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Turmudi

Universitas Pendidikan Indonesia, Bandung

Author-ID : 406928

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering 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 Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Characteristics of Mathematics Books for Junior High School Grade 7 Merdeka Curriculum Praxeological Analysis of Cuboids Volume Azzumar, Fuji; Herman, Tatang; Turmudi, Turmudi
Journal of Mathematics and Mathematics Education Vol 13, No 1 (2023): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v13i1.74319

This study aims to analyze the characteristics of the mathematics books used in the Merdeka Curriculum in grade 7 junior high school, with a focus on praxeological analysis in the context of volume cuboids. The research method used is content analysis with a four-component approach to praxeology. The four components are types of tasks, techniques, technology and the last is theory. The results of the research show that the design of textbooks does not provide a type of task that facilitates students to acquire theory independently. This, guides researchers to create alternative designs for the task that provides meaningful learning experience in reference to cuboids volume material

Rasch Model Analysis of Algebraic Numeracy Literacy Items Using Winsteps Rifqi Hidayat; Turmudi Turmudi; Jarnawi Jarnawi; Elah Nurlaelah
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.736

The limited availability of valid and reliable numeracy literacy test instruments, particularly in the algebra domain, for junior high school students in preparation for the Minimum Competency Assessment exam makes this research important to conduct. This study aims to describe the quality of a numeracy literacy test instrument in the algebra domain for junior high school students. It is a quantitative study with a descriptive approach. This method is used to describe the quality of the numeracy literacy test instrument in the algebra domain, which was developed based on Rasch modeling. The research procedure comprises three main phases: item development, limited trial testing with 8th-grade students, and item quality analysis using the Rasch model analysis with the Winsteps software. The developed numeracy literacy test instrument consists of 12 essay questions. The instrument was then used to collect quantitative data from 34 8th-grade students selected as research respondents through purposive sampling. The results indicate that one item is categorized as invalid (requiring revision), while the remaining items are deemed valid. The reliability index is 0.80, which falls into the ideal category. The analysis of item difficulty levels reveals that one item is categorized as difficult, nine items as moderate, and two items as easy. Overall, the developed algebra numeracy literacy instrument meets the criteria of Rasch modelling, although one item requires revision. Teachers can use this instrument as an assessment tool to evaluate students' algebraic numeracy literacy skills in junior high school. This instrument can also serve as a model for developing numeracy literacy test instruments in other domains.

Enhancing digital resilience through scratch-based mathematics in context learning among elementary students Fahrudin, Fahrudin; Turmudi, Turmudi; Prabawanto, Sufiyani; Aras, Irianto
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.31282

Purpose: This study aimed to examine the effectiveness of Scratch-based Mathematics in Context (MiC) learning compared to conventional mathematics instruction in enhancing the digital resilience of fifth-grade elementary school students in East Lampung Regency. Method: A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of 52 fifth-grade students from two private Islamic elementary schools, with 26 students assigned to the experimental group and 26 students to the control group. The experimental group received Scratch-based MiC learning over six instructional sessions, while the control group received conventional mathematics instruction. Digital resilience was measured using the Digital Resilience Scale for Children (DRSC), and the data were analyzed using ANCOVA with pretest scores as the covariate. Findings: The results revealed that, after controlling for pretest scores, students in the experimental group achieved significantly higher posttest digital resilience scores than those in the control group (F(1,49) = 28.46, p < 0.001, η² = 0.37). The experimental group demonstrated a mean increase of 0.98 points (from 2.33 to 3.31), whereas the control group improved by only 0.30 points (from 2.34 to 2.64). The largest improvements were observed in the dimensions of technical problem-solving and digital logical thinking. Furthermore, no significant differences were found based on gender, indicating that the intervention was equally beneficial for male and female students. Significance: This study provides empirical evidence that integrating Scratch-based visual programming with Mathematics in Context learning can support the development of elementary students’ digital resilience. The findings contribute to mathematics education by demonstrating how contextual mathematical learning combined with programming activities can strengthen students’ ability to solve digital problems, think logically, adapt to technology, and respond constructively to digital challenges.

