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Ade Mirza

Pendidikan Matematika FKIP Universitas Tanjungpura

Author-ID : 206754

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Exploring learning trajectories in trigonometric identity proof construction through didactic transposition Ade Mirza; Winarji, Agus; Metia Novianti; Ferah Ningtias; Muhammad Arjuna
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.30223

Purpose: This study aims to analyze students’ learning trajectories in constructing proofs of trigonometric identities through the lens of didactic transposition. Method: This research employed a descriptive qualitative design involving undergraduate students enrolled in a mathematics education program who were taking a trigonometry course. Participants were selected purposively based on their active engagement in proof-related learning activities. Data were collected through classroom observations, analysis of students’ written proof documents, and in-depth interviews to capture students’ reasoning processes and conceptual interpretations. The collected data were analyzed through qualitative procedures consisting of data reduction, data display, and conclusion drawing to identify patterns in students’ learning trajectories during the proof construction process. Findings: The findings indicate that students’ learning trajectories in constructing trigonometric identity proofs develop through three interconnected phases. The first phase involves exploring the meaning of trigonometric ratios within geometric contexts. The second phase focuses on formalizing the relationships among trigonometric ratios and identities. The third phase involves constructing deductive arguments to establish the fundamental identity , reflecting a shift from empirical reasoning to formal mathematical proof. Significance: The didactic transposition process plays a crucial role in transforming students’ understanding from procedural manipulation toward deeper conceptual meaning. This process facilitates the emergence of structured learning trajectories that support reflective reasoning and higher-order mathematical thinking. The findings suggest that trigonometry instruction should emphasize conceptual learning trajectories grounded in didactic transposition to strengthen students’ proof construction abilities and promote meaningful mathematical understanding.

The Influence of Emotional Intelligence and Inhibitory Control on Mathematical Problem-Solving Ability Mediated by Mathematics Anxiety: A Case Study in a 10th-Grade Class at SMA Kemala Bhayangkari Rino Sinus Pandanu; Asep Nursangaji; Rustam Rustam; Ade Mirza; Dona Fitriawan
Jurnal Pendidikan Indonesia Vol. 5 No. 12 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i12.6329

This study is a study aimed at investigating the influence of emotional intelligence and inhibitory control on mathematical problem-solving ability, with math anxiety as an intervening variable. It is a quantitative, ex post facto research that uses questionnaires and tests as research instruments. The study involved 28 students as subjects. The analytical technique used in this study was path analysis. The study results are as follows: (1) There was no significant influence of emotional intelligence on mathematical problem-solving skills, with a p-value = 0,308. (2) There was no significant influence of inhibitory control on mathematical problem-solving skills, with a p-value = 0,956. (3) There was no significant influence of math anxiety on mathematical problem-solving skills, with a p-value = 0,743. (4) There was no significant influence of emotional intelligence on math anxiety, with a p-value = 0,184. (5) There is no significant influence of inhibitory control on math anxiety, with a p-value = 0,701. (6) There was no significant influence of emotional intelligence on mathematical problem-solving skills through math anxiety, with a p-value = 0,804. (7) There was no significant influence of inhibitory control on mathematical problem-solving skills through math anxiety, with a p-value = 0,914.

Polya’s Stages in Students’ Mathematical Problem Solving of Linear Programming Word Problems: A Qualitative Study Indah Afriliyana; Ade Mirza; Rustam; Hamdani; Dian Ahmad Budisatria
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/65v8c218

