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Nanang Priatna

Universitas Pendidikan Indonesia

Author-ID : 347073

Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Penerapan Sistem Pembelajaran Berbasis Video bagi Siswa SMP pada Materi Ekspresi Aljabar Maskar, Sugama; Priatna, Nanang
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 1: Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 1 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i1.1972

Pada saat ini siswa sekolah berumur antara 10 – 27 tahun, artinya mereka lahir antara tahun 1995 sampai dengan 2012. Generasi tersebut bernama generasi z atau lebih umum disebut Gen-Z. Generasi ini merupakan generasi yang lahir dan tumbuh bersama internet. Generasi z memiliki karakteristik yang tidak sama dengan generasi sebelumnya, diantaranya mereka tidak suka menggunakan media tradisional, dan lebih senang menggunakan teknologi, karena generasi z berinteraksi dengan gadget dan internet selama hampir 24 jam dan 7 hari. Tulisan ini bertujuan untuk mengetahui efektivitas proses pembelajaran dengan menggunakan sistem berbasis video dan mengetahui respons pemahaman siswa selama proses pembelajaran tersebut menggunakan lembar kerja siswa terkait materi Ekspresi Aljabar. Metode yang digunakan pada penelitian ini yaitu jenis penelitian kualitatif dengan cara mendeskripsikan efektivitas penerapan sistem pembelajaran berbasis video tersebut serta hasil lembar kerja siswa. Subjek penelitian ini yaitu 25 siswa SMP di Kabupaten Cianjur. Teknik analisis data pada studi ini dengan cara membandingkan hasil tes pada sistem pembelajaran berbasis video dengan nilai ketuntasan minimal di sekolah subjek. Hasil penelitian ini menunjukan bahwa penerapan sistem pembelajaran berbasis video ini efektif untuk dapat diterapkan pada proses pembelajaran materi Ekspresi Aljabar, mengembalikan peran guru sebagai fasilitator, dan mampu memberikan efek positif terhadap pemahaman materi Ekspresi Aljabar siswa. Artikel ini juga menuliskan beberapa kendala dalam proses penerapan sistem pembelajaran berbasis video tersebut berdasarkan hasil pengamatan penulis selama proses pembelajaran di kelas.

Investigation of the impact online single and multiple representation scaffolding on mathematical concept mastery and mathematical problem-solving skill Fitria, Wenny; Susilana, Rudi; Priatna, Nanang; Rusman
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.pp709-728

Representation plays a central role in mathematical problem solving, serving as a cognitive bridge between abstract concepts and concrete understanding. However, while prior studies have examined the effects of scaffolding in mathematics learning, limited attention has been given to the comparative impact of single versus multiple online representations, particularly in relation to students’ cognitive processes such as eye movement behavior. This study addresses this gap by investigating the effectiveness of online single and multiple representation scaffolding in enhancing students’ mathematical concept mastery, problem-solving performance, and eye movement patterns during problem-solving tasks. A quasi-experimental design was employed involving 300 high school students, randomly assigned to either a multiple representation scaffolding group (n = 150) or a single representation scaffolding group (n = 150). Data were analyzed using one-way MANCOVA, ANCOVA, MANOVA, and ANOVA tests. The results revealed that students who received multiple representation scaffolding outperformed their peers in mastering mathematical concepts, solving complex problems—including advanced-level tasks—and demonstrating more efficient visual processing, indicated by shorter fixation durations and rereading times. Furthermore, these students exhibited more adaptive strategies across varying question types (basic, combination, and advanced). The findings highlight the pedagogical advantage of using multiple representation scaffolding in online mathematics instruction, suggesting that it offers more comprehensive cognitive support and promotes deeper conceptual understanding. This study contributes to the growing body of research on digital scaffolding by evidencing the cognitive and performance-related benefits of multimodal representation and underscores its potential to inform the design of technology-enhanced mathematics learning environments.

Students' Mathematical Representation Ability in Solving Divergent Problems in Terms of Learning Style Saputra, Andari; Priatna, Nanang; Laia, Harun Onesimus
Al-Khawarizmi Vol 8 No 1 (2024): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v8i1.23460

Penelitian ini menggunakan pendekatan kualitatif dengan tujuan deskriptif, penelitian ini bertempat di SMP Kartika XIX-2 Bandung pada kelas VII dan subjek penelitiannya adalah enam siswa dengan masing-masing dua siswa dengan gaya belajar visual, auditori, kinestetik, instrumen penelitian yang digunakan adalah instrumen utama . instrumen yaitu peneliti sendiri dan instrumen pendukung yaitu soal divergen dan angket wawancara, adapun hasil yang diperoleh (1) kemampuan representasi subjek dengan gaya belajar visual mampu memenuhi indikator kemampuan representasi matematis simbolik dan visual dengan baik namun kurang baik. Kurang pada indikator verbal, (2) kemampuan representasi subjek dengan gaya belajar auditori mampu memenuhi indikator kemampuan representasi matematis simbolik dan verbal dengan baik namun masih kurang pada indikator visual, dan (3) kemampuan representasi subjek dengan gaya belajar kinestetik gaya belajar mampu memenuhi indikator kemampuan representasi matematis simbolik dengan cukup baik namun masih kurang pada indikator visual dan verbal.

