Introverted Students Research Articles

Analysis of student support activities at school in terms of extroverted and introverted personalities

This study aims to analyze extroverted and introverted students using descriptive qualitative methods. Subject research was conducted with students in SMPN 12 Sarolangun. The population of the object is in the form of counseling guidance teachers, as many as 152 people, and students. The research sample used is in the form of whole students with total sampling techniques. This research collects data through a questionnaire given to students with 15 questions, 6 for extrovert students and 9 for introvert students. Data was analyzed from the questionnaire results to determine which students are extroverted or introverted. The calculation is that each question is 100 points multiplied by The number of students who voted yes and divided by the overall number of students. From the data, The results of the study were known to 14 (26.92%) introverted students and 38 (73.08%) extroverted students.

The impact of Communicative Language Teaching (CLT) Approach on Students’ Speaking Ability in a Public Indonesian University: Comparison between Introverts and Extrovert Groups

The aim of this research is to explore the effect of implementing the Communicative Language Teaching (CLT) Approach on the speaking ability of students-. The sample size for this study comprises 46 students representing the introvert class and the extrovert class, selected based on the results obtained from the distribution of questionnaires. To conduct the study, an experimental design was employed, which involved gathering quantitative data from the students' responses to the distributed questionnaire, as well as conducting pre-tests and post-tests to assess their speaking abilities. In order to analyze the collected data, the researcher utilized the SPSS program (Statistical Program for Social Science) for precise and efficient processing, generating various necessary outputs to draw meaningful conclusions. The findings of this study strongly indicate a positive impact of implementing the Communicative Language Teaching (CLT) model on the speaking abilities of introverted students. The results not only demonstrate the effectiveness of CLT in the speaking class but also align with previous research in the field. the incorporation of CLT in the speaking class positively impacts the speaking abilities of both introverted and extroverted students. However, a slight distinction can be observed in terms of the extent of improvement between the two groups, with the extrovert class showing a more notable progress. Recognizing and accommodating the diverse learning styles and preferences of students can help create a comprehensive and inclusive learning environment that fosters growth and development for all learners, regardless of their personality traits

The effect of foreign language learning strategies on alleviating cross-cultural social anxiety

BackgroundWith the rapid development of international communication, learners gradually begin to socialize across cultures. However, some introverted students have cross-cultural social anxiety disorder when communicating with foreign friends. In order to alleviate this symptom, this study puts forward the optimization of foreign language learning strategies based on psychological suggestion.Subjects and MethodsIn this study, 400 patients with cross-cultural social anxiety disorder who meet the treatment standards were selected from the school and divided into the experimental group and the control group equally, and the number of male and female students in the two groups was the same. The experimental group and the control group were treated with psychological suggestion and routine psychological care for 12 months, respectively. The study used 3-min confidence assessment scale (3D-CAM) software to compare their social anxiety scores before and after treatment.ResultsBefore and after treatment, the average difference of social anxiety score in the experimental group was 42.5, which showed that the treatment method could effectively alleviate the disease. The value of the control group is only 16.8.ConclusionsThe experimental results show that the optimized diagnosis and treatment methods of foreign language learning strategies proposed in this study can effectively treat learners’ cross-cultural social anxiety disorder, and then improve the social mood of patients and students. This method has almost no sequelae and is suitable for the cure of cross-cultural social anxiety disorder.AcknowledgementThe research is supported by: Jiangxi Social Science Planning Project (Art), English translation study of cultural landscape in Jiangxi Section of Long March National Cultural Park (No. yg2021190).

Current practices and perspectives on clerkship grading in obstetrics and gynecology

Clerkship grades in obstetrics and gynecology play an increasingly important role in the competitive application process to residency programs. An analysis of clerkship grading practices has not been queried in the past 2 decades in our specialty. This study aimed to investigate obstetrics and gynecology clerkship directors' practices and perspectives in grading. A 12-item electronic survey was developed and distributed to clerkship directors with active memberships in the Association of Professors of Gynecology and Obstetrics. A total of 174 of 236 clerkship directors responded to the survey (a response rate of 73.7%). Respondents reported various grading systems with the fewest (20/173 [11.6%]) using a 2-tiered or pass or fail system and the most (72/173 [41.6%]) using a 4-tiered system. Nearly one-third of clerkship directors (57/163 [35.0%]) used a National Board of Medical Examiners subject examination score threshold to achieve the highest grade. Approximately 45 of 151 clerkship directors (30.0%) had grading committees. Exactly half of the clerkship directors (87/174 [50.0%]) reported requiring unconscious bias training for faculty who assess students. In addition, some responded that students from groups underrepresented in medicine (50/173 [28.9%]) and introverted students (105/173 [60.7%]) received lower evaluations. Finally, 65 of 173 clerkship directors (37.6%) agreed that grades should be pass or fail. Considerable heterogeneity exists in obstetrics and gynecology clerkship directors' practices and perspectives in grading. Strategies to mitigate inequities and improve the reliability of grading include the elimination of a subject examination score threshold to achieve the highest grade and the implementation of both unconscious bias training and grading committees.

