Journal of Education Technology and Inovation

The Effect of Moringa Leaf Juice, Lemon and Honey Intervention on Breast Milk Production Volume in Postpartum Mothers: An Experimental Study Based on Education Level in Kalisat District

2025-06-27T08:14:36+08:00

maternal education greatly influences knowledge about breastfeeding, nutritional compliance, and the success of the intervention, the combination of moringa leaves, lemon, and honey can increase breast milk volume in postpartum mothers, This study aims to explore the effects of a combination of moringa leaf juice, lemon, and honey on breast milk volume in postpartum mothers, the research design uses quasi-experimental, to evaluate the effectiveness of giving moringa leaf juice, lemon, and honey on breast milk production volume. The study population was 100 postpartum mothers on days 2 to 10, Data analysis used the Paired t-test to compare changes in groups, and the Independent t-test and two-way ANOVA to compare between groups and test interactions with education level, an increase in breast milk volume from pretest to posttest with varying magnitudes. Participants with higher education in the intervention group (ID 1, 3, and 4) experienced an increase of 31.8 ml, 27.3 ml, and 32.6 ml, secondary education (ID 5) showed a more substantial increase of 30.1 ml, education level as a covariate factor did not show a significant effect on the measured outcome (F = 1.17, p = 0.315), the interaction effect between group and education level (F = 0.22, p = 0.805). The absence of statistical significance in the education factor indicates that variations in educational background do not contribute meaningfully to variability, The results of the study showed that providing intervention in the form of moringa leaf juice combined with lemon and honey was able to significantly increase the volume of breast milk production in postpartum mothers

Implementation Of Disability Student Assistance At Pgri Argopuro University In Jember: A Descriptive Study Of Strategies, Challenges, And Impacts

2025-06-11T05:50:23+08:00

This study aims to describe the implementation of a support program for students with disabilities at Universitas PGRI Argopuro Jember by examining the strategies, challenges, and impacts on their learning process and social engagement. A qualitative approach with a descriptive study method was employed, utilizing in-depth interviews, participatory observation, and document analysis as data collection techniques. The findings reveal that academic and social support programs have been implemented through adaptive learning services, peer volunteer assistance, academic affirmative policies, and social activity integration. Despite supportive policies and facilities, challenges remain in terms of limited trained personnel, inadequate campus infrastructure accessibility, and insufficient understanding of inclusive education among lecturers and staff. The program has positively influenced academic comprehension, self-confidence, and social participation among students with disabilities. These findings reinforce the inclusive education theory, emphasizing the importance of collaboration among all campus elements to foster an equitable and inclusive learning environment. Program success relies on sustainable mentoring training, strengthened inclusive policies, and synergy between institutions and external stakeholders.

Collaborative Learning as a Pedagogical Strategy to Foster Interpersonal Communication Skills among Senior High School Students

2025-05-29T20:26:54+08:00

This study investigates the effectiveness of collaborative learning in enhancing interpersonal communication skills among senior high school students in Jember, Indonesia. Using a quasi-experimental design with 120 participants from four classes, the research combined quantitative and qualitative methods. Data were collected through pre- and post-tests using a validated communication skills questionnaire, classroom observations, and student interviews. The findings revealed a significant improvement in communication skills in the experimental group, supported by increased student confidence, peer support, and active listening as reported in interviews. The results align with sociocultural and cooperative learning theories, emphasizing the role of structured peer interaction in skill development. This study contributes to both theory and practice by providing empirical support for collaborative learning as a strategy to foster essential 21st-century communication competencies. Recommendations include integrating collaborative learning into classroom practice and providing teacher training to maximize its pedagogical impact.

