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Tatang Herman, Tatang

Universitas Pendidikan Indonesia

Author-ID : 558235

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Mathematics anxiety in schools: An analysis of causes and possible strategies based on evidence from teachers and students Anneke Primadiana; Bambang Avip Priatna Martadiputra; Tatang Herman
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4171

Mathematics anxiety is a psychological condition that affects students’ learning processes and is characterized by feelings of anxiety, tension, or fear when dealing with mathematics. This study aims to analyze the causes of students’ mathematics anxiety and identify possible strategies to address it based on evidence from students and teachers. This research employed a qualitative approach with a case study design, supported by descriptive data from a mathematics anxiety questionnaire. The participants were 39 students from Class XI F at SMAN 17 Bandung, with six students selected for interviews based on their anxiety levels. Data were collected through the Mathematics Anxiety Rating Scale (MARS) questionnaire, semi-structured interviews with students and teachers, and classroom observations. The questionnaire data were analyzed descriptively, while interview and observation data were analyzed thematically. The results showed that 66.67% of students experienced moderate anxiety, 25.64% experienced low anxiety, and 7.69% experienced high anxiety. The dominant indicator was cognitive disturbance at 59%, followed by negative attitudes toward mathematics at 58% and somatic symptoms at 54%. The factors causing mathematics anxiety included internal factors, such as insufficient mastery of prerequisite material, learning style, and fear of making mistakes, as well as external factors, such as fast-paced learning, curriculum pressure, peer competition, and parental expectations. The possible strategies to reduce mathematics anxiety include cognitive support through self-regulated learning and heterogeneous group learning, emotional support through positive affirmation and collaborative learning, and pedagogical adaptations through multimodal learning, remedial instruction, and constructivist approaches. These findings highlight the importance of integrating psychological and pedagogical support to reduce mathematics anxiety in school mathematics learning.

Analisis Pembelajaran Matematika Pada Materi Penyajian Data Berdasarkan Teori Situasi Didaktis Yuce Sandra; Didi Suryadi; Tatang Herman
SJME (Supremum Journal of Mathematics Education) Vol 9 No 2 (2025): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v9i2.195

Penelitian ini memiliki tujuan untuk menganalisis pembelajaran matematika berdasarkan Teori Situasi Didaktis atau Theory of Didactical Situation (TDS) materi Penyajian Data pada kelas VII. Kemudian penelitian ini juga melihat learning obstacle yang dialami oleh siswa dalam proses pembelajaran. Penelitian ini sebagai penelitian kualitatif dengan pendekatan atau jenis fenomenologi. Penelitian yang dilakukan di SMPN 15 Bandung ini memiliki subjek penelitian siswa kelas VII sebanyak 29 siswa. Teknik pengumpulan data yang dilakukan dengan observasi, pemberian tes tertulis, wawancara dan dokumentasi. Selanjutnya data yang diperoleh dianalisis berdasarkan Teori Situasi Didaktis yang mencakup aksi, formulasi, validasi dan institusionalisasi. Hasil penelitian ini yaitu ditemukannya situasi didaktis pada proses pembelajaran materi Penyajian Data di kelas VII SMPN 15 Bandung yang pelaksanaanya tidak cukup baik dan maksimal. Hal tersebut dapat dilihat dari setiap situasi didaktis yang tidak berjalan maksimal, dan learning obstacle dialami siswa meliputi: epistemological obstacle dengan siswa masih belum mampu memahami permasalahan yang disajikan pada diagram garis yang meminta siswa menjumlahkan setiap kenaikan pada diagram; ontological obstacle dengan siswa belum memiliki kesiapan belajar yang optimal dalam memahami dan mangaplikasikan konsep frekuensi dan nilai yang ada; dan didactical obstacle berupa pemahaman terkait pentingnya memberikan keterangan secara lengkap pada diagram belum sampai dengan baik kepada siswa.

