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All Journal Jurnal Teknologi Informasi Komunikasi Pendidikan Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Pembelajaran Fisika Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences
Tri Jalmo
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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EFFECT OF PREDICT, OBSERVE, AND EXPLAIN (POE) LEARNING MODEL ON STUDENT’S LEARNING ACTIVITIES AND MASTERING OF FOOD DIGESTION SYSTEM CONCEPTS Adhitian Adhitian; Arwin Achmad; Tri Jalmo
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 2 (2013): bioterdidik
Publisher : Universitas Lampung

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The results of interviews with teachers in high school biology class XI Swadhipa Natar, it is known that subjects, especially biology subject matter Digestive System Food is delivered by using the method of discussion. Though this material has special characteristics that examine the mechanisms of complex processes that are difficult to understand, and involve organs that correspond to the structure and function of complex. The purpose of this study is to determine effect of Predict, Observe, Explain And (POE)  learning model  on student’s  learning activities  and mastering  of  Food Digestion System  concepts  of  Swadhipa  high school students. This  a quasi-experimental  strudy  used pretest-posttest  with non-equivalent dsigned. The  sample   were  students of  class   XI IPA2 as the experimental group and class XI IPA1 as a control  which was  selected from the population at random cluster sampling. Data was collected   as  in  percentage form.   The students’ actvities observed consists of five (5)  abilities of predicting, observing, describing, working together, and making conclusion. The study resulted that POE learning model  could enhanced the students’  predicting  ability  up to 20%,  observing ability up to 19%, describing ability up to 24%,  abity to work together up to 22,8%, and  ability of making onferences up to 16%
PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERKOMUNIKASI TERTULIS DAN HASIL BELAJAR Chintia Monalia; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 5 (2015): Jurnal Bioterdidik
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The aim of this research was to figure out the effect of Problem Based Learning toward writing communication skill and learning achievement. The design of the research was pretest and posttest non-equivalent. The samples were students in class VIIA and VIIC that were selected by purposive sampling. The quantitative data were obtained from the average value of pretest, posttest, and N-gain that were analyzed by t-test and qualitative data were writing communication skill that analyzed descriptively. The result showed that writing communication skill of experiment class was Goodcriteria (81,19) in writing a comment that suitable with the problem. The improvement of student learning achievement shown by the experimental class value of N-gain 78,75 was higher than control class 50,77. Therefore, it can be concluded that Problem Based Learning improve the writing communication skill and student learning achievement significantly.Tujuan penelitian ini untuk mengetahui pengaruh Problem Based Learning terhadap keterampilan berkomunikasi tertulis dan hasil belajar siswa. Desain penelitian adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa kelas VIIA dan VIIC yang dipilih secarapurposive sampling. Data kuantitatif diperoleh dari nilai pretest, posttest,dan N-gain yang dianalisis menggunakan uji t dan data kualitatif berupa keterampilan berkomunikasi tertulis siswa yang diperoleh dari analisis secara deskriptif. Hasil penelitian menunjukkan bahwa keterampilan berkomunukasi tertulis kelas eksperimen berkriteria Baik (81,19) dalam menuliskan tanggapan/komentar yang bersesuaian dengan masalah. Peningkatan hasil belajar siswa terlihat pada rata-rata N-gain kelas ekperimen lebih tinggi sebesar 78,75 dibandingkan kelas kontrol dengan rata-rata N-gain sebesar 50,77. Dengan demikian, dapat disimpulkan bahwa Problem Based Learning meningkatkan keterampilan berkomunikasi tertulis dan hasil belajar siswa secara signifikan.Kata kunci: hasil belajar, keterampilan berkomunikasi tertulis, problem based learning
KONSTRIBUSI ANGGOTA TIM AHLI DALAM PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR Mira Olivia Hr; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 7 (2014): Jurnal Bioterdidik
