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All Journal KADIKMA Kreano, Jurnal Matematika Kreatif-Inovatif Tadris: Jurnal keguruan dan Ilmu Tarbiyah AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Kajian Pembelajaran Matematika Union: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Science and Mathematics Education MUST: Journal of Mathematics Education, Science and Technology Jurnal SOLMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Journal of Teaching and Learning in Elementary Education MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Jurnal Abadimas Adi Buana Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Jurnal Inventa Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya JPP IPTEK (Jurnal Pengabdian dan Penerapan IPTEK) Jurnal Cendekia : Jurnal Pendidikan Matematika EDUPEDIA SIGMA FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam J-PiMat : Jurnal Pendidikan Matematika Indonesian Journal of Education and Mathematical Science Journal of Education and Learning Mathematics Research (JELMaR) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) International Journal of Progressive Mathematics Education Pi: Mathematics Education Journal Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Jurnal Penelitian Pendidikan Indonesia Kanigara Politika Progresif : Jurnal Hukum, Politik dan Humaniora Riemann : Research of Mathematics and Mathematics Education Jurnal Medika: Medika Literasi (Jurnal Pendidikan Dasar) Jurnal Didaktik Matematika
Faizah, Hanim
Universitas PGRI Adibuana Surabaya
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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ANALISIS METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TIPE KEPRIBADIAN KOLERIS DAN PHLEGMATIS Ladyawati, Erlin; Maftuh, Moh. Syukron; Faizah, Hanim
EDUPEDIA Vol 8, No 2 (2024): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v8i2.3029

Abstract

Penelitian ini bertujuan untuk menggambarkan aktivitas metakognitif siswa kelas VII di SMP Hasanudin Surabaya yang memiliki tipe kepribadian koleris dan phlegmatis dalam menyelesaikan masalah matematika. Subjek penelitian terdiri dari 2 siswa berkepribadian koleris dan 2 siswa berkepribadian phlegmatis. Metode yang digunakan adalah pendekatan kualitatif, yang menghasilkan data dalam bentuk deskriptif, baik berupa kata-kata maupun kalimat. Teknik pengumpulan data meliputi tes dan wawancara. Peneliti menerapkan dua jenis tes: tes kepribadian untuk mengidentifikasi tipe kepribadian siswa, serta tes pemecahan masalah untuk mengkaji metakognisi siswa dalam mengerjakan soal matematika. Wawancara dilakukan untuk memperkuat hasil tes guna meningkatkan validitas analisis. Data yang diperoleh dianalisis secara kualitatif melalui proses reduksi, penyajian data, analisis lebih lanjut, dan penarikan kesimpulan. Keabsahan data diverifikasi menggunakan triangulasi sumber, yakni membandingkan data dari tes dan wawancara dengan data dari soal serupa. Hasil penelitian mengindikasikan bahwa siswa dengan tipe kepribadian koleris dan phlegmatis telah menunjukkan aktivitas metakognitif yang meliputi tahap perencanaan, pemantauan, dan evaluasi dalam menyelesaikan masalah matematika. Pada tahap perencanaan, siswa koleris lebih terperinci dibandingkan siswa phlegmatis, karena mampu menambahkan detail dari informasi yang diperoleh. Dalam tahap pemantauan, siswa koleris dapat menemukan solusi yang lebih singkat dan efisien, sementara siswa phlegmatis cenderung masih mengalami kesulitan. Pada tahap evaluasi, siswa koleris jarang melakukan pemeriksaan ulang karena sudah yakin dengan jawabannya, sedangkan siswa phlegmatis lebih teliti dengan melakukan pemeriksaan untuk memastikan ketepatan hasil.
The effect of cognitive style on the analysis ability of grade 4 elementary school students Susiloningsih, Wahyu; Susilo, Herawati; Zainuddin, Mohammad; Kuswandi, Dedi; Suciptaningsih, Oktaviani Adhi; Faizah, Hanim
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243727

