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All Journal International Journal of Evaluation and Research in Education (IJERE) Bioeducation Journal Sainstek Jurnal Penelitian dan Pembelajaran Fisika Jurnal Pelita Pendidikan Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan Fisika FKIP UM Metro JPS Unimus Edufisika: Jurnal Pendidikan Fisika Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika QUANTUM: Jurnal Inovasi Pendidikan Sains Berkala Ilmiah Pendidikan Fisika Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Inovasi dan Pembelajaran Fisika Jurnal Penelitian Pembelajaran Fisika Journal of ICSAR JURNAL IQRA´ JIPF (Jurnal Ilmu Pendidikan Fisika) SEJ (Science Education Journal) Sumatra Journal of Disaster, Geography and Geography Education Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Jurnal Ilmiah Pendidikan Fisika Indonesian Journal of Science and Mathematics Education Journal of Natural Science and Integration Biosfer: Jurnal Pendidikan Biologi Proceedings of the 1st UR International Conference on Educational Sciences ORBITA: Jurnal Pendidikan dan Ilmu Fisika JURNAL TARBIYAH JURNAL EKSAKTA PENDIDIKAN (JEP) KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA JURNAL EDUCATION AND DEVELOPMENT BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains JURNAL PENDIDIKAN TAMBUSAI Bio-Lectura Journal of Education Technology Global Conference Index Aptisi Transactions on Technopreneurship (ATT) SAP (Susunan Artikel Pendidikan) Jurnal Mangifera Edu Jurnal Kumparan Fisika KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Eduscience (JES) Pelita Eksakta Jurnal Pendidikan dan Kebudayaan Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA FORUM PAEDAGOGIK Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan dan Teknologi Indonesia Jurnal Ilmiah Wahana Pendidikan Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Indo-MathEdu Intellectuals Journal INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Jurnal Pijar MIPA Jurnal Vokasi Mekanika JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN JRFES Jurnal Pemberdayaan Masyarakat Indonesian Research Journal on Education Eduvest - Journal of Universal Studies Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Elementaria Edukasia Jurnal Pendidikan MIPA Edumaspul: Jurnal Pendidikan
Festiyed
Universitas Negeri Padang
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The Analysis of Effect Size of the PBL Model on Science Competence of High School Students Media Roza; Festiyed Festiyed; Asrizal Asrizal; Desnita Desnita
JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG Vol 10, No 2 (2022): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia Unimus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.10.2.2022.12-24

Abstract

This study aimed to describe a problem-based learning model (PBL) that had succeeded in increasing the competence of high school students. The research method used meta-analysis. The research process included determining research topics, determining data selection criteria, searching for literature, grouping data information, interpreting data, and drawing conclusions. The database was articles published in Scopus-indexed journals and accredited by SINTA. The articles analyzed were articles published in the last 5 years, namely in 2017-2021. 25 articles met the criteria for further analysis. The data analysis technique used an effect size. Effect size values were measured and grouped by subject, grade level, and type of student competency. The results showed that based on the type of science subjects, the PBL model was more widely applied to physics and chemistry subjects compared to biology subjects. The effect size results fell into the medium to very high category. Based on grade level, PBL was effectively used for class XI with high criteria. From this research, it was also known that the critical thinking, problem-solving, and cognitive aspects of students had a high effect size by applying the PBL model. Therefore, the PBL model was effectively applied in science learning in high schools.
Pemahaman Guru Biologi SMA di Sekolah Penggerak DKI Jakarta terhadap Pendekatan Etnosains pada Kurikulum Merdeka Festiyed Festiyed; Mega Elvianasti; Skunda Diliarosta; Prima Anggana
Jurnal Pendidikan dan Kebudayaan Vol. 7 No. 2 (2022)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v7i2.2993

