Sorotan Literatur Bersistematik Terhadap Komuniti Pembelajaran Profesional dalam kalangan Guru Matematik Sekolah
Keywords:
komuniti pembelajaran profesional, guru matematik, aktiviti
Abstract
Komuniti Pembelajaran Profesional (Professional Learning Community, PLC) disenaraikan sebagai salah satu aktiviti Pembangunan Profesionalisme Berterusan (PBB) oleh Kementerian Pendidikan Malaysia (KPM). Agenda KPM ini adalah agar guru secara berterusan melengkapkan dan dilengkapi dengan ciri-ciri pendidik professional abad ke-21. Amalan PLC dalam kalangan guru matematik di Malaysia amat memerlukan anjakan agresif. Oleh itu artikel ini menjalankan kajian sorotan literatur bersistematik terhadap amalan PLC dalam kalangan guru matematik diperingkat global. Tujuan kajian ini adalah untuk meninjau amalan PLC di seluruh dunia dan strategi atau elemen yang digunakan. Strategi atau elemen yang merujuk kepada aktiviti PLC yang dilaksanakan dikategorikan kepada Bengkel dan Kursus, Perkongsian dan Perbincangan Dalam Komuniti, Kumpulan Lesson Study dan Kumpulan Penyelidikan. Melalui empat fasa pemilihan berpandukan Penyata PRISMA, 143 artikel berjaya dipilih pada fasa pertama. Carian artikel menggunakan kata kunci “Professional Learning Community” dan “Mathematics Teacher” dilakukan melalui pengkalan data utama Scopus dan Eric. Enam kriteria pemilihan berserta pengecualian telah memilih 30 artikel untuk disintesis pada fasa kelayakan. Dapatan analisis ini mengenalpasti 15 negara yang terlibat dan Amerika Syarikat telah mendahului dalam kajian PLC melibatkan guru matematik. Kajian ini mendapati bahawa amalan PLC pesat dijalankan dengan pelbagai strategi yang boleh dijadikan rujukan komuniti guru di Malaysia khususnya. Mendepani sistem pendidikan semasa pandemik Covid-19, perlaksanaan PLC berstruktur dan berterusan perlu difikirkan. Platform Google Classroom disarankan sebagai titik permulaan dalam usaha mengekalkan kualiti guru yang kekal releven dan efektif dalam ekosistem pendidikan dinamik, mencabar dan sentiasa menuntut keberhasilan murid yang holistik serta menepati kualiti global.
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References
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Amalina, N., Aziz, A., & Rosli, R. (2021). Pemikiran Komputasi Guru Matematik: Satu Tinjauan Sistematik (Computational Thinking of Mathematics’ Teacher : Systematic Literature Review). Jurnal Dunia Pendidikan, 3(1), 487–499.
Brodie, K., & Chimhande, T. (2020). Teacher Talk in Professional Learning Communities. International Journal of Education in Mathematics, Science and Technology, 8(2), 118–130.
Brown, L., Helliwell, T., & Coles, A. (2018). Working as mathematics teacher educators at the meta-level (to the focus of the teachers on developing their teaching). Spanish Soc. for Research in Mathematics Education, 13, 105–122. http://www.aiem.es/index.php/aiem/article/view/230
Cavanagh, M., & Mcmaster, H. (2017). A Specialist Professional Experience Learning Community for Primary Pre-service Teachers Focussed on Mathematical Problem Solving. Mathematics Teacher Education and Development, 19(1), 47–65.
Chauraya, M., & Brodie, K. (2017). Learning in Professional Learning Communities: Shifts in Mathematics Teachers ’ Practices. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 223–233. https://doi.org/10.1080/0035919X.2017.1350531
Chauraya, M., & Brodie, K. (2018). Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics. Pythagoras-Journal of the Association for Mathematics Education of South Africa, 39(1), 1–9. https://doi.org/10.4102/pythagoras.v39i1.363
Chen, J.-C., Lin, F.-L., & Yang, K.-L. (2017). A Novice Mathematics Teacher Educator-Researcher’s Evolution of Tools Designed For In-Service Mathematics Teachers’ Professional Development. Journal of Mathematics Teacher Education, 21(1), 517–539. https://doi.org/10.1007/s10857-017-9396-9
Choo, Y. B. (2020). Penggunaan Komuiniti Pembelajaran dalam Perubahan Guru Melalui Program Transformasi H 2025 ( TS25 ) di Sekolah Rendah Malaysia. January.
