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Evaluation of Financial Distress Prediction in the Telecommunications Industry Using the Ohlson and Taffler Model Septiani, Novia Dwi; Iskandar, Rusdiah; Dewi, Catur Kumala
IJEBD (International Journal of Entrepreneurship and Business Development) Vol 7 No 5 (2024): September 2024
Publisher : LPPM of NAROTAMA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/ijebd.v7i5.2944

The company's large debt caused the company's operating income at PT Bakrie Telecom Tbk in 2020 - 2022 to decline because the company was unable to pay off its obligations and always had a negative net profit over several years, so the company had the potential to experience financial distress. The aim of this research is to determine and analyze the potential for financial distress at the company PT Bakrie Telecom Tbk using the Ohlson and Taffler model. This research uses quantitative methods with library research techniques, namely collecting data related to the problem to be researched to obtain secondary data. The analysis tool uses the Ohlson and Taffler model. The research results show that the Ohlson model predicts that PT Bakrie Telecom Tbk will experience bankruptcy with an O-Score value > 0.38 for the period 2020 to 2022. The Taffler model predicts PT Bakrie Telecom Tbk will be unhealthy with a T-Score value < 0.2 for the period 2020 to 2022 Based on the research results, it can be concluded that the Ohlson and Taffler model predicts that the company PT Bakrie Telecom will experience financial distress for the period 2020 - 2022.

Evaluating Game-Based Learning using WOW Crossword Application through Students' Feedback Prihatini, Fajar; Sumartono, Sumartono; Septiani, Novia Dwi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1164

The purpose of this study is to evaluate the WOW Crossword application as a part of Game-Based Learning in teaching vocabulary through students’ feedback. This study is a descriptive quantitative approach. The subject of the research is the students at SMK N 1 Warureja. There were 36 students majoring in X AKL.3. The data was gained from students’ feedback consisted of 15 statements, which were categorized into 4 rating scales in the level of Very Poor (1), Poor (2), Good (3), and Very Good (4). The feedback form will then be analysed and tabulated to determine the students’ Feedback performance, vocabulary achievement of the students, and students’ Feedback interpretation criteria in each meeting. The average feedback scores started at 51.5 to 60, which indicates that a significant majority of the students expressed high levels of satisfaction, motivation, and enjoyment during the learning process. Furthermore, feedback scores showed relatively low standard deviations, such as 3.2 in Meeting 5 and 4.3 in Meeting 4. The study also examined the development of students’ vocabulary acquisition at each of the meetings. The average vocabulary scores ranged from 13.78 to 22.67, reflecting the increasing familiarity of students with both the content and the game mechanism, as well as more targeted or appropriately challenging vocabulary tasks in those sessions. The minimum total score obtained by a student was 1854, while the maximum was 2044, out of a possible maximum value of 2160, which was then categorized into Good to Very Good. The Students consistently provided high feedback scores across all meetings, indicating strong motivation, enjoyment, and satisfaction with the learning method. These results confirm the potential of game-based tools to create an interactive and stimulating classroom atmosphere.

Evaluating Game-Based Learning using WOW Crossword Application through Students' Feedback Prihatini, Fajar; Sumartono, Sumartono; Septiani, Novia Dwi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1164

The purpose of this study is to evaluate the WOW Crossword application as a part of Game-Based Learning in teaching vocabulary through students’ feedback. This study is a descriptive quantitative approach. The subject of the research is the students at SMK N 1 Warureja. There were 36 students majoring in X AKL.3. The data was gained from students’ feedback consisted of 15 statements, which were categorized into 4 rating scales in the level of Very Poor (1), Poor (2), Good (3), and Very Good (4). The feedback form will then be analysed and tabulated to determine the students’ Feedback performance, vocabulary achievement of the students, and students’ Feedback interpretation criteria in each meeting. The average feedback scores started at 51.5 to 60, which indicates that a significant majority of the students expressed high levels of satisfaction, motivation, and enjoyment during the learning process. Furthermore, feedback scores showed relatively low standard deviations, such as 3.2 in Meeting 5 and 4.3 in Meeting 4. The study also examined the development of students’ vocabulary acquisition at each of the meetings. The average vocabulary scores ranged from 13.78 to 22.67, reflecting the increasing familiarity of students with both the content and the game mechanism, as well as more targeted or appropriately challenging vocabulary tasks in those sessions. The minimum total score obtained by a student was 1854, while the maximum was 2044, out of a possible maximum value of 2160, which was then categorized into Good to Very Good. The Students consistently provided high feedback scores across all meetings, indicating strong motivation, enjoyment, and satisfaction with the learning method. These results confirm the potential of game-based tools to create an interactive and stimulating classroom atmosphere.

Evaluating Game-Based Learning using WOW Crossword Application through Students' Feedback Prihatini, Fajar; Sumartono, Sumartono; Septiani, Novia Dwi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1164

The purpose of this study is to evaluate the WOW Crossword application as a part of Game-Based Learning in teaching vocabulary through students’ feedback. This study is a descriptive quantitative approach. The subject of the research is the students at SMK N 1 Warureja. There were 36 students majoring in X AKL.3. The data was gained from students’ feedback consisted of 15 statements, which were categorized into 4 rating scales in the level of Very Poor (1), Poor (2), Good (3), and Very Good (4). The feedback form will then be analysed and tabulated to determine the students’ Feedback performance, vocabulary achievement of the students, and students’ Feedback interpretation criteria in each meeting. The average feedback scores started at 51.5 to 60, which indicates that a significant majority of the students expressed high levels of satisfaction, motivation, and enjoyment during the learning process. Furthermore, feedback scores showed relatively low standard deviations, such as 3.2 in Meeting 5 and 4.3 in Meeting 4. The study also examined the development of students’ vocabulary acquisition at each of the meetings. The average vocabulary scores ranged from 13.78 to 22.67, reflecting the increasing familiarity of students with both the content and the game mechanism, as well as more targeted or appropriately challenging vocabulary tasks in those sessions. The minimum total score obtained by a student was 1854, while the maximum was 2044, out of a possible maximum value of 2160, which was then categorized into Good to Very Good. The Students consistently provided high feedback scores across all meetings, indicating strong motivation, enjoyment, and satisfaction with the learning method. These results confirm the potential of game-based tools to create an interactive and stimulating classroom atmosphere.

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