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esteem
ed
to
war
d
s
th
e
d
i
v
er
s
ity
o
f
cu
ltu
r
es
th
at
liv
e
i
n
a
p
lu
r
al
s
o
ciety
,
s
o
th
at
s
tu
d
en
ts
will
h
a
v
e
a
n
u
n
d
er
s
t
an
d
i
n
g
in
r
esp
o
n
d
in
g
s
o
cial
co
n
f
lict o
cc
u
r
r
i
n
g
in
s
o
ciety
[
7
]
.
T
h
e
r
ef
o
r
e
,
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
in
g
is
n
ee
d
ed
to
r
esp
ec
t
th
e
d
if
f
er
e
n
ce
s
,
wh
er
e
th
e
d
if
f
er
en
ce
s
ar
e
th
e
f
ac
t
th
at
ca
n
n
o
t
b
e
av
o
id
ed
,
b
u
t
th
ey
ar
e
v
alu
ed
an
d
r
esp
ec
ted
in
th
e
s
am
e
d
eg
r
ee
,
s
o
th
at
th
ey
d
o
n
o
t
co
n
s
id
er
th
e
cu
ltu
r
al
elem
en
ts
th
at
ar
e
o
wn
ed
to
b
e
m
o
r
e
v
alu
a
b
le
th
an
th
e
o
th
er
cu
ltu
r
al
elem
en
ts
.
Un
f
o
r
tu
n
ately
,
th
ese
u
n
d
er
s
tan
d
in
g
s
an
d
attitu
d
es
ca
n
n
o
t
in
s
tan
tly
ex
is
t,
an
d
th
ey
n
ee
d
t
o
b
e
in
s
till
ed
an
d
ta
u
g
h
t th
r
o
u
g
h
ed
u
ca
tio
n
[
8
]
,
[
9
]
.
E
d
u
ca
tio
n
is
ex
p
ec
ted
to
in
s
til
l
attitu
d
es
to
war
d
s
s
tu
d
en
ts
to
r
esp
ec
t
ea
ch
o
th
er
.
T
h
e
im
p
le
m
en
tatio
n
o
f
ed
u
ca
tio
n
with
a
m
u
lticu
ltu
r
al
p
er
s
p
ec
tiv
e
is
a
s
o
lu
tio
n
f
o
r
s
tu
d
en
ts
to
ac
ce
p
t,
u
n
d
er
s
tan
d
,
an
d
r
esp
ec
t
th
eir
f
r
ien
d
s
wh
o
h
av
e
d
if
f
er
en
t
eth
n
icities
,
r
elig
io
n
s
,
an
d
p
er
s
o
n
ality
v
alu
es
[
1
0
]
.
T
h
r
o
u
g
h
m
u
lticu
ltu
r
al
im
p
lem
en
tatio
n
in
s
ch
o
o
ls
,
it
will
b
ec
o
m
e
a
tr
ain
in
g
an
d
awa
r
en
ess
m
ed
iu
m
f
o
r
s
tu
d
en
ts
to
ac
ce
p
t
th
e
d
if
f
er
en
ce
s
o
f
cu
ltu
r
e,
r
elig
i
o
n
,
r
ac
e,
et
h
n
ic,
m
in
d
s
et,
p
e
r
s
o
n
ality
,
an
d
m
ak
e
t
h
em
w
an
t
to
liv
e
to
g
eth
er
p
ea
ce
f
u
lly
wh
e
n
th
e
y
ar
e
in
v
o
lv
ed
in
th
e
wid
er
c
o
m
m
u
n
ity
[
1
1
]
.
E
d
u
ca
tio
n
n
o
t
o
n
l
y
aim
s
to
im
p
r
o
v
e
s
tu
d
en
ts
'
ab
il
ities
in
th
e
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
p
s
y
c
h
o
m
o
to
r
d
o
m
ain
s
,
b
u
t
also
d
ir
ec
ts
th
em
to
h
av
e
g
o
o
d
m
o
r
als
an
d
ch
a
r
ac
ter
.
T
h
e
r
e
f
o
r
e,
s
tr
en
g
t
h
en
in
g
m
u
lticu
lt
u
r
al
v
alu
es
is
in
lin
e
with
th
e
p
r
in
cip
les
o
f
im
p
lem
en
tin
g
n
atio
n
al
ed
u
ca
tio
n
as
co
n
tain
ed
in
L
aw
n
o
.
2
0
o
f
2
0
0
3
,
Ar
ticle
4
p
ar
ag
r
a
p
h
1
wh
ic
h
s
tated
“
ed
u
ca
tio
n
m
u
s
t
b
e
ca
r
r
ied
o
u
t
in
a
d
em
o
cr
atic
a
n
d
f
ai
r
m
an
n
er
a
n
d
is
n
o
t
d
is
c
r
im
in
ato
r
y
th
at
u
p
h
o
l
d
s
th
e
v
alu
es o
f
h
u
m
an
r
ig
h
ts
,
r
elig
io
u
s
v
alu
es,
cu
ltu
r
al
v
al
u
es,
an
d
n
atio
n
al
p
lu
r
alis
m
.
”
Mu
lticu
ltu
r
al
ed
u
ca
tio
n
b
ec
o
m
es
a
f
o
u
n
d
atio
n
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
ed
u
ca
tio
n
in
I
n
d
o
n
esia
to
s
tr
en
g
th
en
th
e
ch
a
r
ac
ter
.
C
h
ar
ac
ter
ed
u
ca
tio
n
a
im
s
to
m
ak
e
s
tu
d
en
ts
r
elig
io
u
s
,
k
n
o
wled
g
ea
b
le,
an
d
r
esp
o
n
s
ib
le.
T
h
r
o
u
g
h
ch
a
r
ac
t
er
ed
u
ca
tio
n
,
s
tu
d
en
ts
will
h
av
e
k
n
o
wled
g
e
(
c
o
g
n
itiv
e
)
,
f
ee
lin
g
s
,
an
d
ac
tio
n
s
wh
ich
ar
e
b
ased
o
n
th
e
p
r
e
v
ailin
g
n
o
r
m
s
,
s
o
th
at
a
ch
a
r
ac
ter
s
u
ch
as
attitu
d
es
o
f
n
atio
n
alis
tic
wil
l
b
e
f
o
r
m
ed
[
1
2
]
.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
s
t
u
d
y
,
th
e
n
atio
n
alis
t
ic
attitu
d
es
o
f
s
tu
d
en
ts
at
th
e
s
en
io
r
h
ig
h
s
ch
o
o
l
lev
el
is
s
till
lo
w
[
1
3
]
.
T
h
is
p
r
o
b
lem
is
r
ein
f
o
r
ce
d
b
y
p
r
ev
i
o
u
s
r
esear
ch
es
,
wh
ich
s
h
o
ws
th
at
th
er
e
is
a
n
ee
d
o
f
ef
f
o
r
ts
to
in
cr
ea
s
e
th
e
lo
w
lev
el
o
f
n
atio
n
alis
m
am
o
n
g
s
tu
d
e
n
ts
th
r
o
u
g
h
m
u
lticu
ltu
r
al
e
d
u
ca
tio
n
[
1
4
]
,
[
1
5
]
.
B
ased
o
n
th
e
r
esu
lts
o
f
o
b
s
er
v
atio
n
s
th
r
o
u
g
h
in
te
r
v
iews
in
s
ev
er
al
s
en
io
r
h
ig
h
s
ch
o
o
ls
w
h
ich
wer
e
u
s
ed
as
r
esear
ch
s
ites
,
it
was
o
b
tain
ed
th
at
t
h
e
n
atio
n
alis
tic
attitu
d
e
o
f
s
tu
d
en
ts
is
s
till
lo
w.
T
h
e
lo
w
lev
el
o
f
n
atio
n
alis
tic
attitu
d
es
i
s
s
h
o
wn
b
y
th
eir
ap
ath
y
to
war
d
s
p
o
liti
ca
l
d
ev
elo
p
m
en
ts
,
lack
o
f
d
is
cip
lin
e
in
f
lag
ce
r
em
o
n
ies
an
d
n
o
t
m
em
o
r
iz
in
g
th
e
p
r
i
n
cip
les
o
f
Pan
ca
s
ila.
