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All Journal Journal of Computer Science Advancements International Journal of Educatio Elementaria and Psychologia Research Psychologie, Orientation et Conseil
Sri Nur Rahmi
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Computer Science & IT Education Other

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Application of Augmented Reality-based Educational Technology to Increase Student Engagement in Elementary Schools Wa Ode Riniati; Deng Jiao; Sri Nur Rahmi
International Journal of Educatio Elementaria and Psychologia Vol. 1 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v1i6.1461

Abstract

The rapid development of educational technology has significantly influenced teaching and learning practices, particularly in elementary education. Traditional classroom methods often struggle to engage young learners effectively, leading to reduced attention and participation. This study addresses this issue by exploring the application of Augmented Reality (AR)-based educational technology to increase student engagement in elementary schools. The research aims to investigate the impact of AR tools on students’ cognitive and affective engagement, thereby enhancing their overall learning experience. A quasi-experimental design was adopted for this research, involving 120 students from three different elementary schools. The students were divided into experimental and control groups, with the experimental group using AR applications to supplement their learning activities while the control group used conventional teaching methods. Data were collected through observations, pre- and post-intervention tests, and student interviews to measure engagement levels and academic performance. The results indicated a significant increase in engagement and understanding of the subject matter among students who used AR-based tools compared to those in the control group. Specifically, the experimental group demonstrated a 35% higher engagement rate and a 20% improvement in academic performance. Interviews also revealed that students found AR tools more interactive and motivating. In conclusion, the application of AR-based educational technology has a positive impact on student engagement and learning outcomes in elementary schools. The study recommends integrating AR tools in the curriculum to foster a more engaging and effective learning environment for young learners.
Parenting Style to Build Children as Memorizers of the Qur’an Sri Nur Rahmi; Adam Mudinillah; Desty Ayu Anastasha; Samsul Susilawati
Research Psychologie, Orientation et Conseil Vol. 1 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v1i3.1251

Abstract

The family is the place where a child gets the first education before school. However, many parents do not care about the development of their children’s education, especially in getting closer to the Qur’an. Currently, the Qur’an memorization program is developing rapidly, judging from the number of tahfidz houses that have been established. So it takes the role of parents in building their children as memorizers of the Qur’an. The purpose of this study is to find out how the parenting style of parents to build children as memorizers of the Qur’an. This study uses a qualitative descriptive method. The subjects of the research are parents and their children. Data collection techniques are carried out through interviews and observations. The results of the study show that the parenting style carried out by parents in fostering children as memorizers of the Qur’an is often reading the Qur’an since the child is in the womb, listening to murottal at all times, helping children memorize every time they finish the dawn prayer, helping children leave their memorization every afternoon before Maghrib and choosing a good school to support the Qur’an memorization program in children. This parenting style can help children memorize the Qur’an 1 juz within 40 days so as to build children as memorizers of the Qur’an.
Early Intervention for Mental Health Problems in Children: A New Therapeutic Technique Rezeki Nur; Sri Nur Rahmi; Guijiao Zou
Research Psychologie, Orientation et Conseil Vol. 1 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v1i4.1385

