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All Journal Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edumatsains JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika PAEDAGOGIA Formatif: Jurnal Ilmiah Pendidikan MIPA Pendas : Jurnah Ilmiah Pendidikan Dasar Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Gema Wiralodra Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Range : Jurnal Pendidikan Matematika Journal of Didactic Mathematics Jurnal Mandala Pengabdian Masyarakat Mosharafa: Jurnal Pendidikan Matematika Bima Abdi: Jurnal Pengabdian Masyarakat Journal of Instructional Mathematics Jurnal Pengabdian Kepada Masyarakat Patikala JES-MAT (Jurnal Edukasi dan Sains Matematika) Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Mathematics Instruction, Social Research and Opinion International Journal of Science Education and Cultural Studies JNPM (Jurnal Nasional Pendidikan Matematika) Indonesian Journal of Early Childhood Educational Research Polyhedron International Journal in Mathematics Education Indonesian Educational Research Journal International Journal of Didactic Mathematics in Distance Education Jurnal Infinity The International Journal of Mathematics and Sciences Education Panicgogy International Journal
Sudirman
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Geometry from coastal life: A grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java Endang Wahyuningrum; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.813

Abstract

Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature.Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach.Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data.Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance.Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Mery Noviyanti; Sudirman Sudirman; Thesa Kandaga; Sendi Ramdhani; Muhamad Galang Isnawan
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
GEOMETRY INSTRUCTION BASED ON THE 5E LEARNING CYCLE WITH DGS INTEGRATION TO ENHANCE STUDENTS’ SPATIAL SKILLS Prasetya, Natan; Sembiring, Maximus Gorky; Sudirman, Sudirman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.13172

Abstract

Students’ mathematical visual-spatial ability is a key component in understanding geometry, and students need to master this skill. However, the level of students' mathematical visual-spatial ability is less than optimal, so quality learning is necessary. The purpose of this study was to test the quality of the Geogebra-assisted 6E-Instructional Model (6E-IM) on students' spatial visual ability; test the effect of Geogebra-assisted 6E-IM on spatial visual ability; and describe students' spatial visual ability after receiving the Geogebra-assisted 6E-IM model. This study used an embedded design. The independent variable in this study was the Geogebra-assisted 6E-IM, and the dependent variable was spatial visual ability. The variables of the 6E-IM learning model assisted by Geogebra were measured using interviews, while visual spatial abilities were measured using questionnaires. The results showed that the geometry learning instrument with the 6E-IM learning model assisted by Geogebra was in the very good category with a score of 92%. The 6E-IM learning model assisted by Geogebra had a positive effect on students' visual spatial abilities.. Description of students' spatial visual ability involving 2 students in each category, in the high category, met all indicators of spatial visual ability; students with moderate spatial visual ability met two indicators of spatial visual ability; and students with low spatial visual ability met one indicator of spatial visual ability. The results of this study are expected to be Geogebra integrated 6E-IM Design can be used by teachers to improve students' visual spatial abilities.
Reconstructing mathematical success in post-pandemic learning environments: An intensive single-case study using grounded theory coding techniques Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30838

Abstract

Purpose: This study aims to examine how successful mathematics learning is constructed through the dynamic interaction of affective dispositions, cognitive-metacognitive strategies, socio-pedagogical scaffolding, resilience, and epistemological flexibility within post-pandemic online learning environments. Method: An intensive single-case study design was employed, utilizing in-depth interviews with a student and three mathematics teachers as the primary data collection instrument. Data were systematically analyzed through open, axial, and selective coding procedures adapted from grounded theory. Findings: Four interrelated conceptual models emerged from the analysis: (1) the Ecosystemic Formation of Sustainable Learning Identity, (2) the Adaptive Academic Reconstitution Model, (3) Learning Ecosystem Support as an Adaptive Developmental System, and (4) the Adaptive Transitional Learning Ecosystem Model. Collectively, these models reconceptualize mathematical success not as a discrete performance outcome, but as an ecosystemic and developmentally sequenced achievement requiring coherent integration of internal identity formation, strategic regulatory capacity, and adaptive ecosystem support. Significance: These findings carry substantial implications for the development of post-pandemic pedagogical frameworks, advocating for holistic and identity-constitutive approaches that extend beyond mere content remediation in online mathematics education.
Effects of a TPACK-based online didactic design on university students’ statistical literacy: A quasi-experimental study Kartono Kartono; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1103

