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Sufyani Prabawanto, Sufyani

Indonesia University Of Education

Author-ID : 580979

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities 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 Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Comparative Efficacy of Collaborative, Cooperative, and Traditional Learning on Linier Algebra Problem-Solving Ability in Higher Education Dewi Nurmalitasari; Tatang Herman; Sufyani Prabawanto; Jarnawi Afgani Dahlan
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3512

Tantangan yang dihadapi siswa dalam memahami sistem persamaan linear berasal dari sifat abstrak subjek dan perhitungan ekstensif yang diperlukan untuk matriks berordo lebih dari tiga. Studi kuasi-eksperimental ini meneliti efektivitas komparatif model pembelajaran kolaboratif dan kooperatif dalam meningkatkan kemampuan pemecahan masalah matematika mahasiswa S1 pada sistem persamaan linear. Partisipan terdiri dari tiga kelas utuh: dua kelompok eksperimen mahasiswa Ilmu Komputer (tahun akademik 2024/2025) yang diajar menggunakan model pembelajaran kolaboratif dan model pembelajaran kooperatif, dan satu kelompok kontrol mahasiswa Pendidikan Matematika (tahun akademik 2021/2022) yang menerima pengajaran tradisional. Sebelum intervensi, tes pendahuluan diberikan untuk memeriksa kemampuan pemecahan masalah dasar. ANOVA satu arah kemampuan awal yang tidak sama. Oleh karena itu, efektivitas pembelajaran dievaluasi menggunakan skor normalized gain. Kelompok pembelajaran kolaboratif mencapai rata-rata N-Gain tertinggi, diikuti oleh kelompok pembelajaran kooperatif, sedangkan kelompok pembelajaran tradisional menunjukkan peningkatan terendah. Hasil ini menunjukkan bahwa pembelajaran kolaboratif terstruktur lebih efektif dalam meningkatkan kemampuan pemecahan masalah siswa dalam sistem persamaan linear dibandingkan dengan pendekatan kooperatif dan tradisional. The challenges students face in comprehending systems of linear equations originate from the abstract character of the subject and the extensive calculations required for matrices of order more than three. This quasi-experimental study investigated the comparative effectiveness of collaborative and cooperative learning models in improving undergraduate students’ mathematical problem-solving ability on systems of linear equations. The participants consisted of three intact classes: two experimental groups of Computer Science students (academic year 2024/2025) taught using a collaborative learning model and a cooperative learning model, respectively, and one control group of Mathematics Education students (academic year 2021/2022) receiving traditional instruction. Prior to the intervention, a pre-test was administered to examine baseline problem-solving ability. One-way ANOVA indicating unequal initial ability. Therefore, learning effectiveness was evaluated using normalized gain. Post-test scores were analyzed descriptively, as their distribution violated normality assumptions. The collaborative learning group achieved the highest mean N-Gain, followed by the cooperative learning group, while the traditional learning group demonstrated the lowest improvement. These results suggest that structured collaborative learning is more effective in enhancing students’ problem-solving improvement in systems of linear equations than cooperative and traditional approaches.

Pendampingan Modifikasi Modul Ajar Matematika dan Non Matematika Bagi Guru: Integrasi Keterampilan Numerasi David Nurfiqih; Milah Nurkamilah; Andika Putra R; Citra Utami; Desy Lusiyana; Lucky Heryanti Jufri; Nova Nurhanifah; Siti Zakiyah; Tatang Herman; Sufyani Prabawanto
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.

