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Bistari

Dosen Prodi Magister Pendidikan Matematika FKIP Untan Pontianak, Indonesia

Author-ID : 206964

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Implementation of the Punggur Smart House Program Shaping the Religious Character of School Children in Punggur Kecil Village Nunung, Nunung; Imran, Imran; Astari, Zuri; Bistari, Bistari; Utami, Tri
Jurnal Pendidikan Sosiologi dan Humaniora Vol 16, No 3 (2025): Special Issue 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/j-psh.v16i3.100402

This study aims to analyze the implementation of the Punggur Cerdas Smart House program in shaping the religious character of school-age children in Punggur Kecil Village. The background of this study is based on the importance of religious character education as the foundation for shaping noble character in the younger generation amid the moral challenges of modern society. Rumah Pintar Punggur Cerdas, as a non-formal educational institution, has various programs such as the Al-Qur'an Education Park (TPA) for memorizing the Al-Qur'an, studies, Kampung Ramadhan Ceria Annajihin, and religious studies that play a role in shaping the religious character of children. This study uses a qualitative approach with a descriptive method. Data was obtained through observation, interviews, and documentation involving administrators and school-age children (7"“15 years old) at Rumah Pintar Punggur Cerdas. The results of this study are expected to describe the planning, implementation, and results of these non-formal education programs in shaping children's religious character, while also providing theoretical and practical contributions to the development of character education in non-formal institutions.

Basic geometry skills VLOKS model and alternative learning methods for prospective elementary school teachers in Khatulistiwa City Bistari; Rustam; Fitriawan, Dona; Winarji, Agus
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): 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.v16i2.28737

Purpose: Prospective elementary teachers often experience difficulty connecting visual representations with conceptual understanding, resulting in fragmented reasoning about geometric properties. This study aims to examine pre-service teachers’ geometric reasoning using the VLOKS model, with a specific focus on the visual and literal dimensions that frequently hinder the transition from perceptual recognition to conceptual comprehension. Method: A descriptive qualitative design was implemented involving 199 students from the Primary Teacher Education Program at Universitas Tanjungpura. Data were collected through a 12-item diagnostic test, semi-structured interviews, participatory observations, and focus group discussions. Thematic analysis was conducted through data reduction, display, and verification, supported by triangulation of methods and sources to ensure credibility in interpreting students’ visual, literal, operational, correlational, and spatial reasoning processes. Findings: The study found that students’ visual reasoning was largely limited to surface-level recognition of shapes, with little progression toward analytical interpretation. Literal reasoning showed substantial difficulty, particularly in translating verbal descriptions into accurate geometric representations. While operational skills appeared moderately developed, correlational reasoning and spatial visualization were relatively weak, indicating that students struggled to integrate multiple geometric ideas into coherent conceptual structures. Significance: The results underscore that pre-service teachers’ geometric reasoning remains predominantly visual and descriptive, lacking depth in relational and representational understanding. The VLOKS model offers a systematic framework for diagnosing these reasoning gaps and guiding pedagogical interventions. Strengthening the visual and literal dimensions through multi-representational learning, contextual visualization, and reflective reasoning can enhance conceptual understanding and improve teacher readiness in geometry instruction

PENERAPAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN PENDIDIKAN PANCASILA UNTUK MENINGKATKAN KEAKTIFAN DAN TANGGUNG JAWAB BELAJAR PESERTA DIDIK KELAS XI Nopi Eling, Eri Yanti; Basyuni, Bistari; Purnama, Shilmy; Sulistyarini, Sulistyarini; Utami, Tri
Journal of Educational Review and Research Vol 8, No 2 (2025): VOLUME 8 NUMBER 2 DECEMBER (2025)
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jerr.v8i2.7763

