The Effect of Mind Map Integration in the Problem Based Learning Model on Creative Thinking of VIII Class Students

The 2013 curriculum requires teachers to integrate higher-order thinking skills. One of them is creative thinking. Mind map integration in Problem Based Learning (PBL) is thought to be able to assist students in improving creative thinking. This study aims to determine the effect of increasing creative thinking through the integration of mind maps in PBL on eighth grade students of SMPN 25 Pekanbaru. This type of research is quasi-experimental. The research population was class VIII SMPN 25 Pekanbaru. The research sample consisted of class VIII.1 as the experimental class and class VIII.2 as the control class. Data in the form of pretest and posttest. N-gain analysis was conducted to see the increase in student scores and MANOVA was used to examine the effect of mind maps in PBL on students creative thinking abilities. The average value of creative thinking is better in the experimental class which is 78.08 in the digestive system material with N-gain relatively close to high, namely 0.68 while in the control class only 54.88 is sufficient category. The MANOVA test also shows that there is an effect of mind maps in PBL on the creative thinking ability of class VIII SMPN 25 Pekanbaru with a significance value of 0.000 <0.05. This shows that the application of mind map integration to PBL is able to improve the creative thinking skills of SMP Negeri 25 Pekanbaru students.

The Use of E-Mind Map in Online Think-Pair-Share-Based Reading Learning on Students’ Reading Comprehension

There are still many students who do not like reading. Students feel that reading is a tiring activity, so students rarely have the intention to read. Students feel bored when reading and make students fast. This is the main reason why students do not like to read. This study aims to analyse the effectiveness of using e-mind maps in online reading learning based on Think-Pair-Share on the reading comprehension of Indonesian EFL students. This research is a pre-experimental study with a one-group pretest-posttest design. The sample consists of 32 class students. The techniques used to collect data are observation and interviews. Data were collected through pretest and posttest and analysed using descriptive and inferential statistics assisted by SPSS version 24. The results showed that the average posttest score of students was 91.13, which was higher than the average student pretest score of 75.72, and there were significant differences. The important difference between the mean pretest and posttest scores (Sig. (two-sided) was .000 < .05). Therefore, it can be said that the e-mind map in online reading learning based on Think-Pair-Share has a positive and significant effect on the reading comprehension of Indonesian EFL students. The research implication is that teachers can use e-mind map integration in online Think-Pair-Share settings. The application of e-mind in online Think-Pair-Share settings can facilitate students in learning and create a pleasant learning atmosphere so as to improve students’ reading comprehension, especially in learning English skills such as speaking, listening, and writing.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DIPADU MIND MAP TERHADAP KREATIVITAS DALAM MEMECAHAN MASALAH PADA KONSEP PENCEMARAN LINGKUNGAN

This study aim to determine the effect of Problem Based Learning (PBL) models in mind map integration to creativity of problem solving in the environmental pollution concept of graders X. The method used is a Quasi-experimental design form Nonequivalent Control Group Design (pretest- posttest). The study population is all the students of graders X academic year 2017/2018 as many as 9 classes with the number of 360 students. The sample used was 80 students from two classes as an experimental class and a control class. Sampling was done by Cluster Random Sampling technique. Instruments used include test descriptions, questionnaires and teacher observation sheets. The results of the analysis of the test descriptions creativity in problem solving obtained results of hypothesis testing (t test) i.e. 20.5 t count > t table of 2.66 means that Ho refused and Hi accepted, it means PBL learning models in Mind Map integration effect on creativity in problems solving. This is indicated by an increase in the average score on each indicator of creativity in problem solving in which students are able to grow various ideas, enrich ideas, add or detail the details of an idea and determine the truth to solve the problems. From the analysis of questionnaire data showed an interest in learning to use the PBL modela in Mind map integration, students agreed that if the model of PBL in Mind map integration may be easier to learn about the concept of Environmental Pollution. In addition, students also agreed that if the PBL models in Mind map integration effect on creativity in problems solving. The results showed that there was a significant influence between learning using PBL models in Mind map integration those not using the learning models to creativity in problems solving in the concept of environmental pollution of graders X.

Recovering individual haplotypes and a contiguous genome assembly from pooled long read sequencing of the diamondback moth (Lepidoptera: Plutellidae)

BackgroundRecent advances in genomics have addressed the challenge that divergent haplotypes pose to the reconstruction of haploid genomes. However for many organisms, the sequencing of either field-caught individuals or a pool of heterogeneous individuals is still the only practical option. Here we present methodological approaches to achieve three outcomes from pooled long read sequencing: the generation of a contiguous haploid reference sequence, the sequences of heterozygous haplotypes; and reconstructed genomic sequences of individuals related to the pooled material.ResultsPacBio long read sequencing, Dovetail Hi-C scaffolding and linkage map integration yielded a haploid chromosome-level assembly for the diamondback moth (Plutella xylostella), a global pest of Brassica crops, from a pool of related individuals. The final assembly consisted of 573 scaffolds, with a total assembly size of 343.6Mbp a scaffold N50 value of 11.3Mbp (limited by chromosome size) and a maximum scaffold size of 14.4Mbp. This assembly was then integrated with an existing RAD-seq linkage map, anchoring 95% of the assembled sequence to defined chromosomal positions.ConclusionsWe describe an approach to resolve divergent haplotype sequences and describe multiple validation approaches. We also reconstruct individual genomes from pooled long-reads, by applying a recently developed k-mer binning method.

Detection and Location of Buried Infrastructures Using Ground Penetrating Radar

This article proposes an approach to improve the deployment of ground penetrating radar (GPR) in the field to detected and locate urban infrastructures. It consists of exploiting geographic data layers, database management systems, and a WebGIS, allowing users to handle GPR data within a georeferenced environment is developed based on a platform called GVX, providing users with four features, being (1) map integration, (2) geo-annotations and points of interest interaction, (3) radargram georeferencing, and (4) georeferenced slice visualization. Experiments with two categories of users, expert and non-expert GPR practitioners, have been performed. Based on the users' evaluation, the approach is valuable and can significantly improve GPR deployment. It helps users when discovering unmapped underground objects, delimiting the survey area, and interpreting GPR complex datasets. Overall, the approach optimized time and facilitated the spatial notion between GPR profiles and 3D meshes with map resources, allowing users to produce reliable maps, conforming to geospatial standards (CityGML).