Prisma Sains: Jurnal Pengkajian Ilmu dan January 2022. Vol. 10, No.

1
Pembelajaran Matematika dan IPA IKIP Mataram p-ISSN: 2338-4530
http://ojs.ikipmataram.ac.id/index.php/prismasains/index e-ISSN: 2540-7899
e-mail: [email protected] pp. 93-103

Thinking Analogy in Solving Indirect Analogy Problems based on

Information Processing Theory
*Kristayulita
Kristayulita, Lalu Sucipto
Tadris Matematika, Fakultas Tarbiyah dan Keguruan, UIN Mataram. Jl. Gajah Mada No.100
Jempong Baru Mataram, 83125 Indonesia
*Corresponding Author e-mail: [email protected]
Received: December 2021; Revised: January 2022; Published: January 2022

Abstract
Cognitive ability in solving analogy problems really needs the right information processing. The core cognitive
process in analogy thinking occurs when students make a mapping between the target problem and the source
problem. This research aims to describe analogical thinking in solving indirect analogy problems based on
information processing theory. The method usesd in this research is qualitative descriptive. The subject in this
study were third and fifth-semester students of the Mathematics Tadris Program FTK UIN Mataram.
Instruments are source problems and target problems use indefinite integral problems in the Integral Calculus
course. Data analysis is used by using triangulation of methods and data sources. The results showed that there
were 51.06% able to solve the target problem where students are able to recall long-term memory information
related to solving source problems that have similarities to solving target problems. Source problem-solving
information taken from long-term memory is used by students in solving target problems in short-term memory.
The processing of information in short-term memory depends on the mapping process with previous information
in long-term memory. Therefore, as a mathematics teacher, he is able to emphasize certain materials which are
initial knowledge to study further material.
Keywords: Analogical Thinking, Indirect Analogy Problems, Information Processing Theory
How to Cite: Kristayulita, K., & Sucipto, L. (2022). Thinking Analogy in Solving Indirect Analogy Problems
based on Information Processing Theory. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika
dan IPA IKIP Mataram, 10(1), 93-103. doi:https://doi.org/10.33394/j-ps.v10i1.4574
Copyright© 2022, Kristayulita & Sucipto
https://doi.org/10.33394/j-ps.v10i1.4574 This is an open-access article under the CC-BY License.

INTRODUCTION
Thinking is a process of obtaining information, processing information, storing
information, and recalling information that is regulated by the brain (Slavin, 2006). Ruggiero
& Vincent said that thinking is mental activity to help formulate a problem, make a decision,
or fulfill a curiosity (Ruggiero & Vincent, 2011). This shows that thinking occurs when
someone is faced with a problem. Solso stated that thinking is a process of generating new
mental representations through information transformation which involves complex
interactions between mental attributes. Mental attributes are referred to as abstraction,
judgment, imagination, problem-solving, and logic (Robert L. Solso et al., 2005). For
example, when reading a book, the information received goes through various stages from
sensory processing to memory, the information is transformed to produce new information or
new knowledge.
Thinking is a series of processes starting with the entry of information, processing
information to forming a thinking scheme whose process is dynamic and can be described by
a process or path. Reheat shows that information processing occurs because of the interaction
between a person's external and internal conditions. External conditions are the external
environment that affects a person in the learning process. While the internal conditions are
conditions within a person that are needed to achieve learning outcomes (Reheat, 2014). One