Analyzing Students' Mathematical Spatial Literacy Using a Project-Based Blended Learning Model Priatna, Nanang; Mustika Sari, Rika Mulyati
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 1 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i1.34995

The application of project based blended learning in analyzing mathematical spatial literacy is described in this article. The research method used is descriptive quantitative. Participants in the study consisted of 33 students of class XI at one public high school in Bandung Regency. The type of research used is pre-experimental with a one-shot case study design, the subject is taken by simple random sampling using purposive sampling technique. Data analysis in this study is quantitative data analysis in the form of descriptive statistical tests and differential statistical tests. Based on the results of calculations using descriptive statistical tests that students in the high category were 10 students (3%), the medium category was 21 students (64%) and the low category was 2 students (6%). The results of the differential analysis for the normality test of the data are not normally distributed and from the results of the calculation of the median test obtained 0,0148782 ≥ 0,025, this means that the results of this test conclude that at a 95% confidence interval, the median mathematical spatial literacy ability of students after the Project based blended learning model is applied can reach KKM.Penerapan project based blended learning dalam menganalisis literasi spasial matematis dideskripsikan dalam artikel ini. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Partisipan dalam penelitian terdiri dari 33 siswa kelas XI pada satu SMA Negeri Kabupaten Bandung. Jenis penelitian yang digunakan pre-experimental dengan desain one shot case study, subjek diambil secara simple random sampling dengan menggunakan teknik purposive sampling. Analisis data dalam penelitian ini adalah analisis data kuantitatif berupa uji statistik deskriptif dan uji statistik iferensial. Berdasarkan hasil perhitungan menggunakan uji statistik deskriptif bahwa siswa yang memiliki kategori tinggi 10 siswa (3%), kategori sedang 21 siswa (64%) dan kategori rendah 2 siswa (6%). Hasil analisis iferensial untuk uji normalitas data tidak berdistribusi normal dan dari hasil perhitungan uji median diperoleh 0,0148782 ≥ 0,025, ini berarti Hasil pengujian ini memberikan kesimpulan bahwa pada selang kepercayaan 95%, median kemampuan literasi spasial matematis siswa setela diterapkan model Project based blended learning dapat mencapai KKM.

Efektifitas Project Based Learning-STEM dan Pemecahan Masalah Matematis Siswa pada Materi Trigonometri Priatna, Nanang; Avip, Bambang; Mulyati Mustika Sari, Rika
SJME (Supremum Journal of Mathematics Education) Vol 6 No 2 (2022): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v6i2.6588

The purpose of this study was to analyze the effectiveness of Project Based Learning-STEM (PjBL-STEM) associated with the variable Mathematical Problem Solving Ability (KPM) on trigonometric material. The research method uses a quasi-experimental design with Nonequivalent Control Group Design. The problem-solving abilities studied include: understanding the problem, planning for completion, completing according to plan, re-examining the calculation results. The results and conclusions of this study are (a) the effectiveness of the learning process of teachers and students can be categorized as good based on the average results on the observation sheet that has been assessed by the observer; (b) based on independent t-test there are differences in the improvement of students' mathematical problem solving abilities who receive STEM-based Project Based Learning (PjBL-STEM) learning with conventional learning, where STEM-based Project Based Learning (PjBL-STEM) learning has an average score N-gain 0.53 higher than conventional learning with an average N-Gain 0.31. Keywords: Project Based Learning; STEM; Problem Solving

Analysis of the Connecting, Organizing, Reflecting and Extending (CORE) Model to Improving the Mathematical Reasoning Ability Students Atiyah, Khairini; Priatna, Nanang
SJME (Supremum Journal of Mathematics Education) Vol 7 No 2 (2023): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v7i2.7746

