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Tatang Herman, Tatang

Universitas Pendidikan Indonesia

Author-ID : 558235

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Ethnomathematics Approach: A Strategy to Improve Mathematical Problem Solving Skills of Elementary School Students Ejen Jenal Mutaqin; Tatang Herman; Wahyudin Wahyudin; Ghania Nurul Agistina; Asep Kamal Abdul Aziz
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107271

This study explores the impact of an ethnomathematics-based approach on elementary students’ abilities in mathematical problem-solving. Employing a quasi-experimental design with a posttest-only control group, the research involved two equivalent classes at MI An Nur VI in Garut Regency. The experimental group was taught using an ethnomathematics approach incorporating Sundanese cultural elements into geometry lessons, while the control group received conventional instruction. Statistical results revealed a significant difference in posttest scores, favoring the experimental group. These findings suggest that ethnomathematics effectively enhances students’ problem-solving capabilities by offering contextual and culturally relevant learning experiences. The study supports culturally responsive pedagogy and aligns with the Merdeka Curriculum’s vision of inclusive, student-centered education.Penelitian ini bertujuan untuk mengkaji pengaruh pendekatan etnomatematika terhadap kemampuan pemecahan masalah matematis siswa sekolah dasar. Metode yang digunakan adalah kuasi eksperimen dengan desain posttest only control group, melibatkan dua kelas paralel di MI An Nur VI, Kabupaten Garut. Kelas eksperimen mengikuti pembelajaran berbasis etnomatematika yang mengintegrasikan unsur budaya Sunda ke dalam materi geometri, sedangkan kelas kontrol memperoleh pembelajaran secara konvensional. Analisis statistik menunjukkan perbedaan signifikan antara kedua kelompok, dengan skor posttest siswa di kelas eksperimen lebih tinggi. Hasil ini menunjukkan bahwa pendekatan etnomatematika mampu meningkatkan keterampilan pemecahan masalah matematis melalui pembelajaran yang kontekstual, bermakna, dan selaras dengan budaya lokal. Temuan ini memberikan kontribusi terhadap praktik pembelajaran berbasis kearifan lokal dan mendukung penerapan Kurikulum Merdeka yang berfokus pada pembelajaran yang inklusif dan berpusat pada peserta didik.

Ethnomathematics study of Pandanwangi village: Schools mathematics instruction in rice farmer activities Pandanwangi Sugiarni, Rani; Herman, Tatang; Suryadi, Didi; Prabawanto, Sufyani; Zulnaidi, Hutkemri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14614

This study aims to explore the hidden mathematical concepts behind the rice farming activities of Pandanwangi Cianjur. The research method is qualitative research with an ethnographic approach. The research location is in Pandanwangi Cultural Village, Bunikasih Village, Warungkondang District, Cianjur Regency, West Java. Pandanwangi Cultural Village was deliberately built by the Cianjur Regency Government to further introduce pandanwangi rice, which is the superior local variety of Cianjur Regency. Pandawangi rice farmers' cultural activities contain mathematical concepts that arise when determining seed class, number of seeds, nursery preparation, final seed selection with salt solution, seeding in nurseries, nursery maintenance, preparation of planting land, planting, fertilization in planting areas, planting maintenance, harvest, and post-harvest. The findings of this study show that there are mathematical concepts in agricultural activities on geometric content, including determining points, lines, angles, the area of flat shapes, the similarity of flat shapes, and algebra, including comparisons, percentages, and social arithmetic. The results of the research can be used as a teaching module to facilitate learning for students in the school curriculum.

