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All Journal Wahana Matematika dan Sains Jurnal Penelitian dan Pendidikan IPS Jurnal Penelitian Pendidikan IPA (JPPIPA) ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan IRJE (Indonesian Research Journal in Education) Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah International Journal of Elementary Education Journal of Humanities and Social Studies EDUKATIF : JURNAL ILMU PENDIDIKAN Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Classroom Action Research Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pedagogi dan Pembelajaran At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan Dasar Perkhasa Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Indonesian Community Journal SITTAH: Journal of Primary Education Indonesian Journal Of Educational Research and Review Jurnal Cakrawala Pendas Journal of Learning Improvement and Lesson Study Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Sistem-Among : Jurnal Pendidikan Sekolah Dasar Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Cybersecurity and Innovative Technology Journal Indonesian Journal of Innovation Multidisipliner Research Jurnal Pendidikan Progresif Jurnal Pendidikan Islam Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Sains dan Teknologi Journal of Research in Instructional
Riska Pristiani
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Pengaruh Media Interaktif Berbasis Wordwall terhadap Pemahaman Konsep Waktu Siswa Kelas II Sekolah Dasar Yuni Ma'idah; Slamet Arifin; Riska Pristiani
Jurnal Sains dan Teknologi Vol. 1 No. 3 (2026): Edisi: April-Juni
Publisher : Pustaka Bangsa Indonesia

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

Abstract

Penelitian ini bertujuan mengkaji pengaruh media interaktif berbasis Wordwall terhadap pemahaman konsep waktu siswa kelas II sekolah dasar. Penelitian menggunakan desain kuasi-eksperimen dengan kelompok kontrol pretest–posttest nonekuivalen yang melibatkan 60 siswa SDN Dermo I Bangil, Jawa Timur. Kelompok eksperimen mendapatkan delapan kali pembelajaran berbasis Wordwall selama empat minggu, sedangkan kelompok kontrol menggunakan metode konvensional. Data dikumpulkan melalui tes tertulis 20 butir yang telah diuji validitas dan reliabilitasnya (Cronbach’s α = 0,81). Analisis data menggunakan statistik deskriptif, uji-t independen, dan N-Gain. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest kelompok eksperimen (M = 81,4; SD = 7,2) lebih tinggi dibandingkan kelompok kontrol (M = 63,7; SD = 8,6), dengan ukuran efek besar (d = 2,27; p < 0,001). Nilai N-Gain kelompok eksperimen (0,68) juga lebih tinggi daripada kontrol (0,31). Temuan ini menunjukkan bahwa Wordwall efektif meningkatkan pemahaman konsep waktu siswa.
Strategi Guru Dalam Implementasi Pembelajaran Berdiferensiasi Dalam Pendidikan Inklusif Di Sekolah Dasar Nanda Nissa Fauziah; Siti Faizah; Riska Pristiani
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.555

Abstract

Pendidikan inklusif menuntut sistem pendidikan yang bisa beradaptasi dengan adanya keberagaman karakteristik murid demi menjamin kesetaraan akses dan partisipasi dalam pembelajaran. Salah satu pendekatan yang relevan adalah pembelajaran berdiferensiasi yang memungkinkan terdapat penyesuaian proses pembelajaran berdasarkan pada kesiapan, minat, dan profil belajar murid. Penelitian ini mempunyai tujuan mendeskripsikan implementasi pembelajaran berdiferensiasi dalam pendidikan inklusif di Sekolah Dasar Negeri Tasikmadu 02 Kota Malang, mengidentifikasi kendala yang dihadapi guru, mengeksplorasi strategi adaptif yang diterapkan, serta menganalisis implikasinya pada keterlibatan belajar murid. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data  dikumpulkan dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa guru telah mengimplementasikan pembelajaran berdiferensiasi pada tiga aspek utama, yaitu konten, proses, dan produk pembelajaran. Kendati demikian, pelaksanaan di lapangan masih mengalami beberapa tantangan signifikan, antara lain keterbatasan alokasi waktu, minimnya jumlah guru pendamping khusus, serta kurangnya pelatihan profesional berkelanjutan. Dalam menghadapi tantangan tersebut, guru menerapkan strategi adaptif seperti penggunaan media visual yang konkret, pengelompokan murid secara fleksibel, dan kolaborasi yang intensif dengan orang tua murid. Penelitian ini menyimpulkan bahwa pembelajaran berdiferensiasi merupakan strategi yang efektif dalam mendukung penyelenggaraan pendidikan inklusif di tingkat sekolah dasar, namun keberhasilan implementasinya sangat bergantung pada dukungan sistemik yang berkelanjutan dari berbagai pihak terkait.
Integrasi Reog Kendang Dalam Pembelajaran Pendidikan Pancasila Sebagai Penguatan Pendidikan Karakter Siswa Kelas V Di Tulungagung Salsabella Qurrota Aini; Siti Faizah; Riska Pristiani
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.606

