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The objective of the current study was to examine the impacts of rice straw and garbage enzyme generated from local vegetable and fruit waste on plant growth and carbohydrate or ammonium extraction from paddy soil after one month of growth in a pot experiment. Samples of topsoil were obtained from a depth of 0-15 cm, and the following treatments were applied: control (10 g soil), RS (adding 30 g soil + 0.6 g rice straw), GE (30 g soil + garbage enzyme), and combination (adding 30 g soil+ rice straw and garbage enzyme) maintained at room temperature. The study findings indicated that there were no observable impacts of rice straw and garbage enzyme application on biomass. However, RS addition seems to reduce root length but enhance shoot length. Soil carbohydrates that were extracted ranged from 61 to 207 mg kg−1 soil, and treatments with rice straw addition exhibited significantly higher levels compared to those without it (p < 0.05). The ammonium content was low. It could be concluded that at the initial seedling stage, rice straw has more effects on soil properties and plant growth than garbage enzyme. To fully assess the effects of rice straw and garbage enzyme on soil properties and plant growth, it is recommended that further research be conducted over longer periods

This study examines the Effect of Leverage, Intangible Assets, Tangible Assets and Company Size on Prediction of Financial Distress in Companies Listed in the Jakarta Islamic Index for the 2014-2019 Period. The independent variables in this research are Leverage, Intangible assets, Tangible Assets and Company Size, while the variable is Financial Distress which is a description of the company's financial failure as measured by the Springate model or better known as the S-Score. The population in this study are companies listed at JII for the period 2014-2019. Sampling technique with purposive sampling method. A total of 14 companies for 6 years. Logistic regression analysis using IBM SPSS. The leverage variable with a value of -0.007 and a significance value of 0.109, that is > 0.05, means that leverage has no effect on financial distress. The intangible asset variable has a value of 0.053 with a significance value of 0.888 that > ​​0.05 then intangible assets have no effect on financial distress. The tangible asset variable has a value of -1.506 and a significance value of 0.002 that

To see the relationship between the age at which EFL is introduced in some Indonesian public schools and student outcomes a survey involving 229 students both from elementary and junior high schools in Palembang is conducted. These students are given the test comprising vocabulary, reading comprehension, and grammar. It is hypothesized that those who start learning English earlier have better achievement. Factors such as school and home environments are also considered in the analysis. Stepwise regression analysis is applied to identify which variable contributes to students outcomes. The results show that there is no correlation between age alone and the students EFL achievement. However, significant influence is found when teacher education level and teacher ELT experience are added to the prediction model predicting EFL achievement from age.

The purpose of this study are to discover the learning styles, and the language learning strategies most preferred, correlation among the variables exists, and the degree of influence each independent variable exerts on the dependent variables. For data collection, the Barsch Learning Styles Inventory and the Strategy Inventory of Language Learning were distributed to 156 students of English at the University of Sriwijaya, Palembang. The results showed that: (1) visual is the most preferred learning style, whereas metacognitive ang effective are the most preferred language learning strategies; (2) certain independent variables have a significant correlation with certain dependent variables, for example, visual with memory, auditory with cognitive, tactile with affective, and semester with compensation; (3) females use a greater variety of language learning strategies than males; and (4) semester has a significant correlation with compensation but not with other strategies

The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness