Karaktristik proses destilasi asap cair grade 3

Distillation of liquid smoke is a process of heating liquid smoke based on the difference in its boiling point and then cooled to get liquid smoke with better quality. This heating aims to separate unwanted components in liquid smoke such as tar and benzopyrene. The process is strongly influenced by several things such as temperature and distillator. From these two measurements, several characteristics such as heating rate, distillation flow rate of liquid smoke, production capacity, heating temperature, steam temperature and distillation time, as well as the characteristics of the resulting liquid smoke can be known.The purpose of this study is to determine the characteristics of the 3rd grade liquid smoke distillation process with electric heating and water cooling condenser which includes the production capacity of liquid smoke and to determine the quality and quantity of liquid smoke, heating rate, electricity consumption, flow rate and to determine the efficiency of 2nd grade liquid smoke production.This research was conducted at the Laboratorium Teknik Mesin Universitas Muhammadiyah Metro, this study used a distillation apparatus made of Aluminium plate 1 mm thick, 180 mm in diameter, 250 mm high. Condenser with 0.5 inch diameter copper pipe 3,5 m long, 3 inch diameter PVC pipe, 3m long. The raw material for 3rd grade liquid smoke is 3 liters.The results obtained that the distillation apparatus has a capacity of 3 liters, the distillation temperature affects the rate of heating that occurs, namely the distillation temperature of 110oC, the heating rate is 707,42 J/second, the electricity consumption is 4,48kWh, the time is 45 minutes, and for a temperature of 120 oC the heating rate is 754,60 J/second, electricity consumption is 4,467 kWh in 65 minutes. The highest yield of liquid smoke is at a temperature of 110 oC, which is 2840 ml with a flow rate of 8,35 ml/minute and an efficiency of 94,6%, pH level of 2,15. And for a temperature of 120 oC it produces 2560 ml of liquid smoke, with a flow rate of 8,67 ml/minute and an efficiency of 85,3%, with a pH level of 2,10.

Cognitive Aspects of Students’ Mathematical Reasoning Habits: A Study on Utilizing Lesson Study and Open Approach

This study aimed to investigate the cognitive aspects of the mathematical reasoning habits of 3rd Grade students by utilizing Lesson Study (LS) and Open Approach (OA) in teaching mathematics. The cognitive aspects of mathematical reasoning habits are a powerful complement to teaching mathematics because they are particularly focused on skills and procedures. However, the major problem with teaching mathematical reasoning is that teachers cannot teach mathematical reasoning habits directly but can set up tasks that encourage reasoning. A total of eight students were purposively selected as they have been taught using OA treatment in the LS process for two years, from 2016 to 2018. Four study instruments were used: lesson plans, activity worksheets, field notes, and an interview protocol. In addition, the National Council of Teachers of Mathematics (NCTM) (2009) framework, consisting of four cognitive aspects of mathematical reasoning habits, namely (i) analyzing a problem; (ii) implementing a strategy; (iii) using connections, and (iv) reflecting on a solution, was employed to determine the cognitive aspects of mathematical reasoning habits. Qualitative results revealed three pieces of evidence to support all four cognitive aspects of mathematical reasoning habits. In conclusion, the results of this study contribute significantly to our recognition of the importance of OA treatment in the LS process while teaching mathematics in improving students’ mathematical reasoning habits.

Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I

This article aims to discuss digital literacy in elementary school 1, considering the proposal of the Common National Curricular Base, particularly the linguistic/semiotic analysis. Specifically, to examine the generative path of meaning in the fundamental, narrative and discursive levels of the production of multisemiotic text, the meme, of 3rd grade students. Therefore, the question was asked whether 3rd grade students are being encouraged by the school to develop meaningful skills in the language practices of multisemiotic texts such as the digital genre meme. In response it is assumed that 3rd grade students, who can already be considered digital natives, comment on the content and even produce memes, because they are already being trained by the school to develop critical and reflective sense regarding the language practices of multisemiotic texts such as the meme. We adopted the axis of linguistic/semiotic analysis of the Common Curricular Base (2018), in the processes of reading and production of texts (oral, written, and multisemiotic), with Fiorin (2017), Soares (1998), and Ribeiro (2018) as theoretical support.

