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CC B
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C
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A
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J
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Setia
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Do
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Gr
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i
v
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k
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Sle
m
a
n
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Yo
g
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ak
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I
n
d
o
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e
s
ia.
E
m
ail: j
o
h
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s
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w
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2
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1
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tu
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u
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y
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ac
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id
1.
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NT
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I
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d
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T
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r
o
p
er
l
y
,
n
o
t
u
n
d
er
s
tan
d
i
n
g
t
h
e
m
iles
to
n
es
o
f
t
h
e
n
atio
n
's
h
i
s
to
r
ical
s
tr
u
g
g
le,
an
d
n
o
t
r
e
m
e
m
b
er
i
n
g
th
e
s
er
v
ices o
f
h
er
o
es b
y
n
o
t a
tten
d
in
g
t
h
e
m
e
m
o
r
ial
s
er
v
ice
o
f
th
e
h
er
o
es'
d
a
y
.
E
d
u
ca
tio
n
is
th
e
m
ai
n
k
e
y
to
th
e
lif
e
o
f
th
e
I
n
d
o
n
esia
n
n
a
tio
n
as
an
ef
f
o
r
t
to
ed
u
ca
te
t
h
e
n
atio
n
's
ch
ild
r
en
,
ch
a
n
g
e
t
h
e
attit
u
d
e
o
f
s
t
u
d
en
t
s
to
h
a
v
e
g
o
o
d
ch
ar
ac
ter
[
4
-
8
]
.
On
e
f
o
r
m
o
f
ed
u
c
atio
n
to
an
s
w
er
th
i
s
ch
alle
n
g
e
is
th
e
i
m
p
le
m
e
n
tat
i
o
n
o
f
I
n
d
o
n
esian
h
i
s
to
r
y
s
u
b
ject
at
th
e
h
ig
h
s
c
h
o
o
l
lev
el.
His
to
r
y
is
a
s
u
b
j
ec
t
th
at
i
n
s
ti
lls
k
n
o
w
led
g
e
[
9
,
1
0
]
,
attitu
d
es,
v
al
u
es
r
eg
ar
d
i
n
g
th
e
p
r
o
ce
s
s
o
f
c
h
a
n
g
e
a
n
d
d
ev
elo
p
m
e
n
t
o
f
I
n
d
o
n
esia
n
s
o
ciet
y
f
r
o
m
t
h
e
p
ast
to
th
e
p
r
esen
t
[
1
1
]
.
L
ea
r
n
in
g
h
is
to
r
y
i
n
s
ch
o
o
ls
n
ee
d
s
t
o
b
e
ca
r
r
ied
o
u
t
to
b
u
ild
a
s
cien
ti
f
ic
p
er
s
p
ec
tiv
e
w
it
h
a
ti
m
e
p
er
s
p
ec
tiv
e,
s
h
ar
ed
m
e
m
o
r
y
,
an
d
a
w
ar
en
e
s
s
o
f
th
e
co
r
e
v
al
u
es
o
f
th
e
n
atio
n
to
s
h
ap
e
id
en
tit
y
[
1
2
]
.
L
ea
r
n
in
g
h
i
s
to
r
y
as
an
ele
m
en
t
o
f
th
e
d
ev
elo
p
m
en
t
o
f
cu
lt
u
r
al
n
atio
n
alis
m
i
s
v
er
y
f
u
n
c
t
io
n
i
n
g
to
b
e
a
m
ed
iatio
n
i
n
estab
li
s
h
in
g
r
elatio
n
s
b
et
w
ee
n
t
h
e
ele
m
en
ts
o
f
s
o
cie
t
y
i
n
I
n
d
o
n
e
s
ia
t
h
a
t
ar
e
p
lu
r
alis
tic
i
n
n
at
u
r
e
[
1
3
]
.
Natio
n
ali
s
m
i
n
s
ig
h
t
ca
n
b
e
ap
p
lied
th
r
o
u
g
h
h
is
to
r
y
lear
n
i
n
g
i
n
s
c
h
o
o
ls
[
1
4
]
.
I
n
d
o
n
esi
an
h
i
s
to
r
y
less
o
n
s
t
h
at
i
m
p
le
m
e
n
t
n
at
i
o
n
al
in
s
i
g
h
t
s
i
n
h
i
s
to
r
ical
l
ea
r
n
in
g
m
ater
ial
ar
e
v
er
y
i
m
p
o
r
ta
n
t
to
in
s
till
th
e
attit
u
d
e
o
f
n
atio
n
an
d
s
t
ate,
in
w
h
ic
h
co
n
tain
m
an
y
v
alu
e
s
o
f
ac
ce
p
tin
g
an
d
ap
p
r
ec
iatin
g
d
iv
er
s
it
y
,
to
ler
an
ce
,
n
atio
n
al
u
n
it
y
,
n
ati
o
n
al
lo
v
e,
a
n
d
r
aisi
n
g
a
w
ar
en
ess
o
f
t
h
e
cr
i
s
i
s
o
f
s
o
lid
ar
it
y
to
p
lu
r
alis
m
w
h
ic
h
lead
s
to
d
iv
i
s
io
n
s
o
t
h
at
it
ca
n
b
e
o
v
er
co
m
e,
th
e
s
e
v
alu
e
s
ar
e
p
ar
t
o
f
n
atio
n
ali
s
m
.
T
h
er
e
f
o
r
e,
u
n
d
er
s
tan
d
i
n
g
I
n
d
o
n
esia
n
h
i
s
to
r
y
w
h
ic
h
i
m
p
le
m
en
t
s
n
atio
n
al
in
s
i
g
h
t
s
ca
n
k
n
o
w
d
ee
p
l
y
an
d
b
e
ab
le
to
ca
p
tu
r
e
n
o
t
o
n
ly
k
n
o
w
i
n
g
,
r
e
m
e
m
b
er
i
n
g
t
h
e
n
u
m
b
er
s
o
f
y
ea
r
s
a
n
d
v
ar
io
u
s
h
i
s
to
r
ical
ev
en
t
s
th
a
t
ar
e
u
n
d
er
s
to
o
d
as
a
c
o
llectiv
e
r
ec
o
r
d
o
f
th
e
p
ast
o
f
I
n
d
o
n
e
s
ian
n
atio
n
.
A
h
is
to
r
ical
e
v
e
n
t
is
o
n
l
y
d
ir
ec
tl
y
m
ea
n
i
n
g
f
u
l
i
n
p
eo
p
le's
li
v
es
if
th
e
h
is
to
r
ical
e
v
en
t
ca
n
b
e
u
n
d
er
s
to
o
d
o
b
j
ec
ti
v
ely
,
lis
te
n
i
n
g
to
th
e
ca
u
s
es
o
f
h
is
to
r
ical
ev
en
ts
a
n
d
tr
y
in
g
to
d
r
a
w
less
o
n
s
o
n
w
h
at
h
ap
p
en
e
d
in
th
e
p
ast.
I
n
o
r
d
er
to
m
ak
e
th
e
s
t
u
d
en
ts
t
o
g
r
asp
th
e
m
ea
n
i
n
g
i
n
h
is
to
r
y
lear
n
in
g
,
teac
h
er
s
ar
e
r
eq
u
ir
e
d
to
f
o
s
ter
s
tu
d
e
n
ts
’
i
n
ter
est
i
n
lear
n
i
n
g
s
o
th
e
y
ca
n
b
e
in
ter
ested
in
h
is
t
o
r
y
les
s
o
n
s
.
T
h
e
teac
h
er
s
in
t
h
eir
ef
f
o
r
ts
to
f
o
s
ter
s
tu
d
e
n
ts
'
in
ter
est
in
lear
n
i
n
g
n
ee
d
to
w
o
r
k
to
g
eth
er
an
d
cr
ea
te
th
e
h
is
to
r
y
lear
n
i
n
g
in
th
e
c
lass
w
h
ic
h
is
m
o
r
e
attr
ac
tiv
e
to
s
tu
d
e
n
ts
.
Fo
r
ex
a
m
p
le,
in
h
i
s
to
r
y
lear
n
i
n
g
,
teac
h
er
s
n
ee
d
to
u
s
e
in
ter
e
s
ti
n
g
a
n
d
cr
ea
tiv
e
lear
n
i
n
g
m
o
d
el
s
an
d
m
ed
ia
s
u
c
h
as
u
s
i
n
g
v
ar
ia
tio
n
s
i
n
m
et
h
o
d
s
,
th
e
in
ter
n
et,
f
il
m
,
a
n
d
i
m
ag
e
s
.
