This study aims to find out the student learning motivation in terms of DiSTAD learning model. This study is a quantitative research using a quasi experimental design. The population in this research were all VIII grade students of Satap Pong Meleng Manggarai Junior High School which consisted of two class. The sample taken by sampling saturated, because all population were taken (summary not exceed 30 people per class.  The data analysis used the descriptive analysis and inferensial analysis. The results show that: the implementation of DiSTAD learning model gives a significantly positive effect to the student learning motivation, and it is shown by the output value of the t-test (5,531) at the significance level of 0.00 (significance < 0.05).

This study aims effect of DiSTAD learning model on: (1) the critical thinking skills, (2) the learning motivation, (3) the critical thinking skills and learning motivation. The population in this research were VIII grade students of Satap Pong Meleng Manggarai Junior High School. The sample taken by sampling saturated, because all population were taken (summary not exceed 30 people per class).  Data analysis using descriptive analysis and inferential analysis. The techniques used in data collection are test and non-test. The test technique is used determine critical thinking skills and non-test techniques (quesioner) are used to determine the learning motivation of students. The results show that: (1) DiSTAD learning model gives a significantly positive effect to the critical thinking skills and it is shown by the output value of the t-test (5,529) (significance < 0.05); (2) DiSTAD learning model gives a significantly positive effect to the student learning motivation, and it is shown by the output value of the t-test (5,531) (significance < 0.05); (3) the implementation of DiSTAD learning model gives a significantly more positive effect to the critical thinking skills and student learning motivation, and it is shown by the output value of the F-test (34,040) (significance < 0.05).

Fatty-imidazolinium electrolytes, waste graphite dispersed composite electrolytes like cocktails (1,3-methyl octyl-1,2,3benzotiazolium acetate-cis-oleyl-imidazolinium iodide), and graphite exfoliation using cis-oleyl-imidazolinium acetate have been studied to enhance the efficiency of a newly developing dye-sensitized solar cells (DSSCs). The DSSCs were fabricated in a sandwich structure and characterized using Solar Simulator. The graphite exfoliation was conducted by sonication and microwave energy, as well as the electrochemical method. Cis-oleyl-imidazolinium iodide efficiency (0.53%) was highest than stearyl-imidazolinium iodide and palmityl-imidazolinium iodide because cis-oleyl-imidazolinium iodide has a double bond and the longest alkyl chain which triggered a self-assembly structure formation and increased the rate of I -/I 3transport in cells. Then, the efficiency of DSSCs-based composite electrolytes was in the range of 0.020-0.203%. Dispersion of 0.05% of the graphite results in efficiency enhancement of about 100%, but the greater fraction (0.10%) of the graphite causes a poor performance (lower efficiency), possibly due to interference of the internal electron transportation routes in the DSSC by insoluble graphite. After exfoliation, the conductivity of synthetic graphite (11.58 x 10 -1 S/cm), new battery graphite (9.32 x 10 -1 S/cm), and battery waste graphite (7.96 x 10 -1 S/cm) were increased respectively 10 times, 2 times, and 4 times from the graphite before exfoliation due to changes in crystallinity, the distance between layers, crystal size, formation of multilayer graphene, and the occurrence of π to π* transition. This enhancement of solar conversion efficiency can give a new contribution to the development of DSSC.