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"Pembelajaran matematika secara konsep akan semakin abstrak di jenjang pendidikan tinggi. Mahasiswa matematika lebih banyak menghadapi penyelesaian soal berupa pembuktian teorema. Tuntutan kognitif yang semakin berat dapat memperbesar peluang untuk mengalami cognitive failure. Penelitian ini dilakukan untuk mengetahui prediktor dari mathematics cognitive failure pada mahasiswa matematika yang secara khusus harus mendalami banyaknya konsep matematika. Pengukuran variabel dilakukan dengan mengkonstruksi Mathematics Cognitive Failure Questionnaire, mengadaptasi Metacognitive Skill Scale, dan menggunakan IPIP-BFM-25 Versi Indonesia. Pengambilan data dilakukan dengan accidental sampling kepada mahasiswa matematika dari 3 universitas terbaik di Indonesia menurut QS World University Ranking 2023. Total responden penelitian yang akan diolah menggunakan uji regresi berganda sejumlah 104 orang mahasiswa matematika dari semester 3, 5, dan 7. Hasil penelitian menunjukkan bahwa extraversion, agreeableness, conscientiousness, neuroticism, dan openness, serta keterampilan metakognitif bersama-sama dapat memprediksi mathematics cognitive failure secara signifikan. Besar sumbangan efektif dari prediktor yang mampu mempengaruhi mathematics cognitive failure pada mahasiswa matematika secara signifikan adalah 21,715% dari kepribadian openness, 16,125% dari keterampilan metakognitif, dan 8,539% dari kepribadian neuroticism. Penelitian ini menunjukkan bahwa semakin tinggi keterbukaan individu dengan hal baru dan kemauan untuk mengawasi pembelajarannya dengan strategi metakognitif, serta meminimalisir gejala dari neuroticism, maka individu akan terhindar dari mathematics cognitive failure.

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The concepts of mathematical learning become increasingly abstract at the higher education level. Mathematics undergraduate students must engage in proving theorems in each problem-solving activity. The cognitive demands will become increasingly severe, thereby increasing the chances of experiencing cognitive failure. This research was conducted to determine the predictors of mathematics cognitive failure in students of mathematics that have to study many mathematical concepts. Variable measurements were carried out by constructing the Mathematics Cognitive Failure Questionnaire, adapting the Metacognitive Skill Scale, and using the Indonesian version of IPIP-BFM-25. Data collection was carried out by accidental sampling among mathematics students from the three best universities in Indonesia based on QS World University Ranking 2023. The total number of research respondents who will be processed using multiple regression tests is 104 mathematics students from 3, 5, and 7 academic semesters. The results of the research show that extraversion, agreeableness, conscientiousness, neuroticism, and openness, as well as metacognitive skills together, can predict mathematics cognitive failure significantly. The effective contribution of predictors that can significantly influence mathematics cognitive failure in mathematics students is 21.715% from openness personality, 16.125% from metacognitive skills, and 8.539% from neuroticism personality. This research shows that the higher an individual's openness to new things and the willingness to monitor their learning with metacognitive strategies, as well as minimizing neurotic behavior, the individual will avoid mathematics cognitive failure."

"Kecurangan akademik adalah fenomena yang terjadi di setiap jenjang pendidikan. Adaptasi teknologi, khususnya internet dalam pendidikan membuka peluang terjadinya kecurangan akademik menggunakan internet. Salah satu faktor yang berperan pada perilaku tersebut adalah trait kepribadian. Penelitian ini bertujuan menguji peran trait openness to experience dan extraversion terhadap kecurangan akademik menggunakan internet. Partisipan penelitian merupakan 118 mahasiswa aktif sarjana berusia 18-25 tahun (M=20,53). Alat ukur yang digunakan pada penelitian ini adalah Internet-Triggered Academic Dishonesty (ITADS), dan HEXACO Personality Inventory. Hasil regresi linear berganda menunjukkan terdapat peran negatif-signifikan trait openness to experience (t= -7,159) dan extraversion (t= -8,659) terhadap kecurangan akademik menggunakan internet (Sig. <0,001< 0,05, F= 112.438). Artinya, semakin tinggi trait openness to experience dan extraversion pada diri mahasiswa, maka semakin rendah perilaku kecurangan akademik menggunakan internet mahasiswa. Penelitian ini diharapkan dapat memberikan pengetahuan terkait peran trait kepribadian terhadap kecurangan akademik menggunakan internet.

