bluuebunny/crossref_metadata_2025_split huggingface dataset:
Assessing Full Benefit of Rivaroxaban Prophylaxis in High-Risk Ambulatory Patients with Cancer: Thromboembolic Events in the Randomized CASSINI Trial
Authors: Khorana Alok A. , McNamara Mairéad G. , Kakkar Ajay K. , Streiff Michael B. , Riess Hanno , Vijapurkar Ujjwala , Kaul Simrati , Wildgoose Peter , Soff Gerald A. ,   on behalf of the CASSINI Investigators
Published: May 2020

Abstract
Introduction In the CASSINI study, rivaroxaban thromboprophylaxis significantly reduced primary venous thromboembolism (VTE) endpoints during the intervention period, but several thromboembolic events designated as secondary efficacy endpoints were not included in the primary analysis. This study was aimed to evaluate the full impact of rivaroxaban thromboprophylaxis on all prespecified thromboembolic endpoints occurring on study.
Methods CASSINI was a double-blind, randomized, placebo-controlled study in adult ambulatory patients with cancer at risk for VTE (Khorana score ≥2). Patients were screened at baseline for deep-vein thrombosis (DVT) and randomized if none was found. The primary efficacy endpoint was a composite of lower extremity proximal DVT, symptomatic upper extremity, or lower extremity distal DVT, any pulmonary embolism, and VTE-related death. This analysis evaluated all prespecified thromboembolic endpoints occurring on study to determine the full benefit of rivaroxaban prophylaxis. All endpoints were independently adjudicated.
Results Total thromboembolic events occurred in fewer patients randomized to rivaroxaban during the full study period (29/420 [6.9%] and 49/421 [11.6%] patients in rivaroxaban and placebo groups, respectively [hazard ratio (HR) = 0.57; 95% confidence interval (CI): 0.36–0.90; p = 0.01]; number needed to treat [NNT] = 21). Similarly, fewer patients randomized to rivaroxaban experienced thromboembolism during the intervention period (13/420 [3.1%] patients) versus placebo (38/421 [9.0%] patients; HR = 0.33; 95% CI: 0.18–0.62; p < 0.001; NNT = 17).
Conclusion Our findings confirm the substantial benefit of rivaroxaban thromboprophylaxis when considering all prespecified thromboembolic events, even after excluding baseline screen-detected DVT. The low NNT, coupled with prior data demonstrating a high number needed to harm, should assist clinicians in determining the risk/benefit of thromboprophylaxis in high-risk patients with cancer.
Beyond the exceptional
Authors: Lähteenmäki Liisa , Alvesalo Anne 
Published: May 2020

AbstractSince the 1980s, debates on security have expanded and security has become a catchphrase in virtually every area of life. In Finland, the government elected in 2003 began its four-year period in power by launching a special Internal Security Programme (ISP) that stressed the threat of social exclusion. Altogether four ISPs have been launched in Finland since2004. They all repeat the menace of social exclusion. In this article, we examine how these speech acts materialised on the level of legislation. Our study suggests that in Finland, the securitization of exclusion was only accepted in the media. Overall it ‘failed’, as on the level of law, internal security and exclusion were not, in the main, connected when security measures were justified. On the other hand, we contend that by introducing more monitoring and less privacy – especially among youth – the legislation effectively opened novel avenues for ‘security nothings’.
A corpus-driven exploration of U.S. language planning and language ideology from 2013 to 2018
Authors: Diaz Brett A. , Hall Marika K. 
Published: May 2020

AbstractLanguage planning is influenced by ideological stances, and exports those ideologies through the policy making process. Residing beneath policy documents lies a language policy of the texts themselves, policing their structure and linguistic forms by which ideologies are managed. Thus, a careful collection of such documents should offer rich grounds for analysis, to leverage claims of ideology against empirically founded patterns, and offer rigorous comparison across actors, genres, and policy areas.We conducted a corpus-driven exploration of all bills from Congressional sessions 113 to 115 (33,968 documents, 85,612,752 words), and describe the collocational character of U.S. language policy, the semantic preferences of those collocations, and discuss the exposed ideological structure of these bills. By utilizing such a large corpus, this study responds to two issues in corpus-aided language policy analysis: (1) a paucity of very large corpora analyses; (2) further utilizes corpus-driven methods to naively investigate ideologies in status planning.
Optimizing students critical thinking skills related to heat topics through the model of content, context, connection, researching, reasoning, reflecting (3C3R)
Authors: Malik A , Yuliani Y , Rochman C , Zakwandi R , Ismail A , Ubaidillah M 
Published: May 2020

