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PEMODELAN MULTIPLE PULSE WIDTH MODULATION BERBASIS FOURIER SERIES UNTUK JUMLAH PULSA SEBANYAK TIGA Sapteka, Anak Agung Ngurah Gde Sapteka; Yasa, Kadek Amerta; Suparta, I Nengah; Narottama, Anak Agung Ngurah Made
JURNAL SIMETRIK Vol 14 No 2 (2024)
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P3M) Politeknik Negeri Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31959/js.v14i2.2669

Abstract

Artikel ini membahas tentang pemodelan PWM jamak untuk tiga pulsa berdasarkan persamaan deret Fourier. Metode yang digunakan adalah dengan membandingkan grafik PWM jamak untuk tiga pulsa dengan persamaan deret Fourier. Perbandingan ini dilakukan dengan menggunakan perangkat lunak Desmos online untuk beberapa lebar pulsa yaitu л/4, л/6, dan л/10. Tujuan dari penelitian ini adalah untuk memperoleh persamaan deret Fourier   Selanjutnya persamaan deret Fourier yang sesuai menentukan grafik PWM pada beberapa lebar pulsa. Dalam penelitian ini ditemukan beberapa koefisien yaitu α (lebar pulsa), β (lebar spasi), dan γ (titik tengah pulsa) dari persamaan Deret Fourier seperti yang tertera pada Persamaan 2. Tujuan dari penelitian ini adalah untuk memudahkan perancang dalam merancang inverter elektronika daya.
Development of HOTS Problem Oriented Circle Learning E-Module to Improve Problem Solving Ability of Class VIII Students Srinivasa, Putu Winy; Suparta, I Nengah; Ardana, I Made
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Problem solving ability is one of the important skills for students in dealing with problems in everyday life. One effort that is indicated to improve students' problem-solving abilities is to practice questions that are in the realm of High Order Thinking Skills (HOTS). This study aims to develop HOTS problem-oriented Mathematics E-Modules. The E-Module was developed using the Notion application and circle material for class VIII SMP. This study used class VIII students of SMP Negeri 2 Kuta as research subjects. The development method using 4D model stage. Data were collected using expert validation questionnaires, teacher response questionnaires and student response questionnaires as well as tests of problem-solving skills. Data analysis was carried out by calculating the average score of expert validation and the average score of the student response questionnaire. The testing of the problem-solving ability test instrument was carried out by item analysis and the internal consistency of the test items. The validation results from 2 validators obtained an average value of 4.03, which means that the E-Module is in the valid criteria. Based on the teacher's response questionnaire, an average value of 3.39 was obtained which was in the practical criteria, while based on the student response questionnaire, the average value was 3.60 which was in the very practical criteria. Furthermore, the results of the gain score for tests of students' problem-solving abilities obtained an average of 61.72 which is in the effective category.Keywords: e-module, hots questions, problem solving ability.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp248-263
Analisis Karakteristik Penyelesaian Masalah Matematika Siswa Berdasarkan Gaya Kognitif di Kelas VIII Purnama, I Made Chandra Adi; Suparta, I Nengah; Ardana, I Made
Edumatica : Jurnal Pendidikan Matematika Vol 11 No 2 (2021): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (685.501 KB) | DOI: 10.22437/edumatica.v11i02.11787

Abstract

This study aims to analyze the students' mathematical problem-solving characteristics based on cognitive style that is field independent, field dependent, reflective, and impulsive. Fourty-five students of VIII grade at PGRI 5 Junior High School were involved. The students were given 4 descriptive math problems. The result showed that the characteristics of independent field cognitive style showed that could understand the problems, determined the right problem planning, careless in solving, and did not re-check the answer. The subject could solve questions faster than the specified time, but the answer was wrong. For the characteristics of field dependent cognitive style, they could understand the problems, determined the right problem planning, careless in solving, and did not re-check the answer. The subject could not solve questions on time, but the answers tended to be correct. For the characteristics of reflective cognitive style, they did not understand the problems, determined the right problem planning, quite careless in solving, and did not re-check the answer. The subject could solve questions faster than the specified time, but the answer was wrong. For the characteristics of impulsive cognitive style, they did not understand the problems, determined the right problem planning, quite careless in solving, and did not re-check the answer. The subject could solve questions on time, but the answers tended to be wrong.
Analisis Tipe Kesalahan Siswa dalam Menyelesaikan Soal Matematika Berdasarkan Taksonomi Anderson Purnamayanthi, Komang Tri; Suparta, I Nengah; Suweken, Gde
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 1 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1180.949 KB) | DOI: 10.22437/edumatica.v12i01.14747

