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Kamid, Kamid

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Pelatihan Guru MGMP Matematika Kota Jambi: Desain Media AR-Math Trail untuk Pembelajaran Outdoor: (Jambi City Mathematics MGMP Teacher Training: AR-Math Trail Media Design for Outdoor Learning) Anwar, Sofnidar; Anwar, Khairul; Arisha, Bella; Hidayah, Nurul; Kamid
Jurnal JUPEMA Vol. 5 No. 01 (2026): May 2026 (on progress)
Publisher : Laboratorium Pembelajaran FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jupema.v5i01.54766

Integrating Augmented Reality (AR) with outdoor mathematics activities is a promising approach to contextualize mathematical concepts, yet most secondary mathematics teachers lack the skills to design such media. This community service program trained the Mathematics Subject Teachers' Group (MGMP) of Jambi City in designing AR-Math Trail media for outdoor learning. The program comprised a needs analysis survey, an intensive hands-on workshop on AR tools (Assemblr EDU, HP Reveal) and Math Trail design principles, guided prototype development at iconic Jambi City landmarks, and collaborative reflection. Pre- and post-training assessments involving 32 participating teachers showed that 90% increased their understanding of AR-based instructional design, with the average knowledge score rising from 2.6 to 8.3 on a 10-point scale. Participants produced 14 AR-Math Trail prototypes covering trigonometry, geometry, statistics, and transformation topics mapped to local landmarks. In classroom trials, 85% of students demonstrated higher engagement, and average mathematics scores improved by 24.5%. Furthermore, 88% of teachers reported increased confidence in designing technology-enhanced outdoor lessons. These findings indicate that a practice-based, locally contextualized training model effectively equips teachers with the competencies to design AR-Math Trail media that are interactive, collaborative, and grounded in the local environment. Abstrak. Integrasi Augmented Reality (AR) dengan aktivitas matematika di luar ruangan merupakan pendekatan yang menjanjikan untuk mengontekstualisasikan konsep-konsep matematika, namun sebagian besar guru matematika sekolah menengah belum memiliki keterampilan untuk mendesain media tersebut. Program pengabdian masyarakat ini melatih Kelompok Musyawarah Guru Mata Pelajaran (MGMP) Matematika Kota Jambi dalam mendesain media AR-Math Trail untuk pembelajaran outdoor. Program ini terdiri atas survei analisis kebutuhan, workshop intensif praktik langsung menggunakan alat AR (Assemblr EDU, HP Reveal) dan prinsip desain Math Trail, pendampingan pengembangan prototipe di titik-titik ikonik Kota Jambi, serta refleksi kolaboratif. Penilaian sebelum dan sesudah pelatihan terhadap 32 guru peserta menunjukkan bahwa 90% meningkatkan pemahaman mereka tentang desain pembelajaran berbasis AR, dengan rata-rata skor pengetahuan naik dari 2,6 menjadi 8,3 pada skala 10 poin. Peserta menghasilkan 14 prototipe AR-Math Trail yang mencakup topik trigonometri, geometri, statistika, dan transformasi yang dipetakan pada landmark lokal. Dalam uji coba di kelas, 85% siswa menunjukkan peningkatan keterlibatan, dan nilai rata-rata matematika naik 24,5%. Selain itu, 88% guru melaporkan peningkatan kepercayaan diri dalam merancang pembelajaran outdoor berbasis teknologi. Temuan ini menunjukkan bahwa model pelatihan berbasis praktik dan konteks lokal secara efektif membekali guru dengan kompetensi mendesain media AR-Math Trail yang interaktif, kolaboratif, dan berpondasi pada lingkungan lokal.

Pelatihan Literasi Teknologi: Pengembangan Kompetensi Dasar AI dan Coding Bagi Guru MGMP Matematika Rayon 1 Kota Jambi Sebagai Upaya Mendukung Program Kurikulum Deep Learning: (Technology Literacy Training: Developing Basic AI and Coding Competencies for Mathematics MGMP Teachers in Rayon 1, Jambi City, as an Effort to Support the Deep Learning Curriculum Program) Anwar, Khairul; Kamid; kurniawan, Wawan; Anwar, Sofnidar; Pertiwi Rasmi, Dian; Anwar, Syaiful
Jurnal JUPEMA Vol. 5 No. 01 (2026): May 2026 (on progress)
Publisher : Laboratorium Pembelajaran FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jupema.v5i01.54767

