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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan Jurnal Elemen AKSIOMA Journal of Medives IJIET (International Journal of Indonesian Education and Teaching) HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika REiD (Research and Evaluation in Education) Jurnal Edukasi: Kajian Ilmu Pendidikan MaPan : Jurnal Matematika dan Pembelajaran Pi: Mathematics Education Journal Indonesian Journal of Science and Mathematics Education Numeracy : Jurnal Ilmiah Pendidikan Matematika Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math Pendas : Jurnah Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Riset Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JETL (Journal Of Education, Teaching and Learning) JPM : Jurnal Pendidikan Matematika MEJ (Mathematics Education Journal) JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika PRISMATIKA: Jurnal Pendidikan dan Riset Matematika International Journal of Insights for Mathematics Teaching (IJOIMT) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Jambura Journal of Mathematics Education Journal of Mathematics Education and Science Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Journal for Lesson and Learning Studies Journal of Integrated Elementary Education Indonesian Journal of Education Methods Development Pedagogy : Jurnal Pendidikan Matematika Proceedings of The ICECRS Procedia of Social Sciences and Humanities Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pi: Mathematics Education Journal Journal Focus Action of Research Mathematic (Factor M) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Infinity Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal Academia Open Al Ibtida: Jurnal Pendidikan Guru MI Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Mohammad Faizal Amir
Universitas Muhammadiyah Sidoarjo
Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Hypothetical Learning Trajectory Berkonteks Kue Lemper Sebagai Solusi Rendahnya Literasi Matematika Siswa Nisa, Khoirun; Amir, Mohammad Faizal
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 10, No 1 (2026): Januari (JIKAP PGSD)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v10i1.81274

Abstract

Penelitian ini bertujuan untuk mengembangkan hypothetical learning trajectory berbasis literasi matematika yang terintegrasi dengan model pembelajaran berbasis masalah menggunakan konteks kue Lemper sebagai upaya inovatif dalam pembelajaran geometri di sekolah dasar. Penelitian ini menggunakan pendekatan design research yang terdiri atas tiga tahapan, yaitu preliminary design, teaching experiment, dan retrospective analysis. Subjek penelitian adalah 20 siswa kelas IV Sekolah Dasar Negeri Janti II, Sidoarjo. Data dikumpulkan melalui observasi, dokumentasi, dan analisis lembar kerja siswa. Hypothetical learning trajectory yang dikembangkan terdiri dari lima tahap sesuai sintaks pembelajaran berbasis masalah: (1) orientasi masalah, (2) pengorganisasian belajar, (3) bimbingan penyelidikan, (4) pengembangan dan penyajian hasil, serta (5) analisis dan evaluasi pemecahan masalah. Hasil penelitian menunjukkan bahwa pendekatan hypothetical learning trajectory berbasis konteks kue Lemper secara bertahap mampu membangun pemahaman siswa terhadap konsep pengukuran luas dan meningkatkan kemampuan literasi matematika. Pendekatan ini memberikan kontribusi terhadap pengembangan pembelajaran kontekstual yang bermakna dan relevan dengan pengalaman nyata siswa.
Hypothetical Learning Trajectory In The Material Of Ordering Fractions Widianti, Hesti Dwi; Mohammad Faizal Amir
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.v10i04.40183

Abstract

Learning to order fractions is often challenging for elementary school students because they have not yet understood the relationship between the numerator, the denominator, and the value of a fraction. This study aims to develop and examine a Hypothetical Learning Trajectory (HLT) designed to support fourth-grade students in understanding fraction ordering through a series of gradual activities, ranging from concrete to symbolic. The study employed a qualitative approach using Design-Based Research (DBR). Data were collected through observations, student worksheets, and documentation of the learning process. The findings show that the HLT contributed to improving students’ understanding, as reflected in their ability to identify equivalent fractions, find common denominators, use least common multiples (LCM), and order fractions with both equal and different denominators. These results indicate that HLT is an effective instructional approach that enhances the quality of fraction learning in elementary schools.
REALISTIC MATHEMATICS EDUCATION (RME) ASSISTED WITH SCAFFOLDING TO ENHANCE MATHEMATICAL REASONING Mutafarida, Mutafarida; Amir, Mohammad Faizal
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 1 (2026): January 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i1.11538

