The skin of mackerel scad fish (Decapterus macarellus) is a new source for pepsin-soluble collagen and its hydrolysate, both of which have never been explored. This study aims to characterize and determine the in vitro antioxidant, antiglycation, and antityrosinase activity of pepsin-soluble collagen (PSC) and hydrolyzed collagen (HC) from mackerel scad skin. PSC was extracted using 0.5 M acetic acid containing 0.1% pepsin for 48 h at 4 °C. The obtained PSC was then hydrolyzed with collagenase type II (6250 U/g) to produce HC. The PSC yield obtained was 6.39 ± 0.97%, with a pH of 6.76 ± 0.18, while the HC yield was 96% from PSC. SDS-PAGE and Fourier Transform Infrared (FTIR) analysis showed the typical features of type I collagen. HC demonstrated high solubility (66.75–100%) throughout the entire pH range (1–10). The PSC and HC from mackerel scad skin showed antioxidant activity against 2,2-diphenyl-1-picrylhydrazyl (DPPH), with IC50 values of 148.55 ± 3.14 ppm and 34.966 ± 0.518 ppm, respectively. In the antiglycation test, PSC had an IC50 value of 239.29 ± 15.67 ppm, while HC had an IC50 of 68.43 ± 0.44 ppm. PSC also exhibited antityrosinase activity, with IC50 values of 234.66 ± 0.185 ppm (on the L-DOPA substrate), while HC had an IC50 value of 79.35 ± 0.5 ppm. Taken together, these results suggest that the skin of mackerel scad fish has potential antiaging properties and can be further developed for pharmaceutical and cosmetic purposes.

In the era of the Covid-19 pandemic, the government implemented a distance learning system for students at all levels of education. This has an impact on various changes in learning methods, including for the subjects of Physical Education, Sports, and Health. The importance of learning sports during the pandemic is the right of every student, including students with special needs. In fact, children who need special services are often excluded from teaching and learning activities in physical education. So adaptive physical education is needed so that it can serve the learning needs of blind students and lead students to achieve excellent health. To overcome the persistence of the above problem, the authors implemented an adaptive physical education program aimed at blind students at Junior High School Modern Islamic School (SMP MIS) Surakarta. The main program is train students to do an adaptive rhythmic gymnastics. This program consisting of Ayo Pahami (Lets Understand), Ayo Praktikkan (Lets Practice), and Ayo Lanjutkan (Lets Continue) which are carried out online through the WhatsApp Group. In general, this program implementation activities can run well. This is evidenced by the results of written test and also performance test. Quantitatively, the average students score is 60 while the average teachers score is 84 for the written test, and the average students score for performance test is 71,2 which is considered as skilled. Qualitatively, all students understand and can memorize the whole movements of the rhythmic gymnastics. Habituation and parental/teacher guidance is needed to boost students’ ability in practicing the movements so that their motor skills can improve progressively. We also arrange ETAS organizational structure that aims to encourage students to continue their rhythmic gymnastics habits and is expected new extracurricular in the future.