Article Per Year (5 Year)
p-Index From 2021 - 2026
7.529
P-Index
This Author published in this journals
All Journal Media Eksakta Jurnal Pendidikan Matematika dan IPA Jurnal Peluang Jurnal Elektronik Pendidikan Matematika Tadulako Jurnal Kreatif Tadulako Online AKSIOMA Jurnal Pendidikan Matematika Kreatif Delta-Pi : Jurnal Matematika dan Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Desimal: Jurnal Matematika Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Prima: Jurnal Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Jurnal Riset Pendidikan MIPA Jurnal Fibonaci: Jurnal Pendidikan Matematika Aksioma Journal of Advanced Sciences and Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Polinomial : Jurnal Pendidikan Matematika Jurnal Kreatif Online International Journal of Religion Education and Law Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang JME (Journal of Mathematics Education) JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Elektronik Pendidikan Matematika Tadulako JME (Journal of Mathematics Education) AKSIOMA Mathema: Jurnal Pendidikan Matematika Jurnal Didaktik Matematika
Sukayasa
Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 161 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 161 Documents
Search

 11   12   13   14   15 
ANALYSIS OF THE THINKING PROCESS OF ELEMENTARY SCHOOL STUDENTS INPRES 1 KAWATUNA IN SOLVING AKM PROBLEMS BASED ON WALLAS THEORY IN TERMS OF LEARNING STYLES Riska, Riska; Mubarik, Mubarik; Sukayasa, Sukayasa; Mallo, Bakri
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.13933

Abstract

This study aims to describe students' thinking process in solving Minimum Competency Assessment (AKM) questions based on learning styles. This research uses a descriptive qualitative approach with the method of analyzing the thinking process according to Wallas which includes four stages, namely: the preparation stage, the incubation stage, the illumination stage, and the verification stage. The research subjects consisted of three students, namely one student with a visual learning style, one student with an auditory learning style and one student with a kinesthetic learning style. The data collection technique was carried out through giving a learning style questionnaire, giving AKM test questions and unstructured interviews, after which it was analyzed using the data condensation model, data presentation, and conclusion drawing/verification. The results showed that in the preparation stage, subjects with visual, auditory and kinesthetic learning styles gathered information by reading the questions repeatedly. At the incubation stage, subjects with visual, auditory and kinesthetic learning styles understand the problem well then reflect on ideas to solve the problem. At the illumination stage, visual, auditory and kinesthetic subjects find ideas and express ideas to solve the problem, but at this stage auditory and kinesthetic subjects cannot find more than one idea while visual subjects can find more than one idea to solve the problem. At the verification stage, visual, auditory and kinesthetic subjects express their ideas verbally well, but at this stage auditory subjects do not re-examine the answers they have done while visual and kinesthetic subjects always re-examine the answers they have done.
Drill learning and practice method: Improving student learning outcomes on number counting operations round Mardia, Ainal; M, Bakri; Sukayasa, Sukayasa; Mubarik, Mubarik
Desimal: Jurnal Matematika Vol. 8 No. 1 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i1.27110

Abstract

This research is classroom action research that aims to improve student learning outcomes by using the drill and practice method in the direct learning model. The application of the direct learning model follows the following phases: 1) conveying the objectives and preparing the learners, 2) demonstrating knowledge or skills, 3) guiding the training, 4) checking understanding and providing feedback, and 5) providing opportunities for further training and application. This research was carried out in as many as two cycles by following predetermined stages. The subject of this study is 7th-grade students of SMP Negeri 1 Sindue Tobata, with a total of 23 students. The results of the research from Cycle I and Cycle II showed an increase in student learning in integer counting operations learning using the drill and practice method in the direct learning model, namely in Cycle I by 60.8% and in Cycle II by 87%. Therefore, the drill and practice learning method can improve student learning outcomes in learning integer counting operations.
Implementasi Model Problem Based Learning (PBL) dalam Meningkatkan Keterampilan Pemecahan Masalah Matematis Peserta Didik Kelas VIII B di SMP Negeri 15 Palu Pratiwi, A. Rezky; Sukayasa; Lantang, Nortje D. J
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2194

