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Добірка наукової літератури з теми "Sex differences in education Indonesia"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Sex differences in education Indonesia"

1

Nuraeni, Surya Fajar Cahyo. "SINGLE-SEX EDUCATION: DOES IT MAKE A DIFFERENCE TO STUDENTS� ACADEMIC ACHIEVEMENT?" IJIET (International Journal of Indonesian Education and Teaching) 4, no. 2 (July 16, 2020): 296–305. http://dx.doi.org/10.24071/ijiet.v4i2.2223.

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Анотація:
Gender gap in education has been Indonesian governments big concern (Bappenas, 2013). The Ministry of National Development Planning of Republic of Indonesia has reflected data showing gender gap in academic achievement among boys and girls in Indonesia. They also realize the importance of catering for gender differences during teaching and learning process. They believe that providing single-sex education is an effective way to narrow gender academic achievement gap in schools. In this paper, single-sex education, coeducational education, and academic achievement become the core concepts to analyse this issue. The result of this investigation proves that single-sex education enables teachers to address gender differences in their classroom, enhances students motivation, and increases students participation in learning process. Finally, these are beneficial to students academic achievement. The discussion of this investigation brings implications for education practitioner to promote the implementation of single-sex education as it has positive impacts on students academic achievement. In addition, the discussion is expected to have implications for policy makers to consider the needs of implementing single-sex education to narrow gender academic achievement gap.Corresponding author: SuryaFajar Cahyo NuraeniDOI: 10.24071/ijiet.2020.040212
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Tsuda, Satoko, Sri Hartini, Elsi Dwi Hapsari, and Satoshi Takada. "Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers’ Gender Perspective." Asia Pacific Journal of Public Health 29, no. 4 (April 25, 2017): 328–38. http://dx.doi.org/10.1177/1010539517702716.

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Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.
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3

WHEATON, FELICIA V., and EILEEN M. CRIMMINS. "Female disability disadvantage: a global perspective on sex differences in physical function and disability." Ageing and Society 36, no. 06 (May 8, 2015): 1136–56. http://dx.doi.org/10.1017/s0144686x15000227.

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ABSTRACTThe objectives were to determine whether women always fare more poorly in terms of physical function and disability across countries that vary widely in terms of their level of development, epidemiologic context and level of gender equality. Sex differences in self-reported and objective measures of disability and physical function were compared among older adults aged 55–85 in the United States of America, Taiwan, Korea, Mexico, China, Indonesia and among the Tsimane of Bolivia using population-based studies collected between 2001 and 2011. Data were analysed using logistic and ordinary least-squares regression. Confidence intervals were examined to see whether the effect of being female differed significantly between countries. In all countries, women had consistently worse physical functioning (both self-reported and objectively measured). Women also tended to report more difficulty with activities of daily living (ADL), although differences were not always significant. In general, sex differences across measures were less pronounced in China. In Korea, women had significantly lower grip strength, but sex differences in ADL difficulty were non-significant or even reversed. Education and marital status helped explain sex differences. Overall, there was striking similarity in the magnitude and direction of sex differences across countries despite considerable differences in context, although modest variations in the effect of sex were observed.
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4

Clara and Bherta Sri Eko Murtiningsih. "Strategi akomodasi komunikasi pendidikan seks remaja dalam keluarga kawin campur antar ras." Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) 6, no. 3 (November 22, 2022): 1023–40. http://dx.doi.org/10.25139/jsk.v6i3.4981.

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Анотація:
The role of parents is very important in communicating sex education to children. However, in this study, the researchers focused on communication between families of different cultures, namely parents from Indonesia and the Netherlands in providing sex education to adolescents. Every culture has a different view of sex education. It can be seen that Indonesian culture still considers sex education taboo, so few parents discuss sex education for teenagers. At the same time, in the Netherlands, there are programs on sex education so that children can get it and avoid its unhealthy effects. The study aimed to determine: 1) family communication patterns in sex education by parents to adolescents in families of different cultures; 2) knowing the communication barriers faced and the role of family communication in discussing sex education in families of different cultures. The theory used in this research is Communication Accommodation. This study uses a qualitative approach with a case study method. The data collection technique used is in-depth interviews. The findings show that the communication pattern shown by families with Dutch Sundanese culture is a balanced split pattern and the Dutch-Balinese family shows an equality split pattern of communication. The communication pattern that takes place is driven by intercultural relationships that are open and mutually respectful. The obstacles found were differences in mindsets and ways of communicating in discussing sexual problems in children and the three families of participants showed using a convergence strategy in communicating and interacting with family members, namely by adjusting their mindset, intonation, gesture, language, behaviour or Actions in carrying out family communication to communicate can be successful.
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Yuliani, Tri, Iswadi Iswadi, Armizawati Armizawati, Desnawita Desnawita, and Desni Yulinda. "Analisis Perkembangan Pendidikan Islam di Iran." TAZKIR: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman 6, no. 1 (June 29, 2020): 87–98. http://dx.doi.org/10.24952/tazkir.v6i1.2326.

