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All Journal International Journal of Evaluation and Research in Education (IJERE) EKSAKTA: Journal of Sciences and Data Analysis RADIASI: Jurnal Berkala Pendidikan Fisika Penelitian Pendidikan Jurnal Penelitian dan Pembelajaran Fisika Jurnal Geliga Sains: Jurnal Pendidikan Fisika JFA (Jurnal Fisika dan Aplikasinya) Edufisika: Jurnal Pendidikan Fisika Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Berkala Ilmiah Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika JPSE (Journal of Physical Science and Engineering) JOIV : International Journal on Informatics Visualization Edukasi: Jurnal Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Jurnal Pendidikan Fisika INDONESIAN JOURNAL OF APPLIED PHYSICS Journal of Natural Science and Integration ORBITA: Jurnal Pendidikan dan Ilmu Fisika Journal of Physics and Its Applications JURNAL EKSAKTA PENDIDIKAN (JEP) KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Bio-Lectura MANAZHIM EDUTEC : Journal of Education And Technology Pelita Eksakta Indonesian Review of Physics (IRiP) Jurnal Ilmiah Profesi Pendidikan Physics Education Research Journal Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA Journal of Innovation in Educational and Cultural Research Navigation Physics : Journal of Physics Education Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Pillar of Physics: Jurnal Berkala Ilmiah Fisika Indo-MathEdu Intellectuals Journal INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Indonesian Journal Of Educational Research and Review Rausyan Fikr: Jurnal Ilmu Studi Ushuluddin dan Filsafat Tsaqofah: Jurnal Penelitian Guru Indonesia JRFES Indonesian Research Journal on Education Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Learning and Technology in Physics Jurnal Pendidikan Progresif AL-ADABIYAH: Jurnal Pendidikan Agama Islam Journal of Experimental and Applied Physics

Fatni Mufit

Universitas Negeri Padang

Author-ID : 2682850

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Design and Validity of Cognitive Conflict-Based Teaching Materials Integrating Virtual Laboratories to Improve Concept Understanding of Waves Reni Saputri; Fatni Mufit; Gusnedi Gusnedi; Silvi Yulia Sari
Berkala Ilmiah Pendidikan Fisika Vol 9, No 3 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v9i3.10348

Learning physics shows that students' understanding of concepts is still low, and there are misconceptions. One solution to overcome this problem is to create conflict-cognitive-based physics teaching materials that integrate virtual laboratories. The purpose of this research was to produce valid cognitive conflict teaching materials. The type of research was development research using the Plomp model. The preliminary research instruments were in the form of concept tests and questionnaires. Meanwhile, a self-evaluation sheet was used at the development stage, and a validation sheet used three validators. The self-evaluation data analysis technique used percentage techniques, while the validity used the Aiken's V formula. At the preliminary research stage, it was found that more than 30% of students experienced misconceptions, and 40% of students did not understand the concept. From questionnaires to teachers, it was found that learning was still teacher-centred, and ICT facilities had not been used optimally. At the development stage, a prototype of teaching materials was designed using the cognitive conflict-based learning model stages. The self-evaluation test results obtained a score of 85, which was categorized as very good, while in the expert review test, the value of all components was 0.81 was categorized as very valid and capable of being tested for practicality and effectiveness tests in learning.

Analysis of Students' Attitudes and Difficulties in Studying Computational Physics Revi Indriani; Akmam Akmam; Fatni Mufit; Rahmat Hidayat; Silvi Yulia Sari
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12408

