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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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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.

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

HIGH AWARENESS, LOW SCORES: UNVEILING THE CONTRADICTION BETWEEN METACOGNITIVE REFLECTION AND WRITTEN MATHEMATICS TEST PERFORMANCE Nur Riski Hasanah; Turmudi Turmudi; Dadang Juandi
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.v14i1.23913

This study aims to describe students’ levels of metacognitive reflection and their written test performance in mathematics learning, as well as to analyze the relationship between the two. The study employed a mixed-method approach with a descriptive–correlational design involving 24 seventh-grade junior high school students selected through purposive sampling. Data were collected using a 10-item metacognitive reflection questionnaire (4-point Likert scale) and a written mathematics test consisting of two open-ended questions. The questionnaire demonstrated acceptable reliability (Cronbach’s Alpha = 0.768). Descriptive analysis indicated that most students were categorized at moderate to high levels of metacognitive reflection. However, Pearson correlation analysis revealed no significant relationship between metacognitive reflection and written test performance (r = −0.152, p = 0.479). These findings suggest that students reported metacognitive reflection does not necessarily correspond to their performance on written mathematical tasks. The results highlight the need for further investigation using multiple data sources to better understand the relationship between metacognitive reflection and mathematical performance. Keywords: Metacognitive Reflection, Written Test, Mathematics Learning, Academic Performance, Awareness

Binary Representation of the Weaving Motifs of Rumah Bubungan Tinggi: An Ethnomathematical Exploration for Discrete Mathematics Learning Arifin Riadi; Turmudi Turmudi; Dadang Juandi; Jarnawi Afgani Dahlan; Rolina Amriyanti Ferita
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3471

Motif anyaman pada dinding anjung Rumah Bubungan Tinggi menampilkan pola berulang yang dapat dimodelkan sebagai barisan biner. Penelitian eksploratif kualitatif ini merepresentasikan orientasi bilah sebagai digit 1 dan 0, kemudian menganalisis periodisitas, memformulasikan aturan berbasis modulo, serta melakukan konversi biner–desimal–karakter untuk menautkan motif tradisional dengan struktur pengodean informasi digital. Hasil menunjukkan motif membentuk barisan biner deterministik berperiode tertentu yang dapat dijelaskan melalui fungsi modulo. Berdasarkan pemetaan digit–arah bilah, disusun pula model konseptual steganografi: penyisipan pesan biner melalui variasi orientasi bilah tanpa mengubah karakter visual motif. Temuan ini menegaskan potensi motif anyaman sebagai media representasi informasi sekaligus konteks budaya untuk pembelajaran matematika diskret melalui tugas bertahap (pengodean motif, identifikasi unit ulang/periode, penurunan aturan modulo, dan konversi bilangan). Motif weaving on the anjung wall of the Rumah Bubungan Tinggi exhibits repeating patterns that can be modeled as binary sequences. This qualitative exploratory study encodes strip orientation as 1 and 0, then examines periodicity, formulates modulo-based rules, and performs binary–decimal–character conversions to connect traditional motifs with the basic structure of digital information encoding. The results show that the motifs form deterministic binary sequences with specific periods that can be described using modulo functions. Based on digit-to-orientation mapping, the study also proposes a conceptual motif-based steganography model: embedding binary messages through variations in strip orientation without altering the motif’s overall visual character. These findings highlight the potential of weaving motifs as both an information representation medium and a cultural context for discrete mathematics learning through stepwise tasks (motif encoding, identification of repeating units/periods, derivation of modulo rules, and number conversion).