Penelitian ini bertujuan untuk mendeskripsikan peningkatan keaktifan dan tanggung jawab belajar peserta didik melalui penerapan model pembelajaran Problem Based Learning (PBL) pada mata pelajaran Pendidikan Pancasila di kelas XI A SMA Negeri 1 Menjalin. Penelitian ini merupakan jenis Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri atas satu pertemuan. Subjek yang digunakan dalam penelitian ini terdiri dari 25 peserta didik. Teknik pengumpulan data menggunakan lembar observasi yang diisi oleh observer selama proses pembelajaran berlangsung. Adapun 7 indikator keaktifan belajar yang digunakan dalam penelitian ini yaitu (1) Peserta didik memperhatikan penjelasan guru saat pembelajaran, (2) Peserta didik mampu mengajukan pertanyaan, (3) Peserta didik merespon pertanyaan dari guru maupun teman sebaya, (4) berdiskusi dalam kelompok, (5) mencatat rangkuman materi pelajaran, (6) menyampaikan ide, dan (7) masing-masing mempresentasikan hasil kerja kelompok. Adapun 3 indikator tanggung jawab belajar yaitu 1) Mengerjakan tugas dan pekerjaan rumah dengan baik dan sesuai, 2) Menyelesaikan tugas sesuai jadwal yang telah ditentukan, 3) Mengerjakan tugas kelompok secara bersama-sama. Hasil penelitian menunjukan adanya peningkatan keaktifan belajar peserta didik, dari 20% pada kondisi awal menjadi 77% pada siklus I, dan meningkat menjadi 79% pada siklus II. Sementara itu, tanggung jawab belajar juga mengalami peningkatan dari 32% pada kondisi awal menjadi 82% siklus I, dan mencapai 95% pada siklus II. Temuan ini menunjukan bahwa Model PBL efektif dalam mendorong keaktifan dan sikap tanggung jawab belajar peserta didik dalam pembelajaran Pendidikan Pancasila. Kesimpulannya, penerapan model Problem Based Learning memiliki potensi sebagai strategi pembelajaran yang mampu mendorong peningkatan kualitas.

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

PENGARUH MOTIVASI BELAJAR INTRINSIK TERHADAP PARTISIPASI BELAJAR SISWA DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DI KELAS VIII SMP NEGERI 29 PONTIANAK Saputra, Ali; Syamsuri, Syamsuri; Utami, Tri; Bistari, Bistari; Purnama, Shilmy
SOCIAL : Jurnal Inovasi Pendidikan IPS 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/social.v5i4.7978

This study aims to analyze the influence of intrinsic learning motivation on students’ learning participation in Civics education (PPKn) among eighth-grade students at SMP Negeri 29 Pontianak. The research addresses the issue of students’ limited active engagement during classroom activities, emphasizing the importance of internal motivational factors in enhancing participation. A quantitative approach with a simple linear regression design was employed. Data were collected through a validated and reliable Likert-scale questionnaire, and analyzed descriptively and inferentially using a t-test, regression coefficient, and coefficient of determination. The findings reveal that students’ intrinsic learning motivation is categorized as high, while their learning participation is categorized as moderate. The hypothesis test shows a significance value of 0.001 < 0.05 and a positive regression coefficient of 0.925, indicating a significant and positive effect of intrinsic motivation on learning participation. The coefficient of determination (R² = 0.549) indicates that 54.9% of the variance in learning participation is explained by intrinsic motivation. Thus, the study concludes that strengthening students’ intrinsic motivation significantly contributes to improving their participation in PPKn learning. ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh motivasi belajar intrinsik terhadap partisipasi belajar siswa dalam pembelajaran Pendidikan Pancasila di kelas VIII SMP Negeri 29 Pontianak. Permasalahan yang diangkat berkaitan dengan rendahnya keterlibatan aktif sebagian siswa dalam proses pembelajaran, sehingga diperlukan kajian mengenai faktor internal yang dapat meningkatkan partisipasi tersebut. Pendekatan penelitian menggunakan metode kuantitatif dengan desain regresi linear sederhana. Data dikumpulkan melalui angket skala Likert yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan statistik deskriptif dan uji inferensial melalui t-test, koefisien regresi, serta koefisien determinasi. Hasil penelitian menunjukkan bahwa motivasi belajar intrinsik siswa berada pada kategori tinggi, sedangkan partisipasi belajar berada pada kategori sedang. Uji hipotesis menunjukkan nilai signifikansi 0,001 < 0,05 dan koefisien regresi positif sebesar 0,925, yang berarti terdapat pengaruh signifikan dan positif antara motivasi belajar intrinsik terhadap partisipasi belajar siswa. Nilai koefisien determinasi (R² = 0,549) menunjukkan bahwa 54,9% variasi partisipasi belajar dipengaruhi oleh motivasi intrinsik. Dengan demikian, dapat disimpulkan bahwa peningkatan motivasi belajar intrinsik berkontribusi secara nyata dalam meningkatkan partisipasi belajar siswa dalam pembelajaran Pendidikan Pancasila.

PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY UNTUK MENINGKATKAN SIKAP KERJA SAMA SISWA Lavenda, Sonia; Asriati, Nuraini; Purnama, Shilmy; Bistari, Bistari; Utami, Tri
SOCIAL : Jurnal Inovasi Pendidikan IPS 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/social.v5i4.8037

This study aims to improve the cooperative attitudes of class VII A students at SMP Negeri 29 Pontianak through the implementation of the Two Stay Two Stray (TSTS) cooperative learning model in Pancasila Education. The type of research used was Classroom Action Research (CAR), implemented in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects were class VII A students, while data were obtained through observations of the learning process. The collected data were analyzed descriptively by calculating the average results of teacher and student observations. The results showed that the implementation of the TSTS learning model significantly increased student activeness and cooperative attitudes. The percentage of teacher observations increased from 78.57% in cycle I to 89.28% in cycle II, while the percentage of student observations increased from 59.37% to 87.5%. Thus, it can be concluded that the use of the Two Stay Two Stray cooperative learning model is effective in improving students' cooperative attitudes in Pancasila Education, class VII A, SMP Negeri 29 Pontianak, in the 2025/2026 academic year. ABSTRAKPenelitian ini bertujuan untuk meningkatkan sikap kerja sama siswa kelas VII A SMP Negeri 29 Pontianak melalui penerapan model pembelajaran koo peratif tipe Two Stay Two Stray (TSTS) pada mata pelajaran Pendidikan Pancasila. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, di mana setiap siklus terdiri atas empat tahapan, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas VII A, sedangkan data diperoleh melalui observasi terhadap proses pembelajaran. Data yang terkumpul dianalisis secara deskriptif dengan menghitung rata-rata hasil observasi guru dan peserta didik. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran TSTS dapat meningkatkan keaktifan dan sikap kerja sama siswa secara signifikan. Persentase hasil observasi terhadap guru meningkat dari 78,57% pada siklus I menjadi 89,28% pada siklus II, sedangkan hasil observasi terhadap peserta didik meningkat dari 59,37% menjadi 87,5%. Dengan demikian, dapat disimpulkan bahwa penggunaan model pembelajaran kooperatif tipe Two Stay Two Stray efektif dalam meningkatkan sikap kerja sama siswa pada mata pelajaran Pendidikan Pancasila kelas VII A SMP Negeri 29 Pontianak Tahun Pelajaran 2025/2026.

Model penanganan kendala kepuasan belajar matematika tingkat SMA/sederajat Mohamad Rif'at; Yulis Jamiah; Ahmad Yani; Bistari Bistari; Agung Hartoyo; Nurfadilah Siregar; Nabila Muthia Ayu; Dona Fitriawan
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 1 (2024): March
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i1.21524

