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All Journal JPM (Jurnal Pemberdayaan Masyarakat) JURNAL PENDIDIKAN MIPA Journal La Edusci Bima Abdi: Jurnal Pengabdian Masyarakat Oryza : Jurnal Pendidikan Biologi Edu Sociata : Jurnal Pendidikan Sosiologi Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan dan Ilmu Sosial JOMPA ABDI: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Jompa Indonesia JUSTER: Jurnal Sains dan Terapan Jurnal Redoks : Jurnal Pendidikan Kimia dan Ilmu Kimia
Muh. Nasir
Prodi Pendidikan Biologi STKIP Bima
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Bioaktivitas Ekstrak Teripang Pasir (Holothuria scabra) Pulau Sumbawa Sebagai Kandidat Bahan Farmasi Alami Nehru, Nehru; Nasir, Muh.; Ekahidayatullah, M.
ORYZA: Jurnal Pendidikan Biologi Vol 14 No 2 (2025): ORYZA: Jurnal Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi STKIP Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/oz.v14i2.3945

Abstract

Penelitian ini mengevaluasi potensi antibakteri fraksi ekstrak teripang pasir (Holothuria scabra) asal perairan Sumbawa terhadap Escherichia coli dan Staphylococcus aureus. Senyawa bioaktif diisolasi melalui ekstraksi bertingkat menggunakan heksana, etil asetat, etanol, butanol, aseton, dan air. Aktivitas antibakteri diuji menggunakan metode difusi cakram, dan Konsentrasi Hambat Minimum (KHM) ditetapkan untuk fraksi yang paling aktif. Hasil menunjukkan variasi aktivitas yang bergantung pada jenis pelarut. Terhadap E. coli, fraksi butanol memberikan hambatan paling kuat dan konsisten (21,75–24,5 mm), mendekati kontrol positif, diikuti fraksi etil asetat dan etanol yang menunjukkan aktivitas sedang namun bervariasi (10,5–24,75 mm). Fraksi non-polar seperti heksana hanya menghasilkan hambatan lemah (4,5–5,5 mm), sementara fraksi air dan aseton memberikan efek minimal. Sebaliknya, S. aureus jauh lebih sensitif. Fraksi etanol menghasilkan zona hambat 34,75 mm, setara dengan kontrol positif, sedangkan fraksi butanol (26,95 mm) dan etil asetat (27–29 mm) juga menunjukkan aktivitas kuat. Fraksi heksana, air, dan aseton tetap berada pada kategori lemah. Secara keseluruhan, potensi antibakteri meningkat seiring meningkatnya polaritas pelarut, menegaskan bahwa senyawa aktif utama teripang pasir—seperti saponin, sterol, dan lipid polar—terkonsentrasi pada fraksi polar dan semi-polar. Temuan ini memperkuat bahwa Holothuria scabra memiliki potensi kuat sebagai sumber alami agen antimikroba, terutama terhadap bakteri Gram positif.
Evaluation of Science Learning through Artificial Intelligence-Based Formative Feedback among Primary School Teacher Education Students Muh Nasir; Juryatina Juryatina; Mei Indra Jayanti; M Ekahidayatullah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20462

Abstract

This study examines the use of Artificial Intelligence (AI)-based formative feedback in the evaluation of science (IPA) learning among Primary School Teacher Education (PGSD) students. It addresses the limitations of conventional evaluation, particularly delayed feedback and the limited opportunities for conceptual correction in science learning. The study employed a mixed-methods approach with an explanatory sequential design; the quantitative component used a one-group pretest–posttest pre-experimental design without a control group, involving 40 students across two classes. The intervention used a web-based AI-driven digital evaluation application that generated generative and personalized feedback. Quantitative data were collected through pretest–posttest scores and a questionnaire, while qualitative data were obtained through interviews and system log analysis. The results show a statistically significant increase in learning-outcome scores after implementation, with a moderate improvement (6–7 points) and a medium effect size (Cohen's d = 0.65). The quality of AI-based feedback was categorized as good (mean = 3.13), particularly in terms of speed and usefulness, with a response time of less than five seconds. Qualitative findings indicate that immediate feedback supported conceptual understanding, helped identify misconceptions, and encouraged reflective learning behavior; however, limitations were found in feedback clarity and network stability. Because of the absence of a control group, this improvement cannot be fully attributed to AI feedback. The findings are preliminary and context-bound, yet indicate a positive contribution of AI-based formative feedback as an adaptive evaluation tool that needs to be tested with stronger designs.
Problem-Based Learning Effect on Elementary Students Critical Thinking with Science Literacy as Covariate Mei Indra Jayanti; Muh Nasir; Umar Umar
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20580

