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151	STEM Education and Technology	ABS-14
Multivariate and Correlational Analysis of Students^ Creative Dispositions and Creative Products through STEM-DT-Based Water Filtration Project Learning Khaula Noorul Ain (a*), Eka Cahya Prima(a), Tuszie Widhiyanti(b) a) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia b) Department of Chemistry Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia *khlnrlain[at]upi.edu Abstract Creativity is a vital 21st-century skill that must be purposefully nurtured in education. Yet, conventional teaching methods often fail to support students in developing creative dispositions and producing innovative solutions. This study examines the impact of a STEM-DT (Science, Technology, Engineering, Mathematics-Design Thinking) project-based learning model-focused on water filtration-on students^ creative dispositions and product quality. A quasi-experimental design was used with 52 junior high school students divided into experimental and control groups. Data were collected using a creative disposition questionnaire and a product assessment rubric. MANOVA results showed significant differences in creative disposition (p = 0.040) and product scores (p = 0.000). The experimental group outperformed the control group in disposition (105.08 vs. 95.27) and creative product quality (84.07% vs. 48.89%). A very strong positive correlation was found between creative disposition and product scores (Spearman^s rho = 0.992, p < 0.01). These findings suggest that the STEM-DT model effectively enhances both students^ creativity and the relevance of their innovations. The study supports integrating STEM-DT in science classrooms to foster contextual learning and better prepare students for real-world challenges. Keywords: Creative Disposition- Creative Product- STEM-DT- Water Filtration Project- Science Education- MANOVA- Correlational Share Link | Plain Format | Corresponding Author (Khaula Noorul Ain)

152	STEM Education and Technology	ABS-35
Exploring Students^ Attitudes Toward STEM Project-Based Learning Through A Hydraulic Jack Project Rudi Hartono (a), Nanang Winarno (a*), and Hernani (b) a) Department of Science Education, Universitas Pendidikan Indonesia, Indonesia b) Department of Chemistry Education, Universitas Pendidikan Indonesia, Indonesia Abstract The purpose of this research was to explore students^ attitudes towards STEM Project-Based Learning (STEM-PjBL) through a hydraulic jack project related to the topic of pressure. This study employed a descriptive method, involving 32 ninth-grade students from junior high schools in Pasaman Regency, West Sumatra, Indonesia. The students were selected using convenience sampling techniques. Data were collected through a questionnaire after the implementation of STEM-PjBL. The questionnaire covered students^ attitudes toward five STEM-PjBL indicators: self-regulated learning, collaborative learning environment, interdisciplinary learning environment, technology-based learning, and hands-on activity. The results showed that the average score of students^ attitudes toward STEM-PjBL was 4.31 on a scale of 5.00, indicating a high level of agreement. The average scores for each indicator were Self regulated learning (4.22), Collaborative learning environment (4.44), Interdisciplinary learning environment (4.31), Technology-based learning (4.19), and Hands-on activity (4.41). Based on gender, male students had an average score of 4.08 (high) and female students had an average score of 4.42 (high). The most dominant reasons students enjoy STEM are working in teams and gaining new knowledge. Furthermore, students stated they had no reason not to enjoy STEM learning. Keywords: attitude toward STEM, STEM-PjBL, pressure, simple hydraulic jack Share Link | Plain Format | Corresponding Author (Rudi Hartono)