Abstract

Until recently, the educational curriculum has led to the need for problem-solving through adequate mathematical reasoning. In addition, there is much evidence that problem-solving is achieved through mathematical reasoning. The problem is that primary students' mathematical reasoning is still low. Meanwhile, many empirical studies state that Realistic Mathematics Education (RME) can enhance mathematical reasoning. On the other hand, scaffolding is a solution that helps achieve learning outcomes, including mathematical reasoning. This study examines the impact of RME assisted with scaffolding toward students' mathematical reasoning. The research method was quasi-experimental with a non-equivalent (pre-test and post-test) control-group design. The study sample involved fifth-grade students using a purposive sampling technique. The data analysis used was an independent sample t-test. The study's findings showed that RME assisted with scaffolding, which affected students' mathematical reasoning. Another finding was that students' primary mathematical manipulation as part of mathematical reasoning increased significantly. Therefore, integrating RME and scaffolding can be a new alternative learning strategy to enhance primary students' mathematical reasoning.
THE INFLUENCE OF THE APPLICATION OF ETHNOMATHEMATICS IN THE CONTEXT OF THE TRADITIONAL ENGKLEK GAME ON THE MATHEMATICS LEARNING OUTCOMES OF CLASS IV STUDENTS AT PADEMONEGORO SUKODONO ELEMENTARY SCHOOL Nur Sri; Mohammad Faizal Amir
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 1 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/1c150j48

Abstract

The process of learning mathematics at the elementary school level still faces challenges, especially in understanding abstract concepts, which results in poor learning outcomes for students. Several ways to address this problem include implementing an ethnomathematics approach to connect mathematical ideas with local cultural wisdom, such as playing the traditional game of engklek. This study aims to measure the impact of applying ethnomathematics related to the traditional game of engklek on the mathematics learning targets of fourth-grade students at SDN Pademonegoro Sukodono. This study adopts a quantitative method with a pre-experimental design of the one-group pretest-posttest type. The number of research samples was 23 students obtained using purposive sampling. Data collection was carried out using pretest and posttest tests. Data analysis included normality testing, hypothesis testing using the Wilcoxon test, and N-Gain calculations to determine the level of improvement in learning outcomes. The research findings showed that the average pretest score, which was initially 45.22, increased to 86.52 at the posttest. Hypothesis testing showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between before and after the treatment. The average N-Gain value reached 0.6558, which is in the moderate category. Therefore, the application of ethnomathematics through the engklek game.
Snakes and Ladders Game Media for Whole Number Counting Skills: Permainan Ular Tangga sebagai Media Pembelajaran untuk Mengembangkan Keterampilan Menghitung Bilangan Bulat Amilda, Binta Naarah; Amir, Mohammad Faizal
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.1031

Abstract

General Background: Mastery of addition and subtraction of whole numbers forms the foundation of primary mathematics learning, yet many students experience difficulties when instruction remains abstract and disconnected from daily contexts. Specific Background: Game-based learning media provide concrete and engaging experiences that support young learners’ characteristics and participation. Knowledge Gap: Despite numerous studies on educational games, a structured development of a snakes and ladders medium specifically designed for whole number operations using a systematic instructional design model is still limited. Aims: This study aims to develop and produce a whole number snakes and ladders learning media product named ultabica for second-grade primary students. Results: Using a Research and Development approach with the ADDIE model, the study completed the analysis and design stages, identifying learning needs, mapping materials and student characteristics, and producing a colorful game board and guide containing contextual addition and subtraction tasks. The product facilitates concrete practice, collaborative play, and active engagement during learning activities. Novelty: The integration of structured arithmetic problems into a modified snakes and ladders board aligned with curriculum objectives provides a contextual and participatory instructional medium. Implications: The developed media serves as a practical reference for teachers to design interactive mathematics lessons that support counting skills through meaningful gameplay. Keywords: Learning Media, Snakes and Ladders, Whole Numbers, Game Based Learning, Primary Mathematics Key Findings Highlights: Produced a board game and guide aligned with curriculum targets Identified learner needs and content mapping through systematic analysis Facilitated collaborative and contextual arithmetic practice
Basic School Students Mathematical Literation Abilities Through The Implementation of PAR (Preparation-Assistance-Reflection) Learning: Kemampuan Literasi Matematika Siswa Sekolah Dasar Melalui Implementasi Pembelajaran PAR (Preparation-Assistance-Reflection) Winda Anzilah; Mohammad Faizal Amir
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.1666

