Garuda - Garba Rujukan Digital

p-Index From 2020 - 2025

3.469

P-Index

This Author published in this journals

All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Sains Jurnal Pengajaran MIPA International Journal of Education Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan Jurnal Penelitian dan Pembelajaran IPA Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan J-PEK (JURNAL PEMBELAJARAN KIMIA) JC-T (Journal Cis-Trans): Jurnal Kimia dan Terapannya AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Al-Kimia PAEDAGOGIA Journal of Science Learning Indonesian Journal of Chemistry Kwangsan: Jurnal Teknologi Pendidikan Sainmatika: Jurnal Ilmiah Matematika dan Ilmu Pengetahuan Alam Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Jendela Pendidikan Equilibrium Journal of Chemical Engineering Tafkir: Interdisciplinary Journal of Islamic Education Journal of Business, Social and Technology Jurnal MIPA dan Pembelajarannya

Fauziatul Fajaroh

Universitas Negeri Malang

Author-ID : 264978

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 43 Documents Claim Missing Document

Claim Missing Document

Articles

1 2 3 4 5

THE EFFECTIVENESS OF COLLOID MODULE BASED ON GUIDED INQUIRY APPROACH TO INCREASE STUDENTSâ€™ COGNITIVE LEARNING OUTCOMES Novilia, Lita; Iskandar, Srini M.; Fajaroh, Fauziatul
International Journal of Education Vol 9, No 1 (2016): August 2016
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v9i1.3713

Colloid is one of the chemical topics taught in high school. Actually, the characteristic of Colloid topic is contextual. Colloid topic is taught by expository and discussion methods. Based on observations in SMA Negeri 4 Malang and SMA Negeri 16 Surabaya, these methods could not improve studentsâ€™ ability to construct their own knowledge; as a result, students did not have a good understanding in the Colloid topic. An alternative way to increase studentsâ€™ understanding, especially in the cognitive aspect is using innovative teaching materials like a colloid module based on guided inquiry approach. The previously mentioned module was developed by the author. The feasibility percentage of the Module was 85.66%. The aim of this research is to find the effectiveness of the Colloid Module to increase studentsâ€™ cognitive learning outcomes. This research used one group pretest-posttest experimental design. The sample of this research consisted of 33 students of X-MIPA 3 SMA Negeri 2 Malang in the 2015/2016 academic year. The effectiveness of The Colloid Module to increase cognitive learning outcomes was determined by the results of paired sample t-test analysis and the gain score of studentsâ€™ pretest and posttest using cognitive test instrument. This cognitive test instrument had content validity index of 92.04%. Based on the trial result of 36 students in SMA Negeri 3 Malang, 30 questions were considered valid and had a reliability coefficient of 0.866 based on Spearman-Brown. The result of this research showed that the Colloid Module was effective to increase studentsâ€™ cognitive learning outcomes. It was indicated by the analysis of paired sample t-test, with t score (-38.525) lower than t critical (-2.037), so there was a significant difference between pretest and posttest scores after using the Colloid Module. The effectiveness of the Colloid Module was also determined by the gain score of pretest and posttest scores of studentsâ€™ cognitive skills of 0.688, categorized as a medium gain.

PENGARUH MODEL PEMBELAJARAN LEVEL OF INQUIRY BERBANTUAN ANIMASI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PEMAHAMAN KONSEP SISWA PADA MATERI ASAM BASA Azizah, Laili Nur; Munzil, Munzil; Fajaroh, Fauziatul
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 4: APRIL 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i4.13247

