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JOHME: Journal of Holistic Mathematics Education
Published by Universitas Pelita Harapan
ISSN : 25986759     EISSN : 25986759     DOI : -
Core Subject : Education,
Education Mathematics
JOHME is an online scientific journal designated as a medium for communication among redeemed Christian scholars who practice the integration of faith and learning based on a broader and holistic understanding of the Bible's Grand Narrative as the ultimate telos of all education curriculum, including mathematics education. It is committed to publishing high quality articles about research, teaching, philosophy, and curriculum development which show holistic approaches in mathematics education.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "Vol. 9 No. 2 (2025): DECEMBER" : 8 Documents clear
PENGEMBANGAN “FUNCTION MOBILE: FRACTION SERIES” UNTUK PENGENALAN KONSEP BILANGAN PECAHAN [DEVELOPMENT OF “FUNCTION MOBILE: FRACTION SERIES” FOR INTRODUCTION TO FRACTIONAL NUMBER CONCEPTS] Elvaretta, Nathania Dea; Setyadi, Danang
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10172

Abstract

Students' low understanding of the concept of fractions is often caused by the abstract nature of the material and the use of conventional learning media that are less interesting. The development of learning media nowadays needs to be adjusted to the ability of students who are capable of using smartphones as learning tools. Therefore, the purpose of this research is to create Android-based math learning media that can help third-grade elementary school students in recognising fractions. This learning media is in the form of an Android game named "Function Mobile: Fraction Series." The main focus of this game is to recognise and visualise fractions that match the questions at each level. The type of research used is Research and Development, by implementing the ADDIE model in all stages of media creation. The ADDIE development process includes product analysis (needs analysis and performance analysis), learning media design, media development, implementation of development results, and evaluation through product trials. The results of this study indicate that the game Function Mobile: Fraction Series is very feasible to use as learning media. This can be seen from the average percentage of validity of 96% very valid criteria and the average percentage of practicality obtained of 97% with very practical criteria. Thus, the game Function Mobile: Fraction Series is valid and practical to use as an alternative learning media. BAHASA INDONESIA ABSTRACT: Rendahnya pemahaman siswa terhadap konsep bilangan pecahan seringkali disebabkan oleh sifat materi yang abstrak dan penggunaan media pembelajaran konvensional yang kurang menarik. Pengembangan media pembelajaran saat ini perlu disesuaikan dengan kemampuan siswa yang telah cakap menggunakan smartphone sebagai alat pembelajaran. Media pembelajaran ini berbentuk game android yang diberi nama "Function Mobile: Fraction Series." Fokus utama permainan ini adalah mengenal dan memvisualisasikan pecahan yang sesuai dengan pertanyaan pada setiap levelnya. Oleh karena itu, tujuan dari penelitian ini adalah menciptakan media pembelajaran matematika berbasis android yang dapat membantu siswa kelas III SD dalam mengenal bilangan pecahan. Jenis penelitian yang digunakan adalah Research and Development, dengan mengimplementasikan model ADDIE dalam seluruh tahap pembuatan media. Proses pengembangan ADDIE mencakup analisis produk (analisis kebutuhan dan analisis kinerja), perancangan media pembelajaran, pengembangan media, implementasi hasil pengembangan, dan evaluasi melalui uji coba produk. Hasil dari penelitian ini menunjukkan bahwa game Function Mobile: Fraction Series sangat layak untuk digunakan sebagai media pembelajaran. Hal ini dapat dilihat dari rata-rata persentase kevalidan sebesar 96% kriteria sangat valid dan rata-rata persentase kepraktisan yang diperoleh sebesar 97% dengan kriteria sangat praktis. Dengan demikian game Function Mobile: Fraction Series valid dan praktis digunakan sebagai alternatif media pembelajaran.
ANALISIS DAMPAK KURIKULUM MERDEKA TERHADAP KEMAMPUAN LITERASI MATEMATIKA PESERTA DIDIK DI MTS MAZRO’ATUL HUDA WONORENGGO DEMAK [ANALYSIS OF THE IMPACT OF THE INDEPENDENT CURRICULUM ON STUDENTS’ MATHEMATICAL LITERACY ABILITIES AT MTS MAZRO'ATUL HUDA WONORENGGO DEMAK] Pertiwi, Rini Wahyuning; Mustofa
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10212

