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The study was conducted at Middle Technical University (College of Health & Medical Techniques, Baghdad) from 29Th October 2024 to 15Th January 2025, enrolling 148 students aged 20–24 years (47.3%), 25–29 years (41.9%), 30–39 years (9.5%), and over 40 years (1.4%), Participants completed a structured questionnaire to assess attitudes toward drug abuse. Regarding protective attitudes, 66.2% agreed that educational programs aid prevention, 68.9% viewed better education as protective, 58.8% cited close family ties, and 72.2% recommended avoiding friends who use drugs, Departmental analysis showed the highest proportion of ―good knowledge in Anesthesia Techniques (95.3%) and the lowest in Physical Therapy Techniques (80.2%) While overall awareness of drug abuse is high among health and medical students, misconceptions regarding its symptoms and effects persist. Targeted educational interventions—especially within departments showing lower knowledge—and reinforcement of accurate prevention and treatment strategies are recommended to strengthen students’ competencies in addressing drug abuse.

Background: Diabetes mellitus is a chronic metabolic disorder caused by inadequate insulin action. Poor disease control can lead to complications such as neuropathy, commonly marked by tingling or sensory loss. Effective prevention requires structured management through the five pillars of diabetes care. This case study describes the application of these pillars in a patient with hyperglycemia. Case: A 58-year-old male with diabetes mellitus presented with reduced sensation in the feet, abdominal discomfort, and consistently elevated blood glucose levels. The patient had limited disease knowledge and misconceptions related to diabetes self-management. Intervention: Education on the five pillars of diabetes was provided using a structured approach consisting of three self-care pillars and two collaborative pillars. Leaflet-based educational materials developed by the author were used to facilitate understanding for both the patient and family. Results: Following the intervention, the patient demonstrated increased knowledge, awareness, and improved ability to manage hyperglycemia. The family also showed enhanced understanding and support for diabetes care. Conclusion: Nurse-led education using the five pillars of diabetes effectively improves knowledge, awareness, and self-management abilities in individuals with diabetes mellitus, contributing to better glycemic control and prevention of complications.

Verbal abuse in early childhood represents a form of non-physical violence that has serious implications for children's socio-emotional, cognitive, and psychological development. This issue continues to escalate alongside the declining quality of parenting experiences and weakened social control within communities, where verbal aggression is often perceived as an acceptable disciplinary practice. This study aims to identify and analyze the relationship between parenting experiences and community social control with the occurrence of verbal abuse through a Systematic Literature Review (SLR) approach. Data were collected from reputable journal articles published between 2020–2025 using inclusion–exclusion criteria and content analysis techniques. The findings reveal that authoritarian parenting, emotional stress, a history of violence, and misconceptions about discipline serve as primary triggers of verbal abuse. In contrast, social environments characterized by strong social bonds, collective anti-violence norms, and active community participation have been shown to effectively reduce the occurrence of verbal abuse within families. This study concludes that verbal abuse is an interactive phenomenon shaped by parenting factors and social structures; therefore, prevention requires a family-based educational approach in conjunction with strengthening community roles through Pendidikan Non Formal.

This study aims to analyze the reflection table in the book Wonderful Insight English class VII published by Erlangga in 2023 based on the perspective of Wilhelm Wundt's structuralism psychology. The reflection table contains five main statements, namely Now I know about, I wonder about, It is confirmed that, My misconception so far was that, and I have learnt about, which are designed to help students evaluate their learning experiences. The research uses a descriptive qualitative method with a document analysis approach, and utilizes the concept of introspection and elements of consciousness in Wundt's theory of structuralism. The results of the analysis showed that each statement of reflection represented a different stage of consciousness. Now I know about marking the emergence of new knowledge, I wonder about reflecting curiosity and further thinking process, It is confirmed that it shows the strengthening of the understanding that has been had, My misconception so far was that it reveals awareness of misconceptions, while I have learnt about affirming the final result of learning. These findings confirm that the reflection table in the book has facilitated the process of student introspection, while strengthening learning awareness in line with the principles of structuralism psychology Wilhelm Wundt. Thus, reflection is an important instrument in building students' cognitive awareness in 21st century learning.