Students’ mathematical procedural fluency in solving mathematical problems in terms of mathematical resilience and gender Muhammad Sazali; Nanang Priatna; Tatang Herman
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp1-19

Mathematical resilience and gender are often associated with differences in students’ skills and ways of thinking while learning mathematics. This study aims to simultaneously describe students’ mathematical procedural abilities in terms of mathematical resilience and gender. Data were collected from 19 participants selected through purposive sampling based on criteria relevant to the research variables. A procedural fluency test and a student mathematical resilience questionnaire were used; both instruments had been previously validated by experts, who concluded that they were suitable for use. The data analysis technique employed was ANCOVA (Analysis of Covariance). The results indicated that both resilience and gender appeared to influence students’ mathematical procedural fluency; however, resilience was the factor that made a meaningful difference, not gender. Qualitative analysis, including resilience questionnaires, interviews, and test result descriptions, revealed that both male and female students can demonstrate strong mathematical procedural fluency when they possess high mathematical resilience. As a result, gender differences did not emerge as a significant influence, as both groups had equal opportunities when their mathematical resilience was high. The absence of a significant gender effect is suspected to be due to the relatively small sample size used in this study, which may not have provided sufficient statistical power to detect the actual effect. Due to the limitations of this study, these findings should be considered preliminary. Further research is needed using a larger sample size and more representative sampling to better examine the combined influence of gender and resilience on mathematical procedural fluency.

ELEMENTARY SCHOOL TEACHERS' BELIEFS ABOUT MATHEMATICAL PROBLEM-SOLVING: A CASE STUDY IN PINRANG REGENCY Irianto Aras; Turmudi; Tatang Herman
Mathematics Education and Application Journal (META) Vol. 7 No. 2 (2025): December 2025
Publisher : Department of Mathematics Education Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/zhk2m215

Teachers’ beliefs about students’ mathematical problem-solving abilities substantially influence the nature of problem-solving instruction provided in classrooms. This study aims to describe elementary school teachers’ beliefs about mathematical problem-solving, focusing on their understanding of the nature of problem-solving, its importance, and how it should be taught. Six elementary school teachers with diverse teaching experiences and grade levels participated in the study through semi-structured and in-depth interviews. The findings reveal four significant insights: (1) Teachers generally define problem-solving as solving calculation-based tasks using specific procedures grounded in students’ mathematical knowledge; (2) Most teachers perceive mathematical problem-solving tasks merely as “difficult problems” for students, without recognizing their non-routine characteristics; (3) Teachers believe the primary difficulties students face involve understanding problems and determining appropriate procedures; and (4) Classroom instruction tends to emphasize providing examples of correct solution procedures as fixed models students must follow. Overall, the analysis shows that although teachers acknowledge the importance of problem-solving, their understanding remains limited regarding diverse problem-solving strategies and the deeper conceptual meaning of “problem” in mathematical problem-solving. Keywords: Teachers' Beliefs, Mathematical Problem-Solving, Elementary School Pentingnya keyakinan guru mengenai kemampuan pemecahan masalah matematika sangat berdampak bagi pembelajaran pemecahan masalah yang mereka lakukan di kelas. Penelitian ini bertujuan untuk mendeskripsikan keyakinan guru Sekolah Dasar tentang kemampuan pemecahan masalah matematika yang menyangkut sifat pemecahan masalah matematika, pentingnya pemecahan masalah, dan pengajaran pemecahan masalah matematika. Penelitian ini diikuti oleh 6 orang guru SD dengan pengalaman mengajar dan tingkatan kelas yang berbeda dengan melakukan wawancara semi terstruktur dan mendalam. Hasil penelitian menunjukkan empat temuan utama: (1) Para guru mengartikan pemecahan masalah adalah menyelesaikan soal perhitungan dengan prosedur tertentu menggunakan pengetahuan matematika yang dimiliki siswa, (2) Sebagian besar guru memandang soal pemecahan masalah matematika adalah soal yang sulit dikerjakan oleh siswa tanpa menyebutkan kriteria non rutin, (3) Guru meyakini bahwa kesulitan utama siswa terletak pada aspek memahami masalah dan menentukan prosedur yang tepat, dan (4) Pengajaran pemecahan masalah di kelas cenderung terfokus pada pemberian contoh prosedur penyelesaian yang benar sebagai acuan yang harus diikuti oleh siswa dalam pemecahan masalah. Analisis keseluruhan menunjukkan bahwa guru meyakini pentingnya pemecahan masalah matematika, meskipun demikian pemahaman mereka masih terbatas tentang strategi pemecahan masalah yang variatif dan makna mendalam tentang arti masalah dalam pemecahan masalah matematika. Kata kunci: Keyakinan Guru, Pemecahan Masalah Matematika, Sekolah Dasar.

