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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Cakrawala Kependidikan Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Pendidikan Matematika dan IPA Guru Membangun Jurnal Pendidikan Sosiologi dan Humaniora Jurnal Visi Ilmu Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Edumatsains Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Analisa Numeracy : Jurnal Ilmiah Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan International Journal on Emerging Mathematics Education Perspektif Ilmu Pendidikan JPMI (Jurnal Pendidikan Matematika Indonesia) JURNAL EDUCATION AND DEVELOPMENT JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan JURNAL MathEdu (Mathematic Education Journal) JETL (Journal Of Education, Teaching and Learning) JTP - Jurnal Teknologi Pendidikan Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Pendidikan dan Konseling JPMI (Jurnal Pembelajaran Matematika Inovatif) J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Variabel Edunesia : jurnal Ilmiah Pendidikan GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Jurnal Scientia Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pendidikan Dasar Perkhasa Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Journal of Educational Review and Research Jurnal Math-UMB.EDU Jurnal AlphaEuclidEdu Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN JPKM (JURNAL PENGABDIAN KEPADA MASYARAKAT) UNTAN Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Cendikia : Media Jurnal Ilmiah Pendidikan Jurnal Kajian Pembelajaran dan Keilmuan Tsaqila Jurnal Pendidikan dan Teknologi International Journal on Education Insight International Journal of Learning and Instruction (IJLI) Journal of Advanced Sciences and Mathematics Education J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Jurnal Pendidikan Indonesia (Japendi) Innovative: Journal Of Social Science Research IndoMath: Indonesia Mathematics Education Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Journal of Golden Generation Education JPP (Jurnal Pendidikan dan Pembelajaran)
Dede Suratman
Magister Pendidikan Matematika FKIP, Universitas Tanjungpura Pontianak
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THE ABILITY OF MATHEMATICAL REPRESENTATION AND STUDENT RESPONSE THROUGH PROBLEM-BASED LEARNING MODEL BASED ON MATHMAGIC IN ALGEBRA MATERIAL IN GRADE VII OF JUNIOR HIGH SCHOOL Sintya Masliyani; Ahmad Yani T; Dede Suratman
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 2 (2025): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i2.6197

Abstract

The purpose of this research is to demonstrate the mathematical representation abilities between students who participate in learning using a mathmagic-based problem-based learning model and the mathematical representation abilities of students who use the conventional lecture method. The research subjects involved 36 students from SMP Negeri 4 Sungai Raya, consisting of class VII B as the control class and class VII F as the experimental class. The research method used is quantitative, with instruments in the form of short answer questions packaged in a math magic format. The data was analyzed using normality tests, homogeneity tests, and hypothesis testing through independent sample t-Test and Pearson Product Moment correlation tests. The results of the study indicate that the problem-based learning model based on mathmagic is more effective in enhancing mathematical representation skills compared to the conventional lecture method, with a significance value of 0.035 indicating a difference in average ability between the two classes. In addition, the results of the Pearson correlation test showed an r value of 0.228, indicating a positive relationship between students' mathematical representation skills and their responses, where students with higher representation skills tend to provide positive responses.
DEVELOPMENT OF PROBLEM-BASED LEARNING INSTRUCTIONAL VIDEOS ON UNIFORM AND UNIFORMLY ACCELERATED LINEAR MOTION FOR JUNIOR HIGH SCHOOL STUDENTS: Pontianak, Indonesia Nur Oktivianti Dewi; Eny Enawaty; Ari Widiyantoro; Dede Suratman; Haratua Tiur Maria S
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.9854

Abstract

Physics learning at the junior secondary school level on the topics of Uniform Linear Motion and Uniformly Accelerated Linear Motion often shows low conceptual understanding due to limited use of contextual and visual instructional media. This study aims to develop and examine the effectiveness of Problem-Based Learning (PBL) instructional videos in improving students’ conceptual understanding. The research employed a Research and Development approach using the ADDIE model and adopted a pre-experimental design with a one-group pretest–posttest involving 36 students as trial subjects. The instruments included expert validation sheets, conceptual understanding tests, and student response questionnaires. Data were analyzed using descriptive statistics, normality tests, paired-sample t-tests, and N-Gain analysis. The results showed that the instructional video product was categorized as highly feasible based on expert validation and student responses (89.7%). The students’ mean scores increased from 57.97 to 69.44, with a reduction in variance and standard deviation, indicating a more even distribution of conceptual understanding. The normality test confirmed that the data were normally distributed, and the paired-sample t-test revealed a significant difference between pretest and posttest scores (p < 0.001). The N-Gain value of 0.27 was in the low–moderate category, indicating initial effectiveness. Therefore, the developed PBL instructional videos indicate initial effectiveness in enhancing students’ conceptual understanding and can be considered a feasible instructional innovation for junior secondary school physics learning. Keyword: learning video, Problem-Based Learning, conceptual understanding, junior high school physics, instructional innovation
Design and validation of a PISA oriented instructional module for linear functions aligned with the merdeka curriculum Eka, Firmina; Suratman, Dede; Rifat, Mohammad; Siregar, Nurfadilah; Hamdani
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): 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.v17i1.29709

