Ability Test Research Articles

The Impact of Hagwon (Private Tutoring Centers) on High School Students’ Academic Performance in South Korea

This study investigates the impact of Hagwon (private tutoring centers) attendance on the academic performance, mental health, and social lives of high school students in South Korea. Hagwons have become an integral part of the South Korean education system, driven by the country’s highly competitive academic environment. The analysis reveals that Hagwon attendance significantly enhances students’ academic performance, particularly in standardized tests like the College Scholastic Ability Test (CSAT). However, it also highlights substantial negative impacts on students’ mental health, including increased stress, anxiety, depression, and burnout. Furthermore, the demanding schedules associated with Hagwon attendance adversely affect students’ social lives and participation in extracurricular activities. The study underscores the socio-economic disparities in access to Hagwons, with wealthier families more likely to afford these services. Policy implications and recommendations are discussed, emphasizing the need for a balanced approach to education that supports both academic excellence and students’ overall well-being.

Effects Of Jolly Phonics Strategy on Pupils’ Reading Achievement and Attitudes in Lagos State Lower Basic Schools

This study investigated the effectiveness of implementing the Jolly Phonics strategy on pupils’ reading achievement and attitude within the context of lower basic schools in Lagos State, Nigeria. Two research questions and two hypotheses guided the study. The study adopted the quasi-experimental pre-testing, post-test, control group experimental design. The population of the study consisted of all basic 1 pupil in public lower basic schools in Lagos State. While the sample size was Three hundred and twenty-four (324) pupils of Lower Basic 1 and Nine (9) teachers who were randomly and purposively selected using Simple Random sampling technique. The sample size was drawn from three schools from three Local Government Education Authority Areas (LGEAs) in Lagos State public lower basic schools. Two research questions were used and three instruments used for eliciting responses were Achievement Test in Reading (ATR), Pupils’ Attitude to Reading Questionnaire (PARQ) and Pupils’ Verbal Ability Test (PVAT). The instruments were validated by experts in early childhood and measurement and evaluation. The test re-test method was adopted for instrument reliability at 0.75. The data collected were analyzed using descriptive statistics (Mean and Standard deviation) Variance and Analysis Covariance (ANCOVA) Findings revealed that Jolly Phonics had significant effect on the academic achievement in reading of basic 1 pupil in lower basic schools and their attitude. Pupils taught with Jolly Phonics strategy performed better in reading achievement and had positive attitude than those taught with conventional method. It was recommended that Jolly phonics instructional strategies should be incorporated into basic school reading curriculum. This will help them develop reading skills easily. Individual differences in pupils’ reading ability should be identified and addressed through variation of reading strategies as was provided for in the experimental groups with jolly phonics strategy. Government, school managers and administrators should provide adequate instructional materials that will motivate pupils to easily adapt to jolly instructional strategy.

Effect of Computer Animation Instructional Package on Students’ Achievement in Hybridization in Chemistry

The study aimed to ascertain how learners' performance in the chemical hybridization concept was affected by the Computer Animation Instructional Package (CAI). A pretest-posttest quasi-experimental research design was used in the study. There were 120 seniors secondary school students in the sample. The control group received instruction via traditional lectures, while the experimental group was treated using computer animation. The Hybridization Achievement Test (HAT) and Students' Spatial Ability Test (SSAT) were tested and used for data collection. The tests had reliability coefficients of 0.71 and 0.77, respectively using Kuder Richardson 20. Using estimated marginal means and Analysis of Covariance (ANCOVA) at a 0.05 significance level, seven research hypotheses were tested. Results showed that CAI highly impacted students' performance in the chemical concept of hybridization. A noteworthy interaction effect between gender and spatial ability was also found, favouring females with high spatial ability over males with low spatial ability regarding learners' performance. The research results indicate that CAI enhanced students' performance on the hybridization concept in chemistry. The results also showed the gender-friendly and successful instructional characteristics of CAI.

