The Effects of Garlic and Red Chilli Pepper Powder on Physicochemical, Microbiological, and Sensory Properties of Cincalok

Cincalok, a traditional fermented shrimp, is prepared by mixing rebon shrimps (Acetes sp) with coarse salt and granulated sugar in a certain ratio. This research was aimed at studying the effect of adding garlic and red chilli pepper powder on the physicochemical, microbiological, and sensory properties of cincalok. Cincalok was made to be three recipes, namely, original cincalok, A, consists of 2 kg of rebon shrimp, 400 g of granulated sugar, and 100 g of coarse salt; B (A ingredients plus 20 g of red chilli pepper powder); and C (A ingredients plus 20 g of garlic powder). Sensory analysis was conducted on recipe A, and the colour was observed by the naked eye on days 0, 2, 4, 6, 8, 13, 18, 23, 28, 33, 43, 60, 90, 120, 150, and 180. According to the highest criterion score on sensory results, the panellists chose day 6 as the best fermentation for recipe A. The colour of recipe A started changing from pink to a light brown colour on the surface on day 28. Therefore, the physicochemical, microbiological, and sensory properties of each recipe were analyzed for 28 days. Overall, the water, ash, and fat content; titratable acid (TA); total volatile base nitrogen (TVBN); and amino acid nitrogen (AAN) showed insignificant differences ( p > 0.05 ) among the recipes during 28 days of the same observation. The crude protein, pH, and free fatty acid (FFA) of recipe C were significantly different ( p < 0.05 ) from recipes A and B. All recipes contained the total count of mesophilic anaerobic bacteria (TMABs) and the lactic acid bacteria (LABs) except Bacillus cereus, Clostridium perfringens, Staphylococcus aureus, and Enterobacteriaceae for all observation times. The highest criterion score for consumer acceptability was awarded for recipe C followed by recipes B and A. The addition of garlic and red chilli pepper powder affected the physicochemical, microbiological, and sensory properties of cincalok.

Enhancing Learners’ Vocabulary Acquisition by Crossword Puzzle Game

This study aimed at developing learners’ vocabulary acquisition by using a crossword puzzle game at an English course in Langsa, Aceh Province. It further explored how the technique helped the learners learned and acquired English vocabulary. This study was a Classroom Action Research (CAR) and it applied steps of action research set out by Kemmis and McTaggart, which encompasses planning, implementation, observation, and reflection. 17 learners were selected as the subject of this research purposively. Observation, interviews, and vocabulary tests were conducted to collect the data. The findings revealed that the use of crossword puzzle game developed the learners’ vocabulary acquisition effectively, as whole participants achieved the Minimum Mastery Criterion score (KKM), which was 75, successfully. The proportion of those who reach the score was 35,29% at the first cycle and the number was rose gradually to 100% at the third cycle. The study also found that the implementation of the crossword puzzle promoted an effective language-learning atmosphere. The learners engaged in the learning process and got involved in the activities enthusiastically. It developed the learners’ curiosity to complete the task and enhanced their self-confidence in learning English as they worked in groups. It also provided opportunities for the students to practice the vocabulary and to develop pronunciation.

Fostering Students’ Grammatical Competence Through Flipped Classroom

ABSTRACTThis study aims to identify whether Flipped Classroom strategy can enhance students’ grammatical competence. EFL students still found difficulties in understanding and mastering grammar despite its central role in learning a new language. As we are living in the digital era, we can optimize digital tools in teaching and learning to assist students and teachers. Furthermore, students nowadays are tech-savvy, so it would not be very difficult to integrate technology into classroom. The participants of this research were the tenth grade students at SMAN 4 Tangerang Selatan. Classroom Action Research (CAR) was implemented as the research design with two cycles which comprised three meetings in each cycle. The cycle consisted of planning, acting, observing, and reflecting. The instruments used were test, questionnaire, observation, and researcher’s field note. The results showed that 77.14% of students passed the minimum criterion score; further, the results among pre-test, post-test 1, and post-test 2 significantly increased. These findings indicate that Flipped Classroom have the potential to improve students’ grammatical competence. ABSTRAKStudi ini bertujuan untuk meningkatkan kompetensi gramatikal siswa melalui strategi Flipped Classroom dan untuk mengetahui bagaimana strategi tersebut meningkatkan kompetensi gramatikal siswa. Siswa yang menggunakan bahasa Inggris sebagai bahasa asing (EFL) masih mengalami kesulitan untuk memahami dan menguasai tata bahasa meskipun peran sentralnya dalam belajar bahasa. Karena kita hidup di era digital, kita dapat mengoptimalkan alat digital dalam proses belajar-mengajar untuk membantu siswa dan guru. Selain itu, siswa saat ini sudah paham teknologi sehingga tidak terlalu sulit untuk mengintegrasikan teknologi ke dalam kelas. Melihat fenomena ini, oleh sebab itu, penelitian telah dilaksanakan. Subjek penelitian ini adalah siswa kelas X di SMAN 4 Tangerang Selatan. Penelitian Tindakan Kelas (PTK) dilaksanakan sebagai desain penelitian dengan dua siklus yang terdiri dari 3 pertemuan di setiap siklusnya. Instrumen yang digunakan adalah tes, angket, observasi, dan catatan lapangan peneliti. Hasil penelitian menunjukkan bahwa 77,14% siswa dinyatakan lulus kriteria ketuntasan minimal (KKM). Hasil pre-test, post-test 1, dan post-test 2 meningkat secara signifikan yang menunjukkan bahwa Flipped Classroom dapat meningkatkan kompetensi gramatikal siswa.

