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lear
n
in
g
i
n
v
ar
io
u
s
co
u
n
tr
ies.
B
lan
ch
et,
et
a
l.
[
5
]
r
esear
ch
in
C
an
ad
a
in
C
an
ad
a
co
n
ce
r
n
in
g
teac
h
er
co
m
p
eten
cy
ass
ess
m
en
t
th
at
was
s
tr
en
g
th
en
ed
alo
n
g
with
o
cc
u
p
atio
n
al
th
er
ap
y
with
ca
s
e
s
tu
d
y
r
esear
ch
.
T
h
is
s
tu
d
y
s
ee
s
th
at
th
e
ass
es
s
m
en
t
o
f
lear
n
in
g
is
s
till
o
r
th
o
d
o
x
s
o
it
n
ee
d
s
im
p
r
o
v
e
m
en
t.
Ku
r
a
n
is
h
i
&
Oy
ler
[
6
]
r
esear
ch
in
Ma
lay
s
ia
o
n
th
e
s
u
cc
ess
o
f
teac
h
er
s
u
s
in
g
lear
n
in
g
ass
ess
m
en
ts
i
n
v
o
lv
in
g
s
ch
o
o
l
p
r
in
ci
p
als
an
d
s
tu
d
en
ts
with
a
q
u
alitativ
e
r
esear
ch
ap
p
r
o
ac
h
.
T
h
is
s
tu
d
y
s
ee
s
th
at
teac
h
er
lear
n
in
g
ass
ess
m
en
t
is
s
till
p
r
o
b
lem
atic
in
d
eter
m
in
in
g
c
r
iter
ia,
in
s
tr
u
m
en
t
v
alid
ity
,
an
d
f
o
llo
w
-
u
p
a
s
s
es
s
m
en
t
r
esu
lts
.
B
o
u
zid
[
7
]
r
ev
ea
led
t
h
at
th
e
ev
alu
atio
n
o
f
lea
r
n
in
g
ca
r
r
ie
d
o
u
t
s
o
f
ar
s
till
ten
d
s
t
o
b
e
o
n
t
h
e
co
g
n
itiv
e
asp
ec
t
an
d
is
s
till
lo
w
in
th
e
a
b
ilit
y
to
m
ak
e
ev
al
u
atio
n
in
s
tr
u
m
e
n
t
s
g
iv
en
to
s
tu
d
en
ts
.
I
n
I
n
d
o
n
esia,
th
er
e
ar
e
s
e
v
er
al
s
tu
d
ies
ev
alu
atin
g
tea
ch
er
lear
n
i
n
g
i
n
lear
n
i
n
g
at
s
ch
o
o
l.
C
ah
ir
u
n
n
is
a'
s
r
esear
ch
[
8
]
in
2
0
1
8
i
n
Palem
b
an
g
o
n
im
p
r
o
v
in
g
th
e
a
b
ilit
y
o
f
s
tu
d
en
ts
'
s
elf
ass
es
s
m
en
t
b
y
ap
p
ly
in
g
p
o
r
tf
o
lio
ass
ess
m
en
t
with
a
class
ac
tio
n
r
esear
ch
ap
p
r
o
ac
h
.
T
h
is
s
tu
d
y
s
ee
s
th
at
th
e
ass
es
s
m
e
n
t
o
f
s
tu
d
en
t
lear
n
in
g
is
v
e
r
y
lo
w
s
o
it
n
ee
d
s
im
p
r
o
v
e
m
en
t.
Ma
s
r
u
l'
s
[
9
]
s
tu
d
y
in
R
iau
o
n
e
v
alu
atin
g
s
tu
d
en
ts
'
wr
itin
g
ab
ilit
ies
in
lear
n
in
g
E
n
g
lis
h
with
a
d
escr
ip
tiv
e
ap
p
r
o
ac
h
.
I
n
a
d
d
itio
n
,
Ag
u
s
tin
a,
et
a
l.
[
1
0
]
r
esear
c
h
in
J
am
b
i
o
n
t
h
e
an
al
y
s
is
o
f
au
t
h
en
tic
ass
ess
m
en
t
b
ased
o
n
t
h
e
2
0
1
3
c
u
r
r
icu
lu
m
in
s
ch
o
o
ls
with
a
q
u
alitativ
e
ap
p
r
o
ac
h
.
T
h
is
s
tu
d
y
s
ee
s
th
a
t
th
e
ass
ess
m
en
t
s
th
at
o
cc
u
r
s
till
n
ee
d
im
p
r
o
v
em
en
t,
esp
ec
i
ally
in
th
e
ap
ec
tiv
e
an
d
p
s
y
ch
o
m
o
to
r
asp
ec
ts
.
An
o
th
er
s
tu
d
y
was
ca
r
r
ied
o
u
t
b
y
Ast
u
ti
&
Dar
s
in
ah
[
1
1
]
i
n
Su
r
ak
ar
ta
o
n
a
u
th
en
tic
cu
r
r
icu
lu
m
-
b
ased
ass
ess
m
en
t
in
2
0
1
3
in
p
r
im
a
r
y
s
ch
o
o
ls
with
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
.
T
h
is
s
tu
d
y
s
ee
s
th
at
th
e
ass
ess
m
en
t
o
f
lear
n
in
g
i
n
p
r
im
ar
y
s
ch
o
o
ls
is
s
till
n
o
t
i
n
ac
co
r
d
an
ce
with
th
e
p
r
in
cip
les
o
f
ass
ess
m
en
t
th
eo
r
etic
ally
s
o
th
at
it r
eq
u
ir
es n
ew
ap
p
licatio
n
s
in
o
v
er
c
o
m
i
n
g
it.
Alth
o
u
g
h
s
ev
er
al
o
f
s
tu
d
ies
h
av
e
b
ee
n
f
o
u
n
d
th
at
e
x
am
in
e
th
e
ass
ess
m
en
t
o
f
lear
n
in
g
f
r
o
m
v
ar
io
u
s
ap
p
r
o
ac
h
es
an
d
s
o
lu
tio
n
s
,
b
u
t
th
is
is
s
til
l
a
p
r
o
b
lem
f
o
r
teac
h
er
s
in
h
ig
h
s
ch
o
o
l.
T
ea
ch
er
s
-
in
m
o
s
t
I
n
d
o
n
esia
n
h
ig
h
s
ch
o
o
ls
-
s
till
h
av
e
d
if
f
ic
u
lty
in
ap
p
ly
in
g
lear
n
in
g
ass
ess
m
en
ts
to
s
tu
d
en
ts
,
esp
ec
ially
in
ter
m
s
o
f
ap
ec
tiv
e
an
d
p
s
y
ch
o
m
o
to
r
ass
ess
m
en
ts
,
wh
ile
lear
n
in
g
o
u
tco
m
es
o
f
lear
n
er
s
m
u
s
t
b
e
ca
r
r
ied
o
u
t
f
air
ly
an
d
ac
co
u
n
tab
ly
.
So
m
e
teac
h
er
s
d
o
n
o
t
m
aster
th
e
s
tep
s
o
f
lear
n
in
g
e
v
alu
atio
n
in
lear
n
in
g
I
n
d
o
n
esian
s
o
th
at
it
h
as
an
ef
f
ec
t
o
n
th
e
s
in
ce
r
ity
an
d
s
in
ce
r
ity
o
f
s
tu
d
en
ts
'
lear
n
in
g
.
I
t
also
a
p
p
ea
r
s
in
a
v
ar
ie
ty
o
f
lear
n
i
n
g
,
m
o
s
t
h
ig
h
s
ch
o
o
l
teac
h
er
s
ar
e
less
co
n
s
is
ten
t
in
u
s
in
g
ev
alu
atio
n
s
tep
s
f
o
r
s
tu
d
en
ts
,
wh
ile
th
is
b
ec
o
m
es
an
in
teg
r
al
p
ar
t
o
f
a
lear
n
in
g
th
at
m
u
s
t
b
e
im
p
lem
en
ted
.
T
h
e
teac
h
e
r
als
o
s
ee
m
s
to
lac
k
th
e
m
aster
y
o
f
th
e
u
s
e
o
f
lear
n
in
g
ev
alu
atio
n
s
,
esp
ec
ially
m
ak
in
g
q
u
esti
o
n
in
s
tr
u
m
en
ts
an
d
a
f
air
ass
ess
m
en
t sy
s
tem
.
T
o
o
v
e
r
co
m
e
th
is
,
s
o
lu
tio
n
s
ar
e
n
ee
d
ed
with
th
e
ass
u
m
p
ti
o
n
o
f
p
r
o
v
id
in
g
p
er
s
o
n
ality
c
o
m
p
eten
ce
an
d
I
s
lam
ic
p
s
y
ch
o
s
o
cial
to
al
l
h
ig
h
s
ch
o
o
l
teac
h
e
r
s
in
I
n
d
o
n
esia
to
in
c
r
ea
s
e
teac
h
in
g
p
r
o
f
ess
io
n
alis
m
.
I
n
t
h
e
th
eo
r
y
o
f
teac
h
e
r
p
er
s
o
n
ality
co
m
p
eten
cy
th
at
was
r
aised
b
y
R
ah
ay
u
&
I
n
d
r
a
[
1
2
]
is
a
s
tead
y
,
n
o
b
le,
wis
e,
an
d
a
u
th
o
r
itativ
e
p
er
s
o
n
ality
a
b
ilit
y
an
d
is
an
ex
am
p
le
o
f
s
tu
d
en
ts
wh
o
ca
n
b
ec
o
m
e
co
n
tr
o
l
ler
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
W
h
ile
p
s
y
ch
o
s
o
cial
in
E
r
i
k
s
o
n
'
s
th
eo
r
y
[
1
3
]
ab
o
u
t
h
u
m
an
d
e
v
elo
p
m
e
n
t
s
tates
th
at
h
u
m
an
d
ev
elo
p
m
e
n
t
a
p
p
lies
co
n
tin
u
o
u
s
ly
th
r
o
u
g
h
o
u
t
h
is
life
th
r
o
u
g
h
eig
h
t
d
e
v
elo
p
m
e
n
tal
r
a
n
k
s
wh
ich
h
e
ca
lled
p
s
y
ch
o
s
o
cial
r
an
k
s
.
I
s
lam
ic
p
s
y
ch
o
s
o
cial
ac
co
r
d
in
g
to
A
n
war
[
1
4
]
is
a
v
iew
th
at
in
v
o
lv
es
p
er
ce
p
tio
n
s
,
m
o
tiv
atio
n
s
,
b
elief
s
an
d
s
o
cial
in
ter
ac
tio
n
s
b
ased
o
n
I
s
lam
to
s
ee
a
s
o
cial
p
r
o
b
lem
t
h
at
will
af
f
ec
t
th
e
attr
ib
u
tes o
f
in
d
iv
i
d
u
al
b
e
h
av
i
o
r
in
s
o
ciety
.
T
h
is
r
esear
ch
ex
am
in
es
th
e
d
ev
elo
p
m
en
t
o
f
h
i
g
h
s
ch
o
o
l
I
n
d
o
n
esian
la
n
g
u
a
g
e
lear
n
in
g
a
s
s
es
s
m
en
ts
b
y
s
tr
en
g
t
h
en
in
g
p
e
r
s
o
n
al
co
m
p
eten
ce
a
n
d
I
s
lam
ic
p
s
y
ch
o
s
o
cial.