Ideally, students who study Computational Physics are required to think computationally. However, student learning outcomes tend to be low. Low learning outcomes are suspected by students having difficulties. One of the causes of learning difficulties is students' attitude in responding to learning. This study aims to determine student attitudes in studying Computational Physics and the factors influencing student learning difficulties. This research is descriptive research with a quantitative approach. The population in this study were students of Physics FMIPA UNP. The sample in this research is students who take Computational Physics courses in January-June 2021. The data analysis technique used is the multivariate analysis based on factor loading testing with Confirmatory Factor Analysis (CFA) using Lisrel 8.80. The results showed that students' attitudes toward Computational Physics were good, with a percentage of student responses of 67.16%. Factors that influence learning difficulties are internal factors in the form of psychological factors in the aspect of interest (65%), motivational aspects (58%), and aspects of study habits (49%). Meanwhile, external factors do not affect students' difficulties in studying Computational Physics. Further research, it is necessary to carry out a similar analysis by taking into account other factors that are thought to influence the attitudes and difficulties of students in studying Computational Physics, both internal and external factors, so that they are better in determining the next steps to overcome student difficulties in studying Computational Physics.

META ANALISIS: PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP MOTIVASI BELAJAR DAN KETERAMPILAN PROSES SAINS FISIKA SISWA SMA Nurul Azmi; Asrizal Asrizal; Fatni Mufit
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 7, No 2 (2021): November
Publisher : Universitas Muhammadiyah Mataram

ABSTRAKPenelitian ini bertujuan untuk 1) menganalisis pengaruh model problem based learning ditinjau dari motivasi belajar fisika, 2) menganalisis pengaruh model problem based learning ditinjau dari keterampilan proses sains siswa, 3) menganalisis pengaruh model problem based learning terhadap motivasi belajar dan keterampilan proses sains siswa ditinjau dari tingkatan kelas, dan 4) menganalisis pengaruh model problem based learning terhadap motivasi belajar dan keterampilan proses sains siswa ditinjau dari materi pembelajaran. Jenis penelitian yang diterapkan pada penelitian ini adalah meta analisis. Hasil dari penelitian ini yaitu : 1) model pembelajaran problem based learning memberikan pengaruh terhadap motivasi belajar fisika siswa SMA dengan rata-rata effect size 0,73 kategori sedang, 2) model pembelajaran problem based learning memberikan pengaruh terhadap keterampilan proses sains siswa dengan effect size 0,62 kategori sedang, 3) model pembelajaran problem based learning memberikan pengaruh terhadap motivasi belajar dan keterampilan proses sains fisika pada tingkatan kelas X, XI dan XII dengan effect size 0,86 kategori tinggi, 0,47 kategori sedang dan 0,28 kategori sedang, dan 4) model pembelajaran problem based learning memberikan pengaruh terhadap motivasi belajar dan keterampilan proses sains pada materi listrik dinamis dengan effect size 2,02 kategori tinggi. Kata kunci: Problem Based Learning; Motivasi; Keterampilan Proses Sains. ABSTRACTThis study aims to 1) analyze the effect of the problem based learning model in terms of motivation to learn physics, 2) analyze the effect of the problem based learning model in terms of students' science process skills, 3) analyze the effect of the problem based learning model on students' learning motivation and science process skills in terms of from the grade level, and 4) analyzing the effect of the problem based learning model on students' learning motivation and science process skills in terms of learning materials. The type of research applied in this study is a meta-analysis. The results of this study are: 1) the problem based learning model has an influence on the motivation to learn physics for high school students with an average effect size of 0.73 in the medium category, 2) the problem based learning model has an effect on students' science process skills with an effect size 0.62 medium category, 3) problem based learning learning model has an influence on learning motivation and physics science process skills at the level of class X, XI and XII with an effect size of 0.86 high category, 0.47 medium category and 0.28 category medium, and 4) the problem based learning model has an influence on learning motivation and science process skills on dynamic electrical material with an effect size of 2.02 in the high category. Keywords: Problem Based Learning; Motivation; Science Process Skills.