ANALISIS KEMAMPUAN COMPUTATIONAL THINKING SISWA PADA MATERI PERBANDINGAN DI SMP Edria Al Shahada; Sufyani Prabawanto; Ulfah Nur Azizah
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/yjgx4w17

This study examines students’ computational thinking in solving ratio and proportion problems, focusing on decomposition, pattern recognition, abstraction, and algorithm. A qualitative approach was employed involving purposively selected junior high school students. Data were obtained from written tests and interviews, and analyzed through stages of data reduction, data display, and conclusion drawing. The results indicate variations in students’ abilities across all aspects. In decomposition, most students were able to determine known and required information correctly. In pattern recognition, students generally distinguished direct and inverse proportions, although some errors remained. However, difficulties were still palpable in abstraction, particularly in transforming problems into mathematical models, including unit conversions and relationships between variables. In terms of algorithmic thinking, some students were able to organize solution steps systematically, while others were not consistent yet. Overall, decomposition emerged as the most dominant aspect, whereas abstraction was the weakest. These findings suggest the need for learning activities that emphasize mathematical modeling to improve students’ computational thinking skills.

Analisis Learning Obstacle Siswa pada Materi Peluang Berbasis Literasi Matematis dengan Pendekatan Didactical Design Research Rachmawati Khaerun Nisa; Lukman Lukman; Sufyani Prabawanto
MUST: Journal of Mathematics Education, Science and Technology Vol 10 No 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/must.v10i2.32981

Mathematical literacy is a fundamental competency for the twenty-first century; however, students continue to experience significant learning obstacles in probability. This study aims to conduct an in-depth analysis of the learning obstacles encountered by eleventh-grade senior high school students in probability within the context of PISA-based mathematical literacy using the Didactical Design Research (DDR) approach. The study was conducted at a senior high school in Kuningan Regency, West Java, Indonesia, involving 36 students who participated in the diagnostic test stage. Using purposive sampling based on the variation of learning obstacle typologies (ontogenic, didactical, and epistemological), 10 students were selected for in-depth interviews. The data were analyzed qualitatively through data triangulation, including data reduction, data display, and conclusion drawing. The findings revealed that, at the formulate stage, students experienced epistemological and ontogenic obstacles characterized by difficulties in abstracting verbal situations into formal mathematical models and by mathematical anxiety. At the employ stage, substantial epistemological obstacles emerged due to inadequate prerequisite knowledge of set theory, procedural errors in fraction operations, and excessive reliance on memorizing formulas. Meanwhile, at the interpret stage, students were unable to relate numerical results back to their real-world contextual meanings. The novelty of this study lies in its simultaneous mapping of learning obstacles across the three PISA mathematical literacy processes—formulate, employ, and interpret—which served as the foundation for designing Didactical Pedagogical Anticipation (DPA) and reconstructing the recommended Hypothetical Learning Trajectory (HLT) from three to six instructional sessions.

Assessing mathematical communication in elementary fraction learning across different levels of task-specific self-efficac Siti Muhdiati; Sufyani Prabawanto; Sandi Budi Iriawan; Effy Mulyasari
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1418

Background: Mathematical communication is a fundamental competency in elementary mathematics because it enables students to represent, explain, and justify mathematical ideas through visual, verbal, and symbolic forms. In fraction learning, these communication processes require students to integrate multiple representations, yet their performance may differ according to task-specific self-efficacy. Aims: This study aimed to assess elementary students’ mathematical communication in fraction learning across different levels of task-specific self-efficacy and to examine the association between self-efficacy and mathematical communication ability. Method: An ex post facto quantitative design was employed involving 176 fifth-grade students from four elementary schools in West Java, Indonesia. Data were collected using a mathematical communication test and a task-specific mathematics self-efficacy questionnaire. Students were classified into low, moderate, and high self-efficacy groups using tertile categorization. Data were analyzed through descriptive statistics, the Kruskal–Wallis test, Bonferroni-adjusted pairwise comparisons, epsilon squared, and Spearman’s rank correlation. Results: Mathematical communication differed significantly across self-efficacy levels (H = 86.635, p < 0.001, ε² = 0.49). Students with higher self-efficacy consistently achieved superior performance across drawing, written explanation, and mathematical expression indicators. Pairwise comparisons confirmed significant differences among all groups, while Spearman’s analysis revealed a strong positive association between self-efficacy and mathematical communication ability (ρ = 0.729, p < 0.001). Conclusion: Task-specific self-efficacy is strongly associated with elementary students’ mathematical communication in fraction learning. Students with higher self-efficacy demonstrated more effective communication across multiple mathematical representations, highlighting the importance of integrating affective factors into mathematics assessment and instruction.