Presently, several micro, little, and medium firms (MSMEs) encounter more intricate difficulties in financial management, particularly concerning efficient capital planning and allocation.  Numerous business proprietors continue to struggle with the effective management of financial resources due to insufficient financial knowledge regarding principles, a lack of confidence in resource management, an unsupportive financial attitude, or reliance on misconceptions about finance.  This study aims to examine the impact of financial knowledge, financial self-efficacy, and financial attitude on the capital budgeting decisions of micro, small, and medium enterprises (MSMEs) in Bandar Lampung.  This research employs a quantitative methodology with primary data gathered from 401 respondents chosen via purposive sampling.  Prior to the analysis of the data utilizing multiple linear regression with SPSS software, it underwent testing for validity, reliability, and classical assumptions.  The findings indicated that financial knowledge, financial self-efficacy, and financial attitude exerted a positive and significant impact on capital budgeting decisions, both individually and collectively.  The results affirm that the Theory of Planned Behavior is crucial in elucidating how knowledge, beliefs, and attitudes underpin rational, strategic, and sustainable decision-making for micro, small, and medium enterprises (MSMEs).

This study investigates the algebraic reasoning processes of university students when expanding mathematical expressions in the context of nonroutine problem-solving. The research adopts a qualitative approach to explore how students interpret algebraic structures, apply symbolic transformations, and construct logical explanations while working through unfamiliar tasks. Data were collected through written tests, task-based interviews, and detailed analysis of students’ solution strategies. The findings reveal significant variation in students’ ability to generalize patterns, recognize structural relationships, and justify algebraic procedures. Students with strong conceptual understanding demonstrated flexible reasoning, coherent explanations, and appropriate use of algebraic properties. In contrast, students who relied heavily on procedural rules often struggled with symbolic manipulation, produced fragmented reasoning, and exhibited misconceptions related to variables and distributive operations. These results highlight the importance of fostering conceptual understanding, metacognitive awareness, and reasoning-oriented instruction in university mathematics. The study provides insights for educators seeking to design learning environments that promote deeper algebraic thinking and enhance students’ ability to solve complex, nonroutine problems.

This study is a literature review aimed at examining in depth the concepts, characteristics, learning difficulties, and applications of quadratic functions in secondary mathematics education. The research employs a qualitative approach by analyzing ten articles published between 2019 and 2025 from both national and international journals. The findings indicate that the quadratic function is a fundamental topic in the mathematics curriculum, playing a crucial role in developing higher-order mathematical thinking skills such as analysis, synthesis, and problem-solving. It also serves as a foundation for understanding more advanced topics such as calculus, analytic geometry, and optimization. However, various studies have found that students continue to face significant learning difficulties, including misconceptions related to the shape of the parabola graph, understanding the discriminant value, and connecting algebraic forms to real-world contexts. To address these issues, research suggests that technology-assisted learning—particularly through interactive software such as GeoGebra—has proven effective in enhancing conceptual understanding, motivation, and student engagement. Therefore, this review highlights the importance of strengthening conceptual understanding, applying contextual learning approaches, and integrating digital technology as innovative strategies for teaching quadratic functions at the secondary education level.

Background: Colostrum is the first natural food for newborns, containing essential nutrients and antibodies that protect against infection. Health education for pregnant women in their third trimester is crucial to enhance their knowledge and practices regarding colostrum provision. Despite the global decline in neonatal mortality, the rate remains high, partly due to limited access and low quality of neonatal care. In Indonesia, particularly in Semarang, although exclusive breastfeeding coverage has improved, many mothers still lack understanding of colostrum’s importance and remain influenced by misconceptions. Preliminary studies revealed insufficient knowledge among pregnant women about colostrum. Method: This study applied a quasi-experimental method with a pretest-posttest design and a control group. The intervention group received health education, while the control group did not. Results: Before intervention, most respondents in both groups had poor knowledge. After the intervention, knowledge in the intervention group increased significantly, with 88.8% reaching a good category, while the control group showed no significant change. Furthermore, 94.4% of mothers in the intervention group gave colostrum, compared with only 33.3% in the control group. Conclusion: Health education is an effective strategy to increase maternal knowledge and encourage colostrum practice, dispelling myths and promoting better neonatal outcomes.

