Selection was done by inoculating the isolates into liquid selective medium (Atlas, 2005) and
incubating them at a room temperature for 8x24 hours. The culture of ammonia oxidizing bacteria
which was capable of degrading ammonia was characterized by the presence of turbidity in the
culture medium. The medium turbidity was measured with a wavelength of 560 nm using a
ISBN 9786021570425 BIO-44

spectrophotometer to see the intensity of the isolates growth during incubation. The activity of the
isolates growth in the selective media containing ammonia will determine the selection of the best
isolates. Subsequently, the isolates that had been known to be capable of degrading ammonia were
the selected isolates and stored in an oblique Nutrient Agar medium as culture inventory.
2.2. Characterization and Identification

The isolates were characterized and identified. The characterization includes characteristic test
of colony morphology, cell shape, Gram properties and staining of endospores. Then biochemical
test was done which includes the starch hydrolysis test, gelatine test, catalase test, urease test,
methyl red and vogues proskaeur test, citrate test and glucose fermentation test. The motility test
was performed with semisolid dip method. Based on the characters of each ammonia oxidizing
bacterium, the isolates were subsequently identified using Bergey's Manual of Determinative
Bacteriology (Staley et al., 1984) as a reference.
3. Results
The results of the isolation and purification of the ammonia-oxidizing bacteria derived from
biological pond of an urea fertilizer plant were 39 isolates comprising 20 isolates from wastewater
and 19 isolates from sludge. The results of the isolation and purification of the isolates are
presented in the following table.
Table 1. The Results of the Isolation and Purification of the Isolates of Ammonia-Oxidizing
Bacteria Derived from the Biological Pond of Urea Fertilizer Industry
Number of
Type of Sample Sample Code Code of Isolates
Isolates
W1.1, W1.2, W1.3, W1.4, W1.5, W1.6, W1.7,
W1 12
W1.8, W1.9, W1.10, W1.11, W1.12
Wastewater
W2 6 W2.1, W2.2, W2.3, W2.4, W2.6, W2.6
W3 2 W3.1, W3.2
Number of Isolates 20
S1 6 S1.1, S1.2, S1.3, S1.4, S1.5, S1.6
S2.1, S2.2, S2.3, S2.4, S2.5, S2.6, S2.7, S2.8,
Sludge S2 10
S2.9, S2.10
S3 3 S3.1, S3.2, S3.4
Number of Isolates 19
Total Isolates 39
Description: The codes of the isolates were made on the basis of the type of samples and
sampling origin, for example: the isolates W1.2 means that the isolate was
derived from wastewater in the pond 1 and the isolate has the serial number of 2
of the results of the isolation.
The number of isolates obtained from the wastewater and that from the sludge does not differ
much. This was because the sludge was formed from the sediment of the wastewater itself.
Besides, the ammonia, which exists both in the wastewater and in the sludge is in the form of
dissolved compound, so it can easily be exploited. Ammonia is a chemical compound consisting of
nitrogen and hydrogen which are highly soluble in water (Agrahari et al., 2012).
The selection was done to obtain bacterial isolates that have the ability to degrade ammonia in
the wastewater. The results of the selection showed that find out of the 39 isolates, 10 isolates of
ammonia oxidizing bacteria were obtained. The selective medium used was a medium containing
only nitrogen derived from ammonia (NH3) which was added. If the bacteria grow, which is
characterized by turbidity in the medium, it means that these bacteria can use nitrogen from
ammonia (NH3) as a source of nitrogen for their growth (as ammonia- oxidizing bacteria). The
oxidation of ammonia by ammonia-oxidizing bacteria was mediated by two enzymes. Enzyme
ammonia monooxygenase (AMO) catalyzes the oxidation of NH3 into hydroxylamine (NH2OH),
and the enzyme hydroxylamine oxidoreductase (HAO) which catalyzes the oxidation process of
ISBN 9786021570425 BIO-45

NH2OH into nitrite (NO2-). The oxidation of ammonia in aerobic and anaerobic was initiated by
AMO that oxidized ammonia to hydroxylamine (Schmidt et al., 2001).
Table 2. The Results of Selection of the Bacterial Isolates

Origin of the
Before Selection After Selection Codes of Isolates
Isolates
W.1.1, W1.5, W1.6, W2.2,
Wastewater 20 5
W2.5
S1.1, S1.3, S1.4, S2.6,
Sludge 19 5
S2.8
Total 39 10
The characterization and identification were conducted against 10 isolates of the results of
the selection to disclose the selected type of bacteria that can optimally degrade ammonia. The
results showed that the isolates W1.1 and S1.3 which belonged to the genus of Nitrosococcus with
the characteristics spherical-shaped cells, showed a red color on gram staining and had endospores.
According to Staley et al. (1984) Nitrosococcus is a group of bacteria that have a spherical-shaped
cells, single, in pairs of four or more to form aggregates and motile with a single or multiple
flagella located at the end. The size is between 0.5 to 0.6 micrometers, a gram-negative bacteria
which are aerobic. The habitat of the bacteria is on the ground, the open sea, brackish water, salt
water and the sewage systems of industries.
The isolates with code W1.5, W2.2, S1.1 and S1.4 are the isolate of the bacteria of the
genera Nitrosomonas with the characteristics of a rod-shaped cell morphology, which are gram-
negative and do not have endospores. According to Holt et al. (1994) Nitrosomonas genus have
rod-shaped cells measuring 0.7 to 1.5 x 1.0 to 2.4 micrometer, the cell wall of gram-negative and
have polar flagella. They can assimilate organic carbon compounds within certain limits. Staley et
al. (1984) said that the main energy source of this genus comes from the oxidation of ammonia to
nitrite, with a range of growing at a temperature of 50 to 300C. Buchanan and Gibbons (1974) said
that Nitrosomonas cells are chemolitotrophs which are capable of oxidizing ammonia and
hydroxylamine into nitrite, but their growth occurs with the ammonia and not with hydroxylamine.
Most of the ammonia-oxidizing bacteria belong to two monophyletic groups, namely Beta
Proteobacteria of the genus Nitrosomonas and Nitrosospira, and Gamma Proteobacteria of the
genus Nitrosococcus (Schmidt et al., 2003). Some species of this genus have been found to
dominate various industrial wastewater treatment plants or natural ecosystems (Juretscko et al.,
1998).
The Isolates W1.6, W2.5 and S2.6 are the isolates of the genera Bacillus. The bacterial
isolates of this genera are gram-negative, with rod-shaped cells and have endospores. According to
Buchanan and Gibbons (1974) Bacillus is rod-shaped and has a different endospores from its
vegetative cells, mostly gram-positive, motile with lateral flagellum. These isolates also have a
high heat-resistant, with a range of growth at temperatures of 250C up to above 750C. Aside from
being able to form catalase, Bacillus is also strictly aerobic or facultative anaerobes.
The results of the study was conducted by Sheela et al. (2014) disclosed that Bacillus sp. that
could be isolated from the sewer could be optimized for the bioremediation of ammonia in culture
tubes. In conducive environment, these isolates were able to eliminate 99.2% of the ammonium
sulfate from an initial concentration of 5 g/L. According to Lin et al., (2007) Bacillus became a
new source of bacteria for ammonia removal process in heterotrophic way and play a role in
bioremediation.
The isolate of S2.8 is isolate of the genus Flavobacterium which has a rod-shaped positive cell
form and has no endospores. According to Buchanan and Gibbons (1974) Flavobacterium is a
group of bacteria that have cell shapes that vary from coccobacilli to rod, both motile and non-
motile. They are catalase positive with colony sizes ranging from 0.2 to 1.6 micrometers,
facultative anaerobic and have a wide distribution in soil, freshwater and seawater. Qin et al. (2007)
conducted an investigation into the ammonia-oxidizing bacteria in the biofilm reactor of drinking
ISBN 9786021570425 BIO-46

water treatment in China, in which a small percentage of the isolates found were from the group of
the genus Flavobacterium.
Table 3. Characterization and Identification of the Isolates of Ammonia-Oxidizing Bacteria

from Wastewater
CHARACTERISTIC Isolate W1.1 Isolate W1.5 Isolate W1.6 Isolate W2.2 Isolate W2.5
Growth on Agar Slants Filiform Filiform Effuse Echinulate Filiformis
Circular with
Form Circular Circular Irregular Circular
Raise Margin
Growth on
Texture Smooth Smooth Smooth Smooth Smooth
Agar
Margin Undulate Entire Erose Undulate Lobate
Plates
Elevation Umbonate Convex Umbonate Convex Flat
Colour Light yellow White Yellow Yellow White
Facultative Facultative Facultative
Growth in Broths Aerobe Aerobe
Anaerobe Anaerobe Anaerobe
Cell Shape Spherical Rod Rod Rod Rod
Gram Strain - - + - +
Endospores - - + - +
Strach - - + - +
Gelatine + + + + +
Motility + + + + +
Catalase + + + + +
Urea - - + - -
Bio-
Methyl Red + + + + +
chemical
Voges
Test + + + - +
Proskauer
Citrate - - - - -
Glucose - - - - -
Lactose - - - - -
Sucrose - - + + +
Nitroso- Nitrosomonas Nitrosomonas
Genus Bacillus sp.1 Bacillus sp.2
coccus sp.1 sp.1 sp.2
Notes: (+) positive results; (-) negative results
Table 4. Characterization and Identification of the Isolates of Ammonia-Oxidizing Bacteria from Sludge
CHARACTERISTIC S1.1 S1.3 S1.4 S2.6 S2.8
Growth on Agar Slants Echinulate Spreading Echinulate Filiform Filiform
Circular
Form Circular Circular Circular with raised Circular
margin
Growth on
Texture Smooth Smooth Smooth Smooth Smooth
Agar
Margin Smooth Smooth Undulate Wooly Smooth
Plates
Elevation Convex Flat Convex Flat Flat
Whitish
Color Yellow Yellow Yellow White
Cream
Facultative Facultative Facultative
Growth in Broths Aerobe Aerob
Anaerobe Anaerobe Anaerobe
Cells Shape Rod Spherical Rod Rod Rod
Gram Strain - - - + -
Endospores - - - + -
Starch - + - - +
Bio- Gelatine + + + + +
chemical Motility + + + + +
Test Catalase + + + + +
Urea - - - - -
ISBN 9786021570425 BIO-47
Methyl Red + + + + +
Voges + + - - -
Proskauer
Citrate - - - - -
Glucose - - - - +
Lactose - + - - +
Sucrose + - + + +
Nitrosomonas Nitrosococcus Nitrosomonas Bacillus sp.3 Flavo-
Genus
sp.3 sp.2 sp.4 bacterium
Notes: (+) positive results; (-) negative results
4. Conclusions
The results of isolation were 39 isolates of bacteria which were taken from a biological pond
of wastewater treatment of urea fertilizer industry. However, only 10 isolates which were capable
of oxidizing ammonia which were indicated as ammonia-oxidizing bacteria. The isolates consisted
of two isolates of the genera Nitrosococcus, four isolates of the genera Nitrosomonas, three
isolates of the genera Bacillus, and one isolate of the genus Flavobacterium. It is necessary to do
sequencing at the level of genome to further identify bacterial species which are capable of
oxidizing ammonia.
References
Abeliovich A. (1992). Transformation of Ammonia and The Environmantal Impact of Nitrifying
Bacteria. Journal Biodegradation 3, 253-264.
Agrahari, G. K., S. K. Shukla, N. Verma and P. K. Bhattacharya. 2012. Model Prediction and
Experimental Studies on the Removal of Dissolved NH3 from Water Applying Hollow Fiber
Membrane Contactor. Journal of Membrane Science, 390391.
Baek K., Park C., Oh H. M., Yoon B. D., Kim H. S. (2010) Diversity and Abundance of Ammonia-
Oxidizing Bacteria in Activated Sludge Treating Different Types of Wastewater. J. Microbiol.
Biotechnol, 20 (7), 1128-1133.
Bollag, W. B. & Bollag J. M. (1992). Biodegradation. In: Lederberg, J. (ed.). Encyclopedia of
Microbiology. Academic Press Inc. Toronto.
Boyd C.E. and Fast A.W. (1992). Pond Monitoring and Management. In: Fast A.W. and. Lester L.J
(Eds.). Marine Shrimp Culture: Principles and Practices. Elsevier Science Publ. Netherlands,
497-514.
Buchanan, R.E. & Gibbons N. E. (1974) . Bergeys Manual of Determinative Bacteriology. 8th Ed.
Williams and Wilkins Company, Baltimore.
Davis M. L. and Cornwell D. A (1991). Introduction to Environmental Engineering. McGraw-Hill.
New York. p. 822.
Droste, R.L. (1997). Theory and Practice of Water and Wastewater Treatment. John Wiley & Sons,
Inc. USA.
Holt J. G., Noel R. K., Peter H. A., James T. S., Stanley T. W. (1994). Bergeys Manual of
Determinative Bacteriology. 9th Ed. Lippincott Williams &Wilkins, New York.
Hossain M. A., Fakhruddin A. N. M., Khan S. I. (2007). Impact of Raw Water Ammonia of The
Surface Treatment Processes and its Removal by Nitrification. Bangladesh Journal
Microbiology, 24 (2), 85-89.
Juretschko S., Timmermann G., Schmidt M., Schleifer K. H., Roser A. P., Koops H. P.,
Wagner M. 1998. Combined molecular and conventional analyses of nitrifying
bacterium diversity in activated sludge: Nitrosococcus mobilis and Nitrospira-like
bacteria as dominant populations. Jurnal Applied and Environmental Microbiology 64
(8), 3042-3051.
Lester, J.N. & Sterritt R.M. (1988). Microbiology for Environmental and Public Health Engineers.
Wallingford, United Kingdom.
ISBN 9786021570425 BIO-48

Levit S. M. (2010). A literature Review of Effects of Ammonia on Fish. The Nature Consevacy.
CSP2, Bozeman, Montana.
Marth, E. H. & Steele, J. L. (2001). Applied Dairy Microbiology. 2nd Edition. Mercel Dekker Inc.,
USA.
Meincke, M., Krieg E., and Bock E. (1989). Nitrosovibrio spp., The Dominant Ammonia-
Oxidizing Bacteria in Building Sandstone. Applied and Environmental Microbiology, 55 (8),
2108-2110.
Princic A., Mahne I., Megusar F., Paul E. A., Tiedje J. M. (1998). Effects Of pH and Oxygen and
Ammonium Concentrations on The Community Structure of Nitrifying Bacteria from
Wastewater. Applied And Environmental Microbiology, 64 (8), 3584-3590.
Qin Y. Y., Li D. T., Yang H. (2007). Investigation of Total Bacterial and Ammonia-Oxidizing
Bacteria Community Composition in a Full-Scale Aerated Submerged Biofilm Reactor for
Drinking Water Pretreatment in China. FEMS Microbiology Letters 268 (1), 126-134.
Scmidt I., Bock E., Jetten M.S. M. (2001). Ammonia Oxidation by Nitrosomonas eutropha with
NO2 as Oxidant is not Inhibited by Acetylene. Microbiology, 147, 2247-2253.
Schmidt I., Sliekers O., Schmidt M., Bock E., Fuers J., Kuenen J. G., Jetten M. S. M., Strous M.
(2003). New Concept of Microbial Treatment Processes for The Nitrogen Removal in
Wastewater. Jurnal FEMS Micobiology Reviews, 27, 481-492.
Staley, J. T., Bryant M.P., Pfennig N., J. G. Holt J. G. (1984). Bergeys Manual of Systematic
Bacteriology, Volume 3. Lippincott Williams & Wilkins. Baltimore. USA.
Stein L. Y. & Arp D. J. (1998). Loss of Ammonia Monooxygenase Activity in Nitrosomonas
europaea upon Exposure to Nitrite. Applied and Environmental Microbiology, 64, 4098
4102.
Thompson, I.P., van der Gast C. J., Ciric L., Singer A. C. (2005). Bioaugmentasi for
Bioremediation: The Challenge of Strain selection. Environmental Biology, 7 (7), 909-915.
Zhao C., Song W., Wei J., Li B. (2013). Rapid Screening of Ammonia Oxidizing Bacteria in the
Sewage. International Journal of Bioscience, Biochemistry and Bioinformatics, 3 (2), 93-97.
ISBN 9786021570425 BIO-49

OB-16
Characterization and Development of Edible Film/Coating
from Jackfruit Seed (Artocarpus heterophyllus Lam.)
Starches for Preservation and Properties of Strawberry
Fruits
W. Donald R. Pokatong*and Elana Natania
Food Technology Department, Universitas Pelita Harapan, Jl. M.H. Thamrin Boulevard 1100,
Tangerang 15811, Banten, Indonesia
wilbur.pokatong@uph.edu
Abstract- Starch of jackfruit (Artocarpus heterophyllus Lam.) seed has been studied for its utilization as
edible coating for prolonging strawberry shelf life. The objectives of this research were to determine effect of
plasticizer glycerol and additives (stearic, and oleic acids) on the characteristics of jackfruit seed-starch-based
edible film including thickness, water vapour transmission rate (WVTR), elongation, tensile strength of
edible film, and characteristics and shelf life of strawberry fruits. Three best treatments were selected and
applied to coat strawberry to extend the shelf life, followed by determination of characteristics of coated fruit
stored at room and refrigeration temperatures. The extraction of jackfruit seeds using 0.5% Na 2S2O5 yielded
31.76% starch with 91.42% purity, 9.20% amylase, and 90.80% amylopectin. Edible film was prepared in
combinations of jackfruit seed starch (3.5, and 5.5%), glycerol (1 and 3%), and stearic or oleic acid
concentration (0.2, 0.4, and 0.6%). A combination of 5.5% starch, 1% glycerol, and 0.4% stearic acid was
chosen due to high tensile strength and low WVTR; 5.5% starch, 1% glycerol, and 0.6% oleic acid (low
WVTR and intermediate tensile strength); and 3.5% starch, 3% glycerol, and 0.6% stearic acid (low
WVTR). These three edible coating combinations were applied to strawberry and showed they significantly
prolonged shelf life of the strawberry, which was up to 4 days at room temperature storage compared to that
of uncoated strawberry (control) of <48 h, and a maximum of 30 days at refrigeration temperature compared
to that of the control of only 10 days. At the end of storage and when stored at refrigeration temperature,
coating combinations significantly affected the weight loss, hardness, pH, total titratable acid, total sugar, and
total plate count of the coated strawberry. Generally, all of the coated strawberry was accepted by sensory
panellists and not significant different with the uncoated.
Keywords: edible coating, glycerol, jackfruit, stearic/oleic, strawberry
1. Introduction
Jackfruit is one of the popular tropical fruits in Indonesia. Jackfruit is a compound fruit of
which 8-15% of the fruit weight is seed. These seeds are not consumed and discarded as waste
although they contain a high percentage of edible starch. However, this seed starch may be
extracted and used as the main source for the edible coating (Love & Paull, 2011; Mukprasirt &
Sajjaanantakul, 2004; Patricia, 2013).
Edible coating is one of packaging types used for wrapping or coating foods to maintain
the quality and extend the shelf life and that may be eaten together with the food (Embuscado &
Huber, 2009). In its application, edible coating should contain at least one component that is able to
form a cohesive and continuous matrix. This component usually is the biopolymer macromolecule
component which can be polysaccharide, protein, lipid or polyesters. Polysaccharide such as starch
is the most common main source, since it is very abundant in nature and is produced by all green
plants as energy reserve (Mathlouthi, 1999). Edible coating offers some functions, such as to retard
internal moisture migration, provide gas/oil/solute barriers, and increase organoleptic properties
(Robertson, 2013). In addition, as reported by Patricia (2013), the edible coating from jackfruit
seed starch was found to prolong shelf life in refrigeration temperature of strawberry fruits for 27
days as compared to that of uncoated strawberry for 10 days.
ISBN 9786021570425 BIO-50

Strawberry is one of the non-climacteric fruit with high respiration rate so it has short shelf
life after harvesting. Packaging and storage handling play important roles in maintaining the
qualities of the strawberry during postharvest. The optimum storage condition to maintain quality,
prevent water loss and shriveling is 0-2 C with 90-95% humidity (Harris & Mitcham, 2007).
However, under those conditions, strawberry still only can be stored up to seven days. Therefore,
there are available ways to combine with refrigeration to extend the shelf life. One of the
techniques is by using edible coating. Edible coating is known to be able to prolong strawberry
shelf life, retard senescence, maintain visual quality and acceptance, and decrease weight loss
(Amalet al., 2010; Palmu & Grosso, 2005).
Starches in general are able to play a role to form suitable mechanical and optical
properties of the edible coating. However, they are sensitive to moisture and have poor water vapor
barrier (Mathlouthi, 1999). In this research, several additives were used, including plasticizer to
decrease intermolecular cohesive forces and increase mechanical and physical properties, and fatty
acids (stearic or oleic acid) to enhance the water vapor barrier and decrease hydration capacity
(Han, 2005). Therefore, the objectives of this research were to investigate the effect of plasticizer
and fatty acids on the characteristics of edible film, and on the shelf life and characteristics of the
edible-coated strawberry fruits.

The materials used for this research were seeds of ripe jackfruit and fresh ripe strawberry
fruits obtained from farm in Cipanas, West Java. The obtained jackfruit seed was sent to Lembaga
Ilmu Pengetahuan Indonesia (LIPI), Bogor, for a taxonomical verification. Other materials used for
starch and edible coating preparation, and assays were of laboratory and/or food grade.
2.1. Jackfruit Seed Starch Extraction

The jackfruit seed starch extraction was adopted from Bobbioet al. (1978) and Patricia
(2013). Firstly, the jackfruits were washed with water and were cut into half. The seeds were
separated from the mucilage. The sample of seeds was separated from its arils and
spermoderm, and analyzed using the AOAC standard methods for its moisture, protein, fat, ash
(AOAC, 2005), carbohydrate, and starch content (AOAC, 1990). The peeled seeds were
extracted by blending it with aqueous 0.5% Na2S2O5 (1:4) in a juice blender for 2 min
(Patricia, 2013). The solution was pressed through cheesecloth to eliminate seed fibers. The
filtrate was allowed to decant at 4-5C for 3-4 h and rewashed with distilled water to eliminate
soluble sugars. Then it was dried at 50 C for 24 h. The procedure was repeated to get
optimum starch content. The obtained starch was milled and shieved in 60 mesh (250 m) then
analyzed in terms of its yield, degree of whiteness (Munoz et al., 2008), amylose and
amylopectin contents (IRRI, 2006), and starch purity by starch content determination.
2.2. Edible Film Preparation

The method for edible film preparation was adopted and modified from Careda et al.
(2000), Patricia (2013), Tanaka et al. (2001), and Taqi et al. (2013). In the main research, the
prepared jackfruit seed starch with selected concentration of 3.5 and 5.5% (Patricia, 2013) was
mixed with glycerol 1% and 3% (Patricia, 2013) and diluted in hot water (70 C). The solution
underwent further heating and stirring at 80C for 20 min to complete the starch gelatinization. The
selected fatty acid (stearic or oleic acid) with concentration of 0.2, 0.4, and 0.6% with addition of
10% (w/w) lecithin to lipids was added to the solution (Tanaka et al., 2001). Heating and stirring
were continued at 80C for 10 min more (Taqi et al., 2013). The solution was left to cool down to
50C. The solution was poured into a film applicator and left to dry in oven at 50C for 15 h. The
films obtained were analyzed in term of tensile strength, elongation, thickness, and WVTR
(ASTM, 1995). From the result of the analysis, three combination of the edible film that produced
the optimum physical and mechanical properties were used for coating the strawberry.
ISBN 9786021570425 BIO-51

2.3. Application of Edible Coating to Strawberry Fruit and Determination of the

Coated Fruit Shelf life
The three best treatment combinations of edible film produced and the control edible film
were used to coat strawberry fruits with the procedure modified from Han et al. (2008). The
strawberry was first washed and dried. The fruit was dipped into the coating solution twice for 10
second each and then followed by hanging to dry under fan for 30 min in the first dipping and 60
min for the second dipping to ensure dryness.
To determine the shelf life, there were two identical procedures that were done but in two
different days. In the first day, the first batch of strawberry was coated and would be used as a
spoilage indicator. This batch was observed daily in terms of microbial mould deterioration and/or
visual physical changes to determine the shelf life of strawberry. On the next day, another batch of
strawberries was coated and used to determine quality characteristics at the ending of the storage
period. When there was an appearance of moulds in the first batch which means spoilage had
occurred; the corresponding strawberry stored one day later was analyzed and its duration of
storage was deemed as its shelf life (in day unit). The quality of stored strawberries was determined
in terms of hardness, weight loss, pH, total sugar (AOAC, 2005), total titratable acidity
(Oyeleke&Olaniyan, 2007), total microbes, and sensory evaluation.

3.1. Jackfruit Seed Chemical Composition
The chemical composition of jackfruit seed iwas determined and the results are shown in
Table 1. There are some differences from the values reported by Gupta et al. (2011).
Table 1. Chemical composition of jackfruit seed

Content (%, dry basis)
Composition Published
Analysis result
report1
Moisture 57.561.20 61.80.09
Fat 4.490.96 2.670.01
Protein 10.860.35 28.40.45
Ash 3.290.07 0.390.01
Carbohydrate 81.333.30 68.50.56
Note: 1Gupta et al. (2011).
The differences might be caused by the maturation stages of the seed, and growth
environment. Growth environment such as seasonal and soil conditions could affect the
composition of the jackfruit seed, such as moisture and carbohydrate contents (Tulyathan et al.,
2002). In addition, the increase in maturity level could increase free sugar content, decrease ash
content and increase dry matter content (Rahman et al., 1999). However, as can be seen in Table 1,
the analysis result was still comparable to the report by Gupta et al. (2011).
3.2. Starch Yield, Purity, and Amylose-Amylopectin contents

The average starch yield was 31.763.64% (db) with the purity of 84.578.26% (wb).
Sodium metabisulphite during extraction would break down the matrix surrounding the starch
particles and help release the starch (Yang et al., 2005). Furthermore, Patricia (2013) stated that
starch extraction by using 0.5% sodium metabisulphite exhibited the highest starch yield up to
47.51% (db) with the purity of 89.9% (wb). The difference in the yield of the obtained starch may
be caused by the difference in maturity of the jackfruit (Rahmanet al., 1999).
The amylose and amylopectin contents were analyzed. The obtained jackfruit seed starch
had the amylose content of 8.410.15% and the amylopectin content of 83.018.78%. This result
shows significantly lower value than that of stated by Tulyathanet al. (2002) that jackfruit seed
starch had 32% amylose. Despite of that, this value of amylose and amylopectin components in the
starch is important since any difference in composition and ratio of the starch amylose and
ISBN 9786021570425 BIO-52
amylopectin will give different characteristics of the obtained edible film. Amylose is the linear
polymer thus it can form coherent and relatively strong film, while amylopectin film is more brittle
and non-continuous (Robertson, 2013). However, high amylose will increase the crystallinity and
have too high glass transition temperature, thus amylopectin, the branched polymer, is needed in
order to decrease the glass transition temperature and produce the semicrystalline film (Han, 2005).
3.3. Edible Film Characteristics

3.3.1. Appearance
The films prepared by the combination of jackfruit seed starch-glycerol and fatty acids
(stearic or oleic acid) were visually inspected. Figure 1 shows that the films made from lower
starch concentration (3.5%), regardless of the glycerol and fatty acid concentration were
completely dried and less thick without any cracks. As starch concentration increased (5.5%), the
films became more brittle and had some cracks and holes since the solution become more viscous
thus resulted in thicker films that were difficult to be completely dried. At higher glycerol
concentration (3%), the film obtained had more compact structure and flexible as glycerol
positioned themselves between the free space of the polymer.
As shown in Figure 1, the addition of fatty acid displayed marked changes in visual
properties of the films. Fatty acid addition decreased the stability of the film solution since lipid
emulsion disrupted the stability of the mixture. As the concentration of fatty acids increased,
several problems occurred during oven drying such as cracking, and small-hole formation.
Different type of fatty acid also exhibited marked difference of the visual characteristics of the
films. Oleic acid gave more regular and smooth surfaces compared to stearic acid which showed
irregular surfaces with several white particulate distributed through all of the films surfaces. The
combination of 5.5% starch-3% glycerol-0.6% oleic acid did not yield a proper film. This could be
due to the very compact and viscous mixture of the high concentration of starch and glycerol made
it difficult for the high concentration of oleic acid to bind with the hydrophobic area of the complex
starch/glycerol thus decreasing emulsion stability and increasing oleic acid clustered that created
holes and cracks.
(a) (b)
(c) (d)
Figure 1.Visual appearance of films with combination of (a) 3.5% starch-1% glycerol-0.6% oleic acid, (b)
3.5%-1%-0.6% stearic acid, (c) 5.5%-3%-0.6% oleic acid, and (d) 5.5% 3%-0.6% stearic acid
3.3.2. Tensile Strength

The results for tensile strength analysis of starch-plasticizer and stearic acid films are
presented in Figure 2. Based on statistical analysis, the starch-plasticizer concentration and oleic
acid concentration (figure not shown) showed no significant (p<0.05) interaction in affecting the
tensile strength value. The range of the tensile strength was 0.43-6.42 MPa. On the other hand, the
ISBN 9786021570425 BIO-53

starch-plasticizer and stearic acid formulations showed a significant interaction (p<0.05) in

affecting the tensile strength value. The combination of 5.5%-1%-stearic 0.4% gave the highest
tensile strength that was 7.410.35 MPa, while combination 3.5%-3%-stearic 0.6% gave the lowest
value that was 0.300.06 MPa. Based on t-test statistical analysis, there was no significant different
between the combinations of 5.5%-1%-oleic acid 0.2% with 5.5%-1%-stearic acid 0.4%. Statistical
analysis showed that starch-glycerol combination concentration significantly affected the tensile
strength value. The result showed that as starch concentration increased, tensile strength increased.
However, higher addition of plasticizer concentration would weaken the intermolecular forces
between the macromolecules, and causing the reduction in mechanical resistant (Bourtoom, 2008).
In addition, the increase in stearic acid concentration significantly decreased the tensile strength.
According to Ghanbarzadeh and Almasi (2011), fatty acid addition develops a more heterogeneous
film structure and increase discontinuities in the polymer network thus will decrease tensile
strength.
12.00
7.410.35e
7.390.73e
10.00
Tensile Strength (MPa)
8.00
3.651.36d
2.990.27ed
2.480.13c
2.320.24c
6.00
0.980.12ab
0.760.09ab
1.36.18b
0.300.13a
4.00 0.300.06a
0.370.1a
2.00
0.00
1-3.5 3-3.5 1-5.5 3-5.5
Starch(%)-glycerol(%)
0.2%Stearic 0.4%Stearic 0.6%Stearic
Figure 2. Tensile strength of edible films with different combination of starch-plasticizer and stearic acid
Note: Different superscripts indicate significant differences (p<0.05)
3.3.3. Elongation
The results for elongation analysis can be seen in Figure 3. Based on statistical analysis, the
starch-plasticizer concentration and concentration of either oleic or stearic acid showed a
significant (p<0.05) interaction in affecting the elongation value. The highest elongation was found
in the combination of 5.5%-3%-0.2% oleic acid with the elongation of 19.092.97%, and 5.5%-
3%-0.2% stearic acid with that of 30.511.01%, whereas combinations with lowest value were
5.5%-1%-0.6% oleic acid (1.0890.19%) and 5.5%-1%-stearic 0.6% (1.39320.88%).
Furthermore, based on t-test, there was a significant different between the combinations of 5.5%-
3%-oleic acid 0.2% and 5.5%-3%-stearic acid 0.2%.
The higher the amount of the starch in the solution, the lower the elongation would be.
However, the result showed that a proper combination of the starch and plasticizer would be able to
impart the decrease in elongation for higher starch concentration. In addition, the result showed that
the increase in stearic acid concentration decreased the elongation value. This is due to the increase
in the porosity of the film matrix molecule that will lead to the tendency of breaking instead of
elongating (Schmidt et al., 2013).
3.3.4. Thickness
The results for thickness analysis can be seen in Figure 4. The statistical analysis result showed
that the starch-plasticizer concentration and concentration of either oleic or stearic acid gave a
significant (p<0.05) interaction in affecting thickness results. The thinnest edible film was 5.5%-
1%-0.6% oleic acid that was 0.130.01 mm and 5.5%-1%-0.2% stearic acid that was 0.110.01
mm. The thickest edible film was made from the combination of 5.5%-3%-0.4% oleic acid that was
0.180.01 mm and 5.5%-3%-0.6% stearic acid that was 0.210.02 mm. Moreover, based on t-Test
ISBN 9786021570425 BIO-54
statistical analysis, there was a significant different between the combinations of 5.5%-1%-0.6%
oleic acid and 5.5%-1%-0.2% stearic acid. Generally, the addition of higher concentration of
starch, plasticizer and fatty acid regardless of the type tend to increase the thickness.
(a) (b)
30.511h
40.00 40.00
19.072.97ef
25.593 g
35.00 35.00
18.51.08ef
15.273.28cd
14.525.86cd
13.384.51ef
11.00 3.05bc
14.321.76f
11.254.55bc
30.00 30.00
Elongation (%)
Elongation (%)
10.550.51de
10.112.96de
25.00
8.592.62b
25.00
cd
7.864.21b
7.253.78cd
8.221.05
5.251.73bc
20.00 20.00
2.100.29ab
1.390.41a
2.110.28ab
1.090.19a
1.170.29a
1.390.88a
15.00 15.00
10.00 10.00
5.00 5.00
0.00 0.00
1-3.5 3-3.5 1-5.5 3-5.5 1-3.5
3-3.5 1-5.5 3-5.5
Starch(%)-glycerol(%) Starch(%)- glycerol(%)
0.2%Oleic 0.4%Oleic 0.6%Oleic 0.2%Stearic 0.4%Stearic 0.6%Stearic
Figure 3. Elongation of edible films with different combination of starch-plasticizer and oleic acid (a)
or stearic acid (b)
(a) (b)
0.21250.01e
0.35
0.160.005d
0.170.01d
0.170.02d
0.160.02cd
0.160.01cd
0.30
0.160.01d
0.150.01cd
0.35
0.140.02bc
0.180.01ef
0.190.01f
0.16 0.01de
0.160.01bcd
0.120.01ab
0.160.01cd
0.110.005a
0.140.01abc
0.140.02abc
0.25
0.140.01ab
0.140.02ab
0.30
0.110.01a
0.130.01a
0.130.01a
Thickness (mm)
0.25 0.20
Thickness (mm)
0.20 0.15
0.15 0.10
0.10
0.05
0.05
0.00
0.00
1-3.5 3-3.5 1-5.5 3-5.5
1-3.5 3-3.5 1-5.5 3-5.5 Starch(%)- glycerol(%)
Starch(%)-glycerol(%)
Figure 4. Thickness of edible films with different combination of starch-plasticizer and oleic acid (a)
or stearic acid (b)
3.3.5. Water Vapor Transmission Rate (WVTR)

he results for WVTR analysis can be seen in Figure 5. Based on statistical analysis, the
starch-plasticizer concentration and concentration of either oleic or stearic acid gave a significant
(p<0.05) interaction in affecting the WVTR results. Film with the combination of that significantly
ISBN 9786021570425 BIO-55
gave the lowest WVTR value were 3.5%-3%-0.6% oleic acid that was 0.190.02 g.mm/m2.h and
5.5%-1%-0.6% stearic acid was 0.180.01 g.mm/m2.h. Edible films with the highest WVTR value
were the combination of 5.5%-3%-0.4% oleic acid that was 0.290.01 g.mm/m2.h and 5.5%-3%-
0.6% stearic acid that was 0.310.03 g.mm/m2.h. However, based on t-Test statistical analysis,
there was no significant difference between the combinations of 3.5%-3%-0.6% oleic acid with
55.5%-1%-0.6% stearic acid in decreasing WVTR value.
(a) (b)
0.250.02cd
0.290.03de
0.270.02d
0.270.03d
0.260.01d
0.270.01d
0.270.02d
0.310.03e
0.210.006ab
0.45
0.230.03bc
0.210.03ab
0.180.01a
0.45
0.220.02ab
0.260.01cd
0.210.02ab
0.240.02bc
0.230.01bc
0.2890.02de
0.290.01e
0.220.01b
0.230.02b
0.230.02bc
0.35
0.190.02a
WVTR (g.mm/m2h)
0.35
0.25
WVTR (g.mm/m2h)
0.25
0.15
0.15
0.05
0.05
0.05- 0.05- 1-3.5 3-3.5 1-5.5 3-5.5
1-3.5 3-3.5 1-5.5 3-5.5
Starch(%) - Glycerol(%) Starch(%) - Glycerol(%)
Figure 5. Water vapor transmission rate of edible films with different combination of starch-plasticizer and
oleic acid (a) or stearic acid (b)
The increase in starch and glycerol concentration generally would increase WVTR value.
This tendency occurs since water adsorption occurs readily at surface of starch because of the
hydrophilic nature of most polysaccharides (Embuscado & Huber, 2009). However, beside the
increase in starch and glycerol concentration will increase the WVTR value, the addition of fatty
acid would change the tendency. Schmidt et al. (2013) reported that the incorporation of stearic
acid in the cassava starch and glycerol matrix would be resulted in films with lower WVTR and
Wang et al. (2014) stated that oleic acid in CMC film could decrease WVTR value. However, this
addition should be controlled in terms of its concentration since too high concentration of fatty acid
might be resulted in inhibition of aggregation process of the macromolecules by limiting the
hydrogen bond formation that promoted the discontinuity in the polymer matrix and resulted in
higher WVTR (Schmidt et al., 2013).
From this research results, several treatment combinations were selected to be used for
coating strawberry fruits i.e. the combination of 5.5% starch, 1% glycerol, and 0.4% stearic acid
due to high tensile strength and low WVTR; 5.5% starch, 1% glycerol, and 0.6% oleic acid due to
low WVTR and intermediate tensile strength; and 3.5% starch, 3% glycerol, and 0.6% stearic acid
due to low WVTR.
3.4. Characteristics of Edible-coated Strawberry Fruits

3.4.1. Weight Loss
The results for weight loss analysis of the coated fruits can be seen in Figure 6. Statistically,
coating combination of starch, glycerol, and fatty acids significantly affected the results for weight
loss analysis of the strawberry stored at both room and refrigeration temperature. In room
temperature storage, strawberry coated with S5.5%-G1%-0.6% oleic acid and S3.5%-G3%-0.6%
oleic acid exhibited the lowest weight loss of 14.101.40% and 14.380.76%, respectively,
whereas uncoated strawberry significantly gave the highest weight loss (31.032.6%). In
refrigeration temperature, strawberry coated with combination of 3.5%-3%-0.6% stearic acid gave
the lowest value (18.141.97%) and no difference with the uncoated one despite its having lower
ISBN 9786021570425 BIO-56

value. The significant different between the weight loss of uncoated and coated strawberry
especially the one with added fatty acids were due to the ability of edible coating treatments to
control mass transfer of water, O2, and CO2 to control respiration that could reduce the weight loss
(Debeaufort et al., 1998).
3.4.2. Hardness
The results for hardness analysis can be seen in Figure 7. Statistically, coating combination
of starch, glycerol, and fatty acids did not significantly affect the hardness of the strawberry at the
storage starting time. While the coating combination significantly affected the hardness at storage
ending time of the strawberry stored both in room and refrigeration temperatures. In room
temperature, coating combination of 5.5%-1%-0.4% stearic acid significantly gave the highest
hardness value that was 250.0324.1g. In refrigeration temperature, 5.5%-1%-0.6% stearic acid has
significantly the highest value (204.575.9 g), while the smallest was the control I (167.0325.7 g).
(a) (b)
50.00 50.00
31.032.62c
45.00 45.00
22.203.11b
21.192.87b
40.00 40.00
21.591.49b
19.794.68b
20.671.29b
19.521.59b
18.83.92ab
18.141.97ab
35.00 35.00
Weight loss (%)
Weight loss (%)
13.912.51a
14.380.76a
30.00 30.00
14.11.42a
25.00 25.00
20.00 20.00
15.00 15.00
10.00 10.00
5.00 5.00
0.00 0.00
Starch-Glycerol-Fatty Acid (%) Starch-Glycerol-Fatty Acid (%)
Figure 6. Weight loss of uncoated and coated strawberries in room-temperature (a) and
refrigeration-temperature (b) storages, analyzed in their respective shelf life time
Generally, hardness values were decrease from initial with all of the coating combinations
were significantly higher than the hardness of uncoated strawberry. Addition of fatty acid could
significantly affected the retardation of tissue softening in strawberry. Fatty acid containing edible
coating can show a good result with respect to the retention of fruit firmness because it can slow
down fruit metabolism regarding the loss of moisture and thus prolonged storage life (Tanada-
Palmu & Grosso, 2005).
ISBN 9786021570425 BIO-57

400.00
220.7019.79ab
243.8119.03a
250.0324.1a
224.2824.9ab
400.00
206.1812.84b
205.8217.49b
201.2116.08b
204.575.91b
350.00 350.00
167.0325.66a
180.195.44a
179.046.69a
160.4341.69c
300.00 300.00
Hardness (g)
Hardness (g)
250.00 250.00
200.00 200.00
150.00 150.00
100.00 100.00
50.00 50.00
0.00 0.00
Starch-Glycerol-Fatty Acid(%) Starch-Glycerol-Fatty Acid(%)
Figure 7.Hardness of uncoated and coated strawberries in room-temperature (a) and refrigeration-
temperature (b) storages, analyzed in their respective shelf life time
Notes: Different superscripts indicate significant differences (p<0.05).
3.4.3. pH
The results for pH analysis can be seen in Figure 8. Statistically, coating combination of
starch, glycerol, and fatty acids did not significantly affect the pH of the strawberry at the storage
starting time. While the coating combination significantly affected the pH value at storage ending
time of the strawberry stored in both room and refrigeration temperatures. In room temperature
storage, all of the coated strawberry significantly gave higher pH value than uncoated (3.230.02),
with control III as the highest (3.3050.01) and between the treatments 3.35-3%-stearic 0.6% was
the highest (3.290.05). In refrigeration temperature storage, coating combination did not have
significantly different with the uncoated strawberry, except the coating combination of 3.5%-3%
that gives the lowest value (3.30.01), while the highest was 3.5%-3%-stearic 0.6% (3.390.02).
Overall, there was no significant change shown in pH parameter.
(a) (b)
3.310.07b
3.290.01b
3.290.01b
3.290.01b
3.370.01b
3.390.01b
3.380.01b
3.390.01b
3.390.02b
5.00
3.260.02ab
3.230.02a
5.00
3.30.01a
4.50 4.50
4.00 4.00
3.50 3.50
3.00 3.00
pH
pH
2.50 2.50
2.00 2.00
1.50 1.50
1.00 1.00
0.50 0.50
0.00 0.00

Figure 8.pH of uncoated and coated strawberries in room-temperature (a) and refrigeration-
Notes: Different superscripts indicate significant differences (p<0.05)
3.4.4. Total Titratable Acidity (TTA)

The results for TTA analysis can be seen in Figure 9. Statistically, coating combination of
starch, glycerol, and fatty acids significantly affected the TTA of the strawberry at the storage
starting time with 5.5%-1%-0.6% oleic acid (1.0080.06%) as the highest and 5.55-1% with oleic
ISBN 9786021570425 BIO-58

0.6% and stearic 0.4% as the lowest (0.820.06%). However, statistical analysis showed that the
coating combination of starch, glycerol, and fatty acids did not significantly affect the TTA at
storage ending time of the strawberry stored in room temperature condition. While in refrigeration
temperature, the coating combination of starch, glycerol, and fatty acids significantly affected TTA
of the strawberry at the storage starting time. Uncoated strawberry significantly gave the highest
TTA value followed with 3.5%-3%-0.6% stearic acid (1.2640.06%) and control III gave the
lowest (1.0720.06%).In agreement with the results obtained for pH value analysis, generally there
were no marked changes in TTA except for some cultivars that showed an increase in acidity value
(Cordenunsi et al.,2003). Citric acid contributes greatly to strawberry fruit titratable acidity, which
changes gradually during the fruit development and senescence. However, coating application
could effectively slow down the changes in TTA.
3.4.5. Total Sugar

The results for total sugar analysis can be seen in Figure 10. Statistically, coating
combination of starch, glycerol, and fatty acids significantly affected the result for total sugar of the
strawberry at the storage starting time with 5.5%-1% as the highest (3.0820.04%) and control I as
the lowest (2.90.03%). In addition, coating combination of starch, glycerol, and fatty acids also
significantly affected the result for total sugar at storage ending time of the strawberry stored at
both room and refrigeration temperatures. In room temperature storage, between the treatments,
3.5%-3%-stearic 0.6% was the highest (30.03%) and 5.5%-1%-oleic 0.6% the lowest
(2.90.08%).
(a) (b)
2.40 2.40
1.410.05d
1.220.05bc
2.10
1.260.06c
2.10
1.140.06ab
1.120.04a
1.070.06a
1.020.05a
1.010.06a
0.990.04a
0.980.03a
1.80 1.80
0.960.05a
0.940.06a
TTA (%)
TTA (%)
1.50 1.50
1.20 1.20
0.90 0.90
0.60 0.60
0.30 0.30
0.00 0.00
Starch-Glycerol-Fatty Acid (%) Starch-Glycerol-Fatty Acid(%)

Figure 9.TTA of uncoated and coated strawberries in room-temperature (a) and refrigeration-
Notes: Different superscripts indicate significant differences (p<0.05)
In refrigeration temperature storage, total sugar level would decrease and the lowest value between
the treatments was 5.5%-1%-0.6% oleic acid (2.90.08%) and the highest was 3.5%-3%- stearic
0.6% (2.550.07%). This reduction of the total sugar might be due to sugar loss through respiration
(Amalet al., 2010). In addition, the coated strawberries were resulted in a higher total sugar since
coating could retain the respiration process in strawberry by controlling the intake of O 2 from the
surrounding.
(a) (b)
ISBN 9786021570425 BIO-59
6.00 6.00
2.960.02abc
5.00
3.010.03bc
5.00
3.030.05c
2.960.03ab
2.900.03a
2.910.08a
2.630.04e
2.430.04bc
2.550.07d
2.470.01c
2.380.05b
Total Sugar (%)
2.310.03a
Total Sugar (%)
4.00 4.00
3.00 3.00
2.00 2.00
1.00 1.00
0.00 0.00
Figure 10.Total sugar of uncoated and coated strawberries in room-temperature (a) and refrigeration-
3.4.6. Total Plate Count of Strawberry Fruit

The results for total plate count analysis in room temperature can be seen in Figure 13.
Statistically, the combination of starch, glycerol, and fatty acid did not have significant effect on
the total plate count analysis for PCA and PDA at the storage starting condition. In room
temperature storage, the combination of starch, glycerol, and fatty acid gave significant effect on
the total plate count analysis for PCA and PDA at the storage ending. The combination with the
highest total plate count for PCA was uncoated (4.785 log CFU/g) and the lowest was 5.5%-1%-
stearic acid 0.4% (4.487 log CFU/g). While for PDA, the uncoated (4.977 log CFU/g) had the
highest microbial count and 5.5%-1%-stearic acid 0.4% (4.725 log CFU/g) the lowest.
(a) (b)
9.00 9.00
8.00 8.00
4.980.04b
4.940.08b
TPC PDA (log CFU/ml)
4.670.11ab
4.770.08a
4.770.03a
4.730.04a
4.790.10b
4.650.02a
4.65 0.11ab
4.490.01a
4.490.04a
4.530.02a
TPC PCA (log CFU/g)
7.00 7.00
6.00 6.00
5.00 5.00
4.00 4.00
3.00 3.00
2.00 2.00
1.00 1.00
0.00 0.00
Starch-glycerol-fatty Acid (%) Starch-Glycerol-Fatty Acid
Figure 11. PCA (a) and PDA (b) total plate counts of uncoated and coated strawberries in room
Temperature storage, analyzed in their respective shelf life
The results for total plate count analysis in refrigeration temperature can be seen in Figure
12. In refrigeration temperature storage, the combination of starch, glycerol, and fatty acid did not
give significant effect on the total plate count analysis for PCA (result not shown) but showed
significance effect for PDA (Figure 12) at the storage ending condition at refrigeration temperature
ISBN 9786021570425 BIO-60

storage. The combination with the highest total plate count for PDA was 3.5% starch-3% glycerol
(5.186 log CFU/g) and the lowest was 3.5%-3%-stearic acid 0.6% (4.708 log CFU/g). Microbial
content of strawberry was increase as the function of storage time and PDA resulted in a higher
microbial count than PCA. This may be due to the reason that the dominant microbial attack was
caused by Botrytis cinerea, Cladosporium, and Rhizopus (Jensen et al., 2013). Generally, the
results showed that edible coating were able to prevent the presence of microbes even after
prolonged storage of the strawberry. It took a maximum of 30 days for the coated strawberry in
refrigeration temperature storage before contaminated by the microbes compared to that of the
uncoated strawberry that was contaminated by molds after the 10th day of storage.
3.4.7. Sensory Evaluation

Sensory evaluation including hedonic and scoring test were done in order to know the
acceptability of coated and uncoated strawberry. Table 2 and 3 shows the result of hedonic and
scoring test respectively. Statistically, edible coating did not significantly affect consumer
preferences on aroma and taste. This showed that the application of jackfruit seed starch and
glycerol with fatty acid edible film did not affect the consumer preferences on aroma and taste of
the strawberry. Scoring test indicated that there was no significant difference between uncoated and
coated strawberry in terms of color and aroma indicated that the application of edible coating did
not change the aroma and color of the strawberry.
9.00
4.980.003b
8.00
5.190.03c
4.980.03b
4.760.10a
4.740.03a
TPC PDA (log CFU/g)
7.00
4.710a
6.00
5.00
4.00
3.00
2.00
1.00
0.00
Starch-Glycerol-Fatty Acid (%)
Figure 12. PDA total plate counts of uncoated and coated strawberries in refrigeration temperature storage,
analyzed in their respective shelf life
Table 2. Hedonic test results for uncoated and coated strawberries at storage-starting time
Sample Sensory Characteristics*
Colo Arom Appearanc Taste
r a e
Uncoated 5.16 4.74 4.89c 4.93
b
5.5%-1% 4.46 5.14 4.34b 4.64

a
3.5%-3% 4.64 4.83 4.56bc 4.76

a
5.5%-1%-S 4.37 4.86 3.83a 4.36

a
0.4%
5.5%-1%-O 4.19 5.04 3.79a 4.79
ISBN 9786021570425 BIO-61

a
0.6%
3.5%-3%-S 4.21 5.17 3.87a 4.57
a
0.6%
Superscripts for each of the sensory characteristics are not related.
*Range: 1 (very dislike) - 7 (very like)
Table 3. Scoring test results for uncoated and coated strawberries at storage-starting time
Sample Sensory Characteristics*
Color Aroma Appearance
Uncoated 3.13 3.09 2.97b
5.5%-1% 3.01 3.11 2.16a
3.5%-3% 3.11 3.07 2.70b
5.5%-1%-S 0.4% 3.16 3.10 2.27a
5.5%-1%-O 0.6% 2.94 3.20 2.07a
3.5%-3%-S 0.6% 2.89 3.34 2.67b
*Range: in color 1 (brownish red) - 5 (very bright red), aroma1 (off odor)- 5
(veryintense strawberry odor), appearance 1 (opaque) - 5 (glossy).
3.5. Shelf Life of Strawberry Fruit

The difference of strawberry shelf life stored in room and refrigeration temperatures can be
seen in Figure 13. For room temperature storage, the indicator for uncoated strawberry was having
the shelf life of less than 48 h, while the strawberry coated with 5.5%-1%, 3.5%-3%, and 5.5%-1%-
0.4% stearic acid was 3 days, and 5.5%-1%-0.6% oleic acid and 3.5%-3%-0.6% stearic acid were 4
days long. For refrigeration temperature storage, the indicator for uncoated strawberry had the shelf
life of 10 days. While the strawberry coated with 5.5%-1%, 3.5%-3%, and 5.5%-1%-0.4% stearic
acid had the shelf life of 27 days, 5.5%-1%-0.6% oleic acid 29 days, and 3.5%-3%-0.6% stearic
acid was 30 days.
Generally, all coated strawberry had longer shelf life. This showed that edible coating
application significantly increased the shelf life of strawberry. In addition, the addition of fatty
acid, both stearic and oleic also seen to significantly prolong the shelf life compare to edible film
made without fatty acid addition due to its ability to further retard the moisture migration.
35 30
29
30 27 27 27
Shelf Life (Days)
25
20 Room
15 Tempeature
10
10 Refrigeration
3 3 3 4 4 Temperature
5 2
0
Starch-Glycerol-Fatty Acid (%)
Figure 13. Shelf life of uncoated and coated strawberry fruits stored in room and refrigeration temperatures
ISBN 9786021570425 BIO-62

4. Conclusion
Jackfruit seed contained high percentage of starch which made it suitable to be used as the
main component in edible film. From the analysis of the prepared edible film, combination of 5.5%
starch, 1% glycerol, and 0.4% stearic acid gave high tensile strength and low water vapor
transmission rate; 5.5% starch, 1% glycerol, and 0.6% oleic acid gave low water vapor
transmission rate and intermediate tensile strength; and 3.5% starch, 3% glycerol, and 0.6% stearic
acid gave low water vapor transmission rate. The results also showed that generally the addition of
stearic and oleic acid could significantly improve the characteristics of jackfruit seed-glycerol
edible film, including higher tensile strength, higher elongation, and comparably low water vapor
transmission rate.
From the storage-ending analysis, coating combination of starch, glycerol, and fatty acids
significantly affected the weight loss, hardness, pH, total titratable acid (refrigeration temperature
only), total sugar, and total plate count of the coated strawberry compared to uncoated strawberry
stored at room temperature and refrigeration temperature. The application of the edible coating on
strawberry significantly prolonged the shelf life of the strawberry, which was up to 4 days at room
temperature storage compare to shelf life of the uncoated strawberry that was less than 48 hours;
and maximum of 30 days at refrigeration temperature compare to shelf life of uncoated strawberry
that was 10 days. This means the coated fruits have shelf life 3 times longer than the uncoated one.
Generally, all of the initial coated strawberry was accepted by sensory panellists and gave
insignificant different with the uncoated one. Therefore, the edible film made of jackfruit seed
starch, glycerol, and stearic or oleic acid could be utilized as edible coating since it enhanced the
shelf life of strawberry with acceptable sensory.
Acknowledgements
This Research was supported by Universitas Pelita Harapan through the Research Scheme of
Faculty of Science and Technology No. P-010-Fast/II/2014.
References
Amal, S.H.A., El-Mogy, M.M., et al. (2010).Improving strawberry fruit storability by edible
coating as a carrier of thymol of calcium chloride, Journal of Horticultural Science &
Ornamental Plants, 2: 88-97.
AOAC (2005). Official Method of Analysis of the Association of Official Analytical Chemistry
International 18th Edition. Washington: AOAC Inc.
ASTM(1995). ASTM E96: Standard test methods for water vapor transmission of materials. ASTM
Book of Standard.
Bobbio, F.O., A.A. El-Dash, P.A. Bobbio and L.R. Rodrigues. (1978). Isolation and
characterization of physiochemical properties of starch of jackfruit seeds, Cereal Chem, 55:
505-511.
Bourtoom, T. (2008).Plasticizer effect on the properties of biodegradable blend film from rice
starch-chitosan.Songklanakarin, J. Sci. Technol, 30, 149-165.
Cereda, M.P., Henrique, C.M., et al. (2000). Characterization of edible film of cassava starch by
electron microscopy, Brazilian Journal of Food Technology, 3, 91-95.
Cordenunsi, B.R., Nascimento, J.R.O., and Lajolo, F.M. (2003).Physico-chemical changes related
to quality of five strawberry fruit cultivars during cool-storage, Food Chem, 83, 167-173.
Debeaufort, F, Quezada-Gallo Jesus-Alberto, and Voilley, A. (1998). Edible films and coatings:
Tomorrows packagings: a review, Critical Reviews in Food Science, 38, 299-313.
Embuscado, M.E. and Huber, K.C. (2009).Edible Films and Coatings for Food Applications. USA:
Springer Science+Business Media, LLC.
Ghanbarzadeh, B. and Almasi, H. (2011). Physical Properties of Edible Emulsified Films Based on
Carboxymethyl Cellulose and Oleic Acid, Intl. J. of Bio. Macromolecules, 48, 44-49.
Han, C, Y. Zhao, Leonard, S.W., AndTraber, M. (2008). Edible coating to improve storability and
enhance nutritional value of fresh and frozen strawberries and raspberries, Post Harvest Bio.
and Tech, 33, 67-78.
ISBN 9786021570425 BIO-63

Han, J.H. (2005). Innovations in Food Packaging. USA: Elsevier Ltd.Harris, L.J. and Mitcham, E.
2007. Strawberries: Safe Methods to Store, Preserve, and Enjoy. US: ANR Publication.
International Rice Research Institute. (2006). Amylose Content Used as Rice Grain Quality Index
in Spain.Home page on-line.Available from http://om.ciheam.org/om/pdf/c15-4/CI010936.pdf.
[16 December 2013].
Jensen, B., Knudsen, I.M.B., and Andersen, B., et al.(2013). Characterization of microbial
communities and fungl metabolites on field grown strawberries from organic and conventional
production,`Intl. J. of Food Microbio,. 160, 313-322.
Love, K. and Paull, R.E. (2011). Jackfruit.Fruits and Nuts.
Mathlouthi, M. (1999). Food Packaging and Preservation. Maryland (US): Aspen Publisher.
Mukprasirt, A. and Sajjaanantakul, K. (2004).Physico-chemical properties of flour and starch from
jackfruit seeds (Artocarpusheterophyllus Lam.) Compared with modified starches, J. of Food
Sci. and Tech, 39, 271-276.
Oyeleke, F.I. and Olaniyan, A. (2007). Extraction of juice from some tropical fruits using a small
scale multi-fruit juice extractor, African Crop Science Conference Proceedings, Vol. 8.
Patricia. (2013). Characterization of edible film from jackfruit seed
(ArtocarpusheterophyllusLam.)Starch and its utilization as edible coating to strawberry
(Fragariaananassa). SarjanaTeknologi Pertanian Strata Satu, Universitas Pelita Harapan.
Rahman, M.A., Nahar, N., Mian, A.J., and Mosihuzzaman, M. (1999). Variation of carbohydrate
composition of two form of fruit from jack tree (Artocarpusheterophyllus L.) With maturity
and climatic condition, Food Chem, 65, 91-97.
Robertson, G.L. (2013). Food Packaging: Principles and Practices. USA: Taylor & Francis Group,
LLC.
Schmidt, V.C.R., Porto, L.M., Laurindo, J.B., and Menegalli, F.C. (2013).Water vapor barrier and
mechanical properties of starch films containing stearic acid, Industrial Crops and Products
41, 227-234.
Tanada-Palmu, P.S. and Grosso, C.R.F. (2005).Effect of edible wheat gluten-based films and
coatings on refrigerated strawberry (Fragariaananassa) quality, Postharvest Bio.and Tech. 36:
199-208.
Tanaka, M., Ishizaki, S., Suzuki, T., and Takai, R. (2001). Water vapor permeability of edible films
prepared from fish water soluble proteins as affected by lipid type. Journal of Tokyo
University of Fisheries Vol. 87: 31-37.
Taqi, A., Askar, K.A., Mutihac, L., and Stamatin, I. (2013). Effect of Laurusnobilis L. Oil, Nigella
sativa L. Oil and oileic acid on the antimicrobial and physical properties of subsistence
agriculture: The case of cassava/pectin based edible films. Food and Agric. Immunology Vol.
24: 241-254.
Tulyathan, Vanna, KanithaTananuqong, PrapaSongjinda and NongnujJaiboon.(2002). Some
physicochemical properties of jackfruit (Artocarpusheterophyllus Lam.) Seed flour and
starch.ScienceAsia 28: 37-41.
Wang, Zhe, Jing Zhou, Xiao-xuan Wang, Ning Zhang, Xiu-xiu Sun, and Zhong-su Ma.(2014). The
effects of ultrasonic/microwave assisted treatment on the water vapor barrier properties of
soybean protein isolate-based oleic acid/stearic acid blend edible films. Food Hydrocolloids
35: 51-58.
Yang, P., Haken, A.E., Niu, Y., et al. (2005).Effect of steeping with sulphite salts and adjunct acids
on corn wet-milling yields and starch properties. Cereal Chem. 82: 420-424.
ISBN 9786021570425 BIO-64

OB-17
The Effect of Tristaniopsis obovata R.Br Leaf Extract on
Spleen and Kidney Tissue Structure of Rattus norvegicus
that had Suffered from Urolithiasis
Wardatul Jannah*, Tantia Shecilia, Yusfiati, and Fitmawati
Department of Biological Sciences, Faculty of Science, Riau University,

HR Subantas, Pekanbaru, Indonesia
wardahanah@yahoo.com
Abstract- Tristaniopsis obovata R.Br is one of important herbal drug in traditional medicine. The aim of
this research is to ascertain the effect of the ethanol extract of Pelawan plant (T. obovata R.Br) toward Rattus
norvegicus spleen and kidney tissue structure that had suffered urolithiasis. The experiment was design as
Post Test only Control Group Design that was divided fifteen males of R. norvegicus into 3 groups. Group I
treated inducer (mixture of ethylene glycol 0.75% and ammonium chloride 2%), Group II treated inducer and
ethanol extract of Pelawan leaves with a dose of 150 mg/kg BW, and group III was considered as a control
and was not treated with inducer and ethanol extract of pelawan. All treatments were conducted 14 days.
Histological slides were made using paraffin method and were stained using HE. Observation on group
treated with inducer indicated the damages, such as the hemorrhagic, the arteries dilatation, cell swelling,
cytoplasm vacuolization, cell degeneration, hemosiderin, necrosis (pycnosis and karyolysis) on spleen tissue,
and damages such as cell swelling in the glomerulus, proximal tubule, distal tubule, loop of henle and
necrosis (pycnosis, karyolisis, and kariorhesis) on kidney tissue.
Keywords: Tristaniopsis obovata, histological structure, spleen, kidney, ethylen glycol
ISBN 9786021570425 BIO-65

OB-18
Effect of Tristaniopsis obovata R.Br Leaf Extract on the
Liver and Kidney Tissue Structure of Rat (Ratus
novergicus)
Yusfiati*, Iriani Dyah, and Fitmawati
Biology Department, Faculty of Science, Riau University, HR Subantas,

Pekanbaru, Indonesia
yusfiati@yahoo.com.au
Abstract-Pelawan plant Tristaniopsis obovata R.Br is considered an important medical species used as
herbal drug in traditional medicine, and have always played a major role in the post-partum treatment of
women in Riau. The leaves of Pelawan plant contain alkaloids and flavonoides. The aim of this histological
study was to investigate the effect of 100 mg doses of Pelawan plant extract administrated orally to rat for 15
days on the hepatic and renal tissues and cells of these experimental animals. Animal tissues were examined
using paraffin method and haematoxylin-eosin staining. The results indicated the safety of administering the
extract up to 15 days that were observed from hepatocytes parenchymal degeneration, cell regeneration,
necrosis pycnotic. Kidney tissue structure showed cell swelling in the glomerulus, cell swelling in tubulus
contortus proximal, the tubulus contortus distal, the loop of Henle and cell necrosis such as pycnotic and
karyolisis
Keywords: histological, liver, kidney, Tristaniopsis, rat
1. Introduction
Pelawan plant (Tristaniopsis obovata R.Br) is a plant belonging to the family
Myrtaceae. These plants are used as traditional medicine for postpartum blood purifier drugs in
Riau community. Based on the result of previous studies on natural extracts of Pelawan proven
efficacious as antiurolithiasis. So, this plant contains flavonoids, alkaloids, tannins and phenols
(Sartika et al. 2013). Many plants which the part of the leaves, flowers and roots were used in
traditional medicine for a disease. Extracts from plant part containing compounds alkoloid,
saponin, flafonoid and steroids can give effect structure changes to the cell tissue of the organs in
the body, namely occurenced hepatocyett got swollen with cytoplasma vacuaolization, dilation of
the endothelial cell of the proximal and distal tubules, glomerulus hypertrophy, necroses of some
tubular endothelial cell in the medullaty region (Dapar et al. 2007; Akande et al. 2010; Al-Hasawi
et al. 2014). The use of herbal medicines with plants extract is the one method of treatment that is
cheap and no side effects. Herbal medicines from plants that have pharmacological activity, must
be tested for safety before use.
In another study has been conducted on ethanol extracts of Pelawan leaf fighting at a
dose of 100 mg for 15 days have an effect on the structure of the liver of male rats that suffered
heart tissue parenchyma degeneration, hydropic degeneration, necrosis and hemorrhage (Januar et
al. 2014). This histological sections of the kidney rats given Pelawan ethanol extract with a dose of
100 mg for 14 days caused cell swelling in the glomerular, cell swelling in tubulus contortus
proximal, the tubulus contortus distal, the loop of Henle and cell necrosis (Shecilia et al. 2015).
The aim of research objective was to study the structure of the liver and kidney tissue of male rats
who after given of natural extract Pelawan leaf.
ISBN 9786021570425 BIO-66

Materials
Leaf samples of T.obovata R.Br were collected from Taman Hutan Raya Syarif Hasim
Pekanbaru city, Riau province. The leaves were thoroughly washed with water, dried by mean of
hot air and then blend the leaves to very fine powder with a blender. Then put the powder in
distilied water (25 g : 250 ml), filtrate was boiled again and put in a glass tube inside the fridge at
10oC. Subsequently, concentrations of the extract were made by dilution with water to 100 mg/kg
body weight and administered to the rats.
The animals
A total number of 20 adult male rat were used in this research. The rat were in good health,
approximately having the same weight (200 - 250 g) and 60 days in age. They were collected from
Medicene faculty Padang University. Animals were divided into two groups of five rats each.
Groups I did not receive any treatment (control). Group II had treated natural extract of Pelawan
leaf with a dose of 100 mg/kg body weight /day per os for 14 days. At the end of each treatment
the animals were anaesthetized with diethyl ether, fixed on the discussion board and small parts and
small parts of the liver and kidney (each sample is 3 mm3) were taken for sectioning.
Histologycal stanining
The rat liver and kidney organ from each group was fixed buffer neutral formalin (BNF)
and for 24 h. The organ was dehydrated in graded alcohol and cleaned in xylene. Paraffin
embedded specimens were sectioned at 6 m thickness using a rotary microtome. Section were
deparaffinized and stained wuth haematoxylin and eosin for general morphology. The slides were
then examined et magnifications of x 400 under optical microscope.
3. Results
Histological studies of (hepatic and renal tisuue) usisng haematoxylin-eosin stainarrangement
The liver
The treated control animal hepatocytes show normal and the nuclei in center of homogeneous
cytoplasm are circular. Also, the normal structure af sinusoids with contain kupffer cells can be
observed, and branch of portal vein and the portal hepatic vein can also be seen (Fig,.1). the treated
natural extract of Pelawan leaf with a dose of 100 mg/kg/day caused abnormal arrangement of
hepatocytes, parenchymal degeneration and necrosis pycnotic. Nuclear cells size became small
(Fig 2).
The Kidney
The treatment control animal for the histological structure of kidney cortex, glomerular and
medullary rays appear normal (Fig.3A). Also, the Bowmans capsule surrounding the glomerular
that its can be seen in the normal tissue. The normal histological structure af part of the proximal
and distal tubules, so clear together with thick and thin limbs of Henle loop (Fig.3C). Feeding the
treatment natural extract of Pelawan leaf with a dose of 100 mg/kg/day caused dilation of the
endothelial cells of proximal and distal tubules with hypertrophy of the glomerular which causes
narrowness of the renal distance (Fig.3B), and also abnormal structure with thick and thin limbs
of Henle loop. The damage of some tubular endothelial cells is observed in the some proximal and
distal tubules can be een with epethelial cells with empty looking cytoplasm (Fig.3D).
ISBN 9786021570425 BIO-67

Figure 1. Normal liver histology rat. Figure 2. Liver tissue sturcture of natural extract
Bar.20 m HC. Hepatocyt cell. Pelawan leaf treated rat showing abnormal
hepatocyt. Bar.20m.HE. HD. Hidrofic
degeneration, NC.. Necrosis cell, PD. Parenchyma
degeneration.
Figure 3. The structure of kidney cell showed Bowmans

Capsule (A) and distal tubule (C) were normal
for control treatment. The bowmans capsule (B)
and distal tubule were abnormal for the natural
extract of Pelawan leaf treatment(D). Bar.20m.HE.KB. Kapsula
Bowmans capsule G. Glomerular, Ev. Epithel vas visceral..
4. Discussion
This research showed the hepatocyt structure abnormal after the administration of the
natural extract Pelawan leaf with 100 mg/body weight Kg doses. Suggesting, this extract contain
flavonoids, alkaloid and saponin which power antioxidant. The research by Prices et al. (1987),
saponin that extract plants was efected hypocholestrolemic in the blood, but the reseacrh by
Akande et al. (2010) is different result. Saponin did not show hepatoxit effect and cytoplasma no
vaculated, no area of infiltration by inflammatory cell and fatty degeneration changes. Saponin
could posses hepatoprotective potentials. This research similar with the other research found by
Adam (1996) that administration of the leaf powder of R. stricta with the higher doses have
affected the male rats liver tissue structure. Also, the reseach by Al-Hazmy et al. (2001) and Al-
ISBN 9786021570425 BIO-68

Saggat (2004), it founded of effect R. stricta doses up to 200 mg/kg caused acute liver tissue. The
different reaction did not change liver tissue structure, e.g. the other research found by Hasseib et
al. (1993) with used the water extract of plant Ambrosta martitime (Composite) did not cause
histopathological.
The natural extract of pelawan caused parenchymal degeneration cells that it contained
cytoplasmic lipid droplets without surrounding membranes. Then, Hepatocyt cell could
experienced hidrofic degeneration. Hydropic degeneration occurs due to active transport
disruptions resulting cells do not secrete ions Na out, so that the cells would undergo cell swelling
(Mitchell et al. 2008). Therefore, the hydropic degeneration is the most severe damage to liver
tissue, visible vacuoles which contain water in the cytoplasm that does not contain fat. This change
due to metabolic disorders such as chemical poisoning. This degeneration is reversible, but can also
be irreversible if the cause of settle injury. When, the plasma membrane ripped and nucleus
changed and this cells would experince death or necrosis (Santosa 2005). So,the secretion of
cytokine in the cell increased that its resulted in chronic inflammation.So, the protective of
protein in the cell produced uncontrollable, apoptosis and tissue necrosis increases (Huang 2003).
The structure of kidney cell after given the natural extract of Pelawan leaf was abnormal.
That it showed experience swelling of the glomerular pressing Bowman capsule area. This cell
swelling was thought to be caused by chemical compounds contained in natural extracts of Pelawan
leaf. Phytochemical The research results on the natural extract of Pelawan leaf contained tannin.
Where, the tannin compounds responsibled for binding excessive protein in the blood, so this
would reduce the work of kidneys (Kuswarini 2007). The research by Shecillia et al. (2015), has
similar histopathological for glomerular cell structure. Also, the other research by Komolafe et al.
(2013), on the four plant extracts were contained antioxidants which it had been increased cellular
volume of glomerular. The extract Securidacaca longepedunculata used the medicene herbalist in
diabetes melitus a sydrome and extract Rhazya stricata with orally administrating for 45 days that
are almost always associated with nephroipathy (Kolawale and Onyeche 2005 ; Al-Hasawi and
Al-Harbi 2014).
The cell swelling in the proximal tubule, the distal tubule, loop of Henle was caused by cell
hidropis degeneration of tubules cell. Which one is the initial reaction for the acute damage due to
toxins in the kidney tubules (Kuswarini 2007). This cell degeneration in renal tubular would
caused a reduction in ATP as a result of reduced pressure in the tubules, so that the increasing the
rate of cell metabolism which it later would caused epithelial cell necrosis or cell death
(Wresdiyanti et al. 2003). The other reseach by Aydin et al. (2003), which in the present study the
high dose of diclofene caused tubular epithelial cell degeneration and necrosis.
5. Conclusion
The liver structure of male rats after were given the natural extracts of Pelawan leaf
undergone histopathological changes on hepatocyte cells. The hepatocyte of cell destruction was
discovered parenchyma degeneration, hydropic degeneration and necrosis. Additionally, the kidney
structure showed cell swelling in glomerulus, proximal tubule, distal tubule, the loof of Henle and
cell necrosis. Suggeting, the dustruction of hepatocytes cell and kidney tubule cell were
responsed to toxic materials.
Acknowledgements
The authors are thankful to Desentralization research of DIKTI, Hibah Bersaing 2015 for providing
necessary infrastructure to carry out the work.
References
Adam SE.(1998). Combined toxicity of Rhazya stricta and Silene villosa in rats. Fitoterapia.
69(5).pp.415-419.
ISBN 9786021570425 BIO-69

Al-Hazmy MA, Fahem B., Salih A.(2001). Effect of Rhazya stricta leaf extract on the
histophysiological structure of mice. F. Sc., Faculty of Sciene, King AbdulAzis University.
2001.
Aydin G, Gokcimen A, Cicek E, Karahan N, Gokalp O. 2003. Histopathologic changes in liver an
renal tissue induced by different doses of Diclofenac Sodium in rats. Turk. J. Vet. Anim.Sci.
Vol. 27.pp.1131-1140.
Al-Saggat Al.(2004). Effect of Rhazya stricta seed water extract on the physiological, biochemical
and histology of tissues of the liver and kidney of mice. Ph. D., Faculty of Science, king
AbduAzis University.
Al-Hasawi ZM, Al-Harbi HAA.(2014). Effect of Rhazya stricta dense leaf extract on the liver and
kidney tissue structure of albino mice. Glo. Adv. Res. J. Environ. Sci.Toxicol. 3(4). pp.057-
064.
Dapar LP, Maxwell, Aguiyi C, John, Wannang N, Noel, Gyang S, Steven, Tanko M. 2007. The
histopathologic efeect of Securidaca longepedunculata on heart, liver, kidney and lungs of rats.
African Journal of Biotecnology. Vol 6(5). Pp.592-595.
Hassieb MM. El-Swak AA, El Manakhly EM, Abdel-Aal DA.(1993). Pathlogical effect of the
Eqyptian wild herb Damsissa in rats. Egy.J. Comp. Pathol. Clin. Pathol. 6(1).pp.159-164.
Huang KL, Wu CP, Chen YL, Kang BH, Lin YC.(2003). Heat stress attenuates air bubble-induced
acute lung injury : a novel mechanism of diving acclimatization. J. Appl. Phhysiol. Vol. 94.
pp. 1485-1490.
Januar R. Yusfiati, Fitmawati. (2014). Microscopic structure of the liver white rats (rattus
novergicus) due to the administration of the plant extract Tristaniopsis whiteana Griff. Skripsi.
Riau University. Riau.
Komolafe OA, Onyeche OC. (2005). Preliminary screening of aqueous extract of the leaves of
Securidaricaca longepedunculata for anti hyperglycaemic propery. Nig. J. Pharm.Res.
Vol.4(2).pp. 18-21.
Kuswarini D. 2007. Pengaruh pemberian daun Acacia vilossa dikukus dan tidak dikukus terhadap
gambaran histopatp\ologis ginjal tikus. Skripsi. IPB. Bogor.
Komolafe OA, Ofusort DA, Adewole QS, Ajayi SA, Ijomone, Fakunie JB.(2013). Effect of four
herbal plants on kidney histomorphology in STZ-induced Diabetic Wistar Rats. J. Cytol
Histol.vol.5.pp.2
Mitchell RN, Kumar V, Abbas AK, Fausto N.(2008). The adaptation of cells, cell injury and cell
death. the pathological basis of disease EGC.Jakarta. pp.9
Santosa MH.(2005). Test of acute and sub-acute toxicity ethanol extract and water extract of bark
Artocorpus champeden Spreng with histopathological parameters of the liver of mice.
Airlangga Pharmacy magazine. pp. 91-5.
Sartika D. Yusfiati, Fitmawati. (2013). Plants effectiveness of antiurolihiasis on the content of urea,
creatinine and urinary calcium white rats in vitro and in vivo. Skripsi. Riau university. Riau.
Shecilia T, Yusfiati, Fitmawati. (2015). Efect of etanol extract Pelawan leaf (Tristaniopsis obovata
R.Br) to Renal structure of white rat (Ratuus norvegicus) Urolithiasis. Skripsi. Biology
Departement. FMIPA. Riau University.
Wresdiyati T, Astawam M, Adnyane IKM. 2003. Anti-inflammatory activity of oleoresin ginger
(Zingiber officinale) in the kidneys of mice experiencing stress treatment. Journal of Food
Technology and Industry. Vol.16(2).pp.119.
ISBN 9786021570425 BIO-70

OB-19
Histopatological Assessment of Conjunctiva and
Bronchus Mucous Membrane of Rattus norvegicus
Following Citronella Oil Inhalation and Ultrasound Wave
Treatment
Ardiana Ekawanti1*, Nurkaliwantoro2, and Warindi2
1
Medical Faculty, Mataram University, Indonesia, ekawantimuhaimin@gmail.com
2
Engineering Faculty, Mataram University, Indonesia
Abstract- Dengue haemorrhagic fever (DHF) remains a health problem worldwide. Cymbophogon sp. is an
effective repellent, while ultrasound also could kill mosquitoes. Combination of extracted Cymbophogon sp.
(citronella oil) and ultrasound wave expected to be more effective and safer for human. The objective of this
research was to find out the effect of this combination on conjunctival and bronchial mucous membrane.
Rattus norvegicus were divided into three groups as control negative (without treatment); control positive
group exposed by evaporated DEET divided into acute group (DA) and chronic group (DC); and the exposed
group were exposed by combination of citronella oil and ultrasound divided into acute group (EA) and
chronic group (EC). Control positive and exposed groups were exposed five hours/day for 5 days (acute
groups) and 14 days (chronic groups). At the end of treatment all rats were sacrificed and prepare for
histopatological examination. For the acute exposure either by DEET and combination citronella oil and
ultrasound in bronchial slide revealed acute inflammation in mucous membrane and lumen, and for the
chronic treatment in DEET group and citronella groups also found inflammation sign and infiltration of
lymphocytein citronella groups. Infiltration of cell inflammation in conjunctival mucous slide was more
massive than in conjunctival slide either in DEET group and expose group. The conclusion of this
experiment showed that inflammation reaction found in mucous membrane of bronchus and conjunctiva of R.
norvegicus exposed by combination of citronella oil and ultrasound.
Keywords: DHF, repellant, vector, ultrasound, conjunctiva, bronchus mucous
1.Introduction
Dengue haemorrhagic fever (DHF) remains one of infectious disease that contribute as
public health problem worldwide. World Health Organization noted that 96 millions of people
suffered from DHF and in Indonesia there were 35-40/100.000 people (WHO, 2015; Karyanti,
2014). DHF caused more than 1 millions people died all around the world(WHO, 2015). As DHF is
vector borne disease one effort for controlling its spread is by managing its vector that is
mosquitoes from Aedes sp(WHO, 2015).
There are several ways for controlling these vector i.e. by fogging, repellent, lotion, etc.
Citronella oil was recommended as repellent agent for Aedes aegypti (Sing, 2005; USEPA, 1990;
Yang, 2005; Koul et al, 2008) Citronella oil not only could expelled the mosquitoes but also killed
them. Kaliwantoro (2011) found that citronella oil could killed 90 % mosquitoes in a closed
chamber. Ultrasound was also known as an anti-mosquitoes agent which could expelled and killed
them. Kaliwantoro et al (2011) found that combination of citronella oil and ultrasound wave couls
killed 90% Aedes sp in laboratory chamber. Beside the benefit of citronella oil, it caused adverse
reaction such as irritation for conjunctival mucous membrane (US EPA, 1997)Kaliwantoro et al
(2011) combine these two agents to produce an antimosquitoes equipment and it showed that the
effectivity was 96 %. This research was conducted to find out if this combination could reduce this
undesirable effect especially conjunctival and bronchial mucous membrane.

Materials. Material used in this study was mist citronella oil which is obtained from concentrate of
Cymbophogon nardus java type in concentration of 10%. Ultrasound wave was adjusted at 10000
ISBN 9786021570425 BIO-71

Hz, both citronella oil and ultrasound were located in an anti-mosquitoes equipment. As control
positive agent were used antimosquitoes containing DEET. Laboratory animal used Rattus
norvegicus which is adult and health.
Method. This was an experimental laboratory research using post test only control group design.
Twenty five Rattus norvegicus devided into five replication unit, so that every groups consist of
five rattus. After acclimatizing them in seven days, randomly rattus devided into: 1. control
negative group (C); 2. Control positive group (P); clustered into acute group (PA) and chronic
group (PC); 3. Citronella oil group (Ci), clustered into acute group (CiA) and chronic group (CiC).
Each group were placed in a separated isolated room with air conditioning control.Rats were
located for about 3 meters from antimosquitoes. Exposure of DEET and citronella oil/ultrasound
conducted five hours daily in duration of 4 days for acute groups and 14 days for the chronic
groups. At the end of day 4 and 14 the rat were sacrified, bronchial and conjunctival sample were
taken and rinsed in formaline 10% until histological slide were made. Slides were stained with
haematoxiline-eosin staining. Slides were examined by using microscope to found out
inflammation sign in bronchus and conjunctiva. Data presented qualitatively.
3. Result
Histopatological assessment conducted for conjunctiva and bronchus of rats. Result
devided into into acute treatment result and chronic assessment result as shown below.
Table 1. Histopatological result for acute groups

Inflammation cell Number of slides (n)
Bronchus
Negative control (C)
Inflammatory cell 0
Positive control (PA)
Inflammatory cell 1
Citronella Oil (CiA)
Inflammatory cell 0
Conjunctiva
Inflammatory cell 0
Inflammatory cell 1
Citronella oil (CiA)
Inflammatory cell 1
Table 2. Histopatological result for chronic groups

Inflammation cell Number of slides (n)
Bronchus
Inflammatory cell 0
Positive control (PK)
Inflammatory cell 0
Citronella Oil (CiC)
Inflammatory cell 4
Conjunctiva
Inflammatory cell 0
Inflammatory cell 3
Citronella oil (CiA)
Inflammatory cell 3
ISBN 9786021570425 BIO-72

Histopatological Profile
The objective of histopatological examination was to found out inflammation reaction as
consequence of citronella oil inhalation exposure. The signs of inflammation reaction i.e. acute
inflammation cell (polimorphonuclear cell), chronic inflammation cell (lymphocyte), eosinophil
and basophil cell as shown in figures below.
Figure 1. Bronchus cell with mucous secretion
Figure 2. Bronchus epitel with infiltrationof chronic inflammatory cell (lymphocyte)
ISBN 9786021570425 BIO-73

Figure 3. Bronchus with acute and chronic inflammatory cell
Figure 4. Conjunctiva normal
ISBN 9786021570425 BIO-74

Figure 5. Bronchus with inflammatory cell infiltration in stroma
Figure 6. Bronchus with infiltration of inflammatory cell.
4. Discussion
Citronella oil is well known as an anti-mosquitoes has two type i.e. Cymbopogon nardus
(Ceylon type) and Cymbopogon winterinus (java type). Cymbopogon sp has chemical contains
citronellal and geraniol, both had been identified as an effective repellent to expelled (Koul et al,
2008). Despite of it benefit, citronella oil has an adverse reaction, namely irritation of mucous
membrane.Since citronella oil is volatile substances, it would be exposed mucous membrane of
respiratory tract and conjunctiva. For preparation of histological slides were used bronchus before
the branch as this part remains has highly exposed by citronella oil and easy to identified and
preparation. Conjunctiva is firstly exposed by vapor citronella oil.
ISBN 9786021570425 BIO-75
In acute exposed, histopatological examination showed that no inflammation sign the same
as shown in control negative,while in control positive group found an inflammation reaction i.e
secretion of mucous in lumen without infiltration of inflammatory cell in one slide, inflammation
was shown in stroma which was edema and infiltration of inflammatory cell, this situation also
found by Yee (2005). US EPA (1997) noted that inhalation of citronella oil java type in toxic dose
3.1 mg/L caused minor toxicity (toxicity grade III) especially irritation, and this reaction will be
eliminate after discontinued exposure in duration of seven days. WHO stated that applied of
citronella in oily, mist or sparay, repellent and lotion form with concentration 5-15% , gave an
effective protection from insect in duration of 20-30 minutes, while DEET has a longer time
protection that was 12 hours. Reflectively, dose and duration of use (5 hours daily in 4 days) is safe
and comfort for laboratory animal. In this study duration of protection from insect after switched
off the antimosquitoes, and also did not observed clearance time needed to recover the irritation
effect in mucous membrane, so that these were the study limitation. In chronic group all slides
from PC group and CiC were observed infiltration of infiltration cell in bronchial lumen, so that
inflammation reaction were occurred. One slide from PC group observed eosinophil cell, but it
could not be determined that it was an allergic reaction of using of synthetic substances. In CiC
group all slides were showed infiltration of chronic inflammation cell (lymphocyte), as a
immunological respons to inhalation of citronella oil.
Conjunctival assessment for chronic group showed the sameresult between PC and CiC,
that were infiltration of inflammatory cell. This finding demonstrated that irritation effect in
conjunctiva was more existent than in bronchus. Limitation of this study that the study did not
identified clearance citronella oil after discontinued of citronella oil used.
Direct observation on behavour of rattus, all groups showed normal activity, so that the
same as the control group. This was as Salvensen (2009)obtained that geraniol inhalationincreased
physical activity and social interaction of rattus. Geraniol is one of active substance containing
citronella oil.
5. Conclusion
Exposure of vapor Citronella oil 10 % and ultrasound wave 5 hours daily for 14 days
stimulated inflammation reaction in bronchus and conjunctiva.
Acknowledgement
This study was granted by Ministry of Research and Technology, and also conducted by
supporting effort from all staff Immunobiology Laboratory.
References
Iwalewa EO, Mc.Gaw, LJ, Naidoo V, Aloff JN, 2007, Inflamation: The Fondation of Diseases and
Disorders, A review of Phytomedicine of South African Origin used to Treated Pain and
Inflamatory Conditions, African Journal of Biotechnology vol 6 (25), pp 2868-2885
Kaliwantoro N, Ekawanti A, Warindi. (2011) Design of Anti Mosquitoes Hybrid equipment using
vaporizer Citronella Oil and Ultrasound Wave. Ristek Final Report. Mataram
Karyanti RM, Uiterwaal CSPM,Kusriastuti R, Hadinegoro SR, Rovers MM, Hesteerbek H, Hoes
AW, Verhagen PB (2014) The Changing Incidence of Dengue Haemorrhagic Fever in
Indonesia: a 45 year registry analysis, BMC Infectious Disease 14:412
Koul O, Walia S,Dhaliwal GS, 2008, Essential Oils as Green Pesticide: Potential and Constrains,
Biopestic. Int. 4(1): 63-84.
Ramirez, A. Schwane JA. McFarland Carol. Starcher B (1997) The effect of Ultrasound on
collagen synthesis and fibroblast proliferation in vitro. Medicine and Science in sports and
exercise 29(3): 326-332.
Salvesen GJ, 2009, The Effect of Inhaled Bergamot and Geranium Essential Oils on Rat
Behaviour, Waikato University, New Zealand
Singh G, Maurya S, 2005, Antimicrobial, Antifungal and Insecticidal Investigation of Essential Oil,
NPR vol 4(3).
ISBN 9786021570425 BIO-76

Koul O, Walia S,Dhaliwal GS (2008) Essential Oils as Green Pesticide: Potential and Constrains,
Biopestic. Int. 4(1): 63-84.
US Environtmental Protection Agency (1997) RED Fact: Citronella Oil, US Environtmental
Protection Agency, USA
US Environtmental Protection Agency (1990) Registration Eligibility Decision Oil of Citronella,
United States Environmental Agency, Washington DC
World Health Organization (2011) Comprehensive Guideline for Prevention and Management of
Dengue and Dengue Haemorrhagic Fever, WHO Regional South-East Asia, India.
World Health Organization(2015) Dengue and severe Dengue, WHO, Geneva
Yang P, Ma J. (2005) Repellent effect of Plant Essential Oil Against Aedes albopictus. Journal of
Vector Ecology, 30(2):231-234
Yee, GC, 2005, Immunologic Disorders in Pharmacotherapy a Patophysiologic Approach 6th.ed,
Mc.Graw Hill Co, USA.
ISBN 9786021570425 BIO-77

OB-20
Molasses as an Alternative Low-cost Medium for
Production of Recombinant vp28-Antigen in Escherichia
coli
Sukarne1, Sulaiman N. Depamede1, Muhamad Amin2, and Muhamad Ali1*

1
Laboratory of Microbiology and Biotechnology, Faculty of Animal Sciences, Mataram University,
Jl. Majapahit No. 62 Mataram, Indonesia
2
Faculty of Fisheries, University of 45, Mataram, Indonesia
ali.molbiotech@gmail.com
Abstract-Previous studies reported that VP28, which is a capsid protein of White Spot Syndrome Virus
(WSSV), showed to be a potential candidate for WSSV vaccine. However, the large-scale production of the
protein is hampered by the availability and expensive cost of culture media. Thus, this study was aimed at
finding alternative low-cost medium for growing bacterial hosts carrying plasmid for producing VP28
proteins fused with glutathione s-transferase (GST) enzyme which then indicated as GST.VP28 fusion
protein. The result showed that 7.5% molasses seemed to have better growth than commercial media (LB).
Other result also indicated that quality of GST.VP28 protein expressed by host in 7.5% molasses appeared to
be good. Ass indicated by its solubility. This result suggested that molasses medium can be an alternative
low-cost medium for large-scale production of GST.VP28 protein.
Keywords: white spot syndrome virus (WSSV), VP28, molasses.
1. Introduction
Medium for culturing a bacterial host is important factors in order to produce targeted
extracellular metabolite products (Gopal, 2013). A common medium for growing a
bacterial host is Lysogeny Broth (LB) medium. This medium contains tryptone which are
peptide mixture from casein broken down by trypsin. However, the use of LB has several
weaknesses, including expensive cost, its availability, and low carbohydrate content which
cause limited growth (stationary phase is reached at OD600= 2 with bacterial biomass about
0.6 mg/mL medium). Therefore, studies to find alternative media with local ingredients is
urgently needed.
Several authors have reported the use of molases which is waste of sugar cane
industries as culture medium for bacteria due to its high nutrient contents including high
carbon sources (Bae and Shoda, 2004), nitrogen (Vohra, 2004), pantothenic acids, niacin,
vitamin B6 and cholin (Standbury and Whitaker, 1984). In addition, Keshk et al. (2006)
suggested that molasses had higher bacterial cellulose ratio compared to glucose medium.
With additional small amount of supplements, molasses can be an alternative for low-cost
media for growing common bacterial hosts such as E. coli.
E. coli BL21 has been widely used as a bacterial host to produce diverse recombinant
proteins (Du et al., 2006). This strain is generally preferred by many researchers due to
several advantages including fast growth, ability to grow at very high cell density with
very stable production of secondary metabolites (Shiloach and Fass, 2005; Tripathi 2009),
high expression capacity, very effective for translation of some rare codons, genetically
stable (Gopal, 2013), non-pathogen, and ability to accept new genes which encode target
proteins easily (Brock et al., 1994, Ali et al., 2005a,b,c). In addition, compared to E. coli
ISBN 9786021570425 BIO-78

K12, this strain produces less acetate during the culture periods which prevents the
decreasing of pH in growth media (Phue and Shiloach, 2004; Son et al., 2011).
Furthermore, multi-omics analysis showed that E. coli BL21 was more efficient in
producing proteins compared to E. coli K12 (Yoon et al., 2012).
This study was aimed at finding alternative low-cost medium for growing bacterial
hosts carrying plasmid for producing VP28 proteins, a capsid protein of White Spot
Syndrome Virus (WSSV) which has a promising potency as WSSV vaccine candidate. The
protein was fused with C-terminal of catalytic enzyme from Schistosoma juponicum
(glutathione S-transferase designated as GST) in pGEX gene fusion expression system.
The pGEX system is used widely for the overexpression of a wide variety of proteins in E.
coli, facilitating their soluble expression and purification using glutathione affinity
chromatography. Two common bacterial hosts (E. coli BL21 and E. coli BL21 plus RIPL
strains) were grown in different concentration of molasses and commercial (LB) media.
Then, growth of the bacterial hosts, protein quantity and quality expressed by both host
were compared to find out whether molasses could be alternative replacement of LB media
as well as the optimum concentrations.

Preparation of LB medium
One-hundred millilitres LB agar consisted of 1 g tryptone powder, 0.5 mg yeast
extract, 1 g NaCl, and 100 distilled water (dH2O). Then, pH was adjusted to be 7.0 with 0.1
M Sodium hydroxide (NaOH) or hydrochloric acids (HCl). 1.5 g Agar was added to make
LB agar. Then the mixture was autoclaved and used for transformant inoculation or
bacterial expression.
Preparation of Molasses medium

Four different concentrations of molasses (3.5%, 5%, 7.5%, and 10%) were prepared
with additional of urea (8.5 mg/mL), KH2PO4 (3.1 mg/mL), and MgSO4 (1.71 mg/mL) and
distilled water (dH2O). pH of the medium was adjusted to 7.2 with NaOH or HCl, before
being sterilized and used for E. coli cultivation.
Analysis of gst.vp28 gene expression in E. coli BL21 and BL21 codon plus RIPL
Strain
For gst.vp28 gene expression analysis, pGEX.VP28 plasmid was transformed by heat
shock method into competent cells of E. coli BL21 and BL21 codon plus RIPL strains
using standard method (Sambrook and Russell, 2001). Then, the transformant was plated
into LB-agar containing 50 gmL-1 of ampicillin and incubated at 37oC for overnight. The
grown single colony was inoculated into 2 mL LB broth supplemented with 50 gmL-1 of
ampicillin and incubated with shaking at 37oC for overnight. Then, 200 l of the saturated
culture was inoculated into 2 mL LB broth supplemented with 50 gmL-1 of ampicillin and
incubated at 37oC. Glycerol stock was also generated using the saturated culture and stored
at -80oC. Expression analysis (time of induction, IPTG concentration) were conducted to
explore the best condition for high level expression of GST.VP28. Cells were harvested by
centrifugation at 6,000 g at 4C and the obtained pellet was diluted with 200 l of PBS
buffer for SDS-PAGE analysis.
ISBN 9786021570425 BIO-79

The use of molasses as a culture medium for GST.VP28 generation

Glycerol stock of E. coli BL21 and BL21 codon plus RIPL strains carrying
pGEX.VP28 plasmid were plated into LB-agar containing 50 gmL-1 of ampicillin and
incubated at 37oC for overnight. The grown single colony was inoculated into 2 mL LB
broth supplemented with 50 gmL-1 of ampicilin and incubated with shaking at 37oC for
overnight. Then, 200 l of the saturated culture was inoculated into 2 mL LB broth or
molasses media supplemented with 50 gmL-1 of ampicilin and incubated at 37oC until
OD600 = 0.5. After that, IPTG was added into the culture and continued for cultivation. The
level of IPTG and incubation time were obtained from the best GST.VP28 expression
analysis. Cells were harvested by centrifugation at 6,000 g at 4C and the obtained pellet
was diluted with 200 l of PBS buffer for SDS-PAGE analysis.
Analysis of fusion protein solubility

To measure the amount of soluble and un-soluble fraction, the pellet obtained is
suspended in 160 mL of lysis buffer (140 mM NaCl, 2.7 mM KCl, 10 mM Na2HPO4, and
1.8 mM KH2PO4, 1 mM PMSF, pH 7.3) and lysed by sonication (10 x 30 s pulse with 45 s
interval). The lysate obtained is centrifuged at 12, 000 g for 15 min. After centrifugation,
the resulting supernatant is transferred into a fresh tube and subsequently compared the
fusion protein contents in the supernatant with the pellet using SDS-PAGE.

Potency of molasses as LB media replacement
Due to its nutritional contents, molasses which is by product of refining sugarcane is
potential sources of culture media for microorganism (Shasaltaneh et al., 2013). The
molasses contains several mixed sugars, including glucose, sucrose, and fructose.
Akaraonye et al. (2012) stated that the molasses is considered to be a promising feedstock
for biorefinery due to its rich sugar content and cost-effectiveness. Culturing two E. coli
bacterial hosts carrying pGEX.VP28 recombinant plasmid with molasses media showed
that total biomass productions of E. coli BL21 and E. coli BL21 codon plus in several
concentration of molasses was presented in Fig. 1.
20.0000
Biomass (mg)
18.0000
16.0000
14.0000
12.0000
10.0000
8.0000
6.0000
4.0000
2.0000
0.0000
1 2 3 4 5 6 7 8 9 10
Figure1. Growth of E. coli BL21 and E. coli BL21 codon plus (C+) grown in molasses. 1 = E. coli
BL21 in 3,5 % molasses; 2 = E. coli BL21 C+ in 3,5% molasses; 3 = E. coli BL21 in 5% molasses; 4 = E.
coli BL21 C+ in 5% molasses, 5= E. coli BL21 in 7.5% molasses; 6 = E. coli BL21 C+ in 7.5% molasses; 7
= E. coli BL21 in 10% molasses; 8 = E. coli BL21 C+ in 10% molasses; 9 and 10 = E. coli BL21 and E.
coli BL21 C+ in LB.
The figure indicated that the weight of wet biomass of both bacteria was increased
consistently from low concentration of molasses (3.5%) to 7.5%. However, the use of 10%
ISBN 9786021570425 BIO-80
of molasses reduced these hosts biomasss, indicating that the molasses concentration is
harmful for E. coli gowth. This result might be caused by growth inhibitory effect of sugar
component of the molasses, a decrease in hydrolysis rate of sugar, or osmotic effect of
sugar high concentration. Batch cultures of E. coli in the presence of excess glucose or
glycerol produce acidic fermentation by-products, in particular acetate (Eiteman and
Altman, 2006; Martinez-Gomez, 2012). Acetate is a known inhibitor of biomass and
recombinant protein production (Kleman and Strohl, 1994; Mey et al., 2007).
The most interesting result was higher biomass production of both bacterial hosts (E.
coli BL21 and BL21 codon plus) cultured in molasses medium compared in LB medium.
This might be prior to the availability of diverse sugars including glucose, sucrose, and
fructose are more in the molasses medium as carbon sources (Akaraonye et al., 2012). As
stated previously, LB has low carbohydrate content which cause limited growth in bacteria.
It is commonly known that the stationary phase of bacteria in the LB medium is reached at
OD600 = 2 with bacterial biomass about 0.6 mg/mL medium. The addition of nitrogen
sources such as urea and other nutrients such as Mg2SO4 and KH2PO4 will also increase the
utilization of molasses medium.
To study the effect of molasses media on expression level of recombinant protein, the
targeted GST.VP28 protein expressed in both hosts was measured roughly using SDS-
PAGE, and the result was presented in Fig. 2. The GST.VP28 protein synthesized is
reflected by the appearance of the one major product with a 45.9 kDa molecular weight
identical to that of the GST (26 kDa) (Anonim, 2012; Fei et al. 2015) and VP28 ( 19.9
kDa). Seok et al. (2004) reported that there are some variability of VP28 gene size which
then caused the variability in molecular weight of VP28 protein. Furthermore, Tang et al.
(2007) reported that the molecular weight of VP28 is 22 kDa and VP28 from Brazilian
WSSV has 21 kDa molecular weight (Braunig et al. 2011).
SDS-PAGE results in Fig 2 revealed that the intensity of the 45.9-kDa band
corresponding to the GST.VP28 synthesized using 5% and 7.5% molasses was higher than
that using other level of molasses. These findings are consistent with generated biomass
weight (Fig. 1), in which the use of 5% and 7.5% molasses produced higher total biomass
of E. coli BL21 and BL21 codon plus then using other concentration.
45,9 kDa
Figure 2. GST.VP28 produced in several molasses concentration. M = protein marker, 1 = E. coli BL21
in molasses 3,5% (- IPTG), 2 = E. coli BL21 in molasses 3.5%, 3 = E. coli BL21 C+ in molasses 3.5%, 4 = E.
coli BL21 in molasses 5%, 5 = E. coli BL21 C+ in 5% molasses, 6 = E. coli BL21 in molasses 7,5%, 7 = E.
coli BL21 C+ in molasses 7.5%, 8 = E. coli BL21 in molasses 10%, and 9 = E. coli BL21 C+ in molasses
10%.
ISBN 9786021570425 BIO-81

Optimal biomass growth and protein expression from both bacterial hosts in 5% and
7.5% molasses might indicate that nutrition content in molasses was very suitable for
growing the bacterial hosts. Molasses concentration lower that 5% might provide un-
sufficient amount of nutrient, meanwhile higher concentration seemed to effect medium
viscosity which later influence dissolved oxygen in the medium. In addition, higher
molasses concentration also might pH of the medium during culture periods (Agarwal,
2005).
Solubility of GST.VP28 recombinant protein

Thereafter, the quality of the expressed protein was assessed by checking protein
solubility. Figure 3 represented the expressed GST.VP28 protein from E. coli BL21
cultured in 5% and 7% molasses medium based on SDS-PAGE.
Figure 3. Soluble and unsoluble fraction of GST.VP28 generated by E. coli BL21 in molasses 5% dan
7.5%. M = marker, 1 = molases 5% (- IPTG), 2 = total protein in molases 5%, 3= soluble fraction in molases
5%, 4 = un-soluble fraction in molasses 5%, 5 = molasses 7.5% (- IPTG), 6 = total protein in 7.5% molasses,
7 = soluble fraction in molasses 7.5%, 8 = un-soluble fraction in molasses 5%.
Figure 3 showed that the amount of protein was higher in 5% molasses medium
compared to 7.5% molasses medium. However, a tiny amount of the expressed protein was
available in the supernatant after sonication. On the other hand, almost all of the expressed
protein generated using 5% molasses was available as insoluble form which known as
inclusion body. Therefore, based on its solubility, E. coli BL21 grown in 7.5% molasses
medium produced GST.VP28 with better solubility than generated with 5% molasses.
4. Conclusion
E. coli BL21 cultured in molasses medium could produce the same amount of
recombinant protein GST.VP28 as LB medium does. This result suggested that molasses
medium could be an alternative medium to produce the recombinant protein in large scale
with less cost.
Acknowledgment
The authors were grateful to Prof Hideo NAKANO, Assist. Prof. Takaaki KOJIMA,
and Assist. Prof. Jasmina DAMNJANOVIC (Laboratory of Molecular Biotechnology
Nagoya University) for useful advice and helpful discussion. This work was supported by
grants from Directorate General of Higher Education Indonesian Ministry of Research,
Technology and Higher Education, Republic of Indonesia.
ISBN 9786021570425 BIO-82

References
Agarwal, L., Isar, J., Meghwanshi, G.K., and Saxena, R.K. 2005. A Cost Effective Fermentative
Production of Succinic Acid From Cane Molasses and Corn Steep Liquor by Escherichia coli.
Journal of Applied Microbiology.
Akaraonye E, Moreno C, Knowles JC, Keshavarz T, Roy I. 2012. Poly(3 hydroxybutyrate)
production by Bacillus cereus SPV using sugarcane molasses as the main carbon source.
Biotechnol J 7:293 303.
Ali, M., Suzuki H., Fukuba T., Jiang X., Nakano H., and Yamane T. 2005a. Improvements in the
Cell- free production of functional antibodies using cell extract from protease-deficient
Escherichia coli mutant. J. Biosci., Bieng., 99, 181-186.
Ali, M., Hasan R., and Nakano H. 2005b. Periplasmic endoprotease, DegP, as a potential obstacle
to recombinant protein production in Escherichia coli cell-free technology. Proceedings of
14th Indonesian Sci. Conference, 121-128.
Ali, M., Hasan R., and Nakano H. 2005c. Escherichia coli mutants construction using combination
of one step chromosomal disruption-P1 phage transduction methods. Proceedings of 14th
Indonesian Sci. Conference, 89-96.
Ali, M., Hitomi K., and Nakano H. 2006. Generation of monoclonal antibodies using simplified
single cell reverse transcription-polymerase chain reaction and cell-free protein synthesis.
J. Biosci., Bieng., 101, 284-286.
Anonim, 2012. GST Tag ELISA Detection Kit: Technical Manual No. TM0521. GenScript. Cat.
No. L00411
Bae, S., and Shoda, M. 2004. Bacterial Cellulose Production by Fed-Batch Fermentation in
Molasses Medium. Journal of Biotechnology Progress. Vol. 20, P. 1366 1371.
Bertani, G. 1952. "Studies on Lysogenesis. I. The mode of phage liberation by lysogenic
Escherichia coli." J. Bacteriology, 62:293-300
Bertani, G. 2004. "Lysogeny at mid-twentieth century: P1, P2, and other experimental systems." J
Bacteriology, (186):595-600
Braunig, P., Rafael, D.R., Caroline, H.S., Mariana, B., Patricia, H.S., Edmundo, C. Grisard and
Aguinaldo R. Pinto. 2011. Molecular cloning and recombinant expression of the VP28
carboxyl- terminal hydrophilic region from abrazilian white spot syndrome virus isolate.
Brazilian archives of biology and technology vol.54, n. 2: pp. 399-404.
Brock, T.D., M.T. Madigan, J.M. Martinko & J. Parker. 1994. Biology of microorganism. 7th ed.
Prentice-Hall, Inc., New Jersey: xvii + 909 hlm.
Du, H., Xu, Z., Wu, X., Li, W., and Dai, W. 2006. Increased resistance to white spot syndrome
virus in Procambarus clarkii by injection of envelope protein VP28 expressed using
recombinant baculovirus. Aquaculture. Vol. 260, P. 39 43
Eiteman MA, Altman E. 2006. Overcoming acetate in Escherichia coli recombinant protein
fermentations. Trends Biotechnol 24:530536 8.
Fei, Dongliang., Zhang, H., Diao, Q., Jiang, L., Wang, Q., Zhong, Yi., Fan, Zhaobin
and Ma., M. 2015. Escherichia coli, and Immunogenicity of Recombinant
Chinese Sacbrood Virus (CSBV) Structural Proteins VP1, VP2, and VP3. Plos
One Research Article.
Gopal, J.G., and Kumar, A. 2013. Strategies for the Production of Recombinan Proteinin
Escherichia coli. Protein Journal. (32) p, 419 425.
Gustafsson, C., Govindarajan, S., Minshull, J. 2004. Codon Bias and Heterologous Protein
Expression. Trends Biotechnol, 22:346353.
Keshk, S., Razek T., and Sameshima, K. 2006. Bacterial Cellulose Production from Beet Molasses.
African Journal of Biotechnology. Vol. 5, No7
Kleman GL, Strohl WR (1994) Acetate metabolism by Escherichia coli in high-cell-density
fermentation. Appl Environ Microbiol 60:39523958 10.
ISBN 9786021570425 BIO-83

Kopanic, J.L., Al-Mugotir, M., Zach, S., Das, S., Grosely, R. and Sorgen, P.L. 2013. An
Escherichia coli Strain for Expression of the Connexin45 Carboxyl Terminus
Attached to the 4th Transmembrane Domain. Frontiers in Pharmacology.
Martnez-Gmez K, Flores N, Castaeda HM, Martnez-Batallar G, Hernn-dez-Chvez G,
Ramrez OT et al (2012) New insights into Escherichia coli metabolism: carbon scavenging,
acetate metabolism and carbon recycling responses during growth on glycerol. Microb
Cell Factories 11:46
McNulty DE, Claffee BA, Huddleston MJ, Porter ML, Cavnar KM, Kane JF: Mistranslational
Errors Associated with the Rare Arginine Codon CGG in Escherichia coli . Protein Expr
Purif 2003, 27:365374
Mey MD, Maeseneire SD, Soetaert W, Vandamme E (2007) Minimizing acetate formation in E.
coli fermentations. J Ind Microbiol Biotechnol 34:689700
Phue J-N, Shiloach J. 2004. Transcription levels of key metabolic genes are the cause for di-erent
glucose utilization pathways in E. coli B (BL21) and E. coli K (JM109). J Biotechnol 109:21
30. [Recombinant Proteins and Host Cell Physiology]
Rosano, G.L., and Ceccarelli, E.A. 2009. Rare Codon Content Affects the Solubility of
Recombinant Proteins in a Codon Bias-adjusted Escherichia coli Strain. Microbial
Cell Factories 8:41
Shasaltaneh MD., Moosavi-Nejad Z., Gharavi S., and Fooladi J. 2013. Cane molasses as a source
of precursors in the bioproduction of tryptophan by Bacillus subtilis. Iranian J. Microbiology,
5, 285- 292.
Sahdev, S., Khattar, S.K., and Saini K., 2008. Production of active eukaryotic protein through
bacterial expression systems: a review of the existing biotechnologies strategies. Mol. Cell.
Biochem., 307, 249-264.
Sambrook, J. & D.W. Russell. 2001. Molecular Cloning: A Laboratory Manual. 3 rd ed. CSHL
Press, New York: xxvii + 18.
Seok, S.H., Park, J.H., Cho, S.A., Baek, M.W., Lee, H.Y., Kim, D.J., Park, J.H., 2004. Cloning and
sequencing of envelope proteins (VP19, VP28) and nucleocapsid proteins (VP15, VP35) of a
white spot syndrome virus isolate from Korean shrimp. Dis Aquat Organ. 60, 85-88.
Sezonov, G., Petit, J.D., and DAri R. 2007. Escherichia coli Physiology in Luria-Bertani Broth.
Journal of Bacteriology, P. 8746 - 8749
Shiloach J, Fass R. 2005. Growing E. coli to high cell densityA historical perspective on method
development. Biotechnol Adv., 23:345357.
Tang, X.; Wu, J.; Sivaraman, J.; Hew, C.L. 2007. Crystal structures of major envelope proteins
VP26 and VP28 from white spot syndrome virus shed light on their evolutionary
relationship. J. Virol., 81, 6709-6717.
Tripathi NK. 2009. High yield production of heterologous proteins with Escherichia coli. Def. Sci.
J., 59:137146.
Son Y-J, Phue J-N, Trinh LB, Lee SJ, Shiloach J. 2011. The role of Cra in regulating acetate
excretion and osmotic tolerance in E. coli K-12 and E. coli B at high density growth. Microb
Cell Factories 10:52.
Sorensen, H.P. and Mortensen, K.K. 2005. Advanced genetic strategis for recombinant expression
in Escherichia coli. J Biotechnol, 115,113-128.
Standbury PF., and Whitaker A. 1984. Principles of Fermentation Technology. Pergamon Press.
Villaverde, A., and Cario, M.M. 2003. Protein aggregation in recombinant bacteria: biological role
of inclusion bodies. Biotechnol. Left, 25, 1385-1395.
Vohra, A. And Satyanarayana, T. 2004. A Cost-effective Cane Molasses Medium for Enhanced
Cell- bound Phytase Production by Pichia anomala. Journal of Applied Microbiology,
97, 471476.
Yoon SH, Han M-J, Jeong H, Lee CH, Xia X-X, Lee D-H et al (2012) Com-parative multi-omics
systems analysis of Escherichia coli strains B and K-12. Genome Biol 13:R37.
ISBN 9786021570425 BIO-84

OB-21
Development and Evaluation of Resin and Water as Plant
Tissue Extractants
Sri Tejowulan
Department of Soil Science, Faculty of Agriculture, University of Mataram

Contact Person: tejowulan07@yahoo.com
Abstract-Plant tissue testing is potentially more practical and may be a useful tool in estimating plant
available micronutrients. The objectives of this research were: (1) to develop and evaluate a new technique to
extract micronutrient plant tissue materials using ion exchange membrane, (2) to compare the membrane
techniques to plant tissue micronutrient water extraction procedures, and (3) to determine their correlations
values with regards to micronutrient plant uptake and yield of corn. Results of the analysis indicate that the
resin test developed for micronutrient plant tissue extraction were highly reproducible. The mean coefficient
of variation (C.V.) for three replicate samples in average was less than 4%. Compared to the resin membrane,
the water extraction procedure was not as reproducible as the resin technique with an average C.V. of 12%.
The resin test extracted about 25% of the total tissue Cu, 7% of Zn, 20% of Mn, and 8% of total tissue Fe. In
general, the water extractant extracted a larger portion of total element in plant tissue than the resin
extractant, accounting for 35% of Cu, 12% of Zn, 25% of Mn, and 12% of Fe. Increased supply of
micronutrient by fertilizer addition increased the micronutrient uptakes and dry matter production of rice crop
grown in a greenhouse. The correlation coefficients between tissue nutrient levels versus uptake values and
between tissue nutrient levels versus yield of rice crop were higher with the resin tissue tests (0.70-0.93 and
0.63-0.90, respectively) than the water procedures (0.69-0.83 and 0.56-0.89, respectively).
Keywords: resin membrane, micronutrient, plant tissue test, reproducible, and correlation.
ISBN 9786021570425 BIO-85

OB-22
Priority of Birds Conservation in Mount Rinjani Area of
Lombok Island
Gito Hadiprayitno*, I Gde Mertha, and M. Liwa Ilhamdi
Department of Science Education, Faculty of Teacher Training (FKIP), Universitas Mataram,

Jl. Majapahit 62 Mataram, Indonesia
gitohadiprayitno@unram.ac.id
Abstract- Mount Rinjani area of Lombok Island has a unique bioecology. It provides habitats for many
species of birds, especially birds of Wallacea. Several studies have be done on birds in this area but the
conservation priority of these birds has not been determined. Base on this condition, this research is aimed at
determining priority of birds conservation in mount Rinjani areas. Bird species exploration was started from
Senaru Village to Segara Anak Lake. Abundances of each bird species were estimated using point count.
Data analysis to determine conservation priority used indicators that consist of endemicity, population status,
species threatened and species management. The results showed that the bird species in mount Rinjani areas
composed of 32 species belonging to 20 families. Bird species that have high abundance were Amandava
amandava (15.94%), Zosterops Montanus (15.70%), and Parus major (11.32%), while Ptilinopus
melanospila and Anthus novaeseelandiae have low abundance (0.23%). Priority analysis of birds
conservation in the Mount Rinjani areas indicated that Otus jolandae has the highest score (65) and should be
the first priority for the conservation, followed by Philemon buceroides and Gallus varius with the same
score (60) at the second priority.
Keywords: conservation, priority, birds, Rinjani, Lombok
ISBN 9786021570425 BIO-86

OB-23
Study of Renal Damage Based on Blood Urea Nitrogen
(BUN), Creatinine and Kidney Histopatology due to 50%
Glycerol Injection to Determine the Condition of
Pathological Animal Model of Acute Renal Failure
Ahmad Fauzi1* Nurina Titisari1, Tinny Endang Hernowati2, and M.Rasjad Indra2
1
Faculty of Veterinary Medicine, University of Brawijaya, Malang, Indonesia
2
Faculty of Medicine, University of Brawijaya, Malang, Indonesia
drhfauzi@yahoo.co.id
Abstract-There are many etiology for induction of acute renal failure, one of them is injection of 50%
glycerol that can cause rhabdomyolysis which eventually causes ARF. Knowing the pathological condition in
an animal model of ARF can provide an overview on other researchers to manipulate treatment for a
particular purpose. This study aims to know the pathological conditions of animal models of ARF that can be
used as a reference in doing research on animal model of ARF by using glycerol injection.
28 rats (Rattus norvegicus) were divided into two treatment groups, Group I as the control group, Group II
induced with glycerol is divided into six small groups, Group II -1 hours, Group II-3 hours, Group II-6 hours,
Group II-12 hours, and Group II- 24th hours. Blood urea nitrogen and creatinine were analyzed with
spectrophotometer and histopathological of kidney were analyzed by microscope descriptively. Results of
repeated ANOVA analysis showed significant differences (P <0.05). The significance occurred in the blood
urea nitrogen levels in group 6 hours, 12 hours and the 24 hours. Whereas creatinine levels is known that the
treatment group 12 hours and 24 hours showed a significant increase in creatinine when compared with the
control group 0 hours. Our results show that 50% glycerol injection could induce acute renal failure in 24
hours.
Keywords: renal, damage, acute, failure, histopatology, BUN
1. Introduction
Acute renal failure is defined as abnormalities in the function or structure of the kidney
causing kidney damage including abnormalities in blood tests, urine or tissue. This condition is
associated with retention of creatinine, urea and products that are normally excreted by kidneys
(Mehta etal.2007). Acute renal failure is a condition with a high risk of death in humans and
animals. In humans, between 20-30% of patients in critical condition, with range of 6% ultimately
require a kidney transplant therapy (Ferguson et.al.2008; Ronco et.al.2010).
Pathophysiological mechanisms associated with acute kidney damage recently getting more
and more attention in the medical field (Roncoetal.2010). One way to determine the mechanism is
by studying animal models of ARF induced by chemicals so that the conditions in experimental
animals can represent the human condition. The use of this animal model will allow researchers to
investigate the circumstances of the disease in a way that will be performed on human patients.
Which at the end is used to solve problems in clinical practice and to develop new methods and
approaches to mitigate and cure illness or disability in humans (Chow 2008).
A standard method for inducing acute kidney failure is by giving 50% glycerol by
intramuscular rat a dose of 8-10mL/kg which clinically mimic rhabdomyolysis that causes acute
renal failure in humans (Savicetal.2002; Singhetal.2012). According to Curry et.al (1989) and
Wolfert (1989), the pathogenic mechanisms involved in glycerol-induced renal failure include is
chemic injury, tubular nephrotoxicity the caused by myoglobin, and the renal actions of cytokines
released after rhabdomyolysis. Rhabdomyolysis refers to the breakdown of skeletal muscle that
leads to leak age of muscle contents, such as myoglobin and creatinine kinase (CK), into the extra
cellular fluid. Serum myoglobin is filtered by the glomerulus, leading to myoglobinuria. Which
ISBN 9786021570425 BIO-87

may lead to direct renal tubular injury and a clinical presentation ranging from mild to life
threatening acute renal failure (ARF) (Al Ismaili et.al. 2011).
According to Singh et.al (2012), animal models are pivotal for understanding the
characteristics of acute renal failure (ARF) and the development of effective therapy for its optimal
management. That is the way this research was conducted to know the pathological conditions of
animal models of ARF that can be used as a reference in doing research on animals models of ARF
by using glycerol injection. So that the utilization of animal models of ARF can be used
appropriately to support a wide range of other studies.

