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Ph
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n
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I
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D
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O
N
C
r
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tiv
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in
k
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an
ab
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m
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tig
h
t
[4
–
7]
.
T
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in
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elim
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ated
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co
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p
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,
cr
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tiv
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k
in
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is
n
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.
Ho
wev
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wh
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v
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lo
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cr
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in
k
in
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s
k
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[8
–
1
0
]
.
Sev
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[
1
3
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1
4
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.
Acc
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MTs
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Evaluation Warning : The document was created with Spire.PDF for Python.
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36
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s
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less
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t
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ea
tiv
e
th
in
k
in
g
a
b
ilit
ies
o
f
I
s
lam
ic
ju
n
i
o
r
h
ig
h
s
ch
o
o
l
o
f
E
ast
L
am
p
u
n
g
w
er
e
s
till
at
a
lo
w
lev
el.
Sev
e
r
al
s
tu
d
ies
h
av
e
r
ev
ea
led
s
o
l
u
tio
n
s
to
o
v
e
r
co
m
e
th
e
s
tu
d
e
n
ts
’
cr
ea
tiv
e
th
in
k
i
n
g
ab
ilit
ies
p
r
o
b
lem
s
.
On
e
o
f
th
e
s
o
lu
tio
n
s
is
th
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
ce
r
tain
lear
n
in
g
m
o
d
els
in
wh
ich
s
tep
s
ca
n
tr
ain
s
tu
d
en
ts
to
g
et
u
s
ed
t
o
th
in
k
in
g
cr
ea
tiv
el
y
.
So
m
e
lear
n
in
g
m
o
d
els
th
at
h
av
e
b
ee
n
p
r
o
v
e
n
ef
f
ec
tiv
e
to
im
p
r
o
v
e
th
e
c
r
ea
tiv
e
th
in
k
in
g
s
k
ill
is
:
1
)
Pro
b
lem
-
b
ased
lear
n
in
g
m
o
d
el;
b
y
ac
cu
s
to
m
in
g
s
tu
d
en
ts
to
f
in
d
o
u
t
th
eir
an
s
wer
s
to
p
r
o
b
lem
s
r
el
ated
to
th
eo
r
y
.
T
h
e
p
r
o
b
lem
-
b
ased
lear
n
in
g
m
o
d
el
h
as
b
ee
n
p
r
o
v
en
t
o
h
a
v
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
e
n
ts
’
c
r
ea
tiv
e
th
in
k
in
g
ab
ilit
ies
[
1
6
–
21]
;
2)
B
len
d
ed
L
ea
r
n
in
g
m
o
d
el
co
m
b
i
n
e
d
with
Pro
ject
-
b
ased
L
ea
r
n
in
g
h
as
b
e
en
p
r
o
v
en
to
b
e
ab
le
t
o
im
p
r
o
v
e
s
tu
d
en
ts
’
cr
ea
tiv
e
t
h
in
k
in
g
ab
ilit
ies
s
ee
n
f
r
o
m
th
e
in
cr
ea
s
ed
a
b
ilit
y
in
ea
ch
i
n
d
icato
r
o
f
cr
ea
tiv
e
th
in
k
i
n
g
[
2
2
]
;
3
)
C
o
n
n
ec
tin
g
,
Or
g
an
izi
n
g
,
R
ef
lectin
g
,
an
d
E
x
ten
d
in
g
m
o
d
el
(
C
OR
E
)
ha
s
b
ee
n
p
r
o
v
en
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
[
2
3
]
.
B
ased
o
n
s
ev
er
al
s
tu
d
ies,
it
h
as
b
ee
n
k
n
o
w
n
th
at
C
OR
E
wa
s
p
r
o
v
en
ca
p
ab
le
in
in
c
r
ea
s
in
g
s
tu
d
en
ts
’
m
ath
em
atica
l
co
n
n
ec
tio
n
s
[
2
4
,
2
5
]
an
d
s
h
o
win
g
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
d
iv
er
g
en
t
th
in
k
i
n
g
[
2
6
]
.
T
h
e
C
OR
E
lear
n
in
g
m
o
d
el
co
m
b
in
es
f
o
u
r
im
p
o
r
t
an
t
co
n
s
tr
u
ctiv
is
t
elem
en
ts
,
n
am
ely
:
co
n
n
ec
tin
g
s
tu
d
en
ts
’
k
n
o
wled
g
e,
o
r
g
a
n
iz
in
g
n
ew
k
n
o
wled
g
e,
p
r
o
v
id
in
g
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
ts
t
o
r
ef
lect
o
n
it,
an
d
allo
win
g
s
tu
d
en
ts
to
ex
p
a
n
d
t
h
e
k
n
o
wled
g
e
[
2
7
]
.
A
r
esear
c
h
b
y
Ma
f
tu
k
h
ah
also
s
tated
t
h
at
C
OR
E
lear
n
in
g
m
o
d
el
h
as b
ee
n
p
r
o
v
en
ca
p
ab
l
e
in
im
p
r
o
v
in
g
s
tu
d
en
ts
’
cr
ea
ti
v
e
th
in
k
in
g
s
k
ills
[
2
8
]
.
Pre
v
io
u
s
r
esear
ch
h
as
p
r
o
v
en
th
at
th
e
C
O
R
E
lear
n
in
g
m
o
d
el
h
as
b
ee
n
p
r
o
v
en
ef
f
ec
tiv
e
in
u
p
g
r
a
d
in
g
s
tu
d
en
ts
’
cr
ea
tiv
e
th
in
k
in
g
s
k
ill,
b
u
t,
in
Ma
f
tu
k
h
ah
r
esear
c
h
[
2
8
]
(
an
d
ev
en
in
o
th
er
r
e
s
ea
r
ch
es
th
at
u
s
ed
C
OR
E
lear
n
in
g
m
o
d
el)
h
as
n
o
t
ex
p
lain
e
d
in
d
etail
ab
o
u
t
th
e
ap
p
licatio
n
o
f
ev
er
y
s
tag
e
o
f
C
OR
E
lear
n
in
g
m
o
d
el
(
em
p
ir
ic
ex
p
er
ien
ce
)
,
s
o
,
m
an
y
teac
h
er
s
,
r
esear
ch
er
s
,
an
d
ed
u
ca
tio
n
p
r
ac
titi
o
n
er
s
ar
e
cu
r
io
u
s
ab
o
u
t
h
o
w
ea
ch
s
tag
e
in
th
e
C
OR
E
lear
n
in
g
m
o
d
el
ca
n
in
f
l
u
en
c
e
ea
ch
in
d
icato
r
o
n
cr
ea
tiv
e
t
h
in
k
in
g
s
k
ill.
