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All Journal Jurnal Konseling dan Pendidikan Jurnal Mantik Jurnal Penelitian Pendidikan Indonesia
Santi Febri Arianti
Institut Teknologi Del
Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

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SMART LIGHTING FOR HOMES IN DENSELY POPULATED AREAS Santi Febri Arianti
Jurnal Mantik Vol. 5 No. 3 (2021): November: Manajemen, Teknologi Informatika dan Komunikasi (Mantik)
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This design was made for densely populated houses with minimal lighting due to poor ventilation. A bottle filled with sodium hypochlorite is mounted on the roof for daytime lighting, so that sunlight will be emitted into the house. A solar cell converts sunlight into electricity, which is stored in a battery and utilized as a source of energy at night. The light sensor will activate the switch when it gets dark and the LED on the bottle will light up, while the sound sensor will recognize clapping to turn the LED off or on. Arduino as a microcontroller and Solar Charge Controller is used to regulate the power that flows from the solar panel to the battery. LCD is selected as the interface to display the amount of energy in the battery. From the data obtained, it can be concluded that the light intensity of the Bottle of Light during the day is greater than 8 Watt lamp. The optimization results show that the optimal charging process is at 3.5 - 4.2 V and the best time for charging is 08:00 - 17:00 WIB. The battery can be used to power the system for 12 hours.
Educational strategies for future engineers: understanding nano-adsorbents in carbon capture and storage technologies Santi Febri Arianti
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 2 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020254833

Abstract

Climate change and increasing carbon dioxide (CO₂) emissions demand technological innovations that can support effective climate change mitigation. One of the rapidly growing solutions is the use of nano-adsorbents in carbon capture and storage (CCS) technology, which is able to improve CO₂ absorption efficiency through high surface area and adjustable porosity. However, although the effectiveness of this technology has been proven in various studies, its integration in engineering education is still limited, so aspiring engineers lack sufficient understanding and skills in implementing this solution in the industrial world. This research aims to develop a systematic educational strategy to integrate nano-adsorbent learning in the engineering curriculum, by emphasizing an experiential approach and industry collaboration. The study used a blended method, which combined qualitative insights from interviews and focus groups with quantitative data from surveys of students and engineering faculty. The results showed that 68% of students did not get adequate exposure to nano-adsorbent technology, while 84% of respondents supported the addition of related materials in the engineering curriculum. In addition, only 35% of students have direct experience with this technology through labs or industrial internships, indicating the need for reform in the engineering learning system. As a contribution to the academic literature, this research provides an innovative educational model that combines nano-technology with sustainability-based engineering learning strategies. By proposing curriculum reforms, improved laboratory access, as well as partnerships with the CCS industry, the research not only provides concrete solutions for academia but also contributes to strengthening the skills of future engineers in low-carbon technologies. The implementation of this model is expected to increase the readiness of engineering graduates to support the transition to a more environmentally friendly industry and accelerate climate change mitigation through more effective CCS technology.
The role of neuroscience in enhancing chemistry concept understanding through brain-based learning approaches Sofiyanita Sofiyanita; Santi Febri Arianti
Jurnal Konseling dan Pendidikan Vol. 13 No. 3 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1163900

Abstract

Understanding chemistry concepts remains a major challenge for students due to the abstract and complex nature of the subject. This literature-based qualitative study explores how neuroscience, particularly Brain-Based Learning (BBL) strategies, can enhance conceptual understanding in chemistry education. Neuroscience reveals how the brain processes, stores, and recalls information, offering a biological foundation for designing effective learning environments. The aim of this study is to analyze the impact of neuroscience-integrated approaches—especially brain-based teaching methods—on students' cognitive engagement, memory retention, and problem-solving abilities in chemistry. This study utilized a systematic literature review approach, analyzing 10 recent scholarly articles (2019–2025) from trusted academic databases. The data collection involved documentation of sources that discussed the role of neuroscience in education, brain-based learning, and chemistry pedagogy. The data were analyzed using conte   nt analysis, with themes such as emotional engagement, multisensory instruction, and prefrontal cortex activation. The results show that neuroscience-based strategies, particularly BBL, positively affect students’ motivation, retention of abstract chemistry concepts, and their ability to apply knowledge to problem-solving. Key findings highlight how emotional connection, active learning, and visual simulations help students form deeper and longer-lasting conceptual understanding. The study concludes that neuroscience offers both a theoretical and practical framework for transforming chemistry education into a more personalized, brain-friendly experience.
Co-Authors Sofiyanita Sofiyanita