1,720,999 research outputs found
Molekulare Charakterisierung des Retrotransposons Ylt1 der Hefe Yarrowia lipolytica
Get PDFDie Retrotransposonen sind ubiquitäre Komponenten des eukaryotischen Genoms. In der Hefe Yarrowia lipolytica existiert neben anderen Retrotransposonen das Retrotransposon Ylt1 (Yarrowia lipolytica retrotransposon). Dieses Retrotransposon besteht aus den flankierenden "Long Terminal Repeat" (LTR), zeta von jeweils 714 Nukleotiden und interner Region, eta von 8025 Nukleotiden. Deswegen baut die gesamte Sequenz von 9453 Nukleotiden. Der etwa Bereich enthält einen durchgängigen offenen Leserahm (ORF) (826 bis 8687 Nukleotiden, 2621 Aminosäure). Die LTR Sequenzen enthalten nicht nur TATA-Box, sondern auch ein mögliches Terminations-Signal der Transkription (TAGT) sowie ein Polyadenylierungssignal (AATAAA). Eine Primer Bindungsstelle und ein Polypurin-Bereich sind ebenfalls innerhalb der Ylt1 Sequenz enthalten. Dieses Retrotransposon enthält codierenden Bereiche für ein Gag-Strukturprotein (Gag), Protease (PR), Reverse Transkriptase (RT), RNase H (RH) und Integrase (IN). Das Retrotransposons Ylt1 kommt in verschiedenen Stämmen der Hefe Y. lipolytica vor. Die Transpositionsaktivität dieses Retrotransposon war nachweisbar. Die Aktivität des LTR-Promotors ist von der Kohlenstoffquellen abhängig. Acetat und Ethanol bewirken eine Erhöhung der Promotoraktivität auf das 4fache der basalen Aktivität. Nachdem der Ylt1-ORF unter Kontrolle des ICL1-Promotors exprimiert wurde, konnten jeweils etwa 140 kDa (mit dem Anti HA-Antikörper) bzw. ca. 74 kDa (mit Anti GFP-Antikörper) große Proteine aus den zwei DNA Konstrukte nachgewiesen werden.The retrotransposons are ubiquitous components of eukaryotic genome. The retrotransposon Ylt1 (Yarrowia lipolytica retrotransposon) was detected in the genome of the dimorphic yeast Yarrowia lipolytica. This retrotransposon is 9453 nucleotides in length and contains two identical long terminal repeats (LTR), zeta of 714 nucleotides and internal region, eta of 8025 nucleotides. The LTR sequences contain not only TATA-Box but also predicted termination signal for transcription (TATG) and polyadenylation signal (AATAAA). The both putative primer binding site (PBS) and polypurine tract were found in the retrotransposon Ylt1 sequence. This retrotransposon contains a single open reading frame (ORF) (826 - 8687 nucleotides, 2621 amino acids), which encodes Gag protein (Gag), protease (PR), reverse transcriptase (RT), RNase H (RH) and integrase (IN). The distribution of retrotransposon Ylt1 among Y. lipolytica strains indicated that the full length elements as well as solo LTR are abundant in several strains. The transposition activity of retrotransposon Ylt1 on acetate as a carbon source was also observed. The promoter activity of the LTR sequence depends on the carbon source. Acetate and ethanol activated 4 fold from the basal activity of the LTR promoter. After expression of Ylt1-ORF under the strong inducible ICL1 promoter from two DNA constructs, which contain HA or GFP epitope, a protein about 140 kDa (with anti HA-antibody) or 75 kDa (with anti GFP-antibody) were detected
Students' Scientific Writing Skills With Disciplinary Literacy Instruction
