International Journal of Evaluation and Research in Education (IJERE)最新文献_第9页

Innovative learning methods of Islamic education subject in Indonesia: a meta-analysis 印度尼西亚伊斯兰教育学科的创新学习方法：荟萃分析

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.26364

A. Jayanegara, Asrori Mukhtarom, Ismail Marzuki

{"title":"Innovative learning methods of Islamic education subject in Indonesia: a meta-analysis","authors":"A. Jayanegara, Asrori Mukhtarom, Ismail Marzuki","doi":"10.11591/ijere.v13i2.26364","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26364","url":null,"abstract":"This study aimed to evaluate the effects of innovative learning methods in the Islamic education (ISE) subject on learning motivation, learning activity, and learning achievement of students in the elementary and secondary schools in Indonesia. This study employed the meta-analysis method which is among the quantitative research approach. There were 47 literatures that eligible to be included in the database. Results revealed that, for the learning motivation variable, effect size value in the form of odds ratio was significantly higher than 1.0 (average 3.008 [2.020-4.480]; P<0.001). For the learning activity variable, effect size value was significantly higher than 1.0 (average 2.905 [2.113-3.994]; P<0.001). For the learning achievement variable, effect size value was significantly higher than 1.0 (average 4.941 [4.136-5.903]; P<0.001). These indicated that innovative learning methods were able to elevate learning motivation, activity and achievement. There were no significant differences among the categories within most of the sub-groups, except for the sub-group of cycle, in which cycle 2 showed higher learning achievement than that of cycle 1 (P<0.05). It can be concluded that innovative learning methods are able to elevate learning motivation, learning activity, and learning achievement of students at elementary and secondary schools to study the Islamic education subject. Future work should address the interaction between each particular innovative learning method and the ISE specific topic.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"67 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356261","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}

引用次数: 3

A systematic review on the formative assessment practice in teaching and learning in secondary school 关于中学教学中形成性评价实践的系统性综述

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.26187

Halimah Abd Halim, Mohd Isa Hamzah, Hafizhah Zulkifli

{"title":"A systematic review on the formative assessment practice in teaching and learning in secondary school","authors":"Halimah Abd Halim, Mohd Isa Hamzah, Hafizhah Zulkifli","doi":"10.11591/ijere.v13i2.26187","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26187","url":null,"abstract":"Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140357007","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}

引用次数: 0

Technology pedagogy content knowledge framework to prepare Indonesian career counselors 培养印度尼西亚职业咨询师的技术教学法内容知识框架

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.25860

Z. Zikra, M. Fikri, A. Afdal, I. Sukmawati, T. H. Sin, Nurhastuti Nurhastuti, Suryanef Suryanef

{"title":"Technology pedagogy content knowledge framework to prepare Indonesian career counselors","authors":"Z. Zikra, M. Fikri, A. Afdal, I. Sukmawati, T. H. Sin, Nurhastuti Nurhastuti, Suryanef Suryanef","doi":"10.11591/ijere.v13i2.25860","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25860","url":null,"abstract":"Technological pedagogical and content knowledge (TPACK) is one of the smart solutions for implementing learning in accordance with the demands of education by integrating technology. The purpose of the study was to analyze the competency level of counselors in Indonesia in terms of age in terms of age, gender, and level of education. The research design used a cross-sectional survey in a non-experimental quantitative study. Respondents in this study amounted to 420 counselors in Indonesia obtained by using a proportional random sampling technique. Data were collected by questionnaire technological pedagogy content knowledge test for counselors (TPACK-TFC). The results of the study found that the TPACK was owned by counselors with an average score of 46.78 in the low category. Judging from the aspect of technology knowledge (TK), a score of 59.88 was obtained in the medium category, content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) was at a relatively low level. The results showed that Indonesian counselors have not fully integrated learning models using aspects namely technology, pedagogy, and content, and need to get attention from the government, higher education institutions, and the community for the development of quality guidance and counseling services and counselor careers in the future.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"13 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352787","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}

引用次数: 0

Publishing a research paper in reputable journals: doctoral students’ perspectives 在知名期刊上发表研究论文：博士生的观点