Abstract

International assessments such as PISA indicate that Indonesian students’ mathematical literacy remains below the global average. This situation is one of the factors underlying the introduction of the Independent Curriculum, which aims to enhance the quality of education, particularly in the domain of mathematical literacy. As the improvement of mathematical literacy has become a central focus of this new curriculum, it is essential to evaluate the extent to which its implementation affects students’ literacy outcomes. This study aims to examine the impact of the Independent Curriculum on the mathematical literacy abilities of students at MTs Mazro’atul Huda Wonorenggo. The research employs a qualitative method with a field research design using a case study approach. Three participant groups were involved: the principal of MTs Mazro’atul Huda Wonorenggo, the eighth-grade mathematics teacher, and 30 eighth-grade students. Data were collected through interviews, observations, and documentation. The findings reveal that the implementation of the Independent Curriculum has not significantly improved students’ mathematical literacy abilities. The average score on the mathematical literacy test was 65.833, placing students in the low category. Similarly, the 2023 ANBK results show that only 40–70% of students achieved the minimum numeracy competency, with no substantial improvement from the previous year. Although the curriculum has been implemented reasonably well, further support is needed—particularly in the form of teacher training, more diverse learning media, and more targeted policy measures—to achieve meaningful improvement in students’ mathematical literacy. BAHASA INDONESIA ABSTRACT: Hasil studi internasional seperti PISA menunjukkan bahwa kemampuan literasi matematika peserta didik di Indonesia masih berada di bawah rata-rata global. Kondisi ini menjadi salah satu latar belakang lahirnya kebijakan kurikulum merdeka yang bertujuan untuk meningkatkan kualitas pendidikan, khususnya dalam aspek literasi matematika. Peningkatan kemampuan literasi matematika menjadi fokus utama dalam pelaksanaan kurikulum baru ini sehingga penting untuk mengevaluasi sejauh mana dampak kurikulum merdeka terhadap kemampuan literasi matematika peserta didik. Penelitian ini bertujuan untuk menganalisis dampak implementasi kurikulum merdeka terhadap kemampuan literasi matematika peserta didik di MTs Mazro’atul Huda Wonorenggo. Penelitian ini menggunakan metode penelitian kualitatif dengan desain penelitian lapangan melalui studi kasus. Tiga kelompok partisipan dilibatkan dalam penelitian ini, yaitu Kepala MTs Mazro’atul Huda Wonorenggo, guru matematika kelas VIII, dan 30 peserta didik kelas VIII. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa implementasi kurikulum merdeka belum memberikan kontribusi nyata dalam meningkatkan kemampuan literasi matematika peserta didik. Nilai rata-rata dari hasil tes kemampuan literasi matematika menunjukkan angka 65,833 yang mengindikasikan bahwa kemampuan literasi matematika mereka berada pada kategori rendah. Data ANBK tahun 2023 juga mengindikasikan bahwa hanya 40–70% peserta didik yang telah mencapai kompetensi numerasi minimum, dengan peningkatan skor yang tidak signifikan dibandingkan tahun sebelumnya. Meski pelaksanaan kurikulum telah berjalan cukup baik, masih dibutuhkan dukungan lebih lanjut berupa pelatihan guru, penyediaan media pembelajaran yang lebih beragam, serta kebijakan yang lebih spesifik agar peningkatan kemampuan literasi matematika dapat tercapai secara optimal.
SEJARAH DAN REFLEKSI KRISTIANI ATAS PERKEMBANGAN SISTEM BILANGAN DALAM BERBAGAI PERADABAN KUNO [HISTORY AND CHRISTIAN REFLECTION ON THE DEVELOPMENT OF NUMERAL SYSTEMS IN VARIOUS ANCIENT CIVILIZATIONS] Tarapraing, Angelika; Tampubolon, Ferdinand; Sinaga, Stefani; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10213

