Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

4.617

P-Index

This Author published in this journals

All Journal Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Publikasi Pendidikan Edutech Journal of Education and Learning (EduLearn) Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Edulib JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Penelitian Pendidikan AL ISHLAH Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Administrasi Pendidikan Indonesia PEDAGOGIA Jurnal Smart PAUD Learning Community : Jurnal Pendidikan Luar Sekolah Journal of Education Technology Jurnal EDUCATIO: Jurnal Pendidikan Indonesia PrimaryEdu - Journal of Primary Education Jurnal Pendidikan dan Kebudayaan Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Inovasi Kurikulum TARBAWY: Indonesian Journal of Islamic Education Jurnal Educative: Journal of Educational Studies Eduvest - Journal of Universal Studies Hipkin Journal of Educational Research Journal on Mathematics Education

Rudi Susilana, Rudi

Universitas Pendidikan Indonesia

Author-ID : 532001

Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Social Sciences Other

Published : 44 Documents Claim Missing Document

Claim Missing Document

Articles

1 2 3 4 5

Implementation of Teacher's Pedagogic Competence In The 2013 Curriculum Learning Process in Elementary School Agustinus Tanggu Daga; Dinn Wahyudin; Rudi Susilana
Eduvest - Journal of Universal Studies Vol. 2 No. 5 (2022): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

One of the components that support and determine the success of implementing the 2013 curriculum in elementary schools is the role and competence of teachers. The problem that is often encountered in schools is the understanding and awareness of teachers about the role and competence in implementing the 2001 curriculum. This study aims to explain the learning process of the 2013 curriculum in elementary schools, the role of teacher competence in the implementation of learning in elementary schools. This study uses the library method as a research method. Content analysis was used to analyze the research data. The results of this study indicate that (1) the characteristics of the learning process in the 2013 curriculum are integrated thematic learning activities, applying learning steps (introduction, core, closing) according to the 2013 curriculum format, integrating scientific approaches, applying authentic assessment and character education; (2) the role of teacher pedagogic competence in 2013 curriculum learning is to implement integrated thematic learning, apply a scientific approach, utilize media and learning resources, utilize information and communication technology, integrate 21st century skills in the learning process, carry out character education, and carry out authentic assessments.

DAMPAK INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN OLEH GURU TERHADAP DIGITAL CONTENT SAINS JENJANG SMP SELAMA PANDEMIC COVID 19 Laksmi Dewi; Rudi Susilana; Budi Setiawan
EDUTECH Vol 22, No 1 (2023)
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/e.v22i1.53507

Teachers and students had access to and were making use of digital tools and platforms when the education system was strained by the COVID-19 pandemic. The purpose of this research is to investigate how digital utilization into the instructional process affected teachers' use of technology during the recent COVID-19 pandemic. In this qualitative study, we used surveys (the Technology Integration and the Teaching Performance Survey) to gather our data. One hundred and one science teachers from junior high school levels were included in the sample from West Java Area, Indonesia. As the research showed, During the COVID-19 pandemic, teachers' adoption of technology was aided by digital content on science significantly positive to support and complete the learning goals. Implications for policymakers, school administrators, and future studies are essential for further development.Guru dan siswa memiliki akses ke dan memanfaatkan alat dan platform digital ketika sistem pendidikan berubah secara drastis sebagai akaibat dari pandemi COVID-19. Tujuan dari penelitian ini adalah untuk mengulas bagaimana dampak pemanfaatan materi digital dalam proses pembelajaran di sekolah jenjang menengah (SMP) khususnya pada bidang studi IPA yang mempengaruhi penggunaan teknologi oleh guru selama pandemi COVID-19 baru-baru ini. Dalam studi kualitatif ini, kami menggunakan dua survei (Survei Integrasi Teknologi dan Performansi Guru) untuk mengumpulkan data. Seratus satu guru IPA tingkat SMP terlibat atau turut serta sebagai sampel dalam penelitian ini yang berasal dari sekolah di wilayah Jawa Barat, Indonesia. Hasil dari penelitian ini menunjukkan bahwa, Selama pandemi COVID-19, adopsi teknologi oleh guru yang diikuti dengan integrasi teknologi meningkatkan performansi guru dalam mengajar sehingga secara signifikan dan positif mendukung ketercapaian tujuan pembelajaran. Implikasi lanjutan bagi pembuat kebijakan, administrator sekolah, dan studi kedepannya juga dirasa penting untuk dikembangkan

