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Analysis of Zonal Winds in Determining the Onset of the Season to Support Fishing Activities on the Western Coast of Makassar City Wardhani, Herbuana Yoga; Asbar, Asbar; Hamsiah, Hamsiah
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 1 (2025): March
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v13i1.14568

This study examines the determination of the fishing season to support fishermen's activities on the western coast of Makassar City through the analysis of zonal winds. Wind is a crucial meteorological element, influenced by its direction and speed. Coastal wind patterns differ from those in open seas due to the interaction between land and sea breezes. As Makassar City is located in a coastal area, many of its residents work as fishermen whose activities are significantly influenced by weather conditions. Weather information plays a critical role in ensuring optimal fishing outcomes and improving safety for fishermen before they venture to sea. This research was conducted on the western coast of Makassar City using both quantitative and qualitative methods. Quantitative analysis involved windrose diagrams to identify wind trends and bar charts to analyze rainfall patterns, while qualitative analysis employed questionnaires with 46 respondents. The findings indicate that zonal wind data from the study area cannot reliably determine the fishing season due to the local influence of land-sea wind interactions, which disrupt the monsoonal wind patterns. However, weather conditions were found to have a significant impact on fishing activities, with a Likert scale score of 89.86%, indicating a strong influence. Seasonal weather information enhances fishermenâ€™s safety, guides the selection of fishing gear, and increases catch yields. Therefore, providing reliable seasonal weather information is essential for supporting fishing activities on the western coast of Makassar City.

Penguatan kompetensi perancangan mesin melalui pelatihan computer-aided design bagi mahasiswa dan alumni teknik mesin (Strengthening of machine design skills through the computer-aided design training for mechanical engineering students and alumni) Irwansyah, I; Asbar, Asbar; Mubarak, Amir Zaki
Buletin Pengabdian Vol 1, No 2 (2021): Bull. Community. Serv.
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/bulpengmas.v1i1.20277

The purpose of this service is to introduce and provide training on the use of Autodesk Inventor software to produce Computer-aided Design (CAD) based technical drawings according to the International Organization for Standardization (ISO). The method is carried out through theory, practice, and discussion, as well as completing machine design tasks independently and in groups. The training materials include working drawings, basic introduction to CAD, two-dimensional (2D) and three-dimensional (3D) drawing modeling, assembly, and presentation of 3D models. Evaluation of activities assessed refers to the readiness to complete the design task and the suitability of the drawings according to ISO standards. Based on the results of the basic level CAD training, there were achievements where participants had completed the technical drawing briefing material and completed the given design task. The design project task given requires mastery in terms of making 3D models from 2D sketch images, making layout drawings, making working drawings, and presenting them in a moving model presentation format. Successful completion of the task indicates that the participants understand and can operate the Autodesk Inventor software. In conclusion, this basic ability can be used as a provision for participants' self-development in the development and mastery of advanced CAD. This activity contributes based on the high interest in participating in training to the end and completing assignments and also has an indirect impact on the preparation of skilled CAD workers in the industry in Aceh.

The Relationship Between Perceived Difficulty, Reading Perceptions, and Critical Reading Strategy: A Lesson from EFL University Students Samsudin, Samsudin; Asbar, Asbar; Jazadi, Iwan
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4692

Critical reading is central to academic literacy in EFL higher education, yet many students struggle to engage strategically with complex academic texts. While prior research has examined reading strategies extensively, empirical attention has been limited to how perceived Difficulty and reading perceptions jointly relate to the use of critical reading strategies in Indonesian university contexts. This study adopted an explanatory sequential mixed-method design involving 32 Indonesian EFL undergraduate students. Quantitative data were collected using a four-point Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression. The quantitative phase was followed by semi-structured interviews to explain and contextualize the statistical patterns. The findings indicate that students generally reported high levels of strategy use and positive perceptions of reading, while perceived Difficulty remained moderate. Correlation results showed that reading perception was moderately associated with strategy use, whereas perceived Difficulty demonstrated weak relationships. Although the regression model did not reach statistical significance, reading perception displayed a marginal predictive tendency, suggesting that students’ epistemic orientation toward reading may play a more meaningful role than perceived textual challenge in shaping strategic engagement. Qualitative findings further revealed that students conceptualize Difficulty as multidimensional, encompassing workload, time constraints, motivation, and contextual relevance, rather than merely linguistic complexity. This study suggests that fostering positive perceptions of reading may be more pedagogically impactful than focusing solely on reducing textual Difficulty. The findings contribute to theoretical discussions of the affective–cognitive dimensions of critical reading and offer practical implications for designing strategy-oriented instruction in EFL higher education.

The Relationship Between Perceived Difficulty, Reading Perceptions, and Critical Reading Strategy: A Lesson from EFL University Students Samsudin, Samsudin; Asbar, Asbar; Jazadi, Iwan
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4692

Critical reading is central to academic literacy in EFL higher education, yet many students struggle to engage strategically with complex academic texts. While prior research has examined reading strategies extensively, empirical attention has been limited to how perceived Difficulty and reading perceptions jointly relate to the use of critical reading strategies in Indonesian university contexts. This study adopted an explanatory sequential mixed-method design involving 32 Indonesian EFL undergraduate students. Quantitative data were collected using a four-point Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression. The quantitative phase was followed by semi-structured interviews to explain and contextualize the statistical patterns. The findings indicate that students generally reported high levels of strategy use and positive perceptions of reading, while perceived Difficulty remained moderate. Correlation results showed that reading perception was moderately associated with strategy use, whereas perceived Difficulty demonstrated weak relationships. Although the regression model did not reach statistical significance, reading perception displayed a marginal predictive tendency, suggesting that students’ epistemic orientation toward reading may play a more meaningful role than perceived textual challenge in shaping strategic engagement. Qualitative findings further revealed that students conceptualize Difficulty as multidimensional, encompassing workload, time constraints, motivation, and contextual relevance, rather than merely linguistic complexity. This study suggests that fostering positive perceptions of reading may be more pedagogically impactful than focusing solely on reducing textual Difficulty. The findings contribute to theoretical discussions of the affective–cognitive dimensions of critical reading and offer practical implications for designing strategy-oriented instruction in EFL higher education.

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