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Kependidikan Jurnal Ilmiah Wahana Pendidikan Jurnal Akuntansi dan Keuangan Multica Science and Technology Global Health Science (GHS) Kode : Jurnal Bahasa MACHINERY: Jurnal Teknologi Terapan Jurnal Penelitian Geografi (JPG) Cakrawala: Jurnal Studi Islam Jurnal Vokasi Mekanika Jurnal Teknik Industri Malikussaleh Social and Political Reviews Dulang: Jurnal Pengabdian Kepada Masyarakat JKKI : Jurnal Kedokteran dan Kesehatan Indonesia Jurnal Energi Elektrik Jurnal Keuangan dan Akuntansi Terapan (KUAT) Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Jurnal Pengabdian Masyarakat Sains dan Teknologi Journal of Social Empowerment Jurnal Masyarakat Mengabdi Nusantara Journal of Research and Development on Public Policy Cakrawala: Jurnal Pengabdian Masyarakat Global Inisiatif: Jurnal Ekonomi, Akuntansi Dan Manajemen E-JRM Jurnal Muara Olahraga JEP (Jurnal Ekonomi Pembangunan) Jurnal Kendali Akuntansi Jurnal Riset Ekonomi dan Akuntansi Librarianship In Muslim Societies Jurnal Edumatic : Jurnal Pendidikan Matematika Deposisi: Jurnal Publikasi Ilmu Hukum Jurnal Sistem Informasi dan Ilmu Komputer Jurnal Akuntan Publik Kegiatan Positif : Jurnal Hasil Karya Pengabdian Masyarakat Aladalah: Jurnal Politik, Sosial, Hukum dan Humaniora Pusat Publikasi Ilmu Manajemen Jurnal Ilmiah Ekonomi dan Manajemen Akuntansi: Jurnal Riset Ilmu Akuntansi Khirani: Jurnal Pendidikan Anak Usia Dini Jurnal Pengabdian Masyarakat Nian Tana Menawan : Jurnal Riset dan Publikasi Ilmu Ekonomi Mengabdi: Jurnal Hasil Kegiatan Bersama Masyarakat Peksos: Jurnal Ilmiah Pekerjaan Sosial Edukasi Elita : Jurnal Inovasi Pendidikan Harmoni Pendidikan: Jurnal Ilmu Pendidikan Amandemen: Jurnal Ilmu Pertahanan, Politik dan Hukum Indonesia Nusantara Mengabdi kepada Negeri International Journal Of Public Health International Journal of Studies in International Education Jurnal Kemitraan Masyarakat Jurnal Budi Pekerti Agama Buddha Mahkamah: Jurnal Riset Ilmu Hukum Panggung Dinamika Sosial: Jurnal Pengabdian Masyarakat Dan Transformasi Kesejahteraan J-CEKI Jurnal Penelitian Pendidikan
Mulyadi Mulyadi
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PEMANFAATAN ABU LIMBAH KERTAS PADA PEMBUATAN BATU BATA Herix Sonata; Dewi Yudiana Shinta; Mulyadi Mulyadi
Jurnal Ilmu Lingkungan Vol 15, No 1 (2021): Jurnal Ilmu Lingkungan
Publisher : Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jil.15.1.p.109-120

Abstract

The increasing number of population each year makes the number of building needs for houses, buildings, schools, offices and other infrastructure will increase. In general, building consumption cannot be separated from the use of bricks as a form of wall construction in building construction. The size and compressive strength of bricks circulating in the market are of poor quality which comes from fabrication, local work or home industries. In the brick-making process, bricklayers only use certain types of soil to maintain the quality of brick production. As a result, the availability of soil as the main material in brick making will decrease. Another alternative to meet the shortcomings of the brick-forming material and make it stronger and more durable, can be used as a substitute for other materials such as waste paper. The use of paper waste is an effort to find new types of building materials and to reduce environmental pollution problems due to paper waste. This study aims to analyze the concentration of the addition of paper waste ash on the strength of the bricks. The benefit of this research is as an alternative study of meeting the needs of brick raw materials for environmentally friendly buildings by utilizing paper waste ash. The results showed the effect of a mixture of paper waste ash as a clay additive on the compressive strength of normal bricks (fc '2.9 MPa). The percentage value of compressive strength with a mixture of paper waste ash 3% obtained an average compressive strength of 40.10 kg / cm2, 5% mixture variation obtained an average compressive strength of 61.48 kg / cm2 and 7% mixture variation obtained an average compressive strength average 64.12 kg / cm2 against the compressive strength of normal bricks 37.28 kg / cm2. The conclusion of this research is that the variation of the mixture of paper waste ash with a variation of 7% paper waste ash mixture exceeding 60 kg / cm² (compressive strength class III) SNI 15-2094-2000a. This shows that paper waste ash can increase the compressive strength of bricks.
PENELITIAN PENDAHULUAN PENGARUH TEMPERATUR TERHADAP SURVIVAL EMBRIO DAN EBRIOGENESIS IKAN SILAIS TRICOPTERIS LIMPOK Thamrin Thamrin; Abdul Patah Rasyidi; Mulyadi Mulyadi; Rosyadi Rosyadi
Jurnal Ilmu Lingkungan Vol 4, No 1 (2010): Jurnal Ilmu Lingkungan
Publisher : Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jil.4.1.p.1-10

