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All Journal Jurnal Manajemen Pendidikan Educatio Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) RESIPROKAL: Jurnal Riset Sosiologi Progresif Aktual Jurnal Paedagogy Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Cokroaminoto Journal of Primary Education Journal for Lesson and Learning Studies JURNAL ILMIAH GLOBAL EDUCATION EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Jurnal Dedikasi Madani : Jurnal Hasil Pengabdian Kepada Masyarakat Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Journal of Multidisciplinary Science: MIKAILALSYS Interdiciplinary Journal of Education Journal of Authentic Research Pena Anda Adi Widya : Jurnal Pendidikan Dasar Jurnal Eduforia
Lalu Parhanuddin
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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PROBLEMATIKA KURIKULUM SEKOLAH DASAR DI ERA DIGITAL: TELAAH KRITIS TERHADAP TANTANGAN STRUKTURAL DAN PEDAGOGIS Mujiburrahman, Mujiburrahman; Parhanuddin, Lalu; Sarlita Kartiani, Baiq; Najamuddin, M
Adi Widya: Jurnal Pendidikan Dasar Vol 10 No 2 (2025): Vol 10 No 2 (2025): Adi Widya: Jurnal Pendidikan Dasar
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/aw.v10i2.5751

Abstract

The advancement of digital technology has brought about significant transformations in the education system, including at the primary school level. However, the adoption of curricula in response to the digital era continues to face various complex structural and pedagogical challenges. This article aims to critically examine the main challenges faced by primary school curricula in the digital age, focusing on five key issues: the digital access gap, limited digital competence among teachers, curriculum inflexibility, psychosocial impacts on students, and the limitations of digital evaluation systems. This study employs a qualitative method with a systematic literature review approach, drawing upon Scopus-indexed articles relevant to the topic. The findings reveal that disparities in digital infrastructure, weak digital literacy among educators, and rigid curriculum structures are major obstacles to primary education transformation. Moreover, psychosocial impacts such as decreased learning motivation, social isolation, and emotional pressure emerge as serious issues that remain unaddressed in curriculum policy. The lack of inclusive and authentic assessment systems further exacerbates the misalignment between digital learning approaches and the assessments used. As a contribution, this article proposes policy recommendations that include curriculum reform based on flexibility and contextual relevance, strengthening teacher competencies in digital pedagogy, and developing holistic evaluation systems that prioritize student needs. Therefore, primary school curricula in the digital era should be designed not only to enhance technological access and efficiency but also to ensure equity, psychological well-being, and meaningful learning quality.
Pengaruh Metode Shared Reading terhadap Kemampuan Membaca Pemahaman Siswa Kelas V SD IT Al-Madani Sari Ulandari; Lalu Parhanuddin; Muh. Yazid
Jurnal Eduforia: Jurnal Penelitian dan Pengembangan Pendidikan Vol. 1 No. 2 (2026): JUNI
Publisher : Masyarakat Cita Insani (YAMACITA) Bergerak Dibidang Penelitian, Pendidikan, Pelatihan, Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/q943ry29

Abstract

This study aims to determine the effect of the shared reading method on reading comprehension skills of fifth-grade students at SD IT Al-Madani. Reading comprehension remains a significant issue in Indonesian language learning, characterized by students’ difficulties in understanding text content, identifying main ideas, and drawing conclusions. This research used a quantitative approach with a one-group pretest–posttest experimental design. The sample consisted of 23 students. Data were collected through essay tests and analyzed using Shapiro-Wilk normality test and paired sample t-test. The results showed an increase in the mean score from 51.56 (pretest) to 68.61 (posttest). The t-test result indicated tcount 4.336 > ttable 1.717 at a significance level of 0.05. It can be concluded that the shared reading method significantly improves students’ reading comprehension skills by creating interactive and meaningful learning experiences.
Character Internalization Through Structured Habituation in Rural Indonesian Elementary Education Moh Hirsan; Musipuddin Musipuddin; Lalu Parhanuddin
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.292

Abstract

This study examines how structured habituation supports character internalization among elementary school students in a rural Indonesian school. Using a qualitative case-study design, the research was conducted at SDN 2 Suka Damai, East Lombok, Indonesia. Data were collected through three months of sustained participant observation, semi-structured interviews with the principal, six teachers, and twelve students, and analysis of school program documents. The data were analyzed through iterative coding, data condensation, thematic display, and interpretive verification. Trustworthiness was strengthened through source triangulation, member checking, prolonged engagement, and an audit trail. The findings reveal three main patterns. First, the school implements a layered habituation architecture comprising daily routines, weekly collective activities, and incidental experiential programs that mutually reinforce value cultivation. Second, students' character internalization develops through three overlapping stages: externally regulated compliance, cognitive understanding of moral meaning, and identity-based integration of values. Third, teacher modeling functions as the central relational scaffold that connects repeated routines with deeper moral understanding. This study contributes a context-sensitive model of habituation-based character education by explaining how discipline, responsibility, and honesty are transformed from institutional rules into autonomous student dispositions. The findings offer practical implications for elementary schools seeking to move character education beyond moral instruction toward sustained school culture, teacher credibility, reflective dialogue, and everyday ethical practice.
IMPLEMENTASI KEGIATAN PRABELAJAR SEBAGAI INOVASI BUDAYA SEKOLAH DALAM PENGUATAN KARAKTER MURID DI SD NEGERI 3 PANCOR Etin Seftiani; Putri Niva Nurviani; Zuhdina Sulastini; Lalu Parhanuddin; Syamsul Hadi
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3092

