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Pendidikan Matematika, Universitas Jambi
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Analisis Kemampuan Bernalar Kritis Siswa setelah Mengikuti Pembelajaran Model Outdoor Learning Berdiferensiasi Berdasarkan Gaya Belajar Munawaroh, Sapiatul; Sofnidar, Sofnidar; Anwar, Khairul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 2 (2025): April - June 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i2.3072

Abstract

Kemampuan bernalar kritis siswa sangat diperlukan dalam menuntaskan persoalan matematika yang menuntut kedalaman pemahaman dan ketajaman logika. Keterampilan ini dapat berkembang secara optimal apabila siswa terbiasa menghadapi soal-soal matematika yang menuntut penalaran kritis serta mengikuti tahapan penyelesaian yang sistematis. Adapun tujuannya dari penelitian ini guna menganalisis maupun mendeskripsikan kemampuan bernalar kritis setelah mengikuti pembelajaran model outdoor learning berdiferensiasi berdasarkan gaya belajar materi bentuk aljabar. Pendekatan yang diadopsi yakni kualitatif deskriptif. Populasinya terdiri dari 6 siswa kelas VII I SMP Negeri 22 Kota Jambi, diklasifikasikan berdasarkan gaya belajarnya yakni 2 siswa dengan gaya belajar visual, 2 siswa auditori, maupun 2 siswa kinestetik. Instrumen pengumpulan data mencakup kuesioner gaya belajar, lembar observasi pelaksanaan aktivitas pembelajaran, tes kemampuan bernalar kritis, serta panduan wawancara. Prosedurnya dijalankan melalui tiga tahap utama, yakni pra-lapangan, lapangan, mupun analisis data. secara umum berada dikategori sangat tinggi dengan nilai rerata 83 untuk materi bentuk aljabar. Hal ini diperoleh setelah siswa mengikuti pembelajaran dengan model outdoor modelling mathematics berdiferensiasi berdasarkan gaya belajar. Dengan model pembelajaran yang diadopsi siswa dengan gaya belajar kinestetik menunjukkan respons paling positif dengan perolehan nilai rerata 84,5 dengan kategori sangat tinggi.  Pembelajaran dengan model outdoor learning berdiferensiasi berdasarkan gaya belajar terbukti sangat baik untuk memenuhi kemampuan bernalar kritis siswa
Pelatihan Pengembangan Media Smart Video Adaptive Berbasis H5P dalam Mendukung Pembelajaran Matematika Berdiferensiasi : (Training on Developing Smart Adaptive Video Media Using H5P to Support Differentiated Mathematics Instruction) Sofnidar, Sofnidar; Anwar, Khairul; Kamid, Kamid; Iriani, Dewi; Alrizal , Alrizal
Jurnal JUPEMA Vol. 4 No. 1 (2025): May 2025
Publisher : Laboratorium Pembelajaran FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jupema.v4i1.38076

