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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)

Ila Rosilawati

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Author-ID : 2830248

Computer Science & IT Decision Sciences, Operations Research & Management Education

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ANALISIS KETERAMPILAN MEMBERIKAN ALASAN DAN MENGINTERPRETASI SUATU PERNYATAAN Ni Ketut Novia T; Ila Rosilawati; Chansyanah Diawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This research aimed to describe the ability of giving reason and interpreting a statement on the electrolyte and nonelectrolyte solutions matery through the application of problem based learning models for student groups of high, intermediate and low. The subjects in this research was students class of X1 Senior High School 1 Sidomulyo Academic Year 2012/2013. This research used the pre-experimental method with a one-shot case study desaign. Based on the result of data analysis summarized that ability of giving reason in high level group all its were excellent. In intermediate level group the others were good. In the low level group, half were good and the others were good enough. The ability of interpreting a statement in high level group all its excellent. In intermediate level group, almost half were excellent. In the low level group, the others were good enough.Penelitian ini bertujuan untuk mendeskripsikan kemampuan memberikan alasan dan menginterpretasi suatu pernyataan pada materi larutan elektrolit dan nonelektrolit melalui penerapan model problem based learning untuk siswa kelompok tinggi, sedang dan rendah. Subyek penelitian ini adalah siswa kelas X1 SMAN 1 Sidomulyo Tahun Ajaran 2012/2013. Penelitian ini menggunakan metode pre-eksperimen dengan desain one-shot case study. Berdasarkan hasil analisis data disimpulkan kemampuan memberikan alasan pada kelompok tinggi seluruhnya berkriteria sangat baik. Kelompok sedang sebagian besar berkriteria baik. Kelompok rendah, separuhnya berkriteria baik dan cukup. Kemampuan menginterpretasi suatu pernyataan pada kelompok tinggi seluruhnya berkriteria sangat baik. Kelompok sedang, hampir separuh berkriteria sangat baik, sebagian besar berkriteria baik. Kelompok rendah sebagian besar berkriteria cukup.Kata kunci: problem based learning, kelompok kognitif, memberikan alasan, menginterpretasi suatu pernyataan.

THE IMPROVEMENT CRITICAL THINKING SKILLS OF STUDENTS WITH EMPIRICAL INDUKTIVE LEARNING CYCLE rika septianingsih; nina kadaritna; ila rosilawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 1 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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The aim of this research was to describe effectiveness of empirical inductive learning cycle model in improving of critical thinking skills of students in sub skills of analyzing arguments. Indicators of critical thinking skills studied were identifying conclusions and seeing similarities and differences. Population was all 170 students of Grade XI State Senior High School 3 in Kotabumi. Samples were 34 students in XI Sains 2 class and 34 students in XI Sains 3 class that have equal academic abilities. This was a quasi experiment research using non equivalent control group design. Effectiveness of learning with empirical inductive learning cycle model was measured based on significant gain improvements of skill in analyzing arguments. The results showed that average value of n-Gain of skill in analyzing arguments in experiment and control classes were 0.62 and 0.42 respectively. The hypothesis result test showed that class which used empirical inductive learning cycle model had higher skill in analyzing arguments than class with conventional learning model. This indicated empirical inductive learning cycle model was effective to improve critical thinking of students in the acid base matery in state senior high school 3 in Kotabumi.Keywords: empirical inductive learning cycle, critical thinking skills of students

