Mathematical achievement in problem solving is not yet as expected. This is due to strategies that have not accommodated the situation of students. Adversity quontient is the state of the student who needs to get the attention of the teacher so that the learning strategy is expected to be appropriate. This research aims to describe the thinking process of MTs Darul Hikmah students in solving mathematical problems in build side spaces of material reviewed from adversity quotient. This research is in the form of qualitative. The subject selection was done by giving questionnaires to class VIII MTsS Darul Hikmah students and obtained by each one person from each adversity quotient group. The subjects in this study amounted to two students. Data collection is done through tests and interviews, while data analysis uses qualitative data analysis techniques, namely data reduction, data display and conclusions from each adversity quotient group. The results showed that no class VIII students entered the quitters group and the results of the study also showed that class VIII students consisted of climpers and campers. The process of thinking of MTsS Darul Hikmah students based on adversity quotient varied: students in the climbers category namely 3 of 53 students had conceptual thinking processes, while students in the campers category were 27 of 53 students did not have conceptual, semiceptual, or computational thinking processes.
{"title":"Students' Thinking Process in Solving Mathematical Problems in Build Flat Side Spaces of Material Reviewed from Adversity Quotient","authors":"Indra Sari, M. Marwan, Hajidin Hajidin","doi":"10.29103/mjml.v2i2.1468","DOIUrl":"https://doi.org/10.29103/mjml.v2i2.1468","url":null,"abstract":"Mathematical achievement in problem solving is not yet as expected. This is due to strategies that have not accommodated the situation of students. Adversity quontient is the state of the student who needs to get the attention of the teacher so that the learning strategy is expected to be appropriate. This research aims to describe the thinking process of MTs Darul Hikmah students in solving mathematical problems in build side spaces of material reviewed from adversity quotient. This research is in the form of qualitative. The subject selection was done by giving questionnaires to class VIII MTsS Darul Hikmah students and obtained by each one person from each adversity quotient group. The subjects in this study amounted to two students. Data collection is done through tests and interviews, while data analysis uses qualitative data analysis techniques, namely data reduction, data display and conclusions from each adversity quotient group. The results showed that no class VIII students entered the quitters group and the results of the study also showed that class VIII students consisted of climpers and campers. The process of thinking of MTsS Darul Hikmah students based on adversity quotient varied: students in the climbers category namely 3 of 53 students had conceptual thinking processes, while students in the campers category were 27 of 53 students did not have conceptual, semiceptual, or computational thinking processes.","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43858892","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}
Geogebra is software designed to solve geometry, calculus and algebra material as well as applications for designing spaces and buildings. The purpose of this research is to produce teaching material products through Geogebra software in mathematics courses that can be utilized in learning. The stages in this research include: (1) the stage of developing teaching material products, (2) the testing phase of teaching materials products (3) the analysis of increasing student’s independence. Product development and level of practicability of teaching materials is validated by material experts, media experts, lecturers as users, and trials of teaching material products. Qualitative data is used as a consideration in teaching material products to make revisions while quantitative data is analysed by statistical tests to see an increase in student self-independence. Based on the test results of experts teaching materials developed for trials in the field. Experts recommendations about teaching materials are appropriate for use and revision. After the revision is issued, try the field that involving students, the results of the test items about the reliability level of 0.734 so that teaching materials could be used for research instrumentts. The average value and standard deviation of the normalized gain values for the experimental class are 0.812 and 0.139 while the control class are 0.731 and 0.198. The analysis result of the questionnaire is that there is an increase in self-independence in study of the students in Architecture Study Program, Engineering Faculty, Malikussaleh University.