Multidimensional Analysis in the Development of Augmented Reality-Based Digital Ethnomathematics Module: A Case Study at Keraton Kasepuhan Cirebon Maharbid, Dian Anggraeni; Herman, Tatang; Agustin, Mubiar; Riyana, Cepi; Mutaqin, Ejen Jenal
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3554

Penelitian ini bertujuan menganalisis pengembangan modul digital etnomatematika berbasis augmented reality (AR) melalui sebuah pendekatan analisis multidimensional yang komprehensif. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE. Data dikumpulkan melalui kuesioner terhadap 23 responden yang terdiri dari 13 guru dan 10 siswa, observasi langsung, dan wawancara mendalam. Kebaruan penelitian ini terletak pada pengembangan kerangka analisis multidimensional yang mengintegrasikan teori Technology Acceptance Model (TAM), teori perkembangan kognitif Piaget, dan perspektif etnomatematika D'Ambrosio untuk validasi kebutuhan pengembangan media pembelajaran inovatif. Hasil penelitian menunjukkan bahwa dari 13 bangunan di Keraton Kasepuhan, teridentifikasi 84 bangun ruang dan berbagai bangun datar yang dapat diintegrasikan dalam pembelajaran geometri. Sebanyak 100% guru menyatakan media berbasis AR dapat meningkatkan keterlibatan siswa, sementara 90% siswa menunjukkan antusiasme tinggi terhadap pembelajaran berbasis budaya lokal. Implikasi teoretis penelitian ini berkontribusi pada pengembangan kerangka konseptual integrasi teknologi-budaya dalam pendidikan matematika, sedangkan implikasi praktis menyediakan landasan empiris sebagai cetak biru (blueprint) untuk pengembangan media pembelajaran yang kontekstual dan bermakna. This study aims to analyze the development of an augmented reality (AR)-based digital ethnomathematics module through a comprehensive multidimensional analysis approach. The research employs Research and Development (R&D) methodology with the ADDIE model. Data were collected through questionnaires administered to 23 respondents (13 teachers and 10 students), direct observations, and in-depth interviews. The novelty of this research lies in the development of a multidimensional analysis framework that integrates the Technology Acceptance Model (TAM), Piaget's cognitive development theory, and D'Ambrosio's ethnomathematics perspective to validate the need for innovative learning media development. The findings reveal that among 13 buildings in Keraton Kasepuhan, 84 solid figures and various plane figures were identified for integration into geometry learning. All teachers (100%) agreed that AR-based media could enhance student engagement, while 90% of students demonstrated high enthusiasm for culturally-based learning. The theoretical implications contribute to the conceptual framework development for technology-culture integration in mathematics education, while practical implications provide an empirical foundation that serves as a blueprint for developing contextual and meaningful learning media.

The Effectiveness of The Mathematics in Context Approach on Students’ Problem-Solving Ability Aras, Irianto; Turmudi, Turmudi; Herman, Tatang; Mutaqin, Ejen Jenal
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3615

Pembelajaran matematika memerlukan pendekatan relevan untuk mengembangkan kemampuan pemecahan masalah kompleks. Penelitian ini bertujuan mengevaluasi efektivitas pendekatan Mathematics in Context (MiC) terhadap kemampuan pemecahan masalah matematika siswa kelas V di tiga sekolah dasar Kabupaten Pinrang. Penelitian dilakukan sebanyak 17 pertemuan menggunakan bahan ajar dan panduan guru yang telah divalidasi ahli. Data dikumpulkan melalui instrumen pretes dan postes yang mengukur lima aspek pemecahan masalah: analisis, desain, eksplorasi, implementasi, dan verifikasi. Hasil analisis menunjukkan adanya perbedaan rata-rata kemampuan siswa yang signifikan sebelum dan sesudah perlakuan di ketiga sekolah. Berdasarkan skor N-Gain, pendekatan MiC terbukti cukup efektif meningkatkan kemampuan pemecahan masalah siswa; aspek analisis, desain, dan eksplorasi berada pada kategori sedang, sementara aspek implementasi dan verifikasi berada pada kategori rendah. Temuan ini menyimpulkan bahwa pendekatan MiC efektif dalam membantu siswa memahami dan merancang strategi penyelesaian, namun kurang optimal dalam meningkatkan kemampuan prosedur penyelesaian (implementasi) dan verifikasi jawaban. Mathematics education aims to cultivate students' ability to solve complex mathematical problems, necessitating the use of relevant pedagogical approaches. This study evaluates the effectiveness of the Mathematics in Context (MiC) approach on the mathematical problem-solving skills of fifth-grade students across three elementary schools in Pinrang Regency. The intervention was conducted over seventeen sessions using MiC-based instructional materials and teacher guides validated by experts. Data were collected via pre-test and post-test instruments measuring five dimensions of problem-solving: analysis, design, exploration, implementation, and verification. Analysis revealed a significant difference in mean problem-solving scores before and after the MiC intervention across all schools. N-Gain analysis results indicate that the MiC approach is moderately effective in enhancing student performance; specifically, the analysis, design, and exploration aspects reached the "medium" category, while implementation and verification remained in the "low" category. These findings suggest that while the MiC approach effectively supports students in understanding and designing problem-solving strategies, it is less optimal in improving procedural execution and solution verification.