T
o
in
s
till
th
e
v
alu
es
in
o
r
d
er
th
at
s
tu
d
en
ts
’
n
atio
n
alis
tic
attitu
d
es c
an
in
cr
ea
s
e,
it c
an
b
e
d
o
n
e
th
r
o
u
g
h
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
m
u
lticu
l
tu
r
al
ed
u
ca
tio
n
ca
n
b
e
in
teg
r
ated
t
h
r
o
u
g
h
ce
r
tain
s
u
b
jects,
o
n
e
o
f
wh
ich
is
th
e
s
u
b
ject
o
f
I
n
d
o
n
esian
h
is
to
r
y
.
I
n
d
o
n
esian
h
is
to
r
y
as
a
s
u
b
ject
th
at
h
as th
e
aim
o
f
in
s
till
in
g
k
n
o
wled
g
e,
attitu
d
es,
a
n
d
n
o
r
m
ativ
e
v
al
u
es
[
1
6
]
,
[
1
7
]
.
His
to
r
y
lear
n
in
g
in
h
ig
h
s
ch
o
o
l
ca
n
d
ev
elo
p
a
s
cien
tific
u
n
d
er
s
tan
d
in
g
with
a
tim
e
p
er
s
p
ec
tiv
e
an
d
awa
r
en
ess
o
f
n
atio
n
al
v
alu
es
to
f
o
r
m
a
ch
ar
ac
ter
id
en
tity
[
1
8
]
.
His
to
r
y
lear
n
in
g
is
an
elem
en
t
o
f
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
cu
lt
o
f
n
atio
n
alis
m
wh
ich
h
as
a
v
er
y
im
p
o
r
tan
t
f
u
n
ctio
n
to
b
e
u
s
e
d
as
a
m
ed
iu
m
in
s
tr
en
g
th
en
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
elem
en
ts
o
f
s
o
ciety
in
I
n
d
o
n
esia
th
at
h
av
e
d
iv
e
r
s
ity
an
d
p
lu
r
ality
[
1
9
]
.
I
n
d
o
n
esian
h
is
to
r
y
s
u
b
jects
in
h
ig
h
s
ch
o
o
l
h
a
v
e
d
if
f
er
e
n
t
ch
ar
ac
ter
is
tics
f
r
o
m
o
th
er
s
u
b
jects
.
A
cc
o
r
d
in
g
to
Am
an
,
lear
n
in
g
h
is
to
r
y
is
v
er
y
im
p
o
r
tan
t
b
ec
a
u
s
e
it
h
as
a
s
tr
ateg
ic
m
ea
n
in
g
f
o
r
th
e
f
o
r
m
ati
o
n
o
f
th
e
c
h
ar
ac
ter
an
d
civ
ilizatio
n
o
f
th
e
n
atio
n
to
b
e
m
o
r
e
d
ig
n
i
f
ied
an
d
in
th
e
f
o
r
m
atio
n
o
f
I
n
d
o
n
esian
p
eo
p
le
wh
o
h
a
v
e
a
s
en
s
e
o
f
lo
v
e
f
o
r
th
e
h
o
m
elan
d
,
an
d
n
atio
n
ality
[
2
0
]
.
T
h
i
s
is
in
lin
e
with
th
e
o
p
in
io
n
o
f
J
ask
u
o
wsk
i
an
d
Su
r
m
iak
wh
o
st
ated
th
at
h
is
to
r
y
less
o
n
s
ca
n
s
h
ap
e
s
tu
d
en
ts
’
n
atio
n
alis
tic
attitu
d
es
[
2
1
]
.
Stu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
in
h
i
s
to
r
y
less
o
n
s
is
v
er
y
m
u
ch
n
ee
d
ed
.
I
t
i
s
a
f
o
r
m
o
f
u
n
d
er
s
tan
d
in
g
h
is
to
r
ical
ev
en
ts
in
th
e
co
llect
iv
e
r
ec
o
r
d
o
f
t
h
e
I
n
d
o
n
esian
n
atio
n
'
s
p
ast
.
H
i
s
to
r
ical
ev
en
ts
ca
n
b
e
m
ea
n
in
g
f
u
l
d
ir
ec
tly
in
s
o
cial
life
if
h
is
to
r
ical
ev
en
ts
ar
e
u
n
d
er
s
to
o
d
o
b
j
ec
tiv
ely
.
I
t
ca
n
b
e
d
o
n
e
b
y
ex
am
in
in
g
th
e
c
au
s
es
an
d
ef
f
ec
ts
o
f
ev
en
ts
,
h
is
to
r
y
,
an
d
tr
y
in
g
to
lear
n
less
o
n
s
f
r
o
m
h
is
to
r
ical
ev
e
n
ts
th
at
h
av
e
o
cc
u
r
r
ed
.
His
to
r
y
lear
n
in
g
teac
h
es
v
alu
es
to
f
o
r
m
a
p
er
s
o
n
ality
with
a
ch
ar
ac
ter
th
at
h
av
e
a
ce
r
tain
ch
ar
ac
ter
an
d
civ
ilized
p
er
s
o
n
ality
.
T
o
m
ak
e
th
ese
p
er
s
o
n
ality
v
alu
es
r
ea
lize
p
r
o
p
er
ly
,
s
tu
d
en
ts
n
ee
d
to
h
av
e
h
is
to
r
ical
awa
r
en
ess
th
at
is
in
s
till
ed
th
r
o
u
g
h
h
is
to
r
ical
lea
r
n
in
g
as
th
e
in
h
er
itan
ce
o
f
p
ast
h
is
to
r
ical
v
alu
es.
T
o
in
s
till
h
is
to
r
ical
awa
r
en
ess
,
it is
ca
r
r
ied
o
u
t in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
Un
f
o
r
tu
n
ately
,
n
o
t a
ll st
u
d
en
ts
r
ea
lize
it
s
v
alu
e
u
s
es in
life
.
His
to
r
ical
awa
r
en
ess
in
clu
d
es
p
ast
ex
p
er
ien
ce
s
w
h
ich
e
v
en
t
u
ally
b
ec
o
m
e
a
m
iles
to
n
e
f
o
r
b
u
ild
in
g
u
n
io
n
an
d
u
n
ity
in
f
o
s
ter
in
g
l
o
v
e
f
o
r
t
h
e
co
u
n
tr
y
[
2
2
]
.
W
ith
o
u
t
h
is
to
r
ical
awa
r
en
ess
,
p
e
r
s
o
n
ality
attitu
d
es
s
u
ch
as
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
Th
e
co
r
r
ela
tio
n
o
f th
e
u
n
d
ers
ta
n
d
in
g
o
f I
n
d
o
n
esia
n
h
is
to
r
y,
mu
lticu
ltu
r
a
lis
m,
a
n
d
…
(
Mu
h
a
mma
d
B
a
s
r
i
)
371
ch
ar
ac
ter
o
f
n
atio
n
alis
m
ca
n
n
o
t
b
e
cu
ltiv
ated
,
b
ec
au
s
e
th
er
e
is
n
o
s
en
s
e
o
f
to
g
eth
er
n
ess
an
d
awa
r
en
ess
to
cr
ea
te
f
ee
lin
g
s
o
f
l
o
v
e
f
o
r
th
e
co
u
n
tr
y
[
2
3
]
.
Pre
v
io
u
s
r
esear
ch
o
n
th
e
attitu
d
e
o
f
n
atio
n
alis
m
f
o
cu
s
ed
o
n
th
e
ab
ilit
y
to
ex
p
lain
h
is
to
r
ical
v
alu
es
[
2
4
]
,
asp
ec
ts
o
f
cu
ltu
r
al
d
iv
er
s
ity
[
2
5
]
,
a
n
d
in
ter
est
in
lear
n
i
n
g
h
is
to
r
y
[
2
6
]
.
T
h
is
s
tu
d
y
f
o
cu
s
e
d
o
n
ex
am
i
n
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
alis
m
,
a
n
d
h
is
to
r
ical
awa
r
en
ess
wit
h
s
tu
d
en
ts
'
n
atio
n
alis
tic
at
titu
d
es.