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

of the thinking processes in achieving the learning outcomes needed by students to learn
mathematics is to think by analogy.
Analogy is a similarity (Polya, 2004). Furthermore, Polya said that analogy is a sort of
similarity, similar objects agree with each other in some aspect, and analogous objects agree
in certain relations of their respective parts. Orgill & Bodner stated that analogy is a
comparison between two elements that are not really similar or completely different which is
used to introduce a transfer system of relations between elements in an analog source that is
familiar to a foreign target element. (Orgill & Bodner, 2006). The same thing is also stated by
Falkenhainer, et al that analogy is a knowledge mapping between two objects so that the
relationship system that holds one of the objects in the analog source also has between
objects in the analogy target. (Falkenhainer et al., 1989). While analogy thinking is a type of
thinking that is used to conclude new information about other new cases based on previously
known cases (Gentner, 1983). Analogy thinking is the process of transferring knowledge
from a known situation (source problem) to a new situation (target problem) with the aim of
increasing certain understandings (Trench et al., 2009). Analogous thinking in problem
solving involves using a known problem structure (called the source problem) to help solve a
new, related problem (called the target problem). Indirect analogy thinking processes are
representation, structuring, mapping, applying, and verifying (K. Kristayulita, 2021). In
problem solving with analogy thinking, a cognitive process is needed in mapping the source
problem with the target problem. Cognition processes occur in a person as in processing
information.
Information processing theory is a cognitive theory related to learning theory that
explains the processing, storage, and recall of knowledge from the brain (Slavin, 2006, 2008).
Slavin explained that information processing in the human mind is a process that starts from
external stimuli receiving information until a response is generated through several stages of
information processing. (Slavin, 2006, 2008). This theory explains how a person acquires
some information and can be remembered for a long time. Information is processed and
stored in three stages, namely: sensory registers, short-term memory, and long-term memory.
In the sensory register stage, the visual recording receives a lot of information from the
senses and stores it in a short time (Slavin, 2006, 2008). If there is information that is not
stored in the sensing register, the information will quickly be lost. Information processing at
the sensory register stage is very important because it is a requirement to be able to process
further information, so that students' defense of new information received is very necessary.
(Panjaitan, 2013). A person's interpretation of a stimulus can be said to be perceived.
Perception of an indirect stimulus or stimulus such as a receiving stimulus, because
perception is influenced by mental status, experience, knowledge, motivation, and many
other factors. (Slavin, 2006, 2008). Information that is noticed and perceived by a person will
be forwarded to the second stage of the memory system, namely short-term memory or
working memory.
Short-term memory is a limited information storage system that lasts only a few
seconds (Slavin, 2006, 2008). Short-term memory relates to what a person thinks when
receiving stimuli from the environment. Information that enters short-term memory gradually
disappears when the information is no longer needed (Panjaitan, 2013). If the information in
short-term memory continues to be used, then over time the information will be passed on to
the next stage, namely long-term memory. Therefore, one way to store information in short-
term memory is to think about the information or express it continuously.
Long-term memory is part of the third-stage memory system where information will be
stored for a long time (Slavin, 2006, 2008). Meanwhile, Panjaitan showed that long-term
memory is relatively permanent memory storage, which can store information even though
the information is no longer needed. Information stored in long-term memory will be
organized into certain forms of knowledge structures called schemas. Schemas group

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

information elements according to how the information will be used, so schemas facilitate
access to information in the future when it will be used (Panjaitan, 2013).
Research related to analogy thinking is still discussing the components of analogy
thinking (Kristayulita et al., 2019; K. Kristayulita, 2021; Ruppert, 2013; Sternberg, 1977),
problem solving with analogy thinking(Gentner & Loewenstein, 2002; Trench et al., 2009),
and analogy thinking schemes (K. Kristayulita et al., 2018; Kristayulita Kristayulita et al.,
2017, 2020). Thinking analogy in solving problems has not been studied using information
processing theory. Information processing theory used in the study of Disturbances
experienced by students occur when students recall information in long-term memory to be
used to solve problems in short-term memory when solving combination problems
(Sukoriyanto, 2018). Therefore, this study describes the analogy thinking process of students
in solving indirect analogy problems based on information processing theory. When students
are given a mathematical problem related to an analogy problem, the problem is seen as an
external stimulus. The analogy problem faced by students is in the form of a target problem
entering the sensory register. If the target problem does not get the attention of students, then
the target problem will be forgotten by students. If the target problem gets the students'
attention, then the target problem will be transferred to the second stage of the memory
system, namely short-term memory. In the second stage of the memory system, students in
solving the target problem they are facing need information in the form of a schema that is
stored in long-term memory in the form of solving the source problem by retrieving
information in the form of a schema that is stored in long-term memory and has similarities
with the target problem being faced.

