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I
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ere.
ia
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co
m
M
o
tiva
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Isla
mic con
cept
i
n
m
a
d
ra
sa
h
ib
tid
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iya
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U
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d
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c
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n
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t
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s
Jam
b
i
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J
a
mb
i
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I
n
d
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Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
25
,
2
0
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1
R
ev
is
ed
Dec
20
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2
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ted
J
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2
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Th
is
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d
y
a
im
ed
to
se
e
h
o
w
st
u
d
e
n
ts'
m
o
ti
v
a
ti
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n
a
n
d
u
n
d
e
rsta
n
d
in
g
o
f
t
h
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c
o
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c
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p
t
o
f
Isla
m
ic relig
i
o
n
i
n
stu
d
e
n
ts i
n
r
u
ra
l
a
n
d
u
rb
a
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a
s.
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is r
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se
a
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h
u
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s
m
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e
d
-
m
e
th
o
d
re
se
a
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.
Q
u
a
li
tativ
e
d
a
ta
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p
p
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rti
n
g
d
a
ta
f
o
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q
u
a
n
t
it
a
ti
v
e
d
a
ta.
T
h
e
sa
m
p
le
o
f
t
h
is
stu
d
y
c
o
n
siste
d
o
f
8
7
stu
d
e
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ts
a
n
d
e
i
g
h
t
tea
c
h
e
rs
in
u
rb
a
n
a
n
d
9
9
stu
d
e
n
ts
a
n
d
e
ig
h
t
tea
c
h
e
r
ru
ra
l
Isla
m
ic
e
lem
e
n
tary
sc
h
o
o
l
stu
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e
n
ts
wit
h
ra
n
d
o
m
sa
m
p
li
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g
tec
h
n
iq
u
e
.
In
str
u
m
e
n
t
in
th
e
stu
d
y
u
se
d
a
q
u
e
stio
n
n
a
ire
f
o
r
m
o
ti
v
a
t
io
n
with
a
Li
k
e
rt
sc
a
le
o
f
4
a
n
d
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tes
t
f
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n
d
e
rsta
n
d
i
n
g
th
e
c
o
n
c
e
p
t
o
f
Isla
m
.
In
t
h
is
st
u
d
y
,
th
e
re
a
re
two
t
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p
e
s
o
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d
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ly
q
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ta
ti
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g
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e
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rip
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e
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sta
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d
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rd
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o
n
,
a
n
d
c
a
teg
o
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),
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n
d
in
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re
n
ti
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l
sta
ti
stics
(in
d
e
p
e
n
d
e
n
t
sa
m
p
le
t
-
tes
t)
u
si
n
g
th
e
S
P
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2
1
a
p
p
li
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d
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fr
o
m
M
il
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s
a
n
d
Hu
b
e
rm
a
n
.
Th
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fin
d
i
n
g
s
o
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is
stu
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ll
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7
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wa
s g
o
o
d
t
o
o
,
b
u
t
i
n
ru
ra
l
a
re
a
s a
r
e
b
e
tt
e
r
th
a
n
i
n
u
r
b
a
n
a
re
a
s.
Th
is
fin
d
i
n
g
h
a
s imp
li
c
a
ti
o
n
s th
a
t
t
h
e
c
h
a
ll
e
n
g
e
s o
f
Isla
m
ic relig
i
o
n
i
n
u
r
b
a
n
a
re
a
s
a
re
g
re
a
ter
fo
r
stu
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e
n
ts.
Th
e
n
o
v
e
lt
y
in
t
h
is
stu
d
y
is
th
e
imp
li
c
it
fin
d
i
n
g
o
f
th
is
stu
d
y
th
a
t
e
x
tern
a
l
fa
c
to
rs
(sc
h
o
o
l
so
c
ial
e
n
v
ir
o
n
m
e
n
t,
c
o
m
m
u
n
it
y
so
c
ial
e
n
v
iro
n
m
e
n
t,
fa
m
il
y
e
n
v
iro
n
m
e
n
t
)
h
a
v
e
a
m
a
jo
r
in
flu
e
n
c
e
o
n
m
o
ti
v
a
ti
o
n
a
n
d
u
n
d
e
rsta
n
d
i
n
g
o
f
Isla
m
ic relig
i
o
u
s c
o
n
c
e
p
ts
.
K
ey
w
o
r
d
s
:
I
s
lam
ic
co
n
ce
p
t
Ma
d
r
a
s
a
h
ib
tid
a
iya
h
Mo
tiv
atio
n
R
u
r
al
Ur
b
an
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Alf
au
za
n
Am
in
Facu
lty
o
f
T
ar
b
iy
ah
a
n
d
T
a
d
r
i
s
,
Un
iv
er
s
itas
I
s
lam
Neg
er
i Fatm
awa
ti Su
k
ar
n
o
B
en
g
k
u
lu
B
en
g
k
u
lu
,
I
n
d
o
n
esia
E
m
ail:
alf
au
za
n
_
am
in
@
iain
b
e
n
g
k
u
lu
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
i
s
a
b
asic
s
cien
ce
co
n
s
is
t
in
g
o
f
co
n
ce
p
ts
,
p
r
ac
tices
o
f
wo
r
s
h
ip
[
1
]
.
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
is
a
less
o
n
th
at
is
alwa
y
s
ap
p
li
ed
in
ev
er
y
d
ay
life
.
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
lear
n
in
g
em
p
h
asizes
m
o
r
e
o
n
th
e
im
p
lem
en
tatio
n
o
f
wo
r
s
h
ip
[
2
]
,
[
3
]
.
I
n
th
is
ca
s
e,
it
is
d
em
an
d
ed
to
u
n
d
er
s
tan
d
th
e
b
asic
b
asis
o
f
r
elig
io
u
s
k
n
o
wled
g
e
[
4
]
.
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
is
tea
ch
in
g
,
g
u
id
an
ce
,
a
n
d
g
iv
in
g
an
u
n
d
er
s
tan
d
in
g
o
f
I
s
l
am
.
T
h
is
is
in
ten
d
ed
f
o
r
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
,
liv
e,
an
d
p
r
ac
tice
th
e
r
elig
io
n
o
f
I
s
lam
,
an
d
m
ak
e
it
a
way
o
f
life
,
b
o
th
p
er
s
o
n
al
an
d
co
m
m
u
n
i
ty
life
[
5
]
.
I
s
lam
ic
ed
u
ca
tio
n
is
o
n
e
o
f
th
e
f
o
u
n
d
atio
n
s
in
d
ev
el
o
p
in
g
k
n
o
wled
g
e
[
6
]
,
wh
er
e
th
e
f
o
u
n
d
atio
n
is
in
th
e
f
o
r
m
o
f
th
e
Qu
r
an
an
d
th
e
Su
n
n
ah
o
f
th
e
p
r
o
p
h
et
Mu
h
am
m
ad
[
7
]
.
Fro
m
th
ese
o
b
jectiv
es,
it
ca
n
b
e
s
ee
n
t
h
at
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
in
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
will
af
f
ec
t
th
e
f
o
r
m
atio
n
o
f
s
tu
d
en
t
ch
ar
ac
ter
[
8
]
.
T
h
ese
ef
f
o
r
ts
r
eq
u
ir
e
an
u
n
d
er
s
tan
d
in
g
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
[
9
]
.
T
h
is
lev
el
o
f
a
b
ilit
y
r
eq
u
i
r
es
th
at
s
o
m
eo
n
e
is
ab
le
to
u
n
d
er
s
tan
d
t
h
e
m
ea
n
in
g
o
r
co
n
ce
p
t,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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I
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t
J
E
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&
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c
,
Vo
l
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11
,
No
.
