ALGORITMA: Journal of Mathematics Education最新文献

{"title":"PENGEMBANGAN BAHAN AJAR MATERI BARISAN DAN DERET BERBASIS PERSONALIZED SYSTEM OF INSTRUCTION","authors":"Abdul Muin, Salsabila Farah Azzahra, Ahmad Dimyati","doi":"10.15408/ajme.v5i1.32618","DOIUrl":"https://doi.org/10.15408/ajme.v5i1.32618","url":null,"abstract":"This study is intended to develop sequence and series materials based on the Personalized System of Instruction (PSI). The PSI is a private-based or modified individual with a cooperative learning system using a modular system where learners are assisted by a tutor, the system is the one that has a role as tutor here. The developed teaching material is a high school level e-module. The design used is the ADDIE model of the five stages of analysis, design, development, implementation, and evaluation. The analysis phase includes needs analysis and curriculum analysis. The design phase produces PSI-based e-modules. The development stage produces teaching materials that have been validated by experts and practitioners get very feasible criteria, based on aspects of content feasibility, linguistic aspects, data presentation aspects, and graphic aspects. The implementation stage was carried out by 70 students with above-average KKM. The evaluation stage shows that the results of the analysis of the e-module assessment questionnaire data by students get appropriate. That this teaching material in the form of an e-module is worthy of being an alternative teaching material at the high school level.","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132386393","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":"MODEL PEMBELAJARAN KADIR (KONEKSI, APLIKASI, DISKURSUS, IMPROVISASI, REFLEKSI) BERBANTUAN PHET SIMULATION : DAMPAK TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS PESERTA DIDIK","authors":"Yovi Oktavia, Kadir Kadir, F. Farida, Siska Andriani","doi":"10.15408/ajme.v5i1.27131","DOIUrl":"https://doi.org/10.15408/ajme.v5i1.27131","url":null,"abstract":"Tujuan penelitian ini adalah untuk menemukan dampak model pembelajaran KADIR berbantuan PhET Simulation terhadap kemampuan berpikir kritis matematis. Penelitian dilaksanakan di suatu SMA Negeri di Bandar Lampung. Penelitian ini adalah kuasi eksperimen dengan sampel 4 kelas X MIPA, melibatkan 144 peserta didik. Sampel ditentukan menggunakan teknik cluster random sampling. Pengumpulan data menggunakan tes, dan dianalisis dengan ANOVA satu jalan. Hasil penelitian mengungkapkan bahwa rata-rata kemampuan berpikir kritis matematis peserta didik yang diajar dengan model pembelajaran KADIR berbantuan PhET Simulation (80,64) lebih tinggi daripada model Discovery Learning berbantuan PhET Simulation(63,33)  model KADIR (62,67) dan model Discovery Learning (58,78). Model pembelajaran KADIR berbantuan PhET Simulation berpengaruh terhadap kemampuan berpikir kritis matematis peserta didik (F = 37,68; p-value = 0,000; n2 = 0,81). Kesimpulan penelitian ini adalah bahwa dengan mengintegrasikan PhET Simulation pada model pembelajaran KADIR ternyata efektif atau berdampak terhadap peningkatan kemampuan berpikir  matematis peserta didik. Oleh karena itu disarankan untuk menggunakan model pembelajaran KADIR berbantuan PhET Simulation dengan lebih mengaktifkan siswa-guru pada tahap koneksi, aplikasi, diskursus, improvisasi, dan refleksi.","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123885054","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":"KECEMASAN MATEMATIS PESERTA DIDIK PADA FENOMENA LEARNING LOSS PASCA PANDEMI COVID-19","authors":"Zahrah Hamidah, E. Nugraheni","doi":"10.15408/ajme.v5i1.32913","DOIUrl":"https://doi.org/10.15408/ajme.v5i1.32913","url":null,"abstract":"Kecemasan matematis adalah kondisi tidak enak yang disebabkan oleh perasaan yang tidak beraturan dan biasanya ditujukan dengan rasa gelisah, khawatir, dan takut ketika sedang belajar matematika. Penelitian ini bertujuan untuk mengidentifikasi tingkat kecemasan matematis peserta didik pada feomena learning loss pasca pandemi Covid-19. Penelitian ini merupakan penelitian kuantitatif dengan metode penelitian deskriptif. Sampel penelitian ini berjumlah 60 responden. Subyek penelitian ini adalah peserta didik pada tingkat Sekolah Menengah Pertama (SMP) yang berlokasi di kabupaten bekasi. Hasil penelitian ini menunjukan bahwa kecemasan matematis pada fenomena learning loss pasca pandemi covid-19 berada pada kategori sedang dengan persentase 63.3% untuk kelas VII dan 70% untuk kelas VIII. Kecemasan matematis peserta didik pada aspek afektif yang berada diindikator sedang adalah takut dan gelisah. Kecemasan matematis