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All Journal Jurnal Infinity Dia: Jurnal Administrasi Publik Jurnal Riset Pendidikan Matematika Abjadia, International Journal of Education EDU-MAT: Jurnal Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) HISTOGRAM: Jurnal Pendidikan Matematika JMM (Jurnal Masyarakat Mandiri) MATAPPA: Jurnal Pengabdian Kepada Masyarakat International Journal on Emerging Mathematics Education KACANEGARA Jurnal Pengabdian pada Masyarakat Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika International Journal of Community Service Learning International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal Pendidikan Matematika (JPM) PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming Journal of Education and Learning Mathematics Research (JELMaR) Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Mandalika Mathematics and Educations Journal Community Development Journal: Jurnal Pengabdian Masyarakat International Journal on Teaching and Learning Mathematics International Journal of Research in Education (IJRE) Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Penelitian, Pendidikan, dan Pembelajaran Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu (PME) International Journal of Trends in Mathematics Education Research (IJTMER) JME (Journal of Mathematics Education) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education Journal of Community Empowerment Jurnal Pengabdian Masyarakat Indonesia (JPMI) Journal of Education and Teaching Learning Jurnal Infinity JME (Journal of Mathematics Education) Jurnal Didaktik Matematika
Surya Sari Faradiba
Universitas Islam Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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MENINGKATKAN KOMPETENSI PROFESIONAL GURU MELALUI PELATIHAN PENULISAN KREATIF DAN MULTIMEDIA INTERAKTIF Fathani, Abdul Halim; Nursit, Isbadar; Faradiba, Surya Sari
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i2.37564

Abstract

Abstrak: Guru SMK Mahardika Malang menghadapi kendala dalam penulisan kreatif dan pemanfaatan multimedia interaktif dalam pembelajaran. Program pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi profesional guru melalui pelatihan terstruktur penulisan kreatif dan pengembangan multimedia interaktif. Kegiatan dilaksanakan pada April–Mei 2025 dengan mitra sebanyak 15 guru. Metode yang digunakan meliputi sosialisasi, workshop, praktikum, dan pendampingan intensif terkait teknik penulisan kreatif serta penggunaan perangkat lunak sederhana untuk media pembelajaran interaktif. Evaluasi dilakukan melalui pre-test dan post-test serta penilaian terhadap produk pembelajaran yang dihasilkan peserta. Hasil kegiatan menunjukkan peningkatan kompetensi yang terukur, di mana 80% peserta mampu menghasilkan bahan ajar kreatif dan 73% mampu mengembangkan multimedia interaktif yang relevan. Keterampilan hard skill guru di bidang teknologi pendidikan meningkat sebesar 65%, sehingga berdampak positif pada kesiapan dan kreativitas guru dalam menyelenggarakan pembelajaran inovatif.Abstract: Teachers at SMK Mahardika Malang experience difficulties in creative writing and the use of interactive multimedia for learning. This community service program aimed to enhance teachers’ professional competence through structured training in creative writing and interactive multimedia development. The program was conducted from April to May 2025 and involved 15 teachers as partners. The methods included socialization, workshops, hands-on practice, and intensive mentoring on creative writing techniques and the use of simple software for developing interactive learning media. Evaluation was carried out using pre-tests, post-tests, and assessment of participants’ learning products. The results demonstrated measurable improvements: 80% of participants successfully produced creative teaching materials, and 73% were able to develop relevant interactive multimedia. Teachers’ hard skills in educational technology increased by 65%, contributing positively to their readiness and creativity in delivering engaging and innovative instruction.
Teacher Identity in Transition: A Growth Mindset Perspective from Pre-Service Mathematics Teaching Practice Arviolita, Dea; Maharini, Dina; Evrihatin, Dita Susi; Herawati, Any; Trisniwati, Retno; Faradiba, Surya Sari
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.969

