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Rully Charitas Indra Prahmana

Universitas Ahmad Dahlan, Yogyakarta, Indonesia

Author-ID : 344090

Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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LEVERAGING JAVANESE BATIK MOTIVES IN TEACHING NUMBER PATTERNS: THE PRELIMINARY PHASE IN ETHNO-REALISTIC MATHEMATICS EDUCATION APPROACH Khasanah, Binti Anisaul; Prahmana, Rully Charitas Indra; Adiputra, Sofwan; Khalil, Ibrahim Alhussain; Pepkolaj, Lekë
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 19 No 4 (2025): BAREKENG: Journal of Mathematics and Its Application
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/barekengvol19iss4pp3019-3032

Traditional textiles, such as Javanese Batik in Indonesia, are not only cultural artifacts but also repositories of mathematical knowledge. While previous studies have explored the geometric transformations embedded in Batik motives, little attention has been paid to their numerical patterns and educational potential beyond geometry. Addressing this gap, the present study investigates the mathematical structures—particularly numerical patterns—and ethical values inherent in Javanese Batik motives. The novelty of this research lies in uncovering the integration of cultural heritage and mathematics through ethnomathematical analysis, which remains underexplored in existing literature. Utilizing an ethnographic approach, including literature review, documentation, and field observations, the study identifies recurring numerical patterns and embedded cultural philosophies within Batik designs. These findings reveal that Javanese Batik offers meaningful contexts not only for teaching mathematical concepts but also for fostering character education through values such as discipline, patience, and harmony. The results suggest that these motives can be transformed into culturally responsive teaching materials, particularly e-modules for learning numerical patterns. This study contributes to the broader field of mathematics education by demonstrating how local cultural artifacts can support cognitive and affective learning goals, thus offering a novel pathway for integrating mathematics with cultural and moral education.

Maintaining Character Education During and After Pandemic Aziz, Abdul; Suprayitno, Iswahyudi Joko; Prahmana, Rully Charitas Indra; Prasetyo, Puguh Wahyu
Proceeding International Conference on Mathematics and Learning Research 2021: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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

The focus of education during the COVID-19 pandemic is more likely to be cognitive and learning. There has been no maximum effort in strengthening character education. The limited face-to-face meetings in learning have an impact on character education. This situation also applies at the university level. Prospective mathematics teachers who are currently studying have an essential role in building good character education. This study will see how future mathematics teachers' character in producing culture-based learning videos will be seen. The theme in the video that was made was ethnomathematics. The subjects in this study were prospective mathematics teachers who had implemented campus teaching programs and educational internships. With the teaching experience that is owned, it will be seen how the character of the prospective teacher during making learning videos and what character values are contained in the tape so that it can have a positive impact on students. Based on observations during the manufacturing process, most of the prospective teachers have central character values . The results of ethnomathematics-based learning videos are one of the media that can instil character values for students.

The Role of Character Education in Supporting Transformative Education in the Digital Era: A Systematic Review: Peran Pendidikan Karakter dalam Mendukung Pendidikan Transformatif di Era Digital: Sebuah Tinjauan Sistematis Megawati Megawati; Rully Charitas Indra Prahmana
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5337

Character education is an essential element in achieving transformative education, which aims to shape individuals with integrity and the ability to face present and future challenges. This article presents a literature review on the role of character education in supporting transformative education across various levels of formal and non-formal education. Through this study, multiple sources, including journals, books, and research reports, are analyzed to understand the contribution and effectiveness of character education in the learning process. The purpose of this research is to explore the role of character education in supporting transformative education, including understanding its contribution and effectiveness in the learning process. The study also aims to identify challenges encountered in the implementation of character education and recommend strategies to enhance its success. The review findings indicate that character education contributes to shaping students who are not only academically competent but also possess critical thinking skills, empathy, and social awareness. Transformative education emphasizes active student participation, with character education serving as a foundational element that reinforces this engagement. Values such as honesty, responsibility, and cooperation, integrated into the curriculum, have been proven to enhance student motivation and prepare them to become agents of change. However, the implementation of character education faces challenges such as limited resources, variations in value interpretation, and inconsistent policy support. Therefore, the synergy among the government, educators, and the community is necessary to ensure the successful implementation of character education. In conclusion, character education plays a significant role in supporting transformative education, creating students who are competitive, ethical, and positively contribute to society. Further research is needed to develop innovative and practical implementation strategies to overcome existing obstacles.