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Academic dishonesty is a phenomenon that occurs at every level of education. Adaptation of technology, especially the internet in education, opens up opportunities for academic dishonesty using the internet. One of the factors that plays a role in this behavior is personality traits. This research examines the role of openness to experience and extraversion in academic dishonesty using the internet. The research participants were 118 active undergraduate students aged 18-25 years (M=20,53). The measuring instruments used in this research were Internet-Triggered Academic Dishonesty (ITADS) and the HEXACO Personality Inventory. The results of multiple linear regression show that there is a significant-negative role of the trait openness to experience (t= -7,159) and extraversion (t= -8,659) on academic dishonesty using the internet (Sig. <0,001< 0,05, F= 112.438). This means that the higher the openness to experience and extraversion in undergraduate students, the lower the undergraduate student's academic dishonesty behavior using the internet. This research is expected to provide knowledge regarding the role of personality traits in academic dishonesty using the internet."

"Fleksibilitas kognitif merupakan kemampuan untuk mengalihkan set kognitif untuk beradaptasi terhadap stimulus lingkungan yang berubah. Penting bagi mahasiswa untuk memiliki fleksibilitas kognitif dalam menghadapi perkuliahan dan segala perubahan. Tujuan penelitian ini untuk melihat seberapa besar peran extraversion, openness to experience dan kemampuan metakognisi terhadap fleksibilitas kognitif pada mahasiswa program sarjana (S1). Penelitian ini merupakan penelitian kuantitatif menggunakan alat ukur Cognitive Flexibility Inventory (CFI), Metacognitive Skills Scale (MSS), dan IPIP-BFM-25 untuk mengukur variabel. Penelitian ini dilakukan pada 249 mahasiswa program sarjana di Indonesia (83 laki-laki dan 166 perempuan) berusia 18––25 tahun (M=21, SD=1,4). Hasil penelitian dengan analisis regresi linear berganda adalah extraversion, openness to experience dan kemampuan metakognitif secara simultan dan signifikan berkontribusi secara positif terhadap fleksibilitas kognitif pada mahasiswa program sarjana, Extraversion tidak berkontribusi secara signifikan terhadap fleksibilitas kognitif mahasiswa sedangkan kemampuan metakognitif memiliki peranan yang paling besar dalam memprediksi terjadinya fleksibilitas kognitif. Untuk penelitian selanjutnya diharapkan untuk memperhatikan proporsi demografi partisipan supaya lebih seimbang.

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Cognitive flexibility is defined as the ability to adapt in changing environmental stimulus by switching cognitive sets. For college students, cognitive flexibility would be important to deal with academics in college studies as well as other changes. The purpose of this study is to see how significant are the roles of extraversion, openness to experience, and metacognitive skills towards the cognitive flexibility of undergraduate college students. The study used quantitative approach with Cognitive Flexibility Inventory (CFI), Metacognitive Skills Scale (MSS), and IPIP-BFM-25 to measure the variables. The study was conducted to a group of 249 undergraduate college students in Indonesia (83 males and 166 females) between the ages of 18––25 years old (M=21, SD=1,4). The result of the multiple linear regression had showed that when extraversion, openness to experience, and metacognitive skills are simultaneously regressed, it significantly gives positive contributions towards cognitive flexibility of undergraduate students. However, extraversion by itself did not prove to contribute significantly towards cognitive flexibility of undergraduate college students and on the other hand, metacognitive skills the biggest role in predicting cognitive flexibility among all variables. For the future research, it is recommended to pay attention on the demographic proportion on the participants in order for the research participants to be more balance."

