Online Journal System Unsulbar (Universitas Sulawesi Barat)
Online Journal System Unsulbar (Universitas Sulawesi Barat)Not a member yet
1993 research outputs found
Sort by
Species Composition and Dominance of Insect Pests on Cocoa (Theobroma cacao L.) in Mamasa Regency, West Sulawesi
Full text linkCocoa (Theobroma cacao L.) is one of the most important plantation commodities that contributes significantly to local economic development, particularly in West Sulawesi. However, cocoa productivity often declines due to insect pest attacks. This study aimed to determine the species composition and dominance of insect pests attacking cocoa plants in Rembak Hamlet, Bambang Buda Village, East Rantebulahan District, Mamasa Regency. This research employed a descriptive exploratory method with purposive sampling applied to three cocoa plantation sites, each divided into three subunits measuring 10 m × 5 m. Insect pests were collected using two techniques: direct sampling and soap water traps. The results revealed the presence of ten insect pest species attacking cocoa plants, namely Helopeltis spp., Aulacophora nigripennis, Hyposidra talaca, Planococcus minor, Conopomorpha cramerella, Dolichoderus thoracicus, Adoretus spp., Zeuzera coffeae, Pheidole megacephala, and Camponotus spp. These pests attacked several plant parts, particularly fruits, leaves, and stems, causing various types of damage such as fruit spots, perforated leaves, and stem borings. The analysis indicated that Planococcus minor was the most dominant pest species found on cocoa plants in the study area. The presence of these insect pests may reduce both the quality and quantity of cocoa production. Therefore, appropriate pest management strategies are necessary to support the sustainability of cocoa production in the regio
Exploration of Ethnobotanical Values in Mandar Community Wedding and Seven-Month Ceremonies for the Development of Biology Learning Resources
No full textThe Mandar tribe of West Sulawesi maintains well-preserved cultural traditions, including the ritualized use of diverse plant species imbued with symbolic values (ussul) and local ecological knowledge. This study aimed to: (1) identify plant species utilized in the wedding and seven-month ceremonies of the Mandar people in Majene Regency; (2) analyze the symbolic significance (ussul) of each plant from the Mandar cultural perspective based on the Relative Frequency of Citation (RFC) index; and (3) develop an ethnobotanical e-catalog using the ADDIE model as a biology learning resource on biodiversity for Grade X senior high school students. A descriptive qualitative approach was employed, with data collected through semi-structured interviews, direct observation, and documentation involving 21 key informants (customary leaders, traditional shamans, and community members) in the Mangge and Kalasa neighborhoods of Totoli Village, Banggae District, Majene Regency, from April to July 2025. Plant identification was conducted using PlantNet, Plants of the World Online (POWO), and Plantamor. Results revealed 21 species from 16 families in the wedding ceremony and 9 species from 8 families in the seven-month ceremony, predominantly herbs and trees. Seven species recorded the highest RFC values (RFC = 1.00): Cocos nucifera, Piper betle, Areca catechu, Curcuma longa, Oryza sativa, Musa sp., and Eragrostis tenella, each bearing distinct ussul reflecting the philosophy of Mandar life. The findings were compiled into an e-catalog developed through the Analysis, Design, and Development stages of the ADDIE model, validated as highly valid (M = 4.62 out of 5.0) by subject-matter and cultural experts, and deemed suitable as a biology learning resource on biodiversity
Pembelajaran Mendalam Berbasis Kasih Sayang: Pengabdian kepada Guru Madrasah di Seram Bagian Barat untuk Membangun Ekosistem Pendidikan Humanis
No full textPengabdian ini bertujuan memperkenalkan dan memperdalam konsep deep learning berbasis kasih sayang (deep love) bagi guru madrasah di Kabupaten Seram Bagian Barat (SBB), Maluku. Kegiatan dilaksanakan melalui seminar nasional interaktif pada 7 Oktober 2025 di Aula MAN Gemba, diikuti 112 guru dan kepala madrasah dari jenjang MI, MTs, dan MA. Metode yang digunakan mencakup ceramah interaktif, diskusi panel, refleksi kelompok, dan workshop kilat perancangan modul pembelajaran. Hasil menunjukkan bahwa 100% peserta memahami definisi deep learning sebagai pembelajaran bermakna yang menekankan pemahaman konseptual dan penerapan autentik, sementara 98,2% menyatakan terinspirasi mengubah praktik mengajar menuju pendekatan yang lebih humanis dan berbasis empati. Capaian utama adalah lahirnya komitmen kolektif untuk membentuk komunitas praktisi “Deep Love” di Maluk
Pelatihan Telematika Terpadu bagi Siswa SMA dalam Meningkatkan Keterampilan Teknologi Digital menuju Indonesia Emas 2045
