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5
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[
1
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.
T
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life
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[
2
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T
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Fib
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3
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ex
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[
4
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s
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ab
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8
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2
2
Th
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in
flu
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o
f
s
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[
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6
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s
g
en
er
ally
lack
in
ter
est
in
th
e
h
is
to
r
y
o
f
th
eir
o
wn
co
u
n
tr
y
,
th
ey
p
r
e
f
er
t
h
e
m
y
t
h
s
an
d
f
an
tasi
es
o
f
n
atio
n
alis
m
b
ec
au
s
e
th
e
lev
el
o
f
in
tellectu
al
aw
ar
e
n
ess
o
f
I
n
d
o
n
esia
n
in
tellectu
als
is
s
till
m
in
im
al
to
war
d
s
th
e
h
is
to
r
ical
awa
r
e
n
ess
o
f
t
h
eir
n
atio
n
.
Fu
r
th
er
m
o
r
e,
L
atief
[
9
]
s
aid
th
at
to
d
ay
t
h
e
b
eh
av
io
r
o
f
life
lead
s
to
a
p
atter
n
o
f
p
r
a
g
m
atis
m
wh
ich
ten
d
s
to
lea
d
to
p
lacin
g
u
s
e
v
al
u
es
in
ev
er
y
th
o
u
g
h
t
an
d
ac
tio
n
.
T
h
is
ex
p
licitly
r
aises
th
e
claim
,
wh
at
is
th
e
p
r
ac
tical
u
s
e
an
d
b
en
ef
it
o
f
h
is
to
r
ical
awa
r
en
ess
.
Of
co
u
r
s
e,
th
is
q
u
esti
o
n
is
n
o
t
wr
o
n
g
,
h
o
wev
er
,
it
m
u
s
t
b
e
an
s
wer
ed
th
at
h
is
to
r
ical
co
n
s
cio
u
s
n
ess
is
n
o
t
p
r
o
m
is
in
g
a
n
d
will
n
o
t
p
r
o
v
i
d
e
p
r
ac
tical
a
n
d
m
ater
i
al
b
en
ef
its
f
o
r
h
u
m
a
n
s
[
1
0
]
.
B
u
t
it
n
ee
d
s
to
b
e
r
ea
lized
th
at
th
is
d
o
es
n
o
t
m
e
an
th
at
h
is
to
r
y
h
as
n
o
u
s
ef
u
l
v
alu
e.
His
to
r
y
ca
n
b
e
u
s
ed
as
an
ex
p
er
ie
n
ce
an
d
en
co
u
r
a
g
es n
atio
n
al
life
in
th
e
p
r
esen
t,
p
r
esen
t a
n
d
f
u
tu
r
e.
T
h
e
cu
r
r
en
t
s
itu
atio
n
an
d
co
n
d
itio
n
o
f
h
is
to
r
ical
awa
r
en
ess
ar
e
v
er
y
r
elev
an
t
s
o
it
is
n
e
ce
s
s
ar
y
to
m
ain
tain
th
e
id
en
tity
o
f
th
e
n
atio
n
in
a
g
lo
b
alizin
g
cu
ltu
r
e
in
t
h
e
wo
r
ld
.
W
id
ja
[
1
1
]
r
ev
ea
led
th
at
it
is
p
r
ec
is
ely
p
eo
p
le
wh
o
h
av
e
m
aster
ed
tech
n
o
lo
g
y
,
s
o
h
is
to
r
i
ca
l
awa
r
en
ess
is
v
er
y
m
u
ch
n
ee
d
ed
b
ec
a
u
s
e
th
e
ess
en
ce
o
f
h
is
to
r
y
is
th
e
p
er
s
p
ec
tiv
e
o
f
tim
e
a
n
d
c
u
ltu
r
al
c
o
n
tin
u
ity
[
1
2
]
.
I
n
lin
e
with
L
ati
ef
[
9
]
,
th
e
h
is
to
r
ical
awa
r
en
ess
o
f
s
o
ciety
will
b
e
ab
le
to
k
ee
p
u
p
with
th
e
p
ac
e
o
f
d
ev
elo
p
m
en
t
o
f
s
cien
ce
an
d
tech
n
o
lo
g
y
wh
ich
s
ee
m
s
to
b
e
r
ac
in
g
wild
ly
,
s
o
th
at
d
ev
elo
p
m
e
n
t
is
n
o
t
s
o
lely
m
ater
ial
b
u
t
n
ee
d
s
s
p
ir
itu
al
b
alan
ce
[
1
3
]
.
T
h
is
h
is
to
r
ical
awa
r
en
ess
ca
n
p
lay
a
r
o
le
in
s
tr
en
g
t
h
en
in
g
th
e
m
o
r
al
co
n
ten
t in
t
h
e
d
ev
elo
p
m
e
n
t o
f
a
n
atio
n
.
His
to
r
ical
awa
r
en
ess
d
escr
ib
es
a
p
s
y
ch
o
lo
g
ical
co
n
d
iti
o
n
th
at
s
h
o
ws
th
e
ap
p
r
ec
iatio
n
o
f
t
h
e
m
ea
n
in
g
an
d
ess
en
ce
o
f
th
e
n
atio
n
'
s
h
is
to
r
y
in
th
e
p
ast,
p
r
esen
t,
a
n
d
f
u
t
u
r
e
[
1
4
,
1
5
]
.
His
to
r
ical
awa
r
en
ess
f
o
r
th
e
I
n
d
o
n
esian
p
eo
p
le
is
a
v
er
y
i
m
p
o
r
tan
t
n
ee
d
f
o
r
d
ev
elo
p
m
e
n
t
th
at
ca
n
n
o
t
b
e
s
ep
a
r
ated
f
r
o
m
an
u
n
d
e
r
s
tan
d
in
g
o
f
I
n
d
o
n
esian
h
is
to
r
y
,
b
ec
au
s
e
th
r
o
u
g
h
a
n
u
n
d
er
s
tan
d
i
n
g
o
f
h
is
to
r
y
it
ca
n
cr
ea
te
a
f
o
r
m
o
f
awa
r
en
ess
ab
o
u
t
h
is
to
r
y
th
at
ca
n
s
h
a
p
e
life
in
t
h
e
p
r
esen
t a
n
d
in
th
e
f
u
tu
r
e
to
b
e
b
etter
an
d
m
o
r
e
ad
v
a
n
ce
d
[
1
6
,
1
7
]
.
I
t
is
v
er
y
n
ec
ess
ar
y
f
o
r
e
v
er
y
o
n
e
to
h
av
e
a
n
u
n
d
er
s
tan
d
in
g
o
f
h
is
to
r
y
f
r
o
m
an
ea
r
l
y
ag
e
to
k
n
o
w
an
d
u
n
d
er
s
tan
d
th
e
m
ea
n
i
n
g
o
f
p
a
s
t
ev
en
ts
s
o
t
h
at
it
ca
n
b
e
u
s
ed
as
a
b
asis
f
o
r
attitu
d
es
in
d
ea
lin
g
with
p
r
esen
t
r
ea
liti
es
an
d
to
d
eter
m
in
e
th
e
f
u
tu
r
e
[
1
8
]
.
I
t
m
ea
n
s
th
at
h
is
to
r
y
n
ee
d
s
to
b
e
s
tu
d
ie
d
f
r
o
m
a
n
ea
r
ly
ag
e
b
y
e
v
er
y
in
d
iv
id
u
al
eith
er
f
o
r
m
ally
o
r
n
o
n
-
f
o
r
m
ally
s
o
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
d
i
v
id
u
als
in
a
s
o
ciety
o
r
a
n
atio
n
f
o
r
m
s
an
awa
r
en
ess
o
f
th
e
i
m
p
o
r
tan
ce
o
f
h
is
to
r
y
o
n
is
s
u
es
o
f
co
m
m
o
n
life
s
u
ch
as;
n
atio
n
alis
m
,
n
atio
n
al
u
n
ity
,
an
d
in
te
g
r
it
y
[
1
9
]
.
T
h
u
s
,
th
e
r
ea
lizatio
n
o
f
th
e
i
d
ea
ls
o
f
a
s
o
ciety
o
r
n
atio
n
is
lar
g
el
y
d
eter
m
in
ed
b
y
t
h
e
n
ex
t g
en
e
r
atio
n
wh
o
ca
n
u
n
d
e
r
s
tan
d
th
e
h
is
to
r
y
o
f
th
ei
r
n
ati
o
n
.
I
n
th
e
I
n
d
o
n
esian
co
n
tex
t,
h
i
s
to
r
y
is
p
ar
t
o
f
t
h
e
way
o
f
i
n
s
till
in
g
co
n
ce
p
ts
;
n
atio
n
alis
m
,
n
atio
n
al
u
n
ity
,
a
n
d
i
n
teg
r
ity
.
T
h
is
co
n
ce
p
t
is
wh
at
we
f
in
d
in
th
e
h
i
s
to
r
y
o
f
th
e
s
tr
u
g
g
le
o
f
th
e
I
n
d
o
n
esian
n
atio
n
i
n
f
ig
h
tin
g
f
o
r
i
n
d
ep
e
n
d
en
ce
.
At
th
is
lev
el,
th
ese
id
eo
lo
g
ical
c
o
n
ce
p
ts
co
n
s
titu
te
a
s
tr
u
g
g
le
ag
ain
s
t
co
lo
n
ialis
m
an
d
im
p
e
r
ialis
m
[
2
0
]
.
T
h
is
is
an
u
n
d
er
s
tan
d
in
g
o
f
h
is
to
r
y
in
ter
m
s
o
f
h
o
lis
tic
ex
p
e
r
ien
ce
as
a
s
y
s
tem
o
f
p
ast
ev
en
ts
r
elate
d
to
h
u
m
a
n
life
in
th
e
p
r
esen
t
an
d
th
e
f
u
tu
r
e,
wh
ich
co
n
tain
s
th
e
v
alu
es
an
d
ch
ar
ac
ter
o
f
th
e
s
tr
u
g
g
les
o
f
ea
ch
n
atio
n
.
E
ac
h
in
d
iv
id
u
al
m
u
s
t
h
av
e
a
n
u
n
d
e
r
s
tan
d
i
n
g
o
f
h
is
to
r
y
i
n
o
r
d
er
n
o
t
to
b
e
tr
a
p
p
ed
in
th
e
ten
d
en
c
y
o
f
"
p
r
esen
tis
m
",
an
d
also
n
o
t
to
n
eg
ate
th
e
e
x
is
ten
ce
o
f
s
y
s
tem
atic
ca
u
s
ality
an
d
co
n
ce
p
ts
as
th
e
s
h
ap
in
g
o
f
th
e
p
r
esen
t lif
e
an
d
f
u
tu
r
e
d
ir
ec
tio
n
o
f
life
[
2
1
]
.
