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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Kajian Pembelajaran Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika JOHME: Journal of Holistic Mathematics Education Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika JURNAL EDUCATION AND DEVELOPMENT Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya SIGMA Jurnal Pendidikan Matematika (JPM) Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Edutama Transformasi : Jurnal Pendidikan Matematika dan Matematika JURNAL PENDIDIKAN MIPA Jurnal Penelitian Pembelajaran Matematika Sekolah Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Fitrah: Jurnal Studi Pendidikan Bima Abdi: Jurnal Pengabdian Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA JETE ELIPS: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Pijar MIPA Teaching English as a Foreign Language Overseas Journal (TEFLO) JIPMukjt:Jurnal Ilmu Pendidikan Muhammadiyah Kramat Djati EPIGRAM (e-journal) Journal of Advanced Sciences and Mathematics Education Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) Journal of Language, Literature, and Arts (JoLLA) MEGA: Jurnal Pendidikan Matematika Populer: Jurnal Penelitian Mahasiswa Jurnal Pemantik Room of Civil Society Development Jurnal MIPA dan Pembelajarannya Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) Guruku: Jurnal Pendidikan Profesi Guru Lemma: Letters of Mathematics Education MAXIMA GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Inovasi Pembelajaran Matematika Polyhedron International Journal in Mathematics Education Riemann : Research of Mathematics and Mathematics Education Proceedings Series of Educational Studies Journal of Innovation and Teacher Professionalism Hexagon: Jurnal Ilmu dan Pendidikan Matematika JUMAT: Jurnal Matematika Jurnal Pendidikan dan Teknologi Pembelajaran Matematika Jurnal Tadris Matematika The International Journal of Mathematics and Sciences Education Panicgogy International Journal Assyfa Journal of Multidisciplinary Education Journal on Mathematics Education Room of Civil Social Development SMARTH: Journal of Mathematics Education and Learning
Puguh Darmawan
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PERAN KEYAKINAN DALAM BERPIKIR INTUITIF KETIKA MEMECAHKAN MASALAH MODUS TOLLENS Nugroho, Purna Bayu; Darmawan, Puguh; Badawi, Badawi
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 6 No 2 (2021): Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v6i2.4165

Abstract

Penelitian ini bertujuan mengkaji kasus pemecahan masalah modus tollens yang berkaitan dengan keyakinan. Penelitian ini adalah penelitian kualitatis dengan kenis studi kasus. Kasus yang dikaji dalam penelitian ini adalah kasus kolektif. Subjek penelitian adalah tiga mahasiswa Pendidikan matematika yang telah belajar logika matematika. Instrumen penelitian ini adalah Peneliti, masalah modus tollens, rubrik indikator, lembar validasi, buku catatan dan pedoman wawancara. Hasil penelitian ini adalah proses mental yang terkategori menjadi tiga dalam pemecahan masalah modus tolens. Tiga kategori proses mental itu adalah logic beyond belief, belief surrounds thinking1, dan belief surrounds thinking 2. Karakteristik logic beyond belief adalah menghasilkan jawaban benar dengan alasan benar, keyakinan terkontrol oleh sistem 2. Karakteristik belief surrounds thinking 1 adalah menghasilkan jawaban benar dengan alasan salah, mengubah jawaban berdasarkan keyakinan. Karakteristik belief surrounds thinking 2 adalah menghasilkan jawaban salah dengan alasan salah berdasarkan keyakinan.
The Role of TPACK in Strengthening Geometrical Thinking and Numeracy Literacy through Contextual Manipulative Media: A Qualitative Study Integrating Climate Literacy Nadilah , Intan; Afifah, Ani; Supriyo, Supriyo; Darmawan, Puguh
Assyfa Journal of Multidisciplinary Education Vol. 3 No. 2 (2025): Assyfa Journal of Multidisciplinary Education (September)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v3i2.768