Abstract

This article explores the development of numeral systems across various ancient civilizations and connects these developments to Christian reflections on knowledge as a divine gift. Employing a qualitative approach through library research, the study traces the evolution of numeral systems in Egypt, Babylon, China, Greece, Rome, and the Hindu–Arabic tradition, along with the contributions of influential figures such as Ahmes, Liu Hui, Pythagoras, Brahmagupta, and Al-Khwarizmi. Through descriptive and chronological analysis, the study illustrates how practical needs, cultural contexts, and spiritual values shaped the formation of diverse numerical representations. The article emphasizes that numbers are not merely computational tools but cultural artifacts and intellectual symbols refined across generations. Additionally, Christian theological reflection offers a value-centered framework that affirms knowledge—including mathematics—as an expression of gratitude and a means of serving others. This study seeks to enrich mathematics education by presenting a more meaningful integration of historical and theological perspectives. BAHASA INDONESIA ABSTRACT: Artikel ini mengkaji evolusi sistem bilangan dalam berbagai peradaban kuno dan mengaitkannya dengan refleksi iman Kristiani mengenai makna pengetahuan sebagai anugerah ilahi. Menggunakan pendekatan kualitatif melalui studi pustaka, penelitian ini menelusuri perkembangan sistem bilangan di Mesir, Babilonia, Cina, Yunani, Romawi, hingga dunia Hindu-Arab, serta peran tokoh-tokoh penting seperti Ahmes, Liu Hui, Pythagoras, Brahmagupta, dan Al-Khwarizmi. Analisis dilakukan secara deskriptif dan kronologis untuk mengungkap bagaimana kebutuhan praktis, konteks budaya, dan nilai spiritual mendorong munculnya beragam sistem representasi bilangan. Artikel ini menegaskan bahwa bilangan bukan sekadar alat hitung, tetapi merupakan produk budaya dan simbol intelektual manusia yang berkembang dari generasi ke generasi. Di samping itu, refleksi iman Kristen menjadi bingkai nilai yang memperkuat pandangan bahwa pengetahuan termasuk matematika merupakan sarana untuk bersyukur dan melayani sesama. Kajian ini diharapkan dapat memperkaya wawasan pembelajaran matematika dengan pendekatan historis dan teologis yang lebih bermakna.
ANALYSIS OF LONG SHORT – TERM MEMORY (LSTM) PARAMETERS IN PREDICTING IHSG Remetwa, Daud Padut Aritiran; Cahyadi, Lina; Ferdinand, Ferry Vincentius; Saputra, Kie Van Ivanky; Teja, Kathleen
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10220

Abstract

For investors looking to enhance the value of their financial assets, stock investment is a popular choice. A Long Short-Term Memory (LSTM) model will be used to forecast the movement of the Indonesia Composite Index (IHSG) in the domestic capital market. This research focuses on key parameters of the LSTM model, such as sliding window size, the number of epochs, the learning rate, and the type of optimizer. There are four configurations that were tested. First, the sliding window size was varied while keeping other parameters constant. Second, while maintaining the other parameters, the number of epochs was modified. Third, while keeping the remaining parameters unchanged, the learning rate was adjusted. Lastly, while holding the other parameters constant, different optimizers were tested. The dataset is divided into two periods, such as: pre-pandemic and during the pandemic. The dataset is segmented into training and testing sets for every period. During the pre-pandemic period, the best-performing parameters included a sliding window size of 20, training over 40 epochs with a learning rate of 0.001, and the Adam optimizer, resulting in an RMSE of 7.2218.  The best results during the pandemic period were obtained with parameters consisting of a sliding window size of 5, 10 epochs, a learning rate of 0.001, and the Adam optimizer, resulting in an RMSE of 1.727. These parameter combinations demonstrated the highest predictive performance for IHSG. BAHASA INDONESIA ABSTRACT: Untuk para investor yang ingin meningkatkan nilai aset keuangan mereka, investasi saham adalah pilihan populer. Sebuah model Long Short-Term Memory (LSTM) akan digunakan untuk memprediksi harga Indeks Harga Saham Gabungan (IHSG) di pasar modal Indonesia. Penelitian ini memfokuskan pada parameter kunci dari model LSTM, seperti ukuran sliding windows, jumlah epoch, learning rate, dan jenis optimizer. Ada empat konfigurasi yang diuji. Pertama, ukuran sliding windows divariasikan sementara parameter lainnya tetap konstan. Kedua, jumlah epoch dimodifikasi dengan tetap mempertahankan parameter lainnya. Ketiga, learning rate divariasikan dengan parameter lainnya tetap tidak berubah. Terakhir, berbagai optimizer diuji dengan parameter lainnya tetap konstan. Dataset ini dibagi menjadi dua periode, yaitu sebelum pandemi dan selama pandemi. Data dibagi menjadi set pelatihan dan pengujian untuk setiap periode. Parameter optimal untuk periode sebelum pandemi adalah ukuran sliding windows 20, 40 epoch, learning rate 0,001, dan optimizer Adam, menghasilkan Root Mean Squared Error (RMSE) sebesar 7,2218. Selama pandemi, parameter terbaik adalah ukuran sliding windows 5, 10 epoch, learning rate 0,001, dan optimizer Adam, dengan RMSE sebesar 1,727. Kombinasi parameter ini menunjukkan kinerja prediksi tertinggi untuk IHSG.
GENDER DAN IDENTITAS MATEMATIS: STUDI KOMPARATIF PADA MAHASISWA PENDIDIKAN MATEMATIKA [GENDER AND MATHEMATICAL IDENTITY: A COMPARATIVE STUDY AMONG MATHEMATICS EDUCATION STUDENTS] Kurniawati, Annisa Dwi; Saputra, Muhammad Rizqi; Dhanurendra, Arkana Rezky
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10269

