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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Peluang Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam EurekaMatika (Jurnal Online Matematika S1) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Transformasi: Jurnal Pengabdian Masyarakat Profesi Pendidikan Dasar JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan Jurnal Elemen Edumatsains JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) AKSIOMA Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika REiD (Research and Evaluation in Education) JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Analisa PAEDAGOGIA PRISMA Juring (Journal for Research in Mathematics Learning) Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Lentera: Jurnal Ilmiah Kependidikan IRJE (Indonesian Research Journal in Education) Jurnal Pendidikan Matematika (Kudus) Tarbawi: Jurnal Keilmuan Manajemen Pendidikan International Journal on Emerging Mathematics Education Theorems (The Original Research of Mathematics) International Journal of Pedagogy and Teacher Education Jurnal Surya Masyarakat AXIOM : Jurnal Pendidikan dan Matematika Teorema: Teori dan Riset Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Pelita : Jurnal Penelitian dan Karya Ilmiah Jurnal Sains Sosio Humaniora Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika (JPM) FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Dedikasi Pendidikan JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Jurnal Pendidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Math Educa Journal Gema Wiralodra Integral : Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Square : Journal of Mathematics and Mathematics Education Community Development Journal: Jurnal Pengabdian Masyarakat Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Southeast Asian Mathematics Education Journal Perspektif : Jurnal Ilmu Administrasi International Journal on Teaching and Learning Mathematics Jurnal Surya Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Gagasan Pendidikan Indonesia Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) Jurnal Pendidikan dan Teknologi Indonesia Mosharafa: Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika Unpatti These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Hipotenusa: Journal of Research Mathematics Education (HJRME) ACADEMIA: Jurnal Inovasi Riset Akademik Jurnal Eurekamatika Edumatika JES-MAT (Jurnal Edukasi dan Sains Matematika) Unnes Journal of Mathematics Education Jurnal Didactical Mathematics Journal of Advanced Sciences and Mathematics Education Prosiding Sesiomadika Edumatica: Jurnal Pendidikan Matematika Research and Development in Education (RaDEn) Journal of Mathematics Science and Computer Education International Journal of Community Engagement Payungi Euclid International Journal of Trends in Mathematics Education Research (IJTMER) JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Mathematics and Mathematics Education (IJMME) Tatar Pasundan: Jurnal Diklat Keagamaan Kelola: Jurnal Manajemen Pendidikan Cendikia: Jurnal Pendidikan dan Pengajaran Ta'dib IndoMath: Indonesia Mathematics Education Sipakaraya : Jurnal Pengabdian Masyarakat JRAMathEdu (Journal of Research and Advances in Mathematics Education) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Hipotenusa: Journal of Mathematical Society Jurnal Infinity International Journal of Applied Learning and Research in Algebra International Journal of Geometry Research and Inventions in Education Journal on Mathematics Education Research Pi Radian Journal Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education SJME (Supremum Journal of Mathematics Education) Mathema: Jurnal Pendidikan Matematika Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Didaktik Matematika Eduma : Mathematics Education Learning and Teaching International Journal of Educational Narratives
Jarnawi Afgani Dahlan
Unversitas Pendidikan Indonesia
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Junior high school students’ onto-semiotic approach in solving AKM-oriented algebra numeracy problems based on VARK learning styles Hidayat, Rifqi; Turmudi, Turmudi; Dahlan, Jarnawi Afgani; Nurlaelah, Elah
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.51124

