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Ely Susanti

Universitas Sriwijaya

Author-ID : 2653819

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Learning Combinations Through â€œHandshakeâ€ Ryandi, Rarri Bian; Somakim, Somakim; Susanti, Ely
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i1.8693

This research used design research. It was constructing a learning trajectory through handshake context to help studentsâ€™ understanding of the Combination concept. This research used PMRI approach. The participants of the research were the students of 10th class SMA Negeri 15 Palembang. For retrospective analysis, the data were collected from a teaching experiment in form of studentâ€™s work, field notes, and interviews. The obtained data is a learning trajectory which is consists of 1) students do a role-play scene of the handshake activity; this activity supports studentsâ€™ understanding that A do handshake with B is the same with B do handshake with A, which it indicates order does not matter in Combination. 2) students utilize their knowledge about factorial forms to analyze the general pattern of the Combination. 3) students solve problems related to the Combination concept to help them think about how to solve the similar problems in the daily life. The results of the study showed that the use of the handshake context can help students to understand of the Combination concept.

DESAIN PEMBELAJARAN KONTEKS JEMBATAN MUSI 6 PADA MATERI BARISAN ARITMETIKA Andita, Sintia; Zulkardi; Susanti, Ely; Meryansumayeka
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a1

Research on the development of learning design, using the context of Jembatan Musi 6, aims to design and develop HLT in this context. The research employs qualitative research methods, specifically the validation study design type, to validate the learning design. The research subjects consisted of 6 people in the pilot stage and 21 people in the teaching experiment stage at the middle school (MTs) Raudhatul Ulum. The development of HLT used a type of research design known as a validation study, a method appropriate for answering research questions and assisting in the development of research design, which can begin with initial design, design experiment, and retrospective analysis. Therefore, these three learning models can be applied to the topic of arithmetic sequences. This research was conducted using interviews, student questionnaires, and student activity sheets to explain the initial activities that started from a real-life context, namely the Musi 6 Bridge, which leads to the basic concept of arithmetic sequences, particularly determining the n-th term formula. Subsequently, the data collection results were analyzed and explained qualitatively based on data analysis, which showed that students could achieve an understanding of the n-th term formula concept using an alternative learning pathway. In the prediction of local theory, the general thinking of the students is quite accurate. The development of this learning design can be used by teachers in the classroom. Abstrak: Penelitian mengenai pengembangan desain pembelajaran menggunakan konteks Jembatan Musi 6 pada materi barisan aritmetika menggunakan pendekatan PMRI yang bertujuan untuk merancang dan mengembangkan HLT dalam pengembangan desain ini menggunakan metode penelitian kualitatif desain riset tipe validasi studi. Adapun Subjek penelitian berjumlah 6 orang pada tahap pilot dan berjumlah 21 orang pada tahap teaching eksperimen di MTs Raudhatul Ulum. Pengembangan HLT menggunakan desain reaserch tife validation study cara tepat yang bisa digunakan untuk menjawab pertanyaan penelitian dan membantu pengembangan desain penelitian yang dapat dimulai dengan desain awal, eksperimen desain, dan analisis restrospektif. Maka, tiga model pembelajaran tersebut yang dapat diterapkan pada materi barisan aritmetika. Penelitian ini dilakukan menggunakan proses wawancara, angket siswa, dan lembaran akvitas siswa untuk menjelaskan dari sebuah aktivitas awal yang bermula dari konteks nyata yang ada dikehidupan sehari-hari yaitu Jembatan Musi 6 menjadi konsep dasar barisan aritmetika yaitu menentukan rumus suku ke-n. Selanjutnya hasil dari pengumpulan data tersebut dianalisis dan dideskripsikan secara kualitatif berdasarkan analisis data mendapatkan hasil bawasannya siswa dapat menemukan sebuah pemahaman konsep rumus suku ke-n yang menggunakan alur pembelajaran yang alternatif. Dalam prediksi teori lokal pada cara berpikir siswa secara umum sudah signifikan akurat. Pengembangan desain pembelajaran ini bisa digunakan guru di kelas.

