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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) FONDATIA Pelita Eksakta PAKAR Pendidikan Hydrogen: Jurnal Kependidikan Kimia JagoMIPA: Jurnal Pendidikan Matematika dan IPA SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pijar MIPA Journal of Educational Sciences Chimica Didactica Acta : Journal of Chemistry and Chemistry Education
Aini, Faizah Qurrata
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Other

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Evaluasi Penyajian Multirepresentasi pada Buku Teks Kimia Kurikulum Merdeka pada Materi Kesetimbangan Kimia Lusyana, Lusyana; Aini, Faizah Qurrata
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 1 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i1.1304

Abstract

Kesetimbangan kimia merupakan fenomena kompleks yang melibatkan perubahan pada tingkat mikroskopis (molekuler) dan sulit diamati secara langsung. Buku teks kimia berperan penting dalam membantu memahami konsep ini melalui penggunaan visual atau gambar yang menggambarkan fenomena kimia pada berbagai tingkatan. Pemahaman yang menyeluruh terhadap fenomena kimia dapat tercapai jika penjelasannya mengintegrasikan tiga aspek representasi, yaitu makroskopis, mikroskopis, dan simbolik. Namun, representasi kimia dalam buku teks kurikulum merdeka sering kali masih kurang tepat, bahkan beberapa materi diambil dari sumber internet. Penelitian ini bertujuan untuk menganalisis representasi kimia pada buku teks kimia kurikulum merdeka, khususnya pada materi kesetimbangan kimia, berdasarkan kriteria Gkitzia dkk, (2011). Hasil penelitian menunjukkan bahwa: (1) kedua buku teks paling dominan pada level multiple dengan persentase 50% dan 55% (C1), (2) fitur permukaan pada kedua buku teks kimia umumnya bersifat eksplisit dengan persentase 63% dan 64% (C2), (3) keterkaitan gambar dengan teks paling dominan pada kategori sepenuhnya berhubungan dengan persentase 50% dan sepenuhnya berhubungan dan tidak terkait dengan persentase 55% (C3), (4) keberadaan keterangan dominan pada kategori eksplisit, jelas, komprehensif, dan otonom dengan persentase 75% dan 55% (C4), serta (5) tingkat keterhubungan antar representasi dominan pada kategori tidak cukup terkait dengan persentase 75% dan 67%. Temuan ini diharapkan menjadi masukan untuk pengembangan buku teks kimia yang lebih representatif dan efektif dalam mendukung pembelajaran.
Meta Analysis: The Effect of Project-based Learning on Students’ Learning Outcomes in Chemistry Learning Desyafrianti, Vanny; Aini, Faizah Qurrata
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 4 (2024): August 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i4.12315

Abstract

One of instructional model which can be implemented in Merdeka Curriculum is Project-based Learning (PjBL). In this model, students design a project based on their contextual understanding, thus having an impact on learning outcomes especially in knowledges aspect. Using meta-analysis with PRISMA method, researchers have traced various research articles and proceedings from 2020 to 2024 by using Publish or Perish with the keywords “project-based learning”, “learning outcomes”, “chemistry”, “pjbl”, “hasil belajar”, “kimia”. There are 200 articles found, after going through several stages there are seven articles that are the subject of this research. By calculating the effect size value of each study, the average effect size result was 1.1825 which was included in the high category. For summary that, the Project-based Learning model has an affect on student learning outcomes in chemistry learning, especially on the topics of acids and bases, colloids, chemical equilibrium, chemical bonds, solutions and thermochemistry.
Rasch Model Analysis to Develop Assessment Instruments for Student's Science Process Skills on Chemical Bonding Material Oktavianti, Femi; Aini, Faizah Qurrata
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 6 (2024): December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i6.13941

Abstract

The assessment of student's science process skills (SPS) on chemical bonding material in schools does not yet meet the learning outcomes of the Merdeka curriculum, because the instruments used by teachers are more focused on knowledge aspects. The purpose of this research is to develop an assessment instrument for science process skills in the topic of chemical bonding. The type of this research is Research and Development (R&D) using the Rasch model modified by Liu. This research produced 18 questions tailored to the number of learning objectives in the chemical bonding material and the indicators of scientific process skills in the Merdeka curriculum, which consist of 1) observing, 2) questioning and predicting, 3) planning and conducting investigations. 4) processing, analyzing data and information, 5) evaluating and reflecting, and 6) communicating results. The logical validity test was conducted by 5 validators consisting of 3 chemistry lecturers from FMIPA UNP and 2 chemistry teachers from State Senior High School (SMAN) 1 Banuhampu. The raw validation data were analyzed using Minifaced software, which showed that the data were valid according to the model. The raw trial data on 60 students from SMAN 1 Banuhampu were analyzed using Ministep, showing that all questions met the criteria of being valid, reliable, and having good difficulty and discrimination indices according to Rasch. These results indicate that the developed instrument is effective in measuring students' SPS on chemical bonding material and can be used to support learning based on a scientific approach.
STUDI ANALITIS TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA FASE F DALAM MATERI KESETIMBANGAN KIMIA MELALUI MIND MAP Fikriansyah, Ahmad; Aini, Faizah Qurrata
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i4.7539