Abstract

The need to improve the quality of education (SDG 4) urges the integration of global sustainability issues, such as climate literacy, into the core curriculum, particularly mathematics. This study stems from the urgency of improving students' geometric thinking and numeracy literacy, which remains a challenge, while emphasizing the importance of teachers' roles as learning designers. Objective: This study aims to explore in-depth the role of teachers' TPACK (Technological Pedagogical Content Knowledge) in planning, implementing, and reflecting on the use of contextual manipulative media that integrates climate literacy to strengthen students' conceptual understanding of geometry and numeracy. This study uses a qualitative approach with a case study design. Data were collected through in-depth classroom observations, semi-structured interviews with teachers and students, and analysis of learning documents (Lesson Implementation Plans and student artifacts) from teachers who implemented the TPACK framework. The findings indicate that the TPACK framework significantly guides teachers in selecting mathematically relevant climate content (PCK), designing effective and adaptive manipulative media (TCK/TPK), and facilitating critical discussions (PK) that link mathematical calculations (numeracy) to climate-based solutions. The role of TPACK enables a shift from passive learning to active and meaningful learning. Conclusion: The integration of climate literacy through contextual manipulative media, facilitated by strong TPACK mastery, not only successfully strengthens understanding of geometry and numeracy but also increases students' awareness and ability to apply mathematical knowledge to sustainability issues. These results provide important implications for teacher professional development in the digital and sustainability era.
Abstraksi Reflektif Siswa SMP dalam Memecahkan Masalah Bilangan Berpangkat Istiqomah, Zahrotul; Darmawan, Puguh
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i1.3930

Abstract

Abstraksi reflektif merupakan proses membangun konsep matematika dengan mereorganisasi struktur kognitif yang telah ada dan merefleksikan tindakan kognitif secara sadar. Namun, siswa mengalami kesulitan dalam merepresentasikan dan menemukan pola untuk memecahkan masalah bilangan berpangkat sehingga menghambat terjadinya abstraksi reflektif. Penelitian ini bertujuan untuk mendeskripsikan karakteristik abstraksi reflektif siswa SMP dalam memecahkan masalah bilangan berpangkat. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kualitatif. Teknik pemilihan subjek menggunakan purposive sampling yang melibatkan empat siswa kelas IX SMPN 2 Pungging. Instrumen yang digunakan adalah soal tes, pedoman wawancara semi terstruktur, rubrik indikator, dan alat rekam audio-visual. Pengumpulan data dilakukan melalui tes tertulis dan wawancara. Teknik analisis data penelitian ini menggunakan analisis interaktif yang meliputi (1) pengumpulan data, (2) kondensasi (reduksi data), (3) penyajian data, dan (4) penarikan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa subjek dengan jawaban benar mencapai empat level abstraksi reflektif (recognition, representation, structural abstraction, structural awareness). Subjek dengan jawaban salah hanya mencapai level recognition. Faktor yang memengaruhi perbedaan tersebut antara lain: 1) kemampuan koordinasi tindakan mental; 2) pemahaman konsep bilangan berpangkat; dan 3) kemampuan prosedural.
Responding Component in Teacher Noticing and Self-Efficacy of Pre-Service Mathematics Teacher’s Practice Selfia Putri; Puguh Darmawan; Subanji Subanji
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6123

Abstract

This study investigates how the responding component of teacher noticing and self-efficacy is enacted in the teaching practices of a pre-service mathematics teacher. Using a descriptive qualitative approach with an intrinsic case study design, data were collected through video analysis of teaching practices by pre-service teachers, semi-structured interviews, and teaching documents. Data were analyzed using the interactive model of Miles and Huberman. The results of the analysis show that the responding aspect in teacher noticing is consistently related to the teacher’s self-efficacy dimension. However, the responding is still at the procedural response level and does not reach the student’s thinking analysis that could encourage conceptual understanding abilities. Self-efficacy is relatively strong in student engagement but less evident in instructional strategies and classroom management. These findings provide an integrated understanding of how learning actions emerge from the interplay between teachers’ responding and their self-efficacy, supporting more responsive and student-oriented mathematics learning.
Evaluation of Junior High School Students’ Representation Skills in Differentiated Learning Lin, Jason W.; Zhao, Sophia L.; Darmawan, Puguh; Fatqurhohman, Fatqurhohman
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i2.169

