Mindset Of Students Research Articles

Konseling Cognitive Behavior Therapy dalam Mereduksi Prokrastinasi Menyelesaikan Skripsi

The delay in completing the thesis begins with the student's mindset that affects the actions taken in completing their responsibilities in working on the thesis. Students should be able to do something that is not useful, on the contrary, postpone doing the thesis by doing fun activities. The delay in completing the thesis is often known as procrastination in completing the thesis. This delay can be given intervention counseling services using the Cognitive Behavior Therapy (CBT) approach. The purpose of writing this article is to see the extent to which the use of the Cognitive Behavior Therapy (CBT) approach in overcoming the problem of student thesis completion. The research method used in writing this article uses a literature review that utilizes 9 relevant research results. Based on the literature that has been carried out, the conclusion in this article is the effectiveness of the Cognitive Behavior Therapy (CBT) counseling approach in overcoming various cognitive problems that affect behavior, especially in procrastinating students' thesis completion.

Post-COVID-19 e-learning acceptance and its impact on community college students in Kelantan, Malaysia: A quantitative analysis

The purpose of this study is to explore the relationship between student motivation, student mindset, computer competency, and behavioural intention to continue using e-learning in the post-COVID-19 era among students at the community colleges in Kelantan, Malaysia. This quantitative study used a self-administered online survey questionnaire, and a convenience sampling method was employed to reach the respondents. Partial least square structural equation modelling (SmartPLS) 4.0 was then used for data analysis. The results of the current study reveal that community college students have a high behavioural intention to continue using e-learning in the post-COVID-19 era, and that behavioural intention positively correlates with student motivation and computer competency. However, there is limited evidence to support the relationship between student mindset and their behavioural intention to continue using e-learning in the post-COVID-19 era. Practically, the findings from this study can be an essential landmark to the management of Community Colleges in determining the direction of future learning in community colleges.

TUGU PAHLAWAN SEBAGAI SIMBOL PERJUANGAN AREK SUROBOYO DAN URGENSINYA DALAM PENGUATAN PENDIDIKAN KARAKTER DI ERA BUDAYA GLOBAL

<em><span>Character education is an effort to instill character values that include religious, nationalist, integrity, independent and mutual cooperation attitudes. Character education has the aim of forming a mindset, attitude and behavior of students so that they have a noble character that is related to themselves, society and God. In the current era which is already in the era of globalization, foreign cultures can easily influence the characters of students. The entry of foreign culture can be through the media that becomes a bridge for students to see the outside world. The influence of these foreign cultures causes negative impacts such as having free sex, brawls and things that do not reflect the character of the Indonesian nation. Through historical heritage we can find out how the character of our own nation, for example the Heroes Monument in Surabaya, is not only a symbol of the city of Surabaya but also as a symbol that the Indonesian people, especially the citizens of Surabaya, are people who do not give up and have high integrity. from the Dutch colonial era to the war of Independence. This study aims to describe the urgency of Tugu Pahlawan in strengthening character education in the era of global culture. In this study, the researcher used the literature study method by collecting several articles and other written sources that matched the themes discussed. The results of this study show Tugu Pahlawan as a reminder that life today is the result of the sacrifices of the fighters and as a symbol that the character of the Surabaya people is a person who does not give up.</span></em>

Entrepreneurial Mindset and Business Creation among Undergraduate Students in Malaysia Public University

The field of entrepreneurship is increasingly playing a role as an economic catalyst and capability in efforts to increase innovation, creativity, and competitiveness in certain countries. The entrepreneurship program was created at the university and is constantly being developed to bring students closer to the world of entrepreneurship. One of the main goals is to enable students to think positively about starting a business without being dependent on a job related to their area of expertise. Hence, this research seeks to test the entrepreneurial mindset's impacts on business creation among undergraduate students at public universities in Malaysia. This study also tested the role of university entrepreneurship programs and social media in communicating the relationships between entrepreneurship and business creation. The study population consisted of 500 students from public universities in Malaysia. This study uses a quantitative methodological approach to self-administered online questionnaires to respondents. This study will have implications for developing entrepreneurship learning modules in public universities to emphasise the significance of instilling an entrepreneurial mindset in post-graduation students for starting a business and relying on the existing themes to get a job.

