I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
11
,
No
.
1
,
Ma
r
ch
2
0
2
2
,
p
p
.
4
6
7
~
4
7
4
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
1
i
1
.
2
1
9
1
4
467
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
G
ro
up inv
es
tiga
tion mo
del t
o
imp
r
o
v
e int
erperso
na
l
skills
Nur
Ainiy
a
h
1
,
Anik
G
ufr
o
n
1
,
M
a
rz
uk
i
M
a
rz
uk
i
1
,
Sa
id Su
bh
a
n P
o
s
a
ng
i
2
,
K
a
s
im
Ya
hiji
2
,
Abdu
l
Ro
hm
a
n
3
,
M
o
ch.
T
o
lcha
h
4
,
St
.
Wa
rda
h H
a
na
f
ie
Da
s
5
1
P
h
.
D
P
r
o
g
r
a
m
,
Y
o
g
y
a
k
a
r
t
a
S
t
a
t
e
U
n
i
v
e
r
si
t
y
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
si
a
2
D
e
p
a
r
t
me
n
t
o
f
I
sl
a
mi
c
E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
a
n
d
T
e
a
c
h
e
r
Tr
a
i
n
i
n
g
,
S
t
a
t
e
I
n
st
i
t
u
t
e
f
o
r
I
sl
a
m
i
c
S
t
u
d
i
e
s
S
u
l
t
a
n
A
ma
i
G
o
r
o
n
t
a
l
o
,
G
o
r
o
n
t
a
l
o
,
I
n
d
o
n
e
si
a
3
D
e
p
a
r
t
me
n
t
o
f
I
sl
a
mi
c
E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
a
n
d
T
e
a
c
h
e
r
Tr
a
i
n
i
n
g
,
S
t
a
t
e
I
sl
a
mi
c
U
n
i
v
e
r
si
t
y
W
a
l
i
s
o
n
g
o
,
S
e
mara
n
g
,
I
n
d
o
n
e
si
a
4
D
e
p
a
r
t
me
n
t
o
f
I
sl
a
mi
c
E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
a
n
d
T
e
a
c
h
e
r
Tr
a
i
n
i
n
g
,
S
t
a
t
e
I
sl
a
mi
c
U
n
i
v
e
r
si
t
y
S
u
n
a
n
A
mp
e
l
S
u
r
a
b
a
y
a
,
S
u
r
a
b
a
y
a
,
I
n
d
o
n
e
si
a
5
D
e
p
a
r
t
me
n
t
o
f
I
sl
a
mi
c
E
d
u
c
a
t
i
o
n
,
M
u
h
a
mm
a
d
i
y
a
h
U
n
i
v
e
r
si
t
y
o
f
P
a
r
e
p
a
r
e
,
P
a
r
e
p
a
r
e
,
I
n
d
o
n
e
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
16
,
2
0
2
1
R
ev
is
ed
Dec
6
,
2
0
2
1
Acc
ep
ted
J
an
3
,
202
2
Th
is
stu
d
y
a
ime
d
to
p
r
o
v
e
t
h
e
e
f
fe
c
ti
v
e
n
e
ss
o
f
t
h
e
a
p
p
l
ica
ti
o
n
o
f
th
e
g
r
o
u
p
in
v
e
stig
a
t
io
n
lea
rn
i
n
g
m
o
d
e
l
in
i
m
p
ro
v
i
n
g
stu
d
e
n
ts'
i
n
terp
e
rso
n
a
l
sk
il
ls.
Th
e
sa
m
p
le
o
f
t
h
is
stu
d
y
w
a
s
1
1
6
st
u
d
e
n
ts,
wh
ic
h
wa
s
d
e
term
in
e
d
b
y
a
sim
p
l
e
ra
n
d
o
m
sa
m
p
li
n
g
tec
h
n
iq
u
e
.
T
h
i
s
e
x
p
e
rime
n
tal
re
se
a
rc
h
u
se
d
p
re
-
tes
t
p
o
st
-
tes
t
Co
n
tro
l
G
ro
u
p
De
sig
n
.
Da
ta
we
re
o
b
tain
e
d
b
y
d
irec
t
o
b
se
rv
a
ti
o
n
o
f
th
e
in
terp
e
rso
n
a
l
sk
il
ls
o
f
stu
d
e
n
ts
d
u
rin
g
th
e
lea
rn
i
n
g
p
r
o
c
e
ss
.
F
in
a
l
o
b
se
rv
a
ti
o
n
sc
o
re
o
f
i
n
terp
e
rso
n
a
l
sk
il
ls
is
0
.
0
2
6
a
n
d
th
e
t
v
a
lu
e
c
o
u
n
t
g
re
a
ter
t
h
a
n
t
tab
le
(2
.
2
7
2
>
1
.
9
8
0
).
T
h
u
s,
t
h
e
re
a
re
d
if
fe
re
n
c
e
s
in
i
n
terp
e
rso
n
a
l
sk
il
ls b
e
twe
e
n
th
e
e
x
p
e
rime
n
tal
c
las
s a
n
d
t
h
e
c
o
n
tro
l
c
las
s.
Th
is me
a
n
s th
a
t
t
h
e
u
se
o
f
th
e
g
r
o
u
p
in
v
e
stig
a
t
io
n
m
o
d
e
l
is effe
c
ti
v
e
in
imp
ro
v
in
g
stu
d
e
n
ts'
i
n
terp
e
rso
n
a
l
sk
il
ls.
K
ey
w
o
r
d
s
:
Gr
o
u
p
in
v
esti
g
atio
n
I
n
ter
p
er
s
o
n
al
s
k
ills
L
ea
r
n
in
g
m
o
d
el
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Nu
r
Ain
iy
ah
Ph
.
D
Pro
g
r
am
,
Y
o
g
y
a
k
ar
ta
State
Un
iv
er
s
ity
Slem
an
,
Yo
g
y
ak
ar
ta
5
5
2
8
1
,
I
n
d
o
n
esia
E
m
ail:
ain
ia8
2
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
B
etwe
en
1986
-
2
0
0
6
m
an
y
s
tu
d
ies p
r
o
v
id
e
e
v
id
en
ce
th
at
s
o
f
t sk
ills
h
av
e
a
cr
u
cial
r
o
le
in
th
e
wo
r
ld
o
f
wo
r
k
in
th
e
f
u
tu
r
e.
On
e
o
f
th
e
s
o
f
t
s
k
ills
m
en
tio
n
e
d
in
th
e
s
tu
d
y
is
in
te
r
p
er
s
o
n
al
s
k
ills
,
n
a
m
ely
s
k
ills
r
elate
d
to
a
p
e
r
s
o
n
'
s
ab
ilit
y
to
in
ter
ac
t,
co
llab
o
r
ate,
ad
ap
t
to
o
th
er
p
eo
p
le
[
1
]
,
th
e
ab
ilit
y
t
o
co
m
m
u
n
icate
ef
f
ec
tiv
el
y
with
o
th
er
s
[
2
]
,
an
d
a
p
er
s
o
n
'
s
ab
ilit
y
to
ac
h
iev
e
p
e
r
s
o
n
al
g
o
als
in
s
o
cial
in
ter
ac
tio
n
wh
ile
m
ain
tai
n
i
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
o
t
h
er
s
[
3
]
.
I
n
ter
p
er
s
o
n
al
s
k
i
lls
s
h
o
w
a
s
ig
n
if
ican
t
i
n
f
lu
en
ce
o
n
t
h
e
s
u
cc
ess
o
f
o
n
e's
p
er
f
o
r
m
an
ce
,
in
clu
d
in
g
o
n
lea
d
er
s
h
ip
p
r
o
f
ess
io
n
alis
m
[
3
]
,
p
er
f
o
r
m
a
n
ce
[
4
]
,
an
d
th
e
s
u
cc
ess
o
f
p
u
b
lic
s
er
v
ices
[
5
]
.
Hig
h
in
ter
p
er
s
o
n
al
s
k
ills
ar
e
o
n
e
o
f
th
e
d
ete
r
m
in
in
g
f
ac
to
r
s
f
o
r
th
e
s
u
cc
ess
o
f
o
n
e'
s
li
f
e,
an
d
c
o
n
v
e
r
s
ely
,
lo
w
in
ter
p
er
s
o
n
al
s
k
ills
ca
n
b
e
o
n
e
o
f
th
e
ca
u
s
es
o
f
o
n
e'
s
life
f
ailu
r
e
[
6
]
.
I
n
ter
p
er
s
o
n
al
s
k
ills
f
o
r
ch
ild
r
en
h
av
e
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
t
h
eir
p
er
s
o
n
ality
d
ev
elo
p
m
en
t
an
d
le
ar
n
in
g
s
u
cc
ess
.
Stu
d
en
ts
with
g
o
o
d
in
te
r
p
er
s
o
n
al
s
k
ills
h
av
e
a
p
o
s
itiv
e
d
r
iv
e
-
i
n
m
ee
tin
g
ac
ad
em
ic
c
h
allen
g
es,
r
elatio
n
al
r
elatio
n
s
h
ip
s
,
an
d
ca
r
ee
r
s
[
7
]
.
L
o
w
in
ter
p
e
r
s
o
n
al
s
k
ills
b
e
h
av
io
r
ca
n
ca
u
s
e
a
p
er
s
o
n
to
h
av
e
in
d
iv
id
u
alis
tic,
s
elf
is
h
,
in
d
if
f
er
en
t
attitu
d
es
an
d
lack
em
p
ath
y
f
o
r
o
th
er
s
.
I
t
will
b
r
i
n
g
u
p
v
a
r
io
u
s
s
o
cieta
l
p
r
o
b
lem
s
,
s
u
ch
as
r
am
p
an
t
v
io
len
t
b
eh
av
io
r
,
co
er
cio
n
o
f
will,
d
estru
ctio
n
,
co
n
f
licts
b
etwe
en
g
r
o
u
p
s
,
an
d
b
r
awls.
Sy
m
p
to
m
s
o
f
lo
w
in
ter
p
er
s
o
n
al
s
k
ills
o
cc
u
r
in
ad
u
lts
an
d
ad
o
lescen
ts
,
an
d
ch
ild
r
en
[
8
]
.
L
o
w
in
ter
p
er
s
o
n
al
s
k
ills
in
ad
o
le
s
ce
n
ts
an
d
ch
ild
r
en
af
f
ec
t
h
is
in
ab
ilit
y
t
o
f
ac
e
th
e
p
r
o
b
l
em
s
th
at
b
e
f
all
h
im
.
Fo
r
ex
am
p
le,
r
esear
ch
o
n
s
ev
e
r
al
ju
n
io
r
h
ig
h
s
ch
o
o
l
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
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
6
7
-
474
468
s
tu
d
en
ts
p
r
o
v
es
th
at:
ch
ild
r
en
wh
o
h
av
e
lo
w
in
ter
p
er
s
o
n
al
s
k
ills
ca
n
n
o
t
p
r
e
v
en
t
an
d
o
v
e
r
co
m
e
b
u
lly
in
g
th
a
t
b
ef
alls
th
em
,
s
o
th
at
it
also
af
f
ec
ts
th
eir
ac
ad
em
ic
ac
h
iev
em
en
t
[
9
]
.
Sy
m
p
t
o
m
s
o
f
lo
w
in
t
er
p
er
s
o
n
al
s
k
ills
in
s
tu
d
en
ts
also
ap
p
ea
r
f
r
o
m
a
la
ck
o
f
ab
ilit
y
to
s
p
ea
k
,
f
o
r
ex
a
m
p
le,
d
if
f
icu
lty
r
esp
o
n
d
in
g
to
wh
at
o
th
er
p
e
o
p
le
s
ay
,
d
if
f
icu
lty
o
p
en
in
g
co
m
m
u
n
icatio
n
with
o
th
e
r
s
,
n
o
t
b
ei
n
g
a
g
o
o
d
lis
ten
er
,
lack
o
f
co
n
ce
r
n
f
o
r
wh
at
th
ei
r
f
r
ien
d
s
ar
e
d
o
in
g
,
an
d
l
o
w
em
p
ath
y
f
o
r
o
th
e
r
s
[
1
0
]
.
Sev
er
al
s
tu
d
ies
s
h
o
w
th
at
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
ar
e
s
till
in
a
r
ea
s
o
n
ab
ly
lo
w
ca
teg
o
r
y
[
1
1
]
,
[1
2
]
.