T
h
is
r
esear
ch
is
a
n
ew
th
in
g
an
d
h
as
n
ev
e
r
b
ee
n
f
o
u
n
d
in
th
e
wo
r
ld
o
f
ed
u
ca
tio
n
in
I
n
d
o
n
esia.
P
r
o
v
i
d
in
g
p
e
r
s
o
n
ality
co
m
p
et
en
ce
an
d
I
s
lam
ic
p
s
y
ch
o
s
o
cial
is
a
n
ew
v
alu
e
in
th
e
d
ev
elo
p
m
en
t
o
f
teac
h
er
ass
ess
m
en
t,
e
s
p
ec
ially
in
im
p
r
o
v
in
g
teac
h
er
p
r
o
f
ess
io
n
alis
m
.
T
h
e
r
esear
c
h
q
u
esti
o
n
s
wer
e
f
o
r
m
u
lated
,
n
am
ely
:
1)
Ho
w
d
o
es
th
e
in
f
lu
en
ce
o
f
teac
h
er
p
er
s
o
n
ality
co
m
p
eten
cies
in
d
ev
elo
p
in
g
h
ig
h
s
ch
o
o
l
I
n
d
o
n
e
s
ian
L
an
g
u
a
g
e
lear
n
i
n
g
ass
ess
m
en
ts
?
2
)
Ho
w
is
th
e
I
s
lam
ic
p
s
y
ch
o
s
o
cial
in
f
lu
en
ce
o
f
teac
h
er
s
in
d
ev
elo
p
in
g
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
h
ig
h
s
ch
o
o
l
teac
h
er
I
n
d
o
n
esian
lear
n
in
g
?
3
)
Ho
w
d
o
es
p
er
s
o
n
ality
co
m
p
eten
ce
an
d
I
s
lam
ic
p
s
y
ch
o
s
o
cial
in
f
lu
en
ce
in
d
ev
elo
p
in
g
I
n
d
o
n
esian
lan
g
u
ag
e
lear
n
in
g
ass
ess
m
en
ts
f
o
r
h
ig
h
s
ch
o
o
l
teac
h
er
s
?
T
h
i
s
s
tu
d
y
aim
ed
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
in
g
I
n
d
o
n
esia
n
la
n
g
u
a
g
e
lea
r
n
in
g
a
s
s
ess
men
ts
:
S
tr
en
g
th
en
in
g
th
e
p
ers
o
n
a
l
… (
D
esi S
u
ke
n
ti
)
1081
d
eter
m
in
e
t
h
e
d
ev
elo
p
m
en
t
o
f
h
ig
h
s
ch
o
o
l
I
n
d
o
n
esian
lan
g
u
ag
e
lear
n
in
g
ass
ess
m
en
t
b
y
s
tr
en
g
th
e
n
in
g
th
e
p
er
s
o
n
al
co
m
p
eten
ce
an
d
I
s
la
m
ic
p
s
y
ch
o
s
o
cial
o
f
I
n
d
o
n
esia
n
lan
g
u
a
g
e
teac
h
er
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
was
co
n
d
u
cted
with
a
q
u
a
n
titativ
e
d
esig
n
u
s
in
g
an
ex
p
o
s
t
f
ac
to
a
p
p
r
o
a
ch
[
1
5
]
to
ex
p
lo
r
e
th
e
d
e
v
elo
p
m
e
n
t
o
f
I
n
d
o
n
esian
lan
g
u
ag
e
ass
ess
m
e
n
t
b
y
s
tr
en
g
th
en
in
g
th
e
I
s
l
am
ic
p
s
y
ch
o
s
o
cial
an
d
p
er
s
o
n
ality
co
m
p
eten
ce
o
f
tea
ch
er
s
.
E
x
p
o
s
t
f
ac
to
r
esear
c
h
d
o
es
n
o
t
r
e
q
u
ir
e
t
h
e
co
m
m
itm
en
t
o
f
h
ig
h
s
ch
o
o
l
teac
h
er
s
b
u
t
s
ee
s
th
e
v
ar
iab
le
s
s
tu
d
ied
as
u
n
d
er
s
to
o
d
an
d
o
wn
ed
b
y
h
ig
h
s
ch
o
o
l
teac
h
er
s
in
th
e
I
n
d
o
n
esian
lear
n
in
g
p
r
o
ce
s
s
.
T
h
i
s
r
esear
ch
in
v
o
lv
ed
2
1
3
I
n
d
o
n
esian
teac
h
er
s
s
p
r
ea
d
ac
r
o
s
s
all
h
ig
h
s
ch
o
o
ls
in
R
iau
,
I
n
d
o
n
esia.
Sam
p
lin
g
u
s
in
g
Slo
v
in
f
o
r
m
u
la
with
a
m
ar
g
in
o
f
er
r
o
r
o
f
3
%.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
is
u
s
e
d
to
d
eter
m
in
e
th
e
s
am
p
le
u
s
ed
as
r
esear
ch
r
es
p
o
n
d
e
n
ts
.
Qu
esti
o
n
n
air
e
was
us
ed
as
a
d
ata
co
llectio
n
t
ec
h
n
iq
u
e
r
elate
d
t
o
p
er
s
o
n
ality
co
m
p
eten
ce
,
I
s
lam
ic
p
s
y
ch
o
s
o
cial
an
d
lear
n
in
g
ass
ess
m
en
t.
T
h
e
q
u
esti
o
n
n
air
e
in
s
tr
u
m
en
t
was
ar
r
an
g
e
d
b
ased
o
n
t
h
e
th
e
o
r
y
o
f
p
er
s
o
n
ality
co
m
p
eten
ce
,
I
s
lam
ic
p
s
y
ch
o
s
o
cial
a
n
d
le
ar
n
in
g
ass
ess
m
en
t.
Per
s
o
n
ality
co
m
p
eten
cy
in
s
tr
u
m
en
ts
ar
e
ar
r
an
g
ed
b
ased
o
n
f
i
v
e
d
im
en
s
io
n
s
; a
s
tead
y
p
er
s
o
n
ality
,
n
o
b
le,
wis
e,
au
th
o
r
itativ
e
an
d
b
e
an
e
x
am
p
le
o
f
s
tu
d
en
ts
.
I
s
lam
ic
p
s
y
c
h
o
s
o
cial
in
s
tr
u
m
en
ts
ar
e
ar
r
a
n
g
ed
b
ased
o
n
th
r
ee
d
im
en
s
io
n
s
;
p
er
ce
p
tio
n
,
m
o
tiv
atio
n
,
a
n
d
b
elief
a
n
d
s
o
cial
in
t
er
ac
tio
n
b
ased
o
n
I
s
lam
.
W
h
ile
th
e
ass
ess
m
en
t
is
ar
r
an
g
e
d
b
ased
o
n
th
r
ee
d
im
en
s
io
n
s
;
co
g
n
itiv
e,
ap
ec
tiv
e,
an
d
p
s
y
ch
o
m
o
to
r
ass
ess
m
en
ts
.
A
q
u
esti
o
n
n
air
e
in
s
tr
u
m
en
t to
talin
g
1
7
8
q
u
esti
o
n
s
was te
s
ted
an
d
r
esu
lted
v
a
lu
e
8
5
f
o
r
in
a
r
elativ
ity
.
Da
ta
wer
e
an
aly
ze
d
u
s
in
g
d
e
s
cr
ip
tiv
e
an
aly
s
is
to
ex
am
in
e
th
e
lev
el
o
f
teac
h
er
u
n
d
er
s
tan
d
in
g
o
f
I
s
lam
ic
p
s
y
ch
o
s
o
cial,
p
er
s
o
n
l
aity
co
m
p
eten
ce
an
d
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
lan
g
u
a
g
e
lear
n
in
g
.
W
h
ile
f
o
r
in
f
er
en
tial u
s
e
to
test
h
y
p
o
th
es
es th
at
h
av
e
b
ee
n
b
u
ilt with
r
e
g
r
ess
io
n
,
u
s
in
g
SP
SS
v
er
s
io
n
2
4
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
T
ea
cher
perso
na
lity
co
m
pet
ency
pro
f
ile
T
ab
le
1
s
h
o
ws
th
e
s
tag
es
o
f
p
er
s
o
n
ality
co
m
p
eten
cies
f
r
o
m
2
1
3
teac
h
e
r
s
h
av
e
m
ax
i
m
u
m
p
er
s
o
n
ality
co
m
p
e
ten
cies
(
5
9
%).
B
ased
o
n
T
a
b
le
1
,
it
is
g
e
n
er
ally
illu
s
tr
ated
th
at
th
e
av
er
a
g
e
le
v
el
o
f
p
er
s
o
n
ality
co
m
p
eten
cy
o
f
teac
h
e
r
s
in
h
ig
h
s
ch
o
o
ls
P
ek
an
b
ar
u
(
m
ea
n
=
5
1
.
9
5
)
with
(
SD
=
1
0
.
9
8
5
)
.
V
alu
e
(
m
ea
n
=
5
1
.
9
5
)
s
ee
n
at
th
e
lev
el
th
at
h
as
b
ee
n
s
et
to
b
e
b
etwe
en
(
5
0
-
6
8
)
th
at
is
at
th
e
s
tag
e
o
f
t
h
e
m
o
d
er
at
e
ca
teg
o
r
y
.
T
h
u
s
,
it
ca
n
b
e
em
p
h
asized
th
at
th
e
le
v
el
o
f
p
er
s
o
n
ality
c
o
m
p
eten
c
y
p
o
s
s
ess
ed
b
y
h
ig
h
s
ch
o
o
l
tea
ch
er
s
in
Pek
an
b
ar
u
is
m
o
d
er
ate.
T
ab
le
1
.
L
e
v
el
o
f
teac
h
er
p
e
r
s
o
n
ality
co
m
p
eten
ce
V
a
r
i
a
b
e
l
n
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
Le
v
e
l
P
e
r
so
n
a
l
i
t
y
c
o
mp
e
t
e
n
c
e
2
1
3
45
59
5
1
.
9
5
1
0
.
9
8
5
M
o
d
e
r
a
t
e
3
.
2
.
T
ea
cher
I
s
la
m
ic
ps
y
cho
s
o
cia
l pro
f
ile
T
ab
le
2
s
h
o
ws
th
e
lev
el
o
f
I
s
lam
ic
p
s
y
ch
o
s
o
cial
m
aste
r
y
o
f
h
ig
h
s
ch
o
o
l
I
n
d
o
n
esia
n
lan
g
u
ag
e
teac
h
er
s
in
Pek
an
b
a
r
u
C
ity
.
I
s
lam
ic
p
s
y
ch
o
s
o
cial
m
aster
y
o
f
I
n
d
o
n
esian
lan
g
u
ag
e
teac
h
er
s
in
h
ig
h
s
ch
o
o
ls
in
Pek
an
b
ar
u
C
ity
is
at
a
m
o
d
er
ate
lev
el.
T
h
is
ca
teg
o
r
y
ca
n
b
e
s
ee
n
in
th
e
v
alu
e
(
m
ea
n
=
2
0
1
.
3
9
)
with
(
s
d
=
2
7
.
0
0
3
)
wh
er
e
t
h
e
m
ea
n
v
alu
e
is
b
etwe
en
(
1
7
4
-
2
1
7
)
,
w
h
ich
is
in
th
e
m
ed
iu
m
ca
teg
o
r
y
s
tag
e.
T
h
is
illu
s
tr
ates
th
at
I
n
d
o
n
esian
lan
g
u
ag
e
teac
h
er
s
h
av
e
I
s
lam
ic
p
s
y
c
h
o
s
o
cia
l w
h
ich
is
n
eith
er
to
o
h
ig
h
n
o
r
to
o
lo
w.
