scholarly journals PENGARUH IMPLEMENTASI ASESMEN OTENTIK DALAM PEMBELAJARAN TERHADAP HASIL BELAJAR GAMBAR TEKNIK DENGAN PENGENDALIAN BAKAT MEKANIK DI KELAS X TKRO SMK NEGERI 3 SINGARAJA

2019 ◽  
Vol 9 (2) ◽  
pp. 58-69
Author(s):  
Gede Aprianto ◽  
I Made Candiasa ◽  
I Made Gita
Keyword(s):  
Performance Assessment ◽  
Random Sampling ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Single Factor ◽  
Learning Achievement ◽  
Project Assessment ◽  
Technical Drawing ◽  
Quasi Experimental ◽  
Better Than

AbstrakTujuan utama penelitian ini adalah untuk mengetahui pengaruh implementasi asesmen otentik yang terdiri dari asesmen proyek dan asesmen kinerja terhadap hasil belajar gambar teknik dengan pengendalian bakat mekanik yang dilakukan di kelas X TKRO SMK Negeri 3 Singaraja. Penelitian ini merupakan jenis quasi experiment dengan rancangan single factor independent groups design with use covariate. Sampel penelitian berjumlah 70 orang siswa yang diambil menggunakan teknik random sampling. Pengumpulan data dilakukan dengan metode tes obyektif dan uraian. Hipotesis pada penelitian ini diuji dengan Anakova satu jalur. Hasil penelitian menunjukkan bahwa : Pertama, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada siswa yang diberi penerapan asesmen kinerja (thit = 2,303; p ≤ 0,05). Kedua, setelah dilakukan pengendalian terhadap bakat mekanik, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada hasil belajar siswa yang diberi penerapan asesmen kinerja (Fhit = 49,204; p ≤ 0,05). Ketiga, terdapat kontribusi bakat mekanik (86,2%) terhadap hasil belajar gambar teknik (R = 0,929; thit = 20,620; p ≤ 0,05). Atas temuan tersebut, disimpulkan bahwa asesmen proyek dan bakat mekanik mempunyai pengaruh terhadap hasil belajar gambar teknik pada siswa kelas X TKRO SMK Negeri 3 Singaraja. Kata kunci: asesmen otentik, hasil belajar gambar teknik, bakat mekanik AbstractThe main objective of this study was to determine the effect of authentic assessment implementation consisting of project assessment and performance assessment towards the technical drawing learning achievement by controlling mechanical talent in X TKRO class at SMK Negeri 3 Singaraja. The study employed a quasi-experimental type with a single factor design independent groups design with use covariate. There were 70 students as the samples of the study that determined by random sampling technique. The data were obtained through objective test and essay method. The hypothesis in this study was tested by a one-way Ancova. The results showed that: a) the technical drawing learning achievement of the students that applied project assessment were better than the learning achievement of students who were applied performance assessment (thit= 2.303; p ≤ 0.05), b) after controlling for mechanical talent, the technical drawing learning achievement of the students applied project assessment were better than the students who applied performance assessment (Fhit = 49.204; p ≤ 0.05), c) there was a contribution of mechanical talent (86.2%) to the technical drawing learning achievement (R = 0.929; thit = 20.620; p ≤ 0.05). Based on these findings, it was concluded that project assessment and mechanical talent had an influence on the technical drawing learning achievement of X TKRO class at SMK Negeri 3 Singaraja. Keywords: authentic assessment, technical drawing learning achievement, mechanical talent

scholarly journals Pengaruh Model Pembelajaran Group Investigation dengan Asesmen Otentik terhadap Prestasi Belajar Dan Konsep Diri Siswa.

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
I GEDE ERY SUHARTAWAN . ◽  
PROF. DR. I WAYAN SANTYASA, M.Si. . ◽  
DR. I MADE KIRNA, M.Si. .
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Self Concept ◽  
Questionnaire Data ◽  
Learning Models ◽  
Model Group ◽  
Quasi Experimental ◽  
The Difference ◽  
Better Than

