{"title":"ANALISIS KELAYAKAN BAHAN AJAR BAHASA ARAB UNTUK MADRASAH TSANAWIYAH","authors":"Muhammad Infithar Al Ahqaf","doi":"10.18592/jams.v6i2.5450","DOIUrl":"https://doi.org/10.18592/jams.v6i2.5450","url":null,"abstract":"","PeriodicalId":111305,"journal":{"name":"Jurnal Al-Maqayis","volume":"619 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122945102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The objectives of this study are: to find out how muhadatsah learning includes planning, implementation and assessment. Knowing what problems are faced by students and teachers in muhadatsah learning, and what Arabic teacher solutions are in overcoming problems faced by students at MTs Negeri 6 Barito Kuala and MTs Pondok Pesantren Dakwah Islamiyah. This research is a type of field research with a qualitative descriptive approach. In collecting data using observation and interview methods. Documentary, from primary and secondary data sources. Furthermore, it is analyzed using the analysis description technique, and the validity of the data is checked by using the technique, interpretation, triangulation of methods, and triangulation of data sources. The results showed that the implementation of the Arabic learning process was carried out in 3 stages of learning, the first was the preparation stage, at this stage the Arabic teachers at MTs N 6 Barito Kuala and at MTs Dakwah Islamiyah made planned preparations, as stated in the Learning Implementation Plan (RPP). . The two stages of the implementation of learning, at this stage the Arabic language teachers at the two madrasas could not fully carry out the learning process according to the lesson plans, because the situations and conditions of students and schools were not supportive. The learning method used in each lesson seems the same. The three stages of learning evaluation, at this stage the Arabic language teachers in the two madrasas only conduct an evaluation at the end of the lesson, which should be evaluated during the learning process and at the end of the lesson. Meanwhile, the problems faced are linguistic and non-linguistic problems. In linguistic problems, there are still many students who are not fluent in pronouncing hijaiyah letters and with vocabulary pronunciation, so they find it difficult to memorize mufradat, understand and apply the rules that have been learned. In non-linguistic problems, when the muhadtsah learning takes place, the teacher uses the mother tongue more as the language of instruction, as a result students are also not used to speaking Arabic, the students have little vocabulary, low interest and motivation, limited time, facilities and facilities. limited family, school and social environment that is less supportive. The implication of this thesis is that it becomes a means to overcome the problems of speaking Arabic skills at MTs N 6 Barito Kuala and at MTs Da'wah Islamiyah, and expects all parties, especially Arabic teachers to create a more accustomed environment to use.
摘要:本研究的目的是:了解muhadatsah学习如何包括规划、实施和评估。了解学生和教师在muhadatsah学习中面临的问题，以及在Negeri 6 Barito Kuala和Pondok Pesantren Dakwah Islamiyah的学生面临的问题中，阿拉伯语教师的解决方案是什么。本研究是一种采用定性描述方法的实地研究。采用观察法和访谈法收集数据。文献资料，来自第一手和第二手数据来源。在此基础上，采用分析描述技术对数据进行分析，并通过技术、解释、方法三角化和数据源三角化来检验数据的有效性。结果表明，阿拉伯语学习过程的实施分三个阶段进行，第一个阶段是准备阶段，在这个阶段，MTs n6 Barito Kuala和MTs Dakwah Islamiyah的阿拉伯语教师按照学习实施计划(RPP)进行了有计划的准备。实施学习的两个阶段，在这个阶段，由于学生和学校的情况和条件不支持，两所伊斯兰学校的阿拉伯语教师无法根据教案充分开展学习过程。每节课的学习方法似乎都是一样的。学习评价的三个阶段，在这个阶段，两所伊斯兰学校的阿拉伯语教师只在课程结束时进行评价，应该在学习过程中和课程结束时进行评价。同时，面临的问题有语言问题和非语言问题。在语言问题上，仍然有很多学生在hijaiyah字母的发音和词汇发音上不流利，所以他们很难记住mufradat，理解和应用所学的规则。在非语言问题中，当muhadtsah学习发生时，教师更多地使用母语作为教学语言，导致学生也不习惯说阿拉伯语，学生词汇量少，兴趣和动机低，时间有限，设施和设施有限。家庭、学校和社会环境有限，缺乏支持。本论文的含义是，它成为克服MTs n6 Barito Kuala和MTs Da'wah Islamiyah的阿拉伯语技能问题的一种手段，并期望各方，特别是阿拉伯语教师创造一个更习惯的使用环境。
