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Moral Message-Based Deep Learning in Mathematics Instruction for Mathematics MGMP Teachers of Kubu Raya Basuni, Bistari; Mikraj, Hamdani; Rustam, Rustam; Ahmad, Dian; Zubaidah, Zubaidah; Winarji, Agus; Nurfadilah, Nurfadilah; Pasaribu, Revi Lestari; Jamilah, Jamilah; Junarti, Junarti
International Journal of Public Devotion Vol 8, No 1 (2025): January - July 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/ijpd.v8i1.4722

Abstract

The seminar titled "Deep Learning Based on Moral Messages in Mathematics Learning" was conducted for mathematics teachers in the MGMP (Subject Teacher Forum) of Kubu Raya Regency as a response to the need for enhancing the quality of learning that emphasizes not only cognitive but also affective aspects. The concept of deep learning in this seminar was emphasized through three core principles: awareness, meaningfulness, and enjoyment. These principles aim to create reflective, contextual learning experiences that motivate students to think critically and develop deep, lasting understanding. In addition, the integration of moral messages in mathematics learning referred to Thomas Lickona’s theory, which includes moral knowing, moral feeling, and moral action as a comprehensive foundation for character education. Attended by 31 junior high school mathematics teachers, the seminar ran smoothly and was met with high enthusiasm. Questionnaire results showed that 93.7% of teachers agreed on the importance of deep conceptual understanding in learning, while 87.5% emphasized the importance of discipline and mutual respect in classroom interactions. These findings indicate strong teacher support for a holistic learning approach that fosters both conceptual mastery and moral character development among students.Deep Learning Berbasis Pesan Moral dalam Pembelajaran Matematika bagi Guru MGMP Matematika Kubu RayaABSTRAKSeminar bertajuk "Deep Learning Berbasis Pesan Moral dalam Pembelajaran Matematika" diselenggarakan untuk guru MGMP Matematika Kabupaten Kubu Raya sebagai respons terhadap kebutuhan peningkatan kualitas pembelajaran yang tidak hanya berfokus pada aspek kognitif, tetapi juga afektif. Konsep deep learning dalam seminar ini ditekankan melalui tiga prinsip utama, yaitu berkesadaran, bermakna, dan menggembirakan. Ketiganya bertujuan menciptakan pengalaman belajar yang reflektif, kontekstual, dan memotivasi siswa untuk berpikir kritis serta membangun pemahaman yang mendalam. Di sisi lain, penguatan pesan moral dalam pembelajaran matematika mengacu pada teori Thomas Lickona yang mencakup pengetahuan, perasaan, dan tindakan moral sebagai satu kesatuan dalam pembentukan karakter siswa. Seminar ini diikuti oleh 31 guru dan berlangsung lancar serta penuh antusiasme. Hasil angket menunjukkan bahwa 93,7% guru menyatakan pentingnya pemahaman konsep secara mendalam dalam pembelajaran, sementara 87,5% guru menilai sikap disiplin dan saling menghargai dalam lingkungan kelas sebagai aspek penting yang perlu ditanamkan. Temuan ini mengindikasikan bahwa guru sangat mendukung pendekatan pembelajaran yang holistik, yang tidak hanya menumbuhkan pemahaman konsep, tetapi juga membentuk karakter peserta didik secara menyeluruhKata Kunci :Deep Learning; Pesan Moral; Pembelajaran Matematika
Pengembangan KIT Matching Card Sebagai Asesmen Formatif Dalam Materi Bangun Datar Pada Peserta Didik Kelas V SD Negeri 03 Pontianak Kota Ambarwati, Tria; Hairida, Hairida; Bistari, Bistari; Muskania, Ricka Tesi; Prasodjo, Bayu
Jurnal PGSD Vol 18 No 1 (2025)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pgsd.18.1.52-62