Penelitian ini bertujuanmenjelaskan perbedaan prestasi belajar (PB) dan konsep diri (KD) antara siswa yang belajar dengan model Group Investigation (MGI) dan asesmen otentik (AO), MGI,dan model pembelajaran konvensional (MPK). Penelitian eksperimen semu ini melibatkan 5 kelas siswa kelas VIII SMP Negeri 3 Kubu Karangasem Tahun Pelajaran 2015/2016 sebagai populasi. Tiga sampel ditentukan dengan teknik group random sampling (acak kelas), yaitu kelas VIIIE menggunakan MBI dengan AO, kelas VIIIB menggunakan MGI, dan VIIID menggunakan MPK. Data PB dikumpulkan dengan tes, sedangkan data KD dengan angket. Data dianalisis secara deskriptif dan MANCOVA dengan prestasi belajar dan konsep diri awal siswa berperan sebagai kovariabel. Setelah perlakuan dikontrol dengan PB dan KD awal siswa, hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan PB IPA dan KD siswa antara yang belajar dengan MGI dengan AO, MGI, dan yang belajar dengan MPK. Baik PB IPA maupun KD siswa yang belajar dengan MGI dengan AO lebih baik dibandingkan dengan MGI dan MPK. Kata Kunci : Model Pembelajaran Kooperatif Group Investigation, Asesmen otentik Pembelajaran Konvensional, Prestasi Belajar, Konsep Diri This study aims to explain the difference of students’ achievement (SA) and self concept (SC) among students learning with Group Investigation Model (GIM) and authentic assessment (AA), Group Investigation Model (GIM) and conventional learning models CLM). This quasi-experimental research involving 5 classe of grade VIII SMP Negeri 3 Kubu Karangasem in the year 2015/2016 as a population. Three classes as samples were determined by group random sampling technique, namely the class VIIIE using GIM with AA, VIIIB class using GIM, and VIIID using CLM. Data of the SA were collected by tests, while the SC by questionnaire. Data were analyzed descriptively and MANCOVA with prior SA and students’ SC as covariates. After the treatment was controlled by prior SA and students’ SC, the results of the study showed that there were significant differences of SA and SC among students learned with GIM with AA, GIM, and CLM. Both of SA and SC of student learned in GIM with AA is better than the GIM and as well as in the CLM.keyword : Cooperative Learning Model Group Investigation, Assessment authentic, Conventional Learning, Learning Achievement, Self Concept

scholarly journals EKSPERIMENTASI METODE CERAMAH DAN DISKUSI PADA MATA KULIAH MATEMATIKA EKONOMI DITINJAU DARI JENIS KELAMIN MAHASISWA

2017 ◽  
Vol 7 (1:) ◽  
pp. 27-31
Author(s):  
Utin Desy Susiaty ◽  
Dwi Oktaviana
Keyword(s):  
Mathematics Achievement ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Female Students ◽  
Learning Method ◽  
Learning Achievement ◽  
Achievement Data ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak Tujuan penelitian ini untuk mengetahui: (1) manakah yang memberikan prestasi belajar yang lebih baik, metode ceramah atau metode diskusi; (2) manakah yang memiliki prestasi belajar yang lebih baik, mahasiswa laki-laki atau perempuan; (3) pada masing-masing model pembelajaran, manakah yang mempunyai prestasi belajar yang lebih baik, mahasiswa laki-laki atau perempuan; (4) pada masing-masing jenis kelamin, manakah yang memberikan prestasi yang lebih baik, metode ceramah atau metode diskusi. Penelitian ini merupakan penelitian eksperimental semu dengan populasi seluruh mahasiswa semester 5 di kelas pagi Program Studi Pendidikan Matematika IKIP-PGRI Pontianak. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini sebanyak 68 mahasiswa. Teknik pengumpulan data meliputi metode dokumentasi untuk mendapatkan nilai MID mata kuliah Matematika Ekonomi tahun akademik 2015/2016 sebagai data kemampuan awal dan nilai UAS mata kuliah Matematika Ekonomi untuk data prestasi belajar matematika mahasiswa. Uji hipotesis penelitian menggunakan analisis variansi dua jalan dengan sel tak sama. Berdasarkan hasil penelitian dapat disimpulkan sebagai berikut. (1) Pembelajaran matematika ekonomi menggunakan metode ceramah menghasilkan prestasi belajar matematika yang sama dengan metode diskusi. (2) Mahasiswa laki-laki maupun perempuan memiliki prestasi belajar matematika yang sama. (3) Pada masing-masing metode pembelajaran, mahasiswa laki-laki maupun perempuan memiliki prestasi belajar matematika yang sama. (4) Pada masing-masing jenis kelamin, pembelajaran matematika ekonomi menggunakan metode ceramah dan metode diskusi menghasilkan prestasi belajar matematika yang sama. Kata kunci: metode ceramah, metode diskusi, jenis kelamin Abstract The aims of this study were to investigate: (1) which learning method produces student’s better mathematics learning achievement, speech method or discussion method; (2) which student’s have better mathematics learning achievement, male or female; (3) viewed from learning methods, which student’s have better mathematics learning achievement, male or female; (4) viewed from gender, which learning method produces better mathematics learning achievement, speech method or discussion method. This research used quasi experimental method with its population included all of students of 5th semester in morning class Program Study of Mathematics Education IKIP-PGRI Pontianak. Sampling was done by stratified cluster random sampling technique. The size of the sample was 68 students. The data collection technique was include the documentation method to get the 2015/2016 MID Test of Economy Mathematics subject for initial capability data before the experiment and Final test of Economy Mathematics subject for mathematics student’s achievement data. The data was analyzed using analysis of variance. Based on these results it can be concluded as follows. (1) Economy mathematics learning using speech method produced the same mathematics achievement as using discussion method. (2) For male or female students have the same mathematics achievement. (3) Viewed from learning method, male or female students have the same mathematics achievement. (4) Viewed from gender, economy mathematics learning using speech method and discussion method have the same mathematics achievement. Keywords: speech method, discussion method, gender

