The implementation of the physical distancing policy as an effort to prevent the transmission of the COVID-19 virus seems to have resulted in loneliness problems for students. Many studies have shown that loneliness is bad for health, such as decreased immunity and cognitive function. By knowing groups vulnerable to loneliness, appropriate preventive and curative measures can be taken. Unfortunately, few studies discuss the differences in the level of loneliness in groups of men and women. This study aims to determine whether there are differences in the level of loneliness in male and female university students during the COVID-19 pandemic. The approach used is quantitative with a comparative design. The total subjects were 192 University students consisting of 148 women (77%) and 44 men (23%). The participants were obtained using an online questionnaire through the accidental purposive sampling method. The research instrument used is the UCLA Loneliness Scale Version 3 Indonesian edition which has an alpha coefficient of 0.92. Data analysis used a different independent sample t-test. The data obtained shows that the average loneliness for men is 38,272 and for women 38,108. Based on the difference test, we obtained the following result t (190) = 0.127,  p 0.05. So it can be concluded that there is no significant difference in loneliness between male and female university students.

The purpose of this research is to test the effectiveness of the peer tutoring method in improving statistics mastery.The research method used is a quasi-experimental method with a one-group pre and post-test design. The minimum sample size was determined based on the estimated number of samples using G*Power 3.1.9.7 software. Subject selection was carried out using a purposive sampling method with the criteria of Psychology students at UNY taking Statistics courses, while the number of samples was 35 students. This study involved two variables, namely the use of the peer tutoring method as the independent variable and mastery of statistics material as the dependent variable. After obtaining the data, data analysis was carried out by means of a paired sample t-test with JASP software version 0.13. Prior to testing, researchers conducted a normality test with Shapiro Wilk.The results of the study found that there was a significant increase in statistical scores on the post-test compared to the pre-test measurements after the peer tutoring method was applied for 2 meetings t (34) of -2.881 with a significance (p) of 0.007 and an effect size of Cohen's d 0.487. Thus, the peer tutoring method proved to be effective in increasing student mastery in Statistics courses.