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019 In
stit
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of Advanced
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All
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Corres
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ham
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m
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[1].
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nomy
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h
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[
2].
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Int.
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22
Fig
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(Moham
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21
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[4
]
.
C
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a
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i
on
e
d
u
cati
o
na
l
pr
oce
s
s.
C
om
m
u
n
ity
c
on
tri
b
ut
io
n
in
s
c
h
o
o
l
e
n
v
ir
onme
n
t
is
a
ls
o
a
n
i
m
p
orta
n
t
c
om
p
o
n
e
n
t
f
or
r
e
a
l
i
z
a
tio
n
o
f
s
c
hoo
l
au
to
no
my
.
Th
e
r
ef
o
r
e,
com
m
uni
t
y
s
u
p
p
o
r
t
ne
e
d
s
to
be op
tim
iz
e
d
a
s
a
f
o
r
m
of par
tic
i
p
a
t
i
o
n
t
o
i
m
p
ro
ve sch
o
o
ls qua
l
ity.
A
c
cordi
n
g
t
o
N
o
rm
ina
[5],
c
om
muni
t
y
s
y
m
pat
h
y
w
i
ll
g
row
thr
o
ugh
s
chool
effort
s
in
i
ncen
t
i
ve
a
nd
p
roa
c
t
i
ve
r
e
l
a
t
i
o
ns
h
i
p
s
i
n
a
ddi
ti
o
n
t
o
bu
i
l
d
i
ng
i
mag
e
o
f
a
goo
d
ed
u
cati
o
n
a
l
i
n
st
i
t
ut
ion
.
Thro
ug
h
i
n
p
u
t
s
in
itia
te
d
from
p
l
a
nn
i
ng,
implem
e
n
ta
t
i
o
n
,
moni
t
o
ri
ng,
a
nd
asse
ssm
ent
/
e
v
a
l
ua
t
i
o
n
in
i
mp
lem
en
ta
ti
on
o
f
p
ro
g
r
a
m
,
com
m
unity
c
a
n
con
t
ri
b
u
te t
o s
c
hoo
l.
The
re
s
u
lt,
i
f
r
e
lat
i
o
n
s
h
i
p
be
t
w
een
s
c
h
o
o
l
a
nd
c
om
mu
ni
t
y
i
s
w
e
l
l
es
ta
bl
ishe
d,
c
omm
u
n
ity
w
i
l
l
pu
t
fu
l
l
t
rus
t
i
n
t
h
e
sch
o
o
l,
t
he
y
w
ill
be
m
uch
mor
e
s
ym
pa
t
h
et
ic
a
n
d
op
e
n
,
and
scho
ol
w
i
l
l
a
l
so
e
asil
y
g
e
t
ma
ximum
su
p
por
t
a
nd
a
s
sis
t
ance
f
rom
com
m
uni
t
y
f
or
i
m
p
rove
me
n
t
o
f
sc
h
ool
p
rog
r
ams.
G
i
v
en
p
arti
cip
a
ti
on
of
c
om
muni
t
y
doe
s
n
o
t
a
r
ise
by
it
sel
f
;
sc
ho
ol
s
h
o
u
l
d
st
r
i
v
e
t
o
a
l
w
a
ys
p
roac
ti
ve
t
o
e
s
t
a
blis
h
a
harm
on
ious
a
nd
syn
e
rgi
s
tic
c
o
ope
ra
ti
o
n
w
i
t
h
com
m
u
n
i
t
y
.
Espec
i
a
l
l
y
i
n
deve
l
o
p
i
n
g
co
un
tries,
a
w
a
re
ness
of
i
mp
or
tanc
e
e
d
u
cati
o
n
i
s
st
i
l
l
not
f
ull
y
unde
rs
t
o
o
d
th
at
e
du
c
a
t
i
o
n
is a sh
a
r
e
d r
e
spons
ibi
l
ity.
S
o
f
ar,
under
s
ta
ndi
ng
of
c
omm
uni
ty
p
ar
tic
i
p
a
t
i
o
n
is
g
ene
r
al
ly
l
imited
to
s
upport
i
n
form
o
f
educ
a
t
i
o
n
d
ona
tio
n
fu
n
d
. In fa
ct,
t
h
eir ro
le is
no
t o
n
l
y
t
he
fu
nds,
bu
t c
o
m
m
uni
ty
i
s e
n
ti
tle
d to
gi
v
e
as
p
i
ra
t
i
o
n
s,
idea
s,
c
rea
t
i
v
i
t
y
t
o
de
ve
l
op,
s
ervice
s,
d
on
ate
t
h
e
i
r
k
n
o
w
led
g
e,
e
v
e
n
m
o
r
a
l
.
C
o
m
m
u
n
i
t
y
s
u
p
p
o
r
t
c
a
n
b
e
di
vide
d
i
n
t
o
4
c
ate
gor
ie
s:
1
)
em
oti
ona
l
s
u
p
p
o
rt,
i
n
f
or
m
of
a
pp
re
ci
at
ion
,
a
f
f
ecti
o
n
,
t
ru
st
,
a
t
t
e
n
t
ion
an
d
w
illi
n
gne
ss;
2
)
appra
i
sa
l
su
p
por
t,
i
n
form
o
f
a
ppr
o
v
a
l
,
fee
dbac
k,
c
o
m
par
i
ng
p
o
s
iti
v
e
ly,
3)
i
n
f
or
ma
t
i
o
n
a
l
suppor
t
,
i
n
form
o
f
advice,
advi
ce
, gu
i
d
anc
e
,
and
i
n
form
at
ion
;
a
n
d 4)
i
ns
tr
ume
n
t
a
l
s
u
pp
ort, in form
o
f var
i
ou
s
ki
nds
o
f r
eal
a
ssi
s
t
anc
e
b
o
t
h
mora
le a
nd m
a
teria
l
like
m
o
n
e
y,
e
ne
rgy,
t
im
e
[6],
[7]
.
C
o
m
m
uni
t
y
s
up
p
o
rt
c
an
c
o
m
e
from
scho
ol
c
om
mittee
s
,
w
hose
m
e
mber
s
cons
i
s
t
o
f
t
e
ache
r
s,
com
m
uni
t
y
r
ep
re
senta
t
i
v
e
s
,
a
nd
c
o
m
m
un
it
y
le
ader
s
to
g
iv
e
con
s
i
d
er
at
i
o
n
to
s
c
h
ools
in
m
anagi
n
g
ed
uc
a
t
i
o
nal
in
st
i
t
u
tio
ns
[
8],
[9].
I
n
ad
d
i
t
i
on
t
o
s
c
h
o
o
l
c
o
mm
itte
es,
t
h
e
r
e
a
r
e
co
mmu
ni
ty
i
n
s
t
itu
t
i
o
n
a
l
ro
l
e
s
such
a
s:
a
)
t
h
e
com
m
uni
t
y
,
a
i
m
i
ng
t
o
he
lp
i
mprove
t
h
e
q
u
a
lit
y
of
l
ear
n
i
n
g
;
b)
D
U
D
I
(
busine
s
s
an
d
w
o
rk
w
or
ld)
,
s
up
por
tin
g
e
x
t
r
acu
rri
cu
l
a
r
ac
t
i
v
i
ti
e
s
a
nd
d
e
v
elo
p
in
g
scho
ol
i
n
fra
st
ru
ctu
r
e
;
c)
a
l
u
m
n
i,
a
ssist
i
ng
the
d
e
ve
lo
pm
en
t
of
s
c
h
ool
in
frastruc
tur
e
,
d)
o
the
r
i
n
s
ti
tu
tio
ns,
as
r
eso
u
r
c
e
p
e
r
son
s
f
or
stude
n
t
l
ear
ni
ng
a
n
d
f
u
n
d
i
n
g
for
e
x
tra
c
urr
i
c
u
lar
sc
ho
ol
a
cti
v
it
i
e
s [
1
0
]
.
S
c
hoo
l
re
l
a
tio
nsh
i
p
s
w
it
h
c
o
m
m
uni
t
y
a
re
i
m
porta
nt
t
o
do
.
It
a
im
s
to
:
a
)
p
rom
o
te
t
he
i
m
porta
nce
o
f
sch
o
o
l
i
n
g
for
c
o
m
m
unit
y
;
b
)
o
b
t
a
i
n
nec
e
ssa
ry
m
or
al
a
nd
f
ina
n
c
i
a
l
su
pp
ort
for
sc
ho
o
l
d
e
v
el
o
p
me
nt
;
c)
i
nform
com
m
uni
t
y
a
b
o
u
t
c
or
e
and
i
m
plem
en
tat
i
on
o
f
sc
ho
o
l
p
ro
gr
am
;
4)
e
nric
h
or
e
x
p
a
nd
th
e
sc
ho
o
l
p
ro
gr
a
m
a
s
nee
d
e
d
c
om
mun
i
ty,
d)
d
eve
l
op
i
ng
c
l
ose
r
c
oo
pera
ti
on
b
e
t
w
e
e
n
f
am
i
l
y
a
n
d
s
ch
ool
i
n
ed
u
cati
ng
c
h
il
dre
n
,
e
)
ma
int
a
in
in
g sc
ho
ol
s
ur
v
i
va
l
,
f) im
provi
ng sc
ho
o
l
qua
l
i
t
y
, g)
ex
pe
d
iti
n
g
t
he
l
e
a
r
n
i
ng
proc
e
ss
[7],
[
11]–[
1
3
].