Induction of experimental animals performed in rats (Rattus norvegicus) Wistar strain aged
2 months were divided into two treatment groups, namely Group I as a control group consisting of
4 rats and Group II as a group induced acute renal failure with glycerol consisted of 24 rats. Group
II is further divided into five small groups, each consisting of 4 rats which are group II 1 hour-1st,
group II hour-3rd, Group II hour-6th, the group II-hour 12th and group II hour-24th. Group II
induction of acute renal failure in rats using 50% glycerol single dose of 10 mL/kg was injected
intra muscular (Singh et.al.2012). Whereas in group I performed the injection using sterile distilled
water with the same dose. Induction treatment of experimental animals is done after 12 hours of
fasting.
Blood sampling in group I and group II performed injection of anesthetic ketamine (60 mg
/kg) in rats. Blood collected for further examination for renal function tests. Renal function was
evaluated using the colorimetric Jaffe method (Creatinine and Urea kits DiaSys diagnostic systems
GmbH Germany) to calculate the serum levels of urea and creatinine. The data were analyzed by
SPSS 17 statistical program by using repeated ANOVA with 95% confidence level.
Histopathology examination was performed on kidney tissue of rats after euthanizing.
Kidneys are excised and examined with macroscopic quantities. The organ then inserted into 10%
buffered formalin for making preparations for histopathology. The histopathology results were
analyzed descriptively. The whole animal has been in compliance with the guidelines declared by
institutional animal care and use committee with the registration numberNo.
289/EC/KEPK/04/2015.

Urea Levels
Urea is a common measurement parameters used to estimate kidney function. Results of
the analysis of levels of blood urea rats can be seen in Table 1. Urea level in group I as control
group was showed 69.8 mg/dL, normal urea levels in rats which are (10-58 mg/dL) according to
Mitruka and Rawnsley (1981). Group II (treated) showed significantly increased levels of urea at
12 and 24 hours after induction, compared with control rats (p<0.05).
Table 1. Serum urea (mg/dL) levels.

Time (hours)
Calculation
Control 1 3 6 12 24
MeanSD
69.824.92 14215.65 17211.51 22866.20 31838.98 51936.64
urea (mg/dL)
Mean urea levels in Group II gradually increased and peaked at 24 hours with an average
serum urea of 519 mg/dL (Figure 1), which is a significant increase when compared with the
control (P <0.05). According to Yang et al. (2012), glycerol can cause renal damage characterized
by elevated urea levels. Increased levels of urea in the treated animals at 6 hours is probably due to
hypovolemia and dehydration as the early post-rhabdomyolysis response. Rhabdomyolysis can lead
to a decrease in the body fluid volume (Xavier et al. 2009). The increase in urea levels can also be
affected by animal dehydration status due prior to injection of by glycerol injection, the animals
were fasted 12hour. The increase in urea in the blood in addition to impaired renal function may be
ISBN 9786021570425 BIO-88
affected by hypovolemia, high protein diet, shock, dehydration, and bleeding in the gastro intestinal
(Stockham and Scott, 2002).
600
Urea Creatinine
6
creatinine levels (mg/dL)

Urea levels (mg/dL)
500 5
400 4
300 3
200 2
100 1
0 0
0 1 3 6 12 24 0 1 3 6 12 24
Time (hours) Time (hours)
Figure 1.Serum urea and creatinine (mg/dL) levels after induced 50% glycerol
Creatinine Levels
Creatinine is the end product of creatinine metabolism. Creatinine is mainly synthesized in
the liver, found almost all of skeletal muscle. In skeletal muscle creatinine reversibly bound to
phosphate in the form of creatinine phosphate as an energy storage. In certain individuals daily
amount of creatinine formation tends to remain the same, the amount of creatinine levels
proportional to muscle mass (Eaton &Pooler, 2004). The results of the analysis of blood creatinine
levels of rats are showed in Table2. The mean creatinine levels in the control group was
0.98mg/dL. Creatinine levels in the control rats were within the normal range 0.20-0.80 mg/dL
according to Mitruka and Rawnsley (1981). The creatinine level on group II (Treated) gradually
increased and peaked at 24 hours with an average serum creatinine of 5.3 mg/dL, which is a
significant increase when compared with the control (P <0.05).
Table 2. Serum creatinine (mg/dL) levels.

Time (hours)
Calculation
Control 1 3 6 12 24
MeanSD
0.980.13 20.00 20.00 2.20.57 3.10.65 5.30.27
creatinine (mg/dL)
According to Ayvaz et al. (2012), creatinine levels in rats can increase up to 7.56 mg/dL 48
hours after injection with 50% glycerol. The increasing of creatinine levels in this study was likely
due to rhabdomyolysis and a decreasing of renal function due to glycerols toxic effects. Creatinine
levels due to acute renal failure stands at>3mg/dL so that the group II at 12 hour indicate the
occurrence of acute renal failure. Histopathology changes showed decreasing renal function
evidenced by necrosis and dilatation of tubular renal epithelium at 3 hours.
Current standard tests to determine the status of kidney function is by measuring serum
creatinine and urine production. However, the initial measurement of serum creatinine may not
reflect the extent of the injury as the accumulation of creatinine always lags behind injury events
(Lameire and Hoste, 2004).
Kidney histopathology
Microscopically the kidneys from the control group did not exhibit pathological changes
whilst the treated group showed histopathological changes in the kidney. In rats, injection of 50%
glycerol can cause acute tubular necrosis (ATN) with morphological characteristics such as tubular
cell necrosis, tubular lumen dilation, and swelling of the proximal tubular cells with brush border
loss (De Jesus et al. 2007; Ibrahim et al. 2011).
ISBN 9786021570425 BIO-89
Our research has shown that in 24 hours the most severe kidney damage with signs of acute
tubular necrosis already visible. In this study, ATN was characterized mostly by necrosis of tubular
epithelial lumen, some tubular lumen were dilatated and some contained homogeneous eosinophilic
(or yellowish red) masses, and there was infiltration of lymphocytes into the interstitial tissue. The
acute tubular necrosis can be caused by ischaemia and/or toxic agents in kidney. These agents
include aminoglycoside antibiotics, cisplatin chemotherapy agents, heme pigment due to
haemolysis and rhabdomyolysis (Rennke and Denker, 2007).
Figure 2. Photomicrograph kidney of rat (A) normal-control group; (B) 1 hour post induced 50% glycerol;
(C) 3 hour post induced 50% glycerol; (D) 6 hour post induced 50% glycerol; (E) 12 hour post induced 50%
glycerol; (F) 24 hour post induced 50% glycerol. (a) tubular lumen containing homogeneous eosinophilic
mass, (b) tubular epithelial cell necrosis, (c) dilated tubular lumen (H&E staining, 400x).
Acute renal failure caused by glycerol injection can lead to rhabdomyolysis (Bagley et al.
2007; Yang et al. 2012; Gu et al. 2014). A number of mechanisms have been proposed to explain
the pathophysiology of rhabdomyolysis induced renal failure, including decreased delivery of
blood to the glomerulus (Chedru et al 1972), reduced glomerular ltration rate, leakage of ltrate
across a damaged tubular epithelium, or tubular obstruction by myoglobin casts (Flamenbaum,
1973) The current consensus is that renal failure is due to the combined effects of hypovolemia,
aciduria, and direct cytotoxicity due to accumulation of renal tubular myoglobin (Khan, 2009)
ISBN 9786021570425 BIO-90

Figure 3. Pathophysiologic mechanism leading to kidney injury after rhabdomyolysis

(Boutaud and Roberts, 2011).
Rhabdomyolysis can induce renal failure as a result of reduced blood supply to glomeruli,
decreased glomerular filtration, tubular epithelial damage, and tubular obstruction by residual
myoglobin (Boutaud and Roberts, 2011). Myoglobinuria would look for in case of rhabdomyolysis.
Myoglobin is a dark red 17.8-kDa protein that is freely filtered by the glomerulus, enters the tubule
epithelial cell through endocytosis, and is metabolized (Knochel, 1982). Myoglobin becomes
concentrated along the renal tubules, a process that is enhanced by volume depletion and renal
vasoconstriction, and it precipitates when it interacts with the TammHorsfall protein, a process
favored by acidic urine (Zager, 1992). Tubule obstruction occurs principally at the level of the
distal tubules, and direct tubule cytotoxicity occurs mainly in the proximal tubules (Bosch, 2009).
Myoglobin seems to have no marked nephrotoxic effect in the tubules unless the urine is
acidic. Myoglobin is a heme protein; it contains iron, as ferrous oxide (Fe2+), which is necessary for
the binding of molecular oxygen. However, molecular oxygen can promote the oxidation of Fe 2+ to
ferric oxide (Fe3+), thus generating a hydroxyl radical. This oxidative potential is counteracted by
effective intracellular antioxidant molecules. However, cellular release of myoglobin leads to
uncontrolled leakage of reactive oxygen species, and free radicals cause cellular injury (Zager,
1992). Iron in myoglobin and haemoglobin released into the bloodstream as a result of myolysis
and haemolysis, induces the formation of free radicals and lipid peroxidation, therefore, plays a
critical role in the pathogenesis of acute renal failure (Baliga et al. 1997, Vanholder et al. 2000;
Aydogdu et al. 2006).
4. Conclusion
Based on the research that the induction of acute renal failure with 50% glycerol in rats caused
renal damage seen in renal histopathology images starting at 3 hours but the increasing of urea and
creatinine levels above normal were seen at 12 hours after induction.
References
Al-Ismaili Z, Palijan A, Zappitelli M. Biomarkers of acute kidney injury in children: discovery,
evaluation, and clinical application. PediatrNephrol. 2011 Jan; 26(1): 29-40. doi:
10.1007/s00467-010-1576-0. Epub 2010 Jul 10.
Aydogdu, N.Atmaca, G.Yalcin, O.Taskiran, R.Tastekin, E. and Kaymak, K. 2006. Protective
effects of L-carnitine on myoglobinuric acute renal failure in rats. Clin. Exp. Pharmacol.
Physiol. 33(12):119124.
ISBN 9786021570425 BIO-91

Ayvaz, S.Aksu, B.Kanter, M.Uzun, H.Erboga, M. and Colak, A. 2012. Preventive effects of
hyperbaric oxygen treatment on glycerol-induced myoglobinuric acute renal failure in
rats. J. Mol. Histol. 43(2):161170.
Bagley, W.H. Yang, H. and Shah, K.H. 2007. Rhabdomyolysis. Intern. Emerg. Med. 2(3):210218.
Baliga, R. Ueda, N. Walker, P.D. and Shah, S.V. 1997. Oxidant mechanisms in toxic acute renal
failure. Am. J. Kidney. Dis. 29(3):465477.
Bosch, X, Esteban P, and Josep M.G. Rhabdomyolysis and Acute Kidney Injury. N Engl J Med
2009; 361:62-72
Boutaud, O. and Roberts L,J. 2011. Mechanism-based therapeutic approaches to rhabdomyolysis-
induced renal failure. Free. Radic. Biol. Med. 51(5):1062-1067.
Chow, P. 2008. The Rationale for the Use of Animal Models in Biomedical Research. In P. K. H
Chow, R. T. H. Ng, and B. E. Ogden (Eds). Using Animal Models in Biomedical
Research.
Curry SC, Chang D, Connor D : Drug and toxin-induces rhabdomyolysis. Ann Emer Med, 1989,
18, 1068-1084
Chedru, M. F.; Baethke, R.; Oken, D. E. Renal cortical blood ow and glomerular ltration in
myohemoglobinuric acute renal failure. Kidney Int. 1:232239; 1972.
De Jesus, S.T.Volpini, R.Francescato, H.D.C. Costa, R.S. da Silva, C.G. and Coimbra, T.M. 2007.
Effects of resveratrol on glycerol-induced renal injury. Life. Sci. 81(8):647656.
Ferguson, M. Vaidya, V.S. and Bonventre, J.V. 2008. Biomarkers of nephrotoxic acute kidney
injury. Toxicol. 245(3):182193.
Flamenbaum, W. Pathophysiology of acute renal failure. Arch. Intern. Med. 131: 911928; 1973
Gu, H. Yang, M. Zhao, X. Zhao, B. Sun, X. and Gao, X. 2014. Pretreatment with hydrogen-rich
saline reduces the damage caused by glycerol-induced rhabdomyolysis and acute kidney
injury in rats. J. Surg. Res. 188(1):243249.
Ibrahim, M.Luchese, C.Pinton, S. Roman, S.S. Hassan, W. and Nogueira, C.W. 2011. Involvement
of catalase in the protective effect of binaphthyldiselenide against renal damage induced
by glycerol. Exp. Toxicol. Pathol. 63(4):331335.
Khan, F. Y. Rhabdomyolysis a review of the literature. Neth. J. Med. 67:272283; 2009.
Knochel JP. Rhabdomyolysis and myoglobinuria. Annu Rev Med 1982;33:435-43.
Lameire, N. and Hoste, E. 2004. Reflections on the definition, classification, and diagnostic
evaluation of acute renal failure. Opin. Crit. Care. 10:468-475.
Mitruka, B.M. and Rawnsley, H.M. 1981. Clinical biochemical and hematological reference values
in normal experimental animals. Masson publishing Co. New York. pp. 58-60.
Rennke, H.G. and Denker, B.M. 2007. Acut renal failure. Renal pathophysiology. The Essential
second edition. Lippincott Williams & Wilkins. pp. 291-310.
Ronco, C. Peter, M.C. Stefan, D. Anker, Inder, A. Nadia, A. Sean, M.Bagshaw, Rinaldo, B. Tomas,
B.Ilona, B.Dinna, N. and Cruz, D. 2010. Cardio-renal syndromes: Report from the
consensus conference of the acute dialysis quality initiative. J. Eur. Heart. 31(6):703
711.
Singh, A.P.Muthuraman, A.Jaggi, A.S. Singh, N.Gover, K. and Dhawan, R. 2012. Animal model of
acute renal failure. Pharmacol. Rep. 64:31-44.
Stejskal, D. Karp, S.M.Humenanska, V.Hanulova, Z.Stejskal, P. and Kusnierova, P. 2008.
Lipocalin-2: Development, analytical characterization, and clinical testing of a new
ELISA. Horm. Metab. Res. 40:381385.
Stockham, S.L. and Scott, M.A. 2002. Fundamental of veterinary clinical pathology. Urinary
system. Blackwell Publishing. pp. 277-330.
Vanholder, R. Sever, M.S.Erek, E. and Lameire, N. 2000. Rhabdomyolysis. J. Am. Soc. Nephrol.
11(8):15531561.
Wolfert AI, OkenDE : Glomerular hemodynamics in Established glycerol-induced ARF in the rat. J
Clin Invest, 1989, 84, 1967-1973
Xavier, B. Esteban, P.Josep, M. and Grau, M.D. 2009. Rhabdomyolysis and acute kidney injury. N.
Engl. J. Med. 361:62-72.
ISBN 9786021570425 BIO-92

Yang, F.L.Subeq, Y.M. Chiu, Y.H. Lee, R.P. Lee, C.J. and Hsu, B.G. 2012. Recombinant human
erythropoietin reduces rhabdomyolysis-induced acute renal failure in rats. J. Injury.
43(3):36773.
Zager RA, Foerder CA. Effects of in organic iron and myoglobin on in vitro proximal tubular lipid
peroxidation and cytotoxicity. J Clin Invest 1992;89:989-95.
ISBN 9786021570425 BIO-93

OB-24
The Influences of Trap Method on Soil Insect Abundance
at Protected Forest Ecosystem of Jeruk Manis, East
Lombok
Immy Suci Rohyani* and Hilman Ahyadi
Biological Studies Program, Faculty of Mathematics and Natural Sciences

University of Mataram. Jl. Majapahit No. 62 Mataram, West Nusa Tenggara, Indonesia
immysuci@yahoo.co.id
Abstract-Insects are the most successful organisms because they can live in almost all habitat types. The
existence of soil insects in all types of habitat requires collection methods that are practical, easy and
inexpensive to produce high abundance and diversity of insects. This study aimed at analyzing the effect of
some of the methods used to trap the abundance and diversity of insects in the ecosystem of protected forest
Jeruk Manis, East Lombok. Trap Method used in this study consisted of five types: pitfall trap, yellow pan
trap, pit fall trap bail, soil sampling and collection of litter. The result is that the abundance of top soil insects
obtained using methods bail pitfall trap where soil insects were collected in a bottle traps with chicken inside.
While the method of litter collection managed to give a high soil insect species diversity.
Keywords: soil insects, trap methods, forest ecosystem.
ISBN 9786021570425 BIO-94

OB-25
Potency of Coral Transplantation as Tourist Attractions
in Gili Matra
Hilman Ahyadi* and I Wayan Suana
Biology Department, FMIPA, Universitas Mataram, Indonesia

ahyadi.kelautan@gmail.com
Abstract- Rehabilitation efforts of coral reef ecosystems in Gili Matra have not run optimally. Lack of
funds, awareness and participation of stakeholders were the limiting factors of the program. Coral
transplantation tourism program can be a solution to overcome these problems. This study aims to promote
coral transplantation program as one of tourist attractions, which can bridge conservation and tourism. This
activity was carried out since 2012 to 2015 in Gili Matra. The stages of study were: Focus Group Discussion,
training, demonstration plots of coral transplantation. The results showed that coral transplantation
techniques are relatively more effective as a technique of rehabilitation of coral reefs in Gili Matra.
Knowledge and skills of stakeholders in coral transplantation technique has been increased significantly, that
was evidenced by increased activity by groups of coral transplantation itself or in cooperation with tourism
entrepreneurs, governments, universities and tourists. Thus, coral transplantation activities not to be a burden,
but it can bring economic benefits.
Keywords: coral reef, transplantation, tourism
ISBN 9786021570425 BIO-95

OB-26
Are There Any Fishes to be Captured in Alas Strait?
Karnan
Program Studi Pendidikan Biiologi FKIP Universitas Mataram

Jln. Majapahit 62 Mataram, Nusa Tenggara Barat
karnan.ikan@unram.ac.id
Abstract-Alas Strait is a potential fishing ground having an important contribution to coastal communities,
mainly small scale fishers around it. Many reports indicated that global production of fisheries is declining.
This paper will discuss the use of autoregressive integrated moving average (ARIMA) to analyze fish
captured data collected from 2008 to 2014. Then, the resulted model is used to forecast fishing production,
mainly run by small scale fishers in the area.
Keywords: Alas Strait, ARIMA, coastal, Lombok, small scale fisheries.
ISBN 9786021570425 BIO-96

OB-27
Enhancement of GC-rich Mycobacterium tuberculosis
Gene Amplification Using Low Cost PCR Enhancer
Ima Arum Lestarini*, Yunita Sabrina, and Dewi Suryani
Faculty of Medicine, Mataram University, Jl. Majapahit No 62

Mataram, Indonesia
ima_arum@yahoo.com
Abstract-The polymerase chain reaction (PCR) is a versatile and highly efficient technique in biomolecular
laboratories for specific and rapid amplification of selected DNA segments. However, a major bottleneck
with the amplification of functional genes from M. tubeculosis containing CG-rich templates is often
hampered by the formation of secondary structures like hairpins and higher melting temperatures. Here we
developed an effective and low-cost PCR enhancer using combination of dimethyl sulfoxide (DMSO) and
magnesium chloride (MgCl2). It was found that PCR enhancer containing 10% (v/v) of DMSO and 1.5 mM
of MgCl2 improved the amplification of GC-rich template of M. tuberculosis gene. Therefore, this PCR
enhancer could be widely useful to improve the amplification of GC rich construct from other genome.
Keywords: PCR, GC-rich template, PCR Enhancer, DMSO, MgCl2
ISBN 9786021570425 BIO-97

OB-28
Expression of Multiple Fragments Encoding
Mycobacterium tuberculosis Antigen for TB Skin Test
Yunita Sabrina*, Dewi Suryani, and Ima Arum Lestarini
Faculty of Medicine, Mataram University, Indonesia

yunitasabrina@yahoo.com
Abstract-Tuberculosis (TB) remains a global health issue. One of the major challenges in TB control are
overdiagnosed and underdiagnosed which consequently would lead to increase burden of disease. Therefore
developing a specific and sensitive diagnostic tool is urgently needed. ESAT6 and CFP10 have been studied
extensively as prospective tuberculosis diagnostic tool. It has the ability to distinguish between TB infection
and non TB infection (infection due to non-tuberculosis mycobacterium and previous BCG vaccinated
individual). This research aimed to assembly multiple fragments encoding Mycobacterium tuberculosis
antigen using overlapping PCR method. Genomic DNA of M. tuberculosis (H37RV strain) was isolated and
served as a template for amplification of ESAT6, CFP10 and MTB32 fragment. In this research, in order to
construct multiple fragments, special primers were designed to generate template DNA with 20 base pairs of
sequence identity on the end of other fragment. Overlapping PCR was conducted in two steps PCR. The
resulting construction was then ligated into pCold II expression vector and overexpressed using E. coli BL21
codon plus RIPL expression system. Multiple fragments contain ESAT6, MTB32 and CFP10 of M.
tuberculosis was successfully constructed and expressed. This method is a simple and efficient technique to
facilitate various kinds of complex genetic engineering projects that require assembly of multiple fragments.
Keywords: TB, multiple fragments, overlapping PCR, skin test
ISBN 9786021570425 BIO-98

OB-29
A New Coral Reef Resilience Index Using Line-Intercept-
Transect Data
Imam Bachtiar1*, Suharsono2, Ario Damar3, and Neviaty P. Zamani3
1
Department of Science Education, FKIP, Universitas Mataram, Indonesia
2
Research Center for Oceanography, LIPI, Jakarta, Indonesia
3
Faculty of Fisheries and Marine Sciences, IPB Bogor, Indonesia
imambachtiar@unram.ac.id
Abstract- Assessing coral reef resilience is an increasingly important component of coral reef management.
Methods of such assessment are under development. The present study proposes a new index for assessing
coral reef resilience based on data from line-intercept-transect (LIT), which have been widely used and
extensively trained in south-east-Asian countries. The resilience index formula was modified from an
existing resilience index for soil communities developed by Orwin and Wardle. Instead of using control
communities, the new reference point was an ideal coral reef community or a super coral reef of Indonesian
waters based on data collected from 1992 to 2009. Six variables were selected for the resilience indicators:
coral functional group (CFG), coral habitat quality (CHQ), unsuitable-settlement-substrate (USS) cover, coral
cover (COC), coral small-size number (CSN), and algae-other-fauna (AOF) cover. The maximum value of
CSN was determined from 1240 data-sets of 10 m length LIT collected in the period 1992-1998 and 2009,
while maximum values of the other five variables were determined as the best state of each variable. The
resilience index performed well in relation to coral, algal-other-fauna, and unsuitable-settlement-substrate
covers.
Keywords: coral reef, resilience, reef health, indicators, monitoring
ISBN 9786021570425 BIO-99

OB-30
Antimicrobial Activity of Ethanolic Extract of Buas-buas
(Premna serratifolia) Leaves against Ordor-Causing
Bacteria (Staphylococcus epidermidis)
Istianah*, Nova Miola Anggraini, and Elsa Mayora Sari
Education Department of Chemistry, Faculty of Teacher Training and Education, University of

Muhammadiyah Pontianak, Jl. Jendral Ahmad Yani No. 111
Pontianak 78124, Indonesia
istiana425@yahoo.com
Abstract-The present study was conducted to determine antimicrobial activity of Buas-buas leaves against
ordor-causing bacteria, Staphylococcus epidermidis. Buas-buas leaves extract was prepared using maseration
method in which 700 grams of buas-buas leaves powder were soaked on 3.5 L 95% ethanol. Maserate was
collected and saturated using rotary evaporator, resulted in 36.74 grams green saturated liquid extract. The
antimicrobial activity of extract was assayed using disk difffusion agar method. In this assay, 30 g/mL
chloramphenicol were used as positive control and ethanol as negative control. The results showed that the
extract at concentration 80%, 40%, 20%, 10% and 5% inhibited growth of ordor- causing bacteria, S.
epidermidis, with mean zones of inhibition were 23.3 mm, 25.3 mm, 9.3 mm, 9.3 mm, and 7.9 mm,
respectively. On the basis of this present finding, ethanolic extract of Buas-buas leaves can be good candidate
in the search of antimicrobial substances in deodoring agent.
Keywords: Buas-buas leaves, Staphylococcus epidermidis, disk difffusion agar method, antimicrobial
activity.
ISBN 9786021570425 BIO-100

OB-31
Protein Fussion for the Identification of Regions
Responsible for the Ability of Pants K+ Channel KAT1 to
Rescue the Mutation of K+ Uptake System in Yeast
Lalu Zulkifli1*, Sri Widyastuti2, Shinobu Ghosima3, Nobuyuki Uozumi3
1*
Prodi Pendidikan Biologi FKIP Universitas Mataram, Matara, lzulkifli@yahoo.com
2
Prodi Ilmu dan Teknologi Pangan, Fakultas Teknologi Pangan dan Agroindustri, Universitas
Mataram, Mataram
3
Department of Biomolecular Engineering, Graduate School of
Engineering, Tohoku University, Aobayama 07, Sendai 980-8579, Japan
+
Abstract-The Arabidopsis K channels KAT1 and AKT2 showed a different ability to rescue the growth
of yeast mutant strain CY162 (defective in TRK1 and TRK2) in K+-limited medium. KAT1
channels complemented the growth of the yeast mutant, but AKT2 channels did not. Here, we constructed
12 recombinant chimeric channels from the two genes to gain insight into the structural basis for the
difference. The activity of chimeric channels was investigated by three kinds of heterologous
expression system, Saccharomyces cereviseae, Escherichia coli and Xenopus laevis oocytes. Using yeast as
an expression system, only 3 chimeras could complement the growth of the yeast mutant. In general, cells
containing chimeras which harbor a half or complete transmembrane domain from AKT2 could not
complement the growth of yeast mutant in K+-limited medium. Transmembrane region of KAT1 is likely
to be the determinant for its ability to rescue the growth of the mutant. All chimera channels were
functionally expressed in E. coli, indicating that the channel enable to take functional form. Expression in
Xenopus oocytes indicates that time-dependent activation property of KAT1 was due to the region from N-
terminal end to S2.
Keywords: Overlapping PCR, membrane transport, AKT2, KAT1, potassium channels.
1. Introduction
+ +
Shaker-type plant K channels play an important role in whole plant cells, such as K uptake from
the soil solution, long-distance K+ transport in the xylem and phloem, and K+ fluxes in guard
cells during stomatal movements (Cherel 2003; Very and Sentenac 2003). A functional K+
channel is comprised of four -subunits. A single -subunit shows a topology of six
transmembrane domains, identified as S1-S6 flanked by cytosolic N- and C-terminal, and a P
(pore) loop and helix between S5 and S6 that contribute to the channel pore and ion selectivity
(Dreyer et al. 1997).
The voltage-sensing property of voltage-gated K+ channels is associated with the
first four transmembrane domains and mainly with S4 helix (Latorre et al. 2003). The most
conserved sequence is that of P domain, which contains hallmark motif, GYGD, the signature
+
of highly selective K channels (Pilot et al. 2003). The long C-terminal region harbors a
putative cyclic nucleotide-binding domain (cNBD) and at the extreme C-terminus, the so-called
KHA region (rich in hydrophobic and acidic residues), which might be involved in subunit
tetramerization (Daram et al. 1997) and/or channel clustering in the membrane (Ehrhardt et
al. 1997). An ankyrin domain, hypothesized to be a site of interaction with regulatory proteins
(Sentenac et al. 1992), is present in many channels between the putative cyclic nucleotide-binding
domain and the KHA region.
The plant voltage-gated K+ channels family segregates into at least three
ISBN 9786021570425 BIO-101

subfamily (Pilot et al. 2003; Gambale and Uozumi 2006) : (1) hyperpolarization-activated,
inward-rectifying K+ channels, such as KAT1 and AKT1, mediate K+ uptake, (2)
depolarization-activated, outward-rectifying K+ channels, such as SKOR and GORK, mediate
K+ release, (3) weak-rectifying K+ channels can mediate both K+ uptake and release. In
Arabidopsis, the only member of the third subfamily is AKT2/AKT3. AKT3 (Ketchum and
Slayman 1996) is shorter than AKT2 (Cao et al.1995a) and lacks the first 15 amino acids of AKT2.
+
The Arabidopsis K channels KAT1 and AKT2 showed a different ability to complement
+
the growth of yeast mutant defective in K uptake systems. KAT1 could complement the growth
of yeast mutant (Anderson et al. 1992), but AKT2 could not (Cao et al. 1995a). On the other
hand, both KAT1 and AKT2 proteins could function in Xenopus oocytes (Schactman et al.
1992; Lacombe et al. 2000) and could complement the growth of E. coli mutant strain
+
LB2003 lacking the K uptake systems (Uozumi et al. 1998). To investigate the molecular
basis of the difference, we constructed a series of chimera proteins from KAT1 and AKT2
channels. The constructs were expressed in S. cerevisiae mutant strain CY162, E. coli LB2003
and Xenopus laevis oocytes.

Construction of chimeric channels
Five series of KAT1-AKT2 and 5 series of AKT2-KAT1 and
KAT1/S1-S6(p)AKT2/KAT1 and AKT2/S1-S6(p)KAT1/AKT2 chimeras were
constructed by a recombinant polymerase chain reaction method (Higuchi 1990). The DNA
fragment was digested with HindIII and BamHI restriction enzymes, and the fragment was
cloned into pYES2 expression vector (Invitrogen Inc., San Diego. CA). The DNA inserts were
verified by DNA sequencing.
Complementation growth test of S. cerevisiae CY162

Transformation of yeast strain CY162 (TRK1 and TRK2 deficient) with the
pYES2-KAT1, pYES2-AKT2 or chimera constructs were conducted by using frozen cell method.
Transformants were selected on synthetic medium containing yeast nitrogen base (0.67%),
glucose (2%), agar (2%), Histidine (0,2%), Tryptophane (0,2%), Leucine (0,3%), Adenine
(1%), with the addition of 100 mM KCl. The plates were incubated at 30C for 3 days. Positive
colonies were streaked on synthetic medium containing the same composition as above, but
sucrose (2%) and galactose (2%) were used instead of glucose. Colony PCR was performed again
to confirm the yeast transformants harboring the plasmid construct. The yeast cells harboring the
constructs were grown in yeast nitrogen base (0.67%) medium supplemented with sucrose (2%),
galactose (2%), 100 mM KCl and required amino acid. Five l of the cell culture was dropped
with dilution series at OD600 = 1 to 10-3, on yeast nitrogen base medium lacking uracil
supplemented with 100 mM KCl or without KCl. The plates were incubation for 3-4 days at
o
30 C.
Potassium uptake assay in yeast

Potassium uptake by CY162 containing KAT1, AKT2 or chimeras which have ability to
grow on medium containing 7 mM of KCl were measured as described (Gaber et al. 1998;
Rodriguez-Navarro and Ramos 1984). Cells were grown to a density of 1-2 at OD600 in
YNB containing 2 % sucrose and 2% galactose supplemented with 100 mM KCl and
required amino acids but lacking uracil. The cells were harvested, and washed twice in
starvation buffer (50 mM Tris-succinate, pH 5.9). Potassium starvation was achieved by
incubating the cells in starvation buffer for 6 h at 30oC on a rotary shaker. Starved cells were
ISBN 9786021570425 BIO-102

then washed once with low salt (LS) buffer (LS medium containing no added K+, uracil or sugar)
(Liang etal. 1998). For uptake assay, cells were suspended at 1 mg dry weight/mL
(corresponding to an OD of 1 at 600 nm) in the low salt buffer containing 2% glucose (pH
5.9). Seventeen mM of KCl was added to the solution at time zero and 1 mL of cell suspension
was taken after 1 min, and transfer to a tube containing 150 l of silicon oil and subsequently
sentrifuged for 1 min. The potassium content of the cells was determined by flame photometry.
Subcloning of KAT1, AKT2 or chimeras into pPAB405

Plasmid pPAB405 was derived from pPAB404 by the introduction of an adaptor
fragment harboring a new HindIII recognition site between SacI/SalI sites in the multiple
cloning site of pPAB404. The HindIII/BamHI fragment containing KAT1, AKT2 or chimeras
(12 constructs) was isolated from the pYES2, and the fragment was subcloned into pPAB405.
Complementation test of E. coli strain LB2003 by chimeras

The resultant plasmids containing KAT1, AKT2 or chimeras were expressed in E.coli
LB2003, which lacks the three K+ uptake system (Trk, Kup and Kdp) (Uozumi 2001).
Complementation test of the plasmid-containing E. coli LB2003 in a solid synthetic medium
containing 46 mM Na2HPO4, 23 mM NaH2PO4, 0.4 mM MgSO4, 8 mM (NH4)2 SO4., 6 M
FeSO4, 10 g/mL thiamine, 50 g/mL ampicillin, 0.25 mM IPTG, 1.2% agarose, 2%
glucose and indicated concentration of KCl. Photographs were taken after an overnight
incubation at 30oC.
Expression of chimera channels in Xenopus oocytes

pYES2 harboring KAT1, AKT2, C-4, C-7 and C-12 constructs was linearized by NotI.
Capped complementary (cRNAs) were synthesized by using mMASSAGE mMACHINE T7
Kit (Ambion, Austin TX). The cRNAs were injected into Xenopus laevis oocytes prepared as
decribed previously (Uozumi et al. 2000). The injected oocytes were then incubated at 18oC in a
the Barths solution (88 mM NaCl, 1 mM KCl, 0.41 mM CaCl2, 0.33 mM Na(NO3)2, 1 mM
MgSO4, 2.4 mM NaHCO3, 5 mM HEPES-NaOH (pH 7.3). After more than 18 hours of
injection, two electrode voltage clamp experiments were performed. Voltage-pulse protocols, data
acquisition and analysis were performed by using a voltage clamp amplifier (AxoClamp 2B
from Axon Instruments, Foster City, CA).
Figure 1 Schematic diagram of KAT1, AKT2 and chimeric constructs. Diagram

showing the fusion site of the chimera constructs. S (transmembrane segment), P
(pore), cNBD (cyclic nucleotide-binding domain), Ank (Ankyrin repeats), KHA (an
interaction domain rich in hydrophobic and acidic residues), and C (chimera).
ISBN 9786021570425 BIO-103


Functional characterization of the chimeras in S. cerevisiae CY162
Figure 2A shows that chimera C-4, C7 and C-12 rescued the growth of the yeast CY162
cells in medium containing 7 mM KCl. In this medium, cells harboring KAT1 could grow
well, but the growth of cells harboring AKT2 was impaired. The replacement of all
transmembrane region of AKT2 by corresponding region of KAT1 (C-12) led to the functional
channel in yeast. On the other hand, C-11 which have transnmembrane region of AKT2 could
not rescue the growth of the cells. In addition, cells containing chimeras which have half
or complete transmembrane domain from AKT2, i.e. C-1, C-2, C-3, C-8, C-9, C-10 resulted in
the lack of cells growth (Fig. 2A).
Interestingly, C-4 and C-5 showed different results. Although C-5 contains all
transmembrane region from KAT1 (like in C-4), this chimera could not complement the growth of
the yeast mutant. The difference may be due to the unitary requirement of whole C-terminal region
(downstream of S6 to C-terminal end of AKT2) for the formation of functional channels. It has
been reported that interaction between a domain at the far end of C-terminus and a region
located between transmembrane segment S6 and the cNBD (a domain comprised of 145 amino
acid residues) is important for subunit assembly and the formation of functional channels
(Daram et al. 1997). In relation to C-5, it is possible that this protein may not build up the
proper tetrameric formation in plasma membrane because of incompatibility between far end of C-
terminus region of AKT2 and a region located between transmembrane segment S6 and cNBD
region.
+
We then performed K influx assay on KAT1, C-4, C-7 and C-12. Cells containing empty
vector, AKT2, and C-11 channels were used for negative control in the uptake assay experiments.
Potassium content of the cells expressing KAT1, C-4, C-7 and C-12 channels were significantly
higher compared to that of empty vector, AKT2, and C-11 channels (Fig. 2B). Since chimeras
harboring transmembrane domain from AKT2 abolishes the growth yeast mutant, it is likely that
the transmembrane domain is a determinant for the dysfunction of AKT2 channels in yeast cells.
+
Figure 2 Complementation test of K uptake-deficient S. cerevisiae CY162 by pYES2-KAT1,
pYES2-AKT2 or pYES2-chimeras. A. CY162 cells expressing KAT1, AKT2 or chimeras were
spotted on YNB-base growth medium lacking uracil in dilution series from OD600 = 1 to10-3.
The media were supplemented without KCl (upper) or with 100 mM KCl (bottom). YNB medium
+ +
contains approximately 7 mM K . B. K influx assay was conducted in low salt buffer containing
2% glucose (pH 5.9). The values are the average from three independent e xperiments. Error bars
represent standard deviation.
ISBN 9786021570425 BIO-104

+
Figure 3 Complementation test of K
uptake-deficient E. coli LB2003 on
solid medium by pPAB405-KAT1,
pPAB405-AKT2 or pPAB405-
chimeras in the presence of 15 mM
KCl (upper) or 30 mM KCl (bottom).
The plates contain 0.25 mM IPTG. C
represents chimera.
Figure 4 Functional characterization of KAT1, AKT2, C-4 and C-7 in Xenopus oocytes. A.
Voltage protocols and currents recorded from oocytes injected with corresponding cRNA in the
presence of 120 mM KCl (upper traces) or 120 mM NaCl (lower traces). B. Current-voltage
relationship for KAT1 (squares) and C-4 (circles)in the presence of 120 mM KCl (left side of
panel B), for AKT2 (middle) and C-7 (right side) in the presence of indicated concentration of KCl
or NaCl.
ISBN 9786021570425 BIO-105

Expression of chimera channels in E. coli

We examined the activity of chimeras by the use of E. coli mutant strain LB2003,
since both KAT1 and AKT2 channels have been reported to complement the growth of the E. coli
mutant (Uozumi et al. 1998). E. coli LB2003 lacking K+ uptake system has been widely used for
functional characterization of K+ transporter system from plants (Uozumi 2001). All of the
chimera could complement the growth of E. coli LB2003 on media supplemented with 15 mM
KCl (Fig. 3). The result suggests that all chimera channels took their functional form in the
plasma membrane when expressed in E. coli.
Expression of chimera channels in Xenopus laevis oocytes

In the complementation growth experiment, only 3 chimeras could rescue the growth of the
yeast CY162. Next, we recorded the K+ transport activity of chimeric channels by two-electrode
voltage clamp analysis in Xenopus laevis oocytes. The K+ currents elicited by wild-type KAT1,
C-4, C-7 or AKT2 were detected from oocytes (Fig. 4A). No detectable amplitude of K+ currents
was obtained in C-12-expressing oocytes. The amplitude of current elicited by C-7 was
larger than AKT2 both upon depolarizing and hyperpolarizing of the voltage-steps in the
presence of 120 mM KCl. When the bath solution was exchanged with Na+, the same
amplitude inward-currents was detected in KAT1 and C-4 (Fig. 4A). C-7-mediated Na+ current
were significantly larger than that of AKT2 when bath solution was changed with Na+,
suggesting that replacement of N-terminal and the first two
transmembrane-segment of KAT1 by the corresponding region of AKT2 gave the increase in
+
the permeability for Na . Compared to others, the AKT2 was highly selective to K+ over
+
Na (Fig. 4A).
C-4 required more hyperpolarized membrane potential for activation than that of wild-type
KAT1 (Fig. 4B). The apparent activation voltage for the C-4 channels was approximately -130
mV, as compared with -75 mV for the wild-type KAT1. A weak rectification characteristic of C-7
was determined by N-terminal to S2 segments from AKT2, whereas C-4 which harbors N-
terminal to S6 region of KAT1 and equips with whole C-terminal of AKT2 retained the inward
rectification property of wild-type KAT1 (Fig. 4B). It has been reported that chimeras between
KAT1 and XSha2 (an animal outward rectifier K+ channel) showed that N-terminal portion of
KAT1 determined the inward rectification properties in Xenopus oocytes (Cao et al.1995b). In
terms of the important role of N-terminal for channels activation, some evidence have been
reported. N-terminal deletion (Martin and Hoshi 1998) or addition of a flag epitope in
the N-terminal (Mura et al. 2004) altered the voltage-dependent gating characteristic of wild-
type KAT1 channels. Michard et al. (2005) reported that the N-terminus and the first four
membrane-spanning segments confers for the weak rectification property of AKT2 channel. The
data shown by C-4 and C-7 channels support the notion that N-terminal region is
responsible for time-dependent activation of KAT1 and the rectification property of the K+
channels.
Aknowledgements
This work was supported by a grants-in-aid for scientific research (17380064 and 17078005
to N.U.) and the 21st Century COE Program from MEXT and JSPS and Institute for Advanced
Research Project Funds from Nagoya University.
References
ISBN 9786021570425 BIO-106
Anderson JA, Huprikar SS, Kochian LV, Lucas WJ, Gaber RF 1992: Functional expression of
a probable Arabidopsis thaliana potassium channel in
Saccharomyces cerevisiae. Proc. Natl. Acad. Sci. USA. 89, 3736-3740.
Cao Y, Crawford NM, Schroeder JI 1995a: Amino terminus and the first four membrane-
spanning segments of the Arabidopsis K+ channel KAT1 confer inward-
rectification property of plant-animal chimeric channels. J. Biol. Chem., 270, 17697-
17701.
Cao Y, Ward JM, Kelly WB et al. 1995b: Multiple genes, tissue specificity, and expression-
dependent modulation contribute to the functional diversity of potassium
channels in Arabidopsis thaliana. Plant Physiol., 109, 1093-1106.
Cherel I 2003: Regulation of K+ channel activities in plants : from physiological to
molecular aspects. J. Exp. Bot., 55, 337-351.
Daram P, Urbach S, Gaymard F, Sentenac H, Cherel I 1997: Tetramerization of AKT1
plant potassium channel involves its C-terminal cytoplasmic domain. EMBO J., 16,
3455-3463.
Dreyer I, Antunes S, Hoshi T et al. 1997: Plant K+ channel -subunits assemble
indiscriminately. Biophys. J., 72, 2143-2150.
+
Ehrhardt T, Zimmermann S, Muller-Robber B 1997: Association of plant Kin channels
is mediated by conserved C-termini and does not affect subunit assembly. FEBS
Lett,. 409, 166-170.
Gaber FG, Styles CA, Fink GR 1988: Trk1 encodes a plasma membrane protein required
for high-affinity potassium transport in Saccharomyces cerevisiae. Mol. Cell. Biol., 8,
2848-2859.
Gambale F, Uozumi N 2006: Properties of shaker-type potassium channels in higher plants, J.
Membrane Biol., 210, 1-19.
Higuchi R 1990: Recombinant PCR. In PCR Protocols : A guide to Methods and
Applications. Eds. Innis MS, Gelfand DH, Sninsky JJ, White TJ, pp 177-183,
Academic Press, Inc., San Diego, CA.
Ketchum KA, Slayman CW 1996: Isolation of ion channel gene from Arabidopsis thaliana
+
using the H5 signature sequence from voltage-dependent K channels, FEBS Lett., 378,
19-26.
Lacombe B, Pilot G, Michard E, Gaymard F, Sentenac H, Thibaud JB 2000: A Shaker-
like channel with weak rectification is expressed in both source and sink phloem tissues of
Arabidopsis. Plant Cell, 12, 837-851.
Lattore R, Olcese R, Basso C et al. 2003: Molecular coupling between voltage sensor
and pore oening in the Arabidopsis inward rectifier K + channel KAT1, J.Gen.
Physiol.,122, 459-469.
Liang H, Ko CH, Herman T, Gaber RF 1998: Trinucleotide insertions, deletions, and point
mutations in glucose transporter confer K + uptake in Saccharomyces
cerevisiae. Mol. Cell Biol., 18, 926-935.
Marten I, Hoshi T 1998: N-terminus of K+ channel KAT1 control its
voltage- dependent gating by altering the membrane electric field, Biophys. J.,
74, 2953-2962.
Michard E, Lacombe B, Poree F et al. 2005: A unique voltage-sensor sensitizes the
potassium channel AKT2 to phosphoregulation. J. Gen. Physiol., 126, 605-617.
Mura CV, Cosmelli D, Munoz F, Delgado R 2004: Orientation of Arabidopsis thaliana
KAT1 in the plasma membrane, J. Membrane Biol., 201, 157-165.
Pilot G, Pratelli R, Gaymard F, Meyer W, Sentenac H 2003: Five-group distribution of shaker-
+
like K channel family in higher plants. J. Mol. Evol., 56, 418-434.
ISBN 9786021570425 BIO-107

Rodriguez-Navarro A, Ramos J 1984: Dual system for potassium transport in

Saccharomyces cerevisiae. J. Bacteriol., 159, 940-945.
Schachtman DP, Schroeder JI, Lucas WJ, Anderson JA, Gaber RF 1992: Expression of an
inward-rectifying potassium channel by the Arabidopsis KAT1 cDNA. Science, 258,
1654-1658.
Sentenac H, Bonneaud N, Minet M et al. 1992: Cloning and expression in yeast of plant
potassium transport system. Science 256, 663-665.
Uozumi, Nakamura T, Schroeder JI, Muto S 1998: Determination of
transmembrane topology of an inward-rectifying potassium channel from
Arabidopsis thaliana based on functional expression in Escherichia coli. Proc.
Natl. Acad. Sci. USA, 95, 9773-9778.
Uozumi N, Kim EJ, Rubio F et al. 2000: The Arabidopsis HKT1 gene homolog mediates
+ +
inward Na current in Xenopus laevis oocytes and Na uptake in Saccharomyces
cerevisiae. Plant Physiol., 122, 1249-1259.
Uozumi N 2001: Escherichia coli as an expression system for K+ transport systems from plants.
Am. J. Physiol. Cell Physiol., 281, C733-C739.
+ higher
Very AA, Sentenac H 2003: Molecular mechanisms and regulation of K transport in
plants. Annu. Rev. Plant Biol., 54, 575-603.
ISBN 9786021570425 BIO-108

OBE-32
Prevalence of Ectoparasites on the House Mouse (Rattus
rattus diardii) in the Dry Season and Rainy Season in
Mataram
Zamriana Rahmayanti*, Galuh Tresnani, I Wayan Suana, and Sarkono
Biological Studies Program, Faculty of Mathematics and Natural Sciences,

University of Mataram, Jl. Majapahit 62, Mataram, Indonesia, zamrianamaya@gmail.com
Abstract-Rat is an important pest in human settlements. Mice have parasites that were in the outer surface
of the body called ectoparasites. Contact of mice to humans is relatively high, so the chances of disease
transmission originating from parasites to humans are quite high. Temperature and humidity are important
regulators of host and ectoparasites in mice house. The purpose of this study was to determine the prevalence
of ectoparasites in the house mouse (Rattus rattus diardii) in the dry season and the rainy season in the city of
Mataram. This study was undertaken in the period of March 2014 to January 2015 at the Laboratory of
Biology, Faculty of Mathematics and Natural Science, University of Mataram. Sampling was conducted in
the city of Mataram. The procedure of this study was involved four stages, namely rats sample collection
stage, mice ectoparasites collection stage, the stage of identification of ectoparasites of mice and analysis of
data. The results showed that the prevalence of ecotparasite infection in the rainy season is higher (80%)
compared to that of the dry season (40%). In addition, the major type of ectoparasites infection in the rainy
season is rat mites Echinolaelaps echidninus.
Keywords: prevalence, ectoparasites, Rattus rattus diardii, Mataram
ISBN 9786021570425 BIO-109

OB-33
Expression Pattern Calbindin-D28k on Chelonia mydas
Embryo Gonad
Syamsul Bahri1*, Marsellina I Tan2, Anggraini Barlian2, and Sony H Sumarsono2
1*
Faculty of Teacher Training and Education, University of Mataram, syamsulsalihu@yahoo.com
2
School of Life Sciences, Institut Teknologi Bandung
Abstract- Sex determination is a very important and fundamental process of individuals development and
influences sex ratio. In this research, futher verification were focused especially on this gene. Real-Time PCR
result showed that the incubation temperature influenced mRNA level expression of Calbindin-D28K since
the begining of preTSP till the end of TSP. Differential expression of Calbindin-D28K on adrenal-gonad-
kidney complex that were incubated at different temperature seemed to be influenced by estrogen, since other
research showed that estrogen decreased mRNA Calbindin-D28K level. Therefore higher estrogen level of
gonad from embryo incubated at FPT might decrease mRNA Calbindin-D28K level. This low Calbindin-
D28K expression level seems to be influenced not only by estrogen content, but also by other gene/genes that
involved during the developmental stage and could play a role in the pattern of this gene expression which is
expressed differentially in this stage.
Keywords: sex determination, FPT, MPT, expression level, Calbindin-D28K, Chelonia mydas
ISBN 9786021570425 BIO-110

OBE-01
A Trial Implementation of Semi Objective Structured
Practical Evaluation (SOSPE): Students and Examiners
Feedback in Gram Staining Assessment at the Faculty of
Medicine Mataram Univeristy
Dewi Suryani*, Yunita Sabrina, and E. Hagni Wardoyo
Microbiology Department, Faculty of Medicine Mataram Univeristy, dewi.suryani@yahoo.co.id
Abstract-Semi Objective Structured Practical Evaluation (SOSPE) is a modified version of OSPE method
for assessing clinical laboratory skills. The SOSPE has aspects regarding OSPE including: assesses a
particular skill for medical student and the use of and objective and agreed checklist by examiners to evaluate
student performance. The modification of OSPE that was implemented for semester two students in the
Faculty of Medicine, Mataram University, lies in regards to only having a single station instead of multi-
stations to tailor the need to evaluate Gram Staining skill. The present study was to investigate medical
students and examiners feedback on SOSPE as a method of assessment for Gram Staining Skill before
implementing it as a method of evaluation in the curriculum. Students in their second semester (n=69) and
examiners (n=7) were enrolled in this study. A questionnaire was distributed to assess students and examiners
evaluation of SOSPE. There were 11 questions for students and 9 questions for examiners included in the
questionnaire. Both students and examiners were favorable to SOSPE in regards to: (1) clarity of instructions;
(2) students performance to achieve the learning outcome and (3) objectivity of the assessment. Nevertheless
there was still improvement required in regards to the time frame of assessment. The introduction of the
SOSPE for assessing practical skill such as Gram Stain is suitable to objectively assess undergraduate
medical student performance. Feedback from students and examiners provided scope for improvement for the
following SOSPE.
Keywords:SOSPE, OSPE, medical student, gram stain
ISBN 9786021570425 BIO-111

OBE-02
Promoting Socio-Scientific Issue-Based Instruction in
Indonesia: Biology Teachers Experiences and
Perceptions
Agung W. Subiantoro1,2*, David F. Treagust1, and Mihye Won1
1
Science and Mathematics Education Centre, Curtin University, Perth, Western Australia
2
Dept. of Biology Education, Yogyakarta State University, Sleman, DIY, Indonesia
agung.subiantoro@postgrad.curtin.edu.au
Abstract-This research was conducted to explore teachers experiences and perceptions of socio-scientific
issue (SSI)-based instruction as an innovation in their science education practice in Indonesia. Four biology
teachers were involved in this case study and participated in four phases of the research: (1) a reflection of
the background knowledge and teaching experience, (2) a workshop on SSI-based learning, (3) the
development of SSI-based learning materials and their implementation in biology classrooms, and (4) a
reflection of post implementation. A journal of reflection, written assignments, observation in the class
activities and interviews were employed to obtain the data on teachers experience and perceptions.The
research findings indicate lack of the recognizable features of SSI the teachers stated that they have less
knowledge and have no experience on teaching such issues.However, since they defined SSI-based learning
as an interesting innovation for their future teaching, it is a great challengefor them to implement SSI in their
biology classroom. Distinct viewsabout factors which may influence this implementation well as how they
perceive themselves on teaching with SSI-based instruction will be discussed.
Keywords: Promoting, SSI-based instruction, Biology teachers, experience, perceptions
1. Introduction
Science learning in secondary schools in Indonesia is separated on each subject of physics,
chemistry and biology. Probing and choosing relevant evidence and information in order to solve
daily life problems is one of the goals of biological learning and this can be viewed as a
representation of scientific literacy orientation in the science curriculum. The Indonesian national
curriculum provides opportunities for each school to develop and fulfil its instructional needs based
on the schools physical and socio-cultural background in order to attain the curriculum goals.
Thismeans that biology teachers in Indonesia need to be aware how to introduce contextual
learning in order to deal with the ideal learning environment to meet the curriculum goals.
Although it has been widely recognizedas one of the progressive themes in contemporary
science education studies, socio-scientific issue (SSI)-based learning is still a novel topic of science
education research in Indonesian. Following an initialreview ofcontextual issues relevant to SSIs
which are potentiallyused in science learning in Indonesia(i.e Subiantoro, 2011), a very limited
number of research studieson SSI implementation in science education practice was reported(e.g
Herlanti, Rustaman, Rohman, & Fitriani, 2012; Subiantoro, Ariyanti, & Sulistyo, 2013). Indeedit is
hard to find anyinternational publications regarding SSI implementation in Indonesia context.
Concerning their advantages and potencies toward scientific literacy orientation as well as
character development in science education practice(Lee, et al, 2012; Lee et al., 2013; Zeidler &
Nichols, 2009; Zeidler, 2013), there is a strong consideration that SSI-based instruction potentially
supportthe needs of the science (particularly biology) curriculum in Indonesia(Subiantoro, 2011).
Promoting SSI-based learning as a useful strategy for scientific literacy in biology education in
Indonesia requires well-prepared biology teachers who can be encouraged to implement SSIs and
be aware of his/her important role in biology learning practice (Ekborg, Ottander, Silfver, &
Simon, 2013; Forbes & Davis, 2008). However, since this strategy has been less-recognized in
science education practice in Indonesia, attempting its development will meeta great challenge
particularly on how Indonesian science teachers perceive their readiness to teach in this way.In
ISBN 9786021570425 BIO-112

regard to this view, van den Akker (1988) pointed out teachers understanding and awareness on
the meaning of innovation upon their daily roles in science teaching practice strongly influences
how they were be able to have spirit to implement the innovation and accordingly determine the
degree of effectiveness of the implementation. Moreover, Albe, et al. (2014 )also emphasized that
because science teachers play an important role in any science instruction reform or innovation, an
investigation of teachers perceptions as well as an awareness of their needs to be
investigated.Therefore, this research focuses on an effort to promote SSI-based instruction in
Indonesian schools and examineshow biology teachers perceived their teaching roles. The research
questionthat led this research was: What are Indonesian biology teachers experiences and
perceptions of SSI teaching practice?
2.1 Innovations in science education and teacher professional learning
Promoting innovation in science education particularly related to curriculum and its
implementation certainly requires teacher preparation because she/he plays an important role to
interpret as well as actualize the innovation into teaching practice (Bakkenes, Vermunt, &
Wubbels, 2010; Konings, Brand-Gruwel, & van Merrienboer, 2007; Peers, Diezmann, & Watters,
2003). Teacher professional learning or professional development is recognized as a useful medium
to take into account of this preparation(Davis, 2003; Pinto, 2005). For example, Guskey
(2002)asserted that well-designed teacher professional learning attempts to initiate teachers to
review and transform their beliefs, attitudes and perceptions. Bitan-Friedlander, Dreyfus, and
Milgrom (2004)suggested that successful teacher professional development to introduce an
innovation could be when teachers are able and encouraged to implement such an innovation into
their class as well as make an adaptation which is necessary for further needs.
Based on the review of the history of teacher professional development program that was
valued as ineffective, Clarke and Hollingsworth (2002)pointed out that the perspective of change as
growth or learning should be a fundamental framework in such teacher professional learning or
development programs. Ineffectiveness occurred from the early conceptions of change as
something that was designed, delivered and done to teachers. Thus, by the fundamental framework
it is emphasized that in their role as active learners teachers professional dimension could be
shaped through reflective participation in learning program and practice.Considering the
importance of reflective engagement in a teacher learning program it is suggested that the teacher
professional learning program should be viewed through a frame of constructivist learning theory
in which teachers are provided an occasion where they will be able to use their prior knowledge
and beliefs as well as consider and understand the reasons why they ought to be involved and the
benefit that could be obtained for their role(Davis, 2003). Besides taking into account the reasons
and benefits investigating the way by which teachers learn and have experience in the context of
implementation of innovation is seen to be a crucial issue in the field of teacher professional
development research (Konings et al., 2007).
2.1 Science teachers experience in SSI implementation

The importance of investigating science teachers experience as well as perceptions of SSI
implementation in the science classroom emerged froma number of studies. Prior research
conducted by Reis andGalvao (2004)revealed a contradictory view held by teachers regarding SSI-
based instruction. On one side, teachers perceived SSIs as contributing a strong potential for
scientific literacy oriented achievement as the SSIs providedin the media enable students to
develop their decision-making skills. However, on the other hand it is still a challenge that SSI
learning may inhibit teachers responsibility to assist students to pass their final examination. Thus,
the problem of concept attainment which the curriculum tends to emphasize, the time required, and
teachers experience on the intended teaching practice, are issues which need to be considered
when including SSI in the curriculum.Another studycarried out byGray andBryce (2006)revealed
that teachers have inadequate knowledge and skills to dealwith social, moral and ethical dimension
of SSI. Moreover, these authors stated that it is important that teachers are given opportunities to
ISBN 9786021570425 BIO-113

reflect on their ownbeliefs whenconfronted with controversial issues, so that the teachers will be
able to reassess what these imply or mean for their teaching practice.
Related to how teachers may have an insight toward their epistemic belief and awareness on
factors that may influence their perceptions of SSI-based teaching, a study byLee, Abd-El-Khalick,
& Choi (2006)put a great effort on the methodology aspect since it haddevelopeda Likert-type
questionnaire on teacher perceptions of SSI-based teaching. The questionnaire is comprised of 20
five-point items which are divided into three scales: the necessity of introducing SSI, situational
factors related to addressing SSI in class, and teachers epistemic belief regarding SSI teaching.
The developed questionnaire provides a useful instrument for assessing teacher perceptions of SSI
teaching since it encompasses important dimensions on how teachersperceive themselves toward
the implementation of SSI. Moreover, it was identified by the study that teachers epistemic beliefs
regarding SSI, the concern on their own personal values and its impact on students views, the lack
of pertinent learning material as well as time to prepare it, and difficulties to select teaching
strategies regarding the moral and ethical dimension, are factors that impeded their teaching
practice on SSI.Subsequently, results of other studies(Barrett & Nieswandt, 2010; Wolfensberger,
Piniel, Canella, & Kyburz-Graber, 2010)revealed that the factors includedteachers concerns of
their own personal values and their influence on students values, the lack of learning materials, the
lack of time for planning and preparing, and the difficulties to implement effective approaches and
evaluate students moral-ethical dimensions.
Dealing with those factors that may impede teacher readiness, there is a need for a particular
program toward professional development for a well-prepared teaching practice,particularly in
regard to moral-ethical reasoning as well as a better science content knowledge on SSI was
advised(Gray and Bryce, 2006). Through a qualitative-based research, Anagn and Ozden
(2010)showed that pre-service science teachers considered themselves as incompetent to
implement SSI-based learning due to the lack of a specific program for teaching SSI although they
really were interested in SSI. In alignment with those studies,research byKara (2012) suggested
that in order to assist teachers in preparing the implementation of SSI-based learning, it is really
beneficial to understand teachers self-efficacy beliefs toward his/her teaching practice on SSI as
well as factors that relate to teachers awareness on adapting SSI teaching. Fromtheir research,
Ekborg et al. (2013)showed that seven teachers participated in their study talked the importance of
SSI discourse toward argumentation skill development, but they were unsure how to support it.
Moreover, they articulated that even though teachers were feeling comfortable to work with SSIs in
their teaching practice, the fact was that they just provide the issues to generate students interest in
the beginning of the lesson but did not emphasize the interrelation between science content with
ethical aspects.
3. Research Framework
Science teachers play an important role in SSI implementation regarding of their management
skills on student discussion activity, their knowledge of nature of science (NoS) and its relation
toward non-scientific elements (socio-political or values aspects) of the science knowledge, and
their conceptions about science teaching as well as itsevaluation approach particularly for SSI
discussion (Albe et al, 2014).Understanding how science teachers perceive themselves to be aware
and ready for practicing SSI-based teaching in school science, at first sight, must be considered as a
means of attempting to promote SSI-based learning in Indonesia.
This study focused on the reflection-in-action framework (Simon & Campbell, 2012) because
it involves a thinking activity about an event or occasion (i.e teacher professional learning program)
in which teachers are involved after it has occurred.Further, Konings et al. (2007) asserted that the
participatory design is a stronger approach rather than only informing the innovation to the targeted
teacher. The approach provides an occasion for teachers to participate in the professional learning
program because the beginning includes the analysis of the needs and possibilities, generates the
framework and management, and arranges the implementation of the innovation. Thus, this
research was driven by the framework that: 1) Reflection activities either written or verbally
expressed play an essential part carried out in the teacher professional learning program, 2) The
program is designed in phases for understanding participant prior knowledge and belief,
ISBN 9786021570425 BIO-114
introducing the SSI-based learning concept, making a preparation of SSI-teaching practice and
conducting it in biology classroom.
4. Method
4.1 Participants
Four biology teachers with various teaching experience voluntarily participated in this
research.Even though it was not intended previously, in fact, the teachers are those who have been
teaching in different schoolsfrom different areaswhich could represent distinct socio-economic
backgrounds. According to ethical considerations, the names which represent the participants in
this report are pseudonyms.
Mr. Budi who has been teaching for 17 years is a biology teacher in a senior high school at
Bantul district that located within 14 kms from the city of Yogyakarta, Indonesia. In the same
district with Mr. Budi, Mrs. Nur has been teaching for 10 years in a senior high school which is
located about 10 kmsfromthe city of Yogyakarta. From the city of Yogyakarta, Mrs. Dwi has been
teaching for 13 years in a senior high school which is located about 5 kms from the city centre.
These three teachers are officially employed in the department of education. Different with three of
them, Ms. Aisi is a-less experienced teacher who was not officially employed by the
department.However, for this research Ms. Aisi was permitted to casually teachagrade 10 classeach
in the same school with Mrs. Dwi and Mrs. Nur.
4.2 Design of the research and collection of data

Since this research was aiming to know how an innovation on science teaching strategy (i.e
socio-scientific issues-based teaching) will be perceived by Indonesian biology teachers in the
context of their classrooms it means that this research would try to investigate contemporary
phenomenawhich are likely occurred when implemented. So the research was defined as a case
study research (Yin, 1994). Given the base of the framework, this study was conducted in four
phases as follows:
Phase 1: Reflection of teaching experience and the background knowledge

The first phase of this research is aimed to obtain the data on teachers teaching experience and
their background knowledge regarding SSI. Through a reflection sheet, each participant was asked
to describe their teaching experience on a certain topic of biology and the instructional strategy that
was employed upon the topic. Moreover, they were also asked about their prior knowledge of
social-related topic on biology and whether they have experience on teaching about it, as well as
about scientific literacy and its relevance on biology teaching and learning. In a scheduled
occasion, participants were provided an appropriate time to complete the sheet. The written
descriptionsprovided by participants are useful as a base insight view of their knowledge.
Followingthe reflection activity, the first researcher provided a plan of the workshop on SSI-based
instruction and discussed with all participantsthe time required, a brief preview about what they
would do and made up the schedule.
Phase 2: Workshopson SSI-based teaching

Three-days professional development workshops were conducted (by the first author)
following the phase one. The main objectives of the workshop were provide the basic theoretical
framework of SSI and its practical teaching aspects to the teachers so that they would be able to
develop their knowledge and basic skillsof SSI-based instruction and consider its viability to be
implemented in their classroom. The discussed contents of workshops including: the characteristic
and objectives of SSI-learning, instances of SSI in Indonesia contexts, and the basic framework of
SSI-based strategy.Threewritten reflective journalswere collected from each participant in attempt
to obtain the data about his/her understanding on: SSI and scientific literacy in biology education,
the SSI-based teaching strategy and how its implementation toward biology classroom. Besides
personal journals, an interview was also conducted to review what participant has written and to
ISBN 9786021570425 BIO-115

look at his/her opinion upon factors may support or impedeSSI-based teaching that need to be
considered, and a general perceptions of SSI-teaching preparations.
Phase 3: The development and implementation of SSI-based learning materials

in biology classrooms
Following the workshops collaboration between the researcher and participants was carried out
in developing the SSI-based teaching materials. Concerning the ethical issues,considerations was
given tothe compliance of the school academic timeframe and curriculum needs,it should be noted
that the research was unable to define a certain timeline required for implementing the lesson
program. Therefore,the researcher and teachers discussed about the potential topics that were
available to be applied in the intended time frame advised by each participant.
Regarding SSIs that were developed, theresearcher offered some ideasto be selected during the
workshops as instances of contextual SSI in local or national scale. Further, Mr. Budi chose the
Breastfeeding vs formula milk issue that related to the topic of the physiology of breastfeeding in
human development.Both Mrs. Dwi and Mrs. Nur selected the same issue of Mobile phone and
society upon the topic of the nervous system, and Ms. Aisi took the environmental related issues
including Motorcycle driven by students for a topic of greenhouse gases effect, and Hotel
development and water sustainabilityfor the topic of the environment preservation. Lesson plans
for each issue and topic were written by each teacher and assisted by researcher. Based on the
lesson plan, individual teacher implemented SSI-based teaching toward his/her biology classroom
in arranged schedules.
Phase 4: Reflection of post-implementation

At the end of teacher professional learning program, an in-depth interview was carried out to
each participant in order to understanding his/her experience as well as perceptions after
implementing SSI-teaching practice. Review on teacher knowledge and belief on SSI-teaching, the
advantages and challenges occurred during the implementation, and the view on the possibility of
further development, are some aspects that were explored. The interviews were voice recorded and
acknowledgedby participants.
4.3 Data Analysis

Data analysis is following the explanation-buildingmode of the analytic strategyby which case
in this research will be narrative describedand guided by theoretical propositionswhich reflected
from theoretical reviews (Yin, 1994). Phases which taken toward the explanation-building in this
research include(Merriam, 1990): defining the unit of analysis (i.e teacher statements either written
or verbally through interviews), organizing the data topically and chronologically, identifying
thepatterns of the unit of analysis, and interpreting the pattern of data based on defined dimensions
or typologies from the reviews of literature. In attempt to further examine the data across the cases
and getting a deepen insight and understanding towards the results of the research, a cross-cases
analysis was applied(Miles & Huberman, 1994).
5. Results
In order to represent the results of the research coherently the data analysis ispresented on the
basis of a meta-matrix display (Miles & Huberman, 1994) with twobasic elements: the dimension
of the perceptions and chronology of experience. Four key dimensions of perceptions are including:
knowledge of SSI and scientific literacy, the necessity of SSI in biology classroom, factors
influencing SSI-teaching and learning, and teacher belief. Perceptions of these dimensions are
compared between before and after the implementation of SSI-teaching practice, as shown in Table
1. The following descriptions of the table are supported with excerpts which coded by number for
discussion section necessity.
5.1 Dimension 1: Knowledge of SSI and scientific literacy
ISBN 9786021570425 BIO-116

Based on the written reflection prior in the phase 1, teachers perceivedSSIs in the same view
which is emphasizing on the relationship between the issues that emerged in the society and
relevant biology concepts. Regarding scientific literacy, the teachers represented it as a review
ability to reflect biological knowledge and its application in daily life.Instances of teachers
perceptionsor experience toward SSI and scientific literacy teachingas written below.
Mrs. Dwi:
SSI involves facts in daily life that could be viewed contrary with science, or actually it is not
as a lack of information in our society. (excerpt #1)
I had asked students to tell about their experience that would be related to biology, for
example, when their mother is cooking, for a topic of the substance transport in plant. (excerpt
#2)
Based on interview after implemented SSI-teaching, the teacher perceived her knowledge about
SSI as follow (excerpt #3):
Researcher : We had tried to implement a SSI-based teaching with an

issue about mobile phone and society. Do you think it was
representing SSI?
Mrs. Dwi : It was, but I think it was not really, deepen, since the
topic was related to information technology [mobile
phone], something that strange in biology. What I mostly
think before about SSI is that it is about traditional life,
culture that may contrary with science. But what we talked
yesterday was about science and technology.
Researcher : It means about the context of the issue?
Mrs. Dwi : Yes, it does.
Researcher : What about its relevancy toward biological knowledge? Is
it related?
Mrs. Dwi : I think it was related. It does not a problem.
Table 1. Biology teacher perceptions of SSI-teaching before and after the SSI-teaching practice
Dimension of Teachers perceptions
perceptions Before SSI-teaching implementation After SSI-teaching implementation
Knowledge of SSI & SSIs: the relationship between social SSIs provide a potential conflict that
scientific literacy issues and science (biology) knowledge. encourage pupil toward decision
Scientific literacy: an ability to review making.
biological knowledge in daily life There is a relationship between SSIs,
problem. scientific literacy and character
building.
Necessity of SSI in SSIs are useful for developing scientific Deeper understanding of biological
biology classroom inquiry, social values and higher order concepts, building knowledge, attitude,
thinking. and awareness toward social relevancy.
SSI may lead to the development of Potentially appropriate for curriculum
character building through science. needs.
Factors influencing 1) relevant issues to biological concepts, 1) preparing the lesson plan, 2)
SSI-teaching & 2) scientific information and its sources, information seeking & examining, 3)
learning 3) appropriate teaching approach, 4) student engagement, 4) time, 5) school
teacher skills, 5) student characteristic, culture and orientation upon student
learning culture and experience. achievement,
Teacher beliefs New, but interested. Motivated to further implementation of
Less of self-confident because of lack of SSI-teaching and have idea on relevant
experience and knowledge on SSI- topics; consider to advantages and
teaching. challenging factors.
ISBN 9786021570425 BIO-117

Compared to post-implementation experience, there is an extent to which teachers knowledge

about SSI was changed which likely represents SSI as a socio-cultural related problem.
5.2 Dimension 2: Necessity of SSI in biology classroom

Teachersviews of this second dimension were explored firstly through a reflection journal
after the workshop in the phase 2. Four key-points emerged in their perceptions before SSI-
teaching practice and reflected the views about the importance of SSI in the biology learning.
Those are including: scientific inquiry, social values, higher order thinking and character building.
As an example is reflected by Mr. Budi:
Mr. Budi:
SSI is potentially benefit for character education in biology learning as it could encourage
student awareness on their thinking habit, attitude, and daily life action.(excerpt #4)
According the interviews conducted after the implementation of SSI-teaching, teachersviews

look like more profound regarding the advantages of SSI-based learning implemented. These could
be reflected by what Mr. Budi statement below (excerpt #5):
Researcher : Compared to your regular teaching practice, what is the

difference?
Mr. Budi : Student creativity and activity to exploring more information.
Although they have experienced before, but what I can see
yesterday [when using SSI] was deepen.
Researcher : What did you see as advantage(s)?
Mr. Budi : Teacher duty to explain the concepts is lesser since it is built
together with students. It could be possible that for some
information that I do not know before, it emerged from student.
[Moreover,]I am able to assess student attitude, affective aspect,
mainly when they were doing discussion or delivering opinion. It
is something that difficult to find in common, as some student, for
example, really dependent to the others. But with SSI,I can see
who was really actively arguing.
5.3 Dimension 3: Factors influencing SSI-teaching

Alike the way participants perceivedthe necessity of SSI in the biology instruction, their
perceptions of the dimension of factors related to SSI-teaching were explored with reflective
journal after the workshop in the phase 2. As mentioned in Table 1, all participants stated that
defining the issue which evolved in society as well as being relevant to the biology topic, and
exploring the scientific information that will support discourse of the issue were viewed as two
main factors that need to be considered.Following these topic-related factors, teachers further
aware about pedagogical aspects as important factors, including appropriate teaching approach or
model (Mr. Budi and Mrs. Dwi), student characteristic (Mrs. Dwi and Mrs. Nur), and teacher skill
and creativity (Ms. Aisi and Mrs. Dwi).
Experienced in implementing SSI-teaching may led the teachers to take into account the
factors deepen. In the interview conducted after the implementation, as an example, Mrs. Nur
stated (excerpt #6):
Researcher : How do you understand SSI?

Mrs. Nur : I had heard it [SSI] before. But since we teach biology as
curriculum oriented, we just follow what curriculum intends to.
To date, I never learnt more.
Researcher : What SSI-teaching looks like?
ISBN 9786021570425 BIO-118

Mrs. Nur : We view an issue in our life, environment, up to date in our

society. However, if teacher wants to teach such alike issue,
teacher need to understand it first and its relation to relevant
biological concepts required.
Researcher : Do you think what the distinction between SSI-teaching [you
have implemented] with the commonly you do?
Mrs. Nur : SSI teaching is a really new for me and my students. It is a great
challenge for me to find the future impact about the issue that
requires such scientifically and completely up-to-date
information.
Researcher : What the advantages?
Mrs. Nur : Students getting more active to arguing since it was attractive.
Researcher : What about the disadvantages?
Mrs. Nur : Time requirements for completing the instruction was needed
more.
Researcher : For teaching materials, do you think what matter that need to be
considered on SSI-teaching preparation?
Mrs. Nur : Looking for up-dated information and complying its news, so
that we have a deep insight about the issue. That is what
supposed to do.
5.4 The dimension of teacher beliefs

Teacher belief dimension was firstly explored through interviewsafter the participants
participated in the workshop. According to the personal communication with each teacher, it is
considerably revealed that, generally, they confessedwhether or not SSI-based teaching was really
new for them. However, even though it is a lack of knowledge and experience on SSI-teaching,
they were interested to implementing it, like Ms. Aisi stated(excerpt #7):
Researcher : Based on what we have discussed about SSI in the workshop, do

you think you are interesting [to implement it]?
Ms. Aisi : Yes, I am interesting.
Researcher : Why?
Ms. Aisi : It is something new, and as I aware, there will be an advantage in
it that I can find, and I think it could support myself improvement.
Researcher : Are you ready?
Ms. Aisi : Not really.
Researcher : What is the reason?
Ms. Aisi : My lack of experience.
Ms. Aisisprior perception after he implemented SSI-teaching reflects the importance of self-
belief as a factor of the sustainability of SSI-teaching adoption for further teaching practice
(excerpt #8):
Researcher : Do you think what factor that could be a threat?

Ms. Aisi : The students, about how they learn in class. Particularly in
[name of school], they usually provided with teachers notes or
being induces to make notes.
Researcher : What do you mean? Class culture?
Ms. Aisi : Since I did not induce students to make notes, there was a
criticism to me. Seems it is being customised for students that
teacher provide notes, particularly by slides.
Researcher : Related to student learning culture, as you have a distinct
experience in different classes and schools, is it possible for
further development?
ISBN 9786021570425 BIO-119
Ms. Aisi : It depends on each teacher, whether she or he would like to adopt
it [SSI-teaching] in her/his teaching practice or not. It is about a
teacher belief of the willingness on adopting it [SSI-teaching
innovation].
6. Discussion
The first key finding that was revealed in this research is that along with their career span
before they attended the workshop,SSI-based teaching was viewed as a new experience for the
participants.Their recognitions thus explicitly showed that since they never learnt SSI before,this
showed their lack of knowledge about SSIs and scientific literacy orientation in his/her biology
classroom. In case of Mrs. Dwi, for example, she had tried to provide a contextualized problem in
the basis of family environment to their biology classroom but she did not consider whether the
topic was represent SSI or not.It is viewed that the idea which underpinned their instruction was
limited in an attempt to engage student in the topic.
Following the evidence onthe lack of knowledge about SSI and scientific literacy-oriented
teachingled to another experience regarding the way of teaching practiceswhich habitually
implemented by participants and may not be separated from how teachers perceive, interpret and
actualize the biology curriculum into classroom instruction. Excerpt 6, for example, reflects the
situation in which the teacher is facing a great challenge on teaching content for student
achievement in their teaching practice.Therefore, it is suggested that teacher perceptions of
curriculum orientation which translated into teaching duties as well as school socio-culture may
have a great influence on theawareness upon knowledge of innovation(Davis, 2003; Konings et al.,
2007; Pinto, 2005).
Regarding the teacher professional learning by which this research is underpinned, the
circumstance upon teacher knowledge of SSI, teaching culture and curriculum orientation seem
were modified after the workshop activities (phase 2 of the research) as well as the implementation
of SSI-teaching (phase 3). Introducing the SSI-based teaching through a workshop by which
participants were involved in discussion aboutSSI conceptualisation and its practice attributesmay
provide an occasion for participants to take into account the SSIs potencies in their biology
classroom.Based on Table 1, their perceptionsof the necessity of SSI in biology instruction and
those factors influencing SSI-teaching practice represent the basic insights into those dimensions.
Further reviewed on participantsnotions before and after the implementation of SSI-teaching
shows the degree of their considerations.
The research has shown that in the pre-implementation phase participants perceived the
dimension of the necessity of SSI in general viewpoints particularly in regard to the learning
outcomes which were potentially achieved by students, such as developing scientific inquiry skills,
higher order thinking and character building.After practicing the SSI-teaching in class the
participants had captureddeeper insight into the necessity for strengthening biological conceptual
understanding, building attitude, and also a view on the curriculum and its appropriateness.Related
to the dimension of factors influencing SSI-teaching, the alteration of teacher perceptions emerged
onto two different perspectives. Before implementing SSI-teaching, it is most likely teacher
perceivedthe factors from internal point of views which refer to teacher self-needs, such as how
relevant the issue with curriculum demand, appropriate teaching approach, or teacher skills.
However, the advantages of classroom environment and student achievements, time requirement,
as well as school community or culture are factors that represent the external point of view which
are considered by participants after practicing SSI-teaching in their biology classroom. Thus, those
practical aspects of SSI-teaching would not be reflected unless teachers have experience on it.
A possible reason that could support these findings is practical experience in the class where
SSI-based classroom environment was created so that teacher was able to look at student activities
as well as the whole class situation. Guskey (2002)asserted the relation about the classroom
experimentation within professional learning with teachers beliefs and attitudes. By trying to apply
an innovation introduced in the professional learning program, a teacher will obtain the real picture
of class environment and evidence of student achievement as well as the advantages for her-
/himself so that could promote the change of belief and attitude. As Borko (2004)and Bakkenes et
ISBN 9786021570425 BIO-120
al. (2010)also revealed that classroom practice where teacher is able to find a real context of what
they learn and reflect toward his/her teaching habit in a frame of professional development is a
powerful medium for teacher change.
It is suggested that the change on the dimension of knowledge about SSI, the necessity of SSI
in the biology classroom, and the factors influence SSI-teaching may drive the change the rest
dimension of perceptions; teaching belief. Likewise to those dimensions participant notions mirror
the flow of teacher perspective regarding his/her belief on SSI-teaching. What can be viewed
before SSI-teaching practice was that most of participants see themselves as not competent for
practice due to their lack of knowledge and experience. Nevertheless, attending the workshop led
them to put their intereststoward the practice and the advantages as well as factors that encountered
during experience in the classroom implementation had driven their insight for further
implementation.However, as Ms. Aisi stated (excerpt #8), for example, it is considerably clear that
the teachers belief with support of SSI knowledge can provide a strong confidence and capability
for teacher to addressing SSI-based instruction and arrange appropriate classroom environment for
intended purposes (Albe et al, 2014).
The above interpretation looks to align with the valuable contribution highlighted from
research by Henze, van Driel, and Verloop (2009)which showed the different variations in the
teachers learning process regarding the stage of concern development. For some teachers who
naturally have sufficient competencies either in their subject matter and/or teaching methods and
also a good self-confidence at the start of professional learning program tend to potentially reach
the stage of student concern. On the other hand, for those who characterized with insufficient
competences at the start of learning program and need a real example of teaching materials or
model usually are still in the early stages of development that mainly focus on self as well as task
concerns.
7. Conclusion and Implications

The cross-case analysis of this research shows a lack of recognizable features of SSI which
perceived by Indonesian biology teachers since they have no experience and basic knowledge on it
before participate in the teacher learning program. Content oriented curriculum seems lead the
culture of teaching practice by which teachershave less awareness on instruction innovation
particularly on SSI-teaching.However, being induced on SSI-teaching knowledge makes teachers
have a basic insight on the necessity of and factors that influence on SSI-teaching practice as well
as encouraged to implement it in their biology classrooms. Experiencing on SSI-teaching
implementation deepen their conceptions about the advantages as well as challenges that
incorporated into SSI-teaching.These can be described by a distinct perspectives before and after
SSI-teaching implementation where from self-needs orientation was altered to students
achievement as well as classroom environment.
However, concerning the nature of the problems raised in this research, it should be noted that
the current research was not intended to look at the degree of successful of teacher professional
learning toward innovation introduction (i.e SSI-teaching) but rather to put the program as a
medium to promote such innovation. In the light of the research by Pinto (2002), the sustainability
of transformation perceived by participants in this research depends on the culture of the
educational environment where each teacher is customised in his/her role. Therefore, further
research needs to be carried out from a wider contextin Indonesia to support and established the
results of this research.
References
Albe, V., et al. (2014 ). Teachers' beliefs, classroom practices and professional development
towards socio-scientific issues In C. Bruguiere, et al (Ed.), Topics and Trends in Current
Science Education: 9th ESERA Conference Selected Contributions Springer.
Anagn, . S., & Ozden, M. (2010). Teacher candidates' perceptions regarding socio-scientific
issues and their competencies in using socio-scientific issues in science and technology
instruction Procedia - Social and Behavioral Sciences, 9, 981-985.
ISBN 9786021570425 BIO-121

Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational
innovation: Learning activities and learning outcomes of experienced teachers Learning and
Instruction, 20 533-548.
Barrett, S. E., & Nieswandt, M. (2010). Teaching about ethics through socioscientific issues in
physics and chemistry: Teacher candidates' beliefs Journal of Research in Science Teaching,
47(4), 380-401.
Bitan-Friedlander, N., Dreyfus, A., & Milgrom, Z. (2004). Types of "teachers in training": the
reactions of primary school science teachers when confronted with a task of implementing an
innovation. Teaching and Teacher Education(20), 607-619.
Borko, H. (2004 ). Professional development and teacher learning: Mapping the terrain
Educational Researcher, 33(8), 3-15.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth
Teaching and Teacher Education(18), 947-967.
Davis, K. S. (2003 ). "Change is hard": What science teachers are telling us about reform and
teacher learning of innovative practices Science Education, 87(1), 3-30.
Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2013). Teachers' experience of working with
socio-scientific issues: A large scale and in depth study. Research in Science Education, 43(2),
599-617.
Forbes, C. T., & Davis, E. A. (2008). Exploring preservice elementary teachers' critique and
adaptation of science curriculum materials in respect to socioscientific issues Science &
Education, 17, 829-854.
Gray, D. S., & Bryce, T. (2006). Socio-scientific issues in science education: Implications for the
professional development of teachers. Cambridge Journal of Education, 36(2), 171-192.
Guskey, T. R. (2002). Professional development and teacher change Teachers and Teaching:
theory and practice, 8(3), 381-391.
Henze, I., van Driel, J. H., & Verloop, N. (2009 ). Experienced science teachers' learning in the
context of educational innovation Journal of Teacher Education, 60(2), 184-199.
Herlanti, Y., Rustaman, N., Rohman, I., & Fitriani, A. (2012). Kualitas argumentasi pada diskusi
isu sosiosaintifik mikrobiologi melalui weblog Jurnal Pendidikan IPA Indonesia, 1(2), 168-
177.
Kara, Y. (2012). Pre-service biology teachers' perceptions on the instruction of socio-scientific
issues in the curriculum. European Journal of Teacher Education, 35(1), 111-129.
Konings, K. D., Brand-Gruwel, S., & van Merrienboer, J. J. G. (2007). Teachers' perspectives on
innovations: Implications for educational design Teaching and Teacher Education, 23, 985-
997
Lee, H., Abd-El-Khalick, F., & Choi, K. (2006). Korean science teachers' perceptions of the
introduction of socio-scientific issues into the science curriculum Canadian Journal of
Science, Mathematics and Technology Education, 6(2), 97-117.
Lee, H., Chang, H., Choi, K., Kim, S. W., & Zeidler, D. L. (2012). Developing character and
values for global citizens: Analysis of pre-service science teachers moral reasoning on
socioscientific issues. International Journal of Science Education, 34(6), 925-953.
Lee, H., Yoo, J., Choi, K., Kim, S.-W., Krajcik, J., Herman, B. C., & Zeidler, D. L. (2013).
Socioscientific issues as a vehicle for promoting character and values for global citizens
International Journal of Science Education, 35(12), 2079-2113.
Merriam, S. B. (1990). Case Study Research in Education, A Qualitative Approach: Jossey-Bass
Publisher
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis SAGE Publications.
Peers, C. E., Diezmann, C. M., & Watters, J. J. (2003). Supports and concerns for teacher
professional growth during the implementation of a science curriculum innovation Research in
Science Education(33), 89-110.
Pinto, R. (2005 ). Introducing curriculum innovation in science: Identifying teachers'
transformations and the design of related teacher education Science Education, 89 (1), 1-12.
Reis, P., & Galvao, C. (2004). The impact of socio-scientific controversies in Portuguese natural
science teachers' conceptions and practices Research in Science Education, 34, 153-171.
ISBN 9786021570425 BIO-122

Simon, S., & Campbell, S. (2012). Teacher learning and professional development in science
education In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second International
Handbook of Science Education Springer
Subiantoro, A. W. (2011). Socioscientific issue and its potency on biology instruction for character
education in Indonesia. Paper presented at the Fourth International Conference on Science and
Mathematics Education CoSMEd 2011, 15-17 November 2011, Penang, Malaysia
Subiantoro, A. W., Ariyanti, N. A., & Sulistyo. (2013). Pembelajaran materi ekosistem dengan
socio-scientific issues dan pengaruhnya terhadap reflective judgment siswa Jurnal Pendidikan
IPA Indonesia, 2(1), 41-47.
van den Akker, J. (1988). The teacher as learner in curriculum implementation Journal of
Curriculum Studies, 20(1), 47-55.
Wolfensberger, B., Piniel, J., Canella, C., & Kyburz-Graber, R. (2010). The challenge of
involvement in reflective teaching: Three case studies from a teacher education project on
conducting classroom discussions on socio-scientific issues. Teaching and Teacher Education:
An International Journal of Research and Studies, 26(3), 714-721.
Yin, R. K. (1994). Case Study Research; Design and Methods Sage Publication.
Zeidler, D., & Nichols, B. (2009). Socioscientific issues: Theory and practice. Journal of
Elementary Science Education, 21(2), 49-58.
Zeidler, D. L. (2013). Socioscientific issues as a socio-cultural approach to scientific literacy Paper
presented at the East-Asian Association for Science Education International Conference, 4-6
July 2013, The Hong Kong Institue of Education, Hong Kong, China.
ISBN 9786021570425 BIO-123

OBE-03
Why More Women are Learning Biology as Majors: Case
Study of Undergraduate Student in State University of
Malang
Hadi Suwono*, Endang Suarsini, and Masjhudi
Department of Biology, Universitas Negeri Malang

Jl. Semarang 5, Malang, Indonesia
hadi.suwono.fmipa@um.ac.id
Abstract-In the past five years the percentage of women studying in Department of Biology of Universitas
Negeri Malang was over 80 percent. This study aims to determine relation between gender and attitudes
toward Biology based on a reflection on their experiences in school. This survey was carried out in
Undergraduate Science Student in Universitas Negeri Malang with three different groups: Biology,
Chemistry, and Physic Department (total were 160 students) using a questionnaire. The aim was explore
students current attitudes in Biology classes comparing different genders. In this way, it seeks to consider
how attitudes are affect men and women differently. The chi-square statistic was used to evaluate differences
between various groups. Men and women in three groups hold different attitudes toward Biology. Women
tend to be more interested in Biology topics. Men are more interested in Biology topics which are related to
the role of Biology for society and technology. Women, on the other hand, tend to prefer topics which are
more personal and related to human interaction. The study presents an exploratory overview of the gender
situation toward Biology. The study offers proposals for future work and implications for future teaching
Biology in Indonesia. This suggests that great care must be taken in curriculum construction, textbook
writing and lesson presentation so that boys and girls are attracted equally.
Keywords: gender, Biology, attitudes
ISBN 9786021570425 BIO-124

OBE-04
Biology Science Based PISA Framework Implications for
Enhancement Students Scientific Literacy
Yenny Anwar*,Sanjaya, and Syuhendri
University of Sriwijaya, Palembang Prabumulih Street, Inderalaya, Indonesia

yeyen.unsri@gmail.com
Abstract-PISA is an international level assessment program that aims to examine the ability of students
aged 15 in reading literacy, mathematics and science is held every three years. PISA results in 2009 and 2013
showed that student achievement in science literacy is still in lower level. The poor performance can not be
separated from the learning process in schools. The aim of this study was to determine the effect of science-
biology based PISA frame work to increase students scientific literacy at 3 schools in Palembang city. This
research has been conducted to the eighth graders by using teaching materials of Biology science based PISA
frame work. Data was collected through pre-test, post test and observation. Results showed that the teaching
material Biology science based PISA framework increased scientific literacy of eighth graders of junior high
school.
Keywords: PISA, Biology, scientific literacy
1. Introduction
Scientific Literacy is one of the aspects discussed in the objectives of science education in schools.
In the PISA (OECD, 2012) Scientific literacy is defined as the knowledge and use to identify
questions, acquire new knowledge, explain scientific phenomena and draw conclusions based on
evidence. Scientific literacy is not only limited to the understanding of science but demands the
ability to use the process of scientific inquiry, such as identifying the data needed to identify the
problems that can be solved through scientific inquiry, to answer scientific questions and so on. In
1990, the UNESCO World Conference on Education for All argues that science education should
trigger a "community of global citizens who scientific and technology", because scientific thinking
is the demands of the citizens, not just scientists. So this will encourage many countries to give
priority to the dimensions of scientific literacy in developing and changing science in the science
curriculum (Erdogan, 2012).Furthermore, based on the draft of PISA 2015, science education that
support the ability of science literacy must be composed of context aspects, knowledge,
competencies, and attitudes (OECD, 2013).
Draft PISA 2015 (OECD, 2013) defines scientific literacy containing four related aspects, namely.
1. Aspects of context; include the issue of personal, local / national, and global, both in
contemporary and ancient. Issues of personal situations involving individuals and families, the
issue of local / national linked to the community (social), and global issues related to the cross-
country life.
2. Aspects of knowledge; an understanding of the facts, concepts and theories that form the
explanation of scientific knowledge. This knowledge includes knowledge of the natural world and
technology artifacts (content knowledge), knowledge of how ideas are generated (procedural
knowledge) and understanding of the underlying rationale and justification for their use of this
procedure (epistemic knowledge).
3. Aspects of competence; include the ability to explain the phenomenon scientifically, evaluate
and design a scientific investigation, as well as interpret the data and scientific facts. Cognitive
processes involved include inductive reasoning / deductive, critical thinking and integrated,
changing representation, constructing the exposure based on data, thinking using models, and using
mathematic.
Kinds of performance expected for a display of the three competencies required for scientific
literacy. The set of scientific competencies are:
ISBN 9786021570425 BIO-125

a. Explain phenomena scientifically

Recognise, offer and evaluate explanations for a range of natural and technological
phenomena demonstrating the ability to:
Recall and apply appropriate scientific knowledge;
Identify, use and generate explanatory models and representations;
Make and justify appropriate predictions;
Offer explanatory hypotheses;
Explain the potential implications of scientific knowledge for society.
b. Evaluate and design scientific enquiry

Describe and appraise scientific investigations and propose ways of addressing
questions scientifically demonstrating the ability to:
Identify the question explored in a given scientific study;
Distinguish questions that are possible to investigate scientifically;
Propose a way of exploring a given question scientifically;
Evaluate ways of exploring a given question scientifically;
Describe and evaluate a range of ways that scientists use to ensure the reliability
of data and the objectivity and generalisability of explanations.
c. Analyse and evaluate scientific data

Claim and argue in a variety of representations and draw appropriate
conclusions demonstrating the ability to:
Transform data from one representation to another;
Analyse and interpret data and draw appropriate conclusions;
Identify the assumptions, evidence and reasoning in science-related texts;
Distinguish between arguments which are based on scientific evidence and
theory and those based on other considerations;
Evaluate scientific arguments and evidence from different sources (e.g.
newspaper, internet, journals).
Aspects of attitude towards science is identified with a sense of interest in science and
technology, scientific approach to assess a proper inquiry, and perceptions and awareness of
environmental issues. Attitudes toward science play an important role in science studentsdecision
to develop their knowledge further, pursue careers in science, and use concepts and scientific
methods in their lives. The ability of a person of science contains certain attitudes such as trust,
motivated, self-understanding, and values.
PISA (Program for International Student Assessment) is an international study on the assessment
of learners15 years old developed by the Organisation for Economic Co-operation and
Development (OECD). PISA assessment is intended to assess the ability of students to use the
skills and abilities they have learned at school to live daily life in the full of challenges global era
(Stacey, 2011). Based on the results of the OECD survey (2007), Indonesia was ranked 50 of the 57
countries that follow the average value of 393 on science literacy aspect in PISA 2006. This is due
to, among others, the ability of Indonesian students in solving problems which demands the ability
to examine, give reason and communicate effectively, and solve and interpret problems in a variety
of situations are still lack (Kamaliyah, et al., 2013).The role of science teachers to improve science
literacy ability is preferred.The role needs to be supported by a PISA framework learning-oriented
material. Such materials include textbooks and LKPD and assessment. The quality of learning
materials will determine the quality of science teaching. Materials which are already on the books
neithercontain entirely contextual reference nor balance the theme of scientific literacy.
According Chiappetta (1993), science text book should contain balanced theme of scientific
literacy, namely (a) science as a body of knowledge (b) the investigation of the nature of science,
(c) science as a way of thinking and (d) the interaction between science, technology, and society.
Science education is an education in the field of study with the universe and all the processes that
occur in it as an object lesson. In Junior high school, science study is integration between basic
disciplines namely physics, chemistry, and biology. Biology is a lesson included in a clump of
ISBN 9786021570425 BIO-126

natural science. Therefore, the development of biology-science learning tools based on PISA frame
work is needed.
Previous research has resulted in materials science learning-oriented Biology PISA science
framework that includes modules, student worksheet and valid assessment and practical. The study
is limited to the development stage of producing a valid and practical without potential effect of a
material oriented PISA. Based on these reasons,the problems research is how the implications of
learning materials based PISA framework increase junior high school science literaciesof VIII
grade. The purpose of this study was to obtain information about upgrading science literacy and
achievement levels of students in PISAframe work of science-biology-oriented problems solving.
2. Method
This research has been carried out in schools under the Ministry of Education and Culture and the
Ministry of Religion in Palembang. The selected schools are secondary schools with a high level
(Aaccredited), medium (Baccredited), accredited lower school (C accredited). It can not be
implemented due to several constraints.
This study is a One Shot Case Study (Cohen, 2007). In the One-Shot Case Study (Case Study One
Shot) explained that there is a given treatment group (treatment) and subsequently observed results.
In this study, students will be given biology-science teaching materials and subsequent PISA
framework with observed potential effects. In short, the design of this study is described as follows
E X O
Description:
E = Experiment Class
X = learning using teaching materials PISA framework
O= measurement of the potential effects.
Scientific literacy competences of students areevaluated by calculating the normalized gain (N-
gain). Normalized gain score is also used as a basis for determining the effectiveness of learning
programs. The equation used to calculate the N-gain is:
S S
g= S S
Furthermore, to view the research from many perspectives, variety of data collection methods and
sources are used. Informal conversational interviews to get teachers respon, field notes were
recorded during and after classes, and semi-structured interviews were conducted with ten students
volunteers at the end of class.
3. Results and Discussion.