peserta didik pada aspek kognitif yang berada diindikator sedang adalah sulit konsentrasi. Kecemasan matematis peserta didik pada aspek fisiologis yang berada diindikator sedang adalah jantung berdebar kencang dan sakit kepala.","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127313690","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":"MENINGKATKAN KEMAMPUAN BERPIKIR ALJABAR SISWA DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME)","authors":"Eva Musyrifah, Desy Nurasiah, M. Hafiz","doi":"10.15408/ajme.v5i1.32581","DOIUrl":"https://doi.org/10.15408/ajme.v5i1.32581","url":null,"abstract":"Berpikir aljabar adalah kemampuan menganalisis, menggeneralisasi, memodelkan, membuktikan, memprediksi, dan menyelesaikan masalah dengan menggunakan simbol, pola, dan bilangan yang digambarkan dalam bentuk kata-kata, diagram, tabel, grafik, dan persamaan. Tujuan dari penelitian ini adalah untuk menguji pengaruh positif pendekatan RME terhadap kemampuan berpikir aljabar siswa dan untuk mengetahui besarnya pengaruh tersebut. Penelitian ini merupakan jenis penelitian kuasi eksperimen dengan desain penelitian Randomized Posttest Only Control Group Design. Terdapat sebanyak enam puluh siswa kelompok X IPA yang berpartisipasi dalam penelitian ini. Penentuan jumlah sampel dilakukan dengan menggunakan Cluster Random Sampling. Metode pengumpulan data terdiri dari tes kemampuan berpikir aljabar sebanyak tiga belas soal. Dengan kata lain, nilai rata-rata kemampuan berpikir aljabar siswa yang diajar dengan pendekatan RME lebih besar daripada siswa yang diajar dengan pendekatan konvensional. Hasil penelitian juga menunjukkan bahwa pendekatan RME memberikan pengaruh yang sedang terhadap kemampuan berpikir aljabar siswa. Oleh karena itu, RME dapat digunakan untuk meningkatkan kemampuan berpikir aljabar siswa sebagai salah satu alternatif model pembelajaran.","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117265352","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":"PENGGUNAAN GOOGLE CLASSROOM DENGAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA","authors":"Khamida Siti Nur Atiqoh, Jihan Abiyyah Ranaista, Eva Musyrifah","doi":"10.15408/ajme.v5i1.32605","DOIUrl":"https://doi.org/10.15408/ajme.v5i1.32605","url":null,"abstract":"This study aims to determine the use of Google Classroom with Problem Based Learning model on students' mathematical representation abilities. This research was conducted at SMP Negeri 17 Tangerang Selatan City in the 2021/2022 academic year. The method used in this research is descriptive quantitative method, the test instrument has given in the form of 6 test items for mathematical representation ability and student response questionnaires in learning mathematics by Google Classroom with Problem Based Learning model. The research instrument was given to 78 students as research subjects. The results of this study are: the use of Google Classroom in learning mathematics with the Problem Based Learning model can be implemented by utilizing the features available in Google Classroom. The mathematical representation ability of students who learn by using Google Classroom with Problem Based Learning model as a whole is in the medium category. The positive response of students who learn mathematics using Google Classroom with Problem Based Learning model cumulatively 73.89% is in the high category.","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114965483","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":"PENGEMBANGAN INSTRUMEN DETERMINASI DIRI SISWA DALAM PEMBELAJARAN MATEMATIKA","authors":"N. Annisa, Kadir Kadir, A. Dimyati","doi":"10.15408/ajme.v4i2.29392","DOIUrl":"https://doi.org/10.15408/ajme.v4i2.29392","url":null,"abstract":"The purpose of this research is to develop students' self-determination instruments in learning mathematics. This research is development research with the stages of of define, design, and develop. The research was conducted at a high school in South Tangerang in the 2021/2022 Academic Year involving 368 class XI students as respondents. Data analysis techniques use theoretical validation and empirical validation. Theoretical validation was through expert panelist assessment using the Aiken's V method, while empirical validation was using confirmatory factor analysis techniques. The results of the study revealed: (1) Theoretical validation, obtained 20 valid items with Aiken's V (0.75 - 1.00), p-value <0.05. Empirical validation, obtained 13 out of 20 items declared valid (t-count> 1.96). Reliability is classified as good with Cronbach's Alpha of 0.685, with construct