T
h
er
ef
o
r
e,
th
e
s
tu
d
en
t
s
ar
e
in
ter
ested
in
f
o
llo
w
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
o
f
I
n
d
o
n
es
ian
h
is
to
r
y
,
w
h
ic
h
is
f
u
ll
o
f
v
alu
e
s
o
f
u
n
it
y
a
n
d
n
atio
n
al
is
m
t
h
at
w
i
ll
b
e
ea
s
i
l
y
o
b
tain
ed
b
y
s
t
u
d
en
ts
.
T
h
e
s
u
c
ce
s
s
o
f
s
t
u
d
en
t
s
i
n
ta
k
i
n
g
ed
u
c
atio
n
is
in
f
l
u
e
n
ce
d
b
y
v
ar
io
u
s
f
ac
to
r
s
,
o
n
e
o
f
w
h
i
ch
is
th
e
i
n
ter
est
i
n
lear
n
i
n
g
.
Hig
h
in
ter
es
t
in
lear
n
i
n
g
w
ill
h
elp
s
tu
d
e
n
ts
to
g
et
a
g
o
o
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
ch
ar
ac
ter
is
tics
o
f
h
i
s
to
r
i
ca
l
s
u
b
j
ec
ts
in
h
i
g
h
s
c
h
o
o
l
a
cc
o
r
d
in
g
to
Am
a
n
[
1
5
]
,
is
t
h
at
h
i
s
to
r
y
less
o
n
s
h
av
e
a
s
tr
ateg
ic
m
ea
n
i
n
g
i
n
th
e
f
o
r
m
atio
n
o
f
d
ig
n
i
f
i
ed
ch
ar
ac
ter
,
attitu
d
es
an
d
civ
ilizatio
n
as
w
e
ll
as
in
t
h
e
f
o
r
m
atio
n
o
f
I
n
d
o
n
e
s
ia
n
p
eo
p
le
w
h
o
h
a
v
e
a
s
e
n
s
e
o
f
n
a
tio
n
ali
t
y
,
to
ler
a
n
ce
an
d
n
atio
n
alis
m
.
A
t
tit
u
d
e
is
a
m
e
n
tal
p
o
s
itio
n
w
i
th
r
eg
ar
d
to
f
ac
t
o
r
s
tate
o
r
a
f
ee
lin
g
o
r
e
m
o
tio
n
to
w
ar
d
a
f
ac
t
o
r
s
tate
[
1
6
]
.
A
tt
itu
d
e
s
as
r
elativ
el
y
la
s
tin
g
clu
s
ter
s
o
f
f
ee
li
n
g
s
,
b
elief
s
,
an
d
b
eh
av
io
r
ten
d
en
cies
d
i
r
ec
t
ed
to
w
ar
d
s
s
p
ec
if
ic
p
er
s
o
n
s
,
id
ea
s
,
o
b
j
ec
ts
o
r
g
r
o
u
p
s
[
1
7
]
.
A
ttit
u
d
es
a
r
e
clo
s
el
y
r
elate
d
to
a
p
er
s
o
n
's
co
n
d
itio
n
in
ac
ti
n
g
o
n
a
n
ex
is
ti
n
g
f
ac
t
.
T
h
is
ac
tio
n
g
iv
e
s
a
ce
r
tai
n
b
eh
av
io
r
t
h
at
ar
is
e
s
in
a
p
er
s
o
n
,
in
cl
u
d
i
n
g
h
i
s
n
atio
n
al
is
m
attit
u
d
e
[
1
8
]
.
Na
tio
n
ali
s
m
r
ef
er
s
to
a
s
i
tu
at
i
o
n
w
h
er
e
o
n
e
o
w
n
s
h
i
s
/h
er
al
l
eg
ian
ce
ab
s
o
lu
te
l
y
to
a
p
ar
tic
u
lar
n
a
tio
n
o
r
eth
n
ic
g
r
o
u
p
t
h
at
f
o
r
m
s
a
p
o
liti
ca
l
n
atio
n
[
1
9
]
.
C
itizen
lo
y
alt
y
to
th
e
s
tate
is
a
n
atu
r
al
e
x
te
n
s
io
n
o
f
n
atio
n
al
to
ler
an
ce
a
n
d
s
o
li
d
ar
ity
(
c
u
lt
u
r
e,
lan
g
u
a
g
e,
a
n
d
eth
n
icit
y
)
.
States
n
atio
n
alis
m
is
a
w
a
y
o
f
s
ee
i
n
g
h
u
m
a
n
s
o
ciet
y
p
r
i
m
ar
il
y
co
n
s
is
ti
n
g
o
f
d
i
s
cr
ete,
d
if
f
er
e
n
t
n
a
tio
n
s
,
ea
ch
w
i
th
a
n
o
b
v
io
u
s
r
ig
h
t
to
e
x
is
t
a
n
d
to
co
m
m
a
n
d
lo
y
alt
y
[
2
0
]
.
Natio
n
alis
m
is
a
k
i
n
d
o
f
n
atio
n
al
e
m
o
tio
n
b
ased
id
eo
lo
g
y
;
th
i
s
is
t
h
e
lo
v
e
an
d
lo
y
a
lt
y
o
f
citizen
s
f
o
r
th
e
n
atio
n
it
s
el
f
,
in
clu
d
i
n
g
i
n
h
er
itan
ce
a
n
d
m
a
in
te
n
an
ce
b
y
cit
izen
s
s
u
c
h
as
cu
s
to
m
s
,
la
n
g
u
a
g
e,
an
d
r
elig
io
n
[
2
1
,
2
2
]
.
T
h
e
a
ttit
u
d
e
o
f
n
atio
n
alis
m
i
n
th
e
co
n
tex
t
o
f
I
n
d
o
n
esia
n
Nati
o
n
alis
m
co
n
s
i
s
ts
o
f
an
a
w
ar
e
n
es
s
o
f
u
n
it
y
to
r
esp
ec
t
an
d
ap
p
r
ec
iate
ea
ch
o
th
er
b
ec
au
s
e
I
n
d
o
n
esia
is
i
n
h
ab
ite
d
b
y
v
ar
io
u
s
tr
ib
es
,
cu
lt
u
r
es
an
d
r
eli
g
io
n
s
.
Natio
n
alis
m
co
u
ld
b
e
u
n
d
er
s
to
o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8822
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t
.
J
.
E
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&
R
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.
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.
Vo
l.
9
,
No
.
2
,
J
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e
2020
:
3
6
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-
3
7
3
366
a
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[
2
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.
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Var
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h
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2
4
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p
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tiv
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lt
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d
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[
2
5
]
,
an
d
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ch
ar
ac
ter
[
2
6
]
.
T
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S
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Yo
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[
2
7
,
2
8
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.
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t
h
e
y
ap
p
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as
th
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ar
e
to
d
a
y
[
2
9
]
.
I
t
is
th
is
p
r
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ce
s
s
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f
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ev
elo
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m
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[
3
0
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ter
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y
atte
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tio
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i
n
lear
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g
ac
tiv
itie
s
[
3
1
]
.
L
ea
r
n
in
g
ac
ti
v
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s
as
a
w
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y
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ch
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p
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to
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ab
le
t
o
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in
k
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n
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eh
av
e
[
3
2
]
.
L
ea
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in
g
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ak
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s
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ac
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k
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m
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d
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n
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ati
v
e
[
3
3
]
.
T
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e
in
ter
est
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d
r
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ch
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b
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tu
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[
3
4
]
in
th
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s
ca
s
e
th
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h
is
to
r
y
s
u
b
j
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ts
.
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(
m
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)
p
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s
it
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f
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l
in
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s
to
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it
[
3
5
]
.
Feelin
g
h
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p
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d
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ter
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in
s
t
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g
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k
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s
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to
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;
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s
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.
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d
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h
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ter
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tu
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t
h
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tr
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tio
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f
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m
.
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in
ter
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lear
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h
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il
l d
eter
m
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ce
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ts
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te
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it
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eg
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f
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lear
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g
p
r
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s
to
o
cc
u
r
[
3
6
]
.
T
h
e
in
ter
est
i
n
le
ar
n
in
g
ca
n
p
r
o
d
u
ce
an
attit
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d
e
w
h
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s
a
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ess
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if
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e
is
a
s
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ial
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ti
m
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l
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s
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n
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h
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ce
s
a
n
d
ca
n
m
a
k
e
s
tu
d
e
n
ts
d
e
v
elo
p
[
3
7
]
.