"Papers appearing in this volume are the Invited Talks given at ICIAM 2003, the 5th International Congress of Industrial and Applied Mathematics, held in Sydney over the period July 7 to 11, 2003. The Congress celebrates and describes the contributions of applied mathematics -- as an intellectual creation in its own right, as a foundation stone of technological development, and as an indispensable collaborative partner for other scientific disciplines. These aspects of applied mathematics have held true since the dawn of civilization. They will remain just as important in the new millennium. The authors of these papers are all acknowledged masters of their fields, having been chosen through a rigorous selection process by a distinguished International Program Committee.This volume presents an overview of contemporary applications of mathematics, with the coverage ranging from the rhythms of the nervous system, to optimal transportation, elasto-plasticity, computational drug design, hydrodynamic and meteorological modeling, and valuation in financial markets."

"Abstrak Berbahasa Indonesia/Berbahasa Lain (Selain Bahasa Inggris): Kegagalan kognitif merupakan suatu fenomena yang terjadi dalam kehidupan sehari-hari pada manusia. Kegagalan kognitif merupakan istilah yang mengacu pada segala jenis lapse secara kognitif. Pada mahasiswa, contoh dari fenomena ini adalah salah melihat jadwal kelas, lupa mengumpulkan tugas, dan salah memasuki ruang kelas. Kegagalan kognitif dapat menyebabkan berbagai dampak negatif dalam kehidupan, seperti nilai dan performa akademik yang menurun. Pada mahasiswa, kegagalan kognitif seringkali terjadi karena individu kerap kali terpapar pada situasi yang stressful karena beban akademik dan tahap perkembangan yang dilalui. Penelitian ini bertujuan untuk melihat peran conscientiousness dan kemampuan metakognisi dalam memprediksi kegagalan kognitif pada mahasiswa program sarjana. Partisipan penelitian ini adalah 249 mahasiswa program sarjana berusia 18-25 tahun yang berkuliah di Indonesia. Hasil penelitian ini menunjukkan bahwa conscientiousness dan kemampuan metakognisi secara simultan memiliki kontribusi terhadap kegagalan kognitif sebesar 9,8% (F(2, 246) = 13,399, p < .001, R2 = .098). Ditemukan pula bahwa kemampuan metakognisi memiliki kontribusi yang negatif dan signifikan terhadap kegagalan kognitif (B = -.313, SE = .086, p < .001) dan conscientiousness tidak memiliki kontribusi yang signifikan terhadap kegagalan kognitif. Temuan ini dapat bermanfaat untuk memperkaya literatur terkait kegagalan kognitif, conscientiousness, dan kemampuan metakognisi. Melalui penelitian ini, diharapkan individu dapat meningkat awareness terkait kegagalan kognitif beserta penyebab dan hal yang dapat mengurangi, seperti kemampuan metakognisi, agar dampak buruk dari kegagalan kognitif dapat diminimalisir. Penelitian lebih lanjut diperlukan untuk membuat temuan penelitian yang lebih representatif.

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Cognitive failure is a phenomenon that occurs in everyday life in humans. Cognitive failure is a term that related to all type of cognitive lapses. For students, examples of this phenomenon are looking at the class schedule incorrectly, forgetting to submit assignments, and entering the wrong classroom. Cognitive failure can cause various negative impacts in life, such as decline in academic grades and academic performance. In college students, cognitive failure often occurs because individuals are often exposed to stressful situations due to the academic load and developmental stages they go through. This study aims to look at the role of conscientiousness and metacognition ability in predicting cognitive failure in undergraduate students. The participants in this study were 249 undergraduate students aged 18-25 years studying in Indonesia. The results of this study indicate that conscientiousness and metacognition simultaneously have a significant contribution on cognitive failure by 9.8% (F(2, 246) = 13.399, p <.001, R2 = .098). It was also found that metacognitive ability had a negative and significant contribution on cognitive failure (B = -.313, SE = .086, p < .001) and conscientiousness did not have a significant contribution on cognitive failure. These findings can be useful to enrich the literature related to cognitive failure, conscientiousness, and metacognitive abilities. Through this research, it is hoped that individuals can increase awareness regarding cognitive failure and its causes and things that can reduce it, such as metacognition abilities, so that the negative effects of cognitive failure can be minimized. More research is needed to make the research findings more representative."

