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Habiddin
Universitas Negeri Malang
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Development of Case-Based Electronic Student Worksheets (E-LKPD) on Carbohydrate Metabolism Disorders for Science Education Students Qomaliyah, Eka Nurul; Habiddin, Habiddin
Chemistry Education Practice Vol. 8 No. 2 (2025): Edisi November
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v8i2.10128

Abstract

 Biochemistry is one of the courses that encompasses broad and complex material, including metabolism. Students’ understanding of carbohydrate metabolism is often limited to theoretical and memorization aspects. Therefore, it is necessary to develop learning media that support interactive and more meaningful learning. This study aims to develop a case-based Electronic Student Worksheet (E-LKPD) on carbohydrate metabolism disorders for students in the Science Education Program. The research employed the Research and Development (R&D) method with the development stages of Define, Design, and Develop. Data were obtained from expert validation as well as user response questionnaires involving 25 science education students. The results of material validation, language validation, and output validation showed “high validity and feasibility,” while user questionnaires indicated an average 90% “very good” response and agreement to use the E-LKPD in Biochemistry learning. Thus, the case-based E-LKPD on carbohydrate metabolism disorders is considered feasible to be used as a learning medium in Biochemistry courses, particularly in supporting case-based and student-centered learning.
Pengembangan Monopoli Berbantuan Augmented Reality Berbasis Pendekatan Culturally Responsive Teaching Materi Sistem Tata Surya Hasanah, Imro’atul; Habiddin, Habiddin; Rudiyanto, Rudiyanto
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 6, No 2 (2025): November 2025
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v6i2.760

Abstract

This study aims to develop MOANALISYA (Monopoli Augmented Nusantara Lingkup Sistem Tata Surya) learning media and to asses respondents' responses to its development. The developed media is expected to provide a pleasant learning experience for students so that the final results obtained are not only knowledge but also thinking, collaboration, communication, and kinesthetic skills. The study used a 4D development model (define, design, develop, disseminate) without conducting a disseminate stage. The data collection technique was tested on media experts, material experts, science teachers, and seventh-grade students of Sriwedari Middle School in Malang City in the 2024/2025 academic year with a sample of 10 students. The data analysis technique used percentage calculations to assess the validity and practicality of the Likert scale instrument. The results showed that the development of MOANALISYA received a positive response with a percentage of 85% from media experts and 84.38% from material experts indicating it is very valid and suitable for use in the learning process. In addition, the practicality test also entered the very interesting or very practical category after showing a positive response of 82.5% from teachers and 89.88% from students. Thus, it can be concluded that the MOANALISYA learning media is suitable for use in science learning on the solar system material.
Women in Chemistry: Exploring Their Contributions to the Development of Chemical Science Abida Naja Putri; Agni Jamal; Arimby Anindya Putri; Dela Puspita Sari; Erma Ulifatulatifah; Fathimah Thohirotunnisa; Lenthamina Galuh Rahmawati; Nada Shafa Yusriyyah; Rahmadina Putri Herdianto; Vindy Sabina Putri; Habiddin Habiddin
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/wfaj8n87

Abstract

The role of women in chemistry has undergone significant changes throughout history despite facing various social and cultural challenges. In the past, men dominated chemistry, and female scientists' contributions were often overlooked or minimized. However, over time, women have increasingly demonstrated their outstanding contributions to the development of chemistry. Names like Marie Curie, who won two Nobels in physics and chemistry, and Rosalind Franklin, who was instrumental in the discovery of the structure of DNA, are undeniable proof that women have a crucial role to play in the advancement of chemistry. However, gender stereotypes and social norms often limit women's career options in science, and the influence of an academic environment that does not always support gender equality hinders their potential to develop fully. In addition, women are often faced with dual challenges, such as the double burden of managing a scientific career and family responsibilities. Based on these challenges, developing more inclusive and supportive policies and strategies is imperative to enable more women to engage in chemistry. In addition, creating a flexible work environment that prioritizes work-life balance will help reduce barriers for women in developing a career in chemistry. This research aims to trace the long journey of women in chemistry, identify the obstacles they face, and explore solutions and steps that can be taken to realize gender equality in this field. With these steps, it can be ensured that the full potential of women in chemistry can be realized so that they can contribute to advancing global science and technology more broadly.
Profile of Junior High School Students' Problem-Solving Ability on The Topic of Human Relationship to Ecosystems Through The Role-playing Method Alvi Rohmah; Indra Fardhani; Dian Nugraheni; Habiddin Habiddin
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/zrhqax71

