Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Child Education Journal Center of Education Journal (CEJou)
Derese Simegnew Alehegn
Hawassa University, Ethiopia
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Beyond Traditional Coaching: Tinjauan Sistematis tentang Peran Feedback Real-Time Berbasis Artificial Intelligence dalam Mengoptimalkan Performa Fisik dan Keterampilan Motorik Siswa Dyas Andry Prasetyo; Derese Simegnew Alehegn
Center of Education Journal (CEJou) Vol. 6 No. 2 (2025): Central Journal of Education (CEJou)
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v6i2.445

Abstract

Di era digital yang berkembang pesat, literasi teknologi dan penguasaan keterampilan motorik presisi menjadi kompetensi fundamental bagi siswa, sehingga integrasi kecerdasan buatan (AI) kini dipandang sebagai strategi pembelajaran yang inovatif dan kreatif untuk akselerasi performa fisik. Penelitian ini dilatarbelakangi oleh keterbatasan metode pelatihan konvensional yang sering kali bersifat subjektif, di mana penelitian terdahulu lebih banyak mengevaluasi durasi latihan daripada kualitas biomekanik, sehingga berdampak pada rendahnya optimalisasi pengembangan motorik halus dan kognitif siswa dalam konteks olahraga. Penelitian ini bertujuan untuk menganalisis efektivitas implementasi feedback real-time berbasis AI dalam mengoptimalkan performa fisik dan keterampilan motorik siswa secara objektif. Menggunakan metode systematic literature review (SLR) dengan teknik analisis tematik terhadap berbagai jurnal bereputasi, penelitian ini mengkaji penggunaan perangkat sensor wearable dan computer vision sebagai instrumen pengumpul data utama. Hasil penelitian menunjukkan bahwa penggunaan feedback real-time memberikan dampak positif yang signifikan terhadap perbaikan teknis gerak melalui mekanisme scaffolding digital yang mampu meminimalisir kesalahan koreksi mandiri; namun, ditemukan pula bahwa variabel kompleksitas antarmuka perangkat tidak berpengaruh terhadap efisiensi perolehan keterampilan jika tidak disertai dengan adaptasi pedagogis yang tepat. Kesimpulannya, integrasi AI sebagai instrumen pendukung dalam pendidikan jasmani berimplikasi pada transformasi pola pembinaan yang lebih presisi, efisien, dan personal.
Socio-Pedagogical Resilience in High-Risk Zones: Re-evaluating Community Policing Models for Safeguarding Child Rights in K-12 Educational Environment Derese Simegnew Alehegn; R Karunakaran; Bantyergu Engida
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.v8i1.8799

Abstract

Purpose: This study investigates the strategic re-evaluation of community policing as a mechanism for building socio-pedagogical resilience and safeguarding child rights within K-12 educational environments in high-risk zones. Methodology: This mixed-methods study utilized a descriptive research design, gathering quantitative survey data from 328 community members and front-line police, complemented by qualitative interviews with senior officials in Addis Ababa. Data analysis focused on assessing the implementation effectiveness and the correlation between policing partnerships and security outcomes. Findings: The results reveal that current community policing practices, with a grand mean of 2.564, are not yet fully effective in ensuring absolute safety. While obstacles such as trust issues, resource scarcity, and traditional beliefs regarding police-exclusive problem-solving hinder progress, statistical evidence confirms a significant positive relationship between community policing partnerships and the enhancement of safety within the educational ecosystem. The integrated partnership approach, bridging technical and local practical knowledge, explains the essential framework for fostering community ownership. Implications: The findings underscore the necessity of an integrated model that aligns security initiatives with inclusive educational policies to protect students. Recommendations: Future efforts should focus on strengthening collaborative frameworks between police, educational institutions, and the community to improve collective efficacy and student well-being. Originality/Value: Grounded in the necessity of social-institutional integration, this research provides empirical insight into how re-evaluating community policing models can serve as a vital safeguard for child rights and socio-pedagogical resilience in vulnerable environments.
Co-Authors Bantyergu Engida Dyas Andry Prasetyo R Karunakaran