Pendampingan Modifikasi Modul Ajar Matematika dan Non Matematika Bagi Guru: Integrasi Keterampilan Numerasi Nurfiqih, David; Nurkamilah, Milah; Putra R, Andika; Utami, Citra; Lusiyana, Desy; Heryanti Jufri, Lucky; Nurhanifah, Nova; Zakiyah, Siti; Herman, Tatang; Prabawanto, Sufyani
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 10 No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v10i1.28283

Literasi dan numerasi merupakan salah satu keterampilan penting karena membantu manusia dalam memahami dan menyelesaikan masalah yang muncul dalam kehidupan sehari-hari. Pengabdian ini dilatarbelakangi oleh pentingnya penguatan terhadap keterampilan literasi dan numerasi yang dilakukan mulai dari sejak dini termasuk melalui proses pembelajaran di sekolah, baik dasar maupun perguruan tinggi. Meskipun begitu, penanaman numerasi di sekolah bukan berarti bahwa semua guru mengajarkan matematika, tetapi bagaimana guru mengintegrasikan numerasi dalam kurikulum melalui pembelajaran lintas mata Pelajaran. Guru masih kesulitan dalam mengembangkan modul ajar yang mengintegrasikan keterampilan literasi numerasi. Pengabdian ini bertujuan untuk menguatkan pemahaman guru terkait konsep literasi numerasi dan meningkatkan kemampuan guru lintas mata pelajaran dalam mengidentifikasi konten matematika untuk merancang modul ajar yang mengintegrasikan keterampilan numerasi. Metode pelatihan dan pendampingan dilakukan secara synchronous dan asynchonous di SMPN 6 Garut dengan peserta dari berbagai guru mata pelajaran. Hasil pengabdian menunjukkan terdapat penguatan pemahaman konsep literasi numerasi dengan capaian > 80% untuk masing-masing aspek, dan 8 kelompok guru mata pelajaran (100%) mampu mengidentifikasi konten matematika yang tepat untuk diintegrasikan pada modul ajar dengan capaian konten numerasi yang teridentifikasi sebesar 80 % (4 dari 5 domain matematika), selain itu guru mampu mengidentifikasi konteks personal, sosial budaya maupun saintifik dalam bidang ilmu yang diampu sebagai konteks masalah pada modifikasi modul ajar yang mengintegrasikan keterampilan numerasi. Domain bilangan menjadi tututan numerasi paling dominan dibandingkan domain matematika lainnya seperti aljabar, pengukuran, data dan ketidakpastian serta geometri. Kegiatan pengabdian berimplikasi juga terhadap peningkatan literasi digital guru dalam berkolaborasi dengan memanfaatkan spreadsheet dan google document.

