bluuebunny/crossref_metadata_2025_split huggingface dataset:
SuperPath: The Direct Superior Portal-Assisted Total Hip Approach
Authors: Chow James 
Published: August 2017

The supercapsular percutaneously assisted total hip (SuperPath; MicroPort) approach is a direct superior portal-assisted approach for total hip arthroplasty (THA) that utilizes the interval between the gluteus minimus and the piriformis to access the hip capsule. The technique was developed to promote early mobilization, greater range of motion, and improved pain control. The major steps of this procedure are as follows:
Step 1: Patient positioning. The patient is in the standard lateral decubitus position with the involved leg in the “home position,” that is, 45° to 60° of flexion, 20° to 30° of internal rotation, and slight adduction by elevating the foot on a padded Mayo stand.
Step 2: Surgical exposure. A skin incision is made from the tip of the greater trochanter 6 to 8 cm proximally in line with the femur in the home position, the gluteus maximus muscle is split by blunt dissection in line with the fibers, and the gluteus medius and minimus are retracted anteriorly and the piriformis tendon is retracted posteriorly to access to the capsule without dissecting any muscles.
Step 3: Capsular incision. The capsule is incised along the path of the skin incision from the saddle of the femoral neck to 1 cm proximal to the acetabular rim.
Step 4: Femoral preparation. A channel is created in the superior aspect of the femoral neck from the femoral canal to the center of the femoral head, using reamers, a round osteotome, and a curet.
Step 5: Femoral broaching. Sequential femoral broaches are then used to complete the preparation and size the proximal femoral canal while the head and neck remain intact.
Step 6: Neck resection. The femoral neck osteotomy is performed level with the broach neck, and Schanz pins are used to rupture the ligamentum teres and remove the femoral head.
Step 7: Acetabular preparation and placement. Acetabular preparation and cup impaction are done through a portal without needing release of the iliotibial band or remaining external rotators. A sharp Romanelli self-retaining retractor (Innomed) and modified Zelpi self-retaining retractor (Life Instruments) are used.
Step 8: Trial reduction. Trial reduction is completed using a bone hook and a T-handle to gently manipulate the femur.
Step 9: Final implant assembly. Liner impaction is completed through the portal, and the remaining components are implanted.
Step 10: Closure. Closure is limited to the capsule, fat, and skin, since no muscles are dissected during this procedure.
A recent multicenter study describing nearly 500 SuperPath THAs noted a 30-day all-cause readmission rate of 2.3% and a transfusion rate of 3.3%5. The average length of stay was 1.6 days, with 91% of patients discharged home; 4.1%, to skilled nursing facilities; 3.8%, to home care; and 0.6%, to inpatient physical therapy facilities6.
Pengembangan Perangkat Pembelajaran Matematika untuk SMP Kelas VII Semester Genap dengan Pendekatan Saintifik
Authors: Prasetyo Bayu , Santosa Rusgianto Heri 
Published: August 2017

Tujuan penelitian ini adalah menghasilkan produk berupa perangkat pembelajaran matematika untuk SMP kelas VII semester genap dengan pendekatan saintifik yang meliputi RPP, LKS, dan instrumen penilaian hasil belajar siswa yang valid, praktis, dan efektif. Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan Four-D yang meliputi empat tahap yaitu: (1) pendefinisian, (2) perancangan, (3) pengembangan, dan (4) penyebaran. Tidak semua produk dilakukan uji pengembangan. Uji pengembangan produk hanya dilakukan pada materi persamaan dan pertidaksamaan linear satu vaiabel. Hasil penelitian menunjukkan bahwa produk yang telah dilakukan uji pengembangan memenuhi kriteria valid, praktis, dan efektif. Produk memenuhi kriteria valid berdasarkan persentase penilaian ahli mencapai 100%. Produk memenuhi kriteria praktis berdasarkan penilaian guru dan siswa yang termasuk dalam kategori sangat baik, serta berdasarkan hasil observasi keterlaksaan pembelajaran. Produk memenuhi kriteria efektif berdasarkan hasil belajar siswa pada kompetensi sikap, pengetahuan, dan keterampilan. Persentase siswa yang mencapai KKM untuk kompetensi sikap, pengetahuan, dan keterampilan melebihi 75%.Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan saintifik Developing Mathematics Instructional Materials for 7th Grade Students of Junior High School in Second Semester Based on the Scientific Approach AbstractThe aim of this study is to produce mathematics instructional materials for 7th grade students of junior high school in their second semester based on the scientific approach including lesson plans, student’s worksheets, and assessment instrument of learning achievement that fulfill the quality criteria of validity, practicality, and effectiveness. This research was a development study using the Four-D development model with four steps: (1) define, (2) design, (3) develop, and (4) disseminate. Development test was not done for all products. Development testing of product was done only for linear equality and inequality with one variable. The result of the study shows that the product which has done development test is valid, practical, and effective. The product fulfills the validity criterion. It is shown by the percentage of experts’ appraisal which reaches 100% that belongs to a valid category. The product fulfills the practicality criterion based on teacher and student assesment to the instructional material that is in a very good category. The product also fulfills the practicality criterion based on the percentage of teaching implementation. The percentage of teaching implementation exceeded 90%. The product fulfills the effectiveness criterion based on student learning achievement in attitude, knowledge, and skill competency. The percentage of students that achieve minimum mastery criteria for attitude, knowledge, and skill competency exceeded 75%.Keywords: development, instructional material, scientific approach
Pengembangan Perangkat Pembelajaran Berbasis Pemecahan Masalah Berorientasi pada Kemampuan Penalaran dan Komunikasi Matematika
Authors: Rahmadi Furdan 
Published: August 2017

Penilitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika berbasis pemecahan masalah berorientasi pada kemampuan penalaran dan komonikasi matematika siswa kelas X di SMK bidang keahlian akomodasi perhotelan. Jenis penelitian ini adalah penelitian pengembangan (Research and Development). Penelitian ini bertujuan utuk mengembangkan perangkat pembelajaran dengan menggunakan model pengembangan 3D (Define, Design, Develop) yang dikembangkan oleh Borg dan Gall. Subyek penelitian ini adalah 65 siswa kelas X SMK Negeri 6 Yogyakarta. Analisis data dilakukan dengan mengkonversi total skor aktual yang diperoleh menjadi data kualitatif skala lima. Penelitian ini menghasilkan perangkat pembelajaran matematika materi barisan dan deret yang, meliputi RPP, LKS, dan THB. Dari hasil validasi ahli, skor penilaian guru, penilaian siswa, observasi pembelajaran dan tes evaluasi menunjukkan bahwa RPP, LKS, dan THB adalah valid, praktis, dan efektif. Secara keseluruhan hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan adalah layak untuk digunakan.Kata kunci: pengembangan, perangkat pembelajaran,kemampuan penalaran, komunikasi matematika Developing Problem Based Learning Kits Oriented Toward Reasoning Ability and Math Communication of Students for Sequences and for Series Materials AbstractThis study aims to produce problem-based learning kits which are valid, practical, and effective oriented toward mathematical reasoning ability and mathematics communication of Vocational School of Hotel acomodatioan. This study was a research and development study. It developed learning kits using Borg and Gall development model, and the model was modified so that it included only Define, Design, and Develop. This study produced learning kits for the problem-based learning oriented reasoning ability and communication students for the topic of sequence and series. The kits consisted of lesson plan, student work sheet, and achievement test. The results of the validation show that the developed kits are feasible to use and in the good category. The results of tryouts showed that the developed kits are practical and effective to develop mathematics reasoning ability and mathematics communication of the students. The Practicality in tryout was in good category with an average capability of being implemented in learning of 83.33 % and the field tryout us in the good category with an average of improvement of 90.33%. Based on the achievement test, it shows that the achievement of learning outcomes with a minimum completeness is 78.33 %.Keywords: development, reasoning ability, communication of mathematics
Keefektifan Model PBL dan PjBL Ditinjau dari Prestasi, Kemampuan Berpikir Kritis, dan Motivasi Belajar Matematika Siswa SMP
Authors: Rahayu Esti , Hartono Hartono 
Published: August 2017

