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Parno Parno

Universitas Gunadarma

Author-ID : 5569586

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation

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Pengembangan Buku Ajar IPA Berbasis PBL-STEM dengan Asesmen Formatif untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Kelas VII SMP pada Tema Pencemaran Lingkungan Habibaturrohmah, Zuana; Parno, Parno; Fitriyah, Isnanik Juni
BRILIANT: Jurnal Riset dan Konseptual Vol 7 No 4 (2022): Volume 7 Nomor 4, November 2022
Publisher : Universitas Nahdlatul Ulama Blitar

Pencemaran lingkungan merupakan materi IPA yang konkrit (nyata) sehingga menuntut siswa untuk terampil memecahkan masalah dalam pembelajaran dengan pendekatan kontekstual. Namun faktanya, kemampuan pemecahan masalah siswa masih rendah. Sementara itu, solusi berupa buku ajar berbasis PBL-STEM yang terintegrasi dengan Asesmen Formatif untuk meningkatkan kemampuan pemecahan masalah siswa pada materi pencemaran lingkungan masih jarang dilakukan. Penelitian dan pengembangan ini bertujuan untuk mengembangkan produk buku ajar menggunakan model PBL-STEM yang terintegrasi dengan Asesmen Formatif pada tema pencemaran lingkungan untuk meningkatkan kemampuan pemecahan masalah dan mengetahui kelayakan serta keterbacaan produk. Pada penelitian ini digunakan model penelitian dan pengembangan Borg & Gall yang terdiri dari tiga langkah pokok: kajian awal, pengembangan produk, dan uji coba produk. Instrumen penelitian yang digunakan yaitu angket validasi materi, angket validasi media, dan angket uji keterbacaan buku ajar. Data yang diperoleh berupa data kuantitatif dan data kualitatif. Analisis kuantitatif pada data kelayakan dan keterbacaan produk dalam penelitian ini disusun menurut skala Guttman. Sedangkan analisis kualitatif pada data kelayakan dan keterbacaan produk diperoleh dari komentar atau saran tertulis dari validator dan saran dari responden/siswa. Hasil validasi produk oleh validator menunjukkan bahwa RPP yang dikembangkan memiliki persentase kelayakan rata-rata 100%, buku ajar memiliki persentase kelayakan rata-rata sebesar 96%, serta dari hasil uji keterbacaan oleh 26 siswa menunjukkan bahwa buku ajar memiliki persentase keterbacaan rata-rata sebesar 97%. Dapat disimpulkan bahwa RPP dan buku ajar berbasis model PBL-STEM dengan Asesmen Formatif yang dikembangkan memiliki kriteria sangat layak dan memiliki peluang untuk meningkatkan kemampuan pemecahan masalah siswa. Penelitian mendatang direkomendasikan untuk mengimplementasikan produk buku ajar ini di kelas pembelajaran sesungguhnya.

Analisi Kemampuan Berpikir Kritis Siswa Pada Pembelajaran Optik Al Anshori, Imam; Parno, Parno; Hidayat, Arif
BRILIANT: Jurnal Riset dan Konseptual Vol 9 No 3 (2024): Volume 9 Nomor 3, Agustus 2024
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v9i3.1642

: Optics is a branch of physics related to complex and abstract daily life technology. Critical thinking skills can make a very meaningful contribution to students in understanding abstract material such as optics. Therefore, this study aims to describe students' critical thinking skills in the context of optics learning. Descriptive method with qualitative approach was applied to 108 students of class XII MIPA. The research instrument consisted of 5 description questions. The results showed that the average critical thinking ability of students was 55.28 (medium category). When viewed from each sub-matter, the percentage of students who fall into the low critical thinking ability category is 53.7% (light reflection material) and 54.6% (light refraction material). In a more in-depth analysis, the percentage of students' critical thinking skills on each indicator also tended to be higher in the low critical thinking ability group, with values of 66.7% (interpretation indicator), 71.3% (analysis indicator), 65.7% (inference indicator), 86.1% (evaluation indicator), and 80.6% (explanation indicator). The implications of the results of this study indicate the need to apply learning methods that can train students in solving problems in everyday life that are general and complex, such as PjBL and the STEAM approach.