Abstract

The purpose of this study was to determine the relationship between cognitive style (reflective and impulsive) on students' analytical abilities. Analytical ability is part of learning outcomes. There are seven levels of cognitive learning outcomes which include knowledge, understanding, application, analysis, synthesis, evaluation, and creative problem-solving. Students' analytical abilities are influenced by many things, one of which is cognitive style. Cognitive style is a way of accepting and managing attitudes towards information, as well as habits related to the world of individual learning. Reflective and impulsive cognitive styles are cognitive styles with indicators of time understanding concepts. Reflective cognitive styles usually take a long time to respond, but consider all available options, and have high concentration while learning. Meanwhile, students with an impulsive cognitive style are the opposite. The approach used in this study is a correlational and multiple regression approach. The variables in this study are reflective cognitive style and impulsive cognitive style as independent variables and analytical skills as the dependent variable with a population of 130 students. The results showed that there was a relationship between students' cognitive style and analytical skills. The greater the cognitive style score, the greater the analytical ability score. Then the cognitive style affects the analytical ability of 19.9%, where the other 80.1% is influenced by other factors.
Kewenangan Lembaga Swadaya Masyarakat sebagai Pengawas Eksternal Berkaitan dengan Pengelolaan Anggaran Pendapatan dan Belanja Desa Mlirip, Kecamatan Jetis, Kabupaten Mojokerto Hanim Faizah; Subekti Subekti; Ernu Widodo
Politika Progresif : Jurnal Hukum, Politik dan Humaniora Vol. 2 No. 1 (2025): Maret: Politika Progresif : Jurnal Hukum, Politik dan Humaniora
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/progres.v2i1.1338

Abstract

This thesis discusses the authority of Non-Governmental Organizations (NGOs) as external supervisors in the management of the Village Revenue and Expenditure Budget (APBDes) in Mlirip Village, Jetis District, Mojokerto Regency. The purpose of this study is to analyze the extent of the role of NGOs in supervising the management of village budgets, as well as to evaluate the effectiveness and obstacles faced by NGOs in carrying out their supervisory functions. This study uses a qualitative approach with a case study method, involving interviews, observations, and document analysis related to village budget management in Mlirip Village. The results of the study indicate that NGOs have the authority to supervise the planning, implementation, and accountability of the APBDes through various supervisory mechanisms, such as social audits, counseling, and advocacy. However, in practice, NGOs face various obstacles, including lack of community participation, limited resources, and bureaucratic obstacles. Nevertheless, the role of NGOs as external supervisors remains important to encourage transparency and accountability in village budget management, as well as to ensure that the village budget is used in accordance with the needs and objectives that have been set. This study is expected to contribute to the development of more effective village budget supervision mechanisms in the future. Keywords: , , ,,.
PENGEMBANGAN MEDIA PEMBELAJARAN PERMAINAN LUDO PINTAR (LUPIN) MENGGUNAKAN FLASHCARD UNTUK SISWA SMA KELAS X Handayani, Agnes Putri; Faizah, Hanim
SIGMA Vol 10, No 2 (2025): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v10i2.2557

