Article Per Year (5 Year)
p-Index From 2021 - 2026
1.853
P-Index
This Author published in this journals
All Journal LEX ADMINISTRATUM Besaung : Jurnal Seni Desain dan Budaya Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Caring : Indonesian Journal of Nursing Science PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies Basic and Applied Nursing Research Journal Jurnal Ekonomi dan Bisnis Journal International Journal of Teaching and Learning (INJOTEL) Intelektual: Jurnal Administrasi Publik dan Ilmu Komunikasi NERS Jurnal Keperawatan
Deswita
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
UNDERSTANDING STUDENT LEARNING PATTERNS FOR IMPROVING EDUCATION QUALITY Ulfa Zakaria; Deswita; Siminto
International Journal of Teaching and Learning Vol. 2 No. 4 (2024): APRIL
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In pursuing and realizing effective learning goals, it is necessary to implement a method so that the desired learning process is achieved, namely by learning effectively. Improving the quality of education will be achieved if the teaching and learning process carried out in the classroom is truly effective and useful for achieving the expected knowledge, attitudes and skills. Because basically the teaching and learning process is the core of the overall educational process, the teacher is one of the important factors in determining the success of the learning process in the classroom. The preparation of learning strategies includes individual, group, guided, leaving and supervision learning patterns. There are components that must be considered in developing learning patterns, including teaching objectives, introduction of initial abilities, the teaching process and assessment of the achievement of teaching objectives. What students apply at home as a learning pattern can also be called home learning activities. The learning patterns used by students in their daily lives are certainly different from each other.
Impact of Sociodemographic Factors on the Early Initiation of Complementary Feeding in Padang City, Indonesia Hermalinda Herman; Deswita; Ira Mulya Sari; Arif Rohman Mansur
Caring: Indonesian Journal of Nursing Science Vol. 7 No. 2 (2025): Vol 7 No 2 2025 Caring: Indonesia Journal of Nursing
Publisher : Talenta Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/ijns.v7i2.23490

Abstract

The World Health Organization (WHO) recommends introducing complementary foods at six months of age, while continuing breastfeeding up to two years or beyond. However, early or delayed initiation remains common, contributing to nutritional problems in developing countries. This study aimed to assess the prevalence of timely initiation of complementary feeding (CF) and identify sociodemographic factors associated with early introduction of complementary feeding among mothers of infants aged 6-23 months in Padang, Indonesia. A cross-sectional study was conducted among 244 mothers of infants aged 6–24 months. Data were collected using structured questionnaires covering sociodemographic characteristics and the time for introduction ofcomplementary feeding. Statistical analysis was performed using SPSS version 25, descriptive statistics described the prevalence of timely initiation, bivariate logistic regression assessed the relationship between sociodemographic factors and early initiation of CF. Most mothers (89.8%) initiated complementary feeding at the recommended age of 6–8 months, 9.0% introduced foods before six months, and 1.2% after eight months. Early initiation was significantly associated with maternal education level (p = 0.006), and grandmothers as source information (p = 0.010), where mothers with lower education were more likely to introduce foods prematurely (AOR = 3.39, 95% CI: 1.02–11.32). Mothers who received information from grandmothers were more likely to introduce CF on time (AOR = 2.73, 95% CI: 1.06–6.98). The study highlights the importance of education and family influence on infant feeding practices and recommends strengthening health education for mothers, especially those with lower education, to improve adherence to CF guidelines. Keyword: Early weaning, Complementary feeding, Maternal educational status, Socioeconomic factors, Grandparents
Co-Authors Aini Ahmad, Mutia Apiradee Pimsen Ari Kristiana Aris Doyan Asterina Ayu Nurmala Dwi Novrianda Elza Sri Pratiwi Farlina, Mutia Fisalsabila, Reva Herien, Yelly Hermalinda Hermalinda Herman Ira Mulya Sari Lili Faria Melyana R Pugu Muhsinin Neherta, Meri Okky Adelirandy Pangastuti, Ariani Galuh Rahayuningsih, Atih Rahmatika Amelda Rahmi Ramadhan Ramdhan, Arfian Suci Rika Sarfika Riki Rikarno Riza Wahyuni Siminto Sukma, Nadila Permata Syahrial Ayub, Syahrial Tiara Mayastari Tri Yuliani Ulfa Zakaria Ummul Hikmah Yanti Puspita Sari, Yanti Yesya Vatria