Pretest and posttest scores at SMP A showed improvement(figure 1). Increased quite common is
the phenomenon scientifically explain competencies. Followed scores of evaluate and design
scientific inquiry, and evaluate competencies and analyze the data sciencetific competencies. The
higher score is the explain phenomena scientifically, its competencies easier than the other
competencies. From the results of the N-gains reaching a value of 0.4 on explain phenomena
scientifically competencies, 0,3 on evaluate and design scientific enquiry competencies, and the
lower is analyze and evaluate scientific data competencies.it means that scientific literacy
competence of students are increasing.
ISBN 9786021570425 BIO-127

Pratest Post test N-Gain
75.5%
51.40%
41% 0.40 35.1%
30% 0.30
21.6% 0.20
Explain Evaluate and Analyse and

phenomena design scientific evaluate scientific
scientifically enquiry data
Figure 1.Mean scores of student achievement for three competencies (SMP A)
Figure 2.showed an increasing in pretest and posttest results, as well as the JuniorHigh School A
(SMP A) biggest increasing is on the explain the phenomenon scientifically competence. The
students can answer the quesation related to that competence such asrecall and apply appropriate
scientific knowledge; Identify, use and generate explanatory models and representations; make and
justify appropriate predictions; offer explanatory hypotheses; explain the potential implications of
scientific knowledge for society. The increasing followed evaluate and design scientific inquiry
and evaluate competencies scoresand analyze the data sciencetific competencies scores. It shows
that the students' ability to analyze and assess the science data is more difficult than simply explain
scientific phenomena. Analysis and assessment including the ability of high-level thinking. It must
be trainedoftento enhance students high thinking skill. Results of these achievements show that
there is an studentsscientific literacyincreasing.
Pretest Post test N-gain
59.50%
43.20%
0.3 0.3 32.40%
27%
22% 0.2
13.50%

Figure 2. Mean scores of student achievement for three competencies (SMP B)
Junior High School(B)is increased but not as big as on In the Junior High School (A). The reason is
on the readiness of the students receive materials based on PISA.In addition,Junior High School
(A) studentsaremore active and do not hesitate to ask if there are things are poorly understood. In
addition to these reasons, the students also got used to be invited to construct their own concepts
learned so that students are trained to construct the concept of thinking. Based on teacher
interviews, Junior High School (A) students are more active and not afraid to ask questions.There
are many factors causing low PISA achievement scores but based on the results of this study it
ISBN 9786021570425 BIO-128
appears that one of the reasons is because of the fact that students are not accustomed to working
on the contextual problems that requires students to analysis thinking. PISA-based teaching
materials is one solution to overcome these problems.
N-Gain (A) N-Gain (B)
0.40
0.3 0.30 0.3
0.20 0.2

Figure 3. N-gain Scores for different school
From the results of the N-Gain, both schools competence are increased. This explainsthe
phenomena that N-Gain score for scientific competencies is 0,4and the N-gain scorefor evaluate
and design scientific enquiry competencies is 0.3 which is at medium range. The n-Gain scores for
ability to analyze and evaluate ison low range.Some students were unable make a question about
dehidration after reading the case. Most student unable to analyze and evaluate the graph about
diseases of the excretory system that causes death.
According to the interviews data, one of its reasons is because students are not accustomed or
trained to analyze and evaluate the scientific data. This competenciesareincludedin high-level
thinking abilitybased on Bloom's taxonomy. Based on N-Gain, we can see that the PISA-based
teaching materials can enhance students ability to higherthinking, thus increasing students' science
literacy skills. Besides of based on the results of interviews with teachers, teaching materials based
on PISA encourage teachers to be more confident in teaching and inspire teachers to make and use
the PISA teaching materials based on different materials.
Each high performing country explains its success in internationalassessments in a different way:
Singapore refers to excellent structure of school andcurriculum. Japan highlights constructed
lessons and the culture of lessonstudy. Finland points to teacher quality. Hong Kong-China points
to a combination ofstrong procedural work, depth in the treatment of mathematics and the
Confucianheritage. Netherlands (one of the best European performers) often cites its textbooks
(Stacey, 2012).We can all learn something from all of these, that success can be achieved in many
different ways, and thatthe path to improvement will be different in different countries.Based on
this study, we can increase the PISA scores using PISA framework basedteaching material and
teaching quality.
4. Conclusion
Based on the results of research and discussion described previously, it can be concluded that the
use of excretory system teaching materials based onPISA framework can improve students
scientific literacy. The nurturanteffect of PISA-based teaching material are increasing confidence in
teaching, increasing students activites so as to enhance the learning process in the classroom.PISA
frame work basedteaching material gives students the chance to practice, enrich their empirical
experience, and train their thinking skill.
References
ISBN 9786021570425 BIO-129
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (Edisi Revisi).
Jakarta: Rineka Cipta.
Adisendjaja, Y.H. 2007 . Analisis Buku Ajar Biologi SMA Kelas X di Kota Bandung
Berdasarkan Literasi Sains. Makalah disajikan dalamSeminar Nasional Pendidikan
Biologi FPMIPA UPI pada tanggal 25-26 Mei 2008 di UPI Bandung. Seminar Nasional
Pendidikan Biologi FPMIPA UPI.
Adobe.(2013). History of Adobe Flash.Diakses dari http://s3.amazonaws.com/ppt-
download/adobe flash presentation-100215231945-phpapp01.ppt pada 20 Agustus
2013.
Akker, J. v., Gravemeijer, K., McKenney, S., &Nieveen, N. (2006). Educational Design
Research. London: Routledge.
Arikunto, S. 2009.Dasar-dasar Evaluasi Pendidikan (Edisi Revisi). Jakarta: BumiAksara.
Chiappetta, E. L., Sethna, G. H., Fillman, D. A. 1993. Do Middle School Life Science
Textbooks Provide a Balance of Scientific Literacy Themes? Journal of Research in
Science Teaching, 30(7), 787-797.
Depdiknas, C. 2012. Penduan Pengembangan Pembelajaran IPA Terpadu SMP/MTs. Puskur:
Balitbang Depdiknas Jakarta.
Downes,S. 2005. Understanding PISA. Turkish Online Journal of Distance Education.Vol. 3,
No. 2, 24-32.
Edo, S. I., Hartono, Y., & Putri, R. I. (2013). Investigating Secondary School Students
Difficulties in Modeling Problems PISA-Model Level 5 And 6 . IndoMS. J.M.E , 41-
58
Erdogan, M. N, & Koseoglu, F. 2012. Analysis of High School Physics, Chemistry and
Biology Curriculums in terms of Scientific Literacy Themes. Educational Sciences:
Theory & Practice. 12(4) Autumn 2899-2904.
Husaini, U., dkk. 2003. Pengantar Statistika. Jakarta: BumiAksara.
Hamid,H.2011.Pembelajaran Biologi di SMA. (Online).
(http://zaifbio.wordpress.com/2011/12/02/pembelajaran-biologi-di-sma/, diakses tanggal 7
Februari 2014).
Hayat, B & Yusuf, S. 2010. Benchmark Internasional Mutu Pendidikan. Jakarta: Bumi
Aksara. Indriyani, N. A. 2013. Analisis Buku Teks Biologi SMA Kota Bandung
Berdasarkan Hakikat Sains. Skripsi tidak diterbitkan. Jurusan Pendidikan Biologi,
FPMIPA UPI.
Hendrawati, Sri. 2012. Literasi Sains dan Tekonologi. http://srihendrwati.blogspot.com/.
Diakses 1 September 2015.
Kemdikbud 2012. Bahan Uji Publik Kurikulum 2012. Diakses dari
http://118.98.166.62/application/media/file/Laman%202012/Bahan%20Uji%20Publik
%20Kurikulum%202013.pdf pada 6 April 2014
Kemdikbud. (2013). Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor
69 Tahun 2013 Tentang Kerangka Dasar dan Struktur Kurikulum Sekolah
Menengah Atas/Madrasah Aliyah. Jakarta.
Khusnayain, Arina. 2013. Pengaruh Skill Argumentasi Menggunakan Model Pembelajaran
Problem Based Learning (PBL) terhadap Literasi Sains Siswa SMP. Skripsi.
Lampung: Universitas Lampung.
Mahmuddin. 2013. Hakikat Pembelajaran Biologi di Sekolah. (Online).
(http://mahmuddin.wordpress.com/2013/06/10/hakikat-pembelajaran-biologi-di- ekolah/,
diakses tanggal 07 Februari 2015).
Muslich, M. 2010. Text Book Writing: Dasar-Dasar Pemahaman, Penulisan, dan Pemakaian
Buku Teks. Jogjakarta: Ar-Ruzz Media.
Masudin. 2011. Literasi Sains dan Aspek Pengukurannya.http://utlebaksiu.wordpress.com/.
Diakses 1 September 2015.
NCES. (2004). International Outcomes of Learning in Mathematics Literacy and Problem
Solving; PISA 2003 results from the U.S. perspective. Diakses dari
http://nces.ed.gov/pubs2005/2005003.pdf pada 20Agustus 2013.
ISBN 9786021570425 BIO-130

Nieveen, N. &Plomp, T. (2007). Formative Evaluation in Educational Design Research (Eds). An

Introduction to Educational Design Research.Enschede: SLO.
Novita, R., Zulkardi, & Hartono, Y. (2012). Exploring Primary Students Problem-Solving Ability
by Doing Tasks Like PISAs Question. IndoMS.J.M.E , 133-150.
Nandika, Dodi. 2007. Pendidikan di Indonesia di Tengah Gelombang Perubahan. Jakarta: Pustaka
LP3ES Indonesia.
OECD. 2012. Assessment and Analytical Framework. (Online). (http://www.oecd.org/, diakses
tanggal 27 Januari 2014). Prosiding Seminar Nasional Pendidikan Biologi 2015, yang
diselenggarakan oleh Prodi Pendidikan Biologi FKIP Universitas Muhammadiyah Malang,
tema: Peran Biologi dan Pendidikan Biologi dalam Menyiapkan Generasi Unggul dan
Berdaya Saing Global, Malang, 21 Maret 2015. 316
OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading,
Science, Problem Solving and Financial Literacy. Paris: OECD Publishing.
OECD.(2013). Indonesia Student Peformance (PISA 2012). Diakses dari
http://gpseducation.oecd.org/CountryProfile?primaryCountry=IDN&treshold=10&topic=PI,
pada 2 Maret 2015.
OECD. 2013. Draft Science Framework PISA 2015. (Online). (http://www.oecd.org/, diakses
tanggal 30 Januari 2015).
Oluwatayo, J. A. (2012). Validity and Reliability Issues in Educational Research . Journal of
Educational and Social Research Vol. 2 (2) May 2012
Organization of Economic and Development. 2009. Take the test: Sample Questions from OECDS
PISA Assesments. http://www.oecd.org/dataoecd/47/23/41943106. pdf. Diakses 11 September
2015.
Poedjiadi, A. 2007. Pendidikan Sains. Dalam Ali, M., Ibrahim, R., Sukmadinata, N.S., Sudjana, D.,
Rasjidin, W (Penyunting). Ilmu dan Aplikasi Pendidikan. Bagian III Pendidikan Disiplin
Ilmu. Bandung: Imperial Bhakti Utama.
PERMENDIKBUD. 2013. Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Atas /
Madrasah Aliyah. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Prosetyo, Zuhdan Kun. 2011. Pengembangan Perangkat Pembelajaran Sains Terpadu untuk
Meningkatkan Kognitif, Keterampilan Proses, Kreativitas serta Menerapkan Konsep Ilmiah
Peserta Didik SMP. http://staff.uny.ac.id/. Diakses 2 Maret 2015.
PISA. 2012. Questionnaires, http://nces.ed.gov/surveys/pisa/questionaire.asp/. Diakses 7 Maret
2015.
Prenzel, M., Kobarg, M., Schps, K., & Rnnebeck, S. (2013). Research on PISA:Research
Outcomes of the PISA Research Conference 2009. London: Springer Science.
P4TK. (2012). Kontes Literasi Matematika Untuk SMP/MTs Tingkat Nasional. Diakses dari
http://p4tkmatematika.org/2012/04/kontes-literasi-matematika-untuk-smpmts-tingkat-
nasional/ pada 21 Maret 2015
Sophia, Ginna. 2013. Profil Capaian Literasi Sains Siswa SMA di Garut Berdasarkan Kerangka
PISA (The Programme For International Student Accesment) pada Konten Pengetahuan
Biologi. Skripsi. Bandung: FKIP Universitas Pendidikan Indonesia.
Subratha, Nyoman. 2004. Efektivitas Pembelajaran Kontektual dengan Pendekatan Sains
Teknologi Masyarakat dalam Meningkatkan Hasil Belajar dan Literasi Sains Siswa SLTP
Negeri 2 Singaraja. Jurnal Pendidikan dan Pengajaran IKIP Negeri Singaraja, No. 4 TH.
XXXVII Oktober 2004, 45-56.
Shiel,G., Perkins, R., Close, S., & Oldham, E.. (2007). PISA Mathematics: a teacher's guide,
diakses dari http://www.sdpi.ie/inspectorate/insp_pisa_maths_teach_guide.pdf pada
12Agustus 2013
Stacey, K. (2010). Mathematical and Scientific Literacy Around The World. Journal of Science
and Mathematics.Vol. 33 No. 1, 1-16
Stacey, K. (2012). The International Assessment of Mathematical Literacy: PISA 2012 Framework
and Items (Eds). Proceedings of The 12thInternational Congress on Mathematical Education,
756-772.
Sudijono, A. (2009). Pengantar Evaluasi Pendidikan. Jakarta : Raja GrafindoPersada.
ISBN 9786021570425 BIO-131

Tessmer, M. (1993). Planning and conducting formative evaluations: Improving the quality of
education and training. London: Kogan Page.
Wu, M. (2010). Using PISA and TIMSS Mathematics Assessments to Identify the Relative
Strengths of Students in Western and Asian. Journal of Research in Education Sciences,
Vol. 1, No. 56, 67-89.
Zhang, D. (2010). Study on the Teaching Model Based on Multimedia and Network
Environment. International Education Studies, Vol. 3, No. 1, 161-164.
ISBN 9786021570425 BIO-132

OBE-05
Developing Biology Learning Model Based on Tudang
Sipulung to Foster Problem Solving Skills and Critical
Thinking of Students at Makassar
Evi Ristiana
STKIP Pembangunan Indonesia, Makassar, South Sulawesi, Indonesia

eviristiana_nawir@yahoo.co.id
Abstract-Aim of this study was to develop learning model based on local wisdom tudang sipulung. The
model will be used to regenerate the problem solving and critical thinking of students at Makassar.
Development of learning model on cognitive was expected to create a conflict for students. With the
cognitive conflict students are expected to improve their ability on problem solving and critical thinking.
Through this approach students are encouraged to face challenges and to solve problems with "Tudang
Sipulung". The development of Tudang Sipulung culture-based PBLlearning modelis based on the
constructivist theory, a theory of Vygotsky and Bruner, and taking into account the cultural aspects of society
SipulungTudang Bugis Makassar. Through this approach, students are expected to stimulate the development
of thinking skills in achieving a more optimal learning result.
Keywords: Tudang sipulung, local wisdom, problem solving, critical thinking.
ISBN 9786021570425 BIO-133

OBE-06
Developing a Textbook of Bioinformatics Course Based
on Hannafin & Peck Model
Akhmad Sukri
Department of Biology Education, Institute of Teacher Training and Education Mataram, Jl.
Pemuda No. 59 A Mataram, Indonesia
ahmadsukri.bio@gmail.com
Abstract-A learning Textbook is a textbook used as a reference standard in a particular subject that can be
characterized as a source of teaching material which is arranged systematically and simply, and with hints of
learning. This research aimed to develop a textbook of bioinformatics course based on Hannafin & Peck
model. This is a development research with three stages: 1) needs assessment, 2) design, and 3) development
and implementation. Textbook draft validation includedits feasibility and textbook presentation test,
substance or content truth test, correct use of language test, and test of legibility on textbook users. Results of
the substance or content truth validation obtained a mean score of 4.83 with very good category. Meanwhile,
correct use of language score was 4.40 with very good categories, and feasibility and textbook presentation
score was 3.65 with good category. Test of legibility on textbook users obtained a mean score of 4.47 with
very good category. The results of the development of Bioinformatics textbook is feasible to use as a learning
resource based on the results of the validation test and test of legibility on textbook users.
Keywords: textbook, bioinformatics, Hannafin and Peck.
1. Introduction
Bioinformatics has an important role in the development of biological sciences.
Bioinformatics is a technology collection, storage, analysis and application of data, especially
biology and molecular biology (Wargasetia, 2006). The emergence of bioinformatics begins with
the developmentof biotechnology in the era of the 1970s which led to the rapid development of
molecular biological information such as DNA, RNA and proteins. Information explosion
originated from DNA data, which in 1977 known that DNA sequenceof a type of virus has 5,000
nucleotides and about 11 genes (Gershon, 1997). The rapidbiologicalinformationthat
isaccompanied byadvances in information technology (computer and internet) having a favourable
output to create two new multidisciplinary field of bioinformatics (Rahayu, 2007).
The development of bioinformatics has entered the world of education. Some universities
in Indonesia have made bioinformatics courses as part of the curriculum at the college.
Bioinformatics course is relatively new, therefore the textbook for the course in bioinformatics is
needed.This paper describes the results of the development of Hannafin & Peck bioinformatics
course textbook model.
2. Research Methods
This research is a development research. Development of bioinformatics textbook adopted
and modified by the model Hannafin & Peck (1988). The textbooks development using the model
of Hannafin & Peck consists of three stages, namely (1) needs analysis, (2) design, and (3)
development and implementation. Needs analysis was conducted to identify the composition of
materials subject of bioinformatics textbook. The determination of the composition of the material
is done through the analysis of textbooks which was adopted from the syllabus course of
Bioinformatics at the Department of Education Master of Biology, State University of Malang in
2014. In the design stage, textbook model design is formed to consists of three components:
learning objectives, learning procedures and assessment.In this stage, the blue print (textbook draft)
is validated. Validationtextbook draft is done in two ways, namely (1) validation expert, and (2)
limited test tousers. Validation of experts conducted bymolecular biologists and bioinformatics to
assess the content of textbooks material, instructional technology experts, feasibility of the display
ISBN 9786021570425 BIO-134

and presentation of text books, and the accuracy of the language use. The limited test is done by
involving students who had taken a Bioinformatics course. Chronology of the development of
teaching materials according to Hannafin and Peck presented in Figure1.
PHASE 3:
PHASE 1: PHASE 2:
DEVELOPMENT
NEED ANALISYS DESIGN
AND
IMPLEMENTATION
START
EVALUATION AND REVISION
Figure 1. Design model of the development ofTeaching Materialbased on Hannafin & Peck (1988).
Needs Analysis Stage

Need analysis was conducted through the course syllabus study Bioinformatics Master of
Education Biology, State University of Malang. Based on the syllabus, materials subject
Bioinformatics includes (1) an introduction to bioinformatics which include the development of
molecular biology, properties of DNA that are useful in the DNA manipulation, the principles of
genetic engineering technology, materials introduction and preparation, and tools introduction and
preparation, (2) molecular based data preparation, (3) data analysis of proteins that include protein
band profiles and protein sequences, and (4) analysis of DNA data that include DNA profiles and
DNA sequences. Therefore, referring to the syllabus, course materials Bioinformatics was focused
on two main materials, namely (1) the analysis of proteins and DNA band, and (2) analysis of
proteins and DNA sequences.
Based on two main materials that is adopted in Bioinformatics syllabus course, then the
two materials is developed into five components materials textbook that is organized into five
chapter, i.e.: Chapter 1 Introduction to Bioinformatics, Chapter II Analysis data of Protein band,
Chapter III analysis data of protein sequence, Chapter IV analysis data of DNA band, and Chapter
V analysis data of DNA sequence.
Design Stage
Design stage is the blueprint of textbook Bioinformatics. The developed textbook design
consists of three main components, namely the learning objectives, learning procedures and
assessment. Degeng (2013), classifies these three components into three variables, namely (1) the
conditions of learning which consists of three aspects, namely learning objectives, characteristics of
the field of study and the characteristics of learning, (2) learning method which consists of
organizing strategy of learning, instructional delivery strategy, and learning management strategies,
and (3) learning outcomes which consists of effectiveness, efficiency, and attractiveness.
Bioinformatics blueprint textbooks adopt and modify the three learning variables of Degeng
(2013).
The organizing of Bioinformatics textbook design adopted two learning components
according Degeng (2013), that are (1) the conditions of learning that includes learning objectives,
and (2) learning method which includes instructional organizing strategy, wheres the third
component; learning outcomes or assessment, and other components such as the delivery of
learning strategies, and learning management strategies are not included in the design. The main
underlying reasons for the development of bioinformatics textbook is limited to product design
ISBN 9786021570425 BIO-135

(blueprint), which was followed by validation experts (content, feasibility, and language) and test
textbook readability on the users (students).
a. Learning Objectives
The purpose of learning is essentially referring to the expected learning outcomes (Degeng,
2013). The structure of the learning objectives of bioinformatics textbook follows the curriculum
formulation of learning objectives in 2006 include: (1) the purpose of lesson/lecture, (2) the
standard of competence (SK), (3) basic competence (KD), and (4) indicator.
b. Organizinglearning
According to Reigeluth et al (1977) in Degeng (2013), strategy in organizingthe learning
content is a structural strategy that refers to a way to create a sequence (sequencing) and also
makes synthesis (synthesizing) the facts, concepts, procedures, and principles related. Further
explained, sequencing refers to the making of the order of presentation of the contents of a field of
study, and synthesizing refers to an attempt to demonstrate to the study linkage between facts,
concepts, procedures, orthe principles contained in a field of study. Therefore, the structure of
organizing learning in Bioinformatics textbooks emphasized to organize the materialas a blueprint
of a textbook which includes: the arrangement of the material, the presentation of the destination
(basic competencies and indicators), arrangementof textand image, presentation of additional
information, the presentation of a summary, presentation of tasks/exercise, and the presentation of a
list of references.
Development andImplementation stage

Once the textbook product is obtained, then expert validation test is done including
validation of the content, language, and then proceed with the display of limited test to users
(students). Here are described the results of the validation test and limited test textbook.
1. The Feasibility ofthe appearance and presentation of textbooks Test
Feasibility of the displayand presentation of bioinformatics textbook test was conducted by
the experts of technology learning. The results of feasibility of the appearance and presentation of
Bioinformatics textbook test is shownin Table1.
Table 1. The result of feasibility ofthe appearance andpresentation of Bioinformatics textbooks Test
Assessment Assessment Input
Assessment Component Input
Score* Qualification** Revision
Formulation of SK, KD 3.33 Good
Syllabus 3.50 Good
Textbook 4.00 Good
Title clarity 5.00
Performance order 3.00
KD Consistency and indicator with 4.00
syllabus
Material agreement in learning 4.00
chapters with KD and Indicators
The clarity of material explanation 4.00
The clarity of 4.00
illustration/pictures/examples
The clarity and the agreement of 4.00
tasks and exercises toward indicator
References 4.00
Totality 3.65 Good
Information:
* Assessment score on interval 1-5
** Assessment qualification
4<S 5 (Excellent), 3 <S 4 (Good), 2 <S 3 (Enough), 1 <S 2 (bad), S = 1 (very
bad). S : Score
Based on the results of the expert assessment of the feasibility of learning technology to display
and presentation of textbooks (Table 1), overall feasibility ofthe display and presentation of
ISBN 9786021570425 BIO-136
textbooks has been good and deserve to use. However there are some general input by the
validator, which is the need to guide teachers and students and serving the purpose of learning that
is not/is not the same as the indicator.
2. ValidityTest of Bioinformatics Textbook Draft
After validating the feasibility and the presentation of the textbook, then proceed with the
validation of the content or substance of truth, in this case carried out by molecular biologists and
bioinformatics. The results of content validation or substance of truth is shown in Table 2.
Table 2. The results of validity test of Bioinformatics textbook draft
Assessment
Assessment Input
Assessment Component Qualification* Input
Score* Revision
*
The agreement of KD with the
ability of analyzing DNA data 5
and protein
The accuracy of indicator with
the ability of analyzing DNA data 4
and protein
The coverage of material has
been complete that fit with the
5
ability of analyzing DNA data
and protein
The contents of material fit with
the ability of analyzing DNA data 5
and protein
The accuracy of pictures that
supports the ability of analyzing 5
DNA data and protein
The material delivered, proper
with the honesty of scientific 5
knowledge
Total average 4.83 Excellent
Information:
4<S 5 (Excellent), 3 <S 4 (Good), 2 <S 3 (Enough), 1 <S 2 (bad), S = 1 (very bad).
S : Score
Table 2 shows that the substance or content of the textbook meets the eligibility with excellent
qualifications. General input given by valuator that is the images need to be made sharper. Against
to this input, improvements were made in some of the pictures and descriptions.
3. The accuracyof language use Test

To determine the accuracy of the use of Indonesia, then validation test isconducted by
Bahasa Indonesia experts. Test results of the accuracy of the use of language are shown in Table 3.
Table 3. The result of validation test toward the accuracy of Indonesian language use of
Bioinformatics textbook
Assessment Assessment
Assessment Component Input Input Revision
Score* Qualification**
The effectiveness and The Writing Revision on
efficiency of language systematic or numbering
used 4 numbering systematic to
need to be some chapters
checked
Material is delivered 5
ISBN 9786021570425 BIO-137

candidly and clearly

The writing is suitable
with the standardized 4
language rules
The writing Changing font
The using of
of italic for to italic for
terminologies 5
scientific scientific term
accurately
term
The accuracy of
organizing sentence 4
structure
The coherence of
information from one
5
sentence to another
sentence
Need to Changing
considere the papers into B5,
The accuracy of letter
4 standard rule Bookman old
format and font
of font type style 11
for textbook
The accuracy of space 4
The accuracy of using
4
punctuation
The accuracy of using
5
illustration/pictures
Total average 4.40 Excellent
Information:
4<S 5 (Excellent), 3 <S 4 (Good), 2 <S 3 (Enough), 1 <S 2 (bad), S = 1 (very bad). S :
Score
Based on the advice and recommendation of validator, the principle of textbook writing has
been fulfilled, i.e. the indicators, materials and evaluation (tasks and e xercises). Aspects of
language were communicative with a variety of material written, but the typos need to be checked.
It is needed to be noted that about the writing of Alenia whether it is letters or digital numbering.
Then, aesthetic cover textbooks need to be considered. In order to follow-up of these suggestions,
an improvement on the words of the wrong type, and the replacement of the cover of the textbook
was done.
4. Limited test of textbook draft on the users(students)

After performing the validation test experts (feasibility appearance and presentation,
content or substance of truth, and the correct use of language), then the next step is conducting a
limited test to determine the legibility of textbooks to users, such as students. Textbooklimited test
was conducted on11 students of Masters of Education Department of Biology, State University of
Malang class of 2012 which had taken a Bioinformatics course. Limited test includes 8 aspects
shown in Table 4.
Table 4. The result of limited test of Bioinformatics textbook draft
Assessment Component Average score * Score Qualification**
Interesting cover Design 3.82 Good
Interesting Pictures 4.55 Excellent
The appropriate font and letter display 4.82 Excellent
The language is easy to understand 4.64 Excellent
Interesting content design 4.45 Excellent
Harmonious performance order 4.55 Excellent
ISBN 9786021570425 BIO-138

The content is easy to understand 4.55 Excellent

The book attract the learning interest 4.36 Excellent
Information:
4<S 5 (Excellent), 3 <S 4 (Good), 2 <S 3 (Enough), 1 <S 2 (bad), S = 1 (very
bad). S : Score
Limited test results in Table 4, in general, showed that the legibility of textbooks based on
eight components of the assessment were inexcellent qualifications, only the first component, the
design of the cover that is on a good qualification. Therefore, in general, the textbook deserves to
use. Apart from testing the legibility of textbooks to students, the improvements based on feedback
related to studenttextbook was also done. The most input that widely shared by students related to
covertextbooks, students suggested the cover should be interesting, informative, more colourful,
and not use darkbase colour. In addition to the display cover, many students also provide input
related to writing error and spaces that are too large in some paragraphs. Based on these inputs,
improvements had been made by replacing the cover display and performing sentence error
correction and textbook space.
4. Conclusion
Based on the results of the validation test experts (feasibility appearance and presentation,
the truth of the substance or the contents, and the correct use of language), and a test limited to the
textbook, the developed textbook deserves to use as a learning resource of Bioinformatics.
References
Degeng, I.N.S. 2013. Science Learning: Variables Classification for Development Theory and
Research. Bandung: Aras Media.
Gershon, D. 1997. Bioinformatics in a pos-genome age. Nature, Vol 389: 41 7-418.
Hannafin, M.J dan Peck, K.L. 1988. The Design, Development, and Evaluation of Instructional
Software. New York: Mc Millan Publishing Company.
Rahayu, T. 2007. The Role of Information Technologyin Bioinformatics, Bina Widya, Vol 18(8):
80-87.
Wargasetia, T.L. 2006. The Role of Bioinformatics in the Medical Field, JKM, Vol 5(2): 59-72.
ISBN 9786021570425 BIO-139

PB-01
Antimicrobial Activity and Stability of Scallion
(Allium fistulosum L.) Crude Extract
Eveline*, William, Setiawan, Tagor Marsillam Siregar
University of Pelita Harapan, UPH Tower, Tangerang - 15811, Indonesia, eveline.fti@uph.edu
Abstract-Scallion or spring onion (Allium fistulosum L.) is one of type of plant that commonly grown in
Indonesia. The young leaves of scallion is a common ingredient used in culinary to enchance flavor and
aroma of food. Previous study has shown that scallion can be used as a medicine because it contains active
compound to kill microbes and potential antioxidant compounds. Utilization of scallion in Indonesia is still
limited to its aroma and flavor due to lack of research on antimicrobial compounds, as well as its stability
during process. In this research, scallion leaves were extracted by using 3 different solvents (ethanol [polar],
ethyl acetate [semi polar], and hexane [non-polar]) for 1, 3, 5, and 7 days. Concentration of extract was 10,
20, 30, and 40%. The best extraction treatment was determined through antimicrobial analysis. Furthermore,
extract stability was tested against pH (4.0, 5.0, 6.0, and 7.0) and heating temperature (70, 80, and 90 oC) for
15 and 30 minutes. Extraction with ethyl acetate gave the best result (7 days extraction time, 30% extract
concentration). Scallion extract was unstable against changes of pH, temperature, and heating duration. pH
value of 4 and temperature of 70C with a fastest time of heating treatment gave the minimum decrease of
activity. The best extract was then categorized into mild toxicity (LC 50 = 490.12 ppm) that contains
hydrocarbons (eicosane, tetradecene, hexadecene), esters (hexadecanoic acid), fatty acids (linoleic acid,
linolenic acid), phenolic compounds (2-metoxy-4-vinylphenol), and diterpene compounds (neophytadiene).
Keywords: Allium_fistulosum, antimicrobes, pH, stability, temperature
1. Introduction
Leaves of scallion (Allium fistulosum L.) is one of common plants that easily found in
Indonesia. In general, the scallion is only used as a flavoring in cooking since it gives a distinctive
aroma and flavor (Cahyono, 2005). Research on scallion is still limited, especially when compared
with other onion species. The scallion could be used as a natural antimicrobial that is safe for health
(Aoyama, 2007; Chang et al., 2013; Chen et al., 1999; Das, 2010; Deberdt et al., 2012; Phay et al.,
1999; Sang et al, 2002; and Sohn et al., 2006).
Its antimicrobial activity could be affected by several factors, such as the type of solvent
and extraction time. There has been no further research about scallion as antimicrobial activity,
specially that studying the most suitable solvent to extract the active compounds, extraction time,
and the stability of extract toward pH and heat treatment. Therefore, the present study was to
determine the solvent active compound based on its polarity (ethanol [polar], ethyl acetate [semi-
polar], and hexane [non-polar]) also to determine the best extraction time (1, 3, 5, and 7 days).
Different type of solvents will give different response to the antimicrobial activity (Hannan et al.,
2011 and Fidrianny et al., 2012). Applied extraction time was based on the research of Chang et al.
(2013), which was 7 days, although antimicrobial of Allium cepa could be extracted for only 1 day
(Azu et al., 2006).
Selected extract will be tested on its stability toward pH (4.0, 5.0, 6.0, and 7.0) and heat
treatments (70, 80, and 90C; 15 and 30 minutes). Level of pH was based on the research by
Fadahunsi et al. (2013) which reported the optimum pH range with a stable antimicrobial activity
was 4-8, while the heat treatments level is using general cooking process. Besides, several tests will
be conducted such as proximate analysis, toxicity assay, phytochemicals assay, determination of
specific antimicrobial compounds using GC-MS, and determination of Minimum Inhibitory
Concentration (MIC) and Minimum Bactericidal/Fungicidal Concentration (MBC/MFC).
ISBN 9786021570425 BIO-140
2. Material dan Methods

2. 1. Material
Leaves of scallion (Allium fistulosum L.) aged 100 days, distilled water, ethyl acetate, hexane,
ethanol, Tween 80, NaCl solution 8.5%, alcohol 96%, Magnesium, concentrated HCl, HCl 2N, HCl
0.1M, NaOH 0.1M, NaOH 10%, FeCl3 1%, Dragendorf, Bourchardat, Mayer, CHCl3, CH3COOH,
H2SO4, Selenium, H2SO4 96%, K2SO4, H2O2 35%, NaOH 35%, boric acid 4%, mixed indicator,
HCl 0.2 N, PDA, PDB, NA, NB, microbes culture (E. coli, P. aeruginosa, S. aureus, A. flavus, and
A. niger).
2. 2. Methods
There were three phases of research i.e. preliminary, phase I, and phase II. Preliminary
phase included separated dried the leaves of fresh scallion (green and not part leaf buds); cleaned
with water; dried the leaves (cabinet dryer, 50C, 16 hours [Rofi'ah, 2013]; size reduction (dry
blender) and sieved (Tyler 35 mesh). Proximate analysis then was tested to the scallion powder.
Phase I (Figure 1) began with the extraction process by maceration method. Scallion powder was
macerated (1:10; 20-25C) on 3 type of solvents (ethanol, ethyl acetate, and hexane) for 1, 3, 5, 7
days. After the extraction was done, it was filtered and evaporated resulting in concentrated extract
as antimicrobial. The concentrated extract was analyzed (phytochemicals assay, antimicrobial
activity, and yield) to determine the most suitable solvent and best extraction time. Qualitative
phytochemicals assay was conducted on flavonoids, phenolics, tannins, steroids, triterpenoids,
alkaloids, glycosides, and saponins (Harborne, 1996). Test of antimicrobial activity was carried out
using agar well-diffusion method. Recovery of extract (yield) was measured using method by
Mohan et al. (2012). Phase II (Figure 1) was to test the stability of extract toward pH (4.0, 5.0, 6.0,
and 7.0), heating temperature (70, 80, and 90C), and heating time (15 and 30 minutes); MIC and
MBC/MFC; compound analysis using GC-MS, and toxicity assay (Juniarti, 2009). These test was
conducted on the selected extract from phase I.
3. Results
3. 1. Phase I
ISBN 9786021570425 BIO-141

Phase I was conducted to determine the most suitable type of solvent (ethanol, ethyl
acetate, hexane) and the best extraction time (1, 3, 5, 7 days) that could produce the most optimal
antimicrobial activity. The test used four different concentrations of extract. Proximate analysis
which was done toward the scallion powder resulting 8.85% water content; 13.77% ash content;
4.93% fat content; 14.90% protein content; and 57.55% carbohydrate content (by difference).
According to USDA (2012), water content of fresh scallion is 90.50%. It needed to be drained up to
~ 8% for extraction purposes.
Phytochemical assay showed that sampels of the 3 type of solvents containing tannin,
alkaloids, phenolics, flavonoids, steroids, and glycosides. Such compounds could potentially alter
the microbial cell morphology and lysis. (Lim et al., 2006; Colak et al., 2010; Guittat et al., 2003;
Singh et al., 2011; Alves et al., 2013; Hazem et al., 2012).
Table 1 shows an increase in the yield of extracts with increasing polarity of the solvent
and extraction time. Ethanol produced the largest yield of extract. According to Chang et al.,
(2013), most of the active compounds in scallion were polar, such as phenolics; so that compounds
were more soluble in ethanol (polar). A longer extraction time will provide contact between the
sample with the solvent longer (Sembiring et al., 2006).
Table 1. Scallion extracts using 3 different solvents

Extraction Time
Solvent
1 day 3 days 5 days 7 days
Ethanol (%) 9.46 0,12 10.82 0.13 12.3 0.10 12.9 0.30
Ethyl Acetate
3.61 0,13 3.82 0.00 4.09 0.05 4.36 0.01
(%)
Hexane (%) 2.44 0,08 2.57 0.05 2.81 0.11 3.11 0.09
Based on the result of antimicrobial activity its showed that extract with ethanol and
hexane produced zones of inhibition less than 6 mm (standard according to Chandra et al., 2011) so
that it could be inferred that the extract has no antimicrobial activity. Meanwhile, ethyl acetate
extract with 5 days of extraction time at a concentration of 40% produced inhibition zone (6.49
mm). Ethyl acetate extract 7 days produced inhibition zones 2.81-8.43 mm (E.coli); 3.41-7.34 mm
(P. aeruginosa); 2.80-10.1 mm (S. aureus); 4.09-8.03 mm (A. flavus), and 5.36-8.14 mm (A. niger).
Statistical analysis for all microbial test showed an interaction between extraction time and
concentration of extract toward antimicrobial activity. Longer extraction time and higher
concentration of extract increased the inhibition zones (Figure 2). A more concentrated extract
showing greater activity because it contained more active compounds (Mpila et al., 2012). Selected
extract from phase I is the extract with ethyl acetate as solvent. Extraction time of 7 days at a
concentration of 30% resulted antimicrobial activity more efficient than 40% as well as having
larger diameter than 5 days of extraction.
3. 2. Phase II
Phase II study was conducted to determine the stability of the extract toward pH (4.0, 5.0,
6.0, 7.0), heating temperature (70, 80, 90C), and heating time (15 and 30 minutes). In addition,
selected extract also was tested to determine the MIC; compound analysis using GC-MS; and
toxicity assay. Statistical analysis showed differences in pH affects the diameter of the inhibition.
Diameter inhibition of extracts decreased as the increasing pH (Table 2). Extracts were more stable
at acidic pH, although there was a decrease in activity compared to the control extract. The
essential oils that act as antimicrobials at acidic pH will result in higher activity than at alkaline pH
(Skrinjar and Nevena, 2009). According to Naidu (2000), the truss of sulphur oxygen that act as an
antimicrobial in scallion were susceptible to nucleophilic attack hydroxyl group. This attack caused
the decomposition of allicin compounds that SO2 will be released. As a result, allicin lost its nature
as an antimicrobial compound.
ISBN 9786021570425 BIO-142

Inhibition Zone (mm) Inhibition Zone (mm) Inhibition Zone (mm)
pH
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
0.00 0.00a 0.00 0.00a 0.00 0.00a
0.00 0.00a
1
0.00 0.00a
1
0.00 0.00a
1
0.00 0.00a 0.00 0.00a 0.00 0.00a
niger
0.00 0.00a 0.00 0.00a 0.00 0.00a
0.00 0.00a 0.00 0.00a 0.00 0.00a
2.06 0.02b
3
0.00 0.00a
3
2.71 0.16b
ISBN 9786021570425
4.59 0.23c 4.18 0.04d 3.84 0.09d
5.23 0.11d 5.18 0.04f 4.48 0.25e
0.00 0.00a 0.00 0.00a 0.00 0.00a
3.80 0.25d
5
3.25 0.11b 3.08 0.07c
5
5
4.3 0.11c 5.19 0.16f 4.58 0.07e
5.66 0.30e 6.04 0.19f
6.49 0.12g
Extraction Time (days) 2.81 0.19c
Extraction Time (days)

0.00 0.00a 2.80 0.14b 4.49 0.09e
7
4.33 0.13c 4.73 0.04e
7
10% 20% 30% 40% 6.12 0.13f
10% 20% 30% 40%
10% 20% 30% 40%

6.07 0.27f 6.68 0.04h 8.43 0.18g
8.14 0.05g 10.1 0.12i
Inhibition Zone (mm)

Diameter of Inihbition Zone (mm)

0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
Note: Different notation shows a significant difference

0.00 0.00a
0.00 0.00a 0.00 0.00a
10%
1
0.00 0.00a 0.00 0.00a
1
0.00 0.00a 0.00 0.00a
0.00 0.00a
0.00 0.00a
0.00 0.00a 1.53 0.05b
3
0.00 0.00a
3
3.00 0.04c
4.23 0.04c 4.08 0.42e
5.24 0.12e
0.00 0.00a
0.00 0.00a 2.76 0.05c
5
2.89 0.23b
5
3.99 0.05e
4.30 0.00d 6.00 0.11f
5.51 0.19f
3.41 0.19d
20% 30% 40%
Extraction Time (days) 0.00 0.00a 4.28 0.09e

7
4.09 0.04c
7
10% 20% 30% 40% 6.17 0.15f

6,09 0,15g 7.34 0.16g
8.03 0.04h
Table2. Stability of Scallion extract based on pH treatment against microbes

Figure 2. Inhibition zones by scallion extracts (ethyl acetate) with different extraction time and
BIO-143
concentration of extract. (a) E. Coli (b) P. aeruginosa (c) S. aureus (d) A. flavus (e) A.
E. Coli P. aeruginosa S. aureus A. flavus A. niger

Control 6.060.21z
6.150.11e 6.130.27k 6.750.11p 6.000.20u
(4.26)
4 5.760.11d 5.740.31j 6.410.26o 5.490.17t 5.600.09y
5 5.360.20c 5.360.21i 6.240.09o 5.240.34t 5.430.35y
b h
6 4.640.13 4.580.03 5.340.06n 4.410.14s 4.500.18x
a g
7 3.680.27 3.610.28 4.440.17m 3.440.09r 3.560.05w
Statistical analysis showed there was an interaction effect between temperature and time of
heating toward the inhibition diameter. Figure 3 shows the inhibition diameter of extracts with heat
treatment were less than the untreated extract. According to Skold et al. (2008), the essential oils
easily oxidized by light, heat, and air causing lost of functional group that acts as an antimicrobial
compound. There was no difference in the activity of the extract by heating temperature of 70C
for 15 and 30 minutes on S. aureus. According Purwani et al. (2009), Gram-positive bacteria is
more easily inhibited because it has thinner cell wall than Gram-negative bacteria and fungi. Active
compounds in scallion were more active against Gram-positive bacteria than Gram-negative
bacteria (Fujisawa et al., 2008).
Toxicity LC50 value was expressed by the concentration of shrimp larvae when reaches
50% of mortality (Juniarti, 2009). The result showed that LC50 of the selected extract was 490.2
ppm (mild toxicity). Level of toxicity is classified into 3: not toxic (LC50>1000 ppm), slightly toxic
(LC5030-1000 ppm), toxic (LC50<30 ppm). Scallion toxicity could be caused by secondary
metabolites such as fatty acids or compounds alkaloids, tannins, steroids, glycosides (Heroux,
2009; Lisdawati et al., 2006).
MIC is the minimum concentration to inhibit the growth of microbes while MBC and MFC
is the minimum concentration to kill 99.9% of microbes. Table 3 shows that MIC and MBC value
of Gram-negative bacteria were greater than Gram-positive bacteria. Gram-negative bacteria have a
complexcomposition cell wall compared to Gram-positive bacteria. The cell wall is composed of
lipoproteins, lipopolysaccharides, lipids, and thin peptidoglycan (Purwani et al., 2009). Fujisawa et
al. (2008) stated that allicin was more sensitive to inhibit S. aureus than E. coli. MIC and MFC
value toward mold are larger than bacteria because the cell wall of mold is composed of
polysaccharides (galactomannan) and glycoprotein which form a complex structure, while the
antimicrobial usually denaturates the protein of cell wall to break the cell.
Table 3. MIC andMBC/MFCvalue of selected scallion extract

Microbes MIC (%) MBC (%) MFC (%)
E. coli 2.43 9.73 -
P. aeruginosa 2.66 10.63 -
S. aureus 2.31 9.24 -
A. flavus 4.05 - 16.18
A. niger 3.95 - 15.80
Selected extract from phase I was analyzed using GC-MS. The major detected compounds
were hydrocarbons (eicosane, tetradecene, hexadecene), esters (hexadecanoic acid), fatty acids
(linoleic acid, linolenic acid), phenolics (2-methoxy-4-vinylphenol), and diterpenes
(neophytadiene). All of these compounds could act as antimicrobial substances, which is
potentially used as an antibacterial and / or antifungal medication (Uma, 2012; Lee et al., 2007;
Mishra and Shree., 2007; Renukadevi et al., 2011; Zakaria et al., 2011; Wei et al., 2011; Rajeswari
et al., 2012; McGaw et al., 2002; Seidel and Taylor, 2004; Agoramoorthy et al., 2007; Ravikumar
et al., 2012; Aldana et al., 2013; Mendiola et al., 2008; Raman et al., 2012).
ISBN 9786021570425 BIO-144

14.00
14.00
12.00
6.30 0.28
6.14 0.18
5.54 0.09f

6.24 0.16
12.00
5.09 0.09e
6.16 0.05
5.46 0.05f
4.61 0.13d
5.10 0.00e
10.00
4.63 0.07d
3,86 0,27c
3.45 0.07b
10.00
4.14 0.05c
3.25 0.07b
8.00
8.00
0.00 0.00a
6.00
0.00 0.00a
6.00
4.00
4.00
2.00
2.00
0.00
0.00
15 30
15 30
Heating Time (minutes)
70C 80C 90C Ekstrak EA-7 30% 70C 80C 90C Ekstrak EA-7 30%
(a) (b)
Diameter Penghambatan (mm)

14.00 14.00
6.75 0.35
6.45 0.18
12.00 12.00
5.78 0.13e
6.08 0.11
6.02 0.13
5.56 0.17e
5.23 0.14e
5.05 0.04d
4.81 0.05d
4.31 0.01c
4.13 0.10c
10.00 10.00
3.70 0.14b
3.48 0.07b
8.00 8.00
6.00 6.00
0.00 0.00a
0.00 0.00a
0.00 0.00a
4.00 4.00
2.00 2.00
0.00 0.00
15 30 15 30
Heating Time (minutes) Heating Time (minutes)
70C 80C 90C Ekstrak EA-7 30% 70C 80C 90C Ekstrak EA-7 30%
(c) (d)
14.00
12.00
6.05 0.28
6.03 0.04
5.38 0.14e
5.06 0.02d
0.12b
4.35 0.10c
10.00
8.00
3.94
6.00
0.00 0.00a
0.00a
4.00
0.00
2.00
0.00
15 30
70C 80C 90C Ekstrak EA-7 30%
(e)
Figure 3. Inhibition zone of selected extract that tested its stability toward heating temperature
and time to the bacteria: (a) E. Coli (b) P. aeruginosa (c) S. aureus (d) A. flavus (e) A.
niger.
4. Conclusion
ISBN 9786021570425 BIO-145

Ethyl acetate was found as the most suitable solvent to extract scallion. The best extraction
time was 7 days (30% concentration). MIC and MBC value of the selected extract were 2.43% and
9.73% for E. coli; 2.66% and 10.63% for P. Aeruginosa; 2.31% and 9.24% for S. aureus; 4.05%
and 16.18% for A. flavus; 3.95% and 15.80% for A. niger. The extract was unstable in variation of
pH also heat treatment (both heating temperature and) time. Extract with pH value 4 and heating
temperature 70C with the shortest heating time showed the least antibactrial activity. The selected
extract was categorized in mild toxicity (LC50 = 490.12 ppm). Beside, it contained hydrocarbons
(eicosane, tetradecene, hexadecene), esters (hexadecanoic acid), fatty acids (linoleic acid, linolenic
acid), phenolics (2-metoxy-4-vinylphenol), and diterpenes (neophytadiene).
References
Agoramoorthy, G., M. Chandrasekaran, V. Venkatesalu, and M. J. Hsu. (2007). Antibacterial and
Antifungal Activities of Fatty Acid Methy Esters of the Blind-Your-Eye Mangrove from India.
Brazillian Journal of Microbiology 39: 739-742.
Aldana, J., Nohemi T.,and Fredy G. (2013). Antimicrobial Activity of Fractions and Subfractions
of Elaeagia utilis Against Microorganisms of Importance in Dental Cares. Acta Odontol
26(2): 104-111.
Alves, M. J., Ferreira, I. C. F. R., Froufe, H. J. C., Abreu, R. M. V., Martins, A., and Pintado, M.
(2013). Antimicrobial Activity of Phenolic Compounds Identifies in Wild Mushrooms, SAR
Analysis and Docking Studies. Journal of Applied Microbiology 1-12.
Aoyama, S and Yamamoto Y. (2007). Antioxidant Activity and Flavonoid Content of Welsh Onion
(Allium fistulosum) and the Effect of Thermal Treatment. Journal of Food Science and
Technology Research 13 (1): 67-72.
Azu, N., Onyeagba, R., Nworie, O., and Kalu, J. (2006). Antibacterial Activity pf Allium cepa
(Onions) and Zingiber officinale (Ginger) on Staphylococccus aureus and Pseudomonas
aeruginosa Isolated From High Vaginal Swab. Journal of Tropical Medicine 3(2).
Cahyono, B. 2005. Bawang Daun: Teknik Budi Daya dan Analisis Usaha Tani. Yogyakarta:
Kanisius.
Chandra R., Vinay D., Kumar S., and Abhimanyu K. J. (2011). Detection of Antimicrobial Activity
of Oscimum sanctum (Tulsi) and Trigonella foenum gracum (Methi) Against Some Selected
Bacterial and Fungal Strains. Research Journal of Pharmaceutical, Biological, and Chemical
Sciences 2(4): 809-813.
Chang, T., Hui T. C., Shan T. C., Sun F. L., Yi H. C., Hung D. J. (2013). A Comparative Study on
The Total Antioxidant and Antimicrobial Potentials of Ethanolic Extracts from Various Organ
Tissues of Allium spp. Journal of Food and Nutrition Sciences 4: 182-190.
Chen, J. H., Shun J. T., and Hsiun I. C. (1999). Welsh Onion (Allium fistulosum L.) Extracts Alter
Vascular Responses in Rat Aortae. Journal of Cardiovascular Pharmacology 33(4): 515-
520.
Colak, S. M., Binnur M. Y., and Ali N. Y. (2010). Determination of Antimicrobial Activity of
Tannic Acid in Pickling Process. Romanian Biotechnological Letters 15(3): 5325-5330.
Das, R. (2010). Conservation of Medical Plant Hibiscus rosa sinensis through Allium fistulosum
Plantation. Pelagia Research Library. Der Pharmacia Sinica 1(1): 166-172.
Deberdt, P., Benjamin P., and Regine C. B. (2012). Effect of Allium fistulosumextract on Ralstonia
solanacearumpopulations and tomato bacterial wilt. The American Phytopathological: Plant
Disease 96: 687-692.
Fadahunsi, I. F., Ogubanwo S. T., and Ogundana D. T. (2013). Heat Stability and Optimization of
Invitro Antimicrobial Activity of Metabolites Produced by Rhizopus oligosporus NRRL 2710
Against Some Pathogenic Bacteria. Trakia Journal of Sciences 11(2): 110-117.
Fidrianny, I., Listya P., and Komar R. W. (2013). Antioxidant Activities from Various Bulbs
Extracts of Three Kinds Allium Using DPPH, ABTS assays and Correlation with Total
Phenolic, Flavonoid, Carotenoid Content. International Journal Research of Pharmaceutical
Science 4(3): 438-444.
ISBN 9786021570425 BIO-146

Fujisawa, H., K. Suma, K. Origuchi, H. Kumagai, T. Seki, and T. Ariga. (2008). Biological and
Chemical Stability of Garlic-derived Allicin. Journal of Agricultural and Food Chemistry
56(11): 4229-4235.
Guittat, L., Alberti P., Rosu F., Van M. S., Thetiot E., Pieters L, Gabelica V, De Pauw E, Ottaviani
A, Roiu J-F, and Mergny J-L. (2003). Interaction of cryptolepine and neocryptolepine with
unusual DNA structures. Bioch. 85: 535-541.
Hannan, A., Muhammad I. U., Muhammad U., Shahid H., Muhammad A., and Khursheed J.
(2011). Anti-Mycobacterial Activity of Garlic (Allium sativum) Against Multi-Drug Resistant
and Non-Multi-Drug Resistant Mycobacterium Tuberculosis. Journal Pharmalogical
Science 24(1): 81-85.
Hazem, A., Al-Charchafchi, Fawzia, and Dina G. (2012). Biochemical, Antibacterial and
Antifungal Activity of Extracts from Achillea fragrantissima and Evaluation of Volatile Oil
Composition. Pelagia Research Library 3(3): 349-356.
Heroux, P. (2009). Principles of Toxicology. McGill: Canada.
Juniarti, Devi O., and Yuhernita. (2009). Kandungan Senyawa Kimia, Uji Toksisitas (Brine Shrimp
Lethality Test) dan Antioksidan (1,1-diphenyl-2-pikrilhydrazyl) dari Ekstrak Daun Saga (Abrus
precatorius L.). Jurnal Makara Sains 13(1): 50-54.
Lee, Y. S., Kang M. H., Cho Y. S., and Jeong C. S. (2007). Effect of Constituents of amomum
xanthioides on gastritis in rats and on growth of gastric cancer cells. Arch Pharm Research
30: 436-443.
Lim, S. H., Darah, I., and Jain, K. (2005). Antimicrobial Activities of Tannis Extracted from
Rhizophora Apiculata Barks. Journal of Tropical Forest Science 18(1): 59-65.
Lisdawati, V., Sumali W., and Kardono, L. B. S. Brine Shrimp Lethality Test (BSLT) dari Berbagai
Fraksi Ekstrak Daging Buah dan Kulit Biji Mahkota Dewa. Jurnal Penelitian Kesehatan
34(3): 111-118.
McGaw, L. J., Jager A. K., and Van S. J. (2002). Isolation of Antibacterial Fatty Acid from Schotia
brachypetala. Fitoler 73: 431-433.
Mendiola, J.A., Santoyo S., Reglero A.G., Ibanez E., and Senorans F.J. (2008). Antimicrobial
Activity of Sub- and Supercritical CO2 Extracts of the Green Algae Dunaliella salina.
Journal Food Prot. 71: 21382143.
Mishra, P. M and Sree A. (2007). Antibacterial Activity and GCMS Analysis of the Extract of
Leaves of Finlaysonia obovata (A Mengrove Plant). Asian Journal of Plant Sciences 6: 168-
172.
Mpila, D. A., Fatimawali, and Weny L. W. (2012). Uji Aktivitas Antibakteri Ekstrak Etanol Daun
Mayana (Coleus atropurpureus Benth) TerhadapStaphylococcus aureus, Escherichia coli
DanPseudomonas aeruginosa Secara In Vitro. [S1]:Program Studi. Manado:Universitas Sam
Ratulangi.
Naidu, A. S. (2000). Natural Food Antimicrobial. Florida: CRC Press.
Phay, N., H. Higashiyama, M. Tsuji, H. Matsuura, Y. Fukushi, A. Yokota,and F. Tomita. (1999).
An Antifungal Compound From Roots of Welsh Onion. Phytochemistry 52: 271-274.
Purwani, E., Hapsari S. W. N., and Rauf R. (2009). Respon Hambatan Bakteri Gram Positif Dan
Negatif Pada Ikan Nila (Oreochromis Niloticus) Yang Diawetkan Dengan Ekstrak Jahe
(Zingiber Officinale). Jurnal Kesehatan 2(1): 61-70.
Rajeswari, G., M. Murugan, and V. R. Mohan. (2012). GC-MS Analysis of Bioactive Components
of Hugonia mystax L. (Linaceae). Research Journal of Pharmaceutical, Biological and
Chemical Sciences 3(4): 301-308.
Raman, V., Samuel L., Pardha S. M., Narashimha R. B., Naga V. K. A., Sudhakar M., and
Radhakrishnan T. (2012). Antibacterial, Antioxidant Activity and GC-MS Analysis of
Eupatorium adoratum. Asian Journal of Pharmaceutical and Clinical Research 5(2): 99-106.
Ravikumar, V. R., V. Gopal, and T. Sudha. (2012). Analysis of Phytochemical Constituents of
Stem Bark Extracts of Zanthoxylum Tetraspermum Wight and Arn. Research Journal of
Pharmaceutical, Biological and Chemical Sciences 3(4): 391-402.
ISBN 9786021570425 BIO-147

Renukadevi, K. P., P. S. Saravana, and J. Angayarkanni. (2011). Antimicrobial and Antioxidant

Activity of Chlamydomonas reinhardtii sp. International Journal of Pharmaceutical Sciences
and Research 2(6): 1467-1472.
Sang, S., A. Lao, Y. Wang, C. K. Chin, R. T. Rosen, and C. T. Ho. (2002). Antifungal Constituents
from the Seeds of Allium fistulosum L. Journal Agriculture Food Chemistry 50: 6318-6321.
Seidel, V and Taylor P. W. (2004). In Vitro Activity of Extracts and Constituents of Pelagonium
Against Rapidly Growing Mycobacteria. International Journal Antimicrobial Agent 23: 191-
201.
Sembiring B. B., Mamun, and Edi I. G. (2006). Pengaruh Kehalusan Bahan dan Lama Ekstraksi
Terhadap Mutu Ekstrak Temulawak (Curcuma xanthorriza Roxb). Balai penelitian Tanaman
Obat dan Aromatik 17(2): 53-58.
Singh, S., Swapnil, and Verma, S. K. (2011). Antibacterial Properties of Alkaloid Rich Fractions
Obtained from Various Parts of Prosopisjuliflora. International Journal of Pharma Sciences
and Research 2(3): 114-120
Skrinjar, M. M and Nevena T. N. (2009). Antimicrobial Effects of Spices and Herbs Essential Oils.
APTEFF 40: 1-220.
Skold, M., Hagvall L., and Karlberg A. T. (2008). Autoxidation of Linalyl Acetate, the Main
Compound of Lavender Oil, Creates Potent Contact Allergens. Contact Dermatitis 58: 9-14.
Sohn, H. Y., Eun J. K., Hee Y. R., Su J. J., Nam S. K., and Kun H. S. (2006). Antifungal Activity
of Fistulosides, Steroidal Saponins, from Allium fistulosum L. Journal of Life Science 16(2):
310-314.
Uma, B and Parvathavarthini, R. (2010). Antibacterial Effect of Hexane Extract of Sea Urchin,
Temnopleurus alexandri (Bell, 1884). International Journal of PharmaTech Research 2(3):
1677-1680.
United States Department of Agriculture. Allium fistulosum L. available at:
http://plants.usda.gov/core/profile?symbol=ALFI4; internet; accesed from 25 Juli 2014.
Wei, L. S., Wendy W., Julius Y. F. S., and Desy F. S. (2011). Characterization of Antimicrobial,
Antioxidant, Anticancer Properties and Chemical Composition of Malaysian Andrographis
paniculata leaf extract. Pharmacologyonline 2: 996-1002.
Zakaria and Astal A. (2006). Effect of Storage and Temperature Aqueous Garlic Extract on the
Growth of Certain Pathogenic Bacteria. Journal of Al Azhar University-Gaza 6(2): 11-20.
ISBN 9786021570425 BIO-148

PB-02
Study of Iota-Kappa Carrageenan Ratio and Red Bean
Flour Concentration Effect on Physicochemical and
Nutrition Properties of Red Bean Milk Pudding
Eveline1)*, Felliesia Regina Halim1), Caecillia Chrismie Nurwitri2)
1)*
2)
Bogor Agricultural University, Raya Darmaga Kampus IPB Darmaga, Bogor - 16680, Indonesia
Abstract-Red beans has been recognized as one of the potential seeds that have high protein content. In
Indonesia, its utilization as a protein source in food product is not popular yet. This study aimed to improve
the physicochemical and nutritional properties of red beans in milk pudding. The study began with
determination of ratio of iota-kappa carrageenan (1:1, 1:2, and 2:1) as gelling agent of milk pudding. The
ratio 2:1 was found as the best ratio based on physical examination (syneresis 0.04%, gel strength 28.82
g.mm), and hedonic (5.90 [of 7.00]). Red bean flour fortification (0, 5, 10, 15, 20, and 25%) was conducted
on the formulation ratio of iota-kappa carrageenan 2:1. The concentration 15% of red bean flour
physicochemical characteristics and capable of providing the best nutrition. Syneresis of 0.02%, gel strength
33.23 g.mm, and 88.45 Hue (reddish yellow). Total protein and dietary fiber increased by 49.48 and
240.91% of commercial milk pudding. Fortified milk pudding of red bean flour with 15% iota-kappa
carrageenan 2:1 was safe for consumption from testing TPC and MPN according to the New Zealand Food
Regulation and still be accepted by the consumer sensory (5.23 [of 7.00]).
Keywords: carrageenan, fibre, milk_pudding, protein, red_kidney_bean
1. Introduction
Red beans (Phaseolus vulgaris L.) is a source of protein and carbohydrates, which could
increase the intake of protein and dietary fiber. Dried red bean has protein content 23.10%; while
the carbohydrate content was 59.50% which is the highest when compared with other nuts
(Directorate of Nutrition and Health, 1992). According to the Central Statistics Agency of
Indonesia (2009), despite its high nutritional value, use of red beans in food products still tends to
be low while the production tends to increase each year. In fact, if utilized appropriately red beans
could be one solution in improving nutrition Indonesian people, as it has optimal value of protein
and dietary fiber (Rahmawati, 2004).
Red beans could be used not only as a cooking ingredient also as complementary food to
provide nutritional needs in desserts, such as pudding. Based on the composition, pudding contains
carbohydrates and sometimes it is mixed with other materials that are less balanced, resulting in
high calorie product (Muaris, 2006). The nutritional quality could be improved and balanced with
the addition of red beans as a source of protein and dietary fiber. According to Christine (2009), the
concentration of red beans pudding fortification was generally 10-30%, therefore this study
conducted fortification at 5, 10, 15, 20, and 25%. Fortification of red beans was conducted to
determine the optimal concentration of red beans that could be added to the pudding as a protein
source without degrading physical properties (syneresis, gel strength, Hue degree) or hedonic
aspects of the consumer.
Carrageenan is a basic ingredient influencing the physicochemical properties. Iota and
kappa both contribute in forming elastic and strong gel. According Verbeken et al. (2006), as much
as 0.5-1.0% carrageenan commonly was added to the formulation. In this study, the addition of
0.5% three types of iota-kappa carrageenan ratio (1:2, 2:1, and 1:1) in milk pudding were tested in
order to determine the best ratio producing physical properties (syneresis and gel strength) and
hedonic of the consumers.
ISBN 9786021570425 BIO-149
The phase of determining the best ratio of iota-kappa carrageenan was carried out before
the phase of determining the concentration of red beans. The physical properties and panel
preferences from the best ratio iota-kappa carrageenan was the basis for determining the functional
properties based on physical tests, chemical tests (proximate and protein content), as well as
evaluation of consumer preferences toward red beans milk pudding. The best results on the ratio of
iota-kappa carrageenan concentration of red beans through physical testing, chemical and
organoleptic declared as the best treatment. This pudding then was analyzed microbiologically to
ensure the food safety (Total Plate Count [TPC] and Most Probable Number [MPN]) according to
New Zealand Food Regulation. Results of the study were expected to be applied in food industry
optimally to improve nutrition, particularly protein and dietary fiber in the pudding milk products,
without lowering the physicochemical properties, nutrients, and hedonic acceptance by consumers.

2. 1. Material
Dark red kidney bean, iota and kappa carrageenan, full cream milk powder, sucrose, vanilla
flavor powder. Material for analysis: isopropyl alcohol (IPA), petroleum benzene, pepsin, dry
cellite, Selenium, NaOH, K2SO4, H2O2 30%, 98% H2SO4, boric acid, ethanol 95%, mixed indicator
(methyl red 0.2% in alcohol [2:1] and 0.2% methylene blue in alcohol [2:1]), 0.2 N HCl, 4 M HCl,
distilled water, Plate Count Agar (PCA), Brilliant Green Lactose Bile Broth (BGLBB).
2. 2. Methods
The research was divided into two phases. Phase I aimed to determine three levels iota and
kappa carrageenan ratio (1:2, 2:1, and 1:1) based on physical tests (syneresis and gel strength) as
well as hedonic panellist evaluation on milk pudding. The formula used was a modification of
Habsari (2003), namely full cream milk 6.7%, sucrose 14%, and 0.3% vanilla flavor, whereas iota-
kappa carrageenan as much as 0.5% by three variation of the ratio (1:2, 2:1, and 1:1). Procedure of
making milk pudding included: mixing ingredients (iota-kappa carrageenan, full cream milk
powder, sucrose, water); heating (90-95C, ~3 minutes); adding vanilla flavor, stirring
homogeneously, and cooling (~25 to ~10C; refigerator).
The formulation with the best ratio of carrageenan on phase I were then used in a phase II
to determine the best concentration of red beans flour fortification (5, 10, 15, 20, and 25%).
Procedure in making red bean flour (modified Siddiq et al., 2010): soaking dark red kidney bean
(1:4 w/v, 12 hours); cooking; drying (cabinet dryer 65C, ~24 hours); size reduction using blender;
and sieving (Tyler 80 mesh). Procedure in making red beans milk pudding was similar as the
making of milk pudding, the addition of red beans flour was done after all other ingredients mixed.
The best concentration of red beans flour was determined through physical testing (syneresis, gel
strength, and Hue degree), chemical assay (protein content), as well as an overall evaluation of
consumer preferences toward red beans milk pudding. Red beans milk pudding with the best ratio
of carrageenan and the best concentration of red beans flour fortification was then analyzed
chemically (proximate: moisture, ash, protein, fat, carbohydrates [by difference], and total dietary
fiber) and microbiologically (TPC and MPN) according to New Zealand Food Regulation. Overall
research procedure could be seen in Figure 1.
Variable measurements included: physical analysis (syneresis, gel strength, and Hue
degree), chemical analysis (proximate), as well as consumer acceptance (hedonic). Syneresis level
is calculated by measuring the mass of a sample before and after refrigerator storage (~10C, 24
hours) without weighing the water coming out. Measurement of the gel strength is using Texture
Analyzer (modified by Hormdok and Noomhorm, 2007). Color analysis is using degrees Hue
method (Sugiyono et al., 2009 and Febriyanti, 2003). The analysis of proximate was conducted
according to AOAC (2005), while total dietary fiber according to Asp et al. (1983). Hedonic
evaluation was performed using modifications of Lawless and Heymann (2010). TPC and MPN
were performed according to Maturin and Peeler (2001).
ISBN 9786021570425 BIO-150

3. Results
3. 1. Phase I
Phase I was conducted to determine the concentration ratio of iota-kappa carrageenan (1:2,
2:1, 1:1) by 0.5% which resulting physical analysis (syneresis, gel strength), and the best
organoleptic assessment. Syneresis is the discharge of liquid from the gel so gel become fragile,
easy to destroyed, lost its elastic properties, and affect the shelf life product (Astawan, 2009). Iota-
kappa carrageenan combination could improve gel elasticity and prevent syneresis (Novianti,
2003).
The present study found that the ratio of iota-kappa carrageenan has significant effect on
milk pudding syneresis values. Lowest syneresis values shown in pudding with iota-kappa
carrageenan ratio 2:1 (0.040.01%). According to Imeson (2000), iota carrageenan contributed in
shaping the gel to be more elastic and provide better water binding thus lowering syneresis;
whereas kappa carrageenan forms gel structure to be harder, brittle, and fragile so that it could
decrease the water binding and increase syneresis.
Table 1. Physical and hedonic properties of milk pudding based on combination ratio of
iota-kappa carrageenan
Iota-Kappa Carrageenan
Parameter Commercial
1:1 2:1 1:2
Syneresis (%) (0.060.01)b (0.040.01)a (0.050.02)ab (0.050.01)a
k l m
Gel strength (g.mm) (24.701.06) (28.822.24) (33.783.60) (30.550.53)lm
Hedonic (4.611.38)x (5.900.87)z (5.301.43)y (5.491.40)yz
Gel strength as one of the characteristics of texture indicates the strength of gel network
(Verawaty, 2008). Table 1, ratio of iota-kappa carrageenan significantly effected on syneresis
values. If iota carrageenan turned greater, gel strength value will decreases. The presence of 3,6-
anhidrogalakosa-2-sulphate on iota carrageenan resulted in breakage of 3,6-anhidro-D-galactose
binding thus form a low strength gel elasticity (Winarno, 1990). In addition, the presence of esters
group in quantity more than kappa carrageenan caused disconnection of glycosidic bond that
ISBN 9786021570425 BIO-151

reduced the ability of gelation (Phillips and William, 2000). Elastic gels when exposed to physiscal
pressure will be difficult to maintain the shape, resulting in a low gel strength values.
Hedonic testing conducted by panelists toward the properties of color, creamy flavor, and texture of
milk pudding. Greater value showed panelists preference (scale 1-7). The result (Table 1) shows
that the differences ratio of iota-kappa carrageenan affected the panelists preference toward milk
pudding. Milk pudding with iota-kappa carrageenan ratio 2:1 was the most preferred milk pudding
5.900.87, equal to the commercial milk pudding.
Based on the three parameters testing on phase I, the best ratio of iota-kappa carrageenan
for subsequently use in phase II was 2:1. This ratio was able to produce gel strength equivalent to
the commercial milk pudding, low syneresis value, and most preferred by panelists.
3. 2. Phase II
Phase II was intended to determine the best concentration of red bean flour fortification (5,
10, 15, 20, and 25%) in the milk pudding based on physical analysis (syneresis, gel strength, Hue
degree), chemical analysis (protein content), and hedonic assessment. Other analysis after
determining the best concentration, were: chemical analysis (proximate: moisture content, ash,
protein, fat, carbohydrates [by difference], and total dietary fiber), TPC and MPN.
Result of phase II (Table 2) showed that concentration of red bean flour affected the syneresis
value of red beans milk pudding. The biggest value came from pudding with 25% red beans flour
fortification, while the addition of other concentrations was not different with control sample.
According to Imeson (2000), the rate of syneresis of gel products could be influenced by total
solids in solution, which affected the formation of carrageenan gel.
Results of statistic analysis on gel strength (Table 2) shown no significant effect with the
addition of red bean flour at all concentration levels (p>0.05). Gel strength was ranging from
30.01-35.61 g.mm. According to Imeson (2000) and Alting (2003), if concentration of other food
components (such as proteins) which mixed in the hydrocolloids material getting higher, the gel
strength could be increased by the formation of protein gelation; but in this study, the level of each
concentration that range about 5% was not enough to perform significant difference between each
level of concentration.
Hue degree test aimed to determine the differences of pudding produced from the six
concentration level of red beans flour fortification. Color was one of the factors that influence
consumer acceptance and perceptions toward food products. Statistical analysis toward Hue degree
stated that different additional concentration of red beans flour affected the color level of pudding;
although based on Huntching standard (1999), all samples stayed in the same color range which
was reddish yellow (54-90). The addition of the red bean flour from 5% has donated anthocyanin
pigments (red color).
Table 2. Physical properties, protein, hedonic based on concentration of red beans

flour fortification
Concentration of Red Beans Flour Fortification (%)
Parameter
0 5 10 15 20 25
Syneresis
(0.010.00)a (0.020.00)a (0.020.01)a (0.020.01)a (0.020.01)a (0.050.02)b
(%)
(30.011.34) (33.230.84) (34.060.79) (35.6112.09)
Gel strength (g.mm) e (31.201.40)e (32.010.45)e e e e
(78.646.46) (81.381.45)k (85.450.27) (85.590.22)

Hue degree k l (84.850.33)l k k (86.351.76)k
Hedonic (5.760.82)r (5.600.97)qr (5.310.89)q (5.230.98)pq (4.911.13)p (2.961.47)o
(12.130.44) (13.050.01) (13.780.33)
Protein (%) (8.730.21)u (10.660.09)v w x y (14.70.08)z
ISBN 9786021570425 BIO-152

Hedonic assessment on phase II was carried out by panelists on color, aroma, texture,
flavor, aftertaste, and sandiness of red beans milk pudding. Statistical analysis to the hedonic result
(Table 2) showed a significant difference due to the difference in concentration of red beans flour
which has been added. Most panelist like milk pudding without the addition of red beans flour
(0.00%). Increasing concentration of flour decreased panelists preference. Panelist preference to
15% flour concentration gave result more than 4 (neutral) or about 5.230.98 which allowed the
addition of red beans flour up to this concentration.
Calculation of increasing protein percentage was conducted to determine the influence of
protein increasing on each level of additional concentration of red beans flour. Based on the results
of statistical analysis (Table 2), the difference in the concentration of the addition of red bean flour
affected the value of protein pudding. Increasing value of concentration of red beans flour
fortification was resulting in the increasing of protein level.
Without ignoring the physical properties and increased levels of protein in red beans milk
pudding, the best concentration was also determined regarding on consumer preference. The
fortification of red beans flour at 15% was the limit for maximum concentration that still received
by consumers. This concentration was able to provide syneresis value and gel strength equivalent
to control, good color appearance, and protein content up to 13.05%. This means that with the
fortification of 15% red beasn flour, milk pudding protein increased by 49.48%.
The best formulation (iota-kappa carrageenan 2:1 and red beans flour 15%) of milk
pudding was then furthered analyzed on its chemical (proximate and dietary fiber) and
microbiological properties (TPC and MPN). The test results of the best pudding formulation could
be seen in Table 3. Beside protein, total dietary fiber also increased, which about 240.91%; if
calculated based on the total dietary fiber commercial milk pudding (1.76%). According to
Anderson et al. (2009), the presence of dietary fiber could help lower the risk of hypertension,
diabetes, cardiovascular disease, and obesity. Microbiological test results stated that the red beans
milk pudding with the best formulations were safe for consumption because the total number of
microorganisms and total coliform standard was below the line of NZFR standard. NZFR standard
is a standard issued by the New Zealand Ministry of Health in 1995. The standard was applied
because Indonesia still have no regulation to standardize the food safety of food products specially
pudding.
Table 3. Proximate and microbiological result of milk pudding best formulation

Parameter Value
Water (%) 7.45
Ash (%) 3.42
Protein (%) 13.05
Fat (%) 8.69
Carbohydrate (%) 67.39
Dietary Fiber (%) 6.00
TPC (CFU/g) 8.6 x 102 (in range of NZFR [<105])
MPN (MPN/g) 7.3 (in range of NZFR [<101])
4. Conclusion
Iota-kappa carrageenan ratio of 2:1 and red beans flour as much as 15% was determined as selected
formulations that provided the most appropriate physical, chemical, microbiological, and hedonic
properties on red beans milk pudding. This formulation provided gel strength equivalent to the
commercial milk pudding (33.23 g.mm), lower syneresis values (of 0.02%), good color appearance
(85.45 [reddish yellow]), and protein increase up to 49.48% compared to pudding without red
beans flour fortification. This formulation also provided good proximate value, with an increase in
total dietary fiber up to 240.91% compared to pudding without fortification. Microbiology assay
ISBN 9786021570425 BIO-153

results showed that pudding was safe for consumption and consumer favour red beans milk
pudding (5.23 [of 7.00]).
References
Alting, A. C. (2003). Cold Gelation of Globular Proteins. [thesis]. The Netherlands: Wageningen
University.
Asp, N. G., Johansson, C. G., Hallmer, H., and Siljestrm, M. (1983). Rapid enzymatic assay of
insoluble and soluble dietary fiber. Journal of Agricultural and Food Chemistry 31, 476-482.
AOAC. (2005). Official Methods of Analysis of AOAC International. United States: AOAC Inc.
Astawan, M. (2009). Sehat Dengan Hidangan Kacang dan Biji-bijian. Depok: Penebar Swadaya.
Central Statistics Agency of Indonesia (Badan Pusat Statistik [BPS]) Indonesia. (2009). Statistics
Indonesia. Jakarta: BPS.
Christine. (2009). Red Bean Pudding. Home page online. Available from: http://en.edd-bean-
pudding/2009/05/html. Internet accessed: 23 November 2012.
Febriyanti. (2003). Formulasi Minuman Instan Markisa (Passiflora edulis f.edulis Sims.)-terung
Belanda (Cyphomandra betacea Sendt.) Effervescen. Skripsi Institut Pertanian Bogor, Fakultas
Teknologi Pertanian, Jurusan Teknologi Pangan dan Gizi.
Directorate of Nutrition and Health. (1992). Daftar Komposisi Bahan Makanan. Jakarta:
Bharatara Karya Aksara.
Habsari, R. (2003). Puding Busa dan Susu. Jakarta: PT Gramedia Utama.
Hormdok, R and A. Noomhorm. 2007. Hydrothermal treatments of rice starchfor improvement of
rice noodle quality. LWT Food Science and Technology, 40, 1723-1731.
Huntching, J. B. (1999). Food Color and Appearance. Maryland: Aspen Publ. Inc.
Imeson, A. P. (2000). Carrageenan. In Philips, G. O, and Williams, P. A. (Eds.). Handbook of
Food Hydrocolloids 87-102. Cambridge: Woodhead Publishing.
Lawless, H. T and H. Heymann. (2010). Sensory Evaluation of Food: Principles and Practices.
New York: Springer.
Maturin, L and J. T. Peeler. (2001). Bacteriological Analytical Manual: Aerobic Plate Count. FDA
Online. Home page Online. Available from:
http://www.fda.gov/Food/ScienceResearch/LaboratoryMethods/BacteriologicalAnalyticalMan
ualBAM/ucm063346.htm; Internet accessed: 10 oktober 2012.
Muaris, H. (2006). Puding Susu Kedelai. Jakarta: PT Gramedia Utama.
Anderson, J. W., Baird, P. D., Jr Richard H., Ferreri, and Stephani, Health Benefits of Dietary
Fiber. Home page on-line. Available from:
http://www.nationalfibercouncil.org/pdfs/Fiber_Review_Paper.pdf. Internet accessed: 6 Juli
2013.
New Zealand Ministry of Health. Microbiological Reference Criteria for Food. New Zealand
Industry Food Safety Online. Home page on-line. Available
from:http://www.foodsafety.govt.nz/elibrary/industry/microbiological_reference-
guide_assess.pdf. Internet accessed: 4 Mei 2013.
Novianti, L. (2003). Pemanfaatan Kombinasi Tipe Kappa dan Iota Karaginan Setengah Jadi (Semi
Refined Carrageenan) Sebagai Pengental dan Stabilisator Pada Formula Krim Kulit [skripsi].
Depok: Fakultas Matematika dan Ilmu Pengetahuan, Universitas Indonesia.
Phillips, G. Oand Williams, P. A. (2000). Introduction of Food Hydrocolloids. Handbook of
Hydrocolloids. Cambridge: Woodhead Publishing Ltd., 1-19.
Rahmawati, F. (2004). Pemanfaatan Kacang Merah Sebagai Pangan Alternatif Pemenuhan Gizi dan
Pangan Fungsional. Home Page Online. Available
from:http://staff.uny.ac.id/sites/default/files/Pemanfaatan%20Kacang%20Merah%20Sebagai%
20Pangan%20Alternatif%20Pemenuhan%20Gizi%20dan%20Pangan%20Fungsional.pdf.
Internet Accessed: 22 November 2012.
Siddiq, M and Uebersax, Mark A. (2013). Dry Beans and Pulses Production, Processing and
Nutrition. Oxford: Wiley-blackwell.
ISBN 9786021570425 BIO-154

Sugiyono, S and Bianca, D. (2009). Pengaruh Pemilihan Buah Manggis (Garcinia mangostana L.)
Selama Penyimpanan. Seminar Nasional dan Gelar Teknologi PERTETA. Fakultas Teknologi
Pertanian, Jurusan Teknologi Pangan dan Gizi.
Verawaty. (2008). Pemetaan Tekstur dan Karakteristik Gel Hasil Kombinasi Karagenan dan
Konjak. [skripsi]. Bogor: Institut Pertanian Bogor.
Verbeken, D., Bael, K., Thas, O., and Dewettinck, K. (2006). Interaction between kappa-
karagenan, milk proteins and modified starch in sterilized dairy desserts. International Dairy
Journal 16: 482-488.
Winarno F. G. (1990). Teknologi Pengolahan Rumput Laut. Edisi I. Jakarta: Pustaka Sinar
Harapan.
ISBN 9786021570425 BIO-155

PB-03
The Effect of pH and Temperature on Konyal Passion
Fruit (Passiflora Ligularis Juss.) Peel Extract to
Alpha-Glucosidase Inhibition
Eveline1)*, Mira Herliani1), Hardoko1,2)
1)*
2)
Brawijaya University Malang, Veteran, Malang - 65145, Indonesia
Abstract-High yield of passion fruit peel waste due to the increase in productivity each year in Indonesia
encourage its utilization as an alternative source of bioactive compounds. The content of pectin, alkaloids,
glycosides, flavonoids, steroids, and triterpenoids in passion fruit peel reinforces its potential as a source of
natural phytochemicals antidiabetic compounds. This study will compare between the extract of konyal
passion fruit peel powder (with methanol as solvent) with konyal passion fruit peel powder (negative control)
based on quantitative proximate and qualitative phytochemicals. Inhibition of enzyme -glucosidase activity
is tested on two samples using enzyme acarbose (positive control). The extract of konyal passion fruit peel
powder is the best sample due to the lowest inhibition activity of the enzyme -glucosidase (IC50 =
70.256.54 ppm). The stability of the best sample is tested toward the effect of pH (2.5; 4.0; 5.5; 7.0; and
8.5) also the heating temperature (70, 80, and 90C). The extract of konyal passion fruit peel powder is more
active and stable at pH 4.0-8.5 (IC50 = 135.8219.25 to 165.1669.04 ppm) compared to pH 2.5 (IC 50
= 255.6937.65 ppm); as well as more active at 80 and 90C (IC 50 = 154.0360.29 and 150.1639.01 ppm)
compared to a temperature of 70C (IC50 = 271.4158.23 ppm).
Keywords: -glucosidase, antidiabetes, passion_fruit_peel, pH, temperature
1. Introduction
Passion fruit production is high per year due to Ministry of Agriculture (2015) that mentioned
the data in the last three years (in 2012 reached 134.530 tons, in 2013 reached 141.190, and in 2014
reached 107.831 tons). The production includes passion fruit types that found in Indonesia: the
purple passion fruit (Passiflora edulis var edulis), yellow passion fruit (Passiflora edulis var
Flavicarpa), erbis passion fruit (Passiflora quadranulris Simson), and konyal passion fruit
(Passiflora ligularis Juss.). The increased production of passion fruit naturally increase the amount
of waste passion fruit peel. According to Jannick and Paull (2008), approximately 50% of the fruit
is a part that could not be consumed (waste).
Research by Salgado et al. (2010) and Barbalho et al. (2012) found that the purple passion
fruit peel contributes in lowering blood glucose levels that have antidiabetic effects, increase
hepatic glycogen levels, also in keeping total cholesterol and increasing high density lipoprotein
(HDL) in the body. Further research on yellow passion fruit peel by Ramos et al. (2012) that the
part of the peel could give a positive reaction in the reduction of insulin resistance in diabetes.
Konyal passion fruit peel has never been done in furthered research, especially in inhibiting the
activity of -glucosidase for antidiabetic effects. Based on the antidiabetic research of passion fruit
peel, it is known that the tannins and phenolic compounds in the peel potentially lowering blood
sugar levels. Perez et al. (1998) adding that the pectin, alkaloids, glycosides, flavonoids, steroids
and triterpenoids are phytochemical compounds in a natural substance that could act as antidiabetic
compounds.
In this study, the extract of konyal passion fruit peel powder (methanol as solvent [polar])
compared with konyal passion fruit peel powder (negative control) based on quantitative proximate
ISBN 9786021570425 BIO-156

and qualitative phytochemicals. Next step was the test toward inhibition of enzyme -glucosidase
activity conducted on two samples using enzyme acarbose as a positive control. Inhibition of
enzyme activity expressed as IC50 (the concentration needed to inhibit 50% of enzyme).
The best sample, which had the smallest IC50 value (the largest inhibitor activity), was tested
its stability based on the effect of pH (2.5, 4.0, 5.5, 7.0, and 8.5) and the heating temperature (70,
80, and 90C). According to Talcott et al. (2003) also Friedman and Jurgens (2000), pH and
heating temperature could affect the activity and stability of bioactive compounds in the peel of
yellow passion fruit. The pH level is determined by Ozdogan and Yilmaz (2011) and WHO (2003)
who state that pH range of 2.5-8.5 is appropriate for the application of food products with passion
fruit peel. While the heating temperature level is determined as the temperature for beverage
pasteurization at 85C (Talcott et al., 2003). Results are expected to provide scientific information
regarding the antidiabetic activity of konyal passion fruit peel and its stability based on the effect of
pH and heating temperature.

2. 1. Material
Materials that are used: konyal passion fruit peel (Passiflora ligularis Juss.), peroxide (H2O2),
acarbose "Glucobay", methanol, distilled water, -glucosidase enzyme "Sigma Aldrich", albumin
serum, dimethyl sulfoxide (DMSO), p-nitrophenyl -D-glucopyranose "Sigma Aldrich", sodium
carbonate, phosphate buffer pH 7.0, K2SO4, NaOH, boric acid, HCl, bromcherosol green-methyl
red indicator, benzene, FeCl3, Dragendorf reagent, Meyer reagent, Bouchardat reagent, Mg powder,
amyl alcohol, 30% ethanol, ether, acetic anhydride, H2SO4, and chloroform.
2. 2. Methods
The study was conducted in two phases. The first phase aims to determine the appropriate
sample (powder or extract of konyal passion fruit peel powder) to inhibit the action of the enzyme
-glucosidase enzyme which were compared to acarbose (positive). The best samples then used in
phase II. Analysis of phase I include: proximate analysis (AOAC, 2005) which includes moisture,
ash, protein, fat, and carbohydrate (by difference) content; yield; phytochemical assay such as
tannins, alkaloids, flavonoids, triterpenoids and steroids (Harbone, 1998; Farnsworth, 1966; and
Pushker et al., 2011); -glucosidase inhibition assay (Sugiwati et al., 2009); and GCMS assay to
identify antidiabetic compounds in passion fruit peel. Phase I flowchart is shown in Figure 1.
Phase II aims to determine the stability of -glucosidase as inhibitor based treatment of pH
(2.5, 4.0, 5.5, 7.0, and 8.5) and heating temperature (70, 80, and 90C) toward konyal passion fruit
peel samples. Phase II flowchart is shown in Figure 2.
ISBN 9786021570425 BIO-157

3. Results
3. 1. Phase I
Phase I was conducted to determine the best type of sample between powder form or extract
form in inhibit the activity of -glucosidase enzyme. Proximate analysis results for passion fruit
ISBN 9786021570425 BIO-158

peel and passion fruit peel extract are 83.17% and 66.09% moisture; 1.03% and 3.81% ash; 0.37%
and 0.00% fat; 0,59% and 0.00% protein; 14.84% and 0.00% carbohydrate (by difference); 10.15%
and 10.56% yield. Chemical characteristics of passion fruit peel in the form of powder and extract
showed that konyal passion fruit contains flavonoid and steroids, while konyal passion fruit peel
extract contains tannins, flavonoids, and steroids. According Shahidi and Nackz (2003), regularly
tannin bounded to polysaccharides, nucleic acids, and alkaloids; while the extraction process might
lead to release the bond of tannin and polysaccharide, so that tannin fractions could be detected in
the sample extract.
The inhibitor activity of -glucosidase enzyme is expressed in terms of IC50 (concentration
needed to inhibit 50% activity of enzyme). The smaller IC50 value indicates greater inhibitor
activity. IC50 calculation results in phase I could be seen in Figure 3. The result of statistical One-
Way ANOVA stated that there were significant differences between the samples which were
powder, extract, and acarbose (p<0.05). Lowest IC50 value was obtained from the extract of konyal
passion fruit peel (70.256.45 ppm), under positive control; whereas the highest IC 50 value was
powder sample (552.3847.11 ppm), above the positive control. According to Septiana (2011), -
glucosidase inhibitor activity is declared as active if IC50 value is below the positive control. This
means the extract of konyal passion fruit peel had the best inhibitory value than other samples. The
extraction process causes antidiabetic compounds purer and more active in inhibiting
-glucosidase.
Powder
Note: Different notation shows a significant difference (p<0.05)

Figure 3. Inhibitor activity to -glucosidase by acarbose, extract, and powder of
konyal passion fruit peel
GC-MS results toward the extract of konyal passion fruit peel (Figure 4 and Table 1) shows
that the extract contains 69 compounds. Some of them have function as an antidiabetic. According
to Asmadi et al. (2011) guaiacol and syringol are the breakdown of lignin due to heat treatment.
Lignin is a lignan polymer compound that might act as an antidiabetic (Hou et al., 2003). 2-Furan
carcarboxaldehyde compound, 5-(hydroxymethyl) is a terpenoid compound. Some terpenoids
compounds potentially reduce blood glucose, and could be used as treatment to type 2 diabetes
(Luo et al., 1999). Compound with the greatest area in GC-MS analysis is L-Lyxose. The greater
the area in chromatogram shows greater concentration of the compound in the sample (Sparkman et
al., 2011). L-Lyxose is a 5-carbon carbohydrate, including aldopentosa, as well as an epimer of D-
Xylose (Pandey and Sinha, 2009). Lipophilic part in D-Xylose could be potentially as an
antidiabetic and non-toxic in mice (Gruzman et al., 2012). Trehalose is classified as carbohydrate.
According to Luo et al. (2008) that compound could act as antioxidants by removing H2O2 and O2*-
. According to Widowati (2008) antioxidants could potentially act as antidiabetic. Diabetes could
form superoxide anion radicals (O2*-) and H2O2, and toxic carbonate. Trehalose in the extract could
bind H2O2 and O2*-, so that trehalose could be potentially as antidiabetic compounds.
ISBN 9786021570425 BIO-159

Abundanc e
T IC: MARKISA.D\ data.ms

15.665
1400000
6.206
1300000
1200000
1100000
16.405
1000000
900000 16.296
800000
15.443
700000 10.452 15.852
15.358
11.080 14.123 17.049
15.958
9.922 21.176
20.430
600000 7.080 17.166
21.363
14.612 21.969
20.601
14.337
14.061
14.394
14.828
500000 10.048 15.114
14.476
12.998
12.925 15.027
14.237
14.769
8.385 11.572 14.956
4000006.506
7.826
8.513 11.758
11.839
6.911 10.562 12.699
9.445 13.240
13.488
6.961 8.628
8.190 12.439
13.626
12.363
300000 7.573 11.680
11.002 13.429
12.762
10.811
12.037
11.229
10.747
7.679 9.759
10.232
7.995 10.304
10.383
200000 9.259
9.024
100000
8.00 10.00 12.00 14.00 16.00 18.00 20.00 22.00 24.00 26.00 28.00 30.00 32.00
T ime-->
Figure 4. Chromatogram result of extract of konyal passion fruit peel
Table 1. Bioactive compounds that expected have potency in inhibiting the

activity of -glucosidase
Peak Retention Area
Time (%) Compound Function Literature
(RT)
21 10.45 2.30 Phenol, 2-methoxy- or Fractions of Lignin, Asmadi et al.
Phenol, o-methoxy- or could be as an (2011) and
o-Guaiacol or antioxidant and Huo et al.
o-Hydroxyanisole antidiabetic (2003)
32 11.84 1.19 2-Furancarcarboxaldehyde, Fractions of Luo et al. (1999)

5- (hydroxymethyl)- or terpenoids, could
2-Furaldehyde, reduce blood glucose
5- (hydroxymethyl)
39 13.00 0.95 Phenol, 2,6-dimethoxy- or Fractions of Lignin, Asmadi et al.

Pyrogallol 1,3-dimethyl could be as an (2011) and
ether or Syringol antioxidant and Huo et al.
antidiabetic (2003)
59 15.67 12.24 L-Lyxose or Pentose The epimer could be Pandey and

potential as Sinha (2009);
antidiabetic
63 16.41 4.48 .alpha.-D- Antioxidant Luo et al. (2008)
Glucopyranoside,
.alpha.-D-glucopyranosyl
or Trehalose or
Ergot Sugar
ISBN 9786021570425 BIO-160

Phytochemical assay showed that the extract of konyal passion fruit peel contained steroid. The
result on GC-MS did not show the specific steroid compounds, instead it showed that the extract
contains terpenoids bond in 2-Furancarcarboxaldehyde, 5-(hydroxymethyl). According to Polya
(2003) the basic component of steroid is triterpenoids. Since GC-MS could analyze fractionated
compounds, it could be assumed that 2-Furancarcarboxaldehyde, 5-(hydroxymethyl) is a fraction of
steroid compounds.
3. 2. Phase II
Phase II was conducted to test the stability of the extract of konyal passion fruit peel by
changes in pH (2.5, 4.0, 5.5, 7.0, and 8.5) and heating temperature (70, 80, and 90C). Acarbose
enzyme was also used as positive control while the negative control were using the extract without
pH and temperature treatment. Statistical test showed that there was no interaction between pH and
heating temperature factors (p>0.05) and no significant difference between samples (p<0.05) in
each treatment; however each sample did not differ significantly from the positive control acarbose
on both factors (p>0.05). The result of these factors could be seen in Figure 5.
2.5 4.0 5.5 7.0 8.5
4.0 5.5 8.5 C

7.0
(a) (b)
Note: Different notation shows a significant difference (p<0.05)

Figure 5. Effect of pH (a) and heating temperature (b) to the stability of the extract in inhibiting
the activity of -glucosidase
Figure 5 shows decreased inhibitor activity of the extract (70.256.54 ppm) for all pH
treatments and decline at pH 2.5 than other pH treatments. Effect of pH treatments could damage
bioactive compounds in the sample, causing instability in inhibiting -glucosidase (Friedman and
Jurgens, 2000). Inhibitor activity to the enzyme of the extract was stable from pH 4.0 to 8.5,
however the extract was not stable when pH was too low i.e pH 2.5. Friedman and Jurgens (2000)
states that plant has many components polyphenol antioxidant, anticarcinogenic, and antimicrobial
which are some of these components could be stable at high pH. The result of extract that treated
with pH 2.5 to pH 8.5 had an active inhibitor activity since IC50 values were below the positive
control (acarbose) (Septiana 2011).
Figure 5 also shows that decreased inhibitor activity of the extract (70.256.54 ppm) for all
heat treatments, but there was increasing activity on the extract with heating 80 and 90C compared
to the heating 70C. Effect of pH treatments could damage bioactive compounds in the sample, so
that causing instability of the inhibitor activity on -glucosidase (Friedman and Jurgens, 2000).
Increasing inhibitor activity could be caused by the increasing flavonoid and tannin after the heat
treatments (Jeong et al., 2004; Lee and Lee, 2012). Friedman and Jurgens (2000) stated that plant
has many components polyphenol antioxidant, anticarcinogenic, and antimicrobial, which are some
ISBN 9786021570425 BIO-161

of these components could be stable at high temperature. Extract of konyal passion fruit peel still
showed inhibitory actively after the heat treatment (70 to 90C) since IC 50 values were below the
positive control (acarbose) (Septiana 2011).
4. Conclusion
Konyal passion fruit peel (Passiflora ligularis Juss.) could be a source of antidiabetic
compounds. Qualitatively, passion fruit peel powder contains bioactive compounds flavonoids and
steroids, while the extract of passion fruit peel contains bioactive compounds tannins, flavonoids
and steroids. Antidiabetic activity its extract is better than its powder with IC50 values respectively
70.256.54 and the 552.3947.11 ppm. Antidiabetic activity of the extract is stable at pH 4.0-8.5
with IC50 values 135.8219.25 to 165.1669.04 ppm. Antidiabetic activity of the extract is stable at
the heating temperature 80-90C with IC50 values 150.0039.01 to 154.0360.29 ppm.
References
AOAC. 2005. Official Methods of Analysis. Maryland: Association of Official Analytical Chemist.
Asmadi, M., H. Kawamoto, and S. Saka. 2011. Thermal reaction of guaiacol and syringol as
lignin model aromatic nuleic. Journal of Analytical and Applied Pyrolysis, 92, 1, 88-98.
Barbalho, S. M., M. da Silva S. de Souza, J. C. de Paula e Silva, C. G. Mendes, G. A. de Oliviera,
T. Costa, and F. M. V. Farinazzi-Machado. 2012. Yellow passion fruit rind (Passiflora
edulis): an industrial waste or an adjuvant in the maintenance of dlycemia and prevention of
dyslipidemia. Journal of Diabetes Research & Clinical Metabolism, 1-5.
Departemen Pertanian (Deptan). Produksi Holtikultura Nasional. Deptan online. Home page on-
line. Available from http://aplikasi.pertanian.go.id/bdsp/hasil_kom.asp; Internet; accessed 20
Agustus 2015.
Farnsworth, N. R. 1966. Biological and Phytochemical Screening of Plants. Journal of
Pharmaceutical Science, 55, 3, 226-276.
Friedman, M and Jurgens H. S. 2000. Effect of pH on stability of plants phenolic compounds.
Journal Agric Food Chemistry 48, 2101-2110.
Gruzman, A., A. Elgart, O. Viskind, H. Biljauer, S. Dota, G. Cohen, E. Mishani, A. Hoffman, E.
Cerasi, and S. Sasson. 2012. Antihyperglycaemic activity of 2,4:3,5-dibenzylidine-D-xylose-
diethyl dithioacetal in diabetic mice. Journal of Celular and Molecular Medicine 16, 3, 594-
604.
Harbone, J. B. 1998. Phytochemical Methods A Guide to Modern Techniques of Plant Analysis
third edition. London: Chapman & Hall.
Ichimura, T., A. Yamanaka, T. Ichiba, T. Toyokawa, Y. Kamada, T. Tamamura, and S. Maruyama.
2006. Antihypertensive effect of an Extract of Passiflora edulis rind in spontaneously
Hypertensive Rats. Biosci. Biotechnol. Biochem., 70, 3, 718-721.
Jannick, J and R. E. Paull. 2008. The Encyclopedia of Fruit & Nuts. Cambridge: CABI.
Jeong, S. M., S. Y. Kim, D. R., Kim, S. C. Jo, K. C. Nam, D. U. Ahn, and S. C. Lee. 2004. Effect
of heat treatment on the antioxidant activity of extract from citrus peels. Journal Agriculture
Food Chemistry, 52, 3389-3393.
Lee, D. W and S. C. Lee. 2012. Physiological Activities of Non-astringent Persimmon Fruit
Juice. Food Sci. Biotechnol, 21, 3, 815-822.
Luo, J., J. Cheung, E. M. Yevich, J. P. Clark, J. Tsai, P. Lapresca, R. P. Ubillas, D. M. Fort, T. J.
Carlson, R. F. Hector, S. R. King, C. D. Mendez, S. D. Jolad, and G. M. Reaven. 1999. Novel
terpenoid type quinines isolated from Pycnanthus angolensis of potential utility in the treatment
of type 2 diabetes. Journal of Pharmacology and Experimental Therapeutics, 288, 2, 529-534.
Luo, Y., W. M. Li, and W. Wang. 2008. Trehalose: Protector of antioxidant enzymes or reactive
oxygen species scavenger under heat stress? Enviromental and Experimental Botany, 63, 1-3,
378-384.
Ozdogan, F and Yilmaz E. 2011. Evaluation of green tomato jams prepared from two kinds of
tomatoes. Akademik Gida, 9, 2,19-25.
ISBN 9786021570425 BIO-162

Pandey, S. N and B. K. Sinha. 2009. Plant Physiology 4th edition. New Delhi: Vikas.
Perez, R. M. G., M. A. Zavala S., S. Perez G., and C. Perez G. 1998. Antidiabetic effect of
compounds isolated from plants. Phytomedicine, 5, 1, 55-75.
Polya, G. 2003. Biochemical Targets of Plant Bioactive Compounds. London: Taylor & Francis.
Pushker, A. K., S. Kaushik, S. Lakhanpaul, K. K. Sharma, and R. Ramani. 2011. Preliminary
phytochemical investigation on the bark of some of the important host plants of Kerria lacca-
the indian lac insect. Botany Research International, 4, 3, 48-51.
Ramos, M. do Socoro de Queiroz, D. I. Janebro, M. A. L. da Cunha, J. dos Santos Medeiros, A. U.
O. Sabaa-Srur, M. de Fatima F. M. Diniz, and S. C. dos Santos. 2012. Effect of the yellow
passion fruit peel flour (Passiflora edulis f. flavicarpa deg.) in insulin sensitivity in type 2
diabetes mellitus patients. Nutritional Journal, 11, 89-96.
Salgado, J. M., T. A. D. Bombarde, D. N. Mansi, S. M. de Stefano Piedade, and L. M. M. Meletti.
2010. Effects of different concentrations of passion fruit peel (Passiflora edulis) on the
glicemic control in diebetic rat. Ciencia e Tecnologia de Alimentos, 30, 3, 784-789.
Septiana, E. K. Uji Aktivitas Penghambatan a-glukosidase dan Penapisan Fitokimia dari Beberapa
Tanaman Famili Apocynaceae dan Clusiaceae. Tesis Sarjana Farmasi. Universitas Indonesia.
2011.
Shahidi, F and M. Naczk. 2003. Phenolic in Food and Neutraceuticals. Florida: CRC Press.
Sparkman, O. D., Z. E. Penton, and F. G. Kitson. 2011. Gas Chromatography and Mass
Spectrometry a Practical Guide 2nd edition. Oxford: Elsevier Inc.
Sugiwati, S., S. Setiasih, and E. Afifah. 2009. Antihyperglicemic activity of the mahkota dewa
[Phaleria macrocarpa (Scheff.) Boerl] leaf extracts as an alpha glucosidase inhibitor. Makara
Kesehatan, 13, 2, 74-78.
Talcott, S. T., S. S. Percival, J. Pittet-Moore, and C. Celoria. 2003. Phytochemical Composition
and Antioxidant Stability of Fortified Yellow Passion Fruit (Passiflora edulis). Journal
Agriculture Food Chemistry, 51, 4, 935-941.
Widowati, W. 2008. Potensi Antioksidan sebagai Antidiabetes. Jurnal Kesehatan Masyarakat, 7,
2, 1-11.
World Health Organization (WHO). 2003. pH in Drinking Water. Geneva: WHO.
Zeraik, M. L and J. H. Yariwake. Analysis of Passion Fruit Rinds (Passiflora edulis): Isoorientin
Quantification by HPTLC and Evaluation of Antioxidant (Radical Scavenging) Capacity.
Quim. Nova, vol. 35 (3) (2012): 541-545.
ISBN 9786021570425 BIO-163

PB-04
Cholesterol Testing of Rats Consuming
Sweet Corn Kefir
Adolf J.N. Parhusip1, Lidya Veronica2, Mardianto2, Ajeng Martha Tiara2,

Yuniwaty Halim1, Ratna Handayani1
1
Department of Food Technology, Pelita Harapan University, UPH Tower
2
Alumnus Department of Food Technology, Pelita Harapan University
Jl. M.H. Thamrin Boulevard 1100, Lippo Village Tangerang 15811, Indonesia
Abstract- Sweet corn kefir is a probiotic product using kefir grain, which can lower the LDL-cholesterol
level in blood serum of rats. Rats were exposed to hypercholesterolemic condition by feeding them with
tallow and egg yolk for 28 days then treated with sweet corn kefir. The characteristics of sweet corn kefir
were observed from titratable acidity, pH, alcohol content, microbial test (total yeast and LAB count). The
results showed that treatment of sweet corn kefir of 1 mL/day for 30 days could decrease the LDL level of
41.94% and triglyceride level of 44.88%, and increase HDL-cholesterol level of 33.56% on rats which were
fed with standard feed. This result was also supported by physical and activity observation, endurance and
weight, intestines condition, total yeast count and LAB count from rats intestine. The amount of 10 5cfu/mL
probiotics in sweet corn kefir could retain in rats intestine (LAB and yeast). However, sweet corn kefir was
not able to decrease the total cholesterol level of rats.
Keywords: Cholesterol, Lactic Acid Bacteria, Rats, Sweet corn kefir
1. Introduction
Corn is a plant that is extensively grown in Indonesia. Sweet corn is commonly used as a
source of staple replacement for rice and animal feed. Another way of utilizing corn other than
source of carbohydrates is to make sweet corn kefir. Sweet corn has high carbohydrate and
reducing sugar content that make it a suitable ingredient for kefir (Sari, 2013).
Cholesterol is a steroid alcohol produced in the liver and an essential fat for the body, but if the
level is excessive in blood, cell membranes and muscles, it may trigger coronary heart disease,
because it can clog blood vessels, as well as other degenerative diseases (Colpo, 2005). One of the
efforts to lower cholesterol level in the blood is to keep the consumption of fiber-rich food. The
combination of sweet corn containing fibers and fermentation using kefir grains is expected to
lower cholesterol level in the blood serum effectively. Kefir grain consists of a complex mixture of
symbiosis between lactic acid bacteria and yeasts (Vardjan, 2013). In kefir, bacteria play role in
producing lactic acid, whereas yeast produces alcohol and carbon dioxide (Usmiati, 2007).
This research was aimed to study the effect of sweet corn kefiron total cholesterol, LDL-
cholesterol, HDL-cholesterol and triglyceride in blood serum of rats.
2. Methods
The methodology in this experiment consisted of preliminary research and main research. Prior
tothe preliminary research, the preparation of kefir starter and production of sweet corn kefir were
conducted. The preliminary research was aimed to determine the chosen sweet corn kefir
formulation which would be used in the main research. Factors used in the preliminary research
were the concentration of skim milk (4%, 6%, 8%, and10%) and brown sugar (4%, 6%, 8%, and
10%).
In the main research, the chosen formula of sweet corn kefir was given to rats. The rats used
were 24 male Sprague Dawley-strain-rats which were 2 month old. At this stage, the cholesterol
reduction by sweet corn kefir were compared to the negative control (distilled water), positive
ISBN 9786021570425 BIO-164

control (cholesterol drugs "Simvastatin") and treatments such as feeding high cholesterol feed with
sweet corn kefir and standard feed with sweet corn kefir.
3. Research Implementation
3.1 Production of Sweet Corn Kefir
The production of sweet corn kefir was started by weighing the sweet corn extract then adding
the skim milk and brown sugar with concentrations of 4, 6, 8, and 10 % (w/v) into the extract. The
solution was pasteurized in waterbath with a temperature of 85oC for 30 min. Afterwards, the
pasteurized solution was cooled down to room temperature. Fermentation process was conducted
by inoculation of 5% kefir grains (v/v) and covered with filter paper to establish a semi-aerobic
condition which limited the alcohol formation. Incubation was conducted in dark room for 24
hours at room temperature. Lastly, the sweet corn kefir was filtered using plastic sieve to remove
the corn waste. The process of sweet corn kefir production is shown in Figure 1.
The analyses conducted were total titratable acidity (TTA), pH, alcohol content, and microbial
count (total yeast and lactic acid bacteria LAB). For the chosen formulation, further analysis were
conducted includingtoxicity test (Jessica, 2014), fiber content (AOAC, 2009), and phytochemical
analysis of phenolic and flavonoid content (Song, 2013).
ISBN 9786021570425 BIO-165

3.2 Grouping the Rats

The rats used in the research were selected based on body weight, physical condition, and
physical endurance that were measured by swimming method and rotarod equipment, eye, feet, and
tail reflex, and also balance that was measured with rotarod equipment. The chosen rats were then
divided into 4 groups, with each group composed of 2 rats, which were the main objects, and 4 rats
that were used as reserved objects.
The 4 groups were group A, which was the negative control group that was given standard feed
and 1 mL of aquadest daily, group B, which was the positive control group, which was given
standard feed and Simvastatin daily, group C and D which were given standard feed and 1 mL of
sweet corn kefir daily. The dosage of kefir given was based on the research of Cheick (2008),
which implemented 1 mL of fermented soy beverage to laboratory rats daily. The fermented
beverage were given by injection, whilst the feed and aquadest were given by ad libitum method.
During the research period, injections were carried daily on 1 pm, whilst the feeding time on 8 am
and 1 pm daily. The rats group is shown in Table 1.
Table 1.Rats groups

Time Group A Group B (positive Group C Group D
(negativecontrol) control)
Aclimatization Standard feed, aquadest, antiparasite, antiworm
Day 1-30 Standard feed, Standard feed Standard feed Standard feed,
aquadest with 10% tallow with 10% tallow aquadest
and 5% egg yolk, and 5% egg yolk,
aquadest aquadest
Day 31-60 Standard feed, Standard feed and Standard feed and Standard feed and
aquadest Simvastatin sweet corn kefir sweet corn kefir
3.3 Cholesterol Level Analyses in Rats

The analysis of total cholesterol in rats were conducted by using the CHOD PAP method,
photometric enzymatic method (Ariantari, 2010). Whilst, the analysis of LDL-cholesterol and
HDL-cholesterol levels were conducted by precipitation method (Suntio, 2010). In addition, the
analysis of triglycerides was conducted by GPO and photometric enzymatic method (Suntio, 2010).
3.4 Microbial Analyses

The microbial analyses in rats intestine included total lactic acid bacteria and total yeast with
swab method.
Statistical Analysis
The data were analyzed with SPSS 16.0. The data in the preliminary research were analyzed by
using ANOVA, whilst the data in the main research were analyzed by using t-test.