T
h
e
f
o
r
m
o
f
ef
f
o
r
ts
th
at
m
u
s
t
b
e
m
ad
e
in
in
s
till
in
g
an
d
in
cr
ea
s
in
g
h
is
to
r
ical
u
n
d
e
r
s
tan
d
in
g
an
d
awa
r
en
ess
is
th
r
o
u
g
h
h
is
to
r
y
l
ea
r
n
in
g
.
B
ec
au
s
e
in
h
is
to
r
y
le
ar
n
in
g
n
o
t
o
n
ly
p
r
o
v
id
es
h
is
to
r
ical
k
n
o
wled
g
e
b
u
t
also
aim
s
to
awa
k
en
s
tu
d
en
ts
o
r
r
aise
h
is
to
r
ical
awa
r
en
ess
s
o
th
at
in
th
e
lear
n
in
g
p
r
o
ce
s
s
it
is
n
ec
es
s
ar
y
to
p
r
io
r
itize
th
e
v
alu
es
o
f
life
,
n
o
t
ju
s
t
m
em
o
r
izin
g
o
r
p
r
esen
ti
n
g
n
am
es,
p
lace
s
,
ev
en
ts
,
an
d
n
u
m
b
er
s
[
2
2
]
.
T
h
e
id
ea
l
h
is
to
r
y
lear
n
in
g
will
b
e
ab
le
t
o
s
h
ap
e
s
tu
d
en
ts
'
h
is
to
r
ical
u
n
d
er
s
tan
d
in
g
b
ec
au
s
e
it
ca
n
p
r
o
v
id
e
a
ten
d
en
cy
to
th
in
k
t
o
r
ef
lect
th
e
p
o
s
itiv
e
v
alu
es
o
f
h
is
to
r
ical
ev
en
ts
s
o
th
at
s
tu
d
en
ts
b
ec
o
m
e
wis
er
an
d
wis
er
in
r
esp
o
n
d
in
g
to
v
a
r
io
u
s
life
p
r
o
b
lem
s
.
E
f
f
ec
tiv
e
h
is
to
r
y
lear
n
i
n
g
wil
l
p
r
o
v
i
d
e
c
e
r
t
a
i
n
m
e
a
n
i
n
g
s
a
n
d
b
e
n
e
f
i
t
s
,
e
s
p
e
c
i
a
l
l
y
r
e
g
a
r
d
i
n
g
s
t
u
d
e
n
t
s
'
u
n
d
e
r
s
t
a
n
d
i
n
g
a
n
d
h
i
s
t
o
r
i
c
a
l
a
w
a
r
e
n
e
s
s
s
o
t
h
a
t
i
n
s
t
r
u
c
t
i
o
n
a
l
d
e
s
i
g
n
i
s
n
e
e
d
e
d
f
r
o
m
t
h
e
h
i
s
t
o
r
y
l
e
a
r
n
i
n
g
i
t
s
e
l
f
[
2
3
]
.
Desig
n
in
g
h
is
to
r
y
lear
n
i
n
g
is
n
o
t
ea
s
y
,
b
ec
au
s
e
it
m
u
s
t
d
eter
m
in
e
th
e
lear
n
i
n
g
n
ee
d
s
o
f
s
t
u
d
en
ts
,
b
esid
es
t
h
at,
it
m
u
s
t
also
f
o
cu
s
o
n
tr
an
s
f
o
r
m
in
g
th
e
lo
g
ical
m
e
an
in
g
o
f
k
n
o
wled
g
e
in
to
p
s
y
c
h
o
lo
g
ical
m
ea
n
in
g
to
co
n
s
id
er
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
2
0
2
1
:
3
0
0
-
3
0
7
302
s
tu
d
en
ts
'
ab
ili
ties
an
d
co
n
d
itio
n
s
s
o
th
at
th
ey
r
u
n
o
p
tim
ally
in
im
p
lem
en
tin
g
th
eir
l
ea
r
n
in
g
[
2
4
]
.
Mo
r
e
s
p
ec
if
ically
in
h
is
to
r
y
lear
n
in
g
,
th
e
ar
r
an
g
em
en
t
m
u
s
t
also
co
n
s
id
er
th
e
ch
ar
ac
ter
is
tics
o
f
h
i
s
to
r
ical
lear
n
in
g
,
if
th
e
g
o
al
is
f
o
r
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
an
d
liv
e
th
e
v
al
u
es c
o
n
tain
ed
in
ev
e
r
y
h
is
to
r
ical
ev
en
t,
th
en
th
e
d
esig
n
m
ad
e
ca
n
e
x
p
r
ess
th
ese
v
alu
es so
th
at
s
tu
d
en
ts
ca
n
u
n
d
er
s
tan
d
th
e
y
o
u
n
g
.
T
o
ac
h
iev
e
th
ese
o
b
jectiv
es,
t
h
is
s
tu
d
y
p
r
esen
ts
an
ef
f
ec
tiv
e
h
is
to
r
ical
lear
n
in
g
m
eth
o
d
to
cr
ea
te
an
atm
o
s
p
h
er
e
o
f
ef
f
icien
t
lear
n
in
g
ac
tiv
ities
an
d
m
ak
e
s
tu
d
en
ts
d
ir
ec
tly
in
v
o
l
v
ed
.
B
ec
a
u
s
e
with
th
e
r
ig
h
t
lear
n
in
g
m
eth
o
d
will
g
r
ea
tly
af
f
ec
t
th
e
s
u
cc
ess
o
f
s
tu
d
en
ts
.
Sp
ec
if
ically
,
th
e
lear
n
in
g
m
e
th
o
d
is
t
h
e
s
o
r
o
g
a
n
m
eth
o
d
.
T
h
is
m
eth
o
d
p
r
esen
ts
a
s
y
s
tem
,
wh
er
e
ea
ch
s
tu
d
en
t
will
g
et
a
d
if
f
er
en
t
ass
ig
n
m
e
n
t
f
r
o
m
th
e
teac
h
er
to
s
tu
d
y
ce
r
tain
h
is
to
r
ical
m
ater
ial,
an
d
it
is
p
r
esen
ted
o
r
ex
p
lain
ed
to
th
e
teac
h
er
'
s
f
ac
e
to
f
ac
e
[
2
5
,
2
6
]
.
W
ith
th
e
s
o
r
o
g
a
n
m
eth
o
d
,
s
t
u
d
e
n
ts
h
av
e
th
eir
r
esp
ec
tiv
e
d
e
m
an
d
s
an
d
r
esp
o
n
s
ib
ilit
ies
f
o
r
th
e
ass
ig
n
m
en
t
g
iv
e
n
b
y
th
e
teac
h
er
,
th
e
g
o
al
is
th
at
s
tu
d
en
ts
ca
n
u
n
d
er
s
tan
d
t
h
e
m
ater
ial
an
d
ab
s
o
r
b
t
h
e
v
alu
es
co
n
tain
ed
in
th
e
m
ater
ial
[
2
7
,
2
8
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
f
o
c
u
s
es
o
n
th
e
im
p
l
em
en
tatio
n
o
f
th
e
s
o
r
o
g
a
n
m
eth
o
d
in
h
is
to
r
y
lear
n
in
g
to
im
p
r
o
v
e
s
tu
d
en
ts
'
h
is
to
r
ical
u
n
d
er
s
tan
d
i
n
g
a
n
d
h
is
to
r
ical
awa
r
en
ess
.
T
h
e
s
o
r
o
g
a
n
m
et
h
o
d
is
n
o
t
u
s
u
ally
u
s
ed
in
h
is
to
r
y
lea
r
n
in
g
,
b
ec
au
s
e
th
e
s
o
r
o
g
a
n
m
eth
o
d
is
ad
o
p
ted
f
r
o
m
lear
n
in
g
in
th
e
p
esa
n
tr
en
(
I
s
lam
ic
b
o
ar
d
in
g
s
ch
o
o
l)
.
T
h
e
r
esear
ch
er
wan
ts
to
s
ee
wh
eth
er
th
er
e
ar
e
d
if
f
er
en
ce
s
i
n
th
e
u
s
e
o
f
h
is
to
r
ical
lear
n
in
g
m
eth
o
d
s
in
g
en
er
al
with
th
is
d
if
f
er
en
t
s
o
r
o
g
a
n
m
eth
o
d
b
ec
au
s
e
ac
co
r
d
in
g
to
th
e
r
ese
ar
ch
er
,
th
e
s
o
r
o
g
a
n
m
eth
o
d
is
v
er
y
g
o
o
d
wh
en
u
s
ed
in
h
is
to
r
y
lear
n
in
g
to
co
n
v
ey
m
ater
ial
an
d
tr
an
s
f
er
th
e
v
alu
e
co
n
tain
ed
in
h
is
to
r
ical
m
ater
ial.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
r
esear
ch
m
eth
o
d
u
s
ed
a
q
u
an
titativ
e
ap
p
r
o
ac
h
with
a
q
u
asi
-
ex
p
er
im
en
tal
n
o
n
-
eq
u
iv
ale
n
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
[
2
9
,
3
0
]
.
T
h
is
d
esig
n
m
eth
o
d
is
u
s
ed
to
d
et
er
m
in
e
th
e
ef
f
ec
t
an
d
d
if
f
er
e
n
ce
s
in
th
e
lear
n
in
g
m
eth
o
d
s
ap
p
lied
,
in
d
ete
r
m
in
i
n
g
th
e
p
o
p
u
latio
n
d
iv
id
es
in
to
two
g
r
o
u
p
s
,
n
am
ely
t
h
e
ex
p
e
r
i
m
en
tal
class
g
r
o
u
p
(
wh
ich
is
g
iv
en
tr
ea
tm
e
n
t)
an
d
th
e
co
n
tr
o
l
class
(
n
o
t
g
i
v
en
tr
ea
tm
en
t
o
r
c
o
n
v
e
n
tio
n
al)
.
B
ef
o
r
e
b
ein
g
g
iv
en
tr
ea
tm
en
t,
th
ese
two
g
r
o
u
p
s
m
u
s
t
b
e
g
iv
en
a
test
f
ir
s
t,
n
a
m
ely
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
,
th
e
aim
is
to
k
n
o
w
th
e
ch
an
g
e
s
th
at
h
a
v
e
o
cc
u
r
r
e
d
b
etwe
en
t
h
e
two
g
r
o
u
p
s
[
3
1
]
.