1
,
Ma
r
ch
20
22
:
3
4
5
-
352
346
s
itu
atio
n
,
an
d
f
ac
ts
h
e
k
n
o
ws
[
1
0
]
–
[
1
2
]
.
Un
d
er
s
tan
d
i
n
g
th
e
co
n
ce
p
t
is
v
er
y
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p
o
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tan
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aster
y
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f
th
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co
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p
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ac
ilit
ate
s
tu
d
en
ts
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lear
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I
s
lam
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r
elig
io
u
s
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u
ca
tio
n
.
Giv
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th
e
im
p
o
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ta
n
ce
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f
u
n
d
er
s
tan
d
in
g
th
e
m
ate
r
ial
o
f
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
,
it
m
u
s
t
b
e
s
u
p
p
o
r
ted
with
a
s
tr
o
n
g
lea
r
n
i
n
g
m
o
tiv
atio
n
.
Mo
tiv
atio
n
to
lear
n
f
r
o
m
s
tu
d
en
ts
wh
o
ca
n
ar
o
u
s
e
th
e
d
esire
to
k
n
o
w
b
etter
[
1
3
]
,
[
1
4
]
.
Mo
tiv
a
tio
n
is
th
e
s
tr
en
g
th
o
f
th
e
c
o
n
d
itio
n
s
co
n
tain
ed
in
a
p
e
r
s
o
n
th
at
d
r
iv
es h
im
to
d
o
ce
r
tain
ac
tiv
ities
in
o
r
d
er
to
ac
h
iev
e
a
g
o
al
[
1
5
]
,
[
1
6
]
.
Fro
m
t
h
e
p
r
e
v
io
u
s
e
x
p
lan
atio
n
,
it
ca
n
b
e
c
o
n
clu
d
e
d
th
at
lear
n
in
g
m
o
tiv
a
tio
n
is
a
ch
an
g
e
in
b
eh
a
v
io
r
in
a
p
er
s
o
n
w
h
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en
co
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r
a
g
es
th
e
awa
k
en
i
n
g
o
f
th
e
p
o
wer
to
lear
n
h
ap
p
ily
a
n
d
s
in
ce
r
ely
[
1
7
]
,
wh
ich
i
n
tu
r
n
will
f
o
r
m
a
way
o
f
lear
n
in
g
th
at
is
s
y
s
tem
atic,
f
u
ll
o
f
co
n
ce
n
tr
atio
n
an
d
ca
n
s
elec
t its
ac
tiv
ities
[
1
8
]
.
R
u
r
al
s
tu
d
en
ts
ar
e
s
u
p
er
io
r
to
u
r
b
an
s
tu
d
en
ts
.
T
h
is
is
b
ec
au
s
e
ch
ild
r
en
f
r
o
m
th
e
v
illag
e
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av
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s
u
p
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r
f
ac
to
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s
in
th
e
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p
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s
s
.
Villag
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to
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o
w
in
a
d
v
an
ce
th
e
r
ea
lity
o
f
t
h
e
s
u
b
ject
m
atter
in
class
.
I
n
ad
d
itio
n
,
th
e
m
o
tiv
ati
o
n
o
f
th
o
s
e
wh
o
wan
t
to
m
ak
e
th
eir
p
ar
en
ts
h
a
p
p
y
,
th
e
m
ajo
r
ity
o
f
wh
o
m
wo
r
k
as
f
ar
m
er
s
,
is
a
f
ac
to
r
th
at
als
o
af
f
ec
ts
th
eir
lear
n
in
g
.
Als
o
,
th
e
en
v
ir
o
n
m
en
tal
f
ac
to
r
o
f
th
e
v
illag
e
o
r
v
illag
e
wh
ich
is
f
ar
f
r
o
m
n
o
is
e
m
ak
e
s
th
em
m
o
r
e
co
n
ce
n
tr
ate
d
f
o
r
s
tu
d
y
in
g
at
h
o
m
e
[
1
9
]
,
[
2
0
]
.
Villag
e
ch
ild
r
en
ar
e
also
f
ar
f
r
o
m
n
eg
ativ
e
in
f
lu
en
ce
s
f
r
o
m
th
e
city
s
u
ch
as
h
an
g
in
g
o
u
t
in
ca
f
es
o
r
cl
u
b
b
in
g
an
d
th
e
lik
e
.
T
h
e
y
also
h
av
e
r
elatio
n
s
h
ip
s
an
d
s
o
cial
s
p
ir
it
th
at
is
s
u
p
er
io
r
to
c
ity
ch
ild
r
en
.
T
h
at
wh
at
m
ak
es
th
e
ch
ild
r
en
f
r
o
m
th
e
v
illag
e
alwa
y
s
d
ar
e
to
ac
ti
v
ely
ask
q
u
esti
o
n
s
an
d
d
is
cu
s
s
with
th
e
teac
h
er
in
th
e
clas
s
r
o
o
m
.
Stu
d
en
ts
f
r
o
m
th
e
v
illag
e
also
ten
d
to
b
e
m
o
r
e
d
ilig
en
t
b
ec
a
u
s
e
th
ey
liv
e
i
n
an
en
v
ir
o
n
m
en
t
th
at
u
p
h
o
l
d
s
d
ec
en
cy
,
s
o
ev
e
r
y
p
ar
en
t
tells
th
em
t
o
s
tu
d
y
,
th
e
y
l
ea
r
n
r
ig
h
t
awa
y
.
Sli
g
h
tly
d
i
f
f
er
en
t
f
r
o
m
u
r
b
an
s
tu
d
e
n
ts
wh
o
s
e
p
ar
e
n
ts
m
o
s
tly
wo
r
k
an
d
co
m
e
h
o
m
e
late
at
n
ig
h
t so
th
ey
a
r
e
n
o
t a
b
le
to
s
u
p
er
v
is
e
th
eir
ch
ild
r
e
n
in
s
tu
d
y
i
n
g
.
T
h
e
m
o
tiv
atio
n
is
d
iv
id
ed
in
to
two
.
I
n
ter
n
al
m
o
tiv
atio
n
an
d
ex
ter
n
al
m
o
tiv
atio
n
.
I
n
t
er
n
al
m
o
tiv
atio
n
will
h
av
e
a
p
s
y
ch
o
lo
g
ical
im
p
ac
t,
wh
ile
th
e
ex
ter
n
al
f
o
r
m
o
f
in
v
itatio
n
s
o
r
en
c
o
u
r
a
g
em
e
n
t
f
r
o
m
o
u
ts
id
e
th
e
s
tu
d
en
ts
th
em
s
elv
es
[
2
1
]
.
T
h
e
r
o
le
o
f
t
h
is
m
o
tiv
atio
n
will
af
f
ec
t
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
[
2
2
]
an
d
s
tu
d
e
n
t
lear
n
in
g
[
1
4
]
.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
s
tu
d
y
[
1
8
]
in
g
en
er
al
m
o
tiv
atio
n
m
ea
n
s
s
o
m
eth
i
n
g
th
at
en
co
u
r
ag
es
ac
tio
n
o
r
ac
tio
n
.
M
o
tiv
atio
n
ca
n
b
e
d
ef
in
e
d
as
th
e
s
tr
en
g
t
h
(
en
er
g
y
)
o
f
p
eo
p
le
wh
o
h
a
v
e
p
er
s
ev
er
an
ce
a
n
d
en
th
u
s
iasm
in
ca
r
r
y
i
n
g
o
u
t a
ct
iv
ities
,
b
o
th
f
r
o
m
with
in
th
e
in
d
iv
id
u
al
(
in
t
r
in
s
ic
m
o
tiv
atio
n
)
.