Pengembangan Media Video Animasi Zepeto untuk Materi Metamorfosis Kupu-Kupu untuk SD/MI

This research was conducted due to the lack of media that used in science learning metamorphosis material in MI/SD, usually the teacher only explained the metamorphosis of a butterfly by drawing it on the blackboard or students were told to listen in the science textbook provided. Therefone, researcher had the initiative to provide new learning, of course, which can be carried out online or offline learning. Researcher developed learning media in the form of two-dimensional animated videos made from a combination of zepeto and kinemaster applications. The researcher used the R&D step. The object of this research was in 3rd grade of MI/SD. The results of this study were to describe what concepts were in making animated video learning media with the zepeto application used for butterfly metamorphosis shows an increase with the results of the percentage of material and media experts being 86 % then the percentage of users or students 96.5 %, so it can be concluded that animated video media is effective in learning metamorphosis. Abstrak Penelitian ini dilakukan karena kurangnya media yang digunakan dalam pembelajaran IPA materi metamorfosis di MI/SD, biasanya guru hanya menjelaskan metamorfosis kupu-kupu dengan cara digambar di papan tulis atau siswa disuruh menyimak di buku ajar IPA yang sudah disediakan. Oleh karena itu peneliti mempunyai inisiatif untuk memberikan pembelajaran yang baru tentunya yang bisa di laksanakan secara online maupun offline. Peneliti mengembangkan media pembelajaran berupa video animasi dua dimensi yang dibuat dari perpaduan aplikasi zepeto dan kinemaster. Langkah penelitian ini menggunakan langkah R&D. Obyek penelitian ini dilakukan pada kelas III MI/SD . Adapun hasil dari penelitian ini adalah mendeskripsikan konsep-konsep apa saja dalam pembuatan media pembelajaran video animasi dengan aplikasi zepeto yang digunakan untuk materi IPA Metamorfosis kupu-kupu di kelas III MI/SD. Langkah-langkah penelitianya meliputi mengidentifikasi media yang telah ada, observasi lapangan, studi literature, pengembangan produk, validasi ahli, revisi video, uji coba produk, finalisasi produk hingga produk akhir. Tetapi dalam penelitian ini ada beberapa campuran atau adaptasi dari langkah-langkah penelitian pokok yang dicampur dengan langkah penelitian dari Arief S, (2010) yang isinya meliputi menganalisis kebutuhan dan karakter siswa, menentukan tujuan intruksional pembelajaran, merumuskan materi pembelajaran, mengembangkan alat pengukuran keberhasilan, praproduksi, adan produksi. Presentase kelulusan siswa pada pembelajaran media video animasi materi metamorfosis kupu-kupu menunjukan peningkatan dengan hasil presentase para ahli materi dan media 86% kemudian hasil presentase pengguna atau siswa 96,5 %, sehingga dapat disimpulkan bawasannya media video animasi lebih efektif digunakan dalam pembelajaran metamorphosis

Financial Education: an experience with 3rd Grade students

Financial education is a subject that has been developing in schools with younger pupils, as they become active consumers, even at an early age. For this reason, they must gain knowledge and develop financial skills, which will enable them to acquire financial competencies. With the theme of financial education, it is intended that citizen be trained to be able to act consciously and responsibly in the financial sphere and, consequently, maintain a healthy and balanced relationship with money. Thus, it is essential to provide individuals, all of them, with knowledge and skills that allow them to respond effectively to everyday financial situations, even the simplest and most routine ones.

DESCRIPTION OF THE DIFFICULTY OF STUDENTS' MATHEMATICS PROBLEM SOLVING ASSESSED FROM ADVERSITY QUOTIENT (AQ)

This study aims to determine the difficulty of solving mathematic problems among students AQ climbers, AQ campers, and AQ quitters. This type of research was qualitative research with a descriptive approach. The subject of this study is the 3rd grade of XI MIPA Batik High School 2 Surakarta in the academic year 2020/2021 which constitutes 6 students. The subject taking was done by giving an adversity quotient questionnaire. From the results of filling out the questionnaire, the subjects were categorized based on their AQ. Furthermore, given a mathematic problem-solving test. After seeing the test results, three subjects representing AQ climbers, AQ campers, and AQ quitters were selected purposively for further interviews. The results showed: 1) The climbers subject experienced two difficulties in solving mathematic problems, namely difficulties in understanding problems and difficulties in implementing plans. 2) The subject of the campers has three difficulties in solving mathematic problems, namely difficulties in understanding problems, difficulties in implementing plans, and difficulties in reviewing. 3) The quitters subject experiences four difficulties in solving mathematic problems, namely difficulties in understanding problems, difficulties in planning, difficulties in implementing plans and difficulties in reviewing, and difficulties in revisiting.