Meningkatkan Keterampilan Berpikir Siswa dengan Model Learning Cycle dalam Pembelajaran Fisika Di SMA Jakarta

Ninta Sri Ulina

doi:10.30998/formatif.v7i1.1325

Meningkatkan Keterampilan Berpikir Siswa dengan Model Learning Cycle dalam Pembelajaran Fisika Di SMA Jakarta

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v7i1.1325 ◽

2017 ◽

Vol 7 (1) ◽

Author(s):

Ninta Sri Ulina

Keyword(s):

Action Research ◽

Learning Cycle ◽

Model Learning ◽

Classroom Action Research

ABSTRAK Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir siswa dengan model Learning Cycle dalam pembelajaran Fisika. Penelitian ini dilakukan pada bulan Februari sampai dengan Maret 2011 di SMAN 21 Jakarta. Subjek penelitian ini adalah siswa kelas X-3 yang berjumlah 36 orang. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (Classroom Action Research) dimana hasil analisis dari suatu pembelajaran direfleksikan pada pembelajaran berikutnya. Penelitian ini terdiri dari tiga siklus, yaitu siklus I, siklus II, dan siklus III, yang pada setiap siklusnya terdiri dari 4 sampai 6 pertemuan. Siklus pertama membahas suhu dan pemuaian, siklus kedua membahas Kalor dan perubahan wujud, dan siklus ketiga membahas perpindahan kalor. Aspek yang diukur pada penelitian ini adalah keterampilan berpikir siswa dengan indikator metakognitif, inferensi, dekontekstualisasi, dan kombinasi dan sintesis. Pada siklus I rata-rata pencapaian jumlah siswa yang melakukan aktivitas pembelajaran dengan baik sebesar 45,88%. Hasil rata-rata keterampilan berpikir siswa sebesar 57,9%. Pada siklus II hasil rata-rata pencapaian jumlah siswa yang melakukan aktivitas pembelajaran mengalami peningkatan yaitu sebesar 67,18%, begitu pula dengan rata-rata keterampilan berpikir siswa sebesar 77,2%. Pada siklus III rata-rata siswa yang melakukan aktivitas pembelajaran dengan baik sebesar 88,86% dan hasil rata-rata keterampilan berpikir siswa mencapai 93,2%. Hasil penelitian ini menunjukkan bahwa model learning cycle dapat meningkatkan keterampilan berpikir siswa dan aktivitas belajar siswa.

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PERBAIKAN KUALITAS PEMBELAJARAN DAN HASIL BELAJAR SISWA DENGAN MODEL LEARNING CYCLE COOPERATIVE 5 FASE DALAM PENGAJARAN KIMIA

Konstruktivisme Jurnal Pendidikan & Pembelajaran ◽

10.30957/konstruk.v7i1.22 ◽

2015 ◽

Vol 7 (1) ◽

pp. 29-38

Author(s):

Esti Munafiah ◽

Agus Basir Ali Akbar S

Keyword(s):

Action Research ◽

Learning Process ◽

Mastery Learning ◽

Learning Cycle ◽

Model Learning ◽

Classroom Action Research ◽

Academic Year

The objective of this study is to see learning process using LCC model for chemistry course. The study used classroom action research with three cycles each of which implements planning, acting, observing and reflection. Subject of the study was 40 students of grade 8E of MTsN Blitar in the academic year 2009/2010. The findings of the study are as follows: (1) Cycle I: students participation 62.5%, mean score of worksheet 60, mean score of quiz 41,7, and mastery learning 3 students; (2) Cycle II: students participation 86.6%, mean score of worksheet 81, mean score of quiz 72.38, and mastery learning 26 students; (3) Cycle III: students participation 100%, mean score of worksheet 89, mean score of quiz 72.44, and mastery learning 39 students.

