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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Tekno - Pedagogi : Jurnal Teknologi Pendidikan Sainmatika: Jurnal Sains dan Matematika Jurnal Pendidikan dan Pengajaran Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Indonesia AKSIOMA Jurnal Pendidikan Matematika Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Educational Science and Technology Jurnal Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Edufisika: Jurnal Pendidikan Fisika Al-Jabar : Jurnal Pendidikan Matematika Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Al Ishlah Jurnal Pendidikan PRISMA Indonesian Journal of Science and Mathematics Education Juring (Journal for Research in Mathematics Learning) IndoMath: Indonesia Mathematics Education Formatif: Jurnal Ilmiah Pendidikan MIPA Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) IRJE (Indonesian Research Journal in Education) Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu JURNAL INOVASI EDUKASI JURNAL MATHEMATIC PAEDAGOGIC JTP - Jurnal Teknologi Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN MEJ (Mathematics Education Journal) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) JURNAL PENDIDIKAN MIPA Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika PHI: Jurnal Pendidikan Matematika Jurnal Pedagogi dan Pembelajaran Journal of Innovation in Educational and Cultural Research Jurnal Ilmu Manajemen Terapan (JIMT) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Math-UMB.EDU Aksioma JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal Evaluation in Education (JEE) Edumatika Journal of Advanced Sciences and Mathematics Education Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Journal of Educational Sciences Edumatica: Jurnal Pendidikan Matematika Edunity: Kajian Ilmu Sosial dan Pendidikan Lattice Journal : Journal of Mathematics Education and Applied Jurnal Ilmiah Ilmu Terapan Universitas Jambi Indonesian Research Journal on Education Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang International Journal of Trends in Mathematics Education Research (IJTMER) Enrichment: Journal of Multidisciplinary Research and Development Ta'dib JUPEMA Jurnal Penelitian Pendidikan Indonesia Jurnal Pengembangan Pembelajaran Matematika Kreano, Jurnal Matematika Kreatif Inovatif Mathematical Sciences and Applications Journal Biodik: Jurnal Ilmiah Pendidikan Biologi Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal Journal on Mathematics Education AKSIOMA SJME (Supremum Journal of Mathematics Education)
Kamid, Kamid
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The Influence Of Mathematical Process Skills On The Character Of Cooperation In High Grades Of Acceleration And Debit Materials Kamid, Kamid; Kurniawan, Dwi Agus; Perdana, Rahmat; Minarsih, Minarsih; Rohana, Siti; Ferdinan, Roy Andre; Alfiana, Rizki
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 10 No 1 (2023): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v10i1.15031

Abstract

The aim of this research is to find out how mathematical process skills influence the cooperation of high class students on acceleration and discharge material. This type of research uses mixed methods with an explanatory design. The sample for this research was 18 high school students at 4 different elementary schools. The collection used a random sampling technique. The instruments used in this research are a questionnaire sheet and observation sheet with cooperative characters as basic indicators and mathematical process skills as integrated indicators. The data obtained were analyzed using descriptive statistics and using regression tests for cooperative characters and mathematical process skills. This study confirms that mathematical process skills have an impact on students' cooperative character. This is proven by a sig (2-failed) value < 0.05. It can be concluded from the results of the table that the four schools have a regression influence on mathematical process skills with a cooperative character on mathematics learning regarding measurement and discharge material.
Analysis of Students’ Problem Solving Ability Based on Metacognition Ability in Set Topic Pardiansyah, Riko; Kamid, Kamid; Hariyadi, Bambang
Indonesian Journal of Science and Mathematics Education Vol. 4 No. 2 (2021): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v4i2.8668

Abstract

This mixed method research was conducted to find out how students' problem-solving abilities were seen from the metacognition ability on the topic set. The population in this study were class XII students of MAN 2 Jambi City in the 2020/2021 academic year. The sample in this study was selected using the simple random sampling technique. The results of this study indicate that students' problem solving abilities based on students' metacognitive abilities on the topic of the set are in the good category. Metacognition ability can make it easier for students to solve mathematical problems that have been given. Metacognition indicators that seem to have been mastered by students in this study are awareness, regulation, and evaluation.
Analyzing Learning Obstacle with Didactical Design Research on Three Dimensional Distance Material Dharma, Dian; Kamid, Kamid; Yantoro, Yantoro
Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v4i3.10355