Abstract

Tema kearifan lokal merupakan tema yang dapat diintegrasikan dalam pembelajaran sains seperti Biologi. Dalam proses pembelajaran, kearifan lokal terwujud dalam sebuah pendekatan, yaitu pendekatan etnosains. Penelitian ini bertujuan mendeksripsikan persepsi guru terkait kearifan lokal dan etnosains dalam Kurikulum Merdeka. Metode dalam penelitian ini adalah deskriptif kualitatif dengan menggunakan instrumen berupa wawancara mendalam. Populasi dalam penelitian adalah guru Biologi SMA yang menjadi Sekolah Penggerak di DKI Jakarta. Sampel dipilih dengan teknik purposive sampling dengan pertimbangan sampel yang bersedia sebagai responden. Transkrip wawancara kemudian dianalisis dengan menggunakan teknik koding berbantuan software NVIVO 12. Hasil penelitian menunjukkan bahwa guru memahami adanya perubahan kurikulum dan tema kearifan lokal menjadi tema yang direkomendasikan dalam Kurikulum Merdeka. Guru memahami bahwa kearifan lokal penting diintegrasikan dalam pembelajaran Biologi tetapi mengalami kesulitan dalam mengintegrasikannya. Sebagian besar guru Biologi belum memahami istilah pendekatan etnosains karena istilah ini masih asing bagi guru. Selain itu, guru Biologi cenderung menggunakan asesmen sumatif walaupun dalam Kurikulum Merdeka terdapat asesmen diagnostik dan asesmen formatif.
Ethnoscience in Learning Science: A Systematic Literature Review Raudhatul Jannah; Festiyed Festiyed; Yerimadesi Yerimadesi; Lufri Lufri; Sandijal Putra
Scientiae Educatia: Jurnal Pendidikan Sains Vol 11, No 2 (2022): December 2022
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v11i2.11488

Abstract

This study aims to determine the trend of ethnoscience development research in science learning in Indonesia. As classified as the qualitative research, this study used a content analysis approach. A systematic literature review technique was done to analyze the ethnoscience approach in science learning, used 73 reviewed articles, from 2017 to March 2022. The results shows: (a) Integrated research topics is the most dominant ethnoscience approach used to develop learning Modules with 4D research designs,(b) Learning outcomes are integrated with ethnoscience, especially for scientific literacy, critical thinking skill, creative thinking skill and problem-solving. (c). The ethnoscience-integrated learning model is dominated by project-based learning and discovery learning models at the high school level with biology subjects. The ethnoscience approach in science learning  preservice the local culture as the attempt to develope the students’ scientific literacy  beside reintroducing the culture.
Meta-analysis of the effect of learning cycle model on students’ physics learning outcomes Festiyed Festiyed; Annisa Fadilla; Desnita Desnita; Murtiani Murtiani
Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Vol 9, No 1 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gravity.v9i1.12830

Abstract

Many studies related to the influence of the learning cycle model on learning outcomes have been carried out, but a summary of this topic needs to be related. This research aims to determine the summary effect of the learning cycle model on physics learning outcomes in general and review based on class level, subject matter units, types of learning cycle model, and types of learning outcomes. The research method used is a meta-analysis. Two research results can be presented based on the data analysis conducted. First, the effect size of the learning cycle model on students' physics learning outcomes is 0.915 in the high category. Second, the effect of the learning cycle model on student physics learning outcomes has the highest effect on (1) class XI of 0.921, (2) fluid material unit of 1.026, (3) learning cycle model 7E is 0.931, (4) learning outcomes for skills aspects are 1.126.
Literature Review: Analisis Integrasi Mitigasi Bencana pada Pembelajaran Titis Wulandari; Yul Ifda Tanjung; Festiyed Festiyed; Asrizal Asrizal; Desnita Desnita; Skunda Diliarosta
SAP (Susunan Artikel Pendidikan) Vol 7, No 3 (2023)
Publisher : Universitas Indraprasta PGRI Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v7i3.15462

