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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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Reflection learning innovation in the context of the lipa sabbe bunga caramming motif Aras, Andi; Prahmana, Rully Charitas Indra; Zahrawati B, Fawziah; Buhaerah, Buhaerah; Busrah, Zulfiqar; Jumaisa, Jumaisa; Setialaksana, Wirawan
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i1.15912

The low ability of students to understand and transform the concept of reflection to solve everyday problems is the main problem with learning mathematics because the implementation of learning mathematics is mechanical. Mathematics is taught by conveying formulas practically without linking them to students' daily activities. For this reason, this study aims to design a reflection learning trajectory in the context of the Lipa Sabbe Bunga Caramming motif as a starting point in learning to help students understand reflection material for solving everyday problems. The method used in this study is design research, which consists of three stages: preliminary design, design trials, and retrospective analysis. The subjects of this study were 23 students in class VIII-A of SMP Negeri 1 Tanasitolo. The instruments used in this study were student activity sheets (LAS), learning achievement tests, and interview guidelines. Student activity data during learning were analyzed retrospectively, and learning outcomes data were analyzed descriptively. The results of this study found that the learning trajectory of transformation geometry using the context of the lipa sabbe bunga caramming motif has four learning stages: (1) informal; (2) modes of; (3) modes of; and (4) formal. The learning stages can easily increase students' understanding of the concept of reflection. In the learning process, mathematical concepts are connected with daily habits, so students are enthusiastic and active in the learning process. This learning trajectory can assist teachers in optimizing learning so that students can easily understand the concept of reflection, equip them with critical thinking skills, and shape their character (cooperation, empathy, respect for others, awareness of social problems, a social spirit, and responsibility).

In memory of Jan de Lange and Kees Hoogland: Honoring their legacy and contributions to mathematics education in Indonesia Zulkardi; Prahmana, Rully Charitas Indra; Putri, Ratu Ilma Indra
Journal on Mathematics Education Vol. 16 No. 2 (2025): 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.v16i2.pp753-762

Inspired by the wisdom of Ali bin Abi Talib—that written legacies outlive their authors—this paper presents a scientific narrative exploring the contributions of Professor Jan de Lange (JDL) to the global and Indonesian mathematics education landscape. Renowned for his work in Realistic Mathematics Education (RME), the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA), JDL played a pivotal role in the transformation of Indonesia’s mathematics education reform in the late 1990s. His engagement began in 1998 when, alongside Prof. Tjeerd Plomp, he responded to an invitation from Prof. R.K. Sembiring to introduce RME as an alternative to the outdated modern mathematics approach. This effort led to the birth of Pendidikan Matematika Realistik Indonesia (PMRI). The reform initiative included the selection and training of Indonesian doctoral candidates through a collaborative workshop held at Institut Teknologi Bandung (ITB), resulting in advanced studies in the Netherlands. Among these scholars was Prof. Zulkardi, who became a central figure in promoting RME and PMRI in Indonesia. JDL’s involvement continued through mentorship, keynote lectures, and academic collaborations, significantly influencing mathematics education policy and practice. His thought-provoking publications reflect his enduring commitment to curiosity-driven, student-centered learning. The paper also acknowledges the contributions of Prof. Kees Hoogland, JDL’s close colleague and fellow RME advocate. Together, their work exemplifies a vision of mathematics as meaningful, contextual, and empowering. Their legacy lives on through generations of educators and learners shaped by their transformative ideas.

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.

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. Bautista, Guillermo Jr. 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. 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 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 Noviyanti, Putu Ledyari Nuari, Laila Fatika Nuari, Laila Fatika Nur Lailatul Fitri Nur Lailatul Fitri Nur Robiah Nofikusumawati Peni Nurdiansyah Nurdiansyah Nuria Begué Nurnaningsih, Laila 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 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 Shahidayanti, Tutik 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 Ubiratan D'Ambrosio Uha Isnaini Ulfah, Alfiatun Fitriani Venny Kurniawati Wahid Yunianto Wahyu Hidayat Wahyu Hidayat Wahyu Hidayat Wahyu Hidayat Wahyu, Rahma Warsito Warsito 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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