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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Dinamika Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan Jurnal Elemen Al Ibtida: Jurnal Pendidikan Guru MI Eduma : Mathematics Education Learning and Teaching Journal of Research and Advances in Mathematics Education JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika International Journal of Artificial Intelligence Research Union: Jurnal Ilmiah Pendidikan Matematika EDUHUMANIORA: Jurnal Pendidikan Dasar Pedagogik Pendidikan Dasar AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Analisa DWIJA CENDEKIA: Jurnal Riset Pedagogik PAEDAGOGIA PRISMA Indonesian Journal of Science and Mathematics Education Juring (Journal for Research in Mathematics Learning) PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences) IndoMath: Indonesia Mathematics Education Journal of Honai Math JTAM (Jurnal Teori dan Aplikasi Matematika) Lentera: Jurnal Ilmiah Kependidikan MATEMATIKA DAN PEMBELAJARAN Beta: Jurnal Tadris Matematika Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika AT-TA`DIB JETL (Journal Of Education, Teaching and Learning) AL-ASASIYYA: Journal Of Basic Education JKPM (Jurnal Kajian Pendidikan Matematika) MEJ (Mathematics Education Journal) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Studi Guru dan Pembelajaran JE (Journal of Empowerment) Gema Wiralodra Integral : Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Attadib: Journal of Elementary Education Jurnal Abdi: Media Pengabdian Kepada Masyarakat Abdimasku : Jurnal Pengabdian Masyarakat Range : Jurnal Pendidikan Matematika Southeast Asian Mathematics Education Journal Journal of Didactic Mathematics Mosharafa: Jurnal Pendidikan Matematika These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Pedagogik Pendidikan Dasar INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Unnes Journal of Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Trends in Mathematics Education Research (IJTMER) JNPM (Jurnal Nasional Pendidikan Matematika) Badranaya: Jurnal Pengabdian kepada Masyarakat IndoMath: Indonesia Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Elementaria Edukasia Jurnal Infinity Journal on Mathematics Education Research Jurnal Pendidikan MIPA Journal on Mathematics Education Jurnal Pedagogi dan Inovasi Pendidikan Differential: Journal on Mathematics Education Jurnal Didaktik Matematika
Sufyani Prabawanto, Sufyani
Indonesia University Of Education
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 Social Sciences Other

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Implementation of Didactical Design for Fraction Division Calculation Operation in Grade V Elementary School Rosmayasari Rosmayasari; Didi Suryadi; Tatang Herman; Sufyani Prabawanto
International Journal of Artificial Intelligence Research Vol 6, No 1.2 (2022)
Publisher : STMIK Dharma Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29099/ijair.v6i1.2.859

Abstract

This research is motivated by the existence of learning obstacles experienced by students in learning fraction division calculation material. The learning obstacle is caused by the learning design that is designed has not facilitated the suitability of the material, method, use of media, way of thinking and student characteristics. The purpose of this study was to obtain a comprehensive description of the implementation of didactical design of fraction division arithmetic operation in class V in terms of learning obstacles, hypothetical learning trajectory and Didactical and Pedagogical Anticipation developed by teachers based on Didactical Situation Theory and student characteristics. The research method used Didactical Design Research. The research subjects were grade V students at a public primary school located in Gugus 23 Bandung City, totalling 10 students. Data collection techniques used documentation study, lesson observation, test data collection, interview, and triangulation. The results showed that the learning obstacle that emerged after the initial didactical design was implemented in learning included psychological ontogenic obstacles, instrumental ontogenic obstacles, and ontogenic conceptual obstacle. Epistimological obstacle is the limited experience of students in solving story problems. Didactical obstacle is that students always get the solution without searching and finding it themselves. The learning trajectory found included one student who had previous learning experience related to fraction division material. Students are more interested in solving in the form of pictures and number lines, with the aim of relieving boredom in mathematics lessons. Didactical anticipation was spontaneously given, namely by providing scaffolding in understanding the meaning of the problem, for example determining the characteristics of story problems that work by means of division calculation operations, determining and changing the size of units of length, weight, and volume. Based on the research results obtained, to overcome the various problems that arose during the implementation of the initial didactical design, the authors recommend an alternative solution in the form of a revised didactical design that has been modified for use with students with different characteristics.
INCREASING STUDENTS SELF-REGULATED LEARNING THROUGH A REALISTIC MATHEMATICAL EDUCATION Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (716.467 KB) | DOI: 10.24127/ajpm.v12i1.6748

