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Neni Mariana

Universitas Negeri Surabaya

Author-ID : 315598

Religion Agriculture, Biological Sciences & Forestry Arts 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 Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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An Analysis of Elementary School Students’ Number Sense in Solving Numerical Problems Vivin, Meyta; Mariana, Neni; Solihin, Annas; Farman
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a12

This study aims to analyze students’ number sense abilities in solving number problems at the elementary school level. The method used was quantitative descriptive with 22 fifth-grade students as subjects at SD Muhammadiyah 24 Surabaya. The instrument used was a diagnostic test based on number sense indicators, including estimation, calculation flexibility, and relationships between numbers. The analysis results show that most students (54.5%) are in the medium ability category, 27.3% in the low category, and only 18.2% in the high category. The average score per aspect shows that students are weakest in estimation (52%), while relationships between numbers are the most mastered aspect (68%). These findings indicate that students’ number sense abilities are still limited to procedural understanding and have not developed conceptually. Therefore, mathematics learning needs to be redesigned to emphasize the development of numerical intuition and contextual understanding of the meaning of numbers. This study recommends integrating exploration-based learning strategies, alternative strategy discussions, and logical estimation in the teaching and learning process in the classroom. Abstrak: Penelitian ini bertujuan untuk menganalisis kemampuan number sense siswa dalam menyelesaikan soal bilangan di tingkat sekolah dasar. Metode yang digunakan adalah kuantitatif deskriptif dengan subjek sebanyak 22 siswa kelas V di SD Muhammadiyah 24 Surabaya. Instrumen yang digunakan berupa tes diagnostik berbasis indikator number sense yang mencakup aspek estimasi, fleksibilitas berhitung, dan hubungan antarbilangan. Hasil analisis menunjukkan bahwa mayoritas siswa (54,5%) berada pada kategori kemampuan sedang, 27,3% dalam kategori rendah, dan hanya 18,2% dalam kategori tinggi. Rata-rata skor per aspek menunjukkan bahwa siswa paling lemah dalam estimasi (52%), sementara hubungan antarbilangan menjadi aspek paling dikuasai (68%). Temuan ini menunjukkan bahwa kemampuan number sense siswa masih terbatas pada pemahaman prosedural dan belum berkembang secara konseptual. Oleh karena itu, pembelajaran matematika perlu didesain ulang agar lebih menekankan pada pengembangan intuisi numerik dan pemahaman makna bilangan secara kontekstual. Penelitian ini merekomendasikan integrasi strategi pembelajaran berbasis eksplorasi, diskusi strategi alternatif, dan estimasi logis dalam proses belajar-mengajar di kelas.

THE EFFECTIVENESS OF ETHNOMATHEMATICS-BASED LKPD DEVELOPMENT IN IMPROVING MATHEMATICAL LITERACY Yuslia Fendy, Livi Eka; Mariana, Neni; Ekawati, Rooselyna
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 10, No 2 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v10i2.7713

This research development aims to test the feasibility of ethnomathe-matics-based student worksheets as an improvement of mathematics literacy in elementary schools. Validation testing was carried out by media experts, material experts, peers and trials with 3 stages including individual, small group trials and large groups. This student worksheet can be accessed online by sharing a link via WhatsApp, this student worksheet can be made easily, interactively, and cheaply because the researcher made it from the Canva application which is integrated with the youtube platform. This type of development research uses Research and Development with the ADDIE development model. The target of this research is grade V students of SD Negeri Sidokumpul Sidoarjo. Based on the results of the validation of media experts from the digital-based student worksheet, it got an average of 92.6%, while the results of the validation of the material experts got an average score of 90%. The results of the feasibility test from peers received a good response with an average of 90.4%, followed by a one-on-one (individual) test with an average result of 90%, in small group testing an average of 87%, and in large group testing with an average of 88%. Based on the validation from experts and the trials that have been carried out, ethnomathemat-ics-based student worksheets as an improvement of mathematical literacy are feasible and effective to be used in the learning process.

