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Dona Fitriawan

Pendidikan Matematika, FKIP, Universitas Tanjungpura, Pontianak

Author-ID : 267258

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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EKPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN METODE PROBLEM SOLVING PADA POKOK BAHASAN PERSAMAAN GARIS LURUS DITINJAU DARI KATEGORI MULTIPLE INTELLIGENCES PESERTA DIDIK KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Fitriawan, Dona
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (373.232 KB)

Abstract: The aims of the research were to determine the effect of learning models onlearning achievement viewed from studentsâ multiple intelligences. The learning models compared werecooperative learning model Two Stay Two Stray (TSTS) with problem solving method, Two Stay TwoStray (TSTS) and conventional. This research was a quasi-experimental research using 3?3 factorialdesign. The populations of the research were all students of Junior High School (SMP) onKaranganyar Regency. The samples of the research were the eight grade students of SMP Negeri 1Tasikmadu, SMP Negeri 2 Jaten, and SMP Negeri 5 Karanganyar containing 282 students (94students for first experimental class, 93 students for second experimental class, and 95 students forcontrol class). The samples were chosen by using stratified cluster random sampling. In collectingthe data, the instruments used were test and questionnaire. Test was used to get the studentsâlearning achievement data and questionnaire was used to get multiple intelligences data. Thetechnique of analyzing the data was unbalanced two-ways Anova. The result of the research showsthat: (1) TSTS with problem solving method is better than TSTS and conventional in producingthe studentsâ Mathematics learning achievement, meanwhile TSTS is as good as conventional inproducing studentsâ Mathematics learning achievement; (2) students having high multipleintelligences are better than those having middle and low multiple intelligences in producing thestudentsâ Mathematics learning achievement, meanwhile students having middle multipleintelligences are better than those who have low multiple intelligences in producing Mathematicslearning achievement; (3) (a) the studentsâ having high multiple intelligences taught by usingTSTS with problem solving method are better than those having middle or low multipleintelligences in producing the studentsâ Mathematics learning achievement whereas studentshaving middle multiple intelligences have better learning achievement than those who have lowmultiple intelligences; (b) The studentsâ having high multiple intelligences taught by using TSTSare better than those who have low multiple intelligences in producing the studentsâ Mathematicslearning achievement but the students having high multiple intelligences taught by using TSTS areas good as those who have middle multiple intelligences; (c) The students taught by usingconventional having high, middle or low multiple intelligences produce same learningachievement; (4) (a) the students having high multiple intelligences taught by using TSTS withproblem solving method are as good as who are taught by using TSTS and conventional inproducing studentsâ Mathematics learning achievement; (b) the students having middle multipleintelligences taught by using TSTS with problem solving method are better than those who aretaught by using TSTS and conventional in producing studentsâ mathematics learning achievementbut they are as good as those who are taught by using TSTS whereas the students taught by usingTSTS are as good as those who taught by using conventional; (c) the students having low multipleintelligences taught by using TSTS with problem solving method, TSTS, and conventional havethe same mathematics learning achievement.Keywords : TSTS, problem solving, multiple intelligences

FAKTOR-FAKTOR YANG MEMPENGARUHI PRESTASI BELAJAR (STUDI KORELASI PADA MAHASISWA PENDIDIKAN MATEMATIKA IKIP PGRI PONTIANAK) Dona Fitriawan, Marhadi Saputro, Yadi Ardiawan,
Jurnal Pendidikan Informatika dan Sains Vol 4, No 2 (2015): Jurnal Pendidikan Informatika dan Sains
Publisher : IKIP PGRI Pontianak

Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan awal, motivasibelajar, kebiasaan belajar, lingkungan keluarga dan fasilitas belajar baik secarasimultan maupun parsial terhadap prestasi belajar mahasiswa program studipendidikan matematika IKIP PGRI Pontianak. Populasi dalam penelitian ini adalahÂ seluruh mahasiswa aktif pada program studi pendidikan matematika IKIP PGRIÂ Pontianak tahun akademik 2013/2014, sedangkan sampel diambil secaraproportionate stratified random sampling berjumlah 120 mahasiswa yang terdiridari mahasiswa angkatan 2011, 2012 dan 2013. Penelitian ini menggunakan metodeÂ penelitian deskriptif dengan pendekatan kuantitatif. Hasil penelitian ini adalah (1)Â kemampuan awal berpengaruh secara signifikan terhadap hasil prestasi akademikÂ mahasiswa, (2) motivasi belajar berpengaruh secara signifikan terhadap hasilÂ prestasi akademik mahasiswa, (3) kebiasaan belajar tidak berpengaruh secaraÂ signifikan terhadap hasil prestasi akademik mahasiswa, (4) lingkungan belajarÂ berpengaruh secara signifikan terhadap hasil prestasi akademik mahasiswa, (5)Â fasilitas belajar berpengaruh secara signifikan terhadap hasil prestasi akademikÂ mahasiswa, (6) kemampuan awal, motivasi belajar, kebiasaan belajar, lingkunganÂ belajar dan fasilitas belajar bersama-sama berpengaruh secara signifikan terhadapÂ prestasi belajar mahasiswa.Kata kunci: studi korelasi, faktor-faktor, prestasi belajar.

ANALISIS KORELASI KEMAMPUAN BERPIKIR KRITIS DAN SIKAP ILMIAH TERHADAP PRESTASI BELAJAR MAHASISWA Ivan Eldes Dafrita, Dona Fitriawan, Eka Kasah Gordah,
Jurnal Pendidikan Informatika dan Sains Vol 5, No 1 (2016): Jurnal Pendidikan Informatika dan Sains
Publisher : IKIP PGRI Pontianak

Penelitian ini bertujuan untuk mengetahui 1) tingkat kemampuan berpikir kritis danÂ sikap ilmiah mahasiswa pendidikan matematika, 2) korelasi signifikan kemampuanÂ berpikir kritis terhadap prestasi belajar mahasiswa pendidikan matematika, 3)Â korelasi signifikan sikap ilmiah terhadap prestasi belajar mahasiswa pendidikanÂ matematika, 4) korelasi signifikan kemampuan berpikir kritis dan sikap ilmiahÂ terhadap prestasi belajar mahasiswa pendidikan matematika. Penelitian iniÂ merupakan penelitian korelasional, dengan metode penelitian yang digunakanÂ adalah metode korelasi. Instrumen penelitian berupa angket dan nilai akademikÂ mahasiswa. Berdasarkan analisis data diperoleh hasil penelitian 1) nilai rata-rataÂ kemampuan berpikir kritis matematis, sikap ilmiah, serta prestasi belajar mahasiswaÂ semuanya pada rentang kategori cukup, 2) kemampuan berpikir kritis tidakÂ memberikan korelasi yang signifikan terhadap prestasi belajar, 3) sikap ilmiah tidakÂ memberikan korelasi yang signifikan terhadap prestasi belajar, 4) kemampuanÂ berpikir kritis dan sikap ilmiah secara simultan tidak memberikan korelasi yangÂ signifikan terhadap prestasi belajar mahasiswa.Kata Kunci: Korelasi, berpikir kritis, sikap ilmiah, prestasi belajar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: The aims of the research were to determine the effect of learning models onlearning achievement viewed from students’ multiple intelligences. The learning models compared werecooperative learning model Two Stay Two Stray (TSTS) with problem solving method, Two Stay TwoStray (TSTS) and conventional. This research was a quasi-experimental research using 3?3 factorialdesign. The populations of the research were all students of Junior High School (SMP) onKaranganyar Regency. The samples of the research were the eight grade students of SMP Negeri 1Tasikmadu, SMP Negeri 2 Jaten, and SMP Negeri 5 Karanganyar containing 282 students (94students for first experimental class, 93 students for second experimental class, and 95 students forcontrol class). The samples were chosen by using stratified cluster random sampling. In collectingthe data, the instruments used were test and questionnaire. Test was used to get the students’learning achievement data and questionnaire was used to get multiple intelligences data. Thetechnique of analyzing the data was unbalanced two-ways Anova. The result of the research showsthat: (1) TSTS with problem solving method is better than TSTS and conventional in producingthe students’ Mathematics learning achievement, meanwhile TSTS is as good as conventional inproducing students’ Mathematics learning achievement; (2) students having high multipleintelligences are better than those having middle and low multiple intelligences in producing thestudents’ Mathematics learning achievement, meanwhile students having middle multipleintelligences are better than those who have low multiple intelligences in producing Mathematicslearning achievement; (3) (a) the students’ having high multiple intelligences taught by usingTSTS with problem solving method are better than those having middle or low multipleintelligences in producing the students’ Mathematics learning achievement whereas studentshaving middle multiple intelligences have better learning achievement than those who have lowmultiple intelligences; (b) The students’ having high multiple intelligences taught by using TSTSare better than those who have low multiple intelligences in producing the students’ Mathematicslearning achievement but the students having high multiple intelligences taught by using TSTS areas good as those who have middle multiple intelligences; (c) The students taught by usingconventional having high, middle or low multiple intelligences produce same learningachievement; (4) (a) the students having high multiple intelligences taught by using TSTS withproblem solving method are as good as who are taught by using TSTS and conventional inproducing students’ Mathematics learning achievement; (b) the students having middle multipleintelligences taught by using TSTS with problem solving method are better than those who aretaught by using TSTS and conventional in producing students’ mathematics learning achievementbut they are as good as those who are taught by using TSTS whereas the students taught by usingTSTS are as good as those who taught by using conventional; (c) the students having low multipleintelligences taught by using TSTS with problem solving method, TSTS, and conventional havethe same mathematics learning achievement.Keywords : TSTS, problem solving, multiple intelligences