Abstract

Penelitian ini dilatarbelakangi oleh pembelajaran Pendidikan Pancasila di sekolah dasar yang masih cenderung berfokus pada penyampaian materi secara teoritis, sehingga nilai-nilai karakter belum sepenuhnya terinternalisasi dalam kehidupan siswa. Padahal, lingkungan sekolah memiliki potensi budaya lokal berupa kesenian Reog Kendang yang dapat dijadikan sebagai sumber belajar kontekstual. Penelitian ini bertujuan untuk mendeskripsikan integrasi Reog Kendang dalam pembelajaran Pendidikan Pancasila serta menganalisis kontribusinya terhadap penguatan pendidikan karakter siswa kelas V di SDN 3 Sumberagung Tulungagung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Sumber data penelitian meliputi guru kelas V, siswa kelas V, pembina ekstrakurikuler Reog Kendang, serta dokumen pendukung pembelajaran. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa integrasi Reog Kendang dilakukan dengan mengaitkan materi Pendidikan Pancasila dengan nilai-nilai budaya lokal yang terkandung dalam kesenian tersebut. Nilai karakter yang muncul meliputi gotong royong, disiplin, tanggung jawab, percaya diri, kerja sama, dan cinta budaya lokal. Pembelajaran menjadi lebih kontekstual, menarik, dan dekat dengan pengalaman siswa. Dengan demikian, Reog Kendang dapat digunakan sebagai alternatif sumber belajar untuk memperkuat pendidikan karakter siswa sekolah dasar.  
Synergistic Ethnopedagogy for Energy Conservation: Cultivating Character and Culture through Cempluk Dance in Elementary School Nabilla Fissalma; Siti Faizah; Riska Pristiani
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v6i1.4255

Abstract

The erosion of local culture in the digital age challenges character education in elementary schools. Research on traditional dance rooted in energy conservation philosophy, such as the Cempluk Dance, remains scarce. This explanatory case study analyzes the internalization of character values through Cempluk Dance ethnopedagogy at Kalisongo Elementary School 3, involving two key informants (a classroom teacher and a dance instructor). Data were collected through observation, interviews, and documentation. The findings reveal that the Cempluk Dance program, as a mandatory extracurricular activity, successfully integrates local wisdom into the Merdeka Curriculum. Internalized character values include self-confidence, cultural pride, energy conservation, and good manners. A key success factor is the strong synergy between the school and the community, which reflects social capital as a theoretical framework. The novelty lies in the energy-saving philosophy derived from the local history of “Kampung Cempluk” and the engagement of students' cognitive, affective, and psychomotor domains. This study proposes a Synergistic Ethnopedagogy model comprising three pillars: character value internalization rooted in local history, school–community synergy as social capital, and structured curriculum support. This model offers a replicable framework for integrating local wisdom into character education within the Merdeka Curriculum.
Critical Thinking and the Construction of Scientific Literacy in the Problem-Based Learning (PBL) Model at Elementary Schools: An Integrative Literature Review Asih Wulansari; Ratna Ekawati; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.214

