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Nurma Izzati

Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Author-ID : 2706050

Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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The Influence of Grit and Mathematical Connection Skills on Students' Mathematical Critical Thinking Nurma Izzati; Wildan Ahmad Nur Fauzan
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/gz2vjx54

This study was designed to investigate the impact of grit and competence in mathematical connectivity on students' mathematical critical reasoning abilities, both separately and in combination. A quantitative approach through a correlational survey was applied in this study. The respondents of this study were all eighth-grade students at MTs N 1 Kuningan, of which 25 students were selected as samples through a purposive sampling technique. The measuring instruments used included a questionnaire on grit, a test instrument to evaluate mathematical connection competence, and a test instrument to measure mathematical critical thinking capabilities. All instruments have undergone validity and reliability tests, and meet the standards of suitability for use. Data analysis was conducted using multiple linear regression techniques, preceded by analysis prerequisite tests including normality, multicollinearity, and heteroscedasticity tests, where all assumptions were met. The research findings show that individually, grit has a significance value of 0.834 (p>0.05) and mathematical connection ability has a significance value of 0.591 (p>0.05), which means that both variables do not have a major impact on mathematical ability. Simultaneously, the ANOVA test results obtained an F value = 0.247 with a significance of 0.784 (p>0.05), which indicates that the regression model is not significant. The R Square value of 0.022 indicates that only 2.2% of the variation in mathematical critical thinking ability can be attributed to grit and mathematical connection ability, while 97.8% is influenced by other factors outside the study. Thus, the research hypothesis is rejected. This study indicates that grit and mathematical connection skills were not proven to be significant predictors of students' mathematical critical thinking skills in the context of the sample studied. The researchers recommend that future research use a larger sample size and incorporate other variables such as learning motivation, learning independence, or self-efficacy.

The Influence of Mathematical Representation Ability on Students' Mathematical Communication Skills Nurma Izzati; Reva Salma Adhany
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1540

Mathematical communication skills and mathematical representation skills are two important skills in mathematics learning. However, students' mathematical communication skills remain relatively low, so a study is needed to identify the factors that affect them, including mathematical representation ability. This study aims to examine the influence of mathematical representation skills on students' mathematical communication skills in grade VII C at SMP Al Washliyah Sumber. This study uses a quantitative approach with an explanatory correlational design and simple linear regression. The research sample consisted of 31 students selected through purposive sampling. The research instrument is in the form of a description test developed based on indicators of mathematical representation ability and mathematical communication ability, which have met the criteria for validity and reliability. The study's results show that mathematical representation ability has a positive, significant effect on students' mathematical communication skills. These findings suggest that students with good mathematical representation skills tend to have better mathematical communication skills. This research suggests that mathematics learning should facilitate the use of various forms of mathematical representation to improve students' mathematical communication skills.

From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Sulistiawati Sulistiawati; Aditiya Eka Nugraha
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3613

Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.

Analysis of Literacy Ability and Mathematical Problem-Solving Ability reviewed from Student Self-Efficacy Nurma Izzati; Muhammad Agung Febriyanto
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 2 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i2.1993

The low levels of mathematical literacy and problem-solving skills among Indonesian students, as reflected in the 2022 PISA results, underscore the need for an in-depth study of the factors influencing these two skills, one of which is self-efficacy. This study aims to describe the characteristics of students’ mathematical literacy and mathematical problem-solving skills in relation to their level of self-efficacy. The study employed a qualitative method with a descriptive approach. The research subjects consisted of 26 eighth-grade students from Class VIII G at MTs Negeri 3 Cirebon, selected through purposive sampling; subsequently, three students were chosen based on high, moderate, and low self-efficacy categories. Data collection was conducted using a mathematical literacy test instrument, a mathematical problem-solving test instrument, and a self-efficacy questionnaire. Data analysis utilized the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions, and its validity was tested through triangulation of methods and sources. The results of the study indicate that students with high self-efficacy possess excellent mathematical literacy and problem-solving skills across nearly all indicators. Students with moderate self-efficacy exhibited an asymmetrical profile, showing weaknesses in the stages of understanding and formulating problems, yet strength in the planning and strategy implementation stages. Students with low self-efficacy demonstrated low ability across all indicators, with the most fundamental weaknesses in the stages of formulating problems and reviewing solution results. There is a consistent trend that the higher a student’s self-efficacy, the better their mathematical literacy and problem-solving skills. The problem-formulation and problem-understanding stages consistently emerge as the weakest points across all self-efficacy categories, thus requiring priority in the design of mathematics instruction.