Abstract

The experiment and observation of embriogenesis of Silais fish (Criptopteris limpok) wereconducted in Laboratory of Agriculture Faculty, Islamic University of Riau in December 2009.The aim of this study was to investigate the effect of temperature on a number of newly hatchedC. limpok and to describe the embriogenesis. Survival rate of larvae was 5 times higher intreatment (25oC) compared with control (29oC), i.e. 5% in treatment and 1% in control. Thenumber of larvae survival rate was low, but this condition was predicted causeb by low qualityof gamet. Embriogenesis development of eggs need 24 hours of length period of time to hatch,and they have a yolksac during 4 days.
PERALATAN DAPUR DALAM BAHASA KARO KAJIAN METABAHASA SEMANTIK ALAMI Hariati Br Sembiring; Mulyadi Mulyadi
Basastra Vol 8, No 2 (2019): Basastra: Jurnal Kajian Bahasa dan Sastra Indonesia
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bss.v8i2.14466

Abstract

Penelitian ini mendeskripsikan kategorisasi dan makna peralatan dapur  dalam bahasa Karo. Data yang digunakan adalah data lisan, data tulis, dan data intuitif.Data dikumpulkan dengan menggunakan metode cakap dan metode simak.kemudian, data dianalisis dengan metode agih dan hasilnya disajikan dengan metode formal dan informal.Teori yang digunakan adalah teori metabahasa semantik alami. Hasil penelitian menunjukkan bahwa peralatan dapur dalam bahasa Karo  dikategorisasikan menjadi dua. Pertama peralatan dapur yang digunakan untuk mengolah makanan/ minuman (‘benda [M] ini ada karena seseorang ingin mengolah makanan/minuman [M]’). Kedua peralatan dapur yang digunakan untuk menyimpan makanan, air, dan peralatan masak (‘benda [M] ini ada karena seseorang ingin menyimpan  makanan/ minuman/ peralatan masak [M]’). Selanjutnya, makna peralatan dapur  dibentuk oleh  elemen makna asali SESUATU, KARENA,  SESEORANG,  ADA, INGIN, dan MELAKUKAN. dari elemen makna asali tersebut terbentuklah struktur komponen semantis (a) salah satu jenis benda [M], (b) benda [M] ini ada karena seseorang membuatnya [M], (c) benda ini berukuran [M] …., (d) seseorang mengambilnya dengan satu atau dua tangan [M]. Peralatan dapur dalam bahasa Karo juga dibentuk oleh molekul molekul semantik  yang berkombinasi membentuk sintaksis makna universal ‛sesuatu ada karena seseorang ingin mengolah/menyimpan [M] sesuatu’.
The Influence of Mind Mapping and Learning Motivation towards Reading Comprehension on Recount Text of the Eighth Grade Students of Junior High School 11 Palembang Elin Sustia Sari; Baginda Simaibang; Mulyadi Mulyadi
ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i2.2312

