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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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Integrating the Ethno-STEAM-Based Si PURI Worksheet to Foster Critical Thinking Skills among Fourth-Grade Elementary School Students in Indonesia Ririn Purnawati; Suryanti Suryanti; Neni Mariana
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.222

Critical thinking skills among Indonesian elementary students remain limited, largely because contextual teaching materials integrating local wisdom are rarely available. This study developed the Si PURI worksheet through an Ethno-STEAM approach to improve fourth-grade students’ critical thinking skills. Its novelty lies in incorporating pupur, a traditional Javanese powder-based skincare practice, into a structured worksheet integrating science through the chemistry of natural ingredients, technology through processing tools, engineering through production procedures, arts through cultural aesthetics, and mathematics through measurement and proportion. This topic has not previously been explored in elementary Ethno-STEM or Ethno-STEAM worksheets. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Participants were 23 fourth-grade students at SD Negeri 017 North Sangatta, East Kutai Regency, East Kalimantan. Data were collected through expert validation, accessibility questionnaires, and critical thinking tests administered before and after implementation. Quantitative analysis included validity and accessibility percentages, N-Gain calculations, and the Wilcoxon Signed Ranks Test. Results showed that the worksheet achieved an average validity score of 82.33%, categorized as very valid. Accessibility reached 85.62% based on evaluations from 23 students and five teachers, indicating a very good category. Effectiveness was demonstrated by an average score increase from 59.43 to 77.96, with a class N-Gain of 0.46 in the medium category. The Wilcoxon test indicated a significant difference between pretest and posttest scores (p = 0.000), while 43.5% of students reached the high improvement category. Therefore, the Si PURI worksheet is valid, accessible, and effective for fostering critical thinking skills.

Analysis of Mathematical Reasoning Ability in Third Grade Elementary School Students Sevian Ageng Wahono; Ihza Latifatun Ni'mah; Zahra Rahmawati; Neni Mariana; Vivi Astuti Nurlaily; Rheny Puspita Ratih
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 2 (2025): Vol. 11 No.2 Juni 2025
Publisher : Universitas Negeri Surabaya

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

Mathematical reasoning ability is a crucial competency to be developed at the elementary school level, as it enables students to understand concepts, connect ideas, and explain problem-solving processes logically. This study aims to analyze the mathematical reasoning abilities of third-grade elementary school students in the topic of length measurement using standard units. A mixed-methods survey design was employed, involving 10 third-grade students from Lidah Wetan State Elementary School, Surabaya. Data were collected through written tests, classroom observations, and teacher interviews. The assessment instrument was developed based on three indicators of mathematical reasoning: understanding basic concepts and procedures, connecting concepts through comparison and unit conversion, and explaining reasoning and solution steps. The findings reveal an average score of 69, categorized as good, although students’ abilities were uneven. Achievement levels across the three indicators reached 70 percent, 50 percent, and 40 percent, respectively. These results indicate that students’ mathematical reasoning remains predominantly procedural, highlighting the need for instructional practices that emphasize conceptual connections and logical justification.

The Impact of Ethnomathematics Approach on Numeracy and Mathematical Reasoning Skills of Elementary School Students: A Systematic Literature Review Nia Diyawati Utami; Neni Mariana; Rooselyna Ekawati
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.p74-89

This systematic literature review examines the effects of ethnomathematics-based approaches on numeracy and mathematical reasoning skills among elementary school students. The review analyzed 18 empirical studies and meta-analyses published between 2022 and 2025 to capture recent evidence aligned with contemporary educational contexts and pedagogical practices. Using PRISMA guidelines, quantitative and qualitative findings from quasi-experimental, mixed-method, and meta-analytic studies were synthesized. This review addresses a notable research gap, as recent literature has not comprehensively examined the combined impact of ethnomathematics on both numeracy and mathematical reasoning at the elementary level. The findings consistently demonstrate that ethnomathematics-based instruction significantly improves students’ numeracy achievement and mathematical reasoning abilities. Meta-analytic results indicate strong to very strong effect sizes (ES = 1.22–1.42) on mathematical achievement. Culturally contextualized learning also enhances conceptual understanding, critical thinking, collaboration skills, and learning motivation. Positive effects are reported across grade levels and cultural contexts, with moderate to high improvements in numeracy outcomes. Various implementation modalities, including interactive digital media, traditional games, STEAM-oriented instruction, and culturally relevant learning modules, show high instructional validity and effectiveness. However, several studies exhibit methodological limitations, such as small sample sizes, limited use of control groups, and insufficient longitudinal analysis. Future research should prioritize large-scale and longitudinal studies, alongside systematic teacher professional development, to support the sustainable integration of ethnomathematics in elementary mathematics education.