Study on the Effect of Personality Type on the Language Learning Strategies of Non-English Major Students Through MBTI Test

The learner's personality is one of the presumed internal variables influencing the success of foreign language learning. The globalized period has altered the landscape of English language teaching (ELT) along with demographic, geographic, and structural changes to English, and it has highlighted the significance of preparing language learners for cross-cultural communication. This study aimed to investigate the effect of personality type on the language learning strategies of non-English major students using the Myers-Briggs Type Indicator (MBTI) test. The reliability of a questionnaire's questions about independent, dependent, and moderating variables serves as a foundation for its adaptation. Out of 300 questionnaires, 250 were considered for statistical analysis because 50 questionnaires were not filled. Data were analyzed with a help of statistical software named Smart PLS 3 (SEM). Empirical tests of our working hypothesis were carried out using a Structural Equation Model (SEM) with Partial Least Square (PLS). The results of the study indicated that there were significant differences in language learning strategies based on the participants' personality types. Extroverted students tended to prefer group work and interactive activities, while introverted students preferred independent study and individual tasks. Additionally, sensing students tended to focus on the details and practical applications of language learning, while intuitive students tended to focus on the big picture and abstract concepts. These findings have important implications for language educators and suggest that tailoring language learning strategies to the individual needs and preferences of students based on their personality type may lead to more effective language learning outcomes.

Implementasi Program Public Speaking Skill Pada Kegiatan Ekstrakulikuler Pendidikan Agama Islam

The purpose of this study is to find out how the implementation of the public speaking skill program activities in PAI extracurricular activities at SMAS An-Nizam Medan, what are the supporting and inhibiting factors and what are the paths after implementing PAI extracurriculars, namely public speaking skills/Kultum at SMAS An-Nizam Medan. This type of research is descriptive qualitative. This research was taken at SMAS An-Nizam Medan. Data collection methods used are observation, interviews, and documentation. The results of the study showed that the PAI extracurricular activities that were implemented were one of the public speaking skills/Kultum programs which were carried out every day after the midday prayer. As for the supporting factors in the implementation of public speaking skills/Kultum, there are professional teachers who are very supportive in motivating students. While the inhibiting factor in this implementation is the lack of self-confidence of introverted students which results in being nervous when in front. Furthermore, the impact of the implementation of the public speaking skill/Kultum program on PAI extracurricular activities is that you can get used to speaking in public, especially later in the community and this program is not obtained in class lessons but only in PAI extracurriculars and can represent the school when there is a speech contest both held by internal and external parties, as well as from government and private sectors.

A Phenomenographic Research On The Covid-19 Pandemic Process

Purpose: In this study, it is aimed to evaluate the opinions of administrators and teachers about the reflections of the pandemic process on learning processes by making SWOT analysis.
 Design/Methodology/Approach: In this context, the study was carried out with the phenomenographic research method. The study group of the research consists of 568 administrators and teachers in Trabzon in the 2020-2021 academic year. The data for the SWOT analysis were obtained by applying the structured forms prepared by the researchers to the participants.
 Findings: The obtained data were analyzed by content analysis. In strengths; It has been determined that out-of-school learning opportunities have increased and students' technology use competencies have improved. On weak points; it has been revealed that it is inadequate in the lessons that require practice and there is a face-to-face communication problem. In opportunities; increasing the time spent with the family and providing fast and easy access to information came to the fore. In threats; infrastructure problems were the identified themes.
 Highlights: It has been concluded that teachers should receive in-service training on methods and techniques that they can use in distance education. During the pandemic process, students were encouraged to take more responsibility for learning, and equal opportunities were provided for introverted students. The need for more objective approaches in measurement and evaluation has come to the fore. It is recommended to support applied courses with appropriate content so that they can be adapted to the distance education process.