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This research aims to analyze the development of Islamic education in Iran through library research or library research as a research method. Data collection in this study uses the analysis of scientific journals that have been published to see how the development process of Islamic education in Iran and see the differences in Islamic education in Indonesia. This finding produced several differences in the development of Islamic education in Iran and Indonesia. The results of this study can provide an overview of the progress of education in Iran that can be collaborated with the education system and Islamic education curriculum in Indonesia. The results of this study are expected to be useful for the public in the preparation of education curricula in Indonesia in the future
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BP, Silvia Anggreni, Ekasyafutra Ekasyafutra, Rusdinal Rusdinal, Azwar Ananda, Nurhizrah Gistituati, and Yuhasnil Yuhasnil. "The comparative study on Indonesian and Japanese basic education." International Journal for Educational and Vocational Studies 3, no. 6 (December 30, 2021): 380. http://dx.doi.org/10.29103/ijevs.v3i6.5239.

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This study aims at know the comparison of Basic Education Indonesia and Japan by using five indicators, namely the objectives of Education, education management, education budget, education personnel and salaries, and the process of evaluation of learning. The method used in this research is the study of literature with a qualitative descriptive approach to see the comparison of basic education in Indonesia and Japan, the study of literature using a qualitative descriptive approach is to gather a number of references relevant to the topic of this study. The reference is taken from national journals and international journals which are then reviewed according to the needs in this study. The results of the study shows that the comparison of Basic Education Indonesia can be seen from four aspects, namely This is due to several indicators, namely (1) differences in education objectives, (2) education management; (3) Japan Education budget; (4) his education and salary; and (5) learning processes and evaluations. This study only emphasizes on five indicators of Basic Education of Indonesia and Japan. there are gaps that can be filled by subsequent research, namely curriculum, political system, character education, and so forth. This research should contribute to the policy makers of the Indonesian Education system in order to apply the five indicators of Japanese basic education to the Indonesian basic education system.
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7

Putra, Fajar Setyaning Dwi, and Agus Winarti. "Model For Learning Conflict Resolution Education Through Approaches To 12 Peace Value." Technium Education and Humanities 3, no. 1 (January 6, 2023): 50–54. http://dx.doi.org/10.47577/teh.v3i1.8278.

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The inheritance of conflicts in social, cultural and religious systems, which is inherited from an early age, is one of the factors causing hatred towards certain ethnicities, ethnicities and religions that are fostered from an early age to adulthood. The need for an understanding of the value of diversity and diversity is a key factor in building future generations of peace. These values of peace need to be taught in the formal education system at every level of education which is integrated through the Pancasila and Citizenship Education subjects. Through the values of peace a person is able to understand differences both physically, culturally and thoughtfully. This research takes the subject of the Peace Generation Indonesia community who have conducted training for trainers as agents of peace about learning models of 12 values of peace. The 12 values of peace taught are 1. Acceptance, 2. Prejudice, 3. Sukuism, 4. Religious Differences, 5. Sex Gender Differences, 6. Economic Status Differences, 7. Group / Gang Differences, 8. Understanding Diversity, 9 Understanding Conflict, 10. Refusing Violence, 11. Recognizing Mistakes, 12. Apologizing.
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8

Ferary, Dorothy. "On Ki Hadjar Dewantara’s Philosophy of Education." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 2 (May 31, 2021): 65–78. http://dx.doi.org/10.7577/njcie.4156.

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Анотація:
This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.
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9

Jayanti, Dwi, and Anton Sujarwo. "Bilingual Education In Indonesia: Between Idealism and the Reality." Script Journal: Journal of Linguistic and English Teaching 4, no. 1 (April 15, 2019): 12. http://dx.doi.org/10.24903/sj.v4i1.271.