The Effect of Digital Didactic Intervention on Measures of Central Tendency Towards Students’ Statistical Thinking Cipta, Eliva Sukma; Suryadi, Didi; Herman, Tatang; Jupri, Al
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.29891

Statistical thinking is an essential competency for prospective mathematics teachers in responding to data-driven decision making within the context of Society 5.0. However, learning obstacles frequently emerge in higher education statistics courses due to instructional practices that emphasize procedural computation rather than conceptual and contextual understanding. This study aims to describe the implementation of a didactical design to reduce students’ learning obstacles in statistical thinking through the topic of measures of central tendency. A qualitative descriptive method was employed involving 38 mathematics education students enrolled in an introductory statistics course. The didactical design integrated the Theory of Didactical Situations (TDS) and the DORA model (Describe, Organize, Represent, Analyze–Interpret) and was delivered through an interactive e-module developed on the AnyFlip platform. Data were collected using a post-implementation statistical thinking test based on DORA, classroom observations, semi-structured interviews, and reflective field notes. Learning activities were organized into four TDS stages action, formulation, validation, and institutionalization to support reflective and adidactical learning processes. The results indicate that students were able to construct statistical concepts more meaningfully and reduce previously identified learning obstacles, particularly in linking numerical results with graphical representations. In conclusion, the integration of TDS and the DORA model supported by interactive e-modules effectively enhances students’ statistical thinking skills, as evidenced by the reduction of learning obstacles among prospective mathematics teachers.

How ICT Supports the Mathematical Problem-Solving Learning Process of Secondary School Students: A Systematic Literature Review Ahmad Dzulfikar; Turmudi Turmudi; Tatang Herman; Kusnandi Kusnandi
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1649

Purpose of the study: This study aims to systematically examine the role of Information and Communication Technology (ICT) in supporting students’ mathematical problem-solving processes at the secondary school level. It addresses the current gap in the literature by providing a focused synthesis of how ICT is utilized in mathematics education to enhance students’ problem-solving abilities. Methodology: A Systematic Literature Review was conducted following the PRISMA protocol. Articles were sourced from reputable databases, such as Scopus, Taylor & Francis Online (Tandfonline), and Education Resources Information Center (ERIC). Through a rigorous selection process based on relevance and quality criteria, 25 peer-reviewed articles published within the past ten years were analyzed and synthesized. Main Findings: The review reveals that ICT is widely employed to improve the quality of instruction and students’ problem-solving skills in mathematics. ICT supports learning across various topics such as geometry, calculus, and algebra, mainly through visualization tools and interactive simulations. Furthermore, ICT serves multiple roles: as a medium for ICT-assisted instruction, a complement to instructional materials, a platform for online learning, an assessment tool and a resource for student-directed learning, and as an adaptive and diagnostic learning systems. Novelty/Originality of this study: This study contributes a focused and systematic analysis of how ICT specifically enhances mathematical problem-solving at the secondary level, a perspective that has been underrepresented in existing reviews. By identifying the specific functions and impacts of ICT in this context, the study lays the groundwork for future research and development of ICT-based pedagogical strategies in mathematics education.

Computational Thinking Analysis In Elementary School Sakinah, Ainur; Herman, Tatang
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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

This study aims to determine how students apply computational thinking indicators in solving comparison problems. The method applied in this study is a descriptive qualitative approach involving four students as research subjects, where the four students were selected randomly. Each student is given one problem. This means that each student faces challenges in the form of different problems, but remains within the same context. This study was conducted on fifth grade students of SD Negeri 1 Panorama, Hegarmanah Village. The results of this test will be used to assess students' computational thinking skills in solving mathematical problems. In the decomposition indicator, students are generally able to break down problems into smaller parts, such as determining the elements that must be compared (the number of bottles of juice and mineral water). In the pattern recognition indicator, students are quite good at recognizing relationships or patterns between elements, such as ratios in comparisons, while the abstraction indicator is the biggest challenge for students, especially in filtering important information and ignoring irrelevant details. In addition, in the algorithm design indicator, some students still have difficulty designing systematic steps to simplify comparisons to their simplest form. Overall, students need a more structured learning approach that supports the development of CT skills, especially in abstraction and algorithm design, to improve their understanding of the comparison material. Therefore, it can be concluded that students have applied the four computational thinking indicators. Although there are still mistakes made by students in solving math problems, students have been able to apply the four foundations of computational thinking.