Implementing Numeracy Across-Curriculum : An Adaptation of Australian Approaches in Indonesia’s Merdeka Curriculum Rosita, Hana; Wiryanto, Wiryanto; Mariana, Neni
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15756

This study aims to explore numeracy across-curriculum instruction in Australia that can be adapted to Merdeka Curriculum to serve as learning resources for teachers. Using a systematic literature review method, the research addresses four key questions related to the definition, implementation, educator understanding, and adaptability of cross-curricular numeracy. Literature was selected using strict inclusion criteria, focusing on recent studies discussing numeracy in the context of primary education in Australia and Indonesia. The analysis of eight selected articles reveals two exemplary activities that can be adapted: CUPS and Body Percussion. CUPS (Cross-Curricular Unit on Portion Size) can be implemented in Physical Education (PJOK) Phase B in the topic of Nutritious and Balanced Eating Patterns to instill concepts of numbers and measurement concepts. Body Percussion can be implemented in Arts (SBdP) Phase B on Rhythmic Music Patterns using body percussion to instill number concept.

Analysis of the Need for the Development of Ethnomathematics-Based Flipbook Media to Improve Understanding of Measurement Concepts in Elementary Schools Munawwaroh, Dinda Arofahtul; Mariana, Neni; Ekawati , Rooselyna
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1440

The purpose of this study is to analyze the need for the development of ethnomathematics-based flipbook media to improve students' understanding of measurement materials in grade III of elementary school. The research method used is qualitative with a descriptive approach. Data was collected through in-depth interviews with teachers, participatory observations in the classroom, and documentation studies of the curriculum and teaching materials used. The results of the study show that measurement learning is still dominated by lecture methods and the use of textbooks, so that students have difficulty in understanding abstract concepts. Teachers have also not integrated elements of local culture in learning, although the concept of traditional units of measurement such as cubits and depa is still used in daily life. Therefore, it is necessary to develop ethnomathematics-based digital flipbook media that can present interactive illustrations, visual simulations, and connect measurement concepts with local cultural practices. The conclusion of this study emphasizes that digital flipbooks can be an innovative solution in improving students' understanding of measurement materials while supporting an exploratory approach in the Independent Curriculum. The recommendation of this study is a trial of flipbook media to measure its effectiveness in increasing student engagement and understanding in mathematics learning.

Development of Interactive Mathematics E-Modules to Improve Elementary School Students' Learning Outcomes and Critical Thinking Skills Sofiah, Nur; Wiryanto, Wiryanto; Mariana, Neni
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 3 (2025): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i3.3616

The study's background stems from the low mathematics learning outcomes and critical thinking skills of students, which are a result of limited supporting learning media. Therefore, this study intends to develop an interactive mathematics e-module aimed at improving learning outcomes and critical thinking skills of fifth-grade elementary school students on spatial geometry material. The research method used is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. We conducted this research in class V of Kyai Ibrahim Elementary School. The results of the study indicate that the interactive e-module developed is very feasible, with media expert validation of 95.3%, material expert validation of 91.7%, and learning device expert validation of 89%. The practicality of this e-module is supported by the results of teacher responses of 96% and student responses of 93%, which are categorized as very practical. The product's effectiveness is shown by the fact that 89% of students completed their learning in large classes during the implementation stage, and there was an improvement in learning results and critical thinking skills, with an N-Gain value of 0.72 (72.09%). Student activity during implementation also increased, with 89% categorized as very active. Thus, this interactive e-module has proven effective in improving learning outcomes and critical thinking skills among fifth-grade elementary school students.

Critical Thinking Skills in Mathematics Learning through a Differentiated Learning Approach in the Era of Independent Curriculum: Systematic Literature Review Noviyanti, Ririn; Mariana, Neni; Wiryanto, Wiryanto
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1453