Chua, V. C. G. (2019). Going The Distance: A Lesson Study On Deriving The Distance Formula. International Journal for Lesson, 8(2), 149–159. https://doi.org/10.1108/IJLLS-08-2018-0052
Dayal, H. C., & Bronwen, C. (2019). Professional Learning Interventionn in Mathematics : A Case of Developing Portfolio Assessment. Australian Journal of Teacher Education, 44(2), 99–118.
Enderson, M. C., Grant, M. R., & Liu, Y. (2018). Supporting Mathematics Coaches ’ Learning of Probability through Professional Development Tasks To cite this article : Supporting Mathematics Coaches ’ Learning of Probability through Professional Development Tasks. International Journal of Research in Education and Science (IJRES), 4(2), 613–632. https://doi.org/10.21890/ijres.428976
Hollebrands, K. F., & Lee, H. S. (2020). Effective design of massive open online courses for mathematics teachers to support their professional learning. ZDM: The International Journal on Mathematics Education, 52(5), 859–875. https://doi.org/10.1007/s11858-020-01142-0
Horn, I. S., Garner, B., Kane, B. D., & Brasel, J. (2017). A Taxonomy of Instructional Learning Opportunities in Teachers ’ Workgroup Conversations. Journal of Teacher Education, 68(1), 41–54. https://doi.org/10.1177/0022487116676315
Huang, X. (2018). Teacher Education in Professional Learning Communities: Lessons from the Reciprocal Learning Project. In Frontiers of Education in China. https://doi.org/10.1007/s11516-020-0025-5
Jesus, C. C. de, Cyrino, M. C. de C. T., & Oliveira, H. M. de. (2020). Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice. Acta Scientiae, 22(1), 112–133. https://doi.org/10.17648/acta.scientiae.5566
Jiang, H., Choy, B. H., & Lee, C. K. (2019). Refining teaching expertise through analysing students ’ work : a case of elementary mathematics teacher professional learning during lesson study in Singapore. Professional Development in Education, 46(5), 731–750. https://doi.org/10.1080/19415257.2019.1634624
Kementerian Pendidikan Malaysia. (2016). Dokumen Awal Pelan Induk Pembangunan Profesionalisme Keguruan (PIPPK). Bahagian Pendidikan Guru Kementerian Pendidikan Malaysia, 1, 1–53. www.moe.gov.my
Kementerian Pendidikan Malaysia. (2019). Kit PLC Professional Learning Comunity (Komuniti Pembelajaran Profesional).
Kim, H. (2021). Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts. Education Sciences, 11(2), 37. https://doi.org/https://doi.org/10.3390/educsci
Kim, H., & Heaton, R. M. (2019). Teacher Planning Sessions as Professional Opportunities to Learn : an Elementary Mathematics Teacher ’ s Re-conceptualization of Instructional Triangles. International Journal of Science and Mathematics Education, 18(7), 1207–1227.
Lindenskov, L., & Lindhardt, B. (2019). Exploring approaches for inclusive mathematics teaching in Danish public schools. Mathematics Education Research Journal, 32(1), 57–75.
Little, M. E. (2020). Collaboration and Connections among Middle School Teachers of Mathematics : Enhancing Efficacy through Professional Learning Communities. SRATE Journal, 29(1), 8.
Louis, K. S., Marks, H. M., & Kruse, S. (1994). Teacher’s Professional Community In Restructuring Schools. Issues in Restructuring Schools, 6(3), 67–71.