META ANALISIS PENGARUH MODEL DISCOVERY LEARNING TERHADAP PENGUASAAN KONSEP DAN PENGETAHUAN PESERTA DIDIK FISIKA SMA Elvi Suryanti; Asrizal Asrizal; Fatni Mufit
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 7, No 2 (2021): November
Publisher : Universitas Muhammadiyah Mataram

ABSTRAKTujuan penelitian ini adalah untuk mengetahui pengaruh Model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA. Metode yang digunakan dalam penelitian ini adalah meta-analisis. Teknik analisis data dalam penelitian ini menggunakan perhitungan nilai effect size untuk setiap artikel. Berdasarkan meta analisis yang dilakukan, dapat dinyatakan bahwa hasil penelitian ini yaitu : 1) pengaruh model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA ditinjau dari tahun terbit artikel memberikan efek yang Sangat Tinggi terdapat pada tahun 2017,2018, dan 2020 dengan masing-masing rata-rata effect size yaitu 1,6; 1,15; dan 1,62. 2) pengaruh model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA ditinjau dari tingkatan kelas memberikan efek Sangat Tinggi terdapat pada kelas XI dengan rata-rata effect size 1,25. 3) pengaruh discovery learning terhadap penguasaan konsep fisika SMA memberikan efek Sangat Tinggi terdapat pada artikel keenam (J6) dengan nilai effect size 2,38. 4) pengaruh discovery learning terhadap pengetahuan fisika SMA memberikan efek Sangat Tinggi terdapat pada artikel kesepuluh (J10) dengan nilai effect size 3,95. Hal ini menunjukkan bahwa terdapat pengaruh model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA. Kata kunci: Discovery Learning; Penguasaan Konsep; Pengetahuan. ABSTRACTThe purpose of this study was to determine the effect of the discovery learning model on mastery of high school physics concepts and knowledge. The method used in this research is meta-analysis. The data analysis technique in this study uses the calculation of the effect size value for each article. Based on the meta-analysis carried out, it can be stated that the results of this study are: 1) the effect of the discovery learning model on mastery of concepts and knowledge of high school physics in terms of the year the article was published gave a Very High effect in 2017,2018, and 2020 with each the average effect size is 1.6; 1.15; and 1.62. 2) the influence of the discovery learning model on the mastery of concepts and knowledge of high school physics in terms of grade level gives a very high effect in class XI with an average effect size of 1.25. 3) the effect of discovery learning on mastery of high school physics concepts gives a Very High effect found in the sixth article (J6) with an effect size value of 2.38. 4) the effect of discovery learning on high school physics knowledge gives a very high effect in the tenth article (J10) with an effect size value of 3.95. This shows that there is an influence of the discovery learning model on the mastery of high school physics concepts and knowledge. Keywords: Discovery Learning; Concept Mastery; Knowledge.

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory Irfan Luthfi; Fatni Mufit; Mutia Rosiana Nita Putri
PILLAR OF PHYSICS EDUCATION Vol 14, No 1 (2021)
Publisher : Universitas Negeri Padang

Learning Physics in the 2013 Curriculum requires students to understand concepts. However, the facts found in the field show that students' understanding of concepts is still low and there are misconceptions, especially on unidirectional electricity. One solution to overcome this problem is to make physics teaching materials based on cognitive conflicts integrating virtual laboratories on unidirectional electrical materials to improve students' conceptual understanding. The aim pf this study was to produce a valid cognitive conflict teaching material design. This type of research was Design / Development Research. Using the Plomp model development which has two stages, namely Preliminary Research, at this stage an initial problem analysis was carried out by conducting concept tests on students using coding techniques and conducting interviews with teachers. The second stage of the Prototype Phase was the development stage by designing the required teaching materials. For the design of teaching materials that have been made, a self-evaluation test was carried out using the Likert formula, after which the expert validation or expert review was carried out using the V Aiken's formula for each indicator. Based on the analysis of the data obtained, it can be explained, at the Preliminary Research stage, it was found that in the same direction electricity material more than 30% of students experienced misconceptions and 50% of students did not understand. Meanwhile, teachers still use conventional learning (lecture method) and insufficient laboratory tools to do practicum. The second stage of the Prototype Phase produces teaching material design based on cognitive conflict. The results of the self-evaluation test showed that teaching materials at the validation level were very valid with an average value of 86.7 and the expert validation test for materials at the validation level was very valid with an average value of 0.87. The conclusion from the acquisition of the assessment of physics teaching material design based on cognitive conflict is declared valid and the characteristics of the teaching material are in accordance with the 2008 Ministry of National Education