How do junior high school students solve proportional reasoning problems? Sari, Filian Yunita; Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.27922

Proportional reasoning is a crucial skill that students need to master to achieve success in learning mathematics at both the elementary and secondary levels. This study aimed to identify the strategies junior high school students used when solving proportional reasoning problems related to ratios and proportions. This qualitative descriptive research was conducted on six seventh-grade students at a junior high school in Belitang, selected through purposive sampling. Data was collected using tests and interviews and analyzed descriptively. Data validity was ensured through triangulation techniques. The findings revealed that students with low abilities used a repeated addition strategy to solve proportional reasoning problems. Meanwhile, students with medium abilities employed the multiplication strategy but occasionally made errors using the additive strategy—students with high abilities predominantly used multiplicative strategies. The study suggests that students with medium abilities do not consistently apply proper proportional reasoning strategies, highlighting a need for further research into their solution approaches. In addition, it is essential to design learning activities that specifically target the improvement of proportional reasoning skills for students with lower abilities, given the critical role this skill plays in mathematics education at both the primary and secondary levels.

Pendidikan Karakter Melalui Mathematical Habits Of Mind Susanti, Ely
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 2 No. 1 (2012): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v2i1.2465

Pendidikan karakter tidak hanya sekedar mengajarkan sopan santun atau ketaatan dalam menjalankan ibadah tetapi juga pada pembentukan pribadi yang seutuhnya dengan tujuan menyiapkan generasi yang mampu berpikir cerdas serta mampu beradaptasi dalam situasi yang tidak menentu. Pendidikan karakter ini dapat dilakukan melalui pembiasan-pembiasaan. Salah satunya adalah pembiasaan pikiran atau yang dikenal dengan mathematical habits of mind. Makalah ini membahas tentang hakikat pendidikan karakter dan mathematical habits of mind, serta bagaimana hubungan pendidikan karakter dan mathematical habits of mind. Hasil pembahasan menunjukkan bahwa banyak karakter-karakter yang dapat dikembangkan melalui mathematical habits of mind diantaranya bertanggungjawab, kritis, kreatif dan lain-lain

DEVELOPMENT OF INQUIRY-BASED DIGITAL WORKSHEET TO IMPROVE MATHEMATICAL THINKING ABILITY Audina, Chamila Putri; Susanti, Ely; Aisyah, Nyimas
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10811

One of the mathematical abilities that schools are expected to develop is students’ mathematical thinking ability. However, many students still struggle in this area due to the use of learning methods that are not aligned with students’ characteristics and learning environments. These methods often lack opportunities for student interaction and fail to accommodate individual learning levels, resulting in limited engagement and development of higher-order thinking. This condition indicates the need for innovative learning approaches that promote active involvement, interaction, and reasoning. Inquiry-based learning, supported by digital worksheets, is one such approach that can help improve students’ mathematical thinking. This research aims to develop valid and practical inquiry-based digital worksheets on the topic of cubes and beams for grade 8 students and to examine their potential to enhance students’ mathematical thinking ability. The study consists of two stages: the preliminary stage, which involves the development of the worksheet concept and design, and the prototyping stage, which includes self-evaluation, expert review, one-to-one, small group, and field testing. Validity data obtained from expert reviews show an average score of 87%, categorized as very valid, while practicality data yield an average score of 79%, categorized as practical. The students’ work on the tasks indicates a high level of mathematical thinking, with 79.3% of students categorized as very good, 10.3% as good, 3.4% as sufficient, and 6.9% as less. Interview results based on mathematical thinking indicators show that the most frequently demonstrated indicator is specialization, while conjecture appears the least. These findings suggest that inquiry-based digital worksheets have the potential to support the development of students’ mathematical thinking.Salah satu kemampuan matematis yang diharapkan dapat dikembangkan di sekolah adalah kemampuan berpikir matematis siswa. Namun, banyak siswa masih mengalami kesulitan dalam mengembangkan kemampuan ini akibat penggunaan metode pembelajaran yang tidak sesuai dengan karakteristik siswa dan lingkungan belajarnya. Metode tersebut sering kali tidak memberikan ruang interaksi antarsiswa dan tidak disesuaikan dengan tingkat kemampuan siswa, sehingga keterlibatan dan pengembangan kemampuan berpikir tingkat tinggi menjadi terbatas. Kondisi ini menunjukkan perlunya inovasi pembelajaran yang mendorong keterlibatan aktif, interaksi, serta penalaran siswa. Pembelajaran berbasis inkuiri yang didukung dengan lembar kerja digital merupakan salah satu pendekatan yang berpotensi meningkatkan kemampuan berpikir matematis siswa. Penelitian ini bertujuan untuk mengembangkan lembar kerja digital berbasis inkuiri pada materi kubus dan balok untuk siswa kelas VIII SMP yang valid dan praktis, serta mengetahui potensi pengaruhnya dalam meningkatkan kemampuan berpikir matematis siswa. Penelitian ini terdiri dari dua tahap, yaitu tahap pendahuluan yang menghasilkan konsep dan desain lembar kerja, serta tahap prototyping yang meliputi evaluasi diri, tinjauan ahli, uji perorangan, uji kelompok kecil, dan uji lapangan. Data validitas diperoleh dari hasil tinjauan ahli dengan skor rata-rata 87% (kategori sangat valid), sedangkan data kepraktisan memperoleh skor rata-rata 79% (kategori praktis). Hasil pengerjaan siswa menunjukkan kemampuan berpikir matematis yang tinggi, dengan 79,3% siswa berkategori sangat baik, 10,3% baik, 3,4% cukup, dan 6,9% kurang. Berdasarkan wawancara yang mengacu pada indikator berpikir matematis, indikator yang paling sering muncul adalah spesialisasi, sedangkan indikator yang paling jarang muncul adalah dugaan (conjecture). Temuan ini menunjukkan bahwa lembar kerja digital berbasis inkuiri berpotensi mendukung pengembangan kemampuan berpikir matematis siswa.