{"title":"TA'LĪM AL-MUHĀDATSAH WA MUSYKILĀTUHU LADĀ AN-NAṬIQĪNA BI LUGĀT UKHRĀ","authors":"Laila Ahmad","doi":"10.18592/jams.v7i2.4902","DOIUrl":"https://doi.org/10.18592/jams.v7i2.4902","url":null,"abstract":"ABSTRACT The objectives of this study are: to find out how muhadatsah learning includes planning, implementation and assessment. Knowing what problems are faced by students and teachers in muhadatsah learning, and what Arabic teacher solutions are in overcoming problems faced by students at MTs Negeri 6 Barito Kuala and MTs Pondok Pesantren Dakwah Islamiyah. This research is a type of field research with a qualitative descriptive approach. In collecting data using observation and interview methods. Documentary, from primary and secondary data sources. Furthermore, it is analyzed using the analysis description technique, and the validity of the data is checked by using the technique, interpretation, triangulation of methods, and triangulation of data sources. The results showed that the implementation of the Arabic learning process was carried out in 3 stages of learning, the first was the preparation stage, at this stage the Arabic teachers at MTs N 6 Barito Kuala and at MTs Dakwah Islamiyah made planned preparations, as stated in the Learning Implementation Plan (RPP). . The two stages of the implementation of learning, at this stage the Arabic language teachers at the two madrasas could not fully carry out the learning process according to the lesson plans, because the situations and conditions of students and schools were not supportive. The learning method used in each lesson seems the same. The three stages of learning evaluation, at this stage the Arabic language teachers in the two madrasas only conduct an evaluation at the end of the lesson, which should be evaluated during the learning process and at the end of the lesson. Meanwhile, the problems faced are linguistic and non-linguistic problems. In linguistic problems, there are still many students who are not fluent in pronouncing hijaiyah letters and with vocabulary pronunciation, so they find it difficult to memorize mufradat, understand and apply the rules that have been learned. In non-linguistic problems, when the muhadtsah learning takes place, the teacher uses the mother tongue more as the language of instruction, as a result students are also not used to speaking Arabic, the students have little vocabulary, low interest and motivation, limited time, facilities and facilities. limited family, school and social environment that is less supportive. The implication of this thesis is that it becomes a means to overcome the problems of speaking Arabic skills at MTs N 6 Barito Kuala and at MTs Da'wah Islamiyah, and expects all parties, especially Arabic teachers to create a more accustomed environment to use.","PeriodicalId":111305,"journal":{"name":"Jurnal Al-Maqayis","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116518916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explain how the use of E-Learning in learning Arabic and explain how the learning outcomes of class VIII students in learning Arabic using E-Learning and to explain what are the advantages and disadvantages of E-Learning in learning Arabic for class VIII students at MTsN 3 Banjarmasin. This research is a type of qualitative descriptive research, with the data collection process using the methods of observation, interviews and documentation. This study interviewed one Arabic teacher and 32 students in class VIII MTsN 3 Banjarmasin. Based on the results of the study that the use of e-learning in learning Arabic is very beneficial for teachers and students and is also very helpful in learning. Students become more active and independent in learning using e-learning. And the learning outcomes of class VIII students in learning Arabic using E-Learning are varied, some get above average scores and some below average. And the advantage of e-learning is that you can easily find out and view information related to learning Arabic. E-learning is also without being limited by distance, place and time. Students also become more active in participating in learning. Meanwhile, the lack of e-learning is that not all internet networks are smooth, so when opening or using it, problems can occur, namely errors can occur. And there is less interaction between teachers and students because they cannot meet face to face.