The Application of Job Sheet Teaching Material Products on Project-Based Learning at Vocational School Mikael Surakarta Triyanto, Triyanto; Parno, Parno; Sukatiman, Sukatiman
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 14 No. 2 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i2.3145

This study explores the role of teaching material products and job sheets in the implementation of project-based learning at SMK Mikael Surakarta. This type of research is qualitative research with a case study method. Data collection techniques through observation, documentation, and interviews. The research design uses an ethnographic design. Informants as resource persons were vice principals in the field of curriculum, heads of machining engineering competency skills, heads of production units, and teachers of machining engineering practice. The data that has been collected is then analyzed through data reduction, data presentation, and conclusion. Validity testing uses source triangulation and technique triangulation. This research shows that schools can fulfill the procurement of equipment and materials in stages. Based on the findings, learning tools provide support for project-based learning in the form of (1) preparing job sheet documents as a learning tool for students during practice. The job sheet is in the form of material stages to achieve student competency targets. (2) ensure that the results of objects that students work on through the competency stages can be used as products with use value.

PENGARUH KINERJA KEUANGAN TERHADAP PERTUMBUHAN ASET UUS DENGAN ASET BANK INDUK SEBAGAI VARIABEL INTERVENING DI INDONESIA Gusniawan, Irvan; Parno, Parno; Mainata, Dedy
Indonesian Scientific Journal of Islamic Finance Vol 1 No 1 (2022): Indonesian Scientific Journal of Islamic Finance
Publisher : Faculty of Islamic Economics and Business, Sultan Aji Muhammad Idris State Islamic University of Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/inasjif.v1i1.4546

The background of the research is that UUS's Asset Growth shows good performance. Therefore, a more in-depth observation and analysis is needed to observe the growth of UUS's assets. The research objectives are to examine the effect of NPF, NOM, and BOPO on UUS asset growth, and to examine the effect of NPF, NOM, and BOPO on parent assets, as well as to examine the effect of NPF, NOM, and BOPO on UUS asset growth mediated by parent assets. The research method in this study is quantitative research using secondary data types in the form of monthly reports that have been published by the OJK and each Parent Bank that has UUS through its official website, which consists of 20 samples of Islamic Business Units. The dependent variable used is UUS Asset Growth, the independent variable is the financial performance of NPF, NOM, and BOPO, and the Intervening Variable is the assets of the parent bank. The analytical method used in this study is Mediation Variable Regression with the help of IBM SPSS Statistics 22 software. The results of this study indicate that partially NPF has a significant negative effect on UUS Asset Growth, namely the lower the NPF ratio, the better. The NOM has a significant negative effect on UUS Asset Growth, indicating that the ratio is not good, meaning that the profits obtained are still relatively small. Likewise, BOPO has a negative effect on UUS Asset Growth, the lower the ratio, the better. Meanwhile, parent bank assets have a positive effect on UUS asset growth. And simultaneously NPF, NOM, BOPO, and the assets of the parent bank have a positive effect on the growth of UUS assets. Partially, NPF also has a negative effect on the parent bank's assets, meaning that the NPF on the parent bank's assets is quite good. The NOM has a negative effect on the Parent Bank's assets, meaning that the ratio is not good because the lower the profit, the less profit. While the BOPO has a negative effect on the Parent Bank's assets, this indicates that the ratio is quite good. And NPF has a negative effect on UUS Asset Growth mediated by its Parent Assets. Meanwhile, NOM has a negative effect on UUS Asset Growth mediated by its Parent Assets. Likewise, BOPO has a negative effect on UUS Asset Growth mediated by its Parent Assets period 2015-2020.