Abstract

Purpose: This study aims to design and validate a PISA-oriented instructional module for linear functions aligned with the Learning Outcomes of the Merdeka Curriculum. Method: This study employed a qualitative educational design research approach through document analysis and expert validation. The design process was based on an analysis of the Merdeka Curriculum Learning Outcomes (Phase D), the PISA 2022 Mathematics Framework, and relevant linear function materials. The instructional module was developed iteratively and validated in two cycles by two mathematics education lecturers and one junior high school mathematics teacher. Validation criteria covered content accuracy, pedagogical alignment, integration of PISA competencies, linguistic clarity, and instructional design quality. Findings: The needs analysis indicated that teachers did not yet possess structured PISA-based instructional modules. The first validation cycle highlighted the need to improve the clarity of learning objectives, interpretation-oriented tasks, activity differentiation, language consistency, and visual presentation. After systematic revisions, the second validation cycle confirmed that the module met feasibility standards across content, pedagogy, language, and instructional design aspects. Significance: This study provides a validated instructional module that bridges national curriculum demands and international mathematical literacy standards, offering a practical and theoretically grounded reference for integrating PISA-oriented learning into classroom instruction.
A humanistic oriented redesign of junior high school algebra teaching modules for the industrial revolution 5.0 Permanda, Saul; Rifat, Mohammad; Yani T, Ahmad; Suratman, Dede
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): 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.v17i1.29733

Abstract

Purpose: This study aims to redesign junior high school algebra teaching modules by integrating humanistic learning principles that respond to the educational demands of the Industrial Revolution 5.0. Method: A descriptive qualitative approach was employed through systematic document analysis, expert validation, and iterative revision. The data sources consisted of official algebra teaching modules obtained from the Ministry of Education and Culture’s Ruang Pendidikan platform. Data were collected using document analysis sheets, validation questionnaires, and semi-structured interview guidelines. The redesigned modules were evaluated by two mathematics education lecturers and one practicing junior high school teacher. Data analysis was conducted using qualitative descriptive techniques supported by simple quantitative summaries of validation results to ensure consistency and credibility. Findings: The findings indicate that the original teaching modules were predominantly teacher-centered and did not adequately incorporate key humanistic learning components, including exploration, collaboration, feedback, reflection, and learning technology integration. Expert questionnaire and interview results identified several aspects requiring revision, particularly the clarity of learning activity instructions, the design of group-based learning tasks, feedback mechanisms, and the focus of reflection questions. These findings informed the restructuring of the module into a more learner-centered and humanistic-oriented design. Significance: This study contributes a validated procedural framework for redesigning mathematics teaching modules grounded in humanistic learning principles within the context of the Industrial Revolution 5.0. The findings offer practical guidance for teachers and curriculum developers in adapting existing instructional materials into more engaging, reflective, and contextually relevant learning resources.
Analysis of preservice mathematics teachers’ quantitative problem solving ability in solving PISA based tasks: a polya framework perspective Suratman, Dede; Yusmin, Edy; Meldi, Nadya Febriani; Wahyuningsih, Dian
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): 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.v17i1.30300