KOMPARASI HASIL BELAJAR MATEMATIKA MENGGUNAKAN POLA BELAJAR BIMBINGAN TUTOR SEBAYA SECARA KELOMPOKDAN KLASIKAL Fitriawan, Dona
Jurnal Pendidikan Informatika dan Sains Vol 3, No 2 (2014): Jurnal Pendidikan Informatika dan Sains
Publisher : IKIP PGRI Pontianak

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar matematika yang belajar menggunakan pola belajar bimbingan tutor sebaya secara kelompok dan klasikal; (2) hasil belajar matematika manakah yang lebih tinggi antara yang belajar menggunakan pola belajar bimbingan tutor sebaya secara kelompok dengan yang klasikal pada siswa kelas VIII SMP Negeri 4 Metro. Metode penelitian yang digunakan adalah metode kuantitatif dengan bentuk penelitian komparatif. Populasi penelitian ini adalah siswa kelas VIII di SMP Negeri 4 Metro. Sampel diambil secara acak dua kelas dengan kemampuan matematika yang setara. Data dianalisis secara deskriptif dan uji t. Hasil analisis data menunjukkan bahwa rata-rata hasil belajar matematika siswa yang belajar menggunakan Pola Belajar Bimbingan Tutor Sebaya secara Kelompok lebih tinggi daripada rata-rata hasil belajar matematika siswa yang belajar menggunakan Pola Belajar Bimbingan Tutor Sebaya secara Klasikal.Kata Kunci: Pola Belajar, Tutor Sebaya, Hasil Belajar Matematika

PENGEMBANGAN INSTRUMEN NOTES UNTUK MENGUKUR KEMAMPUAN AFEKTIF MAHASISWA DALAM KURIKULUM KKNI ( DEVELOPMENT OF NON TEST INSTRUMENTS TO MEASURING STUDENT AFFECTED ABILITY IN CURRICULUM KKNI) Hartono, Hartono; Jamilah, Jamilah; Fitriawan, Dona
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 7 No 1 (2017)
Publisher : Universitas PGRI Adi Buana Surabaya

