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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) AL ISHLAH Jurnal Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan TUNAS BANGSA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Journal on Education FONDATIA GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan Jurnal Pendidikan dan Konseling Alpen: Jurnal Pendidikan Dasar Abdimasku : Jurnal Pengabdian Masyarakat AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal On Teacher Education (Jote) At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) Jurnal Pendidikan Dasar Perkhasa Journal of Educational Review and Research JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN JPKM (JURNAL PENGABDIAN KEPADA MASYARAKAT) UNTAN Berajah Journal Jurnal Dunia Pendidikan YASIN: Jurnal Pendidikan dan Sosial Budaya ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Jurnal Sosial dan Sains Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Edumaspul: Jurnal Pendidikan
Hery Kresnadi
Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tanjungpura Pontianak
Religion Arts Humanities Astronomy Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Validitas Bahan Ajar Berbasis Project Based Learning Tematik Kelas IV Sekolah Dasar Eva Rini Lestari; Siti Halidjah; Dyoty Auliya Vilda ghasya; Hery Kresnadi; Asmayani Salimi
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.1085

Abstract

Abstrak: Bahan ajar perlu dikembangkan untuk membantu guru dan siswa dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui tingkat validitas dari pengembangan bahan ajar tematik berbasis Project Based Learning (PjBL) untuk siswa kelas IV sekolah dasar. Jenis penelitian ini merupakan penelitian pengembangan (R&D) dengan menggunakan model ADDIE. Data kuantitatif diperoleh dari hasil penilaian produk oleh validator. Data kualitatif diperoleh dari saran, catatan oleh validator. Teknik Pengumpulan data menggunakan wawancara, angket, dan dokumentasi. Hasil dari penelitian ini berdasarkan tingkat validitas bahan ajar dengan hasil sebagai berikut: (1) validasi ahli desain bahan ajar memperoleh nilai rata-rata 4,77 dengan kriteria “sangat valid”, (2) validasi ahli pembelajaran bahan ajar memperoleh nilai rata-rata  4,62 dengan kriteria “sangat valid”, (3) validasi ahli kebahasaan bahan ajar memperoleh nilai rata-rata 4,85 dengan kriteria “sangat valid”. Sehingga dapat disimpulkan bahwa bahan ajar berbasis Project Based Learning (PjBL) pada pembelajaran tematik tema 6 subtema 3 kelas IV layak diuji coba kepada siswa dan guru.Abstract: Teaching materials need to be developed to assist teachers’ and students’ learning process. This study aims to measure the level of validity of the development of thematic teaching materials based on Project-based Learning (PjBL) for fourth grade elementary school students. A research and development design (R&D) was selected, using the ADDIE model. While quantitative data were obtained from the expert validation results, qualitative data were obtained from validators’ feedback. Interview protocols, questionnaires, and documentation were used to obtain the data. The results of this study regarding the level of validity of the teaching materials showed that (1) the expert validation of teaching materials design obtained an average value 4.77 with the criterion "very valid"; (2) the expert validation of teaching materials learning obtained an average value 4.62 with the criterion "very valid"; and (3) the linguistic expert validation of teaching materials obtained an average value 4.85 with the criterion "very valid". Hence, it can be concluded that the teaching materials based on Project-based Learning (PjBL) in thematic learning for fourth grade elementary school students could be piloted to the teachers and students.
Analisis Kesulitan Membaca Permulaan pada Peserta Didik Kelas II Sekolah Dasar Negeri 30 Pontianak Selatan Melin Tarigas; Kartono Kartono; Suparjan Suparjan; Hery Kresnadi; Asmayani Salimi
PALAPA Vol 10 No 2 (2022): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v10i2.2252

Abstract

This study aims to describe the types of early reading difficulties, the causes of early reading difficulties, and explain how teachers overcome early reading difficulties in second grade students. This research use desciptive qualitative approach. The data analysis technique used is the Creswell model which includes four stages, namely preparing data, coding, using code to build descriptions and themes, and showing how these descriptions and themes will be written in a qualitative narrative or report. The results of this study indicate that the types of early reading difficulties in students are not able to recognize and pronounce the letters of the alphabet, difficulty distinguishing the same letters, difficulty reading one consonant letter and one vowel letter, difficulty reading open syllables, difficulty reading syllables into words, and reading is still stuttering. The causes of early reading difficulties are interest factors, motivational factors, parental factors, and teacher factors. The teacher's way of overcoming the difficulty of early reading is by training and familiarizing students to read in their spare time or at school hours in approximately 10 minutes.
Deskripsi Masalah Belajar Peserta Didik pada Pembelajaran Tematik Pasca Covid-19 di Kelas V Sekar Dewi; Budiman Tampubolon; Hery Kresnadi; Rio Pranata
AS-SABIQUN Vol 5 No 1 (2023): JANUARI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v5i1.2593

