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Natu
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u
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CC B
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li
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se
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C
o
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e
s
p
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nd
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A
uth
o
r
:
Ma
is
o
n
Ma
is
o
n
,
Facu
lty
o
f
E
d
u
ca
tio
n
a
n
d
T
ea
c
h
er
T
r
ain
in
g
,
Un
iv
er
s
itas
J
am
b
i
,
J
am
b
i Ro
ad
-
Ma
.
B
u
lian
,
k
m
.
15
,
I
n
d
o
n
esia
.
E
m
ail:
m
aiso
n
@
u
n
ja.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
I
n
d
o
n
esia is o
n
e
o
f
th
e
co
u
n
tr
ies w
h
ich
h
as
ab
u
n
d
an
t
n
at
u
r
al
r
eso
u
r
ce
s
in
th
e
wo
r
ld
.
B
u
t
I
n
d
o
n
esia is
s
till
ca
teg
o
r
ized
as
a
d
ev
elo
p
in
g
co
u
n
tr
y
b
ec
a
u
s
e
o
f
th
e
lo
w
h
u
m
an
r
eso
u
r
ce
s
.
Acc
o
r
d
in
g
to
[
1
]
,
in
th
is
g
lo
b
aliza
tio
n
er
a,
q
u
ality
h
u
m
an
r
eso
u
r
ce
s
will
b
ec
o
m
e
th
e
f
o
u
n
d
atio
n
o
f
n
atio
n
in
c
o
m
p
e
ten
cy
.
T
h
u
s
,
it
h
as
b
ec
o
m
e
a
to
p
p
r
io
r
ity
f
o
r
ed
u
ca
tio
n
to
p
r
o
d
u
ce
g
en
er
atio
n
s
o
f
i
n
tellectu
als,
o
n
e
o
f
wh
ic
h
is
th
r
o
u
g
h
h
ig
h
er
ed
u
ca
tio
n
.
E
d
u
ca
tio
n
is
o
n
e
way
to
in
cr
ea
s
e
h
u
m
a
n
r
eso
u
r
ce
s
b
ec
au
s
e
,
in
ed
u
ca
tio
n
,
th
er
e
is
s
o
m
e
lear
n
in
g
p
r
o
ce
s
s
th
at
is
ca
r
r
ied
o
u
t
co
n
s
cio
u
s
ly
to
b
e
ab
le
t
o
d
e
v
el
o
p
th
e
p
o
ten
tial
o
f
s
tu
d
e
n
ts
.
As
s
tated
b
y
[
2
,
3
]
,
e
d
u
ca
tio
n
p
la
y
s
an
ac
tiv
e
r
o
le
in
im
p
r
o
v
i
n
g
th
e
q
u
ality
o
f
h
u
m
an
r
eso
u
r
ce
s
.
Acc
o
r
d
in
g
to
[
4
,
5
]
E
d
u
ca
tio
n
is
also
u
s
ed
as
an
ef
f
o
r
t
to
d
ev
e
lo
p
th
e
lear
n
er
s
'
p
o
ten
tial
th
r
o
u
g
h
th
e
lear
n
in
g
ac
tiv
ities
.
E
d
u
ca
tio
n
is
th
e
b
est
an
d
ef
f
ec
tiv
e
way
to
s
av
e
a
co
u
n
tr
y
t
h
r
o
u
g
h
th
e
d
e
v
e
lo
p
m
en
t
o
f
g
en
e
r
atio
n
s
with
a
g
o
o
d
attitu
d
e
[
6
,
7
]
.
E
d
u
ca
tio
n
is
also
a
p
r
o
ce
s
s
o
f
lear
n
in
g
th
at
is
d
o
n
e
co
n
s
cio
u
s
ly
to
b
e
ab
le
to
d
ev
elo
p
th
e
p
o
ten
tial o
f
s
tu
d
en
ts
,
n
o
t
o
n
ly
co
g
n
itiv
e
ab
ilit
ies
b
u
t
also
th
e
ab
ilit
y
to
co
n
tr
o
l
th
em
s
elv
es
as
s
h
o
wn
th
r
o
u
g
h
a
ttit
u
d
e.
So
,
wit
h
ed
u
ca
tio
n
,
it c
a
n
in
cr
ea
s
e
th
e
p
o
ten
tial a
n
d
c
h
ar
ac
ter
o
f
h
u
m
an
r
eso
u
r
ce
s
.
C
h
ar
ac
ter
ed
u
ca
tio
n
m
u
s
t
b
e
ap
p
lied
in
s
ch
o
o
ls
,
to
d
ev
elo
p
s
tu
d
en
ts
'
ch
ar
ac
ter
b
etter
.
Ac
co
r
d
in
g
to
[
8
]
with
c
h
ar
ac
ter
ed
u
ca
tio
n
,
s
tu
d
en
ts
can
in
d
ep
en
d
en
tly
im
p
r
o
v
e
an
d
u
s
e
a
v
ar
iety
o
f
k
n
o
wled
g
e,
s
tu
d
y
,
in
ter
n
alize
an
d
p
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s
o
n
alize
ch
ar
ac
ter
v
alu
es
s
o
t
h
at
th
ey
ap
p
ea
r
in
d
aily
b
e
h
av
io
r
.
I
n
I
n
d
o
n
esia,
th
er
e
ar
e
f
o
u
r
lev
els
o
f
ed
u
ca
tio
n
,
n
am
ely
ed
u
ca
tio
n
f
o
r
ea
r
l
y
c
h
ild
h
o
o
d
,
elem
e
n
tar
y
s
ch
o
o
ls
,
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
a
n
d
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
C
o
mp
a
r
is
o
n
o
f stu
d
en
t a
ttit
u
d
es to
w
a
r
d
s
n
a
tu
r
a
l scien
ce
s
(
Ma
is
o
n
Ma
is
o
n
)
55
ter
tiar
y
in
s
titu
tio
n
s
.
Fo
r
m
al
e
d
u
ca
tio
n
i
n
I
n
d
o
n
esia
s
tar
ts
with
p
r
im
ar
y
ed
u
ca
tio
n
,
f
o
llo
wed
b
y
s
ec
o
n
d
a
r
y
ed
u
ca
tio
n
an
d
th
en
ter
tiar
y
e
d
u
ca
tio
n
[
9
]
.
T
h
e
r
e
ar
e
two
lev
els
o
f
e
d
u
ca
tio
n
at
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
i.e
.
,
ju
n
io
r
h
ig
h
s
ch
o
o
l
(
SMP)
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
(
SMA)
.
Stu
d
en
ts
m
u
s
t
b
e
p
ass
ed
SMP
b
ef
o
r
e
g
o
i
n
g
to
SMA
.
SMP
i
s
an
in
s
titu
tio
n
f
o
r
f
u
r
t
h
er
s
tu
d
y
a
f
ter
a
s
tu
d
en
t
h
as
co
m
p
lete
d
ed
u
ca
tio
n
in
elem
en
tar
y
s
ch
o
o
l.
I
n
th
e
s
tr
u
ctu
r
e
o
f
th
e
SMP
cu
r
r
icu
lu
m
,
th
er
e
ar
e
v
ar
io
u
s
s
u
b
jects
,
an
d
o
n
e
o
f
t
h
em
i
s
n
atu
r
al
s
cien
ce
.
L
ea
r
n
in
g
n
atu
r
al
s
cien
ce
is
v
e
r
y
im
p
o
r
tan
t
in
s
h
ap
in
g
s
tu
d
e
n
t
attitu
d
es.
R.
Da
rm
a
wa
n
g
sa
,
et
al
[
1
0
]
s
tate
th
at
th
e
attitu
d
e
in
lear
n
in
g
is
v
er
y
im
p
o
r
tan
t,
as
is
th
e
attitu
d
e
in
lear
n
in
g
to
wa
r
d
s
s
ch
o
o
l
s
u
b
je
cts.
T
h
e
attitu
d
e
o
f
s
tu
d
en
ts
b
e
in
th
e
f
o
r
m
o
f
r
esp
o
n
s
es to
s
u
b
jects,
esp
ec
ially
n
atu
r
al
s
cien
ce
.
Scien
ce
lear
n
in
g
is
an
ac
tiv
ity
ca
r
r
ied
o
u
t
b
y
teac
h
er
s
an
d
s
tu
d
en
ts
to
lear
n
th
e
f
o
r
m
s
an
d
ev
en
ts
r
elate
d
to
th
e
u
n
iv
er
s
e.
Natu
r
a
l
s
cien
ce
is
a
s
u
b
ject
th
at
n
ee
d
s
a
lear
n
in
g
p
r
o
ce
s
s
th
at
is
h
ig
h
ly
ass
o
ciate
d
with
th
e
en
v
ir
o
n
m
en
t
[
1
1
,
1
2
]
.
Scie
n
ce
lear
n
in
g
is
d
ir
ec
ted
to
f
in
d
o
u
t
a
b
o
u
t
n
atu
r
e
s
y
s
tem
atica
lly
.
So
th
at
s
cien
ce
lear
n
in
g
a
p
r
o
ce
s
s
o
f
d
is
co
v
er
y
an
d
f
o
r
m
atio
n
o
f
s
cien
tific
attitu
d
es
[
1
3
]
.
T
h
e
a
d
o
p
tio
n
o
f
s
cien
tific
attitu
d
e
p
lay
s
a
r
o
le
in
th
e
lear
n
in
g
p
r
o
ce
s
s
s
o
it
n
ee
d
s
to
b
e
ap
p
lied
to
s
tu
d
en
ts
.
Acc
o
r
d
in
g
to
[
1
4
]
,
s
cien
tific
attitu
d
e
is
an
attitu
d
e
m
u
s
t
b
e
d
ev
elo
p
ed
in
s
cien
ce
less
o
n
s
.
B
ec
a
u
s
e
with
a
g
o
o
d
s
cien
tific
att
itu
d
e
th
e
s
tu
d
en
ts
'
attitu
d
e
is
also
m
o
r
e
p
o
s
itiv
e.
T
h
e
p
o
s
itiv
e
attitu
d
e
in
q
u
esti
o
n
ca
n
b
e
in
th
e
f
o
r
m
o
f
a
ctio
n
s
tak
en
at
th
e
tim
e
o
f
lear
n
in
g
.
T
h
e
o
p
in
i
o
n
a
b
o
v
e
s
h
o
ws
th
at
s
cien
tific
attitu
d
e
in
f
lu
en
ce
s
th
e
lear
n
in
g
o
u
tc
o
m
es
o
f
s
tu
d
en
ts
i
n
lear
n
in
g
s
cien
ce
.
So
,
o
n
e
as
p
ec
t
o
f
ass
ess
m
en
t
i
s
th
e
a
s
p
ec
t
o
f
attitu
d
e
.
Scien
tific
attitu
d
e
h
as
th
r
ee
co
m
p
o
n
en
ts
,
n
am
ely
,
b
elief
s
,
f
ee
lin
g
s
,
an
d
ac
tio
n
s
[
1
5
]
.
T
h
i
s
s
cien
tific
atti
tu
d
e
ca
n
b
e
in
t
h
e
f
o
r
m
o
f
f
ee
lin
g
s
to
war
d
s
s
u
b
jects,
th
ese
f
ee
lin
g
s
in
th
e
way
o
f
s
tu
d
en
ts
'
en
jo
y
m
en
t in
l
ea
r
n
in
g
.
Feelin
g
s
o
f
p
leasu
r
e
in
lea
r
n
in
g
af
f
ec
t
s
tu
d
en
ts
'
attitu
d
es
to
war
d
s
n
atu
r
al
s
cien
ce
s
u
b
jects.
