Refraction in the Pediatric Eye Examination

Accurate determination of refractive error is one of the most critical components of a pediatric eye examination. According to the National Eye Institute, refractive errors are the most common causes of correctable reduced vision in children. Children with uncorrected refractive error are more likely to have developmental delays, visual-related academic problems, and poor social skills or interactions. In addition to difficulty seeing, uncorrected refractive errors can contribute to developmental deficits of accommodation, binocular vision, and certain forms of strabismus, amblyopia, and perceptual function. The author provides the clinician an in-depth guide on how to determine the refractive error in pediatric patients. The chapter focuses on the specific techniques, advantages and disadvantages, equipment required, and step-by-step procedures for performing retinoscopy, objective refraction, and subjective refraction on children.

Design and Build Chatroom Application as Student Consultation Media Based on Android

To support the government’s program in preventing the spread of COVID-19 virus, it is expected to reduce direct communication between fellow students and lecturers. The purpose of this research to create interactive media that can provide consulting service for students with academic advisor (PA) without direct contact. It is expected for this research, students can be more proactive in interacting with their academic advisor in discussing academic and non-academic problems. The method used in this research is using Android Studio and Visual Studio Code as an Integrated Development Environment (IDE) and using a no-relational (NoSQL) realtime database on firebase. The advantage of this research is that the system to be developed does not use physical servers anymore but all databases are stored in the cloud system. The result of this research is chatroom application consisting of 7 modules namely application login with username and password, searching user, chatting user, list consultation, student input consultation, edit data consultation, and account setting.

Body Shaming dalam Al-Qur’an Perspektif Tafsir Maqasidi

Covid-19, Emotional Mental Conditions, Quarantine, Memorizing the Qur'an. This research derives from academic problems such as. Firstly, body shaming is an actual phenomenon, and it is widely discussed. Secondly, the phenomenon of body shaming has occurred in the past until now, but it has different terms these days. Thirdly, the interpretations related to the verse on the term body shaming have not touched the maqasidi aspect and only discussed the prohibition. In this study, the author uses a type of library research and a descriptive method with the Tafsir Maqasidi approach. This approach serves to explore the interpretation of the verse along with the analysis. Maqasidi and its contextualization in the present. This study produced several findings, such as the value of benefit including the value of humanity (speaking human words), the value of justice (every disgraceful behavior will have consequences), and the value of moderation: (saying with respect for the feelings of others). The Maqasidi aspects contained in the prohibition of body shaming are in the form of hifz al-nafs, hifz al-din, and hifz al-‘aql.

Teacher – Student Relationship as a Determinant of Students’ Classroom Participation in some Secondary Schools in Kumba I Municipality

The study investigates the Effect of Teacher- Student Relationship on Students’ Classroom Participation in the Kumba I Municipality. The descriptive survey research design was used to collect data. Four research objectives were formulated to guide this study. The target population for the study comprised three secondary schools. (one government, one confessional and one lay private) and a sample of 160 students purposively selected from them. The instrument used for data collection was a questionnaire which comprised of closed ended questions. The data was analyzed using descriptive statistics that is tables and frequencies. The findings revealed that all the variables exploited by the study (communication, emotionally- safe learning environment, student perception of teachers, motivation and praise) all have the potential of affecting students’ classroom participation in secondary schools in Kumba Municipality. Based on the findings, the following recommendations were made: Teachers are advised to routinely show positive attitudes, beliefs and expectations that will motivate students, build a cordial relationship with their students, and students are encouraged to feel free to express their problems especially academic problems to their teachers.

The psycho-social needs of displaced Syrian youth in Turkish schools: A qualitative study

This study investigates major challenges encountered by Syrian refugee youth in public high schools in Turkey, focusing on three sources of assessment: the refugee students themselves and their parents and educators. Based on qualitative interpretive research methodology, twenty-three individual semi-structured interviews were conducted. The study simultaneously hears the voices of the Syrian refugee students as well as those of their parents, teachers, and principals. Making friends among Turkish peers, social integration in school and the host society, discrimination, feeling lonely or even depressed, and other displacement problems are the crucial issues identified by this study. While most of the teachers and principals interviewed focused more on academic problems as the main reason for the deterioration of the majority of Syrian youth’s education, refugee students and their parents claimed that the psycho-social challenges are more difficult and thus problematic. Keywords: Acculturation, Psycho-social needs, Refugee education, Syrian students.

