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All Journal Biologi Edukasi : Jurnal Ilmiah Pendidikan Biologi Jurnal Profesi Kependidikan SAINSMAT bionature Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Indonesian Journal of Educational Studies Jurnal Nalar Pendidikan Jurnal EduBio Tropika Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Biologi dan Pembelajarannya (JBP) Jurnal Penelitian Pendidikan IPA (JPPIPA) UNM Journal of Biological Education Biology Teaching and Learning Biosfer: Jurnal Pendidikan Biologi Pendas : Jurnah Ilmiah Pendidikan Dasar Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi JURNAL PENDIDIKAN TAMBUSAI Indonesian Journal of Educational Science (IJES) JPBIO (Jurnal Pendidikan Biologi) Bioedusiana: Jurnal Pendidikan Biologi AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT JURNAL BIOEDUCATION Jurnal Review Pendidikan dan Pengajaran (JRPP) El Banar: Jurnal Pendidikan dan Pengajaran Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Dedikasi Bioscientist : Jurnal Ilmiah Biologi Oryza : Jurnal Pendidikan Biologi BIOMA : Jurnal Biologi dan Pembelajarannya Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pengabdian Papua SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Journal of Artificial Intelligence and Digital Business Nanggroe: Journal Of Scholarly Service Seminar Nasional Hasil Penelitian LP2M UNM Quagga: Jurnal Pendidikan dan Biologi Ininnawa: Jurnal Pengabdian Masyarakat Nanggroe: Journal of Scholarly Service Mutiara: Jurnal Penelitian dan Karya Ilmiah Journal of Science and Education Research Sipakaraya : Jurnal Pengabdian Masyarakat Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat Jurnal Abdi Negeriku Jurnal Edukasi Terkini Bionature International Journal of Educational Practice and Policy Barani: Journal of Community Service Learning
Muhiddin Palennari
Program Studi Pendidikan Biologi, Universitas Negeri Makassar
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MODEL PEMBELAJARAN SILAJARA BERBASIS CTL UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATERI MAKANAN DAN SISTEM PENCERNAAN MANUSIA Kirana, Yulisia Rezky; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36744

Abstract

Conceptual understanding of food and the human digestive system remains a challenge in biology education because learning activities often rely on memorization and fail to meaningfully connect scientific concepts with real-life contexts. This literature study aims to examine and formulate the SILAJARA learning model (Observe, Identify, Perform, Analyze, Explain, Reflect, Apply) as an innovation based on Contextual Teaching and Learning (CTL), emphasizing contextual, reflective, and applicative learning experiences. The model was developed through an analysis of constructivist theory, CTL principles, and recent research findings related to contextual biology learning. The results of the review show that SILAJARA consists of seven structured learning stages that guide students from contextual observation to the application of values in daily life. The model is supported by essential components, including the social system, reaction principles, support system, and instructional as well as nurturant effects. Conceptually, SILAJARA has the potential to improve conceptual understanding, learning engagement, analytical skills, and reflective awareness of digestive health. Therefore, SILAJARA can serve as an adaptive and meaningful alternative learning model relevant to the needs of 21st-century biology education.
KONSEPTUALISASI PENGEMBANGAN MODEL PEMBELAJARAN DEEP-PBL UNTUK MENINGKATKAN PENGETAHUAN DAN SIKAP PEDULI LINGKUNGAN PESERTA DIDIK PADA PEMBELAJARAN BIOLOGI Putri, Amelia; Permata Ayu, Dewi; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37159

Abstract

Indonesia is currently one of the countries facing serious environmental issues that have become global concerns, such as pollution and waste accumulation caused by low public awareness of environmental preservation. This condition highlights the need for strategic efforts to foster environmental awareness and pro-environmental behavior from an early age through learning. This study aims to develop the Deep-PBL Learning Model to improve students’ knowledge and environmental care attitudes in biology learning, particularly on the topic of environmental change focusing on waste problems. Deep-PBL is an innovative integration of Problem-Based Learning (PBL) and the Deep Learning approach. The model consists of five learning syntaxes: Awareness (Problem Awareness), Organization (Learning Organization), Investigation (Inquiry), Presentation (Solution Presentation), and Reflection (Reflection and Evaluation). This structure ensures that Deep-PBL not only emphasizes problem solving but also helps students understand the meaning of the learning process and its relevance to real-life contexts. The model encourages students to think critically, reflect on their actions, and internalize values of environmental responsibility so that biology learning does not stop at conceptual mastery, but also develops awareness, empathy, and real commitment in protecting the environment. With its holistic and sustainable nature, Deep-PBL develops cognitive abilities while shaping students’ environmental care attitudes consistently in daily life, thereby having the potential to produce a young generation that is academically competent, environmentally aware, and responsible toward nature.
PENGARUH PBL BERORIENTASI SOCIO-SCIENTIFIC ISSUE TERHADAP LITERASI SAINS DITINJAU DARI KEMAMPUAN AKADEMIK Kurniawan, Muhammad; Palennari, Muhiddin; Jamaluddin, Asham Bin
JURNAL BIOEDUCATION Vol 11 No 2 (2024): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v11i2.7275