This study aims to explore the integration of differentiated instruction and the development of students' critical thinking skills within the context of the Merdeka Curriculum (Independent Curriculum) in elementary mathematics education. Employing a Systematic Literature Review (SLR) method, this research analyzed 8 peer-reviewed journal articles published between [insert year range]. The findings reveal that differentiated instruction through content, process, product, and learning environment adjustments significantly contributes to enhancing students’ critical thinking skills, including analysis, evaluation, inference, and problem-solving abilities. Differentiation enables learning personalization based on students’ readiness, interests, and learning profiles, thereby creating equitable and inclusive learning environments. The implementation of differentiated learning media, such as digital worksheets and interactive e-modules, further supports student engagement and cognitive development. However, several challenges persist, including teachers’ limited competence in differentiation strategies, time constraints, and the demands of managing heterogeneous classrooms. Despite these challenges, differentiated instruction aligns with the principles of the Merdeka Curriculum, which emphasizes student agency, diversity, and the cultivation of 21st-century competencies. The review also highlights the crucial role of teacher training, curriculum support systems, and innovative teaching practices in optimizing the implementation of differentiation in mathematics instruction. This study recommends the institutionalization of professional development programs, the design of adaptive learning media, and further empirical research on the long-term impact of differentiation on students’ cognitive and character development. In addition, specific statistical results from the reviewed articles (e.g., effect sizes, sample characteristics) should be integrated where available to strengthen the synthesis. The integration of differentiated instruction and critical thinking within the Merdeka Curriculum represents a transformative shift toward inclusive, student-centered mathematics education in Indonesian elementary schools.

Integrating Ethnomathematics in Geometry Learning to Enhance Primary Students’ Numeracy Skills: A Systematic Literature Review Zainovi, Putri Sarah; Mariana, Neni; Istiq'faroh, Nurul; Wiryanto, Wiryanto; Muhimmah, Hitta Alfi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1467

This study presents a systematic literature review aiming to explore the integration of ethnomathematics in the teaching of plane geometry as a means to enhance numeracy skills among primary school students. Ethnomathematics, which connects mathematical concepts with local cultural practices, offers a contextual and meaningful learning experience that aligns with students’ everyday lives. The review was conducted by analyzing ten peer-reviewed studies published between 2021 and 2024, sourced from credible academic databases such as Google Scholar, DOAJ, ERIC, and Garuda. The findings indicate that embedding cultural elements into geometry instruction—such as traditional motifs, crafts, and architecture—not only improves students’ conceptual understanding but also promotes critical thinking, collaboration, and motivation to learn. Instructional tools developed using ethnomathematical approaches, including modules, multimedia, animated videos, and augmented reality, were reported to be valid, practical, and effective in classroom implementation. Moreover, this culturally responsive pedagogy supports the development of a more inclusive and identity-affirming mathematics education. The review highlights the pedagogical value of ethnomathematics and recommends its wider adoption in mathematics curricula, teacher training, and educational policy. Future research should focus on experimental designs and cross-cultural implementations to further validate the long-term impact of ethnomathematics on student learning outcomes.

Integrating Local Wisdom and Sustainable Development Goals: Contextual Learning Through Klepon Village in Indonesian Primary Education Sari, Yunita; Hendratno, Hendratno; Gunansyah, Ganes; Mariana, Neni; Suprapto , Nadi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1488

This study aims to explore the integration of local cultural practices and Sustainable Development Goals (SDGs) into contextual learning through the case of Klepon Village in Bulang, Sidoarjo, Indonesia. Klepon, a traditional Indonesian snack, is not only a culinary heritage but also a potential educational tool for primary school students. The main research questions of this study are: (1) How can local cultural practices, particularly the production of Klepon, be integrated into the primary school curriculum? (2) What impacts does this integration have on students’ literacy, numeracy, socio-cultural awareness, and character development? Using a qualitative descriptive approach with case study methods, the research involved 25 primary school students and 3 teachers over a period of three months to examine how Kampung Klepon serves as a contextual learning resource in various subjects, including language, mathematics, and science-social studies (IPAS). The findings reveal that integrating the cultural practice of klepon production enhances students’ literacy, numeracy, and socio-cultural awareness. It also fosters students’ character development, entrepreneurial mindset, and environmental consciousness aligned with SDGs. Specifically, students showed improvements in storytelling ability, basic arithmetic skills related to measuring ingredients, and environmental awareness through waste management practices. The study demonstrates that such a local-based approach supports the implementation of Indonesia’s Merdeka Curriculum and promotes transformative education rooted in ethnopedagogy. This research contributes to the discourse on contextual and sustainable education by offering an innovative model that links traditional knowledge, school curriculum, and global educational goals. It also highlights the importance of community-school collaboration in creating meaningful learning experiences.

