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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA CommIT (Communication & Information Technology) Jurnal Ilmiah Pendidikan Dasar AKSIOMA Journal of Medives Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Teorema: Teori dan Riset Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Sentra Cendekia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Cendikia : Media Jurnal Ilmiah Pendidikan Indo-MathEdu Intellectuals Journal Pattimura Proceeding : Conference of Science and Technology Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) JURNAL TUNAS PENDIDIKAN Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Kelola: Jurnal Manajemen Pendidikan Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra JIMAD : Jurnal Ilmiah Mutiara Pendidikan Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Journal of Educational Studies
Nerru Pranuta Murnaka, Nerru Pranuta
Universitas Katolik Parahyangan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Energy Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengaruh Minat Belajar dan Kepercayaan Diri terhadap Hasil Belajar Kognitif Matematis pada Siswa SMK Negeri 7 Kabupaten Tangerang Charlos E. P. L. Gaol; Nerru Pranuta Murnaka; Ayatul Ulya
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.481

Abstract

This study was motivated by the low mathematics learning outcomes of vocational high school students, which are influenced by affective factors, particularly learning interest and self-confidence. Mathematics plays a crucial role in developing students’ logical, critical, and systematic thinking skills; therefore, successful mathematics learning constitutes an essential component of vocational education. The research problem focused on the influence of learning interest and self-confidence on the mathematical cognitive learning outcomes of eleventh-grade students at SMK Negeri 7 Kabupaten Tangerang. The study employed a quantitative approach with a correlational survey design. The research sample consisted of 129 students selected through cluster sampling techniques. Data were collected through Likert-scale questionnaires and documentation of students’ mathematics scores. Data analysis was conducted using descriptive statistics, Pearson correlation, and multiple linear regression with the assistance of SPSS software. The findings revealed that learning interest did not have a significant effect on mathematics learning outcomes, contributing only 1.1%, whereas self-confidence had a significant effect with a contribution of 10.8%. Simultaneous testing demonstrated that learning interest and self-confidence collectively exerted a significant influence on mathematics learning outcomes with a contribution of 13.8%. The findings indicate that self-confidence is a more dominant affective factor than learning interest in improving the mathematical cognitive learning outcomes of vocational high school students. The novelty of this study lies in the finding that the vocational practice-oriented characteristics of vocational high school students cause learning interest not to directly influence mathematics learning outcomes, while self-confidence emerges as a more determining factor in students’ academic achievement. The results of this study are expected to serve as a foundation for developing mathematics learning strategies that are more oriented toward strengthening students’ psychological aspects.
PENINGKATAN KEMAMPUAN GURU DALAM PENGEMBANGAN MODUL AJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS UNTUK GURU IPA DI SMP NEGERI 1 BAKTIRAJA Ince Imelda Simamora; Nancy Susianna; Nerru Pranuta Murnaka; Alvin Stanza Kiswandhi
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3426

Abstract

This study aims to improve the ability of science teachers to develop teaching modules based on critical thinking skills at SMP Negeri 1 Baktiraja. It compares the effectiveness of online and offline teacher training methods. The research employed an experimental design involving two groups of teachers who received training in different formats. The first group participated in online training through a digital learning platform, while the second group attended offline training conducted face-to-face. The population of this study comprised all public junior high schools under the UPTD of Humbang Hasundutan Regency. The samples selected were UPT SMP Negeri 019 Sibuntuon and UPT SMP Negeri 001 Pasar Doloksanggul, chosen through purposive sampling. The study was conducted over a period of six days. The research instrument used was a test, with data collected through pre-tests and post-tests to measure the improvement in teachers' abilities to develop critical thinking-based teaching modules. Additionally, observations and interviews were conducted to explore participants’ experiences during the training sessions. The results showed that both training methods significantly improved teacher competence. However, there were notable differences in certain aspects. Offline training was found to be more effective in enhancing teachers' abilities to develop critical thinking-based teaching modules. This was attributed to direct interaction, in-depth discussions, and hands-on practice. In contrast, while online training also led to improvements, its effectiveness was lower due to limited direct interaction, fewer in-depth discussions, and challenges in providing structured practice. Nevertheless, online training offered flexibility and broader accessibility, enabling more teachers to participate regardless of geographic location.
MODEL PBL DENGAN PENDEKATAN SERU, INTERAKTIF DAN UNIK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS RANGKAIAN LISTRIK Yosina Sorry yosina; Nancy Susiana; Alvin Stanza Kiswandhi; Nerru Pranuta Muraka
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3428