scholarly journals PENERAPAN MODEL PEMBELAJARAN SNOWBALL THROWING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA

2020 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Siti Fitriyani Sartika ◽  
Ana Setiani ◽  
Novi Andri Nurcahyono
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Total Sample ◽  
Learning Model ◽  
Mathematical Understanding ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Class Viii ◽  
Direct Learning ◽  
Better Than

This study was aims to determine the differences in students mathematical understanding abilities with using snowball throwing learning model compared to direct learning model, and to determine the effect of snowball throwing learning model on improving students' mathematical understanding abilities. The benefit of this study is to provide information about how big the effect of snowball throwing learning model on students' mathematical comprehension abilities. This study used a quasi-experimental method. The Population used in this study was class VIII students of MTs-Al-Musthofa with a total sample 60 people taken by random sampling technique. The instrument that used in this reseacrh is test intrument mathematical comprehension ability consisting of 5 items essays. The results of the study showed that: 1) the ability of students' mathematical understanding using the snowball throwing learning model was better than the direct learning model. 2) There was an increase in the students' mathematical understanding ability using the snowball throwing learning model.

scholarly journals Implementasi Model Pembelajaran Student Teams Achievement Division dan Team Assisted Individualization ditinjau dari Kemampuan Spasial Siswa

2017 ◽  
Vol 8 (2) ◽  
pp. 135
Author(s):  
Arie Purwa Kusuma
Keyword(s):  
Cooperative Learning ◽  
Spatial Ability ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Learning Achievement ◽  
Student Teams ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
Better Than

The objectives of this research were to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the spatial ability of the students. This research used the quasi-experimental research method with the factorial design of 3 x 3. Its population was all of the students in grade XI of State Senior High Schools of Wonosobo regency in Academic Year 2017/2018. The samples of the research were taken by using the cluster random sampling technique. They consisted of 326 students. The data of the research were analyzed by using the two-way analysis of variance with unbalanced cells.The results of the research are as follows.1) The cooperative learning model of the STAD type results in a better learning achievement in Mathematics than the cooperative learning model of the TAI type and the direct learning model and the cooperative learning model of the STAD type results in a better learning achievement in Mathematics than the conventional learning model.2) The learning achievement in Mathematics of the students with the high spatial ability was better than that of the students with the moderate and low spatial abilities, and the learning achievement in Mathematics of the students with the moderate spatial ability was better than that of the students with the low spatial ability. 3) There was an interaction the aforementioned learning models and the categories of the spatial ability on the learning achievement in Mathematics of the students.

scholarly journals EFEKTIVITAS METODE DRILL TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN AWAL SISWA

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Susiana Pujiastuti ◽  
Esti Harini
Keyword(s):  
Student Achievement ◽  
Prior Knowledge ◽  
Teaching Methods ◽  
Sampling Technique ◽  
Testing Technique ◽  
Learning Achievement ◽  
Learning Mathematics ◽  
Improve Student Achievement ◽  
Quasi Experimental ◽  
Better Than

Abstract: This study held to improve determine the differences in student achievement in drill methods and conventional learning, to determine learning achievement which one is better among students who have prior knowledge of high, medium, and low, to determine whether there is an interaction between learning methods and prior knowledge on learning achievement. This study was a quasi-experimental research with the population and a sample of 40 students. The sampling technique with saturated sampling. The validity of the items with product moment and reliability with KR-20. Hypothesis testing technique with two way analysis of variance. The results of this study are: learning with drill method is more effective than the conventional learning (FA>Ftable); student achievement with high study prior knowledge better than students with moderate and low prior knowledge (FB>Ftable); there is no interaction between teaching methods and students' prior knowledge for learning achievement (FAB<Ftabel). Thus, from the results of this study are learning mathematics by using the drill method can be used to improve student achievement.