Ethnomathematics in Traditional Culinary Practice: Mathematical Concepts in the Preparation and Sale of Nasi Pecel Tumpang in Kediri, Indonesia Fatmawati, Eka Nurviana; Mariana, Neni; Ekawati , Rooselyna
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1530

This study explores the presence of mathematical concepts embedded within the traditional culinary process of Nasi Pecel Tumpang, a renowned dish from Kediri, Indonesia. Utilizing an autoethnographic approach combined with semi-structured interviews, the researcher investigates personal childhood experiences and supports them with interviews conducted with local food vendors to uncover mathematical practices inherent in the preparation, processing, and sale of this cultural delicacy. The study involved five traditional food vendors selected through purposive sampling. The findings reveal that daily culinary activities — often seen as routine or informal — contain rich mathematical values, including counting, measurement, comparison, fractions, ratios, sequencing, geometry, and data representation. During the preparation stage, vendors engage in mathematical thinking through the use of standard units (grams, liters), whole number operations (addition, subtraction), and estimation (e.g., handfuls, pinches). The cooking process involves the use of ordinal numbers to sequence tasks, time measurement for boiling or frying ingredients, and length measurement when cutting vegetables. Moreover, elements of geometry are evident in the shapes of utensils and food arrangement, while proportional reasoning is applied in the formulation of spice blends. In the post-production stage, mathematical applications expand to pricing strategies, revenue calculation, and data tabulation using basic statistical tools such as means, frequency tables, and pictograms. The study underscores the value of integrating local cultural practices into mathematics education, offering a contextualized learning experience that is both meaningful and culturally relevant to students. Specific research questions guided the inquiry, focusing on how traditional culinary activities reflect mathematical thinking and how these insights can inform classroom practices. By leveraging familiar cultural artifacts like traditional foods, educators can foster greater student engagement, reduce math anxiety, and build stronger connections between academic content and everyday life. This research contributes to the broader field of ethnomathematics and highlights the importance of culturally responsive pedagogy in elementary education, particularly in areas rich with cultural heritage.

Ethnomathematics in Sidoarjo Batik Motifs: An Ethnographic Study of Mathematical Concepts in Local Cultural Artifacts Fitriyah, Nur; Wiryanto; Ekawati , Rooselyna; Mariana, Neni; Siswono, Tatag Yuli Eko
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1531

This study explores the integration of mathematical concepts within the traditional batik motifs of Sidoarjo, Indonesia, through a qualitative ethnographic approach. Focusing on three selected motifs—Beras Wutah, Kembang Tebu, and Udang Bandeng—the research aims to identify and describe inherent mathematical elements such as symmetry, geometry, patterns, and proportional reasoning embedded in the design and production process. Data were collected through direct observation, semi-structured interviews with local batik artisan Ir. Nurul Huda, and documentation analysis at the Batik Tulis Al-Huda Gallery in Sidokare, Sidoarjo. The data were analyzed using Spradley’s ethnographic method, which includes domain, taxonomic, and componential analysis. Findings reveal that Sidoarjo batik motifs are rich in mathematical structures. The Beras Wutah motif displays tessellation and reflective symmetry; Kembang Tebu illustrates rotational symmetry and repetitive geometric patterns; while the Udang Bandeng motif incorporates proportional scaling and spatial reasoning. These mathematical ideas, though traditionally unformalized, demonstrate deep-rooted local knowledge that aligns with formal mathematical principles. The integration of ethnomathematical perspectives into classroom instruction has the potential to contextualize learning, enhance students’ engagement, and foster cultural appreciation. This study concludes that batik, as a cultural artifact, holds significant educational value in mathematics education. Incorporating local cultural resources like batik into curriculum design not only supports culturally responsive teaching but also bridges abstract mathematical concepts with tangible real-world experiences. The findings advocate for the inclusion of ethnomathematics in primary education as a strategy to make mathematics more accessible, meaningful, and inclusive for diverse learners.

