Proceeding ICoMSE 2017 Revise 4 PDF [PDF]

Citation preview

ISBN 978-602-470-051-5



PROCEEDING International Conference on Mathematics, Science, and Education



Innovation of Mathematics, Science, and Education Research for Sustainable Development



Penerbit & Percetakan



Proceeding ICoMSE 2017 International Conference on Mathematics, Science, and Education Innovation of Mathematics, Science, and Education Research for Sustainable Development



Innovation of Mathematics, Science, and Education Research for Sustainable Development i



Innovation of Mathematics, Science, and Education Research for Sustainable Development ii



PROCEEDING ICoMSE 2017 INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCE, AND EDUCATION Innovation of Mathematics, Science, and Education Research for Sustainable Development



August, 29-30 2017 Graha Cakrawala, State University of Malang



Universitas Negeri Malang Anggota IKAPI No. 059 / JTI / 89 Jl. Semarang 5 (Jl. Gombong 1) Malang, Kode Pos 65145 Telp. (0341) 562391, 551312 psw 453



Innovation of Mathematics, Science, and Education Research for Sustainable Development iii



Amin, M...[et al.] Proceeding ICoMSE 2017 International Conference on Mathematics, Science, and Education; Innovation of Mathematics, Science, and Education Research for Sustainable Development – By: Prof. M Amin...[et al.] (Editors) – First Printing – Malang: State University of Malang Publisher, 2018. 180, xiv pages, 29,7 cm ISBN: 978-602-470-051-5



PROCEEDING ICoMSE 2017 INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCE, AND EDUCATION INNOVATION OF MATHEMATICS, SCIENCE, AND EDUCATION RESEARCH FOR SUSTAINABLE DEVELOPMENT EDITOR Biologi Prof. M Amin Prof. Aloysius Duran C Prof. Siti Zubaidah Prof. Utami Sri Hastuti Prof. Suhadi Dr. Umie Lestari Dr. Abdul Gofur Prof. Mimien Henie Irawati Fisika Prof. Dr. Arif Hidayat, M.Si Dr. Markus Diantoro, M.Si Nandang Mufti, Ph.D Dr. Taufik Kimia Prof. Dr. Efendi Dr. Suharti Dr. Suryani Wonoraharjo Prof. Dr. Subandi, M.Si Anugerah Ricky Wijaya, D.Sc.



Matematika Prof. Purwanto, Ph.D Prof. Dr. Toto Nusantara, M.Si Pendidikan Sains dan Mathematics Prof. Dr. Sri Rahayu, M.Ed. Prof. Dr. Siti Zubaidah, M.Pd Prof. Dra. Herawati Susilo, M.Sc. Ph.D Dr. Supriyono Koes H. M.A. Dr. Sutopo, M.Si Dr. Lia Yuliati, M.Pd Dr. Sentot Kusairi, M.Si Prof. Dr. Kholis Sa’diyah, M.Pd, Dr. Sukoriyanto, M.Si



Printed and Published by State University of Malang Publisher Member of the Indonesian Publishers Association (IKAPI) No. 059/JTI/89 Jalan Semarang 5 Malang, Post Code 65145, Indonesia Telephone 62-341-562391, 62-341-551312, ext. 453 Email: [email protected] First Printing 2018



Innovation of Mathematics, Science, and Education Research for Sustainable Development iv



Proceeding ICoMSE 2017 International Conference on Mathematics, Science, and Education Innovation of Mathematics, Science, and Education Research for Sustainable Development



Chairman Co-Chairman



Secretary



Under secretary division Under secretary division team



Treasurer Co-Treasurer Web Administrator



Internasional Publication



Hadi Suwono Sri Rahayu Lestari Betty Lukiati (Bio) Sudirman (Mat) Ery Hidayanto (Mat) Sentot Kusairi (Fis) Sunaryono (Fis) Aman Santoso (Kim) Surjani Wonoraharjo (Kim) Munzil (IPA) Vitaria Mustikasari Vivi Novianti Metri Dian (IPA) Kabag TU FMIPA Amy Tenzer Andik Wijayanto Sulisetijono Siti Imroatul Maslikhah Sitoresmi Sueb Latifah Mustofa L. (Mat) Nuril Munfaridah (Fis) Muhammad Muchson (Kim) Erni Yulianti (IPA) Nursasi handayani Sunarmi Andik Wijayanto Prico Kholil Putut Taufik (Fis) Sri Rahayu Lestari (Bio) Dwi Listyorini (Bio) Sukoriyanto (Mat) Sumari (Kim) Safwatun Nida (IPA) Sutopo (Kim)



Innovation of Mathematics, Science, and Education Research for Sustainable Development v



Pleno dan Paralel division



Sponsorship division



Transportation division Logistic division



Local accomodation division Documentation National Reviewer/Editor



Nuning Wulandari Sofia Ery Rahayu Endang Suarsini Eko Sri Sulasmi Murni Saptasari Susriyati Mahanal Sunaryono (Fis) Nazriati (Kim) Vita Ria Mustikasari (IPA) Dahliatul Hasanah (Mat) Abdullah Fuad (Fis) I Wayan Sumber Artha (Bio) Anugerah Ricky (Kim) I Wayan Sumber Artha Triastono Imam Agung Witjoro M. Karno (FMIPA) Masjhudi Hendro Permadi Frida Nugrahaningsih Rina Tri Turani Biologi Prof. Amin Prof. Duran Prof. Utami Prof. Suhadi Dr. Umie Lestari Dr. Abdul Gofur Fisika Prof. Dr. Arif Hidayat, M.Si Dr. Markus Diantoro, M.Si Nandang Mufti, Ph.D Dr. Taufik Matematika Prof. Purwanto, Ph.D Prof. Dr. Toto Nusantara, M.Si Kimia Prof. Dr. Efendi Dr. Suharti Dr. Suryani Wonoraharjo Prof. Dr. Subandi, M.Si Anugerah Ricky Wijaya, D.Sc.



Innovation of Mathematics, Science, and Education Research for Sustainable Development vi



Internasional Editor



Pendidikan Sains dan Mathematics Prof. Dr. Sri Rahayu, M.Ed. Prof. Dr. Siti Zubaidah, M.Pd Prof. Dra. Herawati Susilo, M.Sc. Ph.D Dr. Supriyono Koes H. M.A. Dr. Sutopo, M.Si Dr. Lia Yuliati, M.Pd Dr. Sentot Kusairi, M.Si Prof. Dr. Kholis Sa’diyah, M.Pd, Dr. Sukoriyanto, M.Si Oenardi Lawanto, Utah State University, USA Chokchai Yuenyong, Khon Kaen University, Thailand Gereon Elbers, FH Aachen University of Applied Sciences, Germany Hadi Nur, Universiti Teknologi Malaysia, Malaysia Akhmaloka, Institut Teknologi Bandung, Indonesia. Duran Corebima, Universitas Negeri Malang, Indonesia Purwanto, Universitas Negeri Malang, Indonesia



Innovation of Mathematics, Science, and Education Research for Sustainable Development vii



INTRODUCTION Welcome Address The 1st International Conference on Science, Mathematics, and Education, ICoMSE 2017 Dear Distinguished guests, respected colleagues, ladies and gentlemen, It is the time to wrap up a year's work. Considering just how busy you all must be, thank you very much for taking your precious time to participate in The 1st International Conference on Science, Mathematics, and Education, 2017. In particular, I would like to extend my gratitude to distinguished guests from abroad. First of all, please allow me to express my sincere appreciation for coming to our campus for: 1. Prof. Intan Ahmad, Ph.D Dirjen Belmawa, RISTEK Ministry of Research, Technology, and Higher Education, Indonesia, 2. Prof. Oenardi Lawanto, Ph.D Department of Engineering Education, College of Engineering, Utah State University, USA, 3. Prof. Chokchai Yuenyong, Ph.D Faculty of Education, Khon Kaen University, Thailand, 4. Prof. Dr. rer.nat. Gereon Elbers Ecological Chemistry, Faculty Chemistry and Biotechnology, FH Aachen University of Applied Sciences, Germany, 5. Prof. Dr. Hadi Nur Department of Chemistry, College of Engineering, Universiti Teknologi Malaysia, Malaysia, 6. Prof. Akhmaloka, Dipl. Biotech., Ph.D. Universitas Pertamina and Department of Biochemistry Institut Teknologi Bandung, Indonesia 7. Prof. Purwanto, Ph.D Department of Mathematics, Universitas Negeri Malang, Indonesia 8. Prof. Dr. Duran Corebima Department of Biology, Universitas Negeri Malang, Indonesia. I welcome all of you and hope this conference will serve as a catalyst in strengthening national as well as international cooperation for sharing research and knowledge in Mathematics, science, and education. Ladies and gentlemen, matematics, science, and education has gained huge attention from the Indonesian government because their potential role in the strategic development direction of the country. The current research funding provided by LPDP, Innovation directorate, Research and Higher Education Ministry, I would say, are dominated by science and technology as well as education and mathematics. As the consequence, the Mathematics, science, and education research as well as all activities which promote its results like the ICoMSE 2017 possess pivotal role in the development of universities and the country accordingly. In addition, I am most thankful for the tireless efforts shown by staff and faculty members of Faculty of Mathematics and Natural Sciences UM, all cooperating institutions as well as the sponsors which are now with us in the booths. We at Universitas Negeri Malang have been working on things which have been common concern of the world's leading universities: Innovation, Internationalization and publication from Interdisciplinary research. Taking example, we are developing research centers, center of Innovation which is being funded by IDB are among the process to reach the goals. However, all the results from any research should be published and shared so everyone who sharing the common interests can follow, develop and discuss about it. This ICoMSE is designated to promote our research interests, knowledge sharing and transfer, as well as to improve our common ground of science and technology.



Innovation of Mathematics, Science, and Education Research for Sustainable Development ix



I would like to take this opportunity to report some formal information related to the ICoMSE 2017. The committee has already accepted up to 650 abstracts and manuscripts. These abstract has been distributed in 8 main topics. The submitted papers are coming from 7 countries, 456 authors. The ICoMSE 2017 will be organized as 2 conference days from 29th to 30th August 2017 including 8 plenary sessions, 45 parallel sessions. Last but not least, I strongly hope that all of the distinguished guests gathered here today will be kindly offering generous support and encouragement for the successful conference and to foster the growth of Mathematics, Science and Education community. I am most grateful for your participation and supports. Thank you very much. Enjoy your stay in Malang and enjoy the conference. I am greatly honored and pleased to welcome you all to the 2nd ICoMSE 2018. Finally, I may ask the Rector of Universitas Negeri Malang to officially open the conference.



Thank you.



Chairman of ICOMSE Hadi Suwono



Innovation of Mathematics, Science, and Education Research for Sustainable Development x



RECTOR SPEECH BISMILLAHIRROHMAANIRROHIIM ASSALAMUALAIKUM WAROHMATULLOHI WABAROKATUH In the name of Allah SWT and all praise belongs to Him who is blessing us today to come and attend this significantly important international conference. Dear Mr. Chairman and committee member of the 1st International Conference on Mathematics and Science Education 2017 [ICoMSE-2017], Ladies and Gentlemen, respectable keynote speakers and invited speakers, parallel speakers and all participants of the conference, the representative of the Mayor of City of Malang and City of Batu, All the pleasure is mine to welcome you all to Universitas Negeri Malang, the learning university which values on tradition, integrity, continuity and innovation. Ladies and Gentlemen, It is an honor to host the 1st ICoMSE-2017 as it provides a unique opportunity for respectable researchers, experts, scholars, and policy makers to share ideas on hot issues and trending topics in natural sciences and natural science education. The ICoMSE-2017 also aims to establish framework as well as international collaboration amongst universities in Indonesia and worldwide research facilities, especially to facilitate research publications by Indonesian students and scholars in reputable international journals. It is undoubtful that the crucial step to pave the way for a university to gain international recognition, it must be indexed internationally, entering all fields of reputable peer-reviewed publications. Universitas Negeri Malang understand this challenge, we do believe that such conference like ICoMSE-2017 can be considered as potential solution to the aforementioned challenge and therefore makes this conference prestigious. The Universitas Negeri Malang is proactively luring, supporting and encouraging its researchers to be bravely publish their works on internationally reputable journals. Therefore, I would like to take this occasion to express my appreciation to keynote and invited speakers of the conference, the prominent figures in their field. 1. Prof. Intan Ahmad, Ph.D Dirjen Belmawa, RISTEK Ministry of Research, Technology, and Higher Education, Indonesia, 2. Prof. Oenardi Lawanto, Ph.D Department of Engineering Education, College of Engineering, Utah State University, USA, 3. Prof. Chokchai Yuenyong, Ph.D Faculty of Education, Khon Kaen University, Thailand, 4. Prof. Dr. rer.nat. Gereon Elbers Ecological Chemistry, Faculty Chemistry and Biotechnology, FH Aachen University of Applied Sciences, Germany, 5. Prof. Dr. Hadi Nur Department of Chemistry, College of Engineering, Universiti Teknologi Malaysia, Malaysia, 6. Prof. Akhmaloka, Dipl. Biotech., Ph.D. Universitas Pertamina and Department of Biochemistry Institut Teknologi Bandung, Indonesia 7. Prof. Purwanto, Ph.D Department of Mathematics, Universitas Negeri Malang, Indonesia 8. Prof. Dr. Duran Corebima Department of Biology, Universitas Negeri Malang, Indonesia. My appreciation should also be addressed to all presenters and participants from many universities in Indonesia and some other countries that have shared significant contributions to make this event possible. To all parallel speakers as well as all participants coming from various places, your contribution makes this conference is truly special.



Innovation of Mathematics, Science, and Education Research for Sustainable Development xi



Finally, in anticipation of a fruitful and successful conference, in the name of Allah, the beneficent, the merciful, BISMILLAHIRROHMAANIRROHIIM. I hereby officially open the 1st International Conference on Mathematics and Science Education 2017. Good luck and have a wonderful time and nice conference, Thank you,



Wassalamualaikum Warohmatullohi wabarokatuh.



Prof. Dr. H. Ahmad Rofi'uddin Rector of Universitas Negeri Malang.



Innovation of Mathematics, Science, and Education Research for Sustainable Development xii



TABLE OF CONTENT COVER...................................................................................................................................... i INTRODUCTION ........................................................................................................................ ix TABLE OF CONTENT.................................................................................................................. xiii MATHEMATICS EDUCATION 1. The Development Of The Blended Learning Model In Trigonometry Material For Grade X Of SMK ............................................................................................................ 1 2. Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on The Ability of Mathematics ............................................. 10 3. Development Of CIRC Type of Cooperative Learning Based on Problem Posing to Increase Student’s Creative Thinking Abilities Lesson Plans for Grade VII on Quadrilateral Materials ................................................................................................ 14 4. Blijah’s Arithmetic Algorithm on Madurese Society in Probolinggo: An alternative approach in learning number operation ....................................................................... 18 5. Creative Idea of Prospective Teacher in Mathematical Problem Posing Through Transformation ............................................................................................................ 23 6. The Importance of Cognitive Psychology in Mathematics Learning and Students’ Creativity...................................................................................................................... 29 7. Design and Validation of Integrated Teaching Mathematics Books Information and Communication Technology (ICT) With CD Tutorial for Senior High School ................... 33 8. Written Mathematical Communication in Solving Geometrical Problem of Eight Graders ........................................................................................................................ 37 9. Fifth Graders’ Spatial Abilities of Cross Section Three Dimensional Object on Assessment Task .......................................................................................................... 42 10. Learning Difficulties on Plane Analytical Geometry ....................................................... 47 11. The Effect of Multicultural to Algebra Achievement of Mathematics Education Student ........................................................................................................................ 51 PHYSICS EDUCATION 12. Problem Solving Ability and Metacognition Ability of High School Students in Tulungagung District .........................................................................................................................55 13. Using Virtual Labs to Improve Students’ Understanding on Thermodynamics Concepts [RETRACT] ....................................................................................................................58 14. The development of e- assesment with learning management system for pre-service physics' teacher [RETRACT] ..........................................................................................63 PHYSICS 15. Potential of GIC/ZAA-Cu/Al2O3 Composites as Dental Restoration Materials .................67 16. The Effect of Sonication Duration on Characteristic NanoHydroxyapatite-SiO2 Composite and Mechanical Properties .........................................................................75 BIOLOGY EDUCATION 17. Prospect of STEM-Project Learning to develop career in STEM field .............................79 18. Analysis of Biological Creative Thinking Skills at Senior High School Students................82 19. Characteristics of Highschool and Higher Education Student's Concept Map ................85 20. Feasibility Study of Situ Bagendit as a Learning Resource of Freshwater Biology Courses ........................................................................................................................91



Innovation of Mathematics, Science, and Education Research for Sustainable Development xiii



21. 22. 23. 24. 25. 26.



Using Portfolio Assessment through Wikispaces to Assess Student Communication Skill in Ecosystem Subject ............................................................................................ 95 Students’ Communication Skills of Biology Education Department of Riau Islamic University, Indonesia ................................................................................................... 99 The Critical Thinking Skills of Senior High School Students In Sumbawa NTB, Indonesia on Biology Learning ..................................................................................................... 104 Students’ Critical and Creative Thinking Skills of Biology Lesson in Senior High School of Malang City, Indonesia ............................................................................................ 110 Problem Solving Skills And Cognitive Learning Outcomes Of Biology Lesson In Senior High School Students Of Malang, Indonesia ................................................................. 115 Measurement of Students’ Scientific Attitudes at STKIP Pembangunan Indonesia Makassar ..................................................................................................................... 118



BIOLOGY 27. Monitoring Data of River Water Pollution In Malang City 2017 .................................... 28. The Study of Parasite Anisakis sp. on Big Eye Tuna (Thunnus obesus) is Prevention of Zoonosis Disease. ........................................................................................................ 29. The Exploration of Ficus l. in Bangkalan-Madura .......................................................... 30. Exploration of the Plant’s Survival at Resort of Manufacture Nation Park II ‘Coban Trisula’ Bromo Tengger Semeru Nation Park ................................................................ 31. Glucose and Lactic Acid Contents of Tube Paste Flour Additional Amylolytic Lactobacillus plantarum B110 ...................................................................................... 32. Gene Expression of Raw Starch Digesting a-Amylase (Amyl III) in E. coli ....................... SCIENCE EDUCATION 33. Development of Fern Plants Module Based on Contextual to Improve Learning Outcomes in SMA Islam Malang .................................................................................. 34. An Investigation of Student’s 21st Century Skills Among Science Student in Malang .... 35. Experiential Learning and the Effect of Self- Efficacy in Collaborative Instructional (Case Study At One Roof School of Pantai Baru Sub-District Rote Ndao District)........... 36. The Development Of Pop Up Book as Learning Media to Improve Effectiveness of Learning and Critical Thinking Ability on Respiratory System Material on Grade VIII .... 37. The Analysis of Item Test of Biology Mid Semester Test in Odd Semester at Private Senior High Scool in Grade X, XI, and XII in Academic Year 2016/2017 in Blitar City, East Java ...................................................................................................................... 38. Analysis of Biology Final Test in The Even Semester of The Tenth Grade at Public Senior High Schools in Blitar and Its Compatibility with Curriculum 2013 ..................... 39. Domino Science Card as an Innovation of Science Learning Media to Junior High School ......................................................................................................................... 40. Design and Development of Student Worksheet with Writing-to-Learn Strategy on the Chemistry in Daily Life Topic for Hearing Impairment Students .............................. 41. Identification of Indigenous Bacterial Consortia On Cadmium (Cd) Polluted Waters at Pasuruan District East Java Design ............................................................................... 42. Empowering Students' Cognitive Learning Outcomes through Search, Solve, Create and Share (SSCS) Learning Models with Video Media in Biochemistry ..........................



123 128 134 138 143 148



151 155 159 164



167 172 176 180 183 186



Innovation of Mathematics, Science, and Education Research for Sustainable Development xiv



PROCEEDING “Innovation of Mathematics, Science, and Education Research for Sustainable Development” ISBN: 978-602-470-051-5



The Development of the Blended Learning Model in Trigonometry Material for Grade X of SMK Arifatul Masruroh Teacher of SMA Negeri 1 Bringin Kabupaten Semarang Semarang, Indonesia [email protected]



Kriswandani Lecturer of Mathematics Education of Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Semarang, Indonesia [email protected]



design of learning that is centered on teachers to the design of learning that is centered on students; 2) the one direction design of learning (interaction of teacher – students) to the interactive learning (interaction of teacher – students – society – environment, source or another media); 3) the design of isolation learning to the networking learning (students could learn from anyone and anywhere that can be contacted and obtained through internet; 4) the design of passive learning to active learning (student's learning activity to search is more reinforced by the science approach learning model); 5) the design of individual learning to teamwork learning (team based); 6) the design of single instrument learning to multimedia based learning; 7) the design of massive based learning to customer's necessity with strengthen the developing special ability that is owned by the students; 8) the design of single science learning to plural science; and 9) the design of passive learning to critical learning. This explains that the learning process in SMK is emphasizing on students centered learning, interactive, networking learning, active, learning in group, multimediabased, strengthen the developing special ability which is owned by each students, plural science and critical. Based on that explanations, known that teachers are demanded to be active in making innovation and creating the learning process which is proper to the curriculum that has been arranged to improve the quality of learning in the school.



