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Dadan Dasari

Univeritas Pendidikan Indonesia

Author-ID : 2838049

Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Epistemological, ontogenic, and didactical learning obstacles in the Pythagorean Theorem: A systematic literature review Yuce Sandra; Didi Suryadi; Dadan Dasari
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (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.v6i2.1258

Background: Geometry is a fundamental branch of mathematics that develops students’ spatial reasoning, logical thinking, and problem-solving abilities. One important topic in geometry is the Pythagorean Theorem, which remains challenging for many students due to persistent conceptual and procedural difficulties in solving related problems. Aims: This study aimed to identify and analyze students’ learning obstacles in the Pythagorean Theorem from epistemological, ontogenic, and didactical perspectives through a systematic literature review. Method: This study employed a qualitative approach using a Systematic Literature Review (SLR) following the PRISMA protocol. Twenty articles published between 2019 and 2025 from 14 academic journals were selected based on predefined inclusion and exclusion criteria. The collected studies were analyzed qualitatively to identify patterns of learning obstacles and instructional challenges in learning the Pythagorean Theorem. Results: The findings revealed that students’ difficulties were predominantly associated with epistemological obstacles, including fragmented understanding of powers and roots, misconceptions regarding side relationships in right triangles, reliance on trial-and-error strategies when using Pythagorean triples, and inability to interpret the theorem as a meaningful geometric relationship. These difficulties were further reinforced by ontogenic obstacles such as limited prerequisite knowledge, weak visual–spatial reasoning, and poor problem-modeling ability. In addition, didactical obstacles emerged from instructional practices emphasizing formula memorization and procedural computation rather than conceptual reasoning, visualization, and proof. Conclusion: This study concludes that learning obstacles in the Pythagorean Theorem are multidimensional and interconnected across epistemological, ontogenic, and didactical domains. Therefore, mathematics instruction should integrate conceptual understanding, visual representation, and contextual problem-solving activities to support meaningful learning of the Pythagorean Theorem.

Categorization of Grade 9 Students’ Achievement Based on School Examination Results and Qur’anic Achievement Using K-Means and K-Nearest Neighbors Diki Mulyana; Dadan Dasari; Nurjanah Nurjanah; Luthfiyati Nurafifah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1088

Current achievement assessment in Integrated Islamic Schools primarily emphasizes academic performance, with limited recognition of spiritual achievement, thereby constraining comprehensive student evaluation. Therefore, this study proposes a student achievement categorization framework that integrates School Examination Scores and Qur’anic Achievement using a combination of K-Means and K-Nearest Neighbor (kNN) algorithms. This research employed a quantitative approach, including educational data mining, to collect data from 324 ninth-grade students at SMPIT during the 2020–2025 academic years. Data were obtained from academic records and data extraction instruments. The K-Means algorithm in educational data mining served as the primary method for clustering students based on academic and spiritual characteristics, while the resulting clusters were used as target classes for the kNN classification algorithm. Model performance was evaluated using a confusion matrix based on accuracy, precision, and recall metrics. The findings demonstrate that K-Means successfully generated distinct achievement clusters reflecting the diversity of student performance, while the kNN model achieved high performance in consistently predicting the categories of Passed and Conditionally Passed. These results indicate that the integrated K-Means and kNN model is effective in establishing data-driven student achievement categories. From a broader perspective, this study contributes to helping Integrated Islamic Schools develop a student achievement evaluation model that encompasses both academic and spiritual dimensions.

Analysis of Islamic boarding school students' higher-order thinking skills in number topics based on Bloom's revised taxonomy Mufarrido Husnah; Jarnawi Afgani Dahlan; Dadan Dasari; Tatang Herman
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.23059

This study aimed to analyze the Higher Order Thinking Skills (HOTS) of Islamic boarding school students in number topics, specifically number factorization, Least Common Multiple (LCM), and Greatest Common Factor (GCF), based on Anderson’s cognitive taxonomy. The study employed a qualitative descriptive approach, using three questions designed to measure higher-order thinking skills at the analysis (C4), evaluation (C5), and creation (C6) levels. The research sample consisted of 22 Islamic boarding school students who were selected using stratified random sampling. The results of the analysis showed that students' abilities in the aspects of analysis and evaluation were quite good, while their abilities in the aspect of creation were still low. Most students were categorized as having moderate and low levels of ability based on the scores obtained. These findings indicated the need for more focused and innovative learning strategies to promote the development of students' HOTS, especially in the context of Islamic boarding schools, which had limited time allocated for general subjects. This study recommended the integration of more challenging and creative learning approaches to improve the quality of students' higher-order thinking skills.

