Grade Students Research Articles

I Get by With a Little Help From My Friends: The Impact of a Gender-Tailored Group Mentoring Program on Peer Relationships

Adolescents face many difficulties when transitioning to high school, particularly when it comes to their social circles and maintaining friendships. As these challenges can have long-term consequences, providing support to youth during this period is essential. The YWCA Youth Education Programs (YEP) in Vancouver, BC offer group-based, after-school mentoring programs for 7th grade students to help them navigate the transition to high school. Survey data from 668 students (233 treatment group and 435 control group) were used to examine the impacts of the YEP on friend support. Multilevel regression models show that the YEP is effective at improving perceptions of friend support in the long term. More research is needed to explore potential gender differences in the experience of supportive friendships after youth transition to high school, as well as the impact of group-based mentoring for youth transitioning to the high school environment.

The Analysis of English Teacher Talk Modification in Classroom Interaction of 2nd Grade Students at MTsN 6 Kubang Putiah

This research was due to some problems that were found in MTsN 6 Kubang Putih. First, teacher gave less pauses during her talk in the classroom. Teacher talk should be give more pauses for students’ comprehension. Second, the teacher did not do self-repeat frequently. She only does it sometimes. Self-repeat in teacher talk also need to be done frequently. Self-repeat is when the teacher repeat her sentence or word for the students to get a better understanding. This research was descriptive qualitative. , the subject of the research is the teacher and students of English class of the second grade in MTsN 6 Kubang Putih in academic year 2021. There is six class and one class consist of 30 students. The researcher focused on teacher’s talk in the classroom interaction in English class. The researcher used purposive sampling to choose the student to be interviewed or participant. The data of the present study are collected through observation in the classroom and conducting interview. The researcher found that the modifications seen in teacher talk in language classrooms, including a slower rate of speech, longer and more frequent pauses, exaggerated and simplified pronunciation, more basic vocabulary, less subordination, more declaratives and statements versus questions, and more self-repetition, were all present. This supports the findings from Chaudron and Dodu's study of modification of teacher talk in language classrooms. The findings of this research highlighted the importance of teacher modifications in language teaching. It is essential for teachers to vary their speech rate, use pauses, and stress particular words in order to emphasize the messages they are trying to communicate within the classroom. Self-repeat can aid learners in understanding the instructional content better. Additionally, teachers should incorporate simple vocabulary within their discussions, and use more declarative senteces. Modifying the teacher talk is an effective strategy in helping learners better comprehend the material being presented.

Improving Student’s Reading Comprehension Through LRD (Listen–Read– Discussion) Strategy at the Eighth Grade of MTS At-Taqwa Jambi

This research was done to improve students’ reading comprehension through LRD (Listen-Read-Discussion) strategy. The background of this research was the eighth grade students of MTS At-Taqwa Jambi had the problem in reading comprehension including students reading comprehension was low, students were difficult to find the elements of reading and it was difficult for students to determine the main idea of the text. Furthermore, this research aimed to find out whether there was an improvement in students’ reading comprehension through LRD (Listen-Read-Discussion) strategy at among the eighth - grade students of MTS At-Taqwa Jambi. This research was a classroom action research (CAR). This classroom action research divided into two cycles that referred to the classroom action research procedures were planning, implementing of action, observing, and reflecting. The research data were collected through observation checklist and tests. The test was given to the students in form of a reading comprehension post-test at the end of learning at each cycle. The subject of this research was the eighth grade students of MTS At-Taqwa Jambi. The total number of students in the class was 22 students. The result of the analysis showed that the LRD (Listen-Read-Discussion) strategy could improve students reading comprehension. The result of students reading comprehension test was showed in two cycles. The result showed that there were improvements in students’ reading comprehension scores and reading activity through LRD (Listen-Read-Discussion) strategy. The result obtained by students in the cycle I the average score of the class was 58,52. In the cycle II results obtained by students the average score of the class was 75,57, also students were not difficult in finding the elements of reading in the text and more focused in reading the material in “Read” section. Based on the students’ results in cycle I and cycle II could be concluded that the minimum criteria for score was reached. The minimum criteria for the score (KKM) was 75. Furthermore, it could be conclude that the use of LRD (Listen-Read-Discussion) strategy could improve students’ reading comprehension.