Abstract

This qualitative phenomenological study examines how eighth-grade students with different VARK learning styles apply the onto-semiotic approach to solve AKM-oriented algebra problems. Using purposive sampling, data were collected through tests, questionnaires, interviews, and documentation, focusing on key mathematical objects: language, context, concepts, propositions, procedures, and arguments. The findings indicate that visual, auditory, and kinaesthetic learners demonstrate stronger abilities in linking contextual problems to mathematical models, interpreting symbols, identifying variables, and correctly applying substitution. They also construct meaningful algebraic propositions that align with the problem contexts. In contrast, read/write learners tend to rely on procedural and mechanical steps, often overlooking conceptual understanding and struggling to connect contextual information with symbolic representation. Consequently, although they may arrive at correct numerical solutions, their grasp of relationships between variables in linear equations remains limited.
Activity Contents Of Mathematical Communication In Merdeka Curriculum Textbooks Of Grade VII On Plane Geometry Materials Tri Sedya Febrianti; Jarnawi Afgani Dahlan; Siti Fatimah
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84504

Abstract

This research was conducted to analyze the availability of activity content in curriculum merdeka textbooks of grade VII on plane geometry materials published by the Ministry of Education and Culture of the Republic of Indonesia. The research method was carried out in a descriptive qualitative manner with the type of textbook content analysis. Mathematical communication indicators are used as the aspect of analysis. The research results obtained are that all activities in this book have been able to support the improvement of students' mathematical communication competence, although there are no special labels or instructions related to mathematical communication indicators embedded in each activity so that the meaning is still implied or based on the opinion of researchers with adjusted theory used in relation to mathematical communication. From the data analysis that has been done, it can be concluded that the content material is good enough based on the percentage category table for the suitability of book activity, which is equal to 39%. Based on the research this books can help students develop their mathematical communication ability  with teacher guidance. However, basically this book provides sufficient activities as an effort to improve students' mathematical communication skills if teachers are able to use this book well as a resource and learning media in the classroom
Students Thinking Processes in Generalizing Patterns Based on The Personality of RIASEC Holland Theory Nusrotul Bariyah; Jarnawi Afgani Dahlan; Seth Junior Nti
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i2.96344

Abstract

Generalizing patterns is a fundamental mathematical skill with widespread applications. However, only 7.1% of students demonstrate high proficiency in generalizing patterns, indicating significant challenges in identifying and applying rules. This study explores the thinking processes of students who succeed and fail in generalizing linear patterns, analyzed through the lens of Holland's RIASEC personality model. Employing a qualitative phenomenological approach, data were collected through pattern generalization tests, RIASEC questionnaires, and interviews conducted with seven junior high school students in Bandung, selected based on communication skills and varied personality types. The findings reveal that students with investigative personalities are most successful, exhibiting critical thinking and problem-solving abilities aligned with pattern generalization tasks. In contrast, unsuccessful students predominantly rely on numerical data or recursive strategies without effectively connecting visual configurations. This research identifies three distinct thinking processes: focusing solely on numerical data, combining numerical data with operational adjustments, and refining generalizations using visual patterns. The study underscores the importance of leveraging visual aids and trial-and-error methods in teaching pattern generalization. Differentiated instruction, tailored to students’ cognitive and personality traits, is recommended to address diverse learning needs and enhance mathematics education quality. This study contributes to understanding the interplay between personality and cognitive strategies in mathematical problem-solving. It also emphasizes the necessity for inclusive teaching strategies that cater to varied student profiles to foster success in generalizing patterns and developing essential mathematical skills
Analysis Of Students' Mathematical Problem-Solving Ability Based On Polya's Stages Viewed From Mathematical Resilience Isna Fauziyah; Elah Nurlaelah; Jarnawi Afgani Dahlan; Toyib Febri Kisdiono
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.1001

