This study aims to compare moderate-intensity swimming exercise in the morning and at night towards the increment of irisin levels in female mice (Mus musculus). This research is a real experiment with the randomized control group post-test-only design. A total of 24 female mice (Mus musculus), aged 3 months old, and weighing 20-40 grams (Lee’s Index Value > 0.3) were randomized into three groups, namely G1 (n = 8, control without intervention), G2 (n = 8, moderate-intensity swimming exercise in the morning), and G3 (n = 8, moderate-intensity swimming exercise at night). Swimming exercises were carried out 3x/w for 4 weeks with an intensity of 6% of body weight and the duration was 70% of maximum swimming time. Irisin levels were measured using the ELISA method. The data analysis techniques used were one-way ANOVA test and Tukey's HSD post-hoc test. The results that were obtained from this experimental study were mean levels of irisin in G1 (1.86 ± 0.06 ng/mL), G2 (2.66 ± 0.12 ng/mL), G3 (3.43 ± 0.35 ng/mL), and (P ≤ 0.001). The results of Tukey's HSD post-hoc test showed that there was a significant difference in the mean post-training irisin levels between G2 and G1 (P ≤ 0.05), G3 and G1 (P ≤ 0.001), and G3 and G2 (P ≤ 0.05). Based on the results of this study, it was concluded that moderate-intensity swimming exercises in the morning and at night were able to increase irisin levels. However, moderate-intensity swimming exercise at night showed a higher effectiveness in increasing irisin levels of female mice (Mus musculus). Keywords: Obesity, Irisin levels, Morning exercise, Night exercise

Penelitian ini bertujuan mengetahui bagaimana respon guru terhadap pelatihan pembelajaran matematika inovatif berbasis Science, Technology, Engineering, and Mathematics (STEM) dan digital learning. Penelitian ini Bertempat di SDN 2 Cipondok dengan pesertanya adalah guru yang berasal dari SDN 1 Cipondok, SDN 2 Cipondok, dan MI Cipondok, Kabupaten Kuningan sebanyak 28 orang. Dari ke-28 orang tersebut hanya 12 orang yang bersedia memberikan respon terkait pelatihan. Respon guru tentang pelatihan dilihat dari tanggapan mereka mengenai sikap terhadap pembelajaran berbantuan teknologi dan STEM; sikap guru terhadap pembelajaran matematika berbantuan alat peraga; sikap guru terhadap pembelajaran matematika berbantuan power point interaktif; sikap guru terhadap pembelajaran matematika berbantuan program scratch, dan minat guru terhadap pelatihan selanjutnya. Angket disusun menggunakan bentuk skala Likert dengan 5 pilihan jawaban dan diberikan skor 5, 4, 3, 2, dan 1 untuk setiap butir angket. Analisis data menggunakan persentase respon kemudian dilakukan kategorisasi untuk melihat apakah responnya berada pada kriteria sangat baik, baik, sedang, jelek, dan sangat jelek. Hasil yang diperoleh adalah guru memberikan respon yang baik terhadap pelatihan pembelajaran matematika inovatif berbasis STEM dan digital learning