T
h
e
r
esear
ch
p
o
p
u
latio
n
o
f
Sen
io
r
Hig
h
Sch
o
o
l
in
L
am
p
u
n
g
,
I
n
d
o
n
esia,
n
am
ely
Sen
io
r
Hig
h
Sch
o
o
l
T
MI
Me
tr
o
L
am
p
u
n
g
an
d
Ma
d
r
a
s
a
h
A
liya
h
MA
N
2
Me
tr
o
L
am
p
u
n
g
with
a
s
am
p
le
o
f
class
X
s
tu
d
en
ts
,
th
e
n
u
m
b
er
o
f
s
am
p
les
u
s
ed
was
9
6
with
d
etails
o
f
6
4
ex
p
er
im
en
tal
class
es a
n
d
3
2
c
o
n
tr
o
l c
lass
es.
T
h
e
d
etails ca
n
b
e
s
ee
n
in
T
ab
le
1
.
T
ab
le
1
.
Deta
ils
o
f
th
e
r
esear
ch
s
am
p
le
N
o
.
C
l
a
s
s
g
r
o
u
p
S
c
h
o
o
l
D
e
t
e
r
m
i
n
a
t
i
o
n
p
o
p
u
l
a
t
i
o
n
S
a
mp
l
e
s
i
z
e
1.
Ex
p
e
r
i
m
e
n
t
c
l
a
ss
S
M
A
T
M
I
48
187
x
1
2
6
=
3
2
.
3
4
32
48
187
x
1
2
6
=
3
2
.
3
4
32
2.
C
o
n
t
r
o
l
c
l
a
ss
M
A
N
2
47
187
x
1
2
6
=
3
1
.
6
6
32
To
t
a
l
96
Sam
p
lin
g
d
ata
u
s
in
g
a
clu
s
ter
s
am
p
lin
g
tech
n
iq
u
e
th
at
h
as
b
ee
n
d
eter
m
in
e
d
b
y
th
e
r
esea
r
ch
er
an
d
m
ad
e
in
to
s
ev
er
al
g
r
o
u
p
s
wh
ich
will
b
e
d
iv
id
ed
i
n
to
two
g
r
o
u
p
s
.
I
n
th
is
s
tu
d
y
,
d
ata
co
llectio
n
tech
n
iq
u
es
wer
e
o
b
tain
ed
f
r
o
m
o
b
s
er
v
a
tio
n
,
in
ter
v
iews,
an
d
test
s
(
p
r
e
-
test
an
d
p
o
s
t
-
test
)
.
T
h
e
d
ata
an
aly
s
is
u
s
ed
s
tatis
t
ical
an
aly
s
is
u
s
in
g
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
an
d
N
-
g
ain
s
co
r
es
to
d
eter
m
in
e
th
e
ef
f
ec
t
an
d
d
if
f
e
r
en
c
e
o
f
th
e
r
esu
lts
o
f
t
h
e
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es.
Ho
wev
er
,
b
ef
o
r
e
test
in
g
th
e
ef
f
ec
t
o
f
t
h
e
so
r
o
g
a
n
m
eth
o
d
u
s
in
g
th
e
i
n
d
ep
e
n
d
en
t
s
am
p
l
e
t
-
test
,
y
o
u
m
u
s
t
c
o
n
d
u
ct
a
p
r
e
-
r
eq
u
is
ite
test
f
o
r
d
ata
v
ar
ian
t
an
aly
s
is
to
d
eter
m
in
e
wh
et
h
er
th
e
d
ata
a
n
aly
s
is
f
o
r
h
y
p
o
t
h
esis
test
in
g
ca
n
b
e
co
n
tin
u
ed
o
r
n
o
t.
An
aly
s
is
o
f
th
e
d
ata
v
ar
ian
ts
is
a
test
o
f
n
o
r
m
ality
an
d
h
o
m
o
g
e
n
eity
,
th
is
test
is
ca
r
r
ied
o
u
t
s
o
th
at
th
e
d
ata
f
r
o
m
th
e
p
o
p
u
latio
n
is
n
o
r
m
ally
d
is
tr
ib
u
te
d
an
d
th
e
g
r
o
u
p
s
ar
e
co
m
p
ar
ed
h
o
m
o
g
en
eo
u
s
ly
,
th
en
af
ter
th
at,
it
ca
n
b
e
co
n
tin
u
e
d
to
test
th
e
h
y
p
o
th
esis
an
aly
s
is
.
An
aly
s
is
o
f
th
e
ca
lcu
latio
n
o
f
th
e
n
o
r
m
ali
ty
test
u
s
in
g
th
e
Sh
ap
ir
o
-
W
ilk
p
ath
m
o
d
el
with
a
h
y
p
o
th
esis
o
f
s
ig
n
if
ican
ce
v
a
lu
e
α
>
0
.
0
5
.
T
h
e
h
o
m
o
g
e
n
eity
test
was
ca
r
r
ied
o
u
t
u
s
in
g
one
-
way
ANOV
A
an
aly
s
is
u
s
in
g
L
ev
en
e'
s
T
est
with
a
s
ig
n
if
ican
ce
v
alu
e
o
f
α
>
0
.
0
5
.
T
h
e
in
d
e
p
en
d
e
n
t
s
am
p
l
e
t
-
test
to
d
eter
m
in
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
m
ea
n
in
g
b
etwe
en
th
e
two
class
es
o
f
s
ig
n
if
ican
ce
was
th
e
s
ig
n
if
ican
ce
v
alu
e
α
<
0
.
0
5
,
wh
ile
th
e
N
-
g
ain
s
co
r
e
test
was
u
s
ed
to
d
eter
m
in
e
th
e
in
cr
ea
s
e
in
s
tu
d
en
ts
'
h
is
to
r
ical
u
n
d
er
s
tan
d
in
g
an
d
h
is
to
r
ical
awa
r
en
ess
.
T
h
is
d
ata
an
aly
s
is
test
was
as
s
is
ted
b
y
a
p
r
o
g
r
am
SP
SS
v
er
s
io
n
2
2
.
0
.
T
h
e
ca
teg
o
r
izatio
n
o
f
th
e
N
-
g
ain
s
co
r
e
ca
n
b
e
d
e
ter
m
in
ed
b
ased
o
n
th
e
N
-
g
ai
n
v
alu
e.
T
h
e
d
is
tr
ib
u
tio
n
o
f
ca
t
eg
o
r
ies
f
o
r
th
e
N
-
g
ain
v
alu
e
ca
n
b
e
s
ee
n
i
n
T
ab
l
e
2
.
T
h
e
v
alu
e
o
f
th
e
in
c
r
ea
s
e
is
ca
lcu
lated
b
y
t
h
e
f
o
r
m
u
la
f
o
r
th
e
N
-
g
ain
s
co
r
e
with
th
e
ca
teg
o
r
ies [
3
2
]
as in
(
1
)
.
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
Th
e
in
flu
en
ce
o
f
s
o
r
o
g
a
n
meth
o
d
in
lea
r
n
in
g
h
is
to
r
y
to
in
cre
a
s
e
h
is
to
r
ica
l
…
(
Mu
h
a
mma
d
R
ija
l F
a
d
li
)
303
−
G
a
in
=
(
−
)
(
−
)
(
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Descr
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n
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N
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RE
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if
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ical
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h
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o
n
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m
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s
in
g
th
e
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g
ain
s
co
r
e
test
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ich
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n
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e
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ee
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in
th
e
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ab
le
7
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ab
le
7
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s
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test
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lts
C
l
a
s
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n
s
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e
C
r
i
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a
Ex
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m
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n
t
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e
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i
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m
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p
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m
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t
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4
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e
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i
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m
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l
0
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2
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w
B
ased
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n
T
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b
le
7
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ws
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at
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e
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-
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ain
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4
≤
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7
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ic
h
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clu
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in
th
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m
ed
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m
cr
it
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h
ile
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e
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2
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0
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w
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t
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at
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m
th
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lcu
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th
e
N
-
g
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tes
t
th
er
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is
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ig
n
if
ican
t
in
cr
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s
e
with
th
e
m
ea
n
s
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r
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o
f
th
e
p
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e
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test
ex
p
e
r
im
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tal
clas
s
1
is
7
6
.
0
3
a
n
d
th
e
p
o
s
t
-
test
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s
8
5
.
3
1
,
ex
p
er
im
e
n
t
2
p
r
etest
7
0
.
7
1
an
d
p
o
s
t
-
test
8
1
.
7
5
.
T
h
e
m
ea
n
v
al
u
e
o
f
th
e
p
r
e
-
test
s
co
r
e
o
f
t
h
e
co
n
tr
o
l c
l
ass
was 7
0
.
2
1
an
d
t
h
e
p
o
s
t
-
test
7
6
.
2
8
.
T
h
u
s
,
th
e
r
esu
lts
o
f
th
e
N
-
g
ai
n
s
co
r
e
test
f
o
r
th
e
two
g
r
o
u
p
s
(
ex
p
er
im
e
n
tal
class
an
d
co
n
tr
o
l
class
)
wer
e
d
if
f
e
r
en
t
a
n
d
im
p
r
o
v
ed
.
I
t
is
k
n
o
wn
f
r
o
m
th
e
r
esu
lts
o
f
th
e
N
-
g
ai
n
s
co
r
e
test
,
wh
e
r
e
th
e
ex
p
e
r
im
en
tal
class
o
b
tain
ed
an
N
-
g
ain
s
co
r
e
o
f
0
.
4
with
m
o
d
er
ate
cr
iter
i
a,
an
d
th
e
co
n
tr
o
l
class
o
n
ly
o
b
tain
ed
a
n
N
-
g
ain
s
co
r
e
o
f
0
.
2
wh
ich
is
in
clu
d
ed
in
th
e
lo
w
cr
iter
ia.
T
h
is
m
ea
n
s
th
at
th
e
av
er
ag
e
N
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g
ain
s
co
r
e
o
f
t
h
e
ex
p
er
im
en
tal
class
is
g
r
ea
ter
an
d
in
cr
ea
s
es
co
m
p
ar
ed
to
t
h
e
co
n
tr
o
l
class
.
T
h
ese
r
e
s
u
lt
s
in
d
icate
th
at
th
e
im
p
lem
en
tatio
n
o
f
th
e
s
o
r
o
g
a
n
m
eth
o
d
in
lear
n
in
g
h
is
to
r
y
h
as
an
in
f
lu
en
ce
an
d
ca
n
in
cr
ea
s
e
u
n
d
er
s
tan
d
in
g
an
d
awa
r
en
ess
o
f
h
is
to
r
y
f
o
r
s
tu
d
en
ts
.
