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All Journal Journal of Education and Learning (EduLearn) Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika JCES (Journal of Character Education Society) Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Ideas: Jurnal Pendidikan, Sosial dan Budaya Ed-Humanistics : Jurnal Ilmu Pendidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Edudikara: Jurnal Pendidikan dan Pembelajaran Jurnal Litbang Provinsi Jawa Tengah Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Jurnal Abdimas Bina Bangsa Dedikasi: Jurnal Pengabdian kepada Masyarakat Unnes Journal of Mathematics Education Jurnal Didactical Mathematics Prosiding Seminar Nasional Pascasarjana Al-'Adad: Jurnal Tadris Matematika Indonesian Journal of Mathematics Education Journal of Mathematical Pedagogy (JOMP) Prosiding Seminar Nasional Unimus Riemann : Research of Mathematics and Mathematics Education E-Amal: Jurnal Pengabdian Kepada Masyarakat Hipotenusa: Journal of Mathematical Society Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Siti Suprihatiningsih
Universitas Katolik Santo Agustinus Hippo
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Bibliometrics Analysis of AI Integration in Mathematics Teaching Tupulu, Nasri; Konstansia Hermiati; Gusti Uripno; Siti Suprihatiningsih; Rangkuti, Rizki Kurniawan
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1699

Abstract

Studi literatur ini bertujuan untuk menganalisis tren penelitian dengan menggunakan analisis bibliometrik yang terkait dengan Kecerdasan Buatan (AI) dalam pengajaran matematika. Pentingnya AI dalam pengajaran matematika tidak sesuai dengan banyaknya penelitian tentang hal tersebut. Sehingga penelitian ini disusun dengan tujuan untuk mengidentifikasi penelitian berkaitan dengan integrasi AI dalam pengajaran matematika selama 10 tahun terakhir.  Kata kunci yang digunakan untuk mengumpulkan artikel adalah “artificial intelligence” dan “mathematics teaching” dan diperoleh 460 dokumen di database scopus. Penelitian ini dilakukan dengan membatasi jumlah dokumen tergantung pada tahun, bahasa, dan jenis artikel. Batas tahun pada tahun 2014 hingga 2024, bahasa dibatasi hanya bahasa Inggris, dan dokumen dibatasi hanya pada jenis artikel. Jumlah dokumen dalam dekade terakhir meningkat dari 6 dokumen menjadi 26 dokumen. Zhongda Sun, yang berkecimpung dalam kecerdasan komputer, adalah penulis yang paling banyak dikutip. Negara paling produktif adalah Tiongkok yang menyalip jumlah publikasi Australia pada tahun 2021. Kecerdasan buatan dalam pengajaran matematika populer dalam ilmu sosial dan ilmu komputer dengan topik yang paling populer adalah siswa, kecerdasan buatan, dan guru. This literature study aims to analyze research trends by using bibliometrics analysis that related to Artificial Intelligence (AI) in mathematics teaching. The impact of AI in mathematics teaching did not match to the number of mathematics teaching research. So, this bibliometric study conducted in order to identify AI integration in mathematics teaching in last decade. Article gathered by two keywords, which are “artificial intelligence” and “mathematics teaching”and found 460 documents in scopus database. This study conducted by limiting the number of documents depend on years, language, and article type. The years limit in 2014 to 2024, languages limit to english only, and the documents limit to article type only. The number of documents in the last decade is increasing from 6 documents into 26 documents. Zhongda Sun, that concern in computer intelligence, is the most cited author. The most productive country was China that overtake Australia’s number of publications in 2021. Artificial intelligence in mathematics teaching was popular in social science and computer science and the most popular topics are students, artificial intelligence, and teacher.
Analysis of Mathematical Logic and Computational Thinking Abilities of Informatics Engineering Students on Learning Achievement in Calculus Courses Triana Harmini; Siti Suprihatiningsih
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1787