Abstract

This study aims to describe the learning problems experienced by students in post Covid-19 thematic learning in class V elementary school. The research method used is descriptive with a qualitative research type. The data sources for this research were fifth grade students. Data collection techniques used direct and indirect communication techniques with questionnaires and interviews as research instruments. The results showed that the learning problems experienced by students were caused by internal factors, namely from the indicators of the characteristics of students, namely not having an interest in learning, ignoring learning readiness. Indicators of attitudes toward learning are not paying enough attention to the learning process. From the indicators of learning concentration, namely difficulty concentrating while studying. An indicator of self-confidence is a lack of confidence in doing tasks. Indicators of study habits are studying only before exams/tests, and studying in a hurry. While the learning problems experienced by students were caused by external factors, namely from the teacher's indicator, the teacher was less familiar with students, did not appreciate students in learning. The family (home) indicator is a less harmonious family. Social environmental indicators (peers) namely environmental conditions are inadequate. Indicators of facilities and infrastructure are the lack of equipment to support the learning process, as well as inadequate classroom conditions. For the most dominating factor is from internal factors there is an indicator of study habits. Meanwhile, from external factors, the most dominating indicator is the teacher's indicator.
Pengembangan Video Pembelajaran sebagai Suplemen Bahan Ajar Tema 4 Kelas V SDN 03 Pontianak Kota Megawati Megawati; Kartono Kartono; Suparjan Suparjan; Hery Kresnadi; Asmayani Salimi
AS-SABIQUN Vol 5 No 1 (2023): JANUARI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v5i1.2623

Abstract

This study aims to develop instructional video media as a complement to teaching materials on how to maintain the health of the human circulatory organs, Theme 4, Sub-theme 3, Learning 1. This type of research is development research using the ADDIE method. model (Analysis, Design, Development, Implementation, and Evaluation). Quantitative data in this study were obtained from product assessments by validation experts and also from the results of filling out questionnaires from the teacher and student respondents. Qualitative data were obtained from suggestions and notes by validators, teachers and students. The research instruments in this study were interview guidelines and questionnaires. The level of validity of learning video media as a complement to teaching materials is based on the results of media experts and material experts' assessments, while the level of product feasibility is assessed from responses to the use of instructional video media as a complement to teaching materials based on the assessment results of teachers and fifth grade students at SDN 03 Pontianak City. The validation results by media experts obtained an average value of 2.93 in the "valid" category. The validation results by material experts obtained an average value of 3.49 in the "very valid" category. The results of the feasibility of instructional video media as a complement to teaching materials by small groups obtained an average value of 3.08 in the "decent" category. The results of the feasibility of learning video media by large groups obtained an average value of 3.05 in the "decent" category. The feasibility results of instructional video media as a complement to teaching materials by class teachers obtain an average score of 3.46 in the "very feasible" category
Pengaruh Penggunaan Media Big Book terhadap Kemampuan Membaca dan Menulis Permulaan Siswa Kelas I SDN 35 Pontianak Selatan Rizal Rizal; Hery Kresnadi; Dyoty Auliya Vilda Ghasya
AS-SABIQUN Vol 5 No 1 (2023): JANUARI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v5i1.2639

