THE BONE MICROSTRUCTURE IDENTIFICATION MODEL BASED ON BACKSCATTER MODE OF ULTRASOUND

Umiatin Umiatin; Tora Oktaviana; Endang Wijaya; Riandini Riandini; Farhan Yusuf

doi:10.21009/SPEKTRA.061.07

Authors

Umiatin Umiatin
Tora Oktaviana Department of Physics, Universitas Negeri Jakarta, Rawamangun Muka, Jakarta, Indonesia
Endang Wijaya Department of Electrical Engineering, Politeknik Negeri Jakarta, Depok, West Java, Indonesia
Riandini Riandini Department of Electrical Engineering, Politeknik Negeri Jakarta, Depok, West Java, Indonesia
Farhan Yusuf Department of Physics, Universitas Negeri Jakarta, Rawamangun Muka, Jakarta, Indonesia

DOI:

https://doi.org/10.21009/SPEKTRA.061.07

Keywords:

osteoporosis, bone structure, ultrasound, backscatter, attenuation

Abstract

Osteoporosis is defined by a decrease in bone mass and a deterioration in bone microstructure. It is a major public health issue and a significant economic burden for both individuals and society. Thus, monitoring bone mass and structure is necessary to prevent bone fragility and osteoporosis. This study aimed to develop a prototype of quantitative ultrasound (QUS) and to evaluate the feasibility of backscatter mode for the bone assessment. Ultrasound (US) signals that propagate through the bone can be characterized by comparing the signal from both transmitter and receiver transducers. The US backscattered signal depends on the characteristic of both medium and transducer. In this study, we analyzed the attenuated signal based on the parameters: type of bone (compact and spongy), type of coupling medium (air, starch, and gel), the angle between transducers and bone (30^o, 60^o, and 90^o), and transducer distance (0, 10, 5, 15, 20 and 25 cm). We use only 1 MHz transducer frequency. The prototype has been evaluated by Digital Oscilloscope and LabVIEW user interface to observe received signals. The results of this study showed that there was a difference in amplitude of the US signal from compact and spongy bones. The amplitude is directly proportional to acoustic impedance and inversely proportional to the distance between transducers. There is a negative correlation between bone microstructure to attenuation, and compact bones have a greater attenuation coefficient than spongy bones.

References

Agboola, A., & Tsai, K. C. (2012). Bring character education into classroom. European journal of educational research, 1(2), 163-170. Retrieved from https://eric.ed.gov/?id=EJ1086349

Astuti, T. A., Nurhayati, N., Ristanto, R. H., & Rusdi, R. (2019). Pembelajaran berbasis masalah biologi pada aspek kognitif: sebuah meta-analisis. JPBIO (Jurnal Pendidikan Biologi), 4(2), 67-74. https://doi.org/10.31932/jpbio.v4i2.473

Balci, S., Cakiroglu, J., & Tekkaya, C. (2006). Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools. Biochemistry and Molecular Biology Education, 34(3), 199-203. https://doi.org/10.1002/bmb.2006.49403403199

Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45(3), 180–191. https://doi.org/10.1111/j.2044-8295.1954.tb01243.x

Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2(2), 97–175. https://doi.org/10.1007/BF00993037

Borowske, K. (2005). Curiosity and motivation to learn. ACRL Twelfth National Conference, 346–350.

Burkhardt, G., Monsour, M., Valdez, G., Gunn, C., Dawson, M., Lemke, C., ... & Martin, C. (2003). Literacy in the digital age. engauge 21st century skills for 21st century learners report. naperville, il: north central regional educational laboratory (NCREL) and the metiri group. British Journal of Educational Technology, 37(2), 307-317. https://doi.org/10.1111/j.1467-8535.2006.00602_10.x

Buzan, T. (1974). Using both sides of your brain. New York: E.P. Dutton.

Buzan, T., & Buzan, B. (1990). The mind map book how to use radiant thinking to maximize your brain’s untapped potential. USA: A Duttton Book.

Buzan, T. (1995). The mind map book. 2nd edn., New York: Dutton.

Buzan, T. , & Buzan, B. (2000). The mind map book. London. BBC Books.

Bybee, R. W. (2010). The teaching of science 21st century perspectives. USA: NSTA Press.

Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10-13. Retrieved from https://newscenter.sdsu.edu/education/projectcore/files/05329-5E_instructional_Model_R_Bybee.pdf

Bybee, R. W. (2015). Leaning Science and Science Of Learning. In Uma ética para quantos?.

