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All Journal Jurnal Daya Matematis Edumatsains Al-Jabar : Jurnal Pendidikan Matematika Scholaria: Jurnal Pendidikan dan Kebudayaan POLYGLOT JOHME: Journal of Holistic Mathematics Education Jurnal Sinergitas PkM & CSR Jurnal Cendekia : Jurnal Pendidikan Matematika Prosiding Konferensi Nasional PKM-CSR Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Jurnal Pendidikan MIPA
Melda Jaya Saragih, Melda Jaya
Prodi Pendidikan Matematika, Universitas Pelita Harapan
Agriculture, Biological Sciences & Forestry Humanities Chemistry Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Nursing Physics Public Health Social Sciences

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Kesulitan Mahasiswa dalam Belajar Aljabar Abstrak Saragih, Melda Jaya; Dirgantoro, Kurnia; Listiani, Tanti
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i1.2060

Abstract

Mata kuliah aljabar abstrak membantu mahasiswa untuk meningkatkan kemampuan analisis, berpikir logis dan bernalar secara matematis dalam menyelesaikan masalah. Namun sering sekali mahasiswa kesulitan dalam belajar Aljabar abstrak. Dengan menguasai mata kuliah Aljabar Abstrak maka diharapkan mahasiswa prodi Pendidikan matematika sebagai calon guru dapat menjadi seorang guru yang terus mengembangkan kemampuan dan talenta yang telah Tuhan percayakan. Melalui penelitian diharapkan dapat memperbaiki proses belajar mengajar aljabar abstrak dengan terlebih dahulu menggali bentuk-bentuk kesulitan mahasiswa dalam mempelajarinya serta apa saja yang sudah mahasiswa lakukan dalam mengatasi setiap kesulitan belajar matakuliah tersebut. Metode yang digunakan dalam penelitian ini adalah Penelitian kualitatif deskripstif. Pengumpulan data diambil dari angket, lembar wawancara mahasiswa. Adapun hasil yang diperoleh adalah bahwa kesulitan yang dialami mahasiswa dalam belajar aljabar abstrak yaitu kesulitan memahami materi kuliah, kurangnya kompetensi matematik mahasiswa, kurangnya kemampuan Bahasa Inggris mahasiswa. Tanggapan mahasiswa dalam menyikapi setiap kesulitan yang dihadapi dalam belajar aljabar abstrak yaitu mahasiswa mau belajar untuk lebih giat lagi dalam belajar, bertanya kepada teman/kakak tingkat/dosen dan membentuk kelompok belajar.
Perbandingan Penerapan Pembelajaran Kooperatif Tipe Jigsaw Dengan TAI Terhadap Hasil Belajar Ranah Kognitif Kelas Viii [A Comparison of the Implementation of Cooperative Learning Methods Jigsaw and TAI on Cognitive Learning Outcomes of Grade 8 Students] Susilawati, Yuni Eka; Silalahi, Desri Kristina; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol. 1 No. 1 (2017): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i1.717

Abstract

One of the factors affecting student learning outcomes is the learning process in the classroom. A teacher-centered learning process provides little learning experience for students. Student-centered learning needs to be developed so that students may experience meaningful learning and achieve good outcomes. The purpose of this study was to see the different cognitive learning outcomes caused by the implementation of two cooperative learning methods: jigsaw and TAI. The research method used is a quantitative quasi experiment with Nonequivalent Control Group Design. Student learning outcomes were measured by a post test. The difference in the learning outcomes were tested using a t-test. The research concludes that there is a significant difference of cognitive learning outcomes between students who are given cooperative learning jigsaw type (mean 43.14) and TAI (mean 47.85).ABSTRAK BAHASA INDONESIA: Salah satu faktor yang memengaruhi hasil belajar siswa adalah proses pembelajaran di kelas. Pembelajaran yang berpusat kepada guru cenderung memberikan sedikit pengalaman belajar kepada siswa. Pembelajaran yang berpusat kepada siswa perlu dikembangkan agar siswa dapat mengalami pembelajaran yang bermakna dan mendapatkan hasil belajar yang baik. Tujuan penelitian ini untuk melihat perbedaan hasil belajar kognitif karena penerapan dua jenis pembelajaran kooperatif yaitu jigsaw dan TAI pada dua kelas yang berbeda. Metode penelitian yang digunakan adalah kuantitatif quasi eksperimen dengan desain penelitian Nonequivalent Control Group Design. Hasil belajar siswa diukur menggunakan nilai post-test. Perbedaan hasil belajar  dianalisis menggunakan uji t.  Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan (hasil belajar ranah kognitif antara siswa yang diberikan pembelajaran kooperatif tipe jigsaw (mean 43.14) dengan tipe TAI (mean 47.85).
ANALISIS KESALAHAN MAHASISWA PGSD DALAM MENYELESAIKAN SOAL STATISTIKA PENELITIAN PENDIDIKAN DITINJAU DARI PROSEDUR NEWMAN [AN ANALYSIS OF PRIMARY TEACHER EDUCATION STUDENTS SOLVING PROBLEMS IN STATISTICS FOR EDUCATIONAL RESEARCH USING THE NEWMAN PROCEDURE] Dirgantoro, Kurnia Putri Sepdikasari; Saragih, Melda Jaya; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol. 2 No. 2 (2019): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i2.1203

