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Journal : Health and Technology Journal (HTECHJ)

The Relationship Between Pregnant Women's Nutritional Status and Newborn Weight Siti Uswatun Hasanah; Widia Shofa Ilmiah
Health and Technology Journal (HTechJ) Vol. 4 No. 2 (2026): April 2026
Publisher : KHD Production

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53713/htechj.v4i2.583

Abstract

Maternal nutritional status during pregnancy plays a crucial role in fetal growth and is a key determinant of newborn birth weight. Inadequate maternal nutrition increases the risk of low birth weight (LBW), which is strongly associated with increased neonatal morbidity and mortality. This study aimed to examine the relationship between maternal nutritional status during pregnancy and newborn birth weight. A facility-based analytical study with a case–control design was conducted at a Community Health Center. A total of 36 mother–newborn pairs were recruited using a 1:1 case–control ratio. Maternal nutritional status was assessed using anthropometric indicators recorded during pregnancy, and newborn birth weight was measured within 1 hour of delivery. Data were analyzed using the chi-square test with α = 0.05. The analysis revealed a statistically significant association between maternal nutritional status and newborn birth weight (p = 0.003). Mothers with adequate nutritional status were more likely to deliver infants with normal birth weight than those with poor nutritional status. Conversely, low birth weight was more frequently observed among infants born to mothers with inadequate nutritional status during pregnancy. Maternal nutritional status during pregnancy is significantly associated with newborn birth weight in this primary health care setting. Strengthening early nutritional screening and interventions for pregnant women is essential to reduce the risk of low birth weight and improve neonatal health outcomes.
The Influence of Gadgets on the Language Development of Children Aged 3-4 Years Ilmiatul Hasanah; Widia Shofa Ilmiah
Health and Technology Journal (HTechJ) Vol. 4 No. 2 (2026): April 2026
Publisher : KHD Production

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53713/htechj.v4i2.585

Abstract

The widespread use of screen-based media in early childhood has raised concerns regarding its potential influence on language development, particularly expressive language skills. Although digital devices may provide educational opportunities, excessive or unsupervised use may reduce verbal interaction between children and caregivers. This study aimed to examine the relationship between gadget use and expressive-language development among children aged 3–4 years. A descriptive cross-sectional mixed-methods approach was employed, integrating thematic qualitative analysis with categorical descriptive findings. Thirty children aged 3–4 years were selected using purposive sampling. Data were collected through structured observations, semi-structured interviews with parents, and assessments of children's daily gadget-use patterns. Expressive-language development was evaluated based on children's ability to answer questions appropriately, express emotions using descriptive vocabulary, and convey opinions. The findings showed that 60% of children (n = 18) demonstrated indicators of delayed expressive-language development, particularly in responding to questions and expressing personal opinions. Limited emotional vocabulary was also observed in several participants and was frequently linked by parents to prolonged gadget exposure and reduced face-to-face interaction. Conversely, some children who accessed educational content with parental guidance showed emerging language abilities, including improved vocabulary recognition. These findings suggest that while educational digital media may support early learning, excessive or unguided gadget use may limit opportunities for interactive communication, which is essential for expressive-language development. Balanced gadget use, active parental mediation, and early screening of language development are therefore critical to support optimal communication skills in early childhood.