No full textKegiatan pengabdian ini bertujuan meningkatkan keterampilan teknologi digital siswa SMA melalui pelatihan telematika terpadu menuju Indonesia Emas 2045. Pelatihan mencakup bidang information and communication technology (ICT), dari including artificial intelligence (AI), Internet of Things (IoT), cloud computing dan membuat website, pemrograman game, telekomunikasi, hingga kelistrikan. Metode pelaksanaan meliputi tahap perencanaan, sosialisasi, pelatihan, praktik, dan evaluasi. Kegiatan pengabdian berlangsung pada 15 Januari sampai 5 Februari 2026, bekerja sama dengan SMA Cokroaminoto Makassar dan diikuti oleh 20 peserta. Hasil menunjukkan peningkatan pemahaman telematika dan keterampilan teknologi digital, dengan rata-rata skor pre-test 45.33 menjadi post-test 83.33, dengan nilai N-Gain rata-rata 0,72 (tinggi). Pelatihan ini juga menumbuhkan motivasi dan kepercayaan diri siswa dalam menghadapi tantangan era digital
Master Plan for Flood Disaster Mitigation in Batanguru Village, Sumarorong District, Mamasa Regency
No full textFlood disasters pose significantchallenges to community resilience and sustainable rural development, particularly in high-risk areas such as Batanguru Village, Sumarorong District, Mamasa Regency. This study focuses on developing a community-based master plan for flood disaster mitigation as a form of community service and empowerment
Project-Based Learning as a Transformative Approach to Enhancing EFL Students’ Paragraph Writing Competence
No full textThis study investigates the effectiveness of project-based learning (PBL) in enhancing the paragraph writing skills of first-year college students. A total of thirty-one students participated in the research, which utilized a pre-test and post-test design to objectively measure improvements resulting from the instructional intervention. The data collected from both tests were analyzed using SPSS, with descriptive statistical methods applied to evaluate the outcomes. The findings reveal a clear advancement in students’ writing skills following their engagement in project-based learning activities. The mean score for the pre-test was 67.48, while the post-test mean increased to 75.64. This significant improvement suggests that PBL has a positive impact on students’ ability to construct coherent and effective paragraphs. The collaborative nature of PBL was also evident, as students worked together in groups, leveraging a project-based learning assistant to guide them through the writing process. They engaged in drafting, revising, and refining their paragraphs, with particular focus on building strong arguments and supporting them with relevant facts and references. The collaborative environment encouraged peer learning and mutual support, promoting greater engagement and a sense of responsibility among group members. These initial results provide a valuable baseline for future research and instructional practices. They illustrate how project-based learning can not only enhance students’ writing abilities but also cultivate essential skills such as teamwork, analytical thinking, and effective communication. The outcomes of this study suggest that integrating PBL into writing instruction may be a promising approach for educators seeking to improve students’ academic writing performance and foster active, collaborative learning environments
Shaping Speaking Skills Through Role-Play: Classroom Dynamics In Workplace Training
No full textThe demands of spontaneous and confident communication are still major challenges for adult learners in professional settings. However, role-play is often used in speaking classes that are carried out in academic contexts with homogeneous participants or in certain educational settings. However, there are still limited studies that examine how role-play functions in heterogeneous workplacetrainin contexts involving participants with diverse professional roles,ages, and English proficiency levels. This study aims to explore how classroom dynamics through role-play activities shape speaking skills in workplace English training. A qualitative approach was employed involving fifteen employees at PT Pulp Indonesia from different professional divisions who participated in a ten-session English training program. Data were collected through classroom observation during four role-play sessions and semi-structured interviews, then analyzed through thematic analysis following Braun and Clarke’s framework. The findings indicate that the speaking development did not occur instantly through task repetition, but emerged through a gradual transformation of classroom dynamics. In the early stages, there is an unequal interaction of participants, dominated by certain participants, anxiety, and lack of confidence, especially in older participants or those with low levels of English proficiency. As the role-play session progresses, emotional tension decreases and interaction patterns become cooperative. Passive participants initiate and show a more spontaneous response. These findings show that the development of speaking skills is formed through the reconstruction of participation patterns and the reduction of psychological barriers in the context of heterogeneous professional training. These findings contribute to the understanding of workplace English pedagogy by highlighting the role of social dynamics and professional hierarchies in shaping participation and the development of speaking skills in the context of training