Abstract

This study aims to improve students' Mathematical Problem Solving Skills (KPMM) through the application of the Problem Based Learning (PBL) learning model. This study is a collaborative Classroom Action Research (CAR) between researchers and mathematics teachers, which was carried out in two cycles. The subjects of the study were grade VIII B students of SMP Negeri 15 Palu in the even semester of the 2024/2025 academic year. The instruments in this study consisted of learning tools such as syllabus, Lesson Implementation Plan (RPP), teaching materials, and Student Worksheets (LKPD), as well as data collection instruments in the form of observation sheets and KPMM tests. Data analysis techniques used include narrative descriptive analysis for qualitative data and descriptive statistical analysis for quantitative data. The results of the study indicate that the application of the PBL model can improve students' KPMM. The average KPMM score increased from 79.79 in cycle I to 90.31 in cycle II. Improvements occurred in all aspects of KPMM measured. Thus, it can be concluded that the application of Problem Based Learning is effective in improving the mathematical problem-solving abilities of class VIII B students at SMP Negeri 15 Palu
Implementasi Model Problem Based Learning (PBL) dengan Pendekatan Teaching at the Right Level (TaRL) untuk Meningkatkan Hasil Belajar Peserta Didik Kelas VIII D SMP Negeri 15 Palu Putri Vasra Handayani; Sukayasa; Lantang, Nortje D.J
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2490

Abstract

This study aims to improve student learning outcomes through the implementation of the Problem-Based Learning (PBL) model combined with the Teaching at the Right Level (TaRL) approach. The research method used is Classroom Action Research (CAR), conducted in two cycles, each consisting of the stages of planning, implementation, observation, and reflection. The subjects of this study were 26 students from class VIII-D at SMP Negeri 15 Palu during the second semester of the 2024/2025 academic year. Data were collected through learning outcome tests and observations, then analyzed using descriptive quantitative techniques. The results showed an improvement in student learning outcomes. This improvement occurred because the PBL model encouraged students to actively participate in the learning process, while the TaRL approach grouped students according to their cognitive abilities, allowing them to solve problems based on their respective skill levels.
ERROR ANALYSIS OF EIGHTH-GRADE STUDENTS AT SMP N 6 PALU IN SOLVING AKM NUMERACY PROBLEMS VIEWED FROM A GENDER PERSPECTIVE Juliartini, Ni Kadek; Mubarik, Mubarik; Sukayasa, Sukayasa; M, Bakri
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93169

Abstract

The purpose of this study is to describe the mistakes of male and female students in solving numeracy AKM problems based on Newman procedures. The method used in this study is a qualitative descriptive method. Some of the results obtained from this study are: (1) mistakes made by male students including comprehension errors occurred because students read the questions once quickly and did not know which ones to write because the questions were too long, process skill errors occurred because students were not careful in calculating multiplication and division operations, and encoding errors occurred because students were in a hurry to do the problems; (2) mistakes made by female students include comprehension errors occurring because students read the questions once and do not know which ones to write because the questions are too long, transformation errors occur because students do not know the formula for finding averages, process skills errors occur because students are not able to calculate correctly, and encoding errors occur because students are not careful in reading what is asked in the questions.(3) The most dominant mistake made by male and female students is comprehension error. This mistake occurs because students read the questions only once, making them unable to fully understand the information provided in the questions and not knowing which points to write down due to the questions being too lengthy.
Implementasi Pendekatan Teaching at Right Level untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 15 Palu Rahma; Sukayasa; Lantang, Nortje D.J
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2025): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v6i2.68905

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa kelas VIII E SMP Negeri 15 Palu, di mana hanya 33,33% siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) 75 dengan rata-rata nilai 53. Kondisi ini disebabkan oleh pembelajaran konvensional yang belum memperhatikan perbedaan kemampuan individu, sehingga siswa berkemampuan rendah tertinggal dan yang berkemampuan tinggi kehilangan tantangan belajar. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika melalui penerapan pendekatan Teaching at the Right Level (TaRL), yang menyesuaikan pembelajaran berdasarkan tingkat kemampuan siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kurt Lewin yang meliputi empat tahap: perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 30 siswa kelas VIII E. Data dikumpulkan melalui tes hasil belajar, observasi, dan dokumentasi, dengan instrumen yang telah divalidasi oleh ahli. Hasil penelitian menunjukkan peningkatan signifikan pada setiap siklus: persentase ketuntasan belajar meningkat dari 33,33% (pre-test) menjadi 66,67% pada siklus I, dan mencapai 88,89% pada siklus II, dengan rata-rata nilai akhir 87. Hasil ini menunjukkan bahwa pendekatan TaRL efektif dalam mengatasi perbedaan tingkat pemahaman siswa, meningkatkan keaktifan, kepercayaan diri, serta hasil belajar matematika secara keseluruhan. Dengan demikian, penerapan pendekatan TaRL dapat dijadikan alternatif strategi pembelajaran adaptif yang mendukung prinsip Kurikulum Merdeka.
Meningkatkan Hasil Belajar Kesebangunan melalui Pembelajaran Berbasis Masalah: Refleksi Penelitian Tindakan Kelas di SMP Negeri 15 Palu Nurhaliza, Ratih; Sukayasa; Zahariati
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2025): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v6i2.69059