Abstract

Research on mathematical identity has increasingly gained attention within the field of mathematics education. However, studies examining the mathematical identity of prospective mathematics teachers, particularly in relation to gender differences, remain limited. This study aims to investigate whether mathematical identity differs between male and female prospective mathematics teachers, focusing on aspects of interest, recognition, competence, performance, and beliefs about mathematics. A quantitative approach was employed using a questionnaire to collect data, which were analyzed using the Mann–Whitney statistical test. The findings indicate significant gender-based differences in the mathematical identity of prospective mathematics teachers across all measured components. These results provide a foundation for mathematics educators to consider instructional models that can positively shape and support the development of mathematical identity among future mathematics teachers. BAHASA INDONESIA ABSTRACT: Penelitian tentang identitas matematis mulai menjadi perhatian peneliti di bidang pendidikan matematika. Sayangnya, masih belum banyak peneliti yang membahas tentang identitas matematis calon guru matematika dengan perbedaan gender. Penelitian ini bertujuan untuk mengetahui apakah identitas matematis mahasiswa calon guru matematika berbeda untuk gender yang berbeda. Hal ini berkaitan dengan minat, rekognisi, kompetensi, kinerja, dan keyakinan terhadap matematika. Penelitian kuantitatif dengan menggunakan angket digunakan untuk memperoleh data yang kemudian dianalisis menggunakan uji statistika Mann-Whitney. Hasil penelitian menunjukkan bahwa terdapat perbedaan identitas matematika mahasiswa calon guru matematika pada gender yang berbeda, meliputi setiap komponen identitas matematis. Hasil penelitian ini menjadi dasar bagi guru atau pendidik matematika untuk mempertimbangkan model pembelajaran yang memberikan pengaruh positif pada pembentukan identitas matematis mahasiswa calon guru matematika.
PENGGUNAAN MEDIA PEMBELAJARAN OPPA UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA MTS [THE USE OF OPPA LEARNING MEDIA TO IMPROVE STUDENTS' UNDERSTANDING OF MATHEMATICAL CONCEPTS IN MTS] Putri, Anggita Oktavina; Lutfiana, Fina
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10278

Abstract

Students’ conceptual understanding of algebraic operations continues to pose challenges at the junior high school level. This study aims to enhance students’ mathematical conceptual understanding through the use of OPPA learning media (Operations of Addition and Subtraction in Algebra). Classroom action research was conducted in Class VII C of MTs Raudlatul Ulum Putri Ganjaran, involving 27 students. The study consisted of two cycles, each comprising the stages of planning, action, observation, and reflection. Data were collected through tests, observations, interviews, and documentation, and analyzed descriptively. The results show an improvement in students’ learning mastery from 18.51% in the pre-cycle to 81.48% in Cycle I and 92.59% in Cycle II. These findings indicate that OPPA learning media effectively enhance students’ conceptual understanding, promote active participation, and help clarify abstract concepts in algebra learning. OPPA media can serve as an alternative instructional strategy for teachers to foster active and meaningful mathematics learning. BAHASA INDONESIA ABSTRACT: Pemahaman konsep matematis siswa dalam materi operasi aljabar masih menjadi tantangan dalam pembelajaran di tingkat Madrasah Tsanawiyah. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep matematis siswa melalui penggunaan media pembelajaran OPPA (Operasi Penjumlahan dan Pengurangan Aljabar). Penelitian tindakan kelas dilakukan di kelas VII C MTs Raudlatul Ulum Putri Ganjaran dengan 27 siswa. Penelitian dilaksanakan dalam dua siklus yang masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes, observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan peningkatan ketuntasan belajar siswa dari 18,51% pada pra-siklus menjadi 81,48% pada siklus I, dan 92,59% pada siklus II. Temuan ini menunjukkan bahwa media OPPA efektif meningkatkan pemahaman konsep matematis siswa, mendorong keterlibatan aktif, serta memperjelas konsep abstrak dalam pembelajaran aljabar. Media pembelajaran OPPA terbukti efektif dan layak diterapkan sebagai strategi pembelajaran matematika di MTs untuk meningkatkan pemahaman konsep siswa, serta dapat menjadi contoh bagi guru dan pengembang kurikulum dalam merancang pembelajaran yang aktif dan bermakna.
EKSPLORASI KESULITAN SISWA: ANALISIS PEMAHAMAN KONSEPTUAL TENTANG PERTIDAKSAMAAN LINEAR DUA VARIABEL [EXPLORING STUDENT DIFFICULTIES: ANALYSIS OF CONCEPTUAL UNDERSTANDING OF TWO-VARIABLE LINEAR INEQUALITIES] Nur Jannah, Zulfa; Atmaja, Fuad Luky; Asisha, Aprilia Wafik; Dwianggraeni, Melvin Natalia
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10311

