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Erfan Yudianto

Departement Of Mathematics Education, University Of Jember

Author-ID : 2511968

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MENINJAU ULANG BERPIKIR KREATIF SISWA SD DALAM GEOMETRI: PERSPEKTIF LEVEL VAN HIELE Yudianto, Erfan; Astri, Sofi; Maghfiroh, Sasqia Ulimaz; Febriyanto, Eko Yudi; Margaretha, Puspita Maya
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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Penelitian ini bertujuan untuk meninjau ulang berpikir kreatif siswa dalam menyelesaikan masalah geometri melalui perspektif level berpikir van Hiele. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan 28 siswa kelas IV sekolah dasar. Dari jumlah tersebut, dipilih enam subjek secara purposive untuk dianalisis secara mendalam berdasarkan level berpikir van Hiele. Data dikumpulkan melalui tes kemampuan geometri, tugas berpikir kreatif berbasis tangram, dan wawancara semi-terstruktur. Analisis data dilakukan secara kualitatif melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan fokus pada indikator fluency, flexibility, dan originality. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif siswa tidak berkembang secara linier seiring dengan peningkatan level berpikir van Hiele. Siswa pada level yang lebih tinggi tidak selalu menunjukkan tingkat kreativitas yang lebih baik, khususnya pada aspek originality. Sebaliknya, siswa pada level yang lebih rendah masih mampu menunjukkan kemampuan fluency dan flexibility melalui eksplorasi variasi solusi. Temuan ini mengindikasikan bahwa kreativitas dalam geometri lebih banyak berkembang pada tahap eksploratif dan belum sepenuhnya mencapai tahap generatif. Penelitian ini menyimpulkan bahwa berpikir kreatif dalam geometri tidak dapat dipahami semata-mata sebagai hasil dari perkembangan kognitif geometris, tetapi sebagai proses dinamis yang melibatkan interaksi antara pemahaman konsep, pengalaman manipulatif, dan strategi eksplorasi. Oleh karena itu, pembelajaran geometri perlu dirancang untuk tidak hanya meningkatkan level berpikir, tetapi juga mendorong perkembangan kreativitas melalui tugas-tugas terbuka dan eksploratif.

INSTRUMEN TES KEMAMPUAN VISUAL SPASIAL BERDASARKAN PELEVELAN GEOMETRI HASS SEBAGAI STRATEGI PENGUKURAN KEMAMPUAN GEOMETRI Puspita Maya Margaretha; Erfan Yudianto; Eko Yudi Febriyanto; Sasqia Ulimaz Maghfiroh
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.10356

ABSTRACT Geometry is considered one of the most difficult topics in mathematics because it requires students to simultaneously master visualization skills, spatial representation, and abstract conceptual understanding. This condition indicates the need for an instrument capable of measuring students’ visual-spatial abilities more comprehensively. This study aimed to develop a geometry test instrument based on Hass theory, which includes conceptualization, imagination, problem solving, and pattern recognition. The study employed a qualitative approach through several stages, including indicator formulation, item development, expert validation, instrument revision, and finalization of the instrument. The validation process involved two validators consisting of one geometry lecturer and one mathematics teacher who assessed the appropriateness of the content, indicators, language, and item construction. The results showed that the developed instrument consisted of seven visual-spatial ability-based test items and achieved a very high validity level with an average validation score of 5. The resulting instrument was considered capable of measuring students’ geometry abilities more systematically, particularly in the aspects of visualization and spatial reasoning. The novelty of this study lies in the development of a geometry instrument based on Hass theory integrated into the measurement of students’ visual-spatial abilities. This study is expected to serve as a reference for the development of geometry learning evaluation based on spatial abilities and Higher Order Thinking Skills (HOTS). ABSTRAK Geometri merupakan salah satu materi matematika yang masih dianggap sulit oleh peserta didik karena menuntut kemampuan visualisasi, representasi ruang, dan pemahaman konsep abstrak secara bersamaan. Kondisi tersebut menunjukkan perlunya instrumen yang mampu mengukur kemampuan visual spasial peserta didik secara lebih komprehensif. Penelitian ini bertujuan mengembangkan instrumen tes kemampuan geometri berbasis teori Hass yang meliputi pengkonsepan, pengimajinasian, penyelesaian masalah, dan penemuan pola. Penelitian menggunakan pendekatan kualitatif dengan tahapan penyusunan indikator, pengembangan butir soal, validasi ahli, revisi instrumen, dan penetapan instrumen final. Proses validasi dilakukan oleh dua validator yang terdiri atas satu dosen geometri dan satu guru matematika untuk menilai kesesuaian materi, indikator, bahasa, dan konstruksi soal. Hasil penelitian menunjukkan bahwa instrumen yang dikembangkan terdiri atas tujuh butir soal berbasis kemampuan visual spasial dan memperoleh tingkat validitas sangat tinggi dengan rata-rata skor validasi sebesar 5. Instrumen yang dihasilkan dinilai mampu mengukur kemampuan geometri peserta didik secara lebih sistematis, terutama pada aspek visualisasi dan penalaran spasial. Novelty penelitian ini terletak pada pengembangan instrumen geometri berbasis teori Hass yang terintegrasi dalam pengukuran kemampuan visual spasial peserta didik. Penelitian ini diharapkan dapat menjadi referensi dalam pengembangan evaluasi pembelajaran geometri berbasis kemampuan spasial dan Higher Order Thinking Skills (HOTS).

