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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Ilmu dan Budaya Jurnal Teknologi Pendidikan Jurnal Infinity Jurnal Riset Pendidikan Matematika PIONIR: Jurnal Pendidikan PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Edumatsains Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Matematika Sains dan Teknologi ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA IndoMath: Indonesia Mathematics Education BAREKENG: Jurnal Ilmu Matematika dan Terapan Jurnal Pendidikan Terbuka Dan Jarak Jauh Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) JURNAL PENDIDIKAN TAMBUSAI Jurnal Sains Sosio Humaniora Jurnal Pendidikan Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Mosharafa: Jurnal Pendidikan Matematika Jurnal Ilmiah Wahana Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pengabdian Kepada Masyarakat Patikala Bulletin of Science Education International Journal of Progressive Mathematics Education Journal of Advanced Sciences and Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan Indonesia (Japendi) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Polyhedron International Journal in Mathematics Education Jurnal Infinity The International Journal of Mathematics and Sciences Education Panicgogy International Journal SJME (Supremum Journal of Mathematics Education) Edumaspul: Jurnal Pendidikan JRTI (Jurnal Riset Tindakan Indonesia)
Endang Wahyuningrum
Universitas Terbuka
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Geometry from coastal life: A grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java Endang Wahyuningrum; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.813

Abstract

Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature.Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach.Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data.Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance.Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
Reconstructing mathematical success in post-pandemic learning environments: An intensive single-case study using grounded theory coding techniques Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
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.v17i2.30838

Abstract

Purpose: This study aims to examine how successful mathematics learning is constructed through the dynamic interaction of affective dispositions, cognitive-metacognitive strategies, socio-pedagogical scaffolding, resilience, and epistemological flexibility within post-pandemic online learning environments. Method: An intensive single-case study design was employed, utilizing in-depth interviews with a student and three mathematics teachers as the primary data collection instrument. Data were systematically analyzed through open, axial, and selective coding procedures adapted from grounded theory. Findings: Four interrelated conceptual models emerged from the analysis: (1) the Ecosystemic Formation of Sustainable Learning Identity, (2) the Adaptive Academic Reconstitution Model, (3) Learning Ecosystem Support as an Adaptive Developmental System, and (4) the Adaptive Transitional Learning Ecosystem Model. Collectively, these models reconceptualize mathematical success not as a discrete performance outcome, but as an ecosystemic and developmentally sequenced achievement requiring coherent integration of internal identity formation, strategic regulatory capacity, and adaptive ecosystem support. Significance: These findings carry substantial implications for the development of post-pandemic pedagogical frameworks, advocating for holistic and identity-constitutive approaches that extend beyond mere content remediation in online mathematics education.
Pengembangan Modul Berbantuan Aplikasi Desmos Dan Penerapannya Dalam Pembelajaran Pbm Untuk Meningkatkan Kemampuan Komunikasi Dan Representasi Matematis Siswa Kelas Ix Muhammad Alif Syibli; Tri Dyah Prastiti; Endang Wahyuningrum
Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i9.8524

Abstract

This study aims to develop a Desmos-assisted module and implement it through Problem-Based Learning (PBM) to improve the mathematical communication and representation skills of ninth-grade students. The research employed the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Validation by three experts resulted in an average validity score of 90.42%, indicating that the module is highly valid. Student response questionnaires yielded an average score of 4.03 out of 5, suggesting that the module is practical to use. Student improvement was measured through pretests and posttests. The average pretest scores for communication and representation skills were 66.93 and 63.41, respectively, which increased to 92.39 and 90.72 in the posttest. The N-Gain score of 0.78 indicates a high level of improvement. These results show that using the Desmos-assisted module in PBM is effective in enhancing students’ mathematical communication and representation skills. Therefore, the developed module is feasible for use in mathematics learning at the ninth-grade level.
Pengaruh Penerapan Model Pembelajaran Cooperative Script terhadap Hasil Belajar dan Motivasi Belajar Statistika Mahasiswa PGSD Universitas Terbuka: Penelitian Laurensiana Elvi Balu; Yumiati; Endang Wahyuningrum
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.5760

