Khairun University

The interaction between humans and birds plays an important role in shaping the sustainability of tropical rainforest ecosystems, particularly through bird vocalizations that function as bioacoustic indicators of ecological conditions while simultaneously embedding socio-cultural meanings within local communities. This study aims to (1) classify types and categories of bird sounds as perceived by rural communities, and (2) assess the role of bird vocalizations as cultural symbols supporting community-based conservation practices. The study was conducted across six islands and eight villages in North Maluku, Eastern Indonesia, using a qualitative approach based on semi-structured interviews and community workshops. A total of 435 respondents, all of whom were farmers residing along forest margins, participated in the study. The results documented 51 bird species belonging to 26 families, whose vocalizations were interpreted and classified by local communities into three acoustic categories: 21 species with loud calls (41.18%), 12 species with melodious calls (23.53%), and 18 species with sad calls (35.29%). Melodious vocalizations were commonly associated with values of beauty, calmness, and social harmony, whereas loud calls were predominantly interpreted as warnings, signals of alertness, or indicators of environmental change. These findings demonstrate that bird sounds serve not merely as ecological cues, but as culturally embedded symbols that guide daily activities, moral values, and conservation ethics within rural communities. By documenting the cultural significance of bird vocalizations across a clearly defined geographic context, this study provides an empirical basis for culturally informed conservation strategies aimed at protecting bird species subject to high levels of cultural use and ecological pressure.

Mercury ions (Hg²⁺) are highly toxic environmental pollutants requiring rapid and cost-effective detection methods. This study presents an eco-friendly approach for the green synthesis of silver nanoparticles (AgNPs) using aqueous extracts of nutmeg (Myristica fragrans), pineapple (Ananas comosus), and jambulang (Syzygium cumini), which serve as both reducing and stabilizing agents. The formation of AgNPs was confirmed by UV-Vis spectroscopy, exhibiting characteristic surface plasmon resonance (SPR) peaks around 400 nm, and TEM analysis, which revealed spherical morphology with diameters of 4–6 nm. The synthesized AgNPs were evaluated as colorimetric sensors for Hg²⁺ detection, based on the color change from yellow/brown to colorless due to the Ag-Hg amalgamation process and the subsequent quenching of the SPR peak. Among the three extracts, S. cumini demonstrated superior performance with a limit of detection (LOD) of 0.47 ppm, significantly lower than A. comosus (1.16 ppm) and M. fragrans (2.51 ppm). To demonstrate practical utility, the AgNPs were immobilized onto cotton buds as a portable, “naked-eye” sensor, enabling on-site mercury detection without sophisticated instrumentation. These results suggest that green-synthesized AgNPs offer a sustainable and efficient platform for monitoring heavy metal contamination in aqueous environments.

Multicultural tensions and identity fragmentation in plural societies highlight the need for educational models that foster tolerance and social cohesion. This study examines how multicultural values are internalized in an Islamic secondary school through an integrated framework combining multicultural education, diversity-equity-inclusion (DEI), peace education, and Islamic pedagogy. A qualitative case study was conducted in a culturally diverse urban Islamic school in Indonesia. Data were collected through semi-structured interviews with teachers and school leaders, focus group discussions with students, classroom observations, and document analysis. Thematic analysis revealed three key mechanisms of value internalization: dialogic and value-oriented teaching practices, inclusive institutional policies that promote equity and participation, and relational student interactions characterized by empathy and cooperation. These mechanisms were underpinned by Islamic moral principles of moderation (wasathiyyah), justice (‘adl), and compassion (rahmah), which reinforced rather than conflicted with multicultural and peace-based values. The findings suggest that multicultural, inclusive, and peace-oriented education can be effectively integrated within Islamic schooling contexts when supported by coherent pedagogical, structural, and moral foundations. This study contributes an empirically grounded model of multicultural value internalization and offers practical implications for faith-based schools seeking to cultivate inclusive and peaceful learning environments.

Junior high school students in Indonesia often face difficulties in analyzing and communicating scientific issues related to daily life due to limited scaffolding for exploring abstract concepts and insufficient guidance for scientific communication. Inquiry-based learning fosters students’ critical thinking and communication skills, while Augmented Reality (AR) strengthens these processes by enhancing visualization and engagement in science learning. However, no study has yet integrated inquiry and AR to improve critical thinking and communication skills in science learning. Therefore, to address this gap, this study analyzes the effect of the Augmented Reality–Scaffolded Inquiry (AR-SI) model, which combines interactive AR visualization of scientific phenomena with structured scaffolding stages to guide students’ inquiry processes, on students’ critical thinking and communication skills. A quasi-experimental study with a non-equivalent control group design was employed to evaluate the model’s effectiveness. The sample consisted of 60 ninth-grade students from one of the public junior high schools in Semarang City, Indonesia, selected through convenience sampling. The experimental class (30 students) received the AR-Scaffolded Inquiry treatment, while the control class (30 students) engaged in the conventional inquiry method routinely used in the school’s science classes. Data were collected through pre-test, intervention, and post-test procedures. Results show that students in the experimental group demonstrated greater improvement in both critical thinking and communication skills, with N-gain scores of 0.56 and 0.89, respectively, compared to 0.35 and 0.65 in the control group. These findings indicate that integrating AR-SI can effectively enhance students’ higher-order thinking and communicative competence. The AR-SI model thus presents a promising technology-integrated pedagogical framework for fostering essential 21st-century scientific competencies.

This study investigates the rich spice culture of the Maluku Islands, Indonesia, focusing on clove (Syzygium aromaticum) and nutmeg (Myristica fragrans) as key bio cultural elements across generations. Through ethnographic fieldwork in historic villages across North Maluku and Maluku Province, it documents traditional knowledge, cultivation practices, and rituals surrounding spice-related daily activities. Local communities distinguish spice quality using indigenous terms and maintain sustainable agricultural methods, such as agroforestry with canary trees and gender-related planting customs. The research highlights the cultural symbolism of spices in community identity, healing traditions, and historical resistance to colonial control. Furthermore, it explores the role of intangible heritage in preserving collective memory and sustaining regional to global pride, exemplified by "Kota Rempah" (Spice City) branding to tentative nomination as UNESCO's World Heritage. The study underscores the importance of integrating local knowledge into heritage management to ensure cultural continuity and economic empowerment. Findings advocate for a holistic approach to recognizing spices beyond commodities as vital cultural, ecological, and historical assets.