HUBUNGAN REGULASI DIRI DALAM BELAJAR TERHADAP STRES AKADEMIK MAHASISWA KMPKS YOGYAKARTA

The purposes of this research are; 1) to know the level of self-regulated learning on Catholic Students of Southern Sumatra Community in Yogyakarta; 2) to know the level of academic stress of students on Catholic Students of Southern Sumatra Community in Yogyakarta 3) to find out the relationship between self-regulated learning and academic stress at Catholic Students of Southern Sumatra Community in Yogyakarta. This is a descriptive correlation research. The subjects in this study were 50 students from The Catholic Students of Southern Sumatra Community) who were studying in Yogyakarta. Data collection used: 1) The Self-Regulated Learning Questionnaire with 16 valid items and has a Cronbach Alpha reliability index of 0.733; 2) The Academic Stress Questionnaire with 18 valid items and has a Cronbach Alpha reliability index of 0.887. The data analysis technique operated descriptive categorization technique and Pearson Product Moment correlation technique. The results showed that 3 students (6%) had the the highest level of selfregulated learning, 20 students (40%) high, 23 students (46%) moderate, 4 students (8%) low and there were no students (0 %) in the lowest category. Then 1 student (2%) had the highest level of academic stress, 12 students (24%) high, 33 students (66%) moderate, 4 students (8%) low and there were no students in the lowest category. Pearson Product Moment correlation coefficient value is r = -0.389 with ρ =0.005 (ρ0.05). The result indicates that there is a significant negative relationship between self-regulated learning ability and student academic stress

Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study

The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students’ proficiency test results. To fill the void, this study examines the relationship between the L2MSS and English proficiency test scores among Indonesian Islamic junior high school students. Data were garnered quantitatively from 30 students of an Institute for Foreign Language Development at an Indonesian private university through a questionnaire and an English proficiency test and then were analyzed using the SPSS software system. The findings revealed that the correlation between motivation and achievement was statistically insignificant. We obtained the score of three components; ideal L2 self (r = .01, p .05), L2 learning experience (r = -.204, p .05), and ought to L2 self (r = -.343, p .05). The findings suggest that the ideal L2 self showed a very low relationship and the other two demonstrated a negative direction correlation. This study contributes insights into the understanding of the correlation between foreign language learning motivation and its influence on achievement in the Islamic boarding school context. Further research could recruit participants from wider areas with different contexts

Unsupervised Contrastive Representation Learning for Knowledge Distillation and Clustering

Unsupervised contrastive learning has emerged as an important training strategy to learn representation by pulling positive samples closer and pushing negative samples apart in low-dimensional latent space. Usually, positive samples are the augmented versions of the same input and negative samples are from different inputs. Once the low-dimensional representations are learned, further analysis, such as clustering, and classification can be performed using the representations. Currently, there are two challenges in this framework. First, the empirical studies reveal that even though contrastive learning methods show great progress in representation learning on large model training, they do not work well for small models. Second, this framework has achieved excellent clustering results on small datasets but has limitations on the datasets with a large number of clusters such as ImageNet. In this dissertation, our research goal is to develop new unsupervised contrastive representation learning methods and apply them to knowledge distillation and clustering. The knowledge distillation transfers knowledge from high-capacity teachers to small student models and then improves the performance of students. And the representational knowledge distillation methods try to distill the knowledge of representations from teachers to students. Current representational knowledge distillation methods undesirably push apart representations of samples from the same class in their correlation objectives, leading to inferior distillation results. Here, we introduce Dual-level Knowledge Distillation (DLKD) by explicitly combining knowledge alignment and knowledge correlation instead of using one single contrastive objective. We show that both knowledge alignment and knowledge correlation are necessary to improve distillation performance. The proposed DLKD is task-agnostic and model-agnostic and enables effective knowledge transfer from supervised or self-supervised trained teachers to students. Experiments demonstrate that DLKD outperforms other state-of-the-art methods in a large number of experimental settings including different (a) pretraining strategies (b) network architectures (c) datasets and (d) tasks. Currently, the two-stage framework is widely used in deep learning-based clustering, namely, learning representation first, then clustering algorithms, such as K-means, are usually performed on representations to obtain cluster assignment. However, the learned representation may not be optimized for clustering in this two-stage framework. Here, we propose Contrastive Learning-based Clustering (CLC), which uses contrastive learning to directly learn cluster assignment. We decompose the representation into two parts: one encodes the categorical information under an equipartition constraint, and the other captures the instance-wise factors. We theoretically analyze the proposed contrastive loss and reveal that CLC sets different weights for the negative samples while learning cluster assignments. Therefore, the proposed loss has high expressiveness that enables us to efficiently learn cluster assignments. Experimental evaluation shows that CLC achieves overall state-of-the-art or highly competitive clustering performance on multiple benchmark datasets. In particular, we achieve 53.4% accuracy on the full ImageNet dataset and outperform existing methods by large margins (+ 10.2%)