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Upaya Meningkatkan Kemampuan Penalaran Matematis Siswa Menggunakan Pembelajaran Model Learning Cycle 7E (LC 7E) pada Pokok Bahasan Penyajian Data dan Peluang di Kelas X MIA-1 SMA Negeri 9 Jakarta

Jurnal Riset Pembelajaran Matematika Sekolah ◽

10.21009/jrpms.011.04 ◽

2017 ◽

Vol 1 (1) ◽

pp. 29-36

Author(s):

Yulita Venesia ◽

Anton Noornia ◽

Tri Murdiyanto

Keyword(s):

Action Research ◽

Learning Cycle ◽

Model Learning ◽

Classroom Action Research

Penelitian ini bertujuan untuk meningkatkan kemampuan penalaran matematis siswa pada pokok bahasan penyajian data dan peluang di kelas X MIA-1 SMA Negeri 9 Jakarta melalui pembelajaran menggunakan model learning cycle 7e. berdasarkan hasil observasi dan hasil tes prapenelitian kemampuan penalaran matematis siswa yang dilakukan di kelas X MIA-1 SMA Negeri 9 Jakarta menunjukan bahwa kemampuan penalaran matematis siswa termasuk kategori rendah, yaitu 31,44 dari nilai maksimal 100. Oleh karena itu, diperlukan upaya untuk meningkatkan kemampuan penalaran matematis siswa. Salah satu upaya untuk mengatasi masalah pembelajaran yang terjadi ialah dengan menerapkan pembelajaran model learning cycle 7e. Model learning cycle terdiri dari 7 tahap yaitu elicit, engage, explore, explain, elaborate, evaluate dan extend, masing-masing tahapan dapat meningkatkan kemampuan penalaran matematis siswa dalam proses pembelajaran.Penelitian ini merupakan penelitian tindakan kelas (classroom action research) yang dilaksanakan dalam tiga siklus dan setiap siklus terdiri dari empat tahapan yaitu perencanaan, pelaksanaan, analisis dan refleksi. Setiap siklus menggunakan pembelajaran model learning cycle 7e. Siswa juga diberikan tes akhir pada setiap siklus untuk mengukur peningkatan kemampuan penalaran matematis siswa. Penelitian ini berlangsung dari bulan April hingga Mei 2016 di kelas X MIA-1 SMA Negeri 9 Jakarta tahun ajaran 2015/1016 dengan jumlah siswa 36 orang.Hasil penelitian menunjukan bahwa pembelajaran matematika menggunakan model learning cycle 7e dapat meningkatkan kemampuan penalaran matematis siswa pada materi penyajian data dan peluang. Hal tersebut ditunjukan berdasarkan hasil pengamatan pada aktivitas pembelajaran matematika dengan model learning cycle 7e. selain itu, meningkatkan kemampuan penalaran matematis siswa ditunjukan dengan adanya peningkatan nilai rata-rata tes akhir siklus. Rata-rata nilai tes akhir kemampuan penalaran matematis siswa kelas X MIA-1 pada siklus I adalah 53,48 termasuk dalam kriteria C+, kemudian pada siklus II meningkat menjadi 68,03 termasuk dalam kriteria B dan pada siklus III meningkat menjadi 80,22 termasuk dalam kriteria B+. Kemudian jumlah siswa dengan nilai kemampuan penalaran matematis mencapai atau melebihi 75 juga mengalami peningkatan. Siklus I sebanyak 10,34% siswa, pada siklus II meningkat menjadi 24,24% siswa dan pada siklus III meningkat menjadi 84,37% siswa.

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PENINGKATAN KEAKTIFAN DAN PEMAHAMAN KONSEP IPS MELALUI MODEL LEARNING CYCLE 5E

Jurnal Prima Edukasia ◽

10.21831/jpe.v4i2.9488 ◽

2016 ◽

Vol 4 (2) ◽

pp. 148

Author(s):

Laila Fatmawati

Keyword(s):