Rasch Analysis of the Force and Motion Conceptual Evaluation Test: Validity and Reliability in Measuring Force and Motion Understanding of Students Basri, Nur Akhyar; Salmah, Ummi; Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Parno, Parno
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

Understanding Force and Motion is fundamental in physics education as it forms the basis for more complex concepts and has practical applications in various fields, from engineering to everyday problem-solving. This paper aims at assessing the quality of test questions using the Rasch model to gauge students' understanding of Force and Motion within physics education. The significance of accurately assessing these concepts cannot be overstated, as it ensures that students have a solid foundation for future learning. Adopting a descriptive qualitative approach, the research employed the FMCE (Force and Motion Conceptual Evaluation) test instrument alongside Rasch modelling. The study involved 35 high school students who had covered the Force and Motion curriculum. Analysis with Winstep software (Version 3.65.0) revealed that items 1 and 7 were invalid. The instrument demonstrated commendable reliability, with an item reliability of 0.73. Difficulty level analysis identified five questions as outliers, categorised as either very difficult or very easy. The discrimination analysis confirmed that the instrument effectively differentiated between students who answered correctly and those who did not. Overall, the FMCE exhibited solid validity and high reliability, although some items necessitate revision. The study's limitations, particularly the small sample size, may affect the generalisability of the findings. Despite these limitations, the study provides valuable insights into the assessment of Force and Motion concepts in high school students, though caution is advised when interpreting the results. Future research should consider a larger sample size and diverse educational contexts to enhance the robustness and applicability of the findings.Keywords: Concept understanding, force and motion, high school students, instrument test, Rasch modelDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202404

The Influence of the 9E Learning Cycle with A STEM Approach on Students' Science Process Skills in Static Fluid Topics Alfian, M Ali; Parno, Parno; Wisodo, Hari; Khamis, Noorzana
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.8916

This study investigated the effectiveness of integrating the 9E Learning Cycle Model with STEM approaches to enhance students' Science Process Skills (SPS) in static fluid concepts. The research employed a mixed-methods embedded experimental design with 32 senior high school students. Quantitative data were collected through pre- and post-tests, while qualitative data were gathered via observations and interviews. Results showed significant improvements across all SPS components, with N-gain values ranging from 0.63 to 0.64, indicating medium gains. Students demonstrated enhanced abilities in observing, classifying, measuring, inferring, predicting, and communicating scientific concepts. The integrated approach facilitated practical application of knowledge, as evidenced by students' work on flood-resistant garage prototypes and wave-powered electricity generators. Qualitative findings revealed increased student engagement and improved problem-solving skills. The study concludes that the integration of the 9E Learning Cycle Model with STEM approaches offers an effective framework for enhancing students' science process skills and their ability to apply these skills to real-world problems. These recommendations aim to provide a more comprehensive understanding of the approach's potential in science education across various domains and student populations

ANALISIS FAKTOR PENGETAHUAN, REPUTASI, LINGKUNGAN, DAN RELIGIUSITAS TERHADAP MINAT MENABUNG PADA SISWA SMK JURUSAN PERBANKAN SYARIAH Salsabilla, Ashifa Isnaeni; Sulasih, Sulasih; Parno, Parno; Setianingsih, Dias
Indonesian Scientific Journal of Islamic Finance Vol 4 No 1 (2025): Indonesian Scientific Journal of Islamic Finance
Publisher : Faculty of Islamic Economics and Business, Sultan Aji Muhammad Idris State Islamic University of Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/inasjif.v4i1.11523

