Predicting Academic Alienation From Emotion Dysregulation, Social Competence, and Peer Relationships in School-Attending Girls: A Multiple-Regression Approach

School alienation (SA) refers to a collection of negative attitudes toward the social and academic realms of schooling consisting of cognitive and affective components. The current study was designed to examine whether emotion dysregulation, social competence, and peer problems predict school alienation. In this vein, 300 school-attending adolescents in Sarab were recruited and completed difficulties in emotion regulation scale (DERS), academic alienation questionnaire (AAQ), social competence test (SCT), and index of peer relations (IPR) measures, but 280 (M age = 16.35; SD = 0.82; 46% girls) completed data were gathered. The results of hierarchical multiple regression indicated that school alienation was significantly predicted by emotion dysregulation, social competency, and peer problems. In conclusion, our findings suggest that school psychologists and other clinicians design interventions to improve the students’ shortcomings in emotion regulations, social competency, and peer relationships domains.

PKM UJI KOMPETENSI BIDANG KEAHLIAN AKUNTANSI DI SMK NEGERI 1 PEMATANGSIANTAR

ABSTRAKSMK Negeri 1 Pematangsiantar meminta kepada Universitas Simalungun dalam hal ini adalah Fakultas Ekonomi untuk melaksanakan uji kompetensi kepada siswa-siswi yang duduk di kelas XII. Uji Kompetensi sebagai salah satu syarat kelulusan bagi siswa/siswi. Uji Kompetensi Keahliaan bagi siswa siswi bertujuan a) mengukur pencapaian kompetensi siswa SMK b) memfasilitasi siswa/siswi mendapatkan sertifikat uji kompetensi c) mengoptimalkan pelaksanaan sertifikasi kompetensi siswa/siswi SMK sesuai Kerangka Nasional Indonesia d) memfasilitasi SMK bekerjasama dengan dunia usaha/industri sesuai kebutuhan dunia usaha dan dunia industri. Uji Kompetensi Keahlian dilaksanakan selama 4 hari yaitu tanggal 5 April 2021 sampai dengan 8 April 2021. Uji kompetensi ini tidak hanya oleh dunia Universitas tetapi juga melibatkan dunia usaha yaitu pada saat pelaksaan ujian wawancara. Berdasarkan hasil yang diperoleh pada saat pelaksanaan, Tim Pengabdi dari Fakultas Ekonomi Universitas Simalungun, Tim dari dunia usaha dan Tim dari SMK Negeri 1 Pematangsiantar menyatakan semua peserta dinyatakan lulus. Evaluasi atas proses pelaksanaan kegiatan dilakukan dengan memberikan angket kepada siswa/siswi peserta uji kompetensi. Dan hasil yang didapat 25% memberikan jawaban sangat baik, 60% memberikan jawaban baik dan 15% memberikan jawaban cukup. Sehingga ke depan pelaksanaan ujian kompetensi dilakukan perbaikan sebagaimana saran dari siswa agar ketika ujian praktek akuntansi sudah masing - masing siswa menggunakan Komputer Kata kunci: uji kompetensi; SMK; Siswa; akuntansi ABSTRACTSMK Negeri 1 Pematangsiantar asked Simalungun University in this case the Faculty of Economics to carry out a competency test for students sitting in class XII. Competency Test as one of the graduation requirements for students. The Skills Competency Test for students aims to a) measure the competency attainment of vocational students b) facilitate students to obtain competency test certificates c) optimize the implementation of competency certification for vocational students according to the Indonesian National Framework d) facilitate vocational schools in collaboration with the business/industry world as needed business and industry. The Skills Competency Test is held for 4 days, from April 5, 2021 to April 8, 2021. This competency test is not only carried out by the university world (higher education) but also involves the business world, namely during the interview exam. Based on the results obtained during the implementation, the Service Team from the Faculty of Economics, Simalungun University, the team from the business world and the team from SMK Negeri 1 Pematangsiantar stated that all participants had passed. Evaluation of the process of implementing the activities is carried out by giving questionnaires to students participating in the competency test. And the results obtained 25% gave very good answers, 60% gave good answers and 15% gave sufficient answers. So that in the future the implementation of the competency exam will be improved as suggested by students so that when the accounting practice exam each student uses a computer Keywords: competence test; SMK; student; accountancy