Abstract

Mathematics learning should facilitate students in developing and exploring their Mathematical Problem-Solving Ability (MPSA). Mathematical resilience is very important in supporting students’ MPSA in mathematics learning. This study aims to explore students’ MPSA in terms of their mathematical resilience. A qualitative descriptive method was used in this research to analyze the contribution of mathematical resilience to students’ MPSA.  A senior high school in Lebak Regency, Banten, was chosen as the location for the research. The research sample consisted of 23 eleventh-grade students, from which 3 students were selected for further analysis based on high, medium, and low categories of mathematical resilience. The findings indicate that students with high mathematical resilience have very good MPSA, as evidenced by achieving all four indicators of MPSA based on Polya’s problem-solving stages. Students with medium mathematical resilience still require guidance at the fourth stage of Polya's process, namely evaluating the results and the problem-solving process. Meanwhile, students with low mathematical resilience are only able to understand the problem but are not yet able to develop strategies, implement problem-solving, or evaluate the results and the process. Based on the findings, it can be concluded that students’ mathematical resilience influences their MPSA, thus requiring attention to mathematical resilience in the mathematics learning process.
Constructing and providing content validity evidence through the Aiken's V index based on the experts' judgments of the instrument to measure mathematical problem-solving skills Nia Kania; Yaya S. Kusumah; Jarnawi Afgani Dahlan; Elah Nurlaelah; Ferit Gí¼rbí¼z; Ebenezer Bonyah
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.71032

Abstract

Test content-based proof of validity is a type of evidence that supports the validity of a measuring instrument. This research aims to develop a mathematical problem-solving assessment instrument utilizing five experts. This study is classified as developmental research and follows a research design that includes two separate stages: the preliminary design stage and the prototype stage. However, its application is restricted to Prototype 1 and Prototype 2, specifically for expert evaluation. This instrument was designed explicitly for grade VIII students studying mathematics, covering all the topics from the odd semesters. The analysis progressed through three distinct stages "” curriculum analysis, content analysis, and context analysis "” each contributing to a comprehensive understanding of instructional resources. The study sought to narrow the gap between theoretical knowledge and practical application in mathematics education by incorporating real-world context. Surveys have revealed difficulties in answering mathematical problems, highlighting the need to address gaps in learning to improve competency. The careful and thorough construction of test instruments, considering factors such as validity, established the foundation for creating accurate assessment tools. The content validity assessment by the expert panel, with scores ranging from 0.817 to 0.884 based on the V-Aiken category, confirms that the instrument is vital in assessing students' mathematical problem -solving skills, and the implementation of this study yielded many valuable insights for educators and academics. This study helps improve mathematics education resources and evaluations to promote mathematical thinking.
From Arithmetic to Algebra: Students’ Epistemological Obstacles Redo Martila Ruli; Dadang Juandi; Jarnawi Afgani Dahlan; Septiani Yugni Maudy
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.205

Abstract

The initial algebraic concept typically introduced to students is the linear equation in one variable. One of the earliest difficulties students encounter with this concept is comprehending the significance of a variable. This study aims to investigate the epistemological obstacles faced by students in acquiring proficiency in linear equations in one variable. A qualitative phenomenological methodology was employed in this research. The participants consisted of 35 eighth-grade students enrolled in a junior high school who had previously studied linear equations in one variable. In the initial phase of the study, the researcher formulated two word problems. The utilization of word problems was intended to elucidate students’ thought processes in articulating their ideas or reasoning in written form. Subsequently, interviews were conducted with four selected students to corroborate the researcher’s interpretation of their written responses. The findings and discussion reveal that the conceptual deficiencies acquired during instruction contributed to the emergence of epistemological learning obstacles among students. This learning obstacle was identified through the solutions proposed by students, which were predominantly arithmetic rather than algebraic. Although the students acknowledged that the problem they were dealing with was related to the concept of linear equations in one variable, the majority still encountered difficulties in providing solutions in the form of a linear equation in one variable., particularly in the forms  and .
Relationship between Mathematical Communication Ability and Adversity Quotient of Junior High School Students Yosy Candraningsih; Elah Nurlaelah; Jarnawi Afgani Dahlan
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 20 No. 1 (2025)
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v20i2.81461

