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Academia Open
Published by Universitas Muhammadiyah Sidoarjo
ISSN : -     EISSN : 27147444     DOI : 10.21070/acopen.11.2026.12985
Core Subject : Health,
Medicine & Pharmacology Public Health
Academia Open is published by Universitas Muhammadiyah Sidoarjo published 2 (two) issues per year (June and December). This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. This journal aims is to provide a place for academics and practitioners to publish original research and review articles. The articles basically contains any topics research or review. Academia Open is available in online version. Language used in this journal is Indonesia or English.
Arjuna Subject : Profesi Kesehatan - Profesi Kesehatan (Lain-Lain)
Articles 2,389 Documents
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The Antimicrobial Activity of Extracted Shiga Toxin from E. coli O157:H7 on Different Types of Bacteria and Fungi Khutheir Abbas Ali; Harith Basim Ibrahim Al-Nasiri; Ola Hassan AlSaady
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13287

Abstract

General Background: Shiga toxin–producing Escherichia coli O157:H7 is a major foodborne pathogen associated with severe human disease and increasing antimicrobial resistance. Specific Background: Bacterial toxins have gained attention as alternative antimicrobial agents, yet their activity depends strongly on effective purification and characterization. Knowledge Gap: Limited evidence is available regarding the antimicrobial spectrum of purified Shiga toxin against diverse bacterial and fungal pathogens isolated from food sources. Aims: This study aimed to isolate E. coli O157:H7 from dairy and meat products in Baghdad and to evaluate the antimicrobial activity of purified Shiga toxin. Results: Thirty E. coli O157:H7 isolates were obtained from 300 samples. Shiga toxin was successfully purified using ammonium sulfate precipitation, dialysis, and ion-exchange chromatography, and showed inhibitory activity against several pathogenic bacteria and Candida albicans, with the lowest MIC observed for the fungus. Novelty: The study demonstrates selective antimicrobial efficacy of purified Shiga toxin against both bacterial and fungal pathogens. Implications: These findings highlight the potential of bacterial toxins as candidate agents for controlling foodborne and multidrug-resistant microorganisms. Keywords : Shiga Toxin, Escherichia coli O157:H7, Antimicrobial Activity, Ion-Exchange Chromatography, Foodborne PathogensHighlight : Purified toxin showed strongest growth inhibition against Candida albicans at the lowest tested concentration. Meat-derived samples exhibited higher contamination rates compared with dairy products. Selective susceptibility was observed, with Klebsiella pneumoniae demonstrating marked sensitivity.
Peer Tutoring Implementation for Improved Quran Memorization Quality: Implementasi Tutor Sebaya dalam Peningkatan Kualitas Hafalan Al-Qur’an Habibah Annabila; Hasrian Rudi
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13292

Abstract

General Background: Quran memorization (tahfidz) constitutes a fundamental component of Islamic education, requiring not only retention of verses but also accuracy in tajwid and makhraj. Specific Background: In formal Islamic schools, students often encounter difficulties in memorization due to varied academic abilities and limited instructional time, necessitating collaborative learning strategies such as peer tutoring. Knowledge Gap: Although peer tutoring has been widely discussed in Islamic education contexts, limited studies describe its structured implementation and memorization quality outcomes in emerging tahfidz programs within formal junior secondary schools. Aims: This study aims to describe and analyze the implementation process of peer tutoring in Quran memorization activities at SMP IT Lukmanul Hakim, focusing on planning, implementation, and evaluation stages, as well as memorization quality outcomes. Results: Using a qualitative descriptive field approach with interviews, observation, and documentation, the findings indicate that peer tutoring was implemented through systematic tutor selection based on memorization competence and character, small-group 1:1 rotational guidance, and teacher-supervised evaluation. Approximately 85% of students achieved scores above 80, demonstrating stable memorization performance with improved tajwid application, makhraj accuracy, and fluency, although several students required additional technical guidance. Novelty: The study highlights the integration of technical memorization guidance and tutor character criteria as central variables in a formal Islamic junior high school context. Implications: Peer tutoring represents a structured and contextually adaptable strategy for strengthening Quran memorization quality while maintaining teacher supervision in Islamic educational institutions. Highlights• Systematic small-group rotational guidance produced consistent high memorization scores among most participants.• Technical correction of pronunciation rules was conducted prior to final teacher assessment.• Tutor selection integrated academic competence and moral character as key instructional criteria. KeywordsPeer Tutoring; Quran Memorization Quality; Tahfidz Learning; Tajwid Accuracy; Qualitative Field Research
Academic Supervision Strategy in Improving Teachers' Pedagogical and Professional Competence Through Atkinson's Concept M. Kholilur Rohman; Sutiah Sutiah
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13297