Abstract

This study analyzed student errors in answering questions with levels C1-C6 based on Anderson's taxonomy on the topic of a three-variable system of linear equations. The research was conducted with a descriptive qualitative approach in which the data were collected through test and interviews by taking 30 tenth grade students at Santo Joseph Senior High School Denpasar as the subjects. Students were given 6 math problems, which were then analyzed for errors and followed by interviewing students to find the cause of their errors. The results of the percentage of student errors based on the type of error were incomplete answers at 46.8%, technical errors at 25.5%, errors in understanding the previous material at 16.6%, language misinterpretation at 5.5%, data misuse at 4.5%, and unverified solutions at 1.1%. From the results of the interviews, it was found that the causes of the errors were poor time management, low motivation to try to solve problems, not understanding the problem, not doing re-examination, being careless, errors in assuming that occurred due to students' spontaneous thinking without examining the meaning of the problem, students did not understand the concept that was related to procedures in solving problems, and less attention to the results of the answers made. The results indicated that there were errors at each level, especially at higher levels which have an impact on the need to increase practice questions at levels C4, C5, and C6 so that the students' understanding is better and the motivation to solve the problems given is increased.
Pengembangan Proyek Permainan Matematika Beorientasi Karakter untuk Meningkatkan Motivasi Belajar Siswa Kelas VIII SMP Periandani, Putu Novi; I Nengah Suparta; Sariyasa, Sariyasa
JURNAL PENDIDIKAN MIPA Vol. 14 No. 2 (2024): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v14i2.1646

Abstract

Metode bermain sambil belajar kurang diterapkan di dalam pembelajaran hal ini dikarenakan guru kurang kreatif dalam mengemas pembelajaran, sarana dan prasarana kurang memadai, dan kurangnya motivasi belajar siswa. Penelitian ini bertujuan untuk: (1) mengetahui proyek permainan matematika dalam mengembangkan karakter siswa kelas VIII, (2) karakteristik proyek permainan matematika dalam meningkatkan motivasi belajar siswa kelas VIII, dan (3) mengetahui proyek permainan matematika valid dan praktis. Penelitian ini merupakan penelitian desain yang dilaksanakan dengan subjek penelitian adalah siswa kelas VIII SMPN 3 Kediri pada semester ganjil Tahun Ajaran 2022/2023. Efektifitas perangkat diukur menggunakan angket motivasi belajar siswa, sedangkan kepraktisan perangkat diukur dengan menggunakan angket respon guru dan siswa. Data validitas dan kepraktisan dianalisis dengan persentase dan data motivasi belajar siswa dengan perolehan rata-rata. Hasil penelitian menunjukkan bahwa validitas permainan matematika oleh ke dua ahli memperoleh rata-rata 3,81 pada kategori valid, nilai kepraktisan respon siswa pada uji terbatas adalah 79,87%, pada uji lapangan I 80,93%, dan pada uji lapangan II 82,20%. Sedangkan nilai kepraktisan berdasarkan angket respon guru pada uji terbatas adalah 80%, pada uji coba lapangan I 82%, dan pada uji coba lapangan II 84%. Rata-rata skor motivasi belajar siswa pada uji coba lapangan I adalah 68,93, dan rata-rata skor motivasi belajar siswa pada uji coba lapangan II adalah 78,67. Hasil Pengembangan karakter siswa dalam penelitian ini dilakukan dengan pemberian tugas proyek yang dikerjakan secara berkelompok. Simpulan yakni karakter siswa tercermin ketika pelaksanaan pemberian tugas proyek dan kegiatan berkelompok, proyek permainan matematika meningkatkan motivasi belajar isswa, dan proyek permainan matematika valid dan praktis.
Pengembangan Modul Pembelajaran Transformasi Geometri Dengan Pendekatan Science, Technology, Engineering, and Mathematics Berbantuan Scratch Untuk Meningkatkan Motivasi Belajar Matematika Siswa Setiawati, Dewa Ayu Oka; Suweken, Gede; Suparta, I Nengah
Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i4.7681