Although Indonesia has a predominantly Muslim population, the market share of Islamic banking in 2020 remained relatively modest at only 6.18%. One of the major challenges lies in the low savings interest among the younger generation. Previous studies have investigated the influence of knowledge, reputation, environment, and religiosity on saving behavior; however, the findings remain inconclusive, thereby creating a research gap that merits further exploration. The novelty of this study lies in its simultaneous examination of these four variables within the context of vocational high school students majoring in Sharia banking who have direct access to a school-based mini-bank facility, an environment that has rarely been addressed in prior research. Employing a quantitative approach, the study utilized a survey method with purposive sampling involving 139 students from SMK Negeri 1 Purwokerto. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression, preceded by validity, reliability, and classical assumption tests. The findings reveal that knowledge exerts a significant negative effect on saving interest, while reputation, environment, and religiosity demonstrate significant positive effects. Collectively, these four variables significantly influence saving interest, with a coefficient of determination of 40.2%. This study highlights that Islamic banks may enhance their attractiveness to young customers by strengthening institutional reputation, fostering supportive environments, and reinforcing religious values. Nevertheless, positive perceptions of products and services should be complemented by improved financial knowledge to further optimize savings interest in Islamic banking

Identifikasi pemahaman konsep dan penalaran ilmiah siswa SMA pada materi fluida statis Prastiwi, Vicki Dian; Parno, Parno; Wisodo, Hari
Momentum: Physics Education Journal Vol 2 No 2 (2018)
Publisher : Universitas PGRI Kanjuruhan Malang

Abstract: Understanding of concepts and scientific reasoning are an important components of the Physics learning process. One of the importance of understanding the concept and scientific reasoning is facilitating students in understanding and applying concepts obtained for everyday life. This article aims to describe students' understanding of concept and scientific reasoning on Static Fluid topic. This research used mixed methods explanatory design with 31 students of class XII IPA who have obtained Fluid Static topic. The instruments used are 10 items of essay for conceptual comprehension and 20 multiple choice items justified for scientific reasoning with substantial reliability in order, ie 0.702 and 0.745. The results show that students still have difficulty in understanding the concept of Fluid Static and still have a low scientific reasoning. Students' understanding of hydrostatic pressure sub topic is 18%, Pascal's Law of 21%, and Law Archimedes of 2.2%. Scientific reasoning aspects used in this research are mass conservation reasoning, proportional reasoning, variable control, reasoning probability, correlation reasoning, and hypotetical deductive reasoning. Sequentially, the low level of students' scientific reasoning on Static Fluid material in each criterion is indicated by the following percentages: 24%, 40%, 34%, 25%, 48%, and 20%. Based on the results obtained, that the difficulties of students in general exist on the determination of factors that affect the phenomenon of each sub-material. Abstrak: Pemahaman konsep dan penalaran ilmiah merupakan komponen penting dalam proses pembelajaran Fisika. Salah satu pentingnya dari pemahaman konsep dan penalaran ilmiah adalah dapat memberikan kemudahan siswa dalam memahami dan mengaplikasikan konsep yang diperoleh untuk kehidupan sehari-hari. Artikel ini bertujuan untuk mendeskripsikan pemahaman konsep dan penalaran ilmiah siswa pada materi Fluida Statis. Jenis penelitian ini menggunakan mixed methods explanatory design dengan subyek penelitian 31 siswa di kelas XII IPA yang telah memperoleh materi Fluida Statis. Instrumen yang digunakan dengan 10 butir soal esai untuk pemahaman konsep dan 20 butir soal pilihan ganda beralasan untuk penalaran ilmiah dengan besar reliabilitas secara berurutan, yaitu 0,702 dan 0,745. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam memahami konsep Fluida Statis dan masih memiliki penalaran ilmiah yang rendah. Pemahaman konsep siswa pada sub materi tekanan hidrostatis sebesar 18%, Hukum Pascal sebesar 21%, dan Hukum Archimedes sebesar 2,2%. Aspek penalaran ilmiah yang digunakan dalam penelitian ini, yaitu penalaran konservasi massa, penalaran proporsional, kontrol variabel, penalaran probabilitas, penalaran korelasi, dan hypotetical deductive reasoning. Secara berurutan rendahnya tingkat penalaran ilmiah siswa pada materi Fluida Statis di masing-masing kriteria, ditunjukkan dengan persentase sebagai berikut: 24%, 40%, 34%, 25%, 48%, dan 20%. Berdasarkan hasil yang diperoleh, bahwa kesulitan siswa secara umum terdapat pada penentuan faktor-faktor yang berpengaruh pada fenomena masing-masing sub materi.