T
h
e
h
ap
p
y
o
r
lik
e
th
e
attitu
d
e
o
f
th
e
s
tu
d
en
t
will
d
ed
u
c
e
th
e
s
tu
d
en
t'
s
p
leasu
r
e
to
war
d
s
s
cien
ce
,
wh
ile
th
e
attitu
d
e
o
f
u
n
h
ap
p
y
o
r
d
i
s
lik
e
will
co
n
clu
d
e
s
tu
d
en
ts
h
av
e
a
d
is
lik
e
f
o
r
s
cien
ce
.
As
s
tated
b
y
[
1
6
,
1
7
]
,
a
ttit
u
d
e
is
th
e
lik
in
g
an
d
d
is
lik
in
g
o
f
an
in
d
iv
id
u
al
to
war
d
s
an
o
b
ject,
ev
en
t
s
itu
atio
n
o
r
v
al
u
e.
Fu
n
in
lear
n
in
g
m
u
s
t
b
e
p
r
o
v
i
d
ed
to
s
tu
d
e
n
ts
b
y
th
e
teac
h
er
.
Acc
o
r
d
in
g
to
[
1
8
]
,
t
h
e
p
leasu
r
e
i
n
e
d
u
ca
tio
n
cr
ea
ted
b
y
th
e
teac
h
er
m
a
k
e
s
s
tu
d
en
ts
f
ee
l
h
ap
p
y
ab
o
u
t
th
e
s
u
b
jects
wer
e
g
iv
en
.
So
m
eth
in
g
p
o
s
itiv
e
c
an
in
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
an
d
i
m
p
r
o
v
e
s
tu
d
e
n
t
en
th
u
s
iasm
f
o
r
lea
r
n
in
g
.
T
h
er
ef
o
r
e
,
th
e
teac
h
e
r
m
u
s
t
k
n
o
w
h
o
w
th
e
attitu
d
e
o
f
s
tu
d
en
ts
in
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
.
B
ec
au
s
e
b
y
k
n
o
win
g
th
e
attitu
d
e
o
f
th
e
s
tu
d
en
t
,
teac
h
er
s
ca
n
im
p
r
o
v
e
th
e
lear
n
in
g
p
r
o
ce
s
s
in
th
e
class
r
o
o
m
f
o
llo
win
g
th
e
ab
ilit
y
th
at
s
tu
d
en
ts
h
av
e.
On
e
o
f
th
e
n
ee
d
s
to
p
ay
atten
tio
n
to
is
a
s
cien
tific
attitu
d
e
[
1
9
]
.
Stu
d
en
ts
wh
o
f
ee
l
h
a
p
p
y
,
lik
e,
h
ig
h
c
u
r
io
s
ity
,
an
d
ar
e
in
te
r
ested
in
lear
n
in
g
s
cien
ce
wil
l
g
et
g
o
o
d
lear
n
in
g
o
u
tco
m
es.
Stu
d
en
ts
’
f
u
n
in
s
cien
ce
less
o
n
s
in
cla
s
s
will
en
co
u
r
ag
e
s
tu
d
en
ts
to
ad
d
lear
n
in
g
tim
e
r
elate
d
to
s
cien
ce
[
2
0
,
2
1
]
.
I
n
ter
est
in
in
cr
ea
s
in
g
s
cien
ce
lear
n
i
n
g
tim
e
ca
n
b
e
s
h
o
wn
b
y
s
tu
d
e
n
ts
with
th
e
lik
es
in
lear
n
i
n
g
s
cien
ce
.
Stu
d
en
ts
wh
o
lik
e
t
o
s
tu
d
y
s
cien
ce
s
u
b
jects
will
h
av
e
a
h
ig
h
er
cu
r
io
s
ity
ab
o
u
t
th
e
s
u
b
ject
th
an
o
t
h
er
s
u
b
ject
s
[
2
2
]
.
T
h
er
ef
o
r
e,
s
tu
d
e
n
ts
co
n
s
cio
u
s
ly
in
cr
ea
s
e
th
eir
lear
n
i
n
g
tim
e
to
e
x
p
lo
r
e
k
n
o
wled
g
e
ab
o
u
t
s
cien
ce
.
T
h
e
p
o
s
itiv
e
attitu
d
e
o
f
s
tu
d
en
ts
to
war
d
s
n
atu
r
al
s
cie
n
ce
lear
n
in
g
will
b
e
in
teg
r
ate
d
with
th
e
in
ter
e
s
t
in
in
cr
ea
s
in
g
t
h
e
tim
e
t
o
s
tu
d
y
s
cien
ce
.
Stu
d
en
ts
wh
o
ar
e
i
n
ter
ested
in
in
cr
ea
s
in
g
th
e
am
o
u
n
t
o
f
tim
e
th
ey
s
tu
d
y
in
s
cien
ce
will g
et
th
e
b
est r
esu
lts
f
r
o
m
th
e
s
cien
ce
less
o
n
.
B
ased
o
n
th
is
,
if
y
o
u
h
av
e
a
g
o
o
d
s
cien
tific
attitu
d
e
an
d
h
av
e
a
h
ap
p
y
f
ee
lin
g
w
h
en
lear
n
i
n
g
s
cien
ce
,
th
en
in
th
e
n
ex
t
s
tag
e
s
tu
d
en
ts
will
n
ee
d
lo
ts
o
f
f
r
ee
tim
e
to
s
u
p
p
o
r
t
g
o
o
d
lear
n
in
g
o
u
t
co
m
es
an
d
r
esu
lts
.
I
n
o
t
h
er
wo
r
d
s
,
s
tu
d
en
ts
wh
o
h
av
e
a
g
o
o
d
s
cien
tific
attitu
d
e
will
n
o
t
s
p
en
d
th
eir
f
r
ee
tim
e
p
lay
in
g
o
r
d
o
in
g
o
th
er
u
s
eless
ac
tiv
ities
.
B
u
t
in
f
ac
t,
s
tu
d
en
ts
ar
e
s
till
less
in
ter
ested
in
i
n
cr
ea
s
in
g
th
e
tim
e
f
o
r
lea
r
n
in
g
s
cien
ce
o
th
er
th
an
in
class
b
ec
au
s
e
th
ey
p
r
ef
e
r
p
lay
i
n
g
co
m
p
ar
e
d
to
lear
n
in
g
.
Stu
d
en
ts
also
o
n
ly
l
ik
e
s
cien
ce
less
o
n
s
if
th
e
teac
h
er
p
r
esen
ts
th
e
m
ater
ial
with
m
eth
o
d
s
th
at
ar
e
f
u
n
f
o
r
s
tu
d
en
ts
.
I
f
t
h
e
teac
h
in
g
m
eth
o
d
b
o
r
es
s
tu
d
en
ts
,
th
en
s
tu
d
en
ts
ar
e
n
o
t
en
th
u
s
iast
ic
ab
o
u
t
th
e
lear
n
in
g
ac
tiv
ity
.
So
,
teac
h
er
s
a
n
d
p
r
o
s
p
ec
tiv
e
ed
u
ca
to
r
s
n
ee
d
to
k
n
o
w
th
e
attitu
d
es
o
f
s
tu
d
en
ts
wh
en
s
tu
d
y
in
g
i
n
cl
ass
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
d
eter
m
in
e
h
o
w
s
tu
d
en
ts
'
attitu
d
es
to
war
d
s
s
cien
ce
.
S
tu
d
en
ts
'
attitu
d
es
to
war
d
s
cien
ce
s
u
b
jects
wer
e
r
ev
iewe
d
in
te
r
m
s
o
f
th
e
in
d
icato
r
s
o
f
s
cien
tific
attit
u
d
e
ad
o
p
t
io
n
,
p
leasu
r
e
in
lear
n
in
g
s
cien
ce
an
d
in
ter
est in
in
cr
ea
s
in
g
th
e
tim
e
o
f
lear
n
in
g
s
cien
ce
in
J
u
n
io
r
Hig
h
Sch
o
o
l 5
,
J
u
n
io
r
Hig
h
Sch
o
o
l 6
an
d
J
u
n
io
r
Hig
h
Sch
o
o
l
2
6
at
J
am
b
i.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
Resea
rc
h d
esig
n
T
h
e
d
esig
n
in
th
is
s
tu
d
y
u
s
es
a
q
u
an
titativ
e
ap
p
r
o
ac
h
with
s
u
r
v
ey
m
eth
o
d
s
.
Qu
an
titativ
e
r
esear
ch
m
eth
o
d
s
ar
e
r
ef
er
r
ed
to
as
r
esear
ch
m
eth
o
d
s
b
ased
o
n
th
e
p
h
ilo
s
o
p
h
y
o
f
p
o
s
itiv
is
m
,
wh
ich
is
u
s
ef
u
l
f
o
r
ex
am
in
in
g
s
p
ec
if
ic
p
o
p
u
latio
n
s
o
r
s
am
p
les,
c
o
llectin
g
d
ata
u
s
in
g
r
esear
ch
i
n
s
tr
u
m
en
ts
,
an
al
y
zin
g
q
u
an
titat
iv
e/st
atis
tical
d
ata,
to
test
e
s
tab
lis
h
ed
h
y
p
o
th
eses
[
2
3
]
.
A
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
is
b
ased
o
n
th
e
p
h
ilo
s
o
p
h
y
s
tu
d
ies
p
o
s
iti
v
is
m
u
s
ed
to
co
n
d
u
ct
a
s
tu
d
y
o
f
a
p
o
p
u
latio
n
o
r
a
p
ar
ti
cu
lar
s
am
p
le,
d
ata
co
llectio
n
in
s
tr
u
m
en
ts
,
r
esear
ch
an
d
q
u
an
titativ
e
d
ata
a
n
al
y
s
i
s
/s
ta
tis
tic
s
[
2
4
]
.
Acc
o
r
d
in
g
to
[
2
5
]
,
r
esear
ch
,
th
e
s
u
r
v
ey
is
a
q
u
an
titativ
e
r
e
s
ea
r
ch
p
r
o
ce
d
u
r
e
in
wh
ic
h
th
e
r
esear
ch
er
m
an
a
g
es
a
s
am
p
le
s
u
r
v
ey
o
r
ac
r
o
s
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
54
-
61
56
a
p
o
p
u
latio
n
th
at
is
u
s
ed
to
d
escr
ib
e
attitu
d
es.
I
n
ad
d
itio
n
,
th
e
s
u
r
v
ey
m
eth
o
d
is
a
m
eth
o
d
u
s
ed
to
g
et
d
ata
f
r
o
m
a
p
ar
ticu
lar
n
atu
r
al
p
lac
e
,
b
u
t
r
esear
ch
e
r
s
d
o
th
e
tr
ea
t
m
en
t
in
d
ata
c
o
llectio
n
,
in
w
h
ich
b
y
d
is
tr
ib
u
tin
g
q
u
esti
o
n
n
air
es,
test
s
an
d
in
ter
v
iews
[
2
6
]
.
T
h
e
d
esig
n
o
f
th
is
s
tu
d
y
was
ap
p
lied
b
ec
au
s
e
it
was
b
y
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
,
wh
er
e
th
e
aim
was
to
d
eter
m
in
e
th
e
attitu
d
e
o
f
ju
n
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
to
war
d
s
s
cien
ce
s
u
b
jects.
2
.
2
Resea
rc
h
s
u
bje
ct
s
T
h
is
r
esear
ch
was
co
n
d
u
cted
in
th
e
o
d
d
s
em
ester
o
f
th
e
2
0
1
9
/2
0
2
0
s
ch
o
o
l
y
ea
r
.