Get PDFScientific writing skills are a very urgent need for students. This study aims to show the effect of the implementation of disciplinary literacy instruction as a strategy for scientific writing skills. The population of the study is the senior high school in Sleman region with  quasi-experimental method. The results of two replications were analyzed and showed normal and homogeneous results. This indicates that there is no difference in the learning outcomes of the two classes and shows the similarity of the cognitive abilities of the two classes, so research may proceed. The treatment given was in the form of disciplining literacy habits in students by using articles that contained problem-solving. Data collection using authentic assessment was in the form of student laboratory work reports. The analysis technique used to analyze the effect of the implementation of disciplinary literacy instruction on scientific writing skills was ANOVA test analysis at 0.05 significance level. The results showed that the sig value below 0.05 that is 0.01. This number indicates that there is an effect of the implementation of disciplinary literacy instruction to the students' writing skills on the material of electrolyte and non-electrolyte solution in the first grade of senior high school.Â
PENGARUH INTERFERENSI ION KADMIUM (Cd2+) TERHADAP BIOSORPSI ION TIMBAL (Pb2+) OLEH SEL RAGI Saccharomyces cerevisiae
Get PDFPenelitian ini bertujuan untuk mengetahui pengaruh waktu kontak dan pHmedia terhadap efisiensi biosorpsi ion Pb2+ oleh sel ragi S. cerevisiae denganadanya pengaruh interferensi ion Cd2+. Subjek penelitian ini adalah ragi S.cerevisiae dan objek penelitian ini adalah biosorpsi ragi S. cerevisiae terhadap ionPb2+. Penelitian ini dilakukan secara bertahap untuk mengetahui kondisi biosorpsimeliputi: (1) Penentuan profil pertumbuhan S. cerevisiae pada rentang waktu 0, 2,4, 6, 8, 16, 24 dan 48 jam, (2) pengukuran terhadap pertumbuhan ragi S.cerevisiae dengan konsentrasi Pb2+ 0, 5, 10, 15, 20, dan 25 ppm, (3) pengukuranterhadap pertumbuhan ragi S. cerevisiae pada variasi waktu kontak 0, 2, 4, 6, 8dan 10 jam tanpa dan dengan interferensi Cd2+, (4) pengukuran terhadappertumbuhan ragi S. cerevisiae dengan pH media 3, 5, 7 dan 9 tanpa dan denganinterferensi Cd2+. Karakterisasi sampel dengan menggunakan Spectronic 20 danSpektrofotometer Serapan Atom (SSA). Hasil penelitian menunjukkan bahwavariasi waktu kontak dan pH media berpengaruh terhadap pertumbuhan ragi S.cerevisiae. Pada waktu kontak 6 jam menunjukkan efisiensi pertumbuhan sebesar45,31%. Pada pH 5 ragi S. cerevisiae menunjukkan biosorpsi optimum yaitu43,78%
Mengembangkan keterampilan berpikir kritis dengan game ritual tumpe
Get PDFTujuan penelitian ini mengembangkan produk berupa Game ritual tumpe untuk peserta didik SMP Kelas VII. Penelitian menggunakan metode research and developement (R & D) yang dikembangkan oleh Thiagarajan. Penelitian mengacu pada model 4D: define (mendefinisikan), design (mendesain), develop (mengembangkan) dan disseminate (menyebarluaskan). Hasil penelitian menunjukkan bahwa media pembelajaran yang dikembangkan valid atau memenuhi kriteria kelayakan. Kategori kelayakan yang diperoleh dari ahli media dan juga guru adalah sangat valid. Implementasi media pembelajaran di dalam kelas dapat meningkatkan partisipasi aktif peserta didik sehingga berdampak pada peningkatan kemampuan berpikir kritis. Jenis penelitian menggunakan quasi eksperimen, menggunakan kelas kontrol dan kelas eksperimen. Gain score yang diperoleh pada saat pretest dan posttes pada kelas eksperimen menunjukkan perbedaan yang signifikan. Nilai gain score kelas eksperimen diperoleh 0,67 dan kelas kontrol 0,54 dengan kategori sedang. Efektivitas pembelajaran dilakukan dengan uji Manova dengan perolehan nilai sig. sebesar 0.000 (<0.05). Kondisi tersebut menunjukkan bahwa media yang dikembangkan valid, praktis dan efektif digunakan dalam proses pembelajaran sains di kelas VII SMP. Develop critical thinking skills with tumpe ritual games AbstractThe aim of this study was to develop product in the form of a Tumpe Ritual Game for Class VII junior high school students. The research used the research and developement (R & D) method developed by Thiagarajan. The research refers to the 4D model: define, design, develop