The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science
Keywords:
Attitude towards the teaching profession, learning style, self-efficacy belief, science teaching
Abstract
This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a "sufficient" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.
References
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Açışlı, S., & Kolomuç, A. (2012). Study of the would-be class teachers’ attitude towards the profession. Journal of Research in Education and Teaching, 1(2), 266-271.
Akpınar, E., Yıldız, E., & Ergin, Ö. (2006). Attitudes of prospective science teachers towards the teaching profession. Dokuz Eylul University, Buca Faculty of Education Journal, (19), 56-62.
Aksoy, M. E. (2010). Attitudes of teacher candidates towards the teaching profession (Gaziosmanpaşa university example). The Journal of Social Sciences Research, 5(2), 197–212.
Alkan, F. (2020). Investigation of achievement and mistakes in analytical chemistry experiments. New Trends and Issues Proceedings on Humanities and Social Sciences. 7(3), 45–52. Available from: www.prosoc.eu.
Aslan Efe, H., & Hanas, K. (2022). Evaluation of STEM education by Turkish science teachers. Dinamika Ilmu, 22(1), 201-221.
https://doi.org/10.21093/di.v22i1.4618.
Aşkar, P., & Akkoyunlu, B. (1993). Kolb learning style inventory. Education and Science, 17(87), 37-47.
Atiker, B., Süngü, E., Tinç, K., Gürbüz, A.B. (2021). Asset-Based Extended Reality Model for Distance Learning. In: Cordan, Ö., Dinçay, D.A., Yurdakul Toker, Ç., Öksüz, E.B., Semizoğlu, S. (eds) Game+Design Education. Springer Series in Design and Innovation, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-030-65060-5_30.
Bakaç, E. (2022). Investigation of the Relationship between Teacher Candidates' E-Learning Styles, Academic Achievements and Educational Technology Self-Efficiency Perceptions. Çukurova University Faculty of Education Journal, 51(1), 148-164. Retrieved from https://dergipark.org.tr/en/pub/cuefd/issue/69594/887697.
Balı, O. (2015). The relationship between the faculty of education students' perceptions about their instructors' instructional competencies and their attitudes towards teaching profession. Unpublished master's thesis, İnönü University, Institute of Educational Sciences Educational Administration and Supervision. Malatya.
Bayhan, P. (2009). The relation between primary education first stage form teachers job satisfaction and their attitudes toward teaching profession. Unpublished master's thesis, Yeditepe University Social Sciences Institute, İstanbul.
Baykara Pehlivan, K. (2010). A study on prospective teachers' learning style sand their attitudes toward teaching profession. Elementary Education Online, 9(2), 749-763.
Bıkmaz, F. H. (2002). Self-efficacy belief instrument in science teaching. Educational Sciences and Practice, 1(2), 197–210.
Bordens, K. S., & Horowitz, I. A. (2002). Social psychology (second edition). NJ: Lawrence Erlbaum Associates.
Boydak, H. A. (2006). Learning styles. Beyaz Publishing.
Bozdoğan, A. E., Aydın, D., & Yıldırım, K. (2007). Attitudes of teacher candidates towards teaching profession. Journal of Ahi Evran University Kırşehir Education Faculty, Kırşehir Ahi Evran University, 8(2), 83-97.
Camadan, F., & Duysak, A. (2010). Comparing pre-service teachers’ attitudes in the different programs toward teaching profession in terms of different variables: example of Rize university. Sakarya University Journal of Education Faculty, (20), 30-42.
Çapri, B., & Çelikkaleli, Ö. (2008). Investigation of preservice teachers? attitudes towards teaching and professional self-efficacy beliefs according to their gender programs and faculties. İnönü University Journal of the Faculty of Education, 9(15), 33-53.
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Daud, N., Ghazuddin, F., & Mustapha, N. (2016). Self-efficacy in Arabic Writing. Dinamika Ilmu, 16(1), 75-92. https://doi.org/10.21093/di.v16i1.413.
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Demir, T. (2008). Learning styles of the Turkish teaching students (the case of Gazi University). The Journal of International Social Research, 1(4) 129–148.
Demir Yıldız, Z. (2018). Examining of self-efficacy beliefs and attitudes towards the profession of preservice music teachers by a variety of variables: Example of Karadeniz Technical University. Unpublished master's thesis. Karadeniz technical university, Institute of Educational Sciences, Trabzon.
