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All Journal Journal of Health Innovation and Environmental Education Journal of Academic Biology and Biology Education
Awingan, Joan S
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Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Public Health Veterinary Other

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The Relationship Between Assertive Behavior and Academic Achievement of Biology Education Students: The Contribution of Assertive Behavior in Improving Academic Outcomes Yulianti, Sri; Awingan, Joan S
Journal of Academic Biology and Biology Education Vol. 1 No. 2 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jouabe.v1i2.1167

Abstract

Purpose of the study: The purpose of this study was to determine the level of assertive behavior of students in the Biology Education Department of UIN Alauddin Makassar, to describe students' learning achievements, and to analyze the relationship between assertive behavior and students' learning achievements in the department. Methodology: This study uses a quantitative approach with a correlational design. The tool used is a questionnaire to measure assertive behavior, with 42 statements covering three aspects. The data were analyzed using SPSS software with descriptive and inferential analysis techniques. The survey was conducted at Campuses I and II UIN Alauddin Makassar, involving 82 students of the Biology Education Department, batch 2022 and 2023 as samples. Main Findings: The average assertive behavior of Biology Education students is 115 with a standard deviation of 12.25, indicating heterogeneous data and a moderate tendency for assertive behavior. The average student learning achievement is 3.52 with a standard deviation of 0.16, indicating homogeneous data and very satisfactory learning achievement. There is a significant relationship between assertive behavior and learning achievement with a contribution of assertive behavior of 11%. Novelty/Originality of this study: This study revealed a significant relationship between assertive behavior and academic achievement of Biology Education students, with assertive behavior contributing 11%. This finding provides new insights into the role of assertive behavior in influencing academic outcomes, as well as increasing understanding of factors that can improve student achievement in higher education settings.
Modeling Impact of Perceived Service Quality on Revisit Intention: A Health Information Management Perspective from Primary Care Diah, Halimatusa; Kariuki, Martin N; Awingan, Joan S; Graff, John van der
Journal of Health Innovation and Environmental Education Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jhiee.v2i2.2596

Abstract

Purpose of the study: The present investigation was conducted to construct an empirical model explaining how patients intention to return is shaped by multiple dimensions of perceived service quality. Methodology: This research applied a quantitative method using a cross-sectional design to explore the associations among the studied variables at one specific point in time. A total of 75 outpatient respondents participated in the study. Data were gathered through a structured questionnaire consisting of closed questions measured likert scale. Collected responses were processed and analyzed using partial least squares–structural equation modeling (PLS-SEM) with assistance of SmartPLS version 4 to assess the suitability of the measurement model and to examine magnitude relationships among constructs. Main Findings: The analysis confirmed that every construct satisfied the established criteria for reliability and validity. Composite reliability values were all above 0.70, while.average variance extracted.(AVE) for each variable exceeded 0.50, indicating adequate convergent validity. Within the structural model, the independent variables jointly accounted for 68.4% of the variance in patients’ intention to revisit healthcare services (R² = 0.684), demonstrating substantial explanatory capacity. Each hypothesized path showed a positive direction and achieved statistical significance (p < 0.05). Of all examined determinants, service interaction quality emerged as the strongest predictor of revisit intention. Novelty/Originality of this study: The originality research lies in its theoretical contribution, as it broadens the application of the DeLone. and McLean information systems success model by adapting and contextualizing it within a healthcare service setting to better understand patient behavioral intentions.
The Relationship Between Assertive Behavior and Academic Achievement of Biology Education Students: The Contribution of Assertive Behavior in Improving Academic Outcomes Yulianti, Sri; Awingan, Joan S
Journal of Academic Biology and Biology Education Vol. 1 No. 2 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jouabe.v1i2.1167

Abstract

Purpose of the study: The purpose of this study was to determine the level of assertive behavior of students in the Biology Education Department of UIN Alauddin Makassar, to describe students' learning achievements, and to analyze the relationship between assertive behavior and students' learning achievements in the department. Methodology: This study uses a quantitative approach with a correlational design. The tool used is a questionnaire to measure assertive behavior, with 42 statements covering three aspects. The data were analyzed using SPSS software with descriptive and inferential analysis techniques. The survey was conducted at Campuses I and II UIN Alauddin Makassar, involving 82 students of the Biology Education Department, batch 2022 and 2023 as samples. Main Findings: The average assertive behavior of Biology Education students is 115 with a standard deviation of 12.25, indicating heterogeneous data and a moderate tendency for assertive behavior. The average student learning achievement is 3.52 with a standard deviation of 0.16, indicating homogeneous data and very satisfactory learning achievement. There is a significant relationship between assertive behavior and learning achievement with a contribution of assertive behavior of 11%. Novelty/Originality of this study: This study revealed a significant relationship between assertive behavior and academic achievement of Biology Education students, with assertive behavior contributing 11%. This finding provides new insights into the role of assertive behavior in influencing academic outcomes, as well as increasing understanding of factors that can improve student achievement in higher education settings.
Co-Authors Diah, Halimatusa Graff, John van der Kariuki, Martin N Sri Yulianti