Samarinda — Education and a hands-on demonstration on producing garlic-based biopesticides improved junior high school students’ understanding of environmentally friendly pest control. The activity was conducted by Hikmah Putri Andini, Shandra Puspyta Thohir, Putri Dwi Firmansyah, Dea Trismiarsih, Muhammad Ubaidillah Khabib, Elma Asra Fadillah, and Teguh Wirawan from Universitas Mulawarman. Held on June 9, 2026, at Al-Azhar Islamic Junior High School 48 Samarinda, the activity involved 47 eighth-grade students. Evaluation results showed that all measured indicators reached 100 percent after the students participated in the educational session and garlic biopesticide demonstration.
The activity introduced pest-control concepts that consider not only effectiveness but also environmental sustainability. Excessive or inappropriate use of synthetic pesticides can create environmental and health concerns, including soil and water contamination, disruption of non-target organisms, and pesticide residues in agricultural products. These concerns highlight the importance of introducing safer and more environmentally responsible alternatives through accessible educational approaches.
One alternative introduced to the students was plant-based biopesticide. Such biopesticides use natural bioactive compounds that may act as repellents, antifeedants, growth inhibitors, or natural insecticides. In addition to their potential to break down more easily than synthetic pesticides, plant-based materials can serve as practical educational tools that connect science with environmental issues encountered in everyday life.
Garlic was selected because it is widely accessible and contains organosulfur compounds, particularly allicin, which has biological activity against organisms that can damage crops. The article also refers to previous research showing that garlic-based formulations can help control armyworms on chili plants. Its availability and simple processing make garlic suitable for an educational demonstration involving junior high school students.
The activity began with a pre-test designed to identify the students’ initial understanding of biopesticides, their benefits for plants and the environment, garlic’s potential as a biopesticide material, the production process, and its application to plants. Students then received explanations about the environmental impacts of synthetic pesticides and the basic concept of biopesticides before participating in the practical demonstration.
During the demonstration, the team introduced the necessary materials and equipment and showed how garlic could be processed into a simple biopesticide solution. The process included crushing the garlic, mixing it with water, filtering the mixture, and explaining how the resulting solution could be applied to plants. Students were encouraged to observe each stage, ask questions, and discuss the relevance of biopesticides to environmental issues in their daily lives.
The evaluation revealed substantial changes in students’ responses. Before the activity, only 6 students, or 12.77 percent, responded positively to the indicator concerning the definition of biopesticides. After the activity, all 47 students, or 100 percent, responded positively. Understanding of the benefits of biopesticides for plants and the environment also increased from 4 students, or 8.51 percent, to all 47 students, or 100 percent.
The strongest improvements were recorded in students’ knowledge of garlic as a biopesticide material and their understanding of how to produce it. Before the activity, both indicators recorded zero positive responses. Following the educational session and demonstration, all 47 students responded positively, representing an increase to 100 percent. Understanding of how to apply garlic biopesticide to plants also increased from 3 students, or 6.38 percent, to 100 percent.
According to Andini and colleagues from Universitas Mulawarman, the demonstration helped transform a concept that was initially unfamiliar into a more concrete learning experience. Instead of simply hearing about the potential benefits of garlic, students directly observed how the material could be processed into a simple biopesticide solution. This practical experience allowed them to connect scientific concepts with an observable activity that can be replicated in a simple context.
The findings indicate that demonstration-based education has potential as a learning medium for strengthening environmental literacy at the junior high school level. Biopesticides can provide an entry point for discussing natural materials, pest management, sustainable agriculture, and the environmental consequences of human activities. A practical approach can make environmental science more accessible by connecting classroom concepts with direct experiences.
However, the authors emphasize that the 100 percent post-test achievement should be interpreted carefully. The evaluation instrument used simple “Yes” and “No” responses, meaning the results primarily indicate an improvement in students’ initial understanding rather than comprehensive measurement of the depth of their knowledge. The authors recommend using more detailed evaluation instruments and involving students directly in practical activities to assess changes in knowledge and skills more thoroughly.
Overall, the activity at Al-Azhar Islamic Junior High School 48 Samarinda demonstrates how simple, readily available materials can be used to introduce applied science while strengthening environmental literacy. Garlic-based biopesticide education not only introduces an environmentally friendly pest-control alternative but also creates a practical learning experience connecting scientific knowledge, hands-on activities, and environmental awareness.
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