Demircioğlu, H., & Işık, E. (2020). Analyzing self-efficacy perception of university students. Çukurova University Faculty of Education Journal, 49(1), 163-184. https://dergipark.org.tr/tr/pub/cuefd/issue/53758/628505.
Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
Derman, A. (2007). Chemistry student teachers` self-efficacy beliefs and attitudes toward teaching profession. Unpublished master's thesis. Selcuk University, Institute of Science, Konya.
Deviana, A., Asri, F., & Rusuly, U. (2019). Relation between Self-efficacy and Creative Thinking at Writing Skill Learning. Dinamika Ilmu, 19(2), 197-210. https://doi.org/10.21093/di.v19i2.1553.
Eskici, B. (2019). The relationship between primary school teachers’ proficiency beli̇efs and attitudes towards teaching. Unpublished master's thesis. Bayburt University, Graduate Education Institute, Bayburt.
Fettahlıoğlu (Denizoğlu), P. (2008). The assessment of the relation between self-efficacy belief levels, learning styles of science teacher candidates towards science teaching and their attitudes towards science teaching. Unpublished master's thesis. Çukurova University, Institute of Social Sciences, Adana.
Feyzioğlu, Yıldız, E, Feyzioğlu, B, & Küçükçıngı, A. (2014). Regarding science teaching of science teacher candidates mental models, self-efficacy beliefs and learning their approach. Ondokuz Mayıs University, Journal of the Faculty of Education, 33(2), 404-423.
Gencel, İ. E. (2006). Learning styles, instruction based on kolb’s experiential learning theory, attitude and social studies achievement. Unpublished master's thesis. Dokuz Eylül University Institute of Education Sciences, İzmir.
Gencel, İ. E. (2007). A study of Turkish adaptation of learning styles inventory based on Kolb's experiential learning theory. Dokuz Eylul University Journal of Social Sciences Institute, 9(2), 120-139.
Gökay, T. (2020). Determining the relationship between the critical thinking trends of pre-service teachers in the faculty of education and their attitude towards teaching profession. Unpublished master's thesis. Erzincan Binali Yıldırım University, Institute of Science and Technology, Department of Mathematics and Science Education, Erzincan.
Gökçe, A. (2019). Investigation of the fourth class teacher candidates 'attitudes towards the teaching profession. Unpublished master's thesis. Akdeniz University, Institute of Educational Sciences, Department of Primary Education, Antalya.
Gökçe, F., & Sezer, G.O. (2012). The attitudes of student teachers towards teaching profession: uludag university sample. Journal of Uludag University Faculty of Education, 25(1), 1-23.
Güçlü, G. (2020). Study on the learning styles and metacognitive learning strategies of prospective science teachers. Unpublished master's thesis. Fırat University, Institute of Educational Sciences, Department of Mathematics and Science Education, Elazığ.
Güdek, B. (2007). The tendency of 1st and 4th class students attending to department of musical sciences concerning being music teacher by considering their different changeable attidutes. Unpublished doctoral thesis. Gazi University, Institute of Educational Sciences, Department of Fine Arts Education, Department of Music Education, Ankara.
Güneyli, A., & Aslan, C. (2009). Evaluation of Turkish prospective teachers’ attitudes towards teaching profession (Near East Universitycase). Procedia Social and Behavioral Sciences, 1, 313–319.
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Güven, M., & Kürüm, D. (2008). The relationship between teacher candidates’ learning styles and critical thinking dispositions (An investigation on the students in faculty of education in Anadolu University). Elementary Education Online, 7(1), 53-70.
İlter, İ. (2009). Research on attitudes of teacher candidates toward teaching profession in terms of some variants. Unpublished master's thesis. Fırat University, Institute of Social Sciences, Department of Primary Education, Department of Classroom Teaching, Elazığ.
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Karasar, N. (2005). Scientific research method (14th ed.). Nobel Publication and Distribution.
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http://academic.regis.edu/ed205/Kolb.pdf.
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http://dx.doi.org/10.2139/ssrn.3978069.
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Nakip, C., & Özcan, G. (2016). The relation between preservice teachers’ sense of self efficacy and attitudes toward teaching profession. Mersin University Journal of the Faculty of Education, 12(3), 783-795.
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Açışlı, S., & Kolomuç, A. (2012). Study of the would-be class teachers’ attitude towards the profession. Journal of Research in Education and Teaching, 1(2), 266-271.
Akpınar, E., Yıldız, E., & Ergin, Ö. (2006). Attitudes of prospective science teachers towards the teaching profession. Dokuz Eylul University, Buca Faculty of Education Journal, (19), 56-62.