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-018-0151-2
Mhakure, D. (2019). School-based mathematics teacher professional learning : A theoretical position on the lesson study approach. South African Journal of Education, 39(1), S1–S8. https://doi.org/https://doi.org/10.15700/saje.v39ns1a1754
Mohamed Shaffril, H. A., Ahmad, N., Samsuddin, S. F., Samah, A. A., & Hamdan, M. E. (2020). Systematic literature review on adaptation towards climate change impacts among indigenous people in the Asia Pacific regions. Journal of Cleaner Production, 258, 120595. https://doi.org/10.1016/j.jclepro.2020.120595
Mohamed Shaffril, H. A., Samsuddin, S. F., & Abu Samah, A. (2020). The ABC of systematic literature review: the basic methodological guidance for beginners. Quality and Quantity, 0123456789. https://doi.org/10.1007/s11135-020-01059-6
Mohan, P. P., & Chand, D. (2019). Mathematics teachers ’ professional learning : Impact of story sharing and reflective dialogue. Waikato Journal of Education, 24(2), 73–81. https://doi.org/https://doi.org/10.15663/wje.v%vi%i.668
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses : The PRISMA statement. International Journal of Surgery 8, 8, 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
Nicol, C., Gerofsky, S., Nolan, K., Francis, K., & Fritzlan, A. (2020). Teacher Professional Learning With/In Place: Storying the Work of Decolonizing Mathematics Education From Within A Colonial Structure. Canadian Journal of Science Mathematics and Technology Education, 20(2), 190–204. https://doi.org/http://dx.doi.org/10.1007/s42330-020-00080-z
Patahuddin, S. M., Rokhmah, S., & Lowrie, T. (2020). Indonesian Mathematics Teachers ’ and Educators ’ Perspectives on Social Media Platforms : The Case of Educational Facebook Groups. The Asia-Pacific Education Researcher, 29(6), 519–528. https://doi.org/10.1007/s40299-020-00503-3
Patino, C. M., & Ferreira, J. C. (2018). Inclusion and exclusion criteria in research studies : definitions and why they matter. Jornal Brasileiro de Pneumologia, 44(2), 84. https://doi.org/https://doi.org/10.1590/S1806-37562018000000088
Ribeiro, A. J., & Pedro, J. (2019). Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function. Acta Scientiae, 21(2), 49–74.
Richit, A., & Tomkelski, M. L. (2020). Secondary School Mathematics Teachers ’ Professional Learning in a Lesson Study. Acta Scientiae, 22(3), 2–27. https://doi.org/10.17648/acta.scientiae.5067
Shingphachanh, S. (2019). Exploring The Impact of Lesson Study Through the views of Lao mathematics teacher educators on the needs , learning and difficulties. International Journal for Lesson and Learning Studies, 8(2), 98–116. https://doi.org/10.1108/IJLLS-06-2018-0040
Shirrell, M., Hopkins, M., & Spillane, J. P. (2018). Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs. Professional Development in Education, 45(4), 599–613. https://doi.org/10.1080/19415257.2018.1452784
Soto, M., Gupta, D., Dick, L., & Appelgate, M. (2019). Bridging Distances : Professional Development for Higher Education Faculty Through Technology- Facilitated Lesson Study Bridging Distances : Professional Development for Higher Education. Journal of University Teaching & Learning Practice, 16(3), 7.
Stokes, L. R. E., Suh, J. M., & Curby, T. W. (2019). Examining the nature of teacher support during different iterations and modalities of lesson study implementation. Professional Development in Education, 46(1), 97–111. https://doi.org/10.1080/19415257.2019.1634623
Sudarman, S., & Mulawarman, U. (2018). Peningkatan Profesionalisme Tenaga Pengajar Sebagai Kontribusi Peningkatan Mutu Pembelajaran. March, 16–24.
Suhaniz Fazlin, M., & Mohd Effendi Ewan, M. M. (2020). Faktor Yang Mempengaruhi Keterlibatan Pelajar Dalam Pembelajaran Matematik : Sorotan Literatur Bersistematik. Jurnal Dunia Pendidikan, 2(3), 173–187.