PENGARUH PENGGUNAAN LKS BERORIENTASI PEMBELAJARAN COOPERATIVE LEARNING TIPE JIGSAW BERMUATAN NILAI KARAKTER TERHADAP HASIL BELAJAR FISIKA SISWA KELAS X SMAN 1 RAO PASAMAN Iwan Saputra; Yulkifli Yulkifli; Fatni Mufit
PILLAR OF PHYSICS EDUCATION Vol 5 (2015)
Publisher : Universitas Negeri Padang

This research is grounded by poor student’s learning outcomes in physic subject; many students have not reach KKM outcome in physic subject at school. The reason is students are not involved actively in learning process, and they are bored with current learning method. Interactions in learning are only one way. Poor student’s character in learning is because there is no subject that will guide transformation of student’s character. To deal with this problem, one of the efforts is using cooperative learning type jigsaw task book (LKS) with character value. The purpose of this research is to find out the effect of cooperative learning type jigsaw LKS with character value for student’s learning outcome of physic subject in X class SMAN 1 Rao Pasaman. The type research is “quasi experimental research” with “randomized posttest only control group” which population is students in nine classes of X class SMAN1 Rao Pasaman year of school 2013/2014. Sample was collected by cluster random sampling. Research data covered three domains that are cognitive, affective, and psychomotor. Research instruments are student’s grade, observation sheet of student’s affection and psychomotor. Data were analyzed by t-test. Based on data analysis, it showed that average cognitive domain in experimental classes was 82 and in control class were 77; average affection domain in experimental classes was 83.2 and in control class was 78.5; average psychomotor domain in experimental classes was 83 and in control class was 78.9. T-test in cognitive domain was thit = 3.57 and ttab = 2.00; T-test in affective domain was thit = 2.47 and ttab = 2.00; T-test in psychomotor domain was thit = 3.21 and ttab = 2.00. It means that those three domains have thit > ttab, so hypothesis is accepted in rate of 0.05. Conclusion this research is there is a significant effect of cooperative learning type jigsaw LKS with character value for student’s learning outcome of physic subject in X class SMAN 1 Rao Pasaman

Pengembangan bahan ajar fisika materi fluida terintegrasi literasi baru dan bencana untuk meningkatkan hasil belajar siswa kelas XI Nurul Azkia Firmonia; Asrizal A; Fatni Mufit
PILLAR OF PHYSICS EDUCATION Vol 13, No 1 (2020)
Publisher : Universitas Negeri Padang

The 4.0 Industrial Revolution era that is currently being faced is based on digitalization, so that new literacy and disasters are needed in facing this era. The 2013 curriculum is one of the government’s efforts to accept this 4.0 revolution. The purpose of the 2013 curriculum is to increase student competence. Based on preliminary research that integration of literacy in learning were still low. Solution of this problem is to develop physics learning material that contain new literacy and disasters. The method that used in this research was Research and Development (R&D). The object of research was physics learning material on fluid material to increase new literacy and disaster. The data collection instruments used were preliminary research, validity dan practicality test questionnaire. The data analysis technique used was descriptive statistical analysis. The preliminary research instrument based on observation, book analysis, and analysis test literacy student. The average of value observation that integration literacy in learning was still low with value 34.72, the result of analysis in five physics book was still enough with average value 41.47, the result of literacy test was still low with average value 40.00. The validity instrument of physics learning material on fluid material to increase new literacy and disaster consists of four components, namely the feasibility of content, presentation, linguistics, and graphic. Validity of physics learning material on fluid material to increase new literacy and disaster was very good with average value 86.27. The practicality instrument consists of four components, namely the easy to use, interesting, clarity, and benefits. Practicality of physics learning material on fluid material to increase new literacy and disaster according to teacher was very good with average value 83,65 and according to student was good with average value 79.52. Physics learning material on fluid material to increase new literacy and disaster for class XI is valid and practical.