T
h
is
r
esear
ch
is
h
er
e
to
f
ill
th
is
g
a
p
,
b
esid
es
to
o
v
er
co
m
e
th
e
p
r
o
b
lem
o
f
cr
ea
tiv
e
t
h
in
k
in
g
t
h
at
o
cc
u
r
r
ed
at
th
e
I
s
lam
ic
ju
n
io
r
h
ig
h
s
ch
o
o
l
in
E
ast
L
am
p
u
n
g
,
it
also
p
r
o
v
i
d
es
a
s
to
r
y
b
o
ar
d
t
h
at
d
escr
ib
e
h
o
w
to
ap
p
ly
t
h
e
ap
p
r
o
p
r
iate
C
OR
E
m
o
d
el
to
i
m
p
r
o
v
e
th
e
cr
ea
tiv
e
th
in
k
in
g
s
k
ill,
s
o
,
it
ca
n
b
e
a
g
u
id
e
f
o
r
teac
h
er
s
wh
o
ar
e
in
ter
ested
to
ap
p
ly
th
is
m
o
d
el
in
th
e
class
lear
n
in
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
is
a
q
u
asi
-
ex
p
er
im
en
t
with
a
n
o
n
-
eq
u
iv
alen
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
th
e
c
o
n
tr
o
l
g
r
o
u
p
wer
e
n
o
t
ch
o
s
en
h
a
p
h
az
ar
d
ly
,
b
u
t
r
ath
er
p
u
r
p
o
s
iv
ely
(
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e)
.
W
e
ch
o
o
s
e
th
ese
two
class
es
as
th
e
b
ec
au
s
e
:
1
)
T
h
ese
two
class
es
wer
e
n
o
t
s
u
p
er
io
r
class
es
;
2
)
T
h
ese
two
class
e
s
wer
e
tau
g
h
t
b
y
th
e
s
am
e
p
h
y
s
ics
teac
h
er
.
T
h
e
tr
ea
tm
en
t
last
ed
f
o
r
f
o
u
r
wee
k
s
an
d
s
tar
ted
b
y
p
r
o
v
id
in
g
an
in
itial
test
in
th
e
f
ir
s
t
wee
k
(
in
th
e
s
am
e
d
a
y
)
,
th
is
in
itial
test
aim
ed
to
d
e
t
er
m
in
e
th
e
p
r
o
f
ile
o
f
s
tu
d
en
ts
’
in
itial
cr
ea
tiv
e
th
in
k
in
g
ab
ilit
ies
.
T
h
en
,
b
o
t
h
wer
e
g
iv
en
th
e
tr
ea
tm
en
ts
;
th
e
ex
p
er
im
en
tal
g
r
o
u
p
u
s
ed
th
e
C
OR
E
lear
n
in
g
m
o
d
el
an
d
t
h
e
co
n
tr
o
l
g
r
o
u
p
u
s
ed
th
e
s
cien
tific
ap
p
r
o
ac
h
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
ap
ar
t
f
r
o
m
th
e
d
if
f
er
e
n
ce
s
in
th
e
lear
n
in
g
m
o
d
el,
th
er
e
was
n
o
o
t
h
er
d
i
f
f
er
en
t
t
r
ea
tm
en
t.
T
h
e
ass
ig
n
m
en
ts
,
m
ed
ia,
an
d
to
p
ics
tau
g
h
t
wer
e
th
e
s
am
e.
Af
ter
th
at,
a
p
o
s
t
-
test
was
g
iv
en
as
th
e
r
ef
er
e
n
ce
d
ata
to
s
ee
th
e
ef
f
ec
tiv
en
ess
o
f
ea
ch
t
r
ea
tm
en
t o
f
cr
ea
tiv
e
th
i
n
k
in
g
ab
ilit
ies.
T
h
e
p
o
p
u
latio
n
in
th
is
s
tu
d
y
wer
e
s
tu
d
en
ts
o
f
th
e
E
ast
L
am
p
u
n
g
Un
g
g
u
lan
I
s
lam
ic
J
u
n
io
r
Hig
h
Sch
o
o
l.
T
h
e
s
am
p
le
u
s
ed
was
class
VI
I
I
A
with
a
to
tal
o
f
3
0
s
tu
d
en
ts
as
a
n
ex
p
er
im
en
t
al
class
an
d
VI
I
I
B
with
a
to
tal
o
f
3
0
s
tu
d
en
ts
as
a
co
n
tr
o
l
class
.
T
h
ese
s
am
p
les we
r
e
test
ed
with
th
e
No
r
m
alit
y
an
d
Ho
m
o
g
en
eity
test
u
s
in
g
SP
SS
2
5
s
o
f
twar
e
with
th
e
p
r
o
v
is
io
n
s
ig
.
v
alu
es
>0
.
0
5
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
n
o
r
m
ality
test
,
th
e
ex
p
er
im
e
n
tal
class
r
ea
ch
ed
a
s
ig
n
if
ican
ce
v
alu
e
o
f
0
.
0
6
4
an
d
th
e
ex
p
er
im
en
t
al
class
r
ea
ch
ed
a
s
ig
n
if
ican
ce
v
alu
e
o
f
0
.
1
2
6
.
So
,
th
e
two
s
am
p
les
ar
e
n
o
r
m
ally
d
is
tr
ib
u
ted
(
r
ea
ch
e
d
m
o
r
e
t
h
an
0
.
0
5
s
ig
n
if
ican
t
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
OR
E
lea
r
n
in
g
mo
d
el:
I
ts
effe
ctive
n
ess
to
w
a
r
d
s
s
tu
d
en
ts
’
crea
tive
th
in
kin
g
(
A
n
to
mi
S
a
r
eg
a
r
)
37
v
alu
e)
.
B
ased
o
n
th
e
h
o
m
o
g
en
eity
test
,
a
s
ig
n
if
ican
ce
v
a
lu
e
o
f
0
.
5
3
0
was
o
b
tain
ed
,
t
h
is
m
ea
n
t
th
at
th
e
s
am
p
les ca
m
e
f
r
o
m
th
e
s
am
e
p
o
p
u
latio
n
(
h
o
m
o
g
e
n
eo
u
s
)
.
T
h
e
r
esear
ch
in
s
tr
u
m
en
t
s
wer
e
an
ess
ay
tes
t
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
cr
ea
tiv
e
th
in
k
in
g
ab
ilit
i
es
an
d
an
o
b
s
er
v
atio
n
s
h
ee
t
to
d
ete
r
m
in
e
th
e
f
ea
s
ib
ilit
y
o
f
th
e
m
o
d
el.
B
ef
o
r
e
th
e
test
was
ad
m
in
is
ter
ed
,
it
was
test
ed
to
f
in
d
o
u
t
th
e
lev
el
o
f
v
alid
ity
,
r
eliab
ilit
y
,
lev
el
o
f
d
if
f
icu
lt
y
,
an
d
d
is
cr
im
in
atin
g
in
d
ex
.
Fro
m
v
alid
ity
an
d
r
eliab
ilit
y
test
,
th
is
in
s
tr
u
m
en
t
was
s
tated
v
alid
an
d
r
eliab
le
.
B
esid
es,
h
y
p
o
th
esis
test
in
g
in
th
is
s
tu
d
y
was
n
o
t
o
n
ly
lim
ited
t
o
th
e
Gain
test
,
b
u
t
also
u
s
ed
th
e
E
f
f
ec
t
Siz
e
t
est.