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Today English plays an important role in the development of education. In response to advances and develops the education in this globalization era, English bridges communication among people around the world. The ability to communicate in English becomes crucial. The development in education as an impact of globalization significantly influence the process of teaching and learning concept. Bilingual education becomes necessary, it can stimulate the cognitive ability especially on cognitive function, it can also motivate the bilingual program. Education as a conscious effort to build and develop the quality of human resources and one popular education system promote bilingual education becomes a choice by parents. Using bilingual education become popular and be needed. Indonesian educational policies see this phenomenon as a new modern solution to be practiced in Indonesia's education system for many years. For these reasons, the purpose of writing this library research article paper is to elaborate and give understanding about bilingual eduacation in Indonesia for certain time. The article start with the differences between bilingual and bilingualism, the relation of the bilingual process with executive function, the practice of bilingual education in Indonesia compared by the national standardized school, the challenges and solutions concerning the policy and practices in language teaching and learning focused on bilingual education in Indonesia. The present article employ a descriptive qualitative approach from reputable references which is relevant to the topics.
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Irmayanti, Irmayanti, Arta Farmawati, and Martalena Br Purba. "DISTRIBUSI DAN FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN KADAR HEMOGLOBIN A1C (HbA1c) PADA SUBJEK DEWASA INDONESIA." GIZI INDONESIA 42, no. 1 (July 2, 2019): 43. http://dx.doi.org/10.36457/gizindo.v42i1.282.

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HbA1c is a parameter that may be used in predicting and diagnosing diabetes. Since diabetes is predicted to increase in Indonesia, it is necessary to understand the distribution and associated factors of HbA1c in the general Indonesian population. However, those data are still limited. This study aims to determine the distribution of HbA1c and its associated factors in Indonesian adults. We conducted a cross-sectional study analyzing data from Indonesia Family Life Survey (IFLS) 2014-2015. HbA1c was analyzed using dried blood spot (DBS) specimen with Bio-Rad D10 HPLC. We performed Student’s t test and ANOVA to show the results of the bivariate analyses and multiple linear regression to determine the association between variables. The study included 4.101 subjects (20-59 years) without diabetes and provided an overview of the distribution of HbA1c levels based on socio-demographic factors and smoking behavior described in percentiles. The mean of HbA1c was 5.35% with a standard error of 0.01. The threshold value of HbA1c for prediabetes (5.7%) corresponded approximately to the 75th percentile. Although there were differences in HbA1c distribution, socio-demographic factors such as education levels, employment, and settlement region as well as smoking were not independently associated with HbA1c levels in Indonesian adults. Furthermore, age and sex were associated with HbA1c.
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Дисертації з теми "Sex differences in education Indonesia"

1

Ruseffendi, Endang T. "A comparison of participation in mathematics of male and female students in the transition from junior to senior high school in West Java - Indonesia /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362337377.

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Klimek, Jennifer L. "Sex differences in academic dishonesty : a sex role explanation." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027124.

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Previous research on academic dishonesty in colleges and universities has consistently shown unacceptable rates of cheating, yet inconsistent reports of sex differences in cheating. Sex differences in cheating were studied in relation to sex role orientation and attitudes towards cheating, and in light of a distinction between two types of cheating; cheating to benefit oneself and cheating to benefit another. 256 undergraduate students completed anonymous surveys to tap their sex role orientation, attitudes towards cheating, and reported frequency of cheating. Although females reported having more disapproving attitudes towards cheating than males, they reported engaging in cheating just as much as males. Sex role orientation was not directly related to cheating, but female-associated characteristics were related to attitudes towards cheating, which, in turn, were strongly related to cheating behavior. It was also found that participants reported engaging in more cheating to benefit another person than cheating to benefit themselves.
Department of Psychological Science
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3

Gunawan, Eddy. "Differences in returns to education : an analysis of gender in Indonesia." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11207/.

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This thesis aims to investigate the earnings differential between males and females in Indonesia. This research also seeks to determine whether the female work force obtains extra benefit in terms of wage earnings on the basis of better education, marital status, working experience, residential location and region. The data used in this study come from the 1989, 1999 and 2009 Indonesian National Labour Force Surveys (Sakernas) on households. In order to investigate the gender earnings differential, Oaxaca’s (1973) decomposition method is employed. The result shows that the estimated coefficients of education variables are generally higher for females than for males. These results highlight that the effect of education on earnings increases as educational level advances. The return to university education is higher than all other levels of education, whereas sub-primary education has the lowest rate of return to education for male and female workers. The gender gap decomposition results suggest that favouritism towards men exists in the Indonesian labour market. The discrimination component is quite high, which clearly indicates the existence of discrimination in the Indonesian labour market. The results reveal that the degree of discrimination is still quite significant against females in all regions in Indonesia. Among factors that influence gender wage gap and discrimination in the country, education was found to be more important in influencing the earnings of females than males. The returns from education were relatively higher for females in all regions.
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4

Fiore, Angela M. "Gender differences in test anxiety." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2949.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains viii, 50 p. Includes abstract. Includes bibliographical references (p. 28-34).
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5

Yuen, Wai-wa Timothy. "An inquiry into the need for gender education in the teacher training programme at Hong Kong's colleges of education." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13907001.

