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Scientists' attitude toward the Mertonian norms of science measures the degree to which scientists adhere to ethical values in research activities. Though the norms are generally applicable in scientific communities, cultural aspects and research experience may create a difference in attitudes. The present study assesses the effect of country of origin and academic career stages on scientists' attitudes toward the Mertonian norms among 83 Korean and 101 Indonesian scholars. The scientists' attitudes were assessed by 29 items covering six dimensions of Mertonian norms: personal, national, and global disinterestedness; communalism; universalism; and skepticism. As the instrument used for cross-cultural study, the differential item functioning test of generalizability was first employed to detect and resolve items that might be affected by cultural bias. Further, a two-way analysis of variance was performed to examine the main effect of country of origin and academic career stages on the scientists' attitudes, followed by a clustering analysis to analyze the type of scientists based on their attitudes. The results showed that all dimensions except for personal disinterestedness were significantly affected by the country of origin, indicating that Korean scientists have a relatively higher adherence to the Mertonian norms than Indonesian. However, academic career stages were found to be significant only for global disinterestedness, with trainee researchers showing higher adherence than established researchers in this construct. Furthermore, the clustering analysis classified scientists into three groups: High adherence to Mertonian Norms, Low adherence to Universalism, and Low adherence to National and Global. The results are discussed in the Korean and Indonesian sociocultural contexts.

Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students' scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students' confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups' counterparts. Finally, the factors related to Indonesian students' responses to the scientific formal reasoning were discussed.

There has been the growing concern about excessive numbers of false-positive results published in the scientific literature. Cognitive bias plays a considerable role in triggering false findings that involve indirect and unwitting self-deception by scientists. This study considers the sociocultural differences in cognitive bias between Korean and Indonesian scientists. A cognitive bias assessment (CBA) was developed and administered to 184 professors, lecturer assistants, doctoral students, and master's students in South Korea and Indonesia. The CBA results revealed some similar response patterns between Korean and Indonesian scientists. Additionally, the detection of 19 potential differential item functionings (DIFs) demonstrates the influence of sociocultural factors on how scientists interpret to each item. Finally, the Indonesian scientists scored significantly higher in optimism and belief bias. This study discusses the importance of awareness of cognitive biases, particularly the role of science education to reduce biases through systematic thinking, reasoning, and judgment by understanding scientific methods.

The exploration of career values can motivate and inspire young people, and help them achieve career success. The current study assesses the effect of sociocultural background on adolescents' career value among 951 Indonesian and 1,242 Korean secondary school students. Latent class analysis results suggest that participants can be grouped into five classes: personal-stability oriented, ability utilization, social-status oriented, social-relation oriented, and multi-valued leadership. Furthermore, the result of a three-way ANOVA indicated significant interactions for country, gender, and educational level on all career values for every class. The findings are discussed in the sociocultural contexts of Indonesia and Korea.

Genetics as a core concept of life science is essential for understanding biology. Examining genetics understanding among biology majors is becoming important since they must necessarily achieve some level of genetics understanding to advance their career. This study compares Indonesian biology majors' genetics understanding with previously published data from students in the United States (US). This study also identifies the effect of academic year and program on genetics understanding by administering the Genetics Concept Assessment (GCA) to 377 biology majors in Indonesia. IRT-Rasch modeling was performed for instrument validation, followed by one-way ANOVA and independent sample t-test for the analysis. The results showed that Indonesian biology majors' genetics understanding was significantly affected by academic year but was not affected by the academic program. Indonesian biology majors had a slightly similar level of genetics understanding with US non-majors' pre-test scores, while Indonesian biology majors' scores were two times lower than US majors' post-test scores. The implications of reducing the gap between two countries are discussed.

Even though the concept of species is central in biology, the history of species concept and the existence of different species concepts are rarely discussed in biology classroom. This is unfortunate, as teachers could use the plurality of species concepts to enrich discussion in the classroom. Therefore, knowing the students' perception of species is essential to plan compatible strategies for teaching species. An open-ended question was administered to 548 high school students. A semantic network analysis was then used to explore the ideas of species in the students' responses, and further analyses were conducted to observe the co-existence of those ideas. The following five concepts were found: species as the lowest taxon in taxonomy (A1), species as a type of animal or plant (A2), species as the basic classification of living things (A3), genetic species concept (A4), and morphological species concept (A5). Of the five species concepts, naïve ideas were more frequent among responses, and some of them co-existed with normative ideas. As students mainly learn the concept of species through biology instruction, in this study, we have discussed the implications of our results for biology teaching and learning.

In the globalisation era, engaging youth in science and technology is a joint responsibility across nations. This study examined the effects of Global Korean Science Program (GKSP) on 608 Indonesian middle school students' attitudes towards science. Their science attitudes were assessed before and after the programme with Behaviour, Related Attitudes, and Intentions towards Science (BRAINS) survey. We also collected students' responses to an open-ended programme evaluation. The repeated-measures ANOVA was performed to compare students' attitudes before and after the programme by including gender effect, followed by clustering analysis and magnitude coding to analyse open-ended programme evaluation data. Results showed that GKSP improved students' behavioural and normative beliefs, suggesting that the programme had positive impacts on students' beliefs about the importance of science in daily life. The decline in students' control belief towards science after the programme indicates the possibility of science contents delivered in programme being more difficult than in the typical Indonesian science curriculum. Additionally, we found a significant gender effect on intention and normative dimensions. Furthermore, clustering analysis classified students into three groups; small changes (62%), increase trend (29%), and decrease trend (9%) indicating that most students participating in the study experienced a small science attitudes shift.

