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All Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) REFLEKSI EDUKATIKA Jurnal Elemen Edumatsains POLYGLOT MaPan : Jurnal Matematika dan Pembelajaran JOHME: Journal of Holistic Mathematics Education Journal of Honai Math PEDAGOGIK : JURNAL PENDIDIKAN Teorema: Teori dan Riset Matematika Jurnal Basicedu DIDAKTIKA : Jurnal Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika de Fermat : Jurnal Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Range : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Pendidikan MIPA Journal on Mathematics Education
Soesanto, Robert Harry
Universitas Pelita Harapan
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Correction to: Constructing mathematical bitterness scale related to teacher factor Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry; Yanti
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.32120

Abstract

Correction to: Jurnal Elemen, Vol. 10 No. 2, May 2024, p. 395-409 https:/doi.org/10.29408/jel.v10i2.25508 The original version of this article unfortunately contained a mistake. The article contains a duplication of table numbers, specifically Table 2, resulting in a disruption of the sequential order of tables. Additionally, several citations are absent from the reference list, including Lima et al. (2019); McGee & Spencer (2021); Elliot & Bachman (2018); Durksen et al. (2017); Jais et al. (2019); Mammana & Pennisi (2011); Sierpinska et al. (2008); Heyder et al. (2019); and Carmichael et al. (2017). The original article has been corrected. The original article can be found online at https://doi.org/10.29408/jel.v10i2.25508
The Digital Cognitive Partner: A 4P Framework Analysis of Prospective Teacher Creativity in the Age of AI Setyadi, Danang; Soesanto, Robert Harry; Hidayat, Dylmoon; Dosinaeng, Wilfridus Beda Nuba; Mampouw, Helti Lygia
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1958-1987

Abstract

Prospective teachers must be equipped with creative thinking skills to be able to design innovative mathematics learning media. However, studies on the creativity of prospective teachers are often not comprehensive and tend to focus on only one dimension of creativity. Although the 4P creativity model (Person, Process, Press, Product) provides a comprehensive analytical lens, research that integrates all four dimensions simultaneously in the context of mathematics teacher education is still rare. This study is a qualitative descriptive study that aims to describe and analyze the creativity of prospective mathematics teacher students in developing mathematics learning media. The subjects were eight students of the Mathematics Education study program who were taking the Mathematics Learning Media course and had completed a mathematics learning media development project. Data sources came from students' reflective journals when creating learning media, interview transcripts, and the learning media products that had been created. The collected data were analyzed based on Rhodes' 4P creativity framework: Person, Process, Press, and Product. The product dimension was analyzed descriptively and quantitatively using the Torrance rubric, consisting of four creativity indicators: fluency, flexibility, originality, and development. The Process dimension was analyzed based on Wallas' creative thinking framework: Preparation, Incubation, Illumination, and Verification. The person and press dimensions were then analyzed qualitatively using a thematic analysis approach. The results showed that students with high intrinsic motivation, active involvement in exploring ideas, and the ability to manage technical and time constraints tended to produce more creative and meaningful learning media. The key findings of this study significantly expand and challenge the traditional understanding of the Press dimension. The use of technology, particularly generative AI such as ChatGPT, serves not only as an external tool but also as a digital cognitive environment. AI acts as an interactive, dialogical partner, assisting in brainstorming, developing flowcharts, and solving technical problems, thereby blurring the boundaries between environmental factors (Press) and students' internal thinking processes (Process). This deep integration demonstrates that AI has become an integral part of students' cognitive workflows, implying that the 4P framework in the digital era needs to be viewed as an interconnected and flexible system, rather than as four rigidly separate pillars.    Keywords: creativity, mathematics learning media, creative thinking process, case study, pre-service teachers, artificial intelligence. 
Factor Analysis in Constructing Mathematical Disposition Instrument: Affective Domain Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 1 (2023): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i1.747

