Inventive Thinking as a Life and Career Skill: a Survey in State Islamic University Students

Erlinda Rahma Dewi[0000-0003-3007-7319], Lihar Raudina Izzati[0000-0001-6573-1355], Ari Wibowo[0000-0002-2007-1784], and Novana Tri Rahayu

1 Universitas Islam Negeri Raden Mas Said Surakarta, 57168, Jawa Tengah, Indonesia

erlinda.dewi@staff.uinsaid.ac.id

Abstract. Inventive thinking is an important skill because it will produce useful innovations and support life and career skills in the 21st century. This study aims to find out the inventive thinking skills of students in all faculties and study programs at one of the Islamic state universities in Central Java. The research method used in this study is the survey method. The population in this study is 500 students at one of the Islamic state universities in Central Java semester 7 consisting of five faculties in which there are still several study programs. The sampling technique in this study is sample random sampling. The data collection technique used in this study is a questionnaire. Content and empirical validation were carried out on the inventive thinking skills questionnaire and produced 49 valid statements. The results of the reliability test of the inventive thinking skills questionnaire obtained an Alpha Cronbach value of 0.907. The inventive thinking skills of students of Islamic state universities in Central Java as a life and career skill in the 21st century are in the high category with an average score of 174.86. The inventive thinking skills of students of Islamic state universities in Central Java can be improved again so that they can reach a very high category as a life and career skill in the 21st century.

Keywords: Inventive Thinking Skills, Live and Career Skills, Student University. First Section

Introduction

Today, technology is developing very quickly. This can be seen in the majority of people who use technology in every job and activity. The rapid development of technology and science in this era of globalization requires the readiness of a nation to face it so as not to be left behind [1]. A nation must be able to compete and adapt to become a superior nation [2]. The life of the future will require someone who can adapt to the complexities and challenges of diverse times [3], [4]. This encourages students to have the skills needed in the 21st century.

The 21st-century skills are supported by attitudes, ethics, values, skills, as well as a set of knowledge [5]. The 21st-century skills required include accessing, analyzing, and synthesizing information, being creative to create innovations, demonstrating effective communication skills, and high cooperation skills [6]. Innovation goes beyond what we are now doing and generates new ideas that help us get our jobs done in new ways. Creativity is generating new and useful ideas in various ways, while innovation is implementing these creative ideas. Today's work puts creativity first.

An important skill to support creativity and innovation is the ability to solve problems in new ways, create new technologies, and generate new applications of existing technologies. 21st century learning seeks to be able to have: 1) the ability to innovate and learn, 2) life and career skills, and 3) media and technology skills [7], [8]. Competition in life and the job market can be faced by developing a 21st-century framework, including 1) inventive thinking, 2) digital literacy skills, 3) high productivity, and 4) effective communication [9], [10]. It can be seen that the skill of inventive thinking is one of the skills needed in the 21st century.

Inventive thinking skills emphasize techniques to solve problems effectively and creatively so that there are discoveries that are useful for society [10]. Inventive thinking is crucial and the main thing in 21st-century education [11]. Inventive thinking is thinking that invents or produces something new as a result of human creativity [10]. Inventive thinking skills mean skills in solving new problems creatively and effectively [12]. Inventive thinking skills have six elements, namely: 1) adaptability and complexity, 2) self-direction, 3) curiosity, 4) creativity, 5) risk-taking courage, 6) higher-order thinking and reasoning [13].

The first element is adaptability, which is the ability to adapt or flexibility to change [14]. Adaptability is sometimes called flexibility, which is the ability to modify attitudes, behaviors, or thoughts to adjust to unpredictable circumstances [15]. Complexity is the ability to handle various problems/tasks/conditions, in other words being able to deal with complex things [7]. The second element is self-direction, referring to the ability of students to set goals related to learning, plan the achievement of these goals, independently manage time and energy, and independently assess the quality of learning and each product resulting from learning and learning experiences. The third element is curiosity. The desire of students to learn something is important in lifelong learning.