Th
e
i
nvo
lv
e
m
e
n
t
of
p
are
n
ts
a
n
d
c
o
m
mu
ni
t
y
i
n
sch
ool
p
rog
r
a
m
a
i
m
s
t
o
:
a
)
pr
omo
t
e
qu
al
i
t
y
o
f
l
e
a
r
ni
ng
a
nd
g
ro
wth
of
l
e
a
rn
e
r
s,
b
)
st
re
n
g
t
h
en
o
bj
e
c
t
i
v
e
s
an
d
i
m
p
ro
ve
qua
l
ity
o
f
li
fe
a
nd
li
ve
l
i
ho
od
of
soc
i
et
y,
c
)
encour
a
g
e
c
o
mm
unit
y
t
o
esta
b
lis
h
re
l
a
t
i
ons
h
i
ps
w
ith
s
c
h
oo
ls
[
14
]
.
I
n
the
o
t
h
e
r
ha
nd,
c
om
m
u
n
i
ty-
base
d
e
duca
t
io
n
fu
nd
s
ca
n
be
s
o
u
r
ced
from
or
ga
niza
t
i
o
n
,
c
o
m
m
uni
ty
,
ce
nt
ral
go
v
e
rn
me
nt
,
lo
c
a
l
gov
e
r
nme
n
t
and
ot
her
so
u
r
ce
s.
L
ikew
ise
,
c
omm
u
n
ity-ba
s
e
d
e
d
u
ca
ti
ona
l
i
n
s
tit
ut
ion
s
c
a
n
o
bt
ai
n
e
q
ui
t
a
bl
e
t
ech
ni
cal
assista
n
ce,
sub
sidie
s
,
a
nd o
t
h
e
r resourc
e
s from
ce
nt
r
a
l a
n
d
re
g
i
o
nal
governm
ents [5
]
,
[
1
5].
Bec
a
u
se
o
f
im
porta
nc
e
o
f
r
ol
e
a
n
d
c
o
mm
unity
s
u
ppor
t
,
it
i
s
n
ec
e
ssa
ry
t
o
know
h
o
w
m
u
c
h
c
o
nt
ribu
t
i
o
n
/i
n
f
lu
e
n
c
e
o
f
supp
o
r
t
fo
r
re
al
i
z
a
t
io
n
of
s
ch
ool
a
ut
onom
y.
T
hi
s
st
u
dy
a
i
ms
t
o
de
t
e
rm
i
n
e
sourc
e
a
n
d
fo
rm
o
f
commu
n
i
t
y
s
u
ppo
rt
a
n
d
c
ont
ri
bu
ti
o
n
o
f
s
u
pport
c
o
mp
o
ne
nt
o
n
the
r
ealiza
tio
n
of Muha
mm
adi
y
a
h
sc
ho
ol
a
ut
onomy
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
I
n
t
.
J.
Ev
al.
&
Res.
Ed
u
c
V
ol
.
8
,
N
o
.
1
, Mar
c
h
2
019
: 20
-
2
8
22
2.
RESEARCH METHOD
Th
is
s
tu
dy
is
p
a
r
t
of
a
d
is
se
r
t
at
io
n
usi
n
g
d
e
ve
l
opm
en
t
an
d
de
ve
lo
pm
en
t
r
e
sea
r
ch
(
DDR)
[
1
6
]
an
d
sp
ir
al
m
ode
l
[
17]
.
The
sta
g
e
s
o
f
t
h
is
r
ese
a
r
c
h
cons
is
t
o
f
:
1)
d
e
f
i
n
e,
i
nc
lu
din
g
:
c
o
l
lec
tin
g
i
n
for
m
a
tio
n
o
n
r
e
leva
nt
r
e
s
ear
ch
r
e
s
u
l
ts,
r
e
vi
ew
in
g
l
i
t
e
r
atur
e
,
a
nd
o
b
se
r
v
a
t
i
o
n;
2
)
des
i
g
n
,
i
ncl
u
di
ng
pr
e
p
ar
at
io
n
of
c
o
n
s
t
r
u
c
t
t
h
eo
r
y
a
nd
m
od
e
l
d
e
s
ig
n;
3
)
mo
d
e
l
d
e
v
e
l
opmen
t
a
n
d
mo
de
l
v
a
lid
a
t
ion,
i
nc
lu
di
n
g
m
o
d
e
l
d
eve
l
opm
en
t
an
d
in
str
u
me
n
t
m
a
k
i
n
g,
v
a
lida
t
i
o
n
m
o
del
f
r
o
m
expe
r
t
j
u
d
g
me
nt
a
n
d
p
r
el
imi
n
ar
y
tes
tin
g
a
n
d
4)
m
ode
l
us
e
i
s
a
n
ope
ra
ti
o
n
al fie
ld.
The
r
e
sear
ch
w
as
c
on
duc
te
d
in
S
MP
M
uha
m
m
a
diyah
1
G
a
m
p
i
n
g,
S
MP
M
u
h
am
ma
di
ya
h
1
Mi
n
g
g
i
r
,
S
M
P
Muham
m
a
d
i
y
a
h
2
K
a
l
a
s
a
n
,
a
n
d
S
M
P
Muh
a
m
m
a
d
iya
h
3
D
e
pok.
T
he
s
ubje
c
t
s
w
e
r
e
280
r
e
sp
on
de
nts
c
o
n
s
is
t
i
n
g
o
f
:
4
p
r
i
nc
i
p
als,
8
0
tea
c
h
er
s,
30
st
a
f
f,
1
60
st
ud
ent
s,
a
nd
6
m
i
ni
ster
ia
l
ass
e
m
b
l
i
e
s
o
f
D
i
k
d
a
s
me
n.
D
a
ta
c
ol
lec
t
i
o
n
tec
h
niq
u
e
s
u
se
d
:
i
n
t
e
r
v
i
e
w
s,
que
s
t
i
o
nna
ir
e
s
,
a
n
d
doc
ume
n
ta
t
i
o
n
.
D
a
ta
a
na
lys
i
s
tec
h
ni
q
u
es
use
d
q
uan
t
i
t
a
t
ive
i
n
fe
re
nt
ia
l
a
n
al
ys
i
s
,
EF
A
(Exp
lora
tory
F
ac
tor
A
na
l
y
sis
)
t
echn
i
qu
es
t
o
ana
l
y
z
e
instru
m
e
nt
va
li
di
t
y
,
a
nd
C
F
A
(
C
on
f
i
r
m
a
t
or
y
F
a
ctor
A
na
lys
i
s)
t
e
c
h
ni
que
s
to
a
n
a
l
yz
e
f
it
mode
ls
w
it
h
Li
sr
e
l
p
r
ogr
am
ve
r
s
ion
8.
8
0
.
3.
RESU
L
T
S
A
ND DIS
C
U
S
S
I
ON
3.
1.
Co
n
t
ributio
n
/ in
flue
n
c
e o
f
s
uppo
rt
co
m
po
n
e
nts
to
r
ea
l
i
z
a
t
i
o
n
o
f
s
c
ho
o
l
a
u
t
o
n
o
m
y
The
co
ns
t
itue
n
t
co
ns
tr
uc
ts
o
f
sch
o
o
l
s
up
p
o
r
t
c
ompo
ne
nt
c
o
n
s
i
st
of
3
m
ai
n
sub-
c
o
mpo
n
e
n
t
s
,
na
me
l
y
:
sour
c
e
o
f
s
u
p
por
t
,
f
or
m
of
e
xter
n
a
l
s
u
ppo
r
t
,
and
f
o
r
m
o
f
i
n
ter
n
a
l
s
u
ppo
rt
.
Mo
re
ov
er
i
t
can
b
e
p
r
ese
n
t
e
d
in T
a
b
le 1.
Tab
l
e
1.
C
on
st
r
u
ct
t
he
or
y
o
f
s
cho
o
l
s
u
p
p
o
r
t
c
ompo
ne
nt
s
(
B
a
c
)
S
u
b
-
c
o
m
pon
e
n
ts
I
ndic
a
tors
Suppo
rt
s
ou
rce
(
S
d)
Exte
rn
a
l
s
ource
s
In
t
e
rn
a
l
s
o
u
r
c
e
s
Form
s e
x
t
e
rna
l
s
uppor
t
(D
e
)
E
xte
r
n
a
l
support
Form
s
inte
rna
l
s
upport
(Di
)
I
nte
r
na
l
support
I
n
str
u
m
e
n
t
s
o
f
the
or
e
tica
l
c
o
n
s
tr
uc
t
s
w
er
e
te
ste
d
us
i
ng
c
onfi
m
at
o
r
y fa
c
t
o
r
a
nal
y
s
i
s
(
CF
A
)
m
e
t
h
o
d
o
f
ba
ck
i
ng com
p
o
n
en
t (
"
B
a
c").
T
e
s
t
resul
t
s ca
n be
see
n i
n
F
i
g
u
r
e
1
b
e
l
o
w
Fi
g
u
r
e
1
.
M
o
d
el
st
a
n
d
a
r
d
i
zed so
l
u
t
i
o
n
sc
hool
s
up
po
r
t
c
o
m
po
n
e
nt
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
.
J
.
Eval.
& Res.