AI Chatbots and EFL Learners’ Risk-Taking in Oral Communication: A Scoping Review
No full textResearch examining the role of AI-powered chatbots in promoting risk-taking in oral communication remains limited. This scoping review explored the interplay between AI-powered chatbots, risk-taking, and oral communication development among English as a Foreign Language (EFL) learners. Guided by the five-stage framework of Arksey and O’Malley and the PRISMA-ScR reporting guidelines, it systematically mapped and synthesized empirical studies retrieved from Web of Science, Scopus, and ProQuest. The analysis of 24 studies, including 18 on AI chatbots and 6 on risk-taking, generated three main findings. First, AI-powered chatbots effectively improved EFL learners’ oral communication skills by increasing practice opportunities, providing instant feedback, and creating a low-anxiety environment. Second, risk-taking was positively associated with oral proficiency, primarily by increasing the frequency of output and fostering a positive attitude toward errors. Third, a critical synthesis revealed that the core affordances of chatbots align with the key barriers to risk-taking, positioning them as a potential pedagogical practice to encourage risk-taking by reducing anxiety, boosting self-confidence, and prioritizing meaning-focused communication. Overall, the review highlights the importance of chatbot-mediated learning not only as a tool for linguistic practice but also as an affective scaffold that supports learners’ engagement in oral communication. Additionally, the findings underscore the need for chatbot designs that move beyond controlled practice and increase the simulation of real-life, risk-provoking communicative situations. By incorporating open-ended tasks and contextually authentic interactions, chatbots may better prepare learners to transfer risk-taking behaviors from low-stakes digital environments to real EFL classroom contexts
Reframing ESP Learning Through Interpersonal Intelligence: Promoting Engagement and Disciplinary Relevance in Islamic Higher Education
No full textEnglish for Specific Purposes (ESP) plays a crucial role in preparing students of Islamic Library and Information Science (ILIS) to access global resources, understand international cataloguing standards, engage with digital information systems, and participate in global academic discourse. However, students’ interest in English learning in many Indonesian Islamic higher education institutions remains limited, often due to language anxiety, limited exposure, and perceived irrelevance to their disciplinary identity. This study seeks to investigate the potential for pedagogical integration of interpersonal intelligence into ESP instruction with the aim of raising student engagement and the subject matter relevance in English learning. Adopting a qualitative case study design, the research was conducted in an ILIS English classroom at UIN Datokarama Palu. Data were collected through classroom observations, semi-structured interviews with 18 students, and analysis of instructional documents. The data were analysed using thematic analysis involving open, axial, and selective coding procedures, with methodological triangulation to ensure credibility and analytical rigor. The findings reveal that interpersonal intelligence-based strategies such as peer collaboration, dialog interaction, group problem solving, and socially mediated feedback significantly increase students’ engagement, self-confidence, and willingness to use English, as well as create a positive learning environment. More significantly, embedding ILIS specific disciplinary tasks within collaborative activities strengthens students’ professional identity and situational relevance awareness, thereby transforming English learning into a socially mediated and career-oriented practice. This study contributes to ESP scholarship by proposing an identity-integrated interpersonal framework that connects socio-emotional interaction with disciplinary discourse practices. Although limited to a single institutional context, the findings offer empirical insight into how socially constructed ESP environments can sustain engagement and professional readiness in Islamic higher education settings
Threats to Biodiversity Hotspots: A Case Study of the Wallacea Region, Indonesia
Full text linkIndonesia is a megadiverse country, with the Wallacea region among the world's biodiversity centers. Its geographic conditions and geological history create a complex ecosystem that supports a variety of species found nowhere else. However, habitats in Wallacea face major threats from human activities, including deforestation, land conversion, mining, and the introduction of invasive species that can disrupt local ecosystem balance. This research is a literature review that employs a systematic review methodology. Therefore, it is important to study in greater depth the threats facing the Wallacea region as a biodiversity hotspot. Sustainable management of natural resources, strict law enforcement, and increasing public awareness about the importance of maintaining biodiversity are the keys to preserving the Wallacea regio