Abstract

Penelitian ini bertujuan meningkatkan hasil belajar dan aktivitas peserta didik pada materi kesebangunan melalui penerapan Problem Based Learning (PBL) dalam Penelitian Tindakan Kelas (PTK) berbasis model Kemmis & McTaggart yang meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas VII C SMP Negeri 15 Palu semester genap tahun ajaran 2024/2025. Instrumen yang digunakan berupa tes esai untuk mengukur pemahaman konsep dan kemampuan berpikir matematis, serta lembar observasi untuk menilai aktivitas belajar siswa selama proses pembelajaran. Hasil penelitian menunjukkan bahwa penerapan PBL mampu meningkatkan pemahaman konsep kesebangunan, partisipasi aktif, dan kemampuan berpikir kritis siswa. Siswa menjadi lebih mandiri, terlibat dalam diskusi kelompok, serta mampu mengaitkan konsep matematika dengan situasi nyata. Temuan ini membuktikan bahwa PBL dengan dukungan LKPD kontekstual, pengelompokan kecil, dan media visual efektif menciptakan suasana belajar yang kolaboratif, partisipatif, dan bermakna, sehingga layak diterapkan sebagai strategi pembelajaran rutin di SMP. Namun, penelitian ini masih terbatas pada satu kelas dengan waktu pelaksanaan yang relatif singkat, sehingga generalisasi hasil perlu diuji melalui penelitian lanjutan pada konteks dan jenjang yang lebih beragam
Profile of Problem Solving System of Linear Equations Two Variables of MTs Al-Khairat Tomini Students Based on Student Learning Styles Raiyan, Raiyan; Sukayasa, Sukayasa; Anggraini, Anggraini; I Nyoman Murdiana, I Nyoman Murdiana
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1969

Abstract

This research aims to obtain a description of the problem-solving profile of two-variable linear equation systems of MTs Al-Khairat Tomini students based on the student's learning styles. This type of research is qualitative. The subjects of this research were three students in class VIII B MTs Al-Khairat tomini, each consisting of one student with visual, auditory, and kinesthetic learning styles. Data on student problem-solving was obtained from written tests and interviews. This research shows that the subject (IN) carries out the problem-solving plan by the solution plan questions, and the subject did not recheck the problem-solving because he did not understand how to do it. The subject (MA) carries out the problem-solving plan by the problem-solving plan, and the subject can check and solve questions by checking the written answers again.
CRITICAL THINKING CHARACTERISTICS OF SMPN 14 PALU STUDENTS IN SOLVING GEOMETRY PROBLEMS BASED ON GENDER Widiastuti, Kadek; Sukayasa, Sukayasa; Ismaimuza, Dasa
JME (Journal of Mathematics Education) Vol 9, No 1 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2118