T
h
u
s
,
t
h
er
e
n
ee
d
s
to
b
e
an
ef
f
o
r
t
to
in
cr
ea
s
e
s
tu
d
en
ts
'
i
n
ter
est
i
n
lear
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i
n
g
h
is
t
o
r
y
,
b
y
m
ea
n
s
o
f
v
ar
ied
lear
n
in
g
s
tr
ate
g
ies,
s
o
s
tu
d
e
n
ts
w
i
ll b
e
in
ter
ested
an
d
b
e
ac
tiv
e
in
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
[
3
8
,
3
9
]
.
T
h
ir
d
,
n
atio
n
al
i
n
s
i
g
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[
2
6
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.
T
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ter
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[
1
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[
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[
4
2
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an
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[
4
3
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.
T
ab
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1
.
R
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2
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1
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2
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2
.
Va
lid
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lia
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T
h
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v
alid
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n
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tr
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m
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t
u
s
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co
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t
an
d
co
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s
tr
u
c
ts
v
al
id
it
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[
4
4
]
.
C
o
n
ten
t
v
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d
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s
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t
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o
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m
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la.
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h
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m
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1
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2
5
4
[
4
5
,
4
6
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w
h
i
le
7
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m
s
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in
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6
[
4
5
]
.
T
h
e
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el
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ti
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(
X
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2
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,
n
atio
n
al
i
n
s
i
g
h
t
(
X
3
)
a
n
d
n
atio
n
alis
m
(
Y)
h
av
e
v
al
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es
g
r
ea
ter
t
h
a
n
0
.
6
,
s
o
it
ca
n
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e
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n
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lu
d
ed
t
h
at
all
i
n
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u
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ests
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d
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ltico
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ar
it
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test
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e
n
o
r
m
alit
y
te
s
t
o
f
t
h
e
d
ata
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d
o
n
e
b
y
u
s
i
n
g
t
h
e
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l
m
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o
v
-
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m
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n
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T
est
w
i
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ata
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o
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n
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n
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l
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t
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itical
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th
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v
al
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en
th
e
d
ata
d
is
tr
ib
u
tio
n
is
n
o
r
m
al
[
6
,
4
5
]
.
Data
lin
ea
r
it
y
tes
t
u
s
es
co
ef
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icien
t
F
te
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t
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et
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table
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l
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[
4
5
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.
Mu
ltico
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ied
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ed
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o
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Hy
p
o
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s
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o
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u
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table
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
3
6
4
-
3
7
3
368
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
a
na
ly
s
is
T
h
e
v
alu
e
o
f
u
n
d
e
r
s
ta
n
d
in
g
I
n
d
o
n
esia
n
h
i
s
to
r
y
is
o
b
tain
ed
f
r
o
m
t
h
e
d
is
tr
ib
u
tio
n
o
f
test
q
u
esti
o
n
s
wi
t
h
1
8
ite
m
s
w
it
h
a
v
alu
e
o
f
0
-
1
,
s
o
th
at
th
e
id
ea
l
h
ig
h
est
v
alu
e
is
1
8
.
B
ased
o
n
th
e
s
co
r
e
r
an
g
e,
th
e
id
ea
l
m
ea
n
i
s
1
8
÷
2
=
9
an
d
th
e
id
ea
l
s
tan
d
ar
d
d
ev
iatio
n
is
1
8
÷
6
=
3
.
Mo
s
t
r
esp
o
n
d
en
ts
h
av
e
a
v
al
u
e
o
f
u
n
d
er
s
ta
n
d
in
g
I
n
d
o
n
esia
n
n
ati
o
n
al
h
i
s
to
r
y
i
n
a
g
o
o
d
ca
teg
o
r
y
,
th
er
e
ar
e
5
2
r
esp
o
n
d
en
t
s
(
4
1
.
3
%).
T
h
e
s
co
r
e
o
f
in
ter
est
i
n
lear
n
i
n
g
h
i
s
to
r
y
is
o
b
tain
ed
f
r
o
m
th
e
d
is
tr
ib
u
tio
n
o
f
q
u
esti
o
n
n
air
es
w
i
th
a
s
m
a
n
y
a
s
2
2
ite
m
s
w
it
h
a
v
alu
e
o
f
0
-
1
,
th
e
s
tate
m
e
n
t
it
e
m
s
ar
e
d
iv
id
ed
in
to
t
w
o
cr
ite
r
ia
co
n
s
is
t
in
g
o
f
p
o
s
iti
v
e
s
tate
m
en
ts
a
n
d
n
e
g
ati
v
e
s
tate
m
en
t
s
.
T
h
e
id
ea
l
h
i
g
h
e
s
t
v
alu
e
is
2
2
.
B
ased
o
n
t
h
e
r
an
g
e
o
f
s
co
r
es,
t
h
e
id
ea
l
m
ea
n
i
s
2
2
÷
2
=
1
1
an
d
th
e
id
ea
l
s
ta
n
d
ar
d
d
ev
iatio
n
is
2
2
÷
6
=
3
.
6
7
.
M
o
s
t
r
esp
o
n
d
en
ts
h
av
e
t
h
e
v
alu
e
o
f
in
ter
est
in
lear
n
i
n
g
in
t
h
e
g
o
o
d
ca
teg
o
r
y
;
t
h
er
e
ar
e
3
5
r
e
s
p
o
n
d
en
ts
(
2
7
.
8
%).
Natio
n
al
i
n
s
i
g
h
t sco
r
es a
r
e
o
b
tain
ed
f
r
o
m
t
h
e
d
is
tr
ib
u
tio
n
o
f
q
u
esti
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n
n
air
es
w
i
th
a
s
m
a
n
y
a
s
2
2
ite
m
s
w
it
h
a
v
al
u
e
o
f
0
-
1
,
th
e
s
tate
m
e
n
t
ite
m
s
ar
e
d
iv
id
ed
in
to
t
w
o
cr
iter
ia
co
n
s
is
tin
g
o
f
p
o
s
itiv
e
s
tate
m
e
n
ts
a
n
d
n
e
g
ati
v
e
s
tate
m
en
t
s
.
T
h
e
id
ea
l
h
ig
h
est
v
al
u
e
i
s
2
2
.
B
ased
o
n
th
e
r
a
n
g
e
o
f
s
co
r
es,
th
e
id
ea
l
m
ea
n
is
2
2
÷
2
=
1
1
an
d
th
e
id
ea
l
s
tan
d
ar
d
d
ev
iatio
n
is
2
2
÷
6
=
3
.
6
7
.
Mo
s
t
o
f
th
e
r
esp
o
n
d
en
t
s
h
av
e
n
atio
n
a
l
in
s
ig
h
t
v
al
u
es
i
n
a
v
er
y
g
o
o
d
ca
teg
o
r
y
,
w
h
ic
h
is
9
5
r
es
p
o
n
d
en
ts
(
7
5
.
4
%).
Natio
n
ali
s
m
attit
u
d
e
s
co
r
es
ar
e
o
b
tain
ed
f
r
o
m
th
e
d
is
tr
ib
u
t
io
n
o
f
q
u
esti
o
n
n
air
es
w
it
h
as
m
a
n
y
a
s
2
2
item
s
w
it
h
a
v
al
u
e
o
f
0
-
1
,
s
tate
m
e
n
t
ite
m
s
ar
e
d
iv
id
ed
in
t
o
t
wo
cr
iter
ia
co
n
s
is
ti
n
g
o
f
p
o
s
it
i
v
e
s
tate
m
e
n
t
s
an
d
n
eg
at
iv
e
s
tate
m
en
ts
.
T
h
e
id
ea
l h
ig
h
e
s
t v
al
u
e
i
s
2
2
.
B
ased
o
n
th
e
r
an
g
e
o
f
s
co
r
es,
th
e
id
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l
m
ea
n
is
2
2
÷
2
=
1
1
an
d
th
e
id
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l
s
ta
n
d
ar
d
d
ev
iati
o
n
is
2
2
÷
6
=
3
.
6
7
.
Mo
s
t
o
f
th
e
r
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n
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h
a
v
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l
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s
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t
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n
a
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d
ca
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r
y
,
w
h
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s
6
2
r
esp
o
n
d
en
ts
(
4
9
.
2
%).
3
.
2
.
P
re
re
qu
is
it
e
a
na
ly
s
is
t
est
No
r
m
a
lit
y
test
is
to
d
eter
m
in
e
w
h
et
h
er
th
e
d
ata
d
is
tr
ib
u
ti
o
n
is
n
o
r
m
al
o
r
n
o
t
u
s
es
Ko
l
m
o
g
o
r
o
v
S
m
ir
n
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v
b
y
co
m
p
ar
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n
g
th
e
p
r
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b
ab
ilit
y
v
al
u
e
w
it
h
a
s
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g
n
if
ican
ce
v
alu
e
o
f
0
.
0
5
.
