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Sufyani Prabawanto, Sufyani

Indonesia University Of Education

Author-ID : 580979

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(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.

Exploring Students Mathematical Understanding according to Skemps Theory in Solving Statistical Problems Christina Monika Samosir; Jarnawi Afgani Dahlan; Tatang Herman; Sufyani Prabawanto
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.32598

Understanding a concept is not only for mastering the next concept. It is the foundational skill used to solve mathematical problems. This study aims to explore students' conceptual understanding.This research is qualitative research with phenomenology. The participants in this study consisted of 18 eighth-grade students from one of Bandung's private secondary schools. After the students were given the test, six students were selected as research subjects. This aims to ensure that data can be obtained thoroughly and comprehensively. Data collection techniques included tests, interviews, and observations, with research instruments comprising a test and an interview guideline. Data saturation has been achieved. The results of this study are as follows: 1) students with relational understanding are fewer in number than students with instrumental understanding. 2) students find it most difficult to use the interconnections of various mathematical concepts in solving problems. 3) students' difficulties are due to their lack of ability in the concept of basic operations and their lack of understanding of the problems. Therefore, teachers need to strengthen students' understanding of basic operations and the concepts of mean, mode, and median to effectively connect these concepts with their problems.

Zone of Concept Image Differences in Infinite Limits at Undergraduate Level Rini Sulastri; Didi Suryadi; Sufyani Prabawanto; Endang Cahya; Fitriani Fitriani
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.24709

The gap between the concept image and the concept definition will greatly affect a persons understanding of the concept. This study aims to reveal the gap between the concept image and the concept definition, and the causes of the emergence of the gap. The research subjects were 16 first-year mathematics students at one of the universities in Aceh, Indonesia. Data were obtained from the results of written tests and in-depth interviews. This qualitative research with a phenomenological study approach was analyzed descriptively. The results showed that the gap that occurs in the concept includes: the division of a non-zero number by zero yields infinity, the concept of dividing zero by zero is zero, the concept of dividing a number by zero is the same as the concept of the limit, e.g., , and the concept of the left-hand limit as means that the satisfied value of x is all negative numbers such that . The emergence of these concept images results from the subject's learning experience at school and a calculus course. This finding provides insights and considerations for educators to comprehensively introduce students to the concept of infinity to avoid misunderstandings in limit and next materials.

How to construct theorems of parallelism condition? A study of learning obstacles and GeoGebra-based didactical design Herizal; Priatna, Nanang; Prabawanto, Sufyani; Jupri, Al
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp277-298

In Euclidean geometry, parallelism constitutes a foundational concept from which numerous geometric ideas are derived. Despite its fundamental role in geometry and its importance in developing deductive and logical reasoning, research on the concept of parallelism—particularly concerning students’ learning obstacles and corresponding didactical approaches—remains limited, especially in higher education contexts. This study investigates the construction of theorems related to parallelism conditions by examining learning obstacles and implementing a GeoGebra-based didactical design within the framework of the Theory of Didactical Situations. Employing a qualitative approach with a phenomenological hermeneutic design, the study involved 64 undergraduate students from the Mathematics Education Department of a public university in Aceh, Indonesia, to identify the learning obstacles, and 35 students who participated in the implementation of the designed instructional intervention. Data were collected through document analysis, interviews, classroom observations, and audio–video recordings. The data analysis followed the three stages proposed by Miles and Huberman: data reduction, data display, and conclusion drawing. The findings revealed that students’ understanding of the theorems concerning parallelism conditions was impeded by three primary types of learning obstacles: epistemological, didactical, and ontogenic. To address these challenges, a GeoGebra-based didactical design was developed and implemented. The results demonstrated that this design effectively mitigated the identified obstacles and facilitated students’ construction of the theorems of parallelism conditions. Furthermore, the implementation appeared to foster a gradual shift in students’ learning orientation from procedural toward conceptual understanding, although this transition was not entirely uniform. Finally, the study highlights the pedagogical significance of integrating didactical situation theory into the learning process and employing dynamic visualization tools such as GeoGebra to support the transition from empirical to deductive mathematical reasoning.

How do students solve critical thinking tasks in trigonometry? A qualitative analysis of critical thinking skills Aridanthy, Vanya; Kusumah, Yaya S.; Dahlan, Jarnawi Ahmad; Prabawanto, Sufyani; Melati, Catur Yustika
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.25867

Critical thinking skills are crucial for students to analyze and solve problems effectively, yet many still struggle in apply them comprehensively. This study aimed to examine students' critical thinking skills using a qualitative descriptive approach. The study used an essay-based assessment developed based on the framework of Perkins and Susilo et al., which includes four main indicators: clarification, judgment, inference, and strategy development. The findings indicated that students demonstrated partial critical thinking skills; most could analyze or clarify problems, while some could present problems with reasoning or examples and draw compelling conclusions. However, many students still struggled to develop effective problem-solving strategies. These results imply the need for improved instruction that places greater emphasis on strengthening problem-solving skills to enhance students' overall critical thinking skills.

