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Didi Suryadi

Universitas Pendidikan Indoneisa

Author-ID : 394900

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Analysis of Students’ Learning Obstacles on the Fraction Addition Material for Five Graders of Elementary Schools Irfan Fauzi; Didi Suryadi
Al Ibtida: Jurnal Pendidikan Guru MI Vol 7, No 1 (2020): June 2020
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v7i1.6020

AbstractVarious researchs have explained the students' difficulties in understanding fractions, so the researcher will analyze the student obstacle learning on fraction addition material. The approach used in this research is qualitative with the case study method. The subjects in this study were 5th grade students of Geger Kalong Girang 1-2 elementary school, Bandung City with a total of 29 students. Collecting data in this study using tests, interviews, and documentation. Data analysis uses data reduction, data display, and conclusion drawing/verification. The results of this study found that students experience 1) ontogenic obstacle caused by the students inablity to understand the picture presented so that they are not able to determine the amount of fractions; 2) epistemological obstacle caused by the inability of students to understand fractions as part of the whole and apply the wrong concept in operating fractions; and 3) didactical obstacle caused by informal teaching methods and presentation of teaching materials that did not pay attention to student involvement. This research can facilitates students in understanding fraction addition material and provides an overview to the teacher in making teaching materials and learning design about fraction addition based on learning obstacle.Keywords: learning obstacles, fraction addition, elementary school. AbstrakBerbagai penelitian telah menjelaskan terkait dengan kesulitan siswa dalam memahami pecahan, sehingga peneliti akan menganalisis learning obstacle siswa pada materi penjumlahan pecahan. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan metode studi kasus. Subjek dalam penelitian ini adalah siswa kelas 5 SD Geger Kalong Girang 1-2 Kota Bandung dengan total 29 siswa. Pengumpulan data dilakukan dengan menggunakan tes, wawancara, dan dokumentasi. Adapun analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa siswa mengalami 1) ontogenic obstacle disebabkan karena ketidakmampuan siswa dalam memahami gambar yang disajikan, sehingga tidak mampu menentukan besaran pecahan pada gambar; 2) epistemological obstacle disebabkan karena ketidakmampuan siswa dalam memahami pecahan sebagai bagian dari keseluruhan dan menerapkan konsep yang salah dalam mengoperasikan pecahan; dan 3) didactical obstacle disebabkan karena cara mengajar guru yang bersifat informal dan penyajian bahan ajar yang kurang memperhatikan keterlibatan siswa. Penelitian ini dapat memfasilitasi siswa dalam memahami materi penjumlahan pecahan dan memberikan gambaran kepada guru dalam membuat bahan ajar dan desain pembelajaran penjumlahan pecahan berdasarkan learning obstacle.Kata kunci: learning obstacle, penjumlahan pecahan, sekolah dasar.

SKALA MOTIVASI AKADEMIK MATEMATIKA UNTUK MENGUKUR SELF-DETERMINATION MATEMATIS DI PERGURUAN TINGGI Cecep Anwar Santosa; Didi Suryadi; Sufyani Prabawanto
JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 9, No 1 (2016): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 9 Nomor 1 Februari 2
Publisher : Universitas Sultan Ageng Tirtayasa

Penelitian ini bertujuan untuk mengembangkan instrumen motivasi akademik dalam pembelajaran matematika berdasarkan teori self-determination matematis. Sebelum diujikan, draft instrumen divalidasi terlebih dahulu oleh ahli. Subjek penelitian adalah mahasiswa jurusan pendidikan matematika sebanyak 64 orang. Instrumen terdiri atas 28 pertanyaan yang dikembangkan berdasarkan kontinuum teori self-determination, yaitu amotivasi, motivasi ekstrinsik, dan intrinsic. Rumusan masalah penelitian ini adalah, bagaimana deskripsi dan uji kesamaan rerata data respon, bagaimana konsistensi internal instrumen, apakah terdapat sebuah pola simpleks diantara subskala pada instrumen yang dikembangkan, dan bagaimana korelasi antara kontinuum subskala dan variabel lainnya. Hasil penelitian menunjukkkan; pertama, dari hasil uji kesamaan rata-rata, respon antar subsampel 1 dan 2 relatif homogen, kedua, konsistensi internal instrumen secara umum terkategori tinggi, ketiga, korelasi antar subskala menunjukkan adanya struktur simpleks yang menunjukkan validitas skala instrumen yang disusun, keempat, korelasi antar subskala dengan variabel lain yang berhubungan (dalam hal ini capaian akademik) menunjukkan kesesuaian.