How to Support The Algebraic Thinking Skills of Elementary School Students Using The Generative Multi-Representation Learning Model Modification Schema-Based Instruction?

Elementary school teachers still do not fully utilize effective learning models, especially in teaching algebraic concepts. Lack of understanding of algebraic concepts has caused students to have difficulty mastering algebra, including calculation, representation, and mathematical modeling, as well as recognizing algebraic symbols and variables. The purpose of this study is to answer the research question (RQ) How does the Generative Multi Representation Learning Model Modified Schema Based Instruction (MGMRM-SBI) affect the algebraic thinking skills of elementary school students? In this study, the experimental method was used with a posttest-only control group design, where the sample was selected using Cluster Random Sampling with a total sample of 128 students. The research instrument used was an algebraic thinking ability test in the form of description test questions, and data analysis was carried out using a t-test with the help of SPSS statistical software. The results of the t-test showed a significant difference between the algebraic thinking skills of students in the experimental and control classes, with significance values (2 sides) = 0.000 < sig. = 0.05. Based on the results of the study, it can be concluded that the application of the Generative Multi Representation Learning model Modified Schema Based Instruction has a significant effect on the algebraic thinking ability of elementary school students, and is more effective than the expository model.

PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATERI STATISTIKA TERHADAP KEMAMPUAN PENALARAN STATISTIK DAN HABITS OF MIND SISWA SMPN 1 WANASABA

This research aims to determine the effect of problem-based learning models on statistics material on the statistical reasoning abilities and habits of mind of students at SMPN 1 Wanasaba. The study utilized a quasi-experimental design with a Non-Equivalent Control Group Design. The population consisted of all seventh-grade students at SMPN 1 Wanasaba, totaling 225 students. The sample included class VII B as the control group with 30 students and class VII C as the experimental group with 30 students. Data collection instruments included a test of statistical reasoning abilities and a habits of mind questionnaire. The data on students' statistical reasoning abilities and habits of mind were normally distributed, and their variances were homogeneous. The t-test results indicated that there was a difference in the average statistical reasoning abilities and habits of mind between the experimental and control groups, with the experimental group showing superior average statistical reasoning abilities and habits of mind compared to the control group. In conclusion, the problem-based learning model on statistics material has a partial effect on the statistical reasoning abilities and habits of mind of students at SMPN 1 Wanasaba.

Features of the development of coordination abilities in young schoolchildren

Background and Study Aim. The development of coordination abilities in young schoolchildren is crucial for their physical and psychological health, as well as academic success. In the contemporary educational environment, there is insufficient attention to the systematic and targeted development of these abilities through the integration of physical activity into the learning process. The purpose of this study is to develop and test a comprehensive program aimed at developing the coordination abilities of young schoolchildren through the use of rhythmic and choreographic means. Materials and Methods. The study involved fourth-grade students (n=40), including 20 girls and 20 boys. All participants were divided into two groups: a control group (CG, n=20) and an experimental group (EG, n=20). Both groups attended two choreography lessons and one physical education lesson weekly. The study lasted 10 weeks. The experiment was conducted in the city of Zmiiev (Kharkiv region, Ukraine), located in a war zone since February 2022. The requirements of the military administration for ensuring the safety of the experiment participants were observed. Results. Data analysis revealed significant statistical differences between the control and experimental groups across all applied tests (p<0.05). In the experimental group of girls, there was a significant improvement in the "Rhythmic Movements of Upper and Lower Limbs" test (p<0.01). These results were consistent with improvements in other coordination ability tests in the experimental group (p<0.05). Improvements in strength ability indicators were observed in both groups. However, no statistically significant differences between the CG and EG were recorded. Conclusions. The study confirmed that a specially designed program with elements of dance and choreography significantly positively affects the development of coordination abilities in young schoolchildren. Such a program contributes to the physical development of children, improves their emotional state, stimulates activity, and develops a sense of responsibility.

