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Journal of Multidisciplinary Academic and Practice Studies
Published by Goodwood Publishing
ISSN : -     EISSN : 26562359     DOI : https://doi.org/10.35912/jomaps
Core Subject : Humanities, Science, Education, Social,
Humanities Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Multidisciplinary Academic and Practice Studies Published by Goodwood Publishing, Journal of Multidisciplinary Academic and Practice Studies is an international peer-reviewed and scholarly journal promoting high-quality multidisciplinary research on social, humanity, economics, business, technology, and education. Journal of Multidisciplinary Academic and Practice Studies welcomes submissions of scientifically-developed research manuscripts aiming to provide solutions and innovation both scientifically and practically in every aspect of life.
Arjuna Subject : Umum - Umum
Articles 15 Documents
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Search results for , issue "Vol. 3 No. 3 (2025): August" : 15 Documents clear
Experimental based model of technical movement development in 12-13 year old football players Ilkhomovich, Muminov Feruzjon
Journal of Multidisciplinary Academic and Practice Studies Vol. 3 No. 3 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jomaps.v3i3.3424

Abstract

Purpose: The study aims to scientifically substantiate a model for developing the technical readiness of 12–13-year-old football players. The model seeks to enhance players’ physical coordination, dribbling, passing accuracy, striking power, endurance, and quick decision-making, which are fundamental in modern football training. Research methodology: A step-by-step model was designed, consisting of preparatory, basic, advanced, and special stages of technical training. An experimental study was conducted with young football players in the Bukhara region, divided into control and experimental groups. Data were collected using standardized physical and technical tests to measure dribbling speed, endurance, striking power, and other performance indicators. Statistical analysis was employed to evaluate differences and dynamics between the groups. Results: The experimental group demonstrated significant improvements across key indicators compared to the control group. Notably, enhancements were observed in dribbling speed, striking power, and decision-making under time constraints. Statistical analysis confirmed that the staged model effectively contributed to measurable growth in technical readiness. Conclusions: The study confirms that a structured, progressive training model fosters technical skill development in young football players. The proposed framework may serve as a guideline for sports schools and coaches in designing age-appropriate training programs. Limitations: The study was region-limited and short-term; broader contexts and longer monitoring are required for generalization. Contribution: The study contributes to youth sports training literature by presenting an evidence-based model that integrates physical, technical, and cognitive elements into a unified developmental framework.
Developing the competence of future teachers in applying innovative pedagogical technologies through an acmeological approach Babanazarovna, Kunnazarova Bibhikhadicha
Journal of Multidisciplinary Academic and Practice Studies Vol. 3 No. 3 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jomaps.v3i3.3450

Abstract

Purpose: This study aims to explore the role of the acmeological approach in shaping the functional and professional competence of future teachers, emphasizing its integration with innovative pedagogical technologies to meet the demands of 21st-century education. Research Methodology: The research employs a qualitative-descriptive method through literature review and theoretical analysis of pedagogical models. Sources include recent studies on acmeology, teacher training, and the application of digital and interactive learning technologies. Results: Findings demonstrate that the acmeological framework strengthens teacher candidates’ ability to integrate theory with practice. When combined with innovative teaching technologies such as project-based learning, problem-oriented methods, and digital platforms, the approach fosters creativity, critical thinking, adaptability, and reflective practice. These elements contribute to higher pedagogical mastery and professional identity development. Conclusions: The integration of acmeological principles and innovative pedagogical technologies creates a synergistic paradigm for teacher preparation. It not only enhances methodological flexibility but also motivates continuous self-improvement and professional responsibility, ensuring future teachers are equipped to address contemporary educational challenges. Limitations: The study is conceptual in nature, relying primarily on secondary data and theoretical frameworks. Empirical validation through longitudinal or experimental research is recommended. Contribution: The article contributes to pedagogical science by providing a structured conceptual model for teacher development that unites acmeological strategies with innovative educational technologies, offering insights for curriculum designers, educators, and policymakers.
The socio-philosophical interpretation of economic destructions Khaitovna, Bekmurodova Gulshoda
Journal of Multidisciplinary Academic and Practice Studies Vol. 3 No. 3 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jomaps.v3i3.3499