Mathematical Learning Experiment Using Numbered Heads Together And Think Pair Share Models, Examined From The Learning Style Muhaimin, Lukman Hakim; Mukhibin, Ahmad; Mitrayana, Mitrayana; Dasari, Dadan
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v12i2.67990

This study aims to determine the effect of the NHT and TPS learning models on mathematics learning outcomes, the impact of student learning styles on mathematics learning outcomes, and the result of the interaction of learning models and student learning styles on mathematics learning outcomes. This type of quantitative research with a quasi-experimental design. The research sample consisted of two classes (experimental and control) which were taken using Cluster Random Sampling from the population of all course VIII students of SMP 4 Muhammadiyah Surakarta in the academic year 2021/2022. Data collection techniques with questionnaires and tests. Before the research, a balance test was conducted to determine whether the two samples had the same initial abilities. The normality test and homogeneity test are prerequisite analysis tests in this study. The data analysis technique using two-way cell analysis of variance is different, with a significance level of 5%. The results showed that the NHT and TPS learning models affected mathematics learning outcomes. The mathematics learning outcomes of students who were given the NHT learning model tended to be better than those who were given the TPS learning model. Learning styles affect the results of learning mathematics. Students with an auditory learning style get better learning results than visual and kinesthetic learning styles. The interaction between the NHT and TPS learning models on mathematics learning outcomes in terms of student learning styles

The Development of Scratch-Based Interactive Mathematics Learning Media to Enhance Understanding of Exponents Lia Arista; Dadan Dasari; Eyus Sudihartinih; Kakoma Luneta
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp1067-1085

This study addresses the need for interactive mathematics learning media to improve students' understanding of the concept of exponents. The objective of this research is to develop and evaluate Scratch-based learning media using the ADDIE model. This study employed a Research and Development (R&D) method consisting of five stages: analysis, design, development, implementation, and evaluation. Data were collected through expert-validation questionnaires, User Acceptance Test (UAT) questionnaires, and conceptual-understanding tests administered before and after the implementation of the media. The validation results indicated that the developed media and learning materials were highly valid, with validity scores of 0.90 and 0.95, respectively. In addition, the conceptual understanding test instrument was validated by a mathematics education expert and was deemed suitable for assessing students' understanding of exponent concepts. The User Acceptance Test (UAT) was conducted with prospective mathematics teachers to evaluate the usability and practicality of the developed media. In contrast, the implementation and learning outcome assessments were conducted with students. The UAT results showed that the developed media was positively evaluated by users, obtaining a score of 82.9%, which falls within the very good category. The developed media provided interactive learning activities that encouraged students to actively engage with concepts of exponents throughout the learning process. The results showed that students achieved better learning outcomes, as evidenced by increases in their pretest and posttest scores. The average N-Gain score of 0.84 was categorized as high, indicating an improvement in students' understanding of exponent concepts after using the developed media. The study resulted in a Scratch-based multimedia learning media that was evaluated as highly valid and positively received by users. The findings indicated improvements in students' understanding of exponent concepts, while several usability aspects, particularly related to device compatibility, may be further refined in future development. Keywords: ADDIE, exponent, learning media, Scratch.

STATISTICAL LITERACY KNOWLEDGE DIFFUSION: DIDACTICAL TRANSPOSITION FROM SCHOLARLY KNOWLEDGE TO KNOWLEDGE TO BE TAUGHT ON LINEAR REGRESSION Palupi Sri Wijayanti; Didi Suryadi; Dadan Dasari; Al Jupri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.13792