Abstract
The purpose of this study was to determine the implementation of learning by using the 3C3R model and improving students’ critical thinking skills on the topic of heat. The population of this study was all class X of SMAN 25 Bandung, amounting to six classes, the sample was class X MIA6. Sampling used a simple random sampling technique. The research method used a pre-experimental method with a one-group pretest-posttest research design. Data on the results of the implementation of learning with the 3C3R model were obtained from the observation sheet and critical thinking skills of the students’ using essay. The results showed that the average teacher activity was 98.23% with a good category, while the average activity of students was 88.93% in the good category. In addition, there was an increase in students’ critical thinking skills in the heated topic with an N-gain value of 0.65 in the medium category. The results of the hypothesis test show that t-count > t-table (17.25 > 2,045). Thus, there is an increase in students’ critical thinking skills after applying the 3C3R model to the topic of heat.
Harnessing technology-enabled active learning simulations (TEALSim) on modern physics concept
Authors: Swandi A , Amin B D , Viridi S , Eljabbar F D 
Published: May 2020

Abstract
Technology-Enabled Active Learning Simulations (TEALSim) is a pedagogic innovation in learning by utilizing multimedia in the form of interactive simulations through active learning. In Indonesia, the use of TEALSim is still very poor. This study aims to identify the influence of the use of TEALSim in the learning of material physics of particle wave dualism at Makassar State University. This research is a quasi experiment using Nonequivalent Control Group Design. Data sources were obtained from the final test in the form of the Force Concept Inventory (FCI) and the Mechanics Baseline Test (MBT). The sample is two classes who programed introductory courses in quantum physics in the physics department of Makassar State University. The first is physics education class B with 25 students as experiment class and the second is physics education class C with 30 students. Data analysis is done descriptively and inferentially. Based on the results of data analysis, it was obtained information that there were significant differences between the FCI test results of the experimental class and the control class, whereas there were no significant differences in the results of the MBT test for both classes. It can be concluded that there needs to be another method in the use of TEALSim in order to be able to improve conceptual understanding, analytical skills, and mathematical skills
The effects of cooperative learning model think pair share assisted by animation media on learning outcomes of physics in high school
Authors: Astra I M , Susanti D , Sakinah S 
Published: May 2020

Abstract
This study aims to determine the effect of the cooperative learning model Think Pair Share assisted by animation media on learning outcomes of physics in high school. This study was held in SMA Negeri 30 Jakarta. This study used a quasi-experimental method with a nonrandomized pre-test post-test design. The research sample was taken using purposive sampling thus that the experimental class and control class were obtained. The experimental class uses a cooperative learning model Think Pair Share assisted by animation media, while the control class uses direct instruction. The results showed that the learning outcomes of experimental class students were higher than the learning outcomes of control class students. It can be seen from the post-test average value of experimental class = 83,17 and the control class = 78,75. This post-test resuls were tested using the t-test, resulting tcount = 5,429 and ttable = 1,667. Based on the results of t-test, the value of tcount > ttable, means H0 is rejected and Ha is accepted. Then, the conclusion is cooperative learning model Think Pair Share assisted by animation media has an effect on learning outcomes of physics in high school.
The effects of active learning model guided note taking on student’s critical thinking ability in high school
Authors: Astra I M , Budi E , Evita C 
Published: May 2020

Abstract
This study aim to know the effect of active learning model Guided Note Taking (GNT) on student’s critical thinking ability for work and energy subject in senior high school. This study was held in Senior High School 77 on March 2019. This research used a quasi experimental method with a nonrandomized pretest-posttest design. The sample used purposive sampling, so the experimental class and control class were obtained. This research instrument was posttest essay’s type with 10 questions. Based on hypothesis test by t-test with α=0,05 and dk=n1+n2-2, got that tcount>ttable. So, H0 is rejected and Ha is accepted. Then, the conclusion is student’s critical thinking ability who learn with Guided Note Taking model higher than direct instruction model and also Guided Note Taking has an effect on student’s critical thinking ability.
Concept progression of high school students related to the concept of parallel electric circuits as the effect of applying CCROI integrated with T-ZPD strategy
Authors: Basori H , Suhandi A , Kaniawati I , Rusdiana D 
Published: May 2020

Abstract
The aim of study was to obtain an overview of the effects of application of conceptual construction-reconstruction oriented instruction (CCROI) using the Tetrahedral-ZPD (T-ZPD) strategy on the concept progression of high school students related to the concept of parallel electric circuits. The categories of concept progression reviewed included: consistent with scientific conceptions, progress well, not progress and degradation. A pre-experiment method with one group two conceptual test design was used in this research. The number of research subjects was 38 students consisting of 20 females and 18 males, in one of high schools in the West Bandung district of West Java province. Data were collected by conception test in the four-tier test format related to the concept of parallel electric circuits. The results showed that at the first conceptual test, the state of conception of the students are: scientific conception (8%), misconception (62%), and no conception (30%), whereas at the second conceptual test, the students’ conception are: scientific conception (82%), misconception (13%), and no conception (5%). Based on the state of students’ conception it can be determined the number of students in each category of concept progression as follows: consistent with scientific conceptions (8%), progress well (74%), not progress (18%) and degradation (0%). These results indicate that the implementation of CCROI with the T-ZPD strategy has high effectiveness in facilitating the achievement of the category of concept progression that progresses well.
Teacher’s conception about static fluid
Authors: Saputra O , Setiawan A , Rusdiana D , Muslim  
Published: May 2020

