Investigation on Deformation of DP600 Steel Sheets in Electric-pulse Triggered Energetic Materials Forming

Electric-pulse triggered energetic materials forming (ETEF) is a high-speed manufacturing process, which utilizes the chemical energy released by energetic materials (EMs) triggered by underwater wire discharge to plastically shape metals. The understanding of ETEF is not comprehensive, especially in the research on the discharge characteristics of energetic materials triggered by metal wires and the deformation process of metal sheets. In this paper, the above two problems were studied by means of experiment and numerical simulation. For the pulse discharge characteristics, the peak values of voltage and current were reduced during the triggering process of energetic materials. The triggering energy consumption of energetic materials was quantified to be about 200J. The matching parameters of different capacitor-voltage devices had no effect on triggering the energy release of energetic materials, so the electric pulse generator only played a triggering role on energetic materials. Compared with the quasi-static specimen with the same bulging height, the maximum major strain and thinning rate of the bulged specimen under ETEF condition were significantly reduced, and the deformation uniformity and strain distribution of the specimen were improved. The simulation results showed that the addition of energetic materials significantly improved the plastic strain energy of the blank. The deformation of the blank in ETEF can be divided into two stages: the initial chemical energy action stage and the inertia action stage. The bulging height of sheet metal increased by nearly 301% in inertia action stage, accounting for 80% of the total deformation time, and the effective plastic strain distribution was more uniform.

Peningkatan Kemampuan Operasi Hitung Siswa Melalui Bimbingan Belajar dan Lomba Cerdas Cermat Di Desa Simandraolo

The COVID-19 outbreak had a major impact on the world of education, so the government decided to conduct online learning as an effort to break the chain of the spread of Covid-19. Online learning involves elements of technology and experiences obstacles when learning, including the network is not smooth, lack of knowledge, to the lack of student participation when learning online. This has an impact on student learning outcomes. Elementary schools in Simandraolo Village conduct online learning, especially mathematics, most students have difficulty in performing arithmetic operations such as addition, subtraction, multiplication and division of integers and fractions. Based on these problems, it is necessary to conduct tutoring activities for students so that students can be helped in overcoming the problems they experience and carry out Smart Contest activities so that students are more motivated in learning. This activity is divided into several stages as follows: preliminary stage, action stage, final stage. Based on the tutoring activities and the quiz competition, it can be concluded that students' difficulties can be overcome by conducting tutoring and quiz competitions. Based on this service activity, it is recommended that students be more active in learning. Doing exercises that are continuous and repeated so that the concepts of integer and fractional operations can be permanently embedded in the mind.

Experiencing Eight Psychotherapy Approaches Devoted to Eating Disorders in a Single Day Workshop Increases Insight and Motivation to Engage in Care

PurposeFor patients with eating disorders (EDs), early engagement in care is usually considered as a positive prognostic factor. The aim of the present study is to investigate how a single-day intervention devoted to an early experiential exposure to a variety of psychotherapy approaches, supports transition to specialised care and commitment to change in patients with EDs.MethodsOne hundred and sixty-nine outpatients newly diagnosed with an ED took part in a single-day workshop for groups of up to 10 patients, where they discovered and experienced eight psychotherapeutic approaches. Motivation to change care, and level of insight were assessed at baseline and 10 days after the intervention.ResultsMotivation and commitment to take active steps toward change (expressed by the “Committed Action” composite score) significantly improved after intervention (p<0.001), and a significant number of patients specifically moved from “contemplation” to “action” stage (p<0.001). The improvement of motivation to change is significantly associated to an increase of insight capacity (p<0.001), and this for almost all dimensions.ConclusionA single-day session devoted to experiencing a range of group psychotherapies increased patients’ insight and motivation to actively engage in care. Further studies including different factors and long-term outcomes evaluation may be necessary to better establish which aspects are specifically involved in patients' increased motivation for care and confirm potential longer-term benefits of this intervention.Level of evidenceLevel V: Opinions of respected authorities, based on descriptive studies, narrative reviews, clinical experience, or reports of expert committees.

Physical Activity Engagement outside of College Physical Education: Application of the Transtheoretical Model

Objective: In this study, we examined physical activity (PA) engagement outside of college physical education (PE) classes using the Transtheoretical Model (TTM). Methods: Overall, 414 university students enrolled in PE classes voluntarily participated in this study. Participants were asked to complete a survey packet to measure 4 core constructs of TTM and their PA level performed outside of PE classes. Among the participants, 150 randomly selected students were asked to wear a triaxial accelerometer for 7 consecutive days to identify their PA level. Descriptive statistics and multivariate analyses of variance were used to determine the association between stages of motivational readiness and other strategic core constructions. Results: We categorized 77% of respondents into either the "action" stage or the "maintenance" stage for engaging in additional PA outside of the classes. Behavioral processes of change showed a graded and significant association with the stages. Both self-efficacy and decisional balance were significantly higher in students at higher stages. Conclusion: Our findings showed that most students enrolled in college PE classes had additional PA outside of the class participation. In addition, behavioral processes may be effective strategies for this specific target group to promote PA.