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This research aimed to know the contribution of the expert team’s members in a Jigsaw cooperative learning to the student learning results. The design was descriptive correlational by purposive sampling so the students of class XI IP were choosen as the sample. The quantitative data are the pretest and postest scores and the qualitative data comprise the description of the correlation between the contribution of the expert team’s members and the home team’s learning results. The assessment results showed that all experts in this research gained modest contribution scores, most of the home team’s members (68,96%) and the expert team’s members (51,73%) gained moderate learning results. Moreover, there was relatively weak correlation between the expert team’s members’contribution and the home team’s learning results and there was moderate correlation between the expert team’s members’contribution and their own individual learning results.Penelitian ini bertujuan untuk mengetahui hubungan konstribusi anggota tim ahli dalam pembelajaran kooperatif tipe Jigsaw terhadap hasil belajar siswa. Desain penelitian adalah deskriptif korelasional dengan purposive sampling sehingga siswa kelas XI IP dipilih sebagai sampel. Data kuantitatif berupa nilai pretes dan postes dan data kualitatif berupa deskripsi hubungan konstribusi anggota tim ahli dengan hasil belajar tim asal. Hasil penelitian menunjukkan bahwa seluruh ahli dalam penelitian ini memiliki nilai konstribusi yang tergolong sedang, sebagian besar anggota tim asal (68,96%) dan anggota tim ahli (51,73%) memperoleh hasil belajar yang tergolong sedang. Selain itu, terdapat hubungan antara konstribusi anggota tim ahli dengan hasil belajar tim asal yang tergolong rendah dan terdapat hubungan antara konstribusi anggota tim ahli dengan hasil belajarnya sendiri yang tergolong sedang. Kata kunci: aktivitas, hasil belajar, kontribusi anggota tim ahli
PENGARUH MODEL PEMBELAJARAN EXAMPLE NON EXAMPLE TERHADAP KBK DAN AKTIVITAS BELAJAR SISWA Wasilatul - Hikmah; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
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The purpose of this study was to determine the effect of example non example model to critical thinking skills and students learning activities. This research was experiment study with pretest-posttest design non equivalent group. The samples were two classes from MTs N 3 Lampung Selatan that were selected by purposive sampling. The quantitative data were obtained from the average value of test that were analyzed by using t-test and U-test. The qualitative data were learning activities and students responses that were analyzed descriptively. The result showed that example non example model influenced in critical thinking skills. Indicators of giving argument (p 0,003 0,05), induction (p 0,000 0,05), and doing deduction (th (0,482) tt (1,676)) have increased. Activities in experiment class was higher than control. Most of the students gave positive responses to learning model. Tujuan penelitian ini untuk mengetahui pengaruh model example non example terhadap kemampuan berpikir kritis dan aktivitas belajar siswa. Penelitian menggunakan studi eksperimen dengan desain pretest posttest kelompok tak ekuivalen. Sampel adalah dua kelas dari MTs N 3 Lampung Selatan dipilih secara purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan model example non example berpengaruh terhadap kemampuan berpikir kritis siswa. Indikator memberikan argumen (p 0,003 0,05), melakukan induksi (p 0,000 0,05), dan melakukan deduksi (th (0,482) tt (1,676)) mengalami peningkatan. Aktivitas belajar siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Sebagian besar siswa memberikan tanggapan positif terhadap model pembelajaran.Kata kunci : aktivitas belajar siswa, kemampuan berpikir kritis, model pembelajaran example non example
KAJIAN IMPLEMENTASI PEMBELAJARAN IPA BERDASARKAN KURIKULUM 2013 KELAS IV SEKOLAH DASAR NEGERI Eliyana Putri; Tri Jalmo; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 1 (2015): Jurnal Bioterdidik
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This study described the result of science learning implementation assessment, that is based on 2013 curriculum. Samples of study was teacher who teaches 4thgrade that chosen by purposive sampling. Data has gotten from learning activity observation list that was compares with proccessing standard, sciencetific approach, and tematic integration. The result showed that implementation of 4th grade learning activity had suitability with proccessing standard the average was 68,03% at medium category. suitablewith the sciencetific approach average was 71,5% at high category and tematic integration, average was 68,75% athigh category. Therefore science learning implementation based on 2013 curriculumin Enggal district was medium category.Penelitian ini bertujuan untuk mengkaji pelaksanaan kurikulum 2013 pada pembelajaran IPA kurikulum 2013. Sampel penelitian adalah guru kelas yang mengajar kelas IV yang dipilih secara purposive sampling. Jenis data penelitian ini adalah data kualitatif berupa deskripsi proses pembelajaran yang dilakukan oleh guru dibandingkan dengan standar proses, pendekatan saintifik dan tematik integratif. Hasil penelitian menujukkan bahwa implementasi kurikulum 2013 pada kegiatan pembelajaran kelas IV memilikikesesuaian dengan standar proses dengan presentase skor rata-rata 68,03% berkategori sedang,sesuai dengan pendekatan saintifik dengan persentase skor rata-rata 71,5% berkategori tinggi dan telah sesuai dengan pembelajaran tematik integratifdengan persentase skor rata-rata 68,75% berkategori tinggi. Dari semua data yang didapatkan maka dapat disimpulkan pelaksanaan pembelajaran IPA berdasarkan kurikulum 2013 di SD kecamatan Enggal berkategori Sedang.Kata kunci : kurikulum 2013, pembelajaran IPA, pendekatan saintifik, standar proses,tematik integratif