Abstract

Education has a role in building character and community disaster response through learning in schools. Learning that is integrated with disaster mitigation is one of the efforts to develop the soul (character) in order to have disaster preparedness. This is important to do in order to reduce the impact of the disaster. Research on the integration of disaster mitigation into learning has been carried out but no one has explained explicitly about the integrated disaster mitigation plan into learning. Therefore this study aims to present information related to the technical integration of disaster mitigation in the lessons that have been carried out so that it can enrich the body of knowledge and science and improve disaster preparedness from 7 articles in the EBSCO and Scopus databases with limitations 2017-2022. The literature review method uses the Population, Intervention, Comparison and Outcome (PICO) technique. The procedure for searching and selecting articles in this study used Preferred Reporting Items for Systematic Reviews & Meta-analyses (PRISMA). The results of the research based on the 7 articles that have been reviewed show that the integration of disaster preparedness learning towards disaster preparedness with various levels of education.
Validitas Instrumen Angket Self Regulated Learning Mahasiswa Fisika UIN Imam Bonjol Padang Hurriyah Hurriyah; Festiyed Festiyed; Indang Dewata
Natural Science Vol 9, No 1 (2023)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/nsc.v9i1.5770

Abstract

Tujuan penelitian ini adalah untuk membuat instrumen yang dapat mengukur Self -Regulated Learning Mahasiswa Fisika dengan mengukur tingkat validitas. Rancangan instrumen berupa angket Self -Regulated Learning mahasiswa yang terdiri dari 30 pernyataan positif dengan respon berdasarkan skala likert skor 1 sampai 5. Angket self-regulated learning ini dibagi dalam 3 aspek, yaitu aspek metakognitif, motivasi, dan perilaku. Uji validitas yang dilakukan menggunakan validitas isi. Kesimpulan dari penelitian ini adalah terdapat 24 pernyataan yang valid terdiri dari 8 pernyataan untuk aspek metakognitif, 8 pernyataan untuk aspek motivasi, 8 pernyataan untuk aspek perilaku, dan 1 pertanyaan terbuka. Validitas instrument angket SRL ini berada pada kategori valid (80%). Artinya angket ini dapat digunakan untuk mengukur self-regulated learning mahasiswa fisika UIN imam bonjol Padang
META ANALISIS: PENGARUH INSTRUMENT ASSESSMENT PADA MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN 4C Nurul Azmi; Festiyed Festiyed
Jurnal Penelitian Pendidikan IPA Vol 9 No 4 (2023): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i4.2606

Abstract

This study aims to 1) analyze the effect of the project-based learning model in terms of 4C skills, 2) analyze the influence of the project-based learning model in terms of education level, and 3) analyze the influence of the project-based learning model in terms of learning materials. The type of research applied to this study is meta-analysis. The results of this study are: 1) the project-based learning model has an influence to improve 4C skills with an average effect size on critical thinking skills of 2.23 high categories, creative thinking skills of 0.92 high categories, communication skills of 2.43 high categories and collaboration skills of 4.79 high categories; 2) the project-based learning model has an influence on improving 4C skills at the education level, namely junior high school, high school and university with an average effect size at each level, namely 1.6 high categories at the junior high level, 1.05 high categories at the high school level and 2.9 high categories at the higher education level; and 3) the project-based learning model has an effect on improving 4C skills with the highest average effect size on substance change material of 5.04 high categories and the lowest average effect size in motion dynamics material of 0.18 small categories.
Development of Physics Learning Assessment Instrument in Project-Based Learning Model to Improve 4C Skills Nurul Azmi; Festiyed Festiyed
Jurnal Penelitian Pendidikan IPA Vol 9 No 4 (2023): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i4.3174