UNDERSTANDING STUDENTS’ MATHEMATICAL COMMUNICATION AND SELF-CONFIDENCE: IMPLICATIONS FOR STUDENT-CENTERED MATHEMATICS CLASSROOMS Annisa Desti Fahjri; Siti Fatimah; Tatang Herman
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51187

Abstract Mathematical communication and self-confidence are essential components of mathematics learning, yet many students still struggle to express mathematical ideas and lack confidence in communicating their opinions. This study aims to analyze students’ mathematical communication skills and self-confidence and explore the pedagogical factors influencing these outcomes. A mixed-methods approach with an exploratory sequential design was employed involving eighth-grade students from a junior high school in Bandung. Data were collected through a self-confidence questionnaire, a mathematical communication test, and semi-structured interviews, and analyzed using quantitative and qualitative methods. The findings indicate that most students demonstrated moderate levels of mathematical communication (82.76%) and self-confidence (65.51%). Interviews revealed that limited classroom participation, fear of making mistakes, and teacher-centered instruction hindered the development of both skills. These findings highlight the importance of implementing more participatory, student-centered pedagogical practices to foster students’ mathematical communication and self-confidence. Abstrak Komunikasi matematis dan kepercayaan diri merupakan komponen penting dalam pembelajaran matematika, tetapi banyak siswa masih kesulitan mengungkapkan ide matematis dan kurang percaya diri saat menyampaikan pendapat. Penelitian ini bertujuan menganalisis kemampuan komunikasi matematis dan kepercayaan diri siswa serta mengeksplorasi faktor-faktor pedagogis yang memengaruhinya. Penelitian menggunakan pendekatan mixed methods dengan desain exploratory sequential yang melibatkan siswa kelas VIII di salah satu SMP di Kota Bandung. Data dikumpulkan melalui angket, tes, dan wawancara semi-terstruktur, kemudian dianalisis secara kuantitatif dan kualitatif. Hasil menunjukkan bahwa sebagian besar siswa berada pada kategori sedang dalam kemampuan komunikasi matematis (82,76%) dan kepercayaan diri (65,51%). Wawancara mengungkap bahwa rendahnya partisipasi, ketakutan melakukan kesalahan, dan pembelajaran yang berpusat pada guru menghambat perkembangan kedua aspek tersebut. Temuan ini menegaskan pentingnya praktik pembelajaran yang lebih partisipatif dan berpusat pada siswa untuk mengembangkan komunikasi matematis dan kepercayaan diri.

Evaluation of Integrated STEM Learning in STEM Institutions Based on Mathematics Learning Processes and Outcomes Using the CIPP Model Agus Maqruf; Tatang Herman
Southeast Asian Mathematics Education Journal Vol 15, No 2 (2025)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v15i2.363