Educ
I
S
S
N
:
2252-
88
22
Fi
gure o
f
com
m
un
ity sup
p
o
rt
in
ac
h
i
e
v
i
ng
m
u
h
a
m
m
a
diy
a
h sch
o
o
l
a
u
t
ono
m
y
..
.
(
M
oham
a
d
J
o
ko
S
u
si
lo)
23
F
r
om F
igur
e
1
it c
a
n
b
e se
e
n
t
ha
t
r
e
s
u
l
t
o
f
Chi square
ana
lys
i
s
(
χ
2
) h
a
s
ob
t
a
in
e
d
s
t
a
nd
a
r
d
(1
77
.03
<
2
(
166)
)
,
p
r
oba
b
i
l
ity
χ
2
h
as
obta
i
ne
d
r
e
q
u
isi
t
e
t
h
at
i
s
gr
eate
r
t
ha
n
0.
0
5
(
p-
val
u
e
=
0
.
2
647
0)
,
a
nd
R
M
S
E
A
(
0
,
0
2
1
)
als
o
s
ma
ll
e
r
t
ha
n
0.
08.
F
ur
t
h
er
a
n
a
ly
sis,
t t
e
s
t
(
t
-
val
u
es
)
in
d
i
c
a
te
s
tha
t
a
ll
ind
i
ca
t
o
r
s
f
or
a
ll
s
u
b
c
o
mpo
n
e
n
t
s
a
n
d
a
l
l
s
ubc
om
pone
n
t
s
o
f
t
he
c
ompo
ne
nt
h
a
v
e
o
b
t
a
i
ne
d
c
riter
i
a
o
f
s
ig
ni
fica
nce
(t
>
1.
96)
.
The
r
e
sults
can
b
e se
en
f
rom
F
i
gur
e 2.
F
i
gur
e
2.
C
o
n
c
e
pt
ua
l
mode
l
rela
ti
on
sh
ips
on
s
cho
o
l
su
p
por
t
c
o
mp
one
n
t
s
B
a
se
d
on
F
i
g
ur
e
2,
it
ca
n
be
s
a
i
d
t
h
at
m
odel
has
o
b
t
a
ine
d
g
o
odne
s
s
o
f
f
i
t
st
ati
s
t
i
cs
.
T
h
u
s
,
th
e
i
n
fl
u
e
n
c
e
of
s
up
po
r
t
/b
a
c
ki
n
g
co
mp
on
e
n
t
(
B
ac
)
o
n
sc
hoo
l
a
u
ton
o
m
y
i
s
c
onsi
d
er
ed
fi
t
.
The
l
a
st
s
te
p
is
t
o
te
st
the
wh
ole m
o
d
e
l
usin
g S
E
M (
Struc
t
ura
l
Eq
u
a
t
i
on
M
ode
l
i
n
g
)
m
e
tho
d
a
s
F
i
gur
e
3
be
low
.
F
i
gur
e
1.
R
e
s
u
lt
(
t-val
u
e
)
i
n
f
l
ue
n
c
e o
f
s
upp
o
r
t
c
o
mp
on
ent
(B
ac
)
o
n
sc
hoo
l au
t
ono
my
(
K
m
s)
The
r
e
sul
t
o
f
S
E
M
tes
t
a
s
i
n
F
ig
ur
e
3
c
a
n
b
e
seen
t
hat
val
u
e
of
chi
s
q
ua
re
(
χ
2
)
112
.1
5
<
2
(
92
)
,
pr
oba
b
ili
t
y
v
a
l
ue
χ
2
s
at
isf
i
e
s
c
r
iter
i
o
n
g
r
e
a
t
er
t
ha
n
0.
05
(
p
=
0
.
0
7
5
2
8
)
,
roo
t
m
e
an s
q
ua
re
err
o
r o
f
ap
pr
ox
im
a
t
i
o
n
l
ess
tha
n
0
,
0
8
(
R
MS
E
A
=
0
,
0
4
5
)
,
a
nd
t
(
t
-
va
lu
es
)
i
n
d
i
cate
s
t
hat
a
l
l
c
o
mp
one
n
t
s
have
o
b
t
ai
ne
d
cri
t
eri
a
o
f
si
gn
ifi
c
an
c
e
(t
>
1
.
9
6
)
.
B
a
s
ed
o
n
t
e
st
r
es
ult
s
,
d
i
re
c
t
t
he
i
nf
lue
n
ce
o
f
sc
h
o
o
l
su
pp
or
t
c
o
mpone
n
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ Vol.
8
, No
.
1
,
M
a
rc
h
2
019
:
20
- 2
8
24
(Bac)
on
sc
h
o
o
l
i
m
p
lem
e
n
t
a
t
i
on
(
T
rn)
co
n
t
ri
bu
t
e
d
0.
0
0
2
.
Wh
i
l
e
d
ir
ect
l
y
o
r
in
d
i
rec
tly,
t
h
e
i
n
fl
ue
nce
o
f
s
c
hoo
l
sup
por
t
com
p
o
n
en
t (Bac
) on
rea
l
i
z
at
i
on o
f
s
c
h
o
o
l
s
elf-s
u
ffic
i
en
c
y
(
K
m
s) con
t
r
ib
ute
d
b
y 0
.
30.
Ba
c
k
i
n
g
co
mpo
n
e
nt
(
Bac
)
i
s
p
a
rt
o
f
an
e
n
dog
e
nou
s
va
ri
abl
e
t
h
a
t
can
not
b
e
e
l
i
m
i
n
a
t
ed
.
Thi
s
com
p
o
n
e
n
t
s
h
ow
s
h
o
w
muc
h
t
he
s
c
hoo
l
'
s
ab
il
i
t
y
t
o
b
u
ild
s
up
p
o
rt-
or
i
e
nt
e
d
t
ow
ar
d
s
r
ea
l
i
z
a
t
i
on
o
f
s
c
hoo
l
aut
o
nomy,
bo
t
h in
terna
lly
a
n
d
e
xt
e
r
nal
l
y
.
3.2.
S
o
u
rce
s an
d
forms
of su
p
p
o
rt
i
n
m
u
h
a
m
m
ad
i
yah
s
ch
ool
s
Base
d
o
n
t
he
o
bs
e
r
vat
i
o
n
by
exam
i
n
i
n
g
sc
ho
o
l
d
o
c
um
en
t
s
i
n
f
o
rm
of
p
rofi
les,
s
c
h
oo
l
r
e
source
s,
ac
hi
e
v
em
en
ts
o
f
sc
ho
o
l
ach
ie
ve
me
nt
a
n
d
a
ls
o
i
n
ter
v
i
e
w
w
i
t
h
h
ea
d
m
a
ster
a
t
S
M
P
Mu
ham
m
a
diya
h
1
M
i
ng
g
i
r
,
ob
ta
ine
d
d
ata
t
h
at
s
c
h
oo
l
co
m
m
unit
y
u
ni
te
d
wit
h
p
ers
y
ar
ika
t
a
n
.
The
co
m
m
unit
y
c
on
v
e
yed
ide
a
of
p
rocur
i
n
g
sch
o
o
l
b
u
s
e
s
t
o
p
i
ck
up
s
t
ud
e
n
ts
f
or
f
re
e,
g
ive
n
g
e
o
grap
hi
ca
l
c
on
di
t
i
on
s
o
f
e
xi
sti
n
g
sc
ho
ol
s
on
t
h
e
b
o
r
d
e
r
of
D
I
Y
w
ith
C
en
t
r
a
l
J
ava
.
T
hen,
s
c
hool
a
ppr
ov
e
d
a
n
d
r
ealize
d
t
he
i
dea.
A
s
a
result
,
s
c
hool
s
ar
e
mor
e
t
r
u
st
e
d
by
pu
b
l
ic
a
nd
p
u
b
l
i
c
i
n
t
ere
s
t
is
i
ncr
easi
n
g
r
a
p
i
dly
fr
om
o
ne
r
om
be
l
t
o
s
e
v
e
n
r
o
m
b
e
l
s
p
e
r
f
o
r
c
e
.
I
n
a
d
d
i
t
i
o
n
,
f
o
r
m
of
s
u
p
p
o
rt
t
o
s
c
hoo
ls
t
ha
t
c
o
ncr
e
te
a
n
d
r
ea
l
a
l
s
o
i
n
form
o
f
b
o
rr
ow
ing
c
e
r
tifica
t
e
s
,
m
o
n
e
y,
a
nd
the
ab
i
l
i
t
y
o
f
Islam
i
c ne
g
o
tia
ti
o
n
s.
O
n
t
he
o
t
h
er
h
a
nd,
i
n
S
M
P
Mu
ham
m
a
di
ya
h
3
D
e
p
ok,
t
he
r
e
a
re
overs
ea
s
netw
or
k
pr
o
g
ram
to
g
e
t
supp
or
t
from
c
a
m
pus
o
f
A
h
m
a
d
D
a
hl
a
n
U
nive
rsi
t
y,
C
om
mit
t
ee,
a
nd
s
t
u
d
e
n
t
guar
d
i
a
n.
T
he
r
e
s
ult
is
a
l
ot
o
f
achie
vem
e
n
t
a
t
t
h
e
i
n
t
e
r
n
at
i
o
n
a
l
le
ve
l.
