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"ABSTRAKBatuk berulang pada balita dapat mengganggu pertumbuhan dan perkembanganbalita dan meningkatkan kunjungan ulang balita ke pelayanan kesehatan. Tujuanstudi ini adalah mengidentifikasi faktor-faktor yang mempengaruhi frekuensikunjungan karena batuk pada balita. Penelitian ini menggunakan desain potonglintang dengan jumlah sampel yang diambil sebanyak 133 ibu dan balita yangmemiliki keluhan batuk. Hasil studi statistik frekuensi kunjungan karena batukrata-rata 3 kali kunjungan dalam setahun dengan maksimal kunjungan 10 kali.Hasil analisis multivariat ditemukan hubungan bermakna faktor klasifikasi batukdan musim hujan. Implikasi keperawatannya adalah optimalisasi pendidikankesehatan pada ibu dan petugas kesehatan untuk angka kesakitan anak khususnyakarena batuk. Rekomendasi penelitian selanjutnya adalah untuk mengidentifikasifaktor lainnya (seperti, pemberian ASI eksklusif, status imunisasi, pemahamanpetugas kesehatan terhadap pengobatan dengan program MTBS).

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ABSTRACTUnder five children with recurrent cough can interfere with the growth anddevelopment of under five children and increase repeat visits to health care. Thepurpose of this study is to identify the factors that influence the frequency of visitsfor cough in under five children. This study uses cross-sectional design with asample taken as many as 133 mothers and toddlers who have a complaint cough.The results of statistical studies the frequency of visits for cough average 3 visitsin a year with a maximum of 10 times a visit. Multivariate analysis found asignificant relationship classification factor coughing and rainy season.Implications of nursing education is to optimize the health of the mother andhealth workers to child morbidity especially due to coughing. Recommendationsfor further research is to identify other factors (such as exclusive breastfeeding,immunization status, understanding health workers to treatment with IMCIprogram)."

"Peridontitis kronis adalah salah satu penyakit gigi dan mulut dengan prevalensi terbesar di Indonesia . Bakteri utama penyebab periodontitis kronis adalah bakteri black pigmented, yaitu Porphyromonas gingivalis dan Prevotella intermedia. Binahong telah terbukti secara ilmiah memiliki zat antibakteri. Penelitian ini bertujuan untuk membuktikan efek antibakteri infusum daun binahong terhadap bakteri black pigmented. Konsentrasi infusum yang diuji 100%, 95%, 80%, 65%, dan 50%. Uji difusi cakram kertas dilakukan untuk mengetahui zona hambatan menggunakan media agar brucella Dari uji difusi pada media agar brucella didapatkan nilai zona hambatan sebesar : 0,42 mm (50%), 1,21 mm (65%), 1,18 mm (80%), 1,19 mm (95%) dan 1,36 (100%). Infusum daun binahong memiliki daya hambat terhadap pertumbuhan bakteri black pigmented.

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Chronic Periodontitis is one of the oral disease with highest prevalence in Indonesia. The major periodonthopathogens bacteria in chronic periodontics is black pigmented bacteria, which consist of Porphyromonas gingivalis and Prevotella intermedia. Binahong has been proved scientifically to have antimicrobial substance. This study is aimed to prove that ninahong leaves infusion is effective as an antibacterial agent against black pigmented bacteria in vitro. The concentration of infusion that were used in this test were 100%, 95%, 80%, 65% and 50%. Blank disc diffusion method was performed to measure zone of inhibition in brucella agar. From the diffusion test on brucella agar, the scores of inhibitory zones are : 0,42 mm (50%), 1,21 mm (65%), 1,18 mm (80%), 1,19 mm (95%) dan 1,36 (100%). It is concluded that binahong leaves infusion have inhibition effect on the growth of black pigmented bacteria."

"Beberapa penelitian telah menemukan adanya penurunan keterlibatan belajar peserta didik pada kondisi pandemi Covid-19. Padahal, keterlibatan belajar peserta didik merupakan salah satu faktor penting yang dapat memengaruhi prestasi akademik peserta didik. Salah satu komponen dari keterlibatan belajar adalah agentic engagement, yang menunjukkan kontribusi konstruktif peserta didik dalam proses pembelajaran. Beberapa penelitian terdahulu menemukan bahwa keterlibatan belajar dapat dipengaruhi oleh berbagai faktor, salah satunya oleh self-regulated learning. Oleh karena itu, penelitian ini dilakukan untuk mencari tahu hubungan antara self-regulated learning dan agentic engagement selama pembelajaran jarak jauh. Partisipan penelitian merupakan peserta didik kelas 12 SMA yang bersekolah di wilayah Jabodetabek. Self-regulated learning diukur dengan menggunakan Motivated Strategies for Learning Questionnaire, sedangkan agentic engagement diukur dengan menggunakan Agentic Engagement Scale. Penelitian dilakukan terhadap 202 partisipan berusia 16-20 tahun (M = 17.69, SD = .84). Berdasarkan uji korelasi Pearson, ditemukan bahwa self-regulated learning berkorelasi secara positif dan signifikan dengan agentic engagement (r = .62, p < .05). Artinya, semakin tinggi kemampuan self-regulated learning peserta didik, maka agentic engagement peserta didik juga akan semakin tinggi, begitu juga sebaliknya. Lebih lanjut, nilai effect size menunjukkan bahwa terdapat 38% variasi dari agentic engagement yang dapat dijelaskan oleh self-regulated learning.

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Several studies have found a decrease in student engagement during the Covid-19 pandemic. Though, student engagement is one of the important factors that can affect student academic achievement. One component of engagement is agentic engagement, which shows the constructive contribution of learners in the learning process. Several previous studies have found that student engagement can be influenced by various factors, one of which is self-regulated learning. Therefore, this study was conducted to find out the relationship between self-regulated learning and agentic engagement during the distance learning condition. Research participants are 12th grade high school students who study in the Jabodetabek area. Self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire, while agentic engagement was measured using the Agentic Engagement Scale. The study was conducted on 202 participants aged 16-20 years (M = 17.69, SD = .84). Based on the Pearson correlation test, it was found that self-regulated learning was positively and significantly correlated with agentic engagement r = .62, p < .05). It means that the higher the self-regulated learning ability of students, the higher the agentic engagement of students, and vice versa. Furthermore, the effect size value shows that there is a 38% variation in agentic engagement which can be explained by self-regulated learning."