The low of students' reasoning ability is caused by the teacher's lack of ideas in applying the learning model in the class. This study aims to conduct a literature review on the improvement in students' of senior high school on mathematical reasoning ability after got the connecting, organizing, reflecting and extending (CORE) model and to determine the advantages of the CORE model in mathematics learning in the class. The research used is a qualitative using the systematic literature review (SLR) method with a survey-based descriptive approach. The survey was conducted on secondary data, namely the results of basic research on the CORE model on students' mathematical reasoning abilities. The research technique used data collection, data analysis, and drawing conclusions. The results indicate that the student's responses to the CORE learning model were positive. Based on the research criteria from 8 articles, students’ can improve the mathematical reasoning after got the connecting, organizing, reflecting and extending (CORE) model, compared to students received conventional mathematics learning and the advantages of the CORE model in the class, namely developing students' activeness in learning, training memory, developing students' reasoning power, developing reasoning mathematical skills with the stages of connecting, organizing, reflecting and extending.

Investigating Prospective Teachers' Mathematical Technology Understanding Within the TPACK Framework Adirakasiwi, Alpha; Priatna, Nanang; Fatimah, Siti
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 2 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.5934

Prospective teachers' understanding of the use of technology in mathematics learning through the TPACK framework. With technology becoming increasingly important in education, a strong understanding of TPACK is crucial for prospective teachers to design effective learning experiences. This study aims to investigate prospective teachers' understanding of the TPACK framework. This study is a qualitative research that used a single case design to investigate prospective teachers' understanding in the TPACK framework and involved teachers N=6 from mathematics education at Singaperbangsa University in Karawang. Three types of data were collected over 4 weeks, namely weekly observations, descriptions of progress reports, and lesson designs developed. The results of this study showed that most of the pre-service teachers had a limited understanding of technology integration in mathematics teaching. They tended to focus on the use of technology without paying attention to relevant mathematical contexts or effective pedagogical strategies. However, some pre-service teachers showed a better understanding of how technology can be used to support meaningful mathematics learning. The finding of this study is the need to develop training programs that strengthen pre-service teachers' TPACK skills, including integrated practical experiences and reflective learning on the use of technology in mathematics contexts. Through this research, it is expected that prospective teachers can deepen their understanding of how to integrate technology when they teach by considering aspects of content, pedagogy, and technology holistically in accordance with the TPACK Framework. The implication of this finding is the need for training programs in developing prospective teachers' TPACK competencies. Abstrak Pemahaman calon guru tentang penggunaan teknologi dalam pembelajaran matematika melalui kerangka TPACK. Dengan teknologi menjadi semakin penting dalam pendidikan. Pemahaman yang kuat tentang TPACK menjadi krusial bagi calon guru untuk merancang pengalaman belajar yang efektif. Penelitian ini bertujuan untuk menyelidiki pemahaman calon guru dalam kerangka TPACK. Penelitian ini merupakan penelitian kualitatif yang menggunakan desain kasus tunggal untuk menyelidiki pemahaman calon guru dalam kerangka TPACK dan melibatkan guru (N = 6) dari Pendidikan matematika di universitas singaperbangsa karawang. Tiga jenis data dikumpulkan selama 4 minggu, yaitu observasi mingguan, deskripsi laporan kemajuan, dan desain pembelajaran yang dikembangkan. Hasil dari penelitian ini menunjukkan bahwa sebagian besar calon guru memiliki pemahaman yang terbatas tentang integrasi teknologi dalam pengajaran matematika. Calon guru cenderung fokus pada penggunaan teknologi tanpa memperhatikan konteks matematika yang relevan atau strategi pedagogis yang efektif. Namun, beberapa calon guru menunjukkan pemahaman yang lebih baik tentang bagaimana teknologi dapat digunakan untuk mendukung pembelajaran matematika yang bermakna. Melalui penelitian ini, diharapkan calon guru dapat memperdalam pemahaman terkait bagaimana mengintegrasikan teknologi pada saat mereka mengajar dengan mempertimbangkan aspek konten, pedagogi, dan teknologi secara holistic sesuai dengan Framework TPACK. Implikasi dari temuan ini perlunya program pelatihan dalam mengembangkan kompetensi TPACK calon guru.