A Analisis Faktor Konfirmatori Dimensi Kemandirian Belajar Matematika pada Siswa SMP Ernawati; Turmudi
Jurnal Perspektif Vol 10 No 1 (2026): Jurnal Perspektif
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v10i1.419

Penelitian ini bertujuan untuk menguji validitas konstruk dan reliabilitas instrumen kemandirian belajar matematika pada siswa SMP yang disusun berdasarkan model self-regulated learning Zimmerman. Instrumen terdiri atas 18 butir pernyataan yang mencakup tiga aspek, yaitu perencanaan, pemantauan, dan refleksi. Sebanyak 124 siswa dari tiga SMP di Kecamatan Banda berpartisipasi sebagai responden melalui teknik proportionate stratified random sampling. Hasil analisis statistik deskriptif menunjukkan bahwa nilai rata-rata item berkisar antara 2.87 hingga 3.66 dengan standar deviasi 0.501 hingga 0.754, yang mengindikasikan tingkat kemandirian belajar siswa berada pada kategori sedang hingga tinggi. Validitas konstruk dianalisis menggunakan Confirmatory Factor Analysis (CFA). Hasilnya menunjukkan bahwa model tiga faktor memiliki tingkat kesesuaian yang baik dengan data, dengan nilai fit indices memenuhi kriteria yang dipersyaratkan. Seluruh item memiliki nilai loading factor ≥ 0.50 dan signifikan pada p < 0.05. Uji reliabilitas juga menunjukkan hasil yang baik, dengan nilai Composite Reliability dan AVE berada di atas batas minimal. Dengan demikian, instrumen kemandirian belajar matematika ini dinyatakan valid dan reliabel untuk digunakan dalam mengukur tingkat kemandirian belajar siswa SMP.

Ethnomathematics-based guided discovery learning using Gedung Sate to enhance junior high school students’ mathematical connection ability Virliani, Viera; Wahyudin, Wahyudin; Priatna, Nanang; Turmudi, Turmudi
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.30023

Junior high school pupils still have relatively low mathematical connection abilities, despite this being one of the key process requirements in mathematics learning. Through guided discovery and cultural contexts, the ethnomathematics method and the Guided Discovery Learning (GDL) model have the potential to foster significant conceptual understanding. This study aims to assess the extent to which ethnomathematics-based GDL training at Gedung Sate improves junior high school students' mathematical connection skills. The study used a quantitative, pre-experimental one-group pretest–posttest design. The research participants were 12 ninth-graders from Darul Mukhlisin Junior High School in West Bandung Regency, West Java. The instrument was a reliable and valid descriptive evaluation of mathematical connection skills. The data were analyzed using the Shapiro-Wilk normality test, the homogeneity test, the paired samples t-test, and N-gain. The average score rose from 25.68 to 68.74 with a significant difference (p < 0.001), according to the data. At 0.554, the average N-gain value fell into the moderate range. While linkages between mathematical concepts remained low (0.12), the indicators of mathematical connections with other disciplines (0.83) and real life (0.80) saw the largest increases. Based on the research findings, the Gedung Sate ethnomathematics-based GDL has implications as an effective strategy for strengthening students' mathematical connections in context.

Students’ construction of projection concepts through independent exploration in a technology-enhanced learning environment Aris Hadiyan Wijaksana; Yaya Sukjaya Kusumah; Turmudi Turmudi
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33973

Conventional descriptive geometry instruction often fails to facilitate accurate spatial visualization, perpetuating epistemological obstacles. This study investigates how integrating independent exploration via GeoGebra impacts students' knowledge construction of orthogonal projection concepts. A descriptive qualitative case study was conducted involving 16 mathematics education students at the State University of Jakarta during the odd semester of 2026. Data were collected using a conceptual understanding test comprising three hierarchical questions and a structured interview guide, and then analyzed through an interactive qualitative model. Findings indicate that GeoGebra functions beyond a mere visual aid; it acts as a cognitive instrument mediating instrumental genesis. Specifically, independent exploration utilizing dragging and 3D manipulation empowered students to diagnose and dismantle persistent epistemological obstacles related to dimensional transformations and planar intersections. However, varying levels of student dependence on instructor scaffolding highlight that successful instrument adaptation relies on individual learning dispositions. The study implies that effectively integrating technology in geometry education requires a differentiated pedagogical approach and a shift toward orchestrated digital exploration.

