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All Journal International Journal of Evaluation and Research in Education (IJERE) Bio-Pedagogi : Jurnal Pembelajaran Biologi Biosfer: Jurnal Tadris Biologi Proceeding International Conference on Global Resource Conservation Jurnal Pendidikan Biologi Indonesia Jurnal Florea Jurnal Dinamika Pengabdian (JDP) Al Ishlah Jurnal Pendidikan DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi JURNAL PENDIDIKAN TAMBUSAI Jurnal Kreativitas PKM Bioedusiana: Jurnal Pendidikan Biologi Atrium Pendidikan Biologi Jurnal Review Pendidikan dan Pengajaran (JRPP) UNM Environmental Journals Jurnal Biogenerasi AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Paedagogy Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Community Education Engagement Journal JIPB (Jurnal Inovasi Pembelajaran Biologi) Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Kajian Pendidikan IPA Concept: Journal of Social Humanities and Education Biology and Education Journal (BaEJ) Jurnal Penelitian Ilmu Pendidikan Indonesia Multiverse: Open Multidisciplinary Journal Jurnal Edukasi Biologi Cendikia: Jurnal Pendidikan dan Pengajaran Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika AMPLITUDO: Journal of Science & Technology Innovation Jurnal Edukasi Pengabdian Masyarakat: EDUABDIMAS Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Pendidikan Sains dan Teknologi Terapan Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) DIDAKTIKA Hawa : Jurnal Pemberdayaan Dan Pengabdian Masyarakat (HAWAJPPM) PAIDAGOGIA Jurnal Ilmu Pendidikan Biologi dan IPA Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK) JIPI (Jurnal IPA dan Pembelajaran IPA)
Nurkhairo Hidayati
Biology Education Department, Faculty Of Teacher Training And Education, Universitas Islam Riau, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering 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 Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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The Potential for the Development of Critical Thinking Tests : An Overview of Educators' Perceptions Nurkhairo Hidayati; Suryanti Suryanti; Nilam Cahaya
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 9, No 1 (2023): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v9i1.6794

Abstract

This study aimed to investigate teachers' perceptions about the need to develop critical thinking tests. The research method used quantitative descriptive. Research involved 20 biology teachers who taught at the senior high school in Riau. The data collection instrument was a questionnaire accompanied by a discussion with the teacher. The questionnaire contained questions regarding the teacher's knowledge of critical thinking, the availability of critical thinking instruments, and their implementation in learning. Data analysis was carried out in a quantitative descriptive. The results of the study show that the teachers’ knowledge of critical thinking is developing. The teacher also explained that it is crucial for students to have critical thinking skills so that measurements need to be taken. The availability of instruments to measure critical thinking when viewed from the percentage of teachers who provide them is 70%. In its implementation, the teacher makes critical thinking questions sourced from the question bank, articles, and books. The questions prepared by the teacher are also able to measure critical thinking even though they do not yet cover all aspects of critical thinking. Based on the research results, it can be recommended that the development of critical thinking tests can be carried out by the aspects of critical thinking (basic clarification, bases for a decision, inference, advanced clarification, supposition and integration, and strategies and tactics) and in line with the material being studied at school.
Development of Critical Thinking Skills Instruments : Cases for Essay Tests Nurkhairo Hidayati; Suryanti Suryanti; Restesa Rahmayumita; Selvira Aisya
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 1 (2024): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10052

Abstract

This research aims to develop a rubric used to assess students’ critical thinking. This rubric refers to aspects of Ennis' critical thinking. The research method begins with determining the scope of the rubric so that an initial version of the rubric can be prepared. An initial version of the rubric received peer review. Next, the rubric was tested to assess critical thinking tests with essay-type questions. Data analysis was carried out using Cohen's kappa, while aspects of the critical thinking rubric were analyzed descriptively. The research results show that each aspect of critical thinking has been equipped with descriptors that can be used by raters. The level of reliability based on the kappa value of agreement is quite good, which means that different raters can use the rubric consistently. The value of agreement in the basic clarification aspect is 0.33 (fair), bases for a decision (0.571 in the moderate category), inference (0.455, moderate category), advanced clarification (0.250, fair category, supposition and integration (0.250, fair category), and strategies and tactics (0.182, poor category). Then, it can be concluded that the critical thinking rubric developed can be used to assess critical thinking abilities. As a recommendation, of course, this rubric cannot fulfill all types of critical thinking questions tested. It is also necessary to develop rubrics for question types other than essays to accommodate the wider need for critical thinking rubrics.
Integrating Problem-Based Learning into E-Modules : A Development Study with Validation and Student Response Analysis Linda Safitri; Nurkhairo Hidayati; Suryanti Suryanti
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14836