ANALYSIS OF CONCEPTS UNDERSTANDING AND STUDENTS' ATTITUDES TOWARDS LEARNING PHYSICS IN PARABOLIC MOTION AT SMAN KOTA PARIAMAN Siti Fauziah; Fatni Mufit; - Ramli; Renol Afrizon; Zaitul Hidayat
PILLAR OF PHYSICS EDUCATION Vol 14, No 3 (2021)
Publisher : Universitas Negeri Padang

Understanding the concepts and attitudes of students is one of the essential things in learning. Based on previous researchers’ research, many students have low conceptual understanding or high misconceptions. In addition, students' attitudes towards learning physics are also considered less good. This study aims to determine: 1) students' conceptual understanding of the parabolic motion material, 2) students' attitudes towards learning physics, and 3) the relationship between conceptual understanding and student attitudes towards learning physics.This study uses a quantitative descriptive method. The sample consisted of 81 students from 3 high schools in Kota Pariaman, representing low, mediu, and high-level schools. The research instrument was in the form of a four-tier multiple-choice concept test about parabolic motion and a questionnaire about students' attitudes towards learning physics. The data analysis technique used is a combination of answers for the concept test and Likert Scale scoring to analyze the questionnaire. The relationship between conceptuaal understanding and attitude was analyzed using Pearson's product-moment correlation.The results showed that students experienced more misconceptions with a fairly high percentage (42,6-72,3). The results of the student attitude questionnaire showed that the indicators of student social implications had the highest percentage (72.3-77.4), and pleasure in learning physics had the lowest percentage (64.8-66.1). The relationship of understanding of concept with te attitude of the student using product moment correlation with a 5% significance three level for high school category show a moderate show a medium correlation and weak correlation with a positive relation of meaning that if the student’s attitude rose then the understanding of the concept of student will also rise or increase as well as otherwise. For students' attitudes, who found that the students' social implication indicators had a higher percentage and the pleasure in learning physics had a lower percentage. Regarding the relationship between attitudes and understanding of students' concepts, there is a moderate correlation, which means that students' attitudes also influenced students' understanding

Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding Reni Defrianti; Fatni Mufit; - Gusnedi; Zaitul Hidayat
PILLAR OF PHYSICS EDUCATION Vol 14, No 2 (2021)
Publisher : Universitas Negeri Padang

Students do not understand concepts and misconceptions occur in momentum and impulses. Less available teaching materials that can remediate misconceptions. This study aims to design cognitive conflict-based teaching materials that integrate video analysis of real experiments to improve students' conceptual understanding of momentum and impulses. This research is a development research using the Plomp model. In the preliminary research, journal analysis, interviews with physics teachers, and literature studies were conducted. At the prototyping stage, teaching materials are designed, self-evaluation is carried out, validation by 3 lecturers and one-to-one practicality test for 3 students. The data analysis technique used descriptive analysis for interviews, the Aiken-V formula for validation and percentage techniques for practicality tests. The results of the preliminary research, it was found that students' understanding of concepts was low and there were still misconceptions, the unavailability of teaching materials that corrected misconceptions. The results of the prototyping stage, momentum and impulse teaching materials were designed based on four syntaxes of cognitive conflict-based learning model (CCBL Model). In the third syntax, real-experiment video analysis is integrated using the tracker program. The results of the self-evaluation showed that the teaching materials were complete with very good criteria. The results of the validation test obtained a very valid value of 0.81. The results of the practicality test obtained a very practical value of 90.27. So, the design of cognitive conflict-based teaching materials integrating video analysis of real experiments on momentum and impulses is very valid and practical in one-on-one evaluation