Abstract

This study focuses on training for the development of adaptive learning media using H5P to support differentiated mathematics instruction at the Junior High School Mathematics Teachers' Forum (MGMP) in Jambi City. In line with the implementation of the Merdeka Belajar curriculum, teachers are required to provide materials that are responsive to the individual learning needs of students. This training aims to enhance teachers' skills in creating interactive learning media that can be tailored to diverse student abilities. The methods employed in this training include needs assessment, intensive workshops, and classroom media implementation. The results of this training show a significant improvement in teachers' competence in using H5P to produce interactive and adaptive media. This training is expected to support more personalized mathematics learning and increase student engagement in the learning process. Abstrak. Studi ini berfokus pada pelatihan pengembangan media pembelajaran adaptif menggunakan H5P untuk mendukung pembelajaran matematika yang terdiferensiasi di MGMP Matematika SMP Kota Jambi. Seiring dengan penerapan kurikulum Merdeka Belajar, guru-guru dituntut untuk menyediakan materi yang responsif terhadap kebutuhan belajar individu siswa. Pelatihan ini bertujuan untuk meningkatkan keterampilan guru dalam menciptakan media pembelajaran interaktif yang dapat disesuaikan dengan kemampuan siswa yang beragam. Metode yang digunakan dalam pelatihan ini meliputi survei kebutuhan, workshop intensif, dan implementasi media di kelas. Hasil dari pelatihan ini menunjukkan peningkatan signifikan dalam kompetensi guru dalam menggunakan H5P untuk menghasilkan media yang interaktif dan adaptif. Diharapkan, pelatihan ini dapat mendukung pembelajaran matematika yang lebih personal dan meningkatkan keterlibatan siswa dalam proses belajar.  
Peningkatan Ketrampilan Berfikir Computational Thinking Dalam Pembelajaran Berbasis Programming-Matematika Menggunakan Menggunakan Scratch: (Enhancing Computational Thinking Skills in Mathematics-Based Programming Learning Using Scratch) Anwar, Khairul; Kamid, Kamid; Kurniawan, Wawan; Sofnidar, Sofnidar; Alrizal , Alrizal
Jurnal JUPEMA Vol. 4 No. 1 (2025): May 2025
Publisher : Laboratorium Pembelajaran FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jupema.v4i1.38084

Abstract

Enhancing computational thinking in mathematics education is critical in today’s digital era. To address this need, the Mathematics Subject Teachers’ Group (MGMP) of Jambi City participated in a focused training program that integrated Scratch into mathematics instruction. The program comprised a pre-training needs survey, an intensive hands‐on workshop, and classroom implementation. Pre‐ and post‐training assessments revealed that 90% of participating teachers increased their understanding of Scratch‐based teaching, leading to an average 80% improvement in their computational thinking skills. In classroom trials, 85% of students exhibited higher engagement when teachers applied Scratch‐based activities. Furthermore, 90% of teachers reported greater confidence in designing and delivering technology‐enhanced mathematics lessons. These findings demonstrate that Scratch is an effective platform for supporting innovative, technology‐driven mathematics instruction, yielding measurable gains in both teacher competencies and student engagement. Abstrak. Peningkatan keterampilan berpikir komputasional menjadi hal yang esensial dalam pendidikan matematika, khususnya di era digital saat ini. Kelompok Musyawarah Guru Mata Pelajaran (MGMP) Matematika Kota Jambi membutuhkan pelatihan khusus yang dapat mengintegrasikan pemrograman dalam pembelajaran matematika untuk meningkatkan keterampilan berpikir komputasional guru dan siswa. Pelatihan ini dirancang dengan mengedepankan penggunaan aplikasi Scratch sebagai media pembelajaran berbasis programming-matematika. Metode yang digunakan dalam pelatihan ini meliputi survei kebutuhan untuk memahami kebutuhan spesifik peserta, workshop intensif yang melibatkan praktik langsung dalam pembuatan materi berbasis Scratch, dan implementasi media yang dihasilkan dalam kelas. Hasil dari pelatihan menunjukkan peningkatan pemahaman dan keterampilan guru dalam menggunakan Scratch sebagai alat bantu pembelajaran matematika serta adanya peningkatan keterampilan berpikir komputasional di kalangan guru. Temuan ini menunjukkan bahwa Scratch efektif sebagai platform yang mendukung pembelajaran matematika yang inovatif dan berbasis teknologi, serta meningkatkan keterampilan berpikir komputasional guru dan, pada gilirannya, siswa.
Kemampuan Pemecahan Masalah Struktur Aljabar Mahasiswa Pendidikan Matematika dalam Pembelajaran Berbasis Creative Problem Solving -, Sofnidar; Anwar, khairul
Edumatica : Jurnal Pendidikan Matematika Vol 8 No 2 (2018): Edumatica | Jurnal Pendidikan Matematika (Oktober 2018)
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 (294.465 KB) | DOI: 10.22437/edumatica.v8i2.5535