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH BERDASARKAN GENDER TERHADAP BERPIKIR RASIONAL SISWA Hotmauli Situmorang; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
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This research purpose was to know the influence of PBL based on the gender of the student rational thinking and the improvement. The quantitative data were rational thinking skills of students based on gender that were obtained from the score of pretest, posttest and N-gain. The qualitative data were students learning activity data. The results of study indicated that the application of PBL model could improve the skills of rational thinking female with N-gain of 54,29 and male students with N-gain of 41,37. The ability of female and male students from each indicators of rational thinking for problem-solving skills as an indicator of the highest but female had an average higher than male students. Average results of student learning activities showed that the percentage of student activity in females (76.62%) was higher than male students (52.26%). Thus, the application of PBL model based on gender have a significant effect in improving the rational thinking skills and students learning activities.Tujuan penelitian mengetahui pengaruh model PBM berdasarkan gender terhadap berpikir rasional siswa dan peningkatannya. Data kuantitatif berupa keterampilan berpikir rasional berdasarkan gender diperoleh dari nilai pretest, posttest dan N-gain. Data kualitatif berupa data aktivitas belajar. Hasil penelitian penerapan PBM meningkatkan keterampilan berpikir rasional perempuan N-gain 54,29 dan laki-laki N-gain 41,37. Kemampuan perempuan dan laki-laki setiap indikator kemampuan berpikir rasional untuk kemampuan memecahkan masalah sebagai indikator yang paling tinggi namun siswa perempuan memiliki rata-rata lebih tinggi dibandingkan laki-laki. Hasil rata-rata aktivitas belajar memperlihatkan persentase aktivitas siswa perempuan (76,62%) lebih tinggi daripada laki-laki (52,26%). Dengan demikian penerapan model PBM berdasarkan gender berpengaruh signifikan dalam meningkatkan keterampilan berpikir rasional dan aktivitas belajar siswa.Kata kunci : gender, keterampilan berpikir rasional, PBM
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA Sudaryanti Sudaryanti; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik
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This research aimed to know the influence of discovery learning towards studentss critical thinking skill and learning activity on immune system subject matter. The samples were student on 11th grade of Science 3 and Science 2 in SMAN 1 Seputih Surabaya. The design was pretest-posttest non equivalent. The quantitative were obtained from studentss critical thinking skill that was analyzed by t-test and U-test with signification level of 5%. The learning activity and studentss perception were analyzed descriptively. The result showed that N-gain on experiment class was 42,72 which was higher than control class that was 34,01. Beside that, the students learning activity on experiment class was 77,78% which was also higher than control class that was 60,00%. Based on this research, it can be concluded that discovery learning model gave influence towards critical thinking skill and students learning activity on immune system subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh Discovery Learning terhadap KBK dan aktivitas belajar siswa pada materi sistem pertahanan tubuh. Sample berupa kelas XI IPA3 dan XI IPA2 SMAN 1 Seputih Surabaya. Desain penelitian yaitu pretest-posttest non equivalent. Data kuantitatif berupa KBK siswa yang dianalisis menggunakan uji t dan U dengan taraf signifi-kansi 5%. Sementara data aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan N-gain siswa kelas eksperimen (42,72) lebih tinggi dan berbeda signifikan dibanding kelas kontrol (34,01). Aktivitas belajar siswa kelas eksperimen (77,78%) juga lebih tinggi daripada kelas kontrol (60,00%). Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Discovery Learning berpengaruh signifikan terhadap KBK dan aktivitas belajar siswa pada materi sistem pertahanan tubuh.Kata kunci: aktivitas belajar, discovery learning, keterampilan berpikir kritis
PENGARUH PENGGUNAAN LEMBAR KERJA SISWA (LKS) INKUIRI TERBIMBING TERHADAP KEMAMPUAN PROSES SAINS Ayu Windarwati; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 10 (2014): Jurnal Bioterdidik