College Students ◽

Elementary School ◽

Action Research ◽

Social Studies ◽

School Education ◽

Learning Cycle ◽

Education Department ◽

Model Learning ◽

Elementary School Education ◽

Classroom Action Research

<div class="WordSection1"><div class="WordSection1">PENINGKATAN KEAKTIFAN DAN PEMAHAMAN KONSEP IPS MELALUI MODEL LEARNING CYCLE 5E Laila FatmawatiPendidikan Guru Sekolah Dasar FKIP Universitas Ahmad Dahlan, Yogyakarta[email protected] AbstrakPenelitian ini bertujuan meningkatkan keaktifan dan pemahaman konsep IPS dengan menggunakan model learning cycle 5E. Tahapan learning cycle 5 E meliputi engagement, exploration, explanation, elaboration, evaluation. Subjek penelitian adalah mahasiswa PGSD UAD kelas D yang berjumlah 46 mahasiswa. Penelitian ini merupakan penelitian tindakan kelas (classroom action research). Penelitian berlangsung dalam dua siklus, setiap siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Teknik pengumpulan data yang digunakan meliputi: observasi, tes hasil belajar, wawancara, catatan lapangan, serta studi dokumentasi. Data yang terkumpul dianalisis secara kualitatif dengan mengacu pada model Miles & Hubberman, dan kuantitatif berbantuan SPSS. Hasil penelitian menunjukkan adanya peningkatan keaktifan dan pemahaman konsep IPS pada mahasiswa dengan menggunakan model learning cycle 5E. Kata kunci : learning cycle, keaktifan, pemahaman konsep IPS. INCREASING THE ACTIVENESS AND UNDERSTANDING OF SOCIAL STUDIES CONCEPT THROUGH LEARNING CYCLE 5E Laila FatmawatiElementary School Education Department, Ahmad Dahlan University, Yogyakarta[email protected]AbstractThis research aims to improve the activeness and understanding of social studies concept through learning cycle with 5e. Steps of learning cycle with 5e consist of engagement, exploration, explanation, elaboration, evaluation. The subject is college students of class D of the Elementary School Education Department, Ahmad Dahlan University who are 46 students. This research is a classroom action research. This research has two cycles. Each cycle consists of four stages which are planning, implementation, observation, and reflection. Data collection used observation sheets, tests, interviews, field notes, and documentation study. The collected data was analyzed used qualitative referred to Miles & Hubberman model, and quantitative assisted by SPSS. The result of the research is the college students’ activeness has increased through learning cycle with 5e. Keywords: learning cycle, activeness, understanding social studies concept.</div> </div>

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HASIL MENGGAMBAR RAGAM HIAS PADA BAHAN KAYU MELALUI MODEL LEARNING CYCLE DI SMPN 1 KARANGPLOSO

LINGUA Journal of Language Literature and Teaching ◽

10.30957/lingua.v13i2.177 ◽

2016 ◽

Vol 13 (2) ◽

pp. 219

Author(s):

Sutisnowati Sutisnowati

Keyword(s):

Action Research ◽

Research Design ◽

Learning Process ◽

Question Answering ◽

Learning Cycle ◽

Average Score ◽

Cycle Model ◽

Model Learning ◽

Wood Material ◽

Classroom Action Research

This study describes implementation of learning cycle model to improve attaintment of drawing decorations using wood material. Classroom action research design with two circles was used. The study took place in SMPN 1 Karangploso Malang in March to April 2015 involving 30 students of 7th grade. Data of this study were processes of instruction to draw decorations. This study revealed (1) average score in circle I are: scetching 69, implementing 68.96, and drawing 71.87’; and in circle II: 80.8 scetching, 82.4 implementing and 82.3 drawing; (2) In circle II process of raising question, answering teacher’s questions, learning efforst, participation and self-independence, respectively are: very good (1.3%), good (52.2%, fair (44.2%), and low (2,2%); in circle II were: very good (21.8%), good (68.8%), fair (3.1%), and low (0%). Learning cycle models in this study improves learning process and attainment on drawing on material woods.

