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Author: search.filters.author.Prabowo, Thoriq TriSubject: search.filters.subject.Demographic

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    Effect of demographic factors on reading habits: Study on Indonesian secondary school students
    (2025-09-01)
    Prabowo, Thoriq Tri
    ;
    Marwiyah
    ;
    Zain, Labibah
    ;
    Martias, Lilih Deva
    ;
    Riani, Nur
    This study explored the relationship between demographic variables and reading habits among Indonesian secondary school students, focusing on gender, age, current school, school type (public or private) and level. 451 students from six schools participated in the study. We used an explanatory sequential design, a mixed-methods approach. Quantitative data were collected through an online survey based on the reading habits scale by the National Library of Indonesia and included demographic questions. Qualitative data were then collected through an in-depth follow-up survey. An independent sample t-test and one-way ANOVA analyzed the influence of gender, age, current school, school type and school level on reading habits. Thematic analysis analyzed the qualitative data from the survey. The quantitative data indicated that students possessed low reading habit levels. Among the demographic variables, school location, public or private and level influenced the reading habit score, while gender and age had no influence. The qualitative findings highlighted the need for reading motivation, parent reading attitude and school library improvement to enhance reading habits. This study highlights practices that could shape reading habits, especially in secondary and upper secondary school students.
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    Demographic analysis of education for sustainable development among higher education institution students in China
    (2025-01-01)
    Chen, Di
    ;
    Prabowo, Thoriq Tri
    ;
    Poungsuk, Pakkapong
    Purpose – The purpose of this study is to examine the impact of demographic factors on Education for Sustainable Development (ESD), and the diverse perspectives held by students at different higher education institutions (HEIs) in China. This study aims to advance ESD and contribute to achieving the 2030 Sustainable Development Goals with five years remaining. Design/methodology/approach – This study examines 706 students from five HEIs using a convergent mixed-methods approach. A Likert scale assessed ESD levels and demographics, with t-tests and ANOVA analysing demographic influences. Thematic analysis of open-ended responses explored students’ ESD perspectives. Findings – HEI students in China show high awareness of ESD. Significant differences were found based on age, gender, institution, academic level, major and GPA, whereas education level and residence showed no impact. A gap remains between ESD awareness and actual behaviour. Research limitations/implications – Future research should explore more demographic variables, include diverse education levels and expand globally. Multi-source questionnaires are recommended for greater depth and comprehensiveness. Practical implications – The study highlights the need to bridge the awareness–behaviour gap through experiential learning, curriculum integration, faculty training and supportive policies. Originality/value – This study is the first to explore the impact of demographics on HEI students’ ESD perspectives in China, using qualitative questions to enrich quantitative findings.
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    Demographic analysis of information literacy self-efficacy among library and information science students in Indonesia
    (2024-01-01)
    Prabowo, Thoriq Tri
    ;
    Sitthiworachart, Jirarat
    ;
    Lo, Chung Kwan
    Robust information literacy (IL) self-efficacy is a cornerstone of effective learning. The effect of demographics on IL self-efficacy among Indonesian university students was studied, focusing on gender, age, and current university. Two hundred twenty-four students from four universities participated in this mixed-methods study. Quantitative data, collected through an online survey based on Kurbanoglu's IL self-efficacy scale, were analyzed using t-tests and ANOVA. Qualitative data from follow-up surveys were thematically analyzed. Results indicate high IL self-efficacy. The university which students attended affected IL self-efficacy, while gender and age did not. Educational background, IL experiences, and access to information significantly influenced self-efficacy. The importance of IL skill development in a digital, information-rich world was demonstrated. Valuable insights into the effective use of a two-stage survey on IL self-efficacy tied to demographics are provided, aiming to promote educational equity, refine interventions, allocate resources, enhance curricula, shape policies, and equip students for the demands of the information age.