METHOD
This type of research is qualitative research with a qualitative descriptive approach.
One of the characteristics of qualitative research is that the research process is always
dynamic, all stages of the research process may change after the researcher enters the field
and begins to collect data. For example, the individuals studied and the locations visited are
also subject to change at any time (Creswell & Cheryl, 2016). This study reveals the process
of indirect analogy reasoning in solving mathematical problems. The type of analogy used in
this study is an analogy problem consisting of a source problem and a target problem. The
source problem used is the definite integral problem. While the target problem is a complex
integral problem. In this research, the researcher makes a picture, examines sentences/words,
reports a detailed view of the research subject's view, and conducts a study in a natural
situation. This study aims to describe the indirect analogy thinking process in solving
indefinite integral problems.
There are 141 students of the Tadris Mathematics Study Program for the academic year
2021/2022 who have taken integral calculus courses. Subjects depicted by analogous thinking
process data using information processing theory as many as 1 student representing. The
research instrument is the researcher, but there are auxiliary instruments in the form of source
problems and target problems related to integral calculus material. This instrument has been
validated by 3 experts in mathematics and mathematics education. All validators said the
instrument was feasible to use.
Table 1. Indirect Analogy Problem (Purcell et al., 2010)
Source problem Target problem
Determine the integral of Determine the integral of
∫ 𝑥 𝑑𝑥 ∫ 2𝑥 √𝑥 2 + 1 𝑑𝑥

The research steps in revealing indirect analogy thinking processes in solving indefinite
integral problems require the following stages: 1) Give indirect analogy problems; 2)
Grouping students into fourth categories, namely correct-correct, correct-false, false-correct,

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

and false-false; 3) Conduct interviews; 4) Analyzing the data; 5) Data validation; 6)

Concluding the research.

RESULTS AND DISCUSSION

Respondents in this study were students in the third and fifth semesters of Mathematics
Education, FTK UIN Mataram. There are 85 students who have taken the Integral Calculus
course in the third semester and 81 students in the fifth semester with a total of 166 students.
Respondents who participated in the study were 141 students with details in Table 2.
Table 2. Distribution of Data Tests for source problems and target problems for Semester III
and V students
No Source problem Target problem Semester III Semester V
1 Correct Correct 61 36
2 Correct False 6 13
3 False Correct 5 8
4 False False 4 6
Sub-Total 76 65
Total 141
Furthermore, students are grouped based on their analogy thinking done by students in
solving source problems with target problems correctly. Among of students who answered
the source problem and the target problem correctly from all categories (correct-correct,
correct-false, false-correct, and false-false) were 97 students. More details can be seen in
Table 3.
Table 3. Data Distribution of Student Analogy Thinking in solving indirect analogy problems
in semester III and V
No Source problem Target problem Yes (Analogy Thinking) No
1 Correct Correct 71 26
Total 97

The analogy thinking process using information processing theory is taken by 1 student
as a representation from 71 students. The subject chosen to describe the analogous thinking
process based on information processing theory is a student with the initials subject ST.
Subject STs were given an indirect analogy problem related to indefinite integrals. Indirect
analogy problems consist of source problems and target problems. The source problem has
easy and simple characteristics while the target problem has difficult and complex
characteristics, and the target problem is a modification of the source problem. The source
problem is solved first before the target problem is given. In solving source problems, subject
ST start by understanding and identifying source problems. When reading the source
problem, the subject understands the problem correctly. Subject STs immediately knew that
the problem was to determine the value of the indefinite integral of √𝑥. Subject ST start by
1
changing to √𝑥 Becomes 𝑥 2 . The integral formula is used by subject ST in determining the
value of an indefinite integral. Subject ST derives the value of the indefinite integral from the
2
integral √𝑥 is 𝑥 ∙ √𝑥. This is in accordance with the following excerpts from the interview
3
with the subject of ST and Figure 1.
Q : How do you determine the integral value?
ST: Change the root of 𝑥 to 𝑥 to the power of 1/2
Q : After going through these steps, what do you do?
ST: Using the integral formula. So it becomes 1 per 1/2 plus 1 𝑥 to the power of 1/2
plus 1.
Q : After that what do you do next?