Abstract

This study aims to analyze the creative thinking ability of high school students in making mind maps on chemical equilibrium material based on four indicators, namely fluency, flexibility, originality, and elaboration. This study used a quantitative descriptive method with 56 grade XI students selected by random sampling as subjects. The research instrument was a mind map that was assessed using a creative thinking assessment rubric. The research stages included providing mind maps, collecting data, assessing using a rubric, and analyzing the distribution of achievements in each indicator. The results showed that the fluency aspect had the highest achievement, namely 60% of students were in the very good and good categories, which indicated that students' ability to generate ideas was quite adequate. However, the flexibility, originality, and elaboration aspects showed lower achievements, with elaboration being the lowest aspect where only 21% of students were able to explain ideas in detail. The conclusion of this study confirms that students' creative thinking abilities are still unequal, with fluency dominating quite well but weak in flexibility, originality, and detailing of ideas. The implication of these results is the need to implement more varied learning strategies, such as the use of problem-based learning, providing exploratory tasks that require many alternative answers, and guidance in expanding and deepening ideas, so that the development of the aspects of flexibility, originality, and elaboration can be more optimal and balanced with fluency. ABSTRAKPenelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif peserta didik SMA dalam membuat mind map pada materi kesetimbangan kimia berdasarkan empat indikator, yaitu fluency, flexibility, originality, dan elaboration. Penelitian ini menggunakan metode deskriptif kuantitatif dengan subjek 56 siswa kelas XI yang dipilih secara random sampling. Instrumen penelitian berupa mind map yang dinilai menggunakan rubrik penilaian berpikir kreatif. Tahapan penelitian meliputi pemberian mind map, pengumpulan data, penilaian menggunakan rubrik, serta analisis distribusi capaian pada tiap indikator. Hasil penelitian menunjukkan bahwa aspek fluency memiliki capaian tertinggi, yaitu 60% peserta didik berada pada kategori sangat baik dan baik, yang menunjukkan kemampuan siswa dalam menghasilkan ide cukup memadai. Namun, aspek flexibility, originality, dan elaboration menunjukkan capaian lebih rendah, dengan elaboration sebagai aspek terendah di mana hanya 21% siswa mampu menjelaskan ide secara rinci. Simpulan penelitian ini menegaskan bahwa kemampuan berpikir kreatif peserta didik masih timpang, dengan dominasi fluency yang cukup baik tetapi lemah dalam fleksibilitas, keaslian, dan pendetailan gagasan. Implikasi dari hasil ini adalah perlunya penerapan strategi pembelajaran yang lebih variatif, seperti penggunaan problem-based learning, pemberian tugas eksploratif yang menuntut banyak alternatif jawaban, serta bimbingan dalam memperluas dan memperdalam gagasan, sehingga perkembangan aspek flexibility, originality, dan elaboration dapat lebih optimal dan seimbang dengan fluency.
STUDI KOMPARATIF PEMAHAMAN KONSEPTUAL PADA MATERI KESETIMBANGAN KIMIA ANTARA SISWA YANG MENGIKUTI DENGAN YANG TIDAK MENGIKUTI BIMBINGAN BELAJAR Rahmi, Miftahul; Aini, Faizah Qurrata
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i4.7540

