Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

2.813

P-Index

This Author published in this journals

All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Sains Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan J-PEK (JURNAL PEMBELAJARAN KIMIA) Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Learning Indonesian Journal of Chemistry Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Hydrogen: Jurnal Kependidikan Kimia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Indonesian Journal on Learning and Advanced Education (IJOLAE) J-PEK (Jurnal Pembelajaran Kimia)

Sri Rahayu

Universitas Negeri Malang

Author-ID : 3153908

Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 33 Documents Claim Missing Document

Claim Missing Document

Articles

1 2 3 4

Efektivitas Learning Cycle 3E Berkonteks Socioscientific Issues terhadap Pemahaman Konsep dan Penjelasan Ilmiah Siswa Sekolah Dasar Dita Setya Arini; Sri Rahayu; Sentot Kusairi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 11: NOVEMBER 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i11.14154

Abstract: This study aims to determine the effectiveness of the 3E learning cycle model in the context of socioscientific issues on conceptual understanding and scientific explanations of grade V students on science content. This study used a quasy experimental approach with posttest only control group design. The subjects of this study were fifth grade students in two public schools in Kalipare sub-district, namely SDN A and SDN B. The research instruments consisted a conceptual test of 20 multiple choice questions (α Cronbach’s = 0,842) and 5 scientific explanation test with essay questions (α Cronbach’s = 0,882). The answers of scientific explanations are categorized using SOLO Taxonomy and tested by Cohen Kappa. Data analysis using ANOVA, Post Hoc further test and effect size. Product moment correlation test is used to see the correlation between understanding concepts and scientific explanations. The results of the study show that the 3E learning cycle model has socioscientific issues contexts that are effective in improving students' understanding of concepts and scientific explanations. Correlation analysis between understanding concepts and scientific explanations has a positive correlation.Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas model learning cycle 3E berkonteks socioscientific issues terhadap pemahaman konsep dan penjelasan ilmiah siswa kelas V pada muatan IPA. Penelitian ini menggunakan pendekatan quasy eksperimental dengan posttest only control group design. Subjek penelitian adalah siswa kelas V di dua sekolah negeri kecamatan Kalipare, yaitu SDN A dan SDN B. Instrumen penelitian terdiri dari tes pemahaman konsep 20 soal pilihan ganda dan 5 soal essay tes penjelasan ilmiah. Jawaban penjelasan ilmiah dikategorikan menggunakan Taksonomi SOLO dan diuji Cohen Kappa. Analisis data menggunakan uji ANOVA, uji lanjut Post Hoc, dan effect size. Uji korelasi product moment digunakan untuk melihat hubungan antara pemahaman konsep dan penjelasan ilmiah. Hasil penelitian menunjukkan bahwa model learning cycle 3E berkonteks socioscientific issues efektif untuk meningkatkan pemahaman konsep dan penjelasan ilmiah siswa. Analisis korelasi antara pemahaman konsep dan penjelasan ilmiah memiliki hubungan positif.

Efektivitas Pembelajaran STEM dengan Model PjBL Terhadap Kreativitas dan Pemahaman Konsep IPA Siswa Sekolah Dasar Indah Yulaikah; Sri Rahayu; Parlan Parlan
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 6: JUNI 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i6.15275

Abstract: This study aims to examine the effectiveness of STEM learning with the PjBL model on creativity and conceptual understanding of elementary school students. The Research design used in this study is a quasi experimental design. The research subjects were 60 elementary school students who were divided into 2 homogeneous classes, consisting 30 students in the experimental class and 30 students in the experimental class. Students in the control class were taught by conventional methods and in the experimental class were taught by STEM learning with the PjBL model. Creativity data was taken with a creativity test instrument with a reliability of 0.84. Data analysis was carried out using ANCOVA followed by the effect size test. The results show that there are differences in students' creativity and understanding of concepts were taught by STEM learning with PjBL and conventional models. The effectiveness of STEM learning with the PjBL model on creativity and understanding of science concepts for elementary school students is significant in large categoriesAbstrak: Penelitian ini bertujuan untuk mengkaji efektivitas pembelajaran STEM dengan model PjBL terhadap kreativitas dan pemahaman konsep siswa sekolah dasar. Rancangan yang digunakan dalam penelitian ini adalah quasy experimental design. Subjek penlitian 60 siswa sekolah dasar yang terbagi dalam 2 kelas homogen yaitu 30 siswa di kelas eksperimen dan 30 siswa di kelas eksperimen.Siswa di kelas kontrol dilakukan pembelajaran konvensional dan di kelas eksperimen dilakukan pembelajaran STEM dengan model PjBL.Data kreativitas diambil dengan instrument tes kreativitas dengan reliabilitas 0,84. Anlisis data dilakukan menggunakan ANCOVA dilanjutkan uji effect size. Hasil penelitian menujukkan bahwa ada perbedaan kreativitas dan pemahaman konsep siswa yang dilakukan pembelajarn STEM dengan model PjBL dan konvensional. Efektivitas pembelajaran STEM dengan model PjBL terhadap kreativitas dan pemhaman konsep IPA siswa sekolah dasar signifikan dengan kategori besar.