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This study was aimed to determine the effect of Student Work Sheet based on Guided Inquiry of Science Process Skill. Study design was pretest-posttest non-equivalent group. Samples were VIIG dan VIIH, chosen by Purposive  Sampling. Quantitative data which obtained from the average value of test were analyzed by t-test and U-test.  The qualitative data was students Science Process Skill from the observation sheet and questionnaire responses that analyzed descriptively. The results showed  that the use of Student Work Sheet based on Guided Inquiry can improve students Science Process Skill. It shown by the experimental class value of  N-gain 0,75 was higher then control class N-gain 0,57, its different significantly. Observation result of Science Process Skill has high criteria (81%), and most of the students gave positive respond to Student Work Sheet based on Guided Inquiry. Penelitian ini bertujuan mengetahui pengaruh penggunaan Lembar Kerja Siswa (LKS) Inkiri Terbimbing terhadap Keterampilan Proses Sains (KPS). Desain penelitian pretes-postes kelompok tak ekuivalen Sampel penelitian siswa kelas VIIG dan VIIH, dipilih secara Purposive  Sampling. Data penelitian berupa data kuantitatif yang diperoleh dari nilai rata-rata tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa data KPS yang diperoleh dari lembar observasi dan angket tanggapan siswa yang dianalisis secara deskriptif.  Hasil penelitian menunjukkan penggunaan LKS Inkuiri Terbimbing dapat meningkatkan KPS siswa, terlihat pada rata-rata N-gain kelas eksperimen lebih tinggi sebesar 0.75 berbeda signifikan dengan kelas kontrol rata-rata N-gain sebesar 0,57. Hasil rata-rata persentase observasi KPS memiliki kriteria tinggi (81%) dan sebagian besar siswa memberikan tanggapan positif terhadap penggunaan LKS Inkuiri Terbimbing. Kata kunci : fotosintesis, keterampilan proses sains, LKS inkuiri terbimbing 
PENGARUH MODEL PBL TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN AKTIVITAS BELAJAR SISWA Tyas Kharimah Tindani; Tri Jalmo; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 7 (2015): Jurnal Bioterdidik
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This research aimed to determine the influence of PBL model towards critical thinking and students learning activity. The sample of this research were students of VIIB and VIID SMP Nusantara Bandar Lampung that were chosen by Purposive Sampling technique. The research used pretest-posttest non equivalent design. The quantitative data were obtained from the critical thinking improvement that was analyzed by using T-Test and U-Test. The qualitative data were gained from students observation sheet and student responses about PBL model. The result showed that critical thinking in experiment class with N-gain average (46,18) was significantly different with class control (36,95). Students activity in problem identification, argumentation, induction, and deduction were in average criteria. While the evaluation activity was in low criteria. Therefore, PBL influenced critical thinking and students learning activity on the material of environmentals management.Penelitian ini bertujuan mengetahui pengaruh model PBL terhadap kemampuan berpikir kritis dan aktivitas belajar siswa. Sampel pada penelitian ini adalah siswa kelas VIIB dan VIID SMP Nusantara Bandar Lampung yang dipilih secara purposive sampling. Desain penelitian menggunakan pretest-posttest tak ekuivalen. Data kuantitatif berupa peningkatan kemampuan berpikir kritis yang dianalisis menggunakan uji t dan uji U. Data kualitatif berupa aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Hasil peningkatan Kemampuan berpikir kritis siswa kelas eksperimen dengan rata-rata N-gain 46,18 berbeda signifikan dengan kelas kontrol (36,95). Aktivitas merumuskan masalah, induksi, deduksi, dan argumen berkriteria sedang. Sedangkan evaluasi berkriteria rendah. Sehingga, penerapan model PBL berpengaruh dalam meningkatkan kemampuan berpikir kritis dan aktivitas belajar siswa pada materi peran manusia dalam pengelolaan lingkungan. Kata kunci : Aktivitas belajar, kemampuan berpikir kritis, PBL, pengelolaan lingkungan
PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TGT TERHADAP AKTIVITAS DAN PENGUASAAN MATERI OLEH SISWA Dwi Cheri Lestari; tri jalmo; rini rita marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 2 (2013): bioterdidik
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Observations and interviewswithgrade eighth biology teacheratJunior High School7thBandarLampung, student learning outcomesare lowbecauseteachers uselearning modelsthat are less precise. This observation use to increase in student’s activitylearning andmastery of the materialthrough the application ofcooperative learning typeTGT’s model. The study designwasa non-equivalent pretestposttest. Samplesare first classVIIIaandVIIIbselectedby cluster randomsampling. The results showed thatstudents inall aspects ofthe activityobserved in theexperimental classesincreased.In the aspect ofvalue85.71%ask, answeraspectworth89.29%, and theaspects oftheir ideas/ opinionsworth86.90%. Mastery of the material also increased, withan averagevalueof 20pretest,posttestvaluesfor 60andN-gain of 0.09.Questionnairedatashowsthatall students(100%) felt happyandinterested incooperative learning modeltypeTGT.  Key words :TGT, activities, students'mastery of the material. 