Abstract: The purpose of this study was to find out effect of learning on critical thinking skills and conceptual understanding of acid-base material. The learning model used was the Level of Inquiry. The quantitative research design using the Quasy experiment method based on the post tett only non equivalent group design was applied in the study. The results do not have a significant effect on critical thinking skills, but the use of animation media in general affects the understanding of concepts. The biggest influence is on the class with the help of dynamic media. Abstrak: Tujuan peneltian yang dilakukan adalah untuk mengetahui pengaruh pembelajaran terhadap kemampuan berpikir ktritis dan pemahaman konsep pada materi asam basa. Model pembelajaran yang digunakan adalah Level of Inquiry. Rancangan penelitian kuantitatif yang menggunakan metode Quasy experiment berdasarkan rancangan post tet only non equivalent group design diterapkan dalam penelitian. Hasilnya tidak memberikan pengaruh yang signifikan terhadap kemampuan berpikir kritis, akan tetapi penggunaan media animasi secara umum berpengaruh terhadap pemahaman konsep. Pengaruh terbesar terdapat pada kelas dengan bantuan media dinamis.

IMPROVING STUDENTS' SCIENTIFIC EXPLANATION SKILLS THROUGH POGIL MODEL WITH SOCIOSCIENTIFIC ISSUE CONTEXT Rahayu, Sri; Aldresti, Fitri; Fajaroh, Fauziatul
Jurnal Pengajaran MIPA Vol 23, No 2 (2018): JPMIPA: Volume 23, Issue 2, 2018
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v23i2.12413

Students' must be able to reasons scientifically in understanding our rapidly changing world, in which scientific explanation skill can be defined as an ability to make a reasonable explanation of a phenomenon based on scientific facts as well as forming a relationship based on evidence and logical reasoning. In this study, we examine the development of students' scientific explanation skill through the implementation of POGIL inquiry model with Socio-scientific Issues (SSI) context. A difference in scientific explanation skill after learning was found and implications to chemistry learning are discussed.

DO DIFFERENT DISCUSSION ACTIVITIES IN DEVELOPING SCIENTIFIC ARGUMENTATION AFFECT STUDENTS’ MOTIVATION IN CHEMISTRY? Sri Rahayu; Klaudia E.N Bambut; Fauziatul Fajaroh
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.32228

Argumentation has an influence on students’ cognitive skills as well as learning motivation through the increase in confidence, science, and social activities. Argumentation skills can be trained through different patterns of discussion — cooperative and collaborative. This study aimed to reveal the learning motivation of students who enacted their argumentation skills using Argument-Driven Inquiry (ADI) with cooperative and collaborative discussions. The research design was a case study that engaged 95 Grade 11 students who were learning the chemical equilibrium topic. The research instrument employed was the ARCS motivation questionnaire that consisted of four aspects, namely attention, confidence, relevance, and satisfaction. The quantitative data were collected from the ARCS questionnaire and the qualitative data were collected from classroom observation, interview, and students’ discussion process. The data were analyzed using designed criteria and percentages, and were described qualitatively. The study found that students who learn chemistry through cooperative-ADI gain a high average motivation. For each aspect of motivation, the majority of students in the cooperative-ADI discussion show a higher level of motivation compared to students’ level in the collaborative-ADI discussion. The study has implications on how to design a discussion group in terms of motivation.

THE EFFECT OF INQUIRY BASED LEARNING WITH SOCIOSCIENTIFIC ISSUES CONTEXT ON CRITICAL THINKING SKILLS AND SCIENTIFIC EXPLANATION Intan Mahanani; Sri Rahayu; Fauziatul Fajaroh
Jurnal Kependidikan Vol 3, No 1 (2019)
Publisher : Universitas Negeri Yogyakarta

