Judul: Persepsi mengenai Konservasi Hutan pada Siswa Sekolah Menengah Pertama di Kabupaten Pacitan Provinsi Jawa Timur.
Abstrak: Junior high school students have high potential to participate in forest conservation efforts at Pacitan Regency. However, their participation should be based on positive perception on forest conservation. Students’ perception of forest conservation could be developed through education about forest conservation at the school, which widely known as environmental education. However, there was not any junior high school in Pacitan Regency that implements environmental education yet. Therefore, research about perception of forest conservation on junior high school’s student was necessary to provide consideration for the schools and Department of Education of Pacitan Regency in the development and implementation of environmental education. This research was conducted at five sample schools at Pacitan Regency on July to September 2012. The collected data included students’ characteristic, students’ perception of forest conservation (knowledge, attitude, motivation, and hopes), learning process, school location, and policy of government. Data were collected through questionnaire, observation, literature, and interview. Students from sample schools had obtained knowledge score ranging from 1,30 – 1,80, which was categorized as sufficient. Factors that influenced students’ knowledge were their intensity in visiting forest, and the condition around their home. The students’ attitude of forest conservation was categorized as good attitude. However, the students’ still had low self-confidence toward their capability in conducting forest conservation efforts. Students’ attitude was influenced by their intensity in visiting forest. The students also had high motivation to participate in forest conservation efforts, mostly due to external motivation. Source of information and experience in learning about forest conservation were the factors that influenced students’ motivation. The students hoped that forest ecosystem would be preserved in order to ensure the sustainability of natural resources. The result also suggested that forest conservation subjects should be integrated into science lesson in order to improve students’ knowledge about forest conservation. Lesson should be taught not only in theory, but also in practice, to improve students’ capability in relation to forest conservation activities.
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Judul: Persepsi guru dalam penerapan pendidikan lingkungan hidup di sekolah dasar sekitar hutan kawasan Gunung Salak Endah Kabupaten Bogor
Abstrak: This research aimed at identifying teacher’s perception of the environment, teacher’s perception of Environmental Education (EE) implementation, and the influencing factors. Data were collected through structured questionnaire, guided interview, field observation, as well as archives and secondary documents. Factor analysis, Spearman correlation, Kruskal-Wallis test, and Mann-Whitney test were used to analyse the data. The results showed that, first, according to the result of the Draw-An-Environment-Test (DAET), teachers from forest margin area have limited environmental perception due to lack of capacity in expressing their thoughts in drawings and writings. However, since writing and drawing are not yet internalized as an important behavior in education, the DAET instrument should be critically improved or revised to make it fits for developing countries such as Indonesia. Second, according to the result of Factor Analysis, the perception of teachers toward EE is constructed from three major factors, i.e. the EE teaching effectiveness, its benefits, and outcome expectancy. The first factor – the EE teaching effectiveness – is formed by four variables i.e. perceived competence, self-efficacy, pressure/tension and perceived choice. Further analysis shows that the teacher often views him or herself as having low competence and self-efficacy due to the EE course experience and his/her educational level. The second factor resulted from Factor Analysis – the EE benefits – is formed by three variables, i.e. interest/enjoyment, efforts, and usefulness of the EE course. The EE benefits itself, according to Kruskal-Wallis test, are determine by EE training course received, level of grade taught and the nature-based organizational experienced by the teachers. Third, in order to reach effective EE teaching, the capacity, motivation, perceived competence and self-efficacy of the teachers should be strengthen. This includes but not limited to the mastery of environment-related subjects particularly forest conservation topics, strengthen skills for outdoor teaching and increased compassion on the environmental issues and/or forest related problems.
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Judul: Infeksin virus rota pada anak babi
Abstrak: Virus Rota sudah lama diduga sebagai salah satu penyebab diare pada anak babi yang baru dilahirkan. Hal ini diperkuat dengan berhasilnya Mebus dan kawan-kawan mengidentifikasi virus Rota pada kejadian diare yang ter jadi pada anak sapi yang baru dilahirkan. Infeksi virus Rota merupakan hal yang serius, kejadian yang mewabah pernah dilaporkan di Amerika Serikat, Inggris, Kanada dan Australia. Sedangkan kejadian di Indonesia yang dihubungkan dengan infeksi virus Rota belum dilaporkan. Virus Rota termasuk keluarga Reo viridea. Sesuai dengan namanya, virus Rota menyerupai roda (Rota = Wheel), mengandung asam nukleat (nucleid acid) yang berupa asam nukleat ribo (ribo nucleid acid, RNA) dan berserabut ganda (double stranded), tidak mempunyai selubung (envelop atau peplos). Hewan rentan adalah hewan yang berumur sangat muda. Selain menyerang babi, dapat pula menyerang sapi, domba, rusa, anjing, kucing, tikus, kelinci, unggas dan manusia. ...
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