The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction Cecep Anwar Hadi Firdos Santosa; Didi Suryadi; Sufyani Prabawanto; Syamsuri Syamsuri
Jurnal Riset Pendidikan Matematika Vol 5, No 2: November 2018
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

This research was aimed to investigate the effect of students’ self-explanation to their achievement, mental effort, and cognitive efficiency while studying mathematics, particularly in integral topics. This research used a static-group comparison design implemented to first-year undergraduate students. The subject of the study consists of 64 first year undergraduate students in one of the universities in Banten province, Indonesia. The students were divided into two classrooms, experimental and control. Experimental classroom received worked-example method whereas control classroom studying without worked-example method. Instruments used in this research include achievement tests, rating scale mental effort, deviation model of cognitive efficiency, and teaching materials in the form of worked-example. The results show that the implementation of self-explanation through worked-example helps students get a higher achievement, lower mental effort, and better cognitive efficiency compared to students who get instruction without worked-example method. The research also reveals the important role of worked-example in enhancing the ability of students’ self-explanation.

Development of Mathematics Didactic Design with Integration of Peer Instruction Regarding Representational Ability of High School Students Elsa Komala; Didi Suryadi; Dadan Dasari
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 5, No 2 (2021): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v5i2.5172

This study focuses on the ability of representation with the integration of peer instruction which was developed through didactic design development research. The purpose of this research is to develop a didactic design in the form of learning tools, which are referred to in this study, namely: Lesson Plans, Teaching materials in the form of Student Worksheet in the form of student guides containing material information, sample questions, and practice questions. According to the problems experienced by students related to the ability of representation. The process of developing learning tools using Didactical Design Research (DDR), consists of didactic situation analysis, metapedadidactic analysis, and retrospective analysis. The didactic design developed was validated by 3 experts, namely 1 mathematics education lecturer and 2 high school mathematics teachers. The results showed that the learning plans were obtained in the form of a didactic design in the form of lesson plans that integrated peer instruction and worksheets for 8 meetings with the overall results of each aspect of the learning device being analyzed descriptively by revising the didactic design based on input and notes from the validator. Mathematics didactic design in high school to minimize learning obstacles related to students' representational abilities, includes 1) The material begins with the introduction of problems that are suitable for the situation and even related to the context of daily life, providing an overview of the benefits of the material to be studied, 2) Strengthening the material prerequisites presented at the first meeting, 3) Integrating peer instruction in the implementation of mathematics learning, 4) Providing scaffolding at the time of learning, 5) Student work and assignments are corrected and confirmed directly. In addition, the process of strengthening the visual representation process, modeling or mathematical expression, and the process of making written words presented on the worksheets is also carried out. Thus, the mathematical didactic design with the integration of peer instruction has provided appropriate learning activities; the purpose, depth and accuracy of the concepts and materials presented are traceable, communicative, the clarity of the images and spelling is appropriate, there is no correction given by the validator, so it can be implemented with the aim of developing students' mathematical representation abilities.