Efektivitas Metode GASING Dalam Meningkatkan Numerasi Guru dan Siswa di Daerah 3T Melisa, Melisa; Prabawanto, Sufyani; Mulyasari, Effy; Surya, Marcia Ann
Mimbar PGSD Flobamorata Vol. 4 No. 2 (2026): MIMBAR PGSD FLOBAMORATA
Publisher : Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/mpf.v4i2.3242

Abstrak: Penelitian ini bertujuan untuk menganalisis efektivitas Metode GASING (Gampang, Asik, dan Menyenangkan) dalam meningkatkan kompetensi numerasi guru dan siswa di Kabupaten Teluk Wondama, Papua Barat sebagai salah satu daerah Terdepan, Terluar, dan Tertinggal (3T) di Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental tipe one-group pretest-posttest. Subjek penelitian terdiri atas 46 guru dan 96 siswa sekolah dasar yang mengikuti program intensif selama tiga minggu (10–30 Juni 2025). Instrumen penelitian berupa tes tertulis yang mengukur lima kompetensi dasar berhitung, yaitu Bakal Kubagi, penjumlahan, perkalian, pengurangan, dan pembagian. Hasil penelitian menunjukkan peningkatan yang signifikan, ditandai dengan kenaikan rata-rata skor guru dari 32,33 menjadi 79,83 dengan nilai N-Gain sebesar 0,702 (kategori tinggi), serta peningkatan rata-rata skor siswa dari 10,51 menjadi 75,51 dengan nilai N-Gain sebesar 0,727 (kategori tinggi). Hasil uji Paired Sample t-Test menunjukkan perbedaan yang signifikan secara statistik (α = 0,05) pada seluruh kompetensi yang diukur. Temuan ini menunjukkan bahwa Metode GASING efektif dalam meningkatkan kemampuan numerasi melalui pendekatan bertahap konkrit–abstrak–komputasi mental yang dikemas secara interaktif dan menyenangkan. Penelitian ini memberikan kontribusi empiris bagi pengembangan kebijakan pendidikan berbasis bukti di daerah 3T, serta menegaskan pentingnya intervensi terpadu yang menyasar guru dan siswa dalam satu ekosistem pembelajaran. Abstrak: This study aims to analyze the effectiveness of GASING Method (Easy, Fun, and Enjoyable) in improving numeracy competencies among teachers and students in Teluk Wondama Regency, West Papua one of Indonesia's underdeveloped frontier regions. Using a quantitative approach with a pre-experimental one-group pretest-posttest design, the study involved 46 teachers and 96 students from various primary schools who participated in a three-week intensive program (10–30 June 2025). The research instruments consisted of written arithmetic tests covering five core competencies: Basic Number Sense (Bakal Kubagi), Addition, Multiplication, Subtraction, and Division. Results demonstrated highly significant improvements: teachers' mean scores increased from 32.33 (pre-test) to 79.83 (post-test) with an N-Gain of 0.702 (High category), while students' mean scores rose from 10.51 (pre-test) to 75.51 (diagnostic test) with an N-Gain of 0.727 (High category). Paired Sample t-Test analyses revealed statistically significant differences (α = 0.05) across all measured competencies. Both groups' N-Gain scores substantially exceeded the international average of 0.34 reported in comparable intervention studies (Westphale et al., 2022). These findings demonstrate that the GASING Method with its sequential concrete–abstract–mental computation approach delivered through playful, interactive activities is an effective and replicable solution for addressing the numeracy crisis in Indonesia's remote regions. This research contributes to evidence-based education policy development in underserved areas and reinforces the importance of integrated interventions targeting both teachers and students simultaneously within a unified learning ecosystem.

ANALYSIS OF STUDENTS' ERRORS IN SOLVING ADDITION AND SUBTRACTION PROBLEMS USING THE NEWMAN TECHNIQUE Lien Malinda; Sufyani Prabawanto; Rusdiono Muryanto
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17720

The ability to solve mathematical word problems is an important skill for elementary school students because it involves contextual understanding and mathematical reasoning. However, in practice, students still often make mistakes in solving addition and subtraction word problems. This study aims to analyze the types and patterns of errors made by third-grade elementary school students in solving addition and subtraction word problems based on Newman's technique stages. This study used a descriptive qualitative approach with third-grade elementary school students in Sumedang Regency as subjects. Data were obtained through a written test consisting of three contextual word problems that were completed individually. Data analysis was carried out by identifying errors in the stages of reading, understanding the problem, transformation, process skills, and writing the final answer. The results showed that the most dominant errors occurred at the problem comprehension and transformation stages, especially in interpreting keywords and determining the correct mathematical operations. Errors at the process skills and final answer writing stages were also found, but these tended to be a consequence of previous errors. The conclusion of this study shows that students' errors in word problems are not only caused by their arithmetic abilities, but are more influenced by their weak contextual analysis and mathematical reasoning skills. Mathematics learning needs to emphasize the strengthening of mathematical literacy and the use of the Newman Technique as a tool for diagnosing students' learning difficulties.