Abstract— This research aims to develop the blended learning model in trigonometry material for grade X students of SMK N 1 Bancak. The blended learning model is the learning model that is combining the face to face learning and online learning. This blended learning model is developed by using the Edmodo application as the tool for learning through online and LKS as the reference of face to face learning. The type of this research is the R & D research using the developing model of ADDIE (analysis, design, development, implementation, and evaluation). The subjects of this research are the Grade X of TKJ students of SMK NEGERI 1 Bancak. The instruments used in the research are including the validation letter of the model of learning and material, questions of pre-test and post-test, practicality letter and letter of students' opinions. Based on the result of the research gained: 1) valid test obtained the result of blended learning model's validation analysis in trigonometry material of 83,704% which is included to category of good and aspect of material gains the percentage of 82,105% which is included to category of good; 2) practical test gained the result of 79,79% that is included to category of good; and 3) effective test gained the result that the blended learning model is effective to be used as the learning model in trigonometry material by the reason that there is an increase for the post-test result of the students with the number of 0,701 and by using the calculating rule N Gain it is included to category of high. Keywords— Blended Learning, Trigonometry



Mathematics is one of the obligatory subjects in the curriculum of 2013 that is implemented from the elementary level to the higher education. According to James in Wahyudi (2012:3), mathematics is the science of logic about the shape, organization, magnitude, and concept that one and another is connected and it is divided into three fields that are algebra, analysis, and geometry. Each field of mathematics is very important to daily life because the activity that is conducted by the human in every day could not be separated from enumerating, processing the data or using the structure of geometry to build the infrastructure or other necessities. The process of interaction between teachers and students in mathematics subject is called as mathematics learning. Wahyudi (2013:13) defined mathematics learning as a process that is intended to be arranged in order to create the possible situation of the environment for a person to conduct the activity of learning mathematics, and that process is centered on the mathematics' teacher. The teacher is having a role and high position that is significant in the learning process of mathematics. The teacher is demanded to be able



I. INTRODUCTION The ubiquitous use of technology in our daily lives has profoundly changed not only the way we live but also the construction, distribution, and reconstruction of knowledge. Many of the current assumptions about what and how students learn in higher education institutions have been challenged by these technology-driven developments. Today, higher education institutions must prepare students to continuously learn, unlearn, and relearn through engaged learning experiences that involve constructing and understanding knowledge with technologies (Lim, et.ac 2016). One of the government’s efforts to develop the quality of education is through developing the Curriculum of 2013 in accordance with Permendikbud No 70 Year 2013 about the basic framework and Structure of the Curriculum SMK or Madrasah Aliyah Kejuruan. Curriculum of 2013 is developed through accomplishing the mind sets as the following: 1) the



Graha Cakrawala, FMIPA, State University of Malang: August, 29-30 2017Website: http://icomse.fmipa.um.ac.id/



1



Masruroh, et al. The development of…. to give the learning process optimally by using various learning model that is appropriated to the students’ characteristic.



process anytime and anywhere by using various learning material that are designed especially for self-learning well text-based or multimedia-based (video, animation, simulation, picture, audio, or combination of all). Those learning material in nowadays context can be sent through online; 3) Collaboration, that is combining the collaboration, as well as collaboration of educator or the collaboration of each students whom both could be across school or institution; 4) Assessment, that is the planner of the blended learning ought to be able to assemble the combination of assessment type that forms tests or non-tests or tests that is more authentic characteristically in the form of project, product and others; also 5) Performance Support Materials, that is an important part. Before combining the face to face learning in the classroom and face to face virtually, make sure that the resource to support it has been prepared. The learning material prepared in digital, whether the learning material could be accessed by the students well in online or offline. If the online learning helped by a Learning Content Management System (LCM), make sure that the application for this system has been well installed, easily accessed and so on.



Higher education institutions have adopted blended learning as a learning and teaching approach to engage students and enhance their learning outcomes. Blended learning draws on the opportunities of online and face to face learning and teaching to enhance traditional "classroom" teaching and support interactive, creative, constructive, and appropriately designed learning anytime and anywhere. Blended learning, the deliberate fusion of the online (asynchronous and/or synchronous) and face-to-face contact time between teaching staff and student and/or between students in a course, has been promoted and encouraged in an increasing number of higher education institutions. Blended learning provides higher education institutions with opportunities to achieve the aforementioned and other learning outcomes required to meet modern-day demands in a globalized and technology-driven world (Lim, et.ac, 2016). In other words, blended learning is the combination of the excellence of learning that is conducted through face to face and virtual. Blended learning incorporates direct instruction, indirect instruction, collaborative teaching, and online learning to obtain objectivity of learning. Cheung & Hew (2011) explained that blended learning model is combination of face to face learning and online learning. Moebs and Weibelzahl in Husamah (2014: 12) defined the blended learning as combining the online and face to face meeting in an integrated learning activity. Lalima & Dangwal (2017) said that blended learning is the concept that includes framing teaching-learning process that incorporates both face to face teaching and teaching supported by ICT. The main features of blended learning are 1) students have the option of the two modes where students can select either the traditional mode or ICT mode of classroom teaching; 2) teachers are well versed with both modes so they are very dynamic, techno-savvy and fully trained to work efficiently in both modes; 3) student get face to face interaction as well they interact in virtual space; 4) student get full experience in using new technology; 5) students get training in different life skills; 6) all round development of personality is targeted; 7) physical development is possible within school campus; 8) student get wide exposure and new perspectives of course content; 9) it has a human touch; 10) it provides multicultural and multi-dimension approach to teachinglearning process; 11) makes teaching-learning process childcentered; 12) diverse role of teacher; 13) student construct knowledge rather than just consuming.



Based on Sutisna's research (2016: 167), Blended Learning Model has been developed to increase the selflearning in education for equality program C. The result of Dwiyogo's research (2014: 71) is Blended Learning Model has been developed to increase the problem-solving capacity. The other, based on Lalima & Dangwal's research (2017) that Blended Learning is an innovative concept that embrace the advantages both traditional teaching in classroom and ICT supported learning including both offline learning and online learning. This model suitable with the Indian Educational System. Based on the explanation of the problem and the previous research above, it is necessary to conduct the research that aims to develop the blended learning model in the material of trigonometry or the Grade X students of SMK Negeri Bancak. II. METHODS The type of this research is research and development. According to Sanjaya (2013:129), research and development is the process of developing and validating the product of education. The product of education that is produced through this research and development is the design of a blended learning model in trigonometry material. The development of mathematic mobile learning using the steps of ADDIE (Analysis, Design, Development, Implementation, Evaluation) that is developed by Raiser and Mollenda in Pribadi (2011) that are including: 1. Analysis, this step consists of two phases; they are performance analysis and need analysis. Performance analysis is conducted to know and clarify whether the problems of performance that are faced need a solution of organizing the learning program or improvement of management. Need analysis is the step that is needed to determine the abilities or competencies that the students need to learn to improve the performance and achievement of learning. 2. The design is the core of this analysis step, that is studying the problems and find out the alternative solution that is going to be conducted to solve the learning problems and that has succeeded to be identified in the need analysis.



Blended learning could be developed through various strategies appropriated to the need of educators and pupils. Lalima & Dangwal (2017) said that blended learning consist of 1) face to face teaching; 2) student interaction with course content; 3) peer group interaction; 4) Group discussion and exchange of ideas; 5) accessing e-library; 6) virtual classroom; 7) online assessment; 8) e-tuitions; 9) accessing and maintaining education blogs; 10) webinars; 11) viewing expert lectures in youtube; 12) online learning through videos and audios; and 13) virtual laboratories. Carmer in Husamah (2014:227) said that there are five keys in developing the blended learning such as: 1) Live Event, that is a direct learning process or face to face synchronically in a similar place and period or even the similar time but different place; 2) Self-placed, that is combining the conventional learning with self-learning which enables the learning



2



Masruroh, et al. The development of…. B. Design The design phase is the core of this analysis phase, that is learning the problems and find out the alternative solution through the step of students and school analysis. Based on the result of student and school's analysis then determined the steps as follows:  Determine the Basic Competence. This research is conducted in the grade X of TKJ students of SMK Negeri 1 Bancak that has used the curriculum of 2013 in the learning process. The development of blended learning is watching the learning standard appropriated to the curriculum of 2013. The trigonometry material for the grade X of TKJ students consists of three basic competencies including 1) describe the concept of trigonometry comparison on the right triangle through investigation and discussion about the relationship of the ratio of corresponding sides in some congruent equilateral triangles' 2) find out the characteristics and the relation of the trigonometry comparison in right triangle; 3) applying the comparison of trigonometry in solving the problems. Content material that is shown on the mathematic mobile learning is appropriated to the basic competency that has been decided in the curriculum of 2013. The serving of the material is arranged orderly based on the sequence of the learning process.



3.



Development is the phase of making the blended learning after the design based on the grade X of TKJ students' needs including syllabi, lesson plan, media learning, an online application wherein this research used application of Edmodo. Blended learning tested in an expert judgment or proficient test with the respondents are the expert of model and expert of learning material who would show the level of propriety the blended learning model that is used as the manual in learning implementation on the next phase. 4. Implementation is the application of the blended learning. The field test is the trial in the school with the function of students as the respondents. The blended learning model is applied to the grade X students of TKJ in the trigonometry material. 5. Evaluation is the process that is conducted to give the score towards the learning program. This kind of evaluation is called formative evaluation that is done by comparing the result that has been achieved by the students and the learning objectives that have been designed. This evaluation phase is including the result of the students practice after the use of the blended learning model, effectivity and practicality model and the students' opinion about the use of the blended learning model. The technique of data collection in this research used the test to acquire the data through testing the students' mathematics competency before and after the implementation of the blended learning model. The assessment letter of the blended learning model consists of validation letter of learning expert, validation material, letter of students' opinion and letter of the practicality of the blended learning model. The data analysis in this research is validation of blended learning model, effectivity of blended learning model with analyzing the practicality letter and students’ opinion, effect of the blended learning model to the result of students’ learning with analyzing normality test, equivalence test and analysis of increasing the students result of learning with using formula N-gain.



 Determining the Learning Objective. The developing process of mathematics’ blended learning model on trigonometry material is appropriated to the curriculum of 2013. The learning objectives that have to be achieved in trigonometry material such as 1) counting the components that have never been known in the right triangle well through the congruent characteristic or Pythagoras theorem; 2) find out the concept of trigonometry comparison on the right triangle; 3) determine the values of the comparison of the trigonometry in right triangle through the invented concept; 4) find out the characteristics and the relationship between the trigonometry comparison in right triangle; 5) determine the suitable strategy in capitalizing the trigonometry comparison to solve the problem; and 6) determine the high of an object in real condition. Material and the learning blended model of mathematics concerned in 6 learning appropriated to the curriculum of 2013.



III. RESULT AND DISCUSSION Based on the ADDIE model, the process of the research and development of blended learning model is explained to the phases as follow:



 Selection of Learning Material. Blended learning model of mathematics uses the trigonometry material learning and has been appropriated to the process of learning activity in grade X of TKJ students of SMK Negeri 1 Bancak. The learning material is presented in the module by the contents format are the title, learning objectives, trigonometry material and trick for memorizing the trigonometry formula. Besides the module form of trigonometry material, the learning material is presented in powerpoint and video. The trigonometry material that is presented in the blended learning model has been appropriated to the curriculum of 2013. The material is served orderly from the basic trigonometry including the basic concept of a triangle, counting the value of the angle, the comparison of the trigonometry in the right



A. Analysis  Student Analysis. This common analysis is the students' analysis that is using a laptop. The research is conducted to the grade X of TKJ students of SMK Negeri 1 Bancak. Based on the result of the analysis, the number of grade X of TKJ students is 32 which consist of 18 female students and 14 male students, with all of the students are having a laptop for the learning process. 



School Analysis. Based on the observation of the learning facilities in SMK Negeri 1 Bancak, there are an internet connection, LCD, sound system and electronic board that can be used in the learning process.



3



Masruroh, et al. The development of…. triangle, the value of the trigonometry comparison on special angles and the relation of angle. C. Development  The Making of Product. The design of the lesson plan in this research is using the blended learning model. While the plans of learning are including the lesson plan that is designed through observing the learning apparatus, component and characteristic of the SMK students, and the key for the blended learning model including 1) Live event that is the learning process that happens synchronically in a similar place and time or the similar time but different place; 2) Self-Placed learning that is combining the conventional learning through the self-learning process that makes possible for the learners to learn anytime and anywhere by using the varieties of learning materials that are designed especially for the self-learning well texts based or multimedia placed (video, animation, simulation, picture, audio or the combination of all of them); 3) collaboration that is combining the collaboration, well the collaboration of the teachers or the collaboration of between the students whom both come from across school or institution; 4) assessment that is the planner of the blended learning model should be able to accumulate the combinations of the type of the assessments on tests or non-tests variety that are more authentic in the form of project, product, and etcetera; 5) performance support materials is the most important part.



Fig. 2. the appearance of the account menu in the Edmodo application



Library in the Edmodo is almost having the function like the library. The library here is the library of the data or files that are grouped and uploaded so that it make ease when it is needed. The library has a folder menu that later could be loaded by the files that are wanted and published in the group of class or public so that all of the users are able to open it. The menu library appears like picture 3 below:



m Fig. 3.



The development of the blended learning model of mathematics in this research is using a laptop as the learning media. Based on the result of the observation that has been conducted in grade X of TKJ students of the SMK Negeri Bancak, all of the students have used a laptop that can be used for the learning process. The online application that is used in this blended learning model is Edmodo. The components in this application are:



the appearance of the library menu in the Edmodo application



Account consists of 4 parts that are: Profile that is used to see the profile users of Edmodo; Setting used to set or change a profile appearance, change the name, add email and change the new password; Help used to help when there is a user found a mistake; Logout used to log out from the Edmodo account. The account menu appears like the picture 4



The homepage is the term for naming the foremost page of the web that contains the lists of a website that appears when the website is accessed, homepage contains titles that could be selected appropriated to the aims of the page that would be selected. The homepage menu appears like picture 1 below:



Fig. 4. The appearance of the account menu in the Edmodo application



Notifications functions to see the notifications that exist in the Edmodo account. The notification menu appears like the picture below:



Fig. 1.



The appearance of the homepage menu in the Edmodo application



Progress, to show the progress of the students learning as score and token. The progress menu appears like the picture 2 below:



4



Masruroh, et al. The development of….



Fig. 5. The appearance of the notification menu in the Edmodo application



Video learning used to give the early picture of the material that would be learned and the final video that contains songs about the material and the formula of trigonometry to help the students in understanding and memorizing the formula of trigonometry. The video learning appears like the Figure 6. The evaluation questions of the blended learning model contain 4 questions' packages started from the basic concept of the trigonometry up to the application of the trigonometry. Evaluation contains the multiple choice questions that can be corrected directly by the applications. By this evaluation, the students are expected to be able to apply what they have learned about the trigonometry to solve the problems in the quiz menu that appears like the picture 7



Fig. 6. The opening video of learning and the song of trigonometry



The evaluation questions of the blended learning model contain 4 questions' packages started from the basic concept of the trigonometry up to the application of the trigonometry. Evaluation contains the multiple choice questions that can be corrected directly by the applications. By this evaluation the students are expected to be able to apply what they have learned about the trigonometry to solve the problems in the quiz menu that appears like the picture 7 below:



Fig. 7.







5



The appearance of the quiz menu in the Edmodo application



Expert Validation. This validation is needed to check whether the product that is developed properly to be applied or not. Validation is needed by two validators that are the expert of the model validator and expert of the material validator. The expert model emphasizing the assessment towards the key of the blended learning model, the aspect of media and aspect of component apparatus of the learning. The model expert who becomes the validator of the product is Febrian Wahyu Christanto, S.Kom., M.Cs. He is a lecturer of Faculty of Technology and Science Communication Technology of Semarang University. Based on the validation model of the



Masruroh, et al. The development of….







experts gained the percentage of 83,704% with the category of adequate so that can be interpreted that the blended learning model in trigonometry material is suitable to be used as the learning model. This category of good including the clearness of the characteristic of face to face learning in the learning design, the adequacy of the self-learning access, the readiness of the support of learning material in printed or digital in the learning process by using the blended learning model. Material expert emphasizes the assessment of the media towards the content or material aspect and learning and linguistics aspect. The material expert who becomes the product validator is Yui Isti Ningrum, S.Pd. she is a teacher of mathematics subjects in SMK N 1 Bancak. Based on the validation of the blended learning model by the material experts, gained the percentage of 82,105% with the category of good. Category of good including the available material that has suitable towards the concept of trigonometry material in the curriculum of 2013, designed systematically, and able to help the user in learning the trigonometry. Product Revision. After the product is tested by the model expert and material expert, critique and suggestion from the validators become the reference in the revision of the blended learning model. Critiques n and follow up of the revision from the product of blended learning model are in the following: The students’ account is prepared to test each of the assignments’ delivery, quiz or announcement so that the teacher can check the content from the student’s account,the application of Edmodo except could be accessed through the windows also could be accessed through the android so that it could make ease the teacher to check the account every time, this assessment having a goal to know the progress from every student, in the part of intro is too long so that need to be cut for some periods. After undertaken the revision towards the product, this research is continued with the test of the blended learning model on a small scale.







E. Evaluation  The Effectivity of the Blended Learning Model. The result of the letter of students' opinion analysis is mentioned that the blended learning model is the interested learning model because it is attractive and many things could be obtained through it. The online application is interested to be used as the booster in learning mathematics for students because of the way of using the application is easy and students can learn anytime and anywhere. The used media in the blended learning model make ease the students to understand the trigonometry material. All of the students stated they are agree that the blended learning model is developed on another learning material because it could attract and it uses the media that could make ease students in learning mathematics. Students also give the opinion that the blended learning model of the mathematics is not good if the internet system in the school is not smooth. Based on the result of practicality poll analysis of the blended learning model that is acquired from 8 respondents who are also the students of experiment class gained the percentage 79,79% and it is included to the category of good. The category of good is including the attractiveness of the blended learning model that is used to the learning of



D. Implementation 



the blended learning model of mathematics in trigonometry material is practical to be used in the learning process. This poll would still be tested to the students who use the blended learning model to know the practicality of the blended learning model in the field test. Big Scale Test. Big scale test is conducted to the grade X of TKJ students of SMK N 1 Bancak by using the blended learning model in trigonometry material. The students’ respond towards the blended learning model is based on the result of pretest, posttest, letter of students’ opinion and practicality model poll. The taking of this data is aimed to know the assessment of the students about the quality of the blended learning model that has been developed as the learning model after it is tested in a small scale to get the more accurate result. A pretest is a test to know the early understanding of the students before the use of the blended learning model that consists of 10 questions. The resulting analysis of the pretest is the reference for the early students' ability, the next step is giving the students a blended learning model on the learning process of trigonometry. After 3 weeks the students have given the learning process through the blended learning model, students are given the posttest that consists of 10 questions with the similar difficulty level to the pretest that have been given in advance. The result of the posttest is compared with the result that has acquired from the pretest to know the effect that is procured through the blended learning model. The letter of students' opinion and the practicality letter are given in the last session in order to know the student's opinion as of the user of the blended learning model.



Small Scale Test. The test of the blended learning model in small scale is conducted on 8 students of grade X that are taken disorderedly. The small scale of the test is conducted by giving the blended learning model to the students. The giving of the practicality poll and letter of students' opinion about the blended learning model is after the giving of the model. Practicality poll and students' opinion are used to know the assessment of the students on a small scale about the has been developed as the learning model before it is tested on a big scale. Based on the result of practicality poll analysis of the mathematics’ blended learning model acquired the percentage of 100% and included as the category of high. Totally it can be concluded that



6



Masruroh, et al. The development of….







trigonometry, the online learning media makes the learning is practical and unrestricted of time and place, the blended learning model attract the attention of the students to learn and it is not monotonous. Overall it could be concluded that the blended learning model of the mathematics of trigonometry material is practical to be used in the learning process. The effect of the blended learning model towards the students’ achievement in the learning process is observed from the score of the test. This test is conducted before and after the learning model is given. Besides that, the class is selected for two classes namely the experiment class that is the class that treated by using the blended learning model and also class control that is the class that treated through the conventional learning model. While the results are in the following: The Description of the Result of the Data Process. Based on the result of the score of pretest and posttest from both of the classes, known that in the experiment class, the average score of pretest (37,19) is lower than the average score of posttest (81,25) where the increasing score is about 44 points. The similar thing happens in control class where the average score of pretest (41,14) is lower than the average score of posttest (59,43) where the TABLE I.



increasing score is about 18 points. If it is compared to the average score of pretest between the experiment class and control class, the score of control class than the average score of experiment class where the difference is quite small. If it is compared the average score of posttest between the experiment class and control class, the average score of the experiment class is better than the average score of control class where the difference is quite a lot. To know the difference average score of both of the classes then it is used the average deviation test for its increasing by using the formula N-Gain. The Data Analysis. The analysis of similarity average of pretest aims to show that there is no significant distinction towards the early ability between the experimental group and control group. Before conducting the test of equivalence data, the normality test and homogeneity test are conducted. Normality Test. The normality test is conducted as the result of experiment and class control. The normality test is conducted through the Kolmogorov-Smirnov test with the significance level of 0,005. While the result of the pretest of normality data is gained the result as follow:











THE PRETEST AND POSTTEST NORMALITY FROM THE EXPERIMENT AND CONTROL CLASS ONE-SAMPLE KOLMOGOROV-SMIRNOV TEST.



