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All Journal International Journal of Evaluation and Research in Education (IJERE) Widya Wacana : Jurnal Ilmiah Journal of Education and Learning (EduLearn) AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Jurnal Infinity PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Jurnal Matematika Sains dan Teknologi JOHME: Journal of Holistic Mathematics Education Syntax Literate: Jurnal Ilmiah Indonesia ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA BAREKENG: Jurnal Ilmu Matematika dan Terapan Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Matematika Raflesia JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Education and Instruction (JOEAI) Alignment: Journal of Administration and Educational Management NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Pengabdian Hukum Indonesia (Indonesian Journal of Legal Community Engagement) JPHI Journal on Education JOURNAL OF SCIENCE AND SOCIAL RESEARCH Neraca: Jurnal Pendidikan Ekonomi Jurnal Pendidikan Jurnal Studi Guru dan Pembelajaran Gema Wiralodra Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Range : Jurnal Pendidikan Matematika Coopetition : Jurnal Ilmiah Manajemen Madaniya Jurnal Pengabdian kepada Masyarakat Nusantara Journal of Research in Mathematics Trends and Technology Tolis Ilmiah: Jurnal Penelitian Jurnal Math-UMB.EDU Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Dharmas Education Journal (DE_Journal) Jurnal Ekonomi Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Education Research Jurnal Impresi Indonesia Nurse and Holistic Care Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Dasar Serulingmas Health Journal (SHJ) Ranah Research : Journal of Multidisciplinary Research and Development NeoRespublica : Jurnal Ilmu Pemerintahan Jurnal Pengabdian Masyarakat dan Riset Pendidikan International Journal of Law, Policy and Governance Polyhedron International Journal in Mathematics Education Indonesian Educational Research Journal International Journal of Didactic Mathematics in Distance Education Jurnal Infinity Panicgogy International Journal Journal on Mathematics Education Edumaspul: Jurnal Pendidikan
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Pengembangan Bahan Ajar Interaktif Berbasis PBL Berbantuan Liveworksheet untuk Meningkatkan Kemampuan Penalaran dan Komunikasi Matematis Siswa pada Materi Statistika SMK Merry Merry; Yumiati Yumiati; Endang Wahyuningrum
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4310

Abstract

Kemampuan penalaran dan komunikasi matematis siswa SMK masih tergolong rendah, terlebih pada materi statistika yang menuntut kemampuan analisis data dan penyampaian argumen yang terstruktur. Penelitian ini bertujuan mengembangkan bahan ajar interaktif berbasis Problem based learning (PBL) berbantuan Liveworksheet yang valid, praktis, dan efektif dalam meningkatkan kemampuan penalaran dan komunikasi matematis siswa SMK pada materi statistika. Metode penelitian yang digunakan adalah Research and Development (R&D) yang diadaptasi dari model Borg & Gall melalui sembilan tahapan. Subjek penelitian terdiri dari 20 siswa kelas X dan 20 siswa kelas XII program Teknik Jaringan Komputer dan Telekomunikasi (TJKT) SMK Negeri 4 Anambas, yang dipilih menggunakan teknik purposive sampling. Instrumen pengumpulan data mencakup lembar validasi ahli, angket respon siswa dan guru, serta soal pre-test-posttes. Hasil penelitian menunjukkan bahwa bahan ajar interaktif mencapai rata-rata skor validasi 4,89 (sangat valid), tingkat kepraktisan 91,96% (sangat praktis), peningkatan kemampuan penalaran matematis dengan N-Gain 75,09% (efektif, sig. 0,000076<0,05), dan kemampuan komunikasi matematis dengan N-Gain 77,47% (efektif, sig. 0,000021<0,05). Disimpulkan bahwa bahan ajar interaktif berbasis PBL berbantuan Liveworksheet layak digunakan sebagai media pembelajaran matematika di SMK dan berimplikasi pada perlunya adopsi bahan ajar berbasis teknologi dalam pembelajaran matematika kejuruan.
Mathematical Critical Thinking and Learning Experiences of Junior High School Students: A Preliminary Needs Assessment for FJIMEC–GeoGebra–Scratch Model Development Ardi Dwi Susandi; Yumiati Yumiati; Endang Wahyuningrum; Sudirman Sudirman; Nia Jusniani; Hasan Basri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20378