{"title":"ISTIFĀDAH AL-TA'LĪM AL-ILIKTRŪNĪ FĪ TA'LĪM AL LUGAH AL-'ARABIYAH LI GAIR AN-NĀṬIQĪNA BIHĀ","authors":"Rahmaniah Rahmaniah","doi":"10.18592/jams.v7i2.5035","DOIUrl":"https://doi.org/10.18592/jams.v7i2.5035","url":null,"abstract":"This study aims to explain how the use of E-Learning in learning Arabic and explain how the learning outcomes of class VIII students in learning Arabic using E-Learning and to explain what are the advantages and disadvantages of E-Learning in learning Arabic for class VIII students at MTsN 3 Banjarmasin. This research is a type of qualitative descriptive research, with the data collection process using the methods of observation, interviews and documentation. This study interviewed one Arabic teacher and 32 students in class VIII MTsN 3 Banjarmasin. Based on the results of the study that the use of e-learning in learning Arabic is very beneficial for teachers and students and is also very helpful in learning. Students become more active and independent in learning using e-learning. And the learning outcomes of class VIII students in learning Arabic using E-Learning are varied, some get above average scores and some below average. And the advantage of e-learning is that you can easily find out and view information related to learning Arabic. E-learning is also without being limited by distance, place and time. Students also become more active in participating in learning. Meanwhile, the lack of e-learning is that not all internet networks are smooth, so when opening or using it, problems can occur, namely errors can occur. And there is less interaction between teachers and students because they cannot meet face to face.","PeriodicalId":111305,"journal":{"name":"Jurnal Al-Maqayis","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127099626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The discussion of meaning takes a very important role in language learning. From there we can see how important it is to study Semantics. This article aims to understand: 1) Types of meanings in the verses of Holy Qur’an Surah Luqman, 2) The relation between the verse words of Surah Luqman and their meanings contained in the book At-Tahrir wa Tanwir. This research is a literature study, using a qualitative approach, the data analysis technique used in this research is content analysis. The primary data in this research are the verses of Surah Luqman and their meanings contained in the book At-Tahrir wa Tanwir, and the secondary data in this research were taken from books related to the research. The result of this research is, researchers found 10 types of meanings in the verses of Surah Luqman which rever to the meanings contained in the book At-Tahrir wa Tanwir, namely: Lexical Meaning, Contextual Meaning (language context), Functional Meaning of Syntatic Structure, Functional Meaning of Morphological Structure,Word Meaning, Referential Meaning, Stylistic Meaning, Conceptual Meaning, Figurative Meaning, Meaning of Terms. And the relation between the verse words and its meaning occurs in 3 types of relations, namely: Synonim, Polysemy, Hypernym and Hyponym. Keywords: Types of Meaning, Relations of Meanings, Surah Luqman, Tafsir At-Tahrir wa Tanwir, Ibnu ‘Asyur, Semantic Analysis
意义的讨论在语言学习中起着非常重要的作用。由此可见，研究语义学是多么重要。本文旨在了解:1)《古兰经》《鲁克曼章》各节经文的意义类型;2)《古兰经》《解放》中各节经文的意义与《解放》的关系。本研究为文献研究，采用定性方法，本研究采用的数据分析技术为内容分析。本研究的主要资料是《At-Tahrir wa Tanwir》一书中所载的《古兰经》中的经文及其含义，本研究的次要资料取自与本研究相关的书籍。本研究的结果是，研究者发现《鲁克曼古兰经》经文中的10种意义类型与《解放》一书中所载的意义相对应，即:词汇意义、语境意义(语言语境)、句法结构功能意义、形态结构功能意义、词义、指称意义、文体意义、概念意义、比喻意义、术语意义。诗歌词与意义的关系主要表现为三种关系，即同义词、多义、上义和下义。关键词:意义类型，意义关系，苏拉·卢克曼，塔夫西尔·塔利尔·瓦·坦维尔，伊布努·阿苏尔，语义分析
{"title":"MAʾNĀ ALFĀZ SŪRAH LUQMAN (DIRĀSAH TAHLĪLIYYAH DILĀLIYYAH)","authors":"Pita Sari","doi":"10.18592/jams.v7i2.5038","DOIUrl":"https://doi.org/10.18592/jams.v7i2.5038","url":null,"abstract":"The discussion of meaning takes a very important role in language learning. From there we can see how important it is to study Semantics. This article aims to understand: 1) Types of meanings in the verses of Holy Qur’an Surah Luqman, 2) The relation between the verse words of Surah Luqman and their meanings contained in the book At-Tahrir wa Tanwir. This research is a literature study, using a qualitative approach, the data analysis technique used in this research is