Studi Komparasi antara Body Image Siswa Laki-Laki dan Siswa Perempuan Di Asrama (A Comparative Study Between the Body Image of Male and Female Students in Dormitories)

Interpersonal skills are skills in dealing with other people. It is important to train interpersonal skills in children who are latein speaking so they can interact properly. One way to practice interpersonal skills is with the finger puppet method. This study aim to determine the application of the finger puppet method in training interpersonal skillsin children who experience speech delays in one of the X inclusion schools in Kediri City. This study uses a type of experimental research with the Single Case Design (SCD). Subjects in this study were children who experienced speech delays and difficulties in interpersonal skills. Data collection techniques using observation and interviews. Data analysis used descriptive statistics by calculating the average value of the subject’s interpersonal skills then presented in the form of diagrams and drawing conclusions. The results of measuring interpersonal skills showed an increase, namely in the baseline phase an average of 32.6 wasin the low category, in cycle 1 of 51 was in the low category, in cycle 2 of 76.4 was in the medium category, and follow-up was 88.5 in the high category. So, it can be concluded that the application of the finger puppet method can improve the interpersonal skills of children who experience speech delays. ABSTRAK Keterampilan interpersonal adalah keterampilan dalam berhubungan dengan orang lain. Penting melatih keterampilan interpersonal pada anak yang terlambat bicara agar dapat berinteraksi dengan baik. Salah satu cara untuk melatih keterampilan interpersonal adalah dengan metode boneka jari (finger puppet). Penelitian ini bertujuan untuk mengetahui penerapan metode boneka jari (finger puppet) dalam melatih keterampilan interpersonal pada anak yang mengalami keterlambatan bicara (speech delay) di salah satu sekolah inklusi X Kota Kediri. Penelitian ini menggunakan jenis penelitian eksperimen dengan desain Single Case Desain (SCD). Subjek dalam penelitian ini adalah anak yang mengalami keterlambatan bicara dan kesulitan dalam keterampilan interpersonal. Teknik pengumpulan data menggunakan observasi dan wawancara. Analisis data menggunakan statistik deskriptif dengan menghitung nilai rata-rata keterampilan interpersonal subjek kemudian disajikan dalam bentuk diagram dan penarikan kesimpulan. Hasil pengukuran keterampilan interpersonal terdapat peningkatan yaitu pada fase baseline mendapatkan rata-rata sebesar 32,6 berada pada kategori rendah, pada siklus 1 sebesar 51 berada pada kategori rendah, pada siklus 2 sebesar 76,4 berada pada kategori sedang, dan follow-up sebesar 88,5 berada pada kategori tinggi. Maka, dapat disimpulkan bahwa penerapan metode boneka jari (finger puppet) dapat meningkatkan keterampilan interpersonal anak yang mengalami keterlambatan bicara (speech delay).

This study intends to explain how the level of body image in class XI students at SMAN 1 Margaasih. The number of samples used as many as 140 students from a total population of 355 students, or if described 87 female students and 53 male students. Among them there are 22% of students aged 17 years, 68% of students aged 16 years and 10% of students aged 15 years. This study uses a descriptive quantitative approach with a random sampling technique. The data collection instrument used was a non-test technique in the form of a questionnaire taken from Maulida (2020). In this study, it was found that the body image of class XI students of SMAN 1 Margaasih was generally in the medium category or as much as 72% (101 students), while in the high category it was 16% (23 students), and the low category was 12% (16 students). . The data obtained shows that female students have body image a lowerthan male students. This can be explained by the presence of 16 students who are categorized as low body image, 14 of whom are female students. This is because women generally have body image a lowerthan men. An example that can be seen is the feeling of inferiority to their physical possessions and often comparing themselves with others who have more physicality than them. The physical can be in the form of height, weight, attractive face, and skin color.Keywords: Body image, Students, SMAN 1 Margaasih   Â