Fourth, creativity is the act of realizing something completely new and original, both personally (original only for individuals) and culturally. This implies that the student is capable of producing something new or original that is personally or culturally significant. The willingness of students to think about challenges/problems, to share ideas/thoughts with others, and to accommodate feedback is known as risk-taking. Risk-taking, which is able/willing to go beyond the safe zone or dare to make mistakes, creatively solve challenges/problems, aiming to increase personal growth and achievement. Reasoning and higher-order thinking refers to the process of cognitive analysis, comparison, inference, interpretation, synthesis, and evaluation that is implemented in various academic fields or problem-solving fields. The problem in question is a contextual problem of life or a problem given to students specifically.

Inventive thinking is an important skill because it will produce a useful innovation. Inventive thinking skills are also very important to support life and career skills. It is hoped that students will be ready to face the challenges of life and work in the 21st century through education. However, there has been no research related to the inventive thinking skills possessed by students in Indonesia, especially students of Islamic state universities in Central Java. Based on this urgency, this study aims to find out the inventive thinking skills of students in all faculties and study programs at one of the Islamic state universities in Central Java. If students' inventive thinking skills are known, the level of readiness of students to face life challenges and job competition can be known. This level of readiness can affect higher education policies related to learning for students.

Method

The research method used in this study is the survey method. This method is used to obtain or search for data on information in a fairly large population, but using relatively smaller sample data. This research was conducted at one of the Islamic state universities in Central Java. The population in this study is students at one of the Islamic state universities in Central Java semester 7. The sample in this study is 500 students at one of the Islamic state universities in Central Java consisting of five faculties in which there are still several study programs. The sampling technique in this study is sample random sampling. The number of research samples in each faculty and study program is as follows.

The Faculty of Adab and Language consists of the Arabic Language and Literature Study Program with a sample of 19 people, the Arabic Language and Literature Study Program with a sample of 19 people, the English Language Education Study Program with a sample of 30 people, the English Literature Study Program with a sample of 31 people, and the Indonesian Language Study Program with a sample of 34 people. The Faculty of Islamic Economics and Business consists of the Sharia Accounting Program with a sample of 38 people, the Sharia Business Management Study Program with a sample of 25 people, and the Sharia Banking Study Program with a sample of 11 people.

The Faculty of Tarbiyah Sciences consists of the Islamic Religious Education Study Program with a sample of 31 people, the Arabic Language Education Study Program with a sample of 29 people, the Madrasah Ibtidaiyah Teacher Education Study Program with a sample of 36 people, and the Early Childhood Islamic Education Study Program with a sample of 31 people. The Faculty of Sharia consists of the Sharia Economic Law Study Program with a sample of 4 people, the Islamic Family Law Study Program with a sample of 15 people, the Islamic Criminal Law Study Program with a sample of 9 people, and the Zakat and Waqf Management Study Program with a sample of 16 people.

The Faculty of Ushuluddin and Da'wah consists of the Aqidah and Islamic Philosophy Study Program with a sample of 27 people, the Islamic Counseling Guidance Study Program with a sample of 26 people, the Qur'an and Tafsir Study Program with a sample of 11 people, the Islamic Communication and Broadcasting Study Program with a sample of 45 people, the Da'wah Management Study Program with a sample of 19 people, Islamic Psychology Study Program with a sample of 21 people, Sufism and Psychotherapy Study Program with a sample of 15 people.

The data collection technique used in this study is a questionnaire. The questionnaire was used to obtain data on students' inventive thinking skills at one of the Islamic state universities in Central Java. The questionnaire uses a Likert scale with 5 alternative answers. Content and empirical validation were carried out on the inventive thinking skills questionnaire and produced 49 valid statements. The results of the reliability test of the inventive thinking skills questionnaire obtained an Alpha Cronbach value of 0.907. The value is more than 0.70 so it meets the requirements that the inventive thinking skills questionnaire is reliable or trustworthy. The criteria for the measurement results used are classification based on the ideal average and ideal deviation standard shown in the table below.

Results and Discussion

The average inventive thinking skills of students of Islamic state universities in Central Java based on faculty can be seen in the graph below.