content analysis. The primary data in this research are the verses of Surah Luqman and their meanings contained in the book At-Tahrir wa Tanwir, and the secondary data in this research were taken from books related to the research. The result of this research is, researchers found 10 types of meanings in the verses of Surah Luqman which rever to the meanings contained in the book At-Tahrir wa Tanwir, namely: Lexical Meaning, Contextual Meaning (language context), Functional Meaning of Syntatic Structure, Functional Meaning of Morphological Structure,Word Meaning, Referential Meaning, Stylistic Meaning, Conceptual Meaning, Figurative Meaning, Meaning of Terms. And the relation between the verse words and its meaning occurs in 3 types of relations, namely: Synonim, Polysemy, Hypernym and Hyponym. Keywords: Types of Meaning, Relations of Meanings, Surah Luqman, Tafsir At-Tahrir wa Tanwir, Ibnu ‘Asyur, Semantic Analysis","PeriodicalId":111305,"journal":{"name":"Jurnal Al-Maqayis","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124675408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the types of words there is a chapter on numerals and their kinayah. It is widely used in Arabic, either in conversation or in Arabic texts. The purpose in this research is to describe the number words and their kinayah, as well as the form of the number word phrase and the position of the number word and its kinayah in the verse of the holy Quran. The type in this research is library research with a content analysis design (adapted from Krippendorf) because it is based on the data sources in this study in the form of documents. The primary data in this study was the holy Quran and the secondary data in this study were taken from books related to the research. And the results of this study, 1. Quantity of number word 37 words in the Quran 2. Quantity of kinayah number in the Quran 4 words 3. Quantity of position number 17 verse in the Quran 4. Quantity of position kinayah number 6 verse in the Quran.
{"title":"ASMĀ' AL-A'DĀD WA KINĀYĀTUHA FĪ AL-QUR'AN AL-KARĪM (DIRĀSAH TAHLĪLIYYAH NAHWIYYAH)","authors":"Rezeka Ma'rifatul Mahmudah","doi":"10.18592/jams.v7i2.5010","DOIUrl":"https://doi.org/10.18592/jams.v7i2.5010","url":null,"abstract":"In the types of words there is a chapter on numerals and their kinayah. It is widely used in Arabic, either in conversation or in Arabic texts. The purpose in this research is to describe the number words and their kinayah, as well as the form of the number word phrase and the position of the number word and its kinayah in the verse of the holy Quran. The type in this research is library research with a content analysis design (adapted from Krippendorf) because it is based on the data sources in this study in the form of documents. The primary data in this study was the holy Quran and the secondary data in this study were taken from books related to the research. And the results of this study, 1. Quantity of number word 37 words in the Quran 2. Quantity of kinayah number in the Quran 4 words 3. Quantity of position number 17 verse in the Quran 4. Quantity of position kinayah number 6 verse in the Quran.","PeriodicalId":111305,"journal":{"name":"Jurnal Al-Maqayis","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128070715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The aims of this research are: To study how to apply and influence the strategy of square or text cut and Broken Square / Text & Index Card Match for Islamic high school students in Balangan.The research design used in this study was an experimental research design.The results of this study are 1) during the implementation of the Broken Square / Text & Index Card Match strategy, it can be seen that there is a change in the learning patterns of students who answer the questions asked by the researcher, in addition, they are also more enthusiastic and active in working on the assigned task. Poor activity also tends to decrease and 2) the effect on learning outcomes is found by students about Broken Square / Text & Index Card Match at Madrasah Tsanawiyah Negeri 3 Balangan and Madrasah Tsanawiyah Al Hidayah Inan Paringin Selatan according to the test results was 0.00 is smaller than the significance score α = 0.05, this indicates that Ha is accepted and H0 is rejected.