Aksoy, M. E. (2010). Attitudes of teacher candidates towards the teaching profession (Gaziosmanpaşa university example). The Journal of Social Sciences Research, 5(2), 197–212.
Alkan, F. (2020). Investigation of achievement and mistakes in analytical chemistry experiments. New Trends and Issues Proceedings on Humanities and Social Sciences. 7(3), 45–52. Available from: www.prosoc.eu.
Aslan Efe, H., & Hanas, K. (2022). Evaluation of STEM education by Turkish science teachers. Dinamika Ilmu, 22(1), 201-221.
https://doi.org/10.21093/di.v22i1.4618.
Aşkar, P., & Akkoyunlu, B. (1993). Kolb learning style inventory. Education and Science, 17(87), 37-47.
Atiker, B., Süngü, E., Tinç, K., Gürbüz, A.B. (2021). Asset-Based Extended Reality Model for Distance Learning. In: Cordan, Ö., Dinçay, D.A., Yurdakul Toker, Ç., Öksüz, E.B., Semizoğlu, S. (eds) Game+Design Education. Springer Series in Design and Innovation, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-030-65060-5_30.
Bakaç, E. (2022). Investigation of the Relationship between Teacher Candidates' E-Learning Styles, Academic Achievements and Educational Technology Self-Efficiency Perceptions. Çukurova University Faculty of Education Journal, 51(1), 148-164. Retrieved from https://dergipark.org.tr/en/pub/cuefd/issue/69594/887697.
Balı, O. (2015). The relationship between the faculty of education students' perceptions about their instructors' instructional competencies and their attitudes towards teaching profession. Unpublished master's thesis, İnönü University, Institute of Educational Sciences Educational Administration and Supervision. Malatya.
Bayhan, P. (2009). The relation between primary education first stage form teachers job satisfaction and their attitudes toward teaching profession. Unpublished master's thesis, Yeditepe University Social Sciences Institute, İstanbul.
Baykara Pehlivan, K. (2010). A study on prospective teachers' learning style sand their attitudes toward teaching profession. Elementary Education Online, 9(2), 749-763.
Bıkmaz, F. H. (2002). Self-efficacy belief instrument in science teaching. Educational Sciences and Practice, 1(2), 197–210.
Bordens, K. S., & Horowitz, I. A. (2002). Social psychology (second edition). NJ: Lawrence Erlbaum Associates.
Boydak, H. A. (2006). Learning styles. Beyaz Publishing.
Bozdoğan, A. E., Aydın, D., & Yıldırım, K. (2007). Attitudes of teacher candidates towards teaching profession. Journal of Ahi Evran University Kırşehir Education Faculty, Kırşehir Ahi Evran University, 8(2), 83-97.
Camadan, F., & Duysak, A. (2010). Comparing pre-service teachers’ attitudes in the different programs toward teaching profession in terms of different variables: example of Rize university. Sakarya University Journal of Education Faculty, (20), 30-42.
Çapri, B., & Çelikkaleli, Ö. (2008). Investigation of preservice teachers? attitudes towards teaching and professional self-efficacy beliefs according to their gender programs and faculties. İnönü University Journal of the Faculty of Education, 9(15), 33-53.
Ciancarini, P., Missiroli, M., Russo, D. (2020). Exploiting agile practices to teach computational thinking. In: Bruel, JM., Mazzara, M., Meyer, B. (eds) Software Engineering Aspects of Continuous Development and New Paradigms of Software Production and Deployment. DEVOPS 2019. Lecture Notes in Computer Science, vol 12055. Springer, Cham. https://doi.org/10.1007/978-3-030-39306-9_5.
Çiğdem, G. (2010). Learning styles of the primary school teacher candidates and the research on attitudes towards teaching profession in terms of various factors. Unpublished master's thesis, ZKU Social Sciences Institute, Department of Classroom Teaching, Zonguldak.
Dağ, E. (2010). The relationship between the candidate elementary teachers' attitudes for becoming teachers and the factors effecting their preferences for this occupation. Unpublished master's thesis, Ege University, İzmir.
Daud, N., Ghazuddin, F., & Mustapha, N. (2016). Self-efficacy in Arabic Writing. Dinamika Ilmu, 16(1), 75-92. https://doi.org/10.21093/di.v16i1.413.
Delen, E. (2016). The relation between the faculty of education students' own-qualification perception and position against the job (The instance of Yüzüncü Yıl Universtiy). Unpublished master's thesis. Yüzüncü Yıl University, Institute of Educational Sciences, Van.