Development of Multisensory Reading Card Media Based on QR Video to Overcome Letter Reversal in Grade III Students of SDN Sumur Welut III with Indications of Dyslexia Putri Arina Hidayati; Neni Mariana
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 2 (2025): Vol. 11 No.2 Juni 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n2.p208-222

Reading is a fundamental skill that is crucial for the academic success of elementary school students. One common obstacle experienced by third-grade students in Phase B at SDN Sumur Welut III is letter reversal, which is difficulty distinguishing between similar-looking letters like b–d and p–q. This is also often an early indicator in children with dyslexia. This obstacle not only disrupts reading fluency but also lowers students' self-confidence. This research aims to develop multisensory reading card media based on QR video as an innovative solution to help students overcome difficulties in reading similar letters related to dyslexia symptoms. The research method uses the Research and Development (R&D) model with a 4D approach, limited to the Develop stage, resulting in an initial prototype of the learning media. The developed media combines visual, auditory, and kinesthetic aspects thru the use of reading direction arrows, the selection of dyslexia-friendly fonts, and the integration of QR codes linked to word pronunciation videos. The development results show that this reading card has simple, practical, and adaptable characteristics for use both at school and at home. The novelty of this research lies in the integration of print media with simple technology, differing from previous studies that tended to focus solely on visual or fully digital aspects. Although it is still a prototype and has not been empirically tested, this medium has the potential to be an innovative alternative to support the improvement of basic literacy, particularly for students with reading difficulties, including indications of dyslexia. Further research is needed to test the validity, practicality, and effectiveness of the media in a broader learning context. Keywords: Literacy, Dyslexia, Multisensory, Cards, QR

Exploring the Use of Flashcards to Improve Understanding of Flat Shapes in STEAM-Based Mathematics Learning in Elementary Schools Nindiana Eva Rosa Amalia; Neni Mariana
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 2 (2025): Vol. 11 No.2 Juni 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n2.p169-183

Abstract: Mathematics learning in elementary schools often faces obstacles in understanding geometric concepts, especially flat shapes, due to limitations in the use of concrete and interactive media. This study aims to explore the use of flashcards in STEAM-based mathematics learning as an effort to improve fourth-grade elementary school students' understanding of the concepts of sides, angles, and straight lines. The method used is a qualitative approach with a case study design, involving 14 fourth-grade students at SDN Lidah Wetan 4 Surabaya. Data were collected through participatory observation, semi-structured interviews, documentation, and field notes, then analyzed using the Miles and Huberman model. The results showed that the combination of flashcards with manipulative activities using toothpicks and plasticine within the STEAM framework was able to increase student engagement, facilitate concrete conceptual understanding, and encourage critical thinking, creativity, collaboration, and mathematical communication skills. These findings confirm that simple media can be innovatively optimized to strengthen mathematics learning in line with the demands of the 21st-century curriculum. This study provides practical contributions for elementary school teachers and opens opportunities for further research on other geometry materials and different grade levels. Keywords: Mathematics Learning, Flashcards, STEAM, Flat Shapes, Elementary School

Exploring Elementary School Learning Models in Madura in Fostering Religious Moderation Literacy and Emotional Maturity Tri Sutrisno; Nadi Suprapto; Neni Mariana; Wahono Widodo
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 18, No 1 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v18i1.39133