I
n
SM
P
Mu
ham
m
a
d
iya
h
1
G
a
m
pi
n
g
t
hr
ou
g
h
t
h
e
p
r
o
gram
o
f
t
r
ai
nin
g
stude
nts
'
l
ife
s
k
i
lls
s
uc
h
a
s
s
ew
i
n
g
an
d
co
ok
in
g
als
o
g
e
t
f
ul
l
su
pp
ort
fr
om
t
he
gua
rd
ia
ns
a
nd
the
c
o
m
m
uni
t
y
.
A
g
ree
i
ng
w
i
th
t
he
p
r
ogr
am
,
scho
ol
i
s
try
i
ng
to
acc
ommoda
te
a
s
p
i
ra
ti
o
n
s
of
c
omm
uni
ty
t
ow
ar
ds
t
hei
r
chi
l
d
r
e
n
in
o
rd
er
t
o have
ad
d
i
t
i
o
n
a
l s
k
i
lls fro
m
schoo
l.
Th
e
p
r
og
ress
o
f
a
schoo
l
t
h
a
t
i
s
o
r
i
e
nt
e
d
t
owa
r
d
s
t
h
e
r
e
a
l
i
za
t
i
o
n
o
f
au
t
o
nom
y
ca
n
not
b
e
se
pa
rate
d
from
t
he
s
upport.
S
c
hool
s
uppor
t
can
be
c
ategor
i
zed
i
nto
five
c
a
t
e
gorie
s:
1
)
su
pp
ort
i
n
g
i
n
p
u
t
s,
c
o
n
s
i
stin
g
of
pare
n
t
a
n
d
c
o
m
m
unity
s
upp
or
t
,
s
u
p
p
o
rt
f
r
o
m
educa
tio
n
sys
t
em
,
an
d
su
pp
ort
of
a
de
qu
a
t
e
tea
c
h
i
ng
m
a
ter
i
a
l
s
(inc
lu
d
i
ng
:
freque
nc
y
a
n
d
ac
cura
cy
o
f
tea
c
h
er
s
de
ve
lo
p
i
n
g
a
c
tiv
it
i
e
s,
s
u
f
f
i
ci
en
t
n
u
m
be
r
o
f
m
at
eri
a
ls
a
nd
ma
terials
a
nd
adeq
ua
te
f
ac
ili
tie
s,
2
)
enab
l
i
n
g
c
o
n
d
i
tio
ns,
i
n
f
orm
of
e
f
f
e
c
t
i
v
e
l
e
a
d
er
sh
i
p
,
ski
l
l
s
of
e
d
u
c
ators,
fle
x
ib
i
l
i
t
y
a
nd
a
ut
o
nomy,
a
nd
m
a
x
i
m
al
l
ea
rn
ing
t
i
me
i
n
sc
h
o
o
l
;
3
)
s
c
hoo
l
cl
i
m
at
e
,
h
i
g
h
st
ud
en
t
exp
e
ct
a
t
i
o
n
s
,
pos
it
ive
a
t
t
i
t
u
de
o
f
tea
c
h
er
s,
d
isc
i
pl
ine
and
d
i
sci
p
l
i
ne
,
curr
i
c
u
lum
orga
niza
tio
n,
a
nd
a
p
prec
i
a
tion
a
n
d
moti
va
t
i
o
n
;
4
)
te
ach
i
ng
lea
r
ni
n
g
p
roc
e
ss,
i
n
form
o
f
m
a
xima
l
le
ar
n
i
ng
t
im
e,
v
ar
ious
t
e
a
c
h
i
ng
stra
te
gie
s
,
fre
que
nc
y
of
p
r
o
vid
i
n
g
h
om
ew
or
k,
a
n
d
f
r
e
que
nc
y
in
a
s
s
essing
s
t
u
de
nts
a
n
d
pr
ovi
di
ng
f
ee
d
b
a
c
k
;
a
nd
5)
stude
n
t
o
u
t
c
o
m
e
s,
i
n
for
m
o
f
par
t
ic
i
p
a
t
i
on,
a
ca
d
e
mic
achie
ve
me
n
t,
s
ocia
l
ski
l
l
s
,
a
n
d
econ
o
m
i
c
success [13],
[18
]
.
S
upp
ort
i
t
se
lf
a
v
ar
i
e
ty
o
f
s
o
urce
s
a
n
d
f
o
rm
.
S
ourc
e
o
f
sup
p
o
rt
c
a
n
c
o
m
e
f
r
o
m
b
o
t
h
i
n
t
e
r
n
a
l
a
n
d
exter
n
al, wh
i
le
the
f
orm
of
s
u
p
p
o
r
t
ca
n
be ei
ther
i
mm
ater
i
a
l
or
mat
e
r
i
a
l
.
T
h
e
sou
rc
e
of
sch
ool
i
nt
ern
a
l
su
ppo
rt
enc
o
mpa
sse
s
t
h
e
e
n
t
i
re
l
ife
o
f
e
d
u
ca
tio
na
l
i
n
sti
t
u
t
i
ons,
bo
th
s
c
h
o
o
l
l
e
a
der
s
a
nd
a
l
l
me
mbe
r
s,
w
hi
le
t
he
s
o
u
rc
e
of
e
x
t
e
r
na
l
sc
h
o
o
l
s
u
p
port
c
o
ns
i
s
ts
o
f
e
l
e
m
e
n
ts
o
u
t
s
i
de
s
c
h
oo
l
i
n
sti
t
u
ti
on
s
,
s
uch
a
s
c
om
mitte
es,
pare
n
t
s,
a
nd
the
gene
ra
l
pu
blic
.
U
tiliza
t
i
o
n
of
s
c
h
o
o
l
s
u
p
p
o
r
t
p
r
ope
r
l
y
can
be
a
c
hanc
e
of
s
ucc
e
ss
o
f
a
scho
o
l
,
on
th
e
con
t
ra
ry i
f the
e
x
iste
nc
e of va
r
i
o
us part
i
es be
c
om
e ob
s
t
ac
les
o
f sc
ho
o
l
de
v
e
l
opm
en
t he
nce
m
eans ex
ist
e
nc
e of
sch
o
o
l
s
u
p
por
t
becom
e
t
hrea
t
[19
]
.
For
e
x
am
pl
e
,
s
take
h
o
l
d
er
p
ar
ti
c
i
pa
t
i
o
n
i
n
S
M
P
N
4
B
oj
o
n
eg
oro
is
r
a
n
g
i
n
g
from
p
l
a
n
n
in
g,
i
m
p
lem
e
n
t
a
t
ion,
e
val
u
a
t
i
o
n,
a
nd
u
t
i
l
iza
t
i
o
n
of
A
diw
i
ya
ta
p
rogr
am
.
A
s
a
r
esu
lt,
t
he
p
r
ogr
am
i
s
implem
e
n
te
d
i
n
a
c
c
o
rda
n
c
e
w
it
h
t
h
e
p
l
a
n
n
e
d
[2
0].
Co
n
v
e
r
se
ly,
su
p
por
t
be
com
e
s
a
t
h
re
at
e
.
g
.
t
h
e
a
v
a
ilab
i
li
ty
of
i
n
t
erne
t
ne
t
w
orks
i
n
sch
o
o
l
s
,
bu
t
st
ill
n
o
t
fu
lly
u
t
i
l
iz
e
d
t
o
su
pp
ort
l
ear
ning
[21].
I
nh
i
b
i
t
i
n
g
f
a
c
t
or
s
of
implem
e
n
ta
t
i
o
n
o
f
ot
her
p
u
b
l
ic
r
e
l
a
tio
ns
p
ro
gra
m
s
is
t
h
e
a
bi
l
i
t
y
o
f
u
se
rs
o
f
pu
bl
i
c
r
e
l
at
io
n
s
m
ed
i
a
w
ho
h
av
e
no
t bee
n
com
p
e
te
nt in u
s
in
g vari
ous in
f
orma
t
i
o
n
s w
h
ich ar
e pr
es
ente
d b
y
the
pub
lic rela
tio
ns d
e
p
a
r
tm
e
n
t. For
exa
m
ple,
t
he
lim
it
e
d
w
i
l
l
i
n
g
n
ess
an
d
ab
i
lit
y
of
p
a
r
ent
s
i
n
us
in
g
me
dia
w
e
bsite
a
s
o
n
e
o
f
p
ubl
ic
r
elati
o
n
s
me
dia [2
2].
The
sc
hoo
l
'
s
i
n
ter
n
a
l
s
u
p
por
t
s
u
ch
a
s
grea
t
teac
her
su
pp
o
r
t
is
ass
o
c
i
a
t
e
d
w
i
t
h
st
ud
ent
su
ppo
rt
a
nd
op
p
o
rt
uni
ties
f
o
r
a
u
t
o
n
o
m
y
.
A
c
a
d
em
i
c
a
ch
i
e
vem
e
nt
i
s
als
o
r
e
l
a
t
e
d
t
o
t
e
ache
r
s
u
p
port
a
n
d
o
p
port
u
nit
i
es
f
or
aut
o
nomy
[2
3].
S
upp
ort
fa
ci
l
i
t
i
es
c
a
n
a
ls
o
a
ffe
c
t
t
he
a
c
h
ie
vem
e
nt
o
f
lea
r
ni
ng
a
nd
s
u
cc
e
s
s
in
p
ro
vi
d
i
n
g
t
he
bes
t
s
ervice
f
or
s
tu
de
nt
s
[2
4],
[25].