Abstract

This study explores how teacher identity is constructed and enacted through a growth mindset perspective in a pre-service mathematics teacher. Recognizing that teacher identity is dynamic and shaped through practice, this research aims to investigating how growth-oriented beliefs are reflected in instructional discourse and classroom interaction. A qualitative case study design was employed, focusing on a pre-service teacher conducting a teaching practicum in a State Senior High School 3 Malang. Data were collected through classroom teaching transcript derived from a recorded lesson on compound interest and analyzed using discourse analysis to identify patterns related to growth mindset and teacher identity. The findings reveal that the teacher demonstrates an emerging growth mindset through effort encouragement, valuing process, normalizing mistakes, and student agency, and challenge orientation. These practices position the teacher as a motivator and facilitator who supports student engagement and confidence. However, the teacher also frequently adopts authoritative and evaluative roles, particularly when emphasizing procedural accuracy and providing direct instruction. This indicates a tension fostering student-centered learning and ensuring correct mathematical understanding. Overall, the study highlights that teacher identity is constructed as a hybrid and transitional process, where growth mindset beliefs coexist with traditional instructional practices. The findings suggest that developing a growth mindset in teaching requires alignment between beliefs and classroom practices. Therefore, teacher professional education programs should support reflective practice to help pre-service teachers integrate growth-oriented principles more consistently in their teaching.
Teacher Beliefs about Growth Mindset in Pre-Service Mathematics Teaching Lathifah, Hannif; Parnata, Indhiadma; Istiqomah, Fadhilah Nur; Sholekah, Iis; Maghfiroh, Khikmatus Shahrin; Sunaifah, Ivatus; Badriyah, Lailatul; Faradiba, Surya Sari
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.970

Abstract

This study explores how classroom discourse reflects the implementation of growth mindset principles in mathematics learning by pre-service teachers during their teaching practicum at SMAN 4 Malang. The research focuses on how feedback practices, questioning strategies, and task design support students’ engagement, reasoning, and responses to challenges. A qualitative approach was employed through classroom observations and analysis of instructional interactions conducted by pre-service teachers. The findings reveal that the learning environment demonstrated several key characteristics of a growth mindset-oriented classroom. Pre-service teachers were able to create a supportive atmosphere that encouraged student participation, idea expression, and reasoning. Practices such as promoting student thinking and normalizing mistakes were particularly evident, helping students focus on conceptual understanding rather than merely obtaining correct answers. However, the feedback implementation tended to emphasize correctness rather than students’ effort and strategies, and opportunities for productive struggle were limited due to relatively quick intervention and uneven scaffolding. As a result, students had fewer opportunities to engage in sustained independent problem-solving, which is essential for developing persistence and resilience. Overall, the study highlights the need for more explicit emphasis on effort-based feedback and greater opportunities for students to engage with challenging tasks. These improvements are expected to strengthen students’ growth mindset, persistence, and deeper understanding in mathematics learning. The contribution of this study lies in providing empirical insights into the implementation of growth mindset principles in mathematics teaching practices by pre-service teachers, particularly in terms of classroom discourse. The findings may serve as a basis for reflection and the development of teacher education programs aimed at designing instructional interactions that better support students’ growth mindset development.
Implementing Growth Mindset in Mathematics Learning: an Analysis of Correlation Lesson Practices in Grade 11 Classrooms Kartikawati, Wahyu; Zulfaidany, Syelvira Nova; Aulyafani, Risma Ardhelisa; Nafisa, Tiara Mastura; Nuraini, Risna; Maharani, Yaroidah; Lestari, Indah Ayu; Faradiba, Surya Sari
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.972