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui dan mendeskripsikan langkah-langkah proses pembelajaran struktur aljabar berbasis Creative Problem Solving (CPS) yang efektif dalam meningkatkan kemampuan pemecahan masalah mahasiswa. Penelitian ini merupakan Penelitian Tindakan Kelas. Penelitian dilaksanakan terhadap mahasiswa pendidikan matematika yang terdiri dari 30 orang selama 6 bulan 2 siklus. Dengan menggunakan lembar observasi dan tes kemampuan pemecahan masalah diperoleh bahwa proses pembelajaran berbasis CPS efektif meningkatkan kemampuan pemecahan masalah mahasiswa dengan langkah-langkah kegiatan membaca dan meresume materi yang akan dipelajari terlebih dahulu di rumah, mengerjakan tugas pemecahan masalah yang bervariasi, menghafal defenisi-defenisi dan teorema-teorema yang telah dipelajari, mengkaji strategi-strategi pemecahan masalah dan memilih yang paling sesuai untuk digunakan, mengerjakan dan menguraikan langkah-langkah penyelesaian masalah menggunakan bahasa sendiri, serta mempresentasikan hasil penyelesaian masalah secara bergiliran. Semua kegiatan tersebut untuk menunjang pelaksanaan CPS yang terdiri dari klarifikasi masalah, pengungkapan gagasan, evaluasi dan seleksi serta implementasi. Kemampuan pemecahan masalah yang diperoleh mahasiswa secara klasikal 80% dengan rata-rata 70 (baik), serta nilai akhir mata kuliah mencapai 97% dengan rata-rata 74,67.Kata Kunci: Creative Problem Solving, Kemampuan Pemecahan Masalah. The purpose of this research is to find out and describe the steps of the structural learning process of creative problem solving (CPS) that is effective in improving students' algebraic problem solving skills. This research is a Class Action Research. The implementation of this study within a period of six months with two cycles of research subjects of mathematics education students of 30 people. By using observation sheets and tests of problem solving abilities it was found that the process of CPS based learning effectively improved the structural problem solving abilities of the students' schools. Steps for reading and reviewing the material that will be studied first at home, working on various problem solving tasks, memorizing definitions and theorems that have been studied, reviewing problem solving strategies and choosing the most suitable to use, working on and outlining the problem solving steps using their own language, and presenting the results of problem solving in turn. All these activities are to support the implementation of CPS stages which consist of problem clarification, idea disclosure, evaluation and selection and implementation. Problem solving abilities obtained by students achieve 80% success classically with an average value of 70, Furthermore, the success resulted in the final grade of the Algebra Structure course with a fairly good minimum value of 97% with an average value of 74.67.Keywords: Creative Problem Solving, Problem Solving Skill
Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMP Berdasarkan Gaya Belajar V-A-K (Visual, Auditori, Kinestetik) Ayu Andri Yani; Sofnidar, Sofnidar; Roseli Theis
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.v14i2.1541

Abstract

Gaya belajar siswa dalam mendapatkan ilmu pengetahuan memengaruhi kemampuannya ketika memecahkan masalah. kemampuan siswa tersebut tentu berbeda, dan siswa mempunyai cara yang berbeda untuk menyelesaikan masalah juga. Tujuan penelitian ini untuk menggambarkan mengenai kemampuan pemecahan masalah matematis siswa SMP berdasarkan gaya belajar V-A-K (Visual, Auditori, Kinestetik). Penelitian ini menerapkan jenis penelitian kualitatif dan pendekatan deskriptif. Serta dilaksanakan di kelas VIII C SMP N 9 Muaro Jambi dengan tahun ajaran 2023/2024 menggunakan sebanyak 6 subjek. Teknik pengumpulan data berupa tes kuesioner angket gaya belajar, tes tertulis kemampuan pemecahan masalah matematis serta wawancara. Penelitian kualitatif mencakup tahapan pra-lapangan, pekerjaan lapangan serta analisis data. Teknik analisis dalam penelitian yaitu reduksi data, penyajian data, serta penarikan kesimpulan atau verifikasi. Hasil dari penelitian membuktikan untuk keenam subjek penelitian mempunyai kemampuan pemecahan masalah yang beragam, secara fakta bahwa masing-masing subjek penelitian menggunakan gaya belajar yang berbeda pula. Dimana subjek gaya belajar visual dan auditori mampu memecahkan permasalahan matematika dengan baik daripada subjek gaya belajar kinestetik.
Manfaat Kegiatan Outbound dalam Stimulasi Perkembangan kognitif Anak Usia Dini dari Perspektif Guru Syafdaningsih, Syafdaningsih; Hasmalena, Hasmalena; Rukiyah, Rukiyah; Sofnidar, Sofnidar; Pagarwati, Lia Dwi Ayu; Siregar, Rina Rahayu; Zulaiha, Dara; Stevany, Della; Safitri, Maryati Indah
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 6 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i6.5382