Demir, T. (2008). Learning styles of the Turkish teaching students (the case of Gazi University). The Journal of International Social Research, 1(4) 129–148.
Demir Yıldız, Z. (2018). Examining of self-efficacy beliefs and attitudes towards the profession of preservice music teachers by a variety of variables: Example of Karadeniz Technical University. Unpublished master's thesis. Karadeniz technical university, Institute of Educational Sciences, Trabzon.
Demircioğlu, H., & Işık, E. (2020). Analyzing self-efficacy perception of university students. Çukurova University Faculty of Education Journal, 49(1), 163-184. https://dergipark.org.tr/tr/pub/cuefd/issue/53758/628505.
Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
Derman, A. (2007). Chemistry student teachers` self-efficacy beliefs and attitudes toward teaching profession. Unpublished master's thesis. Selcuk University, Institute of Science, Konya.
Deviana, A., Asri, F., & Rusuly, U. (2019). Relation between Self-efficacy and Creative Thinking at Writing Skill Learning. Dinamika Ilmu, 19(2), 197-210. https://doi.org/10.21093/di.v19i2.1553.
Eskici, B. (2019). The relationship between primary school teachers’ proficiency beli̇efs and attitudes towards teaching. Unpublished master's thesis. Bayburt University, Graduate Education Institute, Bayburt.
Fettahlıoğlu (Denizoğlu), P. (2008). The assessment of the relation between self-efficacy belief levels, learning styles of science teacher candidates towards science teaching and their attitudes towards science teaching. Unpublished master's thesis. Çukurova University, Institute of Social Sciences, Adana.
Feyzioğlu, Yıldız, E, Feyzioğlu, B, & Küçükçıngı, A. (2014). Regarding science teaching of science teacher candidates mental models, self-efficacy beliefs and learning their approach. Ondokuz Mayıs University, Journal of the Faculty of Education, 33(2), 404-423.
Gencel, İ. E. (2006). Learning styles, instruction based on kolb’s experiential learning theory, attitude and social studies achievement. Unpublished master's thesis. Dokuz Eylül University Institute of Education Sciences, İzmir.
Gencel, İ. E. (2007). A study of Turkish adaptation of learning styles inventory based on Kolb's experiential learning theory. Dokuz Eylul University Journal of Social Sciences Institute, 9(2), 120-139.
Gökay, T. (2020). Determining the relationship between the critical thinking trends of pre-service teachers in the faculty of education and their attitude towards teaching profession. Unpublished master's thesis. Erzincan Binali Yıldırım University, Institute of Science and Technology, Department of Mathematics and Science Education, Erzincan.
Gökçe, A. (2019). Investigation of the fourth class teacher candidates 'attitudes towards the teaching profession. Unpublished master's thesis. Akdeniz University, Institute of Educational Sciences, Department of Primary Education, Antalya.
Gökçe, F., & Sezer, G.O. (2012). The attitudes of student teachers towards teaching profession: uludag university sample. Journal of Uludag University Faculty of Education, 25(1), 1-23.
Güçlü, G. (2020). Study on the learning styles and metacognitive learning strategies of prospective science teachers. Unpublished master's thesis. Fırat University, Institute of Educational Sciences, Department of Mathematics and Science Education, Elazığ.
Güdek, B. (2007). The tendency of 1st and 4th class students attending to department of musical sciences concerning being music teacher by considering their different changeable attidutes. Unpublished doctoral thesis. Gazi University, Institute of Educational Sciences, Department of Fine Arts Education, Department of Music Education, Ankara.
Güneyli, A., & Aslan, C. (2009). Evaluation of Turkish prospective teachers’ attitudes towards teaching profession (Near East Universitycase). Procedia Social and Behavioral Sciences, 1, 313–319.
Gürsoy, T. (2008). The investigation of teacher candidates' learning styles in terms of various variables. Unpublished master's thesis. Adnan Menderes University, Institute of Social Sciences, Department of Educational Sciences, Department of Curriculum and Instruction, Department of Curriculum and Instruction, Aydın.
Güven, M., & Kürüm, D. (2008). The relationship between teacher candidates’ learning styles and critical thinking dispositions (An investigation on the students in faculty of education in Anadolu University). Elementary Education Online, 7(1), 53-70.
İlter, İ. (2009). Research on attitudes of teacher candidates toward teaching profession in terms of some variants. Unpublished master's thesis. Fırat University, Institute of Social Sciences, Department of Primary Education, Department of Classroom Teaching, Elazığ.