How geometry task management shapes students’ spatial structuring: Evidence from tangram-based pythagorean problem solving Yudianto, Erfan; Firmansyah, Frenza Fairuz; Zulnaidi, Hutkemri
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): 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.v17i2.30955

Purpose: This study examines how geometry task management shapes students’ spatial structuring when solving Pythagorean Theorem problems through tangram-based tasks. Method: This study employed a qualitative case study design involving six eighth-grade students (aged 13–14) from a public junior high school. The participants were purposively selected to represent diverse levels of classroom participation. Data were collected across three classroom sessions through students’ work artifacts, classroom interaction transcripts, and observation notes. Data were analyzed using a qualitative interpretative approach involving iterative coding and cross-case comparison to identify patterns of spatial structuring, particularly in relation to part–whole coordination, recognition of invariant properties, and reconfiguration strategies. Findings: The analysis indicates that geometry task management shapes students’ spatial structuring through geometric reconfiguration and increasing attention to part–whole relationships. Students’ reasoning evolves from visual manipulation toward more relational forms of understanding as tasks are sequenced and supported through teacher questioning; for example, some students initially relied on visual fitting strategies but later justified their rearrangements by referring to equal lengths and area equivalence after teacher prompts. The results indicate that spatial reasoning emerges through interaction with representations and is influenced by how instructional tasks direct students’ attention to invariant geometric relationships. Significance: This study contributes to mathematics education by showing how spatial structuring can be understood as a pedagogically supported process shaped through geometry task management. The findings highlight the importance of task sequencing and teacher guidance in supporting students’ spatial reasoning in learning the Pythagorean Theorem.

ANALYSIS OF THE MERDEKA CURRICULUM IN MATHEMATICS EDUCATION: ITS RELEVANCE TO STUDENTS’ CRITICAL THINKING SKILLS Eko Yudi Febriyanto; Erfan Yudianto; Dian Kurniati; Nurcholif Diah Sri Lestari
MEDIA DIDAKTIKA Vol. 12 No. 1 (2026): Desember 2025 - Mei 2026
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

