Morphological features and Inter Simple Sequence Repeat (ISSR) polymorphism were employed to analyse 21 Corynespora cassiicola isolates obtained from a number of Hevea clones grown in rubber plantations in Malaysia. The C. cassiicola isolates used in this study were collected from several states in Malaysia from 1998 to 2005. The morphology of the isolates was characteristic of that previously described for C. cassiicola. Variations in colony and conidial morphology were observed not only among isolates but also within a single isolate with no inclination to either clonal or geographical origin of the isolates. ISSR analysis delineated the isolates into two distinct clusters. The dendrogram created from UPGMA analysis based on Nei and Li's coefficient (calculated from the binary matrix data of 106 amplified DNA bands generated from 8 ISSR primers) showed that cluster 1 encompasses 12 isolates from the states of Johor and Selangor (this cluster was further split into 2 sub clusters (1A, 1B), sub cluster 1B consists of a unique isolate, CKT05D); while cluster 2 comprises of 9 isolates that were obtained from the other states. Detached leaf assay performed on selected Hevea clones showed that the pathogenicity of representative isolates from cluster 1 (with the exception of CKT05D) resembled that of race 1; and isolates in cluster 2 showed pathogenicity similar to race 2 of the fungus that was previously identified in Malaysia. The isolate CKT05D from sub cluster 1B showed pathogenicity dissimilar to either race 1 or race 2.

This article presents an analysis of the potential forest damage that occurred due to the COVID-19 pandemic in rural communities on the Forest Management Unit (FMUs). It focused on forest utilization and deforestation before and during the epidemic. Base on The data on online surveys using Google form instruments, Zoom meetings, and in-depth telephone interviews with the informants. The data of the research were analyzed descriptively using the mind mapping method. The data analysis shows that social and economic impacts potentially enhance the threat of forest resource utilization-increasing pressure on the forest due to the increase in forest product demand. Even though the government made efforts to minimize forest degradation and prevent illegal logging, the communities didn't follow the policy because there were no alternative solutions. The timber logging is carried out into a threat to forest degradation when it's not immediately prevented. The FMU needs to improve access to rural living near the forest to increase their forest income. These solutions are crucial for reducing illegal logging activities and forest degradation in the pandemic.

This research aims to increase student mastery of concepts, mastery of science process skills increase student mastery of concepts and relationships of students with his science process skills as applied to problem based learning model instruction in Basic Physics courses. The method used was quasi-experimental. The instrument used consisted of tests mastery of concepts and observation sheet for observing the mastery of science process skills. Subjects were students of the second semester of Chemical Education study program 2012/2013 forces were attending basic physics consists of two classes of 80 students with a number of people. The sample was selected using sampling techniques saturated. The results show there is an increasing mastery of the concept of the N-gain of 0.33 with moderate interpretation, an average of 82.28 students process skills with excellent interpretation and the relationship between student mastery of concepts and skills of its scientific processes (r xy ) at a very low 0,042 to interpretation so neglectful. It can be concluded that problem based learning model instruction can improve mastery of concepts and science process skills of students in Basic Physics courses.Keywords: Problem based instruction, mastery of concepts, science process skills AbstrakPenelitian ini bertujuan untuk meningkatkan penguasaan konsep mahasiswa, penguasaan keterampilan proses sains mahasiswa dan hubungan peningkatan penguasaan konsep mahasiswa dengan keterampilan proses sainsnya setelah diterapkan model pembelajaran problem based instruction pada mata kuliah Fisika Dasar. Metode penelitian yang digunakan adalah quasi eksperimen. Instrumen yang digunakan terdiri dari tes penguasaan konsep dan lembar observasi untuk mengamati penguasaan keterampilan proses sains. Subyek penelitian adalah mahasiswa semester II prodi Pendidikan Kimia angkatan 2012/2013 yang mengontrak mata kuliah Fisika Dasar, terdiri dari dua kelas dengan jumlah mahasiswa 80 orang. Sampel yang terpilih menggunakan teknik sampling jenuh. Hasil penelitian menunjukkan terdapat peningkatan penguasaan konsep dengan N-gain sebesar 0,33 dengan interpretasi sedang, ratarata keterampilan proses mahasiswa sebesar 82,28 dengan interpretasi baik sekali dan hubungan antara penguasaan konsep mahasiswa dan keterampilan proses sainsnya (r xy ) sebesar 0,042 dengan interpretasi sangat rendah sehingga diabaikan. Dengan demikian dapat disimpulkan bahwa model pembelajaran problem based instruction dapat meningkatkan penguasaan konsep dan keterampilan proses sains mahasiswa pada mata kuliah Fisika Dasar. Kata-kata kunci:Problem based instruction, penguasaan konsep, keterampilan proses sains Naskah diterbitkan: 30 Juni 2015