Abstract

This study aims to determine the effect of using big book media on the ability to read and write in class I SDN 35 Pontianak Selatan. Specifically, the aims of this study were to find out: (1) Data on the initial reading and writing abilities of students in class I who were not taught using big book media; (2) Data on the initial reading and writing abilities of students in grade I who were taught using the big book media; (3) The effect of using big book media on the ability to read and write beginning in first grade students at SDN 35 Pontianak Selatan. The research method used is the experimental method with the Quasy Experimental form. The sample in this study were 30 students from 87 students selected by purposive sampling technique. The data collection technique for this research is measurement and the data collection tool in this research is a test in the form of a reading and writing test. Data analysis techniques in this study used the average (mean) and t-test. The results of the study can be concluded that: (1) The average reading and writing abilities of students in grade I who are not taught using big book media are 69.20 and 72.96; (2) The average initial reading and writing abilities of students in class I who were not taught using the big book media were 76.53 and 75.6; (3) There is an influence on students' initial reading and writing abilities after being taught using big book media in class I students of SDN 35 Pontianak Selatan.
Deskripsi Kemampuan Peserta Didik Menyelesaikan Soal HOTS Materi Pecahan Dikaji dengan Kemandirian Belajar Kelas V SD Wulan Suci; Hery Kresnadi; Bistari Bistari; Kartono Kartono; Dyoty Auliya Vilda Ghasya
AS-SABIQUN Vol 5 No 1 (2023): JANUARI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v5i1.2706

Abstract

The purpose of this study was to describe the ability of students to solve HOTS questions examined by the independence of students in the high, medium and low groups. This research is a qualitative descriptive study. The subjects of this study were 6 students who represented each group's ability to solve problems. Data collection uses HOTS test questions, observation sheets, interviews and documentation. HOTS questions totaling 5 questions were adopted and validated by material experts. The ability of students to solve HOTS questions assessed by learning independence will be described based on the problem solving stage, namely understanding the problem, designing a problem solving strategy, carrying out a calculation plan, and re-evaluating the correctness of the results obtained. The results of the study concluded that students were able to solve HOTS questions of addition and subtraction of fractions with different denominators and were in line with the independent attitude of students' learning, namely having a very good attitude, in which students in the high group showed a tendency to have very good self-confidence, the ability of students the group is solving HOTS questions on addition and subtraction material studied by learning independence in class V. And in line with the attitude of learning independence which is good, in which students in the medium group tend to show a good attitude of independence as well and the ability of low group participants to solve HOTS questions in addition and subtraction material was studied with independent learning for class V. Students were unable to complete HOTS on addition and subtraction material with different denominators because they were unable to fulfill all the ways of solving problems. And in the attitude of self-reliance in learning, students in the low group tend to show that they have an attitude of independence that is sufficient, some even less.
Pengembangan Lembar Kerja Peserta Didik sebagai Suplemen Bahan Ajar Matematika pada Materi Skala kelas V SDN 03 Pontianak Selatan Albina Albina; Suparjan Suparjan; Rio Pranata; Hery Kresnadi; Asmayani Salimi
AS-SABIQUN Vol 5 No 1 (2023): JANUARI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v5i1.2809

Abstract

This study aims to produce worksheet products for students as a supplement to mathematics teaching materials on a feasible scale for class V SDN 03 Pontianak Selatan. The research method used is research and development (RnD) by adapting the 4-D development model (Define, Design, Development, and Dissemination). The data sources for this research were the results of the validation of two material expert validators and display experts, the results of the student practicality questionnaire, as well as the results of student worksheet trials. The data collection technique for this research is a validator validation questionnaire, a practicality questionnaire. The results showed that during the process of developing LKPD as a supplement to mathematics teaching materials on the material on the fifth grade scale of SDN 03 Pontianak Selatan, it was carried out in 4 stages, namely the Define, Design, Development and Dissemination stages. The validity of the average percentage of LKPD from the learning aspect (material) is 4.8 with very valid criteria, and from the display aspect it is 4.8 with very valid criteria. The practicality of using LKPD by students in the first trial was 94.8% with very practical criteria and the second trial obtained an average percentage of 91.4 with very practical criteria.
Korelasi Antara Motivasi Belajar Dengan Hasil Belajar Sesuai Kelompok Gaya Belajar Dalam Pembelajaran Tematik Bertha Tebai; Hery Kresnadi; Suparjan Suparjan
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i5.7886

