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Vibriosis is still a major threat in aquaculture generating significant implications in ecology and economy. One of the ethologic agents of vibriosis is Vibrio alginolyticus that infects shrimp and fish aquaculture through biofilm-mediated. The objective of the study was to determine the biopotency of ethanolic extract of waru (Hibiscus tiliaceus) leaves to inhibit biofilm formation of V. alginolyticus in vitro. A microtiter plate biofilm assay (OD570) method was applied in this study. The treatments were the addition of ethanolic leaves extracts of waru (H. tiliaceus) at different concentrations of 2%, 4%, 8%, and 10%. The values of biofilm inhibition activity were measured as optical density data that were statistically analyzed using One Way ANOVA, followed by Tukey’s test and the tests were considered statistically significant at a P ≤ 0.05 on two-tailed. The result of this study showed that Waru leaves extract significantly inhibited the biofilm formation of V. alginolyticus. The best inhibition was shown at 10% concentration of extract signifying the potential application of waru to treat biofilm-mediated diseases in aquaculture.

The research objective is to locate and determine the morphological and biochemical characteristics of the bacteria that could potentially degrade the used lubricant oil in the workshops in Padang. The research was conducted March to October 2016. The bacteria obtained from the workshop is cultured on selective media MSM and transferred to LB medium to obtain pure isolates. Morphological and biochemical characterization indicate three types of bacteria that live in workshop's soil contaminated used lubricant oil, namely Bacillus sp1, sp2 and Alcaligenes Bacillus sp.

Chemistry Teacher Association of the 5th region in West Sumatera is a discussion media for chemistry teacher in Sijunjung, Sawahlunto, and Darmasraya District. There are 33 Senior High School in these area with 42 members. They have difficulty in implementing Problem Based Learning and Project Based Learning model due to lack of understanding. Some expected competences in the 2013 curriculum require teaching learning process to be conducted by PBL dan PjBL particularly the competences with operational verb “designing and creating”. Moreover, they do not have any teaching material based on PBL and PjBL since these kinds of learning models have to provide contextual problems related to chemisty topics. Students will propose solutions and products, via discussion and project. The training successed in guiding teachers to compile 8 PBL and 6 PjBL learning materials.