Abstrak Program ini bertujuan untuk mengeksplorasi kendala-kendala dan mencatat kebuntuan sehingga pertentangan (konflik) yang sama tidak akan muncul lagi untuk selanjutnya dengan menganalisis dan menyimpan alasan jalan buntu, dan menggunakannya untuk memandu keputusan doing math masa depan. Satu kendala proses pembelajaran matematika selama ini adalah karena dijalankannya latihan pra-pemrosesan atau tetapi melakukan pencarian mundur. Sementara, kendala baru disajikan dari suatu algoritma yang menemui situasi jalan buntu, atau melalui pendekatan induksi pada saat seharusnya tidak dilakukan. Kendala ini tidak membantu sewaktu strategi kendali mundur digunakan dan tidak akan pernah terulang kembali. Sebaliknya, fakta matematis yang muncul akan bertentangan dengan struktur sistem, sehingga terekam informasi dalam bentuk kendala eksplisit baru. Bahan ajar (modul pembelajaran) yang ada saat ini masih bersifat mandiri, jauh dari skema representasi masalah dan algoritma untuk memecahkannya. Peserta pengabdian adalah guru MGMP Pendidikan Matematika di Kabupaten Mempawah. Metode pelaksanaan dilakukan dalam tujuh tahap. Hasil kegiatan ini adalah guru MGMP Pendidikan Matematika di Mempawah teramati selalu berhadapan dengan kemampuan penyelesaian masalah. Ternyata, mereka masih harus dibekali agar berkemampuan: representasi, operasionalisasi, menyusun hipotesis-hipotesis alternatif dan prosedur kerja, mengetes hipotesis untuk memperoleh hasilnya, dan memeriksa kembali. Kata kunci: kendala kepuasan; model penanganan; matematika. AbstractThis program aims to explore obstacles and record deadlocks so that similar conflicts will not arise again in the future by analyzing and storing the reasons for deadlocks, and using them to guide future math doing decisions. One obstacle in the mathematics learning process so far is due to carrying out pre-processing exercises or doing backward searches. Meanwhile, new constraints are presented from an algorithm that reaches a deadlock situation, or through an induction approach when it should not be used. This constraint is not helpful when a reverse control strategy is used and will never be repeated. On the other hand, the mathematical facts that emerge will conflict with the structure of the system, so that information is recorded in the form of new explicit constraints. The current teaching materials (learning modules) are still independent, far from problem representation schemes and algorithms for solving them. Service participants are MGMP Mathematics Education teachers in Mempawah Regency. The method for implementing community service activities is carried out in seven stages. The result of this activity was that MGMP Mathematics Education teachers in Mempawah were observed to always be dealing with problem solving abilities. Apparently, they still have to be equipped to be able to: represent, operationalize, develop alternative hypotheses and work procedures, test hypotheses to obtain results, and check again. Keywords: satisfaction constraints; handling model; mathematics.

Mathematics anxiety and students mathematical representation ability within a technology supported compassion based mathematics learning environment Rustam; Nurfatin, Nafisa; Bistari
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.v17i1.29481

Purpose: This study aims to examine the relationship between mathematics anxiety and students’ mathematical representation ability within a compassion-based and technology-supported mathematics learning environment at the elementary school level. The research addresses the limited empirical evidence integrating affective and cognitive dimensions of mathematics learning in a single analytical framework. Method: A quantitative exploratory correlational design was employed involving 22 sixth-grade students from an elementary school in Indonesia. Participants experienced mathematics instruction implemented through a compassion-based approach supported by instructional technology. Data were collected using a mathematics anxiety questionnaire, an essay-based mathematical representation test assessing verbal, symbolic, and visual representations, and a compassionate learning perception scale. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM), complemented by descriptive statistical analysis. Findings: The results indicate that students demonstrated relatively high levels of mathematics anxiety, while their mathematical representation ability ranged from low to moderate with notable individual variation. Mathematics anxiety was strongly associated with students’ perceptions of a compassionate learning environment; however, the structural relationships among the studied variables were not statistically significant. Significance: This study provides preliminary empirical insight into the interaction between affective and cognitive factors in mathematics learning within a compassion-oriented and technology-supported context. The findings underscore the importance of integrating emotional support and instructional technology in mathematics education and suggest the need for further research with larger samples and extended intervention periods.

Penggunaan model problem based learning dapat meningkatkan hasil belajar PPKn siswa kelas XI Madrasah Aliyah Al-Hikmah Tayan Hilir Kabupaten Sanggau: Peningkatan, Hasil Belajar, Problem Based Learning Nisa, Annisa Tri Wulandari; sulistyarini; Okianna; Bistari; purnama, Shilmy
CIVICS: Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 8 No. 1 (2023): CIVIC
Publisher : Program Studi PPKn, Fakultas Keguruan dan Ilmu Pendidikan Universitas Buana Perjuangan Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36805/civics.v8i1.5276