PENGARUH PENERAPAN LKS BERORIENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM-ASSISTED INDIVIDUALIZATION (TAI) TERHADAP HASIL BELAJAR IPA FISIKA SISWA KELAS VIII SMPN 3 RANAH PESISIR Nurfah Wilda; Hufri Hufri; Fatni Mufit
PILLAR OF PHYSICS EDUCATION Vol 6 (2015)
Publisher : Universitas Negeri Padang

The low scores of the students of SMPN 3 Ranah Pesisir in Physics were caused by the lack of their activeness and interaction in learning process. One effort to help the students to solve these problems was by applying LKS that is TAI-oriented learning model. Based on the problems above the study whose purpose was to find out the effect of TAI-oriented learning model had been conducted toward the scores of the second year students of SMPN 3 Ranah Pesisir in Physics. The research design used was Quasi Experimental, using Randomized Control Group Only Design. The population of this research was the second year students of SMPN 3 Ranah Pesisir who were registered in the academic year 2014/2015, while the samples were selected by using purposive sampling technique. The data involved the students’ scores in cognitive, affective and psychomotor domains. The data from those three domains were analyzed by using t-test. The score of experiment class in cognitive domain was 88.38, higher than control class, 80.01. The score of experiment class in affective domain was73.94, and the control class was 63.58. Further, the score of experiment class in psychomotor domain was 88.91, higher than control class, 80.89. After applying t-test to the three domains, then, the hypothesis could be accepted. It can be concluded that there is a significant effect of using LKS that is TAI-oriented learning model toward the scores of the second year students of SMPN 3 Ranah Pesisir in Physics, on the degree of 0.05