T
h
e
E
f
f
ec
t
Size
test
was
u
s
ed
to
s
ee
th
e
in
cr
ea
s
e
in
th
e
r
esu
lts
o
f
th
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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
OR
E
lea
r
n
in
g
mo
d
el:
I
ts
effe
ctive
n
ess
to
w
a
r
d
s
s
tu
d
en
ts
’
crea
tive
th
in
kin
g
(
A
n
to
mi
S
a
r
eg
a
r
)
39
T
h
e
cr
ea
tiv
e
th
in
k
in
g
ab
ilit
y
is
a
p
er
s
o
n
’
s
s
k
ill
f
o
r
n
ew
id
ea
s
th
at
ca
n
b
e
ap
p
lied
to
d
ea
l
with
p
r
o
b
lem
s
[
2
9
]
.
B
ased
o
n
T
ab
l
e
3
th
e
r
esu
lts
o
f
h
y
p
o
th
esis
test
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g
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s
in
g
th
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E
f
f
ec
t
Size
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t
ca
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e
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m
ed
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at
th
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o
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el
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ec
tiv
e
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
cr
ea
tiv
e
th
in
k
in
g
.
T
h
is
wa
s
d
u
e
to
lear
n
in
g
b
y
ap
p
ly
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th
e
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OR
E
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o
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el
,
th
e
s
tu
d
en
ts
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e
r
eq
u
ir
ed
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ea
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ased
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th
e
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f
o
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m
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o
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tain
ed
.
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r
in
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th
e
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ec
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o
ld
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n
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ep
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em
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er
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ld
in
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o
r
m
at
io
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,
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d
u
s
e
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ew
in
f
o
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m
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.
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h
r
o
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g
h
th
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le
ar
n
in
g
,
s
tu
d
en
ts
ca
n
ex
p
an
d
th
eir
k
n
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wled
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u
r
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g
th
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in
g
p
r
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ce
s
s
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lear
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ly
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g
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tific
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r
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tu
d
en
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t
m
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f
o
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r
o
m
teac
h
er
s
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s
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at
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lear
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th
ey
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e
less
tr
ain
e
d
in
c
r
ea
tiv
e
th
i
n
k
in
g
.
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h
e
f
in
d
in
g
o
f
t
h
is
r
esear
ch
was
in
li
n
e
with
th
e
ea
r
lier
s
tu
d
y
wh
ich
s
tated
t
h
at
th
e
b
ig
g
est
asp
ec
t
th
at
p
lay
e
d
a
r
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le
i
n
s
tu
d
en
ts
’
p
r
o
b
lem
s
o
lv
in
g
s
k
ills
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th
e
asp
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t
o
f
u
n
d
er
s
tan
d
in
g
o
f
c
r
ea
tiv
e
th
in
k
in
g
s
k
ill
[
1
6
]
.
T
h
e
p
r
ev
i
o
u
s
r
esear
ch
r
elate
d
to
C
OR
E
lear
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m
o
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els
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tates
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at
it
co
u
ld
im
p
r
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v
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tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
co
n
ce
p
ts
[
3
0
]
,
h
ad
a
co
n
s
tr
u
ctiv
e
ef
f
ec
t
o
n
th
e
s
k
ill
o
f
c
r
itical
th
in
k
in
g
o
f
s
tu
d
en
ts
[
3
1
]
,
a
n
d
im
p
r
o
v
e
d
s
tu
d
en
ts
’
cr
ea
tiv
e
t
h
in
k
in
g
s
k
ills
[
3
2
]
.
I
n
th
e
le
ar
n
in
g
p
r
ac
tice
,
th
e
C
OR
E
m
o
d
el
was
s
tu
d
en
t
-
ce
n
ter
ed
wh
er
e
s
tu
d
en
ts
lo
o
k
e
d
f
o
r
s
o
lu
tio
n
s
an
d
b
u
ild
th
eir
k
n
o
wled
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e.
T
h
is
p
r
o
v
id
e
d
a
d
if
f
er
en
t
ex
p
er
ien
ce
s
o
th
at
s
tu
d
en
ts
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u
ld
im
p
r
o
v
e
th
eir
p
r
o
b
le
m
-
s
o
lv
in
g
a
b
ilit
ies,
esp
ec
ially
in
cr
ea
tiv
e
th
in
k
in
g
a
b
ilit
ies.
T
h
er
ef
o
r
e,
C
OR
E
lear
n
in
g
m
o
d
el
ca
n
also
tr
ain
s
tu
d
en
ts
to
g
et
u
s
ed
to
co
llab
o
r
atin
g
in
g
r
o
u
p
lear
n
in
g
.
T
ab
le
5
s
h
o
wed
th
e
r
esu
lts
o
f
s
tu
d
en
ts
’
an
s
wer
s
in
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
o
f
two
s
am
p
le
class
es.
T
ab
le
5
will h
elp
u
s
to
s
ee
d
if
f
er
e
n
ce
s
in
s
tu
d
en
ts
’
an
s
wer
s
b
ef
o
r
e
an
d
af
ter
tr
ea
tm
en
t
.
T
ab
le
5
.
Sam
p
le
a
n
s
wer
s
f
r
o
m
co
n
tr
o
l a
n
d
ex
p
er
im
en
t
al
clas
s
es
(
Po
s
t
-
tes
t)
C
l
a
s
s
P
o
st
-
t
e
st
Ex
p
e
r
i
m
e
n
t
Q
u
e
st
i
o
n
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n
E
n
g
l
i
sh
(
Th
i
s
q
u
e
s
t
i
o
n
w
a
s a
p
p
l
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e
d
t
o
b
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h
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t
h
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p
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t
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s
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a
n
d
p
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-
t
e
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)
.
P
a
y
a
t
t
e
n
t
i
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t
o
t
h
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p
i
c
t
u
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o
f
so
me
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w
h
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s
p
l
a
y
i
n
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t
h
e
g
u
i
t
a
r
a
s fo
l
l
o
w
s!
Th
e
g
u
i
t
a
r
i
s
a
s
t
r
i
n
g
e
d
mu
s
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t
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b
y
p
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u
si
n
g
f
i
n
g
e
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s
o
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p
l
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c
t
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m
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I
f
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:
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
35
-
41
40
I
n
T
ab
le
5
,
it
ca
n
b
e
s
ee
n
th
e
d
if
f
er
en
ce
i
n
an
s
wer
s
an
d
c
o
m
p
ar
e
th
e
a
n
s
wer
s
o
f
ea
ch
s
tu
d
en
t
in
th
e
co
n
tr
o
l
class
an
d
th
e
e
x
p
er
im
e
n
tal
class
.