EFFECTIVENESS OF RMT-BASED LEARNING TRAJECTORIES TO SUPPORT RELATIONAL UNDERSTANDING Ifana, Bernika Indrialis; Aisyah, Nyimas; Susanti, Ely
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10895

Straight line equations are one of the mathematical materials that are often difficult to understand. This difficulty is due to a teaching approach that often emphasizes memorizing formulas without a deep understanding, as well as a lack of reasoning and problem-solving exercises. This study aims to design a learning trajectory of straight line equations using the Rigorous Mathematical Thinking (RMT) approach and its effectiveness on students' relational understanding. The research method used is design research, which focuses on designing a learning trajectory and consists of three stages: preliminary analysis, experiment, and retrospective which are carried out in two cycles. The subjects of this study were 8th grade students of Palembang State Junior High School, with 32 students as participants in the pilot experiment and 36 students as participants in the teaching experiment, which were selected by purposive sampling. Data is collected through observation, written tests, and interviews. The data from the HLT design will be analyzed qualitatively and the results of the pre-test and post-test will be analyzed quantitatively. The results of this study produce a learning trajectory consisting of two main activities i.e Solving problems related to line equations that go through two points, and perpendicular line equations. The learning trajectory developed is able to support students' relational understanding, where in the learning process, students are directed to utilize the various knowledge they have, determine the most effective and efficient strategies, provide detailed solutions, and believe in the truth of the answers they use in solving problems. In addition, pre and post test results, there is an increase in relational understanding, it can be concluded that the RMT-based learning trajectory is effective for improving students' relational understanding of students in learning straight line equation material.Persamaan garis lurus merupakan salah satu materi matematika yang sering kali sulit dipahami. Kesulitan ini disebabkan oleh pendekatan pengajaran yang sering kali menekankan pada hafalan rumus tanpa pemahaman yang mendalam, serta kurangnya latihan penalaran dan pemecahan masalah. Penelitian ini bertujuan untuk merancang lintasan pembelajaran persamaan garis lurus menggunakan pendekatan Rigorous Mathematical Thinking (RMT) serta efektivitasnya terhadap pemahaman relasional siswa. Metode penelitian yang digunakan adalah penelitian desain, yang berfokus pada perancangan lintasan pembelajaran dan terdiri dari tiga tahap: analisis pendahuluan, eksperimen, dan retrospektif yang dilakukan dalam dua siklus. Subjek penelitian ini adalah siswa kelas 8 SMP Negeri Palembang, dengan 32 siswa sebagai peserta pilot eksperimen dan 36 siswa sebagai peserta eksperimen pengajaran, yang dipilih secara purposive sampling. Data dikumpulkan melalui observasi, tes tertulis, dan wawancara. Data hasil rancangan HLT akan dianalisis secara kualitatif dan hasil pre-test dan post-test akan dianalisis secara kuantitatif. Hasil penelitian ini menghasilkan lintasan pembelajaran yang terdiri dari dua kegiatan utama yaitu Menyelesaikan masalah yang berkaitan dengan persamaan garis yang melalui dua titik dan persamaan garis yang tegak lurus. Lintasan pembelajaran yang dikembangkan ini mampu mendukung pemahaman relasional siswa, dimana dalam proses pembelajaran siswa diarahkan untuk memanfaatkan berbagai pengetahuan yang dimiliki, menentukan strategi yang paling efektif dan efisien, memberikan solusi yang detail, serta meyakini kebenaran jawaban yang mereka gunakan dalam menyelesaikan masalah. Selain itu, hasil yang didapatkan adalah hasil pre-test dan post-test terdapat peningkatan pemahaman relasional, maka dapat disimpulkan lintasan belajar berbasis RMT efektif untuk meningkatkan pemahaman relasional siswa dalam pembelajaran materi persamaan garis lurus.