A Comparative Study On Speaking Skill Between Extrovert And Introvert Students At The Second Grade Of SMAN 3 Bukittinggi

The aims of this study were to know there was a difference between the extrovert and introvert students’ on their speaking skill and which one was better on speaking skill at the second grade students of SMAN 3 Bukittinggi. This research used descriptive quantitative method. The instrument of this research were questionnaire for classified the students based on their personality and speaking test for get their speaking score . The population was the second grade students at SMAN 3 Bukittinggi, meanwhile sample were 30 students who had been assigned purpossively. The finding showed; (1) There was difference between mean of extrovert students, which was (76.5) and the mean of introvert students, which was (82). (2)The result of ttes was -1,980 and it was smaller than ttable in the degree of significance 5% (2,048 > -1,980). The result showed that the students’ personality difference had no statistically difference to the students’ speaking skill. Based on the result of the research, the alternative hypothesis (Ha) was rejected and null hypothesis (Ho) was accepted. In conclusion there was no difference between extrovert and introvert students in speaking skill of the second grade students of SMAN 3 Bukittinggi.

Student Misconceptions in Solving AKM Numeration Problems at SMA Level Viewed From the Personality Differences of Extrovert And Introvert Students

This study aims to analyze: (1) Knowing personality types, (2) Results from AKM Numeracy, and (3) Misconceptions about AKM Numeracy based on personality types based on student personality types. This type of research is descriptive qualitative research with a case study design. The data collection technique was done by giving personality questionnaires and AKM Numerical test questions. The results showed that: (1) The tendency of personality types in extroverted students was 36%, and the other 64% had introverted tendencies, (2) The results of completing the AKM Numeracy test had the highest percentage in the misconception category, namely 50.40%, 26.20 % understand the concept, and the other 23.20% do not understand the concept, (3) Misconceptions in AKM Numeracy based on student personality types, shows that the highest misconceptions are found in students with extrovert personality types, with an average percentage of 55.80%, while students with introverted personality types have a percentage of 51.25%. Factors causing these misconceptions include acquiring student answers, studying habits, and the learning media used.

THE EFFECT OF GUIDED INQUIRY METHOD ON SCIENCE PROCESS SKILLS VIEWED FROM THE LEARNING STYLES

This quasi-experimental study aims to determine the effect of the guided inquiry method on science process skills in terms of students' learning styles. The population of this study was all fifth grade students at SDN Leuwiliang 04, Bogor Regency, even semester of the 2021/2022 academic year as many as 68 people. When the research was carried out in June 2022 for 4 face-to-face meetings. The statistical test used is in the form of a 2x2 ANOVA inferential test. The results showed that the F_(count) price was 29.044 the F_table(1:59) price was 4.00 and the sig. = 0.00 0.05, so there are differences in science processing skills between students with introverted and extroverted learning styles. The second hypothesis shows that the F_(count) price is 1.859 the F_table(1:59) price is 4.00 and the sig. = 0.00 0.05, there is a difference in the science processing skills of the group of students who were treated with conventional methods and guided inquiry. In the third hypothesis, it shows that the price of F_(count) is 205.915 the price of F_table(1:59) is 4.00 and the sig. = 0.178 0.05, so there is no significant interaction between learning styles and learning methods on science process skills. There are differences in the learning styles of introvert students using the guided inquiry method towards science process skills and there are differences in the learning styles of extrovert students using the guided inquiry method towards science process skills

Implementation of the Learner Centered Design method and the personality approach (Case Study: Redesigning The Interface mobile LMS Tel-U)

The Mobile LMS Tel-U is an e-learning platform developed by Telkom University to support the learning process. However, it still requires more demand from Telkom University students. Usability evaluation was conducted on twelve students using the System Usability Scale (SUS), resulting in a score of 46.5. Interviews and observations revealed interface problems on the dashboard, material, grades, and quizzes. This study aims to redesign the mobile LMS Tel-U interface using the Learner-Centered Design method and incorporating a personality approach by categorizing students into introverts and extroverts. Designing based on personality groups acknowledges the differences in interface design preferences and the relationship between personality and e-learning interface design. This approach yields two different interface designs, one for introverted students and one for extroverted students. The LCD method determines student needs in supporting the learning process. The redesigned interface's usability was evaluated using SUS to assess its appropriateness for students' learning needs. The study shows an average increase in usability scores of 80.4. The introverted student group achieved a usability score of 81, while the extroverted student group obtained a score of 80. Thus, the LCD method and personality approach effectively enhance the usability of distance learning applications (e-learning).

Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal PLSV ditinjau dari Tipe Kepribadian Extrovert dan Introvert

Mathematical communication is necessary for students in the process of learning mathematics because through communication students can express, interpret and conclude mathematical ideas both in writing and orally. Meanwhile, the differences in personality types possessed by each student are extrovert personality types and introvert personality types. The results of the study show that (1) students with extroverted personality types tend not to include initial solutions and tend to rush when solving word problems in written mathematical communication. Whereas in oral mathematical communication, extrovert students tend not to be careful in reading the questions and tend to understand things smoothly and believe that the answers given are correct; (2) students with introverted personality types tend to be incomplete in writing down what is known and asked about the questions and tend to be careless when working on word problems because there are errors when performing arithmetic operations on written mathematical communication. Whereas in oral mathematical communication, introverted students tend to be careful and answer questions carefully by looking at the questions again. And introverted students tend to be incomplete in giving what is asked in the questions. It can be concluded that extrovert students are able to fulfill 3 indicators of written and oral mathematical communication, while introverted students are able to fulfill 2 indicators of written and able to fulfill 3 indicators of oral communication.

Effectiveness of Think-Talk-Write Technique to Teach Writing to Students with Different Personalities

This research analyzed the effectiveness of Think-Talk-Write (TTW) and Fact-Reason-Elaboration-Shift (FRESH) techniques for teaching writing to students with extroverted and introverted personalities. A quantitative and 2 x 2 factorial research design involved 60 eighth-grade students. Three instruments—a personality questionnaire, observation checklist, and writing test—collected data. Both TTW and FRESH techniques positively impacted the writing abilities of extroverted and introverted students, with TTW showing stronger improvement. Individual characteristics must be considered when selecting teaching techniques. The findings provide evidence of effective writing instruction for different personality types, emphasizing the need for tailored approaches. Future research should explore additional techniques and factors to enhance our understanding of effective writing instruction.

The Impact of the Covid-19 Pandemic on the Speaking Performance in English of Extroverted and Introverted Students at the Akademi Komunitas Mapindo Accommodation Study Program

This research aims to analyse the ability of speaking performance English in Extrovert and Introvert students after participating in online learning. The personality of extrovert students is that they show the courage to speak in front of the class and give opinions or opinions. Meanwhile, introverted students are people who prefer to be silent and speak as needed, and prefer to have few friends. The purpose of this study is to analyse the impact of online learning in the Covid-19 era on the ability to speak English in extroverted and introverted students. The research method used is a qualitative method with descriptive research. There were 10 subjects in this study, the students were 5 extrovert students and 5 introvert students. The instruments used in this study were observation and interviews. This research technique uses triangulation which consists of; Questionnaires, interviews, and documentation. This research applies 6 steps to analyse data; grouping, preparing data, reading the result data, viewing the result data, giving a code or mark, making a research description. The results show that the impact of the covid-19 pandemic online learning on students' speaking performance in English in the Akademi Komunitas MAPINDO accommodation study program differs between extrovert and introvert students. Changes in the learning system from online learning to offline learning show positive and negative impacts on students' speaking performance in English. The results of this study indicate that introvert students feel a more positive impact from online learning on their English speaking ability in English, on the other hand, extrovert students do not feel any positive impact from online learning on English. There is an increase in the speaking ability in English of introverted students when participating in online learning. Keywords: Personality, Extroversion, Introversion, Covid-19, Speaking Performance

Comparative Study of Introvert and Extrovert Students on Their English Learning Achievement at Second Grade of SMAN 1 Konawe Selatan

This research aimed to find out what characters were owned by students and which one had a better English score between introverted and extroverted students in grade-2nd students at SMAN 1 Konawe Selatan. This research used an ex post facto research design with a descriptive quantitative approach. In collecting data, questionnaires and documentation were used as instruments. The questionnaire was adapted from the Eysenck Personality Questionnaire (EPQ) which categorizes students into introverts and extroverts. The total population in this research was all students of grade-2nd in the first-semester academic year 2021/2022 as many as 160 students. The researcher only took 50 introverted students and 70 extroverted students as respondents. To analyze the data, it was though the technique; of data collection, data identification, data classification, explanation, tabulation, and data analysis used descriptive statistical techniques which are processed in SPSS 23.0 program and draw a conclusion based on statistical results. The results showed that from independent sample t-test had a probability value (sig.2-tailed) < 0.05, where to 4162 was higher than ttable 1.99 and 2.6. Based on the research results, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. In conclusion, the scores of extrovert students' English achievement are better than introvert students.
 Keywords: Introvert, Extrovert, Learning Achievement