Abstract

Penelitian ini bertujuan untuk mendeskripsikan antara motivasi belajar dengan hasil belajar pada pembelajaran tematik. metode penelitian yang digunakan adalah metode deskriptif dengan menggunakan studi korelasi. Populasi dalam penelitian ini berjumlah 60 siswa. Pengambilan sampel dengan teknik purposive sampling dengan jumlah 30 siswa. Hasil penelitian menunjukkan bahwa motivasi belajar siswa sebesar 74,58 kategori "cukup baik" dan 73,06 pada hasil belajar siswa dengan kategori "Baik". Berdasarkan hasil perhitungan statistik menggunakan korelasi product moment terhadap motivasi belajar dengan korelasi hasil belajar dari masing-masing kelompok gaya belajar menunjukkan bahwa gaya belajar visual dengan korelasi sebesar 0,679 kategori "Kuat, gaya belajar auditorial dengan korelasi sebesar 0,933 kategori "Sangat kuat", gaya belajar kinestetik dengan korelasi sebesar 0,890 kategori "Sangat kuat", dan gaya belajar tidak bisa dibedakan dengan korelasi sebesar 0,786 kategori "Kuat". Berdasarkan penelitian, korelasi motivasi belajar dengan hasil belajar sebesar 0,657 kategori "Kuat dengan thitung sebesar 4,610 dan ttabel ?=0,05 sebesar 1,701 berarti thitung (4, 610) ? ttabel (1,701) maka "Ha" diterima. Dapat disimpulkan terdapat hubungan antara motivasi belajar dengan hasil belajar siswa sesuai kelompok gaya belajar dalam pembelajaran tematik. Kata Kunci: Korelasi, Motivasi Belajar, Hasil Belajar, Gaya Belajar, dan Pembelajaran Tematik Abstract This study aims to describe a correlation between the learning motivation and learning outcomes according to the learning style group in the thematic learning. The research method used ia descriptive method approach with correlation research. The population in the study amounted to 60 students. Sampling using the purposive sampling technique, with amounted to 30 students. The results reveal that the learning motivation ia 74,58 in the "Passably' category. And 73,06 in the learning outcomes with "Good" category. Based on the results of statistical calculations using the correlation product moment on the learning motivation with correlation the learning outcomes from each group of learning styles, reveal that the visual learning styles with a correlation of 0,679 on the "Strong" category, auditory learning styles with a correlation of 0,933 in the "Very strong" category, kinesthetic learning styles with a correlation of 0,890 in the"Very strong" category, and the indistinguishable learning styles with a correlation of 0,786 in the "Strong" category. Based on the results of the study correlation the learning motivation with learning outcomes of 0,657 in the "Strong" category with tcount of 4,610 and ttable ?=0,05 of 1,701 means tcount (4,610) ? ttable (1,701) then "Ha" is accepted. It can be concluded that there ia a relationship between learning motivation and learning outcomes according to the learning style group in the thematic learning. Keywords: Correlation, Learning Motivation, Learning Outcomes, Learning Style, and Thematic Learning
Pengembangan Media Video Animasi pada Materi Gaya dan Gerak dalam Pembelajaran Tematik Kelas IV SDN 36 Pontianak Selatan Siti Rahayu; Hery Kresnadi; Siti Halidjah
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i5.7947

Abstract

Secara umum, penelitian ini bertujuan untuk mengembangkan media video animasi khususnya untuk materi gaya dan gerak dalam pembelajaran tematik kelas IV SDN 36 Pontianak Selatan. Penelitian ini menggunakan pendekatan campuran (mix method) dengan metode research and development (R & D). Teknik analisis data menggunakan model research and development (R & D) oleh Borg and Gall dengan membatasi langkah pengembangan dari 10 langkah menjadi 7 langkah, yakni, potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, dan revisi produk. Teknik pengumpulan data yang digunakan berupa angket. Berdasarkan hasil temuan, dikatakan bahwa media video animasi yang dikembangkan dinyatakan sangat layak dan sangat praktis, hal tersebut sesuai dengan penilaian peserta didik dengan perolehan persentase rata-rata kelayakan sebesar 93.6% yang menunjukkan kategori “Sangat Layak”, dan perolehan persentase rata-rata kepraktisan sebesar 93.27% yang menunjukkan kategori “Sangat Praktis”.
Pengembangan Media Video Animasi Berbasis Animiz Animation Maker Dalam Pembelajaran Tematik Kelas IV SDN 36 Pontianak Selatan Patrisia Gina; Hery Kresnadi; Dyoty Auliya Vilda Ghasya
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 6 (2022): Jurnal Pendidikan dan Konseling: Special Issue (General)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i6.9964