T
h
e
r
e
s
p
o
n
d
en
ts
wer
e
1
0
7
5
s
tu
d
en
ts
f
r
o
m
3
s
ch
o
o
ls
in
J
am
b
i,
I
n
d
o
n
esia
,
in
clu
d
in
g
J
u
n
io
r
Hig
h
Sch
o
o
l
5
,
J
u
n
io
r
Hig
h
Sch
o
o
l
6
,
an
d
J
u
n
io
r
Hig
h
Sch
o
o
l
2
6
.
T
h
e
s
am
p
lin
g
tech
n
iq
u
e
i
n
th
i
s
s
tu
d
y
was to
tal
s
am
p
lin
g
.
2
.
3
Resea
rc
h
i
ns
t
rum
ent
T
h
is
r
esear
ch
in
s
tr
u
m
en
t
u
s
es
a
s
c
ien
ce
attitu
d
e
q
u
esti
o
n
n
air
e
th
at
was
ad
ap
ted
f
r
o
m
th
e
2
0
1
8
Ast
alin
i
an
d
Ku
r
n
iawa
n
r
esear
ch
with
a
C
r
o
n
b
ac
h
alp
h
a
v
alu
e
o
f
0
.
9
2
9
.
Acc
o
r
d
in
g
to
[
2
7
]
,
th
e
q
u
esti
o
n
n
air
e
u
s
ed
was
clo
s
ed
q
u
esti
o
n
n
air
e,
th
e
n
u
m
b
er
o
f
item
s
an
d
alter
n
ativ
e
an
s
wer
s
to
b
e
g
iv
en
b
y
th
e
r
esp
o
n
d
en
t
h
ad
b
ee
n
d
eter
m
in
ed
,
th
e
r
esp
o
n
d
en
t
o
n
l
y
h
ad
to
c
h
o
o
s
e
it
ac
co
r
d
in
g
to
t
h
e
ac
tu
al
s
itu
atio
n
.
T
h
e
q
u
esti
o
n
n
air
e
u
s
ed
was
a
L
ik
er
t
s
ca
le
with
a
f
iv
e
-
c
h
o
i
ce
m
o
d
el
(
s
ca
le
o
f
f
iv
e)
.
An
s
wer
ca
teg
o
r
ies
(
SS
)
Stro
n
g
ly
Ag
r
ee
,
(
S)
Ag
r
ee
,
(
N)
Ne
u
tr
al,
(
T
S)
Dis
ag
r
ee
,
(
STS)
Stro
n
g
ly
Dis
ag
r
ee
.
T
h
e
r
an
g
e
f
o
r
ea
ch
in
d
icato
r
is
s
h
o
wn
in
T
ab
le
1.
T
ab
le
1
.
R
an
g
e
o
f
s
tu
d
e
n
t a
ttit
u
d
es to
war
d
s
cien
ce
s
u
b
jects
I
n
d
i
c
a
t
o
r
R
a
n
g
e
C
a
t
e
g
o
r
y
S
c
i
e
n
t
i
f
i
c
a
t
t
i
t
u
d
e
a
d
o
p
t
i
o
n
2
1
.
1
–
2
5
.
0
V
e
r
y
g
o
o
d
1
7
.
1
–
2
1
.
0
G
o
o
d
1
3
.
1
–
1
7
.
0
En
o
u
g
h
9
.
1
–
1
3
.
0
N
o
t
g
o
o
d
5
.
0
–
9
.
0
V
e
r
y
b
a
d
F
u
n
i
n
l
e
a
r
n
i
n
g
n
a
t
u
r
a
l
s
c
i
e
n
c
e
2
9
.
5
–
3
5
.
0
V
e
r
y
g
o
o
d
2
3
.
9
–
2
9
.
4
G
o
o
d
1
8
.
3
–
2
3
.
8
En
o
u
g
h
1
2
.
7
–
1
8
.
2
N
o
t
g
o
o
d
7
.
0
–
1
2
.
6
V
e
r
y
b
a
d
I
n
t
e
r
e
st
i
n
i
n
c
r
e
a
s
i
n
g
s
c
i
e
n
c
e
l
e
a
r
n
i
n
g
t
i
m
e
2
5
.
3
-
3
0
.
0
V
e
r
y
g
o
o
d
2
0
.
5
-
2
5
.
2
G
o
o
d
1
5
.
7
-
2
0
.
4
En
o
u
g
h
1
0
.
9
-
1
5
.
6
N
o
t
g
o
o
d
6
.
0
-
1
0
.
8
V
e
r
y
b
a
d
2
.
4
Da
t
a
a
na
ly
s
is
t
ec
hn
iqu
es
I
n
th
is
s
tu
d
y
,
th
e
d
ata
wer
e
an
aly
ze
d
with
two
s
tatis
t
ics
tech
n
iq
u
es,
n
am
ely
d
escr
ip
tiv
e
s
ta
tis
tics
,
an
d
in
f
er
en
tial
s
tatis
tics
,
with
th
e
h
elp
o
f
SP
SS
ap
p
licatio
n
s
.
Descr
ip
tiv
e
s
tatis
tic
s
u
tili
ze
an
d
g
r
ap
h
ical
m
eth
o
d
s
to
lo
o
k
f
o
r
p
atter
n
s
in
a
d
ata
s
et
an
d
to
p
r
esen
t
th
e
in
f
o
r
m
atio
n
th
at
in
d
iv
id
u
als
ca
n
u
s
e
to
m
ak
e
d
ec
is
io
n
s
[
2
8
]
.
W
h
ile
in
f
er
en
tial
s
tatis
t
ics
ca
n
allo
w
r
e
s
ea
r
ch
er
s
to
g
en
er
alize
f
in
d
in
g
s
to
o
th
er
,
s
im
ilar
lan
g
u
ag
e
lear
n
er
s
;
th
at
is
,
to
m
a
k
e
in
f
e
r
en
ce
s
[
2
9
]
.
Descr
ip
tiv
e
s
tatis
tics
wer
e
u
s
ed
to
s
ee
th
e
d
esc
r
ip
tio
n
o
f
s
tu
d
en
ts
'
attitu
d
es
to
war
d
s
cien
ce
s
u
b
jects
in
ea
ch
s
ch
o
o
l
;
th
en
,
in
f
er
e
n
tial
s
tatis
tics
wer
e
u
s
ed
t
o
e
x
a
m
in
e
th
e
co
m
p
ar
is
o
n
o
f
s
tu
d
e
n
t
attitu
d
es
in
ea
ch
s
ch
o
o
l.
I
n
f
er
e
n
tial
p
ar
am
etr
ic
s
tatis
t
ics
u
s
e
d
wer
e
a
one
-
way
ANOVA
test
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
Resul
t
s
A
n
a
ttit
u
d
e
is
a
f
o
r
m
o
f
a
p
er
s
o
n
'
s
f
ee
lin
g
s
o
r
p
er
ce
p
tio
n
s
o
f
an
o
b
ject
wh
ich
is
d
escr
ib
ed
b
y
th
e
ex
p
r
ess
io
n
o
f
lik
i
n
g
o
r
n
o
t
o
n
th
e
o
b
ject.
Stu
d
e
n
ts
'
attitu
d
es
wh
en
lear
n
in
g
ca
n
b
e
v
iewe
d
f
r
o
m
th
e
in
d
icato
r
s
o
f
s
cien
tific
atti
tu
d
e
ad
o
p
tio
n
,
f
u
n
in
lear
n
i
n
g
n
atu
r
al
s
cien
ce
an
d
in
ter
est
i
n
in
cr
ea
s
in
g
n
atu
r
al
s
cien
ce
lear
n
in
g
tim
e.
T
h
e
n
o
v
elty
o
f
t
h
is
r
esear
ch
is
to
id
en
tify
h
o
w
s
tu
d
en
ts
'
attitu
d
es
in
n
atu
r
al
s
cien
ce
s
u
b
jects
an
d
f
in
d
o
u
t
th
e
d
if
f
e
r
en
ce
s
in
th
e
attitu
d
es
o
f
s
tu
d
en
ts
in
J
u
n
io
r
Hig
h
Sch
o
o
l
5
,
J
u
n
io
r
Hig
h
Sch
o
o
l
6
an
d
J
u
n
io
r
Hig
h
Sch
o
o
l
2
6
wh
o
a
r
e
in
J
am
b
i.
T
h
is
r
ese
ar
ch
will
also
h
elp
u
n
d
er
s
tan
d
s
cien
ce
s
u
b
jects
'
lear
n
in
g
p
r
o
ce
s
s
,
esp
ec
ially
in
s
ch
o
o
ls
s
tu
d
ied
s
o
t
h
at
teac
h
e
r
s
ca
n
im
p
r
o
v
e
th
e
way
th
ey
t
ea
ch
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
b
ec
au
s
e
attitu
d
es
s
tu
d
en
ts
wh
o
ar
e
k
in
d
o
r
p
o
s
itiv
e
will
b
e
ab
le
to
s
o
cialize
we
ll,
esp
ec
ially
wh
en
th
e
lear
n
in
g
p
r
o
ce
s
s
.
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
C
o
mp
a
r
is
o
n
o
f stu
d
en
t a
ttit
u
d
es to
w
a
r
d
s
n
a
tu
r
a
l scien
ce
s
(
Ma
is
o
n
Ma
is
o
n
)
57
Acc
o
r
d
in
g
t
o
[
3
0
]
,
th
e
attitu
d
e
o
f
g
iv
i
n
g
a
n
ass
ess
m
en
t
o
f
s
o
m
eth
in
g
,
wh
ic
h
r
esu
lts
in
an
a
ttit
u
d
e
o
f
ac
ce
p
tin
g
,
r
ejec
tin
g
,
o
r
ig
n
o
r
i
n
g
.
I
n
lear
n
in
g
ac
tiv
ities
s
tu
d
en
ts
ca
n
ac
ce
p
t,
r
ejec
t,
o
r
ig
n
o
r
e
th
ese
lear
n
in
g
ac
tiv
ities
.
Su
ch
an
attitu
d
e
will
p
lay
a
r
o
le
in
th
e
p
r
o
ce
s
s
an
d
lear
n
in
g
o
u
tco
m
es
ac
h
iev
e
d
.
T
h
e
attitu
d
e
o
f
s
tu
d
en
ts
in
s
cien
ce
s
u
b
jects’
in
d
icato
r
s
o
f
t
h
e
ad
o
p
tio
n
o
f
s
c
ien
tific
attitu
d
es
ca
n
b
e
s
ee
n
i
n
T
ab
le
2
.
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
o
f
s
cien
tific
attitu
d
e
ad
o
p
tio
n
C
l
a
s
si
f
i
c
a
t
i
o
n
M
e
a
n
M
e
d
i
a
n
S
t
d
.
D
e
v
i
a
t
i
on
M
i
n
M
a
x
%
R
a
n
g
e
A
t
t
i
t
u
d
e
s
F
2
1
.
1
–
2
5
.
0
V
e
r
y
g
o
o
d
2
1
7
1
9
.
0
9
1
9
.
0
0
2
.
8
1
9
.
0
2
5
.
0
2
0
.
2
1
7
.
1
–
2
1
.
0
G
o
o
d
5
7
1
5
3
.
1
1
3
.
1
–
1
7
.
0
En
o
u
g
h
2
4
7
2
3
.
0
9
.
1
–
1
3
.
0
N
o
t
g
o
o
d
37
3
.
4
5
.
0
–
9
.
0
V
e
r
y
b
a
d
3
0
.
3
To
t
a
l
1
0
7
5
1
0
0
I
n
T
ab
le
2
,
it
is
k
n
o
wn
th
at
s
tu
d
en
ts
'
att
itu
d
es
to
war
d
s
cien
ce
s
u
b
jects
b
ased
o
n
in
d
icato
r
s
o
f
s
cien
tific
attitu
d
e
ad
o
p
tio
n
ar
e
ca
teg
o
r
ized
well
with
a
p
er
ce
n
tag
e
o
f
5
3
.