Abstract

Keberadaan dari peran disposisi matematis menjadi aspek yang masih dinilai vital ketika siswa berhadapan dengan pembelajaran matematika. Di tengah beragam penelitian terkait hal ini, masih minim studi yang mengkonstruksi instrumen disposisi matematis yang memenuhi kaidah statistik. Penelitian ini bertujuan untuk mengkonstruksi instrumen disposisi matematis yang telah melewati kajian statistik, dan difokuskan pada konstruksi instrumen untuk domain afektif. Penelitian yang melibatkan 185 mahasiswa S1 ini menggunakan instrumen berupa 33 butir pertanyaan 4 skala Likert yang dianalisis menggunakan analisis faktor konfirmatori melalui IBM SPSS 20. Metode ekstraksi menggunakan Maximum Likelihood dan menerapkan rotasi Varimax untuk membedakan antar dimensi dengan lebih maksimal. Uji prasyarat mengindikasikan terpenuhinya kecukupan sampel dan korelasi yang kuat untuk dilanjutkan dalam proses pengelompokkan dimensi. Hasil analisis faktor konfirmatori memberikan 7 dimensi disposisi matematis domain afektif, di mana nilai reliabilitas Cronbach Alpha dari tiap dimensi cukup tinggi, di mana mengindikasikan validitas yang baik. Secara keseluruhan, konstruksi instrumen memuat 33 butir pertanyaan yang valid dan reliabel. Konstruksi instrumen yang telah teruji secara statistik ini dapat digunakan untuk keperluan penelitian lanjutan yang hendak menelaah secara komprehensif terkait disposisi matematis yang menyoroti domain afektif. The existence of the role of mathematical disposition is still vital in dealing with mathematics learning. Among various researches discussing this issue, there are still few studies that deal with constructing mathematical disposition that fulfill adequate statistical review. This study aims to construct mathematical disposition instrument, which is well-tested through statistic review, and focused on affective domain. Methods: This study which involved 185 undergraduate students utilized instrument consisted of 33 four-Likert scale items analyzed using Confirmatory Factor Analysis (CFA) through IBM SPSS 20. The extract method was using Maximum likelihood and applied Varimax rotation to distinguish among dimensions optimally. Findings: The assumption tests indicate the sampling adequacy and strong correlation to be further conducted into the dimensions grouping process. The result of CFA brings 7 dimensions of mathematical disposition in the affective domain, where the value of Cronbach Alpha reliability of each dimension is quite high, which indicates good validity. Overall, the instrument construction provides 33 items which are all valid and reliable. Conclusion: The instrument construction which has been statistically tested, can be used for the purposes of further research seeking to comprehensively examine mathematical dispositions that highlight affective domains.
UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SOAL NON-RUTIN PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DENGAN PENERAPAN METODE PEER TUTORING [EFFORTS IN IMPROVING MATHEMATICAL PROBLEM-SOLVING SKILLS OF NON-ROUTINE PROBLEMS OF ONE-VARIABLE LINEAR EQUATIONS AND INEQUALITIES BY IMPLEMENTING THE PEER TUTORING METHOD] Thamsir, Thalia; Silalahi, Destya Waty; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 1 (2019): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i1.927

Abstract

The purpose of learning mathematics is to obtain life skills through problem solving. Problem solving skills are one of mathematics skills that must be possessed by students. The result of the pre-cycle in this research showed that 83.33% of students had not achieved the minimum predicate “B-” in solving non-routine problems. It proved that students’ abilities in mathematics problem solving in non-routine problems were still low. During the pre-cycle, the researcher also observed some students who were not brave enough yet to ask questions of the teacher directly during the learning process. Besides that, almost all the students still had high individualistic and low awareness. Based on the problems that happened in the class, the researcher offered the peer tutoring method as a solution to improve students’ mathematical problem-solving skills in non-routine problems. The research method used in this research was Classroom Action Research using the Kemmis and McTaggart model. The instruments used in this research were tests, observation sheets, students’ questionnaires, and journal reflections. Based on the data analysis, students’ mathematical problem-solving skills in non-routine problems improved to 29.17% by implementing the peer tutoring method with the steps (1) choosing the tutors, (2) guiding the tutors, (3) students doing the tutoring activity, and (9) evaluating the learning processBAHASA INDONESIA ABSTRAK: Tujuan dari mempelajari matematika ialah untuk memperoleh kecakapan hidup salah satunya melalui pemecahan masalah. Kemampuan pemecahan masalah merupakan salah satu standar kemampuan matematika yang harus dimiliki oleh siswa. Hasil tes pra siklus pada penelitian ini menunjukkan sebanyak 83.33% siswa belum mampu mencapai predikat minimal ”˜B-’ dalam menyelesaikan soal non-rutin. Ini membuktikan bahwa kemampuan pemecahan masalah matematis siswa pada soal non-rutin masih kurang. Selama pra siklus berlangsung, peneliti juga mengamati beberapa siswa belum berani untuk bertanya langsung kepada guru selama proses pembelajaran berlangsung. Selain itu, sebagian besar siswa masih memiliki sikap individualis yang tinggi dan juga rasa kepedulian antar siswa masih rendah. Berdasarkan masalah yang terjadi di dalam kelas tersebut maka peneliti menawarkan metode peer tutoring sebagai solusi untuk meningkatkan kemampuan pemecahan masalah matematis siswa pada soal non-rutin. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas dengan model Kemmis dan Mc. Taggart. Instrumen yang digunakan pada penelitian ini adalah tes, lembar observasi, angket siswa dan jurnal refleksi. Berdasarkan analisis data, kemampuan pemecahan masalah matematis siswa pada soal non-rutin mengalami peningkatan hingga 29,17% menggunakan metode peer tutoring dengan langkah-langkah penerapan yaitu (1) memilih tutor, (2) membimbing tutor, (3) siswa melakukan kegiatan tutorial, dan (4) mengevaluasi pembelajaran
KEYAKINAN MATEMATIS DAN KEMANDIRIAN BELAJAR MAHASISWA PADA PROGRAM STUDI PENDIDIKAN MATEMATIKA [MATHEMATICAL BELIEFS AND THE SELF-REGULATED LEARNING OF STUDENTS IN A MATHEMATICS EDUCATION STUDY PROGRAM] Soesanto, Robert Harry; Rahayu, Wardani; Kartono, Kartono
JOHME: Journal of Holistic Mathematics Education Vol. 4 No. 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2637