ANALISIS MISKONSEPSI ASAM BASA PADA PEMBELAJARAN KONVENSIONAL DAN DUAL SITUATED LEARNING MODEL (DSLM) Urwatil Wutsqo Amry; Sri Rahayu; Yahmin Yahmin
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.2, No.3, Maret 2017
Publisher : Graduate School of Universitas Negeri Malang

Acid base is one of chemical topic that explain about concrete concepts, non concreteconcepts and concepts which involve symbolic representation. Complexity of acid base concept can create student misconceptions trend. DSLM can be an alternative of learnings’ model that can decrase misconceptions, so that identification of acid base misconceptions with learning become important to do. The research design is qualitative descriptive design. The research instrument is two-tier diagnostic test with reliability 0,869. There are seven misconceptions found in this research.Materi asam basa membahas konsep yang teramati jelas (konsep konkrit), konsep yang tidak terlihat, dan konsep yang melibatkan representasi simbolik. Kompleksnya cakupan konsep pada materi asam basa dapat menimbulkan kecenderungan miskonsepsi bagi siswa. DSLM dapat menjadi alternatif model pembelajaran yang dapat diterapkan untuk meminimalisir miskonsepsi, maka identifikasi miskonsepsi pada konsep asam basa dengan pembelajaran DSLM menjadi penting untuk dilakukan. Desain penelitian yang digunakan adalah desain penelitian deskriptif kualitatif. Instrumen penelitian berupa instrument tesdiagnostik two-tier dengan reliabilitas sebesar 0,869. Ditemukan tujuh miskonsepsi siswa terhadap materi asam basa.

PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS LINGKUNGAN TERHADAP KETERAMPILAN PROSES DAN PENGUASAAN KONSEP IPA SISWA KELAS VII PADA MATERI EKOSISTEM Dedy Hariyadi; Ibrohim Ibrohim; Sri Rahayu
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.8, Agustus 2016
Publisher : Graduate School of Universitas Negeri Malang

This study aims to investigate the effect of environment-based guided inquiry learning model on scientific process skills and mastery of science concept in ecosystem topic. The study was utilized quasy experimental design. Population in this study was seventh grade student in SMP Negeri 4 Kopang. Instrument used in the form of multiple choice and essay tests. The result showed that there were difference of science process skills and the mastery of concept between students who studying by environment-based guided inquiry learning model and conventional learning model.Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing berbasis lingkungan terhadap keterampilan proses dan penguasaan konsep IPA siswa pada materi ekosistem. Penelitian ini menggunakan rancangan eksperimental semu. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 4 Kopang yang berjumlah dua kelas dimana seluruh populasi dijadikan sampel. Instrumen yang digunakan berupa tes uraian untuk mengukur keterampilan proses dan tes pilihan ganda untuk mengukur penguasaan konsep siswa. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan proses dan penguasaan konsep IPA siswa antara siswa yang dibelajarkan dengan model inkuiri terbimbing berbasis lingkungan dengan siswa yang dibelajarkan dengan pembelajaran konvensional.