Abstract

This research is motivated by the importance of students' self-regulated learning. Aims to determine the increase in self-regulated learning of students with a realistic mathematical education in learning mathematics and to know student responses. This type of research is descriptive research through questionnaire analysis. The instruments used were a self-regulated learning questionnaire and a questionnaire to see student responses. In this study, the data obtained were analyzed using a Likert attitude scale. This scale in self-regulated learning contains nine components, namely: assessing students for (1) learning initiatives, (2) diagnosing learning needs, (3) setting learning goals, (4) monitoring, organizing and controlling learning, (5 seeing difficulties as a challenge, (6) utilizing and searching for relevant learning resources, (7) selecting and determining learning strategies, (8) evaluating learning processes and outcomes, and (9) self-concept. The conclusions obtained in this study are related to self-regulated learning in mathematics can be seen as a whole by using realistic mathematics education. This shows that there are 96.76% of students who give a positive response.
Analyzing Students' Learning Obstacles on Distance Material in Three Dimensional Sukri Sukri; Sufyani Prabawanto; Dian Usdiyana
Jurnal Penelitian Pendidikan IPA Vol 9 No 4 (2023): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i4.2774

Abstract

This study was intended to identify learning obstacles faced by students on the distance between two points and the distance between point-to-line materials. The data in this study was obtained through a test, interview, and documentation of students who have learned the materials. The research method used was the qualitative method with a case study approach. This study involved 33 students of class XII and a teacher as a participant. Learning obstacles found in this study were ontogenical, didactical, and epistemological obstacles. The ontogenical obstacles were the students' lack of basic geometry ability and counting operations of the square root which caused the students to make mistakes in applying the Pythagoras formula, determining the position of perpendicular lines, as well as completing arithmetic operations of the square root. The didactical obstacle was the fact that students were only emphasized on using a quick formula to solve three-dimensional problems. This fact resulted in the uncompleted concept received by students. Consequently, the students forget the proper procedure for solving the problems easily, and they tend to make mistakes in applying the quick formula. The epistemological obstacle was the lack of students' comprehension of a concept to determine the distance between a point to a line if the triangle which is formed is not a right triangle. This lack of comprehension caused the students can’t solve a mathematics problem. The implication of this study is learning materials used by students should be arranged based on students' needs which consider the analysis of learning obstacles so that the learning objectives can be achieved
STUDYING STUDENT STATISTICAL LITERACY IN STATISTICS LECTURES ON HIGHER EDUCATION USING GROUNDED THEORY APPROACH Lukman Lukman; Wahyudin Wahyudin; Didi Suryadi; Dadan Dasari; Sufyani Prabawanto
Jurnal Infinity Vol 11, No 1 (2022): VOLUME 11, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i1.p163-176

Abstract

The purpose of this study was to obtain an overview of the student's Statistical Literacy model in Statistics learning in Higher Education. Researchers conducted an in-depth study of student statistical literacy, how they understand and apply statistics, how statistics are used as a tool for reliable data that can be trusted as scientific works. The research method uses qualitative research methods with a Grounded Theory approach. Participants involved in this study were 114 participants from several universities in West Java, Indonesia. The results of this study found a student statistical literacy model consisting of 2 dimensions and 5 elements. Dimensions of Statistical Knowledge: Descriptive Statistics, Inference Statistics, Statistical Communication and Statistical Reasoning. Attitude Dimensions: Confidence and Critical Attitude.
Student’s learning obstacles in statistics materials related to computational thinking skills Kintan Tyara Augie; Siti Fatimah; Sufyani Prabawanto
Math Didactic: Jurnal Pendidikan Matematika Vol 9 No 2 (2023): Mei - Agustus 2023
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v9i2.2103