Abstract

Pendidikan matematika sering menghadapi tantangan karena rendahnya motivasi siswa dan sifat abstrak dari topik seperti transformasi geometris. Metode tradisional gagal melibatkan siswa, membutuhkan pendekatan inovatif. Penelitian ini bertujuan untuk mengembangkan modul transformasi geometri berbasis STEM yang dibantu oleh pemrograman Scratch untuk meningkatkan motivasi dan pemahaman konseptual siswa. Dengan menggunakan model pengembangan Plomp (2013), penelitian melibatkan tiga fase: penelitian pendahuluan (analisis kebutuhan), pembuatan prototipe (desain dan validasi modul), dan penilaian (uji coba terbatas dengan 30 siswa kelas sembilan). Data dikumpulkan melalui lembar validasi, kuesioner guru/siswa, dan survei motivasi, dianalisis secara kuantitatif untuk validitas, kepraktisan, dan efektivitas. Modul ini divalidasi sebagai "valid" (skor rata-rata 3,33) dan "praktis" (tanggapan siswa rata-rata 3,25; respon guru rata-rata 3,08). Survei motivasi menunjukkan 66,7% siswa mencapai tingkat motivasi "tinggi". Namun, uji coba skala besar diperlukan untuk penerapan yang lebih luas. Modul ini berhasil mengintegrasikan STEM dan Scratch untuk membuat pembelajaran interaktif dan relevan secara kontekstual, menawarkan model potensial untuk meningkatkan pendidikan matematika. Penelitian di masa depan harus memperluas uji coba dan mengevaluasi dampak pada pemikiran kritis dan kreativitas.
Mapping the Integration of Computational Thinking in Mathematics Education: A Scopus-Based Bibliometric Analysis (2015–2025) Eliska Juliangkary; Suparta, I Nengah; Ardana, I Made; Mahayukti, Gusti Ayu
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.17471

Abstract

This study presents a comprehensive bibliometric analysis of research on Computational Thinking (CT) in mathematics education, based on Scopus-indexed publications from 2015 to 2025. CT—encompassing higher-order cognitive skills such as decomposition, pattern recognition, abstraction, and algorithmic thinking—has gained increasing relevance in 21st-century mathematics instruction. The study aims to map the development of research in this domain by analyzing seven key aspects: publication trends, author productivity, institutional productivity, journal productivity, international collaboration patterns, co-word relationships, and thematic evolution. A total of 165 English-language journal articles were analyzed using RStudio in conjunction with the Bibliometrix package. The results indicate a rapid annual publication growth rate of 23.11%, reflecting heightened global interest in the topic. Most publications resulted from collaborative research, with notable international partnerships, particularly involving Southeast Asian countries such as Indonesia. Frequently occurring keywords included "computational thinking," "students," and "engineering education," highlighting the emphasis on student-centered and interdisciplinary approaches. The co-word network and thematic mapping revealed strong linkages between CT and STEM education, project-based learning, curriculum development, and educational equity. Digital tools, including Scratch, robotics, and gamified learning platforms, shape the research landscape. However, persistent challenges remain, including limited teacher preparedness and unequal access to resources. This study contributes to educational innovation by illustrating how CT transforms mathematics pedagogy into a more contextual, technology-integrated, and collaborative practice. The findings are intended to inform educators, policymakers, and researchers in advancing curriculum reform and strategic research planning to enhance CT implementation across diverse educational contexts.
PENGARUH PENERAPAN MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT BERBANTUAN EDUCAPLAY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII SMP NEGERI 1 SELEMADEG TIMUR Suarningsih, Ni Luh Putu Ayu Intan; Parwati, Ni Nyoman; Suparta, I Nengah
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2612