HYBRID LEARNING BASED TRAINING FOR ELEMENTARY SCHOOL TEACHERS IN IMPROVING PEDAGOGICAL COMPETENCE Rudi Susilana; Nandang Rusmana; Gema Rullyana; Lutfi Nur; Ardiansah Ardiansah
PEDAGOGIA Vol 20, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v20i3.60430

Competence possessed by teachers in carrying out educational activities is required to utilize ICT as a learning tool—education and training activities for teachers to improve competency. Educators can optimally utilize and use ICT as a learning aid, especially for educators in elementary schools. One of them is the use of ICT with the use of a learning management system (LMS). The study aimed to determine hybrid learning-based training for elementary school teachers in improving pedagogic competence. Implementing education and training activities for elementary school teachers was carried out at SD Negeri Sukasenang, Singaparna District, Tasikmalaya Regency. The target participants for this activity were elementary school teachers throughout Tasikmalaya Regency. Two hundred teachers from various sub-districts in Tasikmalaya Regency attended this training and education, divided into five classes. In this activity, there were 11 topics of training material, and each participant took part in 32 hours of lessons delivered using the hybrid learning method by utilizing a learning management system (LMS). The study results show that applying the LMS-based hybrid learning model of training and mentoring can be said to be effective. This is indicated by the level of attendance of participants in training and mentoring activities using LMS-based hybrid learning, the participants' understanding of the material provided, and the level of motivation of participants after participating in training and mentoring activities using LMS-based hybrid learning shows a good category.

Mapping of Co-curricular Achievements in Kurikulum Merdeka with the Problem-Centered Thinking Skills Model Tuti Utami; Rudi Susilana; Laksmi Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4714

This study aims to illustrate the mapping of co-curricular achievements in Kurikulum Merdeka as an effort to build adaptive co-curricular programs utilizing the Problem-Centered Thinking Skills (PCTS) model. By analyzing the relevant documents and regulations, including the implementation guidelines of Kurikulum Merdeka, the dimensions, elements, and sub-elements of the co-curricular programs are analyzed. The findings indicate that a significant portion of co-curricular achievements can be effectively developed into adaptive programs through the application of the PCTS model. This study highlights the importance of integrating the PCTS model in shaping adaptive co-curricular activities that promote critical thinking skills and enhance students' critical thinking within the framework of Kurikulum Merdeka. These insights provide practical recommendations for educators, curriculum designers, and policymakers to facilitate the formation of adaptive co-curricular programs that foster student engagement and develop essential skills. By incorporating the PCTS model, co-curricular activities can become dynamic platforms for students to actively participate in real-world problem-solving, nurturing their critical thinking abilities.

Need Analysis of Critical Thinking Skills Acquisition through Adaptive Learning Model: Indonesian Perspective on Freedom of Learning Curriculum Susilana, Rudi; Dewi, Laksmi; Setiawan, Budi; Alias, Norlidah; DeWitt, Dorothy; Hazar, Siti; Zulnaidi, Hutkemri
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.4720

This study aims to determine the needs of teachers at proposed schools using the freedom of learning curriculum to acquire the foundational principles of its curriculum acquisition within the learning, namely critical thinking and adaptive learning. The study's data were obtained using qualitative and quantitative research methodologies, including a scale designed by the researcher to evaluate teachers' needs for students' critical thinking completion through adaptive learning and semi-structured interview forms. The participants were junior high school teachers who taught at phase D (class VII-IX, ages 13- 15) in the total number of 123 people. The data were collected by using likert scale questionnaire and analysed by applying coding and key concepts techniques. According to the findings, they require a focused revision for the main principles covering; critical thinking (interpretation, analysis, assessment, inferences, evaluation, explanation, self-reflection, inductive reasoning, deductive reasoning) and adaptive learning (students' behaviour, knowledge, achievement, preferences, information resources, navigational structure, trail generation, contents selection, goal selection) on the highly needed level.