B
ased
o
n
th
e
ca
lcu
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n
r
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lt
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th
e
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v
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n
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o
f
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s
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I
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ata
f
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th
a
t
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h
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s
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eq
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(
n
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m
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.
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h
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p
v
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o
n
th
e
lea
r
n
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is
0
.
1
0
7
o
r
g
r
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ter
th
an
0
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0
5
;
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h
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ata
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th
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s
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ar
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le
h
as
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al
d
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n
(
n
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r
m
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.
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h
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v
alu
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o
f
th
e
n
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s
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v
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1
2
2
o
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0
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0
5
;
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o
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th
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ar
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h
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1
7
8
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5
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o
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th
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h
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u
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th
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v
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r
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Tabel
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8
3
w
ith
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5
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3
4
5
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s
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ler
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Table
1
.
7
2
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w
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m
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8
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Table
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9
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0
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4
6
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5
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ased
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ased
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ased
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ased
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ter
est
in
le
ar
n
in
g
h
is
to
r
y
o
f
s
t
u
d
en
t
s
w
ill
p
r
o
v
id
e
a
m
o
r
e
in
-
d
ep
th
p
o
s
s
ib
ilit
y
o
f
h
is
to
r
ical
m
ea
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in
g
co
n
tai
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ed
in
a
s
et
o
f
h
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to
r
ical
f
ac
ts
a
n
d
w
ill co
n
tr
i
b
u
te
to
th
e
f
o
r
m
atio
n
o
f
s
t
u
d
en
t n
at
io
n
ali
s
m
.
Natio
n
ali
s
m
i
s
a
f
o
r
m
o
f
h
i
g
h
est
lo
y
alt
y
to
th
e
m
a
in
te
n
a
n
ce
o
f
th
e
n
a
tio
n
'
s
li
f
e
an
d
t
h
e
d
ev
elo
p
m
e
n
t
o
f
th
e
n
atio
n
'
s
p
o
ten
tial
an
d
p
r
ev
en
t
io
n
o
f
all
f
o
r
m
s
th
at
en
d
an
g
er
th
e
e
x
is
te
n
ce
o
f
th
e
n
at
i
o
n
.
T
o
h
ir
in
th
er
e
is
a
r
elatio
n
s
h
ip
b
et
w
ee
n
i
n
ter
es
t
s
in
lear
n
i
n
g
h
i
s
to
r
y
w
it
h
n
atio
n
alis
m
at
tit
u
d
e
[
3
1
]
.
T
h
e
r
elatio
n
s
h
ip
is
i
n
te
n
d
ed
th
at
in
ter
e
s
t
in
lear
n
i
n
g
i
s
ex
p
lain
ed
as
a
ten
d
en
c
y
to
g
iv
e
at
ten
tio
n
alo
n
g
w
it
h
f
ee
li
n
g
s
o
f
p
leasu
r
e
th
at
ten
d
s
to
r
em
ai
n
i
n
lear
n
i
n
g
h
i
s
to
r
y
.
T
h
is
is
b
y
h
a
v
i
n
g
an
i
n
ter
est
i
n
s
t
u
d
y
i
n
g
I
n
d
o
n
es
ian
n
atio
n
a
l
h
is
to
r
y
,
w
h
ic
h
i
s
f
u
ll
o
f
n
atio
n
alis
t
v
al
u
es
t
h
at
w
il
l
b
e
ea
s
il
y
ab
s
o
r
b
ed
b
y
s
t
u
d
en
t
s
.
T
h
e
ai
m
o
f
I
n
d
o
n
esia
n
h
is
to
r
y
le
s
s
o
n
s
i
s
th
e
asp
ec
t
o
f
n
a
tio
n
ali
s
m
,
s
tu
d
en
ts
w
h
o
h
av
e
a
h
ig
h
i
n
ter
est
w
ill
b
e
ea
s
y
to
u
n
d
er
s
ta
n
d
h
is
to
r
y
le
s
s
o
n
s
an
d
f
o
r
m
n
atio
n
ali
s
m
attit
u
d
es
w
el
l.
3
.
4
.
3
.
Rela
t
io
ns
hip
bet
w
ee
n
na
t
io
na
l
ins
ig
ht
a
nd
na
t
io
na
lis
m
Natio
n
al
in
s
ig
h
t
h
a
s
a
p
o
s
itiv
e
an
d
s
ig
n
i
f
ica
n
t
r
elatio
n
s
h
ip
w
it
h
th
e
n
at
io
n
ali
s
m
atti
tu
d
e,
s
o
th
at
if
n
atio
n
al
in
s
i
g
h
t
is
h
i
g
h
,
t
h
e
n
atio
n
al
is
m
att
itu
d
e
o
f
s
t
u
d
e
n
ts
w
ill
al
s
o
b
e
h
i
g
h
er
.
T
h
is
r
esear
ch
i
s
al
m
o
s
t
th
e
s
a
m
e
as
t
h
e
r
esu
lt
s
o
f
p
r
ev
io
u
s
s
t
u
d
ies
co
n
d
u
cted
b
y
K
u
s
m
a
y
ad
i
[
2
6
]
w
h
ich
e
x
p
lain
t
h
a
t
b
et
w
ee
n
n
atio
n
al
in
s
i
g
h
t
an
d
n
atio
n
al
is
m
attit
u
d
e
h
as
a
r
elatio
n
s
h
ip
.
T
h
e
lev
el
o
f
n
atio
n
alis
m
att
itu
d
e
i
n
a
p
er
s
o
n
w
ill
i
n
f
lu
e
n
ce
th
e
n
atio
n
al
in
s
i
g
h
t.
I
n
d
o
n
esi
an
p
eo
p
le
w
h
o
h
a
v
e
a
h
i
g
h
n
atio
n
alis
m
at
tit
u
d
e
w
ill
ce
r
tai
n
l
y
b
e
f
o
llo
w
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b
y
g
o
o
d
n
atio
n
al
in
s
i
g
h
t.
Natio
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m
t
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at
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in
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n
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at
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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8822
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371
Natio
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h
t
cr
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tes
a
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m
t
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[
4
7
]
.
T
h
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titu
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an
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lis
m
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h
o
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ea
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at
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ig
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a
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d
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n
i
f
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t
r
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s
h
ip
w
it
h
n
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is
t
attitu
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s
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o
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u
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s
t
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d
en
t
s
w
ill
also
b
e
h
ig
h
er
.
3
.
4
.
4
.
Rel
a
t
io
ns
hip
bet
w
ee
n
un
d
er
s
t
a
nd
ing
I
nd
o
nes
ia
n
hi
s
t
o
ry
,
inte
re
s
t
in
lea
rning
his
t
o
ry
a
nd
na
t
io
na
l ins
ig
ht
w
it
h t
he
a
t
t
i
t
ud
e
o
f
na
t
io
na
lis
m
T
h
e
u
n
d
er
s
ta
n
d
in
g
o
f
I
n
d
o
n
e
s
ian
h
is
to
r
y
as
w
ell
as
i
n
ter
est
in
lear
n
i
n
g
h
i
s
to
r
y
a
n
d
n
a
tio
n
al
i
n
s
i
g
h
t
h
as
a
s
i
g
n
if
ica
n
t
r
elatio
n
s
h
ip
w
it
h
n
atio
n
ali
s
m
.
T
h
e
r
esu
lts
o
f
th
e
s
t
u
d
y
e
x
p
lain
t
h
at
u
n
d
er
s
tan
d
i
n
g
I
n
d
o
n
esia
n
h
is
to
r
y
h
as
a
r
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n
s
h
ip
w
i
th
th
e
n
a
tio
n
ali
s
m
att
itu
d
e.
T
h
at
h
is
to
r
ical
m
ater
ial
co
n
t
ain
s
t
h
e
v
al
u
es
o
f
h
er
o
is
m
,
e
x
e
m
p
lar
y
,
p
io
n
ee
r
in
g
,
p
atr
io
tis
m
,
n
atio
n
alis
m
,
a
n
d
u
n
y
ield
i
n
g
s
p
ir
it
w
h
ic
h
u
n
d
er
lie
th
e
p
r
o
ce
s
s
o
f
f
o
r
m
i
n
g
t
h
e
ch
ar
ac
ter
an
d
p
er
s
o
n
alit
y
o
f
s
t
u
d
en
ts
;
co
n
tai
n
s
t
h
e
r
ep
er
to
ir
e
o
f
civ
ilizatio
n
s
o
f
n
atio
n
s
,
i
n
clu
d
i
n
g
th
e
I
n
d
o
n
e
s
ia
n
civ
ilizatio
n
[
1
5
]
.
