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Academic Resilience and Growth Mindset of Senior High School Students in Relation to Their Early Learning Experiences Monica, Mega Aria; Sunyono, Sunyono; Mujiyati; Hariri, Hasan; Adawiyah, Rabiyatul
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.419

Abstract

This study aims to examine senior high school students' early learning experiences, growth mindset, and academic resilience to provide baseline data for developing digital guidance services. A quantitative descriptive design was used, involving an online survey with 3,746 students. The survey included both open-ended questions to explore early learning experiences and closed-ended Likert scale questions to assess growth mindset and academic resilience. Data analysis revealed that 66.20% of students reported mixed early learning experiences, 30.25% reported positive experiences, and 3.55% reported less positive experiences. Regarding growth mindset and academic resilience, 77.95% and 83.08% of students, respectively, were categorized at moderate levels. The results indicate that while students exhibit adaptive potential, their growth mindset and coping strategies are still developing. These findings highlight the importance of understanding the factors influencing students' mindset and resilience. This study suggests the need for reflective e-guidance services to help students strengthen their growth-oriented beliefs and improve their academic resilience, providing a promising approach to supporting students' learning and development.
USE OF DIGITAL MEDIA IN EARLY CHILDHOOD LEARNING: CASE STUDY IN PLAYGROUPS IN BANDAR LAMPUNG CITY Reiska Primanisa; Mega Aria Monica
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 3 (2026): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/05cnv385

Abstract

This study aims to analyze the use of digital media by educators and their management strategies for effective and safe learning for early childhood playgroups. The study employed a qualitative approach with a case study design at three playgroup institutions in Bandar Lampung City. Data were collected through participant observation, in-depth interviews with principals, teachers, and parents, and documentation. Data analysis employed the Miles, Huberman, and SaldaƱa model, which includes data condensation, data presentation, and conclusion drawing. The results indicate that each type of digital media provides specific benefits: educational videos improve vocabulary and learning motivation; tablet applications stimulate cognitive and fine motor skills; interactive projectors encourage collaborative learning; interactive e-books strengthen early literacy; and educational audio aids children's language development and musicality. However, challenges remain, including low teacher digital literacy, limited infrastructure, the potential for excessive screen time, and a lack of institutional policy guidance. This study emphasizes the need for selecting developmentally appropriate digital media, technology-based teacher professional development, and active partnerships between Early Childhood Education institutions and parents in supervising digital media use.