Pub Date : 2018-07-01DOI: 10.36312/e-saintika.v1i2.103
Dekriati Ate
[Title: Analysis of Student Answers on Mixed Calculation Operations Through the Implementation of Metacognitive-Discursive Approach] Mixed calculation operations are one of the important topics in mathematics but there are still many students who have difficulty performing mixed calculation operations and are unable to give the right reasons. This research aims to determine the effect of the use of teaching materials that have been designed by didactic mathematicians and have been tested in several schools using a metacognitive-discursive approach. This study was a design study which consisted of 3 phases: the preparation and design phase, the teaching experiment phase, the retrospective analysis phase with the research subjects of 31 students. The results showed that students were able to (1) add and subtract integers, (2) work on a compound calculation operation, and (3) learn the method of saving parentheses from a compound calculation operation. Based on these results it can be concluded that through metacognitive-discursive students can understand mixed calculation operations.
{"title":"Analisis Jawaban Siswa pada Operasi Hitung Campuran Melalui Penerapan Pendekatan Metakognitif-Diskursif","authors":"Dekriati Ate","doi":"10.36312/e-saintika.v1i2.103","DOIUrl":"https://doi.org/10.36312/e-saintika.v1i2.103","url":null,"abstract":"[Title: Analysis of Student Answers on Mixed Calculation Operations Through the Implementation of Metacognitive-Discursive Approach] Mixed calculation operations are one of the important topics in mathematics but there are still many students who have difficulty performing mixed calculation operations and are unable to give the right reasons. This research aims to determine the effect of the use of teaching materials that have been designed by didactic mathematicians and have been tested in several schools using a metacognitive-discursive approach. This study was a design study which consisted of 3 phases: the preparation and design phase, the teaching experiment phase, the retrospective analysis phase with the research subjects of 31 students. The results showed that students were able to (1) add and subtract integers, (2) work on a compound calculation operation, and (3) learn the method of saving parentheses from a compound calculation operation. Based on these results it can be concluded that through metacognitive-discursive students can understand mixed calculation operations.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124592657","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}
Pub Date : 2018-07-01DOI: 10.36312/E-SAINTIKA.V1I2.104
Ferdinandus Tamo Ama, Setiawan Budi Sartati
[Title: Improving Student Learning Outcomes with the Snowball Throwing Model in the Subject of Solving Inequality Squared] The problem raised in this study is the low student learning outcomes. The research objectives are to improve student learning outcomes. The researcher wants to solve this problem by applying the snowball throwing model on the subject of solving the inequality squared in class X IPA 1 Manda Elu Private High School. This type of research is classroom action research (CAR) with two planned cycles. For each cycle consists of five stages, namely planning, implementing actions, observing, evaluating, and reflecting. The research subjects were teachers (researchers) and students of class X IPA 1 at Manda Elu Private High School. Collecting data in this study using written tests and observation sheets. The research data were analyzed descriptively-quantitative for test result data and descriptive-qualitative data for observation. The results showed that student learning outcomes improved, this can be seen from the percentage of classical completeness that is the first cycle of 54.3% increased in the second cycle 80%. From the results of the first cycle and second cycle increased, which means that more and more students received grades ?65 (KKM). Based on the results of the study it can be concluded that the application of the snowball throwing model on the subject of solving the inequality squared can improve learning outcomes of class X students of Manda Elu Private High School.