Abstract

Purpose: This study aims to analyze the quantitative problem-solving ability of preservice mathematics teachers in solving PISA-based tasks across different contexts and proficiency levels using Polya’s four-stage problem-solving framework. Method: A qualitative descriptive design was employed to examine students’ reasoning processes through written responses and in-depth interviews. The participants were preservice mathematics teachers who had completed most of the core mathematics courses in their teacher education program. The research instrument consisted of three PISA-like tasks representing personal, socio-economic, and scientific contexts with cognitive demands corresponding to PISA Levels 6, 5, and 4. Students’ solutions were analyzed using Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and verifying the solution. Based on their performance, participants were categorized into high, medium, and low groups to identify patterns of reasoning and problem-solving strategies. Findings: The results show that the overall numeracy ability of preservice mathematics teachers remains in the medium–low category with an average score of 44.10 and considerable variation among participants. High-performing students demonstrated stronger abilities in mathematical modeling, proportional reasoning, and variable identification, particularly when solving higher-level PISA tasks. In contrast, students in the medium and low groups relied primarily on procedural calculations with limited conceptual understanding of relational structures and representations. Although many students produced correct answers for Level 4 tasks, their solutions were often procedural rather than conceptually grounded. Significance: The findings indicate a gap between preservice teachers’ current quantitative literacy and the competencies required for PISA-type mathematical problem solving. Strengthening quantitative reasoning through authentic contexts, mathematical modeling, and structured reflection is therefore essential in mathematics teacher education programs.
THE CONCEPT OF TEACHING MATERIAL DEVELOPMENT IN MODERN LEARNING FROM THE PERSPECTIVE OF LEARNING THEORY Yonatan, Amandus; Maria S, Haratua Tiur; Afandi, Afandi; Suratman, Dede; Pancaning W, Elvi Rusmiyanto
Jurnal Kajian Pembelajaran dan Keilmuan Vol 9, No 3 (2025): Special Issue 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jurnalkpk.v9i3.105839

Abstract

This article examines the development of teaching materials in modern learning by drawing on key learning theories. Rapid advances in information and communication technology have shifted learning needs, requiring materials that are adaptive to contemporary students’ characteristics. Using a literature review method, the study analyzes how Constructivism, Behaviorism, and Cognitivism serve as theoretical foundations for designing effective technology-enhanced teaching materials. The findings highlight that strategically integrating these theories not only strengthens student engagement but also improves learning outcomes. This article contributes a clearer framework for applying learning theories in the development of digital teaching materials and offers concrete examples of classroom implementations that enhance interaction and motivation. The study provides practical insights for educators and developers seeking to design relevant and theory-driven materials in an increasingly dynamic digital learning environment.
Mathematical analogical reasoning ability based on the thinking style of junior high school students on flat surface of solid figures Violita Fazrianti; Edy Yusmin; Dede Suratman
Journal of Advanced Sciences and Mathematics Education Vol. 2 No. 2 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i2.121

Abstract

Analogical reasoning ability teaches students how to translate abstract concepts into a concrete ones. Students can receive and process information from this knowledge according to their thinking style. Therefore, this study aims to determine students' mathematical analogical reasoning ability at SMP Negeri 1 Sungai Raya based on their thinking style. The research method used in this research is quantitative descriptive analysis, with data analysis assisted by Anates V4 software. The subjects in this study were 29 class IX A students at SMP Negeri 1 Sungai Raya. Data collection techniques used in this study include measurement and direct and indirect communication. The instruments used were mathematical analogical reasoning tests, thinking style tests, and interview guidelines. The results showed that students who had a concrete sequential thinking style obtained an average value of mathematical analogical reasoning ability of 46.25 in the good category, while the average value of students with abstract sequential mathematical analogical reasoning ability was 31.50, concrete random 27.83, and random abstract 32.07 in the medium category. The findings mean that the classroom learning pattern needs to be maintained while improving students' mathematical analogical reasoning abilities. In addition, students are expected to maximize their potential according to the character of their thinking style.
Analisis Penyelesaian Soal Cerita Siswa dalam Pembelajaran Matematika di SMP Negeri 16 Pontianak Apriana, Ditia; Agung Hartoyo; Dede Suratman
Journal of Golden Generation Education Vol. 2 No. 2 (2026): In Progress 2026 : Journal of Golden Generation Education
Publisher : PT. LEMBAGA PENERBIT PENELITIAN NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65244/jgge.v2i2.772