Abstract

This study aims to explore how a growth mindset is implicitly fostered in mathematics learning through the classroom practices of pre-service mathematics teachers. Using a descriptive qualitative approach, this study specifically employed thematic analysis to identify patterns of social interaction and the natural processes of learning. Primary data were sourced from transcripts of classroom interactions conducted by pre-service mathematics teachers on correlation analysis in grade 11. The analysis revealed that elements of a growth mindset were consistently integrated into teacher-student interactions, with teachers playing a central role through motivation, structured scaffolding, constructive feedback, and error normalization strategies. The primary contribution of this study lies in demonstrating that developing students' growth mindsets does not have to be achieved through rigid theoretical introductions but can be effectively internalized through everyday classroom discourse. This study concludes that growth mindset can be effectively fostered through everyday classroom practices, even without being explicitly introduced as a theoretical concept. This study recommends the development of systematic instructional designs on various mathematics topics to create a learning culture that is resilient to cognitive challenges.
PENDAMPINGAN SOFT SKILL AWARENESS BERBASIS POLA PIKIR BERTUMBUH: PENGUATAN KOMUNIKASI EFEKTIF SISWA Fadhila Kartika Sari; Surya Sari Faradiba; Robial Robial; Wahid Kurniawan Suwardi; Nesya Puspita
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.57994

Abstract

Kemampuan komunikasi efektif masih menjadi tantangan bagi banyak siswa, yang ditunjukkan melalui rendahnya partisipasi dalam diskusi, kurangnya kepercayaan diri, serta kesulitan menyampaikan ide secara runtut. Permasalahan ini tidak hanya berkaitan dengan aspek keterampilan, tetapi juga dipengaruhi oleh pola pikir siswa dalam memandang kemampuan dirinya. Penelitian pengabdian ini bertujuan untuk meningkatkan kesadaran dan keterampilan komunikasi siswa melalui pendampingan soft skill awareness yang diintegrasikan dengan pendekatan pola pikir bertumbuh (growth mindset). Kegiatan dilaksanakan pada 30 siswa MAN 2 Kerinci dengan melibatkan orang tua sebagai mitra, menggunakan metode experiential learning berupa ceramah interaktif, diskusi, simulasi, dan role play. Evaluasi dilakukan melalui desain pretest-posttest serta observasi partisipatif. Hasil menunjukkan adanya peningkatan rata-rata skor komunikasi dari 38,73 menjadi 42,07 dengan selisih 3,33 poin yang signifikan secara statistik (p < 0,05). Selain itu, terjadi peningkatan pada aspek kepercayaan diri, kemampuan menyampaikan ide secara terstruktur, keterampilan mendengarkan aktif, serta komunikasi empatik. Integrasi growth mindset mendorong siswa untuk memandang komunikasi sebagai kemampuan yang dapat dikembangkan melalui latihan dan pengalaman, sehingga mengurangi kecemasan berbicara dan meningkatkan partisipasi aktif. Keterlibatan orang tua turut memperkuat keberlanjutan praktik komunikasi di lingkungan rumah. Dengan demikian, program ini terbukti efektif dalam meningkatkan keterampilan komunikasi sekaligus membangun pola pikir adaptif yang mendukung perkembangan soft skill siswa secara berkelanjutan.
PEMBERDAYAAN DIGITAL MELALUI PELATIHAN SOFT SKILL DAN TEKNOLOGI BAGI SISWA MADRASAH Ahmad Sufyan Zauri; Sikky El Walida Walida; Surya Sari Faradiba; Munhar Munhar
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.58005