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6

Clarence, Brian. "The effect of technology-based lessons on primary school students working in mixed and single-gender groupings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/763.

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This study investigated primary school students working in mixed and single- gender groupings around a computer during technology-based lessons. In particular it observed the patterns of peer interaction that took place when students worked co-operatively in groups in lessons. In so doing, this study attempted to explain the effects of gender of the student and gender composition of the group, on peer interaction in such a situation. The study also focussed on the effect of gender groupings on the motivation of students and children's collaborative behaviours. The subjects for the study were twenty-nine students (sixteen boys and thirteen girls) in year 5/6 with an age range of ten to eleven. These students were randomly assigned to different groups: Male-Gender Croups, Female-Gender Groups and Mixed-Gender Croups. A series of lessons on finding information about endangered animals provided the context. The students were taught to use PowerPoint (Microsoft Office, 1998) to make slides on endangered animals, and Web sites were used as sources of information on endangered animals. This research method adopted was descriptive and analytical and aimed for broad as well as specific understandings. Data that was analysed included data collected through interviews and observations, as well as the quantitative analysis of Peer Interaction Categories (Lee, 1990). The results of the analyses showed whether the students' interactions were primarily task-related, collaborative, and positive or not and whether girls and boys had significantly different experiences across groups of varied gender composition in regard to the specific categories of interaction as well as the total interaction. In conclusion, the findings have led to a number of assertions which potentially can guide primary classroom practice in fostering technology-based learning.
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7

Thiel, Peter Ram Rati. "Gender differences in returns to schooling an international cross-country study /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603525.

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Thesis (D.A.)--Illinois State University, 1995.
Title from title page screen, viewed May 8, 2006. Dissertation Committee: Rati Ram (chair), Anthony L. Ostrosky, Mark S. Walbert. Includes bibliographical references (leaves 63-65) and abstract. Also available in print.
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8

Kuroiwa, Kelly J. "The gender-gap in educational expectations." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236374.

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This study utilizes the 10th-12th-grade panel from the National Educational Longitudinal Study (NEIS:88) to examine the gender-gap in educational expectations. The study uses regression analysis to determine whether background, academic, social, and career variables affect educational expectations differently for males and females and whether these differences can explain the gender-gap in educational expectations. Socio-economic status and having professional career aspirations have stronger effects on educational expectations for males. However, no significant sex differences were found in the effects of academic ability and achievement, parents' expectations, or peer engagement on students' educational expectations. The results also indicate that females have higher educational expectations because they have higher academic ability and achievement; parents and peers have higher expectations for them, and they are more likely to have professional career aspirations than their male peers.
Department of Sociology
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9

Garrett, Tana Diane. "Sex role as a factor in high school girls' choice of advanced in mathematics courses and mathematically related careers /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219888.

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10

La, Rocca Michela Anita. "Perception of leadership qualities in higher education : impact of professor gender, professor leader style, situation, and participant gender." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000103.

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Книги з теми "Sex differences in education Indonesia"

1

Humrich, Eve. Sex differences in science attitude and achievement. New York: Second International Study, Teachers College, Columbia University, 1992.

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2

Burton, Nancy W. Sex differences in SAT scores. New York: College Entrance Examination Board, 1988.

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3

Liang xing jiao yu: Gender education. Taibei Shi: Yang zhi wen hua shi ye gu fen you xian gong si, 1999.

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4

The prophet & the virgin: The masculine and feminine roots of teaching. Kingston: Ian Randle Publishers, 2003.

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5

Multicultural gender roles: Applications for mental health and education. Hoboken, N.J: Wiley, 2013.

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6

Jensen, Poul Erik. Gender differences and computer use in education. Copenhagen: Danish Institute for Educational Research, 1989.