Analysis of Microteaching Laboratory Development Model to Prepare Excellent Prospective Teachers Toto Fathoni; Rudi Susilana; Nandang Budiman; Badru Zaman; Effy Mulyasari; Budi Setiawan; Della Amelia; Ikmal Redzuan
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 2 (2024): September 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i2.91475

This study aims to develop an effective microteaching laboratory model in preparing superior prospective teachers. This study was conducted through a series of stages, including needs analysis, model design, implementation, evaluation, and refinement. Needs analysis was conducted to understand the needs and expectations of microteaching course lecturers and prospective teachers regarding the microteaching practice experience. The design of the microteaching laboratory model involved the development of infrastructure, curriculum, guidelines, and supporting implementation procedures. The implementation of the model was carried out by involving course lecturers and prospective teachers in a structured microteaching practice implementation session. Evaluation was conducted to evaluate the effectiveness of the model based on predetermined criteria. Refinement was carried out to improve and enhance the model based on evaluation findings and to prepare prospective teachers well through structured simulation, reflection, and feedback experiences. The implication of this study is the importance of developing a learning model that is in accordance with the needs of prospective teachers to produce superior graduates in the education profession. The results of the study indicate that the development of a microteaching laboratory can improve the teaching skills of prospective teachers through simulation, reflection, and feedback provided in an environment that supports learning. The implication of this study is the importance of developing learning facilities and infrastructure that are in accordance with the needs of prospective teachers in developing their teaching skills.

Integrating PjBL and service-learning to improve 21st-century skills in tourism education R. Rosita; Armandha Redo Pratama; Erry Sukriah; Rudi Susilana; R. Rusman
Inovasi Kurikulum Vol 21, No 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.69249

Students must master 21st-century skills in preparation for success in a digital society. The development of these skills is closely related to deep learning, such as analytical reasoning, problem-solving, and teamwork. Learning models such as PjBL and service-learning are two constructivist learning models that have the potential to improve student learning outcomes in all cognitive, affective, and psychomotor aspects. This research aimed to assess tourism students’ learning outcomes in these three aspects in one of the courses that integrate PjBL and service-learning. The assessment results showed optimal learning outcomes in all three aspects of competency. These findings support the results of previous studies regarding the effectiveness of using PjBL and service-learning. Achieving optimal learning outcomes using these two learning models requires teachers who are ready to be open to changes in teaching practices, and flexible in planning students' learning experiences. However, there are still several significant obstacles in the implementation process that need further research. AbstrakKeterampilan abad 21 harus dikuasai siswa sebagai persiapan untuk sukses dalam masyarakat digital yang berubah cepat. Pengembangan keterampilan ini terkait erat dengan pembelajaran mendalam, seperti penalaran analitik, pemecahan masalah, dan kerja tim. Model pembelajaran seperti PjBL dan service-learning merupakan dua model pembelajaran konstruktivis yang memiliki potensi meningkatkan capaian pembelajaran siswa di semua aspek kognitif, afektif, dan psikomotorik yang mendukung keterampilan abad 21. Penelitian ini bertujuan mengevaluasi capaian pembelajaran mahasiswa di ketiga aspek tersebut pada mata kuliah yang menerapkan penggabungan PjBL dan service-learning di Program Studi Manajemen Resort Leisure, Universitas Pendidikan Indonesia. Hasil evaluasi menunjukkan capaian pembelajaran yang optimal di ketiga aspek kompetensi. Mahasiswa mampu mencapai tingkat teratas capaian pembelajaran baik pada aspek kognitif, afektif, maupun psikomotorik. Hal ini berarti pencapaian yang diperlukan pada tingkat yang lebih rendah pun telah berhasil dicapai. Meskipun demikian, pencapaian learning outcome yang optimal menggunakan kedua model pembelajaran ini membutuhkan pengajar yang siap bersikap terbuka terhadap perubahan dalam praktik pengajaran, dan fleksibel dalam merencanakan pengalaman belajar siswa.Kata Kunci: capaian pembelajaran; pendidikan pariwisata; project-based learning; PjBL; service-learning

