Darajat: Jurnal Pendidikan Agama Islam最新文献

{"title":"Peran Guru PAI dan Guru Bimbingan Konseling dalam Mendisiplinkan Siswa Madrasah Aliyah","authors":"Azidah Ellistiyawati, Moh. Nasrul Amin","doi":"10.58518/darajat.v5i2.1415","DOIUrl":"https://doi.org/10.58518/darajat.v5i2.1415","url":null,"abstract":"Every student certainly needs discipline, because with discipline students can behave not deviate. With discipline students show good behavior and obey the rules and comply with various rules and regulations. Such as arriving on time to school, entering class first, and wearing school attributes according to regulations. Of all that, of course there are some students who commit disciplinary actions. Therefore, the role of the PAI teacher and guidance and counseling teacher is interrelated so that students can be trained and controlled with appropriate teachings. This research focused on the role of Islamic religious education teachers and guidance and counseling teachers in disciplining MA Mazra'atul Ulum students with the following problem formulation: First, the role of Islamic religious education teachers and guidance and counseling teachers in disciplining MA Mazra'atul Ulum students. Second, the inhibiting factors of Islamic religious education teachers and guidance and counseling teachers in disciplining MA Mazra'atul Ulum Paciran students. To achieve this goal using a qualitative descriptive method. The subjects of this study were Islamic religious education teachers and guidance and counseling teachers at MA Mazra'atul Ulum Paciran. Data collection techniques in this study are observation, interviews and documentation. The results of the study show that: The role of the Islamic religious education teacher is very important in disciplining students not only as a provider of material, but as a guide, as an example and role model, as a motivator. Meanwhile, the role of guidance and counseling teachers in disciplining students is as a punisher, as a motivator, and as a director. The inhibiting factors for Islamic religious education teachers, limited supervision of teachers, and factors from students. Meanwhile, the inhibiting factors for guidance and counseling teachers in disciplining students are factors from students such as students' lack of attention to the importance of discipline in school rules. \u0000 ","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129113669","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}

{"title":"Upaya Guru PAI dalam Meningkatkan Motivasi Belajar Siswa di Sma Hidayatus Salam Lowayu Dukun Gresik","authors":"Ratih Kusuma Ningtias, Zaimatul Mahbubah","doi":"10.58518/darajat.v5i2.1416","DOIUrl":"https://doi.org/10.58518/darajat.v5i2.1416","url":null,"abstract":"The Purposes of this study were to: (1) Describe the efforts of PAI teachers in increasing students’ learning motivation at SMA Hidayatus Salam Lowayu Dukun Gresik. (2) Describe the obstacles experienced by PAI teachers in increasing students’ learning motivation at SMA Hidayatus Salam Lowayu Dukun Gresik. (3). Describe the solutions that PAI teachers do in increasing students’ learning motivation at SMA Hidayatus Salam Lowayu Dukun Gresik. \u0000The research used a qualitative research as approach as approach and case study as research design. The data collection used observation, interview, and documentation techniques: The data analysis used following steps reduction, display and draw conclusions. \u0000The results of this study indicate that: (1) The forms of PAI teachers' efforts in increasing students' learning motivation at Hidayatus Salam Lowayu Dukun Gresik High School such as: giving grades from student learning outcomes, giving praise and prizes, giving tests and assignments, using learning methods that varied in teaching, using learning media and giving punishment. (2) Obstacles faced by PAI teachers in increasing student motivation at Hidayatus Salam Lowayu Dukun Gresik High School are as follows: when teachers use learning methods to increase learning motivation, some students are a bit slow in the learning process. Meanwhile, when teachers use learning media to increase learning motivation, students have different grasping powers, students who have less understanding will find it difficult to understand the material taught by the teacher. And the obstacle faced by the teacher itself is the use of learning methods and media in the material being taught. Meanwhile (3) the solution that the PAI teacher does in overcoming these obstacles or problems is to provide opportunities for children to consult with the teacher regarding the obstacles he is experiencing, use various learning methods and learning media, maintain interest, willingness and enthusiasm for learning in students, create an attractive learning environment, provide learning agreements or contracts, provide punishments that build students up.","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116842759","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}