The
sup
p
o
rt
o
f
i
n
form
ati
o
n
a
nd
c
o
mm
unic
a
t
i
o
n
t
ec
h
n
o
l
og
y
(ICT)
fa
ci
lit
ies
in
l
ea
rni
n
g
ca
n
enri
ch
t
he
r
e
p
ert
o
i
r
e
of
s
c
i
e
n
ti
fic
kn
ow
le
dge,
i
n
cre
a
se
t
he
s
o
u
r
c
e
of
i
nfi
n
ite
s
tu
d
y
,
incre
a
se
l
ea
r
n
i
ng
m
o
ti
va
tio
n,
i
m
p
rove
l
e
a
rn
in
g
o
u
t
c
o
me
s,
a
nd
e
f
f
i
c
i
e
n
c
y
o
f
t
i
m
e
a
n
d
p
l
a
c
e
[
2
6
]
.
I
n
a
d
d
i
t
i
o
n
,
thr
o
u
g
h
t
he
s
u
p
p
o
r
t
o
f
a
n
d
r
oi
d-base
d
tec
hno
lo
g
y
i
n
l
e
arni
ng
ca
n
i
m
p
ro
ve
t
he
a
b
i
l
i
t
y
t
o
thi
n
k
crit
ica
l
ly,
cre
a
ti
vel
y
,
sc
ie
nce
proc
ess sk
i
l
l
s
,
lear
ni
n
g
o
u
t
c
o
me
s, a
nd st
ud
e
n
ts'
scie
nt
if
i
c
a
t
t
i
t
udes [2
1
]
, [27]–
[
2
9
].
Ext
e
rn
a
l
s
uppo
rt
f
ro
m
p
a
rent
s
t
o
s
tud
e
nt
s
in
a
ch
i
e
v
e
ment
i
s
al
s
o
a
n
i
m
p
or
t
a
n
t
p
a
r
t
of
t
he
s
c
h
o
o
l
.
Soc
i
a
l
s
u
p
por
t
from
fa
mi
ly
h
a
s
a
g
re
ater
r
ole
to
a
ch
ie
v
e
s
t
ude
n
t
a
c
h
i
e
vem
e
nt
t
ha
n
soc
i
al
s
u
ppor
t
fr
o
m
t
e
a
c
h
e
rs
a
nd
f
ri
end
s
[
3
0
]
.
This
f
a
m
il
y
su
pport
a
l
so
p
l
a
y
s
a
m
a
j
or
r
ol
e
in
f
or
ma
t
i
on
o
f
a
c
h
il
d
'
s
s
o
ul,
e
v
e
n
h
is
ca
ree
r
i
n
the
fu
tur
e
[
3
1
]
.
S
oc
ia
l
su
pp
ort
fr
om
f
am
i
l
ies,
p
e
e
rs
a
n
d
te
ache
r
s
as
a
n
i
n
fl
uenc
e
o
n
s
tude
nt
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
IS
S
N
:
2252-
88
22
Fig
u
re of
co
m
m
u
n
i
t
y su
ppo
r
t
i
n
a
c
hi
e
v
in
g
mu
ha
m
m
ad
i
y
ah
sc
ho
ol
au
ton
o
my
...
(Moham
a
d
Joko S
u
si
lo)
25
enga
ge
me
n
t
,
aca
dem
i
c
suc
c
e
ss,
a
nd
s
a
t
isfac
t
i
o
n
w
i
t
h
s
c
h
o
o
l
[
3
2
]
.
The
su
ppor
t
o
f
p
ar
e
n
t
s
w
ho
are
i
n
v
o
l
ve
d
in
the
i
r c
h
il
dre
n
's
e
duca
t
ion
a
l
de
vel
o
pm
ent [3
3]
.
G
e
nera
lly,
Mu
ham
m
a
diy
a
h
s
c
hoo
ls
h
a
v
e
inter
n
al
s
up
p
o
rt
s
uc
h
as:
q
u
a
l
i
t
y
r
esource
s
;
s
ource
s
o
f
fu
n
d
s
deri
ved
fr
om
B
O
S
[
34]
,
S
P
P,
a
nd
o
t
h
e
r
s
up
por
t;
c
lose
a
nd
c
o
mp
a
c
t
rel
a
ti
o
n
s
hip
s
a
mong
t
he
com
m
uni
t
y
o
f
sch
o
o
l
[3
5].
S
t
rong
e
x
t
e
rnal
s
u
p
por
t
a
l
so
c
om
es
fro
m:
c
omm
itt
e
e
s,
c
om
muni
t
i
es,
p
a
rent
s
/
gu
a
r
di
an
s;
s
u
ppo
rt
f
ro
m
st
ak
ehol
ders,
fro
m
f
oun
d
a
ti
on
,
the
m
i
nister
ia
l
ass
e
m
b
l
y
o
f
d
i
k
d
a
s
me
n,
pro
v
i
n
c
i
al
M
u
h
am
ma
diya
h
l
eade
r
s,
e
duca
t
i
on
o
f
f
i
c
e
s,
c
o
n
su
lta
nt
s
,
un
iv
e
r
sities,
o
ther
s
c
h
oo
l
s
,
an
d
r
e
late
d
in
st
i
t
u
tio
ns
[
3
5
]
–
[3
7].
In
a
dd
i
tio
n,
m
any
Mu
ha
mm
adiy
ah
s
cho
o
l
s
ar
e
als
o
s
ta
n
d
i
n
g
o
n
w
akaf
l
a
n
d
tha
t
h
as
bee
n
ha
n
de
d
o
v
er
t
o assem
b
l
y
[38]
–
[
4
2
]
.
A
s
f
or
f
un
di
n
g
,
s
o
far
Mu
ha
m
m
a
diyah
s
c
h
o
o
l
s
s
t
i
l
l
use
t
h
e
m
a
in
fu
ndi
ng
so
u
r
c
e
o
f
st
ude
n
t
g
u
a
rd
ia
n
co
ntribu
tio
n
(
SPP)
.
Th
ere
are
al
so
o
th
er
s
o
u
r
ces
o
f
f
und
s
fro
m
t
h
e
go
ve
rn
me
nt
/
f
ou
n
d
a
t
i
o
n.
I
n
a
d
d
iti
o
n
,
m
o
st
sc
ho
ol
s
h
a
v
e
a
lso
i
m
pl
emen
t
e
d
se
l
f-su
f
f
i
ci
ency
i
n
fu
ndi
ng
, b
y
m
ana
g
i
n
g
B
U
MS
(S
c
hoo
l O
w
n
e
d
E
nt
erpr
i
s
e
s
)
,
w
h
ic
h
va
ry
f
r
o
m
one
s
c
h
o
o
l
to
a
n
o
t
h
er.
F
o
r
e
x
am
pl
e
S
D
M
uham
m
adi
ya
h
S
a
pen
w
ho
has
es
ta
b
lishe
d
a
sch
o
o
l
-ow
n
e
d
e
nterpri
s
e
in
f
ie
ld
o
f
ca
t
e
rin
g
w
ith
S
B
M
(
S
a
pen
Bo
g
a
M
a
n
d
i
r
i
)
,
a
f
t
e
r
o
n
e
y
e
a
r
e
a
r
l
i
e
r
succe
ssfu
lly
o
pene
d
c
o
n
v
ec
t
i
o
n
s
erv
i
c
e
[4
3],
SD
M
uha
m
m
a
diyah
Ba
u
sa
sran
2
w
it
h
sc
h
o
o
l
can
t
een
em
pow
er
me
nt
can
p
ro
d
u
ce
i
n
c
om
e
ge
nera
ti
ng
up
to
t
w
o
m
ill
ion
s
p
e
r
mon
t
h,
S
MP
M
uha
mm
adiy
ah
2
K
ota
Y
o
g
y
a
k
a
r
t
a
w
i
t
h
m
i
n
i
m
a
r
k
e
t
a
n
d
s
c
h
o
o
l
c
a
f
e
t
e
r
i
a
[
4
4
]
c
a
n
b
r
i
n
g
i
n
c
ome
g
e
nera
tin
g
sc
ho
ol
r
eac
hin
g
n
u
m
b
e
r
fo
ur
m
illi
o
n
p
e
r
m
onth.
I
n
ad
di
tio
n,
t
he
re
i
s
a
cross
su
bs
i
d
y
p
a
y
m
e
n
t
s
yste
m,
l
oya
l
f
und
r
a
ising
o
f
frie
n
ds,
as
w
e
ll a
s
trans
pa
r
e
nt a
n
d
a
c
c
ou
nta
b
le fu
n
d
m
a
n
age
m
e
n
t
.
A
s
a
f
orm
of
f
eedba
c
k
f
r
o
m
sc
hoo
ls
t
o
the
i
r
scho
ol
c
om
mun
i
ty,
M
u
h
am
m
a
diya
h
sc
h
o
o
l
s
al
so
g
a
v
e
appre
c
i
at
i
on.
G
ene
r
all
y
,
app
r
e
c
iat
i
o
n
i
s
a
sc
ho
l
a
rsh
i
p
or
r
e
w
ar
d
t
o
t
ea
chers,
e
mp
l
o
y
e
e
s
,
a
n
d
l
e
arn
e
rs.