N Normal Parametersa



Mean Std. Deviation Most Extreme Absolute Differences Positive Negative Kolmogorov-Smirnov Z Asymp. Sig. (2-tailed)



Nilai Awal Kelas Kontrol



Nilai Awal Kelas Eksperimen



Nilai Akhir Kelas Kontrol



Nilai Akhir Kelas Eksperimen



35 41.14 13.454 .202 .168 -.202 1.195 .115



32 37.19 16.507 .130 .106 -.130 .736 .650



35 59.43 17.978 .207 .135 -.207 1.227 .098



32 81.25 13.619 .182 .162 -.182 1.031 .239



a. Test distribution is Normal.



Based on table 1 gained the calculation of normality pretest which shows that the experiment class with the significance score of 0,650 and the control class of 0,115. Similarly, the posttest score for the experiment class with the significance 0,239 and control class 0,098. It is clear that the significance score from the pretest and posttest normality test from the two groups is bigger than 0,05 so that it can be concluded that the data of pretest and posttest for each class having a normal distribution. Consequently, it is necessary to conduct the homogeneity test and t-test.  Equivalence Test. The test of different average is conducted to the pretest score of the experiment and TABLE II.



control class, and the score of before and after the giving of the blended learning model. The results of the equivalence test are the following: Equivalence Test of the Experiment and Control Class. The equivalence test of these two classes is the test of the pretest score of the experiment and control class. The pretest of homogeneity in this research aims to know whether the varieties of the population similar or not. The result of the homogeneity test and the analysis of the t-test of the pretest score can be seen in the table below:



EQUIVALENCE TEST OF THE EXPERIMENT AND CONTROL CLASS



7



Masruroh, et al. The development of…. Independent Samples Test Levene's Test for Equality of Variances



Early score



Equal variances assumed



t-test for Equality of Means



F



Sig.



t



Df



Sig. (2tailed)



Mean Difference



Std. Error Difference



1.439



.235



1.079



65



.285



3.955



.289



3.955



Equal variances not assumed



1.069 59.934



Based on table 2 gained the result of homogeneity test that is using the Levene test shows that the significance score 0,235.0,05 then it can be concluded that the experiment class and control class come from the population that is having the similar variation (homogeny). Therefore, it has fulfilled the normality test of the data and homogeneity test of the data so that can be concluded both of those classes are an equivalence. To strengthen the result of the equivalence test for this second group, based on the result of different average test gained the significance 0,285>0,05 so that it can be concluded that there is no difference average of the pretest score between the two classes. Based on the result of TABLE III.



95% Confidence Interval of the Difference Lower



Upper



3.666



-3.366



11.276



3.700



-3.445



11.356



the normality test, homogeneity test and t-test then appear that both of the classes are having an equivalence of the early ability that can be given a different treatment. The experiment class is given the treatment namely blended learning model and the control class is given the treatment of conventional learning model. Different Average Test between the Experiment and Control Class. The different average test of these two classes is the test of the posttest score of experiment and control class. The result of the test is the following:



DIFFERENT AVERAGE TEST BETWEEN THE POSTTEST OF EXPERIMENT AND CONTROL CLASS



Independent Samples Test Levene's Test for Equality of Variances



Final Score



Equal variances assumed



t-test for Equality of Means



F



Sig.



T



df



.725



.398



5.835



65



.000



-20.107



3.446



-26.990



.000



-20.107



3.436



-26.970



Equal variances not assumed



64.949 5.851



Based on table 3 gained the result of homogeneity test using the Levene shows the significance score 0,398.0.05 then can be concluded that the experiment and control classes come from the populations that having the similar variety (homogeny). To know the result of the different average test from these second group, based on the Equal Variances Assumed gained that the significance value of 0.000200 1000 Turbidity 5 BOD 1.3 HDL: Highest Desirable Limit; MPL : Maximum Permissible Limit, *EC in dsm -1 **Turbidity in NTU Parameters



TABLE III.



LIST SORT OF INDUSTRY WITH WWT ON MALANG CITY THAT THROW AWAY THE WASTE TO THE RIVER No. 1. 2. 3.



List Of Industry On Malang City Private Company With Water Waste Treatment (WWT) Hospital With WWT Hotel With WWT



125



Amounth 23 21 13



Ashoffi, et al. Water pollution in…. B. Discussion 1) Water polution Based on figure 2, the river on malang city we know about how many great river in East Java that throught Malang City. On table 1 we know about abiotic parameter water river based on great river in Malang city. BOD in great river on Malang city have less compare with WHO standard, it mean not many organism can life at that water because the river have less oxygen for organism life. Chemical oxygen demand on the river also under the parameter (WHO provision), it mean ability of oxygen in the river less able to oxidized waste material to CO2 and H2O. COD is the amount of oxygen required for the waste material in water to be oxidized through chemical reactions that can be biodegradable degraded or hard to degrade. Total suspended solid on the water is higher than the WHO provision. It means the turbidity on the river water is higher than the WHO provision. High turbidity on the water can blocking the sunlight to sign into the water, this reason also caused not many water organisms can’t survive with this condition. The reason for all this is that many developing industries in Malang city are unsuitable and don’t have wastewater treatment installations. Just a few of the many industries have that. This can be seen in figure 7 the industries that have treatment installation. Second reason of this problem is lack of public awareness to manage and dispose of the waste in right place. A few household waste still dumped waste into the river and observe that is normal. This data based on interview with EA (Environment Agency) officer. Water pollution is a change of state in a reservoir of water such as lakes, rivers, oceans and groundwater due to human activities. Lakes, rivers, oceans and ground water are an important part of the human life cycle and are one part of the hydrologic cycle. Besides draining water also drains sediment and pollutants. Various kinds of functions are very helpful to human life. The greatest utilization of lakes, river, oceans and groundwater is for agricultural irrigation, drinking water raw materials, as rain water and waste water drainage, and even potentially as a tourist attraction. An indicator or sign that the environmental water has been polluted is a change or observable sign that can be classified as: Chemical and physical indicators of water pollution Physical observation, i.e. observation of water pollution based on water clarity (turbidity), changes in temperature, color and color change, smell and taste Chemical observations, i.e. observation of water pollution based on dissolved chemicals, pH change Commonly known indicators of water pollution are pH or hydrogen ion concentration, dissolved oxygen (DO), biochemical oxygen demand (BOD) and chemical oxygen demand (Chemical Oxygen Demand, COD) [3]. a) Concentration of hydrogen ions or pH The normal water that qualifies for a life has a pH of about 6.5 - 7.5. Water will be acidic or alkaline depending on the size of pH. When the pH is below the normal pH, then the water is acidic, while water having a pH above the normal pH is alkaline. Waste water and industrial waste will change the pH of water that will eventually disrupt the life of aquatic biota. Most aquatic biota are sensitive to pH changes and favor pH between 7 - 8.5.



The pH value greatly affects the aquatic biochemical processes, for example the nitrification process will end up at a low pH. At pH 23.1 cm this is a process of adjustment to the decrease in growth or has reached the maximum size (asymptotic age / length) so that the intensity of eating will decrease but nematodes contained in the body of the fish will still accumulate.



IV. CONCLUSION Nematode parasites that infect fish bigeye tuna (T. obesus) in TPI (Fish auction) Sumbermanjing Wetan, Malang is Anisakis sp. Type I and type II. The degree of Anisakis infection in the intestine are 18 each fish and degree of infection in muscle are 3 each fish. Prevalence found 66.67%, belongs to the category of "Medium".



The prevalence of infection also depends on fish and Cephalopods regarding specific eating behaviors and biological habits [29]. Large tuna (big eyes) have a habit of prey on Crustaseae, Cephalopoda, and other small fish [53],[54],[55] so that large tuna fish belonging to a group of carnivors fish with a habit of eating. Opportunistic in all stages of his life during the day and night [54] Based on the geographic location and the depth of roaming and temperature, the waters at Sendang Biru beach is quite calm and the flow is not too strong. While the depth and temperature are influenced by the season in certain months, big tuna fishing is done in September-November which is the beginning of the 2nd transition season (September) depth reaches 50 -199 m with temperature range 13.23-25.39ºC and in October-November is West season depth reach 30-199 m with temperature range 13.30-27.59ºC. The average wave height at Sendang Biru Beach is low (0.12 - 0.64 m) [56], the habitat of the large tuna its found the same latitude, only for the large big eyed tuna usually in areas with more temperature low [57]. Tuna is widespread throughout tropical and subtropical waters [58]. Large tuna fish also tend to favor cruising depths of about 194-470 m with temperatures of 8.4-15.5 ° C [59] this is in line with the worm habitats Anisakis sp. Live in tropical or warm waters and tend to favor calm waters [6].



REFERENCES [1]



[2] [3]



[4]



[5]



[6]



[7]



[8]



Based on the cruising depth and temperature this is in line with cruise range in Crustaceae (prey from large tuna eyes) ranging from depth less than 500 m to near surface water [60] so it can be said big tuna (T. obesus) has relatively high feeding resources due to the availability of a large group of Crustaeseae and Cephalopods. The types of feeds that have been described have the potential to become intermediate host I for Anisakis sp. [61] and will enter the body of a large tuna (host intermediate II) through a food path that will develop into stage III (L3) advanced larvae [62]. Anisakis sp. will be perfectly life-cycle when L3 is encapsulated to be eaten by marine mammals, which is the definitive host [17],[63],[64], then developed into adult stages found in the marine mammal abdominal compartment [65] in the lumen or attached to the mucosa [66].



[9]



[10]



[11]



[12] [13]



Anisakis sp. can infect humans (Anisakiasis) through the mechanism of eating large big eyes tuna (T. obesus) is not cooked because Anisakis sp. can survive at -20 ° C [67]. Zoonotic risks can occur not only by consuming undercooked fish but also in direct contact with fish in the preparation process prior to being processed, incompletely salted salt and incomplete smoked fumes [67]. Although cooking or fish freezing limits the risk of contracting the infection but doesn’t prevent allergic reactions to antigen in Anisakis sp. who has died [29].



[14]



[15]



[16] [17]



131



1. Kemetrian Kelautan dan Perikanan Provinsi Jawa Timur. (2013). Profil Kelautan dan Perikanan Provinsi Jawa Timur untuk Mendukung Industrialisasi Kelautan dan Perikanan. Jakarta: Pusat Data Statistik dan Informasi Sekretariat Jenderal Kementrian Kelautan dan Perikanan. 2. [IOTC] Indian Ocean Tuna Commission, “Identifikasi Spesies Tuna dan Sejenisnya di Samudra Hindia,” 2013 3. B.B. Collette, & C.E. Nauen, “FAO Species Catalogue. Scombrids of the World. An Annotated and Illustrated Catalogue of Tunas, Mackerels, Bonitos and Related Species Known to Date,”. Rome: FAO, FAO Fish. Synop., vol.125(2), pp 137, 1983 4. Sarjito & Desrina, “Analisa Infeksi Cacing Endoparasit pada Ikan Kakap Putih (Lates calcariferBloch) dari Perairan Pantai Demak,” Laporan Kegiatan Hasil Penelitian Dosen Muda, Semarang: Fakultas Perikanan dan Ilmu Kelautan Universitas Diponegoro, 2005 5. I.M. Abdiani, “Infeksi Larva Anisakid Pada Ikan Tongkol (Euthinnus sp.) yang Didaratkan di Tarakan,” Jurnal Harpodon Borneo, vol.3(2), 2010 6. H.W.Palm, I.M. Damriyasa, Linda, I.B.M. Oka, “Molecular Genotyping of Anisakis dujardin, 1845 (Nematoda: Ascaridoidea: Anisakidae) Larvae from Marine Fish of Balinese and Javanese Waters, Indonesia,” Helminthologia, vol.45(1), pp 3–12, 2008 7. M. Moser, J.A. Sakanari, C.A. Reilly, & J. Whipple, “Prevalence, Intensity, Longevity, and Persistence of Anisakis sp. Larvae and Lacistorhynchus tenuis Metacestodes in San Francisco Striped Bass”. NOAA Technical Report NMFS 29. 1985 8. Aytemiz, A. Dede, E. Danyer, & A.M. Tonay,.”Morphological Identification of Parasites Found in the Stomach Contents of Bycaught Striped Dolphins (Stenella Coeruleoalba) from Turkish Eastern Mediterranean Sea Coast,” J. Black Sea/Mediterranean Environment, Vol.18(2), pp 238-245, 2012 9. R. Mercado, P. Torres, V. Muñoz, and W. Apt. "Human infection by Pseudoterranova decipiens (Nematoda, Anisakidae) in Chile: report of seven cases." Memórias do Instituto Oswaldo Cruz vol. 96(5), pp 653-655, 2001 10. T.L. Deardorff, J. Altman, & C.M. Nolan, “Human Anisakiasis:Two Case Reports from the State of Washington,” Proc.Helminthol.Soc.Was, vol.54(2), pp 274-275, 1987 11. J.H. Noh, B. Kim, S.M. Kim, M. Ock, M.I. Park, & J.Y. Goo, A case of acute gastric anisakiasis provoking severe clinical problems by multiple infection. Korean J. Parasitol, 41(2):97-100, 2003 12. R.E. Soric, L.C.M. Sequeiros, L. Miron, & A.P. Soler,. “(Trachurus trachurus),” Sci Parasitol vol.13(2), pp 77-81, 2012 13. M.Z. Muttaqin, & N. Abdulgani. “Prevalensi dan Derajat Infeksi Anisakis sp. pada Saluran Pencernaan Ikan Kakap Merah (Lutjanus malabaricus) di Tempat Pelelangan Ikan Brondong Lamongan,” Jurnal Sains dan Seni Pomits, vol.2(1), pp 2337-3520, 2013 14. P. Utami, “Identifikasi Anisakis sp. pada Beberapa Ikan Laut di beberapa Tempat Pelelangan Ikan (TPI) Cilacap,” .Jurnal Matematika, Saint, dan Teknologi Vol.15(2), pp 21-28, 2014 15. S. Uga, K. Ono, N. Kataoka, & H. Hasan, “Seroepidemiology of Five Major Zoonotic Parasite Infections in Inhabitants of Sidoarjo, East Java, Indonesia,” Southeast Asian J Trop Med Public Health vol.27, pp 556-61, 1996 16. J.W. Smith, & R. Wootten, “Anisakis and Anisakiasis,” Adv. Parasitol vol.16, pp 93–163, 1978 17. J.A. Sakanari & J.H. McKerrow “ Anisakiasis,” San Francisco, California: Departemen of Pathology University of California, Clin. Microbiol. Rev. vol.2, pp 278–284, 1989



Yusuf, et al. Infection Degree and…. [18] 18. J.O. Domínguez, M. Cimarra, M. Sevilla, A. Llamazares Alonso, I. Moneo, T. Echarren Robledo, and C. Martínez-Cócera, "Anisakis simplex: a cause of intestinal pseudo-obstruction." Revista espanola de enfermedades digestivas: organo oficial de la Sociedad Espanola de Patologia Digestiva vol.92(3) pp 132-139, 2000 [19] 19. M.T. Audicana, M.W. Kennedy, “Anisakis Simplex: from Obscure Infectious Worm to Inducer of Immune Hypersensitivity". Clin. Microbiol. Rev. vol.21, pp 360–379, 2008 [20] 20. M. Koinari, S. Karl, A. Elliot, U. Ryan, and A. J. Lymbery. "Identification of Anisakis species (Nematoda: Anisakidae) in marine fish hosts from Papua New Guinea." Veterinary parasitology vol.193, no. 1-3 pp 126-133, 2013 [21] 21. S. Yamaguti, The nematodes of vertebrates. Parts 1 and 2. In Systema helminthum. Volume III. Interscience Publishers Inc. 1961. [22] 22. R.C. Anderson, A.G. Chabaud, and S. Willmott, eds. Keys to the nematode parasites of vertebrates: archival volume. Cabi, 2009. [23] 23. A. Larizza & N. Vovlas, “Morphological Observations on Third-Stage Larvae of Anisakis simplexA (Anisakidae:Nematoda) from Adriatic and Ionian Waters,” Journal Helminthology Society Washington, vol.62(2). pp 260-264, 1995 [24] 24. R. J. Hurst, 1984. Studies on the Life Cycle of Some New Zealand Anisakidae (Nematoda). Unpublished Phd Thesis, Victoria: University of Wellington, R. J. [25] 25. E. Setyobudi, C. Jeon, C. Lee, K. Seong, & J. Kim,.”Occurrence and identification of Anisakis spp. (Nematoda:Anisakidae) isolated from chum salmon (Oncorhynchus keta) in Korea,”. Parasitol Res vol.108, pp585–592, 2010 [26] 26. L. Paggi, G. Nascetti, S.C. Webb, S. Mattiucci, R. Cianchi, and L.A. Bullini, “A New Species of Anisakis Dujardin, 1845 (Nematoda, Anisakidae) from Beaked Whales (Ziphiidae): Allozyme and Morphological Evidence,”,Systematic Parasitology,vol. 40, pp 161– 174, 1998 [27] 27. A. Valentini, S. Mattiucci, P. Bondanelli, S.C.W. Ebb, A.A. Mignucci-Giannone, M.M. Colom-Liavina, & G. Nascetti, “Genetic Relationships Among Anisakis Species (Nematoda: Anisakidae) Inferred from Mitochondrial Cox2 Sequences and Comparison With Allozyme Data,” Journal of Parasitology, vol.92, pp 156–166, 2006 [28] 28. S. Mattiucci & G. Nascetti, “Advances and Trends In the Molecular Systematics of Anisakid Nematodes With Implications for Their Evolutionary Ecology and Host-Parasite Co-Evolutionary Processes,” Adv. Parasitol, vol.66, pp 47–148, 2008 [29] 29. E. Pozio, “Integrating animal health surveillance and food safety: the example of Anisakis.” Rev. sci. tech. Off. int. Epiz. Vol. 32 (2), pp 487-496, 2013 [30] 30. S. Mattiucci, P. Cipriani, S.C. Webb, M. Paoletti, F. Marcer, B. Bellisario, “Genetic and Morphological Approaches Distinguish the Three Sibling Species of the Anisakis Simplex Species Complex, With A Species Designation as Anisakis Berlandi N. Sp. for A. Simplex Sp. C. (Nematoda: Anisakidae),” J Parasitol, vol.100, pp 199–214, 2014 [31] 31. B. Berland, “Nematodes from Some Norwegian Marine fishes,” Sarcia Vol.2(1), pp 1-50, 1961 [32] 32. T. Koyama., A. Kobayashi, M. Kumada, “Morphological and Taxonomical Studies on Anisakidae Larvae Found in Marine Fishes and Squid,” Jpn J Parasitol vol.18, pp 466-87, 1969 [33] 33. E.H. Williams, & L. Bunkley, “Parasites of Offshore Big Game Fishes in Puerto Rico and Western Atlantic,” Puerto Rico : Department of Natural and Environmental Resources and the University of Puerto Rico, 1996 [34] 34. A.R. Hariyadi, “Pemetaan Infestasi Cacing Parasitik dan Resiko Zoonosis Pada Ikan Laut Di Perairan Indonesia Bagian Selatan,” Tesis. Bogor: Fakultas Kedokteran Hewan Institut Pertanian Bogor, 2006 [35] 35. Zubaidy, A. (2010). Third-Stage Larvae of Anisakis Simplex (Rudolphi, 1809) in the Red Sea Fishes. Yemen Coast. JKAU: Mar. Sci., vol.21(1), pp 95-112, 2010 [36] 36. G.L. Hoffman, “Parasites of North American Freshwater Fishes,” London: University of California Press, 1967 [37] 37. L. Roberts & J Janovy, 2000, Foundation of Parasitology. 6th Edition, USA: Mcgraw Hill Publishiers, 2000 [38] 38. R. Murata, J. Suzuki, K. Sadamasu, & A. Kai, “Morphological and Molecular Characterization of Anisakis Larvae (Nematoda:



[39] [40] [41]



[42] [43]



[44]



[45]



[46]



[47]



[48]



[49]



[50]



[51]



[52]



[53] [54]



[55]



[56]



[57]



[58] [59] [60]