Abstract

he purpose of this study was to analyze the barriers to learning three-dimensional distance material using Didactical Design Research (DDR). The subjects of this study were two groups of class 12. The instruments used in this study were pretest (initial test) and post test (final test) which consisted of a test of the respondent’s ability, interview sheets, and observation notes. The data obtained were analyzed using three DDR steps: (1) didactic situation analysis by recontextualizing, repersonalizing, and developing didactic designs which include PDA (Pedagogical Didactic Anticipation); (2) metapedadidactic analysis by applying PDA; and (3) retrospective analysis linking didactic and metapedadidactic situations. The results showed that the identified learning obstacles can be anticipated by using PDA. The application of the didactic learning design shows that this design can be an alternative to third-dimensional distance learning in grade 12 because it can minimize student learning barriers that have been identified previously.
Enhancing mathematical concept understanding: The influence of scaffolding in team-assisted individualization based on self-regulation Pakpahan, Nicolaus; Kamid, Kamid; Muhammad, Damris
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i1.23481

Abstract

Effective learning requires strategies that support students' understanding of mathematical concepts and promote independent learning. This study examines the impact of scaffolding in Team Assisted Individualization (TAI) on students' mathematical conceptual understanding and the role of self-regulation in the learning process. The research employs a quasi-experimental design with a nonequivalent pre-test and post-test control group design involving 109 randomly selected high school students. Data analysis was conducted to compare the effectiveness of TAI with scaffolding, TAI without scaffolding, and Direct Instruction, as well as to evaluate the interaction between learning models and students' self-regulation levels. The results indicate that TAI with scaffolding significantly enhances students' mathematical conceptual understanding compared to other methods. Furthermore, students with high self-regulation demonstrated better conceptual understanding. Interaction analysis reveals that students with moderate to high self-regulation benefit more from scaffolding-based learning. The study concludes that scaffolding in TAI improves students' mathematical conceptual understanding. These findings highlight the importance of gradual scaffolding in supporting students' comprehension before they transition to independent learning. Additionally, this model effectively enhances students' autonomy and critical thinking skills in the classroom.
Evaluating the theoretical validity of the PASPOR model for enhancing mathematical communication in teacher education Jufri, Jufri; Asrial, Asrial; Johari, Asni; Kamid, Kamid
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.744

Abstract

Background: Mathematical communication is a key skill for preservice primary school teachers, enabling them to effectively facilitate understanding in the classroom. Despite its importance, many students in teacher education programs struggle to convey mathematical concepts clearly in both verbal and symbolic forms.Aim: This study aimed to evaluate the theoretical validity of the PASPOR Model—comprising Pairing, Square, Presentation, and Repetition—as an instructional framework designed to enhance mathematical communication in preservice teacher education.Method: A development research approach was applied, based on the Plomp model. Expert validation focused on five core components: syntax, social system, reaction principle, support system, and instructional impact. Data were collected using structured instruments completed by mathematics education experts and analyzed through both quantitative and qualitative techniques.Result: The findings demonstrated high theoretical validity for the PASPOR Model. Expert ratings ranged from 3.68 to 3.97, with reliability coefficients exceeding 0.90 across all components. Experts affirmed the model’s internal consistency, pedagogical relevance, and effectiveness in promoting structured, collaborative mathematical communication among learners.Conclusion: The PASPOR Model is a theoretically sound and pedagogically appropriate instructional model for improving mathematical communication in preservice teacher education. Its structured stages support cooperative learning and reflective interaction. The strong expert agreement endorses its integration into teacher education curricula and provides a foundation for future empirical studies to assess its practical application and adaptability in various learning contexts, including digital platforms.
Navigating geometric thought: A classroom-based intervention using discovery-contextual strategies aligned with van Hiele’s cognitive framework Arlianti, Nofyta; Kamid; Marzal, Jefri; Hasibuan, Muhammad Haris Effendi
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.27845

Abstract

Purpose: This study aims to investigate the enhancement of students’ geometric thinking through the integration of Discovery–Contextual learning strategies with van Hiele’s levels of reasoning. In addition, it examines the contribution of logical–mathematical intelligence to mathematics learning outcomes by synthesizing findings from prior research. Method: The research employed a classroom action research design implemented in three iterative cycles involving 13 fifth-semester mathematics education students. Data were collected through geometry thinking tests, observation notes, and the van Hiele-based assessment tool, then analyzed descriptively to track cognitive development across cycles. Complementing this, a meta-analysis of 41 empirical studies was conducted using a random-effects model to evaluate the consistency of logical–mathematical intelligence on students’ mathematics achievement. Findings: The results indicate steady improvement in students’ geometric reasoning, particularly at the deduction and rigor levels, with mean performance rising from 78.4% in the first cycle to 92.8% in the third. Reflection across cycles also revealed stronger engagement, reflective thinking, and collaborative learning. The meta-analysis further confirmed that logical–mathematical intelligence consistently exerts a strong and stable influence on mathematical performance across different educational stages and contexts. Significance: Findings highlight the pedagogical value of combining Discovery–Contextual learning with van Hiele’s framework to cultivate higher-order geometric thinking. At the same time, the evidence underscores the necessity of integrating logical reasoning into curriculum design and instructional strategies. Together, these contributions provide both theoretical insights and practical guidance for advancing mathematics education, especially in preparing prospective teachers to meet diverse cognitive needs.
The Effect of Project-Based Learning (PjBL) On Critical Thinking Skills as Seen from Cognitive Styles Lismayani, Lismayani; Kamid, Kamid; Yantoro, Yantoro
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.711