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.25701

Nur Hidayat, S. Setiawan, S. Anam

{"title":"Publishing a research paper in reputable journals: doctoral students’ perspectives","authors":"Nur Hidayat, S. Setiawan, S. Anam","doi":"10.11591/ijere.v13i2.25701","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.25701","url":null,"abstract":"This study aimed to enquire about the English foreign language (EFL) doctoral students’ perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353182","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}

引用次数: 0

Adopting photovoice to explore teachers’ experiences in online teaching 采用摄影 "oice "探索教师的网络教学经验

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.24164

B. Pratolo, Rofiqoh Rofiqoh, C. Anggraeni, Diah Safithri Armin

{"title":"Adopting photovoice to explore teachers’ experiences in online teaching","authors":"B. Pratolo, Rofiqoh Rofiqoh, C. Anggraeni, Diah Safithri Armin","doi":"10.11591/ijere.v13i2.24164","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.24164","url":null,"abstract":"The coronavirus disease 2019 (COVID-19) outbreak has caused a rapid and massive change in the education sector across the world and left no choice to teachers to maintain their status quo. As a country with very diverse geographical and technological conditions, Indonesia has felt the severe impact of this pandemic. This study explores how Indonesian English as foreign language (EFL) teachers struggle to adapt to the online teaching process, identifies the challenges they encountered during the online teaching and learning process, and investigates their strategies in coping with the associated challenges to ensure the learning objectives were achieved. This study employed photovoice as a visual research methodology to capture the new phenomena and answer the research objectives by inviting four English teachers from three different islands, Java, Sumatra, and Sulawesi to share their experiences and strategies for survival. The results indicated that Indonesian EFL teachers suffered from challenging experiences, including the trial and error of learning management system (LMS) choice, and were confronted with unpleasant feedback from the students. This study also identified poor internet connection and low online student participation as the main issues. To deal with such problems, especially with low student participation, they viewed disadvantaged situations as a trigger to improve their creativity.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"1 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353313","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}

引用次数: 0

Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning 基于多元智能的差异化教学是快乐而有意义的学习的希望所在

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.24791

S. Anggoro, Azmi Fitriati, Ng Khar Thoe, C. Talib, Lia Mareza

{"title":"Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning","authors":"S. Anggoro, Azmi Fitriati, Ng Khar Thoe, C. Talib, Lia Mareza","doi":"10.11591/ijere.v13i2.24791","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.24791","url":null,"abstract":"Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on analysis, development, design, implementation, and evaluation (ADDIE) model and quasi-experimental research, the differentiated instruction based on multiple intelligence was conducted in a private Islamic Elementary School in collaboration with 3 class teachers. Based on the results of observations conducted at the school, the findings revealed that the learners can maximize their logical-mathematical, language, kinesthetic, interpersonal, and intrapersonal intelligences through a differentiated instruction based on multiple intelligence approach. Students experienced a joyful and meaningful learning atmosphere; hence it was expected that their intelligences can be developed naturally. In addition. this instruction was found to be effective to enhance science concept mastery especially in the aspects of remembering, understanding, and applying. The differentiated instruction based on multiple intelligences should be developed further to examine the effectiveness of the model in thematic learning for students both with low and high achievement.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"11 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353784","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}

引用次数: 0

Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021 认识论信念与教学实践：2011 至 2021 年系统文献综述

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.26063

Mirko Aguilar-Valdés, A. Almonacid-Fierro, Karla Valdebenito, Sergio Sepúlveda-Vallejos

{"title":"Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021","authors":"Mirko Aguilar-Valdés, A. Almonacid-Fierro, Karla Valdebenito, Sergio Sepúlveda-Vallejos","doi":"10.11591/ijere.v13i2.26063","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26063","url":null,"abstract":"Teachers’ actions are grounded on their theoretical and disciplinary knowledge; however, their belief system, and in particular their epistemological beliefs, may be influencing their teaching practices. This study analyzes the scientific production between 2011 and 2021 regarding teachers’ epistemological beliefs and their relationship with teaching practice. The methodological design consists of a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines in the Web of Science, Scopus, and ERIC databases. The sample considers 18 articles reviewed by thematic content analysis. The results report that this type of belief has a close relationship with teaching approaches, that there are certain inconsistencies with teaching practice, and that links have been established with other areas of study that enrich reflection. It seems prudent and necessary to observe this relationship from a broad, situated, and complex perspective, avoiding generalizing and polarizing the character of these beliefs, by noting that there are various factors involved between what teachers believe about knowledge and what they do in the classroom.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140354275","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}