This study aims to analyze the actual conditions of instructional practices, levels of religious moderation literacy, and emotional maturity among students of Madrasah Ibtidaiyah in Sumenep Regency. A mixed-methods approach was employed, integrating descriptive–exploratory qualitative methods with quantitative survey data. Data were collected through interviews, observations, questionnaires, and documentation across five Madrasah Ibtidaiyah representing both mainland and island regions. The findings indicate that learning practices in Sumenep have adopted the principles of Contextual Teaching and Learning (CTL) and local wisdom–based approaches; however, these practices remain predominantly focused on cognitive and socio-cultural aspects, with limited emphasis on the affective domain. This condition is reflected in the average scores of religious moderation literacy (2.41) and emotional maturity (2.57) on a four-point scale, suggesting that students’ understanding of tolerance and self-regulation is still largely conceptual and has not yet reached the stage of behavioral internalization. Madurese cultural values such as tengka’ (mutual respect) and bhâghus (politeness) demonstrate strong potential as reflective learning resources to strengthen students’ moderate character and emotional stability. These findings highlight the need for the development of an integrative learning model based on local wisdom that systematically integrates cognitive, affective, and social dimensions through stages of value orientation, exploration, collaborative learning, positive behavioral modeling, and reflective evaluation. Such a model is expected to foster a generation that is knowledgeable, empathetic, and characterized by moderate attitudes in accordance with the socio-cultural context of Sumenep. This study remains exploratory in nature and has not yet reached the effectiveness testing stage; therefore, further comprehensive research with more rigorous quantitative analysis is required.

The Role of Teachers' Pedagogical Competence in Designing Deep Learning With Hots Assessment on Students' Critical Thinking Skills in Elementary School Endang Setiyowati; Ari Metalin Ika Puspita; Neni Mariana
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1561

This study seeks to describe the role of teachers' pedagogical competence in designing deep learning that integrates Higher Order Thinking Skills (HOTS) assessment on critical thinking skills of elementary students. The research uses an exploratory sequential mixed-methods approach, with three teachers in grades 4, 5, and 6 at UPT SDN 232 Gresik as research subjects, and involved 78 students. Data collection was conducted through learning observations, in-depth interviews, analysis of Deep Learning Plan (RPM) documents, and HOTS assessments. The results reveal that teachers' pedagogical competence in designing deep learning was good, with variation across classes: Grade 4 and Grade 5 teachers demonstrated strong competence with consistent integration of HOTS, whereas the Grade 6 teacher indicated a significant gap between conceptual planning and classroom implementation. Teachers' ability to compile HOTS assessments also varied: the Grade 5 teacher produced the most balanced instrument, with 10 of 15 items at the C4-C6 level, while the Grade 6 teacher designed all 9 items at C4-C6 but with poor alignment between the teaching content and the assessment difficulty. Students' critical thinking skills showed significant variation across classes, with an overall average score of 75.72 (Good category): Grade 5 achieved the highest average of 86.86 (Very Good), Grade 4 achieved 75.74 (Good), and Grade 6 achieved the lowest at 64.58 (Adequate). This research recommends continuous training for teachers in designing authentic HOTS assessments and in ensuring alignment between lesson planning, classroom scaffolding, and assessment demands.

Cultivating Critical Thinking Skills in Early Childhood Through Riau Local Wisdom: A Systematic Review of Gurindam Dua Belas by Raja Ali Haji Mohammad Fauziddin; Gunarti Dwi Lestari; Neni Mariana; Suryanti Suryanti
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.2188

Critical thinking is a foundational skill for lifelong learning, and educators increasingly look to local wisdom and cultural resources to cultivate it from an early age. This systematic literature review examines how Gurindam Dua Belas, a didactic poem embodying the local wisdom (kearifan lokal) of the Riau Malay community and authored by Raja Ali Haji, can be used to stimulate critical thinking in early childhood (children aged approximately 4–6 years). Following the PRISMA 2020 protocol, records were retrieved from Google Scholar using the keywords “Gurindam Dua Belas,” “critical thinking,” “early childhood education,” and “local wisdom,” covering publications from 2016 to 2026. After identification, screening, and eligibility assessment, 10 articles met the inclusion criteria and were analyzed using a thematic synthesis approach. The review finds that the twelve sections of Gurindam Dua Belas embed six recurring value themes—Islamic and aqidah values, social and moral values, the value of beneficial action, ethical values, and leadership and governance values—that can be translated into reflective questioning and interpretative reading activities to prompt children to identify problems, weigh evidence, and evaluate consequences, the core operations of critical thinking. These findings suggest that culturally embedded local wisdom literature offers early childhood educators a low-cost, contextually meaningful complement to imported thinking-skills curricula, provided teachers are given concrete pedagogical guidance for translating gurindam verses into age-appropriate dialogic activities. Future classroom-based intervention studies are needed to test these pedagogical translations directly with children.

