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All Journal Jurnal Pendidikan Indonesia JINOP (Jurnal Inovasi Pembelajaran) Jurnal Pendidikan Biologi Indonesia JPS Unimus Proceeding of International Conference on Teacher Training and Education Jurnal SOLMA Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi JURNAL EDUCATION AND DEVELOPMENT International Journal of Community Service Learning WIDYA LAKSANA EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Journal of Community Service and Empowerment Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Proceeding Biology Education Conference Journal of Natural Sciences JURNAL ILMIAH GLOBAL EDUCATION Al-Ihda' : Jurnal Pendidikan dan Pemikiran Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Sasambo: Jurnal Abdimas (Journal of Community Service) SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Iin Hindun
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Implementasi PPK Berbasis Kelas Melalui Literasi Pada Masa Pandemi Covid 19 Di SMP Muhammadiyah 1 Malang Sri Wahyuni; Iin Hindun; Yanur Setyaningrum; Masrudi Masrudi
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 2 No. 3: October 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v2i3.315

Abstract

SMP Muhammadiyah 01 Malang sudah melaksanakan Program Penguatan Pendidikan Karakter (PPK),berbasis kelas, tetapi dalam pelaksanaannya masih perlu ditingkatkan, karena belum memfokuskan pada variasi literasi dalam pembelajarannya. Salah satu cara untuk meningkatkan penerapan PPK adalah melalui literasi. Pengembangan literasi melalui pendekatan PPK Berbasis Kelas di masa pandemic Covid 19 ini dilakukan melalui pembelajaran Daring. Pengabdian ini bertujuan untuk meningkatkan penerapan PPK dengan gerakan literasi di SMP Muhammadiyah 1 Malang. Pengabdian  dilakukan dengan metode pelatihan dan pendampingan. yang mengacu pada analisis situasi program-program yang telah disepakati bersama. Sasaran pengabdian ini meliputi Kepala Sekolah, 20 guru SMP Muhammadiyah 1 Malang Hasil pengabdian ini adalah guru 80% dapat menganalisis konsep PPK dan mengembangkan RPP yang terintegrasi PPK melalui gerakan literasi, 65% guru dapat melaksanakan pembelajaran menggunakan  RPP yang terintegrasi PPK melalui gerakan literasi secara daring. Kesimpulan kegiatan pengabdian ini adalah meningkatnya wawasan dan kompetensi guru dalam menyusun RPP berbasis PPK melalui gerakan literasi, meningkatnya ketrampilan guru dalam melaksanakan pembelajaran di kelas sesuai Kurikulum 2013 yang menerapkan PPK melalui gerakan literasi lebih bervariasi meliputi literasi baca tulis, literasi numerik, literasi science, literasi ICT dan literasi budaya.
Pendampingan Guru Inovatif dan Reflektif Melalui TBLA Berbasis Lesson Study di SMP Muhammadiyah 2 Batu Iin Hindun; Sri Wahyuni; Nurwidodo Nurwidodo
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 4 No. 1: February 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v4i1.621