Infusion PCTS Syntax in the Implementation of the Middle School Science Curriculum Nia Kurniawati; Rudi Susilana; Budi Setiawan
Inovasi Kurikulum Vol 21, No 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.62812

Curriculum implementation is an important stage in supporting the success of a curriculum designed by educational institutions. This research aims to apply the PCTS syntax in one of the science learning materials in junior high schools. PCTS is a learning model that focuses on improving students' critical thinking abilities through solving contextual problems. The method used in this research is a qualitative method using a descriptive approach. Data was collected through document study. Data analysis techniques through reduction, presentation, and conclusion. The findings obtained are that the PCTS model is quite easy to apply to science learning as a form of curriculum implementation, and is very supportive of improving students' critical thinking through the PCTS syntax, especially in the last two steps of the syntax. The conclusion is that the PCTS model is believed to support the implementation of the Merdeka Science Curriculum for Middle Schools in improving the critical thinking of individual students through the infusion of PCTS model syntax in science learning at the middle school level. AbstrakImplementasi kurikulum merupakan tahapan penting dalam menunjang keberhasilan suatu kurikulum yang dirancang oleh institusi pendidikan. Tujuan penelitian ini adalah untuk mengaplikasikan syntax PCTS dalam salah satu materi pembelajaran IPA di SMP. PCTS merupakan model pembelajaran yang berfokus pada peningkatan kemampuan berfikir kritis siswa melalui penyelesaian masalah kontekstual. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif menggunakan pendekatan deskriptif. Data dikumpulkan melalui study dokumen. Teknik analisis data melalui reduksi, penyajian dan penarikan kesimpulan. Temuan yang didapat yaitu model PCTS ini cukup mudah diaplikasikan kedalam pembelajaran IPA sebagai bentuk implementasi kurikulum, dan sangat mendukung terhadap peningkatan critical thinking siswa melalui syntax PCTS, khusunya pada dua langkah terakhir syntax tersebut. Kesimpulannya bahwa Model PCTS ini diyakini akan mendukung implementasi Kurikulum Merdeka IPA SMP dalam meningkatkan critical thinking siswa secara individu melalui infusi syntax model PCTS dalam pembelajaran IPA tingkat SMP.Kata kunci: Critical thinking; implementasi kurikulum; model PCTS; pembelajaran IPA

Student perspectives of MOOCs process M. Ridwan Sutisna; Arie Susanty; Paulina Pannen; Gatot Fatwanto Hertono; Rahayu Dwi Riyanti; Rini Febrianti; Rudi Susilana
Inovasi Kurikulum Vol 21, No 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.76161