Abstract

Many students experience difficulties in understanding the concept of electrical circuits because the material is often presented in an abstract and less contextual manner. This leads to low critical thinking skills when students attempt to solve real-world electrical problems. Based on a preliminary study using triangulated data—including interviews with fellow teachers, student interviews, and classroom observations—it was found that students had not yet achieved the indicators of critical thinking skills. This study aims to develop a Problem- Based Learning (PBL) model with a fun, interactive, and unique approach to improve students’ critical thinking skills on the topic of electrical circuits.   This research is a quantitative study using a One Group Pretest-Posttest Design. The study was conducted at SMP Negeri 2 Teminabuan during the odd semester of the 2024/2025 academic year. The population consisted of all ninth-grade students, with class IXA as the experimental group and class IXB as the control group, selected using a purposive sampling technique. The independent variable in this study is the Problem-Based Learning (PBL) model with a fun, interactive, and unique approach, while the dependent variable is students' critical thinking skills.The research instrument used was a critical thinking skills test in the form of essay questions that were tested for validity and reliability. The type of data collected was quantitative, consisting of pretest and posttest scores from both groups. Data analysis included gain score analysis to determine the improvement, and normality tests were conducted beforehand. Since the data were not normally distributed, non-parametric tests were used to determine the differences in critical thinking skills between the experimental and control groups, as well as differences in N-gain scores. All analyses were performed using Excel and SPSS software.   The results showed a significant difference in critical thinking skills between the experimental group using the Problem-Based Learning model with a fun, interactive, and unique approach and the control group using direct instruction. The average posttest score of the experimental class was higher than that of the control class (78.5 > 62.08), and the average N-gain score of the experimental class was also higher than that of the control class (0.77 > 0.61). The non-parametric test results showed significant differences in critical thinking skills between pretest and posttest in both the experimental class (P = 0.000 < 0.005) and the control class (P = 0.000 < 0.005), and there was also a significant difference in N-gain scores between the two groups (P = 0.002 < 0.005).   This study shows that there are significant differences in critical thinking skills and N- gain scores between the experimental and control classes.
Pembentukan Goal Belajar Anak Usia Dini dalam Perspektif Teori Perkembangan Kognitif Nerru Pranuta Murnaka; Devina Indah Christianti; Ratih Kusumo Wardani; Elizabeth W. M. Indira
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 1 (2026): JIMAD - FEBRUARI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i1.477

Abstract

Early childhood is frequently understood as a golden period of development; therefore, the formulation of learning goals becomes a crucial component that influences the direction of children’s behavior, motivation, and engagement in the learning process. Problems arise when learning goals are predominantly formulated from an adult perspective, while the characteristics of children’s cognitive development are not fully taken into account, causing learning objectives to be difficult for children to understand and internalize. This study aims to examine the formation of learning goals for early childhood through the perspective of Jean Piaget’s cognitive development theory in order to obtain a conceptual understanding that is more aligned with children’s developmental stages. The research method employs a qualitative approach through a literature review of textbooks and national and international journal articles relevant to learning goals, cognitive development, and early childhood education, which are then analyzed descriptively through processes of identification, classification, and synthesis of theoretical concepts. The findings indicate that learning goals for early childhood tend to be concrete, short-term, contextual, and activity-oriented, and are not yet supported by mature self-regulation abilities. Based on Piaget’s framework, early childhood falls within the preoperational stage; therefore, understanding learning goals is highly dependent on direct experiences, play-based activities, simple symbols, and teacher guidance. The conclusion emphasizes that the design of learning goals must be consciously adjusted to children’s cognitive developmental stages so that learning objectives can be understood, meaningful, and optimally achieved. The novelty of this study lies in the conceptual integration of Piaget’s cognitive development theory with the practical formulation of learning goals in early childhood education as a theoretical–practical foundation for teachers.
Hubungan Berpikir Kritis dengan Kemampuan Pemecahan Masalah pada Siswa Kelas VIII SMP Negeri 2 Serui Handry Alfred Fonataba; Nancy Susianna; Nerru Pranuta Murnaka
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.499