Mathematics Pedagogical Content Knowledge (MPCK) in Elementary School Teachers: Focusing on Fractions Vina Amilia Suganda M; Tatang Herman; Babang Robandi
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.82291

Mathematics Pedagogical Content Knowledge (MPCK) needs to be developed to achieve effective learning outcomes. This study aims to describe the teaching behavior of elementary school teachers with MPCK category on fraction material in grade IV. This study used descriptive research design. The research sample is five elementary school teachers, who were randomly selected from teaching videos that have been published on YouTube. The videos of five teachers discuss the same material, namely fractions worth. The MPCK component focused on in this study is when teachers implement learning. The results of the analysis obtained the average MPCK component implemented and appropriate by the five teachers was 34%, including the category of less. From these results, the components of teaching problem solving strategies and understanding the concept of fraction material to students are the most components that are not implemented or implemented but not appropriate.

Cognitive Obstacles and Textbook Praxeological Limitations Underlying The Low Mathematical Creative Thinking of Elementary Students Sidik, Ghany Taufik; Herman, Tatang; Prabawanto, Sufyani; Riyadi, Arie Rakhmat; Marji, Mohd Salehudin
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp693-720

The importance of mathematical creative thinking skills in the 21st century differs from the creative thinking skills of current elementary school students. A 5th-grade student at a public elementary school in West Bandung Regency, Indonesia, has low levels of creative thinking. This study aimed to analyze fifth-grade students' mathematical creative thinking skills during problem-solving, identify the underlying causes of their low performance, and propose instructional strategies to foster their development. The method used was qualitative, with a descriptive–interpretive design. Participants comprised 15 fifth-grade students from a single public elementary school in West Bandung Regency, Indonesia, selected via convenience sampling. The primary research instrument was the researcher, supported by a creative thinking skills test instrument and an interview guide. The results of this study are 1 student had a high level of creative thinking skills able to achieve indicators of flexibility, originality, awareness, and elaboration; 1 student had a moderate level of creative thinking skills able to achieve indicators of originality, awareness, and elaboration; and 13 students had low levels of creative thinking skills able to achieve indicators of fluency/originality/awareness/originality and awareness/ had not even achieved all indicators of mathematical creative thinking skills. Further analysis revealed fundamental misconceptions, particularly confusion between area and perimeter, fragmented procedural reasoning, and limited metacognitive verification during mathematical problem-solving. To improve students’ creative thinking skills, it is recommended to use learning activities oriented towards problem- and project-based learning, realistic mathematics, and mathematics textbooks that also support the problem-solving process. In conclusion, most fifth-grade students demonstrate low levels of mathematical creative thinking skills, shaped by conceptual misconceptions and limited metacognitive regulation, underscoring the importance of targeted, conceptually grounded, and problem-oriented instructional interventions. Keywords: creative thinking skills, mathematics, problem-solving.