This study aims to identify senior high school students’ mathematical problem-solving abilities in solving linear programming word problems based on Polya’s problem-solving stages. This research employed a descriptive qualitative approach. The participants consisted of six Grade XI Social Science students from SMA Muhammadiyah 1 Pontianak, selected based on high Mathematical Prior Ability (MPA). The MPA classification was determined from students’ average daily scores, final semester examination results in linear programming, and recommendations from the mathematics teacher among 34 students. Data were collected through problem-solving tests and semi-structured interviews. The instruments were developed based on Polya’s four problem-solving stages: (1) understanding the problem, (2) devising a plan, (3) carrying out the plan, and (4) looking back. Data analysis followed the procedures of data reduction, data display, conclusion drawing, and technique triangulation to ensure data validity. The findings reveal variations in students’ problem-solving performance across Polya’s stages. In the understanding stage, students demonstrated very good performance, as they were able to identify known and required information systematically. In the planning stage, students showed fairly good performance by constructing tables, defining variables, and forming mathematical models, although their work lacked systematic structure. In the execution stage, students performed poorly, as they encountered difficulties in determining coordinate points, graphing feasible regions, identifying corner points, and calculating optimal values. In the checking stage, students also showed very poor performance, indicated by their inability to re-examine procedures and draw accurate conclusions.

Efektivitas Model SAVI terhadap Kemampuan dan Disposisi Berpikir Kritis Siswa SMP pada Materi Rasio Widia Anggraini; Ade Mirza; Nurfadilah Siregar; Edy Yusmin; Yulis Jamiah
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol. 6 No. 1 (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.v6i1.66428

Masih rendahnya kemampuan berpikir kritis dan disposisi berpikir kritis siswa menjadi tantangan dalam proses pembelajaran. Untuk mengatasi hal tersebut, diterapkanlah model pembelajaran Somatic, Auditory, Visual, Intellectual (SAVI) guna mengembangkan kedua aspek tersebut pada materi rasio di kelas VII SMP Negeri 9 Kota Pontianak. Penelitian ini menerapkan pendekatan kuantitatif degan desain nonequivalent posttest-only control group. Dalam pelaksanaannya, data diperoleh melalui dua bentuk instrumen, yakni instrumen berbasis tes serta non-tes. Adapun tes terdiri atas soal uraian sebanyak 2 soal dan non-tes berupa angket disposisi berpikir kritis sebanyak 28 pernyataan. Analisis data dilakukan dengan uji t-test untuk kemampuan berpikir kritis, uji Mann-Whitney U untuk disposisi berpikir kritis, serta analisis effect size untuk mengukur besarnya pengaruh model SAVI. Hasil penelitian mengungkapkan bahwa adanya pengaruh model pembelajaran SAVI pada kemampuan dan disposisi berpikir kritis siswa, yang mana terlihat dari rerata nilai kemampuan dan disposisi berpikir kritis siswa yang mendapatkan pengajaran dengan model SAVI lebih tinggi dibandingkan siswa yang mendapatkan pengajaran menggunakan model pembelajaran langsung. Hasil perhitungan effect size memperlihatkan bahwa model SAVI mempunyai tingkat pengaruh yang besar terhadap kemampuan berpikir kritis siswa, namun pengaruhnya terhadap disposisi berpikir kritis tergolong kecil. Dengan demikian, model SAVI dapat dijadikan alternatif untuk menunjang peningkatan kemampuan serta disposisi berpikir kritis siswa.

Exploring Students’ Mathematical Representation in Open-Ended Problems: A Study Based on Habits of Mind Callista Amalia Fitri; Ade Mirza; Yulis Jamiah; Ahmad Yani T; Dona Fitriawan; Edy Yusmin
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 2 (2026): Volume 11 Number 2, September 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i2.8868