Abstract

Background: Students in distance statistics courses often achieve lower learning outcomes compared to those in face-to-face settings. Although the Technological Pedagogical Content Knowledge (TPACK) framework has been widely applied in technology-integrated instruction, limited empirical evidence clarifies whether prior mathematical knowledge (PMK) moderates its effectiveness in asynchronous online statistics learning. Aim: This study examined the effectiveness of a TPACK-based online tutorial design in improving students’ statistical literacy and investigated the moderating role of PMK. Methods: A quasi-experimental design involved 170 distance education students (experimental n = 85; control n = 85) classified into low, medium, and high PMK levels. The experimental group participated in a 12-session TPACK-based online tutorial with periodic webinar integration, while the control group received conventional online instruction. Statistical literacy was measured using post-test and normalized gain scores and analyzed through two-way ANOVA and simple effects tests. Results: The analysis revealed a significant main effect of tutorial design (ηp² = .102–.116), indicating higher achievement among students receiving TPACK-based instruction. PMK showed a stronger main effect (ηp² = .215–.230), suggesting substantial differences in performance across readiness levels. A significant interaction effect demonstrated a threshold pattern. Students with medium and high PMK obtained significantly higher post-test scores and normalized gains in the experimental group, while students with low PMK showed no statistically significant differences between tutorial designs. The magnitude of learning gains increased consistently from low to high PMK categories, confirming that instructional benefits intensified alongside mathematical readiness. Conclusion: The effectiveness of TPACK-based online tutorials depends on students’ prior mathematical knowledge. Instructional advantages are pronounced for learners with adequate foundational skills but limited for those with low readiness. These findings emphasize the need for adaptive support mechanisms to ensure that technology-integrated instruction produces equitable outcomes in distance statistics education.
TPACK-informed online didactic design and self-regulated learning in distance education: A quasi-experimental study in a graduate statistics course Kartono; Sudirman; Rodríguez-Nieto, Camilo Andrés
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.31009

Abstract

Purpose: This study aims to examine the effects of a TPACK-informed online tutorial design on self-regulated learning (SRL) achievement and improvement among graduate distance education students, while investigating whether prior mathematical knowledge (PMK) moderates those effects. Method: A quasi-experimental non-equivalent control group design was employed with 170 graduate students (experimental: n = 85; control: n = 85) enrolled in the Educational Statistics course (MPDR5202) at Universitas Terbuka. SRL was measured using a 37-item questionnaire across six dimensions (maximum score = 148). Data were analyzed using non-parametric statistics, specifically the Mann-Whitney U test and Kruskal-Wallis test. Findings: The TPACK-based tutorial design was associated with significantly higher SRL achievement (Z = −2.971, p = .003) and greater SRL improvement (Z = −4.807, p < .001) compared to the conventional tutorial design, though causal attribution is limited by the quasi-experimental design.PMK level alone did not produce a significant main effect on either SRL outcome. However, an omnibus rank-difference test across condition-by-PMK cells yielded a significant result (H = 25.762, p < .001), with post-hoc comparisons suggesting that students with medium and high PMK showed greater SRL improvement under TPACK-based instruction, while the pattern for low PMK students was inconclusive given the small subgroup size (n = 10). This interaction pattern should be regarded as preliminary. Significance: This study provides preliminary empirical support for the role of intentional, technology-integrated instructional design, specifically TPACK-informed online tutorials, in fostering self-regulated learning (SRL) in distance higher education, although causal conclusions remain limited by the quasi-experimental design. The finding that PMK appears to moderate the impact on SRL improvement suggests practical implications for instructional designers and distance educators. A uniform TPACK approach may be insufficient for students with low prior knowledge, pointing to the potential value of differentiated scaffolding strategies. However, this interaction pattern warrants replication in larger and more balanced samples before firm recommendations can be made.
Integrasi Pendekatan Etnopedagogi dalam Pengembangan Media Pembelajaran sebagai Upaya Penguatan Literasi Budaya di Sekolah Refisa Ananda; Sri Tatminingsih; Sari Wardani Simarmata; Valeria Yekti Kwasaning Gusti; Sudirman Sudirman; Isti Rokhiyah; Fitra Jaya; Sucipto Sucipto
Jurnal Mandala Pengabdian Masyarakat Vol. 7 No. 1 (2026): Jurnal Mandala Pengabdian Masyarakat
Publisher : Progran Studi Farmasi Universitas Mandala Waluya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35311/jmpm.v7i1.1081

