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Early Literacy Assessment For Children With Autism Spectrum Disorders At Preschool Rizqi, Putri; Ummah, Umi Syaiful; Hastuti, Wiwik Dwi; Malizal, Zelynda Zeinab
Eduscape : Journal of Education Insight Vol. 2 No. 4 (2024): October 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i4.398

Autism Spectrum Disorder is a disorder that causes children to experience obstacles in communication skills, starting from the child's language understanding. Where early assessment will help children with ASD to develop and improve their abilities, so early reading assessment needs to be carried out. Code-related abilities (such as letter knowledge, print concepts, and early writing) and meaning-related skills (such as vocabulary, recounting stories, and understanding) are used to evaluate early reading. The purpose of this study was to determine the early reading abilities of preschool children aged 3-5 years with ASD and also appropriate interventions according to their needs. This study uses a quantitative method of observation, interviews and document reviews to determine beginner reading assessment skills in children with ASD. The test was conducted on three preschool children aged 3 to 5 years: Kenzy, Excy, and Mikhael. From the results of this study, the early reading skills of children with ASD in Kenzy and Excy are limited to identifying consonants and vowels. At the same time, Michael only needs further reinforcement on several letters, and intonation is still flat. From the assessment results, multidisciplinary programs, phonological awareness, and natural developmental behavioural interventions (NDBI) can be given.

The Effectiveness of Teachers' Roles in Supporting Learning for Students with Special Needs in Inclusive Classes Malizal, Zelynda Zeinab; Rizqi, Putri Umrottur
Eduscape : Journal of Education Insight Vol. 3 No. 1 (2025): January 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i1.385

This study explores the effectiveness of teachers' roles in supporting the learning of students with special needs (ABK) in inclusive classes. Using a qualitative approach and case study method, data were collected through in-depth interviews, direct observation, and documentation in three inclusive schools in Indonesia and Malaysia. The research findings show that teachers are strategically motivators, facilitators, initiators, and mediators in supporting ABK learning. Teachers can modify the curriculum, teaching strategies, and classroom management based on students' individual needs. In addition, initial assessments are used to analyze student abilities so that learning can be adjusted. Teachers also utilize positive reinforcement, emotional validation, and personal guidance to increase learning motivation. The use of technology, such as TV and LCD, as well as creativity in creating simple learning media, also supports learning success. This study found that collaboration between regular teachers, special education teachers, and parents plays an important role in creating a conducive learning environment. This study contributes by adding perspectives on a holistic approach that integrates academic, social, and emotional aspects in inclusive education. Practical implications include the need for ongoing inclusive teacher training and the development of policies that support the management of inclusive education.

Bridging the Gap: A Systematic Review of Policy and Practice in Technology-Enhanced Learning in Secondary and Higher Education Malizal, Zelynda Zeinab; Rizqi, Putri Umrotur
Sinergi International Journal of Education Vol. 1 No. 3 (2023): November 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i3.570

Integrating educational technology has transformed learning methodologies, enhancing student engagement and academic performance. This study investigates the role of digital literacy, interactive media, and problem-based learning in improving education. A systematic literature review was conducted using Google Scholar, Scopus, and Web of Science to analyze trends and challenges in technology-based education. The findings reveal that interactive learning environments significantly enhance critical thinking, student motivation, and content retention. However, systemic barriers such as unequal access to digital resources, inadequate teacher training, and policy limitations hinder effective implementation. Comparative analysis with international studies highlights the need for tailored approaches in different educational contexts. The discussion underscores the necessity for policy reforms, increased investment in digital infrastructure, and collaborative efforts between educators and technology providers. This study concludes that while educational technology offers immense potential, overcoming systemic challenges is crucial for maximizing its benefits. Future research should focus on the long-term effects of technology in education and its impact on student development across diverse learning environments.

Overcoming Systemic Barriers to Mindfulness in Health and Education Systems Malizal, Zelynda Zeinab
Sinergi International Journal of Psychology Vol. 2 No. 4 (2024): November 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/psychology.v2i4.586

Mindfulness-based interventions (MBIs) have received increasing attention as effective tools for promoting mental health and psychological resilience. This narrative review explores the effectiveness of MBIs in reducing stress and anxiety, improving emotional regulation, and fostering long-term mental well-being across various populations. Literature was gathered from Scopus, PubMed, and Google Scholar using a comprehensive keyword and Boolean search strategy. Studies were selected based on inclusion criteria focusing on empirical research involving healthcare workers, youth, and vulnerable populations. The findings affirm the effectiveness of MBIs in mitigating stress and anxiety, especially during crises such as the COVID-19 pandemic. Emotional regulation was significantly enhanced among individuals engaging in mindfulness, with outcomes varying based on gender, cultural context, and program design. Long-term benefits were closely associated with the consistency of practice, highlighting the importance of routine engagement. Systemic barriers including organizational resistance, limited training, and lack of resources were identified as key challenges to implementation. The discussion emphasizes the need for evidence-based policies, public education, standardized training, and multi-sectoral collaboration. Ultimately, the review recommends the integration of culturally tailored mindfulness programs into national mental health strategies to enhance accessibility and effectiveness. Future research should target longitudinal and inclusive studies to bridge existing gaps in the literature and inform scalable mental health solutions.

