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"processes of Biological treatment intend to reduce the organic matter content by using microorganisms. Problems, which often occur in the treatment process, include the Wastewater Treatment Plant (WWTP) being planned for treating domestic wastewater only, but in fact the WWTP often receives non-domestic wastewater particularly direct or indirect faecal deposits. There are 13 simultaneous systems of nonlinear differential equations using the method of Runge-Kutta-Fehlberg (RKF45). Data validation is measured in a facultative stabilization pond at a distance of 0 m, 25 m, 50 m and 75 m respectively. Samples are taken at the inlet and outlet of the pond covering the concentration of Bacteria (B), Algae (A), Zooplankton (Z), Organic Matter (OM), Detritus (D), Organic Nitrogen (ON), Ammonia (NH3), Organic Phosphorus (OP), Soluble Phosphorus (SP), Dissolved Oxygen (DO), Total Coliform (TC), Faecal Coliform (FC), and Biochemical Oxygen Demand (BOD). The research comparing observation and count data results in 11 kinds of concentration that have a relative error <20% and 2 concentrations > 20%, namely Chemical Oxygen Demand (COD) and Faecal Coliform.(FC). Wastewater quality is predicted with 45o angle charts and tolerance ± 20%, respectively for BOD (76.8%), COD (57.7%) and DO (81.9%). The model, as a means for performance evaluation of the WWTP, is appropriate for Class II water quality standards."