The Impact of YouTube as an Interactive Social Studies Learning Platform for 7th Grade Students at Junior High School

This research regarding the use of YouTube learning media in ssocial studies subjects aims to determine its influence or impact on students as seen from the learning outcomes scores in class VII at SMP Negeri 1 Sungai Pinyuh. This research was conducted using a pre-experimental method with a one-group pretest-posttest design. The sample used comprises students from the class with the lowest average formative scores. The conclusive findings of the research suggest that using YouTube as an educational tool in the classroom positively impacts students' academic achievements. This is evident from the student's learning outcomes after the treatment, where most students showed significant improvement: 50% (N=16) reached the "Developing as Expected" category, and 22% (N=7) reached the "Highly Developing" category. Furthermore, only a few students fell into the "Not Yet Developing" category after the treatment, at 6% (N=2). This result is also supported by the effect size test, which is 2.30. This suggests that using YouTube as a learning medium significantly influences the learning outcomes of 7th-grade social studies students at SMP Negeri 1 Sungai Pinyuh, specifically on the topic “Mengenal Lokasi Tempat Tinggal."

STEM career expectations across four diverse countries: motivation to learn mathematics mediates the effects of gender and math classroom environments

BackgroundWe tested the broad generality of a model for predicting 9th–10th grade students’ STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model’s predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding).MethodsWe used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students’ STEM career expectations.ResultsWe found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity.ConclusionsTheoretically, the model reveals that 9th–10th grade students’ transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

Implementasi Pembelajaran Matematika Realistik dalam Menganalisis Kemampuan Penalaran Matematis Siswa pada Materi Satuan Debit

This study aims to (1) describe the learning of unit debit with PMR approach and (2) describe the reasoning ability of grade V students on unit debit material. This research was conducted at SDK Lamawalang on April 20, 2024. The subjects in this study were fifth grade students of SDK Lamawalang. The type of research used is descriptive qualitative research, where researchers describe learning practices using PMR models and students' mathematical reasoning abilities after the learning process. Data analysis techniques used include data collection, data reduction, data presentation, and verification/conclusion. The results showed that, (1) the steps of learning unit debit material with PMR model are: (a) understanding contextual problems, (b) solving problems, (c) comparing and discussing answers, (e) drawing conclusions, (2) based on indicators of mathematical reasoning ability, (a) making conjectures, (b) performing mathematical manipulations, (c) compiling evidence, providing reasons/evidence for the correctness of the solution, and (d) drawing conclusions from a statement, obtained for problem I, 20 students can achieve 1-4 indicators of mathematical reasoning, 1 student can achieve 1-3 indicators of mathematical reasoning. For problem 2, 18 students can achieve 1-4 indicators of mathematical reasoning, while 3 students can achieve 1-2 indicators of mathematical reasoning.

Скачена с x-хромозомата рецесивна наследственост интердисциплинарен урок по биология, история и английски език

The lesson “X-linked recessive inheritance” is interdisciplinary, part of the curriculum of the innovative subject of Science and technology. It is based on Content Language Integrated Learning and not only combines subject content and foreign language skills, but unites more than one scientific field. In our case, we examined a biological process through the lens of the English language and in a historical context. This provided a deeper understanding of the processes in our surroundings, proving that nothing operates in isolation, but in constant and predictable connections with the world around us. The topic deals with basic concepts of genetics in English, tracing the ability of recessive genes on the X-chromosome to be inherited only by the female descendants. We worked with VIII grade students, for whom this lesson was their first encounter with genetics. The content of all lesson material is adapted to the age and grade of the students.

Overview and Methods for the Youth Risk Behavior Surveillance System - United States, 2023.