Iron deficiency anemia is a significant public health problem in pregnant women, because it can cause maternal and fetal complications. Compliance with iron tablet consumption is often low due to limited knowledge, side effects, and cultural misconceptions. Leaflet-based education is a low-cost intervention that has the potential to improve understanding and compliance. This study aims to analyze the effect of leaflet education on the adherence of iron tablet consumption in pregnant women at the Pujon Health Center, Batu. The research design used a quasi-experiment with a pretest-posttest control group design. A total of 40 pregnant women were divided into an intervention group (n = 20) that received leaflet education and a control group (n = 20) that received standard counseling. Compliance was measured over four weeks through self-consumption records and tablet count calculations, while knowledge was assessed with a structured questionnaire. Data analysis used the Chi-square test with a significance level of p < 0.05. Results showed a significant improvement in adherence in the intervention group, with 70% of pregnant women complying compared to 15% in the control group (p = 0.001). Leaflet education also increased knowledge scores and consistency of iron tablet consumption. The conclusion of this study confirms that leaflet education is effective in increasing iron supplementation adherence, so it is recommended to be integrated into routine antenatal services to prevent anemia and support maternal and fetal health.

This research is motivated by the importance of understanding the niqab (face veil) as a religious symbol and an identity marker for Muslim women, which continues to spark public debate in Indonesia. The niqab is often viewed from various perspectives—religious, cultural, social, and political—making it a controversial topic. These differing viewpoints highlight the need for a deeper exploration of the meaning and practice of wearing the niqab, especially within Islamic higher education institutions. The study aims to examine both the normative and sociological aspects of niqab use among female students at Ma’had Al-Birr, Muhammadiyah University (Unismuh) Makassar. This institution is known for having a significant number of students who wear the niqab, each with different backgrounds and motivations, ranging from theological beliefs to personal convictions and environmental influences. The research employs a descriptive qualitative method with a field-based approach. It combines normative Islamic theological perspectives with sociological analysis, using data collection techniques such as observation, in-depth interviews, and documentation. The findings reveal that students perceive the niqab not merely as a religious obligation to cover one's aurat (parts of the body that should be concealed), but also as a symbol of piety, honor, obedience, and personal ijtihad (independent reasoning) in practicing Islamic teachings. An inclusive campus environment supports these students in engaging freely in both academic and social activities. However, challenges still arise, particularly in the form of stereotypes and perceptions of exclusivity that some individuals associate with niqab wearers. These misconceptions underscore the importance of cross-perspective understanding in addressing this phenomenon. This study is expected to contribute to the development of campus policies that support freedom of expression, uphold mutual respect, and promote a more inclusive, open, and tolerant atmosphere within Islamic higher education institutions—one that embraces the diversity of religious practices and encourages respectful coexistence.

This study aims to examine the effectiveness of using animated video media in improving elementary school students’ understanding of the material of changes in the form of objects, which includes the process of melting, freezing, evaporating, condensing, and sublimating. The material is often difficult for students to understand because it is abstract and cannot always be observed directly. This research uses a qualitative method with a library research approach, where data is collected and analyzed from various reliable sources such as accredited scientific journal articles, books, and previous research results. The analysis technique used refers to the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawing. The results of the study show that the animated video media can improve students’ cognitive understanding through visualization of complex processes, strengthen information retention, and reduce common misconceptions. In addition, this media is also proven to increase students’ motivation, interest in learning, and participation in learning. The effectiveness of animated videos is greatly influenced by the quality of visual design, narration, appropriate duration, and their integration in learning activities such as discussions or experiments. Despite challenges such as limited facilities and teacher training needs, strategic solutions can be implemented to optimize the use of this media. Thus, animated videos can be an innovative and relevant strategic alternative in science learning in elementary schools, especially in conveying abstract concepts in a concrete and fun way.

Students' understanding of the concept of motion of objects on inclined planes still shows obstacles, especially when applied in real practice. This study aims to see the extent to which students understand the concept through simple experiments and questionnaires. The main focus of the study was on the results of the practicum, where the block slid faster on a smooth plane (an average of 1.25 seconds) than on a rough plane (an average of 1.61 seconds). This time difference reflects the effect of friction on the motion of objects, but some students were unable to explain the difference correctly. This indicates that there are still misconceptions in understanding the concepts of force and motion. Meanwhile, the results of the questionnaire only reinforced that most students felt the need for direct practice to understand this material. Thus, a practice-based learning approach is very important to strengthen students' conceptual understanding in Basic Physics courses.  