ANALISIS KINERJA DAN RASIO KEUANGAN PADA PT. PEGADAIAN ( PERSERO ) TAHUN 2018-2019

ABSTRACTThe purpose of this study is to determine the financial performance of PT. Pegadaian (Persero) Tbk in 2018-2019.The results showed that the total score of financial performance of PT. Pegadaian (Persero) is on an unhealthy interval scale, which is at a total criterion score of 50 - 65 (Minister of BUMN Nomo: Kep-100 / MBU / 2002. These results indicate that the financial performance of PT. Pegadaian (Persero) Tbk using the ratio finance, namely the cash ratio in 2018 obtained a value of 130.1 with a score of 10 and in 2019 a score of 129.1 and a score of 8 (very healthy). Calculation of the current ratio in 2018 with a value of 1.17 and a score of 0, while the year 2019 with a score of 0.39 and a score of 0 (unhealthy). Debt to Equity Ratio in 2018 with a score of 162.4 and a score of 10, while in 2019 the score was 183.2 with a score of 10 (very healthy). Debt to Total Asset Ratio in 2018 with a score of 61.8 and a score of 0, while in 2019 the value was 64.6 with a score of 0 (unhealthy) .The Gros Profit Margin ratio in 2018 shows a value of 31.9 with a score of 8.5 and in 2019 the score is 23.9 and a score of 8.5 (Very Healthy) Net Profit Margin ratio for the year 2018 shows a value of 24.2 with a score of 8.5 and in 2019 a score of 17.5 and a score of 8.5 (Very Healthy). The Return On Investement (ROI) ratio in 2018 scored 11.6 with a score of 8.5 and in 2019 with a score of 17.9 and a score of 8.5 (Very Healthy) and the Return On Equity (ROE) ratio, throughout 2018 with a value of 44.4 and a score of 8.5 and in 2019 with a value of 47.9 and a score of 8.5 (very healthy).Keyword : Ferformance Financial, Financial Ratio

Comparison of the validity of bookmark and Angoff standard setting methods in medical performance tests

Background One of the main processes of determining the ability level at which a student should pass an assessment is standard setting. The current study aimed to compare the validity of Angoff and bookmark methods in standard-setting. Method 190 individuals with an M.Sc. degree in laboratory science participated in the study. A test with 32 items, designed by a group of experts, was used to assess the laboratory skills of the participants. Moreover, two groups each containing 12 content specialists in laboratory sciences, voluntarily participated in the application of the Angoff and bookmark methods. To assess the process validity, a 5-item questionnaire was asked from two groups of panelists. To investigate the internal validity, the classification agreement was calculated using the kappa and Fleiss’s Kappa coefficient. External validity was assessed by using five indices (correlation with criterion score, specificity, sensitivity, and positive and negative predictive values of correlation test with criterion score). Results The results showed that the obtained cut-scores was 17.67 for Angoff and 18.8 for bookmark. The average total of items related to the quality of the execution process was 4.25 for the Angoff group and 4.79 for the bookmark group. Pass rates pass rates percentages for the Angoff and bookmark group were 55.78 and 41.36, respectively. Correlations of passing/failing, between employer ratings and test scores were 0.69 and 0.88 for Angoff and bookmark methods, respectively. Conclusion Based on the results, it can be concluded that the process and internal validities of the bookmark method were higher than the Angoff method. For evaluation of the external validity (concordance of the cut score with the criterion score), all five external validity indices supported the bookmark method.