Co-Authors 'Aini, Qurrata - Fauzan ., Mahmudin A Jupri Aan Hasanah Aan Hasanah Abdul Baist Abdul Muin Abdul Muin Abubakar, Nazwa Maharani Putri Abung, Miranda Adnan, Mazlini Ady Akbar Ady Akbar Afifah Latip Rasyid Jauhari Afifah Zafirah Afifah, Salsabila Agung Rozali Agusfianuddin Agusfianuddin Agusfianuddin, Agusfianuddin Agustin Nursa’adah Ahmad Badawi Ahmad Dzulfikar Ahmad Dzulfikar Ahmad Lutfi AHMAD LUTFI Ahmad Lutfi Fauzi Ahmad Mukhibin Ahmad Mukhibin, Ahmad Ahniah, Arum Dwi Ahzan, Zulkaidah Nur Akbar, Ady Al Jupri Alifia Salsabila Alman Alman Alman Alman, Alman Amadhila Elina Penehafo Amelia, Irma Amelia, Nadya Ghassani Andhin Dyas Fitriani Andira, Trini Andriyono Andriyono, Andriyono Anggani, Nadiva Dwi Anggit Prabowo Anggit Prabowo, Anggit Anggita Maharani Anggy Giri Prawiyogi Ani Rosidah Anjani, Cusni Anna Cesaria Anwar Aras, Irianto Arie Rakhmat Riyadi Asep Kamal Abdul Aziz Asep Kurniawan Asih, Endang Cahya Mulyaning Aswin Aswin Ate, Dekriati Atep Sujana Atika Defita Sari Audra Pramitha Muslim Aulia, Lakhaula Sahrotul Aya Shofia Maulida Ayu Fitri Babang Robandi Bambang Avip Priatna Martadiputra cakrawala Banu Al Wizhar Brata, Syahrizal Kurniawan Cepi Riyana, Cepi Choiriyah Widyasari Christina Minoka Samosir Christina Monika Samosir Cipta, Eliva Sukma Citra Utami, Citra Cucu Suryana Dadan Dasari Dadang Juandi Dadang Juandi Dahiana, Wa Ode Damanik, Riska Herdiyanti Darhim Darhim Darhim Darhim Dejarlo, Jenisus O. Dendy Maulana Gusmawan Dendy Maulana Gusmawan Gusmawan Desy Lusiyana, Desy Desyandri Desyandri Devi Afriyuni Yonanda Dian Permatasari Didi Suryadi Didi Suryadi Didi Suryadi Diding Ruchaedi, Diding Dinata, Fentiawati Trysna Dini Aghniya Ghassani Dini Aghniya Ghassani Dudu Suhandi Saputra Dwi Arianti Suryo Utomo DWI MAHARANI Dzulfikar, Ahmad Edi Supriyadi Edi Supriyadi Edi Supriyadi Effendi, Mufid Eha Harningsih Ejen Jenal Mutaqin Ekasatya Aldila Afriansyah Eko Fajar Suryaningrat Elah Nurlaelah Elah Nurlaelah Elah Nurlaelah Endang Cahya Mulyaning A. Enjun Junaeti Epran, Epran Eritha Dewi Febrianty Fachriza, Hilda Fadhelina, Nishbah Fanisa Dina Amalia Dewi Umbara Farah Septira Fardatil Aini Agusti Fardian, Dilham Farokhah, Laely Fasya, Robby Ismail Fatimah, Siti Fatkhul Arifin Fauzi, Ahmad Lutfi Fauziah, Ratu Sarah Febriandi, Riduan Febriandi Febrianti, Eritha Dewi Febrianty, Eritha Dewi Firdaus, Eris Fanny Firdaus, Hilman Fitri Ayu Febrianti Fuji Azzumar Galih Dani Septiyan Rahayu Gantina, Inggrit Gavrila Tamariska Gee, Efrata Gevin Rifauldy Lopez Ghania Nurul Agistina Ghany Taufik Sidik Ghassani, Dini Aghniya Ghifari, Muhammad Tareq Ginda M.A.Siregar Gumpita, Melly Terry Gunadi, Farid Gunawan Anggia R Gusmawan, Dendy Maulana Gusmawan Habibi Ratu Perwira Negara Hamdan Sugilar Hanifah Nuryani Haris, Durratul Jannah Binti Abdullah Harry Dwi Putra Harry Dwi Putra, Harry Dwi Haruna, Nana Harlina