Abstract

Critical thinking skills among elementary school students in Indonesia remain at a suboptimal level, as evidenced by the 2022 PISA science literacy score of 383, substantially below the OECD average of 485. Despite a growing body of research on Problem-Based Learning (PBL) in Indonesian science education, studies that statistically control for students' initial cognitive profiles when estimating PBL's effect on critical thinking remain scarce at the elementary level, limiting the precision and credibility of existing effect estimates. This study aimed to examine the effect of PBL on the critical thinking skills of fifth-grade students at SDN 33 Lampe, Bima City, Indonesia, with science literacy as a covariate. A quasi-experimental post-test only control group design was employed, with two classes selected through cluster random sampling and randomly assigned to conditions: Class V.A (n = 31) as the PBL group and Class V.B (n = 29) as the control group receiving conventional instruction. Science literacy data were obtained from a cognitive diagnostic assessment administered before the intervention as an independent covariate, while critical thinking was measured using a validated essay instrument covering six dimensions of Facione (2015). Data were analyzed using Analysis of Covariance (ANCOVA) with estimated marginal means reported for each group. Results indicated a highly significant effect of instructional model on critical thinking (F(1, 57) = 54.868, p < .001, partial η² = .490), with the PBL group obtaining an adjusted mean of 17.71 points higher than the control group after controlling for science literacy. Science literacy also demonstrated a significant covariate effect (partial η² = .178). Within the scope and constraints of this single-school study, PBL was associated with significantly higher critical thinking scores compared to conventional instruction.
Pemberdayaan Kelompok Tenun Nari-Nari Melalui Pewarnaan Benang Menggunakan Ekstrak Kayu Kuning Dan Kayu Mahoni Ruslan R; Agrippina Wiraningtyas; Ahmad Sandi; Muhammad Nasir
Jurnal Pemberdayaan Masyarakat Vol 5 No 2 (2020): November
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v5i2.3706

Abstract

The "Nari-Nari" Weaving Village in Rabadompu Timur Village, Bima City, is a community group engaged in the weaving industry which has been carried on for generations. During this time, Bima woven fabric products use yarn raw material that has been colored using synthetic dyes. Yarn with synthetic dyes has a more diverse color, the fabric coloring process is easier and the cost is cheap, but synthetic dyes are carcinogenic and harmful to the environment. The solution to the problems faced by using natural dyes obtained from plants. This activity aims to train the Nari-Nari weaving group in yarn coloring using natural dyes. The method used is training through several stages of the activity namely the stage of socialization of activities; the training stage of yarn dyeing and woven fabric production. The dyes used are yellow wood extract and mahogany wood. The results obtained in this activity are the colored yarn has a different color based on the extract of the dye and fixation material. In yellow wood obtained with a maroon red color on alum, black on tunjung and reddish beige on lime. In mahogany wood is obtained beige on alum, black gray on tunjung and beige on lime.
Generative AI as Instructional Scaffolding: Effects on Critical Thinking and Classroom Engagement in Secondary Education Herman Herman; Muh. Nasir; Anggar Putra; Muh. Eka Hidayatullah
Journal La Edusci Vol. 7 No. 6 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i6.5931