"Permasalahan lingkungan dewasa ini sangatlah luas. Misalnya di Jepang pada tahun 1940-an terjadi pencemaran kadmium (Cd) dari limbah pertambangan seng (Zn). Juga pencemaran oleh air raksa (Hg) dari limbah industri yang menyebabkan keracunan dan disebut penyakit Minamata.Di tanah air, ditemukan gejala keracunan pestisida pada sejumlah petani bawang dan cabe di Kabupaten Tegal dan Brebes. Penelitian terhadap dampak kesehatan petani pengguna pestisida yang dilakukan tahun 1991 sampai 1993 oleh Food and Agricultural Organization (FAO) antara lain menemukan bahwa sekitar 50 persen dari pestisida yang digunakan petani ternyata termasuk golongan berbahaya (35,8 persen), sangat berbahaya (7,3 persen), dan paling berbahaya (6,1 persen) menurut kualifikasi World Health Organization (WHO).Masalah-masalah lingkungan hidup hampir setiap hari dapat ditemui di media cetak maupun televisi dan kebanyakan bersifat kimiawi, seperti pencemaran di sungai Deli, pencemaran karena pestisida, pencemaran di sungai Citarum. Pemecahan masalah lingkungan hidup sebenamya tergantung pada manusia, karena manusia dapat menjadi perusak lingkungan atau penyelamat lingkungannya.Dalam UULH Pasal 5 disebutkan bahwa :"Setiap orang mempunyai hak atas lingkungan hidup yang baik dan sehat" dan "setiap orang berkewajiban memelihara lingkungan hidup dan mencegah serta menanggulangi kerusakan dan pencemarannya". Sedangkan Pasal 9 UULH menyebutkan :"Pemerintah berkewajiban menumbuhkan dan mengembangkan kesadaran masyarakat akan tanggung jawabnya dalam pengelolaan lingkungan hidup melalui penyuluhan, pendidikan, dan penelitian".Penjelasan Pasal 9 menyebutkan bahwa pendidikan untuk menumbuhkan dan mengembangkan kesadaran masyarakat dilaksanakan baik melalui jalur pendidikan formal mulai dari TK/SD sampai dengan perguruan tinggi, maupun melalui jalur pendidikan nonformal. LPTK (Lembaga Pendidikan Tenaga Kependidikan), dalam hal ini IMP dan FKIP mempunyai peranan penting dalam ikut serta menumbuhkan dan mengembangkan kesadaran masyarakat akan tanggung jawabnya terhadap lingkungan hidup. Hal ini disebabkan oleh fungsi LPTK sebagai lembaga pencetak guru. Karena guru yang berwawasan lingkungan diharapkan menghasilkan anak didik yang berwawasan lingkungan juga.Pendidikan Lingkungan Hidup (PLH) untuk mendi dikkan sikap berwawasan Lingkungan di tingkat pendidikan tinggi dilaksanakan dengan menggunakan pendekatan integratif-ekologi melalui MKDU (Mata Kuliah Dasar Umum) dan pendekatan monolitik antara lain melalui mata kuliah Kimia Lingkungan. Mata kuliah Kimia Lingkungan merupakan salah satu mata kuliah pilihan di Program Studi Pendidikan Kimia.Seperti kita ketahui, mahasiswa FKIP/IKIP Program S 1 Pendidikan Kimia adalah guru atau calon guru Kimia di SMU. Di dalam Garis-garis Besar Program Pengajaran (GBPP) mata pelajaran Kimia Kelas III Semester 6 (Kurikulum 19$4) dan kelas II Cawu 3 (Kurikulum 1994) terdapat program pengajaran atau topik-topik Kimia Lingkungan.Masalahnya adalah "Kurikulum yang bagaimanakah yang dapat membekali mahasiswa sebagai guru kimia dalam mengajarkan Kimia Lingkungan di SMUT" Penelitian ini bersifat kualitatif dan menggunakan metode survai. Data dalam penelitian ini adalah: 1) GBPP mata pelajaran Kimia Kurikulum SMU 1994, 2) tulisan-tulisan dalam jumal dan majalah yang berhubungan dengan PLH dan Kimia Lingkungan 3) Hasil wawancara dengan pakar lingkungan, dosen Kimia Lingkungan di IKIP, dan guru Kimia SMU.Subyek penelitian atau sampel dalam penelitian ini adalah 1) pakar lingkungan; 2) dosen Kimia Lingkungan IKIP Jakarta, IKIP Bandung, IKIP Malang, IKIP Yogyakarta, IKIP Semarang, IKIP Surabaya; 3) guru-guru Kimia SMU yang berpengalaman mengajar Kimia di kelas III.Lokasi penelitian sesuai dengan keberadaan IKIP-IKIP Negeri di atas, yaitu: Jakarta, Bandung, Yogyakarta, Semarang, Surabaya, dan Malang.Hasil wawancara dengan guru Kimia SMU, dosen Kimia Lingkungan IKIP, dan pakar lingkungan akan dianalisis secara deskriptif dengan mempertimbangkan data yang diperoleh dari dokumen mengenai PLH dan Kimia Lingkungan sehingga diperoleh rekomendasi penyempumaan pengajaran Kimia Lingkungan di Program Studi Pendidikan Kimia di LPTK.Dari hasil analisis data diperoleh kesimpulan:1.a. Tujuan Instruksional Umum:1) Lulus an LPTK menj adi guru yang berwawasan lingkungan sehinggamampu mengintegrasikan aspek-aspek lingkungan ketika mengajarkan konsep-konsep kimia. 2) Menyebarluaskan kekhawatiran tentang masalah-masalah lingkungan dan penerapan UULH.3) Mengembangkan sikap positif mahasiswa terhadap lingkungan sehingga mahasiswa dapat menawarkan alternatif pemecahan masalah lingkungan.b. Tujuan Instruksional Khusus:1) Mahasiswa dapat menjelaskan terjadinya pencemaran lingkungan dan Cara pencegahannya.2) Mahasiswa dapat menjelaskan reaksi-reaksi kimia yang terjadi di Atmosfir dan Hidrosfir.3) Mahasiswa dapat menjelaskan tentang zat aditif pada makanan.4) Mahasiswa dapat menjelaskan tentang pupuk dan pestisida.5) Mahasiswa dapat menjelaskan tentang Radioisotop.6) Mahasiswa dapat menjelaskan tentang toksikologi kimia, karsinogenesis, dan sampah B3.7) Mahasiswa dapat menjelaskan masalah-masalah lingkungan yang berhubungan dengan kimia.2. Materi Kimia Lingkungan seyogianya meliputi topik-topik:a. Pencemaran Lingkunganb. Siklus airc. Siklus Biogeokimiad. Proses penjemihan air e. AMDAL dan Baku Mutu Lingkunganf. Susunan Atmosfir dan reaksi kimia yang terjadi di dalamnya.g. Sifat fisik dan kimia Hidrosfir dan reaksi kimia yang terjadi di dalamnya.h. Zat aditif pada makanan.i. Pupuk dan pestisida.j . Radioisotop.k. Toksikologi kimia, Karsinogenesis, sampah B3.1. Masalah-masalah lingkungan yang berhubungan dengan kimia.3. Seyogianya materi Kimia Lingkungan di LPTK disajikan dengan menggunakan gabungan metode-metode: ceramah, diskusi, pemberian tugas, praktikum, karya wisata, dan studi kasus.4. Evaluasi hasil belajar Kimia Lingkungan sebaiknya dilaksanakan paling sedikit meliputi: 1) ujian tengah semester, menggunakan bentuk tes uraian; 2) ujian akhir semester, menggunakan bentuk tes obyektif; 3) tugas terstruktur, paling sedikit dilaksanakan dua kali dalam bentuk membuat kliping, makalah, laporan, atau ringkasan dari wacanalbuku berbahasaInggris.Hal ini dilakukan agar skor yang diperoleh mahasiswa d ap at men ggamb arkan kemampu an mahas is wa yan g s e b enamy a tentang Kimia Lingkungan. 5. Mata kuliah Kimia Lingkungan sebaiknya dikelola oleh suatu tim yang mempunyai Tatar belakang pendidikan guru Kimia (S 1) dan Magister Kimia Lingkungan.Materi Kimia Lingkungan seperti tersebut di atas yang diajarkan dengan menggunakan metode seperti disarankan (pada Tabel 4.2) diharapkan menjadikanKurikulum Kimia Lingkungan yang dikembangkan berdasarkan pendekatan berorientasi pada tujuan ini dapat memenuhi prinsip-prinsip kurikulum, khususnya prinsip relevansi, prinsip efektivitas dan efisien.