Abstract

Despite decades of curriculum reform, persistent gaps in Indonesian mathematics education remain. Students are taught mathematics formally, yet consistently fail to demonstrate higher-order reasoning abilities. Both national and international assessments confirm that mathematical critical thinking skills encompassing the ability to evaluate arguments, investigate claims, and draw logical conclusions remain a critical weakness, particularly at the junior high school level. This situation is further compounded by the minimal use of digital technologies such as GeoGebra and Scratch in everyday classroom instruction. This study conducted a preliminary investigation into the mathematical critical thinking abilities and mathematics learning experiences of Grade VIII students in Cirebon Regency (West Java) and Pamekasan Regency (East Java), serving as the empirical foundation for the development of the FJIMEC (Focusing, Justifying, Investigating, Messaging, Evaluating, Concluding) instructional model integrated with GeoGebra and Scratch. Using a convergent parallel mixed-methods design, the study involved 128 students and four mathematics teachers. The critical thinking test results were concerning: mean scores of 41.2 for Cirebon and 39.8 for Pamekasan, with 84.4% of students falling in the low category. The weakest indicators were Evaluating and Concluding. The Mann-Whitney U test revealed no significant between-region difference (p = 0.412), indicating a systemic deficit. Questionnaire analysis revealed low technology utilization (M = 2.43/5.00) and high mathematics anxiety. These findings provide preliminary empirical support for developing a FJIMEC–GeoGebra–Scratch instructional model.
Enhancing mathematical communication and learning independence through learning cycle 6E model with dynamic geometry software: A study of vocational high school students Dian Mustikaningsih; Yumiati Yumiati; Sudirman Sudirman
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.262

Abstract

Mathematical communication ability and learning independence are essential 21st-century competencies that remain underdeveloped in vocational mathematics education, where students often perceive mathematics as irrelevant to their careers. This quasi-experimental study investigated the effectiveness of integrating the Learning Cycle 6E model with Dynamic Geometry Software (GeoGebra) in improving these competencies among vocational high school students. Sixty-nine tenth-grade students from the Marketing Skills Program were assigned to experimental (n=35) and control (n=34) groups through random sampling. The experimental group received instruction using the six-phase Learning Cycle 6E model (engage, explore, explain, elaborate, evaluate, extend) integrated with GeoGebra, while the control group received conventional expository instruction. Data were collected through mathematical communication tests and learning independence questionnaires administered as pretest and posttest. Normalized gain (N-Gain) analysis was employed to measure improvement effectiveness. Results demonstrated that the experimental group achieved significantly higher improvement in mathematical communication ability (N-Gain = 0.62) compared to the control group (N-Gain = 0.44), representing a 40.9% advantage. Similarly, learning independence improved significantly more in the experimental group (N-Gain = 0.51) versus the control group (N-Gain = 0.26), nearly doubling the control group's gain. Statistical analyses confirmed both differences were significant (p < 0.05) with large effect sizes. These findings provide empirical evidence that integrating constructivist pedagogy with dynamic technology effectively enhances both cognitive and metacognitive competencies in vocational mathematics education, offering a practical framework for revitalizing mathematics instruction to meet contemporary educational demands and career-relevant applications.
Integrating Dynamic Geometry Software into the 6E Instructional Model to Enhance Students’ Mathematical Communication Skills and Learning Autonomy Dian Mustikaningsih; Yumiati Yumiati; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10412

Abstract

The integration of technology into mathematics instruction is increasingly acknowledged as a means to foster 21st-century competencies, particularly mathematical communication and independent learning. This study investigates the effects of the 6E instructional model combined with Dynamic Geometry Software (DGS) on these two aspects. A quasi-experimental design was conducted with tenth-grade students from a vocational school in Sukoharjo, Central Java. The sample included 35 students in the experimental group and 34 students in the control group, selected randomly. Mathematical communication was measured using essay-based pre- and post-tests, while learning autonomy was assessed through questionnaires administered before and after the intervention. Normality and homogeneity tests using Kolmogorov–Smirnov and Levene’s confirmed the assumptions for parametric analysis. Data were analyzed using the Independent Sample T-test. Results indicated that significance values for both mathematical communication and learning autonomy were below 0.05, showing statistically significant differences between groups. The experimental group achieved an average post-test score of 82.40, higher than the control group’s 74.24, indicating improved mathematical communication under the 6E model with DGS integration. Similarly, the experimental group’s average final questionnaire score of 105.11 exceeded the control group’s 90.38, reflecting greater learning autonomy. These findings demonstrate that embedding GeoGebra within the 6E instructional model substantially enhances students’ ability to articulate mathematical ideas and promotes independent learning. The study provides empirical support for technology-enhanced learning designs in mathematics education, highlighting their potential to strengthen key competencies and contribute to more effective instructional practices.
Pengaruh Pembelajaran Berdiferensiasi Terhadap Pemahaman Konsep Pecahan Ditinjau dari Motivasi Belajar Siswa SD Nina Nopiana Yuda; Tian Abdul Aziz; Yumiati Yumiati
Jurnal Impresi Indonesia Vol. 4 No. 12 (2025): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v4i12.7129