Gender Responsive Pedagogy in Thematic Learning in Elementary Schools

Gender-responsive thematic learning still needs to be found in elementary schools. Gender bias is still found in some student teaching materials. It can trigger the emergence of a mindset in students that will continue to be carried into adulthood, resulting in gender inequality. This study aims to analyze gender-responsive thematic learning in elementary schools. This research is a case study, with the subjects involved, namely 2 class V teachers. Data collection techniques used in this study were interviews, observation, and documentation, with research instruments in the form of observation and interview guidelines. Data analysis techniques are carried out through several stages, namely data collection, data reduction, data display, and making conclusions. The results of this study indicate that teachers have a very important role in implementing gender-responsive thematic learning in elementary schools. Gender-responsive thematic learning in elementary schools is carried out by determining learning objectives, making learning tools like lesson plans and teaching materials free from gender bias, and conducting fair and objective assessments. Classroom management is carried out by providing the same facilities to students in the learning process, not to benefit or harm one gender.

Understanding the commencing student mindset to better support student success: A typology of first-year students’ motivation, preparedness and perceived support

This article presents a typology of student mindset on commencing their studies at university. Using the results of a sample of over 400 first-year humanities students enrolled in a generalist degree at a mid-tier metropolitan university, we performed a cluster analysis informed by self-reported student motivation, preparedness and perceived support. Four types were generated: the ‘Coasters,’ the ‘Reluctants,’ the ‘Passionates’ and the ‘Fight or Flights.’ The types generated exhibit a statistically significant correlation with final grade achieved. The predictive power of the generated types indicates that this form of typology is an appropriate conceptual model for understanding student success in the first-year context. As participation in higher education widens, scholarship has triggered a rethinking of the factors that determine student engagement and success across increasingly diverse cohorts. Our analysis shows that student mindset on commencing university, in conjunction with other factors including socio-economic circumstances and course preference, has significant impact on student success.

An Intervention to Promote Growth Mindset and STEM Self-Efficacy of High School Students: Exploring the Complexity of Beliefs

The marginalization of women in engineering is a persistent problem. The overall goal of our collaborative project was to promote interest and participation in science, technology, engineering, and mathematics (STEM), particularly for high school girls. We took an action research approach with a local high school science teacher to develop, implement, and research the impact of a classroom-based intervention designed to encourage growth mindset and STEM self-efficacy beliefs using mixed methods. We analyzed pre- and postsurvey data collected using a control-treatment design to determine the impact of the intervention on high school boys’ and girls’ self-efficacy and mindset beliefs. We also conducted semi-structured, one-on-one interviews with purposefully selected participants from the treatment group to further explore students’ mindset and STEM self-efficacy beliefs qualitatively. We found that the intervention did result in a statistically significant change towards more growth-oriented beliefs for the high school girls who received the intervention as compared to the control group. We found that the intervention did not result in any statistically significant change in the girls’ self-efficacy beliefs, the boys’ mindset beliefs, or the boys’ self-efficacy beliefs. The qualitative analysis revealed that after receiving the intervention, students held contradictory beliefs about the role of effort and the role of innate ability in STEM achievement. Further, we found that context and gender mattered in how students justified their self-efficacy: boys and girls both expressed the belief that effort would lead to their ability to succeed in science classes, but the girls were less likely than the boys to express the belief that effort would lead to their ability to succeed in the context of a science career. By connecting our findings to broader cultural narratives, we suggest that for the continued success of intervention efforts aimed at promoting a growth mindset and STEM self-efficacy, particularly for girls, such efforts should include opportunities for students to reflect upon and unpack the broader cultural narratives about effort, innate ability, and the gendered stereotypes about STEM ability that inform their beliefs. Finally, from the perspective of a high school science teacher, we also advocate for more representation of women among science teachers and classroom speakers and the importance of explicitly connecting class content and success in classrooms to real-world contexts.