4.1 Product Characteristics
Moisture content of sweet corn flour was 12.96% and yield value of sweet corn kefir was
75%. The used starter kefir was the filtrate from skim milk fermentation done by kefir grain.
Products characteristics were shown in Table 2.
ISBN 9786021570425 BIO-166

Table 2. Sweet Corn Kefir Characteristics
No Characteristics Criteria
1 Ingredient Zea mays L. Saccharata
2 Culture Kefir grain
3 Dried corn flour moisture 12.96%
content
4 Product yield 75%
4.2 Preliminary Research

In preliminary research, chosen skim milk and brown sugar concentration were determined
which would be used in main research. This concentration was chosen regarding results of pH, total
titratable acidity (TTA), alcohol content, total LAB, and total yeast count in sweet corn kefir.
4.2.1 pH and Total Titratable Acidity Test

Statistical results showed that the interaction between brown sugar and skim milk
concentration was significantly affecting (p<0.05) the pH value and total titratable acidity of sweet
corn kefir. Addition of brown sugar and skim milk in every treatment causeda significant decrease
of pH and TTA value. pH value of product ranged from 3.88-4.02, whereas TTA value ranged from
0.45-1.04%. Decrease of pH value and increase of TTA value were caused by lactic acid as the
result of lactose was broken down by lactic acid bacteria (Zakaria, 2009). Besides lactic acid, LAB
and yeast were also producing acetic acid and other organic acids with using sugar and skim milk
as energy and carbon source (Aristya, 2013). pH and TTA tests in sweet corn kefir are shown in
Figure 2 and Figure 3.
(4.020.02)g
(4.010.01)g
(4.000.00)g
(4.000.00)g
4.1
(3.960.00)e,f
(3.970.01)f
(3.950.01)d,e
4%Skim milk
(3.950.00)e,f
(3.930.00)c,d
(3.930.00)c,d
(3.930.01)c
(3.910.01)b
(3.910.01)b
(3.900.00)b
(3.890.01)a
4.0 6%Skim milk

(3.880.00)a
pH
8%Skim milk
3.9
10%Skim milk
3.8
4 6 8 10
Brown sugar concentration (%)
Figure 2. Effect of interaction of brown sugar and skim milk addition on pH value of
sweet corn kefir
Notes: Different superscript notation showed a significant difference at p<0.05
ISBN 9786021570425 BIO-167

(0.860.06)e,f,g
(0.810.00)d,e,f
(0.810.00)d,e,f
(0.950.06)g,h
(0.950.06)g,h
(0.950.06)g,h
(1.040.06)g,h
(0.900.00)f,g
(0.900.00)f,g
(0.770.06)d,e
(0.720.00)c,d
(0.630.00)b,c
(0.630.00)b,c
4%Skim milk
(0.540.00)a,b
1.2
(0.500.06)a
(0.450.00)a
1.0 6%Skim milk
0.8 8%Skim milk
TTA (%)
0.6
10%Skim milk
0.4
0.2
0.0
4 Brown6 sugar concentration(%)
8 10
Figure 3. Effect of interaction of brown sugar and skim milk addition on TTA value of
sweet corn kefir
4.2.2 Alcohol Content Analysis

Alcohol in kefir played role in flavour formation. Statistical results showed that addition of brown
sugar gave a significant difference to alcohol content in sweet corn kefir, in which the higher the
concentration of brown sugar added, the higher the alcohol content produced. Alcohol content
formed was as high as 4.93%-10.62%. Standard of alcohol content in kefir was ranging from 0.5-
3.5% (Usmiati, 2007). This high alcohol content might be caused by different composition in
brown sugar compared to white sugar, which in brown sugar contained 62.65% sucrose and 7-8%
simple sugars (fructose and glucose) (Pontoh, 2011). Because of this simple sugar contained in
brown sugar, yeast broke down sugar into alcohol and CO2faster as its metabolism results (Fratiwi,
2008). Figure 4 showed the effect of brown sugar addition on alcohol content in sweet corn kefir. (10.620.24)c
(8.880.16)b
(6.041.24)a
(4.931.16)a
12
10
% Alcohol
8
6
4
2
0
4 6 8 10
Figure 4. Effect of brown sugar addition on alcohol value of sweet corn kefir
4.2.3 Total Lactic Acid Bacteria and Yeast Test

Statistical results showed that interaction of skim milk and brown sugar concentration gave
a significant difference (p<0.05) toward total lactic acid bacteria. After 24 h fermentation, sweet
corn kefir which have been inoculated with starter kefir (total initial LAB 3.4x106cfu/mL)
produced total lactic acid bacteria as many as 7.4x106cfu/mL to 9.1x107cfu/mL. This increase
ISBN 9786021570425 BIO-168

occurred because of synergism work by LAB and yeast. Lactose and skim milk were broken down
by LAB into galactose and glucose which would later be used by yeast as energy source for its
growth to produce substances which stimulated LAB growth (Aristya, 2013). Result of total LAB
test in sweet corn kefir was showed in Figure 5.
(7.910.00)e
(7.920.00)e
(7.920.04)e
(7.930.04)e
(7.960.04)e
(7.800.02)d
(7.610.06)b,c
(7.620.00)b,c
(7.630.05)b,c
(7.860.01)d,e
(7.600.08)b,c
(7.600.05)b,c
(7.690.01)c
(7.570.09)b
4%Skim milk
LAB Total (Log cfu/ml)
(6.950.03)a
(6.860.07)a
8.0 6%Skim milk
7.5
8%Skim milk
7.0
10%Skim milk
6.5
4 6 8 10
Figure 5. Effect of interaction of brown sugar and skim milk addition on total
LAB of sweet corn kefir
Notes: Different superscript notation showed a significant differenceat p<0.05
Sweet corn kefir which have been inoculated by starter kefir (yeast total was
1.4x10 cfu/mL) produced yeast total as many as 3.7x107cfu/mL to 1.3x108cfu/mL. Statistical result
7
showed skim milk and sugar concentration significantly (p<0.05) affected total yeast in sweet corn
kefir, but interaction between both was not (p>0.05). Total yeast result can be observed on Figure
6.
8.2
Yeast Total (Log cfu/ml)
8.1 (8.10.05)c
8.0 (7.90.03)b
(8.00.04)b
7.9
(7.80.07)a
7.8
7.7
7.6
7.5
4 6 8 10
Skim Milk Concentration (%)
Notes: Different superscript notation showed a significant differenceat p<0.05

Figure 6. Effect of skim milk addition on total yeast of sweet corn kefir
4.2.4 Determination of Chosen Sweet Corn Kefir

The chosen formula of sweet corn kefir was 6% brown sugar and 4% skim milk because it
was the most efficient formula which met the standard of kefir, including pH value of 4.01, TTA
value of 0.5%, total LAB of 3.8x107cfu/mL and total yeast of 5.6x107cfu/mL.
Flavonoid content in sweet corn kefir before fermentation was 58.541.60 ppm. After
fermentation for 24 h, the flavonoid content of sweet corn kefir became 53.883.62 ppm. Phenolic
content of sweet corn kefir before fermentation was 66.952.50 ppm. After 24 h fermentation,
phenolic content in sweet corn kefir became 85.121.10 ppm. Fermentation process could increase
total flavonoid content, phenolic, and antioxidant activity of the used medium (Ademiluyi, 2010).
ISBN 9786021570425 BIO-169
One of the reasons that explain the increase of flavonoid and phenolic content was bacterial
activity in producing enzyme that could breakdown sugar hence releasing flavonoid-formed
phenolic substances (Primurdia, 2014). Toxicity test showed that sweet corn kefir was categorized
as low toxic beverage with LC50 value 977.97 ppm. Beverage with LC50 value between 500-1000
ppm was categorized as low toxic beverage (Onzago, 2014). Sweet corn kefir also contained fiber
content of 6.54% and soluble dietary fiber of 1.93%.
4.3 Main Research

The main research consists of rats blood serum cholesterols level test, and rats intestine microbial
observation.
4.3.1 Total Cholesterol

Total cholesterol level in rats was observed before and after treatment of sweet corn kefir. Decrease
of total cholesterol is shown in Table 3.
Table 3. Decrease of Cholesterol Total on Rats

Before Treatment After Treatment Decrease
Group
(mg/dl) (mg/dl) (%)
A 70.300.85 58.3513.08 17
B 76.503.54 52.151.48 31.83*
C 91.650.35 83.050.64 9.38
D 86.005.37 76.852.05 10.64
Total cholesterol of group B which has been given feed containing 10% tallow and 5% egg
yolk decreased significantly. This group of rat was treated with standard feed in day 1 until day 30
and Simvastatin in day 31 until day 60. Total cholesterol of rats which had been given sweet corn
kefir did not decrease significantly (p>0.05). The mechanism of Simvastatin in lowering total
cholesterol is by preventing 3-hydroxy-3-methyl-glutaryn-coenzym A (HMP-CoA) reductase
enzyme which is the catalyst of cholesterol synthesis (Saimee, 2003).
4.3.2 LDL Level

Sweet corn kefir should decrease the amount of LDL level in the rats blood to prevent
artherosclerosis. The decrease of LDL level in rats is shown in Table 4.
Table 4. Decreaseof LDL Level on Rats

Group
(mg/dl) (mg/dl) (%)
A 29.900.57 21.452.33 28.26
B 41.450.35 20.300.28 51.03*
C 43.752.90 25.402.69 41.94*
D 32.904.53 21.452.76 34.8
ISBN 9786021570425 BIO-170

Based on Table 4, the amount of LDL level in group B and group C increased significantly.
Simvastatin and sweet corn treatment significantly affected to LDL level in rats blood serum.
Decrease in LDL level of rats which had been given Simvastatin treatment was caused by the
increase in regulation of LDL receptor. Increase of LDL receptor regulation also increased the
reduction of LDL in plasma (Jia, 2014)
Sweet corn kefir also showed its ability to replace Simvastatin as LDL lowering
component. Kefir could decrease LDL level in the blood because it contains probiotic,
phytochemical compound and fiber. Probiotics in sweet corn kefir produce ibuprofen compound
that can prevent LDL oxidation (Lanjar, 2011). Besides, fiber in sweet corn kefir was able to
increase cholesterol secretion through feces (Hernawati, 2013).
Yeast could also reduce the level of LDL. Candida kefir is one of yeasts that were contained in
kefir grain. It is able to synthesis beta carotene which is lipophilic. So, beta carotene would bind
LDL so that the level of LDL in blood decreased (Seoa, 2004).
4.3.3 HDL Level

HDL is a lipoprotein that is produced in liver and intestine. It is stable and does not adhere in artery
wall (Dhesti, 2014). The result of HDL level test is shown in Table 5.
Table 5. Increasement of HDL Level on Rats

Before Treatment After Treatment Increase
Group
(mg/dl) (mg/dl) (%)
A 27.107.07 39.7023.33 46.49
B 24.501.41 22.550.64 -7.96
C 32.905.09 54.8510.82 66.72
D 29.802.55 39.802.40 33.56*
Group D is group of rats which had been treated with standard feed and sweet corn kefir.
Sweet corn kefir showed its ability in this group by significantly increasing (p<0.05) HDL level.
The increase amount of HDL level was caused byfiber, phytochemical compound and probiotic
content in sweet corn kefir. Soluble fiber and phenol compound could increase HDL level in the
blood (Dhesti, 2014).
Flavonoid compound could increase apolipoprotein A-1 (APO A-1) which is the material
for HDL production (Baba, 2007).
4.3.4 Triglycerides Level

Triglycerides are an essential lipid compound in body lipid adipose. Triglycerides level in blood
serum could affect cholesterol level (Herperian, 2014). Table 6 showed the data of triglycerides of
rats.
ISBN 9786021570425 BIO-171

Table 6. Decrease of Triglyceride on Rats

Group
(mg/dl) (mg/dl) (%)
A 97.5415.75 93.4516.05 4.19*
B 140.8019.23 79.2519.16 43.71*
C 133.802.69 73.751.34 44.88*
D 82.056.15 79.410.89 3.23
Table 6 showed that triglycerides total of group A, group B, and group C decreased
significantly (p<0.05). Simvastatin could decrease triglycerides level because it could subtract
diacyl glycerol acyl transferase synthesis. Diacyl glycerol acyl transferase was a catalyst of
triglycerides biosynthesis. So, the little amount of diacyl glycerol acyl transferase would decrease
triglycerides biosynthesis (Heba, 2014). Sweet corn kefir contained fiber that could also decrease
triglycerides. Fiber could inhibit lipid absorption in the intestine and it affect to lower triglycerides
level (Diass, 2014). Phytochemical compound in sweet corn kefir could increase activity of
lipoprotein lipase, which had ability to break triglycerides in chylomicron (Halliwell, 2005).
4.3.5 Microbiology of Rats Intestine

Microbiology assay of rats intestine consisted of total lactic acid bacteria, yeast, and total
microbial assay. The result of intestine microbial assay was shown in Table 7.
Table 7. Total Microbes in Rats Intestine

Total LAB Total Yeast Total Bacteria
Group
(cfu/ml) (cfu/ml) (cfu/ml)
A 4.3x105 3.6x105 2.1x106
B 1.3x104 1.4x104 6.5x104
C 7.9x105 4.6x105 8.1x105
D 4.7x105 2.1x106 1.5x106
Based on Table 7, groups of rats that were treated with sweet corn kefir (group C and
group D) had higher total LAB, yeast, and total bacteria than control group. The amount 105cfu/ml
of probiotic in gastrointestinal track would show probiotic functional effect (Setijawati, 2014). This
reason supports the ability of sweet corn kefir in lowering LDL level and triglycerides level, and
also increasing HDL level in groups of rats.
5. Conclusion
The chosen formula of sweet corn kefir in this research was kefir with the addition of 6%
brown sugar and 4% skim milk. The chosen sweet corn kefir had low toxicity levels, 6.54% of total
dietary fiber and 1.93% of soluble dietary fiber. It also contained 85.121.10 ppm of phenolic
compounds and 53.881.60 ppm of flavonoid compound. Sweet corn kefir which was given to rats
1 mL/day for 30 days could lower LDL cholesterol by 41.94% and triglycerides by 44.88% in
ratswhich had been treated with 10% tallow and 5% egg yolk, and increased HDL cholesterol by
ISBN 9786021570425 BIO-172

33.56% in ratswhich had been treated with standard feed. Probiotic in sweet corn kefir could
survive in the intestine of rats (BAL or yeast) which reached 105cfu/mL in amount. However, sweet
corn kefir was not able yet to lower the total cholesterol in rats.
References
Ademiluyi. (2010). Antioxidant properties of Soy-daddawa a condiment produced from fermented
soybean (Glicine max (L.) Merril)."Servizi Editoriali Association Srl 10.
AOAC. (2009). "Official methods of Analysis of AOAC International."
Ariantari, Ni Putu, Sagung Chandra Yowani, Dewa Ayu Swastini. (2010). Uji Aktivitas Penurunan
Kolesterol Produk Madu Herbal yang Beredar di Pasaran pada Tikus Putih Diet Lemak
Tinggi. Jurnal Kimia 4, no. 1.
Aristya, Amanda Liana, Anang Mohamad Legowo, Ahmad Ni' matullah Al-Baarri. (2013).
Karakteristik Fisik, Kimia, dan Mikrobiologis Kefir Susu Kambing Dengan Penambahan
Jenis dan Konsentrasi Gula yang Berbeda. Jurnal Aplikasi Teknologi Pangan 2, no. 3.
Baba, Seigo, Midori Natsume, Akiko Yasuda, Yuko Nakamura, Takaaki Tamura, Naomi Osakabe,
Minoru Kanegae, Kazuo Kondo. (2007). Plasma LDL and HDL Cholesterol and Oxidized
LDL Concentrations Are Altered in Normo-and Hypercholesterolemic Humans after Intake
of Different Levels of Cocoa Powder. The Journal of nutrition 137, no. 6.
Cheick, Nadia Carla, Elize Antonio Rossi, Ricardo Luis Fernandes Guerra, Neuli Maria Tenorio,
Claudia Maria Oller do Nascimento, Fabiana Pavan Viana,Marla Simone Jovenasso
Manzoni, Iracilda Zeponni Carlos, Patricia Leao da Silva, Regina Celia Vendramini.
(2008). Effects of A Ferment Soy Product on The Adipocyte Area Reduction and
Dyslipidemia Control in Hypercholesterolemic Adult Male Rats."Lipid in Health and
Disease 7, no. 50.
Colpo, Anthony. (2005). LDL cholesterol, bad cholesterol or bad science. Journal of American
Physicians and Surgeons 10, no. 3.
Dhesti, Adin Pritanggo, Tri Dewanti Widyaningsih. (2014). Pengaruh Pemberian Liang Teh
Berbasis Cincau Hitam (Mesona palustris BL) Terhadap Kadar Kolesterol Tikus Wistar.
Jurnal Pangan dan Agroindustri 2, no. 2.
Diass, Wijaya Christamanda,Teti Estiasih. (2014). Pengaruh Senyawa Bioaktif Umbi-umbian
Keluarga Dioscoreaceae Terhadap Kondisi Profil Lipid Darah."Jurnal Pangan dan
Agroindustri 3, no. 2.
Fratiwi, Yulneriwarni, Noverita. (2008). Fermentasi Kefir dari Susu Kacang-kacangan."Vis
Vitalis 1, no. 2.
Halliwell, B, Rafter J, Jenner A. (2005). Dietary Polyphenols and Health: Proceeding of The
International Conference on Polyphenols and Health. American Journal of Clinical
Nutrition 81, no. 1.
Heba, Mahmoud M, Zaki Hala F, Sherbiny Gamal A. El, El-Latif, Hekma A. Abd. (2014). Effects
of Simvastatin and Vitamin E on Diet-Induced Hypercholesterolemia in Rats. British
Journal of Pharmacology and Toxicology 5, no. 1.
Hernawati, Wasmen, Manalu Agik, Suprayogi Astuti, Dewi Apri. (2013). Perbaikan parameter
Lipid Darah Mencit Hiperkolesterolemia dengan Suplemen Pangan Bekatul. MKB 45,
no. 1.
Herperian E, Kurniawaty T, Susantiningsih. (2014).The Effect of Jengkol's Seed Ethanol Extract
(Pithecellobium lobatum Benth.) to Triglyceride Levels in Male Sprague Dawley Rats
(Rattus norvegicus) Induced by Alloxan. Lampung: Universitas Lampung.
Jessica. (2014). Manfaat Produk Fermentasi Sari Biji Kecipir (Psophocarpus tetragonolabus L.)
Terhadap Mikroflora Usus Mencit. Karawaci: Universitas Pelita Harapan.
Jia, Yan-Jun, Xu Rui-Xa, Sun Jing, Tang Yue, Li Jian-Jun. (2014). Enhanced Circulating PCSK9
Concentration by Berberine Through SREBP-2 Pathway in High Fat Diet-fed Rats.
Journal of Translational Medicine 12, no. 103.
Lanjar, Sumarno, Djumali Mangunwidjaja, Anas M. Fauzi, Khaswar Syamsu, Nastiti Siswi
Indrasti, Bambang Prasetya. (2011). Ability of Lactobacillus plantarum JR64 Isolated
From Noni Juice in Lowering Cholesterol In Vivo. J. of Sci. and Eng. 2, no. 1.
ISBN 9786021570425 BIO-173
Onzago, R.O, Kiama S.G, Mbaria J.M, D.W.Gakuya, J.G.Nduhiu. (2014). Evaluation of
Antimicrobial Activity and Toxicity of Vernonia hymenolepis (A.Rich) Traditionally Used
For Toothache in Kenya."The Journal of Phytopharmacology 3, no. 1.
Pontoh, Julius, Indriani Gunawan, Feti Fatimah. (2011). Analisa Kandungan Protein dalam Nira
Aren." Chem Prog. 4, no. 2.
Primurdia, Elke Galuh,Joni Kusnadi. (2014). Aktivitas Antioksidan Minuman Probiotik Sari
Kurma (Phoenix dactilyfera L.) dengan Isolat L.Plantarum dan L.casei."Jurnal Pangan dan
Agroindustri 2, no. 3.
Usmiati. S. (2007). Kefir, Susu Fermentasi dengan Rasa Menyegarkan. Warta Penelitian dan
Pengembangan Pertanian 29, no. 2.
Saimee, S. (2003). Screening of Lovastatin Production By Filamentous Fungi. J Biomed 7.
Sari, Dian Kurnia. (2013). Penambahan Ekstrak Ubi Jalar Ungu (Ipomoea batatas var.
Ayamurasaki) dan Susu Skim Terhadap Organoleptik Yoghurt Jagung Manis (Zea mays L.
Saccharata) dengan Menggunakan Inokulum Lactobacillus acidophilus dan
Bifidobacterium sp. Lampung: Universitas Lampung.
Seoa, Jung Sook, Leea Kyung Soon, Janga Jung Hyun, Quana Zhejiu Yang Kyeung Mi, Burri
Betty Jane. (2004). The effect of Dietary Supplementation of Betacarotene on Lipid
Metabolism in Streptozotocin-induced Diabetic Rats. Nutrition Research 24.
Setijawati, Dwi, Muhammad Firdaus, dan Kartikaningsih. (2014). The Effect of Lactobacillus
Acidophilus Microcapsule Which Encapsulated by Kappa Caragenan Toward In Vivo
Functional Test."Research Journal of Life Science 1, no. 1.
Song, Jiangfeng, Chunquan Liu, Dajing Li, Lili Meng. (2013). Effect of Cooking Methods on Total
Phenolic and Carotenoid Amounts and DPPH Radical Scavenging Activity of Fresh and
Frozen Sweet Corn (Zea mays) Kernels."Czech J. Food Sci. 31, no. 6.
Suntio, Katarina, Heli Saarelainen, Tomi Laitinen, Pirjo Valtonen, Nonna Heiskanen, Tiina Lyyra-
Laitinen, Esko Vanninen, Seppo Heinonen. (2010). Women With Hypertensive
Pregnancies Have Difficulties in Regaining Pre-pregnancy Weight and Show Metabolic
Disturbances. Article of Integrative Physiology.
Vardjan, T., Mohar P., Rogelj I., Majhenic C. (2013). Characterization and Stability of Lactobacilli
and Yeast Microbiota in Kefir Grains. Journal of Dairy Science 96, no. 5.
Zakaria, Y. (2009). Pengaruh Jenis Susu dan Persentase Starter yang Berbeda terhadap Kualitas
Kefir. Agripet. 9, no. 1.
ISBN 9786021570425 BIO-174

PB-08
Biodiversity of Soil Arthropods in Mangrove Ecosystem
of Gili Meno, Lombok Utara, Indonesia
Ruyatin*, Immy Suci Rohyani, and Hilman Ahyadi
Biological Study Program, Faculty of Mathematics and natural science, University of Mataram.
Majapahit street No. 62, Mataram Indonesia,
biologi.science20@gmail.com
Abstract-Soil fertility is inseparable from the existence of soil organisms, the soil arthropods. The important
role of soil arthropods includes maintaining ecosystem dynamics. This study aimed to determine the diversity
of soil arthropods on the mangrove ecosystem in Gili Meno. Data were collected using purposive sampling
of dominating mangrove species such as Avicennia sp., Pemphis sp., and Excoecaria sp. Soil arthropods were
collected using five methods, i.e. pitfall trap, pitfall traps with bait, yellow pan trap, and footage soil and litter
collection. Specimen identification was carried out until the level of orders while the data were analyzed
using the Shannon-Wiener Diversity Index (H'). Soil Arthropods collected as many as 19 orders of which 14
orders associated with Avicennia sp., 18 order with Pemphis sp. and 13 orders with Excoecaria sp. Total
individuals of soil arthropods collected were 4,519 individuals. Hymenoptera represented the highest number
of individuals and were found in all locations as many as 1020 individuals.
Keywords: biodiversity, soil Arthropods, mangrove, Gili Meno
1. Introduction
Mangrove is a primary producer that is able to produce large amounts of detritus from the
leaves and branches of trees, so there is plenty of food for organisms that feed on these ecosystems
(Bengen, 2000). Mangrove ecosystems contain high organic materials which come from the litter.
Productivity of the litter is important in the transfer of organic and chemical materials of vegetation
into the soil (Suin, 2003). The high level of organic substances in water of mangrove forest make
it suitable as the nursery ground, spawning ground and feeding ground of biota that live in the
mangrove ecosystem (Bengen, 2000). Mangrove litter is undegradable, but it can be demolished
into small pieces by soil organisms (Amin 2008 in Ganjari, 2012). Demolishing of the litter into
small pieces , 68% of this prosess was carried out by the soil invertebrates, especially arthropods
(Paoletti et al, 1991).
Diversity of soil arthropods in the mangrove ecosystem has an important role in helping to
speed up the process of decomposition by soil microorganisms. Almost all soil arthropods impact
directly and indirectly on the decomposition process (Behan-Pelletier, 1993). Soil arthropods also
play a role in maintaining ecosystem dynamics surrounding them (Borror et al., 2005). Arthropods
activities such as digging and create a cannal in the soil able to increase the pore space in the soil
and affect the increasing of the porosity and aeration in the soil.
The importance role play by soil arthropods in an ecosystem, where its existence is dependent
on habitats or ecosystems that they occupy, so it become very interesting to study more about the
diversity and abundance of soil arthropods on the mangrove ecosystem in Gili Meno. Considering
that mangrove ecosystem in Gili Meno is one of the mangrove ecosystem that located in the cluster
of small islands in the North of Lombok island and become one of the tourism place that quite
crowded. This condition caused the mangrove ecosystem in this area already begin to disrupt. This
study aims to determine the diversity of soil arthropods in several types of dominant vegetation in
the mangrove ecosystem in Gili Meno.
ISBN 9786021570425 BIO-175

2. Method
2.1 The place and time of the research
This research was conducted in June-September 2015 in the mangrove ecosystem
North Lombok, Gili Meno. Extraction and identification of soil arthropods carried out in
the Laboratory of Basic Biology, University of Mataram.
2.2 Placement of Plots Observations

Data were collected using purposive sampling on three types of vegetation that dominates in
the mangrove ecosystem of Gili Meno, i.e. Avicennia sp., Excoecaria sp., and Pemphis sp. Each
location installed with two observation plots measuring by 20x20m. On each plot mounted by 5
trapping methods of soil arthropod with random arranged. fifth trapping methods is (1) pitfall trap,
(2) yellow pan traps and (3) bait pitfall trap ( trap with bait rotten fish ) is used for surface active
ground insect and mounted for three days. The traps for soil arthropods in ground using method (4)
footage soil and (5) the litter collection. The distance of each trap is 5 m. Soil sampling using the
soil cor with 10cm diameter and depth 15 cm, while the litter collection using calico. Litter and soil
extracted using a modified funnel barless for 7 days.
2.3 Measurement of vegetation cover and Measurement of Environmental Factors

Vegetation cover is calculated on plots measuring 10x10 m. The plot size is used for
vegetation analysis is carried out only at the level of the trees and saplings. Measurement of
environmental factors of soil arthropods are carried out by measuring the temperature, pH and
moisture and salinity around the mangrove vegetation.
2.4 Identification of soil arthropod

Identification of soil arthropod based on morphology with a reference book that is Borror et
al.(1997), Suin (2003), Suhardjono (2012), Lilies (1992) and Lewis and Taylor (1974). Data
analysis of soil arthropods carried out by counting the number of orders of arthropods found,
calculate the relative density(KR) andShannon-Wiener DiversityIndex(H ').
Relative density (KR)

KR = 100% (1)

Shannon-Wiener diversity (H ') (Nolan, 2005 in Hadi et al. (2014)

= =1 ln (2)
Vegetation analysis calculated based on Cox (1969) in Pramudji (2010).

Density (K) = ( ) (3)

Relative Density (KR) =
100% (4)

3.1 Environmental conditions of the dominant vegetation in the mangrove
ecosystem of Gili Meno
Base on the results of measurements of environmental conditions on 3 types of mangrove
vegetation in GiliMeno is not too much different, this condition is caused by 3 types of dominant
vegetation is still in the same region. The temperature range in the area is 27C - 30C an optimum
temperature for soil arthropods. Air Humidity around vegetation Excoecariasp., Avicennia sp.,
(72%,71%) is almost the same, while surrounding vegetation of Pemphis sp. (63.3%). The
difference is expected because of the time difference when measuring. Excoecaria sp. has the
lowest soil pH value of 3.5 or acidic, while pH on the type of Avicennia sp. and Pemphis sp. soil
pH value is 6.3 and 6.7 which belong to neutral pH. Results of soil pH measuring very different
ISBN 9786021570425 BIO-176

from research of Rohyani (2001) soil arthropods in various land cover types of ecosystems, soil pH
are belonged to alkalis category. This difference is expected because of the differences in the
research location, the one on a small island and other on the mainland.
Table 1. Environmental Condition and Vegetationin in the

Mangrove Ecosystem of Gili Meno
Environmental parameters Vegetation
Tipe of Temperature Humidity pH Salinity Density
mangrove (oC) (%) () Relative (%)
27.27
Excoecaria sp. 30 72 3.5 31
Avicennia sp. 27 71.7 6.3 50 32.47
Pemphis sp. 28.7 63.3 6.7 45 40.26
The results of measuring salinity in 3 areas of mangrove vegetation is quite high. The highest
salinity in Avicennia sp. has salinity of 50 and low salinity in surrounding vegetation of
Excoecaria sp. The high salinity of the mangrove is estimated linked to the existence of this
mangrove that are closer to the salt water lakes of Meno which also has a high salinity.
The existence of organisms depends on the presence or absence of vegetation. Vegetation is a
provider of food sources, this become the factors that affect the structure and composition of soil
arthropods (Sugiarto et al., 2001). Mangrove vegetation provide a specific habitat to soil
arthropods. The density of vegetation greatly effect soil arthropods. According to Suin (2003) the
more high density of the vegetation, the more litter produced the food for soil arthropods. The
relative density of mangroves on the Pemphis sp. has highest result as much as 40.26%.
3.2 Diversity of soil arthropods on the mangrove ecosystem of Gili Meno

The results of soil arthropods identification at Gili Meno mangrove ecosystem consists of three
classes of Arachnid, Malacostraca, and Hexapoda. According to Wallwork (1976) in Rahmawati
(2000) that three classes are the classes of arthropods which are often found in soil. The Results of
this study is similar to the research of (Mercianto et al, 1995; Wulandini, 1997, Purwowidodo and
Haneda, 1998; Rahmawati, 2000; Rohyani, 2001). The total orders of soil arthropods in the
mangrove ecosystem of Gili Meno as many as 19 orders. The orders include 13 orders in the
Excoecaria sp. 14 orders in Avicennia sp. and 18 orders in Pemphis sp. The total number of orders
obtained in the mangrove ecosystem of Gili Meno is higher than that obtained by Rohyani (2001)
in the mangrove ecosystem that is converted or not converted as many as 11 orders. The
differences in the number of orders obtained is estimated associate with the more diverse trapping
methods used in this study compared with previous study that only use two methods of trapping.
According to Subahar (2000) diversity of soil arthropods community is strongly influenced by the
sampling method used.
The number of individuals of soil Arthropods on the mangrove ecosystem in Gili Meno is
4.519 individuals.This amount is still relatively low compared to the total of individuals found by
Haneda (2013) on the mangrove ecosystem in Jakarta with 145.658 individuals and the paddy
fields by Rizali et al. (2002) as many as 14.352 individuals. The total of individuals of soil
arthropods in Gili Meno is higher compared to the results of Rahmadi and Suhardjono research
(2007) as many as 361 individuals on cave ecosystem on a small island Nusa kambangan. This
condition shows that the total of individuals is influenced by the ecosytem of the arthropods
occupy.
The highest number of individual of soil arthropods on the mangrove is observed in Pemphis
sp. the number of individuals as much as 1,789 individuals. The lowest number of individuals is
observed in the vegetation of Excoecaria sp. the tota lof individuals as much as 1,010 individuals.
Differences in the number of individuals sugested to be affected by environmental factors and
ISBN 9786021570425 BIO-177

density of vegetation in the mangrove ecosystem. According to Adianto (1982) temperature,

humidity, pH, the soil water content and the vegetation diversity affect another biotic factor
especially the soil fauna. According to Sahabudin (1998) distribution of soil arthropods is mainly
affected by soil moisture, food availability, soil structure and soil pH. Natural enemies also affect
the amount of individual of soil Arthropods (Syaufina et al., 2007). The high number of total
individuals of soil arthropods in the mangrove vegetation of Pemphis sp due to there are dominates
spesies of soil arthropods in that area.
Table 2. Arthropod Biodiversity in Mangrove Ecosystem
Of Gili Meno
Type of mangrove
Description Excoecaria Avicennia Pemphis Total
sp. sp. sp.
Total ordo 13 14 18 19
Total Individual 1010 1720 1789 4519
H(Shannon 1,79 1,74 1,46 1,66
Wiener)
Diversity of soil Arthropods on the mangrove ecosystem of Gili Meno is 1.66. This diversity is
based on Magurran (1988) in Rahmawati (2000) categorized as moderate diversity. Diversity being
describes that conditions on the type of mangrove ecosystem is fairly balanced, has enough
productivity with ecological pressure medium. This value of biodiversity of soil Arthropods is
higher than the value of the diversity of insects on forest homogeneous and heterogeneous in
Nature Conservation Education Center (Train dispatcher) Sukabumi which is 0.533 (Ruslan, 2009).
This diversity is lower than the insect research conducted by Razali et al (2002) on the edge of
paddy fields forest, biodiversity value is 2.79. The differences in the value of diversity is related to
the difference in the number of species and the abundance of each species as well as different types
of habitat and environmental conditions in each research location (Sebayang et al, 2000).
The highest biodiversity value on the species of Excoecaria sp. is 1.79. Nevertheless, the
highest number of individuals are on the species of mangrove Pemphis sp. The high number of
individuals is not followed by the high value of diversity. This is because there is one species that
dominates in Pemphis sp. Similarly, Avicennia sp. diversity value is 1.74. The diversity value of
the species Pemphis sp. is 1.46 that belong to be low. According to Fitriana (2006) Low diversity
indicates that the ecosystem is poor, has a very low productivity as an indication of the pressure
that is heavy and unstable ecosystem. Low diversity shows that there is a dominant species of soil
arthropod, from the order of Hymenoptera.
3.3 The Abundance of Soil Arthropods inThe Mangrove Ecosystem of Gili Meno
The orders of soil arthropods on GiliMeno mangrove ecosystem that have a high percentage of
abundance in a row are the Hymenoptera, Diptera, Blattodea, Araneae, Collembola and Coleoptera
. All of this order is commonly found in almost all habitats with a number of diverse and most of
the members of these orders have high diversity and have the ability to be active on the ground
(Rohyani, 2001). This was confirmed by research (Herlinda, 2008).
ISBN 9786021570425 BIO-178

Table 3.The Abundance of Soil Arthropods in the

Mangrove Ecosystem of Gili Meno
No Orders Excoecaria sp. Avicennia Pemphis
(%) sp. (%) sp.(%)
1 Araneae 4.36 3.9 14.76
2 Acari 1.19 2.33 1.23
3 Pseudoscorpiones 0 0 0.056
4 Isopoda 11.4 7.44 1.062
5 Decapoda 0 0 0.447
6 Hymenoptera 34.8 25.1 57.02
7 Dermaptera 1.19 5.93 0.335
8 Blattodea 2.38 1.57 9.726
9 Diptera 17.9 40.8 1.621
10 Hemiptera 0.89 0.81 0.279
11 Orthoptera 1.09 0.35 0.391
12 Coleoptera 22.5 9.42 3.913
13 Collembola 1.68 0.29 8.496
14 Mecoptera 0.3 0.06 0.056
15 Diplura 0 0.12 0
16 Isoptera 0.4 1.92 0.391
17 Tricoptera 0 0 0.112
18 Psocoptera 0 0 0.056
19 Homoptera 0 0 0.056
Hymenoptera especially Formicidae is a group of animal that generally gather when

making the nest and collecting food. Formicidae live in large numbers, its ability to adapt makes
these animals are able to create the eviromental by theirself. Formicidae can live in almost all
habitats (Borror et al, 1997). The existence of hymenoptera sector in habitat is influenced by the
availability of food, soil moisture, exposure and building nests (Wallwork, 1970).
Diptera is found in three species of mangrove. It is associated with the presence of salt water
lake Meno. These conditions allow mangrove likely to be influenced by the water and submerged
as a reproduction place of Diptera. According to Daly et al. (1978) Diptera at the larval stages live
in moist and watery habitats rarely live in a dry place. Coleoptera also have enough high number
amounts on 3 species of mangrove. Coleoptera generally live in various habitats, but is often found
in decaying material, feces and carcasses. Coleoptera also live along the bank of streams and
beaches.
Collembola is most commonly found in mangrove species of Pemphis sp. the total individual
as much as 152. In other mangrove species, Collembola obtained relatively little. This is suggested
due to the existence of predators, namely Acari. Acari group is one of the most influential predator
of Collembola (Rohyani, 2012). Collembola like the peat soil and they are easy to move. Pemphis
sp has substrate which sandy so that make Collembola easier to move.
Pseudoscorpiones, Coleoptera, Orthoptera and Hemiptera are orders that is only found in
mangrove species of Pemphis sp.. Pseudoscorpiones live under barkand and the rocks (Borror,
2005). They eat small insects. Pemphis sp. become a place that allows the availability of food and
bahitat to live for this order.
ISBN 9786021570425 BIO-179

4. Conclusion
1. The highest number of individuals and orders of soil arthropods are found in mangrove
species of Pemphis sp.
2. Diversity of soil arthropods on the mangrove ecosystem of Gili Meno is moderate.
3. Arthropod which has a high number of abundance is Hymenoptera, Diptera, Blattodea,
Araneae, Collembola and Coleoptera.
Reference
Adianto.(1993). Biologi Pertannian. Pupuk Kandang, Pupuk Organik Nabati dan Insektisida.
Alumni
Behan-pelletier VM. (1993). Diversity of Soil Arthropoda in Canda. Systematic and Ecological
Problem. Mem. Ent. Soc. Can. 165,11-50.
Bengen, D.G. (2000).Pedoman Teknis Pengenalan Ekosistem Mangrove Pusat Kajian Sumber
Daya Pesisir dan Lautan Institute Pertanian Bogor.
Borror, D.J., Triplehorn C.A.., Johnson N.F. (1992).Pengenalan Pelajaran Serangga Edisi
KeenamGadjah Mada University Press.
Daly HV, JT Doyen, PR Ehrlich. 1978. Introduction to insect biology and diversity. Tokyo:
McGraw-Hill Kogkusha Ltd.
Fitriana, Y.R. (2006). Diversity and Abundance of Macrozoobenthos in Mangrove Rehabilitation
Forest in Great Garden Forest Ngurah Rai Bali. Biodiversitas,7,67-72.
Ganjari, L.E. (2012). Kelimpahan Jenis Collembola pada Habitat Vermikomposting, Widya Warta,
1,131-144.
Halli, Mustofa., Pramana I.I D.A.W., Yanuwiadi B. (2014). Diversitas Arthropoda Tanah di Lahan
Kebakaran dan Lahan Transisi Kebakaran Jalan HM 36 Taman Nasional Baluran. Jurnal
Biotropika, 2, 20-25.
Haneda N.F., Kusmana C., Kusuma F.D. (2013). Keanekaragaman Serangga di Ekosistem
Mangrove. Jurnal Silvikultur Tropika, 4, 42 46.
Herlinda, S., Waluyo., Estuningsih S. P., Irsan C. (2008). Perbandingan Keanekaragaman Spesies
dan Kelimpahan Arthropoda Predator Penghuni Tanah di Sawah Lebak yang Diaplikasi dan
Tanpa Aplikasi Insektisida J. Entomol. Indon. 5, 96-107.
Lewis, T., Taylor L.R. (1974). Introduction to Experimental Ecology.Acad.Press.
Lilies, S. C. (1991)Kunci Determinasi Serangg.Kanisius.
Merciyanto Y, Suhardjono YR, Duryadi D, 1995. Perbandingan pupulasi serangga tanah pada
komposisi tegakan dipterocarpaceae. Prosiding seminar biologi dan kongres nasional biologi
XI : 85-90
Paoletti MG, Favretta M.R, Stinner S.B, Purrington F.F, & Bater J.E.(1991). Invertebrates as
bioindicator of soil use. In D.J. Greendland and I. Szabolcs (eds). Soil Resiliense and
Sustainable Land Use. CAB International. Oxon
Paoletti, M.G., M.R. Favretto, B.R. Stinner, F.F. Purrington and J.E. Bater. (1991). Invertebrate as
Bioindicators of Soil Use. Agric., Eco. And Environ. 34, 341-362
Pramudji, 2010, Ekosistem Hutan Mangrove.Pusat Penelitian Oseanografi LIPI.
Purwowidodo, Haneda NF. (1998). Studi keanekaragaman jasad tanah di bawah aneka macam
penutupan lahan. Seminar hasil penelitian IPB.
Rahmadi, C., Suhardjono Y.R.. (2007).Arthropoda Gua di Nusakambangan Cilacap, Jawa Tengah,
Zoo Indonesia, 16, 21 29.
Rahmawaty.(2000),. Keanekaragaman Serangga Tanah dan Perannya Pada Komunitas Rhizophora
spp. dan Komunitas Ceriops tagal di Taman Nasional Rawa Aopa Watumohai, Sulawesi
Tenggara. Thesis Program Pascasarjana Institut Pertanian Bogor.
Rizali, A., Buchori D., Triwidodo H. (2002). Insect Diversity at the Forest Margin-Rice Field
Interface : Indicator for a Healthy Ecosystem. 9, 41-48.
ISBN 9786021570425 BIO-180

Rohyani, IS. (2012). Pengaruh Lingkungan Abiotik dan Biotik Terhadap Kelimpahan Collembola
Tanah di Area Vegetasi Tambang PT. Newmont Nusa Tenggara. Forum pascasarjana. 35,
107-118.
Ruslan, H. (2009). Komposisi dan keanekaragaman serangga permukaan Tanah pada habitat hutan
homogen dan heterogen Di pusat pendidikan konservasi alam (PPKA) bodogol, Sukabumi,
jawa barat. Vis Vitalis. 02, 43-53.
Shahabuddin. (1998). Keanekaraagman dan Distribusi Arthropoda Tanah pada Empat Komunitas
Tumbuhan di Gunung Tangkuban Perahu, Jawa Barat. Tesis Magister (S-2). Intitut
tektonologi bandung.
Sebayang, D. T ., Adianto.(2000). Keanekaragaman dan kelimpahan arthropoda tanah di hutan
alami, hutan pinus, kebun sayur dan lahan terbuka di gunung tangkuban perahu. Symposium
keanekaragaman hayati arthropoda pada sistem produksi pertanian.
Subahar, T. S.S. (2000). Penegaruh perubahan fungsi lahan terhadap struktur komunitas
Arthropoda tanah dtudi kasus di Bandung Utara. Prosiding Simposium Keanekaragaman
Hayari Artropoda pada Sistem Produksi Pertanian.
Sugiyarto., Pujo M., Miati N.S. (2001). Hubungan Keragaman Mesofauna Tanah dan Vegetasi
Bawah pada Berbagai Jenis Tegakan di Hutan Jobolarangan, Biodiversitas. 2, 140-145.
Suhardjono, Y.R., Deharveng L., A. Bedos. (2012). Collembola (Ekor Pegas), Vegamedia.
Suin, N.M. (2003) Ekologi Fauna Tanah, Bumi Aksara, Jakarta.
Syaufina, L., Noor. F H., A. Buliyansih. 2007. Diversity of soil arthropods in gunung walat
education forest. Media Konservasi Vol. XII, No. 2. 57 66.
Wallwork, J. A. (1970). Ecology of Soil Animals. Mc Graw Hill.
ISBN 9786021570425 BIO-181

PBE-02
The Difference of Seventh Grade Students Achievement
Based on The Teachers Creativity of Biology Science
Learning on The State Secondary School of Subdistrict
Pengasih, Kulon Progo
Dian Noviar
1
Biology Education of Science and Technology Faculty
Islamic State University Sunan Kalijaga of Yogyakarta
e-mail: diannoviar84@yahoo.co.id
Abstract-This study aims at identifying the difference of seventh grade students biological science
achievement in terms of cognitive, affective, and psychomotor aspects based on the level of teachers
creativity in Science learning. The population of this study consisted of all teachers science on the state
secondary school of pengasih subdistrict. The samples of this study consisted of five Biology Science
teachers of the seventh grade students of 4 State Secondary Schools in Pengasih, Kulon Progo Regency, the
Province of Yogyakarta Special Region. The samples were established using purposive sampling. This study
employed quantitative approach belonging to an ex-post facto causal comparative category. The data were
collected by means of questionnaires, observation, and documentation involving Biology Science teachers
and students. The data were analyzed using parametric statistics with multivariate variance analysis using t
Hotelling-Lawley test. The results of the descriptive analysis show that: (a) students achievements in
cognitive aspect is in a poor category; affective aspect is in a fairly good category; psychomotor aspect is in a
poor category. The results of the t Hotelling-Lawley test analysis indicates that the seventh grade students
biological science achievement are provides significant different in cognitive aspect with p<0,05 and the
seventh grade students biological science achievement are not provides significant different in affective
aspect with p>0,05 also psychomotor aspect with p>0,05 based on the level influence of teachers creativity
in Science learning.
Keywords: Creativity, Teacher, Achievement.
1. Introduction
Nowadays, the development of education to be one focus of attention to governments and the
public, because the Indonesian people never stop building the education sector with a view to the
quality of its human resources capable of competing globally. If so, the question of competitive
advantage for graduates of an educational institution need to be studied and championed the
achievement in the learning process by all educational institutions in the country. Talking about
education, sometimes we are faced with a chain of problems that the tip base are not obvious and
from which we must begin. Teachers are the ones that most often blamed as the person most
responsible for the quality of education. The assumption thus not entirely true, considering to the
many micro system components of education that will determine the quality of
education. However, the teacher is indeed one of the micro system component of education is very
strategic and many take a role in the educational process widely, particularly in education
schooling. Therefore, we did a lot of hopes for teachers in an effort to improve the quality of
education. If these expectations is difficult to be met then at least the teachers who deal directly
with the problem of education is teachers who have sufficient quality. To produce teachers who
have the ability, in Indonesia has developed competency-based teacher education system. That is,
the educational programs provided by the teacher education institutions conceived and developed
on the basis of analysis tasks required for the implementation of the tasks of teacher training.
According to Borich (2000), Characteristics of a good teacher such as from personality, attitude,
experience, and aptitude/achievement. (a) Personality; Permissiveness, dogmatism,
ISBN 9786021570425 BIO-182
authoritarianism, achievement-motivation, introversion-extroversion, abstractness-concreteness,

directness-indirectness, locus of control, anxiety: general and teaching. (b) Attitude; Motivation to
teach, attitude toward children, attitude toward teaching, attitude toward authority, vocational
interest, attitude toward self (self concept), attitude toward subject taught. (c) Experience; Years of
teaching experience, experience in subject taught, experience in grade level taught, workshop
attended, graduate courses taken, degrees held, professional papers written. (d)
Aptitude/Achievement; National teachers exam, graduate record exam, scholastic aptitude test:
verbal and quantitative, special ability test, grade point average: overall and in major subject,
professional recommendations, student evaluations of teaching effectiveness, student teaching
evaluations.
In an education system, teachers act as the main agents of change. This is in accordance with
Law No.14 of 2005 Article 1 that the teacher is a professional educator with a primary task of
educating, teaching, guiding, directing, train, assess and evaluate students in early childhood
education, formal education, basic education, and secondary education. However, this can not
mean the teacher is the subject, while the student is the object. The concept of modern education
puts teachers and students alike as subjects of learning, not just teachers who should be active in
the classroom and letting students listen passively. The most visible attempt to improve teaching
directly through scientific methods has been performance or competency based teacher education
(P/CBTE). Performance or competency based programs have been characterized by a. specification
of learner objectives in behavioral terms, b. specification of the means of determining whether
performance meets the indicated criterion levels, c. provision for one or more modes of instruction
pertinent to the objectives, through which the learning activities may take place, d. public sharing
of the objectives, assessment by criteria and alternative activities, e. assessment of the learning
experience in terms of competency criteria, f. placement on the learner of accountability for
meeting the criteria (Mc Nergney et al, 1981)
Students learning process should be emphasized on the efforts of teachers to educate and
encourage students to think creatively, especially in science learning. Teachers should think of new
ways for teaching materials given to students of science easy to understand, and make it the
preferred subjects that will ultimately help students capable of resolving the problems of scientific
simple both in school and society. As Freeman (1998), for teachers, Reviews These focus on the
learning processes of students; The knowledge established in classroom teaching is what the
students learn through the teaching-learning process. That is, the teacher to student-centered
learning process, knowledge grown on classroom teaching if students can understand it when the
learning process. In the process of science learning, the teacher must know the four elements,
namely: attitudes, processes, products and applications and is expected to appear in the learning
process, so that students can experience the learning process as a whole, to understand natural
phenomena through problem-solving activities, scientific method, and imitate the way Scientists
work in discovering new facts. The tendency of science learning today is that students only learn
science as a product, memorize concepts, theories and laws. This situation is exacerbated by
learning oriented to tests or exams. As a result, science as a process, an attitude, and applications
untouched in learning.
Learning experience gained in the classroom is not intact and achievement-oriented
standards and basic competencies. Learning is more teacher-centered, science teachers convey
only as a product and students memorizing factual information. Students learn science only at the
lowest cognitive domain. Students are not accustomed to developing the potential of
thinking. Facts on the ground indicate that many students who tend to be lazy to think
independently. This way of thinking developed in learning activities has not touched the affective
and psychomotor domains. The reason often cited by teachers is the limited time, facilities,
learning environment, and the number of students per class is too much.
Currently, teachers are required to be more creative in implementing the learning process of
science so that students are motivated to construct their thoughts, because the essence of a process
of education is to provide opportunities for children to develop their quality. Meanwhile, when
talking quality it will not be separated from the objective requirements such as quality and quantity
of teachers, facilities, and learning tools, and other supporting materials. To be able to play its role
ISBN 9786021570425 BIO-183

as an agent of change in the qualification and the quality of teachers should be improved. This
effort is already done by the regions by providing full subsidy to teachers who continue their
education to Bachelor degree (S1) so expect no more teachers who teach in junior high / high
school with D3 qualifications. Quality teachers are also concerned with creativity in the learning
process, a researcher at LIPI Prof. Dr. Masno Ginting in Kompas (February 17, 2005) suggests a
tendency should join a number of subjects in a study of teachers, especially in the field of science
coupled with teaching schedule is tight, dense material that causes the teacher does not have time to
create an atmosphere of learning to be interesting. Though science more attractive when
contextualized to the environment in everyday life. The problem does not stand alone but related to
the unequal ability of teachers. Jones (2008: 1-3), five principle of science teachers profesionalism
into science learning consist of (a) Deals with the importance of helping all students grow and
learn. Specifically as science teacher is make sure that every student has the opportunity and
encouragement to learn. (b) States that teachers will take personal responsibility for their
professional growth. This means that teachers will actively seek out opportunities to learn more
about science content and the pedagogy of teaching science such as following wonderful
conferences and workshops that are offered to science teachers. (c) The importance of being leaders
in the profession as science teacher for reached goal learning. Science teachers become much more
effective when they collaborate with each other, sharing successes and problem and seeking
solutions together. (d) Principle is not unique to science teachers but rather speaks to the entire
profession of teaching. Importance of upholding personal and professional ethics. It is vital that all
teachers remember that teaching is about the learning and the physical and the psychological health
of their students. The goals for teaching are centered in the students. (e) Principle takes a different
turn. It discussed the types of support needed for professional teachers of science because indeed
for science teachers to develop type of professionalism that equates with excellence in the
classroom, many support systems need to be in place.
Based on data from the Dinas Pendidikan Kabupaten Wates that the data in 2007/2008 the
overall average of the Ujian Nasional for science subjects in SMP Pengasih obtained at 6.34. It
relates to teachers in performing their duties which is based on the motivation to work, so it will
show the seriousness and enthusiasm in work. The science teachers will strive to implement the
existing jobs with gusto. Based on interviews with science teachers SMP N Pengasih that
motivation Junior High School science teacher Pengasih already exists but is not maximized, it is
supported by the availability of school facilities that make science learning can work well. The fact
that not all science teachers can meet the demands of his work. This is due to the weakness of the
encouragement provided by the school.
In the learning process of science, teachers require the creation of educational climate that
allows the growth of the intellectual and scientific spirit for every teacher, from home, at school,
and in society. This is related to a shift in the role of the teacher who initially more as an instructor
and now a facilitator of learning. Based on interviews with science teachers SMP N Pengasih that
the changes of the current curriculum, that KTSP makes the allocation of time for science subjects
only 5 and 4 hours so as teachers uncomfortable in teaching because of the burden of learning solid
with little time allocation. This causes the quality assessment of the achievements of science
students and the quality of learning science becomes poor good as well as the lack of students'
understanding of material science that the teacher when the teacher can make efforts in creative and
innovative to various techniques or management model of learning that can produce competent
graduates.Likewise, what makes the burden for teachers that teachers should not teach subjects that
field so that teachers have difficulty in presenting the material to other science subjects.
In subdistrict of Pengasih, related to the government's efforts in promoting development in
the field of education in order to achieve better quality, it is necessary to be considered from the
aspect of creativity teacher. As for the maintain and seek teachers to have high creativity is
absolutely necessary. Bartel (2008), that true creativity happens when intuitive imagination brings
forth the previously unknown and unimagined. The differences in the level of creativity of teachers
in the learning process of science associated with better student learning outcomes of cognitive
abilities, affective, and psychomotor needs to be resolved. Based on the reasons described above,
this research needs to be done, especially in the biological sciences teachers seventh grade of
ISBN 9786021570425 BIO-184

pengasih state secondary school. The purpose of this study is: Knowing the differences in learning
outcomes biological sciences students of seventh grade in cognitive, affective, and psychomotor are
reviewed based on the level of creativity of teachers in teaching the biological sciences.
2. Methods
This research study categorized ex-postfacto causal comparative quantitative
approach. According Sukardi (2003), research ex-postfacto causal comparative an attempt to
identify causal relationships by means of tracing the relationship of these variables because they
have happened by itself and cause variable is not manipulated. The population is all a science
teacher at state secondary school in subdistrict of Pengasih. The sample was five science teachers
of seventh grade secondary using purposive sampling technique. Data collected by using three
kinds of instruments, namely: tests, questionnaires, observation, and documentation. Analysis of
the data used by Kolmogorov Smirnov normality test and test hypotheses by using a multivariate
analysis of variance t test hotelling-Lawley.

Teacher Creativity
Based on the results of data analysis showed creativity variables obtained the highest score
achieved by the respondent amounted to 115, while the lowest score 108. From statistical
calculation results obtained price Mean (M) of 102, standard deviation (sd) of 17. Scores creativity
of teachers are categorized as shown in Table 1:
Table 1, Category of Teachers Creativity

No. Teachers Creativity Teachers Creativity
Score Category
1 115 Fairly good
2 113 Fairly good
3 111 Fairly good
4 110 Poor good
5 108 Poor good
Teachers Creativity and Students Learning Achievement

Based on the analysis of descriptive t Hotelling-Lawley shows the average student learning
outcomes have turned out better for creativity teacher good enough category than the creativity of
teachers unfavorable category. The results of calculations can be shown as Table 5:
Table 5. Description of Creativity Teacher and Students Achievement

Teachers Creativity Student Results
Category Scores Creativity Cognitive Affective Psychomotor
fairly good 115 = 5.112 = 70.936 = 22.372
113 s = 0.894 s = 10.186 s = 7.321
111 n = 94 n = 94 n = 94
Poor good 110 = 4.241 = 69.197 = 22.352
s = 0.691 s = 7.202 s = 7.286
n = 71 n = 71 n = 71
Test Requirements Analysis
To be able to apply statistical parametric and non-parametric statistical tests should be

performed analysis requirements as follows:
ISBN 9786021570425 BIO-185

Normality Testing
Tests conducted to determine the normality of the data distribution normality of each
variable, whether the research subjects with normal distribution or not. Calculation of data
normality using the Kolmogorov-Smirnov test. The results of calculations can be shown as
Table 6:
Table 6. The Results of Normality Learning Outcomes Student

No. Variables Sig. Asymp Conclusion
Kolmogorov
Smirnov
1 Y1 0.236> 0.05 Normal
2 Y2 0.077> 0.05 Normal
3 Y3 0.110> 0.05 Normal
Description: Y 1: Results of study on cognitive aspects, Y 2: Results of study on affective
aspects, Y 3: Results of study on psychomotor aspects.
Normality test results show that the Kolmogorov-Smirnov significance value greater than 0.05. It
can be concluded that the learning outcomes data on cognitive, affective, and psychomotor have
normal distribution.
Hypothesis Testing
Results of multivariate analysis of variance t test Hotelling-Lawley shows that the
creativity of teachers to students' cognitive learning outcomes obtained price p <0.05,
affective student learning outcomes obtained price p> 0.05, and psychomotor student
learning outcomes obtained price p> 0, 05. As is detailed in Table 7, 8, and 9:
Table 7. The results of Cognitive Learning Outcomes Students

Hotelling's T2 Test Section (cognitive variable)
Assumptions T2 DF1 DF2 Level Level
Covariance Prob Prob
Test Test
Parametric Randomization
Equal 46 1 163.0 0001
363
Unequal 49 1 162.9 0001
766
Table 8. The results of Affective Student Learning Outcomes

Hotelling's T2 Test Section (variable affective)
Assumptions T2 DF1 DF2 Level Level
Covariance Prob Prob
Test Test
Equal 1,501 1 163.0 0.2222
Unequal 1,648 1 162.4 0.2010
Table 9. The results of Psychomotor Learning Outcomes Students

Hotelling's T2 Test Section (variable psychomotor)
Assumptions T2 DF1 DF2 Level Prob Level Prob
Covariance Test Test
Equal 0000 1 163.0 0.9860
Unequal 0000 1 151.3 0.9860
ISBN 9786021570425 BIO-186

This section will discuss differences in the level of teachers creativity to student learning
outcomes in the cognitive, affective, and psychomotor. Carin and sund (1989), phylosophy of
science consist of (a) Processes or methods as ways of investigating problems, observing such as
making hypotheses, designing experiments, evaluating data and measuring; (b) Products such as
the facts, principles, laws, theories; (c) Human attitudes as beliefs, values, opinions. Based on
phylosophy of science above that learning of science not only cognitive aspects,but its needed
unsure of scientific process such as psychomotor and affective aspects, so biology science learning
as holistic knowledge.
Student Results on Cognitive Aspects

Based on the results of Table 7 shows that Hotelling-Lawley t test for cognitive aspects get
price of p <0.05. It can be concluded that the difference in the level of creativity in the learning
process of science teachers affect learning outcomes in the cognitive aspects of students at SMP N
Pengasih. As shown in Table 5 explains the significant difference the average student learning
outcomes in the cognitive aspects of teacher creativity category fairly good and poor good.
Creativity of a teacher in biology science learning is very important because it becomes part
determine the success of students' cognitive learning. According to Depdiknas (2004), this affects
the ability of students to apply the concepts to solve problems in the field. In addition, Teachers can
teach creative thinking, explicit explanations about processes regarding creative thinking involve
also encouragement for different skills of thinking. In order to encourage creative thinking, teacher
must reformalize the theory behind pedagogical instruction. More open ended questions, varied
student responses should be encouraged and explicit skills should be taught. Creative thinking
should not ruin intrinsic motivation by restricting certain types of thinking processes. Teachers
should teach strategies of flexible thinking through such as: Brainstorming, A search of
alternatives, Incidental associations, Provocation the method of showing another way of looking
at something (Sasson, 2007).
Student Results on Affective Aspects

Based on the results of Table 8 shows that Hotelling-Lawley t test for affective aspects
diperloleh price of p> 0.05. It can be concluded that the difference in the level of creativity of the
teacher in the learning process of science does not affect learning outcomes in the affective aspects
of students at SMP N Pengasih. As shown in Table 5 explains the absence of significant differences
in the average student learning outcomes in the affective aspect of creativity category of teachers is
fairly good and poor good. This is due to the creativity of teachers in general but specifically good
creative attitude held by teachers for each basic competence is not maximized. According to the
Depdiknas (2004), aspects of attitude plays an important role because it determines the success of
students. The existence of a positive attitude will encourage students to learn and teachers teach
better.
Student Results on Psychomotor Aspects

Based on the results of Table 9 shows that Hotelling-Lawley t test for psychomotor aspects
get to price of p> 0.05. It can be concluded that the difference in the level of creativity of the
teacher in the learning process of science does not effect the psychomotor aspects of learning
outcomes of students in SMP N Pengasih. As shown in Table 5 explains the absence of significant
differences in the average student learning outcomes in psychomotor aspects of teachers creativity
category is fairly good and poor good. This is due to the creativity of teachers in general but
specifically good creative skills held by teachers for each basic competence is not
maximized. According to Nana (2004), professional competence (basic competencies) that are
owned by the teachers, especially the behavior of the teacher as the dominant teaching skills affect
student learning outcomes. In addition, Per Morten dan Vanessa (2007), creative teaching the
following way teachers using imaginative approaches to make learning more interesting, exciting,
and effective. (a) Preparation (preparatory work on a problem that focuses the individuals mind
on the problem and explores the problems dimensions); (b) Incubation (where the problem is
ISBN 9786021570425 BIO-187

internalized into the conscious mind and nothing appears externally to be happening); (c)
Intimation (the creative person gets a feeling that solution is on its way); (d) Illumination or insight
(where the creative idea bursts forth from its preconscious processing into conscious awareness);
(e) Verification (where the idea is consciously verified, elaborated, and then applied (Wikianswers,
2008)
4. Conclusion
Based on the research that has been described above can be concluded as follows:
Teacher's creativity is fairly good and poor good give different effects on cognitive achievement of
students, however, the result of learning on affective and psychomotor aspects of it given similar
effects. This suggests that teachers membelajarkan still in the domain of cognitive science that
affective and psychomotor aspects less attention due to the creativity of teachers in terms of
attitudes and skills is not maximized. Teacher's creativity in general is good but specific creative
abilities held by teachers for each basic competence is not maximized so that the effect on student
achievement in the cognitive, affective, and psychomotor.
References
Bartel, M. (Juli 2008). Teaching creativity: image flooding issues. Goshen College, 11, 1-21.
Borich, G. D. (2000). Effective teaching methods (4th ed.). Columbus: Prentice Hall, Inc.
Carin A. A., & Sund R. B. (1989). Teaching science through discovery. London: Merrill Publishing
Company., A Bell., & Howell Information Company.
David. (1974). Teaching science in elementary and middle schools. America: McKay Company,
Inc.
Depdiknas. Ditjen Dikdasmen. (2004). Pedoman penilaian ranah afektif. Jakarta.
Freeman, D. (1998). Doing teacher research. Canada: Heinle & Heinle Publishers.
Hamzah B. Uno. (2006). Perencanaan pembelajaran. Jakarta: PT Bumi Aksara.
Jones, J. (24 Oktober 2008). Professionalism for science teachers. Teachers Network, 2, 1-4.
Masno Ginting. (17 Februari 2005). Rangkap mata pelajaran hambat kreativitas guru. Kompas. p.
1.
McNergney, R. F., & Carrier, C. A. (1981). Teacher development. New York: Macmillan
Publishing Co, Inc.
Nana Sudjana. (2004). Dasar-dasar proses belajar mengajar. Bandung: Sinar Baru
Algesindo. Bandung: Sinar Batu Algesindo.
Per Morten, K., & Vanessa, K. (26 April 2007). Creativity in science education: perspective and
challenges for developing school science. Red Orbit, 7, 2.
Sasson, D. (26 Februari 2007). Teaching creative thinking: tips, tools and ideas for encouraging
creativity in the classroom. New Teacher Support, 2, 1-2.
Shallcross, DJ (1981). Teaching creative behavior. New Jersey: Prentice-Hall, Inc.
Sukardi. (2003). Metode penelitian pendidikan. Jakarta: PT. Bumi Aksara.
Suyanto and Djihad Hisham. (2000). Refleksi dan reformasi pendidikan di indonesia memasuki
millenium III. Yogyakarta: Adicita Karya Nusa.
Undang-undang. (2005), Undang-undang, nomor 14, tahun 2005, tentang guru dan dosen.
Utami Munandar. (1999). Pengembangan kreativitas anak berbakat. Jakarta: PT Rineka Cipta.
WikiAnswers Q&A Community. (25 Oktober, 2008). Editor, 15, 15.
ISBN 9786021570425 BIO-188

SECTION V: CHEMISTRY
OC-01
Laboratory Optimization Study of Lignin Isolation
from Bagasse
Rini Setiati1, Deana Wahyuningrum2, Septoratno Siregar3, and Taufan

Marhaendrajana3
1
Trisakti University Lecture, PhD Student Petroleum Eng. ITB
2
Department of Chemistry, ITB
3
Department of Petroleum Engineering, ITB
Abstract-Bagasse is a waste of sugar cane liquid extraction process after milling process. Bagasse
is in a fibrous form. The amount of bagasse production each year is abundant, easily obtained, and
cheap. Based on the data from Indonesian Sugar Farm Research Center (P3GI), bagasse amounts
to 32% of milled sugar cane weight or about 10,2 million ton/year or mill/season all around
Indonesia. Bagasse contains 48-52% water, sugar at an average of 3.3%, and fiber at an average of
47.7%. Bagasse fiber cannot be dissolved in water and most of it consists of cellulose, pentosan
and lignin. Lignin are the raw materials which are processed through sulfonation became
surfactant. These products are named Surfactant Sodium Lignosulfonate. Lignosulfonate is one
kind of anionic surfactant which is used in a chemical injection process of EOR (Enhanced Oil
Recovery) for oil industry. High lignin content in bagasse makes it potential to become a
surfactant. Today, bagasse is one of the biomass sources which are mostly used as a boiler fuel in
sugar factory, source of animal feed, material in making paper, cement and brick reinforcement
material. Bagasses lignin could be obtained by lignin isolation process, which separates lignin
from bagasse powder using Sodium Hydroxide catalyst. Along with the bagasse commodity
enhancement, it is almost certain that there would be an increase of bagasse waste from national
sugar industry. This situation is a motivates us to utilize bagasse waste in order to decrease
environmental burden, in addition to giving sources of raw material alternative for a highly
valuable product. According to the lignin isolation results on the optimization of lignin bagasse, it
could be concluded that the optimum parameters in processing bagasse waste into a lignin are 80
mesh bagasse and Sodium Hydroxide reagent with 3 M concentration that has a good bonding or
absorption ability as the result from FTIR test and LCMS test.
Keywords: bagasse, hydrolysis, isolation, lignin, mesh
ISBN 9786021570425 CHEM-1

OC-02
The Specificity of Artocarpus Flavonoids and Potency of
Artocarpus odoratissimus as an Antimalarial Plant
Dwi Laksmiwati and Aliefman Hakim*

*
Study Program of Chemistry Education, Faculty of Teacher Training and Education, University of
Mataram, Indonesia. Jl. Majapahit 62 Mataram, West Nusa Tenggara, Indonesia,
Aliefmanhakim27@gmail.com
Abstract-The flavonoids compound which are successfully isolated from Artocarpus plant consist of the
varied frameworks like flavanone, simple flavone, prenylflavone, pyranoflavone, oxepinoflavone,
dihydrobenzoxanthone. The hallmark of the flavonoid skeleton is prenilation in the position C- 3 and
oxygenation at position C-4\' or the C-2\', C-4\' or the C-2\', C-4\', C-5\'. In addition, prenilation can also
occur at position C-6 and C-8. Some flavonoids with that framework have an antimalarial activity.
Phytochemical screening against the bark of Artocarpus odoratissimus indicated the presence of flavonoid.
Based on the chemotaxonomic flavonoids contained in the bark of A. odoratissimus have the same pattern
with the above flavonoid skeleton, so flavonoids of A. odoratissimus might be potentially for an antimalarial.
Keywords: Artocarpus odoratissimus, flavonoid, antimalarial
ISBN 9786021570425 CHEM-2

OC-03
Green Approach on Synthesis of 20%-Gadolinia Doped
Ceria Using Citrus Aurantifolia Extracts
Arie Hardian1,5*, Ratih Ayuning Tyas1, Dani Gustaman Syarif2, Syoni Soepriyanto3,
Veinardi Suendo4, and Ismunandar5
1
* Dept. of Chemistry, Universitas Jenderal Achmad Yani, Jl. Ters.Jenderal Sudirman, Cimahi,
Indonesia, arie.hardian@gmail.com 2) Nuclear Technology Center for Materials and Radiometry
(PTNBR) BATAN, Jl. Tamansari 71, Bandung, Indonesia 3) Dept. of Metallurgical Engineering,
Institut Teknologi Bandung, Jl. Ganesa 10, Bandung, Indonesia, 4) National Research Center of
Nanotechnology, Jl. Ganesa 10, Bandung, Indonesia, 5) Dept. of Chemistry, Institut Teknologi
Bandung, Jl. Ganesa 10, Bandung, Indonesia.
Abstract-Gadolinia doped ceria is one of good alternative electrolyte for intermediate temperature solid
oxide fuel cell (IT-SOFC). The use of plant extract in the material synthesis can be a low cost and
environmentally friendly. In this work we have successfully synthesized 20%-gadolinia doped ceria
(Ce0.8Gd0.2O1.9, GDC20) through sol gel method with citric acid (control) and Citrus aurantifolia extracts
as the chelating agent. Based on XRD analysis, the XRD pattern of GDC20 control and GDC20 extract were
similar to pure ceria pattern (JCPDS #00-034-394). However, all GDC20 pattern were shifted to the lower 2
due to the lattice expansion which indicate the partial substitution of Ce4+ by Gd3+ was succeed. The XRD
data were then refined using Le Bail method to calculate the lattice constant of all GDC20 synthesized. The
lattice constant of GDC20 synthesized were in the range 5.4157(6) 5,4309(1) . The crystalite sizes
GDC20 synthesized were in the range 26 73.3 nm. Based on PSA result, the particle sizes of GDC20
synthesized were in scale of micro particles. The relative densities of GDC20 sintered pellet (1300C, 2
hours) were in the range 76 83%. The obtained GDC20 using Citrus aurantifolia extracts were found to be
comparable to that obtained by conventional chelating agent (citric acid). Therefore, this method can be a
good alternative for the synthesis of GDC20 using biomaterials.
Keywords: IT-SOFC electrolyte, doped ceria, sol gel, Citrus aurantifolia extract
1. Introduction
In last two decades, doped ceria has attracted many attention to be used as an alternative
electrolyte material for intermediate temperature solid oxide fuel cell (IT-SOFC) due to its higher
ionic conductivity and mechanical performance than conventional solid electrolyte, yttria stabilized
zirconia (YSZ) (Inaba and Tagawa 1996, Kharton, Marques et al. 2004). Gadolinium or samarium
doped ceria (GDC or SDC) have the highest conductivity compared to the other rare/alkaline earth
doped ceria that had been reported (Mogensen, Sammes et al. 2000, Steele 2000, Jacobson 2010).
However, the main obstacle of doped ceria material is the high sintering temperature (>1600 C)
when used a simple solid state reaction method to obtain the fully dense electrolyte (Zhang, Ma et
al. 2006). There are two ways to decrease the sintering temperature of doped ceria i.e.the use of
sintering aid andnanometric powder approach (Kleinlogel and Gauckler 2001, Zhang, Ma et al.
2004, Wang, Mori et al. 2006). Nanometric powder approach has shown to be more effective to
decrease thesintering temperature of doped ceria than the use of sintering aid one (Liang 2015).
Sol gel method is one of the methods that usually used to produce glass materials and
ceramic oxide such as doped ceria due to its simplicity, lower temperature reaction, and economical
cost. The most advantage of sol gel method compared to solid state reaction method in preparation
of doped ceria electrolyte is the high homogenity of stoichiometric ceramic powders that lead to the
higher grain interior conductivity. In addition, sol gel method can also produce nano scale materials
by controlling its parameters such as pH, temperature, and speed of mixing.
In recent years, there has been a lot of attentions in the use of biomaterials source such as
micro-organism, yeast, and plant in forming of nanoparticle materials due to it is more efficient,
ISBN 9786021570425 CHEM-3
easy-going, fast, low cost, eco-friendly, and non-toxic approach (Sharma, Yngard et al. 2009,
Manikandan, Durka et al. 2015, Nayak, Ashe et al. 2016). There are a lot of reports about
preparation of gold and silver nanoparticles using biomaterials source (Velmurugan, Anbalagan et
al. 2014). However, there are just a few reports about preparation of nanometric ceramic powders
using biomaterials source, especially doped ceria. ZnO nanostructure has been successfully
synthesized by using Citrus aurantifolia extract via sol gel method reported by Samat et al (Ain
Samat and Md Nor 2013). In case of ceria powder, Thovhogi et al has successfully synthesized
ceria nanoparticle by using Hibiscus sabdariffa flower extract (Thovhogi, Diallo et al. 2015).
However, the synthesisof gadolinium doped ceria especially 20%-gadolinium doped ceria
(Ce0.8Gd0.2O1.9, GDC20) using biomaterials sources has not been reported yet. In this paper, we
reported the synthesis of the GDC20 using Citrus aurantifolia extract via sol gel method.
2. Experiment
Nitric salts of cerium, Ce(NO3)3.6H2O and gadolinium, Gd(NO3)3.6H2O with 99.99%
purity from Aldrich were used as the metal ion precursor. Citric acid was used as conventional
chelating agent in order to synthesize GDC20 control. The Citrus aurantifolia (jeruknipis) fruit
was obtained from local market at Cimahi.
2.1. Preparation of Citrus aurantifolia extract.

Citrus aurantifolia fruit was peeled and cut into slices. The slices of Citrus aurantifolia
were then grounded using blender without addition of water. The juices were then filtered using
filter paper. The pH of the original extract was then measured by using pH universal indicator and
found to be approximately 2. The original extract was then diluted using aquadest to get pH
approximately 3.
2.2. Preparation and characterization of GDC20 using citric acid

Ce(NO3)3.6H2O and Gd(NO3)3.6H2O were weighted according to the stoichiometric of GDC20.
Each of salt was then dissolved in aquadest. Appropriate amount of citric acid with ratio to the total
ion metal 2:1 was dissolved in aquadest. The solution of ion metal and the solution of citric acid
were then mixed. The solution was then heated at 80 C and stirred until the gel formed. The gel
was then grounded using a mortar. The gel powder was then heated at 400 C in 4 hours to
decompose the nitric ion and the organic matter. The xerogel powder was then calcined at 800 C
for 4 hours to remove the organic matter residue and phase transition from gel to GDC20 ceramic
powder. The powder was then characterized using Bruker D8 Advanced X-ray diffractometer
(XRD) and Beckman Coulter Particle Size Analyzer (PSA). The powder was then pressed in 50 psi
using pressing machine to get green pellet with 8 mm diameters. The pellet was then sintered at
1300 C in 2 hours with heating rate 5 C.min-1. The density of pellet was then calculated using
general equation (Eqs. 1):

= . 2 . (1)
where, m is the pellet mass, r is the radius of pellet, and t is the thickness of pellet. The dimensional
of pellet was measured using micrometer. The theoretical density was calculated using (Eqs. 2):
4 (20)
= 3
(2)
where, M(GDC20) is molar mass of GDC20, is Avogadros number, and a is lattice constant of
GDC20 obtained by refinement step. The relative density of pellet was calculated using (Eqs. 3):

=
100% (3)
ISBN 9786021570425 CHEM-4

2.3. Preparation and characterization of GDC20 using Citrus aurantifolia extract

100 mL of Citrus aurantifolia extract was prepared in four beaker glasses. Appropriate
amount of Ce(NO3)3.6H2O and Gd(NO3)3.6H2O were added intothe extract to produce 0.05 M,
0.10 M, 0.15 M, and 0.20 M solutions. The solutions were then heated at 80 C and stirred until the
gel formed. The gel was then grounded by using mortar. The xerogel powder was then heated at
400 C for 4 hours to decompose the nitrate ion and the organic matter. The xerogel powder was
then calcined at 800 Cfor 4 hours to remove the organic matter residue and phase transition from
gel to GDC20 ceramic powder. The powder was then characterized by using Bruker D8 Advanced
X-ray diffractometer (XRD) and Beckman Coulter Particle Size Analyzer (PSA).
2.4. XRD analysis

The XRD pattern of products was then refined by using Rietica software and Le Bail method to
calculate the lattice parameters of GDC20. The crystallite size was also calculated by using
Scherrers equations (Eqs. 1)
0.9
= (4)
Where, D is crystallite size in nm unit, 0.9 is shape factor, is wavelength of Cu K (0.1541 nm),
is full width at half maximum (FWHM) in radian unit, and is Bragg angle in degree.

3.1. Synthesize of GDC20
The comparison between GDC20 control and GDC20 extract in mass reduction and yield
is listed in Table 1. The difference in mass reduction of GDC20 was probably due to the difference
in water contents of the xerogel. The water contents removed when heated at 400 C, however the
organic matter just partially removed at 400 C. The high of water contents the high of percentage
of mass reduction at 400 C. In 800 C, the residual organic matters were removed totally. The
mass reductions at 800 C compare to 400 C were similar for all GDC20 extract which is around
3%. However, it was different with the GDC20 control. This difference is due to the different
content of organic matter. In Citrus aurantifolia extract there are a lot of organic acid and other
organic matters, but in GDC20 control there is just citric acid. The high of mass reduction in
GDC20 is probably due to the high of citric acid contents that need high temperature to remove it
totally. However, the citric acid contents in extract were very small therefore the mass reduction at
800 C is also small. The other major organic matters in extract were removed at 400 C. The yield
of all GDC20 products was less than 100% which was due to some of the gel which is sticky on the
wall of beaker glass and difficult to be moved.
Table 1. Mass reduction of GDC20 and yield percentage.

Product GDC20 GDC200,05 GDC20 GDC20 GDC20
Mass of Control M 0,01 M 0,15 M 0,02 M
GDC20xerogel 4,3399 g 1,2202 g 1,7877 g 3,0108 g 3,9423 g
GDC20 after heated at 3,5427 g 0,6575 g 1,4591 g 2,1967 g 2,6260 g
400 C (-18.37%) (-46.11%) (-18.38%) (-27.04%) (-33.39%)
GDC20 after heated at 2,4962 g 0,6161 g 1,3846 g 2,1139 g 2,5053 g
800 C (-42.48%) (-49.51%) (-22.55%) (-29.79%) (-36.45%)
Yield 83,23 % 70,84 % 79,60 % 81,03 % 72,02 %
3.2. XRD analysis

The diffraction pattern of all obtained GDC20 was similar to the diffraction pattern of
CeO2 and GDC20 in Joint Committee on Powder Diffraction Standards (JCPDS) files no. 00-034-
0394 and 01-075-0162, respectively. Based on diffraction pattern of obtained GDC20 (Fig. 2), all
obtained GDC20 were crystallized in single phase cubic fluorite structure like CeO2 and there was
ISBN 9786021570425 CHEM-5

no Gd2O3 pattern is detected from XRD pattern. The sharpness of peaks in the diffraction pattern
indicates that all obtained GDC20 have high crystallinity. The intensity of d111 peak of GDC20
0.10M was the highest compare to the others, it was indicate that the GDC20 0.10M has the highest
crystallinity compare to the others. The crystallite size (listed in Table 2) of GDC20 0.10 was also
has the biggest value which emphasize that GDC20 0.10 M has good crystallinity.
Figure 2. X-ray diffraction pattern of obtained GDC20
Based on refinement result (shown in Fig.3 and listed in Table 2), all obtained GDC20
possess cubic fluorite structure with space group Fm3m and the lattice constants were in the range
of 5.4157(6) 5.4309(1) . The values of Rp (residual product) and Rwp (residual weight product)
were less than 10% which indicates that these results of refinement can be accepted. These lattice
constants were comparable to the JCPDS file for GDC20 which has 5.4230 . In addition, the
lattice constants of all obtained GDC20 were higher than CeO2 in the reference (5.41134 ). It was
indicated that the partial substitution of Ce4+ by Gd3+ which had larger ion size than the host ion
(Ce4+) had been successfully done.
Figure 3. XRD refinement result for GDC20 0.10M.(symbol black + for experimental data, red lines for
calculation data, blue line for the peak position, and green line for the difference between experimental data
and calculation data).
ISBN 9786021570425 CHEM-6

Table 2. XRD refinement result for obtained GDC20 using Le Bail method.
Lattice Crystallite
Crystal Space Rp Rwp
Material Constant, a Size, D
System Group (%) (%)
() (nm)
CeO2* Cubic Fm3m 5.4113 - - -
GDC20** Cubic Fm3m 5.4230 - - -
GDC20 control Cubic Fm3m 5.4294(2) 26 4.06 3.93
GDC20 0.05M Cubic Fm3m 5.4157(6) 27 4.93 6.27
GDC20 0.10M Cubic Fm3m 5.4309(1) 73.3 4.51 4.72
GDC20 0.15M Cubic Fm3m 5.4307(2) 27 5.67 6.40
GDC20 0.20M Cubic Fm3m 5.4295(5) 32 5.60 6.26
*JCPDS 00-034-0394 **JCPDS 01-075-0162
3.3. Particle size analysis

Based on PSA analysis, the particle size of GDC20 control and GDC20 0.10M was in the
scale of micro particle. The size particle distribution of GDC20 control and GDC20 0.10M is
shown in Fig. 3. The average diameter particle of GDC20 0.10M (1.466 m) was smaller than the
GDC20 control (6.175 m) which indicated that the use of extract could be an alternative way to
replace the conventional citric acid as chelating agent. The heterogeneous of chelating agent in the
extract probably induce productivity of the smaller particle than the homogeneous chelating agent
(citric acid). As mention before, the particle size which was produced by sol gel method was
depending on the pH, temperature, and speed of mixing therefore the optimization of those
parameters were potential to produce nanometric powder of GDC20. For example, Rafaie et al
reported that the diameter of ZnO which was synthesized using Citrus aurantifolia extract is
depended on the pH of solution (Rafaie, Samat et al. 2014).
Figure 3. Particle size distribution in GDC20 control (left) and GDC20 0.10M (right)
3.4. Densification behaviour

The densification behaviour of obtained GDC20 is related to its relative density. The
experiment density, theoretical density, and relative density of obtained GDC20 are listed in Table
3. Based on the result, the sintering temperature (1300 C, in 2 hours) was not enough yet to get
fully dense GDC20 pellets. It was due to the particle size of obtained GDC20 were still in
micrometric powder, therefore it need higher sintering temperature to make it fully dense.
ISBN 9786021570425 CHEM-7

Table 3. Experiment density, theoretical density, and relative density of obtained GDC20

GDC20
(g.cm-3) (g.cm-3) (%)
Control 5.92 7.14 82.91
0.05M 5.55 7.19 77.19
0.10M 5.62 7.13 78.71
0.15M 5.41 7.14 75.82
0.20M 5.42 7.14 75.89
4. Conclusion
We have successfully synthesized GDC20 using Citrus aurantifolia extract. The obtained GDC20
possesses single phase cubic fluorite structure with space group Fm3m. The lattice constants of
obtained GDC20 were comparable to the reference from JCPDS file no. 01-075-0162. The particle
sizes of GDC20 were in micrometric scale. However, the particle size of GDC20 0.10M was
smaller than GDC20 control. Therefore, Citrus aurantifolia extract ispotential to be used as
chelating agent in sol gel method.
Acknowledgements
This research was financially supported by UNJANI Competitive Grant 2015
(SKEP/123/UNJANI/VII/20115). The authors want to thank to Mr.Yamin for his help in density
measurement.
References
Ain Samat, N. and R. Md Nor. (2013). Sol-gel synthesis of zinc oxide nanoparticles using Citrus
aurantifolia extracts."Ceramics International",39, (SUPPL.1), S545-S548.
Inaba, H. and H. Tagawa. (1996). Ceria-based solid electrolytes."Solid State Ionics",83, (1-2), 1-
16.
Jacobson, A. J. (2010). Materials for solid oxide fuel cells."Chemistry of Materials",22, (3), 660-
674
Kharton, V. V., F. M. B. Marques and A. Atkinson. (2004). Transport properties of solid oxide
electrolyte ceramics: A brief review."Solid State Ionics",174, (1-4), 135-149.
Kleinlogel, C. and L. J. Gauckler. (2001). Sintering of nanocrystalline CoO2 ceramics."Advanced
Materials",13, (14), 1081-1085.
Liang, J. (2015). Low temperature fabrication of dense gadolinia-doped ceria electrolyte with
enhanced electrical conductivity."Electrochimica Acta",178, 321-328.
Manikandan, A., M. Durka and S. A. Antony. (2015). Hibiscus rosa-sinensis Leaf Extracted Green
Methods, Magneto-Optical and Catalytic Properties of Spinel CuFe2O4 Nano- and
Microstructures. "Journal of Inorganic and Organometallic Polymers and Materials",25, (5),
1019-1031.
Mogensen, M., N. M. Sammes and G. A. Tompsett. (2000). Physical, chemical and electrochemical
properties of pure and doped ceria."Solid State Ionics",129, (1), 63-94.
Nayak, D., S. Ashe, P. R. Rauta, M. Kumari and B. Nayak. (2016). Bark extract mediated green
synthesis of silver nanoparticles: Evaluation of antimicrobial activity and antiproliferative
response against osteosarcoma."Materials Science and Engineering C",58, 44-52.
Rafaie, H. A., N. A. Samat and R. M. Nor. (2014). Effect of pH on the growth of zinc oxide
nanorods using Citrus aurantifolia extracts."Materials Letters", 137, 297-299.
Sharma, V. K., R. A. Yngard and Y. Lin. (2009). Silver nanoparticles: Green synthesis and their
antimicrobial activities."Advances in Colloid and Interface Science",145, (1-2), 83-96.
Steele, B. C. H. (2000). Appraisal of Ce1-yGdyO2-y/2 electrolytes for IT-SOFC operation at 500 C.
"Solid State Ionics",129, (1), 95-110.
Thovhogi, N., A. Diallo, A. Gurib-Fakim and M. Maaza. (2015). Nanoparticles green synthesis by
Hibiscus Sabdariffa flower extract: Main physical properties."Journal of Alloys and
Compounds",647, 392-396.
ISBN 9786021570425 CHEM-8

Velmurugan, P., K. Anbalagan, M. Manosathyadevan, K. J. Lee, M. Cho, S. M. Lee, J. H. Park, S.

G. Oh, K. S. Bang and B. T. Oh. (2014). Green synthesis of silver and gold nanoparticles using
Zingiber officinale root extract and antibacterial activity of silver nanoparticles against food
pathogens. "Bioprocess and Biosystems Engineering",37, (10), 1935-1943.
Wang, Y., T. Mori, J. G. Li, Y. Yajima and J. Drennan. (2006). Synthesis, characterization and
sinterablity of 10 mol% Sm2O3-doped CeO2 nanopowders via carbonate precipitation. "Journal
of the European Ceramic Society",26, (4-5), 417-422.
Zhang, T. S., J. Ma, Y. J. Leng, S. H. Chan, P. Hing and J. A. Kilner. (2004). Effect of transition
metal oxides on densification and electrical properties of Si-containing Ce0.8Gd0.2O2- ceramics.
"Solid State Ionics",168, (1-2), 187-195.
Zhang, T. S., J. Ma, L. H. Luo and S. H. Chan. (2006). Preparation and properties of dense
Ce0.9Gd0.1O2- ceramics for use as electrolytes in IT-SOFCs."Journal of Alloys and
Compounds",422, (1-2), 46-52.
ISBN 9786021570425 CHEM-9

OC-04
The Utilization of Okra (Abelmoschus esculentus L.
Moench) Mucilage Extract as an Emulsifier in Making of
Vegan Mayonnaise
Melanie Cornelia1*, Tagor Siregar2, and Alethea C Monica3
1*
Pelita Harapan University, Lippo Village, Karawaci, Indonesia,
melanie.cornelia@uph.edu
Abstract-Okra was known as a rich source of mucilage plant, however the application was still limited.
Some vegetarians were unable to consume egg-based food product, therefore the utilization of okra mucilage
as emulsifier in making vegan mayonnaise was conducted. The objectives of this research were to determine
the best extraction time to produce the highest yield of okra mucilage extract using microwave, to investigate
the physicochemical characteristics and organoleptic of okra mucilage vegan mayonnaise, and compared to
the commercial vegan mayonnaise based on hedonic test. Okra mucilage was extracted in 10, 20, 30, 40, 50
minutes and the best extraction time was applied in making vegan mayonnaise with concentration 0.25, 0.50,
0.75, 1.00, and 1.25%. Okra mucilage extract with 30 minutes extraction produced the highest yield
(12.15%). The best formulation of okra mucilage mayonnaise was mayonnaise with 0.75% additional okra
mucilage extract have viscosity 150.50 poises, emulsion stability 96.51%, fat globule 6.30 m, pH 3.80, and
yellow-red color. The best formulation of okra mucilage mayonnaise was not significantly different with
commercial vegan mayonnaise (p>0.05) in viscosity, aroma, and overall as parameters. In conclusion, okra
mucilage extract could be used as an alternative emulsifier in making vegan mayonnaise.
Keywords: emulsifier, microwave extraction, mucilage okra, vegan mayonnaise
1. Introduction
Okra (Abelmoschusesculentus L. Moench) is a fruit plant that grows in the tropics and sub-
tropics, and has spread to almost all parts of the world. According to Nadira et al. (2009), okra
plant was originated from West Africa and has cultivated in Indonesia since 1877, especially in
West Kalimantan. Cultivated okra (Abelmoschus esculentus (L.) Moench) was a multipurpose and
multifarious crop, it was extensively grown for its tenderpods, which are used as a very popular,
tasty and gelatinous vegetable. It was a powerhouse of valuable nutrients.
Mucilage is water-soluble polysaccharides that found in some plant species and in some
microorganisms (National Research Council, 2006). Mucilage in okra is an acidic polysaccharide
consisting of galacturonic acid, ramnosa, and glucose in the ratio of (1.3: 1.0: 0.1) and reaches a
maximum viscosity at neutral pH (Haydar et al., 2011). According Ndjouenkeu et al. (1996), okra
mucilage components containing proteins, carbohydrates, neutral sugars such as D-galactose, L-
arabinose, D-xylose derived from pectin. Alba et al. (2013) proved that the pectin obtained in okra
extract has potential as emulsifiers in oil in water emulsion (o/w) and was effective in acidic
conditions.
Extraction is a method commonly used to separate one or more components of foods.
Extraction could be done by using heating in order to speed up the extraction process. Shah et al.
(2010) showed that the microwave was able to affect the extraction process, especially the yield
generated compared to extraction using regular heating. According to McWilliams (2006),
mayonnaise is an emulsion of oil in water. Emulsifiers are able to form a protective layer around
the spherical surface of each oil globules. Emulsifier commonly used in the manufacture of
mayonnaise is egg yolk. Eggs are fresh food products that have a short shelf life and easily
contaminated by pathogenic bacteria such as Salmonella sp., hence, it is needed to be pasteurized
and this is a costly process. One egg yolk contains about 275 mg of cholesterol (Spence et al.,
2010), whereas daily intake of cholesterol is less than 200 mg. Excess of cholesterol consumption
could increase the risk of heart disease. Some vegetarians also could not consume egg-based foods.
Based on those reasons, we need for plant-based emulsifier food substitution. The extraction yields
of okra mucilage were not optimal to be applied for food product, so in this research we used
ISBN 9786021570425 CHEM-10

microwave for increasing the okra mucilage extraction yield and the okra mucilage extract was
applied in the making of vegan mayonnaise.

Materials: Okra from Cipanas, 96% ethanol (food grade), acetone, soy oil "Happy Salad Oil",
vinegar "Dixi" (25% acetic acid), salt "Dolphin," sugar, pepper "Koepoe-Koepoe" commercial
vegan mayonnaise, 6 N HCN, HNO3, solution of -amino-N-butyric acid (AABA), buffer solution
AccQ-fluorine borate, selenium, petroleum benzene, K2SO4, H2O2, H2SO4, 4% boric acid 0.2 N
HCl.
Equipments: Microwave 300 watt, refrigerator, hand mixer, oven, cabinet dryer, water bath,
baloon whisk, analytical balance, desiccator, centrifuge "Hettich Zentrifugen EBA20",
Chromameter "Minolta Cr-400", Kjeldahl apparatus, Soxhlet, muffle furnace "Thermolyne 48000",
viscometer "Brookfield, DV-I microscope "Olympus", pH meter "744 Methrohm" and HPLC.
Methods:The research method was divided into two stages
(1) Preliminary Research: extraction of okra mucilage into powder and analyzed the physico-
chemical as proximate analysis to be applied in the making of vegan mayonnaise.Selected ripe okra
had the characteristics of a hard, dry, and hollow on the inside and had a length of about 7.5 to 12.5
cm, bright green, crisp, and had a white seeds. The procedure for Okra mucilage extract can be
seen in Fig 1.
Okra
Wash out and cut
Soaked in distilled water of 70 C ; (water: okra= 5;1 ); 4 hours or Extracted

in microwave 300 watt for 10, 20, 30, 40, and 50 mins
Allowed to stand for 2 hours Squeezed

with filter cloth to obtain filtrate
Added a 96% food grade ethanol by volume (1: 1) to

form a precipitate
Stored in the
refrigerator f 3 days
The precipitate was filtered and rinsed with

acetone and ethanol
Okra mucilage extract
Dried in an oven 45 C; 24 hours
Figure 1. Flow Chart of okra mucilage extraction

Source: Malviya (2011), Shah and Shet (2011) and Lim (2014) with modification.
(2) Primary Research: making vegan mayonnaise by using okra mucilage extract and determine the
best formulation from five formulations provided by considering the highest yield, physico-
chemical analysis, scoring and hedonic test. The best results were comparing to the commercial egg
yolk mayonnaise as a control and also to the commercial vegan mayonnaise. Procedure of vegan
mayonnaise preparation could be seen in Fig 2.
ISBN 9786021570425 CHEM-11

Okra mucilage extract with a certain concentration dissolved in 10

ml of water
Okra mucilage solution was mixed with vinegar to pH 3-4
Okra mucilage solution, 40 ml oil, and the remaining water were

inserted into the container and mixed with a high-speed hand mixer
for 30 seconds
The dough is stirred with baloon whisk for 15 seconds
Sugar, salt, and pepper were added to the mixture, the remaining
35 ml of oil were added gradually
VeganMayonnaise
Figure 2. Flowchart of making vegan mayonnaise

Source: Modified Ghoush et al. (2008) and Prawita (2014)
Table 1. Formulation in making mayonnaise added of extractokra mucilage

Component FormulationI FormulationII FormulationIII FormulationIV FormulationV
(%) (%) (%) (%) (%) (%)
Soybeanoil 75 75 75 75 75
Okramucilage 0.25 0.50 0.75 1.00 1.25
Vinegar 0.48 0.48 0.48 0.48 0.48
Sugar 2.0 2.0 2.0 2.0 2.0
Salt 0.93 0.93 0.93 0.93 0.93
Pepper 0.15 0.15 0.15 0.15 0.15
Water 21.19 20.94 20.69 20.44 20.19
3. Results and Disscusions

This research used extraction method by microwave. Based on Shah et al. (2010),
extraction using microwaave generating higher extract yield 96.15% compared to extraction using
regular heating. Okra which has been cut into thin and soaked with distilled water 70C and
extracted using microwave with five different time levels are: 10, 20, 30, 40 and 50 minutes .
Figure 3.(a) fresh okra (b) mucilage okra (c) coagulation mucilage okra (d) powder extract
mucilage okra
Figure 4 shows that extraction time by microwave for 30 minutes produces the highest yield
(12.15% wt dry basis).
ISBN 9786021570425 CHEM-12

15 (12.150,01)d
(10.400,00)c(9.500,00)c
Yield (%)
10 (6.470,01)b
5 (3.320,01)a
0
10 20 30 40 50
Extraction time(mins)
Figure 4.Effect of microwave extraction time to the yield extract

Note: superscript showed the significant difference (p<0,05)
Extraction using a microwave was influenced by several factors such as the solvents used,
the extraction time, microwave power, and the particle size material (Tatke and Jaiswal, 2011). The
yield difference was generated based on the level of extraction times microwave related to the
destruction of plant cells and tissues that okra mucilage more easily out of the fruit produces a
higher yield (Shah et al., 2011; Umesh Kumar et al., 2012).The amount of analyte that was
extracted will increase with the time of extraction, but there were risks related with the degradation
of thermolabile components.The longer the time of extraction with microwave, solvents such as
water will be absorbed and the risk of degradation of thermolabile element in the
material.Extraction time in the microwave for 40 minutes and 50 minutes decreased yield
generated.
Proximate Analysis of Extract Mucilage Okra
Based on the results of the proximate analysis in Table 2, 56.61% carbohydrate were
forming the most dominant component in the extract. Okra mucilage was an acidic polysaccharide
consisting of galacturonic acid, ramnosa, and glucose (Haydar et al., 2011; Hirose et al., 2004). The
protein content in the extract of okra mucilage was 19.40%. Protein-forming compounds such as
amino acids play a role in determining the emulsion occurs in the material. In addition, the levels of
protein and fat helps determine water absorption and fat in a material (Mirhosseini and Bahareh,
2012).
Table 2. Results of the proximate analysis extract okra mucilage

Parameter (% wt dry basis)
Moisture 15.50
Ash 7.09
Protein 19.40
Fat 1.40
Carbohydrate levels (by difference) 56.61
Analysis of Amino Acid Profile
The analysis result of amino acid profile could be seen in Table 3. Okra mucilage extract
contains 34638.09 ppm polar amino acids and 7339.66 ppm non-polar amino acids. Amino acid
components in the extract of okra mucilage determine the quality and its capacity as emulsifiers.
Based on these results, we could conclude that the dominant amino acids contained in the extract of
okra mucilage is polar amino acid, so that the mucilage okra extract has a greater ability to absorb
water than fat, and it could be used in emulsions of oil in water (o/w) (Lim, 2014).
Table 3. Results of the analysis of amino acid profile mucliage extract of okra
Polar Amino Acids Non-Polar Amino Acids
Amino acid ppm Amino Acid ppm
Glycine 2589.34 Valin 725.05
Glutamate 6873.10 Alanine 2258.83
ISBN 9786021570425 CHEM-13

Lysine 3398.70 Proline 1311.83

Arginine 7061.23 Leucine 1683.39
Histidine 1251.29 Phenilalanin 891.89
Serin 2525.85 Isoleucine 468.67
Tyrosine 625.21
Aspartate 8924.88
Threonine 1388.49
Total 34638.09 Total 7339.66
Based on thephysico-chemical test result in Table 4, the absorption of water in the extract
of okra mucilage was greater than the absorption of fat. According to Friberg (2004), oil in water
emulsion (o / w) could be formed when water absorption was higher than the fat. So,the extract of
okra's mucilage could be applied to the mayonnaise which was a food oil in water emulsion (o / w).
Table 4.Results of physico-chemical characteristics of the extracts of okra mucilage

Parameter
Emulsion activity (%) 76.30 0.04
Kamba density(g / ml) 0.66 0.01
Fat Absorption (g oil / g extract) 0.52 0.02
Water Absorption (g water / g extract) 17.83 0.01
Color analysis 80.87 0.34
Okra mucilage extract emulsions activity in this research showed the number of 76.30%.
Emulsion activity was influenced by the type of emulsifier, solubility, concentration, and protein
formation (Aremu et al., 2008). Protein fraction also affected the activity of the emulsion. Protein
fraction in okra mucilage polysaccharide structure were causing absorption in the interphase layer
of emulsion systems (Mirhosseini and Bahareh, 2012).Okra mucilage extract has a Kamba density
of 0.66 g/ml. Based on research Tavakoli et al. (2008), okra mucilage extract with a concentration
of 1-5% has Kamba density of 0.45 to 0.57 g / ml. The different results with Tavakoli et al. (2008)
due to differences in the extraction process was done. Okra mucilage extract in this research has the
absorption of fat 0,52 g fat / g extract. The absorption of fat extract of okra mucilage was lower
than xanthan gum and mucilage flaxseed. It could be affected by the polysaccharide structure
contained on the materials. Polysaccharide structure was able to absorb the fat and water. The more
hollow polysaccharide, the material was more easily absorb fat. Water absorption okra mucilage
extract was17.83 g water / g extract. Xanthan gum has a water absorption of 40.62 g water / g
extract and linseed mucilage has a water absorption of 22.63 g water / g extract (Hanan et al.
(2012), Water absorption was influenced by the amount of polar groups in emulsifiers. Polar
groups contained in the extract of okra mucilage includes carbonyl, hydroxyl, amino, carboxyl, and
sulfihidril. Color analysis was done by Chromameter and obtained okra mucilage extract Hue
value of 80.87. Visually, okra mucilage extract has yellow-brown color. According to Bindu and
Fahsa (2013), okra mucilage extract were containing flavonoids like teaflavin that play a role in
giving a yellow color pigment.
In the main research was determined the best vegan mayonnaise formulations in the
utilization of okra mucilage as emulsifiers,based onphysico-chemical characteristics, viscosity,
stability of the emulsion, fat globules, pH, and color analysis. Itwas also conducted a scoring test
and mayonnaise hedonic test with different concentrations of extracts of okra mucilage. This best
vegan mayonnaise formulation was compared with vegan mayonnaise commercial. Proximate
analysis were done for the best formulation, commercial vegan mayonnaise and mayonnaise
commercial egg yolk. The below figures were the analysis resultsof mayonnaise.Based on the
results of statistical test by one way ANOVA, okra mucilage extract concentrations significantly (p
<0.05) on the viscosity, stability of the emulsionpHand fat globula.Notation different superscript
shows the significant difference (p <0.05).
ISBN 9786021570425 CHEM-14

1000 (888,0016,97)d
Viscosity
c
500 (150,5021,35) b(368,2039,88)
a
(poise)
(16,195,39)a(44,2816,12)
Mayyonaise
0
0,25 0,50 0,75 1,00 1,25
Extract Mucilage Okra (%)
Figure 5. Okra mucilage extract concentration towards viscosity
Okra mucilage extract concentration greatly affected the viscosity of the resulting
mayonnaise.According Figura and Teixeira (2007), emulsifiers decreased the surface tension and
minimized the surface area, so as to facilitate the mixing of oil and water to form an emulsion.
Emulsifiers bound water phase and the oil phase so as to increase the viscosity of a material. The
higher concentration of extract of okra mucilage on the mayonnaise, the higher the resulting
viscosity. Mayonnaise with okra mucilage extract concentration of 0.25% indicates the lowest
viscosity that is equal to 16.19 poises, while mayonnaise with okra mucilage extract concentration
of 1.25% shows the highest viscosity that is equal to 888.00 poises. According Admix (2015),
mayonnaise viscosity ranges from 50-250 poises depends on the formula. Viscosity mayonnaise
with okra mucilage extract concentration of 0.75% at most in accordance with the literature value
of 150.50 poises viscosity. Therefore, based on viscosity, mayonnaise with okra mucilage extract
concentration of 0.75% is the best mayonnaise.
b b bc c
100 (91,830,00)a (94,880,02) (96,510,02) (97,670,01) (99,800,00)
Emulsion Stability (%)
80
60
40
20
0
0,25 0,50 0,75 1,00 1,25
Figure 6. Okra mucilage extract concentration towards stability of the emulsion
According to Cullum (1992), the addition of emulsifiers concentration increased emulsion

stability. This is consistent with the literature, the more okra mucilage extract is used, the more
stable the resulting emulsion. According to William et al. (1995), a good emulsion stability of the
emulsion must have at least 94% or more. Overall, a good mayonnaise with okra mucilage extract
concentration of 0.50% to 1.25% resulted in a good emulsion stability. So based on the stability of
the emulsion, mayonnaise with okra mucilage extract concentration of 0.50% to 1.25% according
to the literature and can be selected as the best mayonnaise.
15 (12,800,08)d
Fat Globula (m)
(9,270,13)c
10 (6,250,01)b (5,330,01)b
5 (2,340,10)a
0
0,25 0,50 0,75 1,00 1,25
Figure 7. Okra mucilage extract concentration towradsfat globula
Based on Figure 8, we could see the differences in fat globules diameter (m) of each
mayonnaise according to % extract mucilage okra added.
ISBN 9786021570425 CHEM-15

0.25% 0.50% 0.75% 1.00 % 1.25%

Figure 8. Fat Globula towards% extract mucilage okra used for mayonnaise
Fat Globules of ofmayonnaise was measured by microscope at a magnification of 1000"".