This scholarly inquiry seeks to: (1) identify junior high school students' mathematical representation abilities in solving open-ended problems based on their habits of mind; and (2) analyze the relationship between students' mathematical representation abilities and habits of mind. The research subjects involved 30 students in class VIII A at SMP Negeri 13 Pontianak. This investigation implemented a quantitative descriptive method within a correlational approach. The primary research instrument was a test designed in the format of open-ended questions to measure mathematical representation abilities in similarity material, as well as a habits of mind questionnaire based on four indicators, persisting, thinking flexibility, metacognition, and creating, imagining, and innovating. The analysis results reveal that: (1) Among students with high levels of habits of mind, visual, symbolic, and verbal representation abilities were recorded at 23.8%, 54.3%, and 22.2%, respectively. Students with moderate habits of mind demonstrated higher visual (47.9%), symbolic (65.4%), and verbal (34.7%) representation abilities. Conversely, students with low habits of mind exhibited 46% visual, 67.6% symbolic, and 39.7% verbal representation abilities; and (2) These results indicate a tendency that is not entirely in line with the theoretical assumption that habits of mind contribute positively to mathematical representation ability. No significant correlation exists between students’ habits of mind and their mathematical representation ability in solving open-ended problems (p = 0.246; r = −0.218), with a negative correlation. This result suggests that these two variables likely measure relatively independent dimensions and are influenced by other mediating factors, so that improvements in habits of mind do not directly lead to improvements in mathematical representation ability in solving open-ended problems.Eksplorasi Kemampuan Representasi Matematis Siswa dalam Penyelesaian Soal Open-Ended ditinjau dari Habits of MindABSTRAKKajian ilmiah ini dimaksudkan guna: (1) mengidentifikasi kemampuan representasi matematis siswa dalam menyelesaikan soal open-ended berdasarkan tingkat habits of mind; dan (2) menganalisis hubungan antara kemampuan representasi matematis dan habits of mind siswa. Subjek penelitian melibatkan 30 siswa kelas VIII A SMP Negeri 13 Pontianak. Studi ini menerapkan metode kuantitatif deskriptif dalam kerangka pendekatan korelasional. Instrumen penelitian terdiri atas tes berbentuk soal open-ended untuk mengukur kemampuan representasi matematis pada materi kesebangunan, serta angket habits of mind berdasarkan empat indikator, yaitu ketekunan, keluwesan berpikir, kesadaran atas proses berpikir, serta mencipta, berkhayal, dan berinovasi. Hasil penelitian mengindikasikan: (1) Di antara siswa dengan tingkat habits of mind yang tinggi, kemampuan representasi visual, simbolik, dan verbal tercatat masing-masing sebesar 23,8%, 54,3%, dan 22,2%. Siswa dengan habits of mind sedang menunjukkan kemampuan representasi visual (47,9%), simbolik (65,4%), dan verbal (34,7%) yang lebih tinggi. Sebaliknya, siswa dengan habits of mind rendah menunjukkan kemampuan representasi visual 46%, simbolik 67,6%, dan verbal 39,7%; dan (2) Temuan ini menunjukkan adanya kecenderungan yang tidak sepenuhnya sejalan dengan asumsi teoritis yang menyatakan bahwa habits of mind berkontribusi positif terhadap kemampuan representasi matematis. Hasil uji menunjukkan bahwa kemampuan representasi matematis siswa dalam menyelesaikan soal open-ended tidak berkorelasi secara signifikan dengan habits of mind (p = 0,246; r = −0,218), dengan arah hubungan yang negatif. Hasil ini mengindikasikan bahwa kedua variabel tersebut kemungkinan mengukur dimensi yang relatif independen dan dipengaruhi faktor mediasi lain, sehingga peningkatan habits of mind tidak secara langsung diikuti oleh peningkatan kemampuan representasi matematis dalam konteks penyelesaian soal open-ended.Kata Kunci:Representasi; Open Ended; Habits of Mind; Kesebangunan

Deep Learning Workshop Based On Moral Messages In Mathematics Learning: Design, Implementation And Assessment For Junior High School Teachers In Sanggau District Edy Yusmin; Revi Lestari Pasaribu; Ade Mirza; Dona Fitriawan; Nadya Febriani Meldi; Metia Novianti; Agus Winarji; Bistari; Dede Suratman
GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 1 (2026): GANDRUNG: Jurnal Pengabdian Kepada Masyarakat
Publisher : Fakultas Olahraga dan Kesehatan, Universitas PGRI Banyuwangi

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Mathematics education plays a crucial role in shaping critical thinking skills and the character of 21st-century students. However, mathematics learning at the junior high school level, particularly in Sanggau Regency, still faces challenges in implementing methods that promote in-depth understanding and application. One relevant approach to address this issue is moral-based Deep Learning, which emphasizes not only cognitive aspects but also affective aspects and character values. This Community Service (PKM) activity was conducted by lecturers from the Mathematics Education Study Program, Faculty of Teacher Training and Education, Tanjungpura University, with the aim of improving the competence of junior high school teachers in designing, implementing, and evaluating Deep Learning-based mathematics learning. The activity methods included workshops, mentoring, and practical training in developing learning tools that integrate moral values. The results of the activity showed an increase in teachers' understanding of the Deep Learning concept and their ability to develop meaningful, contextual, and character-based learning designs. This activity is expected to contribute to improving the quality of mathematics learning in Sanggau Regency and encourage the emergence of a generation of students who are intellectually intelligent and strong in morality.