T
ab
le
2
.
L
e
v
el
o
f
teac
h
er
I
s
la
m
ic
p
s
y
ch
o
s
o
cial
V
a
r
i
a
b
e
l
n
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
Le
v
e
l
I
sl
a
mi
c
p
sy
i
c
h
o
so
c
i
a
l
2
1
3
1
6
6
2
8
5
2
0
1
.
3
9
2
7
.
0
0
3
M
o
d
e
r
a
t
e
3
.
3
.
T
ea
cher
lea
rning
a
s
s
e
s
s
m
ent
pro
f
ile
T
ab
le
3
s
h
o
ws
th
e
le
v
el
o
f
m
aster
y
o
f
lear
n
in
g
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
la
n
g
u
g
e
teac
h
er
s
in
h
i
g
h
s
ch
o
o
ls
in
Pek
an
b
ar
u
C
ity
.
Of
th
e
2
1
3
teac
h
er
s
h
av
e
m
aster
y
o
f
ev
alu
atin
g
I
n
d
o
n
esian
lan
g
u
ag
e
lear
n
in
g
with
m
o
d
er
ate
m
aster
y
?
T
h
is
is
s
h
o
wn
o
n
two
th
in
g
s
(
m
ea
n
=
1
0
8
.
7
7
;
s
d
=
1
4
.
3
4
0
)
wh
er
e
t
h
e
av
er
ag
e
g
r
ad
in
g
lev
el
o
f
s
ch
o
o
l
teac
h
er
ass
ess
m
en
t
ab
o
v
e
s
h
o
ws
th
e
m
aster
y
th
at
is
cu
r
r
en
tly
in
ac
co
r
d
an
ce
with
p
r
ed
eter
m
in
e
d
ca
teg
o
r
ies,
n
a
m
ely
b
etwe
en
1
0
7
-
134.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
78
-
10
87
1082
T
ab
le
3
.
L
e
v
el
o
f
teac
h
er
lear
n
in
g
ass
es
s
m
en
t
V
a
r
i
a
b
e
l
n
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
Le
v
e
l
Le
a
r
n
i
n
g
A
sses
s
m
e
n
t
2
1
3
96
1
6
3
1
0
8
.
7
7
1
4
.
3
4
0
M
o
d
e
r
a
t
e
3
.
4
.
T
he
ef
f
ec
t
o
f
perso
na
lity
co
m
pet
ence
o
n t
ea
cher
lea
rning
a
s
s
ess
m
ent
B
y
u
s
in
g
a
s
im
p
le
lin
ea
r
r
eg
r
ess
io
n
test
illu
s
tr
ated
in
T
ab
le
4
th
at
th
er
e
ar
e
v
alu
es
(
F
=
9
.
6
7
2
)
an
d
g
r
ad
es
(
Sig
.
=
0
.
0
3
=
p
<
0
.
0
5
)
.
T
h
is
co
n
f
ir
m
s
th
at
th
e
r
esear
ch
h
y
p
o
th
esis
wh
ich
s
tates
th
at
th
er
e
is
an
in
f
lu
en
ce
o
f
p
er
s
o
n
ality
co
m
p
eten
ce
o
n
th
e
ass
ess
m
en
t
o
f
teac
h
er
lear
n
in
g
in
I
n
d
o
n
esian
L
an
g
u
a
g
e
in
h
i
g
h
s
ch
o
o
l
Pek
an
b
ar
u
is
ac
ce
p
te
d
.
T
o
s
ee
th
e
m
a
g
n
itu
d
e
o
f
th
e
in
f
lu
en
ce
o
f
p
e
r
s
o
n
ality
co
m
p
eten
ce
o
n
th
e
ass
es
s
m
en
t
o
f
I
n
d
o
n
esian
lan
g
u
ag
e
lear
n
in
g
in
h
ig
h
s
ch
o
o
l
t
ea
ch
er
s
in
Pek
an
b
a
r
u
,
T
a
b
le
5
ca
n
illu
s
tr
ate
th
at,
wh
er
e
th
e
v
alu
e
(
R
=
0
.
6
9
5
)
an
d
v
alu
e
(
R
Sq
u
ar
e
=
0
.
4
8
3
)
.
T
h
is
co
n
f
ir
m
s
th
at
th
e
ef
f
ec
t
o
f
p
er
s
o
n
alit
y
co
m
p
eten
ce
o
n
th
e
ass
ess
m
en
t o
f
I
n
d
o
n
esian
la
n
g
u
a
g
e
teac
h
er
s
'
lear
n
in
g
is
q
u
ite
s
tr
o
n
g
.
T
ab
le
4
.
ANOV
A
M
o
d
e
l
S
u
m
o
f
S
q
u
a
r
e
s
df
M
e
a
n
S
q
u
a
r
e
F
S
i
g
.
1
R
e
g
r
e
ssi
o
n
1
7
1
7
.
9
9
8
1
1
7
1
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.
9
9
8
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6
7
2
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0
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b
R
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si
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9
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.
9
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4
2
1
2
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7
7
.
6
2
9
To
t
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l
1
1
3
0
9
.
9
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2
2
1
3
T
ab
le
5
.
Mo
d
el
s
u
m
m
ar
y
M
o
d
e
l
R
R
S
q
u
a
r
e
A
d
j
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st
e
d
R
S
q
u
a
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Er
r
o
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Es
t
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m
a
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1
.
6
9
5
a
.
4
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3
.
4
3
6
1
3
.
3
2
8
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
in
d
icate
th
at
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
lan
g
u
ag
e
teac
h
e
r
lea
r
n
in
g
ca
n
b
e
d
ev
el
o
p
ed
q
u
ite
s
tr
o
n
g
ly
b
y
s
tr
en
g
th
e
n
in
g
p
er
s
o
n
ality
co
m
p
eten
cies.
T
h
is
is
n
o
t
u
n
r
e
aso
n
ab
le,
b
ec
au
s
e
in
th
e
r
esu
lts
o
f
Ay
u
&
Ma
r
zu
k
i'
s
r
esear
ch
[
1
6
]
th
a
t th
e
co
n
s
tr
u
ct
o
f
th
e
teac
h
er
'
s
p
er
s
o
n
al
co
m
p
eten
ce
co
m
p
ile
d
f
r
o
m
I
s
lam
co
n
s
is
ts
o
f
th
e
d
i
m
en
s
io
n
s
o
f
al
-
iffa
h
(
u
n
ass
u
m
in
g
)
,
a
l
-
s
ya
ja
'a
h
(
c
o
u
r
a
g
e)
,
a
l
-
h
ikma
h
(
wis
d
o
m
)
an
d
al
-
‘
a
d
a
la
h
(
ju
s
tice)
v
er
y
s
u
p
p
o
r
tiv
e
f
o
r
ass
ess
m
en
t
lea
r
n
in
g
.
T
h
e
f
o
u
r
d
im
en
s
io
n
s
wi
ll
b
u
ild
teac
h
er
'
s
p
er
s
o
n
ality
c
o
m
p
r
e
h
en
s
iv
ely
an
d
g
i
v
e
b
ir
th
to
h
a
r
d
wo
r
k
,
g
en
tle,
g
en
e
r
o
u
s
a
n
d
s
cien
tific
b
eh
av
io
r
s
o
th
at
th
e
ass
es
s
m
en
t
will
h
av
e
h
ig
h
ac
co
u
n
tab
ilit
y
a
n
d
v
alid
ity
.
Szc
zy
g
ieł
&
W
eb
er
[
1
7
]
in
th
eir
f
in
d
in
g
s
s
tated
th
at
s
o
m
eo
n
e
wh
o
h
as
p
er
f
ec
t
p
er
s
o
n
ality
will
h
av
e
a
g
o
o
d
p
er
f
o
r
m
an
ce
an
d
is
n
o
t
af
f
ec
ted
b
y
p
r
ess
u
r
e,
p
r
aise,
an
d
in
s
u
lts
.
T
h
ey
r
em
ain
f
o
cu
s
ed
o
n
wo
r
k
ac
tiv
ities
in
ac
co
r
d
an
ce
with
th
e
m
a
n
d
ate
g
i
v
en
.
3
.
5
.
T
he
infl
uence
o
f
I
s
la
m
ic
ps
y
cho
s
o
cia
l o
n t
he
a
s
s
ess
m
ent
o
f
t
ea
cher
lea
rning
Usi
n
g
a
s
im
p
le
lin
ea
r
r
eg
r
ess
io
n
test
is
illu
s
tr
ated
in
T
ab
le
6
wh
er
e
t
h
er
e
a
r
e
v
al
u
es
(
F
=
2
9
.
4
0
9
)
a
n
d
v
alu
es
(
Sig
.
=
0
,
0
0
0
;
P
<0
.
0
5
)
.
T
h
is
co
n
f
ir
m
s
th
at
th
e
I
s
lam
ic
p
s
y
ch
o
s
o
cial
h
as
a
n
in
f
lu
e
n
ce
o
n
t
h
e
ass
es
s
m
en
t
o
f
I
n
d
o
n
esian
L
a
n
g
u
ag
e
lea
r
n
in
g
f
o
r
h
ig
h
s
ch
o
o
l
teac
h
er
s
in
Pek
an
b
ar
u
.
B
ased
o
n
s
tatis
tical
an
aly
s
is
,
th
e
r
esear
ch
h
y
p
o
t
h
esis
wh
ich
s
tates
th
at
th
er
e
is
an
I
s
lam
ic
p
s
y
ch
o
s
o
cia
l
in
f
lu
en
ce
o
n
th
e
ass
es
s
m
en
t
o
f
I
n
d
o
n
esian
lan
g
u
ag
e
lear
n
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g
in
h
ig
h
s
ch
o
o
l
teac
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er
s
in
Pek
an
b
ar
u
is
ac
ce
p
ted
.
T
o
s
ee
th
e
m
ag
n
itu
d
e
o
f
th
e
in
f
lu
e
n
ce
o
f
I
s
lam
ic
p
s
y
ch
o
s
o
cial
o
n
th
e
ass
es
s
m
en
t
o
f
I
n
d
o
n
esian
la
n
g
u
ag
e
lear
n
in
g
o
f
teac
h
er
s
in
R
iau
Pro
v
in
ce
Hig
h
Sch
o
o
l,
T
a
b
le
7
ca
n
illu
s
tr
ate
th
at,
wh
er
e
th
e
v
alu
e
(
R
=
0
.
8
9
2
a)
a
n
d
th
e
v
alu
e
(
R
Sq
u
ar
e
=
0
.
7
9
5
)
.
T
h
is
c
o
n
f
ir
m
s
th
at
t
h
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
teac
h
e
r
lear
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in
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n
b
e
d
ev
elo
p
ed
b
y
a
s
tr
o
n
g
m
aster
y
o
f
I
s
lam
ic
p
s
y
ch
o
s
o
cial.
B
ec
au
s
e
I
s
lam
ic
p
s
y
ch
o
s
o
cial
in
f
lu
en
ce
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th
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ass
es
s
m
en
t
o
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lan
g
u
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th
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tr
o
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ca
teg
o
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y
in
d
e
v
elo
p
in
g
th
e
ass
ess
m
en
t
o
f
h
ig
h
s
c
h
o
o
l
teac
h
er
lear
n
in
g
.