Didactical Transposition within Reflective Practice of an Indonesian Mathematics Teacher Community: A Case in Proving the Pythagorean Theorem Topic Rudi Rudi; Didi Suryadi; Rizky Rosjanuardi
Southeast Asian Mathematics Education Journal Vol 12, No 1 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i1.132

Didactical transposition plays a pivotal role in implementing reflective practice of a mathematics teacher community. Didactical transposition is a systematic approach to examine and enhance learning materials. Didactical transposition within reflective practice is conducted collaboratively between teacher trainers and teacher participants to produce an effective didactical design in encountering student learning obstacles. Thus, the objective of this study is to portray didactical transposition process accomplished by teacher trainers and teacher participants in the implementation of teacher reflective practice in the community. This study employed a methodological framework known didactical design research. Didactical design research in accordance with a reflective framework consists of four phases which are preparation, design/reflective planning for action, design/reflective implementation in action, and design/reflective evaluation and reflection after action. Research participants encompassed a teacher trainer, thirteen teachers, and thirty students. Data collection procedures were completed by employing observation and documentation. This study resulted in a didactical design which was obtained through a didactical transposition process performed by teacher and teacher trainer participants. The study discovered that didactical design developed collaboratively through didactical transposition within reflective practice in community was proven effective in overcoming the obstacles of student learning due to learning materials. Research findings are expected to be a model of professional learning for mathematics teachers in the community.

Didactical Design Research untuk Mengembangkan Kompetensi Pedagogik Guru di Sekolah Dasar Irfan Fauzi; Didi Suryadi
INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 4 No 1 (2020): Inventa: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/inventa.4.1.a2207

Salah satu kemampuan guru yang berkaitan dengan pedagogik adalah mampu membuat rencana pembelajaran efektif yang sesuai dengan kebutuhan siswa, untuk menciptakan hal itu dibutuhkan sebuah inovasi untuk mendesain pembelajaran. Didactical design research (DDR) dipandang sebagai sebuah paradigma inovasi pembelajaran dalam memberikan solusi atas permasalahan sulitnya guru dalam membuat rencana pembelajaran yang sesuai dengan kebutuhan siswa di kelas, selain itu didactical design research dipandang sebagai salah satu cara dalam mengembangkan kompetensi pedagogik guru, penelitian ini bertujuan untuk mengkaji paradigma DDR dalam menembangkan kompetensi pedagogik guru, metode yang digunakan dalam penelitian ini menggunakan kajian literatur dari berbagai sumber baik jurnal, buku, dan sumber lain yang mendukung. Penelitian ini diharapkan memberikan wawasan dan pengetahuan bagi penelitia dalam mengembangkan penelitian menggunakan didactical design research, selain itu penelitian ini diharapkan memberikan panduan kepada guru dalam membuat desain pembelajaran yang sesuai dengan kebutuhan siswa, sehingga proses pembelajaran tercipta dengan nyata dan bermakna.

Analisis Kesulitan Operasi Hitung Bentuk Aljabar Dwi Endah Lestari; Didi Suryadi
JURING (Journal for Research in Mathematics Learning) Vol 3, No 3 (2020)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Dalam kurikulum matematika, aljabar telah dikenal luas sebagai salah satu topik paling sulit, yang mengarah pada kesulitan belajar di seluruh dunia. Di Indonesia,kinerja aljabar adalah masalah penting. Tren Matematika Internasional and Science Study (TIMSS) 2007, prestasi pelajar Indonesia dalam aljabardomain secara signifikan di bawah rata-rata kinerja siswa di Tenggara lainnyaNegara-negara Asia seperti Thailand, Malaysia, dan Singapura. Fakta ini memunculkan hal inistudi yang bertujuan untuk menyelidiki kesulitan siswa Indonesia dalam aljabar. Untukmelakukannya, studi literatur dilakukan pada kesulitan siswa dalam aljabar awal. Lanjut,tes tertulis individu pada tugas-tugas aljabar diberikan, diikuti oleh wawancara. Sampel diambil dari 10 siswa kelas VII di SMP Negeri 1 Tambang mengerjakan tes tertulis, dan 5 di antaranya di wawancarai kembali. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam menyelesaikan operasi hitung aljabar dari berbagai aspek.