T
h
e
r
esear
ch
er
s
b
eliev
e
t
h
at
a
g
o
o
d
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
alis
m
,
an
d
h
is
to
r
ic
al
awa
r
en
ess
wil
l
in
f
lu
en
ce
th
e
n
atio
n
alis
t
attitu
d
e
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
Yo
g
y
ak
ar
ta.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
was
a
co
r
r
elatio
n
al
r
esear
ch
with
q
u
a
n
titativ
e
ap
p
r
o
a
ch
[
2
7
]
.
T
h
is
r
esear
ch
was
co
n
d
u
cted
at
th
e
s
tate
s
en
io
r
h
ig
h
s
ch
o
o
ls
in
Yo
g
y
ak
ar
ta.
T
h
e
p
o
p
u
lati
o
n
in
th
is
s
tu
d
y
w
as
187
s
tu
d
en
ts
.
T
h
e
s
am
p
le
d
eter
m
in
ed
u
s
in
g
th
e
ca
lcu
lati
o
n
f
o
r
m
u
la
o
f
I
s
ac
c
a
n
d
Mic
h
ae
l
[
2
8
]
.
T
h
e
s
am
p
le
s
ize
was
1
2
6
s
tu
d
en
ts
.
T
h
e
d
ata
wer
e
an
aly
ze
d
q
u
a
n
titativ
ely
u
s
in
g
Pro
d
u
ct
Mo
m
e
n
t
C
o
r
r
elatio
n
an
aly
s
is
an
d
m
u
ltip
le
co
r
r
elatio
n
.
2
.
1
.
M
ea
s
urem
ent
T
h
is
s
tu
d
y
u
s
ed
t
h
e
test
in
s
tr
u
m
en
ts
f
o
r
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
al
test
s
,
h
is
to
r
ical
awa
r
en
ess
attitu
d
e
q
u
esti
o
n
n
air
es,
an
d
n
atio
n
a
lis
m
q
u
esti
o
n
n
air
es.
T
h
e
t
est
o
f
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esian
h
is
to
r
y
an
d
m
u
lticu
ltu
r
alis
m
is
in
m
u
ltip
le
c
h
o
ice
f
o
r
m
.
T
h
e
h
is
to
r
ica
l
a
war
en
ess
an
d
t
h
e
n
atio
n
alis
tic
attitu
d
es
q
u
esti
o
n
n
air
e
u
s
e
d
a
d
ich
o
to
m
y
s
ca
le
o
f
y
es
an
d
n
o
in
ter
v
als,
p
o
s
itiv
e
an
d
n
eg
ativ
e
alter
n
ativ
e
an
s
wer
s
.
2
.
2
.
Va
lid
it
y
a
nd
rel
ia
bil
it
y
t
est
T
h
e
r
esu
lts
o
f
th
e
v
alid
ity
test
f
o
r
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esi
an
h
is
to
r
y
r
ev
ea
led
th
at
1
8
item
s
wer
e
v
alid
,
as
well
as
th
e
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
in
g
test
r
ev
ea
l
ed
th
at
2
1
item
s
wer
e
v
alid
.
F
o
r
th
e
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
an
d
m
u
lticu
ltu
r
al
h
is
to
r
y
q
u
esti
o
n
s
,
a
test
o
f
d
i
f
f
icu
lty
an
d
d
is
tin
ctio
n
was
em
p
lo
y
ed
.
T
h
e
r
esu
lts
o
f
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
d
if
f
ic
u
lty
test
wer
e
in
th
e
m
o
d
er
ate
ca
teg
o
r
y
(
4
8
%)
an
d
th
e
r
esu
lts
o
f
th
e
d
if
f
er
en
ce
in
ab
ilit
y
wer
e
class
if
ied
as
s
u
f
f
icien
t
(
4
4
%).
Me
a
n
wh
ile,
th
e
r
esu
lts
o
f
th
e
m
u
lticu
ltu
r
al
co
m
p
r
eh
e
n
s
io
n
d
if
f
icu
lty
test
item
s
wer
e
in
th
e
m
o
d
er
ate
c
ateg
o
r
y
(
3
6
%)
an
d
th
e
r
esu
lts
o
f
th
e
d
if
f
er
en
ce
in
p
o
wer
test
wer
e
class
if
ied
a
s
s
u
f
f
icien
t
(
3
1
%).
T
h
e
r
esu
lts
o
f
th
e
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e
v
ar
iab
le
f
o
r
th
e
h
is
to
r
ical
awa
r
en
ess
attitu
d
es
s
h
o
wed
th
at
t
h
er
e
wer
e
2
3
v
alid
s
tatem
en
t
item
s
.
T
h
e
r
esu
lts
o
f
th
e
v
alid
ity
o
f
th
e
n
atio
n
ali
s
m
attitu
d
es
v
ar
iab
le
r
ev
ea
le
d
th
at
2
2
item
s
o
f
th
e
s
tatem
en
ts
wer
e
v
alid
.
R
eliab
ilit
y
test
in
g
u
s
ed
KR
-
2
0
an
d
th
e
in
s
tr
u
m
en
t
is
s
tated
to
b
e
r
eliab
le
if
it
is
>0
.
6
[
2
9
]
.
T
h
e
r
eliab
ilit
y
test
r
esu
lt
o
f
th
e
in
s
tr
u
m
e
n
ts
o
f
u
n
d
er
s
tan
d
i
n
g
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
al
is
m
,
an
d
at
titu
d
es
o
f
h
is
to
r
ical
awa
r
en
ess
,
with
th
e
attitu
d
e
o
f
n
atio
n
alis
m
h
a
v
in
g
a
v
alu
e
g
r
ea
ter
th
an
0
.
6
,
th
e
n
all
in
s
tr
u
m
en
ts
ca
n
b
e
s
aid
to
b
e
r
eliab
le.
2
.
3
.
P
re
-
re
qu
is
it
e
t
est
T
h
e
p
r
e
-
r
eq
u
is
ite
an
aly
s
is
test
co
n
s
is
t
ed
o
f
th
e
n
o
r
m
ality
test
,
lin
ea
r
ity
test
an
d
m
u
ltico
llin
ea
r
ity
test
.
No
r
m
ality
test
u
s
ed
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
with
th
e
g
u
i
d
elin
e
P>0
,
s
o
th
e
d
ata
d
is
tr
ib
u
tio
n
is
s
aid
to
b
e
n
o
r
m
al.
T
h
e
lin
ea
r
ity
test
u
s
e
d
th
e
F
co
ef
f
icie
n
t
test
with
g
u
i
d
elin
es
if
th
e
v
al
u
e
o
f
F
F
count
<F
table
th
en
th
e
d
ata
is
co
n
s
id
er
ed
lin
ea
r
.
W
h
ile
th
e
m
u
ltico
llin
ea
r
ity
test
ca
n
b
e
d
o
n
e
if
th
e
to
ler
an
ce
v
alu
e
is
less
th
an
0
.
1
o
r
th
e
VI
F
v
alu
e
is
m
o
r
e
th
an
1
0
th
en
it
is
co
n
s
id
er
ed
m
u
ltico
llin
ea
r
.
Hy
p
o
th
esis
test
in
g
u
s
ed
Pro
d
u
ct
-
Mo
m
e
n
t
C
o
r
r
elatio
n
test
,
m
u
ltip
le
co
r
r
elatio
n
,
r
elativ
e
r
o
le,
an
d
ef
f
e
ctiv
e
r
o
le.
T
h
e
test
in
g
cr
iter
ia
in
th
is
s
tu
d
y
ar
e
as
:
H
0
r
ejec
ted
if
r
count
>r
table
an
d
p
>0
.
05.
3.
RE
SU
L
T
S
3
.
1
.