T
h
e
d
escr
ip
tio
n
o
f
th
e
d
ata
r
e
in
f
o
r
ce
s
th
e
n
ee
d
to
d
e
v
e
lo
p
i
n
ter
p
er
s
o
n
al
s
k
ills
f
o
r
s
tu
d
e
n
t
s
th
r
o
u
g
h
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
f
u
n
ctio
n
an
d
r
o
le
o
f
ed
u
ca
tio
n
ar
e
to
in
cr
ea
s
e
h
u
m
a
n
r
eso
u
r
c
es,
wh
ich
b
ec
o
m
e
th
e
p
o
wer
to
o
v
e
r
co
m
e
v
a
r
io
u
s
s
o
cieta
l
p
r
o
b
lem
s
,
o
n
e
o
f
wh
ich
is
s
o
cial
an
d
ec
o
n
o
m
ic
p
r
o
b
lem
s
[
8
]
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
in
ter
p
er
s
o
n
al
s
k
ills
is
also
in
lin
e
with
th
e
n
atu
r
e
o
f
n
atio
n
al
e
d
u
ca
tio
n
,
wh
ich
ex
p
lai
n
s
th
at
ed
u
ca
tio
n
is
a
s
tr
ateg
ic
m
e
d
iu
m
to
d
ev
elo
p
s
tu
d
e
n
ts
'
f
u
ll
p
o
ten
tial,
n
a
m
ely
in
d
iv
id
u
als
wh
o
h
av
e
s
p
ir
itu
al
in
tellig
en
ce
,
s
u
p
er
i
o
r
p
e
r
s
o
n
al
ity
,
n
o
b
le
ch
ar
ac
ter
,
an
d
life
s
k
ills
[
1
3
]
.
Sch
o
o
l
as
a
s
tr
ateg
ic
p
lace
in
e
d
u
ca
tin
g
ch
ild
r
en
is
ex
p
ec
te
d
to
en
c
o
u
r
ag
e
th
e
d
e
v
elo
p
m
e
n
t o
f
g
o
o
d
i
n
ter
p
er
s
o
n
al
s
k
ills
.
T
h
e
d
ev
elo
p
m
en
t
o
f
in
ter
p
e
r
s
o
n
al
s
k
ills
r
eq
u
ir
es
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
f
ac
ilit
ates
s
tu
d
en
ts
to
g
et
h
a
n
d
s
-
o
n
lea
r
n
in
g
ex
p
e
r
i
en
ce
s
.
T
h
er
ef
o
r
e,
a
lear
n
i
n
g
d
esig
n
is
n
ee
d
ed
b
y
co
n
s
id
er
in
g
two
ess
en
tial
co
m
p
o
n
en
ts
,
n
am
ely
:
i)
A
lea
r
n
in
g
d
esig
n
th
at
f
ac
ilit
ates
s
t
u
d
en
ts
to
g
ain
n
ew
k
n
o
wled
g
e
an
d
at
th
e
s
am
e
tim
e
ap
p
ly
it; ii)
Acc
o
m
m
o
d
at
e
an
d
d
e
v
elo
p
t
h
e
p
er
f
o
r
m
a
n
c
e
o
f
s
tu
d
en
ts
to
b
ec
o
m
e
b
etter
in
d
iv
id
u
als
[
1
4
]
.
T
h
e
co
o
p
er
ativ
e
lear
n
in
g
m
o
d
el
is
an
ap
p
r
o
p
r
iate
d
esig
n
f
o
r
d
e
v
elo
p
in
g
in
ter
p
er
s
o
n
al
s
k
ills
[
1
5
]
.
T
h
is
m
o
d
el
g
u
id
es
s
tu
d
en
ts
to
co
m
m
u
n
icate
with
ea
ch
o
th
er
ef
f
ec
tiv
ely
in
ac
h
iev
in
g
g
r
o
u
p
g
o
als
an
d
s
o
lv
in
g
p
r
o
b
lem
s
c
o
n
s
tr
u
ctiv
ely
,
en
c
o
u
r
ag
in
g
s
o
cial
d
y
n
am
ics,
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
co
m
m
u
n
icate
o
r
in
ter
ac
t
ac
tiv
ely
with
o
th
er
s
tu
d
en
ts
in
ten
s
iv
ely
in
a
t
ea
m
[
1
6
]
.
Sev
e
r
al
s
tu
d
ies
h
a
v
e
p
r
o
v
en
th
at
t
h
e
co
o
p
er
ativ
e
lea
r
n
in
g
m
o
d
el
ca
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
[
1
1
]
,
[
1
7
]
–
[
1
9
]
.
C
o
o
p
er
ativ
e
lear
n
i
n
g
m
o
d
els
ar
e
n
o
t
n
ew
in
th
e
c
o
n
v
e
n
tio
n
al
lear
n
in
g
p
r
o
ce
s
s
.
Of
ten
,
t
h
e
teac
h
er
ass
ig
n
s
s
tu
d
en
ts
to
co
m
p
lete
task
s
in
g
r
o
u
p
s
to
ex
ch
an
g
e
o
p
in
io
n
s
with
th
eir
team
m
ates.
Un
f
o
r
tu
n
ately
,
th
is
is
n
o
t
ef
f
ec
tiv
e
b
ec
au
s
e
it
is
n
o
t
ap
p
r
o
p
r
iately
d
esig
n
ed
s
o
t
h
at
wh
at
h
ap
p
en
s
d
ep
e
n
d
s
o
n
co
m
p
letin
g
th
e
task
o
n
o
n
e
f
r
ie
n
d
o
n
ly
[
1
6
]
.
T
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
is
o
n
e
o
f
th
e
ca
te
g
o
r
ies
o
f
th
e
c
o
o
p
er
ativ
e
lear
n
in
g
m
o
d
el,
w
h
ich
is
e
x
p
ec
ted
to
im
p
r
o
v
e
i
n
ter
p
er
s
o
n
al
s
k
ills
ef
f
ec
tiv
ely
.
C
o
o
p
e
r
ativ
e
lear
n
in
g
s
er
v
es
as
th
e
f
o
u
n
d
atio
n
an
d
is
an
in
teg
r
al
p
ar
t
o
f
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
[
2
0
]
.
T
h
is
m
o
d
el
co
m
b
in
es
th
e
in
q
u
ir
y
lear
n
in
g
p
r
o
ce
s
s
in
s
m
all
co
o
p
er
ativ
e
g
r
o
u
p
s
with
th
e
p
r
in
cip
les
o
f
ef
f
ec
tiv
e
g
r
o
u
p
m
a
n
ag
em
en
t
s
o
th
at
th
e
g
r
o
u
p
is
ex
p
ec
ted
t
o
b
e
s
u
cc
es
s
f
u
l in
s
o
lv
in
g
p
r
o
b
le
m
s
an
d
m
ak
in
g
d
em
o
cr
atic
d
ec
is
io
n
s
[
2
1
]
,
[
2
2
]
.
Acc
o
r
d
in
g
to
t
h
e
Dew
ey
m
o
d
el,
g
r
o
u
p
in
v
esti
g
atio
n
in
v
o
lv
es
s
tu
d
en
ts
in
g
r
o
u
p
s
th
at
ar
e
o
r
g
an
ized
to
b
e
ab
le
to
s
o
lv
e
p
r
o
b
lem
s
d
em
o
cr
atica
lly
.
Stu
d
en
ts
also
g
ain
k
n
o
wled
g
e
ab
o
u
t
ac
ad
e
m
ic
p
r
o
ce
d
u
r
es
an
d
s
cien
tific
m
eth
o
d
s
f
r
o
m
th
e
r
esear
ch
p
r
o
ce
s
s
[
2
3
]
.
T
h
e
p
r
in
cip
le
o
f
d
em
o
cr
atic
lea
r
n
in
g
in
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
in
d
icate
s
th
at
lear
n
in
g
r
e
q
u
ir
es
th
e
ac
tiv
e
r
o
le
o
f
s
tu
d
en
ts
.
T
h
is
alig
n
s
with
th
e
co
n
s
tr
u
ctiv
is
t
v
iew,
wh
ich
ex
p
lain
s
th
at
s
tu
d
en
ts
ar
e
"k
ey
p
lay
er
s
"
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
ey
m
u
s
t
p
ar
ticip
ate
in
g
en
er
atin
g
m
e
an
in
g
o
r
u
n
d
er
s
tan
d
in
g
.
Stu
d
en
ts
ar
e
n
o
t
ap
p
r
o
p
r
iate
if
th
ey
o
n
ly
r
ec
eiv
e
in
f
o
r
m
atio
n
b
y
im
itatin
g
th
e
wo
r
d
s
o
r
co
n
cl
u
s
io
n
s
o
f
o
t
h
er
s
.
I
n
s
tead
,
t
h
ey
m
u
s
t
in
v
o
lv
e
th
em
s
elv
es
in
in
ter
n
alizin
g
an
d
r
esh
ap
in
g
o
r
ch
an
g
in
g
in
f
o
r
m
atio
n
ac
tiv
ely
;
s
tu
d
en
ts
b
u
ild
u
n
d
er
s
tan
d
i
n
g
f
r
o
m
with
in
,
n
o
t
f
r
o
m
e
x
ter
n
al
s
o
u
r
ce
s
[
2
4
]
.
T
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
m
ak
es
th
e
class
r
o
o
m
a
m
in
iatu
r
e
s
o
cial
life
th
at
h
as
a
s
o
cial
an
d
cu
ltu
r
al
o
r
d
e
r
.
Stu
d
en
ts
will
b
e
in
v
o
lv
ed
,
f
o
llo
win
g
t
h
e
life
s
ty
le
in
it,
f
o
llo
win
g
th
e
s
tan
d
ar
d
s
an
d
ex
p
ec
tatio
n
s
s
et
b
y
th
e
teac
h
er
.
I
n
s
u
ch
cir
cu
m
s
tan
ce
s
,
th
e
t
ea
ch
er
'
s
ta
s
k
is
to
s
u
p
p
lem
en
t
th
e
n
atu
r
al
en
er
g
y
d
ev
elo
p
e
d
to
cr
ea
te
s
o
cial
o
r
d
er
.
T
h
e
lear
n
in
g
s
ty
le
in
t
h
e
class
r
o
o
m
is
n
o
t
m
u
c
h
d
if
f
er
en
t
f
r
o
m
t
h
e
n
eg
o
tiatio
n
s
ty
le
n
ee
d
ed
b
y
th
e
co
m
m
u
n
ity
.
T
h
r
o
u
g
h
n
e
g
o
ti
atio
n
,
s
t
u
d
en
ts
will
lear
n
th
in
g
s
th
at
ar
e
ac
ad
em
ic
an
d
ar
e
i
n
v
o
lv
e
d
in
th
e
p
r
o
ce
s
s
o
f
s
o
lv
in
g
s
o
cial
p
r
o
b
lem
s
[
2
3
]
.
T
h
er
ef
o
r
e,
t
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
is
b
u
ilt b
ased
o
n
th
r
ee
m
ai
n
co
m
p
o
n
en
ts
:
team
wo
r
k
,
co
o
p
er
ati
o
n
,
an
d
task
s
eg
m
en
tatio
n
[
2
5
]
.
Stru
ctu
r
e
lear
n
in
g
in
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
c
o
n
s
is
ts
o
f
s
ix
s
tep
s
,
n
am
el
y
:
i)
I
d
e
n
tify
to
p
ics
an
d
o
r
g
an
ize
s
tu
d
en
ts
in
to
h
et
er
o
g
en
e
o
u
s
g
r
o
u
p
s
;
ii
)
P
lan
task
s
to
b
e
s
tu
d
ied
;
iii)
C
ar
r
y
o
u
t
in
v
esti
g
atio
n
s
;
v
i)
Pre
p
ar
e
f
in
al
r
ep
o
r
ts
;
v
)
Pre
s
en
t
f
in
al
r
ep
o
r
ts
;
iv
)
E
v
al
u
atio
n
.
I
n
g
r
o
u
p
i
n
v
esti
g
atio
n
,
teac
h
er
s
ca
n
s
tar
t
lear
n
in
g
b
y
p
r
esen
tin
g
f
u
n
d
a
m
en
tal
co
n
f
licts
as
an
in
t
r
o
d
u
ctio
n
s
o
th
at
s
tu
d
e
n
ts
ar
e
e
n
co
u
r
ag
e
d
to
ex
p
l
o
r
e
p
r
o
b
lem
s
,
an
aly
ze
th
em
,
p
o
s
itio
n
th
em
s
elv
es
in
r
o
les,
ac
ti
o
n
s
,
an
d
ev
alu
ate
th
e
r
esu
lts
o
b
tain
ed
.
T
ea
ch
e
r
s
s
h
o
u
ld
also
en
co
u
r
ag
e
s
tu
d
en
t
s
to
u
s
e
v
ar
io
u
s
lear
n
i
n
g
r
eso
u
r
ce
s
as r
ef
er
en
ce
s
[
2
6
]
.