Improving Student Learning Outcomes through Project-Based Learning Models in Natural Science Luthfi, Nurrana; Susanti, Ely; Avida, Avida; Sari, Pemi Purnama; Yonanda, Pramestry
Biosfer: Jurnal Tadris Biologi Vol 15 No 2 (2024): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v15i2.23634

This research aims to improve the learning outcomes of fifth-grade students through a project-based learning model in natural and social science subjects. This research was classroom action research consisting of several stages: planning, implementation, observation, and reflection. The subject of this research was the fifth-grade students of State Elementary School. The instruments used were written tests and observations. All data were analyzed in a descriptive, quantitative, and qualitative manner. In the first cycle, the average score was 76.7, but students still needed management in collaboration to complete projects. In the second cycle, an average score of 87 was obtained, and students were able to build collaboration in completing the project. This activity is assisted by learning resources in the form of project worksheets, discussion sheets, posters, demonstration sheets, and free-choice enrichment sheet media for students. Based on the results of cycles I and II, it can be concluded that the improvement of student learning outcomes is influenced by a project-based learning model in which students can think critically, solve problems, pour out new ideas, be creative, actively interact, and communicate between groups.ABSTRAK: Tujuan penelitian ini untuk meningkatkan hasil belajar peserta didik kelas lima melalui model pembelajaran projek pada mata Pelajaran Ilmu pengetahuan alam dan social. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari beberapa tahapan, perencanaan, pelaksanaan,observasi dan refleksi. Subjek penelitian ini adalah peserta didik kelas lima SD Negeri. Instrumen yang digunakan tes tertulis dan observasi. Semua data dianalisis secara deskriptif kuantitatif kualitatif. Pada siklus I mencapai nilai rata-rata 76.7 akan tetapi peserta didik masih membutuhkan manajemen dalam kolaborasi menyelesaikan projek. Pada siklus II diperoleh nilai rata-rata 87 dan peserta didik mampu membangun kolaborasi dalam menyelesaikan projek. Aktivitas ini dibantu dengan sumber belajar berupa lembar kerja projek, lembar diskusi, poster, lembar demonstrasi, dan media lembar pengayaan bebas pilih bagi peserta didik. Berdasarkan hasil siklus I dan II dapat disimpulkan bahwa peningkatan hasil belajar peserta didik dipengaruhi oleh model pembelajaran berbasis proyek yang didalamnya peserta didik dapat berpikir kritis, memecahkan masalah, menuangkan ide-ide baru, berkreasi, aktif berinteraksi dan komunikasi antar kelompok.

Learning trajectory in the material of comparing and ordering fractions using paper folding for elementary school students Febriani, Ria; Susanti, Ely; Hapizah, Hapizah
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): 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.v14i2.18046