Development of Mathematical Creative Thinking Skills in Elementary School Students through the GASING Method Titin Usmar; Turmudi Turmudi
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.812-825

The demand for higher-order thinking skills is increasing, and mathematical creativity must be developed systematically from the elementary level. This study aims to examine the development of students’ mathematical creative thinking through the GASING method (Fun, Easy, and Enjoyable Learning). This study used a quantitative quasi-experimental design with a pretest-posttest approach on a selected group. The limitation of this study lies in the small sample size (20 students) and the use of purposive sampling limits the generalizability of the findings; therefore, further studies with larger samples are needed to validate the results. The instrument was a mathematical creative thinking test covering fluency, flexibility, originality, and elaboration. Data were analyzed using descriptive statistics and the N-Gain test. The results show that the average score improved from 30.95 (pre-test) to 64.95 (post-test), with an N-Gain of 0.4827 (48.27%), categorized as moderate. The highest improvement occurred in fluency (29 to 84), followed by originality (25 to 63), elaboration (31 to 67), and flexibility (26 to 60). While gains in originality and elaboration suggest that the concrete-to-abstract approach deepens students’ creativity, overall, these findings indicate that the GASING method is effective in improving elementary students’ mathematical creative thinking skills.

Understanding Students’ Learning Obstacles in Geometric Transformations and Their Implications for Didactical Design Pebi Pitri Anasari; Turmudi Turmudi; Didi Suryadi; Muhammad Alif
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1232-1248

Geometric transformations are one of the essential topics in mathematical learning, as they support students’ spatial reasoning, spatial visualization, and understanding of geometric relationships. Despite its importance, many students still have difficulties in interpreting transformation concepts beyond routine procedural exercises, particularly problems that are presented in unfamiliar or contextual situations. Therefore, this study aimed to explore students' learning obstacles in learning geometric transformations and examine their implications for the development of didactical design. Qualitative approach with a didactical design research framework was employed using a phenomenological perspective. Participants involved were 36 ninth-grade students and one mathematics teacher from a junior high school in West Bandung Regency, Indonesia. Research data were collected through a written test on mathematical spatial ability consisting of four contextual problems, a semi-structured interview, and a praxeological analysis of a textbook. The written-test instrument was validated by two mathematics education experts and one experienced teacher before implementation. The data were analyzed using the Miles and Huberman interactive model, involving data reduction, display, and conclusion drawing, to categorize students’ difficulties into epistemological, ontogenic, and didactical obstacles. The research revealed that students experienced interconnected categories of learning obstacles. Epistemological obstacles appeared in students’ inability to concept generalization, misconceptions of the transformations’ properties, and dependence of procedural examples. Ontogenic obstacles related to limited spatial relations ability, weak understanding of Cartesian coordinates, and difficult to interpret contextual problems. Lastly, didactical obstacles emerged from teacher-centered instructions, limited use of interactive visual media or technology, and emphasis on procedural completion compared to conceptual exploration. These obstacles interacted with one another and influenced students' understanding of geometric transformations. The study implies that effective didactical design should integrate conceptual understanding, spatial visualization, multiple representations, contextual learning, and dynamic technology to facilitate meaningful learning of geometric transformations. Keywords: learning obstacles, geometric transformation, epistemology, ontogenic, didactic.