This study was aimed at investigating the application of inquiry learning in the context of socioscientific issues (SSI) influences students' skills in critical thinking and scientific explanation on the topic of reaction rates. This study was quantitative research used post test only control group design. A total of 90 students who were enrolled in the 3 classes from one public senior high school in Malang regency were selected as the research sample by convenience. The data of critical thinking ability were collected through critical thinking test. The data of scientific explanation were collected through scientific explanation test. The results of critical thinking test were categorized by Ennis’s critical thinking, while the results of scientific explanation test were categorized by SOLO taxonomy. The data were analysed quantitatively by statistical parametric. The result of One-Way ANOVA showed that there were significant differences in students' critical thinking skills and scientific explanation ability who were taught by inquiry with SSI learning, inquiry, and verification model. Students who were taught by inquiry with SSI learning had a higher average of critical thinking and scientific explanation skills than the students who were taught by inquiry and verification learning. PENGARUH PEMBELAJARAN INKUIRI BERKONTEKS SOCIOSCIENTIFIC-ISSUES TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN SCIENTIFIC EXPLANATIONPenelitian ini bertujuan untuk menginvestigasi pengaruh penerapan pembelajaran inkuiri berkonteks socioscientific issues (SSI) terhadap keterampilan siswa dalam berpikir kritis dan scientific explanation pada topik laju reaksi. Penelitian kuantitatif dilakukan dengan posttest only control group design. Sampel penelitian berjumlah 90 siswa yang terbagi ke dalam 3 kelas dari satu SMA Negeri di Kota Malang yang dipilih menggunakan teknik convenience sampling. Data keterampilan berpikir kritis diperoleh dari tes keterampilan berpikir kritis. Data penjelasan ilmiah dikumpulkan dengan tes scientific explanation. Data kemampuan berpikir kritis dikategorikan menurut kategori berpikir kritis Ennis. Adapun data kemampuan scientific explanation siswa dikategorikan menurut taksonomi SOLO. One-Way ANOVA digunakan untuk menganalisis pengaruh perlakuan Hasil penelitian menunjukkan adanya perbedaan yang signifikan keterampilan berpikir kritis dan scientific explanation pada siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI, inkuiri, dan verifikasi. Siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI memiliki nilai rata-rata keterampilan berpikir kritis lebih tinggi dan lebih mampu membangun explanation hingga level tertinggi yaitu level extended abstract, dibandingkan dengan siswa yang dibelajarkan menggunakan pembelajaran inkuiri dan verifikasi.

Pengaruh Process Oriented-Guided Inquiry Learning berkonteks isu sosiosaintifik terhadap keterampilan berargumentasi siswa sekolah menengah atas Arum Setyaningsih; Sri Rahayu; Fauziatul Fajaroh; Parmin Parmin
Jurnal Inovasi Pendidikan IPA Vol 5, No 2: October 2019
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Kemampuan berargumentasi merupakan salah satu aspek dalam kemampuan berliterasi sains. Rendahnya skor pada survei PISA siswa Indonesia menunjukkan rendahnya kemampuan mereka dalam berargumen. Untuk mengatasi masalah tersebut, penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berargumentasi dan kualitas argumentasi siswa yang dibelajarkan dengan model pembelajaran Process Oriented-Guided Inquiry Learning (POGIL) berkonteks isu-isu sosiosaintifik, POGIL, dan konvensional pada materi asam basa. Rancangan penelitian adalah eksperimen semu posstest only design. Sampel terdiri dari tiga kelas di salah satu SMAN di Kota Malang. Data diperoleh dari hasil tes keterampilan berargumentasi tertulis siswa. Hasil penelitian menunjukkan adanya perbedaan yang signifikan secara statistik terhadap keterampilan berargumentasi siswa di ketiga kelas penelitian (p=0.000). Kualitas argumentasi dianalisis menggunakan kerangka analitik Osborne. Pencapaian level argumentasi siswa kelas POGIL berkonteks isu-isu sosiosaintifik lebih tinggi daripada kelas POGIL dan konvensional. The effect of process oriented-guided inquiry learning with socioscientific issue contexts on high school students’ argument skills AbstractThe argumentation ability is one of aspect of scientific literacy. The low scores on PISA survey of Indonesian students showed their low ability in argumentation. To address this problem, this study aims to investigate the difference of students’argumentation skills who were taught using POGIL with socioscientific issues context, POGIL, and conventional learning. Research design was quasi-experimental postest only design. The sample consisted of three classes of a public senior high school in Malang. The data were obtained from students’ written argumentation. The result of this study showed significantly different statistic on students’argumetation skills in three classes (p=0,000). The quality of students’argumetation were classified using analytical framework by Osborne. Achievement of the argument level of POGIL class students contexted sociosaintific issues higher than POGIL class and conventional class.

