SENSITIVITAS ETIS MAHASISWA ATAS PENGGELAPAN PAJAK

2017 ◽  
Vol 8 (2) ◽  
pp. 178-195
Author(s):  
Nurma Risa
Keyword(s):  
Tax Evasion ◽  
Female Students ◽  
T Test ◽  
Study Program ◽  
Male And Female ◽  
Political Sciences ◽  
Significant Difference ◽  
The Subject ◽  
And Gender ◽  
Management Students

This study aims to prove that there is a difference of perception about ethics on tax evasion in UNISMA Bekasi students, based on selected study program and gender. The sample of this research is the students who have fulfilled the subject of taxation, at the Faculty of Economics (FE) and Faculty of Social and Political Sciences (FISIP). Using independent t-test, the results showed that there was no significant difference of perception about tax evasion ethics between FE and FISIP students. But significant differences the perception of tax evasion ethics occur between accounting and management students at FE. Significant differences also did not occur between male and female students

scholarly journals Is there any difference of emotional intelligence between male and female students?

2019 ◽  
Vol 1 (1) ◽  
pp. 16-21
Author(s):  
A Afdal A Afdal ◽  
A Alizamar A Alizamar ◽  
Y Syahputra Y Syahputra ◽  
I Ifdil I Ifdil ◽  
Z Ardi Z Ardi ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Descriptive Analysis ◽  
Descriptive Study ◽  
Female Students ◽  
T Test ◽  
Male And Female ◽  
Significant Difference

This study aims to describe the emotional intelligence of students by sex (male and female) and identify whether there are differences in emotional intelligence of male and female students. This study is a quantitative and comparative descriptive study, with a sample of 156 students consisting of 78 male and 78 female students. The instrument used is an Emotional Intelligence Instrument consisting of 40 items .Descriptive analysis using the percentage formula to describe and identify differences in emotional intelligence of male and female students using the t-test. The findings of the study indicate that the emotional intelligence of women is still higher (1.28%) than for men, and there is a significant difference between the emotional intelligence of male and female students. Implication discussed further.

scholarly journals THE EFFECT OF SPEAKING SELF-EFFICACY AND GENDER IN SPEAKING ACTIVITIES

2014 ◽  
Vol 14 (2) ◽  
pp. 205 ◽  
Author(s):  
Hanna Sundari ◽  
Dasmo Dasmo
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Self Efficacy ◽  
Female Students ◽  
T Test ◽  
Female College Students ◽  
Male And Female ◽  
Female College ◽  
And Gender

The present study tries to find out the effect of speaking self-efficacy and gender in speaking activities particularly in English as second/foreign language situation, using questionnaire from Bandura’s Guide for constructing self-efficacy scales. The Samples of this study were 23 male and 27 female college-students from speaking classes.  ANOVA and T-test helped by SPSS 15.0 for windows were employed to investigate speaking self-efficacy, gender and speaking activities. The result showed that the level of speaking self-efficacy both male and female students is moderate. They can moderately perform speaking activities but they think them quite though and difficult. Besides, Sig. for gender scores lower than .05 (.013 < .05), gender gave significant effect towards speaking activities. Yet, not only speaking self-efficacy partially (Sig .162 > .05) but also its simultaneous interaction with gender (Sig .0677 > .05) did not affect significantly towards speaking activities.

scholarly journals Impact Of Metacognitive Awareness On Performance Of Students In Chemistry

2010 ◽  
Vol 3 (10) ◽  
pp. 39 ◽  
Author(s):  
Fazal ur Rahman ◽  
Nabi Bux Jumani ◽  
Muhammad Ajmal Chaudry ◽  
Saeed ul Hasan Chisti ◽  
Fahim Abbasi
Keyword(s):  
Female Students ◽  
Metacognitive Awareness ◽  
Science Students ◽  
Test Results ◽  
Male And Female ◽  
Significant Difference ◽  
The Subject ◽  
The Impact

The impact of metacognitive awareness on students’ performance has been examined in the present study. 900 students of grade X participated in the study.  Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry.  Results indicated that metacognitive awareness was significantly correlated with the performance of students.  The highly metacognitively aware science students performed well on the test.  Results further indicated that there was no significant difference in the metacognitive awareness of male and female students.  