Mathematical Thinking as Discourse: A Commognitive Analysis of Students with Different Problem-Solving Behavior Ahmad Dzulfikar; Turmudi Turmudi; Tatang Herman; Kusnandi; Angga Hidayat
Mathematics Education Journal Vol. 20 No. 3 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i3.pp789-822

Mathematical thinking is essential in problem-solving, yet few studies have systematically examined differences in students’ mathematical thinking across analytical frameworks, particularly in relation to problem-solving behavior. This study investigates how different problem-solving behavior types reflect variations in students’ mathematical thinking processes from a commognitive perspective. An interpretive qualitative design with commognitive discourse analysis was employed. The participants were 35 students, from whom representatives of three problem-solving behavior groups were purposively selected for in-depth interviews. Data were collected through written tasks and semi-structured interviews and analyzed by examining word use, visual mediators, routines, and narratives. The findings revealed that students’ problem-solving behavior is associated with differences in their mathematical thinking processes. Students with sophisticated problem-solving behavior demonstrated explorative routines that produced substantiation narratives. Routine students showed specializing and generalizing processes but relied mainly on ritual routines and memorization narratives. In contrast, naïve students performed only limited specialization for number manipulation and failed to progress to other mathematical thinking stages, resulting in incorrect solutions. These findings clarify the relationship between mathematical thinking processes and problem-solving behavior and highlight the importance of fostering productive problem-solving behavior to strengthen students’ mathematical thinking in school mathematics.

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL COMPARE AND EXCHANGE PADA BUKU MATHEMATICS IN CONTEXT Nora Susilowaty; Al Jupri; Turmudi Turmudi
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24968

Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan dan faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal Compare and Exchange pada buku Mathematics in Context (MiC) menggunakan kerangka Analisis Kesalahan Newman. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek 17 siswa kelas VI. Data diperoleh melalui hasil jawaban siswa pada soal Compare and Exchange yang diadaptasi dari MiC dan wawancara pada 3 subjek yang dipilih berdasarkan variasi kesalahannya. Hasil penelitian menunjukkan bahwa kesalahan yang paling dominan adalah kesalahan transformasi, dengan persentase mencapai 87,5% hingga 93,75% pada soal nomor 2 hingga 4. Kesalahan memahami masalah meningkat seiring dengan kompleksitas soal, terutama pada soal yang melibatkan lebih dari satu informasi dan hubungan tidak langsung. Selain itu, kesalahan keterampilan proses dan kesalahan penulisan jawaban juga ditemukan secara signifikan, meskipun beberapa siswa mampu memberikan jawaban akhir yang benar. Hasil wawancara mengungkap bahwa siswa cenderung mengandalkan intuisi, pengalaman sebelumnya, dan representasi visual tanpa menuliskan proses berpikir matematis secara eksplisit. Temuan ini menyimpulkan bahwa jawaban benar tidak selalu mencerminkan proses berpikir matematis yang benar dan lengkap. Oleh karena itu, pembelajaran matematika perlu menekankan pemahaman masalah, pemodelan matematika, dan komunikasi matematis agar siswa mampu menyelesaikan soal kontekstual secara sistematis dan bermakna. Kata kunci: Jenis Kesalahan, Soal Compare and Exchange, Book of Mathematics In Context Abstract: This study aims to describe the types of errors and the factors contributing to students’ errors in solving Compare and Exchange problems from the Mathematics in Context (MiC) textbook using the Newman Error Analysis framework. The study employed a qualitative descriptive approach involving 17 sixth-grade students as research participants. Data were collected from students’ written responses to Compare and Exchange problems adapted from MiC and from interviews with three selected students based on variations in the types of errors identified. The results indicate that transformation errors were the most dominant type, with percentages ranging from 87.5% to 93.75% on items 2 through 4. Errors in understanding the problem increased with the level of task complexity, particularly in problems involving multiple pieces of information and indirect relationships. In addition, process skill errors and answer presentation errors were also found to be significant, although some students were able to produce correct final answers. Interview findings reveal that students tended to rely on intuition, prior experience, and visual representations without explicitly articulating their mathematical reasoning processes. These findings suggest that correct answers do not necessarily reflect correct and complete mathematical thinking processes. Therefore, mathematics instruction should place greater emphasis on problem comprehension, mathematical modeling, and mathematical communication to enable students to solve contextual problems systematically and meaningfully.. Keywords: Types of Errors, Test of Compare and exchange, Book of Mathematics in Context