The Effect of Critical Thinking Skills and Mathematical Connection Skills on Students’ Ability To Solve Hots Problems Nurma Izzati; Muchammad Muarief
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.8505

This study was conducted to explore the extent of the impact of students' critical thinking skills and mathematical connections in solving HOTS-type problems. Using a quantitative approach with a causal relationship model, this study took the subjects of grade VIII students at SMP Negeri 2 Sumber for the 2025/2026 school year period. From the total existing population, as many as 38 students were selected as a representative sample determined through the cluster random sampling method. All primary data were collected using a description test instrument that had passed validity and reliability tests to measure critical thinking competence, connection skills, and students' success in answering high-level questions. The data was then processed in depth through path analysis techniques with the help of SPSS 21 software.The main findings in this study reveal that critical thinking skills have a very strong direct influence on students' HOTS scores, which is evidenced by a beta value of 0.602 and a significance level of p < 0.001. However, quite contrasting results were found on the mathematical connection variable. This variable did not have a significant impact directly on students' ability to solve HOTS questions (beta = 0.115; p = 0.395). Furthermore, the results of the mediation test showed that no empirical evidence was found regarding the indirect influence of critical thinking on solving HOTS problems through the intermediary of mathematical connection ability. Simultaneously, the two independent variables tested in this model contributed 40.4% in explaining the variation in students' HOTS ability. This indicates that there are still around 59.6% of other factors outside of this study that also affect student achievement. In conclusion, these findings emphasize that the critical thinking factor is the most dominant and crucial element in supporting the success of junior high school students when facing complex mathematical problems.Pengaruh Kemampuan Berpikir Kritis dan Kemampuan Koneksi Matematis terhadap Kemampuan Siswa dalam Menyelesaikan Soal HOTSABSTRAKStudi ini dilakukan untuk mendalami sejauh mana dampak dari kecakapan berpikir kritis serta koneksi matematis siswa dalam menuntaskan soal-soal bertipe HOTS. Menggunakan pendekatan kuantitatif dengan model hubungan kausal, penelitian ini mengambil subjek siswa kelas VIII di SMP Negeri 2 Sumber untuk periode tahun ajaran 2025/2026. Dari total populasi yang ada, sebanyak 38 peserta didik terpilih sebagai sampel representatif yang ditentukan melalui metode cluster random sampling. Seluruh data primer dikumpulkan menggunakan instrumen tes uraian yang telah melewati uji validitas serta reliabilitas guna mengukur kompetensi berpikir kritis, kemampuan koneksi, dan keberhasilan siswa dalam menjawab soal-soal tingkat tinggi. Data tersebut kemudian diolah secara mendalam lewat teknik analisis jalur (path analysis) dengan bantuan perangkat lunak SPSS 21.Temuan utama dalam penelitian ini mengungkap bahwa kemampuan berpikir kritis memiliki pengaruh langsung yang sangat kuat terhadap perolehan skor HOTS siswa, yang dibuktikan dengan nilai beta sebesar 0,602 dan tingkat signifikansi p < 0,001. Namun, hasil yang cukup kontras ditemukan pada variabel koneksi matematis. Variabel tersebut justru tidak memberikan dampak signifikan secara langsung terhadap kemampuan siswa dalam menyelesaikan soal-soal HOTS (beta = 0,115; p = 0,395). Lebih lanjut, hasil uji mediasi menunjukkan bahwa tidak ditemukan bukti empiris mengenai adanya pengaruh tidak langsung antara berpikir kritis terhadap penyelesaian soal-soal HOTS melalui perantara kemampuan koneksi matematis.Secara simultan, kedua variabel independen yang diuji dalam model ini menyumbang andil sebesar 40,4% dalam menjelaskan variasi kemampuan HOTS peserta didik. Hal ini mengindikasikan bahwa masih terdapat sekitar 59,6% faktor lain di luar penelitian ini yang turut memengaruhi capaian siswa. Sebagai kesimpulan akhir, temuan ini mempertegas bahwa faktor berpikir kritis merupakan elemen yang paling dominan dan krusial dalam mendukung keberhasilan siswa tingkat menengah pertama saat menghadapi persoalan matematika yang kompleks.Kata Kunci:Kemampuan berpikir kritis matematis; kemampuan koneksi matematis; soal HOTS