Co-Authors , JULAIKA Abdul Haris Rosyidi Ade Firma Handriyani Putri AF Suryaning Ati MZ Agnes Vivin Prismayadi AGUNG LUKITO Agung Lukito Agus nur fuad Agustina, Olida Diah Ahmad Rafi Garizah Aida Meilina Ainia, Vera Masrurotul AINURROHMAH, NOVITA Ajeng Rara Veronica Akhmad Taufiq Alfi Muhimmah, Hitta Ali, Muhammad Hanif Bin Alsulami, Naif Mastoor Amalia, Kaniati Ammelia, Deandra Rizka Amrozi Khamidi Amrul Huda Fathir Anam, Rifat Shafwatul Ananta, Maulana Paramaditya ANGGRAINI FIRMANDANI, FATIMAH ANIES SOLICHAH, LULI Anik Sri Wahyuni Ari Khusumadewi Ari Metalin Ika Puspita Ariani, Yuli Arianti, Dini Arizkylia Yoka Putri Asyifa', Nurul AZIZAH FAHMI, NUR Azizah, Imarotul B. Tejero, Erhardie Priel Badriatus Sa'idah Bambang Bambang Binar Kurnia Prahani Budi Purwoko Budi Wijaya Budiyono Budiyono Budiyono Budiyono Chasan Ashari Delia Indrawati Delia Indrawati Dellarosa, Maretha Dr. Nurul Istiq'faroh, M.Pd. Dr.Endah Budi Rahaju, M.Pd. Duhwi Indartiningsih Dwi Purwanti, Mei Dyen Erni Lakapu Eka Novitandari EKA SASMITA, FEBRIARSITA Eka Setiawati Ekawati , Rooselyna Ekawati,, Rooselyna Endang Setiyowati Endang Setiyowati Endilina, Euistika Erawan, Galih Majesty ERNY ROESMININGSIH Faisal Faisal Farman, Farman Faroh, Nurul Istiq' Fasyah Alya Syabrina Fathir, Amrul Huda Fatimah Anggraini Firmandani Fatmawati, Eka Nurviana Febriarsita Eka Sasmita FIRDAUS, ROSYELA Fiscetti, John Fitri Miftahul Jannah Fitri, Hidayatul FITRIYA NINGSIH FITRIYAH, NUR fuad, Agus nur Galih Yoga Pradana Ganes Gunansyah Ganes Gunansyah Ganes Gunansyah Ganes Gunansyah Gianto Gianto Gunansyah, Genes Gunarti Dwi Lestari Gustina, Devi Maya Halimah Nur Agustin Handayani, Nanik Hasibuan, Vira Amelia Pratiwi Hayu Eka Fadillah HENDRATNO HERU SUBRATA Heru Subrata Hitta Alfi Muhimmah Hs, Atika Maulidina Huda, M.Misbachul Hutkemri Zulnaidi Ihza Latifatun Ni'mah Ika Rahmawati Ika Rahmawati Ika Tri Yunianika Ikamaya Sridarma Dewi Indartiningsih, Duhwi Indarwati, Erna Eka Indrawati, Mamik Irma Ainur Fofiqoh Iskandar, Rangga Bhakty Istiq'faroh, Nurul Istiqfaroh, Nurul Istiq’faroh, Nurul JATI PRATIWI, DIYANTI JENATI, MAESI John fiscetti Kamalin, Lina Karwanto, Karwanto Katriana, Yuli Khairiyah, Ummu KHOIRIDA, USIS Khujaimah Krismonika, Sherly Kurniawati, Reny Kustiyaningsih, Ira Dwi Kustyamegasari, Arista KUSWULAN DARIYANTO, DESI Ladin, Che Aleha Binti Lailiya, Nirmala Rahmatul Ledger, Susan Leli Nisfi Setiana, Leli Nisfi Lina Kamalin Ludfi Arya Wardana M. Bambang Edi Siswanto Majid, Annis Annafik Maretha Dellarosa Mariati, Pance Mario Florentino MARITARIA, TRISYA Masyhud, M. Sulthon MAULITA ZULIYAWATI, ERIKA Meirza Nanda Faradita Miftakhul Huda Mintohari Mintohari Mintohari, Mintohari Mochamad Nursalim Mohammad Fauziddin