Teachers' Strategies in Improving Students' Nationalism and Love for the Country in the Era of Globalization

This study aims to determine the teacher's strategy and challenges or obstacles in improving students' national insight and love for the country in the era of globalization. This research uses a qualitative method with a descriptive approach. The locations in this study were at Bunga Mawar Private Junior High School, BNKP Private Junior High School, Gunungsitoli Alo'oa State Junior High School 2 and BNKP AGIOS Nikolaus Private Junior High School, the four research locations chosen were in Gunungsitoli City, with Civics Teacher and student informants. The data collection techniques used are observation, interview and documentation techniques. Data analysis techniques in this study are data collection, data reduction, data presentation and data verification. From the results of the study, it was found that the Teacher's Strategy in Improving Students' Nationalism and Love for the Country in the Era of Globalization is to foster the value of nationalism in students through lessons, integrating nationalism and love for the country values to students in technology-based activities such as social media and the internet, implementing the values of Pancasila in the life of the school environment, inviting students to filter incoming information and culture in order to preserve traditional culture. Challenges in Improving Students' Nationalistic Insight and Love for the Country in the Era of Globalization, namely the development of technology can affect the mindset, attitude and action patterns of students in the nation and state, thus forgetting nationalistic insight. resulting in a conflict of values in students. Decreasing the moral quality of students, increasing social inequality, the emergence of fast-paced and instant traditions, difficult to organize and even against teachers. Schools have difficulty in restricting students from accessing social media and limited infrastructure to support students in participating in learning activities. Constraints in Improving Students' Nationalistic Insight and Love for the Country in the Era of Globalization lack of student awareness in applying the values or characters that have been taught, low parental concern for their children's education, changes in lifestyle that lead to unhealthy behavior, limited time owned by teachers to educate students in instilling moral values and love for the country.

Implementasi Metode Sorogan Dalam Meningkatkan Pola Berpikir Santri PPAI Darun Najah Malang

The purpose of this study was to find out how the implementation of the sorogan method in improving the mindset of students at PPAI Darun Najah Ngijo Karangploso Malang and to find out the supporting factors and inhibiting factors for this implementation. This study used a qualitative method where the data obtained came from research documents, interviews, observations and documentation. Data analysis techniques take three steps which include data reduction, data presentation and drawing conclusions. . The results of the study show that: 1) the implementation of the sorogan method is very important and effective in improving the thinking patterns of students in the current era. 2) Supporting factors and inhibiting factors for the sorogan method are sometimes internal and external as follows: 1) Supporting factors sometimes include internal factors including the strong self-interest of the students, motivation of the students, seriousness of the students and the physical condition of the students and external factors including caregivers, competence of the teacher, students seniors, peers, environment, residence and time. 2) Inhibiting factors are sometimes internal factors including laziness, compulsion of students, not learning and illness and external factors including the absence of teachers, supervision and attention of senior students, peers and difficulty discussing.

From entrepreneurship education to entrepreneurial intention: Mindset, motivation, and prior exposure.

We studied the relationships between entrepreneurship education and entrepreneurial intention among college students, with a focus on the mediating role of an entrepreneurial mindset as well as the moderating roles of learning motivation and prior entrepreneurial exposure. More than 90,000 students from 100 colleges or universities participated in the investigation, the data were subjected to structural equation modeling with Mplus. The results indicated that entrepreneurship education (curriculum attendance and extracurricular activity) significantly enhanced the entrepreneurial mindset of students, which, in turn, strengthened their entrepreneurial intention. In terms of learning, intrinsic motivation positively moderated the relationships between curriculum attendance and entrepreneurial intention/mindset, whereas extrinsic motivation moderated it negatively. Entrepreneurial exposure positively moderated the correlation between extracurricular activity and academic performance. Implications concerning the adjustment of entrepreneurship education to the entrepreneurial climate are discussed.