Abstract

Penelitian ini bertujuan menganalisis pengaruh pembelajaran berdiferensiasi terhadap kemampuan pemahaman matematis konsep pecahan ditinjau dari tingkat motivasi belajar siswa kelas V sekolah dasar. Latar belakang penelitian adalah rendahnya pemahaman siswa terhadap pecahan, sebagaimana ditunjukkan hasil AKM dan tes sumatif di Kabupaten Karawang, di mana lebih dari 60% siswa masih berada di bawah standar. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan kuasi eksperimen desain pretest-posttest non-equivalent control group, melibatkan 80 siswa kelas V SDN Duren III yang terbagi ke dalam kelas eksperimen (40 siswa) dengan pembelajaran berdiferensiasi berbasis gaya belajar (visual, auditori, kinestetik) dan kelas kontrol (40 siswa) dengan pembelajaran konvensional. Instrumen penelitian meliputi tes pemahaman matematis, kuesioner motivasi belajar, lembar observasi, dan pedoman wawancara yang telah teruji validitas isi (Gregory = 1,0) serta reliabilitas (Cronbach Alpha 0,452–0,566). Analisis data menggunakan uji-t dan ANOVA dua arah. Temuan penelitian menegaskan bahwa pembelajaran berdiferensiasi memberikan peningkatan signifikan pada pemahaman konsep pecahan dibandingkan pembelajaran konvensional (p < 0,05), dengan kenaikan nyata pada seluruh rentang kemampuan siswa. Analisis ANOVA menunjukkan tidak adanya interaksi antara pembelajaran dan motivasi belajar, yang berarti diferensiasi efektif bagi siswa bermotivasi tinggi, sedang, maupun rendah. Dengan karakter adaptif-inklusifnya, strategi ini direkomendasikan sebagai pendekatan instruksional yang dapat diterapkan secara luas untuk memperkuat numerasi siswa sekolah dasar.
Designing a STEM-PjBL E-Module to Foster Mathematical Representation Ability and Habits of Mind: Evidence from a Secondary School Field Trial Muhammad Faiz Fadillah; Yumiati Yumiati; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.155

Abstract

A critical gap persists in Indonesian mathematics education: no e-module currently in use simultaneously targets both mathematical representation ability and Habits of Mind (HoM) through a physics-engineering context. This study aimed to develop and validate a STEM-PjBL mathematics e-module for Grade XI students built around a through-truss bridge design challenge. Using Thiagarajan’s 4D model, the module was developed and reviewed by three domain experts (content, media, language), then piloted in 2026 with 25 Grade XI students in Jakarta using a one-group pretest-posttest design. Data were collected through expert validation sheets, a mathematical representation test (α = 0.8604), a practicality questionnaire (α = 0.9637), and a post-intervention HoM questionnaire (α = 0.9286); all student instrument items were statistically valid. Expert validation yielded a composite score of 84.47% (content: 73.91%; media: 92.60%; language: 86.90%). Field trial results showed statistically significant improvement in representation ability (t = 22.305, p < 0.0001; N-Gain = 0.35, classified as moderate gain by Hake’s criterion), with 56% of students reaching the individual mastery threshold (KKTP ≥ 65). Post-intervention HoM averaged 69.32% and practicality 70.23%. Correlation analyses revealed meaningful associations among all three outcomes: HoM–representation (r = 0.682), practicality–representation (r = 0.740), and HoM–practicality (r = 0.898). The module is statistically effective and validly designed, though adaptive scaffolding is needed for students with low entry-level competence. Limitations include the absence of a control group, a single-site sample, and the post-only HoM measurement design.
PENGEMBANGAN BAHAN AJAR BERBASIS MODEL PBL UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN BERPIKIR KRITIS MATEMATIK SISWA KELAS V SEKOLAH DASAR Masli Hartati; Hasratuddin Hasratuddin; Yumiati Yumiati
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 7 No. 3 (2024): August 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v7i3.2143

Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar berbasis PBL untuk meningkatkan kemampuan pemecahan masalah dan berpikir kritis matematik siswa .Penelitian ini merupakan penelitian quasi eksperimen. Terkait dengan hasil observasi di SD Negeri kecamatan Aek Songsongan Kabupaten Asahan khususnya kelas 5, pada pembelajaran matematika guru sudah menggunakan model pembelajaran yang inovatif. Namun, masih ada beberapa siswa yang kesulitan dalam memahami penyelesaian masalah pecahan pada soal cerita. Hal ini dapat dilihat dari hasil belajar matematika masih ada siswa yang mendapat nilai di bawah KKM yang ditetapkan oleh sekolah. Sebanyak 24 siswa (55,8%) memperoleh nilai dibawah KKM sedangkan yang memperoleh nilai diatas KKM sebanyak 19 siswa (44,2%). seluruh siswa kelas 5 semester ganjil. Pengambilan sampel dilakukan dengan cara cluster random sampling.Penelitian ini menggunakan penelitian pengembangan Research & Development. Hasil dari penelitian menunjukkan bahwa model pembelajaran Problem based learing dapat meningkatkan kemampuan berpikir kritis siswa dan hasil belajar siswa.
Development of learning tools using an open-ended approach with questions and higher-order thinking skills to improve students' mathematical reasoning abilities Dina Putri Setyowati; Yumiati Yumiati; Idha Novianti
Gema Wiralodra Vol. 15 No. 1 (2024): Gema Wiralodra
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/gw.v15i1.696

Abstract

Mathematical reasoning abilities were crucial for comprehending mathematical concepts and equipping students to confront the challenges of the 21st century. However, the persisting issue of students' inadequate mathematical reasoning abilities remained relevant. Hence, this study aimed to assess the efficacy and practicality of educational tools utilizing an open-ended approach with HOTS (higher-order thinking Skills) questions to enhance students' mathematical reasoning capabilities. The research employed the research and development (R&D) method, involving students from Madrasah Tsanawiyah (MTs) Istiqlal Jakarta and expert educators. This developmental study followed the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The research tools included observation sheets for monitoring the learning process, expert assessment questionnaires to evaluate tool suitability, student response surveys, and mathematical reasoning proficiency assessments to gauge tool effectiveness. Findings indicated the feasibility of employing learning tools with HOTS questions and an open-ended approach to enhance students' mathematical reasoning skills, with an average feasibility rate of 89%. Evaluation by validators revealed a 96% average rating, signifying the learning tools' substantial validity for educational use. Furthermore, field trial results demonstrated that 89.29% of students achieved scores surpassing the minimum completeness criteria (MCC) post-tool implementation, affirming its efficacy in enhancing students' mathematical learning capacities. This research suggested that leveraging learning tools with HOTS questions and an open-ended approach presented new avenues for significantly bolstering students' mathematical reasoning skills. This underscored the importance of embracing innovative methodologies in crafting educational materials to foster more captivating and meaningful student-learning encounters.
Designing and validating a CTL-based social arithmetic module to foster junior high school students’ creative thinking and intrinsic motivation Mugiono Mugiono; Yumiati Yumiati; Sendi Ramdhani
Panicgogy International Journal Vol. 4 No. 2 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i2.332

Abstract

Creative thinking and intrinsic motivation remain insufficiently developed in Indonesian junior high school mathematics, as reflected in students’ low performance in the PISA 2022 mathematics and creative-thinking domains. This development research, adapted from Plomp’s model, comprised preliminary research, prototyping, and assessment phases. It aimed to design, validate, and evaluate a Contextual Teaching and Learning (CTL)-based Social Arithmetic module for fostering seventh-grade students’ creative thinking and intrinsic motivation. Formative evaluation included a one-to-one evaluation with three students, a small-group trial with six students, and a field test involving 28 heterogeneous seventh-grade students at SMP Avava Batam. Data were collected using expert validation sheets, classroom observations, student and teacher response questionnaires, a pretest–posttest creative-thinking test, and an intrinsic-motivation questionnaire. Aiken’s V was used to assess validity, while practicality and learning improvements were analyzed descriptively and through normalized gain. The module was valid, achieving mean validity scores of 71.11% for media, 77.08% for content, and 72.92% for language. It was also practical to very practical, receiving positive responses of 80.51% from students and 70.00% from the teacher. Students’ creative-thinking scores increased, particularly in originality, while intrinsic motivation achieved a medium N-gain of 0.46. However, because the field test used a one-group pretest–posttest design without inferential analysis, the results indicate descriptive improvement rather than causality. Further studies should confirm these findings through controlled designs, inferential testing, and larger, more diverse samples across schools and regions.
Improving Problem-Solving Skills Through the Discovery Learning Model Assisted by Concrete Objects Umiyati Umiyati; Kartono Kartono; Yumiati Yumiati
Edumaspul: Jurnal Pendidikan Vol. 10 No. 2 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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