Haryanti, Yuyun Dwi Hasanah , Aan Hayatun Nufus Heryanti Jufri, Lucky Heryasih, Mamay Enung Husnul Khatimah Rusyid Hutkemri Zulnaidi I Ketut Kertayasa I Made Suarsana I Made Suarsana Ikbal Pauji Inayah, Sarah Indah Puspita Sari Indah Puspita Sari, Indah Puspita Indra Gunawan Irena Puji Luritawaty Irfan Fauzi Irianto Irianto Aras Irmawati Liliana Kusuma Dewi Ismiyasari, Fatimah Nur Jarnawi Afgani Dahlan Jasmine Salsabila Lutfi jauhari, Afifah Latip Rasyid Jerito Pereira Jozua Sabandar Jozua Sabandar Jozua Sabandar Jusniani, Nia Kadir Kadir, Kadir Khaedir Lutfi, Muhammad Khairunnisa Khairunnisa Khotimah, Wonadesma Dwi Kirana, Fatin Nasywa Komang Sujendra Diputra Kurniati Kurniati Kurniati Kurniati Kurniawati, Lia Kusnandi Kusnandi Kusnandi Kusnandi Kusnandi, Kusnandi Laely Farojah Laila, Alya Nur Najmi Lastri Oktaviani Lestari, Febrika Levina Lidya Maheswari Lia Halimatus Sadiah Lia Kurniawati Lina Nurhayati Lina Siti Nurwahidah LUKMAN, LUKMAN Lumbantoruan, Jitu Halomoan Lutfi Abdurahman Lutfi, Muh. Khaedir Lutfiana, Lutfiana M. Anang Jatmiko M. Azhari Panjaitan Maarten Dolk, Maarten Maharbid, Dian Anggraeni Mahmud, Thariq Aziz Mahmudi Mahmudin Mahmudin Mahmudin Mahmudin, Mahmudin Malasari, Putri Nur Mamat, Nordin Bin Mangiri, Gita Rani Putri Manik, Elisabeth Maqruf, Agus Mardliyah, Syifa Marji, Mohd Salehudin Masnur Maulana Al Aziz Harahap Maulana, Dick Dick Maulida, Aya Shofia Maulidina, Khoirunnisa Mefiana, Syifa Ananda Mega Nur Prabawati Mega Nur Prabawati Mega Nur Prabawati, Mega Nur Meilani, Rini Melani, Rini MICHIEL DOORMAN, MICHIEL Millaty, Silmy Mimi Hariyani Mimin Ninawati Mohamed Nor Azhari Azman Azhari Mr Sumar Hendayana Mubiar Agustin Muchlis, Effie Efrida Mufid Effendi Mufliva, Rosiana Muftiyah, Salma Muh. Faiz Setyono Muhammad Al Falah Kurniawan Muhammad Ari Subhi Muhammad Zulfadhli, Muhammad Muhammad, Iryana Mulia Putra Muntazhimah Muntazhimah Murdiyati, Efa N. Nurjanah Nadya Syifa Utami Naila Kurnia Restu Nanang Priatna Nassta Radhini Nataria Wahyuning Subayani Naufal, Nasrul Neni Nadiroti Muslihah Neva, Alyu Witriamay Fhutu Niakmatul Husni Nisa Azzahra Nishabah Fadhelina Novi Resmini Novita Sari Nubatonis, Ofirenty Elyada Nur ‘Azah Nur, Iyan Rosita Dewi Nuraini, Assyifa Fitria Nurcahyo Ade Prasetyo Nurfiqih, David Nurhanifah, Nova Nurhayati, Lina Nurjanah Nurkamilah, Milah Nursa’adah, Agustin Nurul Fauziah Shiddiq Oktriyanti, Dea Iintri Pacis, Estrella R. Pahmi, Samsul Pani Suswari Panjaitan, M. Azhari Patunah, Siti Pauji, Ikbal Penehafo, Amadhila Elina Permana, Didi Pitroturohmah, Putri Pramitha Muslim, Audra Prana Dwija Iswara, Prana Dwija Pratiwi, Inne Marthyane Pratiwi, Inne Marthyane Primadiana, Anneke Puri Pramudiani Puri Pramudiani Puspaningtyas, Nicky Dwi Puspita, Wita Ratna Putra R, Andika Putra, Harry Dwi Putri, Selfia Putri, Tanaya Eka Rabbani, Sylvia Rachma Cantika Damayanti Rahayu, Teten