Improvement of Reading Ability Through Image Card Media

<p><em>This research was aimed to improve reading ability through image card media. This research is a classroom action research</em><em> conducted in three cycles. The stages of each cycle are planning, implementation, observation and reflection. The subjects of this research were 22 students of first grade of SD Negeri Krasak 02. The data collection used was tests and observations. Data analysis is descriptive. The pre-action stage was carried out to determine the initial condition of the students, obtained the value of learning outcomes of 56.82. The learning outcomes of the first cycle were 64.77 with classical completeness 59.09%. In the second cycle of 80.22 with 72.73% classical completeness. The learning cycle III showed an increase in the value of 81.82 with a student mastery level of 95.45%. The activities of teachers and students also experienced an increase in each cycle. Based on the findings, it can be concluded that image card media can improve reading skills. Thus the image card media can be used as a medium for teachers in learning activities to improve reading ability.</em></p>

Teams Games Tournament (TGT) Sebagai Metode dalam Peningkatan Motivasi dan Prestasi Belajar Matematika Siswa

While the objectives of this study are: (a) Increase the motivation to learn Mathematics of SMA Negeri 1 Selong students through the Teams Games Tournament (TGT) type of cooperative learning model (b) Improve the mathematics learning achievement of SMA Negeri 1 Selong students through the Teams Games type cooperative learning model Tournament (TGT) (c) Describe students' responses to the implementation of the cooperative learning model with the Teams Games Tournament (TGT) type. In this study, there were (action research) of 3 cycles. Each cycle consists of several stages, namely: the planning stage, the action stage, and the observation and reflection stages. The subjects of this study were students of class XI IPS 1 semester I of the 2018/2019 academic year, the data obtained were in the form of formative test results and observation sheets of learning activities. Based on the research data, it was found that the average value of students' learning outcomes in the initial conditions in each cycle had increased. In cycle I the average value is 65.40, cycle II the average value is 68.00 and in cycle III the average value is 69.00. The conclusion obtained is that there is a significant increase in learning outcomes through the implementation of the cooperative learning model with the Teams Games Tournament (TGT) type.

Meningkatkan Kemampuan Mengenal Konsep Terapung Tenggelam melalui Metode Bermain Sains pada Anak Kelompok B TK Pertiwi II Karangwuni Pringsurat Temanggung Semester II Tahun Pelajaran 2017/2018

Introduction to science should be done from an early age with fun activities and through habituation so that children experience the scientific process directly. This is done so that children not only know the results but also can understand the process of the scientific activities they do. Science allows children to explore various objects, both animate and inanimate objects, to train children to use their five senses to recognize various symptoms of objects and events. The problem faced by children in Group B of TK Pertiwi II Karangwuni is the low ability to recognize the concept of floating and sinking. The purpose of this study was to determine the process and magnitude of the increase in the introduction of the concept of floating and sinking through the method of playing science in children in Group B of TK Pertiwi II Karangwuni Pringsurat Temanggung Semester II of the 2017/2018 Academic Year. The subjects of this study were students of Group B TK Pertiwi II Karangwuni totaling 20 children. The research was carried out from March to April 2018. The data collection methods used were observation, documentation, field notes and interviews. Based on the results of the research and discussion that has been carried out, it is concluded that the science play method can improve the ability to recognize the floating and sinking concept of children in Group B TK Pertiwi II Karangwuni Pringsurat Temanggung Semester II 2017/2018 Academic Year. Increased ability to recognize the concept of floating and sinking can be seen from the percentage of data obtained in pre-action, Cycle I and Cycle II. At the pre-action stage, most of the children were in the undeveloped criteria of 60%, in Cycle I the children's ability increased to the criteria of developing as expected by 30% or 6 children out of a total of 20 children. In Cycle II, it increased to 14 children (70%) with the assessment criteria developing as expected and 4 children (20%) developing very well. Learning is said to be successful because the ability to recognize the floating sinking concept of children through playing science has increased by more than 80% from the initial conditions before the action and is in accordance with predetermined success indicators.