Abstract

Media pembelajaran perlu digunakan oleh guru selama proses pembelajaran berlangsung kepada siswa jenjang SMA khususnya mata pelajaran Matematika materi Barisan dan Deret, karena dapat memudahkan siswa dalam menerima materi agar tidak merasa bosan selama pembelajaran berlangsung. Oleh karena itu, peneliti mengkolaborasikan media pembelajaran permainan Ludo Pintar (LUPIN) dengan menggunakan Flashcard yang berisi soal-soal materi barisan dan deret. Tujuan penelitian ini untuk mendeskripsikan proses pengembangan kelayakan media pembelajaran Ludo Pintar (LUPIN). Peneliti menggunakan model pengembangan ADDIE yang terdiri dari lima tahap yaitu Analysis, Design, Development, Implementation, Evaluation. Namun, pada penelitian ini peneliti melaksanakan hingga uji coba terbatas dengan alasan keterbatasan waktu. Berdasarkan hasil penelitian, media permainan Ludo Pintar (LUPIN) termasuk kategori sangat valid dan layak digunakan, rata-rata penilaian yang didapat sebanyak 88,4% dan 94% validasi materi, 88% dan 94% validasi tes hasil belajar, dan 97,5% dan 95% validasi media. Media permainan Ludo Pintar (LUPIN) dapat digunakan sebagai bahan ajar dan memiliki kualitas baik didasarkan pada perolehan hasil angket 93,7% respon guru, 98% respon siswa kelompok kecil dan 95% respon siswa kelompok lapangan. Keefektifan media permainan Ludo Pintar (LUPIN) juga dihitung melalui angket keaktifan siswa yang memperoleh nilai sebanyak 84,5% saat pembelajaran menggunakan media permainan Ludo Pintar (LUPIN).
Pengembangan Modul Ajar "Mathpreneur" Sebagai Penguatan P5 pada Implementasi Kurikulum Merdeka Nugraheni, Liknin; Prayitno, Sunyoto Hadi; Faizah, Hanim; Ladyawati, Erlin
J-PiMat : Jurnal Pendidikan Matematika Vol 6, No 1 (2024): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v6i1.3391

Abstract

Modul ajar adalah rancangan pembelajaran atau perangkat yang disusun berdasarkan penerpan kurikulum di satuan pendidikan, bertujuan guna mencapai standar kompetensi yang telah ditentukan. Terdapat hubungan yang erat antara Kurikulum dan pembelajaran, hal ini dikarenakan tujuan Kurikulum adalah untuk mewujudkan pendidikan yang berkualitas. Pada Kurikulum Merdeka, pendidik dituntut dapat lebih inovatif dan kreatif dalam merancang rencana pembelajaran yang sesuai dengan perkembangan zaman. Penelitian ini bertujuan untuk mengembangkan modul ajar "Mathpreneur" berbasis kurikulum merdeka pada materi yang Aritmatika Sosial kelas VIII SMP. Modul ajar dalam penelitian ini dikembangkan dengan metode pengembangan Analysis, Design, Development, Implementation, Evaluation (ADDIE). Diperoleh modul ajar “Mathpreneur” yang peneliti kembangkan telah memenuhi kriteria valid, praktis, dan efektif. Kata Kunci: Modul ajar, Mathpreneur, Kemampuan Matematika, ADDIE, Kurikulum Merdeka
Impact of Discovery Learning Model on Students' Critical Thinking Skills in Mathematics Learning Safitri, Avida Nurisa; Fathonah, Nur; Faizah, Hanim; Prayitno, Lydia Lia
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 1 (2025): Mei 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i1.3831

Abstract

Critical thinking abilities and mathematical content are closely related since students must use critical reasoning, analysis, and problem-solving techniques to grasp mathematical ideas. However, field data reveals that many students still experience difficulties in developing adequate mathematical critical thinking abilities. This study aims to investigate the influence of implementing the Discovery Learning model on students’ mathematical critical thinking skills. The research employed a quantitative approach with a quasi-experimental design. The population included all grade X students at SMAN 1 Driyorejo in the academic year 2024/2025. Through purposive sampling, two classes were selected as research samples: class X-1 as the control group taught using conventional learning methods such as lectures and repetitive practice, and class X-5 as the experimental group that received instruction through the Discovery Learning model. Data were collected through a posttest administered after the learning intervention. The instrument consisted of five story-based questions centered on arithmetic sequences, designed to assess students’ critical thinking in mathematics. The data analysis process began with the normality test using the Chi-Square method, followed by a homogeneity test using the F-test to validate statistical assumptions. Upon meeting these requirements, the t-test was conducted to examine the research hypothesis and compare the posttest results of both groups. The findings revealed that the Discovery Learning model had a significant positive impact on students’ mathematical critical thinking skills. Therefore, it is recommended that this model be utilized more broadly across various subject matters and educational levels to foster deeper engagement and critical thinking among students.
ANALISIS PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP TIPE CAMPER DAN QUITTER PADA MATERI ALJABAR Prayogo Prayogo; Hanim Faizah; Silviana Maya Purwasih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.7596