3
.
2
.
Dis
cu
s
s
io
n
T
h
e
r
esu
lts
o
f
th
e
a
n
aly
s
is
s
h
o
w
th
at
th
e
s
o
r
o
g
a
n
m
eth
o
d
in
lear
n
in
g
is
m
o
r
e
in
f
lu
e
n
tial
an
d
ef
f
icien
t
f
o
r
in
c
r
ea
s
in
g
s
tu
d
en
ts
'
h
is
to
r
ical
u
n
d
er
s
tan
d
in
g
a
n
d
h
is
to
r
ical
awa
r
en
ess
co
m
p
ar
e
d
to
c
o
n
v
en
tio
n
al
lear
n
in
g
m
eth
o
d
s
.
T
h
is
s
o
r
o
g
a
n
m
eth
o
d
is
ad
o
p
ted
f
r
o
m
th
e
p
esa
n
tr
e
n
cir
cles w
h
er
e
a
S
a
n
tr
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(
s
tu
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t)
h
an
d
s
a
b
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o
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th
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p
r
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in
f
r
o
n
t
o
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th
e
K
ia
i
[
3
3
,
3
4
]
.
Pre
s
en
tatio
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with
t
h
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s
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g
a
n
m
eth
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d
ca
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tr
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f
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a
p
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s
s
o
f
d
eliv
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f
cu
ltu
r
e
in
I
s
lam
ic
b
o
ar
d
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g
s
ch
o
o
ls
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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&
R
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d
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2252
-
8
8
2
2
Th
e
in
flu
en
ce
o
f
s
o
r
o
g
a
n
meth
o
d
in
lea
r
n
in
g
h
is
to
r
y
to
in
cre
a
s
e
h
is
to
r
ica
l
…
(
Mu
h
a
mma
d
R
ija
l F
a
d
li
)
305
co
m
m
o
n
l
y
ca
lle
d
tu
to
r
s
h
ip
/m
en
to
r
s
h
ip
[
3
5
,
3
6
]
.
T
h
is
s
o
r
o
g
a
n
m
eth
o
d
is
co
n
s
id
er
ed
im
p
o
r
tan
t
b
ec
au
s
e
it
ca
n
h
elp
s
tu
d
en
ts
d
ev
elo
p
in
tellec
tu
al
ab
ilit
ies
an
d
s
k
ill
s
in
d
iv
i
d
u
ally
,
s
o
th
at
th
e
f
o
cu
s
ca
n
b
e
o
n
s
tu
d
en
ts
wh
o
ar
e
g
u
id
e
d
b
y
th
eir
teac
h
e
r
s
[
3
7
]
.
T
h
e
s
o
r
o
g
a
n
m
et
h
o
d
,
if
t
r
an
s
f
o
r
m
ed
in
th
e
wo
r
ld
o
f
f
o
r
m
al
ed
u
ca
tio
n
,
will
b
e
v
er
y
ef
f
icien
t
an
d
ef
f
ec
t
iv
e.
T
ec
h
n
ically
t
h
e
s
o
r
o
g
a
n
m
eth
o
d
is
a
p
p
lied
i
n
f
o
r
m
al
lear
n
in
g
s
tar
tin
g
with
:
1
)
S
tu
d
en
ts
f
ac
in
g
th
e
teac
h
er
with
p
r
ed
eter
m
i
n
ed
m
ater
ial
;
2
)
T
h
e
teac
h
er
p
r
o
v
id
es
an
ex
p
la
n
atio
n
r
eg
ar
d
in
g
th
e
m
ater
ial
th
at
h
as
b
ee
n
g
iv
en
to
s
tu
d
en
ts
;
3
)
S
tu
d
en
ts
m
u
s
t
p
ay
atten
tio
n
to
th
e
teac
h
er
wh
en
ex
p
lain
in
g
ca
r
ef
u
lly
b
ec
au
s
e
;
4
)
S
tu
d
en
ts
m
u
s
t
f
o
llo
w
o
r
im
ita
te
th
e
m
ater
ial
tau
g
h
t
b
y
th
e
t
ea
ch
er
.
W
ith
th
is
tech
n
iq
u
e,
l
ea
r
n
in
g
will
b
e
v
er
y
ef
f
ec
tiv
e
an
d
ef
f
icien
t so
th
at
t
h
e
d
eter
m
in
e
d
co
m
p
eten
cy
o
b
jectiv
es c
an
b
e
ac
h
iev
e
d
o
p
tim
ally
.
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h
e
s
o
r
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g
a
n
m
eth
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d
ca
n
b
e
s
aid
to
b
e
a
m
o
d
er
n
lear
n
in
g
m
eth
o
d
b
ec
au
s
e
t
h
is
m
eth
o
d
ca
n
b
u
ild
g
o
o
d
in
ter
ac
tio
n
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
s
o
th
at
th
e
m
ater
ial
b
ei
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g
ta
u
g
h
t
is
ea
s
y
an
d
q
u
ick
ly
u
n
d
er
s
to
o
d
b
y
s
tu
d
e
n
ts
.
W
ith
th
e
s
o
r
o
g
a
n
m
eth
o
d
,
b
o
t
h
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
b
o
t
h
m
ak
e
th
o
r
o
u
g
h
p
r
ep
ar
atio
n
s
in
s
tu
d
y
in
g
th
e
m
ater
ial,
f
r
o
m
h
e
r
e
th
e
teac
h
er
will
b
e
ab
le
to
f
in
d
o
u
t
th
e
c
h
a
r
ac
ter
d
e
v
elo
p
m
e
n
t
o
r
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
ts
,
s
o
th
is
s
o
r
o
g
a
n
m
et
h
o
d
is
v
e
r
y
ef
f
icien
t w
h
en
a
p
p
lied
in
h
is
to
r
y
lear
n
in
g
.
I
n
lear
n
in
g
h
is
to
r
y
,
u
n
d
er
s
tan
d
in
g
an
d
h
is
to
r
ical
awa
r
e
n
ess
is
th
e
m
o
s
t
im
p
o
r
tan
t
p
a
r
t
o
f
ac
h
iev
in
g
lear
n
in
g
o
b
jectiv
es,
s
o
th
at
th
ese
two
p
ar
ts
m
u
s
t
b
e
ac
t
u
alize
d
b
y
s
tu
d
en
ts
s
o
th
at
t
h
e
v
alu
es
co
n
tain
ed
i
n
h
is
to
r
ical
ev
en
ts
ca
n
b
e
r
ef
lect
ed
in
to
p
o
s
itiv
e
v
alu
es
in
t
h
e
t
im
es
[
3
8
]
.
Pu
r
wa
n
ta
[
3
9
]
ex
p
lain
s
th
at
h
is
to
r
ical
u
n
d
er
s
tan
d
i
n
g
is
th
e
ab
ilit
y
to
lis
ten
to
an
d
u
n
d
er
s
tan
d
h
is
to
r
ical
s
to
r
ies to
id
en
tify
b
asic e
l
em
en
ts
o
f
n
ar
r
ativ
e
o
r
s
to
r
y
s
tr
u
ctu
r
es
th
at
ca
n
b
e
u
s
ed
as
a
b
asis
f
o
r
attitu
d
es
a
n
d
p
o
licies
in
f
ac
i
n
g
life
.
Me
an
wh
ile,
Su
s
an
to
[
4
0
]
ex
p
lain
s
th
at
h
is
to
r
ical
a
war
en
ess
is
th
e
in
tellectu
al
an
d
m
en
tal
a
b
ilit
y
to
u
n
d
er
s
tan
d
,
in
ter
p
r
et,
an
d
m
ak
e
r
ef
lectiv
e
u
s
e
o
f
h
is
to
r
ical
ex
p
er
ien
ce
/h
is
to
r
ical
u
n
d
er
s
tan
d
in
g
to
cr
itically
r
esp
o
n
d
to
v
ar
io
u
s
p
h
e
n
o
m
en
a
f
ac
ed
in
th
e
p
r
esen
t
an
d
f
u
tu
r
e
.
T
h
u
s
,
u
n
d
er
s
tan
d
in
g
an
d
h
is
to
r
ical
awa
r
en
ess
ar
e
s
o
m
e
o
f
t
h
e
m
o
s
t
im
p
o
r
ta
n
t
p
ar
ts
f
o
r
s
tu
d
en
ts
in
h
elp
in
g
a
n
d
s
h
ar
p
e
n
in
g
n
atio
n
al
id
en
tit
ies
[
4
1
]
.
Mo
r
ally
,
s
tu
d
en
ts
will
also
b
e
m
o
v
ed
to
en
co
u
r
a
g
e
p
r
o
g
r
ess
th
at
lead
s
to
th
e
d
ev
elo
p
m
en
t
o
f
th
e
co
m
m
o
n
g
o
o
d
f
o
r
th
e
n
atio
n
[
4
2
]
.
His
to
r
ical
u
n
d
er
s
tan
d
i
n
g
a
n
d
awa
r
en
ess
ca
n
m
ak
e
s
tu
d
en
ts
en
f
o
r
ce
s
o
cial
h
ar
m
o
n
y
o
r
co
h
esio
n
.
T
h
r
o
u
g
h
th
ese
two
p
ar
ts
,
s
tu
d
en
ts
will
b
e
wis
e
ab
o
u
t
th
e
v
alu
es
o
f
p
ast
s
o
ciety
an
d
v
ar
io
u
s
s
o
cia
l
ag
r
ee
m
e
n
ts
,
s
o
th
at
s
tu
d
en
ts
will b
ec
o
m
e
s
tr
o
n
g
ac
t
o
r
s
to
d
ir
ec
t to
d
ay
'
s
s
o
ciety
in
s
o
lv
in
g
p
r
o
b
lem
s
c
o
m
p
r
e
h
en
s
iv
ely
.
His
to
r
y
lear
n
in
g
h
as
th
e
aim
o
f
f
o
r
m
in
g
g
o
o
d
citizen
s
,
m
a
k
in
g
s
tu
d
e
n
ts
awa
r
e
o
f
th
em
s
elv
es
an
d
th
eir
en
v
ir
o
n
m
en
t,
an
d
p
r
o
v
i
d
in
g
a
h
is
to
r
ical
p
er
s
p
ec
tiv
e.
W
ith
h
is
to
r
y
,
s
tu
d
en
ts
ca
n
le
ar
n
wh
at
ca
n
n
o
t
b
e
s
ee
n
,
an
d
i
n
tr
o
d
u
ce
u
s
to
v
is
io
n
s
th
at
we
h
a
v
e
n
o
t
k
n
o
wn
s
in
ce
we
wer
e
b
o
r
n
[
4
3
,
4
4
]
.