Time to achieving a designated criterion score level: A survival analysis study of test taker performance on the TOEFL iBT® test

This study used survival analysis to examine the patterns and factors associated with time to achieving designated score criteria on a test of English as a foreign language. This was modeled using an extension of the Cox regression model, with two criterion score levels defined as achieving a TOEFL iBT® total test scale score at or above the Common European Framework of Reference (CEFR) Level B2 and at Level C1, respectively. Factors included in the model were test taker background characteristics including age, gender, native language type, exposure to English, and reason for testing. Additionally, to account for those who tested more than once within the study period, and thus had multiple records, an indicator for order of testing occasion was included in the model. Results indicate that approximately 82% of the test takers in our study sample tested one time in the study period (2014–2016), and the number of repeaters decreased rapidly across occasions. For those who did not achieve the designated criterion scores at first testing, the likelihood of achievement increases with repeated testing, with a somewhat greater effect for the less stringent B2 criterion. Results also indicate that the association of gender with performance differed across levels.

Comparison of validity of Bookmark and Angoff Standard Setting Methods in Medical performance tests

Introduction One of the main processes in evaluating of the students’ performance is standard staging to determine the passage for the test. The purpose of this study was to compare the validity of two methods of Angoff and bookmark in standard setting. Method Participants included 190 master’s students graduated in laboratory sciences since past year. Designed by a group of experts, a performance test with 32 item was used in this study to assess laboratory skills of graduates of medical laboratory sciences. Moreover, two groups of experts voluntarily participated in this study to set the cut-score. To assess the process validity, a 5-item questionnaire was asked from two groups of penists. To investigate the internal validity, the variance of the cut scores determined by the members of the two panels was compared with the F ratio. External validity was assessed by using four indices of correlation test with criterion score. Results Comparison of the two methods of Angoff and bookmarking showed that the mean of process validity indices was higher in bookmarking method. In order to assess internal validity, conclusion: Homogeneity of results and co-ordination of judges' scores were considered. Conclusion In evaluating of the external validity (concordance of the cut score with the criterion score), All five external validity indices supported the bookmark method.

Multi-criterion, automated, high-performance, rapid tool for assessing mucosal visualization quality of still images in small bowel capsule endoscopy

Background and study aims Capsule endoscopy (CE) is the preferred method for small bowel (SB) exploration. Its diagnostic yield can be reduced by poor mucosal visualization. We aimed to evaluate three electronic parameters – colorimetry, abundance of bubbles, and brightness – to assess the adequacy of mucosal visualization of SB-CE images. Patients and methods Six-hundred still images were randomly extracted from 30 complete and normal SB-CEs. Three experts independently evaluated these images according to a 10-point assessment grid. Any frame with a mean score above seven was considered adequately cleansed. Each image was analyzed electronically according to the three preset parameters, individually and then combined, with the experts' score as reference. A random forests methodology was used for machine learning and testing. Results The combination of the three electronic parameters achieved better discrimination of adequately from inadequately cleansed frames as compared to each individual parameter taken separately (sensitivity 90.0 % [95 %C. I. 84.1 – 95.9], specificity 87.7 % [95 %C. I. 81.3 – 94.2]). Conclusion This multi-criterion score constitutes a comprehensive, reproducible, reliable, automated and rapid cleansing score for SB-CE frames. A patent is pending at the European patent office.

PENGGUNAAN METODE KREATIF DAN PRODUKTIF UNTUK MENINGKATKAN HASIL BELAJAR SEJARAH PADA POKOK BAHASAN CARA BERPIKIR SEJARAH SISWA KELAS X MIA 1 SMA NEGERI 11 PEKANBARU

ABSTRACTThe purpose of this study is to increase learning outcomes of historics grade III MA 1 Pekanbaru and SMA 11. This research is Classroom Action Research consisting of two cycles. The subject of this research was students of grade III MA 1 Pekanbaru and students of SMA 11. The number of students is 36 students. The writer as a class III teacher has conducted creative and productive methods. In pre-cycle the lowest score is 69.25 and it does not require the criterion of Minimal Completness requirements which has been setted 71. The author strives to choose creative and productive methods. The learning process in the first cycle has changed in the number of class score of 2591, and the second cycle was 3021. The average score of the first cycle increased to (71.97), and the second cycle was (79.50). For calculation of completeness, students who complete pre-cycle was 41.69%; cycle I was (80.56%); cycle II was (100%). The score of cycle I was (69) and cycle II was (81) while the highest score was pre-cycle (76); cycle I was (77) and cycle II was (88). For range and criterion score, pre-cycle ranks sufficient was 15 (41.67%), low was 20 (55.56%) and very low was 1 (02.78%) while Cycle I was only 29 (80.56%) low was 7 (19.44%) and cycle II was 36 (100%). From these explanations the range and precycle criterion score were high. Keywords: Creative and productive methods, history, learning outcomes ABSTRAKTujuan penelitian ini adalah rendahnya hasil belajar sejarah siswa kelas III MA 1 SMA Negeri 11 Pekanbaru. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) terdiri dari dua siklus.. Subjek penelitian siswa kelas III MA 1 SMA Negeri 11 Pekanbaru . Jumlah siswa 36 orang. Penulis sebagai guru kelas III telah melakukan metode kreatif dan produktif. Pada prasiklus nilai terendah 69,25 dan tidak memenuhi persyaratan KKM yang ditetapkan 71. Penulis berusaha dengan memilih metode kreatif dan Produktif. Proses pembelajaran pada siklus I mengalami perubahan yaitu jumlah nilai perkelas 2591, dan siklus II jumlah 3021. Rata-rata nilai siklus I meningkat menjadi (71,97), dan siklus II (79,50). Untuk perhitungan ketuntasan, siswa yang tuntas prasiklus 41,69 %; siklus I (80,56 %); siklus II (100 %). Nilai siklus I (69) dan siklus II (81) sedangkan nilai tertinggi prasiklus (76); siklus I (77) dan siklus II (88). Untuk rentang dan kriteria nilai, praiklus pada peringkat cukup 15 (41,67 %), rendah 20 (55,56 %) dan sangat rendah 1 (02,78 %) sedangkan Siklus I cukup 29 (80,56 %) rendah 7 (19,44 %) dan siklus II tinggi 36 (100 %). Dari penjelasan tersebut rentang dan kriteria nilai prasiklus terletak pada tinggi tinggi. Kata Kunci : Metode kreatif dan produktif, sejarah, hasil belajar