Abstract

Mastery of mathematical concepts occupies a strategic position in the learning process, as it serves as the foundation for students' reasoning and problem-solving abilities. However, the reality of learning shows that this achievement is not optimal, as evidenced by the tendency of students to rely on procedural memorization without adequate conceptual understanding. This condition demands the implementation of an instructional approach that can activate students' role in constructing knowledge. This study aims to analyze the effect of the Teams Games Tournament (TGT) learning model combined with Educaplay media on the mathematical concept comprehension abilities of seventh-grade students of SMP Negeri 1 Selemadeg Timur. This study uses a quasi-experimental approach with a Post-test Only Control Group Design. All seventh-grade students of SMP Negeri 1 Selemadeg Timur in the current academic year, totaling 89 students and spread across three classes, were designated as the study population. Sample selection was carried out using a cluster random sampling technique, resulting in two classes as samples, each consisting of 32 students. The experimental group received learning with the TGT model assisted by Educaplay, while the control group received direct learning. Data were collected using a mathematical concept understanding test instrument that met the criteria for validity and reliability. Data processing was performed using a t-test (independent samples test) at a 5% significance level. The results of the descriptive analysis showed that the average score for mathematical concept understanding in the experimental group reached 87.91, while the control group obtained an average score of 81.41. Hypothesis testing resulted in a significance value of 0.007, which is below the 0.05 limit. These findings indicate a significant difference between the two groups. Thus, it can be concluded that the implementation of the Teams Games Tournament learning model supported by Educaplay media has a significant influence on improving students' mathematical concept understanding abilities.ABSTRAKPenguasaan konsep matematika menempati posisi strategis dalam proses pembelajaran, karena menjadi landasan bagi kemampuan bernalar dan pemecahan masalah siswa. Akan tetapi, realitas pembelajaran menunjukkan bahwa capaian tersebut belum optimal, yang tampak dari kecenderungan peserta didik mengandalkan hafalan prosedural tanpa disertai pemaknaan konseptual yang memadai. Kondisi ini menuntut penerapan pendekatan instruksional yang mampu mengaktifkan peran siswa dalam membangun pengetahuan. Penelitian ini diarahkan untuk menganalisis pengaruh penerapan model pembelajaran Teams Games Tournament (TGT) yang dipadukan dengan media Educaplay terhadap kemampuan pemahaman konsep matematika siswa kelas VII SMP Negeri 1 Selemadeg Timur. Studi ini menggunakan pendekatan kuasi-eksperimen dengan rancangan Post-test Only Control Group Design. Seluruh siswa kelas VII SMP Negeri 1 Selemadeg Timur pada tahun ajaran berjalan, yang berjumlah 89 siswa dan tersebar dalam tiga kelas, ditetapkan sebagai populasi penelitian. Pemilihan sampel dilakukan melalui teknik cluster random sampling, sehingga diperoleh dua kelas sebagai sampel, masing-masing terdiri atas 32 siswa. Kelompok eksperimen memperoleh pembelajaran dengan model TGT berbantuan Educaplay, sedangkan kelompok kontrol mengikuti pembelajaran langsung. Data dikumpulkan menggunakan instrumen tes pemahaman konsep matematika yang telah memenuhi kriteria validitas dan reliabilitas. Pengolahan data dilakukan melalui uji t (independent samples test) pada taraf signifikansi 5%. Hasil analisis deskriptif menunjukkan bahwa rerata skor pemahaman konsep matematika pada kelompok eksperimen mencapai 87,91, sementara kelompok kontrol memperoleh nilai rata-rata sebesar 81,41. Pengujian hipotesis menghasilkan nilai signifikansi sebesar 0,007 yang berada di bawah batas 0,05. Temuan tersebut mengindikasikan adanya perbedaan yang bermakna antara kedua kelompok. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran Teams Games Tournament yang didukung oleh media Educaplay memberikan pengaruh signifikan terhadap peningkatan kemampuan pemahaman konsep matematika siswa.
Pelabelan Anggun Super Pada Graf Tripartit Komplet K1,m,n Untuk m, n >=1 Putra, Dewa Made Krisna Dharma; Dewi, Putu Kartika; Suparta, I Nengah
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1 (2026): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v8i1.25690

Abstract

Sebuah graf G dengan himpunan titik V(G) dan himpunan sisi E(G) dikatakan memiliki pelabelan anggun super jika terdapat fungsi bijektiff : V(G) U E(G) - {1, 2, 3, ..., |V(G)| + |E(G)|}sedemikian hingga untuk setiap sisi uv dalam E(G) berlaku:f(uv) = |(f(u) - f(v)|.Penelitian ini bertujuan untuk membuktikan bahwa graf tripartit komplet K(1,m,n) untuk m,n = 1 memiliki pelabelan anggun super. Metode yang digunakan adalah konstruksi langsung, yaitu dengan memberikan fungsi pelabelan yang memenuhi sifat-sifat pelabelan anggun super pada setiap titik dan sisi graf K(1,m,n).Hasil penelitian menunjukkan bahwa untuk setiap nilai m,n = 1, graf K(1,m,n) dapat dilabeli secara anggun super melalui penentuan label yang sistematis dan terstruktur.
Implementasi Model Pembelajaran POE2WE Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa: Kajian Literatur Sistematik Aritisna, Ni Made Tarisa Dian; Ariawan, I Putu Wisna; Suparta, I Nengah
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1 (2026): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v8i1.25458