1
%.
As
f
o
r
th
e
in
d
icato
r
s
o
f
p
leasu
r
e
in
lear
n
in
g
s
cien
ce
s
ee
n
i
n
T
a
b
le
3.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
o
f
f
u
n
in
lear
n
in
g
n
atu
r
al
s
cien
ce
C
l
a
s
si
f
i
c
a
t
i
o
n
M
e
a
n
M
e
d
i
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
M
i
n
M
a
x
%
R
a
n
g
e
A
t
t
i
t
u
d
e
s
F
2
9
.
5
–
3
5
.
0
V
e
r
y
g
o
o
d
1
2
5
2
5
.
1
3
2
5
.
0
0
3
.
7
1
8
.
0
3
4
.
0
1
1
.
6
2
3
.
9
–
2
9
.
4
G
o
o
d
6
2
0
5
7
.
7
1
8
.
3
–
2
3
.
8
En
o
u
g
h
2
8
5
2
6
.
5
1
2
.
7
–
1
8
.
2
N
o
t
g
o
o
d
44
4
.
1
7
.
0
–
1
2
.
6
V
e
r
y
b
a
d
1
0
.
1
To
t
a
l
1
0
7
5
1
0
0
I
n
T
ab
le
3
,
it
is
k
n
o
wn
th
at
s
t
u
d
en
ts
'
attitu
d
es
to
war
d
s
s
cien
ce
s
u
b
jects
b
ased
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ased
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ased
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ased
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ch
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Acc
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r
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i
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g
to
[
3
1
]
,
ev
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y
o
n
e
h
as
a
d
if
f
er
en
t
attitu
d
e
to
war
d
s
s
o
m
eth
in
g
.
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h
is
is
ca
u
s
ed
b
y
s
ev
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al
f
ac
to
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s
th
at
ex
is
t
in
ea
ch
in
d
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id
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al,
s
u
ch
as
d
if
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ce
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in
talen
t,
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ter
ests
,
ex
p
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ce
,
k
n
o
wled
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e,
in
ten
s
ity
,
f
e
elin
g
s
,
an
d
also
th
e
en
v
ir
o
n
m
en
tal
s
itu
atio
n
.
Attitu
d
e
is
a
b
eh
av
io
r
th
at
alr
ea
d
y
ex
is
ts
in
a
p
er
s
o
n
.
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h
e
attitu
d
e
b
ec
o
m
es
v
er
y
im
p
o
r
tan
t
in
ed
u
ca
tio
n
.
W
h
er
e
a
g
o
o
d
attitu
d
e
ca
n
p
r
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v
id
e
a
g
o
o
d
in
f
l
u
en
ce
o
n
th
e
l
ev
el
o
f
ed
u
ca
tio
n
.
Acc
o
r
d
in
g
t
o
[
3
2
]
,
th
e
attitu
d
e
o
f
cu
r
io
s
ity
,
p
e
r
s
ev
er
an
ce
,
o
p
en
n
ess
,
h
o
n
esty
,
ca
r
in
g
,
cr
ea
ti
v
e,
h
o
n
est,
ac
ce
p
tin
g
th
e
tr
u
th
o
f
an
ex
is
tin
g
f
ac
t
an
d
s
o
o
n
is
th
e
m
ea
n
in
g
o
f
s
cien
tific
attitu
d
e,
wh
ich
attitu
d
e
is
n
o
t
o
n
ly
u
s
ef
u
l
in
s
ch
o
o
l
b
u
t
also
u
s
ef
u
l
i
n
s
o
cial
life
,
an
d
s
h
ap
e
th
e
g
o
o
d
p
er
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o
n
ality
o
f
a
p
er
s
o
n
.
Scien
tific
attitu
d
e,
th
e
estab
lis
h
m
en
t
o
f
a
ten
d
e
n
cy
to
war
d
s
a
p
ar
ticu
lar
s
tim
u
lu
s
th
at
is
alwa
y
s
o
r
ien
te
d
s
cien
ti
f
ic
m
eth
o
d
s
[
3
3
,
3
4
]
.
T
h
e
lo
w
s
cien
tific
attitu
d
e,
s
ee
n
f
r
o
m
th
e
lack
o
f
in
v
o
lv
e
m
en
t a
n
d
in
d
ep
en
d
en
ce
o
f
s
tu
d
en
ts
in
th
e
p
r
o
ce
s
s
o
f
lear
n
i
n
g
ac
tiv
ities
.
Stu
d
en
ts
ten
d
to
b
e
p
ass
iv
e,
d
o
n
o
t
d
a
r
e
to
ex
p
r
ess
o
p
in
io
n
s
,
ash
a
m
ed
to
ask
q
u
esti
o
n
s
.
So
,
th
e
lack
o
f
in
ter
ac
tio
n
b
etwe
en
ed
u
ca
to
r
s
an
d
s
tu
d
e
n
ts
an
d
s
tu
d
en
ts
with
s
tu
d
en
ts
[
3
5
]
.
T
h
is
s
cien
tific
attitu
d
e
i
s
u
s
ed
to
m
ea
s
u
r
e
a
s
tu
d
en
t'
s
attitu
d
e
s
cien
tific
ally
.
Acc
o
r
d
in
g
to
[
3
6
]
,
th
e
ad
o
p
tio
n
o
f
a
s
cien
tific
attitu
d
e
ca
n
m
ea
s
u
r
e
s
tu
d
en
ts
'
wi
llin
g
n
e
s
s
an
d
r
ea
d
in
ess
t
o
p
r
o
v
id
e
s
cien
tific
r
esp
o
n
s
es
an
d
s
tu
d
en
ts
'
o
p
en
n
ess
t
o
n
ew
in
f
o
r
m
atio
n
.
Stu
d
en
ts
wh
o
h
av
e
h
ig
h
s
cien
tific
attitu
d
es
will
h
elp
th
e
lear
n
in
g
p
r
o
ce
s
s
im
p
r
o
v
e.
T
h
is
i
s
b
ec
au
s
e
s
cien
tific
attitu
d
es
ca
n
s
h
ap
e
s
tu
d
en
ts
th
in
k
in
g
c
r
ea
tiv
ely
a
n
d
c
r
itically
[
3
7
,
3
8
]
.
T
h
e
attitu
d
e
o
f
th
e
s
u
cc
ess
o
f
a
s
tu
d
e
n
t
d
eter
m
in
es
th
e
m
ater
ial
ab
s
o
r
b
ed
i
n
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
e
s
u
cc
ess
o
f
s
tu
d
en
ts
t
o
a
b
s
o
r
b
well
t
h
e
teac
h
i
n
g
m
ater
ials
d
eliv
er
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
b
y
th
e
teac
h
er
will
lead
to
p
o
s
itiv
e
lea
r
n
in
g
o
u
tc
o
m
es
in
th
e
in
d
iv
id
u
al
s
tu
d
en
t'
s
n
atu
r
al
s
cien
ce
[
3
9
]
.
R
esear
ch
r
ep
o
r
ts
in
d
icate
th
at
th
e
n
e
g
ativ
e
attitu
d
e
s
o
f
s
tu
d
en
ts
wer
e
ca
u
s
ed
b
y
teac
h
er
s
'
co
n
v
en
tio
n
al
(
lectu
r
e)
m
et
h
o
d
o
f
teac
h
in
g
[
4
0
,
4
1
]
.
B
u
t,
in
r
ea
lity
,
th
e
lear
n
in
g
o
f
s
cien
c
e
is
es
s
en
tial
to
b
e
lear
n
ed
b
y
s
tu
d
en
ts
.
Scien
ce
,
o
n
e
o
f
th
e
s
u
b
jects
d
ev
elo
p
ed
th
r
o
u
g
h
th
e
in
d
u
ctiv
e
a
p
p
r
o
a
ch
,
h
as
co
n
tr
i
b
u
ted
a
lo
t
to
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
t
ec
h
n
o
lo
g
y
[
4
2
]
.
T
h
e
ca
u
s
e
o
f
s
tu
d
en
ts
'
n
eg
ativ
e
attitu
d
es
i
s
d
u
e
to
tr
ad
itio
n
al
m
eth
o
d
s
o
f
teac
h
in
g
s
cie
n
ce
th
at
is
u
s
ed
co
n
tin
u
o
u
s
ly
,
f
o
r
ex
am
p
le,
lear
n
in
g
tak
es
p
lace
p
ass
iv
ely
an
d
s
tu
d
en
ts
ar
e
r
elu
ctan
t to
th
in
k
[
4
3
]
.
T
h
er
ef
o
r
e,
f
r
o
m
th
at
ex
p
l
an
atio
n
,
o
n
e
o
f
th
e
g
o
als o
f
le
ar
n
in
g
s
cien
ce
is
to
f
o
s
ter
p
o
s
itiv
e
s
tu
d
en
t a
ttit
u
d
e
s
to
war
d
s
s
cien
ce
.
T
h
er
ef
o
r
e,
o
n
e
o
f
th
e
g
o
als
o
f
lear
n
in
g
s
cien
ce
to
f
o
s
ter
p
o
s
itiv
e
s
tu
d
en
t
attitu
d
es.
Stu
d
en
ts
r
ate
th
eir
'
p
leasu
r
e
'
f
r
o
m
ac
tiv
ities
(
Hate
,
Dis
lik
e,
d
o
n
'
t
ca
r
e,
L
ik
e,
l
o
v
e)
,
wh
ile
th
e
teac
h
er
ass
ess
e
s
th
e
'
u
s
ef
u
ln
ess
'
o
f
ea
ch
ac
tiv
ity
[
4
4
]
.
So
,
th
at
it
is
s
aid
th
at
t
h
e
p
leasu
r
e
o
f
s
tu
d
en
ts
wh
en
th
e
p
r
o
ce
s
s
o
f
lea
r
n
in
g
s
cien
ce
s
ee
n
f
r
o
m
s
tu
d
en
ts
r
esp
o
n
d
in
g
to
l
ea
r
n
in
g
,
in
g
en
er
al,
th
e
i
n
d
ica
to
r
s
o
f
p
leasu
r
e
in
lear
n
in
g
s
cien
ce
ar
e
ex
p
r
ess
ed
with
p
leasu
r
e
o
r
n
o
.
Stu
d
en
ts
wh
o
lo
v
e
s
cien
ce
less
o
n
s
will
ce
r
tain
ly
b
e
in
ter
e
s
ted
in
lear
n
in
g
s
cien
ce
,
an
d
i
t
n
ee
d
s
to
in
cr
ea
s
e
s
tu
d
en
ts
'
in
ter
est in
lear
n
in
g
s
cien
ce
.
T
o
r
ev
iv
e
s
tu
d
en
ts
'
in
ter
est
in
s
cie
n
ce
an
d
to
o
v
e
r
co
m
e
n
eg
ativ
e
p
er
ce
p
tio
n
s
o
f
s
cien
c
e,
th
e
teac
h
er
'
s
r
o
le
is
n
ee
d
ed
[
4
5
]
.
T
h
e
h
a
p
p
y
attitu
d
e
will d
ed
u
ce
th
e
s
tu
d
e
n
t'
s
p
leasu
r
e
to
war
d
s
s
cien
ce
.
W
h
ile
th
e
attitu
d
e
o
f
d
is
lik
e
w
ill
co
n
clu
d
e
s
tu
d
en
ts
h
av
e
a
d
is
lik
e
f
o
r
s
cien
ce
.