Abstract

This study aims to compare students’ conceptual understanding of chemical equilibrium between those who attend tutoring sessions and those who do not. The research was conducted at a senior high school in Padang during the first semester of the 2025/2026 academic year, using a quantitative method with a comparative design. The research sample consisted of 50 eleventh-grade (Phase F) students, divided into two groups: 25 students who participated in tutoring and 25 who did not. The research instrument was an essay test comprising six questions designed to assess conceptual understanding across three levels of chemical representation—macroscopic, submicroscopic, and symbolic.The analysis results showed that the average conceptual understanding score of students who attended tutoring was 60.28, while the non-tutored group scored an average of 34.88. The hypothesis test using an independent sample t-test produced a t-value of 4.84, which was higher than the t-table value of 2.4, indicating a significant difference between the two groups.Thus, the study concludes that participation in tutoring has a positive effect on enhancing students’ conceptual understanding of chemical equilibrium. The implication of this finding is that teachers should apply instructional strategies that proportionally integrate the three levels of chemical representation—macroscopic, symbolic, and submicroscopic so that students’ conceptual understanding can develop comprehensively. Therefore, teachers are encouraged to innovate in selecting learning models, media, and laboratory activities that support the integration of these three representational levels. ABSTRAKPenelitian ini bertujuan untuk membandingkan pemahaman konseptual siswa pada materi kesetimbangan kimia antara peserta bimbingan belajar dengan siswa yang tidak mengikuti bimbingan belajar. Kegiatan penelitian dilakukan di salah satu SMA di Kota Padang pada semester ganjil tahun ajaran 2025/2026 dengan menggunakan metode kuantitatif berdesain komparatif. Sampel penelitian berjumlah 50 siswa kelas XI Fase F yang dibagi ke dalam dua kelompok, yaitu 25 siswa yang mengikuti bimbingan belajar dan 25 siswa yang tidak mengikuti. Instrumen penelitian berupa tes esai berjumlah enam soal yang dirancang untuk mengukur pemahaman konseptual pada tiga level representasi, yakni makroskopik, submikroskopik, dan simbolik. Hasil analisis menunjukkan bahwa rata-rata nilai pemahaman konseptual kelompok siswa yang mengikuti bimbingan belajar adalah 60,28, sedangkan kelompok yang tidak mengikuti memperoleh nilai rata-rata 34,88. Uji hipotesis dengan independent sample t-test menghasilkan nilai thitung sebesar 4,84, lebih tinggi daripada ttabel sebesar 2,4. Hal ini membuktikan adanya perbedaan signifikan antara kedua kelompok. Dengan demikian, penelitian ini menyimpulkan bahwa partisipasi dalam bimbingan belajar berpengaruh positif terhadap peningkatan pemahaman konseptual siswa pada materi kesetimbangan kimia. Implikasi penelitian ini adalah guru menerapkan strategi pembelajaran yang mampu mengakomodasi ketiga level representasi kimia (makroskopik, simbolik, dan submikroskopik) secara proporsional, sehingga pemahaman konsep siswa dapat berkembang secara menyeluruh.. Dengan demikian, guru diharapkan mampu berinovasi dalam memilih model pembelajaran, media, serta aktivitas praktikum yang mendukung keterpaduan ketiga level representasi tersebut.
ANALISIS KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK MENGGUNAKAN MIND MAP PADA MATERI ASAM BASA Andani, Rifka; Aini, Faizah Qurrata
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i4.7541

Abstract

The development of science and technology in the 21st century requires students to possess higher-order thinking skills, one of which is creative thinking ability. However, the 2022 PISA results indicate that Indonesian students’ creative thinking skills are still relatively low. This study aims to analyze students’ creative thinking skills using mind maps in the acid-base topic. The research employed a descriptive quantitative design involving 60 students from two public senior high schools in Padang City, selected randomly. Data were obtained through mind map assessments using a scoring rubric that includes four aspects: fluency, flexibility, originality, and elaboration. The results showed that most students were in the less creative category, with 6 students categorized as not creative, 49 as less creative, 5 as creative, and none as highly creative. The fluency aspect achieved the highest score of 80%, followed by flexibility (68%), originality (39%), and elaboration as the lowest (22%). The findings indicate that mind mapping is effective for measuring creative thinking skills; however, more innovative learning strategies are needed to enhance students’ originality and elaboration of ideas. ABSTRAKPerkembangan ilmu pengetahuan dan teknologi pada abad ke-21 menuntut peserta didik memiliki keterampilan berpikir tingkat tinggi, salah satunya kemampuan berpikir kreatif. Namun, hasil PISA tahun 2022 menunjukkan bahwa kemampuan berpikir kreatif peserta didik Indonesia masih tergolong rendah. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif peserta didik menggunakan mind map pada materi asam basa. Jenis penelitian yang digunakan adalah deskriptif kuantitatif dengan subjek 60 peserta didik dari dua SMA Negeri di kota Padang yang dipilih secara acak. Data diperoleh melalui penilaian mind map menggunakan rubrik penilaian yang mencakup empat aspek, yaitu fluency, flexibility, originality, dan elaboration. Hasil penelitian menunjukkan bahwa mayoritas peserta didik berada pada kategori kurang kreatif, dengan rincian 6 orang tidak kreatif, 49 kurang kreatif, 5 kreatif, dan tidak ada yang mencapai kategori sangat kreatif. Aspek fluency memperoleh capaian tertinggi sebesar 80%, diikuti oleh flexibility sebesar 68%, kemudian originality sebesar 39%, sedangkan aspek elaboration menjadi capaian terendah dengan persentase 22%. Penelitian ini menunjukkan bahwa mind map efektif digunakan untuk mengukur kemampuan berpikir kreatif, namun diperlukan strategi pembelajaran yang lebih inovatif untuk mengembangkan orisinalitas dan keterperincian ide peserta didik.
POLA PEMAHAMAN KONSEPTUAL SISWA BOARDING SCHOOL DAN NON-BOARDING SCHOOL PADA MATERI LAJU REAKSI Wulandari, Ayu; Aini, Faizah Qurrata
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i4.7553

