What separates developing countries from developed countries is as much a gap in knowledge as a gap in resources (Joseph Stiglitz)
One characteristic of developed countries is their mastery of scientific knowledge. This mastery cannot be obtained instantly. To achieve it, science needs to be introduced from an early age. It is necessary to make science interesting, enjoyable, and fascinating so that more laypeople, children, and teenagers become interested in science. The more high school graduates are interested in basic science disciplines, such as those offered by the Faculty of Mathematics and Natural Sciences (FMIPA).
Therefore, science needs to be popularized and integrated into society. It cannot be denied that society often associates chemistry with bombs or hazardous and toxic synthetic substances. Or, they perceive mathematics as having no relevance to everyday life. These perceptions need to be dispelled from society so that science does not become a frightening specter. Current and light-hearted scientific topics need to be introduced to the public in an appealing and curiosity-provoking manner. Linking current events to scientific phenomena should also be communicated. Thus, the prevailing perception should be that learning science is fun and cool. Studying science is not about being a bookworm, having a bald head, thick glasses, and being confined only to laboratories.
It is the responsibility of universities and their professors to promote science further. They should bring society closer to science, fostering critical and analytical thinking. Promoting science should go beyond disseminating the latest research findings. It should aim to cultivate a greater sense of curiosity about the surrounding world. So, if in the past, professors or researchers were only incentivized to publish articles in scientific journals – with all the associated rewards – there should also be encouragement to communicate their research findings to a wider audience through various media channels. Disseminate research findings through mass media, schools, Islamic boarding schools, communities, and policymakers. Of course, the delivery should be tailored to the respective audience. Communicating research findings to the public is a form of accountability, especially when research funding comes from the public (the state). This is in line with the spirit of open science, which conceptually is a movement to make scientific research – including publications, data, samples, and software – more transparent and easily accessible (Wikipedia). To effectively communicate science, scientists or researchers need to have good communication skills. If necessary, there should be individuals who can translate scientific language into popular language because not all scientists are good communicators. This ensures that the intended message is conveyed clearly and easily understood by the public.
A scientifically literate society will not easily fall prey to misleading issues often presented in a pseudo-scientific manner. Moreover, it is important to ensure that the academic platform of science is not taken over by celebrities with questionable scientific backgrounds, as witnessed in recent viral incidents.
In the current digital era, one of the ways to disseminate information is through the internet. Therefore, in the context of FMIPA, the utilization of the faculty’s official website and social media accounts should be maximized as a medium to communicate research findings conducted by the academic community of FMIPA, as well as current scientific studies. Of course, the content should be in a language that is accessible to everyone, concise yet comprehensive, such as short articles, videos, or infographics. This approach can serve as a bridge to bring the institution closer to the general public, including potential partners for collaboration. Indirectly, it serves as an effective promotional medium to enhance the institution’s reputation.
Nothing in science has any value to society if it is not communicated (Anne Roe)
| Mohammad Alauhdin, S. Si., M. Si., Ph. D. is a lecturer in the Department of Chemistry who has completed his doctoral studies at The University of Nottingham, United Kingdom. His research areas include membranes, polymer synthesis, supercritical CO2, and trace analysis. He has published a number of research studies in reputable national and international journals. Currently, the author is actively involved as a member of the FMIPA UNNES Cooperation Task Force and is also a member of several professional organizations. |