Abstract

Assessment in mathematics learning is often limited to worksheets completed individually by students under the supervision of the teacher. The use of less varied assessment methods results in low student engagement, interest, and motivation in learning. Providing engaging assessment tools is one effort to create an enjoyable learning atmosphere. The KIT Matching Card is a medium that can be used as an assessment tool in learning. The KIT Matching Card is a learning medium in which students match cards consisting of two parts: question cards and answer cards, which are paired by the students to match the question with the correct answer. This study uses the Research and Development (R&D) method by applying the 4D development model. The validity results of the developed media meet the criteria for being highly valid, with an average percentage of 96.82% for the material aspect and 98.99% for the media aspect. The limited trial development using the KIT Matching Card meets the criteria for being highly effective as a learning medium, with an average percentage of 94.44% in teacher responses and 86.45% in student responses. Therefore, the KIT Matching Card is not only considered theoretically and technically valid but is also deemed practically beneficial by users in the classroom.
STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS ON CONGRUENCE MATERIAL IN RELATION TO INTRAPERSONAL INTELLIGENCE Afifah, Nur; Mirza, Ade; Siregar, Nurfadilah; Bistari; Pasaribu, Revi Lestari; Wicaksono, Luhur
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp95-112

Abstract

Intrapersonal intelligence can help students solve mathematical problems, and each student has different abilities depending on their level of intelligence. This study aimed to determine and explain students' mathematical problem-solving skills on congruence material in relation to intrapersonal intelligence. A qualitative approach with a case study design was used. The instruments included an intrapersonal intelligence questionnaire, a mathematical problem-solving skills test, and an interview guide. The results show that students' intrapersonal intelligence falls into three categories: high (21.43%), medium (60.71%), and low (17.86%). Students with high intrapersonal intelligence were able to fulfill all four indicators of mathematical problem-solving skills: understanding the problem, planning the solution, implementing the solution plan, and reviewing the solution. Students with medium intrapersonal intelligence were able to fulfill three indicators: understanding the problem, planning the solution, and implementing the solution plan. Students with low intrapersonal intelligence were able to fulfill two indicators: understanding the problem and planning the solution.
PENGARUH STRATEGI PEMBELAJARAN THINK TALK WRITE (TTW) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Silviana; Yulis Jamiah; Bistari; Sugiatno; Revi Lestari Pasaribu
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 10 No 2 (2024): JUMLAHKU VOL.10 NO.2 2024
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v10i2.4241

Abstract

Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran Think Talk Write (TTW) terhadap kemampuan berpikir kritis matematis siswa pada materi barisan dan deret aritmatika. Penelitian ini menggunakan metode kuantitatif jenis pre-eksperimen dengan desain one group pretest-posttest, untuk menganalisis perubahan kemampuan siswa sebelum dan sesudah penerapan strategi TTW. Subjek penelitian terdiri dari 32 siswa kelas X di SMKN 2 Pontianak yang dipilih melalui teknik purposive sampling. Pemilihan sampel ini didasarkan pada pertimbangan tertentu yang sesuai dengan tujuan penelitian. Data dikumpulkan melalui tes tertulis yang dirancang khusus untuk mengukur kemampuan berpikir kritis matematis siswa dengan menggunakan instrumen yang telah valid dan reliabel. Tes ini diberikan dua kali, yaitu pretest dan posttest penerapan strategi TTW dalam pembelajaran materi barisan dan deret aritmatika. Teknik analisis data penelitian ini meliputi uji normalitas, uji homogenitas, paired sample T-Test, dan uji N-Gain dengan menggunakan SPSS dan excel pada tingkat signifikansi 5%. Hasil penelitian menunjukkan bahwa penerapan strategi TTW secara signifikan meningkatkan kemampuan berpikir kritis matematis siswa. Analisis data menunjukkan rata-rata skor posttest meningkat dari kategori rendah menjadi sedang setelah penerapan strategi. Peningkatan ini mengindikasikan bahwa strategi TTW efektif dalam mengembangkan keterampilan berpikir kritis siswa dalam konteks matematika, khususnya pada materi barisan dan deret aritmatika. Berdasarkan temuan ini, dapat disimpulkan bahwa strategi TTW merupakan metode yang efektif untuk meningkatkan keterampilan berpikir kritis matematis siswa. Strategi TTW direkomendasikan bagi guru matematika karena dapat memperkuat kemampuan berpikir kritis siswa, mengembangkan pemahaman konsep matematika, dan meningkatkan kemampuan memecahkan masalah kompleks.
Misconception and scientific attitude of teacher towards elementary school geometry assessed from information technology transformation Bistari, Bistari; Mumtazah, Nadia Wardah; Fitriawan, Dona; R, Zubaidah; Hamdani, Hamdani
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): 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.v14i1.15688