This study examines the process of external didactic transposition in linear regression material, namely the transformation of scholarly knowledge into knowledge to be taught. This transposition is important to ensure that knowledge that is complex and tends to be abstract for students can be accessed and easily understood, especially in the context of linear regression so that it can develop students' statistical literacy. The research method was conducted with a document study by analysing primary books on statistics, reference guidelines for the preparation of mathematics textbooks, and educational curriculum documents in Indonesia. The results of the study showed that the knowledge adaptations that have been identified are the meaning of dependent and independent variables, the concept of linear regression, the concept of best fit line, linear regression equation model, and random error. Although there are knowledge adaptations that facilitate understanding for students, there are also limitations in the presentation of random error distribution assumptions in the knowledge to be taught. The contribution of this research is an understanding of the construction of statistical knowledge presented in the educational context and the strengthening of materials that can develop students' statistical literacy. Penelitian ini mengkaji proses transposisi didaktis eksternal pada materi regresi linear, yaitu transformasi pengetahuan ilmiah (scholarly knowledge) menjadi pengetahuan yang akan diajarkan (knowledge to be taught). Transposisi ini penting untuk memastikan pengetahuan yang kompleks dan cenderung abstrak bagi siswa dapat diakses dan mudah dipahami, khususnya dalam konteks regresi linear sehinga dapat mengembangkan literasi statistik siswa. Metode penelitian dilakukan dengan studi dokumen melalui analisis buku primer materi statistika, pedoman acuan penyusunan buku teks matematika, dan dokumen kurikulum pendidikan di Indonesia. Hasil studi menunjukkan adaptasi pengetahuan yang telah teridentifikasi yaitu pemaknaan variabel dependen dan independen, konsep regresi linear, konsep garis best fit, model persamaan regresi linear, serta random error. Walaupun terdapat adaptasi pengetahuan yang memfasilitasi pemahaman untuk siswa, tetapi ditemukan pula adanya keterbatasan dalam penyajian asumsi distribusi random eror dalam knowledge to be taught. Kontribusi penelitian ini yaitu pemahaman terhadap konstruksi pengetahuan statistika yang disajikan pada konteks pendidikan serta penguatan materi yang dapat mengembangkan literasi statistik siswa.

Designing Digital Microlearning Modules to Enhance Sigma Notation Conceptual Understanding and Computational Thinking in Calculus Learning Enjun Junaeti; Nanang Priatna; Dadan Dasari; Tatang Herman
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.55901

Difficulties in learning calculus remain a major challenge for computer science students because abstract concepts and complex mathematical procedures frequently hinder analytical and computational reasoning abilities. This study aims to develop a digital microlearning module designed to support computer science education students in understanding sigma notation while strengthening their computational thinking skills. A research and development approach adopting the ADDIE framework was employed through analysis, design, development, implementation, and evaluation stages. The module was validated by one mathematics education expert and two computer science education experts specializing in multimedia before being implemented with 41 students. Data were collected through essay-based tests and student perception questionnaires addressing attention, emotional engagement, comprehension, and accessibility aspects. Findings revealed that most students successfully achieved the intended learning objectives, particularly in recognizing numerical patterns, constructing sigma notation expressions, and applying decomposition, pattern recognition, algorithmic thinking, and abstraction during problem-solving activities. Difficulties nevertheless remained in algebraic manipulation and evaluation of generalized summation forms. Students demonstrated positive perceptions toward the developed modules, especially regarding learning flexibility and support for independent learning. These findings indicate that digital microlearning has significant potential to support computational thinking–based calculus learning in computer science education.

Analisis Strategi Penyelesaian Soal Kombinatorika Pada Mahasiswa Pendidikan Matematika Syafdi Maizora; Didi Suryadi; Dadang Juandi; Dadan Dasari
JP2MS Vol 10 No 1 (2026): April
Publisher : Program Studi S1 Pendidikan Matematika FKIP Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jp2ms.10.1.45-53

