Judul: Planning on Environmental Education Tour Programme Based on The Perception and Preferences of School Aged Children at PT. Pusri Palembang.
Abstrak: Environmental education is aimed to change someone’s attitude and behavior towards one’s interaction with the environment. Since the education is not a short term period, the education needs to start as early as possible. By applying an early environmental education, it is hoped to create a positive attitude and behavior towards the environment. The final outcome is to create a generation which become agent of change that are able to be the driving force in creating the balance of nature and environment. The education programme needs to be created with the attention to the needs and wants of the participants (in this case; school-aged children) combined with a concrete learning. One of the activities that the children love is a trip or tour. This activities can be combined with the environmental education so that it can become a fun and effective programme. The objective of this research is to develop a planning for an environmental education tour programme based on the needs of the school-aged children by paying attention to their perception and preferences towards the environment. The research used qualitative descriptive methods. Samples were the elementary school children located in the Ring I of PT. Pusri. Number of samples are 120 children which were purposively chosen using the random sampling method. Data were collected using questionnaire, interviews, observations and desk study. Data was analyzed using the qualitative descriptive method. The development of the tour planning programme then was created by synthetizing the perception, preferences, and the point of interests of PT. Pusri. The result of this research showed that PT. Pusri is potential as the destination of environmental education. There is no significant differences of the perception and preferences towards the environment between the boys and the girls, and between the grade 1-3 children and grade 4-6 children. Both the perception and preferences of the children were dominantly at the level of moderate so the program will be created to increase this level into good. The planning of the environmental education tour program were created by combining the classroom method (films and lecture), field trip, and fun games. This research showed that a factory with its activities can be a destination for an environmental education tour for elementary shool children.
Keyword: environmental education, plannin, tour programme

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: Metoda intramedullary pin sebagai salah satu cara menanggulangi fraktur femoralis pada anjing
Abstrak: Metoda intramedullary pin merupakan salah satu metoda penanggulangan fraktur yang populer karena banyak mempunyai keuntungan, diantaranya adalah : cepat dan mudah dikerja- kan, fiksasi yang dihasilkan lebih kuat dibandingkan metoda plate, setelah sembuh tulang menjadi lebih kuat, dan biaya yang digunakan relatif lebih ekonomis. Beberapa macam intramedullary pin yang ada, diantara- Steinmann pin, Rush pin, Kirschner pin, Kuentscher nya : nail, dan Leighton Shuttle pin. Teknik pemasangan intramedullary pin dapat melalui operasi tertutup atau operasi terbuka, tergantung dari ti- pe dan derajat fraktur. Pada operasi tertutup tidak dila- kukan pembukaan terhadap lokasi fraktur. Penyisipan pin dilakukan melalui fragmen fraktur proximal diteruskan ke fragmen distal, sehingga pada metoda ini luka yang timbul hanya pada tempat dimana pin tersebut dimasukkan. Pada operasi terbuka penyisipan pin dilakukan melalui pembukaan lokasi fraktur. Dalam melakukan pembukaan terhadap lokasi fraktur, harus dipilih pendekatan yang paling sesuai dan paling sedikit kemungkinannya untuk menimbulkan komplikasi. Pengambilan pin biasanya dilakukan setelah empat atau lima minggu disisipkan, diharapkan pada waktu itu telah terjadi pembentukan callus yang sudah cukup kuat untuk me- nunjang berdirinya tubuh. Pada beberapa keadaan pin tidak perlu diambil, misalnya pada anjing tua atau pada anjing yang menderita penyakit tulang. Tidak ada reaksi sakit... akibat pin bertahan di dalam tulang.
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