Abstract

General Background: Teacher quality determines learning processes and educational development through pedagogical and professional competence. Specific Background: Academic supervision functions to monitor and guide teacher performance but often focuses mainly on administrative evaluation. Knowledge Gap: Supervision practices rarely integrate motivational theory as a structured basis for teacher evaluation and development. Aims: This study examines an academic supervision strategy based on Atkinson’s achievement motivation concept and curriculum evaluation domains. Results: The literature review shows that integrating the structure–process–product framework in supervision encourages intrinsic motivation, openness to feedback, reflective teaching, and innovative instructional practices while supporting systematic evaluation of planning, implementation, and learning outcomes. Novelty: The study proposes a supervision model combining achievement motivation theory with the structure–process–product evaluation framework. Implications: This approach offers an alternative strategy for sustainable teacher professional development and educational quality improvement. Highlights: Structure–process–product evaluation framework supports systematic review of instructional planning, classroom practice, and learning outcomes. Motivation-oriented guidance encourages openness to feedback, reflective teaching, and innovative instructional practice. Continuous mentoring with recognition and moderate challenges supports sustained educator development and learning quality improvement. Keywords: Academic Supervision, Pedagogical Competence, Professional Competence, Atkinson's Concept, Achievement Motivation.
Self Efficacy and Family Support in Elderly Hypertension Anxiety: Self Efficacy dan Dukungan Keluarga pada Kecemasan Lansia Hipertensi Dela Istiqomah; Edy Soesanto; Sri Karyati
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13298

Abstract

Abstract General Background: Hypertension in older adults is frequently accompanied by anxiety that may interfere with daily functioning and chronic disease management. Specific Background: Elderly patients with hypertension often experience psychological distress related to long-term treatment and risk of complications, while self efficacy and family support are considered important psychosocial factors in coping with illness. Knowledge Gap: Previous findings regarding the association between self efficacy and anxiety are inconsistent, and limited studies analyze self efficacy and family support simultaneously in primary health care settings. Aims: This study examined the relationship between self efficacy and family support with anxiety levels among elderly hypertensive patients in the Kragan II Community Health Center area. Results: Using a cross sectional correlational design with 98 respondents and Spearman Rank analysis, significant negative correlations were found between self efficacy and anxiety (p < 0.001; r = -0.580) and between family support and anxiety (p < 0.001; r = -0.370). Novelty: This study integrates two psychosocial variables within one analytical framework in a primary care context. Implications: The findings provide a basis for family-based nursing strategies, including hypertension self management education and structured family involvement to address anxiety among elderly patients. Highlights • Majority of participants experienced moderate anxiety despite high perceived personal capability.• Insufficient household assistance was reported by nearly half of respondents.• Significant inverse correlation identified through Spearman Rank statistical testing. Keywords Self Efficacy; Family Support; Anxiety Level; Elderly Hypertension; Primary Health Care
The Self Regulation Predicts Preschool School Readiness: Regulasi Diri Memprediksi Kesiapan Sekolah pada Anak Usia Prasekolah Shevia Dwi Puspitasari; Widyastuti Widyastuti
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.13300

Abstract

General Background School readiness is a multidimensional construct encompassing cognitive, social, emotional, physical, and communication competencies required for successful transition to formal education. Specific Background Self regulation, involving cognitive, emotional, and behavioral control, is considered a foundational component of children’s socio emotional development during the preschool period. Knowledge Gap Previous studies have largely examined associations without addressing causal direction or have focused on primary school populations rather than preschool children entering formal schooling. Aims This study aimed to examine the relationship between self regulation and school readiness among preschool children aged 5–6 years in Sidoarjo Regency using a quantitative causal approach. Results Analysis of data from 106 participants using simple linear regression indicated a positive and statistically significant relationship between self regulation and school readiness (F < 0.05), with a contribution of 9.3% and a correlation coefficient of r = 0.306, categorized as low. Most children demonstrated moderate levels of both variables. Novelty The study provides empirical evidence on preschool populations and examines directional association rather than mere correlation, positioning self regulation as a foundational element of readiness for formal schooling. Implications Findings suggest that strengthening children’s ability to manage attention, emotions, and behavior may support smoother adaptation to structured learning environments, although additional factors beyond the present model also contribute to readiness outcomes. Highlights: Most participants demonstrated moderate levels across both measured constructs. Statistical testing indicated a significant positive association with low strength (r = 0.306). The predictor accounted for 9.3% of variance, indicating substantial contribution from other variables. Keywords: Self Regulation; School Readiness; Preschool Children; Early Childhood Education; Socio Emotional Development
The Emotional Regulation and School Readiness in Preschool Children: Regulasi Emosi dan Kesiapan Sekolah pada Anak-Anak Prasekolah Fitriana Salsabilla Firdaus; Widyastuti Widyastuti
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.13301