153	STEM Education and Technology	ABS-36
Computational Thinking and Learning Engagement in EDP-Based STEM Learning: A Correlational Study from a Gender Perspective Diana Maulidia (a), Nanang Winarno (a*), Lilik Hasanah (b) a) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, West Java, Indonesia *nanang_winarno[at]upi.edu b) Department of Physics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, West Java, Indonesia Abstract This study examined the relationship between Computational Thinking (CT) and Learning Engagement (LE) among junior high school students in a STEM-based learning context. Using a quantitative correlational design, the research investigated how CT and LE interacted following an Engineering Design Process (EDP)-based STEM learning intervention centered on a water turbine project. Participants were divided into control and experimental groups exposed to different instructional approaches. Data were collected through post-tests and normalized gain scores derived from CT and LE instruments, then analyzed using Spearman^s rank-order correlation. The findings revealed strong and statistically significant positive relationships between CT and LE in both groups, with the experimental class showing a higher correlation (&#961- = 0.776, p < 0.01) than the control class (&#961- = 0.689, p < 0.01). Analyses based on normalized gain scores confirmed consistent patterns, indicating that increases in engagement were associated with enhanced computational reasoning. Gender-based analysis provided additional insight. In the control group, the CT-LE relationship was weak and non-significant among male students (&#961- = 0.140, p = 0.591) but strong among females (&#961- = 0.789, p < 0.01). Conversely, both male (&#961- = 0.588, p < 0.05) and female (&#961- = 0.812, p < 0.01) students in the experimental group demonstrated significant positive relationships. Overall, the findings suggest that EDP-based STEM learning effectively integrates affective and cognitive dimensions of learning, fostering deeper engagement and equitable development of computational thinking across genders. Keywords: computational thinking, learning engagement, STEM Share Link | Plain Format | Corresponding Author (Diana Maulidia)

154	STEM Education and Technology	ABS-43
Impact of DECODE Model and STEM Education on In-Service Teachers^ Professional Development in Tamil Nadu, India P Rajasekaran, Josly Jose , Narmada Devi G, Prawnya V , Dr.P.S.Sreedevi & Chun Yen Chang Research Scholar, Department of Education, The Gandhigram Rulal Institute-DTBU, Dindigul, India. Professor, PI JRP ICSSR (India)-NSTC (Taiwan), Department of Education, The Gandhigram Rural Institute Dindigul, India. Chair Professor, PI- Institute of Research Excellence in Learning Sciences, National Taiwan Normal University Department of Earth Sciences, National Taiwan Normal University, Taiwan Graduate School of Education, Chung Yuan Christian University, Taiwan Department of Biology, Universitas Negeri Malang, Indonesia Abstract In the context of rapidly evolving educational demands, continuous professional development has become imperative for in-service teachers. This study investigates the impact of a professional development program based on the DECODE Model and STEM education aimed at enhancing critical thinking skills among 37 in-service science and mathematics teachers in Tamil Nadu, India. The intervention included hybrid-mode workshops facilitated by both Taiwanese and Indian experts, comprising three structured sessions: Demonstration, Co-teaching and Co-training, and Debrief. A validated 35-item rating scale was administered before and after the workshop to measure five stages of professional growth: knowledge base construction, model observation, practice reflection, implementation of changes, and expertise acquisition and dissemination. Results from a paired samples t-test indicated a statistically significant improvement in participants^ professional development scores (t = -4.515, p < .001) with a large effect size (Cohen^s d = 1.45). The study concludes that the DECODE Model is an effective framework for empowering in-service teachers with innovative pedagogical skills and promoting reflective teaching practices in STEM education. Keywords: Critical thinking skills, STEM, In-service teachers, DECODE, Professional development Share Link | Plain Format | Corresponding Author (Perumal Rajasekaran)

155	STEM Education and Technology	ABS-51
STEM Awareness among Pre-service Teachers Prawnya V,Dr.P.S. Kapilas 2, Rajasekaran P2, Narmada Devi G2,Josly Jose2 , Dr.P.S. Sreedevi3 1Research Scholar, Department of Education 2Guest Lecturer, Department of Education 2Research Scholar, Department of Education 2Research Scholar, Department of Education 3Professor & Head, Department of Education The Gandhigram rural institute-Deemed to be university, Gandhigram, Tamil Nadu, India Abstract STEM stands for Science, Technology, Engineering, and Mathematics. It is an educational approach that gives prominence for integrating these four disciplines to nurture student motivation, achievement, and equipping learners with the future focused skills. STEM education seeks to prepare students to think systematically, solve complex problems, transfer knowledge across different contexts, and succeed in an ever changing, technology driven world. It also focuses collaborative learning, across structured and unstructured environments that encourages comprehensive perspective by integrating scientific concepts with real world applications. (Hebebci, 2023). To effectively leverage the potential of STEM in education, it is important to determine the level of STEM awareness among pre service teachers so that we can know their readiness towards adopting STEM practices in their Teaching learning practices. The research employed descriptive survey method and the author adopted the STEM awareness scale developed by Buyruk, B. & Korkmaz. The scale which had the validated items from various domains like cognitive, affective and psychomotor domains. This study was conducted with 180 pre service teachers from various teacher education institutions in Dindigul. The Simple random sampling technique was used to collect data from the sample. The data were analysed using descriptive statistics and correlational methods to determine the levels and prevalence of STEM awareness among pre service teachers. The study highlights that the STEM Awareness enhancing their inquiry based learning and interdisciplinary teaching learning approach also it equips them with the digital competencies for the emerging classroom needs. Keywords: STEM, Pre-Service Teachers, Teacher Education Share Link | Plain Format | Corresponding Author (Prawnya V)

