Sago is an alternative food source crop, especially in Southeast Sulawesi. From year to year, the area of sago crops tends to decrease due to conversion and limited cultivation levels. Therefore, to preserve sago, it is necessary to identify and characterize sago growing in Kendari Peninsula. This study aims to identify and describe morphologically the types of sago found in sago-producing centers in the Kendari peninsula, Southeast Sulawesi. Observations were made on the different types of sago growing at two locations of sago planting centers. Parameter measurements were carried out on stem height, bark thickness, leaf width, leaf length, stem diameter, harvest age, and production per stem. The results showed that there were four types of sago found, namely roe (Metroxylon sagu R.), runggamanu (Metroxylon rumphii M.), and barowila (Metroxylon longispinum M.) and sago rui (Metroxylon microcantum). There are differences in sago vegetative and generative growth due to differences in growing environmental conditions and local climate. In general, the dominant types of sago in both locations were sago roe (Metroxylon sagus R.) and sago runggamanu (Metroxylon rumphii M.).

The objective of this study is to obtain a descriptive description of learning patterns and the driving and inhibiting factors of learning for postgraduate students at Yogyakarta State University (YSU). This study used a qualitative method. The subjects in this study were selected using purposive sampling technique. Data collection was administered through in-depth interview and observation techniques. Data analysis was conducted through data reduction, data display, and conclusions. The research findings show the following results. First, YSU postgraduate students do not have a fixed or steady frequency, duration and place of study every day. Second, YSU postgraduate students tend to have the characteristics of learning independently but individually. This condition can be formed because it is influenced by internal factors such as the subjective view of students who have their respective views on how to learn effectively and efficiently, and external factors such as the academic atmosphere and learning facilities on campus. Third, for YSU postgraduate students, the motivational aspects of learning and the conditions of the campus environment can hinder and encourage their learning activities