Cahyarini, A., Rahayu, S., & Yahmin, Y. (2016). The effect of 5e learning cycle instructional model using socioscientific issues (ssi) learning context on students' critical thinking. Jurnal Pendidikan IPA Indonesia, 5(2), 222-229. Retrived from https://journal.unnes.ac.id/nju/index.php/jpii/article/view/7683

Day, H. I. (1982). Curiosity and the interested explorer. Performance & Instruction, 21(4), 19–22. https://doi.org/10.1002/pfi.4170210410

Ditriguna, A. K., Sujana, I. W., & Suniasih, N. W. (2013). Pengaruh model pembelajaran learning cycle 5e terhadap sikap ilmiah dan hasil belajar ipa siswa kelas v SD negeri 5 Pedungan. Jurnal Jurusan Pendidikan Guru Sekolah Dasar, 1(1), 1–10. Retrieved from https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/view/1460

Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., & Muhlisin, A. (2018). Cirsa: designing instructional kits to empower 21st century skill. Educational Process: International Journal, 7(3), 200-208. http://dx.doi.org/10.22521/edupij.2018.73.4

Field, A. (2009). Discovering statistics using spss third edition. California: SAGE Publications Ltd.

Giacalone, R. A. (2015). Character Education for the 21 st Century: What should students learn? Center for Curriculum Redesign, 3(4), 29. Retrieved from https://curriculumredesign.org/wp-content/uploads/CCR-CharacterEducation_FINAL_27Feb2015.pdf

Goldston, M. J., Day, J. B., Sundberg, C., & Dantzler, J. (2010). Psychometric analysis of a 5E learning cycle lesson plan assessment instrument. International Journal of Science and Mathematics Education, 8(4), 633-648. https://doi.org/10.1007/s10763-009-9178-7

Guildford. (1956). Fundamental statistic in pshcology and education. 3rd Ed. New York: McGraw-Hill Book Company Inc.

Hake, R. R. (1999). Analyzing change/gain scores. Unpublished. Retrieved from https://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf

Harlen, W. (1996). Teaching and learning primary science. London: Paul Chapman Publishing.

Harvey, M., Novicevic, M., & Breland, J. W. (2009). Global dual-career exploration and the role of hope and curiosity during the process. Journal of Managerial Psychology, 24(2), 178–197. https://doi.org/10.1108/02683940910928874

Hsee, C. K., & Ruan, B. (2016). The Pandora effect: The power and peril of curiosity. Psychological science, 27(5), 659-666. https://doi.org/10.1177/0956797616631733

Indriani, D., & Mercuriani, I. S. (2019). Experiential learning model with mind mapping on fungi: how to improve science process skills?. Biosfer: Jurnal Pendidikan Biologi, 12(2), 223-237. https://doi.org/10.21009/biosferjpb.v12n2.223-237

Jibrin, A., Abdullahi, Y., Zayum, S., & Abdullahi, Y. (2012). Effects of Mind Mapping Instructional Strategy on The Academic Achievement of Senior Secondary School Biology Students in Ecology. Journal of Science, Technology and Education, 1(2), 51–55. Retrieved from http://www.atbuftejoste.com/index.php/joste/article/view/33/pdf_36

Kaynar, D., Tekkaya, C., & Çakiroğlu, J. (2009). Effectiveness of 5e learning cycle instruction on students’ achievement in cell concept and scientific epistemological beliefs. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 96-105. Retrieved from https://dergipark.org.tr/en/pub/hunefd/issue/7801/102230

Kristiana, I. (2016). Influence of teams games tournament learning model using puzzle media on students’ activity and cognitive. Bioma, 6(2), 78–92. https://doi.org/10.26877/bioma.v6i2.1740

Lacap, M. P. (2015). The scientific attitudes of students major in science in the new teacher education curriculum. Asia Pacific Journal of Multidisciplinary Research, 3(5), 7–15. Retrieved from http://oaji.net/articles/2016/1543-1464848419.pdf

Leasa, M., Sanabuky, Y. L., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer: Jurnal Pendidikan Biologi, 12(2), 122-134. https://doi.org/10.21009/biosferjpb.v12n2.122-134

Leavy, P. (2017). Research Design Quantitative, Qualitative, Mixed Methods, Arts- Based, and Community-Based Participatory Research Approaches. New York: The Guildford Press.

