The use of pesticides in the agricultural sector results in contamination of foodstuffs by pesticide residues, thus becoming a source of exposure to the body and resulting in health problems. The purpose of this study was to analyse the health risks due to the consumption of foodstuffs containing organophosphate residues in farmers. The design of this study was cross-sectional, employing the Environmental Health Risk Assessment (EHRA). The study population was farmers in the North Dempo District of Pagar Alam. A total of 117 farmers were sampled randomly. Environmental samples consisted of five red chilies and five tomatoes, which were selected purposively. Organophosphate residues were quantified using liquid Chromatography Tandem Mass Spectrometry. Body weight was measured using calibrated body scales. Activity pattern data were collected through interviews using a questionnaire. Data analysis was conducted using the  EHRA formulas. The results demonstrated the presence of Chlorpyriphos in red chillies  at a concentration of 3,05 mg/kg, while Profenofos was found at 0.0731 mg/kg and 0.0118 mg/kg.  The presence of Chlorpyriphos in tomatoes samples at a concentration of 0.4439 mg/kg, while Profenofos was found at 0.0112 mg/kg and 0.2043 mg/kg. The risk quotient  for consumption of red chillies containing Chlorpyriphos was found to be 0.0447, while that for Profenofos was 0.2476. The risk quotient for consumption of tomatoes containing Chlorpyriphos was found to be 0.0302, while that for Profenofos was 2.92. It can be concluded that respondents were at non-carcinogenic health risk due to consumption of tomatoes containing Profenofos.

Students with small speech limitations have low self-confidence which makes it difficult for them to interact with other students. The first aim of writing this article is to describe the role of teachers in increasing the self-confidence of students with limited speech in elementary schools. Second, to describe the self-confidence of students with limited speech in elementary school. This research uses qualitative research. The subjects in this research were teachers, school principals and students with mild speech impairment. The results of this study show that students with limited speech have low self-confidence and have sensitive feelings. The teacher's role is to create a friendly, comfortable environment, provide equal attention, provide opportunities for opinions, and carry out group activities as an effort to increase the self-confidence of students with disabilities. In this research it can be concluded that teachers have an important role in increasing self-confidence in students, especially those who have speech limitations or are speech impaired.
 
Peserta didik dengan keterbatasan bicara ringan, memiliki kepercayaan diri rendah yang membuat mereka sulit berinteraksi dengan peserta didik lainnya. Tujuan pertama dari penulisan artikel ini yaitu untuk mendeskripsikan peran guru dalam meningkatkan kepercayaan diri peserta didik dengan keterbatasan berbicara ringan di sekolah dasar. Kedua, untuk mendeskripsikan kepercayaan diri peserta didik dengan keterbatasan berbicara ringan di sekolah dasar. Penelitian ini menggunakan penelitian kualitatif. Subjek dalam penelitian ini adalah guru, kepala sekolah dan peserta didik penyandang gangguan tuna wicara ringan. Hasil penelitian ini menunjukkan bahwa peserta didik dengan keterbatasan berbicara ringan memiliki kepercayaan diri yang rendah dan memiliki perasaan sensitif. Guru berperan menciptakan lingkungan yang ramah, nyaman, memberikan perhatian yang merata, memberi kesempatan berpendapat, melakukan kegiatan berkelompok sebagai upaya peningkatan kepercayaan diri peserta didik dengan keterbatasan. Dalam penelitian ini dapat disimpulkan bahwa guru memiliki peran penting dalam meningkatkan rasa percaya diri pada peserta didik. Terutama yang memiliki keterbatasan berbicara atau tuna wicara.

This research aims to find out how effective strategies are for accompanying teachers to encourage social interaction for children with special needs in regular classes. The aim of this research is also to increase the social interaction of children with special needs in regular classes and the involvement and social engagement of children with special needs in regular classrooms and to identify effective strategies used by supporting teachers. Data collection techniques through observation, interviews, documentation and data processing according to the research focus. Data validity testing was carried out through technical triangulation. Technical data analysis is carried out interactively. The informants involved were teachers accompanying slow learner students. The research results show that the strategies for encouraging social interaction for slow learner students are: 1) strategies for creating an inclusive environment, 2) collaboration strategies with related parties, especially parents, 3) strategies for differentiated teaching techniques to meet the individual needs of children in the class.

This study aims to explore the strategies employed by teachers in addressing the needs of students with dyslexia in elementary schools. Specifically, the research seeks to gain an in-depth understanding of the approaches utilized by teachers at SD Negeri 03 Karangbangun when supporting dyslexic students. Data collection methods included observation, interviews, documentation, and data processing aligned with the research focus. To ensure data validity, triangulation techniques were employed by comparing findings from observations and interviews. Data analysis was conducted interactively. The participants involved were fourth- and fifth-grade teachers, as well as a fifth-grade student with dyslexia. The findings of this study indicate that the strategies used by teachers to support dyslexic students in elementary schools include: (1) providing individualized assistance through extended learning time focused on activities such as spelling, reading, and writing; and (2) utilizing information technology-based tools, such as Word Wall or engaging instructional videos, to create a supportive and stimulating learning environment for dyslexic students.