This study aims to: (1) develop disruptive learning innovations through the e-generator practice system; (2) testing the feasibility of disruptive learning innovation through the e-generator practice system; and (3) testing the effectiveness of disruptive learning innovations through the e-generator practice system to increase the level of student self-efficacy in the education era 4.0. This study uses the R&D method with the ADDIE model and ends with a quasi-experimental method. Validation with two teams of experts (online learning media experts and learning software experts). Data analysis with hypothesis testing using SPSS 21.0. The results of this study include: (1) developing disruptive learning innovations through the e-generator practice system covering analysis, design, development, implementation, and evaluation; (2) the results of the product feasibility test validation are 90,1% (user benefit aspect), 90,5% (application display aspect), 93,8% (aspect of information novelty), 97,6% (content aspect), 90,6% (aspects of ease of use), 91,5% (aspects of competency achievement); and (3) disruptive learning innovation through the e-generator practice system has been proven to be effective in increasing the level of self-efficacy of students in the education era 4.0 as evidenced by the results of hypothesis analysis
Background: Postpartum depression (PPD) occurs in 25-50% of those affected with 10-15% of postpartum mothers each year having depressive symptoms that last more than 6 months. PPD is an important public health issue because of its chronic and long-term effects that have significant detrimental effects on mothers, their families, and their child's development. The primary treatments for PPD have included psychological interventions such as physical counseling, interpersonal psychotherapy (IPT), cognitive behavior training (CBT), and problem-focused counseling. However, there is no information about how efficient and suitable these approaches are for postpartum depression. Objective: This study aimed to examine the efficacy of internet cognitive behavior therapy for postpartum depression. Methods: A systematic review is a method of study. An extensive search was conducted in Google Scholar, ScienceDirect, Medline, and PubMed to locate detailed indexed articles. The search included articles published, in the last 5 years, from 2015 to 2020. Results: All 5 studies were Randomized Controlled Trials (RCT) studies, with a total of 481 participants. PPD measurements using self- evaluation scales for depression and structured clinical interviews. Three studies used application programs are MumMoodBooster and one study used Therapist and Be a Mom combined CBT program. Conclusion: The study looked at the impact of internet CBT on PPD reduction. When compared to the TAU (control group), the findings of this 5 study showed that internet CBT could lower the EPDS score of all mothers in the intervention group (iCBT). Keywords: cognitive behavior therapy, depression, postpartum.
The Heutagogy Model of Learning Innovation in Increasing The Skill Needs of The Digital Era of Vocational Students. The digital technology-based heutagogy learning model characterizes the progress of implementing vocational education in a nation. This study aims to develop a heutagogy learning model for vocational students by mapping its components. The method in this study uses descriptive qualitative. Research subjects include university lecturers, vocational high school teachers, and industrial employees. The research location is focused on East Java. The research instrument consisted of a questionnaire and documentation. The heutagogy component for vocational students includes critical thinking, collaboration, communication, and creativity. Mapping the four components supporting the application of the heutagogy learning model needs to be done to improve the quality of vocational students in the digital era.
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