An
o
t
h
er
th
in
g
s
h
o
w
s
I
s
lam
ic
p
s
y
ch
o
s
o
cial
al
s
o
h
as
a
s
tr
o
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g
r
elatio
n
s
h
ip
with
th
e
ass
es
s
m
en
t
o
f
I
n
d
o
n
esian
h
ig
h
s
ch
o
o
l te
ac
h
e
r
'
s
I
n
d
o
n
esian
lear
n
in
g
.
T
ab
le
6
.
ANOVA
M
o
d
e
l
S
u
m
o
f
S
q
u
a
r
e
s
Df
M
e
a
n
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q
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1
R
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3
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4
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0
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b
R
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d
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l
7
3
2
2
.
1
8
6
2
1
2
1
3
5
.
5
9
6
To
t
a
l
1
1
3
0
9
.
9
8
2
2
1
3
T
ab
le
7
.
Mo
d
el
s
u
m
m
ar
y
M
o
d
e
l
R
R
S
q
u
a
r
e
A
d
j
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st
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d
R
S
q
u
a
r
e
S
t
d
.
Er
r
o
r
o
f
t
h
e
Es
t
i
m
a
t
e
1
.
8
9
2
a
.
7
9
5
.
7
8
5
1
1
.
6
4
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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Dev
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T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
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ass
ess
m
en
t
o
f
I
n
d
o
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esian
h
ig
h
s
ch
o
o
l
teac
h
er
'
s
I
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d
o
n
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lear
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g
ca
n
b
e
d
ev
elo
p
e
d
with
a
co
m
p
r
eh
en
s
iv
e
m
aster
y
o
f
th
e
p
s
y
ch
o
s
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d
im
en
s
io
n
s
o
f
I
s
lam
.
T
h
e
r
esear
ch
f
in
d
in
g
s
ar
e
in
ac
c
o
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d
a
n
ce
with
th
e
r
esu
lts
o
f
r
esear
ch
f
o
u
n
d
b
y
J
ac
o
b
s
,
et
a
l.
[
1
8
]
p
s
y
c
h
o
s
o
cial
p
o
s
s
ess
ed
b
y
a
p
er
s
o
n
r
ei
n
f
o
r
ce
s
ac
tio
n
s
an
d
attitu
d
es
to
d
e
v
elo
p
q
u
ali
ty
o
f
wo
r
k
.
E
d
war
d
s
,
et
a
l.
[
1
9
]
r
ev
ea
led
t
h
at
p
s
y
ch
o
s
o
cial
f
ac
to
r
s
p
lay
an
im
p
o
r
ta
n
t
r
o
le
in
s
ev
er
al
ta
x
o
n
o
m
ic
d
im
e
n
s
io
n
s
o
f
h
u
m
an
life
.
A
p
er
s
o
n
'
s
p
s
y
ch
o
lo
g
y
illu
s
tr
ates
ev
id
en
ce
th
at
p
s
y
ch
o
s
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v
ar
iab
les
p
lay
a
k
ey
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le
in
p
r
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r
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a
v
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C
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a,
an
d
s
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u
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p
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as
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icac
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a
n
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tific
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eh
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io
r
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3
.
6
.
T
he
infl
uence
o
f
I
s
la
m
ic
ps
y
cho
co
cia
l
a
nd
perso
na
l
co
m
pet
ence
o
n
t
he
a
s
s
ess
m
ent
o
f
t
ea
cher
lea
rning
Usi
n
g
th
e
r
e
g
r
ess
io
n
test
illu
s
tr
ated
in
T
ab
le
8
b
y
l
o
o
k
in
g
at
th
e
v
al
u
e
(
F
=
1
6
.
8
3
7
)
an
d
th
e
v
alu
e
(
Sig
.
=
0
.
0
0
0
;
P
<0
.
0
5
)
c
o
n
f
ir
m
s
th
at
I
s
lam
ic
p
s
y
ch
o
s
o
cial
an
d
p
er
s
o
n
ality
co
m
p
ete
n
cies
h
av
e
an
i
n
f
lu
en
c
e
o
n
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
e
s
ian
lan
g
u
ag
e
h
ig
h
s
ch
o
o
l
te
ac
h
er
s
'
lear
n
in
g
in
Pek
an
b
ar
u
b
ased
o
n
s
tatis
tical
an
aly
s
is
,
th
e
r
esear
ch
h
y
p
o
th
e
s
is
wh
ich
s
tates
th
at
th
er
e
is
a
n
in
f
lu
en
ce
o
f
I
s
lam
ic
p
er
s
o
n
a
l
an
d
p
s
y
ch
o
s
o
cial
co
m
p
eten
ce
o
n
th
e
ass
ess
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e
n
t
o
f
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n
d
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n
esian
lan
g
u
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e
lear
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in
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ig
h
s
ch
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r
s
in
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an
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ar
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ce
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ted
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T
ab
le
9
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s
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ates
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e
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o
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i
n
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ce
o
f
I
s
lam
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s
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d
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er
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o
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alit
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co
m
p
eten
ce
o
n
th
e
ass
ess
m
e
n
t
o
f
I
n
d
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n
esian
lan
g
u
ag
e
le
ar
n
in
g
o
f
s
ch
o
o
l
teac
h
er
s
’
s
e
n
io
r
h
ig
h
s
ch
o
o
l
all
o
v
er
Pek
an
b
a
r
u
.
L
o
o
k
in
g
at
g
r
ad
es
(
R
=
0
.
8
9
5
a;
R
Sq
u
ar
e
=
0
.
8
0
1
)
.
T
h
is
co
n
f
ir
m
s
th
at
th
e
in
f
lu
en
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aster
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T
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ANOV
A
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T
h
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icate
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ax
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T
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l.
[
2
0
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t
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ass
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m
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t
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s
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ted
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ess
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en
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s
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d
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t
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f
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t.
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s
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s
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p
r
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ic
ted
to
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av
e
a
h
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h
i
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lu
en
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m
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p
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s
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L
an
g
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g
o
f
tea
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s
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ig
h
s
ch
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o
ls
.
T
h
is
is
b
ec
au
s
e
in
I
s
lam
ic
p
s
y
ch
o
s
o
cial
th
eo
r
y
it c
o
n
tain
s
a
p
er
s
o
n
'
s
ab
il
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b
o
th
in
d
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al,
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aith
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o
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als,
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n
d
s
elf
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o
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n
izatio
n
,
wh
ich
ar
e
also
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a
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tly
c
o
n
tai
n
ed
in
p
e
r
s
o
n
ality
c
o
m
p
eten
ce
[
2
1
]
.
I
s
lam
ic
p
s
y
ch
o
s
o
cia
l
th
eo
r
y
in
cl
u
d
es
in
v
o
lv
in
g
p
er
ce
p
tio
n
s
,
m
o
tiv
a
tio
n
s
,
b
elief
s
,
an
d
s
o
cial
in
te
r
ac
tio
n
s
th
at
ar
e
b
ased
o
n
I
s
lam
to
s
ee
a
s
o
cial
p
r
o
b
lem
th
at
will
af
f
ec
t
th
e
a
ttrib
u
tes
o
f
in
d
iv
id
u
al
b
e
h
av
i
o
r
in
s
o
ciety
.
Hu
m
an
b
e
h
av
io
r
m
u
s
t
f
u
lf
ill
th
r
ee
th
in
g
s
,
n
am
el
y
:
1
)
th
e
in
tr
in
s
i
c
I
s
lam
th
at
is
k
n
o
win
g
th
e
co
n
ce
p
t
o
f
th
e
ca
lip
h
,
k
n
o
win
g
t
h
e
co
n
ce
p
t
o
f
s
elf
-
ex
ce
llen
ce
,
k
n
o
win
g
th
e
m
is
s
io
n
,
b
u
ild
in
g
a
m
is
s
io
n
,
cr
ea
t
in
g
in
s
ig
h
t,
co
m
m
itm
en
t,
id
e
n
tity
,
in
tellig
en
ce
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id
ea
ls
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lu
ck
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c
r
ea
tiv
ity
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o
b
s
ess
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an
d
wo
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s
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ip
;
2
)
s
o
cial
at
tit
u
d
es
an
d
p
e
r
s
p
ec
tiv
es
wh
ich
in
clu
d
e
p
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eju
d
ice,
m
u
tu
al
tr
u
s
t,
m
u
tu
al
s
u
p
p
o
r
t,
co
o
p
er
atio
n
,
o
p
e
n
n
ess
,
d
ef
en
s
iv
e,
clo
s
ed
,
with
h
o
ld
in
g
in
f
o
r
m
atio
n
(
co
n
s
is
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g
o
f
n
o
n
-
c
o
o
p
er
ativ
e
an
d
d
o
wn
ap
p
ea
r
an
ce
)
,
liv
in
g
p
r
in
ci
p
les
(
co
n
s
is
tin
g
o
f
m
ater
ial
c
ap
ital
an
d
s
p
ir
it
u
al
ca
p
ital)
,
ex
p
er
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ce
(
co
n
s
is
tin
g
o
f
p
o
s
itiv
e
an
d
n
e
g
ativ
e)
,
i
n
ter
ests
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tin
g
o
f
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te
r
m
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ter
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,
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o
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ased
o
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th
e
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les
o
f
Allah
SW
T
an
d
His
Me
s
s
en
g
er
,
co
m
p
ar
is
o
n
(
h
ig
h
v
al
u
e
s
tan
d
ar
d
s
,
lo
w
v
alu
e
s
tan
d
ar
d
s
,
o
b
jectiv
e
a
n
d
s
u
b
j
ec
tiv
e)
,
a
n
d
liter
atu
r
e
(
co
n
s
is
tin
g
o
f
r
elig
io
n
,
p
h
ilo
s
o
p
h
y
a
n
d
s
cien
ce
)
;
an
d
3
)
d
a'
wah
an
d
s
elf
-
v
al
u
esas
tr
u
e
f
aith
an
d
co
n
f
id
en
ce
,
is
tik
h
las,
ih
s
an
(
tawa
ju
h
)
,
ih
tis
ab
,
m
u
jah
ad
ah
n
af
s
i,
s
u
r
e
in
th
e
s
en
ten
ce
o
f
t
h
ay
y
ib
a
h
,
s
p
ec
ial
p
r
a
y
er
,
k
n
o
wled
g
e
o
f
m
a'
az
ik
ir
,
ik
r
o
m
u
l
Mu
s
lim
s
,
tash
ih
u
n
n
iy
at,
a
n
d
d
a'
wah
wa
al
-
tab
lig
h
[
2
2
]
.
R
esear
ch
f
in
d
in
g
s
o
f
B
o
u
s
,
et
a
l.
[
2
3
]
s
h
o
w
th
at
p
s
y
c
h
o
s
o
cial
p
o
s
s
ess
ed
b
y
a
p
er
s
o
n
g
r
ea
tly
in
f
lu
en
ce
s
a
d
ap
tatio
n
to
th
e
e
n
v
ir
o
n
m
en
t.
So
cial
f
ac
to
r
s
ar
e
p
r
ed
icted
to
b
u
ild
r
elatio
n
s
h
ip
s
an
d
attitu
d
es
o
f
s
o
m
eo
n
e
in
im
p
lem
en
tin
g
s
o
m
eth
in
g
n
ew.
Per
ce
p
tio
n
s
,
attitu
d
es,
an
d
p
er
s
o
n
ality
f
a
cto
r
s
ar
e
th
e
m
ain
d
eter
m
in
an
ts
o
f
s
o
m
e
o
n
e
ac
tin
g
with
h
ig
h
m
o
b
ilit
y
.