References suggested that there are two components of body-image dysfunction:(a) perceptual body-size distortion and(b) cognitive-evaluative dysfunction. Also, reference indicated that an individual's perception of body weight is an imperative component for understanding a dissatisfied body-image. Thus, the purpose of this study was to investigate female college students' perceptions on their own body weight in relation to others. By analyzing college female students' social perceptions on the deviation of their body weight in relation to a standardized normal female body weight, the study used the male students' perceptions as a social standard of proper body weight image. Additionally, the reasons of the college students' perceptions of deviation of body weight were also examined as well. The body image materials of PFRS(the female Photographic Figure Rating Scale) consist of ten photographic real female body images varying in body mass index(BMI) from emaciated to obese. Participants of the study were randomly selected from 6 universities and colleges, which included 1005 female students and 190 male students. The female participants were asked to choose the images in the PFRS representing their body size, ideal body size, and the most attractive body size respectively. To estimate the images of body weight based on the PFRS(assume that the image was as high as her), the participants were asked to report their actual body weight, and their perception on the desired ideal body weight. The male participants were asked to choose the most attractive body image from the PFRS. Based on the obtained research data, the attempt of this study was toreveal the female college students' perceptions for the ideal body image so that the distance of deviation to ideal body image could be identified as well. In addition, the current study used three research models:(a) mirror model,(b) generalized model and(c) relevant model in order to reveal the reasons of the body weight perceptual deviation. The results of this study showed that the female students overestimated their own BMI(Body Mass Index); specifically, the female students tended to overestimate the BMI of the female students with normal weight or underweight, but underestimate the BMI of those overweight females. The score on the subjective social pressure of their body weight is higher than the real social pressure, which means that these students exaggerated the social pressure of body weight. Moreover, the female students' perceptions on body image deviated to others were more possible to influence their self-perception deviation. Cognitive evaluation mentioned on the paper is not an important factor of weight perception deviation of the female college students, but the relation between these two factors should be further studied.

This study aims to describe the conceptual understanding of male and female students in class VIII SMPN 1 Masbagik for the 2021/2022 academic year on the material of geometrical flat side. The type of research used is descriptive analysis with a qualitative approach. The population in this study were all 320 class VIII students of SMPN 1 Masbagik. The research sample was class VIII-A students, totaling 32 people, and the sampling technique used a purposive sample. Data collection techniques were carried out using conceptual understanding tests and interviews. The results showed that the ability to understand mathematical concepts of female students in the high category was 9.37%, the medium category was 50% and the low category was 3.12%. While the ability to understand mathematical concepts for male students in the high category was 3.12%, the medium category was 18.75% and the low category was 15.62%. Women understand math concepts better than men, this is evidenced by the average score obtained by female students which is higher, namely 64.00, while male students are only 56.69. And when conducting interviews female students were more dominant in answering every question asked by the researcher.

Background: Obesity can lead to various health problems including psychosocial problems. Obesity also relates to body image which may affect psychosocial health.Objective: To examine the relationship between obesity, body image, and perceived stress among college students in Yogyakarta Province.Method: This study is a cross-sectional design in 150 college students (75 boys and 75 girls) at Universitas Gadjah Mada and Universitas Technology Yogyakarta. Perceived stress was measured using 10 items of the Perceived Stress Scale (PSS-10), body image was evaluated using 16 items of the Body Shape Questionnaire (BSQ-16) and obesity was estimated using the percentage of body fat calculated from anthropometric measurements. Chi-square test, Spearman correlation analysis, and odds ratio were used to test the hypotheses.Results: There was significant correlation between obesity and body image in male (r= 0.32, p<0,01) and female students (r= 0.23, p<0,05). Obese male students were 7 times likely to have negative body image than non-obese male students. While no significant relationship was found between obesity and perceived stress, non-obese students had almost two times likely to perceive stress. Similarly, body image was not significantly related to perceived stress in male and female students, however, it was likely that students with negative body image had about 1,5 times to feel stress than those with positive body image.Conclusion: Obesity was significantly associated with body image among male and female college students in Yogyakarta Province. However, no significant relationship was found between obesity and perceived stress as well as between body image and perceived stress among the students.

Metacognition has a role in regulating and monitoring one's cognitive processes in thinking and learning. Students can solve problems well when applying metacognition strategies. Each student has different abilities in understanding learning material. Where male and female students have different ways of thinking, as well as solving a problem. This study aims to describe the level of metacognitive abilities of male and female students in solving problem-based questions in science learning. This type of research is descriptive qualitative research. This research was conducted at MTs Al-Islam by taking three male and three female subjects. The selection of subjects is based on the value of student learning outcomes which are limited by a certain standard deviation. This study used written tests and interviews as instruments for data collection. The results are 1) Male students in the high category are at the strategic use level, male students in the medium category are at the aware use level and male students in the low category are at the tacit use level. 2) Female students in the high category are at the level of reflective use, female students in the middle category are at the level of strategic use and female students in the low category are at the level of aware use.

Body image is a description of perceptions, feelings and attitudes about the body as a whole person or a particular the part of body. The differences of body image is influenced by several aspects. Among of them, there is gender. The aims of this research are :1 ) to describe the body image of male students , 2 ) to describe the body image of female students, and 3 ) to find out the body image differences between male students and female students. This research was descriptive research by using quantitative approach. The population of this research was the students of grade XI SMA Negeri Tanjung Mutiara in the period of 2013/2014 (285). Amount of research sample was 56 male students and 110 female students and had been chosen by using simple random technique. The instrument that had been used was Likert scale model. The first and second research purpose were analyzed by using percentage technique, and the third research purpose were analyzed by using t-test. The results of research are: 1) Body image of male students are in the high category, 2) Body image of female students are in the high category, 3) There is a differences between male body image and female body image.