Fu
r
th
er
m
o
r
e
,
f
r
o
m
ex
tr
in
s
ic
m
o
tiv
atio
n
,
th
e
y
lik
e
to
g
et
p
r
izes
an
d
f
in
d
t
h
eir
co
n
ce
p
t,
m
ak
in
g
it
ea
s
ier
f
o
r
th
em
to
d
ee
p
en
th
e
m
ater
ial
th
ey
wan
t.
Stu
d
en
ts
wh
o
h
av
e
n
eg
ativ
e
attitu
d
es
to
war
d
s
lear
n
in
g
h
av
e
less
m
o
tiv
atio
n
f
o
r
in
v
o
lv
em
e
n
t
in
class
.
L
ik
ewise,
s
tu
d
e
n
ts
wh
o
h
a
v
e
p
o
s
itiv
e
attitu
d
es
to
war
d
s
lear
n
in
g
will
ha
v
e
m
o
tiv
atio
n
f
o
r
i
n
v
o
lv
e
m
en
t
in
th
e
class
[
1
4
]
,
[
2
3
]
,
b
e
ca
u
s
e
h
av
in
g
h
i
g
h
m
o
tiv
ati
o
n
ca
n
lead
to
a
g
o
o
d
u
n
d
er
s
tan
d
i
n
g
o
f
c
o
n
ce
p
ts
to
s
tu
d
en
ts
.
Stu
d
e
n
ts
wh
o
h
av
e
th
e
r
ig
h
t
m
o
tiv
atio
n
will
h
av
e
a
g
o
o
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
co
n
ce
p
t
.
B
y
h
av
in
g
th
e
r
ig
h
t
m
o
tiv
atio
n
,
s
tu
d
en
ts
will
b
e
s
ev
er
ely
"in
f
in
d
in
g
th
e
in
f
o
r
m
atio
n
in
d
etail
an
d
m
a
k
in
g
a
n
o
te
o
f
th
eir
o
w
n
.
"
T
h
e
ch
ar
ac
ter
is
tics
o
f
s
tu
d
en
ts
wh
o
h
av
e
th
e
s
elf
-
m
o
tiv
atio
n
in
clu
d
es
t
h
ese
s
tu
d
en
ts
b
ein
g
d
ilig
e
n
t
in
f
ac
in
g
ass
ig
n
m
en
ts
,
r
esil
ien
t
in
f
ac
in
g
d
if
f
icu
lties
,
m
o
r
e
in
d
ep
en
d
en
t,
ab
le
t
o
d
ef
e
n
d
th
eir
o
p
in
io
n
s
,
h
ap
p
y
an
d
ab
le
t
o
s
o
lv
e
p
r
o
b
lem
s
th
ey
f
ac
e
[
2
4
]
.
T
h
e
f
o
cu
s
o
f
th
is
s
tu
d
y
was
co
n
d
u
cted
o
n
ma
d
r
a
s
a
h
i
b
tid
a
iya
h
s
tu
d
en
ts
o
n
I
s
lam
i
c
r
elig
io
u
s
ed
u
ca
tio
n
less
o
n
s
.
B
e
m
o
r
e
s
p
ec
if
ic
in
th
e
m
o
tiv
atio
n
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
s
tu
d
en
ts
in
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
less
o
n
s
.
T
h
is
r
esear
ch
to
o
k
p
lace
in
th
e
u
r
b
an
a
n
d
r
u
r
al
ar
ea
s
o
f
B
en
g
k
u
lu
P
r
o
v
in
c
e,
I
n
d
o
n
esia
.
B
ased
o
n
th
e
f
o
cu
s
o
f
t
h
e
s
tu
d
y
,
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
s
tu
d
en
t
m
o
tiv
atio
n
o
n
th
e
ab
ilit
y
to
u
n
d
e
r
s
tan
d
t
h
e
co
n
ce
p
t
o
f
I
s
lam
ic
r
elig
io
u
s
lear
n
in
g
in
u
r
b
an
a
n
d
r
u
r
al
ar
ea
s
.
B
ased
o
n
th
e
o
b
jectiv
es,
th
e
r
esear
c
h
q
u
esti
o
n
s
ar
e:
(
i)
W
h
at
i
s
th
e
m
o
tiv
atio
n
o
f
r
u
r
al
an
d
u
r
b
an
s
tu
d
e
n
ts
?
(
ii)
W
h
at
is
th
e
ab
ilit
y
to
u
n
d
er
s
tan
d
th
e
co
n
c
ep
ts
o
f
u
r
b
an
an
d
r
u
r
al
s
tu
d
en
ts
?
(
iii)
Ar
e
th
e
m
o
tiv
atio
n
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
co
n
ce
p
t
o
f
I
s
lam
ic
r
elig
io
n
in
f
lu
en
ce
d
b
y
r
u
r
al
a
n
d
u
r
b
an
ar
ea
s
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
em
p
lo
y
ed
m
ix
e
d
m
eth
o
d
d
esig
n
.
Qu
alitativ
e
d
ata
was
tak
en
af
ter
q
u
an
titativ
e
d
ata.
Qu
an
titativ
e
d
ata
u
s
e
m
o
tiv
at
io
n
al
q
u
esti
o
n
n
air
es
in
lear
n
i
n
g
I
s
lam
ic
r
elig
i
o
n
,
as
well
as
wr
itten
test
s
o
f
s
tu
d
en
t
u
n
d
e
r
s
tan
d
in
g
in
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
less
o
n
s
.
Qu
alitativ
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
in
ter
v
iews
as
d
ata
r
ein
f
o
r
ce
m
en
t f
i
n
d
in
g
s
.
T
h
e
s
am
p
le
of
th
is
s
tu
d
y
was
s
tu
d
en
ts
an
d
teac
h
er
s
o
f
I
s
lam
ic
r
elig
io
u
s
e
d
u
ca
tio
n
s
u
b
jects.
T
h
e
y
ar
e
co
n
s
is
ted
o
f
8
7
s
tu
d
en
ts
an
d
eig
h
t
teac
h
er
s
in
u
r
b
an
a
n
d
9
9
s
tu
d
e
n
ts
an
d
eig
h
t
te
ac
h
er
r
u
r
al
I
s
lam
ic
elem
en
tar
y
s
ch
o
o
l
s
tu
d
e
n
ts
with
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e.
Stu
d
en
ts
f
ill
ed
in
q
u
alitativ
e
an
d
q
u
an
titativ
e
d
ata,
wh
ile
th
e
teac
h
er
o
n
ly
r
e
in
f
o
r
ce
s
q
u
alitativ
e
d
ata.
Mo
ti
v
atio
n
q
u
esti
o
n
n
air
e
ad
ap
ted
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
y
[
2
5
]
,
to
talin
g
2
5
item
s
an
d
h
as
b
ee
n
test
ed
with
v
alid
ity
(
0
.
7
0
)
with
S
ca
le
L
ik
er
t 4
an
d
r
eli
ab
ilit
y
(
0
.
9
1
)
.
T
o
tal
test
q
u
esti
o
n
s
(
4
0
q
u
esti
o
n
s
)
h
av
e
b
ee
n
m
a
d
e
b
y
t
h
e
teac
h
er
with
th
e
ap
p
r
o
p
r
iate
lev
el
o
f
test
in
g
.
Fig
u
r
e
1
s
h
o
ws p
r
o
ce
d
u
r
e
d
ata
co
llecti
o
n
an
d
p
r
o
ce
s
s
o
f
s
tu
d
y
.
