The purpose of this study was to compare the use of multimedia in the presentation and tutorial of mastery of the concept and process skills in science concerning the immune system. The experimental study was designed with Quasy pre-test post-test, multiple nonequivalent group design. Two treatments for each tutorials and presentations class were employed. Instruments consist of basic concept mastery test, the concept and process skills, questionnaires, and interviews. The result showed that there were differences among the two classes. However, there was no significant difference students process skill in science. Communication skills measured showed no significant difference, while the predictive ability measured showed a significant difference. Tujuan penelitian ini adalah membandingkan penggunaan multimedia secara presentasi terhadap penguasaan konsep dan KPS pada konsep sistem pertahanan tubuh melalui penggunaan multimedia secara tutorial dan presentasi. Penelitian ini merupakan Quasy eksperiment dengan desain pre-test post-test, nonequivalent multiple group design. Digunakan dua kelas perlakuan masing-masing untuk kelas tutorial dan presentasi. Instrumen yang digunakan meliputi pokok uji penguasaan konsep, pokok uji KPS, angket dan wawancara. Hasi menunjukan adanya perbedaan penguasaan konsep pada kedua kelas perlakuan. Akan tetapi perlakuan yang diberikan tidak menunjukan adanya perbedaan terhadap KPS siswa. Kemampuan komunikasi yang diukur menunjukan tidak adanya, sedangkan kemampuan prediksi yang diukur menunjukan adanya perbedaan yang signifikan.

Current learning aims to improve students' skills to face 21st-century life. Creative thinking skills include 21st-century skills in innovation and technological development. This study aims to determine the improvement of students' creative thinking skills in the pandemic era using inquiry-based learning. This study uses a mixed method with an embedded design. The creative thinking skills test instrument is in the form of 14 open-ended questions developed based on the Scientific Creativity Structure Model compiled by Weiping Hu and Philip Adey. The analysis data using paired t-test. The results of statistical tests using paired t-tests showed a significant value of 0.000. Based on the decision-making criteria, if the significance value is less than 0.005, then Ho is rejected. The result can be interpreted as a significant difference between the pre-and post-test results. In addition, the increase in pretest-posttest scores was tested using n-gain and obtained a score of 0.55 in the medium category. Therefore, implementing levels of inquiry with blended learning on the light wave concept can improve the creative thinking skills in the medium category.

Abstract. Sanjaya Y, Machmudin D, Kurniawati ND. 2010. Histological study of SlNPV infection on body weight and peritrophic membrane damage of Spodoptera litura larvae. Nusantara Bioscience 2: 135-140. The effect of SlNPV infection on body weight and peritrophic membrane damage of Spodoptera litura Fab. larvae has been carried out. The method was used Probit analysis, and based on LD 50 the virus was infected to know body weight and post-infection damage.The damage of histological structure caused by SlNPV (0, 315, 390, 465, 540 dan 615 PIB/mL) was investigated after 0, 12, 24, 72 and 96 hours post infection. The histological material was prepared by using paraffin method after fixation with Bouin Solution, then slice into 7 um and colored with Hematoxylin-Eosin. The result showed that the exposure SlNPV cause decreasing food consumption especially on 540 PIB/mL give average rate as amount of 0.1675 mg. The descriptive observation on structural intact of peritrophic membrane histology caused by SlNPV infection shows a tendency to decrease, while in control, there was no damage at all. The longer the exposition of virion in the midgut lumen the more damage on peritrophic membrane occurred. The severest damage occurred 96 hours after infection. The result proves that haNPV virion can destroy histological structure of midgut.

This study aims to determine the differences learning outcomes and self-efficacy in students are given feedback after the use of Quizizz with Plickers. This research used a quasi-experimental method with a nonequivalent control group research design. Subjects in this research are the students of eleven grade of SMAN 10 Bandung. XI IPA 6 as an experimental class 1 was treated by giving feedback after using Quizizz, XI IPA 5 as an experimental class 2 was treated by giving feedback after using Plickers, and XI IPA 1 as a control class. The instrument in this research uses multiple-choice pre-test and post-test questions to measure cognitive learning outcomes and questionnaire statements to measure self-efficacy and saw students' responses to learning activities and evaluation tools used. The result of this research showed that there were differences learning outcomes and self-efficacy in students are given feedback after the use of Quizizz with Plickers. The class that were given feedback after using Quizizz showed higher average learning outcomes and higher percentage of self-efficacy compared to other classes. In addition, students' responses to learning activities and evaluation tools used were more positive in the class given feedback after using Quizizz compared to other classes.