This is the first of two papers about the synthesis and microstructure properties of the Geo–rGO–TiO₂ ternary nanocomposite, which was designed to suit the criteria of a pervaporation membrane for seawater desalination. The performance and capability of Geo–rGO–TiO₂ as a seawater desalination pervaporation membrane are described in the second paper. A geopolymer made from alkali-activated metakaolin was utilized as a binder for the rGO-TiO₂ nanocomposite. A modified Hummer’s method was used to synthesize graphene oxide (GO), and a hydrothermal procedure on GO produced reduced graphene oxide (rGO). The adopted approach yielded high-quality GO and rGO, based on Raman spectra results. The nanolayered structure of GO and rGO is revealed by Transmission Electron Microscopy (TEM) images. The Geo–rGO–TiO₂ ternary nanocomposite was created by dispersing rGO nanosheets and TiO₂ nanoparticles into geopolymer paste and stirring it for several minutes. The mixture was then cured in a sealed mold at 70 °C for one hour. After being demolded, the materials were kept for 28 days before being characterized. Fourier Transform Infrared (FTIR) and X-ray Diffraction (XRD) measurements revealed that the geopolymer matrix efficiently bonded the rGO and TiO₂, creating nanocomposites. Scanning Electron Microscopy (SEM) coupled with Energy Dispersive Spectroscopy (EDS) was used to examine the morphology of the outer layer and cross-sections of nanocomposites, and the results displayed that rGO were stacked on the surface as well as in the bulk of the geopolymer and will potentially function as nanochannels with a width of around 0.36 nm, while TiO₂ NPs covered the majority of the geopolymer matrix, assisting in anti-biofouling of the membranes. The pores structure of the Geo–rGO–TiO₂ were classified as micro–meso pores using the Brunauer–Emmet–Teller (BET) method, indicating that they are appropriate for use as pervaporation membranes. The mechanical strength of the membranes was found to be adequate to withstand high water pressure during the pervaporation process. The addition of rGO and TiO₂ NPs was found to improve the hyropobicity of the Geo–rGO–TiO₂ nanocomposite, preventing excessive seawater penetration into the membrane during the pervaporation process. The results of this study elucidate that the Geo–rGO–TiO₂ nanocomposite has a lot of potential for application as a pervaporation membrane for seawater desalination because all of the initial components are widely available and inexpensive.

This is part 2 of the research on pervaporation membranes for seawater desalination based on Geo–rGO–TiO₂ nanocomposite. The quality of the Geo–rGO–TiO₂ pervaporation membranes (PV), as well as the suitability of the built pervaporation system, is thoroughly discussed. The four membranes described in detail in the first article were tested for their capabilities using the parameters turbidity, salinity, total suspended solids (TSS), and electrical conductivity (EC). The membranes’ flux permeate was measured as a function of temperature, and salt rejection was calculated using the electrical conductivity values of the feed and permeate. Fourier-transform infrared (FTIR) and X-ray diffraction (XRD) techniques were used to investigate changes in the chemical composition and internal structure of the membranes after use in pervaporation systems. The morphology of the membrane’s surfaces was examined by means of scanning electron microscopy (SEM), and the elemental distribution was observed by using X-ray mapping and energy dispersive spectroscopy (EDS). The results showed that the pervaporation membrane of Geo–rGO–TiO₂ (1, 3) achieved a permeate flux as high as 2.29 kg/m²·h with a salt rejection of around 91%. The results of the FTIR and XRD measurements did not show any changes in the functional group and chemical compositions of the membrane after the pervaporation process took place. Long-term pressure and temperature feed cause significant cracking in geopolymer and Geo–TiO₂ (3) membranes. SEM results revealed that the surface of all membranes is leached out, and elemental distribution based on X-ray mapping and EDS observations revealed the addition of Na+ ions on the membrane surface. The study’s findings pave the way for more research and development of geopolymers as the basic material for inorganic membranes, particularly with the addition of rGO–TiO₂ nanocomposites.