132



Anisakidae) in Beryxsplendens from Japanese Waters”. Parasitology International vol. 60, pp 193–198, 2009 39. Desrina & G. Kusumastuti, Profil Cacing Pada Ikan Jeruk (Abbalistes stelatus) yang didaratkan di TPI Batang. In Press, 1996 40. G.M. Gidelli, A. Isaac, R.M. Takemoto, & G.C. Pavanelli, “Endoparasite Infracommunites of Hemisorubim Platyrhyncos (Valenciennes, 1980) of the Baia River”, Upper Parana River Floodplain. Brazil, Specific Composition and Ecological Aspects, 2003 41. E.R. Noble, G.A, Noble, Parasitology: The Biology of Animal Parasites Fifth Edition. Philadelpia United State, 1982 42. S. Klimpel, E. Kellermanns, & H.W. Palm, “The Role of Pelagic Swarm Fish (Myctophidae: Teleostei) in the Oceanic Life Cycle of Anisakis Sibling Species At the Midatlantic Ridge, Central Atlantic,” Parasitology Research, vol.104, pp. 43–53, 2008 43. J.N. Parker, and P.M. Parker, The Official Patient’s Sourcebook of Anisakiasis. San Diego, USA. ICON Health Publication, pp 120, 2002 44. E.R. Noble, G.A, Noble, Parasitology: The Biology of Animal Parasites 5th Edition. Editor. Yogyakarta. Gadjah Mada University Press, 1989 45. A. Valero, M.M.L. Cuello, R. Benítez, & F.J. Adroher, Anisakis Spp. In European Hake, Merluccius Merluccius (L.) from the Atlantic Off North-West Africa and the Mediterranean Off Southern Spain. Acta Parasitologica, vol. 51(3), pp 209– 212, 2006 46. P. Hadidjaja, H.D. Ilahude, H. Mahfudin, Burhanuddin, & M. Hutomo, “Larvae of Anisakidae in Marine Fish of Coastal Waters Near Jakarta. Indonesia”, Am J Trop Med Hyg vol. 27(1), pp 51-54, 1978 47. S. Klimpel, H.W. Palm, S. Ruckert, & U. Piatkowski, “The life cycle of Anisakis simplex in the Norwegian Deep (Northern North Sea),”. Parasitology Research vol.94, pp 1-9, 2004 48. S.M. Kamal, and K. El Sayed Khalifa, "Immune modulation by helminthic infections: worms and viral infections," Parasite Immunology vol.28 (10), pp 483-496, 2006 49. M. Alifuddin, A. Priyono, A. Nurfatihah, “Inventarisasi Parasit Pada Ikan Hias Yang dilalulintaskan di Bandara Soekarno-Hatta, Cengkareng, Jakarta.” Jurnal Akuakultur Indonesia vol. 1(3, pp123 127, 2002 50. M. Sivadas, & M.M. Bhaskaran, “Stomach Content Analysis of the Indian Mackerel Rastrelliger Kanagurta (Cuvier) from Calicut, Kerala,” Indian Journal of Fish, vol.56(2), pp 143–146, 2009 51. K.J. Chandra, M. Hasan, S.S. Basak, “Prevalence of Genarchopsis Dasus (Digenea: Hemiuridae) in Channa Punctatus of Mymensingh”. the Bangladesh Veterinarian, vol. 28(1), pp 47–54. 2011 52. T.M. Yohannan, “The Growth Pattern of Indian Mackerel”. Indian Journal of Fish, vol.26 (1&2), pp 207– 216, 1979 53. Franklin, G.A. & Clifford, L. P. “Synopsis of Biological Data on Bigeye Tuna. Inter-American Tropical Tuna Commission La Jolla. California, U.S.A. Species Synopsis No.14. FAO Fisheries Biology Synopsis No. 57. 1963 54. T. P. Calkins, “Synopsis of Biological Data on the Bigeye Tuna, Thunnus Obesus (Lowe, 1839), in the Pacific Ocean”, In Synopses of Biological Data on Eight Species of Scombrids (W. H. Bayliff, Ed.). Inter-Am. Trop. Tuna Comm. Spec. Rep. vol. 2, pp 219–259. 55. Heemstra, & J.E. Randall, “FAO Species Catalogue: Groupers of the World (Family Serranidae, Subfamily Epinephelinae). An Annotated and Illustrated Catalogue of the Grouper, Rockcod, Hind, Coral Grouper and Lyretail Species Known to Date”, Rome: FAO. FAO Fish. Synop. Vol.125(16), pp 382, 1993 56. A. Handartoputra, P. Frida, H. Boedi, “Penilaian Kerentanan Pantai Di Sendang Biru Kabupaten Malang terhadap Variabel Oceanografi Berdasarkan Metode Cvi (Coastal Vulnerability Index)”, Diponegoro Journal of Maquares Vol. 4(1), pp 91-97, 2015 57. B.B. Collette, “Systematics of the Tunas and Mackerels”, United States: Tuna Research and Conservation Center, 2001 58. H. Nakamura, “Tuna Distribution and Migration”. London: The Whitefriars Press Ltd. 76, 1969 59. B. Nugraha, dan S. Triharyuni, “Pengaruh Suhu dan Kedalaman Mata Pancing Rawai Tuna (Tuna Longline) Terhadap Hasil Tangkapan Tuna Di Samudera Hindia,” Pusat Riset Perikanan



Yusuf, et al. Infection Degree and….



[61]



[62]



[63]



[64]



Tangkap, Balai Riset Perikanan Laut, Departemen Kelautan dan Perikanan. Jurnal Penelitian Perikanan Indonesia, 15(3): 239-247, 2009 60. P.Jereb and C.F.E. Roper, Cephalopods of the World, Volume 1: Chambered Nautiluses and Sepioids. Rome. Food and Agriculture Organization of the United Nations, 2005 61. S. Mattiucci, V. Farina, N. Campbell, K. MacKenzie, P. Ramos, A. L. Pinto, P. Abaunza, and G. Nascetti, "Anisakis spp. larvae (Nematoda: Anisakidae) from Atlantic horse mackerel: Their genetic identification and use as biological tags for host stock characterization." Fisheries Research vol.89 (2), pp 146-151, 2008 62. L.O. Baladin, “Studi Ketahanan Hidup Larva Aisakidae Dengan Suhu Pembekuan dan Penggaraman Pada Ikan Kembung (Rastrelliger spp.)”, Tesis, Bogor: Sekolah Pascasarjana Institut Pertanian Bogor, 2007 63. T.C. Cheng, General Parasitology, London: Academic Press. Inc, 1973



[65] 64. S.C. Thiengo, S.B. Santos, J.J. Vicente, & P.R. Magalhães, “Occurrence of Contracaecum sp. Larvae (Nematoda, Anisakidae) in Gundlachia radiata (Guilding, 1828). Mollusca, Gastropoda, Ancylidae) in Brazil,” J. Invertebr. Pathol, 75: 178–179. 2000 [66] 65. M.D. Dailey & R. Browell, “A Checklist of Marine Mammal Parasites,” In Mammals of the Sea: Biology and Medicine (S.H. Ridgway, Ed.). Charles C. Thomas Publisher, Florida, EUA, p529589. [67] 66. J.R. Geraci, & D.J.S.T. Aubin, “Effects of Parasites on Marine Mammals,” Int. J. Parasitol. Vol.17(2), pp 407-414, 1987 [68] 67. P.N. Acha, & B. Szyfres, Zoonosis and Communicable Diseases Common to Man and Animals. Volume III : Parasitoses. 3rd Ed. Washington DC: Pan American Health Organization, 2003



.



133



PROCEEDING “Innovation of Mathematics, Science, and Education Research for Sustainable Development” ISBN: 978-602-470-051-5



The Exploration of Ficus L. in Bangkalan-Madura Eko Sri Sulasmi Universitas Negeri Malang, Malang, Indonesia [email protected]



Murni Saptasari Universitas Negeri Malang, Malang, Indonesia



Abstract The exploration of Ficus in Bangkalan-Madura intends to know the species of Ficus L. and it’s the relationship based on the characteristic of morphology vegetative. The research output showed that in three subdistricts, Bangkalan regency there are seven species of Ficus, they are: F. ampelas Burm. f., F. benjamina L., F. kurzii King, F. septica Burm. f., F. hispida L. f., F. montana Burm. f., and F. albipila (Miq.) King. The Ficus which is found is devided into three groups. The first group consist of F. benjamina L. which has close relationship with F. kurzii King; the second group has 2 sub-groups, sub group 1 are F. ampelas Burm. f. and F. montana Burm. f. which have close relationship, sub group 2 are F. septica Burm. f. and F. albipila (Miq.) King which are thought have lack relationship; the third group is only consist of F. hispida L. f. If three groups are compared, so are derived relationship degree which show genus of Ficus category, with each as sub genus.



Fachmiar Ishadi Universitas Negeri Malang, Malang, Indonesia



sub districts (sub district of Bangkalan, sub district of Burneh, and sub district of Kamal). The collection of plant specimens, then their morphological characters were described and identified using the key of identification of species Ficus by Backer & Bakhuizen van den Brink Jr. (1965). After obtaining the morphological characters, they were selected, and the similarity index of selected character was calculated using association coefficients and the result was analyzed by clustering analysis. The clustering analysis result was illustrated in the form of dendogram. III. RESULT AND DISCUSSION The research output showed that in three sub districts, Bangkalan regency there are seven species of Ficus, they are: F. ampelas Burm. f., F. benjamina L., F. kurzii King, F. septica Burm. f., F. hispida L. f., F. montana Burm. f., and F. albipila Fig 1. (a) F. ampelas Burm. f. form Bangkalan; (b) F. ampelas Burm. f. from Burneh; (c) F. benjamina from Bangkalan; (d) F. kurzii King from Bangkalan; (e) F. septica Burm. f. from Bangkalan; (f) F. septica Burm. f. from Burneh; (g) F. septica Burm. f. from Kamal; (h) F. hispida L. f. from Burneh; (i) F. montana Burm. f. from Burneh; and (j) F. albipila (Miq.) King from Kamal.(Miq.) King (Fig 1.) and the morphological character showed on Table 1. The Ficus which is found is devided into three groups. The first group, consist of F. benjamina L. which has close relationship with F. kurzii King; the second group has 2 sub groups, sub group 1 are F. ampelas Burm. f. and F. montana Burm. f. which have close relationship, sub group 2 are F. septica Burm. f. and F. albipila (Miq.) King which are thought have lack relationship; the third group is only consist of F. hispida L. f. If three groups are compared, so are derived relationship degree which show genus of Ficus category, with each as sub genus (Fig 2.).



Keywords— Ficus, morphology vegetative, the relationship of Ficus



I. INTRODUCTION The genus Ficus (Moraceae) is one of the largest and most diverse genera of woody plants (Berg & Wiebes 1992), comprising approximately of 750 species distributed in tropical and subtropical zones. Ficus has many benefits, such as a shelter, absorber of pollutant gas carbon dioxide, oxygen generator, groundwater retention, protector of soil sloping from the danger of erosion, as cancer drugs, drug of coronary heart disease and other degenerative disease, the growth inhibitor of bacteria Bacillus subtilis and Eschirechia coli (Roding, without years). Collection of Ficus at Purwodadi Botanical Garden is 65 species and there are some do not have species name. Morphologically, Ficus has a Morphological taxonomic problem, according to Ronsted (2006) Ficus including family of Ficeae. While by Cronquist (1981) Ficus included family of Moraceae. The exploration of Ficus in Bangkalan-Madura intends to know the species of Ficus L. and its relationship based on the characteristic of morphology vegetative. II. METHOD OF THE RESEARCH This research was explored on March to April 2015. The plant specimens were through freeway exploration in three



Graha Cakrawala, FMIPA, State University of Malang: August, 29-30 2017



134



Website: http://icomse.fmipa.um.ac.id/



Sulasmi, et al, The Exploration of….



Fig. 1. (a) F. ampelas Burm. f. form Bangkalan; (b) F. ampelas Burm. f. from Burneh; (c) F. benjamina from Bangkalan; (d) F. kurzii King from Bangkalan; (e) F. septica Burm. f. from Bangkalan; (f) F. septica Burm. f. from Burneh; (g) F. septica Burm. f. from Kamal; (h) F. hispida L. f. from Burneh; (i) F. montana Burm. f. from Burneh; and (j) F. albipila (Miq.) King from Kamal



135



Sulasmi, et al, The Exploration of…. TABLE I.



THE MORPHOLOGYCAL CHARACTER OF FICUS



Fig. 2. Dendogram that show relationship of Ficus in Bangkalan, Madura. (B= F. benjamina L.;C= F. kurzii King; A= F. ampelas Burm. f.; F= F. Montana Burm. f.; D= F. septica Burm. f.; G= F.albipila (Miq.) King; E= F. hispida L. f.).



Key Identification of Ficus based on Morphologycal Characters 1. Petiole diameter < 0,2 centimeters 2. Costa lower surface leaf is stand out.............................2. F. benjamina L. 2. Costa upper surface leaf is stand out.............................3. F. kurzii King 1. Petiole diameter 0,2 – 0,5 centimeters 3. The wide of lamina base 0,3-3 centimeters 4. The habitus is Arboceus.........................................1. F. ampelas Burm. f. 4. The habitus is frutex…….......................................6. F. montana Burm. f. 5. The vernation is convolvulate............................4. F. septica Burm. f. 5. The vernation is conduplicate............................5. F. hispida L. f. 3. The wide of lamina base 4,8-8 cm............................ 7. F. albipila (Miq.) King Ficus has many benefis for life. The dichloromethane extract of the air-dried twigs of Ficus ampelas afforded a mixture of ursolic acid and oleanolic acid, while the leaves



yielded butyrospermol cinnamate, and lutein. Ursolic acid was found to induce apoptosis in tumor cells by activation of caspases and modulation of other pathways involved in cell



136



Sulasmi, et al, The Exploration of…. proliferation and migration. Oleanolic acid exhibited antiinflammatory effects by inhibiting hyperpermeability, the expression of CAMs, and the adhesion and migration of leukocytes (Consolacion, et al, 2014). Ethyl acetate soluble fraction of ethanolic extract of F. septica that contains phenolics and flavonoids exhibited immunomodulatory effects regarding to macrophage phagocytosis and lymphocytes proliferation. This fraction will be a good candidate as a co-chemotherapeutic agent acting to stimulate the immune function (Nastiti, et al, 2014). Besides that, n-hexane insoluble fraction and ethyl acetate soluble fraction of Ficus septica exhibited potent cytotoxic on breasr cancer T47D cell lines. The fractions are potential to be developed as anticancer agents in breast cancer therapy. Ficus hispida leaves extract at doses-150mg/kg and 300 mg/kg produce significant decreased in carrageenan induced paw edema in rats when compared with the activity of standards Dichlofenac (Non-Steroidal Standard) and Prednisolone (Steroidal Standard). This activity may be due to presence phytosterols in extract (Anasane, et al, 2017).



group 2 are F. septica Burm. f. and F. albipila (Miq.) King which are thought have lack relationship; the third group is only consist of F. hispida L. f. Besides that, Ficus has many benefits for life. ACKNOWLEDGE We gratefully thank to Balai Konservasi Tumbuhan Kebun Raya Purwodadi - LIPI for information in the study. REFERENCES [1]



[2] [3]



[4] [5]



IV. CONCLUSION The research output showed that in three sub districts, Bangkalan regency there are seven species of Ficus, they are: F. ampelas Burm. f., F. benjamina L., F. kurzii King, F. septica Burm. f., F. hispida L. f., F. montana Burm. f., and F. albipila (Miq.) King. The Ficus which is found is devided into three groups. The first group consist of F. benjamina L. which has close relationship with F. kurzii King; the second group has 2 sub-groups, sub group 1 are F. ampelas Burm. f. and F. montana Burm. f. which have close relationship, sub



[6]



Anasane, Pradnya D., & Chaturvedi, Alka. 2017. Evaluation of Anti-inflammatory Effects if Ficus hispida L. leaves extract against Carageenan induced Paw Edema in Rats. J. Pharm. Sci. & Res. Vol. 9(4), pp. 364-367 Backer, A. & Bakhuizen van den Brink Jr., R.C. 1965. Flora of Java. Vol. I1. Groningen: N.N.P. Noordhorff. Consolacion Y, Ragasa., Ofelia, Cuevas., Emelina H, Mandia., Leonisa O, Bernardo., & Chien-Chang, Shen. 2014. Chemical Constituents of Ficus ampelas. Research Journal of Pharmaceutical, Biological and Chemical Sciences (RJPBCS). 5(2), pp 355-359. Cronquist, A. 1981. An Integrated System of Classification of Flowering Plants. New York: Columbia University Press. Nastiti, Kunti., Sudarsono, & Nugroho, Agung Endro. 2014. Evaluation of in vitro immunomodulatory effect of fractions of Ficus septica Burm. f. and their totalflavonoid and phenolic contents. International Food Research Journal. 21(5): pp. 1981-1987. Ronsted (ed.). 2006. Phylogenetic Classification of Ficus. (Online). (http://www.ninaronsted.dk/page6/page6.html. Diakses tanggal 11 Januari 2010).



.



137



PROCEEDING “Innovation of Mathematics, Science, and Education Research for Sustainable Development” ISBN: 978-602-470-051-5



Exploration of The Plant’s Survival at Resort of Manufacture National Park II ‘Coban Trisula’ Bromo Tengger Semeru National Park *Note: Sub-titles are not captured in Xplore and should not be used



M. Eval Setiawan Postgraduate Biology Education, Universitas Negeri Malang, Malang, Indonesia [email protected]



Suhadi Department y of Biology Universitas Negeri Malang, Malang, Indonesia



Abstract— The plant’s survival that used to survive at long time for venture on forest. Pencinta alam get a difficulty to identify a plants survival on forest, and they wanted for some information to identify that. The research purpose to gather and documented of the plant survival species from key informant knowledge. Research method descriptive exploration and in-depth interviews with 20 keys informant in the Resort of Manufacture National Park II ‘Coban Trisula’ TNBTS. The result is found 34 species plant survival, within 28 species are edible plants and 10 species are medical plants. The potentially edible parts of plant include the tender shoots, leaves, roots, stems, seeds and berries. This plant can eating raw or cooking for another use. The medical plants used for treating skin diseases, as cooling agent, toothache and digestive problems. As a conclusion, the plant’s survival is a plant can used immediately on forest for survive.



Sri Endah Indriwati Department y of Biology Universitas Negeri Malang, Malang, Indonesia



The problem that exists today that is still difficult to find sources documenting information about plant survival (Setiawan et al, 2016). Actually this information can provide knowledge in recognizing and identifying plant survival in the forest (Setiawan et al, 2016). Information about the plants survival only available literature that comes from the study of plant survival potential of forests outside Indonesia (Setiawan et al, 2016). This information it becomes difficult to be understood and applied at the time of survival around the forest of Indonesia (Setiawan, 2017). Plants survival information can be gathered from the knowledge society that still use wild plants as food and medicine (Arshad et al., 2014; Collins et al, 2017; Gakuubi & Wanzala, 2012; Geng et al, 2016; Kefalew et al; 2015; Kumar & Singhal, 2013; Luczajet al, 2013; Tizio et al, 2012). The community in order is who have been using herbs orally from generation to generation (Ahmed et al., 2013; Estrada-castillónet al., 2014; Kefalew et al., 2015; Mussarat et al, 2015; Shewayrga & Sopade, 2012; Soelber & Jager, 2016). The information presented is information potential of the local forest which can be adjusted with the jungle adventure location in Indonesia. Information about the plants survival must be obtained with very accurate, because mistakes can be fatal in its use on the user's (Gerke, 2010; Towell, 2011; Meunick, 2013).



Keywords— Plant Survival, Edible Wild Plants, Medical Plants, Bromo Tengger National Park



I. INTRODUCTION The plant can be utilized to support the sustainability of life (Pieroni et al. 2014; Ferrier et al. 2015). One example that is the plant's survival. This plant is used to sustain life when running out of medicines or eat in the jungle (Gerke, 2010). Plant survival is taken from the wild herbs that grow on site adventure (Gerke, 2010). On survival, the use of herbs is not a high priority, but survival of plants are easier to come by, many provided by nature and can be used 3-6 the day prior to the arrival of help (Setiawan, 2017).



One example of the forest area is still very good and have settlements in the vicinity namely Bromo Tengger Semeru National Park, specifically the area of Resort Manufacture National Park (RPTN) ‘Coban Trisula '. This location was used as a place of gathering of information about plant survival. The people who live around RPTN II still use herbs as supporting everyday life (Setiawan, 2017; Batoro et al, 2006). The prominence of this area are expected to support the survival of plants collected information.



Plant survival is divided into two groups, edible wild plants and medicinal plants. Edible wild plant is a kind of wild plants that can be eaten directly in the forest (Gerke, 2010; Shewayrga & Sopade, 2011; Lukelat et al, 2011; Neudeck et al, 2012; di Tizio et al. 2012; Pieroni et al. 2014). This plant can be used as a vegetable or snacks at the time to survive in the jungle (Gerke, 2010). Medicinal plants for survival is a type of plant that can be used directly and instant in the forest (Balemie & Kebebew,2006; Della et al, 2006; Collins et al, 2007; Tekatay et al, 2010; Quadroga et al, 2012; Neudeck et al, 2012; Ahmed et al. 2013; de Figueirêdo et al, 2015; Kang et al, 2016; Qayum, et al 2016).