Abstract

This study aims to develop an e-module integrated Problem-Based Learning (PBL), validate the feasibility of the developed e-module, and analyze student responses to its use in learning. The research was conducted at two schools in Riau Province, namely SMA Negeri 2 Siak Hulu and SMA Negeri 3 Siak Hulu, employing the ADDIE development model, which was focused up to the development stage. Validation was carried out by five experts consisting of subject matter, media, and instructional experts. The instruments employed in this study were a validation sheet and a student response questionnaire. Data analysis was conducted by calculating the results of the validation test and the students' responses. The validation results indicated a very high level of validity, with an average score of 97% from media experts, 97% from subject matter experts, and 98% from instructional experts. Furthermore, the student response to the e-module usage yielded an average score of 94%, categorized as very good. This e-module was specifically designed for the cell topic in biology, featuring an interactive interface accessible both offline and online. The integration of the PBL model into the e-module was implemented through stages of problem orientation, learning organization, investigation, product development, and analysis and evaluation. Therefore, this study recommends the use of the e-module integrated PBL as an innovative alternative teaching material to improve student learning outcomes and serve as a reference for technology-based instructional material developers.
Psychometric Properties of the Course Interest Survey (CIS) : A Confirmatory Factor Analysis Nurkhairo Hidayati; Mellisa Mellisa; Leni Armayati; Rini Dwi Lestari; Lala Oktaviani
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13420

Abstract

This study aims to evaluate the psychometric properties of the Indonesian version of the CIS using Confirmatory Factor Analysis (CFA). This research used an analytical approach and psychometric methods. Participants comprised 112 high school students aged 15 to 17 in Pekanbaru, Indonesia. CIS consists of 34 statement items with four subscales: attention, relevance, confidence, and satisfaction. Data analysis in Confirmatory Factor Analysis was carried out through Mplus  8.11 and SmartPLS. The results showed that CIS performed well on all psychometric indicators: CFI, TLI, RMSEA, outer loading, and AVE. The RMSEA value is 0.107 > 0.08, the CFI value is 0.710 < 0.90, the TLI value is 0.689 < 0.90, and the SRMR value is 0.098 > 0.08. All items and subscales in the motivation variable are valid with outer loading item values > 0.7 and AVE values > 0.5. Based on CFI and TLI, the CIS model is a good fit and can be accepted. Furthermore, the four dimensions or subscales of the CIS—namely, attention, relevance, confidence, and satisfaction—demonstrate adequate psychometric properties. Based on the findings of this study, it can be concluded that the Indonesian version of the CIS is a valid, reliable, and robust instrument for assessing motivation. The implication of this research is that educators can assess student motivation using the CIS instrument because it has been proven to be able to measure elements of motivation.
Development of Critical Thinking Skills Instruments : Cases for Essay Tests Hidayati, Nurkhairo; Suryanti, Suryanti; Rahmayumita, Restesa; Aisya, Selvira
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10052