{"title":"Meningkatkan Hasil Belajar Siswa dengan Model Snowball Throwing pada Pokok Bahasan Penyelesaian Pertidaksamaan Kuadrat","authors":"Ferdinandus Tamo Ama, Setiawan Budi Sartati","doi":"10.36312/E-SAINTIKA.V1I2.104","DOIUrl":"https://doi.org/10.36312/E-SAINTIKA.V1I2.104","url":null,"abstract":"[Title: Improving Student Learning Outcomes with the Snowball Throwing Model in the Subject of Solving Inequality Squared] The problem raised in this study is the low student learning outcomes. The research objectives are to improve student learning outcomes. The researcher wants to solve this problem by applying the snowball throwing model on the subject of solving the inequality squared in class X IPA 1 Manda Elu Private High School. This type of research is classroom action research (CAR) with two planned cycles. For each cycle consists of five stages, namely planning, implementing actions, observing, evaluating, and reflecting. The research subjects were teachers (researchers) and students of class X IPA 1 at Manda Elu Private High School. Collecting data in this study using written tests and observation sheets. The research data were analyzed descriptively-quantitative for test result data and descriptive-qualitative data for observation. The results showed that student learning outcomes improved, this can be seen from the percentage of classical completeness that is the first cycle of 54.3% increased in the second cycle 80%. From the results of the first cycle and second cycle increased, which means that more and more students received grades ?65 (KKM). Based on the results of the study it can be concluded that the application of the snowball throwing model on the subject of solving the inequality squared can improve learning outcomes of class X students of Manda Elu Private High School.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133161790","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}
Pub Date : 2018-07-01DOI: 10.36312/e-saintika.v1i2.105
Maria Rosalia Bili, Dekriati Ate
[Title: The Application of Problem Based Learning (PBL) Models to Linear Program Materials to Improve Student Learning Outcomes]. This research is a classroom action research that aims to improve the learning outcomes of linear programs through the application of the problem based learning model of class XII students of SMA N 1 Wewewa Utara in the odd semester of the academic year 2017/2018 with 36 students. Cycle I was held for 5 meetings and Cycle II was carried out for 4 meetings including the giving of the final test of Cycle I and Cycle II. Data retrieval is done using learning outcomes tests and observation sheets. The collected data were analyzed using quantitative and qualitative analysis. The results of this study indicate that (1) the value of classical completeness of learning outcomes of students of class XII IPA of SMA N. 1 Wewewa Utara at the end of the first cycle test was 61.11% with sufficient categories while the value of classical completeness of student learning outcomes in cycle II was 83.3% with a very good category and (2) The learning outcomes of students of class XII Natural Sciences at SMAN 1 North Wewewa in cycle I to Cycle II increased by 22.19% through the application of the problem based learning model.
[题目:基于问题的学习(PBL)模型在线性课程材料中的应用，以提高学生的学习成果]。本研究是一项课堂行动研究，旨在通过应用基于问题的学习模型来提高线性计划的学习效果，研究对象是SMA N 1 Wewewa Utara在2017/2018学年奇数学期的12班36名学生。第一阶段共举行了5次会议，第二阶段共举行了4次会议，包括对第一阶段和第二阶段进行最后测试。使用学习成果测试和观察表进行数据检索。对收集到的资料进行定量和定性分析。这项研究的结果表明,(1)经典的价值十二班的学生学习成果的完整性音标SMA n 1 Wewewa先后在第一个循环测试是61.11%有足够的类别而古典的价值学生学习结果的完整性在第二周期中具有很好的类别和83.3%(2)十二班的学生的学习结果自然科学SMAN 1北Wewewa在周期循环II通过增加了22.19%基于问题的学习模型的应用。
{"title":"Penerapan Model Problem Based Learning (PBL) pada Materi Program Linear untuk Meningkatkan Hasil Belajar Siswa","authors":"Maria Rosalia Bili, Dekriati Ate","doi":"10.36312/e-saintika.v1i2.105","DOIUrl":"https://doi.org/10.36312/e-saintika.v1i2.105","url":null,"abstract":"[Title: The Application of Problem Based Learning (PBL) Models to Linear Program Materials to Improve Student Learning Outcomes]. This research is a classroom action research that aims to improve the learning outcomes of linear programs through the application of the problem based learning model of class XII students of SMA N 1 Wewewa Utara in the odd semester of the academic year 2017/2018 with 36 students. Cycle I was held for 5 meetings and Cycle II was carried out for 4 meetings including the giving of the