Learning Trajectory of Dilation and Reflection in Transformation Geometry through the Motifs of Bamboo Woven Maryati Maryati; Rully Charitas Indra Prahmana
Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i2.21283

Cultural diversity around students can be integrated into learning mathematics in the classroom. Yet, Indonesian students still have difficulty applying mathematical concepts to solve problems related to everyday life, such as dilation and reflection in transformation geometry. Therefore, this study aims to design the dilation and reflection in transformation geometry learning trajectory using the motifs of bamboo woven. This context was used as the starting point in the learning process by applying the Pendidikan Matematika Realistik Indonesia approach. The research method used is design research consisted of three stages: preliminary design, teaching experiment, and retrospective analysis. This study describes how the motifs of bamboo woven made a real contribution for ninth-grade students to understand the concept of dilation and reflection in transformation geometry. The design experiments showed that this context can stimulate students to understand their knowledge of the idea of dilation and reflection in transformation geometry. All of the strategies and models that students find illustrate and discuss show how the construction or contribution of students can be used to help their initial understanding of the reflection and dilation.

Ethno-STEAM as a culturally responsive framework: Examining collaborative skills through Kawung batik design Astuti, Dwi; Retnawati, Heri; Prahmana, Rully Charitas Indra
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp259-276

Twenty-first-century education necessitates that students cultivate collaborative competencies in tandem with cognitive abilities. However, structured pedagogical models for developing and assessing collaboration remain limited, particularly those grounded in culturally responsive frameworks. This study examines the implementation of the Ethno-STEAM learning model, which integrates ethnomathematical principles with interdisciplinary STEAM education through the LOCAL syntax—Link with Culture, Observe and Organize, Connect with STEAM, Act through Creation, and Learn and Reflect. The model explicitly aligns each instructional stage with specific indicators of collaboration: active engagement, social interaction, decision-making, and evaluative reflection. Employing a mixed-methods design, the study involved 84 eighth-grade students from three junior high schools in Yogyakarta, Indonesia. Data were collected through self-assessment questionnaires, peer evaluations, classroom observations, and structured interviews. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests to compare self- and peer-assessment scores, while qualitative data underwent thematic analysis to elucidate students’ reflections on collaboration at each stage of the LOCAL model. The quantitative results indicated moderate to high levels of collaboration, with the highest mean score in social interaction (M=3.27) and the lowest in decision-making (M=3.04). A statistically significant difference was found between self- and peer-assessment scores, t(83)=2.204, p=.030, d=.240, suggesting that students exhibited positive self-awareness while also benefiting from multiple evaluative perspectives. Thematic findings revealed that engagement with cultural contexts enhanced active participation, and that gender-based communication tendencies affected the quality of social interaction. Finally, the LOCAL model effectively scaffolds the development of students’ collaborative competencies in culturally meaningful ways. It provides educators with a systematic, pedagogically grounded framework that unites ethnomathematical values with the interdisciplinary goals of 21st-century STEAM education.

Indigenous Knowledge as Educational Asset: Culturally Responsive Mathematics Education and Equity Pursuit in Indonesia’s Multilingual Contexts Prahmana, Rully Charitas Indra; Ma'arif, Samsul; Pramudiani, Puri
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3532

Di negara multibahasa seperti Indonesia, pembelajaran matematika selama ini beroperasi dalam paradigma terstandar yang kurang mengakomodasi keragaman budaya dan linguistik, sehingga menimbulkan kesenjangan penelitian mengenai model berskala besar yang mengimplementasikan pedagogi responsif budaya dalam sistem yang sangat heterogen. Untuk menjawab kesenjangan tersebut, studi ini memperkenalkan model GEMBIRA sebagai kerangka analitis baru untuk mengkaji bagaimana pengetahuan matematika berbasis budaya serta penggunaan bahasa ibu dapat diintegrasikan secara sistematis. Penelitian ini mensintesis dokumen kebijakan, studi empiris yang diindeks dalam Scopus (2020–2025), dan laporan internasional untuk menganalisis koherensi kebijakan, praktik pedagogis, dan hambatan struktural. Temuan menunjukkan bahwa pendidikan matematika responsif budaya berfungsi sebagai mekanisme dekolonisasi yang memperkuat pemahaman konseptual, afirmasi identitas, dan pemerataan. Studi ini menegaskan bahwa integrasi sistem matematika lokal dalam reformasi nasional menyediakan jalur yang kuat secara matematis menuju keadilan pendidikan serta menawarkan wawasan yang dapat ditransfer untuk transformasi berorientasi kesetaraan di berbagai konteks global. In multilingual nations such as Indonesia, mathematics instruction has long operated under standardized paradigms that suppress cultural–linguistic diversity, creating a research gap in large-scale models that operationalize culturally responsive pedagogy within highly heterogeneous systems. Addressing this gap, this study introduces the novel GEMBIRA model—treated here as a GEMBIRA model—as an analytical lens for examining how culturally rooted mathematical knowledge and mother-tongue instruction can be systematically integrated. The research synthesizes policy documents, empirical studies indexed in Scopus (2020–2025), and international reports to analyze policy coherence, pedagogical enactment, and structural constraints. Findings show that culturally responsive mathematics education functions as a decolonizing mechanism that strengthens conceptual understanding, identity affirmation, and equity. The study demonstrates that embedding indigenous mathematical systems within national reforms provides a mathematically robust pathway toward educational justice and offers transferable insights for equity-oriented transformation in diverse global contexts.