Abstract

General Background: School readiness represents a multidimensional set of foundational competencies required for successful transition from preschool to formal education, encompassing cognitive, social, physical, and emotional domains. Specific Background: Emotional maturity—particularly emotional regulation—has been identified as a core component of children’s ability to adapt to academic demands, interpersonal interactions, and classroom routines at the elementary level. Knowledge Gap: Prior studies have broadly examined emotional development, yet limited research has focused specifically on emotional regulation as a distinct construct associated with school readiness among preschool children. Aims: This study aimed to determine whether a statistically significant positive relationship exists between emotional regulation and school readiness in preschool children aged 5–6 years in Sidoarjo. Results: Using a quantitative non-experimental correlational approach with a cross-sectional design and Pearson product-moment analysis, the findings indicated a significant positive correlation between emotional regulation and school readiness (r = 0.288; p = 0.006), with emotional regulation accounting for 8.3% of the variance in readiness scores. Novelty: The research isolates emotional regulation—rather than broad emotional development—as the focal predictor, employing validated standardized instruments adapted to the Indonesian context. Implications: These findings suggest that emotional self-management skills constitute an important internal factor associated with children’s preparedness for formal schooling, while also highlighting the presence of additional internal and external determinants that warrant further investigation. Highlights: A statistically significant positive association was identified between children’s ability to manage emotions and preparedness for entering formal schooling. The measured predictor accounted for a modest proportion of variance, indicating substantial contribution from other unexamined factors. Most participants were categorized at moderate levels across both assessed constructs, reflecting typical developmental patterns in the sampled population. Keywords: Emotional Regulation; School Readiness; Preschool Children; Social Emotional Development; Early Childhood Education
Family Acceptance of Social Stigma and Caregiving Burden in Schizophrenia: Hubungan Penerimaan Keluarga Terhadap Stigma Masyarakat Dan Beban Perawatan Skizofrenia Rina Dwi Rahman; Edy Soesanto; Sri Karyati
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13302

Abstract

General Background Schizophrenia is a severe mental disorder that imposes considerable psychological and social demands on patients and their families within community-based care. Specific Background Families caring for individuals with schizophrenia often experience social stigma, which may affect family acceptance and contribute to caregiving burden. Knowledge Gap Evidence examining the relationship between family acceptance of social stigma and caregiving burden in primary health care settings remains limited. Aims This study aimed to analyze the relationship between family acceptance of social stigma and family caregiving burden among schizophrenia caregivers in the working area of Kragan II Community Health Center, Rembang Regency. Results A descriptive correlational study with a cross-sectional design involving 80 family caregivers showed a significant association between family acceptance of social stigma and caregiving burden (p = 0.027), indicating that higher acceptance was associated with lower perceived burden. Novelty This study offers context-specific evidence from a primary health care setting by emphasizing family experiences of social stigma in schizophrenia caregiving. Implications The findings highlight the importance of integrating family-centered mental health services, including education and caregiver support, within primary health care to address stigma-related challenges and reduce family caregiving burden. Highlights: Family acceptance of social stigma is significantly associated with caregiving burden Lower perceived burden is observed among families with better stigma acceptance Primary health care settings play a key role in supporting schizophrenia caregivers Keywords: Family Acceptance; Social Stigma; Family Burden; Schizophrenia; Primary Health Care Published date: 2026-02-10
Gerontological Education Practices for Elderly Worshippers in Mosque Settings: Praktik Pendidikan Gerontologi untuk Jemaah Lansia di Lingkungan Masjid Nur Halizah Palem; Hasan Asari; Fatkhur Rohman
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13304

