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2121 ◽  
Vol 7 (1) ◽  
pp. 1-8
Mona Shokri Shams ◽  
Anahita Khodabakhshi-Koolaee ◽  
Mohammad Reza Falsafinejad ◽  

Background: Although pregnancy and motherhood are enjoyable experiences, they are associated with numerous biopsychological changes requiring adaptation. The present study aimed to assess the effects of relaxing music on life distress and Maternal-Fetal Attachment (MFA) in pregnant women. Methods: This was a quasi-experimental study with a pre-test, post-test and a control group design. The research population included all Iranian pregnant women referring to Laleh Hospital in Tehran City, Iran, in 2020. In total, 30 women were selected using the convenience sampling method and randomly assigned into the intervention and control groups (n=15/group). The required data were collected using the Life Distress Inventory (LDI) and the Maternal-Fetal Attachment Scale (MFAS). The intervention group listened to relaxing music for twelve 45-50-minute sessions in the morning and during routine midwifery visits; however, the controls received no intervention. The collected data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS V. 22. Results: The obtained results indicated that the intervention group reported a lower level of life distress in the post-test, compared to the controls (P=0.0001, F=15.860). The intervention group also achieved a higher mean score on MFA, than the control group (P=0.0001, F=35.872). Conclusion: According to the present research findings, reproductive health, nursing professionals, and psychologists could recommend music as a complementary therapy to reduce stress and distress experienced by expecting mothers and to improve MFA.

Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 739-748
Beatriz Rodríguez Martín ◽  
Gonzalo Flores Aguilar ◽  
Javier Fernández Río

  Esta investigación valoró los efectos de un programa didáctico gamificado sobre la ansiedad ante el fracaso en Educación Física. Además, pudimos reconocer las posibles causas al analizar las impresiones del alumnado sobre la experiencia. Participaron 143 estudiantes de 5º y 6º de primaria. Se siguió un diseño pre-experimental, pre-test, post-test de un solo grupo, cuantitativo-cualitativo. Se administró la subescala Ansiedad y Agobio ante el Fracaso del Test de Motivación del Logro para el Aprendizaje en Educación Física (versión validada por Ruiz-Pérez et al. (2015) del Achievement Motivation in Physical Education Test, AMPET, de Nishida (1988)) y un cuestionario ad hoc con cuatro preguntas abiertas. Los datos cuantitativos mostraron que, tras la intervención didáctica, la ansiedad disminuyó de manera significativa. Los resultados cualitativos desvelaron aspectos positivos que pudieron promover dicha disminución, como: la superación de pruebas, el trabajo cooperativo, el disfrute de los elementos de la gamificación, la superación personal, el aprendizaje y la mejora de aspectos curriculares. Sin embargo, también se reconocieron otros aspectos negativos, como el trabajo de la resistencia y los grupos estables, lo cual deja entrever algunos aspectos de mejora en este planteamiento gamificado. Abstract: This research assessed the effects of a gamified project on anxiety about failure in Physical Education, perceiving the possible causes through the impressions of the students. 143 students from 5th and 6th grade participated. A pre-experimental, pre-test, post-test single-group, quantitative-qualitative design was followed. The Anxiety and Stress subscale was administered before the Failure of the Motivation Test of Achievement for Learning in Physical Education and open questions were used after the experience (version validated by Ruiz-Pérez et al. (2015) of the Achievement Motivation in Physical Education Test, AMPET, by Nishida (1988)) and an ad hoc questionnaire with four open questions. The quantitative data showed that anxiety decreased significantly after the intervention. The qualitative results revealed positive aspects that could promote said decrease: passing tests, cooperative work, enjoyment of the elements of gamification, personal improvement, learning and improvement of curricular aspects. However, other negative aspects were also recognized, such as resistance work and stable groups, which suggests some aspects of improvement in this gamified approach.