Balancing physical development and health in adolescents through controlled High-Intensity Training

Background and Study Aim. Considering the growing interest in high-intensity training (HIT) among the youth, it is crucial to explore its impact not only on improving physical fitness but also on the overall health of adolescents. The aim of this study was to assess how HIT can contribute to the development of physical qualities in adolescents while minimizing the risks of excessive strain. Materials and Methods. The study encompassed 28 students (14±0.9 years) from a lyceum in Kharkiv, Ukraine. The participants were divided into a control group (CG, n=14; including boys - n=7 and girls n=7) and an experimental group (EG, n=14; including boys - n=7 and girls n=7). The EG participated in high-intensity training sessions twice a week, with each session lasting 20 minutes. The program's effectiveness was evaluated using a series of physical ability tests. PyCharm Community Edition integrated development environment was used for the analysis and visualization of the obtained data. The software code was written in Python. The experiment was conducted in Kharkiv (Ukraine), located in a war zone since February 2022. The requirements of the military administration for ensuring the safety of experiment participants were observed. Results. After the training program, boys from the EG showed improvement in tests on speed, coordination, and motor skills (p<0.05). Girls in the EG demonstrated significant improvement in the "Sit-up from a sitting position in 30 seconds" test (p<0.05), as well as improvements in speed and coordination tests. Conclusions. High-intensity workouts can be effectively integrated into the physical education program for teenagers, provided that caution is exercised and the workload is monitored. The results confirm that such an approach contributes to the development of physical qualities and supports the health of teenagers. This suggests a nuanced understanding of how such programs can be optimized for different genders to enhance physical education outcomes.

Improving Geometry Problem Solving Abilities Through Spatial Reasoning-Based Problem Based Learning in Elementary Schools

Problem-solving abilities are the core of mathematics learning, but in reality the problem-solving abilities of elementary school students in particular have not shown satisfactory results. The aim of this research is to improve the geometric problem-solving abilities of elementary school students in class VB at SD N Cimanggis 02 by using a Problem Based Learning model based on spatial reasoning. This research is Classroom Action Research which was carried out on 38 students in class VB SD N Cimanggis 02 as research subjects and involving the class VB teacher as a collaborator. Obtaining data through geometric problem-solving ability tests, interviews, field notes and documentation. Indicators of problem-solving ability in this research include understanding the problem, planning a solution, implementing the problem-solving plan and evaluating or checking again. This PTK was carried out in three cycles with four research procedures, namely the planning stage, implementation stage, observation stage and reflection stage. In this case, there was an increase in geometric problem-solving abilities of 66% in cycle I and increased to 70% in cycle II and increased to 80% in cycle III. These results illustrate that Problem Based Learning based on spatial reasoning can improve the geometric problem-solving abilities of class VB students at SD N Cimanggis 02. Keywords: Problem-Solving Ability; Problem Based Learning; Spatial Reasoning

Pengaruh Durasi Penggunaan Gadget dan Durasi Belajar Mahasiswa Informatika terhadap Kemampuan Logika dan Hasil Belajar Matematika

This research aims to investigate the effect of the duration of gadget use and the duration of study on logical abilities and its impact on the mathematics learning outcomes of students in the Informatics Engineering Study Program, STMIK Palangkaraya. The sample was taken using a purposive sampling technique, namely, 65 active students who had taken the Calculus 1 course. The data used were gadget usage duration data, study duration data, logical ability test results, and learning outcomes for the Calculus 1 course. Data was collected using observation techniques, questionnaires, tests, and documentation, and then path analysis was carried out to determine the direct and indirect influence of exogenous variables on endogenous variables with the help of Python. The results of the study indicate that logical ability has a positive but relatively weak influence on mathematics learning outcomes (path coefficient value: 0.1525), while the length of learning directly has a positive and fairly strong influence (1.1160). Learning results in mathematics and reasoning skills are not impacted by the amount of time spent using a device. The duration of gadget use has no effect on logical abilities or mathematical learning outcomes.