Utilizing Social Media as a Collaborative Learning Platform in Early Childhood Education: Opportunities and Challenges

2025-05-01T17:17:19+08:00

This study examines the use of social media as a collaborative learning platform in early childhood education. In the digital era, the use of social media is increasingly massive, but its potential in the context of collaborative learning for early childhood still needs to be explored comprehensively. The purpose of the study was to identify opportunities and challenges for implementing social media as a means of collaborative learning in early childhood education institutions. The research methodology uses a qualitative approach with data collection techniques through participatory observation, in-depth interviews with educators and parents, and content analysis on selected social media platforms. The findings were analyzed using the triangulation method to ensure the validity and reliability of the research results. The results of the study can be concluded that social media has transformative potential in the context of PAUD, but its implementation requires a systemic approach that bridges structural gaps and builds the capacity of all stakeholders

Gamification in Early Childhood Education: Improving Students' Learning Motivation through Game-Based Learning Strategies

2025-05-13T16:51:01+08:00

Integrated Digital Portfolio-Based Education Management in LMS: Strategy to Improve Learning Quality and Administration in Educational Units

2025-05-01T17:14:09+08:00

This study explores the use of social media as a collaborative learning platform in early childhood education (ECE). In the digital era, social media has become increasingly pervasive; however, its potential in facilitating collaboration between educators and parents in the ECE context remains underexplored. This research aims to identify both the opportunities and challenges in implementing social media as a medium for collaborative learning within early childhood education institutions. Employing a qualitative approach, data were collected through participatory observation, in-depth interviews with 12 informants (comprising early childhood educators and parents), and content analysis of selected social media platforms such as WhatsApp, Facebook, and Instagram. Thematic analysis was used to identify key patterns and insights, and data triangulation was applied to ensure the validity and credibility of the findings. The results indicate that social media holds transformative potential to enhance communication, involvement, and co-learning among stakeholders in early childhood education. However, successful implementation requires a systemic strategy that addresses digital literacy, platform appropriateness, and capacity-building for both educators and parents

The Role of Collaborative Wiki and KWL Framework in Advancing Cognitive Development and Learning Motivation in Elementary Schools

2025-06-30T08:25:51+08:00

The integration of technology in elementary education is vital to support students' cognitive development and motivation. Despite its potential, effective synergy between collaborative digital tools and reflective learning strategies remains underexplored in classroom practice. This study investigates the effects of integrating collaborative wikis and the Know–Want–Learn (KWL) framework on cognitive development and learning motivation among fifth-grade students in Jember, Indonesia. Using a quasi-experimental design with a mixed-method approach, the study involved 120 students assigned to experimental and control groups. Data were collected via pre- and post-tests, motivation questionnaires based on the ARCS model, classroom observations, and interviews. ANCOVA results revealed a significant increase in cognitive scores in the experimental group (F(1,117) = 28.59, p < 0.001), with motivational improvements noted across all four ARCS components. These findings demonstrate that the integration of wikis and KWL promotes reflective, collaborative, and engaging learning. The study contributes to the development of context-sensitive pedagogical models, particularly valuable for under-resourced primary education settings

Improving Learning Outcomes Through Dialogic Teaching in Collaborative Settings for High School Students in East Java

2025-06-11T22:15:01+08:00

Improving High School Students' Interpersonal Communication Skills through Collaborative Learning: An Experimental Study

2025-05-29T20:29:52+08:00

This study aims to test the effectiveness of collaborative learning on improving students' communication skills, including empathy, active listening, and negotiation skills. The analysis was conducted using ANCOVA with pretest scores as covariates. The results showed that collaborative learning treatment had a significant effect on improving posttest results (F = 83.487, p < 0.001) with a partial eta squared value of 0.416, indicating a large contribution of treatment to the dependent variable. The discussion of the results shows consistency with empirical findings in the last six years which confirm that interactions in collaborative learning strengthen students' social and academic competencies. Furthermore, implications for teachers, curriculum, and professional training are discussed, emphasizing the importance of strengthening teacher capacity in designing adaptive curriculum-based collaborative activities. The conclusion of this study states that collaborative learning is a relevant pedagogical strategy to improve students' communication skills in the 21st century education era. Structured teacher policies and training are needed to ensure the sustainability of its implementation in elementary schools. This study provides theoretical and practical contributions to the development of learning innovations that focus on strengthening students' affective and social