This research was carried out at a STEM institution with a focus on evaluating the implementation of STEM Integrated learning. The aim of this research is to evaluate using the CIPP (Context, Input, Process, Product) model for STEM Integrated learning and assess students' learning achievements in the field of mathematics studies, as well as evaluate the effectiveness of the STEM Integrated learning process in STEM institutions. The effectiveness of the learning process is assessed based on the level of achievement of learning objectives that have been set at the beginning of the learning period, namely in all aspects of STEM. This research adopts a qualitative approach using the CIPP model, which allows evaluation of aspects of context, input, process and product to achieve effective learning. Research participants involve students, STEM instructors. Primary data was collected through observation instruments, while secondary data was obtained from documentation and interviews. The results of the research show that the application of Integrated STEM learning in STEM-EC UPI can be categorized as good in the input component but can be categorized as quite good in the context, process and product components. This is due to the less-than-optimal mathematical aspects in the STEM Integrated approach in terms of instructor qualifications and aspect assessment results. mathematics students.

Discovery in Student-Centered Learning: The Essential Role in Guiding Students' Mathematical Reasoning and Proof Scristia; Tatang Herman
International Journal of Research in Mathematics Education Vol. 3 No. 2 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i2.13568

This study explores how a teacher focuses students' mathematical reasoning to advance instruction through the implementation of five mathematically productive teaching streams: guidance to student reasoning and proof, student mathematical discussion, working with selected student mathematical arguments, working with worksheets on the proof process. The findings suggest that discovery teaching, especially guidance to students reasoning and proof resulted in the implementation of teaching discovery in student-centered learning. This teaching highlights whose mathematics is centered in the classroom and whether the focus is on correct answers and procedures or on students' mathematical thinking and justification.

Pengembangan E-Modul Interaktif Berbasis HTML 5 Package Materi Rasio melalui Pendekatan Representasi Matematis Hamdan Sugilar; Tatang Herman; Darhim Darhim
Jurnal Perspektif Vol 9 No 1 (2025): Jurnal Perspektif
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jp.v9i1.322

Pengembangan e-modul interaktif dengan pendekatan refresentasi matematis menjadi salah satu bahan ajar materi rasio. Tujuan penelitian ini untuk mengembangkan sumber belajar berupa e-modul interaktif berbasis HTML5 Package untuk meningkatkan kemampuan representasi matematis. Metode yang digunakan adalah penelitian dan pengembangan (research and development) dengan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Sumber data didapatkan dari validator materi, validator media, peserta didik kelas VII Salah satu SMPN di Kabupaten Bandung. Analisis data untuk pengembangan e-modul interaktif berbasis HTML5 Package kriteria sangat valid dari ahli materi dan ahli media, memperoleh kriteria praktis dari peserta didik, dan efektif dalam peningkatan kemampuan representasi matematis. Hasil penelitian menunjukan bahwa e-modul interaktif berbasis HTML5 Package bisa menjadi sumber belajar untuk mempelajari materi rasio dimanapun dan kapanpun karena praktis, efisien, dan mampu meningkatkan motivasi dan kemampuan refresentasi matematis siswa.

Misconceptions on Fractions, Algebraic Variables, and Functions in Mathematics Education: A 2016-2026 Systematic Literature Review of Prevalence, Root Causes, and Intervention Effectiveness Riska Indah Lestari; Tatang Herman; Suhendra Suhendra; Tia Purniati
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1211

Misconceptions in mathematics education are a persistent problem with far-reaching implications across all levels of education, from preschool through higher education. This study narrows the focus on misconceptions to three main clusters that are frequently encountered and have the greatest impact on mathematics education: fractions, algebraic variables, and functions. This study aims to identify the most common forms of misconceptions, their underlying patterns, and interventions proven effective in reducing misconceptions within these three priority clusters. Using a Systematic Literature Review (SLR) approach in accordance with the PRISMA 2020 guidelines, the search was conducted across three databases, such as Scopus, ERIC, and SpringerLink, yielding 117,846 initial records. Following a multi-stage screening process, 31 articles published between 2016 and 2026 were analysed in depth. The review results indicate that the most prevalent misconceptions are related to fractions, algebraic variables, and functions. Regarding interventions, the use of technological tools such as GeoGebra, inquiry-based learning, cognitive conflict, and a bilingual approach was frequently found to have demonstrated positive effects across studies. These findings have important implications for curriculum design, teacher professional development, and the design of learning environments that are adaptive and responsive to the diversity of students’ prior conceptions.