The Youth Risk Behavior Surveillance System (YRBSS) is a set of surveys that tracks a broad range of behaviors, experiences, and conditions that can lead to poor health among high school students. The system includes a nationally representative Youth Risk Behavior Survey (YRBS) and separate school-based YRBSs conducted by states, tribes, territories, and local school districts. For the 2023 national YRBS, CDC made changes to the sampling method, survey administration mode, and questionnaire. Specifically, the sampling design added an American Indian or Alaska Native (AI/AN) supplemental sample so that separate, precise estimates could be made for AI/AN high school students, in addition to the usual sample designed to provide nationally representative data for the population of students in grades 9-12. To decrease the time needed to collect and process data, CDC changed the survey administration mode from paper-and-pencil scannable booklets to a tablet-based electronic survey. To provide national data on topics of emerging interest, CDC added new questions to the questionnaire. These new questions assessed social media use, experiences of racism at school, adverse childhood experiences, transgender identity, consent for sexual contact, and unfair discipline at school. Public health practitioners and researchers can use YRBSS data to examine the prevalence of youth health behaviors, experiences, and conditions; monitor trends; and guide interventions. This overview report describes 2023 YRBSS survey methodology, including sampling, data collection, data processing, weighting, and data analyses. The 2023 YRBS participation map, survey response rates, and a detailed examination of student demographic characteristics are included in this report. During 2023, in addition to the national YRBS, 68 site-level surveys were administered to high school students in 39 states, three tribal governments, five territories, and 21 local school districts. These site-level surveys use site-specific questionnaires that are similar to the national YRBS questionnaire but are modified to meet sites' needs. This overview and methods report is one of 11 featured in this MMWR supplement, which reports results from the 2023 national YRBS but does not include data from the 68 site-level surveys. Each report is based on data collected using methods presented in this overview report. A full description of YRBSS results and downloadable data are available (https://www.cdc.gov/yrbs/index.html).

Experiences of Racism in School and Associations with Mental Health, Suicide Risk, and Substance Use Among High School Students - Youth Risk Behavior Survey, United States, 2023.

Racism is a fundamental determinant of health inequities among racial and ethnic groups and is understudied among adolescents. In 2023, the national Youth Risk Behavior Survey questionnaire included an item assessing experiences of racism in the school setting among students in grades 9-12 in the United States. This report estimates the prevalence of students who reported ever having experienced racism in school and compares prevalence by racial and ethnic groups. For each racial and ethnic group, prevalence differences and prevalence ratios were estimated comparing the prevalence of indicators of poor mental health, suicide risk, and substance use among students who reported that they have ever versus never experienced racism in school. In 2023, approximately one in three high school students (31.5%) said that they had ever experienced racism in school. Reported experiences of racism were most prevalent among Asian (56.9%), multiracial (48.8%), and Black or African American (Black) (45.9%) students and least prevalent among White students (17.3%). Black and Hispanic or Latino (Hispanic) students who reported experiencing racism had a higher prevalence of all health risk behaviors and experiences investigated, including indicators of poor mental health, suicide risk, and substance use compared with students of their racial and ethnic group who reported never experiencing racism. Many of these associations were also found among multiracial and White students. Student reports of racism were associated with indicators of mental health and suicide risk among American Indian or Alaska Native (AI/AN) and Asian students. Among students of color, including AI/AN, Asian, Black, Hispanic, and multiracial students, the prevalence of seriously considering and attempting suicide was more than two times higher among students who ever compared with never experienced racism. These findings demonstrate that racism in the school setting is experienced by high school students attending public and private schools and continues to disproportionately affect students of color. Students who reported experiencing racism had a higher prevalence of indicators of poor mental health, suicide risk, and substance use. Schools can incorporate policies and practices to prevent unfair treatment on the basis of race and ethnicity and offer resources to help students cope with these experiences.

Integrating the Treisman Model and Math Circles Improves Student Performance in Introduction to Advanced Mathematics

We describe a lecture-free problem-solving Mathematical Communication and Reasoning (MCR) course that helps students succeed in the Introduction to Advanced Mathematics course. The MCR course integrates elements from Uri Treisman's Emerging Scholars workshop model and Math Circles. In it students solve challenging problems and form a supportive cohort. Analysis of course grades of students identified for intervention in the Introduction to Advanced Mathematics course showed significant improvement. The number of non-passing grades (F through C−) decreased by more than 50%, while the number of desirable grades (B− through A) increased by more than 50%. We offer insights from our experience for readers interested in developing such a course at other institutions.