{"title":"Pendekatan Supervisi Direktif dalam Pembinaan Guru di Madrasah","authors":"F. Kurniawan, Binti Maunah","doi":"10.58518/darajat.v5i2.1411","DOIUrl":"https://doi.org/10.58518/darajat.v5i2.1411","url":null,"abstract":"Sebagai kepala sekolah ada berbagai model dan pendekatan dalam melakukan supervisi Pendidikan. Salah satunya yaitu pola pendekatan derektif yang ditujukan kepada guru yang kurang dalam tugas, pokok, dan fungsi sebagai seorang tenaga pendidik. Tujuan dari penulisan ini mengulas tentang 1) Bagaimana Pengertian Supervisi Dan Pendekatan Direktif, 2) Bagaimana Prinsip Supervisi Pendidikan, 3) Siapa Saja Sasaran Pendekatan Direktif, 4) Bagaimana Karakteristik Pendekatan Direktif Dan, 5) Bagaimana Teknik Pendekatan Direktif Dalam Pembinaan Guru. Metode yang digunakan studi literatur atau tinjauan pustaka dan Tahapan pengumpulan data meliputi analisis, editing dan penemuan hasil data. Kemudian setelah itu melakukan penarikan kesimpulan sesuai dengan kajian kepustakaan yang ditemukan. Hasil penulisan ini dapat disumpulkan yaitu 1) Cara pandang seorang kepala dengan pendekatan terhadap masalah yang bersifat langsung, 2) Prinsip supervisi pendidikan yang dijadikan panduan dan pedoman, 3) Sasaran pendekatan direktif kepada guru yang kompleksitasnya tanggung jawab rendah , 4) Karakteristik pendekatan direktif seperti hubungan vertikal, 5) Supervisor yang membangun terhadap guru. \u0000As a school principal there are various models and approaches to supervising education. One of them is the directive approach pattern aimed at teachers who are lacking in tasks, principles, and functions as an educator. The purpose of this writing is to review 1) What is the Definition of Supervision and Directive Approach, 2) What are the Principles of Educational Supervision, 3) Who are the Targets of the Directive Approach, 4) What are the Characteristics of the Directive Approach, and, 5) How is the Directive Approach Technique in Teacher Development. The method used is literature study or literature review and the stages of data collection include analysis, editing, and discovery of data results. Then after that draw conclusions according to the literature review found. The results of this writing can be concluded, namely 1) The perspective of a head with an approach directed problems 2) The principles of educational supervision that are used as guidelines and guidelines, 3) The target of the directive approach to teachers with low responsibility complexity, 4) The characteristics of the directive approach such as vertical relationship, 5) Supervisors who build on         teachers.","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133799740","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}

{"title":"Kajian Gender dalam Pendidikan Islam dan Transformasi Pendidikan Berkeadilan Gender","authors":"Nuridin Nuridin, Cecep Sumarna, Abd Rozaq","doi":"10.58518/darajat.v5i2.1410","DOIUrl":"https://doi.org/10.58518/darajat.v5i2.1410","url":null,"abstract":"Diskriminasi dalam pendidikan disadari atau tidak, hal itu akan sangat merugikan bagi salah satu pihak, dalam hal ini perempuan sebagai pihak yang selalu dinomor duakan. Ada sejumlah faktor yang mempengaruhi terjadinya diskriminasi atau ketidak adilan tersebut, yaitu faktor struktural dan kultural.(Ariefa, 2008) Selain kebijakan pembangunan yang kurang sensitive gender, dimasyarakat juga masih terdapat praktik-praktik budaya yang bias gender. Menghadapi kondisi seperti ini, tentunya diperlukan upaya nyata dalam upaya pemajuan perempuan menuju pendidikan yang lebih berkeadilan gender. Penelitian ini bertujuan mengungkap perbedaan gender dalam Pendidikan Islam yang berkeadilan","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115763617","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}

{"title":"Penerapan Teori Belajar Behavioristik dalam Proses Pembelajaran PAI","authors":"Fathir Akbar, Abyan Gantaran","doi":"10.58518/darajat.v5i2.1413","DOIUrl":"https://doi.org/10.58518/darajat.v5i2.1413","url":null,"abstract":"The rapid development of global technology provides a challenge for education to contain its negative impact on the development of children's behavior. PAI teachers as the main figures for the formation of students' morals must master science and learning theory. Behavioristic learning theory as a solution to change the behavior of students who seem deviant. This research uses literature or literature studies (library research) and uses content analysis (content analysis) as the knife. This research results, that behavioristic theory is very relevant to be applied in the learning process of Islamic Religious Education because it is aligned with the goals of Islamic Religious Education teachers in order to change students' behavior for the better. Learning Islamic Religious Education is felt to be compatible with behavior theory because almost every competency in PAI learning material emphasizes changing attitudes. The application of behavioristic theory has been widely applied in PAI learning using reinforcement, motivation, stimulus, and training methods. The application of this theory succeeded in changing the behavior of students in a positive direction. \u0000Perkembangan teknologi global yang sangat pesat, memberikan tantangan bagi Pendidikan untuk membendung dampak negatifnya terhadap perkembangan perilaku anak-anak. Guru PAI sebagai figur utama bagi pembentukan akhlak peserta didik harus menguasai keilmuwan dan teori pembelajaran. Teori pembelajaran behavioristik sebagai solusi merubah perilaku peserta didik yang tampak menyimpang. Riset ini, menggunakan studi literatur atau kepustakaan (library reseach) dan menggunakan analisis isi (content analysis) sebagai pisau pembedahnya. Riset ini menghasilkan, bahwa teori behavioristik sangat relevan diterapkan dalam proses pembelajaran Pendidikan Agama Islam karena selaras dengan tujuan guru PAI dalam rangka merubah perilaku peserta didik menjadi lebih baik. Pembelajaran Pendidikan Agama Islam dirasa cocok dengan teori behavior karena hampir pada setiap kompetensi materi pembelajaran PAI menekankan pada perubahan sikap. Penerapan teori behavioristik telah banyak diterapkan dalam pembelajaran PAI menggunakan metode penguatan, motivasi, stimulus, dan Latihan. Penerapan teori ini berhasil merubah perilaku peserta didik ke arah positif","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126443143","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}