Abstract

This study investigates thei effect of the Project-Based Learning (PjBL) model on eighth-grade students’ mathematical critical thinking skills, considering their cognitive styles. The research employed a quasi-experimental design with a non-equivalent control group, involving eighth-grade students of SMP Negeri 24 Kerinci in the 2023/2024 academic year. The sample comprised two experimental classes taught with the PjBL model and one control class taught conventionally. Data were collected using the1 Group Embedded Figures Test (GEFT) to identify students’ cognitive styles and an essay test to measure critical thinking skills. Data analysis was conducted through a two-way ANOVA to examine the effects of the learning model and cognitive style, followed by a t-test for further comparison. The results showed that the PjBL model and students’ cognitive styles significantly influenced mathematical critical thinking skills. Field Independent (FI) students scored higher than Field Dependent (FD) students. However, no significant interaction was found between the learning model and cognitive style, indicating that PjBL provides relatively balanced opportunities for all learners. These findings suggest that PjBL can be an effective and inclusive instructional approach to foster students’ critical thinking, and mathematics teachers are encouraged to integrate it into classroom practice.
Mapping Research Trends on Learning Trajectory in Mathematics Education: A Systematic Literature Review and Bibliometric Analysis Syifaurrahmadania, Syifaurrahmadania; Kamid, Kamid; Sainuddin, Syamsir
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.771

Abstract

This study aims to map global research developments on learning trajectories in mathematics education through a systematic literature review and bibliometric analysis. Data were obtained from the Scopus database, with 1,957 initial records screened and 65 relevant articles analyzed based on predefined inclusion and exclusion criteria to ensure relevance and methodological rigor. Bibliometric mapping using VOSviewer was conducted to visualize the evolution of topics, co-authorship networks, methodological trends, and cross-country dissemination. The findings indicate a notable shift from conceptual discussions to classroom-based implementations, the integration of ethnomathematics, and technology-supported instructional designs that promote contextual and student-centered learning. Furthermore, the analysis identifies four dominant research clusters, namely student thinking pathways, curriculum learning progressions, teacher professional development, and digital learning tools. Indonesia appears as the most productive contributor, driven by PMRI traditions and design research practices, alongside a gradual rise in contributions from other countries. This study contributes to the field by highlighting ethnomathematics and technological innovation as emerging research directions and by providing a conceptual roadmap to guide future investigations. The results offer practical implications for educators and researchers in designing culturally responsive learning pathways that deepen mathematical understanding and align with the demands of 21st-century learning.
Analisis Kemampuan Pemecahan Masalah Matematika dan Komunikasi Matematik dengan Penerapan Model Problem Based Learning Terintegrasi Etnomatematika Ikhlas, Al; Kamid, Kamid; Syaiful, Syaiful; Huda, Nizlel
Indonesian Research Journal on Education Vol. 4 No. 4 (2024): irje 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v4i4.1491

Abstract

Literatur review ini menganalisis kemampuan pemecahan masalah matematika dan komunikasi matematik siswa dengan penerapan model Problem Based Learning (PBL) yang terintegrasi dengan etnomatematika. PBL, sebagai pendekatan pembelajaran yang berfokus pada pengalaman nyata, memungkinkan siswa untuk terlibat secara aktif dalam proses belajar melalui pemecahan masalah kontekstual. Di sisi lain, etnomatematika mengaitkan pembelajaran matematika dengan budaya lokal, meningkatkan relevansi dan motivasi siswa. Review ini mengkaji berbagai penelitian yang menunjukkan bahwa kombinasi PBL dan etnomatematika dapat meningkatkan keterampilan pemecahan masalah dan komunikasi siswa. Hasil menunjukkan bahwa siswa yang belajar dengan pendekatan ini lebih mampu menerapkan konsep matematika, berkolaborasi dalam kelompok, dan mengkomunikasikan ide-ide mereka secara efektif. Temuan ini menegaskan pentingnya integrasi konteks budaya dalam pembelajaran matematika untuk memfasilitasi pemahaman yang lebih mendalam dan keterlibatan siswa.
Analisis Kemampuan Numerasi Siswa SMP Dalam Memecahkan Masalah Kontekstual Matematika Putra, Aditya Rizky; Kamid; Gustiningsi, Tria
Lattice Journal : Journal of Mathematics Education and Applied Vol. 5 No. 1 (2025): Juni 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/lattice.v5i1.9351