Abstract

This research aims to elucidate the problem-solving capabilities of junior high school students about human relationships with ecosystems, particularly river ecosystems, utilising the role-playing method within a debate framework among represented professional groups. This study involved 25 seventh-grade students from an MTs Negeri in Malang Regency. Students were grouped to simulate various occupations, including physicians, government representatives, scientists, and environmental advocates. Data was gathered using LKPD responses, observation forms, and interview protocols. The data analysis indicates that the environmental volunteer profession group scored the highest on the LKPD, scoring 94. Additionally, as assessed by observation, the average percentage derived from the student problem-solving skill profile was 85%, categorised as very good. The interview results indicated that students responded positively to the learning activities.  
Student Worksheet of Light and Optics for STEM-Based Problem-Based Learning: Critical Thinking Skills Perspective Fifi Suaidatur Rofik; Habiddin Habiddin; Muhammad Fajar Marsuki
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/61kdc115

Abstract

This study investigates the effectiveness of student worksheets in an integrated Problem-Based Learning model using the STEM approach on light and optical materials towards improving the critical thinking skills of eighth-grade students of SMPN 1 Kepanjen. Student worksheets were developed using the 4D model of Thiagarajan (1974). This study was a pre-experimental design using a one-group pretest-posttest. The research instruments were critical thinking ability tests and questionnaires. The paired sample t-test results showed a significant difference in students' critical thinking skills before and after learning on the STEM-based Problem-Based Learning student worksheet. Supported by an N-Gain score of 48.14%, the developed students' worksheet effectively improves students' critical thinking skills.
Interactive E-Modules Based on Inquiry-Based Learning on Pressure for Junior High School Students Jihan Fahira Adinda Putri; Habiddin Habiddin
STEM Education International Vol. 2 No. 1 (2026): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/6cyg0z17

Abstract

Many teaching materials still emphasise memorisation of concepts rather than actively involving students in the knowledge construction process. Learning approaches aligned with the characteristics of science are still rarely incorporated into teaching materials. Furthermore, students often struggle to understand abstract scientific concepts due to a lack of appropriate visual aids. In line with this, the purpose of this research is to develop an interactive e-module that integrates an inquiry-based learning model on pressure materials that is not only valid but also easy for students to understand. Research and Development (R&D) with a 4D model approach that has been simplified into 3D, namely define, design, and develop, was implemented as a method. Two lecturers and one science teacher, all competent in science, serve as validation subjects in the development of interactive e-module products in this study. Thirty students from class IX at a public junior high school in Malang who have studied pressure material were selected as subjects in the field trial of this research. A literature review and a questionnaire were used to collect data. Quantitative and qualitative analysis was conducted on the collected data. The validation results show an inter-rater agreement rate of 85%, which falls within the almost-perfect and consistent range, indicating uniform assessment and supporting the feasibility of e-modules for science learning. In addition, the e-module readability test scored 87%, placing it in the very good category, indicating that the e-module is easy for students to understand thanks to simple language, clear sentences, an attractive appearance, and content presented in a structured, independently accessible manner. Although it has not been directly implemented to assess concept understanding, this e-module is designed to facilitate learners' active involvement through various inquiry activities aligned with the inquiry-based learning model.
University Students’ Understanding of Intermolecular Forces: A Comparison of First & Third-Year Students Billah, Achmad Arifun; Octavia, Devita Aliya; Sholihah, Febriana Hidayatus; Febriliyanto, Muhammad Rafli; Aisyah, Nisa Nur; Rohmah, Nuril Hafidzatur; Rahayu, Sri Mulyani Sugiarti; Salsabela, Tania Adilla; Basimin, Mudzuna Quraisyah; Habiddin, Habiddin
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/stem.v1i1.5

Abstract

The study aims to analyze chemistry education students’ understanding of intermolecular forces more deeply in 2021 (third-year) and 2023 (first-year). This type of research is descriptive research, and the technique used to collect data is a test and interview. Students encountered difficulties connecting types of Intermolecular Forces (IMFs) and molecular examples. Students’ understanding of hydrogen bonding is higher than that of dipole-dipole, induced dipole, and London (dispersion) forces. This study implies that third-year chemistry education students demonstrated superior mastery of intermolecular forces than first-year students.
The Role of Culturally Responsive Teaching (CRT) in Contextual Teaching and Learning to Improve Students' Scientific Explanation Skills Lailatul Mardhiyyah; Habiddin Habiddin; Rudiyanto Rudiyanto
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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