and disseminate. The result of the study indicates that learning media developed is valid or meet the eligibility criteria. The feasibility category obtained from media experts and also the teacher is highly valid. The implementation of learning media in the classroom can increase students' active participation so that it has an impact on improving critical thinking skill. This type of research uses quasi-experimental, using the control class and the experimental class. Gain scores obtained at the pre-test and post-test in the experimental class showed significant differences. The gain score of experimental class was 0.67 and the control class was 0.54 with the medium category. The effectiveness of learning was done by Manova test with the acquisition of sig values. amounting to 0,000 (<0.05). These condition indicated that the media developed was valid, practical and effective to be used in the process of learning science in class VII SMP
BIODEGRADATION OF POLYURETAN RESULTS OF SYNTHESIS OF SOYBEAN OIL, GLYCOLOLY POLYOKYLETHLES, AND METHYLES-4,4'-DIFENILDIISOSIANAT
No full textThe objective of research were to synthesize polyurethane from soybean oil, P EG400 and MDI, to determine the cross linking, and to learn the influence of incubation times toward degradability of polyurethane. Polyurethane was synthesized from soybean oil and oxydated soybean oil at room temperature followed by curing for 10 hours at 70 DC,and than at 100 "c for 3 hours. The synthesis was conducted with mass compositionSBOI OSBO : P EG400 : MDI = 1 : 2 : 3. Biodegradation was conducted by usingmicroorganism in an actived sludge of malka medium at 37°C. The variation of incubation times were 5, 10, 15, 20, 25, and 30 days, respectively with changes of media every 5 days. Characterizations of polyurethane were functional groups, cross linking, mass loss and biodegradability. The oxydated soybean oil has increased intensity of -OR functional group, hydroxyl number, density, melting and boiling point, otherwise the refraction index has decreased. The synthesized polyurethane has characteristic absorption of urethane functional group and cross link. The increasing of incubation time can decrease biodegradability of polyurethane. The mass loss of polyurethane from SBO-PEG400-MDI has the higher. Biodegradation can disappear urethane group and decrease crystallinity of polyurethane. Key words: biodegradation, mass loss, crystallinity, polyurethan
STUDI KEMAMPUAN GURU KIMIA SMA LULUSAN UNY DALAM MENGEMBANGKAN SOAL UAS BERBASIS HOTS
Get PDFThis study aimed to investigate senior high school chemistry teachers ability to develop semester examination materials based on higher-order thinking skills. This kind of research was a survey. A number of respondents were 15 chemistry teachers with 559 questions of semester final examination in year 2013. The used methods was documentation. This research used a document check list as an instrument to collect data. The analyzed data were C1 (remember), C2 (understand), C3 (apply) that included lower order thinking skills (LOTS), C4 (analyze), C5 (evaluate) and C6 (create) which classified to higher order thingking skills (HOTS). The results of the study was senior high school chemistry teachers ability to develop a semester examination material based on higher order thinking skills is 13,9%, which consists of C4 13.2%; C5 0.7% and C6 0.0%.</jats:p
PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERBASIS SETS UNTUK MENINGKATKAN SCIENTIFIC LITERACY DAN FOUNDATIONAL KNOWLEDGE