Abstract

Literasi matematika merupakan kemampuan seseorang untuk merumuskan, mengunakan dan menafsirkan matematika dalam berbagai konteks masalah kehidupan sehari-hari secara efisien. Kemampuan ini mencakup penalaran matematis dan kemampuan menggunakan konsep-konsep matematika, prosedur, fakta dan fungsi matematika untuk menggambarkan, menjelaskan dan memprediksi suatu fenomena. Hal ini menuntun individu untuk mengnali peranan matematika dalam kehidupan dan membuat penilaian yang baik dan pengambilan keputusan yang dibutuhkan oleh penduduk yang konstruktif, dan reflektif. Pengertian ini mengisyaratkan literasi matematika tidak hanya pada penguasaan materi saja akan tetapi hingga kepada pengunaan penalaran, konsep, fakta dan alat matematika dalam pemecahan masalah sehari-hari.
Stages of Ability to Recognize Number Concepts Through Modified Apron Media for Children with Special Needs: Tahapan Kemampuan Mengenal Konsep Bilangan Melalui Media Apron Modifikasi Pada Anak Berkebutuhan Khusus Ratna Dwi Kusuma; Mohammad Faizal Amir
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.1676

Abstract

Konsep kesamaan dalam matematika merupakan suatu hal yang mendasar untuk dipelajari siswa di tingkat Sekolah Dasar. Pengetahuan akan kesamaan dalam matematika menjadi prasyat penting untuk mempelajari aljabar di tingkat yang lebih tinggi. Khususnya dalam tahapan kemampuan mengenal konsep bilangan pada anak berkebutuhan khusus yang bisa dikembangkan dengan cara menggunakan media apron hitung. Penelitian ini menggunakan pendekatan studi literatur. Adapun subjeknya ialah siswa sekolah Dasar Luar Biasa. Data yang diperoleh peneliti yakni dari berbagai literatur yang telah dikaji dan dianalisis oleh peneliti. Adapun hasil peneliti ini adalah siswa dapat mencapai tahapan pada mengenal konsep bilangan.
Hypothetical Learning Trajectory Using Straws to Teach Subtraction to Elementary School Students Pinasthi, Titah; Amir, Mohammad Faizal
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.43364

Abstract

This study developed a context-based Hypothetical Learning Trajectory (HLT) using straws as concrete manipulatives to support elementary students’ understanding of two-digit addition and subtraction. Employing a Design Research approach, the study consisted of an initial design, two cycles of teaching experiments, and a retrospective analysis. The HLT was constructed through sequential activities that guided students from concrete representations to symbolic reasoning related to place value, addition with and without carrying, and subtraction with and without borrowing. The findings indicate that straw-based manipulatives effectively supported students in developing the concept of regrouping, enhancing calculation accuracy, and strengthening conceptual understanding, particularly during carrying and borrowing processes. Across Activities A–D, the actual learning trajectory aligned with the hypothetical pathway, with notable benefits for students with lower initial abilities. Overall, the results confirm that bundling-based concrete media such as straws offer a meaningful and feasible instructional alternative for early-grade mathematics learning.
The Analysis of Primary Students’ Learning Obstacles on Plane Figures’ Perimeter and Area using Onto-Semiotic Approach Rina Milinia; Mohammad Faizal Amir
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9958