Fig. 1. Inventive Thinking Ability of Each Faculty

Based on the graph above, information was obtained that the average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah were the highest among other faculties, namely 3.61. The Faculty of Sharia and the Faculty of Islamic Economics and Business have an average score of 3.56 with an average difference of 0.05 from the Faculty of Ushuluddin and Da'wah. The Faculty of Tarbiyah Sciences has an average score of 3.55 with an average difference of 0.06 from the Faculty of Ushuluddin and Da'wah. The Faculty of Adab and Language has an average score of 3.53 with an average difference of 0.08 from the Faculty of Ushuluddin and Da'wah. It was found that the average difference in inventive thinking skills of the Faculty of Ushuluddin and Da'wah with other faculties was not much different, which ranged from 0.05-0.08.

Most of the students of Islamic state universities in Central Java are in the high and medium categories. The frequency of inventive thinking skills of students of Islamic state universities in Central Java can be seen in the table below.

Table 1. Percentage of Inventive Thinking Skills of students of Islamic state universities in Central Java

Faculty	VH	H	M	L	VL
Faculty of Adab and Language	7,89%	66,67%	24,56%	0,88%	0%
Faculty of Islamic Economics and Business	14,86%	54,05%	31,08%	0%	0%
Faculty of Tarbiyah Sciences	10,24%	55,12%	34,65%	0%	0%
Faculty of Sharia	6,82%	56,82%	36,36%	0%	0%
Faculty of Ushuluddin and Da'wah	11,59%	67,07%	20,73%	0,61%	0%

The average inventive thinking skills of students of the Faculty of Adab and Language based on the study program can be seen in the graph below.

Fig. 2. Inventive Thinking Skills of Students of the Faculty of Adab and Language

Based on the graph above, information was obtained that the average inventive thinking skills of Tadris Indonesian students were the highest among other study programs in the Faculty of Adab and Language, which was 3.60. The Arabic Language and Literature study program has an average score of 3.57 with an average difference of 0.03 from the Tadris Indonesian study program. The English Literature study program has an average score of 3.49 with an average difference of 0.11 from the Tadris Indonesian study program. The English Language Education study program has an average score of 3.48 with an average difference of 0.12 from the Tadris Indonesian study program. It was obtained that the average difference in inventive thinking skills between the Tadris Indonesian Study Program and other study programs was not much different, which ranged from 0.03-0.12.

The average inventive thinking skills of students of the Faculty of Islamic Economics and Business by study program can be seen in the graph below.

Fig. 3. Inventive Thinking Skills of Students of the Faculty of Islamic Economics and Business

Based on the graph above, information was obtained that the average inventive thinking skills of Sharia Business Management students were the highest among other study programs in the Faculty of Islamic Economics and Business, which was 3.62. The Sharia Accounting study program has an average score of 3.54 with an average difference of 0.08 from the Sharia Business Management study program. The Sharia Banking study program has an average score of 3.45 with an average difference of 0.17 from the Sharia Business Management study program. It was obtained that the average difference in inventive thinking skills between the Sharia Business Management Study Program and other study programs was not much different, ranging from 0.08-0.17.

The average inventive thinking skills of students of the Faculty of Tarbiyah Sciences based on the study program can be seen in the graph below.

Fig. 4. Inventive Thinking Skills of Students of the Faculty of Tarbiyah Sciences

Based on the graph above, information was obtained that the average inventive thinking skills of Islamic Religious Education students were the highest among other study programs in the Faculty of Tarbiyah Sciences, which was 3.59. The Arabic Language Education study program has an average score of 3.58 with an average difference of 0.01 from the Islamic Religious Education study program. The Madrasah Ibtidaiyah Teacher Education study program has an average score of 3.53 with an average difference of 0.06 from the Islamic Religious Education study program. The Early Childhood Islamic Education study program has an average score of 3.50 with an average difference of 0.09 from the Islamic Religious Education study program. It was obtained that the average difference in inventive thinking skills between the Islamic Religious Education Study Program and other study programs was not much different, which ranged from 0.01-0.09.

The average inventive thinking skills of Faculty of Sharia students by study program can be seen in the graph below.