T
h
e
ad
v
an
tag
e
o
f
t
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
is
to
e
n
co
u
r
a
g
e
s
tu
d
en
t
s
to
clar
if
y
p
r
o
b
lem
s
,
ex
p
lo
r
e
v
ar
io
u
s
p
e
r
s
p
ec
tiv
es
o
f
th
e
p
r
o
b
lem
,
s
tu
d
y
to
g
e
th
er
to
m
aster
k
n
o
wled
g
e,
a
n
d
s
im
u
ltan
e
o
u
s
ly
d
ev
elo
p
s
tu
d
en
ts
'
s
o
cial
co
m
p
eten
ce
.
T
ea
c
h
er
s
ca
n
g
u
i
d
e
s
tu
d
en
ts
in
f
in
d
in
g
a
n
d
m
a
n
ag
in
g
in
f
o
r
m
atio
n
s
im
u
ltan
eo
u
s
ly
an
d
e
n
s
u
r
in
g
d
y
n
a
m
ic
lear
n
in
g
ac
tiv
ities
[
2
3
]
.
T
h
is
m
o
d
el
ca
n
ef
f
ec
tiv
el
y
en
c
o
u
r
a
g
e
g
r
o
u
p
co
llab
o
r
atio
n
in
th
e
in
q
u
ir
y
p
r
o
ce
s
s
,
en
co
u
r
a
g
e
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ics
th
ey
a
r
e
s
tu
d
y
in
g
.
I
t
also
p
r
o
v
id
es
th
e
am
p
lest
o
p
p
o
r
tu
n
ity
f
o
r
s
tu
d
en
ts
to
d
eter
m
in
e
wh
at
an
d
h
o
w
th
ey
will
lear
n
[
2
7
]
,
b
ec
o
m
e
in
d
ep
en
d
en
t le
ar
n
e
r
s
[
2
8
]
,
an
d
d
ev
elo
p
cr
itical
th
in
k
in
g
s
k
ills
[
2
9
]
,
[
3
0
]
.
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
Gro
u
p
in
ve
s
tig
a
tio
n
mo
d
el
to
i
mp
r
o
ve
in
terp
ers
o
n
a
l skills
(
N
u
r
A
in
iya
h
)
469
T
h
e
p
ec
u
liar
ity
o
f
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
is
to
p
r
o
v
id
e
lear
n
i
n
g
ex
p
er
ien
ce
s
t
o
s
tu
d
en
ts
th
r
o
u
g
h
th
e
in
q
u
ir
y
p
r
o
ce
s
s
to
war
d
s
s
o
lv
in
g
a
p
r
o
b
lem
.
T
h
is
h
as
b
ec
o
m
e
th
e
b
asis
f
o
r
r
esear
ch
er
s
to
d
ev
elo
p
a
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
b
ased
o
n
s
o
lv
in
g
s
o
cial
p
r
o
b
le
m
s
as
a
n
o
v
elty
o
f
th
is
r
esear
ch
.
T
h
e
r
eso
lu
tio
n
o
f
th
ese
s
o
cial
p
r
o
b
lem
s
is
r
ef
le
cted
in
ea
ch
lea
r
n
in
g
to
p
ic
th
at
will
b
e
s
tu
d
ied
.
T
h
e
im
p
le
m
en
tatio
n
o
f
th
is
is
th
at
ea
ch
lear
n
in
g
b
eg
i
n
s
b
y
lin
k
in
g
th
e
lear
n
in
g
t
o
p
ic
with
d
aily
ev
e
n
ts
o
r
co
n
f
licts
in
s
to
r
y
d
escr
ip
tio
n
s
.
Stu
d
en
ts
'
ta
s
k
is
to
in
v
esti
g
a
te
in
g
r
o
u
p
s
h
o
w
th
e
s
tep
s
tak
en
to
r
eso
lv
e
th
e
c
o
n
f
lict,
wh
at
s
o
lu
tio
n
s
ar
e
o
f
f
er
ed
,
a
n
d
r
ef
lect
o
n
th
e
r
es
u
lts
o
f
g
r
o
u
p
d
is
cu
s
s
io
n
s
r
elate
d
to
th
e
to
p
ic
o
f
th
e
m
ater
ial
b
ein
g
s
tu
d
ied
.
T
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
is
b
ased
o
n
s
o
lv
in
g
s
o
cial
p
r
o
b
l
em
s
.
B
es
id
es
b
ein
g
ab
le
to
im
p
r
o
v
e
in
ter
p
er
s
o
n
al
s
k
ills
,
it
is
also
ex
p
ec
ted
to
m
ak
e
lear
n
in
g
m
o
r
e
m
ea
n
in
g
f
u
l
.
Mo
r
e
s
p
ec
if
ically
,
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
p
r
o
v
e
i
f
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
ca
n
af
f
ec
t t
h
e
im
p
r
o
v
em
en
t o
f
s
tu
d
e
n
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
o
pu
la
t
io
n,
s
a
m
ple,
a
nd
s
a
m
pli
ng
t
ec
hn
iqu
e
s
T
h
e
s
am
p
le
in
th
is
s
tu
d
y
was
1
1
6
o
f
7
th
-
g
r
a
d
e
(
ju
n
io
r
h
ig
h
s
ch
o
o
l)
s
tu
d
en
ts
at
SMP
N
1
S
alam
an
in
Ma
g
elan
g
d
is
tr
ict,
I
n
d
o
n
esia
d
eter
m
in
ate
b
y
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
.
T
h
e
s
am
p
lin
g
o
f
p
o
p
u
latio
n
m
em
b
er
s
is
d
o
n
e
r
an
d
o
m
ly
with
o
u
t
r
e
g
ar
d
to
t
h
e
ex
is
tin
g
s
tr
ata
i
n
th
e
p
o
p
u
latio
n
[
3
1
]
.
R
esp
o
n
d
en
ts
wer
e
s
elec
ted
b
ased
o
n
th
e
co
n
s
id
er
atio
n
th
at
s
tu
d
en
ts
wer
e
in
th
e
r
a
n
g
e
ag
es
1
2
-
1
3
y
ea
r
s
.
I
n
th
is
ag
e
r
a
n
g
e,
ac
c
o
r
d
in
g
to
th
e
th
eo
r
y
o
f
c
o
g
n
itiv
e
d
e
v
elo
p
m
en
t
ad
o
p
te
d
f
r
o
m
Piag
et,
c
h
ild
r
en
ar
e
at
th
e
s
tag
e
o
f
f
o
r
m
al
o
p
er
atio
n
s
with
th
e
m
ain
c
h
ar
ac
ter
is
tics
o
f
ch
i
ld
r
en
b
ei
n
g
a
b
le
to
th
i
n
k
with
h
y
p
o
th
etica
l,
ab
s
tr
ac
t,
an
d
lo
g
ical
co
n
ce
p
ts
[
3
2
]
.
T
h
is
ab
ilit
y
allo
ws tea
ch
er
s
to
ap
p
ly
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
in
lear
n
in
g
.
2
.
2
.
M
ea
s
uring
ins
t
rum
ent
s
Data
o
n
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
in
th
i
s
s
tu
d
y
wer
e
o
b
tain
ed
th
r
o
u
g
h
d
i
r
ec
t
o
b
s
er
v
ati
o
n
d
u
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
in
th
e
class
r
o
o
m
.
R
esear
ch
er
s
ac
t
as
th
e
f
u
ll
o
b
s
er
v
er
(
co
m
p
l
ete
o
b
s
er
v
er
)
.
T
h
e
r
esear
ch
er
is
n
ea
r
t
h
e
s
ce
n
e,
s
ee
s
,
o
b
s
er
v
es,
ta
k
es
n
o
tes,
b
u
t
is
n
o
t
in
v
o
lv
ed
in
t
h
e
o
b
s
e
r
v
ed
ev
e
n
t
[
3
3
]
.
T
h
e
in
s
tr
u
m
en
t
f
o
r
o
b
s
er
v
in
g
i
n
te
r
p
er
s
o
n
al
s
k
ills
was
d
ev
elo
p
e
d
b
ased
o
n
th
e
in
d
icato
r
s
o
f
in
ter
p
er
s
o
n
al
s
k
ills
p
r
o
p
o
s
ed
b
y
B
o
ch
n
er
an
d
Ke
lly
[
3
4
]
,
wh
ich
in
clu
d
es:
em
p
ath
ic
co
m
m
u
n
icatio
n
(
em
p
ath
y
co
m
m
u
n
icatio
n
)
,
d
escr
ip
tio
n
(
d
escr
ip
tiv
en
ess
)
,
h
av
in
g
a
b
alan
ce
o
f
f
ee
lin
g
s
a
n
d
th
o
u
g
h
ts
(
o
wn
in
g
f
ee
lin
g
s
an
d
th
o
u
g
h
ts
)
,
s
elf
-
d
is
clo
s
u
r
e,
b
e
h
av
io
r
al
f
lex
ib
il
ity
(
b
e
h
av
io
r
al
f
lex
ib
ilit
y
)
.
A
L
ik
er
t
s
ca
le
with
a
s
ca
le
o
f
4
is
u
s
ed
f
o
r
th
e
an
s
wer
ca
teg
o
r
y
in
th
e
in
ter
p
er
s
o
n
al
s
k
ills
o
b
s
er
v
atio
n
s
h
ee
t,
with
alter
n
ativ
e
an
s
wer
s
co
n
s
is
tin
g
o
f
v
er
y
g
o
o
d
(
4
)
,
g
o
o
d
(
3
)
,
s
u
f
f
icien
t (
2
)
,
an
d
less
(
1
)
ca
teg
o
r
ies.
2
.
3
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
m
e
a
s
uring
ins
t
rum
ent
s
T
h
e
in
ter
p
e
r
s
o
n
al
s
k
ill
o
b
s
er
v
atio
n
s
h
ee
t
in
th
is
s
tu
d
y
co
n
s
i
s
ted
o
f
1
0
s
tatem
en
t
item
s
.
T
h
e
v
alid
ity
o
f
th
is
o
b
s
er
v
atio
n
s
h
ee
t
wa
s
ca
r
r
ied
o
u
t
t
h
r
o
u
g
h
e
x
p
er
t
ju
d
g
m
e
n
t
b
y
t
h
r
ee
ex
p
er
ts
.
T
h
en
ca
lcu
late
th
e
av
er
ag
e
an
s
wer
an
d
m
atch
it
with
th
e
v
alu
e
s
ca
le
class
if
ic
atio
n
m
ad
e
to
d
ec
i
d
e
th
e
f
ea
s
ib
ilit
y
o
f
u
s
in
g
th
e
in
s
tr
u
m
en
t.
T
h
e
p
r
o
d
u
ct
ca
n
b
e
u
s
ed
if
it
m
ee
ts
th
e
a
s
s
es
s
m
en
t
class
if
icat
io
n
in
th
e
g
o
o
d
an
d
v
er
y
g
o
o
d
ca
teg
o
r
ies.
T
ab
le
1
s
h
o
ws
t
h
e
class
if
icatio
n
o
f
t
h
e
ass
ess
m
en
t
r
esu
lts
r
ef
er
s
t
o
W
id
o
y
o
k
o
[
3
3
]
.
B
ased
o
n
th
e
in
d
icato
r
s
o
f
in
ter
p
er
s
o
n
al
s
k
i
lls
in
T
ab
le
1
,
t
h
en
d
e
v
elo
p
e
d
in
to
b
eh
a
v
io
r
al
in
d
icato
r
s
th
a
t
m
ay
ap
p
ea
r
in
th
e
lear
n
in
g
p
r
o
ce
s
s
b
y
a
p
p
ly
in
g
t
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el.
T
h
ese
in
d
icato
r
s
ar
e
p
r
esen
ted
in
T
ab
le
2
.
T
ab
le
1
.
E
x
p
er
t
v
alid
atio
n
d
at
a
ass
es
s
m
en
t c
lass
if
icatio
n
S
c
o
r
e
r
a
n
g
e
C
r
i
t
e
r
i
a
I
n
f
o
r
mat
i
o
n
>
3
.
2
5
-
4
.
0
0
V
e
r
y
g
o
o
d
P
r
o
p
e
r
t
o
u
se
>
2
.
5
0
-
3
.
2
5
G
o
o
d
P
r
o
p
e
r
t
o
u
se
>
1
.
7
5
-
2
.
5
0
En
o
u
g
h
N
o
t
w
o
r
t
h
u
si
n
g
1
.
0
0
-
1
.
7
5
Le
ss
N
o
t
w
o
r
t
h
u
si
n
g
T
ab
le
2
.
T
h
e
asp
ec
t o
f
i
n
ter
p
er
s
o
n
al
s
k
ills
o
b
s
er
v
atio
n
s
No
A
sp
e
c
t
S
u
b
a
s
p
e
c
t
1
.
Emp
a
t
h
y
c
o
mm
u
n
i
c
a
t
i
o
n
I
n
t
e
n
s
i
v
e
l
i
st
e
n
i
n
g
sk
i
l
l
s
o
f
t
h
e
i
n
t
e
r
l
o
c
u
t
o
r
.