Pengaruh Pogil dan Verifikasi serta Kemampuan Awal terhadap Hasil Belajar Kognitif dan Keterampilan Proses Sains Siswa nur laili iktafiyah; Suhadi Ibnu; Fauziatul Fajaroh
EduChemia (Jurnal Kimia dan Pendidikan) Vol 3, No 1 (2018)
Publisher : Department of Chemical Education Faculty of Teacher Training and Education Universitas Su

Pembelajaran kimia harus memperhatikan karakteristik kimia sebagai produk dan kimia sebagai proses. Kimia sebagai produk menuntut penguasaan konsep dan kimia sebagai proses menuntut penguasaan keterampilan proses sains. Salah satu metode pembelajaran yang dapat mengembangkan penguasaan konsep dan keterampilan proses sains siswa adalah metode POGIL. Tujuan penelitian adalah untuk mengetahui: (1) perbedaan hasil belajar kognitif siswa yang dibelajarkan dengan metode POGIL dan verifikasi; (2) perbedaan hasil belajar kognitif siswa dengan kemampuan awal berbeda; (3) interaksi antara kemampuan awal dengan metode pembelajaran terhadap hasil belajar kognitif siswa. (4) perbedaan keterampilan proses sains siswa yang dibelajarkan dengan metode POGIL dan verifikasi; (5) perbedaan keterampilan proses sains siswa dengan kemampuan awal berbeda; dan (6) interaksi antara kemampuan awal dengan metode pembelajaran terhadap keterampilan proses sains siswa. Penelitian ini menggunakan rancangan eksperimen semu. Sampel penelitian adalah siswa kelas XI IPA 1 dan XI IPA 2 MA Manba’ul Hikam Tanggulangin. Intrumen tes belajar kognitif berupa 28 soal pilihan ganda dengan validasi isi sebesar 98%, sedangkan instrumen keterampilan proses sains berupa 15 soal pilihan ganda dengan validasi isi sebesar 89%. PeAnalisis data menggunakan uji ANOVA Two Ways. Hasil penelitian menunjukkan bahwa (1) ada perbedaan hasil belajar kognitif siswa yang dibelajarkan dengan POGIL dan verifikasi dengan taraf signifikansi 0,017 < 0,05; (2) ada perbedaan hasil belajar kognitif siswa yang berkemampuan awal tinggi dan rendah dengan taraf signifikansi 0,004 < 0,05; (3) tidak ada interaksi antara kemampuan awal dengan metode pembelajaran terhadap hasil belajar kognitif siswa dengan taraf signifikansi 0,632 > 0,05; (4) ada perbedaan keterampilan proses sains siswa yang dibelajarkan dengan metode POGIL dan verifikasi dengan taraf signifikansi 0,039 < 0,05; (5) ada perbedaan keterampilan proses sains siswa yang berkemampuan awal tinggi dan rendah dengan taraf signifikansi 0,009 < 0,05; (6) tidak ada interaksi antara kemampuan awal dengan metode pembelajaran terhadap keterampilan proses sains siswa dengan taraf signifikansi 0,717 > 0,05.