Abstract

Masuknya kemampuan computational thinking ke dalam penilaian PISA menjadi tantangan baru bagi siswa Indonesia. Salah satu kemampuan yang berperan penting dalam proses pemecahan masalah ini belum banyak diterapkan oleh siswa akibat adanya learning obstacle. Penelitian ini adalah penelitian kualitatif dengan pendekatan fenomenologi untuk mengidentifikasi learning obstacle siswa sekolah menengah pertama pada materi statistika terkait dengan kemampuan computational thinking. Instrumen penelitian yang digunakan yaitu soal tes kemampuan computational thinking dan pedoman wawancara. Data yang diperoleh dari hasil tes 17 orang siswa salah satu sekolah menengah pertama di Kabupaten Garut, dianalisis melalui tahapan reduksi data, penyajian data hingga penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa mengalami ketiga jenis learning obstacle dalam materi statistika yang terkait dengan kemampuan computational thinking.
Student’s Difficulty Identification in Completing the Problem of Equation and Trigonometry Identities Siti Maryam Rohimah; Sufyani Prabawanto
International Journal of Trends in Mathematics Education Research Vol 2, No 1 (2019)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (843.24 KB) | DOI: 10.33122/ijtmer.v2i1.50

Abstract

This study aims to identify the types of difficulties experienced by high school students in solving equations and trigonometric identities. The method used in this research is descriptive qualitative research method because researchers want to describe or describe the facts of students' difficulties in solving equations and trigonometric identities. The data collection technique in this study is by using respondents' ability tests and interviews. Based on the results of data analysis, there are three aspects of students 'difficulties in solving trigonometric equations and also there are three aspects of students' difficulties in solving trigonometric identity problems. The difficulties of students in solving trigonometric equations, namely the difficulty of students in deciphering the form of the problem, difficulty in factoring in the form of trigonometric quadratic equations, and difficulties using the basic trigonometric equations. Whereas, the difficulties of students in solving trigonometric identity problems, namely the difficulty of students applying general trigonometry formulas, difficulty describing each of the trigonometric comparison relationships, and difficulties in performing algebraic calculations/computation.
Efektivitas Model Missouri Mathematics Project terhadap Kemampuan Koneksi Matematis dalam Pembelajaran Turunan Aditya Prihandhika; Aiyub Aiyub; Didi Suryadi; Sufyani Prabawanto
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 6, No 3 (2022)
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1021.311 KB) | DOI: 10.33603/jnpm.v6i3.7073

Abstract

Abstrak. Kemampuan koneksi matematis merupakan salah satu komponen utama dalam proses berpikir tingkat tinggi yang harus dimiliki oleh peserta didik dalam pembelajaran matematika. Indikator-indikator dalam kemampuan koneksi matematis memiliki peran penting, terutama dalam mengaitkan gagasan antara konsep satu dengan yang lainnya dan menerapkan konsep matematika untuk menyelesaikan masalah matematis. Oleh karena itu, penelitian ini bertujuan untuk mengetahui efektivitas model Missouri Mathematics Project (MMP) terhadap kemampuan koneksi matematis dalam pembelajaran turunan. Penelitian menggunakan metode kuantitatif yang terdiri dari dua kelompok sampel, yaitu kelompok kontrol dengan menggunakan model Discovery Learning (DL) dan kelompok eksperimen dengan menggunakan model Missouri Mathematics Project (MMP). Data diperoleh dari hasil pretest dan posttest dengan menggunakan instrumen yang telah diuji validitas dan reliabilitasnya. Hasil analisis data menggunakan uji t dari skor N-gain dengan bantuan software SPSS menunjukkan bahwa: 1) terdapat perbedaan kemampuan koneksi matematis antara kelompok yang memperoleh model DL dan model MMP; 2) peningkatan kemampuan koneksi matematis kelompok MMP lebih tinggi daripada kelompok DL. Berdasarkan hasil tersebut, efektivitas model MMP dalam meningkatkan kemampuan koneksi matematis pada pembelajaran turunan dapat menjadi rekomendasi bagi praktisi, terutama dalam pengelolaan proyek yang memberikan ruang bagi peserta didik untuk mengaitkan gagasan dalam proses penyelesaian masalah matematis.Kata Kunci: Kemampuan Koneksi Matematis, Missouri Mathematics Project, Turunan.
ASSESSING STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY Sufyani Prabawanto; Nadya Syifa Utami; Aneu Pebrianti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.7346