In
S
M
P
Mu
ham
m
a
d
iya
h
1
M
in
gg
ir,
te
ache
r
s
a
nd
e
m
plo
y
ee
s
w
h
o
s
e
sc
hoo
l
at
th
e
sc
ho
ol
m
ust
ope
n
an
a
c
c
o
u
n
t
o
n
beha
l
f
o
f
h
i
s
s
on.
S
uch
a
c
c
o
un
ts
a
re
u
se
d
in
o
rder
t
o
re
ce
i
v
e
p
a
y
m
e
nt
o
r
aw
a
r
d
of
s
t
ude
n
t
a
c
h
ie
ve
m
e
nt.
S
t
ude
n
t
s
be
l
o
n
g
in
g
t
o
f
oll
o
w
i
ng
ca
teg
o
r
i
e
s
a
l
s
o
ge
t
sch
o
lar
s
h
i
p
a
c
h
ie
ve
me
nts
g
i
ve
n
in
f
or
m
of
b
a
nk
sa
vi
n
g
s,
am
ong
o
the
r
s:
a
)
st
ude
n
t
s
a
c
h
i
ev
i
ng
f
i
r
s
t
p
l
ac
e
in
e
lem
e
n
t
ary
s
ch
ool
/M
I
wh
en
a
cc
ep
t
e
d
a
t
S
M
P
Mu
ham
m
a
d
iya
h
1
M
i
n
ggir;
b
)
S
H
U
S
D
'
s
fi
rst
rank
st
u
d
e
n
t
;
c
)
S
t
ude
n
t
s
w
ho
a
r
e
the
fir
s
t
wi
nners
o
f
ea
ch
se
me
st
e
r
i
n
t
h
ei
r
g
r
ad
e;
d
)
St
u
d
e
nt
s
who
ex
c
e
l
a
t
th
e
1
st
w
i
n
ner
unt
i
l
5
th
g
et
s
c
h
ol
arship
w
o
r
th
R
p
.
1.50
0.
000,
0
0
;
a
nd
e)
s
t
ude
n
t
s
w
ho
e
x
ce
l
m
e
m
o
rize
Q
u
r'a
n
e
ve
ry
o
ne
j
uz
g
et
s
ch
o
l
arsh
ip
R
P
1,0
00,0
0
0
.
00
i
n
form
of c
a
sh gi
v
en
a
t pa
re
nt g
ua
rd
i
a
n m
e
e
t
i
n
g one
ye
a
r
2 t
i
m
e
s.
Th
e
scho
ol
'
s
a
p
p
r
eci
a
tio
n
i
s
p
a
r
t
o
f
s
c
h
ool
's
s
t
r
at
e
g
y
to
i
mp
ro
v
e
a
c
h
i
e
v
e
m
e
n
t
s
p
i
r
i
t
o
f
a
l
l
s
c
h
o
o
l
reside
nt
s.
O
f
cour
se,
eve
r
y
st
ra
teg
y
r
eq
uires
st
r
o
n
g
r
e
a
d
i
ne
ss
and
su
ppo
rt
,
bo
th
i
n
t
e
rms
o
f
f
u
ndi
ng
,
f
a
c
i
l
i
t
i
e
s
,
cohe
si
ve
ne
ss,
a
n
d
act
i
v
e
p
a
rtic
i
p
a
t
i
on
fro
m
a
l
l
s
i
d
es.
A
s
i
s
d
o
ne
i
n
Mu
ha
mm
adi
y
a
h
M
a
nya
r
G
e
rsi
k
a
n
d
Mu
ham
m
a
d
iya
h
2
P
ont
iana
k
Ele
m
e
n
t
a
ry
S
choo
l,
i
m
p
l
e
m
e
nt
p
a
r
t
i
c
i
pa
to
ry
s
t
r
at
egy
a
n
d
a
c
c
u
r
acy
i
n
f
o
rmu
l
ati
n
g
goo
d
pl
a
n
ni
n
g
t
o
a
t
t
r
a
c
t
p
ubl
i
c
i
n
t
e
r
e
s
t
.
T
h
e
r
es
ul
t,
r
a
p
i
d
p
ro
gr
ess
a
c
h
ie
ve
d
b
y
s
c
h
oo
l
[
45]
,
[4
6].
In
I
slam
i
c
j
u
n
i
o
r
hi
g
h
s
c
h
oo
l
A
L
-A
zhar
1
4
S
e
m
a
r
a
ng
h
a
s
a
l
s
o
suc
c
e
e
d
e
d
i
n
buil
d
in
g
a
h
a
rmo
n
i
o
us
rela
tio
ns
hip
be
tw
e
e
n
sc
h
o
o
l
a
nd
c
omm
u
n
i
t
y
t
hr
ou
g
h
p
u
b
l
i
c
re
l
a
ti
ons
p
ro
g
r
am
s
i
n
ter
n
al
ly
a
nd
e
x
te
rna
l
ly
.
The
in
t
e
rna
l
p
ro
gra
m
i
s
direc
t
e
d
t
o
bui
l
d
h
a
r
m
onio
u
s
relat
i
on
s
h
ips
be
tw
ee
n
i
n
ter
n
a
l
i
nst
i
t
u
tio
ns,
w
h
i
l
e
e
x
te
rnal
pro
g
ra
ms are
direc
te
d t
o
bu
i
ld
a
pos
i
tive
p
u
b
l
ic
ima
ge
o
f i
n
sti
t
u
tio
n thr
o
u
g
h
vari
o
u
s de
v
e
lo
pme
n
t
ac
t
i
v
itie
s
of
teac
hers,
r
e
l
i
g
i
ous
d
e
v
e
l
opme
n
t,
c
oo
pera
t
i
on
w
ith
v
ar
io
us
p
arti
es
a
n
d
i
mprov
i
ng
q
u
a
l
i
t
y
o
f
l
e
arni
n
g
a
c
t
iv
itie
s
un
derta
k
e
n
[
2
2
].
F
orm
of
c
o
m
m
unit
y
p
ar
t
i
c
i
pa
t
i
o
n
t
o
the
sc
h
o
o
l
a
s
h
a
p
pe
ned
in
M
IN
T
ega
l
asr
i
i
s
by
esta
bl
ishm
en
t
of
c
l
a
ss
‘pag
u
y
u
b
a
n
’
i
n
e
a
c
h
c
lass.
T
he
r
o
l
e
of
c
la
ssroom
c
om
m
u
n
i
t
y
i
s
,
a
m
ong
o
t
hers
,
cor
e
teac
her,
l
ea
rn
i
ng
reso
urc
e
,
prov
id
i
n
g
i
npu
t
s
o
n
sc
ho
ol
t
u
t
or
in
g
,
a
s
s
i
s
ting
co
mme
mo
r
a
t
i
on
o
f
I
s
l
a
m
i
c
d
a
y
(
P
H
B
I
)
a
t
s
c
h
o
o
l
;
b
e
c
o
m
e
s
u
b
j
e
c
t
o
f
s
k
i
l
l
s
u
b
j
e
c
t
s
,
g
i
v
e
i
n
p
u
t
s
in
t
he
p
repa
rat
i
o
n
o
f
b
u
dge
t
a
n
d
e
xpe
n
d
i
t
u
re
bu
d
g
et
p
l
a
n
(
R
A
P
BS
)
every
ye
ar,
bec
o
me
o
rgan
ize
r
o
f
de
epe
n
in
g
a
ct
iv
it
i
e
s
fo
r
c
l
as
s
VI,
sc
h
o
o
l
tog
e
th
e
r
com
m
it
tee t
o
m
ake
scho
o
l
de
v
el
o
p
me
n
t
p
l
a
n (R
P
S
)
a
n
d
RAPBS,
p
re
p
arin
g t
e
ac
hi
n
g
and le
arn
i
n
g
a
ct
ivi
tie
s
i
n
sc
ho
ol
s
a
s
we
l
l a
s
h
e
l
pi
ng
f
und
s, p
e
r
so
nn
el
, mat
e
r
i
a
l
s
and
th
o
u
gh
t
s
i
n
sch
o
o
l
ac
tiv
i
t
i
e
s
[47].
Bas
i
ca
ll
y,
s
ch
oo
l
su
pp
ort
i
s
n
o
t
o
nl
y
m
a
ter
i
a
l
,
sc
h
ools
a
l
s
o
r
e
q
u
i
r
e
i
nter
ven
t
i
o
n
a
n
d
i
n
no
va
t
i
o
n
i
n
term
s
of
l
ear
n
i
ng
fr
om
o
t
h
er
p
arties,
f
or
e
xa
mple
from
un
i
v
er
si
tie
s
espec
i
a
l
ly
T
e
ach
e
r
s
Traini
ng
Ins
tit
ut
e
(LP
T
K)
a
nd
s
t
ake
h
ol
der
s
[
4
8
].
P
a
r
e
n
t
a
l
s
u
p
p
o
rt
t
o
s
t
ud
ent
s
i
n
a
c
h
ie
v
e
m
e
nt
i
s
a
l
so
a
n
im
p
o
rta
n
t
par
t
o
f
sc
ho
ol
. So
c
i
a
l
su
p
p
o
r
t
of
t
hi
s fa
mi
ly
i
s g
r
e
a
t
e
r
i
n
i
t
s
r
ol
e
in
a
chie
v
i
n
g
s
tu
d
e
nt a
c
h
ievem
e
nt
t
ha
n s
o
cia
l
sup
p
o
rt
o
f
t
e
ach
ers
a
n
d
fri
end
s
[
30
].