156	STEM Education and Technology	ABS-56
Integrated STEAM in an Intelligent Manufacturing: A GoSTEAM contest Jon-Chao Hong National Taiwan Normal University Abstract This GoSTEAM competition is designed to integrate the five core domains of Science, Technology, Engineering, Art, and Mathematics through hands-on design and fabrication activities, thereby embodying the fundamental principles of STEAM learning. Embedding STEAM learning in designing GoSTEAM includes, on science, students have to know the material properties, and science principles to be applied to carry out those moving and transport functions, and build the architecture, for example, using magnet to keep the balls to move from A to B location. On technology, students learn how to use wood laser-cut machine and/or 3D printers to design tracks and architectures for balls to move and transport. On engineering, students have to plan how many material and what machine processes to work out the design, and adjust the functions properly. Particularly, to build the architectures to ensure the balls can be transported smoothly, stably and reliable. On arts, students can apply their cultural knowledge to design the architectures of marble with esthetic perspective. In the math, students are expected to engage in math processes, including proportional estimation, symmetry analysis, force calculation, and the application of spatial geometric principles to ensure the precision and functional feasibility of their overall designs. Keywords: STEAM education&#12289-Hands-on learning&#12289-Cross-disciplinary integration Share Link | Plain Format | Corresponding Author (Jon-Chao Hong)

157	STEM Education and Technology	ABS-57
Development of Mangrove Seed Germination with Solar-Powered Desalination using Arduino-Based Sensors at Kejawanan Mangrove Zone Cirebon, Indonesia Putri Sekar Melati(a)*, Muhamad Adam Zamzam(b), Eka Cahya Prima(a), Lilit Rusyati(a) (a)*Department of Science Education, Universitas Pendidikan Indonesia, Jalan Setiabudi 229, Bandung, Indonesia *putrisekarmelati1024[at]upi.edu (b)Department of Agricultural and Biosystem Engineering,Universitas Brawijaya Jalan Veteran 10, Malang, Indonesia Abstract This research focuses on developing an integrated method for improving mangrove seed germination in the Kejawanan Mangrove Zone, Cirebon, Indonesia, by using a solar-powered desalination system combined with Arduino-based environmental sensors. The aim is to address the challenge of high salinity in coastal environments, which can inhibit seed germination and early growth of mangroves. The system utilizes renewable solar energy to desalinate seawater, providing freshwater for seed treatment, while a network of Arduino sensors continuously monitors key environmental parameters such as soil moisture, temperature, and salinity to optimize germination conditions. Field implementation demonstrated that the coordinated use of solar desalination and real-time sensor data significantly increased germination rates compared to conventional methods. The findings highlight the potential for scalable, technology-driven solutions in mangrove restoration and conservation efforts in saline coastal zones. Keywords: Arduino-based sensors- Environmental Monitoring- Mangrove seed germination- Solar-powered desalination Share Link | Plain Format | Corresponding Author (Putri Sekar Melati)