Abstract

Aktivitas fisik yang melibatkan anak bergerak aktif melalui permainan outdoor seperti mini outbound masih jarang disediakan di Lembaga Taman Kanak-kanak. Selain karena faktor tempat, faktor biaya juga menjadi penyebab sulitnya menyediakan fasilitas permainan outbound meskipun dengan versi sederhana. Penelitian ini bertujuan untuk mengungkapkan perspektif guru Taman Kanak-kanak terhadap kegiatan outbound dalam mengembangkan kognitif anak usia dini.  Penelitian ini merupakan penelitian survey dengan pendekatan kuantitatif. Populasi dan sampel dalam penelitian ini adalah guru Taman Kanak-kanak di Kecamatan Indralaya, Palembang yang berjumlah 25 orang. Teknik sampel yang digunakan adalah purposive sampling. Angket yang digunakan untuk memperoleh data di susun menggunakan skala likert. Data penelitian di analisis menggunakan analisis proporsi dan analisis mode. Hasil penelitian menunjukan interpretasi perspektif guru terhadap kegiatan outbound sangat penting diterapkan di Lembaga sebagai salah satu alternatif permainan outdoor yang dapat menstimulasi perkembengan kognitif anak. Kemampuan berpikir kritis, kemampuan penalaran, dan kemampuan menganalisa anak dapat terasah melalui permainan outbound, serta kemampuan kolaborasi anak dalam bekerja sama dapat berkembang.
Pelatihan Pengembangan Strategi Pemecahan Masalah dalam Pembelajaran Matematika pada MGMP Matematika SMP Muaro Jambi Rohati Rohati; Ade Kumalasari; Marlina Marlina; Sri Winarni; Sofnidar Sofnidar
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 3 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i3.1292

Abstract

Masalah (problem) adalah suatu kesenjangan atau perbedaan dalam situasi sekarang dan apa yang terjadi. Masalah yang terjadi bisa saja bersifat universal dimana situasi yang sama juga akan terjadi untuk semua orang atau mungkin secara khusus kepada individu atau sekelompok orang tertentu. Konsep pemecahan masalah (problem-solving) menjadi satu pendekatan baru yang berkembang untuk menjadi solusi dalam menyelesaikan masalah dalam pembelajaran matematika. Akan tetapi, beberapa penelitian yang berkaitan dengan proses pemecahan masalah matematis menunjukkan bahwa belum banyak guru yang menerapkan pendekatan pemecahan masalah dalam pembelajaran di kelas. Oleh karena itu, tujuan dari kegiatan pengabdian kepada masyarakat yang akan dilakukan ini adalah melaksanakan suatu pelatihan kepada guru matematika untuk mampu menerapkan berbagai strategi dalam pemecahan masalah matematis. Metode pengabdian dilakukan dengan pemodelan dimana tim pengabdian kepada masyarakat mendemonstrasikan teknik dan strategi pemecahan masalah, selanjutnya dilakukan simulasi dengan memberikan beberapa problem yang harus diselesaikan oleh guru matematika yang tergabung dalam MGMP Muaro Jambi. Kegiatan pengabdian kepada masyarakat telah dilaksanakan pada tanggal 18 September 2024 di SMP Negeri 30 Muaro Jambi. Peserta yang hadir dalam kegiatan ini adalah guru matematika yang berjumlah 27 orang yang merupakan guru MGMP Matematika SMP Kabupaten Muaro Jambi dengan informan (narasumber) adalam tim pengabdian kepada masyarakat Prodi Pendidikan Matematika FKIP UNJA. Hasil pengabdian menunjukkan bahwa guru dapat meningkatkan kemahiran mereka dalam pemecahan masalah yang pada akhirnya memberdayakan mereka untuk menumbuhkan keterampilan berpikir kritis pada siswa secara efektif. Berdasarkan data hasil pengabdian, dapat disimpulkan bahwa perlu terus dikembangkan strategi pemecahan masalah yang dilakukan oleh guru agar keterampilan berpikir matematis siswa semakin meningkat.  
Impact of the Outdoor Mathematical Modelling Model Within Differentiated Learning on Students’ Mathematical Literacy Skills Ningsih, Safitri Fatima; Sofnidar, Sofnidar; Iriani, Dewi
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.3926

