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Glucohealth: The potential of porang (Amorphophallus muelleri) acid hydrolysed glucomannan as an inhibitor of SARS-CoV-2 interaction with ACE2 Amira Hasnanuha Ulayya; Ahmad Zaki Mubarok; Widodo Widodo; Simon Bambang Widjanarko; Marlita Eklesia
Advances in Food Science, Sustainable Agriculture and Agroindustrial Engineering (AFSSAAE) Vol 4, No 2 (2021)
Publisher : Advances in Food Science, Sustainable Agriculture and Agroindustrial Engineering (AFSSAAE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.afssaae.2021.004.02.8

Abstract

The novel SARS-CoV-2 that causing global pandemic COVID-19 known to enter the host cell using the hACE2 as cell receptor. SARS-CoV S1 protein cleaves the ACE2 receptor, then the S2 subunits facilitates the cell membrane fusion, the inhibition of S1-ACE2 interaction can help develop anti SARS-CoV-2 medication. Porang glucomannan is a polysaccharide known as immunomodulator but never reported as anti-virus by direct inhibition of viral entry. Glucohealth was developed to investigate its potential. Method: Glucohealth is a glucomannan hydrolysate (HGM) that made from porang (Amorphophallus muelleri). Hydrolysis was carried using HCl in different concentration (0.25N, 0.5N, 1N) then analyzed its inhibitor activity using ELISA kit. Result: Higher HCl concentration produced HGM with smaller average particle size and lower glucomannan content. However, ELISA studies showed that glucomannan, including its hydrolysates, have the potency to bind with S1 protein and inhibit the binding activity of S1-ACE2. Degraded glucomannan proven to have better bioactivity and able to interact with pathogen to inhibit its cell entry. This project should be a gateway for further biomedical study of glucomannan from Indonesia’s local tuber and new approach to produce more natural therapy against COVID-19.
Who Gets Included in Community Supported Agriculture? Governance Design, Transaction Costs, and Socio-Demographic Patterns among Small Organic Farmers in Indonesia Rahmatika, Maula Fadhilata; Mulyaningsih, Sri; Ulayya, Amira Hasnanuha
International Journal of Emerging Research and Review Vol. 4 No. 1 (2026): March
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i1.161

Abstract

Objective: This study aims to examine how Community Supported Agriculture (CSA) governance design shapes the socio-demographic inclusion of small organic farmers. While CSA has gained attention as an alternative agri-food system, existing research remains predominantly consumer-oriented and provides limited explanation of how different categories of farmers are included or excluded. This study addresses this gap by reframing farmer participation as an institutional outcome rather than an individual choice. Method: The study adopts a qualitative comparative case study approach, focusing on two contrasting CSA models in Mojokerto, Indonesia. Data were collected through in-depth interviews with 38 farmers, CSA managers, and coordinators, complemented by document analysis and field observations. Guided by Transaction Cost Economics (TCE), qualitative data were analyzed using Atlas.ti through a deductive–inductive thematic analysis followed by cross-case comparison. Results: The findings show that CSA governance design plays a decisive role in shaping farmer inclusion. Decentralized, community-based governance relies on peer coordination and informal monitoring, effectively favoring experienced, land-owning farmers with strong social embeddedness. In contrast, centralized, organization-led governance internalizes coordination, monitoring, and certification costs, lowering entry barriers for younger, landless, or less experienced farmers, albeit with reduced autonomy. Socio-demographic characteristics thus emerge as reflections of governance compatibility rather than direct determinants of participation.  Novelty: This study contributes to CSA scholarship by conceptualizing farmer inclusion as an institutional outcome shaped by transaction cost allocation. By extending Transaction Cost Economics to alternative agri-food networks, it provides a governance-based explanation of inclusion and exclusion dynamics in CSA, particularly in developing-country contexts.
Bridging the Cognitive Gap in Inclusive Physics Classes: Behavioral and Cognitive Responses of a Student with Intellectual Disabilities Characteristics to IT-Based Hybrid Flashcards Kharisma Rizqi Sofiya Nita Machabbah; Imam Sucahyo; Amira Hasnanuha Ulayya
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 2 (2026): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.2.247

Abstract

Objective: This study aims to develop and evaluate the feasibility of an information technology (IT)-based hybrid flashcard integrated with QR codes for teaching abstract physics concepts, specifically logic gates, in an inclusive classroom. Method: A convergent mixed-methods design was employed involving 14 regular students and one student with intellectual disabilities (Subject I). Quantitative data were collected through pre-tests, post-tests, and observation sheets, while qualitative data were obtained from classroom observations, interviews, and field notes. Quantitative data were analyzed descriptively, whereas qualitative data were analyzed through data condensation, data display, conclusion drawing, and source triangulation. Results: The developed media achieved a practicality score of 94% based on peer observations. Regular students demonstrated moderate conceptual improvement with an average N-Gain score of 0.55. Although Subject I showed lower post-test performance, qualitative findings indicated active participation and successful completion of learning activities with teacher guidance, suggesting that the media supported accessibility and engagement during learning. Novelty: Unlike previous studies that primarily investigated assistive technology in either regular or special education settings, this study provides preliminary evidence for implementing a physical-digital hybrid learning medium within a heterogeneous inclusive classroom, where one instructional medium simultaneously supports regular students and a student with intellectual disabilities despite limited availability of Special Education Teachers (SETs).