Abstract

There is a misconception about elementary school geometry material that makes the teacher's scientific attitude in implementing learning in the classroom still not optimal and causes the application of IT transformation to be uneven. This research aims to describe the misconceptions about geometry among elementary school teachers, the scientific attitudes of elementary school teachers in the process of learning geometry, and how elementary school teachers overcome misconceptions and optimize scientific attitudes learned from the role of IT. The subjects of this study were 171 teachers from 18 districts and cities. The research was conducted in a descriptive qualitative form by giving questionnaires about elementary school geometry concepts and teachers' scientific attitudes toward learning, analyzing answers according to criteria, and exploring the relationship between misconceptions and scientific attitudes learned from IT transformation. The results of this study indicate that conceptual errors were found in the research subjects, which included generalization and specialization misconceptions; the teacher's scientific attitude influences the misconceptions experienced; and the role of IT can help calculate and visualize abstract things in learning. The application of IT in the learning process shows good results for overcoming teachers' misconceptions and scientific attitudes, and of course, it can be an option for teachers to be able to apply it with various IT-based learning media that attract students' learning interests.
Implementasi Projek Penguatan Profil Pelajar Pancasila Melalui Tema Bhinneka Tunggal Ika pada Peserta Didik Kelas VII SMP Negeri 6 Singkawang Niko Juliansyah; Bistari Bistari; Shilmy Purnama; Sulistyarini Sulistyarini; Amrazi zakso
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 6 (2025): Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v3i6.2307

Abstract

This study aims to explore: (1) the planning process in implementing the Strengthening the Profile of Pancasila Students (P5) project through the theme Bhinneka Tunggal Ika among Class VII students at SMP Negeri 6 Singkawang; (2) the implementation of the P5 project with that theme in Class VII; and (3) the challenges encountered and solutions applied during the project's execution. The research adopts a qualitative approach with a case study method. The subjects include the principal, the vice principal for curriculum affairs, the head of the facilitator team, and students. Informants were selected using purposive sampling, ensuring data was obtained from participants chosen based on specific criteria to ensure relevance and accuracy. Data collection methods involved in-depth interviews, direct observations, and documentation. The data were analyzed using the Miles and Huberman model, consisting of three stages: data reduction, data display, and conclusion drawing. The findings reveal that: (1) prior to the implementation of the P5 project, careful planning is required by the school; (2) the project is carried out in several phases, namely orientation, contextualization, real action, reflection, and follow-up; and (3) challenges in implementing the P5 project include a lack of student participation and engagement, transportation issues due to mechanical failure, and a mismatch between the chosen theme and the project dimensions. The proposed solutions involve using student-led discussion methods, providing better-maintained transportation, and selecting more specific and consistent themes, dimensions, and topics to ensure successful project implementation.
Eksplorasi Nilai-nilai Karakter dalam Tradisi Bepegelak Suku Dayak Kantuk di Dusun Nanga Danau, Desa Bika, Kecamatan Bika, Kabupaten Kapuas Hulu Kurniati, Paskaria Erni; Bistari, Bistari; Syamsuri, Syamsuri; Imran, Imran; Tri Utami
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 4 (2024): Desember: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i4.7332