Descript
iv
e
a
na
ly
s
is
T
h
e
ac
q
u
is
itio
n
o
f
s
co
r
es
f
o
r
u
n
d
er
s
tan
d
i
n
g
I
n
d
o
n
esian
h
is
t
o
r
y
f
r
o
m
m
o
s
t
o
f
t
h
e
r
esp
o
n
d
en
ts
is
in
th
e
g
o
o
d
ca
teg
o
r
y
,
n
am
ely
f
r
o
m
5
2
r
esp
o
n
d
en
ts
(
4
1
.
3
%).
T
h
is
is
s
u
p
p
o
r
ted
b
y
a
n
av
er
ag
e
v
alu
e
o
f
1
1
.
4
wh
ich
in
d
icate
s
th
at
th
e
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esia
n
h
is
to
r
y
is
in
th
e
g
o
o
d
ca
teg
o
r
y
.
Mo
s
t
o
f
th
e
r
esp
o
n
d
en
ts
h
av
e
a
g
o
o
d
m
u
lticu
ltu
r
al
u
n
d
e
r
s
tan
d
in
g
v
alu
e,
as
m
an
y
as
3
6
r
esp
o
n
d
en
t
s
(
2
8
.
0
%).
T
h
is
is
s
u
p
p
o
r
ted
b
y
an
av
er
a
g
e
v
alu
e
o
f
1
1
.
8
,
an
d
it
in
d
icate
s
th
at
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
is
in
th
e
g
o
o
d
cat
eg
o
r
y
.
Mo
s
t
o
f
t
h
e
r
esp
o
n
d
en
ts
h
as
a
h
is
to
r
ical
awa
r
en
es
s
attitu
d
es
s
co
r
e
in
a
v
er
y
g
o
o
d
ca
teg
o
r
y
,
wh
ich
ar
e
2
7
r
esp
o
n
d
en
ts
(
2
2
.
4
%).
T
h
is
is
s
u
p
p
o
r
ted
b
y
an
av
er
a
g
e
v
alu
e
o
f
1
3
.
1
wh
ich
in
d
icate
s
th
at
th
e
attitu
d
e
o
f
h
is
to
r
ical
awa
r
en
ess
is
in
a
v
er
y
g
o
o
d
c
ateg
o
r
y
.
M
o
s
t
o
f
th
e
r
esp
o
n
d
en
ts
h
a
v
e
a
v
er
y
g
o
o
d
ca
te
g
o
r
y
o
f
n
atio
n
alis
m
,
wh
ich
ar
e
6
2
r
esp
o
n
d
en
ts
(
4
9
.
2
%).
T
h
is
is
s
u
p
p
o
r
ted
b
y
an
av
er
a
g
e
s
co
r
e
o
f
1
6
.
6
,
a
n
d
it
in
d
icate
s
th
at
th
e
attitu
d
es o
f
n
atio
n
alis
tic
is
in
a
v
er
y
g
o
o
d
c
ateg
o
r
y
.
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
:
3
6
9
-
37
6
372
3
.
2
.
P
re
-
re
qu
is
it
e
a
na
ly
s
is
t
est
T
h
e
r
esu
lt
o
f
th
e
ca
lcu
latio
n
o
f
th
e
p
-
v
alu
e
o
n
th
e
v
a
r
iab
le
u
n
d
e
r
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
is
0
.
1
0
3
o
r
(
0
.
1
0
3
>0
.
0
5
)
,
s
o
th
at
th
e
d
ata
t
h
at
h
as
b
ee
n
d
is
tr
ib
u
ted
is
d
ec
lar
ed
to
b
e
n
o
r
m
all
y
d
is
tr
ib
u
ted
.
T
h
e
p
-
v
alu
e
o
f
th
e
m
u
lticu
ltu
r
al
v
ar
iab
le
is
0
.
1
1
0
o
r
(
0
.
1
1
0
>
0
.
0
5
)
,
s
o
th
e
d
ata
is
s
aid
to
b
e
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
e
p
-
v
alu
e
o
f
th
e
h
is
to
r
ical
awa
r
en
ess
attitu
d
e
v
ar
ia
b
le
o
b
tain
ed
0
.
1
3
2
o
r
(
0
.
1
3
2
>
0
.
0
5
)
,
th
en
th
e
d
ata
was
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
e
p
-
v
alu
e
o
f
th
e
n
atio
n
alis
m
v
ar
iab
le
is
0
.
1
7
9
(
0
.
1
7
9
>
0
.
0
5
)
,
s
o
it
is
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
e
g
u
id
elin
es
u
s
e
th
e
v
al
u
e
o
f
F
count
<F
table
,
th
en
th
e
d
ata
is
co
n
s
id
er
ed
lin
ea
r
.
F
count
v
al
u
e
ca
lcu
late
b
etwe
en
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
(
X1
)
an
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
(
Y)
o
f
1
.
5
9
4
<F
table
1
.
8
4
with
a
s
ig
n
if
ican
t
v
alu
e
o
f
0
.
1
0
0
o
r
(
0
.
1
0
0
>0
.
0
5
)
s
o
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
two
v
ar
iab
les
is
lin
ea
r
.
T
h
e
ca
lc
u
lated
F
c
ount
v
alu
e
b
etwe
en
m
u
lticu
ltu
r
alis
m
(
X2
)
an
d
n
atio
n
alis
m
(
Y)
is
1
.
3
5
5
<F
table
1
.
7
3
with
a
s
ig
n
if
ican
ce
o
f
0
.
1
7
1
o
r
g
r
ea
ter
th
a
n
0
.
0
5
s
o
th
at
th
e
two
v
ar
iab
les
ar
e
co
n
s
id
er
ed
lin
ea
r
.
F
count
v
alu
e
ca
lcu
late
b
etwe
en
h
is
to
r
ical
awa
r
e
n
ess
attitu
d
es
(
X3
)
an
d
n
ati
o
n
alis
m
attitu
d
es
(
Y)
o
f
0
.
8
9
1
<F
table
1
.
9
1
with
a
s
ig
n
i
f
ican
t
v
alu
e
o
f
0
.
5
4
6
(
0
.
5
4
6
>
0
.
0
5
)
0
5
th
e
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
tw
o
v
ar
iab
les
is
co
n
s
id
er
ed
lin
ea
r
.
Mu
ltico
llin
ea
r
ity
test
,
th
e
r
esu
lts
to
ler
an
ce
v
alu
e
f
o
r
th
e
v
ar
i
ab
le
u
n
d
er
s
tan
d
i
n
g
o
f
I
n
d
o
n
es
ian
n
atio
n
al
h
is
to
r
y
is
0
.
8
9
2
an
d
th
e
VI
F
v
alu
e
is
1
.
1
2
2
,
s
o
th
er
e
is
n
o
m
u
ltico
llin
ea
r
ity
.
T
h
e
to
ler
an
ce
v
alu
e
f
o
r
th
e
v
ar
iab
l
e
o
f
in
ter
est
in
lear
n
in
g
h
is
to
r
y
is
0
.
8
2
5
an
d
th
e
VI
F
v
alu
e
i
s
1
.
2
1
3
,
s
o
th
er
e
is
n
o
m
u
ltico
llin
ea
r
ity
.
T
h
e
to
le
r
an
ce
v
alu
e
f
o
r
th
e
n
atio
n
al
in
s
ig
h
t v
ar
iab
le
is
1
.
7
9
8
a
n
d
th
e
VI
F to
ler
an
ce
v
alu
e
is
1
.
2
5
4
,
s
o
t
h
er
e
is
n
o
m
u
ltico
llin
ea
r
ity
.
3
.
4
.
H
y
po
t
hes
is
t
est
T
h
e
r
esu
lts
o
f
th
e
p
r
e
-
r
eq
u
is
ite
an
aly
s
is
te
s
t
wh
ich
h
av
e
m
et
th
e
s
p
ec
if
ied
cr
iter
ia
an
d
co
n
d
itio
n
s
s
h
o
w
th
at
it
ca
n
b
e
te
s
ted
f
o
r
th
e
h
y
p
o
t
h
esis
.
T
h
e
u
s
es
o
f
th
is
an
aly
ze
is
to
te
s
t
wh
eth
er
t
h
er
e
is
a
co
r
r
elatio
n
o
f
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
alis
m
,
an
d
attitu
d
e
o
f
h
is
to
r
ical
awa
r
en
ess
to
attitu
d
e
o
f
n
atio
n
alis
tic.