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

2
ST: Simplify the operation so that the result is like this (pointing 𝑥√𝑥 + 𝐶).
3

Figure 1. Work Results on Source Problems from Subject ST

Subject ST can solve the source problem because it is easy and familiar. English states
that the source problem has the characteristics that it is given before the target problem, in the
form of easy and medium problems, and can help solve the target problem or as pre-
knowledge in the target problem (English, 1999).
Next, the subject solves the target problem. ST solves the problem ∫ 2𝑥√𝑥 2 + 1 𝑑𝑥
(target problem). First ST performs a representation of the target problem by assuming
𝑑𝑡
𝑡 = 𝑥 2 + 1, then ST reduces the equation to 𝑑𝑡 = 2𝑥 𝑑𝑥 and converts it to 𝑑𝑥 = .
2𝑥
Representation Results on Target Problems from subject ST can see Figure 2 and the
following interview results.
Q : What do you know about this question?
ST: what is known from this matter…. Find the indefinite integral of two 𝑥 root 𝑥
square plus 1 𝑑𝑥 (∫ 2𝑥√𝑥 2 + 1 𝑑𝑥)
Q : Can you solve this problem?
ST: Yes.
Q : How?
ST: First, let t be equal to x squared plus 1 1 (𝑡 = 𝑥 2 + 1). Then it is lowered with
respect to 𝑥 to become dt equals 2x 𝑑𝑥 (𝑑𝑡 = 2𝑥 𝑑𝑥). Next we write 𝑑𝑥 equals
𝑑𝑡
𝑑𝑡 per 2𝑥. (pointing 𝑑𝑥 = ).
2𝑥

Figure 2. Representation Work Results on Target Problems from Subject ST

𝑑𝑡
Then ST substitutes 𝑡 = 𝑥 2 + 1 and 𝑑𝑥 = to the indefinite integral ∫ 2𝑥√𝑥 2 + 1 𝑑𝑥
2𝑥
1
𝑑𝑡
so that we get ∫ 2𝑥 𝑡 2 . ST integral by putting the number 2 in front of the integral and
2𝑥
1
𝑑𝑡 𝑑𝑡 1 𝑑𝑡 1 1
separating = × so that it becomes 2 ∫ 𝑥 𝑡 2 × , the subject puts the number in
2𝑥 𝑥 2 𝑥 2 2
1
1 𝑑𝑡 1
front of the integral so that it becomes 2 × ∫ 𝑥 𝑡 2 , followed by operating 2 × = 1 and
2 𝑥 2
1
𝑑𝑡
𝑥 × = 𝑑𝑡 so that we get ∫ 𝑡 𝑑𝑡. From the results obtained, ST finds a new indefinite
2
𝑥
integral (new target problem). Subject ST performs the structuring process on the new target
problem by identifying indeterminate integrals that are different from the previous one.

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

Structuring Work Results on Target Problems from subject ST can see Figure 3 and the
following interview results.
Q : What integral is obtained?
ST: Integral root 𝑡 to the power of 1/2 𝑑𝑡