Abstract

This research aims to find out and describe the character values ​​contained in the bepegelak tradition of the Kantuk Dayak Tribe in Nanga Danau Hamlet, Bika Village, Bika District, Kapuas Hulu Regency. The research method used is a descriptive method with a qualitative approach. The data sources in this research are Traditional Leaders, Community Leaders, and the Community. The data collection techniques used were observation, interviews and documentation. Data analysis techniques use data reduction analysis, data presentation, and drawing conclusions. The first result of this research is the process of implementing the bepegelak tradition through three stages, namely preparation, implementation and closing. The preparation stage consists of four activities, namely determining the implementation time, looking for tools and bepegelak materials, making bepegelak materials, and site preparation. The implementation stage consists of three activities, namely nipan pegelak, mapang and bedarak. The closing stage here is more of a free event where they eat and drink provided by the host, here they also chat and joke around to build friendship between local residents. There are 8 character values ​​contained in the Bepegelak Tradition of the Kantuk Dayak Tribe in Nanga Danau Hamlet, Bika Village, Bika District, Kapuas Hulu Regency, namely religious values, tolerance values, discipline values, hard work values, democratic values, friendly/communicative values, responsibility values, and honesty values. The factors that can preserve the Bepegelak Tradition of the Kantuk Dayak Tribe are the role of traditional leaders and community leaders as well as hereditary factors.
EFEKTIVITAS PENERAPAN MODEL PROBLEM BASED LEARNING PADA PEMBELAJARAN MATERI BANGUN RUANG SISI DATAR Aprilia, Angela Florisa; Bistari, Bistari; Lestari, Revi; Winarji, Agus; Novianti, Metia
Jurnal Pembelajaran Prospektif Vol 10, No 1 (2025)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpp.v10i1.91396

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model Problem-Based Learning (PBL), khususnya pada materi bangun ruang sisi datar di kelas VIII SMP Negeri 2 Mandor. Metode penelitian yang digunakan adalah metode eksperimen dengan jenis penelitian studi kasus. Subjek penelitian ini adalah 30 siswa kelas VIII A SMP Negeri 2 Mandor. Teknik pengumpulan data yang digunakan meliputi tes tertulis, teknik observasi, dan teknik komunikasi tidak langsung. Instrumen pengumpulan data dalam penelitian ini mencakup lembar observasi pelaksanaan pembelajaran, lembar observasi aktivitas belajar siswa, soal tes, angket respons siswa, serta angket proses pembelajaran komunikatif. Hasil penelitian menunjukkan bahwa penerapan model Problem-Based Learning dalam pembelajaran guru pada materi bangun ruang sisi datar memperoleh skor 3,27 yang dikategorikan baik. Aktivitas siswa selama penerapan model Problem-Based Learning dalam pembelajaran materi bangun ruang sisi datar mencapai 61,28%, yang diklasifikasikan sebagai aktif. Namun, hasil belajar siswa secara klasikal belum mencapai ketuntasan dengan skor 66%. Respons siswa terhadap penerapan model Problem-Based Learning dalam pembelajaran bangun ruang sisi datar mencapai 71,30%, yang dikategorikan positif, sementara proses pembelajaran komunikatif siswa terhadap penerapan model Problem-Based Learning dalam pembelajaran bangun ruang sisi datar mencapai 71%, juga dikategorikan positif. Dari hasil penelitian ini, disimpulkan bahwa penerapan model Problem-Based Learning belum efektif digunakan dalam pembelajaran materi bangun ruang sisi datar di kelas VIII SMP Negeri 2 Mandor.
Analisis Kualitas Butir Soal Asesmen Sumatif Akhir Semester Gasal Matematika Kelas IV Sekolah Dasar: Penelitian Priska Amanda; Bistari; Hery Kresnadi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.2973