KEMAMPUAN PENALARAN INDUKTIF DITINJAU DARI KECERDASAN EMOSIONAL Ayu Lestari; Asep Nursangaji; Hamdani Hamdani; Ade Mirza; Halini Halini
Jurnal Numeracy Vol 11 No 1 (2024)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v11i1.2580

Kajian ini membahas terkait deskripsi kemampuan penalaran induktif siswa yang ditinjau dari kecerdasan emosional. Kemampuan penalaran induktif siswa yang masih rendah diduga dipengaruhi salah satunya oleh keadaan emosi yang ada pada diri siswa. Maka perlu adanya kajian guna mengungkapkan kemampuan penalaran induktif ditinjau dari kecerdasan emosional pada tingkat tinggi, sedang dan rendah yang ada pada siswa saat menjawab soal. Metode yang digunakan yakni deskriptif berbentuk survei dengan subjek sebanyak 29 siswa kelas VIII B SMP Negeri 1 Sungai Raya. Data diperoleh melalui teknik komunikasi langsung dan tidak langsung, serta pengukuran dengan tertulis dengan alat bantu berupa angket kecerdasan emosional, tes kemampuan penalaran induktif dan wawancara. Data selanjutnya diolah dengan mengumpulkan, mereduksi, menyajikan dan menyimpulkan. Hasil yang diperoleh yaitu siswa pada tingkat kecerdasan emosional tinggi dan sedang memiliki kecenderungan dapat memenuhi kedua indikator kemampuan penalaran induktif yakni kemampuan menganalisis dari pola hubungan guna membuat dugaan (conjecture) dan kemampuan melakukan generalisasi dari pengamatan pada sejumlah data. Namun, tidak ditemukan siswa dengan tingkat kecerdasan emosional rendah.AbstractThis study discusses the description of students' inductive reasoning abilities in terms of emotional intelligence. Students' inductive reasoning abilities are still low, and it is suspected that one of them is influenced by the emotional state of students. So, it is necessary to have a study to reveal inductive reasoning abilities in terms of emotional intelligence at high, medium and low levels that exist in students when answering questions. The method used was descriptive in the form of a survey with 29 students in class VIII B at SMP Negeri 1 Sungai Raya as subjects. Data were obtained through direct and indirect communication techniques and written measurements with tools such as emotional intelligence questionnaires, tests of inductive reasoning abilities and interviews. The data is then processed by collecting, reducing, presenting and concluding. The results are that students at high and moderate levels of emotional intelligence tend to fulfill the two indicators of inductive reasoning ability, the ability to analyze patterns of relationships to make conjectures and the ability to generalize from observations on several data. However, no students with low emotional intelligence were found.

Analysis of reflective thinking skills from the perspective of Gregorc’s thinking style Eko Santoso; Ahmad Yani T; Nurfadilah Siregar; Ade Mirza; Dede Suratman
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 32 No. 2 (2025)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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Reflective thinking skills are very important because they are a major part of achieving mathematics learning objectives. However, the reality in the field found problems in students, such as their difficulty in connecting new knowledge with what they already know before. The research conducted aims to describe the ability of reflective thinking in terms of Gregorc thinking style of class XI students at SMA Negeri 8 Pontianak. Descriptive qualitative is the method used in this research with instruments in the form of thinking style tests, reflective thinking ability tests, and interview guidelines. This research involved 4 students of class XI C SMA Negeri 8 Pontianak as subjects. Based on the research results, it was found that subjects with SK thinking style fulfilled all indicators of reflective thinking, subjects with SA thinking style only fulfilled two indicators of reflective thinking, subjects with AK thinking style only fulfilled one indicator of reflective thinking, and subjects with AA thinking style only fulfilled one indicator of reflective thinking. Teachers are advised to consider students thinking styles in learning, while other researchers are advised to examine the comparison of reflective thinking abilities based on differences in thinking styles