Between assistance and misconduct: Generative AI, epistemic integrity, and the future of mathematics education research in Journal on Mathematics Education Zulkardi; Prahmana, Rully Charitas Indra
Journal on Mathematics Education Vol. 17 No. 2 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i2.pp363-370

This editorial examines the role of generative artificial intelligence (GenAI) in reshaping the ecology of scholarly writing in mathematics education, with particular attention to the Journal on Mathematics Education (JME). Grounded in the Indonesian context—where most JME authors are doctoral students navigating pressures to publish in English—the piece highlights how GenAI simultaneously functions as a linguistic lifeline and a potential trap that obscures the intellectual labor of research. Drawing on JME's GenAI policy, we argue that journals must protect the core of intellectual work while acknowledging the unequal access to AI tools across institutions and regions. The editorial discusses epistemic risks such as the erasure of authors' "thinking traces" and the emergence of hallucinated references, illustrated by a recent case in which a submission to JME contained fictitious citations generated by GenAI. It then frames JME as a "patch" in the global knowledge ecology, suggesting that GenAI can be leveraged to broaden participation only if its use is transparent, critically monitored, and embedded within practices of ethical mentoring, especially for doctoral writers. We conclude by inviting the JME community—authors, reviewers, and editors—to cultivate educational uses of GenAI that foster critical hope, epistemic justice, and collective responsibility for the future of mathematics education research.

Moderation and Agricultural Education for Cultural Communities in the Era of Technology 5.0 Agus Darwanto; Elyne Kusuma Mahardika; Rully Charitas Indra Prahmana; Ani Susanti
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001190

The rapid evolution of Technology 5.0 has revolutionized agriculture through microcontroller-based sensor systems that provide real-time climate monitoring. However, a persistent gap exists between these technological advancements and the traditional farming practices of culturally rooted communities, such as those in Cilacap Regency, Indonesia, who continue to rely on indigenous knowledge and customary leaders for agricultural decision-making. To address this disconnect, this study introduces the novel Agroclimatic Caping device, designed to harmonize modern agroclimatology technology with local wisdom. The research aims to develop and implement an IoT-based agroclimatic monitoring system using the Research and Development (R&D) method, integrating ESP8266, BME680 sensors, Blynk application, and AI-powered processing. The system delivers real-time data—including humidity, temperature, air pressure, dew point, and gas concentration—directly to farmers’ smartphones and supports decision-making through AI chatbots. This innovation promotes sustainable agricultural productivity while preserving cultural traditions, offering a replicable model for technology adoption in rural communities.

Twenty Years of Multicultural Education Scholarship: Insights from the Journal for Multicultural Education and the Multicultural Education Technology Journal Prahmana, Rully Charitas Indra; Ishartono, Naufal; Ahyan, Shahibul
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.16131

Despite the rapid growth of multicultural education research worldwide, systematic insights into how this field has evolved across major scholarly outlets over time remain limited. This study presents a literature review of twenty years of multicultural education scholarship published in two leading journals, the Multicultural Education Technology Journal and the Journal for Multicultural Education. Drawing on systematic content and narrative analysis of 521 Scopus-indexed articles, the review explores publication trends, author affiliations, thematic development, citation patterns, and keyword co-occurrence across two editorial phases. The findings reveal a clear shift from a technology-oriented focus (2007–2013) toward a broader and more interdisciplinary multicultural education agenda (2014–2025). Malaysia and the United States emerge as the most prolific contributors, while dominant research themes include inclusive education, teacher preparation, linguistic diversity, and culturally responsive pedagogy. Citation patterns suggest growing scholarly influence, including among early-career publications, alongside increasing international and interdisciplinary collaboration. Although the analysis is limited to Scopus-indexed sources, the findings provide valuable insights for scholars, editors, and policymakers seeking to strengthen equity-oriented educational research. Overall, this review contributes institutional knowledge on the evolution, internationalization, and educational impact of multicultural education research over the past two decades.