Abstract

Developing junior high school students’ conceptual understanding through coherent mathematical representations remains a persistent challenge, as conventional assessments tend to prioritize procedural accuracy while neglecting how students construct, connect, and integrate symbolic, visual, and verbal forms. Differentiated learning is designed to address learner diversity, yet its role in fostering representational competence and providing diagnostic insight is still insufficiently examined. This study evaluates students’ mathematical representation skills within differentiated learning environments by identifying representational patterns, variations across readiness levels, and the diagnostic value of representation-focused assessment. Using a qualitative approach, data were collected through analysis of students’ written work and semi-structured interviews in classrooms implementing differentiated mathematics tasks. Participants were categorized into high, moderate, and low representational readiness levels. The findings reveal substantial variability in representational quality and integration. High-readiness students demonstrated flexible coordination across multiple representations, while moderate- and low-readiness students tended to rely on single or fragmented forms. Although differentiated tasks increased engagement and learner choice, effective representational coherence required explicit and targeted scaffolding. Importantly, representation-focused assessment uncovered learning gaps, misconceptions, and conceptual weaknesses that were often overlooked by procedural evaluations. The study concludes that differentiated learning can support the development of representational competence, but its effectiveness depends on intentional scaffolding and diagnostic assessment practices that promote deeper, more equitable conceptual understanding in mathematics.
Development of a cartesian board learning media to enhance students’ problem-solving in translation and reflection Nurul Ilmi Badrud Dhujjah; Abd. Qohar; Hery Susanto; Puguh Darmawan
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.v6i1.1109

Abstract

Background: Learning geometric transformation, particularly translation and reflection, often relies heavily on symbolic explanations, leading to students' difficulties in spatial visualization and problem-solving. While mathematics manipulatives provide concrete interactions to bridge abstract concepts, their specific development for transformation geometry remains limited.Aims: This study aims to develop a Cartesian board learning media and evaluate its validity, practicality, and effectiveness in enhancing Grade IX students' problem-solving abilities in translation and reflection.Method: This study employed a Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects were Grade IX students. Data were collected using expert validation sheets, student response questionnaires, classroom observation sheets, and problem-solving tests (pretest and posttest).Results: Expert validation results indicated that the Cartesian board learning media is highly valid with an average score of 3.70. The media also proved to be highly practical, achieving an average score of 3.59 based on positive student responses and classroom observations. Furthermore, the media effectively improved students' problem-solving skills, as evidenced by the increase in the average test score from 61.30 to 79.78, yielding a moderate N-Gain score of 0.53.Conclusion: The developed Cartesian board is a valid, practical, and effective learning manipulative that significantly enhances students' problem-solving abilities in geometric transformation.
Penalaran Murid SMP dalam Menyelesaikan Soal Persegi Panjang Tipe Tes Kemampuan Akademik (TKA) Irene Yusfia Ramadhani; Puguh Darmawan
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4458

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penalaran murid kelas IX dalam menyelesaikan soal persegi panjang tipe Tes Kemampuan Akademik (TKA) berdasarkan level kompetensi TKA. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian ini adalah dua murid kelas IX yang dipilih menggunakan teknik purposive sampling. Instrumen yang digunakan adalah soal tes, pedoman wawancara semi terstruktur, rubrik indikator penalaran TKA, dan alat rekam. Pengumpulan data dilakukan melalui tes uraian dan wawancara. Teknik analisis data yang digunakan adalah teknik analisis data interaktif Miles dan Huberman, yaitu pengumpulan data, reduksi data, penyajian data, analisis hasil temuan, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dalam bernalar kedua subjek mencapai seluruh indikator level 1/Pengetahuan dan Pemahaman dan level 2/Aplikasi. Pada level 3, kedua subjek mampu mencapai indikator menganalisis, memecahkan masalah, dan mengevaluasi, namun tidak mampu mencapai indikator menyimpulkan dan menggeneralisasi. Temuan ini menunjukkan adanya faktor yang memengaruhi ketercapaian indikator penalaran. Indikator menganalisis, memecahkan masalah, dan mengevaluasi dapat dicapai kedua subjek karena mampu membangun model matematika yang tepat dan menggunakannya sebagai dasar penilaian logis terhadap kebenaran setiap pernyataan Sementara, indikator menyimpulkan dan menggeneralisasi tidak mampu dicapai kedua subjek karena tidak terbiasa menuliskannya dalam menyelesaikan soal dan merumuskannya dalam bentuk pernyataan matematis yang berlaku umum. 
Empowering students’ critical thinking through the integration of statistical board teaching aids and problem-based learning Amanda Adelia Safira; Puguh Darmawan
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.166