Abstract

Science literacy is very important considering its role in the development of science and technological advancement. This means that during the learning process, students only memorise ideas and theories, but are unable to apply the ideas they have learned. Therefore, a learning model is needed that can encourage students to construct knowledge in their own heads and understand scientific phenomena that also involve the general public. The purpose of this study was to determine students‘ science literacy through the application of socio-scientific issue-oriented problem-based learning in terms of students’ academic ability in biology learning. As well as looking for the interaction effect of the application of socio-scientific issue-oriented problem-based learning with academic ability on science literacy in biology learning of grade X students. The research design used was Pretest-Posttest Non-Equivalent Control Group Design. The population of this study was Class X SMA Negeri 1 Wonomulyo consisting of five classes, samples used were Class X3 and X6. The results showed that (i) The average score of students taught with the Socio-Scientific Issue oriented Problem Based Learning model with a score of 70.29 (ii) The score criteria obtained from science literacy were in the High category. (iii) Science literacy of students taught with socio-scientific issue oriented Problem Based Learning learning model at high academic ability obtained an average score of 81.47 and students with low academic ability had an average score of 59.12. (There is no interaction effect between the model and academic ability on students' science literacy in biology learning.
Differences in Students’ Creative Thinking Skills Between Those Taught Using Wordwall and Educaplay in Science Subjects Elli; Nurhayati B.; Muhiddin Palennari; A. Mushawwir Taiyeb; Firdaus Daud
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11935

Abstract

This study aimed to examine the differences in creative thinking skills among seventh-grade students taught using Wordwall and Educaplay in science learning at SMP Negeri 16 Mandai. A quasi-experimental method with a pretest-posttest non-equivalent group design was used. The sample consisted of two experimental classes: Wordwall (n = 32) and Educaplay (n = 31). Data were obtained through a creative thinking skills test and analyzed using ANCOVA. The results showed no significant difference in students’ creative thinking skills between the Wordwall and Educaplay groups (p = 0.788). This indicates that both quiz-based media had a comparable effect on students’ creative thinking performance. Although descriptive data showed improvements in posttest scores in both groups, the statistical analysis confirmed that the difference between the two media was not significant. It can be concluded that Wordwall and Educaplay are equally effective in supporting the development of students’ creative thinking skills in science learning, though neither showed superiority over the other.
MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21: MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21 Dewi Permata Ayu; Amelia Putri; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9248

Abstract

ABSTRACTThis research aims to develop the DPA learning model to enhance the quality of biology education at the senior secondary school level (SMA/equivalent). This model is an extension of Project-Based Learning (PjBL), designed to overcome challenges such as the low literacy of students. The background of this study is rooted in the identified gaps: low scientific literacy, lack of critical thinking and scientific argumentation skills, and minimal in-depth conceptual understanding, which makes the learning process less meaningful for students. The DPA model was developed as an innovation of Project-Based Learning (PjBL) with specific integrations to address these skill deficiencies while simultaneously internalizing the value of meaningful learning. Furthermore, this model is also expected to foster meaningful learning values within the educational process.The method employed is a qualitative literature review. The researchers conducted an in-depth and systematic analysis of various key literature relevant to PjBL and the 21st-century skills framework. The theoretical synthesis from this analysis was then utilized to formulate and structure the DPA Model framework, which consists of seven structured learning stages. The development of the DPA model was carried out by synthesizing these theories into seven learning stages. The results of the analysis and development indicate that the DPA Model comprises seven systematic main stages. These stages include: Literacy and problem orientation; Initial argumentation and project planning; Exploration of new concepts and argument development; Project implementation; Final argumentation and project presentation; Reflection and concept confirmation; and Implementation of conceptual knowledge in daily life and the surrounding environment. This DPA model offers a solution for improving learning quality, focusing on authentic, collaborative, and reflective experiences. The development of this model is expected to effectively enhance students' literacy, argumentation skills, and concept mastery, making them competent in line with 21st-century competencies and skills.
Konseptualisasi Pengembangan Model Pembelajaran CELL (Constructive, Experiential, Lifelong Learning) dalam Konteks Era Digital Nur Nazhifah Adyputri; Zhalfariani Narsan; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9302