B
ef
o
r
e
t
h
e
lear
n
in
g
m
o
d
el
was
a
p
p
lied
(
b
e
f
o
r
e
tr
e
atm
en
t
was
g
iv
e
n
)
,
m
o
s
t
s
tu
d
en
ts
s
o
lv
ed
p
r
o
b
le
m
s
in
th
e
p
r
etest
in
th
e
wr
o
n
g
way
,
th
is
h
ap
p
en
ed
b
ec
au
s
e
th
e
s
tu
d
en
ts
wer
e
wr
o
n
g
in
an
aly
zin
g
th
e
q
u
esti
o
n
s
,
s
o
th
ey
g
av
e
th
e
wr
o
n
g
an
s
wer
s
.
Af
ter
p
r
o
v
id
in
g
tr
e
atm
en
t
b
y
ap
p
ly
in
g
two
d
if
f
er
e
n
t
lear
n
in
g
m
o
d
els
in
two
s
am
p
le
class
es,
it
o
b
s
er
v
ed
a
n
u
p
tu
r
n
in
s
tu
d
e
n
ts
’
c
r
ea
tiv
e
th
in
k
in
g
in
s
o
lv
in
g
p
r
o
b
lem
s
.
Ho
wev
er
,
ex
p
er
im
en
tal
class
s
tu
d
en
ts
we
r
e
ab
le
to
p
r
o
v
id
e
m
o
r
e
d
eta
iled
an
d
s
tr
u
ctu
r
ed
an
s
wer
s
th
an
an
s
wer
s
p
r
o
v
i
d
e
d
b
y
s
tu
d
e
n
ts
in
th
e
co
n
tr
o
l c
la
s
s
.
W
h
ile
s
o
lv
in
g
p
r
o
b
lem
s
in
th
e
p
o
s
t
-
test
,
th
er
e
wer
e
two
s
tu
d
en
ts
f
r
o
m
ea
ch
s
am
p
le
class
wh
o
an
s
wer
e
d
th
e
q
u
esti
o
n
s
ap
p
r
o
p
r
iately
.
An
y
h
o
w,
th
er
e
wer
e
d
is
cr
ep
an
cies
in
th
e
co
m
p
let
io
n
o
f
an
s
wer
s
b
y
s
tu
d
en
ts
wh
o
lear
n
with
th
e
C
OR
E
lear
n
in
g
m
o
d
el
with
s
tu
d
en
ts
wh
o
d
o
n
o
t
lear
n
with
th
e
C
OR
E
lear
n
in
g
m
o
d
el.
T
h
is
d
if
f
er
en
ce
was
s
tr
ik
in
g
f
r
o
m
th
e
way
s
tu
d
en
ts
id
en
tify
p
r
o
b
lem
s
.
A
s
tu
d
en
t
f
r
o
m
th
e
ex
p
er
im
en
tal
class
ex
p
lain
ed
“wh
y
f
r
e
q
u
en
c
y
is
in
v
er
s
ely
p
r
o
p
o
r
tio
n
al
to
t
h
e
len
g
th
o
f
th
e
s
tr
in
g
s
”
b
y
co
n
f
ir
m
in
g
th
e
r
ea
s
o
n
f
o
r
th
e
d
etailed
an
s
wer
,
n
am
el
y
:
th
e
l
o
n
g
er
t
h
e
g
u
itar
s
tr
in
g
s
,
th
e
s
m
aller
th
e
f
r
e
q
u
en
c
y
an
d
v
ice
v
er
s
a
.
I
t
s
how
ed
th
at
s
tu
d
en
ts
h
a
d
th
eir
ass
ess
m
en
t
o
f
a
p
r
o
b
lem
p
r
esen
ted
an
d
ca
n
d
r
aw
co
n
clu
s
io
n
s
an
d
p
r
esen
t a
n
s
wer
s
well.
Alth
o
u
g
h
th
e
a
n
s
wer
s
wer
e
b
o
th
co
r
r
ec
t,
s
tu
d
en
ts
we
r
e
tr
u
ly
a
b
le
to
d
escr
ib
e
s
o
l
u
tio
n
s
in
a
s
y
s
tem
atic
an
d
d
etailed
m
an
n
er
an
d
wh
ich
s
tu
d
e
n
ts
wer
e
o
n
ly
ab
le
to
an
s
wer
im
p
r
o
v
is
ed
q
u
esti
o
n
s
.
T
h
u
s
,
th
e
an
s
wer
s
f
r
o
m
th
e
ex
p
er
im
e
n
tal
class
s
tu
d
en
ts
p
r
o
v
ed
to
b
e
m
o
r
e
s
y
s
tem
atic,
d
etailed
,
an
d
in
clu
d
e
d
th
e
tr
an
s
latio
n
o
f
th
e
r
ig
h
t c
o
n
ce
p
t
s
co
m
p
ar
ed
with
t
h
e
an
s
wer
s
f
r
o
m
th
e
s
tu
d
e
n
ts
in
th
e
co
n
tr
o
l
class
.
Ap
p
ly
in
g
th
e
C
OR
E
m
o
d
el
in
lear
n
in
g
c
o
u
ld
tr
ain
s
tu
d
en
ts
to
th
in
k
f
l
u
en
tly
,
f
lex
ib
ly
,
o
r
i
g
in
al,
an
d
elab
o
r
ativ
ely
.
B
ec
au
s
e
th
e
co
m
b
in
atio
n
o
f
th
e
C
o
n
n
ec
tin
g
-
Or
g
an
izin
g
-
R
ef
lectin
g
-
E
x
ten
d
in
g
s
tep
s
p
r
o
d
u
ce
s
g
r
ea
t
p
er
f
o
r
m
an
ce
wh
en
ap
p
lied
o
p
tim
ally
.
B
ased
o
n
th
e
o
b
s
er
v
atio
n
s
d
u
r
in
g
r
esear
ch
,
th
e
co
n
n
ec
tin
g
s
te
p
co
u
ld
im
p
r
o
v
e
s
tu
d
en
ts
’
s
k
ills
to
th
in
k
f
lu
e
n
tly
.
At
t
h
is
s
tep
,
s
tu
d
en
ts
wer
e
ab
le
t
o
co
n
n
ec
t
m
an
y
co
n
ce
p
ts
an
d
k
n
o
wled
g
e,
th
is
is
in
ac
c
o
r
d
an
ce
with
p
r
e
v
io
u
s
r
esear
ch
co
n
d
u
cte
d
b
y
Yu
lian
to
,
et
a
l.
wh
ich
s
tated
th
at
th
e
C
OR
E
lear
n
in
g
m
o
d
el
was
ab
le
to
im
p
r
o
v
e
m
at
h
em
atica
l
co
n
n
ec
tio
n
s
k
ill
[
2
4
]
.
At
th
e
Or
g
an
izin
g
s
tep
,
s
tu
d
en
ts
wer
e
g
iv
e
n
in
f
o
r
m
a
tio
n
ab
o
u
t
a
co
n
ce
p
t
an
d
h
o
ld
d
is
cu
s
s
io
n
s
with
th
eir
g
r
o
u
p
-
m
ates.