Penelitian ini bertujuan untuk menganalisis strategi penyelesaian yang digunakan mahasiswa dalam menyelesaikan soal cerita kombinatorika serta mengidentifikasi kesalahan-kesalahan yang muncul dalam proses penyelesaiannya. Kombinatorika merupakan salah satu materi matematika yang memerlukan kemampuan berpikir logis, analitis, dan interpretasi masalah yang tepat. Namun, banyak mahasiswa yang mengalami kesulitan dalam menyelesaikan soal cerita kombinatorika karena kurang memahami batasan masalah dan keliru dalam menerapkan rumus. Subjek penelitian adalah 33 mahasiswa Program Studi Pendidikan Matematika Universitas Bengkulu tahun akademik 2024 yang mengambil mata kuliah Pengembangan Proses Berpikir Matematis. Instrumen yang digunakan berupa soal cerita tentang tantangan melewati kolam dengan batu pijakan yang mengharuskan mahasiswa menentukan banyaknya kombinasi susunan 11 batu dari 13 batu yang tersedia dengan batasan jarak langkah maksimal 150 cm. Jawaban mahasiswa dianalisis secara deskriptif kualitatif untuk mengidentifikasi strategi, tingkat kebenaran, dan jenis kesalahan. Hasil penelitian menunjukkan bahwa mahasiswa menggunakan beragam strategi penyelesaian, yaitu strategi kombinasi langsung (43,75%), strategi kombinasi bersyarat (25%), strategi tabel/enumerasi (18,75%), strategi barisan Tribonacci (6,25%), dan strategi pemrograman dinamis (6,25%). Hanya 34,38% mahasiswa yang memperoleh jawaban benar yaitu 66 hadiah, sedangkan 65,62% mahasiswa mengalami berbagai jenis kesalahan. Kesalahan yang paling dominan adalah kesalahan interpretasi masalah (37,5%) dan kesalahan perhitungan (31,25%). Kesalahan konsep terjadi pada 18,75% mahasiswa dan kesalahan penarikan kesimpulan terjadi pada 12,5% mahasiswa. Temuan ini mengindikasikan bahwa mahasiswa masih lemah dalam mengidentifikasi informasi penting dan memverifikasi hasil penyelesaian. Penelitian ini memberikan implikasi bahwa pembelajaran kombinatorika perlu menekankan pada pemahaman konsep, interpretasi masalah secara komprehensif, serta penguatan keterampilan verifikasi hasil.

The Effectiveness of Contextual-Based Learning on the Mathematical Literacy Skills of Junior High School Students: A Meta-Analysis Study Maria Stella Yosefina Galus; Dadan Dasari; Tia Purniati
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 2 (2026): Volume 11 Number 2, September 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i2.8722

Contextual learning, which applies the PBL, CTL learning models and RME approach is one of strategy to improve students’ mathematical literacy skill. Over the past five years, there have been many studies on the effect of applying PBL, CTL, or RME on students’ mathematical literacy. However, these studies still report mixed results. Therefore, this study aims to examine the overall effect of applying contextual learning models/approach (PBL, CTL, and RME) on students’ mathematical literacy skill, as well as to axamine the effectiveness of using the learning models or approach based on the effect size produced. This study use a meta-analysis method with data collection using the PRISMA model and obtained 16 out