Abstract

The objectives of this study were 1) to produce a physics learning assessment instrument in the PjBL model to improve students' 4C skills with valid criteria, 2) to test the practicality of the physics learning assessment instrument in the PjBL model to improve students' 4C skills. This type of research is research and development using the ADDIE model which consists of the analyze stage, design stage, and is limited to the develop stage. The object of research is the physics learning assessment instrument in the PjBL model to improve 4C skills. The data collection instruments used are validation sheets, practicality test sheets for educators and students. The data analysis technique used is validity analysis and practicality analysis of the use of assessment instruments. Based on the data analysis that has been done, two research results can be stated. First, the average value of the validity of the PjBL model assessment instrument is 0.85 valid criteria. Second, the average value of the practicality test of the PjBL model assessment instrument for educators and students is 90.00% and 86.15%, respectively, very practical criteria.
A Review Analysis: Implementation of STEAM Project Based Learning in Natural Science Learning Nurhasnah Nurhasnah; Festiyed Festiyed; Yerimadesi Yerimadesi
SEJ (Science Education Journal) Vol 7 No 1 (2023): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v7i1.1623

Abstract

The development of technology 4.0 and social 5.0 has a considerable influence on educational change. Education in the 21st century requires students to have the competencies needed to face the challenges of the times. One of the efforts made is with a learning model that can develop these abilities, namely STEAM-PjBL. The purpose of this research is to analyze implementation trends of STEAM-PjBL in science learning from elementary school level to university level. This research is a literature study by collecting 19 articles. This study adopted the review process by Sharif (2019), by 1) formulating research questions; (2) setting the inclusion criteria (Table 1); (3) search for articles in various databases (Google Scholar, ERIC, DOAJ, journal websites) by typing the keywords “STEAM” “STEAM-PjBL, “STEAM-PjBL in science education” and “science education”; (4) article coding using Paper Classification Form (PCF); (5) identify patterns across articles; (6) synthesize these patterns to answer the research question. The results obtained The implementation of STEAM-PjBL research in science learning has a very good contribution in growing and improving the skills needed by students in facing the challenges of the 21st century. Learning in the current condition, which is still a COVID-19 pandemic, can be an option for schools and teachers to implement STEAM-PjBL so that they can realize the learning goals to be achieved.
PENERAPAN MODEL PEMBELAJARAN INQUIRY TRAINING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS (KPS) IPA FISIKA SISWA KELAS VII SMP Palma Juanta; Marlince NK Nababan; Apriani Sijabat; Yohandri Yohandri; Festiyed Festiyed
Jurnal Muara Pendidikan Vol 8 No 1 (2023): Jurnal Muara Pendidikan, Vol 8 No 1, Juni 2023
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v8i1.1041

