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All Journal Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Mimbar Sekolah Dasar Orbital: Jurnal Pendidikan Kimia Jurnal Ulul Albab JMM (Jurnal Masyarakat Mandiri) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) Jurnal Ilmiah Telaah Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Pendekar : Jurnal Pendidikan Berkarakter Biota Jurnal Evaluasi dan Pembelajaran Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran BIOCHEPHY: Journal of Science Education Jurnal Warta Desa (JWD) PSEJ (Pancasakti Science Education Journal) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Indonesian Journal of Applied Accounting and Finance Abdimas Mandalika Journal of Community Empowerment Sasambo: Jurnal Abdimas (Journal of Community Service)
Rahman, Nanang
Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Mataram
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Increasing Science Entrepreneurial Thinking Through the PBEST Model: Integrating Sasambo Local Wisdom in Higher Education Rahman, Nanang; Haifaturahmah; Imam Sofian; Oktiani Pertiwi
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 1 (2025): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i1.91927

Abstract

University graduates must have Entrepreneurial skills to adapt to an increasingly competitive job market. However, integrating entrepreneurship education in science learning is still a challenge. The Project-Based Entrepreneurial Science Thinking (PBEST) model, which combines the Project-Based Learning (PjBL) model integrated with Sasambo local wisdom, offers an innovative approach to overcoming this problem. This research aims to evaluate the practicality and effectiveness of the PBEST model in improving students' entrepreneurial science thinking. With a pre-test and post-test experimental design, the practicality test data collection uses a questionnaire, while the effectiveness test uses an entrepreneurial science thinking test. Sampling used a random sampling technique. The practicality test was carried out on 20 students, while the effectiveness test involved 72 students from the University. The research results show that PBEST is very practical and effective in increasing indicators of entrepreneurial science thinking, such as observation, new ideas, innovation, creativity, and values. PBEST offers an innovative approach to science education, connecting entrepreneurship with science through the integration of local culture. The implications show that developing a PBEST (Problem-Based, Entrepreneurship, Science, and Technology) based learning model integrated with Sasambo local wisdom has significant potential in shaping students' science entrepreneurial thinking.
Analisis Dampak Pergantian Kurikulum 2013 Ke Kurikulum Merdeka Terhadap Pembelajaran Di Sekolah Dasar Muhardini, Sintayana; Sari, Nursina; Amelia, Sherly Dwi; Rahman, Nanang; Muhdar, Syafruddin; Bilal, Arpan Islami; Handayani, Monika
Jurnal Ilmiah Telaah Vol 10, No 2: July 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v10i2.32675

Abstract

Modifications in the curriculum of education signify advancements in science and technology. The Merdeka curriculum is an initiative aimed at addressing contemporary demands and technological integration, affecting education across multiple levels. This study seeks to evaluate the transition to the independent curriculum from the 2013 curriculum in primary schools, focusing on its implementation, challenges, impacts, and potential solutions. This research employs a descriptive qualitative methodology. The findings of this study indicate that the independent curriculum is executed in phases in accordance with governmental directions. The process of transitioning the independent curriculum from the 2013 curriculum has three transitional stages: freedom to learn, share, and change. The main obstacle is teacher adaptation to a new, more flexible approach. In addition, limited facilities and infrastructure, such as the availability of learning books, digital devices, and technological literacy, are a challenge. The positive effects are that student participation in the learning process becomes more active, creative, and oriented in each task. In terms of administration, the workload becomes lighter. Solutions for Handling the Obstacles of the 2013 Curriculum Transition to the Independent Curriculum in Elementary Schools include providing intensive assistance to teachers, optimizing training, and conducting regular evaluations to see what still needs improvement. 
Think-Aloud Protocol as a Method for Exploring and Understanding the Argumentation Skills of Pre-Service Science Teachers Hendratmoko, Ahmad Fauzi; Puspitarini, Sapti; Budiyanto, Mohammad; Rahman, Nanang; Septaria, Kiki; Marpuah, Siti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15214