BackgroundThe present study was designed to investigate orthorexia nervosa, or the phenomenon of being preoccupied with consuming healthy food. Specific aims were to explore relationships between orthorexia features and attitudes towards body image, fitness and health in normal weight female and male university students with high levels of healthy food preoccupation, i.e. orthorexia nervosa.MethodsParticipants were 327 female (N = 283) and male (N = 44) students aged 18 to 25 years. All participants completed the Polish adaptation of the 15-item questionnaire assessing orthorexia eating behaviours (the ORTHO-15) and the Multidimensional Body-Self Relations Questionnaire (the MBSRQ). Relationships between scores on the ORTHO-15 and MBSRQ were explored in the 213 students who had high levels of preoccupation with a healthy food intake (68.55% women and 43.18% men, respectively).ResultsThere were no statistically significant differences in the levels of orthorexia behaviours between females and males. In female students with orthorexia nervosa, preoccupation with consuming healthy food was significantly correlated with the MBSRQ subscale scores for overweight preoccupation, appearance orientation, fitness orientation, health orientation, body areas satisfaction and appearance evaluation. Conversely, in male students with orthorexia nervosa there were no correlations between orthorexic behaviours and the MBSRQ subscales.In female students with orthorexia nervosa multivariable linear regression analysis found high body areas (parts) satisfaction, low fitness orientation, low overweight preoccupation and low appearance orientation were independent predictors of greater fixation on eating healthy food. In male students, we found that aspects of body image were not associated with preoccupation with healthy eating.ConclusionA strong preoccupation with healthy and proper food was not associated with an unhealthy body-self relationship among Polish female student with orthorexia nervosa.

[This corrects the article DOI: 10.1186/s40337-015-0038-2.].

Scientific activities, such as communication, are essential skills in the 21st century. Scientific argumentation is a fundamental component of communication and serves as a foundation for students to engage in a series of scientific processes, leading to valid conclusions based on empirical data. This study aims to examine whether there are differences in the scientific argumentation abilities of male and female students following the implementation of Argument-Driven Inquiry (ADI) learning, as well as to analyze their respective argumentation patterns. This study employs an experimental research design with a pretest-posttest experimental group approach. The sample was selected using a purposive sampling technique. Data collection involved pretest and posttest scores. The analysis of research results was tested using Inter-Rater Reliability (IRR), score conversion, normality test, Mann-Whitney test, and N-Gain test. The study population consisted of eighth-grade students at SMP IT Ihsanul Fikri Mungkid, from which two classes were selected through purposive sampling: VIII D (experimental class 1 - male students) and VIII H (experimental class 2 - female students). The findings indicate that the ADI model effectively enhances students’ scientific argumentation skills in both experimental groups. The N-Gain analysis revealed that in the argument completeness aspect, experimental class 1 (male students) achieved an N-Gain of 0.70 (moderate category), whereas experimental class 2 (female students) scored 0.93 (high category). In the scientific validity aspect, experimental class 1 obtained an N-Gain of 0.63 (moderate category), while experimental class 2 scored 0.84 (high category). Regarding overall scientific argumentation, experimental class 1 achieved an N-Gain of 0.67 (moderate category), whereas experimental class 2 reached 0.82 (high category). Further analysis of the argument completeness aspect identified a statistically significant difference between male and female students (p < 0.05); However, in the scientific validity aspect, no significant difference was observed between male and female students (p > 0.05); In the overall scientific argumentation aspect, a significant difference was found between male and female students (p < 0.05). Keywords: gender, scientific argumentation, argument driven inquiry (ADI).

[Objective] The current study explored the correlation and contribution of critical thinking and metacognitive skills toward female and male students' retention in senior high school. [Methodology] This study used a descriptive correlational design, where critical thinking and metacognitive skills served as the predictor, during retention as the criterion. A total of 230 students participated in this study. The participants comprised 112 (48.70%) male students and 118 (51.30%) female students. An essay test and a scoring rubric were used to collect data on participants' critical thinking and metacognitive skills. The research data were analyzed using a multiple regression analysis at a 5% significance level, followed by ANOVA to examine the contribution of critical thinking and metacognitive skills toward male and female students' retention. [Results] The statistical analysis revealed that the simultaneous contribution of critical thinking and metacognitive skills toward female students' retention was higher than that toward male students' retention. The effective contribution values of critical thinking and metacognitive skills toward male students' retention were 2.44% and 10.06%, respectively. Meanwhile, critical thinking and metacognitive skills contributed 7.89% and 12.81% toward female students' retention. [Conclusions] There was a simultaneous correlation between critical thinking, metacognitive skills, and retention of male and female high school students. The effective contribution of critical thinking and metacognitive skills toward female students' retention was more significant than that toward male students' retention. The findings of this study suggest that high school teachers need to consider gender equality when implementing learning strategies to improve critical thinking and metacognitive skills.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