Abstract

Statistics is a course that correlates very closely in everyday life. An elementary school teacher needs to master statistics in relation to the implementation of the duties of a teacher, both as a collector and conveyer of information about students, as well as a researcher. But in reality, quite a lot of PGSD (Primary Teacher Education) students have difficulties in this course. One of them can be seen from how students answer questions given. There are still quite a lot of students who make mistakes in answering statistical research educational questions. This research is a descriptive study that describes and analyzes the mistakes of PGSD students in solving the problems of Statistics for Research in Education using the Newman procedure. The results of the study show that mistakes made by students include errors in understanding problems, transformation errors, errors in process skills, and answers to writing errors. One effort that can be done is by increasingBAHASA INDONESIA ABSTRACT: Statistika merupakan mata kuliah yang korelasinya sangat erat dalam kehidupan sehari-hari. Seorang guru sekolah dasar perlu menguasai statistika dalam kaitan dengan pelaksanaan tugas seorang guru, baik sebagai pengumpul dan penyampai informasi tentang siswa, maupun sebagai seorang peneliti. Namun kenyataannya, cukup banyak mahasiswa PGSD yang kesulitan dalam mata kuliah ini. Salah satunya dapat dilihat dari bagaimana cara mahasiswa menjawab soal yang diberikan. Masih ditemukan cukup banyak mahasiswa yang melakukan kesalahan dalam menjawab soal statistika penelitian pendidikan. Penelitian ini merupakan penelitian deskriptif yang memaparkan dan menganalisis kesalahan mahasiswa PGSD dalam menyelesaikan soal Statistika Penelitian Pendidikan ditinjau dari prosedur Newman. Hasil penelitian memperlihatkan bahwa kesalahan yang dilakukan mahasiswa mencakup kesalahan memahami masalah, kesalahan transformasi, kesalahan dalam keterampilan proses, dan kesalahan penulisan jawaban. Salah satu upaya yang dapat dilakukan adalah dengan cara meningkatkan kemampuan metakognitif mahasiswa.
IMPLIKASI PENDIDIKAN YANG BERPUSAT PADA KRISTUS DALAM KELAS MATEMATIKA [THE IMPLICATIONS OF CHRIST-CENTER EDUCATION FOR MATHEMATICS CLASSES] Saragih, Melda Jaya; Hidayat, Dylmoon; Tamba, Kimura Patar
JOHME: Journal of Holistic Mathematics Education Vol. 2 No. 2 (2019): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i2.1695

Abstract

The purpose of education is to develop the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. But in practice, much education separates science and faith in God. Christian education allows students to get to know God more and develops the potential of each student according to God's truth and purpose. Mathematics learning should be a tool to bring students to see and admire God as the great Creator. Investigation and discovery in learning mathematics should acknowledge some of God's attributes and allow students to admire the beauty of mathematics and to praise God.BAHASA INDONESIA ABSTRACT: Tujuan pendidikan adalah untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Namun pada pelaksanaannya, banyak pendidikan memisahkan ilmu pengetahuan dan iman kepada Tuhan. Pendidikan Kristen membawa siswa untuk semakin mengenal Tuhan, mengembangkan potensi setiap peserta didik sesuai dengan kebenaran dan maksud Tuhan. Pembelajaran matematika seharusnya menjadi alat untuk membawa siswa semakin melihat dan mengagumi Allah sebagai Pencipta yang agung. Melalui investigasi dan penemuan dalam belajar matematika seharusnya menjadi pengakuan dari beberapa atribut Allah yang membawa siswa untuk mengagumi keindahan matematika dan membawa siswa untuk memuji Tuhan. 
BIBLIOMETRIC ANALYSIS OF MATHEMATICS EDUCATION APPLICATIONS INDEXED IN SCOPUS USING R STUDIO Listiani, Tanti; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 1 (2025): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i1.9761

