Why is didactic transposition in disaster education needed by prospective elementary school teachers?

Disaster risk reduction is a significant focus on sustainable development. One way to reduce disaster risk is through disaster education. Through disaster education, disaster knowledge and disaster mitigation knowledge will be obtained. This research is a preliminary study of didactic transposition in disaster education. The method used in this study is the SLR approach and bibliometric analysis. The research findings indicate four forms of connectedness, classified based on the main keyword, disaster knowledge. The four linkages are described as (a) co-occurrence network analysis; (b) word cloud analysis; (c) word tree maps analysis; and (d) network visualization analysis. Subsequently, the findings of the four connectedness are grouped into four clusters. The first cluster is disaster risk reduction, the second cluster is knowledge, the third cluster is disaster mitigation, and the fourth cluster is disaster knowledge. The four connectedness and four clusters will be used as recommendations for future research on the design and development of didactic transpositions in disaster education for prospective elementary school teachers.

The differential item functioning (DIF) testing for the WOCC (Ways of Coping Checklist) instrument based on gender.

This study examined the Item Response Theory (IRT) method with statistical analysis to determine Differential Item Functioning (DIF) between men and women on the Ways of Coping Checklist (WOCC) Instruments revised by Vitaliano, Russo, Carr, Mauiro, and Becker (1985). Furthermore, it utilized primary data from 722 respondents with educational backgrounds ranging from senior high school, diplomas, and doctorates. The software packages QUEST, BILOG-MG, LISREL, and ITEMAN were used for analysis to address the concerns. Meanwhile, several items on the WOCC instrument indicated the presence of the DIF based on the calculation results using the IRT method with the QUEST and BILOG-MG software. According to the overall calculation for 1 PL and 2 PL using both tools, 8 items containing the DIF are distributed over the dimensions of problem solving, seeking social support, blaming self, and wishful thinking.

The role of career decision self-efficacy as a mediator of peer support on students' career adaptability.

This study aims to determine the role of career decision self-efficacy (CDSE) as a mediator of the relationship between peer support and career adaptability among college students. Furthermore, students are in a realistic period of career development, but in reality, the level of adaptability is still low because the knowledge and career guidance in Indonesia only start at the college level, or at least high school. This condition makes recent graduates experience confusion in determining careers, thereby affecting their ability to adapt. One of the most influential external factors of career adaptability is peer support, where students spend more time with friends and provide information, career suggestions, emotional support, and being role models to each other. CDSE was selected as a moderator because career adaptability can be enhanced through self-efficacy sources. The participants used were final-year college students in Indonesia (N = 538). Data was then collected using convenience sampling techniques. The instruments used in this study include Career Adapt-Abilities Scale, Career-Related Peer Support, and Career Decision Self-Efficacy-Short Form. The results showed that CDSE fully mediated peer support on adaptability (c = 0.247; p < .001). Furthermore, peer support as an external factor is inadequate to enhance career adaptability. This indicates that internal factors are needed to help students adapt to changes in the working world and career choices. Students who only obtain social support from campus friends regarding career cannot adapt when they lack the confidence to make decisions with the information and knowledge provided.

Psychological Well-Being of Prospective Counselors from the Faith-Based Educational Institution in the COVID-19 Outbreak.

This study aims to analyze the Psychological Well-Being among prospective counselors from the Faith-Based Educational Institution during the COVID-19 pandemic. The approach of this study was quantitative with a descriptive method. The Psychological Well-Being among prospective counselors is at a high classification level, namely 84%. The components of Psychological Well-Being that are above the total average score are Positive Relationship with Other People and components of Self-Growth.

Burnout and resilience during the COVID-19 outbreak: differences between male and female students.

This research aims to determine the burnout levels of male and female students on the three subscales of Exhaustion (EX), Cynicism (CY), and Professional Efficacy (PE) and their resilience during the COVID-19 pandemic. This is a non-experimental quantitative, descriptive, and cross-sectional research conducted on students of Riau University. The snowball sampling method was used to obtain data from 131 students consisting of 69 female and 62 male through the distribution of an online questionnaire and analyzed using the independent sample t-test and Pearson Product Moment Correlation. The data distribution showed that burnout on the PE, EX, CY, and resilience is in the high, moderate, and low categories, respectively. The data analysis showed that the burnout variable for the PE and EX indicators in female was higher than for men. Meanwhile, male's CY and resilience indicators were higher than female. This indicates significant differences in burnout and resilience between male and female during the pandemic. The results also showed that there is no correlation between PE and resilience as well as CY and resilience, while EX and resilience show a correlation. This finding shows the psychological condition of students in using distance learning during the pandemic. There is a need for strategies to be implemented to reduce the impact of the pandemic on students for better mental health.