Abstract

Tujuan umum dari penelitian ini adalah untuk mengetahui bagaimana kelayakan dan kepraktisan produk media video animasi berbasis animiz animation maker dalam pembelajaran tematik kelas IV SDN 36 Pontianak Selatan. Adapun tujuan khusus dari penelitian ini adalah untuk mengetahui aspek kemenarikan, kesesuaian, kemudahan penggunaan, dan manfaat media video animasi berbasis animiz animation maker. Penelitian ini menggunakan pendekatan campuran dengan metode research and development (R&D). Teknik analisis data menggunakan model research and development (R&D) oleh Borg and Gall yang terbatas hanya menggunakan 7 tahapan dari 10 tahapan yang ada, terdiri dari research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, dan operational product revision. Teknik pengumpulan data menggunakan angket. Berdasarkan hasil temuan, diketahui bahwa media video animasi yang dikembangkan memperoleh persentase rata-rata aspek kemenarikan media sebesar 87,32%, aspek kesesuaian media sebesar 89,19%, aspek kemudahan penggunaan media 90,24%, dan aspek manfaat media sebesar 93,13%. Berdasarkan hasil persentase aspek-aspek tersebut maka kelayakan media video animasi ini sebesar 88,26% termasuk kategori sangat layak dan kepraktisan media video animasi ini sebesar 93,63% termasuk kategori sangat praktis.Kata Kunci: pengembangan, video, animasi, animiz animation maker, pembelajaran tematik AbstractThe purpose of this study research is how to know the advisability and practicability of animation-based video media, animiz animation maker in thematic learning to IV class at elementary school 36 south Pontianak. The main purpose of this research is to know about the interesting aspect, suitability aspect, ease of use, and benefit of animation-based video media, animiz animation maker. The research using a mixed aprroach with research and development (R&D) methods. Data analysist techniques using the research & development (E&D) by Borg and Gall it's limit there are only 7 steps out of 10 steps consist of research and information collecting, planning, develop preliminary form of product. Preliminary field testing, main product revision, main field testing, and operational product revision. Data collection technique using a questionnaire. Based on the result, it is know that the animated video media developed get average percentage, media interisting aspect is 87,32%, media suitability aspect is 89,19%, media ease of use aspect is 90,24 %, and the media benefit aspect is 39,13%. Based on the aspects percentage so the advisability animated video media is 88,26% included in the very decent category and the practicability animated animated video media is 93,63% included in the very practical category.Keywords: development, video, animation, animiz animation maker, thematic learning.