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The Merdeka Curriculum provides the foundational framework for reforms in mathematics education, emphasizing adaptability, learner-centered approaches, and the integration of real-life contexts to develop critical thinking abilities. The primary objective of this study is to examine how the Merdeka Curriculum is implemented within mathematics education and to assess its connection with students’ critical thinking skills. A systematic literature review was conducted using the PRISMA methodology, encompassing the phases of identification, screening, eligibility assessment, and final inclusion of articles published between 2021 and 2026. The data, sourced from Google Scholar, were analyzed narratively to uncover implementation patterns, enabling factors, and prevailing obstacles. The findings reveal that the application of the Merdeka Curriculum in mathematics instruction primarily occurs through active learning strategies, including Project-Based Learning, Problem-Based Learning, differentiated instruction, and the utilization of contextual teaching resources such as worksheets and ethnomathematics-based modules. The results further demonstrate an enhancement in students’ critical thinking capabilities, reflected in improved analytical, evaluative, inferential, and problem-solving skills. Nevertheless, successful implementation remains contingent on several factors, namely teachers’ pedagogical preparedness, constraints related to instructional time, and their comprehension of the curriculum’s structure. The discussion highlights that the Merdeka Curriculum holds considerable promise for fostering critical thinking, provided it is accompanied by methodical planning and consistent execution. The study concludes that while the Merdeka Curriculum is both relevant and effective in improving students’ critical thinking in mathematics, it necessitates the reinforcement of teacher competencies and the refinement of classroom implementation practices.

Relevansi Penerapan Model Pembelajaran Terhadap Pelajaran Matematika Berdasarkan Kurikulum Merdeka Khusnul Hotimatus Agustina; Moh. Abqoriyun Nabighul Fahmi; Zulfi Nayyiroh; Erfan Yudianto; Nurcholif Diah Sri Lestari; Sunardi
ARITMATIKA: Jurnal Riset Pendidikan Matematika Vol. 5 No. 1 (2024): ARITMATIKA: Jurnal Riset Pendidikan Matematika
Publisher : Program Studi Tadris Matematika FTIK UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aritmatika.v5i1.293

Penelitian ini bertujuan untuk mengidentifikasi dan menjelaskan bagaimana relevansi penerapan model pembelajaran terhadap pelajaran matematika dalam Kurikulum Merdeka. Peneliti melakukan wawancara dengan beberapa guru matematika MTsN 1 Jember yang telah menerapkan Kurikulum Merdeka pada siswa kelas 7 dan 8 sejak tahun 2022. Berdasarkan hasil wawancara, informan menyampaikan bahwa di sekolah tersebut telah menggunakan model pembelajaran Problem Based Learning (PBL), Project Based Learning (PJBL) dan Discovery Learning yang disesuaikan dengan karakteristik siswa, sehingga model pembelajaran yang digunakan relevan dengan pembelajaran Kurikulum Merdeka. Kurikulum Merdeka ini salah satu kebijakan baru yang dibuat oleh kementerian pendidikan, tujuannya guna membuat pembelajaran lebih kreatif dan sesuai dengan kebutuhan siswa. Dalam konteks ini, peneliti menggunakan metode penelitian kualitatif deskriptif. Hasil studi menunjukkan bahwa Kurikulum Merdeka memberikan kebebasan dalam menggunakan model pembelajaran saat proses belajar-mengajar berlangsung dan siswa lebih mudah dalam memahami pembelajaran matematika yang disampaikan oleh guru. Kurikulum Merdeka ini juga memberikan lebih banyak fleksibilitas kepada sekolah dalam merancang Kurikulum Merdeka yang berfokus pada pengembangan karakter, peningkatan kreativitas, pemberdayaan sekolah dan persiapan untuk masa depan siswa. Sehingga kurikulum Merdeka memiliki relevansi yang signifikan dalam menghadapi tantangan pendidikan masa kini dan masa depan.

IMPLEMENTASI PEMBELAJARAN SOSIAL EMOSIONAL (PSE) DALAM KURIKULUM MERDEKA DI MI “UNGGULAN” NURIS Hanifah Rizki Mubarokah; Ivana Gabriella; Nurcholif Diah Sri Lestari; Dian Kurniati; Erfan Yudianto
ARITMATIKA: Jurnal Riset Pendidikan Matematika Vol. 5 No. 2 (2024): ARITMATIKA : Jurnal Riset Pendidikan Matematika
Publisher : Program Studi Tadris Matematika FTIK UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aritmatika.v5i2.310