T
h
is
is
co
n
f
i
r
m
ed
b
y
th
e
r
esear
c
h
f
in
d
in
g
s
o
f
Pre
ś
,
Ku
r
p
is
z
&
Pełk
a
-
W
y
s
ieck
a
[
2
4
]
p
s
y
ch
o
s
o
cial
f
ac
to
r
s
ass
o
ciate
d
with
em
o
tio
n
al
r
ea
ctio
n
s
o
f
g
r
atitu
d
e
an
d
f
o
r
m
s
o
f
ex
p
r
ess
in
g
g
r
atitu
d
e
ar
e
clo
s
ely
r
elate
d
to
th
e
d
ev
elo
p
m
e
n
t
o
f
h
u
m
an
p
er
s
o
n
ality
.
T
h
e
le
v
el
o
f
g
r
atitu
d
e
is
f
o
u
n
d
to
b
e
p
o
s
itiv
ely
co
r
r
elate
d
with
s
elf
-
esteem
,
em
o
tio
n
al
in
tellig
en
ce
,
an
d
r
ea
d
in
ess
to
h
elp
p
eo
p
le
-
b
o
th
g
e
n
er
o
u
s
an
d
o
th
er
s
.
Self
-
esteem
,
em
o
tio
n
a
l
in
tellig
en
ce
,
an
d
r
ea
d
in
ess
to
h
elp
o
th
e
r
s
ar
e
im
p
o
r
tan
t a
s
p
ec
ts
o
f
t
h
e
teac
h
er
'
s
s
o
cial
p
s
y
ch
o
lo
g
y
to
d
e
v
el
o
p
m
ax
im
u
m
p
r
o
f
ess
io
n
alis
m
.
Kar
ad
ağ
'
s
r
esear
ch
[
2
5
]
wh
ich
co
n
f
ir
m
s
th
at
th
e
ac
ad
em
ic
r
esu
lts
o
f
th
e
co
u
r
s
e
ar
e
ev
a
lu
ated
b
y
teac
h
er
g
r
ad
es
o
r
ac
h
iev
e
m
en
t
test
s
.
Ps
y
ch
o
s
o
cial
i
s
v
er
y
in
f
lu
en
tial
in
im
p
r
o
v
in
g
s
tu
d
e
n
t
p
er
f
o
r
m
an
ce
with
f
air
ass
es
s
m
en
t.
T
h
e
r
esu
lts
s
h
o
wed
th
at
p
ar
ticip
atio
n
in
o
u
t
s
id
e
co
u
r
s
es in
cr
ea
s
ed
s
tu
d
en
ts
'
r
elatio
n
s
h
ip
s
with
p
ee
r
s
an
d
th
eir
lectu
r
er
s
,
in
cr
ea
s
ed
th
eir
m
o
ti
v
atio
n
to
atte
n
d
class
es,
an
d
h
elp
ed
t
h
em
m
an
ag
e
th
ei
r
s
tr
ess
.
T
ea
ch
er
k
n
o
wled
g
e
a
b
o
u
t p
s
y
ch
o
s
o
cial
m
ak
es
it
ea
s
ier
f
o
r
t
h
em
to
m
ea
s
u
r
e
s
tu
d
e
n
ts
'
ab
ili
ties
f
r
o
m
th
e
asp
ec
t
o
f
s
o
cial
r
elatio
n
s
an
d
p
s
y
c
h
o
lo
g
y
[
2
6
]
.
T
h
is
is
also
r
ein
f
o
r
ce
d
b
y
th
e
r
esear
ch
o
f
T
jalla,
et
a
l.
[2
7
]
th
at
h
is
f
in
d
in
g
s
o
n
p
s
y
ch
o
s
o
cial
ar
e
r
ec
o
m
m
en
d
ed
to
t
h
e
g
o
v
er
n
m
en
t
to
f
ac
ilit
ate
s
ch
o
o
l
co
llab
o
r
atio
n
with
u
n
iv
er
s
ities
in
ter
m
s
o
f
th
e
p
s
y
ch
o
s
o
cial
ab
ilit
y
o
f
teac
h
er
s
t
o
d
ev
elo
p
teac
h
er
ass
ess
m
en
ts
in
s
ch
o
o
ls
.
Alth
o
u
g
h
t
h
e
ac
tu
al
I
s
lam
ic
p
s
y
ch
o
s
o
cial
is
p
r
e
d
icted
t
o
h
av
e
a
h
ig
h
in
f
l
u
en
ce
c
o
m
p
ar
ed
t
o
p
er
s
o
n
ality
co
m
p
eten
ce
in
th
e
d
ev
elo
p
m
e
n
t
o
f
I
n
d
o
n
esian
lan
g
u
ag
e
lear
n
in
g
ass
ess
m
en
t,
th
e
lev
el
is
n
o
t
to
o
m
u
ch
d
if
f
e
r
en
t.
I
t
is
n
o
t
also
i
g
n
o
r
in
g
p
er
s
o
n
ality
co
m
p
eten
ce
b
ec
au
s
e
its
in
f
lu
en
ce
is
p
r
e
d
icted
to
b
e
u
n
d
er
I
s
lam
ic
p
s
y
ch
o
s
o
cial,
b
u
t
b
o
th
o
f
t
h
em
e
q
u
ally
co
n
tr
i
b
u
ted
g
r
ea
tly
i
n
d
ev
elo
p
i
n
g
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
lan
g
u
a
g
e
in
h
ig
h
s
ch
o
o
l
teac
h
e
r
'
s
I
n
d
o
n
esian
lear
n
in
g
ass
ess
m
en
t.
T
ea
ch
er
p
er
s
o
n
ality
co
m
p
eten
ce
in
d
e
v
elo
p
in
g
ass
ess
m
en
t
in
th
e
f
in
d
in
g
s
o
f
Kim
,
J
ö
r
g
&
Klass
en
[
2
8
]
r
eq
u
ir
es
s
p
ec
ial
h
an
d
lin
g
f
r
o
m
t
h
e
g
o
v
er
n
m
en
t
to
d
ev
el
o
p
teac
h
er
p
r
o
f
ess
io
n
alis
m
.
Qu
esti
o
n
s
ab
o
u
t
wh
at
m
ak
e
s
a
g
o
o
d
teac
h
er
h
av
e
b
ee
n
ask
ed
b
y
p
r
ac
titi
o
n
er
s
,
p
o
licy
m
ak
er
s
,
an
d
r
esear
ch
e
r
s
f
o
r
d
ec
ad
es.
Ho
wev
er
,
th
e
r
e
is
n
o
g
u
id
elin
e
f
r
am
ewo
r
k
o
n
wh
ich
q
u
alities
ar
e
im
p
o
r
tan
t
f
o
r
teac
h
er
s
.
T
h
u
s
,
it
is
n
ec
ess
ar
y
to
ex
am
in
e
th
ese
q
u
alities
u
s
in
g
a
r
ec
o
g
n
ized
f
r
am
e
wo
r
k
an
d
to
s
u
m
m
ar
ize
th
e
liter
atu
r
e.
T
h
e
teac
h
er
'
s
f
iv
e
p
er
s
o
n
ality
d
o
m
ain
s
(
o
p
en
n
ess
,
awa
r
en
ess
,
ex
tr
av
e
r
s
io
n
,
co
n
f
o
r
m
ity
,
an
d
em
o
tio
n
al
s
tab
ilit
y
)
an
d
two
o
u
tco
m
e
s
r
elate
d
to
teac
h
er
wo
r
k
(
ie,
teac
h
e
r
ef
f
ec
tiv
e
n
e
s
s
an
d
f
atig
u
e)
m
u
s
t
b
e
o
wn
ed
b
y
th
e
teac
h
er
in
ass
ess
m
en
t
[
2
9
].
Nex
t,
th
e
in
f
lu
en
ce
o
f
th
r
e
e
m
o
d
er
at
o
r
s
,
n
am
ely
,
ty
p
es
o
f
m
ea
s
u
r
es
o
f
teac
h
er
ef
f
ec
tiv
en
ess
(
ie,
ev
alu
atio
n
o
f
teac
h
in
g
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
in
g
I
n
d
o
n
esia
n
la
n
g
u
a
g
e
lea
r
n
in
g
a
s
s
ess
men
ts
:
S
tr
en
g
th
en
in
g
th
e
p
ers
o
n
a
l
… (
D
esi S
u
ke
n
ti
)
1085
s
elf
-
ef
f
icac
y
o
f
s
tu
d
en
t
p
e
r
f
o
r
m
an
ce
,
class
o
b
s
er
v
atio
n
s
,
an
d
ac
ad
em
ic
ac
h
ie
v
em
en
t)
,
s
o
u
r
ce
s
o
f
p
er
s
o
n
ality
r
ep
o
r
ts
(
ie,
s
elf
-
r
e
p
o
r
ts
v
s
.
o
t
h
er
-
r
ep
o
r
ts
)
,
a
n
d
th
e
lev
el
o
f
ed
u
ca
tio
n
in
s
tr
u
cted
(
i.e
.
b
asi
c,
in
ter
m
e
d
iate,
an
d
ter
tiar
y
)
.
O
v
er
all,
th
e
d
o
m
ain
o
f
th
e
to
p
f
iv
e
teac
h
er
s
(
ex
ce
p
t
f
o
r
a
p
p
r
o
p
r
iaten
ess
)
is
p
o
s
itiv
ely
r
elate
d
t
o
teac
h
er
ef
f
ec
tiv
e
n
ess
,
esp
ec
ially
f
o
r
teac
h
in
g
e
v
alu
atio
n
.
As
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
lan
g
u
a
g
e
lear
n
in
g
-
in
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
-
is
s
tr
o
n
g
ly
in
f
lu
en
ce
d
b
y
p
er
s
o
n
al
p
er
ce
p
tio
n
,
th
e
n
f
o
r
R
in
awa
ti,
Ku
m
aid
i
&
Har
u
n
[
3
0
]
t
h
is
co
m
p
eten
cy
m
u
s
t
b
e
d
ev
elo
p
e
d
.
T
h
is
p
er
s
o
n
ality
c
o
m
p
eten
cy
d
ev
elo
p
m
en
t
is
elab
o
r
ated
f
r
o
m
I
s
lam
ic
p
r
o
p
h
etic
v
alu
es
to
f
in
d
in
d
icato
r
s
th
at
ca
n
b
e
u
s
ed
as
r
ef
er
en
ce
s
in
d
e
v
elo
p
in
g
ass
es
s
m
en
t
in
s
tr
u
m
en
ts
.
Fro
m
th
e
r
esu
lts
o
f
h
is
r
esear
ch
th
er
e
ar
e
n
in
e
in
d
icato
r
s
o
f
th
e
p
r
o
p
h
etic
p
er
s
o
n
ality
b
ased
o
n
a
teac
h
er
,
n
am
el
y
;
1
)
h
a
v
in
g
a
tr
an
s
ce
n
d
en
t
p
er
s
o
n
ality
;
2
)
h
av
e
a
s
p
ir
it
o
f
lib
er
atio
n
;
3
)
h
u
m
an
is
ts
;
4
)
m
aster
in
g
t
h
e
m
ater
ial
to
b
e
tau
g
h
t;
5
)
h
av
in
g
a
g
o
o
d
teac
h
in
g
m
e
th
o
d
;
6
)
b
ein
g
ab
le
to
b
e
th
e
id
ea
l
m
o
d
el
f
o
r
s
tu
d
en
ts
;
7
)
ab
le
to
ev
alu
ate
with
am
ar
m
a'
r
u
f
n
ah
im
u
n
k
ar
;
8
)
h
a
v
e
a
h
i
g
h
c
o
m
m
itm
en
t
i
n
ca
r
r
y
in
g
o
u
t
task
s
;
9
)
h
a
v
e
g
o
o
d
co
m
m
u
n
icatio
n
s
k
ills
.