Background:Understanding fractions in mathematics often poses greater complexity compared to integral numbers. The primary difficulty lies in students' inadequate grasp of fractional basics, notably in comparing and sequencing fractions.Aim: This research seeks to create and evaluate a learning pathway's effect on fourth graders' comprehension of fractions, with a focus on their comparison and sequencing.Method: Employing a design research validation study approach, the research progresses through preliminary design, experimental design, and retrospective analysis. Conducted in a Palembang school involving six fourth graders recommended by their teacher, data collection encompassed essay-based pre and post-tests, Student Activity Sheets, observations, interviews, and documentations. The data analysis was retrospectively carried out, anchored on HLT as the benchmark.Result: Findings reveal a student learning trajectory encompassing three principal activities. Initially, students used folding and gluing of paper to discern fraction values. Subsequently, they engaged in coloring and illustrating folds for fraction comparison. The final activity involved drawing, coloring boxes, and fraction comparison and sequencing. Overall, students showed proficiency in understanding and determining fraction values and comparing them, yet struggled with ordering certain fractions.Conclusion: The structured learning path facilitated students' understanding of basic fraction concepts, especially in comparing them. Nevertheless, reinforcing methods or approaches for teaching fraction ordering is essential.

Improving Student Learning Motivation Through Differentiated Learning in Pancasila and Citizenship Subjects in Grade 1 of Elementary School Sari, Pemi Purnama; Susanti, Ely; Avida, Avida; Yonanda, Pramestry; Triana, Novi
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 2 (2024): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v11i2.23695

The purpose of this study was to determine the increase in learning motivation of first grade students through differentiated learning in the subject of Pancasila and Citizenship Education. The research method used was classroom action research (CAR) with the Kemmis MC Taggart research model consisting of 2 cycles, which included four stages, namely planning, implementation, observation, and reflection. The subjects of this study were first grade students at SD Negeri 130 Palembang. The object of research in this study was students' learning motivation for the subject of Pancasila and Citizenship Education. Data collection techniques used observation sheets and interviews. The data obtained in this study were analyzed descriptively quantitatively and descriptively qualitatively. The results of cycle I showed that 40.6% of students already had learning motivation in the good and very good categories so that action was needed in cycle II because it had not reached 50% of motivated students. In cycle II, 81.2% of students already had learning motivation in the good and very good categories. Based on the results of cycles I and II, it can be concluded that there was an increase in student learning motivation through differentiated learning.

Designing a PMRI-Based Learning Trajectory for Algebraic Forms Using the Iftar Context Walid, Abul; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely; Mulyono, Budi
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i2.44218

Algebra is an essential part of mathematics and is still challenging for students to understand, including algebraic forms. Difficulties concern mathematization, understanding algebraic expressions, applying arithmetic operations in numerical and algebraic expressions, understanding the concept of variables, and formulating mathematical models. The design of a Hypothetical Learning Trajectory (HLT) with PMRI learning principles that integrate the context of Iftar can assist students in understanding this algebraic form. This study aims to describe the design and implementation of HLT for learning algebraic form using the context of Iftar. The method used was design research with validation studies, consisting of three main phases: preparing for the experiment, experimenting in the classroom (pilot and teaching experiment), and conducting retrospective analysis. The subjects were 18 7th-grade students of MTs Laboratorium UIN Sultan Thaha Saifuddin Jambi. Data were collected through observation, interviews, and documentation. The results showed that learning using the context of Iftar could promote students' understanding of algebraic form, students stated a situation in algebraic form, used algebraic operations in problem solving, and provided real experience solving problems with algebra.