Fig. 5. Inventive Thinking Skills of Students of the Faculty of Sharia

Based on the graph above, information was obtained that the average inventive thinking skills between Islamic Criminal Law students were the highest among other study programs in the Faculty of Sharia, which was 3.63. The Islamic Family Law study program has an average score of 3.61 with an average difference of 0.02 from the Islamic Criminal Law study program. The Zakat and Waqf Management study program has an average score of 3.52 with an average difference of 0.11 from the Islamic Criminal Law study program. The Sharia Economic Law study program has an average score of 3.36 with an average difference of 0.27 from the Islamic Criminal Law study program. It was found that the average difference in inventive thinking skills of the Islamic Criminal Law Study Program and other study programs was not much different, ranging from 0.02-0.27.

The average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah based on the study program can be seen in Figure 4.7 below.

Fig. 6. Inventive Thinking Skills of Students of the Faculty of Ushuluddin and Da'wah

Based on the graph above, information was obtained that the average inventive thinking skills of Islamic Counseling Guidance students were the highest among other study programs in the Faculty of Ushuluddin and Da'wah, which was 3.70. The Islamic Communication and Broadcasting study program has an average score of 3.63 with an average difference of 0.07 from the Islamic Counseling Guidance study program. The Islamic Psychology and Aqidah and Islamic Philosophy study programs have an average score of 3.60 with an average difference of 0.10 from the Islamic Counseling Guidance study program. The Qur'an and Tafsir and Sufism and Psychotherapy study programs have an average score of 3.59 with an average difference of 0.11 from the Islamic Counseling Guidance study program. It was obtained that the average difference in inventive thinking skills between the Islamic Counseling Guidance Study Program and other study programs was not much different, which ranged from 0.07-0.11.

The average inventive thinking skills of UIN Raden Mas Said students for each indicator can be seen in the graph below.

Fig. 7. Inventive Thinking Skills of Every Indicator

Based on the graph above, information was obtained that students of Islamic state universities in Central Java had the highest average score on adaptability and complexity indicators, namely 3.73. The risk-taking courage indicator has an average score of 3.69 with an average difference of 0.04 from the adaptability and complexity indicators. The self-directed ability indicator has an average score of 3.61 with an average difference of 0.12 from the adaptability and complexity indicators. The curiosity indicator has an average value of 3.54 with an average difference of 0.19 from the adaptability and complexity indicators. The indicators of high-level thinking and reasoning had an average score of 3.46 with an average difference of 0.27 from the adaptability and complexity indicators. The creativity indicator has an average value of 3.41 with an average difference of 0.32 from the adaptability and complexity indicators.

The average inventive thinking skills for adaptability and complexity indicators in students of each faculty can be seen in the graph below.

Fig. 8. Adaptability and Complexity of Students in Each Faculty

Based on the graph above, information was obtained that in the indicators of adaptability and complexity, the average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah were the highest among other faculties, namely 3.79. The Faculty of Sharia has an average score of 3.76 with an average difference of 0.03 from the Faculty of Ushuluddin and Da'wah. The Faculty of Tarbiyah Sciences has an average score of 3.73 with an average difference of 0.06 from the Faculty of Ushuluddin and Da'wah. The Faculty of Islamic Economics and Business has an average score of 3.69 with an average difference of 0.10 from the Faculty of Ushuluddin and Da'wah. The Faculty of Adab and Language has an average score of 3.66 with an average difference of 0.13 from the Faculty of Ushuluddin and Da'wah. It was found that the average difference in inventive thinking skills in the indicators of adaptability and complexity of the Faculty of Ushuluddin and Da'wah with other faculties was not much different, ranging from 0.03-0.13.

The average inventive thinking skills for indicators of self-directed ability in students of each faculty can be seen in the graph below.

Fig. 9. Ability to Direct Students in Each Faculty

Based on the graph above, information was obtained that in the indicator of self-direction, the average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah were the highest among other faculties, namely 3.65. The Faculty of Adab and Language has an average score of 3.62 with an average difference of 0.03 from the Faculty of Ushuluddin and Da'wah. The Faculty of Tarbiyah Sciences has an average score of 3.58 with an average difference of 0.07 from the Faculty of Ushuluddin and Da'wah. The Faculty of Islamic Economics and Business and the Faculty of Sharia have an average score of 3.57 with an average difference of 0.08 from the Faculty of Ushuluddin and Da'wah. It was found that the average difference in thinking skills in the indicators of inventive self-direction ability of the Faculty of Ushuluddin and Da'wah with other faculties was not much different, ranging from 0.03-0.08.