Based on the results of statistical test by One Way ANOVA, okra mucilage extract contains
significant (p <0.05) fat globules. According to Schrder (2003), mayonnaise has a fat globules of
1-5m. Differences in the diameter of globules of fat mayonnaise with okra mucilage extract and
commercial mayonnaise can be caused by differences in the manufacturing process mixing and
homogenization and the shelf life of mayonnaise itself. Referring to Aguilera and David (1999), the
fat globules of mayonnaise is related to the stability of the emulsion. The smaller the fat globules
are produced, the more stable mayonnaise obtained. Okra mucilage extract concentration affects
the size of the fat globules generated.
5 (3,900,08)b
4.5 (4,000,11)b
4 (3,810,08)ab (3,880,11)b
(3,600,02)a
3.5
3
pH
2.5
2
1.5
1
0.5
0
0,25 0,50 0,75 1,00 1,25
Figure 9. Okra mucilage extract concentration on pH of mayonnaise
According to Lund et al (2000), the average pH of the commercial mayonnaise range from 3.6 to
4.0. Based on this research, pH mayonnaise with okra extract concentration of 0.25 to 1.25% falls
into the range according to the literature. The pH value was influenced by the ingredients of
mayonnaise especially acetic acid. Vinegar contents starts from 0.29 to 0.50% in the making of
mayonnaise (Lund et al., 2000). In this research, mayonnaise okra mucilage extract used 0.48%
acetic acid, so that its concentration is within the acceptable range.
In color analysis, the Hue value decreased with the increasing concentration of extract of
okra mucilage used. According to Hutchings (1999), 54-90 Hue value is indicated by a reddish
yellow color. In this research, mayonnaise with okra mucilage extract 0.25 to 1.25% has in the
range of Hue 80-90, the mayonnaise showed rosewood color.
The toxicity was tested using Brine Shrimp Lethality Test (BSLT). The okra mayonnaise has a
LC50 value of 785.88 ppm. This result infers that mayonnaise produced from okra mucilage extract
falls into the category of low toxic.
Parameter of scoring test were color, consistency, aroma, taste and aftertaste of mayonnaise.
There was no real difference between the mayonnaise with okra mucilage extract concentration to
score aftertaste mayonnaise. This proved that the addition of okra mucilage extract did not affect
aftertaste in mayonnaise. The intensity of the resulting mayonnaise aftertaste was somewhat
unfamiliar. Foreign aftertaste was meant here the foreign flavor generated from extracts of okra
mucilage that may affected the aftertaste of mayonnaise produced.
Parameters based on hedonic test include color, consistency, aroma, taste, aftertaste and overall.
Average reception mayonnaise products to taste panelists showed preference level of the
ISBN 9786021570425 CHEM-16

sense of being between neutral and somewhat like making mayonnaise flavor produced was still
acceptable by the panelists. In this case, the concentration of extract of okra mucilage were not
affect acceptance of panelists to taste the mayonnaise.Based on the overall acceptance, it could be
concluded that the five formulations of mayonnaise were accepted by the panelists.
Proximate Analysis of mayonnaiseproducts wereconducted for selected/best formulation
okra mucilage extract mayonnaise, egg yolk mayonnaise commercial and commercial vegan
mayonnaise. From the proximate analysis results in Table 5, it could be seen that mayonnaise used
okra mucilage meet Indonesia National Standards (SNI ) for all analysis parameter such as water,
protein, fat, and carbohydtare content.
Table 5. Results of Proximate Analyses Mayonnaise Samples

Parameters Okra Mucilage Egg Yolk Vegan Egg Yolk Mayonnaise
Extract Commercial Commercial SNI (Indonesian
Mayonnaise Mayonnaise Mayonnaise Standard)
Water Content (%) 22.72 49.67 40.18 Max. 30
Ash content(%) 0.47 2.85 2.33 -
Protein content (%) 0.06 0.84 1.41 Max. 0.9
Fat content (%) 75.19 46.15 47.58 Min. 65
Carbohydrate (%) 1.55 0.49 8.50 Max. 4
Based on the results of the proximate, the water content of the egg yolk commercial
mayonnaise and vegan commercial mayonnaise were higher than the extract of okra mucilage
mayonnaise. This happens because the production cost could be lowered by the addition of water in
food products to minimize the use of other materials. High water levels affected the stability of the
emulsion. But this could be minimized by the addition of various emulsifiers such as egg yolk,
gum, and starch. Based on SNI, just mayonnaise extract okra mucilage that meet the standards. The
protein content in commercial vegan mayonnaise highest compared with other mayonnaise. This is
influenced by the addition of sunflower protein in the composition of the commercial vegan
mayonnaise.According to Zayas (1997), sunflower protein was a protein source derived from plants
and consist of non-polar groups that bind hydrocarbon group. Non-polar groups in sunflower
protein contributes to increase the absorption of oil.The protein content of commercial egg yolk
mayonnaise influenced by egg yolk was a source of protein. Mayonnaise protein source okra
mucilage extract derived from okra mucilage extract was used in low concentrations so that the
levels of protein produced was lower as compared to other mayonnaise. Fat content mayonnaise
okra mucilage extract was the highest compared to other mayonnaise. This was due to the use of
soybean oil by 75% in the formulation.
Determination of mayonnaise with the best okra mucilage extract was based on physico-
chemical characteristics, scoring test and hedonic test.Based on the result of overall analysis and
test parameters, it was concluded that mayonnaise okra mucilage extract with a concentration of
adding 0.75% okra mucilage extract was the mayonnaise with the best formulation. This was
supported by the value of the appropriate viscosity150.50 poises, emulsion stability was good, the
appropriate pH, color analysis that support, as well as the test results of scoring the color most was
not brown, texture thick, sour taste that was still acceptable panelists, and hedonic test were
inclined rather preferred.
4. Conclusion
The result of this reseach has shown that the 30 minutes extraction time using the
microwave could produce the highest yieldof okra mucilage extract, that was 12.15% wt dry basis.
Based on the physico-chemical analysis which consisting of emulsion activity, amino acid profile,
fat and water absorption, color, and kamba density, it could be concluded that the extracts of okra
mucilage could be used as an alternative emulsifiers especially for emulsion oil in water (o/w).
Based on the viscosity, stability of the emulsion, fat globules, pH, color as well as scoring and
hedonic test of the vegan mayonnaise using okra mucilage, it couldbe concluded that the best
mayonnaise formulation was using0.75% of okra mucilage. The color of okra mucilage extract
ISBN 9786021570425 CHEM-17

produced in this research was quite dark and affecting vegan mayonnaise product color to be darker
than the commercial, so for further research needs to be added of an ingredient to improve the
appearance of the product produced.
In general, this vegan mayonnaise okra mucilage almost has the same characteristics with
the commercial vegan mayonnaise and the proximate analysis parameters meet the Indonesian
National Standardization. So the extract of okra mucilage could be used as an alternative
emulsifiers in making vegan mayonnaise.
References
Admix. 2015. Food Processing Mayones Pre-Mix. Available at:
http://www.admix.com/pdfs/resourcelibrary-applications-mayopremix.pdf; Internet;
Accessed on 15 Mei 2015.
Afoakwah, A. N., Owusu J., Adomako C., danTeye E. 2012. Microwave Assisted Extraction
(MAE) of Antioxidant Constituents in Plant Materials. Global Journal of Bio-Science &
Biotechnology 1(2): 132-140.
Aguilera, J. M. dan David W. S. 1999.Microstructural Principles of Food Processing and
Engineering. USA: Aspen Publisher Inc.
Alba, K. V. Kontogiorgos, N. Georgiadisdan C. Ritzoulis. 2013. Okra Extracts as Emulsifiers for
Acidic Emulsions. Food Research International 54 (2): 1730-1737.
Aremu, M. O., Olaofe O., Akintayo E. T., danAdeyeye E. I. 2008. Foaming, Water Absorption,
Emulsification and Gelation Properties of Kerstings Groundnut (Kerstingiellageocarpa)
and Bambara Groundnut (Vigna subterranean) Flours as Influenced by Neutral Salts and
Their Concentrations. Journal of Nutritions 7 (1): 194-201.
Bindu, R. danFahsa K. S. 2013. Isolation and Characterization of MucilageFrom Some Selected
Species of AbelmoschusMedik. (Malvaceae) and Their Application in Pharmaceutical
Suspension Preparation.International Journal of Pharmacy and Pharmaceutical Sciences
5(1): 398-402.
Cullum, D. C. 1992. Introduction to Surfactant Analysis. UK: Blackie Academic and Professional.
Figura, Ludgerdan Arthur Teixeira. 2007. Food Physics: Physical Properties Measurement and
Applications. Jerman: Springer-Verlag Berlin Heidelberg.
Friberg, S. E. 2004. Food Emulsion Fourth Edition. New York: Marcel Dekker Inc.
Ghoush, M. A., Samhouri M., Al-Holy M., dan Herald T. 2008.Formulation and Fuzzy Modeling
of Emulsion Stability and Viscosity of a Gum-Protein Emulsifier in a Model Mayonnaise
System.Journal of Food Engineering 84 (2): 348-357.
Hanan, M. A., Al-Sayed, Nagwa M. H., Ibrahim R. S., danEman E. I. 2012. Functional Properties
of Some Fat-Replacers and Their Uses in Preparation of Reduced-Fat
Mayonnaise.Journal of Dairy & Food Sciences 7(1): 109-119.
Haydar, A., Bari, A., Kamarulizam, S.N., Che Man R. 2011. Investigating Drag Reduction
Characteristics Using Okra mucilage as New Drag Reduction Agent. Journal of Applied
Sciences 11(14): 2554-2561.
Hirose, K., Endo K., danHasegewa K. 2004. A Convenient Synthesis of Lepidimoide from Okra
Mucilage and Its Growth-Promoting Activity in Hypocotyls.Carbohydrate Research
339(1): 9-19.
Hutchings, J. B. 1999. Food Color and Apearance. Maryland: Aspen Publisher Inc.
Lim, Veliana. 2014. Study of Okra (Abelmoschus esculentus L.) Mucilage Powder
Physicochemical Properties and Emulsion Stability. Universitas Pelita Harapan.
Lund, B. M., Baird P. T. C., dan Gould G. W. 2000.Microbiological Safety and Quality of Food.
USA: Aspen Publisher Inc.
Malviya, Rishabha. 2011. Extraction Characterization and Evaluation of Selected Mucilage as
Pharmaceutical Excipient. Polimery w/ Medycynie 41(3).
McWilliams, M. 2006. Nutritions and Dietetics. Jurong: Pearson Education, Inc.
Mirhosseini, H. danBahareh T. A. 2012.A Review Study on Chemical Composition and
Molecular Structure of Newly Plant Gum Exudates and Seed Gums.Food Research
International 46(1): 387-398.
ISBN 9786021570425 CHEM-18

Nadira, S., Hatidjah, B., danNuraeni. 2009. Pertumbuhan dan Hasil Tanaman Okra
(Abelmoschusesculentus) pada Perlakuan Pupuk Dekaform dan Defoliasi. J. Agrisains
10(1): 10-15.
National Research Council. 2006. Lost Crops of Africa Volume II: Vegetables. USA: National
Academies Press.
Ndjouenkeu, R., Goycoolea, F.M., Morris, E.R., Akingbala, J. O. 1996. Rheology of Okra
(Hibiscus esculentus L.) and Dika Nut (Irvingiagabonensis) Polysaccharides, Carbohydrate
Polymers 29: 263269.
Prawita, R. 2014. Pemanfaatan Ekstrak Gum Biji Durian Medan (DuriozibethinusL.) Sebagai
Bahan Pengemulsi Mayones Vegan.Universitas Pelita Harapan.
Schrder, M. J. A. 2003. Food Quality and Consumer Value: Delivering Food that Satisfies.
Jerman: Springer-Verlag Berlin Heidelberg.
Shah, B. N., Avinash Seth and Bhavesh. S. N. 2010. Microwave Assisted Isolation of Mucilage
from the Fruits of LagenariaSiceraria. Der Pharmacia Lettre 2(2): 202-205.
Shah, B. N., and Avinash Seth. 2011. Microwave Assisted Isolation of Mucilage from the Fruits
of Abelmoschusesculentus. Journal for Drugs and Medicine 3(1): 54-57.
Spence, J., Jenkins, D., dan Jean Davignon. 2010. Dietary Cholesterol and Egg Yolks: Not for
Patients at Risk of Vascular Disease. Pulsus Group Inc 26 (9): 336-339.
Tatke, P. dan Y Jaiswal. 2011. An Overview of Microwave Assisted Extraction and its
Applications in Herbal Drug Research. Research Journal of Medicinal Plant 5(1): 21-31.
Tavakoli, N., Ghassemi D. N., Teimouri R., and Hamishehkar H. 2008.Characterization and
Evaluation of Okra Gum as a Tablet Binder.Jundishapur Journal of Natural
Pharmaceutical Products 3(1): 33-38.
Umeshkumar, M. D., Vilas N. D., Dinesh M. S. 2012. Natural Gums and Mucilages in NDDS:
Applications and Recent Approaches. International Journal of Pharm Tech Research
4(2): 799-814.
William, J. S., Debby N., dan Lynne N. 1995. Egg Science and Technology Fourth Edition. New
York: The Haworth Press Inc.
Zayas, Joseph. 1997. Functionality of Proteins in Food. New York: Springer-Verlag Berlin
Heidelberg.
ISBN 9786021570425 CHEM-19

OC-05
A Density Functional Investigation on The Explosive
Sensitivity of Complexes of 3-nitro-1,2,4-triazol-5-one
with Metal Ions
Saprizal Hadisaputra1 and Niko Prasetyo2
1*
Chemistry Education Division, FKIP Mataram University, Indonesia, rizal@unram.ac.id
2
Austrian Indonesian Centre for Computational Chemistry, Gadjah Mada University,
Indonesia
Abstract-A Density Functional Investigation on The Complexes of 3-nitro-1,2,4-triazol-5-one with metal

ions. The explosive sensitivity upon the formation of supramolecular interaction between the nitro group of
3-nitro-1,2,4-triazol-5-one (NTO) and metal ions (Mn+ = Li+, Na+, Be2+ and Mg2+) has been investigated
using Density Functional Theory at B3LYP/6-311++G** level of theory. The bond dissociation energy
(BDE) of the C1N6 trigger bond has also been discussed for the NTO monomer and the corresponding
complexes. The interaction and bond dissociation energy of the C6N7 trigger bond follow the order of
NTO-Be2+ > NTO-Mg2+ > NTO-Li+ > NTO-Na+ > NTO monomer. The enhancement of the trigger bond
dissociation energy in comparison with the NTO monomer correlates well with the complex interaction
energies, trigger bond length, and charge transfer. The analyses of electron density shifts have shown that the
electron density of the nitro group shifts toward the C1N6 trigger bond upon the formation of the
supramolecular interaction. As result, the trigger bond is strengthened and the sensitivity of NTO is reduced.
Some of the calculated results are in a good agreement with the experimental values.
Keywords: nitrotriazalone, metal, complexes, explosive sensitivity, density functional theory
ISBN 9786021570425 CHEM-20

OC-6
Synthesis, Characterization, and Surface Modification of
Fe3O4 Nanoparticles using Chitosan Crosslinked by
Tripolyphosphate/Sulfate
Ika Oktavia Wulandari, Akhmad Sabarudin, and D.J. Djoko Herry Santjojo
Department of Chemistry and Department of Physics, ikaoktaviawulandari@gmail.com
Abstract-Nanoparticles of iron oxide Fe3O4 were synthesized to be a candidate for drug delivery purposes
by using ex-situ coprecipitaion method. Surface modifificaton on Fe 3O4 by coating processes using chitosan
layer was needed to reduce the oxidation of Fe3O4 formed Fe2O3. The crosslinker agents consist of
tripolyphosphate (TPP) and sulfate were added to produce particles chitosan-Fe3O4 with spherical
morphology and small size. Here, the composition ratio and crosslinking time processes were affecting
physical properties of the products. Compotition ratio between chitosan: Fe3O4 were affecting particle size,
crystallyte size, and magnetic properties of synthesis products. In addition composition ratio of the
crosslinker agent and crosslinking time was affecting particle size and morphology of the materials.
Characterization toward the products was done by using scanning electron microscopy (SEM), x-ray
diffraction (XRD), and electron paramagnetic resonance (EPR). The high ratio between chitosan: Fe 3O4 were
produced large diameter of particles and high composition of Fe3O4. Moreover it can be reduce the crystallite
size of the materials. Magnetic characteristic was obtained by using EPR measurement. The slope difference
of the EPR curves was influenced by the percentages of Fe 3O4 in samples which were determined by using
MAUD software. Oxidation product of Fe3O4, -Fe2O3, was obtained in this experiment, but in low
percentages. The Smallest particles size and highest percentage of Fe 3O4 was obtained from sample with
chitosan: Fe3O4 ratio 1:1. Shape and size of particles were also influenced with volume ratio between
crosslinker agents, TPP and sulfate. The ratio enhancement between TPP: sulfate will reduce its particle size
and produce chitosan-Fe3O4 materials with more spherical morphology. In addition, the influence of
crosslinking time was determined by varying stirring time using magnetic stirrer. The longer crosslinking
time of the material, the smaller chitosan-Fe3O4 particles size. Above all, the results show that composition
between chitosan, Fe3O4, and crosslinker agents, as well as crosslinking time were affected the characteristics
of nanoparticle production.
Keywords: Nanoparticle, ex-situ, coprecipitaition, chitosan-Fe3O4, crosslinker
ISBN 9786021570425 CHEM-21

OC-07
Water That Dislike Water
Lukman Hakim1*, Masakazu Matsumoto2, and Hideki Tanaka2
1*
Dept. of Chemistry, Faculty of Science, Brawijaya University, Indonesia,
lukman.chemist@gmail.com 2Graduate School of Natural Science and Technology, Okayama
University, Japan
Abstract-Water is known as a liquid that do not share many properties with other liquid species. Its
deviation from the behaviour of simple liquids is well termed as water anomalies, which largely attributed to
the ability of water to form hydrogen bonds. In this research, we demonstrate an immobilized phase of water
that tends to repel water in different mobile phase, i.e. dislike water, using molecular dynamics simulation.
This tendency is quantified in term of local density fluctuation and the average population of hydrogen bond
formed between the interfaces of both phases. Further analysis relates the behaviour with the confusion in
molecular orientation that hampered tetrahedral formation.
Keywords: water, hydrogen bond, anomalous, tetrahedral
ISBN 9786021570425 CHEM-22

OC-08
GC-MS Analysis and Antibacterial Activities of Acid-
Neutral Fraction of Psychotria malayana Jack Leaves of
Lombok Island
Surya Hadi
Faculty of Mathematics and Natural Sciences, University of Mataram, Jl. Majapahit No. 62
Mataram 83125, sur_hadi88@yahoo.com
Abstract-Psychotria malayana Jack, belongs to Rubiaceae family locally called Lolon jarum in Lombok,
is a medicinal plant that traditionally used for wounds treatment, protecting skin from infection and other
skin diseases. The aims of this study were to identify the chemical compositions by Gas Chromatography-
Mass Spectrometry (GC-MS) technique and to assay the antibacterial activities by Well Diffusion method of
acid-neutral fraction of P. malayana Jack leaves of Lombok Island. The chemical compositions of the
fraction identified six major chemical compounds, namely: Heptadecene-(8)-carbonic acid-(1) (42.10%),
Hexadecanoic acid (20.28%), Octadecanoic acid (9.73%), Neophytadiene (7.42%), Squalene (6.06%), and
Phytol isomer (3.98%). Antibacterial testing result showed that the fraction had antibacterial activities against
Staphylococcus aureus, Bacillus cereus and Escherichia coli and the activities increased as increase of
concentration of the fraction. Bioactivities of the major compounds in the fraction were discussed to look at
the potential medicinal uses of the fraction.
Keywords: GC-MS analysis, antibacterial, acid-neutral fraction, Psychotria malayana
1. Introduction
Psychotriamalayanaor Jack, belongs to Rubiaceae family, is one of the indigenous plants in
Indonesia locally called Lolonjarum in Lombok Island. This plant grows to a height of 1-4 m,
and is distributed in the west region of Indonesia archipelago(Hadi and Bremner, 2001). In Lombok
Island, P. malayana Jack is traditionally used for wounds treatment and skin protection from
infections and other skin diseases.Meanwhile in other areas such as Java Island, there has been no
documentation of local uses of this plant for medical purposes (Hadi and Bremner, 2001; Kasahara,
1985; Hadiet al., 2014).
Our previous study through acid-base extraction had identified that the base fraction of P.
malayanaJack contains the following alkaloid compounds: hodgkinsine, (+)-chimonanthine, (-)-
chimonanthine, mesochimonanthine, calycanthine, 2-ethyl-6-methyl-pyrazine, and 3-methyl-
1,2,3,4-tetrahydro-gamma-carboline (Hadi et al., 2014). These compounds have previously been
identified as having medicinal activity such as analgesic (Verotta et al.,2002), sedative, hypnotic,
antitumor, antiviral, antiparasitic, and antimicrobial (Cao et al.,2007). This paper is focused on
reporting the chemical compositions of acid-neutral fraction of P. malayanaJack leaves, as well as
the antibacterial assessment of this fraction against Staphilococcusaureus, Bacillus cereus and
Eschericha coli. The potential medicinal uses of the fraction were observed by literature studies of
the major chemical components.
2.1. Materials
The sample of P. malayanaJack leaves was collected from Suranadi, West Lombok,
Indonesia. The sample was prepared and analyzed at the Laboratory of Chemical Analysis, Faculty
of Mathematics and Natural Sciences, University of Mataram, Lombok, Indonesia.
2.2. Instrumentation
Gas chromatography-Mass Spectrometry (GC-MS) Shimadzu QP2010 ULTRA was used to
identify the chemical composition of the fraction. In this analysis, the temperatures programmed on
ISBN 9786021570425 CHEM-23

GC were 40oC for the column and 260oC for the injection port. Meanwhile on MS, the
temperatures were set to 200oC for ion sources and 260oC for interface temperature. Initial column
oven temperature was initiated at 40oC for 5 minutes and programmed to increase 30oC/min, heated
until 260oC for 7 minutes. Ion fragmentation of the compound was obtained by electron ionization
mode. The RTX-5MS capillary column was applied (length 30 m, diameter 0.25 mm and film
thickness 0.25 m) and helium was used as the carrier gas.
2.3. Methods
2.3.1. Procedure of Analysis
The sample was ground into a fine powder and was extracted with cold methanol (MeOH)
with occasional swirling. MeOH extract was then concentrated with rotary evaporator at 40-50oC
and yielded dark-green MeOH extract. The MeOH extract was then separated using acid-base
extraction method, developed by Hadi and Bremner1. First, the MeOH extract was added with
acetic acid (CH3COOH) 5% until pH 3-4, followed by dichloromethane (DCM).The results were
two phases, a water phase and an organic phase. The organic phase was then evaporated to obtain
an acid-neutral fraction. The chemical compounds of the acid-neutral fraction were then identified
using GC-MS.
2.3.2. Antibacterial Testing

Antibacterial activity of the acid-neutral fraction against three bacteria species, S. aureus, B.
cereus and E. coli was tested using well diffusion methods. Each bacterium tested was cultivated in
Nutrient Agar (NA) medium for 24h at 37oC. One bacterium strain was added to thetest tube
containing 9 mL of sterile physiological NaCl 0.85% and then adjusted with 0.5 McFarland
solutions. These bacteria were then spread evenly on the medium, followed by creating the well (6
mm diameter) in the medium.
The acid-neutral fraction with concentration variation of 5.0% w/v, 9.0% w/v, 13.0% w/v, and
17.0% w/v was added to the well. Ciprofloxacin (0.5%) was used as a positive control
whereasaquades and DCM were used as negative controls. All of the testing materials were then
incubated at 37oC for 24h. Antibacterial activity of the acid-neutral fraction was evaluated by
measuring the inhibition zone around the well.
3.1. Chemical Composition of Acid-Neutral Fraction of P. malayanaJack Leaves

Ten peaks were observed on the acid-neutral fraction of P. malayanaJack leaves through GC-
MS, indicating ten chemical compounds that constituted the fraction (Figure 1). The names and the
ratio of the compounds are presented on Table 1. There were six major compounds identified,
namely Heptadecene-(8)-carbonic acid-(1) (42.10%), Hexadecanoic acid (20.28%), Octadecanoic
acid (9.73%), Neophytadiene (7.42%), Squalene (6.06%) and Phytol isomer (3.98%). These
compounds have similarity in the characteristic of fragmentation pattern with similarity indexof
more than 91% compared to the GC-MS database.
Figure 1. GC-MS chromatogram of acid-neutral fraction of P. malayana Jack leaves
ISBN 9786021570425 CHEM-24

The first major chemical components were dominated by fatty acids, predominantly
Heptadecene-(8)-carbonic acid-(1), Hexadecanoic acid and Octadecanoic acid. Fatty acids are
secondary metabolites which have been reported to have antibacterial and antifungal activities
(McGraw et al.,2002) by disrupting the cell membrane of bacteria and fungi (Pohl et al.,2011).
Fatty acids have attracted attention as potential antibacterial and antifungal therapeutic agents due
to their broad spectrum of activity, safety and less environmental risk, and possess no reported
resistance mechanisms (Pohl et al.,2011; Desbois et al.,2013). The fatty acid major compound in
the acid-neutral fraction, Heptadecene-(8)-carbonic acid, is commonly found as a major compound
in the acid fraction of plant and is assumed to have insecticidal and antibacterial activities(Effendi
and Widjanarko, 2014; Ahmed et al.,2008). However, the characteristics, uses, and potentials of
Heptadecene-(8)-carbonic acid have yet to be established (Hanum et al., 2007).
Table 1.Compounds identified in the acid-neutral fraction of P. malayanaJack Leaves

Peak R. Time Area Similarity Molecular
Compounds
Number (min) % Index (SI) formula
1 Neophytadiene* 11.566 7.42 97 C20H38
IUPAC name: 7,11,15-
trimethyl-3-
methylidenehexadec-1-ene
2 Neophytadiene 11.720 1.90 93 C20H38
IUPAC name: 7,11,15-
trimethyl-3-
methylidenehexadec-1-ene
3 Hexadecanoic acid* 11.987 2.,28 93 C16H32O2
4 9-Octadecenoic acid, methyl 12.454 1.94 90 C19H36O2
ester
IUPAC name: methyl 9-
octadecenoate
5 Phytol isomer* 12.506 3.98 97 C20H40O
6 Heptadecene-(8)-carbonic 12.587 42.10 92 C18H34O2
acid*
IUPAC name: 8-heptadecenoic
acid
7 Octadecanoic acid* 12.652 9.73 93 C18H36O2
8 Bis(2-ethylhexyl) phthalate 14.567 1.74 95 C24H38O4
9 2-Monoolein* 15.718 4.86 85 C21H40O4
IUPAC name: 1,3-
dihydroxypropan-2-yl (Z)-
octadec-9-enoate
10 Squalene* 17.130 6.06 92 C30H50
IUPAC name:
(6E,10E,14E,18E)-
2,6,10,15,19,23-
Hexamethyltetracosa-
2,6,10,14,18,22-hexaene
*Major compounds
Similarly, Hexadecanoic acid or palmitic acid is a fatty acid which is widely found in plants,
animals, and microorganisms, has been reported as having antibacterial activity against E.
coli(Johannes et al.,2013). The third major fatty acid identified is Octadecanoic acid or stearic acid,
is the most prevalent fatty acid in nature which is known to have potential as antibacterial and
antifungal agents (Agoramoorthy et al.,2007). It is commonly used in cosmetics, pharmaceutical,
candles, and food packaging (Bruceet al.,1994).
ISBN 9786021570425 CHEM-25

The second major group of compounds identified was terpenoids, namely Neophytadiene,
Squalene, and Phytol isomer. Neophytadiene is a class of diterpenoid which has multiple
bioactivities including antibacterial, antipyretic, analgesic, anti-inflammatory, and antioxidant
(Raman et al.,2012). Based on GC-MS analysis, Neophytadiene, compound in peak number 1 and
2, appeared as two isomers that have the same ion fragmentation pattern. The first compound
retention time (R.Time) was 11.566 with percent area of 7.42%, whereas the second compound
retention time was 11.720 with percentage area of 1.90%.Squalene is a triterpene compound with a
unique structure, and is one of the major components of the skin surface lipid (Passi et al.,2002). It
is also involved in the synthesis of cholesterol, steroid hormones and vitamin D in the human body.
It has potential activity to protect human against cancer (Musakeshavarz et al.,2012), given its
antibacterial, antioxidant and anti-tumor effects (Rajeswari et al.,2012). Phytol isomer belongs to
diterpene alcohol compound which is also reported as having antimicrobial and antioxidant
activities (Ranganathan,2014)which possibly had the effect to bring down the growth of bacteria
(Lokhande et al.,2013).
These results and bioactivities reports all indicate the potency of antibacterial properties of P.
malayana Jack and highlight its potential as a new source of natural antibiotic products.
3.2. Antibacterial Activity of Acid-Neutral Fraction of P. malayana Jack Leaves

The assessment of these acid-neutral fraction of P. malayanaJack leaves revealed antibacterial
activity against S. aureus, B. cereus and E. coli as shown in Table 2. Based on the qualitative
antibacterial testing result using well diffusion methods, there were differences of inhibition zone
formed on each concentration of the acid-neutral fraction of P. malayana Jack leaves. The
antibacterial activity is directly proportional to the concentration of the fraction. The highest
inhibition zone was measured at concentration of 17.0%; with resulted inhibition zones of 3.7 cm;
2.7 cm; and 2.5 cm, respectively for S. aureus, B. cereus and E. coli. This result was identicalwith
the inhibition zone of the positive control.
Table 2.Inhibition zone diameter of acid-neutral fraction of P. malayana Jack against S. aureus,
B. cereus and E. coli*
Concentration Inhibition Zone Diameter (cm)
Material tested
(% w/v) S. aureus B. cereus E. coli
Acid-neutral fraction of P. 5.0 2.8 1.6 1.6
malayana Jack leaves 9.0 3.3 2.0 1.7
13.0 3.5 2.3 2.0
17.0 3.7 2.7 2.5
Ciprofloxacin (control +) 0.5 4.0 3.6 3.6
Aquades (control -) - 0 0 0
DCM (control -) - 0 0 0
*Incubated for 24 hours
The lowest concentration of acid-neutral fraction of P. malayana Jack leaves was 5.0%,
with resulting inhibition zone of 2.8 cm, 1.6 cm, and 1.6 cm respectively for S. aureus, B. cereus
and E. coli. However, concentration below 5% showed no activities against the three bacteria
tested. It means that higher concentration of acid-neutral fraction of P. malayana Jack leaves is
needed as antibacterial agent.
Combination of chemicals including fatty acids, terpenoid and sterol plays important roles
to the antibacterial activities of the acid-neutral fraction of P. malayana Jack leaves. Based on the
previous researches, those compounds have high antibacterial activity (McGraw et al., 2002; Pohl
et al., 2011; Raman et al., 2012; Passi et al., 2002; Ranganathan et al., 2014). The high
concentration of acid-neutral fraction of P. malayana Jack leavesis needed, possibly because of
antagonist interaction among the active compounds. In particular, fatty acids with longer chain and
lacking double bond could combine to form hydrophobic groups, change the conformational
structure and reduce their activity to damage the cell membrane of bacteria (Pohl et al, 2011;
Ibaez et al., 2012). This suggestion may be agreeable since the fatty acids of the acid-neutral
fraction of P. malayana Jack leaves consists mostly of longer chain and less double bond fatty
ISBN 9786021570425 CHEM-26

acids. Therefore, more separation process is required to locate the constituent to anticipate the
antagonist interaction.
The fraction of acid-neutral is more sensitive against gram-positive bacteria than gram-
negative bacteria. As shown in the Table 2, S. aureus had the highest inhibition zone by acid-
neutral fraction of P. malayana Jack. The inhibition zone of B. cereus was higher than E. coli. In
fact, B. cereus is a gram-positive bacterium just like S. aureus, while E. coli is a gram-negative
bacterium. E. coli showed the lowest level of inhibition compared with S. aureus, and B. cereus. It
is possibly caused by the differences in bacteria membrane type. E. coli is a gram-negative
bacteriumwhich cell structure is more complex than gram-positive bacteria like S. aureus and B.
cereus. Gram-negative bacteria possess an outer membrane that comprised of lipopolysaccharide
which forms a permeability barrier that excludes a wide variety of molecules into and out of the
cell (David et al, 2012). It serves as a barrier to protect the cell from these active compounds in
acid-neutral fraction. The lipid layer of outer membrane also conceivably acts as hydrophobic
barrier, thus repels the compounds to reach the inner cell membrane. Meanwhile, gram-positive
bacteria do not have outer membrane which makes the compounds easier to penetrate into the
bacteria cells (Hobson et al., 2007).
4. Conclusion and Future Works
4.1 Conclusion
The chemical compositions of the acid-neutral fraction of P. malayana Jack leaves, based on
GC-MS analysis, were dominated by fatty acids and terpenoid. Fatty acid identified were
Heptadecene-(8)-carbonic acid-(1) (42.10%), Hexadecanoic acid (20.28%), and Octadecanoic acid
(9.73%). Meanwhile terpenoid detected were Neophytadiene (9.32%), Squalene (6.06%), and
Phytol isomer (3.98%). The fraction had antibacterial activities against S. aureus, B. cereus and E.
coli and the activities increased along with the increase of concentration of the fraction. The
fraction bioactivity tended to be more sensitive against gram-positive bacteria than gram-negative
bacteria.
4.2. Future Works

More chemical separation is required to reduce antagonist interaction among constituents of
the fraction in order to achieve optimum antibacterial activities. It needs other bioactivity
assessments to reveal the potency of the fraction as antioxidant, antitumor, anticancer, and
insecticide.
Acknowledgements
We would like to give our appreciation and gratitude for the Ministry of Research and
Technology of Republic Indonesia for funding the study and to Mr. Ruru Honiar in assisting GC-
MS analysis.
References
Ahmed, S.S., El-Gengaihi, E.E.,Ibrahim, M.E.S., and Schnug, E.(2008).Preliminary phytochemical

and propagation trial with SalvadorapersicaL.Agriculture and Forestry Research 1/2,
(58):135-138.
Agoramoorthy, G., Chandrasekaran, M., Venkatesalu, V., Hsu, M.J.(2007). Antibacterial And
Antifungal Activities of Fatty Acid Methyl Esters of The Blind-Your-Eye Mangrove from
India. Brazilian Journal of Microbiology 38:739-742.
Bruce D. Craig, David S. Anderson.(1994). Handbook of corrosion data. ASM International, USA.
Cao, R., Peng, Wenlie; Wang, Zihou and Xu, Anlong.(2007).-Carboline Alkaloids: Biochemical
and Pharmacological Functions.Current Medical Chemistry, 14: 479-500, (2007).
ISBN 9786021570425 CHEM-27

David E. Golan, Armen H. Tashjian, Ehrin J. Armstrong.(2012).Principles Of Pharmacology: The

Pathophysiologic Basis Of Drug Therapy, Lippincott Williams & Wilkins. A Wolters
Kluwer Business, Philadelphia.
Desbois, A.P., and Lawlor, K.C.(2013).Antibacterial Activity of Long-Chain Polyunsaturated Fatty
Acids against Propionibacterium acnes and Staphylococcus aureus.Mar. Drugs (11), 4544-
4557.
Effendi and Widjanarko, S.B.(2014).Essential Oil Distillation and Characterization of Sweet Flag
Rhizome (Acoruscalamus) with Studies Long Time of Distillation and Ratio between the
Material and Solvent ViolettaPrisca.JurnalPangandan Agroindustri 2(2):1-8.
Hadi, S. and Bremner J.B.(2001).Initial Studies on Alkaloids from Lombok Medicinal Plants.
Molecules, 6:117-129.
Hadi, S., Dina A., Vera F.E., Ahmadun A., and Khairul P.R.(2014).Characterization of Alkaloids
from The Leaves of Psychotriamalayana Jack of Lombok Island on The Basis of Gas
Chromatography-Mass Spectroscopy. J. Pure App. Chem. Res, 3(3):108-113.
Hanum, F., Idris, N.Y., and Liam J.(2007).New Materials for our Industries: PANGIUM EDULE
REINW. (Kepayang) - Any Takers for Development of Products?, Synthesis. UPM R&D
Digest, Issue 16.
Hobson, P.N., Stewart, C.S.(1997).The Rumen Microbial Ecosystem. Champman And Hall,
London.
Ibaez, E., Herrero, M., Mendiola, J.A., and Puyana, M.C.(2012).Extraction and Characterization
of Bioactive Compounds with Health Benefits from Marine Resources: Macro and Micro
Algae, Cyanobacteria, and Invertebrates, Marine Bioactive Compounds: Sources,
Characterization and Applications, 55-98.
Johannes, E., Ishak, E., Usman, H., Bilang,M.(2013). Effectiveness of Extracted Antibacterial
Compound from Hydroid AglaopheniaCupressinaLamoureouxAgainst Bacterial Cell of
Escherichia coli. International Journal of Scientific & Technology Research, 2(2):138,
February.
Kasahara, Y. S.(1985).Medicinal Herb Index in Indonesia. PT. Eisai Indonesia.
Lokhande, P.S., Karadge, A.D., Patil, K.S., Nadaf, N.H., and Ghosh, J.S.(2013). Characterization
of Antimicrobial Activity of Ethanolic and Aqueous Extracts of The Leaves of
Saraccaindica Against E. coli NCIM 2832 and M. aureus NCIM 5021. International Journal
of Pharma and Bio Sciences, 4(3): (B) 1344-1347.
McGraw, L.J.; Jager, A.K.; Van Staden, J.(2002).Isolation of antibacterial fatty acids from
Schotiabrachybetala.JournalFitoterapia, 73: 431433.
Musakeshavarz, A. and Abdul, Reza D.(2012). Composition in the Leaves Extract Avicennia
marinaForssk, from Bander-e Kamair (Southern Coast of Iran). American Journal of
Scientific Research, 45:85-89.
Passi, S., De Pita, O., Puddu, P., Littarru, G.P.(2002).Lipophilic antioxidants in human sebum and
aging. Free Radic. Res., 36:471-477.
Pohl, C.H., Kock, J.L.F., and Thibane, V.S.(2011). Antifungal Free Fatty Acids: A Review,
Science against microbial pathogens: communicating current research and technological
advances A. Mndez-Vilas (Ed.), 61-71.
Rajeswari, G., M. Murugan and V.R. Mohan.(2012). GC-MS analysis of bioactive components of
Hugoniamystax L. (Linaceae). RJPBCS, 3(4): 301-308.
Raman V; Las; Saradhi P; Rao BN; Krishna NV; Sudhakar M; and Radhakrishnan TM.(2012).
Antibacterial, Antioxidant Activity and GC-MS Analysis of Eupatoriumodoratum. Asian
Journal of Phrmaceutical and Clinical Research, 5 (2): 99-106.
Ranganathan D.(2014). Phytochemical analysis of Carallumanilagiriana using GC-MS. Journal of
Pharmacognosy and Phytovhemistry, 3(1):155-159.
Verotta, L.; Orsini, F.; Sbacchi, M.; Scheildler, M. A.; Amador, T.A.; Elisabetsky.(2002).E,
Synthesis and antinociceptive activity of chimonanthines and pyrrolidinoindoline-type
alkaloids.Bioorg. Med. Chem.,10: 2133-2142.
ISBN 9786021570425 CHEM-28

OC-09
In Silico Study of Tymoquinone Derivatives as
Carcinogenesis Inhibitor
*Siti Mariyah Ulfa, Efta Triastuti, and Ema Pristi Yunita
Jurusan Kimia FMIPA Universitas Brawijaya Malang Jl. Veteran Malang, ulfa.ms@gmail.com
Abstract-Tymoquinone is an active compound which is main constituent in Nigella sative, called as

Habbatussauda. Tymoquinone have been widely studied as anticancer, antidiabetic, and antioxidant
compound. Pharmacokinetic test of crude compound isolated from N. sative seed into rat through intravene
(5 mg/kg) showed fast elimination rates. In opposites, the absorption rates slower when injected into rat by
oral at 20 mg/kg. However, in higher insertion dose (300-500 mg/kg) indicate its toxicity. In the lower dose,
the activity of Tymoquinone is dominant for antioxidant, but in higher dose the genotoxic effect is dominant.
To learn the opposite effect of Tymoquinone, In silico study of for several Tymoquinone derivatives using
Glutathione peroxidase (GSH-Px) enzyme is carried out. GSH-Px have been reported as regulator of
carcinogenesis and has shown as potential therapeutic target for quinone derivatives. Here we report In silico
study of 2-[(bromotriphenyl-5-phosphanyl)alkyl]benzoquinone using molecular docking. Tymoquinone
derivatives with different alkyl chain have been calculated. 2-[5-(bromotriphenyl-5-phosphanyl)pentyl]-
3,5,6-trimethybenzoquinone and 5-[9-(bromotriphenyl-5-phosphanyl)nonyl]-2,3-dimethylbenzoquinone
showed optimum binding affinity, that is, -8.7 kcal/mol and -8.5 kcal/mol binding energies, respectively. In
silico study will give an insight into our understanding for drug designing and development. Furthermore, the
synthetic approach will lead us to the most active compound with lower toxicity toward target enzyme. The
synthesis of these two Tymoquinone derivatives is an on-going research.
Keywords: in silico, thymquinone, carcinogenic inhibitor
ISBN 9786021570425 CHEM-29

OC-10
In-Situ Synthesis and Characterization of Chitosan-Fe3O4
Nanoparticles using Tripolyphosphate/Citrate as
Crosslinker
Vita Tria*, Mardila, Akhmad Sabarudin, and D.J. Djoko Herry Santjojo
Department of Chemistry and Department of Physics, Faculty of Science, University of Brawijaya,

Malang, Indonesia Brawijaya, vitatriamardila@gmail.com
Abstract-Chitosan-Fe3O4 nanoparticles as candidate of drug delivery agent have been synthesized in a one
pot reaction by using a combination of TPP: citrate as crosslinker. The method was in-situ co-precipitation of
iron salts in the presence of chitosan and crosslinker. The aim of this study was to determine the effect of
preparation process towards chitosan-Fe3O4 nanoparticles characteristic which were prepared on several
preparation condition: chitosan:Fe(II):Fe(III) ratio, TPP:citrate ratio, and crosslinking time. The result shows
that synthesized chitosan-Fe3O4 nanoparticles were Fe3O4 phase, since the diffraction peaks of the samples
were consistent with the database in crystalline pattern of the Fe3O4 phase in Fe3O4-ICSD#26410. XRD
analysis results also shows that the content was not only Fe3O4 phase but also -Fe2O3 phase but wih low
persentages. Chitosan effects on the particle size, the size of the crystal and magnetic properties of sample.
The particle size decreased with the increasing of chitosan, but the crystallite size is the opposite. The
percentage of Fe3O4 obtained from MAUD program and the slope of the curve ESR sample decreased with
increasing number of chitosan coating the Fe3O4. The slope of ESR curve was linear with the percentage
Fe3O4. However, the percentage of Fe3O4 nanoparticles of chitosan-Fe3O4 is greater than bare Fe3O4. It
indicates that chitosan is able to minimize oxidation of Fe3O4. Combination of TPP: citrate was able to make
particles with spherical shape. Time crosslinking effects on the particle size, crystal size, as well as
percentage of Fe3O4. The longer time crosslinking, the smaller particle size and crystal size obtained. Fe 3O4
percentage decreases with the length of time crosslinking due to the oxidation of samples.contact with the
oxygen dissolved in the water.
Keywords: Nanoparticle, in-situ, coprecipitaition, chitosan-Fe3O4, crosslinker
ISBN 9786021570425 CHEM-30

OC-11
Green Synthesis of Carbon Nanotubes from Coconut
Shell Waste for the Adsorption of Pb(II) Ions
Yusuf Zaim Hakim, Yoki Yulizar, Adi Nurcahyo, and Magun Surya
*
Department of Chemistry, Faculty of Mathematics and Natural Science, University of Indonesia,
Depok, Indonesia, yusufzaimh@gmail.com
Abstract- Since 1991, numerous complex methods have been developed for the preparation of carbon
nanotubes (CNT) such as laser vaporization, arc discharge, pyrolysis, and plasma-enchanced or thermal
chemical vapour deposition (CVD). In this paper, an environmental friendly and convenient method called
one-step water assisted (quenching) synthesis method was conducted from graphite flakes, which were
taken from coconut shell wastes to produce carbon nanotubes. Chemical and physical structure of the
carbon nanotubes were characterized by FTIR (Fourier Transform Infared), Scanning Electron Microscope
(SEM), and Transmission Electron Microscopy (TEM). Adsorption performance of heavy metals Pb(II) ions by
CNTs has been evaluated using the shaking method, and the concentration of Pb(II) ions has been
determined using Atomic Absorption Spectroscopy (AAS). The adsorption conditions such as pH and contact
time have been obtained. The results showed that carbon nanotubes were successfully formed, in which
the tubes distribution are scattered irregularly. The average tube diameter was 150 nm. During the
adsorption test, it was found that the adsorption was proportional to the contact time, in which the
optimum contact time was 20 minutes. The optimum pH of Pb(II) ions absorption was 5, in which it was the
same pH with the previous studies done by Rao et. al. (2007), where the potential for Pb(II) ions absorption
was 120%. The results indicate the true potential of this green chemistry based method, and suggest its
suitability for CNTs production at a larger scale.
Keywords: graphite, quenching, carbon nanotubes, adsorption, Pb(II) ions
1. Introduction
The release of heavy metal waste into the ecosystem due to rapid industrial development has
shifted the world's attention in recent years. Liquid pollutants from many industries such as
metallurgical, chemical manufacturing, mining, industries, etc. contain one or more toxic metal
ions. Lead (Pb) are known to be quite alarming waste due to its toxic properties for living
organisms. Adsorption method is one of the promising solution that is often used in solving the
problems of lead metal waste because the employed adsorbent can be regenerated by suitable
desorption process and it is highly effective and economical (Rao et al., 2007). It's been a lot of
material that has been proved to act as lead metal ion adsorbent such as activated carbon (Sekar, et
al., 2004), zeolites (Biskup, et al., 2004), and kaolin (Arias, et al., 2002). However, these
adsorbents have a low adsorption capacity to interact with ions of heavy metals (Rao et al., 2007).
Therefore, researchers carried out investigation for new promising adsorbents.
Carbon Nanotubes is a current growing nanomaterial that is widely getting more attention from
researchers because of extensive utilization in creating new technologies in the field of chemistry,
electronics, health, biotechnology, and the environment. Since discovered by Ijima in 1991 (Ijima,
1991), CNT became the focus of the research object of various circles due to its unique structural,
electronic, optoelectronic, semiconductor, mechanical, chemical, and physical properties (Haddon,
2002). Some of these characters is its inert surface, large surface area compared to ordinary
activated carbon, and seen from atomic scale, the structure is much more organized and compact
(Ren et. al., 2010). Thus, application of carbon nanotubes to remove various harmful pollutants,
especially heavy metals in aquatic environments has been shown to be more effective than any
other adsorbent material (Rao et al., 2007)
Since its huge potential of application, a number of synthesis methods are rapidly
developed year to year to produce large amount of size-controlled CNTs for commercial
applications. Some of those methods are chemical-based which challenged by the control diameter
ISBN 9786021570425 CHEM-31

of nanotubes, chirality, and wall number parameters (Rao et al., 2007) such as laser vaporization,
arc discharge, pyrolysis, and plasma-enchanced or thermal chemical vapor deposition (CVD). For
most of those strategies, however, complex process control, high reaction temperature, and long
synthesis time are always needed. (Kang, et al., 2003). Another well-known procedure, catalytic
decomposition of hydrocarbons, also requires a complex purification process to get rid of the metal
catalyst particles (Zhu, et al., 2002). Those strategies had created the potential for a large scale
production of carbon nanotubes becomes less efficient.
Different point of view of synthesis method has been introduced earlier. Since carbon
nanotubes could be visualized as a sheet of graphite that has been warped to a tube (Rao, et. al.,
2007), it is natural to come up with the imagination:to prepare a direct synthesis by transforming
the graphite into tubes with several strategies. Kang group (2003), had conducted the convenient
method to fabricate the well-crystalline multiwalled carbon nanotubes (MWCNTs) at the ambient
pressure and in the absence of catalyst called one-step water-assisted synthesis method. By using
water, this method solved two problems which appeared in realizing the transformation of graphite
into tube; The first one is how to obtain the suitable power which can make the graphite sheets
crimp; the second one is how to wrap the honeycomb pattern back on top of itself and let the edges
join by the C-C bonds (Kang, et al., 2003). This study had demonstrated the potential production
of carbon nanotubes with a more efficient way.
The development of green synthesis which define as utilization of the natural resources as a
raw material to produce a certain chemical substance of compounds become hot topic of conducted
research in several countries, particularly developing countries in Asia that have abundant sources
of natural ingredients. Coconut shells which are produced from palm fruits processing in some
tropical countries can be utilized as a carbon char that has economic value (Pambayun, et. al,
2013). In relation with fabrication of carbon nanotubes, those combustion products of coconut shell
which has a similar structure of graphite allotroph (Rampe, et al., 2011), has a huge opportunity to
be utilized as a source of potential raw material for producing carbon nanotubes by the concept of
green chemistry. One-step water assisted method that uses the calcining products of coconut shell
as raw materials proposed here as a first step to produce a sustainable, and environmentally carbon
nanotubes. Its application as an adsorbent of heavy metal ions Pb (II) was tested to determine its
potential as an effective adsorbent and based on natural ingredients.

2.1. Materials
The coconut shell waste was taken from home industrial coconut in South Jakarta. Graphite flakes
is made from burned coconut shell at a temperature around 500-600 oC in a home-made furnace
with minimum oxygen conditions. The main solution of Pb (II) 100 ppm was prepared by
dissolving 3.929 grams of Pb(NO3)2 that were purchased from Merck in 100 ml of distilled water.
Acetate buffer of pH 4, 5, 6 and 7 purchased from Dwinika Lab that will be used for adsorption
test.
2. 2. Synthesis Carbon Nanotubes from Coconut Shell Waste

The stage of synthesis conducted by quenching method that was developed by Kang et. al., (2003).
This method is selected because it is safe, inexpensive, and be applicable to the industrial scale.
First, 10 grams of graphite produced from burning of coconut shell waste heated to 700 OC at the
same time with the preparation of 50 ml of cold distilled water. Once the temperature reached 700
O
C, the reddish graphite rapidly was taken and immediately dipped in cold water then left for
several hours. The heating performed in an oven for 24 hours at a temperature of 60 OC to
evaporate the water solvent. The synthesized carbons, which appeared as a black powder, was then
characterized using, IR spectrophotometers, Scanning Electron Microscopy (SEM), and
Transmission Electron Microscopy (TEM)
2. 3. Application of CNTs as Adsorbent for Pb(II) Ions

The first step in this adsorption test is to prepare series of standard solution of Pb(II) with a
concentration of 2, 4, 6, 8, and 10 ppm by taking 0.2; 0.4; 0.6; 0.8; 1 ml of mother liquor of 100
ISBN 9786021570425 CHEM-32

ppm Pb(II) respectively. Preparation of standard aimed to create a standard calibration curve by
using AAS. The second step in this adsorption test is to do a variation of contact time at 10, 15, 20,
25 minutes. 0.5 grams of synthesized graphite powder of carbon sample taken then poured in four
different glass beaker containing a solution of Pb(II) 5 ppm The addition of a pH buffer performed
to maintain the optimum pH at 5. Adsorption test was conducted by stirring using a magnetic stirrer
at the specified time The mixture is then filtered and the filtrate was analyzed by AAS. The third
step is to test the adsorption in the various pH at pH 4,5,6 and 7. 40 ml solution of Pb (II) 5 ppm
put in four different glass beaker then added a buffer to maintain the pH at a predetermined value
Then 5 mg powder of carbon sample inserted into glass beaker and stirring performed for 20
minutes. Filtration performed and the Pb concentration of the filtrate is determined by Atomic
Absorption Spectroscopy (AAS).

3. 1. Characterization by IR Spectrophotometers
Results information on the forming of our samples have been obtained by FTIR
spectroscopy. Since Raman spectroscopy is a well-established tool for the investigation of the
vibrational modes, there is no publication on the infrared active vibrations with results of
comparable quality, the main obstacle being the poor sample quality of the raw materials produced
(Branca, et al. 2004). Furthermore, infrared spectra for MWCNT samples are still lacking in
literature
The characterization results from our sample shows some absorption peaks that is rather
varied. According to previous infrared works on CNTs (Chiang et al., 2001) which states that
smaller diameter tubes exhibit modes at shorter wavenumbers, the low intensities mode that appear
at 800 cm-1 correspondent to the formation of relatively smaller diameter of tube, which supported
by the results of TEM. While the high intensity modes at 1438 cm-1 corresponds to modes
generated by two previous studies, namely at 1430 cm-1 (Branca, et al. 2004) dan 1580 cm-1
(Kang, et al, 2003). Based on those previous studies, this mode is responsible to E2g mode of
graphite dan its related to vibration of sp2-bonded carbon atoms in a two-dimensional (2D)
hexagonal lattice (Kang et. al. 2003). While the other literature said, this mode may be reasonably
assigned to the D-band, referred to in the literature, which is caused by induction of significant
defects or disorder in these nanostructures (Branca et. al. 2004). A weak peaks in the range 3000-
3500 cm-1 indicate the presence -OH group that shows the contained many impurities of carbon. In
general, our spectra from the sample show the forming of carbon nanotubes from coconut shell
flakes by the quenching method.
Figure 1. FTIR spectra for the carbon samples.
3. 2. Characterization by SEM and TEM

Characterization by SEM has also been carried out to obtain the image of micron size of the
sample CNTs. Since SEM is a less accurate method determine the morphology of CNTs, SEM
image of our sample showed a surface with irregular small fibers, agglomerated, and contained
many impurities. This may be caused by several things. First, the water used as a medium for
ISBN 9786021570425 CHEM-33

supporting the quenching process has not reached the appropriate temperature to alter the structure
of a layer of graphite, which is 4 degrees. While, in previous studies (Kang, et al. 2003), the water
temperature of 0 degrees successfully produce carbon tubes with a quite good morphology. Second,
the combustion process of coconut shell charcoal at the earlier step produces graphite flakes with
less net of impurities. One quite promising point from these results is the SEM image of the sample
quenches graphite show a different image with graphite samples which preferably similar to
marcoporous carbon. Figure (2)-(a)-(b) shows the potential formation of a new morphology of
graphite compared with the untreated graphite which supported by results of TEM.
More representative overviews of our samples were confirmed by TEM that are shown in
Figure (3). From a qualitative5 point of view, samples similiarly consist of single-walled nanotubes
(SWNT) with a hollow internal channel bearing at the tip, rarely at an intermediate length position.
Averages over 17 different images of nanotube diameters provided an average inner diameter of
approximately 123 nm respectively. The other studies conducted by Branca et al., (2004), had
synthesized multi-walled carbon nanotubes by Ni-KO catalysis method with a significant
difference of outer diameter around 20.5 nm. While, the similar method of this study that had been
performed by Kang et al., (2003) shows the inner outer diameter tubes of theirs was reached
between 30 and 50 nm. Those results are reasonably different because of its pure and appropriate
process of raw material which comes from pure mixed methane-CO2 gas (Branca et al., 2004) and
pristine graphite rod (Kang, et al., 2003). Since our samples still produced in a developed process
of combustion coconut shell waste, the result of quite long inner diameter can assumably told the
promising production of nano structured carbon tubes from graphite flakes.
(a) (b)
Figure 2. SEM image of the carbon samples investigated: (a) quenched graphite,
(b) untreated graphite
(a) (b) (c)
Figure 3. Representative TEM overviews of the carbon samples investigated: (a) 200 nm scaled,
(b) 100 nm scaled (c) 20 nm scaled
3. 3. Adsorption of Pb(II) Ions by Carbon Nanotubes

3. 3. 1. Effect of pH in Pb(II) Adsorption
In the adsorption test, pH variation are conducted to determine the optimum pH of Pb(II) ions
adsorption by CNTs from pH 4, 5, 6,and 7. The results in Figure (4) show the amount of the
adsorbed metal ion get into 60% in the lowest pH. Then increase to reach the highest value of
optimum pH which is in agreement with the previous study conducted by Ren, et, al. (2010) whose
optimum pH was 5. The adsorption then decreases and twistly rises at the pH 7.
ISBN 9786021570425 CHEM-34

Figure 4. Pb(II) adsorption test curve by samples with a pH variation
At low pH, increased amount of proton will lead to an enhancementof the positive charge on
the surface of the tubes which will lead to electrostatically repel interaction with the ion metals
Pb2+. This interaction will decrease the concentration of Pb adsorbed (Ren, et. Al. 2010). While the
increase in pH value will cause the negative charge on tube surface, and be more easily bind
positively charged Pb. The optimum pH for the absorption of Pb is at pH 5 and proved in this
experiment that the absorbed metal concentrations reached 120%. At pH 6, improvement the
number of protons leads to formation of OH species which shall react with Pb 2+ becomes Pb(OH)2
so that the Pb2+ species that is measured by AAS is also getting smaller. Adsorption equation goes
according to the following equation (Ren, et. al., 2010):
CNT-OH2+ + M2+ [CNT-OHM2+]2+ + H+ (1)

CNT-O- + M(OH)n2-n [CNT-O- M(OH)n2-n]1-n (2)
3. 3. 2. Effect of Contact Time in Pb(II) Adsorption

Adsorption test with a variation of the contact time respectively at 10, 15, 20 and 25
minutes were conducted to determine the effect of contact time on the adsorption of measured
concentrations. The effectiveness and the success of adsorption can be viewed from the curve
which is directly proportional to the percent adsorbed by the contact time. The longer the contact
time, the more the amount of Pb(II) which is absorbed. Interpretation of the data in Figure (5)
shown increased concentrations of metal ions adsorbed from 10 minutes to 20 minutes, but in 25
minutes decreased. This may be due to the saturation in which the surface of the tubes has reached
the maximum capacity of absorption of Pb so the adsorbed Pb(II) has been able to return off into
the solution (Rao, et al., 2007) .
Figure 5. Pb(II) adsorption test curve by samples with variation of contact time
4. Conclusion
Since several methods of carbon nanotubes synthesis requires complex methods and
strategies, a number of previous studies have been carried out to produce this advance nanomaterial
ISBN 9786021570425 CHEM-35

in more convenient way. In this research, the synthesis of carbon nanotubes has been conducted
from the charcoal of coconut shell waste with quenching method at a temperature of 700 0C. The
results of the characterization of FTIR, SEM and TEM shows the formation of carbon tubes with
irregular distribution and the average diameter is 123 nm. Based on the adsorption test of Pb (II) by
our synthesized samples, the optimum pH of Pb(II) absorption is pH which is in agreement with a
previous study by Ren et al. (2010). Adsorption test with variations of contact time showed
concentrations of adsorbed Pb(II) directly proportional to the contact time, but may occur
saturation at the time of more than 20 minutes.
Acknowledgements
This research was financially supported by Hibah PKM Dikti Kementerian Pendidikan Nasional
Republik Indonesia Tahun Anggaran 2015. Contract No.0074/E5.3/KPM/2015. The author would
also like to thank the Department of Chemistry, Faculty of Mathematics and Natural Sciences and
Department of Metallurgy and Material, Faculty of Engineering, Universitas Indonesia for the
provision of laboratory facilities; and Department of Chemistry, Faculty of Mathematics and
Natural Sciences, Universitas Gajah Mada, Yogyakarta for the TEM instrument.
References
Arias, M., M.T. Barral, J.C. Mejuto, (2002) Enhancement of coper and cadmium adsorption on
kaolin by the presence of humic acids, Chemosphere 48 : 10811088
Biskup, B., and B. Subotic. (2004) .Removal of heavy metal ions from solutions using zeolites. III.
Influence of sodium ion concentration in the liquid phase on the kinetics of exchange
processes between cadmium ions from solution and sodium ions from zeolite, Sep. Sci.
Tech.39 : 925940
Branca, C. C. Corsaro, F. Frusteri, V. Magazu, A.Mangione, F.Migliardo , U. Wanderlingha.
(2004) Structural and vibrational properties of carbon nanotubes by TEM and infrared
spectroscopy. Diamond and Related Materials. 13 : 12491253
Chiang, I.W., B.E. Brinson, R.E. Smalley, J.L. Margrave, R.H. Hauge, (2001). Purification and
characterization of single-wall carbon nanotubes. J. Phys. Chem. B 105 :s 1157
Haddon, R.C. (2002). Chemistry of single-walled carbon nanotubes, Acc. Chem. Res. 35 977
1113.
Iijima, S. (1991), Helical microtubules of graphitic carbon. Nature, 354, 56-58.
Kang, Z., Enbo W., Lei G., Suoyuan L., Min J., Changwen H., and Lin X. (2003). One-Step water-
assisted synthesis of high-quality carbon nanotubes directly from graphite. J. Am. Chem. Soc.
125 : 13652-13653.
Pambayun, G. S, R.Y.E. Yulianto, M. Rachimoellah, and E.M.M. Putri. (2013). Pembuatan karbon
aktif dari arang tempurung kelapa dengan aktivator ZnCl2 dan Na2CO3 sebagai adsorben untuk
mengurangi kadar fenol dalam air limbah. Jurnal Teknik POMITS 2(1): 2337-3539
Rampe, M.J., B. Setiaji, W. Trisunaryanti, Triyono. (2011). Fabrication and characterization of
carbon composite from coconut shell carbon. Indo. J. Chem., 11 (2), 124 130
Rao, G.P., C. Lu, and F. Su. (2007). Sorption of divalent metal ions from aqueous solution by
carbon nanotubes: A Review. Sep. and Pur. Tech., 58, 224-231.
Ren, X., C. Chen, M. Nagatsu, and X. Wang. (2010). Carbon nanotubes as adsorbents in
environmental pollution management: a review. Chem. Eng. Jour. 16, 226-242.
Sekar, M., V. Sakthi, S. Rengaraj, (2004) Kinetics equilibrium adsorption study of lead(II) onto
activated carbon prepared from coconut shell, J. Colloid Interface Sci, 279 : 307313.
Zhu, H.W., Xu, C.L., Wu, D.H., Wei, B.Q., Vajtai, R., Ajayan, P.M. (2002). Direct synthesis of
long single-walled carbon nanotube strands. Science, 296, 884-886
ISBN 9786021570425 CHEM-36

OC-12
A Preliminary Study of Inhibitory Effect of Ipomoea Aquatica Leaves on lpha-
Glucosidase Enzyme Activity
Pinus Jumaryatno1*, Arde Toga Nugraha2, and Farida Hayati1

1*
Pharmacy Department, Universitas Islam Indonesia, Kampus Terpadu UII
Jl. Kaliurang Km. 14,5, Sleman, Yogyakarta 55584, Indonesia,
pinus.jumaryatno@uii.ac.id
2
Faculty of Pharmacy, Gadjah Mada University, Sekip Utara, Yogyakarta 55281, Indonesia
Abstract-Ipomoea aquatica known as kangkung darat, is a green leafy vegetable which commonly used in
local cuisine in Indonesia. Traditionally, this plant is mentioned as a source for antidiabetic treatment.
Previous study reported that the infusion of Ipomoea aquatica leaves reduced the blood glucose level in
streptozotocin induced diabetic rats. This report showed that the Ipomoea aquatica leaves have the potency
as antidiabetic agent. Therefore, a preliminary study to evaluate the potential antidiabetic property of
Ipomoea aquatica leaves was conducted. The Ipomoea aquatica leaves was macerated using ethanol followed
by Vacuum Liquid Chromatography (VLC) using n-hexane, EtOAc and MeOH in increasing polarity to
obtain eleven fractions. The fractions collected from VLC were screened for their antidiabetic activity by -
glucosidase enzyme inhibition method. The result showed that fraction 10 was the most active fraction with
% inhibition of -glucosidase 27.098 % at 200 ppm. This study has revealed the potential antidiabetic
activity of Ipomoea aquatica leaves which warrant further investigation.
Keywords: Ipomoea aquatica, antidiabetic, -glucosidase
ISBN 9786021570425 CHEM-37

OC-13
Urea coating with activated carbon enriched with
microbial consortia degrade hexachlorobenzene
Sri Wahyuni1, Widyatmani Sih Dewi2, and and Indratin1
Indonesian Agricultural Environment Research Institute (IAERI), Jl. Raya Jakenan Jaken KM 5,
1*
Pati 59182. Indonesia

Phone : +62 2953351277, Fax: +62 2953351399, swahuni@gmail.com
2
Sebelas Maret University
Abstract- Hexachlorobenzene (HCB) residues are still encountered in soil though these compounds are not
longer used by farmers and have been banned by the government. The objective of study was to evaluate the
effectiveness of urea coating enriched with microbial consortia to accelerate the degradation of pesticide
residues. Those microbes were Bacillus substillis, Heliothrixoregonensis, Catenococcusthiocycli, and
Achoromobacter sp. Field experiment using Lysimeter meter was conducted in the Jakenan Experimental
station from July to December 2013. The experiment was set up as randomized block design (RBD). The
main focus was to evaluate the effect urea coated with activated carbon and biochar enrinched with microbial
indegenous on hexachlorobenzene (HCB) residues degradation in rice soil. Insecticide residue analysis was
carried out by gas chromatography (GC). The results showed that urea coated activated carbon from coconut
shell enriched with microbes reduced pesticide residues of hexachlorobenzene up to 33.1% in paddy soil.
This was due to the activity of effective microbes consortia inactivated carbon coated with urea.
Keywords: activated carbon, microbes, decrease residue, paddy field
1. Introduction
Hexachlorobenzene (HCB) C6Cl6 is a chlorinates aromatic hydrocarbon that is one of
twelve Persistent Organic Pollutant (POPs) list in Stockholm Convention (Harrad, 2010). Its highly
toxic and bioaccumulation characteristic, an animal carcinogen and considered as a cause of cancer
in humans (Chiappini et al., 2014; Randi cit Xiaoqin Nie et al.,2013). In the past
hexachlorobenzene is used widely as fungicide for seed dressing to prevent of fungal growth on
crop (Liu Ting, 2007). It is very toxic to aquatic organism and damage in environment (MSDS,
2009). HCB is a fully chlorinated benzene industrial chemical that practically insoluble in water,
but it is very soluble in fat, oils, and organic solvent. Furthermore, its one the most of persistent
environment pollutants and bioaccumulates in environment, animal, and human (ATSDR, 2013).
HCB residue is one of organochlorine that its cause harmful impact in humans and environment.
According to ASTDR (2013), Exposure to hexachlorobenzene primarily airborne pollution has
been linked with elevated blood levels of hexachlorobenzene and hepatic effects., thyroid effect,
reproductive effect, and inpaired development of locomotor skills in infants.
Therefore persistent residue of HCB have been detected in environment. Shoiful et al.
(2013), reported that HCB residue have been detected in fatty foodstuffs i.e. soybean, peanut, and
fish (milkfish) wich collected from traditional markets in three big city in Indonesia. The
concentration of HCB is <0.3-0.74 ng g-1 that below the maximum residue limits (MRLs) as
established by FAO/WHO. Furthermore the estimated of daily intake (EDI) of HCB is 0.09 ng g -1
that 60% in foodstuffs of total daily diet of Indonesian. Although the HCB concentration below
ADI, however the risk health assessment, monitoring, and remediation of HCB and other
organochlorine are necessary to prevent human toxicology and global contamination. Based on
model persistent organic pollutant, has resulted an information that global production exceede
100,000 tonnes and primary emissions to atmosphere probably peaked in 1970s. There has been a
consisten downward trend in environment over the past 20 years with temporal in environement
vary, depend ent on time measured, media studied, and study location, but the average half life is
ISBN 9786021570425 CHEM-38

~9 years. Estimation of the contemporary burden in the environment about 10,000-26,000 tonnes
that dominated by loading in treated and background soils, sediment, and oceans (Barber et al.,
2005). HCB has been detected HCB residue (0.22-28 ng/g lipid wt.) in pooled whole body
homogenized of fish samples from five location during 1998 and 2003 (Sudaryanto et al., 2007).
Although all of residues are detected at below Maximum Residue Limits, HCB have
bioaccumulation characteristic that damage to health risk in human.
Indonesia's population growth rates progressively increase. Census of the Indonesian
population in December 2012 reached 259 million (CBS, 2012), thus increasing the need for food.
Various efforts have been taken by the government for the fulfillment of food, namely through the
program extension, intensification and diversification. One of the intensification programs is the
use of to control crop pests. Lately, food security problems faced serious environmental concern,
among others: toxic or hazardous materials contamination in agricultural lands such as
agrochemicals (pesticides). Technological innovation becomes the priority in the efforts to mitigate
the causes of environmental problems through ecological studies, and taking into account the
increase in consumer demand for healthy agricultural productsafety and hygiene (Wu, Anelli, &
Sheppard, 2011).
The development of the agricultural sector has resulted in increased pollution of the
environment by man-made chemicals. Among these pollutants, there are organic pollutants called
organochlorines. Organochlorines are persistent pollutants which can bioaccumulate in nature and
areclassified as toxic to humans and other living things. Organochlorine is not reactive, stable, has
a very high solubility in fat, and haslow degradation ability (Ebichon in Soemirat, 2005).
Organochlorine is included in the group of pesticides which are effective to eradicate pests, but
have many negative impacts on the environment. Ramadhani and Oginawati (2009), states
organochlorine compounds classified as Persistent Organic Pollutants (POPs) are chemical
compounds which are persistent in the environment, can undergo bioaccumulation in the food
chain, and have a negative impact on human health and the agricultural environment. Infacingthe
threat of pest attacks, farmers and agricultural entrepreneurs are always trying to do pest control
with various techniques that are considered effective, the technique used is by using pesticide.
Pesticides are generally defined as toxic chemicals that are used to control the parasite bodies
which adverse human interest. In agriculture, the use of pesticides has also been felt useful to
increase production. Today pesticides are indispensable means. It mainly used to protect plants and
crops, livestock and fish from harm caused by various pests.
The use of pesticides has contributed most to the increase in agricultural production since
1970. The number of pesticides available in Indonesia from year to year increase. In 2006
registered as many as 1336 formulation, in 2008 the number of outstanding pesticide formulations
as much as in 1702, the year 2010 as many formulations 2048, 2011 as many as 2247, and in 2013
according to Licensing and Investment Center (PPI, 2006; PPI, 2008; PPI 2010 ; PPI, 2011; PPI,
2013) as many as 2810 formulation. Insecticide formulations ranks highest (887 trademarks),
followed herbicides (656 trademarks) and fungicides (387) trademarks (PPI,2011).
Based on the PPI data in 2006-2013 describes the use of pesticides more intensive and tend
to be uncontrolled. Pest control before 1997,IntegratedPestManagement programs (IPM )are more
reliant on organochlorine pesticides which has a high toxicity and long persistence in the soil that
could potentially pollute the environment and have a negative impact on human health. To reduce
environmental pollution and negative impacts on human health then attempted to use technology
effectively to reduce pesticide contamination. (Wahyuniet al., 2010.
Urea coated activated carbon technology is a new technology to reduce the environmental
pollution of agricultural pesticide residues. For the assessment of this technology needs to be done
so that the results obtained are useful to tackle pollution. Urea is one of the fertilizer used to
increase soil fertility. Urea coated activated carbon can increase the effectiveness of absorption by
plants and activated carbon can be used to reduce the concentration of pesticides in soil and water
since soil microbes play an active role in the use of carbon source from hexachlorobenzene
pesticides.
Wahyuni, et al. (2012) says that the urea coated activated carbon enriched byBacillus
aryabattaimicrobe is able to reduce residues of aldrin, dieldrin, DDT, heptachlor, more than 50%.
Every microorganism has a different response to environmental factors (temperature, pH, salinity,
and so on). The use of activated carbon in paddy fields can increase the number of bacteria in the
ISBN 9786021570425 CHEM-39

soil, especially around the plant roots. Research conducted by Wahyuniet al, 2010 showed that the
presence of activated carbon can increase bacterial population Azospirrillumsp; Bacillus sp;
Chromobacterium, sp; Pseudomonas sp., this means the activated carbon can be a good microbial
growth medium.
2. Research Methods
Study site
The research was conducted at Jakenan Experimental station from July 2013 to December
2013. Microbes used to enrich the microbial consortia are isolated from indegenous soil which was
got from Karawang Regency, the results of the previous study (Dewi et al., 2013), namely
Achoromobactersp, Catenococcusthiocycli, Heliothrixoregonensis, Bacillus cereus, Bacillus
subtilis. Hexachlorobenzene residue analysis carried out in the Laboratory of Agrochemicals
Balingtan in Laladon, Bogor. Rice plants used are Ciherang rice variety with seedling age of 21
days, and use a spacing of 20 x 20 cm.
Materials and instruments

Urea prill in the market is used for the main ingredient of fertilizer N, the fertilizer coated
with activated carbon in the ratio of 80:20. Mechanical enrichment of activated carbon with
degrading bacteria do after treatment with activated carbon urea coating by spraying a suspension
of bacteria consortia 109 (cfu / ml) to the surface of activated carbon as much as 40 ml in 1000 g of
urea coated activated carbon.
Research materials used include coconut shell (Cocosnucifera) and cob maize (Zeamayz),
chemicals and supplies needed to facilitate research activities in the laboratory and field. Chemicals
needed for the analysis is a standard insecticide activity hexachlorobenzene "Mereck" purity grade
acetone for analysis, n-hexane grade for analysis, dichloromethane grade for analysis, anhydrous
sodium sulfate, potassium hydroxide, and cellite 545. Open materials used are seeds Ciherang rice
age of 21 days, urea prills, urea plated biochar, urea coated activated carbon, biochar-coated urea
enriched with microbes, urea coated activated carbon enriched with microbes, SP-36 and KCl.
Activated carbon furnace is used to activate the coconut shell carbon and corn cobs.
The instruments used are pH meter, soil temperature, spray bottle, roll-meter, 450 GC
Varian gas chromatograph equipped with an electron capture detector ECDand column VF 1701 to
detect hexachlorobenzeneinsecticide residues. Soxhlet tinstrument used to extract soil and rice,
while for the water extraction used separating funnel. Rotating vacuum evaporator (Buchi
evaporator-R-114) was used to purify the example of extraction solution, while for purifying
example of confounding components analysis was used column chromatography. Instruments such
as the glass measuring cup, beaker, flask, funnel, round pumpkin and pipette.
Experimental design
Field experiments were prepared using a randomized block design (RBD), 3 replications
and 6 treatments. The treatments consist of:
1. U0 = Control (without urea)
2. U1 = Ureaprills
3. U2 = urea coated corn cobs activated carbon (UAATJ)
4. U3 = urea coated coconut shell activated carbon (UAATK)
5. U4 = urea coated corncobactivated carbon+microbes (UAATJM)
6. U5 = urea coated coconut shell activated carbon+ microbes (UAATKM)
Data collection
This research used urea coated activated carbon fertilizer enriched bacterial consortia with
lysimeter. The observed parameters to determine the ability of urea coated activated carbon to
reduce the concentration hexachlorobenzene are : hexachlorobenzene insecticide concentration in
soil samples, water, and plant and soil microbial population.
Data analyses
ISBN 9786021570425 CHEM-40

The analysis used SNI 06-6991.1-2004, while the determination of residues

hexachlorobenzene included extraction, clean-up, chromatographic analysis. The extraction
procedure is done by weighing 25 grams of sample (soil that has been mashed), put it into a wet lid
erlenmeyer, and added to a mixture of acetone: dichlormethane (50:50, v / v), left for one night for
a static extraction process. The extraction results filtered with a Buchner which has been given
celite. Pipette 25 ml of the organic phase into a round flask, concentrated in rotary evaporator at a
temperature of 40 C until almost dry and dried by passing dry nitrogen gas, followed by cleaning
(clean up). The residue was dissolved in 5 mL of petroleum ether and steam back to dry. The
residue was dissolved in 1.0 mL of petroleum ether 40 C-60 C so that a solution containing 2.0
grams of sample analytical per mL.
A total of 1.0 grams of silver alumina coated nitrate incorporated into the chromatograph column
which had been given a glass wool, added 1 mL extract containing 2 grams of sample per mL into
the analytical column and rinse the inside wall of the column with 1 mL of mixture eluent. Elution
with 9 mL of the same mixture eluent. The eluatewas collected into tubes and thickened to 1 mL
scale, and the residue was dissolved in 5 ml of isooctane: toluene (90: 10, v / v). Determination of
residue levels by y injecting 1 mL of the extract into the gas chromatograph. High or mooring
time and peak area chromatograms obtained from the solution of shots compared with reference
standard solution. 70-110% recovery value and boundary-setting 0.01 to 0.5 mg / kg.
The content of residues on the sample is calculated based on the formula of the Commission on
Pesticides (1997):
Specification:
A = the concentration of the standard solution (mg / mL)
B = standard peak area
C = peak area sample
D = the volume of the injected standard solution (mL)
E = volume of sample solution were injected (mL)
F = dilution volume (mL)
G = initial weight of sample (g).
Data were analyzed by analysis of variance using SAS (Statistical Analysis System) version 9.1
(SASA Institute, 2004) and followed by Duncan test to determine the effect of treatments. The
level of accuracy and error in the statistics used in this study is at P 0.05 (Wade et al., 1998).
3. Research Results
The population of microorganisms in the soil samples plated various urea treatment
coatedbiochar or activated carbon showed higher microbial populations compared with the
treatment of urea prills. In a variety of plant age 17, 50, 80, 90 (DAT), the highest microbial
populations present in the urea treatment of activated carbon enriched corn cobs microbes
(UAATJM) of 105 cfu / ml, followed by urea coconut shell activated carbon enriched microbial
(UAATKM). The growth of the microbial population of the early growth of plants to harvest/90
DAT on various treatments are presented in Table 1.
ISBN 9786021570425 CHEM-41

Table 1. Microbial Population in Various Treatment and Different Age Observation

17 DAT 50 DAT 80 DAT 90 DAT
Treatment 5
Sample x 10
Urea priil 45 60 90 217
UAATK 130 255 945 1286
UAATJ 55 165 189 245
UAATKM 248 360 3011 49471
UAATJM 289 43855 151688 692109
UBTK 45 85 134 157
UBTJ 80 126 153 370
UBTKM 182 534 964 1269
UBTJM 243 540 921 1531
Description: Results of Analysis in the Laboratory of Microbiology, LIPI Cibinong, 2013.
UAATK = urea coated coconut shell activated carbon, UAATJ = ureacoated corncobs
activated carbon, UAATKM = UAATK enriched microbial consortia, UAATJM = UAATJ
enriched microbial consortia, UBTK = urea coated biochar coconut shell, urea-plated UBTJ =
biochar corncobs, UBTKM = UBTK enriched microbial consortia, UBTJM = UBTJ enriched
microbial consortia.
Hexachlorobenzene insecticide residues in soil at 1 DAT did not show significant
differences because at the time it is not treated. The content of the initial insecticides ranged from
0,139 ppm - 0.218 ppm, the highest residues of this HCB on UBTK treatment. Analysis
hexachlorobenzene residues in the soil at the age of 17, 35, 50, 80, 90 DAT showed significant
differences according to Duncan test level of 5%. At the age of 17 DAT highest crop residues in
UAATKM treatment, but due to the increasing age of the plant residues hexachlorobenzene who
live in the land which is the lowest in UAATKM and UAATJM treatments. Hexachlorobenzene
insecticide residues in the soil after harvest decreased to 0,017 ppm - 0,040 ppm. In the early
growth of land hexachlorobenzene high concentrations, but with increasing time/age
hexachlorobenzene plant insecticide concentration decreases. It is presented in Table 2.
Table 2. Residues in Soil Hexachlorobenzene at (1, 17, 35, 50, 80,90)

Residu Hexachlorobenzene (ppm) in Soil (DAT)
Treatment
1 17 35 50 80 90
Urea priil 0,150 a 0,089 c 0,069 bc 0,058 cd 0,046 a 0,022 a
UAATK 0,183 a 0,122 b 0,083 ab 0,069 ab 0,041 a 0,032 b
UAATJ 0,139 a 0,061 d 0,044 d 0,036 e 0,024 b 0,018 cd
UAATKM 0,213 a 0,175 a 0,092 a 0,056 cd 0,022 b 0,017 d
UAATJM 0,176 a 0,104 bc 0,056 cd 0,032 e 0,023 b 0,017 d
UBTK 0,218 a 0,124 b 0,091 a 0,075 a 0,045 a 0,038 a
UBTJ 0,191 a 0,106 bc 0,080 ab 0,061 bc 0,047 a 0,037 a
UBTKM 0,188 a 0,120 b 0,070 bc 0,048 d 0,027 b 0,019 cd
UBTJM 0,212 a 0,115 bc 0,071 bc 0,047 d 0,025 b 0,022 c
Numbers in columns followed by the same letter are not significantly different means according to
Duncan test at 5% level.
Description: Hexachlorobenzene Analysis carried out in the Laboratory of Materials

Agrochemicals in Bogor. UAATK = urea coated coconut shell activated carbon, UAATJ =
ureacoated corncobs activated carbon, UAATKM = UAATK enriched microbial consortia,
UAATJM = UAATJ enriched microbial consortia, UBTK = urea coated biochar coconut shell,
ISBN 9786021570425 CHEM-42

urea-plated UBTJ = biochar corncobs, UBTKM = UBTK enriched microbial consortia, UBTJM =
UBTJ enriched microbial consortia.
Hexachlorobenzene insecticide residues in water at various ages 1 DAT treatment showed
no significant differences at the time because it has not been treated, but at 17, 35, 50, 80, 90 DAT
on various urea coated activatedcarbon treatmentsshowed significant differences Duncan test level
5% (Table 3). Hexachlorobenzene insecticide residues in water at 1 DAT ranged from 0.054 to
0.085 ppm. UAATKM treatment, insecticide residues hexachlorobenzene after pesticide
applications at 0.074 ppm after harvest decreased to 0,007 ppm.
Table 3. Hexachlorobenzene Residues in Water at (1, 17, 35, 50, 80, 90) DAT
Residu Hexachlorobenzene (ppm) in water (DAT)
Treatment
1 17 35 50 80 90
Urea priil 0,079 a 0,069 a 0,068 a 0,051 a 0,042 a 0,038 a
UAATK 0,085 a 0,054 ab 0,054 b 0,033 b 0,026 b 0,019 b
UAATJ 0,074 a 0,051 ab 0,053 b 0,033 b 0,026 b 0,021 b
UAATKM 0,074 a 0,043 b 0,044 bc 0,024 c 0,010 e 0,007 c
UAATJM 0,065 a 0,045 b 0,046 bc 0,028 bc 0,013 de 0,011 c
UBTK 0,079 a 0,052 ab 0,051 b 0,035 b 0,027 b 0,022 b
UBTJ 0,054 a 0,039 b 0,038 c 0,030 bc 0,021 bc 0,019 b
UBTKM 0,080 a 0,044 b 0,051 b 0,027 bc 0,015 cde 0,011 c
UBTJM 0,073 a 0,039 b 0,040 c 0,025 c 0,018 cd 0,011 c
Numbers in columns followed by the same letter are not significantly different means according to
Duncan test at 5% level.
Description: HexachlorobenzeneAnalysis carried out in the Laboratory of Materials

Agrochemicals in Bogor. UAATK = urea coated coconut shell activated carbon, UAATJ =
ureacoated corncobs activated carbon, UAATKM = UAATK enriched microbial consortia,
UAATJM = UAATJ enriched microbial consortia, UBTK = urea coated biochar coconut shell,
urea-plated UBTJ = biochar corncobs, UBTKM = UBTK enriched microbial consortia, UBTJM =
UBTJ enriched microbial consortia.
Pesticides applied in soil can accumulate in rice, the lowest hexachlorobenzene residue in
rice is urea coated coconut shell activated carbon enriched microbial treatment (UAATKM) that is
equal to 0.016 ppm in the treatment UAATK, UAATKM, UAATJM showed similar results in the
amount of 0,018 ppm, This is presented in (Figure 3). Decline in rice residue hexachlorobenzene
influenced by microbes 17. At 17 DAT microbes, microbial population increase is closely related
to a decrease in HCB residues in rice.
HCB
0.040
Concentration HCB in Rice
0.030
0.020
0.010
0.000
(ppm)
Treatment
Figure 1. The concentration of HCB in Rice
ISBN 9786021570425 CHEM-43

Specification:
UAATK = urea coated coconut shell activated carbon, UAATJ = ureacoated corncobs
activated carbon, UAATKM = UAATK enriched microbial consortia, UAATJM = UAATJ
enriched microbial consortia, UBTK = urea coated biochar coconut shell, urea-plated UBTJ =
biochar corncobs, UBTKM = UBTK enriched microbial consortia, UBTJM = UBTJ enriched
microbial consortia.
Reduction of hexachlorobenzene residue on various treatments, the highest decline in the
treatment of urea coated activated carbon enriched microbial (UAATKM) of 33.1%, urea coated
coconut shell biochar enriched microbial (UBTKM) 29.2%, urea coated activated carbon corn cobs
enriched microbial (UAATJM) 28.2%, urea-coated corn cob biochar enriched microbial (UBTJM)
26.9%, it indicates that the urea-coated coconut shell activated carbon enriched to more effectively
reduce the concentration of microbial insecticides hexachlorobenzene than others ( Table 3).
Table 3. Decrease Hexachlorobenzene residue on the Different Treatment, 2013

Treatment initial final Reduction Reduction
Soil water Soil Soil rice Indeks
(ppm) (%)
Urea priil 0,150 0,079 0,040 0,038 0,029 53,0 0,0
UAATK 0,183 0,085 0,032 0,019 0,020 73,5 20,5
UAATJ 0,139 0,074 0,018 0,021 0,021 71,9 19,0
UAATKM 0,213 0,074 0,017 0,007 0,016 86,1 33,1
UAATJM 0,176 0,065 0,017 0,011 0,018 81,2 28,2
UBTK 0,218 0,079 0,038 0,022 0,023 71,8 18,8
UBTJ 0,191 0,054 0,037 0,019 0,024 67,6 14,6
UBTKM 0,188 0,080 0,019 0,011 0,018 82,2 29,2
UBTJM 0,212 0,073 0,022 0,011 0,025 79,9 26,9
BMR 0,04* 0,05* 0,02**
Index decline (Early residue - residue) / Initial residue x 100
Decline: Index decline treatment - drop in urea prill Index
Specification:
UAATK = urea coated coconut shell activated carbon, UAATJ = ureacoated corncobs activated
carbon, UAATKM = UAATK enriched microbial consortia, UAATJM = UAATJ enriched
microbial consortia, UBTK = urea coated biochar coconut shell, urea-plated UBTJ = biochar
corncobs, UBTKM = UBTK enriched microbial consortia, UBTJM = UBTJ enriched microbial
consortia. *) Soil, Water and Sediment ground, Canada, 2009
**) ISO 7313 2008.
4. Conclusion
The results of the research of ureacoated activated carbon from coconut shell enriched with
microbes in paddy field with lysimeter can decrease the concentration of insecticide
hexachlorobenzene. The highest concentration reduction in the treatment of urea coated coconut
shell activated carbon enriched microbial 33.1%. Hexachlorobenzene decline in soil influenced by
the increase in the microbial population at the age of 17 DAT (r = -0 384 *), 50 DAT (r = -0.541 *),
80 DAT (r = -0.538 *), 90 DAT (r = -0.537 *) . It is suspected that the role of effective degrading
microbes as activated carbon is preferred as his home. Enrichment with microbes indegenous is
able to increase the effectiveness of urea coated activated carbon.
Acknowledgement
We would like to thank Slamet Rianto, Sarwoto, Kundono, Wasidin, Duri, Cahyadi, and Aji M
Tohirwho have helped the implementation of the research to be completed, and friends of
researchers who have worked together in carrying out research activities up to finish this paper.
ISBN 9786021570425 CHEM-44

References
ATSDR. (2013). Draft Toxicological Profile for Hexachlorobenzen (Revised edition). Public
Health Service. Agency for Toxic Substances and Disease Registry. US Departement of
Health and Human Services
Barber, J.L., A.J. Sweetman, Dolf van Wijk, and K.C. Jones. (2005). Hexachlorobenzene in the
global environment: Emissions, levels, distribution, trend and processes. Science of the
Total Environment 349:1-44.
BPS, 2012. Statistik Indonesia, Biro PusatStatistik Indonesia, Jakarta.
Booij, K., Z. Arifin, and T. Purbonegoro. (2012). Perylene dominates the organic contaminant
profile in the Berau delta East Kalimantan, Indonesia. Marine Pollution Bulletin 64: 1049-
1054
Chiappini, F., C. Pontillo, A. Randi, L. Alvarez, and D.L. Kleiman de Pisarev. (2014).
Hexachlorobenzene induces TGF-1 expression, which is a regulator of p27 and cyclin D1
modifications. Toxicology Letters 230:1-9
Eviati, Sulaeman. 2009. PetunjukTeknis, Analisa Kimia Tanah, Tanaman, Air, danP upuk. Balai
Penelitian Tanah, Balai BesarlitbangSumber daya Lahan Pertanian.
Liu Ting, CHEN Zhu-lei, SHEN Yun-fen, GAN Lu, CAO Li, and LV Zi-zhong. (2007).
Monitoring bioaccumulation and toxic of hexachlorobenzene using the polyurethane foam
unit method in microbial communities of the Fuhe River, Wuhan. Journal of Environment
Sciences 19:738-744
Ogawa, M. 1994. Symbiosis of people and nature in the tropics: Tropical agriculture using carbon.
Farming Japan, 28(5) : 21-30.
PAN (pesticide Action Network). 1994. Ingatlah bahaya pestisida bunga rampai residu pestisida
dan alternatifnya. Penyunting Riza V.T. dan Gayatri. PAN Indonesia.
PPI Deptan, 2006. PestisidaTerdaftar (PertaniandanKehutanan). PusatPerijinandanInvestasi.
DepartemenPertanian.
PPI Deptan, 2008. Pestisida Pertaniandan Kehutanan. Pusat Perijinan dan Investasi. Departemen
Pertanian.
PPI Deptan, 2010. Pestisida Pertanian dan Kehutanan, Pusat Perijinan dan Investasi. Departemen
Pertanian.
PPI Deptan, 2011. Pestisida Pertanian dan Kehutanan. Pusat Perijinan dan Investasi. Departemen
Pertanian.
PPI Deptan, 2013. Pestisida Pertanian dan Kehutanan. Pusat Perijinan dan Investasi. Departemen
Pertanian.
Prihatin, S.D., S.S. Hariadi, dan Mudiyono. 2012. Ancaman Ketahanan Pangan Rumah Tangga
Petani. Jurnal IlmiahCIVIS, Volume II, No 2. ISSN.2087-8748.
Shoiful, A., H. Fujita, I. Watanabe, and K. Honda. (2013). Concentration of organochlorine (OCPs)
residue in foodstuffs collected from traditional markets in Indonesia. Chemoshere 90:1742-
1750
Harrad, S. 2010. Persistent Organic Pollutans. A.John Wiley and Sons, Ltd., Publikation, West
Sussex, UK.
Harsanti, E.S., S.Y. Jatmiko, R. Artanti, A. Kurnia, S. Wahyuni, Mulyadi, A. Hidayah, A.N.
Ardiwinata, dan R. Hindersah, 2010. Teknologi bioremediasi untuk mendegradasi residu
insektisida POPs melalui pemanfaatan bakteri danj amur Laporan Akhir Penelitian APBN
2011. Balai Penelitian Lingkungan Pertanian. BBSDLP. Bogor.
Notodarmojo, S. 2005. Pencemaran Tanah dan Air Tanah. Institut Teknologi Bandung.
Nurmanaf, A.R. 2006. Struktur kesempatan kerja dan pendapatan rumah tangga di pedesaan.
Kajian Ekonomi, vol. 5 No. 2, 2006: 166-186
Ramadhani, N.W., dan K, Oginawati. 2009. Residu Insektisida Organoklorin di Persawahan Sub
Das Citarum Hulu. Program Studi Teknik Lingkungan. Fakultas Teknik Sipil dan
Lingkungan. ITB. Bandung.
SNI (StandarNasional Indonesia) 06-6990.1-2004 .Metode Pengujian Residu Organoklorin. Badan
Standarisasi Nasional.
ISBN 9786021570425 CHEM-45

SNI (Standar Nasional Indonesia) 7313. 2008. Batas Maksimum Residu Pestisida pada Hasil
Pertanian. Badan Standarisasi Nasional.
Soil, ground Water and Sediment, Canada, 2009.
Sudaryanto, A., I. Monirith, N. Kajiwara, S. Takahashi, P. Hartono, Muawanah, K. Omori, H.
Takeoka, and S. S. Tanabe. (2007). Levels and distribution of organochlorine in fish from
Indonesia. Environment International 33:750-758
Xiaoqin Nie, Jianguo Liu, Xianwei Zeng, and Dongbei Yue. (2013). Rapid degradation of
hexachlorobenzene by micron Ag/Fe bimetal particles. Journal of Environment Science.
25(3):473-478.
Wu, J. Y., Anelli, C. M., & Sheppard, W. S. (2011). Sub-lethal effects of pesticide residues in
brood comb on worker honey bee (apis mellifera) development and longevity. PLoS ONE,
6. doi:10.1371/journal.pone.0014720
ISBN 9786021570425 CHEM-46

OC-14
Isolation of Andrographolide from Andrographis
paniculata Nees Plant Obtained from Traditional Market
in Jogjakarta
Yandi Syukri1,2*, Agung Endro Nugroho2, Ronnie Matin2, and Endang
Lukitaningsih2
1*
Department of Pharmacy, Islamic University of Indonesia, Kaliurang street KM 14.5 Yogyakarta,
Indonesia, yandi.sy@gmail.com
2
Faculty of Pharmacy Gadjah Mada University, Indonesia
Abstract-Andrographolide is a bioactive substance contained in the Andrographis paniculata Nees plant,

one of which is efficacious for preventing diabetes mellitus. This research aimed to gained andrographolide
from Andrographis paniculata Nees plant obtained from traditional market in Jogjakarta. The extraction of
the andrographolide from the A. Paniculta was carried out using ethanol as solvent. Fractionation and
isolalation were continued by non polar solvent. Next, the extracts were recrystalized to obtained purified
andrographolide. The identity of the compound was confirmed through IR, melting point and TLC analysis.
The purity of the compound was confirmed by HPLC. The data obtained were compared by analytical grade
of andrographolide as a standard. IR spectra showed that the spectra purified andrographolide was identical
compared with standard andrographolide. Purified andrographolide and standard produced 227 232 oC and
227 233 oC of the melting ponit. TLC analyisis showed 0.88 and 0.89 of the Rf value to purified
andrographolide and the standard. The purity of purified andrographolide comparing standard was found to
be 95.74 0.29 %. It can be concluded, purified andrographolide from Andrographis paniculata Nees plant
obtained from traditional market in Jogjakarta could succesfully be isolated and purified to find
andrographolide and furfther prospect to develop as active pharmacetical ingradients.
Keywords: andrographolide, extraction, isolation, traditional market
1. Introduction
Andrographis paniculata Nees (A. paniculata), a family of acanthaceae,can be widely found in
Asias tropical regions(Chen et al., 2007). Its indigenous populations grow across South India and
Sri Lanka with a wide range of diversity. The species is also found in the northern areas of Java,
Malaysia (covering Penang, Malacca, and Pangkor Island of Borneo), India, Indonesia, the West
Indies (Jamaica, Barbados, and the Bahamas), and in different places, as an introduced species, in
the Americas (Niranjan et al., 2010).
In Asian countries, it has long been used as a medicinal herb due to its main bioactive constituent
andrographolide , more than 2% of which is accumulated in the leaves. The constituent is
extremely bitter and has a crystalline byciclic compound without color (Sermkaew et al., 2013).
The whole plant, leaf, and stem of A. paniculata can produce such active compounds with ethanol
or methanol asmore than 20diterpenoids and 10 flavonoids or more.The main diterpenoid in A.
paniculata is andrographolide (C20H30O5) foundapproximately 4% in dried whole-plant extract, 0.8
1.2% in stem extract, and 0.5 - 6% inleaf extract. Deoxyandrographolide, neoandrographolide,
14-deoxy-11,12-didehydroandrographide, and isoandrographolide are its othermajor
diterpenoids(Chao and Lin, 2010). In addition, the pharmacological activities of andrographolide
include analgesic, anti-pyretic, anti-inflammatory, hepatoprotectant, anti-viral, antithrombotic, anti-
cancer, hypoglycemic, and anti-hyperlipidemic(Chellampillai and Pawar, 2011; Nugroho et al.,
2014, 2012)
ISBN 9786021570425 CHEM-47

Meanwhile, in developing as well as developed countries, plant-based medicines,including

pharmaceuticals, health products, cosmetics, and food supplement, have been in great demand
since natural products are well known for their non-toxicity, little negative effect, availability, and
affordability. In India, for example, the demand for herbal medicine has been increasing because
they have a wide range of biological activities, cost less, and offer a higher safety margin than
synthetic drugs (Kataky and Handique, 2010).
The thousands of islands of Indonesian archipelago are full of unique biodiversity, and their 143
million hectares of tropical forests have 28,000 plant species where 80% of which become the
medicinal plants of the world (Elfahmi et al., 2014). One of these species, A. paniculata, or
Sambilotoin Indonesian, has the potential to be grown in Java region. This herb can be well
cultivated in slightly damp areas that have high rainfall and tropical temperature, such as hill
slopes, waste lands, plains, dry or wet lands, farms, sea shores, and even roadsides(Ghosh et al.,
2012).
Andrographolide has been extracted using such various methods as hydrotropic, microwave
assisted and Soxhlet extraction. Then, to achieve better enrichment, the purification of
andrographolide from the crude drug of A. paniculata was conductedusing a variety of columns
chromatographic techniques. Yet, the techniques left andrographolide impure and were expensive,
boring, and time-consuming. Therefore, this research aimed to discover an andrographolides
solvent-based extracted from A. paniculata (Jadhao and Thorat, 2014).
In addition, to produce high-purity products from natural plants, the target compounds
isolation and purification from a complex multi-component mixture are needed. Until today,the use
ofisolated andrographolideasa raw material for medicineis veryrare althoughits
pharmacologicalactivityhas beenextensively studied. The growth locationandharvestingtimeof A.
paniculataaffect theexistingcompoundsinandrographolide. Therefore, it is necessary to study the
techniques for extractionandisolationof andrographolide inA. paniculata, especially inthe area of
Yogyakarta,toobtain astandardizedextract. The purity of isolated andrographolideis important
toensureits pharmacological effects.So, thedetermination ofthe content ofisolated andrographolide
must be assessedbyvalidatedHPLC.
Meanwhile, an analytical method must be validated to ensure the fulfillment of all the
analytical application requirements and the result reliability. Consequently, linearity, precision,
specificity, accuracy, sensitivity, and quantification limit must be demonstrated in the test for
analysis adequacy (Urban et al., 2009). The objective of present work is to conduct isolation,
standardization and validation of HPLC method for the quantification of andrographolide from the
crude extract of A. paniculataNees plant found in traditional markets in Yogyakarta.

2. 1. Materials
Andrographispaniculata Nees plant was collected from traditional markets in Yogyakarta in May
2015. The standard andrographolide compound with 98% purity was supplied by Sigma Aldrich.
The thin layer chromatographic (TLC) plates and silica gels were obtained from BratacoChemica
Indonesia. Such solvents as methanol, ethanol, ethyl acetate, chloroform, n-hexane wereproduced
by BratacoChemica Indonesia.
2. 2. Method
Preparation of purified extract of Andrographispaniculata (Burm. f.) Nees
Dried ground A. paniculata (Burm. f.)Nees was extracted for 24 hours with ethanol. When the
filtrate was gained, the sediment was re-extracted for another 24 hours with the same solventtwice.
The collected extract was then evaporated under a reduced pressure to gain viscous extract. The
result was then fractionated using n-hexane. Next, the insoluble fraction of n-hexane was
fractionated with ethyl acetate, collected, and concentrated using a rotary vacuum evaporator to
ISBN 9786021570425 CHEM-48
attain viscous extract. Then, hot water was used to wash this insoluble fraction, which was then
diluted using ethanol to produce a purified extract (Nugroho et al., 2012).
Isolation of andrographolide
A chromatography process was done to the purified extract of Andrographispaniculata (Burm. f.)
Nees using silica gel GF 254 in a column chromatography. Then, the extract was eluted using a
mixture of chloroform and methanol as the mobile phase. After the clear solution was collected, it
was left for 24 hours at 4C to produce andrographolide crystals, which were then gathered and
washed using cold methanol and cold n-hexane respectively (Nugroho et al., 2012).
Identification of isolated crystals

FTIR Spectroscopy
FTIR spectroscopy (Nicolet Avatar 360) was utilized to study the samples molecular structures in
the wave range of 400 4000 cm-1. The isolated andrographolide and standard andrographolide
were diluted usingKBr mixing powder at 1% and pressed into transparent slices to be analyzed.
Melting Point
A melting point apparatus (Stuart Scientific, UK) was used to determine the melting point, and a
test was then performed to isolate the andrographolide and the standard andrographolide.
Determination of Active Compound usingThin Layer Chromatography (TLC)

Using Camagmicrolitre syringe, the samples were spotted 1 cm from bottom with 8 cm elusion
distance on pre-coated silica gel aluminium plate 60F-254 (10 x 10 cm) (E. Merck, Germany) and a
CamagLinomat 3 (Switzerland) sample applicator. The isolated andrographolide was then
subjected to TLC analysis together with the reference standard of andrographolide where a mixture
of chloroform and methanol at a ratio of 9:1 was utilized. To ensurethe purity ofandrographolide,
threedifferentmobile phases, includingethylacetateandacetone7:3, chloroform andmethanol 9:1, and
chloroformand acetone7:3 were used (Sajeeb et al., 2015).
Quantitative Analysis of Andrographolide

Chromatographic conditions: High Performance Liquid Chromatography (WATERS e2695, with
2486 UV-Vis detector) was used to analyze the andrographolide content. The Empower 3.0
controlling software was utilized to obtain data. The separation was acquired on Sunfire C18
column (150 mm x 4.6 mm, 5 m) with an isocratic mixture of methanol and water at a ratio of 6:4,
v/v as a mobile phase.The mobile phases flow rate was 0.8 mL/min, while the injection volume
was 20 L, and the wavelength of the detector was controlled at 229 nm (Sermkaew et al., 2013).
Preparation of standard solutions: The reference andrographolide in HPLC grade methanol was
used to prepare the standard stock solution of 200 g/mL concentration through shaking and
sonication. This stock solution was then utilized to prepare a series of mixed working standard
solution in the range concentration.
System suitability: To guarantee that the chromatographic assay was appropriate for the analysis,
a system suitability test was performed by measuring such chromatographic parameters as peak
area, retention time, theoretical plates as well as tailing factor and by determining the standard
deviation (RSD) for each parameter (Gao, 2004; Shabir, 2004).
Validation parameters: The method was authenticated according to ICH guideline for its
linearity, precision, accuracy, selectivity, limit of detection, and limit of quantification. To calculate
the slope, intercept, and coefficient of determination/regression coefficient (r2) for calibration plot,
a linear regression analysis was used. An evaluation was conducted based on the peak area.
ISBN 9786021570425 CHEM-49

Then, to study the precision of analysis methods, three different concentrations of andrographolide
isolated-solution in triplicates were instilledat three different times on the same day.This was
replicatedfor three days to document the intra-day and inter-day variations in the results.
Meanwhile, a recovery study helped to determine the accuracy of the method by puttinga known
amount of standards at 80, 100, and 120% level in the placebo and by repeating the quantitative
analyses using the proposed method.
To determine the selectivity of the method, a comparison between the retention time and the
reflectance/absorbance spectrum of the standard compound and the corresponding peak attained
from the andrographolide isolated was conducted. A comparison between the UV-visible spectra of
marker compound and its counterpart in formulation was also done at three different positions,
including the peak start, peak center, and peak end.
Based on the response at a signal to noise ratio of 3:1 and 10:1, the LOD and LOQ were calculated
then experimentally verified by diluting the standard concentration until the average response was
obtained after six repetitions(Bhope et al., 2013; Ravikanth et al., 2013; Rukoyah et al., 2015).

Physicochemical Properties of Andrographolide Isolated from A. paniculata
The physical appearance and melting point of andrographolide isolated from A. Paniculata
(isolated crystals) are presented in Figure 1 and Table 1.
Figure 1. Andrographolide isolated from A. paniculata (isolated crystals)
Table 1. The melting point of standard and isolated andrographolidefrom AP

No Melting Point
Standard Isolated
Andrographolide (0 C) Andrographolide (0 C)
1 227 233 227 - 232
2 227 233 227 - 232
3 227 233 227 - 232
Average 227 0 233 0 227 0 232 0
The above figure shows that the isolated crystals of andrographolide were colorless. In addition, the
melting points of standard andrographolide and isolated andrographolide were found to be between
ISBN 9786021570425 CHEM-50

227 233 C and 227 232 0C respectively. This indicates that the isolated andrographolide has
similar properties to the standard andrographolide.
FT-IR Analysis
This analysis aimed to prove that the spectra of the isolated and rographolide were similarto the
standard andrographolide toconfirmthe functional groupsinthe determination ofthe molecular
structure.The FT-IR spectra of the standard andrographolide and the andrographolide isolated from
AP are illustrated in Figure 2
B
Figure 2. FT-IR spectra of standard andrographolide (A) and andrographolide isolated andrographolide (B)
The IR spectrum (Figure 2) shows the characteristic peak positions (Table 2) of the active
ingredient andrographolide.
Table 2. Peak positions and probable interatomic bonds of IR spectrum of andrographolidecrystals

Peak Position Interatomic Bond
3100 3500 cm-1 O-H stretching
2800 3000 cm-1 C-H stretching
1727 cm-1 C=O stretching
1674 cm-1 C=O stretching due to , -

unsaturation
1458 cm-1 C=C stretching
1366cm-1 C-H deformation
1220 cm-1 C-O-C stretching of lactone ring
980, 1040, 1090 cm-1 O-H deformation of alcohol
ISBN 9786021570425 CHEM-51

The table describes the molecular structure of andrographolide. The above picture also shows that
the standard andrographolide and isolated andrographolide attributed the similar spectra. This
proves that the isolated andrographolide content is similar to that of the standard andrographolide.
Determination of Active Compound using TLC
TLC test with single mobile phase

This test was intended to ensure the presence of andrographolide in the isolated crystals by
comparing its chromatographic profile to that of the standard andrographolide. The mobile phase
used was in line with the data of Indonesia's Herbal Pharmacopoeia for A. paniculata extract using
amobile phase of chloroform:methanol (9:1). The results of TLC test for isolated andrographolide
and standard andrographolide using a mobile phase of chloroform:methanol (9:1) are presented in
Figure 3.
A B
Figure 3. TLC analysis of standard andrographolide (A) and isolated andrographolide (B)
The figure shows that between the standard and isolated andrographolide there was a
single point with the same development distance. To ensure the existence of andrographolide in the
isolated crystals obtained from A. paniculata, a TLCdensitometerwas used at a wavelength of 254
nm as shown below.
A
A B
Figure 4. Two-dimensional chromatogram of standard andrographolide (A) and isolated andrographolide (B)
The two-dimensional chromatogram shows that the standard andrographolide and the isolated
andrographolide had the same Rf value. The following figure confirms the obtained Rf value.
ISBN 9786021570425 CHEM-52

Figure 5. TLC densitometry of standard andrographolide (A) and isolated andrographolide (B)
The figure shows that the isolated and standard andrographolide had similar Rf, which was
0.56 for the standard and 0.57 for the isolated. Therefore, it can be claimed that the isolated crystals
contained andrographolide due to the identical Rf value.
TLCtest using three mixtures of mobile phase with different polarities

The test using three mixtures of mobile phase with different polarities aimed to ensure the purity of
the isolated andrographolide. The chromatograms are expected to have a single point with different
Rf values. The results can be seen in the following Figure 6.
The figure shows that, in the three mixtures of mobile phase with different levels of
polarity, a single point with different Rf values was obtained. As the mobile phase, ethyl acetate :
acetone (7:3), chloroform : methanol (9:1), and chloroform : acetone (7:3) showed 0.86, 0.57, and
0.42 Rf values respectively.Therefore, by using three mixtures of mobile phase with different levels
of polarity,different Rf values were attained at 254 nm of wavelength.This purity test using TLC led
to a conclusion that the isolated crystals contained andrographolide.
ISBN 9786021570425 CHEM-53

A B C
Figure 6. TLC test with ethylacetateandacetone 7:3 (1), chloroform andmethanol 9:1 (2),
and chloroformand acetone 7:3 (3) as the mobile phase
Purity test using HPLC with PDA detector
This test aimed to observe the three-dimensional spectrum of the isolated andrographolide
to determine the purity of the isolated at a wavelength of 200 400nm. The test results can be seen
in the following figure.
Figure 7.Three-dimensional HPLC spectrum of isolated andrographolide with Photodiode Array

(PDA) detector using methanol as the mobile phase
The figure illustrates the presence ofa single peak in the wavelength range of 220 nm
without the existence of other peaks beside or behind. Therefore, it can be concluded that in terms
of HPLC the isolated andrographolide was pure.
Determination of andrographolide content in the isolated andrographolide

System suitability: The analytical results obtained from the developed method are only valid if the
defined system suitability criteria are fulfilled. In this investigation, the experimental result (Table
3) indicates that the chromatographic system was suitable for the intended analysis. A standard
solution containing 10-g mL-1 of andrographolide were injected six times.
ISBN 9786021570425 CHEM-54

Figure 8. Chromatogram of standard andrographolide (A) and isolated andrographolide (B) at 229 nm
The above chromatogram showsthat the standard andrographolide had 4.340 minutes of retention
time while the isolated one had 4.360-minute retention.
Table 3. System suitability parameter

Parameters Data obtaineda RSD (%) Requirement
Peak area 501675.500 0.267 RSD < 1 %

1337.985
Retention time (min) 4.337 0.004 0.098 RSD < 1 %
Tailing factor 1.232 0.023 T2
Resolution 4.890 0.157 Rs > 2
Retention (Capacity) 2.414 0.004 k2

Factor
a = Mean of six repetitions
The retention time for the reference compound was 4.337 minutes. Meanwhile, the RSD values for
the peak area and retention time were 0.267% and 0.098% respectively, which suggested the
reproducibility for these parameters. The good peak symmetry of andrographolide was indicated by
the value 1.232 for the tailing factor parameter. The resolution and retention (capacity) factor
values reaching 4.890 and 2.414 suggested a good suitability.
ISBN 9786021570425 CHEM-55

Validation parameters for quantification of andrographolide

The proposed method was validated for the determination of andrographolide content of the
isolated from A. paniculata as shown in Table 4.
Table 4. Method validation parameters for quantification of andrographolide

Parameters Data
obtained
Linearity (correlation coefficient) 0.9999
Range (g/mL) 0.8 - 32
Precision intra-day (% RSD, n = 6) 0.267
Precision intra-day (% RSD, n = 6) 0.558
Limit of detection (g) 0.09
Limit of quantification (g) 0.31
Linearity: A linear regression analysis was used to calculate the slope, intercept, and coefficient of
determination/regression coefficient (r2) for the calibration plot. The linearity was determined by
using six concentrations of standard solution. The calibration curve was obtained by plotting the
area versus the concentrations of standard solution. The response was linear in the concentration
ranges investigated (Fig. 9).
1800000
y = 46.355,17600x + 57.874,69310
1600000
R = 0,99999
1400000
1200000
Area
1000000
800000
600000
400000
200000
0
0 5 10 15 20 25 30 35
Concentration (g/ml)
Figure 9. Calibration curve of andrographolide at 229 nm
Figure 9 shows that the value of R2 reached 0.9999, and this suggests that there was a good
linearity.
Precision: Three different concentrations of isolated andrographolide solution in triplicates were

injected at three different times on the same day. It was then repeatedon three different days to
record the intra-day and inter-day variations in the results. The low %-RSD values of intra-day
(0.267) and inter-day (0.558) for the isolated andrographolide reveals that the proposed method
was precise (Table 4).
ISBN 9786021570425 CHEM-56

Limit of Detection (LOD) and Limit of Quantification (LOQ): To determine the limits of
detection and quantification, different dilutions of the marker compound, which was
andrographolide, were injected with a blank mobile phase and determined according to a signal to
noise ratio of 3:1 and 10:1 respectively. The LOD and LOQ for the standard compound were found
to be 0.09 and 0.31 g mL-1 respectively.
Accuracy: The recovery was determined using the standard addition method. The standard
andrographolidewas added to the formulation of two different concentrations, and then extraction
and analysis were performed as previously described. The recovery was calculated for each
standard at each concentration. The results and the average mean of recovery data for each level of
marker were within the accepted range as shown in Table 5.
Table 5. Results from recovery determination

Parameters Data obtained
1 2 3
Initial concentration in the 3.97 4.75 5.58

isolatedcrystals [g/ml)
Concentration added [g/ml) 7.39 7.39 7.39
Total concentration [g/ml) 11.36 12.14 12.97
Concentration found [g/ml) 11.41 12.30 13.05
RSD [%] (n=3) 0.704 1.635 1.138
Recovery [%] 101.09 103.17 101.34
Mean recovery [%] 101.87
The recovery resulted in the value of 101.09 103.17 % and revealed a good data accuracy
since the value was within the range of 95 105 %. The low value of relative standard deviation
indicates that the proposed method was accurate.
Quantification of isolated andrographolide

The average content of andrographolide in the isolated andrographolide was 95.74 0.29 %.
4. Conclusion
The isolated andrographolide from A. paniculata Nees plant obtained from traditional markets
in Jogjakarta had a similar melting point and IR spectra to those of the standard andrographolide.
The TLC test showed that the isolated andrographolide contained andrographolide as evidenced by
the Rf value, which was the same as that of the standard andrographolide. The purity of the isolated
andrographolide compared to the standard and determined using the validated HPLC was 95.74
0.29 %.
Acknowledgements
The authors are grateful to the Directorate of Research and Community Service and the
Pharmaceutical Laboratory at the Department of Pharmacy in Islamic University of Indonesia for
providing the facilities to complete the work.
ISBN 9786021570425 CHEM-57

References
Bhope, S.G., Kuber, V.V., Nagore, D.H., Gaikwad, P.S., Patil, M.J., 2013. Development and
validation of RP-HPLC method for simultaneous analysis of andrographolide, phyllanthin,
and hypophyllanthin from herbal hepatoprotective formulation. Acta Chromatogr. 25, 159
169. doi:10.1556/AChrom.25.2013.1.10
Chao, W.-W., Lin, B.-F., 2010. Isolation and identification of bioactive compounds in
Andrographis paniculata (Chuanxinlian). Chin. Med. 5, 17. doi:10.1186/1749-8546-5-17
Chellampillai, B., Pawar, A.P., 2011. Improved bioavailability of orally administered
andrographolide from pH-sensitive nanoparticles. Eur. J. Drug Metab. Pharmacokinet. 35,
123129. doi:10.1007/s13318-010-0016-7
Chen, L., Yu, A., Zhuang, X., Zhang, K., Wang, X., Ding, L., Zhang, H., 2007. Determination of
andrographolide and dehydroandrographolide in rabbit plasma by on-line solid phase
extraction of high-performance liquid chromatography. Talanta 74, 146152.
doi:10.1016/j.talanta.2007.05.043
Elfahmi, Woerdenbag, H.J., Kayser, O., 2014. Jamu: Indonesian traditional herbal medicine
towards rational phytopharmacological use. J. Herb. Med. 4, 5173.
doi:10.1016/j.hermed.2014.01.002
Gao, J., 2004. Bioanalytical method validation for studies on pharmacokinetics, bioavailability and
bioequivalence: Highlights of the FDAs Guidance. Asian J Drug Metab Pharmacokinet 4,
513.
Ghosh, B.K., Datta, A.K., Mandal, A., Dubey, P.K., Halder, S., 2012. An Overview on
Andrographis Paniculata (Burm. F.) Nees. Int. J. Res. Ayurveda Pharm. 3, 752760.
doi:10.7897/2277-4343.03610
Jadhao, D., Thorat, B., 2014. Purification (Crystallization) of Bioactive Ingredient
Andgrographolide from Andrographis Paniculata. World J. Pharmacu Pharm. Sci. 3, 747
763.
Kataky, A., Handique, P.J., 2010. A brief overview on Andrographis paniculata (Burm. f) Nees., a
high valued medicinal plant: Boon over synthetic drugs. Asian J Sci Technol 6, 113118.
Niranjan, A., Tewari, S., Lehri, A., 2010. Biological activities of Kalmegh (Andrographis
paniculata Nees) and its active principles-A review. Indian J. Nat. Prod. Resour. 1, 125
135.
Nugroho, A., Rais, R., Setiawan, I., Pratiwi, P., Hadibrata, T., Tegar, M., Pramono, S., 2014.
Pancreatic Effect of Andrographolide Isolated from Andrographis paniculata (Burn.f.)
Ness. Pak. J. Biol. Sci. 17, 2231. doi:10.3923/pjbs.2014.22.31
Nugroho, A., Warditiani, N., Pramono, S., Andrie, M., Siswanto, E., Lukitaningsih, E., 2012.
Antidiabetic and antihiperlipidemic effect of Andrographis paniculata (Burm. f.) Nees and
andrographolide in high-fructose-fat-fed rats. Indian J. Pharmacol. 44, 377.
doi:10.4103/0253-7613.96343
Ravikanth, K., Kanaujia, A., Singh, P., Thakur, D., 2013. Validated RpHplc Method for The
Quantification of Andrographolide in Toxiroak Premix, A Polyherbal Mycotoxin Inhibitor.
Int. J. Pharm. Sci. Res. 4, 2623.
Rukoyah, U., Fidrianny, I., others, 2015. Method Development for Simultaneous Analysis of
Marker Scopoletine, Andrographolide, Quercetin, and Luteolin In Antihypertension Jamu
Formulation Using Rp-Hplc. Int. J. Pharm. Pharm. Sci. 7.
Sajeeb, B.K., Kumar, U., Halder, S., Bachar, S.C., 2015. Identification and Quantification of
Andrographolide from Andrographis paniculata (Burm. f.) Wall. ex Nees by RP-HPLC
Method and Standardization of its Market Preparations. Dhaka Univ. J. Pharm. Sci. 14, 71
78.
Sermkaew, N., Ketjinda, W., Boonme, P., Phadoongsombut, N., Wiwattanapatapee, R., 2013a.
Liquid and solid self-microemulsifying drug delivery systems for improving the oral
bioavailability of andrographolide from a crude extract of Andrographis paniculata. Eur. J.
Pharm. Sci. 50, 459466. doi:10.1016/j.ejps.2013.08.006
Sermkaew, N., Ketjinda, W., Boonme, P., Phadoongsombut, N., Wiwattanapatapee, R., 2013b.
Liquid and solid self-microemulsifying drug delivery systems for improving the oral
ISBN 9786021570425 CHEM-58

bioavailability of andrographolide from a crude extract of Andrographis paniculata. Eur. J.