Abstract

Argumentation is a core component of critical thinking, one of the essential 21st-century skills. However, exploring this skill remains a challenge, often due to limitations in the available assessment methods. This study aims to offer a solution by utilizing the think-aloud protocol to explore and better understand the argumentation skills of Pre-Service Science Teachers (PSTs). A total of 30 PSTs from a state university in Indonesia participated in the research. Data collection and analysis through the think-aloud protocol were conducted in several stages: procedural briefing, implementation, coding and video analysis, and data interpretation. The findings revealed that the think-aloud protocol was effective in providing deeper insights into argumentation skills and yielded more detailed and accurate data across five key components: claims, evidence, reasoning, counterarguments, and rebuttals. On average, the PSTs demonstrated beginner-level argumentation skills, with the strongest performance in the claim component and weaker results in supporting aspects. Specifically, 5 participants were categorized as proficient, 9 as advanced, 6 as intermediate, and 10 as beginners. These results highlight the need for more effective learning strategies that provide PSTs with greater opportunities to practice constructing and critiquing arguments.
PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR PADA PEMBELAJARAN IPAS Ningsih, Astria; Haifaturrahmah, Haifaturrahmah; Fujiaturrahman, Sukron; Rahman, Nanang
Jurnal Ilmiah Telaah Vol 11, No 1: January 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v11i1.35681

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Discovery Learning terhadap kemampuan berpikir kritis siswa sekolah dasar pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS). Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen tipe non- equivalent control group design. Subjek penelitian adalah siswa kelas V sekolah dasar yang dibagi menjadi kelas eksperimen dan kelas kontrol. Instrumen yang digunakan berupa tes uraian kemampuan berpikir kritis dengan indikator menganalisis, mengevaluasi, dan menyimpulkan. Hasil analisis menunjukkan bahwa rata- rata skor kemampuan berpikir kritis siswa pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol, dengan hasil uji-t yang menunjukkan nilai sig < 0,05. Hal ini membuktikan bahwa penerapan Discovery Learning efektif dalam meningkatkan kemampuan berpikir kritis siswa. Penelitian ini menyimpulkan bahwa Discovery Learning dapat dijadikan sebagai salah satu alternatif model pembelajaran inovatif dalam pembelajaran IPAS untuk melatih keterampilan berpikir tingkat tinggi siswa sejak dini.
Transformasi Hasil Penelitian Tindakan Kelas menjadi Artikel Berkualitas dan Strategi Publikasi bagi Mahasiswa PPG Syaharuddin, Syaharuddin; Hastuti, Intan Dwi; Mandailina, Vera; Zulkarnain, Zulkarnain; Rahman, Nanang; Nizaar, Muhammad
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 8 No. 2 (2026): Mei
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/bpb3qq24

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk membantu mahasiswa Program Profesi Guru (PPG) Universitas Muhammadiyah Mataram dalam mengubah hasil Penelitian Tindakan Kelas (PTK) menjadi artikel ilmiah berkualitas serta membekali mereka dengan strategi publikasi yang tepat. Kegiatan ini melibatkan 19 mahasiswa sebagai mitra utama dengan pendekatan praktik langsung dan pemanfaatan teknologi kecerdasan buatan (AI), khususnya ChatGPT. Pelaksanaan kegiatan meliputi pelatihan penyusunan struktur artikel, strategi memilih target jurnal, dan praktik penggunaan AI dalam penulisan ilmiah. Evaluasi dilakukan melalui pre-test dan post-test berupa angket skala Likert dan observasi langsung. Analisis data dilakukan secara deskriptif dengan membandingkan skor pre-test dan post-test yang diperoleh dari angket skala Likert serta didukung oleh hasil observasi selama kegiatan berlangsung. Hasil analisis menunjukkan adanya peningkatan signifikan kompetensi peserta dengan nilai rata-rata pre-test sebesar 61,84 meningkat menjadi 91,44 pada post-test. Peningkatan tersebut mencerminkan perbaikan kemampuan peserta dalam memahami sistematika penulisan artikel ilmiah serta memanfaatkan ChatGPT sebagai alat bantu penulisan secara efisien. Kebaruan kegiatan ini terletak pada integrasi ChatGPT sebagai assistive tool dalam pendampingan penulisan artikel ilmiah berbasis PTK, yang masih jarang diterapkan secara sistematis dalam program PPG. Disarankan agar program serupa dilaksanakan secara berkelanjutan, dengan fokus pada pendampingan penyuntingan naskah dan penguatan keterampilan penggunaan teknologi AI dalam penulisan ilmiah. Kegiatan ini diharapkan menjadi bekal berharga bagi mahasiswa PPG dalam mengembangkan karier sebagai pendidik profesional. Transforming Classroom Action Research Results into Quality Articles and Publication Strategies for PPG Students This community service activity aims to assist students of the Teacher Professional Program (PPG) at Muhammadiyah University Mataram in transforming their Classroom Action Research (PTK) results into high-quality scientific articles and equipping them with appropriate publication strategies. This activity involved 19 students as key partners with a hands-on approach and the use of artificial intelligence (AI) technology, specifically ChatGPT. The activity included training on article structure, strategies for selecting target journals, and the use of AI in scientific writing. Evaluation was conducted through pre-tests and post-tests in the form of Likert scale questionnaires and direct observation. The analysis results showed a significant increase in participants' competence, with an average pre-test score of 61.84 increasing to 91.44 on the post-test. All competency indicators, both in article structure development and AI utilization, showed a significant improvement. This activity proved to be effective in improving students' scientific writing skills and encouraging them to actively contribute to the world of education through publications. It is recommended that similar programs be implemented on an ongoing basis, with a focus on manuscript editing assistance and strengthening skills in the use of AI technology in scientific writing. This activity is expected to be valuable preparation for PPG students in developing their careers as professional educators.
Science E-Modules Learning Based on Sasak Local Wisdom to Enhance the Creative Disposition of Elementary School Students Rahman, Nanang; Wiranata, Sandra; Haifaturrahmah, Haifaturrahmah; Liswijaya, Liswijaya
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81974