The average inventive thinking skills for curiosity indicators in students of each faculty can be seen in the graph below.

Fig. 10. Student Curiosity in Each Faculty

Based on the graph above, information was obtained that in the curiosity indicator, the average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah were the highest among other faculties, which was 3.58. The Faculty of Sharia has an average score of 3.55 with an average difference of 0.03 from the Faculty of Ushuluddin and Da'wah. The Faculty of Islamic Economics and Business has an average score of 3.54 with an average difference of 0.04 from the Faculty of Ushuluddin and Da'wah. The Faculty of Tarbiyah Sciences has an average score of 3.52 with an average difference of 0.06 from the Faculty of Ushuluddin and Da'wah. The Faculty of Adab and Language has an average score of 3.48 with an average difference of 0.10 from the Faculty of Ushuluddin and Da'wah. It was found that the average difference in inventive thinking skills in the indicators of adaptability and complexity of the Faculty of Ushuluddin and Da'wah with other faculties was not much different, ranging from 0.03-0.10.

The average inventive thinking skills for creativity indicators in students of each faculty can be seen in the graph below.

Fig. 11. Student Creativity in Each Faculty

Based on the graph above, information was obtained that in the creativity indicator, the average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah were the highest among other faculties, namely 3.62. The Faculty of Sharia has an average score of 3.59 with an average difference of 0.03 from the Faculty of Ushuluddin and Da'wah. The Faculty of Tarbiyah Sciences has an average score of 3.58 with an average difference of 0.04 from the Faculty of Ushuluddin and Da'wah. The Faculty of Islamic Economics and Business and the Faculty of Adab and Language have an average score of 3.57 with an average difference of 0.05 from the Faculty of Ushuluddin and Da'wah. It was found that the average difference in inventive thinking skills in the creativity indicators of the Faculty of Ushuluddin and Da'wah with other faculties was not much different, ranging from 0.03-0.05.

The average inventive thinking skills for risk-taking indicators in students of each faculty can be seen in the graph below.

Fig. 12. The Courage to Take Student Risks in Every Faculty

Based on the graph above, information was obtained that in the indicator of risk-taking courage, the average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah were the highest among other faculties, namely 3.60. The Faculty of Sharia has an average score of 3.58 with an average difference of 0.02 from the Faculty of Ushuluddin and Da'wah. The Faculty of Islamic Economics and Business and the Faculty of Tarbiyah Sciences have an average score of 3.57 with an average difference of 0.03 from the Faculty of Ushuluddin and Da'wah. The Faculty of Adab and Language has an average score of 3.56 with an average difference of 0.04 from the Faculty of Ushuluddin and Da'wah. It was found that the average difference in inventive thinking skills in the indicators of adaptability and complexity of the Faculty of Ushuluddin and Da'wah with other faculties was not much different, ranging from 0.02-0.04.

The average inventive thinking skills for indicators of high-level thinking and reasoning in students of each faculty can be seen in the graph below.

Fig. 13. Higher Level Thinking and Student Reasoning in Each Faculty

Based on the graph above, information was obtained that in the curiosity indicator, the average inventive thinking skills of students of the Faculty of Ushuluddin and Da'wah were the highest among other faculties, namely 3.61. The Faculty of Sharia has an average score of 3.60 with an average difference of 0.01 from the Faculty of Ushuluddin and Da'wah. The Faculty of Islamic Economics and Business and the Faculty of Tarbiyah Sciences have an average score of 3.59 with an average difference of 0.02 from the Faculty of Ushuluddin and Da'wah. The Faculty of Adab and Language has an average score of 3.58 with an average difference of 0.03 from the Faculty of Ushuluddin and Da'wah. It was found that the average difference in inventive thinking skills in the indicators of adaptability and complexity of the Faculty of Ushuluddin and Da'wah with other faculties was not much different, ranging from 0.01-0.03.

The inventive thinking skills of the students of Islamic state universities in Central Java as a life and career skill in the 21st century are in the high category. This is influenced by the increasingly advanced use of technology in classroom learning. The research found a positive relationship between technological knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge with inventive skills [16]. Educators must be more prepared to use technology so that students are happier and interested in learning again in the era of globalization which relies on the use of this information communication technology in the classroom and facilitates the learning process.