Abstract

Abstrak Penelitian ini bertujuan untuk mengkaji hubungan antara kemampuan logika matematika dan berpikir komputasional dengan prestasi belajar mahasiswa dalam mata kuliah Kalkulus. Studi ini melibatkan 66 siswa semester pertama Program Studi Teknik Informatika pada tahun akademik 2022/2023.  Tes untuk mengukur kemampuan berpikir logika dan komputasional serta instruksi untuk mengumpulkan data tentang prestasi belajar adalah bagian dari metode pengumpulan data. Analisis data dilakukan menggunakan korelasi Pearson bivariat dan regresi linear berganda, dengan pengujian prasyarat yang mencakup uji normalitas, homoskedastisitas, multikolinearitas, dan autokorelasi. Hasil analisis menunjukkan terdapat hubungan yang signifikan antara berpikir komputasional dengan prestasi belajar (r = 0,715), antara logika matematika dengan prestasi belajar (r = 0,781), serta antara berpikir komputasional dan logika matematika (r = 0,661). Temuan ini mengindikasikan pentingnya integrasi kemampuan logika matematika dan berpikir komputasional dalam proses pembelajaran Kalkulus, yang dapat diupayakan melalui pendekatan pedagogis yang tepat serta pengembangan media pembelajaran yang mendukung. Abstract This study aims to examine the relationship between mathematical logic skills and computational thinking with students' academic performance in the Calculus course. This study involved 66 first-semester students of the Computer Engineering Study Program in the 2022/2023 academic year. Tests to measure logical and computational thinking abilities, as well as instructions for collecting data on learning achievements, are part of the data collection methods. Data analysis was conducted using bivariate Pearson correlation and multiple linear regression, with prerequisite tests including normality, homoscedasticity, multicollinearity, and autocorrelation tests. The analysis results show a significant relationship between computational thinking and academic achievement (r = 0.715), between mathematical logic and academic achievement (r = 0.781), as well as between computational thinking and mathematical logic (r = 0.661). These findings indicate the importance of integrating mathematical logic skills and computational thinking in the learning process of Calculus, which can be pursued through appropriate pedagogical approaches and the development of supportive learning media.
Exploring Students' Visualization Skills concerning Learning Styles Konstansia Hermiati; Tupulu, Nasri; Suprihatiningsih, Siti
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.1970

Abstract

Abstrak Kemampuan visualisasi merupakan aspek krusial dalam memahami materi dimensi tiga. Tujuan penelitian ini yaitu menggambarkan kemampuan visualisasi siswa sekolah menengah atas dalam pembelajaran materi dimensi tiga berdasarkan gaya belajar. Subjek penelitian kualitatif ini dipilih dengan metode purposive sampling. Teknik pengumpulan data menggunakan tes essay berdasarkan indikator ketrampilan visualisasi. Teknik analisis data meliputi pengumpulan data, kategorisasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan kemampuan visualisasi siswa berbeda berdasarkan gaya belajar. Siswa dengan gaya belajar visual menunjukkan kemampuan visualisasi yang sangat baik yaitu menyelesaian masalah, pencarian pola, pengonsepan, pengimajinasian, dan memvisualkan. Siswa dengan gaya belajar auditori menyelesaikan masalah, pencarian pola, dan memvisualkan, namun belum optimal dalam pengimajinasian dan pengonsepan. Siswa dengan gaya belajar kinestetik menyelesaian masalah dan pencarian pola, sedangkan mengimajinasikan hanya tercapai sebagian, dan pengonsepan serta memvisualkan belum terpenuhi secara memadai. Temuan ini menunjukkan adanya hubungan erat antara gaya belajar dan pencapaian kemampuan visualisasi dalam memahami materi dimensi tiga. Abstract Visualization ability is a crucial aspect in understanding three-dimensional material. The purpose of this study is to describe the visualization ability of high school students in learning three-dimensional material based on learning styles. The subjects of this qualitative study were selected using the purposive sampling method. The data collection technique used an essay test based on visualization skill indicators. Data analysis techniques include data collection, data categorization, data presentation and drawing conclusions. The results of the study showed that students' visualization abilities differed based on learning styles. Students with a visual learning style showed very good visualization abilities, namely solving problems, finding patterns, conceptualizing, imagining, and visualizing. Students with an auditory learning style solved problems, finding patterns, and visualizing, but were not optimal in imagining and conceptualizing. Students with a kinesthetic learning style solved problems and searching for patterns, while imagining was only partially achieved, and conceptualizing and visualizing had not been adequately fulfilled. These findings indicate a close relationship between learning styles and the achievement of visualization abilities in understanding three-dimensional material.
Implementing Mobile Learning with Differentiated Instruction in Calculus: Student Learning Styles Analysis Triana Harmini; Dihin Muriyatmoko; Siti Suprihatiningsih; Ebenezer Bonyah
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.3883