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Environmental problems vary and cover great areas of concern. Japan, for instance, in the 1940's experienced a pollution of cadmium (Cd) from waste of a zinc mine (Zn). They also suffered from a pollution of mercury (Hg) from industrial waste which poisoned many people and caused the Minamata illness.

In Indonesia farmers in Tegal and Brebes suffered from pesticide poison. A research on the influence of the health of farmers who used pesticide conducted in 1991 - 1993 by Food and Agriculture Organization (FAO)

among others found out that about 50 percent of the pesticides used by the farmers turned out to be classified as dangerous (36,8 percent), very dangerous (7,3 percent), and most dangerous (6,1 percent) according to the classification of the WHO.

Environmental problems are found nearly every day as reported in newspapers or on TV, mostly having a chemical character like the pollution in Deli River, pollution caused by pesticide, pollution in Citarum River. Solution of environmental problems actually depends on men's attitude and behavior because they can destroy or safe their environment.

In the UULH (The Act of the RI No. 4 of 1982 on the Basic Provisions for the Management of the Living Environment) Paragraph 5, it is stated that "Everyone has the right on a good and healthy environment" and "Everyone is obliged to take care of the environment and to prevent and overcome its damage and pollution". UULH Paragraph 9 states that "The Government is obliged to grow and develop the awareness and responsibility of the society in environmental management through extension, education, and research.

Explanation of Paragraph 9 states that education for growing and developing environmental awareness of society is conducted through formal education starting from kindergarten up to university level and through non-formal education.

In this case, LPTK (Institute of Teacher Training) for instance, has an important role in growing and developing the environmental awareness and responsibility of the society. It is owing to LPTK function as the teacher producer. And, teachers who have environmental view will produce students with environmental view too.

Environmental Education in higher education is carried out by using ecological - integrative approach through MKDU (General Basic Course) and monolithic approach through Environmental Chemistry subject. It is one of the optional subject matters in the Department of Chemistry Education.

As we know, students at LPTK Program S 1 of the Department of Chemistry Education are teachers or future Chemistry teachers in SMU (Senior High School). In the GBPP (General Guidelines of Instructional Activities) for the Chemistry Subject Semester 6, Grade 3 (Curriculum 1984), and Quarter 3, Grade 2 (Curriculum 1994) there are topics or instructional program on Environmental Chemistry.

The problem is "Which curriculum can supply the chemistry teacher with the knowledge needed to teach Environmental Chemistry at SMU?" This research applied a qualitative research method. The data includes:

1) GBPP SMU Curriculum 1994 Chemistry Subject, grade 2, quarter 3;

2) essays in journal and magazines which has relationship with Environmental Education and Environmental Chemistry; 3) Result of

interviews with Environmental Experts, Environmental Chemistry Lecturers at IKIP, and Chemistry SMU teachers.

The sample in this research includes: 1) Environmental Experts; 2) Environmental Chemistry Lecturers at IKIP Jakarta, IKIP Bandung, IKIP Malang, IKIP Yogyakarta, IKIP Semarang, IKIP Surabaya; 3) SMU Chemistry teachers who have experience in teaching grade 3.