Abstract

Mental health problems in children have been increasing at an alarming rate, leading to long-term consequences for both individuals and society. Early intervention is critical to prevent the development of severe mental health disorders in later life. Traditional methods of treatment often focus on managing symptoms, but emerging therapeutic techniques have shown promise in addressing underlying issues more effectively. This study aims to explore the effectiveness of a new therapeutic technique designed for early intervention in children with mental health problems. The goal is to evaluate how this approach can improve emotional regulation, reduce symptoms, and foster long-term mental well-being. A cohort of 100 children, aged 6 to 12 years old, who exhibited early signs of anxiety, depression, or behavioral disorders, participated in a 12-week intervention program. The new therapeutic technique, which combines cognitive-behavioral strategies with mindfulness practices, was applied in weekly sessions. Data were collected through pre- and post-intervention assessments using standardized mental health scales and parent-reported measures. The results indicated a significant reduction in anxiety and depressive symptoms among the children who participated in the program. Additionally, improvements were observed in emotional regulation and overall behavioral functioning, with over 75% of participants showing clinically meaningful changes. Parents also reported enhanced social interactions and a decrease in problematic behaviors. The new therapeutic technique for early intervention in children with mental health problems shows promising results. This approach not only alleviates symptoms but also supports emotional and behavioral development, contributing to long-term mental health improvements.
Integration of Cognitive Therapy and Mindfulness: Impact on Adolescent Mental Health Tri Wahyuni; Lusiana Rahmadani Putri; Sri Nur Rahmi
Research Psychologie, Orientation et Conseil Vol. 1 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v1i5.1397

Abstract

Adolescents face increasing mental health challenges such as anxiety, depression, and stress due to social, academic, and developmental pressures. While cognitive therapy is effective in addressing these issues, integrating mindfulness practices may enhance therapeutic outcomes by promoting emotional regulation and reducing psychological distress. However, research on this combined approach for adolescents remains limited. This study evaluates the effectiveness of integrating cognitive therapy and mindfulness in improving adolescent mental health. A randomized controlled trial (RCT) was conducted with 120 adolescents aged 13-18, divided into two groups: the experimental group receiving both cognitive therapy and mindfulness, and a control group receiving only cognitive therapy. Quantitative data was collected through pre- and post-intervention assessments using the Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and Perceived Stress Scale (PSS). Results revealed that the experimental group experienced a 45% reduction in anxiety, a 50% decrease in depression, and a 40% reduction in stress, compared to the control group. The integrated therapy group also reported improved emotional regulation and resilience. The study concludes that combining cognitive therapy with mindfulness is more effective in promoting adolescent mental health than cognitive therapy alone. This approach offers a holistic framework, suggesting its potential for broader therapeutic interventions.
Implementation of a Cloud-Based E-Learning System for Integrated Learning in Higher Education Parini Parini; Sri Nur Rahmi; Fransiskus Ghunu Bili; Ahmya Ayaka
Journal of Computer Science Advancements Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jsca.v2i6.1625

Abstract

The integration of technology in higher education has gained significant momentum, with cloud-based e-learning systems emerging as a transformative approach to support integrated and flexible learning environments. Traditional learning systems often face limitations in scalability, accessibility, and resource-sharing, prompting the need for innovative solutions. Cloud-based e-learning systems offer a centralized platform that enhances collaboration, resource management, and learning continuity. This research explores the implementation of a cloud-based e-learning system in higher education institutions, focusing on its impact on learning outcomes and system efficiency. The study employs a mixed-method approach, combining quantitative surveys and qualitative interviews. Data were collected from 300 students and 50 faculty members across three universities that recently adopted cloud-based e-learning platforms. The research assessed system usability, learner engagement, and academic performance, alongside implementation challenges and benefits. The findings reveal that cloud-based e-learning systems significantly improve accessibility, resource-sharing, and collaboration among students and educators. Survey results indicated a 40% increase in learner engagement and a 35% improvement in resource utilization. Faculty interviews highlighted reduced administrative burdens and enhanced flexibility in course delivery. However, challenges such as data security concerns and the need for technical support were noted. The study concludes that cloud-based e-learning systems are a valuable tool for modernizing higher education. Addressing implementation challenges and ensuring continuous technical support are critical for maximizing their potential. Future research should explore long-term impacts and integration with emerging technologies to further enhance learning experiences.
Co-Authors Ahmya Ayaka Deng Jiao Desty Ayu Anastasha Fransiskus Ghunu Bili Guijiao Zou Lusiana Rahmadani Putri Mudinillah, Adam Parini Parini Rezeki Nur Samsul Susilawati Tri Wahyuni Wa Ode Riniati