I
n
h
is
to
r
y
lear
n
i
n
g
co
n
tai
n
s
m
ater
ial
o
n
I
n
d
o
n
es
ian
ci
v
ilizat
io
n
i
n
w
h
ic
h
th
er
e
ar
e
v
alu
es
th
a
t
ar
e
ab
le
t
o
s
h
ap
e
th
e
ch
ar
ac
ter
an
d
p
er
s
o
n
alit
y
o
f
s
t
u
d
en
ts
,
o
n
e
o
f
w
h
ich
is
n
atio
n
alis
m
.
Stu
d
e
n
ts
w
h
o
h
a
v
e
a
h
i
g
h
u
n
d
er
s
tan
d
in
g
o
f
I
n
d
o
n
esia
n
h
i
s
t
o
r
y
w
i
ll
also
h
a
v
e
a
h
ig
h
atti
t
u
d
e
o
f
n
at
io
n
ali
s
m
.
Th
e
in
ter
est
in
lear
n
in
g
as
a
f
ee
lin
g
o
f
b
ein
g
lik
e
m
o
r
e
an
d
f
ee
li
n
g
attac
h
ed
to
s
o
m
et
h
i
n
g
o
r
ac
tiv
it
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w
it
h
o
u
t
b
ein
g
to
ld
,
o
n
e
o
f
w
h
ic
h
is
a
h
is
to
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y
less
o
n
th
at
co
n
tai
n
s
a
lo
t
o
f
n
atio
n
al
ch
ar
ac
ter
ed
u
ca
tio
n
[
4
8
]
.
W
h
en
s
tu
d
e
n
ts
h
a
v
e
a
h
ig
h
i
n
ter
es
t
i
n
lear
n
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n
g
,
t
h
e
y
w
ill
u
n
d
er
s
tan
d
th
e
m
ater
ial
co
n
ta
in
ed
i
n
t
h
e
lear
n
i
n
g
.
I
t
ca
n
b
e
co
n
clu
d
ed
th
at
s
tu
d
e
n
ts
w
h
o
h
av
e
a
h
i
g
h
i
n
ter
es
t in
lear
n
in
g
h
is
to
r
y
h
a
v
e
a
h
i
g
h
at
tit
u
d
e
o
f
n
atio
n
al
is
m
.
R
esear
ch
o
n
n
atio
n
al
i
n
s
i
g
h
t
is
ess
e
n
tial
f
o
r
ch
ar
ac
ter
b
u
ild
in
g
,
esp
ec
iall
y
n
atio
n
alis
m
.
I
n
d
o
n
esia
n
h
is
to
r
y
ed
u
ca
tio
n
ab
o
u
t
t
h
e
m
ater
ial
o
f
s
tr
u
g
g
le
o
f
t
h
e
n
a
tio
n
an
d
t
h
e
m
o
v
e
m
e
n
t
o
f
th
e
n
atio
n
h
as
a
clo
s
e
r
elatio
n
s
h
ip
in
th
e
p
r
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s
s
o
f
f
o
r
m
i
n
g
a
n
atio
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alis
m
attit
u
d
e.
Fro
m
th
e
s
e
v
ar
io
u
s
d
iv
er
s
ities
,
th
e
m
u
t
u
a
l
to
ler
an
ce
o
f
th
e
I
n
d
o
n
esian
p
eo
p
le
w
h
ic
h
co
n
s
is
t
s
o
f
d
iv
er
s
e
tr
ib
es,
r
elig
io
n
s
,
an
d
d
if
f
er
en
t
cu
ltu
r
es
ap
p
ea
r
s
.
Natio
n
al
u
n
it
y
ca
n
b
e
r
ea
liz
ed
w
it
h
th
e
ex
i
s
te
n
ce
o
f
n
a
tio
n
alis
m
in
s
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g
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t,
an
d
lead
s
to
an
a
ttit
u
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e
o
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atio
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m
.
Fro
m
th
e
r
esu
lt
s
o
f
th
e
r
esear
ch
ab
o
v
e,
it
c
an
b
e
co
n
clu
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ed
th
at
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n
d
er
s
tan
d
in
g
I
n
d
o
n
esia
n
h
is
to
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y
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n
ter
es
t
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lear
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g
h
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y
a
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d
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at
io
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al
i
n
s
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g
h
t
w
it
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m
h
a
s
a
p
o
s
it
iv
e
an
d
s
i
g
n
i
f
ica
n
t
r
elatio
n
s
h
ip
.
I
f
t
h
e
u
n
d
er
s
ta
n
d
in
g
o
f
I
n
d
o
n
e
s
ia
n
h
i
s
to
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y
,
i
n
t
er
est
in
lear
n
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g
h
is
to
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y
,
an
d
n
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al
in
s
i
g
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t
ar
e
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ig
h
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h
e
n
atio
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ali
s
m
att
itu
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e
o
f
s
t
u
d
en
ts
w
i
ll b
e
ev
e
n
h
i
g
h
e
r
an
d
v
ice
v
er
s
a.
4.
CO
NCLU
SI
O
N
T
h
er
e
is
a
p
o
s
iti
v
e
a
n
d
s
i
g
n
if
i
ca
n
t
r
elatio
n
s
h
ip
b
et
w
ee
n
u
n
d
er
s
tan
d
in
g
I
n
d
o
n
esia
n
h
i
s
to
r
y
,
in
ter
es
t
i
n
lear
n
in
g
h
i
s
to
r
y
,
n
atio
n
a
l
in
s
ig
h
t
w
i
th
attit
u
d
e
o
f
n
a
tio
n
al
is
m
.
T
h
e
r
esu
lts
o
f
th
i
s
s
tu
d
y
ca
n
b
e
u
s
ed
as
a
r
ef
er
en
ce
o
r
s
o
u
r
ce
o
f
t
h
eo
r
y
t
h
at
ca
n
b
e
u
s
ed
as
s
u
p
p
o
r
tin
g
m
ater
ial
i
n
r
e
s
ea
r
ch
r
elat
ed
to
th
e
m
ater
ial.
B
ased
o
n
th
i
s
r
esear
c
h
,
it c
a
n
b
e
u
s
ed
as
a
co
n
s
id
er
atio
n
f
o
r
th
e
s
c
h
o
o
l a
n
d
p
ar
en
ts
to
al
w
a
y
s
w
o
r
k
to
g
et
h
er
i
n
co
n
tr
o
llin
g
an
d
r
esp
o
n
d
in
g
to
s
tu
d
e
n
t b
eh
a
v
io
r
w
i
s
el
y
s
o
th
a
t stu
d
e
n
ts
ca
n
h
a
v
e
g
o
o
d
ch
ar
a
cter
v
alu
e
s
.
RE
F
E
R
E
NC
E
S
[1
]
J.
A
d
a
m
,
Co
mm
u
n
a
l
v
io
le
n
c
e
,
f
o
rc
e
d
mig
r
a
ti
o
n
a
n
d
so
c
ia
l
c
h
a
n
g
e
o
n
t
h
e
isl
a
n
d
o
f
Amb
o
n
,
I
n
d
o
n
e
si
a
,
Be
lg
ia:
G
h
e
n
t
Un
iv
e
rs
it
y
,
2
0
1
0
.
[2
]
F
.
S
.
S
o
f
y
a
n
,
“
T
h
e
re
latio
n
sh
ip
o
f
th
e
n
a
ti
o
n
a
l
id
e
n
ti
ty
c
o
u
rse
w
it
h
in
c
re
a
se
d
n
a
ti
o
n
a
li
ty
in
sig
h
ts
a
n
d
t
h
e
sp
ir
it
o
f
stu
d
e
n
t
n
a
ti
o
n
a
l
ism
(Co
rre
latio
n
stu
d
ies
w
it
h
in
th
e
P
P
KN
stu
d
y
p
ro
g
ra
m
a
t
Bu
a
n
a
P
e
rju
a
n
g
a
n
Un
iv
e
rsity
,
Ka
ra
w
a
n
g
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
CI
VICS
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
6
8
-
8
1
,
2
0
1
7
.
[3
]
S
.
T
.
S
u
li
stiy
o
n
o
,
“
T
h
e
im
p
o
rtan
c
e
o
f
In
d
o
n
e
sia
’s
Na
ti
o
n
a
li
sm
re
v
it
a
li
z
a
ti
o
n
in
th
e
g
lo
b
a
li
z
a
ti
o
n
e
ra
:
a
h
isto
rica
l
p
e
rsp
e
c
ti
v
e
,
”
J
o
u
rn
a
l
o
f
M
a
riti
me
S
tu
d
ies
a
n
d
Na
ti
o
n
a
l
I
n
teg
ra
ti
o
n
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
-
1
5
,
2
0
1
8
.