Manajemen Pendidikan Multikultural-Religius Dalam Stratifikasi Sosial

The term multicultural-religious education contains two integrated educational concepts, namely between multicultural education and religious education. Multicultural education is the basis of education that respects cultural pluralism, while religious education is the basis of education based on religious values ​​to give birth to religious people. The combination of these two educational concepts aims to be able to build an education system that can integrate both of them or reduce their weaknesses, especially to implement multicultural religious education management in the existing social stratification. With this there is a process of social change and heterogeneous or multicultural patterns of society. The main factors that determine a person's social strata are wealth, power, occupation, and education, but so are other factors, namely age, gender, religion, ethnic group, race, residence status, and other factors. Through multicultural education that has been managed with a management function, the attitudes and mindset of students will be more open to understanding and appreciating diversity.

대학 교양 수업에서 탄뎀을 적용한 수업 사례 연구

Objectives In this research, we developed a collaboration course between foreign students and Korean students in the liberal arts courses for foreigners, and this is a case report that we conducted this for one semester.
 Methods This study introduces tandem class as a case of a class for improving intercultural communicative competence. Tandem class is a class that applies tandem language learning in which a group of two people of different mother tongues gets together to learn each other’s language. In tandem class, foeign student and Korean student have one on one, face-to-face session to directly experience the target language and culture therefore it is the most proper teaching/learning method to improve intercultural communication competence. This study examines the trend of intercultural communication competence of 6 foreign students and 6 Korean students who took tandem classes 1 semester: how tandem classes were managed: and much the student improved and were satisfied.
 Results In this research As a result of satisfaction, over 90% of students are satisfied of this tandem program. Therefore, tandem curriculum is developed and operated by the nationality or language area.
 Conclusions It will increase the satisfaction of college life of foreign students and reduce the halfway dropouts, as well as provide a global mindset for Korean students.

Designing a Biomedical Engineering Course to Develop Entrepreneurial Mindset in Students

Entrepreneurial minded learning (EML) is a pedagogical technique that gives students the tools to identify opportunities, focus on impact, and to create value through their solutions. The entrepreneurial mindset builds upon three key elements: curiosity, connections, and creating value (3 Cs). A biomedical engineering course was developed using EML. EML was infused into every class session through learning objectives, content, reading, and activities. The course culminated in a project in which students used EML to define a problem in bioengineering and propose solutions that incorporated polymers. Activities gave the students the opportunity to experience EML, teamwork, and entrepreneurship, and to work through the stages of their project. Assessments incorporated at least one question tied to EML. Questions on two direct assessments were scored by a set of established EML objectives and associated rubrics. Students participated in anonymous pre- and post-surveys to assess understanding and acquisition of EML skills. There have been two offerings with participation from undergraduate and graduate students. Over two offerings, 38% of students had invention disclosures related to their projects. Survey results indicated significant increases across many areas of EML, with the largest increases related to defining EML and the 3 Cs; identifying opportunity; identifying social, economic, and environmental value; and considering intellectual property. Survey results were corroborated by students demonstrating emerging or accomplished scores on several EML objectives on final exams and final project submissions. By the end of the course, most students appreciated learning the entrepreneurial mindset and saw opportunities to apply these techniques to both their research projects and future careers. EML promoted innovative and creative thinking, problem solving, assessment of user needs, and teamwork. This work demonstrates approaches and examples of assessments and activities that can be used to incorporate entrepreneurial skills into a course.