Integrating Adaptive Testing into Flipped Mathematics Classrooms: Effects on Prospective Teachers' Critical Thinking and Reasoning Quality Arif Abdul Haqq; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Siti Rahmah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1316

This study addresses the limited development of students’ mathematical critical thinking ability in conventional classrooms and investigates the effectiveness of a flipped classroom supported by adaptive testing. The objective of this study is to examine the effect of this instructional approach on students’ mathematical critical thinking ability. An explanatory sequential mixed-methods design with a quasi-experimental pretest–posttest control group structure was employed, involving 64 students assigned to experimental and control groups. Data were collected through pre- and posttests, interviews, and classroom observations. Quantitative analysis using an independent samples t-test revealed a statistically significant difference in posttest scores, t(62) = 4.28, p < .001, with a large effect size (Cohen’s d = 1.07). The experimental group achieved a medium normalized gain (0.47), while the control group demonstrated a low gain (0.18). Qualitative findings indicated that students in the experimental group demonstrated more elaborated argument clarification, systematic process evaluation, relational inference and deduction, and strategic completion of missing information. In contrast, control group responses were predominantly procedural and recall-oriented. These findings suggest that the integration of flipped pedagogy and adaptive testing enhances higher-order reasoning processes and students’ mathematical performance, while adaptive testing is theoretically associated with more calibrated cognitive challenge and potentially more precise ability estimation.

The Relationship between Mathematical Reasoning, Mathematical Communication, and Students' Mathematical Problem-Solving Abilities Nurma Izzati; Dinar Rose Yuniar; Aditiya Eka Nugraha
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1684

Mathematical problem-solving ability is a fundamental competency in mathematics education that is influenced by various cognitive factors, including mathematical reasoning and communication. However, the individual and simultaneous contributions of these abilities to students' mathematical problem-solving performance remain insufficiently understood. This study aimed to examine the influence of mathematical reasoning and communication abilities on students' problem-solving. A quantitative study employing an ex post facto design was conducted with 23 eighth-grade students from a junior high school in Cirebon, Indonesia. Data were collected using validated essay-based instruments measuring mathematical reasoning, mathematical communication, and mathematical problem-solving abilities. The data were analysed using descriptive statistics, classical assumption tests, and multiple linear regression. The findings revealed that the regression model satisfied the assumptions of normality, multicollinearity, and heteroscedasticity. The regression analysis indicated that both mathematical reasoning and mathematical communication abilities significantly affected students' problem-solving performance (p < 0.001), explaining 85.6% of the variance in problem-solving performance. Partial regression analysis showed that mathematical reasoning ability did not have a statistically significant effect (β = 0.147, p = 0.352), whereas mathematical communication ability had a significant positive effect (β = 1.378, p < 0.001). These findings indicate that mathematical communication ability is a stronger predictor of students' problem-solving than mathematical reasoning. Therefore, mathematics instruction should emphasise learning activities that foster students' mathematical communication and reasoning, thereby enhancing their problem-solving performance.