Abstrak Penelitian bertujuan mendeskripsikan pengembangan instrumen nontes untuk mengukur kemampuan afektif mahasiswa dalam kurikulum KKNI. Metode penelitian yang digunakan adalah metode deskriptif dengan model pengembangan menggunakan P4TK yaitu spesifikasi instrumen, menulis instrumen, menentukan skala instrumen, sistem penskoran, telaah instrumen, merakit instrumen, uji coba instrumen, analisis hasil uji coba, perbaikan instrumen. Hasi penelitian diperoleh 1) Kisi-kisi penyusunan instrumen nontes untuk mengukur kemampuan afektif mahasiswa dalam kurikulum KKNI dalam penelitian ini telah cukup valid dan reliabel; 2) Hasil validitas instrumen nontes untuk mengukur kemampuan afektif mahasiswa dalam kurikulum KKNI telah memenuhi persyaratan; 3) Reliabilitas intrumen nontes untuk mengukur kemampuan afektif mahasiswa dalam kurikulum KKNI hasilnya tinggi dan instrumen layak untuk digunakan; 4) Hasil uji coba penggunaan instrumen nontes untuk mengukur kemampuan afektif mahasiswa dalam kurikulum KKNI diperoleh pada masing-masing soal yang berjumlah 15 semua hasilnya baik. Kata kunci: Instrumen Nontes, Kemampuan Afektif Mahasiswa, Kurikulum KKNI Abstract This research aimed to describe the development of nontest instrument to measure students' affective ability in KKNI curriculum. The research method used is descriptive method with development model using P4TK that is instrument specification, instrument writing, instrument scale, scoring system, instrument study, instrument assembling, instrument test, test result analysis, instrument improvement. The result of research is 1) Nontes instrument preparation grid to measure student affective ability in KKNI curriculum in this research has been quite valid and reliable; 2) The result of validity of nontest instrument to measure student affective ability in KKNI curriculum has fulfilled the requirement; 3) Nontest intruments reliability to measure students' affective ability in high quality KKNI curriculum and appropriate instruments for use; 4) The test result of the use of nontest instrument to measure affective ability of students in KKNI curriculum is obtained on each of the 15 questions all good results. Keywords: Non test instrument, Student affective Ability, Curriculum KKNI

PENGEMBANGAN BAHAN AJAR ALJABAR LINEAR ELEMENTER BERDASARKAN KEMAMPUAN KONEKSI MATEMATIS FITRIAWAN, DONA
Jurnal Pendidikan Matematika dan IPA Vol 11, No 2 (2020): Juli 2020
Publisher : Universitas Tanjungpura

The purpose of this study is to develop: 1. elementary linear algebra teaching materials based on mathematical connection skills; 2. syllabus and lecture plan; 3. test mathematical connection skills. This type of research is a research and development approach whose research design consists of four stages, namely defining, planning, developing, and dissiminating. Data analysis techniques in this study describe narratively the steps in developing teaching materials. Based on the results of the analysis of the data obtained that: 1) the stages of developing teaching materials starting from the stages of defining, designing, until the first stage of development, namely expert validation. From this stage of development a revised elementary linear algebra teaching material has been produced based on input from three validators. Teaching materials compiled consist of four materials, namely systems of linear equations, matrices, inverses, and matrix determinants; 2) based on the opinions of three experts, elementary linear algebra teaching materials that have been compiled are classified as valid and good in terms of accuracy of contents, digestibility, use of language, so that they can be used to develop mathematical connection skills.AbstrakTujuan dari penelitian ini adalah untuk mengembangkan: 1. bahan ajar aljabar linier dasar berdasarkan keterampilan koneksi matematika; 2. silabus dan rencana kuliah; 3. menguji keterampilan koneksi matematika. Jenis penelitian ini adalah pendekatan penelitian dan pengembangan yang desain penelitiannya terdiri dari empat tahap, yaitu mendefinisikan, merencanakan, mengembangkan, dan menyebarluaskan. Teknik analisis data dalam penelitian ini menggambarkan secara naratif langkah-langkah dalam mengembangkan bahan ajar. Berdasarkan hasil analisis data diperoleh bahwa: 1) tahap pengembangan bahan ajar mulai dari tahap pendefinisian, perancangan, hingga tahap pertama pengembangan, yaitu validasi ahli. Dari tahap pengembangan ini bahan ajar aljabar linier revisi telah dihasilkan berdasarkan masukan dari tiga validator. Bahan ajar yang disusun terdiri dari empat bahan, yaitu sistem persamaan linear, matriks, invers, dan determinan matriks; 2) berdasarkan pendapat tiga ahli, bahan ajar aljabar linier dasar yang telah disusun diklasifikasikan sebagai valid dan baik dalam hal keakuratan isi, kecernaan, penggunaan bahasa, sehingga dapat digunakan untuk mengembangkan keterampilan koneksi matematis.Kata Kunci: bahan ajar, kemampuan koneksi matematis

Ekplorasi Bahan Ajar Geometri Dalam Kesinambungan Diskursus Matematika Fitriawan, Dona
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1 (2021): Jurnal Derivat (Juli 2021)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