A
b
i
l
i
t
y
t
o
ma
i
n
t
a
i
n
g
o
o
d
r
e
l
a
t
i
o
n
s
w
i
t
h
o
t
h
e
r
s
.
2
.
D
e
scri
p
t
i
o
n
(
D
e
s
c
r
i
p
t
i
v
e
n
e
ss)
A
b
i
l
i
t
y
t
o
a
n
sw
e
r
q
u
e
s
t
i
o
n
s i
n
d
i
sc
u
ss
i
o
n
.
C
l
a
r
i
t
y
o
f
c
o
n
t
e
n
t
i
n
c
o
n
v
e
y
i
n
g
i
d
e
a
s
o
r
o
p
i
n
i
o
n
s
.
3
.
H
a
v
e
a
b
a
l
a
n
c
e
o
f
f
e
e
l
i
n
g
s
a
n
d
t
h
o
u
g
h
t
s
(
O
w
n
i
n
g
f
e
e
l
i
n
g
s
a
n
d
t
h
o
u
g
h
t
s)
A
b
i
l
i
t
y
t
o
c
o
mm
u
n
i
c
a
t
e
w
i
t
h
o
t
h
e
r
s
.
Th
e
a
b
i
l
i
t
y
t
o
r
e
s
p
e
c
t
t
h
e
o
p
i
n
i
o
n
s
o
f
o
t
h
e
r
s
.
4
.
S
e
l
f
-
d
i
scl
o
s
u
r
e
(
S
e
l
f
-
d
i
sc
l
o
s
u
r
e
)
A
b
i
l
i
t
y
t
o
c
o
n
v
e
y
i
d
e
a
s
o
r
o
p
i
n
i
o
n
s
i
n
d
i
sc
u
ssi
o
n
s
.
Th
e
a
b
i
l
i
t
y
t
o
c
o
n
v
e
y
t
h
i
n
g
s
h
e
d
o
e
s
n
'
t
k
n
o
w
.
5
.
B
e
h
a
v
i
o
r
a
l
f
l
e
x
i
b
i
l
i
t
y
A
b
i
l
i
t
y
t
o
a
d
a
p
t
w
i
t
h
i
n
t
h
e
g
r
o
u
p
.
C
o
n
c
e
r
n
f
o
r
t
h
e
c
o
m
p
l
e
t
i
o
n
o
f
g
r
o
u
p
a
ssi
g
n
m
e
n
t
s
.
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
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
6
7
-
474
470
T
h
e
in
ter
p
er
s
o
n
al
s
k
ill
o
b
s
e
r
v
atio
n
s
h
ee
t
was
th
en
ass
ess
ed
b
y
th
r
ee
ex
p
er
ts
,
r
esu
lt
in
g
in
an
ac
cu
m
u
lated
av
er
ag
e
s
co
r
e
o
f
3
.
6
an
d
a
r
an
g
e
o
f
s
co
r
es
>3
.
2
5
-
4
.
0
0
.
B
ased
o
n
th
e
d
ata
f
r
o
m
th
e
ass
ess
m
en
t,
i
t
ca
n
b
e
co
n
clu
d
ed
th
at
th
e
o
b
s
er
v
atio
n
s
h
ee
t
is
in
th
e
v
er
y
g
o
o
d
ca
teg
o
r
y
,
s
o
it
is
f
ea
s
ib
le
to
u
s
e.
T
h
e
d
ata
ar
e
p
r
esen
ted
in
th
e
T
ab
le
3
.
T
ab
le
3
.
Valid
atio
n
r
esu
lts
in
ter
p
er
s
o
n
al
s
k
ills
o
b
s
er
v
atio
n
s
h
ee
t
No
A
ssessme
n
t
a
s
p
e
c
t
V
a
l
i
d
a
t
o
r
1
2
3
1
C
o
n
f
o
r
m
i
t
y
w
i
t
h
t
h
e
p
u
r
p
o
s
e
o
f
t
h
e
a
s
sessme
n
t
3
3
4
2
P
r
e
sen
t
i
n
g
e
x
p
e
c
t
e
d
b
e
h
a
v
i
o
r
a
l
i
n
d
i
c
a
t
o
r
s
4
3
4
3
C
o
m
p
l
e
t
e
n
e
ss
o
f
q
u
e
st
i
o
n
n
a
i
r
e
i
d
e
n
t
i
t
y
3
4
4
4
Th
e
r
e
a
r
e
i
n
s
t
r
u
c
t
i
o
n
s
o
n
h
o
w
t
o
d
o
4
4
4
5
a
t
t
r
a
c
t
i
v
e
n
e
ss
o
f
v
i
e
w
3
4
4
6
U
si
n
g
g
o
o
d
a
n
d
c
o
r
r
e
c
t
I
n
d
o
n
e
s
i
a
n
r
u
l
e
s
3
3
4
7
Th
e
f
o
r
m
u
l
a
t
i
o
n
o
f
t
h
e
st
a
t
e
me
n
t
i
s
c
l
e
a
r
4
4
3
A
v
e
r
a
g
e
3
.
4
3
.
5
3
.
8
O
v
e
r
a
l
l
a
s
p
e
c
t
a
v
e
r
a
g
e
3
.
6
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
r
esear
ch
er
s
wer
e
d
o
in
g
a
s
tati
s
tical
te
s
t
to
p
r
o
v
e
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
o
n
im
p
r
o
v
in
g
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
with
th
e
h
elp
o
f
SP
SS
2
0
.
Af
ter
t
h
at,
a
co
m
p
a
r
ativ
e
test
o
f
th
e
p
o
s
t
-
test
r
esu
lts
was
ca
r
r
ie
d
o
u
t
in
th
e
ex
p
er
im
en
tal
a
n
d
co
n
tr
o
l
class
es.
C
o
m
p
ar
ativ
e
t
esti
n
g
was
ca
r
r
ied
o
u
t
with
an
in
d
ep
e
n
d
en
t
s
am
p
le
t
-
test
af
ter
m
ee
tin
g
th
e
n
o
r
m
ality
test
an
d
h
o
m
o
g
e
n
eity
test
as
a
p
r
er
eq
u
is
ite
test
.
T
h
e
h
y
p
o
th
esis
is
ac
ce
p
t
ed
if
th
e
s
ig
n
if
ican
ce
v
alu
e
is
less
th
an
0
.
0
5
(
p
>0
.
0
5
)
o
r
t
h
e
t
v
alu
e
is
g
r
ea
ter
th
an
th
e
t ta
b
le.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Sev
er
al
test
r
eq
u
ir
em
en
ts
m
u
s
t
b
e
m
et
b
ef
o
r
e
t
h
e
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
is
ca
r
r
ied
o
u
t,
n
am
el
y
th
e
n
o
r
m
ality
a
n
d
h
o
m
o
g
en
ei
ty
test
s
.
T
h
e
two
p
r
e
r
eq
u
is
ite
test
s
ar
e
d
escr
ib
ed
in
th
e
f
o
l
lo
win
g
d
esc
r
ip
tio
n
.
T
h
e
n
o
r
m
ality
test
in
th
is
s
tu
d
y
u
s
ed
th
e
Ko
lm
o
g
o
r
o
v
Sm
ir
n
o
v
test
.
T
ab
le
4
s
h
o
ws
th
at
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
d
ata
o
b
tain
ed
f
r
o
m
t
h
e
p
r
e
-
t
est
an
d
p
o
s
t
-
test
o
f
th
e
co
n
t
r
o
l
class
an
d
th
e
ex
p
er
im
e
n
t
al
class
o
b
tain
ed
a
s
ig
n
if
ican
ce
v
alu
e
o
f
0
.
0
5
5
,
0
.
2
2
2
,
0
.
5
9
5
,
a
n
d
0
.
5
7
(
p
>0
.
0
5
)
.
T
h
u
s
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
if
th
e
d
ata
d
is
tr
ib
u
tio
n
is
o
b
tain
ed
in
th
is
s
tu
d
y
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
e
h
o
m
o
g
en
eity
test
in
th
is
s
tu
d
y
ai
m
s
to
s
ee
th
e
v
ar
ian
ce
o
f
th
e
d
ata
o
b
tain
ed
in
t
h
e
c
o
n
tr
o
l
class
,
an
d
th
e
ex
p
er
im
en
tal
class
is
h
o
m
o
g
en
eo
u
s
,
an
d
as
a
p
r
er
e
q
u
is
ite
th
at
m
u
s
t
b
e
m
et
in
th
e
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
.
Data
is
h
o
m
o
g
en
eo
u
s
if
it
m
ee
ts
a
s
ig
n
if
ican
ce
v
alu
e
o
f
m
o
r
e
t
h
an
0
.
0
5
(
>
0
.
0
5
)
.
T
h
e
h
o
m
o
g
en
eity
test
is
s
h
o
wn
in
T
ab
le
5
.
T
h
e
tab
l
e
s
h
o
ws
th
at
th
e
v
ar
ian
ce
o
f
t
h
e
d
ata
o
b
tain
e
d
f
r
o
m
th
e
in
i
tial
o
b
s
er
v
atio
n
o
f
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
is
0
.
4
1
5
(
p
>0
.
0
5
)
,
a
n
d
th
e
f
i
n
al
o
b
s
er
v
atio
n
al
d
ata
o
f
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
i
s
0
.
3
7
2
(
p
>0
.
0
5
)
,
s
o
it
ca
n
b
e
co
n
cl
u
d
ed
if
t
h
e
v
ar
ian
ce
th
e
d
ata
o
b
tain
ed
in
th
is
s
tu
d
y
ar
e
h
o
m
o
g
en
eo
u
s
.
T
ab
le
4
.
On
e
-
s
am
p
le
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
Pre
-
i
n
t
e
r
p
e
r
so
n
a
l
sk
i
l
l
e
x
p
e
r
i
me
n
t
P
o
st
i
n
t
e
r
p
e
r
s
o
n
a
l
sk
i
l
l
e
x
p
e
r
i
me
n
t
P
r
e
i
n
t
e
r
p
e
r
s
o
n
a
l
sk
i
l
l
s
c
o
n
t
r
o
l
P
o
s
t
i
n
t
e
r
p
e
r
s
o
n
a
l
sk
i
l
l
s
c
o
n
t
r
o
l
N
58
58
29
29
N
o
r
mal
p
a
r
a
me
t
e
r
s
,
b
M
e
a
n
2
.
2
6
2
1
2
.
3
7
9
8
2
.
2
2
7
6
2
.
2
9
1
4
S
t
d
.
D
e
v
i
a
t
i
o
n
.
2
4
8
3
8
.
1
6
7
5
0
.
2
8
2
7
1
.
1
7
8
3
2
M
o
s
t
e
x
t
r
e
m
e
d
i
f
f
e
r
e
n
c
e
s
A
b
so
l
u
t
e
.
1
7
6
.
1
3
8
.
1
4
3
.
2
4
8
P
o
si
t
i
v
e
.
1
0
5
.
1
3
8
.
0
8
8
.
2
4
8
N
e
g
a
t
i
v
e
-
1
7
6
-
1
0
7
-
.
1
4
3
-
.
1
4
2
K
o
l
m
o
g
o
r
o
v
-
S
m
i
r
n
o
v
Z
1
.
3
4
2
1
.
0
4
8
.
7
6
9
1
.
3
3
3
a
sy
m
p
.
S
i
g
.
(
2
-
t
a
i
l
e
d
)
.
0
5
5
.
2
2
2
.
5
9
5
.
0
5
7
a
.
T
e
st
d
i
st
r
i
b
u
t
i
o
n
i
s
n
o
r
ma
l
b
.
C
a
l
c
u
l
a
t
e
d
f
r
o
m
d
a
t
a
T
ab
le
5
.
T
est o
f
h
o
m
o
g
en
eity
o
f
v
ar
ia
n
ce
s
Le
v
e
n
e
s
t
a
t
i
s
t
i
c
s
d
f
1
d
f
2
S
i
g
.
Pre
-
i
n
t
e
r
p
e
r
so
n
a
l
s
k
i
l
l
s
.
6
7
0
1
85
.
4
1
5
P
o
s
t
-
i
n
t
e
r
p
e
r
so
n
a
l
s
k
i
l
l
s
.
8
0
4
1
85
.
3
7
2
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
Gro
u
p
in
ve
s
tig
a
tio
n
mo
d
el
to
i
mp
r
o
ve
in
terp
ers
o
n
a
l skills
(
N
u
r
A
in
iya
h
)
471
An
in
d
e
p
en
d
e
n
t
s
am
p
le
t
-
test
was
co
n
d
u
cte
d
to
p
r
o
v
e
th
e
d
i
f
f
er
en
ce
in
i
n
ter
p
er
s
o
n
al
s
k
ills
b
etwe
en
th
e
co
n
tr
o
l
an
d
ex
p
er
im
en
tal
class
es
af
ter
tr
ea
tm
en
t.