The location of this research is in accordance with the location of the above mentioned IKIPs, i.e.: Jakarta, Bandung, Yogyakarta, Semarang, Surabaya, dan Malang.

The result of the interview with SMU chemistry teachers, lecturers of Environmental Chemistry and Environmental Experts was analyzed descriptively taking into account the data obtained from documents on Environmental Education and Environmental Chemistry, as to achieve a recommendation to perfect instructional program on Environmental Chemistry in the Department of Chemistry Education.

From the analyzed data are obtained the following conclusions: 1.a. General Instructional Objectives (TIU)

LPTK graduates with an insight in environment are able:

1) to integrate environmental aspects when teaching chemistry concepts.

2) to disseminate the endanger of the environment and the application of the IJULH.

3) to develop the environmental attitudes of the students.

b. Specific Instructional Objectives (TIK)

The students are able to explain:

I) Environmental pollution and how to solve it;

2) Chemical reactions in the Atmosphere and Hydrosphere;

3) Food additives;

4) Fertilizers and pesticides;

5) Radioisotopes;

6) Chemical toxicology, carcinogenesis, and Hazardous Waste;

7) Environmental problems.

2. The following topics should be covered in the Environmental Chemistry Subject:

a. Environmental Pollution

b. Water Cycle

c. Biogeochemical Cycle

d. Water Purifying System

e. AMDAL (Environmental Impact Assessment) and Environmental Standard

f. Atmosphere composition and chemical reaction in it.

g. Physically and chemically characteristics of the Hydrosphere and chemical reactions in it.

h. Food additives

i. Fertilizers and Pesticides

j. Radioisotopes

k. Chemical toxicology, carcinogenesis, hazardous waste 1. Environmental issues.

3. Topics on Environmental Chemistry should be taught using the combination of a variety of methods such as discussion, assignment, experiment, study tour, and case study.

4. The learning evaluation of Environmental Chemistry should include: 1) mid semester exam by using essay test; 2) final exam by using objective test; 3) structured assignment at least twice such as making clipping, writing paper, writing report, or making a summary of a topic taking from a book written in English. The reason for doing this is to obtain the scores which represent the real student capability on Environmental Chemistry.

5. Each LPTK should have more than one Environmental Chemistry Lecturers and they should have a Master degree in Environmental Science or in Chemistry.

Topics on Environmental Chemistry which are taught with various methods (see Table 4.2) will hopefully become Curriculum of Environmental Chemistry. The curriculum that is developed based on Objectives Oriented approach, will accomplish the principles of curriculum, especially the principles of relevancies, affectivities and efficiencies."

"Perusahaan mulai menunjukkan perhatian terhadap kegiatan sosial. Akuntansi sebagai bagian dari dunia usaha dituntut untuk merespon perkembangan perusahaan tersebut. Peran akuntansi ditunjukkan dengan munculnya akuntansi sosial, perusahaan dapat mengkomunikasikan aktivitas sosialnya serta memperoleh legitimasi dan memenuhi pertanggungjawaban baik kepada direct stakeholders maupun indirect stakeholders.Penelitian ini bertujuan untuk mengetahui pengungkapan aspek sosial ekonomi pada perusahaan yang terdaftar di JII dan di Non-JII serta untuk mengetahui hubungan antara variabel size, likuiditas, solvabilitas dan struktur kepemilikan dengan pengungkapan aspek sosial ekonomi pada perusahaan yang terdaftar di Jll dan di Non-JII.Sampel penelitian terdiri dari perusahaan yang tergolong agricultural, mining and mining service, food and beverage, automotive, consumer goods, communication, transportation service, plastic and glass product, pharmaceuticals, real estate and property, lumber and wood product, electronic and office equipment and cement yang terdaftar di JII dan Non-JIIperiode 2004. Metode yang digunakan dalam penelitian ini adalah two different mean dan analisis logistik.Berdasarkan hasil penelitian menunjukkan bahwa rata-rata pengungkapan aspek sosial ekonomi pada perusahaan yang terdaftar di JII lebih banyak bila dibanding dengan perusahaan yang terdaftar di Non-JII. Hal ini terlihat dari rata-rata pengungkapan aspek sosial ekonomi di JII sebesar 15 atau sebesar 38,53% dan yang paling banyak diungkap adalah tema konsumen dan produk sebesar 63,33% tema ketenagakerjaan 57,43%, tema kemasyarakatan 19,67%, tema lingkungan hidup dan energi 13,67% sedangkan di Non-JII sebesar 13 pengungkapan aspek sosial ekonomi atau sebesar 34.11% dan yang paling banyak diungkap adalah tema ketenagakerjaan sebesar 59,95% dan tema konsumen dan produk 45,98%, tema kemasyarakatan 18,56% dan tema lingkungan hidup dan energi sebesar 11,95%. Sedangkan hubungan antara variabel size, likuiditas, solvabilitas dan struktur kepemilikan pada perusahaan di JII setelah melalui uji reduksi variabel yang signifikan pada α = 5% hanya In size dan struktur kepemilikan sedangkan pada perusahaan yang terdaftar di Non-JII hanya struktur kepemilikan yang signifikan pada. α = 5%.