Abstract

Kemampuan komunikasi matematis merupakan kemampuan siswa dalam menyampaikan informasi, gagasan, mengungkapkan gagasan matematis melalui gambar/grafik, tabel, persamaan, atau bahasa sendiri. Dengan demikian, kemampuan komunikasi matematis berkaitan erat dengan kemampuan pemecahan masalah. Salah satu faktor yang mempengaruhi pemecahan masalah ialah kemampuan siswa menghadapi masalah, sehingga perlu dianalisis juga pengaruhnya dalam kemampuan komunikasi matematis. Sikap atau tanggapan seseorang dalam menghadapi suatu masalah dikenal dengan Adversity Quotient.   Adversity Quotient dibagi ke dalam tiga kategori, yaitu Climber, Camper, dan Quitter. Penelitian yang telah dilakukan adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa Climber, namun masih belum dilakukan untuk siswa Camper dan Quitter. Sehingga, penelitian ini bertujuan untuk menganalisis perbedaan kemampuan komunikasi matematis siswa Camper dan Quitter. Metode yang digunakan adalah kualitatif dengan menganalisis hasil jawaban tertulis siswa dan selanjutnya dilakukan wawancara untuk melengkapi hasil. Analisis data yang digunakan adalah metode Miles and Huberman yang meliputi reduksi data, analisis data, dan penarikan kesimpulan. Sedangkan keabsahan diuji dengan melakukan triangulasi waktu. Adapun hasil yang diperoleh adalah siswa Camper memiliki kemampuan komunikasi matematis yang lebih baik dibandingkan dengan siswa Quitter, karena siswa Camper telah mampu memenuhi 4 dari 5 indikator kemampuan komunikasi matematis, sedangkan siswa Quitter hanya 2 indikator saja. Mathematical communication skills are students' ability to convey information, ideas through discussions and presentations, express mathematical ideas through pictures/graphs, tables, equations, or their own language. Therefore, mathematical communication skills are closely related to problem solving abilities. One of the factors that influences problem solving is students' ability to face problems, so it is also necessary to analyze its influence on mathematical communication skills. A person's attitude or response in facing a problem is known as the Adversity Quotient. Adversity Quotient is divided into three categories, namely Climber, Camper, and quitter. The research that has been carried out is to describe the mathematical communication skills of Climber students, but has not yet been carried out for Camper and Quitter students. So, this research aims to analyze the differences in the mathematical communication abilities of Camper and Quitter students. The method used is qualitative by analyzing the results of students' written answers and then conducting interviews to complete the results. The data analysis used is the Miles and Huberman method which includes data reduction, data analysis, and drawing conclusions. Meanwhile, to test the validity of the data, time triangulation was carried out. The results obtained are that Camper students have better mathematical communication skills compared to Quitter students, because Camper students have been able to fulfill 4 of the 5 indicators of mathematical communication ability, while Quitter students only have 2 indicators. 
Implementation of Magic Book to Improve Critical Thinking and Mathematical Communication Abilities of Elementary School Students Faizah, Hanim; Sugandi, Eko; Mutianingsih, Ninik; Prayitno, Lydia Lia
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 1 (2025): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v7i1.86