Figure 3. Structuring Work Results on Target Problems from Subject ST

In the process of representation and structuring, subject ST receives information by
reading the given target problem, then the information is entered into the sensory register.
According to Slavin, the first component of the memory system encountered by incoming
information is sensory recording (Arciniegas et al., 1999; Hasson et al., 2015; Slavin, 2006,
2008). Students carry out reading activities by using their sense of sight to record the
information they see. The information collected is based on the results of identifying the
problem of determining the modified indefinite integral.
When information enters the sensory register, the attention process occurs in the
Subject ST. Solso, et al stated that the concentration of mind in reading the question (target
problem) carefully and carefully showed that both students paid attention to the information
obtained so that it could be understood and remembered (R. L. Solso et al., 2008; Robert L.
Solso et al., 2005; Wolfe & Horowitz, 2017). With the attention of subject ST, they are able
to identify the given target problem, so that they know what information is known and what
information is asked. Prinz in Gurbin said that attention involves selecting some information
for further processing (Gurbin, 2015). New information needs to have some meaning for the
student, information will not survive if it is not meaningful to the student. According to Prinz
in Gurbin, by paying attention to new information, the information may be connected with
existing knowledge (Gurbin, 2015). According to Gagne, an individual's ability to identify a
given problem is influenced by the experience and knowledge of the individual (Gagne,
1985). According to Gagne, an individual's ability to identify a given problem is influenced
by the experience and knowledge of the individual 𝑡 = 𝑥 2 + 1, perform the differential of the
𝑑𝑡
equation 𝑡 to 𝑥 obtained 𝑑𝑥 = .
2𝑥
Subject ST have a perception in solving a given problem after identifying known
information from the target problem. Subject ST perception in solving the target problem by
way of substitution. Then subject ST realized the perception in short-term memory (STM).
The first step when realizing perception in STM, subject ST performs rehearsal by rewriting
the information that has been given to the target problem. In addition, subject ST also
retrieval (call back) knowledge of the formula for the volume of a block in long-term
memory (LTM). Subject ST substituting for example 𝑡 = 𝑥 2 + 1, perform the differential of
1
𝑑𝑡
the equation 𝑢 to 𝑥 obtained 𝑑𝑥 = on the target problem so that the integral of 𝑡 2 .
2𝑥
Subject ST pays attention to the form of the new target problem with the form of the
previous source problem. ST says that solving the new target problem can be solved by
means of solving the source problem. This means that subject ST does the mapping process.
Mapping Work Results on Target Problems from subject ST can see Figure 4 and the
following interview results.
Q : How did you solve the problem?
ST: Same before with this one (shows the previous question)

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

Figure 4. Mapping Work Results on Target Problems from Subject ST

Subject ST gives a perception of the integral obtained which is the result of substitution
on the target problem. Subject ST has the idea that the integral he gets is an equation similar
to the previous source problem. Because subjects remember the source problem that has been
done before. According to Gust, et al said that students will identify the source problem to be
associated with the target problem (Gust et al., 2008). Furthermore, Gagne said that
experience and knowledge stored in LTM can affect one's perception of the given stimulus
(Gagne, 1985). Knowledge and experience that have been obtained and stored in LTM, can
help in solving problems. A person's perception depends on how much the person has studied
the stimulus as a result of previous learning. Subject ST has a target problem image formed
like the previous source problem. This is because the two subjects remember the source
problems that have been solved previously.
Subject ST retrieval the concepts needed to solve the target problem from LTM after
doing perception, then realize it by applying to Subject ST STM. According to Gurbin, STM
combines new information from the environment with previously known things stored in
LTM in solving problems and what a person is thinking and consciously storing in STM.
(Gurbin, 2015). When the cognitive process occurs, students often experience errors.
Students retrieve the information needed by writing down their knowledge and trying to
relate it to the information they receive. When solving problems, students will relate the
situations in the problem to the knowledge and experience that students have previously
(Heuer & Sanders, 2016; Vidulich et al., 2010; Wickens, 1991; Wijaya et al., 2014). There is
a process of remembering by students on various materials and questions that have been
studied and matching them with the problems at hand.
Subject ST performs retrieval of the indefinite integral concept of √𝑢. To solve the
integral obtained in the target problem, the two subjects used the concept of the indefinite
integral of x. This means that there is a relationship between the source problem and the
target problem being faced. It can be said that there is a harmonious relationship between the
source problem and the target problem by identifying the parts of the relevant domain
(Gentner, 1983; Gentner & Loewenstein, 2002; Gust et al., 2008). Subject STs identify the
relevant dominant part in the analogy relationship, do it systematically, and use the same
solution steps.
And then ST does the applying process by solving the new target problem with the
1 1 3
1 1
understanding that ST has so that it is obtained to solve ∫ 𝑡 2 𝑑𝑡 = 1 𝑡 2+1 = 3 𝑡2 + 𝐶 =
+1
2 2
3
2
3
𝑡 + 𝐶. Applying Work Results on Target Problems from ST can see Figure 5 and the
2

following interview results.