158	STEM Education and Technology	ABS-61
Bridging the STEAM Gap: From Teacher Awareness to Classroom Implementation in Indonesian Elementary Education Marni Serepinah, Yuli Rahmawati, Firmanul Catur Wibowo Universitas Negeri Jakarta Abstract The STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework is critical for 21st-century education. However, a significant gap persists between theoretical understanding and classroom practices, particularly in elementary education. This study investigates the discrepancy between Indonesian elementary teachers^ STEAM awareness and their actual pedagogical implementation. A sequential explanatory mixed-methods design involved 30 elementary teachers in Jakarta through online surveys, semi-structured interviews with 15 participants, and classroom observations. Quantitative data were analyzed descriptively, while qualitative data underwent thematic analysis. Findings revealed an implementation paradox: while 100% of teachers were familiar with STEAM terminology and 87% demonstrated strong conceptual understanding, only 30% effectively integrated STEAM into classroom practice. Component analysis highlighted uneven implementation: Science (96%) and Arts (68%) were most prominent, whereas Technology (32%) and Engineering (20%) were underutilized. Three key barriers emerged: limited conceptual mastery (60%), practical implementation constraints (76%), and contextual limitations (44%). Teachers expressed struggles transitioning from traditional single-subject teaching to multidisciplinary approaches, citing extremely tight curriculum schedules that preclude extended project-based activities. The study finds that understanding concepts alone is not enough for successful STEAM integration. It suggests providing varied teacher training and using context-appropriate strategies for long-term success in Indonesian elementary schools. Keywords: STEAM education, implementation gap, elementary education, Share Link | Plain Format | Corresponding Author (MARNI SEREPINAH)

159	STEM Education and Technology	ABS-83
Microlearning Meets Virtual Reality: Innovative Teaching Materials for Laboratory Management in Higher Education Fitria Pusparini1[*], Rusdi1, Annisa Wulan Agus Utami1,Eka Putri Azrai1, Dini Safitri1, Sa^diatul Fuadiyah1, Wardhani Fathya1 1 Faculty of Mathemathics and Science, State University of Jakarta, 13220 East Jakarta, Indonesia 2 Faculty of Mathematics and Science, State University of Padang, 25171 West Sumatera, Indonesia Abstract The integration of emerging technologies in higher education is vital to achieving 21st-century learning goals and Sustainable Development Goal 4 (Quality Education). Laboratory Management requires both conceptual understanding and practical skills, yet conventional lectures often hinder engagement and contextual comprehension. This study developed innovative digital teaching materials based on microlearning integrated with Virtual Reality (VR) to enhance learning quality. Using the Research and Development (R&D) method with the ADDIE model, the first year involved a needs analysis with 25 Biology Education students and one lecturer, prototype design, expert validation, and limited trials. The prototype comprised short videos, interactive texts, infographics, quizzes, and VR-based laboratory simulations. Needs analysis showed high demand for flexible, visually engaging, and technology-integrated media, with 92% of students enthusiastic about VR. Expert validation rated the materials ^very valid^ across content, media, and language. Limited trials confirmed practicality, engagement, and effectiveness in visualizing laboratory layouts, equipment, and safety procedures. Minor revisions improved clarity and interactivity. Findings indicate VR-based microlearning addresses limitations of conventional methods, fostering contextual learning and skill acquisition. The second year will focus on large-scale implementation and effectiveness evaluation across partner universities. Keywords: microlearning- virtual reality- innovative teaching materials- laboratory management- quality education Share Link | Plain Format | Corresponding Author (Fitria Pusparini)

160	STEM Education and Technology	ABS-90
Empowering Reflective Thinking in Science Classrooms with ADI-STEM Approaches Neni Hasnunidah(a*), Nadya Meriza(a), Wisnu Juli Wiono(a) Department of Mathematics and Natural Sciences Education, Faculty of Teacher Training and Education, University of Lampung Abstract Reflective thinking is essential for scientific reasoning and decision-making in modern education, yet many students struggle to develop this skill. This study aimed to examine the effect of integrating the Argument-Driven Inquiry (ADI) model with Science, Technology, Engineering, and Mathematics (STEM) principles-referred to as the ADI-STEM model-on students^ reflective thinking in biotechnology learning. Using a quasi-experimental design with pretest-posttest control groups, 64 tenth-grade students were divided into an experimental group (ADI-STEM) and a control group (Discovery Learning). Data were collected through validated reflective thinking tests, observation sheets, and student response questionnaires.The results showed that the ADI-STEM group achieved significantly higher posttest scores and N-Gain values compared to the control group, with the highest gains in the reacting indicator and a medium effect size. Implementation fidelity was high, and student responses indicated strong engagement and appreciation for the model^s collaborative and inquiry-oriented nature. The integration of interdisciplinary problem-solving with scientific argumentation supported students in making evidence-based reflections and decisions. These findings suggest that the ADI-STEM model is an effective instructional strategy for enhancing reflective thinking in science education. It contributes to the advancement of inquiry-based STEM pedagogy and offers practical guidance for educators aiming to foster critical and reflective learners. Keywords: Reflective Thinking, Argument-Driven Inquiry, STEM Integration, Science Education, Biotechnology Learning Share Link | Plain Format | Corresponding Author (Neni Hasnunidah)