The purpose of this study was to analyze the difference in body image and apparel fashion orientation according to gender and somatotype. And the paths for the apparel fashion orientation affected by these variables were also analyzed. The data for this research were collected from questionnaires of 210 male and 180 female college students. The results of this research are as follows: It was found that subjective somatotypes of male and female college students were different from objective somatotypes and that female college students showed high degree of somatotype distortion compared to male college students. The body image was composed of three factors, interest in appearance', concern about weight' and satisfaction in appearance'. Female college students were highly interested in appearance and weight with exhibiting high interest in appearance for the persons who have a thin somatotype and in weight for the persons who have an obesity somatotype, respectively. Female college students were more closely associated with fashion than male students. The higher interest in appearance, concern about weight and satisfaction in appearance persons have, the higher degree of leadership in fashion opinion, fashion innovativeness and confidence in apparel the persons showed. Thus, female students, thin somatotypical persons or standard somatotypical persons were highly interested in appearance. The persons who are more concerned about appearance showed the high degree of leadership in fashion opinion, fashion innovativeness and confidence in apparel. And the persons who are satisfied with their appearance exhibited high leadership in fashion opinion and confidence in apparel.

Objectives This study analyzes the relationship between work experience in school and job values of male and female college students. In particular, it is to confirm the effect of work experience on job value according to gender. Using the 2017~2020 Graduates Occupational Mobility Survey, let's analyze the consistent effect of college student's work experience in school on job value.
 Methods Using The Graduates Occupational Mobility Survey (GOMS) 2017-2020 and subjects of this surveys were 35,217 people who four-year male and female college students(8,933 people in 2017, 9,116 people in 2018, 9,350 people in 2019, and 7,824 people in 2020). A t-test was conducted to verify the change in job value according to the work experience in school of male and female college students. And Regression analysis was conducted to analyze the impact.
 Results The study results can be summarized as follows. First, it was found that male students' work experience and work experience related to their major consistently increased intrinsic job value and had a positive (+) effect. Second, it was found that female students' work experience related to their major consistently increased the intrinsic job value and had a positive (+) effect. On the other hand, it was analyzed that female students' work presence or absence of work experience consistently increases the external job value and has a positive (+) effect. Third, the consistent effect of the number of work experiences of unversity students was not confirmed. However, it was confirmed that there was no effect except for 2020.
 Conclusions The work experience in school of a male and female college students was identified as an important factor influencing job values. First, male and female college students should have work experience related to their major in order to increase their intrinsic job values. Second, it seems necessary to differentiate the career guidance of male and female students. Third, the number of work experiences in school should be selected and focused on meaningful work experiences rather than work experiences that do not help university students' career development. This result presents the direction of work experience in school for the development of job values of university students. And I think it will be helpful for the school and the government to establish policies on the work experience of university students.

This study examines the relationship between students' self-concept and career maturity in terms of gender factors in which aspects of one's role, behaviour, expression and identity and the influence of self-concept components on career choice maturity are linked. This study uses quantitative research with a correlational type. The population of this study was class XII students with a sample of 100 students (50 female students and 50 male students) using Cluster Random Sampling as a sample. Data collection techniques used the self-concept scale from Rogers' theory and career choice maturity from Donald E. Super's career theory. Data analysis used descriptive analysis, product moment correlation analysis, and analysis of linear regression equations. The results showed that the self-concept of female and male students knew their self-concept, including perceptions of physical appearance and behaviour, behaviour based on goals, inspiration and values to be achieved, assessment of achievement according to the ideal self, ability to behave according to the environment, ability to master, respect for oneself, likewise, with the career choice maturity of female students and male students who are in the high category. Based on the correlation test results on variable X (Self-Concept) and Y (Career Choice Maturity) variables of female and male students, it can be concluded that there is a relationship between self-concept and career choice maturity of females 0.68% higher than male students. The self-concept component influences the maturity of career choices for both female and male students. The findings in this study are the effect of the self-concept component on the career choice maturity of female students 2.3% higher than male students, where female students are influenced by self-image and self-identity. In contrast, male students are influenced by their ideal self and self-esteem.