Abstract

This research aims to develop a rubric used to assess students’ critical thinking. This rubric refers to aspects of Ennis' critical thinking. The research method begins with determining the scope of the rubric so that an initial version of the rubric can be prepared. An initial version of the rubric received peer review. Next, the rubric was tested to assess critical thinking tests with essay-type questions. Data analysis was carried out using Cohen's kappa, while aspects of the critical thinking rubric were analyzed descriptively. The research results show that each aspect of critical thinking has been equipped with descriptors that can be used by raters. The level of reliability based on the kappa value of agreement is quite good, which means that different raters can use the rubric consistently. The value of agreement in the basic clarification aspect is 0.33 (fair), bases for a decision (0.571 in the moderate category), inference (0.455, moderate category), advanced clarification (0.250, fair category, supposition and integration (0.250, fair category), and strategies and tactics (0.182, poor category). Then, it can be concluded that the critical thinking rubric developed can be used to assess critical thinking abilities. As a recommendation, of course, this rubric cannot fulfill all types of critical thinking questions tested. It is also necessary to develop rubrics for question types other than essays to accommodate the wider need for critical thinking rubrics.
Psychometric Properties of the Course Interest Survey (CIS) : A Confirmatory Factor Analysis Hidayati, Nurkhairo; Mellisa, Mellisa; Armayati, Leni; Lestari, Rini Dwi; Oktaviani, Lala
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13420

Abstract

This study aims to evaluate the psychometric properties of the Indonesian version of the CIS using Confirmatory Factor Analysis (CFA). This research used an analytical approach and psychometric methods. Participants comprised 112 high school students aged 15 to 17 in Pekanbaru, Indonesia. CIS consists of 34 statement items with four subscales: attention, relevance, confidence, and satisfaction. Data analysis in Confirmatory Factor Analysis was carried out through Mplus  8.11 and SmartPLS. The results showed that CIS performed well on all psychometric indicators: CFI, TLI, RMSEA, outer loading, and AVE. The RMSEA value is 0.107 > 0.08, the CFI value is 0.710 < 0.90, the TLI value is 0.689 < 0.90, and the SRMR value is 0.098 > 0.08. All items and subscales in the motivation variable are valid with outer loading item values > 0.7 and AVE values > 0.5. Based on CFI and TLI, the CIS model is a good fit and can be accepted. Furthermore, the four dimensions or subscales of the CIS—namely, attention, relevance, confidence, and satisfaction—demonstrate adequate psychometric properties. Based on the findings of this study, it can be concluded that the Indonesian version of the CIS is a valid, reliable, and robust instrument for assessing motivation. The implication of this research is that educators can assess student motivation using the CIS instrument because it has been proven to be able to measure elements of motivation.
Integrating Problem-Based Learning into E-Modules : A Development Study with Validation and Student Response Analysis Safitri, Linda; Hidayati, Nurkhairo; Suryanti, Suryanti
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 1 (2025): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14836

Abstract

This study aims to develop an e-module integrated Problem-Based Learning (PBL), validate the feasibility of the developed e-module, and analyze student responses to its use in learning. The research was conducted at two schools in Riau Province, namely SMA Negeri 2 Siak Hulu and SMA Negeri 3 Siak Hulu, employing the ADDIE development model, which was focused up to the development stage. Validation was carried out by five experts consisting of subject matter, media, and instructional experts. The instruments employed in this study were a validation sheet and a student response questionnaire. Data analysis was conducted by calculating the results of the validation test and the students' responses. The validation results indicated a very high level of validity, with an average score of 97% from media experts, 97% from subject matter experts, and 98% from instructional experts. Furthermore, the student response to the e-module usage yielded an average score of 94%, categorized as very good. This e-module was specifically designed for the cell topic in biology, featuring an interactive interface accessible both offline and online. The integration of the PBL model into the e-module was implemented through stages of problem orientation, learning organization, investigation, product development, and analysis and evaluation. Therefore, this study recommends the use of the e-module integrated PBL as an innovative alternative teaching material to improve student learning outcomes and serve as a reference for technology-based instructional material developers.
Teacher Engagement as a Multidimensional Construct: Insights From a Measurement Model Analysis Hidayati, Nurkhairo; Armayati, Leni; Kalsum, Ummi; Putri, Iffa Ichwani
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18434