Get PDFPenelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran IPA berbasis Science, Environment, Technology, and Society (SETS) dan mengetahui (1) kelayakan produk, (2) keefektifan produk untuk meningkatkan scientific literacy, serta (3) keefektifan produk untuk meningkatkan foundational knowledge peserta didik kelas VII SMP Muhammadiyah 8 Wedi Klaten. Penelitian ini merupakan penelitian dan pengembangan dengan 3 tahap prosedur pengembangan yaitu need assesment, development dan reasearch dengan desain nonequivalent control group. Perangkat pembelajaran IPA berbasis SETS terdiri atas silabus, RPP, Lembar Kegiatan Peserta Didik (LKPD), dan instrumen penilaian otentik. Hasil penelitian menunjukkan kelayakan produk dinyatakan sangat baik dengan rerata skor 4,59 dari rentang 0-5. Semua peserta didik di kelas eksperimen mengalami peningkatan nilai scientific literacy dan foundational knowledge dengan kategori peningkatan tinggi, sedang, dan rendah. Implementasi produk berpengaruh positif terhadap kemampuan scientific literacy dan foundational knowledge yang menunjukkan perbedaan signifikan antara kelas eksperimen dan kontrol dengan kemampuan awal yang sama. Dengan demikian, perangkat pembelajaran IPA berbasis SETS terbukti efektif untuk meningkatkan scientific literacy dan foundational knowledge peserta didik kelas VII SMP Muhammadiyah 8 Wedi Klaten. Kata kunci: perangkat pembelajaran IPA, SETS, scientific literacy, foundational knowledge DEVELOPING A SETS-BASED SCIENCE TEACHING KIT TO IMPROVE SCIENTIFIC LITERACY AND FOUNDATIONAL KNOWLEDGE Abstract This study aims to produce products such as a Science, Environment, Tecnology, and Society-based science teaching kit and to determine (1) the feasibility of the product, (2) the effectiveness of the product to improve scientific literacy, and (3) the effectiveness of the product to improve foundational knowledge for 7th grade students in SMP Muhammadiyah 8 Wedi Klaten.. This study is a Research and Development (R & D) with three phases procedure. They are need assesment, development dan reasearch with noneequivalent control using the control group. A SETS-based science teaching kit covering the syllabus, lesson plans, students worksheet, and authentic assessment instruments. The results showed the feasibility of the products avowed excellent with a mean score of 4,59 out of range 0-5. All students in the experimental class have increased the value of scientific literacy and foundational knowledge with increase category of high, medium, and low. Products implementation have a positive effect on the ability of scientific literacy and foundational knowledge which showed a significant difference between the experimental and control classes with the same initial ability. Thus, SETS-based science teaching kit is proven effective to increase scientific literacy and foundational knowledge for 7th grade students in SMP Muhammadiyah 8 Wedi Klaten. Keywords: science teaching kit, SETS, scientific literacy, foundational knowledge</jats:p
Studi kinerja guru lulusan Program Studi Pendidikan Kimia Universitas Negeri Yogyakarta di Daerah Istimewa Yogyakarta
Get PDFPenelitian ini merupakan penelitian survei yang bertujuan untuk:(1) mengetahui kinerja guru lulusan program studi pendidikan kimia FMIPA UNY yang mengajar di SMA dan SMK di Daerah Istimewa Yogyakarta ditinjau dari kompetensi pedagogik, kepribadian, sosial dan profesional dan (2) mengetahui kinerja guru lulusan program studi pendidikan kimia FMIPA UNY dalam perencanaan, pelaksanaan dan penilaian pembelajaran di SMA dan SMK di Daerah Istimewa Yogyakarta (DIY). Penelitian ini merupakan penelitian survei dengan populasi penelitian guru kimia di 3 SMA dan 14 SMK di DIY. Pengumpulan data dilakukan dengan observasi, angket dan wawancara. Hasil penelitian menunjukkan bahwa (1) kinerja guru kimia pada kompetensi pedagogik, kepribadian, sosial dan profesional memiliki kriteria baik. (2) kinerja guru kimia hasil observasi mengenai perencanaan, pelaksanaan dan