Archive for category: Uncategorized

This study investigated the effectiveness of microteaching in improving preservice teachers’ interpersonal competence, specifically in facilitating argumentative discussions. The study used mixed methods, analyzing quantitative data from rater scores and qualitative data from an open-ended survey of students. Results showed a positive trend: students with a stronger understanding of the learning objectives tended to score higher, although the statistical correlation was not significant. Qualitative analysis revealed inconsistencies between students’ self-ratings and rater ratings, especially for students who had difficulty identifying areas of improvement. These findings highlight the importance of understanding the learning objectives and the need for more objective assessment tools for developing preservice teachers’ interpersonal competence through microteaching.

This study aims to analyze students’ attitudes concerning their learning of Mathematics in the Modern World (MMW) and the problems they experience. This is important because if we understand the students’ attitudes and issues, we can provide constructive interventions that improve learning. The study uses a descriptive-quantitative design to survey students in Criminology by administering quantitative surveys to a broad spectrum of respondents, representing a range of students who have enrolled in the course. The survey focused on pre-defined measures of students’ attitudes, anxiety, motivation, and perceived challenges about Mathematics in the Modern World. The results indicate a significant relationship between students’ attitudes and performance in MMW. The results suggest many students showed a considerable amount of anxiety regarding their perceived level of knowledge in mathematics, along with a lack of confidence in their expertise as a result of prior experiences and backgrounds, including socio-economic factors. The conclusion reflects some of these psychological and contextual factors facing students and the need to address these to improve students’ attitudes toward mathematics. Constructive interventions are recommended, including various teaching methods/programs and pseudo-support mechanisms that can influence students toward a more benign way of learning and thinking about mathematics. Indeed, with more constructive interventions, educators can have a greater impact on students’ engagement and learning in mathematics education.

Mental health literacy (MHL) is essential for university students, particularly in art institutions where psychological stressors are prevalent. However, limited awareness and stigma toward mental illness persist, impacting help-seeking behaviors. This study examines the effectiveness of a Mental Health Education Program (MHEP) in improving MHL, recognition of mental illness, and attitudes toward individuals with mental illness among art university students in Guangxi, China. A quasi-experimental research design with pre-test and post-test measures was used, involving 390 students divided into experimental and control groups. A mixed-methods approach was adopted, with survey questionnaires for quantitative analysis and semi-structured interviews for qualitative insights. Findings indicate that the MHEP significantly improved mental health literacy and illness recognition (p < .001), but attitudinal changes were minimal, suggesting the need for long-term stigma-reduction efforts. The study supports the integration of structured mental health education programs in universities and highlights the importance of experiential learning strategies for deeper attitude transformation.

More than 3 decades information variable has been known as total factor productivity (TFP) which accompanied by labor and physical capital is very significant in enhancing productivity . The contribution of internet usage to reduce the level of disparity among regions in Indonesia has not been evaluated in improving welfare through laveraging productivity, especially those related to the role of the age group of its users. This study aims to elucidate the influence of geographic zones and age groups on welfare achievements in the following year (HDIt+1). The OLS model was applied at a confidence level of >95%. The predictor variables are; (1) Geographical zones use dummy variables in 3 categories based on the Wallacea and Weber Lines, namely the East zone [D_EAST] and the West zone (D_WEST] with the Central zone as the reference; (2) Age group variables use the proportion of adulthood [ADUL], adolescence [ADOLC], and teenager [TEEN]. In addition, to control residual errors, the achievement of the current HDI [HDIt] is also accounted in the model. Data from 35 provinces in 2021 and 2022 were acquired from the official website of the National Statistic Agency (www.bps.go.id). Model parameter optimization uses Minitab16. This result suggests that [HDI]t+1: is not significantly influenced by the regional division zone, and is very significantly influenced by the user’s age group with parameter sensitivities of 4.488 (p = 0.046), 4.479 (p = 0.047), and 4.485 (p = 0.046) respectively. Development planners do not need to make policy discrimination based on differences zones and age groups of users in efforts to increase HDI.

This study aims to analyze how the communication message of the sexual violence prevention policy carried out by the Task Force for the Prevention and Handling of Sexual Violence (Satgas PPKS) of Nusa Cendana University is understood by students, and how the message is framed in the context of policy communication. Using the Messaging and Frameworks theory, this study highlights the importance of message framing strategies in shaping audience perceptions, participation, and responses to the issue of sexual violence. The method used is a descriptive quantitative approach by distributing questionnaires to students. The results show that although some students have a good understanding of the objectives of the PPKS policy, there are still information gaps and limitations in communication reach. Communication channels such as social media, seminars, and posters have been used, but have not been fully effective in building active student involvement. The framing of messages that tend to be formal and one-way is one of the causes of the lack of student identification and participation. Therefore, a more participatory, personal, and consistent communication strategy is needed to build collective awareness and create a campus culture that is safe and free from sexual violence.