Garuda - Garba Rujukan Digital

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

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

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

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

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

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.

The Influence of Sufism on Social Practices in Contemporary Muslim Societies: A Case Study in Indonesia St. Rahmah; Akhmad Hasan Saleh; Sri Nur Rahmi
Journal of Noesantara Islamic Studies Vol. 1 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnis.v1i4.1396

Sufism, emphasizing spirituality and inner transformation, has significantly shaped the cultural and social practices of Muslim communities, including in Indonesia. Despite its widespread influence, the specific ways Sufism impacts modern social practices are underexplored, particularly in regions where Sufi traditions have adapted to societal changes. This study examines the influence of Sufism on social practices in contemporary Muslim societies, focusing on Indonesia. It explores how Sufi teachings shape social behaviors, community structures, and intergroup relations, and investigates the role of Sufi orders (tariqas) in promoting social cohesion and addressing modern issues. Using a qualitative case study approach, the research employs ethnographic methods like participant observation and in-depth interviews in regions with strong Sufi traditions, such as Java and Sumatra. Thematic analysis reveals that Sufism promotes values like tolerance, communal harmony, and social justice. Sufi rituals and gatherings foster community building and interfaith dialogue, enhancing unity and mutual respect. The study also finds that Sufi teachings have adapted to address contemporary challenges like radicalism and social fragmentation, reinforcing their relevance in modern Indonesian society. The study concludes that Sufism plays a vital role in shaping Indonesia’s social fabric, contributing to social cohesion and offering a counter-narrative to more rigid Islamic interpretations.

Utilizing the E-Book System in Supporting Students’ Literacy and Independent Learning Amrina Amrina; Sri Nur Rahmi
Scientechno: Journal of Science and Technology Vol. 3 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v3i2.1356

The development of the E-Book system in supporting learning literacy is very beneficial for students in the era of globalization. In today’s era of globalization, it has utilized the E-Book system in various schools in the learning system. The use of E-Books in learning has a positive impact on the present and the future. This study aims to understand the concept of utilizing the E-Book system in supporting students’ literacy and independent learning by utilizing the E-Book system in education and to find out the extent of the development of the E-Book system in education. So that teachers and students can use this E-Book system as a means of learning. The method used by the researcher in conducting this study is quantitative, with data obtained through disseminating questionnaires online using Google Forms. The word was processed using the SPSS application by statistical analysis through the ANOVA test; after completing the data test, the researcher presented the data in the form of graphs and tables containing respondents. The results of this study show that the introduction of an offline-based E-Book system will be able to support the literacy and independent learning of students in the world of education. Using the E-Book system in education brings various benefits, such as increasing student participation and supporting the understanding of complex concepts. Learning that utilizes the E-Book system has progressed compared to learning that still uses its own learning method, and cannot compete in the world of education. This study concludes that utilizing the E-Book system, especially independent learning, positively impacts education. The use of the E-Book system is expected to build interactive and effective learning resources. The use of the e-book system in education shows that it can improve the quality of learning and provide advantages in the educational process.

Task-Based Language Teaching: A Systematic Review of Research and Applications Adam Mudinillah; Sri Nur Rahmi; Nanakorn Taro
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v3i2.1352

Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.

The Role of Interactive Learning Media in Deep Learning: A Study on Critical Thinking Skills in Elementary Schools Sri Nur Rahmi; Wahidmurni Wahidmurni; Samsul Susilawati
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3457

Background: The development of twenty-first-century education requires students to possess higher-order thinking skills, particularly critical thinking, which enables them to analyze information, evaluate perspectives, and make reasoned decisions. In elementary education, the integration of interactive learning media and deep learning approaches is increasingly considered important to support meaningful learning and foster students’ cognitive development. Purpose: This study aims to analyze the role of interactive learning media in facilitating deep learning to support the development of critical thinking skills among elementary school students. Method: The study employed a mixed-method approach using a sequential explanatory design. Quantitative data were collected through a teacher perception questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with the assistance of SmartPLS software. Qualitative data were subsequently used to elaborate and interpret the quantitative findings. Results: The findings indicate that interactive learning media and deep learning have not yet demonstrated a strong direct effect on students’ critical thinking skills. However, both elements function as facilitators within the learning process. The development of critical thinking skills requires the consistent integration of analytical and reflective learning activities within classroom instruction. Conclusion: Interactive learning media and deep learning should be positioned as supporting components within the broader learning ecosystem rather than as standalone determinants of critical thinking development. Their effectiveness largely depends on how teachers integrate these elements with pedagogical strategies that encourage sustained student engagement, reflection, and meaningful learning experiences.

Social Studies Education, Digital Inequality, and Socio-Economic Justice: Narratives from Senior High Schools in Ternate City Ni'matuz Zuhroh; Aniek Rahmaniah; Mujtahid Mujtahid; Samsul Susilawati; Ulfi Andrian Sari; Sri Nur Rahmi
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3499

Background. Digital transformation presents both opportunities and challenges for education in Indonesia, particularly in Eastern Indonesia, including Ternate City. This region faces a persistent digital divide characterized by limited access to digital devices, uneven internet connectivity, and low digital literacy among teachers and students, which negatively affects learning quality, student engagement, and the development of 21st-century competencies such as critical thinking, collaboration, and digital literacy. Purpose. This qualitative study aimed to explore how Social Studies education can contribute to reducing socio-economic inequality and strengthening social inclusion in the context of digital transformation in education. Method. This study employed a qualitative approach, including observations, in-depth interviews, and surveys, to examine the implementation of social studies learning in senior high schools in Ternate City. Results. Findings reveal that social studies education continues to face significant obstacles, including unequal access to digital tools, limited connectivity, and insufficient integration of local content. However, IPS learning has potential to bridge digital and socioeconomic gaps through contextualized content, project-based learning, digital literacy enhancement, and fostering social awareness and economic justice. Effective implementation relies on equitable digital infrastructure, teacher competence in digital pedagogy, and policies responsive to social vulnerabilities. Conclusion. Integrating local wisdom and digital technology enables students to develop analytical, communication, and problem-solving skills while understanding their community’s socio-economic realities.

Title

Found 11 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 11 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 11 Documents
Search