Meningkatkan Hasil Belajar Melalui PBL bagi Peserta Didik Kelas VII SMPN 3 Pantai Labu

The low student achievment of catholic religious education and character building at lesson I have Abbility grade VII SMPN 3 Pantai labu was the problem background this research. This research aims to reminded student achievement through the problem-based learning model in PAK grade VII SMP Negeri 3 Pantai LabuThis type of research is classroom action research (PTK) which consist of two cycles. The research subject of students in grade VII SMP Negeri 3 Pantai Labu amounted to seven students consisting of five male students and two female students. The data collection technique in this study uses observation, test and documentation. The result of study was that the average score of students in the first cycle was fivety two then increased ninety in the second cycle. The improvement was seen significantly. This can be seen from the fact that number of students has increase quite a bit by fourty-four percent. This means that, if the PBL learning model is implements properly and consistently, it will improve student learning outcomes.

Wordwall.net: Developing the 7th Grade Students’ Reading Comprehension

Reading comprehension is a topic vastly studied in the field of language learning. With the rapid development of digital technology, more focus on digital tools regarding reading comprehension is deemed necessary to find the best tool to aid its improvement. This study aimed to discover how the wordwall.net website affected seventh-grade students' reading comprehension in a descriptive text learning topic at SMP Al Amanah South Tangerang. The current quantitative study used a pre-experimental design. Twenty-eight students of class VII C were the sample for this investigation. The pre and post-tests serve as data-collecting tools. Using the t-test formula, the researcher examines how student test scores differ both before and after the treatment is applied. The paired sample t-test table shows the t count is 10.726, and the critical t at the significant level (p) = 0.05 is 1.703. Considering these results, the alternative hypothesis (Ha) is conceded. A significant effect of using the wordwall.net website for reading comprehension in grade 7 at SMP Al-Amanah has been found. The study shows that wordwall.net and other similar sites can be very helpful in making learning more fun and interactive, leading to better grades for students.

Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions.

This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.

Collaborative climate labs: A youth-led methodology for co-creating community responses to climate change

This article presents the Collaborative Climate Laboratories (CiCli-Labs), a participatory research methodology that bridges citizenship, science and politics. This methodology is grounded on young people’s knowledge and experience about their communities and seeks to develop a strategy for co-designing climate solutions with local stakeholders. Carried out in schools, the CiCli-Labs engage scientists, activists, business owners, and politicians in discussing climate problems identified by young people. By bringing together different positionalities that emerge from people’s diverse social roles, the CiCli-Labs aim to foster conditions for democratic citizenship and climate justice, embracing the necessarily conflicting yet binding dimensions of politics that can produce transformative and reciprocal learning. Additionally, it responds to the growing demand within educational research for community-based approaches capable of tackling the shortcomings in promoting youth agentic power in participatory designs, often marked by one-off events and youth-washing practices. The CiCli-Labs’ methodology builds on community profiling, through which students identify climate-related issues that work as catalysts for broader dialogues with local actors, challenging traditional adult-centric power dynamics. The methodology evolves through a sequential design based on the adaptation of participatory tools and methods: i) Climate Problem Tree; ii) Climate Social Cartography; iii) Pros-and-Cons Circuit; iv) Solutions Funnel; v) Climate Speed Dating; vi) Hands on Earth and Eyes on Clouds. The methodology was implemented in eight schools in northern Portugal, involving more than 300 students (grades 8 to 12). We discuss the rationale and practicality of the CiCli-Labs while mobilising empirical illustrations of the methodological process and participants’ perceptions about it, thereby contributing to furthering the problematisation of democratic research practices with young people.

The Relationship between 8th grade students’ social media use and hope and life satisfaction

The purpose of this study is to determine the relationship between the duration of social media use and the level of hope and life satisfaction of eighth-grade students. To this end, the study tested two hypotheses: (a) life satisfaction decreases with increasing duration of social media use, and (b) the level of hope decreases with increasing duration of social media use. The study sample consists of 261 secondary school students, including 163 girls (62.5 %) and 98 boys (37.5 %), attending the eighth grade in central districts of East Anatolia Region in Türkiye (mean age = 18, SD = .589). The data collection instruments used in the study were the personal information form and the hope and life satisfaction scales. The personal information form included demographic variables and asked students how many minutes per day they used social media in the past six months, aiming to determine the amount of time spent by students on social media platforms. Platforms such as Facebook, WhatsApp, and Twitter were included in the social media category. The results indicate that as the duration of social media use increases, students` life satisfaction and hope levels decrease. Regression analysis results, conducted to understand the causality of the relationship between variables, suggest that the increase in the duration of social media use can be identified as one of the reasons for the decrease in life satisfaction and hope levels.