Abstract

Tujuan dari pendampingan ini adalah untuk meningkatkan pemahaman, sikap dan keterampilan guru atas inovasi dan reflektif dalam pembelajaran melalui pemanfaatan TBLA berbasis lesson study.  Metode yang digunakan pada pengabdian ini adalah (1) inclass training melalui langkah Pembekalan (materi konsep pendidikan abad 21, pedagodis modern dan learning community), (2) on the job training melalui langkah workshop penyusunan rencana aksi, penyusunan perangkat pembelajaran (open plan), open class, observasi, refleksi dan tindak lanjut). Sedangkan metode pendampingan dipilih dalam kaitannya dengan implementasi program pengabdian yaitu model SUPIA (School-University Partnership In Action) atau kemitraan dengan aksi setara untuk meraih kualitas pendidikan. Hasil sosialisasi menunjukkan bahwa guru menerima pengetahuan baru terkait dengan guru inovatif dan reflektif dan terdorong untuk mempraktekannya. Hasil workshop pembelajaran kolaboratif meningkatkan pemahaman prinsip pembelajaran kolaboratif dan penyusunan perangkat pembelajaran atau lesson design secara terbuka (open plan) meliputi chapter design dan lesson design merupakan integrasi dari TPACK. Pada Chapter design berisi content knowledge yang menjabarkan dokumenn kurikulum, sedangkan Lesson Design merupakan technological paedogogic yang meliputi sharing task dan jumping task, penugasan dalam porsi individu dan porsi kelompok. Pembelajaran kolaboratif mengimplementasikan teori belajar social  Vigotsky, teori belajar kognitif Jean Piaget dan teori belajar proto/deutro James Bateson. Pembelajaran kolaboratif sebagai salah satu implementasi guru inovatif menghasilkan peningkatan kemampuan berpikir kritis dan keterampilan kolaboratif siswa. Hasil ini telah didukung oleh pemanfaatan TBLA yang dikemas dalam bingkai lesson study dalam rangka mewujudkan predikat guru reflektif. Dapat disimpulkan bahwa pengabdian ini telah menguatkan mindset, cita cita guru inovatif dan reflektif. Guru inovatif diwujudkan dengan kemampuan merancang dan menerapkan pembelajaran kolaboratif, sementara itu guru reflektif diindikasikan dengan pemanfaatan TBLA dalam bingkai lesson study. Pengabdian ini telah mampu mewujudkan peningkatan kualitas proses dan hasil belajar siswa pada mata pelajaran IPA untuk materi Pesawat Sederhana.  Innovative and Reflective Teacher Assistance Through Lesson Study-Based TBLA at SMP Muhammadiyah 2 Batu  The purpose of this assistance is to improve the understanding, attitudes, and skills of teachers on innovation and reflective learning through the use of lesson study-based TBLA. The methods used in this service are (1) in-class training through the detachment (21st-century education concept material, modern pedagogy, and learning community), (2) on the job training through the workshop steps of preparing action plans, preparing learning tools (open plan), open class, observation, reflection, and follow-up). While the mentoring method was chosen in relation to the implementation of the service program, namely the SUPIA (School-University Partnership In Action) model or partnership with equal action to achieve quality education. The results of the socialization show that teachers accept new knowledge and are encouraged to use it in practice to become innovative and reflective teachers. The results of the innovative learning workshop with the collaborative learning model make the target teacher's understanding of the principles of collaborative learning increasingly mastered. The results of the preparation of learning tools or lesson designs in an open (open plan) show that chapter design and lesson design are an integration of TPACK which should be well prepared to realize real collaborative learning. That collaborative learning recognizes task sharing and jumping tasks, recognizes assignments in individual portions and group portions. Collaborative learning implements Vygotsky's social learning theory, Jean Piaget's cognitive learning theory, and James Bateson's proto/deutro learning theory. Collaborative learning as one of the implementations of innovative teachers results in an increase in students' critical thinking skills and collaborative skills. This result has been supported by the use of TBLA which is packaged in a lesson study frame in order to realize the predicate of a reflective teacher. It can be concluded that this dedication has strengthened the mindset, ideals of innovative and reflective teachers. Innovative teachers are manifested by the ability to design and implement collaborative learning, while reflective teachers are indicated by the use of TBLA in the lesson study frame. This service has been able to realize an increase in the quality of the process and student learning outcomes in science subjects for Simple Plane material.
Implementasi Pendekatan Contextual Teaching and Learning Untuk Meningkatkan Keaktifan dan Hasil Belajar Pendidikan Pancasila Kelas II SD Putri, Annisa; Hindun, Iin; Suharni, Sri
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.3749

Abstract

This study aims to improve student engagement and learning outcomes through the implementation of the Contextual Teaching and Learning (CTL) approach using the Environmental Awareness Train Exploration method in the Pancasila Education subject, particularly on the topic of Environmental Awareness. The research employed Classroom Action Research (CAR) using the Kemmis & McTaggart model, which includes planning, action, observation, and reflection stages across two cycles. The participants were 23 second-grade students of Class 2A at SDN Tunjungsekar 1, Malang City. Instruments used in the study included student engagement observation sheets, participation questionnaires, as well as pre-test and post-test assessments. The results showed that the implementation of the Contextual Teaching and Learning approach through the Environmental Awareness Train Exploration effectively enhanced student engagement and learning outcomes significantly and sustainably. Student engagement increased from 67% in the pre-cycle, which falls into the Fair category, to 86% in Cycle I and 96% in Cycle II, both of which fall into the Very Good category. In terms of learning outcomes, the average pre-test score of 73 improved to 87 in Cycle I and reached 94 in Cycle II, with an N-Gain score of 0.78, categorized as high. These results indicate that the Contextual Teaching and Learning approach is effective in improving both student engagement and learning outcomes among elementary students. Thus, the implementation of the Contextual Teaching and Learning can serve as an alternative for teachers or future researchers to enhance student engagement and learning outcomes in other learning topics.
Menumbuhkan Kesadaran Akan Pentingnya Pendidikan Anak Usia Dini melalui Motivasi Belajar: Pendekatan Partisipatif dalam Pemberdayaan Komunitas Resna Hegi Putra; Toni Efriyandika; Yuni Pantiwati; Iin Hindun; Abdulkadir Raharjdjanto
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.285