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Today, companies start to have concern with social activities. Accounting as a business tool is required to respond business development. Accounting's role emerges with social accounting to communicate companies? social activities in order to get legitimating and to fulfill social accountability from both direct and indirect stakeholders.

This research is aimed to know the disclosure of socio economic aspect of companies listed both at JII and Non-JII and its relation with size, liquidity, solvability and ownership structure.

Research sample consisted of the following industries listed in 2004: agricultural. mining and mining service, food and beverage, automotive, consumer goods, communication, transportation service, plastic and glass product, pharmaceuticals, real estate and property, lumber and wood product, electronic and office equipment and cement. Data analysis used in this study is two different mean and logistic analyzes.

The research finds that the average of social aspect disclosure for companies listed at Jli are larger than companies listed at Non-JII. This can be seen that the average of socio economic aspect disclosure at JII reached 38,53% and the most disclosed are consumer and product issue as of 63,33% followed by labor issue 57,43%, community issue 19,67% and environment and energy issue 13,67%. While for companies listed at Non-JII, the average of socio economic disclosure aspect reached 34,11% and the most disclosed are labor issue as of 59,95% followed by consumer and product issue 45,98%, community issue 18,56% and environment and energy issue 11,95%.

The relation between size, liquidity, solvability and ownership structure for companies listed at JII after having variable reduction test, the result shows that only In size and ownership structure which are significant at α = 5%, whereas for the companies listed at Non-JII only ownership structure which is significant at α = 5%."

"Data mengenai dosis permukaan berkas sinar-X 6 dan 10 MV, dari pesawat linear accelarator, yang diukur menggunakan parallel-plate NACP chamber, untuk efek ukuran lapangan radiasi, jarak penyinaran (SSD), penggunaan tray acrylic, blok metal pembentuk berkas, filter wedge dan MLC (multileaf collimator) Dosis permukaant meningkat dengan lapangan dari 5x5 cm² sampai dengan 20x20 cm² (5-17% untuk sinar-X 6 MV dan 6-19% untuk10 MV). Dengan menggunakan tray, dosis permukaan meningkat untuk semua lapangan (<1% - 6% untuk sinar-X 6 MV, dan <1% - 7% untuk 10 MV). Pemakaian filter wedge secara umum menunjukkan, dosis permukaan lebih rendah jika dibandingkan dengan lapangan terbuka. Ketika wedge-tray digunakan, tray merupakan kontributor terbesar, karena kontaminasi elektron yang berasal dari wedge akan diserap oleh tray. Blok sebagai pembentuk berkas juga akan meningkatkan dosis permukaan, tetapi tray blok cenderung mengurangi dosis permukaan pada perlakuan dengan berkas energi tinggi pada lapangan kecil. Efek pemakaian MLC, dosis permukaan cenderung hampir sama dengan pemakaian blok, tetapi mempunyai nilai yang lebih kecil. Dengan penurunan SSD akan meningkatkan dosis permukaan yang dominan pada lapangan 20x20 cm, dan juga akan semakin bertambah dengan adanya penambahan blok tray acrylic.