Misconception of High School Students on Acid-Base Topics and Effectiveness of Argument-Driven Inquiry Learning Model as an Effort to Improve Misconception Anjamputra A. Embisa; Subandi Subandi; Fauziatul Fajaroh
Jurnal Pendidikan Sains Vol 7, No 3: September 2019
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Abstract: The objectives of this study were: 1) calculate the average percent of students in each sub-topic on the pretest, posttest, and delay test, 2) identify students’ misconceptions in acid-base topic, 3) test the effectiveness of the ADI learning model in correcting students’ misconceptions in acid-base topic, and 4) measuring retention of students conceptual understanding of acid-base topic after being given improvements by the ADI learning model. The misconceptions found were used as a basis for reference in implementing the ADI learning model. The results showed that most students did not understand the concept (55%) while the misconceptions (24%) and understood the concept (21%). After improvement using the ADI learning model, the number of students who understood the concept increased to 64%, misconceptions of students’ decreased to 17%, students who did not understand the concept also declined to 19%. This shows that most students successfully construct their understanding.Key Words: CRI technique, ADI learning model, misconception, acid-base topicAbstrak: Penelitian ini dilakukan dengan tujuan (1) menghitung rerata siswa disetiap sub-sub topik pada pretes, postes, dan tes tunda, (2) mengidentifikasi kesalahan konsep siswa pada materi asam-basa, (3) menguji keefektifan model pembelajaran ADI (Argument-Driven Inquiry) dalam memperbaiki kesalahan konsep siswa pada materi asam basa, dan 4) Mengukur retensi pemahaman konsep siswa pada materi asam basa setelah diberikan perbaikan dengan model pembelajaran ADI. Kesalahan konsep yang ditemukan digunakan sebagai dasar acuan dalam pelaksanaan model pembelajaran ADI. Hasil penelitian menunjukkan bahwa, sebagian besar siswa ternyata tidak paham konsep (55%) sementara yang miskonsepsi sebanyak 24% dan paham konsep sebesar 21%. Setelah dilakukan perbaikan dengan model pembelajaran ADI, jumlah siswa yang paham konsep meningkat menjadi 64%, siswa dengan miskonsepsi menurun menjadi 17%, siswa dengan ketidakpahaman konsep juga menurun menjadi 19%. Hal ini menunjukkan sebagian besar siswa berhasil mengkonstruk pemahamannya. Kata kunci: teknik CRI, model pembelajaran ADI, miskonsepsi, materi asam-basa

Misconception Identification with Two-Tier Test and POE Strategy to Improve Mass Balance Conceptual Comprehension in Industrial Chemical Major of Vocational High School Ragil Sugeng Dewantoro; Subandi Subandi; Fauziatul Fajaroh
Jurnal Pendidikan Sains Vol 5, No 4: December 2017
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Abstract: This study used descriptive research and pre-experimental design. The first one was used to identify student misconception in the mass balance topic at macroscopic, sub-microscopic and symbolic levels. The second design aims to correct the misconceptions discovered by using the POE strategy. After three weeks the delayed test was done to find out the concept improvement using POE strategy. This design was also used to determine the effectiveness of POE strategies to achieve the aims. The results showed misconception on mass balance material with an average of 32.97%. The average POE effectiveness of 76.02% with high effectiveness criteria and retention of understanding with POE strategy after 2 weeks on average was 91.27% with very good criteria.Key Words: misconception, mass balance, POE, industrial chemistry, two-tier testAbstrak: Penelitian deskriptif dan pra eksperimen bertujuan untuk mengidentifikasi miskonsepsi siswa dalam neraca massa pada tingkat makroskopik, sub-mikroskopik dan simbolik. Sedangkan rancangan pra eksperimental bertujuan untuk memperbaiki miskonsepsi yang ditemukan dengan menggunakan strategi POE. Rancangan pra-eksperimental juga digunakan untuk mengetahui keefektifan strategi POE dalam memperbaiki miskonsepsi siswa pada materi neraca massa. Setelah tiga minggu dilakukan delayed test untuk mengetahui perbaikan konsep dengan strategi POE. Rancangan pra-eksperimental (pre-experimental) yang digunakan adalah modifikasi model one group pretest-posttest design dengan satu macam perlakuan. Hasil penelitian menunjukkan terjadi miskonsepsi pada materi neraca massa dengan rata-rata 32.97%. Selain itu didapatkan efektifitas POE rata-rata 76.02% dengan kriteria efektivitas tinggi dan retensi hasil remidi dengan strategi POE setelah 2 minggu rata-rata adalah 91.27% dengan kriteria sangat baik.Kata kunci: miskonsepsi, neraca massa, POE, kimia industri, test two tier