The purpose of this research was aim to collect, document and know the usefulness of plant survival in location research.



Graha Cakrawala, FMIPA, State University of Malang: August, 29-30 2017



138



Website: http://icomse.fmipa.um.ac.id/



Setiawan, et al. Exploration of the. II. METHOD OF THE RESEARCH



derived from the literature that has been dipublis and trustworthy, this as additional information about the plants survival. Species of plants collected by the expert team identified in Herbarium Malangensis, Universitas Negeri Malang, Indonesia.



A. Description of Location Research TNBTS is one of my favourite natural attractions in Indonesia, have forest and the communities that preserve the local traditions and culture. The resort has some of the TNBTS forest management is one such RPTN II. RPTN II ‘Coban trisula’ has the forest and there are communities living around the location. This location is situated at an altitude of 1000-2400 m above sea level, with a classified on 3 zones namely Sub Montana, Montana and Sub-alfin. This area has consisted of the area of mountains and hills that have extensive forest area.



III. RESULT AND DISCUSSION From the results of research it is known that there are 34 plant species survival in coban RPTN II ' Trident '. The species consists of 24 species for consumption, 5 Spsies for treatment and 5 spesies of plants that can be used for consumption and treatment. Entire species (Table 1) has been identified with the team of experts at the Herbarium Malangensis lab, Universitas Negeri Malang.



B. Sampling Procedure Samples of the plants survival collected beginning with 20 key informant interviews on selected by purposive sampling. The informant is a community that has a good knowledge about the use of plants in support of life, and they are still using the plants. The process of data collection of plants and their uses is obtained through interviews of key informants on depth. The next step that is carried out exploration of plant based of the results of key informant interviews together. In some cases, in the process of doing research towards a discussion of plant species that are found. It is aimed at getting a very valid information and detail on the use of plant survival. When necessary use also supporting data TABLE I.



No



THE PLANTS SURVIVAL I N RESORT MANUFACTURE NASIONAL PARK II ‘COBAN TRISULA’ BTS NATIONAL PARK



Botanical Taxon



1



Ageratum conyzoides L.



2 3 4



Bidens pilosa L. Brassica rapa L. Brugmansia suaveolens Humb. & Bonpl. ex Willd. Centela asiatica (L.) Urb Crassocephalum crepidioides (Bentham) S. Moore Debregeasia longifolia (Burm.f.) Wedd. Diplazium esculentum (Retz.) Sw. Elaeagnus conferta Roxb. Emilia sonchifolia (L.) DC. ex Wight Foeniculum vulgare Mill. Gymnostemma pentaphyllum (Thun.) Makino. Imperata cylindrica L. Reausch. Lantana camara L. Melastoma malabathricum L. Molineria captulata (Lour.) Herb.) Oxalis corniculata L. Paederia foetida L. Physalis angulata L Pinanga coronata (Blume ex Mart.) Blume Plantago major L



5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21



This species (Table 1) were found alive at zone Submontana (altitude of 750-1499 meters above sea level) and the zona Montana (altitude of 1500-2400 meters above sea level). The Division of this zone based on information from the Great Hall TNBTS. The results showed that not all plant species survival can live in both zones.Plant species survival is widely encountered in the adventure, the edge of the road, on the edge of a cliff, it grows epiphytes with trees, on the edge of the forest and in the middle of the forest. Users can easily find the plants survival, but expected to be collected carefully and does not damage plants utilized for survival (Gerke, 2010).



Local Name



Elevated Place SubMontana Montana



Using For



Part’s Used



Bandotan



+



+



-



+



Ketul Sawi liar Kecubung gunung Pegagan



+ +



+ +



+ +



+ -



Leaves/ Stems/ Shoots/ Fruit/ Flower/ Roots Leaves, tender shoots, flower and roots Leaves Leaves



+



+



-



-



Flower



+



+



+



+



Leaves



Junggul



+



+



+



-



Leaves



Mencok



+



+



+



-



Fruits



Pakis Daun asinan Mendel Adas



+ + +



+ + +



+ + + +



+



Leaves and ender shoots Leaves Leaves Leaves and fruits



Tirem



+



+



+



-



Leaves



Alang-alang Tembelekan Senduduk Congkok Semanggen Daun kentut Ciplukan



+ + + + + + +



+ + + + + + +



+ + + + + +



+ + + -



Roots Leaves and Fruits Fruits Leaves Leaves Leaves Fruits



Palem piji



+



+



+



-



Stems



Daun sendok



+



+



+



-



Leaves



139



Food



Medicine



Setiawan, et al. Exploration of the. 22 23 24 25 26 27 28 29 30 31 32 33 34



Rubus chysophyllus Reinw ex. Miq. Rubus lineatus Reinw. ex. Blume Rubus niveus Thunb. Rubus rosaefolius Sm. Rumex brwownii. Campd. Schefflera eliptica (Blume.) Harms Selaginella kraussiana (Kunze) A. Braun Sida rhombifolia L. Smilax zeylanica L. Solanum nigrum L. Soncus oleraceus L. Stephania japoinica (Thunb. ex Murr.) Miers. Vaccinium varingaefolia Blume Miq.



Buah aseman Grunggungan Glunggungan Stroberi hutan Surengan Kayu tangan Daun cakar ayam Sidaguri Gadung cina Terongan Tempuyung



+ + + + + +



+ + + + + +



+ + + + + +



-



Fruits Fruits Fruits Fruits Leaves Stems



+



+



+



-



Leaves



+ + + +



+ + + +



+ + + +



-



Leaves Leaves Fruits Leaves



Buntu silit



+



+



-



+



Leaves



Candigi



-



+



-



+



Leaves and fruits



Based on its benefits, plant survival found divided into two for consumption and treatment (Table). Plant survival for consumption can be utilized in a manner directly eaten or cooked in advance (Gerke, 2010; Towell, 2011; SanchezMata & Tardio (Eds), 2016). Plant survival for treatment is a group of plants that are utilized in simple terms such as for wounds on the skin, heat loss, toothache, remedies, and pain on the outside of the body.Based on the literature review published in journals or books, some plants survival that is used to contain the actual consumption of nutrients for the body such as vitamins, carbohydrates, proteins, minerals, and anti-oxidants (Ogle & Grivetti, 1985 ; Freiberger et al, 1998; Murray et al, 2001, Glew et al, 2005; Aberoumand 2009; Puente et al, 2011; NG et al, 2012; Garcia-Herrera et al, 2014; Avila et al, 2016; Sanchez-Mata& Tardio (Eds), 2016). Plants that contain high protein as ketul (Bidens pilosa L.), Mendelan (Emilia sonchifolia (L) DC. Ex Wight), tempuyung (Sonchus oleraceus L.), senduduk (Melastoma malabathricum L.), daun sendok (Plantago major L.) and jungul (Crassocephalum crepidioides (Bertham) S. Moree) (Ogle & Grivetti, 1984; SanchezMata& Tardio, 2016). According to Ng et al (2010) sawi liar (Brassica rapa L.) have Vitamin C and has high antioxidant. Some types of fruits have nutrients in the form of vitamins, calcium, protein and minerals (Olge & Grivetti, 1985; NG dkk, 2012; Sanchez-Mata & Tardio, 2015) and sugar compounds (Sanchez-Mata & Tardio, 2015). Fruit’s senduduk (Melastoma malabathricum L.) has a content of vitamins, amino acids and has a high content of antioxidants (Huang et al, 2010). Ciplukan (Physalis angulate L.), Tembelekan (Lantana camara L.), ex-fruits (Rubus chysophyllus Reinw. ex Miq), grunggungan (Rubus lineatus Reinw. Ex Blume), glunggungan (Rubus niveus Thunb.), and stroberi hutan (Rubus rosifolius Sm.) this has the content of vitamin C and minerals (Ogle & Grivetti, 1985; Ávila et al., 2016), and stroberi hutan (Rubus rosiofolius Sm.) have a high antioxidant compounds (Avila et al., 2016). Khare (2007) found that plants pegagan (Centella asiatica (L.) Urb) contain chemical compounds in the form of Triterpenoid which acts to waging a blood flow towards the brain. Compounds of Asiaticoside and Brahmoside acts to repair skin cells and antibiotics, and Bramanoside which is a protein compound essential for brain cells, so consume pegagan can improve memory.



Related research has been done on some of the plants survival for the treatment showed that some plants that are found to contain the chemical compound. According to Uddin et al (2014) buntu silit (Stephania japoinica (Thunb.) Meirs.) have chemical compounds such as tannins, flavonoids and plenolik can be an anti-oxidant for the body and pain (analgesic). Bandotan (Ageratum conyzoides L.) and sidaguri (Sida rhombifolia L.) contain chemical compounds such as saponins, alkaloids, tannins and plenolik can be used for skin diseases and treat a toothache (Mallangeng et al, 2012). The part that can be used on plant survival i.e. leaves, young shoots, stems, roots, seeds and fruit (Gerke, 2010; di Tizio et al, 2012; NG et al, 2012; Sanchez-Mata & Tardio (Eds), 2016). All parts of the plant survival potential to be used for the purposes of the forest (Luczas, 2008; Quiroga et al, 2011; Liu et al, 2013; Singhal & Kumar, 2013;Setiawan, 2016), but users must pay attention to the survival of plant species survival in the jungle. Users are expected to collect much-needed parts for the purpose of survival. In this section then to take out specific parts that can be used on any plant survival, so that in the process of collection users do not undermine the survival of plants survival itself (Table 1). Informants mentioned that some plants such as Brassica rapa L., Centela asiatica (L.), Crassocephalum crepidioides (Bentham) S. Moore, Emilia sonchifolia (L.) DC. ex Wight, Rumex Brownii Campd. and Soncus oleraceus L. better consumed with cooked vegetables. Fruits (Table 1) can be eaten directly or processed as an ingredient of beverages such as juice or lime juice (Gerke, 2010; Setiawan, 2017). The stems and leaves can be eaten directly or cooked in advance. The data part of the plant used (table 1) are expected to be used as a referral so that users can be more efficient in utilizing plants survival (Setiawan, 2017). Plants survival collected should not give bad effect on the environment of his life (Gerke, 2010). There are a few tips to be aware of when collecting plants survival, such as environmental hygiene, collect plant parts that can grow quickly (branches), and just collect the fruit is ripe (Gerke, 2010).



140



Setiawan, et al. Exploration of the. IV. CONCLUSION From the results of research it is known that there are 34 plant species survival, which consists of 24 species for consumption, 5 species for the treatment and 5 species of plants that can be used for consumption and treatment. The plant for survival that are found can be used directly or cooked/processed first. This research is still limited to the specified location, however the location of the selected research is expected to give an overview of plant survival in other locations in Indonesia.



[16] [17]



[18]



[19]



REFERENCES [1] [2]



[3]



[4]



[5]



[6]



[7]



[8]



[9]



[10]



[11]



[12]



[13]



[14]



[15]



Aberounmand. A 2009. Nutritional Evaluation of Edible Portulaca oleracea as Plant Food. Food Analysis Method, 2 (1), 204-207. Ahmed, E., Arshad, M., Saboor, A., Qureshi, R., Mustafa, G., Sadiq, S., & Chaudhari, S. K. 2013. Ethnobotanical Appraisal and Medicinal Use of Plants in Patriata , New Murree , Evidence from Pakistan. Journal of Ethnobiology and Ethnomedicine, 9(13), 1–10. Arshad, M., Ahmad, M., Ahmed, E., Saboor, A., Abbas, A., & Sadiq, S. 2014. An Ethnobiological Study in Kala Chitta Hills of Pothwar region , Pakistan: Multinomial Logit Specification. Journal of Ethnobiology and Ethnomedicine, 10(13), 1–17. Ávila, B. D., Conceic, A., Luiza, A., Cruz, C., Corrêa, M., Guy, J., Rodrigues & Manoel, U. 2016. Antioxidant , antimicrobial and antiquorum sensing activities of Rubus rosaefolius phenolic extract. Industrial Crops and Product, 84(-), 59–66. Balemie, K. & Kebebew, F. 2006. Ethnobotanical Study of WIld Edible Plant in Derashe and Kucha Districts, South Ethiopia. Journal of Ethnobiology and Ethnomedicine, 2(53), 1-9. Batoro, J., Setiadi, D., & Shicmawati, T. 2006. Pengetahuan Tentang Tumbuhan Masyarakat Tengger Di Bromo Tengger Semeru, Jawa Timur. Jurnal Ilmu-Ilmu Hayati (LIfe Science), 22(1), 43-50. Collins, S. W. M., Martins, X., Mitchell, A., Teshome, A., & Arnason, J. T. 2007. Fataluku Medicinal Ethnobotany and the East Timorese Military Resistance. Journal of Ethnobiology and Ethnomedicine, 3(5), 1–10. Della, A., Paraskeva-Hadjichambi, D., & Hadjichambis, A. C. 2006. An Ethnobotanical Survey of Wild Edible Plants of Paphos and Larnaca Countryside of Cyprus. Journal of Ethnobiology and Ethnomedicine, 2(34), 1-9. de Figueirêdo, R. E. C. R., Vasconcellos, A., Policarpo, I. S., & Alves, R. R. N. 2015. Edible and Medicinal Termites: a Global Overview. Journal of Ethnobiology and Ethnomedicine, 11(29), 1–7. Estrada-castillón, E., Garza-lópez, M., Villarreal-quintanilla, J. Á., Salinas-rodríguez, M. M., Soto-mata, B. E., González-rodríguez, H., Gonzalez-uribe, D. U., Cantu-silva, I., Carrillo-parra, A., & Cantúayala, C. 2014. Ethnobotany in Rayones , Nuevo León , México. Journal of Ethnobiology and Ethnomedicine, 10(62), 1–13. Ferrier, J., Saciragic, L., Tracik, S., Chen, E. C. H., Gendron, R. L., Cuerrier, A., Balick, M. J., Redzic, S., Alikadic, E., & Arnason, J, T. 2015. An Ethnobotany of The Lukomir Highlanders of Bosnia & Herzegovia. Journal of Ethnobiology and Ethnomedicine, 11(81), 117. Freiberger, C. E., Vanderjagtm D. J., Pastuzyn, A., Glew, R. S., Mounkaila, G., Millson, M., & Glew, R. H. 1998. Nutrient Content of the Edible leaves of Seven Wild Plants From Niger. Plant Foods for Human Nutrion, 53(-), 57-69. Gakuubi, M. M., & Wanzala, W. 2012. Survey of Plants and Plant Products Traditionally Used in Livestock Health Management in Buuri district , Meru County , Kenya a Survey Of Plants And Plant Products Traditionally Used In Livestock Health Management In Buuri District , Meru County , Kenya. Journal of Ethnobiology and Ethnomedicine, 8(39), 1–20. Garcia-Herrera, P., Sanchez-Mata, M. C., Camara, M., FernandezRuiz, V, V., Diez-Marques, C., Molina, M., &Tardio, J. 2014. Nutrient Composition of Six Wild Edible Medeterranean Arteraceae Plants of Dietary Interest. Journal of Food Composition and Analysis, 30(1), 1-8. Geng, Y., Zhang, Y., Ranjitkar, S., Huai, H., & Wang, Y. 2016. Traditional Knowledge And Its Transmission of Wild Edibles Used



[20] [21]



[22]



[23] [24]



[25]



[26] [27] [28]



[29]



[30]



[31]



[32]



[33]



[34]



[35]



141



by the Naxi in Baidi Village , Northwest Yunnan Province. Journal of Ethnobiology and Ethnomedicine, 12(10), 1–21. Gerke. 2010. Outdoor Survival Guide. Human Kinetics: The United States of America. Glew, R., Vanderjagt, D, J., Chuang, L.-T., & Huang, Y.-S. 2005. Nutrient Content of FOur Edible Wild Plants From West Africa. Plant Foods for Human Nutrition, 60(-), 187-193. Kang, J., Kang, Y., Ji, X., Guo, Q., Jacques, G., Pietras, M., Łuczaj, N., Li, D., & Łuczaj, Ł. 2016. Wild food Plants And Fungi Used In The Mycophilous Tibetan Community Of Zhagana (Tewo County, Gansu, China). Journal of Ethnobiology and Ethnomedicine, 12 (21), 1–13. Kefalew, A., Asfaw, Z., & Kelbessa, E. 2015. Ethnobotany of Medicinal Plants in Ada ’ a District , East Shewa Zone of Oromia Regional State ,. Journal of Ethnobiology and Ethnomedicine, 11(25), 1–28. Khare, S. P. (Ed.). 2007. Indian Medicinal Plants. New York: Springer. Kumar, P., & Singhal, V. K. 2013. Ethnobotany and Ethnomedicinal Uses , Chromosomal Status and Natural Propagation of Some Plants of Lahaul-Spiti and Adjoining Hills. Jurnal of Botany, 2013, 1–14. Liu, Y., Ahmed, S., Liu, B., Guo, Z., Huang, W., Wu, X., Li, S., Zhuo, J., Lie, Q., & Long, C.. 2013. Ethnobotany of Dye Plants in Dong Communities of Chine. Journal of Ethnobiology and Ethnomedicine, 10(23), 1-9. Luczaj, L. 2008. Archival Data on Wild Plant Used in Poland in 1948. Journal of Ethnobiology and Ethnomedicine, 4(4), 1-19. Luczaj, L., Koncic, M. Z., Melcevic, T., Dolina, K., & Pandza, M. 2013. Wild vegetable mixes sold in the markets of Dalmatia (Southern Croatia) Wild vegetable mixes sold in the markets of Dalmatia ( southern Croatia ). Journal of Ethnobiology and Ethnomedicine, 9(2), 1–12. Lulekal, E., Asfaw, Z., Kelbessa, E., & Damme, P, V. 2011. Wild Edible Plants in Ethiopia: a Review on Their Potential to Combat Food Insecurity. Africa Focus, 24(2), 71-121. Mallangeng, H. R., Purwaningtyas, U., Hermawati, R., & Solichah, N. 2012. Katalog Tumbuhan Obat Alam Jilid II. Malang: UM Press. Meunick, J. 2013. Edible Wild Plants And Useful Herbs. United Stated of America: Falcon Guides. Murray, S. S., Schoeninger, M. J., Bunn, H. T., Pickering, T. R., & Marlett, J, A. 2001. Nutrional Compositon of Some Wild Plant Foods and Honey Used by Hadza Foragers of Tanzania. Journal of Food Compotision and Analysis, 14(1), 3-13. Mussarat, S., Abdel-salam, N. M., Tariq, A., Wazir, S. M., Ullah, R., & Adnan, M. 2014. Use of Ethnomedicinal Plants by the People Living around Indus River. Evidence-Based Complementary and Alternative Medicine, 2014, 1–15. Mussarat, S., Amber, R., Tariq, A., Adnan, M., Abdelsalam, N. M., Ullah, R., & Bibi, R. 2014. Ethnopharmacological Assessment of Medicinal Plants Used against Livestock Infections by the People Living around Indus River. BioMed Research International, 2014, 1– 15. Neudeck, L., Alvenio, L., Nareetseng, P., Ngwenya, B. N., Tekatay, D., & Mostholapheko, M. R. 2012. The Contribution of Edible Wild Plant to Food Security, Dietary Diversity and Income of Households in Shorobe Vilage, Northern Bostawana. Ethnobotanical Research and Applications. 10(-), 449-462. Ng, S. N., Chey, F. Y., & Mohd Ismail, A. 2012. Nutrional Profile and Antioxidative Properties of Seled Trofical Wild Vegetables. International Food Research Journal, 19(4), 1487-1496. Ogle, B. M., & Grivetti, L. E. 1985. Ecology of Food and Nutrition Legacy of the chameleon : Edible Wild Plants In The Kingdom Of Swaziland , Southern Africa . A Cultural , Ecological , Nutritional Study . Part IV ‐ Nutritional Analysis And Conclusions. Ecologi of Food and Nutrition, 17(-), 37–41. Pieroni, A., Ciafaglione, K., Nedelcheva, A., Hajdari, A., Mustafa, B., & Quante, C. L. 2014. Resilience at the Border: Traditional Botanical Knowledge Among Macedonians and Albanians Living in Gollobordo, Eastern Albania. Journal of Ethnobiology and Ethnomedicine, 10(31), 1-31. Puente, L. A., Pinto-Munoz, C. A., Castro, E. S., & Cortes, M. 2011. Physalis peruviana Linneaus, The Multiple Porperties of a Highly



Setiawan, et al. Exploration of the. Fungtional Fruiet: A Review. Food Research International, 44(1), 1733-1740 [36] [37] Qayum, A., Arya, R., & Lynn, A. M. 2016. Ethnobotanical Perspective Of Antimalarial Plants: Traditional Knowledge Based Study. BMC Research Notes, 9(67), 1–20. [38] Quaroga, R., Meneses, L., & BUssmann, R. W. 2012. Medicinal ethnobotany in Huacareta. Journal of Ethnobiology and Ethnomedicine, 8(29), 2–14. [39] Sanchez-Mata, M. de C., & Tardio, J. (Eds.). 2015. Medeterranean Wild Edible Plants. New York: Springer. [40] Shewayrga, H., & Sopade, P. A. 2011. Ethnobotany , diverse food uses , claimed health benefits and implications on conservation of barley landraces in North Eastern Ethiopia highlands. Journal of Ethnobiology and Ethnomedicine, 7(19), 1–15. [41] Soelberg, J., & Jäger, A. K. 2016. Comparative ethnobotany of the Wakhi agropastoralist and the Kyrgyz nomads of Afghanistan. Journal of Ethnobiology and Ethnomedicine, 12(2), [42] Setiawan, M. E., Suhadi, Indriwari, S. I. 2016. Analisis pengetahuan mahasiswa pencinta alam tentang tumbuhan survival di hutan sebagai



[43]



[44]



[45]



[46]



bahan pengembangan buku pegangan ilmiah populer. Jurnal Pendidikan Sains, 4(4), 144-151. Setiawan, M. E. 2017. Pengembangan Buku Ilmiah Populer Untuk Pencinta Alam Melalui Eksplorasi Tumbuhan Survival Di Taman Nasional Bromo Semeru Tengger. Tesis tidak diterbitkan. Malang: Universitas Negeri Malang. Tizio, A., Jakub, Ł. Ł., Quave, C. L., Red, S., & Pieroni, A. 2012. Traditional food and herbal uses of wild plants in the ancient SouthSlavic diaspora of Mundimitar. Journal of Ethnobiology and Ethnomedicine, 8(21), 1–10. Towell, C. 2011. The Essential Survival Skill: Tips and Techniques The Great Outdoors. The United States of America: Dorling Kindersley. Uddin, S. M. N., Amin, M, N., Shadid-Ud-Daula, A. F. M., Hossain, H., Haque, M. M., Rahman, M. N., & Kader, M. A. 2014. Phytochemical Screening and Study of Antioxidant and Analgesic Potential of Ethanolic Estract of Stepania japoinica Linneaus. Journal of Medicinal Plant Research, 8(37), 377-39



.