Abstract

A scientific explanation is vital for students, but they often lack access to one. They seldom apply their knowledge to elucidate natural phenomena, leading to a basic and less meaningful understanding. To enhance students' abilities to provide scientific explanations, the culturally responsive teaching (CRT) approach is employed in science education. This pre-experimental pre-test post-test study involved seven students at a private junior high school in Malang. Written tests, including pre-tests and post-tests, were used to evaluate the improvement of students' scientific explanation skills. The study indicates a significant enhancement in students' scientific explanations, categorizing them in the medium range. This finding emphasizes the necessity to implement the CRT approach in broader educational contexts.References Acebes, E. I., & Taber, K. S. (2024). Secondary Science Teachers’ Instructional Strategies for Promoting the Construction of Scientific Explanations. Science & Education, 33(4), 853–899. https://doi.org/10.1007/s11191-022-00412-5 Ariawan, I. B. A. M., Lestari, N. A. P., & Dharma, I. M. A. (2022). Pembelajaran CTL (Contextual Teaching And Learning) Untuk Meningkatkan Hasil Belajar IPA. IRJE, 2(1). https://irje.org/index.php/irje Billings, G. L. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465 Braaten, M., & Windschitl, M. (2011). Working toward a stronger conceptualization of scientific explanation for science education. Science Education, 95(4), 639–669. Chin, C., & Brown, D. E. (2000). Learning in Science: A Comparison of Deep and Surface Approaches. Journal of Research in Science Teaching, 37(2), 109–138. Fadillah, L. R., & Listiawan, T. (2024). Implementasi Pendekatan Culturally Responsive Teaching (CRT) pada Pembelajaran IPA untuk Meningkatkan Motivasi Belajar Peserta Didik di SMP. Journal of Innovation and Teacher Professionalism, 2(1), 65–73. https://doi.org/10.17977/um084v2i12024p65-73 Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice, Third Edition. Teacher College Press. Habiddin, H., Atikah, A., Husniah, I., Haetami, A., & Maysara, M. (2021). Building scientific explanation: A study of acid-base properties of salt solution. AIP Conference Proceedings, 2330(1), 20047. https://doi.org/10.1063/5.0043215 Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809 Islakhiyah, Sutopo, & Yulianti, L. (2018). Scientific Explanation of Light through Phenomenon-based Learning on Junior High School Student. First International Conference on Science, Mathematics, and Education (ICoMSE), 218(1), 173-185. Khasanah, I. M., Nuroso, H., & Pramasdyahsari, A. S. (2023). Efektivitas Pendekatan Culturally Responsive Teaching (CRT) untuk Meningkatkan Hasil Belajar Siswa Kelas II Sekolah Dasar. Edu Society: Jurnal Pendidikan, Ilmu Sosial Dan Pengabdian Kepada Masyarakat, 3(3), 1121–1127. Laughter, J. C., & Adams, A. D. (2012). Culturally Relevant Science Teaching in Middle School. Urban Education, 47(6), 1106–1134. https://doi.org/10.1177/0042085912454443 Madkins, T. C., & Royston, M. M. de. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103(6), 1319–1346. https://doi.org/https://doi.org/10.1002/sce.21542 McNeill, K. L., & Krajcik, J. (2008). Scientific Explanations: Characterizing and Evaluating the Effects of Teachers’ Instructional Practices on Student Learning. Journal of Research in Science Teaching, 45(1), 53–78. McNeill, K. L., Lizotte, D. J., & Krajcik, J. (2006). Supporting Students’ Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials. Journal of The Learning Sciences, 15(2), 153–191. Nafiah, N. I., Damayanti, A., Winarno, A. N. P., Akmalia, D. R., Nurdaningrum, F., Azizah, F. A., Juditha, I., Widya, I. S., Afnia, M. N., & Martiningrum, R. (2025). Learning Approach for Enhancing Students’ Creativity. STEM Education International, 1(1), 29–35. https://doi.org/10.71289/wrycf010 Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-Driven Inquiry as A Way to Help Students Learn How to Participate in Scientific Argumentation and Craft Written Arguments: An Exploratory Study. Science Education, 95(2), 217–257. Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372. Sari, A., Sari, Y. A., & Namira, D. (2023). Penerapan Model Pembelajaran Problem Based Learning Terintegrasi Culturally Responsive Teaching (CRT) Untuk Meningkatkan Motivasi Dan Hasil Belajar Siswa Kelas X IPA 2 SMA Negeri 7 Mataram Pada Mata Pelajaran Kimia Tahun Ajaran 2022/2023. Jurnal Asimilasi Pendidikan, 2, 110–118. http://asimilasi.journalilmiah.org. Sexton, S. S. (2024). Culturally responsive teaching through primary science in Aotearoa New Zealand. London Review of Education, 22(1), 4. Trianto. (2007). Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik. Prestasi Pustaka Publisher. Wang, C.-Y. (2015). Scaffolding Middle School Students’ Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach. International Journal of Science Education, 37(2), 237–271. https://doi.org/10.1080/09500693.2014.979378 Wijayanto, T., Supeno, S., & Bektiarso, S. (2020). Pengaruh Model Inkuiri Terstruktur terhadap Kemampuan Scientific Explanation Siswa dalam Pembelajaran Fisika di SMA. Jurnal Pendidikan Fisika Tadulako Online, 8(2), 18–24.  
Pemberdayaan Diaspora Indonesia di Malaysia melalui Pelatihan Honey Soap Crafting sebagai Peningkatan Life Skill Evi Susanti; Claresia Tsany Kusmayadi; Habiddin Habiddin; Sentot Kusairi; Sri Rahayu Lestari
Indonesian Journal for Social Responsibility Vol. 8 No. 01 (2026): June 2026
Publisher : LPkM Universitas Bakrie