Abstract

Perkembangan teknologi digital telah membawa perubahan signifikan terhadap paradigma pendidikan, menuntut model pembelajaran yang inovatif, interaktif, dan berorientasi pada keterampilan abad ke-21. Artikel ini bertujuan untuk menganalisis secara konseptual pengembangan model pembelajaran CELL (Constructive, Experiential, Lifelong Learning) dalam konteks pendidikan era digital, khususnya pada pembelajaran Biologi. Kajian ini menggunakan pendekatan penelitian kepustakaan dengan menelaah literatur ilmiah mengenai teori konstruktivisme, pembelajaran berbasis pengalaman, dan pembelajaran sepanjang hayat. Hasil analisis menunjukkan bahwa model CELL relevan diterapkan dalam pendidikan modern karena menekankan keterlibatan aktif peserta didik, pengalaman belajar autentik, dan kesadaran belajar berkelanjutan. Penerapan CELL juga memperkuat kemampuan berpikir kritis, kolaborasi digital, dan literasi sains, yang sangat penting dalam menghadapi tantangan global. Dengan demikian, model CELL berpotensi menjadi strategi pembelajaran yang adaptif, humanistik, dan berorientasi masa depan.
MODEL INSPIRE (INQUIRY–STEM INTEGRATED LEARNING) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN LITERASI SAINS Zhalfariani Narsan; Nazhifah Adyputri; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9306

Abstract

Tujuan penelitian ini adalah menelaah dan menguraikan konsep Model INSPIRE yang mengintegrasikan Inquiry dan STEM dalam proses pembelajaran untuk mengembangkan keterampilan berpikir kritis dan literasi sains siswa. Penelitian ini menggunakan metode kajian pustaka (literature review) yang terdiri dari 4 tahapan utama yaitu penelitian dimulai dengan menentukan topik yang akan dikaji, dilanjutkan dengan pencarian artikel pada database. Selanjutnya, artikel-artikel yangsesuai dengan topik dan tujuan penelitian diseleksi kemudian dianalisis dan disintesis. Temuan pada hasil kajian literatur kemudian diorganisasikan sehingga menghasilkan deskripsi hasil penelitian yang runut. Hasil penelitian menunjukkan model STEM- Inquiry melalui langkah-langkah/sintaks pembelajaran, yaitu: initiation, selection, exploration, formulation, collection, presentation, dan assessment. Selanjutnya, sintaks pembelajaran tersebut diintegrasikan dengan unsur STEM yakni science, technology, engineering, dan mathematic. Pencapaian pembelajaran tersebut dapat dikatakan mampu meningkatkan kemampuan literasi sains peserta didik dan model pembelajaran inkuiri terbimbing berbasis STEM efektif dalam meningkatkan kemampuan berpikir kritis karena memberikan kesempatan kepada siswa untuk terlibat secara aktif dalam proses pemecahan masalah. Dalam pendekatan ini, siswa tidak hanya menerima informasi secara pasif, tetapi diajak untuk mengamati, merumuskan pertanyaan, merancang percobaan, menganalisis data, dan menarik kesimpulan
Strategi Pembelajaran KICI (Kolaboratif, Interaktif, Cerdas Digital, Integratif) untuk Meningkatkan Keterampilan Abad 21 Peserta Didik Rezky Awalia; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The demands of the industrial revolution 5.0 era require education to transform its focus from knowledge transfer to the formation of 21st Century Skills (4C: Critical Thinking, Creativity, Collaboration, and Communication)1. The existing facts in learning practices, especially Biology learning, are still dominated by teacher-centered methods which result in a lack of mastery of concepts by students. This article aims to develop a theoretical framework and syntax of the KICI learning strategy (Collaborative, Interactive, Digitally Intelligent, Integrative) as a holistic solution. The writing of this qualitative conceptual development article uses an in-depth literature study to synthesize the principles of Social Constructivism, Behavioristic Repetition, and Education for Sustainable Development (ESD). The result is the formulation of a KICI strategy consisting of four core pillars and six structured learning stages. Theoretically, the KICI strategy has significant potential in improving 21st Century Skills. The Collaborative pillar fosters teamwork and interpersonal communication. Digitally Intelligent facilitates creativity and multimodal communication through the use of interactive media and digital technology. Integrative encourages critical thinking and social responsibility by linking Biology to SDGs issues. Meanwhile, the Interactive pillar, which includes the Repetition & Feedback (RU) stage, serves to deepen mastery of Biology concepts through reflective practice. The KICI strategy offers novelty through a cohesive synthesis of these four pillars in a single, systematic syntax, bridging the Biology curriculum with global skill demands.
Enhancing students’ communication and collaboration skills through project-based learning in biology Isrul, Muhammad; Azis, Andi Asmawati; B, Nurhayati; Daud, Firdaus; Palennari, Muhiddin
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6356