Breaking Boundaries in Inclusive Education: A Narrative Review of Pedagogical, Technological, and Policy Practices and Challenges in Regular Schools Malizal, Zelynda Zeinab; Rahman, Najib Aulia
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.588

Inclusive education for children with special needs is a central principle in global education reform, aiming to ensure equitable access and participation in mainstream schooling. This narrative review explores current practices, challenges, and innovations in inclusive education, synthesizing insights from international literature. Using a structured search across databases such as Scopus, PubMed, Google Scholar, ERIC, and JSTOR, the review identifies key factors influencing inclusive learning: teacher training, educational technology, family engagement, curriculum flexibility, policy frameworks, and funding. Findings indicate that personalized learning technologies, when supported by trained educators, enhance student engagement and academic performance. Teachers who undergo inclusive pedagogical training demonstrate higher confidence and competence in addressing diverse learner needs. Family involvement and community support emerge as critical enablers of social and emotional development in inclusive settings. Moreover, flexible curricula and supportive policies correlate with improved student outcomes. However, persistent barriers remain, including lack of funding, infrastructural limitations, societal stigma, and inconsistent implementation of inclusive policies. This review emphasizes the need for comprehensive policy reforms, sustained investments in teacher development, adaptive curricula, and cross-sector collaboration. It also highlights the importance of equity-driven technology integration to address existing disparities. Future research should prioritize longitudinal and participatory studies that reflect the lived experiences of students with special needs. The study underscores that achieving truly inclusive education requires systemic transformation supported by cultural change, educational equity, and collaborative partnerships.

Islamic Education and Globalization: Curriculum, Identity, and Digital Integration Malizal, Zelynda Zeinab
Sinergi International Journal of Islamic Studies Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i2.711

In an increasingly globalized world, Islamic education systems are under pressure to evolve while maintaining their core values. This narrative review explores how Islamic educational institutions respond to global educational trends through curriculum reform, digital integration, gender-inclusive leadership, identity formation, and international comparisons. The study employs a narrative synthesis methodology to analyze current empirical and conceptual literature, drawing on sources from diverse geographical and cultural contexts. The findings demonstrate that Islamic education is gradually aligning with global pedagogical practices, particularly through competency-based curriculum reforms, digital learning tools, and interdisciplinary approaches. Institutions are increasingly adopting interactive teaching models and integrating critical thinking into religious studies. However, systemic challenges—such as bureaucratic inertia, inadequate funding, cultural conservatism, and limited professional training—continue to hinder comprehensive transformation. The discussion highlights the need for adaptive policies, cross-sector collaboration, and inclusive strategies that balance tradition with innovation. This study underscores the importance of evidence-based interventions, including teacher training, leadership development, digital infrastructure, and curriculum adaptability. It concludes that sustainable reform in Islamic education hinges on the successful integration of global best practices with local cultural and religious values.

Behavioral Addiction and Student Well being: Examining the Mental Health Impact of Social Media Malizal, Zelynda Zeinab
Sinergi International Journal of Psychology Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/psychology.v3i2.769

Social media has become an integral part of student life, particularly among undergraduates in Southeast Asia. This study investigates the association between the intensity of social media use and mental health outcomes among students at Universitas Muslim Indonesia. A cross sectional design was employed with a sample of 120 students drawn from seven faculties. Data were collected using the Bergen Social Media Addiction Scale (BSMAS) and the General Health Questionnaire 12 (GHQ 12), and analyzed using the Kolmogorov–Smirnov test, Pearson correlation, and linear regression in SPSS version 29. The results revealed a significant positive correlation (r = 0.342, p < 0.001) between social media use intensity and psychological distress. Regression analysis indicated that social media intensity significantly predicted GHQ 12 scores (β = 0.372, p = 0.001), explaining 11.7% of the variance in mental health outcomes. These findings suggest that while social media serves communicative and informational functions, its excessive use may adversely affect students' psychological well being. The study underscores the importance of self regulation, coping strategies, and institutional support in moderating the psychological effects of digital engagement. Interventions promoting digital literacy and adaptive coping should be prioritized in university settings. This research contributes to the global discourse on digital health by contextualizing student mental health within the digital behaviors of non Western academic populations.