{"title":"Penanaman Agama Islam dalam Pendidikan Informal","authors":"Asri Yulianti, Fatika Hilma Ashyla, Melani Indah Pertiwi, Hisni Fajrussalam","doi":"10.58518/darajat.v5i2.1406","DOIUrl":"https://doi.org/10.58518/darajat.v5i2.1406","url":null,"abstract":"Dalam tahap awal pembentukan dan penanaman ilmu pendidikan yang akan diterima oleh setiap individu tentu akan dimulai dari dalam atau dari yang terdekat, yaitu keluarga atau lingkungan terdekatnya sebagai pendidikan pertama atau pendidikan informal. Penanaman ilmu pun tidak hanya dari satu sisi, maka dari itu pendidikan agama pun perlu di tanamkan sejak dini melalui pendidikan informal. Pendidikan agama islam yang berfungsi sebagai salah satu faktor pendorong dalam pembentukan pendidikan yang baik untuk kedepannya. Maka dari itu penanaman nilai-nilai agama Islam dalam pendidikan informal tentu membutuhkan bekal dan persiapan yang baik dari segala sisi untuk pemberian dan penerapan hal tersebut. Pada penelitian ini menggunakan metode studi pustaka dan memiliki referensi dari jurnal yang diakses dari Scholar. \u0000In the very first stages of formation and inculcation of educational knowledge that will be received by each individual, of course, it will start from within or from the closest are family or the closest environment as the first education or informal education. Planting knowledge is not only from one side, therefore religious education also needs to be educated from an early age through informal education. Islamic religious education which serves as one of the driving factors in the formation of good education for the future. Therefore, the cultivation of Islamic religious values ​​in informal education certainly requires good provision and preparation from all sides for the provision and application of it. In this study using the literature study method and has references from journals that are accessed from Google Scholar.","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124732461","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}

{"title":"Pengaruh Self Regulated Learning Dan Lingkungan Teman Sebaya Terhadap Hasil Belajar Mata Pelajaran Fikih Kelas Xi Putri Ma Tarbiyatut Tholabah Kranji Paciran Lamongan","authors":"Tsani Mazro’atur Rohmah, Anang Romli, Raikhan","doi":"10.58518/darajat.v4i2.1755","DOIUrl":"https://doi.org/10.58518/darajat.v4i2.1755","url":null,"abstract":"The purpose of this study was to determine: 1) students' self-regulated learning (SRL) 2) Students' peer environment 3) student learning outcomes 4) the effect of SRL on student learning outcomes 5) the influence of peer environment on student learning outcomes 6) the influence of SRL and peer environment on student learning outcomes. This study uses quantitative methods, data collection instruments using questionnaires and documentation. This research was conducted at MA Tarbiyatut Tholabah Kranji Paciran Lamongan. Respondents in this study amounted to 59 students. The independent variables of this study were SRL and peer environment, while the dependent variable was learning outcomes. The results of this study indicate that: 1) SRL Students are classified as good. This is evidenced by the results of descriptive analysis which states that the mean > mode (77.71>73). 2) The peer environment of students is quite good. This is evidenced by the value of the results of the descriptive analysis mean > mode (76.42>70). 3) Student learning outcomes are classified as Complete. This can be proven from the results of descriptive statistical analysis Mean > KKM (86.00> 70). 4) there is no significant effect of SRL on learning outcomes. This is evidenced by the value of t count < t table (1.074 < 1.672) and the value of sig. P-value is 0.287 > 0.05. The percentage of the influence of SRL on student learning outcomes is 2%. 5) There is a significant influence of peer environment on learning outcomes. This is evidenced by the value of t count > t tabel (4.267 > 1.672), and the value of sig. P-value is 0.000<0.05. The percentage of peer environment influence on learning outcomes is 24.2%. 6) There is a significant effect of SRL and peer environment on learning outcomes. This is evidenced by the value of F count > F tabel (9.183>3.16), and the value of Sig. or P-Value < 0.05 (0.000<0.05). The percentage of the influence of SRL and peer environment on student learning outcomes is 24.7%, while the remaining 75.3% is determined by other variables outside the study.","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125887122","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}