Abstract

Biology learning requires mastery of concepts as well as communication and collaboration skills relevant to the 21st century. This study aims to analyze the effect of implementing deep learning-based Project-Based Learning (PjBL) compared to deep learning-based Direct Instruction (DI) on students’ communication and collaboration skills. The study employed a quasi-experimental method using a pretest-posttest nonequivalent control group design. The sample consisted of two 12th-grade classes at State High School 3 Makassar, selected through purposive sampling. The instruments consisted of validated questionnaires on communication and collaboration skills. Data were analyzed using ANCOVA at a significance level of 0.05. The results showed that the learning model had a significant effect on communication skills (F=53.59; p<0.05) and collaboration skills (F=8.89; p<0.05) after controlling for initial ability. The posttest average for communication in the PjBL class (84.81) was higher than that in the DI class (70.60), as was the case for collaboration (81.26 vs. 74.00). This study concludes that the deep learning-based PjBL model is more effective than the deep learning-based DI model in improving students’ communication and collaboration skills in biotechnology learning.
SIRI Learning Model in Empowering Biology Students' Critical Thinking Asham Bin Jamaluddin; Muhiddin Palennari; Any Fatmawati; Evrialiani Rosba
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.5511

Abstract

This research aims to investigate the influence of the SIRI learning model, namely learning based on integrated problem solving in Indonesian Siri' culture in improving the critical thinking skills of biology students. This experimental research was conducted with a pretest-posttest nonequivalent control group design and involved 109 biology students at Universitas Negeri Makassar, Universitas Pendidikan Mandalika, and Universitas PGRI Sumatera Barat, Indonesia. Data was collected using a critical thinking skills essay test. A critical thinking skills rubric was used to assess student answers and the results were analyzed using ANCOVA at a significance level of 0.05. Research findings show that there is an influence of the SIRI learning model on the critical thinking skills of biology students. The LSD test results show that the critical thinking skills of the SIRI class are significantly different from those of the PBL class and conventional class. It was concluded that the SIRI learning model could improve biology students' critical thinking skills.