Penelitian ini membahas tentang Pembelajaran Sosial Emosional (PSE) yang merupakan proses kolaboratif melibatkan seluruh komunitas sekolah untuk mengembangkan keterampilan sosial dan emosional peserta didik, serta bertujuan untuk menganalisis implementasi PSE Kurikulum Merdeka di MI Unggulan Nuris. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan kajian literatur, dokumentasi, dan wawancara dengan guru yang telah melaksanakan PSE di sekolah. Analisis data dilakukan menggunakan model analisis Miles & Huberman, yang melibatkan tiga tahap utama, yaitu proses pengumpulan data, verifikasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa PSE di MI Unggulan Nuris diterapkan melalui kegiatan rutin seperti upacara, salat duha, kebersihan bersama, dan aktivitas berbaris. Selain itu, PSE diintegrasikan dalam proses pembelajaran dengan berbagai teknik seperti pertanyaan pemantik, mindfulness, dan pemilihan model pembelajaran. Temuan ini menunjukkan bahwa PSE dapat membentuk keseimbangan antara kompetensi akademik dan sosial emosional peserta didik sehingga mencetak individu yang memiliki kecerdasan sosial dan emosi yang baik.

KARAKTERISTIK KEMAMPUAN BERPIKIR SPASIAL SISWA BERDASARKAN KEMAMPUAN MATEMATIKA DALAM PEMBELAJARAN GEOGEBRA BERBASIS ETNOMATEMATIKA GUDANG ATAG Ziefa Fitria Noviyanti Thifal Rif’at; Erfan Yudianto; Lela Nur Safrida; Susanto Susanto; Robiatul Adawiyah
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 12 No. 4 (2025)
Publisher : Universitas Ahmad Dahlan

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Students frequently demonstrate different spatial thinking characteristics despite experiencing the same geometry learning environment. However, limited attention has been given to how these characteristics vary according to students' mathematical ability. This study aimed to describe students' spatial thinking characteristics based on mathematical ability in GeoGebra-supported ethnomathematics learning using the Gudang Atag context. A qualitative descriptive approach was employed involving 31 eighth-grade students from a junior high school in Jember, Indonesia. Based on their mathematics achievement, students were classified into high, moderate, and low mathematical ability groups. One representative student from each group was selected for in-depth analysis through a spatial thinking test and semi-structured interviews. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data credibility was established through technique triangulation. The findings revealed distinct spatial thinking characteristics across the three mathematical ability groups. Students with high mathematical ability demonstrated accurate spatial visualization, orientation, and spatial relations, whereas students with moderate mathematical ability were able to perform these aspects but still relied on GeoGebra to confirm their visual representations. In contrast, students with low mathematical ability depended heavily on GeoGebra to recognize object structures and experienced difficulties in constructing stable mental representations of spatial relationships. These findings indicate that mathematical ability shapes students' spatial thinking characteristics even when they participate in the same learning environment. The study provides empirical evidence that can support teachers in designing geometry instruction that accommodates students' diverse spatial thinking characteristics

Thinking Process of Mildly Retarded Students in Solving Square and Rectangle Contextual Problems Based on IDEAL Problem Solving Abi Suwito; Annisa Istiqomah; Erfan Yudianto; Lela Safrida; Susanto Susanto; Reza Ambarwati
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1614