of 214 studies published between 2020 and 2025 that met the inclusion criteria. The data analysis used Comprehensive Meta Analysis (CMA) software and a random effect model as the estimation model. Based on the results of calculating the combined effect size using Hedges’g formula and interpreting Cohen’s d, it can be concluded that the influence of contextual models or approaches on mathematical literacy was in the large effect category (ES=1,333) while the calculation of the the effect size of each model showed that the PBL model (ES=1,654) had a higher effect than CTL (ES=0,660) and RME (ES=1,313). The characteristics of the studies in this research were learning model/approach, sample size, and grade level. The results of the study characteristic analysis showed that, in general the learning models/approaches (Qb=4,428<5,991 ) and sample size (Qb=2,034<3,841) did not significantly affect the difference in effect size, but grade level (Qb=6,547<5,991) did affect the difference in effect size. Efektivitas Pembelajaran Berbasis Kontekstual Terhadap Kemampuan Literasi Matematis Siswa Sekolah Menengah Pertama: Studi Meta-AnalisisABSTRAKPembelajaran yang berbasis kontekstual dengan menerapkan model pembelajaran PBL, CTL dan pendekatan RME merupakan salah satu srategi untuk meningkatkan kemampuan literasi matematis siswa. Selama lima tahun terakhir telah banyak studi membahas pengaruh penerapan PBL, CTL, atau RME terhadap kemampuan literasi matematis siswa. Namun, studi tersebut masih melaporkan hasil yang beragam. Oleh karena itu penelitian ini bertujuan untuk memeriksa efek keseluruhan penerapan model/pendekatan pembelajaran kontekstual (PBL, CTL, dan RME) terhadap kemampuan literasi matematis siswa, serta memeriksa efektivitas penggunaan model atau pendekatan pembelajaran yang digunakan berdasarkan ukuran efek yang dihasilkan. Penelitian ini menggunakan metode meta analisis dengan proses pengumpulan data menggunakan model PRISMA dan diperoleh 16 dari 214 studi dengan rentang tahun publikasi 2020 – 2025 yang memenuhi kriteria inklusi. Proses analisis data menggunakan bantuan software Comprehensive Meta Analysis (CMA) serta model efek acak sebagai model estimasi. Berdasarkan hasil perhitungan ukuran efek gabungan dengan menggunakan formula Hedges’ g dan interpretasi ukuran efek Cohen’s d disimpulkan bahwa pengaruh model atau pendekatan kontekstual terhadap kemampuan literasi matematis siswa berada pada kategori efek besar (ES=1,333) , sedangkan dari hasil perhitungan ukuran efek setiap model diperoleh model PBL (ES=1,654) memiliki efek yang lebih tinggi dari CTL (ES=0,660) dan RME (ES=1,313) . Adapun karakteristik studi dari penelitian ini adalah model/pendekatan pembelajaran, ukuran sampel, dan tingkatan kelas. Hasil analisis karakteristik studi menunjukkan bahwa secara umum model/pendekatan pembelajaran (Qb=4,428<5,991) dan ukuran sampel (Qb=2,034<3,841) tidak berpengaruh secara signifikan terhadap perbedaan ukuran efek, tetapi tingkatan kelas (Qb=6,547<5,991) berpengaruh terhadap perbedaan ukuran efek.Kata Kunci :Literasi matematika; meta-analisis; pembelajaran kontekstual