Abstract

Purpose: This study aims to explore the essence and manifestations of economic destruction as a key form of social destruction, highlighting its interplay with constructive and destructive processes in the global economic sphere. The research emphasizes how globalization accelerates both opportunities for growth and risks of instability. Research methodology: A qualitative descriptive approach is applied, using literature review and conceptual analysis of economic trends, globalization processes, and trade relations. The study also integrates comparative insights from international reports and academic discussions to assess the dual nature of constructiveness and destructiveness in economic life. Results: The findings reveal that globalization has intensified trade and economic relations worldwide, fostering constructive dynamics such as innovation, expanded markets, and technological transfer. At the same time, it has amplified destructive processes, including protectionism, indirect barriers, and price volatility. These opposing tendencies coexist and manifest across all sectors, making economic systems simultaneously more integrated and more vulnerable. Conclusions: The research concludes that constructive and destructive processes are inseparable features of contemporary globalization. While they drive economic interdependence and growth, they also generate systemic risks that require careful governance. Recognizing this duality is essential for sustaining balanced global development. Limitations: The study is primarily conceptual and relies on secondary sources, with limited empirical data to capture region-specific destructive impacts. Contribution: This article contributes to academic debates on globalization by framing economic destruction as both a theoretical and practical challenge, offering a lens to understand its systemic impact on global economic relations.
Measuring the achievements of smart economics in the smart village program in Lampung Province 2020-2024 Endriyono , Endriyono; Gunarto, Toto; Murwiati, Asih
Journal of Multidisciplinary Academic and Practice Studies Vol. 3 No. 3 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jomaps.v3i3.3524

Abstract

Purpose: This study aims to measure the impact of Smart Village dimensions on rural community welfare in Lampung Province from 2020 to 2024, focusing on the Smart Economy pillar and its integration with digital transformation and technosociopreneurship. Methods: A quantitative approach was applied using multiple linear regression (Ordinary Least Squares) on data from 70 Smart Village loci across four districts. The independent variables include Smart People, Smart Governance, Smart Mobility, Smart Environment, Smart Living, and Smart Economy, while the dependent variable is community welfare. Instrument validity and classical assumption tests ensured model reliability. Results: All six Smart Village dimensions significantly and positively affected community welfare, with Smart People having the highest coefficient (0.8489). The model showed strong explanatory power (R² = 0.9535) and passed all classical assumption tests. Smart Economy initiatives—digitalization of MSMEs, inclusive market access, and technology-driven entrepreneurship—directly enhanced household income, job creation, and local growth. Conclusion: Implementation of Smart Village principles, especially smart economic transformation, significantly improves rural welfare. Digital innovation, good governance, and community capacity-building strengthen service quality, economic inclusion, and sustainability. Limitation: The study is limited to Smart Village implementations in Lampung Province, excluding interregional comparisons and long-term behavioral aspects. Contribution: This study provides empirical evidence of Smart Village effectiveness in rural development, supporting policy formulation on digital infrastructure, entrepreneurship training, and stakeholder collaboration, while offering a replicable model for evaluating Smart Village outcomes in other regions.
Theoretical basis for using information and communication technologies in the process of teaching chemistry Sadokat, Faizulloeva
Journal of Multidisciplinary Academic and Practice Studies Vol. 3 No. 3 (2025): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jomaps.v3i3.3525

Abstract

Purpose: This study aims to establish a theoretical foundation for integrating ICT in chemistry education by examining its pedagogical value, identifying best practices, and presenting strategies for effective implementation. Research methodology: A mixed-methods design was applied using purposive sampling of secondary school chemistry teachers and students in Ghana. Quantitative data were collected through questionnaires and pre-post tests, and qualitative data were collected through interviews and classroom observations. ICT tools such as virtual labs, simulations, and digital platforms were explored and applied through blended and inquiry-based learning strategies. Data were analyzed using SPSS for quantitative evaluation and thematic analysis for instructional practices and teacher’s readiness. Results: The findings indicate that ICT integration, including virtual laboratories and simulations, significantly improves student engagement and conceptual understanding. It supports constructivist and inquiry-based approaches, fostering critical thinking and collaboration among students. Challenges remain in terms of technology accessibility and the ongoing need for teacher training. Conclusions: This study establishes a theoretical framework for ICT in chemistry education, linking it to pedagogical models. The best practices identified enhance engagement, conceptual learning, and critical thinking. Proper ICT implementation can improve teaching effectiveness and learning outcomes. Limitations: This study relies on existing literature and secondary data without direct classroom interventions and faces constraints in low-resource contexts with limited ICT access. Contribution: This study advances theoretical and practical insights into ICT’s role of ICT in enhancing chemistry education through engagement, deeper learning, and modern pedagogical alignment.

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