Inadequate waste management in rural areas significantly contributes to environmental degradation owing to limited infrastructure and low public awareness. This study addresses a critical gap in RDF research, which has largely emphasized technical feasibility while overlooking social empowerment and institutional challenges. A qualitative case study was conducted in three villages in Cirebon Regency, Indonesia, supported by descriptive quantitative analysis. Data collection included interviews, focus group discussions, field observations, and document reviews, with NVivo software used for coding and triangulation. The findings demonstrate that participatory training, decentralized waste sorting, and incentive-based schemes enhanced household waste behavior and doubled RDF output in 2023. However, persistent gendered inequalities, lack of legal status for waste units, and weak stakeholder coordination undermined long-term sustainability. This study contributes to environmental communication and empowerment scholarship by demonstrating how inclusive governance and institutional reform determine the success of waste-to-energy programs. Practically, the results provide policy guidance for CSR-based initiatives, emphasizing gender equity, participatory monitoring, and transparent financing as prerequisites for sustainable RDF governance.
Perkembangan teknologi Internet of Things (IoT) telah memberikan peluang dalam menciptakan sistem monitoring lingkungan yang lebih efektif, khususnya pada sektor industri penyimpanan bahan baku. Penelitian ini berfokus pada perancangan dan implementasi sistem monitoring dan kontrol kualitas udara berbasis IoT dengan integrasi alat penyaring udara pada gudang penyimpanan bahan baku karet. Sistem dirancang menggunakan mikrokontroler ESP32 yang terhubung dengan sensor suhu, kelembaban, dan sensor gas untuk mendeteksi kondisi lingkungan secara real-time. Data hasil pengukuran ditampilkan melalui aplikasi sehingga memudahkan pengguna dalam melakukan pemantauan jarak jauh. Selain itu, sistem dilengkapi dengan mekanisme kontrol otomatis berupa penyalaan alat penyaring udara ketika parameter lingkungan melewati ambang batas yang ditentukan. Hasil pengujian menunjukkan bahwa sistem mampu bekerja sesuai perancangan, yaitu membaca suhu, kelembaban, serta kualitas udara dengan akurat, mengirimkan data secara real-time, dan mengaktifkan alat penyaring udara secara otomatis. Dengan demikian, sistem ini dapat membantu menjaga kualitas dan kelembaban udara di gudang penyimpanan bahan baku karet serta mendukung peningkatan efisiensi pengelolaan lingkungan penyimpanan.
Penelitian ini bertujuan untuk mengetahui berbagai metode pengolahan tongkol jagung secara umum dan biologis melalui fermentasi untuk meningkatkan nilai kandungan nutrisinya sebagai pakan ternak yang berualitas. Metode penelitian ini merupakan studi literatur yang mengkaji berbagai metode pengolahan tongkol jagung secara biologis melalui fermentasi untuk meningkatkan nilai nutrisinya sebagai pakan ternak. Review dilakukan terhadap 20 penelitian terkait yang mencakup berbagai metode fermentasi menggunakan mikroorganisme seperti Aspergillus niger, Trichoderma sp., dan probiotik, serta kombinasinya dengan perlakuan kimia seperti amoniasi. Hasil menunjukkan bahwa proses fermentasi secara signifikan meningkatkan kualitas nutrisi tongkol jagung, dengan peningkatan protein kasar hingga 7,54% dan penurunan serat kasar hingga 25,73%. Penambahan Aspergillus niger dengan konsentrasi optimal dan waktu fermentasi 10-14 hari memberikan hasil terbaik dalam meningkatkan kecernaan dan nilai nutrisi. Penelitian ini menyimpulkan bahwa pengolahan tongkol jagung secara biologis merupakan metode yang efektif untuk menghasilkan pakan ternak berkualitas tinggi.
Fourth-grade students at SD Negeri 1 Pejambon showed low mathematical problem-solving skills in learning plane geometry. This condition was associated with the limited use of teaching aids, insufficient opportunities for students to construct plane shapes independently, and a lack of concrete problem-solving activities during instruction. This study aimed to describe the planning, implementation, and outcomes of using geoboard teaching aids to improve students’ mathematical problem-solving ability. The method used was Classroom Action Research (CAR) following the Kemmis and Taggart model, consisting of planning, action, observation, and reflection, conducted over two cycles involving 20 fourth-grade students. Data were collected through observation sheets (covering the teaching module, teacher performance, affective aspects, and psychomotor problem-solving skills) and essay-based tests, the analyzed using both quantitative and qualitative methods. The result showed consistent improvement across Cycles: the lesson-planning score increased from 44.44% (Pre-Cycle) to 77.77% (Cycle I) and 88.88% (Cycle II); teacher performance improved from 57.14% to 71.42% and reached 100% in Cycle II; students’ affective ability rose from 10% to 30%, with 90% of students reaching the “good” category in Cycles II; problem-solving (psychomotor) ability increased from 0% to 30% and reached 85% in Cycle II; and learning outcome mastery rose from 0% to 30% and reached 75% in Cycle II, meeting the study’s success indicator. These findings indicate that the use of geoboard teaching aids contributed to improving fourth-grade students’ mathematical problem-solving ability on the topic of plane geometry topics. This study also highlights the educational value of geoboard as concrete learning media that support elementary students in understanding geometric concepts and developing problem-solving skills.
This study aims to analyze the role of teachers in fostering students' digital ethics awareness at Bima International Elementary School. A descriptive qualitative approach was employed. Data were gathered through observation, interviews, and documentation, involving teachers, students, and parents as sources of information. Data analysis was conducted through the stages of data condensation, data display, and conclusion drawing. The results indicate that teachers play six key roles in fostering students' digital ethics: providing education on healthy internet use, guiding technology usage, supervising digital activities, setting an example, instilling a sense of digital responsibility, and developing digital literacy. These roles are implemented through habituation, guidance, reinforcement, educational reprimands, supervision, mentoring, and communication with parents. Students' digital awareness is developing through behaviors such as using polite language, respecting peers, following teacher instructions, adhering to rules for digital media use, utilizing technology for learning, and avoiding age-inappropriate content. However, students' ability to verify digital information still requires guidance. Challenges encountered include differences in student character and abilities, limited instructional time, and limited supervision of technology use at home. Thus, fostering digital ethics awareness requires a continuous process and collaboration among teachers, students, and parents to ensure that technology use is not only effective but also safe, polite, critical, and responsible.