Abstract

Students' ability to solve mathematical problems is the most important part of learning mathematics. Therefore, assessing students' ability to solve mathematical problems is one of the tasks of mathematics teachers that must be done. This study aims to develop a test instrument to assess students' ability to solve mathematical problems. The research method used Systematic Literature Review (SLR) by analyzing primary sources from books and articles. Before developing an instrument to assess students' ability to solve mathematical problems, the variables involved in mathematical problem solving were first analyzed. Furthermore, there are four domains involved in the instrument development framework carried out. They are resources, heuristics, control, and belief system. Based on this study, it was found that: (1) the aspects correlated with mathematical problem solving are reasoning, decision making, critical thinking, and creative thinking; (2) the types of tasks related to mathematical problem solving can be viewed from the structure, the number of essential steps needed to reach the solution, its orientation, and its presentation.
KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR Meicindy Jeny Klorina; Sufyani Prabawanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.7598

Abstract

AbstrakMasih banyak ditemukan siswa yang mengalami kesulitan dalam memahami konsep matematis pada bentuk aljabar. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman konsep matematis siswa pada soal bentuk aljabar. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan studi kasus yang dilakukan pada 30 siswa kelas VII pada salah satu SMPN di Kota Bengkulu. Teknik pengumpulan data dilakukan secara triangulasi dengan menggunakan teknik tes, dokumentasi, dan wawancara. Hasil penelitian ini menunjukkan bahwa jumlah siswa yang memenuhi indikator adalah 15 siswa pada indikator 1, 10 siswa pada indikator 2, 7 siswa pada indikator 3, 10 siswa pada indikator 4 dan 1 siswa pada indikator 5. Siswa sering tertukar saat menentukan unsur-unsur bentuk aljabar, siswa masih melakukan kesalahan pada saat menyederhanakan bentuk aljabar karena keliru dengan tanda positif dan negatif dengan operasi penjumlahan dan pengurangan, siswa tidak dapat menginterpretasikan soal cerita dalam bentuk representasi matematika, dan siswa kurang memahami soal cerita saat menyelesaikan soal yang berkaitan dengan konsep yang satu dan konsep lainnya. Hal ini dikarenakan siswa hanya menghafal rumus dan jarang mengulang materi yang diajarkan sebelumnya sehingga hasilnya kurang optimal. AbstractThere are still many students who have difficulty in understanding mathematical concepts in algebraic forms. This study aims to describe the ability of students' mathematical concept understanding on algebraic form problems. This research uses qualitative research with a case study approach conducted on 30 seventh grade students at one of the middle schools in Bengkulu City. Data collection techniques were triangulated by using test, documentation, and interview techniques. The results of this study indicate that the number of students who meet the indicators is 15 students in indicator 1, 10 students in indicator 2, 7 students in indicator 3, 10 students in indicator 4 and 1 student in indicator 5. Students often confuse when determining the elements of algebraic forms, students still make mistakes when simplifying algebraic forms because they are confused with positive and negative signs with addition and subtraction operations, students cannot interpret story problems in the form of mathematical representations, and students lack understanding of story problems when solving problems related to one concept and another concept. This is because students only memorize formulas and rarely repeat the material taught previously so that the results are less than optimal.
The Impact of Flipped Classroom Implementation in Mathematics Learning at Schools : Systematic Literature Review Sarah Inayah; Dadang Juandi; Darhim Darhim; Sufyani Prabawanto; Al Jupri
Jurnal Analisa Vol 9, No 1 (2023): Volume 9 Nomor 1 Tahun 2023
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v9i1.18226