Abstract

This study aims to analyze the development of publications related to the creation of educational applications for mathematics teachers using R Studio. The method employed in this study is bibliometric analysis combined with a literature review of articles indexed in Scopus. Publication data were collected through Scopus.com to obtain articles from journals indexed by Scopus. A total of 2,389 relevant articles from 2018 to 2023 on mathematics education applications were analyzed. The findings indicate that research on the development of educational applications for mathematics teachers has been conducted and is growing. The number of related studies increased steadily from 2018 to 2022 but declined in 2023. The significant rise in publications up to 2022 reflects a strong interest in educational technology for mathematics, while the decline in 2023 presents new opportunities for research in emerging innovations such as artificial intelligence and adaptive learning. These findings may serve as a reference for application developers and educators in designing more effective mathematics learning tools and in encouraging the integration of technology into the curriculum. Further exploration is needed regarding the effectiveness of cutting-edge technologybased applications, disparities in access, and teacher training to ensure inclusive and sustainable implementation. BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk menganalisis perkembangan publikasi terkait pengembangan aplikasi pendidikan bagi guru matematika menggunakan R Studio. Metode yang digunakan dalam penelitian ini adalah analisis bibliometrik dan tinjauan pustaka dari artikel Indeks Scopus. Data publikasi dikumpulkan menggunakan Scopus.com untuk mendapatkan data artikel dalam jurnal yang terindeks oleh Scopus. Data diperoleh dari sebanyak 2389 artikel yang relevan dari tahun 2018 hingga 2023 untuk aplikasi pendidikan matematika. Hasil penelitian menunjukkan bahwa telah dilakukan penelitian terkait pengembangan aplikasi pendidikan bagi guru matematika. Pengembangan penelitian telah meningkat dari tahun 2018 hingga 2022 dan menurun pada tahun 2023. Peningkatan signifikan publikasi hingga 2022 mengindikasikan minat yang tinggi terhadap teknologi pendidikan matematika, sementara penurunan pada 2023 membuka peluang penelitian baru terkait inovasi terkini seperti AI dan pembelajaran adaptif. Temuan ini dapat menjadi acuan bagi pengembang aplikasi dan pendidik dalam merancang alat pembelajaran matematika yang lebih efektif serta mendorong integrasi teknologi dalam kurikulum. Perlunya eksplorasi lebih mendalam mengenai efektivitas aplikasi berbasis teknologi mutakhir, kesenjangan akses, dan pelatihan guru untuk memastikan penerapan yang inklusif dan berkelanjutan.
Epistemological Obstacles on The Quadratic Inequality Tamba, Kimura Patar; Saragih, Melda Jaya
Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 2 (2020): 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.v11i2.6858

Abstract

Students often experience difficulties and errors in solving quadratic inequality problems. These difficulties and errors are not only caused by students’ ignorance or misconceptions, but also caused by epistemological obstacles. This study aimed to determine the epistemological obstacles faced by the junior high school students in quadratic inequality. This research was a qualitative research that involved 105 ninth-grade students at one of the junior high schools in Bandung, Indonesia. The data were collected through open-ended tasks and task-based interviews. The data were analyzed using the inductive coding process to classify students’ errors.  The descriptive analysis was carried out to reveal students’ ways of understanding and ways of thinking behind each error to be compared with historical analysis. Based on the description of ways of understanding and ways of thinking and comparison with this historical phenomenon, the epistemological obstacles had be confirmed. The results showed that there were epistemological obstacles in quadratic inequalities. The epistemological obstacles consisted of students' quadratic equation knowledge acts and students' arithmetic knowledge acts. However, no epistemological obstacles were found in the development history of quadratic inequality. Students' epistemological obstacles were parallel to the historical phenomena of quadratic inequality.  
Strengthening the Primary Mathematics Teacher's Self-Efficacy Through Online Professional Learning Communities Saragih, Melda Jaya; Listiani, Tanti; Seleky, Jacob Stevy; Tamba, Kimura Patar; Nagaratnam, Shalini
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1308-1322

