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Sufyani Prabawanto, Sufyani

Indonesia University Of Education

Author-ID : 580979

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Improving Students’ Self-Esteem in Learning Mathematics through a Realistic Mathematic Education Siregar, Rama Nida; Suryadi, Didi; Prabawanto, Sufyani; Mujib, Abdul
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

This research is motivated by the problem, the low level of self-esteem of students. The purpose of this study was to determine the increase in self-esteem of students with realistic mathematics education in mathematics learning, and to determine student responses to mathematics learning with realistic mathematics learning. This type of research is descriptive research through questionnaire analysis. The instrument used is a self-esteem questionnaire to see self-esteem abilities that have been tested and a questionnaire to see student responses. In this study, data were obtained to see the increase in self-esteem of students with realistic mathematics education in learning mathematics and to see student responses to learning mathematics using mathematics education which were analyzed using a Likert attitude scale. The scale in this self-esteem contains four components, namely: students' assessments of (1) their ability (capability) in mathematics, (2) their success (successfulness) in mathematics, (3) their significance in mathematics, and (4) goodness (worthiness) himself in mathematics The conclusion obtained in this study related to self-esteem in mathematics is that it can be seen as a whole using a realistic mathematical education. It shows that there are 86.56% of students giving positive responses. Keywords: self-esteem, junior high school students, realistic mathematic education. DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1262-1277

Exploring Computational Thinking In Learning Mathematics: A Systematic Literature Review From 2017-2024 Mangiri, Gita Rani Putri; Prabawanto, Sufyani
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: Objective: The benefits of computational thinking have become an increasingly acknowledged and popular subject of investigation among researchers. This research aims to gather detail and comprehensive information regarding the learning of computational thinking skills in mathematics at various educational levels through a systematic literature review approach. Methods: With a focus on education level, instructional media, mathematics content, and the components of computational thinking addressed by previous researchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of sixteen empirical studies retrieved from the Scopus database on the implementation of computational thinking in mathematics education. Findings: Most research on fostering computational thinking in mathematics education is concentrated at the elementary and junior high school. To optimize the development of computational thinking in mathematics, teachers should be reminded of strategies to support students, particularly through activities involving simulations using various instructional media. Examples of such media include programming platforms, visualization tools, and interactive simulations and games. Number operations and geometry are the mathematical content most widely used for fostering computational thinking. Algorithmic thinking, a crucial component in fostering computational thinking among elementary school students, helps them develop a strong foundation for understanding higher mathematical concepts. Conclusion: A systematic review of computational thinking in learning mathematics at the various education level is conducted in this study. The chosen studies were systematically analyzed for the advancement of computational thinking in learning mathematics to provide new an insight information for educators and stakeholders. Keywords: computational thinking, mathematics, systematic literature review.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp34-52

DGS-Based Modules: Difficulty Aspects of Studying Geometry at University Level Istikomah, Endang; Juandi, Dadang; Suryadi, Didi; Prabawanto, Sufyani
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.34541

This study aims to ensure that geometry is the most difficult subject to understand, aspects of the difficulty of learning geometry for students, and suggestions for reducing difficulties. This study uses an exploratory mixed methods design. Students of mathematics education teacher candidates in semesters 3-7 as research subjects were selected by purposive sampling. The data collected in this study used a questionnaire technique, interviews, and the value of learning outcomes for the last 4 years. The results showed that geometry is the most difficult subject, the external learning difficulties factor is dominated by the aspects of the material and learning methods. In addition, references, media, and online learning are also discussed factors. Meanwhile, students' learning difficulties internally from the aspect of motivation and intelligence. One solution suggested to educators is to take advantage of the collaboration of DGS with the Geometry module in learning in dealing with learning difficulties.Tujuan penelitian ini adalah untuk memastikan bahwa geometri merupakan matakuliah yang paling sulit dipahami, aspek kesulitan belajar geometri pada mahasiswa dan saran untuk mengurangi kesulitan. Penelitian ini menggunakan Eksploratory mixed methods design. Mahasiswa calon guru pendidikan matematika semester 3-7 sebagai subjek penelitian dipilih dengan teknik purposive sampling. Teknik pengumpulan data menggunakan teknik angket, wawancara dan nilai hasil belajar selama 4 tahun terakhir. Hasil penelitian menunjukkan bahwa geometri merupakan matakuliah paling sulit, faktor kesulitan belajar secara eksternal didominasi dari aspek materi dan metode pembelajaran. Selain itu, referensi atau bahan ajar, media dan pembelajaran secara daring juga menjadi factor yang dibahas. Sedangkan kesulitan belajar mahasiswa secara internal dari aspek motivasi dan intelegensi atau kemampuan keruangan. Salah satu solusi yang disarankan kepada pendidik adalah memanfaatkan DGS yang dikolaborasikan dengan Modul Geometri dalam pembelajaran untuk menangani masalah kesulitan belajar.