T
h
e
d
escr
ip
tiv
e
q
u
an
titativ
e
an
aly
s
is
(
f
r
e
q
u
en
c
y
,
m
ea
n
,
an
d
s
tan
d
ar
d
d
e
v
iatio
n
)
a
s
well
as
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
r
u
n
b
y
SP
SS
2
1
.
Fu
r
th
er
m
o
r
e
,
q
u
alitativ
e
d
ata
was
an
al
y
s
is
with
r
ed
u
cin
g
,
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
Mo
tiva
tio
n
a
n
d
imp
leme
n
ta
tio
n
o
f I
s
la
mic
co
n
ce
p
t in
ma
d
r
a
s
a
h
ib
tid
a
iya
h
s
ch
o
o
l:
…
(
A
lfa
u
z
a
n
A
min
)
347
an
aly
zin
g
,
a
n
d
in
ter
p
r
etin
g
f
in
d
in
g
s
.
T
h
e
ca
te
g
o
r
ies
o
f
p
er
ce
p
tio
n
ar
e
e
x
p
r
ess
ed
in
T
ab
le
1
.
T
h
e
tab
le
in
d
icate
s
th
at
m
o
tiv
atio
n
o
f
l
ea
r
n
in
g
a
n
d
u
n
d
er
s
tan
d
i
n
g
o
f
I
s
lam
ic
r
elig
io
u
s
co
n
ce
p
t
ca
teg
o
r
ized
in
to
f
o
u
r
p
ar
ts
(
v
er
y
h
ig
h
,
h
ig
h
,
lo
w,
an
d
v
er
y
lo
w)
.
Fig
u
r
e
1
.
Pro
ce
d
u
r
e
d
ata
co
lle
ctio
n
an
d
p
r
o
ce
s
s
o
f
s
tu
d
y
T
ab
le
1
.
R
ef
er
en
ce
ca
teg
o
r
ies
o
f
s
tu
d
en
t m
o
tiv
atio
n
a
n
d
u
n
d
er
s
tan
d
in
g
o
f
I
s
lam
ic
r
elig
io
u
s
C
a
t
e
g
o
r
y
M
o
t
i
v
a
t
i
o
n
U
n
d
e
r
st
a
n
d
i
n
g
o
f
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sl
a
mi
c
r
e
l
i
g
i
o
u
s
V
e
r
y
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o
d
3
.
0
–
4
.
0
76
–
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0
0
G
o
o
d
2
.
5
–
2
.
9
51
–
75
P
o
o
r
2
.
0
–
2
.
4
26
–
50
V
e
r
y
p
o
o
r
0
.
0
–
1
.
9
0
.
0
–
25
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
is
a
d
escr
ip
tio
n
o
f
th
e
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esear
ch
f
i
n
d
in
g
s
.
T
h
e
ex
p
lan
atio
n
s
tar
ts
with
th
e
q
u
an
titativ
e
r
esu
lts
an
d
th
en
s
tr
en
g
th
en
ed
b
y
th
e
f
in
d
in
g
s
o
f
q
u
alitativ
e
r
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lts
.
Fin
d
in
g
s
o
f
r
esu
lts
wil
l
b
e
co
m
p
ar
ed
with
liter
atu
r
e
r
elate
d
to
th
e
to
p
ic.
3
.
1
.
M
o
t
iv
a
t
io
n t
o
s
t
ud
y
I
s
la
m
ic
re
lig
io
us
in
m
a
d
r
a
s
a
h ib
tid
a
iya
h
T
h
e
r
esu
lts
o
f
s
tu
d
en
t
m
o
tiv
at
io
n
in
ma
d
r
a
s
a
h
ib
tid
a
iya
h
c
an
b
e
s
ee
n
in
T
ab
le
2
.
T
h
is
tab
le
s
h
o
ws
th
at
f
r
o
m
8
7
u
r
b
an
s
tu
d
en
ts
a
n
d
9
9
r
u
r
al
s
tu
d
en
ts
th
e
m
o
tiv
atio
n
d
id
n
o
t
d
if
f
e
r
m
u
ch
.
C
ateg
o
r
ies
of
lear
n
in
g
m
o
tiv
atio
n
o
f
r
u
r
al
s
tu
d
en
ts
(
M=
2
.
8
8
,
SD=0
.
7
8
)
a
n
d
u
r
b
an
(
M=
2
.
7
1
,
SD=0
.
9
2
)
ar
e
ca
teg
o
r
ized
as g
o
o
d
.
T
ab
le
2
.
Stu
d
e
n
t m
o
tiv
atio
n
in
I
s
lam
ic
ed
u
ca
tio
n
b
ased
o
n
u
r
b
an
an
d
r
u
r
al
ar
ea
s
M
o
t
i
v
a
t
i
o
n
o
f
st
u
d
e
n
t
b
a
s
e
d
o
n
a
r
e
a
C
a
t
e
g
o
r
y
(
f
)
M
e
a
n
SD
V
e
r
y
p
o
o
r
P
o
o
r
G
o
o
d
V
e
r
y
g
o
o
d
U
r
b
a
n
0
3
45
39
2
.
7
1
0
.
9
2
R
u
r
a
l
1
2
51
45
2
.
8
8
0
.
7
8
Stu
d
en
ts
o
f
ma
d
r
a
s
a
h
i
b
tid
a
iy
a
h
in
r
u
r
al
ar
ea
h
av
e
h
ig
h
e
r
le
v
el
o
f
m
o
tiv
atio
n
in
lear
n
in
g
co
m
p
ar
ed
to
u
r
b
an
ar
ea
s
.
T
h
is
is
in
d
icat
ed
th
at
th
e
s
p
ir
it
o
f
r
elig
io
u
s
s
tu
d
y
o
f
s
tu
d
en
ts
in
r
u
r
al
ar
ea
s
is
b
etter
.
S
tu
d
en
ts
'
m
o
tiv
atio
n
h
as
a
d
if
f
er
e
n
ce
b
e
twee
n
u
r
b
a
n
a
n
d
r
u
r
al
ar
ea
s
[
2
6
]
,
[
2
7
]
.
So
m
e
in
f
l
u
en
ce
s
th
a
t
ca
n
in
f
lu
en
ce
th
is
ar
e
s
tu
d
en
ts
'
in
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
.
Villag
e
ch
ild
r
en
ar
e
also
f
ar
f
r
o
m
n
eg
ativ
e
i
n
f
lu
e
n
ce
s
f
r
o
m
th
e
city
,
s
u
ch
as
h
an
g
in
g
o
u
t
o
r
clu
b
b
in
g
.
T
h
e
y
also
h
av
e
r
elatio
n
s
h
ip
s
an
d
s
o
cial
s
p
ir
it
th
at
is
s
u
p
er
io
r
to
city
ch
ild
r
en
.
T
h
at
s
itu
at
io
n
m
ak
es
th
e
c
h
ild
r
en
f
r
o
m
th
e
v
illag
e
alwa
y
s
d
ar
e
to
ac
tiv
ely
ask
q
u
esti
o
n
s
an
d
d
is
cu
s
s
with
th
e
teac
h
er
in
th
e
clas
s
r
o
o
m
.
Stu
d
en
ts
f
r
o
m
th
e
v
illag
e
also
ten
d
to
b
e
m
o
r
e
d
ilig
en
t
b
ec
au
s
e
th
ey
liv
e
in
an
en
v
ir
o
n
m
en
t
th
at
u
p
h
o
l
d
s
d
ec
en
cy
,
s
o
ev
e
r
y
p
a
r
en
t
t
ells
th
em
to
s
tu
d
y
,
th
ey
lear
n
r
i
g
h
t
awa
y
.