Keterampilan berpikir kritis pada Bounded Inquiry Lab: analisis kuantitatif dan kualitatif Prani, Anisak Intan Eka; Parno, Parno; Hidayat, Arif
Momentum: Physics Education Journal Vol 2 No 1 (2018)
Publisher : Universitas PGRI Kanjuruhan Malang

Abstract: Critical thinking skills as an important skill in the 21st century is a major goal of science education. Therefore the researchers develop various learning strategies to enhance and develop students' critical thinking skills. They develop learning materials that integrated with ability to think critically. However, the strategy makes students less understand to the concept of the material. Learning strategy as bounded inquiry lab model can improve both critical thinking skill and students' comprehension of the material. This study aims to determine effectiveness of bounded inquiry lab to critical thinking skills in high school students. This study focuses on hydrostatic pressure, Pascal's law, and ArchimedesÃ¢â‚¬â„¢ law. Mixed methods of embedded model design were used during the study. A total of 30 students in major natural science program undergo pre test, followed by learning using bounded inquiry lab, doing post test and then interview. The results showed that students' critical thinking skills on hydrostatic pressure, Pascal's law, and ArchimedesÃ¢â‚¬â„¢ law increased from an average of 20.00 in pretest to 80.67 in post test. In addition, students said that they can improve their understand concepts of matter, determine the variables, how to create and test hypotheses through scientific work, and make good conclusion through classroom learning. So, bounded inquiry lab should be used as an alternative learning to enhance critical thinking skills in static fluids. Abstrak: Keterampilan berpikir kritis sebagai keterampilan penting di abad 21 merupakan tujuan utama pendidikan sains. Hal tersebut membuat para peneliti mengembangkan berbagai strategi pembelajaran untuk mengembangkan keterampilan berpikir kritis siswa. Sebagian besar peneliti mengembangkan keterampilan berpikir kritis yang terintegrasi dengan materi pembelajaran. Namun, strategi tersebut membuat siswa kurang memahami konsep dari materi. Strategi pembelajaran berupa model bounded inquiry lab merupakan salah satu model yang dapat meningkatkan keterampilan berpikir kritis sekaligus meningkatkan pemahaman siswa pada materi. Penelitian ini bertujuan mengetahui efektivitas bounded inquiry lab terhadap keterampilan berpikir kritis siswa SMA. Penelitian ini berfokus pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes. Mixed methods desain embedded model digunakan selama penelitian. Sebanyak 30 siswa kelas XI IPA SMA menjalani pre test, dilanjutkan dengan pembelajaran menggunakan bounded inquiry lab, mengerjakan soal post test kemudian wawancara. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes meningkat dari rata-rata nilai pre test sebesar 20,00 ke nilai post test sebesar 80,67. Di samping itu, menurut siswa, pembelajaran di kelas membuat mereka lebih memahami konsep materi, menentukan variabel, cara membuat dan menguji hipotesis melalui kerja ilmiah, serta membuat kesimpulan dengan baik. Berdasarkan hasil penelitian, bounded inquiry lab dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan keterampilan berpikir kritis siswa pada materi fluida statis.

Kesalahan siswa SMA dalam memecahkan masalah pada materi Hukum Newton Januarifin, Dheka; Parno, Parno; Hidayat, Arif
Momentum: Physics Education Journal Vol 2 No 2 (2018)
Publisher : Universitas PGRI Kanjuruhan Malang