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7

Lee, Manning M., ed. Addressing gender differences in young adolescents. Olney, MD: Association for Childhood Education International, 1998.

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8

Lavado, Pablo. Cognitive and non-cognitive skills and wages: The role of latent abilities on the gender wage gap in Peru. Oxford, UK: Young Lives, 2013.

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9

Les garçons et l'école. Montréal: Sisyphe, 2007.

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10

King, Peadar. Gender and learning. Dublin: AONTAS, 2002.

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Частини книг з теми "Sex differences in education Indonesia"

1

Castro-Alonso, Juan C., and Petra Jansen. "Sex Differences in Visuospatial Processing." In Visuospatial Processing for Education in Health and Natural Sciences, 81–110. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20969-8_4.

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2

Clark, Robert L., Madeleine B. d'Ambrosio, Ann A. McDermed, and Kshama Sawant. "Sex Differences, Financial Education, and Retirement Goals." In Pension Design and Structure, 185–206. Oxford University Press, 2004. http://dx.doi.org/10.1093/0199273391.003.0010.

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3

"Sex Differences Problems of Testing Differences in Verbal Tests Differences in Written Tests The 15-year Age-group." In Moral Education (International Library of the Philosophy of Education Volume 4), 65–71. Routledge, 2010. http://dx.doi.org/10.4324/9780203861202-14.

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4

Astuti, K. S., A. Armini, H. Sri Mudjilah, E. Th M. Bijsterveld, S. Vrede, and W. Veugelers. "Differences in developing musical competencies in Indonesia, The Netherlands, and France." In 21st Century Innovation in Music Education, 53–62. Routledge, 2019. http://dx.doi.org/10.1201/9780429024931-8.

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Patton-Imani, Sandra, and Sandra Patton-Imani. "Irreconciliable Differences." In Queering Family Trees, 195–220. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479865567.003.0008.

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Анотація:
I consider debates about Proposition 8, a California initiative that proposed banning same-sex marriage in 2008 after it had been legalized earlier that year. I explore family-making narratives of mothers of color in particular, in relation to political debates in news reports and letters to the editor between June and November 2008. Vociferous debate about children as symbols for the future of the nation engaged nationalist language of rights, equality, and “true Americans” on both sides. Sociopolitical fears about how legalizing same-sex marriage would affect children’s education and moral development infused sociopolitical narratives about the dangers of same-sex marriage for the United States. When the state initiative was passed on election night in November 2008, same-sex marriages were declared unlawful in the state. The simultaneous election of Barack Obama raised racial tensions about whose votes tipped which scales. I explore sociopolitical narratives of racial blame in news discussions of the political outcome.
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Gorard, Stephen. "Differential outcomes at school and beyond." In Education Policy, 25–44. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447342144.003.0003.

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This chapter presents the simple patterns of a two-decade study into participation in education and attainment after the age of 16, in higher education, and throughout adult learners' lives. These findings are derived from the apparent differences in attainment by various social groups, girls and boys, types of schools, regions, and countries. The indicators covered in this chapter are the differences linked to family income, differences linked to special education needs (SEN), differences linked to precise age-in-year, differences linked to ethnicity, differences linked to first language, differences linked to recorded sex, participation in higher education, and finally, adult participation in education and training.
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"2. Differences and Divisions: Social Inequality in Sex Education Debates and Policies." In Risky Lessons, 37–67. Rutgers University Press, 2020. http://dx.doi.org/10.36019/9780813544991-003.

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Lee, Jen-der. "Sex in School." In Gender, Health, and History in Modern East Asia. Hong Kong University Press, 2018. http://dx.doi.org/10.5790/hongkong/9789888390908.003.0003.

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Nearly two hundred volumes of physiology and hygiene textbooks, together with governmental and other materials, are investigated in this chapter to illuminate the intricacies in drawing the moral landscape pertinent to sex education in early republican China. Frequent revisions of official directives testify to the fast changing political and intellectual arena of China. Shifted emphases between reproductive functions and puberty sexuality exemplify the professionals’ uncertainties in getting to the early teens. Pedagogical publication boomed and writers experimented on both textual and visual materials. Bio-medicine was flagged as entrance to learning one’s own body, but a healthier nation promoted in the New Life Movement eventually relied on the individual’s self-discipline not necessarily required of scientific erudition. Some may have found secretion system more useful than anatomical information to integrate physiology, psychology and pathology into the mechanism of sexual differences, so much so that a gender division of labour was proposed to fulfill both personal responsibilities and to echo contemporary political rhetoric. Not all endorsed such elaboration, however, and the zigzag between sexual differences and gender equality became a noteworthy parallel to the tug-of-war between sexuality and reproduction.
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Safitri, S. "Applying a sex education programme in elementary schools in Indonesia: Theory, application, and best practices." In Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 217–23. Routledge, 2017. http://dx.doi.org/10.1201/9781315225302-27.

