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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Varidika AlphaMath: Journal of Mathematics Education Jurnal Pendidikan Agama Islam Jurnal Elemen Jurnal Terapan Abdimas Journal of Research and Advances in Mathematics Education Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Journal of Medives Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran JRPM (Jurnal Review Pembelajaran Matematika) Numeracy : Jurnal Ilmiah Pendidikan Matematika IndoMath: Indonesia Mathematics Education BAREKENG: Jurnal Ilmu Matematika dan Terapan Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math IRJE (Indonesian Research Journal in Education) International Journal on Emerging Mathematics Education Beta: Jurnal Tadris Matematika Prima: Jurnal Pendidikan Matematika JOURNAL OF SONGKE MATH Jurnal Inovasi Pendidikan Dasar JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Southeast Asian Mathematics Education Journal Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Edu Cendikia: Jurnal Ilmiah Kependidikan International journal of education and learning Journal of Pedagogy and Education Science JNPM (Jurnal Nasional Pendidikan Matematika) IndoMath: Indonesia Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Infinity Proceeding International Conference on Mathematics and Learning Research Mathematics Education Journal Journal on Mathematics Education Jurnal Didaktik Matematika
Rully Charitas Indra Prahmana
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
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

Abstract

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

Abstract

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

Abstract

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.
The theoretical framework of GEMBIRA learning model: An impactful insight for Indonesian numeracy movement Widdiharto, Rachmadi; Prahmana, Rully Charitas Indra; Isaeni, Nita; Widodo, Sri Adi; Mayangwuri, Sotya; Pramudiani, Puri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.20353

Abstract

Numeracy literacy is a foundational competency that plays a critical role in early childhood and primary education, enabling students to make sense of and respond to real-life problems embedded with quantitative elements. Despite numerous initiatives aimed at enhancing numeracy skills at these educational levels, such efforts have often been fragmented and lack a coherent pedagogical framework. In response, the Indonesian Ministry of Primary and Secondary Education launched the National Numeracy Movement as a large-scale initiative to improve numeracy learning outcomes. However, a significant gap remains in the form of a clear instructional framework that can guide early childhood and primary educators in implementing this movement effectively within the classroom context. Addressing this gap, the present study proposes a comprehensive instructional framework termed the GEMBIRA model—an acronym for Gali dan Eksplorasi konteks yang dekat dengan siswa (Explore contexts close to students), Muat konten numerasi hasil eksplorasi (Embed numeracy content from exploration), Buat aktivitas yang bermakna (Design meaningful learning activities), Ikuti alur pikir siswa dalam evaluasi (Follow students’ thinking in evaluation), and Rayakan dan Akhiri pembelajaran dengan menyenangkan (Celebrate and conclude the learning joyfully). The GEMBIRA model is theoretically grounded in Ethno-Realistic Mathematics Education, emphasizing the integration of local cultural contexts and realistic mathematical experiences, particularly in numeracy learning. This study employed an integrative literature review method to construct a robust theoretical framework for the model. The resulting framework offers a practical and contextually relevant pedagogical tool for educators to implement the National Numeracy Movement, particularly at the early childhood and primary school levels. By rooting instruction in culturally familiar and mathematically rich contexts, the GEMBIRA model holds the potential to foster stronger foundational numeracy skills and contribute to students’ long-term academic success.
Wura Bongi Monca dance as a promising context for fostering problem-solving skills in learning set theory Khairullah; Prahmana, Rully Charitas Indra; Peni, Nur Robiah Nofikusumawati
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.30579

Abstract

The Wura Bongi Monca dance embodies the philosophical values of Bima culture, which can be contextualized to facilitate students' understanding of abstract mathematical concepts, such as set theory. Although most ethnomathematics research has focused on concrete elements such as geometric shapes and numerical patterns in cultural practices, little attention has been given to how cultural values can support the teaching of abstract topics. Yet, local traditions hold significant potential to provide meaningful contexts for such learning. This study addresses that gap by investigating the traditional Bima dance Wura Bongi Monca as a contextual learning resource to introduce set theory and enhance students' problem-solving skills. Problem-solving is a key mathematical competency, indicating conceptual understanding, critical thinking, and the ability to apply knowledge in new situations. It also serves as a benchmark for evaluating the impact of culturally contextualized instruction. Using an ethnography approach including literature review, field observations, and interviews with cultural experts, the study interprets the symbolic meanings of Gerak Wura, the dance's core movements, and connects them to set theory concepts. The findings demonstrate that dance can foster conceptual understanding and cultural awareness, support culturally responsive mathematics education while preserving local heritage and providing insights for innovative instructional design.
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

Abstract

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.
Culturally Responsive Mathematics Education: Utilizing the Traditional Paser Game as A Promising Context in Teaching Probability and Statistical Concepts Rahmah, Nada Auliya; Prahmana, Rully Charitas Indra; Payadnya, I Putu Ade Andre; Astuti, Dwi
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

Abstract

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.
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

Abstract

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

Abstract

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

Abstract

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.
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 Busrah, Zulfiqar 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 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 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 Isaeni, Nita Iswahyudi Joko Suprayitno Jeinne Mumu Jojo, Zingiswa Jumaisa Jumaisa Jumaisa, Jumaisa Kartika Dyah Wardani Khairullah 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 Mayangwuri, Sotya 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 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, Lekë Pepkolaj, Lekë Permita, Adinda Indah Petra Suwasti Petra Suwasti, Petra Puguh Wahyu Prasetyo, Puguh Pujiastuti, Nur Ika Puri Pramudiani Putranti, Sagita Dyah Putrawangsa, Susilahudin Rachmadi Widdiharto, Rachmadi Ragil Fitriani Rahayu, Winda Rahma Wahyu Rahmah, Nada Auliya 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 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