Q : How did you solve the problem?
ST: Same before with this one (shows the previous question)
Q : After that what do you do?
ST: This is an indefinite integral, so we use the integral formula so that 1 is divided by
1
1
half plus 1 (1 ) and t is to the power of half plus 1 (𝑡 2+1 ). then it becomes 1
+1
2
3
1
divided by 3 by 2 ( 3 )u to the power of 3 by 2 (𝑡 2 ).
2

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

Figure 5. Applying Work Results on Target Problems from Subject ST

In the applying process, subject ST performs a retrieval of the indefinite integral
solution of √𝑢 sas was done in the source problem. The next step, subject ST performs a
retrieval to determine the indefinite integral of √𝑢 by using the integral formula so that we
2
get 𝑢 ∙ √𝑢. Subject ST knows how to solve the indefinite integral obtained in the target
3
problem using a similar method to solving the previous source problem. Gentner &
Loewenstein said that there are 3 factors that influence mapping, namely relevance,
systematic, and adaptation (Gentner & Loewenstein, 2002).
And then subject ST performs the verifying process by substituting the equation 𝑡 =
3
2 2
𝑥 2 + 1 ke 𝑡 2 + 𝐶, so we get 3 (𝑥 2 + 1)√(𝑥 2 + 1) + 𝐶. Verifying Work Results on Target
3
Problems from subject ST can see Figure 6 and the following interview results.
1
Q: once you find the integral of this (pointing to ∫ 𝑡 2 𝑑𝑡). how did you solve it?
2 3
ST: oh…. I substituted 𝑡 = 𝑥 2 + 1 into this (pointing 𝑡 2 ). We know that 𝑡 = 𝑥 2 + 1…
3
2 3 2 3
2
is added to 𝑡 2 so that it becomes (𝑥 2 + 1) + 𝐶. So
2 (𝑥 2 + 1) √(𝑥 2 + 1)+C.
3 3 3

Figure 6. Verifying Work Results on Target Problems from Subject ST

In the verifying process, subject ST obtains the answer from solving the indefinite
integral on the target problem. Almost subjects really understand the solutions that must be
obtained from the problems at hand. And then almost subject rehearsed the answers obtained
based on questions from the source problem. According to Santrock, conscious rehearsal of
information increases the duration of the information (Santrock, 2009). This means that the
subjects can correctly determine the answer to the target problem.
The process of connecting the target problem with the source problem has been carried
out by the subject and understands that the target problem solving process has similarities
with the source problem. Both subjects can perform arithmetic operations in determining the
solution of the indefinite integral on the target problem. Students re-store in LTM the
information they have after the STM process, both information that has just been obtained or
information obtained from the results of recall which is called encoding.(R. L. Solso et al.,
2008; Robert L. Solso et al., 2005). Gurbin said that encoding is merging new information
into existing memory. This means that students can do encoding if students can explain the
answers they get (Gurbin, 2015). Even though the answer to the target problem is not correct,
the problem solving process is still stored in its long-term memory.
The results obtained by ST in solving the target problem are correct. Almost subjects
did the representation, structuring, mapping, applying, and verifying correctly. Almost
subjects think analogy in solving the source problem with the target problem. ST thinks the

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 Kristayulita & Sucipto Thinking Analogy in Solving Indirect ………..

analogy is illustrated during the target problem solving process. This means that almost
subjects think analogously in solving the target problem with problem solving procedures.

CONCLUSION
Students in solving target problems are able to recall long-term memory information
related to source problem solving procedures which are similar to target problem solving
procedures. Information on source problem solving procedures taken from long-term memory
is used by students in solving target problems in short-term memory. Processing of
information in short-term memory depends on the mapping process with previous
information in long-term memory.

RECOMMENDATION
In integral learning activities, lecturers must always emphasize students to always
remember all the information needed in solving problems that can be solved easily.
Furthermore, lecturers need to emphasize certain materials that are related to the next
material. This is done to make it easier for students to understand more complex material.

ACKNOWLEDGMENT
Thank you to the Institute for Research and Community Service (LP2M) UIN Mataram
for providing the opportunity for research with funding from DIPA 2021.

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