Role-playing game maker–based learning as a pedagogical tool for enhancing students' mathematical disposition Alim Wicaksono; Al Jupri; Tatang Herman
Jurnal Elemen Vol 12 No 3 (2026): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i3.33824

Mathematical disposition is crucial in learning mathematics, reflecting students attitudes, perseverance, curiosity, and appreciation of mathematics. However, many students still perceive mathematics as uninteresting and lack confidence in solving mathematical problems. This study aimed to evaluate the potential of an RPG Maker–based game as a pedagogical tool to support students’ mathematical disposition in the topic of geometric transformation. This study employed a pre-experimental quantitative approach with a one-group pretest-posttest design, supplemented by a brief interview. The participants of this study were 21 male high school students from Bandung, West Java, Indonesia. Data were collected using a mathematical disposition questionnaire administered before and after the intervention, as well as through interviews with one teacher and one student. Quantitative data were analyzed using paired-samples t-test. The results revealed a significant improvement in students' mathematical disposition, with the average score increasing from moderate to high. The analysis confirmed a significant change in students’ mathematical disposition, presenting a large effect size based on Cohen's criteria. The interview findings supported these results, indicating increased student engagement, confidence, and persistence. These results suggest that RPG Maker–based games have strong potential as a pedagogical tool for enhancing students’ mathematical disposition.