When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension

Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model (Introducing new concepts, Metamotivation questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) was embedded at three different phases of secondary students' engagement with scientific texts and exercises (before, during, or after) to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders (N = 202) in eight science classrooms received the same scientific texts and reading comprehension exercises in four groups. Three treatment groups received metamotivational scaffolding before (n = 52), during (n = 50), or after text engagement (n = 54). The control group (n = 46) received standard instructional methods with no metamotivational scaffolding. Pretests and posttests assessed science literacy, domain-specific microbiology knowledge, and metamotivation regulation. Intergroup differences were non-significant at pretest but significant at posttest. The “before” group significantly outperformed all other groups. The “after” group significantly outperformed the “during” group, and the control group scored lowest. Outcomes suggested delivery of metamotivational scaffolding as a potentially important means for promoting students' science literacy and effortful perseverance with challenging science tasks, especially at the reflection-before-action stage for looking ahead and also at the reflection-on-action stage for looking back. More theoretical and practical implications of this preliminary study were discussed to meet the growing challenges in science teaching schoolwork.

Peningkatan Hasil Belajar Menulis Surat Undangan Menggunakan Model Think Talk Write (TTW) dengan Penguatan Karakter Demokratis pada Siswa Kelas V SDN Kepanjenkidul 1 Kota Blitar

This study aims to describe the application of the TTW model by strengthening democratic character and describing the improvement of student learning outcomes in writing a class V invitation letter Kepanjenkidul 1 SDN Blitar City. The study was conducted with a qualitative approach to the type of classroom action research. In cycle I the percentage of teacher activity was 83 percent and increased in cycle II by 100 percent. The average percentage of student activity in the first cycle was 73 percent and increased in the second cycle by 92 percent. While the completeness of student learning outcomes at the pre-action stage was 42 percent. In cycle I the average completeness of student learning outcomes classically rose to 60.8 percent and increased in cycle II of 86.3 percent. Based on the above results it can be concluded that the application of the TTW model by strengthening democratic character can improve student learning outcomes in the material of writing an invitation letter. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan penerapan model TTW dengan penguatan karakter demokratis dan mendeskripsikan peningkatan hasil belajar siswa menulis surat undangan kelas V SDN Kepanjenkidul 1 Kota Blitar. Penelitian dilakukan dengan pendekatan kualitatif jenis penelitian tindakan kelas. Pada siklus I persentase aktivitas guru sebesar sebesar 83 persen dan meningkat pada siklus II sebesar 100 persen. Rata-rata persentase aktivitas siswa pada siklus I sebesar 73 persen dan meningkat pada siklus II sebesar 92 persen. Sedangkan ketuntasan hasil belajar siswa pada tahap pratindakansebesar 42 persen. Pada siklus I rata-rata ketuntasan hasil belajar siswa secara klasikal naik menjadi 60,8 persen dan meningkat pada siklus II sebesar 86,3 persen. Berdasarkan hasil di atas dapat disimpulkan bahwa penerapan model TTW dengan penguatan karakter demokratis dapat meningkatkan hasil belajar siswa dalam materi menulis surat undangan.

Penerapan Model Think-Pair and Share dalam Meningkatkan Hasil Belajar PAK pada Siswa SMP

Write This research is a Classroom Action Research (CAR) which aims to see the results of PAK learning through the application of the Think-Pair-Share Technique Cooperative Learning Model Application. The subjects of this study were students of class VIII SMP Parulian 3 Medan with 30 students as respondents. The subject of study is Life of Gratitude. The research instrument was a test given to students as many as 11 questions for the first cycle and 15 questions in the second cycle. Each cycle is carried out with different materials according to the learning limits at school. Each cycle consists of a planning stage, an action stage, an observation stage, and a reflection stage. In the first cycle, there was an increase in student PAK learning outcomes, namely 46.39% with the incomplete assessment category. Whereas in cycle II, there was also an increase in student PAK learning outcomes, namely 84.88% with the complete assessment category. This means that the application of Think-Pair-Share Learning can improve SMP students' PAK learning outcomes. AbstrakPenelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan melihat hasil belajar PAK melalui Penerapan Model Pembelajaran Kooperatif Tipe Think-Pair and Share. Subjek penelitian ini siswa kelas VIII SMP Parulian 3 Medan dengan jumlah responden 30 siswa. Adapun subjek belajar adalah Hidup Bersyukur. Instrumen penelitian ini adalah test yang diberikan kepada siswa sebanyak 11 soal untuk siklus I dan 15 soal pada siklus II. Setiap siklus dilaksanakan dengan materi yang berbeda sesuai dengan batas pelajaran di sekolah. Setiap siklus terdiri dari tahap perencanaan, tahap tindakan, tahap pengamatan, dan tahap refleksi. Pada siklus I, terdapat peningkatan hasil belajar PAK siswa yakni 46,39% dengan kategori penilaian belum tuntas. Sedangkan pada siklus II, juga terdapat peningkatan hasil belajar PAK siswa yakni 84,88% dengan kategori penilaian tuntas. Ini berarti penerapan Pembelajaran Tipe Think-Pair and Share dapat meningkatkan hasil belajar PAK siswa SMP.