So
th
at
s
tu
d
en
ts
co
u
ld
s
ee
a
co
n
ce
p
t
f
r
o
m
v
ar
io
u
s
p
o
in
ts
o
f
v
iew,
th
is
ac
tiv
ity
co
u
ld
im
p
r
o
v
e
th
e
ir
f
lex
ib
le
th
in
k
in
g
s
k
ills
.
At
th
e
R
ef
lectin
g
s
tep
,
s
tu
d
en
ts
r
ef
lecte
d
an
d
th
o
u
g
h
t
ab
o
u
t
a
co
n
ce
p
t
in
d
ep
th
,
an
d
at
th
e
E
x
ten
d
in
g
s
tep
,
s
tu
d
en
ts
p
r
esen
ted
th
e
r
esu
lts
o
f
th
e
d
is
c
u
s
s
io
n
an
d
th
eir
th
o
u
g
h
ts
,
s
o
,
th
ese
s
tep
s
will
p
r
ac
tice
th
ei
r
o
r
ig
in
al
th
in
k
in
g
an
d
elab
o
r
at
e
th
in
k
in
g
s
k
ills
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
wer
e
s
u
p
p
o
r
ted
b
y
Ar
if
ah
’
s
r
esear
ch
wh
ich
r
ev
ea
led
th
at
C
OR
E
lear
n
in
g
m
o
d
el
h
ad
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
cr
ea
tiv
e
t
h
in
k
in
g
s
k
ills
[
3
2
]
.
B
ef
o
r
e
s
tar
tin
g
a
lear
n
in
g
p
r
o
ce
s
s
,
teac
h
er
s
h
av
e
to
p
r
e
p
ar
e
an
o
v
e
r
v
iew
o
f
th
e
b
en
e
f
its
o
f
lear
n
in
g
th
e
m
ater
ial
to
b
e
lear
n
e
d
in
d
ail
y
life
.
So
,
th
e
teac
h
er
will
in
d
ir
ec
tly
g
et
u
s
ed
to
th
in
k
i
n
g
cr
ea
tiv
ely
to
p
r
ep
a
r
e
im
ag
es th
at
ca
n
tr
ig
g
e
r
s
tu
d
en
t
cu
r
io
s
ity
.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
e
r
esear
ch
,
it
ca
n
b
e
c
o
n
clu
d
ed
t
h
at
th
e
C
OR
E
lear
n
in
g
m
o
d
el
is
ef
f
icien
t
in
in
cr
ea
s
in
g
s
tu
d
en
ts
’
cr
ea
tiv
e
th
in
k
in
g
a
b
ilit
ies.
T
h
is
was
p
r
o
v
e
n
b
y
th
e
r
esu
lts
o
f
th
e
e
f
f
ec
t
s
ize
test
wh
ich
s
tated
th
at
th
e
ef
f
ec
tiv
en
es
s
v
alu
e
o
f
th
e
C
OR
E
m
o
d
el
f
o
r
cr
ea
tiv
e
th
in
k
i
n
g
s
k
ill
was
0
.
5
7
,
in
th
e
m
o
d
e
r
ate
ca
teg
o
r
y
.
So
,
th
e
C
OR
E
m
o
d
e
l g
av
e
a
q
u
ite
h
ig
h
ef
f
ec
t o
n
s
tu
d
en
ts
’
cr
ea
tiv
e
th
i
n
k
in
g
in
p
h
y
s
ics
.
RE
F
E
R
E
NC
E
S
[1
]
K.
W.
Ward
i
k
a
,
K
.
U
.
Aria
wa
n
a
n
d
P
.
S
.
Ars
a
,
“
Ap
p
li
c
a
ti
o
n
o
f
th
e
CORE
M
o
d
e
l
(C
o
n
n
e
c
ti
n
g
,
Org
a
n
izin
g
,
Re
flec
ti
n
g
,
E
x
ten
d
in
g
)
to
Im
p
r
o
v
e
th
e
Re
su
lt
s
o
f
Lea
rn
in
g
Ac
ti
v
it
ies
in
C
o
m
p
u
ter
As
se
m
b
ly
Cl
a
ss
XTJK
J2
(in
Ba
h
a
sa
)
,
”
J
.
Pen
d
id
ik.
T
e
k
.
El
e
k
tr
o
,
v
o
l.
6
,
n
o
.
3
,
p
p
.
1
27
-
1
3
6
,
2
0
1
7
.
[2
]
D.
W
a
h
y
u
n
i,
“
Im
p
ro
v
in
g
Tea
c
h
e
r
Co
m
p
e
ten
c
e
To
wa
rd
s
t
h
e
4
.
0
Re
v
o
lu
t
io
n
a
ry
Era
(i
n
Ba
h
a
sa
)
,
”
Ka
ji
an
S
i
n
g
k
at
T
e
rh
a
d
a
p
Is
u
Aktu
a
l
D
a
n
S
tra
teg
is
,
v
o
l.
1
0
,
n
o
.
2
4
,
2
0
1
8
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/b
e
rk
a
s.
d
p
r.
g
o
.
id
/
p
u
sl
it
/fi
le
s/in
fo
_
sin
g
k
a
t/
I
n
fo
%
2
0
S
i
n
g
k
a
t
-
X
-
24
-
II
-
P
3
DI
-
De
se
m
b
e
r
-
2
0
1
8
-
2
1
8
.
p
d
f
[3
]
A.
Kh
o
iri
,
Nu
l
n
g
a
fa
n
,
W.
S
u
n
a
r
n
o
,
a
n
d
S
a
ji
d
a
n
,
“
Ho
w
is
S
t
u
d
e
n
ts’
Cre
a
ti
v
e
Th
in
k
in
g
S
k
il
ls?
A
n
Et
h
n
o
sc
ien
c
e
Lea
rn
in
g
Im
p
lem
e
n
tatio
n
,
”
J
.
Ilm
.
Pen
d
id
ik.
Fi
s.
Al
-
Bi
Ru
N
i
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
1
5
3
–
1
6
3
,
2
0
1
9
.
[4
]
I.
S
y
a
fe
i,
A.
S
a
re
g
a
r,
Ha
iru
l
,
A.
Ha
h
ir,
P
.
M
.
S
a
ri,
a
n
d
A.
An
u
g
ra
h
,
“
E
-
lea
rn
in
g
wit
h
S
TE
M
-
Ba
se
d
S
c
h
o
o
lo
g
y
o
n
S
tatic F
lu
id
M
a
teria
l,
”
J
.
Ph
y
s.
C
o
n
f.
S
e
r.
,
v
o
l.
1
4
5
7
,
n
o
.
1
,
p
p
.
1
–
9
,
2
0
2
0
.
[5
]
A.
S
a
re
g
a
r,
G
.
G
iy
o
to
,
F
.
Ariy
a
n
i,
T.
I.
P
a
we
,
A.
P
ricili
a
,
a
n
d
D.
As
tri
a
wa
n
,
“
Ho
w
to
De
sig
n
P
h
y
sic
s
P
o
ste
r
s
Lea
rn
in
g
M
e
d
ia
wit
h
Isla
m
ic
Va
lu
e
s
in
De
v
e
l
o
p
i
n
g
Lea
rn
in
g
M
o
ti
v
a
ti
o
n
a
n
d
S
t
u
d
e
n
t
C
h
a
ra
c
ter?