Abstract

AbstractThis study was meant to reveal the influence of mind mapping strategy and learning motivation towards reading comprehension on recount text of the eighth grade students of Junior High School 11 of Palembang. In this study 60 students of eighth grade students of Junior High School 11 in the academic year 2017/2018 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionnaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample test, and Two-WayANOVA. The results showed that, first, there was a significant difference in students’ reading comprehension taught using mind mapping strategy. Second, there was not any significant difference in students’ reading comprehension taught by traditional teaching method. Third, there was significant difference in students’ readingcomprehension students who had high and low learning motivation by using mind mapping strategy and traditional teaching method. Fourth, there were not any significant interaction effects of mind mapping strategy and learning motivation towards the students’ reading comprehension of Junior High School 11 of Palembang.Conclusion suggests that there were significant influences of mind mapping strategy and learning motivation towards reading comprehension on recount text of the eighth grade students of Junior High School 11 of Palembang. In line with, mind mapping strategy was effective to the students who have high and low learning motivation.Keywords: Mind Mapping Strategy, Traditional Teaching Method, Learning Motivation, Reading Comprehension.
THE CORRELATIONS AMONG VOCABULARY MASTERY, READING INTEREST AND READING ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA N 4 OF PALEMBANG Baginda Simaibang; Mulyadi Mulyadi; Wira Lestari
ELTE Journal (English Languange Teaching and Education) Vol 5, No 2 (2017): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1377

Abstract

This study dealt with the inquiry of the correlations among vocabulary mastery, reading interest, and reading achievement of the tenth grade students of SMA Negeri 4 Palembang. The total number of populations were 324 students. The samples for this study were 30 students taken through two stage random sampling technique. Data were collected by adopting questionnaire for reading interest and test for vocabulary and reading achievement. Then, they were analyzed by using r-Product Moment and Multiple Regression. Findings show that there are correlations among vocabulary mastery, reading interest and reading achievement. The data analysis shows that RyX1X2= 0.460 with r2=0.212 and  the criteria of significant test is gotten Fcount. 3.624 > 3.32. Therefore, alternative hypothesis (Ha) was accepted while null hypothesis (Ho) was rejected. In conclusion, vocabulary mastery and reading interest have significant roles to improve reading achievement.Keywords: Correlation, vocabulary, reading interest, reading achievement
Loan Words in Bahasa Indonesia Mulyadi Mulyadi
ELTE Journal (English Languange Teaching and Education) Vol 2, No 1 (2014): ELTE Journal (English Languange Teaching and Education)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.78

Abstract

Abstract The Indonesian has absorbed many loan words from other languages, including Sanskrit, Arabic, Dutch, Chinese, French, and English. Loan words in Bahasa Indonesia are in fact taken both from local language and foreign languages which then spelling, speech, and writing tailored to the narrative of the people of Indonesia to enrich vocabulary.  Based on the level of integration, loan words in bahasa Indonesia is divided into three parts.  First, loan words which are not necessarily undergo spelling change because they have been loan words for a long time, such as “radio” and “stereo’. Second, loan words whose spelling or pronunciation are adapted into Bahasa Indonesia spelling pattern. For examples, elektron, system and proton.  These loan words are used in Bahasa Indonesia context, but the pronunciation is still the same as the source. Third, the loan words whose pronunciation and spelling are already changed and adapted Indonesian spelling pattern. In this case the adaptation is minor that they are still recognized.  For examples, “persentase”, “ekonomi” and “politik”.Furthermore, lexical loans in Bahasa Indonesia can be in the form of pungutan dialect (dialect loans), pungutan mesra (well-absorbed loans), and pungutan kultural (cultural loans).  Pungutan dialect is a borrowing which is taken from one of the Indonesian dialects such as “brisik” or “bising” (noisy), “jejaka” or “bujangan” (bachelor) are adopted from Jakarta dialect.   Pungutan mesra  is a lexical borrowing which is adopted from another languages which exist in Indonesia such as “ganteng” (handsome), and “gawat” (dangerous) are adopted from Java. While, Pungutan kultural is any borrowing taken from any other languages which are not found in Indonesian.  The words such as “fakir” (poor), and “saham” (share) are taken from Arabic.  The words such as “panca-sila” (panca means five and sila means principles), and “tuna karya” (jobless) are taken from Sanskrit.  The words such as “arsip” (archive), “notabene” (notabene), “oli” (oil), and “vonis” (vonis) are adopted from Ducth.  Meanwhile, the words such as “approach” (approach), “audit” (audit, “bowling” (bowling), “gentlemen” (gentlemen), and “guest-house” (guest-house) are adapted from English. In addition, structural loan may cover all aspects of sounds and morphemes, or even sentence level.Loan words are adapted to fulfill the need for new words and new terms of  Bahasa Indonesia, as the consequence of the intensity of interaction in a modern society. It happens in technology, law, politics, economy and other fields such as religion, culture and social field. These loan words are used in Bahasa Indonesia because they have better connotation, shorter compared to its translation into Bahasa Indonesia, and the loan words had been chosen to make the agreement of meaning become easier since there are many synonym in Bahasa IndonesiaKey words: Loan words, adaptation, lexical loans
Teaching English to Teenagers and How to Gain Their Interest Mulyadi Mulyadi
ELTE Journal (English Languange Teaching and Education) Vol 3, No 2 (2015): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.662