The rapid advancement of artificial intelligence (AI) and its integration into national curriculum policies demand that mathematics teachers acquire foundational competencies in both AI literacy and coding. However, the majority of in-service teachers lack structured training in these domains. This community service program provided technology literacy training for mathematics teachers of MGMP Rayon 1 Jambi City, focusing on developing AI and coding foundational competencies to support the Deep Learning Curriculum initiative. The program consisted of four stages: a diagnostic needs assessment, an intensive workshop covering AI fundamentals (prompt engineering, generative AI for lesson design) and block-based coding using Scratch and Python basics, a mentored classroom implementation phase, and a collaborative evaluation session. Pre- and post-assessments involving 35 teachers revealed that 91% of participants improved their AI literacy scores, with the average rising from 2.4 to 7.9 on a 10-point scale. In coding competency, 87% of participants successfully developed at least two functional mathematics learning projects. Classroom trials showed an 87% student engagement rate and an average 22.8% improvement in mathematical problem-solving scores. Additionally, 89% of teachers reported greater confidence in integrating AI tools and coding into daily instruction. These results demonstrate that a practice-oriented, context-responsive training model effectively prepares teachers for the demands of AI-era mathematics education. Abstrak. Kemajuan pesat kecerdasan buatan (AI) dan integrasinya dalam kebijakan kurikulum nasional menuntut guru matematika memiliki kompetensi dasar di bidang literasi AI dan coding. Namun, sebagian besar guru belum mendapatkan pelatihan terstruktur dalam kedua domain tersebut. Program pengabdian masyarakat ini menyelenggarakan pelatihan literasi teknologi bagi guru matematika MGMP Rayon 1 Kota Jambi, dengan fokus pada pengembangan kompetensi dasar AI dan coding untuk mendukung program Kurikulum Deep Learning. Program ini terdiri atas empat tahap: asesmen diagnostik kebutuhan, workshop intensif yang mencakup dasar-dasar AI (prompt engineering, AI generatif untuk desain pembelajaran) dan coding berbasis blok menggunakan Scratch serta dasar Python, fase implementasi terbimbing di kelas, dan sesi evaluasi kolaboratif. Penilaian sebelum dan sesudah pelatihan terhadap 35 guru menunjukkan bahwa 91% peserta meningkatkan skor literasi AI mereka, dengan rata-rata naik dari 2,4 menjadi 7,9 pada skala 10 poin. Dalam kompetensi coding, 87% peserta berhasil mengembangkan minimal dua proyek pembelajaran matematika fungsional. Uji coba di kelas menunjukkan tingkat keterlibatan siswa 87% dan peningkatan rata-rata 22,8% pada skor pemecahan masalah matematika. Selain itu, 89% guru melaporkan peningkatan kepercayaan diri dalam mengintegrasikan alat AI dan coding ke dalam pembelajaran sehari-hari. Hasil ini menunjukkan bahwa model pelatihan berbasis praktik dan responsif konteks secara efektif mempersiapkan guru menghadapi tuntutan pendidikan matematika di era AI.

Ethnomathematics-Based Test Instrument for Assesing Mathematical Process Skills of Seventh-Grade Junior High School Cahyani, Anisa Eka; Kamid; Ramalisa, Yelli
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31256

This study aimed to develop and evaluate an ethnomathematics-based test instrument for assessing seventh-grade students’ mathematical process skills in algebraic expressions. The study employed a Research and Development design using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research was conducted at SMP Negeri 9 Kota Jambi, Indonesia, involving one mathematics teacher, nine students in the small-group trial, and twenty-six students in the field trial. The developed instrument consisted of ten essay items integrating algebraic expressions with Jambi ethnomathematical contexts and measuring five indicators of mathematical process skills: observing, classifying, identifying relationships, calculating, and communicating results. Data were collected through expert validation sheets, practicality questionnaires, student response questionnaires, students’ written answers, and documentation. The results showed that the instrument obtained an expert validation score of 88.39%, indicating a very valid category. The practicality score reached 95.45% from the teacher and 81.71% from students, indicating that the instrument was feasible for classroom use. Empirical item validity analysis showed that all ten items were valid, with r-count values exceeding the r-table value of 0.367. Reliability analysis produced a Cronbach’s alpha coefficient of 0.846, indicating high internal consistency. Student response results reached 85.87%, showing positive acceptance of the instrument. Field implementation also revealed that most students still demonstrated low mathematical process skills in contextual algebra tasks. These findings indicate that the developed instrument is valid, practical, reliable, and appropriate for diagnosing students’ mathematical process skills through culturally meaningful algebra assessment.