Abstract

This study was motivated by the low mathematical literacy skills of students at SMP Negeri 17 Batanghari. Based on interview results, this condition occurs because the learning process is still teacher-centered and tends to be conventional, without considering differences in students' readiness and learning characteristics. One way to overcome this is by applying the outdoor modeling mathematics model combined with differentiated learning to accommodate differences in student abilities. This study aims to determine the effect of applying the outdoor modeling mathematics model in differentiated learning on students' mathematical literacy skills. This study uses an experimental design with a Posttest-Only Control Group Design. The research population consisted of all seventh-grade students at SMPN 17 Batanghari, comprising five classes. The research subjects involved three seventh-grade classes selected by simple random sampling. These were experiment class I, which applied the outdoor modeling mathematics model in differentiated learning; experiment class II, which applied the direct instruction model in differentiated learning; and the control class, which applied the direct instruction model. The instruments used in this study were a mathematical ability test, an observation sheet on the implementation of learning by teachers and students, and a posttest in the form of a student mathematical literacy test sheet. All instruments were validated through content validity by experts, namely mathematics education lecturers, to ensure the suitability of the instruments with mathematical literacy indicators and learning objectives. In addition, the test instruments were piloted on students with characteristics similar to the research subjects to obtain empirical validity using Product Moment correlation. The reliability of the test instruments was analyzed using Cronbach's Alpha coefficient so that the test instruments were declared reliable and suitable for use in the study. The analysis method applied was one-way ANOVA, followed by a post hoc Tukey test to process the data obtained. The research findings indicate that the use of the outdoor modeling mathematics model in differentiated learning is better at improving students' mathematical literacy skills, while the direct instruction model in differentiated learning does not show significant results when compared to the direct instruction model. In the three sample classes, the implementation of learning by teachers and students was very good. These findings recommend that mathematics teachers apply the outdoor modeling mathematics model in differentiated learning as an alternative to to improve their mathematical literacy skills.
Analysis of Students' Mathematical Literacy Skills after Participating in Differentiated Learning with the Outdoor Modeling Mathematics Model Halimah, Nida Nur; Sofnidar, Sofnidar; Anwar, Khairul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3929