Abstract

Students' perceptions of the difficulty of mathematics often influence their mathematical abilities. Students who possess a strong Adversity Quotient (AQ) are likelier to demonstrate improved mathematical abilities, particularly in mathematical communication abilities. This study examines the relationship between mathematical communication ability and students' Adversity Quotient (AQ). The research employed a correlational method, with a sample of 31 ninth-grade students from a junior high school in Bandung City during the 2024/2025 academic year. Data were collected through mathematical communication ability tests and an Adversity Quotient (AQ) questionnaire. The collected data were analyzed in two stages: an Exploratory Data Analysis (EDA), which included normality and linearity tests, followed by Confirmatory Data Analysis (CDA), which used the Pearson correlation test. The results revealed a correlation coefficient of 0.672, indicating a medium-level relationship between students' mathematical communication ability and their Adversity Quotient (AQ).
The Relationship Between Achievement Motivation and Students’ Statistical Literacy in Statistics Learning Azis Azis; Jarnawi Afgani Dahlan
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 2 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i2.39438

Abstract

This study aims to analyze the relationship between achievement motivation and statistical literacy among mathematics education students. Statistical literacy is an important competency that enables students to understand, interpret, and use statistical information in various contexts. This study employed a quantitative approach with a correlational research design. The population consisted of mathematics education students who had taken statistics courses, while the sample included 23 students selected through purposive sampling. The research instruments consisted of a statistical literacy test comprising 15 items and an achievement motivation questionnaire consisting of 20 statements using a Likert scale. Data were analyzed using descriptive and inferential statistics, including normality test, linearity test, autocorrelation test, heteroscedasticity test, Pearson correlation analysis, coefficient of determination, and simple linear regression analysis. The results showed that students’ statistical literacy was in the moderate category with a mean score of 17.65, while achievement motivation was in the high category with a mean score of 75.96. The correlation analysis indicated a strong and significant relationship between achievement motivation and statistical literacy with a correlation coefficient of 0.782 and a significance value of 0.000. The regression analysis revealed that achievement motivation had a significant effect on students’ statistical literacy with a contribution of 61.2%. These findings indicate that achievement motivation is an important factor that can improve students’ statistical literacy in statistics learning.
Exploring Students’ Lived Experiences of Statistical Literacy in a Mathematical Statistics Course: A Phenomenological Narrative Study Azis Azis; Jarnawi Afgani Dahlan
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3458

Abstract

Background. The rapid development of information technology and the increasing use of data across various domains require students to be able to understand and critically interpret statistical information. Statistical literacy has become an essential competency in higher education, particularly in contexts that demand data analysis and interpretation of research findings. However, previous studies indicate that students still experience difficulties in understanding statistical concepts and interpreting statistical information appropriately. Purpose. This study aims to explore the statistical literacy of mathematics education students after completing a mathematical statistics course, with a particular focus on how they experience and construct meaning of statistical concepts. Method. This study employed a qualitative approach with a phenomenological design to examine students’ lived experiences in learning statistics. The participants were mathematics education students who had completed a mathematical statistics course. Data were collected through a statistical literacy test consisting of 15 items used as an elicitation tool, followed by semi-structured interviews to explore students’ meaning-making processes. Data were analyzed using thematic analysis to identify patterns in how students understand and interpret statistical concepts and information. Results. The findings reveal that students’ statistical literacy is predominantly characterized by procedural understanding, where students are able to execute statistical procedures but struggle to interpret results and critically evaluate research findings. More importantly, the study identifies a pattern of understanding conceptualized as surface statistical thinking, in which students rely on mechanical procedures, exhibit limited knowledge transfer, and demonstrate fragmented conceptual understanding. These findings highlight that students’ difficulties are not merely related to ability levels, but are rooted in how they experience and make sense of statistics learning. Conclusion. This study contributes theoretically by proposing surface statistical thinking as a phenomenological construct that explains the gap between procedural performance and conceptual understanding in statistical literacy. Therefore, statistics instruction in higher education should be designed to promote conceptual understanding through contextual, reflective, and data-driven learning, while integrating data literacy and critical thinking to better prepare students for the demands of the data-driven and artificial intelligence era.
IMPLEMENTATION OF E-DIDACTICS IN COMPLEX ANALYSIS EXAMS: ITS IMPACT ON STUDENTS' COGNITIVE ABILITIES, RESILIENCE, AND SELF-AWARENESS Hamdan Sugilar; Juariah Juariah; Jarnawi Afghani Dahlan
Math Educa Journal Vol 10, No 1 (2026)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v10i1.13826