Abstract

Conceptual understanding is a crucial aspect of learning, especially in science subjects such as chemistry, which require more than mere memorization of information. It involves the ability to connect, interpret, and apply knowledge in various contexts. As chemistry is largely abstract and complex, deep conceptual mastery is essential for meaningful application in real-life situations. Reaction rate material, in particular, is often perceived as difficult, making it a challenge for many students. This study aims to analyze the patterns of conceptual understanding among boarding school and non-boarding school students on the topic of reaction rates using a qualitative approach to explore their comprehension in depth. The results show variations in the mastery of basic and complex concepts; boarding school students tend to have a more structured understanding but still face challenges in explaining deeper aspects such as the function of catalysts and the influence of temperature, while non-boarding school students display good initiative and scientific reasoning although their grasp of fundamental concepts needs improvement. Therefore, adaptive and contextual learning approaches are needed to optimize conceptual understanding in both groups. These findings emphasize the importance of effective learning strategies to overcome difficulties and misconceptions while enhancing students’ critical thinking and scientific reasoning skills to help them understand chemical concepts more comprehensively and applicably. ABSTRAKPemahaman konsep merupakan aspek penting dalam pembelajaran, terutama pada mata pelajaran sains seperti kimia yang menuntut kemampuan lebih dari sekadar mengingat informasi. Pemahaman tersebut mencakup kemampuan mengaitkan, menafsirkan, dan menerapkan pengetahuan dalam berbagai konteks. Materi kimia, yang sebagian besar bersifat abstrak, memerlukan penguasaan konsep yang mendalam agar dapat diaplikasikan dalam situasi nyata. Ilmu kimia dikenal memiliki tingkat kesulitan tinggi, sehingga sering menjadi tantangan bagi siswa, khususnya pada materi laju reaksi yang banyak dianggap sulit. Oleh sebab itu, pola pemahaman konseptual sangat diperlukan untuk mengkaji sejauh mana siswa memahami materi yang kompleks ini. Penelitian ini bertujuan menganalisis pola pemahaman konseptual siswa boarding school dan non-boarding school pada materi laju reaksi dengan pendekatan kualitatif guna menggali pemahaman secara mendalam. Hasil kajian menunjukkan variasi dalam penguasaan konsep dasar dan kompleks; siswa boarding school cenderung memiliki pemahaman yang terstruktur namun masih kesulitan menjelaskan aspek mendalam seperti fungsi katalis dan pengaruh suhu. Sementara siswa non-boarding school menunjukkan inisiatif dan penalaran ilmiah yang baik meskipun penguasaan konsep dasar masih perlu diperkuat. Pendekatan pembelajaran adaptif dan kontekstual sangat dibutuhkan untuk mengoptimalkan pemahaman konseptual kedua kelompok. Temuan ini menggarisbawahi pentingnya strategi pembelajaran yang efektif untuk mengatasi kesulitan dan miskonsepsi, serta meningkatkan kemampuan berpikir kritis dan reasoning ilmiah siswa sehingga dapat membantu mereka memahami konsep kimia secara lebih utuh dan aplikatif.
POLA PEMAHAMAN KONSEPTUAL SISWA BOARDING SCHOOL DAN NON-BOARDING SCHOOL PADA MATERI KESETIMBANGAN KIMIA Oktorin, Larissa; Aini, Faizah Qurrata
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i4.7554