Sli
g
h
tly
d
if
f
er
en
t
f
r
o
m
u
r
b
an
s
tu
d
e
n
ts
wh
o
s
e
p
ar
en
ts
m
o
s
tly
wo
r
k
a
n
d
co
m
e
h
o
m
e
late
at
n
ig
h
t
s
o
t
h
ey
ar
e
n
o
t
a
b
le
to
s
u
p
er
v
is
e
th
eir
ch
ild
r
e
n
in
s
tu
d
y
in
g
[
2
8
]
,
[
2
9
]
.
B
ased
o
n
th
e
r
esu
lts
o
f
in
ter
v
iews o
b
tain
ed
th
at
:
Ur
b
an
s
tu
d
en
t:
“
I
s
tu
d
y
r
elig
i
o
n
a
t
h
o
me
w
ith
th
e
cleric
in
v
ited
b
y
p
a
r
en
ts
...
.
Qu
ite
en
th
u
s
ia
s
tic
b
ec
a
u
s
e
th
e
cleric
is
kin
d
a
n
d
p
o
lite .
.
.
”
T
ea
ch
er
:
“
.
.
.
d
u
r
in
g
th
e
s
ch
o
o
l
th
e
s
tu
d
en
ts
p
r
a
ye
d
a
n
d
th
e
y
w
ere
n
o
lo
n
g
er
to
ld
b
y
u
s
.
.
.
.
r
ig
h
t,
th
ey
a
r
e
a
ctive
a
n
d
in
vite
ea
c
h
o
th
er w
h
en
th
e
p
r
a
ye
r
time
co
mes
.”
D
e
e
p
i
n
t
e
r
v
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w
r
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a
r
d
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Te
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
3
4
5
-
352
348
T
h
e
r
esu
lts
o
f
s
tu
d
en
t
an
d
teac
h
er
in
ter
v
iews
o
b
tain
th
at
s
tu
d
en
t
h
av
e
g
o
o
d
m
o
tiv
atio
n
i
n
ca
r
r
y
in
g
o
u
t
r
elig
io
u
s
o
r
d
er
s
.
Stu
d
e
n
ts
ar
e
v
er
y
e
n
th
u
s
iast
ic
to
ca
r
r
y
o
u
t
co
n
g
r
e
g
atio
n
al
p
r
ay
er
s
.
T
h
is
m
o
tiv
atio
n
also
in
f
lu
en
ce
s
s
tu
d
en
ts
'
lear
n
in
g
m
o
tiv
atio
n
in
s
ch
o
o
l
[
2
3
]
,
[
3
0
]
.
M
o
tiv
atio
n
is
th
e
m
o
s
t
im
p
o
r
tan
t
p
a
r
t
to
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
lear
n
in
g
[
3
1
]
.
T
h
at
ca
n
b
e
s
ee
n
in
th
e
f
o
llo
win
g
in
te
r
v
iew
ex
ce
r
p
t
:
Ur
b
an
s
tu
d
en
t:
“
I
h
a
ve
a
lw
a
ys
b
ee
n
ea
r
n
est
i
n
s
tu
d
yin
g
r
elig
io
n
a
t
s
ch
o
o
l
b
ec
a
u
s
e
w
e
w
ill
u
s
e
th
is
fo
r
th
e
r
est o
f o
u
r
lives
.”
T
h
e
in
ter
v
iew
s
h
o
w
s
th
at
s
tu
d
en
ts
wer
e
well
awa
r
e
th
at
r
elig
io
u
s
k
n
o
wled
g
e
wo
u
ld
b
e
u
s
ef
u
l
f
o
r
life
.
T
h
e
ess
en
ce
o
f
I
s
lam
ic
r
elig
io
u
s
k
n
o
wled
g
e
is
g
u
id
a
n
ce
o
n
liv
in
g
life
[
3
2
]
–
[
3
5
]
.
Fu
r
th
er
m
o
r
e
,
f
r
o
m
th
e
in
ter
v
iews o
f
s
tu
d
en
ts
an
d
teac
h
er
s
in
r
u
r
al
s
ch
o
o
ls
ca
n
b
e
s
ee
n
as
:
R
u
r
al
s
tu
d
en
t:
“
I
s
tu
d
ied
r
elig
io
n
a
t
th
e
mo
s
q
u
e
,
w
ith
fr
ie
n
d
s
.
.
.
.
I
a
m
ve
r
y
h
a
p
p
y
to
b
e
a
b
le
to
s
tu
d
y
w
ith
fr
ien
d
s
,
it is
ve
r
y
co
o
l
.
”
T
ea
ch
er
:
“
Th
ey
s
tu
d
y
w
el
l
a
n
d
a
r
e
p
o
lite,
th
ey
a
r
e
ve
r
y
en
t
h
u
s
ia
s
tic
in
lea
r
n
in
g
.
I
ju
s
t
d
i
r
ec
t
it
,
th
ey
a
r
e
a
ctive
in
lea
r
n
in
g
fr
o
m
b
o
o
ks a
n
d
r
elig
io
u
s
tea
ch
er
s
.”
T
h
e
r
esu
lts
o
f
th
e
in
ter
v
iew
r
ev
ea
led
th
at
s
tu
d
en
ts
wer
e
v
er
y
en
th
u
s
iast
ic
ab
o
u
t
s
tu
d
y
in
g
r
elig
io
n
at
s
ch
o
o
l.
T
h
ey
a
r
e
in
d
e
p
en
d
e
n
t
in
lear
n
in
g
[
3
6
]
,
[
3
7
]
.
T
h
is
i
n
d
ep
en
d
en
ce
in
lear
n
in
g
in
d
i
ca
tes
th
at
s
tu
d
en
ts
h
av
e
h
ig
h
m
o
tiv
atio
n
to
u
n
d
er
s
tan
d
th
e
s
cien
ce
o
f
r
elig
io
n
[
3
8
]
,
[
3
9
]
.
T
h
e
h
ig
h
willin
g
n
ess
to
s
tu
d
y
r
elig
io
n
is
in
f
lu
en
ce
d
b
y
p
er
s
o
n
al
f
ac
t
o
r
s
an
d
en
c
o
u
r
a
g
em
en
t
f
r
o
m
o
th
er
s
.
Mo
tiv
atio
n
is
e
n
co
u
r
a
g
em
en
t
a
n
d
ef
f
o
r
t
to
s
atis
f
y
a
n
ee
d
o
r
a
n
o
b
jectiv
e
[
4
0
]
,
[
4
1
]
.
T
h
e
im
p
u
ls
e
is
a
f
o
r
ce
th
at
r
esu
lts
f
r
o
m
a
p
er
s
o
n
'
s
d
esire
to
s
atis
f
y
h
is
n
ee
d
s
[
4
2
]
.
I
n
th
e
in
ter
v
iew
r
esu
lts
s
tu
d
en
ts
in
u
r
b
an
an
d
r
u
r
al
ar
ea
s
r
ea
lize
th
at
r
elig
io
n
is
a
v
er
y
im
p
o
r
tan
t w
ay
o
f
life
.
B
ased
o
n
th
e
af
o
r
em
e
n
tio
n
e
d
f
o
r
m
u
latio
n
s
,
it
ca
n
b
e
an
aly
ze
d
th
at
th
er
e
ar
e
th
r
ee
e
lem
en
ts
in
m
o
tiv
atio
n
:
i)
T
h
e
f
ir
s
t
m
o
tiv
atio
n
s
tar
ts
with
a
ch
an
g
e
in
e
n
er
g
y
in
a
p
er
s
o
n
[
4
3
]
;
ii)
T
h
e
s
ec
o
n
d
m
o
tiv
atio
n
is
m
ar
k
ed
b
y
th
e
g
r
o
wth
o
f
f
e
elin
g
s
;
an
d
iii)
T
h
e
th
ir
d
m
o
ti
v
atio
n
is
ch
ar
ac
ter
ize
d
b
y
th
e
r
ea
ctio
n
s
to
ac
h
ie
v
e
th
e
g
o
al
[
4
4
]
.