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan penyelesaian soal cerita matematika pada materi Sistem Persamaan Linier Dua Variabel (SPLDV) siswa kelas VIII SMP Negeri 16 Pontianak berdasarkan tahapan pemecahan masalah Polya (memahami masalah, merencanakan penyelesaian, melaksanakan rencana, dan memeriksa kembali). Rendahnya kemampuan siswa dalam mengaitkan matematika dengan konteks nyata serta banyaknya kesalahan dalam menyelesaikan soal cerita SPLDV menjadi latar belakang penelitian ini. Metode yang digunakan adalah deskriptif kualitatif. Subjek penelitian terdiri dari 6 siswa yang dipilih dari 30 siswa kelas VIII A, mewakili kemampuan matematika tinggi, sedang, dan rendah. Data dikumpulkan melalui tes tertulis berbentuk soal cerita dan wawancara, kemudian dianalisis menggunakan model Miles and Huberman. Hasil penelitian menunjukkan bahwa siswa berkemampuan tinggi mampu memenuhi keempat tahapan Polya dengan sangat baik dan konsisten. Siswa berkemampuan sedang mampu memahami masalah dan menyusun rencana, namun kurang teliti dalam perhitungan serta tidak melakukan pemeriksaan kembali. Siswa berkemampuan rendah hanya mampu memahami sebagian informasi soal dan belum mampu merencanakan, melaksanakan, maupun memeriksa kembali penyelesaian. Simpulan penelitian ini adalah kemampuan penyelesaian soal cerita siswa sangat bervariasi, dengan kelemahan utama pada tahap memeriksa kembali, terutama pada siswa berkemampuan sedang dan rendah. Temuan ini memberikan implikasi penting bagi guru dalam merancang pembelajaran yang menekankan berpikir reflektif dan pembiasaan pengecekan hasil akhir.
Development of Android-Based Interactive Multimedia on Mushroom Material in High School Veni Wulandari; Aunurrahman Aunurrahman; Indri Astuti; Urai Salam; Dede Suratman
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.4758

Abstract

This research aims to produce Android-based interactive multimedia products that are feasible to use, easy for students to learn, and assist students in learning and improve student learning outcomes independently. This type of development research used the Dick, Carey & Carey developer design model. The test subjects consisted of a study teacher, six expert validators, and thirty-two students of X grade. Sampling used a purposive sampling technique, by using consideration of student scores, which were divided into three namely, high, low, and medium categories. The instruments used involved trial questionnaires, test questions, and student response questionnaires. Each of which had been validated and analyzed with the content validity of Aiken's V (Vcount ≥ Vtable). The research results show media expert validation with a score of 3.9 (valid and suitable for use), design expert validation with a score of 4.1 (very valid and highly suitable for use), and subject matter expert validation with a score of 4.1 (very valid and highly suitable for use). The results of individual test, small group test, and field test obtained an average result of 89.6% in the very positive category. Based on test performed by students, the results show that interactive multimedia development designs can be used to facilitate students to learn with an average percentage score of 85% (Very Positive Category). The feasibility of each of these processes shows that the Android-based interactive multimedia profile meets the requirements as a medium that can assist students in learning. The results of the effectiveness test also stated that interactive multimedia on Android-based had an effect and could improve students' cognitive learning outcomes with an N-Gain Score = 0.61 (Medium Category) and an Effect Size value = 2.322 (Category = Strong). The conclusion is based on the results of expert validation and product test, the Bio-Fungi learning application is feasible for use as a learning medium in the teaching and learning process and to improve students' cognitive learning outcomes.
The Role of Augmented Reality-Based Inquiry Learning in Enhancing Elementary Students’ Scientific Literacy for Sustainable Quality Education Amandus Yonatan; Haratua Tiur Maria Silitonga; Afandi; Dede Suratman; Elvi Rusmiyanto Pancaning Wardoyo; Muhammad Zaidi Zakaria
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14948