T
h
ese
n
in
e
in
d
icato
r
s
s
t
r
en
g
th
en
th
e
teac
h
er
'
s
p
er
s
o
n
al
co
m
p
eten
ce
at
v
ar
i
o
u
s
lev
els
o
f
e
d
u
ca
tio
n
s
o
as
to
in
cr
ea
s
e
th
e
ab
ilit
y
o
f
teac
h
er
s
to
ass
ess
lear
n
in
g
well
an
d
q
u
ality
.
R
esear
ch
o
f
J
ib
ee
n
,
B
aig
&
A
h
m
ad
[
31
]
is
in
lin
e
with
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
th
at
th
e
m
o
d
er
ate
r
o
le
o
f
co
m
m
u
n
icativ
e
co
m
p
eten
ce
an
d
ex
tr
av
e
r
s
io
n
p
er
s
o
n
ality
tr
aits
in
th
e
r
elatio
n
s
h
i
p
b
etwe
en
n
eg
ativ
e
ev
alu
atio
n
f
ea
r
an
d
u
n
d
er
s
ta
n
d
in
g
o
f
co
m
m
u
n
i
ca
tio
n
in
teac
h
in
g
Pak
is
tan
i
ac
ad
e
m
ics
in
th
eir
s
ec
o
n
d
lan
g
u
ag
e
(
E
n
g
lis
h
)
.
C
o
m
m
u
n
i
ca
tiv
e
co
m
p
ete
n
ce
an
d
e
x
tr
av
er
s
io
n
'
s
p
er
s
o
n
ality
tr
aits
s
ig
n
if
ican
tly
m
o
d
er
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
ea
r
o
f
n
e
g
ativ
e
ev
al
u
atio
n
a
n
d
co
m
m
u
n
icatio
n
u
n
d
er
s
tan
d
in
g
.
T
h
is
f
in
d
in
g
h
as
im
p
licatio
n
s
f
o
r
i
n
s
tr
u
cto
r
s
,
ca
m
p
u
s
ad
v
is
er
s
an
d
r
esear
c
h
er
s
an
d
ac
a
d
em
ic
p
o
licy
m
ak
er
s
wh
o
wan
t
to
id
en
tify
f
ac
to
r
s
th
at
ca
n
h
elp
ac
ad
em
ics
o
v
er
co
m
e
co
m
m
u
n
icatio
n
b
ar
r
ier
s
,
en
r
ich
lear
n
i
n
g
ex
p
er
ien
ce
s
an
d
en
h
an
ce
p
o
s
itiv
e
p
s
y
ch
o
l
o
g
ic
al
f
u
n
ctio
n
s
in
p
er
s
o
n
ality
.
So
,
in
th
e
r
esu
lts
o
f
R
o
lo
f
f
,
Klu
s
m
an
n
,
L
ü
d
tk
e
an
d
T
r
au
twein
’
s
[
3
2
]
r
esear
ch
r
e
v
ea
led
q
u
esti
o
n
s
ab
o
u
t
wh
ic
h
teac
h
er
p
e
r
s
o
n
ality
c
h
ar
ac
t
er
is
tics
ex
p
lain
th
e
d
if
f
er
en
ce
s
in
t
h
e
q
u
ality
o
f
teac
h
er
teac
h
in
g
is
ce
n
tr
al
to
r
e
s
ea
r
ch
o
n
th
e
q
u
ality
o
f
teac
h
in
g
an
d
ed
u
ca
ti
o
n
al
attain
m
en
t
o
f
s
tu
d
en
ts
.
His
r
es
ea
r
ch
co
n
tr
ib
u
tes
t
o
th
e
ex
is
tin
g
liter
atu
r
e
o
n
th
e
q
u
ality
o
f
teac
h
er
teac
h
in
g
b
y
in
v
esti
g
atin
g
th
e
r
o
le
o
f
teac
h
er
en
tr
y
ch
a
r
ac
ter
is
tics
an
d
teac
h
er
g
r
ad
es
f
r
o
m
teac
h
er
ed
u
ca
tio
n
b
ased
o
n
lo
n
g
it
u
d
in
al
d
ata
r
eg
ar
d
i
n
g
G
er
m
an
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
.
T
h
en
th
e
teac
h
er
m
u
s
t
b
e
p
r
ep
ar
e
d
with
g
o
o
d
p
er
s
o
n
ality
c
o
m
p
eten
ce
[
3
3
]
.
T
h
e
p
e
r
s
o
n
ality
c
h
ar
ac
ter
is
tics
o
f
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
m
ay
b
e
p
r
ed
ictiv
e
o
f
t
h
e
q
u
ality
o
f
t
h
eir
teac
h
in
g
wh
ich
m
u
s
t b
e
f
u
r
th
e
r
in
v
esti
g
ated
in
f
u
tu
r
e
r
esear
ch
.
4.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
r
esu
lts
th
at
th
e
m
aster
y
o
f
p
er
s
o
n
ality
co
m
p
e
ten
ce
,
I
s
lam
ic
p
s
y
ch
o
s
o
cial
a
n
d
lear
n
in
g
ass
es
s
m
en
t
ab
ilit
ies
ar
e
th
e
s
a
m
e
in
th
e
m
ed
iu
m
ca
teg
o
r
y
.
N
ev
er
th
eless
,
p
er
s
o
n
ality
co
m
p
eten
ce
s
an
d
I
s
lam
ic
p
s
y
ch
o
s
o
cial
s
ep
ar
ately
h
a
v
e
d
if
f
er
en
t
in
f
lu
en
ce
s
in
d
ev
e
lo
p
in
g
h
ig
h
s
ch
o
o
l
teac
h
er
I
n
d
o
n
esian
lear
n
in
g
ass
es
s
m
en
t.
Per
s
o
n
ality
co
m
p
eten
ce
is
q
u
ite
s
tr
o
n
g
(
.
4
8
3
)
af
f
ec
tin
g
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
lan
g
u
ag
e
teac
h
er
s
'
lear
n
in
g
.
W
h
ile
I
s
lam
ic
p
s
y
ch
o
s
o
cial
is
r
ea
lly
s
tr
o
n
g
(
.
7
9
5
)
in
d
ev
elo
p
in
g
teac
h
er
lear
n
in
g
ass
es
s
m
en
t
in
th
e
f
ield
o
f
I
n
d
o
n
esian
L
a
n
g
u
a
g
e
s
tu
d
ies
i
n
h
ig
h
s
ch
o
o
ls
.
Per
s
o
n
ality
co
m
p
eten
ce
an
d
I
s
lam
ic
p
s
y
ch
o
s
o
cial
to
g
et
h
er
is
v
e
r
y
s
tr
o
n
g
(
.
8
0
1
)
in
d
ev
el
o
p
in
g
th
e
ab
ilit
y
to
ass
ess
I
n
d
o
n
esian
lan
g
u
ag
e
teac
h
er
s
'
lear
n
in
g
in
h
ig
h
s
ch
o
o
l.
Per
s
o
n
ality
co
m
p
eten
ce
is
p
r
ed
ic
ted
to
b
e
ab
le
to
in
cr
ea
s
e
th
e
ab
ilit
y
to
ass
e
s
s
I
n
d
o
n
esian
lan
g
u
ag
e
lea
r
n
in
g
b
y
(
.
4
6
5
)
o
r
(
4
6
.
5
%),
wh
ile
if
I
s
lam
ic
p
s
y
ch
o
s
o
cial
is
ap
p
lied
b
y
t
ea
ch
er
s
,
it
is
p
r
ed
icted
to
in
c
r
ea
s
e
th
e
ab
il
ity
to
ass
ess
I
n
d
o
n
esian
lan
g
u
ag
e
lear
n
in
g
ass
ess
m
en
t
b
y
(
.
5
7
7
)
o
r
(
5
7
.
7
%).
I
s
lam
ic
p
s
y
ch
o
s
o
cial
is
p
r
e
d
i
cted
to
b
e
h
ig
h
er
t
h
an
p
er
s
o
n
ality
co
m
p
ete
n
ce
in
d
ev
el
o
p
in
g
th
e
I
n
d
o
n
esian
L
an
g
u
ag
e
ass
ess
m
en
t
s
k
ills
o
f
t
ea
ch
er
s
in
h
ig
h
s
ch
o
o
l.
T
h
is
s
tu
d
y
co
n
clu
d
es
th
at
th
e
m
aster
y
o
f
teac
h
er
s
ab
o
u
t
p
er
s
o
n
ality
co
m
p
ete
n
ce
,
I
s
lam
ic
p
s
y
ch
o
s
o
cial,
an
d
I
n
d
o
n
esian
L
a
n
g
u
a
g
e
ass
ess
m
en
t
is
th
e
s
am
e
as
m
ed
iu
m
m
aster
y
.
Per
s
o
n
ality
co
m
p
eten
ce
an
d
I
s
lam
ic
p
s
y
ch
o
s
o
cial
to
g
eth
er
ar
e
v
e
r
y
s
tr
o
n
g
in
d
e
v
elo
p
in
g
th
e
ab
ilit
y
to
ass
es
s
I
n
d
o
n
esian
L
an
g
u
a
g
e
lear
n
in
g
in
h
ig
h
s
ch
o
o
l
teac
h
er
s
.
I
s
lam
ic
p
s
y
ch
o
s
o
cial
is
p
r
ed
icted
to
b
e
ab
le
to
im
p
r
o
v
e
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
L
an
g
u
ag
e
h
ig
h
s
ch
o
o
l
teac
h
er
lear
n
in
g
as
well
as
p
er
s
o
n
ality
co
m
p
eten
ce
.
T
h
e
c
o
n
tr
ib
u
tio
n
o
f
th
is
r
esear
ch
s
tr
en
g
t
h
e
n
s
th
e
d
ev
el
o
p
m
en
t
o
f
t
h
e
t
h
eo
r
y
o
f
“
T
ea
ch
er
Per
f
o
r
m
an
ce
Ass
e
s
s
m
en
t”
o
f
I
n
d
o
n
esian
L
an
g
u
a
g
e
in
ed
u
c
atio
n
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ar
e
r
ec
o
m
m
en
d
ed
f
o
r
t
h
e
Dep
a
r
tm
en
t
o
f
E
d
u
ca
tio
n
to
d
ev
el
o
p
p
o
licies
to
im
p
r
o
v
e
th
e
ass
ess
m
en
t
o
f
I
n
d
o
n
esian
L
a
n
g
u
a
g
e
lear
n
in
g
b
y
co
n
d
u
ctin
g
I
s
la
m
ic
p
s
y
ch
o
s
o
cial
an
d
p
e
r
s
o
n
ality
co
m
p
eten
c
y
tr
ain
in
g
f
o
r
all
teac
h
er
s
in
I
n
d
o
n
esia.