Abstrak Tujuan dari penelitian ini adalah untuk menganalisis proses berpikir siswa tunagrahita ringan dalam menyelesaikan masalah kontekstual persegi dan persegi panjang berdasarkan pemecahan masalah IDEAL. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah 2 siswa tunagrahita ringan di SLB-C TPA Negeri 1 Branjangan. Metode pengumpulan data yang digunakan adalah tes dan wawancara. Instrumen penelitian ini yaitu peneliti, soal tes, dan pedoman wawancara. Proses berpikir kedua subjek cenderung mengalami proses disequilibrium, asimilasi, akomodasi dan equilibrium pada lima tahap IDEAL. Subjek mengalami disequilibrium ketika subjek tidak dapat memahami maksud dari soal karena belum pernah menjumpai masalah kontekstual sebelumnya, mengalami asimilasi ketika subjek menjawab pertanyaan dari peneliti secara spontan, mengalami akomodasi ketika subjek dapat menjawab pertanyaan dengan benar yang awalnya salah, dan mengalami equilibrium ketika subjek mampu memahami serta menjawab pertanyaan-pertanyaan dengan benar. Hasil penelitian ini berimplikasi bagi dunia Pendidikan khususnya sekolah yang memiliki siswa tunagrahita ringan dalam mendesain pembelajaran yang dapat memfasilitasi pemecahan masalah. Abstract The purpose of this research was to analyze the thought process of mildly retarded students in solving square and rectangular contextual problems based on IDEAL problem solving. This type of research was descriptive research with a qualitative approach. The subjects were 2 mildly retarded students at SLB-C TPA Negeri 1 Branjangan. The data collection methods used were tests and interviews. The instruments of this research were researchers, test questions, and interview guidelines. The thinking process of the two subjects tends to experience the process of disequilibrium, assimilation, accommodation and equilibrium at the five stages of IDEAL. The subject experienced disequilibrium when the subject could not understand the meaning of the problem because he had never encountered contextual problems before, experienced assimilation when the subject answered questions from the researcher spontaneously, experienced accommodation when the subject could answer questions correctly which were initially wrong, and experienced equilibrium when the subject was able to understand and answer the questions. The results of this study have implications for the world of education, especially schools with mildly retarded students in designing learning that can facilitate problem solving.

Pengembangan E-LKPD Interaktif Berbasis Liveworksheets dalam Pembelajaran Berdiferensiasi pada Materi Limas Fase D Ine Clarita Cahya; Susanto Susanto; Lela Nur Safrida; Erfan Yudianto; Edy Wihardjo
Jurnal Tadris Matematika Vol. 7 No. 2 (2024)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2024.7.2.251-268

This study aims to develop an interactive e-worksheet (E-LKPD) based on Liveworksheets for differentiated learning on the topic of pyramids (limas) in Phase D that is valid, practical, and effective in improving student learning outcomes. The research employed a development method using the ADDIE model, involving eighth-grade students as subjects. Instruments used include validity, practicality, and effectiveness instruments, with data collected through questionnaires and learning outcome tests. The developed product consists of three E-LKPDs tailored to students’ readiness levels: developing, proficient, and highly proficient. Validation results show an average score of 3.81 out of 4, categorized as very valid. Practicality was measured through teacher and student responses, yielding an average of 76.26%, which falls into the practical category. Effectiveness was assessed based on the learning test results, showing a mastery level of 89%, indicating that the E-LKPD is effective for classroom use. This study is essential due to the growing need for interactive learning materials that accommodate differences in student learning abilities, particularly within the current differentiated learning framework. Moreover, the use of digital tools like Liveworksheets remains underutilized, especially in mathematics topics such as pyramids. This E-LKPD is expected to make learning more engaging and tailored to individual needs, and serve as a foundation for future development of more innovative digital learning materials.