Abstract

The implementation of e-didactics through the use of various digital tools and platforms in learning requires appropriate assessment techniques and student skills in using them to measure learning outcomes. This study aims to: (1) determine students' ability to solve Complex Analysis exam questions assisted by mathematical computer applications; (2) identify appropriate question formats to measure mathematical problem-solving abilities; and (3) measure the level of resilience and self-awareness of students during the exam. This study uses a qualitative descriptive approach. The researcher aims to explore the role of e-didactics assisted by the Learning Management System (LMS) and mathematical computer applications on the ability to solve analytical questions, resilience, and self-awareness of sixth-semester students of the Mathematics Education Study Program at a university in Bandung City. The context of this study is when students complete the Mid-Semester Exam (UTS) questions for the Complex Analysis course. The results of the study indicate that: (1) students' analytical abilities are in the sufficient category; (2) appropriate question formats to measure analytical abilities are multiple-choice and essay questions with analytical question types; and (3) the level of self-awareness and resilience of students during the application-assisted mid-term exam was also in the sufficient category. For further research, it is recommended that e-didactic studies not only focus on the evaluation stage, but also be reviewed from the perspective of the entire learning process.
Co-Authors ., Nursusanto A, Abdul Wahab Aan Hendroanto Ade Rohayati Ade Rohayati Adzni Nurul Fajriani Afidah Mas'ud Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Afriadi, Bambang Afriani . Agus Soleh Riyadi AHMAD LUTFI Ahmad Lutfi Ahmad Lutfi Fauzi Ahmad Mukhibin Ahmad Mukhibin, Ahmad Aisyah, Ani Ajeng Kusmayanti Al Jupri Amelia Defrianti Putri Amelia, Irma Anasrul . Anggit Prabowo Ani Aisyah Anik Yuliani Anik Yuliani Anisa Bella Fathia, Anisa Bella Anizar Ahmad Anjar Yogaswara Anna Cesaria Annisa Desti Fahjri Aqidatul Izzah Ariany, Riva Lesta Arif Muchyidin Arifin Riadi Arifin Riadi Ariyanti Jalal Ariyanti Jalal Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Asmawi Darmawan Aulia, Mirza Ayu Pratiwi, Ns. Ayuningtyas Kusumastut, Nury Azis Azis Azmidar Azmidar Azmidar Azmidar, Azmidar Bambang A.P Martadiputra bambang avip Priatna Bambang Avip Priatna Bambang Avip Priatna Martadiputra cakrawala Bambang Cahyono Bambang Mardi Sentosa Bana G. Kartasasmita Bariyah, Nusrotul Beni Yusepa Ginanjar Putra Br Hombing, Angelina Siswaty Chandrawati, Titi Christina Monika Samosir Churun