Data
an
aly
s
is
w
as
p
er
f
o
r
m
e
d
b
y
an
aly
zin
g
Pr
o
d
u
ct
Mo
m
e
n
t
C
o
r
r
elatio
n
,
c
o
n
s
is
tin
g
o
f
Pear
s
o
n
Pro
d
u
ct
Mo
m
e
n
t
,
m
u
ltip
le
c
o
r
r
elatio
n
,
r
elativ
e
co
n
tr
ib
u
tio
n
,
an
d
ef
f
ec
tiv
e
co
n
tr
ib
u
tio
n
.
T
ab
le
1
e
x
p
lain
s
th
at
t
h
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
th
e
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
a
n
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
(
v
alu
e
o
f
r
count
=0
.
4
4
7
)
.
Fu
r
t
h
er
m
o
r
e
,
r
count
is
c
o
n
s
u
lted
with
r
table
=0
.
1
7
6
s
o
th
at
th
e
v
alu
e
o
f
r
count
is
g
r
ea
ter
th
an
r
t
able
.
T
h
is
m
ea
n
s
th
at
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
a
n
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
.
T
h
e
s
ig
n
if
ican
ce
v
alu
e
o
f
th
e
v
ar
ia
b
le
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
with
th
e
attitu
d
e
o
f
n
atio
n
alis
m
is
0
.
0
0
0
.
T
h
u
s
,
it
s
h
o
ws
th
at
th
e
r
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
an
d
t
h
e
attitu
d
e
o
f
n
atio
n
alis
m
.
T
ab
le
1
.
Pear
s
o
n
Pr
o
d
u
ct
M
o
m
en
t te
s
t r
esu
lts
C
o
r
r
e
l
a
t
i
o
n
s
(X
1
)
P
1
0
.
3
5
6
0
.
3
1
5
0
.
4
4
7
S
i
g
.
0
.
0
0
4
0
.
0
0
2
0
.
0
0
0
N
1
2
6
1
2
6
1
2
6
1
2
6
(X
2
)
P
0
.
3
5
6
1
0
.
3
9
8
0
.
3
2
4
S
i
g
.
0
.
0
0
4
0
.
0
0
0
0
.
0
0
0
N
1
2
6
1
2
6
1
2
6
1
2
6
(X
3
)
P
0
.
3
1
5
0
.
3
9
8
1
0
.
5
7
2
S
i
g
.
0
.
0
0
2
0
.
0
0
0
0
.
0
0
0
N
1
2
6
1
2
6
1
2
6
1
2
6
(Y)
P
0
.
4
4
7
0
.
3
2
4
0
.
5
7
2
1
S
i
g
.
0
.
0
0
0
0
.
0
0
0
0
.
0
0
0
N
1
2
6
1
2
6
1
2
6
1
2
6
T
h
e
test
r
esu
lts
o
f
Pear
s
o
n
Pr
o
d
u
ct
Mo
m
en
t
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
in
g
an
d
n
atio
n
alis
m
attitu
d
e
(
v
al
u
e
o
f
r
count
=0
.
4
3
2
)
.
T
h
e
v
alu
e
o
f
th
e
r
count
is
co
n
s
u
lted
with
r
table
=0
.
1
7
6
,
s
o
th
at
r
count
is
g
r
ea
ter
th
an
r
table
,
wh
ich
ex
p
lain
s
th
at
th
er
e
i
s
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
e
twee
n
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
an
d
n
atio
n
ali
s
m
attitu
d
es.
T
h
e
s
ig
n
if
ican
ce
v
alu
e
o
b
tain
e
d
b
etwe
e
n
th
e
v
ar
iab
les
o
f
m
u
lticu
ltu
r
al
u
n
d
e
r
s
tan
d
in
g
a
n
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
is
0
.
0
0
0
.
T
h
e
ac
q
u
is
itio
n
o
f
th
ese
v
alu
es
ex
p
lain
s
th
a
t th
er
e
is
a
s
ig
n
if
ican
t r
elati
o
n
s
h
ip
b
etwe
en
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
an
d
n
atio
n
alis
m
attitu
d
es.
T
h
e
r
esu
lts
o
f
th
e
Pear
s
o
n
Pro
d
u
ct
Mo
m
en
t
test
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
h
is
to
r
ical
awa
r
en
ess
attitu
d
es
an
d
n
atio
n
alis
m
attitu
d
es
(
v
alu
e
o
f
r
count
=0
.
6
8
1
).
T
h
e
v
alu
e
o
f
r
count
was
co
n
s
u
lte
d
with
r
table
=0
.
1
7
6
th
en
r
count
was
g
r
ea
ter
th
an
r
t
able
.
T
h
is
m
ea
n
s
th
at
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etw
ee
n
th
e
attitu
d
e
o
f
h
is
to
r
ical
awa
r
en
ess
an
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
.
T
h
e
s
ig
n
if
ican
ce
v
alu
e
o
f
th
e
h
i
s
to
r
i
ca
l
awa
r
en
ess
attitu
d
e
v
ar
iab
le
with
t
h
e
n
a
tio
n
alis
m
attitu
d
e
is
0
.
0
0
0
.
I
t
ca
n
b
e
c
o
n
clu
d
ed
th
at
th
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
attitu
d
e
o
f
h
is
to
r
ical
awa
r
en
ess
an
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
.
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
Th
e
co
r
r
ela
tio
n
o
f th
e
u
n
d
ers
ta
n
d
in
g
o
f I
n
d
o
n
esia
n
h
is
to
r
y,
mu
lticu
ltu
r
a
lis
m,
a
n
d
…
(
Mu
h
a
mma
d
B
a
s
r
i
)
373
T
h
e
r
esu
lts
o
f
th
e
m
u
ltip
le
co
r
r
elatio
n
test
b
etwe
en
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
alis
m
,
h
is
to
r
ical
a
war
en
ess
attitu
d
es
to
g
eth
er
with
n
atio
n
alis
m
attitu
d
es
o
b
tain
ed
th
e
v
alu
e
o
f
r
count
=
0
.
7
4
0
,
an
d
th
e
r
count
v
alu
e
was
co
n
s
u
lted
with
r
table
=
0
.
1
7
6
,
s
o
r
count
is
g
r
ea
ter
th
an
r
table
.
T
h
is
m
ea
n
s
th
a
t
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
alis
m
,
an
d
t
h
e
attitu
d
e
o
f
h
is
to
r
ical
awa
r
en
ess
with
th
e
atti
tu
d
e
o
f
n
atio
n
ali
s
m
.
T
h
e
s
ig
n
if
ican
ce
v
alu
e
test
o
f
th
e
r
elat
io
n
s
h
ip
b
etwe
en
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
al
is
m
,
an
d
h
is
to
r
ical
awa
r
e
n
e
s
s
attitu
d
es
with
n
atio
n
alis
m
attitu
d
es
u
s
in
g
t
h
e
F
test
.
T
h
e
F
count
s
co
r
e
is
4
9
.
2
6
9
,
th
e
s
co
r
e
is
co
m
p
ar
ed
to
F
table
with
d
k
in
th
e
n
u
m
er
ato
r
=
2
a
n
d
th
e
d
en
o
m
in
ato
r
=
1
26
-
2
-
1
=
1
2
3
,
with
an
er
r
o
r
o
f
5
%
th
en
th
e
F
table
p
r
ice
i
s
3
.
0
7
.
T
h
is
m
ea
n
s
th
at
th
e
F
count
s
co
r
e
is
g
r
ea
ter
t
h
an
F
table
o
r
(
F
count
4
9
.
2
6
9
>F
table
3
.
0
7
)
.
T
h
u
s
,
it
ca
n
b
e
c
o
n
cl
u
d
ed
th
at
th
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esia
'
s
n
atio
n
al
h
is
to
r
y
,
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
,
a
n
d
th
e
attitu
d
e
o
f
h
is
to
r
ical
awa
r
en
ess
with
th
e
attitu
d
e
o
f
n
atio
n
alis
m
.