Abstract

AbstrakTeaching English to teenagers and how gain their interest is still consider to be  hot issue. Teenagers are the most difficult age group to teach.  However, if the teachers are able to manage them well, teen classes can also be fun and very rewarding for both the teacher and students. It is  believed that the materials that the teacher uses in the classroom are a crucial factor in deciding if a teens class is successful or not. Therefore, it is important to provide lessons which keep them interested. If the students are not interested in the material we are using, it is probable that both students and teacher will end up bored and frustrated. While many of us may be obliged to use certain course books and other material that may not always stimulate our students, it is important to adapt this material or supplement it with activities that bring the students to life and encourage them to express themselves. If the teacher shows that she is interested in her students' opinions and is prepared to adapt her lessons after listening to these opinions, this can have a very positive effect on the atmosphere in the classroom.Keywords: Teaching, teenager, interestAbstractTeaching English to teenagers and how gain their interest is still consider to be  hot issue. Teenagers are the most difficult age group to teach.  However, if the teachers are able to manage them well, teen classes can also be fun and very rewarding for both the teacher and students. It is  believed that the materials that the teacher uses in the classroom are a crucial factor in deciding if a teens class is successful or not. Therefore, it is important to provide lessons which keep them interested. If the students are not interested in the material we are using, it is probable that both students and teacher will end up bored and frustrated. While many of us may be obliged to use certain course books and other material that may not always stimulate our students, it is important to adapt this material or supplement it with activities that bring the students to life and encourage them to express themselves. If the teacher shows that she is interested in her students' opinions and is prepared to adapt her lessons after listening to these opinions, this can have a very positive effect on the atmosphere in the classroom. Keywords: Teaching, teenager, interest
Cultural Context in English Student Textbook Talk Activefor the Tenth Grade Students (A Content Analysis) Nurul Hasanah; Tahrun Tahrun; Mulyadi Mulyadi
ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i2.2313

Abstract

AbstractEnglish as a Foreign Language (EFL) has been introduced inseparably from its culture, either source culture, target culture, or international target culture. The integration of cultural contents in ELT (English Language Teaching) materials is strongly related to the current status of English. Being a global and common language, many recent theories suggest that the cultural contents of English materials should not be limited to native English speaking countries and should include local cultural contents. To this end, this research is intended at investigating the existence of cultural contents in an English textbook used by Senior High School students grade X in MAN 1 (Model) Lubuklinggau, entitled Talk Active. To this purpose, the media of cultural presentation, aspects of culture, categories of culture, and implications for language teaching were investigated. The method used in this study was content analysis. Some underlyingmodels proposed by Cortazzi and Jin (1999), Moran (2001), Yuen (2011), and Xiao (2011) were used as the main framework for analyzing the textbook. The investigation revealed that: (1) cultural contents were mostly presented through reading texts and pictures (56.5%) and (88.2%), (2) the dominant aspect of culture was products (33%), (3) the presented culture were mostly about source culture (30%), and (4) there were some strategies that can be applied that related to implications for language teaching. In summary, the exposures of visible cultural aspects of Indonesian culture which were presented through reading texts and pictures dominated the exposures of culture in Talk Active. Based on the findings, it is a need for textbook developers and teachers to provide a more balanced proportion of cultural contents in terms of the dimensions (products, persons, practices, perspectives) and categories of culture (source, target, and international target cultures) to help learners develop their intercultural understanding.Keywords: Language and Culture, Cultural Contents, English Textbook.
The Influence of Herringbone Technique and Reading Interest towards Students’ Reading Comprehension Achievement of the Eleventh Grade Studentsof SMAN 2 Palembang Trisseda Angraini; Tahrun Tahrun; Mulyadi Mulyadi
ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i2.2308