Academic Stress in relation to Personality, Locale and Gender

2021 ◽  
Vol 26 (1) ◽  
pp. 25-34
Author(s):  
Lalita Sahu ◽  
Meeta Jha
Keyword(s):  
Regression Analysis ◽  
Life Stress ◽  
Common Factor ◽  
Academic Failure ◽  
Academic Stress ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Gender

School education is very important part in an individual’s life and is also a turning point in their academic life. Stress is a common factor among school students. Academic stress involves mental distress regarding anticipated academic challenges or failure or even the fear of the possibility of academic failure. A student’s life is subjected to different kinds of stressors such as the pressure of academics with a requirement of success, uncertain future and difficulties predict for integration into the system. In the present scenario academic stress is major factor that influence the students’ performance as well as their personality. The study investigated academic stress in relation to personality, locale and gender among higher secondary school students. A total of four hundred male and female students participated in this study from Baster district of Chhattisgarh. The sample was selected by using stratified random sampling technique. To assess the personality of the subjects, Eysenck’s Maudsley Personality Inventory (MPI) and Academic Stress Scale for Students was used. Obtained data were analyzed using descriptive statistics, t-test, and regression analysis. The results show significant difference between academic stress and gender, academic stress and locale, personality and locale of students. No gender difference was found between the personality of male and female students. Results also indicated that boys experienced more academic stress as compared to girls. Similarly, non-tribal students experienced higher level of academic stress as compared to tribal students. The result of regression analysis showed that personality emerged out as a significant predictor of students’ academic stress explaining about 30.5% variation.

scholarly journals Gender Differences in Students' Interpersonal Communication

2019 ◽  
Vol 1 (2) ◽  
pp. 67-74
Author(s):  
Emma Dwi Ariyani ◽  
Dini Hadiani
Keyword(s):  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Essential Element ◽  
Female Students ◽  
Willingness To Communicate ◽  
Male Students ◽  
Male And Female ◽  
Dominant Component ◽  
The Subject ◽  
And Gender

Objective: Interpersonal communication is an essential element of communication that creates meaningful social relationships in the academic environment. Students who have good interpersonal communication skills will be capable of interacting with others. However, it was reported that some students still have a low capacity for interpersonal communication caused by various factors, and one of them is gender. This research attempts to investigate the students’ interpersonal communication concerning gender and to find out whether there is a difference between male and female students in terms of interpersonal communication. Methodology: This study was conducted through a descriptive method. The subject of this study includes 88 students consisting of 66 male and 22 female students at one state polytechnic in Bandung, Indonesia. The data were collected in terms of interpersonal communication and gender. Results: The results show that male students had a slightly higher score of interpersonal communication than females. Regarding the significant elements of effective interpersonal communication, it was found that there are differences in the dominant component of interpersonal communication between male and female students. Female students dominated the area of equality, indicating that they have a more dominant ability to position themselves as equivalent to their communication partners to create comfortable communication. Male students dominated the area of openness, empathy, supportiveness, and a positive attitude showing that they have a more dominant ability to show a willingness to communicate honestly and full of understanding, so they were able to give support and positive thought. Implication: The study recommends the use of appropriate communication activities that can encourage the students to be open, to be supportive, and to be positive. This condition will enable teachers to choose and apply the appropriate methods in the teaching and learning process to support the development of students’ interpersonal communication.

scholarly journals PERBEDAAN KECENDERUNGAN ADIKSI GADGET SISWA SEKOLAH DASAR DITINJAU DARI JENIS KELAMIN

Psycho Idea ◽  
2021 ◽  
Vol 19 (1) ◽  
pp. 57
Author(s):  
Ni Putu Rizky Arnani ◽  
Fatiya Halum Husna
Keyword(s):  
Elementary School ◽  
Statistical Analysis ◽  
Elementary School Students ◽  
Female Students ◽  
T Test ◽  
Research Subjects ◽  
School Students ◽  
Male And Female ◽  
Analysis Technique ◽  
Significant Difference

This study examines whether there are differences in the tendency of gadget addiction in terms of gender in elementary school students. The research subjects were 60 elementary school students grade 4,5 and 6 who were selected using purposive sampling. . The data analysis technique used is independent sample t-test. Statistical analysis result with independent samples t-test showed that there was significant difference in the tendency of gadget addiction in terms of the sex of male and female students (t = 3,229, p = 0.002, p <0.05). This shows that the research hypothesis is accepted which means that there are differences in the tendency of gadget addiction in terms of gender. Men have an average tendency of gadget addiction tendencies that is higher at 51.53 compared to female students at 47.62.

scholarly journals Peranan Jantina terhadap Amalan Penggunaan Air Secara Lestari: Kajian Kes dalam Kalangan Pelajar Tingkatan Empat di Daerah Kinta Utara Perak, Malaysia

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Uma Mariapan ◽  
Hanifah Mahat ◽  
Nasir Nayan
Keyword(s):  
Female Students ◽  
T Test ◽  
Survey Method ◽  
Water Usage ◽  
Test Analysis ◽  
Male And Female ◽  
Attitudes And Practices ◽  
Significant Difference ◽  
Inferential Analysis ◽  
Sustainable Usage