Abstract

This study explores the impact of integrating a Statistics Board teaching aid within a Problem-Based Learning (PBL) model to foster students’ critical thinking skills in learning statistics, specifically in the topic of single data. Employing a qualitative case study approach, the research involved prospective mathematics teachers and undergraduate students enrolled in an Offering E class of a Mathematics Education Program. Data were obtained through classroom video recordings, observational notes from the lecturer, and the use of the Statistics Board during learning sessions. The collected data were analyzed using an interactive analysis technique, encompassing data condensation, data display, and conclusion drawing. Findings demonstrate that the incorporation of the Statistics Board within a PBL setting significantly enhances students' engagement and conceptual understanding while promoting the development of higher-order thinking, particularly critical thinking. The tangible and visual nature of the teaching aid enabled students to navigate abstract statistical concepts more intuitively and collaboratively solve contextual problems. This research affirms the pedagogical value of integrating concrete teaching aids and student-centered learning models in mathematics instruction. It recommends the use of the Statistics Board as an effective instructional resource for both practicing teachers and teacher candidates, offering a pathway toward more innovative, engaging, and cognitively enriching mathematics classrooms.
Mathematical Literacy Levels of Students in Solving AKM-Type Numeracy Problems Based on Rational and Artisan Personality Types Fildza Claudia Saputri; Puguh Darmawan; Gwyneth B. Adaya
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p1-21