Efektivitas Argument-Driven Inquiry untuk Meningkatkan Keterampilan Berargumentasi Ilmiah pada Materi Laju Reaksi Putu Anindita Widhiya Putri; Sri Rahayu; Fauziatul Fajaroh
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 1: JANUARI 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i1.13132

Abstract: The majority of problems occur in the learning science process are understanding the science concepts and using them to resolve problems; which making Indonesian students belong to low performers group. Some research proved that argumentation can help students to solve these kinds of problems. Therefore, this research conducted to measure the effectiveness of Argument-Driven Inquiry to enhance students’ scientific argument skills. Results showed that the average arguments’ score and the arguments’ quality of the students within the Argument-Driven Inquiry class are the highest among all classes.Abstrak: Permasalahan utama yang terjadi pada siswa dalam mempelajari sains adalah kesulitan memahami konsep-konsep sains dan rendahnya kemampuan siswa dalam menghubungkan pengetahuan yang dimilikinya untuk menyelesaikan masalah yang menjadikan siswa Indonesia termasuk dalam kategori low performers. Beberapa penelitian membuktikan bahwa argumentasi dapat membantu siswa untuk menyelesaikan permasalahan tersebut. Oleh karena itu, dilakukan penelitian untuk mengukur efektivitas model pembelajaran Argument-Driven Inquiry terhadap keterampilan berargumentasi ilmiah siswa. Hasil penelitian menunjukkan bahwa rata-rata skor argumentasi siswa pada kelas Argument-Driven Inquiry adalah yang tertinggi dari semua kelas.

Chemical Literacy of First Year Students on Carbon Chemistry Nursida Djaen; Sri Rahayu; Yahmin Yahmin; Muntholib Muntholib
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p041

This research aims to develop and validate chemical literacy test instruments on competency and knowledge aspects and to measure the chemical literacy of first-year science education students. Instrument development involved expert consultation, expert judgment, and testing of 114 first-year students majoring in chemistry for the analysis of item validity and instrument reliability. The instrument was developed using the Research& Development model by Borg and Gall (1989). The developed instrument consisted of 30 valid item items with Cronbach's Alpha reliability coefficient of 0.718. The analysis was carried out on 28 first-year students of the Jember State University Science Education Study Program who had studied carbon chemistry. Data analysis showed that the average score of students' chemical literacy was 59.7 in the moderate category.ReferencesAdawiyah, R., & Wisudawati, A. (2017). Pengembangan instrumen tes berbasis literasi sains. Indonesian Journal of Curriculum and Educational Technology Studies, 5(2), 112–121.Akengin, H., & Sirin, A. (2013). A comparative study upon determination of scientific literacy level of teacher candidates. Educational Research and Reviews, 8(19), 1882–1886.Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan edisi 2. Jakarta: Bumi Aksara.Assessment, P. for I. S., & service), S. (Online. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Publications de l’OCDE.Barnea, N., Dori, Y. J., & Hofstein, A. (2010). Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel. Chemistry Education Research and Practice, 11(3), 218–228.Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. ERIC.Celik, S. (2014). Chemical literacy levels of science and mathematics teacher candidates. Australian Journal of Teacher Education, 39(1), 1.Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-service science teachers’ knowledge, competency, and attitude on the domains of chemical literacy of acids and bases. Chemistry Education Research and Practice, 18(2), 288–303.Cigdemoglu, Ceyhan, & Geban, O. (2015). Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach. Chemistry Education Research and Practice, 16(2), 302–317.De Ovira, E. (2018). PENGEMBANGAN DAN VALIDASI TES KIMIA DENGAN FRAMEWORK PISA PADA MATERI KELAS XI SEMESTER 1. Menara Ilmu, 12(80).DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 582–601.Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education.Gall, M. D., & Borg, W. R. (1989). Educational Research. A Guide for Preparing a Thesis or Dissertation Proposal in Education. ERIC.Gerlach, K., Trate, J., Blecking, A., Geissinger, P., & Murphy, K. (2014). Valid and reliable assessments to measure scale literacy of students in introductory college chemistry courses. Journal of Chemical Education, 91(10), 1538–1545.Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008.Impey, C. (2013). Science literacy of undergraduates in the united states. Organizations, people and strategies in astronomy, 2(2), 353–364.Kemendikbud, R. I. (2014). Permendikbud No. 49 Tahun 2014 tentang Standar Nasional Pendidikan Tinggi. Jakarta: Kemendikbud.Laugksch, R. C., & Spargo, P. E. (1996). Development of a pool of scientific literacy test-items based on selected AAAS literacy goals. Science Education, 80(2), 121–143.Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 29–48.Muntholib, M., Ibnu, S., Rahayu, S., Fajaroh, F., Kusairi, S., & Kuswandi, B. (2020). Chemical Literacy: Performance of First Year Chemistry Students on Chemical Kinetics. Indonesian Journal of Chemistry.Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science education, 87(2), 224–240.Norris, S. P., & Phillips, L. M. (2009). Scientific literacy. The Cambridge handbook of literacy, 271–285.OECD, F. (2016). FDI in Figures. Organisation for European Economic Cooperation Paris.OECD, P. (2015). Assessment and analytical framework: Science. Reading, Mathematic and Financial Literacy,(Interscience: Paris, 2016), 24–25.Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.Permendikbud, R. I. (t.t.). Nomor 59 tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Atas. Madrasah Aliyah, Jakarta: Depdikbud.Rahayu, S. (2017). Mengoptimalkan aspek literasi dalam pembelajaran kimia abad 21. Prosiding Seminar Nasional Kimia UNY, 319–324.Rifal, M., & Rauf, W. (2018). Analisis Penggunaan Bahan Bakar Etanol-Pertalite Pada Motor Honda Scoopy 110 cc. Gorontalo Journal of Infrastructure and Science Engineering, 1(1), 55–64.Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225.Sumarni, W., Supardi, K. I., & Widiarti, N. (2018). Development of assessment instruments to measure critical thinking skills. IOP Conference Series: Materials Science and Engineering, 349(1), 012066.Sunarti, T. (2015). Pemahaman literasi sains mahasiswa calon guru fisika Universitas Negeri Surabaya. Seminar Nasional Fisika dan Pembelajarannya, 2015, 34–39.Tarhan, L., & Sesen, B. A. (2010). Investigation the effectiveness of laboratory works related to “acids and bases” on learning achievements and attitudes toward laboratory. Procedia-Social and Behavioral Sciences, 2(2), 2631–2636.Thummathong, R., & Thathong, K. (2018). Chemical literacy levels of engineering students in Northeastern Thailand. Kasetsart Journal of Social Sciences, 39(3), 478–487.Traiwichitkhun, D., & Wongwanich, S. (2014). Causal Model of Research Competency via Scientific Literacy of Teacher and Student Lertporn Udompong. Procedia-Social and Behavioral Sciences, 116, 1581–1586.Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110–116.