THE CORRELATION BETWEEN STUDENTS’ SELF-ESTEEM AND THEIR ACHIEVEMENT IN LEARNING ENGLISH AT ISLAMIC JUNIOR HIGH SCHOOL OF PONPES DAREL HIKMAH PEKANBARU

Based on School Based Curriculum, the purpose of learning English is to develop the students’ competence in oral and written communication in order to reach the functional literacy. Islamic junior high school of Darel Hikmah is one of the schools that uses this curriculum in teaching and learning process. After doing the observation at the school, the writer identified some problems, included: some of the students have negative perceptions about their abilities, some of the students have less motivation in learning English, some of the students are being anxious about their ability, some of the students have low confidence in learning English, and some of the students have less interest in learning English. The purpose of this research was to determine self-esteem of the second year students at Islamic Junior High School of Ponpes Darel Hikmah Pekanbaru, to determine achievement in learning English of the second year students at Islamic Junior High School of Ponpes Darel Hikmah Pekanbaru, to determine whether there was or not significant correlation between self-esteem and achievement in learning English of the second year students at Islamic Junior High School of Ponpes Darel Hikmah Pekanbaru. The type of this research was a correlational research. Questionnaire was used to determine self-esteem and documentation was used to determine the achievement in learning English. Overall the research population was 307 students. Due to the very large number of population, the writer used simple random sampling and the writer took 10% of the population to be the sample, as the result the writer had 31 students as the sample from 10 classes, in the average, 3 students from each class. In analyzing the data, the writer used pearson product moment correlation coefficient, the result of the analysis of this research was 0.508 higher than rtable at level 5% (0.367) and at level 1% (0.470). It can be concluded that Null hypothesis (Ho) was rejected. In other words, there was significant positive correlation between students’ self-esteem and their achievement in learning English at Islamic Junior High School of Ponpes Darel Hikmah Pekanbaru. Thus, it can be concluded that the higher students’ self-esteem, the higher students’ achievement in learning English will be

Performance of Microfinance Institutions in Tanzania: Integrating Financial and Non financial Metrics

The aim of the study was to evaluate the performance of Microfinance institutions in Tanzania by integrating financial and nonfinancial performance metrics. The study used a balanced scorecard approach with five dimensions financial, social, customer, learning and growth and internal business process. The findings of the study indicate low average financial performance among Microfinance institutions reviewed. On average, the institutions reviewed were not sustainable with low relative productivity and low profitability. The average nonfinancial performance was high indicating that Microfinance institutions were better performing in nonfinancial measures compared to financial measures. The overall financial performance indexes show that commercial banks outperform traditional Microfinance institutions. The findings show a positive correlation between overall financial performance with nonfinancial performance and overall performance. This indicates that tradeoff does not exist on financial and nonfinancial performance when measured in a collective way. The results on individual financial performance metrics show a positive correlation with internal business process and learning and growth, and negative correlation with social and customer perspective. The results also show a positive correlation between the four dimensions of nonfinancial performance and with the overall financial performance. The study recommends that the use of balanced scorecard has high potential in the evaluation of performance of Microfinance institutions. Microfinance institutions need to balance financial and nonfinancial performance to ensure survival in a competitive market while meeting their social objective. Balanced scorecard provides the potential to investigate the overall performance of Microfinance institutions from the two performance dimensions. Keywords: Microfinance institutions, Performance measurements, Balanced Scorecar

Utilizing Culturally Relevant, Multimodal Text Sets In Older Adolescent And Adult Learner Classrooms

There are negative consequences for older adolescents and adults who lack a high school diploma. Statistically, in families with low literacy rates, there is a direct correlation to poverty rates, incarceration, and a negative impact on the children of those without a high school credential. Building a classroom curriculum utilizing culturally responsive, multimodal, thematic text sets, incorporating Critical Literacy via a social justice lens, and integrating an inquiry-based learning model increases learner engagement and motivation in the classroom, leading to the likelihood that students will achieve their high school credential. Since much of Andragogy theory is highly applicable to both older adolescents and adult learners, both groups would benefit from thematic text sets curriculum since they employ a Constructivist approach to learning that encourages collaboration with peers and includes self-direction. With a 21st-century Multiliteracies approach to reading with text sets, learners develop the reading skills necessary to become highly literate in reading multimodal, complex text. Because of the time constraints on educators, unlimited access to thematic text sets via a Google Sites website is an essential contribution to the field of education, and is the basis of this Capstone Project paper

Administrators\u27 Perceptions Regarding Middle College/Early College Academic Support and Student Performance