Abstract

The use of digital mathematics teaching materials is one alternative to improve students' 21st century skills in mathematics learning. Mathematics Digital Creative (MAGIC) Book is one of the digital teaching materials that has been developed to improve students' critical thinking and mathematical communication skills. This quantitative research uses an experimental approach with a one-shot case study design. The subjects used in this study were four schools in the Surabaya and Sidoarjo areas, with a sample size of 65 students. The results of data analysis show that the average value of students' critical thinking skills is 74.29 with the highest value of 91.67 and the lowest value of 43. The average value of mathematical communication skills is 97.9 and the lowest is 40. The t-statistical test found that the t-count value was 4.604 with a degree of freedom of 128 and sig. of 0.037 which is greater than the value of α = 0.05 and the mean difference value of 9.73. It can be concluded that the application of MAGIC Book in mathematics learning in Elementary Schools can provide positive results in improving students' critical thinking and mathematical communication skills, especially in the main material of Greatest Common Divisor (GCD) and Least Common Multiple (LCM).
Menganalisis kemampuan komunikasi matematis siswa berdasarkan numerasi: implikasi untuk pembelajaran matematika Anggraini, Bunga Ayu; Hanim Faizah
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19005

Abstract

Purpose: This study aims to analyze the mathematical communication skills of elementary school students based on their numeracy levels within the context of the Least Common Multiple (LCM) to address disparities in conceptual understanding.Design/methodology/approach: A qualitative descriptive approach was employed, involving three fifth-grade students from SDN Manukan Kulon VI Surabaya. Subjects were selected via purposive sampling to represent low, medium, and high numeracy categories. Data were collected using numeracy and mathematical communication assessments.Findings: The results reveal a positive correlation between numeracy and mathematical communication. High-numeracy students demonstrate clear, logical, and systematic communication. Conversely, students in the medium and low categories exhibit significant weaknesses in explanation structure, mathematical terminology, and idea representation. Practical implications: These findings highlight the necessity of strengthening numeracy foundations to enhance mathematical communication and suggest the implementation of differentiated instruction in elementary education. Originality/value: This study contributes specific insights into how numeracy literacy underpins the formation of mathematical arguments in LCM topics at the primary level.   Purpose: Penelitian ini bertujuan menganalisis kemampuan komunikasi matematis siswa sekolah dasar berdasarkan tingkat kemampuan numerasi pada materi Kelipatan Persekutuan Terkecil (KPK) untuk mengatasi keragaman pemahaman konseptual. Design/methodology/approach: Menggunakan pendekatan deskriptif kualitatif dengan subjek tiga siswa kelas V-A SDN Manukan Kulon VI Surabaya. Subjek dipilih menggunakan teknik purposive sampling yang mewakili kategori numerasi rendah, sedang, dan tinggi. Instrumen utama meliputi tes numerasi dan tes komunikasi matematis. Findings: Hasil penelitian menunjukkan korelasi positif antara numerasi dan komunikasi matematis. Siswa berkemampuan numerasi tinggi menunjukkan komunikasi yang logis dan sistematis. Sebaliknya, siswa kategori sedang dan rendah mengalami hambatan pada struktur penyampaian, terminologi matematis, dan representasi ide. Practical implications: Temuan ini menekankan pentingnya penguatan basis numerasi untuk memperbaiki keterampilan komunikasi matematis, serta perlunya strategi pembelajaran terdiferensiasi di tingkat sekolah dasar. Originality/value: Studi ini memberikan perspektif spesifik mengenai bagaimana literasi numerasi mendasari pembentukan argumentasi matematis pada topik KPK di jenjang pendidikan dasar.
Mengintegrasikan budaya dalam pembelajaran matematika kontekstual: strategi peningkatan kemampuan numerasi siswa sekolah dasar Afifah, Putri Nur; Faizah, Hanim
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19008