Abstract

International assessments show that Indonesian elementary students’ scientific literacy remains low, while classroom practices still emphasize rote learning. This integrative literature review synthesizes the theoretical relationship among Problem-based Learning (PbL), critical thinking, and scientific literacy at the elementary level. Searches in Google Scholar, ERIC, and ScienceDirect identified 127 articles, of which ten peer-reviewed studies met the inclusion criteria. Content analysis revealed three main findings. First, PbL improves critical thinking and scientific literacy, with score gains of 15–25 points and N-gain values of 0.20–0.55. Second, PbL functions as the pedagogical vehicle, critical thinking as the cognitive engine, and scientific literacy as the learning outcome. Third, successful implementation depends on worksheet quality, teacher facilitation, group effectiveness, problem relevance, and time allocation. The study proposes a conceptual framework linking PbL’s five stages with Ennis’s sixteen critical-thinking indicators, providing a theoretical foundation for educators, researchers, and curriculum developers in practice
Integrating Traditional Fish-Processing Ethnoscience and Digital Interactive Boards in Deep Learning to Enhance Coastal Elementary Students’ Scientific Literacy Trisniati; Aynin Masfufah; Ratna Ekawati; Riska Pristiani; Slamet Arifin
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.215

Abstract

The Programme for International Student Assessment (PISA) 2022 reported that Indonesia's science literacy score reached only 383, placing the country 67th out of 81 participating nations, with students in coastal areas facing even greater challenges due to limited access to contextual learning resources. Science instruction in coastal elementary schools remains predominantly theoretical and disconnected from students' daily experiences with marine resources, while local wisdom in traditional fish processing, rich in scientific principles such as osmosis, evaporation, and fermentation, has yet to be systematically integrated into the curriculum. This literature study aims to analyze the integration of traditional fish processing ethnoscience and digital interactive boards within the deep learning framework to enhance science literacy among coastal elementary school students. The study employed a qualitative literature review approach, with data collected from ten relevant articles published between 2015 and 2026, sourced from Google Scholar, ERIC, and ScienceDirect, and analyzed using content analysis techniques. The findings reveal three key contributions: first, traditional fish processing practices contain scientific concepts that can be reconstructed into contextual learning materials; second, digital interactive boards effectively facilitate visualization, simulation, and collaboration essential for deep learning; and third, the synergy between ethnoscience and digital technology within the deep learning framework offers a holistic pedagogical model. The study's primary contribution is the formulation of a conceptual framework demonstrating that the simultaneous integration of ethnoscience, digital interactive boards, and deep learning principles, mindful, meaningful, and joyful learning, can serve as an evidence-based pedagogical strategy to bridge the gap between formal science education and the socio-cultural realities of coastal communities, thereby offering a practical reference for developing contextual science instruction in similar settings
The effectiveness of using the teachy digital application on elementary school students’ science achievement Muhammad Noryanto; Oktaviani Adhi Suciptaningsih; Riska Pristiani
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.67

Abstract

Low engagement and conventional instruction remain obstacles in Indonesian elementary science. This study examined the effectiveness of Teachy, a technology-enhanced learning application, in Grade-5 science. A quasi-experimental nonequivalent control group design was implemented at SDN V 013 Tana Tidung (N=33). The experimental class (n=17) learned with Teachy (interactive quizzes, animations, automated feedback); the control class (n=16) received conventional teaching. Outcomes were measured with a validated 25-item multiple-choice post-test; student engagement was observed during lessons. Assumptions of normality (Kolmogorov–Smirnov/Shapiro–Wilk) and homogeneity (Levene) were met; analyses used independent samples t-tests (α=.05). Results showed higher performance for Teachy (M=83.6, SD=6.8) than control (M=74.2, SD=7.5), t(31)=3.776, p<.001, mean difference=9.40, 95% CI [4.32, 14.48], Hedges’ g=1.28 (large). Findings indicate that Teachy substantially improves science achievement and supports constructivist learning aligned with the Merdeka Curriculum. Implications include integrating Teachy as core media with formative monitoring; future studies should extend to multi-site, pretest–posttest designs and retention tests.
Peningkatan Kreativitas Guru Sekolah Dasar dalam Merancang Karya Tulis Ilmiah Berbasis Action Research di Kota Malang Utama, Candra; Mashfufah , Aynin; Kusumaningrum, Shirly Rizki; Pristiani, Riska
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5742