Abstract

Program pelatihan yang mengintegrasikan soft skill dan teknologi bagi siswa Madrasah Aliyah Negeri Karangasem bertujuan untuk mengembangkan kemampuan komunikasi, kerja sama, berpikir kritis, literasi digital, pemanfaatan perangkat digital, serta kesadaran terhadap keamanan digital. Selain itu, kegiatan ini juga dirancang untuk menciptakan suasana pembelajaran yang aktif dengan tetap berlandaskan nilai-nilai Islam. Pelaksanaan kegiatan dilakukan pada 18 Juli 2025 dengan diawali identifikasi kebutuhan siswa melalui kuesioner. Selanjutnya, siswa mengikuti workshop yang memadukan teori dan praktik terkait komunikasi efektif, kolaborasi daring, serta penggunaan aplikasi seperti Google Docs dan Canva. Kegiatan juga dilengkapi dengan simulasi proyek digital berupa pembuatan poster dan presentasi.  Evaluasi dilakukan dengan membandingkan hasil sebelum dan sesudah pelatihan, disertai observasi langsung serta refleksi peserta. Hasilnya menunjukkan peningkatan kemampuan siswa secara rata-rata sebesar 37,9%. Peningkatan tertinggi terlihat pada kesiapan menghadapi tantangan digital (55%), kemampuan adaptasi komunikasi (51%), serta kerja sama dalam proyek berbasis teknologi (50%).  Sebagian besar siswa (85%) mengalami peningkatan kepercayaan diri dalam penggunaan teknologi dan keterlibatan dalam diskusi digital. Selain itu, partisipasi kelas meningkat hingga 40%, yang berkontribusi pada terciptanya suasana belajar yang lebih dinamis. Kegiatan ini juga menghasilkan modul pelatihan serta dokumentasi yang dapat dimanfaatkan untuk pengembangan program di masa mendatang, sehingga mendukung kesiapan siswa menghadapi era digital
INTEGRATION OF MEANINGFUL LEARNING THEORY IN EXPLORING GEOMETRIC REASONING BARRIERS THROUGH THINK ALOUD PROTOCOL ANALYSIS Ila Maya Suprapti; M. Mahmudi Prasetiyo; Surya Sari Faradiba
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2718

Abstract

This study was motivated by the urgency of low geometric reasoning skills among students in Indonesia and the failure of traditional evaluation methods to capture students' mental dynamics in real time. The main objective of this study was to analyze in depth the reasoning process of students in order to obtain a complete cognitive picture of the mechanisms of meaningful learning and the manifestation of relational-instrumental understanding in solving geometric problems. This study uses a qualitative approach with a descriptive-exploratory design on a single subject, a vocational high school student in Probolinggo City with the initials MK, who was selected through purposive sampling. Data collection was conducted through the Think Aloud Protocol (TAP), supported by retrospective interviews to ensure data triangulation. Data analysis techniques involved verbatim transcription, segmentation, and hierarchical coding procedures to form a cognitive map of the subject. The specific findings show that the subject did not operate dichotomously but rather demonstrated an adaptive hybrid mechanism between instrumental and relational understanding. A crucial moment was identified at 03:26, where the subject performed self-correction that triggered the assimilation (subsumption) of new information into the cognitive structure, which manifested as a pause or visual latency. Contextually, the discussion reveals that the subject used instrumental understanding as a cognitive efficiency strategy after the problem structure was solved relationally. In addition, verbalization in TAP functions as external scaffolding that strengthens students' metacognitive awareness in detecting calculation anomalies. This study concludes that mastery of geometry requires time for visual assimilation before symbolic manipulation is performed.
The Role of Metacognitive Monitoring and Control in Overcoming Cognitive Overload during the Impasse Phase Rika Wahyu Saputri; Surya Sari Faradiba; M. Mahmudi Prasetiyo
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2701