ANALISIS KETERAMPILAN MEMPREDIKSI DAN MENGKOMUNIKASIKAN PADA MATERI KOLOID DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING Elfia Rozana; Ila Rosilawati; Ratu Betta Rudibyani
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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The aim of this research is to describe the prediction and communication skills in the colloid material with using problem solving learning for cognitive group of high, medium, and low models. This research was using pre-experimental method and one-shot case study design. The result showed to predict skill for high group is 100 % a very good criteria, medium group is 52,94 % very good criteria; 41,18 % good criteria; and 5,88 % good enough criteria, while low group is 9,09 % very good criteria; 45,45 % good criteria; 27,27 % good enough criteria; and 18,18 % poor criteria. The communicated for high group is 100 % very good criteria, medium group is 41,18 % very good criteria and 58,85 % good criteria, while low group is 9,09 % very good criteria; 45,45 % good criteria; and 45,45 % good enough.Penelitian ini bertujuan untuk mendeskripsikan keterampilan memprediksi dan mengkomunikasikan pada materi koloid dengan menggunakan model pembelajaran problem solving untuk kelompok kognitif tinggi, sedang, dan rendah. Penelitian ini menggunakan metode pre-eksperimen dengan design one-shot case study. Hasil penelitian menunjukkan bahwa pada keterampilan memprediksi untuk kelompok tinggi 100 % berkriteria sangat baik, untuk kelompok sedang 52,94 % berkriteria sangat baik; 41,18 % berkriteria baik; dan 5,88 % berkriteria cukup, dan untuk kelompok rendah 9,09 % berkriteria sangat baik; 45,45 % berkriteria baik; 27,27 % berkriteria cukup; dan 18,18 % berkriteria kurang. Pada keterampilan mengkomunikasikan untuk kelompok tinggi 100 % berkriteria sangat baik, untuk kelompok sedang 41,18 % berkriteria sangat baik dan 58,82 % berkriteria baik, dan untuk kelompok rendah 9,09 % berkriteria sangat baik; 45,45 % berkriteria baik; dan 45,45 % berkriteria cukup.Kata kunci : kelompok kognitif, keterampilan memprediksi dan mengkomunikasikan, problem solving.

EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR ORISINIL Yuwanti Eka Sari; Ratu Betta Rudibyani; Ila Rosilawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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The aim of this research was to describe the effectivity of problem solving learning to increase students originality thinking ability on the reactions rate of chemistry subject. This research used Non Equivalent Control Group Design and the sample was choosen using purposive sampling. Population of the research, was tenth grade students of SMA Negeri 1 Gedong Tataan at first semester in the 2013/2014 year and the sample were, XI science 1 and XI science 3. The effectivity of problem solving learning was analyzed based on the differences of significant n-Gain between experiment and control classes. The results showed that the average n-Gain score in experimental and control were 0,67 and 0,38. Based on hyphothesis testing (t-test), it can be concluded that problem solving learning is effective to increase students originality thinking ability on the reactions rate of chemistry subject.Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas model pembelajaran problem solving dalam meningkatkan kemampuan berpikir orisinil siswa pada materi laju reaksi. Metode penelitian ini adalah kuasi eksperimen dengan Non Equivalent Control Group Design. Sampel penelitian dipilih menggunakan teknik purposive sampling. Populasi dalam penelitian ini adalah semua siswa kelas XI IPA SMA Negeri 1 Gedong Tataan semester ganjil Tahun Pelajaran 2013/2014 dan sampel penelitian adalah kelas XI IPA1 dan XI IPA3. Efektivitas pembelajaran problem solving diukur berdasarkan perbedaan n-Gain yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa rata-rata n-Gain kemampuan siswa dalam berpikir orisinil pada kelas eksperimen dan kelas kontrol sebesar 0,67 dan 0,38. Berdasarkan pengujian hipotesis (uji-t), diketahui bahwa model pembelajaran problem solving efektif dalam meningkatkan kemampuan berpikir orisinil siswa pada materi laju reaksi.Kata kunci: kemampuan berpikir orisinil, laju reaksi, model problem solving

ANALISIS KETERAMPILAN MENGELOMPOKKAN DAN MEMPREDIKSI MATERI KOLOID MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING Mifta Hanifa; Ila Rosilawati; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This research aimed to describe the skills of classifying and predict on the colloid matery by using Problem Solving models learning for high, intermediate and low groups of student. The subjects were students of class XI IPA1 SMA Negeri 12 Bandar Lampung. This research used the pre-experimental method, a one-shot case study design, and descriptive research. The results showed that the skill of classifying in high level group 10% were excellent, 70% were good, and 20% were enough. In the intermediate level group, 15% were excellent, 50% were good, and 35% were enough.In the low level group, 10% were excellent, 60% were good and 30% were enough.The skill of predict in high level group 20% were excellent, 50% were good, and 30% enough. In the intermediate level group, 30% were excellent, 40% were good, and 30% were enough. In the low level group, 40% were good, 50% were enough, and 10% were less. Penelitian ini bertujuan untuk mendeskripsikan keterampilan mengelompokkan dan memprediksi pada koloid menggunakan model pembelajaran Problem Solving pada siswa kelompok tinggi, sedang dan rendah. Subyek penelitian ini adalah siswa XI IPA1 SMA Negeri 12 Bandar Lampung. Penelitian ini menggunakan metode pre-experiment, desain one shot case study, dan analisis data deskriptif. Hasil penelitian menunjukkan bahwa keterampilan mengelompokkan pada kelompok tinggi 10% sangat baik, 70% baik, dan 20% cukup. Kelompok sedang, 15% sangat baik, 50% baik dan 35% cukup. Kelompok rendah, 10% sangat baik, 60% baik, dan 30% cukup. Keterampilan memprediksi pada kelompok tinggi 20% sangat baik, 50% baik, dan 30% cukup. Kelompok sedang 30% sangat baik, 40% baik, dan 30% cukup. Kelompok rendah 40% baik, 50% cukup, dan 10% kurang.Kata kunci: kelompok kognitif, keterampilan memprediksi, keterampilan mengelompokkan, problem solving