KEMAMPUAN BERPIKIR ALJABAR SISWA SMA DALAM MODEL DISCOVERY LEARNING Rivani Adistia Dewi; Nanang Priatna; Turmudi Turmudi
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21119

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir aljabar siswa SMA dengan model discovery learning. Indikator kemampuan berpikir aljabar yang digunakan yaitu generalisasi, abstraksi, berpikir dinamis, berpikir analitik, pengorganisasian, dan pemodelan. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 17 kelas X-2 SMA Plus Ulumul Quran Al Mustofa yang telah mengikuti pembelajaran dengan model discovery learning dan mengerjakan tes kemampuan berpikir aljabar. Dari 17 siswa, dipilih satu siswa dengan perolehan nilai tertinggi, satu siswa dengan perolehan nilai di sekitar rata-rata, dan satu siswa dengan perolehan nilai terendah. Data penelitian diperoleh dari hasil tes dan wawancara yang dianalisis dengan teknik kategorisasi, reduksi, penyajian, interpretasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan perolehan nilai tertinggi memenuhi hampir semua indikator kemampuan berpikir aljabar, kecuali berpikir analitik. Siswa dengan perolehan nilai di sekitar rata-rata memenuhi indikator generalisasi dan berpikir dinamis dalam kemampuan berpikir aljabar. Sedangkan siswa dengan perolehan nilai terendah hanya memenuhi indikator generalisasi dalam kemampuan berpikir aljabar. Temuan ini menunjukkan bahwa proses pembelajaran berpengaruh terhadap kemampuan berpikir aljabar siswa, sehingga guru disarankan untuk bisa menerapkan model pembelajaran yang tepat untuk melatih dan mengembangkan kemampuan berpikir aljabar siswa. Kata kunci: berpikir aljabar, discovery learning, generalisasi Abstract: This study aimed to analyze the algebraic thinking ability of high school students by implementing the discovery learning model. The indicators used to assess algebraic thinking ability include generalization, abstraction, dynamic thinking, analytical thinking, organizing, and modeling. The study employed a descriptive method with a qualitative approach. The subjects were 17 students from class X-2 at SMA Plus Ulumul Quran Al Mustofa who had undergone learning using a discovery learning model and completed a test on algebraic thinking ability. Three students were selected: one student with the highest score, one with a score around the average, and one with the lowest score. The data were collected through tests and interviews and then analyzed using categorization, reduction, presentation, interpretation, and conclusion-drawing techniques. The results showed that the student with the highest score can implement almost all indicators of algebraic thinking ability except analytical thinking. Students with scores around the average are able to implement generalization and dynamic thinking indicators in algebraic thinking ability. Students with the lowest scores are able to implement generalization indicators in algebraic thinking ability. These findings suggest that the learning process significantly influences students' algebraic thinking ability, so teachers should apply the right learning model to develop students' algebraic thinking ability. Keywords: algebraic thinking, discovery learning, generalization

How to construct theorems of parallelism condition? A study of learning obstacles and GeoGebra-based didactical design Herizal; Priatna, Nanang; Prabawanto, Sufyani; Jupri, Al
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.pp277-298

In Euclidean geometry, parallelism constitutes a foundational concept from which numerous geometric ideas are derived. Despite its fundamental role in geometry and its importance in developing deductive and logical reasoning, research on the concept of parallelism—particularly concerning students’ learning obstacles and corresponding didactical approaches—remains limited, especially in higher education contexts. This study investigates the construction of theorems related to parallelism conditions by examining learning obstacles and implementing a GeoGebra-based didactical design within the framework of the Theory of Didactical Situations. Employing a qualitative approach with a phenomenological hermeneutic design, the study involved 64 undergraduate students from the Mathematics Education Department of a public university in Aceh, Indonesia, to identify the learning obstacles, and 35 students who participated in the implementation of the designed instructional intervention. Data were collected through document analysis, interviews, classroom observations, and audio–video recordings. The data analysis followed the three stages proposed by Miles and Huberman: data reduction, data display, and conclusion drawing. The findings revealed that students’ understanding of the theorems concerning parallelism conditions was impeded by three primary types of learning obstacles: epistemological, didactical, and ontogenic. To address these challenges, a GeoGebra-based didactical design was developed and implemented. The results demonstrated that this design effectively mitigated the identified obstacles and facilitated students’ construction of the theorems of parallelism conditions. Furthermore, the implementation appeared to foster a gradual shift in students’ learning orientation from procedural toward conceptual understanding, although this transition was not entirely uniform. Finally, the study highlights the pedagogical significance of integrating didactical situation theory into the learning process and employing dynamic visualization tools such as GeoGebra to support the transition from empirical to deductive mathematical reasoning.