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UPAYA MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MAHASISWA DEPARTEMEN PENDIDIKAN KHUSUS FIP UPI PADA TOPIK PENGEMBANGAN KONSEP DALAM ORIENTASI DAN MOBILITAS MELALUI PEMBELAJARAN DENGAN MODEL LEARNING CYCLE

EDUTECH ◽

10.17509/e.v18i2.15032 ◽

2019 ◽

Vol 18 (2) ◽

Author(s):

Zulkifli Sidiq

Keyword(s):

Action Research ◽

Student Learning ◽

Learning Outcomes ◽

Learning Motivation ◽

Learning Cycle ◽

Model Learning ◽

Orientation And Mobility ◽

Post Test ◽

Classroom Action Research ◽

Instructional Effects

This study aims to: (1) improve student learning outcomes in introductory orientation and mobility courses by applying the learning cycle model learning model to obtain an average value of at least 80% as instructional effects created by lecturers, (2) increase learning motivation which includes: relations of cooperation, participation, passion and enthusiasm for student learning in introductory orientation and mobility courses as part of the (nurturant effects). This research method uses classroom action research. The research subjects were 41 regular 3B students. The variables studied included learning completeness, motivation, and learning outcomes that were successfully achieved by students after the learning scenario for 2 (two) cycles was carried out. Data about learning events are taken using the observation sheet instrument, display data using student worksheets, and learning outcome data taken with the test instrument. Analysis of research data using quantitative and qualitative data analysis with descriptive statistical techniques. The results showed an increase, in which students showed an average post test score of 89.87, a number that was completed by 41 students. While the results of observations amounted to 100% of the aspects implemented. Student learning motivation shows an average of 87.89 (very high). The results of the correlation between learning outcomes and learning motivation show sufficient correlation. With the results of these studies it can be interpreted that improvement in learning can be said to be successful because it has exceeded the limit of 80% learning completeness criteria.Penelitian ini bertujuan untuk: (1) meningkatkan hasil belajar mahasiswa dalam mata kuliah pengantar orientasi dan mobilitas dengan menerapkan model pembelajaran model learning cycle hingga memperoleh nilai rerata minimal 80% sebagai efek pembelajaran (instructional effects) yang diciptakan dosen, (2) meningkatkan motivasi belajar yang meliputi: hubungan kerjasama, partisipasi, gairah dan semangat belajar mahasiswa pada mata kuliah pengantar orientasi dan mobilitas sebagai sertaan (nurturant effects). Metode penelitian ini menggunakan penelitian tindakan kelas (Classroom Action Research) Subyek penelitian berjumlah 41 mahasiswa reguler 3B. Variabel yang diteliti meliputi ketuntasan belajar, motivasi, dan hasil belajar yang berhasil dicapai oleh mahasiswa setelah skenario pembelajaran selama 2 (dua) siklus dilaksanakan. Data tentang peristiwa pembelajaran diambil dengan menggunakan instrumen lembar observasi, data tampilan menggunakan lembar kerja mahasiswa, dan data hasil belajar diambil dengan instrumen tes. Analisis data penelitian menggunakan analisis data kuantitaif dan kualitatif dengan teknik statistik deskriptif. Hasil penelitian menunjukkan peningkatan, dimana mahasiswa menunjukkan nilai rata-rata post test 89,87, jumlah yang tuntas 41 mahasiswa. Sedangkan hasil observasi sebesar 100% aspek yang dilaksanakan. Motivasi belajar mahasiswa menunjukkan rata-rata 87,89 (sangat tinggi). Hasil korelasi antara hasil belajar dan motivasi belajar menunjukkan korelasi yang cukup. Dengan hasil penelitian tersebut maka dapat ditafsirkan bahwa perbaikan pembelajaran dapat dikatakan berhasil karena telah melebihi batas dari kriteria ketuntasan belajar 80%.