Abstract

This study is motivated by the diverse levels of students’ numeracy skills, the underlying factors of which remain unclear based on numeracy indicators. The purpose of this research is to describe junior high school students’ numeracy abilities in solving contextual mathematical problems. A qualitative descriptive method was employed, with the study conducted at SMP Negeri 7 Muaro Jambi. The research subjects were Grade VIII students who participated in the 2024 AKM assessment and had studied the topic of relations and functions, categorized by high, medium, and low mathematics achievement. Data were collected through numeracy tests, interviews, and documentation. The findings reveal that students with high and medium mathematics achievement generally demonstrated high numeracy skills. Meanwhile, those with low academic performance in mathematics exhibited moderate numeracy abilities. However, mathematics achievement did not consistently reflect students’ actual numeracy levels. This was evidenced by cases where a high-achieving student displayed only moderate numeracy, while some medium and low achievers showed high numeracy proficiency.   Penelitian ini dilatarbelakangi oleh beragamnya kemampuan numerasi siswa yang belum diketahui faktornya berdasarkan indikator kemampuan numerasi. Penelitian ini bertujuan untuk mendeskripsikan kemampuan numerasi siswa SMP dalam memecahkan masalah kontekstual matematika. Metode penelitian yang digunakan adalah deskriptif kualitatif. Tempat penelitian ini adalah SMP Negeri 7 Muaro Jambi. Subjek dalam penelitian ini adalah siswa kelas VIII yang mengikuti tes AKM tahun 2024 dan telah belajar materi relasi dan fungsi dengan nilai hasil belajar matematika tinggi, sedang dan rendah. Alat pengumpul data yang digunakan dalam penelitian ini yaitu lembar tes kemampuan numerasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa dengan nilai hasil belajar matematika tinggi dan sedang memiliki tingkat kemampuan numerasi yang tinggi. Siswa dengan nilai hasil belajar matematika rendah memiliki kemampuan numerasi yang sedang. Hasil belajar matematika siswa tidak menunjukkan tingkat kemampuan numerasi siswa, terbukti dari adanya salah satu siswa bernilai tinggi dengan kemampuan numerasi sedang, serta salah satu siswa bernilai sedang dan rendah dengan kemampuan numerasi tinggi
Co-Authors -, Maison Ade Kumala Sari Ade Susanti Adtria, Khoirunisa Vivi Agung Febrianto Agustina . Ahmad Mansur Nawahdani Ahmad Puguh Eriawan Ainun Mardia Akrom, Akrom Al Ikhlas, Al Ikhlas Alfiana, Rizki Alhakko Latif Ali Sadikin Alrizal , Alrizal Amelia, Elga Amelia Anak Agung Gede Sugianthara Andri Mahardhika Birda ANGGRAENI, RENI Anifa Ruzki Amalia Anisa Ermaida Aprizal Lukman Arie Gusman Arnitasyari, Auliya Arta Rajasha Herlambang Arta Rajasha Herlambang Asni Johari Asrial Asrial Astalini Astalini Athikah, Athikah Aty Mulyani Ayu Wandari Azzahra, Miftahul Zannah Bambang Hariyadi Bambang Hariyadi Bambang Hariyadi BT Yosi Olda Fionika Caesarani, Nabila Nasywa Damris Muhammad Damris Muhammad Darmaji Darmaji, Darmaji Della Novalita Deviani Asri Dewi Iriani Dewi Iriani Dewi, Rina Kusuma Dharma, Dian Dian Dharma Dwi Agus Kurniawan edumatica FKIP effendi, zaimi Ekawarna Ekawarna, Ekawarna Eko Nuriyatman Elza Triani Evita Anggerein Evita Anggereini Fadilla, Anisa Raihan