Molli Wahyuni Muhamad Alfian Efendi Muhamad Nukman Muhammad Afif Muhammad Nur Huda Muhammad Rayhan Nouval Arrasy Muhammad Rusli Muhimmah, Hitta Alfi Muldash, Nency Putri Munawwaroh, Dinda Arofahtul Nabila Hamzati Nadi Suprapto Nadia Luthfi Choirunnisa Naif Mastoor Alsulami Najlatun Naqiyah Nasution Nasution natasha rappa Ni'matur Rochmah Nia Diyawati Utami Nindiana Eva Rosa Amalia Ninggarwati, Devrita Jeny Nisaul Hikmiah, Alien Noer Mahmudiyah Norairi, Santi Agustiara Nova Viona Elfani Noviawati, Yustin Nunuk Hariyati Nur Kumala Wardani Nur rachma Sastra pradita Nur Wahyuni Nurul Istiq'faroh Nurul Mahruzah Yulia Nurul Rafiqah Nasution Octaviani, anisa Olivia Afkarina P. Lutog, Marevic Jean Pance Mariati Pangestuningtyas, Dwi Pradina Parameswari Provitasari Purwanto Purwanto Puspita, Ari Metalin Ika Putri Arina Hidayati PUTRI NUGRAHA, MALIYA Putri Rachmadyanti Putri, Arizkylia Yoka Rachmadyanti , Putri RACHMADYANTI, PUTRI Rachmalia Widya Andini Raden Roro Nanik Setyowati Rafi Afrizal Saputra Rafika Putri Rahaju, Endah Budi rahayu, sumartini Ramadhan Kurnia Habibie Rappa, Natasha Anne Ratih, Dhewi Ratna Anggreani Rheny Puspita Ratih Rinatul Khumaimah Ririn Noviyanti Ririn Purnawati Riski, Yunia Tiara Ristanto, Setya Rooselyna Ekawati Rosita, Hana Ruqoyyah Fitri SAADAH, LAILIS Safirah, Adita Dwi Safriana Ika Pratiwi Santi Agustiara Norairi Sari, Erna Wulan Sasmita, Febriarsita Eka SEMBIRING, MASTA MARSELINA Sevian Ageng Wahono Silvi Amaliatus Sholihah Siswanto, M Bambang Edi Siswono, Tatag Eko Yuli Siti Maghfirotun Amin Siti Maimuna Sofia Godeliva Un Lala Sofiah, Nur Sofiya, Ana Solihin, Annas Sri Setyowati Sri Widayati Stefanie Marla Laudia Stelly Martha Lova Stiyas, Ayuk Susilaning Suhada, Isa Suhartuti, Lia Indra Sumiyarsih, Ninuk Sunanto Sunanto Suryanti Suryanti SURYANTI Susan Ledger Susiyawati, Enny Suttrisno Syah Putri Endar Pramesta Tasyafa’a Arrizqiyah Tatag Yuli Eko Siswono Tatag Yuli Eko Siswono Tatag Yuli Eko Siswono Tia Wulansari Titik Mulyaningsih Tri Sutrisno Tri Sutrisno TRI WULANDARI, AGNES Trisnawati, Any Ulhaq Zuhdi Ulumah Ummah Ulumul Umah Umi Anugerah Izzati, Umi Anugerah Ummah, Fiena Saadatul Vivi Astuti Nurlaily Vivin, Meyta Wadinah, Ima Wahono Widodo Wahono Widodo Wahono Widodo Wahyu Sukartiningsih WAHYU SUKARTININGSIH Wahyudi, Mgs Ahmad Wahyuni, Anik Sri Wardani, Nur Kumala Widiasih Widiyanah, Ima WIDYA ANGGRAINI, IRMA Wirya, Deany Yasir Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Witdanarko, Fajar Yandri Dami Yeni Rahmawati, Yeni Yoyok Yermiandhoko Yunia Tiara Riski Yunita Sari Yuslia Fendy, Livi Eka Zaenal Abidin Zaenal Abidin Zahra Rahmawati Zahroh, Fatimatus Zainovi, Putri Sarah

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