Abstract This study aims to determine the implementation of learning using Process Oriented Guided Inquiry Learning model (POGIL) and the influence of application of POGIL learning model to the critical thinking skills of students. The method used in this research was pre-experimental design, with the one-group pretest-posttest design. The sample of this research was class X MIA E which amounted to 36 people selected by using simple random sampling technique. The results showing the average of all teacher activity of meetings was 88.88% and 87.04% for the students' activities were in the very good category. In addition, there was an increase in the critical thinking skills of students on the static fluid concept of 0.61 which was included in the medium category. Thus, POGIL learning model can be used as an alternative in improving students' critical thinking skills on the static fluid concept. Keywords: POGIL, critical thinking skills, static fluid Abstrak Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran menggunakan model Process Oriented Guided Inquiry Learning (POGIL) dan pengaruh penerapan model pembelajaran POGIL terhadap keterampilan berpikir kritis peserta didik. Metode dalam penelitian ini menggunakan pre-experimental design, dengan desain one-group pretest-posttest. Sampel penelitian ini yaitu kelas X MIA E yang berjumlah 36 orang yang dipilih dengan menggunakan teknik simple random sampling. Hasil penelitian menunjukkan rata-rata seluruh pertemuan aktivitas guru sebesar 88,88% dan aktivitas peserta didik 87,04% yang termasuk pada kategori sangat baik. Selain itu, terdapat peningkatan keterampilan berpikir kritis peserta didik pada materi fluida statis sebesar 0,61 yang termasuk pada kategori sedang. Dengan demikian, model pembelajaran POGIL dapat dijadikan sebagai alternatif dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi fluida statis. Kata-kata Kunci: POGIL, keterampilan berpikir kritis, fluida statis

Berdasarkan hasil observasi menunjukkan bahwa keterampilan berpikir kritis siswa masih rendah. Oleh karena itu, keterampilan berpikir kritis siswa perlu ditingkatkan khususnya pada materi fluida statis, maka diterapkan model experiential learning. Model experiential leraning mengajak siswa untuk berperan aktif selama proses pembelajaran dengan mengembangkan pengalaman-pengalaman siswa. Tujuan penelitian ini untuk mengetahui keterlaksanaan pembelajaran menggunakan model experiential learning dan peningkatan keterampilan berpikir kritis siswa pada materi fluida statis. Metode dalam penelitian ini adalah pre-experimental design, dengan desain one-group pretest-posttest. Sampel penelitian adalah siswa kelas X MIA-5 SMAN 1 Rancaekek. Data keterlaksanaan pembelajaran dengan model experiential learning diperoleh melalui lembar observasi dan keterampilan berpikir kritis siswa diperoleh melalui tes uraian. Hasil penelitian selama tiga kali pertemuan menunjukkan peningkatan aktivitas guru dan siswa setiap pertemuannya dengan rata-rata 92,15% berkategori sangat baik. Terdapat peningkatan keterampilan berpikir kritis siswa pada materi fluida statis dengan rata-rata N-Gain 0,60 berkategori sedang. Hasil uji normalitas menunjukkan data tidak terdistribusi normal, maka uji hipotesis menggunakan uji Wilcoxon match pair. Diperoleh hasil > yang berarti ditolak dan diterima. Hasil ini menujukkan bahwa terdapat peningkatan keterampilan berpikir kritis siswa dengan menggunakan model experiential learning pada materi fluida statis.