Co-Authors . Faisal . hartati A. Agusniman H.P.N. A. Irma Suryani A. Mushawwir Taiyeb A. Mushawwir Taiyeb, A. Mushawwir A.S. Alonemarera Abd Muis Abd. Muis Adnan Adnan Adnan Adnan Adnan Agustina Agustina Ahmad Ali Ahmad, Ammar Faris Ainurridho, Muhammad Akbar, Muh. Syaiful Al Banna, Hasan Ali, Alimudin Alimuddin Ali Alimuddin Ali Alimuddin, Fatmawaty Alni Delfianti U Alyanra, Ananda Azzahra Amalia, Nurul Iffah Amaliah Amriani Amran Saru Amaliah, Anisatya Amboupe, Dewi Sartika Amelia Putri Andi Asmawati Azis Andi Baso Kaswar Andi Baso Kaswar Andi Citra Pratiwi Andi Faridah Arsal Andi Muflihunna Andi Nur Safitri Any Fatmawati Ardiansyah Rachmayani, Ardiansyah Arhamar, A. S. Muhammad Arifah Novia Arifin Arifin, Arifah Novia Arini, Nurul Arni Arni Arsad Bahri Arsad Bahri Asham Bin Jamaluddin Ashari, Rijal Atirah, Nur Bahri, Husnaini Chaer, Muhammad Ainun Chaidir Anas Christina Aryanti Pada Soa Dainur, Nurul Mujahidah Dewi Permata Ayu Diantri Utari Dwiyanti. H., Ulfa Auliah Elli Erona Wafaretta EVRIALIANI ROSBA, EVRIALIANI Faisal Faisal Faisal Faisal Faisal Fajri, Nur Fajrianti, Nur Fatmawati, Any Firdaus Daud Firdaus Daud Fuad, Ainul H.M, Nurul Fadhilah HARTATI Hartati . Hartati . Hartati, Hartati Hartono Hartono Hartono Hartono Hartono Hendra Simanjuntak Herlina Rante Herlina Rante Herpina Herpina Hidayah, Selfi Hilda Karim Hiola, Siti Fatmah HS, Syamsul Bahri Ida Ayu Putu Sri Widnyani Ika Sri Wahyuni Imamul Hak Irma Suryani Ismail . Jabbar, Asniati Jendri Mamangkey Jumiati Jumiati Junda, Muh Kadir, St. Fatima Kirana, Yulisia Rezky Lasmi, Lasmi Lodang, Hamka Magfirah, Andi Husna Mardewi Marsela, Alvioni Martiani, Andi Marwidayanti Marwidayanti Marwidayanti Marwidayanti Marzukah Marzukah Maulidya, Fakhirah Maya Putriwan Mega Fatimah Rosana MF, Aqilah Fauziyah Miftahul Janna Muarifah, Muarifah Mufliha, Nur Muh. Ashabul Kahfi Muh. Kahfi Muh. Rizal Kurniawan Yunus MUHAMMAD HASAN Muhammad Isrul Muhammad Jufri Muhammad Junda Muhammad Syaiful Akbar Muhammad, Fadil Muliana GH Mushawwir Taiyeb Musmuliadi, Nurazizah Nani Kurnia, Nani Nasir, Darmawati Nazhifah Adyputri Nia Febrianti Nugraha, Azmi Fathin Eka Nur Alamsyah, Nur Nur Annisa Nur Asma Nur Fajrianti Nur Nazhifah Adyputri Nur Syamsinah Nurhayati B Nurhayati B Nurhayati B Nurhayati B. Nurlinah Nurlinah, Nurlinah Octavia, Nur Rezki Oktobianti, Andi Anisa Oslan Jumadi Patongai, Dian Dwi Putri Ulan Sari Paulus Rante Paulus Rante Permata Ayu, Dewi Pratiwi, Andi Citra Puspitasari, Andi Ririn R. Sapto Hendri Boedi Soesatyo Rachmawaty Rachmawaty, Rachmawaty Rachmawaty, Rachmawaty Rahmawati Rahmawati Rahmayani Rahmayani Ramadhan, Farhan Ramadhani, Andi Annisa Putri Reski Sri Mulyani Reski, Fiska Indah Rezky Awalia Rosdiana Ngitung Rosyadi, Imran Sa'diyah, Jamilatus Sahodding, Sahodding Sahribulan Sahribulan Sahribulan, Sahribulan Saleh, Andi Rahmat Salsabila, Unik Hanifah Saparuddin Saparuddin Satirah, Siti Rana Saude, Sandi Sazkia Annisa Setiawan, Siti Ainunnisa Lingga Winari Sirniawan Sirniawan Sirniawan Sirniawan Sitti Saenab, Sitti Sri Febriani Masdi Sri Wahyuni St. Fatmah Hiola St. Rahma Stepanus Tonggroitou SUMARNI Sutarni, Sutarni Syamsiah Syamsiah Syamsiah, Syamsiah Syamsu, Andi Mu'nisa Takdir, Nur Aisyah Taufiq, A. Muhammad Haerul Trully Sanuri Damayanti Wafaretta, Erona Wahdaniah Wahdaniah Wahidatul Munandar Wesra, Nur Khilal Widyani Wiharto, Muh Wirna Arsyad Yasma Yasma Yudiningsih, Yudiningsih Yusminah Hala Yusminah Hala Yusnaeni Yusuf Yusuf, Syahriani Zhalfariani Narsan