[4
]
A
.
A
ri,
“
F
in
d
in
g
a
c
c
e
p
tan
c
e
o
f
b
lo
o
m
’s
re
v
ise
d
c
o
g
n
it
iv
e
tax
o
n
o
m
y
o
n
th
e
in
tern
a
ti
o
n
a
l
sta
g
e
a
n
d
in
T
u
rk
e
y
,
”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
&
Pra
c
ti
c
e
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
7
6
7
-
7
7
2
,
2
0
1
1
.
[5
]
A
.
Az
is,
H.
Jo
e
b
a
g
io
,
a
n
d
S
u
d
iy
a
n
to
,
“
Co
rre
latio
n
b
e
tw
e
e
n
:
Un
d
e
rsta
n
d
i
n
g
o
f
n
a
ti
o
n
a
li
sm
a
n
d
h
isto
r
ica
l
c
o
n
sc
io
u
s
n
e
ss
to
w
a
rd
stu
d
e
n
ts’
d
e
m
o
c
ra
ti
c
a
tt
it
u
d
e
in
Ba
n
d
a
A
c
e
h
se
n
io
r
h
ig
h
sc
h
o
o
l
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
M
u
lt
icu
lt
u
ra
l
a
n
d
M
u
lt
ire
li
g
io
u
s
Un
d
e
rs
ta
n
d
in
g
,
v
o
l.
5
,
n
o
.
3
,
p
p
.
6
0
-
7
1
,
2
0
1
8
.
[6
]
F
a
h
ru
d
d
i
n
a
n
d
S
u
g
iy
o
n
o
,
“
T
e
a
c
h
e
r
p
e
rf
o
r
m
a
n
c
e
,
n
a
ti
o
n
a
li
stic
a
tt
it
u
d
e
,
a
n
d
h
isto
r
ica
l
a
wa
re
n
e
ss
,
re
l
a
ti
o
n
sh
i
p
w
it
h
lea
rn
in
g
a
c
h
iev
e
m
e
n
t,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
Pr
a
c
ti
c
e
,
v
o
l.
9
,
n
o
.
2
1
,
p
p
.
2
8
-
3
5
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
3
6
4
-
3
7
3
372
[7
]
S
.
H.
P
L
in
a
n
d
Y.K.
Jia
,
“
Re
latio
n
s
h
ip
s
b
e
tw
e
e
n
L
INU
S
tea
c
h
e
rs'
k
n
o
w
led
g
e
o
f
b
a
sic
lan
g
u
a
g
e
c
o
n
stru
c
ts,
tea
c
h
in
g
e
x
p
e
rien
c
e
a
n
d
p
e
rc
e
iv
e
d
tea
c
h
in
g
a
b
il
it
ies
,
”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
6
,
n
o
.
9
,
p
p
.
1
9
6
2
-
1
9
7
3
,
2
0
1
8
[8
]
L
.
S
.
L
in
g
a
n
d
Y.K.
Jia
n
,
“
S
t
u
d
e
n
ts’
p
e
rc
e
iv
e
d
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
f
o
r
se
lf
re
g
u
latio
n
,
”
In
d
i
a
n
J
o
u
rn
a
l
o
f
Pu
b
li
c
He
a
lt
h
Res
e
a
rc
h
&
De
v
e
lo
p
me
n
t
,
v
o
l.
1
0
,
n
o
.
4
,
p
p
.
1
4
5
4
-
1
4
5
9
,
2
0
1
9
.
[9
]
Am
a
n
,
“
Histo
ry
T
e
a
c
h
e
rs’
c
o
m
p
e
ten
c
e
in
im
p
le
m
e
n
ti
n
g
a
u
th
e
n
ti
c
a
ss
e
ss
m
e
n
t:
A
c
a
se
stu
d
y
in
a
sta
te
se
n
io
r
h
ig
h
sc
h
o
o
l
i
n
Yo
g
y
a
k
a
rta,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
rn
i
n
g
,
T
e
a
c
h
in
g
a
n
d
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
1
8
,
n
o
.
1
0
,
pp.
68
-
8
8
,
2
0
1
9
.
[1
0
]
S
e
v
e
r
a
n
d
Erso
y
,
“
Be
c
o
m
in
g
a
tea
c
h
e
r
e
d
u
c
a
to
r:
Jo
u
r
n
e
y
o
f
a
p
rim
a
r
y
sc
h
o
o
l
tea
c
h
e
r
,
”
Eu
ra
sia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
8
3
,
p
p
.
8
1
-
1
0
2
,
2
0
1
9.
[1
1
]
G
.
G
u
v
e
n
a
n
d
N.
K.
Ca
k
ir,
“
T
h
e
re
latio
n
b
e
tw
e
e
n
tea
c
h
e
rs'
a
tt
it
u
d
e
s
to
w
a
rd
s
r
e
n
e
w
a
b
le
e
n
e
rg
y
so
u
rc
e
s
a
n
d
c
rit
ica
l
th
in
k
in
g
d
isp
o
s
it
io
n
s
,
”
J
o
u
rn
a
l
o
f
Ba
lt
ic
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
1
8
,
n
o
.
5
,
p
p
.
7
1
7
-
7
3
1
,
2
0
1
9
.
[1
2
]
R.
A
n
d
re
w
s,
C.
M
c
G
l
y
n
n
,
a
n
d
A.
M
y
c
o
c
k
,
“
Na
ti
o
n
a
l
p
ri
d
e
a
n
d
st
u
d
e
n
ts’
a
tt
i
tu
d
e
s
to
w
a
rd
s
h
ist
o
ry
:
A
n
e
x
p
lo
ra
to
ry
stu
d
y
,
”
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
v
o
l
.
3
6
,
n
o
.
3
,
p
p
.
2
9
9
-
3
0
9
,
2
0
1
0
.
[1
3
]
S
a
riy
a
tu
n
,
H.
Jo
e
b
a
g
io
,
a
n
d
B.
S
u
m
a
rd
jo
k
o
,
“
P
r
o
li
f
e
ra
ti
o
n
o
f
d
e
m
o
c
ra
ti
c
e
d
u
c
a
ti
o
n
i
n
In
d
o
n
e
sia
:
T
h
e
in
f
lu
e
n
c
e
m
e
a
su
re
m
e
n
t
o
f
t
o
lera
n
c
e
,
m
u
lt
i
c
u
lt
u
ra
li
sm
,
a
n
d
h
ist
o
rica
l
a
w
a
re
n
e
ss
o
n
th
e
d
e
m
o
c
ra
ti
c
a
tt
it
u
d
e
,
”
J
u
rn
a
l
Ne
w
Ed
u
c
a
ti
o
n
a
l
Rev
iew
,
p
p
.
1
1
3
-
1
2
3
,
2
0
1
8
.
[1
4
]
M.
A
n
is,
“
Na
ti
o
n
a
li
ty
in
sig
h
t
i
m
p
le
m
e
n
tatio
n
a
t
islam
ic
b
o
a
rd
in
g
sc
h
o
o
l
i
n
h
isto
ry
lea
rn
in
g
a
t
Al
-
M
u
a
y
y
a
d
S
u
ra
k
a
rta
h
ig
h
sc
h
o
o
l
a
n
d
M
u
h
a
m
m
a
d
i
y
a
h
h
ig
h
sc
h
o
o
l
o
f
b
o
a
rd
i
n
g
sc
h
o
o
l
Yo
g
y
a
k
a
rta
,
”
J
u
rn
a
l
S
riwij
a
y
a
Histo
ri
a
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
1
-
1
0
,
2
0
1
7
.
[1
5
]
Am
a
n
,
Histo
ric
a
l
le
a
rn
i
n
g
e
v
a
l
u
a
ti
o
n
mo
d
e
l
(in
b
a
h
a
sa
)
,
Yo
g
y
a
k
a
rt
a
:
Om
b
a
k
,
2
0
1
1
.
[1
6
]
H.
Ch
a
ik
li
n
,
“
A
tt
it
u
d
e
s,
b
e
h
a
v
io
r
,
a
n
d
so
c
ial
p
ra
c
ti
c
e
,
”
T
h
e
J
o
u
rn
a
l
o
f
S
o
c
io
lo
g
y
&
S
o
c
ia
l
W
e
lf
a
re
,
v
o
l.
3
8
,
n
o
.
1
,
p
p
.
3
1
-
5
4
,
2
0
1
1
.
[1
7
]
V
.
Ja
in
,
“
3
D
m
o
d
e
l
o
f
a
tt
it
u
d
e
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
A
d
v
a
n
c
e
d
Res
e
a
rc
h
in
M
a
n
a
g
e
me
n
t
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s,
v
o
l.