Cognitive Flexibility of Students in Solving Mathematical Problems: A Phenomenology Study Siregar, Rama Nida; Suryadi, Didi; Prabawanto, Sufyani; Mujib, Abdul
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.40220

The importance of students' cognitive flexibility abilities in solving mathematical problems is the driving force behind this research. This study's goal was to identify and characterize students' levels of cognitive flexibility in handling mathematical problems in light of the indicators. This kind of study uses qualitative research techniques and a phenomenological design. The instrument employed is a test of problem-solving skills that has been supplemented with markers of cognitive flexibility to see the talents that have been assessed and interviews to learn more in-depth. In this study, data on students' capacities for cognitive flexibility in solving mathematical problems were collected and analyzed utilizing exams for such problem-solving and the indicators employed. Two markers of cognitive flexibility are included in this examination of mathematical problem-solving skills: (1) offering several interpretations of a picture, story, or mathematical issue, and (2) applying a variety of mathematical problem-solving techniques. According to the findings of this study, 5 participants fell into the flexible category, 6 people fell into the somewhat flexible category, and 4 participants fell into the less flexible category when it came to their ability to solve mathematical problems. The research's relevance is that future researchers and educational practitioners can attempt to construct learning to improve students' cognitive flexibility abilities in solving mathematical issues. This can be investigated in topics other than social arithmetic.Latar belakang penelitian ini yaitu pentingnya kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis. Penelitian ini bertujuan untuk mengetahui serta mendeskripsikan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis berdasarkan indikatornya. Jenis penelitian ini adalah desain fenomologi dengan metode kualitatif. Adapun penggunaan tes kemampuan pemecahan masalah yang telah diliputi indikaor kemampuan cognitve flexibilty untuk melihat kemampuan cognitive flexibilty yang telah diujikan dan wawancara untuk mengetahui lebih mendalam merupakan instrumen penelitian ini. Dalam penelitian ini, data diperoleh untuk melihat kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis yang dianalisis menggunakan tes pemecahan masalah matematis berikut indikator nya. Tes pemecahan masalah matematis ini memuat dua indikator kemampuan cognitive flexibility yaitu: 1) memberikan berbagai penafsiran terdapat suatu gambar, cerita, atau masalah matematis; dan 2) menggunakan beragam strategi penyelesaikan masalah matematis. Kesimpulan yang diperoleh dalam penelitian ini terkait kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis sebanyak 5 partisipan berada pada kategori fleksibel, 6 partisipan berada pada kategori cukup fleksibel, dan 4 partisipan berada pada kategori kurang fleksibel. Sehingga implikasi dalam peneltian adalah agar para peneliti selanjutnya maupun praktisi pendidikan dapat berupaya mendesain pembelajaran untuk meningkatkan kemampuan cognitive flexibility siswa dalam pemecahan masalah matematis dan dapat diteliti pada materi lain selain aritmatika sosial.

Mathematic Resilience Ability of Students in Linear Program Material with Blanded Learning in the Era of Pandemic Laelasari, Laelasari; Darhim, Darhim; Prabawanto, Sufyani
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 2 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i2.6961

Mathematical resilience is a multidimensional construct in positive psychology focusing on mental health. The education system in Indonesia changed the 2019 Novel Coronavirus (COVID-19) pandemic. This pandemic event provides an opportunity for academics to take further academic decisions in the future. Good mathematical resilience skills are needed to prepare students to carry out the Tri Dharma of Higher Education. The purpose of this study is to comprehensively examine mathematical resilience skills using a blended learning model during a pandemic. This type of research uses case study research and is descriptive. The research was conducted on fourth-semester students of the 2020-2021 academic year at a private university in Cirebon, West Java, with research subjects consisting of 37 students. The data was obtained from a mathematical resilience questionnaire in linear program lectures using a blended learning model. Collecting data using a questionnaire instrument was analyzed using the formula for the distribution of frequencies and percentages. The results showed that students' mathematical resilience skills using blended learning in the Linear Program courses during the Covid-19 pandemic were good; previous research on the Linear Program courses obtained good results of resilience abilities but in different samples. The existence of the Covid-19 pandemic does not have much effect on mathematical resilience abilities.