STUDI DESKRIPTIF TENTANG ANALISIS INDIKATOR BERPIKIR KREATIF MATEMATIS SISWA FASE C Tasyafa’a Arrizqiyah; Muhammad Rayhan Nouval Arrasy; Olivia Afkarina; Neni Mariana; Nurul Rafiqah Nasution
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 18 No. 2: In Progress (Juli - Desember 2026)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/45cprn84

Tujuan: Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif matematis siswa fase C sekolah dasar serta mengidentifikasi kesulitan siswa dalam memenuhi indikator berpikir kreatif matematis. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan subjek 19 siswa kelas V dan VI SD. Instrumen berupa lima soal uraian terbuka berdasarkan indikator fluency, flexibility, elaboration, originality, serta kombinasi fluency dan flexibility. Data dikumpulkan melalui jawaban tertulis, observasi, dan dokumentasi, lalu dianalisis dengan model Miles dan Huberman. Hasil: Kemampuan berpikir kreatif matematis siswa bervariasi. Pada indikator fluency, sebagian besar siswa mampu menghasilkan jawaban yang logis dan benar, namun tingkat kelancaran berbeda antarsiswa. Pada flexibility, hanya siswa berkemampuan tinggi yang menggunakan berbagai pendekatan, sementara siswa berkemampuan sedang dan rendah terpaku pada satu strategi. Indikator elaboration menunjukkan bahwa banyak siswa kesulitan menjelaskan langkah penyelesaian secara sistematis. Originality menjadi tantangan terbesar; hanya sedikit siswa yang mampu menghasilkan soal cerita unik tanpa meniru contoh. Simpulan: Kemampuan berpikir kreatif matematis siswa fase C masih terbatas dan belum merata, terutama pada indikator originality dan elaboration. Siswa memahami konsep dasar dan mampu memberikan jawaban benar, tetapi kemampuan mengembangkan ide secara beragam, terstruktur, dan inovatif perlu ditingkatkan. Pembelajaran matematika perlu dirancang dengan soal terbuka, pembiasaan menuliskan proses berpikir secara rinci, serta pemberian ruang diskusi dan kebebasan berpikir.

Improving IPAS Learning Outcomes Through STEAM-Based Scratch Media with the Suroboyoan Dialect Context for Fifth-Grade Elementary School Students Safriana Ika Pratiwi; Suryanti Suryanti; Putri Rachmadyanti; Neni Mariana
Information Technology Education Journal Vol. 5, No. 3, August (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i3.12820

Purpose - The primary objective of this empirical inquiry centers on evaluating how digital materials utilizing a specific local linguistic framework relate to variations in the educational achievements of fifth-grade pupils regarding regional historical traditions. Methodologically, a non-randomized group approach under a non-experimental framework was deployed, involving forty elementary school pupils who were distributed equally into two distinct cohorts. Information gathering relied on pre-intervention and post-intervention evaluations alongside structured behavioral rubrics. Analytical procedures incorporated exploratory indicators, distribution verification through mathematical non-parametric tests, variance consistency evaluations, progress metrics, and a comparative mean assessment. Findings: metrics indicated that the cohort exposed to the interactive framework achieved an average final evaluation of 78.03 alongside a moderate progress index of 0.588. Conversely, the traditional cohort reached an average final score of 55.00 with a minimal progress index of 0.188. A directional comparison confirmed a statistically meaningful divergence between the two groups, t(38) = -8.470, p < 0.001, proving that the digital intervention co-occurred with distinct variations in the educational metrics of the participants. Classroom observations indicated that the integration of the local Suroboyoan dialect functioned as a contextual scaffold that supported active student participation and natural communication. Implications - The integration of Scratch programming, interdisciplinary STEAM design parameters, and local vernacular may provide a responsive instructional alternative under the Merdeka Curriculum framework. However, generalized claims of effectiveness are limited due to a small, localized sample from a single school and a relatively short intervention timeframe. Originality - This study contributes to elementary educational technology models by combining digital visual block programming, STEAM frameworks, and regional dialects into a single contextual scaffold for IPAS learning.

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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