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All Journal Scientechno: Journal of Science and Technology Journal Neosantara Hybrid Learning
Fatima Al-Said
University of Nizwa

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DEVELOPMENT OF LOW-CARBON GEOPOLYMER CONCRETE USING FLY ASH AND INDUSTRIAL SLAG AS SUSTAINABLE MATERIAL ENGINEERING Edward Ngii; Dulguun Amarsaikhan; Fatima Al-Said; Khaled Al-Sharqi
Scientechno: Journal of Science and Technology Vol. 4 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v4i2.2954

Abstract

The construction industry is a major contributor to global carbon emissions, with traditional Portland cement production accounting for approximately 8% of total CO? output. The development of low-carbon alternatives is essential to achieving sustainability goals and reducing the environmental footprint of infrastructure. This research focuses on developing geopolymer concrete using fly ash and industrial slag as sustainable raw materials, offering a viable substitute for ordinary Portland cement. The objective of the study is to evaluate the mechanical performance, durability, and carbon footprint reduction potential of geopolymer concrete mixtures under varied proportions of fly ash and slag. A quantitative experimental method was employed, involving the synthesis of multiple mix designs with differing binder ratios, followed by compressive strength testing, microstructural analysis, and lifecycle assessment (LCA). The results indicate that the optimal blend of 60% fly ash and 40% slag achieved a 42% reduction in carbon emissions compared to conventional concrete while maintaining a compressive strength exceeding 45 MPa after 28 days of curing. The inclusion of slag significantly enhanced early strength development and chemical stability due to calcium enrichment, while the use of fly ash contributed to long-term durability. The study concludes that fly ash–slag–based geopolymer concrete represents a promising low-carbon alternative, combining industrial waste valorization with superior structural performance. Future applications could advance sustainable material engineering practices in both civil and environmental infrastructure sectors.
INCLUSIVE EDUCATIONAL TECHNOLOGY FOR STUDENTS WITH DYSLEXIA IN A HYBRID READING PROGRAM: A CASE STUDY IN AN INDONESIAN PRIMARY SCHOOL Saiful Fallah; Ahmed Al-Harthy; Fatima Al-Said; Khaled Al-Sharqi
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2532

Abstract

Dyslexia is a common learning difficulty that affects many students worldwide, including those in Indonesia. Students with dyslexia face significant challenges in traditional educational settings, particularly in reading and language development. Inclusive educational technologies offer promising solutions to support these students, especially in hybrid learning environments where both digital and traditional methods are integrated. This study aims to explore the effectiveness of inclusive educational technology in a hybrid reading program for primary school students with dyslexia in Indonesia. The research employs a case study methodology, focusing on a group of dyslexic students at an Indonesian primary school. Data was collected through classroom observations, interviews with teachers, and pre- and post-assessments of reading skills. The results indicate that the use of educational technology, such as text-to-speech tools, phonics-based apps, and digital reading platforms, significantly improved students' reading abilities and engagement. The hybrid program allowed students to learn at their own pace, providing tailored support that traditional methods could not offer. The study concludes that inclusive educational technology is a valuable tool for supporting students with dyslexia, enhancing their reading skills, and promoting greater inclusion in the classroom. These findings contribute to the growing body of research on educational technology and inclusive practices in primary education.
Co-Authors Ahmed Al-Harthy Dulguun Amarsaikhan Edward Ngii Khaled Al-Sharqi Saiful Fallah