Abstract

Perkembangan era Revolusi Industri 4.0 menuntut dunia pendidikan untuk menyiapkan generasi yang memiliki keterampilan abad ke-21, khususnya kemampuan berpikir kritis sebagai elemen penting agar siswa lebih tanggap dalam mengambil keputusan. Namun, hasil PISA 2022 menunjukkan bahwa kemampuan berpikir kritis siswa Indonesia masih rendah, sehingga diperlukan model pembelajaran yang mampu mengembangkannya. Salah satu upaya yang dapat dilakukan adalah penerapan model pembelajaran Prediction, Observation, Explanation, Elaboration, Write, Evaluation (POE2WE) yang berlandaskan konstruktivisme. Model ini menekankan keterlibatan aktif siswa dalam memprediksi, mengamati, menjelaskan, mengelaborasi, menulis, dan mengevaluasi konsep yang dipelajari. Studi literatur ini bertujuan mendeskripsikan pengaruh model POE2WE berbantuan media eksploratif terhadap peningkatan kemampuan berpikir kritis siswa dalam pembelajaran matematika. Data diperoleh dari berbagai penelitian relevan, baik nasional maupun internasional. Hasil analisis menunjukkan bahwa integrasi POE2WE dengan media eksploratif seperti GeoGebra, virtual lab, e-learning, dan tes digital berbasis kecerdasan buatan dapat secara signifikan meningkatkan kemampuan berpikir kritis siswa. Media eksploratif membantu siswa memvisualisasikan konsep abstrak secara dinamis, sementara tahap menulis dan evaluasi mendorong refleksi serta penilaian terhadap strategi pemecahan masalah. Dengan demikian, penerapan model POE2WE berbantuan media eksploratif efektif dalam mengembangkan kemampuan berpikir kritis dan menjawab tantangan pembelajaran abad ke-21.
Co-Authors ., DR. I WAYAN SADRA, M.Ed. ., Gede Purwandika ., I Komang Widanto ., I Made Yoga Emma Prasetya ., I Pt Ade Andre ., I PUTU ADE ANDRE PAYADNYA ., I PUTU EDITIA MIUSENA ., I Wayan Kumarayasa ., IDA AYU IKA TRISNA DEWI ., IDA AYU NGURAH SULASMINIYATI ., KADEK YUDISTA WITRAGUNA ., MADE WIDYA SURYAPRANI ., NI KOMANG WIRASTI ., NI LUH TIA RAHMAWATI ., Ni Made Erlinta Devi ., Ni Made Irma Dwi Purnamayanti ., NI PUTU MEINA AYUNINGSIH ., NI WAYAN SANJIWANI UTAMI ., NI WAYAN SRI WIDHYANTARI ., NI WAYAN YUNIK WIDIA ASTUTI ., PANDE GEDE SUBIKSA BRAHMA RANDRA ., PUTU YULI SUWASTINI A. M. Sari Ade Dwi Utami Adi Saputra, Putu Resya Agustiari, Pande Kadek Rai Agustini, Kadek Trisna Anak Agung Lilyk Cahyani . Anak Agung Lilyk Cahyani ., Anak Agung Lilyk Cahyani Anak Agung Ngurah Gde Sapteka Annadhifi, Muhammad Ilham Nurfaizi Apriyanti, Muda Aritisna, Ni Made Tarisa Dian Bgeholz, Susanne Budayana, I Made Cahyani, Ni Putu Candra D. Dafik Dewa Ayu Oka Setiawati Dewi, Putu Kartika Dr. I Made Sugiarta, M.Si. . Dr.I Wayan Sadra,M.Ed . Drs.Djoko Waluyo,M.Sc . Eliska Juliangkary Findayani, Ni Kadek Gde Suweken Gede Purwandika . Gede Suweken