Tag: uhamka

Nitrogliserin adalah obat pilihan utama penanganan angina pektoris. Nitrogliserin mempunyai dosis rendah, waktu paruh obat dalam plasma pendek dan mengalami metabolisme di hati. Dalam penelitian ini, digunakan bentuk sediaan mikroemulsi. Keunggulan mikroemulsi dibandingkan dengan makroemulsi adalah bentuknya yang transparan, stabil secara fisik, serta memiliki penetrasi yang lebih baik pada kulit karena ukuran dropletnya yang lebih kecil. Penelitian ini bertujuan untuk mengetahui konsentrasi Tween 80 sebagaisurfaktan yang dapat memberikan penetrasi yang baik dalam mikroemulsi nitrogliserin. Konsentrasi Tween 80 yang digunakan yaitu 40% (F1), 42,5% (F2) dan 45% (F3). Kemampuan penetrasi diuji secara in vitro menggunakan sel difusi Franz. Hasil penelitian menunjukkan bahwa konsentrasi Tween 80sebesar 42,5% menghasilkan formula yang penetrasinyabaik. F2 menunjukkan hasil pengukuran ukuran droplet yaitu 69,0 nm dan uji difusi pada menit ke-180 sebesar 86,00% ± 3,65. Dapat disimpulkan bahwa konsentrasi tween 80 sebagai surfaktan sebesar 42,5% memberikan mikroemulsi nitrogliserin dengan penetrasi yang baik.

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.

Hasil Peer-review 18. INFINITY

Hasil Peer-review 18. INFINITY

Hasil Peer-review 18. INFINITY

Hasil cek similarity 8. JIPD

Hasil cek similarity 8. JIPD

Hasil cek similarity 8. JIPD