قدرة حفظ القرآن الكريم وعلاقتها في سهولة تعلم اللغة العربية لدى طالبات المعهد العالي للدراسات الإسلامية واللغة العربية

This thesis discusses the relationship between the ability of memorizing the Al-Qur'an al-kariim and the easeness of Arabic learning for female students at STIBA Makassar. The main objectives of this research were threefolds: 1. To understand the female students’ ability in memorizing the Al-Qur'an al-kariim at STIBA Makassar, 2. To understand the processes of the Arabic learning and the Al-Qur'an al-kariim memorization activities of female students at STIBA Makassar, 3. To investigate the relationship between the Al-Qur'an al-kariim memorization ability and the easiness of Arabic learning for female students at STIBA Makassar. The researcher completed this study by using a qualitative descriptive method with a semi-quantitative approach. The data collection methods used in this research were personal interviews and accurate observations on the students’ learning process. The data of students’ academic assessments who were successful in one semester were collected and analysed. The quantitative data were also collected in this research from the answers of students through compatibility approach. From this research, it was apparent that the methods used by the teachers and students in memorizing the Al-Qur'an al-kariim was considered to be very good. In terms of the relationship between the Al-Qur'an al-kariim memorization and Arabic learning, 100% of teachers and 97.9% of female students at STIBA Makassar were in agreement that there is a strong and close relationship between the Al-Qur'an al-kariim memorization and Arabic learning. In this case, the Al-Qur'an al-kariim memorization could assist students to understand the Arabic language and context and to pronounce the Arabic words and letters contained in the verses of the Al-Qur'an al-kariim. Besides, the non-Arabic Al-Qur'an al-kariim memorizers are able to learn Arabic easily because by memorizing the Al-Qur'an al-kariim, a memorizer applies and practices various aspects that could better their Arabic such as the four language skills, the Arabic elements, and the contexts of religious lessons and understandings.

Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and special educational needs (SEN) status (N=5,833 – 8,352). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify ‘at-risk children’.

Exercise and Academic Performance Among Children With Attention-Deficit Hyperactivity Disorder and Disruptive Behavior Disorders: A Randomized Controlled Trial

Purpose: To examine effects of a 10-week after-school physical activity (PA) program on academic performance of 6- to 12-year-old African American children with behavior problems. Methods: Participants were randomized to PA (n = 19) or sedentary attention control (n = 16) programs. Academic records, curriculum-based measures, and classroom observations were obtained at baseline, postintervention, and/or follow-up. Mixed models tested group × time interactions on academic records and curriculum-based measures. One-way analysis of variance or Kruskal–Wallis tested for differences in postintervention classroom observations. Results: Intent-to-treat analyses demonstrated a moderate effect within groups from baseline to postintervention on disciplinary referrals (PA: d = −0.47; attention control: d = −0.36) and a null moderate effect on academic assessments (PA: d = 0.11 to 0.36; attention control: d = 0.05 to 0.40). No significant group × time interactions emerged on direct academic assessments (all Ps ≥ .05, d = −0.23 to 0.26) or academic records (all Ps ≥ .05, d = −0.28 to 0.16). Classroom observations revealed that intervention participants were off-task due to moving at twice the rate of comparative classmates (F = 15.74, P < .001) and were off-task due to talking 33% more often (F = 1.39, P = .257). Conclusion: Academic outcome improvements were small within and between groups and did not sustain at follow-up. Academic benefits of after-school PA programs for children with attention-deficit hyperactivity disorder and/or disruptive behavior disorders were smaller than neurobiological, behavioral, and cognitive outcomes as previously reported.

Fall Break Fallout: Exploring Student Perceptions of the Impact of an Autumn Break on Stress

The mental health of post-secondary students has dominated recent discourse surrounding higher education. Accordingly, many institutions have introduced a break in the fall term, designed to support student well-being. As part of an interdisciplinary, longitudinal study examining the effects of the fall break on student stress, we held focus groups with undergraduates. We observed mixed feedback surrounding this intervention. Students appreciated the fall break as an opportunity to reduce their stress, yet they frequently reported negative impacts of the break on the timing of academic assessments and their ability to effectively manage study time. Based on extensive dialogue with students, we provide recommendations for institutions which have implemented or are considering implementing a fall break as a way to support student mental health. We aim to address the paucity of qualitative research on student stress and develop a deeper understanding of the factors driving students’ responses to stress intervention policies.

Uji Validitas Alat Ukur Ketidakjujuran Akademik

It cannot be denied that academic dishonesty is one of the problems that happened amongst students all over the world, this construct includes behavior that is intentionally carried out to fulfill assignments or academic assessments. This study aims to examine the validity of the construct of academic dishonesty which was adapted from the Academic Dishonetsry Scale (McCabe & Trevino, 1993) and Academic Dishonesty Instrument (Iyear & Eastman, 2008) using the Confirmatory Factor Analysis (CFA) method. In addition, this study produced three standardized forms of academic dishonesty scale, namely: long-form (20-item), ideal-form (11-item), and short-form (7-item). Regarding the research sample, this finding included 355 students from all faculties at the State Islamic University of Syarif Hidayatullah Jakarta using snowball non-probability sampling method.AbstrakKetidakjujuran akademik adalah salah satu masalah yang banyak terjadi di kalangan mahasiswa, hal ini mencakup perilaku yang dengan sengaja dilakukan untuk memenuhi penugasan maupun penilaian akademik. Adapun tujuan dari penelitian ini adalah untuk menguji validitas konstruk ketidakjujuran akademik yang diadaptasi dari alat ukur Academic Dishonesty Scale (McCabe & Trevino, 1993) dan Academic Dishonesty Instrument (Iyer & Eastman, 2008) melalui metode Confirmatory Factor Analysis (CFA) menggunaka software Mplus 8. Selain dilakukan uji validitas, penelitian ini menghasilan tiga bentuk alat ukur ketidakjujuran akademik yang dibakukan, yaitu bentuk yang valid namun kurang ideal (20-item), bentuk yang ideal (11-item), dan bentuk ringkas (7-item). Sampel penelitian ini adalah 355 mahasiswa aktif dari berbagai Fakultas di Universitas Islam Negeri Syarif Hidayatullah Jakarta menggunakan teknik snowball non-probability sampling.