Tujuan penelitian ini adalah untuk meningkatkan hasil belajar siswa kelas XI Madrasah Aliyah Al-Hikmah Tayan Hilir dengan menggunakan model problem based learning pada mata pelajaran PPKn. Metode yang digunakan pada penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan bentuk deskriptif. Subjek penelitian ini adalah siswa kelas XI Madrasah Aliyah Al-Hikmah Tayan Hilir dengan jumlah sampel 26 siswa. Teknik dan instrument pengumpulan data menggunakan lembar observasi, tes, dan dokumentasi. Penelitian ini dikelola melalui dua siklus. Setiap siklus terbagi 3 tahapan yaitu perencanaan, tindakan dan pengamatan serta refleksi. Hasil penelitian setelah dilakukan test siklus I memperoleh peningkatan mencapai 53,84%, dan pada siklus II mencapai menjadi 84,61%. Berdasarkan penelitian diketahui bahwa dengan menggunakan model Problem Based Learning pada mata pelajaran PPKn dapat meningkatkan hasil beajar siswa kelas XI Madrasah Aliyah Al-Hikmah Tayan Hilir.

Implementasi Implementasi Peraturan Desa Untuk Meningkatkan Civic Engagement Masyarakat: Civic Engagement Fandi, Fandi Zahri; Erwin; Purnama, Shilmy; Bistari; Sastra Atmaja, Thomy
CIVICS: Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 8 No. 2 (2023): CIVIC
Publisher : Program Studi PPKn, Fakultas Keguruan dan Ilmu Pendidikan Universitas Buana Perjuangan Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36805/civics.v8i2.6212

Village regulations are legal products that have their own position in the life of village communities as guidelines for the administration of village government. There is a lack of development facilities that are suitable for the village environment to support the community, thus encouraging the creation of village regulations. The aim of the research is to find out a picture of the implementation of village regulations towards increasing community civic engagement. The research method used is a qualitative approach through observation, in-depth interviews with the community, community institutions and village government and documentation. The results of the research show that the implementation of village regulations on community civic engagement takes the form of implementation of village regulations by building facilities and infrastructure in the form of roads and banjars, bridges, irrigation and water gates, as well as installing street lighting. Description of the implementation of the community being able to contribute, build organization, take action or take action, motivate and be responsible for implementing village regulations. There is a need to increase communication, education and the use of technology to help increase community involvement. Thus, it is hoped that this research will be able to contribute to further understanding of the implementation of village regulations to increase community civic engagement.

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 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 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 Ayuni, Nina 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 Uliyanti Eriza Christiana Ernawati Ernawati Erni Djun Astuti Erwin Eva Dolorosa Evi Kustiani F04208013, lusiana Fahrurrazi, . Fandi, Fandi Zahri Febrianti Siska Fitri Imansyah Florentinie Crisik Ating Fransiska Fransiska Fredi Ganda Putra Geogorius Addwarma Sejlistu, Geogorius Addwarma Gita Vania, Maria Celza Hadary, Ferry 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 Hasmika Hasmika 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 , Yuni 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 Ningsih, Kurnia ningtyas, claudia dwi Nisa, Annisa Tri Wulandari Nopi Eling, Eri Yanti nunung nunung Nur Awaluddin, Muhammad Risky Nur Sutari Nuraini Asriati Nurfadilah Nurfadilah Nurfadilah Siregar Nurfatin, Nafisa Nurhasanah Nurhasanah Nurhasanah, Amelia Nurmainah - Nurul Innayah Okianna Okianna Okianna Okta, Okta Putri Oktapiani, Metha Olenggius Jiran Dores, Olenggius Jiran Pasaribu, Revi Lestari Paternus Surya Dino Pranata, Rio Prasodjo, Bayu pratiwi, Endang Maya Priska Amanda Priyo Saptomo Purnama , Shilmy Purnama, Shilmy Purwaningsih - Putri Sholehah Hasanah Putri Sholehah Hasanah Putri, Tessa Felyani Rachmawati Rahayu, Parniati Puji Rahmadita, Shafa 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 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 Shaleha, Raudhatun Shilmy Purnama Sholva, Yus Silvia Sayu Silvia Sayu silvia sayu - Silvia Uslianti 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 Tiara Titin Nurul Huda Tomo, Tomo Tri Utami Tri Utami Tri Utami Urmila Umardianti 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 Yohanes Gatot Sutapa Yulia Harni Yanti Yuliana, Adisti Yuliana, Gatot Yuline - 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

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