Abstract

Science learning in elementary schools is often perceived as abstract and theoretical. This perception makes it difficult for students to grasp scientific concepts, which may sometimes feel distant from their daily lives. Ideally, science instruction should adopt a contextual approach, allowing students to recognize the relevance of scientific knowledge in their environment. The purpose of this research is to develop a science e-module based on Sasak local wisdom to enhance the creative dispositions of elementary school students. The research design employs a development model encompassing validity, practicality, and effectiveness tests. The limited trial involved 15 students, while the field trial included 42 elementary school students. Validation results indicate that the e-module demonstrates excellent quality in terms of media aspects (80.75%) and material aspects aligned with the curriculum (72.93%). The limited trial revealed high practicality (89.78%), while the field trial showed an increase in post-test scores from 58.78% to 88.31%, with an N-gain score of 0.71. The e-module has proven effective in developing students’ creative dispositions. This research contributes to the integration of local wisdom in digital learning resources by fostering culturally relevant science education while simultaneously enhancing students' creative dispositions and promoting cultural preservation through the embedding of Sasak values.
Efektifitas Program PELITA terhadap Ekspansi Leksikal Siswa Kelas V Sekolah Dasar Alfian Qori Irsandi; Nanang Rahman; Leny Anugra Safutri; Sintia Khairani; Siska Marthaleza; Sukaesi Sukaesi
Ulul Albab: Majalah Universitas Muhammadiyah Mataram Vol 30, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jua.v30i2.39825

Abstract

Indonesia's low literacy achievement in PISA 2022 underscores the urgency of evidence-based literacy programs at the regional level. This study aims to analyze the effectiveness of the PELITA (Literacy and Character Education) program on the lexical expansion of fifth-grade students at SDN 1 Labuapi, West Lombok Regency. A quantitative One-Group Pretest-Posttest design was employed (n=34). Data analysis included the Shapiro-Wilk normality test, statistic descriptive, Paired Sample T-Test, and N-Gain Score. Results showed a mean score increase from 9.65 to 14.88, with t = -46.672 and significance of 0.000 (p < 0.05), confirming a significant effect of PELITA on students' lexical expansion. The N-Gain Score of 0.5182 (51.82%) indicates moderate effectiveness. This study concludes that PELITA is a regionally-initiated literacy intervention with a strong empirical basis, consistent with national and international literacy research findings.
Pelatihan pemanfaatan Artificial Intelligence (AI) untuk pembelajaran siswa SMP Muhammadiyah Mataram Nanang Rahman; Irwandi Irwandi; Jannatul Annisa; Hilatul Jannah; Jumhatun Jumhatun; Taufik Hidatyat; Muhammad Furqon; Nurrauhil Aulia; Budiman Budiman
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i2.38162