T
h
u
s
,
m
o
tiv
atio
n
is
th
e
en
er
g
y
f
r
o
m
with
in
in
d
iv
id
u
als
wh
o
e
n
co
u
r
ag
e
a
n
d
d
ir
ec
t
in
d
iv
id
u
als
to
ca
r
r
y
o
u
t a
ctiv
ities
in
o
r
d
e
r
to
ac
h
iev
e
th
e
d
esire
d
g
o
al.
3
.
2
.
Understa
nd
ing
t
he
co
ncept
u
a
l o
f
I
s
la
m
ic
educa
t
io
n in
m
a
d
r
a
s
a
h ib
tid
a
iya
h
T
h
e
r
esu
lts
o
f
u
n
d
er
s
tan
d
in
g
c
o
n
ce
p
t
o
f
s
tu
d
en
t
in
ma
d
r
a
s
a
h
ib
tid
a
iya
h
ca
n
b
e
s
ee
n
in
T
ab
le
3
.
T
h
is
tab
le
s
h
o
ws
th
at
s
tu
d
en
ts
wh
o
h
av
e
wr
itten
test
s
w
ith
an
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
o
f
I
s
lam
ic
r
elig
io
n
at
th
e
ma
d
r
a
s
a
h
ib
tid
a
iya
h
lev
el
h
av
e
a
v
er
y
g
o
o
d
ca
teg
o
r
y
.
I
t
ap
p
ea
r
s
th
at
th
e
av
er
ag
e
r
u
r
al
s
tu
d
en
t
(
M=
8
1
,
SD=0
.
7
7
)
b
etter
u
n
d
e
r
s
tan
d
th
e
co
n
ce
p
t w
h
e
n
co
m
p
ar
ed
wit
h
u
r
b
a
n
s
tu
d
en
ts
(
M=
7
9
,
SD=9
4
)
.
T
ab
le
3
.
Stu
d
e
n
t u
n
d
er
s
tan
d
in
g
th
e
co
n
ce
p
tu
al
o
f
I
s
lam
ic
ed
u
ca
tio
n
b
ased
o
n
u
r
b
an
an
d
r
u
r
al
ar
ea
s
U
n
d
e
r
st
a
n
d
i
n
g
t
h
e
c
o
n
c
e
p
t
o
f
I
sl
a
mi
c
r
e
l
i
g
i
o
u
s
C
a
t
e
g
o
r
y
(
f
)
M
e
a
n
SD
V
e
r
y
p
o
o
r
P
o
o
r
G
o
o
d
V
e
r
y
g
o
o
d
U
r
b
a
n
0
0
20
67
79
0
.
9
4
R
u
r
a
l
0
1
13
85
81
0
.
7
7
Un
d
er
s
tan
d
in
g
th
e
co
n
ce
p
t
o
f
teac
h
in
g
I
s
lam
in
ma
d
r
a
s
a
h
ib
tid
a
iya
h
in
th
is
s
tu
d
y
is
co
g
n
itiv
e.
B
ased
o
n
test
r
esu
lts
,
u
r
b
an
a
n
d
r
u
r
al
s
tu
d
en
ts
ar
e
n
o
t
v
er
y
g
o
o
d
ca
teg
o
r
ies.
T
h
is
ca
teg
o
r
y
is
in
f
lu
en
ce
d
b
y
th
e
m
in
im
u
m
co
m
p
lete
n
ess
o
f
lear
n
in
g
in
s
ch
o
o
ls
.
T
h
e
m
in
im
u
m
s
tu
d
e
n
t
m
aster
y
lear
n
in
g
is
7
5
[
4
5
]
.
T
h
is
m
ea
n
s
r
u
r
al
an
d
u
r
b
an
s
tu
d
en
t
s
h
av
e
g
o
o
d
co
m
p
leten
ess
an
d
h
av
e
a
v
er
y
g
o
o
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
o
f
th
e
I
s
lam
ic
r
elig
io
n
.
I
f
tr
ac
ed
b
ased
o
n
th
e
r
esu
lts
o
f
th
e
in
ter
v
iew,
r
u
r
al
s
tu
d
en
ts
h
av
e
a
v
er
y
h
i
g
h
en
th
u
s
iasm
f
o
r
lear
n
in
g
.
I
n
ad
d
itio
n
,
th
e
c
o
n
ce
p
t
o
f
lear
n
in
g
r
elig
io
n
is
m
o
r
e
wh
en
co
m
p
a
r
ed
with
s
tu
d
en
ts
in
u
r
b
an
a
r
ea
s
.
T
h
e
f
o
llo
win
g
is
a
s
am
p
le
o
f
th
e
r
esu
lts
o
f
s
tu
d
en
t a
n
d
teac
h
e
r
in
ter
v
iews in
u
r
b
an
ar
ea
s
:
Stu
d
en
t:
“
I
u
n
d
ers
ta
n
d
w
ell
s
t
u
d
yin
g
a
t
s
ch
o
o
l,
esp
ec
ia
lly
a
t
h
o
me.
I
a
ls
o
s
tu
d
y
r
elig
io
n
w
ith
th
e
cleric
.”
T
ea
ch
er
:
“
S
tu
d
en
ts
h
ere
a
fter
s
tu
d
yin
g
a
t
s
ch
o
o
l
th
ey
mig
h
t
b
e
b
u
s
y
w
ith
a
g
a
d
g
et,
ye
s
,
I
h
o
p
e
s
tu
d
en
ts
a
r
e
mo
n
ito
r
ed
b
y
th
ei
r
ma
s
ter
s
to
limit p
la
yin
g
.”
I
t
is
v
er
y
ap
p
a
r
en
t
th
at
s
tu
d
en
ts
in
u
r
b
an
ar
ea
s
h
av
e
ex
ter
n
a
l
wea
k
n
ess
es.
S
tu
d
en
ts
ten
d
to
h
av
e
b
i
g
ch
allen
g
es
to
f
o
cu
s
o
n
lear
n
i
n
g
.
A
m
ajo
r
ch
allen
g
e
f
o
r
s
tu
d
en
ts
in
u
r
b
an
ar
ea
s
is
en
v
ir
o
n
m
en
tal
in
f
lu
en
ce
s
an
d
u
n
co
n
tr
o
lled
tech
n
o
lo
g
ica
l a
d
v
an
ce
s
[
4
6
]
,
[
4
7
]
.
W
h
ile
s
tu
d
en
ts
in
r
u
r
al
ar
ea
s
s
tated
in
t
h
e
in
ter
v
iew
as
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Mo
tiva
tio
n
a
n
d
imp
leme
n
ta
tio
n
o
f I
s
la
mic
co
n
ce
p
t in
ma
d
r
a
s
a
h
ib
tid
a
iya
h
s
ch
o
o
l:
…
(
A
lfa
u
z
a
n
A
min
)
349
Stu
d
en
t:
“
I
n
teres
tin
g
,
s
o
meti
mes
w
e
a
r
e
ta
ke
n
b
y
th
e
tea
ch
er
to
th
e
mo
s
q
u
e
to
p
r
a
ctice
h
o
w
to
r
ea
d
th
e
Qu
r
a
n
a
n
d
p
r
a
ye
r
.