Abstract

Character education is one of the main priorities in the Indonesian education system. However, previous studies have generally focused on individual habituation activities rather than examining pre-learning activities as an integrated school culture system. This study aimed to analyze the implementation of pre-learning activities as a school culture innovation to strengthen students' character at SD Negeri 3 Pancor, East Lombok Regency. A descriptive qualitative approach was employed. Data were collected through observations, semi-structured interviews, and documentation involving the principal, teachers, and students selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that integrated pre-learning activities strengthen students' religious values, nationalism, discipline, responsibility, health awareness, creativity, and self-confidence. The study concludes that integrating various pre-learning activities into the school culture is an effective strategy for strengthening students' character in a sustainable manner.
INTERNALISASI PENDIDIKAN KARAKTER MELALUI KEGIATAN KOKURIKULER DI SDN 3 PANCOR Anggio Pana; Lalu Parhanuddin; Nurmalina Aulia; Arsi Fitri Rahmatillah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51266

Abstract

Character education is an important aspect in elementary education because it plays a role in shaping students' attitudes, values, and behavior. Based on problems in schools, some students are still less disciplined in implementing healthy lifestyles and have a habit of consuming unhealthy snacks, as well as a lack of responsibility and empathy for students. Therefore, this situation highlights the importance of improving character education in elementary schools. The purpose of this study is to describe the internalization of character education through co-curricular activities at SDN 3 Pancor. This study uses a descriptive qualitative approach. The research subjects consisted of the principal, teachers, and students of grades II1A and IVA who were involved in co-curricular activities. Data collection techniques were carried out through observation, interviews, and documentation. Data were analyzed using data reduction techniques, data presentation, and conclusion drawing. The results of the study indicate that the implementation of co-curricular activities with the theme "healthy and fit generation" was carried out systematically through the stages of planning, implementation, assessment, and evaluation. The activities carried out included group gymnastics and sports, a healthy and nutritious eating program, school environment cleaning activities, and health counseling carried out by little doctors (dokcil). Thus, this co-curricular activity is effective in developing positive character values, such as instilling a healthy lifestyle by eating healthy and nutritious food, enjoying sports, having a disciplined attitude, being responsible, working together, caring for the environment and self-confidence.
PENERAPAN MODEL PEMBELAJARAN EKSPERIMEN BERBASIS GROWTH MINDSET TERHADAP PEMAHAMAN KONSEP WARNA TERSIER MURID KELAS III SD NEGERI 03 PANCOR Putri Niva Nurviani; Lalu Parhanuddin; Syamsul Hadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54654

Abstract

The understanding of tertiary color concepts among elementary school students remains relatively low because the learning process tends to be teacher-centered and provides limited direct learning experiences. In addition, the implementation of learning activities that foster students’ growth mindset has not been optimized. This study aimed to determine the implementation of an experiment-based learning model integrated with a growth mindset approach on students’ understanding of tertiary color concepts in Grade III of SD Negeri 03 Pancor. This research employed a quantitative approach using a Pre-Experimental Design with a One Group Pretest-Posttest Design. The participants consisted of 27 third-grade students of SD Negeri 03 Pancor. Data were collected through tests and observations. The tests were used to measure students’ understanding of tertiary color concepts before and after the treatment, while observations were conducted to assess students’ growth mindset during the learning process. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed Rank Test. The results showed that the mean pretest score of 53.52 increased to 80.93 on the posttest. The Wilcoxon Signed Rank Test indicated a significance value of 0.000 (p < 0.05), demonstrating a significant difference between the pretest and posttest scores after the implementation of the experiment-based learning model with a growth mindset approach. Observation results also revealed that students’ growth mindset reached 86.34%, which was categorized as very high. Therefore, the experiment-based learning model integrated with a growth mindset approach was effective in improving students’ understanding of tertiary color concepts in Grade III of SD Negeri 03  Pancor.
MELAMPAUI RITUAL: PENDIDIKAN KARAKTER BERBASIS IMTAQ PADA SEKOLAH MENENGAH PERTAMA ISLAM DI INDONESIA Mohamad Hairul Azhari; M. Halqi; Lalu Parhanuddin
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15240