"Penelitian ini dilakukan untuk melihat gambaran mengenai hubungan antara openness to experience personality trait dan creative self-efficacy CSE pada mahasiswa jurusan musik. Pengukuran openess to experience personality trait menggunakan IPIP NEO-PI-R yang telah diadaptasi oleh Johnson 2014 dan pengukuran CSE menggunakan alat ukur Revised Model of Creative Thinking Self-Efficacy CTSE II and Creative Performance Self-Efficacy CPSE II inventories Abbott, 2010 yang telah diadaptasi oleh Anastiani 2014 . Partisipan pada penelitan ini berjumlah 58 mahasiswa jurusan musik. Dari analisis yang telah dilakukan dengan teknik statistik Pearson Correlation, ditemukan bahwa terdapat hubungan yang signifikan antara openess to experience personality trait dengan kedua dimensi CSE, yaitu CTSE r = 0,632; p = 0,000, signifikan pada L.o.S 0,000 dan CPSE r = 0,468; p = 0,000, signifikan pada L.o.S 0,000 . Hasil ini mengartikan bahwa semakin tiggi keterbukaan mahasiswa jurusan musik terhadap pengalaman, semakin tinggi pula CSE mereka. Berdasarkan hasil penelitian disarankan bagi perguruan tinggi jurusan musik untuk semakin mengembangkan metode pembelajaran yang selaras dengan karakteristik openess to experience personality trait dalam upaya meningkatkan CSE mahasiswanya. Penelitian selanjutnya disarankan untuk memperbanyak jumlah partisipan yang melibatkan perguruan tinggi jurusan musik di seluruh Indonesia, dengan tujuan untuk mendapatkan hasil yang lebih representatif.

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This research was conducted to find the correlation between openness to experience personality trait and creative self efficacy CSE among college students who are taking the major of music. Openness to experience personality trait was measured using IPIP NEO PI R adapted by Johnson 2014 and CSE was measured using Revised Model of Creative Thinking Self Efficacy CTSE II and Creative Performance Self Efficacy CPSE II inventories Abbott, 2010 adapted by Anastiani 2014 . Participants of this research were 58 music college students. Based on the conducted analysis using Pearson Correlation statistic technique, this research showed that openness to experience personality trait correlates significantly with both CSE dimensions, CTSE r 0.632 p 0.000, significant at L.o.S 0.000 and CPSE r 0.468 p 0.000, significant at L.o.S 0.000 . This results explained that students with higher openness to experience will have higher CSE. Based on the research result, it suggests that college of music majors to develop more learning method that at the same time corresponds to characteristic of opennes to experience personality trait in terms of improving students CSE. It is suggested for future research to increase number of participants that involve college arround Indonesia, in terms to obtain more representative results."

"Dalam kehidupan akademis sehari-hari, tidak jarang mahasiswa melakukan kesalahan yang pada situasi biasanya tidak akan terjadi. Sebagai contoh, mahasiswa lupa untuk melampirkan berkas tugas saat hendak mengumpulkan tugas. Kejadian semacam ini dapat terjadi karena adanya kegagalan kognitif. Kegagalan kognitif merupakan kesalahan yang terjadi pada tugas yang biasanya dapat dilakukan tanpa kendala. Penelitian ini ingin melihat peran kemampuan metakognitif dan fleksibilitas kognitif terhadap kegagalan kognitif pada mahasiswa program sarjana di Indonesia. Partisipan penelitian ini sebanyak 249 mahasiswa program sarjana di Indonesia dengan usia dari rentang 18—25 tahun. Kegagalan kognitif diukur dengan alat ukur Cognitive Failures Questionnaire (CFQ) (Broadbent et al., 1982). Kemampuan metakognitif diukur dengan Metacoginitive Skills Scale (MSS) (Alt?ndag? dan Senemog?lu, 2013) dan fleksibilitas kognitif diukur dengan The Cognitive Flexibility Inventory (CFI) (Dennis & Vander Wal, 2010). Data penelitian dianalisis menggunakan teknik statistik multiple regression atau regresi linier berganda. Hasil penelitian menunjukkan bahwa kemampuan metakognitif dan fleksibilitias kognitif secara simultan berperan signifikan terhadap kegagalan kognitif pada mahasiswa (F(2, 246) = 32.435, p < 0.001, R2 = .209). Kemampuan metakognitif (? = -0.385, p < 0.001) lebih berpengaruh terhadap kegagalan kognitif dibandingkan dengan fleksibilitas kognitif (? = 0.362, p < 0.001).