Co-Authors Abdurahman Abdurrahman Abdurahman Abdurrahman ACHMAD FAUZI Adhitian Adhitian Afif Bintoro Aima Mufidah Almaidah Balqist Amilil Hudi Anak Agung Istri Sri Wiadnyani Andri Tri Nugroho Andries Hidayad Anna Rahmayanti Annisa Solihah Arista Seftiara Arwin Achmad Arwin Surbakti Ayu Putri Prahastini Ayu Windarwati Berti Yolida Chintia Monalia Cicilia Rina Fitriani Cris Ayu Setyaningsih Danu Andiyanto Deka Andriani Delima Meilyana Simamora Deni Verdianto Deny Rinawati Destya Norrahmah Desyandri Desyandri Devia Ratna Sari Dewi Khoirun Nisa Dewi Lengkana Dina Maulina Dwi Cheri Lestari Dwi Fitriyani Dwi Puspita Sari Dwi Puspitayani DWI YULIANTI Eka Candra Kurniawati Eli Komariah Eliyana Putri Elok Deswiana Hayati Ely Fitri Astuti Endah Tri Septiani Eni Yunita Era Ariyani Erni Oftika Erni Zakia Kusdiningsih Ery Al Ridho . Evi Yunita Fadhilah Khairani Farida Andriyani Fatmala Ajeng Pekerti Fatynia Ilmiyatni Feri Pernando Fina Citha Kasih Fiska Fatrisia Kusuma Fitri Wulandari Fauzi Galuh Septiara Sywi Hamimatussa'adah Hamimatussa'adah Hanifah Nurmira Tama Hayati Hayati Hayati Hayati Helen Meta Afisha Herlinda Oktarina Hotmauli Situmorang Hutri Padma Da Silva I Nyoman Tri Bayu I Putu Yudiarta Imatul Khoiriyah Imron Rosadi Intan Rizki Anita Ira Rosita Ismah Fathimah Ismi Rakhmawati Jaka Wijaya Juariah Fitri Kartika Ayu Wulandari Kartika Fandiyani Karyanti Karyanti Komasari Komasari Lia Andriyani Lita Yudhitya M. Agita Brevy Hernovan Martina Krista Ratna Sari Masayu Olba D. A. Mega Ridni Utari Melda Yanti Melrisda Perdana Sari Mila Vanalita Mira Olivia Hr Mufidah Estu Kinasih Muhammad Akbar muhammad najamuddin Nadia Dewi Septiani nesia premurdia Ni Ketut Hartini Ni Made Anikarnisia Nia Wahyuningtyas Nina Nabilah Nining Hidayatun Nadhifatul Walidayah Noor Fadiawati Nopri Jumarni Novalia Ariska Novi Yulianingsih Novita Sari Nur Apriani Nur Apriyani Nurhayati Nurhayati Nurlaila Kurniawati Nyinang Andani Octarina Hitta Shiwie Ofi Oktaviani Ovi Resja Saputri Pebriani Pebriani Pipit Puspitasari Pramudiyanti Pramudiyanti Primasari Pertiwi Putri Ratna Sari Rachel Maryam Ratna Yuningsih Ratu Betta Rudibyani Renita Prahastiani Rika Permatasari Rika Sundari rina sailifa Rini Rita Marpaung Rini Rita T Marpaung Rini Rita T. Marpaung Rini T. Marpaung Rinu Bhakti Dewantara Rio Afrian Riya Mariga Sari Rizki Faya Islami Rizki Nofrial Rizki Sevtyn Pratiwi Rizky Lestari Rohim Rochein Kafear Rohmaniar Jamaluddin Rosiana Aisyiyah Rosida Rosida Rosita Rosita Ruwanti Ruwanti Sarvia Trisniati Sasmita Erzana Septa Trismanita Septi Astari Septian Nurrachman Silvia Prana Mahkota Sisca Puspita Nasution Siska Meitasari SITI FATIMAH Soni Satrian Syah Sri Wahyuningsih Sri Wirahayu Sudaryanti Sudaryanti Sugeng Pranata Sunyono - - Suryan Toro Susi Susanti Tyas Kharimah Tindani Vifty Octanarlia Narsan Wahyu Wahyu Wasilatul - Hikmah Whiendy Mutiara Astari Wina Halimah Wirdona Yunisa Wulan Sari Irawati Yayang Permata Putri Yogi Fitriani Yuniar Aprilia Yusika Nabilla