{"title":"The Development of Mathematics Teaching Materials through Geogebra Software to Improve Learning Independence","authors":"Erid Saputra, E. Fahrizal","doi":"10.29103/mjml.v2i2.1860","DOIUrl":"https://doi.org/10.29103/mjml.v2i2.1860","url":null,"abstract":"Geogebra is software designed to solve geometry, calculus and algebra material as well as applications for designing spaces and buildings. The purpose of this research is to produce teaching material products through Geogebra software in mathematics courses that can be utilized in learning. The stages in this research include: (1) the stage of developing teaching material products, (2) the testing phase of teaching materials products (3) the analysis of increasing student’s independence. Product development and level of practicability of teaching materials is validated by material experts, media experts, lecturers as users, and trials of teaching material products. Qualitative data is used as a consideration in teaching material products to make revisions while quantitative data is analysed by statistical tests to see an increase in student self-independence. Based on the test results of experts teaching materials developed for trials in the field. Experts recommendations about teaching materials are appropriate for use and revision. After the revision is issued, try the field that involving students, the results of the test items about the reliability level of 0.734 so that teaching materials could be used for research instrumentts. The average value and standard deviation of the normalized gain values for the experimental class are 0.812 and 0.139 while the control class are 0.731 and 0.198. The analysis result of the questionnaire is that there is an increase in self-independence in study of the students in Architecture Study Program, Engineering Faculty, Malikussaleh University.","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44188465","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}
D. N. Sulisawati, L. Lutfiyah, Frida Murtinasari, Luzainiatus Sukma
Characteristics of students who are diverse, such as different learning styles will also lead to the possibility of differences in students' ability to understand the learning material and every problem given, especially at the stage of understanding the problem given, because this stage is the most important step to determine the next problem-solving step. Therefore this study aims to reveal and illustrate how different characteristics of visual, audio and kinesthetic students in understanding problems. Data retrieval was done in class VIII of Arjasa 1 Junior High School with test methods, interviews, and questionnaires. Data were analyzed through stages of data reduction, analysis, and decision making. Furthermore, based on the data analysis that has been done, it can be concluded that there are differences in the characteristics of understanding problems for visual, auditory and kinesthetic students in terms of completeness and regularity of information writing, quantity of repetition of reading questions, marking important information and activity/movement habits done during the process of understanding the problem.
{"title":"Differences of Visual, Auditorial, Kinesthetic Students in Understanding Mathematics Problems","authors":"D. N. Sulisawati, L. Lutfiyah, Frida Murtinasari, Luzainiatus Sukma","doi":"10.29103/mjml.v2i2.1385","DOIUrl":"https://doi.org/10.29103/mjml.v2i2.1385","url":null,"abstract":"Characteristics of students who are diverse, such as different learning styles will also lead to the possibility of differences in students' ability to understand the learning material and every problem given, especially at the stage of understanding the problem given, because this stage is the most important step to determine the next problem-solving step. Therefore this study aims to reveal and illustrate how different characteristics of visual, audio and kinesthetic students in understanding problems. Data retrieval was done in class VIII of Arjasa 1 Junior High School with test methods, interviews, and questionnaires. Data were analyzed through stages of data reduction, analysis, and decision making. Furthermore, based on the data analysis that has been done, it can be concluded that there are differences in the characteristics of understanding problems for visual, auditory and kinesthetic students in terms of completeness and regularity of information writing, quantity of repetition of reading questions, marking important information and activity/movement habits done during the process of understanding the problem.","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44287079","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}
Yasemin Yilmaz, Ülkü Ayvaz, Nazan Mersin, Soner Durmuş, H. Yaman
In this study, it was aimed to evaluate the mathematical justification studies in mathematics education between 2007 and 2016. In the study, 31 theses and articles about mathematical justification in mathematics education were analyzed by means of determined databases. In the literature review, the studies were classified according to the method, the study group, the mathematics subject, and the time frame of ten years. As a result of study, mathematical justification studies in mathematics education were carried out mostly in 2009, 2010 and 2016. As a study group, examined studies are composed mostly of students. As a method, qualitative method was used mostly. The tasks related to justification at three different levels of education were included. According to primary, middle and high school levels, the most common areas of learning for which mathematical justification tasks take place are numbers and operations, algebra and numbers and algebra, respectively.