Abstract

Tujuan dalam penelitian ini adalah untuk mengetahui pengaruh penerapan model pembelajaran cooperative script terhadap hasil belajar dan motivasi belajar statistik pendidikan mahasiswa program Studi Pendidikan Guru Sekolah Dasar Universitas Terbuka. Rancangan penelitiannya adalah desain quasi eksperimen dengan model nonequivalent pretest-posttest control group. Sampel dalam  penelitian ini  adalah mahasiswa kelas eksperimen yang menerapkan model cooperative script dan mahasiswa kelas kontrol yang menerapkan pembelajaran konvensional. Alat ukur yang digunakan meliputi tes hasil belajar statistik dengan angket motivasi belajar. Apabila data telah berdistribusi normal  dan homogen maka selanjutnya data dianalisis menggunakan uji independent samples test untuk melihat pengaruh penerapan model pembelajaran terhadap hasil belajar dan motivasi belajar dan uji regresi linear sederhana untuk melihat pengaruh motivasi terhadap hasil belajar mahasiswa. Hasil uji independent samples test penelitian diperoleh nilai Sig.(2-tailed) adalah 0.000 < 0.05, nilai tersebut mengindikasikan bahwa terdapat perbedaan hasil belajar statistika pendidikan yang lebih besar antara mahasiswa yang mengikuti pembelajaran dengan model cooperative script dan mahasiswa yang mengikuti pembelajaran konvensional. Sementara motivasi belajar mahasiswa pada kelas cooperative script mendapatkan nilai  nilai Sig.(2-tailed) = 0.004 < 0.05 hal ini juga mengindikasikan bahwa terdapat perbedaan yang signifikan dibandingkan pembelajaran pada kelas konvensional. Pada hasil analisis regresi linear sederhana diperoleh nilai Sig. 0.383 > 0.05 nilai tersebut menunjukan bahwa pada kelas cooperative script motivasi belajar tidak berpengaruh terhadap hasil belajar, sedangkan pada kelas konvensional diperoleh nilai Sig. 0.01 < 0.05 nilai ini menunjukan motivasi belajar berpengaruh positif terhadap hasil belajar statistika pendidikan.
Pengembangan Bahan Ajar Interaktif Berbasis PBL Berbantuan Liveworksheet untuk Meningkatkan Kemampuan Penalaran dan Komunikasi Matematis Siswa pada Materi Statistika SMK Merry Merry; Yumiati Yumiati; Endang Wahyuningrum
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4310

Abstract

Kemampuan penalaran dan komunikasi matematis siswa SMK masih tergolong rendah, terlebih pada materi statistika yang menuntut kemampuan analisis data dan penyampaian argumen yang terstruktur. Penelitian ini bertujuan mengembangkan bahan ajar interaktif berbasis Problem based learning (PBL) berbantuan Liveworksheet yang valid, praktis, dan efektif dalam meningkatkan kemampuan penalaran dan komunikasi matematis siswa SMK pada materi statistika. Metode penelitian yang digunakan adalah Research and Development (R&D) yang diadaptasi dari model Borg & Gall melalui sembilan tahapan. Subjek penelitian terdiri dari 20 siswa kelas X dan 20 siswa kelas XII program Teknik Jaringan Komputer dan Telekomunikasi (TJKT) SMK Negeri 4 Anambas, yang dipilih menggunakan teknik purposive sampling. Instrumen pengumpulan data mencakup lembar validasi ahli, angket respon siswa dan guru, serta soal pre-test-posttes. Hasil penelitian menunjukkan bahwa bahan ajar interaktif mencapai rata-rata skor validasi 4,89 (sangat valid), tingkat kepraktisan 91,96% (sangat praktis), peningkatan kemampuan penalaran matematis dengan N-Gain 75,09% (efektif, sig. 0,000076<0,05), dan kemampuan komunikasi matematis dengan N-Gain 77,47% (efektif, sig. 0,000021<0,05). Disimpulkan bahwa bahan ajar interaktif berbasis PBL berbantuan Liveworksheet layak digunakan sebagai media pembelajaran matematika di SMK dan berimplikasi pada perlunya adopsi bahan ajar berbasis teknologi dalam pembelajaran matematika kejuruan.
A didactical design research on think-talk-write integrated with GeoGebra: Promoting mathematical communication and collaborative learning Vivi Rindastri; Endang Wahyuningrum; Sudirman Sudirman; Riyan Hidayat
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.286