Motivation to Learn Mathematics on Different Personality Types

Motivation is one of the aspects that support a person's learning success. A person's motivation level is very likely to differ from one to another. There are differences in learners' characteristics in the classroom learning process. One characteristic difference students process is the difference in personality types, in this case, introvert-extroverted. It is likely to impact a person's learning success. However, research that discusses this still needs to be completed. This study aims to know how high the motivation of mathematics education students who have an introverted personality type, how high the mathematics motivation of mathematics education students who have an extroverted personality is, whether there is a difference in mathematics motivation of mathematics education students based on personality type and whether there is a relationship between mathematical motivation and personality type. A quantitative research design with a purposive random sampling technique in 81 students was used in this study. The data analysis techniques are descriptive statistical data analysis, independent sample t-test, and Pearson correlation with the help of the SPSS 25 program. The results showed that: the motivation of introverted students on high criteria; the motivation of extroverted students on high criteria; there are differences in motivation based on introverted-extroverted personality types; and there is a significant relationship between mathematical motivation and introverted-extroverted personality types. It has implications for lecturers to anticipate problems that potentially arise and play a role in increasing student motivation related to their personality in the teaching and learning process.

EXPLORING STUDENTS' PROFICIENCY THROUGH PERSONAL CHARACTERISTICS IN MATH LOGIC COURSES USING PEER TEACHING FLIPPED CLASSROOM

Mathematical logic is a mandatory course offered in a range of educational settings. Mathematical logic is a kind of particular understanding. Students must understand the concept of mathematical logic before they can apply it to solve problems. On the other hand, students are divided into two major personality types: extroverts and introverts. Students' personality types influenced their study process. This study was carried out to examine the impact of students' personality types on their conceptual understanding abilities. Where questionnaires for personality examinations and tests for understanding concepts were employed as research instruments. According to research findings, in using the peer teaching flipped classroom model, students' conceptual understanding in math logic courses is strongly affected by personality category. The results of experiments such as peer teaching flipped classrooms exhibit that extrovert students have better conceptual understanding skills than introvert students. On the other hand, students who use the PTFC model are better than students who learn using the conventional models. Creating videos and organizing class discussions has a big impact on students who are outgoing. They can improve their skills while also sharing their knowledge and information with their classmates.

THE STYLE OF INTROVERT AND EXTROVERT IN ANNOTATED BIBLIOGRAPHY WRITING

Writing is highly essential in school, especially in the English Department, since they must master the fundamentals of writing. Unfortunately, writing is considered as the most challenging of the four English language abilities. Numerous researches discovered that EFL students also experienced a variety of issues with academic writing. This issue must be handled carefully since it has an impact on the teachers’ ability to teach writing in the classroom. In order to overcome these issues, students' personalities must be understood. Students' personalities have a critical effect on their capacity to write. Introvert and extrovert are two personality characteristics that contribute to individual differences. This research used descriptive research where the participants were 8 students who took academic writing class. The students were given a personality questionnaire and the result showed 4 students were introvert and 4 others are extrovert. Then the students were given an annotated bibliography test to find the type and key elements of annotated bibliography used by the students. The writer found that the students used summative annotations and combined annotations. 1 introvert student uses combined annotation and 3 introvert students use summative annotation. Whereas for extrovert students, 2 people use combined annotation and 2 other people use summative annotation. Various obstacles experienced by the students thus effecting their academic writing.

Unlocking the Secrets of Introverted Students: A Mix of Methods to Comprehend Their English Language Learning Strategies

Unlocking the Secrets of Introverted Students: A Mix of Methods to Comprehend Their English Language Learning Strategies

Twelve tips for excelling as an introvert in academic medicine (at all levels)

Background Introverted individuals comprise up to half of the population, but are often overlooked in a culture that privileges extraversion. This misunderstanding of introversion has downstream effects for introverts in academic medicine, including lower grades on clinical rotations, increased stress, and under-representation in leadership positions. Aims To increase support for and awareness of the unique strengths of introverted individuals at all stages of a career in academic medicine. Description This article offers twelve tips, based in the educational, business, and personality literature, to empower introverted students, residents, and faculty members for success in academic medicine. While many of the tips apply broadly, certain tips may be more relevant to those in a particular career stage. Conclusion Increased understanding of the natural tendencies and strengths of introversion will promote a more inclusive working environment for all personality types in medicine and allow introverts at all levels of training and practice to thrive.