No abstract

This Study is a continuation of Study on the development of guided inquiry-based chemical bond modules that have been tested for validity and practicality, but have not yet been tested for its effects. This study purposed to reveal the influence of using guided inquiry-based chemical bonding modules on the learning outcomes of class X students of SMAN 4 Padang and SMAN 9 Padang. The data of the two schools of them are normally distributed and homogeneous. T-test results at the significant level of 0.05, namely t-count (1.79) > t-table (1.67) on SMAN 4 Padang and (2.93) > t-table (1.66) on SMAN 9 Padang. Based on the analysis it appears that student learning outcomes using the guided inquiry-based chemical bond module is increase significantly.

This research aims to develop a buffer solution module based on guided inquiry and multiple representations and reveal validity, practicality, and effectiveness. This module adapts to the demands of a revised 2013 curriculum that guides students to discover their own concepts and helps students understand the concept of buffer solutions through multiple representations. This type of research is development research, the development model used is the Plomp model which consists of three stages, namely preliminary research, prototyping stage, and assessment phase. The subject of the research was the eleventh grade students. The research instrument used was questionnaire validity sheet, practicality sheet, and learning outcome test. The module is validated by the validator and revised to get a valid module. Valid modules are tested to find out the practicality and effectiveness in the field. The results of the validity sheet analysis show that the module has an average kappa moment of 0.77. This shows that the module is valid with a high category. The results of the field trial showed the practicality of the product based on the teacher’s response was 0.73 and the student’s response was 0.76. This score includes high criteria. This is evidenced by the product effectiveness test which can be seen from the increase in the initial and final test scores from 18.8 to 84.6. This improvement shows that effective modules are used in the learning process. This is supported by the n-gain value of 0.7 which states that the module is effective with high criteria.

No abstract

Coronavirus disease 2019 (COVID-19) caused by SARS-Cov-2 was recently spread all over the world. Spike glyprotein of SARS-Cov-2 (SARS-Cov-2 S-glycoprotein) is the main agent for host cell recognition. Finding the potential of binding pocket of S-glycoprotein may help to find the specific anti-coronavirus drug. Here we analysed potential binding pocket of SARS-Cov-2 Spike-glycoprotein which is suitable for anti-SARS-Cov-2. In pursuit this aim, dogsitescorer, site finder, and DEPTH were used for binding pocket prediction. Molecular interaction protein-ligands were performed using MOE 2009.10. Based on pocket prediction by Dogsitescorer, there are seven out of eleven pockets which have druggability score above 0.8. Molecular interaction studies revealed that interaction between six potential pockets and ligands resulted in negative scores at all. Our result shows that pocket_4 and pocket_6 are located on upper of SARS-Cov-2 S-glycoprotein and have big volume, 878.94 and 683.05 (Å3) respectively, yet lower number of hydrogen bond. Hydrophobic pocket zero, three, and five which is located in the middle of S-Glycoprotein have high number of interaction. These suggest that hydrophobicity of pocket and both upper and middle positions of S-Glycoprotein pocket are considered for developing anti-coronavirus drugs. We propose that hydrophobic pocket of SARS-Cov-2 S-glycoprotein is important for drug design.