Pharm. Sci. 50, 459466. doi:10.1016/j.ejps.2013.08.006
Shabir, G.A., 2004. A practical approach to validation of HPLC methods under current good
manufacturing practices. J. Valid. Technol. 10, 210218.
Urban, M.C.C., Mainardes, R.M., Gremio, M.P.D., 2009. Development and validation of HPLC
method for analysis of dexamethasone acetate in microemulsions. Braz. J. Pharm. Sci. 45,
8792.
ISBN 9786021570425 CHEM-59

OC-16
Characterization of Ni/SiO2-ZrO2 Catalyst and Its Activity
for Hydrodeoxygenation of Furfurylidene Acetone
*
Dita Prihartini and Siti Mariyah Ulfa
Department of Chemistry, Faculty of Science, Brawijaya University, dita.prihartini24@gmail.com
Abstract-Ni/SiO2-ZrO2 catalyst with various Ni loading (10 and 20 wt%) were prepared by wet
impregnation method using Ni(NO3)2.6H2O. The activity of catalyst is evaluated for hydrodeoxygenation
reaction of furfurylidene acetone. Isotherm adsorption of Ni/SiO 2-ZrO2 using N2 gas showed the hysteresis
loop at P/P0 = 0.6-1.0, that is, typical for type IV mesopore catalyst. Compared to 20% Ni, 10% Ni/SiO 2-
ZrO2 have larger spesific surface area BET, varied from 17 69 m2/g. According to X-Ray diffraction, the
present of Ni on the catalyst have been detected at 2 = 44.42, 51.73, and 76.26 with miller index (111),
(200), and (202), respectively. Catalytic activity of the catalyst was tasted for hydrodeoxygenation of FAc
and F2Ac using liquid batch reactor. From the preliminary product analysis, the activities of 10% Ni/SiO2-
ZrO2 showed better performance than others. The reaction in 200C for 8 hour lead to the formation of
alkane derivatives identified from Infra Red (IR) spectra at 2923 cm-1 for C-H sp3 streching and at 1402 cm-
1 and 1361 cm-1 for CH2 and CH3 bending.
Keywords: hydrodeoxigenation, Ni/SiO2-ZrO2, furfurylidene acetone, condensation
ISBN 9786021570425 CHEM-60

OC-17
Cyclization of Citronellal over Zeolite Beta and Gamma
Alumina for Production of Isopulegol
*
Elvina Dhiaul Iftitah and Choirun Nisyak
Chemistry Department, Faculty of Science, University of Brawijaya, Jl. Veteran, Malang,

Indonesia, vin_iftitah@ub.ac.id
Abstract-The catalytic cyclization of citronellal was investigated over ZnBr 2/zeolite beta and ZnBr2/gamma
alumina under nitrogen atmosphere without any solvent. Both catalysts showed good activity to produce
isopulegols. The highest cyclization rate for isopulegol of 82.73% selectivity was observed over
ZnBr2/zeolite beta, whereas ZnBr2/gamma alumina showed a lower selectivity of 24.45%. The rate of
cyclization reaction of citronellal strongly depended on the characteristic of surface area of both catalysts
which have to consist of both Lewis and Bronsted acid sites.
Keywords: cyclization, citronellal, zeolite beta, isopulegol
ISBN 9786021570425 CHEM-61

OC-18
Formulation and Evaluation of Topical Microemulsion
from Plantago major Extract with Combination of
Tween80-Span80 as Surfactant and Isopropyl Miristate
as Oil
Oktavia Indrati*, Asih Triastuti, and Erlita Rohana
*Department of Pharmacy, Faculty of Mathematics and Natural Sciences, Universitas Islam

Indonesia, Jalan Kaliurang km 14,5 Yogyakarta, Indonesia, oktavia.indrati@uii.ac.id
Abstract- Plantago major is a plant that has an anti-inflammatory activity. The application of P. major into
inflammed skin requires suitable formulation. Microemulsion is dispersion system which is stable
thermodynamically, has droplet size within 10 100 nm and can increase the drug permeation into skin.
Tween80 and Span80 are surfactants that can combine hydrophilic and lypophilic characteristic between
water phase and oil phase in the microemulsion system. The purpose of this study was to determine the
physical properties and stability of topical microemulsion preparation from extract of P. major with
combination of surfactant Tween80 and Span80. Three formulas of O/W type microemulsion with
combination of surfactant Tween80 and Span80 were made, and designated as F1, F2 and F3. The mixing
of oil and water phase was conducted by adding the oil phase into the water phase gradually while heated in
heater stirrer at 50C. Microemulsion was stored at 4C, 25C, and 40C for 4 weeks and was observed for
its organoleptic, homogeneity, viscosity, pH value and particle size. Particle size test was only performed in
the first week and last week. The results showed that the variations in the ratio of Tween80 and Span80
affected the physical properties and stability of microemulsion. Physical observations during 4 weeks of
storage at low temperature (4C), room temperature (25C), and high temperature (40C) showed that F3 was
the most stable microemulsion.
Keywords: Plantago major, microemulsion, isopropyl miristate, Tween80 and Span80
ISBN 9786021570425 CHEM-62

OC-19
Photoreactivity of the HB(Pz*)3Rh(CO)2 Complex in
Saturated Hydrocarbon Solution: The Reaction Dynamics
of the Si-H bond activation
Agus Abhi Purwoko
Chemistry Education Study Programme, University of Mataram

Lombok, Indonesia, agus_ap@unram.ac.id
Abstract-The photoreactivity of HB(Pz*)3Rh(CO)2 complex, where Pz*= 3,5-dimethylpyrazolil ligand, has

been studied in room-temperature n-pentane solution in the presence of 0.05 M Et3SiH. The IR spectra show
that the decline of CO parent complex at 1980 and 2054 cm-1 is followed by growing bands at 2029 and 2020
cm-1. In light of the photolysis of the parent complex in neat n-pentane solution the feature at 2020 cm-1 is
tentatively assigned to the CO band of the Si-H bond activation product. Upon standing in the dark the 2020
cm-1 increases slightly in contrast with the 2029 cm-1 peak which decreases over time. These observations
raise question whether the intensity increase of the 2020 cm-1 peak occurs unimolecularly resulting from the
isomerization of the C-H bond activation of Et3SiH or bimolecularly as a result of the elimination of the C-H
bond activation of the solvent and subsequent readdition of the Si-H bond of the Et3SiH ligand. To gain more
insight to reaction dynamics of the Si-H bond activation the experimental results are compared to the
photolysis of the complex in neat Et3SiH solution.
Keywords: Si-H bond activation, rhodiumpyrazolildicarbonyl, unimolecular/bimolecular pathway
ISBN 9786021570425 CHEM-63

OC-20
Environment Friendly Organic-based Motorcycle Brake
Product (Brake Shoes)
*
A.A. Alit Tiradi, I Made Nuarsa, and Salman
*
Lecturer of Mechanical Engineering, Engineering Faculty, Mataram University Jl. Majapahit
No. 62 Mataram, NTB, alittriadi@yahoo.co.id
Abstract-All components product of vehicle in the future have to meet friendly environmental regulation in
terms of raw materials and its application as much as possible does not harmful for the living being. The
brake lining product (brake shoes) must also follow these regulations. The aim of this study was to obtain the
environmental friendly brake products that meet the regulation and technical aspects. To achieve the
objective, three series of laboratory works on organic based brake material were conducted. Series-I
consisted of 45% coconut shell, 20% sawdust and 10% coconut fibers. Series-II and Series-III were similar to
that of Series-I in terms of the material used but differ only on their material composition. Series II and III
consisted of 35% and 25% coconut shell, both 20% sawdust, and 20% and 30% coconut fiber respectively.
The adhesive used in all Series was a phenolic resin with a percentage of 25%. The mechanical property test
results showed that the lowest tensile strength of 0,265 MPa was obtained in the specimen Series-II. The
highest tensile strength of 0.588 MPa was obtained in the specimen Series-III. The lowest and the highest
hardness of 43.141 HBN and 97.417 HBN were obtained in Series-II and Series-III, respectively. The lowest
and the highest specimen wear out of 0.022 and 0.04 were found in the specimen Series-III and Series II,
respectively.
Keywords: products, brake lining, mechanical properties, organic based material, environment-friendly
1. Introduction
In general, the brake shoes of motorcycles are made of asbestos and other additional
elements such as SiC, Mn or Co. Based on the manufacturing process, the brake lining of motor
cycle is categorized as the "particulate composite". The reinforced material of this composite
consists of particles that are dispersed uniformly in the matrix as a binder, that thus it helps
performing the desired solid shape of the brake. Through the press process at the same stressing at
the time of sintering, the strength is generated, hardness and friction increases. Heating is carried
out at a temperature ranging between 1300C - 1500C, which lead the material structural is changed
which interparticle are bounded one another. As the result the compacted solid form and strong
matrix are performed.This such fabrication process generates high price of brake lining on the
market.
2. Materials and methods

The material composition such as the poweder of coconut shell and wood, and phenolic
resin as the matrix are crushed and sieved to 60 mesh sieve, to obtain the uniform size. While
coconut fiber cut along 2 mm. All materials are dried then stored in the plastic bags to be prepared
as the materials for specimen tests.
Specimen preparations
Materials were made in three compositions (volume fraction). Composition I: 45% coconut shell,
wood powder 20%, 10% coconut fiber; Composition II: 35% coconut shell, wood powder 20%,
20% coconut fiber; and Composition III: 25% coconut shell, wood powder 20%, 30% coconut
fiber. The used adhesive is a phenolic resin with percentage 25% for all compositions.
Furthermore, the ingredients are mixed and stirred with a stirrer to obtain a perfect mix. The mix is
ISBN 9786021570425 CHEM-64

then inserted into the mold. Then followed by compacting at the load 4 tons for 15 minutes with the
expected thick is 11 mm. The compacted specimen sheets are clamped for 24 hours. Furthermore,
the speciments are heated at 180 C for 3 hours.
Tensile Strength (MPa)

0.6
0.4
0.2 Average
0
I
II
III
Compositions
Figure 1 The tensile strength of three compositions.
Hardness (HBN)
100
90
80
70
60
50
40 Hardness (HBN)
30
20
10
0
Composition I Composition II Composition
III
Figure 2 The hardness valuees of three compositions
The Figure 1 exhibits the tensile strength of the composition III has highest tensile strength
it is 0.588MPa. Likewise the Figure 2, the hardness shows that the composition III has highest
value it is 98.417 HBN. It perhaps is caused by the increasing of coconut fiber composition. The
more the addition of fiber coconut the higher hardness and tensile strength will be.
ISBN 9786021570425 CHEM-65

Wearness (mm3/s)
0.04
0.035
0.03
0.025
0.02
Abrasivities (mm3/s)
0.015
0.01
0.005
0
Composition Composition Composition
I II III
Figure 3. The Wearness values of three compositions
The Figure 3 depicts that smallest wearness is shown at composition III it is 0.022 mm3/s.
It shows that the material composition III has higher hardness than the other composition
ingredients. Small wearnessindicates the material is able to resist the friction. This condition occurs
because of the fiber composition of coconut fiber is dominant in the material. Fiber coconut fiber is
capable of increasing the hardness of organic composite materials.
4. Conclusions
The consclusions of this research are:
1. Composition III had the highest tensile test value it is 0.588 Mpa, the hardness is 97.419 BHN
and the lowest wearness is 0,022mm3/s
2. High tensile strength and hardness and low wearness are obtained by addition of coconut fiber
on the material.
3. Composition III is recommended as the brake lining material.
Acknowledgment
Thanks to the Ministry of Research, Technology and Higher Education through the Directorate
General of Higher Education on the Competitive Grant financed research.
References
Anonymous.(1997). Getting a brake from Landfill, Design News, Proquest Science Journal
Chan, D. Stachowick, GW (2004). Review of automotive brake friction materials. Proceedings of
the Institution of Mechanical Engineers. Sept 2004; 218.9; ProQuest Science Journal
Hwang P, Wu, Jeon, 2009, Thermal-Mechanical Coupled Simulation of a Solid Brake Disc in
Repeated Braking Cycles, Journal of Engineering Tribology, Vol 223.
Mosleh, Mohsen; Khemet, Bomani. A (2006). A Surface Texturing Approach for Cleaner Disc
Brakes; Tribology Transactions; April-Jun 2006; 49, 2; ProQuest Science Journal pg. 279
Maluf, Angeloni, Castro, 2009, Effect of Alloying Elements on Thermal Diffusivity of Gray Cast
Iron Used in Automotif Brake Disks, Journal of Materials Engineering and Performance Vol
18
Richard O, Richter; Brent L. Finley; Dennis J. Paustenbach, Pamela R.D, Wiliams and Patrick J.
Sheehan (2009). An Evaluation of short term exposure of brake mechanics to asbestos
during automotive and truck brake cleaning and machining activities. Journal of Exposure
Science and Environtmental Epidemiology. 458-474
V.S.Aigbodian, U. Akadike, S.B. Hassan; I Asuko; J.O.Agunsove (2010). Development of
Asbestos-FreeBrake Pad Using Bagasse. Tribology in Industry. Volume 32 No. 1; 2010.
ISBN 9786021570425 CHEM-66

OC-21
Optode Biosensor for Hg(II) Based on Immobilised
UreaseBrom Thymol Blue into AlginateChitosan
Dhony Hermanto1,2* , Mudasir2, Dwi Siswanta3, Bambang Kuswandi4
1*
Doctoral Program of Chemistry, Faculty of MIPAUniversity of Gadjah Mada, Yogyakarta,
dhony.hermanto@gmail.com, 2Department of Chemistry, University of Mataram, Jl. Majapahit
No. 62 Mataram 83125 3Department of Chemistry, Faculty of MIPAUniversity of Gadjah Mada,
Yogyakarta, 4Chemo and BioSensor Research Group,School of PharmacyUniversity of Jember,
Jember
AbstractAn optode biosensor for Hg(II) based on immobilised ureasebrom thymol blue (BTB) into
alginatechitosan has been developed. The ureaseBTB was immobilised onto chemically synthesised
alginatechitosan polyelectrolyte membrane by using sol-gel technique. Measurements were performed by
color changeable optode monitoring on the inhibition of urease activity. Temperature and pH as factors that
affect biosensor response ware studied and analytical characteristics of the biosensor were described. The
result indicated that the response of the optode biosensor prepared in good agreement with the reference
method in determination of Hg(II).
Keywords: optode biosensor, urease, BTB, alginatechitosan membrane, Hg(II)
1. Introduction
The accumulation of toxic substances in the environment continuously increases due to diverse
pollutants from the industries. Heavy metal ions are regarded as one of the most toxic substances
affecting the environment (Bontidean et al., 2003). An increasing concentration of mercury as one
of the heavy metals in the environment is a serious problem for human and animal health protection
and production of foodstuffs in many countries around the world (Sures, 2004). These metals have
certain threshold levels for essential functions of living organisms and man, which turn into toxic
actions if the respective tolerance level for the respective organism is exceeded. Due to the high
toxicity caused by the heavy metal ions there is an obvious need to determine them rapidly on site
at trace levels. The present investigation aims at the development and evaluation of a sol-gel based
biosensor for quantitative determination of heavy metals.
In recent years, biosensors are gaining importance as suitable detectors for heavy metal ions.
They prove very promising for environmental monitoring, since the system is simple, rapid and
selective (Lee and Lee, 2002). Several techniques based on atomic absorption spectroscopy (Soylak
et al., 2004), inductively coupled plasma with mass spectrometry (Karami et al., 2004) as well as
electrochemistry (Mikkelsen and Schroder , 2003; Baldo et al., 2004), have been described in the
past. Enzyme inhibition methods based on optode biosensors are commonly used for metal ion
determination at low concentrations (Aminea et al., 2006). Domnguez-Renedo et al. (2009)
developed enzymatic amperometric for the measurement of Hg2+, based on the inhibitory action of
this ion on urease activity. The same enzyme was used by Kuswandi (2003) in the development of
an optical fibre biosensor for determination of various metal ions: Hg(II), Ag(I), Cu(II), Zn(II),
Co(II) and Pb(II).
In last decade, various matrixes used as enzyme immobilisation supports. It is one of the most
important steps in designing of a biosensor Polyelectrolyte complexes (PEC) used as membrane for
enzyme immobilisation, it has been reported that immobilized enzymes retain higher activities than
native enzymes and were stable (Yabuki, 2011). For these reasons, PEC are potentially attractive
materials for applications in biotechnology, including biosensor. Alginate as polyanion and
chitosan as polycation when dissolved in appropriate condition can interact each other through
carboxyl group of alginate and amino group of chitosan (Cruz et al., 2004) and its ionic interactions
are the main interactions inside the network. PEC formed is expected to provide better application
due to their unique structure and properties.
ISBN 9786021570425 CHEM-67

In this work, a simple and fast immobilisation method is described based on chemically
synthesised alginate-chitosan membrane. Thus, urease integrated with BTB has been immobilised
was investigated as an alternative transducer platform for the flow injection optical analysis of Hg2+
ions in aqueous solutions. Temperature and pH as factors that affect biosensor response were
studied and analytical characteristics of the biosensor were described.
2. Methods
The urease used for preparing the biosensor was E.C. 3.5.1.5. from jack beans, Type III, U1500,
272 /g was stored at 40C, sodium alginate was 300400 cp from brown algae, and chitosan was
95% deacetylated from crab shell were purchased from Sigma (St. Lois, USA). Hydrochloride acid
(37%), glacial acetic acid (98%), sodium hydroxide, potassium dihydrogenphosphate (KH2PO4)
and sodium tetraborate (NaB4O710H2O), brom Thymol blue were received from Merck
(Germany). Stock solution of urea (1000 g/mL) was prepared in aqueous solution. Hg(NO3)2,
AgNO3, Cd(Cl)2, CuSO4, Pb(NO3)2 solutions were prepared by appropriate dilution. All other
reagents were analytical grade and were used without further purification. Solutions were prepared
with deionised water.
All the reflectance measurements have been conducted by using an optical fibre spectroscopy
(spectrophotometer model USB 2000, Ocean Optic). A pH meter model IM-20E (TOA Electronic
Ltd.) was employed for all pH measurements.
2. 1. Preparation of Membrane
Membrane was prepared by mixing two polymer solution, chitosan and alginate solutions.
Chitosan solution was obtained from 1 g of chitosan was dispersed into 25 ml distilled water and
then dissolved by adding 5 ml of glacial acetic acid with stirring using a magnetic stirrer to form a
homogeneous mixture. Furthermore, alginate solution was prepared by dissolving 1 g of alginate in
25 ml of distilled water, then the solution was allowed one night. The formed polymer was
complex alginate-chitosan sol-gel.
2. 2. Immobilisation Procedure
PEC membrane alginate-chitosan is used as the supporting material (solid support) for enzyme
immobilisation. Immobilisation of urease-BTB on sol-gel glasses has been performed in three
steps: (i) preparation of sol solution from mixer both polymer of 50 ml alginate-chitosan, 2 ml of
32% HCl, and then added a solution of NaOH 10% (w/v) to obtain a pH = 5.28. Then, the mixture
was stirred until homogenous. (ii) immobilisation of urease-BTB. Here, 3 ml sol, 1 ml phosphate
buffer (pH 6.5) and 3 ml urease in 10 drops BTB was stirred for 4 hours in room temperature.
Afterwards, the sol-gel was transferred to the glass mould with 1 mm dept in order to produce glass
block of sol-gel. (iii) ageing process. Then the glass block was stored at 40C for 24 hours for ageing
process.
2. 3. Measurement Procedure
Urease has been co-immobilised with brom thymol blue (BTB) by entrapment method in
alginatechitosan PEC membrane for determination as optode biosensor development is easily
prepared, stable and a simple method for the determination of Hg(II). The determination of Hg(II)
was based on inhibition of immobilized urease in the presence of the substrate (urea). In the
absence of Hg(II), urea was biocatalytically hydrolysed to yield CO2 and NH4OH. The difference
in the pH changes before and after inhibition was proportional to the number of ions Hg(II) in the
sample solution, was sensed by optode biosensor. In the presence of increasing amount of Hg(II)
and a constant substrate concentration, the activity of the enzyme decrease so that a smaller pH
change occurs and little change in the reflected signal intensity of the sensor were measured using
an optical fibre spectroscopy (USB2000 spectrometer, ocean optic), was integrated with flow
injection analysis (FIA) system. Afterwards, the optode was measured spectrophotometrically at
maximum wavelength. This procedure allowed the absorbance measurements in coloured or turbid
samples, such as riil water samples. Since, in this measurement only the dried reacted optode will
be measured, with un-reacted optode was used as a reference.
ISBN 9786021570425 CHEM-68


The biosensor use urease as a bioselective element. Urease is an enzyme that break carbon-
nitrogen of an amide (in urea) bond to form CO2, NH3 and water, is carried out according to the
Eq.1.
urease
(NH2)2CO + 3 H2O CO2 + 2NH4OH
(1)
The result of this reaction causes a pH change correlated with indicator BTB change from
yellow to green. The color change is described in spectra optical signals change. Furthermore,
inhibition measurements performed by passing Hg(II). In biochemical mechanisms of Hg(II)
toxicity arises from the strong affinity of metal cations to sulfur, so the sulfhydryl group (-SH) are
usually present in the enzyme will be affected and the enzyme cannot work normally. Hg(II)
mercaptide formed by a cluster of sulfhydryl (-SH) of the enzyme, is carried out according to the
Eq. 2.
E SH + Hg2+ E S Hg (2)
Figure 1 shows the spectral of pH indicator (BTB) toward unreacted (a) and reacted biosensor
(b). The optimum wavelength conducted to determine the best operational wavelength biosensors,
determined by measuring the difference in signal intensity before and after reacted with Hg(II). The
signal intensity change when the pH increase in presence of ammonium which is a product of
hydrolysis of urea by urease. It is sensed by the BTB indicator, the color change from yellow to
green leading to a decrease in the reflected signal intensity (at 580,15 nm). This aspect is
particularly important, since the pH working range of pH indicator fits very well with pH changes
associated to the enzyme-substrate based reaction. On the other hand, the plain shape of the pH
indicator allowed easy access for analyte, which in turn, resulted a high sensitivity of indicator to
the net of the pH change. Furthermore, the matrix effects on the pH indicators has been minimized
by using buffer as carrier in order to maintain the stability of sensor response to the change of the
pH that only correlated to the Hg(II) and not to other parameters (physical and chemical factors)
which might change the pH (Kuswandi and Suwandari, 2007).
a
b
Figure 1. Spectra of the pH indicator (a) before interaction and (b) after interaction biosensor
Determination of operating optimum parameters is initial investigation performance for optode

biosensors of Hg(II). Based on scanning of visible wavelength at 400-800 nm, urease-BTB is
immobilized at various pH of 5-8 (Phosphate buffer solution). It is known that the largest intensity
difference between analyte solution and blank solution is obtained at wavelength of 580.15 nm and
pH of 6, meaning that urease membrane-BTB works optimum for detecting hydrolysis reaction of
urea by urease and it is used for further measurement. Optimization of substrate concentration is
needed in order to obtain clearly observed results, was determined by variating concentration
between 10 to 100 mM. Concentration of 75 mM was chosen as the optimum substrate
concentration to determine signal comparator and measure inhibition of heavy metal ions. The
substrate flow rate for 10 minutes produces relatively constant intensity response. By passing
Hg(II) solution for 7 minutes, inhibition of Hg(II) ions has been detected. Working temperature of
enzymatic reaction effect on the blank signal change and inhibition. Room temperature of 25 C is
the optimum temperature enzymatic reaction, therefore it was chosen as the optimum temperature
optode biosensors for the determination of Hg(II) in solution.
ISBN 9786021570425 CHEM-69

By applying the optimised parameters above, the dynamic response to Hg(II) was monitored as
change in the reflected signal intensity at 580,15 nm, when the optode biosensor was performed by
flowing buffer solution, substrates, inhibitors and reactivator alternately with variations of metal
concentration (inhibitor) (Fig. 2). Response curve obtained for different concentration of Hg(II)
shows a linier curve in the concentration range 10500 ppb (Fig. 3), with a regression equation of
%I = 42,424 [Hg (II)] 35,939, detection limit (I10%)= 12.1 ppb for Hg(II), and highly coefficient
of variation (0.86%) (n=3).
Biosensor based on enzyme immobilisation has the advantage could be re-used by reactivation,
flowing 1 mM EDTA solution. Stability or life time of biosensor is seen from decreasing of
enzyme activity due to inhibition for one week period. Beside of inhibition caused by the metal,
immobilized enzyme activity also decreased during its storage. Hence, the immobilised urease was
stored at 40C when it was not in use. On the other hand, biosensor containing immobilized urease
will lost its activity if placed at room temperature. The response reduction of biosensors to urea due
to inibition of heavy metal ions. Re-use of urease biosensor for detection of heavy metal ions is 5
times after reactivated, calculated result show that enzyme activity decreased <10% due to
inhibition, which implies it has a good stability.
Figure 2. Average response curve of inhibited Figure 3. The calibration plot of Hg(II)
Hg(II) urease biosensor with variation of inhibition vs Log Hg(II) concentration.
concentration and is reactivated by EDTA (a) Response curve Hg(II) from 10500 ppb,
Substrate; (b) Heavy metal (c) Reactivation. with the correlation coefficient (r) is 0.9778
(each point was average of three injections).
Method selectivity was determined by adding different amount of the potentially interfering
subtances containing ion that generally find in aquatic environment such as Pb (II), Cu (II), Cd (II)
and Ag (I). Table 1 shows that the obtained relative value of inhibition was very small (<5%),
indicating that ions Pb (II), Cu (II), Cd (II) and Ag (I) were not significant interference. However,
the Ag (I) have a relatively large value compared with other ions, this is because Ag (I) at high
concentrations will affect the inhibition enzyme activity by metals (Azmil et al., 2012).
To evaluate the ability of the optode biosensor prepared to carry out the analysis of aquatic
samples. The standard addition method was used and sample spiking with different amount of
Hg(II) were analysed, as described above. The results of the determination are summarized in
Table 2. The results showed that the developed optode biosensor has the excellent characteristics
for the determination of Hg(II) in aquatic system. Since, the result shown in Table 2 was in good
agreement with reference method using atomic absorption spectrometry (AAS).
ISBN 9786021570425 CHEM-70

4. Conclusion
Urease has been co-immobilised with brom thymol blue (BTB) by entrapment method in
alginatechitosan PEC membrane for determination as optode biosensor development is easily
prepared, stable and a simple method for the determination of Hg(II). In the presence of constant
urease, a color change of BTB from yellow to green and the measured reflected signal intensity at
580.15 nm and pH of 6 could be related to Hg(II) concentration in sample solution. The respon of
optode biosensor has a linear response in range of 10 to 500 ppb, detection limits; (I10%) was 12.1
ppb, and highly coefficient of variation (0.86%). The regeneration has been possible by treatment
with 1mM EDTA solution and reactivation frequency of biosensor was 5 times with measurement
of enzyme inhibition was decreased to 9.94% (<10%). The optode biosensor was applied for the
determination of Hg(II) in aquatic system, which was shown in good agreement with reference
method (AAS).
Acknowledgements
The authors are grateful to the Minister of Research Technology and Dikti, Republic of
Indonesia (Kemenristekdikti) for support of this work.
References
Aminea, Mohammadia H., Bourais I., Palleschi G. (2006). Enzyme Inhibition-Based Biosensors for
Food Safety and Environmental Monitoring. Biosens and Bioelectron, 21, 1405.
Azmi1 N.E., Abdullah J., Ahmad M., Sidek H., Heng L.Y., Rahman S.A. (2012). An Optical Based
Biosensor for The Determination of Ammonium in Aqueous Environment. American Journal
of Analytical Chemistry, 3, 364.
Baldo M.A., Daniele S., Ciani I., Bragato C., Wang J. (2004). Remote Stripping Analysis of Lead
and Copper by A Mercury-Coated Platinum Microelectrode. Electroanalysis, 16, 360.
Bontidean I., Ahlqvist J., Mulchandani A., Chen W., Bae W., Mehra R.K., Mortari A., Csoregi E.
(2003). Novel Synthetic Phytochelatin-Based Capacitive Biosensor for Heavy Metal.
Biosensors and Bioelectronics, 18, 547.
Cruz M.C.P., Sergio P., Ravagnani, P., Fabio M.S., Brogna (2004). Evaluation of The Diffusion
Coefficient for Controlled Release of Oxytetracycline from Alginate/Chitosan/Ethylene
Glycol Microbeads in Simulated Gastrointestinal Environments. Biotechnologi. Appl.
Biochem, 40, 243.
Domnguez-Renedo O., Alonso-Lomillo M.A., Ferreira-Gonalves L., Arcos-Martnez M.J. (2009)
Development of Urease Bades Amperometric Biosensors for The Inhibitive Determination of
Hg (II). Talanta, 79, 1306.
Karami H., Mousavi M.F., Yamini Y., Shamsipur M. (2004). On-line Preconcentration and
Simultaneous Determination of Heavy Metal Ions by Inductively Coupled Plasma-Atomic
Emission Spectrometry. Anal. Chim. Acta, 509, 89.
Kuswandi B. (2003). Simple Optical Fibre Biosensor Based on Immobilised Enzyme for
Monitoring of Trace Heavy Metal Ions. Anal. Bioanal. Chem, 376, 1104.
Kuswandi B. and Suwandari N.W. (2007). A Simple and Sensitive Flow Injection Optical Fibre
Biosensor Based on Immobilised Enzyme for Monitoring of Pesticides. Sensors and
Transducers, 76, 978.
Lee S.M. and Lee W.Y. (2002). Impact of Heavy Metal Ion on Environment and Their Detection
by using Enzyme Biosensor. Bull. Korean Chem. Soc., 23, 1169.
Mikkelsen O. and Schroder K.H. (2003). Amalgam electrodes for electroanalysis. Electroanalysis,
15, 679.
Soylak M., Narin I., Divrikli U., Saracoglu S., Elci L., Dogan M. (2004). Preconcentration-
Separation of Heavy Metal Ions in Environmental Samples by Membrane Filtration-Atomic
Absorption Spectrometry Combination. Anal. Letters, 37, 767.
Sures B. (2004). Environmental Parasitology: Relevancy of Parasites in Monitoring Environmental
Pollution. Trends Parasitol, 20, 170.
Yabuki S. (2011). Polyelectrolyte Complex Membranes for Immobilizing Biomolecules, and Their
Applications to Bio-Analysis: A Review. Analytical Sciences, 27, 695.
ISBN 9786021570425 CHEM-71

OC-22
Selective Method of Gold Recovery by Using Isolated
Humic Acid from Peat Soil
Nurul Ismillayli
Department of Chemistry, University of Mataram, Jl. Majapahit No. 62 Mataram, Indonesia,

phone/fax: 0370-646506, nurulismillayli12@gmail.com
Abstract-Application of humic acid isolated from peat soil for gold recovery from AuCl 4 solution had been
done. Humic acid was isolated from Rawa Pening peat soil by 0.1 M NaOH and purified by 0.1 M HCl/0.3 M
HF based on IHSS method. The isolated humic acid was characterized using FTIR spectroscopy and then
applied for gold recovery by adsorption and reduction of AuCl4 complex. The selectivity was studied by
investigating adsorption behavior in the presence of Cu2+ . FTIR spectra indicated that isolated humic acid
consist of COOH group, phenolic OH, aliphatic hydrocarbon and aromatic ring. The XRD analysis
confirmed that gold particle was formed during the adsorption. The presence of Cu 2+ gave insignificant effect
on adsorption of AuCl4. Thus, use of humic acid can be effectively applied for gold recovery from natural
and industrial processes.
Keywords: humic acid; recovery; gold; AuCl4
1. Introduction
Gold is commonly recovered from mine ore and electronic waste using both highly poisonous
cyanide or mercury amalgamation (Lorenzen, 1995). Though effective, this process cause harm for
human health and environment (White 1985). Since gold usually coexist with copper, it is needed
to recover the gold in high selectivity. A number of reagents solvent extraction, ion exchangers and
adsorbents have been synthesized for this reason (Laatikainen et al., 2005). Although the gold
recover can be done, obtained problem of their safe disposal after use or the preparation of their
original matrix is always important. Therfore, the current tendency of the gold recovery research is
shiftting from synthetic materials to natural materials by using biodegradable polymers such us
chitosan (Peirano et al., 2003), persimmon tannin (Nakajima et al., 2003), and lignin derivatives
(Parajuli et al., 2006) for environment and public health reason.
Nakajima et al. (2003) has been reported that the persimmon tannin gel (PT) could adsorp
large amount of gold from a solution containing hydrogen tetrachloroaurate (III) and reduce it into
Au (0). In fact it has been developed by Parajuli et al. (2007) a gel made of biosorbent Persimon
peel directly (without extract tannin components) for adsorption-reductive Au (III). The structure
of humic acids also contain phenol group as in tannin so it is possible to reduce Au (III).
The objective of this study is to gain further insight into the application of isolated humic acid
as adsorbent for gold recovery from AuCl4- solution. Adsorption selectivity in the presence of Cu2+
were studied because usually gold ions are together with other ions such as Cu2+ which is dominant
ion in waste electrical and electronic equipment. The use of humic acid as adsorbent can reduce ion
precious metals such as Au (III) is expected to be one of the alternatives for the recovery of gold
that are selective and eco-friendly.
2. Methods
Peat soil from Rawa Pening, Ambarawa Central Java was used for humic acid isolation.
chemicals used were all of reagent grade, was prodeced by E. Merck include: NaOH (sodium
hydroxide), HCl (hydrogen chloride), HF (hydrogen fluoride), AgNO3 (silver nitrate) and
CuCl2.2H2O. The standard solution for AuCl4- 1000 ppm used was general-purpose reagent.
deionized water was used for making metal solution and washing. Whatman filter 42, pH paper,
universal buffer solution 4.00 and 7.00 was used for separation and pH adjusment.
ISBN 9786021570425 CHEM-72

The equipment used are Centrifuge (Fisher Scientific Centrific Model 228), shaker (Murius
Instrumenten), a set of filter Buchner and a sieve of 100 mesh (Test Sieve ASTM E11), magnetic
stirrer (Thermolyne Cimarec 2), UV-Vis Spectroscopy (Hitachi U2010, atomic absorption
spectroscopy (Perkin Elmer 5100 PC), FTIR spectroscopy (Shimadzu Prestige-21), X-ray
diffractometer (Rigaku).
Humic acid (HA) used for this study was isolated by the method recommended by the
International Humic Substances Society (IHSS) (http://www.ihss.gatech.edu, 2008). Humic acid
isolated then was characterized using FTIR spectroscopy and XRD. Adsorption study was
conducted in batch experiment: A series of 10 mL solution containing a known amount of AuCl 4
and Cu2+, concentration ratio of AuCl4 : Cu2+ was 4: 1; 1: 1; 2: 5; 1: 5; 1:10 at pH 2 were
equilibrated with 10 mg of humic acid. The slurries were shaken on an over to over shaker at room
temperature for 25 hours. The supernatan and solid residues were separated by centrifugation then
filtered using Whatman filter paper 42. The concentration of AuCl4 in the supernatant solution,
after reaction with humic acid was determined by UV-Vis Spectroscopy, whereas the Cu2+
concentration was measured by atomic absorption spectroscopy. The control solution was used
with same preparation and treatment of sample but without humic acid was added, including their
concentration and pH solutions. The data obtained in batch adsorption studies were also used to
calculated amount of adsorbed metal, distribution ratio and selectivity coefficient as the following
equation:
= (0 ) (1)

= (2)

1
1 = (3)
2 2
Where Q is the amount of adsorbed metals by HA in solution (mg g-1), C0 and Ce are the
concentrations (mg L-1) of the metals in the initial and equilibrium solution after the experiment,
respectively, v (L) is the volume of the solution, m (g) the amount of HA used, D (ml g-1) is
distribution ratio and M1/M2 is selectivity coefficient.

HA was obtained from peat soil of Rawa Pening after separating its humin and fulvic acid then
purifying by using mixed HCl/HF solution to dissolves silica oxide mineral. Based on
interpretation of the FTIR spectra of crude and pure HA in Table 1 can be seen that purification
decreased the ash content, indicated by decrease of SiO stretching in 910 cm-1. Peak at 1383 cm-1
coupled with 1620 cm-1 peak suggests that crude HA has carboxylate groups, presumably because
of the ash content (Takcs and Albert in Ghabbour and Davies, 1999). Intensity of this peak was
decreased, while peak intensity around 1720 cm-1 increased at pure HA spectra due to carboxylate
to carboxylic changes in HA. This is supported by result of ash content determination that
purification decreased ash content from 2.60% to 1.13%. Based on FTIR spectra, HA isolated
containing functional groups of COOH, phenolic OH, aliphatic hydrocarbon and aromatic ring.
Formation of gold particle during the adsorption process of AuCl4 on HA was confirmed with
analysis of X-ray diffraction of the HA before and after interaction with AuCl4, as shown in Figure
1. The amorphous of HA at Figure 4b indicated by width peak, then after interaction with AuCl4
(Figure 4a), its peak is reduced and new sharp peak appeared at 2 = 38, 44, 64 and 77 which is
characteristic peaks of gold particle (Nakajima et al., 2003; Parajuli et al., 2006; Parajuli et at.
2007). These peaks assigned to the adsorption AuCl4 with HA followed by the formation of gold
particle.
ISBN 9786021570425 CHEM-73

Table 1 Interpretation of the FTIR spectra of HA

Spectra of humic
Spectra of humic Spectra of humic
acid after
acids before acids after Vibration Type
1 1 interaction with
purification (cm- ) purification (cm ) - 1
AuCl4 (cm )
3425.58 3410.15 3425.58 OH stretching (alcohols, phenols)
2924.09 2924.09 2924.09 aliphatic C-H stretching
1720.50 1720.50 1720.50 C=O stretching (carboxylic and carbonyl group)
1627.92 1620.21 1627.92 aromatic C=C and asymmetric C=O stretching in
COO groups
1383.02 1373.32 1381.03 OH deformation and C-O stretching in phenols
and COO groups
1226.73 1226.73 1226.73 C-O stretch and OH deformation of COOH groups
1033.85 1095.57 1095.57 C-O stretching (alcohols and polysaccharide)
910,40 - - SiO stretching
532.35-385.76 524.64-447.49 470.63-432.05 metal-humic acid interaction
Figure 1. The XRD pattern of HA (a) after (b) before interaction with AuCl4
Interaction of AuCl4 with HA can be investigated by characterization of FTIR spectra of HA

before and after interaction with AuCl4, is shown at Table 1. There was no significant difference
between vibration of humic acid before and after interaction with AuCl 4, exept shiftting of
absorption peak at 3410.15 cm-1 to 3425.58 cm-1. Generally, the most important characteristic of
reaction between metal ion such us Cu2+ and humic acid, forming a metal ion complex, result in the
disappearence of 1720.50 cm-1 and appearance of new bands at about 1600 cm-1 and 1380 cm-1
(Erdogan et al., 2007). It is means that the interaction of HA with AuCl4 was not through the
formation of metal-ligand complex compounds at COOH functional groups, hence possible
interactions was at phenolic groups. Phenolic -OH group was proved involved in the reduction of
AuCl4 (Parajuli et al 2006; Santosa, 2011; Parajuli et al. 2007). Phenolic -OH group is a hydroxyl
group attached to the aromatic ring, well known that the electron-rich aromatic ring of the
phenolic-OH group has high tendency to oxidise into quinone. However, in the spectra of HA after
interaction with AuCl4, stretching of -C = O quinone at 1690-1655 cm-1 was not appear
(Silverstein, 1981). This is likely due to the overlapping peak of widened C = C aromatic band in
1620.21 cm-1.
The presence of copper in both electrical and electronic equipment waste and ore is possible
effect on interaction of gold with adsorbent. It is needed to investigate the possible influence by
using simulated sample that contain of AuCl4 and Cu2+ in various mole ratio. The solution firstly
analyzed by UV-Vis spectroscopy to determine the possibility complex formation of AuCl 4 with
Cu2+, as shown in Figure 2. The spectra show that the maximum wavelength of solution at various
ratios are fixed, i.e 315 nm wavelength which characterizes AuCl4 spectra. Based on this, the
formation of complex between AuCl4 with Cu2+ did not occur.
ISBN 9786021570425 CHEM-74

Figure 5. UV-Vis spectra of solution containing AuCl4 and Cu2+ in various ratios
Adsorption efficiency of AuCl4 over Cu2+ in various mol ratio of AuCl4 and Cu2+ can be seen
in Figure 3. It shows that the presence of Cu2+ has no significant effect on the adsorption AuCl4.
However, the existence of AuCl4 generally affect the adsorption of Cu2+. Interaction behaviour of
two metals with humic acid was different. Cu2+ ions can form complexes with HA whereas AuCl4
interaction with HA occurs via electrostatic interactions followed by reduction AuCl 4 into Au (0).
It was confirmed with calculated selectivity coefficient data at Tabel 2, showed that HA was
selective to AuCl4 for competitive adsorption of Au3+/Cu2+ with selectivity coefficient, > 1 in
various mole ratio.
100
90
80
70
% [adsorbed metal]
60
50
40
30
20
10
0
4:1 1:1 2:5 1:5 1:10
mol ratio of [AuCl4-] : [Cu2+]
%[AuCl4]adsorbed
Figure 3 Adsorption efficiency of AuCl4 over Cu2+ in various mol ratio of AuCl4 and Cu2+
Table 2 Adsorption competition of AuCl4- over Cu2+

Initial Concentration D (mg g-1)
(mmol/L)
AuCl4- Cu2+ AuCl4- Cu2+
0.175 0.043 847.93 573.53 1.48
0.180 0.172 865.41 77.06 11.23
0.200 0.472 882.44 178.00 4.96
0.215 1.130 894.74 857.11 1.04
0.204 1.860 901.71 374.58 2.41
4. Conclusion
These studies have shown that isolated HA from Rawa Pening peat soil consist of COOH
group, phenolic OH, aliphatic hydrocarbon and aromatic ring with 1.13% ash content. The
presence of Cu2+ gave insignificant effect on adsorption of AuCl4. The XRD analysis confirmed
that Au(0) was formed during the adsorption of AuCl4. Due to its simple and eco-friendly
procedure, humic acid has good prospect for further explored as effective and selective gold
recovery agent.
ISBN 9786021570425 CHEM-75

References
Erdogan, S. Baysal, A. Akba, O. Hamamei, C. (2007). Interaction of Metals with Humic Acid
Isolated from Oxidized Coal. Polish J. of Environ. Stud. 16(5). 671-675.
Laatikainen, M.; Paatero, E. (2005). Gold recovery from chloride solutions with XAD-7:
Competitive adsorption of Fe(III) and Te(IV). Hydrometallurgy. 79. 154-171.
Lorenzen, L. (1995). Some giudelines to the design if a diagnostic leaching experiments.
Minerals Engineering. 299. 247-2256
White, R.T. (1985). Water-Treatment Practice in South African Gold Mines. Journal of the South
African Institute of Mining and Metallurgy. 85. 81-87.
Peirano, F., Flores, J.A., Rodriguez, A., Borja, N.A., Ly. M. and Maldonado, H. (2003). Adsorption
of Gold(III) Ions by Chitosan Biopolymer. Rev. Soc. Quim. 4. 211-221.
Nakajima, A., Ohe, K, Baba Y. and Kijima, T. (2003). Mechanism of Gold Adsorption by
Persimmon Tannin Gel. Anal. Sci. 19.1075-1077.
Parajuli, D., Adhikari, C.R., Kuriyama, M., Kawakita, H., Ohto, K., Inoue, K. and Funaoka, M.
(2006) Selective Recovery of Gold by Novel Lignin-Based Adsorption Gels. Ind. Eng. Chem.
Res. 45(1). 8.
Parajuli, D., Kawakita, H., Inoue, K., Ohto, K. and Kajiama K. (2007). Persimmon Peel Gel for
The Selective Recovery of Gold. Hidrometallurgy. 87. 133-139.
Santosa, S.J., Sudiono S., S., Siswanta D., Kunarti E.K., Dewi S.R. (2011). Mechanism of the
Removal of AuCl4- ions from Aqueous Solution by Means of Peat Soil Humin. Ads. Sci.
Technol. 29(8) 733.
Silverstein, R.M., Bassler, G.C. and Morrill T.C. (1981). Spectrometric Identification of Organic
Compounds 4th edition John Willey & Sons, Inc.
Takcs, M. and Alberts, J.J. (1999). Changes in Chemical Compositian, FTIR and Fluorescence
Spectral Characteristics of Humic Acids in Peat Profiles. (in Ghabbour, E.A and Davies, G.
Understanding Humic Substances The Royal Society of Chemistry. Pp 171-172.
http://www.ihss.gatech.edu/ consulted 20 Dec. 2008.
ISBN 9786021570425 CHEM-76

OC-23
The Idealization of Fatty Acids Ratio (Omega 3 and
Omega 6) in Fish Oil
Erin Ryantin Gunawan*, Sri Seno Handayani, Lely Kurniawati, Murniati, Dedy
Suhendra, and Dina Wahidah Syihab
*
Departemen of Chemistry, Faculty of Mathematic and Science, Universitas Mataram, Jl. Majapahit
No. 62 Mataram, 83125, erinryantin@unram.ac.id
Abstract-The aim of this study is to obtain fish oil that containing essential fatty acids (omega-3 and 6) with
a molar ratio corresponding to the ideal standard of health.Fish oil used in this research is the catfish oil
which extracted from the head and the body. From the result, both of the molar ratio of omega-3 and 6 of
body and head cat fish is 1:1. The ideal molar ratio for omega-3 and 6 is 1 : 2-4. To fulfill the ratio, isolation
using chromatography technique with high analysis speed and sensitivity like HPLC with optimum condition
is required. Results showed the purity of fatty acid is fairly high so that it can be added to the fish oil in order
to obtain the ideal molar ratio.
Keywords: fish oil, molar ratio ideal, omega-3, omega-6, HPLC
1. Introduction
Essential fatty acids are one of the nutrients that are required in the macro number but it
can not be synthesized in the body itself and must be met by the food intake.The term of the
essential fatty acids commonly referred to as omega-3 and omega-6 fatty acids. Some examples of
omega-3 fatty acid are docosahexaenoic acid (DHA), eicosapentaenoic acid (EPA), alpha-linolenic
acid (ALA) and eikosatrienoat acid (ETE). Some examples of omega-6 fatty acid aregamma
linolenic acid (GLA) and linoleic acid (LA). This nutrient has many roles, such as to maintain the
function of cells and tissues (Darmawati dan Yuwono, 2004), regulate of blood pressure, heart
rate, immune function, stimulation of the nervous system, muscle contraction, and wound
healing(Almatsier, 2004).These fatty acids also play a major role in the development of the nervous
system and it can improve memory, learning power and serves as an anti-allergic and very needed
by infants or toddlers to the development of the brain and the body's resistance to disease (Ehrlich,
2008).
The sources of essential fatty acids are from fish with high economic value species such as
salmon, tuna, sardines, herring, and mackerel. So that, supplements are extracted from these
species will have an expensive price (Gunawan, et al, 2014).One type of fish with a low economic
value, widely cultivated and have not been fully utilized, especially the head is catfish (Clarias
sp).According to the research that has been done Gunawan, et.al. (2014), on the head and body of
catfish found fatty acid content of omega-3 and 6 with a certain ratio. The problem is, whether the
fatty acid content of that it meets the intake of essential fatty acids in a balanced compositionwhich
is the ratio range of omega-3 and omega-6 of 1: 2.-4.A disproportionate ratio can lead to changes in
the functions of omega-3 and 6 (Diana, 2012).To fulfill these intake, in this study have been
isolated essential fatty acids in fish oil extracts of catfish (Clarias sp) on the head and body of the
fish.Essential fatty acids obtained from the hydrolysis reaction of fish oil using lipase as an
enzyme catalyst.Isolation of fatty acids have been done with HPLC (High Performance Liquid
Chromatography) instrument.This Instrument has the speed level analysis and high sensitivity if
used in an optimum condition. Moreover, with this instrument, the isolation can be done easily, can
be avoided decomposition or damage to the material being analyzed and the results were better
resolution (Effendy, 2004). The isolation of results will be added to the fish oil to fulfill the ideal
ratio of omega-3 and 6.
ISBN 9786021570425 CHEM-77


The equipment used is glass ware, desiccator, hot plate, micro filter 0.45 m, HPLC, ultrasonic
bath, rotary evaporators, Soxhlet, waterbath shaker, The materials used are catfish, distilled water,
n-hexane pa, lipase, sodium sulfate anhydrous, diethyl ether, standard fish oils, fatty acids
standards, acetonitrile pa
2.1 Extraction of fish oil
Samples or catfish (Clarias sp) has been cleaned and separated between the head and
body.Then the sample had been blended, weighed and wrapped with filter paper. Then, it is
inserted into the soxhlet and add 250 ml of hexane. The extraction process was carried out for 6
hours. The extracted oil has been separated from the solvent using a rotary evaporator at 40 C.
2.2. Enzymatic 78rlenmeyer

The oiil as much as 1 gram was added with 3 mL hexane into the 78rlenmeyer. The mixture is
added with lipase approximately 0.2 grams in 5% distilled water.. Then stir the solution for 24
hours at a temperature of 45 in a water bath shaker.
2.3. Preparatiof of standard and sampel solution

The pure standard used was omega-3 fatty acids, that is DHA, EPA, ETE, ALA and omega-6
fatty acid is GLA and LA.Each of standard is dissolved in hexane at a concentration of 1000 ppm.
They are mixed and the final concentration is 1000 ppm. For the fatty acid sample of the head and
body catfish also dissolved using hexane. Standard solution and each of sample was then filtered
using a micro filter 0.45 m.
2.4. Determination of Optimum Parameter HPLC

Eluent composition
Standard solution (1000 ppm) was injected into the HPLC system at a flow rate of 0.75 mL
/ min and variations of the mobile phase acetonitrile (CH3CN): water (H2O) in the ratio 85: 5 (v /
v); 90: 10 (v / v); and 95: 5 (v / v). Then, retention time is recorded for each of standard on every
injection with the different eluent. The value of the selected resolution is a resolution that has a
value of more than 1.5 (Nikolova, 1997).
Flow Rate
Standard solution (1000 ppm) was injected into the HPLC system at a flow rate variation
of 0.75, 1 and 1.25 ml / min and acetonitrile: water as the mobile phase with optimum ratio that
were acquired prior. Then, the retention time was recorded.
Identification of Essential Fatty Acids

Fatty acids from fish oil hydrolysis is injected into the HPLC instrument using optimum
parameters have been obtained previously .. The retention times of fatty acids compared with
retention times of standard fatty acid. Difference in retention time allowed for peak identification
standards and samples was 0.5. From the results of this will be done isolation for each of fatty acid
.
Enrichment of fish oil
Part of fish oil have not fulfilled ideal ratio of essential fatty acids are added with the
results of isolation.

3.1. Extraction of Fish Oil
The extraction method used is the method soxhletation with n-hexane as a solvent that has a
polarity that is almost similar properties to oil. Soxhletation process is obtained from the oil that is
still mixed with n-hexane so that the necessary to separation between the two using a rotary
evaporator, which is based on the boiling point of the solvent and the pressure that caused the
solvent to evaporate. The temperature used is a temperature below the boiling point of the solvent
ISBN 9786021570425 CHEM-78

at 40 due to n-hexane has a boiling point of 60 .The average percentage of oil content obtained
in the head is 16, 17% and 10.25% weight. The oil content of the head is greater than the parts of
the body. It can be caused due to the content of water is smaller than the head of the body parts.
Constituent parts of the head that consists of bony plates hard as the cranium and contain less water
(Gunawan, et al, 2014)
3.2. Hydrolysis Enzymatic

To obtain the essential fatty acids from fish oil catfish, lipase enzymes have been used as
catalysts for the hydrolysis reaction. By using the enzyme catalysts, the results obtained have
higher purity levels (Haraldson et al., 1997). Some other advantages of the enzymatic process is the
result (yield) is high with the use of a little amount of enzyme and can be used multiple times
(reusability), environmentally friendly, work on the neutral atmosphere and room temperature.
(Suhendra and Gunawan, 2012).
The solvent used in this hydrolysis reaction is a solvent that has a non-polar nature is hexane.
This is because the enzyme has the enzyme active site that was closed by the lid enzyme composed
of tryptophan that is both flexible and non-polar (hydrophobic). Therefore, it takes an organic
solvent which have the nature of a non-polar (hydrophobic), so as to increase the opening of the lid,
thermostability enantioselective and lipase activity (Gupta, 2007).The addition of distilled water to
improve processes catalyzed hydrolysis reaction of lipase. The amount of addition of water at 5%
(v / v) is to form a layer of water molecules that are able to cover the surface of the enzyme.. So
that the lipase can activate the catalytic side and maintain their natural conformation (three
dimensional structure) so that the migration asilester towards the establishment of products with
parameters that increased free fatty acids (Raharja, 2010).From the result of hydrolysis process, the
fatty acid content of 28% heads and 35% in weight.
3.3. Determination of Optimum Parameter HPLC

Eluent composition
Standard fatty acids used are DHA, EPA, ALA, ETE, GLA and linoleic acid at a concentration
of 1000 ppm. After filtering with a 0.45 m micro filter, a standard mixture is injected into the
HPLC instrument with a volume of 20 mL at a flow rate of 0.75 mL / min for 15 minutes. Each
eluent composition of acetonitrile: water used varied with the composition of 85:15 (v / v); 90: 10
(v / v); and 95: 5 (v / v). One example of a chromatogram in determining the composition of the
optimization of the eluent can be seen in the chromatogram in figure 1.
Figure 1. Chromatogram of Standard with eluent 85:15 ml / min and Flow rate
of 0.75 ml / min.
Based on thechromatogram peaks, there are six separate at different retention times. By
viewing retention time of each peak can be calculated the value of resolution (two band / peak can
(21)
be separated from each other) as follows:Rs = 1 , t1 and t2 are the retention time, w1 and w2
(1+2)
2
is the width of the peak of the compounds 1 and 2
The following is table on the calculation obtained by resolution
ISBN 9786021570425 CHEM-79

Table 1 Determination of Optimum eluent

Eluent CH3CN : H2O (v/v) Flow rate Resolution
(ml/min)
85:15 1,7822
90: 10 0,75 3,32
95: 5 1,6889
Good resolution is amounted 1.5 (Harmita, 2006). From the table above, the highest
resolution achieved in the eluent composition of 90:10 (v / v) is equal to 3.32. So that, the optimum
eluent used for the next stage is the eluent composition of 90:10 (v / v).
Flow Rate
The flow rate used is 0.75 ml / min; 1 ml / min, and 1.25 ml / min with eluent optimum use
previously, namely 90: 10 (v / v) and the fatty acid standards injected by 20 mL for 15 minutes.
The following chromatograms obtained.
Figure 2. Chromatogram Standard with eluent of 90: 10 and Flow rate of 0.75 ml / min
The calculation of resolution of flow rate list in the table below.

Flow rate (ml/min) Eluent CH3CN : H2O (v/v) Resolution
0,75 3,32
1 90:10 1,5515
1,25 1,3955
Identification of Essential Fatty Acids

The identification aims to determine the type of essential fatty acids in catfish, both fatty
acids in the head and body. By using the optimum parameters have been obtained previously,
namely the composition of the eluent acetonitrile 90:10 (v / v) and the flow rate of 0.75 mL / min
for 15 minutes.
Figure 3. Chromatogram of Fatty Acids in the head of fish oil
ISBN 9786021570425 CHEM-80

Figure 4. Chromatogram of Fatty Acids in the body of fish oil
Tabel 3. Identification of fatty acids

Fatty acids Retention time Retention Percentage Retention Percentage
Standard (min) timeof Fatty of Area (%) of Fatty of Area (%)
Acids in the Acids in
head of fish the body
oil (min) of fish oil
(min)
ETE (omega-3) 3,051 3,325 27,42 3,193 3,28
ALA (omega-3) 3,924 3,902 10,48 3,906 6,59
EPA (omega-3) 4,831 4,861 8,01 4,831 9,33
GLA (omega-6) 5,869 5,670 19,20 5,607 25,62
LA (omega-6) 6,492 6,846 0,69 6,373 4,55
DHA (omega-3) 9,582 - 9,169 1,54
From the table, we can see the comparison of omega-3 and 6 in the head is 45.91; 19.89or
(2,3 ; 1) and in the body is 20.74; 30.17 or (1 : 1,5). As already mentioned in the beginning, that the
ideal composition for omega-3 and 6 is 1: 2-4. Unfortunately, at the content of essential fatty acids
in head and body of fish has not fulfilled ideal ratio. It is necessary for the isolation of essential
fatty acids and added to the oil to fulfill the ideal composition.
Isolation of Essential Fatty Acids and Enrichment of fish oil

Isolation of fatty acids has the objective to separate the pure fatty acids in fish oil Refers to
the previously identified retention times and peak results are emerging, isolation has been done
manually, with the accommodate a solution that comes out of the hose output. Successful isolation
of fatty acids having an average purity of over 70%. The chromatogram of isolated fatty acids be
able seen in Figure 5..
Figure 5. Chromatogram of isolated fatty acids
The percentage of fatty acid isolation can be seen in the table 4. Not all the fatty acids were
isolated because of the fatty acid content is very small or retention time is almost adjacent to the
retention time of other fatty acids. Isolated omega-3 fatty acids in total of the head is 36.5% and
ISBN 9786021570425 CHEM-81
omega-6 is 12.33%. Meanwhile, the isolated omega-3 in total of fatty acids for the body is 30.64%
and omega-6 is 11.28%.Isolated omega-3 fatty acids have been reported by other researchers it
ranged between 18-24% by using a urea complexation method. (Rashid, 2003).To fulfill ideal ratio
was added 3 parts omega-6 of the head of oil and 2 parts omega-6 of the oil body.
Table 4. Percentage of fatty acid isolation.

Fatty acid Fatty acid isolated from Fatty acid isolated
fish head (%) from fish body (%)
ETE (omega-3) 11,67 11,64
ALA (omega-3) 12,17 12,83
EPA (omega-3) 12,67 6,17
GLA (omega-6) 12,33 11,28
LA (omega-6) - -
DHA (omega-3) - -
4. Conclusion
Based on research that has been done, it can be concluded that
1. The optimum conditions HPLC system for the isolation of essential fatty acids in fish oil extracts
of catfish (Clarias sp) is the eluent composition of acetonitrile: water (90:10 (v / v)) and a flow
rate of 0.75 mL / min.
2. The essential fatty acids in fish oil extracts of catfish can be isolated by the percentage of purity
over 70% using HPLC with optimum conditions.
3. To fulfill the ideal ratio should be added 3 parts omega-6 on the head and 2 parts omega-6 on the
body of the oil catfish.
Acknowledgements
This project was nanced by a grant from Hibah Unggulan Perguruan Tinggi, Scheme Direktorat
Jenderal Penguatan Riset dan Pengembangan Kementerian Riset, Teknologi dan Pendiddikan
Tinggi, Indonesia, 2015.
References
Almatsier S. 2004. Basic Principles of Nutrition. Jakarta: PT Gramedia Pustaka Utama
Darmawati, Asri, dan M. Yuwono. 2004. Determination of Levels of Omega-3 Fatty Acids in Remis
(Corbicula javanica Mousson). Majalah Farmasi Airlangga Vol. 4 No. 3.
Diana, Fivi Melva. 2012. Omega 6. Jurnal Kesehatan Masyarakat. Vol. 7, No.1.
Effendy. 2004. High Performance Liquid Chromatography in Pharmacy.. Digitized by USU
library
Ehrlich, S.D. (2008). Docosahexaenoic acid (DHA), Univ. of Maryland Medical Centre,
http://www.umm.edu/altmed/articles/docosahexaenoic-acid-000300.htm, consulted 20 june
2015
Gunawan, Erin Ryantin dan Dedy Suhendara. 2012. Screening and Analysis of Omega-3 Levels of
Seaweed on the island of Lombok NTB. Molekul, Vol. 7. No. 2. November, 2012: 95 104
Gunawan, Erin Ryantin, Dedy Suhendra, Sri Seno Handayani, Lely Kurniawati, Murniati, dan
Nurhidayanti. 2014, Analysis of Fatty Acids Omega-3 and 6 in S Head and Body of Catfish
oil (Clarias sp) Through Enzymatic Reactions, Prosiding, Seminar nasional Kimia, Unesa,
Surabaya
Gunawan, Erin Ryantin, Dedy Suhendra, Sri Seno Handayani, Lely Kurniawati, Murniati, dan
Nurhidayanti. 2014, Profile content of unsaturated fatty acids in the catfish oil (Clarias Sp)
by esterification and transesterification enzymatically, Chemistry Progress, Vol. 7., No.2, 88-
95
Gupta, K. 2007. Ecological Sceening for Lipolitic Molds and Process Optimization for Lipase
Production from Rhizopus Oryzae KG-5. J App Sci ENV Sanitation 2(2): 35-42.
Haraldsson, G. G., B. Kristinsson, R. Sigurdardottir, G.G Gudmundsson, dan H. Breivik. 1997. The
Preparation of Concentrates of Eicosapentaenoic Acid and Docosahexaenoic Acid by
ISBN 9786021570425 CHEM-82

Lipase-Catalized Transesterification of Fish Oil with Ethanol. J. Am. Oil Chem. Vol.74:
1419-1424.
Harmita. 2006. Physicochemical Analysis.Jakarta: Departeman Farmasi FMIPA Universitas
Indonesia :101-176.
Nikolova, B. 1997. Reverse Phase High Performance Liquid Chromatography : General Principle
and Application to TheAnalysis Fatty Acids and Trigacilglicerols. In: Advanced in Lipids
Methodology- Four pp.193-251.
Raharja, Sapta, Prayoga Suryadarma, dan Teni Oktavia. 2011.Enzymatic Hydrolysis of Fish Oil for
the production of Omega-3 Fatty Acid Using Lipase from Aspergillus niger. Jurnal
Teknologi dan Industri Pangan, vol. 22, No. 1. .Bogor : IPB..
Rasyid, A. 2003. Omega 3 Fatty Acids from Fish Oil.Oseania, XXVIII (3):11-16)
Suhendra, Dedy dan Erin Ryantin Gunawan. 2012 Synthesis of Hidroksamik fatty acids of coconut
oil Using Lipase as Catalyst., Jurnal Natur Indonesia, Vol.14, No.2. 160-164
ISBN 9786021570425 CHEM-83

OC-24
Kinetics Study on the Desorption of Some Metal Ions
from Mercapto Silica Hybrid Adsorben by Thiourea
Solution
Saprini Hamdiani
Departement of Chemistry, Faculty of Mathematic and Natural Science, University of Mataram,

saprini_hamdiani@yahoo.com
Abstract-Desorption kinetics study of Au(III), Ni(II), Cu(II) ions desorption from mercapto silica hybrid
(MSH) adsorben by thiourea solution has been performed. Desorption kinetics are determined by desorption
static system (batch) with variation of time. The amount of the desorbed metals ions is quantified by the
difference in metals concentration before and after adsorption analyzed by atomic absorption spectroscopy
(AAS). The data showed, desorption gold ions in MSH with a solution of thiourea-HCl has been going
perfectly within 24 hours. For desorption that compete with Cu, gold ions desorbed as much as 89.37%,
while Au(III) compete with Ni, entire gold ion desorbed, and while compete with Cu,Ni, Au (III) which
desorbed 50.87%. MSH interaction with gold ion tends to follow the pattern of reaction kinetics pseudo-
-1 -1
second-order with rate constant (k) =1.4 x 10-4g mg min .
Keywords: desorption, kinetics, gold, mercapto, silica, pseudo-second-order
ISBN 9786021570425 CHEM-84

OC-25
The Potential of Putat (Barringtonia racemosa (L.)
Spreng) Seeds as Source of Raw Materials for the
Bioethanol Production
*
Sri Seno Handayani, Murniati, Lely Kurniawati, and Muslihatun
Program Studi Kimia, FMIPA, Universitas Mataram, ninikhandayani09@gmail.com
Abstract-The either of source energy be able to restored a source of biological can be able to process into
the fuel that is good for environment as bioethanol. This study tries to produce bioethanol from Putat
(Barringtonia racemosa (L.) Spreng) seeds thats calculated contain carbohydrates that are potential as an
alternative raw material for bioethanol production. Bioethanol Production has been made from putat seeds
with several steps, those are sample preparation , hydrolysis by hydrochloric acid, fermentation with yeast
(Saccharomyces cereviceae), distillation , and measurement of ethanol concentration by GC-MS.
According to results of analyzed with GC-MS, procured of peaks to was indicated ethanol compound as
percentations large areas is 100%.
Keywords: putat, Barringtonia racemosa (L.) Spreng, bioethanol
ISBN 9786021570425 CHEM-85

OC-26
Potential Tannase in Gallic Acid Production Using Local
Fruits Waste
Eka Junaidi* and Yunita Arian Sani Anwar
*
Chemistry Education Program, Mataram University, Jl. Majapahit 62 Mataram, 83125,
xjuned@yahoo.com
Abstract-Tannase is hydrolytic enzyme with tannin as substrate. This enzyme plays an important role in the
food industry and medicine. In the food industry, this enzyme is used in the manufacture of juices, wines and
instant tea. Tannase ability to hydrolyze tannins can be used to generate gallic acid waste from local fruits
that contain a lot of tannins. Gallic acid is a compound that can be used as raw material for pharmaceuticals,
especially as an antioxidant and antibacterial. However, several factors need to be studied include the
concentration of enzymes and enzymatic reaction time to generate gallic acid with the optimal amount.
Keywords: tannase, Gallic acid, tannin, local fruit waste
ISBN 9786021570425 CHEM-86

OCE-01
Fostering Students Creativity Using Natural Product
Laboratory
Aliefman Hakim1* and A. Wahab Jufri2

1
Study Program of Chemistry Education, Faculty of Teacher Training and Education, Universitas
Mataram, Aliefmanhakim27@gmail.com.
2)
Study Program of Biology Education, Faculty of Teacher Training and Education, Universitas
Mataram
Abstract-Natural product laboratory is important for undergraduate students from many different disciplines
including chemistry education, chemistry, pharmacy, and medicine. Natural product laboratory provides
opportunities for students to isolate secondary metabolites from plants. In this laboratory the students can
undertake the project to isolate secondary metabolites with activities consisting of proposalswriting, proposal
presentation, laboratory implementation, results analysis and reportwriting, laboratory results presentation,
and laboratory evaluation. These activities are potential for enriching the student creativity by fostering skills
ofsecondary metabolites extraction, fractionation, purification, and structural elucidation.
Keywords: natural product laboratory, creativity, undergraduate student
1. Introduction
Strategies to assess the natural materials from plants through the process of isolation has
resulted in many compounds from Indonesian native plantsuch as artoindonesianin A, B, C
(Hakim, et al., 1999; Makmur, et al., 2000).These compounds are flavonoid derivatives. The
prenylation on C-3 gives a lot of modifications to these coumpounds. Compound 1 is prenylated by
geranyl isoprenoid at C-8 and by prenyl at C-3 and C-6.Compound 2 is prenylated by prenyl at C-3 and
C-6, andcompound 3 is prenylated by prenyl at C-3 and C-8.
OH
O COOMe
HO OH OH
H3CO O O O
O O O
O
OOH
OH O OH O
OH O
(1) (2) (3)
Figure 1. Secondary Metabolites from Indonesian Plants
Starting plant material secondary metabolites are isolated by the extraction, fractionation,
purification, and characterizationaccordinginto Figure 2. These strategies can also be used to obtain
secondary metabolites from various plants in other countries.
Isolation of secondary metabolites from various plant species provides an opportunity for
students to find evidence to support the conceptpolar compounds will be soluble in polar solvents
and nonpolar compounds will be dissolved in nonpolar solvents, or to connect new concepts with
the students knowledge to rationalize various phenomena such as the various properties of plants
that can be used by humans for treatment. Efficacy of these plants relate to levels of the chemical
content in the plants.These activities are potential for enriching the student creativity by fostering
skills as extraction, fractionation, purification, and structural elucidation of secondary metabolites.
ISBN 9786021570425 CHEM-87

Figure 2. General Stages of Isolation of Secondary Metabolites
2. Creativity
Creativity is needed by students to succeed in overcoming the challenges of everyday life.
Definition of creativity known as the 4P: Person, Process, Press and Product (Santanen, et al.,
2002). Creativity as a person attribute studied the differences creativity in the population
(Santanen, et al., 2002). There are two approaches to study the person dimension in the theory of
creativity. First, nature theory predicts the creativity that is endowed with certain mental abilities
and attitudes. Nature theory examine the correlation between creative people and personal attitudes,
lifetime achievement, specific skills, intelligence, and personality. Second, psychometric teory
attempt to measure the ability of the particular nature of the theory predicted correlated with
creative people (Conover, 2013).
Process attributes of creativity as a way of thinking and learning stages in the process of
creative thinking (Santanen, et al., 2002). Many models of learning developed to enhance the
creative process. Indicators of creative thinking consists of fluency, flexibility, originality and
elaboration (Guilford, 1977). Press attributes of creativity as an interaction between humans and
their environment as well as the study of how a person reacts to special situations (Santanen, et al.,
2002). In this context, social interaction, motivation, challenge existence, autonomy, access to
resources, and organizational support needed for creativity emerge in the workplace. Environment
affects the creativity (Miller, 1993). Creating an enabling environment has a social or professional
climate effort to foster creativity. Product attributes of creativity as a study of the nature of the
product and cause of creative products becomes different from the usual product (Santanen, et al.,
2002). Indicators of creative products consists of novelty, adaptive to the reality, reach some goal,
rare, unusual, fit the situation, change constraints and boundaries of the situation (Santanen, et al.,
2002).
Sumalee, et al., (2012) reveals that creativity can be developed through constructivist learning.
This is consistent with the results of Dyers, et al. (2011) which states that 2/3 of creativity abilities
gained through education, and 1/3 of creativity abilities gained from genetic.
ISBN 9786021570425 CHEM-88

3. Discussion and Conclusion

Researchers have found that laboratory activity has potency for enriching the formation of
chemitry concepts by fostering creativity (Henary, et al., 2015). Indonesia is known to have abundant
natural resources (Shabuddin, et al., 2006). These Indonesian abundant natural resources can be used
in natural product chemistry laboratory, but the fact in Indonesia the natural product chemistry
course is not supported by laboratory activities. Accordingly, this paper discussedalternative of
natural product laboratory.
Some universities in Indonesia use a traditional laboratory instruction. Researchers state that
traditional laboratory can not develop high order thinking skill (Domin, et al, 1999). In traditional,
laboratory instruction demand the studentsto follow the specific procedures to collect data without
any opportunity to think about what they do. Thus, students creativity often does not involved in
traditional laboratory activities.
Accepting the skepticism about the traditional laboratory, this research proposes a natural
product laboratorythat accommodate a project-based learning and problem based learning in a
natural product chemistry course. The proposed activities consists of proposal writing, proposal
presentation, laboratory implementation, results analysis and reportwriting, laboratory results
presentation, and laboratory evaluation.The proposed activities are not of the inquiry type because
the outcome is predetermined by the students in laboratory activities proposal that had been
developed earlier. This laboratoryactivities also give the student more responsibility to isolate the
pure compound from plant samples.
Many arguments from the literature support the proposed laboratory activities (Gunstone, et al,
1990; Baird, et al., 1990). Personal constructivism (Piaget) and social-cultural constructivism
(Vygotsky) are relevant with these activities. In the proposed activitiesstudents will test the new
concept with their knowledge. For example, when students were exposed to a problem,
theywouldcreatea hypothesis. Then, they were testedthe hypotheses through laboratory activities. If the
hypothesis is not appropriate with the laboratory activities results, the students will run into cognitive
conflict and change their cognitive structure. Subsequently, the students improved the understanding of
learned concepts.
In the proposed activities, students actively construct their knowledge. Students are looking
forsolutions to solve the problems encountered in the isolation of secondary metabolites.This
process is assisted by interactions with peers and the lecturer. These activities are potential for
enriching the student creativity by fostering skills as extraction, fractionation, purification, and
structural elucidation of secondary metabolites.
Acknowledgements
We wish to thank Penelitian Strategis Nasional-Dikti, Kementerin Riset, Teknologi, dan
Pendidikan Tinggi for financial support of this research.
References
Baird, J. R. 1990. In The Student Laboratory and the Science Curriculum;Hegarty-Hazel, E., Ed.;
Routledge: London.
Conover, W. (2013). Review of The Aha! Moment: A Scientists Take on Creativity. Journal
Chemical Education.90, (8), 957957.
Domin, D. S. (1999). A review of laboratory instruction styles. Journal of Chemical Education. 76,
(4), 543-547.
Dyers, J.H. et al., (2011). Innovators DNA. Harvard Business Review, USA.
Gunstone, R. F., Champagne, A. B. 1990. In The Student Laboratoryand the Science Curriculum;
Hegarty-Hazel, E., Ed.;Routledge: London.
Guilford, J.P. (1977). Way Beyond the IQ. Buffalo. Creative Learning Press.
Hakim, E. H., Fahriyati, A., Kau, M. S., Achmad, S. A., Makmur, L., Ghisalberti, E. L., and
Nomura, T. Artoindonesianins A and B, two new prenylated flavones from the root bark of
Artocarpus champeden. J. Nat. Prod.1999, 62 (4), 613615.
Henary, M., Owens, E. A., and Tawney, J.G. (2015), Creative Report Writing in Undergraduate
Organic Chemistry Laboratory Inspires Nonmajors. J. Chem. Educ., 92 (1), pp 9095.
ISBN 9786021570425 CHEM-89

Makmur, L., Syamsurizal, Tukiran, Achmad, S. A., Aimi, N., Hakim, E. H., Kitajima, M., and
Takayama H. Artoindonesianin C, A New Xanthone Derivative from Artocarpus
teysmanii. J. Nat. Prod.2000, 63(2), 243244.
Miller, T. L. (1993). Demonstration-exploration-discussion: Teaching chemistry with discovery
and creativity. Journal Chemical Education.70, (3), 187-191.
Santanen, E. L., Briggs, R. O., &de Vreede G.J. (2002). Toward an Understanding of Creative
Solution Generation. Proceedings of the 35th Hawaii International Conference on System
Sciences.
Shabuddin, Hidayat, P., Noerdjito, W. A., Manuwoto, S. Review: Penelitian Biodiversitas Serangga di
Indonesia: Kumbang koprofagus (Coleoptera: Scarabaeidae) dan Perannya dalam Ekosistem.
Biodiversitas 2006, 6(2), 141-146.
Sumalee, C., Samat C, & Kanjug I. (2012). The Learner's Creative Thinking Learning with
Learning Innovation to Encourage Human Thinking. Europan Journal of Social Sciences.
28, (2), 210-216.
ISBN 9786021570425 CHEM-90

OCE-02
Designing a Learning Environment of Science Education
Based on PISA for Student and Teachers: Chemistry
Content
Hartono1*, Effendi1, Rahmi Susanti1, Riyanto1, Ismet1, Sardianto Markos
Siahaan1, Zulkardi1, Ratu Ilma Indra Putri1, Maarten Dolk2, Harrie Eijkelhof2*
1*
Sriwijaya University, FKIP Kampus Unsri Indralaya, Indonesia, hartonosains@yahoo.co.id
2
Utrecht University, Domplein 29, 3512 JE Utrecht, Netherlands
Abstract-This research aimed to produce designed learning environment of chemistry content based on
PISA framework at the secondary school level to support student and teacher in science learning.
Development research was chosen to achieve the aims of the research. The research involved forty-two
students of first semester Physics Education Program who took Basic Chemistry course. The result of
teaching showed that learning environment can stimulate students to establish high reasoning to solve
problem. Based on both observation and evaluation process during learning, the students have high activities
namely (1) to raise hands to explain of their work results in front of class, (2) to engage in class discussion
and have good communication skills, (3) to learn for hearing and analyzing of student explanation, and (4) to
learn for changing both concepts and ways in learning science.
Keywords: development research, Basic Chemistry, PISA
1. Introduction
In 2012 Indonesian PISA rank for science was 64 from 65 countries referred as Web 1.
Education acheivement in the world can rise national competiveness globally, in other hand, 20%
for education budget. The PISA rank gives reflection toward teaching and learning process
especially in evaluation process. Both teachers and students should be introduced to PISA
modelitem test. Reading scientific literacy and scientific argumentation are important. Several
studies have been done related PISA such as Tai (2014) stated that using online environment of
teaching and learning process that facilitate their students to complement argumentation instruction
and organizing argumentation activities focussed on related topics may be potential direction to
consider for improving students PISA scientific competencies. Futhermore, Lavonen and
Laaksonen (2009) concluded that in Finland, teacher demontration, practical work and posibility
for student to draw conclusions gave good factors to increase high results for PISA science
performance. It meas thatteaching modelswhich arebased on experiences and studies that were
conducted in successed country for PISA may be implemented in Indonesian schools context.
A learning environment is an important thing for students. The learning environment refers
to condition where students can engaging. Stimulating, and enriching learning environment to grow
and thrive. In order to achieve this type of rich environemnt, effective teachers establish and
communicate guidelines for expected behavior, monitor students behavior, keep students on task,
and infuse humor, care, and respect into the classrom interactions, so as to develop a climate that is
conducive to students learning. As a result, research has indicated that a positive learning
environment can shape students outcomes in cognitive, motivational, emotional, and behavioral
domains.
In this research, a learning environment of science education based on PISA of chemistry
contents for studentsand teachers have been developed in order to introducePISA to student and
teacher. The problem of this research is what characteristics of activities are able to make
Indonesian studentsand teachers successfully familiar with the nature of the PISA scientific
literacy programme and PISA test items. The aim of the research is to createPISAbasedscience
learning environment to understanding science concepts in Indonesian context. Result of the
research will be usefull as a model for teaching strategy in introducing PISA to students and
teachers of university level.
ISBN 9786021570425 CHEM-91

2. Method
The research used development research to create a learning environment by several
activities such as analyze, design and produce teaching materials, and evaluation. On the First
stage, several analyses were conducted at national item tests, framework of PISA, and sillaby of
general chemistry. The Second stage is designing the test by modifying PISA item tests and
ajusting them with Indonesian contexts. Futhermore, teaching materials were such as student
worsheets and PISA like item tests are produced. Finally, there were stages of evaluation as self
evaluation, expert review, one to one test, small group test, and field test. The research was
conducted in odd semester 2014/2015 and involved first semester students who took general
chemistry in Physics Program Study both in Palembang and Indralaya classes.

Analysis of national item tests for secondary school, PISA item test, and sillaby were done.
First, basically national item tests for secondary school is different with PISA test. The national
item tests focusses on whether students understand, implement, and use the concepts. Unlike PISA
tests, students challenge to understand phenomenon and get problems from those then give
solutions in order to answer the problem using certain concepts. Second, framework PISA is
important to learn the relationship to introduce PISA to students. As figure 1 bellow, science
framework of PISA 2015 showed that competencies are central of framework which indicate that
15 years old students should be able to explain, evaluate/design, and interpret regarding
phenomena, do scientific enquiry, and analyze data and evidence scientifically. In relation to the
competencies, contest, knowledge and attitudes are needed integrately to enhance students
understanding science in general. Third, Sillaby of general chemisry for Physics Program Study has
been revised for 1 through 3meeting. The meetings were modified on contexts, worksheets, item
tests, and learning processes to fasilitate students PISA based learning.
Figure 1. PISA Science Framework 2015 (Referred as Web 2)
Designing learning environment and producing teaching materials involved in biology,

physics and chemistry education field faculty members team. Learning environment were
designedtochalange the students to come up with their argumentation/reasoning. A lecturer began
lesson with a phenomena in scientific literacy and asked students to raise questions/responds.
Futermore, students in small groups discussed to solve problems at students worksheet and each
groups was responsible for presenting their results in front of class. At the end of class, lecturer
concluded the lesson. Teaching materials created are students PISA like worksheets and item tests.
ISBN 9786021570425 CHEM-92

First, the research built a learning environment beginning with a model of teaching that
fasilitates students and teachers to solve problems with own their thinking (Zulkardi et al., 2014).
Stages of learning include (1) orientate toward problems/topics, (2) organize students, (3) guide to
investigate, (4) develop results and presentate, and (5) analyze and evaluate processess. Lang and
Evans (2006) stated that problem based learning is any learning situastion in which the problem
drives the learning. Students discover that they need the information or skills to solve a problems.
The states are relevant with the research that began the learning with orientation toward the
scientific problems.
Second, the research developed Indonesian context teaching. The problem is designed to be
similar with PISA item tests such as;
RING OF FIRE
Figure 2. The Volcano
Indonesia is an archipelago located in the Pacific rings of fire, therefore, active

volcanoes are still found, one of which is Mount Sinabung. Sinabung eruptions
caused buildingsdamage, while larvae and volcanic ash impact on the lives of
plants and animals that live in the surrounding area. Phenomenon that could be
found from the eruption of Mount Sinabung include crop yields declined or failed
crops, dying animals and plants, less oxygen availability so people around need
to use a mask, poisoning gases that are emitted by the mountain and and acidrain.
Problem:
Volcanic earthquakes were accompanied by rain, rain water is usually acidic.
Explain why it could be happen!
Students tried to solve the problems in small groups with their own thinking and also to colect data
from several resources as gadgets, computers with internet connection, and books as well. The
student activities were shown by Figure 3 bellow. They discussed problems and the solutions in a
worksheet. These learning environment gave students awareness toward classroom environment so
they could learn democracy in group and value of respecting each other.
Figure 3. The Student-Teacher Activities
ISBN 9786021570425 CHEM-93

Student presentation was an important thing from the learning environment (Figure 4). A
little debate was occured while the group presentated their work results. The group in charge for
presentation explained their work in front of classroom. They compared their own result each
others and the result might be different things. So, lecturer rolein the discussion was important to
decide whether student answered right or mistake. Example of students answer was the presence
of water vapor contained in around mountains would react with gas of sulfur dioxide then produced
sulfurous acid and sulfuric acid that soluted in rain water. Several groups debated with the
products. The student presentation would make class to be active in terms of raising hands to
answer questions and making argumentation. Beside that, almost all the students are involved the
class and learn by showingtheir communication skill. They bravelydelivered their work to the class.
Figure 4. Class Discussion
Other students learn how to be a good listener. At the end of learning, the students changed
their concepts if they were in wrong concept. The lecturer gave final conclusions. So, They knew
whether their concept right or wrong. The way of science learning have been practised and
experienced science is positively different and hopely they will teach science by the same way in
the future.
4. Conclusion
Designing of a learning environment have been done by implementing model of problem
based learning at general chemistry course on Undergratuate of Physics Education Program both in
Indralaya and Palembang classes. The product of a learning environment was not only model of
problem based learning but also students worksheet. The learning environment was able to
enhance students learning processes and also introduce PISA like item test with Indonesian context
to student-teacher.
Acknowledgements
The funding research here was supported by Faculty of Teacher Training and Education
Sriwijaya University under grant international collaboration research. The author also greatly
appreciates Prof. Harrie Eijkelhof who gave avaluable suggestions of PISA item tests and journal
resources.
References
Lang, HR & Evans DN. (2006). Models, Strategies and Methods for Effective Teaching.
Boston: Pearson Education. Inc.
Lavonen, J. & Laaksonen, S. (2009). Context of Teaching and Learning School Science in Finland:
Reflection on PISA 2006 Results. Journal of Research in Science Teaching, 49(8): 922--
944.
Tsai, Chun-Yen.(2014). Improving Students PISA Scientific Competencies Through On Online
Argumentation. International Journal of Science Education, 37(2): 119.
Zulkardi, Putri, RII, Hartono, Susanti, R., Riyanto, Siahaan, SM, Nawawi E., and Ismet. (2014).
Designing a Learning Environment on Mathematics and Science Education Based on
PISA for Indonesian Student-Teacher. Research Report. Indralaya: FKIP Sriwijaya
University.
Web sites
ISBN 9786021570425 CHEM-94

Web 1: http://www.kompasiana.com/siswa-indonesia-peringkat-64-dari-65-negaratapi-paling-
bahagia-di-dunia consulted 5Dec. 2013.
Web 2:
http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Science%20Framewor
k%20.pdf consulted 18 Sept. 2014.
ISBN 9786021570425 CHEM-95

OCE-03
Implementation of Guided Discovery Strategy to Improve
the Quality of Learning in Basic Chemistry I Course
Desi
Chemistry Education, Sriwijaya University, Palembang-Prabumulih Street KM. 32 Indralaya, Ogan

Ilir, Indonesia
Abstract-This action research aims to improve the quality of learning in Basic Chemistry I seen from the
increase in student activity, motivation, learning outcomes and their opinion on the implementation of guided
discovery learning strategy. This study uses a classroom action research design which was conducted in two
cycles. Each cycle consists of planning, action, observation, evaluation, analysis and reflection. Instruments
used in this research were observation sheet, which was used to record the activity of students during learning
process, questionnaires and interview sheet were used to determine the activity, motivation and students
opinion against learning models that have been applied, and test is used to determine the students learning
outcomes. The results showed that the learning outcomes of students in cycle I and II respectively are 7.19
1.17 and 7.90 1.16, motivation score is 3.80in the first cycle and 4.09 in the second cycle, as well as the the
activity score of students is 3.42 in the first cycle and 3.76 in the second cycle. In addition, students found
that this model can improve their participation during learning process in the classroom as well as increasing
efforts to study independently at home. Based on the findings obtained, it can be concluded that the
implementation of guided discovery learning model can improve student activity, motivation, and learning
outcomes as well as changing students attitudes from passive to active learning.
Keywords: guided discovery strategy, students activity, learning outcomes, motivation
ISBN 9786021570425 CHEM-96

OCE-04
A Reality-based Chemistry Learning Model to Foster
Critical Thinking Skill of Pre-Service Chemistry Teacher
Burhanuddin
Lecturer at Chemistry Education Study Program - University of Mataram,

Postgraduate student at Postgraduate Program State University of Surabaya,
burhanms59@gmail.com
Abstract-Chemists especially those who involve in chemistry education have stated that most students
face difficulties in learning of chemistry. The problem raising based on the facts that many subjects in
chemistry are more complex and abstract. High school chemistry teachers as well as lectures in graduate
level also stated that they face a constraint in teaching chemistry. Furthermore, most students also feel
that chemistry is a difficult subject and does not have a link with everyday-life. Based on these facts,
many students feel that learning chemistry is useless and boring. In order to handle the problem, a reality
based chemistry learning model is offered. This chemistry learning model is developed based on
tetrahedral chemistry education model, application-led approach, and writing assignment. Two main
purposes for this model are to improve students conceptual understanding and to develop students
critical thinking skill. The level of conceptual understanding and the critical thinking skill will be shown
in a short writing assignment of student at the end of learning process. Conceptual understanding means
that the student will know better how to answer and explain the questions in related material subject and
critical thinking skill is the ability of student to show their skill in analysis, evaluation and inference when
they answer every related problem. How the model is applied in class follows a five phase syntax, that is
orientation phase, verification phase, formulation phase, evaluation phase, and report writing phase. At
the end of learning process, every student has to have a writing report to show their ability in conceptual
understanding and their skill in application of analysis, evaluation or inference as an indicator of critical
thinking skill.
Keywords:tetrahedral, application-led approach, writing assignment, critical thinking skill, reality-based

chemistry
1. Introduction
A meaningful learning means that students should understand what they have learned and
then can apply it, not only memorizing. In order to support these goals, a student-centered learning
environment is needed to give students an opportunity in strengthen their conceptual, procedural,
metacognition knowledge and some other cognition processes and also to induce their motivation.
Zohar (2004) stated that in order to increase student understanding in chemistry, a more thinking-
centered learningis needed. When chemistry students can act as active thinkers, their motivation to
learn chemistry will increase and this can be shown by their level of understanding in chemistry
concepts.
Critical thinking as a cognitive skill is a convergent thinking that in line with rational,
systematic and appropriate thought in accordance with logic and scientific reasons to solve a
problem (Lau, 2011; Baker & Rudd, 2011). Furthermore, Ennis (1987) stated that critical thinking
is a rational-reflective thought by focusing to problems to reach a valid conclusion. In addition,
critical thinking also means an ability to analyze critically phenomena and arguments based on
currently scientific knowledge and facts to decide the best explanation among some other models
and explanations. Lang and Evans (2006) pointed out that critical thinking is a skill and not using a
mechanistic thought in all occasions.
Zoller & Pushkin (2007) pronounced that a learning using critical thinking will be able to
increase an academic achievement and students will have an ability to solve problems in other
situations even after school. The Committee for the Assessment of Student Learning di Henry Ford
Community College (HFCC, 2010) has applied three indicators to evaluate the critical thinking,
namely analysis, evaluation, and inference. Analysis means an ability to solve something in its
parts and then can identify among the parts, while evaluation means an ability to differ some
arguments or to hold a different point of view between a strong and relevant problem and a weak
ISBN 9786021570425 CHEM-97

and irrelevant one in a specific question or issue. Inference means an ability to decide the best one
to reach a conclusion by investigate an individual case, then can differ among some evidences from
some resources (HFCC, 2010).
Based on these explanations, it can be stated that an application of critical thinking is
efforts to get values, usefulness and validity of something according to valid principles. Applying a
critical thinking in learning means avoiding mistakes in making a conclusion, increasing an
understanding, and showing an ability to solve a problem efficiently in different situations and
occasions especially in everyday-life.
A reality-based chemistry learning model is a developing learning model based on three
approaches in chemistry learning, that are tetrahedralchemistry education metaphore model,
application-led approach and writing assignment. The developing model is emphasizing on how the
phenomena of using chemistry products and its process in students everyday-life that suitable for
learning chemistry matter. The problem of this model is how to increase student conceptual
understanding in chemistry and how to foster student critical thinking skill through the learning of
the chemistry subject.
2. Research Method
This research is a developmental research, means that a systematic study of designing,
developing, and evaluation instructional programs, process, and product that must meet criteria of
internal consistency and effectiveness. The developmental model in this research is based on the
educational development model of Plomp (2007), that comprise of five phases. The phasesare
preliminary investigation phase, designing phase, realization/construction phase, test phase,
evaluation and revision phase, and the implementation phase.
In developing the learning model that would fulfill criteria of validity, practical and
effectiveness, a set of learning material and instrumentation are also developed. The developmental
of a learning set refers to the effort to get a practical and effective learning model when it
implement through an experiment in classroom, and the developing of instrumentation means to
collect data for analysis to proof that the model is a valid, practice and effective learning model. To
do this development of learning model, a set of learning material and its instrument is created
simultaneously. That means that when there is some aspects in learning model would be revised.
Beside, the learning material and its instrument would also be revised.
Developing the Reality-Based Chemistry Learning Model

Chemistry in molecular level is a fundamental discipline that plays an important role in the
human life. The challenge for most students in high school as well as in first year of undergraduate
and college in learning chemistry is a low motivation that caused by two things. Firstly, student
fails to see a connection between the subject and its meaningfulness for everyday-life (Chun Wu &
Foos, 2010), and secondly, students have to have a more effort and time to understand the lesson
because chemistry contains many topics that are proved to be abstract concepts. This statement is in
line with the premise of Johnstone (2000) and Sirhan (2007) that many topics in chemistry relate to
structure of matter that is more complexes and abstracts. Based on this perception, chemistry for
student has proved to be a difficult subject for most of them. Terminology of Moore (2009)
mentioned that chemistry is a very difficult one to learn, and Kegley et al.(1996) stated that student
who sit in chemistry course feel frustrate because of three things, that are: chemistry is difficult,
chemistry learning is boring, and chemistry is irrelevant to everyday-life. In order to minimize
these problems, Taber (2000) suggested that a set of higher order thinking is needed to understand
the characteristic of chemistry.
Conceptually, a meaningful learning of chemistry means that every student should operate
three representational chemistry levels in learning of chemistry, that are macroscopic, sub-
microscopic and symbolic (Johnstone, 1991). The interaction of these three levels is a characteristic
of chemistry concepts. When student have a barrier in understanding one of them, the two other
levels will be affected. In planar trianglebased chemistry learning, student can begin from one
corner of the triangle (i.e. macroscopic level) then move along the line that connects to another
ISBN 9786021570425 CHEM-98

corner (i.e. symbolic or sub-micro level). The area in the triangle is named by working memory
space (Johnstone, 2006), which is a mixture of three learning experiences based on the three
chemistry representational levels. This explanation can be seen in figure 1 as follow:
Figure 1: The Three Conceptual Levels of Chemistry Learning
A Reality-based Chemistry Learning Model is developed model based on three other

models or approaches in chemistry education, that is tetrahedral chemistry education model,
application-led approach, and writing assignment. Firstly is the tetrahedral chemistry education
model. This model is a metaphore that is developed by Mahaffy (2004) which human element is
put on the one corner of tetrahedral to fit out the three other corners of macro, sub-micro and
symbolic thinking level. Mahaffy (2004) suggested that to understand the chemistry concepts,
student should understand the triangle of representational chemistry thought and also should see
that human is an important factor that influences the society and its culture, on other hand, the
development and implementation of technology, information technology and computer also affects
the society. In other words, it can be stated that human element is an inter-relation of chemistry and
all aspects of human life. All chemistry processes and its products in the world are influenced by
the human activities. Based on this reason, tetrahedral chemistry education model is the
hybridization of the planar triangle with human element is laid on the top corner of the tetrahedral.
This learning model emphasizes that student is a learner and there is inter-relation all aspects of
human life in modern world or the rich web of context. The illustration of this tetrahedral model
can be seen in figure 2 as follows:
Human element
Macroscopic
Moleculer Symbolic
Figure 2. Tetrahedral Chemistry Education Model
The application-led approach, as the second element to develop this chemistry learning model, is an
approach to learn chemistry based on its application, followed by an explanation of the relevant
concepts. This approach differs to the context-based approach, which refer to the examples and
illustrations of chemistry with its appropriate context. The emphasizing of application-led approach
is in choosing of the actual chemistry topic that will be learned. The topic should be real and
relevant to the student life and their thought development (Reid, 2000).
ISBN 9786021570425 CHEM-99

The last element is writing assignment that aims to foster critical thinking in chemistry.
Writing is an effective means for improving thinking skills, because a person must mentally
process ideas in order to write an explanation. Writing also improves self-esteem because mentally
processed ideas then belong to the writer and not just to the teacher or textbook author (vanOrden,
1987). In this element, there are four functions to accomplish with the writing assignments: (1) to
encourage students to think about the chemical concepts, (2) to find out if the students understand
the chemical concepts, (3) to show students that chemical concepts can be-very practical,
and (4) to help students improve their written communication in chemistry.
Based on these three learning approaches in chemistry, the reality-based chemistry learning
model is developed to increase student understanding and also to foster critical thinking in
chemistry concepts learning. The model can be illustrated in figure 3 as follow:
PKBR Model
Writing
Assignment
Tetrahedral Application-led
Chemistry Education Approach
Model
Figure 3. The Reality-based Chemistry Learning Model (PKBR Model)
Formulation of Critical Thinking in Learning Set

Myers et al., (2006) have made some examples and questions in chemistry to describe how
to relate the chemistry subject matter and critical thinking. Some examples of question to measure
student critical thinking skill such as:
Explain why neither liquids nor gases have permanent shapes?

Why is a monatomic compound nonsense?
After a mixture of iron and sulfur are heated and then cooled, a magnet no longer attracts
the iron. How would you classify the resulting materials? Explain your answer.
Suppose you were taking a bath in distilled water but were using soap. Should you still
worry about electric shock?
Why would pH paper be unsuitable for measuring blood pH?
And so on.
However, these some questions cannot indicate what kind of student critical thinking skill
will be measured. It means that student answering of the question just depict a general thinking
critically regarding to the problems. Critical thinking skill that will be used in this learning model
comprises of analysis, evaluation and inference. These three indicators integrate in a set of learning
materials that consists of learning plan, student activity sheet, and assessment.
The formulation of critical thinking skill in learning material of the reality-based chemistry
learning model is made in a learning set that consist of learning plan, student activity sheet, and
assessment. In this learning set, the formulation of critical thinking indicators in learning plan,
student activity sheet, and its assessment are in line.
As an example how the formulation of critical thinking skill can be seen in the example as
follow:
ISBN 9786021570425 CHEM-100

Table 1: An example of the critical thinking skill formulation in a learning set

Statement of Problem Critical thinking Questions
skill indicator
In a beverage stall, there Analysis In those three kinds of beverages, determine
are three kinds of their solute and solvent and give a short
beverages to be chosen: a explanation.
glass of tea, a bottle of Evaluation Which one of the colloidal type in those
Cola and a glass of apple kinds of beverages? Explain your answer.
juice. Inference When those three kinds of beverages are put
in the refrigerator for a night, which one
will separate between their solute and
solvent? Explain your answer with a short
explanation.
4. Conclusion
A reality-based chemistry learning model is a model of chemistry learning that introduce
an approach to bridge the level of complexity and abstraction of chemistry concepts through the
reality of chemistry application in everyday-life. Syntax of the model begins with an orientation
phase, then verification, formulation, experimentation, and the last is writing a report. Basically,
this chemistry learning model differed with an application-based approach in its emphasizing,
which the illustration of subject matters chosen are the applications of chemistry around the life of
students to explain basic concepts of chemistry.
This developmental research is still in progress. Based on the some steps that have to be
passed in order to come to a conclusion, which the chemistry learning model is a valid, practical
and effective model, there are some steps that have to do in near future. Firstly, a learning model
book together with its learning set such as learning plan, student activity sheet, and learning
material and instruments have to be validated. Secondly, trying out and implementation through an
experiment in classroom in order to get a data, and lastly, analyzing the data in order to come to a
conclusion. It can be concluded that this learning model would be a valid, practice and effective
model that could increase student conceptual understanding and also could foster their skill in
critical thinking, especially in aspects of analysis, evaluation and inference.
Acknowlegment
I would like to cordially thank to the Higher Education Directorate for its scholarship and
dissertation grant during the conducting of this research.
References
Baker, M., & Rudd, R., 2001. Relationships between Critical and Creative Thinking. Journal of
Southern Agricultural Education Research, vol. 51 (1), p. 173-188.
Chun Wu & Foos, J., 2010. Making Chemistry Fun to Learn. Literacy Information and Computer
Education Journal (LICEJ), Vol. 1, Issue 1, March 2010
Ennis, R. H., 1987. A Taxonomy of Critical Thinking Dispositions and Abilities. In J. Baron & R.
Sternberg (Eds). Teaching Thinking Skills: Theory and Practice. New York: W. H.
Freeman.
HFCC (Henry Ford Community College), 2010. Writing Measurable Learning Objectives for
Critical Thinking. http://my.hfcc.edu/CASL/writing.
Johnston, A. H., 1991. Why is Science Difficult to Learn? Things are Seldom What They Seem.
Journal of Computer Assisted Learning, 7, p. 75-83.
Johnstone, A. H., 2000. Teaching of Chemistry Logical or Psychological?. Chemistry Education:
Research and Practice in Europe, Vol. 1, No. 1, p. 9-15.
Johnstone, A. H., 2006. Chemical Education Research in Glasgow in Perspective. Chemistry
Education Research and Practice, 7 (2), p. 49-63.
Kegley, S., Stacy, A. M., Carroll, M. K., (1996). Environmental Chemistry in the General
Chemistry Laboratory, Part I: A Contect-Based Approach to Teaching Chemistry. The
Chemical Educator, Vol.1, No. 4, p. 1-14.
ISBN 9786021570425 CHEM-101

Lau, Joe Y. F., 2011. An Introduction ti Critical Thinking and Creativity Think More, Think
Better. Hoboken, New Jersey: John Wiley & Son, Inc.
Mahaffy, P., 2004. The Future Shape of Chemistry Education. Chemistry Education:
Research and Practice, Vol. 5, No. 3, p. 229 245.
Moore, J. T., 2009. Kimia for Dummies (terjemahan dari Chemistry for Dummies). Bandung:
Pakar Raya.
Myers, R. Thomas, Oldham, Keith B., Tocci, Salvatore, 2006. Chemistry. Texas: Holt, Rinehart
and Winston.
Plomp, Tjeerd, 2007. Educational Design Research: An Introduction, dalam An Introduction to
Educational Design Reasearch (Editors: Tjeerd Plomp& Nienke Nieveen). SLO.
Netherland Institute for Curriculum Development. Proceedings of the seminar conducted
at the East China Normal University, Shanghai (PR China), 23-26 November, 2007
Reid, Norman, 2000. The Presentation of Chemistry Logically Driven or Applications-
Led?Chemistry Education: Research and Practice in Europe, Vol. 1, No. 3, p. 381-392.
Sirhan, G., 2007. Learning Difficulties in Chemistry: An Overview. Journal of Turkish Science
Education, Vol. 4, Issue 2, p. 2-20.
Taber, K. S., 2000. Chemistry Lessons for University?: A Review of Constructivist Ideas.
University Chemistry Education, 4 (2), p. 26-35.
VanOrden, Naola, 1987. Critical Thinking Writing Assigments in General Chemistry.Journal of
Chemical Education, Vol. 64 (6), p. 506 507.
Zohar, A., 2004. Higher Order Thinking in Science Classroom: Students Learning and Teachers
Proffesional Development. Science and Technology Educational Library (volume 22).
Dorchrecht: Kluwer
Zoller, U. & Pushkin, D., 2007. Matching Higher Order Cognitive Skills (HOCS) Promotion Goals
with Problem-based Laboratory Practice in a Freshmen Organik Chemistry Course.
Chemistry Education Research and Practice, 8(2), p. 153-171 .
ISBN 9786021570425 CHEM-102

OCE-05
Educational Outcomes of Self-Development Becoming a
Professional Pharmacist
Mutiara Herawati1, Rochmy Istikharah2, and Endang Sulistyowatiningsih2
1
Apothecary Programme Universitas Islam Indonesia, Jl. Kaliurang KM 14.5 Yogyakarta
Indonesia, 146151303@uii.ac.id
2
Dept. of Pharmacy Universitas Islam Indonesia, Jl. Kaliurang KM 14.5 Yogyakarta
Abstract-Objective of the present research was to find innovative educational of student pharmacists
begins self-development with Problem Based Learning (PBL). Methods: A qualitative descriptive study
was conducted for four weeks using pharmacists student as participant. Participants gain self-development
material consists of lectures experts and PBL. Materials of lecturer experts are code of ethics for pharmacist,
professionalism, and drug information service. Participants start the learning process by real case about
self-development and professionalism with 'Seven-Jump' method for problem based learning tutorials.
Data were collected through participant questionnaires regarding expert understanding of the course
material and PBL. Results: Our findings showed that 'Seven-Jump' method for problem based learning
tutorials was indicating presence improving self-development from pharmacists student. Students
become more confident expressing arguments in solving the problem by showing a valid literature. There
were some opportunities for students who were not confident when they were been undergraduate to develop
themselves towards a professional pharmacist. However, there were limited obstacle is the number of
facilities and infrastructure that must be prepared to begin the process so as to provide optimal students in the
learning process. Conclusion: These findings suggest that the innovative educational with lectures expert and
'Seven-Jump' method for problem based learning tutorials may be enabling learning for pharmacist' student
which support student improve self-development. So that pharmacists' students are expected to do their
work that is done professionally and in accordance with ethical and moral pharmacist.
Keywords: Students, Pharmacists, education, self-development, PBL
ISBN 9786021570425 CHEM-103

OCE-06
Improving Learning Quality of Clinical Chemistry Class
by Integrating Technology and Case-based Learning
Rochmy Istikharah
Department of Pharmacy, Universitas Islam Indonesia, Jl. Kaliurang Km 14.5

rochmy@uii.ac.id
Abstract-Case-based learning has been apllied in several science classes and successfully reformed science
education. It is fundamentally student-centered and motivating students to be active. It shifts the lecturer,
from conventional authority into a guide, who facilitates the learning process. Clinical chemistry, as a
required course, is important for pharmacy students to increase their knowledge in the clinical laboratory
practice. Thus, the ability to analyze of laboratory results or cases is very important for them. Therefore,
case-based learning was applied in the teaching learning process, which was supported by technology.
Animations and videos in class were able to increase the students interests to learn clinical chemistry, while
forum in e-learning was useful to support the activities of case-based learning. In conclusion, this learning
method was able to increase the ability of students in critical thinking and problem solving from the cases.
Keywords: case-based learning, e-learning, clinical chemistry, technology, integrating method
ISBN 9786021570425 CHEM-104

OCE-07
The Effects of Chemistry PISA Model Teaching Material
toward Student Scientific Literacy at SMP/MTs in
Palembang
Sanjaya1*, Syuhendri1, and Ely Susanty1
1*
Chemistry Education, Sriwijaya University, Palembang-Prabumulih Street KM. 32 Indralaya,
Ogan Ilir, Indonesia
Abstract-This research has been conducted to the eighth graders at 3 junior high schools by using teaching
materials of chemistry science based PISA. The teaching materials of chemistry science based PISA is
intended to enhance the students scientific literacy. Scientific literacy is defined as the ability to use the
science to identify questions and draw conclusions based on the evidences in order to understand and make
decisions regarding the nature and the nature changing through human activity. The data collected through
pre -test, observation and post test. Result concluded that the teaching material chemistry science based PISA
increased the eighth graders scientific literacy.
Keywords: Science, chemistry, teaching material, PISA, literacy.
1. Introduction
The Curriculum 2013 for Junior High School required that the learning activities for all
levels andall subjects achieve attitude competency, knowledge, and skills, in all learning process.
In order toimplement the Curriculum 2013 for Junior High School, it would require an innovation
in the planning learning processes and learning approaches. Mathematics and Natural Sciences
were very basic subjects to be well understood by students. Mathematics and Science needed to be
given to all students from elementary schools in order to prepare them to have the skill to think
logical, analytical, systematic, critical, creative, and cooperate. All of these skills can be trained by
the activity that led to the development of scientific thinking skills, for example through the
activities that trained students gain knowledge, manage knowledge, and use information. It took
students ability to survive in the changing circumstances, uncertain, and competitive. One of the
instrument or learning approaches that can be developed for mathematics and science is teaching
learning PISA-based. Programme for International Student Assessment (PISA) is an international
assessment of the skills and abilities of students at age 15 (Shiel, et al., 2007; OECD, 2009). PISA
is a collaborative effort to measure the extent to which students age 15 could face the challenges or
solve real problems in this era (OECD, 2003; OECD, 2011). There are three types of literacy
measured in PISA, namely reading literacy (reading literacy), mathematics literacy (mathematical
literacy), and scientific literacy (scientific literacy) (OECD, 2003; Stacey, 2011). However, in
PISA 2012 there were additional evaluation that were the problem solving literacy (problem
solving literacy) and financial literacy (financial literacy) (OECD, 2013). PISA itself carried out
every 3 years (Prenzel, Kobarg, Schps, & Rnnebeck, 2013).
PISA suggested that, Natural Science Literacy defined as the ability that used natural
sciences to identify questions and draw conclusions based on the evidences in order to understand
and make decisions regarding the nature and the changes made to the nature through human
activity. In the aspect of measurement, natural sciences literacy is divided into three dimensions,
namely content, process, and the application context of natural science.
Emiliannur (2010: 1) said that PISA divided natural sciences literacy into concept and
process. In scientific concepts students needs to captured a key concept/essential to understand
certain natural phenomena and changes that occur as a result of human activity. This was a great
idea that explained aspects of the physical environment. PISA asked questions that unites the
concepts of physics, chemistry, biology, and earth and space science (IPBA). In the process, PISA
accessed the ability touse scientific knowledge and understanding, such as the student's ability to
ISBN 9786021570425 CHEM-105

find, interpret and treat the evidence. PISA tested five processes, namely: recognized scientific
questions, identified evidence, draw conclusions, communicated conclusion, and demonstrated
understanding of scientific concepts.
On the implementation of PISA 2000 to 2009, one of the three literacy was considered a
major focus (Wetzel & Carstense, 2013), while the other became a companion literacy. The cycle
started from PISA 2000 on reading, PISA 2003 on mathematics and PISA 2006 on science. PISA
2009 started with the new cycle, that reading was the main focus. Indonesia's participation in the
International Trends in International Mathematics and Science Study (TIMSS) and the Programme
for International StudentAssessment (PISA) in 1999 also showed that the achievement of
Indonesian children were not encouraging in recent times report released TIMSS and PISA
(OECD, 2013). Because the amount of tests questioned in the TIMSS and PISA were not include in
the curriculum of Indonesia. The average score of Indonesian students in math and science in the
Programme for International Student Assessment (PISA) were still low. This indicated the low
quality of students.
Learning essence of science (IPA) was the way to get the truth of what we already know.
The values of IPA included in science learning proposed by Laksmi (cited in Prasetyo, 2011: 15)
skills to work and think regularly and systematically according to the steps and the scientific
methods; skills and proficiency in conducting observations, experiment using tools to solve
problems; and have the necessary scientific attitude in solving problems both in terms of sciences
and life lessons.
Learning activities science included the ability to develop questions, to seek answers, to
understand the answer, to complete answers about "what", "why" and "how" of natural phenomena
and thecharacteristics of the natural surroundings through systematic ways that would be
implemented in the environment and technology. The activity is known as the scientific activities
that were based on the scientific method. Process skills developed attitudes and values which
include curiosity, honesty, patient, open, critical, determined, tenacious, meticulous, disciplined,
caring for the environment, pay attention to safety, and to cooperate with others (Prasad, 2011: 3).
There were three abilities that could be developed in the learning of science, namely: the ability to
know what is observed, the ability to predict what has not happened, and the ability to test the
follow-up results of the experiment, and the development of a scientific attitude. Scientific literacy
could be developed in students who undergo a process called the scientific process. When the
students in a science process, they were also in a mentally process to shape their attitudes when a
problem raised and involved themselves to resolve that problem.
Based on the background mentioned, it has been designed and developed teaching
materials inaccordance with the PISA criteria, valid and practical (Somakim et al, 2014). It is a set
of materials systematically arranged displaying the form of competence to be achieved. It consisted
of knowledges, values, attitudes, actions, and skills that contains messages, informations, and
illustrations in the formof facts, concepts, principles, and processes which is related to the subjects
to achieve the goals. The problem was the teaching material that had been developed had been
tested in a small scale. Based on that problem, the researchers did the research in some SMP in
Palembang. The objective of this research was to find the effects of literacy science from the PISA
teaching material.
2. Method
The teaching material application did by the subject teachers at the school that became the
object ofthis research. Before the research, the teachers did the training to get to know, understand,
and be able to teach using the PISA teaching material that had been prepared. The training attended
by mathematics and science teachers of SMP accredited A and B. In the Figure 1, the researchers
pictured with teachers who will implement PISA-based science teaching materials.
ISBN 9786021570425 CHEM-106

Figure 1. The researchers and teachers took picture at the training
As a junior high school representatives accredited A was SMP Muhammadiyah 1

Palembang, and as a junior high school representative accredited B was SMP Srijaya Negara. The
training started with pretest, then the IPA teachers taught IPA, followed by mathematics teachers
taught mathematics, with the previously IPA teaching material used to apply in the case of
mathematics teaching material basedon PISA. During the learning process, the researchers
observed both teachers and students. The amount of time spent on research was 10 hours of
meetings. Posttest conducted at the end of the training. Figure 2 showed the students were
undergoing a learning process based on PISA science.
(a) (c)
(b)
Figure 2. (a) the students did pretest, (b) the students tried to produce sweat,(c) the students collected data of
sweat
Figure 2 (a) showed the students conducted a pretest of "Sweat". Questions about sweat
included chemical aspects, in addition to aspects of biology, physics aspects and mathematics
aspects. Time used in this process about 1 hour meeting. Figure 2 (b) showed a student in each
group tried to produce sweat, they did run in place within a certain time. Figure 2 (c) showed the
students took the data abou the sweat after their member of group ran; the appearance of sweat, the
sweat location, the body temperature, the acidity characteristic of sweat. This ran in place activities
and data collection did inseveral times. Once the data is collected, the students continued learning
in the form of discussion to apply the data collected to explain the phenomenon of sweat from the
chemical aspects and other aspects, as shown in Figure 3 below.
ISBN 9786021570425 CHEM-107

Figure 3. Group of students discussed about the data collected by each groups.
Figure 3 shows that each groups had a group discussion about the data collected. Each
groups had a different data, since the data of the sweat came from different students. In the
discussion of each groups of students tried to make sense of the data to draw conclusions. In
chemistry material, the data obtained is directed to determine the acid-base properties of sweat and
sweat chemical components.
The data from the pretest, observation, and posttest were analysed qualitatively. The results
of the analysis of the data routed to see if the science and mathematics teaching material based
PISA had been prepared, especially those related to chemistry materials rised the students scientific
literacy.