Abstract

This study was motivated by the urgency of the phenomenon of cognitive overload, which often triggers a phase of impasse or mental block in students when solving contextual mathematics problems. This condition causes students to often rush to apply irrelevant calculation procedures without analyzing the structure of the problem, resulting in strategic failure. This study aims to describe in depth the dynamics of students' metacognition, particularly the monitoring and control functions, and to analyze the effectiveness of visualization strategies in reducing this cognitive load. The research method used is a qualitative approach with a descriptive-exploratory design. The research subjects included junior high school students who were tested on their ability to solve PISA-type questions. Data collection was carried out using the Think Aloud Protocol (TAP) technique to record students' mental processes and verbalizations in real time when they encountered a deadlock. Data analysis techniques were carried out systematically through the stages of verbal data transcription, data reduction, visual presentation, and conclusion drawing, which were validated through interview triangulation. The results showed that the monitoring of metacognitive function plays a vital role as an early detection mechanism that helps students recognize anomalies between their tentative answers and the logic of the problem. Furthermore, the control strategy through image visualization proved effective in reducing extraneous cognitive load, enabling students to transform abstract representations into concrete ones and find the turning point for solving the problem. In addition to improving cognitive accuracy, successfully overcoming this impasse phase simultaneously increases students' self-efficacy or self-confidence. These findings recommend the importance of integrating metacognitive interventions in learning to build students' mathematical resilience.
Dari Al-Khwarizmi hingga Al-Qur’an: Jejak Matematika dalam Warisan Intelektual Islam Munhar; Surya Sari Faradiba
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10840

Abstract

The traces of mathematics in the Islamic intellectual heritage highlight Al-Khwarizmi's fundamental contributions and the mathematical implications of the Qur'an. This study analyzes the central role of Islamic civilization in preserving and developing mathematics, driven by both religious and practical motivations. A literature review method is used to synthesize data from various academic sources. The results show that Al-Khwarizmi revolutionized algebra and disseminated the Hindu-Arabic number system, forming the basis of modern algorithms. Furthermore, the Qur'an implicitly and explicitly contains mathematical concepts that inspire an understanding of divine order and its application in Islamic law. The conclusion affirms the symbiotic relationship between faith and reason in advancing mathematics in the Islamic world, providing a balanced perspective on global scientific progress
Pola Pikir Bertumbuh dalam Pembelajaran Matematika: Studi pada Mahasiswa Calon Guru melalui Lesson Study Ratri Asmaya Puspa; Rastina Kurniasari; Mochamad Lukman Hakim; Surya Sari Faradiba; Miftahul Khasan; Siti Ambarwati
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 2 (2026): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 2 Tahun 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i2.4995