Abstract

This study aims to strengthen community awareness of the importance of early childhood education through a participatory learning motivation program facilitated by university students in Sukaraja Village, West Lampung, Indonesia. Using a descriptive qualitative design with a participatory approach, the research involved 15 children aged 4-6 years and 10 parents selected through purposive sampling. Data were collected through semi-structured interviews, field observations, and documentation, then analyzed using Miles and Huberman’s interactive model supported by triangulation to ensure validity. The findings demonstrate that participatory learning activities significantly enhanced children’s enthusiasm, parental involvement, and collective community awareness toward early education. The program successfully integrated intrinsic and extrinsic motivation by combining play-based methods, peer interaction, and contextual learning environments. Furthermore, two informal learning groups emerged as a sustainable community-driven initiative after the program ended. The study contributes a novel participatory motivation framework that integrates educational awareness, family engagement, and community empowerment to promote inclusive early education in rural contexts.
Urgensi Keberadaan Buku Panduan Penelitian Biologi Molekuler Menggunakan Drosophila melanogaster Fatmawati, Diani; Saleem, Maryam; Hindun, Iin; Permatasari, Indah; Solikhah, Solikhah; Khoiroh, Diana; Fauzi, Ahmad
Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi Vol 6 No 1 (2022)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/diklabio.6.1.56-64

Abstract

Kehadiran buku panduan praktikum memiliki urgensi yang tinggi pada perkuliahan biologi molekuler Drosophila melanogaster merupakan organisme model paling populer di bidang biologi namun pemanfaatannya di Indonesia masih jauh dari optimal. Tujuan penelitian ini adalah menganalisis kebutuhan terkait pentingnya kehadiran buku panduan penelitian biologi molekuler berbasis pemanfaatan D. melanogaster. Mahasiswa Biologi dari universitas di Malang dilibatkan sebagai respoden penelitian. Kuesioner digunakan sebagai instrumen pengumpulan data dalam penelitian ini. Analisis data menggunakan statistika deskriptif dan menggunakan perform assessment chart. Hasil penelitian menginformasikan mayoritas mahasiswa memiliki kompetensi meneliti yang rendah. Analisis perform assessment chart menghasilkan dua purpose statement, yaitu dibutuhkannya buku panduan yang dapat melatih mahasiswa merancang hingga melaporkan penelitian dan dibutuhkannya panduan penelitian genetika molekuler. Oleh karena itu, keberadaan buku panduan penelitian molekuler yang dapat memandu mahasiswa melakukan penelitian perlu dikembangkanKeywords: Drosophila melanogaster, Genetika molekuler, Inkuiri, Keterampilan meneliti, Lalat buah
Pemanfaatan Kebun Sekolah Sebagai Sumber Belajar untuk Meningkatkan Aktivitas dan Pemahaman Siswa pada Materi Biologi Nurwidodo, Nurwidodo; Hindun, Iin; Mahmudati, Nurul; Iswanto, Iswanto
Jurnal SOLMA Vol. 11 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v11i1.8268