T
h
e
r
esu
lts
o
f
th
e
m
u
ltip
le
c
o
r
r
elat
io
n
ca
lc
u
latio
n
ca
n
b
e
s
ee
n
in
T
ab
le
1
.
T
h
e
r
esu
lts
o
f
m
u
ltip
le
co
r
r
elatio
n
a
n
aly
s
is
ar
e
p
r
es
en
ted
in
T
a
b
le
2
.
T
h
is
tab
l
e
s
h
o
ws
th
e
r
esu
lts
o
f
ca
lcu
latin
g
th
e
r
elativ
e
co
n
tr
ib
u
tio
n
an
d
ef
f
ec
tiv
e
c
o
n
tr
ib
u
tio
n
.
T
ab
le
3
in
ter
p
r
ets
th
at
in
co
n
t
r
ib
u
tin
g
to
g
eth
er
th
e
X₁
v
ar
iab
le
as
m
u
ch
as
2
0
.
0
%,
th
e
X₂
v
ar
iab
l
e
is
3
4
.
7
%
wh
ile
th
e
X₃
v
ar
iab
le
r
ea
ch
e
s
4
5
.
3
%.
Fo
r
t
h
e
ef
f
e
ctiv
e
co
n
tr
i
b
u
tio
n
,
it
s
h
o
ws
th
at
X₁
is
1
1
.
0
%,
th
en
X₂
is
1
5
.
1
%
an
d
X₃
h
as
a
b
ig
r
o
le
as
m
u
c
h
as
1
7
.
6
%
wh
ile
th
e
r
em
ain
i
n
g
4
3
.
7
% is
a
v
ar
iab
le
o
u
ts
id
e
th
e
th
r
ee
v
ar
ia
b
les.
T
ab
le
2
.
Mu
ltip
le
c
o
r
r
elatio
n
t
est r
esu
lt
C
o
r
r
e
l
a
t
i
o
n
N
C
o
e
f
f
i
c
i
e
n
t
s
R
.
S
q
u
a
r
e
F
P
S
i
g
N
o
t
e
s
X
1
, X
2
, X
3
, Y
1
2
6
76
ᵃ
4
3
.
7
3
8
.
1
5
8
.
0
0
0
P
o
si
t
i
v
e
a
n
d
si
g
n
i
f
i
c
a
n
t
T
ab
le
3
.
R
elativ
e
an
d
e
f
f
ec
tiv
e
co
n
tr
ib
u
tio
n
V
a
r
i
a
b
l
e
R
e
l
a
t
i
v
e
c
o
n
t
r
i
b
u
t
i
o
n
Ef
f
e
c
t
i
v
e
c
o
n
t
r
i
b
u
t
i
o
n
X
1
2
0
.
0
%
1
1
.
0
%
X
2
3
4
.
7
%
1
5
.
1
%
X
3
4
5
.
3
%
1
7
.
6
%
A
mo
u
n
t
1
0
0
%
4
3
.
7
%
4.
DIS
CU
SS
I
O
N
4
.
1
.
T
he
co
rr
ela
t
io
n bet
wee
n
I
n
d
o
nes
ia
n
his
t
o
ry
un
der
s
t
a
nd
i
ng
t
o
wa
rds
na
t
io
na
lis
t
ic
a
t
t
it
ud
es
A
s
y
m
p
s
ig
.
v
alu
e
f
r
o
m
th
e
th
r
ee
o
n
lin
e
lectu
r
e
m
e
d
ia
p
latf
o
r
m
s
>0
.
0
5
.
I
t
m
ea
n
s
th
a
t
th
e
d
ata
o
b
tain
ed
is
b
ased
o
n
a
n
o
r
m
al
ly
d
is
tr
ib
u
ted
q
u
esti
o
n
n
air
e.
F
u
r
th
er
m
o
r
e,
ea
ch
o
n
lin
e
lectu
r
in
g
m
ed
ia
p
latf
o
r
m
was
test
ed
f
o
r
d
if
f
e
r
en
t
p
e
r
c
ep
tio
n
s
o
f
s
tu
d
en
ts
in
th
e
u
s
e
o
f
t
h
e
m
e
d
ia.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
u
n
d
er
s
tan
d
i
n
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
an
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
o
b
tain
ed
a
c
o
r
r
elatio
n
v
alu
e
o
f
0
.
4
4
7
with
a
s
ig
n
if
ican
ce
lev
el
o
f
0
.
0
0
0
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
u
n
d
e
r
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
an
d
th
e
at
titu
d
e
o
f
n
atio
n
alis
m
h
as
p
o
s
itiv
e
cr
iter
ia
an
d
s
ig
n
if
ican
ce
.
I
f
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
is
h
ig
h
,
t
h
e
s
tu
d
en
ts
'
n
atio
n
alis
m
attitu
d
e
ca
n
in
cr
ea
s
e
s
ig
n
i
f
ican
tly
.
T
h
ese
r
esu
lts
ar
e
in
lin
e
with
Su
s
an
to
'
s
r
esear
ch
.
I
t
r
ev
ea
led
th
at
th
er
e
is
a
p
o
s
i
tiv
e
co
r
r
elatio
n
b
etwe
en
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esian
h
is
to
r
y
an
d
th
e
attitu
d
e
o
f
n
atio
n
alis
m
[
3
0
]
.
Acc
o
r
d
in
g
to
Sa’
ad
ah
,
Her
i
m
an
to
,
an
d
I
s
awa
ti,
th
er
e
i
s
a
co
r
r
elatio
n
b
etwe
en
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esian
h
is
to
r
y
an
d
n
atio
n
alis
m
[
3
1
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
i
s
r
elatio
n
s
h
ip
is
r
elate
d
to
th
e
way
o
f
th
in
k
in
g
an
d
ac
tin
g
in
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
h
is
to
r
y
.
Un
d
er
s
tan
d
in
g
is
p
ar
t
o
f
th
e
ab
ilit
y
th
at
is
im
p
o
r
tan
t
in
ac
h
iev
in
g
p
r
o
ce
d
u
r
al
k
n
o
wled
g
e,
with
t
h
e
m
ea
n
in
g
o
f
u
n
d
er
s
tan
d
in
g
k
n
o
wn
co
n
ce
p
ts
,
s
itu
atio
n
s
,
an
d
f
ac
ts
.
T
h
er
ef
o
r
e,
u
n
d
er
s
tan
d
i
n
g
th
e
p
ast
o
f
t
h
e
I
n
d
o
n
esian
n
atio
n
is
o
n
e
o
f
th
e
g
o
als
in
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
h
is
to
r
y
i
n
s
ch
o
o
ls
.
B
ased
o
n
th
is
,
it
is
n
ec
ess
ar
y
to
g
iv
e
s
tu
d
en
ts
an
u
n
d
er
s
tan
d
in
g
o
f
th
e
h
is
to
r
y
o
f
th
e
I
n
d
o
n
esian
n
atio
n
in
in
c
r
ea
s
in
g
th
e
attitu
d
e
o
f
n
atio
n
alis
m
th
r
o
u
g
h
ap
p
r
ec
iatio
n
o
f
h
is
to
r
ical
ev
e
n
ts
th
at
h
o
ld
n
atio
n
al
v
alu
es a
n
d
n
atio
n
alis
m
.
4
.
2
.
T
he
co
rr
ela
t
io
n bet
wee
n m
ulticult
ura
l und
er
s
t
a
nd
ing
t
o
wa
rds
na
t
io
na
lis
t
ic
a
t
t
it
ud
es
T
h
e
co
r
r
elatio
n
b
etwe
en
m
u
lt
icu
ltu
r
al
u
n
d
er
s
tan
d
in
g
v
ar
ia
b
les
an
d
n
atio
n
alis
tic
attitu
d
es,
it
g
iv
es
a
co
r
r
elatio
n
co
ef
f
icien
t
o
f
0
.
3
2
4
with
a
s
ig
n
if
ican
ce
lev
el
o
f
0
.
0
0
0
.
T
h
is
m
ea
n
s
th
at
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
h
as
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
with
n
atio
n
alis
m
attitu
d
es
.