BELIEFS DAN PROFIL PEMBELAJARAN GURU MATEMATIKA SAMPEL STUDI TIMSS 2011 KELAS VIII Ade Sunawan; Didi Suryadi; Rizki Rosjanuardi
Teorema: Teori dan Riset Matematika Vol 6, No 2 (2021): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v6i2.5858

Standar kompetensi mata pelajaran matematika jenjang SMP menekankan kemampuan siswa mulai dari memahami konsep sampai dengan bernalar. Namun kenyataannya, berdasarkan hasil TIMSS 2011 mata pelajaran matematika kelas VIII, siswa Indonesia umumnya menunjukkan kemampuan yang baru mencapai low international benchmark, dan belum mampu bernalar dengan baik. Oleh karenanya penting untuk menemukan bukti empiris mengenai faktor-faktor kontribusi terhadap pencapaian siswa dalam TIMSS 2011 yang ditinjau dari beliefs dan profil mengajar guru. Penelitian ini dirancang menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian adalah 3 orang guru dari sekolah berbeda yang siswanya menjadi sampel studi TIMSS 2011 dengan capaian mewakili skor 500-550, 400-500, dan lebih kecil dari 400, serta berturut-turut disebut GSC, GSA, dan GSB. Data yang terkumpul diolah dengan pendekatan deskriptif dan kualitatif. Hasil penelitian menunjukkan bahwa: (1) GSC memiliki beliefs system tentang sifat dasar pendidikan matematika yang vulgar, sedangkan GSA dan GSB adalah critical; dan (2) GSC memperlihatkan konsistensi antara beliefs dengan profil pembelajarannya, sedangkan GSA dan GSB menunjukkan kondisi yang berbeda.Kata kunci: Beliefs, guru matematika, profil pembelajaran, TIMSS 2011

An Analysis of Students’ Computational Thinking Skills on The Number Patterns Lesson during The Covid-19 Pandemic Dwi Fitriani Rosali; Didi Suryadi
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 11, No 2 (2021): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v11i2.9905

The development of the education curriculum in Indonesia makes students must have skills so that they can compete globally, especially in the 21st century. The development is closely related to technology and information. One of skills that support the development of technology and information is the computational thinking skills. This study aims to analyze students’ computational thinking skills on the number patterns lesson during the Covid-19 pandemic. This study was qualitative-descriptive research with the subjects of 4 students from 8th grade in Makassar. The instruments used in this study were a test of the computational thinking skills in the form of essay type test on the number patterns lesson and interview guidance. The results of this study indicated that all subjects met the first indicator of problem decomposition and one subject met the second indicator of problem decomposition, all subjects met the indicator of pattern recognition, three subjects met the indicator of abstraction and generalization, all subjects met the first indicator of algorithmic thinking and two subjects met the second indicator of algorithmic thinking on computational thinking skills. Thus, students’ computational thinking skills during the Covid-19 pandemic were still low, so an educational framework is needed to improve students’ computational thinking skills.

Mengembangkan Desain Didaktis Berdasarkan Hambatan Belajar dan Learning Trajectory Siswa pada Konsep Dasar Pecahan di Sekolah Dasar Mimi Hariyani; Tatang Herman; Didi Suryadi; Sufyani Prabawanto
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 6, No 2 (2022): DWIJA CENDEKIA: Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

Tujuan penelitian ini adalah menghasilkan desain didaktis rekomendasi untuk mengatasi hambatan belajar siswa pada konsep dasar pecahan di sekolah dasar. Subjek penelitian melibatkan 20 orang siswa kelas III dan 30 orang siswa kelas V di 2 sekolah dasar di kota Bandung, Indonesia. Penelitian ini menggunakan metode kualitatif berupa penelitian dengan desain didaktis melalui tiga tahapan analisis, yaitu: analisis prospektif, analisis metapedadidaktik dan analisis retrospektif, dengan teknik pengumpulan data triangulasi. Instrumen yang digunakan adalah tes dan nontes. Teknik tes dilakukan dengan memberikan soal-soal materi pecahan untuk mengetahui hambatan belajar siswa, sedangkan nontes berupa analisis video pembelajaran dan wawancara. Berdasarkan hasil dan pembahasan penelitian, desain didaktis yang telah dirancang mampu mengatasi beberapa hambatan belajar siswa. Secara umum, kerangka desain didaktis dapat dipertahankan dengan beberapa perubahan seperti mengurangi kegiatan yang memiliki tujuan serupa, pemilihan penggunaan kosa kata agar lebih dimengerti siswa serta memperluas prediksi dan antisipasi respon siswa. Dengan demikian, tindak lanjut dari penelitian ini diharapkan dapat memperbaiki bentuk instrumen dan rancangan bahan ajar sehingga akan lebih memfasilitasi siswa dalam memahami konsep dasar pecahan.