Abstract

This study aims to describe the quality of the multiple-choice items in the odd-semester summative assessment of mathematics for Grade IV students at SD Negeri 39 Pontianak Kota in the 2024/2025 academic year, in terms of validity, reliability, difficulty level, and discriminating power. The research employed a descriptive method with a quantitative approach, supported by Microsoft Excel. The subjects of this study were the Grade IV mathematics summative assessment items. Data were collected through documentation techniques to obtain the test items and the answer recapitulation of Grade IV-A students. The analysis results showed that 11 items (44%) were valid, with a high reliability coefficient (0.70). Regarding the level of difficulty, 12 items were easy, 10 were moderate, and 3 were difficult. In terms of discriminating power, 1 item was categorized as very good, 6 as good, 5 as fair, 8 as poor, and 5 as very poor. Overall, 8 items (32%) were considered good and suitable for reuse, while 17 items (68%) needed revision or replacement as they did not yet meet the criteria for high-quality test items.
PEMAHAMAN KONSEP GEOMETRI GARIS LURUS PADA MAHASISWA BARU PENERIMA BEASISWA KIP KULIAH Nurhakim, Lukman; Bistari, Bistari; Yani, Ahmad
Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Vol. 8 No. 2 (2022): Jurnal Alwatzikhoebillah: Kajian Islam, Pendidikan, Ekonomi, Humaniora
Publisher : Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/alwatzikhoebillah.v8i2.1523