Low-Temperature Catalytic Oxidation of Volatile Organic Compounds (VOCs) using Transition Metal Mixed Oxide Catalysts

This paper discusses the modification of MnOx by doping various metals, such as Cu, supported on cordierite honeycomb ceramics, which were easily synthesized by using the impregnation method. The physicochemical properties were comprehensively featured via the BET, XRD, SEM-EDX and H2-TPR techniques. Activity results suggested that the introduction of doping metals significantly enhanced the catalytic performance of Cu1Mn2Ox compared to single metal oxides. Furthermore, in the catalytic oxidation of benzene and toluene, the monolithic Cu1Mn2Ox catalyst demonstrates the best catalytic performance. It was able to completely oxidize the two compounds at 275oC with a reaction velocity (WHSV) of about 18,000 mL/(g•hr) and pollutant concentrations of 7000 ppm and 12000 ppm, respectively. The formation of a Cu-Mn solid solution with spinel Cooper-Manganese structure was thought to be the cause of the excellent catalytic performance of monolithic Cu1Mn2Ox. This resulted in an increase in the amount of adsorbed oxygen species on the surface and a high lattice oxygen mobility. This can improve catalyst reducibility and oxygen species activity, as demonstrated by significantly higher dehydrogenation temperatures of Cu-Mn composite oxides through H2-TPR. Meanwhile, the monolithic Cu1Mn2Ox catalyst showed good stability in 16 hours of testing and cycle ability test and showed great potential in practical application.

Pengaruh Model Pembelajaran Literasi, Orientasi, Kolaborasi dan Refleksi (LOK-R) Berbantuan Ice Breaking terhadap Kemampuan Membaca Siswa Kelas IV di SD YPK 1 Efata Serui

The main objective of this research is to determine the effect of the Literacy, Orientation, Collaboration, and Reflection (LOK-R) learning model aided by Ice Breaking on the reading ability of fourth-grade students at SD YPK 1 Efata Serui. The type of research is quasi-experimental design. The population of this study is all 172 students at SD YPK 1 Efata Serui, while the research sample consists of 29 fourth-grade students. Data collection was carried out through reading ability tests, observation sheets, and documentation. The collected data was analyzed using inferential statistical techniques. Based on the data analysis, the average score in the experimental class before treatment was 55.5, while after treatment it was 88.5. In the control class, which used direct instructional model, the average pretest score was 60.5 and the post-test score was 67.5. Hypothesis testing for the experimental class yielded a normal gain test of 0.68, which means it was very effective, while the control class obtained a normal gain test of 0.29, indicating that it was not effective. Based on the research results, it can be concluded that there is an influence of the Literacy, Orientation, Collaboration, and Reflection (LOK-R) learning model aided by Ice Breaking on the reading ability of fourth-grade students at SD YPK 1 Efata Serui.

THE INFLUENCE OF A PROBLEM-BASED LEARNING MODEL ASSISTED BY SPIN WHEEL MEDIA ON THE CONCEPTUAL UNDERSTANDING ABILITY OF CLASS IV PRIMARY STUDENTS IN THE ENERGY SOURCES MATERIAL