This study aims to analyse the water usage practices difference based on gender among Form Four students in Northern Kinta district, Perak. This study used quantitative (survey) method and involved a sample of 420 students who are selected using a stratified random sampling method from thirteen schools. The data were collected through a questionnaire which focuses on the five aspects of the variables namely knowledge, values, skills, attitudes and practices of sustainable usage of water. Inferential analysis (t-test) is used to answer the objective of the study. The findings of the t-te`st analysis show that there is no significant difference in terms of knowledge, values, skills and practices of sustainable usage of water based on students’ gender. Furthermore, the t-test analysis showed that there was a significant difference in the attitude of water consumption between male and female students. This shows that there is no difference in the practice of water usage among students based on gender. Nevertheless, aspects of attitudes need to be addressed so that male and female students are always positive towards water saving practices in order to achieve sustainable water management.

No Girls Allowed: Women in Male-Dominated Majors Experience Increased Gender Harassment and Bias

2017 ◽  
Vol 121 (3) ◽  
pp. 459-474 ◽  
Author(s):  
Brooke E. Dresden ◽  
Alexander Y. Dresden ◽  
Robert D. Ridge ◽  
Niwako Yamawaki
Keyword(s):  
Implicit Bias ◽  
Female Students ◽  
Gender Harassment ◽  
Male And Female ◽  
Significant Difference ◽  
Explicit Bias ◽  
Male Dominated ◽  
And Gender ◽  
Experiences Of Women ◽  
Power And Authority

The prevalence of gender harassment in male-dominated workforces has been well established, but little is known regarding the experiences of women in male-dominated majors within academia. The current study examines the experiences and gender-related biases of 146 male and female students in male-dominated (MD) and gender-equivalent (GE) majors. This study hypothesizes that men from MD majors, as opposed to GE majors, will exhibit more explicit and implicit bias regarding women in positions of power and authority, resulting in a higher prevalence of gender harassment towards women in MD majors. Results showed that there was no significant difference in self-reported explicit bias against women in positions of power and authority between men from MD and GE majors, but there was significantly more implicit bias among men from MD majors as opposed to GE majors. Additionally, women from MD majors experienced significantly more gender harassment than women from GE majors. Implications of these findings and suggestions to assist those working in education to combat these biases and instances of harassment are discussed.

scholarly journals Critical thinking skills of natural science undergraduate students on biology subject: Gender perspective

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Hayati ◽  
Nindha Ayu Berlianti
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Male And Female ◽  
Significant Difference ◽  
Education Study

One of the most important skills needed to face the 21st-century challenges is critical thinking. Gender differences are considered to contribute to the critical thinking skills. The objective of this study was to determine students' critical thinking skills based on gender. This quantitative research involved 57 students of the Natural Sciences Education Study Program, Universitas Hasyim Asy’ari. The instrument employed was critical thinking skills test. The data was analyzed using independent samples t-test. The results showed that the average scores of critical thinking skills of male and female students were 2.60 and 2.99 respectively. In addition, there was significant difference of students’ critical thinking skills between male and female [t (55) = 2.065, p = 0.044]. In conclusion, female students tend to have the higher critical thinking skills than the male.

scholarly journals The Effect of the (Rothkopf) Model on Developing Conciliatory Thinking among Fourth-Grade Literary Students in History

2021 ◽  
Vol 12 (2) ◽  
pp. 2459-2469
Author(s):  
Murad Ahmed Khalaf, Et. al.
Keyword(s):  
Statistical Analysis ◽  
Fourth Grade ◽  
Female Students ◽  
T Test ◽  
Research Groups ◽  
Significant Difference ◽  
The Subject ◽  
The Difference ◽  
Experimental Group

After identifying the subjects of the subject to be studied in the course of the experiment by five subjects, and for the purpose of measuring the compromise thinking test for the two sets of subjects studied by the researcher himself, the researcher prepared a compromise thinking test, presented to a group of experts and specialists to verify the truthfulness of the test, to analyze its paragraphs and calculate its persistence, and after analyzing the results of the responses of female sample students and statistically addressing them using appropriate statistical means, he found that the test was all paragraphs of the test. After the completion of the (11) week-long experiment, the Compromise Thinking Test was applied to the requests of the pilot and officer groups, and after statistical analysis and processing of female students' answers using the T test for two linked samples, a statistically significant difference was found between the average grades of female students in the two research groups. The results also showed that the difference is statistically significant and that this difference in compromise thinking is in favor of the experimental group for the test of remote compromise thinking.

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