Abstract

In general, integral calculus courses are difficult for students because the problems involved require strong problem-solving skills. For university students, integral calculus courses also require them to do self-regulated, or independent, learning. Another aspect that makes learning difficult for these students is their mathematical beliefs and prior knowledge. This study aims to see how different types of mathematical beliefs affect self-regulated learning in terms of students' prior knowledge. This research was conducted on students in a mathematics education study program at a private university in Tangerang with a sample of 120 students. This research is an ex post facto quantitative study using a two factorial design. The variables in this study consisted of independent variables in the form of mathematical beliefs, the moderator variable in the form of students’ prior knowledge, and the dependent variable in the form of self-regulated learning. The results obtained are: (1) self-regulated learning by students with logical consistency mathematical beliefs is higher than students with memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and prior knowledge towards self-regulated learning, (3) student in the high prior knowledge gorup logical consistency beliefs had higher self-regulated learning than students with memorized and procedural beliefs, and (4) self-regulated learning in the low mathematics prior knowledge group with logical consistency beliefs is lower than students with memorized and procedural beliefs.BAHASA INDONESIA ABSTRACT: Mata kuliah kalkulus integral pada umumnya masih menjadi kesulitan bagi mahasiswa karena permasalahan yang terkandung membutuhkan pemecahan masalah yang kuat. Kalkulus integral juga membutuhkan kemandirian belajar bagi mahasiswa yang mempelajarinya. Hal lain yang menjadi kesulitan mahasiswa adalah faktor keyakinan matematis dan pengetahuan awal matematis. Penelitian ini bertujuan untuk melihat perbedaan jenis keyakinan matematis terhadap kemandirian belajar mahasiswa ditinjau dari pengetahuan awal matematisnya. Penelitian ini dilakukan terhadap mahasiswa program studi pendidikan Matematika pada salah satu universitas swasta di Tangerang dengan sampel yang digunakan sebanyak 120 orang. Penelitian ini merupakan penelitian kuantitatif ex post facto dengan menggunakan desain dua faktorial. Variabel pada penelitian ini terdiri dari variabel bebas berupa keyakinan matematis, variabel moderator berupa pengetahuan awal matematis, dan variabel terikat berupa kemandirian belajar. Hasil penelitian yang didapatkan adalah: (1) mahasiswa dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, (2) terdapat interaksi antara keyakinan matematis dan pengetahuan awal matematis (PAM) terhadap kemandirian belajar mahasiswa, (3) mahasiswa pada kelompok PAM tinggi dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, dan (4) mahasiswa pada kelompok PAM rendah dengan keyakinan logical consistency memiliki kemandirian belajar lebih rendah daripada mahasiswa dengan keyakinan hafalan dan prosedural.
PERAN GURU KRISTEN DALAM MENUNTUN SISWA MEMANDANG MATEMATIKA [THE ROLE OF CHRISTIAN TEACHERS IN GUIDING STUDENTS TO VIEW MATHEMATICS] Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol. 5 No. 1 (2021): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i1.3363