Abstract

This study analyzes the conceptual understanding patterns of boarding school and non-boarding school students on chemical equilibrium material. The research was conducted in two madrasas in Padang City, namely one school with a boarding system and one school with a non-boarding system in the 2025/2026 academic year using a qualitative method. The research sample consisted of 100 students in grade XII Phase F, divided into two groups: 50 boarding school students and 50 non-boarding school students. The research instrument was an essay test consisting of four questions designed to measure conceptual understanding. This study shows that there are differences in conceptual understanding patterns between boarding school and non-boarding school students on chemical equilibrium material. Boarding school students tend to have more structured and thorough understanding, although some choose not to answer if they are unsure, while non-boarding school students are more exploratory but their conceptual understanding is less profound. These differences are influenced by the learning environment and academic habits. Both groups still show misconceptions in symbolic and mathematical aspects, emphasizing the need for learning that emphasizes conceptual understanding and multi-level representation in the topic of chemical equilibrium. ABSTRAKPenelitian ini menganalisis pola pemahaman konseptual siswa boarding school dan non boarding school pada materi kesetimbangan kimia. Kegiatan penelitian dilakukan di dua madrasah di Kota Padang, yaitu satu sekolah dengan sistem boarding dan satu sekolah dengan sistem non-boarding tahun ajaran 2025/2026 dengan menggunakan metode kualitatif. Sampel penelitian berjumlah 100 siswa kelas XII Fase F yang dibagi menjadi 2 kelompok: 50 siswa boarding school, dan 50 siswa non-boarding school. Instrumen penelitian berupa tes esai berjumlah empat soal yang dirancang untuk mengukur pemahaman konseptual. Penelitian ini menunjukkan adanya perbedaan pola pemahaman konseptual antara siswa boarding school dan non-boarding school pada materi kesetimbangan kimia. Siswa boarding school cenderung memiliki pemahaman lebih terstruktur dan teliti, meskipun beberapa memilih tidak menjawab jika kurang yakin, sedangkan siswa non-boarding school lebih eksploratif tetapi pemahaman konseptualnya kurang mendalam. Perbedaan ini dipengaruhi oleh lingkungan belajar dan sistem pembiasaan akademik. Kedua kelompok masih menunjukkan miskonsepsi pada aspek simbolik dan matematis, menegaskan perlunya pembelajaran yang menekankan pemahaman konseptual dan representasi multi-level dalam topik kesetimbangan kimia.
The Analysis of Students Creative Thinking Ability Using Mind Map on Solution Topic Wahyuni, Melati; Aini, Faizah Qurrata
Jurnal Pijar Mipa Vol. 20 No. 7 (2025): in Progress
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i7.10379

Abstract

Creative thinking is one of the key competencies in 21st-century education. This study aimed to analyze students’ creative thinking skills on the topic of solutions using mind maps as an assessment tool. This study used a quantitative descriptive method involving 44 XII-grade students from two senior high schools in Padang City during the 2025/2026 academic year. The instrument used was adapted from Rahayu et al., focusing on four indicators of creative thinking: fluency, flexibility, originality, and elaboration. The results showed that most students (95.45%) were categorized as less creative, while one student (2.27%) was creative, and one (2.27%) was not creative. No students achieved the highly creative level. The highest achievement was in the fluency aspect (86.36%), followed by flexibility (60.90%), originality (38.25%), and elaboration (19.88%). These findings indicate that students were relatively capable of generating ideas but struggled to develop and connect them in more original and detailed ways. This study highlights the novelty of using mind maps as an alternative assessment tool for measuring creative thinking in chemistry learning, specifically in the context of solutions, and suggests the need for creativity-oriented instructional approaches.
Co-Authors Andani, Rifka Apriyani, Difva Ayu Wulandari Desyafrianti, Vanny F, Fina Afrihany Fadila, Iffa Fauzana Gazali Febi Edinda Putri, Febi Edinda Putri Fikriansyah, Ahmad Fitri, Bali Yana Hasanah, Hasnatul Kurnia, Reni Miftahul Rahmi, Miftahul Nafisah, Aura Zahra Naibaho, Sriwahyuni Oktavianti, Femi Oktorin, Larissa Pangestuti, Annisa Dewi Pebriani, Nur Indah Pertiwi, Nadia Putri, Febi Edinda Rindiany, Nindy Aprillia Salsabila, Diva Septiani, Anggi Sulvianti, Arifah Suryani, Okta Wahyuni, Melati Wandyka, Ayu Yerimadesi Yerimadesi