The Effect of Project-Based Stem Education Approach on Academic Achievement and Stem Career Interests in Science

The aim of this study is to determine the effect of the project-based STEM learning method prepared in accordance with the Science and Technology course curriculum on academic achievement and STEM Career Interest levels. Pre-test post-test control group experimental design was used in the study. In this context, the sample of the study consisted of 52 (n=26 experimental and n=27 control) volunteer 6th grade students studying in two different branches at Karatay Secondary School in Karatay district of Konya province in the second semester of 2021-2022 academic year. A placement test was administered in order to determine the branches in which the study would be conducted. According to the results of the exam, volunteer students studying in the closest level branches were included in the study. The students in the experimental group were taught according to the project-based STEM learning method prepared according to the outcomes of the Support and Motion System, Force and Motion, Sound Insulation, Thermal Insulation units for 64 lesson hours. The students in the control group were taught the above-mentioned units by the same instructor according to the existing program for 64 class hours. Both experimental and control group students were administered the skills-based academic achievement and STEM Career Interest Scale prepared by the Ministry of National Education as pre-test and post-test. The data obtained from the pre-test and post-test applications were evaluated in SPSS 26.0 package program. In the statistical analysis, it was found that there was a statistically significant difference between the students in the experimental and control groups in favor of the students in the experimental group (p<0.05). According to the findings obtained from the statistical analysis, it was concluded that the project-based STEM teaching method in science education increased the level of academic achievement and interest in STEM professions. Based on this result, it is predicted that students' academic achievement levels can increase with the more frequent use of project-based STEM learning method in science education by teachers

Identifying Culturally Relevant School Support Profiles and Links to Academic Functioning in Adolescents.

There is limited knowledge about patterns of adolescents' experiences of general teacher support and support for critical consciousness and cultural competence development in school settings, which are key experiences proposed to promote academic functioning. Furthermore, less is known about potential developmental and ethnic-racial differences in these patterns. Using a person-centered approach, this study examined culturally relevant school support profiles in a sample of sixth and ninth grade students (N = 717; 49.9% girls) from the U.S. Southwest. Participants were aged 10 to 18 years (M = 13.73; SD = 1.54) and were ethnoracially diverse (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Four culturally relevant school support profiles were identified: (1) low general, devoid cultural & critical support; (2) moderate general, moderate cultural, & devoid critical support; (3) high general, moderate cultural & critical support; and (4) high general, cultural, & critical support. Youth in the high general, cultural, & critical support profile had higher concurrent emotional and behavioral engagement. No significant differences were found between early (6th grade) and middle adolescent (9th grade) youth, pointing to the relevance and associations of the identified profiles across development. One significant difference emerged when comparing White and ethnoracially minoritized youth; among White youth, those in the high general, cultural, & critical support and high general, moderate cultural & critical support profiles had higher academic expectations than those in the low general, devoid cultural & critical support profile. The discussion focuses on characterizing heterogeneous and culturally relevant school support profiles, the associations between these profiles and indicators of academic functioning for ethnoracially diverse youth to advance developmental theory and the importance of promoting culturally relevant school support practices to foster developmental competencies among youth.