142



PROCEEDING “Innovation of Mathematics, Science, and Education Research for Sustainable Development” ISBN: 978-602-470-051-5



Glucose and Lactic Acid Contents of Tube Paste Flour Additional Amylolytic Lactobacillus plantarum B110 Tatik Khusniati* Microbiology Division, Research Center for Biology, Indonesian Institute of Sciences Cibinong, Indonesia [email protected]



Firda Fatimah Al Ansya Faculty of Pharmacy, Pancasila University Jakarta, Indonesia



Sulistiani* Microbiology Division, Research Center for Biology, Indonesian Institute of Sciences Cibinong, Indonesia



Trisanti Anindyawati * Research Center for Biotechnology, Indonesian Institute of Sciences Cibinong, Indonesia



Abstract— Tapioca and taka flour are an alternative wheat flour to reduce high level of wheat flour consumption. Tapioca and taka flour additional amylolytic lactic acid bacteria can improve quality of that flours. This study aims to determine glucose and lactic acid contents of tube pasta flour additional amylolytic Lactobacillus plantarum B110 with wheat flour as comparative flour. Amylolytic L. plantarum B110 used were 0, 2 x 108 cfu/mL, 4 x 108 cfu/mL, 6 x 108 cfu/mL, 8 x108 cfu/mL, and 10 x 108 cfu/mL. α-Amylase activity of L. plantarum B110 was qualitatively tested. Glucose content was detected by GOD-POD enzymatic method, while lactic acid content was by titration method. Research results show that α-amylase activity of L. plantarum B110 in tapioca and wheat flour were higher than that taka flour. Glucose and lactic acid contents of tapioca pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 were higher than that of taka flour, however, those contents of tapioca and taka pasta flour were lower than that of wheat flour. Glucose contents of the added tapioca and taka flour were 0.0385% and 0.0281%, respectively, while that of wheat flour was 0.0586%. Lactic acid contents of those tapioca and taka paste flour were 0.0179% and 0.0134%, respectively, while that of wheat flour was 0.0359%. According to α-amylase test, glucose and lactic acid contents, the 2 x 108 cfu/mL amylolytic L. plantarum B110 was the best quantity that could produce glucose and lactic acid in the pasta flour of tapioca, taka and wheat.



fermented vegetable. It has been reported that some species of LAB produced α-amylase, such as L. manihotivorans LMG 18010T, L. plantarum, and L. fermentum (Aguilar et al., 200; Sanni et al., 2003). Flour additional amylolytic LAB may have resulted in the quality increase of the flour due to catalyzing amylose in the flour to glucose and maltose (Di Cagno et al., 2002; Songré-Ouattara et al., 2009). The glucose and maltose produced in fermented flour were more digested by ulcer of human being (Songré-Ouattara, 2008; Sharma and Satyanarayana. 2013). Flour fermented by amylolytic LAB produced organic acid which cause more nice taste in that fermented flour (Di Cagno et al., 2003; Hofvendahl. and Hahn-Hligerdal. 1997). The flour used in this fermentation usually was wheat and tuber flour, and the fermented flour produced had better flavour and more homogeneous than that without fermentation (SongréOuattara et al., 2009; Di Cagno et al., 2003; Hofvendahl. and Hahn-Hligerdal. 1997). Please answer



Keywords— amylolytic L. plantarum B110, glucose, lactic acid, tapioca, taka



II. METHOD OF THE RESEARCH



The glucose and lactic acid contents of local tube pasta flour with addition of indigenous amylolytic lactic acid bacteria haven’t been known yet. This study aims to determine glucose and lactic acid contents of tube pasta flour additional amylolytic L. plantarum B110 with wheat flour as comparative flour.



A. Sub-culture Lactobacillus plantarum B110 Indigenous L. plantarum B110 indigenous as indigenous lactic acid bacteria (LAB) identified molecularly and found from traditional fermented vegetable was sub-cultured in MRS (de Mann Rogosa Sharpe) media which consist of 1% peptone, 0.8% beef extract, 0.4% yeast extract, 1% glucose, 0.1% tween 80, 0.5% natrium aceetate, 0.2% triamonium citrate, 0.02% magnesium sulphate monohidrate, 0.005% mangan sulphate tetrahidrate, and 0.2% dinatrium hydrogen



I. INTRODUCTION Tube flour are an alternative wheat flour to reduce high level of wheat flour consumption. Tube flour additional amylolytic lactic acid bacteria improve quality of that flours. Tube flour as local flour, such as tapioca and taka were made pasta flour as basic material for tube food products, mainly bread and snack. L. plantarum B110 is one of the identified molecularly lactic acid bacteria (LAB) isolated from indigenous



Graha Cakrawala, FMIPA, State University of Malang: August, 29-30 2017



143



Website: http://icomse.fmipa.um.ac.id/



Khusniati, et al. Glucose and Lactic…. phosphate dihydrate. The sub-cultured L. plantarum B110 was then incubated at temperature 37oC. TABLE I. QUALITATIVE TESTS OF LACTOBACILLUS PLANTARUM B110 Α-



B. α-Amylase Production [Aguilar et al. (2000)] L. plantarum B110 inoculum was inoculated into 50 mL MRSB media and incubated at temperature 37oC for 24 hours. Supernatan of α-amylase L plantarum B110 crude extract was found by growing 2% that bacteria into 25 mL sterilized MRSB media (except glucose changed by 2% soluble starch) with pH medium: 6, incubated for 24 hours at temperature 37oC, and centrifuged at 9000 rpm, 10 minutes, at temperature 4 oC. Supernatan as crude extract of α-amylase was then tested its α-amylase activity.



AMYLASE IN VARIOUS SUBSTRATES



No 2 3 4



Substrates Wheat Tapioca Taka



Clear zone (Cm) 0.2 0.2 0.1



All glucose contents of wheat pasta flour additional L. plantarum B110 inoculums were higher than that of wheat pasta flour without additional L. plantarum B110 (Table 2). Glucose content of wheat pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 inoculum was highest than that the other L. plantarum B110 inoculums (Table 2). Glucose contents of the added wheat pasta flour were in the range of 0.0393-0.0586 %, while glucose content of that without additional L. plantarum B110 was 0.0339% (Table 2).



C. Qualitative Test of α-Amylase from L. plantarum B110 Amylolytic L. plantarum B110 added in tube pasta flour were 0, 2 x 108 cfu/mL, 4 x 108 cfu/mL, 6 x 108 cfu/mL, 8 x 108 cfu/mL, and 10 x 108 cfu/mL Qualitative test of L. plantarum B110 amylase was conducted by using “amylase test paper”. Suspension of L. plantarum B110 was poured into the tube which contain “amylase test paper”, and homogenized. The paper was inoculated into solid media, incubated 24-48 hours at 37oC, and dropped 1% yodine- salt solution and measured clear zone formed.



TABLE II. GLUCOSE CONTENTS OF WHEAT PASTA FLOUR ADDITIONAL L. PLANTARUM B110



No 2 3 4



D. Glucose Content of Pasta Flour Additional Amylolytic L. plantarum B110 Glucose content of pasta flour additional amylolytic L. plantarum B110 was detected by Enzymatic GOD-POD method (Cypress Diagnostics). Pasta flour was conducted by making flour solution in sterilized aquadest with comparison 1:14 and heated up to 70oC and homogenized. The 10 mL sample was poured into measured glass and moved into erlemeyer and added L. plantarum B110 suspension. Sample was fermented for 24 hours at 120 rpm with temperature 37oC. The 10 µL each sample was added 1 mL reagen of KIT GOD-POD homogenozed by using vortex (Sibata, Japan). Liquid produced was incubated for 10 minutes at 37oC by measuring using visible spectrophotometer with λ = 505 nm. mg Sample absorbtion Glucose ( ) = dl Standard absorbtion × Concentration Standard × Dilution Factor



Substrates Wheat Tapioca Taka



Clear zone (Cm) 0.2 0.2 0.1



All glucose contents of tapioca pasta flour additional L. plantarum B110 inoculums were higher than that of tapioca pasta flour without additional L. plantarum B110 (Table 3). Glucose content of tapioca pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 inoculum was highest than that the other L. plantarum B110 inoculums (Table 3). Glucose contents of the added tapioca pasta flour were in the range of 0.0186-0.0385%, while glucose content of that without additional L. plantarum B110 was 0.0055% (Table 3). TABLE III. GLUCOSE CONTENTS OF TAPIOCA PASTA FLOUR ADDITIONAL L. PLANTARUM B110



No.



1 2 3 4 5 6



E. Organic Acid Content of Pasta FLour Additional Amylolytic L. plantarum B110 (AOAC, 1995) Flour was soluted into sterilized aquadest with comparison 1:14, pasteurized at 70oC and homgenized. The 10 gr of the pasta flour was added L. plantarum B110. The added pasta flour was fermented for 3 hours at 120 rpm in 37oC, titrated with NaOH 0.1 N and final point of titration was shown by colour change to pink.



Lactic acid bacteria inoculum (Cfu/mL) 0 2 x 108 4 x 108 6 x 108 8 x 108 10 x 108



Glucose contens of the added cassavat pasta flour (%) 0.0055 0.0385 0.0214 0.0188 0.0188 0.0186



All glucose contents of taka pasta flour additional L. plantarum B110 inoculum were higher than that of taka pasta flour without additional L. plantarum B110 (Table 4). Glucose content of taka pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 inoculum was highest than that the other L. plantarum B110 inoculums (Table 4). Glucose contents of the added wheat pasta flour were in the range of 0.0125-0.0281 %, while glucose content of that without additional L. plantarum B110 was 0.0234% (Table 4).



III. RESULT AND DISCUSSION The α-amylase activities of L. plantarum B110 in various substrates showed that the α-amylase of L. plantarum B110 in tapioca and wheat flour were higher than that taka flour. The clear zones of L. plantarum B110 α-amylase both in tapioca and wheat flour were 0.2, while that in taka was 0.1 (Table 1)



144



Khusniati, et al. Glucose and Lactic…. TABLE IV.



No.



GLUCOSE CONTENTS OF TAKA PASTA FLOUR ADDITIONAL L. PLANTARUM B110



Lactic acid bacteria inoculum (Cfu/mL) 0 2 x 108 4 x 108 6 x 108 8 x 108 10 x 108



1 2 3 4 5 6



TABLE VI.



Glucose contens of the added taka pasta flour (%) 0.0234 0.0281 0.0248 0.0195 0.0164 0.0125



No.



1 2 3 4 5 6



No.



1 2 3 4 5 6



TABLE VII.



No.



1 2 3 4 5 6



Lactic acid contens of the added cassava pasta flour (%) 0,0075 0,0179 0,0194 0,0194 0,0269 0,0299



LACTIC ACID CONTENTS OF TAKA PASTA FLOUR ADDITIONAL L. PLANTARUM B110



Lactic acid bacteria inoculum (cfu/mL) 0 cfu/mL 2 x 108 cfu/mL 4 x 108 cfu/mL 6 x 108 cfu/mL 8 x 108 cfu/mL 10 x 108 cfu/mL



Lactic acid contens of the added taka pasta flour (%) 0,0105 0,0134 0,0164 0,0239 0,0239 0,0239



Lactic acid content of tapioca pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 was higher than that of taka flour, however, lactic acid contents of tapioca and taka pasta flour were lower than that wheat flour (Table 5-7), Lactic acid contents of the added tapioca and taka pasta flour were 0.0179% and 0.0134%, respectively, while that wheat flour was 0.0359%. This was caused glucose content in the added tapioca pasta flour was higher than that the taka flour, and glucose content of the added wheat pasta flour was higher than that tapioca and taka flour (Table 2-4). This may have resulted in the more lactic acid content in the added wheat pasta flour than that in the tapioca and pasta flour. It has been reported that there was organic acid produced in fermented flour (Kostinek et al., 2007; Sanni et al., 2002). The flour containing amylose was hydrolyzed by α-amylase to glucose and maltose (Sharma, and Satyanarayana, 2013; Santoyo et al., 2003)



LACTID ACID CONTENTS OF WHEAT PASTA FLOUR ADDITIONAL L. PLANTARUM B110



Lactic acid bacteria inoculum (Cfu/mL) 0 2 x 108 4 x 108 6 x 108 8 x 108 10 x 108



Lactic acid bacteria inoculum (cfu/mL) 0 cfu/mL 2 x 108 cfu/mL 4 x 108 cfu/mL 6 x 108 cfu/mL 8 x 108 cfu/mL 10 x 108 cfu/mL



All lactic acid contents of taka pasta flour additional L. plantarum B110 inoculums were higher than that without L. plantarum B110 (Table 7). Lactic acid content of taka pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 inoculum was lowest than that the other L. plantarum B110 inoculums (Table 7). Lactic acid contents of the added taka pasta flour were in the range of 0.0134-0,0239 %, while lactic acid content of that without L. plantarum B110 was 0.0105% (Table 7).



Glucose content of tapioca pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 was higher than that taka flour, however, glucose contents of tapioca and taka pasta flour were lower than that wheat flour (Table 2-4). Glucose contents of the added tapioca and taka pasta flour were 0.0385% and 0.0281%, respectively, while that of wheat flour was 0.0586%. This was caused α-amylase activity in the added tapioca pasta flour was higher than that the taka flour (Table 1). Furthermore, protein content of wheat flour was higher than that tapioca and taka flour, as a result, the growth of L. plantarum B110 in the added pasta wheat flour was higher than that the tapioca and taka flour. This may have resulted in the more α-amylase activity in the added wheat pasta flour to hidrolyze amylose to glucose and maltose than that in the tapioca and pasta flour. It has been reported that amylolytic lactic acid bacteria hidrolyzed amylose in flour to glucose and maltose (Alfonzo et al., 2013; Santoyo et al., 2003). All lactic acid contents of wheat pasta flour additional L. plantarum B110 inoculums were higher than that without L. plantarum B110 (Table 5). Lactic acid content of wheat pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 inoculum was lowest than that the other L. plantarum B110 inoculums (Table 5). Lactic acid contents of the added wheat pasta flour were in the range of 0.0359-0.0478 %, while lactic acid content of that without L. plantarum B110 was 0.0269% (Table 5). TABLE V.



LACTIC ACID CONTENTS OF TAPIOCA PASTA FLOUR ADDITIONAL L. PLANTARUM B110



Lactic acid contens of the added wheat pasta flour (%) 0,0269 0,0359 0,0403 0,0403 0,0466 0,0478



All lactic acid contents of tapioca pasta flour additional L. plantarum B110 inoculums were higher than that without L. plantarum B110 (Table 6). Lactic acid content of tapioca pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 inoculum was lowest than that the other L. plantarum B110 inoculums (Table 6). Lactic acid contents of the added tapioca pasta flour were in the range of 0.01790,0299 %, while lactic acid content of that without L. plantarum B110 was 0.0075% (Table 6).



IV. CONCLUSION The α-amylase activity of L. plantarum B110 in tapioca and wheat flour were higher than that taka flour. Glucose and lactic acid contents of tapioca pasta flour additional the 2 x 108 cfu/mL L. plantarum B110 were higher than that of taka flour, however, those glucose and lactic acid contents of tapioca and taka pasta flour were lower than that of wheat flour. According to α-amylase test, glucose and lactic acid



145



Khusniati, et al. Glucose and Lactic…. contents, the 2 x 108 cfu/mL amylolytic L. plantarum B110 was the best quantity that could produce glucose and lactic acid in the pasta flour of tapioca, taka and wheat.REFERENCES [1] [2]



[3]



[4]



[5]



[6]



[7]



[8]



[9]



[10]



[11]



[12]



[13]



[14]



[15]



[16] [17]



[18]



[19]



Aberounmand. A 2009. Nutritional Evaluation of Edible Portulaca oleracea as Plant Food. Food Analysis Method, 2 (1), 204-207. Ahmed, E., Arshad, M., Saboor, A., Qureshi, R., Mustafa, G., Sadiq, S., & Chaudhari, S. K. 2013. Ethnobotanical Appraisal and Medicinal Use of Plants in Patriata , New Murree , Evidence from Pakistan. Journal of Ethnobiology and Ethnomedicine, 9(13), 1–10. Arshad, M., Ahmad, M., Ahmed, E., Saboor, A., Abbas, A., & Sadiq, S. 2014. An Ethnobiological Study in Kala Chitta Hills of Pothwar region , Pakistan: Multinomial Logit Specification. Journal of Ethnobiology and Ethnomedicine, 10(13), 1–17. Ávila, B. D., Conceic, A., Luiza, A., Cruz, C., Corrêa, M., Guy, J., Rodrigues & Manoel, U. 2016. Antioxidant , antimicrobial and antiquorum sensing activities of Rubus rosaefolius phenolic extract. Industrial Crops and Product, 84(-), 59–66. Balemie, K. & Kebebew, F. 2006. Ethnobotanical Study of WIld Edible Plant in Derashe and Kucha Districts, South Ethiopia. Journal of Ethnobiology and Ethnomedicine, 2(53), 1-9. Batoro, J., Setiadi, D., & Shicmawati, T. 2006. Pengetahuan Tentang Tumbuhan Masyarakat Tengger Di Bromo Tengger Semeru, Jawa Timur. Jurnal Ilmu-Ilmu Hayati (LIfe Science), 22(1), 43-50. Collins, S. W. M., Martins, X., Mitchell, A., Teshome, A., & Arnason, J. T. 2007. Fataluku Medicinal Ethnobotany and the East Timorese Military Resistance. Journal of Ethnobiology and Ethnomedicine, 3(5), 1–10. Della, A., Paraskeva-Hadjichambi, D., & Hadjichambis, A. C. 2006. An Ethnobotanical Survey of Wild Edible Plants of Paphos and Larnaca Countryside of Cyprus. Journal of Ethnobiology and Ethnomedicine, 2(34), 1-9. de Figueirêdo, R. E. C. R., Vasconcellos, A., Policarpo, I. S., & Alves, R. R. N. 2015. Edible and Medicinal Termites: a Global Overview. Journal of Ethnobiology and Ethnomedicine, 11(29), 1–7. Estrada-castillón, E., Garza-lópez, M., Villarreal-quintanilla, J. Á., Salinas-rodríguez, M. M., Soto-mata, B. E., González-rodríguez, H., Gonzalez-uribe, D. U., Cantu-silva, I., Carrillo-parra, A., & Cantúayala, C. 2014. Ethnobotany in Rayones , Nuevo León , México. Journal of Ethnobiology and Ethnomedicine, 10(62), 1–13. Ferrier, J., Saciragic, L., Tracik, S., Chen, E. C. H., Gendron, R. L., Cuerrier, A., Balick, M. J., Redzic, S., Alikadic, E., & Arnason, J, T. 2015. An Ethnobotany of The Lukomir Highlanders of Bosnia & Herzegovia. Journal of Ethnobiology and Ethnomedicine, 11(81), 117. Freiberger, C. E., Vanderjagtm D. J., Pastuzyn, A., Glew, R. S., Mounkaila, G., Millson, M., & Glew, R. H. 1998. Nutrient Content of the Edible leaves of Seven Wild Plants From Niger. Plant Foods for Human Nutrion, 53(-), 57-69. Gakuubi, M. M., & Wanzala, W. 2012. Survey of Plants and Plant Products Traditionally Used in Livestock Health Management in Buuri district , Meru County , Kenya a Survey Of Plants And Plant Products Traditionally Used In Livestock Health Management In Buuri District , Meru County , Kenya. Journal of Ethnobiology and Ethnomedicine, 8(39), 1–20. Garcia-Herrera, P., Sanchez-Mata, M. C., Camara, M., FernandezRuiz, V, V., Diez-Marques, C., Molina, M., &Tardio, J. 2014. Nutrient Composition of Six Wild Edible Medeterranean Arteraceae Plants of Dietary Interest. Journal of Food Composition and Analysis, 30(1), 1-8. Geng, Y., Zhang, Y., Ranjitkar, S., Huai, H., & Wang, Y. 2016. Traditional Knowledge And Its Transmission of Wild Edibles Used by the Naxi in Baidi Village , Northwest Yunnan Province. Journal of Ethnobiology and Ethnomedicine, 12(10), 1–21. Gerke. 2010. Outdoor Survival Guide. Human Kinetics: The United States of America. Glew, R., Vanderjagt, D, J., Chuang, L.-T., & Huang, Y.-S. 2005. Nutrient Content of FOur Edible Wild Plants From West Africa. Plant Foods for Human Nutrition, 60(-), 187-193. Kang, J., Kang, Y., Ji, X., Guo, Q., Jacques, G., Pietras, M., Łuczaj, N., Li, D., & Łuczaj, Ł. 2016. Wild food Plants And Fungi Used In The Mycophilous Tibetan Community Of Zhagana (Tewo County,