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP PADA MATERI PERSEGIPANJANG BERDASARKAN KELOMPOK GAYA KOGNITIf FIELD INDEPENDENT Rizki, Raihan Ahmil; Sudihartinih, Eyus; Prabawanto, Sufyani
Differential: Journal on Mathematics Education Vol. 1 No. 1 (2023): Differential: Journal on Mathematics Education
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/differential.v1i1.89

Tujuan penelitian ini yaitu untuk mendeskripsikan kemampuan pemecahan masalah matematis siswa SMP pada materi persegipanjang berdasarkan kelompok gaya kognitif Field Independent (FI). Penelitian ini adalah penelitian kualitatif dengan desain penelitian studi kasus yang melibatkan dua siswa kelas VIII SMP Negeri di Kota Bandung. Banyaknya partisipan pada penelitian ini yaitu 29 orang yang diambil dua siswa FI. Instrumen yang digunakan pada penelitian ini yaitu Instrumen Group Embedded Figure Test, tes kemampuan pemecahan masalah siswa pada materi persegipanjang dan wawancara. Kemampuan pemecahan masalah matematis dianalisis menggunakan Teori Polya. Pada langkah memahami masalah, siswa dengan gaya kognitif FI cenderung lebih dapat memahami masalah secara rinci atau secara analitik. Pada langkah merencanakan penyelesaian, siswa FI dapat dengan baik menyusun strategi penyelesaian permasalahan. Pada langkah melaksanakan rencana, siswa FI dapat melaksanakan perencanaan yang dimiliki dengan perhitungan yang sesuai dengan rencana. Pada langkah memverifikasi jawaban, siswa FI cenderung dapat membuktikan jawaban yang didapatkan baik dalam rencana maupun perhitungan yang dibuat, bahkan siswa FI dapat menguji kembali jawaban yang didapatkan dengan menggunakan langkah lain.

The Influence of Origami on Spatial Abilities in Mathematics Learning Nugraha, Candra; Prabawanto, Sufyani; Kurniawati, Ririn
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5688

The essential mathematical ability related to geometric perception is spatial ability. Through this ability, one can develop geometric reasoning abilities in everyday life. In some literature, spatial ability is closely related to various applied fields in life. One way to develop and hone this ability is through the art of origami paper folding. In several studies, it has been found that origami can enhance students' spatial abilities at various educational levels. Origami is the art of folding paper that is utilized for teaching basic geometric shapes through folds that form simple structures, which can serve as a bridge for students to understand how the objects they fold are formed. This origami folding can be used to train and enhance the spatial abilities of students from various educational levels. Teaching origami can foster and develop students' enthusiasm in learning mathematics, especially geometry. Origami has a positive correlation with mathematics learning outcomes in the classroom, particularly regarding geometry topics.

The Mechanism of Didactical Obstacles in the Pythagorean Theorem: From Visual Rigidity to Procedural Failure Dahlan, Jarnawi Afgani; Prabawanto, Sufyani; Bariyah, Nusrotul; Nti, Seth Junior
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2495-2517

Learning the Pythagorean theorem is a significant challenge at the junior high school level because students often struggle to understand concepts, connect geometric and algebraic representations, and solve contextual problems. Based on previous studies, students' difficulties indicate the presence of learning obstacles. Existing research has addressed students' difficulties, errors, and epistemological obstacles in solving Pythagorean theorem problems and has presented applications of the Pythagorean theorem. Therefore, this study aims to analyze students' didactic learning obstacles to the Pythagorean theorem topic. To achieve this goal, a qualitative case study was conducted. Data was collected through data triangulation: written tests, interviews, and document studies. At the data-collection stage, 30 students and two teachers participated. Based on the written test results, the answers exhibit various characteristics. At the analysis stage, it is performed using ATLAS.ti software. The results show that there is a form of didactic learning obstacles consisting of visual orientation obstacles and formula procedural obstacles. The Visual orientation obstacles include students' lack of understanding of triangle concepts. The procedural obstacles include students' incomprehension of algebraic representations, understanding of problem-solving, understanding of procedures beyond integers, and application of Puythagos' theorem formulas. Visual orientation obstacles cause formula procedural obstacles. The didactic factor that creates obstacles is the way the topic is presented and the teacher's approach to designing learning. Didactic obstacles analysis is an important step in formulating a hypothesis about how a concept should be taught. By knowing the didactic obstacles, teachers or researchers can develop a more accurate Hypothetical Learning Trajectory (HLT). This will lead to the design of learning activities that anticipate common mistakes and misconceptions. Keywords: didactical obstacle, learning obstacle, topic presentation analysis, textbooks, pythagorean theorem.