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In everyday academic life, it is not uncommon for students to make mistakes that normally would not occur. For example, students forget to attach file assignments when they want to submit the assignments. This kind of incident can occur due to cognitive failure. Cognitive failures are errors that occur in tasks that could normally be performed without constraint. This research wants to see the role of metacognitive skills and cognitive flexibility on cognitive failure in undergraduate students in Indonesia. The participants of this study were 249 undergraduate students in Indonesia with ages ranging from 18--25 years. Cognitive failure was measured using the Cognitive Failures Questionnaire (CFQ) (Broadbent et al., 1982). Metacognitive abilities were measured with the Metacognitive Skills Scale (MSS) (Alt?nda? & Senemo?lu, 2013) and cognitive flexibility were measured with The Cognitive Flexibility Inventory (CFI) (Dennis & Vander Wal, 2010). Research data were analyzed using multiple regression statistical techniques. The results showed that metacognitive skills and cognitive flexibility simultaneously and significantly contributed to cognitive failure in undergraduate students (F(2, 246) = 32.435, p <0.001, R2 = .209). Metacognitive skills (? = -0.385, p < 0.001) has a greater role in predicting cognitive failure than cognitive flexibility (? = 0.362, p < 0.001).

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"Bunuh diri merupakan salah satu penyebab kematian tertinggi di dunia, khususnya di kalangan dewasa muda. Bunuh diri biasanya didahului oleh ide bunuh diri yang dipicu oleh distres psikologis. Salah satu faktor yang berperan kuat untuk merespon distres psikologis dengan mengembangkan ide bunuh diri adalah trait kepribadian. Penelitian ini bertujuan untuk melihat hubungan antara trait kepribadian dengan ide bunuh diri pada mahasiswa. Partisipan penelitian ini adalah mahasiswa berjumlah 411 orang yang berasal dari berbagai perguruan tinggi di Indonesia dan berusia 18-25 tahun. Pengukuran variabel ide bunuh diri dalam penelitian ini menggunakan skala Depressive Symptom Index – Suicidal Scale (DSI-SS), sedangkan pengukuran variabel trait kepribadian dilakukan dengan menggunakan skala International Personality Item Pool – Big Five Markers 25 item (IPIP-BFM-25). Dimensi kepribadian yang digunakan dalam instruman IPIP-BFM-25 adalah extraversion, agreeableness, conscientiousness, emotional stability, dan intellect. Hasil penelitian menunjukkan bahwa trait kepribadian emotional stability memiliki korelasi yang negatif secara signifikan dengan ide bunuh diri pada mahasiswa. Selain itu, ide bunuh diri tidak berkorelasi secara signfikan dengan trait kepribadian extraversion, agreeableness, conscientiousness, maupun intellect.

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Suicide is one of the leading causes of death in the world, especially among emerging adults. Suicide is usually preceded by suicidal ideation triggered by psychological distress. One of the factors that play a strong role in responding to psychological distress by developing suicidal ideation is personality traits. This study examines the correlation between personality traits and suicidal ideation among college students. The participants of this study are 411 students from various universities in Indonesia and aged around 18-25 years. The measurement of the suicide ideation variable in this study is conducted with the Depressive Symptom Index – Suicidal Scale (DSI-SS) scale, while the personality trait variable was measured using the International Personality Item Pool – Big Five Markers with 25 item scale (IPIP-BFM-25). The personality dimensions included in the IPIP-BFM-25 instrument are extraversion, agreeableness, conscientiousness, emotional stability, and intellect. The result shows that the emotional stability personality trait had a significant negative correlation with suicidal ideation among college students. In addition, suicidal ideation is not significantly correlated with extraversion, agreeableness, conscientiousness, and intellect personality traits."

"This volume contains the invited contributions from talks delivered in the Fall 2011 series of the Seminar on Mathematical Sciences and Applications 2011 at Virginia State University. Contributors to this volume, who are leading researchers in their fields, present their work in a way to generate genuine interdisciplinary interaction. Thus all articles therein are selective, self-contained, and are pedagogically exposed and help to foster student interest in science, technology, engineering and mathematics and to stimulate graduate and undergraduate research and collaboration between researchers in different areas. "