Lu'lu'il Maknun Cipta, Eliva Sukma Dadan Dasari Dadang Juandi Dadang Juandi Dadang Juandi Dadang Juandi Dahlia Fisher Damra Ali Sitanggang Darhim Darhim Darmojo, Hardjito S. Deswita, Ria Dewanto, Stanley Dewanto, Stanley - Dewi Nurmalitasari Dewi Rachmatin Dewi, Rivani Adistia Dharmayanti, Nela Dian Nopitasari Dian Usdiyana Didi Suryadi Dina Damayanti Dina Khanifatul Ardhilah Dini Andiani Dui Kurniasih Dwi Agustini, Dwi E. Epran Ebenezer Bonyah Edi Irawan Edi Irawan Edi Mulyadi Edi Mulyadi Edi Supriyadi Efrata Gee Ekasatya Aldila Afriansyah Elah Nurlaelah Elah Nurlaelah Elisya, Nur Elmawati, Elmawati Elsayed, Ebrahim E. Elvandri Yogi Pratama Endang Cahya Mulyaning A. Epran, Epran Erma Monariska Erma Monariska Ernawati Ernawati Esterlina Esterlina Esti Harini Eva Musyrifah, Eva Evi Nur Eyus Sudihartinih Fadhil Zil Ikram Fadhil Zil Ikram Fatimah, Siti Fauzan Syahbudin Fauzi, Ahmad Lutfi Febriansyah, Muhammad Dwiky Febrianti, Tri Sedya Ferit Gí¼rbí¼z Firda, Nadiatun Fitri Aida Sari Fitria Maghfiroh Fitria Maghfiroh, Fitria Fitria Sulistyowati Fitria, Nida Fitriani agustina Fitriyah, Yuni Fitriyani, Harina Gelar Dwirahayu Ginda M.A.Siregar Gunawan, Sanie Rachma Setia Gusni Satriawati, Gusni Hadi, Moh. Badaruddin Hafizah Aqilah Hafizah Delyana Hajizah, Mimi Nur Halimatussa'diah Lubis Hamdan Sugilar Hans Vos Haq. MY, Annisa Husnul Hasti Robiasih Hendriyanto, Agus Heri Sutarno Hudaya Latuconsina Husni, Niakmatul Husnul Khatimah Rusyid Idrus Alhaddad Iik Nurhikmayati, Iik Ilham Muhammad Inayah, Clara fadhilah Indah Puspita Sari Indah Puspita Sari, Indah Puspita Indah Rahmania Indriani, Ulfa Dwi Indriati, Mefa Inggrid Marlissa Intan Nurlianti Irena Puji Luritawaty Iskandar, Idris Isna Fauziyah Isra Nurmai Yenti Johannis Takaria Joseph Taban Jozua Sabandar Jozua Sabandar Jozua Sabandar Juariah Juariah Kadarisma, Gida Karso Karso Kartika Yulianti Khusaini, Khusaini Kirana Qurotal Aini Prawira Krida Singgih Kuncoro Kristiani, Yasinta Dian Kurniawati Kurniawati Kurniawati, Lia Kusmayanti, Ajeng Kyaruzi, Florence Lethulur, Nelma D Lethulur, Nelma Dortje Lukman Lutfiana, Lutfiana M. Anang Jatmiko M. Azhari Panjaitan M. Hafiz Maknun, Churun Lu'lu'il Mardiah Annur, Mardiah Marhami, Marhami Marthadiputra, Bambang Avip Priatna Mastur Thoyib Kesi Mega Fatimah Rosana Megawati . Mery Noviyanti Minasyan, Sona Mirza Aulia Ms Nurjanah Muchamad Subali Noto Muchlis, Effie Efrida Mufarrido Husnah Muhaimin, Lukman Hakim Muhamad I. Suhifatullah Muhamad Syahidul Qirom Muhammad Dwiky Febriansyah Muhammad Taqiyuddin Muhammad Win Afgani Muhammad, Iryana Mulyaning A., Endang Cahya Mumtazah, Nadia Wardah Mustadin Mustadin Mustofa Kamil, Mustofa N. Nurjanah Nafiah, Siti Nanang Priatna Nar