Abstract

Keterbatasan akses terhadap sumber belajar kontekstual dan minimnya integrasi budaya asal peserta didik dalam pembelajaran menjadi permasalahan utama yang dihadapi guru yang mengajar anak pekerja migran Indonesia di Malaysia. Kondisi tersebut berdampak pada rendahnya literasi budaya serta kurang bermaknanya proses pembelajaran bagi peserta didik yang hidup dalam konteks lintas budaya. Kegiatan pengabdian kepada masyarakat ini bertujuan menguatkan literasi budaya melalui integrasi pendekatan etnopedagogi dalam pengembangan media pembelajaran bagi 66 guru yang tergabung dalam pusat kegiatan belajar masyarakat anak pekerja migran Indonesia di wilayah Sabah, Malaysia, yang berada dalam Gugus Kalabakan, Gugus Kunak, Gugus Tawau, dan Gugus Lahad Datu. Metode pelaksanaan kegiatan menggunakan pendekatan partisipatif melalui tahap pemetaan kebutuhan, perancangan media pembelajaran berbasis budaya Indonesia, pendampingan pengembangan dan penerapan media dalam pembelajaran, serta evaluasi hasil kegiatan. Kegiatan ini menghasilkan 10 media pembelajaran berbasis etnopedagogi berupa alat permainan edukatif yang dikembangkan oleh guru dan diterapkan langsung dalam pembelajaran di kelas. Hasil kegiatan tersebut menunjukkan bahwa guru mampu mengembangkan media pembelajaran yang memanfaatkan nilai-nilai budaya Indonesia secara kontekstual, relevan dengan kondisi sosial peserta didik, dan mudah diterapkan dalam pembelajaran di pusat kegiatan belajar masyarakat. Media yang dihasilkan mendorong peningkatan pemahaman peserta didik terhadap identitas dan nilai budaya asalnya serta meningkatkan keterlibatan mereka dalam proses pembelajaran. Kegiatan ini menyimpulkan bahwa integrasi pendekatan etnopedagogi dalam pengembangan media pembelajaran efektif sebagai strategi penguatan literasi budaya bagi anak pekerja migran Indonesia di lingkungan pendidikan lintas negara.
A didactical design research on think-talk-write integrated with GeoGebra: Promoting mathematical communication and collaborative learning Vivi Rindastri; Endang Wahyuningrum; Sudirman Sudirman; Riyan Hidayat
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.286

Abstract

This study investigated the effectiveness of a Think-Talk-Write (TTW) strategy integrated with GeoGebra in promoting mathematical communication ability and collaborative learning among Grade X secondary school students. Employing a quasi-experimental design with a non-equivalent control group, the study involved 34 students in the experimental group (TTW-GeoGebra) and 32 students in the control group (conventional instruction) at SMA Negeri 3 Tanjung Raja during the 2025/2026 academic year. Data were collected using a 10-item mathematical communication test and a 15-item collaboration questionnaire, both of which demonstrated good reliability (α = 0.883 and α = 0.866, respectively). Results indicated that the TTW-GeoGebra model produced a moderate improvement in mathematical communication (n-gain = 0.59) and a high improvement in collaborative learning (n-gain = 0.75) in the experimental group, both significantly exceeding the control group’s gains (p < 0.001). Between-group comparisons confirmed that the TTW-GeoGebra model was significantly more effective than conventional instruction for both outcomes. These findings suggest that embedding GeoGebra as a didactic medium across all TTW phases constitutes a principled instructional design for simultaneously developing mathematical communication and collaboration, consistent with NCTM’s process standards and Indonesia’s Kurikulum Merdeka.
Project-based learning integrated with local wisdom: Developing a trigonometry teaching module to enhance hots of senior secondary students in Merangin Regency Indria Yulizarti; Endang Wahyuningrum; Sudirman Sudirman
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.301

Abstract

This study developed and evaluated a trigonometry teaching module grounded in Project-Based Learning (PjBL) integrated with local wisdom from Merangin Regency, Indonesia, using the ADDIE development model. Needs analysis across three state senior secondary schools revealed that 80.2% of students found trigonometry difficult and 71.1% perceived mathematics as disconnected from daily life. The module, designed for tenth-grade students (Phase E) and aligned with Indonesia’s Merdeka Belajar curriculum, embedded the six-step PjBL syntax within contextual activities centred on the Tugu Pedang and Jam Gento—culturally iconic landmarks in Merangin Regency. Expert validation by three mathematics teachers yielded an overall feasibility score of 4.47 (89.49%), placing the module in the Very Feasible category. Practicality testing during a small-group trial (two teachers; ten students) indicated Very Practical ratings from teachers and Practical to Very Practical ratings from students across all assessed aspects. Large-group effectiveness testing employed a quasi-experimental non-equivalent comparison group design (n = 35 per class). The experimental class achieved a mean posttest Higher Order Thinking Skills (HOTS) score of 83.69 versus 65.45 in the control class, with classical mastery rates of 91.43% and 2.86% respectively. An independent-sample t-test confirmed a significant difference (Sig. = 0.000 < 0.05). These findings establish that the developed module is valid, practical, and effective, offering a replicable model for contextualising abstract mathematics through local cultural integration within project-based instructional frameworks. These findings are theoretically grounded in Project-Based Learning theory (Thomas, 2000) and Bloom’s revised taxonomy for HOTS (Anderson & Krathwohl, 2001), and are directed at tenth-grade (Phase E) students within Indonesia’s Merdeka Belajar curriculum framework.
STEAM+X in Mathematics Education: A Systematic Literature Review Muhamad Galang Isnawan; Marcel David Pochulu; Javier García-García; Naif Mastoor Alsulami; Sudirman Sudirman
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.451