Abstract

This study aims to evaluate teacher engagement as a multidimensional, reflective construct comprising four dimensions: academic support, emotional support, guidance support, and assessment support. This study employed a quantitative approach with a survey design using cluster sampling across four public senior high schools. A total of 1.359 eleventh-grade students from four public senior high schools in Pekanbaru participated by completing a 24-item questionnaire, which was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). This study used a reflective–reflective hierarchical component model, in which both the first-order dimensions and the second-order teacher engagement construct were specified as reflective. The results indicate that all indicators exhibited outer loading values above 0.70, and each dimension met the criteria for internal reliability and convergent validity, with an average variance extracted (AVE) of 0.573–0.639. Discriminant validity was also established based on the Fornell–Larcker criterion and the HTMT ratio. At the higher-order level, teacher engagement demonstrated excellent reliability, despite the AVE value being below the conventional threshold, a common outcome in reflective hierarchical models. All four dimensions contributed significantly to the higher-order construct, with emotional support emerging as the dominant component. These findings highlight that teacher engagement in the Indonesian context is perceived as a multidimensional phenomenon strongly shaped by teachers’ emotional and instructional support. The measurement model developed in this study provides a solid foundation for future research and the development of interventions to enhance teaching quality in schools.
Designing a Pedagogical Deep Learning-Oriented Problem-Based Learning E-Module for Human Circulatory System Learning: Development, Validation, and Students’ Responses Ade Siti Khairunnisa Siregar; Nurkhairo Hidayati
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20778

Abstract

This study aims to develop a Problem-Based Learning (PBL)-based e-module integrated with a Pedagogical Deep Learning approach, evaluate its feasibility, and examine students’ responses through a limited trial involving 36 students. The research was conducted at SMP Negeri 04 Siak Hulu using the ADDIE development model, with a particular focus on the development phase. The evaluation process involved four experts, consisting of one media expert, one subject-matter expert, and two learning experts. Data were collected using validation sheets and student response questionnaires and were analyzed through descriptive calculations of validation and response scores. The findings revealed that the developed e-module achieved a high level of validity, with average scores of 96% from the media expert, 91% from the subject-matter expert, and 92% from the learning experts. Furthermore, students’ responses yielded an average score of 94%, which was categorized as excellent. The e-module was specifically designed for circulatory system content in science education and featured an interactive interface that could be accessed both online and offline. These findings indicate that the PBL-based e-module integrated with a Pedagogical Deep Learning approach is a feasible and highly accepted instructional resource. Therefore, it is recommended as an innovative technology-enhanced learning material to support more effective, interactive, and meaningful learning experiences.
Visualization Animal Tissue: Development of a 3D E-Atlas Based on Problem-Based Learning with a Deep Learning Approach in High School Salsa Belia Ayu Tryani; Nurul Fauziah; Nurkhairo Hidayati; Iffa Ichwani Putri
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20814