2022 ◽  
Vol 13 (1) ◽  
pp. 197-202
Intan Permata Sari ◽  
Fauziah Adhima ◽  
Ghivari Zuhal Fahmi ◽  
Ramidha Syaharani ◽  
Widati Fatmaningrum

Introduction: As of 31st December 2021, there have been 4,262,540 confirmed cases of COVID-19, including 144,088 death cases in Indonesia. COVID-19 pandemic has affected the nutrition aspect, as an increasing number of undernutrition children also increases risk of obesity. Our group conducts webinars with the purpose of increasing public knowledge and awareness regarding general well-being: importance of adequate nutrition to increase immunity in the COVID-19 pandemic. The purpose of the study is to examine webinar participants' knowledge before and after webinar. Method: The webinar conducted through a zoom meeting for 2 hours consists of 1 hour education and 1 hour question and answer session. The participants asked to fill a pretest before the webinar session and posttest after the webinar session. The results were statistically examined to determine the difference between pretest and posttest score. Results: The webinar participant’s demographic characteristics were dominated by 17-45 years old age group, high school graduates, and female participants. There is a significant difference (p<0.05) between pre and post-test score evaluated using Wilcoxon signed-rank test. After the webinar, there is a decreased number of participants with low-level nutritional knowledge from 31 to 23 participants. Conclusion: There is an increase in knowledge about the importance of adequate nutrition to increase immunity in the COVID-19 pandemic from pre and post-test data. Thus, this webinar contributes to providing knowledge to participants in supporting the strengthening of socialization of adequate nutrition during COVID-19 pandemic.

2022 ◽  
Vol 9 (1) ◽  
pp. 30-44
Ida Yulianawati ◽  
Mursid Saleh ◽  
Januarius Mujiyanto ◽  
Djoko Sutopo

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique. 

2022 ◽  
Vol 5 (1) ◽  
pp. 50-55
A. Herliah ◽  
Yusring Sanusi Baso ◽  
Healthy Hidayanty ◽  
Syafruddin Syarif ◽  
Aminuddin Aminuddin ◽  

Obesity is a disorder characterized by excessive accumulation of body fat. The nutritional impact is more than just disturbing the aesthetics of appearance. Obesity (overweight and overweight) is a new chronic disorder that soon becomes a global pandemic that is quite difficult to control. To improve the knowledge, attitudes, and Practice of Adolescent Girls about obesity. Use Pre-Experiment with one group pre-test and post-test design. Sampling technique using purposive sampling and obtained a total of 47 respondents. The research was conducted in the Senior High School of 12 Makassar in September-October 2021. Data analysis using the McNemar test. The results of statistics showed that there is an influence on the use of the web-based   She Smart education model of the knowledge and attitudes of Adolescent Girls with a value of p-value=0.008 (p<0.05). And there was no influence on the use of the web-based   She Smart education model on the Practice of Adolescent Girls with a p-value of 0.453 (p>0.05). There is an influence on providing obesity education before and after intervention through web-based obesity education media in improving knowledge and attitudes but does not affect the Practice of adolescent girls in overcoming the problem of obesity.