Abstract

This study examined the effect of an Augmented Reality (AR)-supported inquiry learning model on elementary school students’ scientific literacy. This study employed a quasi-experimental non-equivalent group design involving two instructional groups: an experimental group receiving AR-supported inquiry learning and a comparison group receiving guided inquiry learning without AR support. Data were collected through scientific literacy pretests and posttests administered to both groups. The findings showed that the experimental group achieved greater improvement in scientific literacy, with mean scores increasing from 64.71 to 78.63, whereas the guided inquiry group showed a smaller increase from 52.66 to 55.10. Paired-sample t-test results indicated a significant improvement in the experimental group (p < .05), while the guided inquiry group did not demonstrate a statistically significant change (p > .05). In addition, an independent-samples t-test revealed a significant difference between the two groups after treatment (p < .05). Effect size analysis produced a Cohen’s d value of 0.95, indicating a large practical effect. These findings suggest that AR-supported inquiry learning is more effective than guided inquiry learning without AR support in enhancing elementary school students’ scientific literacy.
Co-Authors . Arfin ., H. Marzuki ., Zubaidah R A.A. Ketut Agung Cahyawan W AA Sudharmawan, AA Abdi, Egy Abdul Mu in Achmad Yani Ade Mirza Adesfiana, Zeny Novia Afandi Afandi Agung Hartono Agung Hartoyo Agus Winarji Agus Winarji Ahmad Bahauddin Ahmad Hanafi F25110030 Ahmad Yani ahmad yani Ahmad Yani T Ahmad Yani T Ahmad Yani T Ahmad Yani T. Alam, Alfikri Alexander F.25110002 Alexius Harnoto Trilaksono Alfiah Pratiwi Alghozi, Hakiimul Hilmiy aloysius mering Alvini Bakara, Alvini Amalia, Anissa Amandus Yonatan Ananda Rizky Amelia Anggraini, Icha Anggun Fitriani Anita Eka Sari Annisa Sabillah Mardhayanti Antonius Totok Priyadi Apriana, Ditia Aprilia Dwi Lestari Ari Kusdiyanto Ari Widiyantoro Ariani, Prisilia Arianti, Mica Arifin, Muhammad Nur Ariyani, Ade Sisca Arizal Arizal Arizal, Arizal Arnika, Ika Asep Nursangaji Astuti , Indri Aunurrahman Aunurrahman Aunurrahman Aunurrahman Aunurrahman Aunurrahman Ayu Anggraini Ayu Monika, Ayu Badaruddin Bahrudin Bahrudin Bahrudin Bahrudin Bambang Hudiono Bella Hani Syafira Bistari Cendra Kasih, Dayang Juniarti Permatasari Christianti, Tarsila Christy Oktavany Siambaton Munthe Cokong Cokong Constanius Putra Bepa Dahlia, Beata Dasit, Dominikus Dayang Kartika Sari Dea Fitriani Dedi Setiyadi Delisbeth Delisbeth Deni Suhendra Destya Renjani Desy Ayu Wulandari Deti Seniati Dia Prima Juwita Dian Ahmad Dian Ahmad Dian Ahmad Dian Ahmad B Dian Ahmad BS Dian Ahmad Budhysatrya Dian Arifyati Dian Kurnianto Dian Wahyuningsih Dini Maulida Sari Dodi Dona Fitriawan Dwi Ajeng Safitri E'en, E'en Edy Tandililing Edy Yusmin Eka Pratiwi Eka Sariyanti Eka, Firmina Eko Santoso Eko Sarwono Ellawati Safitri Elvi Rusmiyanto Pancaning Wardoyo, Suci Lestari, Mukarlina, Emisari, Karmila Eny Enawaty Ernawati Ernawati Erva Suriyanti Esteria Nomiana Eva Faja Ripanti Evi Noviani Fany Fajrianti Febrian, Hendy Febriano, Rionald Februarini, Yovita Theo Fedi Bandara Fitri Novi Astuti, Fitri Novi Fredi Ganda Putra Galuh Detasa Riandini H. Syahwani Umar H.M. Asrori Haliman, Suparjan Halini - Halini Halini Hamdani Hamdani . Hamdani . Hamdani Hamdani Hamdani Mikraj Hanuri Sakarti Haratua Tiur Maria Silitonga Hasya, Hurin