引用次数: 0

Exploring science identity among Jordanian high school students: a case study 探索约旦高中生的科学认同：案例研究

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.27701

Ahmad M. Mahasneh, Ahmad M. Gazo, Mohammad H. Abood, Omar A. Aldamat

{"title":"Exploring science identity among Jordanian high school students: a case study","authors":"Ahmad M. Mahasneh, Ahmad M. Gazo, Mohammad H. Abood, Omar A. Aldamat","doi":"10.11591/ijere.v13i2.27701","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.27701","url":null,"abstract":"This study aimed to investigate the validity and reliability of the Arabic version of the science identity scale (SIS) and to explore any differences in levels of science identity due to gender. The study sample comprised 304 male and female high school students who had completed the SIS. To achieve study objectives, exploratory factor analysis and confirmatory factor analysis were used. The results of the exploratory factor analysis showed that four factors explained (40.542%) of total variance. The results of the confirmatory factor analysis indicated a good model fit, and the Cronbach alpha was calculated to be 0.85 for the SIS. Finally, the results revealed statistically significant differences in the level of science identity and its subscales (science performance, science competence, science recognition, and science interest) based on the gender variable, with females scoring higher. The study recommends that teachers utilize the SIS to assess the level of science identity among students and implement teaching practices aimed at enhancing the science identity of secondary school students.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"12 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140355051","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}

引用次数: 0

Analysis of the Indonesian Version of the Statistical Anxiety Scale (SAS) Instrument with a Psychometric Approach 用心理测量学方法分析印度尼西亚版统计焦虑量表（SAS）工具

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.26517

Deni Iriyadi, Ahsanul Khair Asdar, Bambang Afriadi, Mohammad Ardani Samad, Yogi Damai Syaputra

{"title":"Analysis of the Indonesian Version of the Statistical Anxiety Scale (SAS) Instrument with a Psychometric Approach","authors":"Deni Iriyadi, Ahsanul Khair Asdar, Bambang Afriadi, Mohammad Ardani Samad, Yogi Damai Syaputra","doi":"10.11591/ijere.v13i2.26517","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26517","url":null,"abstract":"This study aims to validate the psychometric approach (using the RASCH Model and Confirmatory Factor Analysis) on the Indonesian version of the Statistical Anxiety Scale (SAS) instrument. Sampling in this study used cluster random sampling with a total sample of 1651 which was divided into 3 regions of Indonesia (Western Indonesia, Central Indonesia and Eastern Indonesia) with details of 457 males (27.46%) and 1194 females (72.54%). The number of samples from the West Indonesia region was 922 people (55.71%), the Central Indonesia region was 605 people (36.76%), and the Eastern Indonesia region was 124 people (7.53%). The results of the factor analysis (CFA) show that the dimensions/elements of the SAS instrument meet the criteria which are then continued using the Rating Scale Model (RSM) approach. From the results of the tests performed, it shows that all items on the Statistical Anxiety Scale (SAS) instrument meet the specified criteria. Thus, the SAS instrument adopted in the Indonesian context can be used to measure students' statistical anxiety. The results of the research conducted became the initial capital to increase students' statistical anxiety considering that statistics courses are needed in completing studies, especially quantitative research.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"84 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140355983","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}

引用次数: 0

Development of SMART-P to improve parental locus of control and children’s social-emotional development 开发 SMART-P 以改善父母的控制感和儿童的社会情感发展

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-04-01 DOI: 10.11591/ijere.v13i2.26503

Evania Yafie, Zakiah Mohamad Ashari, N. A. Samah, Diana Setyaningsih, Dessy Putri Wahyuningtyas, Gusti Lanang, Agung Wiranata

{"title":"Development of SMART-P to improve parental locus of control and children’s social-emotional development","authors":"Evania Yafie, Zakiah Mohamad Ashari, N. A. Samah, Diana Setyaningsih, Dessy Putri Wahyuningtyas, Gusti Lanang, Agung Wiranata","doi":"10.11591/ijere.v13i2.26503","DOIUrl":"https://doi.org/10.11591/ijere.v13i2.26503","url":null,"abstract":"Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mixmethod study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140356096","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}

引用次数: 0