”
T
ea
ch
er
:
“
We
a
r
e
ve
r
y
a
w
a
r
e
th
a
t
in
terms
o
f
lea
r
n
in
g
s
u
p
p
o
r
t,
s
tu
d
en
ts
h
ere
a
r
e
ve
r
y
s
u
p
p
o
r
ted
b
y
th
eir p
a
r
en
ts
.
Th
ey
a
r
e
a
fte
r
s
u
n
s
et
a
n
d
d
a
w
n
th
ey
s
tu
d
y
r
elig
io
n
in
th
e
m
o
s
q
u
es (
s
u
r
a
u
).
”
Her
e
is
a
v
er
y
v
is
ib
le
d
if
f
er
en
ce
b
etwe
en
u
r
b
an
an
d
r
u
r
al.
Stu
d
en
ts
in
r
u
r
al
ar
ea
s
w
ith
all
th
e
lim
itatio
n
s
o
f
f
ac
ilit
ies,
u
n
d
er
s
tan
d
h
o
w
th
ey
h
av
e
to
lear
n
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
th
e
e
n
v
ir
o
n
m
en
t
an
d
g
o
o
d
p
ar
en
ts
.
Su
p
p
o
r
t
f
r
o
m
p
ar
en
t
s
,
th
e
en
v
ir
o
n
m
e
n
t,
an
d
th
e
co
m
m
u
n
ity
is
th
e
k
ey
t
o
s
u
cc
ess
in
ed
u
ca
tin
g
s
tu
d
en
ts
[
4
8
]
,
[
4
9
]
.
T
h
is
is
an
ed
u
ca
tio
n
t
h
at
m
u
s
t
in
v
o
lv
e
all
lev
els
o
f
s
o
ciety
.
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
will
g
u
id
e
th
e
h
o
w
ca
n
b
e
h
a
v
e
in
ac
co
r
d
a
n
ce
th
e
ex
am
p
l
e
o
f
th
e
p
r
o
p
h
et
Mu
h
am
m
ad
.
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
b
y
th
e
en
v
ir
o
n
m
e
n
t a
n
d
s
o
ci
ety
[
5
0
]
.
3
.
3
.
Dif
f
er
ence
s
in
m
o
t
iv
a
t
io
n
a
nd
un
dersta
nd
i
ng
o
f
I
s
la
m
i
c
re
lig
io
us
co
ncept
s
ba
s
ed
o
n
urba
n
a
nd
rura
l a
re
a
s
T
h
e
r
esu
lts
o
f
th
e
in
d
ep
e
n
d
en
t
s
am
p
le
t
-
test
co
n
d
u
cted
f
o
r
s
tu
d
en
t
m
o
tiv
atio
n
in
u
r
b
a
n
an
d
r
u
r
al
ar
ea
s
as
well
as
u
n
d
er
s
tan
d
in
g
th
e
co
n
ce
p
t
o
f
I
s
lam
ic
r
elig
io
u
s
ar
e
p
r
esen
ted
in
T
ab
le
s
4
an
d
5
.
T
ab
le
4
s
h
o
ws
th
at
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
lear
n
in
g
m
o
t
iv
atio
n
in
u
r
b
an
an
d
r
u
r
al
ar
ea
s
(
t
(
8
5
)
=1
.
7
6
4
,
p
>0
.
0
5
)
.
Mo
tiv
atio
n
to
lea
r
n
I
s
lam
in
r
u
r
al
ar
ea
s
(
M=
2
.
8
8
,
SD=0
7
8
0
6
)
is
o
n
ly
s
lig
h
tly
h
ig
h
er
th
an
t
h
e
av
er
ag
e
in
u
r
b
a
n
ar
ea
s
(
M=
2
.
7
1
,
SD=0
.
9
2
1
3
)
.
T
a
b
le
5
s
h
o
ws
th
at
th
e
s
tu
d
en
ts
'
co
n
ce
p
tu
al
ab
ili
ty
h
ad
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
(
t
(
8
5
)
=
1
.
4
5
2
,
p
<0
.
0
5
)
.
U
n
d
er
s
tan
d
in
g
th
e
co
n
ce
p
t
o
f
s
tu
d
en
ts
in
r
u
r
al
ar
ea
s
(
M=
8
1
,
SD=0
.
7
7
0
9
)
is
b
etter
wh
e
n
c
o
m
p
ar
ed
with
u
r
b
an
ar
ea
s
(
M=
7
9
,
SD=0
.
9
4
1
1
)
.
T
h
is
is
in
d
icate
d
b
y
ex
te
r
n
al
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
it.
T
ab
le
4
.
I
n
d
ep
e
n
d
en
t sam
p
le
t
-
test
r
esu
lt
o
f
m
o
tiv
atio
n
f
o
r
m
a
d
r
a
s
a
h
ib
tid
a
iy
a
h
s
tu
d
e
n
ts
S
c
h
o
o
l
a
r
e
a
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
T
df
S
i
g
.
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
Lo
w
e
r
U
p
p
e
r
M
o
t
i
v
a
t
i
o
n
o
f
l
e
a
r
n
i
n
g
U
r
b
a
n
2
.
7
1
.
9
2
1
3
1
.
7
6
4
85
0
.
0
6
1
2
-
1
.
4
2
.
5
6
2
R
u
r
a
l
2
.
8
8
.
7
8
0
6
1
.
3
5
0
97
-
1
.
3
2
.
7
2
0
T
ab
le
5
.
I
n
d
ep
e
n
d
en
t sam
p
le
t
-
test
r
esu
lt
o
f
u
n
d
e
r
s
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p
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tu
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ts
[
5
1
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.
I
t
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s
to
s
tr
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g
th
en
th
eir
life
g
o
als.
As ex
p
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teac
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as
:
R
u
r
al
teac
h
er
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:
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S
tu
d
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ts
a
r
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r
eq
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ir
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to
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s
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mic
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Mu
s
lim.
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t a
ims
to
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tr
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th
eir fa
ith
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lan
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ed
p
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in
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ize,
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to
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lam
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d
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f
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th
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r
elig
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r
elatio
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th
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ar
m
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etwe
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s
co
m
m
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n
ities
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r
ea
lize
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atio
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al
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n
ity
an
d
u
n
ity
[
5
2
]
.
T
h
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a
s
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s
tem
atic
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d
p
r
ag
m
atic
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f
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t
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u
id
i
n
g
s
tu
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wh
o
ar
e
Mu
s
lim
[
5
3
]
.
T
h
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as
b
ec
o
m
e
an
in
teg
r
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ar
t
o
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im
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e
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ly
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e,
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s
,
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g
h
ts
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d
m
en
tal
attitu
d
es
[
5
4
]
.
T
h
e
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u
p
p
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r
tin
g
p
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t
o
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n
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t
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th
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s
lam
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p
o
s
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le
m
o
ti
v
atio
n
f
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s
tu
d
y
in
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r
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io
n
[
5
5
]
,
[
5
6
]
.
R
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p
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late
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is
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e
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u
s
e
b
ased
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lts
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ter
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ce
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th
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f
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d
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th
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t
u
d
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in
r
u
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al
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h
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ig
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m
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tiv
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in
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d
in
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f
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ce
p
ts
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m
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t
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r
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ar
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.
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h
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f
in
d
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lu
s
tr
ates
th
at
th
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in
f
lu
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s
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l f
o
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cr
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th
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q
u
an
tity
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f
s
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d
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t r
elig
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ar
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g
.
Mo
tiv
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f
r
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m
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ts
id
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is
a
n
en
co
u
r
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g
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en
t
to
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tu
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'
r
elig
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s
b
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th
at
is
in
f
lu
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d
b
y
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s
[
5
7
]
.