T
h
e
h
y
p
o
th
esis
is
ac
ce
p
ted
if
th
e
s
i
g
n
if
ican
ce
v
alu
e
is
less
th
an
0
.
0
5
(
p
>0
.
0
5
)
o
r
t
h
e
t
v
alu
e
is
g
r
ea
t
er
th
an
t
h
e
t
t
ab
le.
T
h
e
r
esu
lts
o
f
th
e
co
m
p
ar
ativ
e
test
ca
n
b
e
s
ee
n
in
T
ab
le
6
.
T
h
e
tab
le
s
h
o
ws
th
e
ac
q
u
is
itio
n
o
f
th
e
s
ig
(
2
-
tailed
)
s
co
r
e
f
o
r
th
e
f
i
n
al
o
b
s
er
v
atio
n
o
f
in
ter
p
er
s
o
n
al
s
k
ills
o
f
0
.
0
2
6
(
0
.
0
2
6
<
0
.
0
5
)
o
r
th
e
t
-
v
alu
e
co
u
n
t
g
r
ea
ter
th
an
th
e
t
tab
le
(
2
.
2
7
2
>1
.
9
8
0
)
.
T
h
u
s
,
th
er
e
ar
e
d
if
f
er
en
ce
s
in
in
t
er
p
er
s
o
n
al
s
k
ills
b
etwe
en
th
e
ex
p
er
im
en
tal
a
n
d
co
n
tr
o
l
class
es,
wi
th
th
e
ex
p
er
im
en
tal
class
r
esu
lts
b
ein
g
h
ig
h
er
th
a
n
th
e
c
o
n
tr
o
l
class
.
T
h
ese
d
ata
p
r
o
v
e
th
at
u
s
in
g
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
e
f
f
ec
tiv
el
y
im
p
r
o
v
es st
u
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
.
T
ab
le
6
.
I
n
d
ep
e
n
d
en
t
s
am
p
le
t
est
t
-
t
e
s
t
f
o
r
e
q
u
a
l
i
t
y
o
f
m
e
a
n
s
F
S
i
g
.
t
df
S
i
g
.
(
2
-
t
a
i
l
e
d
)
M
e
a
n
d
i
f
f
e
r
e
n
c
e
S
t
d
.
e
r
r
o
r
d
i
f
f
e
r
e
n
c
e
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
o
f
t
h
e
d
i
f
f
e
r
e
n
c
e
Lo
w
e
r
U
p
p
e
r
P
o
st
i
n
t
e
r
p
e
r
so
n
a
l
sk
i
l
l
Eq
u
a
l
v
a
r
i
a
n
c
e
s
a
ssu
m
e
d
.
8
0
4
.
3
7
2
2
.
2
7
2
85
.
0
2
6
.
0
8
8
4
5
.
0
3
8
9
2
.
0
1
1
0
6
.
1
6
5
8
4
Eq
u
a
l
v
a
r
i
a
n
c
e
s
n
o
t
a
ssu
m
e
d
2
.
2
2
5
5
3
.
0
8
1
.
0
3
0
.
0
8
8
4
5
.
0
3
9
7
5
.
0
0
8
7
2
.
1
6
8
1
8
T
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
d
iv
id
es
s
tu
d
e
n
ts
in
to
s
ev
er
al
s
m
all
g
r
o
u
p
s
.
I
t
aim
s
to
c
r
ea
te
s
o
cial
d
y
n
am
ics
in
th
e
class
r
o
o
m
th
at
ca
n
e
n
co
u
r
a
g
e
t
h
e
d
e
v
elo
p
m
en
t
o
f
in
ter
p
er
s
o
n
al
s
k
ills
.
Gr
o
u
p
wo
r
k
is
o
n
e
o
f
th
e
m
ain
co
m
p
o
n
en
ts
in
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
th
at
co
n
tr
ib
u
tes
to
im
p
r
o
v
in
g
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
.
T
h
e
p
r
o
ce
s
s
o
f
g
r
o
u
p
wo
r
k
in
lear
n
in
g
h
as
p
r
o
v
en
t
o
en
co
u
r
a
g
e
s
tu
d
en
ts
to
g
u
id
e
an
d
h
elp
ea
ch
o
t
h
er
in
an
atm
o
s
p
h
er
e
o
f
war
m
t
h
an
d
tr
u
s
t,
a
p
o
s
itiv
e
r
esp
o
n
s
e
to
n
e
g
o
tiated
r
u
les
an
d
p
o
licies,
in
d
ep
en
d
en
t
lear
n
in
g
,
a
n
d
a
s
en
s
e
o
f
s
en
s
itiv
ity
to
th
e
r
i
g
h
ts
o
f
o
t
h
er
s
[
2
6
]
.
Hen
ce
,
it
im
p
r
o
v
e
s
in
ter
ac
tio
n
an
d
co
m
m
u
n
icatio
n
b
etwe
en
m
e
m
b
er
s
,
cr
itical
th
in
k
in
g
s
k
ills
,
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
[
3
5
]
,
[
3
6
]
.
Gr
o
u
p
-
b
ased
lear
n
in
g
in
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
aim
s
to
en
co
u
r
ag
e
s
tu
d
en
ts
to
co
n
tr
ib
u
te
to
team
wo
r
k
ac
tiv
el
y
an
d
ta
k
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
s
u
cc
ess
o
f
th
eir
team
[
1
5
]
.
T
h
e
g
r
o
u
p
i
n
v
esti
g
atio
n
m
o
d
el
m
ak
es
th
e
class
es
a
p
lace
f
o
r
cr
ea
tiv
ity
co
o
p
er
ativ
ely
,
wh
ile
s
tu
d
en
ts
ar
e
ac
tiv
e
p
ar
ticip
a
n
ts
in
all
asp
ec
ts
o
f
life
.
Sch
o
o
ls
d
eter
m
in
e
th
e
g
o
als
o
f
wh
at
th
ey
d
o
,
a
n
d
g
r
o
u
p
s
s
er
v
e
as
s
o
cial
m
ed
ia
[
3
7
]
.
T
h
e
p
r
i
n
cip
le
o
f
in
q
u
ir
y
co
o
p
er
ativ
e
lear
n
in
g
in
th
is
m
o
d
el
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
c
o
m
m
u
n
icate
o
r
in
ter
ac
t
ac
tiv
ely
with
o
th
er
s
tu
d
en
ts
in
ten
s
iv
ely
in
a
team
[
1
6
]
,
[
3
8
]
.
T
h
ey
ar
e
in
r
elatio
n
s
h
ip
s
th
at
h
av
e
p
o
s
itiv
e
in
ter
d
ep
en
d
en
ce
[
3
9
]
.
T
h
e
a
ctiv
e
in
v
o
lv
em
en
t
o
f
s
tu
d
en
t
s
in
team
wo
r
k
h
as
an
ess
en
tial
co
n
tr
ib
u
tio
n
in
d
ev
elo
p
in
g
in
ter
p
er
s
o
n
al
s
k
ill
s
.
T
h
is
is
b
ec
au
s
e
th
e
h
ig
h
er
t
h
e
ac
tiv
ity
o
f
s
tu
d
en
ts
in
te
am
wo
r
k
,
th
e
h
ig
h
e
r
th
e
p
r
o
ce
s
s
o
f
in
ter
ac
tio
n
an
d
co
m
m
u
n
icatio
n
is
ca
r
r
ied
o
u
t.
T
h
e
lear
n
in
g
s
tep
s
in
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
in
ter
ac
t a
n
d
co
m
m
u
n
icate
in
ten
s
iv
ely
an
d
r
ep
ea
ted
ly
.
T
ask
s
eg
m
en
tatio
n
in
p
r
o
b
lem
-
s
o
lv
in
g
r
eq
u
i
r
es
s
tu
d
en
ts
to
co
n
d
u
c
t
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
an
aly
ze
p
r
o
b
lem
s
,
an
d
f
in
d
s
o
lu
tio
n
s
.
T
h
is
n
atu
r
ally
en
co
u
r
ag
es
s
tu
d
en
ts
to
in
ter
ac
t
an
d
co
m
m
u
n
icate
b
etwe
en
o
n
e
p
e
r
s
o
n
an
d
a
n
o
th
er
co
n
tin
u
o
u
s
ly
.
As
o
n
e
o
f
t
h
e
m
ain
co
m
p
o
n
en
ts
in
t
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el,
task
s
eg
m
en
tatio
n
is
a
m
ea
n
s
to
r
aise
p
r
o
b
lem
s
o
r
c
o
m
p
lex
ities
in
lear
n
in
g
to
e
n
co
u
r
a
g
e
th
e
ac
tiv
e
p
ar
ticip
atio
n
o
f
s
tu
d
en
ts
in
g
r
o
u
p
wo
r
k
[
1
5
]
,
[
4
0
]
.
T
h
e
h
ig
h
er
th
e
co
o
p
e
r
ativ
e
p
o
wer
o
f
a
g
r
o
u
p
,
th
e
m
o
r
e
p
o
s
itiv
e
th
e
en
er
g
y
p
o
s
s
ess
ed
b
y
s
tu
d
en
ts
in
d
o
i
n
g
ass
ig
n
m
en
ts
an
d
in
ter
ac
tin
g
with
f
r
ien
d
s
[
2
3
]
.
T
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
e
l in
th
is
s
tu
d
y
also
en
co
u
r
a
g
es th
e
cr
ea
tio
n
o
f
d
em
o
c
r
atic
lear
n
in
g
wit
h
th
e
f
o
llo
win
g
o
b
jectiv
es:
i
)
Dev
elo
p
a
s
o
cial
s
y
s
tem
b
as
ed
o
n
a
n
d
g
en
er
ated
b
y
d
em
o
cr
atic
p
r
o
ce
s
s
es
;
ii
)
Dir
ec
t
s
cien
tific
r
esear
ch
o
n
n
atu
r
al
life
an
d
s
o
cial
p
r
o
ce
s
s
es
;
iii
)
Use
r
e
s
ea
r
ch
s
tr
ateg
ies
to
s
o
lv
e
s
o
ci
al
o
r
in
ter
p
er
s
o
n
al
p
r
o
b
lem
s
;
vi
)
Pro
v
id
e
a
n
e
x
p
er
ien
ce
b
ase
d
o
n
r
e
f
lectio
n
an
d
lear
n
in
g
s
tate
[
2
3
]
.
T
ask
s
eg
m
en
tatio
n
in
t
h
e
f
o
r
m
o
f
s
o
lv
in
g
s
o
cial
p
r
o
b
lem
s
in
ev
e
r
y
d
ay
life
d
ev
el
o
p
ed
in
t
h
is
s
tu
d
y
is
an
ef
f
ec
tiv
e
way
to
e
n
co
u
r
ag
e
d
em
o
c
r
atic
lear
n
in
g
.
T
h
e
p
r
esen
tatio
n
o
f
th
e
p
r
o
b
le
m
is
p
ac
k
ag
ed
in
a
s
to
r
y
d
escr
ip
tio
n
th
at
d
escr
ib
es a
co
n
f
lict in
e
v
e
r
y
d
ay
life
.
T
h
e
task
o
f
s
tu
d
en
t
s
,
in
th
is
ca
s
e,
is
to
an
aly
ze
p
r
o
b
lem
s
an
d
p
r
o
v
i
d
e
alter
n
ativ
e
s
o
lu
tio
n
s
th
r
o
u
g
h
a
g
r
o
u
p
i
n
v
esti
g
atio
n
p
r
o
ce
s
s
.
T
h
is
p
r
o
ce
s
s
tr
ain
s
s
tu
d
en
ts
t
o
th
in
k
em
p
i
r
ically
in
s
o
lv
in
g
p
r
o
b
lem
s
,
p
r
ac
ticin
g
g
r
o
u
p
r
esp
o
n
s
ib
ilit
y
,
an
d
g
ai
n
in
g
m
ea
n
in
g
in
lear
n
in
g
.
Dem
o
cr
atic
lear
n
in
g
also
e
m
p
h
asizes
th
at
s
tu
d
en
ts
ar
e
ac
tiv
ely
d
ev
el
o
p
i
n
g
k
n
o
wl
ed
g
e
f
o
r
th
em
s
elv
es
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
teac
h
er
'
s
jo
b
is
n
o
t
t
o
d
eliv
er
less
o
n
s
in
t
h
e
tr
ad
iti
o
n
al
way
to
s
ev
er
al
s
tu
d
en
ts
,
b
u
t
th
e
teac
h
er
'
s
jo
b
is
to
b
u
ild
s
itu
atio
n
s
s
o
th
at
s
tu
d
en
ts
ar
e
ac
tiv
ely
i
n
v
o
l
v
ed
i
n
lear
n
i
n
g
[
4
1
]
.