From National Strategy to Local Reality: A Framework for Effective E Government in Indonesia’s Decentralized Bureaucracy Malizal, Zelynda Zeinab; Pasaribu, M. Irvan Yazid; Rojikinnor
Politeia : Journal of Public Administration and Political Science and International Relations Vol. 2 No. 3 (2024): July 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/politeia.v2i3.828

This study investigates the institutional and infrastructural challenges affecting the implementation of e government in Indonesia within the context of administrative decentralization. Over the past decade, Indonesia has significantly improved its E Government Development Index (EGDI), rising from 0.45 in 2016 to 0.72 in 2022. Despite national level progress, regional disparities persist, driven by institutional fragmentation, limited human capital, and uneven ICT infrastructure. The objective of this study is to examine these constraints and offer a conceptual framework for addressing them. Using a qualitative descriptive approach, the study draws on secondary data from UN EGDI reports, national regulations, and case studies such as North Barito and urban–rural comparisons. The research utilizes thematic and comparative analyses to identify patterns in policy disconnection, leadership gaps, and citizen participation. Findings reveal that institutional coherence, participatory governance models, and adaptive leadership significantly influence successful e government implementation. Integrated policy models, such as Whole of Government and Interoperable Digital Government Frameworks, improve alignment between national strategies and local applications. Additionally, participatory design and feedback loops are essential for increasing service quality and trust. The study concludes that Indonesia’s path forward requires not only technological investment but also structural and cultural reforms. This includes capacity building for public servants, equitable infrastructure development, and inclusive digital engagement mechanisms. The insights gained have broader implications for other decentralized states aiming to advance digital transformation through coordinated, participatory, and context sensitive governance models.

Digital Bureaucracy and Public Trust in Indonesia: A Governance Analysis of EGDI Trends and Regional Disparities Malizal, Zelynda Zeinab; Pratama, Muhammad Anzarach
Politeia : Journal of Public Administration and Political Science and International Relations Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/politeia.v3i2.829

This study explores Indonesia’s e government development between 2016 and 2024, analyzing its implications for administrative efficiency and public trust. It assesses trends in the E Government Development Index (EGDI), emphasizing the sub-indices of Online Service Index (OSI), Telecommunication Infrastructure Index (TII), and Human Capital Index (HCI). The research also examines regional disparities, digital participation, and the influence of service quality on citizen trust. The methodology combines quantitative analyses of EGDI scores with governance metrics and citizen trust indicators, supplemented by regional comparative analysis and case studies. Correlational and regression models were used to evaluate the impact of digital service quality on trust, while qualitative data from literature and case studies offered contextual insights into implementation gaps. Findings show that improvements in OSI, TII, and HCI have contributed to better public service delivery and enhanced public trust. However, regional disparities persist, particularly between urban and rural areas, affecting digital participation and service equity. Trust in government is significantly shaped by service reliability, transparency, and inclusiveness. While EGDI offers a useful performance proxy, it does not fully capture service satisfaction or governance responsiveness. The study concludes that to ensure inclusive and effective digital governance, Indonesia must integrate citizen centric service design, institutionalize transparency through open data, and bridge infrastructure gaps through policy harmonization. These steps are essential to promote democratic accountability, administrative efficiency, and sustainable public trust in the digital era.

The Roots and Remedies of Social Violence: A Global Narrative Review Widyanti, Eka; Malizal, Zelynda Zeinab
Psychosocia : Journal of Applied Psychology and Social Psychology Vol. 2 No. 3 (2024): July 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/psychosocia.v2i3.768

Violence in social and occupational settings remains a pressing global concern, affecting individual well-being and societal cohesion. This narrative review aims to explore the causes, contexts, and interventions surrounding violence, drawing from multidisciplinary literature. The review utilized a structured search strategy across major scientific databases, including Scopus, PubMed, and Web of Science, incorporating studies that focused on workplace violence, intimate partner violence, aggression, and mental health. Key inclusion criteria encompassed peer-reviewed articles published in English and involving populations directly exposed to violence. Findings reveal that the main drivers of violence include high-stress work environments, inadequate support systems, cultural gender norms, and adverse childhood experiences. These factors contribute to elevated rates of mental health disorders such as PTSD, depression, and anxiety, particularly among women, children, and individuals with disabilities. Interventions such as educational programs (e.g., Irie Classroom Toolbox), peer-support initiatives, and trauma-informed training for professionals have shown promise in reducing the impact of violence. Systemic and structural influences, including social inequality, weak legal protections, and cultural stigma, were found to exacerbate vulnerability and impede access to help. The review highlights the importance of context-specific, community-based strategies in resource-limited settings and policy reform in institutional contexts. Future research should focus on inclusive longitudinal studies and leverage digital tools for violence monitoring and prevention. Addressing violence requires a coordinated, multi-layered approach that combines education, mental health access, and systemic reform.

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