Bioethics Education on Medical Students: Opinions About Ethical Dilemmas

Medical education aims to train professionals who are capable of making extremely complex decisions. As part of the medical curriculum, bioethics education could have an important role in promoting moral development and decision-making in medical students. This study aims to determine if, after a Bioethics and Professional Deontology course, medical students would present a change of opinion on three ethical dilemmas. A quantitative and longitudinal study was developed by applying the MCTxt (Moral Competence Test extended), composed of three ethical dilemmas (Worker, doctor, and judge dilemmas), to a sample of 70, fourth year medical students, from a Portuguese medical school. The questionnaire was applied at the beginning and end of a bioethics course, with a 3 month time interval. For this study the opinion scores were analyzed and described using the mean and standard deviation. The comparison of these scores, at both times, were performed using t-tests for paired samples. A significance level of 5% was used. For students who were neutral in the first application, the majority went on to agree or disagree with the performance of the dilemma character, ultimately showing less indecision at the end of bioethics course. The results suggest that, after the bioethics course, students have lower indecision, however the changes were very tenuous. Bioethics education is important to promote more opportunities for reflection and discussion, to stimulate critical judgment, and the ability to make decisions by medical students. Further research could help to better understand this subject.

From Supporting Moral Competence to Fostering Spiritual Growth: The Psycho-Didactic Potential of the Konstanz Method of Dilemma Discussion (KMDD®)

This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.

Wall Drop Punt Kick & Catch: Contributions towards the creation of a new gross manipulative coordination test

This study aimed to search for age and sex differences on a manipulative eye-segmental (hand and foot) coordination task. It represents the first step towards a possible creation of a manipulative eye-hand and eye-foot coordination test that may be used in motor competence test batteries. One hundred and sixty-eight children (85 boys and 83 girls), with a mean age of 12.79 years old (±1.56) were assessed. Subjects had 30 seconds to achieve as many ball impacts as possible on a front wall (two meters apart), following a drop punt kick, rebound on the wall and catch sequence. Compared to girls’, boys’ performance was significantly better (p < .001) on each studied age (10, 11, 13 and 14), with large effect sizes (all four Cohen’s d values over 1.30). Besides, 10 and 11 years-old subjects’ performance, both in boys and in girls, was significantly lower than their 13 and 14 years-old subjects’ counterparts (p < .001, except for the comparison between 13 and 14 years-old subjects, on girls, where p < .01). All related effect sizes were large (all Cohen’s d values over 1.03). Results confirm literature, as boys’ performance on this manipulative task was significantly better than girls’ one. The results seem to be promising about the possible use of the task in question as an eye-hand and eye-foot coordination test in future. Further research needs to be performed, namely aiming its validation (testing its reliability and concurrent validity).

ANALISIS KEMAMPUAN KOMPETENSI STRATEGIS MATEMATIS SISWA PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL

The object of this research is to understand the strategic competence of the students in the parallel materials and linear equations of one variable in the SMPN 3 Karawang Barat in solving the story quiz. The eighth-graders of SMPN 3 Karawang Barat are the subject of this report. It is a qualitative study with a descriptive approach. A method for data collection is the strategic competence test. The student's assessments are scored and the problem analysis is carried out to understand the markers of a strategic mathematical skill that requires the ability to understand the situation and conditions of a problem, to choose an acceptable presentation to help solve the problem. Research indicates that the student category already able to fill all of the indicators of mathematical strategic competence is 18.9%, the student who has been able to fill some indicators is 67.6% and the student who has not yet been able to fill all indicators is 13.5%. Therefore, the strategic competence of mathematically of class VIII H of SMPN 3 Karawang Barat is still in the moderate category

Stres dan Mekanisme Koping dalam Menghadapi Uji Kompetensi pada Mahasiswa D3 Keperawatan di Fakultas Kesehatan Universitas Samawa