Pendampingan Pembuatan Alat Peraga Pembelajaran Matematika Pada Materi Bangun Datar Nurma Izzati; Aditiya Eka Nugraha; Muhamad Afzal Ahla Dzikri; Asila Khaerunnisa; Iyoq Inayah
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 3 (2026): Edisi November 2026
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v7i3.629

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh kesulitan siswa sekolah dasar dalam memahami konsep geometri bangun datar yang bersifat abstrak serta keterbatasan guru dalam memanfaatkan media pembelajaran inovatif. Tujuan kegiatan ini adalah mendampingi guru dalam merancang dan mengembangkan alat peraga pembelajaran matematika berbasis teori Bruner guna meningkatkan kompetensi pedagogis serta mendukung pembelajaran yang lebih bermakna. Metode yang digunakan adalah Participatory Action Research (PAR) yang dilaksanakan melalui tahapan perencanaan, tindakan, observasi, dan refleksi, yang diimplementasikan dalam bentuk penjelasan teori, praktik pembuatan alat peraga, serta simulasi penggunaannya dalam pembelajaran. Hasil evaluasi menunjukkan bahwa aspek pelaksanaan kegiatan memperoleh persentase 87%, kualitas alat peraga 86%, dan manfaat penggunaannya 87%, yang seluruhnya berada pada kategori sangat baik. Temuan ini menunjukkan bahwa program pendampingan terlaksana secara efektif, menghasilkan media pembelajaran yang aplikatif, serta memberikan dampak positif terhadap peningkatan motivasi dan pemahaman konsep geometri siswa. Selain itu, alat peraga yang dihasilkan berpotensi menjadi perangkat pembelajaran yang dapat digunakan secara berkelanjutan dalam praktik pembelajaran di sekolah. Oleh karena itu, kegiatan ini memberikan kontribusi terhadap peningkatan kualitas pembelajaran matematika di sekolah dasar dan memiliki potensi untuk direplikasi pada konteks yang lebih luas.

PENGEMBANGAN LKPD BERBASIS SCAFFOLDING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK PADA MATERI ALJABAR Ahmad Qubaits; Reza Oktiana Akbar; Nurma Izzati
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 18 No. 2: In Progress (Juli - Desember 2026)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6y59cn04

Tujuan: Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis scaffolding pada materi bentuk aljabar serta mengetahui tingkat validitas, kepraktisan, dan efektivitasnya dalam meningkatkan kemampuan pemahaman konsep matematis peserta didik di MTs NU Astanajapura Kabupaten Cirebon. Metode: Subjek penelitian adalah peserta didik kelas VIII MTs NU Astanajapura Kabupaten Cirebon tahun ajaran 2025/2026. Penelitian melibatkan dua kelas, yaitu satu kelas eksperimen yang terdiri atas 25 peserta didik dan satu kelas kontrol yang terdiri atas 25 peserta didik. Kelas eksperimen mengikuti pembelajaran menggunakan LKPD berbasis scaffolding, sedangkan kelas kontrol mengikuti pembelajaran konvensional. Penentuan kelas eksperimen dan kelas kontrol dilakukan menggunakan teknik purposive sampling berdasarkan kesetaraan kemampuan awal serta rekomendasi guru matematika. Penelitian juga melibatkan tiga validator, yaitu dua dosen pendidikan matematika dan satu guru matematika, untuk menilai kelayakan produk yang dikembangkan. Hasil: Hasil penelitian menunjukkan bahwa LKPD berbasis scaffolding memperoleh rata-rata tingkat validitas sebesar 90,27% dengan kategori sangat valid. Tingkat kepraktisan berdasarkan respons peserta didik memperoleh persentase sebesar 80% dengan kategori praktis. Efektivitas LKPD ditunjukkan oleh rata-rata N-Gain kelas eksperimen sebesar 53,31% dengan kategori sedang, sedangkan kelas kontrol memperoleh rata-rata N-Gain sebesar 0,69% dengan kategori rendah. Hasil tersebut menunjukkan bahwa penggunaan LKPD berbasis scaffolding mampu meningkatkan kemampuan pemahaman konsep matematis peserta didik lebih baik dibandingkan pembelajaran konvensional. Simpulan: LKPD berbasis scaffolding pada materi bentuk aljabar yang dikembangkan memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan sebagai bahan ajar untuk meningkatkan kemampuan pemahaman konsep matematis peserta didik.