2022 ◽  
Vol 5 (2) ◽  
Agus Widodo ◽  
Merdieco Rivandi

ABSTRACTThe purpose of this study was to determine student achievement in the manufacturing process subject before giving treatment, to determine student achievement in the manufacturing process course after treatment, to determine whether there was an effect of the inquiry method on student achievement in the manufacturing process course and to find out whether there is a difference in learning achievement after treatment on the use of the inquiry method and the demonstration method. The type of research conducted by the researcher is Quasi Experiment. The research design used is Non Equivalent Control Group Design. The subjects of this study were third semester students (Industrial Engineering) at the Cikarang Industrial META Polytechnic. Data collection techniques were carried out through objective tests, observations of the welding process and assessment of welding results with performance. The results showed that the learning achievement of electric arc welding subjects before being given treatment in the control group and the experimental group had the same initial ability and the data results showed that there were still many students who had not finished. Learning achievement after being given treatment increased in both the control group and the experimental group. After learning with the inquiry method there is an influence on student learning achievement. Besides the effect, there are also differences in learning achievement after being given treatment, namely by comparing the results of the pretest and post-test, after the application of the demonstration method the test results have a significant percentage difference. Keywords: Inquiry Method, Learning Achievement, Electric Arc Welding  ABSTRAKTujuan dari penelitian ini adalah untuk mengetahui prestasi belajar mahasiswa pada mata kuliah proses manufaktur sebelum pemberian perlakuan, mengetahui prestasi belajar mahasiswa pada mata kuliah proses manufaktur setelah pemberian perlakuan, mengetahui ada tidaknya pengaruh metode inquiry terhadap prestasi belajar mahasiswa pada mata mata kulaih proses manufaktur dan mengetahui ada tidaknya perbedaan prestasi belajar setelah perlakuan pada penggunaan metode inquiry dan metode demonstrasi. Jenis penelitian yang dilakukan oleh peneliti adalah Quasi Eksperimen. Desain penelitian yang digunakan adalah Non Equivalent Control Group Design. Subjek penelitian ini adalah mahasiswa semester III (Teknik Industri) di Politeknik META Industri Cikarang. Teknik pengumpulan data dilakukan melalui tes objektif, observasi terhadap proses pengelasan dan penilaian hasil las dengan unjuk kerja. Hasil penelitian menunjukkan bahwa prestasi belajar mata pelajaran las busur listrik sebelum diberikan perlakuan pada kelompok kontrol dan kelompok eksperimen memiliki kemampuan awal yang setara dan hasil data menunjukkan masih banyak mahasiswa yang belum tuntas. Prestasi belajar setelah diberikan perlakuan mengalami kenaikan baik pada kelompok kontrol maupun kelompok eksperimen. Setelah pembelajaran dengan metode inquiry terdapat pengaruh pada prestasi belajar mahasiswa. Selain pengaruh terdapat juga perbedaan prestasi belajar setelah diberikan perlakuan yaitu dengan membandingkan hasil pretest dan post-test, setelah penerapan metode demonstrasi hasil tes memiliki persentase perbedaan yang cukup berarti .Kata kunci: Metode Inquiry, Prestasi Belajar, Las Busur Listrik

2022 ◽  
Vol 11 (1) ◽  
pp. 103-116
Emmanuel Bizimana ◽  
Dieudonné Mutangana ◽  
Adrian Mwesigye

<p style="text-align: justify;">The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.</p>

Yatzee Nayelly ◽  
Lucía N. Quintana ◽  

The family is the first context where the human being learns to socialize and where educational models are installed. The mother and father are generally the main figures responsible for these learnings and are in charge of discipline and parenting strategies derived from parenting skills. There are risk factors that compromise these parental competencies in adults, such as the absence of significant attachment links, conflictive relationships in the environment, parental stress, and difficulty in understanding children´s needs, resulting in inappropriate parenting styles and harmful practices that trigger mistreatment and violence in the family environment. The bond of attachment is another factor that favors parental competencies, since it is oriented to attention, basic care and how to respond to the infant´s needs. In such a way that the proposed psychoeducational program to strengthen parental competences and attachment aims to be a support for parents with difficulties in their parental competencies, providing adequate resources in their parental role and that strengthens the bond of attachment. The proposed methodology is a qualitative approach with a pre-test – post-test desing with a single group and the selection of participants through non-probability convenience sampling.

2022 ◽  
Vol 8 (1) ◽  
pp. 108-112
Waldemar José Cerrón Rojas ◽  
Jhon Richard Orosco Fabián ◽  
Henry Hari Ore Santos

El trabajo que se realizó, tuvo por objeto establecer el nivel de eficacia de las redes sociales para el desarrollo de habilidades investigativas en docentes de Educación de la Facultad de Ciencias Aplicadas de la Universidad Nacional del Centro del Perú, es de tipo aplicado; se empleó el método experimental, el diseño de investigación fue el pre experimental con pre y post test. La muestra estuvo constituida por cuatro docentes de la Escuela Académico Profesional de Educación de la Facultad de Ciencias Aplicadas de la Universidad Nacional del Centro del Perú. Fueron evaluados con una ficha de observación que fue elaborado teniendo en consideración el uso de las redes sociales para el desarrollo de habilidades investigativas. Los resultados mostraron que la creación de redes sociales permiten el desarrollo de habilidades investigativas tales como: Precisión, rapidez, transferencia, flexibilidad, solidez y autocontrol dentro de la red internet socializando  pensamientos y sentimientos con los que integran los agentes educativos.

2022 ◽  
Vol 11 (1) ◽  
pp. 403-421
Duong Huu ◽  
Tien-Trung Nguyen* ◽  
Bui Phuong ◽  
Lu Kim ◽  
Lam Truong ◽  

<p style="text-align: justify;">Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pre-test, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.</p>

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