Results of this research on the effects of teaching materials chemistry models to the PISA
scientific literacy is shown in the following table:
Tabel 1. The mean of Pretest dan Posttest SMP students learned chemitry teaching
material based PISA
NAMA SEKOLAH n Mean Mean

pretest posttest
SMP SRIJAYANEGARA 37 42,64 3,52 63,34 2,23
SMP MUHAMMADIYAH 1 35 50,25 3,21 81,22 2,01
Based on Table 1 above, an increase in the score of learning outcomes in both schools,
after students have learned to use science based teaching materials based on PISA. Before they
learned chemistry teaching materials based on the PISA, the students had an average score of 42.64
and 50.25; after the research the average score of SMP Muhammadiyah 1 is 63.24 and SMP Srijaya
Negara is 81.22. The score increased at SMP Srijaya Negara students is 50% and the score
increased at SMPMuhammadiyah 1 Palembang students is 61 %.
The learning result obtained due to the student got the science teaching material based on
PISA in which the teaching materials the students experienced learning process to develop their
knowledge competencies, attitudes and skills at the same time. The learning process started with an
experiment that produced sweat. A student ran in place, the other student recorded the data, the
other student observed the sweat that arise, the other measured runners body temperature, the other
set starts and stops running. All members of the group worked and collaborated. The data recorded
ISBN 9786021570425 CHEM-108

will be discussed and agreed upon. Changes and phenomena that arise were discussed together.
This activities carried out such experiments that fostered the spirit of cooperation, tolerance, in
addition improved students' skills in using tools and collecting data, and understanding data.
The learning outcome is likely to be further improved. It is based on observations during
the learning processes, still allowing a better result, if students are invited to become more involved
in thelearning processes. In the process of learning, many students were still waiting for the
instructions of the teachers, although LKPD give students the freedom of creativity in their activity.
Similarly, the role of the teacher looked dominant in directing the process, and in directing the
conclusion. The dominance may be one cause reduced the creativity of students, although it can be
a result of students who are still accustomed to waiting for the hint. Thus the PISA -based teaching
materials would be suitable if the student is already accustomed creative or creative. Teaching
materials based PISA requires students willing to involve themselves physically and mentally for
the experiences and learning pprocesses. This creates larger and morecomplex opportunity of
teaching materials using natural science of students that have to be used in thenatural sciences. This
teaching material builds natural scicences students have contextually and constructively.
The implementation of the chemistry teaching material based on PISA using the better
methods orlearning model that enables developing science skills. This study used activities that
enable the development of science skills, but still needs to be improved as has been suggested in
the curriculum implementation model 2013. The model suggested in the 2013 curriculum, the
model PBL (ProblemBased Learning), Discovery Learning and Project base learning. In the three
models in the applicationof students experiencing learning process that involves physical and
mental components. After experiencing the learning process the students identify a mechanism to
find an outcome study. Habituation mechanisms in finding an outcome of this study are very useful
in everyday life. This will imprint and if it will make students be familiar scientific thinking,
scientific attitude, and act scientifically. If students become so, then the purpose of studying
teaching material based on PISA willbe achieved.
4. Conclusion
Based on the discussion above the researcher concluded that the teaching material science
chemistry based on PISA has increased the eighth graders' scientific literacy.
Acknowledgements
The researcher would like to express highest appreciation and gratitude to the Dean FKIP
Sriwijaya University who facilitated this research, so as to present the results of research in an
international seminar in 2015 ICMSE University of Mataram.
References
Emiliannur. (2010). Literacy Science. http://emiliannur.wordpress.com/.Diakses 30 Agustus 2014.
OECD. (2003). Literacy Skill for the World of Tomorrow: further results from PISA 2000, Diakses
darihttp://www.oecd.org/edu/preschoolandschool/2960581.pdf pada 12 Agustus 2013
OECD. (2009). Take the Test: Sample Questions from OECDs PISA Assessments. Paris:
OECDPublishing.
OECD. (2009). Learning Mathematics for Life: A Perspective from PISA. Paris: OECD Publising.
OECD. (2010). PISA 2012 Mathematics Framework diakses dari
http://www.oecd.org/dataoecd/8/38/46961598.pdf pada 26 Maret 2013
OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science,
Problem Solving and Financial Literacy. Paris: OECD Publishing.
OECD. (2013). Indonesia Student Peformance (PISA 2012). Diakses dari http://
gpseducation.oecd.org/CountryProfile?primaryCountry=IDN&treshold=10&topic=PI, pada
2 Maret 2013.
Kemdikbud. (2013). Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor
69Tahun 2013 Tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah
Atas/Madrasah Aliyah. Jakarta.
Prenzel, M., Kobarg, M., Schps, K., & Rnnebeck, S. (2013). Research on PISA:Research
Outcomesof the PISA Research Conference 2009. London: Springer Science.
ISBN 9786021570425 CHEM-109

Shiel,G., Perkins, R., Close, S., & Oldham, E.. (2007). PISA Mathematics: a teacher's guide,
diaksesdari http://www.sdpi.ie/inspectorate/insp_pisa_maths_teach_guide.pdf pada 12
Agustus 2013
Somakim dkk. (2014). Developing Teaching Materials PISA-based for Mathematics and Science of
Junior High School.
ISBN 9786021570425 CHEM-110

OCE-08
Enhancing Problem Solving Skills of Pre-Service
Chemistry Teachers Using Submicroscopic Media
Animation (SMA)
Ratna Azizah Mashami1*, Ahmadi1
1* IKIP Mataram, Pemuda Street No. 59, Mataram, Indonesia, ratna1742@gmail.com
Abstract-The goal of this study was to enhance the problem solving skills of pre-service chemistry teachers
using Submicroscopic Media Animation (SMA). This study was quasi experimental using nonequivalent
pretest-posttest control group design. Problem solving skills was collected from test essay (description). Data
were analyzed by using normalized gain scores (N-gain) and mean-difference test (t-test). Average N-gain
problem solving skills at experimental group is 75.87 % that falls to high category while average N-gain
control group is 60.67% that falls to medium category. T-test resulted significance value 0.0015 at
confidence interval 95%. It showed that SMA enhanced problem solving skills of pre-service chemistry
teachers. The abstract concept of buffer solution became more real using SMA. Students understand the
submicroscopic level easily so their cognitive knowledge became higher. It helped the pre-service chemistry
teachers when solving the problems.
Keywords: submicroscopic media animation, problem solving skills
1. Introduction
Problem solving is a basic skill needed by todays learners. Good problem solving skills
empower students in their educational, professional, and personal lives. Students need to be able to
transfer the ability to solve problems in one context into new and different contexts and situations.
The ability to solve problems in a range of learning contexts is essential for the development of
knowledge, understanding and performance. Requiring students to engage with complex, authentic
problem solving encourages them to use content knowledge in innovative and creative ways and
promotes deep understanding.
Content knowledge of chemistry have characteristics, it consists of macroscopic,
submicroscopic, and symbolic representation (Gilbert and Treagust, 2009). Macroscopic
representation are chemical representation obtained through real observations of a phenomenon
that can be seen and perceived by the senses (such as color changes, temperature, pH, gas
formation and deposition). Submicroscopic representation describes the structure and processes at
the particle level (atomic/molecular) to the macroscopic phenomena observed. Symbolic
representation are chemical representation qualitatively and quantitatively, such as chemical
formula, diagram, drawing, equation, stoichiometry, and mathematical calculations
(Chandrasegaran et al., 2007; Chittleborough and Treagust, 2007).
Previous study said that submicroscopic representation often ignored by the teachers in
learning process at school (Sopandi et al., 2008; Mashami et al., 2012). Based on that consideration
the effectiveness of teaching and learning in school depend on teachers competence, so the
institutions of higher education of teaching have a task to improve quality of their graduates teacher
(Farida et al., 2010). As future teachers, pre-service teachers have to learn content knowledge very
well and develop their high order thinking skills.
Pre-service chemistry teacher at IKIP Mataram had less ability in solving problem. They
could not explain the phenomenon in everyday life occur in terms of submicroscopic
representation. Based on lecturers experience, it was difficult to explain the submicroscopic level
using words. The students could not understand the lecturers explanation easily. It is becauce
submicroscopic representation only can be reached by imagination (Bucat and Mocerino, 2009).
The problem was the imagination between lecturer and students might be different.
Lecturer could not force all of students to have the same imagination of submicroscopic
representation. In other hand, submicroscopic representational understanding was very important.
Submicroscopic representation is a key factor in the abilityof studentsto understand chemistry.
ISBN 9786021570425 CHEM-111

Inability to represent aspects of submicroscopic can hamper the ability to solve problems related to
the phenomenon of macroscopic and symbolic representations (Chandrasegaran et al., 2007;
Kozma and Russell, 2005). Therefore, submicroscopic representation should be learned by using
animation.
Instructional media has been developed to represent submicroscopic level in buffer solution
called Submicroscopic Media Animation (SMA). Then, this study aimed to determine the
influences of SMA to problem solving skills of pre-service chemistry teachers.
2. Research Method
This study conducted in pre-service chemistry teachers of IKIP Mataram. This study was quasi
experimental using nonequivalent pretest-posttest control group design.There were two groups as
sample, 40 students in experimental group and 38 students in control group. Students of
experimental group learned buffer solution using SMA whereas tha control group learned without
that media.
Test of problem solving was conducted twice, pretest and posttest. Problem solving skills of
pre-service chemistry teachers was collected from essay test (description). There were five buffer
solution problems in the test. Problem solving was indicated from their ability in understanding the
problem, devising a plan, carrying out the plan, and looking back.
Data were analyzed by using normalized gain scores (N-gain) and mean-difference test (t-test).
Normality and homogenity of data were tested before mean-difference test. These statistic tests
were processed at confidence interval 95%.

Problem solving skills of pre-service chemistry teachers was obtained from pretest and
posttest. Problem solving score of students at experimental group and control group were presented
in Table 1.
Table 1. Problem Solving Skills Score of Students
Experimental Group Control Group
Pretest Posttest Pretest Posttest
Number of Student 40 40 38 38
Average 5,3 71,55 4,8 60,6
Maximum 8,6 91,05 8,2 84,8
Minimum 0 40,8 0 22,5
Pretest was conducted before the learning process. These data were analyzed statistically to
know its normality, homogenity, and mean difference. Normality test used Kolgomorov-Smirnov
technique analysis and the result was data distributed normally for both groups. Homogenity test
used Levenes Test showing there were no difference of varians at experimental group and control
group. Mean difference test of pretest data obtained significant value about 0,575. It means that
there were no difference between problem solving skills of pre-service chemistry teachers at
experimental group and control group. Average score of students problem solving skills at
experimental and control group respectively were 5,3 and 4,8.
At the begining, the ability of students at both groups in understanding the problem, devising a
plan, carrying out the plan, and looking back were same. It was caused by they did not learn the
buffer solution concept yet. Knowledge in cognitive aspect very influences someones ability in
solving the problems. Problem solving skills is an individuals capacity to engage in cognitive
processing to understand and resolve problem (PISA, 2010).
Posttest was conducted to obtain students problem solving skills after learning process.
Normality test that using Kolgomorov-Smirnov technique analysis resulted the data at experimental
group and control group distributed normally. Beside that, Levenes Test showed that posttest data
was homogen. Average score of students problem solving skills at experimental and control group
respectively were 71,55 and 60,6. Then data was analysed used mean-difference test (t-test) and
resulted significant value about 0,0015. It meaned that problem solving skills of pre-service
chemistry teachers at experimental group was higher than problem solving skills of pre-service
chemistry teachers at control group.
ISBN 9786021570425 CHEM-112

Students problem solving skills at experimental group was higher than students problem
solving skills at control group was caused by Submicroscopic Media Animation (SMA). Problem
solving skills of students studying SMA was higher than problem solving skills of students at
control group. SMA consisted of the component and the role of buffer solution concept. These
were abstract concept because the characteristic of that concept could not seen directly.
The particles in solution were illustrated in animation form so that the previously abstract
concept become more real. This changing concept form made students understand submicroscopic
representation of buffer solution easily. Submicroscopic representation is a key factor in the ability
of students to understand chemistry. Inability to represent aspects of submicroscopic can hamper
the ability to solve problems related to the phenomenon of macroscopic and
symbolicrepresentations (Chandrasegaran et al., 2007; Kozma and Russell, 2005).
Students can solve the problem if they can give reason to solving problem (PISA, 2010).
Students can solve the problem with correct reason if they understand those concept. Students at
experimental group and control group had the same ability to understanding problem. They
identified the important data by wrote the known information ad the question from the test
correctly. But, 9 students in control group do not understand the problem in the role of buffer
solutions question. They wrote buffer solution NH3 and buffer solution NH4+separately, which
means both solution were different. They should wrote buffer solution NH3and NH4+. Those
students did not understand that buffer solution was formed by NH3 and NH4+ in the same solution,
did not separate in different solution.
The influence of SMA is clearly seen when the students devising a plan and carrying out the
plan. Control groups students devised a plan but they had difficulties in carrying out that plan. It
was shown by their answer when they were asked to draw the process happening in the buffer
solution. The students drew a beaker glass or a container but did not draw the molecules and its
process. Another students drew a beaker glass and the molecules but they did not write the
description of molecules and how the following process in solution was.
Different answer given by experimental groups students. They drew the molecules as
component of buffer solution then described the process in solution and wrote the chemical
equation. It is because students learned SMA before. SMA shows process in solution clearly.
Altought students were faced to difference solution with solution as example in SMA, they could
solve the problems correctly. This because experimental groups students understand buffer
solution concept very well.
The influence of SMA to problem solving skills is also seen from the average normalized gain
scores (N-gain). N-gain at experimental group about 75,87% with high category despite N-gain at
control group about 60,67% with medium category. The difference of average score of pretest,
posttest, and N-gain of problem solving skills between experimental group and control group
presented in Figure 1.
Figure 1. The Average Score of Pretest, Posttest, and N-gain of Problem Solving Skills.
Submicroscopic representational understanding was obtained by learn SMA. Submicroscopic

representational understanding helped the students to understand the macroscopic and symbolic
representation. SMA also enhanced representational competence (Mashami et al., 2014). If student
understands the submicroscopic representation well then students can connect submicroscopic
ISBN 9786021570425 CHEM-113
representations with macroscopic and symbolic representations easily. Representational

competence is the ability of student to connect one level representation with other representations
(Treagust et al., 2003).
Problem-solving ability as one of the high-level thinking skills uses representational
competence (Waldrip, 2006; Kozma, 2005). Explanation of representation using animation was a
solution to train cognitive knowledge (Serban, 2010). The good understanding became good
cognitive to students too. Cognitive ability was the important thing for students to solve the
problems. Problem solving skills involves representing and manipulating various types of
knowledge in the problem solvers cognitive system (Mayer and Wittrock, 2006).
Animation as one of visualizations is an essential element of teaching, understanding, and
creating scientific ideas. Visualizations, like language and other cognitive and communicative
tools, effective take into account human perceptual and cognitive capacities (Tversky, 2005).
Knowledge that got from visualizations enhances the deep understanding, hypothesis making,
reasoning, and problem solving (Wang dan Jacobson, 2011).
4. Conclusion
Students who learn Submicroscopic Media Animation solve the chemical problems better than
students did not learn SMA. SMA enhanced the problem solving skills of pre-service chemistry
teachers. The abstract concept of buffer solution became more real using SMA. Students
understand the submicroscopic level easily so their cognitive knowledge became higher. It helped
the students when solving the problems.
References
Chandrasegaran, Treagust, dan Mocerino. (2007). Enhancing Students Use of Multiple Levels of
Representation to Describe and Explain Chemical Reactions.
Chittleborough and Treagust. (2007). The Modelling Ability of Non-Major Chemistry Students
and Their Understanding of The Sub-Microscopic Level. Vol 8, 274-292.
Gilbert, J.K. dan Treagust, D. (2009). Multiple Representation in Chemical Education, Models and
Modeling in Science Education 4.
Kozma, R. and Russell, J. (2005). Students Becoming Chemists: Developing Representational
Competence. In JK. Gilbert (Ed.), Visualization in Science Education, Vol 7, 121-145.
Mashami, Yayuk, dan Gunawan. (2012). Pengembangan Media Animasi Submikroskopik Larutan
Penyangga dan Pengaruhnya terhadap Kemampuan Representasi.In Prosiding Seminar
Nasional Pendidikan Sains. Surakarta: Pendidikan Sains UNS.
Mashami, Yayuk, dan Gunawan. (2014). Pengaruh Media Animasi Submikroskopik terhadap
Peningkatan Kemampuan Representasi Siswa. Jurnal Ilmiah Pendidikan Kimia Hydrogen.
Vol 2 (1):149-152.
Mayer, R. E. and Wittrock, M. C. (2006). Problem Solving. In P. A. Alexander and P. .Winne
(Eds.). Handbook of Educational Psychology (2nd ed.).
PISA. (2010). Programme for International Students 2012 Field Trial Problem Solving
Framework.
Treagust, Chittleborough, and Mamiala. (2003). The Role of Submicroscopic and Symbolic
Representations in Chemical Explanations. International Journal of Science Education. Vol
25(11), 13531368.
Tversky, Barbara. (2005). Prolegomenon to Scientific Visualizations. In JK. Gilbert (Ed.),
Visualization in Science Education. Vol 1, 29-42.
Waldrip, Prain, dan Carolan. (2006). Learning Junior Secondary Science through Multi-Modal
Representations. Electronic Journal of Science Education. Vol 11.
Wang dan Jacobson. (2011). Guest Editorial - Knowledge Visualization for Learning and
Knowledge Management. Educational Technology & Society, 14 (3), 13.
ISBN 9786021570425 CHEM-114

OCE-09
Laboratory Course: Study of Supporting Somponents in
Fundamental Chemistry II Lab Course
Nabilah and Lalu Rudyat Telly Savalas*

1
Faculty of Teacher Training and Education, University of Mataram
Jl. Majapahit No. 62 Mataram, Nusa Tenggara Barat 83127
telly@unram.ac.id
Abstract-Laboratory give contribute for students as place to conduct experiment activity which is part of
learning process. This study was aimed to analyze the components that supporting experiment activity in
fundamental chemistry II experiment class. Four indicators which used in this research are language of the
fundamental chemistry II experiment module (2 statements); content criteria of fundamental chemistry II lab
manual (6 statements); role of laboratory instructor in fundamental chemistry II experiment class (7
statements); value from fundamental chemistry II experiment class (5 statements). This research is
descriptive qualitative research which describing about percentage of fundamental chemistry II students
response. Data collected using students response questionnaire with Likert scale. The questionnaire
instrument is developed based on four indicators that influence the laboratory class activity. Participants of
this research are fundamental chemistry II students (n=15) undergraduate of chemistry education program,
Mataram University. The result of students responses was performed in percentage.
Keywords: laboratory activity, lab activity supporting components, fundamental chemistry II experiment
class.
ISBN 9786021570425 CHEM-115

OCE-10
Misconception Analysis of Chemistry Teacher Candidate
on Stoichiometry, Energetic, Chemical Equilibrium and
Electrochemical Cell
Jeckson Siahaan*, Mutiah and Sukib
Faculty of Teacher Training and Education, University of Mataram,

siahaanjackson251@yahoo.com
Abstract-Investigation on misconception among chemistry teacher candidates on the topics of

stoichiometry, energetic, chemical equilibrium, and electrochemical cell has been undertaken. This study was
a descriptive research that used students of chemistry teacher candidates of Chemistry Education Study
Program as sample. Data collection was done by using written test in the forms of multiple choice and essay
tests. Results of investigation showed: (1) quantitatively, degree of comprehension of students on essential
chemistry concepts is low with the average scores of 62, 56, 51, and 40 for stoichiometry, energetic, chemical
equilibrium and electrochemical cell, respectively. (2) The percentage of students who can answer correctly
is also low, i.e. 48%, 39%, 30%, and 48% for stoichiometry, energetic, chemical equilibrium and
electrochemical cell, respectively. Qualitatively, students misconception on the topics of stoichiometry
covers formal definition of Ar, Avogadros number, molecular comprehension of limiting reagents and yield
of reaction. Misconception on energetic is found for identification of system and surrounding, environments
calor and enthalpy. Misconception on chemical equilibrium is found for Le Chatellier principle mainly on the
effect of inert gas on equilibrium system, the meaningful of Kc qualitatively and its application for the
system. Misconception of students on the topic of electrochemical cell is found in the identification of
cathode and anode and their properties, electrical current on the external circuit/conductor and electrical
current in solution. Apparently, misconception in essential chemistry topics is linked to the lesson in formal
definition and molecular aspects in chemical processes and reactions.
Keywords: misconception, chemistry teacher candidates, stoichiometry, energetics, chemical equilibrium,

electrochemical cells.
1. Introduction
Curriculum 2013 is a developed curriculum refers to standard and education theories based
on competence. Competence is ability of a person to practice good attitude, to implement
knowledge and skills in order to conduct tasks in school, society, and environment where that
person live and interact with social life. The students of Chemistry Education Study Program, the
Faculty of Teacher Training and Education (FKIP), Mataram University, as candidates chemistry
teacher are expected to be teachers with high competence, primarily in Chemistry field. A
chemistry teacher should comprehend essential concepts such as stoichiometry, energetics,
chemical equilibrium, and electrochemical cells.
Those four concepts above are a must to be owned by a chemistry teacher since they are
needed in advance chemistry learning indeed. For instance, in Analytical Chemistry and Physical
Chemistry. Those concepts are also be learned in Senior High School, so the comprehension of that
concepts are very important for chemistry teacher. Another reason, that those concepts contain sub-
concepts which are difficult to be undestood; and this can result misconception for candidates
chemistry teacher.
Hacking and Garnett (1985) state that there are four important chemistry topics in
Chemistry that are difficult to be comprehended by students; they are stoichiometry, energetics,
chemical equilibrium, and reduction oxidation. This supports experts to conduct analysis of
students misconception both qualitatively and quantitavely, for examples, stoichiometry (Schmidt
& Jigneus, 2003), chemical equilibrium (Kousathana & Tsaparlis, 2002), thermochemistry
(Greenbowe & Meltzer, 2003), and electrochemistry (Ceyhun & Karagolge, 2005).
ISBN 9786021570425 CHEM-116

As it is mentioned above, students misconception on stoichiometry has investigated by

Huddle and Pilley (1996), BouJaoude and Barakat (2000), Schmidt and Jigneus (2003), and Fach et
al, (2007). The results show that points of students misconception are found on: equation of
comparing atomic mass and number of atom in molecule, calculating in gram instead of mole,
comprehension the meaning of reaction coeffisien, identification of limiting reagents, and
calculating yields of reaction.
Research on students misconception on chemical equilibrium, in general, has reported by
Quilez (2009). This research revealed that students misconceptions were caused by abstractive
concepts and contain bi-meaning words. Other kinds of students misconceptions on chemical
equilibrium are: the meaning of equlibrium state, equilibrium direction; shifting left right and Le
Chatelier principle (Voska & Heikkenen, 2000).
Research on students misconceptions on electrochemistry has investigated by Niaz (2002)
and it was reported that students misconceptions are found mainly on understanding of reduction
oxidation, properties and roles of electrodes in electrochemistry. For this case, students were not
able to identify cathode and anode, and also to identify occuring of reaction. Ozkaya (2002)
identified misconceptions on calculating the value of electrochemical cells potential. In this case,
students did not understand yet that galvanic cells potential is in positive value.
Based on observation, either directly or indirectly, it is found that
competence/comprehension of students/candidates of chemistry teacher toward basic concepts of
chemistry is still low. This can be showed in discussion activity, microteaching, conducting of field
experience, thesis examination, and also in PLPG program. This condition can be seen when
candidates are given questions, they deliver various answers; for instance, the answer is far from
context of problem because they only use their own analysis, even there are some students give
answer by using short formulas without analysis.
If this condition is not overcome immediately, it probably becomes a big problem for the
candidates in the future, it could be they deliver wrong knowledge of chemistry to their students.
Hence, it is needed an early action to reveal the degree of candidates comprehension on basic
concepts of chemistry, mainly on essential ones, so it could find the solution to overcome
problems. It is so, the problem which would be revealed in this research is degree of students
comprehension on essential concepts in chemistry.
Specific goals of this research are (1) to reveal the degree of comprehension of students as
candidates chemistry teacher through misconceptions analysis on essential concepts in chemistry
(stoichiometry, energetics, chemical equilibrium, and electrochemistry), (2) to do qualitatively
analysis on probability causing of misconceptions, so it could be found the solution.
2. Research Method
Sample, Venue, and Time
Sample of this research is 40 students of sixth semester with assumption that they passed
basic and advance chemistry lectures and are ready to do experience field of teaching in Senior
High School. The venue for this activity is Chemistry Education Study Program at FKIP, Mataram
University. Duration of this investigation is 8 months.
Preparation of Research
This step is working on arrangement of research instrument such written tests for those
four concepts.
Collecting Data
Giving problem or written tests to students is employed as collecting data tehnique. Before
giving test, students are given clues of the test for which should be learned in a week. Conducting
of test is run four times steply: stoichiometry, energetics, chemical equilibrium, and
electrochemistry.
ISBN 9786021570425 CHEM-117

Data Analysis
In this research, there are two revealed data; quantitatively and qualitatively. Quantitative data, in
the form of scores, are gained from written tests and qualitative data are gained from points and
probability of causing misconceptions based on analysis students answers. For essay test,
qualitatively analysis tehnique which is employed refers to Kousathana and Tsaparlis (2002), such
(1) points of misconceptions relate to which part of the concept are not able to answer correctly by
students, (2) inability of students to answer relate to comprehension of definition, theory, or
calculating, (3) causing of misconceptions; is it caused by inability to think, mis-analysis, unaware,
ability and the way of teacher in teaching. For multiple choice test, it refers to Sanger and
Greenbowe (1997) which employed problems and alternative answer with reasons.

Quantitatively Analysis of Misconception of Candidates Chemistry Teacher on Essential
Concepts in Chemistry
The goal of this research is to reveal the degree of comprehension of students as candidates
chemistry teacher through analysis of misconceptions on essential concepts such those four topics
above; both quantitatively and qualitatively analysis.
The ability of students can be seen in figure 1 below that shows scores of students in each
essential concept quantitatively.
Figure 1. scores of results test of students ability for those four essential concepts
S = Stoichiometry, E = Energetics, CE = Chemical Equilibrium, EC = Electrochemistry
Bilingual Class = B, Regular Class = R
Based on figure 1 above, it is seen that in general, the ability of students of bilingual class program
is relatively higher than regular one. Somehow, quantitatively, the average score of both programs
is classified low, mainly in energetics and electrochemistry. This can be seen as follows: for
stoichiometry 63.9 (B) and 59.4 (R), for energetics 53.9 (B) and 57.2 (R), for chemical equilibrium
59.1 (B) and 42.5 (R), and for electrochemistry 41.5 (B) and 39.1 (R).
Beside scores in general, this research also finds the percentage of students who answer correctly
for those four concepts and their sub-concepts that contain inside. Refers to data of percentage of
students who answer correctly (with no misconception), here it can be informed the percentage for
each topic such as follows: stoichiometry 48%, energetics 38%, chemical quilibrium 30%, and
electrochemistry 49%. Based on this data, it seems more than 50% of students get misconceptions.
The highest misconception is found for chemical equilibrium. This finding is in agreement to prior
results, for example, Quilez (2009) revealed that misconception is caused by the abstracion of the
concept and often contains bi-meaning words. Another kind of students misconceptions for
chemical equilibrium are as follows: understanding of equilibrium state, direction of equilibrium
(shifting left-right) and Le Chatelier principle (Voska & Heikkenen, 2000). Quilez and Solaz
(1995) reported that students misconception is found mainly in comprehension of equilibrium
shifting. According to Ozmen (2008), students misconceptions are caused mainly because of
ISBN 9786021570425 CHEM-118

lessen understanding of mole concept and concentration, concentration of reagents in equilibrium

state, and difficulties to understand Le Chatelier principle.
The variety of students ability for each topic is stated in deviation standard value. Data in table 4
shows deviation standard value of students ability for toichiometry is 29, for energetics is 22, for
chemical equilibrium is 22, and for electrochemistry is 23. In general, these values show the value
of variability of students ability is still high; it means concepts in any topic is not comprehend yet.
For example, for stoichiometry, the ability to define mole is only 50%, for calculating number of
reagents and limitng reagent is 80% of students can answer correctly, meanwhile, for equation
reaction is 45%, relation of mole and mass (in gram) and mass (in amu) is 30%, even for
calculating yields of reaction is only 5%.
The vary of students ability to comprehend the energetics topic is given by the percentage of
students who are able to answer correctly; for understanding of system is 65%, for understanding of
surrounding is 48%, absorbed calor by surrounding is 33%, and energy transformation between
system and surrounding is 13%.
At the meanwhile, variability of students ability on chemical equilibrium is showed by percentage

of students who can answer correctly; for Le Chatelier principle: the effect of addition of product is
55%, understanding of Kc and the meaning of Kc
is 28%, stoichiometry is 28%, the effect of addition of inert gas is 13%, and heterogenous
equilibrium is 3%. Variability of students ability on electrochemistry is showed by percentage of
students who can answer correctly; for salt bridge concept is 85%, for identification of oxidator and
reductor is 55%, for electrode properties and electrical current in external circuit (solution) is 23%.
Qualitatively Analysis of Students Misconceptions

Qualitatively analysis on students answers is aimed to see the pattern of mistakens which are
showed through the answer sheet test. Here are problems delivered to students and some examples
of answer of students who get misconceptions. In stoichiometry problem, here are the problems:
Problems and answers for stoichiometry

Problem:
1. Write down the definition of 1 mole refers to IU
Answer: 1 mole is defined as amount of a substance that contains as many elementary entities
(atoms, molecules, or other particles) as there are atoms in exactly 12 grams of carbon-12 isotope
2. What Avogadro number is?
Avogadro number is a number which states the number of atoms that are contained in exactly 12
grams C-12
3. Reaction of O2 and NO yields NO2 is described in this ficture
a) Write down the reaction equations:

composition before reaction: 6 molecules NO and 6 molecules O2
after reaction: 6 molecules NO2 and 3 molecules O2
3 molecules O2 is not reacted
Molecules which are involved in reaction:
6 NO + 3O2 6 NO2 or 2 NO + O2 2 NO2
b) Determine the limiting reagent
Based on (a), there molecules O2 are left. This shows that all molecules NO are reacted or the
limiting reagent is NO
ISBN 9786021570425 CHEM-119

(c) Determine the yields of reaction

Based on analysis (a), the yields of reaction is NO2
To analyze students misconceptions on stoichiometry, here are some kinds of revealed answers.
Based on data of students answers for mole definition, it shows that students do not understand
about mole definition yet. According to Abraham et al, (1992), this condition is classified into
group not understand about mole definition yet. Refers to IU, mole is the amount of a substance
that contains as many elementary entities (atoms, molecules, or other particles) as there are atoms
in exactly 12 grams of carbon-12 isotope. Here, students can only recall the words of amount of
atoms or particles; some can only recall C-12. In this case, word C-12 is also not clear yet wether it
is mass of 12 gram or 1 gram, or an atom.
The answers of students in defining Avogadros number also showed mistaken or lessen
comprehension. Refers to formal definition: Avogadros number is a number which states the
amount of atoms that exist in exactly 12 grams of carbon-12. The answers revealed most of
students wrote amount of particles, but do not state exactly 12 grams of C-12. Some others only
answer non-formal definition, that is the amount of particles as many as 6.02 x 1023. From the
answers analysis, it is found that the candidates chemistry teacher do not comprehend the concept.
This result proper to the result of Lee et al, (2001) and Straver & Lumpe (1995) that students had
mistaken in defining mole in the form of C-12 and mole as Avogadros number.
Based on students answers for ability in stoichiometry, in general, students show mistakens in
comprehension of occuring of chemical reaction, limiting reagents, and yields of reaction on the
molecular level. They are familiar to write chemical equation based on coeffisien equation and to
determine limiting reagents that is calculate based on quantitatively analysis use comparing
reaction coeffisien and mole-mole reagents provided. Hence, most of them wrote chemical
equation like prediction without seeing the amount and kind of molecules involved in chemical
reaction. This can be seen in determination limiting reagents where they used the value of reaction
coeffisien and Mr., as well as in determination of yields of reaction, they mentioned oxygen
element.
Students misconceptions in comprehension of limiting reagents, reaction coeffisien, or yields of

reaction, aslo found by Huddle & Pilley (1996), BouJaoude & Barakat (2000), Schmidt & Jigneus
(2003), and Fach et al, (2007). Results showed the points of students misconceptions: do not
comprehend the meaning of reaction coeffisien, not able to determine limiting reagents and yields
of reaction.
Furthermore, to find the degree of students comprehension relate to misconceptions for the
energetics topic, here are some problems given (Table 2)
Problems and Answers for Energetics

In experiment above:
1. system is chemical reaction: BaNO3 + Na2SO4 BaSO4 + 2 NaNO3
2. surrounding is solution and calorimeter
3. In determination calor of reaction: calor of surrounding can be measured directly (Qsurr and Qsyst)
for reaction of 1 mole substance; this is called with enthalpy
4. Understanding of Q = m c T has the meaning that m is mass of solution
Based on answers analysis as written in table 2, it is revealed that most of students give answer
system is chemical reaction: BaNO3 + Na2SO4 BaSO4 + 2 NaNO3 and solution. This answer
relates to question number 2 where most of students answer: system is everything that is in
external of calorimeter. That wrong answer is classified as misconception which they brought
from Senior High School or from some books that define system is what is being attention, at the
meanwhile, surrounding is everything that is in external of the system. In that misconception,
students assume that the thing is being attention is calorimeter (Greenbowe & Meltzer, 2033).
ISBN 9786021570425 CHEM-120

Problem number 3 is related to definition of reaction calor, Qreaction, solution calor, Qsol, and reaction
enthalpy. Variability of students answer for that problem showed that students think partially
about reaction calor, surrounding calor, and reaction enthalpy. The fact showed that in doing
experiment, a student needs supervision till he/she can arrange concept correctly. Question number
3 is related to number 4 where inability of candidates to define surrounding calor results mistaken
to answer question number 4, that is m as mass of substance in solution. Furthermore, related to
misconception problem of candidates for chemical equilibrium topic, Le Chatelier principle sub-
topic, here are provided in Table 3:
Problems and Answers for Le Chatelier Principle

An equilibrium reaction is stated in equation: As4O6(s) + 6C(s) As4(g) + 6CO(g)
To extent the shifting of equilibrium if there is changing of condition such:
a. Addition of CO, so the equilibrium shift to the left
Reason: shifting will avoid increasing of any component, so the shifting will go to direction where
CO is dissosiated
b. Taking arsen gas, so equilibrium will shift to the right
Reason: shifting will avoid decreasing concentration of any component is being lowered, so
shifting will go to the direction where As is formed
c. Addition of inert gas results no effect on shifting of equilibrium
Reason: addition of inert gas only increases total pressure but there is no effect on concentration or
partial pressure of reactan or product. It means, inert gas does not involve in reaction, hence it does
not affect the equilibrium of the system, so system is kept in initial equilibrium
d. If volume is lowered, the equilibrium will shift to the part of smaller mole (to the left/smaller
coeffisien)
Reason: when volume of container of gas system is lowered, so gas system will responded by
lowering its own volume. This happens by lowering the amount of gas molecules in the system
because V n
Refers to the analysis of students answers, so for the problems (a) and (b), most of students answer
correctly, although they do not give any reason. For problem (c), almost all students give wrong
answer. Some students answer correctly, but they do not give any reason or they give wrong
reason. Here are some examples of correct answers with wrong reason: (1)there is no shifting
because inert gas does not affect chemical equilibrium, (2) there is no shifting, because inert gas
has property to maintance equilibrium, (3) inert gas functions as catalyst, so the equilibrium
proceeds to product, (4) there is no shifting because inert gas is not reacted. Several things that can
be explained from those answers are there is no revealing that addition of inert gas only affect on
total pressure. Comprehension of students on quantitative aspects of chemical equilibrium can be
showed by problems provided as written in Table 4.
Problems and Answers for subs-topic in Chemical Equilibrium from Quantitative Aspects
Hydrogen gas is a kind of potential fuel which is resulted from water decomposition through
reaction equation: 2H2O(g) 2H2(g) + O2(g)
Reaction above proceeds at high temperature, 10000C with Kc = 7.3 x 10-18. If the initial
concentration of H2O is 0.1 M, so:
a. Quantitatively, wether the value of Kc is classified very high or very low? The value of Kc is
classified very low or reaction tends to the reactant/left
b. Determine the equation of Kc
[H2]2[O2]
Kc = = 7.3 x 10-18
2
[H2O]
c. Determine the concentration of H2O, O2, and H2 on equilibrium state:
2H2O(g) 2H2(g) + O2(g)

Initial concentration (M) 0.1 0.0 0.0
Changing of concentration (M) -2x +2x +x
Equilibrium concentration (M) 0.1 2x 2x
ISBN 9786021570425 CHEM-121

(2)2 4 3
(0,12)2
= 7,3 1018 or (0,12)2
= 7,3 1018
Hence, Kc <<<, so 2x <<< 0,1
4 3 4 3
or (0,12)2
(0,1)2 = 7,3 1018 , so 4 3 = 7,3 1020
3
x= 1,8 x1020 = 2,6 x 107 M
So [O2]=2,6 x 10-7 M, [H2]=5,2 x 10-7 M, and [H2O]=0,1 (5,2 x 5,2 x 10-7) = 0,09999948 M or 0,1
M
Based on students answers analysis, it can be identified that most of the answers for (b) are
correct, for (a) most are correct with no reason, it means they do not comprehend the meaning of
qualitative equation of Kc, at the meanwhile, for (c) almost all students answered incorrectly. Their
answers show that mistakens for numbers 1 4 indicate they do not comprehend, mistaken for
number 4 happens because they do not understand the meaning of Kc which is very small that
shows the amount of yields of reaction is relative much smaller than reagents. Based on this
concept, the amount of reacted substance is also very small oe 2x <<< 0.1 so the equation which is
contained -2x can be eliminated.
4 3 4 3
0,12 2
= 7,3 1018 can be written (0,1)2 = 7,3 1018
The latter equation is a simple equation that is easy to be solved indeed. The results of this research
regard to the one by Kousathana & Tsaparlis (2006) which revealed that students are still facing
difficulty to determine reacted substances and substances in equilibrium state.
Comprehension of students on electrochemistry topic is revealed through problems below:
Problems and Answers for Electrochemistry
For this electrochemical cell, (1) and (2) are correct:

1. Zn is a reductor and Cu is an oxidator, so the reaction occurs
spontaneous
2. Zn is a reductor and Cu is an oxidator, and the value of Ecell is
negative
3. For this electrochemical cell in external outer circuit
electrons flow from Zn electrode to Cu electrode through a lid
conductor
4. For this electrochemical cell, electrical current in electrolyte solution occurs through: movement
of positive and negative ions between electrodes
5. Function of salt bridge. Salt bridge in electrochemical cell functions as media to move ions
which bring (+) and (-) charges
Analysis of students answers shows that most of students can answer correctly, but for numbers 2
6 most of them answer incorrectly. Mistaken on number 2 mostly because they are not able to
identify cathode and anode, occuring of reaction, and relation between reaction and electrode
charge. For example, Zn is a cathode and positively charged (+) shows they are not able to
distinguish cathode and anode, and also positive charge (+) relates to existing of Zn2+ ions
Mistaken on number (3) relates to electrons flow in lid conductor; they wrote that electrons flow
from Cu electrode to salt bridge. This answer shows students do not comprehend, because there is
connector between Cu electrode and salt bridge. Relate to the answer number (4), most of students
answer incorrectly, for example, electrons flow by ticked on water molecules and move in solution
freely. This results are same with the results of Niaz (2002) who reported that misconception
happens mostly in understanding of oxidation and reduction, properties and roles of electrodes in
electrochemical cell. At the meanwhile, Niaz (2001) and Cheyhun & Karagogle (2005) found
misconceptions on electrical current and electron flow in cell. Most of students do not understand
ISBN 9786021570425 CHEM-122

how the electrical current works in solution and in lid conductor. Students state that electrical
current in solution are brought by electrons which are flow through solution. Partly state that
electrons in solution flow through water molecules. Only small apart of them give correct statement
that electrical current or electrical charges are brought by ions in solution.
4. Conclusion and Suggestion

Conclusion
From the results of this research, it can be concluded that:
1. Quantitatively, the degree of students comprehension on essential topics of chemistry is still low
with the average value for stoichiometry is 62, for energetics is 56, for chemical equilibrium is 51,
and for electrochemical cell is 40
2. Quantitatively, the percentage of students who answer correctly is also still low; for
stoichiometry is 48%, for energetics is 39%, for chemical equilibrium is 30%, and for
electrochemical cell is 48%
3. Qualitatively, students misconceptions on stoichiometry for formal definition of Ar, Avogadros
number, understanding of limiting reagent and yields of reaction in molecular level
4. Qualitatively, students misconceptions on energetics for identification of system, surrounding,
calor of surrounding and enthalpy
5. Qualitatively, students misconceptions on chemical equilibrium for Le Chatelier principle
mainly the effect of inert gas on the equilibrium system, meaning of the value of Kc and its
implementation in calculating the amount of reacted substances in equilibrium system
Qualitatively, students misconceptions on electrochemical cells for identification of cathode and
anode and their properties, electrical current in external circuit/conductor and electrical current in
solution.
Suggestion
Based on the results of this research, here is suggestion: it needs implementation of lecture method
which can help students to comprehend formal definitions in chemistry and think in molecular level
to review/digest chemical process/ chemical reactions.
References
Brandt, L., J. Hellemans, dan L. Heerman. 2001. The impact of concept mapping and visualization
on the learning of secondary school chemistry. Int. J. Sci. Educ., Vol. 23, No. 12, 1303
1313
Bergquist, W. Dan Heikkinen, H. 1990. Student ideas regarding chemical equilibrium. Jounal of
Chemical Education, 67 (12): 1000 1003
BouJaoude, S. dan H. Barakat. 2000. Secondary school students difficulties with stoichiometry.
School Science Review, 81(296), 91 98
Cheung, D. (2004). The scientific inadequacy of Le Chteliers principle. Hong Kong Science
Teachers Journal, 22(1), 3543.
Ceyhun, I. dan Karagolge, G. 2005. Chemistry Students misconception in electrometry. Aust. J.
Ed. Chem. 65: 14 29
De Jong, O., J. Acampo, dan A. Verdonk. 1995. Problem in teaching the topic of redox-reactions:
Actions and conceptions of chemistry teacher. Journal of Research in Science
Teaching, 32, 10, 1098 1110
Fach, M. T. de Boer, dan I. Parchman. 2007. Results of an interview study as basis for development
of stopped supporting tools for stoichiometric problems. Chemistry Education
Research and Practice, 8(1), 13 31
Furio, C., Azcona, R., & Guisasola (2002). The learning and teaching of the concepts amount of
substance and mole: A review of the literature. Chemistry Education: Research and
Practice in Europe, 3, 277.292
Greenbowe TJ, Meltzer DE (2003) Student learning of thermochemical concepts in the context of
solution calorimetry. Int J Sci Educ 25:779800
ISBN 9786021570425 CHEM-123

Garnett, P.J. dan D.F. Treagust. 1992. Conceptual difficulties experienced by senior high school
students of electrochemistry. Journal of Research in Science Teaching, 29, 10, 1079
1099
Hacking, M.W. dan Garnett, P.J. 1985. Misconception in chemical equilibrium. European Journal
of Science Education, 7 : 205 214
Huddle, P.A. dan Pillay, A.E. 1996. An in-dept study of misconceptions in stoichiometry and
chemical equilibrium at a South African University. Journal of Research in Teaching.
33: 65 77)
Kousthanaa, M. dan Tsaparlis, G. 2006. Students errors in solving numerical chemical equilibrium
problems. Chemistry Education: Research and Practice in Europe, Vol. 3, No. 1: 5
17
Lee, K.W.L., T. Tang, N.K. Goh, dan L.S. Chia. 2001. The predicting role of cognitive variables in
problem solving in mole concept. Chemistry Education: Research and Practice in
Europe, Vol. 2, No. 3, 285 301
Niaz, M. 2002. Facilitating conceptual change in students understanding of electrochemistry.
International Journal of Science Education 24: 425439.
Niaz, M. 2006. Can the study of thermochemistry facilitate students differentiation between heat
energy and temperature?. Journal of Science Education and Technology, 15(3), 269-
276.
Ozkaya, A. R. 2002. Conceptual difficulties experienced by prospective teachers in
electrochemistry: Half-cell potential, cell potential, chemical, and electrochemical
equilibrium in galvanic cells. Journal of Chemical Education 79: 735738.
Ozmen, H. 2008. Determination of students alternative conceptions about chemical equilibrium: A
review of research and the case of Turkey. Chemistry Education Research and
Practice, 9, 225233
Quilez, J. 2009. From Chemical Forces to Chemical Rates:A Historical/Philosophical Foundation
for the Teaching of Chemical Equilibrium. Science & Education, 18:12031251
Qulez, P dan P. Solaz. (2004). Changes in concentration and in partial pressure in chemical
equilibria: Students and teachers misunderstandings. Chemistry Education Research
and Practice, 5(3), 281300.
Sanger, M.J. dan Greenbowe, T.J. 1997. Students misconceptions in electrochemistry: current
flow in electrolyte solutions and the salt bridge. J. Chem. Educ. Vol. 74, No 7: 819
823
Tyson, L, Treagust, D.F., dan Bucat, R.B. 1999. The complexity of teaching and learning chemical
equilibrium. Journal of Chemical Education, 76,: 554 558
ISBN 9786021570425 CHEM-124

OCE-11
st
21 Century Science Teaching of Biochemistry Course in
Higher Education
Yunita Arian Sani Anwar
Study Program of Chemistry Education, Faculty of Teacher Training and Education

University of Mataram, Indonesia, rian_bik@yahoo.com
Abstract-Biochemistry is a course that must be taken chemistry students at universities in Indonesia. There
are many problems in the implementation of biochemistry lectures such as abstract concepts and rich in
theories. Students are usually passive participants in the process and often find it difficult to sustain interest
in the subject over the duration of the lecture. This paper aims to discuss the biochemistry of learning related
to learning in 21th century in college. There are three things to note are the content, learning and assessment
models. Content of biochemistry stresses education and make the concept becomes relevant. Laboratory
work also needs to be integrated with face-to-face in class by lifting existing cases in the community as a
learning resource. Assessment has been more assess cognitive aspects through the completion of questions
need to be reduced through integrated assessment.
Keywords: Biochemistry course, learning in 21st century, curriculum, models of learning, integrated
assessment.
ISBN 9786021570425 CHEM-125

PCE-01
Analyzing Misconceptions in Acid-Base Using Modified
Certainty of Response Index (CRI) and Diagnostic
Interview among Students 11th grade Sains at Senior High
School 5 Mataram in Academic Year of 2014/2015
Sadhu, Satya1)*, Wildan2), Mutiah3)
1)*Mataram University, Majapahit Street No.62, Mataram, Indonesia, satyasadhu@rocketmail.com

2) Mataram University, Majapahit Street, Mataram, Indonesia
3) Mataram University, Majapahit Street, Mataram, Indonesia
Abstract- The research aims (1) to know is there misconception occur in students about acid-base theory;
(2) to know what kind of the misconception in acid base theory; (3) to know how much the percentage
students misconception occur in every subconcept acid-base theory. The design of this research is
descriptive method, involved 148 of 11 th grade sains students from Senior High School 5 Mataram, which
devided into two classes are high cognitive class and low cognitive class which choosen by purposive
sampling technique. The result of data analysis has showed that misconception occurred in high cognitive
class, gained 43,86% and misconception occurred in low cognitive class, gained 24,63%. The results show
students misconceptions in high cognitive class in subconcept Arrhenius acid-base theory gained 42,85%,
Bronsted-Lowry acid-base theory gained 46,61%, and Lewis acid-base theory gained 42,28%. Misconception
in low cognitive class in subconcept Lewis acid-base theory gained 28,36%, Bronsted-Lowry acid-base
theory gained 21,15%, and Lewis acid-base theory gained 24,39%. Based on the diagnostic interview has
showed that misconception occur in student due to students does not understand the concept well and related
the one concept to the other concepts with partial understanding, cause student made the failed conclusions.
The type of misconception occurred is a conceptual misunderstanding. According to the data analysis
showed that Modified Certainty of Response Index (CRI) is effective used to analyze students
misconceptions and diagnostic interview is effective used to know the reasons that cause students have
misconceptions.
Keywords: Modified Certainty of Response Index, Diagnostic Interview, Acid-Base Theory,

Misconception
1. Introduction
Education holds the important thing in develope a nation. Education has role in develope
future. Sains learning process participate in increase education quality. Learning process is learning
activity which do by students involved learning sources, facilities and infrastructures, students and
teacher.
Piagets opinion in (Aqeel, 2013) said that learning is process to establishment knowledge
by student from their experience, which occur continuosly. Before get in formal education every
students has their ownselve experience and mindset, due to may establishment different students
prior concept.
Professional contructism concur that knowledge may not be easy moved from teacher to
student. Student must be active construct their knowledge from new information and experience
and new knowledge they have just got. Students hold their knowledge as basic to evaluate new
information. If new information be consistent with existing knowledge, new information would be
assimilated, but if different at all (contradictory) would be accommodated that knowledge to fit
with new information. These ideas, from the students point of view, can be understood in such a
way that strongly held by the students. These ideas and conceptions are possibly correct, but most
ISBN 9786021570425 CHEM-126

of them are significantly different from accepted scientific viewpoints and tend to be rationalized
by students arbitrarily by only considering what they receive from their five senses. Research in
students comprehension about scientific phenomena indicates that students reason frequent not
consisten, different or may not explain the phenomena which directly observed rather than
scientific description accepted. Its called misconception.
Chemistry is one of the comerstones of science, technologyand industry. It contributes to
our existence, our culture, and our quality of life. That's why, it should be taught by
comprehensively and coherently. In general chemistry learning in senior high school more
emphasis in understanding concept in the level of makrokospik and symbolic, while the
understanding level of microscopic infrequent connected in every concept teached (Meylindra et al,
2012).
Understanding chemistry concept in chemistry learning is the important point. In fact,
student often have difficulity in understanding various of chemistry concept. Misconception in
chemistry cause chemistry learning outcomes descrease. In senior high school, chemistry subject is
treated difficult by almost of students, so that almost of student in senior high school did not be
successful in learning chemistry (Nazar et al,.2010).
Lack of understanding the chemistry concept by student caused because almost of
chemistry concepts are abstract and consecutive (Kean et al. 1984) in (Effendy, 2002). Acid and
base chemistry is one of the basic concepts in chemistry because most of the reactions are acid-base
reactions. But, most students hoId misconceptions about acids and bases. Acid-base theory is one
of chemistry basic concepts which abstract and involve understanding through microscopic level
(Hinton et al,. 1999).
Research conducted in many countries showed that misconception occurred in students
may be resistant and without cultural boundaries Purtadi (2011). The wrong concepts or
misconception would cause student also having wrong in the next concept level or can not relate
concept each other. Some of these misconceptions can be removed easily, but most of them are
strongly held by students and usually not affected by regular classroom teaching because these are
something students believe. If the misconceptions are not corrected, new concepts would be
difficult to be learnt (Gonen, 2010). That cause the chain unbroken misconception because initial
concept that learned by student served as the basic learning on next concept level. The magnitude
of impact misconception in student proves that misconception must be analyze. Misconception
which occur continuously in student impact on student learning outcomes would descrease.
Analysis to know which concepts and what is the misconception in student and to know student
learning difficulties.
Certainty of Response Index (CRI) is one way to distinguish between the know the
concept, misconceptions, and do not know the concept. Misconception identification error will
cause an error in break a way, for overcoming misconceptions and do not know the concept is very
different. CRI is a measure of certainty of the students answer the questions given. Certainty of the
answer scale portrayed in CRI, CRI value <2.5 indicates lack of confidence of students to answer
questions (Hasan, et al., 1999).
This research instrument combines data collection techniques-choice test on the grounds
open (Amir, 1987; Krishnan, 1994) and techniques Certainty of Response Index (CRI) (Hasan, et
al., 1999). CRI values (0-5) shows the magnitude of the level of confidence in answering questions.
Following criteria set by the CRI value: 0 Total guess the answer; 1 almost guess; 2 not sure; 3
sure; 4 is almost certain; 5 for sure. Basically, the scale gives a level of confidence that the students
in answering questions. Number 0 indicates the level of confidence held learners are very low,
students answer questions by guessing. This indicates that learners do not know anything about the
concepts in question, while figure 5 shows the confidence level of the students in answering
questions is very high. They answer questions with knowledge or concepts correct guesses with no
element at all. This value is the value given by the students themselves about beliefs when
answering each question. In other words, when learners give CRI, actually provide an assessment
of the learners themselves for choosing rules or concepts that have been ingrained in his mind so
that they can determine the answer to a question.
This research was supported with diagnostic interview to know consistent in every students
who be diagnoted have misconception answer on Modified Certainty of Response Index. By
diagnostic interview, reason from student misconception answer can be analyzed deeply, due to the
ISBN 9786021570425 CHEM-127

researcher can get information objective in students misconception. On the other hand, interviews
can give more detailed information about students alternative conceptions and their understanding
on a particular concept, but a large amount of time is needed to conduct interviews with many
students for generalizing their alternative conceptions.
2. Method
This research is descriptive qualitative. The samples in this study were 11th grade in senior
high school students in Mataram which were choosen by purposive sampling technique. There
were divided into the different of cognitive levels, following are low cognitive class and high
cognitive class, selected 4 classes with provision 2 classes has high average as high cognitive class
and 2 classes has low average as low cognitive class. Instrument used is modified certainty of
response index (CRI) which three level questions (Three-Tier) are objective test in multiple choice
question with 4 options can be selected in every questions which be equipped with opened reason
and certainty of response index in answer the questions
Data analysis using Microsoft Excel 2007 following are analysis content validity (Aikens V test),
question item validity (correlation product moment test), reability using correlation product
moment test, item difficulity level, to know the quality of research instrument.
3.1. Result
Result of analysis content validity (Aikens V) instrument based on view and content
gained range score 0,851 - 1, may be categorized that instrument of modified Certainty of
Response Index (CRI) suffice and relevant to measure variable .
Reability analysis by means product moment test gained rarcithmetic score 0,8217 with significant
level, 5%, gained rtable score 0,349. Based on data rarcithmetic score is bigger than rtable score, may be
concluded that instrument of modified Certainty of Response Index (CRI) is reliable and can be
used for research.
Based on the analysis 35 questions gained items difficulity level of valid items, gained
categorized in fool-proof 2,94%, categorized in easy 17,64%, categorized in enough 41,17%,
categorized in difficult 26,47%, and categorized in very difficult 11,76%. Result of analysis 35
questions on distinguishing items of valid items gained, categorized in poor 2,94%, categorized in
good enough 8,82%, categorized in good 14,7%, categorized in very good 73,52%. Questions
which categorized in poor items, may be repaired in sentences or statement and question so may be
used in this research.
Test result using instrument of Modified Certainty of Response Index (CRI) had been
analyzed to know misconception occur in students. Percentage level of concept comprehension on
every tier in instrument of modified Certainty of Response Index (CRI) can be seen on the table
below.
Table 1. Percentage Comprehension Levels of Students Concept on Every Tier

No Levels Percentage High Cognitive Class Low Cognitive Class
1 I Tier %P 69,17% 66,49%
%TP 30,82% 33,51%
2 II Tier %P 41,66% 34,65%
%TP 54,41% 61,83%
%M 3,92% 3,50%
3 III Tier %P 41,66% 34,65%
%TP 14,12% 40,64%
%M 43,86% 24,63%
Based on the data analysis of objective test using instrument of Modified Certainty of
Response Index (CRI), it is shown that there are a lot students who have misconception either on
ISBN 9786021570425 CHEM-128

the high cognitive class or low cognitive class. Percentage comprehension levels in acid-bases
theory can be seen on the table below.
Table 2. Percentage Comprehension Levels of Students Concept in Acid-Bases Theory

Indicators Percentage High Cognitive Class Low Cognitive Class
Acid-Base of %P 46,262 30,221
Arrheniuss Theory %M 42,851 28,36
%TP 10,87 41,401
Acid-Base of %P 36,314 36,904
Bronsted-Lowrys %M 46,461 21,154
Theory %TP 16,215 42,024
Acid-Base of %P 42,409 36,83
Lewiss Theory %M 42,283 24,391
%TP 15,296 38,51
Based on the diagnostic interview gained misconception in acid-bases, data can be seen on the table
below.
Table 3. Indicator on acid-base who student have misconception

Percentage
Low
No Subconcept Concept Indicator High Cognitive
Cognitive
Class
Class
1 Acid-Base of Writing the equation of ionization reaction 10,44% -

Arrheniuss
Determining ionization reaction 80,58% -
Theory
Determining a compound which act as an acid-
24,62% 30,43%
base
2 Acid-Base of Determining a spesi which acts as an acid-base 42,90% 20,28%
Bronsted-Lowrys
Theory Determining a acid-base spesi in ampiprotik -
31,34%
compound
Determining a acid-base conjugation 42,53% 28,98%
Determining characteristics of acid-base
44,77% -
conjugation
Analyzing acid-base spesi 56,71% -
Determining a couple of acid-base conjugation
40,29% -
3 Acid-Base of Definition of acid-base 39,06% 28,14%
Lewiss Theory
Determining spesi which act as acid and base 28,35% -
3.2. Discussion
According to Table 1, it can be seen that on one tier only known student who understand
the concept and did not understand the concept. It because on one-tier is multiple-choice question
test, which multiple-choice has deficiency only can distinguish student who understand and did not
understand the concept. Multiple-choice tests are often more preferable in science classes since
they are easy to apply and evaluate students understanding of the related subject however,
multiple-choice tests have some limitations in applying such as determining whether a student
gives a correct response to a test consciously or just by a chance. Multiple-choice question gives a
ISBN 9786021570425 CHEM-129

chance student to guess the right answer about 20% (Tuysuz, 2009). Student who answer with the
right choice by guessing on the multiple-choice question (one-tier) may be categorized in
understand the concept, student who really understand the concept well without guessing may be
known by see on the two-tier. Calculation on two-tier, percentage student who understand the
concept will be descrease and known student who actually understand the concept well and student
who just lucky choosen the right question. On Two-tier also gained student who having
misconception. Treagust (1998) in Tsai said opened-reason on two-tier can be diagnose the
misconception. On two-tier which give an answer with students reason or opinion on the concept
test, so that may categorizing which one student who understand the concept, misconception or did
not understand the concept Two-tier is more effective to know misconception and percentage of
student understanding of a subject material whether that subject is meaningful or not rather than
one tier (Treagust, 1995) in Tuysuz (2009). On three-tier may know more accurate student who did
not the concept with misconception, because on three-tier is provided certainty of response index
or the level of confidence in answering questions, with the level of confidence student can give
scale on their anser, whether they really confidence or not with their answer. May be concluded
that with using three tier or modified certainty of response index is more effective to know
percentage student who really understand the concept well, did not understand the concept, and
misconception. Three-tier tests are more effective in assessing students understanding rather than
conventional multiple choice tests since three-tier tests also differentiate alternative conceptions
from lack of knowledge via analyzing the tiers (Dindar, 2011).
It can be inferred from Table 2 that the average percentage of students concept
understanding, students misconception and students did not understanding concept on acid-base in
both classes, are in high cognitive class and low cognitive class.
50
Percentage %
40
30
20
High Cognitive Class
10
0 Low Cognitive Class
Understand Misconception Did not

the concept understand
the concept
Figure 1. Graph of percentage of the concept comprehension level student in high cognitive
and low cognitive class
Percentage of students concept understanding in high cognitive class is bigger than

percentage of students concept understanding in low cognitive class. Students in high cognitive
class has high cognitive ability so that student more understanding about the concept which given
by teacher.
Percentage of student misconception in high cognitive class is bigger than percentage of
students misconception in low cognitive class. A lot of students in high cognitive class has high
cognitive level which they has higher order thinking skill. Students who has higher order thinking
skill tends to have misconception more, rather than students who has lower order thinking skill,
because students who has higher order thinking skill has more concept alternative and tend
interpreting a concept in their minds but almost of that concepts different with the true or correct
concept (Berg, 1991).
Percentage students who did not understand the concept in high cognitive class is lower
than percentage students who did not understand the concept in low cognitive class. Students in
high cognitive class has cognitive level bigger, and completely can understand well the theory, due
to percentage who did not understand the concept is lower than students in low cognitive class.
ISBN 9786021570425 CHEM-130

Percentage of this comprehension level, supported by result of Hakims research, which

students who has high cognitive level tends occurred misconception rather than students who has
low cognitive level. Percentage of student who understand the concept in high cognitive class is
beiger than students in low cognitive class, and percentage of student who did not understand the
concept in low cognitive class is bigger than students in high cognitive class (Hakim et al. 2012).
Misconception occurred in students in every subconcept of acid-base different either in high
cognitive class or low cognitive class. Based on the data on table 4.1 may be showed the
percentage misconception in graph occurred in students in every subconcept of acid-base in high
cognitive class and low cognitive class.
50
40
Percentage %
30
20 High Cognitive Class

10 Low Cognitive Class
0
Arrhenius Acid- Bronsted-Lowry Lewis Acid-Base
Base Theory Acid-Base Theory
Theory
Figure 2. Graph of Percentafe Students Misconception in High Cognitive Class and Low
Cognitive class on Subconcept Acid-Base Theory
Misconception in student caused because student which having wrong concept when aswer
the question tends sure or feeling really confident to their answer, it is called misconception. The
high misconception occurred in student in high cognitive class and low cognitive class, sourced
from students themselves. Conceptual misunderstanding is misunderstanding which flourish while
students are given scientific information which do not give a challenge on paradox (Suparno,
2013). May be concluded that conceptual misunderstanding is misapplication of the concept.
Conceptual misunderstanding is kind of misconception, it is caused by students themselves, which
in learning process students tried to manage information get in their brain, Information accepted
consistent with concept structure, this information would directly enhance their knowledge
network, this process called assimilation process. Information which did not according with, then
they would re-arrangement their cognitive structure till this information may become part of their
knowledge network (Suparno,1997) in (Sanger et al. 1997). According this research, students tends
to form a new concept from the other concept , which this new concept facilitate them to
understand the existing concept . In fact, this new concept did not according with the true concept
so that students having misconception and student did not comfirmation or asked to teacher about
their new concept thath they madein the learning process.
Based on the data analysis misconception occurred in students, may be concluded that
students had been understanding concept in partial or incompleted and tends to memorized. Level
of achievement students concept in identity level. Furthemore some students failed in interpreting
term in acid-base theory. Comins said, reasoning students who incompleted caused because
information or data who had gained incompleted, as a result student pulled a wrong conclution and
that could caused misconception appear in student. Information or date incompleted gained by
students was supported in learning process in class, teacher presented examples of concept did not
good. Accordning observation in class, teacher did not sort the examples from easy to difficult.
Teacher did not choose an example which different from the other example and teacher did not
compare and distinguish example and which not example (Tenny Son et al) in (Slavin, 2001).
ISBN 9786021570425 CHEM-131

4. Conclusion
From the study, it the following can be concluded:
1. There was misconception occurred in students on acid-base theory.
2. Misconception on acid-base in high cognitive class is 43,865% and in low cognitive class
is 24,635%.
3. Misconception occurred in high cognitive class on acid-base of Arrheniuss Theory gained
42,85%, acid-base of Bronsted-Lowrys Theory gained 46,46%, and acid-base of Lewiss
Theory gained 42,28%. Misconception occurred in low cognitive class on acid-base of
Arrheniuss Theory gained 28,36%, acid-base of Bronsted-Lowrys Theory gained
21,15%, and acid-base of Lewiss Theory gained 24,39%.
4. Misconception in high cognitive class on acid-base of Arrheniuss Theory, the higher
misconception gained 46,26% about student assumed that a compound having OH is base.
Acid-base of Bronsted-Lowrys Theory, the higher misconception gained 44,77% about
student assumed that base conjugation has one atom H+ less and has more negative charged
than acid, whereas acid conjugation has atom H+ more and has more positive charged than
base. Acid-base of Lewiss Theory, the higher misconception gained 56,71% about student
assumed thath base is spesi which accepted an electron pair.
5. Misconception in low cognitive class on acid-base of Arrheniuss Theory, the higher
misconception gained 24,63% about student assumed that entire of compounds which has
structure OH if happen ionization reaction would be produced OH- ion (base). Acid-base
of Bronsted-Lowrys Theory, the higher misconception gained 36,23% about student
assumed thath base is a compound is having less H element. Acid-base of Lewiss Theory,
the higher misconception gained 27,53% about student assumed thath acid is spesi which
give a electron pair.
References
Aqeel, A., dan Ayyal A. 2013. Piaget's Theory of Learning. Interdisciplinary Journal Of
Contemporary Research In Business.
Berg, E V.D. 1991. Miskonsepsi Fisika dan Remediasi. Salatiga: UKSW.
Dindar, A.C., dan Omer G. 2011. Development of a three-tier test to assess high school students
understanding of acids and bases. Procedia Social and Behavioral Sciences 15 (2011)
60060.
Effendy. 2002. Upaya untuk Mengatasi Kesalahan Konsep dalam Pengajaran Kimia dengan
Menggunakan Strategi Konflik Kognitif. Jurnal Media Komunikasi Kimia, No. 2, th 6.
Gonen, S., & Kocakaya, S. (2010), A Physics Lesson Designed According to 7E Model with the
Help of Instructional Technology (Lesson Plan), Turkish Online Journal of Distance
Education, 11(1), 98-113.
Hakim, A., Liliasari, dan Asep K. 2012. Student Concept Understanding of Natural Products
Chemistry in Primary and Secondary Metabolites Using the Data Collecting Technique of
Modified CR. International Online Journal of Educational Sciences, 2012, 4 (3), 544-
553.
Hinton, M.E., dan Nakhleh M.B. 1999. Students Microscopic, Macroscopic, and Symbolic
Representations of Chemical Reactions. The Chemical Educator,4 (4): 158-167.
Meylindra, I. Suhadi I., dan Oktavia S. 2012. Identifikasi Pemahaman Konsep Larutan
Asam Basa Melalui Gambaran Mikroskopik Pada Siswa Kelas Xi Ipa Sma Negeri 5
Malang. Jurnal Ilmiah. Universitas Negri Malang.
Nazar, M., Sulastri, Sri W., dan Rakhmi F. 2010. Identifikasi Miskonsepsi Siswa SMA Pada
Konsep Faktor-faktor yang Mempengaruhi Laju Reaksi. Tesis. Unsyiah Banda Aceh.
Purtadi, S., dan Sari, L.P. 2011. Analisis Miskonsepsi Konsep Laju dan Kesetimbangan Kimia pada
Siswa SMA, Makalah, Yogyakarta: Pendidikan Kimia FMIPA, Universitas Negeri
Yogyakarta.
Sanger, M.J., dan Greenbowe, T.J. 1997. Common Student Misconception in Electrochemistry:
Galvanic, Electrolytic, and Concentration Cells. Journal of Research in Science Teaching
(JRST).
Slavin, R.E. 2011. Psikologi Pendidikan Teori dan Praktik. Jakarta: PT. Indeks.
ISBN 9786021570425 CHEM-132

Suparno, P. 2013.Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta:

Gramedia.
Treagust, D.F., dan Reinders D. 2009. Multiple Perspectives of Conceptual Change in Science and
the Challenges Ahead. Journal of Science and Mathematics Education in Southeast Asia.
32 (2). 89 104.
Tysz, C. 2009. Development of two-tier diagnostic instrument and assess students
understanding in chemistry. Turkey: Department of Primary Education, Mustafa Kemal
University.
ISBN 9786021570425 CHEM-133

SECTION VI: GENERAL EDUCATION
OGE-01
An Application of Catastrophe Theory to Analyze the
Sudden Cognitive Development for Kids with Special
Needs
Asti Meiza
IAIN Sunan Gunung Djati, Bandung, Indonesia

asti_b44@yahoo.co.id
Abstract-In this paper, an overview of catastrophe theory application is presented. So many applications in
neuroscience and cognitive development are also given. Catastrophe theory specifies a set of criteria for
testing the discontinuity phenomenon. Theory of cognitive development as proposed by Piaget is used here,
although the development of children with special needs require additional criteria for specialization.
Catastrophe model analyzing qualitative change of two control variables to one state variable. Some of the
factors that affect the growth and development of a child are the internal factor, i.e. genetic and hormones,
and the external factors i.e. nutrition and stimulus (effect of training and support). In this article, effect of
training and affection support is chosen as control variables, and sudden cognitive development is chosen as
state variable. Correspondence between Gilmore transition criteria, called catastrophe flags, and cognitive
development criteria discussed here. As a literature review for a preliminary study, this article does not
present the result of the empirical data. Fitting the model do with simulation the fictive data. This article is
also equipped with discussion about data retrieval method which is appropriate with the variables.
Keywords: catastrophe, Piaget, sudden development, special kids, transition criteria.
ISBN 9786021570425 GE-1

OGE-02
Development of Computer Assisted Instruction (CAI)
Based Teaching Materials in Junior High School
Sri Wahyuni
University of Jember, Jawa Timur, Indonesia

yunifisika@gmail.com
Abstract-CAI-based teaching material is a material delivery system that incorporates multiple media
learning. The interactive media is designed and programmed into a computerized system. Teaching materials
in science that based on CAI system has been suggested to improve students learning outcome. The purpose
of this study is to produce a CAI-based interactive teaching material, to describe students response after
learning the CAI teaching materials, and to assess students learning outcome. The CAI teaching materials
were developed in 4D designs. This study was carried out in the state middle school (SMPN 2) Ajung
Jember. Subject of the study were students at the seventh (7th) grade. Data were collected in interviews,
documentation, logic validation, questionnaire and test. Expert validation on instruments was at 4.105
categories. Results showed that student gave 96.59% on positive response. Score of students learning
outcome showed 76.5. The conclusion is a science teaching materials based on CAI can be used in junior
high school.
Keywords: CAI, teaching, Junior High School, 4D design
ISBN 9786021570425 GE-2

OGE-03
Ethnomathematics of Adonara Society in Weaving
Activity
Wara Sabon Dominikus1*, Toto Nusantara2, Subanji2, and Makbul Muksar2
1
Department of Education Mathematics, Universitas Nusa Cendana Kupang
2
Department of Mathematics, Universitas Negeri Malang
warasabondominikus@yahoo.com
Abstract-This paper describes mathematics knowledge of Adonara Society in weavingactivity known as

ethnomathematics. Collecting data was doneusing variousmethods; those are participative observation,
unstructured interview or in-depth interview, and documentations. Participative observation was done during
any weave activity with focus on inventarisation all kind and function of all tools used in weave activity.
Interview was done to some informant who was selected according to researcher deliberation and previous
informant suggestion. The Collected data was analyzed based on ethnomathematics characteristic which
includes Counting, Locating, Measurement, Play, Designing, and Explaining (CLMDPE). Analyzing data
shows that there is some mathematics knowledge in weave activity. Those are counting, to find position any
object, measuring, designing, explaining, comparing, classifying, ordering, estimating, evaluating, if-then
logic, polindromic numbers, and some concept of geometry include symmetry, reflection, translation,
dilatation, rectangle, triangle, and others.
Keywords: ethnomathematics, woven, weave, polyndromik, Adonara
1. Introduction
1.1. Ethnomathematics
The meaning of ethnomathematics always growth and change since it was first introduced
by D'Ambrosio at the beginning of 1980 until now. The changes are related to the meaning of
culture or cultural groups into the research area of ethnomathematics as a research subject leading
to ethnomathematics as a field of research. It comes in many of meanings ethomathematics as
described in this section.
Until the 1980s the term ethnomathematics refers to the practice of mathematics illiterate
people, and the practice of mathematics in culture without the written expression of society that
were previously regarded as primitive or ancient societies (Ascher, 1997: 26; D'Ambrosio, 1997:
xv;) , Here Ascher and D'Ambrosio emphasized that the focus of ethnomathematics limited to
communities lacking culture or never learned school mathematics.
Furthermore, D'Ambrosio argued that ethnomathematics referred to as mathematics practiced in
various community cultural groups such as tribes, groups of workers, children of certain age
groups, professional groups, and others (D'Ambrosio, 1997: 16). Nunes stated that
ethnomathematics refers to a form of mathematics that varies as a consequence that the
mathematics contained in cultural activities aimed more than "do" mathematics (Nunes, 1992).
Milroy argues ethnomathematics concerned with the study of the various types of mathematics that
arise or exist in a variety of cultural groups (Milroy, 1992). Pompeu states that ethnomathematics
relates to a form of cultural knowledge or characteristics of the social activity of a social group or
culture, which can be known to other groups such as west- anthropologist, but does not need to be
known by the original group as the mathematical knowledge or mathematical activity (Presmeg,
2007: 440 ).
Some meanings of the above illustrates that ethnomathematics related to mathematics or
mathematical practice or mathematical knowledge or mathematical activity in the activity of a
particular cultural group. Thus the need for a review and in-depth description of the
interrelationships of modern mathematical concepts in ethnomathematics.
ISBN 9786021570425 GE-3

Further D 'Ambrosio, who is referred to as the initiators and the "intellectual father" of
ehtnomathematics field, making expansion concept of' ethno '. D'Ambrosio include all elements of
culture including jargon, codes, symbols, myths, and even a certain way that allows people to
reason and deduce (Franois, 2012: 1). Borba suggests that ethnomathematics is mathematical
knowledge expressed in the code, the language of a particular socio-cultural group (Meaney, 2008:
52). Some meaning of ethnomathematics above illustrates that ethnomathematics related to the
practice of mathematics, mathematical ideas and mathematical knowledge of a social and cultural
group related to the calculation, grouping, sorting, inference, and modeling.
Currently ethnomathematics has become the field of research on the relationship between
culture and mathematics and play an important role in education and mathematics education.
Barton defines ethnomathematics as a field of research that tests or examine how people from
different cultures to understand, articulate and use the concept and practice of what comes from
their culture and that which the researchers describe as a mathematical (Barton, 1996; Alangui:
2006: slide # 10). Begg defines ethnomathematics as the mathematics of a culture whose influence
on mathematics, education, and mathematics education (Begg, 2006: 1). D'Ambrosio stated that
ethnomathematics is a program of research in the history and philosophy of mathematics, with the
pedagogical implications in mathematics education, focusing on the art and technique (tics of
techne) to explain, understand, and face / overcome (mathema) different social and cultural
environment (ethno) (D'Ambrosio, 2001a: 1, 2001b: 1; Horsthemke, 2006: 4). Gerdes suggests that
ethnomathematics as a field of research that seeks to study and examine the mathematics or
mathematical knowledge in relation to the overall cultural and social life of certain cultural groups
(Gerdes, 2014). In this context, it will enrich mathematics that has been commonly known and
studied in formal educational institutions during this time and will also affect the education of
mathematics.
From the foregoing description it can be concluded that ethnomathematics is the study of
the relationship between the Mathematics and different cultures which contribute to and influence
on education and mathematics education. This is in line with the objectives of ethnomathematics is
to contribute both to understand the culture and understanding of mathematics, but especially to
appreciate the relationship between mathematics and culture.
1.2. Woven fabric

Indonesia is a multicultural country rich in culture and cultural diversity. One of the
cultural diversity is demonstrated by the variety of ways to dress. Causes diversity is a different
way of dressing cloth used as a raw material to make clothes. For example, in the Java community
recognized the existence of batik cloth, in the community of East Nusa Tenggara (NTT) is known
for weaving cloth.
NTT is a province that is also a miniature archipelago Indonesia has more than 40 tribes or
ethnicity, where each tribe or ethnicity in the province have their own languages and dialects more
than one hundred (Sanga, 2004; Liliweri, 2014: 399). The number of languages and dialects to
become the reason why there is a diversity of motifs or patterns that exist in the fabrics.
Motif in woven is different between each region or ethnicity. Motif woven fabric is a
manifestation of people's daily lives and have a fairly close emotional bond with the people in each
tribe. Motif in woven can display a myths, legends, typical animals of the region. Moreover woven
motif also depicts the natural wealth and the relationship between humans and nature. As there is a
horse motif on fabric showing that Sumba known for its horse sandalwood with Pasola event,
Manggarai songket motifs of dragons which shows only in Manggarai that became one of the
tourist attraction of domestic and foreign countries.
Since estabilishment and development of the first empire in the province around the 3rd
century AD, it is estimated to have people recognize the existence of a culture of high art and
appreciated being part of everyday life. One of them is the ability to weave (Liliweri, 2014: 399).
Thus the weaving activity evolved and passed down through generations from one generation to the
next. Weaving activity is not only a leisure activity but has become a livelihood. Weaving is
generally carried out by women, it is often the ability to weave as a requirement of a woman can be
married or married.
ISBN 9786021570425 GE-4
Woven fabric later became customary fabric or as a basic for making various fabrics or
custom clothing. The Functions of custom fabrics are different in each region or tribe. In general,
the function of the woven fabric, among others; (1) as the clothing worn everyday and cover the
body; (2) as one of the completeness of the bride price or dowry in marriage; (3) as part of the
tradition in the event of death; (4) as a fashion ceremonial and traditional dances; (5) as an
indicator of social strata and the prestige of the wearer; (6) as a means to pay penalties in case of
violation of customs; (7) as a token of appreciation for the guests who come to visit; (8) as a source
of economic and other transaction tool.
Based on how to make the weaving differentiated into three, namely: (1) weaving, motif
created from the binding thread. NTT, which is tied warp threads, whereas in other areas which are
tied weft yarns; (2) weaving Buna, originating from North Central Timor, which weave using yarns
that have been put in prior to dye; (3) woven Lotis / sotis or songket, the manufacturing process is
similar to the process of weaving Buna. (Liliweri, 2014: 400)
In the traditionally weaving process there are two phases to weave, those are the stages
produces the threads form cotton or leather fiber and the stages produce fabric. In all of these stages
use a variety of tools and equipment and materials accordingly. Fittings weave itself is the work of
the society of his time as needed in conducting weave.
2. Research Methods
This study is a qualitative-descriptive for the purpose of describing mathematical
knowledge of Adonara society in the weaving activity. Data was collected by the method of
participatory observation, unstructured interviews, and documentation. Interviews were conducted
to 9 old womans as informants consisting of four people aged 60-70 years, 4 people aged 50-60
years, and one people aged 40-50 years. Selection of the number of informants in the above as well
as to ensure the validity of the data obtained from the informant. Data were analyzed descriptively
with refers on characteristics of ethnomathematics comprising: counting locating, measuring,
designing, playing and explaining (Bishop: 1988).

Weaving activities for Adonara people originally done as a time filler after the harvest and
storage of the crop in the barn. However, at the present time weaving activity has become one of
livelihood. Weaving skills are usually passed down from one generation to the other. Weaving
skills in the past is often as a requirement for a woman to be married or married, even though now
it is no longer valid explicitly. An Adonara woman is said to be adult people marked with a
ceremony by given weaving equipment to the women by the chiefs or representatives of families.
In this paper, analysis and description based on observations and interviews with three informants
only. Transcripts of interviews with three informants are detailed as follows: for the first informant
labeled [1] to [31], for a second informant labeled [32] to [47], and a third informant labeled [48] to
[61]. Transcript of the interview both in Lamaholot and Indonesian language (not to be attached).
In general, the weaving activity is divided into two phases, which phases produce yarn and
fabrics generating stage. Adonara society today generally use conventional yarns available on the
market, whereas in the past for woven yarn produced from cotton. The processing of cotton to
produce yarn that is ready for use usually takes 1-2 months. The process of producing yarn of
cotton by Adonara people are as follows.
1. Balok kapek, grinding cotton to separate cotton from its seeds, using a tool called "menalok"
2. Buhu Lelu, soften and break down cotton that have been separated its seeds by using a kind of
arc called "menuhu" then proceeds cotton smoothing it rolled into coils for grip called "Lelu".
3. Ture Lelu, making or spinning threads of Lelu. This process is called " ture lelu " using a tool
called "senure".
4. Pudu Bena, thread in the form of small dots the size of a fist of threads that exist in senure.
5. Lawa Bena, tense or tighten threads on a tool called "Belawa" then roll the yarn spun yarn in
the form of so-called "kenodot".
6. Deken kenodot, dyeing of yarn by immersing in a liquid marinade leaves indigo or noni roots
followed by drying the thread for several days.
ISBN 9786021570425 GE-5
7. Pudu udu, thread rolling in rolls round of fist after staining using a tool called "temue". Spools
latter is called "udu" and thread ready for weaving.
In the process of generating these threads there are some mathematical knowledge, among
others: (1) calculate or estimate the time needed for the milling of cotton to produce yarn that is
ready to use; (2) determine the position of the object from the position of the cotton mill, menalok,
can be determined where cotton and cotton seed is on the opposite side of menalok. Usually the
location of cotton and cotton seed is determined by in front or behind menalok ;. (3) measure used
to determine the size of a large fist roll of cotton that has been refined (Lelu), and the size of spools
of thread on the pudu bena and pudu udu; (4) designing tools that are used with specific form
according to function. Likewise devise how to use these tools in order to reach the goal. This
suggests a high imagination about shape of the tools and high skills to make these tools; (5) spatial
ability in making cotton rolls (Lelu) and spools of thread-shaped flat and oval with a certain size.
Geometric shapes used are the result of the evaluation and decision-making processes by
considering the practicality of use. Cotton rolls only at the hand grip, because otherwise it will
cause trouble in the yarn spinning process (ture lelu). Likewise spools are round the size of the grip
so as to facilitate the process of preparing fabric (tane tenane). Threads in the thread spools (udu)
be easily separated without damaging the remaining threads thus expediting the process of tane
tenane.
From the process of generating the thread above, then the equipment or materials used to produce
yarn, among others: (1) Menalok- cotton grinder; (2) Menuhu- cotton smoother; (3 Senure- cotton
spinner; (4) Belawa-thread tighter; (5) Temue-thread roller; (6) leaves of indigo and roots of noni.
Figure 1: Menalok Figure 2: Belawa Figure 3: Temue

Looking to the equipments used to produce the yarn, then there are mathematics or
mathematical knowledge such as: (1) the various forms of three-dimensional on the cotton miller
(menalok), among others: the beam and tube / cylinder. There are several pieces of wood shaped
beams are arranged on the bottom as a buffer of two pieces of wood are the top cylindrical where
cotton is milled. Both pieces of wood this cylinder rotates in the opposite direction so as to separate
the cotton and seeds. On the left and right are shaped wooden beams as limiting the width of
menalok; (2), there is some forms of two-dimensional such as triangles and rectangles formed by
the placement of threads in the thread fastening tool (belawa); (3), there are regularities and
patterns in order to put the thread on belawa making it easier for yarn spinning into kenodot. This
of course requires high imagination and careful rational considerations; (4) Many of the geometry
concepts embodied in the tool of the thread (temue), among others: (a) the parallel line is shown
with the preparation of separate and parallel thread making it easier to conduct the winding yarn
(pudu udu); (b) alignment is also apparent from a slab of wood / bamboo made cross and confront
each other. And if this is associated with three-dimensional obect (blocks or cubes), then each
wood / bamboo that is diagonal to the side of the field opposite sides and formed fields diagonally;
(c) there is also the concept of the angles on two parallel lines cross by the other lines include the
opposite angle; (d) there are geometric shapes such as rectangles, blocks, cubes, and spherical and
geometric properties such as reflection, translation and rotation.
Related activities to get the noni roots, have been told that if someone does not have the
noni tree, the roots of noni dug in the forest or in the garden of the other residents. Noni roots dug
ISBN 9786021570425 GE-6
usually only on one side , whereas the roots on the other side is left to be extracted and used in the
next period. This noni roots digging process can be done during the day or even more than one day.
Sometimes deep of digging hole more than half the height or the local dialect called "tobo
horona" -not visible when sitting. Pit was then backfilled and will be used for planting particular
type of potatoes. If the noni tree that belongs to someone else, then it is usually applied to the
system for share the results. Noni root excavation results will be shared with the owners of noni
tree with a larger portion for the digger.
Get an overview of the activities of the noni roots as dye yarn, there are several activities as
mathematical knowledges, among others: (1) estimate the time needed to dig up the roots of noni
for coloring a number of threads that have been prepared. As mentioned above that the time it takes
1-2 days. This time is not a fixed time but an approximation only; (2) determine and decide on
which parts of the noni roots will be extracted first. A decision which parts will be extracted
depending on the location of the noni tree is located that the tree on flat or sloping areas; (3)
comparing the portion of revenue sharing between the noni roots excavator and the owner of the
tree. Digger who spend more time and force physic to dig then get bigger portion than the owner
of the tree. Alike will benefit from the root of noni, but respect for the hard worker to provide a
larger portion (4) determine or measure the depth of pits using size tobo horona (invisible when
sitting) while the width of the holes are often not measured because depending on the distribution
pattern of the roots which embedded into the soil or spreading.
Stages of fabric production consists of two sub-activities that tane tenane and neket
kewatek. Tane tenane activity aimed for organizing and managing threads in accordance with the
type of fabric will be produced by the so-called tenane. The number of tenane is called nae ', so
that the one tenane is also called nae' or nae' tou (one nae'), the two tenane is called nae' rua
(two nae'). While the activities are weaving neket kewatek thoroughly to produce fabric. The fabric
consists of two nae' with the same size and symmetrical patterns of thread color. Weaving process
to produce fabric normally takes 4-5 days or more when any obstacle happened.
From observations and interviews also known that Adonara society using traditional
weaving equipments that have been used by previous generations. The equipments used to produce
the woven fabric are as follows.
1. Pola, yarn winding -wooden beams tied to two poles as the holder of all weaven tools.
2. Wititara, logs contained a winding yarn on the other end of the pola located at lap of weavers.
3. Seligu, belts of goatskin or from the sack as a binder weaver with wititara.
4. Senurit, a kind of sword of wooden terraces as a tool to tighten each thread yarn through a
punch or pull. Senurit surface is very slick and shiny because always rubbed with a kind of a
waxy substance called "tenaro"
5. Wani beloin, bamboo splinter which twisted by threads to be woven.
6. Wulo-Nawe, a bamboo splinter (wulo) and a small log (Nawe) which is woven with threads
and it is used to lift yarn up or separate the yarn path when entering senurit.
7. Tenie, a small round piece of wood that is detached and serves to suppress the thread path
along wulo which at the same time other hand raised Nawe.
8. Nubo, a bamboo splinter which serves to keep the neatness of each thread woven yarn and at
the same time to control the woven already close-out or not.
In general, a sequence of movements in the weaving process (neket kewatek), among
others: (1) open space on the yarn path by using senurit where the senurit made straight; (2)
followed by entering wani from right to left and then thread on wani pulled so taut; (3) after the
senurit recline and pulled or beaten 3-4 times to close up pieces of string; (4) draw senurit to the
right and then pull wulo-Nawe to tighten the thread path; (5) enter senurit then made a motion to hit
3-4 times to close pieces of string; (6) senurit enforced again to open the lines of yarn and enter
wani from left to right; (7) senurit recline then hit 3-4 times to close pieces of string and then
pulled to the right; (8) lift Nawe and pressing wulo and tenie together to open the lines of thread
then enter senurit then make some punch to tighten pieces of string; (9) again to repeat steps 1
through 8.
There are three kind of Woven fabric, those are Nowi (cloth for men) , kewatek (cloth for
women), and Senae (shawl/scraf). Nowi only one type with the size normally 5-7 hand span width
ISBN 9786021570425 GE-7

(in Lamaholot dialect called "wage"). Size of Senae (shawl/scarf) varies with 1- 3 hand sapan wide
and 5-7 hand span long with a variety of patterns according to its provisions. While zise of
kewatek is 4-5 hand span with various motifs developed by weavers which also distinguish the
selling price. There are several types of kewatek include: sunsera, penetoten, lephan, he'bhan
e'han, watowiti, hair buse, tenopone, Karabau makaten, and kiwane. Motifs or patterns that are
commonly present in woven fabric mainly on the type of kewatek penetoten include: kolon mata,
ule, lako dowa, kau nepin, ile wurune, and makoken. The selling price of a single sheet of fabric
kewatek on the hand weavers between Rp. 120,000, - to Rp. 130.000, - and usually more expensive
for kewatek penetoten.
1. From the description of the weaving activity above and from transcripts of interviews with
three informants, from the observation in the field, as well as the relevant documentation from
the field, then the whole process of weaving ranging from produce yarn and weave produces
fabrics to sell woven cloth contained many things describe the mathematical knowledge.
These things appear in a variety of activities, among others : Counting activity such as counting
the number of needed threads, counting the time (days) required for weaving to produce a
fabric kewatek or nowi, calculate the price of yarn and the selling price of kewatek/ nowi. In
addition count the number of moving senurit to close the thread, and counting amount pieces of
string for each color of thread used to form any motif (more detail on the analysis of motifs).
2. Activity to determine the position of an object such as determining which parts roots of the
noni tree were dug in advance. weavers determine location of various tools and equipment
used, also weavers locate the appropriate motif, and determine the location of the color of the
thread used in the appropriate lane.
3. Measuring activity , such large of kewatek is measured by the number of hand span, also
comparing the size of the yarn, the yarn price, and woven selling prices, also compared the
number of parts that are dug roots of noni to be distributed between the excavator and the
owner of the tree. Besides, there is any sort activity, in this case the sequence of work, setting
the sequence motif and the sequence of colors of yarn, also the order of the stages of the
weaving as described previously. Measure activity also appears in estimating the depth of pits
roots of noni, the magnitude of cotton rolls (Lelu) and spools (udu).
4. Designing activity, in this case the weavers plan and design the type of gloves to be woven,
patterned color (without writing), design a motif that will be used as an expression of the
understanding to the natural environment
5. Aactivities to explain among other things, an explanation of the relationship between the size
kewatek and the selling price, explanation about the order or process of making yarn, describes
the types and motifs of kewatek.
6. There are other findings such as the use of logic if-then, there is the process of addition and
dividing.
7. There are also activities to evaluate and decide such as decided to design the shape of the tool
used in the process of producing the yarn and the process of producing fabrics. Forms and basic
materials tools were certainly through a consideration oriented usability of the tool later.
Likewise, evaluating and deciding on the type of thread colors and motifs used by considering
aspects of art, interest and market demand.
Below is shown the photo of kewatek penetoten with some motifs available on it and used for
further analysis.
ISBN 9786021570425 GE-8

A.Kolon B. Ule - 1 C. Lako D. Ule-2

E.Kau Nepin F. Hebhan
Matan Dowa
Figure 4 : fabric of kewatek penetoten
Here is a description of the pattern of thread colors and the number of threads on several motifs.
Each motif is taken from the fabric kewatek penetoten above. At each motif begins and ends with a
certain color. Part piece motif, the color of the thread and the number of pieces of each color yarn
from left to right can be seen below.
White, 8
Pink, 8
Purple, 8
White, 3
Violet, 2
Red (at motif of Kolon matan), 7
Violet, 2
White, 3
Purple, 8
Pink, 8
White, 8
Figure 5 : Motif of Kolon Matan (Birdeyes)

From the description of the use of color threads on kolon matan motif above, then there are a
couple of things:
1. The color patterns in a regular and symmetrical motifs. From left to right in a row ranging from
white-pink-purple-white-violet- red ( in the middle) - then repeated but in reverse order ie
violet- white-purple-pink-white. Here it appears that the color of the thread is set by weaver so
that the left and right of the red-which exist in the kolon matan- all the same motif in reverse
order. Or in other words the pattern of colors illustrates the result of reflection with "reflection
axis" are pieces of red yarn on the motif.
2. As a consequence the number of pieces of yarn also follows the pattern of reflection, where
from white to red (middle) and then after the red to white, many pieces of string as follows: 8-
ISBN 9786021570425 GE-9

8-8-3-2-7-2-3-8 -8-8. Here there is a symmetrical pattern number that specifies the number of
pieces of string on this motif.
3. If the number that specifies the number of threads in the thread connecting motif is written into
the number 88832723888, then this number is known as the polindromik number (the number
which has the same number when read from left to right and vice versa).
White, 8
Pink , 8
Violet, 2
Red ( at motif of kau nepin), 5
Violet, 2
Pink,8
White, 8
Figure 6 : Motif of Kau nepin
From the description of the use of threads color on the motif kau nepin above, then there are a
couple of things:
1. The color patterns in a regular and symmetrical motifs. From left to right in a row ranging from
white-pink-violet-red (middle) - then repeated but with the reverse order ie violet-pink - white.
Here it appears that the color of the thread is set by weaver so that the left and right of the red-
exist in the motif kau nepin- everything the same in reverse order. In other words the pattern of
colors illustrates the result of reflection with "reflection axis" are pieces of red yarn on the
motif.
2. As a consequence the number of pieces of yarn also follows the pattern of reflection, where
from white to red (middle) and then after the red to white, many pieces of string as follows: 8-
8-2-5-2-8-8. Here there is a symmetrical pattern number that specifies the number of pieces of
string on the part of this motif.
3. If the number that specifies the number of threads in the thread connecting motif is written into
the number 8825288, then this number is known as the polindromik number (the number
which has the same number when read from left to right and vice versa).
From two motifs shown above, it can be noted that:
1. The weavers have concepts of symmetric or reflection concept expressed in the saying that "the
same" or "balanced" color and the number of threads on the left and right of each motif.
2. Weaver has concept of order and grouping of colored yarn. Weaver set the order of colors
regularly and adjust the placement of color group selectively causing interesting effects on the
fabric produced.
3. There is also the geometric shape in the form of a rectangle (rhombus) and the triangle (right-
angle triangle) with various properties. Rectangles and triangles are placed along the lane motif
that has regularity distance to the shape and size are fixed. It also shows that the weavers have
and use the concept of translation, reflection, and rotation.
4. Weaver have the ability to define and develop and put motifs in the fabric kewatek. Here
needed a strong of motif imagination and put it later on woven fabrics.
5. In determining the use of thread colors and the number of pieces of string on each thread colors
indicate any counting activities by weavers. All counts were performed with count mentally
and remember without written or prepared in advance.
4. Conclusion
From the description above it can be concluded: first, although the Adonara do not have a
word for mathematics in their lives, but they have a variety of mathematical knowledge used in the
whole process of weaving such as counting, determining the location, comparing, measuring,
estimating, designing, identifies, sort, classify and evaluate, which refer to the characteristics of
ethnomathematics (Bishop: 1988) all of the above is a mathematical activity known as
ISBN 9786021570425 GE-10

ethnomathematics in weaving activities. Second, in the weaving activity is used also if-then logic
that shows the process of reasoning, there is also the knowledge of addition, subtraction, and
division. Third, there is polindromik numbers stating the number of pieces of string on each motif.
Fourth, there is the knowledge of geometry are geometric shapes such as lozenges, triangles and
other geometric concepts such as reflection, translation, and rotation . Fifth, Adonara community
has long had the technology for weaving activity which was not exactly simple. In their thinking
that all the tools used in the weaving is modern tools according to the needs at that time.
References
Ascher, M., Ascher, R., (1997), Ethnomathematics, In A. Powell & M. Frankenstein (eds),
Ethnomathematics, Challenging Eurocentrism in Mathematics Education (pp. 25-
50), Albany: State University of New York Press.
Alangui, W.V., (2006), Mutual Interogation as an Ehnomathematical Approach, 3rd
International Conference on Ethnomathematics, Slide 1-30, 12-16 February 2006,
Auckland, New Zealand
Barton, W. D., (1996), Ethnomathematics: Exploring Cultural Diversity in Mathematics,
Disertation- The University of Auckland.
Begg, A., 2006, Ethno-Mathematics, Ethno-Knowledge, Ethno-Education, ICME-3,
International Congress on Ethnomathematics, Auckland, Februari 2006, pp. 1 10.
Bishop, A.J., (1988), The Interaction of Mathematics Education with Culture, Culture
Dynamics 1988:1; pp. 145-157. DOI:10.1177/92137408800100200
DAmbrosio, U., (1997), Ethnomathematics and its Place in History and Pedagogy of
Mathematics, In A. Powell & M. Frankenstein (eds), Ethnomathematics,
Challenging Eurocentrism in Mathematics Education (pp. 13-24), Albany: State
University of New York Press.
DAmbrosio, U., (2001a), What is Ethnomathematics, and How Can It Help Children in
Schools?, Taeching Children Mathematics, Feb 2001, V7(6), pp.308-311.
DAmbrosio,U., (2001b), Ethnoamthematics: Link Between Traditions and Modernity,
sense Publisher, Roterdam- Netherlands.
Franois,K., (2012), Ethnomathematics in a European Context: Towards an Enriched
Meaning of Ethnomathematics, Journal of Mathematics & Culture, ICEM 4 Focus
Issue , ISSN-1558-5336, p.191-208.
Gerdes, P., (2014), Ethnomathematics as a New Research Filed, Illustrated by studies of
Mathematical Ideas in Africa Histori,
www.ethnomathematics.org/articulos/gerdes.pdf, Download pada 22-2-2014.
Horsthemke, K., Schfer, M., (2007), Does Africa Mathematics Facilitate access to
Mathematics? Towards Ongoing Critical Analysis of Athnomathematics in a south
Africa Context, Pythagoras 65, 2007, pp. 2-9
Liliweri, A., (2014), Pengantar Studi Kebudayaan, Nusa Media, Bandung
Meaney, T., Fairhill, U., Trinick, T., (2008), The Role Language in Ethnomathematics,
Journal of Mathematics & Culture, June 2008, V3 (1), pp. 52-65, ISSN 1558
5336.
Milroy, W.L., (1992), An Ethnography Study of The mathematics Ideas of a Group of
Carpenters, Journal for Research in Mathematics Education - Monograph, ISSN
0883-9530, No.5, National Council of Teachers of Mathematics, USA
Nunes,T., (1992), Ethnomathematics and Everyday Cognition, In D.A. Grows (ed),
Handbook of Research on Mathematics Teaching and Learning, p.557-574, New
York:MacMillan,
ISBN 9786021570425 GE-11

Presmeg, N., (2007), The Role of Culture in Teaching and Learning Mathematics, In Frank
K. Lester (ed): Secon Handbook of Research on Mathematics Teaching and
Learning: A Project of The National Council Teachers of Mathematics,435-458,
Information Age Publishing, New York
Sanga, F., (2004), Bilangan Pokok dalam Konteks Budaya, Study Etnonumerologi dalam
Perspektif Interaksi Simbolik Masyarakat Lamaholot di NTT, Disertation,
University of Airlangga, Surabaya
ISBN 9786021570425 GE-12

OGE-04
An Analysis of the Factors that Affect Out of School
Children at Junior High School Age Group Using Logistic
Regression Method
Robertus Dole Guntur*and Maria Lobo
Nusa Cendana University, Jln. Adisucipto, Penfui, Kupang NTT, Indonesia

robertusguntur@yahoo.com
Abstract-East Nusa Tenggara (ENT) is the seventh largest province contributing to the number of out of
school children (OOSC) in Eastern Indonesia. A research had been carried out to investigate characteristics
of OOSC and to determine statistical model that explains factors that influence on the OOSC in the age group
13 15 years in ENT. Secondary data of OOSC from Education Department and Regional Planning Board in
6 selected districts in ENT was used in the research. The selected districts were Sikka, Timor Tengah Selatan
(TTS), West Sumba, East Sumba, Central Sumba and the City of Kupang. Data was then analysed using
descriptive analysis and multiple logistic regression method. The analysis shows that there were 795 OOSC
in 10350 children in the junior high school age group. The majority of them were males, live in the country
side, have no birth certificates, have farmer parents, have about 6 family members, were from families with
wealth quintile on the bottom class and have no education mothers. Both partial and simultan parameter tests
in the logistic regression model show that children who work, have dissabilities, come from families with
wealth quintile in bottom class, males are the factors that significantly affect the number of OOSC in the 13-
15 group age with odds ratio values 12.168; 6.406; 1,624; 1.232 respectively. There is considerably high
probability (0.85) of the children with the above factors to be out of school.
Keywords: out of school children, Junior High School, logistic regression, odds ratio
ISBN 9786021570425 GE-13

OGE-06
Improving Students Activities and Learning Outcomes in
Natural Science Grade 5th by Using Somatic Auditory
Visual Intellectual (SAVI) with Science Kit SEQIP
Erwinsyah Satria
Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Bung
Hatta University Padang, Indonesia
erwinsyahsatria.rr@gmail.com
Abstract-Many students show low activity and learning outcomes in natural science subject. One of the
reasons is the lack of teachers ability in choosing appropriate learning approach and using of learning
equipments in natural science learning process. Thus, the implementation of Somatic Auditory Visua
Intellectual (SAVI) approach with science KIT SEQIP is one of the ways to solve this problem. The objective
of this research was to improve students activities and learning outcomes on natural science by using SAVI
approach with science KIT SEQIP. This Classroom Action Research was conducted in two cycles. Test was
carried out at the end of the cycle. The subjects of this research were 27 fifth grade students in SDN 25
Seroja Lintau. The instruments of this research were the observation sheets of students and teachers
activities, and the sheets of students learning outcomes. The results showed that the percentage of students
activities improvement from the first cycle to the second cycle for group-activity indicator from 66.5% into
79.5%, 63% for asking-and-answering-question indicator into 83%, 53.5% for observation indicator into
74%, and 50% for making-conclusion indicator into 72%. In addition, the students learning outcome in cycle
I was 51.9% improved into 89% in the second cycle regarding its accomplishment percentage. It indicated
that there was a significant improvement of students activities and learning outcomes in natural science class
by using Somatic, Auditory, Visual, and Intellectual approach (SAVI) with science KIT SEQIP.
Keywords:Activity, learning outcomes, SAVI approach, science KIT SEQIP
ISBN 9786021570425 GE-14

OGE-07
Empowering the Potencies of Local Resources of
Lombok Tengah as Learning Media-Based Problem-
Based Learning Model toward Students Achievement
Suciati*, Asrorul Azizi, and Maridi
Biology Education Department, Sebelas Maret University, Solo, Indonesia

suciati.sudarisman@yahoo.com
Abstract-Lombok Island with the beauty pleassure and its potencies (human resource potency, geographical
potency, cultural potency, and hystorical potency) had been carried out the Lombok Island globally. But
unfortunally, nature resources potencies of Lombok Tengah not yet usefull optimally especially on education.
Meanwhille, learning-based local potencies made the learning more contextual and meaningfull (Indonesia
National Education Standard, 2006). Its relevant with the essence of Indonesia Education Regulation No. 20
in the year 2003 Bab XX (3) item c that education curriculum was developed-based local potencies and
environmental considering. This research a quasy experiment by one group pretest-posttest design. The
research aim to find out the effectiveness of potencies of the local resources at Lombok Tengah as a biology
learning media-based problem-based learning model on Ecosystem material of Senior High School toward
students achievement. All students of X grade science class at 1 st State Senior High School in Praya Lombok
Tengah in academic year 2012/2013 had been chosen as a research population. Sampling technique by using
cluster random sampling revealed 37 students of grade X of second science class using the local resources at
Lombok Tengah as a biology learning media-based problem-based learning model on Ecosystem material.
The data were collecting using test and non-test techniques (observation, interview, documentation). The
final obtained data were analyzed descriptivelly statistical inferential by using t-test method with SPSS
version 18 software with significantion 5%. The t-test showed Ho rejected, its mean that using the potencies
of local resources at Lombok Tengah as biology learning media-based PBL model on Ecosystem material of
Senior High School was influenced toward students achievement. Based-on the resusult of the research can
be concluded that using the potencies of local resources at Lombok Tengah as biology learning media-based
PBL model on Ekosistem material of Senior High School effective to improve students achievement.
Keywords:the potencies of local resources at Lombok Tengah as biology learning media, PBL model,
students achievement
ISBN 9786021570425 GE-15

OGE-08
Development of Integrated Science Packages for
Improving Science Competency
Supriyono Koes Handayanto*, Parlan, and Triastono I. Prasetyo
Universitas Negeri Malang, Jl. Semarang 5, Malang, Indonesia

suprikoes@yahoo.com
Abstract-This study purposed to develop integrated science packages based on inquiry for improving
science competency of junior high school students. Design of this research was research and development
involving 4 lecturers, 14 teachers, and 834 junior high school students from 12 Junior High Schools in
Malang. Lecturers contributed as expert validators, teachers supported as practical validators and
experimental implementers, and students became experimental participants. Measuring instruments for
science competency consisted of 3 components;these are (1) science achievement test, (2) test of science
process skills, and (3) attitude scale toward science. The 6 integrated science packages as well as their
implementation guides that had been assessed to be feasible by expert and practical validators.
Implementation of integrated science packages to 6 Junior High Schools in Malang showed that science
achievement and science process skills of junior high school students were improved while students
attitudes toward science were not optimally improved.
Keywords:integrated science, science achievement, science process skills, attitudes toward science
1. Introduction
Many important works in science are in the boundaries where several branches of science
meet so that the works cannot be classified clearly whether they are pure physics, biology, geology,
or chemistry (Ellis and Stuen, 1998). Interdisciplinary works will be the norm in the classroom
although the classroom emphasizes a certain branch. It is common in scientific research that is done
by scientists (Hassard, 2005). Furthermore, students in the era that science and technology roles
improve admirably, must be prepared to understand interconnection between science branches.
Integrated science has potency to support student in understanding interconnection of
science branches. The support will be meaningful if the learning process that students experienced
promotesunderstanding and applying integrative knowledge to everyday situations. As students
learn interconnection between science branches by doing activities, they will understand science
better and learn enthusiastically (Carin, 1993). Furthermore, integrated science encourages students
to have perceptive on their environment and culture (Erickson, 1993).
When students learn integrated science, they can take three advantages. First, someone
learns best when he/she faces interconnection ideas. It means that integrated science instruction can
help students retention. Second, integrated science instruction can improve critical thinking and
problem solving skills in real situation. Third, integrated science instruction can extend students
interest and motivation.
Integrated science has been selected as Indonesian curriculum of science for Junior High
School. However, teachers do not alwayshave support to implement the curriculum because they
can not find learning materials to teach integrated science. Teachers are prepared to teach separate
subjects and are socialized as subject matter specialists (Hansen,1999) and knowledge is organized
around central concepts of different separate disciplines.How then can teachers develop the ability
to undertake the necessary reassessment of their work, to review and criticize existing practices?
This is a demanding task involvingconsiderable subject matter expertise and the ability to co-
operate with others teachingdifferent subjects. In a study of experienced biology and physics
teachers Hashweh (1987), forexample, found that the amount of subject matter knowledge is
closely related to teachers ability to integrate topics within disciplines they teach. Teachers also
find it difficult tocollaborate in order to overcome the deficits. Terhart (1995) notes that in an
ISBN 9786021570425 GE-16

underdevelopedcollaborative culture, subjects taught by different teachers are insufficiently related

to oneanother.
Although it can be found students book for new Indonesian curriculum, content of the
book is far from integrated science. Science teachers need to be supported with learning materials
that focus on integrated science.
2. Method
Design of this research was the research and development that was implemented in two
stages. The first stage was the product-development stage that the products were assessed of their
appropriateness by experts and users. The second stage of this research was the empirical-tested
stage that implemented the pretest-postest non-equivalent control group design. In the second stage
every package of integrated science was experimented for 4 weeks.
Subjects of this research in the first stage were 4 science experts, 12 science teachers, and
120 students from 12 Junior High Schools in district of Malang. Furthermore, in the second stage
subjects of this research were 24 science teachers and 834 students from 12 Junior High Schools in
district of Malang.
In the first stage data of package suitability were collected by using questionnaires of 1 4
scales. In the second stage data of students science competency were collected by using test of
science achievement test, science process skill test, and scale of attitudes toward science.
Reliability of the three instruments was 0.72, 0.86, and 0.82 for test of science achievement test,
science process skill test, and scale of attitudes toward science, respectively.
Data in the second stage were analysed by Ancova. The Ancova was applied to control the
effect of students prior knowledge so that students science competency was really affected by the
package implementation.