Gold Price Forecasting Using Hybrid ARIMA-IGARCH Fitriani Agustina; Hasya Nur Auliya; Dadan Dasari
Sciencestatistics: Journal of Statistics, Probability, and Its Application Vol. 4 No. 2 (2026): JULY
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/sciencestatistics.v4i2.11694

Gold is an important investment and hedging instrument, with highly volatile price movements that are difficult to accurately predict. Previous studies have generally used ARIMA-GARCH models to forecast financial time series, but these models have not fully captured the persistent volatility of gold prices. Therefore, this study proposes an ARIMA-IGARCH approach to simultaneously model the mean and persistent volatility patterns of gold price movements. Daily gold closing price data from November 2022 to August 2025 was analyzed using Python, with 90% used for training and 10% for testing. The ARIMA model was used to capture the mean structure, while the IGARCH model was used to represent the long-term volatility persistence. The results showed that the proposed model achieved high forecasting accuracy, with a MAPE of 9.38%, indicating strong predictive performance. These findings indicate that the ARIMA-IGARCH model can serve as an alternative approach for gold price forecasting and financial market volatility analysis

Co-Authors Aan Hasanah Abdul Wahab A Abdurrahman do muhamad Naser Abdurrahman Do. Muhamad Naser Agus Hendriyanto AHMAD LUTFI Ahmad Lutfi Ahmad Mukhibin Ahmad Mukhibin, Ahmad Alliseu Umiyati Ambarwati, Dela Ariyanti Jalal Aswin Aswin Atika Defita Sari Bahar, Afipa Amalia bambang avip Priatna Budi Rianto Christina Monika Christina Monika Samosir Cut Nadia Rachmi Dadang Juandi Dadang Juandi Dadang Juandi Dadang Junadi Dameria Elisabeth Simanjuntak Darhim Darhim Dela Ambarwati Desy Lusiyana, Desy Dewi, Niken Shofiana Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Dika Faiz Himmawan Diki Mulyana Drajat, Widi Rahmawati Edi Supriyadi Eka Khairani Hasibuan Elah Nurlaelah Elah Nurlaelah Elsa Komala Elsa Komala, Elsa Endang Cahya Mulyaning Asih Enjun Junaeti Erika Yohanna Seventina Siahaan Eyus Sudihartinih Fadhil Zil Ikram Fatimah, Siti Fatmiyati, Novita Febrianti, Tri Sedya Febrinna Marchy Fitri, Rahmia Mulya Fitria Maghfiroh, Fitria Fitria, Nida Fitriani agustina Fitriasari, Putri Fitriyah, Yuni Freddy Prasetyo Freddy Prasetyo, Freddy Gita Rani Putri Mangiri Gita Safitri Gunadi, Farid Hafilah, Putri Harahap, Maulana Al Aziz Hasya Nur Auliya Hendriyanto, Agus Hidayat, Azhar Majid Himmawan, Dika Faiz Husna Fatwana Ilham Muhammad Ilham Muhammad Inayah, Clara fadhilah Inayah, Sarah Jajang Rahmatudin Jarnawi Afgani Dahlan Jarnawi Afgani Dahlan Jozua Sabandar Kakoma Luneta Khofifa Romaito Siregar Laia, Harun Onesimus Lethulur, Nelma Dortje Lia Ardiansari Lia Arista Lina Nurhayati Lomri, Yani Astika Lubis, Asep Ridwan Lucky Heriyanti Jufri, Lucky Heriyanti Luhur Bayuaji, Luhur Lukman hakim muhaimin Lukman Lukman Lutfi, Jasmine Salsabila Luthfiyati Nurafifah Ma'ulfi Kharis Abadi Magdalena Wangge Mansyur, Azizul Jabbar Marchy, Febrinna Mardliyah, Syifa Marhami Marhami Marhami, Marhami Maria Stella Yosefina Galus Maria TSN Ma’ulfi Kharis Abadi Mitrayana - Mufarrido Husnah Muhaimin, Lukman Hakim Muhammad Fajar Anugrah Mulia Putra N. Nurjanah Nadyati Putri Nanang Priatna Nar Herrhyanto Naser, Abdurrahman Do. Muhamad Neza Zakiya Arili ningrum, yunia jumita Nisa Azzahra Nora Susilowaty Novita Fatmiyati Nurafni Nurdiani, Nunung Nurdiani, Nunung Nurhayati, Hanifah Nurhayati, Lina Pahmi, Samsul Palupi Sri Wijayanti Palupi Sri Wijayanti, Palupi Sri Panjaitan, M. Azhari Patrisius Afrisno Udil, Patrisius Afrisno Pieter Zakarias Tupamahu Pujia Siti Balkist Putri, Mei Radia Rafi Kamindra Rahma Adinda Sartika Rahmat Fitra Rahmat Kusharyadi Raisya Hizkiya Syabina Ramdhan Fazrianto Suwarman Rani Sugiarni Rasilah Rasilah Rasilah, Rasilah Rayinda Khaerul Wiladah Bahrun Rianto, Budi Ridho, Muhamat Hidayatul Riki Andriatna Rita Novita Ritmayanti, Indah Rahmania Rizqi Dwi Maharani Rusyid, Husnul Khatimah Saffanah Pertiwi Safitri, Gina safitri, gita Samosir, Christina Monika Sani Sahara Saputra, Andari Saputri, Veni Sari, Atika Defita Sari, Merisa Ammelia Savitri, Gina Scristia, Scristia Shafa Salsabila sholikhakh, Rizqi Amaliyakh Siahaan, Erika Yohanna Seventina Silitonga, R. H. Yanti Simanjuntak, Sinitta Simbolon, Asep Siswanto, Rizki Dwi Siti Fatimah Solehudin Solehudin Sri Hastuti Noer Sri Yulianti Sufyani Prabawanto, Sufyani Surya Kurniawan Swasti Maharani, Swasti Syafdi Maizora Syafdi Maizora Syaiful Syifa Mardliyah Syufyani Prabawanto Tarmudi, Tarmudi Tatang Herman, Tatang Tia Purniati Tri Nova Hasti Yunianta Trysa Gustya Manda Turmudi Tuti Hartati Wahab A, Abdul Wangge, Magdalena Widyastuti Widyastuti Yani Astika Lomri Yaya S Kusumah Yaya S. Kusumah Yaya S. Kusumah Yaya S. Kusumah Yaya Sukjaya Kusuma Yaya Sukjaya Kusumah Yuce Sandra Yuni Fitriyah Yunia Jumita Ningrum

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