final test of Cycle I and Cycle II. Data retrieval is done using learning outcomes tests and observation sheets. The collected data were analyzed using quantitative and qualitative analysis. The results of this study indicate that (1) the value of classical completeness of learning outcomes of students of class XII IPA of SMA N. 1 Wewewa Utara at the end of the first cycle test was 61.11% with sufficient categories while the value of classical completeness of student learning outcomes in cycle II was 83.3% with a very good category and (2) The learning outcomes of students of class XII Natural Sciences at SMAN 1 North Wewewa in cycle I to Cycle II increased by 22.19% through the application of the problem based learning model.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126972394","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}
Pub Date : 2018-07-01DOI: 10.36312/e-saintika.v1i2.107
Nola Sumbawaty, Sukainil Ahzan, Dwi Sabda Budi Prasetya
[Title: Porosity Test and Compressive Strength of Lightweight Brick Based on Gold Processing Waste (LPE) with Banana Tree Filler (FPP)]. Lightweight concrete bricks are made from gold processing waste (LPE) and banana tree filler (FPP) with cement, foam, and clear water. The purpose of making light brick to know the value of porosity and value of compressive strength. Lightweight brick is made with gold processing waste (LPE) and banana tree filler (FPP) consecutively is 250 ml of LPE + 1 layer of FPP, 250 ml of LPE + 2 layers of FPP, 250 ml of LPE + 3 layers of FPP, 250 ml of LPE + 4 layers of FPP . Hardening time is carried out for 22 days in sunlight unspoiled. Tests performed include: density test, porosity test, and compressive strength test. From the test results showed that the porosity value and compressive strength of lightweight concrete bricks with gold processing waste plus the filler of banana trees with the amount of cement in the fixed condition and drying time for 22 consecutive days, the density value 1349, 09 kg / m3, 1290 kg / m3, 1121.6 kg / m3, 1168.3 kg / m3, 1254 kg / m3 and compressive strength value of 2.43 MPa, 1.25 MPa, 1.68 MPa, 2.13 MPa, 1.32 MPa. The high value of porosity and compressive strength value is influenced by the amount of mixture of foam, banana tree filler (FPP) and stirring method
[题目]香蕉树填充金加工废料(LPE)轻质砖的孔隙率试验和抗压强度[j]。轻质混凝土砖是由黄金加工废料(LPE)和香蕉树填料(FPP)与水泥、泡沫和清水制成的。制作轻质砖的目的是了解孔隙率值和抗压强度值。轻质砖采用黄金加工废料(LPE)和香蕉树填料(FPP)依次为250 ml LPE + 1层FPP、250 ml LPE + 2层FPP、250 ml LPE + 3层FPP、250 ml LPE + 4层FPP制成。硬化时间在阳光下进行22天，不受损坏。执行的测试包括:密度测试、孔隙率测试和抗压强度测试。从测试结果表明,孔隙度值和抗压强度的轻质混凝土砖块黄金处理垃圾+香蕉树的填料量的水泥固定条件和干燥时间连续22天,密度值1349,09年公斤/立方米,1290公斤/立方米,1121.6公斤/立方米,1168.3公斤/立方米,1254公斤/立方米和抗压强度值为2.43 MPa, 1.25 MPa, 1.68 MPa, 2.13 MPa, 1.32 MPa。泡沫塑料、香蕉树填料(FPP)的掺量和搅拌方式对孔隙率和抗压强度值的高值有影响
{"title":"Uji Porositas dan Kuat Tekan Batako Ringan Berbahan Dasar Limbah Pengolahan Emas (LPE) dengan Filler Pohon Pisang (FPP)","authors":"Nola Sumbawaty, Sukainil Ahzan, Dwi Sabda Budi Prasetya","doi":"10.36312/e-saintika.v1i2.107","DOIUrl":"https://doi.org/10.36312/e-saintika.v1i2.107","url":null,"abstract":"[Title: Porosity Test and Compressive Strength of Lightweight Brick Based on Gold Processing Waste (LPE) with Banana Tree Filler (FPP)]. Lightweight concrete bricks are made from gold processing waste (LPE) and banana tree filler (FPP) with cement, foam, and clear water. The purpose of making light brick to know the value of porosity and value of compressive strength. Lightweight brick is made with gold processing waste (LPE) and banana tree filler (FPP) consecutively is 250 ml of LPE + 1 layer of FPP, 250 ml of LPE + 2 layers of FPP, 250 ml of LPE + 3 layers of FPP, 250 ml of LPE + 4 layers of FPP . Hardening time is carried out for 22 days in sunlight unspoiled. Tests performed include: density test, porosity test, and compressive strength test. From the test results showed that the porosity value and compressive strength of lightweight concrete bricks with gold processing waste plus the filler of banana trees with the amount of cement in the fixed condition and drying time for 22 consecutive days, the density value 1349, 09 kg / m3, 1290 kg / m3, 1121.6 kg / m3, 1168.3 kg / m3, 1254 kg / m3 and compressive strength value of 2.43 MPa, 1.25 MPa, 1.68 MPa, 2.13 MPa, 1.32 MPa. The high value of porosity and compressive strength value is influenced by the amount of mixture of foam, banana tree filler (FPP) and stirring method","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131917630","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}