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 Afnita Simanjuntak Agistina, Ghania Nurul Agung Rozali Agus Maqruf Agusfianuddin Agusfianuddin Agusfianuddin, Agusfianuddin Agustin Nursa’adah Ahmad Badawi 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 Alim Wicaksono Alman Alman Alman Alman, Alman Alya Nur Najmi Laila Alyu Witriamay Fhutu Neva Amadhila Elina Penehafo Amelia, Nadya Ghassani Andhin Dyas Fitriani Andika Putra R Andira, Trini Andriyono Andriyono, Andriyono Anggani, Nadiva Dwi Anggi Umayrah Anggit Prabowo Anggit Prabowo, Anggit Anggita Maharani Anggy Giri Prawiyogi Ani Rosidah Anjani, Cusni Anna Cesaria Anneke Primadiana Annisa Desti Fahjri Anwar Aras, Irianto Aryanti Asep Kurniawan Aswin Aswin Ate, Dekriati Atep Sujana Atika Defita Sari Audra Pramitha Muslim Aulia, Lakhaula Sahrotul Aya Shofia Maulida Ayu Fitri Aziz, Asep Kamal Abdul Azzumar, Fuji Babang Robandi Bambang Avip Priatna Martadiputra cakrawala Banu Al Wizhar Brata, Syahrizal Kurniawan Cepi Riyana Cepi Riyana, Cepi Choiriyah Widyasari Christina Minoka Samosir Christina Monika Samosir Christina Monika Samosir Cipta, Eliva Sukma Citra Utami Cucu Suryana Dadan Dasari Dadang Juandi Dadang Juandi Dahiana, Wa Ode Damanik, Riska Herdiyanti Darhim Darhim Darhim Darhim David Nurfiqih Dejarlo, Jenisus O. Dendy Maulana Gusmawan Dendy Maulana Gusmawan Gusmawan Desi Vita Sari Desy Lusiyana Desyandri Desyandri Dewantara, M.O.G Dewi Nurmalitasari Dian Permatasari Didi Suryadi Didi Suryadi Didi Suryadi Diding Ruchaedi, Diding Dinata, Fentiawati Trysna Dini Aghniya Ghassani Dini Aghniya Ghassani Durratul Jannah Binti Abdullah Haris Dwi Arianti Suryo Utomo DWI MAHARANI Dwina Saptiani Edi Supriyadi Effendi, Mufid Eha Harningsih Ejen Jenal Mutaqin 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 Fatin Nasywa Kirana 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 Fitri Ayu Febrianti Galih Dani Septiyan Rahayu Gantina, Inggrit Gavrila Tamariska Gee, Efrata Gevin Rifauldy Lopez 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 Hamdan Sugilar Hanifah Nuryani Harry Dwi Putra Harry Dwi Putra, Harry Dwi Haruna, Nana Harlina Haryanti, Yuyun Dwi Hayatun Nufus Heryasih, Mamay Enung Hilda Fachriza Husnah, Mufarrido 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 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 Khaedir Lutfi, Muhammad Khairunnisa Khoirunnisa Maulidina Khotimah, Wonadesma Dwi Kirana, Fatin Nasywa Komang Sujendra Diputra Kurniati Kurniati Kurniati Kurniati Kurniawati, Lia Kusharyadi, Rahmat 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 Lucky Heryanti Jufri Lumbantoruan, Jitu Halomoan Lutfi Abdurahman 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 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 Milah Nurkamilah Millaty, Silmy Mimi Hariyani Mimin Ninawati Mohamed Nor Azhari Azman Azhari Mr Sumar Hendayana Mubiar Agustin Muchlis, Effie Efrida Mufarrido Husnah Mufid Effendi Mufliva, Rosiana Muftiyah, Salma Muh. Faiz Setyono Muhamad Zulfikar Mansyur Muhammad Al Falah Kurniawan Muhammad Ari Subhi Muhammad Sazali Muhammad Zulfadhli, Muhammad Muhammad, Iryana Muhtarom Nur Rasyid Mulia Putra Muntazhimah Muntazhimah Murdiyati, Efa N. Nurjanah Nadiva Dwi Anggani 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 Nova Nurhanifah Novi Resmini Novita Sari Nubatonis, Ofirenty Elyada Nur ‘Azah Nur, Iyan Rosita Dewi Nuraini, Assyifa Fitria Nurcahyo Ade Prasetyo Nurhayati, Lina Nurjanah 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 Puri Pramudiani Puri Pramudiani Puspita, Wita Ratna Putra, Harry Dwi Putri, Selfia Putri, Tanaya Eka Qania Agustika Siagian Qotrunnada Salsabila Qurrata 'Aini 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 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 Rini Melani Riska Indah Lestari Riska Nurhasanah Risma Amelia, Risma Ristiana, Muhammad Ghiyats Rita Novita Rizki Amalia Roesdiana, Lessa Rohayani, Ai Yani Roni Priyanda Rosida Marasabessy Rosjanuardi, Rizki Rosmanita Rosmanita Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Rostina Sundayana Runisah, Runisah Rusyid, Husnul Khatimah Sa'di, Dianti Ramadhani Sakinah, Ainur Sakinah, Nyayu Indah Nur Salma Muftiyah Salsabila, Ginaya Salsabila, Kireyna Intan Salsabila, Qotrunnada Salsabila, Syifa Samosir, Christina Monika Sandi Budi Iriawan Santy Setiawati Saputra, Dudu Suhandi Saputri, Aulia Nabilla Sari, Arissona Dia Indah Sari, Asyifa Anggun Sari, Desi Vita Sari, Dwi Maulida Sarnav Ituga, Almuhaimin Scristia 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 Silmi Ghaida 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 Syahrizal Kurniawan Brata Syamsul Arifin Syifa Ananda Syifa Ananda Mefiana Syifa Ananda Mefiana Syifa Salsabila Tamara, Yesiska Mikaris Citra Tamrin, Maisaroh Tamrin, Maisaroh Taqiyudin, Muhammad Afif Terlouw, Belinda Teten Ginanjar Rahayu Thariq Aziz Mahmud Tia Purniati 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 Yonanda, Devi Afriyuni Yuce Sandra Yusmanto -, Yusmanto Zaenal Abidin Zaenal Abidin

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