Abstract

Mathematical literacy is one of the important skills that students must have in order to deal with problems in daily life. Students' achievement of mathematical literacy can be affected by various factors, especially internal factors such as personality type. This study aims to analyze students' achievement of mathematical literacy in solving AKM numeracy problems based on rational and artisan personality types. This study used a descriptive qualitative method. The research subjects were 9 eighth-grade junior high school students with rational personality type and 8 students with artisan personality type. The instruments used were AKM numeracy test questions, Keirsey personality type questionnaire, interview guidelines, indicator rubrics, recording devices, and researcher notes. The data used were the subjects' written test results in solving AKM numeracy questions, researcher notes, and the results of interviews between the researcher and the subjects. The data analysis techniques used were data collection, data reduction, data presentation, and conclusion. The results of the study showed that subjects with the rational personality type were able to achieve mathematical literacy levels of one subject at level 4, one subject at level 5, and seven subjects at level 6. Meanwhile, students with artisan personality types achieved mathematical literacy levels of two subjects at level 3, two subjects at level 5, and four subjects at level 6. The main factor behind these differences in achievement is the thinking characteristics of each personality type. Another factor that also contributes to these differences in mathematical literacy levels is the learning experiences of each student.
PENINGKATAN KOMPETENSI GURU PONDOK PESANTREN AL-MAAHIRA MELALUI PELATIHAN DEEP LEARNING APPROACH Puguh Darmawan; Anita Dewi Utami; Lita Wulandari Aeli; Barep Yohanes
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 4 No 02 (2026): APRIL 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Peningkatan kompetensi guru menjadi aspek penting dalam mendukung pembelajaran yang bermakna dan berorientasi pada pengembangan higher order thinking skills (HOTS). Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi profesional guru melalui pelatihan deep learning approach di Al Maahira International Islamic Boarding School (IIBS) Malang. Metode yang digunakan adalah pelatihan partisipatif berbasis experiential learning yang dilaksanakan melalui tiga tahapan, yaitu persiapan, pelaksanaan, dan evaluasi. Tahap pelaksanaan meliputi workshop, praktik dan pendampingan, diskusi dan refleksi, serta implementasi terbimbing. Evaluasi dilakukan melalui penilaian perangkat pembelajaran, observasi implementasi, dan angket respon peserta. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap konsep deep learning approach, peningkatan kemampuan dalam menyusun perangkat pembelajaran berbasis HOTS, serta perubahan praktik pembelajaran menuju student-centered learning. Selain itu, respon peserta menunjukkan kategori positif terhadap pelaksanaan pelatihan. Kegiatan ini berimplikasi pada peningkatan kualitas pembelajaran dan penguatan kompetensi profesional guru secara berkelanjutan.
Co-Authors Abdullah, Mohd Nor Syahrir Agustina, Leyna Dwi Alaiya , Syekha Vivi Alaiya, Syekha Vivi Amanda Adelia Safira Andini, Fahrany Wahyu Ani Afifah, Ani Aniisah Suhaa Salsabiila Anita Dewi Utami Ardiansyah, Novan Arif Bima Fajar Wahyudi Arini, Kartika Ayu Dwi Assegaff, Muhamad Farid Badawi, Badawi Barep Yohanes Barep Yohanes Berliana, Adinda Quin Chatra Arlinta Maurilla Citra Maulidyah Rahmawati Nugroho Damayanti, Febri Dini Wahyu Dea Lean Arsy Rosyah Dedi Setiawan Dejarlo, Jenisus O. Dewi, Vera Melinia Dian Kurniati Diyah Fatmawati Dwi Listyorini Eksanti, Yulia Anggita Erry Hidayanto Faizah, Siti Farida Hanim Yahya Fatimatuz Zahro Fatqurhohman Fatqurhohman Fazrin, Khamellisa Qobrina Fildza Claudia Saputri Firdausa, Rossa Ayudyah Firnanda, Ganis Irma Gwyneth B. Adaya Habsyari, Dhindha Kusuma Hadi, Mei Rina Hapsari, Agnesi Alifia Hasan Basri Hasan Basri Hasna Inas Sadiya Herlina Ike Oktaviani Hery Susanto Hidayah, Farihatul Husna, Zahwa I Made Sulandra Ikram, Muhammad Imam Rofiki Indahwati, Rohmah Indriasari, Wulan Irene Yusfia Ramadhani Istiqomah, Zahrotul Jayanti, Sasti Nanda Julianawati, Alyzia Andriani Khasanah, Kholitdatul Kirana Wardani Kusumawardani, Albertina Kusumawati, Sri Silvia Lin, Jason W. Lita Wulandari Aeli Maulidiawati, Tasya Melinia Dewi, Vera Munika, Risa Dewi Mutiara Sani Nadia Mareta Ayu Puteri Nadilah , Intan Nissa, Khoirrun Nugroho, Citra Maulidyah Rahmawati Nurbadriyah, Faradilah Nurul Ilmi Badrud Dhujjah Osman, Sharifah Permatasari, Intan Duri Pitaloka, Maharani Dyah Prameshti, Nhira L Pramudya, Stansa Senia Prastiwi, Laras Shita Purna Bayu Nugroho Qohar, Abd. Rahayuningsih , Sri Rahma Wati Rahmah, Ziaul Ramadhan Fazrianto Sawarman Ramdhan Fazrianto Suwarman Ratna Ani Lestari Riera, Ecin Rika Mellyaning Khoiriya Rohmah Indahwati Rohmah, Riska Nur Ronaldo Rafael Olivero-Acuña Sa'diyah, Halimatus Safitri , Shefira Salvabila Safitri, Friska Nur Indah Safrina, Maya Saleh, Sitti Fithriani Sani , Mutiara Sani, Mutiara Sapti Wahyuningsih, Sapti Sasmi, Dewi Sefriani, Adelia Alin Sefriani Selfia Putri Sitti Fithriani Saleh Sitti Fithriani Saleh Sjahrawi, Wilda Fakhira Slamet Slamet . Sri Rahayuningsih Sri Wahyuni Sri Wahyuni Stansa Senia Pramudya Subanji Subanji Supriyo Supriyo SURAYANAH . Susiswo Syarifudin Syarifudin Syekha Vivi Alaiya Tomi Listiawan Tonra, Wilda Syam Tri Candrama, Mustika Manik Tuti Mutia Vera Melinia Dewi Vivi Darmayanti Wardani, Maria Albertina Kusuma Wasilatul Murtafiah Wijayanti, Annis Az’zah Wulandari, Fatima Ayu Yahya, Farida Hanim Yuniawatika Zhao, Sophia L.