Abstract

Co-Authors A.A. Ketut Agung Cahyawan W ABDUL MUJIB Abdul Mujib 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 Aneu Pebrianti Anwar, Agus Saeful Asep Syarif Hidayat Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Aswin Aswin Atep Sujana Augie, Kintan Tyara Bambang Eko Susilo Bambang Hariyomurti Bariyah, Nusrotul Cece Kustiawan Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Christina Monika Samosir Citra Utami, Citra Dadan Dasari Dadan Hermawan, Dadan Dadang Juandi Darhim Darhim Dela Ambarwati Desy Lusiyana, Desy Dian Cahyawati Dian Nopiyani Dian Usdiyana Didi Suryadi Didi Suryadi Didi Suryadi Doni, Petrus Kanisius Nama Edi Irawan 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, Siti Febriani, Winarti Dwi Fitri Ayu Febrianti Fitriana Lestari Fitriani Fitriani Fujiarti, Ari Ginda M.A.Siregar Gita Rani Putri Mangiri Gumpita, Melly Terry Gunadi, Farid Hadi Haeruddin, Haeruddin Hani Nurhasanah Hayuningrat, Silfia Herizal Herizal Heryanti Jufri, Lucky Hutkemri Zulnaidi Iden Rainal Ihsan Ifa Fathiyah Inayah, Sarah Indiana Marethi Indiana Marethi, Indiana Indra Nurhidayat Irena Puji Luritawaty Istikomah, Endang Itoh Masitoh Jarnawi Afgani Dahlan Jozua Sabandar Jurpri, Al Jusniani, Nia Kartika Yulianti Kholipah, Nuzuliah Khotimah, Wonadesma Dwi Kintan Tyara Augie Kurniawati, Ririn Laelasari Laelasari, Laelasari Lina Siti Nurwahidah 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 Mimi Hariyani Mohamad Gilar Jatisunda Mustika Fauziah, Hilma Nabila Cynthia Rayhan Nadya Syifa Utami Nanang Priatna Nandang Arif Saefuloh Nazla Nurul Aulia Panggabean Nelvita Febrina Hasan ningrum, yunia jumita Nopiyani, Dian Nopiyani, Dian Novi Andri Nurcahyono Nti, Seth Junior Nuaini, Intan Nuke Fitri Yanuari Nur Qamariah Nurannisa, Andi Nurdiyah Kurniati Nurfiqih, David Nurhanifah, Nova Nurkamilah, Milah Permani, Kania Dewi Pertiwi, Saffanah PRASETYAWAN, ENGGAR Prihandhika, Aditya Putra R, Andika Putri, Amelia Defrianti Raisya Hizkiya Syabina Ramli Ramli Rani Sugiarni Rini Sulastri Riny Arviana Riza Fatimah Zahrah Rizki, Raihan Ahmil Rizky Rosjanuardi Rohimah, Siti Maryam Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Saefuloh, Nandang Arif Saefuloh, Nandang Arif Samosir, Christina Monika Sandra Sukmaning Adji Santi, Eneng Sanusi Sanusi Saputra, Samnur Sarassanti, Yumi Sarnav Ituga, Almuhaimin Sendi Ramdhani Septian, Ari Simanjuntak, Sinitta Marito Siregar, Rama Nida Sitanggang, Damra Ali Siti Fatimah Siti Zakiyah Sofa, Rostika Nurlaela Nova Maya Suhendra, S Sukma Murni Sukri Sukri suparni Syamsuri Syamsuri Syarifah, Mufarrahatus Syarifah, Mufarrahatus Syifa Ananda Mefiana Tata Frarisia Tatang Herman, Tatang Tin Lam, Toh Trisna Nugraha Trisnowali MS, Andi Turmudi 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 Yusuf Adhitya Zulnaidi, Hutkemri