scholarly journals The Effect of Teams Games Tournament (TGT) and Team Assisted Individualization (TAI) Learning Models on The Mains of Discussion Reviewed From Student's Learning Creativity

2020 ◽  
Vol 10 (1) ◽  
pp. 40
Author(s):  
Iwan Kurnianto ◽  
Budi Usodo ◽  
Sri Subanti
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Models ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Academic Year ◽  
Cluster Random Sampling

<div class="WordSection1"><p class="BodyAbstract">This study aims to determine: which ones provide better Mathematics learning outcomes; which students have better Mathematics learning achievement, students with high, medium or low creativity; for each creativity level that gives better Mathematics learning outcomes; for each mathematics learning model that has better mathematics learning achievement in students of high, medium, or low creativity on Numbers material for learning TGT, TAI. This type of research is a quasi-experimental research with a 3 x 3 factorial design. The population in this study were all students of grade VII SMP in Kudus Regency 2015/2016 academic year. The research sample was taken using stratified cluster random sampling technique. The samples of this study were students of class VII SMP Negeri 1 Mejobo, SMP Negeri 1 Bae, and SMP Negeri 3 Bae. The results obtained, TGT provides better mathematics learning achievement than TAI. students with high and moderate creativity have the same mathematics learning achievement. students with TGT have better mathematics learning achievement than TAI students. students with high and moderate creativity have the same mathematics learning achievement.</p></div><p class="BodyAbstract"> </p>

scholarly journals PEMBELAJARAN GI DAN GI-PROBLEM POSING (GI-PP) PADA MATA KULIAH KALKULUS LANJUT DITINJAU DARI SIKAP MAHASISWA TERHADAP MATEMATIKA

2015 ◽  
Vol 3 (2) ◽  
pp. 12
Author(s):  
Swasti Maharani
Keyword(s):  
Sampling Technique ◽  
Learning Model ◽  
Problem Posing ◽  
Learning Achievement ◽  
Significance Level ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Good Learning ◽  
Questionnaire Method ◽  
Better Than

<p>The objectives of this research were to find out: (1) which learning model of the GI or GI-ProblemPosing results in a better learning achievement; (2) which students’ attitudes of the positive, neutral, or negative types results in a better learning achievement; (3) in each students’ attitudes, which learning model of the GI or GI-Problem Posing results in a better learning achievement; and (4) in each learning model, which students’ attitudes of the positive, neutral, or negative types results in a better learning achievement.  This research used the quasi experimental research method with the factorial design of 2x3. Its population was all of the students of Mathematics department of IKIP PGRI Madiun in academic year 2014/2015. The samples were taken by using the random sampling technique. The data were gathered through test and questionnaire method and its were analyzed by using the unbalanced twoway analysis of variance at the significance level of 5%. The results showed that: (1) the GI and GI-ProblemPosing result in the same good learning achievement; (2) the learning achievement with positive was better than that with neutral and negative, that with neutral was better than that with negative; (3) in each students’ attitudes type, the GI and GI-ProblemPosing result in the same good learning achievement; (4) in general, the learning achievement with positive was better than neutral and negative, that neutral was better than negative. However, if viewed from GI with a positive and neutral have the same achievement and better than negative.</p><p> </p>

scholarly journals Eksperimentasi Model Pembelajaran Problem Based Learning dan Kooperatif Tipe Snowball Throwing Pada Matematika SMPN Se-kabupaten Nganjuk Tahun 2016/2017

2018 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
Muhamad Safa’udin ◽  
Fajar Lestari ◽  
Nanndo Yannuansa
Keyword(s):  
Random Sampling ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Class Viii ◽  
Academic Year ◽  
Cluster Random Sampling

Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran terhadap prestasi belajar siswa. Model pembelajaran yang dibandingkan adalah PBL dan kooperatif tipe Snowball Throwing. Jenis penelitiannya adalah penelitian kuasi eksperimental dan populasi penelitian ini adalah siswa kelas VIII di Kabupaten Nganjuk pada tahun akademik 2016/2017. Ukuran sampel adalah 68 siswa, yang terambil menggunakan teknik cluster random sampling. Instrumen yang digunakan untuk pengumpulan data adalah tes prestasi matematika. Uji hipotesis menggunakan varian uji rerata z. Hasil penelitian tersebut adalah sebagai berikut. Prestasi belajar matematika yang diajarkan oleh Problem Based Learning dan Snowball Throwing menghasilkan prestasi belajar yang sama. kata kunci : Problem Based Learning, kooperatif tipe Snowball Throwing dan prestasi belajar. Abstract This study aims to determine the effect of learning models on student achievement. The compared learning model is PBL and cooperative type Snowball Throwing. The type of research is quasi experimental research and the population of this research is the students of class VIII in Nganjuk Regency in academic year 2016/2017. The sample size was 68 students, taken with cluster random sampling technique. The instrument used for data collection is a mathematics achievement test. Hypothesis test using the mean test variant z. The results of the study are as follows. Mathematics learning achievement taught by Problem Based Learning and Snowball Throwing resulted in the same learning achievement keyword : Problem Based Learning, Snowball Throwing and Achievement.