His
to
r
y
lear
n
in
g
is
ca
r
r
ied
o
u
t
t
o
ac
h
ie
v
e
th
e
t
ar
g
et
r
esu
lts
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
its
elf
,
wh
ich
in
cl
u
d
es
ac
ad
em
ic
s
k
ills
,
h
is
to
r
ical
u
n
d
er
s
tan
d
in
g
,
h
is
t
o
r
ical
co
n
s
cio
u
s
n
ess
,
an
d
n
at
io
n
alis
m
,
o
f
co
u
r
s
e,
b
ased
o
n
th
e
r
esu
lts
o
f
th
e
q
u
ality
o
f
t
h
e
lear
n
in
g
p
r
o
ce
s
s
th
at
h
as
b
ee
n
ad
eq
u
ate,
e
v
er
y
th
in
g
ca
n
b
e
ac
h
iev
e
d
[
4
5
]
.
So
,
it
is
v
er
y
n
ec
ess
ar
y
to
ch
o
o
s
e
a
h
is
to
r
y
lear
n
in
g
m
eth
o
d
s
o
th
at
th
e
d
esire
d
g
o
al
is
ac
h
iev
ed
,
t
h
er
e
h
av
e
b
ee
n
m
an
y
p
r
o
v
e
n
m
eth
o
d
s
an
d
m
o
d
els
o
f
h
is
to
r
y
lear
n
in
g
to
b
e
u
s
ed
a
n
d
to
in
c
r
ea
s
e
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
h
is
to
r
y
an
d
awa
r
e
n
ess
[
4
6
]
.
Ho
wev
e
r
,
th
is
s
tu
d
y
a
p
p
lies
th
e
s
o
r
o
g
a
n
m
eth
o
d
wh
ic
h
is
v
er
y
r
a
r
e
in
th
e
wo
r
ld
o
f
f
o
r
m
al
ed
u
ca
tio
n
,
b
ec
au
s
e
th
e
s
o
r
o
g
a
n
m
eth
o
d
is
o
n
l
y
u
s
ed
i
n
th
e
wo
r
ld
o
f
p
esa
n
tr
en
ed
u
c
atio
n
.
R
esear
ch
f
r
o
m
W
ak
it
[
4
7
]
s
u
g
g
ests
th
at
th
e
s
o
r
o
g
a
n
m
eth
o
d
is
v
er
y
ef
f
ec
tiv
e
an
d
e
f
f
ic
ien
t
wh
en
ap
p
lied
to
lear
n
i
n
g
i
n
th
e
wo
r
l
d
o
f
f
o
r
m
al
e
d
u
ca
tio
n
o
r
o
u
ts
id
e
th
e
I
s
lam
ic
b
o
ar
d
in
g
s
ch
o
o
l
b
ec
au
s
e
with
th
is
s
o
r
o
g
a
n
m
eth
o
d
s
tu
d
en
ts
ca
n
d
ev
elo
p
th
eir
r
esp
ec
tiv
e
ab
ilit
ies
g
u
id
ed
b
y
th
e
teac
h
er
.
R
in
an
g
s
ih
,
et
a
l.
[
4
8
]
also
ar
g
u
e
th
at
th
is
s
o
r
o
g
a
n
m
eth
o
d
h
as
a
g
o
o
d
ef
f
ec
t
b
ec
au
s
e
th
is
m
eth
o
d
ca
n
p
r
o
v
id
e
u
n
d
e
r
s
tan
d
in
g
an
d
s
k
ills
to
s
tu
d
en
ts
.
Af
ter
all,
l
ea
r
n
in
g
is
s
tu
d
en
t
-
ce
n
ter
ed
s
o
s
tu
d
en
ts
m
u
s
t
b
e
r
esp
o
n
s
ib
le
f
o
r
th
e
m
ater
ial
p
r
o
v
id
e
d
b
y
th
e
teac
h
er
[
4
9
]
.
I
n
lin
e
with
Sap
u
tr
i
,
et
a
l.
[
5
0
]
th
e
s
o
r
o
g
a
n
m
et
h
o
d
d
o
es
h
av
e
its
im
p
ac
t
o
n
im
p
r
o
v
in
g
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
ab
ilit
y
in
a
b
s
o
r
b
in
g
th
e
m
ater
ial
b
ein
g
tau
g
h
t.
I
n
th
is
s
tu
d
y
,
h
e
ag
r
ee
s
with
th
is
r
esear
ch
,
b
ec
au
s
e
b
y
ap
p
ly
in
g
th
e
s
o
r
o
g
a
n
m
eth
o
d
it
ca
n
af
f
ec
t
th
e
ac
ad
em
ic
ab
ilit
y
,
u
n
d
er
s
tan
d
i
n
g
,
an
d
h
is
to
r
ical
awa
r
en
ess
o
f
s
tu
d
en
ts
,
b
as
ed
o
n
th
e
r
esu
lts
o
f
th
e
d
ata
an
aly
s
is
th
at
h
as b
ee
n
d
o
n
e
ab
o
v
e.
T
h
e
n
o
v
elty
o
f
th
is
r
esear
ch
f
o
cu
s
es o
n
th
e
ap
p
licatio
n
o
f
th
e
S
o
r
o
g
a
n
m
eth
o
d
wh
ic
h
is
im
p
lem
en
ted
in
h
is
to
r
y
lear
n
in
g
.
T
h
is
is
b
ec
au
s
e
th
e
s
o
r
o
g
a
n
m
eth
o
d
h
a
s
b
ee
n
ad
o
p
ted
f
r
o
m
I
s
lam
ic
b
o
ar
d
in
g
s
ch
o
o
ls
in
I
n
d
o
n
esia
wh
ich
is
n
o
t
u
s
u
ally
ap
p
lied
in
h
is
to
r
ical
lear
n
in
g
,
m
o
r
eo
v
er
,
th
e
s
o
r
o
g
a
n
m
et
h
o
d
is
o
n
ly
k
n
o
wn
am
o
n
g
p
esa
n
tr
en
[
5
1
]
.
T
h
e
ap
p
licatio
n
o
f
th
e
s
o
r
o
g
a
n
m
eth
o
d
in
lear
n
i
n
g
h
is
to
r
y
i
s
v
er
y
in
f
l
u
en
tial
in
in
cr
ea
s
in
g
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
h
is
to
r
y
a
n
d
awa
r
e
n
ess
b
ased
o
n
th
e
r
esu
lts
o
f
th
e
r
esear
ch
th
at
h
as
b
ee
n
d
o
n
e.
T
h
e
s
o
r
o
g
a
n
m
eth
o
d
ap
p
lied
in
h
is
to
r
y
lear
n
in
g
g
r
ea
t
ly
in
f
lu
en
ce
s
s
tu
d
en
ts
to
in
cr
ea
s
e
u
n
d
er
s
tan
d
in
g
an
d
h
is
to
r
ical
awa
r
en
ess
b
e
ca
u
s
e
s
o
r
o
g
a
n
m
eth
o
d
h
as
its
co
n
ce
p
t
th
at
ca
n
b
u
ild
teac
h
e
r
-
s
tu
d
en
t
in
ter
ac
tio
n
r
elatio
n
s
h
ip
s
s
o
th
at
teac
h
er
s
ca
n
co
n
tr
o
l a
n
d
g
u
id
e
th
e
d
e
v
elo
p
m
en
t o
f
in
d
iv
id
u
al
s
tu
d
en
ts
.
W
ith
th
is
m
eth
o
d
,
th
e
teac
h
er
will b
e
g
r
ea
tly
h
el
p
ed
to
em
p
h
asize
th
e
o
b
jectiv
es o
f
lear
n
in
g
h
is
to
r
y
o
p
tim
ally
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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4.
CO
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h
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im
p
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tatio
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m
eth
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h
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ican
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ical
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ical
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ased
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test
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r
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ex
p
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im
en
tal
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tr
o
l
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s
es
th
er
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a
s
ig
n
if
ican
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d
if
f
e
r
en
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with
th
e
ac
q
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itio
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f
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0
0
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0
5
.
I
t
m
ea
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at
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ex
p
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im
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wh
ich
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s
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th
e
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o
r
o
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a
n
m
eth
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)
an
d
th
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tio
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ee
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y
in
f
lu
en
tial
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lear
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h
is
to
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y
an
d
ca
n
also
in
cr
ea
s
e
s
tu
d
e
n
ts
'
u
n
d
er
s
tan
d
in
g
a
n
d
h
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to
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i
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l
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r
en
ess
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h
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tatem
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t
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ased
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es
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lts
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th
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p
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4
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2
.
T
h
is
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ch
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p
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b
o
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p
r
ac
tically
an
d
th
eo
r
etica
lly
,
p
r
ac
tically
t
h
e
s
ch
o
o
l
o
r
teac
h
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ca
n
co
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s
id
er
b
ein
g
ab
le
to
a
p
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ly
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o
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a
n
m
eth
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estab
lis
h
g
o
o
d
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elatio
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s
h
ip
s
o
r
in
ter
ac
tio
n
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b
etwe
en
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h
e
r
s
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d
s
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d
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o
r
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d
u
ca
tio
n
al
p
u
r
p
o
s
es
s
o
th
at
s
tu
d
en
ts
'
in
tellectu
al
ab
ilit
ies
an
d
ch
ar
ac
te
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ca
n
b
e
m
ax
im
a
lly
f
o
r
m
ed
ac
co
r
d
in
g
to
d
em
an
d
s
o
f
th
e
tim
es.
T
h
is
r
esear
ch
ju
s
tifie
d
th
e
ap
p
licatio
n
o
f
th
e
s
o
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a
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s
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s
o
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r
a
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a
g
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p
o
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e
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o
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u
d
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t
s
s
o
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a
t
t
h
e
y
c
o
n
t
i
n
u
e
t
o
l
e
a
r
n
h
i
s
t
o
r
y
.
T
h
i
s
r
e
s
e
a
r
c
h
c
a
n
a
l
s
o
b
e
u
s
e
d
a
s
a
s
o
u
r
c
e
o
f
t
h
e
o
r
y
o
r
a
r
e
f
e
r
e
n
c
e
t
h
a
t
is
u
s
e
d
a
s
s
u
p
p
o
r
t
i
n
g
m
a
t
e
r
i
al
i
n
o
t
h
e
r
r
esear
ch
.
ACK
NO
WL
E
DG
E
M
E
NT
S
Ma
n
y
th
an
k
s
to
m
y
p
ar
en
ts
wh
o
h
av
e
g
iv
en
t
h
eir
s
u
p
p
o
r
t
an
d
b
less
in
g
to
c
o
n
tin
u
e
t
h
e
ir
d
o
cto
r
al
s
tu
d
ies
at
th
eir
o
wn
e
x
p
en
s
e.