Uji kompetensi merupakan salah satu tekanan akademik yang harus dilewati mahasiswa semester akhir. Proses yang dialami mahasiswa dalam menghadapi uji kompetensi membuat mahasiswa rentan untuk mengalami stress. Mekanisme koping yang digunakan mahasiswa sangat menentukan keberhasilan mahasiswa dalam menghadapi uji kompetensi. Tujuan penelitian untuk mengetahui gambaran stress, tanda dan gejala stress, dan mekanisme koping dalam menghadapi uji kompetensi pada mahasiswa DIII Keperawatan Fakultas Kesehatan Universitas Samawa. Metode yang digunakan adalah kualitatif dengan pendekatan naratif. Sampel penelitian adalah mahasiswa semester VI Program Studi DIII Keperawatan Fakultas Kesehatan Universitas Samawa. Teknik sampling secara purposive sampling dengan kriteria mahasiswa semester VI berjumlah 15 orang, dan partisipan yang mengalami stress dalam menghadapi uji kompetensi. Teknik analisis data menggunakan model interaktif. Hasil menunjukkan gambaran stres karena factor internal yaitu motivasi rendah. Tanda dan gejala stress mahasiswa ditunjukkan seperti sulit makan, sulit tidur, dan konstipasi. Gangguan mental adanya rasa takut, cemas, gelisah, depresi, pusing, dan tidak semangat belajar. Sumber stress pada mahasiswa karena susah dalam mengatur waktu. Koping mahasiswa dalam menghadapi stress antara lain dengan cara share atau berdiskusi dengan teman atau keluarga, menghibur diri dilakukan dengan; shoping, jalan-jalan, main game, dan nonton film, mencari referensi belajar.selain itu juga berdoa, sholat dan sabar. Kata kunci: stress; mekanisme koping; uji kompetensi; mahasiswa DIII keperawatan; STRESS AND COOPING MECHANISM IN FACING COMPETENCY TEST IN D3 NURSING STUDENTS AT FACULTY OF HEALTH, UNIVERSITY OF SAMAWA ABSTRACT Nursing Competency Test is one of the academic pressures that must be passed by final semester students. The process experienced by students in facing competency tests makes students vulnerable to experiencing stress. The coping mechanism used by students will determine the success of students in facing the competency test. The purpose of the study was to determine the description of stress, signs and symptoms of stress, and coping mechanisms in the face of competency tests on Diploma Nursing students, Faculty of Health, Samawa University. The method used qualitative with a narrative approach. The research sample was the sixth semester students of the Diploma Nursing Study Program, Faculty of Health, Samawa University. The sampling technique was purposive sampling with the criteria of 15 semester VI students, and participants who experienced stress in facing the competency test. The data analysis technique used an interactive model. The results show a picture of stress due to internal factors, namely low motivation. Signs and symptoms of student stress are shown such as difficulty eating, difficulty sleeping, and constipation. Mental disorders are such as fear, anxiety, depression, dizziness, and lack of enthusiasm for learning. The stress cause is difficult to manage time. Student coping in dealing with stress, among others, by sharing or discussing with friends or family, entertaining themselves is done by; shopping, sightseeing, playing games, and watching movies, looking for learning references. Moreover.they do spiritual ritual, such as praying. Keywords: stress; coping mechanisms; competence test; diploma nursing students

Exploration of the Specificity of Motor Skills Hypothesis in 7–8 Year Old Primary School Children: Exploring the Relationship Between 12 Different Motor Skills From Two Different Motor Competence Test Batteries

This study examined the specificity hypothesis by examining the association between two specific motor competence test batteries [Movement Assessment Battery for Children (MABC) and Test of Motor Competence (TMC)] in a sample of young children. In addition, we explored the factorial structure of the MABC and TMC. A total of 80 children participated in the study (38 girls and 42 boys) with a mean chronological age of 7.9 years (SD 0.55). The correlation between total score MABC and total z-score TMC was r = 0.46. In general, low pair-wise correlations (r2 &lt; 0.20) between the different motor tasks were found. The highest correlation was between the placing bricks and building bricks r = 0.45 (TMC); the stork balance and jumping in squares r = 0.45 (MABC). These low pair-wise relations of items are consistent with findings from younger and older children's age-related motor competence test batteries. Principal components analysis (PCA) showed that the 1st component accommodated 25% of the variance and was dominated in the top five variable weightings by items of the MABC test; whereas the 2nd component accommodated 12% of the variance with the higher weightings all from the TMC test. The findings provide evidence with children for specificity rather than generality in learning motor skills a viewpoint that has predominantly been driven by adult learning studies. The PCA revealed that the MABC and TMC are testing different properties of children's motor competence though in both cases the variance accounted for is relatively modest, but generally higher than the motor item pair-wise correlation.

The relationship of physical fitness and motor competence with behavioral and neuroelectric indices of attention in preschool children

The present study examined the associations of physical fitness and motorcompetence with P3 and alpha desynchronization (ERD), two neuroelectric indices ofbrain development underlying controlled attention, in 4-6 year-old preschool children. Allparticipants completed physical fitness and motor competence test batteries and anauditory oddball task while electroencephalogram (EEG) was recorded. Resultsrevealed that increased muscular power, muscular endurance, physical fitness, andmotor competence were associated better attentional task performance. Analysis onneuroelectric indices showed that muscular endurance was related to increased P3amplitude, while the increases in physical fitness and motor competence wereassociated with greater upper alpha (10-12 Hz) ERD following the stimulus evaluationand response selection. Further, the negative associations of physical fitness and motorcompetence with task response time were mediated by the upper alpha ERD. Thesefindings highlight the importance of early childhood motor competence and physicalfitness, especially muscular endurance, to neurocognitive function.

偏鄉學校變革之挑戰教育優先區─成功專案推動歷程研究

<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p>&nbsp;</p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the &quot;&quot;Success Program&quot;&quot; from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p>&nbsp;</p>