Abstract

The purpose of this study was to determine Science Process Skills (KPS) by applying the learning model to class VII materials on Temperature and Heat at Dr. Private Middle School. Wahidin Sudirohusodo for the 2022/2023 Academic Year conducted this research against the background of the low Science Process Skills (KPS) in Science for the last five years to 2021/2022, so that student learning outcomes were unsatisfactory. This was because students considered Science to be a difficult subject, especially Science Physics because it is necessary to use learning methods and models that can improve students' science process skills. This study used the classroom action research (PTK) method whose model was developed by Kemmis and McTaggart. Data collection techniques in this study used pretest and posttest test instruments with a population of 210 students spread across 7 parallel classes and one class was taken with 30 students as a sample. Data analysis using descriptive analysis was carried out by interactive analysis. The use of the inquiry training learning model has a good influence on improving science process skills. The research was conducted in pre-cycle and two cycles. In the pre-cycle with the pretest with a completeness score of only 16.67%, in the first cycle the completeness was 76.67%. Then the learning improvement was carried out again in cycle II, with inquiry training, completeness 83.33% So there was an increase in students' Science Process Skills.
Co-Authors - Asrizal A. Amran, A. Abdul Razak Abdul Razak Abdul Razak Addriani, Ranti Ade Mayasari Admas, Liza Okwan Afriandi, Muhammad Afriza Rusni Akmal, Atika Ulya Albinuz Deka Indra Aldilla, Endang Amali Putra Amalia, Annisa Syukri Amanda, Fleony Dea Amran, Asrizal Ali Ananda, A. Ananda, A. Anggreni, Yosi Dwi Anita Anita Annisa Fadilla Annisa Hidayatul Adha Annisa Kurniawti Annisa Rahma Jelita Annisa, Aulia Apriani Sijabat Aprina Maharani Zuna Arnis Nasution Arfianti, Fina Ariani, Rizka Arike Ikhfa Safitri Aripin, Nurul Arlian Firda Asmi Putri Asrizal Asrizal Asrizal Asrizal Asrizal Asrizal, A. Asrizal, A. Ayu, Fitrah Azmanita, Yuni Azmi Asra Azriyanti, Riza Azwar Ananda Chatarina Umbul Wahyuni Chichi Rahayu Chuznul Chotimah Darmanella Dian Eka Wati Defrian Melta Delufi Mei Wendra Desnita Devi Yenuar Rezki Dewi, Utari Prisma Dharma Gyta Sari Harahap Diliarosta, S. Djusmaini Djamas Djusmaini Djamas Djusmaini Djusmaini Dona Fitri Ayu Dona Fitri Ayu Doni Zulfadli Dr.Masril,M.Si Masril Dwi Putri Ramadhani* Dwita Fitri, Anisa Dwita Fitri Eka Kartikawati Eko Ambar Wibowo Eliyarti Eliyarti Ellizar ellizar Elsa Fitriani Elvi Suryanti ELvisa, Gita Oktia Emiliannur Emiliannur Emillianur, Emillianur Emilya, Wulanda Try Enjoni Enjoni Fadhiel, M. Al Fadila, Siti Zahratul Fadilla, Intan fadillah, Muhammad Aizri Fahrul Juanda Fanny Rahmatina Rahim Fathia Rahmi Fatni Mufit Fauzi Ahmad Muda Febbi Rahmadani febbi rahmadani Febri Yanto Feziyasti, Azifa Fitrah Ayu Fitri Arsih Fuja Novitra Guna Ria Siagian Gunawan, Revi Gina Gunawan, Rilla Gina Hamdi Hamdi Hamdi Rifai Handri, Silvi Hanifah, Elsa Syadza Hanum, Siti Asma Hasanah, Annisa Nurul Hasbi Aziz Haspen, Cici Dwi Tisa Hatta, Fadilla Hizzatil Heffi Alberida Helena Pentury Helendra Helendra Hendra Musfa Dirman Herawan, Amelia zelika Hidayati Hidayati Hidayati Hidayati Hirahmah, Atifah Hurriyah Hurriyah Ilahi, Dian