Co-Authors - Hairida, - - kartono . Dalena . Delita, . . Elisabet . Heryanto . Juniati . Kartinah, . . Muin, . . Mulyatmi, . . Nasution, . . Natalia . Ngatija, . . Nikodemus, . . Norjeni, . . Rakiman . Rusdiana . Silauwaty, . . Sukani, . . Sumarni, . . Suparlan . SUSANTI . Winarti . Yatim, . . Yeni, . . Yuniana, . . Yuniarti A ANYON A. Raymundus R, A. A.A. Ketut Agung Cahyawan W A.M Samsul Anuar Abdul Ghofur Abdussamad . Abnas, Arnitsha Van Achmad F34211473 Achmad Jalal Pauri Achmad Zaky Shobari Adisty, Saskia Afriyanti Afriyanti, Afriyanti agata melan Agung Hartoyo Agung Hartoyo Agustinus Agustinus Agusturrahman Aisha, Hulul Akelanus F34210200 Albina Albina Alexander Ambon Alfianti, Vinny Ali Djamhuri Andi Rosandi Andika Putra Andika Triansyah Andini, Della Putri Angela Utari Anita Noperita Annisa, Nolla Anselmus Ananias Ora Anthony Pardamean Apriana, Ema Apriani, Ingga Ardianti, Selvi Arifin F34210009 Arifin, Muhammad Nurul Arifin, Winaldy Arista, Prilly Aristantya Rianto, Priscilla Renna Ashari, Wahyu Ningtyas Asmayani ., Asmayani Asmayani Salimi Asmayani Salimi Asmayani, Asmayani Asnahwati F33111004 Astuti, Ridzkika Aulia, Syarifah Aisyah Badariyah Badariyah Basilia Esi Beatrix, Dian Ria Beliana Soyen, Beliana Bertha Tebai Bilhandi, Bilhandi Bilson Manurung Bistari Boman F34210012 Budi, Joko Setia Budi, Virgi Setia Budiman Tampubolon Budiman Tampubolon Bunsu, Yuliana Burgawanti Burgawanti Cecilia Lelek Danum, Juliawati Meiriana Darman F34210209 Darmawan F34212029 Darmiati F33111005 Deden F34210210 Deswanti, Lamberta Detia, Nurhafiza Devi Devi, Devi Dian Shinta Sari Djulaekah F34210017 Donatus Donal Guthes Dwi Indah Parawansa Dwi Kurniati DWI YULIANTI Dyoty Auliya Vilda Ghasya Dyoty Auliya Vilda Ghasya Edi Yusmin Edy Yusmin Eka Noveralia Eka Patmawati Eka Supriatna Elisa Elisa Elterius F33111008 Elypita Elly Ema Kartika Emawati emawati Emmelia Sirait Endang Uliyanti Erick Nugraha Ervina, Adriana Espi, Aurelia Euis Suryaningsih Eva Rini Lestari Eva Susanti Evinna Cinda H F34211374, Rosimah Fahmi Rosyadi Fakhruddin, Ahmad Rofi'ul Farisa Irwayu Fathoni, Fahmi Ferania Fernanda, Ferania Festi Arista Fetrus Fransiskus Firman Hidayat Fitri Sari, Fitri Fransisca, Melisa Futrisari, Maissy Ditha Gustiawan, Gustiawan Hadie, Yamin Hafizah, Nurul Hairida Hairida Hajlen F34210038 Haliza Rizki Hamdani Hamdani Hamdani Hamiza, Hamiza Hartono Susant0 Helena F33111013 Heru Setiawan Holyness Nurdin Singadimedja Homsih Homsih Husni Syahrudin Ida Amroini, Ida Idawati F34209420 Idayati F34211530 Indah Sauliyah Irasandi, Yusi Iriani, Hotma Irwi Fiemi Iskandar F34212030 Islami, Resty Nur Islimanara, Harfa Isnaini F34211301 Iwastie, Junny Iyoen Tansari Izudin, Muhammad Irfan Jamilah F34211536 Jampari Jampari Januardi, Anggie Eko Jayanti, Adma Johan, Gio Mohamad Julia Rikawati Jumatika, Jumatika Junaidi F 32110014, Junaidi Jusak Ariyanto Balukh, Jusak Ariyanto K Y Margiati, K Y K. Y Margiati K. Y. Margiati K.Y Margiati K.Y Margiyati K.Y. Margiati Kartono Kartono - Kartono . Kartono Kartono Kartono Kartono Kartono, Kartono Kastiarahmi, Leni Kaswari . Kaswari Kaswari Kasyadi, Yahyo Khafiza, Asha Quranul Khairunnisa, Nuriah Kharina Murti Kholillah, Nur Kornelia Merki Kresnadi, Rosnita Kristiani, Imelda Kristianto F34210063 Kusumasadi, Dimas Kuncoro KY Margiati, KY KY Margiyati KY. Margiati Laksono Trisnantoro Lansan, Dominikus Irawan Lauri Kariadi Ledina, Pelagia Lestari , Saras Lestari, Gita Lilis Suryani Lusiana F33210026 M Marjain Maha Latasa B Mahmudah Mahmudah Mardani, Sinta Pramida Mardiah Mardiah Mardianto Mardianto Marfirah ., Marfirah Margiati . Mariyadi mariyadi Mariyani, Neni Markus, Daud Marselus Marselus Marsianus Jampari Martina F34212026 Marwa Marwa Maryani F34211337 Marzuki . Marzuki