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Penerapan Pembelajaran Permainan Soccer Like Games Untuk Meningkatkan Perilaku Sosial Siswa Kelas VI SD Negeri 4 Manurunge Kabupaten Bone

JIKAP PGSD Jurnal Ilmiah Ilmu Kependidikan ◽

10.26858/jkp.v3i2.9122 ◽

2019 ◽

Vol 3 (2) ◽

pp. 147

Author(s):

Saleha Saleha

Keyword(s):

Data Analysis ◽

Action Research ◽

Social Behavior ◽

Learning Process ◽

Learning Cycle ◽

The Social ◽

Teacher Students ◽

Classroom Action Research ◽

Pro Social Behavior ◽

Very High

This research is a classroom action research to find out to what extent the application of soccer like games learning can develop students' social behavior, with the background of classroom action research at SD 4 Manurunge, Bone. This research consists of four stages, namely: planning, implementing actions, observing and reflecting. The process of collecting data is done through observation of each treatment in the learning process of soccer likes games. Based on the data above shows the aspects of pro-social behavior of students during the learning cycle 2 games like soccer like games have experienced a fairly good and positive improvement/development, this can be seen from the average social behavior of students in the pre-action activities by 62%, 1 cycle action 2 by 68% and in action 2 the 2-cycle cycle is 76%. The enthusiasm of the students in cycle 2 is already quite good, students have been very enthusiastic in the implementation of learning when a game is ended by the teacher, students feel dissatisfied and do not want to end the game, this is evidence that the game of interest and enthusiasm is very high. Based on the results of data processing and data analysis, conclusions in this study are as follows: The application of learning soccer like games with action research background has succeeded in developing the social behavior of Class VI students at SD 4 Manurunge, Bone

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Upaya Peningkatan Kemampuan Analisis Melalui Model Pembelajaran Kooperatif Tipe TAI (Team Assisted Individualization) pada Mata Pelajaran Fiqih Siswa Kelas VIII MTs Nurul Huda

Reslaj : Religion Education Social Laa Roiba Journal ◽

10.47467/reslaj.v2i2.382 ◽

2020 ◽

Vol 2 (2) ◽

pp. 130-139

Author(s):

Mumahhad Aidil Nur ◽

Muhammad Supawi ◽

Halimatussakdiah Halimatussakdiah

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Classical Method ◽

Learning Model ◽

Learning Cycle ◽

Model Type ◽

Average Percentage ◽

Before And After ◽

Class Viii ◽

Classroom Action Research

Efforts to Improve Analytical Ability Through Cooperative Learning Model Type TAI (Team Assisted Individualization) in Fiqh Subjects for Class VIII MTs Nurul Huda.The background of this research is that based on the identification carried out by the researchers at the research location, namely: the Fiqh learning process in the classroom still uses the classical method where learning is centered on the teacher, so that learning at MTs Nurul Huda on Fiqh subjects is one-way, more teacher-centered so that students become passive. The objectives of this research are: To determine the analytical ability in fiqh subjects in class VIII MTs Nurul Huda before and after using the Cooperative Learning Model Type TAI (Team Assisted Individualization). This research was conducted in the form of classroom action research. According to the type of research chosen, namely classroom action research, this research uses an action research model in the form of a spiral and from one cycle to the next. The results of this study are: Increasing student learning outcomes using the Cooperative Learning Model Type TAI (Team Assisted Individualization) is also seen from the increase in the average percentage of each indicator of analytical ability from cycle I to cycle II, which is as follows from the results of research on learning cycle II This shows an increase in results compared to the improvement in previous learning (cycle I). The average classical completeness is 87.5% so that classical completeness has been achieved because the completeness is more than 80%..

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Improving Indonesian Language Learning Results Through The Demonstration Method On The Materials to Find Vocabulary Related to Unhealthy Environment Class II SDN 01 Pasir

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.46165 ◽

2020 ◽

Vol 3 (3) ◽

pp. 1090

Author(s):

Mitsni Soifah

Keyword(s):

Action Research ◽

Language Learning ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Class Ii ◽

Learning Cycle ◽

Classroom Action Research ◽

Improve Student Learning

This study entitled "Improving Indonesian Language Learning Outcomes through demonstration methods of vocabulary materials related to the unsanitary environment of Class II SDN 01 Pasir". The purpose of this research is to improve student learning outcomes in Indonesian lessons. The research conducted was classroom action research (PTK). The stages are planning, implementing, observing, and reflecting. As for the indicator of increasing the ability of class II SDN 01 Pasir students, it was shown the acquisition of scores in the pre-cycle with a percentage of 21.05% that had been completed. Then there was an improvement in learning cycle 1, it was shown that there was an increase with the percentage of 52.63% that had been completed, so the researcher carried out the second cycle by obtaining a significant increase with the percentage value of 97.3% that had been completed. The results show that the demonstration method can improve student learning outcomes, especially in class II Indonesian language lessons at SDN 01 Pasir.