As
s
tated
b
y
[
4
6
,
4
7
]
,
if
s
tu
d
en
ts
lik
e,
f
ee
l
h
ap
p
y
o
r
h
av
e
g
o
o
d
f
ee
lin
g
s
in
a
s
itu
atio
n
o
r
less
o
n
,
th
e
s
tu
d
en
t
ca
n
b
e
s
aid
to
h
av
e
a
p
o
s
itiv
e
attitu
d
e,
b
u
t
v
ice
v
er
s
a,
if
s
tu
d
e
n
ts
h
av
e
b
a
d
f
ee
li
n
g
s
o
r
ar
e
h
ap
p
y
in
a
s
itu
atio
n
,
m
ea
n
s
h
av
in
g
a
n
eg
ativ
e
attitu
d
e.
So
,
it
ca
n
b
e
s
aid
th
at
s
tu
d
en
ts
wh
o
ar
e
h
ap
p
y
ab
o
u
t
s
cien
ce
less
o
n
s
will b
e
in
ter
ested
in
in
cr
ea
s
in
g
th
eir
s
tu
d
y
tim
e.
On
e
o
f
th
e
s
tu
d
en
ts
'
attitu
d
es
th
at
will
tr
ig
g
er
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
an
d
in
s
ig
h
t
r
elate
d
to
s
cien
ce
co
n
ce
p
ts
is
th
e
d
u
r
atio
n
o
f
s
tu
d
en
t
lear
n
in
g
ti
m
e
in
th
e
s
cien
ce
lear
n
in
g
p
r
o
ce
s
s
.
L
ea
r
n
in
g
tim
e
r
ef
er
s
to
th
e
s
p
ec
if
ic
tim
e
s
tu
d
e
n
ts
s
et
f
o
r
th
em
s
elv
es
to
lear
n
to
g
ain
k
n
o
wled
g
e
[
4
8
]
.
Scien
ce
lear
n
in
g
th
at
is
ab
s
tr
ac
t
an
d
d
if
f
ic
u
lt
to
u
n
d
er
s
tan
d
b
y
s
tu
d
en
ts
r
e
q
u
ir
es
m
o
r
e
lear
n
in
g
tim
e
th
at
aim
s
t
o
d
ee
p
en
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
co
n
ce
p
ts
o
f
s
cien
ce
s
u
b
jects.
Stu
d
en
ts
wh
o
h
av
e
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
cien
ce
will
h
av
e
an
in
ter
est
in
in
c
r
ea
s
in
g
th
e
tim
e
to
s
tu
d
y
s
cien
ce
b
ec
a
u
s
e
o
f
h
ig
h
cu
r
io
s
ity
in
in
c
r
ea
s
in
g
in
s
ig
h
t
ab
o
u
t
s
cien
ce
.
T
h
e
f
u
n
o
f
s
tu
d
en
ts
i
n
tak
in
g
s
cien
ce
less
o
n
s
in
class
will
en
co
u
r
ag
e
s
tu
d
en
ts
to
ad
d
lear
n
in
g
tim
e
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
C
o
mp
a
r
is
o
n
o
f stu
d
en
t a
ttit
u
d
es to
w
a
r
d
s
n
a
tu
r
a
l scien
ce
s
(
Ma
is
o
n
Ma
is
o
n
)
59
r
elate
d
to
s
cien
ce
[
4
9
]
.
O
n
e
o
f
th
e
ef
f
o
r
ts
m
ad
e
b
y
s
tu
d
e
n
ts
in
in
cr
ea
s
in
g
lear
n
i
n
g
tim
e
is
b
y
wo
r
k
i
n
g
o
n
p
r
o
b
lem
s
r
elate
d
t
o
s
cien
ce
in
d
ep
en
d
en
tly
.
No
t
o
n
ly
q
u
e
s
tio
n
s
o
b
tain
ed
f
r
o
m
lear
n
in
g
in
class
b
u
t
also
wo
r
k
in
g
o
n
o
t
h
er
p
r
o
b
lem
s
r
e
lated
to
s
cien
ce
.
B
u
t
n
o
t
all
s
tu
d
en
ts
wan
t
to
p
r
ac
tice
f
in
d
in
g
an
d
wo
r
k
in
g
o
n
s
cien
ce
p
r
o
b
le
m
s
in
d
ep
e
n
d
en
t
ly
.
T
o
en
co
u
r
ag
e
s
tu
d
en
ts
'
in
ter
ests
an
d
p
o
s
itiv
e
attitu
d
es
in
p
r
ac
ticin
g
wo
r
k
i
n
g
o
n
s
cien
ce
q
u
esti
o
n
s
,
it
tak
e
s
in
ter
est
an
d
jo
y
f
r
o
m
with
in
s
tu
d
en
ts
.
So
th
at
th
e
ac
ti
v
ity
o
f
in
c
r
ea
s
in
g
th
e
lear
n
in
g
tim
e
is
v
er
y
clo
s
ely
r
elate
d
to
th
e
jo
y
th
at
is
o
wn
ed
b
y
s
tu
d
en
ts
.
W
h
en
s
tu
d
en
ts
f
ee
l
h
ap
p
y
an
d
ch
allen
g
ed
to
h
av
e
a
h
ig
h
c
u
r
io
s
ity
ab
o
u
t
s
cien
ce
s
u
b
jec
ts
,
s
tu
d
en
ts
will
h
av
e
an
in
t
er
est
in
in
cr
ea
s
in
g
th
e
tim
e
o
f
s
cien
ce
lear
n
in
g
.
B
esid
es
th
e
f
ac
to
r
s
th
at
e
x
is
t
in
s
tu
d
en
ts
’
o
th
er
f
ac
to
r
s
t
h
at
tr
ig
g
er
s
tu
d
en
ts
to
b
e
ab
le
to
in
cr
ea
s
e
lear
n
in
g
tim
e
ar
e
h
o
w
th
e
tea
ch
er
ca
n
m
o
ti
v
ate
an
d
ca
u
s
e
a
s
en
s
e
o
f
f
u
n
in
s
tu
d
en
ts
.
Ac
co
r
d
in
g
to
[
5
0
,
5
1
]
,
as
a
teac
h
er
,
co
m
p
eten
ce
is
a
s
k
ill
th
at
m
u
s
t
b
e
p
r
o
ce
s
s
ed
a
s
a
p
r
o
v
is
io
n
in
teac
h
i
n
g
.
Ho
wev
er
,
it
is
n
o
t
ea
s
y
f
o
r
th
e
teac
h
er
to
g
iv
e
a
s
en
s
e
o
f
f
u
n
to
s
tu
d
e
n
ts
to
war
d
s
n
atu
r
al
s
cien
ce
s
u
b
jects
b
ec
au
s
e
n
atu
r
al
s
cien
ce
s
u
b
jects
co
n
tain
f
o
r
m
u
las
an
d
ar
e
d
if
f
icu
lt
to
u
n
d
e
r
s
tan
d
.
Fo
r
th
is
r
ea
s
o
n
,
teac
h
er
s
n
ee
d
t
o
p
r
o
v
i
d
e
co
m
f
o
r
t
an
d
r
en
ewa
l
in
teac
h
in
g
to
attr
ac
t
s
tu
d
en
ts
'
in
ter
est
in
s
cien
ce
lear
n
in
g
.
T
h
e
teac
h
er
is
also
th
e
s
u
b
ject
in
v
o
lv
ed
in
th
e
ed
u
ca
t
io
n
an
d
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
e
teac
h
er
is
n
o
t
o
n
ly
f
o
cu
s
ed
o
n
lea
r
n
in
g
b
u
t
also
m
u
s
t
u
n
d
er
s
tan
d
th
e
attitu
d
es
o
f
h
i
s
s
tu
d
en
ts
[
5
2
]
.
B
ec
au
s
e
th
e
s
u
cc
ess
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
i
s
in
f
lu
en
ce
d
b
y
th
e
q
u
ality
an
d
way
o
f
t
ea
ch
in
g
[
5
3
-
55
].
So
,
th
e
r
o
le
o
f
teac
h
e
r
s
is
ess
en
tia
l
in
th
e
s
u
cc
ess
o
f
th
eir
s
tu
d
en
ts
.
T
ea
c
h
er
s
s
h
o
u
ld
k
n
o
w
h
o
w
to
d
esig
n
an
d
p
r
ac
tice
s
u
itab
le
an
d
ef
f
ec
tiv
e
p
ed
ag
o
g
ical
s
tr
ateg
ies
[
5
6
]
4.
CO
NCLU
SI
O
N
Attitu
d
e
is
a
f
ee
lin
g
th
at
s
o
m
eo
n
e
s
h
o
ws
to
war
d
s
a
ce
r
t
ain
o
b
ject.
I
n
s
cien
ce
lear
n
in
g
,
s
tu
d
en
ts
'
attitu
d
es
ar
e
s
h
o
wn
with
p
leasu
r
e
o
r
n
o
t
th
e
s
tu
d
e
n
t
to
war
d
s
s
cien
ce
less
o
n
s
.
B
a
s
e
d
o
n
in
d
icat
o
r
s
o
f
th
e
ad
o
p
tio
n
o
f
s
cien
tific
att
itu
d
es,
n
atu
r
al
s
cien
ce
le
ar
n
i
n
g
p
leasu
r
e
a
n
d
in
ter
est
in
in
cr
ea
s
in
g
s
cien
ce
lear
n
in
g
tim
e,
s
tu
d
e
n
ts
’
attitu
d
es
o
f
J
u
n
io
r
Hig
h
Sch
o
o
l
2
6
,
J
u
n
io
r
Hig
h
Sch
o
o
l
6
a
n
d
J
u
n
io
r
Hig
h
Sch
o
o
l
5
wer
e
id
en
tifie
d
as
g
o
o
d
.
B
esid
es
,
th
er
e
ar
e
d
if
f
er
e
n
ce
s
in
t
h
e
attitu
d
es
o
f
s
tu
d
e
n
ts
in
s
ci
en
ce
s
u
b
jects
with
s
ig
n
if
ican
ce
af
ter
b
ein
g
test
ed
with
SP
SS
.
K
n
o
win
g
h
o
w
s
t
u
d
en
ts
r
esp
o
n
d
in
n
atu
r
al
s
cien
ce
s
u
b
jects
ca
n
b
e
u
s
ed
as a
g
u
id
e
f
o
r
teac
h
er
s
to
teac
h
f
u
r
t
h
er
.
RE
F
E
R
E
NC
E
S
[1
]
Da
rm
a
ji
,
D.
A.
Ku
r
n
iaw
a
n
,
a
n
d
Ir
d
ian
ti
,
“
P
h
y
sic
s
e
d
u
c
a
ti
o
n
s
t
u
d
e
n
t
s’
sc
ien
c
e
p
r
o
c
e
ss
sk
il
ls
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
9
3
-
2
9
8
,
2
0
1
9
.
[2
]
Da
rm
a
ji
,
D.
A.
Ku
rn
iaw
a
n
,
H.
P
a
ra
sd
il
a
,
a
n
d
Ird
ian
ti
,
“
De
sc
rip
t
io
n
o
f
sc
ien
c
e
p
r
o
c
e
ss
sk
il
ls’
p
h
y
sic
s
e
d
u
c
a
ti
o
n
stu
d
e
n
ts
a
t
J
a
m
b
i
Un
i
v
e
rsity
i
n
tem
p
e
ra
tu
re
a
n
d
h
e
a
t
m
a
teria
l
s
,
”
T
h
e
Ed
u
c
a
ti
o
n
a
l
Rev
iew
,
v
o
l.
2
,
n
o
.
9
,
p
p
.
4
8
5
-
4
9
8
,
USA
,
2
0
1
8
.
[3
]
As
rial,
S
y
a
h
rial,
D.
A.
Ku
rn
iaw
a
n
,
a
n
d
R.