I
f
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
is
h
ig
h
,
it
ca
n
b
e
s
aid
th
at
s
tu
d
en
ts
'
n
atio
n
al
is
m
attitu
d
es
wil
l
also
b
e
h
ig
h
er
.
T
h
is
is
s
im
ilar
with
r
esear
ch
o
f
T
u
k
ir
a
n
.
He
s
tated
th
at
th
er
e
is
a
m
u
ltic
u
ltu
r
al
u
n
d
e
r
s
tan
d
in
g
in
s
tu
d
en
ts
,
it
will
p
r
o
v
id
e
d
ee
p
er
to
ler
a
n
ce
attitu
d
es
ab
o
u
t
th
e
m
ea
n
in
g
o
f
n
atio
n
al
u
n
i
ty
an
d
in
teg
r
ity
in
s
h
ap
i
n
g
s
tu
d
en
ts
’
n
atio
n
alis
tic
attitu
d
es
[
3
2
]
.
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
:
3
6
9
-
37
6
374
T
h
e
attitu
d
e
o
f
n
atio
n
alis
m
is
th
e
h
ig
h
est
f
o
r
m
o
f
in
d
iv
id
u
al
lo
y
alty
to
th
e
n
atio
n
wh
ich
is
u
s
ed
to
m
in
im
ize
th
e
o
cc
u
r
r
en
ce
o
f
d
i
v
is
io
n
s
th
at
will e
n
d
an
g
er
th
e
ex
is
ten
ce
o
f
th
e
n
atio
n
.
Acc
o
r
d
in
g
to
T
ilaar
,
th
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
m
u
lticu
ltu
r
al
u
n
d
e
r
s
tan
d
in
g
an
d
n
atio
n
alis
tic
attitu
d
es
[
3
3
]
.
T
h
e
r
elatio
n
s
h
ip
in
q
u
esti
o
n
is
th
at
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
will
p
r
o
d
u
ce
attitu
d
es
th
at
r
esp
ec
t
cu
ltu
r
e,
to
ler
an
ce
,
r
esp
ec
t
f
o
r
cu
ltu
r
al
id
en
tity
,
a
n
d
r
ejec
t
c
o
n
f
lict.
T
h
is
will
f
o
s
ter
attitu
d
es
o
f
n
atio
n
alis
m
in
p
r
eser
v
in
g
d
iv
e
r
s
ity
o
v
er
cu
ltu
r
al
d
if
f
e
r
en
ce
s
,
to
cr
ea
te
n
atio
n
al
u
n
ity
an
d
i
n
teg
r
ity
.
Mu
lticu
ltu
r
alis
m
an
d
n
atio
n
al
is
m
ar
e
v
e
r
y
v
ital
attitu
d
es
t
o
war
d
s
p
o
s
itio
n
in
g
t
h
e
d
i
v
er
s
ity
o
f
th
e
n
atio
n
[
3
4
]
.
T
h
is
m
ea
n
s
th
a
t f
r
o
m
s
tu
d
y
in
g
h
is
to
r
y
,
s
tu
d
e
n
ts
will b
e
ab
le
to
u
n
d
er
s
tan
d
t
h
e
n
atio
n
al
co
n
tex
t
b
y
h
o
n
in
g
th
eir
ab
ilit
ies
th
r
o
u
g
h
h
is
to
r
y
lear
n
i
n
g
s
o
th
at
in
d
icat
o
r
s
o
f
m
u
lticu
ltu
r
al
attitu
d
es
a
n
d
n
ati
o
n
alis
m
ca
n
d
ev
elo
p
[
3
5
]
.
Fu
r
t
h
er
m
o
r
e,
h
i
s
to
r
y
s
tu
d
en
ts
ca
n
ex
p
lo
r
e
n
at
io
n
al
v
alu
es
an
d
ex
em
p
lar
y
,
s
o
th
at
m
u
lticu
ltu
r
al
an
d
n
atio
n
alis
m
p
r
o
b
le
m
s
ca
n
b
e
m
in
im
ized
th
r
o
u
g
h
h
is
to
r
y
lear
n
in
g
,
wh
ich
will
b
e
ab
s
o
r
b
ed
b
y
s
tu
d
en
ts
in
to
attitu
d
es.
4
.
3
.
T
he
co
rr
ela
t
io
n m
ulticult
ura
l,
his
t
o
rica
l a
wa
re
nes
s
t
o
na
t
io
na
lis
t
ic
a
t
t
it
ud
es
B
etwe
en
h
is
to
r
ical
awa
r
en
ess
an
d
a
ttit
u
d
es,
t
h
ey
h
av
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
c
o
r
r
elatio
n
.
I
t
m
ea
n
s
if
s
tu
d
en
ts
’
h
is
to
r
ical
awa
r
en
ess
is
h
ig
h
,
th
e
s
tu
d
en
ts
’
n
atio
n
alis
tic
attitu
d
es
will
b
e
al
s
o
h
ig
h
.
Fad
li
et
a
l
.
f
o
u
n
d
th
at
th
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
h
is
to
r
ical
awa
r
en
ess
an
d
n
atio
n
alis
m
,
m
ea
n
in
g
th
at
h
is
to
r
ical
awa
r
en
ess
in
s
tu
d
en
ts
will
af
f
ec
t
th
eir
n
atio
n
alis
m
attitu
d
e
[
3
6
]
.
T
h
e
attitu
d
e
o
f
n
atio
n
alis
m
ca
n
n
o
t
b
e
g
r
o
w
n
with
o
u
t
h
is
to
r
ical
awa
r
en
ess
,
s
o
th
at
h
is
to
r
ical
awa
r
en
es
s
h
as
a
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
r
elatio
n
s
h
ip
to
th
e
attitu
d
e
o
f
n
atio
n
alis
m
[
3
7
]
.
Stu
d
en
ts
wh
o
h
av
e
a
h
ig
h
u
n
d
e
r
s
tan
d
in
g
o
f
h
is
to
r
ical
awa
r
en
ess
,
ten
d
to
ex
p
r
ess
attitu
d
es
b
ased
o
n
th
e
awa
r
en
ess
s
y
s
tem
th
at
h
as
b
ee
n
em
b
ed
d
ed
in
th
em
s
elv
es
.
T
h
ey
will
co
n
s
cio
u
s
ly
m
ak
e
a
r
ea
l c
o
n
tr
ib
u
tio
n
to
th
e
attitu
d
e
o
f
n
atio
n
alis
m
.
4
.
4
.
T
he
co
rr
ela
t
io
n
o
f
I
nd
o
nes
i
a
n
his
t
o
ry
un
dersta
nd
ing
,
m
ulticult
ura
lis
m
,
a
nd
his
t
o
rica
l
a
wa
re
nes
s
a
nd
na
t
io
na
lis
t
ic
a
t
t
it
ud
es
T
h
e
s
tu
d
y
r
ev
ea
led
th
at
t
h
e
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
i
s
to
r
y
h
ad
a
r
elatio
n
s
h
ip
with
th
e
attitu
d
e
o
f
n
ati
o
n
alis
m
.
F
u
r
th
e
r
m
o
r
e
,
Am
an
s
tated
th
at
th
e
h
is
to
r
ical
m
ater
ial
co
n
tain
ed
ex
em
p
la
r
y
v
alu
es,
p
atr
io
tis
m
,
an
d
n
atio
n
alis
m
th
at
u
n
d
er
lie
th
e
p
r
o
ce
s
s
o
f
f
o
r
m
in
g
s
tu
d
en
ts
'
ch
ar
ac
ter
an
d
p
e
r
s
o
n
ality
[
3
8
]
.
Acc
o
r
d
in
g
to
Pra
n
ata,
Am
an
,
a
n
d
Setiawan
th
e
u
n
d
er
s
tan
d
in
g
o
f
m
u
lti
cu
ltu
r
alis
m
th
at
s
tu
d
en
ts
h
av
e
ca
n
b
e
s
ee
n
f
r
o
m
m
u
tu
al
r
esp
ec
t
an
d
r
esp
ec
t
f
o
r
all
d
if
f
er
e
n
ce
s
[
3
9
]
.
