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All Journal International Journal of Community Service (IJCS) Innovative: Journal Of Social Science Research Classroom: Journal of Islamic Education Kharismatik : Jurnal Ilmu Pendidikan International Journal of Educatio Elementaria and Psychologia Islamic Studies in the World
Ahmad Yani
STAI Kharisma Cicurug, Sukabumi Indonesia
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TECHNOLOGY-ENHANCED LEARNING IN PRIMARY EDUCATION: EFFECTS OF INTERACTIVE DIGITAL PLATFORMS ON STUDENT ENGAGEMENT AND ACHIEVEMENT Samantha Gonzales; Josefa Flores; Andres Villanueva; Ahmad Yani
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3426

Abstract

Technology-enhanced learning has become increasingly prominent in primary education as schools integrate interactive digital platforms to support teaching and learning. These platforms are widely assumed to enhance student engagement and academic achievement, yet empirical evidence at the primary level remains uneven and context dependent. This study aims to examine the effects of interactive digital platforms on student engagement and academic achievement in primary education, with particular attention to the relationship between engagement dimensions and learning outcomes. The study employed a quantitative quasi-experimental design involving experimental and control groups of primary school students. Data were collected using engagement questionnaires, curriculum-aligned achievement tests, classroom observations, and academic records. Inferential statistical analyses were conducted to compare group differences and examine relationships between engagement and achievement. The findings reveal that students exposed to interactive digital platforms demonstrated significantly higher levels of behavioral, emotional, and cognitive engagement than those receiving conventional instruction. Academic achievement scores were also significantly higher in the experimental group. Correlation analysis indicates a strong positive relationship between student engagement and achievement outcomes. The study concludes that interactive digital platforms positively influence engagement-driven learning in primary education when integrated within structured pedagogical practices. Technology-enhanced learning is most effective when engagement functions as a central mechanism linking digital interaction to academic success.
Empowering Parent Communities through "Rumah Literasi Digital": Technology-Based Supervision Training and Learning Mentorship in High-Density Residential Areas Didi Sudrajat; Sartinayanti Sartinayanti; Ahmad Yani; Dodi Sukmayadi; Iwan Aprianto
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1800

Abstract

This qualitative study examines the effectiveness of a community-based digital literacy intervention—Rumah Literasi Digital (Digital Literacy House)—in empowering parents to supervise their children's digital learning in high-density residential neighborhoods. Through semi-structured interviews and focus group discussions with 32 parents and 8 educators from four community learning centers (CLCs) in Jakarta over an eight-month period, we applied Braun and Clarke's reflexive thematic analysis to explore how technology-integrated training programs foster parental empowerment across three dimensions: resource empowerment, critical awareness, and relational empowerment. Findings demonstrate that structured digital parenting interventions significantly enhance parents' capacity to identify and access digital resources, develop critical consciousness about technology risks, and strengthen family communication about online activities. Thematic analysis revealed five overarching themes: (1) Knowledge Construction and Digital Competency Development, (2) Critical Consciousness Formation, (3) Relational Networks and Peer Support, (4) Family Communication Enhancement, and (5) Systemic Barriers and Implementation Challenges. The study contributes evidence-based insights into community-based approaches for addressing the digital divide in resource-constrained urban contexts and offers actionable recommendations for integrating digital parenting literacy into non-formal education frameworks in Indonesia.
Co-Authors Adah Aliyah ADI ROSADI Agustin Andhika Putri Andres Villanueva Ayu Rahma Ramadani Bayu Purbha Sakti Chairul Anwar Delvy Mardvin Siokain Didi Sudrajat Dima Noor Ziehad Dodi Sukmayadi Edi Ahyani Eka Selvi Handayani, Eka Selvi Harianta Sembiring Ipah Latipah Ismatullah, Ade Iwan Aprianto Josefa Flores Kusumarini, Euis M. Yunus Sudirman Malintang, Jimmy Muhammad Sabir Mulyawan Safwandy Nugraha Mulyawati, Susi Sri Noka, Isara Abda Risa Juliadilla Rochman, Asep Saepul Rudy Surbakti Sa'adiyah, Imas Salwa, Siti Samantha Gonzales Sartinayanti Sartinayanti Teguh Hariyanto, Teguh Titik Nuryanti Wahyuniar Wahyuniar