Developing AR-based mathematics learning media on curved-surface solids using Assemblr Edu Ilham Hafizt; Ade Mirza; Nurfadilah Siregar; Dede Suratman; Revi Lestari Pasaribu
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31205

This study addresses the lack of student interest in curved-surface solids and the limited use of instructional media in mathematics classrooms. It aimed to develop valid and engaging Augmented Reality-based learning media using Assemblr Edu specifically for this topic. Employing a Research and Development (R&D) approach following the ADDIE model, the study evaluated through two separate validations, which consisted of expert validation sheets completed by media expert and subject-matter experts, while student responses were collected using a response questionnaire. The validation results showed that three media experts produced an average score of 90% (highly valid), and three content experts provided an average of 91.43% (highly valid). Student responses from 30 participants showed a positive rate of 82.60% (very positive). These findings indicate that the AR-based media developed with Assemblr Edu is valid and received very positive responses from students. It is recommended that future studies apply this AR media to broader instructional topics while considering technical and accessibility factors.

HUBUNGAN ANTARA MATHEMATICS ANXIETY DAN WORKING MEMORY CAPACITY PADA SISWA SMP NEGERI 4 SINGKAWANG Salvani, Ria; Ade Mirza; Munaldus
Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol. 15 No. 3 (2026): Maret 2026
Publisher : Universitas Tanjungpura

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Mathematics anxiety is an affective factor that can negatively influence students’ learning in mathematics. High levels of anxiety may disrupt cognitive functioning, particularly working memory, which is essential for processing and solving mathematical problems. This issue is important at the junior high school level, where academic and emotional demands increase. This study aimed to investigate the relationship between mathematics anxiety and working memory capacity among students at SMP Negeri 4 Singkawang. The research employed a quantitative correlational design involving Grade VIII students. Data were collected through a mathematics anxiety questionnaire and working memory capacity tasks consisting of digit span task and operation span task. Data were analyzed using descriptive statistics and Pearson correlation analysis. The results show that students generally experience moderate levels of mathematics anxiety and working memory capacity. The analysis also reveals a significant negative relationship between mathematics anxiety and working memory capacity, with higher anxiety associated with lower working memory capacity. In conclusion, mathematics anxiety is negatively related to working memory capacity.