Integrating Augmented Reality (AR) and Artificial Intelligence (AI) Based Learning Media in Early Childhood English Language Introduction

2025-05-03T23:38:19+08:00

This study aims to explore the development and effectiveness of English learning media for early childhood through the integration of Augmented Reality (AR) and Artificial Intelligence (AI). The background of the research lies in the increasing demand for innovative and interactive learning tools that can support vocabulary acquisition and pronunciation practice in young learners. Employing the ADDIE instructional design model, the research followed five stages: Analysis, Design, Development, Implementation, and Evaluation. The developed media incorporated 3D AR visuals and an AI-powered speech recognition system for real-time pronunciation feedback. Data were collected through expert validation, pre-test and post-test assessments, as well as observation and teacher interviews. Results showed a significant improvement in children's vocabulary mastery and speaking confidence, with post-test scores increasing by over 38%. Furthermore, students exhibited high engagement and autonomy during learning sessions. The integration of AR and AI proved to be both pedagogically effective and developmentally appropriate. In conclusion, this research confirms that AR and AI-based media are valuable tools for enhancing English learning among young children, offering interactive, personalized, and immersive learning experiences that support 21st-century educational goals

Effectiveness of Implementing Inclusive Education Model in Improving Social-Emotional Competence of Children with Special Needs in PAUD

2025-04-14T13:46:11+08:00

this think about looks at theadequacy of the execution of the comprehensive instruction shown in moving forward the social-emotional competence of children with extraordinary needs in Early childhood Instruction education. Comprehensive instruction intercessions at the preschool encouragethe securing of socially enthusiastic aptitudes that area critical for the comprehensive advancement of children with extraordinary needs, subsequently minimizing the chance of marginalization prohibition in afterward stages of advancement, the consider utilized a successive informative plan approach with blended strategies to decide the viability og the execution of the comprehensive instruction demonstrate, including, a populace of 50 understudies spread over 5 comprehensivet teach in jember Rule, blended investigation of change (Blended ANOVA) to degree the interaction impact between estimation time and gather, and impact measure calculation with cohens’s to assess the greatness of the mediation impact, the comprehensive Instruction Demonstrate base on multidisciplinary collaboration has beeb demonstrated successful in making strides in the social passionate competence of chidren with Extraordinary Needs, particularly Early Childhood Instruction. A organized comprehensive approach encourages the improvement of children’s social enthusiastic capacities through platform components and organized criticism coordinates into learning schedules, the quality of execution, particularly within the perspectives of proficient collaboration and learning adjustment, is ann imperative calculate within the adequacy of intercessions that optimize peer modeling and continuous platform appear more noteworthy comes about

Elementary School Education Promotion Techniques Via Social Media

2025-05-03T23:35:19+08:00

Online-based education in its current application provides opportunities for people to always follow the development of the world of education. The purpose of this information disclosure is so that the public can find out about the educational programs that are carried out in each school in real time. This process certainly requires an effective promotion strategy to introduce the existence and quality of educational institutions to the wider community. Therefore, this paper aims to examine the promotion strategy carried out by an educational institution. This study uses a qualitative method with data collection techniques through interviews and observations. The focus of the research is directed to find out the promotional strategies carried out by SD Islam Al Bina Masohi in Maluku, both online and offline. The results of the study showed that SD Islam Al Bina Masohi implemented various promotional strategies, including by utilizing social media such as Facebook and WhatsApp groups to publish school programs and activities. Moreover, Schools also place human resources (HR) or educators who have superior competencies to interact with students' parents, especially in routine recitation activities and the provision of quality educational services. These strategies are an important part of building a positive image and public trust in these educational institutions