Ginanjar Rahmah, Hania Rahman Rahman Rahman, Zahra Fadhila Rahmat Fitra Ramdani Miftah Rani Martalisa Taorina Rani Sugiarni Rani Sugiarni Rasyid, Muhtarom Nur Ratih Pitria Nurazizah Ratri Isharyadi Ratri Isharyadi, Ratri Ratu Sarah Fauziah Iskandar Ratu Srah Fauziah Reni Wahyuni Restika Farhany Restu, Naila Kurnia Ria Novia Agus Rifki Candra Nugraha Rika Dwiana Rina Oktaviyanthi Rina Oktaviyanthi, Rina Rineka Rosinansis Rini Melani Riska Nurhasanah Risma Amelia, Risma Ristiana, Muhammad Ghiyats Rita Novita Rizki Amalia Rizky Rosjanuardi Roesdiana, Lessa Rohayani, Ai Yani Roni Priyanda Rosida Marasabessy Rosjanuardi, Rizki Rosmanita Rosmanita Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Runisah, Runisah Rusyid, Husnul Khatimah Sakinah, Ainur Sakinah, Nyayu Indah Nur Salsabila, Ginaya Salsabila, Kireyna Intan Salsabila, Qotrunnada Salsabila, Syifa Samosir, Christina Monika Sandi Budi Iriawan Sandra, Yuce Santy Setiawati Saputri, Aulia Nabilla Sari, Arissona Dia Indah Sari, Asyifa Anggun Sari, Desi Vita Sarnav Ituga, Almuhaimin Sazali, Muhammad Scristia Scristia, Scristia Sendi Yoga Agustin Septiana, Ni Putu Gya Ranitya Septira, Farah Septy Sari Yukans Setiawati, Santy Setyarini Purnamasari, Setyarini Setyono, Muh. Faiz Shelly Morin Shiddiq, Nurul Fauziah Sholahuddin, Dzaki Fadhillah Sholihat, M. Nuur’aini Siagian, Qania Agustika Sidik, Ghany Taufik Simanjuntak, Afnita Siska Firmasari Siska Firmasari, Siska Siti Fatimah Siti Masitoh Siti Masitoh Siti Zakiyah Slamet Arifin Solehudin, Solehudin Sri Asnawati, Sri Sri Winggowati Stevi Natalia Sufyani Prabawanto, Sufyani Sugama Maskar Suhendra Suhendra Suhendra, S Sukjaya Kusumah, Yaya Sukma Murni Sumarmo, Utari Suryadi Suryadi Suryana, Cucu Syamsul Arifin Syifa Ananda Syifa Ananda Mefiana Tamara, Yesiska Mikaris Citra Tamrin, Maisaroh Tamrin, Maisaroh Taqiyudin, Muhammad Afif Terlouw, Belinda Teten Ginanjar Rahayu Tin Lam, Toh Tina Hayati Dahlan, Tina Hayati Tita Mulyati Tita Mulyati, Tita Toni Hidayat Tri Nopriana, Tri Tri Nova Hasti Yunianta Trisna Roy Pradipta, Trisna Roy Turmudi Ugih, Ratna Ulfa, Liya Hasanati Umayrah, Anggi Utari Sumarmo Utari Sumarmo Utomo, Dwi Arianti Suryo Veithzal Rivai Zainal Veni Saputri Vina Amilia Suganda M Vismania S. Damaianti, Vismania S. Vita Nova Anwar Wa Ode Dahiana Wahyu Naldi Wahyu Naldi Wahyu Setiawan Wahyu Sopandi Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin, W. Wahyuni, Reni Wandani, Roni Wahyu Wangge, Magdalena Warsitarumanti, Syahrani Widdy Sukma Nugraha Widia Nur Jannah, Widia Nur Widya Kusumaningsih Widya Kusumaningsih Winggowati, Sri Wiryanto, W. Woro Anglia Banda Sutomo Yani Supriani Yaya S. Kusumah Yaya S. Kusumah Yeni Dwi Kurino Yeni Dwi Kurino Yeni dwi Kurino Yeni Dwi Kurino Yusmanto -, Yusmanto Zaenal Abidin Zaenal Abidin Zulnaidi, Hutkemri

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