Abstract

Purpose: This study addresses deficient numeracy literacy among elementary students by implementing a local culture-based Contextual Teaching and Learning (CTL) model, utilizing the traditional "dakon" game to teach Least Common Multiple concepts. Design/methodology/approach: This quantitative study employed a pre-experimental design involving fifth-grade elementary students. Data were collected through descriptive tests aligned with numeracy indicators, validated by subject matter experts and educational practitioners.Findings: Statistical analysis revealed a significant improvement in students' numeracy skills. The integration of the dakon game effectively bridged the gap between abstract and concrete concepts, while substantially increasing student engagement, discussion participation, and enthusiasm in problem-solving.Practical implications: This study serves as a reference for educators to transform mathematics instruction into an interactive experience by leveraging indigenous wisdom as a relevant instructional medium for students.Originality/value: The novelty of this study lies in the systematic integration of the seven-stage CTL framework with ethnomathematics elements through traditional gameplay to strengthen numerical literacy in primary education.   Purpose: Penelitian ini bertujuan mengatasi rendahnya literasi numerasi siswa sekolah dasar melalui implementasi model Contextual Teaching and Learning (CTL) berbasis budaya lokal dengan media permainan tradisional dakon pada materi Kelipatan Persekutuan Kecil (KPK). Design/methodology/approach: Penelitian kuantitatif ini menggunakan desain pre-eksperimen terhadap siswa kelas lima sekolah dasar. Data dikumpulkan melalui tes uraian yang disusun berdasarkan indikator numerasi dan telah divalidasi oleh ahli materi serta praktisi pendidikan. Findings: Hasil uji statistik menunjukkan perbedaan signifikan antara kemampuan awal dan akhir siswa. Integrasi permainan dakon terbukti efektif menjembatani konsep abstrak menjadi konkret, serta secara nyata meningkatkan keterlibatan aktif, keberanian berdiskusi, dan antusiasme siswa dalam memecahkan masalah matematika. Practical implications: Studi ini menjadi acuan bagi pendidik untuk mentransformasi pembelajaran matematika menjadi lebih interaktif dengan memanfaatkan kearifan lokal sebagai media instruksional yang relevan dengan keseharian siswa. Originality/value: Kebaruan studi ini terletak pada penggabungan struktur tujuh tahap CTL secara sistematis dengan unsur etnomatematika melalui permainan tradisional untuk memperkuat literasi numerik pada jenjang pendidikan dasar.
Co-Authors Afifah, Putri Nur Anggraini, Bunga Ayu Astutik, Erna Puji Azmy Yustika, Nanda Barek Masan, Sesariana Dede Fauziah Dedi Kuswandi Edu Ardiansyah, Robby Erlin Ladyawati ErlinLadyawati, ErlinLadyawati Ernu Widodo Eufrasania Jamon, Maria Fitriatien, Sri Rahmawati Handayani, Agnes Putri Herawati Susilo Imam Rofiki Kusmaharti, Dian Kuswatiningsih, Fitria Ladyawati, Erlin Liknin, Nugraheni Luluk Faridah Lydia Lia Prayitno Lydia Lia Prayitno Lydia Lia Prayitno, Lydia Lia Maftuh, Moh. Syukron Maryanto, Andi Moh. Syukron Maftuh Moh. Syukron Maftuh Mohammad Zainuddin, Mohammad Nariswati, Balinda Naufal Azrul Nizam, Muhammad Ninik Mutianingsih, Ninik Nur Fathonah Nur Fathonah, Nur Oktaviani Adhi Suciptaningsih Prajitno, Sunyoto Hadi Prayitno, Sunyoto Hadi Prayogo Prayogo Prayogo Prayogo Prayogo, Prayogo Risnawati Nini Helan, Antonia Rohimah, Siti Maryam Safitri, Avida Nurisa Santia, Gravelin Silviana Maya Purwasih Sinta Dwi Salsabila, Dewi Siti Helmyati Subekti Subekti Sugandi, Eko Sulistyaningtyas, Annisa Dwi Sunyoto Hadi Prayitno Susilo Hadi Susilo Hadi Susilohadi Veri Asfihany, Muhammad Via Yustitia Vicka Nur Rizky Vicka Nur Rizky Wahyu Susiloningsih, Wahyu Wantika, Restu Ria