Pub Date : 2018-07-01DOI: 10.36312/E-SAINTIKA.V1I2.101
Desak Made Anggraeni, Ferdinandus Bele Sole
[Title: Moodle E-Learning, the 21st Century Physics Learning Media] A distinctive characteristic of 21st-century learning is digital communication, meaning that the learning process is no longer face to face course between teachers and students but is more of an internet-based (e-learning) modern learning. The process of implementing e-learning requires a Learning Management System (LMS) which functions to regulate the management of learning. One of the LMS that can be used in organizing e-learning learning is moodle. Moodle e-learning can be used as a medium to improve the quality of interactive learning and support for the implementation of blended learning. Through e-learning moodle learning material can be accessed anytime and anywhere, besides that the material can be enriched with various learning resources including multimedia, which can be quickly updated by the instructor. In addition, the facilities offered in moodle e-learning learning are able to display learning materials that are abstract in nature into material that can be witnessed in person. Material samples that are mostly abstract are material on physics subjects. Therefore, moodle electronic learning is expected to be able to help students master the concepts in physics learning.
{"title":"E-Learning Moodle, Media Pembelajaran Fisika Abad 21","authors":"Desak Made Anggraeni, Ferdinandus Bele Sole","doi":"10.36312/E-SAINTIKA.V1I2.101","DOIUrl":"https://doi.org/10.36312/E-SAINTIKA.V1I2.101","url":null,"abstract":"[Title: Moodle E-Learning, the 21st Century Physics Learning Media] A distinctive characteristic of 21st-century learning is digital communication, meaning that the learning process is no longer face to face course between teachers and students but is more of an internet-based (e-learning) modern learning. The process of implementing e-learning requires a Learning Management System (LMS) which functions to regulate the management of learning. One of the LMS that can be used in organizing e-learning learning is moodle. Moodle e-learning can be used as a medium to improve the quality of interactive learning and support for the implementation of blended learning. Through e-learning moodle learning material can be accessed anytime and anywhere, besides that the material can be enriched with various learning resources including multimedia, which can be quickly updated by the instructor. In addition, the facilities offered in moodle e-learning learning are able to display learning materials that are abstract in nature into material that can be witnessed in person. Material samples that are mostly abstract are material on physics subjects. Therefore, moodle electronic learning is expected to be able to help students master the concepts in physics learning.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125028966","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}
Pub Date : 2018-07-01DOI: 10.36312/E-SAINTIKA.V1I2.108
Devi Lara Suci, Sukainil Ahzan, Dwi Pangga
[Title: Development of Physics Student Worksheets Based on Image on Vibration and Waves Material]. Has conducted development research of media instruction in the form of Physics student worksheet (PSW) based image. This study aims to determine the eligibility of PSW based image subject matter of vibration and wave material in the class of VIII SMPN 4 Batukliang. Subjects in this study were students of class VIII SMPN 4 Batukliang the school year 2015/2016 amounting to 21 students. Methods of data collection in this study is the questionnaire. Eligibility test carried out by the validation by expert lecturers Mataram Teachers' Training College physical education and assessment by a physics teacher and students in a limited group test conducted at SMPN 4 Batukliang. The results of this development study found that the results of eligibility by expert lecturer percentage of 86.5%, then from teachers of eligibility obtained the percentage of 94%. The results based on the results of validation expert lecturers and showed a very good physics teacher. The response of the students was also very good with a percentage of 96.71% eligibility. Based on this analysis showed that the student worksheet physic-based image very decent used in the learning process.
