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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Social Research Indonesian Journal of Educational Technology
Nurul Hidayati
Universitas Sebelas Maret
Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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The Correlation between Abdominal Circumference and Psoriasis Vulgaris Incidence Vrenda Alia; Muhammad Eko Irawanto; Laura Noviani; Ivani Ivani; Nurul Hidayati
Journal of Social Research Vol. 4 No. 7 (2025): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v4i7.2601

Abstract

Psoriasis is a chronic inflammatory skin condition that is often associated with various comorbidities, including cardiovascular disease, obesity, diabetes mellitus, and psoriatic arthritis. Obesity, particularly abdominal obesity, is known to impact the effectiveness of psoriasis treatment. This study aims to explore the relationship between abdominal circumference and the incidence of psoriasis in patients at the Dermatology and Venereology Polyclinic of Dr. Moewardi Hospital, Surakarta. The objective of this research was to determine whether abdominal circumference (waist circumference) is associated with the incidence of psoriasis in patients at the Dermatology and Venereology Polyclinic. A cross-sectional study was conducted with 30 psoriasis vulgaris patients treated at the clinic from July to August 2024. Waist circumference was categorized as high or normal. Data analysis was performed using the Mann-Whitney test and logistic regression analysis. The majority of participants (70%) had high waist circumference. Statistically, only age showed a significant relationship with psoriasis incidence (p = 0.015). Gender, BMI status, and waist circumference did not significantly correlate with psoriasis incidence (p = 0.069, p = 0.789, p = 0.284, respectively). This study suggests that waist circumference does not have a significant relationship with the incidence of psoriasis. Future research could explore other factors contributing to psoriasis exacerbation, such as metabolic syndrome or visceral adiposity.
Implementation Of The Zone Of Proximal Development (ZPD) In Vygotsky's Theory Andhiara Navira Recha; Nurul Hidayati
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/k9scjj02

Abstract

Lev Vygotsky's sociocultural theory, particularly the Zone of Proximal Development (ZPD), remains a foundational lens for designing learning that is challenging, dialogic, and responsive to learner diversity. However, ZPD is often reduced to a simple gap between what students can and cannot do, whereas its educational value lies in the dynamic relation among learners, more capable others, cultural tools, tasks, and gradually changing forms of assistance. This article aims to strengthen the conceptual and practical discussion of ZPD implementation through a narrative literature review. Twenty relevant references on sociocultural theory, scaffolding, classroom interaction, learning technology, and qualitative analysis were examined and synthesized thematically. The review shows that effective ZPD-based instruction requires four integrated processes: diagnosing students' actual development, designing tasks slightly beyond independent performance, providing contingent scaffolding through modeling, questioning, feedback, tools, and peer collaboration, and gradually fading support while transferring responsibility to learners. The discussion also highlights potential risks, including over-scaffolding, superficial peer tutoring, time constraints, and inadequate teacher preparation. The article concludes that ZPD and scaffolding are not merely techniques but a pedagogical framework for adaptive learning. Their successful implementation depends on teachers' ability to read students' emerging understanding, orchestrate meaningful social interaction, and use technological resources as flexible supports rather than substitutes for pedagogical judgment.
Co-Authors Andhiara Navira Recha Ivani Ivani Laura Noviani Muhammad Eko Irawanto Vrenda Alia