Abstract

The paradigm shift in science education necessitates the development of critical thinking skills as a foundation for improving students’ problem-solving abilities; however, empirical conditions indicate that both competencies remain low and have not been optimally developed. This study aims to examine the relationship between critical thinking skills and problem-solving abilities among eighth-grade students of SMP Negeri 2 Serui and to determine the degree of their empirical association. The study employed a quantitative approach with a correlational design, utilizing essay-based test instruments analyzed through simple linear regression. The findings reveal that students’ critical thinking and problem-solving abilities are in the low to moderate categories, with mean scores of 14.56 and 28.72, respectively. The linearity test indicates a significant relationship, while regression analysis produces the equation Y = 21.682 + 0.484X with a significance value of 0.009. The correlation coefficient of 0.487 indicates a moderate positive relationship, and the coefficient of determination of 23.7% shows that critical thinking contributes to problem-solving ability. The results confirm that improvements in critical thinking skills directly influence the enhancement of students’ problem-solving abilities, although other factors also contribute. The novelty of this study lies in the presentation of a quantitative relationship model that remains significant despite non-normally distributed data, as well as in establishing critical thinking as a significant yet partial predictor of problem-solving, thereby providing a foundation for developing more structured, contextual, and higher-order thinking-based instructional strategies.
Hubungan Keterampilan Proses Sains dengan Keterampilan Berpikir Kritis pada Siswa SMPN Tindaret Bansalina Salomina Rumbarak; Nancy Susianna; Nerru Pranuta Murnaka
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.502

Abstract

Twenty-first-century education requires students to possess critical thinking abilities and science process skills in order to respond to the advancement of science and technology and to solve problems scientifically and systematically. Empirical conditions in schools indicate that junior high school students’ critical thinking skills remain relatively low because science learning is still predominantly teacher-centered and insufficiently engages students in scientific investigation activities. This study aimed to determine the relationship between science process skills and the critical thinking skills of eighth-grade students at SMP Negeri Tindaret on the topic of the human excretory system. The study employed a quantitative approach with a correlational research design. The research sample consisted of 25 students selected through purposive sampling techniques. Data were collected using a critical thinking skills test and an observation sheet assessing science process skills. Data analysis was conducted using descriptive statistics and the Pearson Product-Moment correlation test. The findings revealed that students’ critical thinking skills obtained a mean score of 75.80, while science process skills achieved a mean score of 73.00, both categorized as fairly good to high. The correlation analysis produced a coefficient value of 0.732 with a significance level of 0.000, indicating a strong and significant positive relationship between science process skills and students’ critical thinking skills. The findings further demonstrated that students who actively engaged in observation, experimentation, data processing, and scientific communication exhibited better analytical abilities and conclusion-drawing skills. The novelty of this study lies in revealing the empirical relationship between science process skills and critical thinking skills specifically in the topic of the human excretory system at SMP Negeri Tindaret, as well as in providing recommendations for science learning based on scientific investigation to strengthen students’ higher-order thinking skills in the twenty-first century.
Hubungan Pemahaman Konsep dengan Berpikir Kritis pada Siswa Kelas VIII SMP Negeri Karoaipi Sonya Liske Rumbewas; Nancy Susianna; Nerru Pranuta Murnaka
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.503

Abstract

Twenty-first-century science education requires students not only to master scientific concepts but also to possess critical thinking skills to analyze, evaluate, and solve problems logically. The reality in schools indicates that science learning is still frequently teacher-centered, resulting in students’ conceptual understanding and critical thinking skills not being optimally developed. This study aimed to determine the relationship between conceptual understanding and critical thinking skills among eighth-grade students of SMP Negeri Karoaipi on the topic of the human respiratory system. The study employed a quantitative approach with a correlational research design. The research sample consisted of 25 students selected through a convenience sampling technique. Data were collected using descriptive tests of conceptual understanding and critical thinking skills, while data analysis was conducted through descriptive statistics, normality testing, and simple linear regression analysis using SPSS. The findings revealed that students’ conceptual understanding was categorized as good, with a mean score of 77.36, while critical thinking skills were also categorized as good, with a mean score of 78.76. Regression analysis demonstrated a correlation coefficient of 0.045 and an R Square value of 0.002, indicating that the relationship between conceptual understanding and critical thinking skills was classified as very low. These findings suggest that critical thinking skills are influenced not only by conceptual mastery but also by learning strategies, problem-solving experiences, analytical activities, and student engagement during science learning. The novelty of this study lies in the empirical finding that strong conceptual mastery does not necessarily correspond to high critical thinking skills among junior high school students in rural schools, particularly on the topic of the human respiratory system.
Implementation of the GASING Approach Integrated with the STAD Model in Teaching Integer Operations through Local Wisdom Nerru Pranuta Murnaka; Haryanti Haryanti; Muhammad Nur Huda; Kristining Seva; Marevic Jean P. Lutog
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.2.496-517

