In multi-story buildings, the ability to resist lateral forces is very important because the higher the structure, the greater the impact of earthquakes on its stability. To increase the stiffness of the structure, shear walls are used as a lateral force resisting system. Type 1 model is a structure without shear walls, so the load is only supported by columns and beams. Type 2 uses one shear wall on one side of the building, while Type 3 uses two shear walls on both sides of the building. The analysis results show that the largest P-Delta value occurs in Type 1 at 1.635 mm, whereas Type 2 decreases to 0.00056 mm, and Type 3 reaches 0.0001 mm. This indicates that the use of shear walls can reduce lateral deformation and improve the stability of water tower structures.
The research investigates pre-service teachers’ ability to create mathematical proofs through cooperative learning, as this skill becomes essential in university mathematics education. The research used a mixed-methods survey design to study 24 students who attended the Mathematics Education program at Universitas PGRI Palembang. Data was collected by a questionnaire, a mathematical proof test, and in-depth interviews. Data analysed descriptively. The results showed that most students were in the medium category of mathematical proof ability using a cooperative learning approach, with smaller proportions in the high and low categories. The investigation concluded that students with high mathematical proof ability demonstrated the ability to implement the five Mathematical Proof Indicators (IPMs) in constructing logical and systematic arguments and using mathematical representations appropriately. Students with moderate mathematical proof ability had difficulty with IPMc (third IPM) and IPMd (fourth IPM), while students with low mathematical proof ability had difficulty with almost all IPMs. The analysis of the investigation results indicates that strategies for conducting mathematical proofs require cooperative learning support to facilitate understanding of the concepts required for proofs and collaboration, and recommends its application in mathematics learning in higher education.
Spatial literacy is a vital math skill for students to learn during their three-dimensional geometry education. The two skills remain essential, yet most fifth-grade students struggle with spatial tasks. This challenge restricts their conceptual growth. The research examines fifth-grade students’ spatial literacy abilities and their error patterns to provide evidence for developing a Local Instructional Theory (LIT) on three-dimensional geometry. The research included 118 fifth-grade students (aged 10-11 years) from two public primary schools in Palembang who participated in a descriptive quantitative study with error analysis. The research data came from student performance on the spatial literacy diagnostic test and their error analysis records. The researchers applied descriptive statistics to determine average scores and establish performance levels for visualisation, reasoning, and communication skills. The researchers categorised student mistakes into four categories: procedural errors, conceptual errors, representational errors and communicative errors. The students produced results indicating significant differences in their performances. Students failed to perform basic procedural tasks, including spatial form comparison and application of formal notation, while they struggled with complex visualisation and the development of multiple-step spatial thinking and conceptual understanding. Students’ learning difficulties manifest as systematic errors, indicating that their challenges stem from complex, interconnected issues rather than random mistakes. The research results demonstrate that students need instruction which teaches them to develop their visualisation abilities, their reasoning skills, and explanatory competencies. The designs serve as an essential tool for uniting procedural fluency with conceptual understanding, leading to better spatial literacy in early geometry education.
Spodoptera frugiperda is a highly polyphagous pest capable of causing up to 100% yield loss in maize. This study aimed to evaluate the effects of endophytic Beauveria bassiana applied through root drench, seed treatment, and foliar spray on the severity of larval feeding damage and egg parasitization by S. frugiperda. The B. bassiana isolate (JgSPK) used in this study was molecularly identified and deposited in GenBank (acc. no. MZ356494). Results indicated that among the three inoculation methods, seed treatment resulted in the highest endophytic colonization, followed by soil drench and foliar spray. Feeding on leaves colonized by the fungus increased larval mortality and resulted in abnormal pupation. Seed treatment showed the greatest potential in reducing larval feeding severity compared with foliar spray and soil drench applications. However, none of the inoculation methods significantly affected egg parasitization rates. Overall, endophytic B. bassiana reduced larval attack severity but did not influence egg parasitization, indicating compatibility with egg parasitoids. Further research is recommended to evaluate potential effects on larval parasitoids.
This study aimed to evaluate the effect of a short-duration digital education intervention based on interactive videos distributed through platforms commonly used by adolescents in Semarang. The study used a pre-experimental one-group pretest-posttest design. The results showed that there was a significant difference between the average knowledge score before and after being given digital-based education (p = 0.000). The results of the bivariate analysis showed that digital educational interventions had a positive impact on increasing adolescents' knowledge of early breast cancer detection. The findings of this study are expected to form the basis for developing more effective, applicable, and sustainable technology-based health learning models in the context of an ever-evolving digital landscape. This finding confirms that the use of digital media is an approach that aligns with the characteristics of adolescents and is relevant in improving health literacy related to early detection of breast cancer.