Abstract

This study employed a descriptive qualitative approach to analyze high school students’ conceptual understanding of Two-Variable Linear Inequality (PtLDV) problems. Conceptual understanding constitutes a core component of mathematical proficiency. Three students were selected through purposive sampling based on their problem-solving abilities. Data were collected using written tests, interviews, and documentation. The instruments were designed to measure three indicators of conceptual understanding: (1) the ability to restate concepts, (2) the capacity to present concepts through multiple mathematical representations, and (3) the ability to apply concepts or algorithms in problem-solving contexts. Data analysis followed the Miles and Huberman model. The findings indicate that two students demonstrated a high level of conceptual understanding, meeting all indicators, whereas one student exhibited a low level of understanding, particularly in relation to problem context and mathematical modeling. These results underscore the need to design adaptive learning strategies to support students with conceptual gaps and suggest that future studies using mixed-methods designs may yield deeper insights into this issue. BAHASA INDONESIA ABSTRACT: Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk menganalisis pemahaman konseptual siswa sekolah menengah atas tentang masalah Pertidaksamaan Linear Dua Variabel (PtLDV). Pemahaman konseptual merupakan landasan kemahiran matematika. Tiga siswa dipilih sebagai subjek dengan menggunakan purposive sampling berdasarkan kemampuan pemecahan masalah. Data dikumpulkan melalui tes tertulis, wawancara, dan dokumentasi. Instrumen disusun untuk menilai tiga indikator pemahaman konseptual: (1) kemampuan menyatakan ulang konsep, (2) keterampilan menyajikan konsep dalam berbagai representasi matematis, dan (3) kompetensi menerapkan konsep atau algoritma untuk pemecahan masalah. Model Miles dan Huberman digunakan sebagai panduan dalam proses analisis data. Hasil penelitian menunjukkan bahwa dua siswa mencapai tingkat pemahaman yang tinggi, memenuhi semua indikator konseptual. Sebaliknya, satu siswa menunjukkan tingkat pemahaman yang rendah, menunjukkan kesulitan khusus dengan konteks masalah dan pemodelan matematika. Temuan ini menyoroti pentingnya merancang strategi pembelajaran adaptif untuk membantu siswa dengan kesenjangan pemahaman dan menyarankan agar pendekatan metode campuran dalam penelitian di masa depan dapat memberikan eksplorasi yang lebih mendalam tentang masalah ini.
THE IMPLEMENTATION OF CHAT BOT AI TO ENHANCE METACOGNITIVE INTERACTION IN INTEGRAL CALCULUS: A CASE STUDY ON THE METHOD OF INTEGRATION Tung, Khoe Yao
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10424

Abstract

This study investigates the integration of Artificial Intelligence (AI) technologies, with a particular emphasis on AI-based chatbots, to enhance metacognitive interactions in the learning of integral calculus, specifically within the domain of integration methods. By cultivating learners’ capacities for planning, monitoring, and evaluating their problem-solving strategies, AI-driven interventions act as catalysts for the development of metacognitive awareness in advanced mathematics instruction. Metacognition, which entails both the awareness and regulation of one’s cognitive processes, constitutes a critical determinant of effective problem-solving proficiency. Employing a case study design, this research explores the utilization of interactive AI chat prompts to deliver real-time guidance, thereby encouraging students to engage in reflective evaluation of their strategies and cognitive approaches. The efficacy of the AI platform is assessed through targeted interventions aimed at fostering metacognitive engagement and enhancing learning outcomes. The findings demonstrate that AI integration significantly supports students in identifying their cognitive strengths and limitations, while promoting the deployment of effective, adaptive problem-solving strategies. By reinforcing metacognitive interaction, this approach equips learners with the cognitive flexibility necessary to navigate complex mathematical tasks, simultaneously contributing to the progression of innovative, technology-enhanced pedagogical practices. Furthermore, the study highlights the role of AI-facilitated personalized learning and adaptive learning environments in supporting differentiated instruction tailored to individual learner profiles.

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