Pengembangan Modul Pembelajaran dengan Pendekatan Inkuiri Terbimbing pada Materi Koloid di SMA Lita Novilia; Srini M. Iskandar; Fauziatul Fajaroh
Jurnal Pendidikan Sains Vol 4, No 3: September 2016
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Abstract: Colloid topic characteristic is contextual, but its application in the learning, the colloid topic is usually memorized, so it can cause several misconceptions. The aim of this research and development was to find out the feasibility of Learning Module based on guided inquiry approach for high school students. The development design of module was used Pedoman Penulisan Modul from Direktorat Tenaga Kependidikan Departemen Pendidikan Nasional (2008). The feasibility of the module was determined through content, display, language, graph criterias, and students’ responses. The research result showed that the learning module was feasible to be used.Key Words: module development, colloid topic, guided inquiry, module feasibility Abstrak: Materi koloid bersifat kontekstual, tetapi dalam pelaksanaannya materi koloid cenderung dihafal sehingga dapat menimbulkan beberapa miskonsepsi. Penelitian ini bertujuan untuk menguji kelayakan modul yang dikembangkan dengan pendekatan inkuiri terbimbing di SMA. Desain pengembangan mengacu pada Pedoman Penulisan Modul oleh Direktorat Tenaga Kependidikan Departemen Pendidikan Nasional (2008). Kelayakan modul ditinjau dari kriteria isi, penyajian, kebahasaan, dan kegrafikaan, serta respon siswa. Hasil penelitian menunjukkan bahwa modul pembelajaran yang telah dikembangkan layak digunakan.Kata kunci: pengembangan modul, materi koloid, inkuiri terbimbing, kelayakan modul

Co-Authors Adilah Aliyatulmuna Adinnia Apriandini Adrian Nur Aldresti, Fitri Aman Santoso Anjamputra A. Embisa Arif Jumari Arum Dwisetyo Arini Arum Setyaningsih Bambang Kuswandi Budipramana, Krisyanti Ciptawati, Endang Danar Danar Della Dwi Taufin Deni Ainur Rokhim Djoko Adi Walujo Effendy, Effendy Endang Budiasih Eris Ratnawati Fikriansyah, Muhammad Ary Hayuni Retno Widarti Heru Elisa Manafe I Wayan Dasna Ida Bagus Suryadharma Indah Nurhayati Intan Mahanani Izzah, Dewi Jalinan Jundi Rofi’uddien Klaudia E.N Bambut Lailatul Ilmiyah Lailatur Rizqiyah Laili Nur Azizah Langitasari, Indah Lita Novilia Lita Novilia, Lita Marfu'ah, Sitti Marzuq, Achmad Barik Muhammad Abdul Basir Muhammad Ali Kurniawan Muhammad Ary Fikriansyah Muntholib Munzil Naif Mastoor Alsulami Nazriati Nazriati dkk. Nendi, Ikhsan Nike Kusuma Wardhani Noor Fathi Maratusholihah Nur Adrian nur laili iktafiyah Nuril Mega Musfita Parlan . Parmin Parmin Prayitno Prayitno Pusaka, Semerdanta Putu Anindita Widhiya Putri Ragil Sugeng Dewantoro Rahayu Isma Romita Erika Narestifuri Rusly Hidayah Rusly Hidayah S. Luluk AN Nisak M Saeed Almuntasheri Saeed Almuntasheri Senna Prasemmi Sentot Kusairi Siti Marfuah, Siti Sitti Nurul Qamariyah Sri Rahayu SRI RAHAYU Srini M Iskandar Srini M. Iskandar Subandi Subandi Subandowo, Marianus Suhadi Ibnu Suhadi Ibnu Suhadi Ibnu Suharti Sumari Sumari Suryani Indah Permatasari Wildan Alfin Romadhona Yahmin Yahmin Yanatra Budi Pramana Yudhi Utomo

Title

Found 43 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 43 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 43 Documents
Search