{"title":"Pengembangan Lembar Kerja Siswa (LKS) Fisika Berbasis Gambar Materi Getaran dan Gelombang","authors":"Devi Lara Suci, Sukainil Ahzan, Dwi Pangga","doi":"10.36312/E-SAINTIKA.V1I2.108","DOIUrl":"https://doi.org/10.36312/E-SAINTIKA.V1I2.108","url":null,"abstract":"[Title: Development of Physics Student Worksheets Based on Image on Vibration and Waves Material]. Has conducted development research of media instruction in the form of Physics student worksheet (PSW) based image. This study aims to determine the eligibility of PSW based image subject matter of vibration and wave material in the class of VIII SMPN 4 Batukliang. Subjects in this study were students of class VIII SMPN 4 Batukliang the school year 2015/2016 amounting to 21 students. Methods of data collection in this study is the questionnaire. Eligibility test carried out by the validation by expert lecturers Mataram Teachers' Training College physical education and assessment by a physics teacher and students in a limited group test conducted at SMPN 4 Batukliang. The results of this development study found that the results of eligibility by expert lecturer percentage of 86.5%, then from teachers of eligibility obtained the percentage of 94%. The results based on the results of validation expert lecturers and showed a very good physics teacher. The response of the students was also very good with a percentage of 96.71% eligibility. Based on this analysis showed that the student worksheet physic-based image very decent used in the learning process.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127717586","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}
Pub Date : 2015-03-07DOI: 10.36312/E-SAINTIKA.V2I1.80
Setiawan Budi Sartati
[Title: The Students' Understanding of Equal Sign in Completing Mathematics Tasks]. This study aims to describe the student's understanding of the equal sign to solve mathematical tasks. This study was included in the qualitative descriptive study. In this study, the data collected is the data of students work and verbal data (the interview). The subjects were six students of 7th class of MTs Attariqie Malang 2014/2015 (Junior High School), with details of two high-ability students, two students capable of being, and two low-ability students. Students' understanding of the equal sign examined further by providing tests and interviews in six research subjects. Interviews were conducted individually after the students work on the problems individually. The mathematical task load arithmetic and algebra problems. Based on the results of the study, all subjects were able to understand the equal sign as operational and the equal sign as a substitution. For equal sign as the basic relational, only high-ability students were able to understand it. Understanding of medium and low student capable entrenched in the operational pattern that is an equal sign as operational cause confusion to understanding equal sign as the basic relational, eg, 14+11=25+8 where students only pay attention to the results of operations that 14 plus 11 is 25 without notice relation of the addition of 8.
{"title":"Pemahaman Siswa Tentang Equal Sign dalam Menyelesaikan Tugas Matematika","authors":"Setiawan Budi Sartati","doi":"10.36312/E-SAINTIKA.V2I1.80","DOIUrl":"https://doi.org/10.36312/E-SAINTIKA.V2I1.80","url":null,"abstract":"[Title: The Students' Understanding of Equal Sign in Completing Mathematics Tasks]. This study aims to describe the student's understanding of the equal sign to solve mathematical tasks. This study was included in the qualitative descriptive study. In this study, the data collected is the data of students work and verbal data (the interview). The subjects were six students of 7th class of MTs Attariqie Malang 2014/2015 (Junior High School), with details of two high-ability students, two students capable of being, and two low-ability students. Students' understanding of the equal sign examined further by providing tests and interviews in six research subjects. Interviews were conducted individually after the students work on the problems individually. The mathematical task load arithmetic and algebra problems. Based on the results of the study, all subjects were able to understand the equal sign as operational and the equal sign as a substitution. For equal sign as the basic relational, only high-ability students were able to understand it. Understanding of medium and low student capable entrenched in the operational pattern that is an equal sign as operational cause confusion to understanding equal sign as the basic relational, eg, 14+11=25+8 where students only pay attention to the results of operations that 14 plus 11 is 25 without notice relation of the addition of 8.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123909873","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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