This study aims to analyze the misconceptions in students in SMAN 1 Kota Serang on the material of Torque and Rotation. The research tested was a two-tier based question, consisting of 13 multiple choice questions with five answer options and one supporting reason for each answer. Data collection was carried out through Google Form media and distributed to 36 students of class XI IPA 9. The data obtained were students understood 13.9%, partially understood 11.1%, misunderstanding 22.2%, specific misunderstanding 33.3%, and did not understand 19.5%. This test is based on the result was tested there were students' misconceptions, namely the moment of force 5.55%, the relationship between force and moment of force 25%, the position of force to the axis 75%, the equation of rotation and GLBB 41.66%, Linear kinetic energy from frequency and radius 69.44%, The relationship between centripetal acceleration and radius 80.55%, and the kinetic energy of rolling objects 63.88%. The results of this test are analyzed into which parts of the students experience misconceptions, with these findings expected to be used as a basis for designing targeted learning interventions.

This study aims to describe students' difficulties in translating word problems into mathematical models in algebra material. Using a qualitative approach, the subjects were seventh-grade students at SMP Negeri 2 Tasikmalaya in the 2024/2025 academic year. Data were collected through questionnaires, interviews, and documentation. The results show that students struggled to understand the meaning of word problems and convert them into correct equations. Common errors included misconceptions about algebraic symbols, such as treating variables as fixed numbers and misusing the equal sign. In addition, students had difficulty identifying essential information needed to construct a mathematical model. Learning activities that focused only on procedural calculations further contributed to these challenges. This study recommends the use of more contextual and meaningful learning approaches, such as Problem-Based Learning and Realistic Mathematics Education, to help students better understand the relationships within problems and accurately express them through appropriate mathematical representations..    Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam menerjemahkan soal cerita ke dalam model matematika pada materi aljabar. Dengan pendekatan kualitatif, subjek penelitian adalah siswa kelas VII SMP Negeri 2 Tasikmalaya tahun ajaran 2024/2025. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami makna soal cerita dan menyusunnya menjadi persamaan yang tepat. Kesalahan yang muncul meliputi pemahaman yang keliru terhadap simbol aljabar, seperti menganggap variabel sebagai angka tetap dan tidak tepat menggunakan tanda sama dengan. Selain itu, siswa juga tampak kesulitan menentukan informasi penting yang diperlukan untuk membangun model matematika. Pembelajaran yang hanya berfokus pada prosedur perhitungan turut memperkuat kesulitan ini. Penelitian ini merekomendasikan penggunaan pendekatan pembelajaran yang lebih kontekstual dan bermakna, seperti Problem-Based Learning dan Realistic Mathematics Education, agar siswa dapat lebih memahami hubungan antar informasi dalam soal dan menyusunnya dalam bentuk model yang benar.

This study explores the role of Islamic accounting in advancing the Sustainable Development Goals (SDGs) in Indonesia using a qualitative approach. Data were collected through in-depth interviews with 15 informants—academics, regulators, and practitioners—and analyzed using NVivo software. The findings highlight three critical themes: (1) maqasid al-shariah principles are embedded in regulation but constrained by dual regulatory authority, identified 28 times in the coding; (2) Islamic financial inclusion is expanding through profit-sharing contracts, yet low financial literacy emerged 35 times as the most dominant barrier; and (3) the dual financial system fosters innovation but is hindered by public misconceptions (12) and regulatory overlaps (10). These results demonstrate that Islamic accounting goes beyond normative discourse, functioning as an institutional mechanism that bridges regulatory ethics, literacy, and dual systems. The limitations of this study include its small sample size and qualitative scope, suggesting the need for future quantitative validation. The novelty lies in integrating empirical field data with the SDG framework, providing practical implications for regulators, financial institutions, and academia in aligning Islamic accounting with global sustainability goals.