摘要:本研究的目的是:研究如何应用和影响巴兰干伊斯兰高中学生的正方形或文本切割和破碎的正方形/文本和索引卡匹配策略。本研究采用的研究设计为实验研究设计。本研究的结果是:1)在实施破方/文本&索引卡匹配策略的过程中，可以看到回答研究者提问的学生的学习模式发生了变化，并且他们在完成分配的任务时也更加热情和积极。2)根据测试结果，Tsanawiyah Al Hidayah Inan Paringin Selatan和mmadrasah Tsanawiyah Negeri 3 Balangan和mmadrasah Tsanawiyah Al Hidayah Inan Paringin Selatan的学生对学习结果的影响为0.00小于显著性得分α = 0.05，表明接受Ha，拒绝H0。
{"title":"TAʾṮĪR QIRĀʾAH AL-MURABBAʿI FĪ TAʿLĪM AL-QIRĀʾAH","authors":"Rusmilawati Ahmad","doi":"10.18592/jams.v7i1.4981","DOIUrl":"https://doi.org/10.18592/jams.v7i1.4981","url":null,"abstract":" Abstract:The aims of this research are: To study how to apply and influence the strategy of square or text cut and Broken Square / Text & Index Card Match for Islamic high school students in Balangan.The research design used in this study was an experimental research design.The results of this study are 1) during the implementation of the Broken Square / Text & Index Card Match strategy, it can be seen that there is a change in the learning patterns of students who answer the questions asked by the researcher, in addition, they are also more enthusiastic and active in working on the assigned task. Poor activity also tends to decrease and 2) the effect on learning outcomes is found by students about Broken Square / Text & Index Card Match at Madrasah Tsanawiyah Negeri 3 Balangan and Madrasah Tsanawiyah Al Hidayah Inan Paringin Selatan according to the test results was 0.00 is smaller than the significance score α = 0.05, this indicates that Ha is accepted and H0 is rejected.","PeriodicalId":111305,"journal":{"name":"Jurnal Al-Maqayis","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130930674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to describe the academic material in Arabic teaching in the salaf and the modern Institutions, and describe the similarities and differences of Arabic teaching in both of them.The study used a qualitative. In this study the data were collected by using interviews, observation, and documentation. To analyze the data, the researcher used the interactive technique of Miles and Huberman, while to test the validity of the data, the method of triangulation technique was used.The result of the study shows the following: (1) The Arabic teaching materials in Rasyidiyah Khalidiyah Islamic boarding schools consist of 10 subjects, while in the Raudhatut Thalibin only consist of 5 subjects. The Rasyidiyah Khalidiyah boarding schools use theory of integrated and separated system in their Arabic teaching materials, while the Raudhatut Thalibin use separated system theory; (2) The instructional method engaged in Arabic teaching is the eclectic method. The teaching use concrete (indrawi) media. Both oral and written test were applied in the evaluation system; (3) The kinds of language environment applied in Arabic teaching in Rasyidiyah Kalidiyah Islamic boarding school consist of the environment of listening and reading. While speaking, reading and listening environments, were applied in Raudhatut Thalibin Islamic boarding school.Keywor
{"title":"TAʿLĪM AL-LUĠAH AL-ʿARABIYYAH FĪ AL-MAʿĀHID AL-ISLĀMIYYAH FĪ INDŪNĪSIYYĀ","authors":"Noor Sa'adah","doi":"10.18592/jams.v7i1.4929","DOIUrl":"https://doi.org/10.18592/jams.v7i1.4929","url":null,"abstract":"This study aims to describe the academic material in Arabic teaching in the salaf and the modern Institutions, and describe the similarities and differences of Arabic teaching in both of them.The study used a qualitative. In this study the data were collected by using interviews, observation, and documentation. To analyze the data, the researcher used the interactive technique of Miles and Huberman, while to test the validity of the data, the method of triangulation technique was used.The result of the study shows the following: (1) The Arabic teaching materials in Rasyidiyah Khalidiyah Islamic boarding schools consist of 10 subjects, while in the Raudhatut Thalibin only consist of 5 subjects. The Rasyidiyah Khalidiyah boarding schools use theory of integrated and separated system in their Arabic teaching materials, while the Raudhatut Thalibin use separated system theory; (2) The instructional method engaged in Arabic teaching is the eclectic method. The teaching use concrete (indrawi) media. Both oral and written test were applied in the evaluation system; (3) The kinds of language environment applied in Arabic teaching in Rasyidiyah Kalidiyah Islamic boarding school consist of the environment of listening and reading. While speaking, reading and listening environments, were applied in Raudhatut Thalibin Islamic boarding school.Keywor","PeriodicalId":111305,"journal":{"name":"Jurnal Al-Maqayis","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122841150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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