(RE)CONCEPTUALIZING LINEAR EQUATIONS: A SNAPSHOT FROM TEACHING AND LEARNING IN INDONESIA Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani; Jupri, Al
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i3.37450

This study aimed to describe the zone of concept image differences in linear equations in one variable and analyze its potential impact on mathematics learning. This research was qualitative and followed a phenomenological approach. Mathematical praxeology was used to analyze the content of the knowledge to be taught (Indonesian curriculum). In contrast, didactic praxeology was used to analyze the teaching methods involved in the taught knowledge (teacher). This study explores information obtained from human and non-human sources. The object of the study was a seventh-grade mathematics textbook used in Indonesian middle schools, which refers to the Merdeka curriculum. The results showed differences in concept image between scholarly knowledge, knowledge to be taught, and knowledge regarding the topic of linear equations in one variable. Teachers failed to understand the information provided in the mathematics textbook that the equal sign in the concept of a linear equation in one variable represents a quantitative equation, meaning the expression on the left side of the equal sign is equal to the expression on the right side of the equal sign. This research presents an alternative praxeological reference model as an implication for the field of education in Indonesia, allowing students to generate new knowledge as justified true belief independently. Policymakers can also utilize the model to design linear equations in one variable materials that are more aligned with students' abilities by providing a structured approach that takes into account the students' prior knowledge and learning pace.

How High School Students Solve Proportional Reasoning Problem? Ahmad Zulfa Khotimi; Sufyani Prabawanto; Al Jupri
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36458

This research is motivated by the phenomenon of students' difficulties in solving proportional reasoning problems and the lack of proportional reasoning research at the high school level. This research aims to describe in depth the ability of high school students to solve proportional reasoning problems and learning obstacles that may occur. The method used is qualitative with a case study approach. The research subjects involved were 5 students from grades 10 to 12. The instruments used were tests and interview guides. The research results showed that there were 4 mistakes made by students in solving proportional reasoning problems, namely (1) Using the additional strategy in solving proportional reasoning problems; (2) Not being able to solve problems of indirect proportion; (3) Using multiplication strategies in solving non-proportional problems; and (4) Not being able to compare ratios. Concerning learning obstacles, there are 2 types of learning obstacles that are indicated to be experienced by students, namely epistemological obstacles and ontogenic obstacles. The results of this research can be used as a basis for carrying out further research in the form of research that designs learning flows and/or learning designs that can develop students' proportional reasoning abilities.