Abstract

Keterampilan guru dalam merancang penelitian tindakan kelas merupakan bagian penting dari pengembangan profesional berkelanjutan karena guru perlu mengambil keputusan pembelajaran berdasarkan masalah kelas, data, dan refleksi sistematis. Kegiatan pengabdian ini bertujuan memperkuat kreativitas profesional guru sekolah dasar dalam merancang karya tulis ilmiah berbasis action research, khususnya penelitian tindakan kelas, di SDN Purwantoro 1 Kota Malang. Kreativitas profesional dalam kegiatan ini dipahami sebagai kemampuan guru merefleksikan masalah pembelajaran, memilih tindakan yang relevan, menyusun rencana aksi, dan mengembangkan rancangan PTK secara sistematis. Program dilaksanakan melalui workshop dan pendampingan dengan pendekatan andragogi yang mencakup pengenalan konsep dasar PTK, prosedur pelaksanaan, penyusunan proposal, praktik analisis data kuantitatif dan kualitatif, penulisan laporan, serta refleksi bersama. Evaluasi keberhasilan dilakukan menggunakan desain satu kelompok pretest-posttest terhadap 24 guru, disertai observasi proses, dokumentasi, dan refleksi peserta. Hasil evaluasi menunjukkan rerata skor meningkat dari 48,58 pada pretest menjadi 68,88 pada posttest. Data pretest dan posttest berdistribusi normal, homogen, dan hasil uji t berpasangan menunjukkan perbedaan signifikan (t = -30,337; p < 0,001). Temuan ini menunjukkan hasil positif bahwa pendampingan berbasis pengalaman kelas, diskusi kolaboratif, dan praktik penyusunan proposal dapat memperkuat pemahaman serta kesiapan guru dalam mengembangkan karya tulis ilmiah berbasis PTK. Program ini berkontribusi pada penguatan profesionalisme guru dan peningkatan budaya reflektif di sekolah dasar. Improving Elementary School Teachers’ Creativity in Designing Action Research-Based Scientific Writing in Malang City Abstract Teachers’ ability to design classroom action research is an essential component of continuous professional development because instructional decisions need to be grounded in classroom problems, data, and systematic reflection. This community service program aimed to strengthen elementary school teachers’ professional creativity in designing action research-based scientific writing, particularly classroom action research, at SDN Purwantoro 1 Malang City. In this program, professional creativity refers to teachers’ ability to reflect on instructional problems, select relevant actions, develop action plans, and design classroom action research systematically. The program was implemented through a workshop and mentoring using an andragogical approach, covering the basic concepts of classroom action research, procedural design, proposal development, quantitative and qualitative data analysis, report writing, and collaborative reflection. Program outcomes were evaluated using a one-group pretest-posttest design involving 24 teachers, supported by process observation, documentation, and participant reflection. The evaluation showed that the mean score increased from 48.58 in the pretest to 68.88 in the posttest. The pretest and posttest data were normally distributed and homogeneous, and the paired-samples t-test indicated a significant difference between the two scores (t = -30.337; p < 0.001). These findings indicate positive outcomes suggesting that classroom experience-based mentoring, collaborative discussion, and proposal writing practice can strengthen teachers’ understanding and readiness to develop classroom action research-based scientific writing. The program contributes to teacher professionalism and the development of a reflective culture in elementary schools.
Students’ Numeracy Activities in Group Discussions: A Positioning Theory Perspective Nurul Azizah; Siti Faizah; Riska Pristiani
Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/lucerna.v6i1.4299

Abstract

Unequal participation in mathematics group discussions often restricts students’ opportunities to engage in meaningful numeracy practices and develop conceptual understanding collaboratively. While previous studies have widely examined cooperative learning and classroom interaction, limited research has investigated numeracy activities through the lens of positioning theory. This study aimed to describe fifth-grade students’ numeracy activities in group discussions based on their positioning as experts, facilitators, and novices. A qualitative descriptive approach was employed involving 25 fifth-grade students from a public elementary school in Malang, Indonesia. Data were collected through numeracy tests, classroom observations, and semi-structured interviews to explore students’ interaction patterns and participation during mathematical discussions. The findings revealed that expert-positioned students tended to dominate calculation procedures, strategy selection, and answer validation, which often reduced opportunities for novice students to actively construct understanding. However, groups characterized by active facilitator roles demonstrated more balanced interaction patterns, as novice students were encouraged to explain reasoning, ask questions, and contribute ideas during discussions. These interaction dynamics created more inclusive learning environments and supported meaningful numeracy engagement among group members. The study highlights the importance of teachers designing structured collaborative discussions that distribute participation more equitably and encourage dialogic interaction to strengthen students’ numeracy learning experiences.
Parental Involvement In Diverse Family Structures: a Qualitative Analysis of its Role in Elementary Students Learning Outcomes Muhammad Feri Dimyati; Siti Faizah; Riska Pristiani
Sistem-Among : Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/sistemamong.v6i1.4249

