We present the results of visual double stars speckle observations from 2013 using a Zeiss Double Refractor 60 cm with visual focal length f = 1,078 cm, and CCD SBIG ST-402 MEA. A Bessel V filter with ⋋ = 550 nm was placed in front of the CCD camera to reduce the chromatic aberration of the objective lens. The objects selected for this observation were calibration candidates and program stars with separations ranging from 0.9—6 arc second, and were located in both the northern and southern hemispheres. Seeing at Bosscha Observatory is generally 1—2 arc second, imposing a limit on visual double star separation below which the system cannot be resolved by long exposure imaging (longer than ~50 ms). Speckle interferometry methods are used to resolve double stars with separations below the typical size of seeing effects. A series of images were captured in fast short-time exposures (~50 ms) using a CCD camera. The result of our experiment shows that our system can be used to measure separations of 0.9 arc second (for systems with small Δm) and Δm ≈ 3.7 (for wide systems).

The purpose of this quantitative research was to examine whether there were statistically significant differences in Islamic elementary public school teachers’ curriculum orientation and teaching conception across demographic variables of gender, age, and teaching experience. Data were collected through questionnaires from 65 Islamic elementary public school teachers. Data were analysed through Rasch analysis and tests of inferential statistics. The results of the data analysis show that, over all: 1) the teachers’ curriculum orientation tended to be “technological” and “academic” rather than “social reconstructionistic”; and 2) the teachers tended to conceptualize teaching as “apprenticeshipdevelopmental” and “knowledge transmission” rather than “nurturing” or “social reform”. Tests of inferential statistics revealed a significant difference between male and female teachers’ conception of teaching. A significant difference was also found in the teachers’ curriculum orientation across the demographic variable of teaching experience. No significant difference was found across the variable of age. Correlations were identified between the teachers’ curriculum orientation and teaching conception. The findings of this study provide evidence for policy makers, school leaders, researchers, parents, and teacher educators that the curriculum orientation and teaching conception of the majority of the teachers seems to be incompatible with the nature of character education that necessitates teachers to be “nurturing” and “social reconstructionistic”. In addition, evaluation and reorientation of paradigms and approaches in teacher education and educational objectives and further research are suggested.