Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmu Kesehatan Indonesia (JIKSI) Priviet Social Sciences Journal
Mizwar, Mizwar
Unknown Affiliation
Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Delayed Management of a Button Battery Foreign Body in the Esophagus: A Case Report Mizwar, Mizwar; Asyari, Ade
Jurnal Ilmu Kesehatan Indonesia Vol. 6 No. 2 (2025): Juni 2025
Publisher : Fakultas Kedokteran, Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jikesi.v6i2.1492

Abstract

Introduction: A Foreign body ingestion and ofreign body aspiration commonly affect children between 6 months and 6 years. Items that are commonly swallowed by children are small and shiny object, such button batteries and magnets that have increased rapidly over the last decade. Botton battery ingestion an established surgical emergency, requiring immediate removal. Delay in diagnosis can lead possible complication such as inflammation, necrosis of esophageal mucosa and esophageal perforation. Rigid esophagoscopy is mainstay procedure of management foreign body in esophagus. Case Report: A case of foreign body battery in esophagus was reported in a 4 year old girl with chief complain felt something stuck at the throat since 3 days before admission and patient performed thoracal x-ray. Esophagoscopy was performed to remove battery foreign body in esophagus. At the time of evaluation, necrosis and excoriation was found in the esophagus as high as 18 cm from the incisivus. Conclusions: Delay in diagnosis and management of foreign battery in the esophagus could lead in to severe clinical manifestations and could cause the complication. Esophagoscopy remains the mainstay management of foreign body in esophagus because of its good visualization.  
Implementation of the inquiry learning model to enhance junior high school students’ scientific literacy: A qualitative study Mizwar, Mizwar; Setiawan, Heri; Rogahang, Milan Kisy; Tikulembang, Garry Aditya
Priviet Social Sciences Journal Vol. 6 No. 3 (2026): March 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i3.1261

Abstract

This study aims to analyze the implementation of the inquiry learning model to enhance junior high school students’ scientific literacy. The research is grounded in the concern that Indonesian students’ scientific literacy remains low, largely due to traditional teaching methods focused on rote memorization rather than scientific exploration. Employing a qualitative descriptive approach with a case study design, the research was conducted at MTs Alkhairaat Pusat Palu. Data were collected through classroom observations, in-depth interviews, and document analysis, then processed using Miles, Huberman, and Saldaña’s interactive analysis model, which consists of data condensation, data display, and conclusion drawing. The results show that the guided inquiry learning model effectively promotes students’ active participation, strengthens their scientific reasoning abilities, and deepens their conceptual understanding of natural phenomena. The teacher acts as a facilitator, guiding students to construct knowledge through investigation and reflective discussion. Improvements in scientific literacy were evident in students’ ability to interpret experimental data, explain scientific phenomena logically, and connect scientific concepts with real-life contexts. Supporting factors included teacher readiness, the use of relevant contextual materials, and a collaborative learning environment. Theoretically, this study reinforces social constructivism as a foundation for inquiry-based science education, while practically, it provides recommendations for developing curricula and teacher training programs that emphasize evidence-based scientific investigation and inquiry-oriented pedagogy.
Co-Authors Ade Asyari Garry Aditya Tikulembang Milan Rogahang Rufi'i