Abstract

Background: Pemanfatan kebun sekolah sebagai sumber belajar belum pernah dilakukan oleh guru, sehingga mendorong tim dosen mendedikasikan pengalaman dan pengetahuannya untuk mendampingi guru IPA di MTsN Batu dalam rangka meningkatkan pemanfaatan kebun sekolah sebagai sumber belajar. Tujuan dari pengabdian masyarakat ini adalah untuk meningkatkan pemanfaatan kebun sekolah sebagai sumber belajar. Metode: Pemanfaatan kebun sekolah sebagai sumber belajar adalah dengan sosialisasi, observasi, identifikasi, analisis, menyusun rencana aksi dan implementasi. Hasil: Hasil menunjukkan bahwa guru menerima pengetahuan baru dan terdorong untuk memanfaatkannya dalam praktek memanfaatkan lingkungan sebagai sumber belajar. Hasil juga menunjukkan menunjukkan bahwa di kebun sekolah tersedia berbagai macam tanaman yang belum dieksplorasi dan diutilisasi sebagai sumber belajar. Hasil identifikasi menunjukkan bahwa kebun sekolah berpotensi menjadi sumber belajar untuk materi klasifikasi tumbuhan dan struktur serta fungsi tumbuhan. Hasil analisis menunjukkan bahwa pemanfaatan kebun sekolah sebagai sumber belajar telah memenuhi 6 persyaratan yaitu kejelasan potensi, kejelasan tujuan, kejelasan sasaran, kejelasan informasi yang tersedia, kejelasan cara atau pedoman serta kejelasan perolehan. Kesimpulan: Pemanfaatan kebun sekolah sebagai sumber belajar yang didessain dalam organisasi instruksional akan mampu meningkatkan kualitas proses belajar siswa dan hasil belajar yang berupa fakta, konsep, prinsip terkait dengan klasifikasi tumbuhan serta struktur dan fungsi tumbuhan.
Pengembangan E-Module Sistem Ekskresi Berbasis Model OIDDE untuk Peserta Didik MTsN Kota Batu Indriani, Vivi; Hudha, Atok Miftachul; Hindun, Iin
Journal of Natural Sciences Vol 7, No 1 (2026): Journal of Natural Sciences Maret
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jonas.v7i1.1129

Abstract

Biology learning on the human excretory system topic often encounters challenges due to the abstract and complex nature of the material, thus requiring interactive digital teaching materials that can enhance students’ engagement in the learning process. This study aimed to develop an excretory system e-module based on the OIDDE learning model (Orientation, Identify, Discussion, Decision, and Engage in Behavior) and to determine its validity and practicality. This research employed a Research and Development (RD) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The product was validated by subject matter, language, and media experts and was limitedly tested with one biology teacher and 30 eighth-grade students at MTsN Kota Batu. Data were collected using validation sheets and response questionnaires based on a four-point Likert scale and were analyzed descriptively using percentage calculations. The results showed validity levels of 85% from subject matter experts (valid), 90% from language experts (very valid), and 95% from media experts (very valid). The practicality test results indicated percentages of 95% from the teacher and 90% from students, both categorized as very practical. Therefore, the OIDDE-based e-module is considered valid and practical and has the potential to support more active and meaningful biology learning at the junior secondary school level.
Training and mentoring on preparing microscopic permanent and temporary slides for junior high school science teachers using local materials Wahyuni, Sri; Hindun, Iin; Nurwidodo, N.
Journal of Community Service and Empowerment Vol. 7 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v7i1.44108

Abstract

Practical science learning requires adequate microscope slides to support students’ science process skills. Yet many schools have limited slide collections because commercial preparations are expensive and hard to access. This community service program aimed to (1) improve junior high school science teachers’ knowledge, attitudes, and skills in producing temporary and permanent microscopic slides, (2) promote the use of safe and readily available local materials, and (3) integrate the resulting slides into lesson plans and student worksheets. The program consisted of socialization, hands-on training, workshops, one-month mentoring, and monitoring–evaluation. Participants were four science teachers from SMP Muhammadiyah 2 Batu and SMP Muhammadiyah 8 Batu (Kota Wisata Batu, East Java, Indonesia). Using a 1–4 rubric, pre- and post-tests showed marked improvements in knowledge (mean 1.9 to 3.4), attitudes (mean 1.5 to 3.5), and skills (mean 1.5 to 3.3). Overall, structured practice supported by mentoring strengthened teachers’ independence in producing affordable laboratory media and improved the feasibility of practical-based biology learning.
Strengthening teachers' performance in deep learning-integrated project-based learning Nurwidodo, N.; Hindun, Iin; Wahyuni, Sri
Journal of Community Service and Empowerment Vol. 7 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v7i1.44461