The Effectiveness of Augmented Reality-Assisted Scientific Approach to Improve Mathematical Creative Thinking Ability of Elementary School Students Ahmad Arifuddin; Wahyudin Wahyudin; Sufyani Prabawanto; Muhamad Yasin; Desi Elizanti
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 2 (2022): October 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i2.11647

AbstractThis study aims to determine the effectiveness of the scientific approach assisted by augmented reality in improving students' mathematical creative thinking ability. This research is a quasi-experimental study with a pretest-posttest control group design. The participants in this study were 5th-grade students in 2 (two) integrated Islamic elementary schools in Cirebon City, Indonesia, with a total of 47 students. The data in this study were collected through a mathematical creative thinking ability test that refers to fluency, originality, flexibility, and elaboration indicators. Then the data that collected was analyzed through descriptive, n-gain test, and Mann Whitney Â tests. The results showed that there was a significant difference in the n-gain score of students' mathematical creative thinking skills between the experimental group using a scientific approach assisted by augmented reality and the control group using direct instruction learning assisted by augmented reality, where the U value was 129.5, the value was 129.5. Z of -3.380, and the value of Sig. (2-tailed) of 0.001 < 0.05. The mean score of n-gain and posttest score of mathematical creative thinking ability of experimental group students was significantly higher than that of the control class. So the scientific approach assisted by augmented reality effectively improves students' mathematical creative thinking skills..Keywords: mathematical creative thinking, scientific approach, direct instruction, augmented reality.Â AbstrakPenelitian ini bertujuan untuk menentukan efektifitas pendekatan saintifik berbantuan augmented reality dalam meningkatkan kemampuan berpikir kreatif matematis siswa. Penelitian ini merupakan penelitian kuasi-eksperimen dengan desain pretest-posttest control group desain. Partisipan dalam penelitian ini adalah siswa kelas 5 di 2 (dua) sekolah dasar Islam terpadu di Kota Cirebon, Indonesia yang berjumlah 47 siswa. Data dalam penelitian ini dikumpulkan melalui tes kemampuan berpikir kreatif matematis yang mengacu pada indikator kelancaran, keluwesan, fleksibilitas, dan elaborasi. Kemudian data yang telah dikumpulkan dianalisis melalui uji deskriptif, uji n-gain, dan uji mann whitney. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan dalam skor n-gain kemampuan berpikir kreatif matematis siswa antara kelompok eksperimen yang menggunakan pendekatan saintifik berbantuan augmented reality dengan kelompok kontrol yang menggunakan pembelajaran direct instruction berbantuan augmented reality, di mana nilai U sebesar 129,5, nilai Z sebesar -3,380, dan nilai Sig. (2-tailed) sebesar 0,001 < 0,05. Rerata skor n-gain dan skor posttest kemampuan berpikir kreatif matematis siswa kelompok eksperimen secara signifikan lebih tinggi dari pada kelas kontrol. Sehingga dapat disimpulkan bahwa pendekatan saintifik berbantuan augmented reality efektif meningkatkan kemampuan berpikir kreatif matematis siswa. Â Â Kata kunci: berpikir kreatif matematis, pendekatan saintifik, direct instruction, augmented reality.

The Enhancement of Studentsâ€™ Mathematical Conceptual Understanding Through RADEC Learning Model Trisna Nugraha; Sufyani Prabawanto
EduMa: Mathematics education learning and teaching Vol. 10 No. 2 (2021)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i2.9073

Studentsâ€™ mathematical conceptual understanding (MCU) as major part of mathematical proficiency needs to be developed since elementary school through a didactic-pedagogical activity. One of these proficiency needs to be developed in the learning of perimeter and area of a plane geometry. The reason is students often find difficulties in understanding those concepts, especially in situations of distance learning due to COVID-19 pandemic. This study aims to investigate the achievement and enhancement of studentsâ€™ MCU through RADEC learning model. This study used quasi-experimental method with non-equivalent pre-test and post-test control group design. Subjects of this research were 56 of 4th graders at one of private school in Bandung, Indonesia. This study found that there are significant differences in the achievement and enhancement of studentsâ€™ MCU between students who received RADEC learning and direct learning where the RADEC learning model was higher in achieving & enhancing studentsâ€™ MCU. In addition, the invention of the RADEC learning model on the achievement and enhancement of studentsâ€™ MCU is in the moderate effect category with the acquisition of Hedgesâ€™ g of 0,922 in the level significant effect

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 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 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 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 Wahyudi, Dwi Arisma 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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