T
h
an
k
y
o
u
to
th
e
s
tu
d
en
ts
o
f
class
X
Sen
io
r
Hig
h
Sch
o
o
l
L
am
p
u
n
g
,
wh
o
h
av
e
p
r
o
v
id
e
d
ass
is
tan
ce
an
d
co
n
t
r
ib
u
tio
n
as
r
esp
o
n
d
en
ts
in
th
is
s
tu
d
y
.
T
h
an
k
y
o
u
also
to
th
e
alm
a
m
ater
o
f
Yo
g
y
ak
ar
ta
State
Un
iv
e
r
s
ity
wh
o
h
as p
r
o
v
id
ed
a
lo
t o
f
k
n
o
wled
g
e
an
d
c
o
n
tr
ib
u
ted
to
wo
r
k
.
RE
F
E
R
E
NC
E
S
[1
]
W.
Ry
o
o
,
“
G
lo
b
a
li
z
a
ti
o
n
,
o
r
t
h
e
lo
g
ic
o
f
c
u
lt
u
ra
l
h
y
b
rid
iza
ti
o
n
:
T
h
e
c
a
se
o
f
th
e
Ko
re
a
n
wa
v
e
,
”
As
ia
n
J
o
u
rn
a
l
o
f
Co
mm
u
n
ica
ti
o
n
,
v
o
l
.
1
9
,
n
o
.
2
,
p
p
.
1
3
7
-
1
5
1
,
2
0
0
9
.
[2
]
Y.
L.
Lee
,
M
.
J
u
n
g
,
R.
J.
Na
th
a
n
,
a
n
d
J.
-
E
.
Ch
u
n
g
,
“
Cro
ss
-
Na
ti
o
n
a
l
S
tu
d
y
o
n
t
h
e
P
e
rc
e
p
ti
o
n
o
f
th
e
Ko
re
a
n
Wav
e
a
n
d
C
u
lt
u
ra
l
H
y
b
ri
d
it
y
i
n
In
d
o
n
e
sia
a
n
d
M
a
lay
sia
Us
in
g
Disc
o
u
rse
o
n
S
o
c
ial
M
e
d
ia,”
S
u
sta
i
n
a
b
il
i
ty
,
v
o
l
.
1
2
,
n
o
.
1
5
,
p
p
.
1
-
33
,
2
0
2
0
.
[3
]
A.
S
.
F
i
b
rian
t
o
,
e
t
a
l.
,
“
An
a
ly
sis
o
f
G
lo
b
a
li
z
a
ti
o
n
P
h
e
n
o
m
e
n
a
:
F
o
rm
s o
f
K
-
P
o
p
Cu
lt
u
ra
l
F
a
n
a
ti
c
ism
a
m
o
n
g
S
tu
d
e
n
ts
(Ca
se
S
tu
d
y
o
f
S
o
c
io
l
o
g
y
S
tu
d
e
n
t
a
t
Un
i
v
e
rsitas
Ne
g
e
ri
M
a
la
n
g
),
”
in
I
n
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
S
o
c
i
a
l
S
t
u
d
ies
a
n
d
En
v
ir
o
n
me
n
t
a
l
Iss
u
e
s (ICOS
S
EI
2
0
1
9
)
,
2
0
2
0
,
v
o
l.
4
0
4
,
p
p
.
3
1
9
-
3
2
4
.
[4
]
B.
P
.
Wi
b
o
wo
,
T.
Wu
lan
d
a
ri,
a
n
d
J.
S
e
ti
a
wa
n
,
“
Re
latio
n
sh
i
p
Be
tw
e
e
n
th
e
Un
d
e
rsta
n
d
i
n
g
o
f
I
n
d
o
n
e
s
ian
Histo
r
y
a
n
d
Th
e
Na
ti
o
n
a
li
sm
Atti
tu
d
e
of
S
tate
S
e
n
i
o
r
Hi
g
h
S
c
h
o
o
l
S
tu
d
e
n
ts,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
S
o
c
ia
l
S
c
ien
c
e
Res
e
a
rc
h
,
v
o
l.
1
,
n
o
.
3
,
p
p
.
2
1
-
2
9
,
2
0
1
7
.
[5
]
L.
Ag
u
n
g
,
“
Th
e
Ro
le
o
f
S
o
c
ial
S
tu
d
ies
a
n
d
Histo
r
y
Lea
rn
in
g
in
Ju
n
i
o
r
Hi
g
h
S
c
h
o
o
l
i
n
S
tren
g
th
e
n
i
n
g
th
e
S
t
u
d
e
n
ts
Ch
a
ra
c
ter,”
Pa
ra
mita
Histo
ri
c
a
l
S
tu
d
ies
J
o
u
r
n
a
l
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
2
3
8
-
2
4
6
,
2
0
1
5
.
[6
]
M
.
M
a
sk
u
n
,
R.
A
.
P
ra
tam
a
,
a
n
d
S
.
S
u
m
a
rg
o
n
o
,
“
Im
p
lem
e
n
tati
o
n
o
f
C
h
a
ra
c
ter
Ed
u
c
a
ti
o
n
i
n
Hist
o
ri
c
a
l
Lea
rn
in
g
i
n
th
e
In
d
u
str
ial
Re
v
o
lu
t
io
n
Era
4
.
0
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
M
u
l
ti
c
u
lt
u
r
a
l
a
n
d
M
u
l
ti
re
li
g
i
o
u
s
Un
d
e
r
sta
n
d
in
g
,
v
o
l.
6
,
n
o
.
6
,
p
p
.
4
8
7
-
4
9
6
,
2
0
1
9
.
[7
]
A.
R.
Ha
n
iah
,
Am
a
n
,
a
n
d
R
.
S
e
t
i
a
w
a
n
,
“
I
n
t
e
g
r
a
t
i
o
n
o
f
S
t
r
e
n
g
t
h
e
n
i
n
g
o
f
C
h
a
r
a
c
t
e
r
E
d
u
c
a
t
i
o
n
a
n
d
H
i
g
h
e
r
O
r
d
e
r
T
h
i
n
k
i
n
g
S
k
i
l
l
s
i
n
H
i
s
t
o
r
y
L
e
a
r
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
L
e
a
r
n
i
n
g
(
E
d
u
L
e
a
r
n
)
,
v
o
l
.
1
4
,
n
o
.
2
,
p
p
.
1
8
3
-
1
9
0
,
2
0
2
0
.
[8
]
K.
Am
b
o
ro
,
“
B
u
il
d
in
g
Aw
a
re
n
e
ss
Be
g
in
s
with
U
n
d
e
rsta
n
d
in
g
:
Th
e
Re
latio
n
sh
i
p
b
e
twe
e
n
Histo
rica
l
Un
d
e
rsta
n
d
i
n
g
a
n
d
Histo
rica
l
Aw
a
re
n
e
ss
o
f
S
t
u
d
e
n
ts
o
f
t
h
e
Histo
r
y
Ed
u
c
a
ti
o
n
S
tu
d
y
P
r
o
g
ra
m
,
F
KIP
M
u
h
a
m
m
a
d
iy
a
h
Un
i
v
e
rsity
M
e
tro
,
”
Histo
ri
a
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
1
0
9
-
1
1
7
,
2
0
1
5
.
[9
]
J.
A.
Latief,
Hu
m
a
n
s,
Ph
i
lo
so
p
h
y
,
a
n
d
Histo
ry
(i
n
B
a
h
a
sa
)
.
Ja
k
a
rta:
Bu
m
i
Ak
sa
ra
,
2
0
0
8
.
[1
0
]
U.
Az
iza
h
,
Djo
n
o
,
a
n
d
A.
A.
M
u
s
a
d
d
a
d
,
“
Th
e
In
teg
ra
ti
o
n
o
f
Lafra
n
P
a
n
e
Th
o
u
g
h
t
in
M
a
teria
l
fo
r
Te
a
c
h
in
g
Histo
r
y
in
In
d
o
n
e
sia
n
S
t
u
d
e
n
t,
”
VNU
J
o
u
rn
a
l
o
f
S
c
ien
c
e
:
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
,
v
o
l.
3
5
,
n
o
.
2
,
p
p
.
3
5
-
4
0
,
2
0
1
9
.
[1
1
]
I.
G
.
Wi
d
ja,
T
o
wa
r
d
s a
Ne
w
Fa
c
e
o
f
H
ist
o
ric
a
l
E
d
u
c
a
ti
o
n
(i
n
Ba
h
a
sa
)
.
Lap
p
e
ra
P
u
sta
k
a
Uta
m
a
,
2
0
0
3
.
[1
2
]
P
.
S
e
ix
a
s,
“
Co
ll
e
c
ti
v
e
M
e
m
o
r
y
,
Histo
ry
E
d
u
c
a
ti
o
n
,
a
n
d
Hist
o
rica
l
Co
n
sc
io
u
sn
e
ss
,
”
Histo
ric
a
l
ly
S
p
e
a
k
in
g
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
7
-
1
9
,
2
0
0
5
.
[1
3
]
S
a
riy
a
tu
n
,
H.
Jo
e
b
a
g
io
,
a
n
d
B.
S
u
m
a
rd
jo
k
o
,
“
P
ro
l
ifera
ti
o
n
o
f
De
m
o
c
ra
ti
c
Ed
u
c
a
ti
o
n
in
In
d
o
n
e
sia
:
Th
e
I
n
fl
u
e
n
c
e
M
e
a
su
re
m
e
n
t
o
f
T
o
lera
n
c
e
,
M
u
l
ti
c
u
lt
u
ra
li
sm
,
a
n
d
Histo
rica
l
Aw
a
re
n
e
ss
o
n
t
h
e
De
m
o
c
ra
ti
c
Atti
t
u
d
e
,
”
T
h
e
Ne
w
Ed
u
c
a
ti
o
n
a
l
Rev
iew
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
1
1
2
-
1
2
5
,
2
0
1
8
.
[1
4
]
J.
J.
S
.
Ca
k
ra
n
e
g
a
ra
,
“
Bu
i
ld
i
n
g
Crit
ica
l
a
n
d
In
te
g
ra
ti
v
e
Hist
o
rica
l
Aw
a
re
n
e
ss
fo
r
A
d
v
a
n
c
e
d
In
d
o
n
e
sia
,
”
J
o
u
rn
a
l
Per
ta
h
a
n
a
n
Bel
a
Ne
g
a
ra
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
1
-
1
8
,
2
0
2
0
.