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan antara model PBL setting GI dan PjBL setting GI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-posttest nonequivalent group design. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 3 Pengadegan Kabupaten Purbalingga, sedangkan sampel yang diperoleh melalui pemilihan secara acak yaitu siswa kelas VIII C dan VIII B. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, dan angket motivasi belajar matematika. Data dianalisis secara univariat dengan statistik uji one sample t-test untuk mengetahui keefektifan model pembelajaran, sedangkan data dianalisis secara multivariat dengan statistik uji two group MANOVA untuk membandingkan keefektifan model pembelajaran. Setiap analisis menggunakan taraf signifikansi 5%. Hasil penelitian menunjukan bahwa model PBL setting GI dan PjBL setting GI efektif dan tidak ada perbedaan keefektifan antara kedua model pembelajaran ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika.Kata Kunci: model PBL setting GI, model PjBL setting GI, prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar. The Effectiveness of PBL and PjBL Models in Term of Achievement, Critical Thinking Skills, and Motivation in Mathematics Learning of SMP Students AbstractThis study aimed to describe and to compare the effectiveness of PBL model in the setting of GI and PjBL model in the setting of GI in term of learning achievement, critical thinking skills, and motivation in mathematics learning of SMP students. This study was a quasi-experimental research employing the pretest-posttest nonequivalent group design. The research population comprised all students in grade VIII of SMPN 3 Pengadegan Purbalingga. The Samples were students of class VIII C and D were selected randomly from the population.. The data collecting instruments were a test of learning achievement, a test of critical thinking skills, and a questionnaire of motivation in mathematics learning. The data were analyzed using the univariatetechnique with the one sample t-test to determine the effectiveness of learning models, while to compare the effectiveness of learning models, the data were analyzed using the multivariate technique with the two groups MANOVA. Each analysis was done at the significance level of 5%. The results of the study show that the PBL and PjBL models in the setting of GI is effective and there is no difference the effectiveness of the two models in term of learning achievement, critical thinking skills, and motivation in mathematics learning.Keywords: PBL model in the setting of GI, PjBL model in the setting of GI, learning achievement, critical thinking skills, and learning motivation.
Pembelajaran Geometri Berbantuan Geogebra dan Cabri Ditinjau dari Prestasi Belajar, Berpikir Kreatif dan Self-Efficacy
Authors: Saputra Paulus Roy 
Published: August 2017

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran geometri berbantuan Cabri dan pembelajaran geometri berbantuan Geogebra ditinjau dari prestasi belajar, berpikir kreatif, dan self-efficacy siswa SMP. Penelitian ini adalah penelitian eksperimen semu desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen tanpa kelompok kontrol. Populasi penelitian ini mencakup seluruh siswa kelas VII SMP Santa Maria Banjarmasin. Sampel terdiri dari dua kelas, yaitu kelas VIIA dan kelas VIIB yang dipilih secara acak. Kelas VIIA menggunakan pembelajaran geometri berbantuan Cabri dan kelas VIIB menggunakan pembelajaran geometri berbantuan Geogebra. Hasil penelitian ini menunjukkan bahwa ditinjau dari prestasi belajar, berpikir kreatif, dan self-efficacy siswa (1) pembelajaran geometri berbantuan Cabri efektif; (2) pembelajaran geometri berbantuan Geogebra efektif; (3) terdapat perbedaan keefektifan pembelajaran geometri berbantuan Geogebra dan Cabri; (4) pembelajaran geometri berbantuan Geogebra lebih efektif dari pada pembelajaran geometri berbantuan Cabri.Kata Kunci: Cabri, Geogebra, prestasi belajar, berpikir kreatif, dan self-efficacy Geometry Instruction Using Cabri and Geogebra in Terms of Achievement, Creative Thinking, and Self-Efficacy AbstractThis study aimed to describe and to compare the effectiveness geometry instruction using Cabri and Geogebra in terms of the achievement, creative thinking, and self-efficacy of the students junior high schools. This research was a quasi-experimental research with the pretest-posttest non-equivalent group design. This study used two experimental groups without control groups. The population of the study was all grade VII students of Junior High School Saint Mary Banjarmasin. The sample of two classes (class VIIA, and class VIIB) was established randomly. Class VIIA got geometry instruction with Cabri and class VIIB got geometry instruction with Geogebra. The results show that in terms of students’ academic achievement, creative thinking, and self-efficacy: (1) geometry instruction using by Cabri was effective; (2) geometry instruction using by Geogebra was effective; (3) there was a difference in the instruction using Cabri and that using Geogebra; (4) geometry instruction using Geogebra was more effective than geometry instruction using Cabri.Keywords: Cabri, Geogebra, academic achievement, creative thinking, and self – efficacy
Pengembangan perangkat pembelajaran geometri bangun ruang SMP dengan menggunakan model guided inquiry
Authors: Rochana Siti 
Published: August 2017

Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran perangkat pembelajaran geometri bangun ruang SMP dengan menggunakan model Guided Inquiry berorientasi pada kemampuan berpikir kreatif dan motivasi belajar siswa yang valid, praktis, dan efektif. Jenis penelitian ini adalah penelitian pengembangan (Development of Research). Penelitian ini mengembangkan perangkat pembelajaran yang meliputi rencana pelaksanaan pembelajaran (RPP) dan lembar kerja siswa (LKS) dengan menggunakan model pengembangan Plomp. Hasil validasi menunjukkan perangkat yang dikembangkan layak digunakan dengan kategori valid. Hasil uji coba menunjukkan bahwa perangkat yang dikembangkan praktis dan efektif. Ketuntasan belajar secara klasikal sudah mencapai kriteria minimal 80% yaitu untuk tes ketercapaian kompetensi mencapai 80% sedangkan tes kemampuan berpikir kreatif 86, 67%. Berdasarkan analisis angket motivasi belajar menunjukkan bahwa persentase siswa yang memiliki motivasi dengan kategori minimal baik adalah 80%.Kata kunci: pengembangan, perangkat pembelajaran, guided inquiry Developing a learning kit on geometry build space for junior high schools by using model-oriented guided inquiry AbstractThis research aims to produce a geometry learning device for SMP by using models of Guided Inquiry oriented to creative thinking skills and students' motivation which is valid, practical, and effective. This type of research is research development (Development of Research). This study developed a learning device that includes learning implementation plan (RPP) and the student worksheet (LKS) using a model developed by the development Plomp. The result of the validation shows that the kits device developed are decent with a valid category. The experimental results show that the device developed practical and effective. Classical learning completeness reached at least 80% criterion for the test of achievement of competence reached 80%, while creative thinking ability test 86, 67%. Based on the analysis of motivation questionnaire show that the percentage of students who have a good motivation with minimal category is 80%Keywords: development, learning kit, guided inquiry
Pengembangan perangkat pembelajaran matematika SMP kelas VIII semester genap dengan model problem-based learning
Authors: Wondo Maria Trisna Sero 
Published: August 2017

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika SMP kelas VIII semester genap dengan model problem-based learning berorientasi pada prestasi belajar, kemampuan pemecahan masalah, dan sikap percaya diri siswa. Jenis penelitian ini adalah penelitian pengembangan model Plomp (penelitian awal, pengembangan, penilaian). Subjek penelitian ini adalah guru dan siswa kelas VIII SMP Swasta Katolik Maria Goretti Ende. Analisis data dilakukan dengan mengkonversi data kuantitatif berupa skor hasil penilaian menjadi data kualitatif berupa nilai standar skala lima. Penelitian ini menghasilkan perangkat pembelajaran matematika kelas VIII semester genap berupa RPP dan LKS. Dari hasil validasi ahli, skor penilaian guru, penilaian siswa, observasi keterlaksanaan kegiatan pembelajaran, tes prestasi belajar, tes kemampuan pemecahan masalah, dan angket sikap percaya diri menunjukkan bahwa RPP dan LKS adalah valid, praktis, dan efektif.Kata Kunci: Perangkat pembelajaran, problem-based learning, prestasi belajar, pemecahan masalah, percaya diri Developing Mathematics Learning Kits Using the Problem-Based Learning Model for Grade VIII of JHS in the Even Semester AbstractThis study aimed to produce mathematics learning kits using the problem based learning model oriented to the learning achievement, problem solving skill, and self-confidence for Grade VIII students of the junior high school (JHS) in the even semester. This study was and development study used the development model by Plomp (preliminary study, development, evaluation). The research subjects were teachers and students of Grade VIII of Swasta Katolik Maria Goretti Ende. The analysis of the data was done by converting the quantitative data in the form scores as the results of the evaluation into qualitative data in the form of five-scale standard scores. This study produce mathematics learning kits in the form of lesson plans and student worksheets for Grade VIII students of the junior high school in the even semester. Of the results of expert validation, a teacher evaluation scores, a students evaluation scores, an observation for the implementation of learning activities, a learning achievement test, a problem solving skil test, and a self-confidence questionnaire show that lesson plans (RPP) and student worksheets (LKS) is valid, practical, and effective. Keywords: learning kits, problem-based learning, learning achievement, problem solving, self-confidence
As doenças do coração e as emoções: conversações entre a psicossomática e a psicologia analítica
Authors: Santos Lúcia Fátima Reolon dos , Pereira Maria Inês Favarin , Martins Caio Vinicius 
Published: August 2017