Gagasan Model Pembelajaran Mobile–NOS Untuk Peningkatan Literasi Sains Siswa Yusran Khery; Baiq Asma Nufida; Suryati Suryati; Sri Rahayu; Endang Budiasih
Hydrogen: Jurnal Kependidikan Kimia Vol 6, No 1 (2018): Hydrogen: Jurnal Kependidikan Kimia
Publisher : Universitas Pendidikan Mandalika Mataram

This article describes the idea of a mobile learning model - NOS for enhancingstudents' scientific literacy and student responses to these ideas. This article iscompiled based on literature studies, simple observations on several variablessupporting mobile learning at IKIP Mataram, and evaluating prospective userresponses to the development idea using a questionnaire. Respondents were 54students of IKIP Mataram Chemistry education. The response data is processedby percentage formula based on category criteria. Mobile-NOS learning islearning that applies the Nature of Science (NOS) learning steps with the supportof learning media in the form of mobile applications that can be applied in smartmobilephone. The six main steps in implementing learning are oriented to Natureof Science (NOS), namely: (1) Reading the context on electronic articles; (2) Indepthquestioning; (3) Observation of cases and targets; (4) DemonstrationProcedure; (5) Library Search; (6) Implementing Procedures; (7)Communicating Science Knowledge; and (8) Authentic Assessment.The results ofthis study showed an average response to the idea of developing NOS-orientedmobile learning at 85.23% with a very good category.

Pemahaman Konsep dan Keterampilan Proses Sains Melalui Inkuiri Terbimbing di Sekolah Dasar Nurul Fitriah Aras; Mardi Lestari; Arif Hidayat; Sri Rahayu; Agus Agus
Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i2.850

Tujuan penelitian ini untuk mengetahui apakah model inkuiri terbimbing dapat meningkatkan pemahaman konsep dan KPS (Keterampilan Proses Sains). Desain penelitian menggunakan Pretest-Postest Control Group Design pada penelitian eksperimen semu. Tes berbentuk pilihan ganda yang digunakan untuk mengukur keberhasilan pemahaman konsep dan KPS. Hasil penelitian yang dihasilkan yaitu, Pertama, ada perbedaan pemahaman konsep siswa yang belajar dengan model inkuri terbimbing dengan siswa yang belajar metode konvensional, dengan hasil skor rata-rata kelas eksperimen lebih tinggi. Kedua, tidak ada perbedaan KPS siswa pada kedua kelas walaupun skor rata-rata kelas ekperimen lebih tinggi dibandingkan pencapaian kelas kontrol.