[1
5
]
L.
De
l
P
.
E
.
Ri
n
c
ó
n
,
“
P
e
n
sa
r
la
e
n
se
n
a
n
z
a
d
e
la
h
ist
o
ria
re
c
ien
te d
e
sd
e
la
c
o
n
c
ien
c
ia h
ist
o
rica
/T
h
o
u
g
h
ts o
n
tea
c
h
in
g
re
c
e
n
t
h
isto
ry
wi
th
h
isto
rica
l
a
w
a
re
n
e
ss
P
e
n
sa
n
d
o
n
o
e
n
sin
o
d
a
h
isto
ria
re
c
e
n
te
a
p
a
rti
r
d
a
c
o
n
sc
ie
n
c
ia
h
isto
rica
,
”
Cu
id
a
d
p
a
z
-
a
n
d
o
,
v
o
l.
1
2
,
n
o
.
3
,
p
p
.
2
2
0
-
2
3
1
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
v
al
&
R
es E
d
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N:
2252
-
8
8
2
2
Th
e
in
flu
en
ce
o
f
s
o
r
o
g
a
n
meth
o
d
in
lea
r
n
in
g
h
is
to
r
y
to
in
cre
a
s
e
h
is
to
r
ica
l
…
(
Mu
h
a
mma
d
R
ija
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a
d
li
)
307
[1
6
]
Y.
Ru
sv
it
a
n
i
n
g
r
u
m
,
L
.
A
g
u
n
g
,
a
n
d
S
.
S
u
d
iy
a
n
t
o
,
“
S
tren
g
th
e
n
in
g
S
t
u
d
e
n
ts’
Hist
o
rica
l
Aw
a
re
n
e
ss
in
Histo
r
y
Lea
rn
in
g
in
Hig
h
S
c
h
o
o
l
T
h
ro
u
g
h
I
n
q
u
ir
y
M
e
t
h
o
d
,
”
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
M
u
lt
icu
lt
u
ra
l
a
n
d
M
u
lt
ire
li
g
i
o
u
s
Un
d
e
rs
ta
n
d
in
g
,
v
o
l
.
5
,
n
o
.
5
,
p
p
.
2
4
9
-
2
5
5
,
2
0
1
8
.
[1
7
]
U.
A.
Ja
n
n
a
h
a
n
d
T.
A.
Ah
m
a
d
,
“
Histo
rica
l
Aw
a
re
n
e
ss
o
f
Clas
s
XI
S
tu
d
e
n
ts
A
g
a
in
st
t
h
e
E
x
e
m
p
lary
Va
lu
e
s
o
f
K.
H
Ah
m
a
d
Da
h
lan
a
t
S
M
A
M
u
h
a
m
m
a
d
iy
a
h
1
S
e
m
a
ra
n
g
,
”
I
n
d
o
n
e
si
a
n
J
o
u
rn
a
l
o
f
Hist
o
ry
Ed
u
c
a
t
io
n
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
1
3
5
-
1
4
5
,
2
0
1
9
.
[1
8
]
O.
C.
F
e
rre
ll
,
J.
F
.
Ha
ir,
G
.
W.
M
a
rsh
a
ll
,
a
n
d
R.
D
.
Tam
il
ia,
“
Un
d
e
rsta
n
d
in
g
th
e
Histo
r
y
o
f
M
a
rk
e
ti
n
g
E
d
u
c
a
ti
o
n
t
o
Im
p
ro
v
e
Clas
sro
o
m
In
str
u
c
ti
o
n
,
”
M
a
rk
e
ti
n
g
Ed
u
c
a
t
io
n
Rev
iew
,
v
o
l
.
2
5
,
n
o
.
2
,
p
p
.
1
5
9
-
1
7
5
,
2
0
1
5
.
[1
9
]
A.
H.
Na
su
ti
o
n
a
n
d
F
.
Tan
j
u
n
g
,
C
u
r
r
i
c
u
l
u
m
a
nd
H
i
s
t
o
r
y
L
e
a
r
n
i
n
g
(
i
n
B
a
h
a
s
a
)
.
M
e
d
a
n
:
Y
a
y
a
s
a
n
K
i
t
a
M
e
n
u
li
s
,
2
0
2
0
.
[2
0
]
H.
S
u
sa
n
to
,
“
Un
d
e
rsta
n
d
i
n
g
o
f
R
e
g
io
n
a
l
Histo
r
y
a
n
d
P
e
rc
e
p
ti
o
n
o
f
Cu
lt
u
ra
l
Di
v
e
rsity
in
De
v
e
lo
p
i
n
g
Na
ti
o
n
a
li
sm
,
”
Histo
ria
J
u
r
n
a
l
Pen
d
id
ik
d
a
n
Pen
e
li
ti
S
e
ja
r
a
h
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
91
–
1
1
2
,
2
0
1
3
.
[2
1
]
S
.
Wi
n
e
b
u
r
g
,
“
Histo
rica
l
t
h
in
k
i
n
g
a
n
d
o
th
e
r
u
n
n
a
t
u
ra
l
a
c
ts,”
Ph
i
De
lt
a
K
a
p
p
a
In
ter
n
a
ti
o
n
a
l
,
v
o
l
.
9
2
,
n
o
.
4
,
p
p
.
8
1
-
9
4
,
2
0
1
0
.
[2
2
]
S
.
Wi
n
e
b
u
rg
,
Histo
ric
a
l
T
h
i
n
k
in
g
a
n
d
Ot
h
e
r
Un
n
a
t
u
ra
l
Acts:
Ch
a
rtin
g
th
e
F
u
tu
re
o
f
T
e
a
c
h
in
g
th
e
Pa
st
.
P
h
il
a
d
e
l
p
h
ia:
Tem
p
le Un
i
v
e
rsity
P
re
ss
,
2
0
0
2
.
[2
3
]
S
.
K.
Ko
c
h
h
a
r,
T
e
a
c
h
i
n
g
o
f
Hist
o
ry
.
Ja
k
a
rta:
G
ra
sin
d
o
,
2
0
0
8
.
[2
4
]
M
.
R.
F
a
d
li
a
n
d
A.
S
u
d
ra
jat,
“
Hi
sto
ry
Lea
rn
in
g
M
o
d
u
le
Ba
se
d
o
n
Isla
m
ic
Va
lu
e
s
o
n
K.H
.
Ha
sy
im
As
y
’a
ri’s
Jih
a
d
Re
so
lu
ti
o
n
M
a
teria
l,
”
T
a
d
ris: J
u
r
n
a
l
Ke
g
u
ru
a
n
d
a
n
I
lmu
T
a
rb
iy
a
h
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
6
5
-
7
5
,
2
0
2
0
.
[2
5
]
S
.
S
a
u
ri
,
N.
N
u
rsy
a
m
sia
h
,
a
n
d
Y.
Nu
rb
a
y
a
n
,
“
A
c
rit
i
q
u
e
o
f
lo
c
a
l
wisd
o
m
v
a
lu
e
s
i
n
I
n
d
o
n
e
sia
’s
p
e
sa
n
tren
,
”
Per
ta
n
ika
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s &
Hu
ma
n
it
ies
,
v
o
l.
2
6
,
n
o
.
T,
p
p
.
3
7
-
5
0
,
2
0
1
8
.
[2
6
]
M
.
Q
o
m
a
r,
Pes
a
n
tre
n
:
Fro
m
M
e
th
o
d
o
l
o
g
ic
a
l
T
ra
n
sfo
rm
a
ti
o
n
t
o
I
n
stit
u
t
io
n
a
l
De
mo
c
ra
t
iza
ti
o
n
.
Ja
k
a
rta:
Erl
a
n
g
g
a
,
2
0
1
0
.
[2
7
]
R.
Rin
a
n
in
g
sih
,
A.
Ka
d
a
ro
h
m
a
n
,
a
n
d
H.
F
irma
n
,
“
T
h
e
S
o
ro
g
a
n
-
Ba
n
d
o
n
g
a
n
M
o
d
e
l
a
s
Ac
ti
v
e
Lea
rn
in
g
M
o
d
e
l
i
n
In
d
o
n
e
sia
,
”
in
Pro
c
e
e
d
in
g
s o
f
th
e
Na
ti
o
n
a
l
S
e
min
a
r o
n
C
h
e
mistry
2
0
1
9
(S
NK
-
19)
,
2
0
2
0
,
v
o
l
.
1
,
p
p
.
2
2
9
-
2
3
1
.
[2
8
]
Ab
d
u
rra
h
m
a
n
,
“
G
e
n
e
a
lo
g
y
o
f
th
e
S
o
ro
g
a
n
M
e
t
h
o
d
(Histo
rica
l
R
e
se
a
rc
h
o
f
Lea
rn
in
g
M
e
th
o
d
s
in
th
e
Trad
it
i
o
n
o
f
P
e
sa
n
tre
n
),
”
J
u
rn
a
l
S
tu
d
i
Pes
a
n
tr
e
n
,
v
o
l.
1
,
n
o
.
0
1
,
p
p
.
1
-
1
4
,
2
0
2
0
.
[2
9
]
S
u
g
i
y
o
n
o
,
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
M
e
th
o
d
s:
(Qu
a
n
ti
ta
ti
v
e
,
Qu
a
l
it
a
ti
v
e
a
n
d
R
&
D
Ap
p
ro
a
c
h
e
s)
(in
Ba
h
a
sa
)
.
Ba
n
d
u
n
g
:
Alfa
b
e
ta
,
2
0
1
6
.
[3
0
]
T.
Teo
,
Ha
n
d
b
o
o
k
o
f
q
u
a
n
t
it
a
t
ive
m
e
th
o
d
s f
o
r e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
.
Ro
tt
e
r
d
a
m
:
S
e
n
se
P
u
b
li
sh
e
rs
,
2
0
1
3
.
[3
1
]
M
.
L.
M
a
c
ieje
ws
k
i,
“
Qu
a
si
-
e
x
p
e
r
ime
n
tal
d
e
sig
n
,
”
Bi
o
sta
ti
stics
&
E
p
id
e
mio
lo
g
y
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
3
8
-
4
7
,
2
0
2
0
.
[3
2
]
R.
R.
Ha
k
e
,
“
An
a
ly
z
i
n
g
c
h
a
n
g
e
/
g
a
in
sc
o
re
s,”
U
n
p
u
b
li
s
h
e
d
,
1
9
9
9
.
[O
n
li
n
e
]
.
Av
a
il
a
b
le:
h
tt
p
s:/
/www
1
.
p
h
y
s
ics
.
i
n
d
ia
n
a
.
e
d
u
/~
sd
i/
A
n
a
ly
z
in
g
Ch
a
n
g
e
-
G
a
in
.
p
d
f
.