Abstract

The perseverance, characteristics, and competencies of teachers can enhance the professional quality, motivation, and attitude of mathematics teachers. Recognizing the significance of professional development and personal growth for elementary school mathematics teachers, a Professional Learning Community (PLC) was implemented. This study aims to examine the impact of online PLC on teachers' self-efficacy in teaching mathematics. The research method used was mixed methods, quantitative and qualitative research. Data was collected by survey and interviews with 16 6th-grade mathematics teachers at Lentera Harapan School (SLH) in Indonesia. The questionnaire data were analysed by the Wilcoxon test, and the interview results were analysed qualitatively. The results find that after being given online PLC, there was a significant increase in teacher self-efficacy in teaching mathematics. Teachers respond positively to this activity because they can collaborate with other teachers from various elementary schools and support each other in their professional development. Teachers enjoyed the session of sharing experiences in overcoming learning difficulties faced by students in class. Thus, teachers' self-efficacy can be strengthened by ongoing online PLC activities that help teachers develop as professionals and provide optimal support for students' learning. By continuing to enhance teachers' self-efficacy, they may provide the best service for students and help students succeed in learning.     Keywords: self-efficacy, professional learning communities, primary mathematics teachers.
LEARNING TRAJECTORY OF QUADRATIC INEQUALITY Tamba, Kimura Patar; Saragih, Melda Jaya; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol. 2 No. 1 (2018): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v2i1.1202

Abstract

A learning trajectory offers a description of key aspects in planning mathematics learning. It also helps teachers follow and interpret students’ mathematical thinking, so that learning can be developed in accordance with the characteristics of students, and even become a tool for teachers to develop curriculum. There are three main components of learning trajectory: learning goals, learning activities, and hypothetical learning processes. In this article, we constructed a learning trajectory of the quadratic inequality. This qualitative study used didactical design research with 105 grade 10 students as the participants. In the prospective analysis step, didactic design, learning obstacle, and quadratic inequality system were analyzed. Based on the results of this analysis, we constructed hypothetical learning trajectories in the form of didactical design. Then, hyphothetical learning trajectories were implemented in the learning process. Student’s responses were analyzed qualitatively. Results of this analysis were used to revise the learning trajectory in order to obtain alternative trajectory learning outcomes of theoretical and empirical analysis. Finally, this article offers an alternative learning trajectory of quadratic inequalities that are different from the existing learning trajectories presented in the current textbook. The learning trajectory that is offered is the learning quadratic inequality which starts from the function approach. BAHASA INDONESIA ABSTRACT: Learning trajectory (LT) menawarkan sebuah deskripsi akan aspek kunci dalam perencanaan pembelajaran matematika. LT juga membantu guru belajar dalam mengikuti dan menginterpretasi cara berpikir matematisnya siswa, sehingga pembelajaran dapat dikembangkan sesuai dengan karateristik siswa, bahkan menjadi alat bagi guru untuk mengembangkan kurikulum.  Ada tiga komponen utama dari learning trajectory, yaitu: tujuan pembelajaran (learning goals), kegiatan pembelajaran (learning activities) dan hipotesis proses belajar siswa (hypothetical learning process). Dalam artikel ini akan dikonstruksi sebuah LT pertidaksamaan kuadrat. Penelitian ini menggunakan pendekatan kualitatif dengan didactical design research. Adapun partisipan sebanyak 105 siswa kelas X. Pada awal penelitian ini, dilakukan analisis propektif yaitu analisis atas materi pertidaksamaan kuadrat, hambatan belajar dan tingkat berpikir siswa. Kemudian dari hasil analisis ini disusunlah Hipotetical Learning Trajectories yang berupa desain didaktis. Desain didaktis berdasarkan Hypotetical Learning Trajectories ini diimplementasikan dalam pembelajaran. Respon siswa dianalisis secara kualitatif. Hasil analisis ini digunakan untuk merevisi Learning Trajectory, sehingga diperoleh Learning Trajectory alternatif hasil analisis teoritik dan empirik. Akhirnya, artikel ini menawarkan sebuah alternatif learning trajectory pertidaksamaan kuadrat yang berbeda dengan learning trajectories yang ada pada buku pelajaran sekarang. Learning trajectory yang ditawarkan adalah pembelajaran pertidaksamaan yang dimulai dengan pendekatan fungsi. 
PEMANFAATAN MEDIA QUIZIZZ PADA LATIHAN SOAL UNTUK MENDORONG KEAKTIFAN BELAJAR SISWA DALAM PEMBELAJARAN DARING [THE UTILIZATION OF QUIZIZZ MEDIA IN PROBLEMS TO IMPROVE STUDENTS’ LEARNING ACTIVENESS IN ONLINE LEARNING] Loupatty, Fredrik David; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol. 5 No. 2 (2021): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i2.2841