Chemical Literacy: Performance of First Year Chemistry Students on Chemical Kinetics Muntholib Muntholib; Suhadi Ibnu; Sri Rahayu; Fauziatul Fajaroh; Sentot Kusairi; Bambang Kuswandi
Indonesian Journal of Chemistry Vol 20, No 2 (2020)
Publisher : Universitas Gadjah Mada

This study aims to (1) develop and validate a multiple choice chemical literacy test instrument (MC-CLTI) on chemical kinetics and (2) conduct a small survey on chemical literacy of first year chemistry students. The development of the instrument involved expert consultation and judgment, validation and two times pilot studies. The first pilot study involved 119 first year chemistry students while the second pilot study involved 197 second year chemistry students. The final form of MC-CLTI consists of 30 valid and reliable items (Cronbach's Alpha coefficient = 0.744). The survey showed that the average score of respondents' chemical literacy was 63.24. This score is in the range of the average scores reported by several previous studies.

Do understanding nature of science (nos) play role to students understanding chemistry concept and science process skill? Yusran Khery; Baiq Asma Nufida; S Suryati; Sri Rahayu; Endang Budiasih
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.73 KB)

The aim of this research was to evaluate how Understanding Nature of Science (NOS) play role to students Understanding chemistry concept and Science Process Skills on Chemistry Classroom. This descriptive research was carried out by Ex-post Facto method at the Faculty of Mathematics and Science Education of IKIP Mataram. The research subjects were 75 students participating in the General Chemistry course for the academic year 2018- 2019 that taken by the saturated sampling method. Data were collected by understanding of NOS questionnaire, Understanding chemistry concept Test, and Science Process Skills observation sheet. The data is described and analyzed by product moment correlation test and One Way Anova test for uncorrelated samples. The results showed that there was a significant and very strong correlation between Understanding of NOS and Understanding chemistry concept and between Understanding of NOS and Science Process Skills. One Way Anova test result showed that there was difference on Students Understanding chemistry concept and Science Processes Skills on different Understanding of NOS.

Co-Authors Agus Agus Amry, Urwatil Wutsqo Anggraini, Ade Ika Anike Sem Anisyah Dasa Astarina Ari Syahidul Shidiq Arif Hidayat Arin Ika Ningtyas Arum Setyaningsih Arum Setyaningsih Asnan Wahyudi Baiq Asma Nufida Baiq Asma Nufida Baiq Asma Nufida Bambang Kuswandi Citra Ayu Dewi Dedy Hariyadi Deni Ainur Rokhim Dharmawati Dharmawati Dita Setya Arini Endang Budiasih Eris Ratnawati Fauziatul Fajaroh Habiddin Halimah Mustika Nurhayati Hasanah, Uswatun Hayuni Retno Widarti I Wayan Dasna Ibrohim Ika Rahmawati Ima Rosyida Indah Yulaikah Intan Diah Purwandari Intan Mahanani Isma Yanti Vitarisma Sukirno Putri Juwita Karina Pratiwi Kafita Krisnatul Islamiyah Klaudia E.N Bambut Mardi Lestari Margaretha Bhrizda Permatasari Miftahul Aini Mohd Shafie Rosli Muhammad Ali Kurniawan Muntholib Munzil Naif Alsulami Naif Mastoor Alsulami Noor Fathi Maratusholihah Nursida Djaen Nurul Fitriah Aras Parlan . Parlan Parlan Parmin Parmin Parmin Parmin Parmin Parmin Putu Anindita Widhiya Putri Risti Peni Saeed Almuntasheri Saeed Almuntasheri Senna Prasemmi Sentot Kusairi Setiawan, Nur Candra Eka Siti Marfu’ah Sitti Nurul Qamariyah Sri Yamtinah Srini M Iskandar Stephani Diah Pamelasari, Stephani Diah Subaeri Subaeri Sudarmin Suhadi Ibnu Sulistyo Saputro Suryati Suryati Suryati Suryati Susriyati Mahanal Wako Uriu Yahmin Yahmin Yusran Khery Yusran Khery Yusran Khery

Title

Found 33 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 33 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 33 Documents
Search