S
e
p
ti
a
sa
ri,
“
Re
latio
n
sh
i
p
o
f
p
e
d
a
g
o
g
ica
l
c
o
m
p
e
te
n
c
e
a
n
d
sc
ien
c
e
c
o
m
p
e
ten
c
y
o
f
e
lem
e
n
tary
sc
h
o
o
l
tea
c
h
e
r
e
d
u
c
a
ti
o
n
(i
n
b
a
h
a
sa
)
,
”
P
e
d
a
g
o
g
i
a
:
J
u
r
n
a
l
P
e
n
d
id
ika
n
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
1
4
9
-
156
,
2
0
1
9
.
[4
]
N.
Kh
o
iri
,
N.
Hi
n
d
a
rto
,
a
n
d
S
.
S
u
lh
a
d
i,
“
De
v
e
lo
p
m
e
n
t
o
f
li
fe
sk
i
l
l
-
b
a
se
d
p
h
y
sic
s
lea
rn
in
g
t
o
o
ls
to
in
c
re
a
se
stu
d
e
n
t
e
n
trep
re
n
e
u
rial
i
n
tere
st
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pen
d
id
ik
a
n
F
isika
I
n
d
o
n
e
sia
,
v
o
l
.
7
,
p
p
.
8
4
-
8
8
,
2
0
1
1
.
[5
]
D.
R.
P
e
rm
a
tas
a
ri,
H.
S
o
e
g
iy
a
n
t
o
,
a
n
d
B
.
Us
o
d
o
,
“
T
h
e
u
se
o
f
d
isc
o
v
e
ry
lea
rn
in
g
m
o
d
e
l
with
rm
e
a
p
p
r
o
a
c
h
v
iew
e
d
fro
m
in
terp
e
rs
o
n
a
l
i
n
telli
g
e
n
c
e,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
L
e
a
rn
i
n
g
(E
d
u
L
e
a
rn
)
,
v
o
l.
13
,
n
o
.
1,
p
p
.
8
7
-
9
2
,
2
0
1
8
.
[6
]
M
.
A.
Kh
o
ir
u
d
d
i
n
&
D.
D.
S
h
o
lek
a
h
,
“
Isla
m
ic
re
l
ig
io
n
e
d
u
c
a
ti
o
n
imp
lem
e
n
tatio
n
i
n
f
o
rm
in
g
st
u
d
e
n
t
re
li
g
io
u
s
c
h
a
ra
c
ters
,
”
J
u
rn
a
l
Ped
a
g
o
g
ik
,
v
o
l.
6
,
n
o
.
0
1
,
2
0
1
9
.
[7
]
As
talin
i
,
D.
A.
Ku
r
n
iaw
a
n
,
R.
P
e
rd
a
n
a
,
a
n
d
H.
P
a
th
o
n
i,
“
I
d
e
n
ti
fica
ti
o
n
o
f
st
u
d
e
n
t’s
a
tt
it
u
d
e
t
o
wa
rd
s
p
h
y
sic
s
lea
rn
in
g
in
5
se
n
i
o
r
h
ig
h
sc
h
o
o
l
o
f
Ja
m
b
i
(in
b
a
h
a
sa
),
”
Un
n
e
s P
h
y
sic
s E
d
u
c
a
ti
o
n
J
o
u
r
n
a
l
,
v
o
l.
8
,
n
o
.
1
,
2
0
1
9
.
[8
]
F
.
Li
strian
ti
,
“
U
rg
e
n
c
y
o
f
c
h
a
ra
c
ter
e
d
u
c
a
ti
o
n
i
n
m
in
1
P
ro
b
o
li
n
g
g
o
(i
n
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Ped
a
g
o
g
ik
,
v
o
l.
6
,
n
o
.
1
,
2
0
1
9
.
[9
]
Da
rm
a
ji
,
D.
A.
Ku
r
n
iaw
a
n
,
a
n
d
A.
S
u
r
y
a
n
i,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
b
a
sic
p
h
y
sic
s
i
i
p
ra
c
ti
c
u
m
g
u
i
d
e
li
n
e
s
b
a
se
d
o
n
sc
ien
c
e
p
ro
c
e
ss
sk
il
l
s,
”
J
u
rn
a
l
Il
mu
Pen
d
id
ika
n
f
isika
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
-
7
,
2
0
1
7
.
[1
0
]
R
.
Da
rm
a
wa
n
g
sa
,
As
talin
i,
a
n
d
D.
A.
K
u
rn
iaw
a
n
,
“
D
e
v
e
lo
p
m
e
n
t
o
f
in
str
u
m
e
n
t
o
f
h
i
g
h
sc
h
o
o
l
s
t
u
d
e
n
t
’s
a
tt
it
u
d
e
to
wa
rd
s
p
h
y
sic
s
s
u
b
jec
ts
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pen
d
i
d
ika
n
Fi
sik
a
Un
ive
rs
it
a
s
M
u
h
a
mm
a
d
iya
h
M
a
k
a
ss
a
r
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
1
8
.
[1
1
]
M
.
F
.
Ha
fa
,
H.
S
u
wig
n
y
o
,
a
n
d
A.
M
u
d
i
o
n
o
,
“
Ap
p
l
ica
ti
o
n
o
f
in
q
u
ir
y
m
o
d
e
l
to
imp
r
o
v
e
a
c
ti
v
it
i
e
s
a
n
d
lea
rn
in
g
o
u
tco
m
e
s
o
f
sc
ien
c
e
in
c
las
s
V
st
u
d
e
n
ts
,
”
E
d
u
c
a
ti
o
n
a
l
J
o
u
r
n
a
l:
T
h
e
o
ry
,
Res
e
a
rc
h
,
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l.
2
,
n
o
.
1
2
,
p
p
.
1
6
4
4
-
1
6
4
9
,
2
0
1
7
[1
2
]
A.
S
u
silaw
a
ti
,
H.
He
rn
a
n
i
,
a
n
d
P
.
S
in
a
g
a
,
“
Im
p
le
m
e
n
tatio
n
o
f
p
ro
jec
t
-
b
a
se
d
lea
rn
i
n
g
wi
th
m
i
n
d
m
a
p
p
in
g
t
o
in
c
re
a
se
stu
d
e
n
t’s
e
n
v
ir
o
n
m
e
n
tal
a
tt
it
u
d
e
to
wa
rd
s
wa
ste
m
a
n
a
g
e
m
e
n
t
in
j
u
n
i
o
r
h
ig
h
sc
h
o
o
l
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l
.
9
,
n
o
.
2
,
p
p
.
1
2
0
-
1
2
5
,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
54
-
61
60
[1
3
]
S.
S
a
rd
i
n
a
h
&
T.
T
u
rsin
a
wa
ti
,
“
Th
e
re
lev
a
n
c
e
o
f
stu
d
e
n
ts'
sc
ien
ti
fi
c
a
tt
it
u
d
e
s
to
th
e
c
o
n
c
e
p
t
o
f
n
a
tu
r
e
o
f
sc
ien
c
e
in
c
o
n
d
u
c
ti
n
g
e
x
p
e
rime
n
ts o
n
sc
ien
c
e
lea
rn
in
g
a
t
S
DN
Ba
n
d
a
Ac
e
h
C
i
ty
,
”
J
o
u
rn
a
l
of
S
c
ien
c
e
,
v
o
l
.
1
3
,
n
o
.
2
,
2
0
1
8
.
[1
4
]
D.N.
An
isa
,
M
.
M
a
sy
k
u
ri,
a
n
d
S
.
Ya
m
ti
n
a
h
,
“
Im
p
a
c
t
o
f
P
OE
(
p
re
d
ict,
o
b
se
rv
e
,
a
n
d
e
x
p
la
n
a
ti
o
n
)
a
n
d
S
c
ien
ti
fi
c
Atti
tu
d
e
t
o
wa
rd
s
S
tu
d
e
n
t’s
Ac
h
i
e
v
e
m
e
n
t
in
Ac
id
s,
B
a
se
s
a
n
d
S
a
lt
s
o
f
g
ra
d
e
VII
fisrt
se
m
e
ste
r
o
f
1
Ja
ten
Ju
n
io
r
Hig
h
S
c
h
o
o
l
o
n
2
0
1
2
/
2
0
1
3
a
c
a
d
e
m
ic
y
e
a
r
(In
Ba
h
a
sa
)
,
”
J
u
rn
a
l
Pen
d
id
ik
a
n
Kimia
(J
PK)
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
1
6
-
2
3
,
2
0
1
3
.
[1
5
]
R.
M
u
k
h
o
p
a
d
h
y
a
y
,
“
S
c
ien
t
ifi
c
a
tt
it
u
d
e
–
so
m
e
p
s
y
c
h
o
m
e
tri
c
c
o
n
sid
e
ra
ti
o
n
s
,
”
IOS
R
J
o
u
rn
a
l
of
Hu
ma
n
it
ies
a
n
d
S
o
c
ia
l
S
c
ien
c
e
(IOS
R
-
J
HS
S
)
O
S
R
-
J
HS
S
,
v
o
l.
1
9
,
p
p
.
9
8
-
1
0
0
,
2
0
1
4
.
[1
6
]
D.
A.
Ku
rn
iaw
a
n
,
As
talin
i,
a
n
d
L
.
An
g
g
ra
i
n
i,
“
Ev
a
l
u
a
ti
o
n
o
f
j
u
n
i
o
r
h
ig
h
sc
h
o
o
l
st
u
d
e
n
t’s
a
tt
it
u
d
e
o
n
sc
ien
c
e
m
a
jo
r
a
t
M
u
a
ro
Ja
m
b
i
R
e
g
i
o
n
(In
Ba
h
a
sa
)
,
”
J
u
rn
a
l
il
mia
h
d
id
a
k
ti
k
a
:
M
e
d
ia
Ilmia
h
Pe
n
d
i
d
ika
n
d
a
n
Pen
g
a
ja
ra
n
,
v
o
l.
1
9
,
n
o
.
1
,
p
p
.
1
2
4
-
1
3
9
,
2
0
1
9
.
[1
7
]
S
.
C.
Ku
l
d
e
e
p
,
“
S
c
ien
t
ifi
c
a
tt
it
u
d
e
a
m
o
n
g
se
n
io
r
se
c
o
n
d
a
r
y
sc
h
o
o
l
stu
d
e
n
ts
,
”
I
n
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
of
A
p
p
l
ied
Res
e
a
rc
h
,
v
o
l.
2
,
n
o
.
5
,
2
0
1
6
.
[1
8
]
G
.
B.
S
a
m
u
d
ra
,
I.
W.
S
u
a
stra
,
a
n
d
K.
S
u
m
a
,
“
Iss
u
e
ss
fa
c
e
d
b
y
s
e
n
io
r
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts
a
t
S
i
n
g
a
ra
ja
c
it
y
o
n
lea
rn
in
g
p
h
y
sic
s
(In
Ba
h
a
sa
)
,
”
J
u
rn
a
l
Pe
n
d
i
d
ika
n
IPA
In
d
o
n
e
sia
,
v
o
l.
4
,
n
o
.
1
,
2
0
1
4
.
[1
9
]
As
talin
i,
D.
A.
Ku
r
n
iaw
a
n
,
R.
P
e
rd
a
n
a
,
a
n
d
D.
K
u
rn
ias
a
ri,
“
Id
e
n
ti
fica
ti
o
n
o
f
st
u
d
e
n
t
a
tt
i
tu
d
e
s
to
wa
rd
p
h
y
sic
s
lea
rn
in
g
a
t
Ba
tan
g
h
a
ri
d
istr
ict
h
i
g
h
sc
h
o
o
l,
”
T
h
e
E
d
u
c
a
t
io
n
a
l
Rev
iew
,
v
o
l.
2
,
n
o
.
9
,
p
p
.
4
7
5
-
4
7
6
,
US
A,
2
0
1
8
.