A plena compreensão da dinâmica existente entre as doenças cardíacas do homem contemporâneo e os seus conflitos emocionais e motivações inconscientes está ainda muito distante. Este trabalho tem como objetivo ampliar a compreensão dos significados e finalidades dessas doenças na vida das pessoas. Tal questão diz respeito à manifestação simbólica do conflito inconsciente através do sintoma, levando-se em consideração que este precisa da ação do psíquico e do somático, isto é, do emocional e do físico. Vivências ou conteúdos com cunho emocional significativo que não são verbalizadas ou liberadas de outra forma visível podem se manifestar no corpo, revelando assim o conteúdo negado, reprimido e inconsciente. O coração, órgão essencial do corpo humano, bem como as emoções nele projetadas ou por ele expressas carregam importante simbologia. Seria um equívoco tratá-lo tão somente como um órgão, separando soma e psique, corpo e emoção. Julgamos de suma importância olhar o sintoma de modo diferenciado, analisando o que este quer expressar, ao invés de simplesmente optar pela medicalização da questão. É premente compreender o ser humano integralmente, com toda sua complexidade: um ser biológico, psíquico, emocional e espiritual.
Association of QT-Prolonging Medication Use in CKD with Electrocardiographic Manifestations
Authors: Snitker Soren , Doerfler Rebecca M. , Soliman Elsayed Z. , Deo Rajat , St. Peter Wendy L. , Kramlik Susan , Fischer Michael J. , Navaneethan Sankar , Delafontaine Patrice , Jaar Bernard G. , Ojo Akinlolu , Makos Gail K. , Slaven Anne , Weir Matthew R. , Zhan Min , Fink Jeffrey C. ,   for CRIC Study Investigators
Published: August 2017

Background and objectives
Several drugs used in CKD can prolong electrocardiographic conduction. We examined the use of electrocardiogram QT-prolonging medications in predialysis CKD and their association with QT duration.

Design, setting, participants, & measurements
In total, 3252 Chronic Renal Insufficiency Cohort participants with at least one study electrocardiogram between 2003 and 2011 were included. QT-prolonging medications used in 100 or more visits (n=16,451 visits) along with diuretics and proton pump inhibitors, given their potential for electrolyte disturbances, were examined for QT interval prolongation.

Results
Mean QT interval corrected for heart rate was at 414±21 (±SD) milliseconds and prolonged (≥450 milliseconds) in 4.6% of electrocardiograms. QT interval corrected for heart rate was inversely related to serum potassium and calcium. Medications classified as QT prolonging were taken at 76% of visits, with two or more of these taken at 33% of visits. Of 30 medications examined, eight were associated with statistically significant QT interval corrected for heart rate prolongation after adjustment for comorbidities, potassium, and calcium, including amiodarone (+10±2 milliseconds), metolazone (+7±2 milliseconds), fluoxetine (+4±1 milliseconds), citalopram (+4±1 milliseconds), hydroxyzine (+4±1 milliseconds), escitalopram (+3±2 milliseconds), venlafaxine (+3±1 milliseconds), and furosemide (+3±0 milliseconds). Potassium-depleting diuretics were associated with minimal decrements in potassium (between 0.1 and 0.3 mEq/L) and smaller changes in calcium. Diuretics associated with a change in QT interval corrected for heart rate before adjustment for potassium and calcium were metolazone (+8±3 milliseconds), furosemide (+4±1 milliseconds), and spironolactone (−3±3 milliseconds). Most of the QT prolongation associated with metolazone and furosemide, but not spironolactone, remained after adjustment for potassium and calcium. Proton pump inhibitors were not associated with QT prolongation.

Conclusions
Use of medications associated with QT prolongation is common in CKD; the safety implications of these findings should be considered in these high-risk patients.

Podcast
This article contains a podcast at https://www.asn-online.org/media/podcast/CJASN/2017_08_09_CJASNPodcast_17_09_b.mp3