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All Journal Syntax Literate: Jurnal Ilmiah Indonesia Journal Of World Science
Candra, Alexander
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pengaruh Habits of Mind, Self Efficacy, Dan Pandangan Benar Buddhis Terhadap Berpikir Kritis Siswa Pada Mata Pelajaran Bahasa Mandarin di Sma/Smk Kabupaten Meranti Pendi, Pendi; Mujiyanto, Mujiyanto; Candra, Alexander
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v10i10.61755

Abstract

Critical thinking skills are a vital component of 21st-century education, particularly in mastering foreign languages such as Mandarin. However, students at Senior and Vocational High Schools in Meranti Regency show a low level of critical thinking, which is suspected to be associated with weak habits of mind and low self-efficacy. This study aims to examine the influence of habits of mind, self-efficacy, and Right View from Buddhist teachings on students’ critical thinking in Mandarin language learning. This study employed a quantitative approach with a correlational design. A total of 150 high school/vocational school students were selected as the research sample using stratified random sampling techniques. The instrument used was a questionnaire that had been tested for validity and reliability. Data were analyzed using multiple linear regression to determine the extent of the influence of the independent variables on the dependent variable, both partially and simultaneously. The results indicate that habits of mind, self-efficacy, and Right View each have a positive and significant partial effect on students’ critical thinking. Simultaneously, these three variables contributed 61.1% to the development of critical thinking skills. These findings highlight the importance of cultivating positive thinking habits and self-belief among students during the Mandarin learning process. Therefore, teachers are encouraged to incorporate strategies that strengthen these aspects to foster students who are both critical and reflective thinkers.
The Influence of Positive Discipline, Differentiated Instruction Strategies, and Learning Motivation on the Learning Outcomes of Buddhist Religious Education Chandra, Chandra; Gde Yadnyawati, Ida Ayu; Candra, Alexander
Journal of World Science Vol. 3 No. 1 (2024): Journal Of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v3i1.530

Abstract

This study aims to examine and understand the influence of positive discipline, differentiated instruction strategies, and learning motivation on the learning outcomes of Buddhist Religious Education students at Maitreyawira Private High Schools throughout Indonesia. This research uses a quantitative method. Data collection was conducted by distributing questionnaires consisting of positive discipline variables, differentiated instruction strategies, learning motivation, and learning outcomes using multiple linear regression analysis techniques. The total sample taken was 92 students from Maitreyawira Private High Schools across Indonesia (Palembang, Batam, Deli Serdang, Tanjung Pinang, Jakarta, and Kisaran) out of a total population of 1,089. The results of this study show that by comparing the values of tcount > ttable (2.687 > 1.662), positive discipline has a partial positive and significant effect on the Buddhist education learning outcomes of Maitreyawira High School students; Furthermore, looking at the comparison of tcount > ttable (2.162 > 1.662), the differentiated instruction strategies have a partially positive and significant effect on the Buddhist Education learning outcomes of Maitreyawira High School students; with a comparison of tcount > ttable (7.280 > 1.662), learning motivation has a partially positive and significant effect on the Buddhist Education learning outcomes of Maitreyawira High School students; and the results of the f test where fcount > ftable (64.881 > 2.71) shows that positive discipline, differentiated instruction strategies and learning motivation have a positive and significant effect simultaneously on learning outcomes.
Co-Authors Chandra Chandra Ida Ayu Gde Yadnyawati M. Imam Sundarta Mujiyanto Mujiyanto PENDI, PENDI