3
,
n
o
.
3
,
p
p
.
1
-
1
2
,
2
0
1
4
.
[1
8
]
C.
T
o
ra
m
a
n
,
H.
F
.
Oz
d
e
m
ir,
K.
A.
M
.
A
y
tu
g
a
n
d
S
.
Ora
k
c
ı,
“
Re
lati
o
n
sh
i
p
s
b
e
tw
e
e
n
c
o
g
n
it
iv
e
f
lex
ib
il
it
y
,
p
e
rc
e
iv
e
d
q
u
a
li
ty
o
f
f
a
c
u
lt
y
li
fe
,
lea
rn
in
g
a
p
p
ro
a
c
h
e
s,
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
stru
c
ti
o
n
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
1
-
1
7
,
2
0
1
9
.
[1
9
]
T
.
C.
A
d
e
ti
b
a
a
n
d
A
.
Ra
h
im
,
“
Be
tw
e
e
n
e
th
n
icity
,
n
a
ti
o
n
a
li
ty
a
n
d
d
e
v
e
lo
p
m
e
n
t
in
Nig
e
ria”
,
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
De
v
e
lo
p
me
n
t
a
n
d
S
u
st
a
in
a
b
il
it
y
,
v
o
l.
1
,
n
o
.
3
,
p
p
.
6
5
6
-
6
7
4
,
2
0
1
2
.
[2
0
]
J.
L
e
e
rss
e
n
,
Na
ti
o
n
a
l
t
h
o
u
g
h
t
i
n
e
u
ro
p
e
:
A
c
u
lt
u
ra
l
h
ist
o
ry
.
Am
ste
r
d
a
m
:
Am
st
e
rd
a
m
Un
iv
e
rsit
y
P
re
ss
,
2
0
0
6
.
[2
1
]
Y.
Zh
a
n
g
,
“
A
n
a
l
y
z
in
g
th
e
c
o
n
n
o
tatio
n
o
f
M
a
o
Zed
o
n
g
'
s
n
a
ti
o
n
a
li
s
m
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
S
tu
d
ies
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
6
5
-
6
9
,
2
0
1
4
.
[2
2
]
E.
Ism
a
w
a
ti
,
“
Na
ti
o
n
a
li
sm
in
In
d
o
n
e
sia
n
li
tera
t
u
re
a
s
a
c
ti
v
e
lea
rn
in
g
m
a
teria
l
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Active
L
e
a
rn
in
g
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
33
-
4
8
,
2
0
1
8
.
[2
3
]
H.
S
u
sa
n
to
,
“
Un
d
e
rsta
n
d
in
g
o
f
re
g
io
n
a
l
h
isto
ry
a
n
d
p
e
rc
e
p
ti
o
n
o
f
c
u
lt
u
ra
l
d
iv
e
rsit
y
in
d
e
v
e
lo
p
in
g
n
a
ti
o
n
a
li
sm
,
”
J
u
rn
a
l
Hist
o
ria
:
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Histo
ry
E
d
u
c
a
t
io
n
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
9
1
-
1
0
0
,
2
0
1
3
.
[2
4
]
I.
Hiz
a
m
,
“
Co
n
tri
b
u
ti
o
n
o
f
In
ter
e
st
in
S
tu
d
y
a
n
d
A
b
il
it
y
to
Clarify
Histo
rica
l
V
a
lu
e
s
on
F
o
rm
in
g
a
n
A
tt
it
u
d
e
o
f
Na
ti
o
n
a
li
sm
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pen
e
li
ti
a
n
Ke
isla
m
a
n
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
2
8
7
-
3
0
0
,
2
0
0
7
.
[2
5
]
H.
S
u
sa
n
to
,
“
Un
d
e
rsta
n
d
i
n
g
o
f
In
d
o
n
e
sia
n
h
isto
ry
a
n
d
p
e
rsp
e
c
ti
v
e
s
o
n
c
u
lt
u
ra
l
d
iv
e
rsity
in
f
o
ste
rin
g
a
n
a
tt
it
u
d
e
o
f
n
a
ti
o
n
a
li
sm
(c
o
rre
latio
n
st
u
d
y
o
n
stu
d
e
n
t
e
d
u
c
a
ti
o
n
h
isto
ry
o
f
IKIP
Un
lam
)
,
”
J
u
rn
a
l
se
ja
ra
h
d
a
n
b
u
d
a
y
a
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
3
9
-
5
0
,
2
0
1
5
.
[2
6
]
Y.
Ku
sm
a
y
a
d
i,
“
T
h
e
re
latio
n
sh
i
p
b
e
tw
e
e
n
u
n
d
e
rsta
n
d
i
n
g
o
f
In
d
o
n
e
sia
n
n
a
ti
o
n
a
l
h
isto
ry
a
n
d
n
a
ti
o
n
a
li
ty
in
sig
h
t
s
w
it
h
stu
d
e
n
t
c
h
a
ra
c
ter
(stu
d
y
o
f
th
e
h
ist
o
ry
o
f
F
KIP
st
u
d
e
n
ts
a
t
G
a
lu
h
Ciam
is
Un
iv
e
rsit
y
)
,
”
J
u
rn
a
l
Ag
a
sty
a
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
-
1
9
,
2
0
1
7
.
[2
7
]
Am
a
n
,
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
“
b
e
a
sc
ien
ti
st”
m
e
d
ia
ima
g
e
s
in
lea
rn
in
g
so
c
ial
sc
ien
c
e
s
su
b
jec
t
fo
r
ju
n
io
r
h
ig
h
sc
h
o
ol
,”
J
o
u
rn
a
l
o
f
Criti
c
a
l
Rev
ie
ws
,
v
o
l.
7
,
n
o
2
,
p
p
.
7
9
3
-
7
9
6
,
2
0
2
0
.
[2
8
]
A
.
P
.
G
il
a
k
j
a
n
i
a
n
d
N.
B.
S
a
b
o
u
ri,
“
Ho
w
c
a
n
stu
d
e
n
ts
im
p
ro
v
e
th
e
ir
re
a
d
in
g
c
o
m
p
re
h
e
n
sio
n
sk
il
l
?”
J
o
u
rn
a
l
o
f
S
tu
d
ies
in
Ed
u
c
a
ti
o
n
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
2
2
9
-
2
4
0
,
2
0
1
6
.
[2
9
]
S.
Ka
rto
d
ird
jo
,
In
tro
d
u
c
ti
o
n
to
n
e
w
In
d
o
n
e
sia
n
h
isto
ry
:
1
5
0
0
-
1
9
0
0
fr
o
m
e
mp
o
ri
u
m
t
o
imp
e
riu
m
(in
b
a
h
a
sa
)
,
Yo
g
y
a
k
a
rta:
O
m
b
a
k
,
2
0
1
6
.
[3
0
]
S
.
K.
Ko
c
h
h
a
r
,
Hist
o
ric
a
l
lea
rn
i
n
g
(in
b
a
h
a
sa
)
,
Ja
k
a
rta:
G
ra
sin
d
o
,
2
0
0
8
.
[3
1
]
T
o
h
iri
n
,
Psy
c
h
o
l
o
g
y
o
f
isl
a
mic
e
d
u
c
a
ti
o
n
le
a
rn
i
n
g
(
in
b
a
h
a
s
a
)
,
Ja
k
a
rta:
Rin
e
k
a
c
ip
ta,
2
0
0
8
.
[3
2
]
A
.
Ka
ra
,
“
T
h
e
e
ff
e
c
t
o
f
a
lea
rn
i
n
g
th
e
o
ries
’
u
n
it
o
n
st
u
d
e
n
ts’
a
t
ti
tu
d
e
s
t
o
w
a
rd
lea
rn
in
g
,
”
Au
str
a
l
ia
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
3
4
,
n
o
.
1
,
p
p
.
1
0
0
-
1
1
3
,
2
0
0
9
.
[3
3
]
A
.
A
.
A
.
Aw
w
a
d
,
“
P
iag
e
t’s
th
e
o
r
y
o
f
lea
rn
in
g
,
”
In
ter
d
isc
ip
li
n
a
ry
J
o
u
rn
a
l
o
f
C
o
n
tem
p
o
ra
ry
Res
e
a
r
c
h
i
n
B
u
sin
e
ss
,
v
o
l.
4
,
n
o
.
9
,
p
p
.
1
0
6
-
1
2
9
,
2
0
1
3
.
[3
4
]
B.
M
c
g
a
w
a
n
d
R.