161	STEM Education and Technology	ABS-102
Optimizing Learning Mobility: Modifying eXeLearning from Laptop-Based to Mobile Device Access Slamet Hariyadi, Bevo Wahono, Yusnaeni, Maritza Daniswara a. Universitas Jember, Jatim b. Universitas Nusa Cendana, NTT Abstract An eXeLearning is an authoring tool for developing instructional materials that can operate in both online and offline modes. However, its current laptop-only accessibility limits flexibility and learning mobility, especially for students in rural or low-connectivity areas. This study aims to enhance eXeLearning by enabling mobile device-based access. The modification process involved converting exported HTML files through the Netlify hosting service, producing a mobile-browser-compatible version. Implementation trials with 25 students in Jember Regency, Indonesia, demonstrated successful online mobile operation with a feasibility score of 8.99 (highly feasible). The findings highlight significant potential for mobile-based e-learning in improving reach and engagement. Future work will focus on developing an offline-capable mobile version, further addressing connectivity barriers in remote regions. Keywords: eXeLearning, mobile learning, application modification, offline access, Netlify Share Link | Plain Format | Corresponding Author (Slamet Hariyadi)

162	STEM Education and Technology	ABS-106
ANALYSIS OF STUDENTS^ COMMUNICATION SKILLS IN SCIENCE LEARNING BASED ON ENGINEERING DESIGN PROCESS STAGES IN SMALL GROUP DISCUSSION Pramudya Dwi Atistya Putra Department of Science Education, University of Jember Abstract This research aims to enhance students^ scientific communication skills using the stages of the engineering design process (EDP), a focus that has not been extensively explored in previous studies. This qualitative study adopts a case study approach to assess students^ communication skills while solving problems using student worksheets in EDP-based learning. The study involved 12 students-six male and six female-who were in the seventh grade of junior high school, ensuring gender equality in the sample. Data were collected through observation, documentation, and interviews conducted during EDP learning. The data were then reduced and analyzed according to the stages of the EDP and communication skills indicators, followed by drawing inferences from the findings. The results indicate that EDP-based learning facilitates the development of students^ scientific communication skills in science education. The stages of the EDP in problem-solving discussions not only expanded students^ ideas and solutions but also enabled them to evaluate and revise less-than-ideal solutions through productive discussions, thereby enhancing their communication skills. The integration of the EDP to specifically enhance scientific communication skills in science learning is a specific contribution, as previous studies have not extensively explored this focus. Provides actionable insights for educators to design and implement EDP that actively support communication skill. Keywords: Communication skills, Engineering Design Process, 21st Century Skills Share Link | Plain Format | Corresponding Author (Pramudya Dwi Aristya Putra)

