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All Journal Biosel: Biologi Science and Education SEARCH: Science Education Research
Salma Samputri
Universitas Negeri Makassar, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Energy Environmental Science Other

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Preliminary Antibacterial Activity of Eco-Enzymes Derived from Maluku Spice-Plant Residues Against Staphylococcus aureus and Escherichia coli Jamilah; Dahlia Badui; Salma Samputri
Biosel Biology Science and Education Vol. 15 No. 2 (2026): BIOSEL (Biology Science and Education: Jurnal Penelitian Sains dan Pendidikan)
Publisher : INSTITUT AGAMA ISLAM NEGERI AMBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/bs.v15i2.13953

Abstract

Eco-enzymes derived from spice-plant residues may provide an environmentally friendly source of antibacterial compounds. This study evaluated eco-enzymes prepared from nutmeg fruit (BP), nutmeg leaves (DP), eucalyptus leaves (DK), and clove leaves (DC) using a 1:3:10 ratio of coconut sugar, plant residue, and water. Fermentation was conducted anaerobically for 90 days, and the products were screened against Staphylococcus aureus and Escherichia coli by disk diffusion at 10% concentration. Two commercial 70% alcohol antiseptics served as positive controls. After fermentation, all eco-enzymes were acidic with a final pH of approximately 4.8 and showed distinct sensory profiles. The clove-leaf eco-enzyme produced the largest mean inhibition zones against E. coli (14.22 ± 0.31 mm) and S. aureus (12.25 ± 0.41 mm). One-way ANOVA indicated that treatment significantly affected inhibition zones against E. coli (p < 0.001) and S. aureus (p < 0.001). HPLC screening suggested myristicin as dominant in BP, cineole in DK, and eugenol in DC. Overall, the results indicate preliminary antibacterial potential, especially for clove-leaf eco-enzyme, and support further studies using concentration gradients, MIC/MBC assays, and fully specified chromatographic methods. Keywords: Eco-Enzyme, Antibacterial Activity, Staphylococcus aureus, Escherichia coli, Clove Leaves.
Contextual Teaching and Learning–Based Discovery Learning to Improve Students’ Learning Outcomes in Earth’s Structure and Geological Processes Asih Kasan; Salma Samputri; Yenni Rahman
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: Science Education Research Journal
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3048

Abstract

The low final science learning outcomes of Grade VIII students in earth science became the initial problem of this study. This classroom action research aimed to describe the improvement trends of students’ final learning outcomes through Contextual Teaching and Learning-Based Discovery Learning oriented toward deep learning on Earth’s Structure and Geological Processes. The study involved 36 students of class VIII.2 and was conducted through a pre-cycle stage and two action cycles consisting of planning, action, observation, and reflection. Cycle I focused on earth structure and plate tectonics, while Cycle II focused on volcanoes and earthquakes. The pre-cycle scores were obtained from a different science topic and were used only as baseline data, not as a pretest on the same topic. Data were collected from student worksheets, daily quizzes, final cycle tests, documentation, and researcher reflection notes. The data were analyzed using descriptive statistics, learning outcome categories, N-gain, and standardized mean difference as descriptive measures of change. The mean final score increased from 46.81 in the pre-cycle to 64.77 in Cycle I and 73.58 in Cycle II. The proportion of students in the low category decreased from 83.33% to 25.00%, while the high category increased from 5.56% to 47.22%. The overall N-gain was 0.50, and the standardized mean difference was 1.67, indicating a meaningful descriptive change during the action process. Reflection results showed that clearer group roles, stronger visual and concrete representations, and the use of local and national geological contexts supported more active participation and better conceptual connection. These findings suggest that Contextual Teaching and Learning-Based Discovery Learning was associated with positive trends in students’ final learning outcomes and supported more meaningful learning of abstract earth science concepts within the limitations of classroom action research.
Co-Authors Asih Kasan Dahlia Badui Jamilah Yenni Rahman