I
n
th
is
r
eg
ar
d
,
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
p
lace
s
th
e
f
u
n
ctio
n
o
f
th
e
teac
h
er
as
an
ac
ad
em
ic
s
u
p
er
v
is
o
r
[
2
6
]
,
wh
o
p
lay
s
a
r
o
le
in
cr
ea
s
e
p
o
s
itiv
e
in
ter
d
ep
en
d
en
ce
a
m
o
n
g
g
r
o
u
p
m
em
b
er
s
,
f
ac
ilit
ate
ac
tiv
e
in
ter
ac
tio
n
o
f
s
tu
d
en
ts
in
lear
n
in
g
,
e
n
co
u
r
a
g
e
in
d
iv
i
d
u
al
r
esp
o
n
s
ib
ilit
y
,
ex
p
licitly
teac
h
s
o
cial
s
k
ills
th
at
ar
e
f
o
llo
win
g
lear
n
in
g
o
b
jectiv
es,
en
c
o
u
r
ag
e
ea
ch
g
r
o
u
p
to
r
ef
lect
o
n
th
e
l
ea
r
n
in
g
p
r
o
ce
s
s
b
o
t
h
r
elate
d
to
task
m
an
a
g
em
en
t
o
r
th
e
in
ter
ac
tio
n
p
r
o
ce
s
s
b
etwe
en
m
em
b
er
s
th
at
o
cc
u
r
s
d
u
r
in
g
lear
n
in
g
[
4
2
]
.
T
h
er
ef
o
r
e,
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
er
p
ar
ticip
atio
n
in
th
is
m
o
d
el
also
co
n
tr
i
b
u
tes to
th
e
s
u
cc
ess
o
f
im
p
r
o
v
i
n
g
s
tu
d
en
ts
'
in
ter
p
e
r
s
o
n
al
s
k
ills
.
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
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
6
7
-
474
472
4.
CO
NCLU
SI
O
N
T
h
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
e
l
is
p
r
o
v
en
to
im
p
r
o
v
e
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
.
T
h
e
ap
p
r
o
ac
h
to
s
o
lv
in
g
s
o
cial
p
r
o
b
lem
s
ap
p
lied
in
th
is
g
r
o
u
p
in
v
esti
g
ati
o
n
m
o
d
el
is
aim
ed
at
cr
ea
tin
g
co
m
p
lex
ities
in
lear
n
in
g
to
in
cr
ea
s
e
g
r
o
u
p
ac
t
iv
ities
an
d
is
also
ex
p
ec
ted
to
en
co
u
r
a
g
e
m
ea
n
i
n
g
f
u
ln
ess
in
lear
n
in
g
.
A
p
p
ly
in
g
lear
n
in
g
p
r
in
ci
p
les
th
at
co
m
b
in
e
in
q
u
ir
y
an
d
co
o
p
e
r
ativ
e
p
r
o
ce
s
s
es
in
th
e
g
r
o
u
p
in
v
esti
g
atio
n
m
o
d
el
is
o
n
e
o
f
th
e
m
o
s
t
ef
f
ec
tiv
e
f
ac
t
o
r
s
in
en
co
u
r
a
g
in
g
s
o
cial
d
y
n
am
ic
s
an
d
im
p
r
o
v
in
g
s
tu
d
en
ts
'
in
ter
p
er
s
o
n
al
s
k
ills
.
I
n
ter
p
er
s
o
n
al
s
k
ills
ar
e
lo
n
g
-
t
er
m
g
o
a
ls
in
ed
u
ca
tio
n
th
at
will
af
f
ec
t
o
n
e'
s
p
er
f
o
r
m
an
ce
,
p
r
o
d
u
ctiv
ity
,
an
d
ca
r
ee
r
s
u
cc
ess
.
RE
F
E
R
E
NC
E
S
[
1
]
C
.
B
r
u
n
g
a
r
d
t
,
“
T
h
e
I
n
t
e
r
s
e
c
t
i
o
n
b
e
t
w
e
e
n
S
o
f
t
S
k
i
l
l
D
e
v
e
l
o
p
me
n
t
a
n
d
L
e
a
d
e
r
s
h
i
p
Ed
u
c
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
L
e
a
d
e
rsh
i
p
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
1
-
2
2
,
2
0
1
1
,
d
o
i
:
1
0
.
1
2
8
0
6
/
V
1
0
/
I
1
/
R
F
1
.
[
2
]
C
.
R
.
M
c
C
o
n
n
e
l
l
,
“
I
n
t
e
r
p
e
r
so
n
a
l
C
o
mp
e
t
e
n
c
e
i
n
t
h
e
M
a
n
a
g
e
me
n
t
o
f
P
e
o
p
l
e
,
”
T
h
e
H
e
a
l
t
h
C
a
re
M
a
n
a
g
e
r
,
v
o
l
.
3
7
,
n
o
.
4
,
p
p
.
3
5
8
-
3
6
7
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
9
7
/
H
C
M
.
0
0
0
0
0
0
0
0
0
0
0
0
0
2
3
7
.
[
3
]
D
.
T.
L
.
S
h
e
k
,
L.
Y
u
,
a
n
d
A
.
M
.
H
.
S
i
u
,
“
I
n
t
e
r
p
e
r
so
n
a
l
C
o
mp
e
t
e
n
c
e
a
n
d
S
e
r
v
i
c
e
Le
a
d
e
r
sh
ip
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
n
D
i
sa
b
i
l
i
t
y
a
n
d
H
u
m
a
n
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
4
,
n
o
.
3
,
p
p
.
2
6
5
-
2
7
4
,
J
a
n
.
2
0
1
5
,
d
o
i
:
1
0
.
1
5
1
5
/
i
j
d
h
d
-
2
0
1
5
-
0
4
0
7
.
[
4
]
C
.
M
o
n
i
n
g
k
a
a
n
d
M
.
M
.
W
i
d
y
a
r
i
n
i
,
“
T
h
e
I
n
f
l
u
e
n
c
e
o
f
I
n
t
e
r
p
e
r
s
o
n
a
l
R
e
l
a
t
i
o
n
s
h
i
p
s,
S
e
l
f
M
o
n
i
t
o
r
i
n
g
,
a
n
d
I
n
t
e
r
e
st
s
o
n
W
o
r
k
P
e
r
f
o
r
ma
n
c
e
o
n
S
a
l
e
s E
m
p
l
o
y
e
e
s
(
i
n
I
n
d
o
n
e
si
a
n
)
,”
in
Pr
o
c
e
e
d
i
n
g
,
S
e
m
i
n
a
r
N
a
si
o
n
a
l
PE
S
AT
2
0
0
5
,
U
n
i
v
e
r
si
t
a
s
G
u
n
a
d
a
r
ma
,
2
0
0
5
.
[
5
]
L.
D
y
c
h
e
,
“
I
n
t
e
r
p
e
r
so
n
a
l
s
k
i
l
l
i
n
me
d
i
c
i
n
e
:
t
h
e
e
sse
n
t
i
a
l
p
a
r
t
n
e
r
o
f
v
e
r
b
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
G
e
n
e
ra
l
I
n
t
e
rn
a
l
Me
d
i
c
i
n
e
,
v
o
l
.
2
2
,
n
o
.
7
,
p
p
.
1
0
3
5
-
1
0
3
9
,
2
0
0
7
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
6
0
6
-
0
0
7
-
0
1
5
3
-
0
.
[
6
]
M
.
F
i
t
r
i
a
n
i
a
n
d
N
.
H
i
d
a
y
a
h
,
“
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
A
d
l
e
r
g
r
o
u
p
c
o
u
n
s
e
l
i
n
g
f
o
r
i
m
p
r
o
v
i
n
g
i
n
t
e
r
p
e
r
s
o
n
a
l
s
k
i
l
l
s
o
f
j
u
n
i
o
r
h
i
g
h
s
c
h
o
o
l
st
u
d
e
n
t
s
(
i
n
I
n
d
o
n
e
si
a
n
)
,”
J
u
rn
a
l
K
a
j
i
a
n
B
i
m
b
i
n
g
a
n
d
a
n
K
o
n
s
e
l
i
n
g
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
7
-
1
1
,
M
a
r
.
2
0
1
6
,
d
o
i
:
1
0
.
1
7
9
7
7
/
u
m
0
0
1
v
1
i
1
2
0
1
6
p
0
0
7
.
[
7
]
C
.
R
.
S
e
a
l
,
S
.
E
.
N
a
u
ma
n
n
,
A
.
N
.
S
c
o
t
t
,
a
n
d
J.
R
.
D
a
v
i
s,
“
S
o
c
i
a
l
Em
o
t
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
:
A
N
e
w
M
o
d
e
l
o
f
S
t
u
d
e
n
t
L
e
a
r
n
i
n
g
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
”
R
e
se
a
rc
h
i
n
H
i
g
h
e
r E
d
u
c
a
t
i
o
n
J
o
u
r
n
a
l
,
v
o
l
.
1
0
,
p
p
.
1
-
1
3
,
2
0
1
0
.
[
8
]
E.
S
y
a
o
d
i
h
,
“
C
o
o
p
e
r
a
t
i
v
e
Le
a
r
n
i
n
g
M
o
d
e
l
D
e
v
e
l
o
p
m
e
n
t
t
o
I
mp
r
o
v
e
S
o
c
i
a
l
S
k
i
l
l
s
(i
n
I
n
d
o
n
e
s
i
a
n
)
,
”
E
d
u
c
a
r
e
,
v
o
l
.
5
,
n
o
.
1
,
2
0
0
7
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
:
/
/
j
u
r
n
a
l
.
f
k
i
p
.
u
n
l
a
.
a
c
.
i
d
/
i
n
d
e
x
.
p
h
p
/
e
d
u
c
a
r
e
/
a
r
t
i
c
l
e
/
v
i
e
w
/
5
1
.
[
9
]
M
.
N.
A
n
n
i
s
a
,
a
n
d
Y
o
s
e
f
,
“
C
a
s
e
S
t
u
d
y
o
f
B
u
l
l
y
i
n
g
V
i
c
t
i
ms
o
n
A
sp
e
c
t
s
o
f
I
n
t
e
r
p
e
r
s
o
n
a
l
S
k
i
l
l
s
a
n
d
A
c
a
d
e
m
i
c
A
c
h
i
e
v
e
me
n
t
a
t
S
D
N
e
g
e
r
i
1
7
P
a
l
e
m
b
a
n
g
(
i
n
I
n
d
o
n
e
si
a
n
)
,
”
U
n
i
v
e
r
si
t
a
s Sr
i
w
i
j
a
y
a
,
2
0
1
8
.
[
1
0
]
K
.
K
a
mar
u
z
z
a
ma
n
,
“
A
n
a
l
y
s
i
s
o
f
st
u
d
e
n
t
s'
i
n
t
e
r
p
e
r
so
n
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
s
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,”
J
u
r
n
a
l
K
o
n
s
e
l
i
n
g
G
U
S
J
I
G
AN
G
,
v
o
l
.
2
,
n
o
.
2
,
2
0
1
6
,
d
o
i
:
1
0
.
2
4
1
7
6
/
j
k
g
.
v
2
i
2
.
7
4
4
.
[
1
1
]
A
.
D
.
A
st
u
t
i
,
S
u
g
i
y
o
,
a
n
d
S
u
w
a
r
j
o
,
“
M
o
d
e
l
o
f
g
a
me
-
t
e
c
h
n
i
q
u
e
g
r
o
u
p
g
u
i
d
a
n
c
e
serv
i
c
e
to
i
n
c
r
e
a
s
e
st
u
d
e
n
t
i
n
t
e
r
p
e
r
so
n
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
s
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,
”
J
u
r
n
a
l
B
i
m
b
i
n
g
a
n
K
o
n
se
l
i
n
g
,
v
o
l
.
2
,
n
o
.
1
,
2
0
1
3
,
d
o
i
:
1
0
.
1
5
2
9
4
/
JU
B
K
.
V
2
I
1
.
1
2
3
6
.
[
1
2
]
E.
R
a
h
m
a
w
a
t
i
a
n
d
M
.
F
a
r
o
z
i
n
,
“
I
mp
r
o
v
in
g
f
i
n
a
l
y
e
a
r
s
t
u
d
e
n
t
s
o
f
S
M
P
N
e
g
e
r
i
1
a
n
d
S
M
P
N
e
g
e
r
i
3
W
a
t
e
s’
i
n
t
e
r
p
e
r
so
n
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
s
k
i
l
l
s
t
h
r
o
u
g
h
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
t
e
c
h
n
i
q
u
e
s
(
i
n
I
n
d
o
n
e
si
a
n
)
,”
J
u
rn
a
l
I
l
m
i
a
h
D
i
d
a
k
t
i
k
a
:
Me
d
i
a
I
l
m
i
a
h
Pe
n
d
i
d
i
k
a
n
d
a
n
Pe
n
g
a
j
a
r
a
n
,
v
o
l
.