163	STEM Education and Technology	ABS-127
Environmental-STREAM Learning Needs to Equip High School/MA Students with 21st Century Skills in West Java Evi Roviati, Tri Wahyu Agustina, Jamiludin Hidayat, Lia, Fitri Hayati Kurnia, Putri Lestari UIN Siber Syekh Nurjati Cirebon UIN Sunan Gunung Djati Bandung STAI Al-Ma^arif Ciamis Abstract Climate change, environmental degradation, and social and economic inequality encourage the world of education to equip the young generation with 21st century skills. 21st century skills emphasize various aspects such as critical thinking, communication, creativity and collaboration (4Cs). One of the four skill approaches is at the same time instilling ecological awareness and spiritual aspects through E-STREAM (Environmental-Science, Technology, Religion, Engineering, Arts, and Mathematics) learning. The purpose of the research is to analyze the need as a preliminary study to develop E-STREAM learning at the high school/MA level in West Java. The research method used is mixed-methods design. Data collection techniques include literature studies, questionnaires, in-depth interviews, documentation studies, and observations in schools in several West Java cities (Karawang, Cianjur, Bandung, Sumedang, Majalengka, Cirebon, and Ciamis). The subjects of the study were seven Science and Biology teachers and 35 students of class XI of high school/MA in each city. The results of the analysis show that most teachers understand the importance of contextual and integrative learning in fostering 4C skills, critical thinking, creativity, collaboration and communication. However, only a small percentage of them have the opportunity to measure all four skills. Few teachers have measured critical thinking and creativity skills and almost all teachers have not measured collaboration and communication skills, especially scientific communication. Factual shows that students still have difficulty in exploring communication and collaboration skills in analyzing data, drawing conclusions, giving creative and innovative answers in discussions, and having anxiety in learning science. The obstacles faced include limited knowledge and collaboration time between teachers, the absence of modules or practical guides, and the lack of training on integrative and project-based learning. Strategic steps are needed for the development of E-STREAM learning in the form of integrative thematic learning modules that contain a synthesis between science, technology, art, and religion in the context of the environment. Keywords: Please Just Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Evi Roviati)

164	STEM Education and Technology	ABS-159
Fostering Creative and Collaborative Competencies through Embedded STEAM Approach: A Framework for Teaching Exponential and Logarithmic Functions in University Mathematics Education Finola Marta Putri (1), Yaya Sukjaya Kusumah (1*), Dadang Juandi (1), and Kusnandi Kusnandi (1) 1) Mathematics Education, Universitas Pendidikan Indonesia, 40154, Bandung, Indonesia yayaskusumah229[at]gmail.com Abstract The demand for 21st-century competencies such as creativity and collaboration is increasingly critical in university-level mathematics education. Exponential and logarithmic functions, known for their abstract and complex nature, often pose challenges for students in achieving deep and applicable understanding. This article proposes a conceptual framework based on the embedded STEAM approach, which contextually integrates science, technology, engineering, arts, and mathematics to foster students^ creative and collaborative skills. Through literature review and conceptual analysis, the framework is designed to facilitate meaningful learning by connecting mathematical concepts to real-world problems. Preliminary insights suggest that this approach has the potential to enhance student engagement, conceptual understanding, and the ability to think creatively and work collaboratively. This article aims to contribute to the development of innovative mathematics instruction aligned with the SDGs and the future of education Keywords: STEAM- Creativity- Collaboration- Exponential functions- Logarithmic functions, Mathematics education Share Link | Plain Format | Corresponding Author (Finola Marta Putri)

165	STEM Education and Technology	ABS-171
Integrating Local Wisdom into STEAM - Based Mathematics Learning: A Preliminary Study of Pencak Silat Context in Madiun City Puji Rahayu(a), Farida Nurhasanah(b*), Diari Indriati (c) (a,b, c) Master Program in Mathematics Education Sebelas Maret University Jl. Ir. Sutami No 36 A Kentingan Jebres Surakarta Abstract The primary focus of learning is to prepare students to live and contribute effectively to a changing world, driven by technological developments, globalization, and social complexity. To support this, creativity and innovation are needed to provide the foundation for creating new solutions, solving complex problems, and addressing emerging challenges. One innovative approach considered potential for equipping students to face the issues of a constantly changing world is the STEAM approach. The STEAM approach encourages project-based and exploratory learning, enabling students to apply theory in real-world contexts, thus paving the way for them to become creative thinkers and future innovators. In this study, STEAM learning was applied to mathematics lessons integrated with the local context of Pencak Silat in Madiun City. The purpose of this study is to describe STEAM learning integrated with the local context of Madiun Pencak Silat that can be used as an application of mathematical concepts in learning at school, one of which is in the material of geometric transformation. The method used in this study is the literature review method. The literature review method is a critical examination of a topic discussed by researchers or scientists in various sources. STEAM in mathematics learning is very useful and beneficial. Not only can it develop cognitive abilities, but STEAM learning can also develop other abilities and skills that are useful for students to face the challenges of the globalization era in the future. Keywords: STEAM Education- Mathematics Context- Pencak Silat- Local Wisdom Share Link | Plain Format | Corresponding Author (Puji Rahayu)

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