”
J
.
Ph
y
s.
C
o
n
f
.
S
e
r.
,
v
o
l.
1
1
5
5
,
n
o
.
1
,
p
p
.
1
–
9
,
2
0
1
9
.
[6
]
P
.
N
u
a
n
g
c
h
a
lerm
,
e
t
a
l.
,
“
E
n
v
ir
o
n
m
e
n
t
-
F
r
ien
d
l
y
Ed
u
c
a
ti
o
n
a
s
A
S
o
lu
ti
o
n
t
o
Ag
a
in
st
G
lo
b
a
l
Warm
in
g
:
A
Ca
s
e
S
tu
d
y
a
t
S
e
k
o
la
h
Ala
m
Lam
p
u
n
g
,
In
d
o
n
e
sia
,
”
J
.
E
d
u
c
.
Gi
ft
.
Y
o
u
n
g
S
c
i.
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
8
7
–
9
7
,
2
0
1
9
.
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
OR
E
lea
r
n
in
g
mo
d
el:
I
ts
effe
ctive
n
ess
to
w
a
r
d
s
s
tu
d
en
ts
’
crea
tive
th
in
kin
g
(
A
n
to
mi
S
a
r
eg
a
r
)
41
[7
]
A.
Th
a
h
ir,
C
.
An
wa
r,
A.
S
a
r
e
g
a
r,
L.
C
h
o
i
riah
,
F
.
S
u
sa
n
ti
,
a
n
d
A.
P
ricili
a
,
“
Th
e
Eff
e
c
ti
v
e
n
e
ss
o
f
S
TE
M
Lea
rn
i
n
g
:
S
c
ien
ti
fic Att
it
u
d
e
s a
n
d
S
t
u
d
e
n
ts’
Co
n
c
e
p
t
u
a
l
Un
d
e
rsta
n
d
i
n
g
,
”
J
.
P
h
y
s.
Co
n
f.
S
e
r.
,
v
o
l.
1
4
6
7
,
n
o
.
1
,
2
0
2
0
.
[8
]
H.
T.
Da
m
a
y
a
n
ti
,
“
M
a
th
e
m
a
ti
c
a
l
Cre
a
ti
v
e
Th
in
k
i
n
g
Ab
il
it
y
o
f
J
u
n
i
o
r
Hig
h
S
c
h
o
o
l
S
tu
d
e
n
ts i
n
S
o
lv
i
n
g
Op
e
n
-
En
d
e
d
P
ro
b
lem
,
”
J
.
Res
.
a
n
d
A
d
v
a
n
c
e
s in
M
a
th
.
E
d
u
.
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
3
6
–
4
5
,
2
0
1
8
.
[9
]
R.
D.
P
ra
ti
wi,
As
h
a
d
i
,
S
u
k
a
rm
i
n
,
a
n
d
D.
Ha
rju
n
o
wi
b
o
w
o
,
“
S
tu
d
e
n
t
s’
Cre
a
ti
v
e
T
h
in
k
i
n
g
S
k
il
ls
o
n
He
a
t
P
h
e
n
o
m
e
n
a
u
sin
g
P
o
g
il
Lea
rn
in
g
M
o
d
e
l
,
”
J
.
I
lm.
Pen
d
id
ik.
Fi
s.
Al
-
Bi
Ru
N
i
,
v
o
l.
0
8
,
n
o
.
2
,
p
p
.
2
2
1
–
2
3
1
,
2
0
1
9
.
[1
0
]
A.
M
a
li
k
,
Y.
Nu
ra
e
n
i,
a
n
d
A.
S
a
m
su
d
in
,
“
Cre
a
ti
v
e
T
h
in
k
in
g
S
k
il
ls
o
f
S
tu
d
e
n
ts
o
n
Ha
rm
o
n
ic
Vib
ra
ti
o
n
u
sin
g
M
o
d
e
l
S
tu
d
e
n
t
F
a
c
il
it
a
to
r
An
d
Ex
p
lai
n
in
g
(
S
F
AE),
”
J
.
I
lm.
Pen
d
i
d
ik.
Fi
s.
Al
-
Bi
R
u
Ni
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
7
7
–
8
8
,
2
0
1
9
.
[1
1
]
A.
P
rian
to
,
S
u
b
a
n
ji
,
a
n
d
I.
M
.
S
u
lan
d
ra
,
“
Cre
a
ti
v
e
Th
in
k
in
g
in
RM
E
Lea
rn
in
g
(in
Ba
h
a
sa
)
,
”
J
.
Pen
d
i
d
ik.
T
e
o
r.
Pen
e
li
ti
a
n
,
d
a
n
Pen
g
e
mb
.
,
v
o
l.
1
,
n
o
.
7
,
p
p
.
1
4
4
2
–
1
4
4
8
,
2
0
1
6
.
[1
2
]
H.
D.
P
u
tra,
A.
M
.
Ak
h
d
i
y
a
t,
E.
P
.
S
e
ti
a
n
y
,
a
n
d
M
.
An
d
iara
n
i
,
“
M
a
th
e
m
a
ti
c
a
l
Cre
a
ti
v
e
Th
in
k
i
n
g
Ab
il
it
y
o
f
Ju
n
io
r
Hig
h
S
c
h
o
o
l
S
tu
d
e
n
ts i
n
Cim
a
h
i
(
in
Ba
h
a
sa
)
,
”
Kre
a
n
o
,
J
.
M
a
t
.
Kre
a
t.
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
4
7
–
5
3
,
2
0
1
8
.
[1
3
]
N.
N.
Ak
m
a
li
a
,
H.
P
u
ji
a
stu
t
i,
a
n
d
Y.
S
e
ti
a
n
i,
“
Id
e
n
t
ifi
c
a
ti
o
n
o
f
M
a
th
e
m
a
ti
c
a
l
Cre
a
ti
v
e
Th
i
n
k
i
n
g
S
tep
t
h
ro
u
g
h
t
h
e
Ap
p
li
c
a
ti
o
n
o
f
P
ro
b
lem
Ba
se
d
Lea
rn
in
g
M
o
d
e
l
with
P
ro
b
le
m
S
u
b
m
issio
n
Tas
k
(i
n
Ba
h
a
sa
)
,
”
J
.
Pen
e
li
t.
p
e
mb
e
la
j
a
ra
n
M
a
t.
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
8
3
-
1
9
3
,
2
0
1
6
.
[1
4
]
Wah
y
u
d
i,
“
S
c
a
ffo
ld
i
n
g
a
c
c
o
r
d
in
g
to
Lea
rn
in
g
S
t
y
le
a
s
a
n
Eff
o
r
t
to
Im
p
r
o
v
e
M
a
th
e
m
a
ti
c
a
l
Cre
a
ti
v
e
Th
i
n
k
i
n
g
Ab
il
it
y
(in
Ba
h
a
sa
)
,
”
J
.
