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All Journal Child Education Journal Center of Education Journal (CEJou)
Benoudjafer Ibtissam
Université Tahri Mohamed Béchar, Algeria
Education Languange, Linguistic, Communication & Media Other

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Dekonstruksi Fenomena 'OBH Combi Sachet': Bagaimana Algoritma Viralitas di TikTok Mampu Mengubah Wajah Strategi Komunikasi dan Literasi Digital di Lingkungan Pendidikan Tinggi Masa Kini? Rani Darmayanti; Benoudjafer Ibtissam
Center of Education Journal (CEJou) Vol. 7 No. 1 (2026): Center Journal of Education (CEJou)
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v7i1.423

Abstract

Fenomena viralitas iklan "OBH Combi Sachet" di platform TikTok telah menciptakan pergeseran paradigma dalam pola konsumsi informasi digital di kalangan generasi muda. Penelitian ini bertujuan untuk mendekonstruksi pola algoritma viralitas tersebut serta menganalisis relevansinya terhadap strategi komunikasi dan literasi digital dalam ekosistem pendidikan tinggi masa kini. Dengan menggunakan metode penelitian netnografi, data dikumpulkan melalui observasi mendalam dan dokumentasi sistematis terhadap konten video yang memiliki engagement tinggi di media sosial. Hasil penelitian menunjukkan bahwa narasi pendek yang menggunakan teknik hook repetitif, seperti frasa "uhuk-uhuk" dan "sat-set", terbukti sangat efektif dalam menarik perhatian audiens secara masif. Temuan ini mengindikasikan bahwa pola komunikasi viral tersebut dapat diadaptasi sebagai strategi pedagogis inovatif untuk meningkatkan keterlibatan mahasiswa dalam pembelajaran digital. Dengan demikian, institusi pendidikan perlu mempertimbangkan adopsi elemen viralitas dalam penyusunan media ajar agar informasi lebih mudah dicerna dan relevan dengan gaya belajar mahasiswa di era disrupsi.
Reconceptualizing Parental Awareness in Early Childhood Learning: A Qualitative Study of Its Dynamic and Interpretive Dimensions Regita Riani Putri; Saharudin Saharudin; Syahrial Syahrial; Urip Sulistiyo; Benoudjafer Ibtissam
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8539

Abstract

Purpose: This study addresses a critical theoretical gap in early childhood education by reconceptualizing parental awareness not as a static set of observable practices, but as a dynamic, interpretive process. Methodology: Employing a qualitative single-case study design, this research involved semi-structured interviews with six parents of early childhood learners. Data analysis was conducted using inductive thematic analysis supported by NVivo to explore the subjective processes through which parents make meaning of their children’s learning experiences. Findings: The findings reveal that parental awareness is a context-dependent, socially constructed process shaped by continuous interactions across home, school, and social environments. Four interrelated dimensions emerged: (1) awareness in school transition, (2) awareness of children’s learning patterns in daily activities, (3) awareness in educational decision-making within social contexts, and (4) awareness shaped through school communication. These results demonstrate that parents actively interpret, negotiate, and reconstruct their understanding of children’s learning rather than merely implementing predefined pedagogical practices. Implications: This research extends existing bio-psycho-social-digital frameworks by shifting the focus from measurable involvement to the internal, reflective processes that underpin meaningful parental engagement. Recommendations: Future pedagogical and institutional efforts should prioritize strengthening collaborative communication frameworks that support parents in their role as reflective agents, thereby ensuring more holistic and resilient learning ecosystems. Originality/Value: Grounded in the necessity of socio-pedagogical integration, this research provides empirical insight into the subjective dimensions of parental awareness, offering a more holistic lens for understanding parent–child–school interactions in contemporary early childhood settings.
Co-Authors Rani Darmayanti Regita Riani Putri Saharudin Saharudin Sulistiyo, Urip Syahrial, Syahrial