The basis of the present study is a straightforward method involving fewer chemical species for conjugating gold nanoparticles (AuNPs) with the antimicrobial peptide LL-37 designated as LL-37@AuNPs. Investigating the microstructure characteristics of the resulting materials and their potential as antibacterial and wound-healing substances are the main objectives of this study. Zeta (ζ) potential, Fourier transform infrared (FTIR), X-ray diffraction (XRD), field effect scanning electron microscopy (FE-SEM), energy dispersive X-ray diffraction (EDS), transmission electron microscopy (TEM), and UV-Vis spectrophotometry were used to analyze the physico–chemical properties of LL-37@AuNPs. The magnitude of LL-37′s zeta potential and the LL-37@AuNPs show that the specimens are electrically stable and resistant to flocculation and coagulation. The surface plasmon resonance (RPS) of AuNPs, which is positioned at a wavelength of about 531 nm, was found to be unaffected by the presence of the LL-37 antimicrobial peptide. The FTIR data show the functional group characteristics of the LL-37@AuNPs vibration bands, and the XRD diffractogram confirms the formation of the LL-37@AuNPs conjugate nanocomposite. Based on FE-SEM and TEM data, the bulk of AuNPs were found to have a circular shape, with an average size of about 22.88 ± 8.21 nm. It was discovered that the LL-37@AuNPs had a good ability to inhibit S. aureus from growing. The wound-healing percentage reached 85% on day 12 of the trial, significantly greater than the results of the negative controls. LL-37@AuNPs(4) is the sample that had the highest percentage of wound healing between days 3 and 12. Moreover, sample LL-37@AuNPs(4) contains 0.45 µL of LL-37, whereas sample LL-37@AuNPs(2) contains 0.22 µL of LL-37. The faster wound-healing rate in LL-37@AuNPs(4) was believed to be due to a higher concentration of LL-37, which was able to stop S. aureus from developing while suppressing the inflammation surrounding the wound. The study’s findings reveal that LL-37@AuNPs might be made using a straightforward process, making them a powerful antibacterial and therapeutic substance. However, before this discovery is applied in the field of medicine, a more thorough investigation is necessary.

The purpose of this research is to determine whether it is feasible to develop augmented reality-based physics learning materials and to certain how instructors and students react to such materials when they are based on magnetic field material. The ADDIE paradigm, which stands for Analysis, Design, Develop, and Evaluate, is used in this study. Experts, educators, and MIPA class XI students at SMAN 8 Selayar served as the study’s subjects. After demonstrating the use of augmented reality media, teachers and students were given the opportunity to respond to a questionnaire or voice their opinions on the program. This allowed researchers to collect data for their study. The Gregory method is the method used for data analysis. The analysis’s findings showed that the Gregory internal consistency coefficient was either 1 or 100%, and the replies from physics instructors and students fell between 80% and 100% of the total. This demonstrates that learning physics with augmented reality media is feasible.

Physics learning in the 21st century requires interactive, technology-enhanced instructional resources that support students' understanding of abstract concepts, particularly those related to the dynamics of motion. However, many augmented reality (AR)-based learning tools remain limited to standalone applications and are not adequately integrated into structured instructional materials, which may reduce their pedagogical value and classroom usability. Therefore, this study aimed to develop and evaluate an Augmented Reality Integration (ARI)-based physics textbook designed to improve the feasibility and user-friendliness of AR-supported learning materials in physics education. The study employed a development research approach based on the design thinking model, comprising five stages: empathize, define, ideate, prototype, and test. The ARI textbook was developed by integrating textbook content, student worksheets, and marker-based augmented reality features into a unified learning resource on motion dynamics. Data were collected through literature review, observations, interviews, expert validation, and usability testing involving teachers and students. Feasibility was assessed using Gregory’s expert agreement analysis, while usability and user experience were evaluated using the System Usability Scale (SUS) and the User Experience Questionnaire (UEQ). The results showed that the developed textbook achieved a Gregory coefficient of 1.00 for both content and language, indicating a high level of feasibility for classroom use. The SUS results further indicated that the textbook was acceptable for learning, although differences were found between Grade X and Grade XII students in terms of ease of use and independence. In addition, the UEQ results demonstrated improvements across all users experience dimensions after iterative refinement, particularly in stimulation, attractiveness, and perspicuity. The novelty of this study lies in integrating augmented reality into a structured physics textbook, developed through a user-centered design thinking approach, rather than as a standalone application. In conclusion, the ARI-based textbook is feasible and user-friendly, and it contributes to physics education by providing an innovative, interactive, and pedagogically meaningful learning resource for visualizing abstract concepts.

Integrating augmented reality technology in physics education provides students with a novel learning experience, requiring proficient skills and effective organization. PyLo-AR, a Marker-Based Augmented Reality (M-AR) mobile app, teaches atomic models (Dalton, Thomson, Rutherford, Bohr). This study assesses PyLo-AR's user-friendliness using SUS and UEQ methods, involving highschool students. SUS scores indicate a satisfactory usability level (71). UEQ averages are 1.797 (Attractiveness), 1.700 (Perspicuity), 1.577 (Efficiency), 1.605 (Dependability), 1.941 (Stimulation), and 1.067 (Novelty). The category of the stimulation indicator is excellent, which means the PyLo-AR application is highly engaging for learners. The attractiveness, efficiency, and accuracy indicators are rated as "good," indicating that the PyLo-AR application is enjoyable and reliable in understanding the characteristics of each atom model through its 3D visualization features. Meanwhile, the clarity and novelty indicator categories are rated as "above average," suggesting that the PyLo-AR application is sufficiently efficient and easy to understand with an organized User Interface (UI). Thus, the PyLo-AR application has met the criteria for being a user-friendly application for learners to comprehend the characteristics of each atom model.