This study aims to analyze students’ conceptual understanding of hydrocarbons through a literature review utilizing the Three-Tier Multiple Choice Diagnostic Instrument. Hydrocarbons are a fundamental topic in chemistry education that often leads to student misconceptions. The three-tier diagnostic instrument is designed not only to assess students’ cognitive knowledge through correct or incorrect answers but also to explore the reasoning behind their choices, enabling more accurate identification of misconceptions and conceptual understanding. The methodology employed is a literature review examining various scientific sources on the application of this diagnostic tool in teaching hydrocarbon concepts. The findings indicate that the Three-Tier Multiple Choice Diagnostic Instrument is effective in systematically detecting and classifying students’ difficulties and misconceptions. Furthermore, the use of this instrument contributes significantly to developing targeted and data-driven instructional strategies to enhance students’ conceptual mastery in chemistry. The implications of this study highlight the necessity of integrating three-tier diagnostic instruments in the assessment process to support optimal learning outcomes in hydrocarbon material.

Understanding chemical equilibrium concepts poses significant challenges for high school students due to the topic’s abstract and complex nature. This literature review identifies key factors contributing to these difficulties, including widespread misconceptions, cognitive and pedagogical barriers, and environmental influences such as family support and learning resources. The review highlights the importance of constructivist and cognitive learning theories in designing effective instructional strategies that actively engage students and facilitate deeper conceptual understanding. Furthermore, the integration of educational technologies—such as interactive simulations and virtual laboratories—provides enriched learning experiences that help overcome conceptual misunderstandings. An integrated approach combining innovative teaching methods and technology use is recommended to enhance students’ comprehension of chemical equilibrium. Future research should focus on practical applications of these models and evaluate their effectiveness across diverse educational settings.

Misconseption are errors in understanding concepts than often occur in the context of science learning, particulary on the greenhouse effect, this study aims to address student’s misconceptions by implementing thePredict-Observe-Explain (POE) learning model in grade VI elementary school students. The study employed the Penelitian Tindakan Kelas (PTK) method based on the kemmis and McTggart model, which consists of four main stage: planning, implementation, observation, and reflection. The reseach subjek consisted of students from grade VI from SDN 13 Cingkariang. Data wewre Collected using Questionnaires and analyzed quantitatively based on pre-test and post-test result. The findings revealed the prior to that application of the POE model, only 15% of students had agoog understnading of the greenhouse effect, while 40% had partial understanding, and 45% did not understand the concept at all. After implementing the POE model, student’s understanding improve significantly, with 70% able to make accurate predictions. 80% actively involved in observation, ang 35% able to explain the greenhouse effect comprehensively. The implementation of the POE model has proven to be effective in correcting misconcepsions and improving student’s understanding through active and exploratory learning.

Misconseption are errors in understanding concepts than often occur in the context of science learning, particulary on the greenhouse effect, this study aims to address student’s misconceptions by implementing thePredict-Observe-Explain (POE) learning model in grade VI elementary school students. The study employed the Penelitian Tindakan Kelas (PTK) method based on the kemmis and McTggart model, which consists of four main stage: planning, implementation, observation, and reflection. The reseach subjek consisted of students from grade VI from SDN 13 Cingkariang. Data wewre Collected using Questionnaires and analyzed quantitatively based on pre-test and post-test result. The findings revealed the prior to that application of the POE model, only 15% of students had agoog understnading of the greenhouse effect, while 40% had partial understanding, and 45% did not understand the concept at all. After implementing the POE model, student’s understanding improve significantly, with 70% able to make accurate predictions. 80% actively involved in observation, ang 35% able to explain the greenhouse effect comprehensively. The implementation of the POE model has proven to be effective in correcting misconcepsions and improving student’s understanding through active and exploratory learning.

Understanding the basic concept of multiplication is one of the important competencies that must be possessed by elementary school students. This study aims to analyze the extent of understanding the concept of multiplication of whole numbers in third grade elementary school students. A strong understanding of the concept at the initial stage is very important as a basis for mastering subsequent materials. This study uses a qualitative descriptive approach with data collection techniques in the form of diagnostic tests. The test is designed to identify the level of understanding of third grade elementary school students. The subjects of this study were third grade elementary school students. The results of the mini-research showed that some students had difficulty understanding story problems so that they considered them to be additions, errors when reading multiplication problems, and misconceptions that emerged in solving multiplication problems. Students had great difficulty making mathematical forms from story problems. These findings provide an important picture for teachers to design more effective learning and adjust their learning needs. Keywords: understanding concepts, mathematics learning, multiplication.