This research is an exploration of the implementation of learning geometry mathematics through discourse and aims to get a model of theaching materials as adevelopment of those used by lecturers so far. The research was carried out through questionnaires, direct observation, and discussion of critical discourse analysis and was linked to important needs in mathematicals literacy. Exploration is constructed through theoretical reviews, synthesis from previous research, and examples of development though discourse. The contens of the questionnaire follow the natural discourse of the presentation of theacing materials on the dispotitions of lecturers and students. In particular, the exploration of theaching materials as part of the means of disseminating a culture of mathematics, an aesthetic description of mathematics, and dominant aspecs of lecturers and students. Development road maps are done through centralized examination of discourse, where data tajen from oral and written delivery and from texts that extend views on mathematics and by opening the choice of lectures and students. The result showed the depth of the description of teaching materials without the assumption that curriculum were sufficient to obtain the effectiveness of mathematical literacy and as a more contextual product.Keywords: theaching material, curriculum, continuity of the discourse of mathematics

Strategi Reorientasi Kurikulum Pendidikan Matematika Di Era Revolusi Industri 4.0 ,M.Pd, Dona Fitriawan
Jurnal Pengabdi Vol 4, No 2 (2021): Oktober 2021
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jplp2km.v4i2.46113

Kegiatan PKM adalah dari kondisi dan potensi industri di Provinsi Kalimantan Barat (BPS, 2018). Industri tersebut antara lain adalah smelter, agrobisnis, pengolahan karet, pengolahan ikan dan tangkapan air lain, pengolahan kelapa sawit, pengolahan kayu, pariwisata, dan manufaktur. Dari segi fisik, penempatan industri-indistri tersebut telah sesuai dengan tata ruang dan wilayah, yakni pengelolaan kepada layak dan kelestarian lingkungan sosial dan alam.Â Dengan adanya industri sebagaimana dimaksud, rerata pertumbuhan ekonomi di Kalimantan Barat adalah 4,95%. Angka pertumbuhan ekonomi tersebut adalah relevan dengan kebutuhan matematika industri, terutama matematika sekolah samapai tingkat SMA/sederajat. Relevansi PKM ini terhadap kondisi dan potensi pembanguanan industri di Kalimantan Barat adalah bahwa: (1) pertumbuhan industri meningkat rerata sebesar 0,5% per tahun, dilihat dari pertumbuhan jenis dan skala industri dan (2) peningkatan jumlah tenaga kerja di bidang industri meningkat rerata 2% per tahun dari seluruh angkatan kerja dari lulusan satuan pendidikan SMP, SMA, dan sederajat serta lulusan perguruan tinggi. Terdapat tiga (3) prioritas utama yakni: (1) pertumbuhan berarti, dengan mengembangkan ekonomi berbasis pengetahuan dan inovasi; (2) pertumbuhan berkelanjutan, dengan mempromosikan sumber-sumber yang efisien, lebih hijau (ramah lingkungan), dan ekonomi kompetitif; dan (3) pertumbuhan inklusif, dengan membina kegiatan dan perkerjaan perekomian skala tinggi yang memberikan sumbangan besar pada pertumbuhan ekonomi, sosial dan keterpaduan wilayah.

ANALISIS KORELASI KEMAMPUAN BERPIKIR KRITIS DAN SIKAP ILMIAH TERHADAP PRESTASI BELAJAR MAHASISWA Dona Fitriawan, Eka Kasah Gordah, Ivan Eldes Dafrita
Jurnal Pendidikan Informatika dan Sains Vol 5, No 1 (2016): Jurnal Pendidikan Informatika dan Sains
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v5i1.248