Abstract

Mathematics is a subject that is considered a scourge by most students. They think that mathematics is difficult, complicated, and boring. However, if we look at the process of creation, everything in this universe (including mathematics) is God's creation and everything is really good. This truth needs to be revealed to students by the mathematics teacher. Unfortunately, many math teachers make students dislike mathematics. Therefore, this paper aims to describe the role of Christian mathematics teachers to guide students in viewing mathematics according to God's perspective. The research method used is the literature study method. The results of this study indicate that the role of Christian mathematics teachers includes: (1) appreciating and exploring mathematics first; (2) developing the four teacher competencies; and (3) understand the objectives of learning mathematics. Christian mathematics teachers also need to be careful not to fall into the sin of idolatry and pride by asking the Holy Spirit for help to be enabled in each of their ministries.BAHASA INDONESIA ABSTRACT: Matematika merupakan salah satu mata pelajaran yang dianggap momok oleh siswa. Siswa menganggap bahwa matematika itu sulit, rumit, dan membosankan. Namun jika melihat pada proses penciptaan maka segala yang ada di alam semesta ini (termasuk matematika) merupakan ciptaan Allah dan semuanya sungguh amat baik. Kebenaran ini perlu disingkapkan kepada siswa oleh guru matematika. Namun, banyak guru matematika yang justru membuat siswa tidak menyukai matematika. Oleh sebab itu, tulisan ini bertujuan untuk memaparkan peran guru matematika Kristen di dalam menuntun siswa dalam memandang matematika sesuai dengan cara pandang Allah. Adapun metode penelitian yang digunakan adalah metode studi kepustakaan. Hasil penelitian ini memaparkan bahwa peran guru matematika Kristen meliputi: (1) mengapresiasi dan menjelajahi matematika terlebih dahulu; (2) mengembangkan keempat kompetensi guru; serta (3) memahami tujuan pembelajaran matematika. Guru matematika Kristen juga perlu berhati-hati agar tidak jatuh ke dalam dosa penyembahan berhala dan kesombongan dengan meminta pertolongan kepada Roh Kudus agar dimampukan dalam setiap pelayanannya. 
PENERAPAN METODE BERCERITA BAGI KEMAMPUAN NUMERASI SISWA USIA DINI DALAM PEMBELAJARAN TEMATIK [APPLICATION OF THE STORY METHOD FOR EARLY STUDENT NUMERATION ABILITY IN THEMATIC LEARNING] Sarwuna, Yostinawely; Ani, Yubali; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6468

Abstract

Based on the results of observations made at a Christian Kindergarten in Tangerang, it was found that there was an unevenness in the numeracy abilities of early-age students. Some students already have the ability to count numbers 1 and 3, but some others do not. Therefore, it is necessary to introduce numeracy skills by the teacher so that students have an even numeracy ability. The purpose of writing this scientific work is to describe the application of the storytelling method to the numeracy skills of early-age students in thematic learning. The research method used is descriptive qualitative research method. Based on the results of the discussion, it was found that the application of the storytelling method was carried out in six stage’s that were closely related to the introduction of numeracy skills, namely making preparations before learning, checking readiness and providing motivation to students, actively involving students, telling stories with attention to language, developing, and checking student understanding.  Through the application of the six stages of the storytelling method in thematic learning it can help teachers to assess and confirm the level of numeracy abilities of early age students. The next suggestion is to pay attention to various indicators of numeracy skills that have not been studied and to pay attention to the time allocation in teaching so that the effectiveness of the six stages of the storytelling method can be assessed.BAHASA INDONESIA ABSTRACT: Berdasarkan hasil observasi yang dilakukan pada salah satu Taman Kanak-kanak Kristen di Tangerang ditemukan ketidakrataan kemampuan numerasi siswa usia dini. Beberapa siswa telah memiliki kemampuan membilang bilangan 1 dan 3 namun beberapa lainnya belum. Oleh sebab itu, diperlukan pengenalan kemampuan numerasi oleh guru agar siswa memiliki kemampuan numerasi yang merata. Tujuan penulisan karya ilmiah ini adalah memaparkan penerapan metode bercerita bagi kemampuan numerasi siswa usia dini dalam pembelajaran tematik. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Berdasarkan pemaparan hasil pembahasan ditemukan penerapan metode bercerita dilakukan dalam enam tahapan yang berkaitan erat dengan pengenalan kemampuan numerasi yaitu melakukan persiapan sebelum pembelajaran, mengecek kesiapan dan memberikan motivasi kepada siswa, melibatkan siswa secara aktif, bercerita dengan memperhatikan bahasa, melakukan pengembangan, dan mengecek pemahaman siswa. Melalui penerapan keenam tahapan metode bercerita dalam pembelajaran tematik dapat membantu guru untuk menilai serta mengkonfirmasi tingkatan kemampuan numerasi siswa usia dini.  Adapun saran selanjutnya adalah memperhatikan berbagai indikator kemampuan numerasi yang belum dikaji serta memerhatikan alokasi waktu dalam melakukan pengajaran sehingga keenam tahapan metode bercerita dapat dinilai keefektifannya.
INCREASING STUDENT RESPONSIBILITY THROUGH THE APPLICATION OF NUMBERED HEAD TOGETHER BASED ON STUDENT WORKSHEET Sitorus, Monika Yosevin; Soesanto, Robert Harry
PEDAGOGIK : JURNAL PENDIDIKAN Vol 9, No 2 (2022)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v9i2.4485