Analysis of Students' Mathematical Comprehension and Problem-Solving Abilities Based on the Level of Metacognitive Awareness Nurma Izzati; Mauliddiyah Istiqomah
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1294

This study aims to describe students' mathematical comprehension ability and mathematical problem-solving ability based on their level of metacognitive awareness in Social Arithmetic material. This study employed a qualitative descriptive approach involving 26 eighth-grade students of SMPN 1 Ciwaringin, Cirebon, selected purposively. Data were collected through a metacognitive awareness questionnaire, a mathematical comprehension test, and a mathematical problem-solving test. Data analysis was conducted by classifying students into high, medium, and low categories based on the mean and standard deviation. A one-way ANOVA was then conducted for each mathematical ability, after the data met the assumptions of normality and homogeneity of variance, to test whether the differences across metacognitive awareness categories were statistically significant. The results showed that students with a high level of metacognitive awareness demonstrated better mathematical comprehension and problem-solving abilities than students in the medium and low categories. The high group achieved high-category performance in both abilities, the medium group was in the medium category, and the low group was in the low category. The ANOVA results showed a statistically significant difference in mathematical comprehension ability across metacognitive awareness categories (p = 0.000), while the difference in mathematical problem-solving ability was not statistically significant (p = 0.266). Therefore, metacognitive awareness plays an important role in supporting students' mathematical comprehension ability, while its role in problem-solving ability requires further investigation.

Co-Authors Aditiya Eka Nugraha Aditiya Eka Nugraha Aditiya Eka Nugraha Ahmad Qubaits Al Farizi, Reo Alfiani, Desti Alves, Dionisio Aquino Amalia, Fazrina Amalia, Sevia Andini Rohmah Anika, Anika Anjani, Dewi Arif Abdul Haqq Arif Muchyidin Asila Khaerunnisa Askalani, Ibnu Hazar Balqis, Siti Bathiah Bambang Sri Anggoro Bayu Sukmaangara Budi Manfaat budi manfaat, budi Chamdah, Lidiya Desi Listiyani Desti Alfiani Dewi Anjani Dina Maulina Dinar Rose Yuniar Dionisio Aquino Alves Dionisio Aquino Alves Dionisio Aquino Alves Durrotunnafiisah, Durrotunnafiisah Dzakiyyah Rosyidah Safinatunnajah Euis Indriani Faizah Firasyan Farizi, Reo Al Fithrotusholihah Fithrotusholihah Fitriana Fitriana Gita Fuji Lestari HANDOKO, HENDRI Hasanah, Lely Ibnu Hazar Askalani Indah Nursuprianah Indriyani, Mery Intan Widya Lestari Irfa Oktavia Rostina ismu fatikhah Iyoq Inayah Khannatus Saâ€™diyah Lu’lu Qolbi Bilqisth Maula, Minhatul Mauliddiyah Istiqomah Minhatul Maula Minhatul Maula Minhatul Maula Mita Mita, Mita Muchammad Muarief Muhamad Afzal Ahla Dzikri Muhammad Agung Febriyanto Muhammad Ferdiansyah Mukhammad Ali Nurhidayyah Mukhammad Romdoni Nabila Zahrani Nugraha, Aditiya Eka Nur Wiyandari Nurhadiansyah Nurkhamdalah Nurkhamdalah, Nurkhamdalah Nurul Aulia Nurul Fauziah Nurul Habibah Onwardono Rit Riyanto Permata, Indah Pradini Hersafitri Rahmayanti, Lisna Maolina Reva Salma Adhany Reyhan Amru Kurniawan Reza Oktiana Akbar Reza Oktiana Akbar Rini Asnawati Rini Asnawati Rizky Amalia Robi'atun Robi'atun Rojak, Abdul Rojak Septian Lukman Putra Risyanto Silvana Nurul Auliya Sirojudin Wahid Siska Zahara Siti Nur Halimah Siti Rahmah Sulistiawati Sulistiawati Sulistiawati Sulistiawati Syafii Muhamad Subhi Syifani, Alya Ulum, Subatul Widyastuti Widyastuti Widyastuti Widyastuti Widyastuti, Widyastuti Wildan Ahmad Nur Fauzan Winarso D. Widodo

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