Co-Authors Aan Hasanah Abdul Fatah Abdul Mujib Abidin, Muhamad Zainal Addilah, Aulia Ade Sunawan Adillah, Aulia adisti, yulia Adnan, Mazlini Ady Akbar Agung Wicaksono AHMAD LUTFI Ahmad Mukhibin, Ahmad Ahwan, M. Tami Rosadi Aiyub Aiyub Akbar, Ady Al Jupri Amelia, Tia Amrita Kaur anah, usmi Ananda, Revika Andika Putra R Anggraini, Yulia Asmara, Putri Meilia Asri, Rian Puji Ayunda Sri Wahyuningrum Bernadeta Suhartini Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Cris Kuntadi d, delrefi Dadan Dasari Dadang Juandi Darhim Darhim Dian Usdiyana Diding Ruchaedi, Diding Dilham Fardian Dwi Endah Lestari Dwi Fitriani Rosali E. Elvis Napitupulu E. Elvis Napitupulu, E. Elvis Edi Supriyadi Edya Kresna Annizar, Edya Kresna Eka Puspitasari, Eka Eka Supriatna Eka Swasta Budayati Eko Risdianto Eko Saputra Elah Nurlaelah Elah Nurlaelah Eli Nugraha, Eli Elsa Komala Elsayed, Ebrahim E. Endang Cahya M.A Endang Cahya Mulyaning Entit puspita Erika Yohanna Seventina Siahaan Eva Musyrifah, Eva Fajriadi, Dede Farah Salsabila Fardian, Dilham Fathiyah, Ifa Fatimah, Neneng Fauziah, Ella Febrilia, Baiq Rika Ayu Firsta Yosika, Ghana Fitri April Yanti, Fitri April Fuadiah, Nyiayu Fahriza Galih Anggriawan Gumpita, Melly Terry Haidara, Youssouf Hantari, Dimar Hardinata, Riyan Harsela, Febey Haruna, Nana Harlina Hayuningrat, Silfia Hendriyanto, Agus Hengki Kumbara Heni Pujiastuti Hidayati, Febry Nur Hutkemri Zulnaidi I Made Suarsana I Made Suarsana Idiatul Fitri Danasari Ika Meika Inayah, Sarah Indah Puspita Sari Indah Puspita Sari, Indah Puspita Indrawati Indrawati Indrawati Indriyani, Mona Irfan Fauzi Irfan Fauzi Irfan Fauzi Islamiyah, Wafa Isnarto Isnawan, Muhamad Galang Itoh, Takashi Jamhari Jamhari Jarnawi Afgani Dahlan Jaya Dwi Putra, Jaya Dwi Joni Joni Jozua Sabandar Jozua Sabandar Juita, Krisna Jusniani, Nia Khoerunisa, Adlina Komang Sujendra Diputra KOMARIAH, NURUL Krida Singgih Kuncoro Kusnandi Kusnandi ,- Kusnandi Kusnandi Kusnandi Kusnandi, Kusnandi Laila, Alya Nur Najmi Lia Ardiansari Lorenza, Ade Novia Lucky Heriyanti Jufri Lukman Lukman Lyna Sari, Dwi M Akbar Gulvara Maifa, Talisadika Serrisanti Martinez Edison Putra Maya L Hutapea, Maya L Melia Eka Daryati Mikkey Anggara Suganda Mimi Hariyani Mimin Ninawati Mohamad Gilar Jatisunda Mu'afi, Yusniar Najmah Muhaimin, Lukman Hakim Muhammad Hatta Muhammad Kristiawan Muhammad Rayana Kusumanegara Muhammad Win Afgani Mulyaning, Endang