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The game of futsal requires physical and motor abilities in order to perform it, as these abilities play a fundamental role in making the player have a wonderful physical level and be able to implement the skill aspect of futsal football, especially the scoring skill, which is the subject of the study. The importance of the research lies in arriving at knowledge of the percentage The contribution of some physical and motor abilities to the performance of the scoring skill in indoor soccer, in order to reach final scientific results that serve researchers, coaches, and players alike. The research aims to identify the most important physical and motor abilities of young players in futsal football, and to identify the percentage of contribution of some physical and motor abilities in terms of the performance of the scoring skill in futsal football for young players. Tests were conducted on (260) players from the youth and sports forums in Baghdad Governorate for the sports season. 2023-2024 AD. Four tests were used to measure explosive power, speed of response, agility and flexibility, in addition to the scoring skill in futsal. After processing the data, it was concluded that there is a contribution percentage for the test (vertical jump from stability) as one of the indicators of physical and motor abilities along with the scoring skill. In futsal, there was a percentage of contribution to the tests (vertical jump from stability and Nelson for transitional motor response) as one of the indicators of physical and motor abilities with the skill of scoring in futsal, by (2.3%), and there was a percentage of contribution to the tests (vertical jump from... Stability and Nelson for the transitional motor response and Semo for agility) as one of the indicators of physical and motor abilities, with scoring skill in futsal amounting to (9.3%) , and a contribution percentage for the two tests (vertical jump from stability and Nelson for the transitional motor response and Semo for agility, sitting and arm extension) as one of the ability indicators. Physical and motor skills with scoring skills in futsal reached (9.4%).

The aim of this research is to find out: is there an indirect influence of positive thinking abilities on students' mathematics learning achievement through student learning independence. This research is correlational research using quantitative survey methods. The research subjects were 80 students at Al Minhaj High School. This survey research is quantitative research using structured/systematic questions, then all answers obtained by researchers are recorded, processed and analyzed as well as physic scores from student report cards. Data analysis uses path analysis. The independent variable in this research is physic learning achievement, while the dependent variable is the ability to think positively and learning independence. In the description of this research data, the results of the research from the data obtained include the highest score, lowest score, mean, mode, median, range/variance, and standard deviation/standard deviation. In processing the data obtained, the researcher carried out processing with the help of Microsoft Excel 2019 and SPSS 26 applications. Before the data was analyzed, a requirements test was first carried out, namely a normality test using the Liliefors test from Kosmogorov – Smirnov and a regression significance test using analysis of variance (ANAVA). From the results of normality testing for the independent variable positive thinking ability, a significance value of p = 0.922 > 0.05 was obtained; and the independent variable learning independence obtained a significance value of p = 0.652 > 0.05; while for the dependent variable physic learning achievement, the significance value was p = 0.783 > 0.05, so it can be concluded that the three samples have a normal distribution. Testing the linearity of the relationship between the positive thinking ability variable and the physic learning achievement variable obtained a significance value of p = 0.670 > 0.05; The relationship between independent learning and physic learning achievement obtained a significance value of p = 0.789 > 0.05; Meanwhile, the relationship between positive thinking ability and independence in learning physic has a significance value of p = 0.132 > 0.05, so it can be concluded that the regression model is linear, meaning that there is a linear relationship between the three variables. Hypothesis testing was carried out using path analysis, then calculating the significance of the correlation using the Student's t-test. The results of the path coefficient calculation show that t-count = 2.234 > ttable = 1.980 and the p-value (significant column) is 0.327, which means > 0.05, thus it can be concluded that there is a significant direct influence of positive thinking ability on physic learning achievement; tcount = 2.144 > ttable = 1.980 and the p-value (significant column) is 0.314, which means > 0.05, thus it can be concluded that there is a significant direct influence of learning independence on physic learning achievement; tcount = 11.832 > ttable = 1.980 and the p-value (significant column) is 0.796, which means > 0.05, thus it can be concluded that there is a significant direct influence of positive thinking ability on student learning independence.

This research aims to analyze the types of evaluative speech acts in critical response texts in the Indonesian Middle School Class IX 2013 Curriculum book. The focus of this study is the five response texts contained in the presentation of material in the Indonesian Middle School Class IX 2013 Curriculum book on page 89, 90 to 92nd, 99th to 100th, 101st to 105th, and 107th to 113th. Read-carefully and note-taking techniques are the data collection techniques in this research. Meanwhile, the method used to approach this article is a qualitative descriptive and pragmatic approach. Data analysis processing in this research uses the method of matching. The results of the study include types of evaluative speech acts including, the first, Evaluative Speech Acts of Praising, the second, Evaluative Speech Acts of Criticism, the third, Evaluative Speech Acts of Praise, the fourth, Evaluative Speech Acts of Blaming, and the fifth, Evaluative Speech Acts of Correcting. Based on the analysis that has been carried out, it was found that there were 17 speech acts of praising, 7 speech acts of praise, 4 speech acts of criticism, 2 speech acts of blaming, and 1 speech act of correcting. The most widely used speech act is the speech act of praise.

Algorithms are at the core of computer science and play an important role in computer programming. Programming aims to tell the computer to perform certain functions. Computer instructions provide a set of instructions written in a language that the computer can understand. Programming algorithms consist of various detailed sequential steps aimed at solving various computer programming problems. A computer is an electronic device capable of receiving, processing, storing and creating information. In general, a computer is a machine that is used to perform various tasks, such as data processing, calculations, storing information, and executing predefined programs. Computers are divided into two parts, namely hardware and software which work together to support various types of computers and applications. Some applications of algorithms in computer science learning are data compression algorithms, binary search algorithms, linear search algorithms, repetition algorithms and hashing algorithms. When writing and creating an algorithm, you don't really focus on the programming language, so there are lots of algorithms used in programming. The purpose of this scientific work is to find out how important it is to apply programming algorithms in computer science learning. In order to achieve this goal, a literature study research method was carried out.