A-88 College Students with Depression or Anxiety: Greater Subjective Cognitive Concerns, Lower Academic Self-Efficacy, but Comparable Compensatory Cognitive Strategy Use

Objective This study examined whether college students with and without depression or anxiety differed in subjective cognitive concerns, college self-efficacy, and compensatory cognitive strategy use, hypothesizing that students with depression or anxiety would report greater cognitive concerns and lower self-efficacy in coursework, but comparable frequencies of compensatory cognitive strategy use. If confirmed, this finding would imply that, despite greater cognitive and academic problems, students with depression or anxiety do not implement behaviors in their everyday lives to address these problems. Method Participants (N = 582; age: 19.0 ± 1.0 years-old; 79.4% women; 81.9% White) completed online self-report questionnaires on subjective cognitive functioning, academic self-efficacy, compensatory cognitive strategy use, and depression and anxiety symptoms, which were used to categorize participants as having anxiety or depression based on established clinical cutoffs. Results Participants with anxiety or depression reported higher rates of elevated cognitive concerns, χ2 = 108.70, p < 0.001, OR = 7.75, and lower academic self-efficacy, t = 8.46, p < 0.001, d = 0.71, compared to participants without anxiety or depression, but these groups differed only modestly in compensatory cognitive strategy use, t = 2.42, p = 0.016, d = 0.20. Conclusion(s) Most students with depression or anxiety had elevated subjective cognitive concerns (52.0%), compared to a minority of participants without these conditions (12.3%). Despite substantially elevated cognitive concerns, participants with anxiety or depression reported only modestly greater compensatory cognitive strategy use. There appears to be a need to address cognitive concerns in college students with psychiatric conditions, and compensatory cognitive training may be a valuable supplemental service for clinicians working with college students in mental healthcare settings.

Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample

Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed.

Prokrastinasi Akademik Mahasiswa Tingkat Akhir pada Masa Pandemi COVID-19

The COVID-19 pandemic is currently affecting education bodies including universities. The negative impacts of pandemic on students’ academic lives cannot be underestimated primarily on the final-year undergraduate students who are working on their thesis. Various obstacles encountered by the students due to the distance learning applied by universities in responding to the pandemic can cause academic problems including procrastination. The main impact of academic procrastination on students is the delay in graduation that affects both the students’ future careers and the image of the university. The study aims to describe the academic procrastination of the final-year students during the COVID-19 pandemic. This was a survey research that applied saturated samples for recruiting subjects. A number of 224 final-year students were involved. Data was collected using an academic procrastination questionnaire and was analysed descriptively using a statistic program. The results showed that the academic procrastination among the participants was in the moderate category. The residence of the participants who are working on their thesis from homes indicate the connection with academic procrastination. In contrast, gender and the entry year are not proved as the factors that affect the students’ academic procrastination. Keywords: Academic procrastination, COVID-19 pandemic, students Abstrak: Pandemi COVID-19 telah berdampak pada pendidikan tinggi. Dampak negatif tidak dapat diabaikan dalam kegiatan pembelajaran terlebih pada mashasiswa semester akhir yang sedang mengerjakan skripsi. Berbagai kendala yang ditemui mahasiswa menimbulkan prokrastinasi akademik. Dampak dari prokrastinasi akade-mik adalah tertundanya kelulusan yang mempengaruhi baik masa depan mahasiswa maupun citra perguruan tinggi. Penelitian ini bertujuan untuk mengetahui gambaran prokrastinasi akademik mahasiswa tingkat akhir dalam masa pandemi COVID-19. Penelitian ini menggunakan metode survei yang merekrut subjek menggunakan teknik sampling jenuh dengan jumlah subjek penelitian sebesar 224 orang. Data dikumpulkan menggunakan skala prokrastinasi akademik dan dianalisis secara deskriptif dengan bantuan program statistik. Hasil penelitian menunjukkan prokrastinasi akademik pada subjek berada pada kategori sedang. Tempat tinggal ditemukan menjadi faktor yang berkaitan dengan prokrastinasi akademik selama mengerjakan skripsi dari rumah. Namun, jenis kelamin dan tahun masuk universitas tidak terbukti sebagai faktor yang mempengaruhi prokrastinasi akademik mahasiswa.

PENTINGNYA PSIKOLOGI PENDIDIKAN BAGI GURU

Educational psychology learning means studying the psychological aspects of students so that the teacher has basic rules for applying effective learning techniques that are applied to certain student characteristics. Learning skills also involve communicated strategies in learning, regardless of whether students understand them well or not. In the educational process, a teacher is expected to face challenges in evaluating the different characteristics of each student. In educational psychology, the teacher will understand the differences in student personalities in learning and how to deal with these personality differences, so that by studying good educational psychology, the teacher can know the differences in student character and not be confused in dealing with them. In educational psychology, there is a lot of discussion about problems related to human development. Therefore, teachers can not only teach thematic subjects in the classroom, but also provide direction or guidance to students who need academic problems. In addition to providing solutions for students who have academic problems, teachers can also build social bonds with students so as to create a positive atmosphere in learning activities.