I
n
d
o
n
es
ian
h
is
to
r
y
m
ater
ial
co
n
tain
s
m
u
lticu
ltu
r
al
v
alu
es
wh
ich
ar
e
v
e
r
y
im
p
o
r
tan
t
to
b
e
s
tu
d
ied
a
n
d
u
n
d
er
s
to
o
d
.
L
ik
e
th
e
m
ater
ial
o
n
th
e
I
n
d
o
n
esian
n
atio
n
al
m
o
v
em
en
t a
n
d
th
e
Yo
u
th
Pled
g
e,
th
is
ev
en
t c
o
n
tain
ed
attitu
d
es
o
f
u
n
ity
an
d
in
teg
r
ity
th
at
led
to
th
e
f
o
r
m
atio
n
o
f
attitu
d
es o
f
n
atio
n
alis
m
.
Acc
o
r
d
in
g
to
Sals
ab
ila
an
d
Am
an
,
wh
e
n
s
tu
d
e
n
ts
u
n
d
er
s
tan
d
h
is
to
r
y
less
o
n
s
,
th
ey
d
o
n
o
t
ju
s
t
r
em
em
b
er
a
s
er
ies
o
f
tim
es,
p
er
io
d
s
,
an
d
ev
e
n
ts
.
B
esid
es
,
t
h
ey
ab
le
to
tak
e
th
e
v
al
u
e
co
n
tain
ed
in
a
u
n
iq
u
e
h
is
to
r
ical
ev
en
t
with
its
d
iac
h
r
o
n
ic
c
o
n
ce
p
t
ca
n
f
o
s
ter
h
is
to
r
ical
awa
r
en
ess
[
4
0
]
.
T
h
er
e
f
o
r
e,
t
h
e
id
ea
o
f
a
co
n
ce
p
t
o
f
h
is
to
r
ical
awa
r
en
ess
is
to
s
h
ap
e
th
e
ch
ar
ac
ter
o
f
th
e
n
atio
n
,
s
u
ch
as
th
e
attitu
d
e
o
f
s
tu
d
en
t
n
atio
n
alis
m
.
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
clu
d
e
d
:
i
)
T
h
e
r
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
c
e
co
r
r
elatio
n
b
etwe
en
th
e
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
an
d
n
ati
o
n
alis
tic
attitu
d
es
;
ii
)
T
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
i
f
ican
ce
c
o
r
r
elatio
n
b
etwe
en
m
u
lticu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
a
n
d
th
e
n
atio
n
alis
tic
attitu
d
es
;
iii
)
T
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
ce
co
r
r
elatio
n
b
etwe
en
h
is
to
r
ical
awa
r
e
n
ess
an
d
n
atio
n
alis
tic
attitu
d
es
;
iv
)
T
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
i
ca
n
ce
co
r
r
elatio
n
o
f
u
n
d
er
s
tan
d
i
n
g
I
n
d
o
n
esian
h
is
to
r
y
,
m
u
lticu
ltu
r
alis
m
,
an
d
h
is
to
r
ical
awa
r
en
ess
to
n
atio
n
alis
tic
attitu
d
es.
T
h
e
r
esear
ch
ca
n
b
e
u
s
ed
as
r
ef
er
e
n
ce
m
ater
ial
f
o
r
o
th
er
s
tu
d
ies
with
th
e
s
am
e
th
em
e.
W
h
er
ea
s
p
r
ac
tically
,
it
b
en
ef
icially
f
o
r
th
e
h
is
to
r
y
lear
n
in
g
p
r
o
ce
s
s
.
T
ea
ch
er
s
an
d
s
ch
o
o
ls
will
b
e
ea
s
ier
to
m
ak
e
s
tu
d
en
ts
th
in
k
cr
itically
,
ac
t w
is
ely
,
an
d
ca
n
h
av
e
g
o
o
d
ch
ar
a
cter
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
N
a
’
i
m
a
n
d
H
.
S
y
a
p
u
t
r
a
,
“
N
a
t
i
o
n
a
l
i
t
y
,
e
t
h
n
i
c
i
t
y
,
r
e
l
i
g
i
o
n
,
a
n
d
c
o
l
l
o
q
u
i
a
l
l
a
n
g
u
a
g
e
o
f
t
h
e
I
n
d
o
n
e
s
i
a
n
p
o
p
u
l
a
t
i
o
n
:
R
e
s
u
l
t
s
o
f
t
h
e
2
0
1
0
P
o
p
u
l
a
t
i
o
n
C
e
n
s
u
s,
”
B
a
d
a
n
P
u
s
a
t
S
t
a
t
i
s
t
i
k
,
J
a
k
a
r
t
a
,
2
0
1
1
.
[
2
]
P
.
B
a
g
c
e
l
i
K
a
h
r
a
m
a
n
a
n
d
G
.
O
n
u
r
S
e
z
e
r
,
“
R
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
A
t
t
i
t
u
d
e
s
o
f
M
u
l
t
i
c
u
l
t
u
r
a
l
E
d
u
c
a
t
i
o
n
a
n
d
P
e
r
c
e
p
t
i
o
n
s
R
e
g
a
r
d
i
n
g
C
u
l
t
u
r
a
l
Ef
f
e
c
t
o
f
G
l
o
b
a
l
i
z
a
t
i
o
n
,
”
E
u
ra
s
i
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
R
e
s
e
a
r
c
h
,
v
o
l
.
1
7
,
n
o
.
6
7
,
p
p
.
2
3
3
–
2
4
9
,
Ja
n
.
2
0
1
7
,
d
o
i
:
1
0
.
1
4
6
8
9
/
e
j
e
r
.
2
0
1
7
.
6
7
.
1
4
.
[
3
]
M
.
M
a
r
z
u
k
i
,
M
.
M
i
f
t
a
h
u
d
d
i
n
,
a
n
d
M
.
M
u
r
d
i
o
n
o
,
“
M
u
l
t
i
c
u
l
t
u
r
a
l
e
d
u
c
a
t
i
o
n
i
n
s
a
l
a
f
p
e
s
a
n
t
r
e
n
a
n
d
p
r
e
v
e
n
t
i
o
n
o
f
r
e
l
i
g
i
o
u
s
r
a
d
i
c
a
l
i
sm
i
n
I
n
d
o
n
e
s
i
a
,
”
J
u
r
n
a
l
C
a
k
r
a
w
a
l
a
Pe
n
d
i
d
i
k
a
n
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
1
2
–
2
5
,
F
e
b
.
2
0
2
0
,
d
o
i
:
1
0
.
2
1
8
3
1
/
c
p
.
v
3
9
i
1
.
2
2
9
0
0
.
[
4
]
Z
.
Za
mr
o
n
i
e
t
a
l
.
,
“
C
r
o
ss
-
C
u
l
t
u
r
a
l
C
o
m
p
e
t
e
n
c
e
i
n
M
u
l
t
i
c
u
l
t
u
r
a
l
Ed
u
c
a
t
i
o
n
i
n
I
n
d
o
n
e
s
i
a
n
a
n
d
N
e
w
Ze
a
l
a
n
d
H
i
g
h
S
c
h
o
o
l
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
s
t
r
u
c
t
i
o
n
,
v
o
l
.
1
4
,
n
o
.
3
,
p
p
.
5
9
7
–
6
1
2
,
J
u
l
.
2
0
2
1
,
d
o
i
:
1
0
.
2
9
3
3
3
/
i
j
i
.
2
0
2
1
.
1
4
3
3
5
a
.
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
Th
e
co
r
r
ela
tio
n
o
f th
e
u
n
d
ers
ta
n
d
in
g
o
f I
n
d
o
n
esia
n
h
is
to
r
y,
mu
lticu
ltu
r
a
lis
m,
a
n
d
…
(
Mu
h
a
mma
d
B
a
s
r
i
)
375
[
5
]
L.
F
a
t
maw
a
t
i
,
R
.
D
.
P
r
a
t
i
w
i
,
a
n
d
V
.
Y
.
Er
v
i
a
n
a
,
“
D
e
v
e
l
o
p
m
e
n
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.
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