Co-Authors A, Abdul Wahab Aan Subhan P Abdul Fatah Abdul Latip Abdul Latip Abdul Wahab A Abdussakir Abdussakir Achmad Nashichuddin Adawia, Aida Agus Muharram Agus Mukti Wibowo Agusfianuddin Agusfianuddin Agusfianuddin, Agusfianuddin Ahmad Arifuddin Ahmad Dzulfikar Ahmad Dzulfikar Ahmad Dzulfikar Ahmad Rizal Jalaludin Ahmad Rizal Jalaludin Al Jupri Al Jupri, Al Jupri Alfaridzi, Tegar Alman alman Alpha Galih Adirakasiwi Ambar Gini Permatasari Ambar Gini Permatasari Amelia Defrianti Putri Amelia Defrianti Putri Amelia Defrianti Putri Andhin Dyas Fitriani Aneu Pebrianti Angga Hidayat Anggi Lestari Purnama Ani Rosidah Annisa Nurfitriani Anwar Aprianto Abdurahman Aras, Irianto Arie Dharmawan Arie Dharmawan Arie Rakhmat Riyadi Arifin Riadi Arifin Riadi Arifin Riadi Aris Hadiyan Wijaksana Aris Hadiyan Wijaksana Armeyntan, Tata Sutrafia Asep Nurhuda Asep Safaat Asep Syarif Hidayat Asep Syarif Hidayatullah Asnawi, Muhammad Hasan Aufia, Zulfatul Avip Priatna Martadiputra, Bambang Aya Shofia Maulida Ayu Fitri Ayunda Sri Wahyuningrum Azhari, Mohamed Nor Azhari Azman Azzumar, Fuji Badrus, Badrus bambang avip Priatna Bambang Avip Priatna Martadiputra cakrawala Bambang Hero Saharjo Belinda Terlouw Boedi Tjahjono Buhaerah Buhaerah Buhaerah Buhaerah, Buhaerah Cahya Karisma Pertiwi Cahya Karisma Pertiwi Cahyanti, Niken Dwi Cucu Maryam Dadan Dasari Dadan Rahmat Dadan Rusdiana Saputra Dadan Rusdiana Saputra Dadang Juandi Dadang Juandi Dadang Juandi Dadang Juandi Dadang Juandi, Dadang Juandi Darhim Darhim Darhim Dasim Budimansyah Dasim Budimansyah Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Deby Ifevayona Ginting Dewi, Rivani Adistia Dian Nopiyani Dian Robiatussa’diyah Diana, Nana Didi Suhaedi Didi Suryadi Didi Suryadi Didi Suryadi Didi Suryadi Dilham Fardian Dinantika, Tutus Dini Febriani Dini Kinati Fardah Diski Novianda Diya, Hakimatul Maulidiyah Do'aul Isma Mufidah E. Nurlaelah Edi Irawan Edi Irawan Edi Supriyadi Efrata Gee Ejen Jenal Mutaqin Ekasatya Aldila Afriansyah Elah Nurlaelah Elah Nurlaelah Eli Latipah Elly Susanti Elmawati, Elmawati Elvandri Yogi Pratama Endang Cahya Mulyaning A. Endang Mulyana Ernawati Ernawulan Syaodih Esti Harini Evawati Alisah Eyus Sudihartinih Fadhil Zil Ikram Fahrudin Fahrudin Farida Daniel Fatimah, Siti Febriandi, Riduan Febriandi Ferlia Putri Rahmania Firda Fauziah Fita Nur Fitriana Fitria Maghfiroh Fitria Sulistyowati Fitriyah, Yuni Fitriyani, Harina Freddy Prasetyo Fuadiah, Nyiayu Fahriza Gee, Efrata Gita Yulia Dewi H N Fitriani Haerani, Agus Hafiziani Eka Putri, Hafiziani Eka Hakimee Yasing Hamdan Sugilar Hani Nurhasanah Hania Rahmah Hanifah Nurhayati Harahap, Putri Ardhanita Harina Fitriyani Haryanti, Yuyun Dwi Hasanah, Nur Riski Hasti Robiasih Hastri