Abstract

The students frequently have trouble in learning geometry because of a lack of conceptual understanding of the elements and properties of learning geometry. Therefore, we need the presence of early analysis to know the difficulties that were felt by students. The research is qualitative research to describe the conceptual understanding of geometry lines of new students who get the scholarship KIP Kuliah. Subjek of Research taken from three students has high, middle, and low cognitive ability, based on the school report card. The research results are 33% of new students who get the scholarship KIP kuliah cannot repeat the said formula learned, 33% can present geometry concept lines on other from, 66% cannot determine the mandatory terms and the compulsory minimum from a concept and all of the students who get the scholarship KIP kuliah cannot implement and choice concept for finish mathematic problems.
Co-Authors . Arief, . . Viniarsih ., Sugiyatno Abdurrasyiid, Imam Zaky Achmad Yani Achmadi Achmadi Achmadi Achmadi Ade Elbani Ade Mirza Adilla, Rizki Adinda Cintya Wulandari Afrizal - Agnes Ervinda Noventika Agung Hartoyo Agus Winarji Agustina Listiawati ahmad yani Ahmad Yani T Ainiya Tamira Aisha, Hulul Aisyah Aisyah Aktris Nuryanti, Aktris Aldian Tomia Alfiah Pratiwi Alhadiansyah Ambarwati, Tria Aminarti, Dwi Amrazi Zakso Andi Ihwan Andika Putri Sabrina Andre Andre Andre Rahmadin Andriani, Riska Putri Angelina Angelina Angelina Elisabet Anisa Novita Sari Aprilia, Angela Florisa Ari Ariansyah Ariyani, Dian Frista Armawita, Natasa Armiyansyah Armiyansyah Arumiseh, Neni Eka Aryanti, Jopani Ratna Asanti, Fitri Nur Asep Nursangaji Ashari Ashari Asmawarni, Asmawarni Asmayani Salimi Asni Hidayatullah Asriah Nurdini M. Asriati , Nuraini Astuti, Ririn Novia Aswandi - Aunnurahman Ayuningrumi, Uthamy Badriyatul Muniroh, Badriyatul Bela Febriyanti Bela, Acytri BENI SETIAWAN Budiman Tampubolon Claudia Titin Tutu Sari Constanius Putra Bepa Damayanti, Alvani Daniarti, Daniarti Dasela, Tarina Dayang Kartika Sari Dea Muziani Dea Muziani Dea Walhadiyah Dede Novianti Dede Suratman Delisbeth Delisbeth Desi Ariani desi haryanti Desi Rohani Devi Devi, Devi Dewantara, Jagad Aditya Dewi Dewi, Yeti Kurnia Dian Ahmad Dian Ahmad BS Dian Ahmad BS Dian Kurnianto Dilla Tri Aprilia Dinda Dinda Dwi Larasati Dona Fitriawan Dwi Zulfita Dyoty Auliya Vilda Ghasya Edy Suasono Edy Tandililing Edy Yusmin Eka Safitri Eka Safitri Elly Suharlina Emilia Winda Sinom Emran Udi Raharjo Endang Maya pratiwi Endang Uliyanti Eriza Christiana Ernawati Ernawati Erni Djun Astuti Erwin Eva Dolorosa Evi Kustiani F04208013, lusiana Fahrurrazi, . Fandi, Fandi Zahri Febrian Dwi Saputra Febrianti Siska Ferry Hadary Fitri Imansyah Florentinie Crisik Ating Fransiska Fransiska Fredi Ganda Putra Geogorius Addwarma Sejlistu, Geogorius Addwarma Gita Vania, Maria Celza Hafizd Sholehudin Hairunisa Hairunisa, Hairunisa Halini - Halini . Halini Halini Hamdan Hamdan Hamdani - Hamdani . Hamdani Hamdani Hamdani Hamdani Hamdani Hamdani Hamdani, H Harun Harun Hasian Nauli Hastari, Nana Herawati, Henny Heriyanto Heriyanto Heriyanto Hermaulina, Tri Herry Sujaini Hery Kresnadi Hery Kresnadi Hery Kresnadi Hery Kresnadi Hery Kresnady Holyness Nurdin Singadimedja Homsih Homsih Husna Husna Imam Ghozali Imran Imran Indah Nur Rahmah Indah Yuliastuti, Indah Irfan Najib Irma Helenia Irwandi Irwandi Iryani, Desy Isma Nuriza Ismawartati - Istari, Putri Ita Sartika Jamilah Jamilah Junarti Juni Firman Karisma K, Tri Nataline Kamiyo, Angela Janita Kania Indira Putri Kardiyono Kardiyono Kartika S, Libri Kartono , Kartono Kartono Kartono Kartono Khairah, Ummy Khairunnisa, Nuriah Kurita Ayunina Kurniasari Kurniasari Kurniati, Paskaria Erni Laksamana, Rio Laksono Trisnantoro Laurensia Panwina Lavenda, Sonia Lely Shinta herawati Lestari, Revi Lidwina Beatrix Rinda Lisliana, . Lisma Nurazizi Luhur Wicaksono Lukman Nurhakim LUKMAN NURHAKIM, LUKMAN M. Rifat