Students' Pseudo-Thinking in Solving the Area of Obtuse Triangles: A Mindset-Based Perspective Yusuf Adhitya; Wahyudin Wahyudin; Sufyani Prabawanto
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.v15i2.474

The research aims to describe the different characteristics of students’ pseudo-thinking in solving areas of obtuse triangles based on their mindset. The categorization of pseudo-thinking is based on the Vinner and Subanji frameworks, while the mindset is categorized according to the Dweck framework. The research was conducted in one of the Junior High Schools in the Kebumen district with 111 students. The study employs a qualitative, grounded theory design. Data were collected through the math test, the mindset questionnaire, and the interview. The data were analyzed using a process that consists of open, axial, and selective coding to identify patterns of reasoning among students. The study found that students with a growth mindset exhibit both true and false pseudo-thinking, whereas students with a fixed mindset exhibit only true pseudo-thinking. Students with a growth mindset tend to engage in pseudo-thinking by misapplying the Pythagorean Theorem. On the other hand, fixed-mindset students often perform pseudo-thinking by using the incorrect formula. GMS is often overconfident in its old knowledge, leading to incorrect decisions, while FMS tends to focus solely on memorizing formulas and settings without reflection. This study is significant because it highlights how students’ mindsets influence their problem-solving abilities, particularly in geometric problems. Educators can use the insight gained from the study to develop effective learning strategies and help students grasp mathematics more deeply.

ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA SMA PADA KONTEN UNCERTAINTY AND DATA DITINJAU DARI GENDER Salamah Hujaimah; Sufyani Prabawanto; Ulfah Nur Azizah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 18 No. 1: Juni 2026
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/q953eh15

Tujuan: Penelitian ini bertujuan untuk menganalisis kemampuan literasi matematis siswa SMA pada konten uncertainty and data ditinjau dari gender dan empat konteks soal PISA. Metode: Penelitian kualitatif dengan desain studi kasus ini melibatkan delapan siswa kelas X di salah satu SMA swasta di Bandung yang dipilih menggunakan teknik purposive sampling dengan pendekatan maximum variation sampling. Pengumpulan data dilakukan menggunakan instrumen tes dan wawancara, yang selanjutnya diolah melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil: Temuan studi mengindikasikan bahwa sebagian siswa telah memiliki kemampuan dasar dalam proses formulate, employ, dan interpret, namun kemampuan tersebut belum berkembang secara optimal. Siswa masih melakukan kesalahan tahap formulate pada konteks societal dan occupational, tahap employ pada konteks personal, serta tahap interpret pada konteks scientific. Ditinjau dari aspek gender, siswa laki-laki dan perempuan menunjukkan kemampuan literasi matematis yang relatif setara tanpa perbedaan yang berarti. Simpulan: Temuan ini memberikan implikasi bagi guru untuk merancang pembelajaran kontekstual agar siswa terbiasa menghubungkan data dengan situasi nyata. Selain itu, guru dapat menerapkan strategi pembelajaran kolaboratif tanpa perlu membedakan perlakuan berdasarkan gender.

Analysis of Diagnostic Learning Obstacles of Junior High School Students on Straight-Line Equations: A Systematic Literature Review Ratu Bulkis; Sufyani Prabawanto; Tia Purniati
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

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

The straight-line equations are an important part of learning mathematics, but many junior high school students still have difficulty understanding it. This study aims to identify the forms of learning obstacles, causal factors, error patterns, and learning implications on straight-line equations material through the Systematic Literature Review (SLR) approach. The research method uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Literature searches were conducted on Google Scholar, ERIC, DOAJ, and Garuda for articles published in the 2016–2026 period. Based on the selection process, four articles met the inclusion criteria. The synthesis results show that students experience three types of learning obstacles: ontogenical, epistemological, and didactical. Epistemological obstacles are the most dominant obstacles, indicated by difficulties in understanding gradients, determining straight-line equations, and connecting graph and algebraic representations. The main causal factors include limited mastery of prerequisite concepts, still procedural understanding, limited mathematical representation skills, and a learning orientation toward the use of formulas. These findings aid in understanding learning obstacles within the Brousseau framework and form the basis for developing learning that emphasizes concept understanding, mathematical representation, and student reasoning.

