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All Journal Research of Scientia Naturalis Scientechno: Journal of Science and Technology Journal Neosantara Hybrid Learning
Isabella Clark
University of Victoria
Agriculture, Biological Sciences & Forestry Chemistry Physics

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THE ECOLOGICAL IMPACT OF VOLCANIC ASH DEPOSITION FROM MOUNT SEMERU’S ERUPTION ON SOIL MICROBIAL COMMUNITIES AND PLANT SUCCESSION Robertho Kadji; Emilía Elíasdóttir; Isabella Clark
Research of Scientia Naturalis Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientia.v2i6.2542

Abstract

Volcanic eruptions are powerful geological events that drastically alter terrestrial ecosystems, yet the specific ecological recovery mechanisms, particularly the interplay between soil microbiology and vegetation, remain underexplored. The recent eruption of Mount Semeru in Indonesia deposited significant layers of volcanic ash, creating a unique natural laboratory to study primary succession. This research aimed to analyze the ecological impact of this ash deposition on the composition of soil microbial communities and the subsequent patterns of plant succession in the affected areas. The study employed a field survey method across a gradient of ash deposition thickness. Soil samples were collected for DNA metabarcoding to analyze bacterial and fungal community structures, while vegetation quadrats were established to monitor plant species recolonization and growth over a 12-month period. The results revealed a significant initial reduction in microbial diversity in heavily impacted soils, with a subsequent shift towards communities dominated by stress-tolerant, chemoautotrophic bacteria. This altered microbial landscape was strongly correlated with the emergence of pioneer plant species adapted to nutrient-poor volcanic substrates. The study concludes that volcanic ash deposition fundamentally resets soil microbial ecosystems, and this shift is a critical determining factor that directly governs the trajectory and composition of early-stage plant succession.
Using Multimedia Tools to Enhance Cognitive Engagement: A Comparative Study in Secondary Education Ida Farida; Isabella Clark
Scientechno: Journal of Science and Technology Vol. 3 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v3i3.1742

Abstract

BackgroundThe integration of multimedia tools in education has become increasingly prevalent, especially in secondary education, as it is believed to enhance cognitive engagement and facilitate deeper learning. However, empirical studies comparing the effectiveness of different multimedia tools in fostering cognitive engagement in secondary education remain limited. This study aims to bridge this gap by evaluating the impact of multimedia tools on cognitive engagement in secondary school classrooms. PurposeThe primary objective of this research is to examine the effects of multimedia tools—such as videos, interactive simulations, and educational games—on students' cognitive engagement. The study compares traditional instructional methods with multimedia-enhanced teaching strategies to assess which approach leads to higher levels of cognitive engagement among secondary school students. MethodA comparative research design was employed, involving two groups of secondary school students. One group received traditional instruction, while the other engaged with multimedia tools during lessons. Data were collected using cognitive engagement scales, classroom observations, and student interviews. ResultsThe findings reveal that students using multimedia tools demonstrated significantly higher levels of cognitive engagement, particularly in tasks requiring problem-solving and critical thinking. Students expressed greater interest and motivation in lessons involving multimedia. ConclusionThe study concludes that multimedia tools effectively enhance cognitive engagement in secondary education. These tools should be incorporated into teaching practices to foster deeper learning and improve student outcomes.
GAMIFICATION OF SCIENCE LEARNING IN A HYBRID SETTING: A STUDY ON STUDENT MOTIVATION AND CONCEPTUAL UNDERSTANDING Ella Green; Harrison Davis; Isabella Clark
Journal Neosantara Hybrid Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i5.3349

Abstract

The integration of gamification into hybrid science learning environments has gained increasing attention as educators seek innovative strategies to enhance student motivation and conceptual understanding. The transition to hybrid models, combining online and face-to-face instruction, often challenges students’ engagement and persistence, particularly in science subjects that require abstract reasoning and sustained focus. This study investigates the effects of gamification elements such as points, badges, leaderboards, and narrative challenges on student motivation and conceptual comprehension in hybrid science learning settings. The research aims to determine whether game-based learning mechanics can improve both intrinsic motivation and mastery of scientific concepts. A quasi-experimental design was implemented with two groups of secondary school students (N = 120) participating in a hybrid science course over eight weeks. The experimental group used a gamified learning platform, while the control group followed conventional instruction. Data were collected through pre- and post-tests assessing conceptual understanding, alongside a motivation inventory adapted from the Science Motivation Questionnaire II. Statistical analysis using paired-sample t-tests and ANOVA revealed that the gamified group exhibited significantly higher motivation scores (M = 4.32, SD = 0.41) and improved conceptual understanding (p < 0.05) compared to the control group. The findings indicate that gamification fosters engagement and deeper learning by transforming abstract scientific ideas into interactive, goal-oriented experiences. The study concludes that integrating gamified elements in hybrid learning not only enhances cognitive outcomes but also sustains learner motivation across modalities.
Co-Authors Ella Green Emilía Elíasdóttir Harrison Davis Ida Farida Robertho Kadji