penilaian pembelajaran memiliki kriteria baik. Hasil tersebut menunjukkan bahwa kinerja guru kimia lulusan program studi pendidikan kimia UNY di SMA dan SMK di DIY secara umum adalah baik.Kata Kunci: kinerja guru, kompetensi guru A Performance Study of the Teachers Graduating from the Chemistry Educational Program of the State University of Yogyakarta Special Region AbstractThis study is a survey which aims to: (1) determine the performance of the teachers in secondary school in Yogyakarta Special Region who graduated from UNY Chemistry Educational Program Faculty of Mathematics and Science, in term of the pedagogic, personality, social and professional competences. (2) determine the performance of the teachers in secondary school in Yogyakarta Special Region who graduated from UNY Chemistry Educational Program Faculty of Mathematics and Science, in term of planning, implementation, and assessment of teaching The population of this survey was chemistry teachers at some of high school and vocational school in Yogyakarta Special Region. Data collection instruments are observations, questionnaires, and interviews. The results of this study showed that (1) the performance of chemistry teachers on pedagogical, personality, social and professional has a good criteria.(2) the performance of chemistry teacher in planning, implementation, and assessment of learning has good criteria. This result showed that the performance of the teachers in secondary school in Yogyakarta Special Region who graduated from UNY Chemistry Educational Program Faculty of Mathematics and Science generally is good.Keywords: teacher's performance, teacher's competence</jats:p
Pengembangan LKPD Berbasis Inquiry Project Task untuk Meningkatkan Scientific Writing Skills dan Sikap Kritis Peserta Didik SMP.
Get PDFPenelitian ini bertujuan untuk menghasilkan tingkat kelayakan LKPD berbasis inquiry project task, menganalisis karakteristik LKPD berbasis inquiry project task dalam pembelajaran IPA materi interaksi makhluk hidup dengan lingkungannya, dan menguji efektivitas LKPD berbasis inquiry project task untuk meningkatkan scientific writing skills dan sikap kritis peserta didik kelas VII di SMP Negeri 8 Purworejo.
Penelitian menggunakan metode penelitian pengembangan dengan mengadaptasi model 4D yang meliputi langkah define, design, develop, dan disseminate. Subjek uji coba terbatas terdiri atas 6 peserta didik kelas VII F SMP Negeri 8 Purworejo. Subjek uji coba lapangan utama meliputi 32 peserta didik kelas VII D (kelas eksperimen) dan VII E (kelas kontrol) SMP Negeri 8 Purworejo. Pengumpulan data dilakukan dengan teknik nontes menggunakan wawancara, lembar validasi produk, lembar respon keterbacaan LKPD berbasis inquiry project task, serta lembar observasi scientific writing skills dan sikap kritis. Kevalidan LKPD berbasis inquiry project task dianalisis secara kuantitatif berdasarkan penilaian ahli. Butir instrumen scientific writing skills dan sikap kritis dianalisis melalui uji empiris serta divalidasi dan dinyatakan valid oleh ahli. Analisis efektivitas dengan menggunakan multivariat analysis of variance (MANOVA) dengan taraf signifikansi 0,05.
Hasil penelitian menunjukan bahwa LKPD berbasis inquiry project task layak digunakan dalam pembelajaran IPA materi interaksi makhluk hidup dengan lingkungannya dengan penilaian sangat baik. Karakteristik LKPD berbasis inquiry project task yang dikembangkan berupa tugas yang melibatkan kegiatan penyelidikan untuk memecahkan masalah melalui penciptaan suatu proyek. Penerapan LKPD berbasis inquiry project task efektif dalam meningkatkan scientific writing skills dan sikap kritis dengan ditunjukkan dengan nilai signifikansi 0,000 (sig 2-tailed < 0,05)
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