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All Journal Jurnal Ilmiah Psikologi Terapan EDUJAVARE: International Journal of Educational Research
Istiarsyah Istiarsyah
Universitas Muhammadiyah Mahakarya Aceh, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Neurolinguistic stimulation, emotion regulation, and neurofeedback for childhood speech delay: A longitudinal case-based study Firmawati; Desi Purnama Sari; Istiarsyah Istiarsyah; Shin Yeen Shiw; Attahirah; Sauva Yarda
Jurnal Ilmiah Psikologi Terapan Vol. 14 No. 2 (2026): August
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jipt.v14i2.44158

Abstract

Children with speech delay often face co-occurring challenges in language, emotional regulation, and attention. This exploratory single-subject longitudinal study examined preliminary neurophysiological and behavioral correlates of a multicomponent intervention integrating neurolinguistic stimulation, emotion-regulation training, neurofeedback, and caregiver-mediated strategies in a five-year-old boy with significant speech delay. Data were collected at three time points using Mental Load (ML) indices, Brain Function Analysis (BFA) alpha-wave parameters, and structured behavioral observations, without direct standardized language measurement. Across the assessment period, ML indices and alpha-wave stability improved, while behavioral records documented fewer tantrums, smoother transitions between activities, greater engagement, and more frequent self-initiated verbal attempts. Given the single-subject design and absence of a control condition, these findings are descriptive and do not support causal or generalizable conclusions. They nonetheless suggest that integrated, neuroscience-informed approaches merit further investigation in controlled research examining behavioral and neurophysiological indicators in early intervention for speech delay.
Implementation of Deep Learning to Improve Critical Thinking Skills of Elementary School Students Siti Rahmah; Susanti Arian Fitry; Desy Anindia Rosyida; Istiarsyah Istiarsyah; Ulfah Umurohmi
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.2026

Abstract

Education in the 21st century faces increasingly complex demands along with the rapid development of technology, information, and social change. This study aims to analyze the application of Deep Learning in improving the critical thinking skills of elementary school students. The study used a quantitative approach with a quasi-experimental method through a one-group pretest-posttest design. The research subjects were 30 elementary school students selected using a purposive sampling technique. Data collection was carried out through critical thinking skills tests, observation, and documentation. Data were analyzed using descriptive and inferential statistics through normality tests and paired sample t-tests, as well as N-Gain analysis to determine the level of improvement in students' critical thinking skills. The results showed that the application of Deep Learning was able to improve students' critical thinking skills. The average pretest score of 62.40 increased to 82.17 in the posttest, with an increase of 19.77 points. Improvements occurred in all critical thinking indicators, namely information interpretation, problem analysis, argument evaluation, conclusion drawing, and the ability to provide logical explanations. The results of statistical tests showed a significance value of 0.000 <0.05, which indicates a significant difference between students' critical thinking skills before and after the application of Deep Learning. The application of learning through problem exploration, discussion, information analysis, problem-solving, argumentation, and reflection creates a more active and meaningful learning experience. Thus, Deep Learning can be an effective alternative learning strategy to improve elementary school students' critical thinking skills and support the development of higher-order thinking skills in students.
Co-Authors Attahirah Desi Purnama Sari Desy Anindia Rosyida Firmawati Sauva Yarda Shin Yeen Shiw Siti Rahmah Susanti Arian Fitry Ulfah Umurohmi