ANTESEDEN MOTIVASI MINAT MAHASISWA MENJADI ENTREPRENEUR

This study aims to identify the motivation of students' intention to become entrepreneurs in Islamic banking students at UIN Maulana Malik Ibrahim Malang. This research is a quantitative study using an purposive sampling approach with 93 respondents and analyzed using regression analysis. The results show that personal goals, risk tolerance, and readiness for instrumentation affect students' intention to become entrepreneurs. In contrast, work freedom and the need for achievement do not affect student intention. And release in working is due to their ingrained performance as bank employees. The implication of this research is to continue to improve students' soft skills, especially in the spirit of competing or winning competitions, and to change the mindset of students to be free to express their desires in various ways.

Peningkatan Kemampuan Belajar pada Mata Kuliah Belajar dan Pembelajaran Melalui Metode Kooperatif

Peningkatan Kemampuan Belajar pada Mata Kuliah Belajar dan Pembelajaran Melalui Metode Kooperatif

Grit and Self-Efficacy on Growth Mindset- A Review Based Analysis

Purpose: Grit signifies a student's competence that endures after stumbling academic blocks. The trait Grit is closely identified with mindset. Students who believe that their shortcomings result from their fixed mental models, find no use nor reason to attempt again. Individuals with such rigid attitudes are believed to have a fixed mindset. On the contrary, students with a growth mindset are more likely to be resilient and have more grit. On the contrary, individuals who are mentally tough and strong are likely to be considered to have a growth mindset. According to previous research, grit is a question of nature and nurture. People need to build a growth attitude in order to become grittier. Design/Methodology/Approach: More than 100 research papers, articles, and journals were reviewed systematically to identify gaps, identify conflicts in previous studies, and for the purpose of foundation of knowledge on current topic. A systematic review of literature uses a meticulous and transparent methodology for research synthesis, with the aim of evaluating and, where feasible, diminishing bias in the findings. This review is based on careful and systematic scrutinization of the above-mentioned keywords and their combinations thereof. Electronic databases like Google Scholar, Research gate, Academia, Srinivas Publication and Mendeley/Elsevier with open access journals were perused. Results/ Findings: The relevant reviews indicate that people with a higher level of a growth mindset exhibit an equally high level of self-efficacy than pupils who had a more rigid perspective. Several literatures suggest that grit is associated with improved participation and better performance in a school environment. Students with a fixed mindset have a strong notion that their innate intelligence is limited preventing them from reaching their desired goals. This results in a hopeless ‘giving up’ attitude with a deep-rooted fear of failure. Whereas a growth mindset person marches forward with confidence. Their thoughts and beliefs are controlled by them. They understand that every person is brilliant in their own way which can be built, changed, and developed over time with the necessary components of will and effort. Few studies highlight different intervention models to improve fixed mindset of students. Few other studies suggest that practitioners could find a difference in the increase of grit with effective and committed goal settings which eventually would lead to an increased level of mindset in the right direction. Originality/Value: This study is a prequel for the original study on grit, self-efficacy, and mindset modification for the professional success of Industrial Training Institute Students. This intervention-based study has been recommended by few previous studies. In all originality, the experimental study would largely impact the young adults, their cognition and non-cognitive behavior with a developed growth mindset. Type of Paper: Systematic Literature Review-Based Analysis.

Teaching Digital Medicine in a Virtual Classroom: Impacts on Student Mindset and Competencies.

Digital competencies, as well as knowledge about digital medicine, are becoming increasingly relevant but are rarely reflected in teaching concepts at universities. One reason for this is probably the fact that they are not yet part of the curricula in many areas or countries (such as medicine in Germany). Therefore, courses that address digital competencies and intend to impart knowledge about digital medicine are not subject to any curricular specifications and have a correspondingly broad range of possible designs. This article reports findings from an investigation on an interdisciplinary and cross-faculty course on digital medicine. An online questionnaire was used to assess student attitudes toward digital medicine topics and conduct self-assessments of their digital competencies before and after the course. The aim of this study was to test whether such a course could influence students' attitudes and competencies. Group comparisons revealed statistically significant changes. They proved that the described course and its content regarding digital transformation in healthcare and digital medicine had an impact on digital competencies and participant opinions on digital topics. In order to teach students important competencies for the 21st century, universities should offer more courses that address digital transformation and support students in improving their competencies.