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36782/ijsr.v8i01.596

Abstract

The training on making solid honey soap in an artisanal style was conducted as a form of life skill enhancement for the Indonesian diaspora in Malaysia, particularly those working in the informal sector. The partner group in this activity was students of the Klang Lama Assisted Learning Center, which is part of the Indonesian diaspora community. The training program was designed to improve participants’ competencies in creative honey soap production. The activities were carried out in three stages: the first stage involved preparation, including the signing of a memorandum of understanding (MoU) with partners, identification of participants’ needs, development of a pocket handbook, and provision of materials; the second stage consisted of implementation through material delivery and independent hands-on practice; and the final stage involved evaluation using pretest and posttest to measure improvements in participants’ skills and life skills. The evaluation results showed that 100% of the students stated that the training was beneficial, easy to understand, and provided new skills in handicraft production, particularly honey soap. Furthermore, 68.75% of the students expressed interest in making soap independently after the training. This program was proven to be effective in enhancing practical skills and life skills within the Indonesian diaspora community.
PEMAHAMAN KONSEP DALAM TOPIK SIFAT ASAM BASA LARUTAN GARAM: STUDI PADA SISWA SMA DI BLITAR Amala, Faridah; Habiddin, Habiddin
Jurnal Zarah Vol. 10 No. 2 (2022): October, 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v10i2.4321