This research aimed to (1) know the differences in conceptual understanding between students using a Problem-Based Learning (PBL) model assisted by spinning wheel media and students using the conventional method in energy resources material, (2) describe the influence of the PBL model assisted by Spin Wheel media 4th-grade elementary school students on the conceptual understanding ability of energy sources, and (3) describe students' responses on the implementation PBL model assisted by Spin Wheel media on energy source material. The type of research used was quasi-experimental research with a quantitative approach. The population in this study was all class IV students, totalling 57 students. Sampling used a total sampling technique. The sample selected in this research was class IV B students, totalling 29 students in the experimental class and 28 class IV A students in the control class. The instruments used in this research were conceptual understanding ability test sheets and student response questionnaires. The data analysis technique used a two-independent sample t-test, effect size, and percentage of student response questionnaires. The results of the research showed that (1) there was a difference in the conceptual understanding ability of students who used the PBL model assisted by Spin Wheel media with students who used the conventional method on energy source material with the result tcount > ttable = 3.5146 > 2.004, (2) the PBL model assisted by Spin Wheel media had a high influence on the conceptual understanding fourth-grade students on energy sources material with an effect size result of 0.967; (3) students response were positive to PBL model assisted by Spin Wheel media with a percentage of 93% in the very high category. So, the results from this study can be concluded that there was an influence of the PBL model assisted by Spin Wheel media on students' conceptual understanding ability on energy sources material.

ANALISIS KEMAMPUAN SISWA KELAS XI DALAM MENYELESAIKAN SOAL LITERASI NUMERASI MATERI TURUNAN

Numeracy literacy entails the knowledge and skills to utilize various numbers and symbols associated with basic mathematics to solve problems in everyday life and analyze information presented in different symbols, subsequently using the results of this analysis to make decisions. In 2018, based on the PISA results released by the OECD, Indonesia's numeracy literacy level was ranked 74th out of 79 countries, indicating that Indonesia's numeracy literacy level is still very low. This study aims to determine and describe the numeracy literacy skills of eleventh-grade students in solving numeracy literacy problems on derivative material at SMA N 1 Sedayu in the academic year 2023/2024. The subjects in this study were 22 eleventh-grade students. The method used in this research is descriptive qualitative. Data collection techniques used were numeracy literacy ability tests and interviews. The numeracy literacy indicator in this research consists of 3 components, namely: (1) identifying and explaining mathematical concepts; (2) designing and applying mathematical concepts; (3) interpreting calculation results. The instrument in this research consists of 3 items of Numeracy Literacy material on Derivatives. The research results showed that 77% of students were in the low category, 14% of students were in the medium category, and 9% were in the high category, thus it can be concluded that in general, students' ability to solve numeracy literacy problems is still low.

APPLICATION OF THE QUANTUM LEARNING MODEL ASSISTED BY GEOGEBRA TO SUPPORT STUDENT’S CONCEPT UNDERSTANDING ABILITY

Understanding concepts is very important in learning mathematics because the material in mathematics learning is interconnected between one material and another. To provide understanding of concepts, student-centered learning is needed. One student-centered learning model is the quantum learning model assisted by geogebra to visualize the material provided with the aim of supporting students' understanding of concepts. The aim of this research is to describe students' ability to understand mathematical concepts after applying the geogebra-assisted quantum learning model to cube and block material. This type of research is descriptive quantitative with a posttest only research design. The subjects in this research were students in class VIII.3 of SMP Ikhlasiyah Palembang. Data collection techniques use tests of ability to understand mathematical concepts and observation of teacher and student activities to see the application of the quantum learning model. The test results show that students' ability to understand mathematical concepts is in the good category with an average score of 80.02 which is measured based on indicators of understanding mathematical concepts and from observing teacher and student activities with an average teacher activity score of 93.05%. and 94.38% of student activity shows that the application of the quantum learning model is implemented very well in the learning process.

Implementation of the Talaqqi Method Tahsin Program in Eradicating Al-Qur'an Illiteracy at SMP N 2 Limboto Barat

The problem of Koran illiteracy is still a challenge among Muslim students, including at SMP N 2 Limboto Barat. This research aims to evaluate the effectiveness of the tahsin program using the talaqqi method in eradicating Al-Qur'an illiteracy in the school. The research method used is a mixture of qualitative and quantitative approaches. Data was collected through observation, interviews, and Al-Qur'an reading ability tests before and after the program was implemented. The research results showed a significant increase in students' ability to read the Al-Qur'an, especially in the aspects of tajwid, makhraj letters, and reading fluency. The talaqqi method, which emphasizes direct learning with teacher guidance, has proven effective in helping students improve their reading of the Qur'an. Even though there are obstacles such as limited time and number of teachers, the solution implemented is in the form of additional class sessions and the involvement of more competent teachers and alumni. In conclusion, the tahsin program using the talaqqi method at SMP N 2 Limboto Barat is effective in improving students' Al-Qur'an reading skills, so it can be recommended for implementation in other schools to overcome the problem of Al-Qur'an illiteracy.