Rosiyanti Hayani Wulandari, Hayani Hayatun Nufus Hendrayati, Wida Sri Hendriyanto, Agus Herli Salim Herman, Tatang Hesty Marwani Siregar Hesty Marwani Siregar Hetty Patmawati Hidayat, Abas Huda, Nur Fuad Kholiqul Hudali, Ahmad I Nyoman Bagus Pramartha Idat Muqodas Ika Fitri Apriani Ilham Muhammad Imam Sujarwo Indra Suhendra Indriati, Mefa Inggrid Marlissa Inggrid Marlissa Intan Nurunnahar Irfan Supriatna Irfan Supriatna Irianto Aras Irianto Aras Irmadi Nahib Ismail, Mochamad Tubagus Isnawan, Muhamad Galang Italyani Nurhaifa Jaka Suryanta Jamhari Jamhari Jannah, Shahnaz Latifatul Jarnawi Afgani Dahlan Jarnawi Afgani Dahlan Jarnawi Jarnawi Jarot Aji Baskoro Joko Rizkie Widokarti Jozua Sabandar Jozua Sabandar Juhari Juhari, Juhari Kartika Yulianti Kasmad, Mamad Khabibur Rohman Khoiroh, Ihda Umdatul Khusnul Novianingsih Kisno Kurino, Yeni Dwi Kurnia Putri Sepdikasari Dirgantoro Kusnandi Kusnandi Kusnandi Kusnandi Kusnandi Kusnandi Kusnandi, Kusnandi Kusuma, Yaya S La Ode Maharudin Lessa Roesdiana Lessa Roesdiana Lilik Ariyanto LILIK BUDIPRASETYO Lucky Heriyanti Jufri Lucky Heriyanti Jufri, Lucky Heriyanti Lucy Dewan Yulianto Maarten Dolk Maarten Dolk, Maarten Magdalena Wangge Maghfiroh, Fitria Maghfiroh, Jamilatul Mahmudin Mahmudin Marasabessy, Rosida Marchy, Febrinna Marfuah Margaretha Madha Melissa Maulida, Aya Shofia Mawaddah Hamzah, Andi Mega Nur Prabawati Mega Nur Prabawati Mega Nur Prabawati, Mega Nur Meliala, Janita S Mhmd. Habibi MICHIEL DOORMAN, MICHIEL Minasyan, Sona Mohamed Nor Azhari Azman Azhari Mohammad Nadzir Azhari Mohammad Nafie Jauhari Mubarok Somantri Mubiar Agustin Mufliva, Rosiana Muhamad Syahidul Qirom Muhammad Alif Muhammad Khudzaifah Muhammad Rifqi Mahmud Muhammad Tareq Ghifari Muhammad Tareq Ghifari Muhammad Zaki Muhammad, Iryana Mulyani, Andini Endah Sri mulyanti, Yanti Mulyanti Mustadin Mustadin Mutiara Arlisyah Putri Utami N Hidayah Nana Diana Nana Diana Nana Diana Nanang Priatna Naser, Abdurrahman do muhamad Nashiha, Maslahatun Naufal Ishartono Nazla Nurul Aulia Panggabean Nazla Nurul Aulia Panggabean Nelma Dortje Lethulur Neza Zakiya Arili Nia Fatmawati Nike Astiswijaya Nike Astiswijaya Nilah Karnilah Nineu Erwinda Agustin Nisful Laila Nopiyani, Dian Nopiyani, Dian Nora Susilowaty Nunung Nurjanah Nur Anisa Fitri Hasan Nur DS, Yulistina Nur Riski Hasanah Nur Riski Hasanah Nurafni Nurdiansyah, Rikrik Nurhasanah Nurhasanah Nurhayati, Hanifah Nurjanah Nurjanah Nurjanah Nurjanah, Nurjanah Nuur Wachid Abdul Majid Oktriyanti, Dea Iintri Panjaitan, M. Azhari Pebi Pitri Anasari Pieter Zakarias Tupamahu Prabawanto, Sufiyani PRASETYAWAN, ENGGAR Pratiwi, Inne Marthyane Prida N. L. Taneo Prida N. L. Taneo Puji Rahayu Puri Pramudiani Puri Pramudiani Purnamasari, Sinta