ACK
NO
WL
E
DG
E
M
E
NT
S
Au
th
o
r
s
th
an
k
s
to
th
e
R
esear
ch
an
d
C
o
m
m
u
n
ity
Ser
v
ice
I
n
s
titu
te
f
o
r
th
e
Un
iv
er
s
itas
I
s
lam
R
iau
,
wh
ich
h
as p
r
o
v
id
ed
f
u
n
d
in
g
o
r
an
in
ter
n
al
r
esear
ch
g
r
a
n
t f
r
o
m
th
e
Un
iv
er
s
itas
I
s
lam
R
iau
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t.
J
.
E
v
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.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
78
-
10
87
1086
RE
F
E
R
E
NC
E
S
[1
]
D.
Div
a
y
a
n
a
,
“
Ev
a
lu
a
ti
o
n
o
f
E
-
Lea
rn
in
g
Uti
li
z
a
ti
o
n
Us
i
n
g
t
h
e
Cse
-
Uc
la
M
o
d
e
l
(in
Ba
h
a
sa
)
,”
Ca
k
ra
wa
l
a
Pen
d
i
d
ika
n
:
J
u
rn
a
l
Ilmi
a
h
Pen
d
i
d
ika
n
,
v
o
l.
3
6
,
n
o
.
2
,
p
p
.
2
8
0
-
2
8
9
,
2
0
1
7
.
[2
]
Wi
d
ian
a
,
I.
Way
a
n
;
Ja
m
p
e
l,
a
n
d
I.
Ny
o
m
a
n
,
“
Lea
rn
i
n
g
M
o
d
e
l
a
n
d
F
o
rm
o
f
As
se
sm
e
n
t
to
wa
rd
t
h
e
In
fe
re
n
sia
l
S
tatisti
c
a
l
Ac
h
iev
e
m
e
n
t
b
y
Co
n
tro
ll
in
g
Nu
m
e
ric
T
h
i
n
k
i
n
g
S
k
il
ls
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
1
3
5
-
1
4
7
,
2
0
1
6
.
[3
]
Alimu
d
d
i
n
,
“
As
se
ss
m
e
n
t
in
th
e
2
0
1
3
Cu
rr
icu
lu
m
(in
Ba
h
a
sa
)
,
”
Pr
o
sid
i
n
g
S
e
min
a
r
N
a
sio
n
a
l
Pen
d
i
d
ika
n
Ka
r
a
k
ter
,
Un
ive
rs
it
a
s R
ia
u
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
2
3
-
3
3
,
2
0
1
4
.
[4
]
S
.
M
c
G
re
w,
J
.
Bre
a
k
st
o
n
e
,
T
.
Orte
g
a
,
M
.
S
m
it
h
a
n
d
S
.
Wi
n
e
b
u
r
g
,
“
Ca
n
S
t
u
d
e
n
ts
E
v
a
lu
a
te
On
li
n
e
S
o
u
rc
e
s?
Lea
rn
in
g
fro
m
As
se
ss
m
e
n
ts
o
f
C
iv
ic
O
n
li
n
e
Re
a
so
n
i
n
g
,
”
T
h
e
o
ry
&
Res
e
a
rc
h
i
n
S
o
c
i
a
l
Ed
u
c
a
ti
o
n
,
v
o
l.
4
6
,
n
o
.
2
,
p
p
.
1
6
5
-
1
9
3
,
2
0
1
8
.
[5
]
M
.
Blan
c
h
e
t,
T
.
Hu
y
n
h
,
D
.
G
iro
u
x
,
a
n
d
C
.
Bo
tt
a
ri
,
“
L’év
a
lu
a
ti
o
n
e
n
e
rg
o
t
h
é
ra
p
ie
p
o
u
r
c
o
n
tri
b
u
e
r
à
d
o
c
u
m
e
n
te
r
l’ap
ti
tu
d
e
:
é
tu
d
e
d
e
CAS:
C
o
n
tri
b
u
ti
o
n
o
f
o
c
c
u
p
a
ti
o
n
a
l
th
e
ra
p
y
t
o
t
h
e
a
ss
e
ss
m
e
n
t
o
f
c
o
m
p
e
ten
c
e
:
A
c
a
se
stu
d
y
,
”
Ca
n
a
d
i
a
n
J
o
u
rn
a
l
o
f
Oc
c
u
p
a
ti
o
n
a
l
T
h
e
ra
p
y
,
v
o
l.
8
3
,
n
o
.
3
,
p
p
.
1
5
4
-
1
6
5
,
2
0
1
6
.
[6
]
A
.
Ku
ra
n
ish
i
a
n
d
C
.
Oy
ler
,
“
I
f
a
il
e
d
th
e
e
d
T
P
A,
”
T
e
a
c
h
e
r
E
d
u
c
a
ti
o
n
a
n
d
S
p
e
c
ia
l
E
d
u
c
a
ti
o
n
,
v
o
l.
4
0
,
n
o
.
4,
p
p
.
2
9
9
-
3
1
3
,
2
0
1
7
.
[7
]
Ha
ss
a
n
Ait
Bo
u
z
id
,
“
An
Ev
a
l
u
a
ti
o
n
o
f
S
e
lec
ted
M
o
r
o
c
c
a
n
El
t
Tex
t
b
o
o
k
s:
A
S
tan
d
a
rd
s
-
B
a
se
d
Ap
p
ro
a
c
h
P
e
rsp
e
c
ti
v
e
,
”
In
d
o
n
e
si
a
n
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
L
i
n
g
u
isti
c
s
,
v
ol
.
7
,
n
o
.
1
,
p
p
.
2
2
9
-
2
3
8
,
2
0
1
7
.
[8
]
Ev
a
Din
a
Ca
h
iru
n
n
isa
,
“
P
o
rtf
o
li
o
a
ss
e
s
sm
e
n
t
in
imp
ro
v
i
n
g
stu
d
e
n
t
se
lf
-
a
ss
e
ss
m
e
n
t
sk
il
ls
(in
Ba
h
a
sa
),
”
Ka
lp
a
ta
ru
,
J
u
rn
a
l
S
e
ja
r
a
h
d
a
n
Pem
b
e
l
a
ja
r
a
n
S
e
ja
ra
h
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
8
3
-
8
8
,
2
0
1
8
.
[9
]
M
a
sru
l
,
“
A
S
t
u
d
y
o
f
S
tu
d
e
n
ts’
As
se
ss
m
e
n
t
in
Wr
it
in
g
S
k
il
ls
o
f
t
h
e
En
g
li
s
h
Lan
g
u
a
g
e
,
”
J
u
rn
a
l
Ob
se
si
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
6
5
-
7
3
,
2
0
1
5
.
[1
0
]
M.
Ag
u
sti
n
a
,
S
u
ra
id
a
,
Alfian
,
a
n
d
B
.
S
y
e
fri
n
a
n
d
o
,
“
Au
th
e
n
ti
c
As
se
ss
m
e
n
t
An
a
ly
sis
Ba
se
d
o
n
T
h
e
C
u
rricu
l
u
m
2
0
1
3
a
t
S
M
P
Ne
g
e
ri
7
M
u
a
ro
Ja
m
b
i
,
”
J
u
rn
a
l
Bi
o
d
ik,
v
o
l.
4
,
n
o
.
2
,
p
p
.
1
3
5
-
1
4
4
,
2
0
1
8
.
[1
1
]
S
.
As
tu
t
i
a
n
d
Da
rsin
a
h
,
“
Au
th
e
n
t
ic
a
ss
e
ss
m
e
n
t
b
a
se
d
o
n
t
h
e
2
0
1
3
c
u
rricu
l
u
m
a
t
S
D
Ne
g
e
ri
M
a
n
g
k
u
b
u
m
e
n
Ki
d
u
l
n
o
.
1
6
S
u
ra
k
a
rta,
”
J
u
rn
a
l
M
a
n
a
g
e
me
n
Pen
d
i
d
ika
n
,
v
o
l.
1
3
,
n
o
.
2
,
p
p
.
1
6
5
-
1
7
4
,
2
0
1
8
.
[1
2
]
N
.
Ra
h
a
y
u
a
n
d
H
.
In
d
ra
,
“
Re
latio
n
sh
ip
b
e
twe
e
n
tea
c
h
e
r’s
p
e
rso
n
a
li
ty
c
o
m
p
e
ten
c
e
a
n
d
p
ri
n
c
ip
a
l
su
p
e
rv
isio
n
a
g
a
i
n
t
s
s
tu
d
e
n
t
with
re
li
g
i
o
u
s a
wa
re
n
e
ss
,
”
T
a
wa
z
u
n
:
J
u
r
n
a
l
Pen
d
id
ik
a
n
Isl
a
m
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
5
5
-
7
7
,
2
0
1
7
.
[1
3
]
E.
H.
Eri
k
so
n
,
I
d
e
n
ti
ty:
Y
o
u
th
a
n
d
c
risis
.
Ne
w Yo
rk
:
W.
W.
No
rt
o
n
,
1
9
6
8
.
[1
4
]
K
.
An
wa
r
,
“
T
h
e
m
e
n
tal
-
c
o
g
n
it
iv
e
e
ffe
c
ts
o
f
Isla
m
a
n
d
th
e
p
ra
c
ti
c
e
o
f
t
h
e
S
u
n
n
a
h
th
r
o
u
g
h
th
e
in
term
e
d
iary
o
f
Isla
m
p
sy
c
h
o
so
c
ial
a
n
d
Ke
n
d
iri
o
f
Est
im
o
f
se
lf
-
a
tt
it
u
d
e
i
n
se
lf
-
c
o
n
tro
l
in
a
d
o
les
c
e
n
t
p
ra
c
ti
c
e
p
ro
b
lem
s
(in
Ba
h
a
sa
),
”
Dise
rtas
i
,
Un
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
,
2
0
1
4
.
[1
5
]
J.
Cre
sw
e
ll
,
Ed
u
c
a
ti
o
n
a
l
re
se
a
rc
h
:
Pl
a
n
n
i
n
g
,
c
o
n
d
u
c
ti
n
g
,
a
n
d
e
v
a
lu
a
ti
n
g
q
u
a
n
ti
t
a
ti
v
e
a
n
d
q
u
a
l
i
ta
ti
v
e
.
Ox
fo
r
d
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
I
n
c
.
,
2
0
1
5
.
[1
6
]
S
.
Ay
u
a
n
d
M
a
rz
u
k
i
,
“
An
a
ss
e
ss
m
e
n
t
m
o
d
e
l
o
f
Isla
m
ic
re
li
g
i
o
n
e
d
u
c
a
ti
o
n
tea
c
h
e
r
p
e
rso
n
a
li
t
y
c
o
m
p
e
ten
c
e
,
”
Res
e
a
rc
h
a
n
d
E
d
u
c
a
t
in
in
Ev
a
lu
a
ti
o
n
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
7
7
-
9
1
,
2
0
1
7
.
[1
7
]
D
.
S
z
c
z
y
g
ieł
a
n
d
J
.
Web
e
r
,
“
E
m
o
ti
o
n
a
l
in
telli
g
e
n
c
e
p
re
d
icts
p
e
e
r
-
ra
ted
so
c
ial
c
o
m
p
e
ten
c
e
a
b
o
v
e
a
n
d
b
e
y
o
n
d
p
e
rso
n
a
li
t
y
traits,
”
C
u
rr
e
n
t
issu
e
s
in
p
e
rs
o
n
a
li
ty p
sy
c
h
o
lo
g
y
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
9
1
-
1
0
1
,
2
0
1
7
.
[1
8
]
R.
Ja
c
o
b
s,
M
.
Ka
n
e
,
a
n
d
E.