This study investigates participants' experiences in Massive Open Online Courses (MOOCs). In the last decade, online learning has experienced rapid growth, and MOOCs have become one of the most popular forms of online learning. The digital transformation led to increased mobile and internet users, facilitating the adoption of online learning platforms. As one of the digital transformation products, this study aims to describe the use of Massive Open Online Courses from the perspectives of higher education students. Despite the increase of MOOCs use in the higher education, the dropout rates tend to be high. Students play an essential role in that case. This study focuses on MOOCs prior to learning, the activity during learning, and how the learning assessment is delivered from student perspectives. Using descriptive method, with the involvement of twelve MOOCs students from higher education. This study has concluded that the information presented in the prior learning process is essential regarding choosing specific MOOCs courses. Students value interaction and engage in content during the learning process, especially real-world examples. Although some participants found the assessment process challenging, it was perceived as relevant to the course objectives. At the same time, easy navigation and access to learning resources are essential for MOOCs platforms to be considered user-friendly courses. Overall, the study suggests that MOOCs students should be well informed initially. Then MOOCs courses should be delivered dynamically to maintain student motivation and provide relevant assessment. AbstrakSelama sepuluh tahun terakhir, telah terjadi pertumbuhan yang signifikan dalam pendidikan daring, dengan MOOCs muncul sebagai salah satu opsi yang paling populer. Transformasi digital, yang ditandai dengan peningkatan langganan seluler, pengguna internet, dan akses pita lebar, telah mendorong munculnya platform pembelajaran daring. Penelitian ini mengeksplorasi pengalaman individu yang berpartisipasi dalam Massive Open Online Courses (MOOCs). Sebagai salah satu produk transformasi digital, penelitian ini bertujuan untuk mendeskripsikan penggunaan Massive Open Online Courses dari perspektif mahasiswa pendidikan tinggi. Meskipun penggunaan MOOCs meningkat di universitas yang lebih tinggi, tingkat penyelesaian kursus cenderung tinggi. Sangat jelas bahwa mahasiswa memainkan peran penting dalam kasus tersebut. Fokus penelitian ini adalah pada pembelajaran sebelumnya melalui MOOCs, aktivitas selama pembelajaran, dan bagaimana penyampaian asesmen pembelajaran dari perspektif mahasiswa. Dengan menggunakan metode deskriptif, penelitian ini melibatkan dua belas mahasiswa pendidikan tinggi yang mengikuti MOOCs. Temuan menunjukkan bahwa materi pembelajaran awal sangat penting dalam memengaruhi keputusan untuk mendaftar di kursus MOOCs tertentu. Selama fase pembelajaran, mahasiswa menghargai konten yang interaktif dan menarik, terutama jika mencakup aplikasi dunia nyata. Meskipun beberapa peserta menganggap proses penilaian sulit, mereka menganggapnya relevan dengan tujuan kursus. Selain itu, navigasi yang mudah dan akses ke materi pembelajaran sangat penting agar platform MOOCs dianggap sebagai kursus yang mudah digunakan. Sebagai kesimpulan, penelitian ini menyoroti pentingnya memberikan informasi yang memadai kepada siswa di awal dan menyarankan agar MOOCs disampaikan dengan cara yang menarik untuk mempertahankan motivasi siswa dan menawarkan penilaian yang relevan di akhir.Kata Kunci: desain pembelajaran; kursus daring; MOOCs; pembelajaran di perguruan tinggi

Patterns of planning and implementation of PJOK curriculum in elementary schools in the post-COVID-19 pandemic period Mohammad Faruk; Mohammad Ali; Rudi Susilana; Laksmi Dewi; Norlidah Alias; I Made Sriundy M; Imam Syafi’i
Inovasi Kurikulum Vol 21, No 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.63395