Warwas, J., & Helm, C. (2018). Professional learning communities among vocational school teachers: Profiles and relations with instructional quality. Teaching and Teacher Education, 73, 43–55. https://doi.org/10.1016/j.tate.2018.03.012
Wilkie, K. J. (2017). The Challenge of Changing Teaching: Investigating The Tnterplay of External And Internal Influences During Professional Learning With Secondary Mathematics Teachers. Journal of Mathematics Teacher Education, 22(1), 95–124. https://doi.org/10.1007/s10857-017-9376-0
Yee Bee Choo. (2019). Penggunaan Komuniti Pembelajaran Profesional Dalam Perubahan Guru Melalui Program Transformasi Sekolah 2025 (TS25) Di Sekolah Rendah Malaysia. Seminar Penyelidikan Pendidikan Kebangsaan (SPPK) 2019, August 2019. https://www.researchgate.net/publication/338924023
Alles, M., Seidel, T., & Gröschner, A. (2019). Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community. Professional Development in Education, 45(2), 250–263. https://doi.org/10.1080/19415257.2018.1430049
Amalina, N., Aziz, A., & Rosli, R. (2021). Pemikiran Komputasi Guru Matematik: Satu Tinjauan Sistematik (Computational Thinking of Mathematics’ Teacher : Systematic Literature Review). Jurnal Dunia Pendidikan, 3(1), 487–499.
Brodie, K., & Chimhande, T. (2020). Teacher Talk in Professional Learning Communities. International Journal of Education in Mathematics, Science and Technology, 8(2), 118–130.
Brown, L., Helliwell, T., & Coles, A. (2018). Working as mathematics teacher educators at the meta-level (to the focus of the teachers on developing their teaching). Spanish Soc. for Research in Mathematics Education, 13, 105–122. http://www.aiem.es/index.php/aiem/article/view/230
Cavanagh, M., & Mcmaster, H. (2017). A Specialist Professional Experience Learning Community for Primary Pre-service Teachers Focussed on Mathematical Problem Solving. Mathematics Teacher Education and Development, 19(1), 47–65.
Chauraya, M., & Brodie, K. (2017). Learning in Professional Learning Communities: Shifts in Mathematics Teachers ’ Practices. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 223–233. https://doi.org/10.1080/0035919X.2017.1350531
Chauraya, M., & Brodie, K. (2018). Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics. Pythagoras-Journal of the Association for Mathematics Education of South Africa, 39(1), 1–9. https://doi.org/10.4102/pythagoras.v39i1.363
Chen, J.-C., Lin, F.-L., & Yang, K.-L. (2017). A Novice Mathematics Teacher Educator-Researcher’s Evolution of Tools Designed For In-Service Mathematics Teachers’ Professional Development. Journal of Mathematics Teacher Education, 21(1), 517–539. https://doi.org/10.1007/s10857-017-9396-9
Choo, Y. B. (2020). Penggunaan Komuiniti Pembelajaran dalam Perubahan Guru Melalui Program Transformasi H 2025 ( TS25 ) di Sekolah Rendah Malaysia. January.
Chua, V. C. G. (2019). Going The Distance: A Lesson Study On Deriving The Distance Formula. International Journal for Lesson, 8(2), 149–159. https://doi.org/10.1108/IJLLS-08-2018-0052
Dayal, H. C., & Bronwen, C. (2019). Professional Learning Interventionn in Mathematics : A Case of Developing Portfolio Assessment. Australian Journal of Teacher Education, 44(2), 99–118.
