Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini AKMENIKA
Sakti, Syahria Anggito
Unknown Affiliation
Economics, Econometrics & Finance Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Dampak Pelatihan dan Penggunaan Teknologi Digital terhadap Motivasi Kerja dan Produktivitas Kerja Generasi Z Karyawan Perusahaan Swasta di Yogyakarta Handoko, Sigit; Sakti, Syahria Anggito; Purwanti, Ari Retno
Akmenika: Jurnal Akuntansi dan Manajemen Vol. 22 No. 1 (2025): AKMENIKA
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/akmenika.v22i1.7789

Abstract

To analyze the impact of training and the use of digital technology on work motivation and work productivity of Generation Z employees of private companies in Yogyakarta. The study used a sample of 385 employees of private companies in Yogyakarta. Data collection methods using questionnaires and observations. Data analysis methods using quantitative. Research Results–Digital technology training has a significant and positive impact on work motivation, The use of digital technology significantly and positively impacts work motivation, Training and use of digital technology together have a significant impact on work motivation, Digital technology training has a positive and significant impact on work productivity, The use of digital technology has a significant negative impact on work productivity, and Training can increase productivity, the use of digital technology may require further adjustments or additional training so as not to harm work productivity.
Tabayyun-Based Digital Scaffolding for Young Children’s Responses to Aggressive Digital Content: A Qualitative Case Study Sakti, Syahria Anggito; Suminar, Yulian Agus Suminar; Kurniawan, Arifin Teguh
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 3 (2026): Article in Press
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.113-01

Abstract

This qualitative case study examined how Tabayyun was introduced and internalized as a form of digital-ethical guidance for young children encountering aggressive, confusing, or misleading digital content. The study involved nine children aged five to six years, nine parents or primary caregivers, and three classroom teachers from three Islamic kindergartens in Yogyakarta, Indonesia. Participants were selected purposively based on children’s regular digital-device use and observable digitally mediated aggressive responses. Data were collected over three months through 36 naturalistic observation sessions, semi-structured interviews, and document review, and were analyzed inductively through data condensation, coding, thematic matrices, and interpretive comparison. The findings revealed three interconnected patterns. First, aggressive digital content entered children’s everyday interactions through verbal imitation, emotional spillover, and symbolic forms of peer aggression. Second, parents and teachers translated Tabayyun into developmentally accessible practices of pausing, asking, checking, explaining, and seeking adult confirmation. Third, several children began to demonstrate emerging reflective responses, including closing inappropriate content, questioning whether digital representations were real or edited, and consulting trusted adults before reacting. These practices were more visible when parents and teachers used consistent language and coordinated guidance across home and school. The study conceptualizes these processes as Tabayyun-based digital scaffolding, a culturally situated extension of critical digital literacy that connects verification with emotional restraint, relational responsibility, and adult-supported reflection. Educational institutions may incorporate these practices into school culture, teacher guidance, parental engagement, and home-school communication. The findings remain context-specific and do not establish causal effectiveness or long-term behavioural change.  
Co-Authors Handoko, Sigit Kurniawan, Arifin Teguh Purwanti, Ari Retno Suminar, Yulian Agus Suminar