Herrhyanto Naufal Ishartono Neneng Tita Rosita Nia Kania Nida Fitria Nimrod Sitinjak Nti, Seth Junior Nur ‘Azah Nurannisa, Andi Nurrohmah . Nusrotul Bariyah Nusrotul Bariyah Onesimus Laia, Harun Pahmi, Samsul Panjaitan, M. Azhari Pebrianti, Aneu Permatasari, Revina Pieter Zakarias Tupamahu Puspita, Wita Ratna Putri Ardhanita Harahap Putri Armania Agustina Alfitri Putri Wahyuni Putri, Amelia Defrianti Putri, Mei Radia R. H. Yanti Silitonga Rachmawati Khaerun Nisa Raden Nabilah Fahrani Rahayu, Yayu Nurhayati Rahmah Johar Rahmia Mulya Fitri Rahmy Zulmaulida Raksanegara, Fadel Ramdani Miftah Rani Sugiarni Rani Sugiarni Rasilah, Rasilah Ratni Purwasih Ratni Purwasih Ratni Purwasih, Ratni Ratu Sarah Fauziah Iskandar Redo Martila Ruli Reni Nuraeni Reni Nuraeni, Reni Restriani Utami Revina Permatasari Ria Deswita Rifqi Hidayat, Rifqi Rika Mulyati Mustika Sari Rina Oktaviyanthi, Rina Ristiana, Muhammad Ghiyats Riva Lesta Ariany Rivani Adistia Dewi Rizky Rosjanuardi Rofi'ah, Nur Rohaida . Rolina Amriyanti Ferita Rolina Amriyanti Ferita, Rolina Amriyanti Rosmanita Rosmanita RR. Ella Evrita Hestiandari Ruli, Redo Martila Runisah, Runisah Rusdian Rifai Rusyid, Husnul Khatimah Sa'diyyah, Halimatu Sabila Mukhlishonisa Sabur, Ambuy Sani Sahara Saputra, Andari Sarah Inayah Sari Herlina Septian, Ari Septiani Yugni Maudy Seth Junior Nti Shafa Salsabila Shafira, Syifa Sihombing, Rika Elizabet Silitonga, R. H. Yanti Simbolon, Asep Siti Fatimah Siti Kania Siti Khaeriyah Siti Sohibah Siti Tuti Alawiyah Somchai Watcharapunyawong Sona Minasyan Sri Adi Widodo Sri Adi Widodo Sri Tatminingsih SRI YULIANTI Stanley - Dewanto Stanley Dewanto Stanley Pandu Dewanto Subedi Subedi Sudirman Sudirman Sudirman Sufyani Prabawanto, Sufyani Sugeng Sungkono Sugianto, Andi Suhaya Suhaya Suhaya Suhaya, Suhaya Suhendra Suhendra Sulistiawati Sulistiawati Sulistiawati Sulistiawati Sulistiawati Sulistiawati Sulistiawati Sulistiawati Susilowati, Erlina ayu Syahbudin, Fauzan Syifa Mardliyah Syifa Shafira Syifa Syafira Al Ghifari Takaria, Johannis Tatang Herman Tatang Herman, Tatang TATI NURHAYATI Tia Purniati Tita Rosita Toyib Febri Kisdiono Tri Nopriana, Tri Trisno Ikhwanudin Trisnowali MS, Andi Tsania Rahmatin Turmudi Turmudi Turmudi Tuti Hartati Umbara, Hanifa Dina Aulia Dewi Ummi Fadilah Harahap Vos, Hans Wahyudin ,- Wahyudin Wahyudin Wahyudin, Irmansyah Wahyuni, Sela Wardat, Yousef Wicaksono, Elga Nor Widyasari, Nurbaiti Yasrizal Yaya S Kusumah Yaya S. Kusumah Yaya S. Kusumah Yaya S. Kusumah Yaya S. Kusumah Yaya Sukjaya Kusumah Yaya Sukjaya Kusumah Yaya Sukjaya Kusumah Yelli Oktavien Yelli Oktavien Yosy Candraningsih Yuliardi, Ricki Zaenal Arifin Zakiya Aulia Ilma Zela Halida Zia Zetriuslita Zulkarnain .