PENINGKATAN KETERAMPILAN MENGELOMPOKKAN DAN MENYIMPULKAN MELALUI MODEL PEMBELAJARAN PROBLEM SOLVING Ni Made Purnama Rini; Ila Rosilawati; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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The objective of this research was to describe the effectiveness of learning model of problem solving which was effective in increasing of classifying and concluding skill in the subject of non-electrolyte and electrolyte. The samples of this research were the students of SMA Persada Bandar Lampung class X3 and X4 at even semester year of 2012-2013. This research used quasi experiment method by Non Equivalent (Pretest and Posttest) control group design. The result of this research showed the average of classifying skill n-Gain for control class and experimental class were 0,39 and 0.68 and the average of concluding skill n-Gain for control class and experimental class were 0,46 and 0,66. Based on hypothesis testing, it was known that the class which used learning of problem solving had higher classifying and concluding skill than the class which used conventional learning. It showed that learning of problem solving was effective in increasing the classifying and concluding skill.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran problem solving yang efektif dalam meningkatkan keterampilan mengelompokkan dan menyimpulkan pada materi larutan non-elektrolit dan elektrolit. Sample dalam penelitian ini adalah siswa SMA Persada Bandar Lampung kelas X3 dan kelas X4 semester genap Tahun Ajaran 2012-2013. Penelitian ini menggunakan metode kuasi eksperimen dengan Non Equivalent (Pretest and Posttest) Control Group Design..Hasil penelitian menunjukkan nilai rerata n-Gain keterampilan mengelompokkan untuk kelas kontrol dan eksperimen masing-masing 0,39 dan 0,68 dan rerata n-Gain keterampilan menyimpulkan untuk kelas kontrol dan eksperimen masing-masing 0,46 dan 0,66. Berdasarkan uji hipotesis, diketahui bahwa kelas dengan pembelajaran problem solving memiliki keterampilan mengelompokkan dan menyimpulkan yang lebih tinggi dibandingkan kelas dengan pembelajaran konvensional. Hal ini menunjukkan bahwa pembelajaran problem solving efektif dalam meningkatkan keterampilan mengelompokkan dan menyimpulkan.Kata kunci: keterampilan mengelompokkan dan menyimpulkan, pembelajaran, problem solving.

Deskripsi Sikap Ilmiah dan Peningkatan KPS Materi Larutan Elektrolit-Non Elektrolit Menggunakan Discovery Learning Nanda Wiguna Putri Kusuma; ila Rosilawati; Noor Fadiawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This research was aimed to describe scientific attitude and improvement of science process skills (SPS) on electrolyte and non electrolyte solution subject using discovery learning. The design of this research is matching only pretest-posttest control group design. Sample were taken by purposive sampling tehnique obtained by class XI IPA 1 and XI IPA 3. The results showed that learning with discovery learning model is effective to improve science process skills on electrolyte and non electrolyte solution subjct, the percentage of students belonging to the high attitude category on the attitude of curiosity, conscientious, cooperation, and responsibility, has increased every meeting on electrolyte and non electrolyte solution subject using discovery learning model.Penelitian ini bertujuan untuk mendeskripsikan sikap ilmiah dan peningkatan keterampilan proses sains (KPS) pada materi larutan elektrolit dan non elektrolit menggunakan model discovery learning. Desain penelitian ini adalah the matching only pretest-posttest control group design. Sampel penelitian ini adalah kelas X IPA 1 dan X IPA 3 yang diambil dengan teknik purposive sampling. Hasil penelitian menunjukkan bahwa, pembelajaran dengan model discovery learning efektif dalam meningkatkan keterampilan proses sains siswa pada materi larutan elektrolit dan non elektrolit; serta persentase siswa yang termasuk ke dalam kategori sikap tinggi pada aspek sikap ingin tahu, teliti, kerja sama, dan tanggung jawab mengalami peningkatan di setiap pertemuannya pada materi larutan elektrolit dan non elektrolit menggunakan model discovery learning.Kata Kunci: discovery learning, larutan elektolit dan non elektrolit, KPS, sikap ilmiah