[2
0
]
As
talin
i,
D.A.
Ku
r
n
iaw
a
n
,
a
n
d
A.D.
P
u
tri
,
“
Id
e
n
ti
fic
a
ti
o
n
o
f
a
tt
i
tu
d
e
s
o
n
so
c
ial
imp
l
ica
ti
o
n
s
fr
o
m
sc
ien
c
e
m
a
jo
r,
in
tere
st
in
in
c
re
a
sin
g
sc
ien
c
e
lea
r
n
in
g
ti
m
e
,
a
n
d
c
a
re
e
r
in
tere
st
in
sc
ien
c
e
m
a
jo
r
o
f
ju
n
io
r
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
ts
in
M
u
a
ro
Ja
m
b
i
Re
g
e
n
c
y
(i
n
b
a
h
a
sa
),
”
J
u
rn
a
l
T
a
r
b
iya
h
:
J
u
rn
a
l
Ilmi
a
h
Ke
p
e
n
d
id
ik
a
n
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
9
3
-
1
0
8
,
2
0
1
8
.
[2
1
]
As
talin
i,
D.
A.
Ku
r
n
iaw
a
n
,
a
n
d
S
u
m
a
ry
a
n
t
i,
“
S
t
u
d
e
n
t’s
a
tt
it
u
d
e
to
wa
rd
s
p
h
y
sic
s
lea
rn
in
g
i
n
b
a
t
a
n
g
h
a
ri
d
istri
c
t
se
n
io
r
h
ig
h
sc
h
o
o
l
(i
n
b
a
h
a
s
a
),
”
J
u
rn
a
l
Ilmu
Pen
d
id
ika
n
Fi
sik
a
,
v
o
l
.
3
.
p
p
.
5
9
-
6
4
,
2
0
1
8
.
[2
2
]
As
talin
i
,
D.
A.
Ku
r
n
iaw
a
n
,
R.
P
e
rd
a
n
a
,
a
n
d
W.
Ku
r
n
iaw
a
n
,
“
Id
e
n
t
ifi
c
a
ti
o
n
o
f
st
u
d
e
n
t
a
tt
it
u
d
e
s
i
n
p
h
y
sic
s
s
u
b
jec
ts
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Ilmu
d
a
n
T
e
k
n
o
l
o
g
i
Pen
d
id
ika
n
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
3
9
-
4
8
,
2
0
1
9
.
[2
3
]
S
u
g
i
y
o
n
o
,
M
ix
M
e
th
o
d
s
(
in
b
a
h
a
s
a
)
,
Alfa
b
e
ta,
2
0
1
8
.
[2
4
]
L.
Co
h
e
n
,
L.
M
a
n
io
n
,
a
n
d
K.
M
o
r
riso
n
,
Res
e
a
rc
h
M
e
t
h
o
d
s in
Ed
u
c
a
ti
o
n
(
6
th
e
d
.
)
,
R
o
u
tl
e
d
g
e
F
a
lme
r,
2
0
0
7
.
[2
5
]
Cre
sw
e
ll
,
J.
W,
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
:
Pl
a
n
n
i
n
g
,
Im
p
lem
e
n
ti
n
g
a
n
d
Eva
l
u
a
ti
n
g
Q
u
a
li
ta
ti
v
e
a
n
d
Qu
a
n
ti
t
a
ti
v
e
Res
e
a
rc
h
(in
b
a
h
a
sa
)
,
P
u
sta
k
a
Be
laja
r,
2
0
0
5
.
[2
6
]
S
u
g
i
y
o
n
o
,
E
d
u
c
a
t
io
n
a
l
re
se
a
rc
h
me
th
o
d
s
(i
n
b
a
h
a
sa
)
,
Alfa
b
e
ta,
2
0
1
8
.
[2
7
]
E.
P
.
Wi
d
o
y
o
k
o
,
Res
e
a
rc
h
In
stru
me
n
t
De
sig
n
i
n
g
T
e
c
h
n
i
q
u
e
s
(i
n
b
a
h
a
s
a
)
,
P
u
sta
k
a
P
e
laja
r,
2
0
1
6
.
[2
8
]
S
.
Da
riu
s,
A
Ha
n
d
b
o
o
k
o
f
st
a
ti
stic
an
o
v
e
rv
iew o
f
sta
ti
stica
l
me
t
h
o
d
s
,
Bo
o
k
b
o
o
n
t
h
e
e
b
o
o
k
c
o
m
p
a
n
y
,
2
0
1
7
.
[2
9
]
Aliso
n
,
M
a
c
k
e
y
.
&
S
.
M
.
G
a
ss
,
S
e
c
o
n
d
l
a
n
g
u
a
g
e
re
se
a
rc
h
M
e
th
o
d
o
lo
g
y
a
n
d
De
sig
n
,
Law
re
n
c
e
Erl
b
a
u
m
As
so
c
iate
s,
In
c
,
2
0
0
5
.
[3
0
]
Dim
y
a
n
ti
&
M
u
d
ji
o
n
o
,
S
t
u
d
y
a
n
d
L
e
a
rn
i
n
g
(
in
b
a
h
a
s
a
)
,
P
T
Ri
n
e
k
a
Cip
ta,
2
0
0
9
.
[3
1
]
A.
Riwa
h
y
u
d
i
n
,
“
S
t
u
d
e
n
t
a
tt
it
u
d
e
s
a
n
d
st
u
d
e
n
t
lea
rn
in
g
i
n
tere
sts
a
g
a
in
st
stu
d
e
n
t
lea
rn
in
g
o
u
t
c
o
m
e
s
c
las
s
v
e
lem
e
n
tary
sc
h
o
o
ls i
n
Lam
a
n
d
a
u
d
istri
c
t,
”
J
o
u
rn
a
l
o
f
Ba
sic
Ed
u
c
a
t
io
n
,
v
o
l.
6
,
n
o
.
1
.
p
p
.
11
-
2
3
,
2
0
1
5
.
[3
2
]
L.
F
ra
n
sisk
a
a
n
d
U.
Ro
si
d
in
,
“
Ef
fe
c
t
o
f
stu
d
e
n
t
p
e
rc
e
p
ti
o
n
s
a
b
o
u
t
sc
ien
ti
sts
a
n
d
sc
ien
ti
fic
a
tt
it
u
d
e
s
to
wa
rd
p
h
y
sic
s
lea
rn
in
g
o
u
tco
m
e
s
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pem
b
e
la
j
a
ra
n
Fi
sik
a
,
v
o
l.
1
,
n
o
.
4
,
2
0
1
3
.
[3
3
]
I.
K.
U.
As
ti
k
a
,
I.
K.
S
u
m
a
&
I.
W.
S
u
a
stra
,
“
Th
e
e
ffe
c
t
o
f
p
ro
b
l
e
m
-
b
a
se
d
lea
rn
in
g
m
o
d
e
ls
o
n
sc
i
e
n
ti
fic
a
tt
it
u
d
e
s
a
n
d
c
rit
ic
a
l
t
h
in
k
in
g
s
k
il
l
s,
”
P
o
st
g
ra
d
u
a
te
E
-
J
o
u
rn
a
l
Pro
g
r
a
m
o
f
Ga
n
e
sh
a
Un
ive
rs
it
y
o
f
Ed
u
c
a
ti
o
n
S
c
ien
c
e
S
t
u
d
y
Pro
g
ra
m
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
-
1
0
,
2
0
1
3
.
[3
4
]
I.
M
.
W
.
As
taw
a
,
I.
W.
S
a
d
ia,
&
I.
W.
S
u
a
stra
,
“
Eff
e
c
t
o
f
p
ro
jec
t
-
b
a
se
d
lea
rn
in
g
m
o
d
e
ls
o
n
sc
ien
ti
f
ic
a
tt
it
u
d
e
s
a
n
d
se
lf
-
c
o
n
c
e
p
ts
o
f
j
u
n
i
o
r
h
ig
h
sc
h
o
o
l
s
t
u
d
e
n
ts
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pen
d
i
d
ika
n
d
a
n
Pem
b
e
la
j
a
ra
n
IPA
In
d
o
n
e
sia
,
v
o
l.
5
,
n
o
.
1
,
2
0
1
5
.
[3
5
]
H.
S
.
P
u
tra,
As
rial
&
S
.
Ha
riy
a
d
i,
“
Th
e
i
n
fl
u
e
n
c
e
o
f
t
h
e
m
e
d
ia
c
o
n
tex
t
u
a
l
a
p
p
r
o
a
c
h
(p
o
we
rp
o
in
t
)
a
n
d
sc
ien
ti
fi
c
a
tt
it
u
d
e
s
to
wa
rd
s
b
i
o
lo
g
y
lea
rn
i
n
g
o
u
tco
m
e
s
o
f
S
M
AN
1
3
stu
d
e
n
t
s
in
teb
o
re
g
e
n
c
y
(i
n
b
a
h
a
sa
)
,
”
E
d
u
-
S
a
i
n
s
,
v
o
l
.
3
,
n
o
.
1
,
2
0
1
5
[3
6
]
S
y
a
h
rial,
As
rial,
D.
A.
K
u
rn
iaw
a
n
,
P
.
N
u
g
r
o
h
o
,
R.
S
e
p
ti
a
sa
ri,
R.
A.
P
ra
tam
a
&
R.
P
e
r
d
a
n
a
,
“
In
c
re
a
se
d
b
e
h
a
v
i
o
r
o
f
stu
d
e
n
ts'
a
tt
it
u
d
e
s
t
o
c
u
lt
u
ra
l
v
a
lu
e
s
u
sin
g
t
h
e
in
q
u
ir
y
lea
rn
i
n
g
m
o
d
e
l
a
ss
isted
e
th
n
o
c
o
n
str
u
c
ti
v
ism
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
1
6
6
-
1
7
5
,
2
0
1
9
.
[3
7
]
A
sta
li
n
i,
D.
A
.
K
u
r
n
iaw
a
n
&
L.
Z.
N
.
F
a
ri
d
a
,
“
D
e
sc
rip
ti
o
n
o
f
t
h
e
a
t
ti
tu
d
e
s
o
f
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts
in
B
a
tan
g
h
a
ri
b
a
se
d
o
n
in
d
ica
to
rs
o
f
re
se
a
rc
h
e
r
n
o
rm
a
li
ty
,
a
d
o
p
ti
o
n
o
f
sc
ien
ti
fic
a
tt
it
u
d
e
s
,
i
n
tere
st
in
in
c
re
a
sin
g
t
i
m
e
,
a
n
d
c
a
re
e
r
in
tere
sts in
t
h
e
field
o
f
p
h
y
sic
s
(I
n
Ba
h
a
sa
)
,
”
RKP
F
UAD
,
v
o
l.
5
,
n
o
.
2
,
2
0
1
8
.
[3
8
]
D.
A.
Ku
r
n
iaw
a
n
,
As
tali
n
i,
Da
rm
a
ji
&
R.
M
e
lsa
y
a
n
ti
,
“
S
t
u
d
e
n
ts’
a
tt
it
u
d
e
to
wa
rd
s
n
a
tu
ra
l
s
c
ien
c
e
s
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l
.
8
,
n
o
.
3
,
2
0
1
9
.
[3
9
]
As
talin
i,
Da
rm
a
ji
,
D.
A.
Ku
r
n
i
a
wa
n
&
A.
De
stian
ti
,
“
De
sc
rip
ti
o
n
o
f
t
h
e
d
ime
n
si
o
n
s
a
tt
i
tu
d
e
s
to
wa
rd
s
sc
ien
c
e
in
ju
n
i
o
r
h
i
g
h
sc
h
o
o
l
a
t
M
u
a
r
o
Ja
m
b
i,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
s:
Ba
sic
a
n
d
Ap
p
li
e
d
Res
e
a
rc
h
(IJ
S
B
AR
)
,
v
o
l.