Enderson, M. C., Grant, M. R., & Liu, Y. (2018). Supporting Mathematics Coaches ’ Learning of Probability through Professional Development Tasks To cite this article : Supporting Mathematics Coaches ’ Learning of Probability through Professional Development Tasks. International Journal of Research in Education and Science (IJRES), 4(2), 613–632. https://doi.org/10.21890/ijres.428976
Hollebrands, K. F., & Lee, H. S. (2020). Effective design of massive open online courses for mathematics teachers to support their professional learning. ZDM: The International Journal on Mathematics Education, 52(5), 859–875. https://doi.org/10.1007/s11858-020-01142-0
Horn, I. S., Garner, B., Kane, B. D., & Brasel, J. (2017). A Taxonomy of Instructional Learning Opportunities in Teachers ’ Workgroup Conversations. Journal of Teacher Education, 68(1), 41–54. https://doi.org/10.1177/0022487116676315
Huang, X. (2018). Teacher Education in Professional Learning Communities: Lessons from the Reciprocal Learning Project. In Frontiers of Education in China. https://doi.org/10.1007/s11516-020-0025-5
Jesus, C. C. de, Cyrino, M. C. de C. T., & Oliveira, H. M. de. (2020). Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice. Acta Scientiae, 22(1), 112–133. https://doi.org/10.17648/acta.scientiae.5566
Jiang, H., Choy, B. H., & Lee, C. K. (2019). Refining teaching expertise through analysing students ’ work : a case of elementary mathematics teacher professional learning during lesson study in Singapore. Professional Development in Education, 46(5), 731–750. https://doi.org/10.1080/19415257.2019.1634624
Kementerian Pendidikan Malaysia. (2016). Dokumen Awal Pelan Induk Pembangunan Profesionalisme Keguruan (PIPPK). Bahagian Pendidikan Guru Kementerian Pendidikan Malaysia, 1, 1–53. www.moe.gov.my
Kementerian Pendidikan Malaysia. (2019). Kit PLC Professional Learning Comunity (Komuniti Pembelajaran Profesional).
Kim, H. (2021). Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts. Education Sciences, 11(2), 37. https://doi.org/https://doi.org/10.3390/educsci
Kim, H., & Heaton, R. M. (2019). Teacher Planning Sessions as Professional Opportunities to Learn : an Elementary Mathematics Teacher ’ s Re-conceptualization of Instructional Triangles. International Journal of Science and Mathematics Education, 18(7), 1207–1227.
Lindenskov, L., & Lindhardt, B. (2019). Exploring approaches for inclusive mathematics teaching in Danish public schools. Mathematics Education Research Journal, 32(1), 57–75.
Little, M. E. (2020). Collaboration and Connections among Middle School Teachers of Mathematics : Enhancing Efficacy through Professional Learning Communities. SRATE Journal, 29(1), 8.
Louis, K. S., Marks, H. M., & Kruse, S. (1994). Teacher’s Professional Community In Restructuring Schools. Issues in Restructuring Schools, 6(3), 67–71.
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-018-0151-2
Mhakure, D. (2019). School-based mathematics teacher professional learning : A theoretical position on the lesson study approach. South African Journal of Education, 39(1), S1–S8. https://doi.org/https://doi.org/10.15700/saje.v39ns1a1754
Mohamed Shaffril, H. A., Ahmad, N., Samsuddin, S. F., Samah, A. A., & Hamdan, M. E. (2020). Systematic literature review on adaptation towards climate change impacts among indigenous people in the Asia Pacific regions. Journal of Cleaner Production, 258, 120595. https://doi.org/10.1016/j.jclepro.2020.120595
Mohamed Shaffril, H. A., Samsuddin, S. F., & Abu Samah, A. (2020). The ABC of systematic literature review: the basic methodological guidance for beginners. Quality and Quantity, 0123456789. https://doi.org/10.1007/s11135-020-01059-6
Mohan, P. P., & Chand, D. (2019). Mathematics teachers ’ professional learning : Impact of story sharing and reflective dialogue. Waikato Journal of Education, 24(2), 73–81. https://doi.org/https://doi.org/10.15663/wje.v%vi%i.668
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses : The PRISMA statement. International Journal of Surgery 8, 8, 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
Nicol, C., Gerofsky, S., Nolan, K., Francis, K., & Fritzlan, A. (2020). Teacher Professional Learning With/In Place: Storying the Work of Decolonizing Mathematics Education From Within A Colonial Structure. Canadian Journal of Science Mathematics and Technology Education, 20(2), 190–204. https://doi.org/http://dx.doi.org/10.1007/s42330-020-00080-z
Patahuddin, S. M., Rokhmah, S., & Lowrie, T. (2020). Indonesian Mathematics Teachers ’ and Educators ’ Perspectives on Social Media Platforms : The Case of Educational Facebook Groups. The Asia-Pacific Education Researcher, 29(6), 519–528. https://doi.org/10.1007/s40299-020-00503-3
Patino, C. M., & Ferreira, J. C. (2018). Inclusion and exclusion criteria in research studies : definitions and why they matter. Jornal Brasileiro de Pneumologia, 44(2), 84. https://doi.org/https://doi.org/10.1590/S1806-37562018000000088
Ribeiro, A. J., & Pedro, J. (2019). Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function. Acta Scientiae, 21(2), 49–74.