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PENDEKATAN KONSTRUKTIVISTIK MELALUI METODE LEARNING CYCLE UNTUK MENINGKATKAN PENGUASAAN KONSEP FISIKA PADA MATAKULIAH ASTROFISIKA

JURNAL PENDIDIKAN FISIKA DAN KEILMUAN (JPFK) ◽

10.25273/jpfk.v1i1.11 ◽

2015 ◽

Vol 1 (1) ◽

pp. 35

Author(s):

Mislan Sasono ◽

Pujianto Pujianto

Keyword(s):

Action Research ◽

Learning Cycle ◽

Classroom Action Research

Penelitian ini bertujuan untuk: 1) mendapatkan langkah-langkah penerapan pendekatan konstruktivistik melalui metode learning cycle yang dapat mengaktifkan mahasiswa dalam proses belajar mengajar dan 2) mengetahui apakah pendekatan konstruktivistik melalui metode learning cycle dapat membantu mahasiswa dalam meningkatkan penguasaan konsep fisika pada matakuliah astrofisika . Penelitian ini dilakukan berdasarkan observasi dan permasalahan yang terjadi pada mahasiswa fisika IKIP PGRI Madiun yang mengikuti matakuliah astrofisika. Metode yang digunakan adalah penelitian tindakan kelas (Classroom Action Research) dengan subjek penelitian mahasiswa semester III yang mengikuti matakuliah astrofisika. Penelitian ini dilakukan dalam tiga siklus dan setiap siklus terdiri dari rencana, tindakan, observasi, serta refleksi. Hasil penelitian menunjukkan bahwa siklus ketiga adalah tindakan paling efektif jika dibandingkan dengan siklus yang lain. Tahap-tahap metode learning cycle pada siklus ketiga dapat mengaktifkan mahasiswa dalam proses pembelajaran fisika. Penerapan pendekatan konstruktivistik melalui metode learning cycle dapat meningkatkan penguasaan konsep fisika pada mahasiswa.

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Meningkatkan Kemandirian Anak Menggunakan Metode Bermain Peran pada Kelompok A TK PGRI Jatisela

Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika ◽

10.36312/e-saintika.v2i2.76 ◽

2019 ◽

Vol 2 (2) ◽

pp. 105

Author(s):

Siti Maryam

Keyword(s):

Action Research ◽

Role Playing ◽

Qualitative Approach ◽

Learning Cycle ◽

Research Subjects ◽

Teaching Aids ◽

Group A ◽

Classroom Action Research

[Title: Improving the Students Independence using Role Playing Methods in Group A TK PGRI Jatisela]. This study aims to improve the students independence through role-playing learning with teaching aids and tell stories in kindergarten group A in PGRI Jatisela, Sesela, Gunungsari, West Lombok. This research is a Classroom Action Research (CAR) with a qualitative approach because in this study prioritizes descriptive-analytic to solve the concepts in it, not using numerical-statistical concepts with 21 research subjects. The students independence observed in this study using the observation sheet were the students independence in wearing shoes and wearing clothes. The results showed that there was an increase in students' independence after the learning cycle. The students independence in wearing shoes (9.5% in cycle I) and wearing clothes (4% in cycle I) increase to 100% in cycle II. Based on the results, it can be concluded that role-playing learning with teaching aids and tell stories in group A the Jatisela PGRI Kindergarten, Sesela, Gunungsari, West Lombok can increase students independence in wearing shoes and wearing clothes.

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