Knowing students' inventive thinking skills is important for students themselves, it is also important for stakeholders, especially lecturers. The research provides workshops for teachers in developing learning plans to improve students' inventive thinking skills [17]. This indicates that teachers have an important contribution to students' inventive thinking skills. Teachers need to come up with ideas to improve students' inventive thinking skills. One of the things is the idea of learning through innovation education with design thinking. TheLi et al. (2024) study improved understanding of how design thinking-driven innovation education can support the development of innovative and inventive skills and how student engagement is critical in this process. One example is the Islamic communication and broadcasting study program under the auspices of the Faculty of Ushuluddin and Da'wah, the majority of the learning is related to innovation with design thinking, this is in accordance with the results of the survey that inventive thinking skills are the highest in students of the Faculty of Ushuluddin and Da'wah.

Inventive thinking skills have been most often associated with technology and engineering. The main idea behind inventive activities is that the invention of Engineering also known as Engineering creativity allows the solution of complex and not easily solvable engineering problems, which results in "new means of production" and innovations that expand and enrich the field of Engineering [18]. But actually, inventive thinking skills are very important for all students because they are the capital to face the challenges of the 21st century, not only for engineering students. Research in the field of law shows political stakes in the relationship between citizenship, patents, and inventive ability [19]. In addition to the field of law, there is also research on inventive thinking skills in the health field [20].

Most of the students of Islamic state universities in Central Java are in the high and medium category, but only a few are in the very high category. This is influenced by several things besides classroom learning. Exposure to innovation during childhood influences children's tendency to make things, for example children from high-income families (1%), have ten times greater likelihood of becoming inventors than children from below-average income families [21]. This directly shows how important the environment is. Children who grow up in environments or families with high levels of innovation are more likely to become inventors. This is reaffirmed by Bell et al. (2019) the fact that children whose families move to areas with high levels of innovation when they are young are more likely to become inventors.

The environment since childhood and family background are not the only things that influence them. The inventive thinking skills of the students of Islamic state universities in Central Java can be improved again so that they can reach a very high category as a life and career skill in the 21st century. Students can be trained to use inventive thinking skills through courses with assignments or materials that demand student innovation. Successful initial findings are an important indicator of an inventor's inventive potential, even exceeding factors such as early education or early background [22]. Universities can create programs or condition the environment to spur the improvement of students' inventive thinking skills. Nesterenko & Terekhova (2017) mentioned that the educational environment can use the concept of "City of Discovery" as an innovative element of the educational environment that allows collaboration between teachers, students, parents, and psychologists to learn how to change objects and situations through complex research methodologies. The city of discovery includes "Training Room", "Amusement Park", "Discovery Laboratory", "Discovery Evaluation Center", and "Discovery Museum". This is just one idea, in essence universities should create a learning environment that promotes skill development to create and evaluate creative products. Inventive thinking skills are 21st century skills. Students after graduation will enter the world of work. If students who have entered the world of work have high inventive skills, it will create a high innovation area. Areas with high innovation capacity are more likely to achieve success in mastering service activities. Innovative areas are more likely to develop new and innovative services [24]. A culture of innovation can drive efficiency and effectiveness in service delivery.

Conclusion

Based on the results of the hypothesis test and discussion, the following conclusions were obtained. The inventive thinking skills of the students of Islamic state universities in Central Java as a life and career skill in the 21st century are in the high category with an average score of 174.86. This research is a survey research conducted at one of Islamic state universities in Central Java on 7th semester students from 22 study programs spread across five faculties. This research aims to provide an overview of inventive thinking skills as a life and career skill in the 21st century. Based on the conclusion, the implications of the results of this study are as follows. The inventive thinking skills of the students of Islamic state universities in Central Java can be improved again so that they can reach a very high category as a life and career skill in the 21st century. This is because these two things are important abilities as readiness to face the challenges of life in the 21st century. For the next researcher, carry out similar research but on learning strategies that are able to improve inventive thinking skills.

Acknowledgments. This study was funded by LPPM UIN Raden Mas Said Surakarta.

Disclosure of Interests. The authors have no competing interests to declare that are relevant to the content of this article.

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