Abstract

AbstractPrimary school students frequently encounter plane figures’ perimeter and area. Using an onto-semiotic approach, this study examine students' learning challenges when learning the plane figures’ perimeter and area. As part of the didactic design research, this study used an interpretive paradigm. The study included 25 fourth-grade students in one of elementary school in Sidoarjo, Indonesia. Data was gathered through tests, interviews, and documentation, as well as descriptive analysis techniques. The results showed that students face three types of learning obstacles, i.e. ontogenic, epistemological, and didactic. Students have difficulty describing plane figures, understanding mathematical situations in problems, and using mathematical procedures to solve problems using the onto-semiotic approach. This study examines students' reactions to learning about the plane figures’ perimeter and area. Furthermore, the findings of this study serve as a starting point for educators, practitioners, and researchers in developing new didactic designs. So that grade four primary students can overcome the obstacles discovered.Keywords: learning obstacles, plane figures, onto-semiotic approach. AbstrakSiswa sekolah dasar sering menjumpai keliling dan luas bangun datar. Dengan menggunakan pendekatan onto-semiotik, penelitian ini mengkaji hambatan belajar siswa dalam mempelajari keliling dan luas bangun datar. Sebagai bagian dari penelitian desain didaktik, penelitian ini menggunakan paradigma interpretif. Penelitian ini melibatkan 25 siswa kelas empat di salah satu sekolah dasar di Sidoarjo, Indonesia. Pengumpulan data dilakukan melalui tes, wawancara, dan dokumentasi, serta teknik analisis deskriptif. Hasil penelitian menunjukkan bahwa siswa menghadapi tiga jenis hambatan belajar, yaitu ontogenik, epistemologis, dan didaktik. Siswa mengalami kesulitan mendeskripsikan bangun datar, memahami situasi matematis dalam masalah, dan menggunakan prosedur matematis untuk menyelesaikan masalah dengan menggunakan pendekatan onto-semiotik. Penelitian ini menguji reaksi siswa terhadap pembelajaran tentang keliling dan luas bangun datar. Selanjutnya, temuan penelitian ini menjadi titik awal bagi pendidik, praktisi, dan peneliti dalam mengembangkan desain didaktik baru. Sehingga siswa kelas empat sekolah dasar dapat mengatasi hambatan yang ditemukan.Kata kunci: hambatan belajar, bangun datar, pendekatan onto-semiotik.
Primary School Students’ Analogical Reasoning in Solving Open-ended Word Problems Egitayanti Aulia Rochman; Mohammad Faizal Amir
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.13769