Mapping Research Trends on Learning Trajectory in Mathematics Education: A Systematic Literature Review and Bibliometric Analysis Syifaurrahmadania Syifaurrahmadania; Kamid Kamid; Syamsir Sainuddin
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

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.

Understanding Mathematical Story Problems in Students with Dyslexia In the Context of Artificial Intelligence Auliya Arnitasyari; Kamid Kamid; Khairul Anwar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.846

This study was driven by the challenges dyslexic students face in understanding mathematical word problems, stemming from decoding, language processing, and neurological difficulties. The research aims to describe and examine how dyslexic students comprehend math word problems with support from the Game-Math TCM AI, which provides text-to-speech and visual manipulative features. This study employed a descriptive qualitative case study involving two sixth-grade students with dyslexia selected through screening tests. Before completing five addition and subtraction word problems, the students were introduced to the AI features used in the learning activities. Data were gathered from worksheets, screen recordings of student AI interactions, and semi-structured interviews. The analysis focused on four comprehension indicators: interpreting, classifying, inferring, and comparing. Findings show that text-to-speech assisted students in understanding the problem content (interpreting), while visual manipulatives supported their ability to identify and select the appropriate operations (classifying). Both features also helped students outline the steps toward conclusions (inferring), and the visual tools enabled them to verify their understanding (comparing). Overall, the combination of text-to-speech, visual manipulatives, and guided support reduced cognitive demands and strengthened dyslexic students’ understanding of math word problems through the Game-Math TCM platform.

Ethnomathematics-Based Evaluation Instrument to Measure Students’ Problem-Solving Ability Maridsha Zalianti; Kamid Kamid; Khairul Anwar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1002

This study aims to develop an evaluation instrument to assess students’ mathematical problem-solving abilities in an ethnomathematics context, focusing on polyhedra (three-dimensional shapes with flat faces). The research employed a development methodology based on the ADDIE model and involved 29 ninth-grade students. The Analysis phase included identifying needs, reviewing the curriculum, examining student characteristics, and determining learning objectives. In the Design phase, the instrument was constructed by integrating relevant elements of ethnomathematics. The Development phase consisted of expert validation by material and evaluation specialists, followed by individual and small-group trials. The Implementation phase involved a large-group field test, while the Evaluation phase was carried out throughout all stages of the process. The results indicate that the developed instrument is valid (average expert validation score: 85.52%), practical (practicality score: 89%), and effective (effectiveness score: 86.6%). Therefore, the ethnomathematics-based evaluation instrument is effective for assessing students’ mathematical problem-solving abilities during the learning process.

Exploring Numeracy Literacy Skills among High Self-Efficacy Elementary Students: A Qualitative Study Indah Etika; Kamid Kamid; Rohati Rohati
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1278

This study aims to explore the numeracy literacy skills of students who have high self-efficacy in solving contextual mathematics problems. This research is important because most previous research has focused more on the quantitative relationship between self-efficacy and numeracy skills. In contrast, qualitative studies that explore in depth the numeracy literacy skills of students with high self-efficacy remain limited. The study used a qualitative approach with two students who were categorised as having high self-efficacy based on validated questionnaire results. Data collection techniques include self-efficacy questionnaires, numeracy literacy tests, and in-depth interviews. The analysis focused on three indicators of numeracy literacy, namely the ability to use mathematical numbers and symbols in the context of daily life, the ability to analyse information in various data representations, and the ability to interpret the results of the analysis for decision-making. The results of the study show that students with high self-efficacy can understand problems well, apply mathematical operations appropriately, read and analyse data presented in tables and diagrams, and draw logical conclusions from the analysis. Although there was variation in the presentation of the completion steps, both subjects demonstrated adequate mastery of the concepts and strategies. These findings indicate that self-efficacy plays an important role in supporting students' numeracy literacy skills. Therefore, strengthening self-efficacy in mathematics learning needs to be considered to help students develop optimal numeracy thinking skills.

Analisis Pseudo-Thinking dalam Pemecahan Masalah Matematis Berbasis Etnomatematika Pada Siswa Ditinjau dari Gaya Kognitif Devia Meisya Badar; Kamid; Khairul Anwar
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 8 No. 1 (2025): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : FKIP Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v8i1.18068

The research to find out and describe the results of the pseudo-thinking process in solving ethnomathematics-based mathematical problems in students in terms of cognitive style. The methods used in this study are qualitative descriptive. The subjects of this research were junior high school students from each field independent and field dependent cognitive style. The total number of respondents was 4 students. Data collection techniques using test mathematics problem solving based on ethnomathematics, interviews, and documentations. Based on the research result, it was found that 1) two students who classified field independent cognitive style are experiencing pseudo right or pseudo false and 2) two students who classified field dependent cognitive style are experiencing pseudo right or pseudo false.