Metacognitive ability is enormously important for improving students' learning performance. However, overconfidence bias may hinder students' metacognition abilities. Therefore, in this study, we conducted an intervention to reduce or debias overconfidence among students using the KAAR (knowledge, awareness, action, and reflection) model. Ninety Indonesian undergraduate students were subjects of this study. Overconfidence scores were analyzed using paired sample t-tests in SPSS to compare the mean difference between pre- and post-tests. Next, their overconfidence patterns during the intervention were analyzed using R to perform group-based trajectory modeling (GBTM). Two main findings were noteworthy: Watching a video about overconfidence is likely the most significant activity of KAAR model in reducing students' overconfidence, and, based on students' overconfidence change during the intervention, trajectory analysis classified them into five groups. Recommendations for future intervention studies to reduce overconfidence among students are discussed.

Although moral or character education has been widely documented in early childhood education curriculum, the inclusion of character education through storytelling is scarcely undertaken. To fill the void, the present participatory action research aimed at developing practical steps to empower children character in Indonesian kindergarten schooling framed through storytelling with "Wayang Golek" puppet media. Two kindergarten teachers were recruited and 12 kindergarten students ranging from 5 to 6 years old participated in this study. Data of this study were collected primarily from both in and out of classroom observation, classroom interaction record, and photograph analysis. The data of the research were analyzed and interpreted qualitatively through critical discourse analysis as a tool. The findings showcase that practical learning steps including the introduction of themes and character stories, figures of Wayang Golek, storytelling, conversations about character education depicted in the content of the story, actualization of character education through either indoor or outdoor play, and reflection on the character development of children were effective in instilling moral values to generate positive responses from children. Thus, the study suggests that storytelling mediated puppet as a pedagogical approach engages students in communicative activities and character building in the early childhood education context.

This study aims to identify the level of acculturative stress and to examine the correlations between acculturative stress or its subcategories and variables such as English language proficiency. The results show that international students were challenged by social interactions, lack of English language proficiency and financial issues. The results of this study and their possible implications for educational institutions in Singapore and Asia are considered.

Background Cervical cancer caused by the human papillomavirus (HPV) is one of the most frequent malignances globally. HPV 52 is a high-risk cancer-causing genotype that has been identified as the most prevalent type in Indonesia. Virus-like particles (VLP)-based vaccinations against HPV infection could benefit from self-assembled VLP of L1 capsid protein. Result The recombinant HPV 52 L1 was expressed in Pichia pastoris on a shake-flask scale with 0.5% methanol induction in this study. The copy number was used to compare the expression level and stability. The colony that survived on a solid medium containing 2000 µg/ml of Zeocin was selected and cultured to express HPV 52 L1. DNA was extracted from the chosen colony, and the copy was determined using qPCR. HPV 52 L1 protein was then purified through fast performance liquid chromatography. Transmission electron microscopy (TEM) evaluation confirmed the VLP self-assembly. The genomic DNA remained intact after 100 generations of serial cultivation under no selective pressure medium conditions, and the protein produced was relatively stable. However, the band intensity was slightly lower than in the parental colony. In terms of copy number, a low copy transformant resulted in low expression but produced a highly stable recombinant clone. Eventually, the L1 protein expressed in Pichia pastoris can self-assemble into VLP. Therefore, recombinant HPV possesses a stable clone and the ability to self-assemble into VLP. Conclusion The recombinant L1 HPV 52 protein is successfully expressed in P. pastoris within a size range of approximately 55 kDa and demonstrated favorable stability. The L1 protein expressed in Pichia pastoris successful self-assembled of HPV VLPs, thereby establishing their potential efficacy as a prophylactic vaccine. [ABSTRACT FROM AUTHOR]

Background: A major discovery in human etiology recognized that cervical cancer is a consequence of an infection caused by some mucosatropic types of human papillomavirus (HPV). Since L1 protein of HPV is able to induce the formation of neutralizing antibodies, it becomes a protein target to develop HPV vaccines. Therefore, this study aims to obtain and analyze the expression of HPV subunit recombinant protein, namely L1 HPV 52 in E. coli BL21 DE3. The raw material used was L1 HPV 52 protein, while the synthetic gene, which is measured at 1473 bp in pD451-MR plasmid, was codon-optimized (ATUM) and successfully integrated into 5643 base pairs (bps) of pETSUMO. Bioinformatic studies were also conducted to analyze B cell epitope, T cell epitope, and immunogenicity prediction for L1HPV52 protein. Results: The pETSUMO-L1HPV52 construct was successfully obtained in a correct ligation size when it was cut with EcoRI. Digestion by EcoRI revealed a size of 5953 and 1160 bps for both TA cloning petSUMO vector and gene of interest, respectively. Furthermore, the right direction of construct pETSUMO-L1HPV52 was proven by PCR techniques using specific primer pairs then followed by sequencing, which shows 147 base pairs. Characterization of L1 HPV 52 by SDS-PAGE analysis confirms the presence of a protein band at a size of ~55 kDa with 6.12 mg/L of total protein concentration. Observation under by transmission electron microscope demonstrates the formation of VLP-L1 at a size between 30 and 40 nm in assembly buffer under the condition of pH 5.4. Based on bioinformatics studies, we found that there are three B cell epitopes (GFPDTSFYNPET, DYLQMASEPY, KEKFSADLDQFP) and four T cell epitopes (YLQMASEPY, PYGDSLFFF, DSLFFFLRR, MFVRHFFNR). Moreover, an immunogenicity study shows that among all the T cell epitopes, the one that has the highest affinity value is DSLFFFLRR for Indonesian HLAs. Conclusion: Regarding the achievement on successful formation of L1 HPV52-VLPs, followed by some possibilities found from bioinformatics studies, this study suggests promising results for future development of L1 HPV type 52 vaccine in Indonesia. [ABSTRACT FROM AUTHOR]