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All Journal Aptisi Transactions on Technopreneurship (ATT) BAHASTRA Journal of Educational Technology and Learning Creativity
Ida Zulaeha
State University of Semarang
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Comparing Augmented Reality, Video-Based, and Traditional Instruction for Enhancing Environmental Literacy in Indonesian Eco-Schools Ma'as Shobirin; Fathur Rokhman; Ida Zulaeha; Udi Utomo
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2663

Abstract

Purpose of the study: This study aimed to examine the effects of augmented reality–based instruction, video-based instruction, and traditional instruction on fourth-grade students’ environmental literacy, encompassing environmental knowledge, environmental attitudes, and pro-environmental behavior, within an Adiwiyata-certified elementary eco-school. Methodology: A quasi-experimental design was employed involving 81 fourth-grade students from an Adiwiyata-certified elementary eco-school in Semarang, Indonesia. Data were collected using a validated multiple-choice environmental knowledge test and Likert-scale questionnaires measuring environmental attitudes and pro-environmental behavior. Data were analyzed using multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) with IBM SPSS Statistics version 26. Main Findings: The results revealed a significant multivariate effect of instructional method on overall environmental literacy. Augmented reality–based instruction produced the highest post-test scores in environmental knowledge and environmental attitudes, followed by video-based instruction and traditional instruction. Instructional method also exerted a statistically significant but smaller effect on pro-environmental behavior. Novelty/Originality of this study: This study provides novel empirical evidence through a three-arm comparison of augmented reality, video-based, and traditional instruction within the Adiwiyata (eco school) framework. It advances environmental education research by demonstrating differentiated cognitive, affective, and behavioral effects of immersive and non-immersive instructional methods at the elementary school level.
The role of track changes in enhancing editing accuracy: Disentangling tool effect and metacognitive learning processes in academic manuscript editing Meilan Arsanti; Ida Zulaeha; Subyantoro Subyantoro; Nas Haryati Setyaningsih; Oktarina Puspita Wardani
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

While the digitization of academic editing is often considered to linearly improve performance, the internal mechanisms that differentiate the impact of tools and learning processes are rarely explored. This study aims to analyze the effects of using the Track Changes feature on editing accuracy and its relationship to metacognitive regulation and cognitive load of aspiring editors. Using a quasi-experimental Non-equivalent Control Group Design, this study involved aspiring student editors divided into an experimental group (Track Changes) and a control group (conventional). Data were collected through an editing accuracy test and analyzed using Normalized Gain and Cohen's d effect size. The results showed that the experimental group experienced a significant increase in editing accuracy (g = 0.53) compared to the control group (g = 0.19). Inferential analysis yielded a Cohen's d value of 1.18, indicating a large effect of tool use on editorial performance. These findings demonstrate that Track Changes functions as a cognitive scaffold that reduces external cognitive load, particularly on surface-level errors such as mechanics and typography. However, improvements in logic and discourse were limited, suggesting that this technology is more effective as a metacognitive mediator than as a substitute for higher-order linguistic reasoning. The unique contribution of this study lies in the empirical separation of the tool's technical impact from natural learning progression, which provides a theoretical basis for integrating technology into professional editing education curricula.
Technopreneurial Language Development Strategies for Children with ADHD Uki Hares Yulianti; Ida Zulaeha; Subyantoro Subyantoro; Yusro Edi Nugroho; Ikyboy Van Versie
Aptisi Transactions On Technopreneurship (ATT) Vol 8 No 2 (2026): July
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v8i2.711

Abstract

This study explores the characteristics of speech disorders in children with ADHD and examines effective intervention strategies, including technopreneurial solutions, and parental language practices to support their communication development. The research aims to bridge the gap in current intervention models by integrating traditional speech therapy with innovative, technology-driven approaches, such as AI-powered diagnostic tools and digital platforms. Using a qualitative case study method, data were collected through structured clinical observations, speech sample analysis, and in-depth interviews with pediatricians, child psychologists, speech therapists, and parents of children with varying types of ADHD. The results reveal that children with ADHD commonly experience articulation difficulties, disfluency, and impairments in receptive, expressive, and pragmatic language skills. A novelty of this study is the development of a structured intervention model that combines conventional speech therapy with ADHD-sensitive techniques, including behaviour management, visual aids, and environmental adaptations, alongside AI-driven diagnostic tools and digital platforms to enhance accessibility and engagement. Additionally, a practical guide to language parenting was designed to empower parents and caregivers to actively support therapy outcomes by using consistent communication strategies at home. The study also produced a comprehensive database of speech characteristics in Indonesian children with ADHD, serving as a foundation for further research and development of more effective assessment instruments. This research underscores the importance of multidisciplinary collaboration and parental involvement in addressing speech disorders in children with ADHD, aligning with SDGs 3 (Good Health and Well-being) and SDGs 4 (Quality Education).
Co-Authors Fathur Rokhman Ikyboy Van Versie Ma'as Shobirin Meilan Arsanti Nas Haryati Setyaningsih Oktarina Puspita Wardani Subyantoro Subyantoro Udi Utomo Uki Hares Yulianti Yusro Edi Nugroho