Abstract

AbstractThis study was to investigate the influence of herringbone technique and reading interest towards reading comprehension achievement of the eleventh grade students of SMA N 2 Palembang. The population of this study was all the eleventh grade students of SMA N 2 Palembang. The sample was 72 students were taken by using two-stage random sampling; cluster random sampling and simple random sampling technique. In carrying out the research, the writer used an experimental method; factorial design.The writer distributed pre-test, post-test, and reading interst questionnaire in collecting the data. Then, in analyzing the data, the writer used t-test and two-way ANOVA. The result of this study analysis that; first, there was significant difference in reading comprehension achievement between students who had high reading intrest taught by using herringbone technique. Second, there was significant difference in readingcomprehension achievement between students who had low reading intrest taught by using herringbone technique. Third, there was significant difference in reading comprehension achievement between students who had high reading interest and those who had low reading interest taught by using herringbone technique. Fourth,there was significant difference in reading comprehension achievement between students who had high reading interest and those who had low reading interest taught by using traditional teaching. And the last, there was significant interaction effect ofherringbone technique and reading interest on reading comprehension achievement of the eleventh grade students of SMA N 2 Palembang.Keywords: Herringbone technique, Students’ Reading Interest, Reading Comprehension Achievement.
IMPROVING LEARNERS’ ENGLISH THROUGH THE USE OF PICTURES IN LANGUAGE CLASSROOM Mulyadi Mulyadi
ELTE Journal (English Languange Teaching and Education) Vol 2, No 2 (2014): ELTE Journal (English Languange Teaching and Education)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.126