Mathematical Communication Skills and Mathematical Curiosity Students with intellectual disabilities: Bibliometric analysis Arif Muchyidin; Nanang Priatna; Nurjanah Nurjanah
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18438

This research aims to conduct a bibliometric analysis of the literature on mathematical communication abilities in children with intellectual disabilities. The primary focus of this research is to develop an overview of recent developments in the field and identify dominant research trends and areas requiring more exploration. Bibliometric methods are used to collect and analyze data from primary literature sources in articles and journals indexed by Scopus from 1990 to 2024, which are related to mathematical communication skills in children with intellectual disabilities. This research will also pay attention to the methods or approaches generally used in this research and evaluate the impact of this literature on developing understanding and intervention in improving the mathematical communication skills of children with intellectual disabilities. The result of this research was that no research discussed the relationship between children's communication skills, mathematical curiosity, and intellectual disability

Co-Authors Aan Subhan P Adirakasiwi, Alpha Aflich Yusnita Fitrianna Agna Ilma Taofik Agung Wicaksono Agustyani, Anggit Reviana Dewi Aisyah Rahmayantri Akash Satish Kumar Alfi Syahraini Al’atif, Afroh Mahfudoh Anggareni, Peni Arif Muchyidin Arif Muchyidin Atika Defita Sari Atiyah, Khairini Aulia Adytia Putri Avip Priatna, Bambang Avip, Bambang Azzahra Lady Ashel Balkist, Pujia Bambang Avip bambang avip Priatna Bambang Avip Priatna Martadiputra cakrawala Benny Wahyudi Bill Chairy Rizki Bustaren Dadan Dasari Dadang Juandi Dadang Juandi Darhim Darhim Dendy Maulana Gusmawan Dewi Ranti Diana Ayu Wulandari Didi Suryadi Dita Oktavihari Dwina Saptiani EfridaMuchlis, Effie Enjun Junaeti Fadilla Hidayatulloh, Natasya Fajriyati, Shanti Nur Fatimah, Siti Fatmiyati, Novita Fauziyyah, Farah Fitria Nurulaeni Fitria, Wenny Fitriana Eka Chandra Frena Fardillah Gee, Efrata Gusmawan, Dendy Maulana Hadi Hadi Hanifa Dina Aulia Dewi Umbara Hastri Rosiyanti Herizal Herizal Herizal Herizal Herizal Hernani Kilkoda Husni, Niakmatul Iffa Hanifah Rahman Iik Nurhikmayati, Iik Indriani, Ulfa Dwi Intan Susilawati IYAM MARYATI Iyam Maryati Jarnawi Afgani Dahlan Jasmine Salsabila Lutfi Jihe Chen Kadarisma, Gida Kadir, Kamaliyah Karina Yulianti Kartika Yulianti Kertayasa, I Ketut Khairini Atiyah Khairunnisa Khairunnisa Kintan Tyara Augie Kusnandi Kusnandi Kusnandi, Kusnandi Laia, Harun Onesimus Laila, Alya Nur Najmi Laili Rahmawati Lethulur, Nelma Dortje Lina Nurhayati Lorenzia, Silviana Ayu Lutfi, Jasmine Salsabila M Fikri Hamdani M., Bambang Avip Priatna Makdar Anwar Marpaung, Cichi Farhan Syahmar Minasyan, Sona Muchamad Subali Noto Muchlis, Effie Efrida Muchlis, Effie Efrida Muchyidin, Arif Muhaimin, Lukman Hakim Muhammad Sazali Mulyati Mustika Sari, Rika Mursidah Mursidah Mursidah, Mursidah Nasir, Norma Nelma Dortje Lethulur Novia Rahmi Novita Fatmiyati Nurdiyah Kurniati Nurjanah Nurjanah, Nurjanah Nurmala Setianing Putri Nurwita, Faizah Oktavihari, Dita Pahmi, Samsul Pieter Zakarias Tupamahu Puteri, Alycia Rahmah Kamilah Putri Wahyuni Putri, Aulia Adytia Raisatunnisa Raisatunnisa Ratu Sarah Fauziah Iskandar Rika Mulyati Mustika Sari Rivani Adistia Dewi Rizky Rosjanuardi Rudi Susilana, Rudi Rusman Saleh Nugraha Haryadin Saputra, Andari Saputra, Andari Sholikhakh, Rizqi Amaliyakh Sholikhakh Sindi Amelia Siti Dian Anugrah Siti Fatimah Sitti Nur Astuti S. Sufyani Prabawanto, Sufyani Sugama Maskar Sugiman Sugiman Suhendra, S Sukma, Yovika Sumanang Muhtar Gozali Sumaryanta Sumaryanta Susilawati, Intan Syafdi Maizora Syahbudin, Fauzan Syifa Mardliyah Taofik, Agna Ilma Tatang Herman, Tatang TATI NURHAYATI Trisonia Fitria Turmudi Ulfa Dwi Indriani Ulfa, Nadia Vipi Alvyanita Virliani, Viera Wahyudin Wahyudin Wahyudin Wenny Fitria Yaya S. Kusumah Yaya Sukjaya Kusumah Yovika Sukma Z, Yulia Rahmawati Zea Zisman Usman

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