Co-Authors Abul Walid Adi Saputro Aditya, Pandu Agustarina, Mitta Ainun Jariyah Ainun Mardia Aisyah Turidho Allen Marga Retta, Allen Marga Amrina Rosyada Anak Agung Gede Sugianthara Andita, Sintia Angge Sapto Mubharokh Angge Sapto Mubharokh Annisa Oktavia Lestari Araiku, Jeri Arika Sari Ardani Arin, Arin Arsan Shanie Arum Niti Wijayanti Asmaul Husna Astuti, Puji Audina, Chamila Putri Audrilia, Riski Avida Avida Avida Avida, Avida AYU LESTARI Ayu Mentari Bariyah, Leny Belinda Ambarwati Berlian, M Ridho Ratu Cecep Anwar FS Cecil Hiltrimartin Cecil Hiltrimartin Chn, Rafika Riana Choirunisa, Choirunisa Danil C, Fransisco Darmawijoyo, Darmawijoyo Dasaprawira, M Noviarsyah Debi Suci Putri Delfi, Iftina Desi Safitri Desvitasari, Tria Dewi Ananti Wulan Dewi Rawani Dian Fitriana Diki Suryanto Drajat Friansah Duano Sapta Nusantara Dwi Hasmidyani Dyego Ostian Dyna Meriza Edy Purnomo Effendi, Firman Elfariana, Rizma Elvina, Nova Etika Prasetyani Etika Prasetyani, Etika Ety Septiati Febriani, Ria Firsta, Risa Rahmatia Fitra, Dian Fitrisyah, Muhammad Aidil Hapizah Harisman Nizar Hauda, Nabilah Hendrik Efendi Lumban Tobing Hijir Ardiansyah Hiriza Imron Ida Hamidah Ifana, Bernika Indrialis Ika Pratiwi Ika Pratiwi Indah Rahmasari Indaryanti Indaryanti Intan Saputri Ismail, Norulhuda Isrokatun Isrokatun Isrok’atun Jeri Araiku Jesika Dwi Putriani Johan, Mery Khairida Fahriya Imtinan Kurniadi, Elika Lasti, Nadila Leni Maimuna Luthfi, Nurrana M David Safitra M. Arrasikh Hidayatullah Arrasikh M. Yusuf Maimuna, Leni Marhamah Marhamah Marina, Rini Martin, Cecil Hiltri Masrukan Masrukan Mery Johan Meryansumayeka Meryansumayeka Mitha Frilia Muhammad Aidil Fitrisyah Muhammad Akbar Budiman Muhammad Yusuf Muhammad Yusup Muhammad Yusup Mulyono, Budi MUSLIMIN Nabila Putri Isamer Nabila, Siti Nety Wahyu Saputri Ningsih, Putri Ningsih, Sri Tuti Nisa, Sholihatun Novi Susanti Novi Triana Novita Sari Novita Sari Nugraha, Inka Verandera Nur Fitriyana Nuradinda, Amieyah Nurdiyanto, Tito Nuril Fajria Ramadhona Nuril Fajriana Ramadhona Nurrana Fitria Luthfi Nyiayu Fraisa Fatiyah, Nyiayu Fraisa Nyimas Aisyah Nyimas Aisyah Oktaviani Silaen, Elza Pemi Purnama Sari Pratiwi, Weni Dwi Pratiwi, Weni Dwi PUJI ASTUTI Pujiati Pujiati Purwasi, Lucy Asri Purwoko Purwoko Purwoko Purwoko Puspita Sari Putra, Eko Septiansyah Putri Ningsih Putri, Dhea Anisah Putri, Ratu ilma Indah Putriani, Jesika Dwi Rahma Siska Utari Rahmawati Rahmawati Rahmawati, Rahmawati Ramadan, Dwi Cahya Ramadhona, Nuril Fajria Rarri Bian Ryandi Ratu Ilma Ratu Ilma Indra Putri Rendi Muhammad Aris Rendi Muhammad Aris, Rendi Muhammad Reni Setiawati Reni Setiawati Riski Audrilia S. B. Waluya, S. B. Safitra, M. David Sakiman, Novi Komariyatiningsih Sanita, Eka Saputri, Intan Sari, Arika Sari, Filian Yunita Sari, Pemi Purnama Scristia, Scristia Setiyowati, Nadiah Sholihatun Nisa Silaen, Elza Oktaviani Simarmata, Ruth Helen Sindi Citra Rahayu SISKA NINGSIH Siti Mistima Maat Situmorang, Gresilia Somakim, Somakim Sujinal Arifin Sukmaningthias, Novika Sukmaningtias, Novika Suparmi, Etty Supratik Suryani , Eka SURYANI, EKA Susanti, Elsa SYAHRIAL SYAHRIAL Tatag Yuli Eko Siswono titin wijayanti Tito Nurdiyanto Tobing, Hendrik Efendi Lumban Triana, Novi Trisia Wati Turidho, Aisyah Uswatun Hasanah Utami, Marta Risa Putri Vera Yuliana Vira Putri Ermanda Wijaya, Aldi Putra Winda Nursantika Wulan, Dewi Ananti Wulan, Dewi Ananti Wulandari, Trisna Yanna Sanova Yefsi Desty Ania Yonanda, Pramestry Yuliana FH Yulianita Yunita Sari Manalu, Yunita Sari Yurika Mariani Yusuf Hartono Zuli Nuraeni Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi _

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