F
a
m
i
l
y
su
pport
al
so
p
l
a
y
s
a
m
a
j
o
r
r
o
l
e
i
n
f
orm
a
ti
on
of
a
c
hi
l
d
's
s
ou
l,
e
v
e
n
h
i
s
ca
ree
r
i
n
fu
t
u
r
e
[
3
1
]
.
N
ot
o
n
l
y
th
a
t
,
su
pp
or
t
o
f
f
a
c
ili
ties
a
l
s
o
affec
t
a
ch
i
e
ve
me
nt
o
f
lea
r
ni
ng
a
nd
suc
c
e
ss
in
pro
v
i
d
i
n
g
the
be
st
s
ervice
f
o
r
s
tude
n
t
s[2
4
],
[
25].
S
o
,
t
o
b
e
ab
le
t
o
re
ach
s
cho
o
l
in
a
dva
nce
of
s
c
h
oo
l
m
u
st
alre
ad
y
have
i
nde
pe
nde
nc
e,
a
nd
i
nde
pen
d
e
n
c
e
o
f
a
sc
h
o
o
l
ca
n
n
o
t
b
e
s
ep
a
r
at
ed
f
ro
m
supp
o
r
t
f
actor.
Th
i
s
su
pp
o
r
t
i
s
a
d
i
r
e
c
t
a
p
p
r
eci
at
io
n
th
rough
s
c
h
o
o
l
commu
n
i
ty
(
i
n
t
e
rnal),
a
s
w
e
ll
a
s
thr
o
ugh
soc
i
et
y
(exte
r
na
l su
pp
ort).
A
l
t
h
o
u
gh
a
sc
ho
o
l
h
a
s
b
ee
n
pre
d
icate
d
a
s
sc
ho
o
l
a
u
t
on
omy,
t
he
s
c
h
oo
l
c
a
nn
o
t
b
e
sa
i
d
t
o
be
f
u
l
l
y
in
de
pen
d
e
n
t,
b
ut
r
ela
t
ive
[4
9]
.
It
i
s
be
cau
se
t
o
be
s
el
f-suff
ic
ien
t
s
c
h
o
o
l
s
n
e
ed
t
o
ge
t
su
p
por
t
fr
om
a
ll
s
c
hoo
l
com
m
uni
t
y
,
assem
b
ly
d
i
k
da
sm
en,
com
m
i
tte
e
,
a
nd
w
i
der
com
m
uni
t
y
.
Sc
h
ool
s
are
s
a
i
d
t
o
h
a
v
e
a
ut
onomy
i
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ Vol.
8
, No
.
1
,
M
a
rc
h
2
019
:
20
- 2
8
26
sup
por
t
if
t
he
y
ha
ve
:
a
s
ourc
e
of
s
up
por
t
,
i
nt
e
r
nal
s
upp
or
t
,
a
n
d
e
x
t
e
rn
a
l
s
up
po
rt
[
5
0
]
.
The
p
u
r
p
o
s
e
o
f
su
ppo
rt
i
s
t
o
di
sse
min
a
t
e
i
nf
o
r
ma
ti
on
a
b
o
u
t
s
ch
ool
d
ev
e
l
op
ment
a
nd
t
o
o
bt
a
i
n
a
s
sist
an
c
e
bot
h
mora
l
l
y
a
nd
m
a
t
e
r
i
a
ll
y
in
d
e
v
e
l
o
p
i
n
g
e
x
cel
le
n
t
p
r
o
g
r
am
s
and
i
m
p
r
ov
in
g
sc
ho
o
l
qua
lit
y
[
51]
,
[52].
In
a
dd
i
t
i
o
n,
l
ear
nin
g
s
u
p
p
o
r
t
assiste
d
i
n
m
e
eti
n
g
le
arne
rs'
a
cade
m
ic
s,
s
o
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a
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d
em
o
t
i
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nal
n
ee
ds
b
y
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ddre
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b
arr
i
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t
o
l
e
a
r
ni
ng,
c
r
ea
t
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co
nduc
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e
l
e
a
r
ni
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n
v
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on
me
nt
s,
e
n
h
a
n
c
i
n
g
l
e
a
r
ne
rs'
s
el
f-
estee
m
a
nd
impr
o
v
ing
lea
r
ners
'
ac
adem
ic
perform
ance [
53]
.
Th
us,
t
o
r
ed
u
c
e
t
h
e
c
o
ns
t
r
ain
t
s
t
h
a
t
n
e
e
d
t
o
be
e
ffec
t
i
v
e
e
d
u
c
a
ti
on
p
la
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n
i
n
g,
m
an
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g
em
ent
of
educ
a
t
i
o
na
l
i
n
st
it
u
t
i
o
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ho
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l
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d
o
n
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t
h
or
o
u
g
h
l
y
sta
r
t
i
ng
fro
m
i
n
te
g
r
a
tion
of
c
urri
cul
u
m
m
a
na
ge
m
e
nt,
huma
n
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es
ourc
e
s,
i
nfra
s
t
r
u
c
t
u
r
e,
f
in
a
n
c
i
ng,
p
ub
l
i
c
rela
ti
o
n
s
a
n
d
m
a
rke
t
i
ng,
a
nd
o
t
he
r
as
pe
c
t
s
[
54]
.
A
s
a
f
orm
of
r
ea
liza
tio
n
ca
n
be
d
o
n
e
t
hrou
g
h
:
a
)
g
iv
i
ng
aw
a
r
ds
t
o
ci
t
i
z
e
n
s
of
s
c
h
ool
a
s
co
nd
uc
ted
in
S
MP
Mu
ham
m
a
d
iya
h
1
M
i
n
g
g
i
r
;
b
)
im
provi
n
g
p
r
o
fess
i
o
nal
i
sm
o
f
ed
uc
a
t
o
rs
a
nd
e
duca
t
i
o
n
p
e
r
s
on
ne
l
e
.
g.
t
hro
u
g
h
ICT
t
r
ai
ni
n
g
[
5
5
]
;
c)
s
up
e
r
vise
l
e
a
rnin
g;
d
)
p
r
ov
i
d
e
app
r
op
ri
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fac
i
li
tie
s
a
n
d
in
fr
astruc
ture
;
e
)
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s
w
e
ll
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s
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mode
l
of
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m
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ro
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i
t
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o
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educ
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tio
n
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o
w
a
rd sc
hoo
ls
a
u
t
o
n
o
m
y
tha
t
are
progre
ssing
[5
6].
4.
CONCL
U
S
ION
Base
d
on
t
h
e
resul
t
s
of
r
ese
a
r
ch
can
b
e
c
onc
l
ude
d
tha
t
:
1)
t
he
form
a
nd
so
urce
o
f
supp
or
t
for
Mu
ham
m
a
d
iya
h
s
c
h
o
o
ls
i
n
for
m
o
f
i
n
ter
n
a
l
s
u
p
por
t,
s
uch
as
qua
l
i
f
i
ed
r
eso
u
rc
es,
source
s
of
f
u
n
d
i
ng
f
r
o
m
vari
ous
p
art
i
e
s
,
a
nd
w
a
rm
r
e
l
a
tio
nsh
i
ps
a
mong
sch
o
o
l
m
e
m
b
e
r
s.
E
x
t
er
nal
s
upp
or
t
a
l
s
o
c
om
e
s
f
r
o
m:
com
m
it
tee,
c
o
m
m
uni
t
y
,
pare
n
t
/
guar
d
ia
n;
s
u
p
p
o
rt
f
r
o
m
sta
k
e
h
olde
r
s,
fro
m
fou
n
d
a
t
i
on,
D
ik
dasm
en
a
ss
em
bly,
pro
v
i
n
c
i
al
M
u
h
am
ma
di
y
a
h
p
r
ov
inc
i
a
l
l
ea
de
rship,
e
duc
a
t
i
o
n
office
,
co
ns
ul
ta
nt,
c
o
lle
ge
,
ot
her
sch
o
o
ls,
and
rela
t
e
d
ins
t
itu
ti
ons.
2)
T
he
d
ir
ec
t
im
pa
ct
o
f
s
c
ho
o
l
s
up
p
o
rt
c
o
mp
on
en
t
(Bac
)
o
n
sch
ool
i
mp
l
e
me
nt
a
tio
n
(Trn
)
con
t
ri
b
u
te
d
t
o
0
.
002.
W
hile
d
irec
tl
y
or
i
n
d
i
r
ec
tl
y,
i
n
f
lue
n
ce
o
f
sc
hoo
l
sup
por
t
c
o
mp
one
n
t
s
(Ba
c
)
on
the
rea
l
i
z
a
t
i
o
n
of
s
c
h
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a
ut
o
nom
y
(K
m
s
) c
o
n
t
r
i
bu
te
d
by 0.
30.
REFE
RENCES
[1
]
Ra
ha
rja
S.
P
a
r
e
n
t
p
a
rtic
ipa
t
io
n
i
n
s
c
h
oo
l
m
a
na
g
e
me
nt:
A
mu
l
ticu
lt
ura
l
e
ducat
ion
p
e
rs
pect
iv
e
.