Abstract

Deep learning-oriented instruction, characterized by meaningful, mindful, and joyful learning, is increasingly promoted as a pathway to strengthen 21st-century learning. However, many teachers still experience conceptual and procedural difficulties when implementing project-based learning in ways that genuinely engage students in inquiry, collaboration, and problem solving. This community service program aimed to strengthen teachers' performance in Deep Learning-integrated Project-Based Learning (DL-PjBL) among Muhammadiyah junior secondary school teachers in Batu City, Indonesia. The program was implemented from June to December 2025 and involved 20 teachers from multiple subject areas. Program stages included socialization, intensive workshop sessions, guided module development, classroom implementation, mentoring, and reflection. Quantitative data were obtained from expert reviews of teaching modules and classroom observations of four model teachers, using a five-point performance rubric across six DL-PjBL stages: driving question, project planning, scheduling, monitoring, assessment, and reflection. Descriptive analysis showed clear improvement after the intervention. In module design, mean scores increased from 1.4-1.8 before the workshop to 3.0-3.5 after the workshop. In classroom practice, mean scores improved from 1.4-1.8 to 2.5-3.5. The greatest gains were observed in project planning, scheduling, and monitoring, while product assessment and reflection still required reinforcement during classroom implementation. Qualitative reflections indicated stronger teacher understanding of problem positioning, greater confidence in designing contextual projects, and more positive attitudes toward active and collaborative learning. Overall, the mentoring program strengthened teachers' understanding, skills, and professional appreciation of DL-PjBL and demonstrated their growing readiness to implement more meaningful, mindful, and joyful learning in school practice.
Menumbuhkan Kesadaran Akan Pentingnya Pendidikan Anak Usia Dini melalui Motivasi Belajar: Pendekatan Partisipatif dalam Pemberdayaan Komunitas Putra, Resna Hegi; Efriyandika, Toni; Pantiwati, Yuni; Hindun, Iin; Raharjdjanto, Abdulkadir
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.285

Abstract

This study aims to strengthen community awareness of the importance of early childhood education through a participatory learning motivation program facilitated by university students in Sukaraja Village, West Lampung, Indonesia. Using a descriptive qualitative design with a participatory approach, the research involved 15 children aged 4-6 years and 10 parents selected through purposive sampling. Data were collected through semi-structured interviews, field observations, and documentation, then analyzed using Miles and Huberman’s interactive model supported by triangulation to ensure validity. The findings demonstrate that participatory learning activities significantly enhanced children’s enthusiasm, parental involvement, and collective community awareness toward early education. The program successfully integrated intrinsic and extrinsic motivation by combining play-based methods, peer interaction, and contextual learning environments. Furthermore, two informal learning groups emerged as a sustainable community-driven initiative after the program ended. The study contributes a novel participatory motivation framework that integrates educational awareness, family engagement, and community empowerment to promote inclusive early education in rural contexts.
Co-Authors A.A. Ketut Agung Cahyawan W Abdulkadir Raharjdjanto Ahmad Fauzi Amira Salsabilla Annisa Putri Ardiani Samti Nur Azizah Ardiani Samti Nur Azizah Atok Miftachul Hudha Ayu Maharani Siswandari Azizul Ghofar Candra Wicaksono Azizul Ghofar Candra Wicaksono, Azizul Ghofar Candra Dewi Endah Sari Dewi, Veni Puspita Diana Khoiroh Diani Fatmawati Dwi Setyawan Efriyandika, Toni Eko Susetyarini Ely Purwanti, Ely Eri Sarimanah Fauzi Ahmad Muda Fega Rahmayani Fega Rahmayani, Fega Fendy Hardian Permana FKIP Muizzudin Fuad Jaya Miharja Husamah Husamah I Gusti Bagus Wiksuana Indah Permatasari Indah Permatasari Indriani, Vivi Iswanto Iswanto Khilma Vita Nurmayasari Khoiroh, Diana Lise Chamisijatin Maryam Saleem Mashuri Mashuri Masrudi Masrudi Moch. Agus Krisno Budiyanto Moch. Agus Krisno Budiyanto, Moch. Agus Krisno Moh. Mirza Nuryady Mr Sumar Hendayana Mulyono, M N. Nurwidodo Nurul Mahmudati Nurwidodo Nurwidodo Nurwidodo Nurwidodo Nurwidodo, Nurwidodo Patmawati, P. Poncojari Wahyono Putra, Resna Hegi Raharjdjanto, Abdulkadir Resna Hegi Putra Rofi'ah, Ndzani Latifatur Rohmah, Nurlia Ni’matur Rr. Eko Susetyarini Saleem, Maryam Sari, Dewi Endah Siswandari, Ayu Maharani Siti Zaenab Solikhah Solikhah Solikhah Solikhah Sri Riani Sri Riani Sri Suharni Sri Wahyuni Sri Wahyuni Sri Wahyuni Sri Wahyuni Sri Wahyuni Sukarsono Sukarsono Syamsiar, Syamsiar Toni Efriyandika Tutut Indria Permana Veni Puspita Dewi Wiranti Mulyandari Yanur Setyaningrum Yuni Pantiwati Yuni Pantiwati