1
9
,
n
o
.
2
,
p
p
.
2
3
6
–
2
4
6
,
2
0
1
9
,
d
o
i
:
1
0
.
2
2
3
7
3
/
j
i
d
.
v
1
9
i
2
.
5
0
3
5
.
[
1
3
]
P
r
e
si
d
e
n
t
of
R
e
p
u
b
l
i
c
I
n
d
o
n
e
si
a
,
La
w
o
f
t
h
e
R
e
p
u
b
l
i
c
o
f
I
n
d
o
n
e
s
i
a
n
u
mb
e
r
2
0
o
f
2
0
0
3
c
o
n
c
e
r
n
i
n
g
t
h
e
N
a
t
i
o
n
a
l
E
d
u
c
a
t
i
o
n
S
y
s
t
e
m
.
Jak
a
r
t
a
:
G
o
v
e
r
n
m
e
n
t
o
f
R
e
p
u
b
l
i
c
I
n
d
o
n
e
si
a
,
2
0
0
3
.
[
1
4
]
M
.
Y
a
u
m
i
,
L
e
a
rn
i
n
g
Me
d
i
a
a
n
d
T
e
c
h
n
o
l
o
g
y
.
J
a
k
a
r
t
a
:
P
r
e
n
a
me
d
i
a
G
r
o
u
p
(
i
n
I
n
d
o
n
e
si
a
n
)
,
2
0
1
8
.
[
1
5
]
D
.
W
.
J
o
h
n
s
o
n
a
n
d
R
.
T
.
J
o
h
n
s
o
n
,
“
S
o
c
i
a
l
sk
i
l
l
s
f
o
r
su
c
c
e
ssf
u
l
g
r
o
u
p
w
o
r
k
,
”
Ed
u
c
a
t
i
o
n
a
l
l
e
a
d
e
rsh
i
p
,
v
o
l
.
4
7
,
n
o
.
4
,
p
p
.
2
9
–
3
3
,
1
9
9
0
.
[
1
6
]
D
.
S
.
P
r
a
w
i
r
a
d
i
l
a
g
a
,
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
M
o
sa
i
c
:
E
-
L
e
a
rn
i
n
g
,
1
s
t
e
d
.
Jak
a
r
t
a
:
K
e
n
c
a
n
a
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,
2
0
1
3
.
[
1
7
]
T.
H
a
r
t
a
n
t
o
,
“
A
p
p
l
i
c
a
t
i
o
n
o
f
C
o
o
p
e
r
a
t
i
v
e
Le
a
r
n
i
n
g
M
e
t
h
o
d
T
y
p
e
T
e
a
ms G
a
me
T
o
u
r
n
a
m
e
n
t
i
n
S
o
c
i
a
l
S
t
u
d
i
e
s
Le
a
r
n
i
n
g
t
o
I
mp
r
o
v
e
S
t
u
d
e
n
t
s'
I
n
t
e
r
p
e
r
so
n
a
l
S
k
i
l
l
s
:
C
l
a
ssr
o
o
m
A
c
t
i
o
n
R
e
sea
r
c
h
a
t
S
M
P
N
2
S
i
mp
a
n
g
,
P
e
ma
t
a
n
g
,
M
e
s
u
j
i
R
e
g
e
n
c
y
(i
n
I
n
d
o
n
e
s
i
a
n
)
,
”
U
n
i
v
e
r
si
t
a
s
P
e
n
d
i
d
i
k
a
n
I
n
d
o
n
e
si
a
,
2
0
1
6
.
[
1
8
]
B
.
D
y
so
n
,
“
C
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
i
n
a
n
e
l
e
me
n
t
a
r
y
p
h
y
si
c
a
l
e
d
u
c
a
t
i
o
n
p
r
o
g
r
a
m,”
J
o
u
rn
a
l
o
f
T
e
a
c
h
i
n
g
i
n
P
h
y
si
c
a
l
Ed
u
c
a
t
i
o
n
,
vo
l
.
2
0
,
n
o
.
3
,
p
p
.
2
6
4
–
2
8
1
,
2
0
0
1
,
d
o
i
:
1
0
.
1
1
2
3
/
j
t
p
e
.
2
0
.
3
.
2
6
4
.
[
1
9
]
H
.
L.
S
h
a
r
ma
a
n
d
S
.
S
h
a
r
ma
,
“
Ef
f
e
c
t
o
f
C
o
o
p
e
r
a
t
i
v
e
L
e
a
r
n
i
n
g
o
n
I
n
t
e
r
p
e
r
so
n
a
l
R
e
l
a
t
i
o
n
s
h
i
p
s
o
f
El
e
me
n
t
a
r
y
S
c
h
o
o
l
S
t
u
d
e
n
t
s
,
”
Ed
u
t
r
a
c
k
s
,
v
o
l
.
7
,
p
p
.
4
1
–
4
3
,
2
0
0
8
.
[
2
0
]
Y
.
S
h
a
r
a
n
a
n
d
S
.
S
h
a
r
a
n
,
E
x
p
a
n
d
i
n
g
c
o
o
p
e
r
a
t
i
v
e
l
e
a
rn
i
n
g
t
h
r
o
u
g
h
g
r
o
u
p
i
n
v
e
st
i
g
a
t
i
o
n
,
v
o
l
.
1
2
3
4
.
N
e
w
Y
o
r
k
:
T
e
a
c
h
e
r
s
C
o
l
l
e
g
e
P
r
e
ss
,
1
9
9
2
.
[
2
1
]
H.
Th
e
l
e
n
,
T
h
e
c
l
a
ssr
o
o
m
so
c
i
e
t
y
:
T
h
e
c
o
n
st
r
u
c
t
i
o
n
o
f
e
d
u
c
a
t
i
o
n
a
l
e
x
p
e
ri
e
n
c
e
.
T
a
y
l
o
r
& Fr
a
n
c
i
s,
1
9
8
1
.
[
2
2
]
S
.
S
h
a
r
a
n
,
Y
.
S
h
a
r
a
n
,
a
n
d
G
.
Ta
n
,
“
T
h
e
g
r
o
u
p
i
n
v
e
st
i
g
a
t
i
o
n
a
p
p
r
o
a
c
h
t
o
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
,
”
in
T
h
e
i
n
t
e
r
n
a
t
i
o
n
a
l
h
a
n
d
b
o
o
k
o
f
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
.
R
o
u
t
l
e
d
g
e
/
T
a
y
l
o
r
& Fr
a
n
c
i
s
G
r
o
u
p
,
2
0
1
3
,
p
p
.
3
5
1
–
3
6
9
.
[
2
3
]
B
.
R
.
J
o
y
c
e
,
M
.
W
e
i
l
,
a
n
d
E.
C
a
l
h
o
u
n
,
M
o
d
e
l
s
o
f
t
e
a
c
h
i
n
g
,
8
t
h
e
d
.
B
o
s
t
o
n
:
P
e
a
r
so
n
/
A
l
l
y
n
a
n
d
B
a
c
o
n
P
u
b
l
i
s
h
e
r
s,
2
0
0
9
.
[
2
4
]
J.
D
.
H
u
n
t
e
r
,
T
h
e
D
e
a
t
h
o
f
C
h
a
r
a
c
t
e
r:
Mo
ra
l
E
d
u
c
a
t
i
o
n
i
n
a
n
Ag
e
Wi
t
h
o
u
t
G
o
o
d
o
r
Ev
i
l
.
H
a
c
h
e
t
t
e
U
K
,
2
0
0
8
.
[
2
5
]
M
.
G
.
M
i
t
c
h
e
l
l
,
H
.
M
o
n
t
g
o
m
e
r
y
,
M
.
H
o
l
d
e
r
,
a
n
d
D
.
S
t
u
a
r
t
,
“
G
r
o
u
p
I
n
v
e
st
i
g
a
t
i
o
n
a
s
A
C
o
o
p
e
r
a
t
i
v
e
L
e
a
r
n
i
n
g
S
t
r
a
t
e
g
y
:
A
n
I
n
t
e
g
r
a
t
e
d
A
n
a
l
y
s
i
s
o
f
t
h
e
L
i
t
e
r
a
t
u
r
e
,
”
Al
b
e
r
t
a
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
rc
h
,
v
o
l
.
5
4
,
n
o
.
4
,
2
0
0
8
.
[
2
6
]
H
.
Th
e
l
e
n
,
E
d
u
c
a
t
i
o
n
a
n
d
t
h
e
H
u
m
a
n
Q
u
e
st
.
N
e
w
Y
o
r
k
:
H
a
r
p
e
a
n
d
R
o
w
,
v
o
l
.
6
8
,
n
o
.
2
,
p
p
.
1
3
6
-
1
5
1
,
1
9
6
0
.
[
2
7
]
I
.
G
.
Ta
n
,
S
.
S
h
a
r
a
n
,
a
n
d
C
.
K
.
L
e
e
,
G
ro
u
p
I
n
v
e
s
t
i
g
a
t
i
o
n
a
n
d
S
t
u
d
e
n
t
L
e
a
r
n
i
n
g
:
An
Ex
p
e
r
i
m
e
n
t
i
n
S
i
n
g
a
p
o
r
e
S
c
h
o
o
l
s
.
S
i
n
g
a
p
o
r
e
:
M
a
r
s
h
a
l
l
C
a
v
e
n
d
i
s
h
A
c
a
d
e
m
i
c
,
2
0
0
6
.
[
2
8
]
L.
Li
s
t
i
a
n
a
,
H
.
S
u
si
l
o
,
H
.
S
u
w
o
n
o
,
a
n
d
E
.
S
u
a
r
si
n
i
,
“
Em
p
o
w
e
r
i
n
g
s
t
u
d
e
n
t
s’
met
a
c
o
g
n
i
t
i
v
e
s
k
i
l
l
s
t
h
r
o
u
g
h
n
e
w
t
e
a
c
h
i
n
g
st
r
a
t
e
g
y
(
g
r
o
u
p
i
n
v
e
st
i
g
a
t
i
o
n
i
n
t
e
g
r
a
t
e
d
w
i
t
h
t
h
i
n
k
t
a
l
k
w
r
i
t
e
)
i
n
b
i
o
l
o
g
y
c
l
a
ssr
o
o
m
,
”
J
o
u
rn
a
l
o
f
B
a
l
t
i
c
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
3
,
p
.
3
9
1
,
2
0
1
6
.
[
2
9
]
M
.
A
s
y
a
r
i
,
M
.
H
.
I
.
A
l
M
u
h
d
h
a
r
,
H
.
S
u
si
l
o
,
a
n
d
I
b
r
o
h
i
m
,
“
I
mp
r
o
v
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
s
k
i
l
l
s
t
h
r
o
u
g
h
t
h
e
i
n
t
e
g
r
a
t
i
o
n
o
f
p
r
o
b
l
e
m
b
a
s
e
d
l
e
a
r
n
i
n
g
a
n
d
g
r
o
u
p
i
n
v
e
s
t
i
g
a
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
f
o
r
L
e
ss
o
n
a
n
d
L
e
a
rn
i
n
g
S
t
u
d
i
e
s
,
v
o
l
.
5
n
o
.
1
,
p
p
.
3
6
-
44
,
2
0
1
6
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JLLS
-
10
-
2
0
1
4
-
0
0
4
2
.
[
3
0
]
I
.
W
a
y
a
n
S
a
n
t
y
a
sa,
“
I
n
n
o
v
a
t
i
v
e
Le
a
r
n
i
n
g
M
o
d
e
l
s
(
i
n
I
n
d
o
n
e
si
a
n
)
,
”
p
r
e
se
n
t
e
d
a
t
t
h
e
P
e
l
a
t
i
h
a
n
T
e
n
t
a
n
g
P
e
n
e
l
i
t
i
a
n
T
i
n
d
a
k
a
n
K
e
l
a
s
b
a
g
i
G
u
r
u
-
G
u
r
u
S
MP
d
a
n
S
MA
,
N
u
sa
Pe
n
i
d
a
,
J
u
l
.
2
0
0
7
.
[
3
1
]
S
u
g
i
y
o
n
o
,
Q
u
a
n
t
i
t
a
t
i
v
e
,
Q
u
a
l
i
t
a
t
i
v
e
,
a
n
d
R&D
Re
se
a
r
c
h
Me
t
h
o
d
s
.
B
a
n
d
u
n
g
:
A
l
f
a
b
e
t
a
(
i
n
I
n
d
o
n
e
si
a
n
)
,
2
0
1
7
.