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan karakteristik berpikir kritis siswa laki-laki dan perempuan dalam menyelesaikan masalah geometri. Jenis penelitian ini adalah penelitian kualitatif. Hasil penelitian menunjukkan bahwa: (1) Ciri-ciri berpikir kritis mata pelajaran dalam menyelesaikan masalah geometri adalah: (a) pada kategori klarifikasi, mata pelajaran MA dan FN dapat merumuskan masalah dan informasi yang tepat untuk menyelesaikan masalah dengan tepat dan jelas (b) Pada kategori penilaian mata pelajaran MA berusaha mengumpulkan informasi yang relevan meskipun metode awal dalam mengidentifikasi masalah kurang tepat. Sedangkan subjek FN berusaha mengumpulkan informasi dengan menggunakan pertanyaan-pertanyaan penting, informasi yang relevan, dan ide-ide untuk menghubungkan suatu masalah dengan masalah lainnya dengan jelas dan tepat. (c) Pada kategori inferensi, subjek MA dalam menyelesaikan masalah membuat kesimpulan berdasarkan informasi yang telah diperoleh namun mengalami kesalahan dan mengambil kesimpulan yang salah. Sedangkan subjek FN menyelesaikan soal dengan langkah-langkah yang tepat dan jelas, namun karena kesalahan penulisan satuan, FN mengambil kesimpulan yang salah. (d) Pada kategori strategi, subjek MA tidak berpikir terbuka dengan tidak mengajukan alternatif lain yang mungkin dilakukan dalam menyelesaikan masalah. sedangkan subjek FN berpikir terbuka dalam mengajukan strategi atau alternatif lain ketika menyelesaikan masalah.The aim of this research is to describe the critical thinking characteristics of male and female students in solving geometric problems. The type of research used in this research is qualitative research, because this research aims to describe and analyze phenomena or events individually or in groups. The approach used is a qualitative descriptive approach, because the results of this research are in the form of descriptions, namely descriptions in the form of words or sentences regarding the characteristics of students' critical thinking in solving geometry problems based on gender. Improving critical thinking skills in mathematics learning is very necessary because critical thinking and mathematics are an inseparable unit. The results of this research show that the critical thinking characteristics of subjects in solving geometric problems are: (a) in the clarification category, MA and FN subjects can formulate problems and appropriate information to solve problems precisely and clearly (b) in the assessment category (assessment) MA and FN subjects tried to collect relevant information, but MA identified the problem incorrectly (c) In the inference category, MA and FN subjects made wrong conclusions. (d) In the strategies category, MA subjects do not propose other alternatives, while FN subjects propose other strategies or alternatives when solving problems.
PROFILE OF STUDENTS' METACOGNITIVE SKILLS IN SOLVING MATH PROBLEMS IN TERMS OF MATHEMATICAL ABILITY Restini, I Luh; Pathuddin, pathuddin; Bakri, bakri; Sukayasa, sukayasa
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1970