{"title":"Mathematical Justification Studies in Mathematics Education: An Evaluation of Studies between 2007 and 2016","authors":"Yasemin Yilmaz, Ülkü Ayvaz, Nazan Mersin, Soner Durmuş, H. Yaman","doi":"10.29103/mjml.v2i2.2129","DOIUrl":"https://doi.org/10.29103/mjml.v2i2.2129","url":null,"abstract":"In this study, it was aimed to evaluate the mathematical justification studies in mathematics education between 2007 and 2016. In the study, 31 theses and articles about mathematical justification in mathematics education were analyzed by means of determined databases. In the literature review, the studies were classified according to the method, the study group, the mathematics subject, and the time frame of ten years. As a result of study, mathematical justification studies in mathematics education were carried out mostly in 2009, 2010 and 2016. As a study group, examined studies are composed mostly of students. As a method, qualitative method was used mostly. The tasks related to justification at three different levels of education were included. According to primary, middle and high school levels, the most common areas of learning for which mathematical justification tasks take place are numbers and operations, algebra and numbers and algebra, respectively.","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47248813","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 at: (1) knowing whether there is an influence from the sensory integration approach using brain gym treatment and meronce (bead stringing) activities towards counting skills among children with special needs; (2) describing the effect of the sensory integration approach through brain gym treatment and meronce activities on counting skills among children with special needs. This study used the mixed methods with sequential explanatory design. The data analysis techniques were quantitative data analysis with SSR (single subject research) with A-B-A design and qualitative data analysis with data reduction, data display, as well as conclusions drawing and verification. The data were collected from the results of observations, interviews, tests, field notes, and documentations. The objects in this study were the students from the Philea Therapy Center, Batam. Based on the research findings, some conclusions can be drawn as follow: (1) there is a positive effect of the sensory integration approach through brain gym treatment and meronce activities on the counting skills among children with special needs in which the mean level in pre-test (A) was 50, treatment (B) was 83,33, and post-test (A) was 86.66, respectively; (2) sensory integration approach with brain gym treatment and meronce activities has a positive influence on the counting skills among children with special needs.
{"title":"An Analysis of Sensory Integration Approach on Counting Skills Among Children With Special-Needs","authors":"S. Huda, N. Agustyaningrum","doi":"10.29103/mjml.v2i2.1406","DOIUrl":"https://doi.org/10.29103/mjml.v2i2.1406","url":null,"abstract":"This study aims at: (1) knowing whether there is an influence from the sensory integration approach using brain gym treatment and meronce (bead stringing) activities towards counting skills among children with special needs; (2) describing the effect of the sensory integration approach through brain gym treatment and meronce activities on counting skills among children with special needs. This study used the mixed methods with sequential explanatory design. The data analysis techniques were quantitative data analysis with SSR (single subject research) with A-B-A design and qualitative data analysis with data reduction, data display, as well as conclusions drawing and verification. The data were collected from the results of observations, interviews, tests, field notes, and documentations. The objects in this study were the students from the Philea Therapy Center, Batam. Based on the research findings, some conclusions can be drawn as follow: (1) there is a positive effect of the sensory integration approach through brain gym treatment and meronce activities on the counting skills among children with special needs in which the mean level in pre-test (A) was 50, treatment (B) was 83,33, and post-test (A) was 86.66, respectively; (2) sensory integration approach with brain gym treatment and meronce activities has a positive influence on the counting skills among children with special needs.","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42636728","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 paper explores the ethics of the mathematics teacher, starting from the ethical obligations that all human being and professionals share towards those in their care. Most notably this involves a duty of care for students, since teachers can be the most influential persons after their parents. The ethics of mathematics teaching is analysed as concerning the aims of school mathematics, the selection of pedagogy, and the selection of content. The equal treatment of all students is also a central principle, although there are ethical dilemmas posed by the spread of achievement levels in mathematics. The ethical content of school mathematics itself is also considered, although this is a controversial issue. The paper notes that the modern tendency is for teachers to be viewed almost as technicians delivering the centrally decided mathematics curriculum. This paper argues that teachers have ethical agency which can and should still be exercised while meeting professional and institutional obligations.