Abstract

Abstract  There are many ways that can be done by a teacher or lecturer in motivating and helping his students to understand and communicate in English in the classroom. One of them is by using teaching aids, pictures. "Pictures" are not only able to make the students interested in what is being learned, helping students understand the lessons easily and involve them actively in the learning process but also can provide a visual clue for them to respond. However, before the "Pictures" are used in the teaching of English in the classroom the teacher must prepare well. Teachers should pay attention to whether the "Pictures" are easy to set up and attractive in order to be used effectively and meaningfully.  Key words: teaching aids, pictures, communication
Co-Authors Abbas, Dirvi Surya Abdul Haris Abdul Patah Rasyidi Abdul Rahim Abdul Syahid Abdur Rivai ABS, M Khoirul Abubakar, Muhammad bin Achmad Dinoto Adi Ratriyanto Adi Saputra Adnasohn Aqilla Respati Adriana Venny Ariani Adriansyah Adriansyah Agnes Cynthia Agus Budi Dharmawan Agus Budi Dharmawan AGUS PRASETIO Agus Puji Suryanto Ahmad Hidayatullah Ahmad Kamaruddin Ahmad Muwafik Ahmad Sawal Alfian Alfian Alfiya Hasanah Ruhiyat Ali Arva Prabangkara Alida Hanoum Alif Imran Alita Aulia Maliq Alma Felicia Togatorop Alma Rahmawati Almadora A. Sani Almaini Almaini Amanda Fitra Hamzah Amelia Rahmi Amran Amran Amrin Saragih Amudi Panigori Andi Anugrah Aco Andi Nurwahidah Andreas Siahaan Andri Octaviani Andronias Siregar Anggelica Regina Simamora Anggelica Regina Sinamora Anggun Pratiwi Ardisa Dewi Rahmanjani Ariani, Wa Ode Rachmasari Arief Darmawan Arif Fadllullah Arif Rahman Hakim Arifah Dwi Wahyuni Arini Saarah Armin Darmawan Arnetta Valencia Qoys Arum Prihatini Aslim Rasyad Astirin Okid Parama Astuti Lestari Atiyyah, Rifa Audrey Azka Bilqis Audy Luvena Junaedi Awalluddin Awalluddin Ayu Novitasari Ayu Safa Mutiara Azhar Azhar B Sutjiatmo Baginda Simaibang Bambang Suwarno Bariq Raditya Basita G Sugihen Basita Ginting Sugihen Budi Yanti Bukhari Bukhari Bukman Lian, Bukman Carlos Dja'afara Catherine Ilona Catur Sugiarto Chelsea Merrysha Khana Gultom churmatin nasoichah Claudia Larisa Sihaloho Cut Ratna Dewi Daddy Budiman Dale Karnegi Dara Aulia Yuman Darwis, Hidayat Delima Yanti Sari Demak Angelina Sinaga Derison Marsinova Bakara Desi Gita Harini Devi Rufiana Devita Dinda Fitriani Devyta Ardyaning Dewi Aryanti Dewi Nurmala Dias Prima Laurenza Dina Rahayuning Pangestuti, Dina Djoko Susanto Dodi Tafrant Drinus Arruan Dwi Ananda Dwi Cahyani Nur Apriyani Dwi Muhammad Lutfi Efroliza Efroliza Elia Rossa Elin Sustia Sari Elirica Aliyah Irwan Bauw Elita Agustina Elvira Marcelis Emalia Ariska Emi Yohana Fransiska Sihombin Emridawati Emridawati Enda Gautami Endang Mutiawati Rahayuningsih* Eriawati Eriawati Etika Zainita Eva Agustiani Eva Nauli Taib Fahrina Yustiasari Liriwati Farah Fasya Fardinal Fardinal Farhan Muhammad Nabil Fella Ardina Cahyani Ferry Herdianto Fifit Astuti Fili Mukaromah Firdaus Hamta, Firdaus Fitrah Anantasia Fitri Nur Kaifa Genthala Rafik Huda Geo Putri Geral B Hutabarat Hafiez Al Asad Halimatussakdiah Halimatussakdiah Hanif Fil’Awalin Hanif Nur Abdilah Hanike Monim Hanni Yukamana Hardiyan Hardiyan Hari Purnomo Susanto Hariati Br Sembiring Hasan Yusuf Hasmita Sari Hasnatul Salekha Hendradinata, Hendradinata Hendrawaty Hendrawaty Hendrawaty Hendrawaty Heni Pujiastuti Heni Ratnasari Henny Maria Sinaga Herina Manurung Herix Sonata Herlina Herlina Herlina Herlina hidayat hidayat Hoiriah Hoiriah Ichlas Nur Imai Indra Inayatullah Abdul Hasyim Indawan Syahri Indri Agustian Saputri Indri Ika Cahyani Irma Sari Sinaga Irnawati Siregar Islamitha Adinda Putri Isnaini Isnaini Istiqomah Istiqomah Jamal Mirdad Cibro Jamaluddin Nasution Jeremy Pangihutan Benaya Jeri Apriadi Jordan Fahran Brelian Jumat Barus Junaidi Junaidi Junaidi Sagir K.A. Rahman Kafrawi Kafrawi Karmin Karmin Kayus Kayowuan Lewoleba Keisha Rafilah Putri Keizya Aura Maharani Kh Rifki Amansyah Siregar Khairuldi Khairuldi Khoirini, Fatimah Khori Afifah Eka Putri L. Hamdani Husnan