Abstract

This study investigated the effectiveness of a Think-Talk-Write (TTW) strategy integrated with GeoGebra in promoting mathematical communication ability and collaborative learning among Grade X secondary school students. Employing a quasi-experimental design with a non-equivalent control group, the study involved 34 students in the experimental group (TTW-GeoGebra) and 32 students in the control group (conventional instruction) at SMA Negeri 3 Tanjung Raja during the 2025/2026 academic year. Data were collected using a 10-item mathematical communication test and a 15-item collaboration questionnaire, both of which demonstrated good reliability (α = 0.883 and α = 0.866, respectively). Results indicated that the TTW-GeoGebra model produced a moderate improvement in mathematical communication (n-gain = 0.59) and a high improvement in collaborative learning (n-gain = 0.75) in the experimental group, both significantly exceeding the control group’s gains (p < 0.001). Between-group comparisons confirmed that the TTW-GeoGebra model was significantly more effective than conventional instruction for both outcomes. These findings suggest that embedding GeoGebra as a didactic medium across all TTW phases constitutes a principled instructional design for simultaneously developing mathematical communication and collaboration, consistent with NCTM’s process standards and Indonesia’s Kurikulum Merdeka.
Project-based learning integrated with local wisdom: Developing a trigonometry teaching module to enhance hots of senior secondary students in Merangin Regency Indria Yulizarti; Endang Wahyuningrum; Sudirman Sudirman
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.301

Abstract

This study developed and evaluated a trigonometry teaching module grounded in Project-Based Learning (PjBL) integrated with local wisdom from Merangin Regency, Indonesia, using the ADDIE development model. Needs analysis across three state senior secondary schools revealed that 80.2% of students found trigonometry difficult and 71.1% perceived mathematics as disconnected from daily life. The module, designed for tenth-grade students (Phase E) and aligned with Indonesia’s Merdeka Belajar curriculum, embedded the six-step PjBL syntax within contextual activities centred on the Tugu Pedang and Jam Gento—culturally iconic landmarks in Merangin Regency. Expert validation by three mathematics teachers yielded an overall feasibility score of 4.47 (89.49%), placing the module in the Very Feasible category. Practicality testing during a small-group trial (two teachers; ten students) indicated Very Practical ratings from teachers and Practical to Very Practical ratings from students across all assessed aspects. Large-group effectiveness testing employed a quasi-experimental non-equivalent comparison group design (n = 35 per class). The experimental class achieved a mean posttest Higher Order Thinking Skills (HOTS) score of 83.69 versus 65.45 in the control class, with classical mastery rates of 91.43% and 2.86% respectively. An independent-sample t-test confirmed a significant difference (Sig. = 0.000 < 0.05). These findings establish that the developed module is valid, practical, and effective, offering a replicable model for contextualising abstract mathematics through local cultural integration within project-based instructional frameworks. These findings are theoretically grounded in Project-Based Learning theory (Thomas, 2000) and Bloom’s revised taxonomy for HOTS (Anderson & Krathwohl, 2001), and are directed at tenth-grade (Phase E) students within Indonesia’s Merdeka Belajar curriculum framework.
Students' Climate Change Literacy: Implementing RBL-STEM Makerspace Materials on Recycling Plastic Waste into Ecobricks Tri Dyah Prastiti; Idha Novianti; Endang Wahyuningrum; Dafik Dafik; Zainur Rasyid Ridlo; Indah Lutfiatul Mursyidah; Okti Anis Safiati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20074