Abstract
The purpose of this study is to see how the conception of high school teachers and to see how the professionalism of teachers relates to the conceptions held in one of the high schools in the city of Palu, Central Sulawesi. The method used is to conduct a survey of 3 teachers. The instrument used in this study was 23 tier test diagnostic as many as 23 about static fluid. The results of the analysis show that the three teachers who were given the test did not experience misconceptions on the main topics of hydrostatic law, Pascal’s law and Archimedes law but experienced doubts in answering questions on the main hydrostatic legal material with the scientific knowledge category of 95.3% and the category of 4.7%. Based on data analysis, conclusions can also be drawn both teachers who have been certified and have not experienced misconceptions, the difference is seen where teachers who have not been certified hesitate to answer some of the questions given.
Creative thinking skills of prospective physics teacher
Authors: Rizal R , Rusdiana D , Setiawan W , Siahaan P 
Published: May 2020

Abstract
The 21st century demands high quality human resources that can compete in global competition. The good quality human resources come from the good quality education process which train learner with skills to solve problems, to find alternative solutions in problem solving, and to think reflectively. These skills are included in creative thinking skills which is important to be developed for prospective physics teacher. This study aimed to identify the creative thinking skills of prospective physics teacher who have attended lectures of general physics, basic physics, and physics for school. By using the creative thinking skills test and interview, the researcher tried to explore four aspects of creative thinking consisting of fluency, flexibility, originality, and elaboration. The results of this study indicated the creative thinking skills of prospective physics teacher were in the low category with mean was 43.75 from a maximum scale of 100. The details of the means of each aspect of creative thinking skills were expressed as follows fluency (57), flexibility (43), originality (34), and elaboration (41). The low level of creative thinking skills of prospective physics teachers is thought to be due to lecture activities that do not provide an opportunity to practice creative thinking skills.
Generative learning models assisted by virtual laboratory to improve mastery of student physics concept
Authors: Dewi S M , Gunawan G , Harjono A , Susilawati S , Herayanti L 
Published: May 2020

Abstract
Teaching abstract concepts in experimental activities is one of the problems in the physics learning process, thus causing low levels of participation and mastery of students’ physics concepts. Generative learning assisted by a virtual laboratory can be an alternative to solve this problem. The purpose of this study was to examine the effectiveness of generative models assisted by virtual laboratories for mastering students’ physics concepts. The research and development used is based on the 4-D model. Test the effectiveness of learning devices through quasi-experiments conducted at one of the high schools in Mataram, which consists of experimental and control groups. The model testing phase used a pre-test post-test non-equivalent control group design. There are differences in mastery of student concept of experimental and control groups that were analysed using the independent sample t-test. Increased mastery of student concepts is measured using the N-gain test. The results of mastery of concepts were higher in the experimental group compared to the control group. Improvement is analysed based on improvement at each cognitive level, as well as an increase in each sub-material. This research has proven that generative learning assisted by virtual laboratories effectively increases mastery of students’ physics concepts.
Development of concept essential in kinematic topics
Authors: Ekawati R , Setiawan A , Wulan A R , Rusdiana D 
Published: May 2020

Abstract
Essential concepts were important aspects in physics education, especially in the study of learning development, student evaluation, and curriculum planning. Several types of concept analysis models are commonly applied in the context of physics, i.e. sematic network techniques, concept formation (concept analysis), concept maps, and representing substantive structure. The stages of essential concept development were concept analysis, concept map and essential concept. The research method used development research. The stages of development research included (1) the preliminary study phase, (2) the development study phase, (3) the evaluation phase. The main results of this study were essential concepts on the topic of Kinematics.
The development of five-tier diagnostic test to identify misconceptions and causes of students’ misconceptions in waves and optics materials
Authors: Putra A S U , Hamidah I , Nahadi  
Published: May 2020