Abstract

General Background: Lifelong education is increasingly recognized as a vital component of human development, including in later life, as older adults experience physical, psychological, and social transitions. Specific Background: In Muslim communities, mosques function not only as places of worship but also as nonformal educational spaces that accommodate religious learning for elderly congregants. Knowledge Gap: Despite the growing participation of older adults in mosque-based religious activities, structured descriptions of gerontological education practices adapted to their conditions remain limited. Aims: This study aims to describe and analyze the planning, implementation, and evaluation of gerontological education for elderly congregants at the Sultan Ahmadsyah Grand Mosque in Tanjungbalai as a form of mosque-based lifelong education. Results: Using a qualitative case study approach through observation, interviews, and document analysis, the findings show that educational activities are conducted regularly through recitations and majelis taklim, applying simple, practice-oriented religious materials, adaptive teaching methods, and accessible learning media suited to elderly participants. Program evaluation is carried out informally and continuously by observing attendance, participation, and changes in religious attitudes and practices. Novelty: The study documents a community-driven gerontological education model rooted in local religious practices rather than formal curricula. Implications: These findings indicate that mosque-based gerontological education can support religious understanding, inner tranquility, and social relationships among elderly worshippers, while highlighting the need for further development in facilities and management to sustain such programs. Highlights: Educational activities are organized through regular religious gatherings adapted to physical and psychological conditions of older participants. Learning relies on simple materials, practical demonstrations, and repetitive methods to support understanding and participation. Continuous informal assessment is used to observe attendance, engagement, and changes in religious behavior among participants. Keywords: Gerontological Education, Elderly, Mosque, Lifelong Education
Women's Leadership In Media: Gender Equality, Media Management And Content Policy Abdullayeva Rahima Raimkul kizi
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13305

Abstract

General Background: Women’s leadership in the media is increasingly recognized as a key factor in advancing gender equality and democratic values within contemporary societies. Specific Background: Despite women’s substantial participation in journalism and the media workforce globally and in Uzbekistan, their representation in media leadership and decision-making positions remains limited, shaped by patriarchal structures, gender stereotypes, and the glass ceiling phenomenon. Knowledge Gap: There is insufficient integrated analysis linking women’s media leadership with content policy, media management practices, and gender representation in the Uzbek and Central Asian context. Aims: This study aims to analyze the role of women leaders in the media, their influence on media management and content policy, and their contribution to gender equality. Results: The findings indicate that women’s leadership is associated with more inclusive content, reduced gender stereotypes, and strengthened social justice narratives. Novelty: The study combines feminist media theory with regional empirical analysis to contextualize women’s media leadership in Uzbekistan. Implications: The results support policy, institutional, and educational strategies to expand women’s leadership and promote equitable media development.Keywords : Women's Leadership In Media, Gender Equality, Media Management, Feminist Media Theory, Glass CeilingHighlight : Women-led media organizations cover gender issues 40% more than others. Global female media leadership reached only 27% despite women comprising 40% of journalists. Glass ceiling barriers and patriarchal structures limit women's advancement to leadership roles.
Orbital Element in Celestial Mechanics and Astrophysics: An In-Depth Review Mayada Jasim Hamwdi
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13306

Abstract

General Background: Orbital elements constitute the fundamental framework for describing and predicting the motion of natural and artificial celestial bodies in celestial mechanics and astrophysics. Specific Background: While classical Keplerian elements adequately represent ideal two-body motion, real orbital dynamics are influenced by gravitational perturbations, non-conservative forces, numerical propagation requirements, and emerging data-driven techniques. Knowledge Gap: A coherent synthesis that integrates classical perturbation theory, advanced numerical methods, and recent machine learning applications across both astrodynamics and astrophysical contexts remains limited. Aims: This review aims to systematically examine the development, theoretical foundations, perturbative evolution, computational propagation methods, and modern AI-assisted approaches to orbital element analysis. Results: The review demonstrates that combining analytical theory with high-fidelity numerical and machine learning models improves orbit prediction accuracy and robustness. Novelty: It provides an integrated perspective linking traditional celestial mechanics with contemporary AI-based methodologies. Implications: The findings support enhanced orbit determination, space situational awareness, and astrophysical modeling of satellites, exoplanets, and small bodies.Keywords : Orbital Elements, Celestial Mechanics, Perturbation Theory, Machine Learning Orbit Prediction, Astrophysical DynamicsHighlight : Perturbations from non-spherical gravity, third-body effects, and drag significantly alter orbital dynamics. Machine learning enhances orbit prediction accuracy, especially for sparse observations and disturbed trajectories. Proper elements enable long-term stability analysis for asteroids and co-orbital body classification.

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