The purpose of this study was to investigate administrators\u27 perceptions regarding academic support strategies and the relationships between the academic support strategies and student performance measures in middle college/early college institutions. The predictor variables in this study were (a) location strategies, (b) partnership strategies, (c) teaching and learning strategies, (d) student assessment strategies, (e) student support strategies, (f) democratic school governance strategies, and (g) professional development strategies. The criterion variables in the study were 2007-2008 graduation rates and accumulated college credits. Descriptive statistics were used to report administrators\u27 perceptions regarding occurrences of academic support strategies in their institutions. Pearson\u27s product-moment correlation coefficients were used to describe relationships between (a) academic support strategies and graduation rates, (b) overall academic support strategies and graduation rates, (c) academic support strategies and accumulated college credits, and (d) overall academic support strategies and accumulated college credits. A cross-sectional survey design was used to gather the perceptions of administrators regarding academic support strategies. The researcher-developed Middle College/Early College Academic Support Survey was also used to collect data on the perceptions of administrators regarding academic support strategies. Only administrators of diploma-granting institutions with a 2007-2008 graduation rate were invited to complete the web-based survey. In this study, 64 administrators completed the survey. The survey\u27s response rate was 56%. Findings from the study revealed that location, teaching and learning, assessment, democratic school governance and professional development strategies occurred fairly often in the participants\u27 institutions. Student support strategies occurred close to the survey response of frequently, if not always in the participants\u27 institutions. Partnership strategies occurred close to the survey response of fairly often in the participants\u27 institutions. Findings also revealed little if any correlation between the study\u27s predictor and criterion variables. However, four statistically significant correlations were noted. A low negative correlation (r = -.383, p\u3c.01) was noted between the occurrences of daily bell schedule adjustments when more instructional time was needed and graduation rates. Little if any correlation (r = -.254, p\u3c.05) was noted between the occurrences of heterogeneously mixed high school classes by ability levels and graduation rates. A low, negative correlation (r = -.391, p\u3c.01) was noted between the occurrences of aligned school/college bell schedules that facilitated enrollment in college courses and accumulated college credits. A low negative correlation (r = -.315, p\u3c.05) was reported between the occurrences of students exhibiting subject mastery in ways besides paper and pencil tests and accumulated college credits. Recommendations for further research include replicating the study in five years when a full complement of middle colleges/early colleges graduate senior classes, and adding additional academic support strategies to the survey

"Effects of Information Technology and Aging Work Force on Labor Demand and Technological Progress in Japanese Industries: 1980-1998"

The purpose of this paper is two-folds. First, we examine the direction and the magnitude of substitutability or complementarity between information- and communication-related capital stock and various labor inputs to know about differential impacts of information and com-munication technology on labor demand. In this way, we can obtain information about what segments of workers information and communication technology can effectively substu-tute for. Second, we estimate contribution of information- and communication-related capital stock and various labor inputs on the value-added growth of the Japanese economy in the recent turbulent era (1980s and 1990s) and explore factors determining technological progress. In particular, we investigate whether rapid accumulation of information-related capital stock has a positive effect on technological progress, examining IT externality. We also discern the effect of compositional changes in labor inputs on technological progress, examining the inflexibility issue and IT-induced technological obsolescence issue. Three remarkable facts emerge from our result with respect to substitutability/complementarity issues. First, IT capital stocks are shown to be significant substitutes for young workers with a low education level, whereas old workers with a low education level are consistently quasi-fixed in all industries under investigation. Second, IT capital stocks have complemen-tary relationship with workers with a high education level in many industries. Third, workers with a high education level and those with a low education level are substitutes. These all suggest that IT investment and human capital accumulation are of utmost importance to overcome possible shortage (in relative terms) of young workers with a low education level caused by rapidly aging population. As for IT externality, we find at first positive correlation between IT stocks and techno-logical progress in manufacturing, suggesting a strong externality effect of IT capital stocks. In the first glance it is very promising, since this suggests that this IT externality can be used for boosting productivity growth. However, the correlation is not robust. First, if non-manufacturing industries are included, the correlation vanishes. Second, if "Electrical Machinery" is excluded from the sample of manufacturing, the correlation also vanishes. Thus, we fail to discern clear-cut evidence for IT externality. Thus, the proposition that IT "revolution"can pop up productivity growth and can counter the pressure of aging population is not supported by our data, although investment in IT-producing industries is surely an important driving force for economic growth through substitution effects. As for the effect of labor force composition on the rate of technological progress, the results do not support that the "inflexible old worker" hypothesis of productivity slowdown. There is no correlation between the rate of technological progress and the ratio of old workers with low education in the total labor inputs. However, the results suggest that information technology development in the 1990s has a negative impact on the past strength of the Japanese economy: productivity increase through high-education workers' learning by doing. In manufacturing industries where Japan has been strong, the rate of technological progress in the 1980s has positive (though weak) correlation with "maturing" high-education labor force. That is, the ratio of old well-educated workers in the total labor inputs has a positive (though weak) effect on technological progress. This suggests that the increased average skill among well-educated workers due to longer experience has a positive effect to improve productivity. However, the relationship changes significantly in the 1990s, and we have rather negative relationship. The nature of technological progress apparently changed adversely.