Co-Authors A.A. Ketut Agung Cahyawan W Achmadi Achmadi Addaliananda Beta Yustika Ade Elbani Ade, Andreas Afandi Afandi Afrizal - Agung Hartoyo Agus Winarji Agus Winarji Agustin, Handini Dwi Agustina Listiawati Ahmad B, Dian Ahmad Yani T Ahmad Yani T Aktris Nuryanti, Aktris Alfiah Pratiwi Alhadiansyah Andi Ihwan Aprilita, Paskalina Ariani Hesti Asep Nursangaji Aswandi - Ayu Lestari Azkyah Kintan Maharani Bahrianto Bahrianto Bambang Hudiono Bistari Callista Amalia Fitri Capah, Doris Yunidar Dede Suratman Dian Ahmad Dian Ahmad Dian Ahmad BS Dian Ahmad BS Dian Ahmad BS Dian Ahmad Budisatria Dini Dini Dita Aryanti Dona Fitriawan Dwi Astuti dwi puspa kencanawaty Dwi Zulfita Dzulhizza, Siti Edy Suasono Edy Yusmin Ekasatya Aldila Afriansyah Eko Santoso Elly Suharlina Endar Sulistyowati Erlina Erlina Erni Djun Astuti Erwina Oktavianty Eva Dolorosa Fauzi Andi Hidayat, Fauzi Andi Febriani Meldi, Nadya Ferah Ningtias Ferry Hadary Fitri Imansyah Fitri Nurhayati Fitria, Afifah Halini Halini - Hamdani Hamdani - Hamdani . Hamdani . Hamdani . Hamdani Hamdani Hamdani Hamdani Hamdani Hamdani Hardi, Desi Hartoyo , Agung Haura Sekarndary Herry Sujaini Holyness Nurdin Singadimedja Honorius Arpin, Honorius Ilham Hafizt Imam Ghozali Imam Imam Indah Afriliyana Intan Sakinah Iqlima, Nurmaya Ira Lestari Ismawartati - Ismi, Redya Isnurani Isnurani, M.Pd. Isnurani, Isnurani Juni Hardi Karmadi, Lanang Maulana Dwi Labibah, Hanan Laili Fitri Yeni Laksono Trisnantoro Lestari Pasaribu, Revi Luhur Wicaksono M Wahab Maria Ulfah Martin Suhendra Martina, Dina Martina, Dwi Mas Arifin Rasdhakim Masriani . Mayasari, Eny Meiran Panggabean Meldi, Nadya Febriana Meldi, Nadya Febriani Memet Agustiar Metia Novianti Mochammad Meddy Danial Mohamad Rif'at mohamad rifat Mohamad Rif’at Muanuddin - Muhammad Afif Muhammad Arjuna muhammad irfan Muhammad Yusuf Muhsin Muhsin Munaldus Munaldus . Munthe, Christy Oktavany Siambaton mustopa F04107008 Nihlah, Nihlah Ningsih, Kurnia Ninik Santi noviatni, metia Nur Irsa Hadayana Nurcahyati, Elis Nurfadilah Siregar Nurmainah - Nuryanti, Dwi Ria Olla Nurhayati Panni, Panni Pasaribu, Revi Lestari Pratiwi, Juwita Ayu Pratiwi, Sabriyah Eka Priyo Saptomo Puput Purwaningsih - Putri, Maya Angeliana Rachmat Sahputra Rachmat Saputra Rachmawati Rahayu Pratiwi, Rahayu Rahmi, Rizka Amelia Nur Rahmidiyani - Rasip, Rasip Ratna Herawatiningsih Renanda Putri Alkadrie, Renanda Putri Ressy Rustanuarsi, Ressy Resti Widi Yanny Rexy Maulana Dwi Karmadi Riduansyah - Rini Muharini Rino Sinus Pandanu Rohmah, Afi Fatur Romahlina Marbun, Eka Maria Rommy Patra RR. Ella Evrita Hestiandari Ruqiah Ganda Putri Panjaitan Rustam Rustam Rustam Rustam Rustam Rustam Rustam Rustam Ruswan Alhadi S, Nadiyah Amanati Sakarti, Hanuri Salsabila, Oliviana Salvani, Ria Saputra, Rachmat Sepriyanto yarso Setia Budi Sholva, Yus Silvia Sayu silvia sayu - Simarmata, Justin Eduardo Siti Hadijah Siti Halidjah siti nurjanah F04207045 Stepanus Sahala Sitompul Sugiatno . Sugiatno Sugiatno Sukardi Sukardi Sumiatik, Sumiatik Surachman - Sy. Hasyim Azizurrahman Syaifurrahman Syaifurrahman Syamswisna , Syaras, Arfina Sukma Syarifah Wardatul Fitri, Syarifah Wardatul Toha, Muhammad Uslianti, Silvia Uti Asikin Vivi Bachtiar Wahid Hadi Ramadhani Wahyuni, Nurfita Walhidayah, Dea Wardahnia Wendy whilis intan nandasari F04209003 Widia Anggraini Widianti, Tjircha Widiyanti Widiyanti Widyasari, Lia Fitri Winarji, Agus Windhu Putra Witarsa - WOLLY CANDRAMILA Yeni Dian Utami Yohana Dwi Kristiani Sinaga Yohanes Gatot Sutapa Yuli Saputri Yuline - Yulis Jamiah Yunita, Fanni Zaiturrahmah, Zaiturrahmah Zubaidah Zubaidah R Zubaidah R Zubaidah R, Zubaidah Zubaidah Zubaidah

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