4
7
,
n
o
.
1
,
p
p
.
1
-
1
1
,
2
0
1
9
.
[4
0
]
U.
Na
rm
a
d
h
a
&
S
.
Ch
a
m
u
n
d
e
s
wa
ri,
“
Atti
tu
d
e
s
t
o
wa
rd
s
sc
ien
c
e
lea
rn
in
g
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
sc
ien
c
e
a
m
o
n
g
st
u
d
e
n
ts at
in
term
e
d
iate
le
v
e
l
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pe
n
e
li
ti
a
n
S
o
sio
l
o
g
is
,
v
o
l.
4
,
n
o
.
2
,
2
0
1
3
.
[4
1
]
M
.
M
u
sd
a
r,
“
M
a
p
p
in
g
t
h
e
p
h
y
s
ics
c
o
n
c
e
p
ts
o
f
c
las
s
x
i
stu
d
e
n
t
s
in
th
e
2
0
1
3
c
u
rricu
l
u
m
(i
n
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pen
d
i
d
ika
n
Fi
sik
a
d
a
n
Ke
il
mu
w
a
n
(J
PF
K)
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
3
6
-
4
1
,
2
0
1
8
.
[4
2
]
Afriz
o
n
,
e
t
a
ll
.,
“
In
c
re
a
se
d
c
h
a
ra
c
ter b
e
h
a
v
io
r
a
n
d
c
rit
ica
l
t
h
in
k
i
n
g
sk
il
ls o
f
c
las
s ix
st
u
d
e
n
ts i
n
t
h
e
P
a
d
a
n
g
M
o
d
e
l
i
n
sc
ien
c
e
-
p
h
y
sic
s
su
b
jec
ts
u
sin
g
p
ro
b
lem
-
b
a
se
d
in
stru
c
ti
o
n
m
o
d
e
l
s
,
”
J
o
u
rn
a
l
o
f
Ph
y
sic
s
L
e
a
r
n
in
g
Res
e
a
rc
h
,
v
o
l.
1
,
2
0
1
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
C
o
mp
a
r
is
o
n
o
f stu
d
en
t a
ttit
u
d
es to
w
a
r
d
s
n
a
tu
r
a
l scien
ce
s
(
Ma
is
o
n
Ma
is
o
n
)
61
[4
3
]
F
.
P
.
Nu
rsa
’a
d
a
,
“
Th
e
e
ffe
c
t
o
f
lea
rn
in
g
m
e
th
o
d
a
n
d
st
u
d
e
n
t
a
tt
i
t
u
d
e
o
n
sc
ien
c
e
l
e
a
rn
in
g
to
wa
rd
s
sc
ien
c
e
lea
rn
in
g
o
u
tco
m
e
s
(in
b
a
h
a
sa
)
,
”
J
u
rn
a
l
F
o
rm
a
ti
f
,
p
p
.
1
1
2
-
1
2
3
,
2
0
1
4
.
[4
4
]
R.
M
a
h
a
ra
j
-
sh
a
rm
a
&
A
.
S
h
a
rm
a
,
“
Us
in
g
ICT
i
n
se
c
o
n
d
a
ry
sc
h
o
o
l
sc
ien
c
e
tea
c
h
in
g
-
wh
a
t
stu
d
e
n
ts
a
n
d
tea
c
h
e
rs
i
n
Tri
n
i
d
a
d
a
n
d
T
o
b
a
g
o
sa
y
?
,”
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
9
7
-
2
1
1
,
2
0
1
7
.
[4
5
]
L
.
Ha
li
m
,
N.
A.
Ra
h
m
a
n
,
R.
Zam
ri
&
L.
M
o
h
tar,
“
Th
e
r
o
les
o
f
p
a
re
n
ts
in
c
u
lt
iv
a
t
in
g
c
h
il
d
re
n
'
s
i
n
tere
st
to
wa
rd
s
sc
ien
c
e
lea
rn
in
g
a
n
d
c
a
re
e
rs
,
”
Ka
se
tsa
rt Jo
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s
,
2
0
1
7
.
[4
6
]
A.
Zalm
a
n
sy
a
h
,
K.
Z.
Nu
r
&
M
.
Isn
a
i
n
i,
“
(Th
e
In
fl
u
e
n
c
e
o
f
Lan
g
u
a
g
e
Re
g
u
latio
n
Kn
o
wle
d
g
e
t
o
t
h
e
La
n
g
u
a
g
e
Atti
tu
d
e
o
f
C
u
li
n
a
r
y
E
n
trep
re
n
e
u
r
a
t
Ko
ta
M
e
tr
o
)
(in
b
a
h
a
sa
),
”
Ka
n
d
a
i
,
v
o
l.
1
4
,
n
o
.
2
,
p
p
.
1
4
9
-
1
6
8
,
2
0
1
8
.
[4
7
]
As
talin
i,
D.
A.
Ku
rn
iaw
a
n
,
Da
r
m
a
ji
,
L.
Ro
fiatu
s,
S
h
o
li
h
a
h
&
R.
P
e
rd
a
n
a
,
“
Ch
a
ra
c
teristics
o
f
stu
d
e
n
ts’
a
tt
it
u
d
e
to
p
h
y
sic
s i
n
M
u
a
ro
Ja
m
b
i
h
i
g
h
sc
h
o
o
l
,
”
H
u
ma
n
it
ies
&
S
o
c
ia
l
S
c
ien
c
e
s
Rev
iews
,
v
o
l.
2
,
n
o
.
7
,
p
p.
96
-
9
7
,
2
0
1
9
.
[4
8
]
D.
E.
Uk
p
o
n
g
&
I.
N.
G
e
o
rg
e
,
“
Len
g
th
of
stu
d
y
-
ti
m
e
b
e
h
a
v
io
u
r
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
so
c
ial
stu
d
ies
e
d
u
c
a
ti
o
n
stu
d
e
n
ts i
n
t
h
e
u
n
iv
e
rsi
ty
o
f
u
y
o
,
”
I
n
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
tu
d
ies
,
v
o
l.
6
,
n
o
.
3
,
p
p
.
1
7
2
-
1
7
8
,
2
0
1
3
.
[4
9
]
As
talin
i,
“
S
t
u
d
e
n
ts’
a
tt
it
u
d
e
to
wa
rd
s
p
h
y
sic
lea
rn
i
n
g
a
t
se
n
i
o
r
h
ig
h
sc
h
o
o
l
o
f
B
a
tan
g
h
a
ri
re
g
io
n
(in
b
a
h
a
sa
),
”
J
u
rn
a
l
Ilmu
Pen
d
id
ik
a
n
Fi
sik
a
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
59
-
6
4
,
2
0
1
8
.
[5
0
]
As
rial,
S
y
a
h
rial
,
D.
A
.
K
u
rn
iaw
a
n
,
M
.
S
u
b
a
n
d
iy
o
&
N.
Am
a
rli
n
a
,
“
Ex
p
l
o
rin
g
o
b
sta
c
les
i
n
lan
g
u
a
g
e
lea
rn
in
g
a
m
o
n
g
p
ro
sp
e
c
ti
v
e
p
rima
ry
sc
h
o
o
l
t
e
a
c
h
e
r,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
v
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
4
9
-
2
5
4
,
2
0
1
9
.
[5
1
]
S
y
a
h
rial,
As
rial
,
D.
A
.
Ku
rn
iaw
a
n
,
F
.
C
h
a
n
,
A.
Ha
rian
d
i,
R
.
A.
P
r
a
tam
a
,
P
.
Nu
g
ro
h
o
&
R.
S
e
p
ti
a
sa
ri,
“
Th
e
imp
a
c
t
o
f
e
tn
o
c
o
n
tr
u
c
ti
v
ism
in
so
c
ial
a
ffa
irs
o
n
p
e
d
a
g
o
g
ic
c
o
m
p
e
ten
c
ies
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
4
0
9
-
4
1
6
,
2
0
1
9
.
[5
2
]
As
talin
i,
D.
A.
Ku
r
n
iaw
a
n
&
K.
Ha
rd
iy
a
n
ti
,
“
S
tu
d
e
n
ts’
a
tt
it
u
d
e
t
o
wa
rd
s
p
h
y
sic
ler
n
in
g
a
t
5
se
n
i
o
r
h
ig
h
sc
h
o
o
l
o
f
m
u
a
ro
jam
b
i
(i
n
b
a
h
a
sa
)
,
”
J
u
rn
a
l
Pen
d
i
d
ika
n
Fi
sik
a
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
2
-
1
2
,
2
0
1
8
.
[5
3
]
Da
rm
a
ji
,
D.
A.
Ku
rn
iaw
a
n
,
A.
S
u
ry
a
n
i
&
A.
Les
tari,
“A
n
i
d
e
n
ti
f
ica
ti
o
n
o
f
p
h
y
sic
s
p
re
-
se
rv
ice
te
a
c
h
e
rs'
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls
t
h
ro
u
g
h
s
c
ien
c
e
p
ro
c
e
ss
sk
il
ls
-
b
a
se
d
p
ra
c
ti
c
u
m
g
u
id
e
b
o
o
k
,
”
J
u
r
n
a
l
Ilmi
a
h
Pen
d
id
i
k
a
n
Fi
sik
a
Al
-
Bi
Ru
Ni
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
2
3
9
-
2
4
5
,
2
0
1
8
.
[5
4
]
Da
rm
a
ji
,
D.
A.
Ku
rn
iaw
a
n
,
W.
Ku
rn
iaw
a
n
,
K.
An
wa
r
&
A.
Lu
m
b
a
n
to
r
u
a
n
,
“
S
t
u
d
e
n
ts
’
p
e
rc
e
p
ti
o
n
s
o
f
e
lec
tro
n
ic’s
m
o
d
u
le i
n
p
h
y
sic
s p
ra
c
ti
c
u
m
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
L
e
a
rn
i
n
g
(Ed
u
L
e
a
rn
)
,
v
o
l.
1
3
,
n
o
.
2,
p
p
.
2
8
8
-
2
9
4
,
2
0
1
9
.
[5
5
]
M
a
iso
n
,
S
y
a
h
rial,
S
y
a
m
su
riza
l,
a
n
d
Tan
ti
,
“
Lea
rn
i
n
g
e
n
v
iro
n
m
e
n
t,
stu
d
e
n
ts’
b
e
li
e
fs,
a
n
d
se
lf
-
re
g
u
la
ti
o
n
i
n
lea
rn
in
g
p
h
y
sic
s:
S
tru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
,
”
J
.
Ba
lt
.
S
c
i.
E
d
u
c
.
,
v
o
l.
1
8
,
n
o
.
3
,
p
p
.
3
8
9
-
4
0
3
,
J
u
n
.
2
0
1
9
.
[5
6
]
Tan
ti
,
M
a
iso
n
,
A.
M
u
k
m
in
i
n
,
S
y
a
h
ri
a
l,
A.
Ha
b
ib
i
,
a
n
d
S
y
a
m
su
riza
l,
“
Ex
p
lo
ri
n
g
th
e
re
lati
o
n
s
h
ip
b
e
tw
e
e
n
p
re
se
rv
ice
sc
ien
c
e
tea
c
h
e
rs
’
b
e
li
e
fs
a
n
d
se
lf
-
re
g
u
late
d
stra
teg
ies
o
f
st
u
d
y
in
g
p
h
y
sic
s :
A
stru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
l,
”
J
.
T
u
rk
is
h
S
c
i.
E
d
u
c
.
,
v
o
l.
1
5
,
n
o
.
4
,
p
p
.
7
9
-
9
2
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.