Culturally Responsive Mathematics Education: Utilizing the Traditional Paser Game as A Promising Context in Teaching Probability and Statistical Concepts Nada Auliya Rahmah; Rully Charitas Indra Prahmana; I Putu Ade Andre Payadnya; Dwi Astuti
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.1063

Despite the growing recognition of ethnomathematics in enriching student learning experiences, few studies have explored the mathematical content, particularly probability and statistics, embedded within specific indigenous Javanese games. This research addresses this oversight by focusing on the traditional game of Paser, an ancestral practice from Yogyakarta, offering a unique empirical bridge between local cultural philosophy and advanced mathematical concepts. The study aims to systematically identify and analyze the representations of probability and statistical reasoning inherent in the Paser gameplay. Data were rigorously gathered through ethnographic methods, specifically using participant observation, documentation, and semi-structured interviews with cultural practitioners. The findings demonstrate that Paser effectively integrates elements of probability, statistical distribution, and symbolic meaning. A key discovery is the profound link between the Javanese philosophy of hening-hening (inner calm) and an intuitive strategic approach to managing statistical variability, showcasing a deep integration of cultural values and mathematical reasoning. These insights highlight Paser's substantial potential as a contextual medium for developing culturally responsive mathematics education. By situating probability and statistics within a familiar cultural practice, this study not only contributes significantly to the ethnomathematics literature but also provides a tested model for strengthening students' appreciation of their cultural heritage alongside their mathematical literacy.