The Effectiveness of The Mathematics in Context Approach on Students’ Problem-Solving Ability Irianto Aras; Turmudi Turmudi; Tatang Herman; Ejen Jenal Mutaqin
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.v15i1.3615

Pembelajaran matematika memerlukan pendekatan relevan untuk mengembangkan kemampuan pemecahan masalah kompleks. Penelitian ini bertujuan mengevaluasi efektivitas pendekatan Mathematics in Context (MiC) terhadap kemampuan pemecahan masalah matematika siswa kelas V di tiga sekolah dasar Kabupaten Pinrang. Penelitian dilakukan sebanyak 17 pertemuan menggunakan bahan ajar dan panduan guru yang telah divalidasi ahli. Data dikumpulkan melalui instrumen pretes dan postes yang mengukur lima aspek pemecahan masalah: analisis, desain, eksplorasi, implementasi, dan verifikasi. Hasil analisis menunjukkan adanya perbedaan rata-rata kemampuan siswa yang signifikan sebelum dan sesudah perlakuan di ketiga sekolah. Berdasarkan skor N-Gain, pendekatan MiC terbukti cukup efektif meningkatkan kemampuan pemecahan masalah siswa; aspek analisis, desain, dan eksplorasi berada pada kategori sedang, sementara aspek implementasi dan verifikasi berada pada kategori rendah. Temuan ini menyimpulkan bahwa pendekatan MiC efektif dalam membantu siswa memahami dan merancang strategi penyelesaian, namun kurang optimal dalam meningkatkan kemampuan prosedur penyelesaian (implementasi) dan verifikasi jawaban. Mathematics education aims to cultivate students' ability to solve complex mathematical problems, necessitating the use of relevant pedagogical approaches. This study evaluates the effectiveness of the Mathematics in Context (MiC) approach on the mathematical problem-solving skills of fifth-grade students across three elementary schools in Pinrang Regency. The intervention was conducted over seventeen sessions using MiC-based instructional materials and teacher guides validated by experts. Data were collected via pre-test and post-test instruments measuring five dimensions of problem-solving: analysis, design, exploration, implementation, and verification. Analysis revealed a significant difference in mean problem-solving scores before and after the MiC intervention across all schools. N-Gain analysis results indicate that the MiC approach is moderately effective in enhancing student performance; specifically, the analysis, design, and exploration aspects reached the "medium" category, while implementation and verification remained in the "low" category. These findings suggest that while the MiC approach effectively supports students in understanding and designing problem-solving strategies, it is less optimal in improving procedural execution and solution verification.

Berpikir Komputasional dalam Pendidikan Matematika: Tinjauan Sistematis Tren Penelitian dan Implementasi Pedagogis (2019–2024) Prasetyawan, Enggar; Kusumah, Yaya S.; Turmudi, Turmudi
Jurnal Gantang Vol 11 No 1 (2026): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v11i1.8309

Although computational thinking has become a key competency in mathematics education, a comprehensive understanding of research trends in this field remains limited. This study examines research trends on computational thinking in mathematics education published between 2019 and 2024. A Systematic Literature Review (SLR) was conducted using qualitative studies retrieved through systematic searches in the Scopus bibliographic database and the Google Scholar academic search engine. The review followed predefined inclusion criteria and the PRISMA protocol. The analysis examined publication year, research design, educational level, research location, mathematical topics, instructional models, and computational thinking indicators. The findings show that publications increased substantially between 2021 and 2023, peaking in 2023 (48%). Most studies employed qualitative methods (56%), focused on junior high schools (44%), and investigated number patterns and two-variable linear systems of equations. Problem-Based Learning and Project-Based Learning were the dominant instructional models, while decomposition, pattern recognition, abstraction, and algorithmic thinking were the most frequently examined indicators of computational thinking. These findings provide an updated synthesis of current research trends and offer valuable references for future research and instructional development in mathematics education.

How are indigenous students' perceptions of mathematics learning based on the ethnomathematics of the Nias community? Gee, Efrata; Turmudi, Turmudi; Priatna, Nanang; Priatna, Bambang Avip
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (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.v9i2.30169

Ethnomathematics is widely recognized as an approach that connects mathematics learning with students' cultural experiences. However, previous studies have mainly identified mathematical concepts in cultural practices and developed ethnomathematics-based materials, while indigenous students' perceptions remain underexplored. This study analyzed indigenous students' perceptions of ethnomathematics-based mathematics learning in the context of Nias culture. A descriptive mixed-methods design was conducted with seventh-grade indigenous students at a junior high school in South Nias, Indonesia. Data were collected through a perception questionnaire and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Results showed that students' perceptions were generally adequate. The absorption, understanding, and evaluation dimensions scored 74.73%, 70.57%, and 69.89%, respectively. Although students appreciated the cultural contexts used in learning, many struggled to relate cultural practices and artifacts to formal mathematical concepts, indicating that cultural familiarity alone does not ensure meaningful understanding. These findings suggest that ethnomathematics instruction should integrate cultural contexts with appropriate pedagogical support to help indigenous students transform cultural knowledge into formal mathematical understanding.