Pen
d
id
ik.
D
a
sa
r d
a
n
P
e
mb
e
la
j
a
ra
n
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
4
4
-
1
5
7
,
2
0
1
7
.
[1
5
]
Ka
rti
n
i
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
S
y
n
e
c
ti
c
Lea
rn
in
g
M
o
d
e
ls
to
wa
rd
s
Cre
a
ti
v
e
Th
in
k
in
g
Ab
il
it
y
a
n
d
S
tu
d
e
n
t
E
x
p
l
o
ra
ti
o
n
(in
Ba
h
a
sa
)
,
”
J
.
Pen
d
id
ik.
Fi
s.
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
2
7
-
31
,
2
0
1
5
.
[1
6
]
F
.
Ad
it
ia
a
n
d
S
.
Da
m
a
y
a
n
ti
,
“
Th
e
Eff
e
c
t
o
f
P
ro
b
lem
Ba
se
d
Lea
rn
in
g
M
o
d
e
l
o
n
S
tu
d
e
n
ts'
Cre
a
ti
v
e
Th
in
k
i
n
g
A
b
il
it
y
in
S
o
c
ial
S
tu
d
ies
Lea
rn
i
n
g
a
t
S
D
N
Ng
a
d
irej
o
,
Ke
d
iri
C
it
y
(i
n
Ba
h
a
sa
)
,
”
J
.
Pen
d
i
d
ik.
Da
sa
r
Nu
s
a
n
t
.
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
7
5
-
1
8
8
,
2
0
1
8
.
[1
7
]
A.
P
u
rn
a
m
a
n
i
n
g
r
u
m
,
S
.
Dw
ias
tu
ti
,
R.
M
.
P
ro
b
o
sa
ri,
a
n
d
N
o
v
iaw
a
ti
,
“
Im
p
ro
v
e
m
e
n
t
o
f
Cre
a
ti
v
e
T
h
in
k
in
g
Ab
i
li
ty
th
ro
u
g
h
P
ro
b
lem
Ba
se
d
Lea
rn
i
n
g
(P
BL)
in
Bi
o
lo
g
y
Lea
rn
i
n
g
fo
r
Clas
s
X
-
1
0
S
tu
d
e
n
ts
o
f
S
M
A
Ne
g
e
ri
3
S
u
ra
k
a
rta
a
c
a
d
e
m
ic y
e
a
r
2
0
1
1
/
2
0
1
2
(in
Ba
h
a
sa
)
,
”
J
.
Pen
d
.
Bi
o
l
o
g
y
.
,
v
o
l.
4
,
n
o
.
3
,
p
p
.
3
9
–
5
1
,
2
0
1
2
.
[1
8
]
M
.
Dia
n
to
r
o
a
n
d
J.
R.
Ba
rtl
o
lo
n
a
,
“
In
flu
e
n
c
e
o
f
P
r
o
b
lem
Ba
se
d
Lea
rn
in
g
M
o
d
e
l
o
n
S
t
u
d
e
n
t
Cre
a
ti
v
e
Th
in
k
i
n
g
o
n
El
a
sticity
T
o
p
ics
A
M
a
teria
l
,
”
J
.
Pen
d
i
d
ik
.
Fi
sik
.
I
n
d
o
.
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
3
2
–
3
9
,
2
0
1
8
.
[1
9
]
A.
El
iza
b
e
th
a
n
d
M
.
M
.
S
i
g
a
h
it
o
n
g
,
“
Th
e
In
f
lu
e
n
c
e
o
f
t
h
e
P
ro
b
lem
Ba
se
d
Lea
rn
in
g
M
o
d
e
l
o
n
S
t
u
d
e
n
ts'
Cre
a
ti
v
e
Th
in
k
in
g
Ab
il
i
ty
(in
Ba
h
a
sa
)
,
”
J
u
rn
a
l
Pen
g
k
a
j.
Ilmu
d
a
n
Pem
b
e
la
ja
ra
n
M
IPA
IKIP
M
a
ta
r
a
m
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
6
6
-
7
6
,
2
0
1
8
.
[2
0
]
W.
Kh
o
iri
,
Ro
c
h
m
a
d
,
a
n
d
A.
N
.
Ca
h
y
o
n
o
,
“
P
r
o
b
lem
b
a
se
d
lea
r
n
in
g
a
ss
isted
wit
h
m
u
l
ti
m
e
d
ia
i
n
m
a
th
e
m
a
ti
c
s
lea
rn
in
g
to
imp
ro
v
e
c
re
a
ti
v
e
th
i
n
k
in
g
a
b
il
it
y
(i
n
Ba
h
a
sa
)
,
”
Un
n
e
s J
.
M
a
t
h
.
E
d
u
c
.
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
1
4
-
1
2
1
,
2
0
1
3
.
[2
1
]
M
.
F
.
Re
z
k
y
,
“
Eff
e
c
t
o
f
P
ro
b
lem
Ba
se
d
Lea
rn
in
g
(P
BL
)
M
o
d
e
ls
o
f
Crit
ica
l
T
h
in
k
i
n
g
Ab
il
i
ty
S
t
u
d
e
n
t
s
o
n
T
h
e
Early
M
a
th
e
m
a
ti
c
s Ab
il
it
y
,
”
J
.
Pen
d
.
Fi
sik
a
,
v
o
l.
4
,
n
o
.
7
,
p
p
.
3
6
1
–
3
7
4
,
2
0
1
6
.
[2
2
]
R.
A.
Ca
n
d
ra
,
A.
T.
P
ra
se
ty
a
,
a
n
d
R.
Ha
rtati,
“
A
n
a
ly
sis
o
f
S
t
u
d
e
n
ts'
Cre
a
ti
v
e
Th
i
n
k
i
n
g
Ab
il
i
ty
th
ro
u
g
h
Ble
n
d
e
d
P
ro
jec
t
-
Lea
rn
in
g
Ap
p
li
c
a
ti
o
n
(i
n
Ba
h
a
sa
)
,
”
J
.
In
o
v
.
Pen
d
i
d
ik.
Kim.
,
v
o
l
.
1
3
,
n
o
.
2
,
p
p
.
2
4
3
7
–
2
4
4
6
,
2
0
1
9
.
[2
3
]
C.
Ch
istella
a
n
d
H.
S
o
e
k
a
m
to
,
“
A
c
o
m
p
a
riso
n
b
e
twe
e
n
g
e
n
e
ra
ti
v
e
lea
rn
in
g
m
o
d
e
l
a
n
d
CORE
lea
r
n
in
g
m
o
d
e
l
:
Th
e
in
flu
e
n
c
e
o
n
lea
rn
e
rs’ h
i
n
g
h
e
r
o
r
d
e
r
th
in
g
k
i
n
g
sk
il
l
,
”
IOS
R
J
.
Res
.
M
e
th
o
d
E
d
u
c
.
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
4
8
–
5
2
,
2
0
1
7
.
[2
4
]
A.
R.