Abstract: This study described students mistake on solving newtonÃ¢â‚¬â„¢s law problems. The subjects were 60 students of high school in 11th grade. This study used survey method with data collection technique was test. Test consisted of 10 items about the description of Newton's law (cronbach alpha 0.638). The results showed that many students mistake on solving problems about 1st NewtonÃ¢â‚¬â„¢s Law, 2nd NewtonÃ¢â‚¬â„¢s law, 3rd NewtonÃ¢â‚¬â„¢s law and concept of friction. Students just rememberred the mathematical equations of Newton's law without understanding the physical meaning. It was advisable to conduct further research as an effort to reduce students' mistakes, one of them is through learning that involves students participating on problem solving and given assistance so that students can do problem solving independently. Abstrak: Penelitian ini mendeskripsikan kesalahan siswa dalam memecahkan masalah hukum newton. Subyek penelitian siswa kelas XI SMA berjumlah 60. Penelitian menggunakan meteode survey dengan teknik pengumpulan data yaitu tes. Tes terdiri atas 10 butir soal uraian materi hukum Newton (cronbach alpha 0,638). Hasil penelitian menunjukkan bahwa siswa banyak mengalami kesalahan dalam memecahkan masalah hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Faktor penyebab kesalahan tersebut adalah karena siswa kurang memahami hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Siswa hanya hanya menghafal persamaan matematis hukum Newton tanpa memahami makna fisis. Disarankan untuk melakukan penelitian lebih lanjut sebagai upaya mengurangi kesalahan siswa, salah satunya melaui pembelajaran yang melibatkan siswa ikut serta dalam pemecahan masalah dan diberi bantuan agar siswa dapat melakukan pemecahan masalah secara mandiri.

Co-Authors AA Sudharmawan, AA Affan Haidar Atstsabit Ahmad Syarif Ahmad Taufiq Ake Wihadanto Al Anshori, Imam Al Fatih, Solihin Alfian, M Ali Ali, Marlina Amin, Rais Muktamar Aminatun, Wahyuni Amir, Muhammad Taufiqurrahman Andhika Prakasa Kasma Angrum Pratiwi Ari, Patricius Ariani, Rikka Sri Arif Hidayat Artanti, Kafa Pramitha Indhira Anggraini Arvika, Arvika Ate, Ogiarto Azizah, Nafilah Husnaul Basri, Nur Akhyar Betari, Almira Bunyamin, Muhammad Abd Hadi Casmuti, Casmuti Catur Wulandari Dedy Mainata Derra S. Pratama Dharmayanti Dharmayanti Dion Yudha Agustinus Diraya, Inayatun Dwi Resdiana, Puput Dwitya Putri Nindita Endang Purwaningsih Esti Setiyaningsih Fadly Fatah Fatmawati , Fatmawati Febriani Fernando, Trio Junira Fuadah, Fitroh Gusniawan, Irvan Habibaturrohmah, Zuana Hari Wisodo, Hari Hasanati, Alvi Herawati Susilo Iljannah, Luk Luk Indraloka, Ristanti Mulia Indri Hendarti Intan Zainafree, Intan Intansari, Anggita Isty Irawan, Ivan Danar Aditya Isnanik Juni Fitriyah Istianingsih Istianingsih, Istianingsih Januarifin, Dheka Khamis, Noorzana Kokom Komariah Lia Yuliati, Lia Magfirah, Adia Mansur, Astri Viana Markus Diantoro Mutiara Arisa Nasikh Nawi, Nina Diana Nukhba, Rania Nuril Munfaridah, Nuril Prani, Anisak Intan Eka Prastiwi, Vicki Dian Putri, Rafa' Anugrah Rafidah, Farah Rifka Vinka Avilya Putri Riska, Fati Matur Roshifa, Za'ima Nabila Royani, Shinta Nuriyah Mahbubiyah Salmah, Ummi Salsabilla, Ashifa Isnaeni Sarbino Sarbino Sentot Kusairi Setianingsih, Dias Sujito Sujito Sukatiman Sukatiman Sulasih Sulasih Suliyanto Suliyanto Trianingsih, Ade Ulum, Fatchul Weni Novandari Wicaksono, Indro Widya Hary Cahyati Wijaya, Jevita Wulandari, Ika Pratiwi Yanti, Dharma Yogi Yundatama, Yogi Yuliani, Irma Yusran Yusran

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