Learning planning must be adjusted to students’ conditions to achieve educational goals. The COVID-19 pandemic brought significant changes requiring high adaptability, especially in education. This study aims to identify planning and implementation patterns of the Physical Education and Health (PJOK) curriculum in elementary schools during the post-COVID-19 pandemic. Using a descriptive survey method, the research explored how PJOK teachers plan and implement home-based learning during this period. Data was collected via a Google Forms questionnaire from 33 PJOK teachers who participated in a Focus Group Discussion on post-pandemic curriculum planning. The study’s findings reveal that most teachers adjusted their planning based on the available facilities and infrastructure in students' homes. The curriculum was simplified to emphasize life skills relevant to the post-pandemic context. Implementing the PJOK curriculum requires collaboration with parents to monitor and support student learning at home. Teachers predominantly use WhatsApp to deliver instructional materials and rely on YouTube as a learning resource. This research highlights the need for adaptive curriculum strategies that accommodate challenges in post-pandemic education while ensuring effective learning despite limited resources. AbstrakPerencanaan pembelajaran harus menyesuaikan dengan kondisi siswa untuk mencapai tujuan pembelajaran. Pandemi COVID-19 menyebabkan perubahan lingkungan yang memerlukan adaptasi tinggi, terutama dalam pendidikan. Tujuan penelitian ini adalah untuk mengidentifikasi pola perencanaan dan implementasi kurikulum Pendidikan Jasmani dan Kesehatan di sekolah dasar pada masa pasca pandemi COVID-19. Metode yang digunakan adalah metode survei deskriptif untuk menggambarkan pola perencanaan yang dilakukan oleh guru Pendidikan Jasmani dan Kesehatan serta implementasi dalam pembelajaran di rumah pada masa pasca pandemi COVID-19. Instrumen yang digunakan adalah kuesioner yang diterapkan menggunakan google form kepada 33 guru Pendidikan Jasmani dan Kesehatan yang mengikuti Focus Group Discussion perencanaan kurikulum Pendidikan Jasmani dan Kesehatan di masa pasca pandemi COVID-19. Hasil penelitian ini menunjukkan bahwa sebagian besar guru Pendidikan Jasmani dan Kesehatan melakukan penyesuaian perencanaan berdasarkan kondisi sarana dan prasarana pendukung yang dimiliki orangtua. Penyederhanaan kurikulum yang berfokus pada kecakapan hidup peserta didik dalam situasi dan kondisi pasca pandemi COVID-19. Implementasi kurikulum PJOK di masa pasca pandemi COVID-19 membutuhkan kolaborasi dengan orang tua dalam proses penyampaian dan pemantauan kegiatan belajar siswa selama di rumah. Guru banyak menggunakan media aplikasi WhatsApp dalam menyampaikan informasi bahan ajar dan menggunakan YouTube sebagai sumber belajar.Kata Kunci: COVID-19; implementasi kurikulum; pendidikan jasmani dan kesehatan

Co-Authors Aceng Muhtaram Mirfani Agustinus Tanggu Daga Alias, Norlidah Angga Hadiapurwa Anisa, Desy Annisa Fitri Ardiansah Ardiansah Arie Susanty Armandha Redo Pratama Asep Herry Hernawan Azizah Muis, Nurbiana Dhieni, Badru Zaman Budi Setiawan Budi Setiawan Della Amelia DeWitt, Dorothy Dinn Wahyudin, Dinn Effy Mulyasari Emilzoli, Mario Erry Sukriah, Erry Fadhillah, Lola Faziastuti, Dwi Ary Firman Firman Fitria, Wenny Gatot Fatwanto Hertono Gema Rullyana Hafsah Nugraha Hazar, Siti Herlina Herlina Herlina Herlina I Made Sriundy M Ihsan, Helli Ikanubun, Lucia Ekawati Ikmal Redzuan Imam Syafi’i Johan, Riche Cynthia Julita, Dina Laksmi Dewi Laksmi dewi Laksmi Dewi, Laksmi Lien Halimah M. Ridwan Sutisna Mechwafanitiara Cantika, Varary Mohammad Ali Mohammad Faruk Muthia Alinawati, Muthia Nanang Priatna Nanda Khaerunnisa Nanda Khaerunnisa Syafitri Nandang Budiman Nandang Rusmana Nia Kurniawati Norlidah Alias Nur, Lutfi Nurwataniah, Nurwataniah Pannen, Paulina Pratama, Robin R. Rusman Rahayu Dwi Riyanti Rahman, Fatih Aulia Rini Febrianti Rizal Kailani Rosita - Rusman Rusman Rusman S, Nurhamzah C Said Hamid Hasan Sardin Sipayung, Amy Theresia Tersta, Friscilla Wulan Toto Fathoni Tuti Utami Veithzal Rivai Zainal Wenny Fitria Widya Puji Astuti, Widya Puji Yooke Tjuparmah S Komaruddin, Yooke Tjuparmah S Zulnaidi, Hutkemri

Title

Found 44 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 44 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 44 Documents
Search