{"title":"A Theoretical Inquiry into the Ethics of Mathematics Teaching","authors":"Paul Ernest","doi":"10.29103/mjml.v2i2.2130","DOIUrl":"https://doi.org/10.29103/mjml.v2i2.2130","url":null,"abstract":"This paper explores the ethics of the mathematics teacher, starting from the ethical obligations that all human being and professionals share towards those in their care. Most notably this involves a duty of care for students, since teachers can be the most influential persons after their parents. The ethics of mathematics teaching is analysed as concerning the aims of school mathematics, the selection of pedagogy, and the selection of content. The equal treatment of all students is also a central principle, although there are ethical dilemmas posed by the spread of achievement levels in mathematics. The ethical content of school mathematics itself is also considered, although this is a controversial issue. The paper notes that the modern tendency is for teachers to be viewed almost as technicians delivering the centrally decided mathematics curriculum. This paper argues that teachers have ethical agency which can and should still be exercised while meeting professional and institutional obligations.","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41678717","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 examined on status of school (public and private school) differences for the perceptions of participats (teachers,principals and school supervisors ) in eleven senior high school on the students skills of Information and Communication Technology (ICT) in Tanjungpinang city, Kepulauan Riau Province,Indonesia. Data was taken by the use of online survey in 2016 who conducted by the Directorate General of Primary and Secondary Education of the Republic of Indonesia. We accumulate data from 310 respondents, they are 11 principals, 9 supervisors and 290 teachers on the eleven senior high school of Tanjungpinang district, Kepulauan Riau Province, Indonesia. Data analysis was done using quantitative analysis, the first using descriptive statistics mainly percentages perceptions of the principal, supervisor and teachers toward skill’s students using ICT in learning, the second to inferential statistical analysis of non parametric statistics Mann Whitney to test alternative hypothesis that there are significant difference skill’s students among public school and private school. SPSS software was used to analyze data.The results of the study shown that no different significantly on the students skill on use of computer in learning between public and private school (sig = 0.057), and there are different significantly on the students skill on use of mobile phone in learning between public and private school (sig = 0.001) and last result showed that there are different significantly on the students skill on use of internet in learning between public and private school (sig = 0.026).
{"title":"Perceptions of teachers, principals and school supervisors on students' skills using ICT in learning in the Senior High School","authors":"Desi Rahmatina, N. M. Zaid","doi":"10.29103/mjml.v2i1.2127","DOIUrl":"https://doi.org/10.29103/mjml.v2i1.2127","url":null,"abstract":"This study examined on status of school (public and private school) differences for the perceptions of participats (teachers,principals and school supervisors ) in eleven senior high school on the students skills of Information and Communication Technology (ICT) in Tanjungpinang city, Kepulauan Riau Province,Indonesia. Data was taken by the use of online survey in 2016 who conducted by the Directorate General of Primary and Secondary Education of the Republic of Indonesia. We accumulate data from 310 respondents, they are 11 principals, 9 supervisors and 290 teachers on the eleven senior high school of Tanjungpinang district, Kepulauan Riau Province, Indonesia. Data analysis was done using quantitative analysis, the first using descriptive statistics mainly percentages perceptions of the principal, supervisor and teachers toward skill’s students using ICT in learning, the second to inferential statistical analysis of non parametric statistics Mann Whitney to test alternative hypothesis that there are significant difference skill’s students among public school and private school. SPSS software was used to analyze data.The results of the study shown that no different significantly on the students skill on use of computer in learning between public and private school (sig = 0.057), and there are different significantly on the students skill on use of mobile phone in learning between public and private school (sig = 0.001) and last result showed that there are different significantly on the students skill on use of internet in learning between public and private school (sig = 0.026).","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42415212","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 research is a correlational study that examines the relationship between cognitive style and habits of mind. The research subjects involved 4th semester students in the Department of Mathematics Education at the Faculty of Tarbiyah and Teacher Training of UIN Suska Riau which consisted of students with heterogeneous academic abilities. Cognitive style data was collected using the GEFT question instrument with test techniques. Habits of mind data were collected using a questionnaire instrument with a questionnaire distribution technique. The data analysis technique begins with the Pearson Product Moment correlation test which is continued with the significance test and the calculation of the magnitude of the relationship that occurs using the coefficient of determination. Because the data is positively correlated, it continues with determining the linear regression equation. The results showed that there was a significant weak correlation between cognitive style and habits of mind with a relationship score of 6% and a linear regression equation y '= 36.35 + 0.31 x.
