QUARTER LIFE CRISIS TERHADAP MAHASISWA STUDI KASUS DI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS PGRI MAHADEWA INDONESIA
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
<em>The stages of human development have their respective complex problems. A person's maturity develops over time and becomes a necessity for individuals to pass the transition process. This often leads to crises and problems within the individual. Yudrik Yahja (2011) in his book entitled Psikologi Perkembangan said that adulthood is the longest period after childhood and adolescence; this period is the period when a person must let go of his/her dependence on parents and start learning to be independent because he/ she already has a new task and role. Developmental tasks in early adulthood must be optimized properly because if it is not, it will be a boomerang for the individual in the future. Quarterlife crisis is a phenomenon that usually occurs in individuals between the ages of 20-30 years; this period is known as emerging adulthood. At this stage of development, individuals experience many changes and demands from their environment as a sign of the transition period from adolescence to early adulthood (emerging adulthood). The discrepancy between the ideal self and the real situation of the individual results in quarterlife crisis. In this condition the individual will feel worries, doubts, does not have a strong motivation, even fear of how the future will be. This study aims at determining the quarterlife crisis in students of the Faculty of Teacher Training and Education, University of PGRI Mahadewa Indonesia. This study is descriptive qualitative research with non-random method. The subjects in this study were the students of the Faculty of Teacher Training and Education, University of PGRI Mahadewa Indonesia aged about 20-30 years old.</em>
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.018 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it