Abstract

Students’ mathematical literacy remains a persistent challenge across educational levels and continues to be a critical concern in mathematics education. This condition suggests that existing learning practices are largely dominated by conventional instructional approaches that do not adequately accommodate students’ diverse learning needs and readiness levels. The study aimed to analyze the mathematical literacy abilities of Grade VII junior high school students after participating in differentiated outdoor mathematics learning on integer topics. A mixed-methods research design was employed. Quantitative data were collected from 25 students of Grade VII-B at SMP Negeri 17 Batanghari through the implementation of differentiated outdoor learning activities, supported by learning implementation observation sheets. Subsequently, qualitative data were gathered from six selected students to gain deeper insights into their mathematical literacy processes through analysis of test responses and semi-structured interviews. Mathematical literacy was assessed based on students’ performance on literacy-oriented test items and interview data. The results indicated that overall student completion reached 44%, with 20% of students categorized as having high mathematical literacy, 52% moderate literacy, and 28% low literacy. Further analysis based on students’ learning readiness showed that students with high readiness (S1KBT and S2KBT) achieved completion levels of 98.33% and 83.33%, respectively. Students with moderate readiness (S1KBS and S2KBS) attained 81.66% and 80%, while students with low readiness (S1KBR and S2KBR) reached 78.33% and 53.33%. These findings suggest that differentiated outdoor mathematics learning contributes to the development of students’ mathematical literacy across varying levels of learning readiness.
Application of Game-Based Outdoor Learning to Mathematical Spatial Ability Rohmah, Indah Nur; Sofnidar, Sofnidar; Anwar, Khairul
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.4390

Abstract

The majority of students have very low levels of spatial thinking ability. Spatial ability is essential for students to better understand geometry topics, particularly polyhedra (solid figures with flat faces). This condition is further exacerbated by the use of conventional mathematics teaching methods, which primarily focus on lectures, textbooks, and drill exercises. As a result, classroom learning often leads students to feel bored and less enthusiastic. To address this issue, the researcher implemented a game-based outdoor learning approach. Therefore, this study aims to examine the improvement in the mathematical spatial ability of ninth-grade students after the implementation of game-based outdoor learning. The research subjects were students of class IX B at one junior high school in Jambi City. This study employed a quantitative descriptive pre-experimental method, using a One-Group Pretest–Posttest Design, in which only one experimental class was given the treatment. To determine the level of improvement in students’ mathematical spatial ability, N-gain analysis was used. The N-gain value was calculated by comparing the difference between pretest and posttest scores, and the results were interpreted into high, moderate, or low improvement categories. Based on descriptive statistical analysis, the research data showed that the minimum student score was 20, the maximum score was 86.6, and the mean score of students’ mathematical spatial ability was 56.6357, with a standard deviation of 17.44458. Out of 28 students, 3 students showed a high improvement in spatial ability, 20 students showed moderate improvement, and 5 students showed low improvement. The implementation of game-based outdoor learning was found to enhance students’ spatial ability, particularly in the geometry of polyhedra, by integrating physical and collaborative activities to achieve enjoyable learning objectives.
Co-Authors Ade Kumalasari Ajeng Riana Lestari Alrizal , Alrizal Amalia Husna Annisa, Elsy Ayu Andri Yani Ayu Andri Yani Dewi Iriani Dewi Iriani Dewi Iriani Feri Tiona Pasaribu Gustia Murni Halimah, Nida Nur Hasmalena Hasmalena, Hasmalena Husni Sabil Kamid Kamid KHAIRUL ANWAR Khairul Anwar Khairul Anwar Lestari, Ajeng Riana Marlina Marlina Mendrofa, Eva Kristinawaty Mujahidawati Mujahidawati Munawaroh, Sapiatul Ningsih, Safitri Fatima Nizlel Huda Pagarwati, Lia Dwi Ayu Parida Anum Perayana, Perayana Rahmi, Annisa Elfi Rani Iani Rahmadani Putri Riski Yuliana Rohati Rohati Rohmah, Indah Nur Roseli Theis Roseli Theis Rukiyah Rukiyah Sabila Eka Septi Safitri, Maryati Indah SATRIYAS ILYAS Siregar, Rina Rahayu Sri Winarni Stevany, Della Sufri Sufri syafdaningsih syafar Syaiful . Syaiful Syaiful Vivi Anggraini Wardi Syafmen Wardi Syafmen Wawan Kurniawan Widya Wahyuni Gusti Yelli Ramalisa Yulita Dwi Citra Zulaiha, Dara