Building employability in PASS leaders through peer-assisted study sessions (PASS) programs

PurposeThe peer-assisted study sessions program (PASS) – variously known as supplemental instruction, peer mentoring and peer-assisted learning – is regarded as a global phenomenon in academic support interventions and has well established presence in higher education. The purpose of this study was to add to the body of knowledge of how PASS may add value to the employability of the student leaders, in relation to the CareerEDGE model.Design/methodology/approachThis qualitative research was based on interviews from a sample of 18 former PASS leaders who have since obtained employment.FindingsFindings demonstrate that being a PASS leader enhanced many of their competencies as defined by CareerEDGE model, for example subject related knowledge, interpersonal skills and some generic skills. However, many of the reported competency enhancements led to unexpected future career advancement.Research limitations/implicationsThis study contributes to the body of knowledge relating to how PASS may add value to the employability of student leaders in relation to the CareerEDGE model using a sample of leaders who have already graduated and have obtained employment. Limitations of this study include: lack of generalisability of small geographically isolated sample; coding and analsysis not comparing findings from different demographic groups; only explores individual perceptions and relies on self-reported data.Practical implicationsThe results of this study have implications for the development of future PASS programs and other similar academic support interventions. Given the global prevalence of such programs in higher education institutions, this research may have wide-scale transferability. Insights from this paper will allow future PASS leaders to proactively reflect and evaluate their experience and increase their confidence in pursuing their employment opportunities.Originality/valueWhile there is much understanding on the role that PASS has in improving students grades and in improving retention rates, less is known about the value of this experience on improving student employability, and little attempt has been made in examining this within relevant employability models post-employment.

Cyber Security Awareness Model Based on NIST (National Institute of Standards and Technology) for Secondary School Students in Malaysia

As cybersecurity issues surge, it highlights the pressing need for increased awareness. In our digitally interconnected world, where information technology underpins the lives of individuals, businesses, and even national security, the threat of cyberattacks looms large. To enhance national cybersecurity preparedness, there is a critical call to action: we must promote public awareness of cybersecurity issues and bolster the ranks of trained cybersecurity professionals. This research introduces a novel cybersecurity awareness model based on the National Institute of Standards and Technology (NIST). Its primary goal is to make NIST accessible to secondary school students pursuing ICT courses and their invaluable resource, the school counselling units. The model aims to instil cybersecurity awareness in secondary school students and guide them in choosing the most suitable higher education paths, particularly in the ICT and cybersecurity fields. The study comprises three phases. In the first phase, a systematic literature review (SLR) examines globally applicable cybersecurity education models. The second phase investigates the implementation of cybersecurity education for secondary school students in Malaysia. This includes interviews with school counselling units responsible for guiding students toward higher education and surveys of students in grades four and five enrolled in ICT courses. The third and pivotal phase focuses on developing the proposed model. It involves analysing and implementing the results of the SLR, mapping them to the NIST framework, and incorporating themes from interviews and surveys. As a tangible representation of the model, a mobile application prototype has been developed. The Cybersecurity Awareness Model empowers school counselling units to seamlessly integrate career exploration with career decision-making for secondary students at any stage of their development. Moreover, it offers a means to create strategies for after-school programs, particularly in the dynamic field of cybersecurity. This model is expected to guide students in exploring academic majors and careers, preparing for higher education post-high school, initiating internships or job searches, and adapting to a world in constant flux. In doing so, it not only empowers individuals but also strengthens the nation's resilience in the face of cybersecurity challenges.

Penerapan Fingerprint dalam Meningkatkan Karakter Disiplin Siswa di SMA Negeri 1 Luragung

The purpose of the study was to analyze how the effectiveness of the implementation of fingerprint attendance at SMAN 1 Luragung on improving the character of student discipline at SMAN 1 Luragung. The method used in this study is a qualitative method with a qualitative design of a descriptive type. The research participants were 10 students in grade XI. The data collection technique uses interviews, observations, and documentation while the instrument used is an interview sheet. Data analysis techniques by means of data reduction, data presentation and verification or conclusion drawing. The results of the study show that the use of fingerprint attendance at SMA Negeri 1 Luragung is generally quite effective. This technique helps create a more organized and comfortable learning environment by improving student discipline and attendance management in general. The level of student attendance discipline at SMA Negeri 1 Luragung has increased significantly. Students become more responsible, punctual, and understand that discipline is the key to success, both in school and in everyday life. The implementation of the fingerprint system at SMA Negeri 1 Luragung has a significant effect on improving the character of student discipline. This system makes students more aware of the importance of responsibility and punctuality, thereby reducing the rate of tardiness and absenteeism.