The six packages of integrated science were resulted from the mapping of basic
competencies in the science curriculum. The packages have theme: water, detergent, pesticides,
forest burning, acid rain, and energy. Every package was complemented by teachers guide book
that consisted of teaching methods.
Assessment of package appropriateness was done by science experts and science teachers
while assessment of readability was done by students. Experts suggested to improve the content
accuracy and science teachers suggested to make small revisions in teaching methods, while
students marked difficult technical terms and sentences. Based on these suggestions, content
accuracy was improved, teaching methods were revised, and glossaries were added.
Using scale range 1 4, package appropriateness of integrated science was assessed.
Assessment of appropriateness consisted of 2 aspects, content and display appropriateness. Content
and display appropriateness of 6 packages can be seen in Table 1. Content appropriateness of the
packages lies in the range of 3.3 4.0. It means that content appropriateness of the
packagesissuitable or very suitable. Furthermore, display appropriateness of 6 packages are in the
range of 3.3 3.9. Thus, display appropriateness of the packages is suitable or very suitable.
ISBN 9786021570425 GE-17

Table 1.Summary of appropriateness of integrated science packages
Mean and standard deviation of package appropriateness
I II III IV V VI
I. CONTENT APPROPRIATENESS
A Appropriateness between 3.3 0.6 3.5 0.5 3.5 0.7 3.4 0.8 3.6 0.8 3.8 0.5
content and basic competency
B Content accuracy 3.4 0.5 3.8 0.5 3.4 0.5 3.3 0.5 3.8 0.5 3.6 0.7
C Supporting content for 3.7 0.5 3.8 0.4 3.6 0.5 3.6 0.6 4.0 0.0 3.9 0.3
learning
II. DISPLAY APPROPRIATENESS
A Display technique 3.4 0.6 3.7 0.5 3.3 0.6 3.4 0.5 3.8 0.5 3.7 0.5
B Learning display 3.5 0.6 3.9 0.3 3.3 0.6 3.7 0.5 3.8 0.4 3.6 0.6
C Completeness of display 3.6 0.5 3.8 0.4 3.6 0.5 3.8 0.4 3.4 0.7 3.8 0.4
Remark:
Package I : Water
Package II : Detergent
Package III : Pesticides
Package IV: Forest burning
Package V : Acid rain
Package VI : Energy
Before and after implementation of the packages for 4 weeks consecutively, students
competency in science was measured.Data collected before implementation arestudents prior
knowledge of experimental and control groups. Compared to students prior knowledge, students
competency of experimental and control groups improve significantly.
Data of students competency consist of science achievement, science process skills, and
attitudes toward science. Roughly, students science achievement and science process skills of
experimental groups are higher than that of control groups while students attitudes toward science
of experimental groups tends to be similar to that of control groups.
In order to know exactly the effect of implementation the integrated science packages on
students science competency by means of controlling the students prior knowledge, ancova was
used to analyse each aspect of science competency and followed LSD post hoc test. Summary of
ancova for science achievement, science process skills, and attitudes toward science can be seen in
Table 2, 3, and 4, respectively.
Table 2.Summary of ancova for science achievement

LSD
Package F Significance Remark
Mean diff. Significance
I 2.575 0.080 3.905 0.000* *The mean
II 4.110 0.000* difference is
5.515 0.005
significant at
III 12.887 0.000 3.095 0.000* the 0.05 level
IV 3.462 0.035 1.795 0.000*
V 11.229 0.000 2.094 0.000*
VI 16.034 0.000 3.421 0.000*
Table 2 shows that science achievement of experimental groups is significantly higher than
that of control groups for all six packages at the 0.05 level. It means that implementation of
ISBN 9786021570425 GE-18

integrated science packages have improved students science achievement better than partial
approach.
Table 3.Summary of ancova for science process skills

LSD
I 3.257 0.041 2.903 0.000* * The mean
difference is
II 53.469 0.000 4.760 0.000* significant at
III 33.505 0.000 5.984 0.000* the 0.05 level
IV 0.751 0.474 2.887 0.000*
V 0.842 0.433 3.578 0.000*
VI 12.975 0.000 6.063 0.000*
Table 3 shows that science process skills of experimental groups are significantly higher
than that of control groups for all six packages at the 0.05 level. It means that implementation of
integrated science packages have improved students science process skills better than partial
approach.
Table 4.Summary of ancova for attitudes toward science

LSD
I 4.808 0.010 0.760 0.222 * The mean
difference is
II 0.775 0.463 0.402 0.685 significant at
III 30.574 0.000 2.866 0.000* the 0.05 level
IV 2.901 0.059 -1.695 0.111
V 0.044 0.957 0.633 0.499
VI 2.514 0.084 3.279 0.007*
Table 4 shows that attitudes toward science of experimental groups are not significantly
different from that of control groups for four packages at the 0.05 level. Only in the implementation
of 2 packages attitudes toward science of experimental groups are significantly different from that
of control groups at the 0.05 level. It means that implementation of the whole integrated science
packages has not significantly improve students attitudes toward science, as compared to partial
approach. Fortunately, three mean differences of attitudes toward science are positive so that
attitude improvements of experimental groups are higher than that of control groups.
Implementation of integrated science packages has improved students science
achievement and science process skills. Connection of science concepts allows students to learn
meaningfully. Students learn meaningfully when they deal with connecting ideas. It means that
integrated science instruction can help students retention.Bradbury(2014) found that integrated
approaches led to greater student achievement in science across elementary grade levels.
Packages of integrated science are taught by inquiry so that students learn integrated
science from real experiences and collaborative activities. Students practice science process skills
in solving problems. By doing so, their science process skills are improved gradually. In the long
run implementation of integrated science packages, students science process skill of experimental
groups is improved as compared to control groups.
Packages of integrated science are designed to have options for students. This condition
can maintain students interest and motivation. Theoretically, implementation of integrated science
packages can improve students attitudes toward science.
Unfortunately, research shows that as a whole implementation of integrated science
packages is not able to improve significantly students attitudes toward science and only two
ISBN 9786021570425 GE-19

packages can improve students attitudes. This result can be explained as follow. Firstly, the four-
weeks implementation of integrated science packages is not able to improve students attitudes
toward science because duration of implementation is relatively short. Secondly, the growth of
attitudes toward science tendstoslow and needs more time to show up. If the packages of integrated
science are implemented longer the attitude improvement will be achieved. Bradbury(2014) found
that integrated approaches facilitate improvement attitudes toward science.
4. Conclusion
Packages of integrated science have been assessed and suitable to be implemented for Junior
High Schools. Implementation of integrated science packages has improved students science
achievement and science process skills, but it has not improved students attitudes toward science
yet. It is suggested that the packages can be employed to improve students science competency. In
order to make the packages take effect on students attitudes toward science, it is suggested that the
measure of students attitudes is done after 2 3 packages are implemented all at once.
References
Bradbury, L. U. (2014). Linking science and language arts: a review of the literature which
compares integrated versusnon-integrated approaches.J Sci Teacher Educ., 25, 465488.
Carin, A. A. (1993).Teaching Modern Science 6th edition.Macmillan.
Ellis, A. K., Stuen, C. J. (1998). The Interdisciplinary Curriculum. Eye on Education.
Erickson, L., (1993). Integrating the curriculum: procedures and pitfalls.Curriculum in Context.
Fall/Winter, 7 9.
Hansen, K. H. (1999). Science teacher socialization and professional development:
integratedscience education as a challenge for teaching. In M. Lang, J. Olson, K. H. Hansen,
& W.Btinder (Eds.), Changing practices~changing schools: Recent research on
teachers'professionalism(pp. 134-148). Garant.
Hashweh, M. (1987).Effects of subject matter knowledge in the teaching of biology andphysics.
Teaching and Teacher Education, 3, 109-120.
Hassard, J. (2005). The Art of Teaching Science: Inquiry and Innovation in Middle School and
Secondary High School. Oxford University Press.
Terhart, E. (1995). Didaktik/Curriculum in teacher education: Some German complications. InS.
Hopmann, & K. Riquarts, (Eds.), Didaktik and~or Curriculum.Institute for Science Education
(IPN).
ISBN 9786021570425 GE-20

OGE-09
Scientific Reasoning Ability of Prosfective Student
Teacher in the Exellence Program of Mathematics and
Science Teacher Education in Mataram University
Abdul Wahab Jufri*, Dadi Setiadi, and Sripatmi
Department of Mathematics & Science, Faculty of Teacher Education Mataram University,

Mataram Lombok, Indonesia
awahabjufri@unram.ac.id
Abstract-The purpose of this study were to investigate the scientific reasoning ability of the prospective
student teacher, and to analyze the difference in scientific reasoning ability between students in the study
programs. The sample set consisted of 179 students joining the Excellence Program of Mathematics and
Science Teacher Education in the Faculty of Teacher Education (FTE) in Mataram University. The
Classroom Test of Scientific Reasoning (CTSR) was translated into Indonesian language and used to measure
the students scientific reasoning ability. Results of this study revealed that 95,5% students have low
reasoning ability and were categorized as concrete and transitional reasoners. Very few students (4,5%) reach
the category of formal operational reasoner. In addition, significant differences of the students reasoning
ability emerged among the third and the fifth semester students, as well as that of students within the four
study programs.
Keywords: scientific reasoning, CTSR, concrete, transition, formal operational
ISBN 9786021570425 GE-21

OGE-10
Validity of Active-Based-Inquiry (ABI) Learning Model
Saiful Prayogi1* and Muhali2
1)
Physics Education Department, IKIP Mataram, Mataram, Indonesia,
2)
Chemistry Education Department, IKIP Mataram, Mataram, Indonesia
giegagah@yahoo.com
Abstract-The aim of this study is to develop an Active-Based-Inquiry (ABI) learning model to develop
students' critical thinking skills. ABI learning model was developed with three criteria, they are, validity,
practicality, and effectiveness. This article discusses of validity of ABI learning model. Validation is to
obtain advice and input from the validator. The Instruments used in the form of validation sheet of ABI
learning model. Validators in this case are the experts and practitioners who totaled 9 people. Technically
validation is done within the framework of the focus group discussion (FGD) facilitated by the Centre of
Study for Science and Mathematics Education IKIP Mataram. Thus, validator assessment of the learning
model developed is valid with scores range from 4.00 to 4.56. The conclusion of the test validity of this
model was the Active-Based-Inquiry (ABI) learning model is valid and can be used as a reference in the
implementation phase to see the practicality and effectiveness in developing the critical thinking skills of
students.
Keywords: validity, ABI learning model, critical thinking
1. Introduction
A common problem in the learning of science including physics learning according
Heuvelen (2001), the learning has been too much present knowledge so, too many discuss the facts
and the law, and less so to apply the method of inquiry that is effective to find a concept or law in a
subject matter. Learners learn concepts through reading books or listening to the teacher's
explanation. As a result, the confidence of students in science is formed by the notice of others, not
through observation or modeling done alone.
National Academy of Sciences (1996) states that learning physics in harmony with the
nature of physics as inquiry, learners should be used to identify assumptions, using logical and
critical thinking, as well as considering various alternative explanations. Hauvelen (2001) adds that
the learning of physics need to be implemented by integrating the inquiry approach. According
Henrichsen and Jarret (1999) in Sarwi and Khanafiyah (2010), an experimental model of inquiry is
a very powerful model to use constructivist learning principles, which explains that knowledge is
constructed solely by students. Through the process of investigation, in the end learners can find
the knowledge learned.
Mastery of physics matters demands the ability to think logically and critically, therefore
the model that should be applied to facilitate the learnersactivity of thinking. The point that causes
weakness of the quality of learning, which is rooted in the weakness of the learning process does
not encourage students to think critically (Ariyati, 2010). Critical thinking has become a trend and
the primary focus in teaching, curriculum authority even in some developed countries have
included critical thinking skills in their curriculum as learning objectives (Bailin et al., 2002). In
Indonesia alone, recentlyin curriculum 2013 include learning objectives, one of which directs
learners to think critically (Kemendikbud, 2013). According Mitrevski and Zajkov (2011) critical
thinking is a kind of thinking that involves learners actively in solving the problem, formulating
conclusions, predict, and make decisions.
Critical thinking has become a very important part as one of the learning objectives in the
curriculum 2013 in Indonesia, so that students as prospective teacher has a strategic function where
after becoming a teacher they should be able to develop students' critical thinking skills. However,
the reality is based on several empirical studies that have been conducted by the researchers
themselves are the focus of research on critical thinking found that most of the students at the level
ISBN 9786021570425 GE-22

of higher education have less understanding the concept of critical thinking albeit unconsciously
they actually think critically in some ways when learning occurs. In addition, the lecturer also lack
an understanding of how to teach critical thinking skills in a model of instructional design (Prayogi,
2013).
Another study showed most teachers including lecturers believe that developing critical
thinking among students is the main thing that is very important (Albrecht and Sack, 2000),
however very few who have an idea how to teach it (Paul et al., Duron et al., 2006; and Prayogi,
2013), whereas instructing critical thinking is very important.
Based on the description above researchers looked extremely important to develop a
active-based-inquiry (ABI) learning model to develop students' critical thinking skills. Inquiry
chosen as the basis for the development of the model, because according to Arends (2012) inquiry
learning model is an instructional model that was developed for the purpose of how students think,
in this case including the critical thinking. Elements of critical thinking skills developed, namely
the interpretation, analysis, evaluation, inference, explanation and self-regulation. ABI learning
model is based on scientific inquiry activities, thus indirectly train the scientific process skills in
students.
2. Research Methods
This study is a development research that will produce the model, namely active-based-
inquiry (ABI)learning model. The good product models according Nieveen (2007) must meet three
criteria, namely validity, practicality, and effectiveness. The study design is illustrated in Figure 1.
This article discusses the validity of the ABIlearning model.
To assessing the validity of the learning model used instrument in the form validation sheet
of ABI learning model. Validation is to obtain advice and input from the validators. Validators in
this case, the experts and practitioners who totaled 9 people. Technically validation is done within
the framework of the focus group discussion (FGD) facilitated by the Centre of Study for Science
and Mathematics Education IKIP Mataram.An assessment of the validity of model consisted of 5
scale, namely, invalid = 1, less valid = 2, is quite valid = 3, valid = 4, and a very valid = 5. Then the
validator responses were analyzed descriptively by averaging the scores for each components and
aspects of all validators.
ABI learning model is said to have a good degree of validity, if the minimum validity level
reached is valid. If the level of achievement of the validity under valid, it needs to be revised to
obtain a valid learning model.

Assessment of validator to the learning model developed is valid with the validity range of
each component of all validator for 4 to 4.56. Validator assessment to the ABI learning model can
be seen in Figure 2.
ISBN 9786021570425 GE-23

Pre-research
Pre-development of model
Development planning of model
Development phase of model
Design of ABI
learning model Develop preliminary form of product
Validity of model
Revision Draft-1
Active-based-inquiry
(ABI) learning model
Prepare the lesson set (lesson plan,

worksheet, textbook/module, critical Validity
thinking test)
Validation
Revision Draft-2
Model and lesson sets valids
Implementation
Practicallity
Effectiveness
Figure 1. Design of research and development of ABI learning model
ISBN 9786021570425 GE-24

Result of Validators Assessment
Range of model validity
Validity component of ABI
Figure 2. Result of validity of ABI learning model
The successfull of the learning process is determined by the accuracy and the ability of
teacher (lecturer) to choose the model of learning by being taught the characteristics of teaching
materials and classroom management is good. ABI learning model before was validated by experts
and practitioners in FGD to determine the validity of the ABI model before it is implemented/tested
in the learning process. The components of the ABI learning model that assessed validity by
experts described as follows:
1. Rational and syntax of ABI learning model

Rationality includes the phases in the model with the objective to be achieved.
a. Phase 1: Introduction and establishing sets.
Introductions are intended to motivate students to participate in learning. Consistent
behavior found to be effective for this purpose with the express purpose of learning and
establishing a set of learning (empirical studies summarized by Arends, 2012). The behavior of
teachers in early learning have an important influence on the willing to the motivation, and the
establishment of confidence learners to work together and stick to the task of learning (theory of
behaviorism abstracted by Arends, 2012, and empirical studies by Pintrich, 1999; Dolezal et al.,
2003 in Arends, 2012). In addition, a learner needs a reason to participate in certain subjects and
they need to know what to expect from the lesson. A teacher who effectively communicate
goals and expectations in learning to learners (empirical studies summarized by Arends, 2012).
b. Phase 2: Presenting cognitive conflict

According to Ausubel (1963) in Arends (2012), in learning the teacher should have,
finding ways to relate new learning materials to the knowledge that learner have (prior
knowledge) and prepare their minds in such a way so that they can receive new information.
Hooking new learning material to prior knowledge through cognitive conflict.
c. Phase 3: Asking hypothesis

Suchman (1962) in Arends (2012) explains that once students are exposed to
information, facts or problems, the teacher encourages students to hypothesize, and think of
ways that are used to test the hypothesis. Hypothesize involves the uses of cognitive and mental
processes inside the learner. Learning can take place through the acquisition and retention of
accurate information through the use of cognitive processes and mental (Woolfolk, 2009).
ISBN 9786021570425 GE-25

d. Phase 4: Data gathering (experimental) to test the hypothesis.

According Peaget good pedagogy should involve the provision of a wide range of
situations in which children can experiment, in a broader sense trying out various things to see
what happens, manipulating objects, symbols, asked questions and find out the answer, to
reconcile what he found at a time with what he found at another time (Arends, 2012).
Experiment is a way to test the hypothesis (Suchman, 1962 in Arends, 2012). Sociocultural and
constructivist theory states that learning occurs through actively constructing knowledge
through interaction with others (Arends, 2012), including the activities of experiments to test the
hypothesis.
e. Phase 5: Formulate explanations or conclusions

Constructivist principle states that a successful learners in the learning task at the time
he created his own representation of knowledge that really means, and influenced by the factor
of studied environmental included practices in learning (Arends, 2012). Knowledge
representation at a time when the learner is able to make explanations and conclusions of what
is done or learned.
f. Phase 6: Reflection
Constructivist principle states that learners are successful in their learning tasks they are
able to think strategically and to think about the learning that has been implemented (Arends,
2012).
2. Social systems and learning environment

Social system and a learning environment that are formed in the ABI learning model, where
teachers controled and set the stage for learning, interaction, and absorb the principles of inquiry.
Nevertheless, cooperation, intellectual freedom, think, and interact remains open. Intellectual
environment open to all ideas of mind, teachers encourage the active participation of the learner.
This is in line with the statement Sanjaya (2011) which states that the criteria for the success of the
learning process is not the main determinant of the extent to which students can mastery the subject
matter, but the extent to which students move search and find something.
3. The principle of reaction

In the ABIlearning model, among other teachers; 1) encourage openness, interaction between
learners and critical thinking, 2) receive the entire response of the students, 3) selecting analogies
evoke thoughts learners, 4) facilitate the learners to make a clear statement of the theory and
provide support in generalizing the theory. The learning process is basically the process of
interaction, better interaction between students and student interaction with teachers, even the
interaction between students and the environment. Learning as a process of interaction means
putting teachers not as a source of learning, but as a regulator or regulatory environment interaction
itself.
4. Support Systems
Support systems in the ABIlearning model, teacher understand the intellectual process of
learning, learning sets in the form of lesson plan and learning scenarios, textbooks (modules) and
student worksheet, as well as facilities in the implementation of learning.
5. The purpose and effect of the model

The main purpose of ABIlearning model, which is developing the critical thinking skills of
students. However, the expected impact of the applied of ABI learning model, namely active
learning, science process skills (observe, predict, collect and processingthe data, identifying and
controlling variables, formulating and testing hypotheses, and inference).
ISBN 9786021570425 GE-26

4. Conclusion
Active-based-inquiry (ABI)learning model is valid and can be used as a reference for
developing lesson plan andimplemented to developing students' critical thinking skills.
Reference
Albrecht, W. S., dan Sack, R. L. (2000). Accounting education: Charting the course through a
perilous future. Accounting Education Series No. 16. Sarasota, FL: American Accounting
Association.
Arends, Richard. 2012. Learning to Teach. Ninth Edition. New York: McGraw-Hill.
Ariyati, Eka. 2010. Pembelajaran Berbasis Praktikum untuk Meningkatkan Kemampuan Berpikir
Kritis Mahasiswa. Jurnal Matematika dan IPA. Vol 1 No.2.
Bailin, Sharon. 2002. Critical Thinking and Science Education. Science and Education Vol. 11. pp
361375.
Duron, H., Limbach B., dan Wough W. 2006. Critical Thinking Framework to Any Dicipline.
International Journal of Teaching and Learning in Higher education. Volume 17. No 2.
160-166.
Heuvelen, A.V. 2001. Millikan Lecture 1999: The Workplace, Student Minds, and Physics
Learning Systems. Am.J. Phys. 69 (11).
Kemendikbud. 2013. Pendekatan Scientific (Ilmiah) dalam Pembelajaran. Jakarta. Pusbangprodik.
Mitrevski, B and Zajkov, O. 2011. Mathematics and Science Teachers Concept of Critical
Thinking. Bulg. J. Phys. 38. pp 318324.
National Academy of Sciences. 1996. National Science Education Standard. Washington DC:
National Academy Press.
Nieveen, Nienke. 2007. Formative Evaluation in Educational Design Research. Proceedings of the
seminar conducted at the East China Normal University, Shanghai (PR China).
Pintrich, P. R. 1999. Motivational Beliefs as Resources for and Constraints on Conceptual Change.
In W. Schnotz, S. Vosniadou, dan M. Carretero (Eds.), New perspectives on conceptual
change (pp. 3350). Amsterdam: Pergamon
Prayogi, Saiful. 2013. Identifikasi Pemahaman Konsep Berpikir Kritis Mahasiswa dan Dosen
Pendidikan Fisika serta Penerapannya dalam Pembelajaran di Kelas. Laporan Hasil
Penelitian. LPPM IKIP Mataram.
Prayogi, Saiful. 2013. Implementasi Model Inquiry untuk Mengembangkan Kemampuan Berpikir
Kritis Mahasiswa Pendidikan Fisika. Laporan Hasil Penelitian. LPPM IKIP Mataram.
Sarwi dan Khanafiyah. 2010. Pengembangan Keterampilan Kerja Ilmiah Mahasiswa Calon Guru
Fisika Melalui Eksperimen Gelombang Open-Inquiry. Jurnal Pendidikan Fisika Indonesia.
Vol 6. pp 115-122.
Woolfolk, A. 2009. Educational Psychology. New York. Pearson.
ISBN 9786021570425 GE-27

OGE-11
Identification of Ethnomathematics Activities on Tobacco
Farmers Community in Jember
Suwarno
IAIN Jember, Jawa Timur, Indonesia

warnomtk@gmail.com
Abstract-Mathematics has a role in many cultures, on the habit of a tribe or community as well as in of
customs. The linkage between them is known as ethnomatematics. Discussion about ethnomathematics can
be related with tobaccos farmer activities at Jember East Java. Jember is one of the largest tobacco
producing districts in East Java.The plant is a grown for generations by some residents of Jember. The
tobacco farming heritage causes this district is known as the city of tobacco. No wonder that the government
of Jember made tobacco motifs as batik if of Jember. Besides that, a dance of Jember named Lambaco was
also created as an appreciation of the existence of tobacco. This research aimed to identify and describe the
ethnomathematic on activities of the community tobacco farmers in Jember. This type of research is
qualitative research, while the approach used is an ethnographic approach on the field. Data collection used
observation and interview.Results showed that ethnomathematics was in tobacco, especially in measuring
and counting, appears on seeding, planting, harvesting, drying and even up to the storage of tobacco
Keywords: Ethnomathematics, tobacco, activity
ISBN 9786021570425 GE-28

OGE-12
Development of Instruction Model for Improving Middle
School Students Science Literacy Capability and Its
Implementation in New Science Curriculum
Dadi Setiadi
Faculty of Education, University of Mataram, Mataram, Indonesia

setiarasyid@gmail.com
Abstract-The low score of science literacy of Indonesia students in middle school is a serious problem in
quality of science education. The low score could be resulted from instruction model used in learning
science. The aim of this study was to create instruction model of middle school that can improve students
achievement of science literacy and to propose its implementation in new national science curriculum. The
model developed based on improving skill in identification of scientific issues, using scientific evedence and
explaining phenomena scientifically. Mode of research used was research and development carried out in
five schools. The results of this study show that teacher lesson plans and instruction processes do not point
out student involve actively during instruction. In addition syntax of instruction model resulted from this
study consists of introduction, experiment, enrichment, assessment, reflection and follow up. Moreover there
is difference significantly high difference of science literacy score between experiment and control group.
Implementation of the instruction demonstrates students carry out experiment, discussion actively, students
ask high order thinking question related to cases in society life and extend scientific method and skills. The
model highly support for implementation of new science curriculum in developing attitude, knowledge and
skills comprehensively.
Keywords: science literacy, instruction model, middle school, science curriculum.
ISBN 9786021570425 GE-29

OGE-13
Crisscrossed Technique of Authentic Assessment Model
in Microteaching Class
Any Fatmawaty*, Baiq Muli Harisanti, Ahmadi
Faculty of Science Education, IKIPMataram, Jl. Pemuda no. 59a,Mataram, Indonesia

any_bendega@yahoo.co.id
Abstract-The steps of authentic assessment techniques cross each divided into 3 parts, namely, (1) part of
student teaching activities, (2) a part of students who become learners and, (3) part microteaching course
lecturers as well as researchers. For students who teach, measures the activity is; (a) determine the turn to
teach, (b) submit a learning device to lecturers, (c) the teaching practice for 15 minutes, (d) follow the
learning facilitated by friends in their group, (e) receiving input or comments from lecturers and Another
student at the time of reflection. For students who act as learners, measures activity are as follows; (a) accept
the observation sheets from lecturer, (b) watched his advanced teaching, while discussing with friends the
group in its assessment by ticking the columns on the observation sheet microteaching, (c) after all his friends
finished teaching leave a comment containing suggestions build on his teaching methods, (d) reassemble the
observation sheet microteaching to lecturers for the next recapitulated. Teaching group of students who will
have to sit in the front row facing the LCD. Other groups of students who sat in the second row and so the
provision should sit lined up with the group to enable them to discuss in their assessments. (c) after all the
positions, lecturers receive learning tools students will be taught, (d) assessing the learning device collected
by each student teaching, (e) conduct an assessment using observation sheets microteaching (f) to reflect the
comment contains advice based on the performance of the student group.
Keywords: crisscrossed technique, authentic assessment, microteaching.
1. Microteaching
Microteaching is one of compulsary subject for S1 degree in all of educational program.
This subject has big role in preparing students in conducting teaching practice. After getting this
microteaching subject, students will apply their teaching ability on next subject in next semester,
namely field introduction program. In beginning, we always got complaint from tutor teachers at
around Mataram City that students ability in conducting teaching practice was still low, even in
arranging learning advices, and in learning process. So, we as field guide lectures have obligation
in finding solution about that problems. That is why, we made inovation in conducting
microteaching learning.
Microteaching subject is practice subject, where all of students should do microteaching
practice. So in microteaching learning innovation should enter in the way how to score students
microteaching and it needed involved other students in the scoring process. It mean to train them
did self assesment because they could see themselves all of indicator if assesment which conducted
by leactures, especially in teaching practice part.
2. Authentic Assesment Model

Research result of Pharhyuna (2012) gave indication that authentic assesment could
improve students english writing skills, so it advocated to teachers to use authentic assesment in
learning at classroom on suitable materials. So according researcher, on microteaching subject
considered suitable to apply authentic assesment.
As outline, authentic assesment has characteristics (1) based competence is assesment
which could monitor someone competence. (2) individual. Competence couldnt be generalized to
all people, but it was personal characteristic. Otherwise, assesment is the way to monitor students
ability couldnt measure competence of every individual accuracy; (3) it oriented on students
because it planned, conducted, and scored by students; expressed as optimal as possible what
redundancy every individual, and their lack. (4) authentic (real, such as daily life) and suitable with
ISBN 9786021570425 GE-30

learning process wich conducted, so authentic assesment could run well (5) integrated with learning
process. Authentic assesment has (6) on-going or sustinable characteristics, that is why assesment
should be conducted directly on learning process (Marhaeni, 2007). Beside that Suastra (2010),
recomended to teacher in order to apply authentic assesment system in learning, it hoped that
amount of students in experimental group isnt more than 4 students, and performance observation
and students attitude in learning which focused on 2-3 students group in one learning session.
Then, Fatmawati et.al (2013) found that saling silang technique of authentic assesment was
effective toward students motivation and teaching skills. And also with next research result,
Fatmawati (2014) found there is effect of learning model authentic assesment of saling silang
toward understanding of microteaching concept.
3. saling silang technique

Authentic assesment is one of assesment model which measure students performance, and
saling silang technique is a technique which ruled by researcher to involve all students in
conducting assesment in rotation. Implementing of saling silang technique of authentic assesment
conducted on microteaching subject, because microteaching is one of subject which gave chance to
students in teaching practice.
As for steps of saling silang technique of authentic assesment divided into 3 parts
namely, (1) students teaching activity, (2) students as learners and, (3) leacture who taught
microteaching subject and as researcher. For students who taught, steps of activity were; (a)
determined turn who will teach, (b) submited learning advices to lecture, (c) conducted teaching
practice for 15 minutes, (d) followed learning which facilitated by group of their friends, (e)
accepted suggestion or comment from lecture and other students on reflection time. For students
who has role as learners, steps of activity were; (a) received observation sheet from lecture, (b)
showed their students who teaching practice, and discussed with group of their friends in giving
assesment with ticking columns on observation sheet of microteaching, (c) after all of students
finshed their teaching, they gave comment which content of developing suggestion about the way
of their friend teaching, (d) reconvenced observation sheet of microteaching to lecture to recorded.
And activity of lecture who taught microteaching subject, the steps were; (a) explained rule
of learning in microteaching subject, started from step of learning process and assesment proces
(especially in first meeting), (b) in second meeting and so on, lecture adjusted students seating
position with lecture position who will seat in front of podium table in order could see students
who taught and students who conducting assesment. Group of students who would teach should sit
in front row facing to LCD. Another roup of students seat in second row and so on with provision
they should sit in a row with their group to make easiest they discussed in giving assesment. (c)
after all students in their position, lecture received students learning advices who would teach, (d)
conducted assesment used observation sheet of microteaching (f) conducted reflection with giving
comment which contained suggestion based on group of students performance. Fatmawati at.al
(2015) was found in learning microteaching used saling silang technique of authentic assesment
which found many characteristics appeared on students, namely spruce, polite, tolerance,
cooperative, honest, objective in scoring, and closed.
All steps of learning above conducted in every meeting in one semester on microteaching
subject. Some aspects which distinguished were; (a) students who taught in every meeting were
different, (b) part of which is reflected was different, it depended on students performance who
practiced on that day, included performance, media or mastery of material. Authentic assesment of
crossword technique model could be applied on another practical subject, such as educational
seminar subject.
References
Fatmawati Any, Nurhidayati Siti, Gummah Syifaul. 2013. Efektivitas Asesmen Otentik Teknik
Saling Silang Terhadap Motivasi Dan Keterampilan Mengajar Mahasiswa. Jurnal
Kependidikan IKIP Mataram. Volume 12 No. 2 Edisi Nopember 2013. ISSN. 1412-6087.
ISBN 9786021570425 GE-31

Fatmawati Any dan Royani Ida. 2014. Pengaruh Pembelajaran Kooperatif Dan Asesmen Otentik
TeknikSaling Silang Terhadap Pemahaman Konsep DanKeterampilan
Microteaching.Jurnal Kependidikan IKIP Mataram. Volume 13 No. 3 Edisi September
2014. ISSN. 1412-6087.
Fatmawati Any, Harisanti Baiq Muli dan Ahmadi. 2015. Karakter Positif Mahasiswa Pada Mata
Kuliah Microteaching Dengan Menggunakan Pembelajaran Berbasis Asesmen Otentik
Teknik Saling Silang. Makalah dalam Seminar Nasional Mengembangkan Keterampilan
Berpikir Tingkat Tingggi Melalui Pendekatan Edutainment Dan Edupreneurship Dalam
Menyongsong Masyarakat Ekonomi Asean (MEA). Disajikan pada Tanggal 4 Oktober
2015 di Universitas Jember.
Marhaeni, AAIN. 2007. Pembelajaran Inovatif Dan Asesmen Otentik Dalam Rangka Menciptakan
Pembelajaran Yang Efektif Dan Produktif . Makalah disampaikan dalam Lokakarya
Pengusunan Kurikulum dan Pembelajaran Inovatif di Fakultas Teknologi Pertanian
Univesitas Udayana Denpasar tanggal 8-9 Desember 2007.
Pharhyuna, KAJ. 2012. Pembelajaran Berbasis Masalah Menggunakan Asesmen Otentik dan
Kreativitas Siswa dalam Pencapaian Keterampilan Menulis. JPP Edisi 45, Nomor 1.
Undiksha Singaraja.
Suastra, IW. 2010. Pengembangan Sistem Asesmen Otentik Dalam Pembelajaran Fisika Di Sekolah
Menengah Atas (SMA).ISSN 0215 - 8250 Jurnal Penelitian Pendidikan Edisi 45, Nomor 1.
Udiksha Singaraja.
ISBN 9786021570425 GE-32

OGE-15
Developing an Application Portfolio for a Private High
School Institution
Anisah Herdiyanti*, Hanim Maria Astuti, and Wiwik Anggraeni
Department of Information Systems, Institut Teknologi Sepuluh Nopember, Kampus ITS Sukolilo
Surabaya, Indonesia
anisah@its-sby.edu
Abstract,- Nowadays, information technology (IT) has been implemented widely in daily school activities.
However, most of the IT implementations in school are driven by IT investment only rather than by the
needs to achieve its objectives. This drives the importance of developing an IT strategic planning in order to
align business with IT strategy. This research focuses on the development of an information strategy, i.e.
application portfolio for a private high school institution. A list of strategies in academic division is
generated, and cascaded into activities. From the activities, a set of data is identified in order to generate the
information system (IS) demands. Then, potential applications to accommodate these data are then proposed.
From the research, it was found that there are 6 (six) strategies in academic division, and 4 (four) applications
to support the high school institution. The research contributes to the development of IS strategy in
educational institution-wide.
Keywords: portofolio, application, IT, strategies
1. Introduction
There has been a growing demand on educational institutions upon the implementation of
information technology (IT) to support teachers in schools(Martin et al., 2011). This was shown by
more proportions of school budgets for IT, and therefore, considerable amount of schools funds
were allocated for the procurement of technology for teaching and learning(Howell et al., 2003). In
Indonesia, each school that received operational funds so called Bantuan Operational Sekolah -
BOS, to support their activities may allocate IT budgets to utilize information technology and
communication (ICT) in school(Web-1); and it is also granted with special allocated funds, namely
Dana Alokasi Khusus DAK that may be designated to provide ICT facilities for
students(Kemendiknas, 2010). Moreover, even thoughthe IT spending on education sectors were
supported by governments, it produced little evidence on how the IT was utilized in schools in
order to support the achievement of its objectives(Buabeng-Andoh, 2012; Kozma, 2003).
Prior studies have investigated several factors that may contribute to the IT utilization in
schools. These include individual characteristics and environmental factors (Inan and Lowther,
2010),teachers self efficacy of teaching with technology (Chen, 2010), and teacher beliefs on the
relevance of technology to students learning (Ertmer et al., 2012). Ertmer and Ottenbreit-Leftwich
(2010)also proposed that teachers mindsets shall be changed into the following idea in order to
successfully utilize IT in schools: teaching is not effective without the appropriate use of
information and communication technologies (ICT) resources to facilitate student learning.
Although previous studies have underlined the importance of teachers and students
involvement in IT implementation in schools, little is known on how IT can be aligned to
organization strategies in educational sector. The alignment of IT and organization strategies has
been growing its importance in business for the last decades (Jorfi et al., 2011; Rathnam et al.,
2005). IT-business alignment leads to successful IT investments(Hu and Huang, 2006), and
eventually to have impacts on business performance (Sabherwal and Chan, 2001; Yayla and Hu,
2012).
Nevertheless, the nature of IT and business alignment is a dynamic and complex issue in
improving organizational performance (McAdam and Bailie, 2002). To add, the IT-business
alignment demands good leaderships on the strategy implementation (O'Reilly et al., 2010),
owners knowledge of information technology (Chao and Chandra, 2012; Kearns and Sabherwal,
2006), and mutual understanding between high level organization structure (Johnson and Lederer,
ISBN 9786021570425 GE-33
2010).These demands pose challenges for an education institution because school management
mostly does not have sufficient knowledge to perform a strategic planning to align IT with
organizational strategy (Bell, 2002)while the leadership capacity is somewhat lacking(Porter et al.,
1988).
Furthermore, despite the non-profit organization, each school particularly private school,
shall engage in strategic planning to keep their funding sources secured(Bryson, 2011). In
Indonesia, public schools in certain regions are directed to develop a strategic planning based on
the strategic planning of the Ministry of Education(Web-2, 2011). For a private school, planning
their IT investments strategically is the key for efficient IT implementation to support school
activities(Hashim et al., 2010), and improving organizational performance(Teo, 2009).
This article presents the alignment between IT and organizational strategy to support the
facility department under which the IT function resides, in an educational institution. In the light of
presenting the alignment, the research focuses on the development of an application portfolio as a
part of information system (IS) strategy based on the IS/IT strategic framework by Ward and
Peppard(2002). An application portfolio can provide a list of information systems that incorporate
the IS demands froman organization(Chiappetta et al., 2010). A private high school institution was
chosen for a case study as a part of Social Service Project Grants funded by Insitut Teknologi
Sepuluh Nopember. This research contributes to the domain of IS strategic planning in education
sector, and may serve as a reference point for application portfolio development in schools.
2. Related Works
Glbahar(2007) ilustrated how technology planning process was carried out in a private K-12
school in Turkey. He found that lack of guidelines and insufficient IT utilization are the cause of
unsuccessful integration in schools. Therefore, his research suggested a roadmap for technology
integration in schools that is necessary to frame a technology plan for a school.
Meanwhile, in the earlier study on non-technical factor that successfully lead to IT integration,
Lawson and Comber (1999) underlined four personnel factors that are important to the integrative
school, which are: teachers attitudes prior to the innovation, the attitude of senior management, the
role of IT coordinator, and the existence of adequate support and training. These findings support
the argument of managing IT plan that shall consider the non-technical factor to succesfully
integrate IT in schools.
A more recent literature highlighted that an IT plan is important to direct the implementation
of technology to support teaching and learning activities. The strategic planning is important for
educational institutions because it can bring the organization the following advantages (Stevens et
al., 2013): (1) To improve performance toward meeting the mission statement, and/or increasing
the academic standing of the institution; (2) To increase accomplishments with the same or lower
level of resources; (3) To clarify the future direction of the institution; (4) To solve major problems
(threat) or address significant opportunities facing institution; (5) To meet the requirements of
accrediation or a government agency. Thus, an IT strategic plan is necessary for the educational
institutions to set the agenda of utilizing information technology into school activities.
The research presented in this article focuses on the development of an application portfolio
that is part of IT strategic plan in an organization. It brings an input to a roadmap for technology
integration in schools by providing an example on how an application portfolio is developed for a
private high school institution under study. Prior the development of an application portfolio, an
information system (IS) strategy is also generated that includes non-technical factors, especially in
the learning and growth perspective, to successfully integrate IT to support academic activities in
schools.
The rest of this section will discuss about prior studies related to this research. First, the model
of IS/IT strategic planning will be introduced. Second, an application portfolio as a part of IT
strategic planning will be discussed within which McFarlan strategic grid will also be described.
Third, the Balanced Scorecard as a tool to monitor the alignment between IT and organizational
strategy is discussed. To add, the concept of Critical Success Factors (CSFs) analysis is then
presented at the end of this section.
ISBN 9786021570425 GE-34

2. 1. Information technology (IT) strategic planning

An IS/IT strategic planning is a set of processes to identify application portfolio that support
business process and activities in order to achieve organizations objectives. Figure 1 depicts the
inputs of IS/IT Strategy processes(Ward and Peppard, 2002), i.e. internal and external business
environment, and internal and external IS/IT environment; and the outputs of the processes, i.e.
(Business) IS Strategy, IS/IT Management Strategy, and IT Strategy.
The inputs may cover business strategies (internal business environment), regulation and
competitiveness (external business environment), current application portfolio (internal IS/IT
environment), IT trends (external IS/IT environment). The outputs include: 1) (Business) IS
Strategy that covers how IT function in organization utilize their resources to achieve business
strategy, how application portfolio can be developed to serve this function, and how the data
architecture would look like; 2) IT Strategy that covers policies and strategies to manage
technology and human resources to support IS/IT in an organization; and 3) IS/IT Management
Strategy that covers general elements to implement in an organization in order to ensure
consistency implementation of IS/IT policies. The product of IS/IT strategic planning is the future
application portfolio that include potential applications organization needs to develop in the future
with the integration across functions in mind and follow with the IT trends and business demands.
Figure 1.IS/IT Strategy model defines IS/IT strategy processes that produces IS Strategy, IT Strategy,
and IS/IT Management Strategy(Ward and Peppard, 2002)
2. 2. Application portfolio
From the model of IS/IT Strategic Planning (see Figure 1), it can be concluded that (future)
application portfolio is the product from the model. It consists of descriptions of software
application that is potential to support organizational activities in achieving its objectives. It may
also include the current application porfolio and therefore, the portfolio can present the direction of
changes in the legacy systems into future application porfolio.
In order to provide better understanding of the contribution of application in an organization,
McFarlan Strategic Grid (Ward and Peppard, 2002) is also employed in this study. It helps to map
software application based on its contribution to an organization into four quadrants, i.e. strategic,
high potential, key operation, and support. The strategic quadrant incorporates software application
that is critical to support business success in the future, and to support competitive advantage;
while the high potential quadrant includes innovative software application in the future. The key
operational quadrant accommodates software application that support business operational (daily
activities); while the support quadrant includes software application that can help to achieve
business efficiency and effectiveness, and yet it is not either in the core of business process, or in
delivering competitive advantage to business.
ISBN 9786021570425 GE-35

2. 3. Balanced Scorecard (BSC)

Kaplan and Norton (Kaplan and Norton, 2000) introduced the Balanced Scorecard (BSC) as a
tool for performance measurement by considering four perspectives: financial, customer, internal
business process, and learning and growth. The BSC basically aims at balancing strategies in these
four perspectives, and ensuring that every objective is measurable.
A strategic map can provide an organization a reference point of the role of alignment
(Gonzlez et al., 2012). Furthermore, the balanced scorecard that includes strategy was found to
contribute to the alignment of IT and business strategies by acting as a platform for the
communications of performance among IT and business managers (Hu and Huang, 2006).
Therefore, in this research we employ the balanced scorecard and strategic maps in order to present
the implementation of both tools to support the alignment between IT and organization strategy.
In order to align the IT and organization strategy, a method of cascading BSC into functional
scorecard is also employed. There are 10 steps for cascading (Luis and Biromo, 2007), which are:
1) developing the department objectives; (2) identifying business strategies to support; (3)
identifying the customers; (4) identify personnel job descriptions; (5) identify customer
expectations; (6) cascade the business strategy into department strategy; (7) incorporating local
issues; (8) consolidating and building a logic map; (9) identify key performance indicators; (10)
identifying targets and strategic initiatives.
2. 4. Critical Success Factors (CSFs) Analysis

According to Ward and Peppard (Ward and Peppard, 2002), the analysis of Critical Success
Factors (CSFs) can help to identify activities that support business objectives. In IS/IT strategic
planning, this analysis is employed to create IS demands (Rosdahlia, 2014) by turning strategies
into operational activities. This shall be analyzed from strategic level into operational level of
strategies. By doing so, it may also underline key activities to support business objectives.
3. Research Methods
There are 4 (four) main steps to develop an application porfolio in this study that are: 1)
understanding current conditions of business and IS/IT; 2) developing organizational strategy; 3)
developing strategy for the facility department; 4) identifying IS demands. The result from
conducting these four steps is an application porfolio that incorporate the IS demands.
The first step identifies the internal and external environment of business and IS/IT. The
internal environment is identified in terms of strengths and weaknesses while the external
environment is approached by presenting opportunities and threats. The case study presented in this
research is a private high school in Surabaya. A preliminary data gathering was conducted by
gathering data via interview in the school within the scheme of Social Service Project in 2014. The
output from the first step is the strength, weaknesses, opportunity, and threat (SWOT) of the
school.
Next, organizatinal strategies are developed and mapped into the four prespectives of Balanced
Scorecard (BSC). A logic map is then designed to understand the relationship between strategies
and how the strategies are interrelated. At the end of this step, organizational strategies are
presented along with its logic map.
The third step is to cascade organizational strategies into functional strategies. The cascading
method is employed in order to align organizational strategies with IT strategies.The result from
this step is a functional scorecard for the facility department that presents strategies at the tactical
level.
The fourth step is to identify IS demands by employing CSFs analysis. The analysis results in
activities, metrics, and data/information for the related activities. These data is then served as
inputs for potential applications in the application portfolio. A list of potential applications is then
proposed at the end of this step. Furthermore, to understand each of the application contributions
toward the organization, McFarlan Strategic Grid is presented by mapping the application portfolio
into the four quadrants: strategic, high potential, key operational, and support.
ISBN 9786021570425 GE-36


The findings from the research will be presented in this section. The discussion will follow the
four steps of methodology from the previous section followed by the presentation of application
portfolio.
4.1. Understanding current conditions of business and IS/IT

The private high school under study has its own vision and mission that generally aims at
providing best quality education for its students. The objectives of the school focus on the quality,
capability, and effective process. The IT function resides under the facility department. The
department aims at providing and managing good quality of facilities to support school
activities.Table 1 summarizes the current conditions of business and IS/IT environment that are
presented in a SWOT (Strengths, Weaknesses, Opportunities, Threats) matrix.
Table 1.Current conditions of business and IS/IT environment in the private high school are presented in
SWOT matrix
Strengths - Young staffs
- Good reputation in non academic activities
- Sufficient facilities to support academic activities
- Accredited with an A-grade
- Motivated staffs
- Routine programs to improve resource capabilities, e.g. staffs
- Good code of conducts (beliefs, values, attitudes, behavior) among staffs
- Equipped with facilities to support extra curricula activitives to elicit students
potential
- Reputable student achievements in environmental preservation
- Good image branding
- Tight relationship with alumni
- Capable of maintaining good relationship with other schools
Weaknesses - Lack of collaboration with other external stakeholders
- Lack of IT direction
- Limited student achievements on academic activities
- Lack of IT skills by staffs
- Overloaded facilities
Opportunities - Good opportunities from several higher educational institutions that offer
collaborations to improve IT skills among staffs, and students.
- Several local government programs to support education
- Student/faculty exchange opportunities from schools in China
- Collaboration opportunities from non-fornal based education institution
- Skill improvement opportunities for students, e.g. English course, IT certification
Threats - Discontinuous offerings from universities for a collaboration
- Public school strong image
- High student competitiveness across school
- Better branding concept by other private schools
Based on Table 1, it can be concluded that the private high school has several strengths, yet
some weaknesses are important to note. Good opportunities for the private high school are
available since there has been growing interest in public to improve the quality of education. Some
threats remain and therefore, it is important for a private high school to compete with its
competitors by building a good school image. At the end of this subsection, it can be seen that the
research has been able to identify 12 strengths, 5 (five) weaknesses, 5 (five) opportunities, and 4
(four) threats.
4.2. Developing organizational strategy

After understanding the internal and external environment of business and IS/IT, this section
will focus on the strategy generation based on the SWOT matrix in the previous section. Based on
the analysis, there are 9 (nine) strategies across the 4 (four) perspectives of Balanced Scorecard
(BSC). Two strategies in the financial perspective that are: 1) cross subsidy scheme for tuition
fee, and 2) revenue improvement; while two strategies in the customer pespective that are: 1)
ISBN 9786021570425 GE-37

optimal use of information technology, and 2) positive public image. The internal business process
includes four strategies which are: 1) more collaboratios with external stakeholders, 2) product
differentation, 3) optimal use of school facilities, 4) improvement of teaching and learning system;
while the learning and growth perspective.
Cross subsidy Revenue

scheme for tuition fee improvement
Optimal use of
Positive public image
information technology
More collaborations Product Optimal use of Improvement of

with external differentiation school facilities teaching and
stakeholders learning system
Improvement quality
on staff
Figure 2.Organizational strategies are mapped into the BSC along with their logical map
4.3. Developing strategy for the facility department
Prior to the development of strategy for the facility department, the objectives of the
department shall be identified. The objectives of the facility department in general cover the
following points: 1) providing facility management to support school activities, 2) managing
inventory of facilities and demand management for future needs.
Next, cascading process can start. There is only one organizational strategy that is relevant to
the facility department whichis: optimal use of school facilities. Following that, customers are
classified into internal customers that include staffs, top level management, the foundation, school
committee, and students; and external customers that include third parties. Then, personnel job
descriptions in the facility department are identified and results in 10 job descriptions and 10
respective outcomes. Following this, each outcome is identified its customers along with their
expectation toward the outcome. The result from these cascading activities is depicted in Figure
3.There are 7 (seven) strategies in the functional scorecard across the four perspectives. This
functional scorecard also presents the alignment between IT and organizational strategies by
performing the cascading method.
ISBN 9786021570425 GE-38

Figure 3.A logic map of strategies in the facility department is presented in the BSC perspectives (also
known as functional scorecard)
In order to be able to measure the achievement of the strategies in the functional scorecard, i.e.
BSC of the facility department, a set of key performance indicators (KPI) is then developed as
depicted in Table 2.
Table 2.The results from performing the cascading method include strategies in the facility
department equipped with KPIs
No Perspective Strategies Key Performance Indicators
1 Financial Optimal budgeting for cash flow
procurement ROI (Return on Investment)
2 Customer Quality improvement and user satisfaction index
assurance on school facility # facilities compliance with standard
Monitoring improvement on Frequency of facility monitoring
facility management the gaps between realization and budgeting
3 Internal Optimal use of school # used facilities
Business facilities frequency use of facilities
Process Periodical evaluation on % use of facilities during academic activities
school facilities
Improvement of facility % number of maintained and unmaintained
maintenance based on best facilities
practices
4 Learning and Competency development for % staffs joining seminars or training
growth internal staffs # training offered to staffs
4.4. Identifying IS demands

This part will discuss about the results after performing the Critical Success Factors (CSFs)
Analysis. The analysis was performed for each of the strategies in the functional scorecard. There
are 16 activities identified after performing the CSF analysis. They depict important activities that
can turn the strategic into executable actions.
A set of data/information related to the activities are then identified. There are 5 (five) groups of
data, that are: facilities, human resources, maintenance, procurement, and project monitoring. The
facilities data include facility list and logs, current status of facilities, and evaluation results. The
human resource data include staff list, transfer logs of human resource, staffs achievements, and
staff participation in training and certification. The maintenance data include maintenance
requirements, maintenance coordinator, and maintenance vendors; while the procurement data
includes procurement plan, budget, and supplier vendors. The project monitoring data include team
coordinator, project progress, and project evaluation.
In order to accommodate these data into application, a list of potential applications are then
proposed. There are 4 (four) items in the application portfolio that are 1) SIMARPRAS (software
ISBN 9786021570425 GE-39
application to manage school facilities); 2) e-procurement; 3) school website; and 4) Internal HR

Dashboard. Table 3 provides short descriptions of the four potential applications.
Table 3. The application portfolio comprises of four application

No Name Descriptions Types Users
1 SIMARPRAS This application offers Back office; offline web The facility department
(software features to facilitate staffs, administration
application to school in managing its office staffs;
manage school facilities, including
facilities) logs and scheduled
maintenance.
2 e-procurement This application offers Back office; offline web School committee, the
features to support facility department staffs,
procurement activities vendors, administration
office staffs, procurement
coordinator
3 School website It provides information Front office; web, Students, parents, public
about the school mobile
profiles, events, and
promotions
4 Internal HR This serves input for Back office; offline web Head of the facility
Dashboard decision making on department, head of the
the current information HR department
about HR capacities
(including capabilities)
Furthermore, in order to understand what contributions each of the potential applications can serve,
the McFarlan Strategic Grid is also presented as depicted in Figure 4. The vertical axis shows the
future importance of the application, while the horizontal axis presents the current importance of
the application. From the figure, it is shown that most potential applications are categorized into the
key operational quadrant while none is in the high potential quadrant. The grid can serve a point of
reference for the school management in general, and for the head of the facility department in
specific when performing IT strategic planning.
gh
Hi
Strategic HighPotential
-
Internal HR Dashboard
ce
tan
por
Im
ure
Fut
ow
SIMARPRASE-procurement School website

KeyOperasional Support
L
High CurrentImportance Low
Figure 4. The McFarlan Strategic Grid provides information on the application contributions to
organization performance
5. Conclusion and further research
This research has presented the implementation of the IS/IT Strategic model by Ward and
Peppard (2002) by focusing on the development of an application porfolio for private high school
institution. Although the work is limited on one case study only, this research may serve as a point
of reference to implement the model in educational sector. Furthermore, the alignment of IT and
organizational strategy was also presented via the functional scorecard as a result of a cascading.
The list of strategies in the facility department is generated by understanding customer expectation
toward its job decriptions.There are 7 (seven) strategies in the functional scorecard, and yet this
shall not be seen as the ultimate strategy for all facility department across organization. Due to its
dynamic nature (Porter, 1996), a strategy rests on unique activities. Therefore the proposed
strategies for the facility department presented in this research shall not be copied and adopted
directly in other similar organization. However, the 4 (four) proposed applications may serve as a
basis for facility department in other organizations if its functional activities are similar(Rosdahlia,
2014).
ISBN 9786021570425 GE-40

Acknowledgements
The work presented in this paper is supported by Social Service Project Grant in 2015 from
Institut Teknologi Sepuluh Nopember, Indonesia; and SMA Dharma Wanita, Surabaya. The
authors also thanks for the analysis contribution from students of IS/IT Strategic Planning class in
the Information Systems Department, Institut Teknologi Sepuluh Nopember, especially to Aswita,
Yusrida Muflihah, and Maya Previana.
References
Bell L. (2002) Strategic planning and school management: full of sound and fury, signifying
nothing? Journal of Educational Administration 40:407-424. DOI:
doi:10.1108/09578230210440276.
Bryson J.M. (2011) Assessing the Environment to Identify Strengths, Weaknesses, Oppurtinities,
and Challenges, Strategic planning for public and nonprofit organizations: A guide to
strengthening and sustaining organizational achievement, John Wiley & Sons.
Buabeng-Andoh C. (2012) Factors influencing teachers adoption and integration of information
and communication technology into teaching: A review of the literature. International
Journal of Education and Development using Information and Communication
Technology (IJEDICT) 8:136 - 155.
Chao C.A., Chandra A. (2012) Impact of owner's knowledge of information technology (IT) on
strategic alignment and IT adoption in US small firms. Journal of Small Business and
Enterprise Development 19:114-131. DOI: doi:10.1108/14626001211196433.
Chen R.-J. (2010) Investigating models for preservice teachers use of technology to support
student-centered learning. Computers & Education 55:32-42. DOI:
http://dx.doi.org/10.1016/j.compedu.2009.11.015.
Chiappetta J.A., Cohn J.M., Magalhaes M.C. (2010) Software application portfolio management
for a client, Google Patents.
Ertmer P.A., Ottenbreit-Leftwich A.T. (2010) Teacher Technology Change. Journal of Research on
Technology in Education 42:255-284. DOI: 10.1080/15391523.2010.10782551.
Ertmer P.A., Ottenbreit-Leftwich A.T., Sadik O., Sendurur E., Sendurur P. (2012) Teacher beliefs
and technology integration practices: A critical relationship. Computers & Education
59:423-435. DOI: http://dx.doi.org/10.1016/j.compedu.2012.02.001.
Gonzlez J.M.H., Caldern M.., Gonzlez J.L.G. (2012) The alignment of managers mental
models with the balanced scorecard strategy map. Total Quality Management & Business
Excellence 23:613-628. DOI: 10.1080/14783363.2012.669546.
Glbahar Y. (2007) Technology planning: A roadmap to successful technology integration in
schools. Computers & Education 49:943-956. DOI:
http://dx.doi.org/10.1016/j.compedu.2005.12.002.
Hashim F., Alam G.M., Siraj S. (2010) Information and communication technology for
participatory based decision-making-E-management for administrative efficiency in Higher
Education. International Journal of Physical Sciences 5:383-392.
Howell S.L., Williams P.B., Lindsay N.K. (2003) Thirty-two Trends Affecting Distance Education:
An Informed Foundation for Strategic Planning, Online Journal of Distance Learning
Administration, State University of West Georgia, Distance Education Center.
Hu Q., Huang C.D. (2006) Using the balanced scorecard to achieve sustained IT-business
alignment: A case study. Communications of the Association for Information Systems
17:8.
Inan F., Lowther D. (2010) Factors affecting technology integration in K-12 classrooms: a path
model. Educational Technology Research and Development 58:137-154. DOI:
10.1007/s11423-009-9132-y.
Johnson A.M., Lederer A.L. (2010) CEO/CIO mutual understanding, strategic alignment, and the
contribution of IS to the organization. Information & Management 47:138-149. DOI:
http://dx.doi.org/10.1016/j.im.2010.01.002.
ISBN 9786021570425 GE-41

Jorfi S., Nor K.M., Najjar L. (2011) Assessing the Impact of IT Connectivity and IT Capability on
IT-Business Strategic Alignment: An Empirical Study. Computer and Information Science
4.
Kaplan R.S., Norton D.P. (2000) The Strategy-Focused Organization: How Balanced Scorecard
Companies Thrive in the New Business Environment. 1 ed. Harvard Business Review
Press, Boston, Massachusetts.
Kearns G.S., Sabherwal R. (2006) Strategic Alignment Between Business and Information
Technology: A Knowledge-Based View of Behaviors, Outcome, and Consequences.
Journal of Management Information Systems 23:129-162. DOI: 10.2753/mis0742-
1222230306.
Kemendiknas. (2010) Permendiknas Nomor 40 Tahun 2010.
Kozma R.B. (2003) ICT and Educational Change: A global phenomenon, in: R. B. Kozma (Ed.),
Technology, Innovation, and Educational Change, International Society for Technology in
Education. pp. 3-5.
Lawson T., Comber C. (1999) Superhighways technology: personnel factors leading to successful
integration of information and communications technology in schools and colleges. Journal
of Information Technology for Teacher Education 8:41-53. DOI:
10.1080/14759399900200054.
Luis S., Biromo P.A. (2007) Step By Step in Cascading Balance Scorecard to Functional
Scorecards PT Gramedia Pustaka Utama, Jakarta.
Martin S., Diaz G., Sancristobal E., Gil R., Castro M., Peire J. (2011) New technology trends in
education: Seven years of forecasts and convergence. Computers & Education 57:1893-
1906. DOI: http://dx.doi.org/10.1016/j.compedu.2011.04.003.
McAdam R., Bailie B. (2002) Business performance measures and alignment impact on strategy:
The role of business improvement models. International Journal of Operations &
Production Management 22:972-996. DOI: doi:10.1108/01443570210440492.
O'Reilly C.A., Caldwell D.F., Chatman J.A., Lapiz M., Self W. (2010) How leadership matters:
The effects of leaders' alignment on strategy implementation. The Leadership Quarterly
21:104-113.
Porter L.W., McKibbin L.E., Business A.A.o.C.S.o. (1988) Management Education and
Development: Drift Or Thrust Into the 21st Century? McGraw-Hill Book Company.
Porter M.E. (1996) What is strategy? Published November.
Rathnam R.G., Johnsen J., Wen H.J. (2005) Alignment of Business Strategy and IT Strategy: A
case study of a fortune 50 financial services company. The Journal of Computer
Information Systems 45:1-8.
Rosdahlia H. (2014) Perencanaan Portofolio Aplikasi pada Industri Klaster Komponen Otomotif,
Information Systems, Institut Teknologi Sepuluh Nopember, Surabaya.
Sabherwal R., Chan Y.E. (2001) Alignment Between Business and IS Strategies: A Study of
Prospectors, Analyzers, and Defenders. Information Systems Research 12:11-33. DOI:
doi:10.1287/isre.12.1.11.9714.
Stevens R.E., Loudon D.L., Oosting K.W., Migliore R.H., Hunt C.M. (2013) Planning Perspective,
Strategic planning for private higher education, Routledge.
Teo T. (2009) Modelling technology acceptance in education: A study of pre-service teachers.
Computers & Educatio 52:302312.
Ward J., Peppard J. (2002) Strategic planning for information systems. West Sussex. John wiley &
Sons Ltd.
Web-1. (2012) Dorong Penggunaan TIK, Sekolah Boleh Pakai Dana BOS, Kementrian Pendidikan
dan Kebudayaan Republik Indonesia.
Web-2. (2011) Kasek di Solo harus punya Renstra, Solopos, Solo.
Yayla A.A., Hu Q. (2012) The impact of IT-business strategic alignment on firm performance in a
developing country setting: exploring moderating roles of environmental uncertainty and
strategic orientation. Eur J Inf Syst 21:373-387.
ISBN 9786021570425 GE-42

OGE-16
Driving towards e-Learning Success in a Higher
Education in Indonesia: A Framework & Research
Progress
Wiwik Anggraeni*, Hanim Maria Astuti, and Anisah Herdiyanti Prabowo
Department of Information Systems, Institut Teknologi Sepuluh Nopember, Kampus ITS Sukolilo
Surabaya, Indonesia
wiwik@is.its.ac.id
Abstract,-As information technology rapidly evolves, the use of electronic learning (e-learning) has growth
significantly and therefore shaped a new wave of education systems. In this digital era, this type of learning
has been widely offered by global institutions to worldwide students who wish to obtain particular
knowledge, skills as well as specialization without obstructed by time and distance. Whilst the use of e-
learning in advanced countries has entered a fast growing stage, some developing countries including
Indonesia has just entered the introduction phase. Since 2012 it has been noted that at least seven Indonesias
leading higher institutions have offered two types of e-learning, either distance or blended learning.
However, although the use of e-learning is expected to overcome knowledge disparity as well as to offer
flexibility for students, many Indonesias institutions are failed to maintain the survival of their e-learning
implementation due to some underlying factors. This paper describes the common pitfalls for the
implementation of e-learning in higher institutions in Indonesia. On the basis of the pitfalls, a research
framework to drive the success implementation of e-learning in higher institutions is proposed. At the end,
this paper presents the progress of ongoing research according to the proposed research framework. This
paper contributes to complement the current literature on strategies and ways to shape the future of
Indonesias higher education systems.
Keywords: information technology, e-learning, higher education
1. Introduction
The rapid advancement on information and communication technology (ICT) in the digital era
has considered to bring a significant impact to the transformation of traditional education systems
towards what is called education goes digital system (Hiltz & Turoff, 2005). The introduction of
electronic learning-or simply shortened as e-learning, has brought digitalization to higher
education learning (West, 2007), and even more presented a trade-off between richness and rich in
higher education (Weigel, 2000). The transformation urges higher education institution to leverage
e-learning technology in ways that support teaching and learning processes.
To date, the greatest benefit of e-learning remains unchanged since its inception: it can
increase the number of students enrollment by facilitating access at anytime and anywhere
(Bichsel, 2013). E-learning is defined as instruction delivered on a digital device, e.g. computer or
mobile devices, that includes contents of learning materials, and instructional methods to support
teaching and learning processes (Clark & Mayer, 2011). The terminologies of e-learning, distance
learning, and online learning are often interchanged without meaningful definitions (Moore,
Dickson-Deane, & Galyen, 2011). Apart from the different expectations and perceptions of these
learning environment labels, Moore et al (2011) also found that Asia respondents groupped
blended learning and e-learning as the same, while there has been an increasing movement
toward the former learning approach (Wu, Tennyson, & Hsia, 2010). In order to gain optimal
benefits from e-learning, various technology tools/techniques have been employed to accommodate
the learning approach.
Among various technology tools/techniques of learning environment, the Learning
Management Systems (LMS) and Content Management System (CMS) ranked the third highest use
based on Moore et al (2011) while discussion boards and emails ranked the first and the second.
The latter supports a long term classroom session, while the former supports a number of short
ISBN 9786021570425 GE-43

training events (Web-1, 2007). Although an LMS shall consider an interoperability architecture that
is much more robust than a CMS (Alier, Guerrero, Gonzalez, Penalvo, & Severance, 2010), the
LMS moodle has been adopted by many people and organization around the world to support e-
learning system due to its tight integration with social constructive perspective (Kumar, Gankotiya,
& Dutta, 2011). The growing popularity of e-learning is undoubtedly the result of the evolvement
of Learning Management Systems (LMS) which meets the higher demand on digital learning
systems in todays society as seen in the LMS market growth rate estimated at 25.2% (Web-2,
2015).
Recently, there is a huge demand on e-learning used not only for educational institutions but
also for industries across sectors because it has been said that continuous education is considered
strategic (Docebo, 2014). In the world of academic, e-learning has been offered by worldwide
educational institutions to worldwide students who wish to obtain particular knowledge, skills as
well as specialization without obstructed by time and distance. In the industrial world, more and
more investment on e-learning has been made in order to facilitate the learning process for
employees.
For advanced countries whose ICT infrastructures are well-established and investment on LMS
is of salient to gain for competitiveness, e-learning has now seen as the heart of most higher
education institutions there. Prior researches have studied students experience and university
experience of e-learning in higher education in the United States, Europe, and Australia (Ellis &
Goodyear, 2013). In the Netherlands in 2009, three leading institutions joined hand to set up a
consortium called 3TU (Delft University of Technology, Eindhoven University of Technology and
Twente University) which aims to enable joint learning among students of the three institutions
through an online system. Since 2012, various world leading institutions have joined to offer online
courses in Coursera, one of the biggest online education portals providing massive open online
courses (MOOC). Students from all over the world are now able to join specific courses offered by
leading institutions as they wish. This way of learning could never happen in the past, before the
evolvement of ICT and the presence of LMS, MOCC and other type of digital learning systems.
Whilst the use of e-learning in advanced countries has entered a fast growing stage, many
developing countries is still in its infancy (Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2012).
The Ministry of Higher Education of Indonesia in 2014 has launched PDITT, an open and
integrated online learning system (Web-3, 2014). It was noted that at the beginning of the
launching, there were at least six leading higher institutions that offered online courses through the
system (Web-4, 2014). However, although the use of this online learning system is expected to
overcome knowledge disparity as well as to offer flexibility for students(Web-5, 2014), many
Indonesias institutions face difficultieswhen maintaining the survival of their online learning
implementation(Web-6, 2014). In addition to that, many Indonesias universities have attempted to
implement blended learning systemssystems that combine online learning and face-to-face
approach of learning (Web-7, 2014). However, even though for those universities the blended
learning systems have been prepared to facilitate lecturers delivering their lectures in both
traditional and online ways, the adoption rate of these systems is considered low.
This paper presents our study on the success factors of e-learning implementation in
developing countries and on the framework to implement e-learning. A resume on common pitfalls
for the implementation of e-learning in higher institutions in Indonesia is then presented. On the
basis of these studies, a research framework to drive the success implementation of e-learning in
higher institutions is proposed. At the end, this paper presents the progress of our ongoing research
according to the proposed research framework. This paper contributes to complement the current
literature on strategies and ways to shape the future of Indonesias higher education systems.
2. e-learning Success Factors in the Context of Developing Countries

A plethora of sources in internet can be found regarding e-learningimplementation topics, both
in the context of developed and emerging countries. To say, we can find numerous discussions
focusing on e-learning implementation such as implementation projects, implementation
challenges, the readiness and acceptance of e-learning implementation, the evaluation of e-learning
implementation and the critical success factors to implement e-learning. Some researchers also
ISBN 9786021570425 GE-44
specifically review theories, frameworks and models used in e-learning. In addition to that,
frameworks for e-learning implementation are also proposed by some scholars. However, rarely
have we found any e-learning implementation frameworks for research in the context of developing
countries. If any, the frameworks focus solely on a particular context such as students
perspective(Ondago & Ondimu, 2012).
Since the failure rate of e-learning implementation in developing countries is high, a guideline
for research is necessary so as to provide a clear direction for higher institutions to succeed in
joining the new era of online learning systems. To propose the framework, we begin with studying
success factors of e-learning implementation in developing countries. Therefore, in this section, our
aim is to answer the following research question: What are general critical success factors for e-
learning implementation in developing countries? To answer the question, we start by studying
existing literature on e-learning success factors specifically in developing countries.
Developing countries are different from developed countries in several contexts. A study by
Chen, Huang & Ching (2006)note the differences according to the context of history and culture,
technical staffs, infrastructure, citizens and governmental officers. A very clear conclusion can be
drawn that the implementation of e-learning in developing countries are more challenging than that
of developed countries. As such, exploring the success factors of e-learning implementation in
developing countries is an interesting topic for some researchers.
There are many important factors as the driver for success in e-learning implementation.
According to a study conducted by Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek(2012), the
critical success factors for e-learning in developing countries are comprised of six dimensions, i.e.
learners characteristics, instructors characteristics, institution and service quality, infrastructure
and service quality, course and information quality and extrinsic motivation. In their study, these
scholars also highlight the significance of curriculum design for learning. In addition, they also
note the importance of technology awareness, motivation and the change on learners behaviour
prior to the implementation of e-learning.
Focusing on e-learning in Serbia, Raspopovic et al. (2014) make use the concept of
information systems success model proposed by DeLone & McLean (1992; W. H. Delone &
McLean, 2003) to remark the success factors of e-learning.They contend that the success factors for
e-learning are systems quality, information quality, service quality, use, user satisfaction and net-
benefit. This study involves lecturers and students as the respondents of the surveys.
Another literature (Andersson, 2008) discusses challenges for e-learning implementation in
Srilangka. Eight factors to affect success in e-learning implementation are discussed: students,
teachers, technology, courses, institutions, supports, costs and society. In addition to that,(Goi &
Ng, 2009)acknowledge eight e-learnings criterion for success. The eight criterion are program
content, web page accessibility, learners participation and involvement, web site security and
support, institution commitment, interactive learning environment, instructor competency and
presentation and design.
We also found similar study to explore critical success factors obtained from extensive
literature reviews. The paper notes several factors to succeed in e-learning implementation:
adequate planning for e-learning readiness, sustainability plans, adoption of best-practices, training,
e-learning collaboration, maximization of LMS usage and online contents and curriculum
development(OdunaiNe, Olugbara, & Ojo, 2013). Focusing on e-learnings critical success factors
within a university, Selim(2007)notices the importance of four factors: instructor, students,
information technology and university support.
Scrutinizing all the aforementioned critical factors, it can be seen that the critical success
factors of e-learning in developing countries are generally similar from the perspective of one
scholar to that of others. Therefore, in order to come up with a general conclusion, we divide all
those factors into categories, as seen in Table 1. The division is conducted based on the closeness
of one factor to another according its explanation.
Table 1. The common success factors of e-learning implementation
ISBN 9786021570425 GE-45

No Success Factors Additional Information

1 Students Computer self-efficacy, internet self-efficacy, attitude toward e-
characteristics learning, motivation,
2 Instructors/teachers Technological confidence, new learning style confidence,
characteristics motivation and commitment, qualification and competence, time,
3 University supports Training, technology awareness, program flexibility, interactive
learning environment, regulations/rules/policies, institutional
economy (funding), other forms of institutional commitment
4 Learning quality Course quality, sustainability plans, adoption of best-practices,
assurance maximization of LMS usage, curriculum design, pedagogical
model, subject content, teaching and learning activities,
flexibility (delivery mode), localization, availability of
educational resources
5 Infrastructures/syste Internet access quality, reliability, ease of use, system
m quality functionality, system interactivity, system response
3. The Current Frameworks for e-learning in Higher Education

There are several frameworks for e-learning particularly for higher education. However, the
focus of these frameworks vary depending on particular context, for example, the context learners,
instructors, organizations, et cetera. This section aims to answer this question, What is the focus of
current frameworks for e-learning in higher education especially in developing countries?To do
so, we conduct reviews on relevant literature.
In his book, Garrison (2011)proposes a framework called the Community of Inquiry (COI)
framework as the guidance for many queries into e-learning implementation in higher
education.His theoretical framework marks the importance of three elements of an institution to
enter the world of online learning, those are social presence, cognitive presence and teaching
presence as seen in Figure 1. Social presence highlights the involvement of participants in the COI
to envisage their personal characteristics so that they are perceived by others as real people.
Cognitive presence is aimed that participants of COI should be able to construct meaning through
sustained communication. Teaching presence marks the importance of designing educational
experience as well as instructions for learning experience.
Social Presence Cognitive Presence
Supporting
Engagement discourse Interaction re:
with
goals/direction
participants
EDUCATIONAL
Setting EXPERIENCE Selecting
climate content
Structure/process
Teaching Presence
Figure 1. Communities of Inquiry frameworks(D. Randy Garrison, Anderson, & Archer, 1999)
The COI framework as presented in Figure 1 is aimed to equip educators with a good
understanding of e-learnings characteristics in order to succeed in learning process through the use
of ICT.In the context of network society, the implementation of this framework requires
instructional technologies including e-learning technologies and web 2.0, guidelines for practice,
assessment and evaluation of e-learning both for participants and for activities, and organizational
issues such as policies, infrastructure and leadership (D.R. Garrison, 2011). COI has been globally
ISBN 9786021570425 GE-46

adopted by higher educations to facilitate instructors with elements including KPIs as described in
the framework. The year of 2010 remarked the first decade of the framework that has been globally
adopted by more than hundred scholars all over the world (D. Randy Garrison, Anderson, &
Archer, 2010).
Specific for developing countries, Anderson & Gronlund (2009) propose a conceptual
framework for e-learning in developing countries. This framework was constructed by taking into
account challenges for e-learning implementation in developing countries in compared to the
implementation of e-learning in developed countries. Their framework is seen in Figure 2, which
emphasizes on four challenges to target the success implementation on e-learning.
Figure 2. Framework on challenges on e-learning in developing countries (Anderson & Gronlund, 2009)
A recent study (Namisiko, Munialo, & Nyongesa, 2014)proposes a conceptual framework for
e-learning deployment and adoption in Kenya. The framework was constructed by evaluating
challenges in e-learningusing the combination of Technology Acceptance Model (TAM) (Davis,
Bagozzi, & Warshaw, 1989; Legris, Ingham, & Collerette, 2003)and Technology Organization
Environment (TOE) Framework for Technology Adoption(Lee, Wang, Lim, & Peng, 2009). This
study states that there are four challenges encountered by Kenya institutions to deploy and adopt e-
learning: availability of ICT infrastructure, instructors competencies, performance expectancy,
perceived ease of use of e-learning. In order to yield a more holistic framework for e-learning
deployment and adoption, these challenges are then elaborated with four phases of e-learning
implementation according to Blended Learning Theory(Kerres & Witt, 2003). The proposed
framework is presented in Figure 3.
Pre-Analysis Phase Design Phase

Designing the overall design of
Studying the learners
the learning process
characteristics
Description of the learning
Defining objectives of the e-
units
learning systems
Description of delivery
Defining learning environment
strategis
Instructional Verification Instructional Assessment Phase

Evaluation of integrated
Evaluation of the learning
systems
processes
Evaluation of students
Curriculum evaluation
performance
Evaluation of the learning
Evaluation of lecturers
activities
performance
ISBN 9786021570425 GE-47

Figure 3. Framework for e-learning deployment and adoption (Namisiko, et al., 2014)
The three aforementioned frameworks have different contexts which are complementary
each other. The first framework which has been widely adopted by higher education is mainly
focused to equip e-learning instructors with three presences: social, cognitive and teaching. This
framework gives us a lesson that for an institution to have a success e-learning implementation, the
instructors must be prepared in such a way that those three presences are taken into account. In this
sense, instructors are the salient factor for a success e-learning implementation.
The second framework has a broader scope than the first framework.The framework which
emphasizes on four challenges for e-learning is to some extent in accordance with our findings on
common success factors of e-learning in Section 2. Therefore, this framework confirms our
findings on the common success factors for e-learning implementation.
The context of the third framework is on stages and activities and to deploy and adopt e-
learning in a higher institution. Knowing stages is necessary for any institution that wishes to
implement e-learning. This framework is relevant for our work since it provides us with the four
phases to be taken into account in our proposed research framework.
4. e-Learning in Indonesias Context

As ICT is rapidly evolving, Indonesian government has made a lot of efforts to facilitate the
use of ICT.In 2000, the President of Indonesia released a decree to establish Telematika team
which aims to incorporate ICT in many aspects such as government, industries, education, et
cetera. As for education, the main purpose is to utilize internet to support a more efficient learning
process. According to a report (Charmonman, 2008), since then, many e-learning projects have
been set up by universities in Indonesia. Combining from various sources, Charmonman (2008)
notes that there are many Indonesias universities have utilized e-learning. Open University has
launched online learning program since 2004. University of Indonesia also launched SCELE or
Student-Centered e-learning Environment in the beginning of 2004. Bandung Institute of
Technology and University of Brawijaya have also participated in the School in the Internet in Asia
(SOI Asia). Institut Teknologi Sepuluh Nopember also has its e-learning system called Share-ITS.
APTIKOM also has online programs for bachelor and master programs. There are still many other
universities that make use e-learning. However, many universities are conducting a blended-
learning rather than online learning.
Realizing the benefits of e-learning and the potency that it has in the future, the Directorate
General of Higher Education of Indonesia launched an Indonesia Open and Integrated Online
Learning or abbreviated in Bahasa as PDITT (Pembelajaran Daring Indonesia Terbuka dan
Terpadu)(DIKTI, 2014).PDITT offers online courses offered by selected universities in Indonesia.
Another non-profit organization also launched IndonesiaX that offers MOCC from leading
universities in Indonesia (IndonesiaX, 2015).However, regardless the growing state of e-learning in
Indonesia, many e-learning projects are still encountering problems especially in term of their
sustainability.
4. 1. Common Pitfalls of e-Learning in Indonesia

It is no surprise that many institutions in Indonesia are facing several challenges to implement
e-learning. By studying 60 e-learning sites, Basuki (2007) in his excellent report notes that there
are several constraints encountered by universities in Indonesia to implement e-learning. These
constraints are considered as pitfalls for the implementation of e-learning. We sum up the pitfalls in
Table 2.
Table 2. The constraints as pitfalls for e-learning implementation in Indonesia (Basuki, 2007)
No Constraints Why matters?
1 Language constraints It can cause difficulty to operate e-learning systems since most
instructions and manuals are presented in English.
2 Disparity of internet This causes technical problems in accessing the e-learning
system.
ISBN 9786021570425 GE-48

No Constraints Why matters?

3 Infrastructure Only two official network providers owned by government
problems which are responsible for supporting network infrastructure.
The more internet users of course require more attention on
network infrastructure.
4 Course content Online courses require course materials which are interactive,
management interesting and effective rather than those in traditional ways.
Most instructors are found lacking in delivering this type of
materials due to lack in ICT skills.
5 Resistance from the The willingness of teachers to use e-learning is a salient in e-
users learning. ICT literacy among lecturers can lead to resistance to
use e-learning.
6 Cultural problems Indonesias culturessuch as prefer talking rather than
writing, directly seeing instructors rather than independently
studyingcan lead to resistance to use e-learning.
7 The sporadic Different settings among universities such as connectivity,
development of e- access, LMS, styles of teaching, etc can cause incompatibility
learning system with others. When the initiative to use e-learning is escalated to
among universities a national-scale, this can lead to a problem.
All of the constraints presented in Table 2 are required to be taken into account in finding
solutions towards the success of e-learning implementation in Indonesia. The solutions are not only
directed to be solved by Indonesian government but also universities. These pitfalls and their
solutions are the sources of our study in proposing a research framework for e-learning success in
higher education in Indonesia.
However, despite its pitfalls, universities in Indonesia have strengths that can support their e-
learning implementation. The most significant strength is the existence of a unit focusing on
academics quality assurance in every university in Indonesia. Taking an example, Institut
Teknologi Sepuluh Nopember (ITS) has a unit called the Center for Development of Education and
Instructional Activities or shortly called as P3AI which is responsible to maintain the quality of its
educational activities and outputs. To do so, P3AI requires to plan, design, execute and evaluate the
whole education and instructional activities which these activities generally involve lecturers and
students. This unitthat maintain the quality assurance of educationis not only existed in ITS
but also in all universities in Indonesia. This unit is the hand of the institution in charge of
educational activities. Therefore, in the case of e-learning, this unit is the one that is responsible to
determine e-learnings goals, develop course design, provide regulations as well as standards and
facilitate the learning systems and other supporting facilities.
4. A Proposed Research Framework & Research Progress

A framework is proposed in this section to follow the theoretical reviews discussed in the
previous sections. This framework is aimed to provide a higher education with a global picture in
drivingtowards a successful e-learning.Following the framework, our research progress is
presented.
4. 1. Our Proposed Research Framework

According to our reviews on success factors, there are five common factors for e-learning
success that should be taken into account. In addition to our review on e-learning framework,
Anderson & Gronlund(2009) also confirm the importance of these factors which usually seen as
challenges in e-learning implementation. These factorsstudents characteristics, instructors
characteristics, university supports, learning quality assurance and infrastructure/system quality
are therefore important to be incorporated in our proposed framework.Furthermore, our study on
success factors also give us awareness on the presence of risks in e-learning implementation.
Therefore, we require to incorporate risk management in our framework. Risks should be identified
at the beginning and managed for the whole implementation process.
ISBN 9786021570425 GE-49

Our study on e-learning framework (Namisiko, et al., 2014) also brings upan understanding on
the necessity to include phasesin our framework. Defining a framework that consists of clear
phases is important so as to give a clear direction on what to do for a higher institution. However,
the phases as described in (Namisiko, et al., 2014) clearly emphasize on instructional concept
rather than the whole management approach. Therefore, our proposed framework makes use a
well-known iterative management method called PDCA or plan-do-check-act(Deming, 1986;
Kreitner, 2008)in order to provide a broader managements point of view which emphasizes on the
importance of planning, acting, evaluation and conducting continuous improvement. Activities in
each phasein Namisikos framework (Namisiko, et al., 2014) are mapped to these PDCA phases.
In addition, the CoI framework gives us insight that quality assurance is one of salient
elements to be included in our framework. Quality assurance is mainly performed by a unit
responsible for managing academic quality assurance such as P3AI or QA team in a higher
institution. This framework gives us a lesson that for an institution to have a success e-learning
implementation, the instructors must be prepared in such a way that those three presences are taken
into account.
The work of Basuki (2007) complements our insight on the importance of mandate and
leaders commitment to guard the success of e-learning implementation. An institution will surely
support the facilities required to succeed e-learning if the leaders give mandate and commit to e-
learning. In this sense, mandate and leaders commitment are required in order to set e-learning as
one of the priorities of an institutions programs.However, an organization will be committed to
succeed e-learning if the leaders think that e-learning is beneficial for an organizations goals.
Therefore, on the top of the top, the first thing to be set up before e-learning is implemented in an
organization is to define e-learnings goals for its organization. We also realize the role of
communication to be incorporated in our framework. Communication is of important since there
are many actors involved in e-learning implementation in an organization, starting from the rector
of an institution, the academic vice rector, others managerial people, the head of P3AI, lecturers
and students. In addition, an institution also has relation with the Directorate General of Higher
Education of Indonesia or DIKTI as the policy maker in a state level. Communication is therefore
necessary so as to make sure that everyone in the environment is well-engaged for any news,
training and update on standards or policies. Our propose research framework is presented in
Figure 3.
PLAN
ACT
(Pre-analysis, Organizational Supports (Continually
design &
improve)
preparation)
Students
Element
QUALITY ASSURANCE
RISK MANAGEMENT
Instructors
Organization s Mandate & Element Successful e-
goals for e- Leaders
Commitment
learning
learning
Content s
Element
Infrastructure s
Element
DO CHECK
(Implement) Communication (Monitor &
Review)
Figure 3. The proposed research framework to drive successful e-learning in higher education
ISBN 9786021570425 GE-50

As seen in Figure 3, we propose that e-learning implementation should be started from

findings the interest of an organization for e-learning by setting the goal for e-learning
implementation. If the goals are clear, mandate and commitment are expected to follow. The
manifestation of commitment is for example policy statement related to e-learning, regulations, et
cetera. Then, the implementation of e-learning begins with planning phase. This phase focuses on
defining the scope of e-learning implementation including implementation objectives and
strategies. In this phase, characteristics of students, instructors and contents are also studied and
determined. If it is known that the instructors are not ready yet for an e-learning implementation
due to technical factor, there is possibility to conduct trainings before the implementation begins.
The planning on how to deliver content is also necessary here. In addition, planning for required
infrastructure and organizational support is defined. In this context, things like the preparation of
LMS used for e-learning is also conducted including the development and delivery of manuals and
training if it is required. Risks are identified and mitigation options are formulated. Quality
assurance plan is also made by the unit responsible for it (e.g. P3AI). Quality assurance should pay
attention to educational experience (D. Randy Garrison, et al., 1999) when determining the quality
assurance plan. If all planning is undertaken, the next phase is to implement the e-learning.
While implementation is being taken, the unit responsible for e-learning should always assure
the quality of all elements including teachers, instructors, contents and infrastructure. If problems
exist, the unit can make use organizational supports and communication. To overcome problems,
risks should always be monitored. The implementation should be checked by monitoring, assessing
and reviewing. In this checking phase, instructional assessment must be conducted such as the
evaluation on e-learning systems, learning process, students performance, instructors
performance, students satisfaction, lecturers satisfaction et cetera. The evaluation in term of
strategicthe support from institutionshould also be evaluated. The last but not least, the
assessment and evaluation in the previous phase are used for proposing improvements for e-
learning implementation.
4. 2.Our Research Progress

Institut Teknologi Sepuluh Nopember (ITS) is a technical university that supports the use of e-
learning for its learning process. Currently, ITS has implemented a blended learning system and
online learning using SHAREITS, an online learning system developed using Moodle LMS. To
associate with our framework, SHAREITS is now in the act phase. However, at the moment,
among more than 28 departments exist in ITS, only few of them which are accepting the
SHAREITS. This condition leads the necessity to conduct the checking process of the
implementation of e-learning in ITS.
In the light of improving the success of e-learning implementation in higher education, at the
moment we are conducting a research focusing on the discussion upon strategies to increase the
acceptance of SHAREITS. We divide our work within of 3 (three) major aspects: policy and
strategy, evaluation, and risk. Policy and strategy aspect is of important since we want to know to
what extent ITS as an institution commit to the implementation of SHAREITS. Evaluation aspect is
conducted by assessing all elements in the framework: students, lecturers, infrastructure/technology
and content. Risk aspect is also important since currently there is no risk management practice for
e-learning implementation.
Each aspect is divided into one or more sub research topics from which (undergraduate)
research proposals are proposed. The topics of which our students are working are presented in
Table 3. We expect that in the near future there will be many more topics to accommodate some
topics which are not yet covered in our current research.
Table 3. Sub research topics of our ongoing research on evaluating SHAREITS

No Aspects Sub Research Topics
1 Policy and strategy Problem formulation of SHAREITS implementation based on the policy
analysis of multi actor systems methodology
2 Evaluation 1. Implementing the UTAUT model to evaluate SHAREITS implementation
from the perspective of teachers
ISBN 9786021570425 GE-51

2. Discovering intention to use of SHAREITS implementation from the

perspective of teachers
3. Implementing the Information Systems Success Model (ISSM) to evaluate
SHAREITS from the perspective of students
4. Understanding behaviour intention of non-users toward SHAREITS
implementation using the Decomposed Theory of Planned Behaviour Model
3 Risk Developing risk identification instruments for e-learning implementation
5. Discussion
This paper aims to propose a research frameworkfor a success implementation of e-learning in
higher education in developing countries, in the context of Indonesia. The proposed framework is
comprised of several phases called plan, do, check and act.We highlight the importance of e-
learnings goals and mandate to precede all the phases. In each of its phases, several elements such
as students, lecturers, content and infrastructure/technology should be the focus of attention. In
addition to these elements, an educational institution should also take into account risk
management activities and quality assurance. Organizational support and communication are two
other salient factors to succeed the implementation.
This paper ends with proposing a framework. However, we realize that our framework has
several drawbacks as our room for improvements. First, this framework has not been verified in a
real case level. Second, there is a need to itemize the framework into detailed activities for each
phase. The activities in each phase should be clearly detailed including the KPIs relevant for the
activities. We address these drawbacks for our future works.
Acknowledgements
This paper is one of our works on a research which aimed to propose strategies for the
improvement of shareITS, the e-learning system of Institut Teknologi Sepuluh Nopember. We
thank to Institut Teknologi Sepuluh Nopember for providing us the grant to perform this research.
We also present our gratitude to P3AI ITS which has supported our research. The contribution of
our students involving in this research is also very much acknowledged.
References
Alier, M. F., Guerrero, M. J. C., Gonzalez, M. A. C., Penalvo, F. J. G., & Severance, C.
(2010). Interoperability for LMS: the missing piece to become the common place
for e-learning innovation. International Journal of Knowledge and Learning, 6(2-3),
130-141.
Anderson, A., & Gronlund, A. (2009). A conceptual framework for e-learning in
developing countries: A critical review of research challenges. Department of
Informatics, Swedish Business School. EJISDC, 38(8), 1-16.
Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case
study eBIT, Sri Lanka. International Journal of Education and Development using
ICT, 4(3).
Basuki, S. (2007). IT and education, the case study of e-learning in Indonesia. Paper
presented at the Korean-ASEAN Academic Conference on Infonnation Revolution
and Cultural Integration in East Asia.
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical
success factors for e-learning in developing countries: A comparative analysis
between ICT experts and faculty. Computers & Education, 58(2), 843-855.
ISBN 9786021570425 GE-52

Bichsel, J. (2013). The state of e-learning in higher education: An eye toward growth and
increased access. EDUCASE Center for Analysis and Research, Louisville, CO.
Charmonman, S. (2008). Regional report 2008 on ASEAN university-level elearning.
Paper presented at the fifth International Conference on eLearning for Knowledge-
Based Society. Bangkok, Thailand. Retrieved from http://www. ijcim. th.
org/v16nSP3/02_fullpaper_Srisakdi_Report. pdf.
Chen, Y., Chen, H., Huang, W., & Ching, R. K. (2006). E-government strategies in
developed and developing countries: An implementation framework and case
study. Journal of Global Information Management, 14(1), 23-46.
Clark, R. C., & Mayer, R. E. (2011). E-learning promise and pitfalls E-learning and the
science of instruction: Proven guidelines for consumers and designers of
multimedia learning (pp. 7-28): John Wiley & Sons.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer
technology: a comparison of two theoretical models. Management science, 35(8),
982-1003.
DeLone, W., & McLean, E. (1992). Information systems success: the quest for the
dependent variable. Information Systems Research, 3(1), 60-95.
Delone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information
systems success: a ten-year update. Journal of management information systems,
19(4), 9-30.
Deming, W. E. (1986). Out of the crisis, Massachusetts Institute of Technology. Center for
advanced engineering study, Cambridge, MA, 510.
DIKTI. (2014). Pembelajaran Daring Indonesia Terbuka dan Terpadu. from
http://kuliahdaring.dikti.go.id/
Docebo. (2014). E-learning Market Trends & Forecast 2014-2016 Report. Retrieved from
https://www.docebo.com/landing/contactform/elearning-market-trends-and-
forecast-2014-2016-docebo-report.pdf
Ellis, R., & Goodyear, P. (2013). Students' experiences of e-learning in higher education:
the ecology of sustainable innovation: Routledge.
Garrison, D. R. (2011). E-Learning in the 21st Century: A Framework for Research and
Practice: Taylor & Francis.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based
Environment: Computer Conferencing in Higher Education. The Internet and
Higher Education, 2(23), 87-105.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of
inquiry framework: A retrospective. The Internet and Higher Education, 13(12),
5-9.
Goi, C. L., & Ng, P. Y. (2009). E-learning in Malaysia: Success factors in implementing e-
learning program. International Journal of Teaching and Learning in Higher
Education, 20(2), 237-246.
Hiltz, S. R., & Turoff, M. (2005). Education goes digital: the evolution of online learning
and the revolution in higher education. Commun. ACM, 48(10), 59-64.
IndonesiaX. (2015). Tentang IndonesiaX. Retrieved 17 October, 2015, from
https://indonesiax.co.id/tentang-indonesiax
Kerres, M., & Witt, C. D. (2003). A didactical framework for the design of blended
learning arrangements. Journal of Educational Media, 28(2-3), 101-113.
Kreitner, R. (2008). Principles of Management: Cengage Learning.
ISBN 9786021570425 GE-53

Kumar, S., Gankotiya, A. K., & Dutta, K. (2011, 8-10 April 2011). A comparative study of
moodle with other e-learning systems. Paper presented at the Electronics Computer
Technology (ICECT), 2011 3rd International Conference on.
Lee, O.-K. D., Wang, M. W., Lim, K. H., & Peng, Z. J. (2009). Knowledge management
systems diffusion in Chinese enterprises: A multistage approach using the
technology-organization-environment framework. Journal of Global Information
Management, 17(1), 70.
Legris, P., Ingham, J., & Collerette, P. (2003). Why do people use information technology?
A critical review of the technology acceptance model. Information & management,
40(3), 191-204.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and
distance learning environments: Are they the same? The Internet and Higher
Education, 14(2), 129-135.
Namisiko, P., Munialo, C., & Nyongesa, S. (2014). Towards an Optimization Framework
for E-Learning in Developing Countries: A Case of Private Universities in Kenya.
Journal of Computer Science, 2(2), 131-148.
OdunaiNe, S., Olugbara, O. O., & Ojo, S. O. (2013). E-learning Implementation Critical
Success Factors. innovation, 3, 4.
Ondago, C. O., & Ondimu, K. O. (2012). A Framework for E-Learning Implementation in
Developing Countries: A Students' Perspective. International Journal of Emerging
Sciences, 2(4), 579.
Raspopovic, M., Jankulovic, A., Runic, J., & Lucic, V. (2014). Success factors for e-
learning in a developing country: A case study of Serbia. The International Review
of Research in Open and Distributed Learning, 15(3).
Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory
factor models. Computers & Education, 49(2), 396-413.
Web-1. (2007). CMS and LMS A Comparison. from
http://www.contentmanagementnews.com/cms-and-lms-a-comparison-2007-02
Web-2. (2015). Top eLearning Statistics And Facts For 2015. from
http://elearningindustry.com/elearning-statistics-and-facts-for-2015
Web-3. (2014). Wapres Akan Luncurkan Aplikasi PDITT dan Dapodik 15 Oktober 2014.
Retrieved 19 Oct, 2015, from http://www.kemdiknas.go.id/kemdikbud/berita/3345
Web-4. (2014). Enam Kampus Jadi Penyelenggara Kuliah Daring. from
http://www.kemdiknas.go.id/kemdikbud/berita/3350
Web-5. (2014). Mahasiswa dari Merauke Jadi Peserta Kuliah Daring Terbanyak di ITS.
from http://www.kemdiknas.go.id/kemdikbud/berita/3363
Web-6. (2014). E-learning di perguruan tinggi belum terinisiasi sistematis. Retrieved 19
Oct, 2015, from http://www.antaranews.com/berita/455999/e-learning-di-
perguruan-tinggi-belum-terinisiasi-sistematis
Web-7. (2014). Jauh di Mata, Dekat dengan IT: Peluang Pendidikan Jarak Jauh. from
https://www.selasar.com/budaya/jauh-di-mata-dekat-dengan-it-peluang-
pendidikan-jarak-jauh#
Weigel, V. (2000). E-Learning and the Tradeoff Between Richness and Reach in Higher
Education. Change: The Magazine of Higher Learning, 32(5), 10-15.
West, C. (2007). E-learning: The digitalization of Swedish higher education. International
Educator, 16(5), 18.
Wu, J.-H., Tennyson, R. D., & Hsia, T.-L. (2010). A study of student satisfaction in a
blended e-learning system environment. Computers & Education, 55(1), 155-164.
ISBN 9786021570425 GE-54

ISBN 9786021570425 GE-55

OGE-17
The Development of Inquiry-based Learning Material
through Lesson Study to Improve Science Learning
Achievement at Junior High Schools
Agus Ramdani
Faculty of Teacher Training and Education University of Mataram, Jl. Majapahit No. 62 Mataram
83125 aramdani07@yahoo.com
Abstract-This paper describes the process of developing inquiry-based learning material through Lesson
Study integrated with 4-D Model developed by Thiagarajan (1974) and report the results of quasi-experiment
conducted to measure the impact of science learning achievement. The 4-D Model consist of 4 stages, i.e.
define, design, develop, and disseminate. Lesson Study activities were commenced at the stage of develop. In
Indonesia, the steps of Lesson Study activities include plan, do, and see. In the current study, at the stage of
plan, the researcher and teacher collaborator developed learning materials in the forms of syllabi, lesson
plans, students worksheets, and assessment tools. The learning strategies developed at the junior high school
level were level 1, level 2, and level 3 inquiry. The developed learning materials were then tried out through
peer teaching activities in order to obtain input and suggestions for the improvement of the teaching materials
developed. The real teaching, which is at the stage of do, was conducted in the classroom after the learning
materials had been completely developed. In the stage, while a model teacher was teaching in the classroom,
the other fellow teachers observed the teaching. The observation was mainly emphasized on how the students
learned. Upon the completion of the do stage, the stage of see (reflection) was performed in order to gain
suggestions for the improvement of the learning material for the next teaching. The last stage of the 4-D
model, disseminate, was carried out through a quasi experiment. The results of the study provides invaluable
experience, that is, the production of learning materials which were optimal in making the students learn by
inquiring, increasing the teachers motivation to conduct the instruction, and eventually increasing the
students science learning achievement. The results of the quasi experiment showed that the implementation
of inquiry-based learning could enhance the students science learning achievement.
Keywords: inqury-based learning material, lesson study, science learning achievement
ISBN 9786021570425 GE-56

Proceedings of ICMSE 2015 University of Mataram v2.0

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Proceedings of ICMSE 2015 University of Mataram v2.0

Uploaded by

Copyright:

Available Formats

Proceedings International Conference on Mathematics, Sciences and Education, University of Mataram 2015

Lombok Island, Indonesia, November 4-5, 2015

1. Prof. Dr. Abdul Wahab Jufri, University of Mataram

Copyright: Penerbit FKIP Universitas Mataram

ISBN 9786021570425 Page ii

Assalamualaikum warahmatullah wabarakatuh

Wassalamu alaikum warahmatullahi wabarakatuh

Lalu Rudyat Telly Savalas

ISBN 9786021570425 Page ii

SECTION I: INVITED SPEAKERS

Important Developments in Science Education: Next

Keywords: Science Education, Activity Theory, Sociocultural Perspectives

ISBN 9786021570425 IS-1

ISBN 9786021570425 IS-2

2. The Newest Standards Documents in the U.S.

ISBN 9786021570425 IS-3

2. 1. A Framework for K-12 Science Education

ISBN 9786021570425 IS-4

2. 2. Next Generation Science Standards

ISBN 9786021570425 IS-5

3. Activity Theory, Scientific Activity, and Classroom Versions of

Figure 1. Activity Theory

ISBN 9786021570425 IS-6

Figure 2. An Exemplar Episode from a Classroom Version of Scientific Activity

ISBN 9786021570425 IS-7

As part of a science unit on water conservation, Haitian middle school students

ISBN 9786021570425 IS-8

Figure 3. Bay odyans as a cultural sensemaking resource

ISBN 9786021570425 IS-9

5. Conclusion and Implications

ISBN 9786021570425 IS-10

ISBN 9786021570425 IS-11

ISBN 9786021570425 IS-12

Vygotsky, L. S. (1987). Thinking and speech. In L. S. Vygotsky, Collected works (Vol. 1,

ISBN 9786021570425 IS-13

The Educational Practices Framework: The

Keywords:Professional practice, ELPSA learning framework, mathematics professional development

ISBN 9786021570425 IS-14

2. The Educational Practices Framework

Figure 1. Lowries (2014) Educational Practices Framework

ISBN 9786021570425 IS-15

ISBN 9786021570425 IS-16

ISBN 9786021570425 IS-17

4. Application of the framework

4. 1. Professional practice architecture

4. 2. Personalised learning journeys

ISBN 9786021570425 IS-18

4. 3. A new professional learning space

4. 4. Education stakeholder engagement

ISBN 9786021570425 IS-19

ISBN 9786021570425 IS-20

ISBN 9786021570425 IS-21

Real Work Is Better than Homework

ISBN 9786021570425 IS-22

Antifungal Compounds Isolated from Endophytes against

Keywords:Endophyte, Cytosporone E, 4,5-Dihydroxy-3-heptylphthalide, antimicrobial activity, Cytospora

ISBN 9786021570425 IS-23

2. Results and discussion

ISBN 9786021570425 IS-24

Figure 1: Structures of compounds 1, 2, 3, 4 and 5.

ISBN 9786021570425 IS-25

ISBN 9786021570425 IS-26

Rapid Recovery of Degraded Reefs Following High

ISBN 9786021570425 IS-27