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"Space Representation and Gender Differences." In A Simplex Approach to Learning, Cognition, and Spatial Navigation, 23–28. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2455-7.ch003.

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Scientific literature highlighted gender differences in spatial orientation. In particular, men and women differ in terms of the navigational processes they use in daily life. Scientific literature highlighted that women use analytical strategies while men tend to use holistic strategies. According to classical studies, males show a net advantage at least in the two categories of mental rotation and spatial perception. Subsequently, brain-imaging studies have shown a difference between males and females in the activity of brain regions involved in spatial cognition tasks. What we can say with certainty is that, given the complex nature of the subprocesses involved in what we call spatial cognition, the gender differences recorded by numerous scientific studies conducted in this field are closely related to specific measured abilities. The evidence that emerges with certainty from diverse studies is, however, that of a huge variety of strategies that differ according to sex, context, purpose to reach, education, age, and profession. In the study presented here, the gender and age-related tests show a significant sex-based difference perspective-taking tasks, but there is no gender-based difference in the mental rotation task.
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Тези доповідей конференцій з теми "Sex differences in education Indonesia"

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Simorangkir, Jungjungan, Marina Letara Nababan, May Rauli Simamora, and Winarti Agustina. "Risk Behaviour and Youth Resilience-Based on Demographic Profile." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.236.

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Youth who has the ability to adapt and survive in difficult times have a high level of resilience. This study aims to look at the dominant Behavior of adolescents currently and the youth resilience based on gender, types of school, and school major. The sample in this study was 264 high school teenagers in Indonesia. This study used a quantitative method with two design which is a cross-sectional survey and comparative studies. The results showed some of the most risk behaviors seen by students were smoking (84.09%), fighting parents (68.49%), skipping school (60.23%), fighting teachers and school principals (55.68%), and fighting between students (54.17%). The risk behaviors that were rarely seen by teenage students were drugs (5.68%), free sex (4.55%). Stealing (43.18%) and excessive drinking (41.67%) have moderate popularity. Also, there was no significant difference in resilience-based on gender, type of school, and school major. These studies provide an overview of schools of the importance of the availability of Counseling Guidance teachers in providing guidance services and resilience materials.
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Blue, Jennifer. "Using Matched Samples to Look for Sex Differences." In 2003 PHYSICS EDUCATION RESEARCH CONFERENCE: 2003 Physics Education Conference. AIP, 2004. http://dx.doi.org/10.1063/1.1807250.

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Pembridge, James J., and Marie C. Paretti. "Differences between same-sex and cross-sex mentoring relationships in capstone design courses." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462256.

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Reviriego-Reinaldo, Noemí. "Junior And Teen Refugee Mental Health: Sex Differences." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.28.

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Křeménková, Lucie. "Generational And Sex Differences In Relation To Empathy Among Pre-Graduate Teachers." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.91.

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"A Sociolinguistic Study of Sex Differences in Mosuli Arabic in Mosul-Iraq." In Visible Conference on Education and Applied Linguistics 2018. Ishik University, 2018. http://dx.doi.org/10.23918/vesal2018.a2.

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Sinaga, Megawati, Dr Sumarsih, and Rahmad Husein. "Teachers’ Language Style with Reference to Sex Differences in Teaching English." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.123.

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Dong, Jieyi, Xinyu Wang, Wei Xiong, and Ziwen Zhang. "Gender Differences in Sex Education Received by Adolescents in China and the United States." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.008.

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Laily, Ainun, Purnomo Purnomo, Budi Daryono, and Aziz Purwantoro. "Local Knowledge: Sex Determination on Vasconcellea Pubescens A.DC in Java, Indonesia." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310676.

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Sisí, Conchita, M. Poveda Fernández, Amalia Escalona, Marta Redondo, Elena Ruiz, and Raquel Reyes. "TEENAGERS INSTAGRAM USE AND ITS RELATIONSHIP WITH ANXIETY LEVELS AND EMOTIONAL REGULATION, DIFFERENCES BY SEX." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2166.

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Звіти організацій з теми "Sex differences in education Indonesia"

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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