Abstract

Parental involvement plays a crucial role in supporting children's academic success. Previous studies have mostly focus on quantitative relation and have not deeply explored the form of parental involvement in specific elementary school contexts. This study aims to describe the forms of parental involvement and its relationship with students’ learning outcomes at SDN Kromengan 1, Malang Regency. The research uses a qualitative approach involving six students who met the criteria along with their parents to allow in-depth exploration. Data were collected through observation, interviews, and documentation. The findings reveal that parental involvement is strongly associated with students’ learning outcomes, particularly in the cognitive domain (academic achievement) and the affective domain (motivation and classroom engagement), while differences in psychomotor aspects were less prominently observed. On the other hand, students who receive less involvement are more likely to have lower academic results. Parental involvement can include involvement in learning activities, effective communication, as well as moral and material support. In conclusion, This study indicates that parental involvement is closely associated with students’ academic achievement in the observed context. This study contributes by providing a contextual understanding of how different forms of parental attention shape students’ learning outcomes at the elementary level.
Co-Authors Ade Eka Anggraini Afandi, 'Alia Nur Husna Anggraheni, Ika Annisa, Selfiana Arief Darmawan Asih Wulansari Aynin Masfufah Aynin Mashfufah Bahari, Priya Kusuma Candra Utama Didik Sukriono Djatmika, Eri Tri Dwi Yani Eddy Sutadji Effendi, Muhammad Idris Egithia Alfi Rosydiana Evania Yafie Faizah, Siti Fajar Kusuma, Paundra Wangsa Fauziyah Fauziyah Fitriyah, Siti Ni’matul Hardhita, Rizki Septa Hari Wahyono Herlina Ike Oktaviani Ihsan, Muhammad Aidi Noor Intan Sari Rufiana Islami, Kaisra Alfikri Jaka Nugraha Jemeo, Maria Kurniati Kartika Arlianasari Nurrohmah Lia Nur Atiqoh Bella Dina Lia Yuliati Ma'ruf Mustofa Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Marianah, Dina Mariani, Sijah Maryanah, Maryanah Mashfufah , Aynin Mirayanti Mochamad Auliya' Akbar Mufida, Nurul Fajriyatuz Zahro Muh. Arafik Muhammad Farid Yuansyah Nur Abadi Muhammad Feri Dimyati Muhammad Noryanto Muhammad Syahrul Rizal Mujahidin Farid Mustakim, Sita Salina Nabilla Fissalma Nanda Nissa Fauziah Nisa', Rofiatun Nisa, Rofiatun Nur Husna Afandi, Alia Nurul Azizah Oktaviani Adhi Suciptaningsih Pipit Pudji Astutik Putri Rachmadyanti R. Aj. Sofiyah Radeni Sukma Indra Dewi Ratna Ekawati Ratna Ekawati Rizal, Muhammad Syahrul Safitri Wulandari Saifullah, Ahmad Salsabella Qurrota Aini Saputri, Kiki Niken Shirly Rizki Kusumaningrum Silviana Nur Faizah Siti Faizah Siti Lami'ah Siti Mas’ula Siti Mufidah Situmorang, Raja Uruk Slamet Slamet Arifin Slamet Arifin Sri Rahayuningsih Sri Rahayuningsih Sumarmi Sumarni, Tutin Syamsul Hadi Syamsul Hadi Syifa Zia Muharni Talsa Yulia Ananda Toto Nusantara Trisniati Yani, Dwi Yuni Ma'idah Zetti Finalli Zihan Novita Sari Zulaichah, Lilik