Abstract
This study aims to develop a five-tier diagnostic test that can that be used to identify misconceptions and causes of students’ misconception on waves and optics materials. This type of research is development research using a 4-D model. The study was conducted in two junior high schools which in West Bandung, West Java with a sample of 193 students. Data analysis used is quantitative analysis by looking at the quality of the items. The results of the study showed that the content validity test obtained a CVI value of 0.833 which was included in the criteria as very appropriate. The empirical validity test obtained the value of MNSQ 0.98 outfit and ZSTD 0.3 outfit which means that the item corresponds to the measured construct. Item reliability 0.86 and Alpha cronbach 0.87 show good reliability. The differentiating problem showed it was not necessary to remove the question. While Point Measure Correlation shows that the level of difficulty of the questions varies greatly. Overall, it can be concluded that the five-tier diagnostic test developed has met the criteria and was declared feasible for identifying misconceptions and causes of students’ misconceptions in waves and optics materials.
Items analysis of physics assessment based on cognitive level of high order thinking skills in bloom taxonomy
Authors: Damayanti N , Hartono  , Subali B , Nugroho S E , Sureeporn K 
Published: May 2020

Abstract
There are many challenges faced by some countries which lead them to revise their educational curriculum, including in Thailand. In Thailand, the revised of curriculum in science learning field with Science and Engineering Practices (SEPs) is indirectly demands teachers to include High Order Thinking Skills in their teaching and learning as well as in assessment process. By concerning this phenomenon, this study was aimed at describing the realization of the cognitive levels from bloom taxonomy used by Physics teachers. Six classifications of the cognitive levels in bloom taxonomy were divided into two order thinking skills, namely Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS). To achieve the aforementioned objectives, this study employed qualitative research design. Accordingly, the subjects of this study were a Physics teacher in Matthayom Siriwanwari II Songkhla Secondary School and students in two classes, covering matthayom 5th and matthayom 6th. As stated earlier, there were three types of analysis in this study, the analysis of level, the evaluation of level, and the creation of level. Besides, the reasons which prevent the teacher to use cognitive level of bloom taxonomy High Order Thinking Skills were also investigated. The results showed that according to the analysis of matthayom 5th and 6th physics final examination items the cognitive levels used were 0% of remembering, 3.3% of understanding, 33.3% of applying, 50% of analyzing, 3.3% of evaluating, and 3.3% of creating. Meanwhile, matthayom 6th had 0% of remembering, 0% of understanding, 25.7% of applying, 51.4% of analyzing, 5.7% of evaluating, and 17.1% of creating. By referring to these results, it is known that the physics test items used small portion of evaluating and creating aspects. Based on these findings, it is known that the portions of evaluating and creating aspects are still low. However, these results actually can be a starting point in fulfilling the demand of the revised curriculum by the ministry of education in Thailand.
The implementation of project-based learning to enhance the technological-content-knowledge for pre-service physics teacher in ICT courses
Authors: Muliyati D , Bakri F , Siswoyo S , Ambarwulan D , Septyaningrum L D , Budi A S , Fitriani W 
Published: May 2020

Abstract
The pre-service teachers must be prepared to integrate technology into classroom learning. This technical capability must be adapted to the material to be taught. Material for physics has a different character, especially in the selection of media. Media on one material is not necessarily suitable for other materials. The pre-service physics teacher must have the ability to analyze content and find appropriate technology in making media. This study was aimed to implement project learning for ICT based learning in physics courses for a pre-service physics teacher. This research can be used to see how significant Technological-Content-Knowledge (TCK) pre-service physics teacher is through Project-Based Learning (PjBL). This PjBL is applied to the undergraduate pre-service physics teacher level. All students participated in full lectures for 16 meetings, which were combined between the explanation of topic matter guidance and progress report. The lecturer will give feedback to all students. The data taken is the initial ability of students, evaluation of progress reports, and project output of each student. The results obtained were students’ pre-service physics teacher had a portfolio and an increase in TCK pre-service physics teachers were initially students were still having difficulties in applying technology with physics content.
Impact of the EduPlasa interactive media on reducing misconceptions of static fluid in high school students
Authors: Halim A , Mahzum E , Zanaton  , Humairah H 
Published: May 2020

Abstract
Many efforts have been made to reduce misconceptions in physics learning, including traditional learning methods (without interactive media) or with modern learning (using interactive media). Most interactive media used are based on calculations or graphics. Usually students experience difficulties when interpreting the data shown in the media. To solve this problem, EduPlasa interactive media is based on images, contexts and final conclusions are displayed by EduPlasa media. The study used a quantitative approach, virtual experimental methods and data collection using the three tier diagnostic tests. The target population of all high school students in the city of Banda Aceh, but with a variety of considerations taken a sample of randomly 28 students of SMA 7 Banda Aceh. Data analysis used descriptive statistics to get a percentage reduction in student misconceptions on the concept of static fluid. The calculation results show that there was a reduction in misconceptions of 60.34% in other words a reduction in the misconception of the static fluid concept was very significant after the EduPlasa interactive media was applied. Inference from research results, teachers are encouraged to use image-based interactive media to reduce misconceptions in students.