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

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.

Analysis of the Skills Process of Students with Dyscalculia in Special Schools (SLB) in Constructing Knowledge Based on Ethnomathematics Hasna Hasiibunnisa; Kamid Kamid; Fiki Alghadari
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.834

Learning difficulties in understanding and achieving success in mathematics were identified among students, including dyscalculia, a condition characterized by an inability to perform arithmetic due to disturbances in the central nervous system. This learning disorder results in a less optimal process of constructing knowledge. This study aims to analyze the process skills of students with dyscalculia in constructing ethnomathematics-based knowledge. The research employed a descriptive qualitative method, in which data were collected from ethnomathematics-based test items and interviews. The study was conducted at a Special School (SLB) in Jambi City with 2 students with dyscalculia. The findings show that dyscalculic students' process skills have not been fully optimal across most skill indicators. The use of ethnomathematics-based test items only assisted students with counting activities. Both students demonstrated assimilation in the observing and counting stages, but failed to determine relationships between the problem and prior information. In the stages of classifying, collecting, and analyzing data, predicting, measuring, and interpreting data, most activities were carried out through accommodation. Additionally, both students were unable to conduct experiments and communicate their results independently. Overall, students with dyscalculia relied more on accommodation in their thinking.

Co-Authors -, Maison Ade Kumala Sari Ade Susanti Adtria, Khoirunisa Vivi Agung Febrianto Agustina . Ahmad Mansur Nawahdani Ahmad Puguh Eriawan Ainun Mardia Ainun Mardia 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 Anwar, Sofnidar Aprizal Lukman Arie Gusman Arta Rajasha Herlambang Arta Rajasha Herlambang Asni Johari Asrial Asrial Astalini Astalini Athikah, Athikah Aty Mulyani Auliya Arnitasyari Ayu Wandari Azzahra, Miftahul Zannah Bambang Hariyadi Bambang Hariyadi Bambang Hariyadi Bella Arisha, Bella BT Yosi Olda Fionika Caesarani, Nabila Nasywa Cahyani, Anisa Eka Damris Muhammad Damris Muhammad Darmaji Darmaji, Darmaji Della Novalita Devia Meisya Badar 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 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 Hasibuan, M. Haris Efendi Hasna Hasiibunnisa Hayati, Tri Rahmah Hedia Rizki Hellinawati Hellinawati Hikmawati Hikmawati Humairah Farsa Husni Sabil Husnul Khatimah Iga Mawarni Imelda Aisah Sarip Indah Etika Jayawarsa, A.A. Ketut Jefri Marzal Jufri Jufri 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 Marbun, Trivena Mardhotillah, Bunga Mardia, Ainun Mardiyah Mardiyah Maridsha Zalianti 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 Muzakir Nabilah, Balqis Saffanah Nabilla, Hanif Alyaa Naufal Aqila Kusnadi Nawahdani, Ahmad Mansur Nehru Neilul Isra Pratama niken rarasati Nina Mardiana (F01108057) Ningsih, Irma Widya Nizlel Huda Nofyta Arlianti, Nofyta Noor Fajriah, Noor novferma, novferma Novi Yosheva Nurdina Khairunnisa Nurfatikhah Nurfatikhah Nurjannah NURUL HIDAYAH Nurul Izzati Ramadhan Oktavia, Sri Wina Olva Fitaloka Pakpahan, Nicolaus Pardiansyah, Riko Pebriana Pebriana Perdana, Rahmat Prameswari, Nirmala Prastika Istiqomah Pratama, Wahyu Adi Putra, Aditya Rizky Putri, Fhadira Insani Rahayu, Gebby Kusuma Rahmad S, Leo Rahman, Adriyan Ardi Rahmat Perdana Rahmat Septria rarasati, niken Rasmi, Dian Pertiwi 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 Rohati Rohati 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 Sidauruk, Titta Sara Oktaviani Siti Aisyah 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 Anwar 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 Yelli Ramalisa Yulita Dwi Citra Yulita Sinabang Yuliya, Sri Yuni Widiati Yunia Parawansa Yunita Permata Sari Zahyuni, Violita zulistia nabila Zulkardi Zulkardi Zulkardi Zurweni Zurweni

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