Cahya Mulyaning. A, Endang Cahya Mulyawati, Sri N. Nurjanah nadia, elen falen Nadiatun Firda Nadiva Dwi Anggani Nanang Priatna Nasir, Norma Nelly Fitriani Nia Kania Nina Kurniah, Nina Nur Eva Zakiah, Nur Eva Nur Qamariah Nurhayati, Lina Nurhidayati, Febry Nurjanah Nurjanah Nurjanah, Nurjanah3 Nyla Farhatul Maula Pacis, Estrella R. Pandu Pratama Pauji, Ikbal Pradana, Anditya Gilang Rizky Pranata, Muhammad Fariz Yoga Priatna M, Bambang Avip Prihandhika, Aditya Pundawa Sari, Noti Puspasari, Eka Putra Sastaman B Putri Fitriasari, Putri Putri, Amelia Defrianti Putri, Jazila Anaka Putri, Santika Putri, Tanaya Eka Rahmadi Rahman, Zahra Fadhila Rahmat Putra Perdana Rahmi Nur'aini Azzahra Raisatunnisa Raisatunnisa, Raisatunnisa Rama Nida Siregar Ramli Rani Sugiarni Raudiyah Rizki R Rayhan, Nabila Cynthia Repormasi, Amanah Rezza Dewintha, Rezza Rianto, Louis Riastuti, Ade Riyanto Riyanto Riyoko, Endie Rizki Rosjanuardi Rizky Rosjanuardi Rizky, Anditya Gilang Rosmayasari Rosmayasari Rosmayasari, Rosmayasari RR. Ella Evrita Hestiandari Rubiyatno Rubiyatno Rubiyatno Rudi Rudi Rudi Rudi Rusyid, Husnul Khatimah Sacko, Makan Sahara, Sani Sahid Agus Nurhamid, Sahid Agus Salsabila, Alya Salsabila Saputri, Aulia Nabilla Sari, Atika Defita Sari, Desi Vita Sari, Dwi Maulida Sari, Liza Permata Sari, Octarina Mayang Sendi Ramdhani Setambah, Mohd Afifi Bin Bahurudin Seto, Rehino Yanu Siregar, Rama Nida Siti Fatimah Siti Noor Binti Ismail Sufyani Prabawanto, Sufyani Suhendra Suhendra Suhendra Sukma Murni Sukma Murni Sulistiawati Sulistiawati Sumaryanti Sumaryanti Suprapti, Anni Suprihatin, Dewi Nawang Surya Kurniawan Sutawanir Darwis Suwito, Hanifah Wahyu Syafdi Maizora Syamsul Arifin Syamsuri Syamsuri Syarifah, Mufarrahatus Syisva, Syisva Tarmudi, Tarmudi Tatang Herman, Tatang TATI NURHAYATI Theodore Dwivaland Fophin Tin Lam, Toh Tjahyanto, Teddy Tonra, Wilda Syam Toto Subroto Tri Nova Hasti Yunianta Turmudi Umbara, Uba Umbara, Uba Unaenah, Een Uray Gustian, Uray Utami, Nadya Syifa Wafa Islamiyah Wahyudi, Ibnu Wardah, Saidah Nabila Wardat, Yousef Warli, Dwi Warsitarumanti, Syahrani Wembrayarli, Wembrayarli Wijayanti, Bela Tri Wilda Syam Tonra Wina Romdhani, Wina Windia Hadi, Windia Y. Touvan Juni Samodra Yaya S. Kusumah Yaya S. Kusumah Yenda Puspita Yenni ,- Yoppy Wahyu Purnomo Yulidesni Yulidesni, Yulidesni Yuni Hajar

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