S
k
l
a
r
,
“
P
sy
c
h
o
so
c
ial
a
n
d
Be
h
a
v
i
o
ra
l
Co
rre
late
s
o
f
In
tern
a
li
z
e
d
H
o
m
o
n
e
g
a
ti
v
it
y
i
n
M
id
li
fe
a
n
d
Ol
d
e
r
G
a
y
a
n
d
Bise
x
u
a
l
M
e
n
,
”
J
o
u
rn
a
l
o
f
A
p
p
l
ied
Ge
ro
n
t
o
lo
g
y
,
v
o
l.
3
9
,
n
o
.
5
,
p
p
.
5
2
7
-
5
3
5
,
2
0
1
9
.
[1
9
]
R
.
Ed
wa
rd
s,
R.
Dw
o
r
k
in
,
M
.
S
u
ll
iv
a
n
,
D
.
Tu
r
k
,
a
n
d
A.
Was
a
n
,
“
Th
e
Ro
le
o
f
P
s
y
c
h
o
s
o
c
ial
P
ro
c
e
ss
e
s
in
th
e
De
v
e
lo
p
m
e
n
t
a
n
d
M
a
i
n
ten
a
n
c
e
o
f
Ch
ro
n
ic P
a
i
n
,
”
T
h
e
J
o
u
rn
a
l
o
f
P
a
in
,
v
o
l.
1
7
,
n
o
.
9
,
p
p
.
T7
0
-
T
9
2
,
2
0
1
6
.
[2
0
]
G
.
Rich
m
o
n
d
,
M
.
S
a
laz
a
r,
a
n
d
N
.
Jo
n
e
s
,
“
As
se
ss
m
e
n
t
a
n
d
t
h
e
F
u
t
u
re
o
f
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
,
”
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
7
0
,
n
o
.
2
,
p
p
.
8
6
-
8
9
,
2
0
1
9
.
[2
1
]
K.
F
ried
e
rik
a
;
R.
Ha
in
s
-
Wes
so
n
,
a
n
d
Y.
Ka
re
n
,
“
P
ra
c
ti
c
a
l
Ty
p
o
lo
g
y
o
f
A
u
th
e
n
ti
c
Wo
r
k
-
In
teg
r
a
ted
Lea
r
n
in
g
Ac
ti
v
it
ies
a
n
d
As
se
ss
m
e
n
ts,
”
Asia
-
Pa
c
if
ic J
o
u
rn
a
l
o
f
C
o
o
p
e
ra
ti
v
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
8
,
n
o
.
2
,
p
p
.
1
5
3
-
1
6
5
,
2
0
1
7
.
[2
2
]
S.
Tam
b
a
k
a
n
d
D.
S
u
k
e
n
ti
,
“
S
tre
n
g
t
h
e
n
i
n
g
Isla
m
ic
b
e
h
a
v
i
o
r
a
n
d
I
sla
m
ic
p
sy
c
h
o
so
c
ial
i
n
d
e
v
e
l
o
p
i
n
g
p
r
o
fe
ss
io
n
a
l
m
a
d
ra
sa
h
tea
c
h
e
rs,
”
Ca
k
ra
wa
la
P
e
n
d
id
ika
n
:
J
u
rn
a
l
Ilmi
a
h
Pen
d
i
d
i
k
a
n
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
6
5
-
7
8
,
2
0
2
0
.
[2
3
]
R
a
n
y
M
.
Bo
u
s,
Re
b
e
c
c
a
A.
H
a
z
e
n
,
Ire
n
e
Ba
u
s
,
J.
M
a
rti
n
P
a
lo
m
o
,
An
a
n
d
K
u
m
a
r
a
n
d
M
a
n
ish
Va
li
a
th
a
n
,
“
P
sy
c
h
o
so
c
ial
Ad
ju
stm
e
n
ts
a
m
o
n
g
Ad
o
les
c
e
n
ts
with
Cra
n
io
fa
c
ial
Co
n
d
it
io
n
s a
n
d
th
e
In
fl
u
e
n
c
e
o
f
S
o
c
ial
F
a
c
to
rs:
A
M
u
lt
i
-
I
n
fo
rm
a
n
t
S
t
u
d
y
,
”
T
h
e
Clef
t
Pa
l
a
te
-
Cra
n
io
f
a
c
ia
l
J
o
u
r
n
a
l
,
v
o
l.
5
7
,
n
o
.
5
,
p
p
.
6
2
4
-
6
3
6
,
2
0
1
9
.
[2
4
]
Jo
a
n
n
a
E.
P
re
ś,
e
t
a
l.
,
“
W
h
a
t
Re
g
u
late
s
G
ra
ti
tu
d
e
Re
sp
o
n
se
o
f
W
o
m
e
n
a
n
d
M
e
n
?
T
h
e
Ro
le
o
f
t
h
e
R
e
c
e
iv
e
d
G
o
o
d
,
P
sy
c
h
o
s
o
c
ial
F
a
c
to
rs,
a
n
d
Re
p
a
y
m
e
n
t,
”
Psy
c
h
o
lo
g
ica
l
Rep
o
rts
,
v
o
l.
1
2
3
,
n
o
.
2
,
p
p
.
3
9
5
-
4
1
9
,
2
0
1
8
.
[2
5
]
S.
Ka
ra
d
a
ğ
,
“
P
sy
c
h
o
s
o
c
ial
Ac
h
iev
e
m
e
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ts
o
f
S
o
c
ial
S
t
u
d
ies
Tea
c
h
e
r
Ca
n
d
id
a
tes
in
out
d
o
o
r
G
e
o
g
ra
p
h
y
Co
u
rse
sCo
u
rse
s,
”
Rev
iew o
f
I
n
ter
n
a
ti
o
n
a
l
Ge
o
g
ra
p
h
ica
l
E
d
u
c
a
t
io
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On
li
n
e
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
6
6
3
-
6
7
7
,
2
0
1
9
.
[2
6
]
S
.
Tam
b
a
k
,
M
a
d
ra
s
a
h
T
e
a
c
h
e
r P
ro
fes
sio
n
a
li
sm
De
v
e
lo
p
me
n
t
M
o
d
e
l
(in
Ba
h
a
sa
)
.
Yo
g
y
a
k
a
rta,
G
ra
h
a
Ilmu
,
2
0
2
0
.
[2
7
]
A
.
Tj
a
ll
a
,
e
t
a
l.
,
“
T
h
e
i
n
flu
e
n
c
e
o
f
t
h
e
p
re
v
e
n
ti
o
n
,
a
d
v
o
c
a
c
y
,
d
i
strib
u
ti
o
n
,
re
p
a
ir,
a
n
d
a
d
ju
stm
e
n
t
fu
n
c
ti
o
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s
o
f
tea
c
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e
r
g
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i
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a
n
c
e
a
n
d
c
o
u
n
se
ll
in
g
o
n
th
e
p
sy
c
h
o
so
c
ial
c
o
n
d
it
io
n
s,
se
lf
-
re
li
a
n
c
e
,
a
n
d
c
o
m
p
e
ten
c
e
o
f
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts
in
DK
I
Ja
k
a
rta
p
ro
v
in
c
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
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f
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n
d
Pr
a
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ti
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e
,
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l.
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n
o
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1
,
p
p
.
1
7
4
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1
8
9
,
2
0
2
0
.
[2
8
]
Li
sa
E.
Kim
,
Ve
re
n
a
Jö
rg
a
n
d
Ro
b
e
rt
M
.
Kla
ss
e
n
,
“
A
M
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ta
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A
n
a
ly
sis
o
f
t
h
e
Eff
e
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ts
o
f
Tea
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P
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Tea
c
h
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r
Eff
e
c
t
iv
e
n
e
ss
a
n
d
Bu
r
n
o
u
t,
”
E
d
u
c
a
t
io
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a
l
Psy
c
h
o
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o
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y
Rev
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e
w
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v
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.
3
1
,
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o
.
1
,
p
p
.
1
6
3
–
1
9
5
,
2
0
1
9
.
[2
9
]
S
.
Tam
b
a
k
,
M
.
Yu
s
u
f
Ah
m
a
d
a
n
d
D.
S
u
k
e
n
ti
,
“
S
tren
g
t
h
e
n
i
n
g
Em
o
ti
o
n
a
l
In
telli
g
e
n
c
e
in
De
v
e
lo
p
in
g
th
e
M
a
d
ra
sa
h
Tea
c
h
e
rs’
P
ro
fe
ss
io
n
a
li
sm
,
”
Aka
d
e
mik
a
:
J
o
u
rn
a
l
o
f
S
o
u
th
e
a
st
Asi
a
S
o
c
ia
l
S
c
ie
n
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e
s
a
n
d
Hu
m
a
n
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ti
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s
,
v
o
l.
9
0
,
n
o
.
2
,
p
p
.
2
7
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8
,
2
0
2
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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2252
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men
ts
:
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… (
D
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)
1087
[3
0
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A
.
Rin
a
wa
ti
,
Ku
m
a
id
i,
a
n
d
Ha
r
u
n
,
“
Th
e
in
teg
ra
ti
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o
f
p
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c
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a
ss
e
ss
m
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in
str
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ter
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S
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2
0
1
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)
a
n
d
In
ter
n
a
ti
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e
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o
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ies
,
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o
ra
l
,
a
n
d
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a
ra
c
ter
Ed
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c
a
ti
o
n
(ICS
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),
v
o
l.
3
2
3
,
p
p
.
3
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-
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2
,
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.
[3
1
]
T.
Jib
e
e
n
,
M
.
Ba
ig
,
a
n
d
M.
A
h
m
a
d
,
“
F
e
a
r
o
f
Ne
g
a
ti
v
e
E
v
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lu
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ti
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o
m
m
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p
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:
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h
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ra
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m
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n
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Trait
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P
a
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a
n
i
Ac
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d
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m
ia,
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o
u
rn
a
l
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R
a
ti
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l
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&
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a
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r T
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v
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l
.
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p
p
.
1
8
5
–
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0
1
,
2
0
1
9
.
[3
2
]
J.
Ro
l
o
ff,
e
t
a
l.
,
“
Th
e
p
re
d
icti
v
e
v
a
li
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it
y
o
f
tea
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h
e
rs’
p
e
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n
a
li
t
y
,
c
o
g
n
it
iv
e
a
n
d
a
c
a
d
e
m
ic
a
b
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it
ies
a
t
th
e
e
n
d
o
f
h
i
g
h
sc
h
o
o
l
o
n
in
str
u
c
ti
o
n
a
l
q
u
a
li
t
y
i
n
G
e
r
m
a
n
y
:
A l
o
n
g
it
u
d
in
a
l
st
u
d
y
,
”
AE
RA
Op
e
n
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
6
7
-
1
8
5
,
2
0
2
0
.
[3
3
]
S
.
Tam
b
a
k
a
n
d
D
.
S
u
k
e
n
t
i,
“
Tau
h
id
iza
ti
o
n
o
f
Isla
m
ic
Ed
u
c
a
ti
o
n
:
Co
n
tri
b
u
t
io
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f
t
h
e
Di
v
in
e
Taw
h
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e
d
Ed
u
c
a
ti
o
n
M
o
d
e
l
in
B
u
il
d
in
g
th
e
F
a
c
e
o
f
Isl
a
m
ic
Ed
u
c
a
ti
o
n
(in
Ba
h
a
sa
)
”
M
a
d
a
n
ia
:
J
u
rn
a
l
Ilmu
-
Ilm
u
Ke
isla
m
a
n
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
5
4
-
1
7
3
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.