Marzuki Mastar Asran Megawati Megawati Meidianti, Hesty Zenitha Meilianti Meilianti Melin Tarigas Mika Santia Misbah F34211339 Monika Hesti Mubarokah, Zaidahtul Muhammad Basri Muhammad Jubair Mujiati F34211767 Mulyani F 342112348 Musdi F 34211190 Muskania, Ricka Tesi Nany Safrianty Natalia,Mastar, Dominika Nauval Fahrani Neli Aryati Neni Mariyani Nesya, Janesya Neti F33210022 Neti Sulastri Niko, Niko Nindi Kartika Fajar Sari Ningrum, Lisa Eka Ningsih, Sirindu Pujia Nining Ismiyani Noer, Juanda Nor Hasniarti, Nor Nordani F34211579 Norholis, Norholis Norma Manurung Novi Indriani Nugroho, Prasetio Nulhuda, Ihwan Nunuk Irnamawati Nur Azizah Nurasyiafitriani, Nurasyiafitriani Nurhamzah, Dede nurhayati nurhayati Nuri Sidauruk Nuriza, Nuriza Nurjannah F.34211193 Nurul Indah Sari Nurwijayanti Nuryanto, Ridho Oktavila Nauli Sinurat Padu F34211586 Pangesti, Silvia Mega Pania, Heni Evi Partona Hariando Nainggolan, Partona Hariando Patalas, Emeliana Isa Gagas Patrisia Gina Pebrianita, Repa Peronika, Aneti Pranata, Rio Prasodjo, Bayu Pratama, Elta Wiadria Priska Amanda Purba, Elsa Febriony Agata Puspa, Fitiana Putri, Rahmaniar Islamiati Rahmadayanti, Dewi Ramadan, Aang Ratisa Meiduri Retno Diah Palupi Retno Suhartini Riadi F34211368 Rianto F34210103 Ridawati ., Ridawati Ridho Nuryanto Rika Diyasrini Rio Pranata Rio Pranata Rio Pranata Rio Pranata Riska Hiro Santi Riska Nur Amaliya Rizal Rizal Rosalina Dare Rosidah F34210107 Rosnita . Rosnita Rosnita Rosnita Rosnita Rubiyanto, Dwi Ruswita Elisa Ad Safitri, Diah Eka Safitri, Dwi Mulya Salsabila, Salma Salsabila, Tira Samsiah F34211611 Saniah F 34211200 Santi, Klara Santoso, Ichsan Saon (F34209408) Saputri, Detri Sarastiwy, Nadella Sari, Diah Prandita Sari, Nanda Permata Sari, Siska Winda Sariwati, Sariwati Sekar Dewi Seriati F34211614 Shoimah Aini Sholihat, Mimi Simanjuntak, Sepriani Relia Sinta, Sinta Sisilia Junita Siti Halidjah Siti Halidjah Siti Khasanah Siti Rahayu Sri Anjani Sri Martini Sri Utami Suci Gustyananda Sudarman F34210209 Sugara, Bayu Sugiyono . Sugiyono Sugiyono Suhardi Marli Sukma, Dede Maulana Sumiati S. Suminem F34211409 Suparjan Suparjan Suparjan Suparjan Suparjan Suparjan Suparjan Suparjan Suparjan suparjan suparjan Suparjan Suparjan Suryani . Suryani Suryani Susilawati Susilawati Susilawati, Roberta SUSILAWATI, YENI Syahrabanu, Indik Syahril Syahril Syambasril, Syambasril Syamsiati . Syamsiati, Syamsiati Syarifah Aminatuz Zuhriyah Al Baity Syukron Makmun, Syukron Syuriadi Syuriadi Tahmid Sabri Tata Vernandes Tesa Hartianti Timotius Ari Triana, Triana Triyawan, Deni U Siswanto, rusti Ulfa Ulfa Uliya, Endang Umi Rawdhatul Islami Usun Usin, Usun Veridiana, Veridiana Veronika Yanti Vilda Ghasaya, Dyoty Aulia Vilda Ghasya, Dyoty Aulia Vionita Sherly Sailana Wahyuning Tiyas Warsiningsih, Indriyanti Wawan Setiawan Welmin Sumarty Winarti, Yuli Winda Kurniawati Winnugroho Wiratman, Manfaluthy Hakim, Tiara Aninditha, Aru W. Sudoyo, Joedo Prihartono Wulan Suci Wulandari, Dewinda Y. Touvan Juni Samodra Yanto Winarno yarso, Agustini Yati Wartini, Yati Yuliana T Yuliana Yuliana Yulita Yulita, Yulita Yulius Ade Yulyandari, Ika Yundari, Yundari Yuniar F34211663 Yunita, Amalia Yurti, Yurti Yusak Sigit Laksono Yusuadi Andreas Kase Yuyun Yunara Zainuddin . Zamiril, Zamiril