Implementation of the Entrepreneurship Program in Preparing Students Become Entrepreneurs

The high unemployment rate is due to the large number of high school graduates who do not continue their education to the tertiary level and most graduates are unable to compete for jobs. Therefore, every level of education needs to implement an entrepreneurship program to prepare students to become future entrepreneurs. This research is a literature study using the systematic literature review (SLR) method which consists of 6 stages: planning, literature search, criteria assessment (inclusion and exclusion), quality assessment, data collection, and data analysis. This research aims to find out the reasons for implementing the entrepreneurship program, the types of entrepreneurship programs, and the obstacles encountered in implementing the entrepreneurship program. The results of the data analysis show that the high unemployment rate and the desire to advance the economic sector are the main reasons for implementing entrepreneurship programs in schools. Broadly speaking, there are two ways to implement the entrepreneurship program in schools: first through entrepreneurship education that is integrated with subjects, extracurricular activities, and learning entrepreneurial practices, and second by holding various forms of life skills training. There are several obstacles encountered in implementing the entrepreneurship program in schools, including the mindset of students who are less developed, lack of creativity, inadequate infrastructure, and relatively short implementation time to provide less than optimal results.

Menumbuhkan Jiwa Wirausaha Kalangan Anak Muda Melalui Program Wirausaha Merdeka

The implementation of the independent entrepreneur program is based on the increasing unemployment rate in Indonesia so that the government makes a breakthrough through the independent entrepreneur program with the aim of (a) Providing education to students about the Independent Entrepreneur program, (b) Implementation of the process of Independent Entrepreneur activities, (d) Analysis of the output planning of Independent Entrepreneurs towards society, (e) Development of an entrepreneur-oriented mindset of students. The method used is a combination of leaning by doing and training to produce a marketable product. A total of 5 students accompanied by 1 Field Supervisor (DPL) and 1 Mentor from UMKM. With the independent entrepreneur program, it can produce students who have an entrepreneurial mentality and increase motivation for interest in entrepreneurship.

Menumbuhkan Semangat Wirausaha Mahasiswa melalui Webinar Kewirausahaan Berkelanjutan

The entrepreneurial spirit is the first step that encourages individuals to start stepping into the business world. The current fact, where the number of open unemployment based on higher education levels has increased by 12.82% as of August 2021, shows that job competition is getting tougher. Thus, various efforts are needed in changing the mindset of students as job seekers to job creators. This is what prompted the Economic Education laboratory service team of FKIP Sriwijaya University to carry out online seminars/entrepreneurship webinars with the theme fostering the spirit of young entrepreneurs in the pandemic era on March 12, 2022. This activity was attended by 256 participants online. The steps for the service activities include planning, implementing and evaluating activities. The service method used is the implementation of webinars by providing explanations and material exposure, interactive discussion and question and answer with participants, and evaluation of activities by giving questionnaires. Based on the activities that have been carried out, it shows the enthusiasm of the participants in participating in this activity and getting a positive response in growing the enthusiasm and motivation of participants to start a business. This is supported by the results of the participant response questionnaire which obtained an average score of 90.91 in the aspect of growing enthusiasm and motivation for entrepreneurship. Because through this activity the participants gain insight into entrepreneurship and gain business inspiration from business actors who have tasted the sweetness of success from the business they are living. In an effort to change the mindset and create entrepreneurs among students, it is not enough just to inspire enthusiasm and motivation for entrepreneurship, further activities are needed in the form of training and assistance in realizing various business ideas that are owned, namely by providing education and capital resources that students can use. increasing entrepreneurial experience through hands-on practical activities, as well as education in terms of business development, in the form of business management, product management, and marketing techniques.