reliability (CR) indicators of autonomy (CR = 0.330), competence (CR = 0.247), and relatedness (CR = 0.714). The self-determination construct model fits the empirical data, with an instrument readability percentage of 95% or very good. (2) Overall self-determination of students in learning mathematics is in the high category (76.23%), consisting of 71.78% autonomous indicators, 73.56% competence, and 81.58% relatedness. There are differences in students' self-determination in learning mathematics in terms of gender, school, major, origin of junior high school, and mother's level of education. The conclusion of this study is that the indicators of autonomy, competence, and relatedness are valid and consistent in measuring students' self-determination in learning mathematics.Tujuan penelitian ini adalah mengembangkan instrumen determinasi diri siswa dalam pembelajaran matematika. Penelitian ini adalah penelitian pengembangan dengan tahapan pendefinisian, perancangan, dan pengembangan. Penelitian dilakukan di suatu sekolah menengah atas di Tangerang Selatan pada Tahun Ajaran 2021/2022 dengan melibatkan 368 siswa kelas XI sebagai responden. Teknik analisis data menggunakan validasi teoretis dan validasi empiris. Validasi teoretis melalui penilaian panelis ahli dengan metode Aiken’s V, sedangkan validasi empiris menggunakan teknik analisis faktor konfirmatori. Hasil penelitian mengungkapkan: (1) Validasi  teoretis, diperoleh 20 butir valid dengan Aiken’s V (0,75 – 1,00), p-value < 0,05. Validasi empiris, diperoleh 13 butir dari 20 butir dinyatakan valid (t-hitung > 1,96). Reliabilitas tergolong baik dengan Cronbach's Alpha sebesar 0,685, dengan construct reliabilty (CR) indikator otonomi (CR = 0,330), kompetensi (CR = 0,247), dan keterkaitan (CR = 0,714). Model konstruk determinasi diri cocok (fit) dengan data empiris, dengan persentase keterbacaan instrumen sebesar 95% atau sangat baik. (2) Secara keseluruhan determinasi diri siswa dalam pembelajaran matematika berada dalam kategori tinggi (76,23%), terdiri dari indikator otonom 71,78%, kompetensi 73,56%, dan keterkaitan 81,58%. Terdapa","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124525737","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":"PROFIL KEMAMPUAN BERPIKIR ALJABAR DITINJAU DARI GENDER","authors":"Zhilal Hafidzoh, Titi Rohaeti, Desy Lusiyana","doi":"10.15408/ajme.v4i2.28609","DOIUrl":"https://doi.org/10.15408/ajme.v4i2.28609","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir aljabar peserta didik yang ditinjau dari gender dalam menyelesaikan soal-soal dengan materi relasi dan fungsi. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Teknik pengumpulan data dilakukan dengan : 1) Tes kemampuan berpikir aljabar lalu dipilih dan dikategorikan pada kategori tinggi, sedang dan rendah dengan masing-masing kategori memenuhi gender laki-laki dan perempuan, 2) Wawancara untuk pemeriksaan keabsahan data. Hasil penelitian menunjukkan bahwa subjek dengan kemampuan berpikir aljabar tinggi dengan gender laki-laki mampu memenuhi keseluruhan indikator dan kemampuan berpikir aljabar tinggi dengan gender perempuan belum mampu memenuhi keseluruhan indikatornya. Sedangkan subjek dengan kemampuan berpikir aljabar sedang dengan gender laki-laki maupun perempuan sebagian besar sudah memenuhi indikatornya. Subjek dengan kelompok berpikir aljabar rendah belum mampu memenuhi sebagian besar indikator kemampuan berpikir aljabarnya.Kata kunci: matematika, kemampuan berpikir aljabar, gender","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133799961","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":"PENGEMBANGAN BAHAN AJAR TRANSFORMASI GEOMETRI BERBANTUAN GEOGEBRA UNTUK MEMFASILITASI KEMAMPUAN VISUALISASI","authors":"Gusni Satriawati, M. Ridwan, Dedek Kustiawati","doi":"10.15408/ajme.v4i2.28853","DOIUrl":"https://doi.org/10.15408/ajme.v4i2.28853","url":null,"abstract":"Tujuan Penelitian ini adalah: (1) Menghasilkan modul berbantuan Geogrebra dalam mamfasilitasi kemampuan visual peserta didik pada materi transformasi geometri, (2) Mengetahui tingkat kelayakan pada modul yang telah dikembangkan, (3) Mengetahui kemampuan visual peserta didik setelah menggunakan modul yang telah dikembangkan. Penelitian ini menggunakan metode Research and Development dengan model pengembangan ADDIE yang merupakan singkatan dari Analysis, Design, Development, Implementation, dan Evaluations. Produk yang dikembangkan berupa modul transformasi geometri berbantuan Geogebra kelas XI SMA/MA/SMK/MAK. Subjek uji coba dalam penelitian ini meliputi validator ahli yang terdiri atas 3 dosen pendidikan matematika UIN Syarif Hidayatullah Jakarta dan 3 guru Matematika MAN 16 Jakarta, serta subjek uji coba terbatas yang terdiri atas 35 peserta didik kelas XII IPA MAN 16 Jakarta. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi ahli dan lembar angket respon peserta didik. Hasil penelitian ini menunjukkan bahwa bahan ajar yang dikembangkan memperoleh nilai V Aiken dari validator ahli sebesar 0,89 dengan kriteria sangat layak dan memperoleh respon baik dari peserta didik dengan nilai v aiken sebesar 0,80. Sedangkan untuk kemampuan visualisasi peserta didik memperoleh nilai rata-rata 78,80 di atas nilai KKM yang ditetapkan oleh sekolah yaitu 77. Dengan demikian, Modul Transformasi Geometri Berbantuan Geogebra Kelas XI SMA/MA/SMK/MAK dapat memfasilitasi kemampuan visualisasi peserta didik","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127385722","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":"APPLICATION OF THE TEAM GAMES TOURNAMENT (TGT) MODEL TO IMPROVE BASIC MATHEMATICS LEARNING OUTCOMES FOR CIVIL ENGINEERING STUDENTS","authors":"Rizky Febriani Pohan, Muhammad Rahman Rambe, Wirna Arifitriana","doi":"10.15408/ajme.v4i2.25240","DOIUrl":"https://doi.org/10.15408/ajme.v4i2.25240","url":null,"abstract":"The success of students in mastering the subject matter of Basic Mathematics can be seen from the results of learning Basic Mathematics. One of the learning models that can activate students and improve learning outcomes in Basic Mathematics is the Team Games Tournament (TGT) learning model. This study aims to determine the effect of the Team Games Tournament (TGT) learning model on the learning outcomes of Basic Mathematics students of the Civil Engineering Study Program and to prove that the Team Games Tournament (TGT) learning model is able to improve learning outcomes of Basic Mathematics students of the Civil Engineering Study Program. This research was conducted through Classroom Action Research (CAR) with a research sample of 40 people. The design used in this study was a pretest-posttest control group design. Based on the research results obtained, it can be concluded that the results of the t-test hypothesis test indicate that tcount ≥ ttable or 14.6551≥ 2.023. This means that Ho is rejected or Ha is accepted. So that the Team Games Tournament (TGT) learning model affects the learning outcomes of Basic Mathematics students of the Civil Engineering Study Program, Universitas Graha Nusantara Padangsidimpuan. Through the application of the Team Games Tournament (TGT) learning model, it is proven that the learning outcomes of Basic Mathematics students of the Civil Engineering Study Program at Graha Nusantara University Padangsidimpuan increased by 48.75% with a percentage effectiveness of 7.14%.","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131327183","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":"DEVELOPMENT OF TEACHING MATERIAL WITH BRIDGING ANALOGY: LESSON PLAN & MODULE","authors":"Febiana Gita, Finola Marta Putri, G. Dwirahayu","doi":"10.15408/ajme.v4i2.28861","DOIUrl":"https://doi.org/10.15408/ajme.v4i2.28861","url":null,"abstract":"This study aims to develop teaching materials consisting of a lesson plan and module with the Bridging Analogy Approach for subject matter Relations and Functions. Bridging Analogy is an approach that connects new concepts with analogous real-life problems for the student to a new concept in math by looking for the similarity between the analogy and the new concept. The research method used is Research and Development (R&D), consisting of Define, Design, and Develop and for the disseminate can't be implemented because of pandemic covid-19. The expert and student judged the teaching material. The expert who asses the teaching material consists of 3 lectures from the Math Department and two Junior High School practitioners. The score for the teaching material with Bridging Analogy by the expert is 93.83%, which means the lesson plan is \"worthy,\" and the score for the module is 91.26%, which means the module is \"worthy.\" Thus the module was assessed by the student from SMPN 178 Jakarta to know the teaching material's effectiveness and clarity. The response score from students about the module is 93.62%, meaning the module is \"worthy.\" The conclusion is teaching material: lesson plan and module in this study can be implemented for teaching and learning relations and functions at Junior High School.","PeriodicalId":282052,"journal":{"name":"ALGORITMA: Journal of Mathematics Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133476657","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}