Abstract

Abstrak Kegiatan workshop pelatihan pemanfaatan Artificial Intelligence (AI) dalam pembelajaran dilaksanakan di SMP Muhammadiyah Mataram sebagai upaya meningkatkan literasi digital siswa di tengah pesatnya perkembangan teknologi. Kegiatan ini bertujuan untuk mengenalkan konsep dasar Artificial Intelligence kepada siswa, memperkenalkan berbagai platform AI yang dapat dimanfaatkan dalam pembelajaran, seperti ChatGPT, DeepSeek, dan Gemini, serta memberikan pemahaman mengenai cara penggunaan dan manfaat AI secara tepat, bijak, dan bertanggung jawab. Mitra sasaran kegiatan ini adalah 22 siswa SMP Muhammadiyah Mataram yang berasal dari kelas VII, VIII, dan IX. Metode pelaksanaan workshop meliputi penyampaian materi secara interaktif mengenai pengertian dan peran AI dalam dunia pendidikan, demonstrasi penggunaan aplikasi AI, praktik langsung oleh peserta, serta diskusi dan tanya jawab untuk memperdalam pemahaman siswa. Melalui kegiatan praktik, siswa dibimbing untuk memanfaatkan AI sebagai alat bantu belajar, seperti membantu memahami materi pelajaran, mencari ide, serta menyusun jawaban sederhana secara mandiri. Hasil kegiatan menunjukkan bahwa pelaksanaan workshop mampu meningkatkan pengetahuan dan pemahaman siswa terhadap konsep dasar AI dan pemanfaatannya dalam pembelajaran. Siswa menunjukkan antusiasme yang tinggi selama kegiatan berlangsung serta mampu mengoperasikan beberapa aplikasi AI sesuai dengan arahan yang diberikan. Selain itu, siswa mulai memahami potensi AI sebagai media pendukung pembelajaran yang kreatif dan inovatif, sekaligus menyadari pentingnya penggunaan AI secara etis dan bertanggung jawab. Dengan demikian, kegiatan workshop ini diharapkan dapat menjadi langkah awal dalam membekali siswa dengan keterampilan literasi digital yang relevan untuk mendukung proses pembelajaran di sekolah.  Kata kunci: pelatihan; artificial intelligence; teknologi literasi digital; siswa SMP; pengabdian Abstract The workshop on the utilization of Artificial Intelligence (AI) in learning was conducted at SMP Muhammadiyah Mataram as an effort to enhance students’ digital literacy amid rapid technological development. This activity aimed to introduce the basic concepts of Artificial Intelligence to students, familiarize them with various AI platforms that can be utilized in learning, such as ChatGPT, DeepSeek, and Gemini, and provide an understanding of proper, responsible, and ethical AI usage. The target partners of this activity were 22 students of SMP Muhammadiyah Mataram from grades VII, VIII, and IX. The workshop was implemented through several methods, including interactive material delivery on the concept and role of AI in education, demonstrations of AI application usage, hands-on practice by participants, and discussions and question-and-answer sessions to deepen students’ understanding. During the practical sessions, students were guided to utilize AI as a learning support tool, such as assisting in understanding learning materials, generating ideas, and composing simple answers independently. The results of the activity indicate that the workshop successfully improved students’ knowledge and understanding of basic AI concepts and their application in learning. Students showed high enthusiasm throughout the activity and were able to operate several AI applications according to the given instructions. Furthermore, students began to understand the potential of AI as a creative and innovative learning support medium, while also recognizing the importance of ethical and responsible AI use. Therefore, this workshop is expected to serve as an initial step in equipping students with relevant digital literacy skills to support the learning process at school. Keywords: training; artificial intelligence; digital literacy technology; junior high school students; community service.
SCIENCE PROJECTS FOR INTROVERTED STUDENTS: HOW DO THEY IMPACT SELF-CONFIDENCE? Muhammad Nizaar; Haifaturrahmah; Nanang Rahman; Nursina
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.90204

Abstract

Introverted students often face challenges in project-based learning, particularly in building self-confidence, which is crucial for academic success. This study aimed to improve the self-confidence of introverted elementary school students through specially designed science-based project activities. The project was tailored to encourage active participation among introverted students. A quasi-experimental one-group pretest-posttest design was applied, involving 22 elementary school students. Data collection methods included questionnaires, observation sheets, and documentation. Self-confidence was assessed based on six indicators: optimism, self-efficacy, rationality, objectivity, responsibility, and courage to undertake projects. Data analysis was conducted using a paired sample t-test. The results revealed that science-based project activities significantly enhanced students’ self-confidence (p-value = 0.015). Students showed improved confidence in trying new activities, collaborating in groups, and expressing emotions. These findings indicate that project-based learning can effectively support the emotional and social development of introverted students. Specific tasks included setting time limits, encouraging exploration of new activities, conducting group work, and expressing emotions after learning sessions. This study emphasizes the importance of inclusive learning designs that provide equal opportunities for introverted and extroverted students to collaborate. It recommends adapting traditional science-based projects to align with the unique characteristics of diverse classrooms. Such adjustments enable all students to actively participate and benefit from project-based learning. Overall, the findings highlight the role of project-based learning as an effective strategy to foster self-confidence and holistic development in introverted students, while ensuring equitable participation in collaborative learning environments.
STEM and CRT Learning: A Sasambo-Based Comparative Analysis of Students’ Critical Thinking and Creativity Saskia Syalsa Zabillah JR; Nanang Rahman; Syafruddin Muhdar
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91192