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
Gro
u
p
in
ve
s
tig
a
tio
n
mo
d
el
to
i
mp
r
o
ve
in
terp
ers
o
n
a
l skills
(
N
u
r
A
in
iya
h
)
473
[
3
2
]
La
e
f
u
d
i
n
,
L
e
a
r
n
a
n
d
L
e
a
r
n
i
n
g
Eq
u
i
p
p
e
d
w
i
t
h
L
e
a
r
n
i
n
g
Mo
d
e
l
s,
L
e
a
r
n
i
n
g
S
t
ra
t
e
g
i
e
s,
L
e
a
rn
i
n
g
A
p
p
r
o
a
c
h
e
s
a
n
d
L
e
a
r
n
i
n
g
Me
t
h
o
d
s
.
Y
o
g
y
a
k
a
r
t
a
:
D
e
e
p
u
b
l
i
sh
(
i
n
I
n
d
o
n
e
si
a
n
)
,
2
0
1
4
.
[
3
3
]
E.
P
.
W
i
d
o
y
o
k
o
,
Ass
e
ssm
e
n
t
o
f
L
e
a
r
n
i
n
g
O
u
t
c
o
m
e
s i
n
S
c
h
o
o
l
,
3
r
d
e
d
.
Y
o
g
y
a
k
a
r
t
a
:
P
u
st
a
k
a
P
e
l
a
j
a
r
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,
2
0
1
8
.
[
3
4
]
A
.
P
.
B
o
c
h
n
e
r
a
n
d
C
.
W
.
K
e
l
l
y
,
“
I
n
t
e
r
p
e
r
so
n
a
l
c
o
m
p
e
t
e
n
c
e
:
R
a
t
i
o
n
a
l
e
,
p
h
i
l
o
s
o
p
h
y
,
a
n
d
i
mp
l
e
me
n
t
a
t
i
o
n
o
f
a
c
o
n
c
e
p
t
u
a
l
f
r
a
mew
o
r
k
,
”
T
h
e
S
p
e
e
c
h
T
e
a
c
h
e
r
,
v
o
l
.
2
3
,
n
o
.
4
,
n
o
.
4
,
1
9
7
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
6
3
4
5
2
7
4
0
9
3
7
8
1
0
3
.
[
3
5
]
M
.
H
.
S
i
d
d
i
q
u
i
,
“
G
r
o
u
p
i
n
v
e
s
t
i
g
a
t
i
o
n
mo
d
e
l
o
f
t
e
a
c
h
i
n
g
:
e
n
h
a
n
c
i
n
g
l
e
a
r
n
i
n
g
l
e
v
e
l
,
”
P
a
r
i
p
e
x
-
I
n
d
i
a
n
J
o
u
r
n
a
l
o
f
Re
se
a
rc
h
,
v
o
l
.
3
,
n
o
.
4
,
p
p
.
7
8
–
8
0
,
2
0
1
3
.
[
3
6
]
R
.
M
.
G
i
l
l
i
e
s,
“
C
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
:
D
e
v
e
l
o
p
m
e
n
t
s
i
n
r
e
sea
r
c
h
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
1
2
5
–
1
4
0
,
2
0
1
4
,
d
o
i
:
1
0
.
4
4
7
1
/
i
j
e
p
.
2
0
1
4
.
0
8
.
[
3
7
]
R
.
E
.
S
l
a
v
i
n
,
C
o
o
p
e
r
a
t
i
v
e
L
e
a
r
n
i
n
g
:
T
h
e
o
ry
,
R
e
se
a
rc
h
,
a
n
d
Pr
a
c
t
i
c
e
.
A
l
l
y
n
a
n
d
B
a
c
o
n
,
1
9
9
5
.
[
3
8
]
T.
A
r
mstro
n
g
,
M
u
l
t
i
p
l
e
I
n
t
e
l
l
i
g
e
n
c
e
s
i
n
T
h
e
C
l
a
ssr
o
o
m
,
3
r
d
e
d
.
A
l
e
x
a
n
d
r
i
a
,
V
a
:
A
sso
c
i
a
t
i
o
n
f
o
r
S
u
p
e
r
v
i
si
o
n
a
n
d
C
u
r
r
i
c
u
l
u
m
D
e
v
e
l
o
p
m
e
n
t
,
2
0
0
9
.
[
3
9
]
C
.
B
u
c
h
s
a
n
d
F
.
B
u
t
e
r
a
,
“
C
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
a
n
d
s
o
c
i
a
l
sk
i
l
l
s
d
e
v
e
l
o
p
m
e
n
t
,
”
C
o
l
l
a
b
o
r
a
t
i
v
e
L
e
a
rn
i
n
g
:
D
e
v
e
l
o
p
m
e
n
t
s
i
n
Re
se
a
rc
h
a
n
d
Pr
a
c
t
i
c
e
,
p
p
.
2
0
1
–
2
1
7
,
Jan
.
2
0
1
5
.
[
4
0
]
M
.
F
.
Ts
o
i
,
N
.
K
.
G
o
h
,
a
n
d
L.
S
.
C
h
i
a
,
“
U
si
n
g
g
r
o
u
p
i
n
v
e
s
t
i
g
a
t
i
o
n
f
o
r
c
h
e
mi
s
t
r
y
i
n
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
,
”
As
i
a
-
P
a
c
i
f
i
c
Fo
r
u
m
o
n
S
c
i
e
n
c
e
L
e
a
rn
i
n
g
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
5
,
n
o
.
1
,
2
0
0
4
.
[
4
1
]
D
.
H
.
S
c
h
u
n
k
,
L
e
a
rn
i
n
g
t
h
e
o
ri
e
s:
a
n
e
d
u
c
a
t
i
o
n
a
l
p
e
rsp
e
c
t
i
v
e
,
6
t
h
e
d
.
B
o
st
o
n
:
P
e
a
r
s
o
n
,
2
0
1
2
.
[
4
2
]
R
.
M
.
G
i
l
l
i
e
s
,
“
C
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
:
R
e
v
i
e
w
o
f
r
e
s
e
a
r
c
h
a
n
d
p
r
a
c
t
i
c
e
,
”
A
u
st
ra
l
i
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
1
,
n
o
.
3
,
p
.
3
,
2
0
1
6
,
d
o
i
:
1
0
.
1
4
2
2
1
/
A
JT
E.
2
0
1
6
V
4
1
N
3
.
3
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Nur
Ain
iy
a
h
is
a
lec
tu
re
r
a
n
d
re
se
a
rc
h
e
r
in
th
e
field
o
f
lea
rn
in
g
tec
h
n
o
l
o
g
y
.
S
h
e
h
a
s
writt
e
n
se
v
e
ra
l
a
rti
c
les
in
Re
li
g
io
u
s
Ed
u
c
a
ti
o
n
,
e
sp
e
c
ially
in
fo
c
u
sin
g
o
n
Cu
rric
u
lu
m
De
v
e
lo
p
m
e
n
t,
Lea
rn
i
n
g
a
n
d
I
n
st
ru
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
Ev
a
l
u
a
ti
o
n
in
E
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
co
n
tac
ted
a
t
e
m
a
il
:
a
in
ia
8
2
@g
m
a
il
.
c
o
m
.
Ani
k
G
h
u
fr
o
n
is
a
lec
tu
re
r
a
n
d
P
ro
fe
ss
o
r
o
f
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
(Cu
rricu
l
u
m
De
v
e
lo
p
m
e
n
t
).
S
o
m
e
o
f
t
h
e
a
rti
c
les
th
a
t
h
a
v
e
b
e
e
n
p
u
b
li
sh
e
d
a
re
in
E
d
u
c
a
ti
o
n
,
e
sp
e
c
ially
fo
c
u
sin
g
o
n
Cu
rricu
l
u
m
De
v
e
lo
p
m
e
n
t,
Lea
rn
in
g
a
n
d
In
str
u
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
Ev
a
lu
a
ti
o
n
in
Ed
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
n
ik
g
h
u
fr
o
n
@
u
n
y
.
a
c
.
id
.
Ma
r
z
u
k
i
is
l
e
c
tu
re
r
a
n
d
re
se
a
rc
h
e
r
in
th
e
field
o
f
Isla
m
ic
re
li
g
io
u
s
lea
rn
in
g
.
H
e
h
a
s
p
u
b
li
sh
e
d
se
v
e
ra
l
a
rti
c
les
in
Ed
u
c
a
ti
o
n
,
e
sp
e
c
ially
f
o
c
u
si
n
g
o
n
Cu
rricu
lu
m
De
v
e
lo
p
m
e
n
t,
Lea
rn
in
g
a
n
d
In
str
u
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
E
v
a
lu
a
ti
o
n
in
E
d
u
c
a
ti
o
n
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
a
rz
u
k
i@u
n
y
.
a
c
.
id
.
S
a
id
S
u
b
h
a
n
P
o
sa
n
g
i
is
a
l
e
c
tu
re
r
o
f
e
d
u
c
a
ti
o
n
a
l
m
a
n
a
g
e
m
e
n
t
.
S
o
m
e
o
f
t
h
e
a
rti
c
les
th
a
t
h
a
v
e
b
e
e
n
p
u
b
li
sh
e
d
in
Re
li
g
io
u
s
E
d
u
c
a
ti
o
n
,
e
sp
e
c
ially
f
o
c
u
sin
g
o
n
C
u
rricu
l
u
m
De
v
e
lo
p
m
e
n
t,
Lea
rn
i
n
g
a
n
d
I
n
st
ru
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
Ev
a
l
u
a
ti
o
n
i
n
Ed
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sa
id
su
b
h
a
n
7
0
@g
m
a
il
.
c
o
m
.
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
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
6
7
-
474
474
K
a
sim
Ya
h
ij
i
is
a
lec
tu
re
r
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
,
Re
li
g
i
o
u
s E
d
u
c
a
ti
o
n
.
S
o
m
e
o
f
th
e
a
rti
c
les
th
a
t
h
a
v
e
b
e
e
n
p
u
b
li
sh
e
d
a
re
i
n
Re
li
g
io
u
s
E
d
u
c
a
ti
o
n
,
e
sp
e
c
ially
f
o
c
u
sin
g
o
n
Cu
rricu
l
u
m
De
v
e
lo
p
m
e
n
t,
Lea
rn
in
g
a
n
d
In
stru
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
Ev
a
lu
a
ti
o
n
i
n
Ed
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
k
a
sim
y
a
h
ij
i@g
m
a
il
.
c
o
m
.
Abd
u
l
Ro
h
m
a
n
is
a
n
As
so
c
iate
P
ro
fe
ss
o
r
a
n
d
S
e
n
i
o
r
Lec
t
u
re
r
a
t
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
n
d
Tea
c
h
e
r
Train
i
n
g
,
S
tate
Isla
m
ic
Un
iv
e
rsity
Waliso
n
g
o
S
e
m
a
ra
n
g
,
I
n
d
o
n
e
sia
.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
:
R
e
li
g
io
u
s
Ed
u
c
a
ti
o
n
,
C
u
rricu
l
u
m
De
v
e
lo
p
m
e
n
t,
Lea
rn
in
g
a
n
d
In
stru
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
Ev
a
lu
a
ti
o
n
in
E
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
b
d
u
lr
o
h
m
a
n
@w
a
li
so
n
g
o
.
a
c
.
id
.
Mo
c
h
.
To
lch
a
h
i
s
a
lec
tu
re
r
a
n
d
P
ro
fe
ss
o
r
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
,
Re
li
g
io
u
s
Ed
u
c
a
ti
o
n
,
Cu
rr
icu
lu
m
De
v
e
lo
p
m
e
n
t,
Re
se
a
rc
h
a
n
d
E
v
a
lu
a
ti
o
n
in
Ed
u
c
a
ti
o
n
.
His
re
se
a
rc
h
in
tere
sts
in
c
l
u
d
e
:
Re
li
g
i
o
u
s
Ed
u
c
a
ti
o
n
,
Cu
rricu
lu
m
De
v
e
l
o
p
m
e
n
t
,
Lea
rn
i
n
g
a
n
d
In
str
u
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
Ev
a
lu
a
ti
o
n
in
Ed
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
:
m
o
c
h
to
lch
a
h
@
g
m
a
il
.
c
o
m
.
S
t.
Wa
r
d
a
h
H
a
n
a
fie
Da
s
is
a
lec
tu
re
r
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
, I
sla
m
ic
Re
li
g
io
u
s
Ed
u
c
a
ti
o
n
.
He
r
re
se
a
rc
h
in
tere
st
s
in
c
lu
d
e
:
Re
li
g
i
o
u
s
Ed
u
c
a
ti
o
n
,
e
sp
e
c
ially
i
n
fo
c
u
si
n
g
o
n
Cu
rricu
l
u
m
De
v
e
lo
p
m
e
n
t,
Lea
rn
in
g
a
n
d
In
stru
c
ti
o
n
,
Re
se
a
rc
h
a
n
d
Ev
a
lu
a
ti
o
n
i
n
Ed
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
wa
rd
a
h
h
a
d
a
s@
g
m
a
il
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.