PATTERN OF ETHNOMATHEMATICS RESEARCH TOWARDS HISTORICAL BUILDINGS Arifin Riadi; Turmudi Turmudi; Dadang Juandi
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.78748

Historical buildings are very useful for discovering mathematical concepts for educational purposes. This literature review aims to identify (1) the mathematical concepts that have not emerged in the exploration of historical buildings and (2) the research design most frequently used in ethnomathematics studies related to historical buildings. Using the PRISMA protocol, a total of 64 articles were analysed. The research primarily explores traditional houses, but also includes studies on other architecture like mosques, tombs, temples, museums, and monuments. The research results indicate that (1) the mathematical concept that has not emerged in the exploration of historical buildings is Number and Operations and (2) the most frequently used research design in ethnomathematics exploration studies for historical buildings is the ethnographic design. This review highlights the importance of expanding the scope of ethnomathematical studies both geographically and conceptually, and suggests potential applications in mathematics education to enhance cultural relevance. The study contributes to the preservation of local heritage by linking cultural practices with mathematical principles, offering valuable insights for both academic research and educational practice.

Junior high school students’ onto-semiotic approach in solving AKM-oriented algebra numeracy problems based on VARK learning styles Hidayat, Rifqi; Turmudi, Turmudi; Dahlan, Jarnawi Afgani; Nurlaelah, Elah
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.51124

This qualitative phenomenological study examines how eighth-grade students with different VARK learning styles apply the onto-semiotic approach to solve AKM-oriented algebra problems. Using purposive sampling, data were collected through tests, questionnaires, interviews, and documentation, focusing on key mathematical objects: language, context, concepts, propositions, procedures, and arguments. The findings indicate that visual, auditory, and kinaesthetic learners demonstrate stronger abilities in linking contextual problems to mathematical models, interpreting symbols, identifying variables, and correctly applying substitution. They also construct meaningful algebraic propositions that align with the problem contexts. In contrast, read/write learners tend to rely on procedural and mechanical steps, often overlooking conceptual understanding and struggling to connect contextual information with symbolic representation. Consequently, although they may arrive at correct numerical solutions, their grasp of relationships between variables in linear equations remains limited.

