No abstract

Penelitian bertujuan mengetahui pengaruh penggunaan model accelerated learning melalui concept mapping dan mind mapping, kreativitas, kemampuan verbal, dan interaksinya terhadap prestasi belajar biologi. Penelitian menggunakan metode kuasi eksperimen. Populasinya semua siswa kelas XI IPA SMA N 3 Sukoharjo tahun ajaran 2012/2013 yang berjumlah 4 kelas. Sampel sebanyak 2 kelas diperoleh dengan teknik purposive sampling. Kelas pertama untuk model accelerated learning melalui concept mapping, kelas kedua untuk model accelerated learning melalui mind mapping. Teknik pengumpulan data prestasi belajar kognitif, psikomotor, kreativitas, dan kemampuan verbal menggunakan metode tes, sedangkan data afektif menggunakan angket. Uji hipotesis penelitian menggunakan analisis variansi tiga jalan dengan desain faktorial 2x2x2. Hasil penelitian menunjukkan: 1) ada pengaruh pembelajaran biologi menggunakan model accelerated learning melalui concept mapping dan mind mapping terhadap prestasi belajar kognitif dan afektif tetapi tidak berpengaruh terhadap prestasi psikomotor, 2) ada pengaruh kreativitas terhadap prestasi belajar kognitif, afektif, dan psikomotor, 3) ada pengaruh kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 4) tidak ada interaksi antara penggunaan model accelerated learning melalui concept mapping dan mind mapping dengan kreativitas terhadap prestasi belajar kognitif, afektif, dan psikomotor, 5) tidak ada interaksi antara penggunaan model accelerated learning melalui concept mapping dan mind mapping dengan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 6) tidak ada interaksi antara kreativitas dengan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 7) tidak ada interaksi antara model pembelajaran, kreativitas, dan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor.

Cassava leaves’ consumption as vegetables are common in several Asian countries. They contain various nutrients, such as, anthocyanins, carotene, minerals, and vitamins. New varieties with high mineral contents in leaves need development to increase the leaves’ quality as vegetables. This study aimed to identify and characterize cassava genotypes of the MV10 generation resulting from gammaray- induced mutations based on the leaves' morphology, growth characteristics, and mineral contents, using two cultivars and 10 cassava genotypes. All genotypes planted in a randomized complete block design had three replications. The leaf's morphology and mineral contents underwent scrutiny on the third to fifth leaf below the apical shoot. The mineral content analysis used the Atomic Absorption Spectrophotometry method. Data analysis comprised the ANOVA test and descriptive analysis. This study revealed petiole length, leaf lobe length, and leaf lobe width were significantly different between genotypes at four months after planting (MAP). However, no meaningful difference showed for the plant height, stem diameter, and number of leaves among genotypes. In general, the leaf morphology consisted of purplish green apical leaves with present pubescence; the shape of the central leaflet is lanceolate; the petiole color is reddish to greenish; leaves are dark green with five to seven leaf lobes; leaf veins are reddish-green; smooth lobe margins; and horizontal petiole orientation. The genotypes affect mineral contents, as the genotype with the highest Mg contents was G6-2-15-5-3, and the one with the highest Zn contents was G2D1-422. Fe contents showed more variations between genotypes, and no genotype showed consistently high Fe contents. This research produced promising genotypes for Mg or Zn contents in leaves for future cassava varieties for vegetable production.