Co-Authors A. Aidahani A.A. Ketut Agung Cahyawan W Aan Hendroanto Abdel-Hamid, Rasha Hashim Abdul Aziz Adrelia, Dyah Indah Afifah Hanun Afit Istiandaru Afit Istiandaru, Afit Ageng Triyono Agus Darwanto Agus Darwanto Agustina Sri Purnami Ahmad Azhari Ahmad Muhammad Diponegoro Ai Len Gan Ajeng Ramadhani Aji Prasetya Wibawa Alberta Parinters Makur Alfa Saleh, Alfa Alfiatun Fitriani Ulfah Alghiffari, Eka Kevin Andi Aras Andriyani Andriyani Anggraini, Padhila Angraini, Padhila Ani Susanti Ani Susanti Annisah Kurniati ANNISAH KURNIATI Anny Sovia Anny Sovia Aras, Andi Ardhi Ardhian Arie Purwa Kusuma Armianti Armianti Armianti, Armianti Arnal-Palacian, Monica Awaji, Bakri M. Bedilius Gunur Begué, Nuria Benidiktus Tanujaya Binti Anisaul Khasanah Buhaerah Buhaerah Buhaerah Buhaerah, Buhaerah Burhanudin Arif Nurnugroho Cosette Crisan Crisan, Cosette D'Ambrosio, Ubiratan Daniel Asamoah Daniel Clark Orey Danty Rahmasantika Darhim Darhim Dawuh Nuril Wildan Dedi Muhtadi Dedi Muhtadi, Dedi Delsi K Delsi K Dewi Malihatuddarojah Digdayana, Infiks Unggul Duano Sapta Nusantara Dwi Astuti Dwi Astuti Dyah Indah Adrelia Elyne Kusuma Mahardika Endo, Hiroyuki Enggar Tri Aulia Epi Balingga Epi Balingga, Epi Euis Eti Rohaeti Evans, Brian Evans, Brian R. Farida Nurhasanah Fawziah Zahrawati B Fitri, Nur Lailatul Fitri, Nur Lailatul Fitriyah Fitriyah Fran, Frankie A. Frankie A. Fran Guillermo Jr. Bautista Habibi Habibi Hanun, Afifah Hanun, Afifah Haryani Mohammad Heri Retnawati Heris Hendriana Heris Hendriana Heris Hendriana Heriyadi Heriyadi Hidayat, Agus Sofian Eka Hildegardis Mulu Hildegardis Mulu HU Kalsum I Made Dharma Atmaja I Putu Ade Andre Payadnya Ibrahim Ibrahim Alhussain Khalil Ibrahim Alhussain Khalil Idrus, Sayid Wahyu Alwi Sidik Al Indah Lestari Irma Fatmawati Irma Fatmawati Irma Risdiyanti Irma Risdiyanti Irwan Akib Iswahyudi Joko Suprayitno Jeinne Mumu Jojo, Zingiswa Jumaisa Jumaisa Jumaisa, Jumaisa Kartika Dyah Wardani Khalil, Ibrahim Alhussain Khasanah, Mirsatun Klara Iswara Sukmawati Kristina Kurniati Kurniawati, Venny Kusaeri, Al Kusaka, Satoshi Laela Sagita Laela Sagita Laila Fatika Nuari Laila Fatika Nuari Laila Nurnaningsih Laksmiwati, Pasttita Ayu Lavicza, Zsolt Lekë Pepkolaj Lestari, Resti Madiana Lina Handayani Lisnani Lisnani Lo, Jane-Jane M. Norhailawati Ma'arif, Samsul Maisyarah, Siti Malihatuddarojah, Dewi Manikmaya, Pratita Maryati Maryati Maryati Maryati Maryati Maryati Masitah Shahrill Masitah Shahrill Masitah Shahrill, Masitah Maureen Siew Fang Chong Megawati - Megawati Megawati Meita Fitrianawati Miftahul Hidayah, Miftahul Milton Rosa Mónica Arnal-Palacián Mónica Arnal-Palacián Muhamad Saleh Muhammad Isa Muhammad Isa Mulia Putra Mumu, Jeinne Murni Murni Murni Musafir Rastuti Muya Barida Nada Auliya Rahmah Naufal Ishartono Nguyen, Tien-Trung Niken Wahyu Utami Nisa Syakrina Novi Murniati Novi Murniati, Novi Nuari, Laila Fatika Nuari, Laila Fatika Nur Lailatul Fitri Nur Lailatul Fitri Nur Robiah Nofikusumawati Peni Nurdiansyah Nurdiansyah Nuria Begué Nurul Fajri Oktarika Trissiana Oktavia Filda Yanti Oktavia Filda Yanti, Oktavia Filda Oktinasari, Hanifah Orey, Daniel Clark Padhila Angraini Padhila Angraini Pangestuti, Suci Pardi, Muhamamad Habib Husnial Payadnya, I Putu Ade Andre Pebrianto Pebrianto Pebrianto, Pebrianto Pepkolaj, LekÃ« Pepkolaj, Lekë Permita, Adinda Indah Petra Suwasti Petra Suwasti, Petra Puguh Wahyu Prasetyo, Puguh Pujiastuti, Nur Ika Puri Pramudiani Putranti, Sagita Dyah Putrawangsa, Susilahudin Putu Ledyari Noviyanti Ragil Fitriani Rahayu, Winda Rahma Wahyu Rahmasantika, Danty Rahmasantika, Danty Rahmi Purwitaningrum Rahmi Ramadhani Ramda, Apolonia Hendrice Ratu Ilma Indra Putri Resti Madiana Lestari Resti Madiana Lestari Retnawati, Sri Reza Lestari Risdiyanti, Irma Risdiyanti, Irma Risnawati Ahmad, Risnawati Risnawati Risnawati Risnawati Risnawati Ristiana, Novita Risty Mustika Hardini Rita Novita Rizqa Yunisha Robiansyah Robiansyah Robiansyah, Robiansyah Rosa, Milton Roy, La Rusli P. D. Kolnel Sabitzer, Barbara Sagita Dyah Putranti Sahar Abbas Ibrahim Samsul Arifin Schmidthaler, Eva Setialaksana, Wirawan - Setyawan, Fariz SH Bakri Shahibul Ahyan Silfanus Jelatu Siti Maisyarah Soeharto Sofwan Adiputra, Sofwan Sri Adi Widodo Sri Adi Widodo Sukirwan Sukirwan Sukirwan Sukirwan Sukmawati, Klara Iswara Sundari Gita Pertiwi Syakrina, Nisa Syakrina, Nisa Tanikawa, Kanako Teguh Wibowo Tika Septia Tika Septia Tri Sutanti Tri Sutanti, Tri Trissiana, Oktarika Tumangger, Wana Rukmana Tutik Shahidayanti Ubiratan D'Ambrosio Uha Isnaini Ulfah, Alfiatun Fitriani Venny Kurniawati Wahid Yunianto Wahid Yunianto Wahyu Hidayat Wahyu Hidayat Wahyu Hidayat Wahyu Hidayat Wahyu, Rahma Warsito Warsito Wildan, Dawuh Nuril Winda Rahayu Wiwik Wiyanti Wiwik Wiyanti, Wiwik Wiyatno, Toyo Yaya S Kusumah Yulyanti Harisman Yundari, Yundari Yunianto, Wahid Yunisha, Rizqa Yusuf Hartono Zahrawati B, Fawziah Zainuri Saringat Zubaidah Amir MZ Zubaidah Amir MZ ZulFiqar Busrah Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi

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