Training on Basic Mathematics for 12th Grade Students of SMA Pasundan Majalaya in Preparation for the 2024 SNBT

Basic math training plays an important role in preparing students for the National Selection Based Test (SNBT), which is one of the entry pathways to public universities in Indonesia. This study aims to evaluate the effectiveness of academic ability test training in improving the readiness of XII grade students of Pasundan Majalaya High School to face SNBT 2024. The research method used is descriptive quantitative with a case study approach. The study population was all XII grade students of Pasundan Majalaya High School who participated in the training program. Data were collected through observations and tests conducted before and after the training. Data analysis was conducted to measure the improvement of students' academic ability and readiness. The results showed that the academic proficiency test training implemented at Pasundan Majalaya High School was effective in improving students' pre and post test results. There was a significant increase in proficiency test scores through pre and post test results. In addition, the training also helped students in developing time management skills, problem solving strategies, and critical thinking skills. The findings suggest that structured and comprehensive training can significantly improve students' academic readiness, thus helping them to face SNBT more confidently and competitively. This research is expected to contribute to the preparation of Pasundan Majalaya High School students for college entrance selection.

Participation and engagement in online cognitive testing

Web-based testing of cognitive abilities allows for large-scale assessments without geographical constraints. Yet, the extent to which it can reach populations beyond the typical demographic groups recruited for cognitive studies is unclear. This study focused on comparing the characteristics of individuals from a general population study (HUNT4) who chose to participate in a cognitive study (HUNT4-Hjernetrim) with those who did not. Additionally, we investigated participants' engagement and user experience. We obtained data on socio-demographics, health conditions (both physical and mental), self-reported cognitive or learning difficulties, and lifestyle factors of Hjernetrim participants and non-participants from the HUNT4 database. Hjernetrim involved 13 cognitive tests, administered through the online platform Memoro. We used logistic regressions to assess participation biases and linear regressions to assess participants’ engagement and user experience. Of 65,851 HUNT4 participants invited via regular mail to Hjernetrim, 5634 (9.4%, aged 13–97, 54% women) participated. The best represented in the sample were 50–79-year-olds, women, tertiary educated, living alone, from urban areas, not occupationally active, and reporting memory complaints. Individuals who were aged 80+, had motor or vision impairments, and teenagers with learning disabilities, were underrepresented. Participants were more likely to have mental health problems, have or survived cancer and less likely to have cardiovascular disease. Participants logged on mainly during weekdays, the preferred time of day varied by age. On average, participants used 42 min and completed 78% of the tasks. Using PCs provided the most complete data. In terms of user experiences, 65% were positive while 14% were negative or reported technical difficulties. Overall, the study demonstrated that web-based methodology allowed for a relatively well-represented sample that included groups typically difficult to reach. The presence of somatic and mental diseases had a variable influence on participation. Participants finished most tests and reported positive experiences overall.

