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This Author published in this journals
All Journal KEMBARA Academy of Education Journal
Tri Handayani
Universitas Cenderawasih
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Jati diri perempuan Fakfak dalam tradisi lisan Etnik Mbaham Matta Wuh Adolina Velomena Lefaan; Tri Handayani
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 8 No. 2 (2022): Oktober
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v8i2.30311

Abstract

Each cultural group has values that describe its group identity. The Mbaham Matta Wuh Ethnic Community has philosophical values that explain the identity of Fakfak Women. This research aims to describe the philosophy of life of the Mbaham Matta Wuh ethnic community in seeing women's identity. This research is qualitative with ethnographic methods. Sources of research data are informants, phenomena and documents. The data collection techniques used were interviews, observation and document study. The analysis technique used is descriptive ethnography. Based on the research results, it was found that there is a philosophy in the Mbaham Matta Wuh ethnic community which regulates the conception of custom, religion and government related to the identity of Fakfak women. This philosophy is the philosophy of satu tungku tiga batu, idu-idu maninina jojor, dan henggi. These three philosophies teach life values which guide the lives of the Fakfak people, especially women. All forms of culture in Fakfak society are formed from human awareness of customs, religion and language.
Bridging The Digital Divide: The Effectiveness Of Gadget Provision Programs And Digital Literacy Training For Marginalized Students In Improving Access And Learning Outcomes (A Longitudinal Study) Tri Handayani; Wajnah; Andi Hidayati; Musa Hefer Smas; Bernardus Agus Rukiyanto
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3289

Abstract

The digital divide remains a significant barrier to equitable educational access in developing nations, particularly affecting marginalized students in underserved regions. This longitudinal qualitative study examines the effectiveness of a device provision and digital literacy training program implemented across three schools in rural Indonesia over an 18-month period. Utilizing semi-structured interviews with 45 students and 18 educators, combined with classroom observations and document analysis, this research employs thematic analysis to identify how coordinated hardware provision and pedagogical training influence student learning access and academic outcomes. Key findings reveal that device provision alone demonstrates limited efficacy; however, when coupled with structured digital literacy training and teacher professional development, significant improvements emerge in student engagement (73% increase), digital skill competencies (average gain of 2.4 proficiency levels), and learning outcomes (28% improvement in academic performance). The study identifies critical success factors including sustained teacher training, contextual curriculum adaptation, and family literacy support. Findings suggest that addressing the digital divide requires multifaceted approaches beyond infrastructure investment, emphasizing the need for integrated educational interventions that consider local socioeconomic contexts and teacher capacity. This research contributes to evidence-based policy recommendations for equitable technology integration in marginalized educational settings.
Co-Authors Adolina Velomena Lefaan Andi Hidayati Musa Hefer Smas Rukiyanto Rukiyanto, Rukiyanto Wajnah