PENINGKATAN PENGUASAAN KONSEP MELALUI MODEL LEARNING CYCLE 3E Eka Fitriana; Ratu Betta Rudibyani; Ila Rosilawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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The objective of this research was to describe the effectiveness of LC 3E model in improving the concept mastery in the subject of non electrolyte and electrolyte solution. The subject in this study were all students of the class X3 and X4SMA Negeri 1 Bukit Kemuning. Method is a quasi-experimental study with non Equivalent (pretest and posttest) the Control Group Design. The results showed that the percentage of mastery learning and mastery of the concept of n-Gain achieve KKM is 85.71% and n-Gain of 0.54 (medium category). The average n-Gain of the concept mastery 0.54. Conclusion This study shows that the model 3E LC on material non electrolyte solutions and electrolyte effective in improving students' mastery of the concept.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model LC 3E dalam meningkatkan penguasaan konsep pada materi larutan non elektrolit dan elektrolit. Subyek dalam penelitian ini adalah seluruh siswa kelas X3 dan X4 SMA Negeri 1 Bukit Kemuning. Metode penelitian adalah kuasi eksperimen dengan Non Equivalent (Pretest and Posttest) Control Group Design. Hasil penelitian menunjukkan bahwa persentase ketuntasan belajar dan n-Gain penguasaan konsep mencapai KKM yaitu 85,71% dan n-Gain sebesar 0,54 (kategori sedang). Nilai rerata n-Gain penguasaan konsep 0,54. N-Gain kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Kesimpulan penelitian ini menunjukkan bahwa model LC 3E pada materi larutan non elektrolit dan elektrolit efektif dalam meningkatkan penguasaan konsep.Kata kunci: model LC 3E, larutan non elektrolit dan elektrolit, penguasaan konsep.

INKUIRI TERBIMBING PADA MATERI LARUTAN ELEKTROLIT NONELEKTROLIT DALAM MENINGKATKAN KETERAMPILAN BERPIKIR LANCAR Debie Maulidayanti; Ila Rosilawati; lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This research was aimed to describe the effectiveness of guide inquiry learning model in increasing student’s fluency thinking skills in electrolyte-nonelectrolyte subject matter. The population of this research was students of class X SMA Negeri 2 Metro on academic semester 2013/2014. Sample was taken by purposive sampling and obtained class X1 and X2as sample. The method of the research was quasi experimental with non equivalent pretest-postest control group design. The effectiveness of guide inquiry learning model was showed by the significant difference of n-Gain between control class and experiment class. The results showed that the average n-Gain of fluency thinking skills of control class and experiment class were 0,36 and 0,54 respectively. The result of hypothesis testing showed that guide inquiry learning model was effective n improving student’s fluency thinking skills in electrolyte-nonelectrolyte subject matter. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran inkuiri terbimbing dalam meningkatkan keterampilan berpikir lancar pada materi larutan elektrolit-nonelektrolit. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 2 Metro Tahun Pelajaran 2013/2014. Pengambilan sampel dilakukan dengan teknik purposive sampling. Sampel dalam penelitian ini adalah kelas X1 dan X2. Metode pada penelitian ini adalah kuasi eksperimen dengan non equivalent pretest-postest group design. Efektivitas model pembelajaran inkuiri terbimbing ditunjukkan oleh perbedaan n-Gain yang signifikan antara kelas kontrol dan kelas eksperimen. Hasil penelitian menunjukkan bahwa rata-rata n-Gain keterampilan berpikir lancar pada kelas kontrol dan kelas eksperimen sebesar 0,36 dan 0,54. Hasil pengujian hipotesis menunjukkan bahwa model pembelajaran inkuiri terbimbing pada materi larutan elektrolit-nonelektrolit efektif dalam meningkatkan keterampilan berpikir lancar. Kata kunci : keterampilan berpikir lancar, larutan elektrolit-nonelektrolit, model pembelajaran inkuiri terbimbing