Abstract

Climate change is an increasingly significant concern due to rising sea levels and extreme weather events. This phenomenon has made specific regions uninhabitable or unsuitable for agriculture. In addition, promoting climate change literacy is one of the key factors in addressing the posed challenges. Therefore, this research aimed to analyze the implementation of Research-Based Learning with Science, Technology, Engineering, and Mathematics (RBL-STEM) materials to promote students' climate change literacy, using a mixed-methods design. This research employed a mixed-methods design. Quantitative methods were used to analyze climate change literacy, while qualitative methods examined learning activities and phase portraits under the implementation of the materials. The two classes used comprised a control class of 40 students and an experimental class of 42 students. Meanwhile, the instruments used were interviews, questionnaires, and students’ climate change literacy tests. The results showed that there were differences between the control and experimental classes using an independent sample t-test with a sig value (2-tailed) of 0.0048 (<0.05). In the context of this research, the implementation of the materials promoted students’ climate change literacy in recycling plastic waste into ecobricks.
Mathematical Critical Thinking and Learning Experiences of Junior High School Students: A Preliminary Needs Assessment for FJIMEC–GeoGebra–Scratch Model Development Ardi Dwi Susandi; Yumiati Yumiati; Endang Wahyuningrum; Sudirman Sudirman; Nia Jusniani; Hasan Basri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20378

Abstract

Despite decades of curriculum reform, persistent gaps in Indonesian mathematics education remain. Students are taught mathematics formally, yet consistently fail to demonstrate higher-order reasoning abilities. Both national and international assessments confirm that mathematical critical thinking skills encompassing the ability to evaluate arguments, investigate claims, and draw logical conclusions remain a critical weakness, particularly at the junior high school level. This situation is further compounded by the minimal use of digital technologies such as GeoGebra and Scratch in everyday classroom instruction. This study conducted a preliminary investigation into the mathematical critical thinking abilities and mathematics learning experiences of Grade VIII students in Cirebon Regency (West Java) and Pamekasan Regency (East Java), serving as the empirical foundation for the development of the FJIMEC (Focusing, Justifying, Investigating, Messaging, Evaluating, Concluding) instructional model integrated with GeoGebra and Scratch. Using a convergent parallel mixed-methods design, the study involved 128 students and four mathematics teachers. The critical thinking test results were concerning: mean scores of 41.2 for Cirebon and 39.8 for Pamekasan, with 84.4% of students falling in the low category. The weakest indicators were Evaluating and Concluding. The Mann-Whitney U test revealed no significant between-region difference (p = 0.412), indicating a systemic deficit. Questionnaire analysis revealed low technology utilization (M = 2.43/5.00) and high mathematics anxiety. These findings provide preliminary empirical support for developing a FJIMEC–GeoGebra–Scratch instructional model.
Contextual learning integrated with gamification: Effects on mathematical connection ability and learning motivation in ratio and proportion Nurmiati Nurmiati; Endang Wahyuningrum; Sudirman Sudirman; Tán Lì Nà
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.309