Kağıtçıbaşı, Ç. (1988). Human and people. Evrim Publishing.
Kahyaoğlu, M., Tan, Ç., & Kaya, M. F. (2013). Pre-service teachers' learning styles and attitude towards teaching profession. Mustafa Kemal University Journal of Social Sciences Institute, 10(21), 225-236.
Karasar, N. (2005). Scientific research method (14th ed.). Nobel Publication and Distribution.
Keefe, J. W. (1979). Learning style: an overview in student learning styles: diagnosing and prescribing program, Reston VA: National Association of Secondary School Principals, Connecticut, USA.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
http://academic.regis.edu/ed205/Kolb.pdf.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: enhancing experiential learning on higher education. Academy of management learning and education, 4, 193-212.
Köse, A. (2010). The relation between self-efficacy beliefs, learning and studying strategies and learning styles of science teacher candidates (ÇÖMÜ sample). Unpublished master's thesis. Çanakkale Onsekiz Mart University, Institute of Social Sciences, Department of Educational Sciences, Department of Educational Sciences, Department of Curriculum and Instruction, Çanakkale.
Küçükahmet, L. (1976). Attitudes of teachers of teacher training institutions (a comment in terms of curriculum development). Ankara University Publications: 55.
Mohiuddin, S., F. (2021). Revisiting the Plausibility of Learning Style Theories with Evidence of Kinesthetic Perception-A Literature Review and Proof of Concept towards Justifying Differentiated Instruction (September 5, 2021). Available at: SSRN: https://ssrn.com/abstract=3978069 or
http://dx.doi.org/10.2139/ssrn.3978069.
Morgil, İ., Seçken, N., & Yücel, A. S. (2004). Based on some investigation of self-efficacy beliefs of preservice chemistry teachers variables. Journal of Balıkesir University Institute of Science and Technology, 6(1), 62-72.
Nakip, C. (2015). The relation between preservice teachers' confidence in self efficiency and their attitudes toward teaching profession. Unpublished master's thesis. Abant İzzet Baysal University, Institute of Educational Sciences, Department of Physical Education Teaching, Department of Physical Education and Sports Education, Bolu.
Nakip, C., & Özcan, G. (2016). The relation between preservice teachers’ sense of self efficacy and attitudes toward teaching profession. Mersin University Journal of the Faculty of Education, 12(3), 783-795.
Özcan, C. (2017). Comparison of primary education section with and preservice science teachers' confidence in self-efficacy and their attitudes toward teaching profession. Unpublished master's thesis. Akdeniz University, Institute of Educational Sciences, Department of Primary Education, Department of Primary Education, Antalya.
Özgen, K., & Alkan, H. (2014). The effects of learning activities corresponding with students’ learning styles on academic success and attitude within the scope of constructivist learning approach: the case of the concepts of function and derivative. Turkish Journal of Computer and Mathematics Education, 5(1), 1-38.
Özkan, Y. (2017). Examining the attitudes oriented towards the teaching profession of science and classroom teachers. Unpublished master's thesis. Akdeniz University, Institute of Educational Sciences, Department of Primary Education, Department of Primary Education, Antalya.
Pektaş, M., & Kamer, S. T. (2011). The attitudes of science teacher trainees for teaching profession. The Journal of Turkish Educational Sciences, 9(4), 829-850.
Recepoğlu, S., & Recepoğlu, E. (2020). Relationship between prospective teachers’ motivation for teaching profession and sense of efficacy. Hacettepe University Journal of Education, 35(4), 799-814.
Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy beliefs instrument. Science Education, 74(6), 625-637.
Şahin, C., & Şahin, S. (2017). Attitudes of teacher candidates towards the teaching profession, their self-efficacy beliefs and their level of knowing the student. The Journal of Turkish Educational Sciences, 15(2), 224-238.
Şenler, B. (2017). Examination of pre-service science teachers’ science teaching selfefficacy beliefs and views about scientific inquiry. Journal of Education Theory and Practical Research, 3(2), 50-59.
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Published
2022-12-15
How to Cite
Çelik, S., & Ergin, İsmet. (2022). The Relationship between Science Teacher Candidates’ Attitudes towards Teaching Profession and Their Self-Efficacy Beliefs towards Teaching Science. Dinamika Ilmu, 22(2), 411-435. https://doi.org/10.21093/di.v22i2.5077
Section
Articles
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