Penelitian ini bertujuan untuk mengetahui 1) tingkat kemampuan berpikir kritis dan sikap ilmiah mahasiswa pendidikan matematika, 2) korelasi signifikan kemampuan berpikir kritis terhadap prestasi belajar mahasiswa pendidikan matematika, 3) korelasi signifikan sikap ilmiah terhadap prestasi belajar mahasiswa pendidikan matematika, 4) korelasi signifikan kemampuan berpikir kritis dan sikap ilmiah terhadap prestasi belajar mahasiswa pendidikan matematika. Penelitian ini merupakan penelitian korelasional, dengan metode penelitian yang digunakan adalah metode korelasi. Instrumen penelitian berupa angket dan nilai akademik mahasiswa. Berdasarkan analisis data diperoleh hasil penelitian 1) nilai rata-rata kemampuan berpikir kritis matematis, sikap ilmiah, serta prestasi belajar mahasiswa semuanya pada rentang kategori cukup, 2) kemampuan berpikir kritis tidak memberikan korelasi yang signifikan terhadap prestasi belajar, 3) sikap ilmiah tidak memberikan korelasi yang signifikan terhadap prestasi belajar, 4) kemampuan berpikir kritis dan sikap ilmiah secara simultan tidak memberikan korelasi yang signifikan terhadap prestasi belajar mahasiswa.Kata Kunci: Korelasi, berpikir kritis, sikap ilmiah, prestasi belajar

Co-Authors Ade Mirza Afandi Afandi Agatha Rinta Suhardi Agung Hartoyo Agus Triono Agus Winarji ahmad yani Ahmad Yani T Arnandi, Fikri Asep Nurangaji Asep Nursangaji Asriah Nurdini M. Aulia, Hafidzo Ayu, Nabila Muthia Bistari Damayanti, Uli Dede Suratman Dian Ahmad Dian Ahmad BS Dian Ahmad Budhysatrya Dwi Astuti Edy Yusmin Endar Sulistyowati Eny Enawaty Erlinawaty Simanjuntak, Erlinawaty Erwina Oktavianty Fahrul Azmi Febriani Meldi, Nadya Fikri Arnandi Fredi Ganda Putra Halini Halini - Hamdani Hamdani . Hamdani Hamdani Hamdani Hamdani Hamdani Hamdani Hamdani, Hamdani Hardiwan Hardiwan Hartono, Hartono Hartoyo , Agung Hasbi Perdinan Hayuni, Nadila Holyness Nurdin Singadimedja Islami, Nabillah Jihan Islamiati, Ayu Diah Jamilah Jamilah Jamilah Juan Antonio Siahaan Laksono Trisnantoro Lestari Pasaribu, Revi Mahmuda Sumarno Mardiani Mardiani Maria Ulfah Marlinda, Marlinda Masriani . Maya Puspita Artasari Meldi, Nadya Febriani Metia Novianti Mila Fatmawati Mohamad Rif'at mohamad rifat Mohammad Rif’at Monisa, Selvi muhammad irfan Mumtazah, Nadia Wardah Munaldus Munaldus . Mutiara Ranum Rasdindra Mutiara Ranum Rasdindra Nadia Wardah Mumtazah Nelisa Nelisa Nelly Nurmariati Nia Kristiani Nilamsari Kusumastuti Ningsih, Kurnia Nungki Sri Rahayu Nur Isnaini Nurfadilah Siregar Nurhasanah Siregar . Pandanu, Rino Sinus Pasaribu, Revi Lestari Proviara, Mita Maudia Puput Putri, Olga Wira R Zubaidah R., Zubaidah Rachmat Sahputra Rahmawati, Melita Ratna Lusia Boru Sirait Rianto, Vina Muthmainna Rif’at, Mohammad Rindiani, Rindiani Rini Wijayanti Rino Sinus Pandanu Rohmah, Afi Fatur Romal Ijuddin Romal Ijuddin Ruqiah Ganda Putri Panjaitan Rustam Rustam Rustam Rustam Rustam Rustam Rustam Rustam Rustam Sabarno Sabarno Saputra, Rachmat Selvi Monisa Shinta, Olivia Silmi Ulani silvia sayu - Sintong Panjaitan Sirait, Ratna Lusia Boru Siti Halidjah Sriwahyuni, Eko Suci Aprilia Sugiatno . Sugiatno Sugiatno Syamswisna , T., Ahmad Yani Tarina Dashela Utin Desy Susiaty Veven, Veven Vinsensius Heri Wardah Wardah Winarji, Agus Yudi Darma Yulis Jamiah Yulita Molliq Rangkuti Yuni Fitriwanti Zubaidah R Zubaidah R Zubaidah R Zubaidah R Zubaidah R Zubaidah R, Zubaidah Zubaidah Rasiman Zubaidah, R

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