W
a
tan
a
b
e
,
L
e
a
rn
in
g
fo
r
to
mo
rr
o
w’s w
o
rl
d
:
Fi
rs
re
su
lt
s fro
m P
isa
2
0
0
3
,
P
a
ris:
OE
CD,
2
0
0
4
.
[3
5
]
J.
M
.
Ha
ra
c
k
ie
w
ic
z
a
n
d
C.
S
.
Hu
l
lem
a
n
,
“
T
h
e
i
m
p
o
rtan
c
e
o
f
in
tere
st
:
T
h
e
ro
le o
f
a
c
h
iev
e
m
e
n
t
g
o
a
ls
a
n
d
tas
k
v
a
lu
e
s
in
p
ro
m
o
ti
n
g
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
in
tere
st,
so
c
ial
a
n
d
p
e
rso
n
a
li
ty
p
s
y
c
h
o
lo
g
y
c
o
m
p
a
ss
,
”
J
o
u
rn
a
l
C
o
mp
il
a
ti
o
n
Bl
a
c
k
we
ll
Pu
b
li
sh
i
n
g
L
t
d
,
v
o
l
.
4
,
no.
1
,
p
p
.
4
2
-
5
2
,
2
0
1
0
.
[3
6
]
R.
C.
Rich
e
y
,
D.C.
F
iel
d
s
,
a
n
d
M.
F
o
x
o
n
,
I
n
stru
c
ti
o
n
a
l
d
e
si
g
n
c
o
mp
e
ten
c
i
e
s:
T
h
e
st
a
n
d
a
r
d
s.
t
h
ird
e
d
it
io
n
,
Ne
w
Yo
rk
:
Clea
rin
g
h
o
u
se
o
n
In
stru
c
t
i
o
n
a
l
a
n
d
T
e
c
h
n
o
l
o
g
y
,
2
0
0
1
.
[3
7
]
H.
Du
m
o
n
t,
D.
Ista
n
c
e
,
a
n
d
F
.
Be
n
a
v
id
e
s,
T
h
e
n
a
tu
re
o
f
lea
rn
in
g
u
sin
g
re
se
a
rc
h
to
i
n
sp
ire
d
p
ra
c
ti
c
e
,
OECD
P
re
ss
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Un
d
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ta
n
d
in
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I
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d
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is
to
r
y,
in
teres
t in
lea
r
n
in
g
h
is
to
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y
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…
(
Jo
h
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S
etia
w
a
n
)
373
[3
8
]
P
.
R.
S
u
b
ra
m
a
n
ia
m
,
“
M
o
ti
v
a
ti
o
n
a
l
e
ff
e
c
ts
o
f
in
tere
st
o
n
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
lea
rn
i
n
g
in
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
:
a
re
v
ie
w
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
P
h
y
sic
a
l
E
d
u
c
a
t
io
n
,
v
o
l.
4
6
,
n
o
.
2
,
p
p
.
1
1
-
2
0
,
2
0
0
9
.
[3
9
]
C.
P
a
rk
,
“
En
g
a
g
in
g
stu
d
e
n
ts
in
th
e
lea
rn
in
g
p
r
o
c
e
ss
:
T
h
e
lea
r
n
in
g
jo
u
rn
a
l
,
”
J
o
u
rn
a
l
o
f
Ge
o
g
r
a
p
h
y
i
n
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
2
7
,
n
o.
2
,
p
p
.
1
8
3
-
1
9
9
,
2
0
1
3
.
[4
0
]
Nu
ry
a
n
ti
,
“
I
m
p
lan
tatio
n
o
f
Na
ti
o
n
a
li
st
I
n
sig
h
ts
i
n
Isla
m
ic
Bo
a
rd
in
g
S
c
h
o
o
ls
t
h
ro
u
g
h
Histo
ry
L
e
a
rn
i
n
g
(in
Ba
h
a
sa
)
,
”
J
u
rn
a
l
Pa
wiya
ta
n
,
v
o
l.
2
1
,
n
o
.
1
,
p
p
.
1
2
4
-
3
4
,
2
0
1
4
.
[4
1
]
S
u
b
a
ry
a
n
a
,
“
T
h
e
i
m
p
a
c
t
o
f
h
isto
ry
le
a
rn
in
g
to
n
a
ti
o
n
a
li
sm
a
n
d
p
a
t
rio
ti
sm
a
tt
it
u
d
e
s
in
th
e
g
lo
b
a
li
sa
ti
o
n
e
ra
,
”
J
u
rn
a
l
Histo
ria
:
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Histo
ry
Ed
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
4
1
-
5
6
,
2
0
1
2
.
[4
2
]
B.
R.
W
e
ra
n
g
,
M
.
Be
tau
b
u
n
,
a
n
d
E.
A
.
G
.
P
u
re
,
“
F
a
c
to
rs
in
f
lu
e
n
c
in
g
tea
c
h
e
rs’
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
(c
a
se
stu
d
y
o
n
p
r
im
a
r
y
sc
h
o
o
ls’
tea
c
h
e
rs
in
re
m
o
te
a
re
a
o
f
m
e
ra
u
k
e
re
g
e
n
c
y
,
P
a
p
u
a
,
I
n
d
o
n
e
sia
n
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Po
li
c
y
a
n
d
En
tre
p
re
n
e
u
ri
a
l
Res
e
a
rc
h
(
J
EP
ER
)
,
v
o
l.
2
,
n
o
.
1
0
,
p
p
.
1
2
2
-
1
3
0
,
2
0
1
5
.
[4
3
]
B.
R.
W
e
ra
n
g
,
“
T
h
e
e
ffe
c
t
o
f
wo
rk
lo
a
d
,
i
n
d
iv
id
u
a
l
c
h
a
ra
c
teristics
,
a
n
d
sc
h
o
o
l
c
li
m
a
te
o
n
tea
c
h
e
rs’
e
m
o
ti
o
n
a
l
e
x
h
a
u
stio
n
i
n
e
lem
e
n
tar
y
sc
h
o
o
ls
o
f
P
a
p
u
a
,
”
Ca
k
ra
w
a
la
Pen
d
id
ika
n
,
v
o
l.
3
7
.
n
o
.
3
,
p
p
.
4
5
7
-
4
6
9
,
2
0
1
8
.
[4
4
]
U.
Ulu
c
ın
a
r
a
n
d
A
ri
,
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
c
a
rin
g
th
i
n
k
in
g
sk
il
ls
i
n
v
e
n
to
ry
b
a
se
d
o
n
p
r
o
b
lem
sc
e
n
a
rio
s:
a
st
u
d
y
o
f
v
a
li
d
a
ti
o
n
a
n
d
re
li
a
b
il
i
ty
,
”
Un
ive
rs
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
,
n
o
.
6
,
p
p
.
1
4
1
4
-
1
4
2
9
,
2
0
1
9
.
[
4
5
]
S
u
g
iy
o
n
o
,
S
ta
ti
st
ics
fo
r R
e
se
a
rc
h
(in
b
a
h
a
sa
)
,
Ba
n
d
u
n
g
:
A
lf
a
b
e
ta,
2
0
1
7
.
[
4
6
]
Am
a
n
,
“
F
in
a
l
e
x
a
m
in
a
ti
o
n
tes
t
in
stru
m
e
n
ts
f
o
r
h
isto
ry
su
b
jec
t
in
Yo
g
y
a
k
a
rta,
In
d
o
n
e
sia
:
A
q
u
a
li
ty
a
n
a
l
y
sis
,
”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
,
n
o
.
1
2
,
p
p
.
2
8
5
7
-
2
8
6
6
,
2
0
1
9
.
[4
7
]
D.
U.
Ha
rg
o
,
“
P
u
b
li
c
lec
tu
re
o
n
u
n
d
e
rsta
n
d
i
n
g
th
e
a
rc
h
i
p
e
lag
o
'
s
in
sig
h
ts
a
s
in
sig
h
ts
in
to
in
d
o
n
e
sia
n
n
a
ti
o
n
a
li
ty
in
th
e
c
o
n
tex
t
o
f
b
u
il
d
in
g
n
a
ti
o
n
a
l
re
sili
e
n
c
e
(in
b
a
h
a
sa
)
,
”
Ku
p
a
n
g
:
U
n
iv
e
rsitas
Nu
sa
Ce
n
d
a
n
a
,
2
0
1
0
.
[4
8
]
S
lam
e
to
,
L
e
a
rn
in
g
a
n
d
In
fl
u
e
n
c
i
n
g
Fa
c
t
o
rs
(in
b
a
h
a
sa
)
,
Ja
k
a
rta:
P
T
R
i
n
e
k
a
Cip
ta,
2
0
1
5
.
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