Application of Cooperative Learning Model Integrated Reading and Composition (CIRC) Assisted By Flashcardmediato Improve Reading Comprehension Ability of Dyslexic Students In Elementary Schools Providing Inclusion Education

This study intends to describe the Cooperative Integrated Reading Composition (CIRC) learning model's deployment with the use of Flashcard media and the improvement in dyslexic students' reading comprehension skills following the use of the CIRC model with Flashcard media. Research of this kind is referred to as classroom action research. This study's focus was on one student with special needs, namely dyslexia in class VI. The research site is at SDN Banjarworo II, Bangilan District, Tuban Regency. This study was conducted in two cycles, with each cycle consisting of one meeting. This research is class action research using a qualitative and qualified approach. The stages or steps carried out are (1) the planning stage, (2) the implementation stage, (3) the observation stage, and (4) the reflection stage. Data collection techniques use interview techniques, observations, tests, and documentation. Research instruments are interview sheets, observation sheets, and test sheets. Research results: At the stage of implementing the application of the CIRC model assisted by flashcard media, students pay attention to text and reading and make initial predictions. With the assistance of teachers, dyslexic students work in groups and practice doing presentations and class discussions, then do the reading comprehension ability test questions. In cycle 1, the assessment of teacher activities in implementing the CIRC learning model assisted by flashcard media was 80% with the criteria "good" and experienced an increase in cycle II of 95% with the criteria "excellent". The assessment of the activities of class VI dyslexic students in following the learning process using the CIRC learning model assisted by flashcard media was 70% with the criteria "good" and experienced an increase in cycle II by 85% with the criteria of "excellent". For the assessment of the reading comprehension ability of dyslexic students in the first cycle, which is 65, this score is still insufficient because it is below the school's KKM score. In the second phase, the assessment of reading comprehension ability increased to 80. This shows that the application of the Cooperative Integrated Reading and Composition (CIRC) learning model assisted by flashcard media can improve the reading comprehension ability of grade VI dyslexic students at SDN Banjarworo II, Bangilan District, Tuban Regency.

Effect of Needle Age and Location on the Volatile Composition of Essential Oils from Juniperus communis L.: A Chemometric Study

AbstractProfiles of the volatile organic compound (VOC) content of essential oils (EOs) extracted from young and old Juniperus communis L. needles were generated via gas chromatography combined with mass spectrometry (GC‐MS) and flame ionization detection (GC‐FID) and subsequently processed using multivariate statistical methods. These were then used to differentiate the EOs according to needle age and geographical origin. From a total 49 of VOCs identified, statistically significant differences (p<0.05) between young‐ and old‐needle EOs were found for 21 VOCs. Most of the EOs from the young needles showed higher (p<0.05) contents of α‐ and β‐pinene and sesquiterpenes (β‐ and γ‐elemene, germacrene D and B, α‐muurolene, and δ‐cadinene) and their oxygenated derivatives (α‐ and τ‐cadinol), while most of the monoterpenes (α‐thujene, sabinene, terpinolene, β‐myrcene, β‐phellandrene, and p‐cymene) were present in higher quantities (p<0.05) in the EOs from the old needles. The volatiles germacrene D, α‐ and β‐pinene, α‐cadinol, and sabinene were identified via stepwise and canonical discriminant analysis as the most valuable for EO discrimination according to needle age and geographical origin. Recognition and prediction ability tests of the EOs achieved 100 % accuracy in EO classification according to the above mentioned criterion.

Improving Self-Efficacy and Problem Solving Ability of Prospective Mathematics Teachers through Hypermedia Augmented Reality

This study aims to evaluate the effectiveness of augmented reality (AR)-based hypermedia in increasing self-efficacy and problem-solving abilities of prospective math teachers. The research design used was quasi-experimental with two groups, namely the experimental group and the control group. The experimental group received an AR-based hypermedia intervention for 8 weeks, while the control group received no intervention. Data were collected through self-efficacy questionnaires and problem-solving ability tests before and after the intervention. The results showed that AR-based hypermedia was effective in increasing the self-efficacy and problem-solving ability of prospective math teachers. There were significant differences in average self-efficacy and problem-solving ability between the experimental group and the control group after the intervention. The conclusion of the study is that AR-based hypermedia can be a valuable tool for improving the self-efficacy and problem-solving abilities of aspiring math teachers