Abstract

The relatively low numeracy achievement of Indonesian students in national and international assessments highlights the need for more innovative and student-centred mathematics instruction. Learning activities that primarily emphasise procedural exercises often limit students’ conceptual understanding and interest in mathematics. Therefore, instructional approaches that integrate collaboration, educational games, and local cultural contexts are needed to create meaningful and enjoyable learning experiences. This study aimed to examine the implementation of the GASING Approach integrated with the Student Teams Achievement Division (STAD) model and local wisdom-based games in improving students’ learning outcomes on integer arithmetic operations. This study employed a quantitative approach using a pre-experimental method with a One-Group Pretest–Posttest Design. The participants were 28 fifth-grade students of SD Tlogosari Kulon 05. Data were collected through pretest and posttest instruments covering addition, subtraction, multiplication, and division of integers. The data were analysed using descriptive statistics and the Normalised Gain (N-Gain) test. The findings showed an improvement in students’ mathematics learning outcomes after the intervention. The mean pretest score increased from 50.54 to 84.61 on the posttest. Learning mastery improved from 0% to 75%, while the average N-Gain score was 0.689, indicating a medium level of improvement. These results suggest that the implemented learning approach effectively enhanced students’ understanding of integer arithmetic operations. The integration of the GASING Approach, the STAD model, and local wisdom-based games created an enjoyable, collaborative, and meaningful learning environment that supported the improvement of elementary students’ mathematics achievement in integer arithmetic operations.
Integrasi LABIRIN dan STEAM dalam PBL Berbasis Fogarty untuk Pengembangan Keterampilan 6C Skolastika Subekti; Sancy Susianna; Nerru Pranuta Murnaka
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4521

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mengimplementasikan model pembelajaran Layered PBL yang mengintegrasikan pendekatan LABIRIN dan STEAM dalam Problem-Based Learning (PBL) berbasis model integrasi Robin Fogarty untuk meningkatkan keterampilan berpikir kritis siswa SMP pada materi gelombang mekanik. Penelitian menggunakan pendekatan conceptual research yang dipadukan dengan uji implementasi lapangan menggunakan desain One-Group Pretest-Posttest. Pengembangan model dilakukan melalui studi literatur dari jurnal internasional bereputasi, buku teori, dokumen kebijakan pendidikan global, serta regulasi Kurikulum Merdeka. Analisis data dilakukan melalui content analysis, thematic synthesis, serta analisis statistik deskriptif dan inferensial. Hasil penelitian menghasilkan model pembelajaran Layered PBL, yaitu model pembelajaran berbasis masalah yang diperkaya oleh pendekatan LABIRIN sebagai experiential enrichment dan STEAM sebagai multidisciplinary content integration. Integrasi tersebut menghasilkan pembelajaran yang lebih kontekstual, interaktif, reflektif, dan mendukung pengembangan keterampilan abad ke-21. Hasil validasi ahli menunjukkan bahwa model dan instrumen yang dikembangkan berada pada kategori layak digunakan dalam pembelajaran SMP. Implementasi model dilakukan pada 25 siswa SMP kelas IX pada materi gelombang mekanik. Hasil penelitian menunjukkan adanya peningkatan keterampilan berpikir kritis siswa setelah penerapan model Layered PBL. Nilai rata-rata pretest sebesar 22.24 meningkat menjadi 57.24 pada posttest. Hasil uji statistik menunjukkan bahwa peningkatan kemampuan berpikir kritis berada pada kategori sedang atau lebih tinggi. Temuan ini menunjukkan bahwa integrasi PBL, LABIRIN, dan STEAM mampu menciptakan pembelajaran yang lebih aktif, bermakna, dan efektif dalam mendukung pengembangan keterampilan berpikir kritis siswa.
Peningkatan Pemahaman Konsep Siswa dalam Pembelajaran PBL Terintegrasi STEAM dan LABIRIN pada Materi Ekosistem Anjar Dwi Astutiningsih; Nerru Pranuta Murnaka; Nancy Susianna
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4981