M
anaj
P
en
didik
.
2011;
1
(VII):
93–
1
08.
[2
]
Sc
ile
a
n
na
A. Ad
v
a
nc
in
g sc
ho
ol a
uton
om
y
in
t
h
e
I
rish
s
c
h
o
o
l
s
y
ste
m
. Oid
eachais
;
201
5.
[3]
D
i
rect
orate General
of
Hig
h
S
c
hoo
l Devel
o
p
m
en
t.
T
h
e
c
on
cept
o
f
a
sc
ho
ol
c
a
t
e
g
ory
in
de
pe
n
d
e
n
t/sc
ho
ol
n
a
t
io
na
l
cat
ego
r
y (S
KM/S
S
N
). J
akart
a
: M
i
n
i
s
t
ry o
f Edu
cati
o
n;
20
0
8
.
[4]
L
a
w
of
th
e
R
epubl
ic
o
f
Ind
o
n
e
sia
Num
b
er
2
0
.
N
ati
onal
Ed
ucat
io
n S
y
ste
m
.
J
ak
arta;
20
03
p.
2
0
.
[
5
]
No
r
m
in
a
.
C
o
m
m
u
n
i
t
y
p
a
r
t
i
c
ip
a
t
i
o
n
in
e
du
c
a
t
io
n.
I
tt
i
h
a
d
J
K
o
p
e
rta
i
s
Wil
XI
Ka
l
i
m
a
n
ta
n. 2
01
6;14
(2
6):71
–
8
5
.
[6]
Co
hen
S
,
S
yme,
Leo
nard
S
.
S
ocial
s
u
p
port
an
d
health
.
Fl
ori
d
a:
A
cadem
i
c
P
ress
; 198
5.
[7]
Valli
L
,
S
t
e
fans
ki
A
,
Jacobs
on
R
.
L
eadership
i
n
school-comm
un
ity
pa
rtne
rsh
i
p
s
.
Pro
c
e
d
ia
-
S
oc
B
e
h
a
v
S
c
i
.
20
14
;1
4
1
(Aug
us
t
2
0
1
4
)
:1
10
–4
.
[8]
Rai
h
ani.
E
ducat
ion
refor
m
s
i
n
I
n
d
onesia i
n
t
h
e tw
enty
f
ir
st
cen
tu
ry.
I
nt
E
du
c
J.
2007
;8
(1
):1
7
2
–
8
3
.
[9]
S
i
s
w
anto,
Su
ya
tm
ini,
S
u
t
ri
sn
a
B.
M
a
n
agem
en
t
of
1
S
M
P
N
egeri
1
S
i
m
o
in
t
he
a
pb
d
me
c
h
a
n
ism
o
f
B
oy
ola
l
i
d
i
stri
c
t
g
ov
e
r
n
m
ent
in
2
0
1
1
.
J
M
anaj
P
endi
d
i
k.
2
0
14;
9(2
)
:1
96–
20
0
.
[10
]
S
u
l
i
s
t
yori
n
i.
C
om
m
unit
y
p
art
i
c
i
pati
on
i
n
t
h
e
dev
e
lo
pm
ent
o
f
elem
ent
a
ry
s
ch
oo
ls.
J
P
e
n
d
i
d
i
k
d
a
n
P
e
m
b
e
laj
a
ran
.
20
11
;1
8
(
2):18
0
–
7
.
[11]
U
miarso,
I
m
am
G
.
Qua
lity
m
an
agement
o
f
s
chool
s
in
t
he
e
ra
of
e
du
cati
onal
au
to
n
o
m
y
:
Towards
ed
ucat
ion
wit
h
a
q
u
a
li
ty
c
on
tr
o
l
a
p
p
r
o
a
c
h
fo
r
a
c
t
or
s
in
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
ut
io
ns.
Yog
y
ak
arta:
IRCiS
o
D
;
2
01
1.
[1
2]
M
ulyo
n
o
. Ad
m
in
istra
tive
ma
n
a
g
e
me
nt a
nd
e
du
c
a
t
io
na
l org
a
niz
ation
s
.
Yo
gy
a
k
arta:
Ar-Ru
z
z
Media;
20
08.
[
1
3
]
G
r
o
s
s
J
M
S
,
H
a
i
n
e
s
S
J
,
H
i
l
l
C
,
F
r
a
n
c
i
s
G
L
,
B
l
u
e
-
B
a
n
n
i
n
g
M
,
Turn
bu
ll
AP.
S
t
ro
ng
s
c
h
oo
l-c
o
m
m
u
n
i
t
y
pa
rtne
rsh
i
p
s
i
n
inc
l
us
iv
e
sc
h
o
o
l
s
a
re
“
p
a
rt
o
f
th
e
fa
bric
o
f
th
e
sch
ool
.
…
we
c
o
u
n
t
o
n.
”
S
c
h
Com
m
unit
y
J
.
20
15
;2
5
(
2):9–
3
4
.
[1
4]
M
ulya
sa
.
Pr
in
c
i
p
a
l
m
a
na
g
e
me
nt
a
nd
le
a
d
e
r
ship.
J
a
k
a
r
ta
: Bu
m
i
Ak
sara;
20
11.
[15
]
B
as
ri AH.
C
ap
ita as
s
elec
tiv
e as ed
u
cat
io
n. Ban
d
u
ng:
CV. P
ustaka
S
eti
a
;
2
012.
[
1
6
]
R
i
c
h
e
y
R
C
,
K
l
e
i
n
J
D
.
D
e
s
i
g
n
a
n
d
De
v
e
lo
pme
n
t
Re
se
a
r
c
h
.
1
0
th
e
d.
A
ke
rs
L
MA,
e
d
itor.
M
a
hwa
h
,
Ne
w
Je
rse
y
:
L
a
wrenc
e
E
rlba
u
m
Asso
c
iates;
2
00
7. 18
0
p
.
[17
]
C
en
nam
o
K
,
K
a
lk
D
.
R
eal w
orld i
nstructio
nal
design
. W
adswo
rt
h
:
W
ad
sw
orth/T
hom
son
Learn
i
n
g
;
20
05
.
3
0
0
p
.
[1
8]
H
e
n
e
v
e
l
d
W.
P
l
a
nn
in
g
a
n
d
mon
i
to
r
i
n
g
t
h
e
q
ua
li
ty
o
f
p
r
im
a
r
y
e
d
u
cat
ion
i
n
S
ub-Sah
a
ran
Af
rica.
W
as
hi
ngton,
D
C
: A
F
TH
R
Te
chn
i
cal
Note N
o
.
14
.; 1
99
4
.
[19
]
F
eb
riy
a
nti
A.
S
canni
ng
t
he
e
xt
er
nal
an
d
int
e
rnal
e
n
v
i
r
onm
e
nt
o
f
Isla
m
i
c
e
d
u
c
a
t
ion
insti
t
ut
io
ns
.
J
Ke
pe
n
d
idik
a
n
.
20
15
;II
I(2):1–
13
.
[2
0]
A
u
lia
G
.
Sta
k
e
h
old
e
r
pa
rtic
ipa
tion
in
i
mp
le
me
ntin
g
the
a
d
i
wiyata
p
rog
r
am
a
t
Boj
o
n
e
go
ro
4
P
ublic
M
i
ddle
S
c
h
o
o
l
.
K
e
bijak
dan
M
a
naj
P
ublik
.
2
01
6
;
4(3).
[2
1]
A
m
i
na
tu
n
T
,
S
u
b
a
li
B.
D
e
v
e
l
op
me
n
t
o
f
bio
l
og
y
le
a
r
n
i
ng
m
o
d
u
les
bas
e
d
on
a
n
d
r
oi
d
m
obil
e
l
ocal
eco
sys
t
em
m
a
t
e
rial
a
rea
to
im
p
rove
t
h
i
nkin
g
s
k
i
ll
s
of
h
i
g
h
sch
o
o
l
s
tu
dent
s. Y
og
ya
k
a
rta
;
2
01
6.
[22
]
M
as
ku
r.
T
he
i
m
p
ortan
ce
o
f
pub
lic
r
elatio
ns
a
t
s
t
ak
e
h
ol
ders
o
f
ed
ucati
o
n
a
l
in
st
ituti
ons.
W
a
h
a
na
A
k
a
d.
2014;
1
(2):
167–8
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
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N
:
2252-
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22
Fig
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(Moham
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u
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27
[2
3]
R
od
ríg
u
e
z
MC,
Viv
a
s
JR
,
Co
me
sañ
a
A
,
Ra
mírez
LM
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Peña
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A.
P
ercei
ved
soci
al
s
u
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n
mi
dd
le
s
ch
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stud
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s
. In
t
Rev
Soc Sc
i
. 2
01
7;5
(
Jan
u
ary
(1)):8
1
–
9
0
.
[24
]
R
ah
m
a
n
M
F
.
T
he
e
f
f
ect
o
f
paren
t
al
s
u
p
p
o
rt
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l
earni
ng
f
a
c
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s
c
ho
ols
o
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o
m
i
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learn
i
ng
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ievem
e
n
t
t
h
rough
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ng
m
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tivat
i
o
n
i
n
t
he
V
III
juni
or
h
i
gh
school
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las
s
2
U
n
g
a
ran.
I
n:
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ro
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gs
o
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t
h
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N
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S
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E
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r
ast
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u
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i
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