LAKHARIS INUZULA Lelinur Indah Damai Yani Nazara Indah Damai Yani Nazara Leonardo Davinci Linawati Suwito Lulu Nonaria M. Agil Muzafar M. Ilyas M. Zen Rahfiluddin Mahasir Mahasir Maltha Malinda Thea Saragih Mamay Nugraha Mardiono Mardiono Marsha Aulia Dwimahendra Marsya Razita Nur Sabrina Martono Martono Martono Martono Martono Marwanto Marwanto Masagus Firdaus Masbirorotni Masbirorotni Mastura Karateng Masweni Masweni Mauladiana Qibtiya Melian Sahara Melisa Nurjaya Melya Rizka Maulani Merry Thressia Mettadewi Wong Mezzi Dayuni Mira Aurelita Mis Purnamaria Mochamad Nandi Susila Mochammad Ferdinan Adzhani Mohamad Muspawi Mohammad Thezar Afifudin Monika Sari Br Sembiring Muhammad Amin Muhammad Fausy Muhammad Gustaf Aria Muhammad Gustaf Fairuz Muhammad Ichwan Muhammad Ilyas Muhammad Regan Syahrendra Muhammad Reza Muhammad Rizka, Muhammad Muhammad Suandi Muhammad Syahronir Mulkan Azhary Muslich Hidayat Mutammimul Ula Mutiara Dhea Puspita Nabila Karimah Nanda Qurrata A’yuni Nasya Zulaekha Algamar Nathasya Irish Rachelninta Ni Luh Sutjiati Beratha Ni Made Mertaniasih Niken Ayu Pamukas Niken Ayu Pamungkas Nofriadi Nofriadi Nota Effiandi Novian Widyati Novika A Sitanggang Nur Ahyani Nur Anissa Kharismawati Nur Djazifah Nur Dwi Andhika Putra Nur Khaerani Busri Nurhadi Nurhadi Nurhikmayani Nurhikmayani Nurlela Nurlela Nurlina Nurlina Nurmi Yaningsih Nurrahma Nurrahma Nurul Hasanah Nuryanti Nuryanti Oktavianus Oktavianus Panata Bangar Hasioan Sianipar Pang S Asngari Pang S. Asngari Peli Swandi Tua Sinaga Pram Suryanadi Prita Puspita Priyo Sambodo Putri Maya Lestari Putri Sarah Rachmat Dwi Sampurno Radhiya Nauval Adli Pratama Rahma Kurnia Sri Utami Rahmah Nabila Rahman Hasibuan Rakhmadi Rahman ramadhani ramadhani Randy Hidayat Ranti Angelina Rasman Rasman Rasyidah Utami Ratu Verawaty Ravi Pratama Syael RAZALI YUSUF Revaldy Maiman Reynold Y Ria Febrina Ribangun B. Jakaria Rini Istanti Riris Rotua Sitorus Risma Nurandini Rizkia Wati RM. Andreas Bramantyo Robert Sibarani, Robert Rochaniati Rochaniati Roesdi Rosnelly Rofiqoh Nurfajriah Modjo Rohadi Rohadi Ronald Manalu Ronald Manulu Rosmita Ambarita Rosyadi Rosyadi Roy Prakoso Ruben Nicholas Alfredo Tobing Rudi Afriazi Rudy Rudy Rusliadi Rusliadi Rusman Roni Sabri Sabri Sahrizal Vahlefi Salsabila, Unik Hanifah Santosa, Rahajoe Imam Sarip Sarip Sasmita , Miza Sefriyan Reynaldi Septiani, Indi Serafin Wisni Septiarti Shafa Syfiyah Shelomita Putri Amelia Sherly Novita Shinta, Dewi Yudiana Sihar Tambun Sila Abdullah Syakri Sila abdullah syakry Silvia Rosiana Simbolon, Zulfan Khairil Siregar, Fahrul siska malika Siti Aisyah Siti Alfiah Slamet Trimah Soepardi Soedibyo Soetjipto Soetjipto Solly Aryza Sri Iriyanti Sri Iriyanti Sri Rahmah Ramadhoni Sri Sumarni SRI WAHYU INDRAWATI Stivani Ismawira Sinambela Suci Dwina Darma Suci Eryzka Marza Suci Prastiwi Suci Rama Putri Suci Trianjani Sugiyono Saputra Suhaidi Suhaidi Suhariyanto Sukarip Suherman Suherman Sukendi Sukendi Sulastri Sulastri Sultan Kayyis Giandra Sunnati Sunnati Supri Ati Suprima Suprima Suryani Suryani Susany Soplanit Syafira Ramadhanti Syafriadiman, Syafriadiman Syahrul Syahrul Syamsiah Syamsiah syamsul bahri Syanaya Karina Hanum Tahrun Tahrun Tahrun Tahrun Tarihoran, Rezky Khoirina Teguh Julianto Teni Agustina Thamrin Thamrin Tontowi Jauhari Tri Widayatsih Trisseda Angraini Tutik Sri Haryati Usman MT Usman MT Usman Muhammad Tang Veronika Manurung Vicky Meilia Pangestuti W Purbalisa Wachid Sugiharto, Wachid Wahidy, Achmad Wahyu Dwi Safitri Wahyu Maulana Wali Aya Rumbia, Wali Aya Waskito Waskito Widiya Octa Selfiany Widodo Widodo Wila Yurnita Winih Auraning Illahi Wira Lestari Witri Yulia Sari Wiwik Sumarni Wulan Yulian Anggini Yahabibi Yahabibi Yasinta Diva Negara Yasir Arafat Yeni Priatna Sari Yesi Yonna Haliza Yofhi Septian Panglipurningrum Yohan Yohan Yudhani Prasetyo Yudi Irwansi Yufrizal A Yuli Amalia Yuli Yetri Yuliana Yuli Yuliana Yuli W Yuliana Yuli W. Yuliana Yuli Wahyuningsih Yumarni, Ani YUN INDIARTO Yundari, Yundari Zaenab Zaenab Zainal Warhat Zuhratul Aini Zulkarnain Zulkarnain Zuraidah