Students' Mathematical Understanding According to Kilpatrick and Findell: The Number Pattern Generalisation Process of Junior Secondary School Students Syafruddin Kaliky; Sufyani Prabawanto; Muhammad Hafeez; Kashaf Arzoo
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2478

Purpose – This study investigates how junior secondary school students generalise number patterns through Kilpatrick and Findell’s framework of mathematical understanding, focusing on the interaction among conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Methodology – A qualitative descriptive design was conducted with 30 Year 8 students at an Islamic junior secondary school in Ambon, Indonesia. Screening tests, informal interviews, and repeated testing were used to identify students who consistently demonstrated indicators of mathematical understanding. Two students, coded WNF and FF, were selected for in-depth analysis. NVivo 12 Plus supported the mapping and visualisation of their reasoning processes, while data were analysed using the Miles and Huberman model of data collection, reduction, display, and conclusion drawing. Findings – Both students progressed from recursive reasoning based on differences between consecutive terms to correspondence-based symbolic generalisation. They expressed the nth term using arithmetic and quadratic forms. This transition reflected interconnected development in conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. Novelty – The study reveals how mathematical understanding operates within the transition from recursive to explicit generalisation, rather than treating pattern generalisation solely as a procedural outcome. Significance – The findings contribute to international research on early algebra by identifying a transferable reasoning trajectory from recursive pattern recognition to symbolic generalisation. This trajectory provides a basis for designing mathematics instruction that supports algebraic reasoning across diverse junior secondary educational contexts.

Desain Pembelajaran Matematika Kontemporer Berorientasi TKA Zaenal Arifin; Nurul Farida; Ratna Sariningsih; Hadi Hadi; Nora Susilowaty; Subhan Ajiz Awalludin; Supriadi Supriadi; Jarnawi Afgani Dahlan; Sufyani Prabawanto
Journal of Community Service (JCOS) Vol. 4 No. 3 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jcos.v4i3.2440

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh keterbatasan kapasitas guru dalam merancang pembelajaran matematika yang berorientasi pada Tes Kemampuan Akademik (TKA), khususnya di lingkungan MGMP Matematika MTs Kabupaten Majalengka. Pembelajaran masih didominasi pendekatan prosedural dan Lower Order Thinking Skills (LOTS), sementara kemampuan guru dalam mengembangkan instrumen asesmen berbasis penalaran dan literasi numerasi juga masih terbatas. Program ini bertujuan meningkatkan kompetensi pedagogis dan profesional guru dalam merancang pembelajaran matematika berbasis TKA serta mengembangkan instrumen asesmen berorientasi Higher Order Thinking Skills (HOTS). Pelaksanaan kegiatan menggunakan pendekatan participatory action research yang dipadukan dengan model capacity building melalui tahapan sosialisasi, pelatihan intensif, pendampingan implementatif, dan evaluasi. Kegiatan difokuskan pada pengembangan modul ajar berbasis konteks lokal dan penyusunan soal numerasi berbasis TKA. Hasil yang ditargetkan mencakup peningkatan kompetensi guru dalam merancang pembelajaran inovatif, tersusunnya modul ajar dan bank soal numerasi kontekstual, serta meningkatnya kualitas asesmen untuk mengukur kemampuan penalaran dan analisis siswa. Program ini diharapkan memperkuat ekosistem pembelajaran matematika yang adaptif dan kontekstual serta mendukung peningkatan kemampuan penalaran dan literasi numerasi siswa secara berkelanjutan.

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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