PENINGKATAN KETERAMPILAN MENGINTERPRETASI SUATU PERNYATAAN DAN MEMBERIKAN ALASAN SISWA DENGAN INKUIRI TERBIMBING Arum Khalista Faezaty; Ila Rosilawati; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 1 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This study aims to determine the effectiveness of guided inquiry ¬ ter in improving skills to interpret a statement and give reasons on material reaction rate. The subjects were students of class XI IPA2 SMAN 2 Gadingrejo totaling 34 people. This research uses a pre-experimental method with One Group Pretest Posttest Design. The data of this study is data interpretation skills and provide a statement of reasons, the analysis of data using the N-gain. The results showed N-gain skills menginterperetasi a statement 0.7 (medium) and reaching KKM 79%, while giving reasons 0.5 (medium) and a reach of 77% KKM. Based on the results of the data analysis, that effectively guided inquiry learning by improving the skills to interpret a statement and give reasons IPA2 class XI students on material reaction rate.Penelitian ini bertujuan mengetahui efektivitas inkuiri terbimbing dalam meningkatkan keterampilan menginterpretasi suatu pernyataan dan memberikan alasan pada materi laju reaksi. Subjek penelitian ini adalah siswa kelas XI IPA2 SMAN 2 Gadingrejo berjumlah 34 orang. Penelitian ini menggunakan metode pre-eksperimen dengan One Group Pretest Posttest Design. Data penelitian ini adalah data keterampilan menginterpretasi suatu pernyataan dan memberikan alasan, analisis data menggunakan N-gain. Hasil penelitian menunjukkan N-gain keterampilan menginterperetasi suatu pernyataan 0,7 (sedang) dan yang mencapai KKM sebesar 79%, sedangkan memberikan alasan 0,5 (sedang) dan yang mencapai KKM sebesar 77%. Berdasarkan hasil analisis data tersebut, bahwa pembelajaran dengan inkuiri terbimbing efektif meningkatkan keterampilan menginterpretasi suatu pernyataan dan memberikan alasan siswa kelas XI IPA2 pada materi laju reaksi.Kata kunci: inkuiri terbimbing, keterampilan menginterpretasi suatu pernyataan, memberikan alasan, laju reaksi.

Co-Authors Ade Rosalina Agung Widi Utomo Agustina Simanjuntak Ahmad Syaifuddin Ali Rifa'i Andri Kasrani Anisa Meristin Anita Saradima Annisa Sholeha Aqmarani Adzani Fitriana Ari Kurnia Efendi Arum Khalista Faezaty Chansyanah Diawati Debie Maulidayanti Desia Abrisa Desiana Wulandari Desti Yulindasari Devi Nur Anisa Dewi Meikasari Dicky Saputra Donny Pramanaladi Dyah Emi Wahyuni Eca Octadarmafina Eka Fitriana eka romni Elfia Rozana Elia Rahmah Elis Elis Elisabet Kartika Evaliani Emaliya Safithri Emmawaty Sofya Erika Mirna Sari Esty Indriyani Safitri Eva Setyawati Fadlilah Arif H Faqih Segara Farhan Baehaki Fredinan Yulianda Frida Octavia Purnomo Gamila Nuri Utami Hani Nabila Helvira Aysah Herni Agustiani I Gusti Bagus Wiksuana Ibramsah Ibramsah Indah Rahmawati Istiqomah Yustiningsih Kenia Mahargyani Lailda Gita Kurnia Liniarti Liniarti Lisa Tania Maria Dwi Natalia Maria Mustika Sari Meli Astuti Mifta Hanifa mila marlinda Monica Monica Muhammad Zainul Arifin Nanda Wiguna Putri Kusuma Nanik Susanti Pravitasari Nasiruddin Nasiruddin Ni Ketut Novia T Ni Made Purnama Rini Ni Wayan Methania Nia Handayani Nina Kadaritna Nirtika Suma Noor Fadiawati Novi Ayu Safira Novita Safitri Nur Ngafifah Jamil Nurfadhila Yusnita Nurlaili Fitria Oktia Wulandari putu apriliantika Rani Yunita Mawarni Ratih Puji Astuti Ratu Betta Rudibyani Raudatul Jannah reniwati reniwati resi sari yandra Ria Okta Rini ria septiana Riestania Faradilla rika septianingsih Rina Meri M Risko Apriandi Robby Gus Mahardika setiowati setiowati SITI AISAH Sri Gustiani Sulastri Sulastri Sunyono - - Tasviri Efkar Tri Epriningsih Ulfa Hidayanti Vina Oktavia Vitria Natauly Wanggi Setra Wuny Noviyanti Yayuk Novita Ningrum Yogi Aprianto Yuwanti Eka Sari

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