Co-Authors Abi Suwito Abi Suwito Achmad, Riza Afifi, Rizky Nur Agustiningtyas, Iin Triana Aini, Novi Rosidatul Ambarwati, A Ambarwati, Reza Andini Luluk Nofitarini Annisa Istiqomah Annisa Istiqomah Annisatul Maghfiroh Arika Indah Kristiani Astri, Sofi Bayu Exsanty Aribowo Bayu Exsanty Aribowo Budianto, Trio Rhoma Cahya, Ine Clarita Cahyani, Ika Arum Cahyo, Rahmad Dwi Citra Wahyuningtyas Dewi, Mayra Fadhilla Dewi, Miya Ayu Kumala Dian Kurniati Didik Sugeng Pambudi Didik Sugeng Pambudi Dinar Aulia Wahyuningtyas Dinawati Trapsilasiwi Dita Bachtiar Diyanah, Hidayatud Edy Wihardjo Eko Yudi Febriyanto Eric Dwi Putra Ervin Oktavianingtyas Fajar, Fahmi Alan Farisa Nurillah fatmawati, kamila duwi Fazira, Shima Kunaza Febrianto, Eko Yudi Febriyanto, Eko Yudi Febriyanto, Eko Yudi Febriyanto Feny Rita Fiantika Firmansyah, Frenza Fairuz Habibi, Ahmad Anas Hajar Istiqomah Hanifah Rizki Mubarokah Hayiduerapu, Nihassuna Hermawan, Lendi Ike Hidayat, Siti Holifa Hidayatullah, Arfan Hikam, Fashia Ikhlasul Hikmah Ardiantika Sari Hobri Husain, Muhammad Imam Icha Shofia Karlita Ulfa Idhami, Tantri Cahya Indri Aprilianti Indri Aprilianti Ine Clarita Cahya Ivana Gabriella Jatmiko, Dhanar Dwi Hary Kamila Duwi Fatmawati Kamila Duwi Fatmawati Karima Salasari Karimah Salasari Karimah Salasari Khumayroh, Alfatikha Anik Khusnul Hotimatus Agustina Lela Safrida Lestari, Nurcholif Diah Sri Lioni Anka Monalisa, Lioni Anka Liski Roswita Dinia Lusiana, Fina Yatul Maghfiroh, Sasqia Ulimaz Manuel, Carlos Margaretha, Puspita Maya Maulana, Muhammad Ilzam Misbahul Munir Moh. Abqoriyun Nabighul Fahmi Mutrofin Mutrofin N Nuriman nabilatul hafidhoh Naziroh, Irmu Afin Niken Shofiana Dewi Nila Lestari Nila Lestari Nur Hamidah Nur Hamidah Nur Izzatun Nisa Liliyan Nur Izzatun Nisa Liliyan Nur Safrida, Lela Nurcholif Diah Sri Lestari Nuriani Dewi Novianti Nurmaharani, Rika Nurul Wahidah panglipur, indah rahayu Pirdausia, Noni Seftia Prastika, Sulia Anis Pratika Maharani Pratika Maharani Pratiwi, Gita Adelia Prayoga, Mohammad Evan Prayogo, Gilang Pribadi, Febrianti Priciliya, Sinta Puspita Maya Margaretha Putra, Falih Helmi Wibisono Qomariyah, Dinda Nurul Ramadhani, Ariel Bachtiar Randi Pratama Murtikusuma Rasyid, Irwan Hainur Reza Ambarwati Reza Ambarwati Rika Nurmaharani Rima Dwi Oktaviani Rizka Amalia Febriyanti Robiatul Adawiyah Rosanggreni, Bunga Yana Rusdiyana, Erine S Suharto S Sunardi S Susanto Saddam Hussen Safrida, Lela Sahrita, Titis Sanawi, Ihsan Sandhi, Niluh Shindi Aprilia Saputri, Adillia Natasya Saputri, Risma Rintias Sari, Cindi Septia Sari, Maulifa Yunita Sasqia Ulimaz Maghfiroh Seli Wahyutini Khoiriyah Seli Wahyutini Khoiriyah Sholikhah, Mar’atus Sinta Priciliya Sofi Astri Sofia Novaliyanti Mahmuda Sofia Novaliyanti Mahmuda Suharto Suharto Suhatini, Percoyo Unggul sulihah, nurfaizah titisari Sunardi Sunardi Sunardi Sunardi Sunardi Sunardi Sunardi Sunardi Sunardi Sunardi sunardi sunardi Sunardi, Sunardi Suryandari, Nurlayli Dewi Susanto Susanto Susanto Susanto Susanto Susanto Susanto Susanto Susanto, Susanto Susi Setiawani Titik Sugiarti Toto Bara Setiawan Triyani, Dini WIHARDJO, EDY Yufrida Septi Nindya Yunita, Nindya Wulan Ziefa Fitria Noviyanti Thifal Rif’at Zulfi Nayyiroh Zulnaidi, Hutkemri

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