Amalia Hendrajaya Hendrajaya, Hendrajaya Hendri Agustriandi Hendriansyah F25108039 Herlinda, Romana Hermayuda, Hermayuda Hernowo, Anggit Herry Sujaini Holyness Nurdin Singadimedja Ida Ayu Putu Sri Widnyani Ignasius Layola Dedy Ilham Hafizt Ilyas Arddy Sukma Inderi, Inderi Indiri Astuti Indri Astuti Indri Astuti Indri Astuti Indri Astuti Indri Astuti Indry Anggraeni Arahim Insyra Rania Athala Irma Nuryta Prisa Irsandi Kusuma Islami, Nabillah Jihan Islamiati, Ayu Diah Ismar, Ismardianto Jamiah, Yulia Juharita, Juharita Juniati, Nani Ika Kurnia Yunita Leo Luxman Lestari, Fauji Lestari, Indah Fuji LUKMAN NURHAKIM, LUKMAN Lusi Eka Purnamasari, Lusi Eka M. Syukri Mahdalena Mahdalena Mahdalena Mahdalena Mariyam, . Martin Martin Martin Suhendra Martono Martono Martono Martono Martono Martono Marzuki , Mawazi Mawazi Meldi, Nadya Febriani Melisa Andini Erno melisa imelda F04109014 Melsa Putri Metia Novianti Misnati Misnati Mohamad Rif&#039;at Mohamad Rif&#039;at mohamad rifat Mohamad Rif’at Mohamad Rif’at More, Thomas Muhammad Asrori Muhammad Basri Muhammad Dwiki Annadzili Muhammad Hendri muhammad irfan Muhammad Mahendra Kurniawan Muhammad Rif’at Muhammad Suharta Muhammad Toha Anshori Muhammad Zaidi Zakaria Munaldus . Munthe, Christy Oktavany Siambaton Mutiara Saparina Nabila Muthia Ayu Neneng Umiyatun, Neneng Nilamsari Kusumastuti Ningsih, Kurnia Ningtias, Ayu Nopita Sari Novandi, Mas Nur Hasanah Nur Hidayah Nur Oktivianti Dewi Nurdiana, Riyanti Nurfadilah Siregar Nurhadida Nurhadida nurhafizah F04210026 Nuril Hidayah Nuriska Indriantie Nursiasari, Dwi Nurtasari, Agustina Rika Oktaviani, Andy Cici Onny Wiriandi Pancaning W, Elvi Rusmiyanto Pandini, Wayan Arum Pasaribu, Revi Lestari Permanda, Saul Puput, Puput Purwanti, Rahayu Puspa Wigati Puspasari Puspasari Pustika, Dewi Putra, Aprian Syah R. Susty Sumiaty Rachmat Sahputra Rahasima, Rahasima Rahmawati, Melita Rasmania, Rasmania Reizky Wahyu Handayani Retno Restu Ningrum rian satrio F04106020 Rianto, Vina Muthmainna Riezky Wahyu Handayani Rif'at, Mohammad Rifat . Rifat, Mohammad Rif’at, M Rif’at, M. Rif’at, Mohamad Rini Muharini Rizka Aspriliana Rizka Aspriliana Rohmah Pila Khoriyani Romal Idjudin Romal Ijuddin Ronald Elisa Rustam Rustam Rustam Ruyani, Siti Safrida Dwi Damayanti Saputra, Bernadictus Osorio Saputri, Linda Dwi Sari, Roshinta Indah Saripudin, Didin Savitri, Vira Selvia Selvia Serani, Gabriel silvia sayu - Sintya Masliyani Sirait, Monika Apriaanty Sirait, Natalia Siti Halidjah Sri Asih Agustin Sri Yanti Subroto, Gatot Hadi Sudiansyah Sudiansyah Sugiatno . Sugiatno Sugiatno Sukardi Sukardi Sulistyarini, Sulistyarini Sumarno, Mahmuda Sumiatik, Sumiatik Supardi Supardi Suryani Suryatma, Indra Susi Herawati NIM 25111054 Susilo, Juli Sutini Ibrahim Syahwaludi, Muhammad Syahwani Umar Syamsul Arifin Syaras, Arfina Sukma Tanti Eviliana Pardede Tiara Nur Fadilah Tomo Djudin Toyib Bikoir Ulvi Ulya Umi Maftuhah Uni Cyntia Clodia urai salam Usman NIM F25111046 Usman Radiana Utin Desy Susiaty Veni Wulandari Venny Karolina Vinsensius Heri Violita Fazrianti Wahyuni, Selly Wahyuni, Tia Nurul Warneri . Wele, Bruno Sala Wirsa Anggra Ramadhany Wiwiek Murtiwi, Wiwiek Wulandari, Dewinda Yakobus Ason Yakobus Ason, Yakobus Yani, Ahmat Yanto, Fransiskus Yohanes Bahari Yonatan, Amandus Yudi Darma Yudi Herdiana Yulis Jamiah Yulis Jamiah Yundari, Yundari Yuni Apriani Yuni Fitriwanti Yuni Purnama Yunika, Veny Zalinin, Zalinin Zubaidah R Zubaidah R, Zubaidah Zubaidah Zubaidah Zuliyanti, Zuliyanti