Abstract

Penelitian ini bertujuan untuk menggambarkan pemahaman konsep dan miskonsepsi siswa pada topik sifat asam basa larutan garam di Kota Blitar. Penelitian ini dilakukan di 2 SMA Negeri di Blitar menggunakan instrumen soal four-tier yang terdiri dari 26 butir soal yang telah divalidasi. Hasil penelitian menunjukkan bahwa 43,95% siswa memiliki pemahaman konsep yang kuat pada topik sifat asam basa larutan garam. Sejumlah siswa juga masih mengalami miskonsepsi pada subtopik jenis garam yang mengalami hidrolisis, sifat larutan garam, dan gambar mikroskopik larutan garam. Kesalahan siswa dalam menentukan sifat garam disebabkan oleh kesulitan dalam menentukan sifat komponen penyusun garam.
Co-Authors Abida Naja Putri Abidin, Rif’atuz Zakiyyah Aceng Haetami Adinda Marcelliantika Afis Baghiz Safruddin Afis Baghiz Syafruddin Afrahamiryano Afrahamiryano Agni Jamal Agus Purnomo Agustina, Nur Indah Ahmad Naqib bin Shuid Airiza Dian Aisyah, Nisa Nur Akmal, Bernada Uni Tatya Alby Aruna Alvi Rohmah Amala, Faridah Amalia, Berlyana Amalia, Elok Amat Mukhadis Ameliana, Devita Novi Ananta Ardyansyah Andika Bagus Nur Rahma Putra, Andika Bagus Nur Rahma Anggraeni, Pratika Desy Annisa, Nidya Arifah Zurotunisa Arimby Anindya Putri Aruna, Alby Asnan Wahyudi Asnan Wahyudi Bambang Wahyudi Bambang Wahyudi Bambang Wahyudi Basimin, Mudzuna Quraisyah Billah, Achmad Arifun Burhanuddin Ronggopuro Citra Ayu Dewi Claresia Tsany Kusmayadi Conseta, Maria Goretti Indah Della Daud Yefkanius Nassa Dede Yayah Rokayah Dela Puspita Sari Deni Ainur Rokhim Devita Novi Ameliana Dian Nugraheni Diana Tien Irafahmi Dinny Ariana Eka Nurul Qomaliyah Eka Putri Surya Elisa Mariana Magnani Elizabeth Mary Page Erma Ulifatulatifah Erni Yulianti Erti Hamimi Erti Hamimi Evi Susanti Fanny Iga Widiastuti Fardhani, Indra Farizka, Lilla Fathimah Thohirotunnisa Febriliyanto, Muhammad Rafli Fielardh, Khalifatulloh Fifi Suaidatur Rofik Firda Amalia Frida Kristining Tyas Hafif Ahmad Abdul Aziz Hakimah, Wardatul Hasanah, Imro’atul Hasanah, Samudra Mutiara Hayuni Retno Widarti Herunata Herunata Hosnia, Hosnia I Wayan Dasna Ida Bagus Suryadharma Ifannani, Feren Aisya Ike Ratnawati Ike Ratnawati Indahsari, Nita Dwi Indasari, Krisma Dewi Firdaus Indra Fardhani Irene Lusita Nagol Isnaini, Siti Isnanik Juni Fitriyah Isnatul Husniah Jacky Anggara Nenohai Jasicca Dea Putri Perwiranti Jeharut, Rolisonia Rona Kecima Jihan Fahira Adinda Putri Juwita Karina Pratiwi Kafita Krisnatul Islamiyah Kinanthi, Bilqis Rahma Kurnia, Eva Lailatul Mardhiyyah Laili Mei Sulistiyani Laili, Dewi Nur Lenthamina Galuh Rahmawati Lestari, Linda Ayu Lilla Farizka Linda Ayu Lestari Made Duananda Kartika Degeng Maharani, Richa Nan Marcelliantika, Adinda Maya Sari Maysara Maysara Miftahul Jannah Mitra Istiar Wardhana, Mitra Istiar Mohammad Musthofa Al Ansyorie Moreira, Ilidio X. Mudzuna Quraisyah Basimin Muhammad Aris Ichwanto Muhammad Fajar Marsuki Muhammad Muchson Muhammad Roy Asrori Muhammad Suaidy Muhammad Sua’idy Muntholib Munzil Munzil , Munzil Muslim Muslim Muthmainnah Muthmainnah Nada Shafa Yusriyyah Nasrunniati Dyahayu Anggi Winarni Nassa Amrilizia Novida Pratiwi Nugraheni*, Dian Nur Gaib Karepesina Nur Hamid Nur Indah Agustina Nurul Ulfatin Nuryono Nuryono Octavia, Devita Aliya Oktavia Sulistina Parlan . Peni, Ristiwi Pratiwi, Juwita Karina Purba, Leony Sanga Lamsari Purba, Leony Sanga Lamsari Purbo Suwasono Putra, Arif Putra, Moch Chesa Nur Hidayat Arif Putri Surya, Eka Qodriyah, Nur Romadhona Lailatul Rafika Fauzia Ulfa Rahayu, Sri Mulyani Sugiarti Rahmadina Putri Herdianto Rahmawati, Benita Ramdhani, Mifta Richa Nan Maharani Ridwan Joharmawan Ristiwi Peni Ristiwi Peni Rohmah, Nuril Hafidzatur Rooserina Kusumaningdyah Rucira Pavita rudiyanto Rudiyanto Rudiyanto Rudiyanto Rudiyanto, Rudiyanto S. Sugiyanto Saefuddin Saefuddin Said Hasan Salsabela, Tania Adilla Santosa Santosa Sari, Fenti Defita Secharlati, Chika Kirana N Sentot Kusairi Septyana, Risa Setiawan, Nur Candra Eka Shinta Permata Sari Sholihah, Febriana Hidayatus Shuid, Ahmad Naqib bin Sri Rahayu Sri Rahayu SRI RAHAYU Sri Rahayu Lestari Su?aidy, Muhammad Su’aidy, Muhammad Subandi Subandi Subandi Subandi Sumari Sumari Surjani Wonorahardjo Suryantoro, Ira Junita Syafruddin, Afis Baghiz Syaiful Arif Syamyafiya Afiyanti Tangi, Hironimus Tee, Tze Kiong Thayban, Thayban Tinenti, Yanti Rosinda Tuwoso Ufiqoh, Lutfiana Umi Fitriyati Vindy Sabina Putri Vita Ayu Kusuma Dewi Wahyudi, Asnan Wicaksono, Azizul Yahmin Yahmin Yaqiin, Ainul Yayuk Mulyati Yayuk Mulyati Yolla Wulansari, Anna Yudhi Utomo Zahirah, Dhea Fairuza Zelen Surya Minata