培养同情心:评估虚拟小组指导和示范技术对提高学生慈善热情的影响

Zhila Jannati, Abdullah Idi, Dian Erlina
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引用次数: 0

摘要

本研究旨在从投入、产出和实施过程三个方面,分析利用建模技术进行虚拟小组指导对提高学生布施兴趣的有效性。采用的研究方法是混合方法,即嵌入式设计。本研究采用目的取样法,涉及 X 班学生,即实验组和对照组各 10 名学生。研究人员使用了施舍兴趣心理量表、访谈、观察和记录等研究工具。研究结果发现:1)使用建模技术的虚拟小组指导被证明在投入和产出方面能有效提高学生的布施兴趣。这是基于实验组的前测成绩,即 165 人(61.34%)为差生。同时,实验组的后测平均分为 213.9 分(79.81%),处于中等水平。根据配对抽样 T 检验的结果,Sig(双尾)值为 0.002(0.002 0.05)。因此,可以证明在施用治疗前后进行比较有显著差异。独立抽样 T 检验也显示,sig(双尾)值为 0.008,其中 0.008 0.05,因此可以说实验组与对照组在布施的平均兴趣方面存在差异;以及 2) 在实施过程中,虚拟小组指导与建模技术被证明能有效提高学生的布施兴趣,这一点可以从沟通、资源、处置和官僚结构等方面看出,这些方面都属于较高类别。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultivating Compassion: Assessing the Impact of Virtual Group Guidance and Modeling Techniques on Heightening Students' Charity Enthusiasm
This research aims to analyze the effectiveness of virtual group guidance using modeling techniques to increase students' interest in giving alms in terms of input, output and implementation process. The research method used is mixed methods, namely embedded design. This research involved class X students using purposive sampling, namely ten students for the experimental group and the control group. Researchers used research instruments on the psychological scale of interest in giving alms, interviews, observation and documentation. The research results found that 1) virtual group guidance using modeling techniques was proven to be effective in increasing students' interest in giving alms in terms of input and output. This is based on the pre-test score obtained in the experimental group, namely 165 (61.34%) in the poor category. Meanwhile, the average post-test score was 213.9 (79.81%) in the medium category. The sig (2-tailed) value obtained is 0.002 where 0.002 0.05 from the results of the Paired Sampled T-Test. So, it is proven that there is a significant difference when compared before and after the treatment is applied. The Independent Sampled T-Test also shows that the sig (2-tailed) value is 0.008 where 0.008 0.05 so it can be said that the experimental group is different from the control group regarding their average interest in giving alms; and 2) virtual group guidance with modeling techniques has proven to be effective in increasing students' interest in giving alms in terms of the implementation process which can be seen from the aspects of communication, resources, disposition and bureaucratic structure, all of which are in the high category.
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