Abstract

Proficiency in critical and creative thinking are fundamental skills that students must have to face the challenges of the 21st century. This study compared the effectiveness of STEM (science, technology, engineering and mathematics) education and CRT based on Sasambo education in improving students' critical and creative thinking skills in elementary schools. This study used a quantitative approach with a quasi-experimental design and a pre-test-post-test control group. A total of 31 students participated in this study and were divided into two experimental groups. The first experiment used the STEM approach, while the second experiment used CRT based on Sasambo culture. Data was collected through an essay test that evaluated students' critical thinking (10 questions) and creative thinking (4 questions). In addition, descriptive statistics, homogeneity, normality, paired sample t-test, and N-Gain scores were used to evaluate students' improvement. This study shows that different learning approaches can have diverse impacts on students' cognitive skill development. STEM education proved to be more effective in improving critical thinking, while culture-based CRT was superior in encouraging students' creativity. The findings showed that STEM-based education significantly improved students' critical thinking skills more than CRT-based education. Conversely, CRT was more effective in improving students' creative thinking skills. This highlights the importance of integrating educational innovations with local customs to support the growth of students' critical thinking and creativity.
Co-Authors Abdul Sakban Abdul Sakban Adiman Fariadin Agus Herianto Ahmad Bujang Ahmad Fauzi Hendratmoko Alfian Qori Irsandi Amelia, Sherly Dwi Ardyawin, Iwin Bilal, Arpan Islami Budiman Budiman Desi Zulfiana Fajrian Noor, Muhammad Fujiaturrahman, Sukron Haifaturahmah Haifaturrahmah, Haifaturrahmah Hidayatullah Hidayatullah Hilatul Jannah Ilham Ilham Ilham Zitri Imam Sofian Inka Nusamuda Pratama Intan Dwi Hastuti Intan Dwi Hastuti Irma Setiawan, Irma irwand irwandi Iskandar Iskandar Islahudin Isnaini Isnaini Jannatul Annisa Jumhatun Jumhatun Khaerul Anam Khaerunnisa Khaerunnisa, Khaerunnisa Khairil Anwar KIKI SEPTARIA Leny Anugra Safutri Linda Sekar Utami Liswijaya liswijaya, liswijaya M Taufik Rachman M. Isnaini M. Ulfatul Akbar Jafar Maemunah Maemunah Mahsup Mahsup Mahsup, Mahsup Mariyati, Yuni Maryati, Yuni Milandari, Baiq Desi MOHAMMAD BUDIYANTO Monika Handayani, Monika Muhammad Furqon Muhammad Nizaar Muhammad Nizar Muhammad Nizar Muhdar, Syafruddin Nagy, Emese K. Ningsih, Astria Nur Sholehah Nurrauhil Aulia Nursina Oktiani Pertiwi Putri Maya Masyitah Rahmad Hidayat Ratu Firna Ratu, Tursina Rifaid Rifaid Sabaryati, Johri Sabran Sanutra Saddam Saddam Sapti Puspitarini Sari, Nursina Saskia Syalsa Zabillah JR Sintayana Muhardini Sintia Khairani Siska Marthaleza Siti Marpuah Siti Marpuah, Siti SRI ATUN Sri Rejeki Sudarta Sudarta Sudarwo, Raden Sudarwo, Raden Sukaesi Sukaesi Sukron Fujiaturahmah Sukron Fujiaturrahmah Syafruddin Muhdar Syaharuddin Syamsuri Syamsuri Syukri Sani Taufik Hidatyat Tri Astianingsih Vera Mandailina, Vera Widya Verina Tanjung Wiranata, Sandra Yudhi Lestanata Yuni Maryati Yuniarti Yuniarti Zaenul Ikhwan Zedi Muttaqin Zulkarnain, Zulkarnain