Abstract

This study aims to analyze the growth mindset of prospective mathematics teachers based on learning transcripts from Lesson Study activities on quadratic equations. A qualitative case study approach with thematic analysis was employed to examine classroom interactions, focusing on responses to errors, learning strategies, effort, and teacher feedback. The findings indicate that a growth mindset began to emerge through several key indicators: acceptance of mistakes as part of the learning process, active cognitive engagement such as asking clarification questions, constructive process-oriented feedback from teachers, and collaborative group discussions. However, the study also identified inconsistent pedagogical practices, particularly the use of generalized negative feedback focusing solely on final answers, which potentially reinforces a fixed mindset. The results highlight that while Lesson Study provides an effective collaborative platform for developing a growth mindset, strengthening pedagogical communication competence is essential for prospective teachers to consistently apply growth mindset principles. This study contributes empirical evidence on how growth mindset manifests in authentic classroom settings and underscores the importance of reflective practices in teacher education.
Co-Authors A D Angriani Abdul Halim Fathani Abdul Mannan Qoffal Abiyoso, Nur Ahmad Afandi, Rizki Agustiawan, Eko Ahmad Asyraful Anam Ahmad Sufyan Zauri Alamsyah, Amirudin Alfiani Athma Putri Rosyadi Ali Wardoyo Alifiani Alifiani, Alifiani Alifiani, Alifiani Anak Agung Istri Sri Wiadnyani Anies Fuady Anis Saidah Any Herawati, Any Arista Fauzi Kartika Sari Arviolita, Dea Aulyafani, Risma Ardhelisa Betty Rahmawati Chasanah, Arini Nur D Chamidah D Daryono Dediromario Wasahua Delia Dwi Arsita Desy Nofita Sari Dewi Risalah Dwi Wulandari E Defitriani Eka Sri Irawati Eko Agustiawan Eni Susanti Eni Susanti Evrihatin, Dita Susi Fadhila Kartika Sari Fandy Puspita Negara Fandy Puspita Negara Faridhatun Nasikah Fenny Putri Arfany Fenny Putri Arfany Fifi Maulidatil Wahidah Fina Putri Damayanti Firdauzi Nisa Fitri Awaliyatush Sholihah Fuady, Anies Fuat Fuat Fuat Fuat, Fuat G. Gunawan Gusti Firda Khairunnisa Gusti Firda Khairunnisa Hanun Shafiyatudz Dzakiyyah Hartanti Hartanti Hasanul Bisri Hasanul Bisri Hilmiyatul Widdah Himma Anisa Sadiyah Fithria Ika Hidayanti Ikrima Adzkury Nabilla Ila Maya Suprapti Indah Ayu Lestari, Indah Ayu Indra Zulfayanto Intan Dwi Cahyani Ira Yoshita Cahyaningrum Ira Yoshita Cahyaningrum Isbadar Nursit Isdiyana Kusuma Ayu Istiqomah, Fadhilah Nur Iswatul Khasanah Juliat Hadi Sobirin Kartikawati, Wahyu Khasanah, Iswatul Lailatul Badriyah Lathifah, Hannif Layli Hidayah Layli Hidayah M T Qurohman M. Mahmudi Prasetiyo Maghfiroh, Khikmatus Shahrin Maharani, Yaroidah Maharini, Dina Maulidya Rahmawati Miftahul Khasan Minhatul Maulal Husna Mitha Viviani Pratama Mochamad Lukman Hakim Moh. Arif Zamroni Mohamad Kholil Mohamad Kholil, Mohamad Mubarokah, Nuzulun Najatil Mufidatul Ummah Nurul Hidayah Muh Sholeh Mawardi Muhammad Adi Priyanto Muhammad Rasid Munhar Munhar Munhar Mustangin Mustangin Nabilah, Wardatun Nafisa, Tiara Mastura Nailiatul Muna Nanang Fahrudin Negara, Fandy Puspita Nesya Puspita Ni Ketut Wedastuti Nur Nabilah Syahrur Rohmah Nuraini, Risna Nuruddin Abd. Shomad Nurul Akmal Md Nasir Nurul Akmal Md Nasir Nurul Mashnu&#039;ah Okta Pita Dian Sari Okta Pita Dian Sari Oryza Lisativani Fatimah P Andriani Parnata, Indhiadma Putri, Nabila Alifa Shandhita Putri, Rizqillah Ayunita Rastina Kurniasari Ratna Sari, Julia Rahmah Ratri Asmaya Puspa Rega Ananda Aini Pradana Rika Wahyu Saputri Risalah, Dewi Robial Robial Rodita Bella Robba Rohmah, Nur Nabilah Syahrur Rosi Citrawati RR. Ettie Rukmigarsari S E Walida S N Hasana Sholekah, Iis Siftia Dewi Febriantika Sikky El Walida Walida Silvia Ayu Mardhita Siti Ambarwati Siti Nurul Hasana Siti Zahrowiyah Sobirin, Juliyat Hadi Sofiatul Ilmi Sunaifah, Ivatus Sunismi Sunismi . Sunismi Sunismi Surahmat Surahmat Suwarji, Wahid Kurniawan Syabrina, Dafa Atrian Syamsul Arifin Syarqiyah, Rosyidatus Syifa Mutmainah Tasya Wulandari Tri Candra Wulandari Triayuningsih Permata Suci Trisniwati, Retno Wahid Kurniawan Suwardi Walida, Sikky El Wardatun Nabilah Wedastuti, Ni Ketut Widahyanti Widahyanti Widdah, Hilmiyatul Widjajanti, Kristina Yayan Eryk Setiawan Yuli Ismi Nahdiyati Ilmi Yuli Ismi Nahdiyati Ilmi Yusuf Amhar Zainal Abidin Zainal Abidin Zainal Abidin Zukhrufurrohmah Zulfaidany, Syelvira Nova