Co-Authors - Hamdi Afriandi, Muhammad Agus Pramono Ahmad Fauzi Aini, Mirza Aivani Caesaria Akmam Akmam Aldilla, Endang Alfi Sahrin Ali, Eisa Putri Amali Putra Amalia Putra Amelia, Ocha Anabel, Haura Fitri Andri Yanto Putra Andriyani, Dwi Rika Andromeda Andromeda Andromeda Andromeda Andromeda Andromeda Andromeda Andromeda Anelfia, Syifa Chaerunisa Anggreani, Yulita Anjani, Hilmi Rizki Annisa Fadhilah Annisa N Annisa N Apriani Wirahmawati Aripin, Nurul As rizal Asrizal Asrizal Asrizal A Asrizal A asrizal A Asrizal Asrizal Atifah Hirahmah Atikah Dian Fitri Azmi Asra Azmi Renaldi Renaldi Alrahmadana Carnesia, Mita Dea Stivani Suherman Depitra Wiyaguba Desestra Desestra Desnita Dessupri Niarti Devana DEVI PERMATA SARI Dewi Ratna Sari Dhanil, Muhammad Dhea Febriya Diana Zulyetti Dirman, Hendra Musfa Dwi Agustina Dwi Putri, Melisa Dwi Rika Andriyani Efendi, Elvaretta Elsa Feryani Harifan Elvi Suryanti Emiliannur Emiliannur Emilya, Wulanda Tri Emilya, Wulanda Try Ermina Sari Fadhiel, M. Al fadillah, Muhammad Aizri Febiola, Nadia Festiyed Festiyed Festiyed Festiyed Feziyasti, Azifa Filda Rinawan Fina Afriani Putri Fitri Hayati Fitri, Aidina Milla Fitri, Atikah Dian Fitriyani Rizal Fleony Dea Amanda Fuja Novitra Gunawan, Maulina Suryati Gusnedi Gusnedi Gusnedi Gusnedi Guswina, Sri Hafizah Rahmi Fitri Hamdi Hamdi Hamdi Hamdi Hamdi Rifai Hamidi Rifai Hanifah Hanifah Harman Amir Hayyu Yumna Heffi Alberida Hendra Musfa Dirman hidayanti, hidayanti Hidayati Hidayati Hidayati Hidayati Hidayatullah Hilman Yusri Hirahmah, Atifah Hufri Hufri Hurriyah Hurriyah Ilahi, Tut Dunya Wahyuni Ilwandri Ilwandri Ina, Felina Ardini Indriyani, Ririn Irfan Luthfi Iswandi Iswandi IZZAH, NURUL Jenny Capriconia Julio Fadjar Kolotosa Karzah, Khofifah Larasati Gustia Ayopma Letmi Dwiridal Letmi Dwiridal Letmi Dwiridal Lidya Jasmi Lufri Lufri Mahrizal Mahrizal Maidani, Delvi Putri Marjuni Marjuni Martala Sari Media Febrina Media Roza Mega Elvianasti Metia Husra Husnuzan Meysi, Nur Afrianti Miftahul Arrazi Mugni Bustari Muhammad Aizri Fadillah Muhammad Dhanil Mulyana, Venny Mulyandri Putra Mustika Hayati Mutia Rosiana Nita Putri Nadia Zuwita Nadya Fitra Kurnia Nadya Sari Putri Nafsih, Nurul Zakiatin Nailul Rahmah Pohan Nilyani, Korry Noer, Fadhlina Nofi Yendri Sudiar Novebrini, Sintya Nur Hikmah Nur Ifani Rizkita Nurfah Wilda Nurhamdin Putra Nurhikmah Nurhikmah Nurmala Dewi Siregar Nurul Azkia Firmonia Nurul Azmi Oktaviawati, Diah ayu Pebriani, Tri Ulfa Prima Lestari Atmam Puja Asni Wahyu Puri Pramudiani Putra, Amali Putri Dwi Sundari Putri Lingga Harmita Putri Nabila Putri, Fina Afriani Putri, Prima Isma Putri, Widya Iswara Rahmat Hidayat Rahmi Habibah Ramli Ramli Rania Atara Isra Ratnawulan . Raudhah Awal Raudhatul Jannah Reni Defrianti Reni Puspitasari Reni Saputri Renol Afrizon Revi Gina Gunawan Revi Indriani Reza Sri Mardayani Rif'il Husniyah Rikizaputra Rikizaputra rina, rina novita Riri Jonuarti Risaldi Putra Riyasni, Selma Rizka Melia Putri Roza, Media RR. Ella Evrita Hestiandari Safahi, Luthpi Sandijal Putra Saputra, Iwan Saputri, Indah Sari, Nurul Fadillah Selvia Selvia Shintya Ruci Pratama Shofiah Aini Siagian, Gunaria Silvi Yulia Sari Siti Asma hanum Siti Fauziah Socrates, Tegar Putra Solly Aryza Sonia Fitri Anggraini Suhadah, Olivia Suherman, Dea Stivani Syafriani Syafriani Syafrilianto, Syafrilianto Syamsidar Syamsidar Syarafina R Tanjung, Mardia Roza Tika, Luth Fiyyah Atiqah Tisa Febri Delvia Ulfa, Jufiani Utari Prisma Dewi Vania Angelia Putri Viki Pratama Viviandri Viviandri Wahyuni S.D Wahyuni Satria Dewi Wedara Yuliatri Wulanda Tri Emilya Yanuar, Dinda Yeka Hendriyani Yerimadesi Yogi AlFajar Yoli Wilanda Fitri Yori Deswita Yosi Apri Malita YUDI, MUHAMMAD WAHYUDI Yul Ifda Tanjung Yuli, Fatma Yuliani, Nuri Yulkifli Yulkifli Yuni Ahda Yurnetti, Yurnetti Zaitul Hidayat Zaitul Hidayat Zulherman Zulrahayu, Vevy Zurhaimi, Tri Zeni Adha

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