Abstract

Pemahaman konsep merupakan kompetensi penting dalam pembelajaran biologi, namun pembelajaran yang masih berpusat pada guru menyebabkan pemahaman konsep siswa belum berkembang secara optimal. Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan pemahaman konsep siswa antara kelas yang menggunakan model Problem Based Learning (PBL) terintegrasi STEAM-Labirin dan kelas yang menggunakan PBL pada materi ekosistem. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe pretest-posttest control group design. Sampel penelitian terdiri atas 28 siswa kelas X-2 sebagai kelas eksperimen dan 26 siswa kelas X-4 sebagai kelas kontrol di SMA Trinitas Bandung yang dipilih menggunakan cluster random sampling. Instrumen penelitian berupa tes pemahaman konsep berdasarkan enam indikator Wiggins dan McTighe. Data dianalisis menggunakan statistik deskriptif, N-Gain, serta uji Mann Whitney. Hasil penelitian menunjukkan rata-rata N-Gain kelas eksperimen sebesar 0,62 (kategori sedang), lebih tinggi dibandingkan kelas kontrol sebesar 0,51 (kategori sedang). Hasil uji Mann Whitney menunjukkan adanya perbedaan peningkatan pemahaman konsep yang signifikan (Sig.=0,046). Analisis per indikator menunjukkan bahwa kelas eksperimen lebih unggul pada indikator menjelaskan, interpretasi, empati dan pengetahuan diri, sedangkan kelas kontrol lebih unggul pada indikator perspektif dan aplikasi. Temuan ini menunjukkan bahwa integrasi STEAM dan Labirin dalam model PBL lebih efektif meningkatkan pemahaman konsep siswa pada materi ekosistem dibandingkan model PBL tanpa integrasi STEAM dan Labirin.
Co-Authors Abdul Azis Abdillah Alfian Alfian Alperu Alperu Alvin Stanza Kiswandhi Andi Mardiana Paduppai Andi Mardiana Paduppai Andi Mardiana Paduppai Andy Wahyu H Andy Wahyu Hermanto Anggraini, Betta Anjar Dwi Astutiningsih Asri Gita Ayatul Ulya Bansalina Salomina Rumbarak Bobbi Rahman, Bobbi Charlos E. P. L. Gaol Dalimawaty Kadir Desmauli Lumbanbatu Detta Anastasya, Detta Devi Syukri Azhari Devina Indah Christianti Dhuhani, Elfridawati Mai Dyah Kusbiantari Edi Ahyani Elizabeth W. M. Indira Elizabeth W. M. Indira Erliana, Leni Fachruzzaki, Fachruzzaki Fauzi, Muhammad Sukron Fransiskus Ransus Gita, Asri Handry Alfred Fonataba Haryanti Haryanti Haryanti Haryanti Haryanti Haryanti Haryanti Haryanti I Gusti Agung Anom Yudistira Imelda Simamora, Ince Ince Imelda Simamora Indira, Elizabeth Wahyu Margareth Indra Bayu M Ira Silviana Rahman Jubelina Lawa Paretta Jufra, Arlita Aristianingsih Jufra, Jufra Kadiyo, Kadiyo Kiat, Selvi Klara Iswara Sukmawati Loso Judijanto Lucia Woro Sriwidiati M. Imroni Mubin Maisura Maisura Marevic Jean P. Lutog Marini Marini Marini Mochamad Nashrullah Muhammad Amien Ibrahim Muhammad Huda Muhammad Nur Huda Muhammad Nur Huda Muhammad Takbir Muharam, Suhari Nancy Susiana Nancy Susiana Nancy Susianna Pimpi, La Puguh Wahyu Prasetyo, Puguh Rika Itho Manalu Rinda Nariswari Rosanna Saragih Rosita Segetmena S. Yakobus Eko Setiawan Samsul Arifin Samsul Arifin Sancy Susianna Satria Satria, Satria Sehan Rifky Seva, Kristining Siminto Siminto, Siminto Skolastika Subekti Sonya Liske Rumbewas Sri Ratna Dewi Sri Ratna Dewi, Sri Ratna Sukmawati, Klara Iswara Sulistiawati Sulistiawati Surgandini, Arumella Ulandary, Yury Wardani, Ratih Kusumo Wiwik Wiyanti Yosina Sorry yosina yosina, Yosina Sorry Yudi Hendrilia Yuniarti, Nia Yuniarti, Nia