Abstract

This study analyses how the STEAM+X framework has been implemented in mathematics education. The “X” component represents additional disciplines beyond the traditional STEAM fields, such as culture, history, and architecture. The systematic literature review (SLR) follows the PRISMA protocol. The initial search returned 350,190 documents, but only one article met the rigorous inclusion criteria focused explicitly on STEAM+X in mathematics education. This finding underscores the topic’s novelty and the need for further research. The selected study highlights the integration of geometry, digital and physical technologies (e.g., GeoGebra, AR/VR, 3D printing), and educational levels, including high school and teacher education. The analysis reveals limited implementation across countries and a lack of diversity in content areas. These results call for expanded investigations into STEAM+X practices incorporating broader mathematical domains, varied cultural contexts, and more inclusive educational levels.
Co-Authors Addul Aziz Aloisius Loka Son Ananda, Refisa Angelia, Inge Anzzal Ibrahim Ardi Dwi Susandi Ardi Susandi Arie Purwa Kusuma Bahri Samsul Bambang Avip Priatna Martadiputra Bambang Avip Priatna Martadiputra cakrawala Bayu Jaya Tama Benilda María Cantillo-Rudas Bete, Hendrika Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Damayanti Lestari, Wiwit Dayat Mardiana Denni Ismunandar Dharmendra Kumar Yadav Dian Mustikaningsih Didik Triyono Dyana Astuti Ebenezer Bonyah Edi Supriyadi Eko Hartono, Eko Endang Wahyuningrum Erie Siti Syarah Erlinda, Rosni Evana Ginashantika Fiki Alghadari Fitriyani Fitriyani Gunadi, Farid Hasan Basri I Made Sulandra Idah Noviyanti Indrawati Indria Yulizarti Irena Puji Luritawaty Isnawan, Muhamad Galang Jackson Pasini Mairing, Jackson Pasini Jarnawi Afgani Dahlan Javier García-García Jaya, Fitra Jenisus Dejarlo Jenisus O. Dejarlo Jenisus O. Dejarlo Kartini Kartini Kartono Kartono Karunia Tumba Sanda Pakabu Khairunnisa, Ika Aulia Lily Aulin Assya Linawati Linawati Lukman Nulhakim Lutfiah Lutfiah Luthfiyati Nurafifah Marcel David Pochulu Mela Andriani Meri Meri Mery Noviyanti Moh. Zaenudin Dedi Ismatullah Monike, Rismun Sufia Muhammad Daut Siagian Muhammad Eko Budi Rismanto Muhammad Faiz Fadillah Musakkid Himphinit Mustapa, Noviana Naif Mastoor Alsulami Nanda Fitri Nur Rohmah Nandang Nasir Nasir Natan Prasetya Nia Jusniani Nizlel Huda Nurmiati Nurmiati Nursyahidah binti Khalid Prasetya, Natan Puspitasari, Kristanti Ambar Rabiatul Adawiyah Rakha Pradestya Rasilah, Rasilah Riska Juniar Suprihatin Riyan Hidayat Riyan Hidayat Rizkiah Nurul Fitriani Rodríguez-Nieto, Camilo Andrés Rokhiyah, Isti Ronaldo Rafael Olivero-Acuña Ronaldo Rafael Olivero-Acuña Ronaldus Ariyanto Jelahu Rosyadi Runisah, Runisah Sari Muliawanti Sari Wardani Simarmata Sembiring, Gorky Sembiring, Maximus Gorky Sendi Ramdhani Siti Aisyah Siti Anisa Siti Faizah Siti Rauhun Sri Adi Widodo Sri Tatminingsih Suci Nurhayati Sucipto Sucipto Suharli Suharli Syafa&#039;at Ariful Huda Tán Lì Nà Taufan, Mochammad Thesa Kandaga Thesa Kandaga Tommy Tanu Wijaya Topik Ilham Udan Kusmawan ULFHA RACHMAWATI Valeria Yekti Kwasaning Gusti Vivi Rindastri Yaya Sukjaya Kusumah Yossa Giovani Vianto Yumiati Yumiati