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All Journal AcTion: Aceh Nutrition Journal Proceeding International Conference on Education Indonesian Journal of Science and Education
Mileniati, Fajriati Ramadhini Nur
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Religion Biochemistry, Genetics & Molecular Biology Chemistry Education Health Professions Immunology & microbiology Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health Social Sciences Other

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A qualitative study on strategies to overcome demotivation, burnout, and boredom in weight loss among women in reproductive age Mileniati, Fajriati Ramadhini Nur; Nugroho, Fajar Ari; Kurniasari, Fuadiyah Nila
AcTion: Aceh Nutrition Journal Vol 10, No 2 (2025): June
Publisher : Department of Nutrition at the Health Polytechnic of Aceh, Ministry of Health

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30867/action.v10i2.2332

Abstract

The rising prevalence of obesity among adults, particularly women, highlights the need for effective weight management strategies. While previous studies have explored weight loss adherence, limited research has focused on the psychological strategies that reproductive-age women use to maintain their motivation in diet and physical activity. This qualitative study was conducted from September until October 2024 and employed a narrative approach, involving in-depth interviews with six key informants in Bandung City who had experienced or participated in a weight loss program. Additional informants were also included to support the triangulation method. Data were thematically analyzed using NVivo 12 for coding and Microsoft Excel for data tabulation. The study revealed five strategies for overcoming demotivation, burnout, and boredom. (1) Reflecting on Achievements, (2) taking a break for a while, (3) embracing the flexibility of diet and physical activity, (4) remembering the motivation they started to lose weight, and (5) adjusting the intensity of exercise. In conclusion, reflecting on achievement could be a strategy to overcome demotivation, burnout, or boredom during the weight loss journey. Nevertheless, the effectiveness of these strategies depends on individual characteristics. Personalized approaches to weight loss programs can be integrated into community-based initiatives and healthcare practices to enhance long-term adherence through group support, educational campaigns, coaching in healthier eating practices, and stress management.
Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment in Natural Science Learning Mursalin, Enggal; Rochman, Chaerul; Rahmawan, Setia; Al Mufida, Asita; Ilhami, Aldeva; Aondolumun Ayua, Geoffrey; Mileniati, Fajriati Ramadhini Nur
Indonesian Journal of Science and Education Vol. 9 No. 1 (2025): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v9i1.3058

Abstract

The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment to Enhance Deep Learning Mursalin, Enggal; Rochman, Chaerul; Mileniati, Fajriati Ramadhini Nur; Rumles, Nadifa Najam
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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

Abstract

The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Co-Authors Al Mufida, Asita Aondolumun Ayua, Geoffrey Enggal Mursalin Fajar Ari Nugroho Fuadiyah Nila Kurniasari Ilhami, Aldeva Rochman, Chaerul Rumles, Nadifa Najam Setia Rahmawan