(012025070803)

Puteri Adriana Damia Binti Azman

(012025070776)

DANIEL KUSANNY

012025071074

Activity 1: Searching for useful information

Topic 1: Climate Change Effects

Source Chosen: National Geographic online article (2024 update)

● Why I chose this source:

I picked National Geographic because it’s well-known for accurate science reporting,

and the article was updated this year, so the information were up to date & reliable.

● How it helps answer the topic:

The article clearly explains how rising temperatures cause more floods, heatwaves, and

storms. It gave me easy-to-understand examples, which helped me describe the real

impacts of climate change in a simple way.

Topic 2: Student Mental Health

Source Chosen: World Health Organization (WHO) webpage on youth mental health

(2023–2024)

● Why I chose this source:

I used WHO because it’s a global health authority. Thus, whatever they publish is

trustworthy. The page was recently updated, so I knew the statistics and advice were still

relevant.

● How it helps answer the topic:

The source explains common stress factors for students, like academic pressure and

lack of sleep, and also gives practical tips for managing mental well-being. It helped me

understand the bigger picture and include reliable guidelines in my explanation.Topic 3: Healthy Lifestyles

Source Chosen: Harvard School of Public Health – Healthy Living Guide (2024 edition)

● Why I chose this source:

Harvard’s public health department is a trusted research institution, and the guide is

recent and easy to follow.

● How it helps answer the topic:

It breaks down healthy habits like balanced eating, regular exercise, and enough sleep.

The guide made it easier for me to describe what a “healthy lifestyle” really looks like in

daily routines.

ACTIVITY 2

How to improve student time management

Proposed solution: Provide time-management training & tools; encourage self-regulated scheduling and prioritization; integrate time-management support into student orientation or curriculum.

Supporting research & evidence

• A recent experimental study  showed that when students receive explicit time-management training (prioritisation, scheduling, execution, evaluation), their self-reported organisation, focus, and productivity improved. 

• Another study focused on academic self-efficacy found that teaching time-management strategies can significantly improve students’ time-management skills and their belief in their academic capabilities. 

• Research also links time management (together with a good study environment and note-taking habits) to better academic outcomes. 

Why this solution is chosen over passive advice (“just try to be disciplined”)

• Training provides structured skills and strategies (not vague advice). Students learn how to break down tasks, prioritise, schedule, and monitor their own progress.

• It helps turn time management into a habit, and supports self-regulated learning — more reliable than one-off motivation bursts.

• It benefits many students, including those who struggle with procrastination or poor time use, and not just “naturally organised” ones.

What this might look like on campus / at school:

1. A short workshop or module early in the semester (or at student orientation) teaching concepts like “make a schedule”, “prioritise tasks”, “break tasks into smaller parts”, “track progress”.

2. Encourage use of planners, calendars, or digital tools. Maybe pair students to hold each other accountable (study buddies).

3. Revisit periodically: at mid-semester, before exam periods — to help students re-evaluate and adjust their plans.

References for presentation:

• Holili, M., Shafa, M. F., Widat, F., Listrianti, F., & Walid, A. (2024). Improving The Quality of Student Learning Through Time Management Training: An Experimental Research. Educazione. 

• Jezan University & Arees University. (2020). The Effectiveness of Time Management Strategies Instruction on Students’ Academic Time Management and Academic Self-Efficacy. Psycho-Educational Research Reviews. 

• “Time Management and Self-Directed Learning as Predictors of Academic Performance of Students in Mathematics.” Journal of Social, Humanity, and Education (2022). 

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🌐 How to deal with misinformation online

Proposed solution: Embed media / digital literacy & critical-thinking education into student learning; promote “metaliteracy” (evaluation + production of information); teach fact-checking and source comparison.

Supporting research & evidence

• A study of 157 university students found that higher levels of “new media literacy” and stronger critical-thinking dispositions were significantly associated with better ability to detect fake news on social media. 

• Another study argues that information/media literacy (or rather, an enhanced framework called Metaliteracy) helps individuals not only consume but also produce and share credible information — building resilience against misinformation. 

• Recent reviews recommend education that explains how misinformation spreads (emotional manipulation, algorithms, influencer-driven content), and interventions like interactive lessons or media-literacy videos to help students become more discerning. 

Why this solution is chosen over simply “teach kids to be skeptical”

• Media literacy / metaliteracy gives students concrete skills and frameworks — e.g. how to check sources, compare multiple sources, recognise persuasive tactics, separate facts from opinion.

• It focuses on long-term resilience, not just reacting to individual false claims. Students become active, critical consumers (and sharers) of information.

• Combining critical thinking with digital literacy acknowledges that misinformation spreads via design (algorithms, social media), not just ignorance — so the intervention is systemic, not just individual.

What you might implement in a campus / school setting:

1. Add a media-literacy session/module during orientation or as part of a general education class. Teach about source evaluation, bias, fact-checking, responsible sharing, how algorithms shape what we see.

2. Use interactive tools: e.g. role plays, side-by-side source comparisons, “spot the hoax” exercises, or short educational videos.

3. Encourage students to apply these skills whenever they share information — not kill the habit with a one-time lesson. Promote “metaliteracy”: producing, verifying, and responsibly sharing content.

References for presentation:

• Orhan, A. (2023). “Fake news detection on social media: the predictive role of university students’ critical thinking dispositions and new media literacy.” Smart Learning Environments. 

• Kurniasih, E., Damayani, N. A., & Zubair, F. (2025). “The Role of Information Literacy in Mitigating the Spread of Hoaxes on Social Media.” Khizanah al-Hikmah: Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan. 

• Mackey, T. P. & Jacobson, T. E. (2011). Metaliteracy: Reinventing Information Literacy to Empower Learners. (framework explanation) 

⸻

🎯 How to construct your short presentation (verbal or with slides)

1. State the problem (e.g. “Our campus produces a lot of food waste,” or “Many students struggle with time management,” etc.)

2. Present your proposed solution, clearly describing what you plan to do and why.

3. Show the evidence — cite the studies/sources backing your approach (use proper references).

4. Explain why this solution is better than simpler alternatives.

5. If possible, outline a step-by-step plan for implementation (who does what — students, canteen, school administration, orientation committee etc.).

6. Optional: Visual aid ideas — charts of waste reduction, scheduling templates, posters for media literacy campaigns, etc.