scholarly journals EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN TAI DIBANDING DENGAN MODEL PEMBELAJARAN SAVI TERHADAP HASIL BELAJAR MATEMATIKA

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Sudarwanti Sudarwanti ◽  
Esti Harini
Keyword(s):  
Learning Outcomes ◽  
Random Sampling ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Data Collection Technique ◽  
Cluster Random Sampling ◽  
Better Than

This study aims to find out the effectiveness of TAI model through mathematics learning. This research was a quasi-experimental research. Sampling technique in this research used Cluster Random Sampling technique. Data collection technique used documentation and tests. The data analysis technique used two-way variance analysis with unequal cell. The result of this research was that learning using TAI model is not more effective to use (Fobs< Ftable) with 1,508<4.00; Students who have high initial ability, have mathematics learning outcomes that are no better than those with moderate and low-skilled students (Fobs< Ftable) with 2,015< 3.15; There is no interaction between the learning model used and the students 'initial ability to the students' mathematics learning outcomes (Fobs< Ftable= 0,501<3.15). A suggestion on the results of this study is in the process of teaching and learning teachers should be able to create an atmosphere of learning that can make students become more active.

scholarly journals Pengaruh Pendekatan Matematika Realistik terhadap Pemahaman Konsep Matematika Siswa

2019 ◽  
Vol 8 (2) ◽  
pp. 191-202
Author(s):  
Adrianus Akuila Jeheman ◽  
Bedilius Gunur ◽  
Silfanus Jelatu
Keyword(s):  
Random Sampling ◽  
Control Design ◽  
Approaches To Learning ◽  
Sampling Technique ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Group Control ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Better Than

AbstrakPemahaman konsep matematika masih rendah di kalangan pelajar baik pada tingkat dasar maupun menengah. Penggunaan pendekatan pembelajaran harus menjadi perhatian utama untuk memperoleh pemahaman konsep yang baik. Pendekatan Matematika Realistik (PMR) dapat dijadikan sebagai solusi dalam pembelajaran matematika. Penelitian ini untuk mengetahui apakah pemahaman konsep matematika siswa yang diajarkan dengan menggunakan PMR lebih baik dibandingkan dengan pemahaman konsep matematika yang diajarkan dengan menggunakan pendekatan konvensional. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitian Posttest-Only Group Control Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Widya Bhakti Ruteng yang berjumlah 95 orang. Pengambilan sampel kelas dilakukan menggunakan teknik random sampling yang diawali dengan pengujian kesetaraan kelas. Data dikumpulkan dengan menggunakan instrumen yang berbentuk uraian dan menggunakan teknik tes. Hasil penelitian menunjukkan bahwa pemahaman konsep matematika siswa yang diajarkan dengan menggunakan pendekatan matematika realistik lebih baik dari siswa yang menggunakan pendekatan konvensional. Penggunaan pendekatan matematika realistik pada pembelajaran matematika berpengaruh terhadap pemahaman konsep siswa. Effect of Realistic Mathematical Approaches on Understanding Students' Mathematical ConceptsAbstractUnderstanding the concept of mathematics is still low among students both at the elementary and secondary levels. The use of a learning approach must be a major concern to obtain a good understanding of concepts. Realistic Mathematics Approach (PMR) can be used as a solution to teaching mathematics. This study is to find out whether understanding the mathematical concepts of students taught by using PMR is better than understanding mathematical concepts taught using the conventional approach. This research is a quasi-experimental study with research design Posttest-Only group Control Design. The population in this study were all eighth-grade students of Widya Bhakti Ruteng Middle School, totaling 95 people. Class sampling is done using a random sampling technique that begins with class equality testing. Data was collected using instruments in the form of descriptions and using test techniques. The results of the study indicate that understanding students' mathematical concepts taught using realistic mathematical approaches is better than students who use conventional approaches. The use of realistic mathematical approaches to learning mathematics influences the understanding of students' concepts.

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