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A comprehensive set of data on surface dose for 6 MV and 10 MV photon beams from a medical linear accelerator was measured using a parallel-plate chamber to document the effect of field size, source-to-distance (SSD), acrylic block tray, wedge, metal block and multileaf collimator (MLC). The surface dose increased as field size increased from 5 x 5 cm to 20 x 20 cm (5% to 16% for 6 MV and 6% to 19% for 10 MV). With the use of an acrylic block tray, the surface dose increased for all field size (<1% to 6% for 6 MV and <1% to 7% for 10 MV ). The surface dose with a wedge showed, generally lower than the dose for an open field. When both wedge and block tray were used, the tray was a major contributor to the surface dose because some of the contaminant electrons from the wedge assembly were absorbed by the block tray. Field-shaping blocks increased the surface dose, but, interestingly, the block tray reduced the surface dose small blocked fields treated with a high-energy photon beam. The effect of an MLC on surface dose was very similar to that of metal block, but its magnitude was less. As SSD decreased, the surface dose increased, and this effect was dominant in 20 x 20 cm². The SSD effect was enhanced in the presence of an acrylic block tray."

"Stunting merupakan salah satu indikator status gizi yang menggambarkan permasalahan gizi kronis akibat dari keadaan yang berlangsung lama, seperti kemiskinan, pola asuh serta pemberian makanan yang kurang baik sejak anak dilahirkan. Stunting pada anak menyebabkan gangguan pada perkembangan kognitif, motorik dan memiliki konsekuensi jangka panjang terhadap kehidupan anak. Tujuan penelitian untuk melihat gambaran peran praktik pengasuhan dan status gizi terhadap perkembangan kognitif, motorik dan emosi sosial pada anak usia 3,5 tahun sampai 10 tahun. Merupakan follow up study dari penelitian suplementasi ibu hamil yang dilakukan di Lombok tahun 2001 – 2004. Penelitian menggunakan data sekunder dengan desain panel, sampel sebanyak 354 anak usia 3,5 dan 10 tahun. Hasil analisis didapatkan bahwa praktik pengasuhan pada ibu dengan pendidikan tinggi berhubungan dengan perkembangan kemampuan kognitif (koef 0,025), perkembangan kemampuan motorik (koef 0,033) dan perkembangan kemampuan emosi sosial (koef 0,053) dari usia 3,5 tahun sampai 10 tahun. Perlu dilakukannya intervensi yang efektif dan terintegrasi antara stimulasi psikososial anak sejak dini dengan program perbaikan status gizi agar pertumbuhan dan perkembangan anak terutama kemampuan kognitif, motorik dan emosi sosial anak optimal. Kata kunci : status gizi, perkembangan kognitif, perkembangan motorik, perkembangan emosi sosial ......The Association between Nurturing Practice and Nutritional Status on Cognitive, Motor and Social Emotional Development in Lombok 2014 Stunting as indicator of nutritional status gives an overview of chronic malnutrition problem as a result of condition that lasted for long, such as poverty and parenting as well as unproperly feeding since the infancy. Stunting cause cognitive and motor development disorders and has long term consequences on children’s lives. The objective is to describe the association of nurturing practices and nutritional status on cognitive, motor and social emotional development of children at 3.5 up to 10 years of age. This study is followed up of maternal sumplementation research conducted in Lombok in 2001 – 2004. Using a secondary data with panel design, conducted to 345 children at 3,5 and 10 years of age as a sample, the result shows that nurturing practices on mother’s with high level education significantly associated with the cognitive development (coef 0,025), motor development (coef 0,033) and social emotional development (coef 0,053) at children at 3,5 up to 10 years of age. An effective and integrated interventions program combining the psychosocial stimulation and nutritional improvement program in early childhood in order to optimized the cognitive, motor and social emotional development "

"ABSTRACTNitrogen dioxide (NO2), sulfur dioxide (SO2), particulate matter (PM10), and total suspended particulate (TSP) are the most common and harmful air pollutants to humans. In a short period, air pollution exposure at 5 ppm for 10 minutes in humans causes dyspnea, and when the level is increased to 800 ppm could cause 100% mortality in animals. This study was an analytical study with implementing a cross-sectional design and risk analysis. One hundred subjects were involved in this study. The results showed that the mean value of the non-cancer Hazard Index (HI) for real-time exposure was NO2: 1.85; SO2: 2.92; TSP: 7.09; and PM10: 11.7 (HI value ≥1). Test for forced vital capacity lung capacity to non-cancer risk estimation of NO2, SO2, TSP, and PM10 indicated that there was no significant relationship (p-value >0.05). The variable of smoking habit is the most dominant variable (odds ratio [OR] = 12.542) which affects respiratory disorders. The exposure to NO2, SO2, TSP, and PM10 in Palembang City bus drivers is considered hazardous to the health of subjects without cancer."