{"title":"Implementasi Kurikulum 2013 Dalam Meningkatkan Mutu Pembelajaran Al Qur’an Hadits","authors":"Muhammad Nashihin","doi":"10.58518/darajat.v4i2.1752","DOIUrl":"https://doi.org/10.58518/darajat.v4i2.1752","url":null,"abstract":"The author tries to link the implementation of the 2013 Curriculum at Madrasah Aliyah Tarbiyatul Wathon to the improvement in the quality of learning the Al Qur'an Hadith, because there are significant differences between the 2013 Curriculum and the Education Unit Level Curriculum, starting from planning, implementation to evaluation in all formats much different and can be said to be a complement or complement to the previous curriculum format, namely the Education Unit Level Curriculum. This research was conducted regarding studies related to the Implementation of the 2013 Curriculum in Improving the Quality of Al-Qur'an Hadith Learning at Madrasah Aliyah Tarbiyatul Wathon Campurejo Panceng Gresik. In the implementation of learning the Al Qur'an Hadith Subject Teachers have implemented the contents of the Learning Implementation Plan based on the 2013 curriculum concept by using a Scientific Approach including observing, asking, trying, associating, communicating which are the characteristics of the curriculum, up to learning evaluation Al Qur'an Hadith Subject Teachers have applied the concept of authentic assessment in the 2013 Curriculum in the realm of attitudes, knowledge, and skills by using process, product, and attitude assessment models.","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115663048","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}

{"title":"Negara, Ideologi Dan Pendidikan Islam: Kebijakan Negara Dalam Memperkuat Ideologi Islam Moderat","authors":"Bagas Mukti, Nasrowi Stai, Ma'arif, Kendal Ngawi","doi":"10.58518/darajat.v4i2.710","DOIUrl":"https://doi.org/10.58518/darajat.v4i2.710","url":null,"abstract":"Abstract : This paper aims to reveal the state policy in instilling moderate Islamic ideology to its citizens through education, by examining the education system in several countries. In Indonesia, the state tries to form moderate Muslims in a relatively 'subtle' way, namely through the inculcation of the basis and ideology of the state (Pancasila and the 1945 Constitution) into all aspects of education, including through the establishment of the basis and function of religious education, the obligation to study Pancasila and PAI. (which is designed to produce moderate Muslims). The government of Turkey and Singapore has taken a different approach, which seems to be frontal and firm. In these two secular countries, the strategy of realizing moderate Muslims is carried out by controlling educational institutions, especially Islamic educational institutions, both formal educational institutions (schools and universities) and non-formal (such as Friday sermons, religious lectures, books, and magazines).","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"54 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132478855","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}

{"title":"Peningkatan Keaktifan Siswa Kelas 2C di MI Nurussalam pada Materi Akidah Akhlak Melalui Pendekatan Auditori-Somatis-Visual-Intelektual (ASVI)","authors":"Alinda Zakiyatul Fakhiroh, Lutfia Zaina","doi":"10.58518/darajat.v4i2.712","DOIUrl":"https://doi.org/10.58518/darajat.v4i2.712","url":null,"abstract":"Abstract: This study aims to improve student learning activeness by applying the Auditory-Somatic-Visual-Intellectual (ASVI) approach. This research is a Class Action Research conducted in two cycles. Where each cycle consists of planning, implementation, observation, and reflection. Data collection techniques carried out are with and non tests (observation, interviews, and questionnaires). Data analysis used qualitative descriptive analysis techniques. The results of class action research with the application of the ASVI approach show that: the completeness of student activity in the first cycle was 66.2% and experienced an increase in the second cycle of 78.2%. Thus, the activeness of the 2C class students in akidah akhlak lesson after the implementation of the Auditory-Somatic-Visual-Intellectual (ASVI) approach was applied has increased from each cycle of 12%.","PeriodicalId":217188,"journal":{"name":"Darajat: Jurnal Pendidikan Agama Islam","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124951313","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}