[3
3
]
T.
K.
Kim
,
“
T
tes
t
a
s a
p
a
ra
m
e
tri
c
sta
ti
stic,”
Ko
re
a
n
J
o
u
r
n
a
l
o
f
An
e
sth
e
sio
l
o
g
y
,
v
o
l.
6
8
,
n
o
.
6
,
p
p
.
5
4
0
-
5
5
2
,
2
0
1
5
.
[3
4
]
S
.
M
a
’a
rif
,
“
Ed
u
c
a
ti
o
n
a
s
a
fo
u
n
d
a
ti
o
n
o
f
h
u
m
a
n
it
y
:
Lea
rn
in
g
f
ro
m
t
h
e
p
e
d
a
g
o
g
y
o
f
p
e
sa
n
tren
in
I
n
d
o
n
e
sia
,
”
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
t
u
d
ies
E
d
u
c
a
ti
o
n
Res
e
a
rc
h
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
0
4
-
1
2
3
,
2
0
1
8
.
[3
5
]
S
.
P
u
lu
n
g
a
n
,
Histo
ry
o
f
Isl
a
mic
E
d
u
c
a
t
io
n
(in
b
a
h
a
sa
)
.
Ja
k
a
rta:
Ke
n
c
a
n
a
,
2
0
1
9
.
[3
6
]
Z.
Dh
o
fier,
Pes
a
n
tre
n
T
r
a
d
it
io
n
t
h
e
S
t
u
d
y
o
f
Ky
a
i’s
L
if
e
Vi
e
w
(i
n
B
a
h
a
sa
)
.
Ja
k
a
rta:
LP
3
ES
,
1
9
9
4
.
[3
7
]
N.
Kh
a
k
im,
“
S
o
ro
g
a
n
b
e
c
a
m
e
a
Lea
rn
in
g
M
o
d
e
l
a
t
th
e
Da
ru
l
M
u
tt
a
q
in
Ba
n
tar
g
e
b
a
n
g
Isla
m
ic
Bo
a
rd
in
g
S
c
h
o
o
l,
”
J
u
rn
a
l
Pen
e
li
ti
a
n
I
lmu
Pe
n
d
i
d
ik
an
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
-
8
,
2
0
1
8
.
[3
8
]
A.
Am
a
n
,
“
De
v
e
l
o
p
m
e
n
t
o
f
a
n
E
v
a
lu
a
ti
o
n
M
o
d
e
l
fo
r
th
e
Histo
r
y
Lea
rn
in
g
P
r
o
g
ra
m
in
S
e
n
i
o
r
Hig
h
S
c
h
o
o
l
,
”
J
u
r
n
a
l
Pen
e
li
ti
a
n
d
a
n
Eva
l
u
a
si
Pen
d
id
ik
a
n
,
v
o
l.
1
6
,
n
o
.
2
,
p
p
.
4
3
7
-
4
5
6
,
2
0
1
3
.
[3
9
]
H.
P
u
rwa
n
ta,
T
h
e
R
ig
h
ts o
f
Histo
r
ica
l
Ed
u
c
a
ti
o
n
(i
n
Ba
h
a
sa
)
.
S
u
ra
k
a
rta:
UN
S
P
re
ss
a
n
d
CHERS
,
2
0
1
9
.
[4
0
]
H.
S
u
sa
n
t
o
,
Ar
o
u
n
d
L
e
a
rn
i
n
g
His
to
ry
:
Iss
u
e
s,
Id
e
a
s
a
n
d
L
e
a
r
n
i
n
g
S
t
r
a
t
e
g
i
e
s
.
Y
o
g
y
a
k
a
r
t
a
:
A
s
w
a
j
a
P
r
e
s
s
i
n
d
o
,
2
0
1
5
.
[4
1
]
J.
S
e
ti
a
wa
n
,
Am
a
n
,
a
n
d
T.
Wu
lan
d
a
ri,
“
Un
d
e
rsta
n
d
i
n
g
In
d
o
n
e
sia
n
h
isto
r
y
,
in
tere
st
i
n
lea
rn
i
n
g
h
ist
o
ry
a
n
d
n
a
ti
o
n
a
l
in
sig
h
t
with
n
a
ti
o
n
a
li
sm
a
tt
it
u
d
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
t
io
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
3
6
4
-
3
7
3
,
2
0
2
0
.
[4
2
]
S
.
H.
Ab
d
u
ll
a
h
,
Hist
o
ric
a
l
Ed
u
c
a
ti
o
n
o
f
T
h
o
u
g
h
t,
U
n
d
e
rs
ta
n
d
i
n
g
a
n
d
Emp
a
t
h
y
.
P
e
n
a
n
g
:
US
M
P
r
e
ss
(Un
iv
e
rsit
y
S
a
in
s M
a
lay
sia
)
,
2
0
1
9
.
[4
3
]
K.
Yilma
z
,
“
A
Visio
n
o
f
h
ist
o
ry
tea
c
h
in
g
a
n
d
lea
rn
in
g
:
t
h
o
u
g
h
ts
o
n
h
isto
r
y
e
d
u
c
a
ti
o
n
i
n
se
c
o
n
d
a
ry
sc
h
o
o
ls,”
T
h
e
Hig
h
S
c
h
o
o
l
J
o
u
rn
a
l
,
v
o
l.
9
2
,
n
o
.
2
,
p
p
.
3
7
-
4
6
,
2
0
0
8
.
[4
4
]
M
.
R.
F
a
d
l
i,
A.
S
u
d
ra
jat,
Z
.
Zu
lk
a
rn
a
in
,
A.
Am
a
n
,
R.
S
e
ti
a
wa
n
,
a
n
d
K.
Am
b
o
ro
,
“
T
h
e
e
ffe
c
ti
v
e
n
e
ss
o
f
E
-
M
o
d
u
l
e
lea
rn
in
g
h
ist
o
ry
i
n
q
u
iry
m
o
d
e
l
to
g
r
o
w
st
u
d
e
n
t
h
isto
rica
l
th
in
k
i
n
g
sk
il
ls
m
a
teria
l
e
v
e
n
t
p
r
o
c
lam
a
ti
o
n
o
f
In
d
e
p
e
n
d
e
n
c
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
A
d
v
a
n
c
e
d
S
c
ien
c
e
a
n
d
T
e
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,
v
o
l.
2
9
,
n
o
.
0
8
,
p
p
.
1
2
8
8
-
1
2
9
5
,
2
0
2
0
.
[4
5
]
P
.
Hill
is,
“
Th
e
p
o
siti
o
n
o
f
h
i
s
t
o
r
y
e
d
u
c
a
t
i
o
n
i
n
S
c
o
t
t
i
s
h
s
c
h
o
o
l
s
,
”
C
u
r
r
i
c
u
l
u
m
J
o
u
r
n
a
l
,
v
o
l
.
2
1
,
n
o
.
2
,
p
p
.
1
4
1
-
1
5
9
,
2
0
1
0
.
[4
6
]
E.
S
u
p
a
rjan
,
H
i
s
t
o
r
i
c
a
l
E
d
u
c
a
t
i
o
n
t
o
F
o
r
m
N
a
t
i
o
n
a
l
C
h
a
r
a
c
t
e
r
(
i
n
B
a
h
a
s
a
)
.
Y
o
g
y
a
k
a
r
t
a
:
D
e
e
p
u
l
i
s
h
P
u
b
l
i
s
h
e
r
,
2
0
1
9
.
[4
7
]
A.
Wak
it
,
“
T
h
e
Eff
e
c
ti
v
e
n
e
ss
o
f
th
e
P
e
e
r
Tu
to
r
As
siste
d
S
o
ro
g
a
n
M
e
t
h
o
d
o
n
Un
d
e
rsta
n
d
in
g
M
a
th
e
m
a
ti
c
a
l
Co
n
c
e
p
ts,”
J
ES
-
M
AT
(J
u
rn
a
l
E
d
u
k
a
si d
a
n
S
a
i
n
s M
a
tem
a
ti
k
a
)
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
1
-
1
2
,
2
0
1
6
.
[4
8
]
Rin
a
n
in
g
sih
,
A.
Ka
d
a
ro
h
m
a
n
,
H.
F
irma
n
,
a
n
d
S
.
S
u
t
o
y
o
,
“
P
r
o
fil
e
o
f
stu
d
e
n
ts’
lea
rn
in
g
sty
l
e
s
in
S
o
ro
g
a
n
-
Ba
n
d
o
n
g
a
n
o
r
g
a
n
ic ch
e
m
istry
lec
tu
re
,
”
J
o
u
r
n
a
l
o
f
Ph
y
sic
s: Co
n
fer
e
n
c
e
S
e
rie
s
,
v
o
l.
1
0
1
3
,
n
o
.
1
,
p
p
.
1
-
6
,
2
0
1
8
.
[4
9
]
L.
S
u
li
sty
o
a
n
d
P
.
P
ri
y
o
,
“
Im
p
l
e
m
e
n
tatio
n
o
f
Lea
rn
i
n
g
M
a
th
e
m
a
ti
c
s
with
th
e
Lea
rn
in
g
CD
As
siste
d
S
o
r
o
g
a
n
M
o
d
e
l,
”
DI
S
PR
OTE
K
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
2
8
-
4
3
,
2
0
1
4
.
[5
0
]
D.
S
a
p
u
tri
,
H.
Bu
d
ima
n
,
R.
Wah
y
u
,
a
n
d
Y.
P
u
tra,
“
Th
e
Im
p
a
c
t
o
f
M
a
th
e
m
a
ti
c
a
l
Lea
rn
in
g
b
a
se
d
o
n
S
o
ro
g
a
n
M
e
th
o
d
s
As
siste
d
b
y
P
e
e
r
T
u
to
rs
a
g
a
in
st
S
tu
d
e
n
ts
’
M
a
th
e
m
a
ti
c
a
l
-
Co
n
c
e
p
ts
U
n
d
e
rsta
n
d
in
g
,
”
J
o
u
rn
a
l
o
f
M
a
t
h
e
ma
ti
c
a
l
Ped
a
g
o
g
y
(J
o
M
P)
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
9
-
1
7
,
2
0
1
9
.
[5
1
]
M
.
N.
S
.
F
.
S
a
k
t
i,
S
a
n
trid
u
c
a
ti
o
n
4
.
0
.
Ja
k
a
rta:
P
T
El
e
x
M
e
d
ia Ko
m
p
u
ti
n
d
o
,
2
0
2
0
.
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