Abstract

This paper investigates student learning activeness as an important part of the formation and development of student potential. The aim of this paper is to describe the use of quizzes in lesson plans (practice questions) to encourage student activeness in online learning. Doing a field practicum program online presents its own challenges for teachers. One of them is related to the responses of students who are less active in learning. The solution applied is to use technology media for learning, namely using Quizizz to do practice exercises online. Divided into 10 implementation steps, the initial 8 steps are general steps such as making an online quiz on Quizizz while the last 2 steps are an adaptation done by the teacher himself. The implementation of this media in doing exercises shows that students are encouraged to be actively involved in learning. It can be seen in the attitude of those who are actively discussing (question & answer). This emphasizes the real practice of a Christian teacher in living his salvation through holistic learning design, for example by utilizing technology in the classroom to encourage active student involvement. This research has many weaknesses such as data validity, problem deepening, and technical problems in using Quizziz. This can be an evaluation and input for writers and readers.BAHASA INDONESIA ABSTRACT: Paper ini dibuat untuk melihat hubungan keaktifan belajar siswa dalam pembelajaran sebagai bagian penting dalam pembentukan dan pengembangan potensi siswa. Tujuan paper ini adalah untuk memaparkan pemanfaatan Quizizz dalam pembelajaran untuk mendorong keaktifan siswa dalam pembelajaran online. PPL yang dilaksanakan secara online memberikan tantangan tersendiri bagi pengajar, di antaranya: berkaitan dengan respons siswa yang kurang aktif dalam pembelajaran. Solusi yang diterapkan adalah memanfaatkan media teknologi untuk pembelajaran yaitu menggunakan Quizizz untuk melakukan latihan soal secara online. Dibagi menjadi 10 langkah penerapan, 8 langkah awal merupakan langkah umum seperti membuat kuis online pada Quizizz sedangkan 2 langkah terakhir merupakan adaptasi yang dilakukan oleh pengajar sendiri. Pengimplementasian media ini dalam melakukan latihan soal menunjukan adanya dorongan untuk siswa dapat terlibat aktif di dalam pembelajaran. Terlihat dari sikap mereka yang aktif berdiskusi (tanya & jawab). Hal ini menekankan praktik nyata seorang pengajar Kristen dalam menghidupi keselamatannya melalui perancangan pembelajaran yang holistik misalnya dengan memanfaatkan teknologi di kelas untuk mendorong keterlibatan aktif siswa. Penelitian ini memiliki banyak kelemahan seperti kevalidan data, pendalaman masalah, serta gangguan teknis dalam penggunaan Quizizz. Hal ini dapat menjadi evaluasi dan masukan bagi penulis maupun pembaca.
USING THE REACT LEARNING MODEL TO REDUCE STUDENT ANXIETY IN LEARNING MATHEMATICS Sitorus, Martina Srimega; Saragih, Melda Jaya
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6216

Abstract

Mathematical anxiety is an emotional response to the entire mathematical activity that affects students' mathematical to psychological abilities. This anxiety is influenced by various factors, such as negative perspectives on mathematics, experiences of failing in learning mathematics, and others. Research data at one Christian High School in Tangerang shows that class X social studies students experience mathematical anxiety where students have difficulty concentrating, are restless, unconfident, and have headaches when learning mathematics. Anxiety affects students' self-confidence and makes the learning process not optimal, so it needs to be reduced. The selection of the REACT model as a solution to this problem leads to varied, contextual, and collaborative learning. The purpose of this writing is to find out the application of the REACT model in reducing the mathematical anxiety of X social studies students. The method used in the research is descriptive qualitative, where data is collected through questionnaires. The results show that the REACT model stages, namely relating, experiencing, applying, cooperating, and transferring, succeeded in reducing the anxiety of class X social studies students towards learning mathematics. During the application of the model, students are seen concentrating while studying, having confidence, daring to ask questions, and others. Applying the REACT model can be a solution for teachers to manage mathematical anxiety while leading students to realize their identity as imago dei who have been reconciled to God in Jesus Christ. Students are endowed with a Divine capacity to do God's work. Reflecting on the implementation of the REACT model, the author suggests recognizing the characteristics of each student the characteristics and collaborating the REACT model with other learning resources.
Co-Authors Appulembang, Oce Datu Appulembang Desri Kristina Silalahi Dessy Rahmawati Dylmoon Hidayat Gidion Indra Saputra Jacob Stevy Seleky, Jacob Stevy Kurnia Putri Sepdikasari Dirgantoro Loupatty, Fredrik David Nagaratnam, Shalini Oce Datu Appulembang, Oce Datu Siahaan, Meiva Marthaulina Lestari Siane Indriani, Siane Sihaloho, Sondang M Sitorus, Martina Srimega Susilawati, Yuni Eka Tamba, Kimura Patar Tanti Listiani Tanti Listiani, Tanti WIDIASTUTI - Widiastuti Widiastuti