[20] [21]



[22]



[23] [24]



[25]



[26] [27] [28]



[29]



[30]



[31]



[32]



[33]



[34]



[35]



Gansu, China). Journal of Ethnobiology and Ethnomedicine, 12 (21), 1–13. Kefalew, A., Asfaw, Z., & Kelbessa, E. 2015. Ethnobotany of Medicinal Plants in Ada ’ a District , East Shewa Zone of Oromia Regional State ,. Journal of Ethnobiology and Ethnomedicine, 11(25), 1–28. Khare, S. P. (Ed.). 2007. Indian Medicinal Plants. New York: Springer. Kumar, P., & Singhal, V. K. 2013. Ethnobotany and Ethnomedicinal Uses , Chromosomal Status and Natural Propagation of Some Plants of Lahaul-Spiti and Adjoining Hills. Jurnal of Botany, 2013, 1–14. Liu, Y., Ahmed, S., Liu, B., Guo, Z., Huang, W., Wu, X., Li, S., Zhuo, J., Lie, Q., & Long, C.. 2013. Ethnobotany of Dye Plants in Dong Communities of Chine. Journal of Ethnobiology and Ethnomedicine, 10(23), 1-9. Luczaj, L. 2008. Archival Data on Wild Plant Used in Poland in 1948. Journal of Ethnobiology and Ethnomedicine, 4(4), 1-19. Luczaj, L., Koncic, M. Z., Melcevic, T., Dolina, K., & Pandza, M. 2013. Wild vegetable mixes sold in the markets of Dalmatia (Southern Croatia) Wild vegetable mixes sold in the markets of Dalmatia ( southern Croatia ). Journal of Ethnobiology and Ethnomedicine, 9(2), 1–12. Lulekal, E., Asfaw, Z., Kelbessa, E., & Damme, P, V. 2011. Wild Edible Plants in Ethiopia: a Review on Their Potential to Combat Food Insecurity. Africa Focus, 24(2), 71-121. Mallangeng, H. R., Purwaningtyas, U., Hermawati, R., & Solichah, N. 2012. Katalog Tumbuhan Obat Alam Jilid II. Malang: UM Press. Meunick, J. 2013. Edible Wild Plants And Useful Herbs. United Stated of America: Falcon Guides. Murray, S. S., Schoeninger, M. J., Bunn, H. T., Pickering, T. R., & Marlett, J, A. 2001. Nutrional Compositon of Some Wild Plant Foods and Honey Used by Hadza Foragers of Tanzania. Journal of Food Compotision and Analysis, 14(1), 3-13. Mussarat, S., Abdel-salam, N. M., Tariq, A., Wazir, S. M., Ullah, R., & Adnan, M. 2014. Use of Ethnomedicinal Plants by the People Living around Indus River. Evidence-Based Complementary and Alternative Medicine, 2014, 1–15. Mussarat, S., Amber, R., Tariq, A., Adnan, M., Abdelsalam, N. M., Ullah, R., & Bibi, R. 2014. Ethnopharmacological Assessment of Medicinal Plants Used against Livestock Infections by the People Living around Indus River. BioMed Research International, 2014, 1– 15. Neudeck, L., Alvenio, L., Nareetseng, P., Ngwenya, B. N., Tekatay, D., & Mostholapheko, M. R. 2012. The Contribution of Edible Wild Plant to Food Security, Dietary Diversity and Income of Households in Shorobe Vilage, Northern Bostawana. Ethnobotanical Research and Applications. 10(-), 449-462. Ng, S. N., Chey, F. Y., & Mohd Ismail, A. 2012. Nutrional Profile and Antioxidative Properties of Seled Trofical Wild Vegetables. International Food Research Journal, 19(4), 1487-1496. Ogle, B. M., & Grivetti, L. E. 1985. Ecology of Food and Nutrition Legacy of the chameleon : Edible Wild Plants In The Kingdom Of Swaziland , Southern Africa . A Cultural , Ecological , Nutritional Study . Part IV ‐ Nutritional Analysis And Conclusions. Ecologi of Food and Nutrition, 17(-), 37–41. Pieroni, A., Ciafaglione, K., Nedelcheva, A., Hajdari, A., Mustafa, B., & Quante, C. L. 2014. Resilience at the Border: Traditional Botanical Knowledge Among Macedonians and Albanians Living in Gollobordo, Eastern Albania. Journal of Ethnobiology and Ethnomedicine, 10(31), 1-31. Puente, L. A., Pinto-Munoz, C. A., Castro, E. S., & Cortes, M. 2011. Physalis peruviana Linneaus, The Multiple Porperties of a Highly Fungtional Fruiet: A Review. Food Research International, 44(1), 1733-1740



[36] [37] Qayum, A., Arya, R., & Lynn, A. M. 2016. Ethnobotanical Perspective Of Antimalarial Plants: Traditional Knowledge Based Study. BMC Research Notes, 9(67), 1–20. [38] Quaroga, R., Meneses, L., & BUssmann, R. W. 2012. Medicinal ethnobotany in Huacareta. Journal of Ethnobiology and Ethnomedicine, 8(29), 2–14. [39] Sanchez-Mata, M. de C., & Tardio, J. (Eds.). 2015. Medeterranean Wild Edible Plants. New York: Springer.



146



Khusniati, et al. Glucose and Lactic…. [44] Tizio, A., Jakub, Ł. Ł., Quave, C. L., Red, S., & Pieroni, A. 2012. Traditional food and herbal uses of wild plants in the ancient SouthSlavic diaspora of Mundimitar. Journal of Ethnobiology and Ethnomedicine, 8(21), 1–10. [45] Towell, C. 2011. The Essential Survival Skill: Tips and Techniques The Great Outdoors. The United States of America: Dorling Kindersley. [46] Uddin, S. M. N., Amin, M, N., Shadid-Ud-Daula, A. F. M., Hossain, H., Haque, M. M., Rahman, M. N., & Kader, M. A. 2014. Phytochemical Screening and Study of Antioxidant and Analgesic Potential of Ethanolic Estract of Stepania japoinica Linneaus. Journal of Medicinal Plant Research, 8(37), 377-39



[40] Shewayrga, H., & Sopade, P. A. 2011. Ethnobotany , diverse food uses , claimed health benefits and implications on conservation of barley landraces in North Eastern Ethiopia highlands. Journal of Ethnobiology and Ethnomedicine, 7(19), 1–15. [41] Soelberg, J., & Jäger, A. K. 2016. Comparative ethnobotany of the Wakhi agropastoralist and the Kyrgyz nomads of Afghanistan. Journal of Ethnobiology and Ethnomedicine, 12(2), [42] Setiawan, M. E., Suhadi, Indriwari, S. I. 2016. Analisis pengetahuan mahasiswa pencinta alam tentang tumbuhan survival di hutan sebagai bahan pengembangan buku pegangan ilmiah populer. Jurnal Pendidikan Sains, 4(4), 144-151. [43] Setiawan, M. E. 2017. Pengembangan Buku Ilmiah Populer Untuk Pencinta Alam Melalui Eksplorasi Tumbuhan Survival Di Taman Nasional Bromo Semeru Tengger. Tesis tidak diterbitkan. Malang: Universitas Negeri Malang.



.



147



PROCEEDING “Innovation of Mathematics, Science, and Education Research for Sustainable Development” ISBN: 978-602-470-051-5



Gene Expression of Raw Starch Digesting αAmylase (Amyl III) in Escherichia coli Trisanti Anindyawati



Research Center for Biotechnology Indonesian Institute of Sciences Cibinong, Indonesia [email protected] oligosaccharides [6]. It can also act directly on raw starch granules below the starch gelatinization temperature. Therefore, the process can reduce the energy compare with conventional process in starch industry [7, 8]. α-Amylase (Amyl III) isolated from A. awamori KT-11 had a remarkable raw starch digesting activity. It was also found to be able to hydrolyze maltotriose and maltooligosaccharides to produce maltose and small amount of glucose [9]. On the other hand, there were some differences in the production of oligosaccharides from raw starches by Amyl III. It depends on types of tested starches [10].



Abstract— Amylase generally known as an industrial enzyme that hydrolyzes starch and glycogen. α-amylase hydrolyzes α-1,4 glycosidic linkage that acts on raw starch. This reaction is very important for direct starch processing for alcohol fermentation and functional oligosaccharide or food additives development. Amyl III gene was isolated from Aspergillus awamori KT-11 and inserted into pDONR 201 as entry clone. The recombinant construct was subcloned into pDEST 17 plasmid as the expression vector and into E. coli BL21AI cells. The objective of this study was to optimize induction temperatures in the expression process and to know the ability of recombinant Amyl III to hydrolyze raw starch. The expression study of Amyl III was performed of using LB medium at 27oC and 37oC. Purification was done using affinity chromatography (His Tag) with 100 mM imidazole. Protein analysis was done using 7.5% of SDS-PAGE gel. Digestion of soluble starch and raw waxy starch by Amyl III was performed using TLC plate. The results show that the best protein expression was at 27oC of incubation. Digestion on soluble starch and raw waxy starch by recombinant Amyl III resulted in the production of malto-tetraose, -pentaose, hexaose and -heptaose.



The Amyl III has not been exploited for mass production. With the recent development in recombinant DNA technology, it is highly possible to improve the development of Amyl III production. Thus, the use of recombinant gene technology has further improved manufacturing process and enabled the commercialization of enzyme. Recombinant of Amyl III can be expected to be obtained with higher productivity and lower cost. The purpose of this study was to optimize induction temperatures in the expression process and to know the ability of recombinant Amyl III to hydrolyse raw starch.



Keywords— gene expression, raw starch, α-amylase



I. INTRODUCTION Amylases are one of the most important enzymes used in processing industry that hydrolyzes starch and glycogen. Amylases have potential application in several industries which approximately represent 25% of the enzyme market [1]. The efficiency of amylases in various sectors may be achieved by chemical modification of the enzyme or by protein engineering. To improve the potential productivity of amylase there are two ways by classical strain improvement through mutation and selection and the use of recombinant. There are a lot of potential application in both food and pharmaceutical industries [2] as well as starch based industries [3]. The starch hydrolytic enzymes comprises about 30% of the world enzyme consumption [4]. Furthermore, it can be used in brewing and fermentation industries for the conversion of starch to fermentable sugars, food industry for modification of food for infants, textile industry for designing textiles, paper industry for sizing, etc. In industrial sectors, application of enzymes mostly from bacterial and fungal sources such as Aspergillus sp. [5].



II. METHOD OF THE RESEARCH A. Chemicals Soluble starch was purchased from Kishida Chemical Co. Ltd. (Osaka, Japan). Glucose, maltose and maltotriose and maltotetraose were purchased from Hayashibara Biochemical Laboratories (Okayama, Japan). Maltopentaose, -hexaose, -heptaose were from Nihon Shokuhin Kako Co., Ltd. (Shizuoka, Japan). Marker protein kit were from Bio-Rad, Richmond, USA. B. Microorganism, medium and buffer E. coli BL21AI (Novagen, USA) was used as a host for transformation and over expression studies. Luria Bertani (LB) medium consist of (g/L) polypepton 10, yeast extract 5, NaCl 10 adjust at pH 7.0 and 2 L ampicilin (100 mg/ mL). Lysis buffer containing 50 mM potassium phosphate pH 7.8, 400 mM NaCl, 100 mM KCl, 10% glycerol, 0.5% Triton X-100 and 10 mM imidazole. The mixture adjust to pH 7.8 up to 100 mL and stored at 4oC.



α-Amylases (EC.3.2.1.1 α-1,4-D-glucan glucanohydrolase) catalyze the hydrolysis of α-1,4 glucosidic linkages of starch, glycogen and related polysaccharides to produce α-anomeric form of glucose and



Graha Cakrawala, FMIPA, State University of Malang: August, 29-30 2017



148



Website: http://icomse.fmipa.um.ac.id/



Anindyawati, Gene expression of…. C. Protein analysis Analytical method of sodium dodecyl-sulfate polyacrylamide gel electrophoresis (SDS-PAGE) was performed by the method of Weber and Osborn [11]. The marker protein kit was high molecular weight that contains myosin (20 kDa), -galactosidase (115,2 kDa), rabbit muscle phosphorylase b (97,4 kDa), bovine serum albumin (66,2 kDa) and ovalbumin (42,6 kDa). D. Protein expression Glycerol stock of Amyl III was added on LB medium consisting 2 L of ampicilin. The culture was incubated at 37oC overnight by shaking, added with 20 ml of 20% arabinose and kept it at 27oC for 3 hours. Then, the mixture was centrifuged at 13.000 rpm for 30 seconds and was added with 200 L lysis buffer. The process was continued by freeze (-190oC) and thaw (42oC) method for 5 times followed by centrifuged at 4oC, 12.000 rpm for 5 minutes. The induction process was done at 27oC and 37oC in water.



Fig. 1. PCR product of Amyl III. M: Marker, Lane 1 and 2: two independent clones of Amyl III genes.



E. Purification Purification process was done using affinity chromatography (His Tag) Chelating HP1 with concentration of 100 mM imidazole.



Gene expression of Amyl III in E. coli was performed by induction using arabinose 0.2% with variation induction temperature at 27oC and 37oC. The induction process at 27oC was found to be better than that of 37oC as presented in Figure 2. It is true that incubation at 37oC is mostly used for the protein expression study. However, different protein may have its own specific temperature to be optimum at its expression. In adition, since in this study induction at 27oC is better than that of 37oC, it is also highly possible that expression at 37oC may promote protein degradation. The molecular weight of the recombinant Amyl III almost same to the original Amyl III of A. awamori KT-11 [9].



F. Analysis of product Each fraction (fraction no. 9-16) was added on 0.5% soluble starch and 2% raw waxy starch (1:1). The reaction mixture was incubated at 37oC for 48 hours. The enzymatic digest were identified qualitatively by thin layer chromatography (TLC) using a silica plate (20 x 20 cm) in a solvent system of n-butanol: acetic acid : water (3:3:2) in room temperature. After dipped in 50% sulfuric acid: 1% orcinol, the sugars on the plate were detected by heating in an oven at 100oC for 10 minutes. III. RESULT AND DISCUSSION Previously, an -amylase gene (Amyl III) was isolated from A. awamori KT-11. The primers used in this experiment were 5’- CTG TCA GCT GCA GAA TGG CG3’ (forward primer) and 5’- TCC CAA GTC ACA CTT CCA CC-3’ (reverse primer). The gene was inserted into pDONR as entry clone followed by subcloning into pDEST 17 as the expression vector. The sequence of Amyl III was found to consist of a 1902 bp open reading frame encoding 634 amino acids (Matsubara et al., 2004a). PCR products of two independent DNA fragments of Amyl III gene are presented in Figure 1. To further study the expression of this gene, the DNA was cloned into pDEST 17 expression vector and expressed in E.coli BL21AI cells. For the purpose of screening, this vector contains ampicilin resistant gene (bla). Satoh et al. [12] had reported that Amy I and Amy II genes from Streptococcus bovis 148 have been constructed in E. coli MC 1061 expression system using pBA101 for Amy I and pBA109 for Amy II gene. Those genes were analyzed with restriction endonucleases. In another similar research, Jeang at al. [13] had cloned raw starch digesting amylase gene of a Cytophaga sp. with pARMH vector in E. coli expression system. The recombinant amylase possessed the properties of the authentic enzyme.



Fig. 2. Electrophoresis of Amyl III protein in diferent time induction. M, marker, +, 37˚C; ++, 27˚C; -, Control



Regarding raw starch digesting amylase, the enzyme (Amy I) produced by the transformant E. coli MC 1061 (pBA101) was adsorbed on raw corn starch completely. This enzyme strongly hydrolyzed not only in soluble starch but also raw corn starch. In contrast, Amy II produced by by the transformant E. coli MC 1061 (pBA109) was not adsorbed on raw corn starch, though it hydrolyzed soluble starch well [12]. The recombinant raw starch digesting amylase expressed in E.coli showed similar activity in cultural medium containing corn starch compare with amylase produced by Cytophaga sp. [13].



149



Anindyawati, Gene expression of….



Fig. 3. Identification of digest soluble starch (a) and raw waxy starch (b) with recombinant Amyl III.



The reaction mixture was incubated at 37˚C for 48 h. M, marker. G1, glucose; G2, maltose; G3, maltotriose; G4,tetraose; G5, -pentaose; G6,-heptaose; G7,-hexaose. Lane 916, fraction number. Hydrolytic products of the enzyme using soluble starch and waxy maize starch were maltotetraose, -pentaose, hexaose and heptaose as shown in Figure 3. The product from fraction number 15 was found to be the highest among other fractions. It shows that recombinant Amyl III was able to degrade soluble starch as well as raw waxy starch, so it has more value if used in industry because it can reduce production cost.



REFERENCES [1]



[2] [3] [4] [5] [6]



IV. CONCLUSION [7]



The best condition for protein expression of Amyl III gene was at 27oC. Digestion on soluble starch and raw waxy starch by recombinant Amyl III resulted in the production of malto-tetraose,-pentaose,-hexaose and heptaose.



[8] [9] [10]



ACKNOWLEDGEMENT



This work was supported by YASSO Scholarship in 2004. The author would like to thank Dr. Kazuo Ito of Osaka City University for his guidance during this work. Thanks also due to Dr. Adi Santoso for invaluable discussion.



[11] [12] [13]



150



Anthony, G. & Walshaw, M. 2009. Characteristics of Effective G.S. Sidhu, P. Sharma, T. Chakrabarti and J.K. Gupta, Enzyme Microbial Technol. 21, 525-530 (1997). S. Das, S. Singh, V. Sharma and M.L. Soni, Int’l J. Pharm Bio Sci. 2(1), 486-496 (2011). P. Saranraj and D. Stella, Int’l J. Microbiol. Res. 4(2), 203-211 (2013). M. J. E. C. van der Maarel, B. van der Veen, J. C. M. Uitdehaag, H. Leemhuis and L. Dijkhuizen, J. Biotech. 94, 137-155 (2002). R. Saini, H. S. Saini and A. Dahiya, J. Pharmacog. Phytochem. 6(4), 1865-1871 (2017). T. Matsubara, Y.B. Ammar, T. Anindyawati, S. Yamamoto, K. Ito, M. Iizuka and N. Minamiura, J. Biochem. Mol. Biol. 37 (4), 429-438 (2004a). J.K. Roy, A.K. Manhar, D. Nath, M. Mandal and A.K. Mukherjee, J. Basic Microbiol. 55, 1-12 (2015). I. Hussain, F. Siddique, M.S. Mahmood and S.I. Ahmed, Int’l J. Agric. Biol. 15(5), 1029-1034 (2013). T. Anindyawati, R. Melliawati, K. Ito, M. Iizuka and N. Minamiura, Biosci. Biotech. Biochem. 62(7), 1351-1357 (1998). T. Matsubara, Y.B. Ammar, T. Anindyawati, S. Yamamoto, K. Ito, M. Iizuka and N. Minamiura, J. Biochem. Mol. Biol. 37 (4), 422-428 (2004b). K. Weber and M. Osborn, J. Biol. Chem. 244, 4406-4412 (1969). E. Satoh, Y. Niimura, T. Uchimura, M. Kozaki and K. Komagata, Appl. Environ. Microbiol. 59(11), 3669-3673 (1993). C-L. Jeang, L-S. Chen, M-Y. Chen and R-J. Shiau, Appl. Environ. Microbiol. 68(7), 3651-3654 (2002)



PROCEEDING “Innovation of Mathematics, Science, and Education Research for Sustainable Development” ISBN: 978-602-470-051-5



Development Of Fern Plants Module Based Contextual To Improve Learning Outcomes In SMA Islam Malang Firnda Ama Zulfia



Intan Yunanda



Sunarmi



Biology Departement, Universitas Negeri Malang



Biology Departement, Universitas Negeri Malang



Biology Departement, Universitas Negeri Malang



Malang, Indonesia



Malang, Indonesia



Malang, Indonesia



[email protected]



[email protected]



[email protected]



Contextual learning is a learning concept that helps teachers relate between material and encourage students to make connections between their knowledge and application in their daily lives. School environment can be used as a source of learning in recognizing the diversity of fern plants, so students can be more familiar with the environment, in addition to the contextual learning model students can better understand and easily remember based on direct learning experience [1].