Co-Authors A, Abdul Wahab Aan Subhan P Abdul Fatah Abdul Latip Abdul Latip Abdul Wahab A Abdussakir Abdussakir Adawia, Aida Agus Muharram Agus Mukti Wibowo Agusfianuddin Agusfianuddin Agusfianuddin, Agusfianuddin Ahmad Arifuddin Ahmad Dzulfikar Ahmad Dzulfikar Ahmad Rizal Jalaludin Ahmad Rizal Jalaludin Al Jupri Al Jupri, Al Jupri Alfaridzi, Tegar Alman alman Ambar Gini Permatasari Ambar Gini Permatasari Amelia Defrianti Putri Amelia Defrianti Putri Andhin Dyas Fitriani Aneu Pebrianti Anggi Lestari Purnama Ani Rosidah Anwar Aprianto Abdurahman Aras, Irianto Arie Dharmawan Arie Dharmawan Arie Rakhmat Riyadi Arifin Riadi Arifin Riadi Arifin Riadi Aris Hadiyan Wijaksana Armeyntan, Tata Sutrafia 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 Baskoro, Jarot Aji Belinda Terlouw Boedi Tjahjono Buhaerah Buhaerah Buhaerah Buhaerah, Buhaerah Cahya Karisma Pertiwi Cahya Karisma Pertiwi Cahyanti, Niken Dwi Dadan Dasari Dadan Rahmat Dadan Rusdiana Saputra Dadan Rusdiana Saputra Dadang Juandi Dadang Juandi Dadang Juandi Dadang Juandi Dadang Juandi, Dadang Juandi 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 Dilham Fardian Dinantika, Tutus Dini Febriani Diski Novianda Diya, Hakimatul Maulidiyah E. Nurlaelah Edi Irawan Edi Irawan Edi Supriyadi Efrata Gee Ejen Jenal Mutaqin Ekasatya Aldila Afriansyah Elah Nurlaelah Elah Nurlaelah Elly Susanti Elmawati, Elmawati Elvandri Yogi Pratama Endang Mulyana Ernawulan Syaodih Esti Harini Evawati Alisah Eyus Sudihartinih Fadhil Zil Ikram Fahrudin Fahrudin Farida Daniel Febriandi, Riduan Febriandi Febriani, Winarti Dwi Ferlia Putri Rahmania Firda Fauziah Fita Nur Fitriana Fitria Sulistyowati Fitriyani, Harina Freddy Prasetyo Fuadiah, Nyiayu Fahriza Gee, Efrata Gita Yulia Dewi H N Fitriani Haerani, Agus Hafiziani Eka Putri, Hafiziani Eka Hamdan Sugilar Hani Nurhasanah Hania Rahmah Harahap, Putri Ardhanita Harina Fitriyani Haryanti, Yuyun Dwi Hasanah, Nur Riski Hasti Robiasih Hastri Rosiyanti, Hastri Hayani Wulandari, Hayani Hayatun Nufus Hendrayati, Wida Sri Hendriyanto, Agus Herli Salim Herman, Tatang Hesty Marwani Siregar Hesty Marwani Siregar 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 Intan Nurunnahar 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 Jarnawi 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 Kusuma, Yaya S Lilik Ariyanto LILIK BUDIPRASETYO Lucky Heriyanti Jufri, Lucky Heriyanti Lucy Dewan Yulianto Maarten Dolk Maarten Dolk, Maarten Magdalena Wangge 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 Mubiar Agustin Mufliva, Rosiana Muhamad Syahidul Qirom 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 N. Nurjanah 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 Nurafni Nurdiansyah, Rikrik Nurhasanah Nurhasanah Nurjanah, Nurjanah Nuur Wachid Abdul Majid Oktriyanti, Dea Iintri Panjaitan, M. Azhari Pieter Zakarias Tupamahu Prabawanto, Sufiyani PRASETYAWAN, ENGGAR Pratiwi, Inne Marthyane 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 Rani Sugiarni Ratni Purwasih Ratni Purwasih Ratni Purwasih, Ratni Reza, Hazim Saputra Filia Ria Novia Agus Rifqi Hidayat Rifqi Hidayat, Rifqi Riki Andriatna Rina Indriani Rina Indriani Rina Oktaviyanthi Riska Nurhasanah Riska Nurhasanah Ritmayanti, Indah Rahmania Rivani Adistia Dewi Riza Fatimah Zahrah Rizki Amalia Roesdiana, Lessa Rohati Rohati Rohimah, Siti Maryam Rokhmah, Ummi Nur Rolina Amriyanti Ferita Rolina Amriyanti Ferita, Rolina Amriyanti Rusdian Rifai S Prabawanto Safarandes Asmara, Andes Saiman Saiman 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 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, Swasti Syafitri, Yoesrina Novia Vini Syaiful . Syaiful Syaiful tatang Herman Tatang Herman Tatang Herman, Tatang Terlouw, Belinda Tia Purniati Trian Pamungkas Alamsyah Trisna Roy Pradipta, Trisna Roy Ulfa, Nadia Ummi Nur Rokhmah Unaenah, Een Utami, Lianni Gustia 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 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 Yeni Dwi Kurino Yeni Dwi Kurino Yeni dwi Kurino Yeni dwi Kurino Yonanda, Devi Afriyuni Yullys Helsa Yuni, Yatha Zakiya Aulia Ilma

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