Abstract

This study examined the effects of generative artificial intelligence as instructional scaffolding on secondary school students’ critical thinking and classroom engagement. A quantitative quasi-experimental method with a nonequivalent pretest–posttest control group design was applied to 64 eighth-grade students at SMP Negeri 1 Kota Bima, comprising 32 students in the experimental group and 32 students in the control group. The experimental group participated in eight generative artificial intelligence-supported learning sessions involving problem identification, information exploration, response verification, collaborative discussion, problem-solving, and reflection, while the control group received conventional instruction. Data were collected through a 20-item critical thinking test, structured classroom observations, and documentation. The data were analyzed using descriptive statistics, normality and homogeneity tests, normalized gain analysis, independent-samples testing, and effect-size analysis. The experimental group achieved a higher posttest mean score than the control group, with scores of 93.75 and 78.30, respectively. The normalized gain was 0.57 in the experimental group and 0.22 in the control group. The differences in posttest and normalized-gain scores were statistically significant, with a large effect size of 0.87. Classroom engagement also reached 92.11 percent in the experimental group compared with 71.80 percent in the control group. These findings demonstrate that generative artificial intelligence effectively supports critical thinking and classroom engagement when used as guided instructional scaffolding rather than as a provider of final answers.
Co-Authors ABD Rahman Agrippina Wiraningtyas, Agrippina Ahmad Sandi Ajrin Ajrin Amelia Amelia Andang Andang Anggar Putra Anita Rahmawati Ardisyam Marseno Arham Arham Ariyansyah Ariyansyah Ariyansyah Ariyansyah, Ariyansyah Astuti Solong Atun Hayatun Awalnurrahman, Radhinan Bahaking Rama bakhtiar bakhtiar Cisatry Emi Daniah Wahyuningsih Dedi Irwanto Devika Devika Diana Puspitasari Ekahidyatullah, M. Erna Wati Ernawati Ernawati Erni Suryani Eti Juliati Fahruddin Fahruddin fahruddin fahruddin Faturrahman Fauzi, Azra Ferawati Ferawati Firdaus Firdaus Fitriani Fitriani Hartati Hartati Hartatl Hartatl Hasaruddin Hasaruddin Heny Novita Herman Herman Intan Intan Irfan Irfan Irma Rubianti Irmansah Irmansah Is Marlina Isqaratil Isqaratil Jofi Kuswanto Juhaini Juhaini Junia Sunarti Juraidah Juraidah Juryatina Kamullah Kamullah M. Eka Hidayatullah M. Ekahidayatullah Maemunah Maemunah Marjuni, H. Mas’anah Mas’anah Maulida Sukmawati Mawartin Lestari Mei Indra Jayanti Mei Indra Jayanti Meilani Puspitasari Mely Yulianti Mia Oktaviana Miftahul Az-Zahra Moch Natsir Mahmud Muhammad Khalifah Mustami Muhammad Yahdi Muhammad Yaumi Mulisa Mulisa Muljono Damopolii Nehru Nehru Nehru Nikman Azmin Nikman Azmin Nur Ardyatulah Nur Mutmainah Nurafiatullah Nurafiatullah nurfathurrahmah nurfathurrahmah Nurgamala Nurgamala Nurhalimah Tusa’diah Nurlaelah Nurlaelah Nurul Putri Zahra olahairullah olahairullah Olahairullah, Olahairullah Quratu Aini Ramndana Reni Rizki Febryanti Rosdiani Rosdiani Rosninda Rosninda Ruslan Ruslan Sandi, Ahmad Santi Santika Serlin Mahdalena Sitaman Sitaman Sitaman, Sitaman St. Nurbayan St. Rahmadani Suryani Suryani Syahrul Syahrul Syukurman Syukurman Titin Sumarni Tri Ade Ningsih Tri Adeningsih Umar Umar wahyuni wahyuni Yonanda Awalyah Yulan Yulan Yuri Rahmah Yuspiani