Abstract— The use of learning resources in the learning process in the form of modules is very important. Most teachers only use interactive media such as ppt, video, and images downloaded through the internet to support learning. This makes students less concerned about the plants around them, especially fern plants. Fern plant (Pteridophyta) is one group of plants that almost can be found in every region of Indonesia. A good media for learning is media realia. As a learning resource, the media realia is the school environment. The purpose of this research is to develop teaching materials module based on contextual approach to improve student learning outcomes in SMA Islam Malang. The existence of contextual-based modular teaching materials expects students to describe, explain and classify various kinds of fern plants including the Pteridophyta Division from the school environment. The research method used is the development model written by Dick and Carey which is a learning model developed through the system approach to the basic components of the learning system design including analysis, design, development, implementation and evaluation. Identify goals and objectives, complete instructional analysis, determine entry behaviors and learner characteristics, write performance objectives, develop module, develop the instructional learning strategy, evaluation with postes. Data was analyzedby descriptive quantitative analysis.Based on the result of research indicate that there is significant difference between result of pretest and postesvalue. The result of pretest value is A value category 0%, B value is 15%, C is 36%, D is 37% and E is 12%. While the result of postes value is category A value as much as 68%, B value 24%, C value 7%, D and E value 0%. So it can be concluded that the use of fern plants module can improve student learning outcomes in SMA Islam Malang.



The material about the fernplants is a material that has many things for students to understand rather than memorize the students. Therefore it is necessary teaching materials that can make students learn independently and improve student learning motivation. One of the teaching materials that can be used is a module. The module has the characteristics of (1) self contained, meaning it is packed in one unified whole to achieve certain competencies, (2) self instructional, meaning to have the nature of helping and encouraging readers to be able to take a learn by themselves, and (3) theirself, on other media [2]. The learning module is important than other teaching matrials because modul is a systematic and compelling teaching material that includes the content of materials, methods and evaluations that can be used independently to achieve the expected competencies. A good learning module is a form of teaching material that is packaged in a systematic and interesting so easy to learn independently [3]. The purposes of Pteridophyta module with the contextual based as a teaching material students are expected to be able to recognize the diversity of fern plants around the school environmentand improve student learning outcomes..



Keywords— Contextual, Fern Plants, Module.



The results of conducting need analysis in SMA Islam Malang that need module aims to meet the needs of students about fern plant learning materials based on a contextual approach where students can use the learning resources in the environment around the school so that students will be more familiar with the surrounding fern plants.



I. INTRODUCTION Learning about fern plants requires learning resources that are not just textbooks but require a contextual learning resource. Plants within the school environment can be used as a source of learning about fernplants. However, today most schools do not use their environment as a learning resource for learning materials about fernplants. This causes the students not to care about the environment and have no awareness to preserve, care for, protect the environment and students do not understand there is diversity around it. Though Indonesia is one of the State Mega Biodiversity.



This Fern Plant Module will contain the introduction, material on the Pteridophyta Division, LKS, observation sheet, summary, evaluation, answer key, and cover. With this LKS make students can do a group discussion to answer the problem and the observation sheet can invite students to use



Graha Cakrawala, FMIPA, State University of Malang: August, 29-30 2017



151



Website: http://icomse.fmipa.um.ac.id/



Zulfiah, et al. Development of fern …. media realia. By using media realia, learners can observe directly the similarities and differences of characteristics according to real circumstances, classify, and identify. This will invite students to learn with a contextual approach and students can construct knowledge from the results of discussion and practicum.



students can have a better understanding. Modules of moss plants developed with a contextual approach that is held practicum activities that use learning resources school environment and home environment that there are fern plants. 8. Design and perform formative evaluation Formative evaluation was conducted to collect data on the effectiveness of the learning program which was implemented in the material that has been chosen that is fern plant material. Evaluation results can be used to improve the implementation of learning, learning materials, learning media and draft module-based contextual approach that has been made to support learning. Formative evaluation is done in two ways: individual evaluation and group evaluation. Individual evaluation can be done by interviewing people who have done the learning by using fern plant module based on contextual approach. While group evaluation can be done by piloting the fern plant module and assessing the group's understanding after using the module. 9. Revise learning Data obtained from formative evaluation is used to revise the learning and revision of draft fern plant module based on contextual approach.



II. METHODS Methods performed on research conducted is a development model written by Dick and Carey that is: 1. Conducting needs analysis The making of module aims to meet the needs of students about fern plant learning materials based on a contextual approach where students can use the learning resources in the environment around the school so that students will be more familiar with the surrounding fern plants. 2. Conduct learning analysis Analysis of learning can be done by determining the process used in learning to determine the competence of learning objectives and indicators to be achieved related to fern plant material. 3. Analyze students and the learning context This analysis is related to conditions relating to the skills students are learning, student learning styles, and attitudes of student learning activities. Directs students to perform learning using a scientific approach where students are enacted as a scientist who can make observations. In this case students can observe various kinds of fern plants in the school environment. 4. Formulate learning objectives The formulation of learning objectives can be derived from the competency indicator that students need to achieve after learning related to fern plant material. 5. Developing research instruments The instrument of this research can be an evaluation that serves to measure student learning achievement. In addition, research instruments can be a tool used during the learning process to support teaching and learning activities in the form of learning resources of the school environment as a material of fern plants. 6. Develop learning materials Learning materials can be developed by using teaching materials such as modules to support student learning activities so that learning competencies can be achieved. Contextual learning resources are needed in fern plant material so they can use contextual school environment. 7. Develop and select learning materials The learning materials were chosen to develop contextual based module approach which is material of fern plant. This is because the material of fern plants is quite difficult. When studying fern plants need realia media in the form of fern plants obtained by students in the neighborhood around the school and in the environment around the student's home. The existence of media realia able to provide meaningful learning so that TABLE I.



III. RESULT AND DISCUSSION The result of research and development of fern module based on contextual approach of class X SMA begins byby Dick and Carey method is identifying potentials and problems that will be used as research object that is requirement analysis and product analysis to be developed as fern module.Activities that are done in the form of an interview to one of the teachers of the subjects of biology class X to find out the teaching materials commonly used during learning especially the material of fern plants in SMA Islam Malang. Initial test to get the product draft that has been created. Preliminary trials were conducted with material validation and readability tests. Material validation aims to obtain data in the form of judgments, opinions and suggestions on the accuracy and suitability of the material in the developed book. Validation of legibility experts aims to obtain data in the form of assessments, opinions and suggestions on the legibility of the contents of the module to be developed.Material validity and legibility is done by lecturer of Biology State University of Malang. The result of validity is there are suggestions and inputs to improve draft modules such as images need to be clarified and included the source of shooting. Another suggestion is the need for accuracy when affixing punctuation and spaces. Field trials were conducted in X Class MIA 4 SMA Islam Malang. The data of the research are quantitative data. The data obtained from the pre-test and post-test. Below is the result data from the pre-test and post-test values conducted in class X MIA 4 SMA Islam Malang.



RESULTS OF PRE -TEST AND POST-TEST GRADE X MIA 4 SMA ISLAM MALANG



Number



Name



Pretest



Posttest



Average



1



Aina Tusamma



55



92



73,5



2



Airlangga Bhre



10



67



38,5



152



Zulfiah, et al. Development of fern …. 3



Arina Nur



70



88



79



4



Artya Cahyani



60



88



74



5



Bangkit Rizky



30



83



56,5



6



Bima Satria



35



79



57



7



Danni Marindra



10



83



46,5



8



Della Mayang



45



92



68,5



9



Dini Wanita



60



79



69,5



10



Fath Thoriqi



10



79



44,5



11



Intan Nahariah



30



88



59



12



Maulana Bintang



30



83



56,5



13



Mely Aulia



60



88



74



14



Mia Anggelina



60



88



74



15



Muhammad Rizki



30



63



46,5



16



Nabila Aisyara



30



92



61



17



Nur Fauziah



50



88



69



18



Putra Haruna



10



79



44,5



19



Putri Matlubatul



50



88



69



20



Reny Nadia



40



88



64



21



Rottio Bagus



40



79



59,5



22



Salsabila Alya



60



79



69,5



23



Silvia Tri



60



96



78



24



Talitha Viranda



65



88



76,5



25



Tiara Reza



40



96



68



26



Wigasari Dwi



60



83



71,5



27



Zelika Eka



65



88



76,5



Total



1495



2438



1784,5



Average



39,34



64,16



46,96



Based on the data on table 1. it is known that the number of students who follow the pre-test and post-test are as many as 27 students. The total pretest value is 1495 with an average value of 39.34. The overall post-test score is 2438 with an average value of 64.16. While the total average score of pre-test and post-test is 1784,5 with an average value of 46.96. Based on the value that the post-test value is greater than the pre-test value. This indicates that the fern plant module applied in Islamic High School Malang class TABLE II.



is very effective. Students gain more understanding after learning by using a fern plant module based on the contextual approach. Preliminary and post test data will be processed using PAP (Guidance of Reference Guidelines). Here is the result of processing pre-test (table II) and post-test (table III) values using PAP.



PROCESSING PRE -TEST VALUE WITH PAP



Category



Value



The number of students



Average



Percentage



A



82-99



0



0



0%



B



64-81



5



0,151515



15%



C



46-63



12



0,363636



36%



D



28-45



12



0,363636



36%



E



10-27



4



0,121212



12%



According to the data on table II, it is known that as many as 0 students enter into category A with a range of values of 82-99, as many as 5 students go into category B



with a range of 64-81, as many as 12 students go into category C with a range of 46-63, Go into category B with a



153



Zulfiah, et al. Development of fern …. range of 28-45 and as many as 4 students go into category E with a range of 10-27. Table III illustrates that as many as 20 students go to category A with a range of 82-99, 7 students go to category B with a range of 64-81, as many as 2 students go into TABLE III.



category C with a range of 46-63, as many as 0 students Go into category B with a range of 28-45 and 0 students fall into category E with a range of 10-27.



PROCESSING POST-TEST VALUE WITH PAP



Category



Value



The number of students



Average



Percentage



A



82-99



20



0,689655



69%



B



64-81



7



0,241379



24%



C



46-63



2



0,068966



7%



D



28-45



0



0



0%



E



10-27



0



0



0%



Based on the data, it is known that as many as 20 students go to category A with a range of 82-99, 7 students go to category B with a range of 64-81, as many as 2 students go into category C with a range of 46-63, as many as 0 students Go into category B with a range of 28-45 and 0 students fall into category E with a range of 10-27. The product to be developed is a fern plant module based on a contextual approach. Basically biology learning is a process of interaction between subjects (students) who have the characteristics of each object (biology as a science) to achieve certain goals, namely building knowledge, skills, and the formation of values [4]. According to reference [5], biology is a concept based on facts that can be sensed through the process of scientific method, but in biology learning not all facts can be directly perceived by the students because of the limitations of tools (media) and time. So in the module of fern plants is added activities that utilize the practical environment of the school as a source of learning. Practical activities that exist in fern plant module based on contextual approach ask students to look for various types of fern plants that exist around the school then students are asked to describe, identify and classify fern plants. Students are expected not only to know the theory of fern plant material but students can apply their knowledge in the real thing. This works so that students are able to understand the fern plant material and not just memorize the theory. Contextual learning can make learning more meaningful [6]. In this study, the measured result is the students' learning outcomes covering the cognitive aspect. The cognitive learning outcomes are measured by pre-test and post-test. The learning outcomes of cognitive aspects after using teaching materials based on a contextual approach is better than before using the teaching materials. This can be seen from the post-test results that increase significantly than the pre-test value is the average pre-test value is 39.34 while the average post-test value is 64.16. According to reference [7], contextual context-based teaching materials help students to



improve learning outcomes in the learning process because examples, illustrations, and color selection appropriate to the circumstances surrounding the environment as well as simple language selection is able to attract students to read it and be able to reduce Saturation of students in learning. In contextual learning, the learning process in class becomes more meaningful and fun. This is certainly one of the factors of increasing student learning outcomes. Based on the results of interviews to students stated that fern plant module based on contextual approach can help in planning scientific experiments because of the activities of the lab that utilize the school environment. This module can support students’ understanding of fern plant material. IV. CONCLUSION Students in SMA ISLAM Malang be able to recognize the diversity of fernplants around the school environment and students improve their learning outcomes that are viewed from an increased postest result rathen than pretest result. REFERENCES [1]



[2] [3] [4]



[5] [6] [7]



Nurhadi & G.S. Agus, Pembelajaran Kontekstual (Contextual Teaching And Learning/CTL) dan Penerapannya Dalam KBK. Malang: Universitas Negeri Malang. 2003 Hamdani. 2011. Strategi Belajar Mengajar. Bandung: CV Pustaka Setia. Anwar, I. 2010. Pengembangan Bahan Ajar:Bahan Kuliah Online. Bandung: Direktori UPI. Poedjiadi, Anna. 2007. Sains Teknologi Masyarakat Model Pembelajaran Kontekstual Bermuatan Nilai. Bandung : PT. Remaja Rosdakarya. Sudjadi, Bagod. 2006. Biologi Sains Dalam Kehidupan SMA Kelas X 1B. Surabaya: Yudhistira. Djamarah, S. B., dan Zain, A. 1996. Strategi Belajar Mengajar. Jakarta: Rineka Cipta. Johnson, E. B. 2012. Contextual Teaching and Learning: Menjadikan Kegiatan Belajar-Mengajar Mengasyikkan dan Bermakna. Jakarta: Kaifa.



.



154



PROCEEDING “Innovation of Mathematics, Science, and Education Research for Sustainable Development” ISBN: 978-602-470-051-5



Identification Students’ Achievement of 21st Century Skills In The Process Of Teaching and Learning Biology Among Science Students *



Rahmania Pamungkas Graduate Student of Biology Education, Universitas Negeri Malang Malang, Indonesia [email protected]



Hadi Suwono Biology Department Universitas Negeri Malang Malang, Indonesia



Herawati Susilo Biology Department Universitas Negeri Malang Malang, Indonesia



Hurd [1] stated that mostly school science textbooks did not stress on practical knowledge that could be applied in everyday life. It was reported that 20% of Indonesian students failed to achieve minimum standard in science and mathematics [5]. Indonesia's performance improvement in PISA 2015 is significant, but its performance is still below the OECD average. This will then affect the workplace where Pillay and Elliott [3] confirmed that workers only put minimal effort on technical and social competencies when executing their jobs. This has resulted in the production of a workforce thatis incompetent at the international level. This scenario stresses on the needs to integrate 21st Century Skills in science teaching and learning in schools.



Abstract— The result of the International Mathematics and Science Study (TIMSS) (2015) revealed that Indonesian students failed to achieve minimum standard in Science and Mathematics, 33,3% achievment in Science and 35% in Mathematics for content domain and 33,3& in cognitive domain. This study intends to investigate the achievement of the 21st Century Biology Skills Test (21CBST) and to compare it to students’ level of socio-economic status. Comprising 37 multiple choice items, 21st Century Biology Skills Test (21CBST) includes representatives from five domains which are; i) Digital Age Literacy, ii) Inventive Thinking, iii) Effective Communication, iv) High Productivity, and v) Religion, Health and Civic. The respondents comprised of 210 form students who took biology subject in school. The study revealed that students from high socio-economic status scored higher compared to their counterparts from low socioeconomic status. This paper concludes with some practical suggestions of how to improve students’ 21st century skills, particularly within the context of biology teaching and learning.



Another aspect that needs to be considered is the students’ socioeconomic profile. As shown earlier in reference [6], students’ parental socio-economic status has significant relationship to students’ achievement. PISA 2015 shown that the average score of students from high socioeconomic background (HSE) can be higher than the students who came from low socio economy background (LSE). Score of mathematics and science of Indonesian students coming from the HSE family can still be lower than the international average. Although many studies have addressed the problem of students’ achievement in science and its relationship with students’ socioeconomic status, very little researches have been conducted to study the issues within the context of Biology teaching and learning.



Keywords—21st century skills, high school students, Digital Age Literacy, Inventive Thinking, Effective Communication, High Productivity, Spritual Value



I. INTRODUCTION Indonesia is currently committed to the Government Transformation Program which includes implementing new curriculum to transform the national education system. In this transformation plan, Indonesia focuses on developing human capital that can compete globally. To realize this goal, Indonesian students achievement especially in Science and Mathematics must be equal or higher than their counterparts in other developing countries. Therefore, in order to face these challenges, students must be equipped with sufficient and updated scientific knowledge and new emerging skills in order to compete with the rest of the world in the current global economy.



This paper will report the study which has investigated the Indonesian students’ achievement in the Indonesian 21st Century Biology Skills Test (21CBST). Besides that, students’ socio-economic status and home learning environment will also be profiled to see if they influence students’ achievement in 21CBST. The purpose of this study is to profile the achievement of the Indonesian 21st Century Biology Skills Test(21CBST) among high school students in Indonesia. Specifically the objectives are: to determine whetherstudents’ achievement in the 21CBST differ significantly according to their socio-economic status.



Issues of which components of skills that should be emphasized in the 21st Century education is currently widely discussed and debated all around the world [1][2][3][4]. Nevertheless, it should also be kept in mind that any effort to inculcate 21st Century Skills in teaching and learning science should be implemented in line with the development and findings from current international as well as national research.



II. METHOD OF THE RESEARCH This study employed quantitative design using a survey research method that involved 210 form students who are studying Biology at schools. High school students from



Graha Cakrawala, FMIPA, State University of Malang: August, 29-30 2017



155



Website: http://icomse.fmipa.um.ac.id/



Pamungkas, et al. Identification Student’ Achievement…. nation high school in Malang were selected as respondents. The sample are straticfically drawn according to their socioeconomic status (High and Low). The Indonesian 21st Century Biology Skills Test represents five domains. Four out of five domains were based on NCREL: enGauge 21st Century Skills [2] characteristics to help students growing up in today's digital world. The four components are i) TABLE I.



No 1 2 3



4 5



6 7 8 9 10



11 12 13 14 15



16 17 18



19 20 22



Digital Age Literacy; ii) Inventive Thinking; iii) Effective Communication; iv) High Productivity. The fifth domain which is Spiritual value have been empirically added by previous researchers [7]. Domains and characteristics of skills that are included in the development of 21CBST items are shown in Table 1



NAME OF THE TABLE INDONESIAN 21ST CENTURY BIOLOGY SKILLS



21st Century Biology Skills A. Digital Age Literacy Know how to perform scientific investigation and know how to verify result Use science knowledge in making decisions related to life, problem solving, and making judgments Competent in handling various media to access accurate and valued information to make analysis before taking action Can well differentiate between fact and fiction or knowledge and opinion Understand different cultures and respect different beliefs because science in social contexts can have many true answer B. Inventive Thinking Independent, plan and manage time effectively Able to solve complex problems and can adapt way of thinking and attitude to suit current situation Showing positive attitude in finding knowledge, opportunities and dare to take risks Able to determine problems, find alternatives, explore new choices to increase quality of human life andprotect the environment Determine the problems in economic, cost and profit in expecting impact of economic changes C. Effective Communication Realize the importance of cooperative traits and good leadership attitude in group work Able to understand and control one’s emotions and able to take care of others’ feelings in social interaction Showing integrity and balance in life Science in social context have moral, ethics, and politics Apply technology in communication to share information across geography, language and culture differences D. High Productivity Manage and solve problems effectively and efficiently for all Analysis and choose information, sources, and technology to give optimum product Invent and apply technology to increase welfare, quality of life and environment E. Religion, Health and Civic Invest money in health programs Realize that technology helps in improving human life by using natural sources given by God Use skills and knowledge to help in country’s development



Number of question 9



10



8



5



5



(m=11.53) is higher than mean score for students with LSE (m=10.03). The difference in mean score of students achievement in Inventive Thinking subcomponent is [t=3.14, p.05]. The negative value of t shows that the mean score of students with HSE (m=10.22) is lower than mean score for students with LSE (m=10.32). The second last



III. RESULT AND DISCUSSION The analysis of the achievement score of the five subcomponents in 21CBST revealed substantial differences. Students from high socio-economic background (HSE) scored significantly higher than students from low socioeconomic background (LSE) in all subcomponent of 21CBST except Effective Communication. From the analysis, the difference in mean score of students’ achievement in Digital Age Literacy subcomponent is [t =2.56, p