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All Journal Jurnal Ilmu Pendidikan dan Humaniora Law and Economics
Forsyth, Oyelana
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.
Transforming Primary School Science Education: The Quantum Teaching Revolution Siahaan, Jadi Hatoguan; Marson, Ferrant; Forsyth, Oyelana
Jurnal Ilmu Pendidikan dan Humaniora Vol. 11 No. 1 (2022): Jan: Education and Humanities
Publisher : Insan Akademika Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/jiph.v11i1.14

Abstract

In a world characterized by rapid technological advancements and evolving educational needs, the quest for innovative teaching methodologies has never been more crucial. This research delves into the transformative potential of quantum teaching in the realm of primary school science education. Quantum teaching, inspired by the principles of quantum physics, reimagines the classroom as a dynamic arena for holistic learning, critical thinking, active engagement, and creativity. The study investigates the holistic nature of quantum teaching, emphasizing the interconnectedness of scientific concepts, and the promotion of critical thinking skills essential for scientific inquiry. It explores the practical implications of implementing quantum teaching, including curriculum design, teacher training, classroom dynamics, and assessment methods. The research reveals how quantum teaching can enhance student engagement, foster problem-solving abilities, and ignite a passion for science. It underscores the significance of this research in the context of educational improvement and the field of primary school science, as it paves the way for more dynamic and effective educational practices. This research contributes to the existing body of knowledge by introducing innovative teaching methods, emphasizing holistic learning, critical thinking, active engagement, and flexibility. It underscores the importance of creativity, interdisciplinary connections, student-centered learning, and data-driven educational improvement. By preparing students for the future, this research advances the dialogue on educational enhancement and the evolving landscape of education in a dynamic world. In conclusion, this research signifies the beginning of a new era in primary school science education, urging educators, parents, communities, and policymakers to embrace the quantum teaching frontier and unlock the potential of a new generation of scientists and thinkers.
Co-Authors Marson, Ferrant Meritus, Dionisius Shaver, Scuka Rousseau Siahaan, Jadi Hatoguan