Abstract

This study aims to examine: (1) differences in Calculus learning achievement between students using mobile learning with differentiated instruction (DI) and those using modules, (2) differences in achievement based on students' learning styles, and (3) the interaction between instructional methods and learning styles on learning outcomes. The participants were 112 Informatics Engineering students at Universitas Darussalam Gontor in the 2023/2024 academic year, divided into two groups: 59 students in the experimental group (using mobile learning) and 53 in the control group (using modules). The study was conducted over five sessions on the topic of Absolute Value Equations and Inequalities. A quasi-experimental method with a 2x3 factorial design was used. The research instruments included an achievement test and a learning style questionnaire. Data were analyzed using two-way ANOVA after confirming normality and homogeneity assumptions. The results showed that: (1) mobile learning with DI is more effective than modules, (2) learning styles significantly affect learning achievement, and (3) there is no interaction between instructional method and learning style. These findings suggest that mobile learning with DI can be effectively implemented regardless of students' learning styles and supports the development of inclusive digital learning environments in higher education.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS TERHADAP PRESTASI BELAJAR SISWA SMA NEGERI 1 JELIMPO KABUPATEN LANDAK Suprihatiningsih, Siti
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v4i1.354

Abstract

AbstractThe low level of mathematics learning achievement is one of the problems that is difficult tosolve. Many factors are related to these problems, one of which is the use of appropriate learningmethods in learning. The purpose of this study is to determine the effectiveness of mathematicslearning using the pairs checks method on mathematics learning achievement. The method used inthis study is a quantitative method with comparative studies, with a prerequisite test of the analysisof the normality test and homogeneity test and hypothesis testing using the t-test. The resultsshowed that the pairing type cooperative learning model was more effective than the directlearning model of learning achievement, it can be seen from the average value of students whowere taught using the pair checks type cooperative learning model that is 73.50 while studentswho were taught with direct learning models has the average value which is 54.18. This isreinforced by the hypothesis testing based on the ratio t_count to t_ (1-α) at a significant level of5% or α = 0.05 indicating that t_count is greater than t_ (1-α) (1.731585> 1.67022).Keywords: methods, pair checks, mathematics.
AI-Enhanced Electronic Modules Bridge Mathematical Induction Learning Gap Sari, Mayang; Lestari, Isnawati Lujeng; Uripno, Gusti; Suprihatiningsih, Siti; Hariyanti, Firda
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2988

Abstract

This study develops and validates AI-integrated electronic modules (e-modules) for instruction in mathematical induction. Mathematical induction requires sophisticated logical reasoning, yet students often struggle to master this proof technique. The research employed a systematic three-phase approach: analysis of learning challenges, design of e-module architecture with AI integration, and development using the Canva platform with integrated AI tools including Wolfram Alpha, Interactive Theorem Provers, and ChatGPT. Validation used a 4-point Likert scale across four primary dimensions, including material aspect, media aspect, language aspect, and learning aspect. Unlike traditional materials, these AI-integrated e-modules provide personalized feedback, adaptive learning pathways, and real-time diagnostic support tailored to individual student needs. Results demonstrate the potential of AI-enhanced educational technology in bridging the gap between complex mathematical reasoning and student comprehension.
Exploring Gender Differences in Spatial Reasoning: Analyzing Hyperbolic Problem-Solving Skills Among University Students Suprihatiningsih, Siti; Rangkuti, Rizki Kurniawan; Annur, Muhammad Firman; Erwin, Erwin; Irvan, Irvan; Bonyah, Ebenezer
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.v15i1.3464