Fadillah, Agus Ferdinan, Roy Andre Fibrika Rahmat Basuki Fiki Alghadari Fionika, BT Yosi Olda Fitra, Dian Fitri Indah Sari gusmi kholijah HARYANTO Haryanto Haryanto Haryanto Haryanto Hasiibunnisa, Hasna Hasna Hasiibunnisa Hayati, Tri Rahmah Hedia Rizki Hellinawati Hellinawati Hikmawati Hikmawati Humairah Farsa Husni Sabil Husnul Khatimah Iga Mawarni Imelda Aisah Sarip Jayawarsa, A.A. Ketut Jefri Marzal Jufri Jufri Jules Nurhatmi Junita, Ranisa Khairisti Iis Handayani Khairul Amin Khairul Anwar Khairul Anwar Kurniawan, Dwi Agus Liska Yanti Pane Lismayani, Lismayani Lucy Astagina Putri M Rusdi M Rusdi M. Rusdi M. Rusdi Mardhotillah, Bunga Mardia, Ainun Marlina Marlina Martinawati Martinawati meirisa sahanata Miftahul Zannah Azzahra Minarsih Minarsih Muhaimin Muhaimin Muhaimin Muhaimin Muhaimin Muhaimin Muhammad Eka Setiawansyah Muhammad Haris Effendi Hasibuan Muhammad Rusdi Muhammad Rusdi Muhammad Rusdi Muhtadin Muhtadin Mujahidawati Mujahidawati Mujahidawati Mujahidawati, Mujahidawati Mukhlash Abrar Munajib Munajib Muslim Muslim Mustofa Mustofa Mutia, Rada Irma Muzakir Nabilah, Balqis Saffanah Nabilla, Hanif Alyaa Naufal Aqila Kusnadi Nawahdani, Ahmad Mansur Neilul Isra Pratama niken rarasati Nina Mardiana (F01108057) Ningsih, Irma Widya Nizlel Huda Nofyta Arlianti, Nofyta Noor Fajriah, Noor novferma, novferma Novi Yosheva Noviyla, Dania Nurdina Khairunnisa Nurfatikhah Nurfatikhah Nurjannah Oktavia, Sri Wina Olva Fitaloka Pakpahan, Nicolaus Pardiansyah, Riko Pebriana Pebriana Perdana, Rahmat Pramesti, Ajeng Retno Prameswari, Nirmala Prastika Istiqomah Pratama, Wahyu Adi Putra, Aditya Rizky Putri, Fhadira Insani Putri, Maifa Munsyaila Rahayu, Gebby Kusuma Rahmad S, Leo Rahman, Adriyan Ardi Rahmat Perdana Rahmat Septria Ramadhan, Nurul Izzati Rambe, Najwa Olifia Annnisa rarasati, niken Ratu Ilma Indra Putri Ratumas Feby Purniance Rayandra Asyhar Resmita Resmita Resmita, Resmita Rezki Amalia, Nosa Rhamadan, Fany Fachri Rido Ilham Widodo Rifni Anjani Riki Chandra Wijaya Riko Pardiansyah Rina Kusuma Dewi Rina Kusuma Dewi Risnita Risnita Rita Ningsih, Rita Rivani, Putri Ayu Rizki, Hedia Rizki, Hedia Rohati Rohati Rohati Rohati Romadhona, Ferry Roseli Theis Roseli Theis Rusdi Rusdi S.Pd. M Kes I Ketut Sudiana . Sabila Eka Septi Sabila Eka Septi Sabri Amin Sabri Amin Saharudin Saharudin Saharudin Saharudin Saharudin Saharudin Sainuddin, Syamsir Saputri, Rikhel Saputri, Titin Rezeki SATRIYAS ILYAS Saumi Malini Septi, Sabila Eka Septiani Wulandari Siti Rohana Siti Rohana Slamet Ngadino Sofnidar - Sri Dewi Sri Muslimatul Husna Sri Winarni Sri Winarni Suci, Antonynio Sufri Sufri Sufri Sufri Suratno Suryaningsih, Yuni Sutrimo Sutrimo Sutrimo Sutrimo, Sutrimo Sutrisno Sutrisno, Sutrisno Syafitri, Dwi Nurhafifah Syaiful Syaiful . Syaiful Syaiful Syamsurizal - - syamsurizal syamsurizal Syifaurrahmadania, Syifaurrahmadania Tata Ristiati Tri Rahmah Hayati Tria Gustiningsi TRIANI, ELZA Venty Emma Chahyanti Vita Ria Syafitri Z Wahyu Adi Pratama Wahyu, Tri Dedy Wandari, Ayu Wandari, Ayu Wardi Syafmen Wardi Syafmen Wawan Kurniawan Widodo, Rido Ilham Wullan Rahmadani Yantoro, Y Yantoro, Yantoro Yelli Ramalisa Yulita Dwi Citra Yulita Sinabang Yuliya, Sri Yuni Widiati Yunia Parawansa Yunita Permata Sari Zahyuni, Violita Zalianti, Maridsha zulistia nabila Zulkardi Zulkardi Zulkardi Zurweni Zurweni