Purnama Ilwandri Ilwandri Ilwandri, Ilwandri Indang Dewata Irbah, Syahirah Irdes Hidayana Siregar Irfandi Irfandi Iryanto, Febby Putri Ismail, Irfan Ananda Jasmaini Jasmaini Jayawarsa, A.A. Ketut Juanta, Palma Junil Adri Jusmita Weriza Kartika, Heni Khairati, Ikmanisa Khairil Arif Khairul Ummah Komala Dewi, Ratih Kurniawti, Annisa Lara Cesilia Elwi Larasati br Ginting, Putri Zulvia Lasmana, Oria Leonie, Natasha Letmi Dwiridal Letmi Dwiridal Lili Dasa Putri Lisa Utami Lufri Lufri Maharani, Bahagia Maini, Dini Ayunda Makrooni, Golaleh Mardian, Vivi Marlince NK Nababan Marlince NK Nababan Mawardi Mega Elvianasti Mega Elvianasti Mega Elvianasti Mega Iswari Meisyarah Nabillah mentari yashinta yashinta Mira Restuti Moyo, Kgomotso Mufid, Fatni Muhammad Aizri Fadillah Muhammad Arif Muhammad Prisma Muhyiatul Fadilah Murtiani Murtiani Mutia Yussavel Navis N, Annisa Nabila, Putri Nadilah, Faridatun Nafsih, Nurul Zakiatin Natasya, Ziola Nazifah, Naurah Nesha Resty Aufiana Nilyani, Korry Novika, Sutri Novisya, Dira Novitra, Fuja Nur Nahdia, Vivi Nurhasnah Nurhasnah Nurhasnah, Nurhasnah Nurhayati Nurhayati Nurhikmah Nurhikmah Nurul Aripin Nurul Azmi Nurul Izzah Palma Juanta Palma Juanta Palma Juanta Pratiwi Anwar Pratiwi, Aulianisa Dina Prima Anggana Purnama Yani, Intan Putra, Amali Putra, Reky Putri Nurhaliza Putri Qalbina Putri, Fadhilah Putri, Gema Eferko Putri, Sri Ramadela Rahmi Laila Ramadhan Sumarmin Randi Hidayat Ratih, Arista Ratna Tanjung Raudhatul Jannah Reni Puspitasari Renol Afrizon Revi Gina Gunawan Ridwan, Ridwan Riki Zaputra Rikizaputra Rikizaputra Rini Amelia Rio Anshari, Rio Riyasni, Selma Rizal, Fitriyani Rizka, Zahara Rizki Anisa Tanjung Robika Alkadri Rofiqoh Hasan Harahap Romahas Lubis Rosi Feirina Ritonga Roza, Media Sandijal Putra Sani Aprisilia Santosa, Tomi Apra Sayriani, Elvi Selvia Selvia Siagian, Gunaria Silvi Yulia Sari Silvia Agustin* Sinaga, Kurnia Siregar, A. M. Sisri Wahyuni Siti Rahmah Skunda Diliarosta Skunda Diliarosta Sofia Rahmi Sofianora, Aulia Srisa Oktaweri Sriyolja, Zelmi Stivani Suherman, Dea Sudarma, T. F. Suhengki, Michelly Fathimatuzzahra Suherman, Dea Stivani Sumanti Sumanti, Sumanti Sumarmin, R. Sumarmin, R. Surahman, D. Suri, Natia Afriana Syafriani Syafriani Syafriani Syafriani Syafrilianto, Syafrilianto Syamina Syamina Syamsir Hidayat Syifa Chairunnisa, Syifa Tanjung, Mardia Roza Tantri Mayasari Teguh Febri Sudarma Teguh Febri Sudarma, Teguh Febri Titis Wulandari Tomi Apra Santosa Tomi Apra Santosa Tomi Apra Santosa Santosa Tria Sukma Sandi Tuti Kurniati Ulfa, Aulia Ulfa, Jufiani Usmeldi Usmeldi Venny Mulyana Viskia Manelza Vivi Mardian Wahyuni Satria Dewi Wahyuni, Veni Wandi, Asyifa Wiras Winiasri, Linda Yana, Winda Arma Yani, Intan Purnama Yanuar, Dinda Yao, Goh Yeni Nurpatri Yenni Darvina Yerimades, Yerimades Yerimadesi Yerimadesi Yerimadesi Yerimadesi Yerimadesi Yerimadesi Yohandri Yohandri Bow Yolly Sawitri Yonira Mike Yosi Dwi Anggreni Yuda, Sulistiya YUDI, MUHAMMAD WAHYUDI Yul Ifda Tanjung Yul Ifda Tanjung Yul Ifda Tanjung, Yul Ifda Yulia Pratiwi Yulkifli Yulkifli Yulkifli Yulkifli Yumelda Marzuki Yuni Adha Yuni Ahda Yuni Ahda Yunita Syafitri Yuri Yanti Yurnetti Yurnetti Yurnetti Yurnetti Yurnetti, Yurnetti Yusra, Farhan Z. Mawardi Effendi Zaka Putra Utama Zan, Aprina Maharani Zaturrahmi, Zaturrahmi Zaturrahmi, Zaturrahmi Zulherman Zulyusri Zulyusri Zulyusri, Zulyusri