{"title":"Relationship between Cognitive Style and Habits of Mind","authors":"H. Nufus, R. Ariawan","doi":"10.29103/mjml.v2i1.2128","DOIUrl":"https://doi.org/10.29103/mjml.v2i1.2128","url":null,"abstract":"This research is a correlational study that examines the relationship between cognitive style and habits of mind. The research subjects involved 4th semester students in the Department of Mathematics Education at the Faculty of Tarbiyah and Teacher Training of UIN Suska Riau which consisted of students with heterogeneous academic abilities. Cognitive style data was collected using the GEFT question instrument with test techniques. Habits of mind data were collected using a questionnaire instrument with a questionnaire distribution technique. The data analysis technique begins with the Pearson Product Moment correlation test which is continued with the significance test and the calculation of the magnitude of the relationship that occurs using the coefficient of determination. Because the data is positively correlated, it continues with determining the linear regression equation. The results showed that there was a significant weak correlation between cognitive style and habits of mind with a relationship score of 6% and a linear regression equation y '= 36.35 + 0.31 x.","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48353582","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 study was a qualitative research that focused to describe students’ critical thinking competence in mathematics. The subjects were six students from the X MIA-2 class of SMA 11 Kendari consisted of one male student categorized has a high self-concept, one male student categorized has a moderate self-concept, one male student categorized has a low self-concept, one female student categorized has a high self-concept, one female student categorized has a moderate self-concept, and one male student categorized has a low self-concept. In collecting data, the researcher used test instrument and questionnaire which were critical thinking competence test and self-concept questionnaire. Furthermore, the data collected were analyzed based on five phases of students’ critical thinking ability in mathematics. The result of the study revealed that male students had better critical thinking abilities than female students. A better self-concept category will contribute to enhance student’s critical thinking in mathematics
{"title":"Critical Thinking Competence as regard of Self-Concept and Gender Differences","authors":"Sadikin Sadikin, Fahinu Fahinu, R. Ruslan","doi":"10.29103/mjml.v2i1.2124","DOIUrl":"https://doi.org/10.29103/mjml.v2i1.2124","url":null,"abstract":"The study was a qualitative research that focused to describe students’ critical thinking competence in mathematics. The subjects were six students from the X MIA-2 class of SMA 11 Kendari consisted of one male student categorized has a high self-concept, one male student categorized has a moderate self-concept, one male student categorized has a low self-concept, one female student categorized has a high self-concept, one female student categorized has a moderate self-concept, and one male student categorized has a low self-concept. In collecting data, the researcher used test instrument and questionnaire which were critical thinking competence test and self-concept questionnaire. Furthermore, the data collected were analyzed based on five phases of students’ critical thinking ability in mathematics. The result of the study revealed that male students had better critical thinking abilities than female students. A better self-concept category will contribute to enhance student’s critical thinking in mathematics","PeriodicalId":33622,"journal":{"name":"Malikussaleh Journal of Mathematics Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46765263","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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