Maharani Gunawan, Desty Anisa Margawati, Maria Marlena Marlena Marlena Marlena Marlinda Marlinda Martin Suhendra Martina, Dina Maryani, Utami Sulis Mashudi Mashudi , Mashudi , Mashudi Mashudi Mashudi Maulana, Iman Meilini, . Meiran Panggabean Meldi, Nadya Febriani Melisa Melisa Memet Agustiar Metia Novianti Miftahul Hasanah, Miftahul Mikraj, Hamdani Miya Dwi Rochana Mochammad Meddy Danial mohamad rifat Mohamad Rif’at Mohamad Toha Monisa, Selvi Muanuddin - Muhamat Hidayatul Ridho Muhammad Afif Muhammad Ikhsan Muhammad Iqbal Muhammad Jailani Muhammad Rif’at Muhammad Toha Anshori Muhammad Yusuf Muhsin Muhsin Mumtazah, Nadia Wardah Munaldus . Muskania, Ricka Tesi Mustika Hadi Permatasari Mutmainah, Heti Qodar Nabila Muthia Ayu Nabila Qudratunnada Nabila Rusvayana Nadia Wardah Mumtazah Natalia Itut Nida Farida Niko Juliansyah Nina Ayuni Ningsih, Kurnia ningtyas, claudia dwi Nisa, Annisa Tri Wulandari nunung nunung Nur Awaluddin, Muhammad Risky Nur Sutari Nuraini Asriati Nuraini Astriati Nurfadilah Nurfadilah Nurfadilah Siregar Nurfatin, Nafisa Nurhasanah Nurhasanah Nurhasanah, Amelia Nurmainah - Nurul Innayah Okianna Okianna Okianna Okta Putri Okta Oktapiani, Metha Olenggius Jiran Dores, Olenggius Jiran Pasaribu, Revi Lestari Paternus Surya Dino Pranata, Rio Prasodjo, Bayu Priska Amanda Priyo Saptomo Purnama , Shilmy Purnama, Shilmy Purwaningsih - Putri Sholehah Hasanah Putri Sholehah Hasanah Putri, Tessa Felyani Rachmawati Rahayu, Parniati Puji Rahmania, Siti Rahmi, Dayang Nur Rahmidiyani - Rani Rani Rasip, Rasip Ratna Herawatiningsih Renfita Renfita Renni Dwi Wahyuni Resti Widi Yanny Resty Rahayu Widiastuti Revi Pasaribu Ria Firsta Mutiara Ria Nursanti Riduansyah - Ridwan Ridwan Rinda Kusmayanti Rio Pranata Ririn Ririn Riska Hiro Santi Rizka Aspriliana Rizka Aspriliana Rohmah Pila Khoriyani Rointan Simare Mare Romahlina Marbun, Eka Maria Rommy Patra Rosmiati Rosmiati Rusdiono, Rusdiono Rusdiyono Rusihan, Rusihan Rustam Rustam Rustam Rustam Rustam Rustam Rustam Rustam Rustam Rustiyarso Rustiyarso Rustiyarso, Rustiyarso Ruzniar, Riza Salsabila, Kintan Salsals, Haura Nur Santi Widyawati Sapinah Sapinah Saputra, Ali Saputra, Wahyu Dwi Sari Mulyani Sari Rusmita Sausan, Nida Selvi Monisa Septi Fikriani Septiadi, Irwan Seri Rahayu Latmawati Setia Budi Shafa Rahmadita Shaleha, Raudhatun Shilmy Purnama Sholva, Yus Silvia Sayu Silvia Sayu silvia sayu - Silviana Simanjuntak, Sepriani Relia Simin Simin Sinthia, Desti Siti Fatimah Siti Hadijah Siti Halidjah Siti Halidjah Siti Halidjah Siti Halidjah Siti Zulaiha Sofia, Tika Sayyidah Sri Maryuni, Sri Sri Rahmadhanningsih Sri Wahyuni Stepanus Sahala Sitompul Sudiansyah Sugiatno . Sugiatno Sugiatno Sugiyono Sugiyono Sugiyono Sugiyono Sulistyarini , Sulistyarini Sulistyarini, Sulistyarini Supadmi, Supadmi Suparjan Suparjan Suparjan Suparjan suparjan suparjan Surachman - susanto F04108009 Susilawati Susilawati Sy. Hasyim Azizurrahman Syahruda Syahruda Syaifurrahman Syaifurrahman SYAMSURI Syamsuri Syamsuri Syamsuri Syamswisna , Syarifah Wardatul Fitri, Syarifah Wardatul Syf. Rizekia Zulaikha Assegaf Tahmid Sabri Tahmid Sabri Tahmid Sabri Tarina Dashela Thomy Sastra Atmaja Thomy Sastra Atmaja Tiara Titin Nurul Huda Tomo Tomo Tri Utami Tri Utami Tri Utami Tri Utami Urmila Umardianti Uslianti, Silvia Uti Asikin Valeria Fransiska Vallencia, Vallencia Veven, Veven Vivi Bachtiar Viviana, Viviana Walidi . Waluyo, Sugeng Puji Wendy Weni Widayanti Wenni Herviani Wicaksono, Raden Fajar Septiary Widayanti, Weni Winarji, Agus Windhu Putra Wira Lusiana Witarsa - Wulan Suci Wulandari Wulandari Y. Touvan Juni Samodra yarso, Noviani Yavira Zahwa Primadia Yohanes Gatot Sutapa Yulia Harni Yanti Yuliana, Adisti Yuliana, Gatot Yuline - Yulis Jamiah Yulis Jamiah Yundari, Yundari Yuni Apriani Zainal Zainal Zhopri Deswandi Zubaidah R Zubaidah R Zubaidah R Zubaidah R Zubaidah R, Zubaidah Zubaidah Zubaidah Zubaidah Zubaidah Zulfa, Aini Zulkarnain, Rezkie Zuri Astari