Co-Authors A.A. Ketut Agung Cahyawan W Abdul Mujib Aditya Prihandhika Aflich Yusnita Fitrianna Agung Wicaksono Ahmad Arifuddin Ahmad Nizar Rangkuti Ahmad Tafsir Ahmad Tafsir, Ahmad Ahmad Zulfa Khotimi Ahmad Zulfa Khotimi Ahmatika, Deti Aiyub Aiyub Alfitri, Putri Armania Agustina Alman Alman Alman Alman, Alman Amalia Indrawati G Andika Putra R Aneu Pebrianti Ani Nurhayati Anwar, Agus Saeful Aridanthy, Vanya Aryanti Asep Syarif Hidayat Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Aswin Aswin Atep Sujana Augie, Kintan Tyara Azmi Muzakki Bambang Eko Susilo Bambang Hariyomurti Bariyah, Nusrotul Candra Nugraha Cece Kustiawan Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Christina Monika Samosir Citra Utami Dadan Dasari Dadan Hermawan, Dadan Dadang Juandi Dahlan, Jarnawi Ahmad Dallyono, Ruswan Darhim Darhim David Nurfiqih Dela Ambarwati Desi Elizanti Desy Lusiyana Dewi Nurmalitasari Dian Cahyawati Dian Nopiyani Dian Usdiyana Didi Suryadi Didi Suryadi Didi Suryadi Dinar Nur Alkifah Jihadatunnafsy Doni, Petrus Kanisius Nama Dwi Arisma Wahyudi Dwi Arisma Wahyudi Edi Irawan Edria Al Shahada Effy Mulyasari Effy Mulyasari Ejen Jenal Mutaqin Eka Novarina Eko Yulianto EKO YULIANTO Eko Yulianto Elah Nurlaelah Elizanti, Desi Encum Sumiaty, Encum Endang Cahya Mulyaning A. Eyus Sudihartinih Fardian, Dilham Fathiyah, Ifa Fatimah Aqilah Ichtiari Fatimah, Siti Fitri Ayu Febrianti Fitri Ayu Febrianti Fitriana Lestari Fitriani Fitriani Fujiarti, Ari Ginda M.A.Siregar Ginda Maruli Andi Siregar Gita Rani Putri Mangiri Gumpita, Melly Terry Gunadi, Farid Hadi Hadi Hadi Haeruddin, Haeruddin Hani Nurhasanah Hayuningrat, Silfia Herizal Herizal Herizal Herizal Herizal Hutkemri Zulnaidi Iden Rainal Ihsan Ifa Fathiyah Ika Wulandari Inayah, Sarah Indiana Marethi Indiana Marethi, Indiana Indra Nurhidayat Irena Puji Luritawaty Istikomah, Endang Itoh Masitoh Izzy Balagtas Villarico Jarnawi Afgani Dahlan Jozua Sabandar Jurpri, Al Jusniani, Nia Kartika Yulianti Kashaf Arzoo Kholipah, Nuzuliah Khotimah, Wonadesma Dwi Khusnul Novianingsih Kintan Tyara Augie Kurniawati, Ririn Kusnandi Kusnandi Laelasari Laelasari, Laelasari Lien Malinda Lina Siti Nurwahidah Lucky Heryanti Jufri Lukman Lukman M Akbar Gulvara M Candra Nugraha Deni Mangiri, Gita Rani Putri Masitoh, Lisda Fitriana May Nisa Istiqomah Mefiana, Syifa Ananda Meicindy Jeny Klorina Meilani, Rini Melani, Rini Melati, Catur Yustika Melisa Melisa Milah Nurkamilah Mimi Hariyani Mohamad Gilar Jatisunda Muhamad Soeleman Muhamad Yasin Muhammad Hafeez Mustika Fauziah, Hilma Nabila Cynthia Rayhan Nanang Priatna Nandang Arif Saefuloh Nazla Nurul Aulia Panggabean Nelvita Febrina Hasan ningrum, yunia jumita Nopiyani, Dian Nopiyani, Dian Nora Susilowaty Nova Nurhanifah Novi Andri Nurcahyono Novia Rahmi Noviana Antaria Nti, Seth Junior Nuaini, Intan Nuke Fitri Yanuari Nur Qamariah Nurannisa, Andi Nurdiyah Kurniati Nurul Farida Permani, Kania Dewi Pertiwi, Saffanah Petrus Kanisius Nama Doni PRASETYAWAN, ENGGAR Putri, Amelia Defrianti Rachmawati Khaerun Nisa Raisya Hizkiya Syabina Ramli Ramli Rani Sugiarni Ratna Sariningsih Ratu Bulkis Rini Sulastri Riny Arviana Ririn Kurniawati Rizki, Raihan Ahmil Rizky Rosjanuardi Rohimah, Siti Maryam Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Rostina Sundayana Rusdiono Muryanto Ruswan Dallyono Saefuloh, Nandang Arif Saefuloh, Nandang Arif Safrina Safrina Salamah Hujaimah Samosir, Christina Monika Sandi Budi Iriawan Sandra Sukmaning Adji Santi, Eneng Sanusi Sanusi Saputra, Samnur Sarnav Ituga, Almuhaimin Sendi Ramdhani Septian, Ari Simanjuntak, Sinitta Marito Siregar, Rama Nida Sitanggang, Damra Ali Siti Fatimah Siti Muhdiati Siti Zakiyah Sofa, Rostika Nurlaela Nova Maya Suhendra Suhendra Suhendra, S Sukma Murni Sukri Sukri suparni Supriadi Supriadi Surya, Marcia Ann Syafruddin Kaliky Syamsuri Syamsuri Syarifah, Mufarrahatus Syarifah, Mufarrahatus Syifa Ananda Mefiana Tata Frarisia Tatang Herman, Tatang Tia Purniati Tin Lam, Toh Trisna Nugraha Trisnowali MS, Andi Turmudi Ulfah Nur Azizah Ulfah Nur Azizah Ulfah Nur Azizah Umbara, Uba Umbara, Uba Usep Kosasih Wafa Islamiyah Wahyu Hidayat Wahyu Sopandi Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wardani, Ambarsari Kusuma Wenda Alifulloh Widdy Sukma Nugraha Yasin, Muhamad Yaya S. Kusumah Yeni Dwi Kurino Yeni dwi Kurino Yoga Awalludin Nugraha Yumi Sarassanti Yusuf Adhitya Zaenal Arifin

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