Melani, R., Harlita, & Sugiharto, B. (2012). Pengaruh metode guided discovery learning terhadap sikap ilmiah dan hasil belajar kognitif biologi siswa sma negeri 7 Surakarta tahun pelajaran 2011/2012. Jurnal Pendidikan Biologi, 4(1), 97–105. Retrieved from https://jurnal.uns.ac.id/bio/article/view/5548/4932

Nabilah, S., Anwar, Y., & Riyanto, R. (2019). Motoric mechanism with problem based learning: impact on students’ higher order thinking skill. Biosfer: Jurnal Pendidikan Biologi, 12(2), 182-193. https://doi.org/10.21009/biosferjpb.v12n2.182-193

Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher education. The Teacher Educator, 43(2), 156-172. https://doi.org/10.1080/08878730701838983

Ningsih, L. R., Rusdi, R., & Miarsyah, M. (2019). Exploring respiratory system to improve biological learning motivation: resysmart media application. Biosfer: Jurnal Pendidikan Biologi, 12(2), 211-222. https://doi.org/10.21009/biosferjpb.v12n2.211-222

Permendikbud. (2016). Peraturan Kementrian Pendidikan dan Kebudayaan No 24, tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar.

Pluck, G., & Johnson, H. (2011). Stimulating curiosity to enhance learning 2. GESJ: Education Science and Psychology, 2(2), 24–31. Retrieved from http://eprints.whiterose.ac.uk/74470/

Purwanto, N. (1994). Prinsip-prinsip Teknik Evaluasi Pengajaran. Jakarta: Remaja Rosdakarya.

Ristanto, R.H., Zubaidah, S., Amin, M., & Rohman, F. (2018). The potential of cooperative integrated reading and composition in biology learning at higher education. International Journal of Educational Research Review, 3(1), 50-56. https://doi.org/10.24331/ijere.376727

Ristanto, R. H., Djamahar, R., Heryanti, E., & Ichsan, I. Z. (2020). Enhancing students' biology-critical thinking skill through circ-based scientific approach (cirsa). Universal Journal of Educational Research, 8(4A), 1-8. Retrieved from http://www.hrpub.org/journals/article_info.php?aid=9087

Royal, B. (2010). The little blue reasoning book 50 powerful principles for clear and effective thinking. Calgary: Maven Publishing.

Rustler, F. (2012). Mind mapping for dummies. Chichester: John Wiley & Sons, Ltd.

Samosir, A., Hasruddin., & Dongoran, H. (2019). Analisis kuantitas dan kualitas pertanyaan guru biologi dan siswa pada materi sistem ekskresi. Jurnal Pelita Pendidikan, 7(1), 9–15. Retrieved from https://jurnal.unimed.ac.id/2012/index.php/pelita/article/view/10523

Sari, A. A. I. (2016). Mengembangkan Rasa Ingin Tahu Dalam Penemuan Terbimbing Setting Tps. Proceeding of National Seminar Mathematics and Mathematics Education, (November), 373–382.

Sasongko, F. K. (2017). Improving the 8 th graders’ writing skill using mind-mapping at smp negeri 2 Geneng. International Seminar on Language Education and Culture, 47–55. Retrieved from http://sastra.um.ac.id/wp-content/uploads/2017/11/47-55-Febry-K-Sasongko-edited_LAYOUTED.doc.pdf

Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238-248. https://doi.org/10.21009/biosferjpb.v12n2.238-248

Stanfield, C. L. (2013). Principles of Human Physiology fifth edition. Southern Medical Journal, 5(10). https://doi.org/10.1097/00007611-191211000-00025

Sukardjo. (2009). Landasan pendidikan konsep dan aplikasinya. Jakarta: Rajawali Press.

Suyanto, S. (2011). Pembelajaran biologi dengan pendekatan dan siklus belajar 5e dari bscs untuk pengembangan karakter slamet suyanto. Prosiding seminar nasional biology and local wisdom; Past, Present And Future, 239–246.

Tee, T. K., Azman, M. N. A., Mohamed, S., Mohamad, M. M., Yunos, J., Yee, M. H., & Othman, W. (2014). Buzan mind mapping : an efficient technique for note taking. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(1), 28–31. https://doi.org/10.5281/zenodo.1336202

Trilipi, D., Subali, B., Anwar, Y., & Santoso, L. M. (2019). Note-taking roundhouse diagram strategy: improving student retention on body defense system concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 157-169. https://doi.org/10.21009/biosferjpb.v12n2.157-169

Tuna, A., & Kacar, A. (2013). The effect of 5E learning cycle model in teaching trigonometry on students’ academic achievement and the permanence of their knowledge. International Journal on New Trends in Education and Their Implications, 4(1), 73-87. Retrieved from http://ijonte.org/FileUpload/ks63207/File/ijonte._2013.1.complete.pdf#page=80

Vidler, D. C. (1980). Curiosity, academic performance, and group attendance. Psychological Reports, 47(2), 589–590. https://doi.org/10.2466/pr0.1980.47.2.589

Widmaier, E. P., Raff, H., Strang, K. T., & Shoepe, T. C. (2013). Vanders Physiology The Mechanisms of Body Functions. New York: Mc Graw Hill Education.