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All Journal Jurnal Ilmu Pendidikan dan Humaniora Law and Economics
Shaver, Scuka Rousseau
Unknown Affiliation
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Effectiveness of Therapeutic Community Rehabilitation Program for Drug Abuse in Social Institutions Shaver, Scuka Rousseau; Forsyth, Oyelana; Meritus, Dionisius
Law and Economics Vol. 17 No. 3 (2023): October: Law and Economics
Publisher : Institute for Law and Economics Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/laweco.v17i3.45

Abstract

This research conducts an evaluation of the Therapeutic Community (TC) Program implemented for residents grappling with drug abuse within social institutions. The study aims to assess the program's effectiveness, the impact on participants, and its implications for social institutions and the broader field of substance abuse treatment. Through a mixed-methods approach, the research scrutinizes quantitative data to measure changes in substance abuse levels, mental health, and readiness for reintegration, coupled with qualitative insights from participant experiences. The outcomes reveal significant reductions in substance abuse levels, improvements in mental health indicators, and positive behavioral changes among participants. The study highlights the pivotal role of peer support and community integration in residents' recovery journeys. The implications of the findings encompass enhanced recovery pathways for individuals, reinforcing the value of community support, while calling for sustained support mechanisms and comprehensive approaches within social institutions. This evaluation underscores the dynamic nature of substance abuse interventions and underscores the importance of continuous assessment, innovation, and adaptive strategies for improved rehabilitation initiatives.
Addressing Learning Difficulties in Junior High School Physics Education: Insights for Curriculum Development and Teaching Strategies Shrestha, Polanski Snyder; Perlman, Tancredi Thorne; Shaver, Scuka Rousseau
Jurnal Ilmu Pendidikan dan Humaniora Vol. 12 No. 2 (2023): May: Education and Humanities
Publisher : Insan Akademika Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/jiph.v12i2.35

Abstract

This research delves into the intricate analysis of students' learning difficulties in comprehending physics material at the junior high school level. Through a comprehensive investigation involving mixed-methods research, encompassing both qualitative and quantitative approaches, the study sought to identify prevalent misconceptions, cognitive barriers, and socio-economic factors influencing students' understanding of fundamental physics concepts. The research illuminated the pervasive misconceptions encountered by students, particularly in areas related to force and motion, energy conservation, wave behavior, electricity, and abstract concepts in quantum physics. Cognitive barriers, stemming from the abstract nature of physics principles and the incongruence with everyday experiences, posed significant challenges for students in comprehending these complex concepts. Insights from this research emphasized the critical need for innovative pedagogical approaches, integrated with real-world applications, to bridge the gap between abstract scientific principles and students' experiences. Curriculum reforms aimed at contextualizing physics concepts and accommodating diverse learning styles were identified as crucial for fostering an engaging and effective learning environment. Moreover, the study shed light on socio-economic disparities that influenced students' readiness and access to resources, advocating for equity in educational support and opportunities. The findings from this research have far-reaching implications, calling for systemic changes in teaching methodologies, curriculum design, and policy initiatives to enhance the learning experience in physics education. The research serves as a beacon for educators, curriculum developers, and policymakers, guiding them toward transformative changes essential for nurturing a generation of students equipped with a deeper understanding of fundamental scientific principles in physics.
Co-Authors Forsyth, Oyelana Meritus, Dionisius Perlman, Tancredi Thorne Shrestha, Polanski Snyder