Abstract

Understanding students' metacognitive skills in solving math problems concerning their mathematical abilities is crucial for identifying the cognitive processes involved in problem-solving. This study investigates the metacognitive skills of SMPN 3 Palu students with varying mathematical abilities in problem-solving. It focuses on students in class VIIJ during the 2022/2023 academic year, individually analyzing one high-ability and one low-ability student. The research, descriptive in nature, employs qualitative methods using written assignments and interviews for data collection. This study's analysis involved condensing data, presenting findings, and drawing conclusions. The findings reveal distinct approaches between high and low mathematical ability subjects. High-ability students consistently apply all three metacognitive skills (planning, monitoring, and assessment) across each problem-solving stage. Conversely, low-ability students demonstrate a limited use of metacognitive skills. While they employ planning at each stage, during implementation and result review, they primarily engage in planning and monitoring, neglecting assessment. Ultimately, it underscores the critical role of metacognitive skills in mathematical problem-solving, highlighting differences in their application between students of varying mathematical abilities.  
Co-Authors Addini, Indah Roofiqo Adnyana, I Wayan Purwa Guna Agung Wicaksono Akbar, Guntur Moh. Alfisyahra, Alfisyahra Andika Buntu Andini, Desi Putri Anggraini Anggraini Anggraini Angraina, Fitra Anizzar Fazira Arfanuddin, Arfanuddin Asti Perlin Terampe Asyita Asyita Badria, Sitti Hazrah Bago, Kiswanda Baharuddin Baharuddin Baharuddin Paloloang Baharuddin Paloloang Bakri Bakri Bakri Bakri Bakri M, Bakri M Bakri Mallo Baso Amri Dahniar Dahniar Dasa Ismaimuza Destria Pitaloka Pertiwi Desy Katrinatalin Topile Dewi Puspita Dg. Sute, Hijrah Nur Dwiyanti, Risna Dyantari, Putu Eka Surnyadewi Eka Widhiani, Ni Luh Regita Endrawati, Tri Evie Awuy Evie Awuy Fachry Erick Mohammad, Fachry Erick Fani Isdayanti Fatmawati Fatmawati Fausan Fausan Fausan, Fausan Fauzan, Moh Rizki Fauzan, Moh Rizki Fazira, Anizzar Ferdiawan A. Malidje Gandung Sugita Greskensia, NI Made Vemi Gumanambo, Nening Gumanambo, Nening Guntur Moh. Akbar Hamsiana, Hamsiana Hariyanto Hartina Pertiwi Hasmiati Hasmiati Heri Hermawan Holyness Nurdin Singadimedja I Luh Restini I Made Ariana I Made Saelendra Wiryawan I Nyoman Murdiana I Nyoman Murdiana I Nyoman Murdiana I Nyoman Murdiana I Nyoman Murdiana, I Nyoman Murdiana I Putu Nadiat Mika I Wayan Jati Jaya I Wayan Purwa Guna Adnyana I Wayan Sudarsana Ibni Hadjar Ibnu Hadjar Ika Kurniawan Domut Indah Roofiqo Addini Intan Purnama Marzuki Inti Nahdataeni S Jaeng , Maxinus Jaeng, Maxinus Jaeng, Maxinus Jaeng, Maxinus Jaya, I Wayan Jati Juliartini, Ni Kadek K, Olpi Jenli Kadek Widiastuti Karniman, Tegoeh S. Komang Melin Lantang, Nortje D. J Lantang, Nortje D.J Lario, Yovita Cicilia Linawati Linawati Linawati Lowo, Lilis Kartina Lusiana Lusiana M, Bakri M. Nur Yadil M., Bakri Mardia, Ainal Mariana Marinus B. Tandiayuk Marinus B. Tandiayuk Marinus Barra Tandiayuk Maxinus Djaeng Maxinus Jaeng Maxinus Jaeng Meinarni, Welli Melin, Komang Mika, I Putu Nadiat Moh. Habil S. Saleh Mohammad Rizal, Mohammad Mubarik Mubarik Mubarik Muh Hasbi Muh Nursisto Muh. Aditya Adi Putra Muh. Hasbi Muh. Hasbi Muh. Rizal Muh. Rizal Muhaimin Muhaimin Muhaimin Murdiana, I. N. Musdalifa MUSTAMIN IDRIS Muzdalifa, Muzdalifa Nahdataeni S, Inti Nasution, Annio Indah Lestari Nening Gumanambo Neri Sondek Nggau, Margaretta Lisni Alfionita Nubaya, Siti Nufriansyah, Rifki Nur janah, Nur Nurainun Nurainun Nur’aini, Jafar Nurhalisa, Nurhalisa Nurhaliza, Ratih Nurhayadi Nurmala Nurmala Nursupiamin Nursupiamin, Nursupiamin Nurul Hidayah Nurul Mutmainnah Hasmun Nur’aini Jafar Nyamping, I Nyoman Pathuddin Pildayani Pildayani, Pildayani Pratiwi, A. Rezky Puspita, Elfa Putra, Muh. Aditya Adi Putri Vasra Handayani Putri Vasra Handayani Putu Dyantari Rahma Rahman, Afdalul Rahmayani, Risti Raiyan Raiyan Raiyan, Raiyan Rajab Rajab Rajab, Rajab Ramadhani Ramadhani Ramadhani Restini, I Luh Rina Rina Riska Riska Riska Riski Rismah Gaib Rita Lefrida Romu, Siti Nur Janah T.H. Safira Seftianingsih Lamalaka Sartika, Mawar Sasmitha Puri Indah Satriana Satriana Sindi Geby Sintia Siti Nurbaya Sitti Hazrah Badria Sondek, Neri Sri Katon Stela Stela, Stela Suci Ramadhani Sudarman Bennu Sudarman Sudarman Sumampouw, Alex Sumarni Sumarni Surnyadewi, Eka Surya Prasamyati Tahumang Suryadi Suryadi Sutji Rochaminah Syahrial Syahrir Tamauni Syamsudin Syamsudin Syamsudin Syamsudin Tahumang, Surya Prasamyati Tamauni, Syahrial Syahrir Taufik, Moh Terampe, Asti Perlin Topile, Desy Katrinatalin Tri Endrawati Usman H.B Usman H.B, Usman H.B Violita Gracia Gracia Welli Meinarni Welli Meinarni Welli Meinarni Widiastuti, Kadek Yadil, Muh Nur Zahariati