Yu
li
a
n
to
,
Ro
c
h
m
a
d
,
a
n
d
N.
K.
Dw
id
a
y
a
t,
“
Efek
ti
v
e
n
e
s
o
f
Co
re
M
o
d
e
l
wit
h
S
c
a
ffo
l
d
in
g
t
o
Im
p
ro
v
e
Th
e
M
a
th
e
m
a
ti
c
a
l
Co
n
n
e
c
ti
o
n
S
k
il
l’
Un
iv
e
rsitas
Ne
g
e
ri
S
e
m
a
ra
n
g
,
”
J
.
Prim.
Ed
u
c
.
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
–
7
,
2
0
1
9
.
[2
5
]
H.
P
.
Na
n
m
u
m
p
u
n
i
a
n
d
E
.
Li
sti
y
a
n
i,
“
Th
e
Co
m
p
a
riso
n
o
f
th
e
E
ffe
c
ti
v
e
n
e
ss
o
f
th
e
CORE
a
n
d
S
TAD
Lea
rn
in
g
M
o
d
e
ls
Vie
we
d
fro
m
th
e
a
b
il
i
ty
o
f
Co
n
n
e
c
ti
o
n
s
a
n
d
M
a
th
e
m
a
ti
c
a
l
Re
a
so
n
in
g
(i
n
Ba
h
a
sa
)
,
”
J
.
Pen
d
i
d
ik.
M
a
t
.
,
v
o
l.
6
,
n
o
.
6
,
p
p
.
4
3
-
5
4
,
2
0
1
7
.
[2
6
]
P
.
Y.
Arta
sa
ri,
N.
W.
Arin
i,
a
n
d
I
.
N.
Wi
ry
a
,
“
Th
e
Eff
e
c
t
o
f
Co
n
n
e
c
ti
n
g
Org
a
n
izin
g
Re
flec
ti
n
g
Ex
te
n
d
i
n
g
(CORE)
Lea
rn
in
g
M
o
d
e
l
o
n
t
h
e
Div
e
rg
e
n
t
Ab
il
it
y
o
f
Clas
s
IV
S
tu
d
e
n
ts
i
n
S
o
c
ial
S
t
u
d
ies
S
u
b
jec
ts
(i
n
Ba
h
a
sa
)
,
”
M
IM
BA
R
PGS
D Un
d
iks
h
a
,
v
o
l.
1
,
n
o
.
1
,
2
0
1
6
.
[2
7
]
M
.
S
.
Cu
rwe
n
,
R.
G
.
M
il
ler,
K.
A
.
Wh
e
it
e
-
S
m
it
h
,
a
n
d
R.
C.
Ca
lfe,
“
In
c
re
a
sin
g
Tea
c
h
e
rs’
M
e
tac
o
n
g
n
it
io
n
De
v
e
lo
p
s
S
tu
d
e
n
ts’
Hig
h
e
r
Lea
rn
i
n
g
d
u
ri
n
g
C
o
n
te
n
t
Are
a
Li
tera
c
y
I
n
str
u
c
ti
o
n
,
”
J
.
T
e
a
c
h
.
Ed
ica
ti
o
n
,
v
o
l.
1
9
,
n
o
.
2
,
p
p
.
1
2
8
–
1
5
1
,
2
0
1
0
.
[2
8
]
N
.
A
.
M
a
ftu
k
h
a
h
,
K
Nu
r
h
a
li
m
,
a
n
d
Isn
a
rto
,
“
Cre
a
ti
v
e
T
h
in
k
in
g
Ab
il
it
y
in
C
o
n
n
e
c
ti
n
g
Org
a
n
i
z
in
g
Re
flec
ti
n
g
Ex
ten
d
in
g
Lea
rn
in
g
M
o
d
e
l
Vie
we
d
fro
m
Emo
ti
o
n
a
l
I
n
telli
g
e
n
c
e
(in
Ba
h
a
sa
)
,
”
J
.
Prim.
Ed
u
c
.
,
v
o
l.
6
,
n
o
.
3
,
p
p
.
2
6
7
-
2
7
6
,
2
0
1
7
.
[2
9
]
L.
W.
An
d
e
rso
n
a
n
d
D.
R.
Kra
th
wo
h
l,
Fra
me
wo
rk
,
Pl
a
tf
o
r
m
fo
r
L
e
a
rn
i
n
g
a
n
d
Asse
ss
me
n
t
(in
Ba
h
a
sa
)
.
Yo
g
y
a
k
a
rta:
P
u
sta
k
a
Be
laja
r,
2
0
1
0
.
[3
0
]
M
.
D.
P
.
S
u
b
a
rjo
,
I.
W.
R.
S
u
d
h
i
ta,
a
n
d
I.
M
.
S
u
a
rjan
a
,
“
Th
e
In
fl
u
e
n
c
e
o
f
th
e
CORE
M
o
d
e
l
o
n
th
e
Un
d
e
rsta
n
d
i
n
g
o
f
S
c
ien
c
e
Co
n
c
e
p
ts
i
n
Clas
s
V
S
tu
d
e
n
ts
in
Cl
u
ste
r
I
Na
k
u
la,
Ne
g
a
ra
District,
Je
m
b
ra
n
a
Re
g
e
n
c
y
(in
Ba
h
a
sa
)
,
”
J
.
M
imb
.
PGS
D Un
iv.
Pen
d
id
ik.
Ga
n
e
sh
a
,
v
o
l.
2
,
n
o
.
1
,
2
0
1
4
.
[3
1
]
K.
Ud
y
a
n
i
,
I
N
y
o
m
a
n
G
it
a
,
a
n
d
I.
P
.
S
u
r
y
a
wa
n
,
“
Th
e
Eff
e
c
t
o
f
C
ORE
-
Ba
se
d
Op
e
n
As
siste
d
Lea
rn
in
g
M
o
d
e
l
o
n
S
tu
d
e
n
ts'
M
a
th
e
m
a
ti
c
a
l
Crit
ica
l
Th
in
k
in
g
S
k
il
ls
(i
n
Ba
h
a
sa
)
,
”
J
.
Pen
d
i
d
ik.
M
a
t.
U
n
d
iks
h
a
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
5
4
-
6
2
,
2
0
1
8
.
[3
2
]
Y.
N.
Arifa
h
,
R
o
c
h
m
a
d
,
a
n
d
S
u
g
i
m
a
n
,
“
Th
e
Eff
e
c
t
o
f
CORE
Lea
rn
in
g
M
o
d
e
l
As
siste
d
b
y
Ca
se
S
t
u
d
y
S
trate
g
ies
o
n
Cre
a
ti
v
e
Th
i
n
k
i
n
g
A
b
il
it
y
o
f
Ju
n
i
o
r
Hig
h
S
c
h
o
o
l
S
t
u
d
e
n
ts
(in
Ba
h
a
sa
)
,
”
Un
n
e
s J
.
M
a
th
.
Ed
u
c
.
,
v
o
l.
5
,
n
o
.
2
,
2
0
1
6
.
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