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All Journal Jurnal Pengabdian Magister Pendidikan IPA Journal of Authentic Research
Robi'atul Adawiyah, Marosa
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Earth & Planetary Sciences Education Public Health Social Sciences Other

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Sosialisasi Pemanfaatan Mikroba Lokal sebagai Sumber Biofertilizer di SMK PP Negeri Mataram Zulkifli, Lalu; Ayu Citra Rasmi, Dewa; Sakaroni, Rubiyatna; Robi'atul Adawiyah, Marosa; Cahyadi Wirajagat, Gde; Fadilla Yuliana, Baiq
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.12852

Abstract

The intensive use of synthetic chemical fertilizers has led to soil fertility degradation, environmental pollution, and high dependence on expensive production inputs. An environmentally friendly alternative is the use of local microbes as biofertilizers that can dissolve phosphate, fix nitrogen, and produce plant growth hormones. This community service activity aimed to increase the understanding of teachers at SMK PP Negeri Mataram about the role of local microbes in sustainable agriculture, while also providing basic skills in the technique of isolating phosphate-solubilizing bacteria from the rhizosphere. The implementation methods included material socialization, interactive discussions, laboratory practices, and evaluation of understanding through pre-tests and post-tests. The results of the activity showed a significant increase in understanding after the dissemination, with the majority of teachers scoring above 80 on the post-test. Enthusiasm was also evident in the isolation practice, as teachers gained hands-on experience that they had never had before. The impact of this activity not only increased teachers' knowledge of biofertilizers, but also opened up opportunities to integrate local microbe material into the school curriculum as an alternative to environmentally friendly agriculture.
From Classroom Explanation to Public Engagement: A Systematic Review of Science Communication Practices in Formal Education Lianto; Robi'atul Adawiyah, Marosa; Ayu Lestari, Tri; Amaliya Rha'ifa, Febrina; Rahmawati, Salsabila
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/6kjzzv57

Abstract

Science communication is increasingly recognized as a key competency in science education; however, its implementation within formal educational settings remains fragmented. Using a systematic literature review approach based on the Denyer and Tranfield framework and guided by the PRISMA protocol, this study synthesized 13 empirical studies published between 2016 and 2025 to examine how science communication is integrated into formal science education and to develop a developmental framework that explains its progression across educational levels. The findings indicate that science communication is predominantly embedded within active-learning pedagogies, including inquiry-based, problem-based, and project-based learning. In school contexts, communication practices are largely limited to classroom-bound activities such as explaining experimental results and reporting findings. In contrast, undergraduate education demonstrates a broader range of practices, including podcast production, blog writing, Wikipedia editing, and press release development, often targeting non-expert audiences. The review highlights three key patterns. First, science communication is most effectively developed when integrated into authentic learning tasks. Second, communication practices in undergraduate contexts are more diverse and publicly oriented than those in school settings. Third, assessment approaches remain inconsistent and largely non-standardized across studies. This study contributes to the literature by conceptualizing science communication as a multidimensional and audience-oriented practice that evolves across educational levels. The findings suggest the need for more explicit integration of authentic communication tasks and the development of robust assessment frameworks, particularly in school science education.
Co-Authors Amaliya Rha'ifa, Febrina Ayu Citra Rasmi, Dewa Ayu Lestari, Tri Cahyadi Wirajagat, Gde Fadilla Yuliana, Baiq LALU ZULKIFLI Lianto Rahmawati, Salsabila Sakaroni, Rubiyatna