Ghoffari, Lalu Hasan Gusti Ayu Mahayukti I Dewa M. Agus Ariawan I Dewa Made Agus Ariawan I Gede Adhitya Wisnu Wardhana I Gst Nyoman Yudi Hartawan I Gst Putu Sudiarta I GUSTI AGUNG EKA SURYANTARI . I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I GUSTI PUTU ARI SUGIANTARA . I Gusti Putu Suharta I Gusti Putu Suharta I KETUT GEDE BIRAWA ANURAGA . I Komang Sukendra I Komang Widanto . I Made Ardana I Made Chandra Adi Purnama I Made Satria Wiguna I Made Suarsana I Made Suarsana I Made Sumerta Yasa I Made Yoga Emma Prasetya . I MADE YOGA WICAKSANA . I Nyoman Gita I Nyoman Sukajaya I Pt Ade Andre . I Putu Ade Andre Payadnya I PUTU EKA IRAWAN I Putu Eka Irawan I Putu Wisna Ariawan I WAYAN EKA ARYASUTA . I Wayan Kumarayasa . I Wayan Muderawan I Wayan Puja Astawa I Wayan Sadra Ida Ayu Purnama Bestari Iswara, Dw. Md. Ananda Dian Juliangkary, Eliska K. DEADY IRMAWAN . Kadek Amerta Yasa Kadek Pasek Budarsini KANISIUS MANDUR . Komang Agus Widyatmika Komang Tri Purnamayanthi Lestari, Sahin Two LUH DE IRIN PRADNYAWATI . Luh Mitha Priyanka Luh Putu Sri Lestari Made Widya Suryaprani Mariani Manik Martadewi, Ni Kadek Ari Matthiesen, Finn Muhammad Naoval Husni Muhammad Turmuzi N. K. Nuraini N. L. T Rahmawati Narita, Ni Luh Putu Dinna Surya Narottama, Anak Agung Ngurah Made Ni Kadek Findayani Ni Kadek Suryantini Ni Komang Wirasti Ni Luh Dewi Sintiari Ni Luh Putu Dinna Surya Narita Ni Luh Suciari . Ni Luh Suciari ., Ni Luh Suciari Ni Made Erlinta Devi . Ni Made Irma Dwi Purnamayanti . Ni Made Sri Mertasari Ni Made Suastini Ni Made Suastini, Ni Made Ni Made Suwarnisi Ni Nyoman Parwati Ni Nyoman Riantini W. Ni Putu Ari Wiratini Ni Putu Darmayanti Ni Putu Nova Andriani Ni Putu Santhi Widiasih NI PUTU WIWIN SURYANTARI . Ni Wayan Ekayanti Ni Wayan Mei Ekayanti Ni Wayan Sanjiwani Utami . Ni Wayan Sri Maeti Pande Kadek Rai Agustiari Partayasa, Wayan Payadnya, I Putu Ade Andre Periandani, Putu Novi Phill. I Gusti Putu Sudiarta Pratiwi, Kadek Ayu Mutiara Priyanka*, Luh Mitha Purnama, I Made Chandra Adi Purnamayanthi, Komang Tri Putra, Dewa Made Krisna Dharma Putra, Komang Hendri Nugraha Putu Adhitya Santika Dharma Putu Kartika Dewi Putu Nanci Riastini, Putu Nanci Putu Novi Periandani Putu Resya Adi Saputra Rahmawati, N. L. T Rani Darmayanti Raphita Yanisari Silalahi Riantini W., Ni Nyoman Riza Aldira Robiatul Adawiyah Sapteka, Anak Agung Ngurah Gde Sapteka Sariyasa . SEBASTIANUS FEDI . Semara, I Gede Danur Prabawa Setiawan, Kadek Aldi Setiawati, Dewa Ayu Oka Srinivasa, Putu Winy Suarningsih, Ni Luh Putu Ayu Intan Sudiarta, I Gst. Putu Suryantini, Ni Kadek Suryaprani, Made Widya Suweken, Gde Ulya, Viki Himatul Waluyo, D. Wayan Partayasa Wayan Sadra Wicaksana, I Made Yoga Widiantari, Ni Kadek Kasi Widiasih, Ni Putu Santhi Wikasari, Ayu Wirasti, Ni Komang