Abstract

Penelitian mengenai perbedaan penalaran spasial berdasarkan gender di tingkat universitas masih memerlukan konfirmasi lebih lanjut. Penelitian ini bertujuan mendeskripsikan perbedaan langkah-langkah penyelesaian soal hiperbola antara mahasiswa laki-laki dan perempuan. Menggunakan metode kualitatif, penelitian ini melibatkan 30 mahasiswa yang dipilih melalui rumus Slovin dari total populasi 480 mahasiswa. Instrumen penelitian meliputi tes soal hiperbola dan pedoman wawancara. Hasil penelitian menunjukkan adanya perbedaan signifikan pada aspek orientasi spasial, di mana mahasiswa perempuan menunjukkan keunggulan dalam langkah-langkah penyelesaian karena pemahaman konsep jarak yang lebih baik. Temuan ini menyimpulkan bahwa terdapat karakteristik unik pada penalaran spasial perempuan di tingkat pendidikan tinggi yang berbeda dari temuan umum di tingkat sekolah. Hasil penelitian ini memberikan kontribusi teoretis bagi pengembangan literatur penalaran spasial dalam pendidikan matematika. Research on gender-based differences in spatial reasoning at the university level requires further empirical confirmation. This study aims to describe the differences in procedural steps for solving hyperbola problems between male and female students. Employing a qualitative method, the study involved 30 students selected via Slovin’s formula from a population of 480. Research instruments consisted of hyperbola problem-solving tasks supported by interview transcripts. The findings reveal distinct differences in spatial orientation, where female students demonstrated superior performance in solving steps due to a robust understanding of distance concepts. In conclusion, these results highlight unique spatial reasoning characteristics among female students in higher education, diverging from common findings at the school level. This research contributes to the theoretical development of spatial reasoning literature within mathematics education.
Analysis of Students' Conceptual Understanding Ability in Solving Word Problems on Basic Statistics Edi Ator Rerek; Konstansia Hermiati; Siti Suprihatiningsih
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 3 (2025): November
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i3.3473

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematis siswa kelas VIII SMP Negeri 2 Sompak pada materi statistika dasar, mengidentifikasi hambatan yang dihadapi siswa dalam menyelesaikan soal cerita, serta menganalisis faktor-faktor yang mempengaruhi kemampuan tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek 25 siswa kelas VIII C (11 laki-laki, 15 perempuan) yang dipilih melalui purposive sampling. Teknik pengumpulan data meliputi tes esai untuk mengukur empat indikator pemahaman konsep (menyatakan ulang konsep, mengklasifikasikan objek, menerapkan konsep secara matematis, dan menyajikan konsep dalam representasi), wawancara semi-terstruktur kepada 3 siswa terpilih, serta dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan triangulasi sumber, teknik, dan waktu untuk memastikan validitas. Hasil penelitian menunjukkan variasi kemampuan siswa dalam tiga kategori: tinggi (9 siswa, dominan perempuan), sedang (8 siswa, dominan laki-laki), dan rendah (8 siswa). Siswa kategori tinggi mampu menyatakan ulang konsep mean, median, dan modus; mengklasifikasikan data berdasarkan tendensi sentral; menerapkan konsep kuartil secara matematis; serta menyajikan data dalam representasi runtut. Analisis mendalam pada siswa LA (skor tertinggi 19) mengonfirmasi pemenuhan indikator melalui jawaban mandiri. Hambatan utama meliputi kesulitan menyatakan ulang masalah, mengubah soal cerita ke model matematika, dan lemahnya penguasaan konsep dasar. Faktor yang mempengaruhi mencakup motivasi, gaya belajar, pengalaman belajar, serta variasi metode pembelajaran. This study aims to analyze the mathematical concept comprehension ability of eighth grade students of SMP Negeri 2 Sompak on basic statistics material, identify obstacles faced by students in solving word problems, and analyze factors that influence these abilities. This study used a descriptive qualitative approach with 25 students of class VIII C (11 boys, 15 girls) selected through purposive sampling. Data collection techniques included an essay test to measure four indicators of conceptual understanding (restating concepts, classifying objects, applying concepts mathematically, and presenting concepts in representations), semi-structured interviews with 3 selected students, and documentation. Data analysis was carried out through data reduction, data presentation, and drawing conclusions, with triangulation of sources, techniques, and time to ensure validity. The results showed variations in student abilities in three categories: high (9 students, predominantly female), medium (8 students, predominantly male), and low (8 students). Students in the high category were able to restate the concepts of mean, median, and mode; classify data based on central tendency; apply the concept of quartiles mathematically; and present data in a sequential representation. In-depth analysis of LA students (highest score 19) confirmed the fulfillment of indicators through independent responses. Key obstacles included difficulty restating problems, converting word problems into mathematical models, and weak mastery of basic concepts. Influencing factors included motivation, learning style, learning experience, and variations in teaching methods.
Mathematical Critical Thinking Skills of Students in Solving Set Theory Problems Intan Rimawati; Siti Suprihatiningsih; Gusti Uripno; Milagros R. Baldemor
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30338