Abstract

This study aims to develop a 3D E-Atlas based on Problem-Based Learning (PBL) and an in-depth learning approach for teaching animal tissue at the senior high school level and to evaluate its validity and practicality. The study employed a Research and Development (R&D) method using the Plomp development model, which encompasses the preliminary investigation and prototyping stages. The research participants consisted of 67 Grade 11 students from two senior high schools in Riau Province, Indonesia. Data were collected through interviews, needs analysis questionnaires, expert validation sheets, and student practicality questionnaires. The development process involved curriculum analysis, instructional analysis, interviews, needs assessment, self-evaluation, expert feasibility testing, one-to-one evaluation, small-group evaluation, learner practicality testing, and documentation. The findings indicated that the developed 3D E-Atlas achieved a very high level of validity, as reflected in an expert validation score of 97%. Furthermore, the practicality test indicated that the media was categorized as very practical, with a score of 85% in the field test. These findings suggest that the integration of interactive 3D visualization with PBL syntax and immersive learning activities may support students’ learning motivation, engagement, and conceptual understanding of animal tissue. The contribution of this study lies in the development of innovative digital learning media for biology education by integrating 3D visualization technology with a student-centered learning approach to support interactive, contextualized, and meaningful 21st-century learning.
Co-Authors Ade Siti Khairunnisa Siregar Aisya, Selvira Al Abrar, Said Muhammad Alia Ramadani Alviany Dwi Syafitri Alvina Tuzzahra Salsabila Amelia Swastika Andi Andariana Andri Hendrizal Anthonia, Salshadilla Aprilia, Minel Apriza Fitriani Armayati, Leni Aulia, Nur Rahmatul Bekti Pardana, Sanovriharisa Budi, Setia Cahaya, Nilam Cahyana, Rendra Chairunnisa, Sheilla Danti Aulia Sari Delma Saputri Desti Desti Desti Desti, Desti Dhia Awalia Putri Diana Molly Edo Praguna Elfis Elfis, Elfis Farid Agung Prasetyo Fernandez, Vandi Fira Herlini Fitri Arsih Fitriyeni Fitriyeni Fitriyeni Fitriyeni, Fitriyeni Gita Septi Rahmadwi Gita Septi Rahmadwi Hafifa Nur Ramadhani Hajar , Ibnu Hasniyati, Hasniyati Heny Nurdiana Hermalia, Rosa Hidayah, Marissa Nur Ibnu Hajar Ibnu Hajar Ibnu Hajar Ichwani Putri, Iffa Iffa Ichwani Putri imania Imania Imania, Imania Jhanah Hafizah Kasih Maylani Laila Witra Laila Witra Laili Rahmi, Laili Laily Rahmahwati Lala Oktaviani Leni Armayati Leni Indriana Linda Linda Linda Safitri Lismayani Fauziyah Lizawati Lizawati Luthfi Qolbiah Maharani, Dhiyah Manja Septi Wulandari Marini Fitria Marwiyah Marwiyah Maylani, Kasih Mega Khairani Ulfa Meli Astriani mellisa Mellisa Mellisa Mellisa Mellisa, Mellisa Muh. Azhar Kholidi Mutiara Mutiara Nababan, Bunga Nabila Yenanta Nabila, Putri Naswa Adinda Ramadhani Nilam Cahaya Nilofar Mulla Novita Ayu Novriandini Nur Fitri Mitha Sayuti Nurani, Fitri Nurmalinda Nurul Fauziah Nurul Fauziah Nurul Fauziah Nurul Fauziah Nurul Fauziah Nurul Fauziah Oktariani Oktaviani, Lala Pamayanti, Evi Pebriani Pebriani Peny Husna Handayani, Peny Husna Puspitasari, Sandra Putri Ade Rahma Yulis Putri Ade Rahmayulis Putri, Iffa Ichwani Putri, Nur Diana Rahmayulis, Putri Ade Rahmayumita, Restesa Rani, Dewi Atika Reni Gustriya Restesa Rahmayumita Restesa Rahmayumita Restesa Rahmayumita Restu Anastiya Riadatil Fitri Rika Deliana Rini Dwi Lestari Rini Dwi Lestari Rini Dwi Lestari, Rini Dwi Rini Santia Ritawati, Tengku Robiah, Siti Rosa Hermalia Safitri, Linda Said Muhammad Al Abrar Salsa Belia Ayu Tryani Salsa Mulani Putri Salsabila, Zahra Anandita Salshadilla Anthonia Santika, Rosi saputri, delma Sari Herlina Sari Nainggolan, Natalia sari, yelfira Selvi Rahma Yulita Selvira Aisya Sepita Ferazona Sepita Ferazona Sepita Ferazona Sepita Ferazona Septina Anggraini Simamora, Jenny Br Siska Ferastia Siska Firanda Siti Nurhalizah Siti Nurhayati Siti Robiah Siti Robiah Siti Sofea Siti Zubaidah Sri Amnah Sukarni Sulistiawati, Dea Sumandar Suryanti Suryanti SURYANTI Suryanti Suryanti Suryanti Suryanti Swastika, Amelia Tasya Bahira Tengku Idris, Tengku Tengku Ritawati Tengku Ritawati Tunnisa, Liza Fadillah Ummi Kalsum Vera Rahmadhani Wahyu Anggrayeni Wahyuni, Fadma Waltriandi, Yandri Windy Martuty Wiwit Yuli Lestari Wulandari Saputri, Wulandari Yandri Waltriandi Yandri Waltriandi yelfira sari Yeyendra Yeyendra Yeyendra Yeyendra Yunia Dwi Rahmawati Yustini, Suri Zakiah Rizky Riyanti