Putri, Amelia Defrianti Qirom, Muhamad Syahidul Rachamwati, Andini Dwi Raden Nabilah Fahrani Radjak, Dwi Setiawati Rafi' Addani, Aisyah Rahmah, Hania Rahmat Riyadi, Arie Ramadhan Kurnia Habibie Ramadhan Kurnia Habibie Rani Sugiarni Ratni Purwasih Ratni Purwasih Ratni Purwasih, Ratni Reza, Hazim Saputra Filia Ria Novia Agus Rifqi Hidayat Rifqi Hidayat, Rifqi Riki Andriatna Rina Heryani Rina Indriani Rina Indriani Rina Oktaviyanthi Rindi Antika Riska Nurhasanah Riska Nurhasanah Ritmayanti, Indah Rahmania Rivani Adistia Dewi Riza Fatimah Zahrah Rizki Amalia Rizky Rosjanuardi Roesdiana, Lessa Rohati Rohati Rohimah, Siti Maryam Rokhmah, Ummi Nur Rolina Amriyanti Ferita Rolina Amriyanti Ferita, Rolina Amriyanti Rr. Selvi Amelia Rahmawati Rusdian Rifai Rusdian Rifai S Prabawanto Safarandes Asmara, Andes Saiman Saiman Sandi Budi Irawan Sandi Budi Iriawan Sandi Budi Iriawan Saputra, Dudu Suhandi Saputri, Veni Sari Herlina Selvi Amelia Rahmawati, Rr. shidieq, faris majdie Sinta Purnamasari Sinta Purnamasari, Sinta Siti Fatimah Siti Nur Fadlilah Sitti Busyrah Muchsin Somchai Watcharapunyawong Sona Minasyan Sovana Dwi Lestari Sri Adi Widodo Sri Adi Widodo Sri Harini Sri Lestari Munajati, Sri Lestari Stanley Pandu Dewanto Sufyani Prabawanto Sufyani Prabawanto, Sufyani suhandri, suhandri Suhendra Suhendra Suhendra Suhendra Suhendra, S SUMADI SUMADI Sumanang Muhtar Gozali Sunata Sunata Supandi Suparman Suparman Suparman Suparman Suparman Suparman Supiarmo, M. Gunawan Supriatna, Irfan Supriatna, Tatang Surtiah Surtiah Surya, Yohanes Suryadi Suryadi Sutomo, Woro Anglia Banda Sutoyo, Edi Swasti Maharani Syafitri, Yoesrina Novia Vini Syaiful . Syaiful Syaiful Tatang Herman tatang Herman Tatang Herman Tatang Herman, Tatang Terlouw, Belinda Tia Purniati Titin Usmar Trian Pamungkas Alamsyah Trisna Roy Pradipta, Trisna Roy Tsalitsa El May Ulfa, Nadia Ummi Nur Rokhmah Unaenah, Een Utami, Lianni Gustia Verra Wulandary Vidanisa Nurkhotimah Virliani, Viera W Wahyudin Wafiyah, Amiroh Nur Wahab, Dewi Anita Silvina Wahyu Henky Irawan Wahyu Sopandi Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wangge, Magdalena wawan kusmawan Widayanti Widayanti Widya Kusumaningsih Widya Kusumaningsih Wijaksana, Aris Hadiyan Wildan Hakim, Wildan Wina Mustikaati Winarti Dwi Febriani Wisnu Zakaria Woro Anglia Banda Sutomo Yani Supriani Yanti Mulyanti Yanuari, Nuke Fitri Yasing, Hakimee Yati Anggraeni Yatin Suwarno, Yatin Yaya Kusumah Yaya S Kusuma Yaya S. Kusumah Yaya Sukjaya Kusuma Yaya Sukjaya Kusumah Yaya Sukjaya Kusumah Yeni Dwi Kurino Yeni Dwi Kurino Yeni dwi Kurino Yeni dwi Kurino Yonanda, Devi Afriyuni Yullys Helsa Yuni Fitriyah Yuni, Yatha Zakiya Aulia Ilma

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