Richit, A., & Tomkelski, M. L. (2020). Secondary School Mathematics Teachers ’ Professional Learning in a Lesson Study. Acta Scientiae, 22(3), 2–27. https://doi.org/10.17648/acta.scientiae.5067
Shingphachanh, S. (2019). Exploring The Impact of Lesson Study Through the views of Lao mathematics teacher educators on the needs , learning and difficulties. International Journal for Lesson and Learning Studies, 8(2), 98–116. https://doi.org/10.1108/IJLLS-06-2018-0040
Shirrell, M., Hopkins, M., & Spillane, J. P. (2018). Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs. Professional Development in Education, 45(4), 599–613. https://doi.org/10.1080/19415257.2018.1452784
Soto, M., Gupta, D., Dick, L., & Appelgate, M. (2019). Bridging Distances : Professional Development for Higher Education Faculty Through Technology- Facilitated Lesson Study Bridging Distances : Professional Development for Higher Education. Journal of University Teaching & Learning Practice, 16(3), 7.
Stokes, L. R. E., Suh, J. M., & Curby, T. W. (2019). Examining the nature of teacher support during different iterations and modalities of lesson study implementation. Professional Development in Education, 46(1), 97–111. https://doi.org/10.1080/19415257.2019.1634623
Sudarman, S., & Mulawarman, U. (2018). Peningkatan Profesionalisme Tenaga Pengajar Sebagai Kontribusi Peningkatan Mutu Pembelajaran. March, 16–24.
Suhaniz Fazlin, M., & Mohd Effendi Ewan, M. M. (2020). Faktor Yang Mempengaruhi Keterlibatan Pelajar Dalam Pembelajaran Matematik : Sorotan Literatur Bersistematik. Jurnal Dunia Pendidikan, 2(3), 173–187.
Warwas, J., & Helm, C. (2018). Professional learning communities among vocational school teachers: Profiles and relations with instructional quality. Teaching and Teacher Education, 73, 43–55. https://doi.org/10.1016/j.tate.2018.03.012
Wilkie, K. J. (2017). The Challenge of Changing Teaching: Investigating The Tnterplay of External And Internal Influences During Professional Learning With Secondary Mathematics Teachers. Journal of Mathematics Teacher Education, 22(1), 95–124. https://doi.org/10.1007/s10857-017-9376-0
Yee Bee Choo. (2019). Penggunaan Komuniti Pembelajaran Profesional Dalam Perubahan Guru Melalui Program Transformasi Sekolah 2025 (TS25) Di Sekolah Rendah Malaysia. Seminar Penyelidikan Pendidikan Kebangsaan (SPPK) 2019, August 2019. https://www.researchgate.net/publication/338924023
Published
2021-10-10
How to Cite
Mohamed, H. and Maat, S. M. (2021) “Sorotan Literatur Bersistematik Terhadap Komuniti Pembelajaran Profesional dalam kalangan Guru Matematik Sekolah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), pp. 164 - 176. doi: 10.47405/mjssh.v6i10.1066.
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