Abstract

Student responsibility is one of the attitudes that is expected to exist in students in carrying out learning. The attitude of responsibility will be seen in how students carry out their duties and obligations optimally the responsibility of students in learning is still a problem. In a study conducted on grade 8 students in a private school in the Tangerang area, it was found that student responsibility was low. This study uses a qualitative approach with a type of case study. The research results show that numbered head together model carries student-centered learning by applying 4 stages. The planning and numbering stage is the stage that supports the next stage. At the stage of thinking together, students have discussions in groups so that there is an increase in responsibility to be active in discussions. At this stage, students work on worksheets with focus and caution so that students’ responsibilities in doing assignments carefully also increase. In the answering stage, students will be randomly selected based on the numbers on their respective worksheets so that students are ready to be called because students are already responsible for completing the assigned tasks on time. This research is expected to provide real solutions to the problem of student responsibility.
Developing Teacher Competencies Of Prospective Teacher Students In The Faculty Of Education Based On A Statistical Mini-Research Project Dirgantoro, Kurnia Putri Sepdikasari; Listiani, Tanti; Soesanto, Robert Harry
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.v10i4.847

Abstract

The Faculty of Education is dedicated to preparing teacher candidates. Ideally, every course students take should contribute to developing their teaching competencies. Within this framework, Educational Research Statistics is one of the mandatory courses for candidates at the Faculty of Education, Pelita Harapan University. In this course, students are expected to work collaboratively on a mini-research project for 1 semester, where they are trained to identify and solve problems through statistical procedures. At the end of the project, students are then expected to present the obtained outputs to their classmates. Therefore, this study aimed to carry out the following objectives: 1) Examine the level of differences in teacher competencies among students before and after the implementation of the mini-research project, and 2) Analyze the effectiveness of the project in strengthening teacher competencies of students. A mixed-method approach was implemented in this case, with 47 students employed as the experimental sample. This study used teacher competency tests and questionnaires as instruments. The processing of the results was also analyzed quantitatively and qualitatively. This research provides results: 1) there are significant differences between teacher competencies in students before and after the implementation of mini-research projects, and 2) the implementation of mini-research projects effectively strengthens the competence of student teachers. Therefore, every course must consider the best learning strategy to strengthen student teachers' competence.
Co-Authors Asihlya Sandu Bermuli, Jessica Elfani Bernardinus Dickson Carnegie Maloring Danang Setyadi Desri Kristina Silalahi Destya Waty Silalahi, Destya Waty Dylmoon Hidayat Friskilia Maharani Harefa, Alwin Dwi Sastra Kelana Helti Lygia Mampouw Jacob Stevy Seleky Johanes Pardamean Saragih Simarmata Kartono - Kartono, Kartono Kurnia Putri Sepdikasari Dirgantoro Manoi, Gledis Oce Datu Appulembang, Oce Datu Olang, Jemry Bernabas Priyanti, Neng R. H. Yanti Silitonga R. H. Yanti Silitonga Sarwuna, Yostinawely Shiela Gunawan Sil Gretzia Wolori Silitonga, R. H. Yanti Sinaga, Yunita Margareta Sitorus, Monika Yosevin Tanti Listiani, Tanti Thamsir, Thalia Wardani Rahayu Wilfridus Beda Nuba Dosinaeng Yanti Yanti Yanti Yubali Ani, Yubali Yunita Margareta Sinaga