Abstract

AbstractThis study aims to identify primary school students' analogical reasoning in solving open-ended word problems. This is qualitative research with a case study approach. The participants in this study were 25 fifth-grade primary school students selected using the purposive sampling technique to represent each category of analogical reasoning based on analogical reasoning tasks. Research instruments comprised of tests in analogical reasoning tasks and interview guidelines. Data analysis techniques included data reduction, presentation, and verification. Research results showed that there were three categories of students' analogical reasoning in solving word problems with close-ended source problems and open-ended target problems: (1) open comprehensive analogy, where students successfully solved the close-ended source problem and the open-ended target problem; (2) semi-open comprehensive analogy, where students successfully solved the close-ended source problem but did not successfully solve the open-ended target problem; and (3) failure in close-open analogy, where students did not successfully solve the close-ended source problem and the open-ended target problem. The results of this study suggest that educators, especially at the primary level, deepen students' ability to solve close-ended problems first so that students can solve open-ended problems with analogical reasoning.Keywords: analogical reasoning, problem-solving, open-ended, primary school. AbstrakPenelitian ini bertujuan untuk mengidentifikasi penalaran analogi siswa sekolah dasar dalam memecahkan word problems berbasis open-ended. Jenis penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Partisipan dalam penelitian ini sebanyak 25 siswa kelas lima sekolah dasar, untuk memilih subjek penelitian menggunakan teknik purposif yang mewakili setiap kategori penalaran analogi berdasarkan tugas penalaran analogi. Instrumen penelitian meliputi tes berupa analogical reasoning tasks dan pedoman wawancara. Teknik analisis data terdiri dari reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa terdapat tiga kategori penalaran analogi siswa ketika memecahkan word problems dengan masalah sumber close-ended dan masalah target open-ended, yaitu: (1) Analogi open comprehensive, siswa berhasil memecahkan masalah sumber close-ended dan masalah target open-ended; (2) Analogi semi-open comprehensive, siswa berhasil memecahkan masalah sumber close-ended tetapi tidak berhasil memecahkan masalah target yang open-ended; (3) Kegagalan analogi close-open, siswa tidak berhasil memecahkan masalah sumber close-ended dan masalah target open-ended. Hasil penelitian ini menyarankan kepada para pendidik khususnya di tingkat dasar untuk memperdalam kemampuan siswa dalam memecahkan masalah close-ended terlebih dahulu agar siswa bisa memecahkan masalah open-ended dengan penalaran analogi.Kata kunci: penalaran analogi, pemecahan masalah, open-ended, sekolah dasar.
Co-Authors Abadi, Muhammad Arya Setiawan Ahmad Hassan Nurdien Ahmad Hassan Nurdien Ainin, Niva Al Kuril Ainiya Rahma Septiarini Aldiyah Mellawati Alfina Eka Pratiwi Amalia, Alfin Khoiro Amilda, Binta Naarah Amir, Firana Anggraeni, Uswatin Anindhita, Putri Bulqhis Anis Andriah Atuszahroh, Dwi Silvi Aulia Risa Eksanti Ayu Wulandari Ayuningtyas, Ilfia Nur Azzahra Salma Nabila Bagus Ali Rachman Cahyani, Nafisa Fitri Chusnul Ainia Danti Sri Rahayu Devi Usfuriah Dian Septi Nur Afifah Diana Noviani Khakiki Dwi Wulandari Egitayanti Aulia Rochman Fajri, Fenty Rahmawati Faradina, Zulfiya Farah Alifanty Rahmania Firdatus Nurlaila Fitria Wulandari Ghozali Rusyid Affandi Hendra Erik Rudyanto Hesty Dian Prasetyaningrum Hidayanti, Andina Nurnida Ibrahim, Balqis Kurnia Ika Nada Fajriyah Iklimatus Faridatun Hikmah Ilfia Nur Ayuningtyas Indah Permatasari Indrawati, Tasya Juli Indri Salsabila Isna Fauziyah Nurroini Jannah, Ayu Nur Roudhotul Jannah, Hamida Izatul Khoirun Nisa Labibah Kurniawati Machful Indra Kurniawan Magfirotin, Elis Syafa Mahardika Darmawan Kusuma Wardana Malikha, Ziadatul Mardiyansyah, Yerrys Masruroh, Miftakhul Mega Selvia Ayu Devi Mohamad Djasuli Mohammad Fanani Mohd Nazri Abdul Rahman Mubarokah, Aysha Amini Laylatim Mufarikhah, Imas Anisa'ul Muhlasin Amrullah Mutafarida, Mutafarida Nadhilah Aisyah Amalia Nazilah, Rohmah Li'izzatun Nur Ajizatul Mufidah Nur Aviatul Faizah Nur Rohmah Emilia Nur Sri Nur Sulistianingsih Nurdien, Ahmad Hassan Nuridah, Eka Rahmah Pinasthi, Titah Putri, Ratna Dwi Kusuma Ning Quroidah, Anita Ratna Dwi Kusuma Ratna Dwi Kusuma Ning Putri Rina Milinia Rizki, Friska Alifia Romadhon, Nurul Isnaini Rosyida, Nelly Kholifatur Safitri, Nur Fajriah Septina Risma Yunita Silvi Jihan Mahfiroh Sri Nur Wahyu Utami Tri Febri Marta Lasmana Umma Abika Sharah Fi Vivi Novitasari Vonitasari, Adinda Rheyna Wahyuningtyas , Lilis Widianti, Beta Ayu Widianti, Hesti Dwi Widyastuti Widyastuti Widyastuti Winda Anzilah Windari, Reza Aulia Yahya, Ach. Zamroni Yosa, Nabhila Zakiyah, Ummu