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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Integrated Science Education Journal
Sari, Lutfiana Ditta
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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Resistance of Broiler Meat through Exposure to Extremely Low Frequency Magnetic Fields of 700 µT and 900 µT Intensities and Safety Risks to Health Sudarti, Sudarti; Sari, Lutfiana Ditta; Permatasari, Elok; Ardiani, Tania
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6500

Abstract

This study aims to examine "Resistance of broiler chicken meat through exposure to ELF MF and safety risks to health". Research samples of 140 packs of fresh broiler chicken meat (@ 50 grams) were divided into seven groups (@ 20 packs), one group as control, 3 groups were exposed to ELF MF intensity of 700 µT each with an exposure duration of 30, 45 and 60 minutes, and 3 groups were exposed to ELF MF intensity of 900 µT with exposure durations of 30, 40, and 60 minutes, respectively. Indicators of chicken meat resistance include pH, density, texture, color, aroma, and the appearance of mucus in chicken meat samples that have been stored for 6, 12, 18, and 24 hours after exposure to ELF MF. Research results: the physical endurance of chicken meat stored for 12 hours after being exposed to ELF MF intensity of 700 µT and 900 µT was better than the control. Conclusion: exposure to ELF MF intensity of 900 µT for 45 minutes and 60 minutes is able to maintain the quality of chicken meat at room temperature for up to 12 hours of storage and is safe for health.
The Effect of Experimental-Based Problem-Based Learning on Undergraduate Students’ Scientific Writing and Presentation Skills in a Basic Physics Course Sari, Lutfiana Ditta; Sudarti, Sudarti; Siswati, Bea Hana
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2454

Abstract

Purpose of the study: This study aims to examine the effect of experimental-based Problem-Based Learning (PBL) on students’ scientific writing and presentation skills in a Basic Physics course. Methodology: The study employed a quasi-experimental posttest-only control group design involving 73 undergraduate students from the Biology Education program. Participants were divided into an experimental group receiving experimental-based PBL instruction and a control group receiving conventional learning. Data were collected using validated rubrics for scientific writing and scientific presentation skills. Data analysis was conducted using descriptive statistics, independent samples t-tests, One-Way ANOVA, and the Mann–Whitney U test. Main Findings: The results show that students in the experimental group achieved significantly higher scientific writing scores (M = 562.97) than those in the control group (M = 518.19), with significant differences across most writing components (p < 0.05). One-Way ANOVA results indicate a very large effect size (Partial Eta Squared = 0.970). In addition, scientific presentation skills were significantly higher in the experimental group across all assessed indicators, including contribution, collaboration, confidence, content mastery, and communication (p = 0.000). Novelty/Originality of this study: This study provides empirical evidence that experimental-based PBL effectively enhances both scientific writing and presentation skills in an interdisciplinary Basic Physics learning context. The findings highlight the role of inquiry-oriented and experimental learning in strengthening scientific communication skills and offer practical implications for improving scientific literacy in higher education.
Co-Authors Bea Hana Siswati Sudarti Sudarti Tania Ardiani