I
n
th
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ca
s
e
,
p
ar
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,
f
r
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s
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m
u
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n
f
ac
to
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th
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f
o
r
m
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g
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d
lear
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m
o
tiv
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.
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h
e
n
at
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m
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tiv
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ter
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d
ex
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ag
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to
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s
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at
s
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p
p
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s
tu
d
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.
T
h
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r
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lts
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f
th
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y
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a
v
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p
licatio
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s
f
o
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d
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s
of
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t
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RE
F
E
R
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NC
E
S
[
1
]
S
.
A
r
i
f
i
n
,
“
I
sl
a
mi
c
r
e
l
i
g
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s
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[
2
]
A
.
T
u
r
sk
a
-
K
a
w
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a
n
d
W
.
W
o
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t
a
si
k
,
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mp
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R
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P
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t
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P
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o
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n
o
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5
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p
p
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–
5
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,
2
0
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0
.
[
3
]
I
.
G
u
v
e
n
,
“
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-
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ser
v
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t
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v
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9
.
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4
]
M
u
t
h
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f
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,
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a
,
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&
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Re
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ssr
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.
[
5
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A
.
M
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,
A
.
Z.
F
u
a
d
,
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n
d
A
.
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[
6
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E.
K
h
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d
F
.
M
.
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u
u
d
,
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F
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11
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_
a
m
in
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in
b
e
n
g
k
u
l
u
.
a
c
.
id
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iy
a
h
is
a
n
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ss
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ro
fe
ss
o
r
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n
d
se
n
i
o
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tu
re
r
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t
th
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a
rb
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h
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r
is
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a
c
u
lt
y
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n
iv
e
rsitas
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m
Ne
g
e
ri
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a
tma
wa
ti
S
u
k
a
rn
o
Be
n
g
k
u
l
u
,
In
d
o
n
e
sia
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H
e
r
r
e
se
a
r
c
h
in
tere
sts
in
c
lu
d
e
d
e
v
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lo
p
m
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n
t
o
f
tea
c
h
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g
m
a
teria
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ra
ti
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sc
ien
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n
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re
li
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h
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sp
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ially
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n
Isla
m
ic stu
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n
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sc
ien
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e
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S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
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-
m
a
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:
a
siy
a
h
@ia
in
b
e
n
g
k
u
l
u
.
a
c
.
id
.
Zu
lk
a
r
n
a
in
S
y
a
fa
l
is
a
n
a
s
so
c
iate
p
ro
fe
ss
o
r
a
n
d
lec
tu
re
r
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n
th
e
p
o
st
g
ra
d
u
a
te
p
ro
g
ra
m
a
t
Un
i
v
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rsitas
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m
N
e
g
e
ri
F
a
tma
wa
ti
S
u
k
a
rn
o
Be
n
g
k
u
lu
,
In
d
o
n
e
sia
.
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re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
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n
a
l
y
sis
o
f
m
u
lt
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c
u
lt
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ra
l
Isla
m
ic
e
d
u
c
a
ti
o
n
,
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iq
h
e
d
u
c
a
ti
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n
,
a
n
d
p
h
il
o
s
o
p
h
y
o
f
Isla
m
ic ed
u
c
a
ti
o
n
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He
c
a
n
b
e
c
o
n
t
a
c
ted
a
t
e
-
m
a
il
:
z
u
lk
a
rn
a
is@ia
in
b
e
n
g
k
u
lu
.
a
c
.
id
.
Alim
n
i
is
a
n
a
ss
o
c
iate
p
r
o
fe
ss
o
r
a
t
t
h
e
Tarb
iy
a
h
&
Tad
ris
F
a
c
u
lt
y
o
f
Un
iv
e
rsitas
Isla
m
Ne
g
e
ri
F
a
tma
wa
ti
S
u
k
a
r
n
o
Be
n
g
k
u
l
u
,
In
d
o
n
e
sia
.
H
e
r
r
e
se
a
rc
h
in
tere
sts
in
c
lu
d
e
:
e
-
a
ss
e
s
sm
e
n
t,
e
v
a
lu
a
ti
o
n
,
e
d
u
c
a
ti
o
n
,
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
in
Isla
m
ic
e
d
u
c
a
ti
o
n
,
m
o
re
sp
e
c
ifi
c
a
ll
y
lea
rn
i
n
g
a
sp
e
c
ts
o
f
Isla
m
ic
c
u
lt
u
re
h
isto
r
y
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
-
m
a
il
:
a
li
m
n
i@iain
b
e
n
g
k
u
l
u
.
a
c
.
id
.
Nurla
il
i
is
a
n
a
ss
o
c
iate
p
ro
fe
s
so
r
a
t
th
e
Tar
b
iy
a
h
&
Tad
ris
F
a
c
u
lt
y
o
f
U
n
iv
e
rsitas
Isla
m
Ne
g
e
ri
F
a
tma
wa
ti
S
u
k
a
rn
o
Be
n
g
k
u
lu
,
In
d
o
n
e
sia
.
H
e
r
r
e
se
a
r
c
h
in
tere
sts
in
c
l
u
d
e
:
sc
h
o
o
l
lea
rn
in
g
c
u
rricu
l
u
m
d
e
v
e
lo
p
m
e
n
t
,
lea
rn
in
g
m
e
th
o
d
o
lo
g
y
,
m
u
lt
icu
l
tu
ra
l
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
-
m
a
il
:
n
u
rlaili
@ia
i
n
b
e
n
g
k
u
l
u
.
a
c
.
id
.
Ay
u
W
u
la
n
d
a
r
i
is
a
lec
tu
re
r
a
n
d
e
d
u
c
a
ti
o
n
sta
ff
a
t
t
h
e
Tar
b
iy
a
h
&
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d
ris
F
a
c
u
lt
y
o
f
Un
iv
e
rsitas
Isla
m
Ne
g
e
ri
F
a
t
m
a
wa
ti
S
u
k
a
rn
o
Be
n
g
k
u
l
u
,
In
d
o
n
e
sia
.
His
re
se
a
rc
h
i
n
tere
st
is
in
th
e
fiel
d
o
f
e
a
rly
c
h
i
ld
h
o
o
d
e
d
u
c
a
ti
o
n
.
His
re
se
a
rc
h
is
a
b
o
u
t
d
e
v
e
lo
p
in
g
g
a
m
e
m
e
d
ia
in
lea
rn
in
g
t
o
i
n
c
re
a
se
stu
d
e
n
ts'
re
a
d
in
g
c
re
a
ti
v
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ty
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
Ay
u
w7
8
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3
4
@
g
m
a
il
.
c
o
m
.
Dw
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Ag
u
s
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u
r
n
ia
wa
n
is
a
d
o
c
to
ra
l
c
a
n
d
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d
a
te
a
n
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lec
tu
re
r
in
th
e
F
a
c
u
lt
y
o
f
Tea
c
h
e
r
Train
in
g
a
n
d
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsitas
Ja
m
b
i,
Ja
m
b
i,
I
n
d
o
n
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sia
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H
is
r
e
se
a
rc
h
i
n
tere
sts
in
c
lu
d
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-
a
ss
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s
sm
e
n
t,
e
v
a
lu
a
ti
o
n
e
sp
e
c
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in
a
tt
it
u
d
e
to
wa
rd
s
sc
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c
e
a
n
d
sc
ien
c
e
p
ro
c
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ss
in
g
sk
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ls an
d
Et
h
n
o
c
o
n
str
u
c
ti
v
ism
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
:
d
wia
g
u
s.
k
@u
n
ja.ac
.
id
.
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