Abstract

Mathematical critical thinking is a fundamental competency that students must develop to solve complex problems effectively; however, empirical evidence consistently indicates that this ability remains underdeveloped among junior high school students in Indonesia, particularly in the domain of set theory. This study aims to describe and analyze the mathematical critical thinking skills of seventh-grade students at a public junior high school located in a rural district of West Kalimantan, Indonesia, in solving set theory problems, based on four Facione indicators: interpretation, analysis, evaluation, and inference. A descriptive qualitative design was employed, involving six students selected through purposive sampling from a class of 29 students in the 2025/2026 academic year, categorized into high, medium, and low ability groups. Data were collected through a written essay test and semi-structured interviews, then analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. Results show that high-ability students fulfilled all four critical thinking indicators optimally but demonstrated a consistent limitation in verbal mathematical justification. Medium-ability students performed adequately on interpretation and analysis but encountered difficulties in evaluation and systematic inference. Low-ability students failed to meet most indicators, with the most pronounced deficits in evaluation and inference. This study contributes to the field by investigating the distribution of critical thinking profiles within a unified classroom environment. Crucially, it highlights that verbal mathematical justification represents a fundamental developmental barrier that transcends procedural competence, offering specific implications for the refinement of mathematics instruction.
Mathematical Critical Thinking Profiles of Seventh-Grade Students in Solving Fraction Problems within Realistic Mathematics Education Contexts Neli Neli; Siti Suprihatiningsih
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18102

Abstract

This study investigates seventh-grade students’ mathematical critical thinking profiles in solving fraction problems involving different denominators within Realistic Mathematics Education (RME) contexts. A qualitative multiple-case descriptive design was employed involving 18 students who completed contextual essay-based mathematical tasks, with six students purposively selected for in-depth semi-structured interviews representing high-, medium-, and low-ability categories. Data were collected through written tasks and interview protocols developed according to Ennis’s five critical thinking indicators: interpretation, analysis, evaluation, inference, and explanation. Data analysis followed an interactive qualitative approach involving data reduction, data display, and conclusion verification. The findings revealed substantial variation in students’ mathematical critical thinking across indicators and ability categories. High-level students demonstrated relatively systematic and coherent reasoning processes, whereas medium- and low-level students exhibited fragmented reasoning characterized by procedural uncertainty and conceptual difficulties. Interpretation emerged as the most accessible indicator, while inference and explanation represented the most challenging dimensions. Additive misconception was identified as the most dominant conceptual difficulty, particularly among low-level students, indicating broader weaknesses in fraction understanding rather than isolated procedural errors. Furthermore, the findings suggest that mathematical critical thinking indicators function as interconnected dimensions, where difficulties occurring during earlier reasoning stages frequently coincided with limitations in subsequent processes. This study contributes to mathematics education literature by providing a multidimensional understanding of students’ mathematical critical thinking through the integration of written responses and interview data. The findings highlight the importance of instructional practices emphasizing conceptual understanding, reflective reasoning, and meaningful mathematical contexts.
Co-Authors Anggraeni, Rani Anisatul Farida Aprilia Mercy Ardymulya Iswardani Arif S, Nugroho Aziz Musthafa Bernadeta Ritawati Bonyah, Ebenezer Dewi Retno Sari S Dewi Retno Sari S Dihin Muriyatmoko Ebenezer Bonyah Edi Ator Rerek Erwin Erwin Firda Hariyanti Friantini, Rizki Nurhana Gusti Uripno Happy Oktaviani Hendra Yulianto Iim Marfuah Imam Sujadi Indra Kurniawan Intan Rimawati Iren Irvan Irvan Isnawati Lujeng Lestari Kartika Sari Kintoko Kintoko Kintoko, Kintoko Konstansia Hermiati Lisa Levia Miranda MASRIYAH Mayang Sari Miftah Ar Razy Milagros R. Baldemor Muhammad Firman Annur Nabiila Fatimatuz Zahra Neli Neli Nugroho Arif Sudibyo Panyule, Selvinus Lando Pradipta Annurwanda Pradipta Annurwanda Pradipta Annurwanda, Pradipta Rahmat Winata Rian Rian Richatul Asmah Rispa Rispa Rizki Kurniawan Rangkuti Rizki Nurhana Friantini Rizki Nurhana Friantini Rizki Nurhana Friantini Rooselyna Ekawati Sangkot Idris Ritonga Sary Oktalita Sumantupang Selvinus Lando Panyule Sri Maya Lestari SRI RAHAYU Triana Harmini Tupulu, Nasri Wahyu Azhar Ritonga Zakaria Susanto ZUNAEDY PASARIBU, ENDI