Abstract

Mathematical connection ability remains a persistent weakness among Indonesian junior secondary students, with diagnostic data from SMP Negeri 2 Kaloran, Temanggung Regency, Indonesia showing that 74–81% of Grade 7 students failed to meet minimum competency on ratio and proportion across two academic years. Compounding this problem, classroom observations indicated chronically low learning motivation among the same cohort. This study examined whether contextual learning integrated with gamification (CTL+Gamification), delivered through the Wayground platform, could address both deficits simultaneously. A quasi-experimental design with nonequivalent control groups was employed, involving 56 Grade 7 students (experimental n = 27; control n = 29) selected through multi-stage cluster random sampling in Temanggung Regency. The experimental group received six sessions embedding ratio and proportion content in locally meaningful contexts, tobacco farming, coffee yield, and map scale, while the control group received conventional expository instruction. Mathematical connection ability was assessed using a validated seven-item essay test (Aiken’s V = 0.83; α = 0.84), and learning motivation using a 25-item ARCS-based questionnaire (α = 0.87). Independent-sample t-tests and two-way ANOVA revealed that the experimental group significantly outperformed the control group in mathematical connection ability (t = 3.542, p = .001, d = 0.97) and learning motivation (t = 2.201, p = .032, d = 0.59), while the instructional model × motivational level interaction was nonsignificant (F = 1.306, p = .280). These findings suggest that contextually grounded, gamified instruction can strengthen both cognitive and affective outcomes, offering a locally adaptable model for mathematics teaching under Kurikulum Merdeka.
Co-Authors Abdul Mujib Alfiah Dian Pratiwi Ali Mahmudi Ali Rosyidi Ali, Sahri Amrullah Amrullah Antonius Situmorang Ardi Dwi Susandi Ardiansyah Ardiansyah Ardiansyah Ari Yunita Ningsih Ayi Darmana Ayi Darmana, Ayi Aziza Khairu Rokhis Bahrul Ilmi Bahrul Ilmi Bonyah, Ebenezer Budi Pratikno Budi Pratikno, Budi Camilo Andrés Rodríguez-Nieto Cecep Anwar Hadi Firdos Santosa D. Dafik Danial, T Ahmad Dede Sulaeman, Dede Dewi Fatimah Didi Suhendi Disti Pratiwi Dwi Utami Ebenezer Bonyah Edi Harapan Efendi Napitupulu Erna Fitri Yenti Erni Erni Fanni Zulaiha Happy Karlina Marjo Hasan Basri Hertono, Gatot Fatwanto Hobri I Made Sulandra Idha Novianti Indah Lutfiatul Mursyidah Indria Yulizarti Irawan, Sam Rizky Istiqomah Jackson Pasini Mairing Jamaris Jamaris Japar Japar Japar, Japar Jarnawi Afgani Dahlan Jusniani, Nia Kartika Chrysti Suryandari Kartono Kartono , Laurensiana Elvi Balu Maman Rumanta Mardiawati Maximus Gorky Sembiring Meri Meri Merry Merry Moh. Fikri Bungel MUCHSINAN, KUN Muhammad Alif Syibli Muhammad Fakhri Azhari Murni, Fitri mustikaningsih, Dian Nia Jusniani Ningsih, Ari Yunita Novi Paryanti Nurmiati Nurmiati Okti Anis Safiati Pradestya, Rakha Pratiwi, Alfiah Dian Pratiwi, Disti Rahayu, Fitriya Dwi Ratih Sugiyanti Retno Winarni Retno Winarni Retno Winarni Riska Septian Rita Dewi Rita Dewi Riyan Hidayat Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Rosyidi, Ali Saleh Haji Sandra Sukmaning Adji Sapti Nur Hidayati Saputra, Dimas Septian Sari Muliawanti Sari, Vini Kartika Selly Anastassia Amellia Kharis Setiyo, Setiyo Siti Aisyah Siti Aisyah Siti Julaeha Siti Munawaroh Sucipto Sucipto Sudirman Sudirman Sudirman Sukestiyarno, YL. Sukmaningadji, Sandra Sulastri Sulastri Sulastri Sulastri Susandi, Ardi Susilowati, Erlina Tán Lì Nà Tasrip Rudiono Tri Dyah Prastiti Tri Dyah Prastiti Vivi Rindastri Wijayanti, Nina Yaya S. Kusumah YL. Sukestiyarno Yuli Kurniyawati Yumiati Yumiati Yumiati Zaenuri Mastur Zaenuri Mastur Zainur Rasyid Ridlo Zulkifli .