Abstract

Based on the research findings and discussion, it can be concluded that the implementation of the Discovery Learning model assisted by concrete objects enhances students' mathematical problem-solving skills. This is evidenced by the increase in students' average scores from the pretest to the posttest, a finding further supported by the N-Gain analysis. Students taught using the Discovery Learning model with concrete objects demonstrated superior mathematical problem-solving skills compared to those taught using conventional methods. This was confirmed by hypothesis testing using an Independent Sample t-test, which revealed a significant difference between the experimental and control classes. The use of the Discovery Learning model with concrete objects enables students to engage actively in the learning process, thereby helping them grasp mathematical concepts more meaningfully and improving their mathematical problem solving abilities.
Co-Authors Amin Fauzi, Amin Andi Bagus Prabowo Antasari, Melisa Ardi Dwi Susandi Arif Rahman Arif Rahman Asrofi, Asrofi Baihaqi Bakkara, Reno Delison Bambang Avip Priatna Martadiputra cakrawala Belman Mangapul R Horbo Bonyah, Ebenezer Camilo Andrés Rodríguez-Nieto Cecep Anwar Hadi Firdos Santosa Chandra, M Jeffri Arlinandes Cicih Cahtini Danial, T Ahmad Darmawati, Ratna Deswita Deswita Dewi Putri Yuni Dewi Setianingsih Dian Mustikaningsih Diana, Meli Dina Putri Setyowati Dwi Susilo Dwita Hadisyahputra Endang Wahyuningrum Erni Erni Ervina Estu Puji Handayani Fachruzzaman - Faizah, Siti Fanni Zulaiha Fitri, Rahma Hadisyahputra, Dwita Haji, H Saleh Harry Dwi Putra, Harry Dwi Hasan Basri Hasan Hamid Hasnawati Hasnawati Hasratuddin Hasratuddin Hasratuddin Hasratuddin Heriady Gultom Hermawan Gatot Priyadi Hertono, Gatot Fatwanto Horbo, Belman Mangapul R Idha Novianti Idha Novianti Iin Herlena H Ike Kuswardani Ike Kuswardani Irawan, Sam Rizky Isnawan, Muhamad Galang Jackson Pasini Mairing Jamaris Jamaris Junaidi Junaidi Jusniani, Nia Kartono , Kartono Kartono Kosim Kosim Kosim Kosim Kusuma Wijaya Ridi Putra Laurensiana Elvi Balu Leni Marlina loly nurfianto Lukman Samboteng & Rulinawaty Kasmad M Ilham Abdullah Mardiana Zulfa Marselino Fransye Giovani Sundah Masli Hartati Merry Merry Merry Noviyanti Merrydian, Siska Mery Noviyanti Mugiono Mugiono Muhamad Dawam Raihan Muhammad Faiz Fadillah Mulyana, Anna mustikaningsih, Dian Natalia Prabandari Nia Jusniani Nina Nopiana Yuda Nofrizal Nofrizal Novianti, Idha Novita Tri Suci Sihotang Noviyanti, Merry Nunuk Suryani Nunuk Suryani Nurhaedi, Edy Nurita Angesti Rahayu Paris, Ramli Paulus Junico Pasaribu Pauzan, Muh Pradestya, Rakha R. Bambang Aryan Soekisno Ramadhani, Muhammad Redo Andi Marta, Redo Andi Reni Zulfitri Riesmiyatiningdyah, Riesmiyatiningdyah Rina Rina Farida Riyan Hidayat Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Ronaldo Rafael Olivero-Acuña Sabil, Ibnu Saleh Haji Saputra, Dimas Septian Saputro, Yongki Budi Sardan Rahman Selly Anastassia Amellia Kharis Sembiring, Gorky Sembiring, Maximus Gorky Sendi Ramdhani Sihombing, Lucia Sisilia Malau Sony Aditya Pratama Sudirman Sudirman Sudirman Sudirman Sugeng Sutiarso Sugeng Sutiarso Sugilar, Sugilar Sumiati, Ketut Suroyo Suroyo Susandi, Ardi Syafdi Maizora Tarhadi Tatag Yuli Eko Siswono Tian Abdul Aziz Tri Dyah Prastiti Triwahyuni, Lina Umiyati Umiyati Wijaya, Tommy Tanu Wijayanti, Dini Prastyo Wijayanti, Nina Windari, Windari Wiyani, Novan Ardiy Yaya Kusumah Yaya S. Kusumah Yulitasari, Eka Zahra, Nurul Izah Zai, Derlina Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili, Zamzaili Zamzaili, Zamzaili Zedderita, Hellena Zulfa, Mardiana