PENGGUNAAN METODE JIGSAW UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SEJARAH POKOK BAHASAN PERKEMBANGAN PEMERINTAHAN ORDE BARU SISWA KELAS XII IPS SMA NEGERI 10 PEKANBARU

This research is a classroom action research which is entitled Using the Jigsaw Method to improve the activities and Learning Outcomes on subject matter of the History of the Development of the New Order Government of grade XII IPS (Social science) Students of SMA 10 Pekanbaru. The porpuse of this research is to improve activities and learning outcomes conducted in two cycles. Before conducting the learning process a test is administered, namely the cycle of total scores (2390); cycle I (2885), and cycle II (3070). For the average pre-cycle score was 68.29, the first cycle increased to 78.92, and the second cycle increased to 87.71. The results obtained based on criterion of Minimal Completness 80. The score of completeness in the complete pre-cycle is only 8 students (22.86%), not complete was 27 students (77.14%). In the first cycle there were 24 students who got complete score (68.57%, and 11 students who got uncompleted score (31.43%). In the second cycle there were 34 students who got complete score (97.14%) and uncomplete score was 2.86%. The score based on the range is the highest with 85 and the lowest one with 45; the first cycle with the highest 95 and the lowest based on the range and criterion score, on the cycle the percentage is 31,43% (enough); the first cycle was very high with 37.14 % and the second cycle was very high at 51.43%. For student activities each cycle increased, namely cycle 1reached to 71.43 and cycle II reached to 85.71. Keywords: Historics, Jigsaw method. Learning activities and outcome. Abstrak Penelitian ini penelitian tindakan kelas dengan judul Penggunaan Metode Jigsaw untuk meningkatkan aktivitas dan Hasil Belajar Sejarah Pokok Bahasan Perkembangan Pemerintahan OtdeBaru Siswa Kelas XII IPS SMA Negeri 10 Pekanbaru. Tujuannya adalah memperbaiki aktivitas dan hasil belajar dilaksanakan sebanyak dua siklus. Sebelum melakukan proses pembelajaran diadakan tes yaitu prasiklus jumlah nilai ( 2390); siklus I (2885), dan siklus II (3070). Untuk rata-rata nilai perkelas prasiklus 68,29, siklus I meningkat menjadi 78,92, dan siklus II meningkat menjadi 87,71. Hasil nilai yang diperoleh berdasarkan KKM 80. Nilai ketuntasan pada prasiklus tuntas hanya 8 orang (22,86 %), tidak tuntas sebanyak 27 orang (77,14 %). Pada siklus I meningkat yang tuntas 24 orang (68,57 %, tidak tuntas 11 orang (31,43 %). Pada siklus II yang tuntas 34 orang *97,14 %) dan tidak tuntas 02,86 %). Hasil nilai berdasarkan tinggi dan rendahnya nilai prasiklus tertinggi 85 dan terendah 45; siklus I tertinggi 95 dan terendah 75 berdasarkan rentang dan kriteria nilai, pada prasiklus persentasinya 3143 % (cukup); siklus I sangat tinggi 37,14 ^ dan siklus II pada kriteria sangat tinggi 51,43 %. Aktivitas siswa setiap siklus meningkat yaitu siklus 1 berjumlah 71,43 dan siklus II berjumlah 85,71. Kata Kunci : Pelajaran Sejarah, metode Jigsaw. aktivitas dan hasil belajar.