Abstract

ABSTRACT Character education in Islamic schools should not be limited to ritual activities but should connect religious values with habituation and everyday behavior. This study aimed to analyze the concept, implementation, and strengthening of the Faith and Piety (IMTAQ) program in developing students’ character at Al-Chalil Integrated Islamic Junior High School, East Lombok. This qualitative study employed a case study design. Data were collected through moderate participant observation, semi-structured interviews, and documentation involving the principal, teachers, IMTAQ facilitators, and students. Data were analyzed through data condensation, data display, theme development, and conclusion drawing and verification using source and technique triangulation. The findings showed that IMTAQ was implemented through scheduled religious activities with active student participation and teacher support. The program was associated with religious habituation, discipline, responsibility, politeness, respect, tolerance, and social concern. Strengthening the program requires integration with learning, teacher modeling, school culture, and systematic behavioral evaluation. The findings suggest that IMTAQ can move beyond ritual when religious values are translated into meaningful participation, habituation, and character-related behavior. ABSTRAK Pendidikan karakter di sekolah Islam tidak cukup diwujudkan melalui kegiatan ritual, tetapi perlu menghubungkan nilai religius dengan pembiasaan dan perilaku sehari-hari. Penelitian ini bertujuan menganalisis konsep, implementasi, dan penguatan program Iman dan Taqwa (IMTAQ) dalam pembentukan karakter siswa di SMP Islam Terpadu Al-Chalil Tontong Suit, Lombok Timur. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif moderat, wawancara semi-terstruktur, dan dokumentasi dengan melibatkan kepala sekolah, guru, pembina IMTAQ, dan siswa. Analisis dilakukan melalui kondensasi data, penyajian data, pengembangan tema, serta penarikan dan verifikasi kesimpulan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa IMTAQ dilaksanakan secara terjadwal melalui kegiatan keagamaan, dengan keterlibatan aktif siswa dan dukungan guru. Program berkaitan dengan pembiasaan religius, disiplin, tanggung jawab, kesopanan, penghormatan, toleransi, dan kepedulian sosial. Penguatan program memerlukan integrasi dengan pembelajaran, keteladanan guru, budaya sekolah, dan evaluasi perilaku yang sistematis. Temuan menegaskan bahwa IMTAQ dapat melampaui ritual ketika nilai religius diwujudkan melalui partisipasi, pembiasaan, dan perilaku karakter.
PENGARUH MEDIA PEMBELAJARAN PETA DAN GLOBE TERHADAP MOTIVASI DAN HASIL BELAJAR IPS SISWA SMP Sri Mardiani; Lalu Parhanuddin; Armin Subhani
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15247

Abstract

ABSTRACT Social Studies learning, particularly geography and history, still faces limitations in the use of instructional media that can support student engagement, resulting in less optimal learning motivation and achievement. This study aimed to analyze the effect of using maps and globes on learning achievement, the relationship between their use and learning motivation, and the relationship between motivation and learning achievement among eighth-grade students at SMP Negeri 2 Kediri and SMP Negeri 2 Kuripan. A quantitative approach with an experimental design was employed, involving an experimental group taught using maps and globes and a control group taught without these media. Data were collected through learning achievement tests and motivation questionnaires whose validity and reliability had been established. Data were analyzed using t-tests, Pearson product-moment correlation, and multiple correlation after normality and homogeneity assumptions were met. The results showed significantly higher learning achievement in the experimental group in geography (t = 12.59) and history (t = 8.29), with t-table = 1.981. The use of maps and globes also showed positive correlations with learning motivation (r = 0.708; 0.797). These findings indicate that maps and globes support students’ motivation and learning achievement in Social Studies. ABSTRAK Pembelajaran Pengetahuan Sosial (IPS), khususnya geografi dan sejarah, masih menghadapi keterbatasan penggunaan media pembelajaran yang dapat mendukung keterlibatan siswa, sehingga motivasi dan hasil belajar belum optimal. Penelitian ini bertujuan menganalisis pengaruh penggunaan media peta dan globe terhadap hasil belajar, hubungan penggunaannya dengan motivasi belajar, serta keterkaitan motivasi dengan hasil belajar siswa kelas VIII SMP Negeri 2 Kediri dan SMP Negeri 2 Kuripan. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen yang melibatkan kelompok eksperimen menggunakan media peta dan globe dan kelompok kontrol tanpa media tersebut. Data dikumpulkan melalui tes hasil belajar dan angket motivasi yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji-t, korelasi product moment, dan korelasi ganda setelah terpenuhinya uji normalitas dan homogenitas. Hasil menunjukkan bahwa hasil belajar kelompok eksperimen lebih tinggi secara signifikan pada geografi (t = 12,59) dan sejarah (t = 8,29), dengan t tabel = 1,981. Media peta dan globe juga berkorelasi positif dengan motivasi belajar (r = 0,708; 0,797). Temuan menunjukkan bahwa penggunaan media peta dan globe mendukung motivasi dan hasil belajar IPS.
PENGARUH PEMBERIAN TUGAS (PEKERJAAN RUMAH) SECARA KONTINYU TERHADAP MOTIVASI DAN PRESTASI BELAJAR SISWA SEKOLAH DASAR Muharrir Muharrir; Badarudin Badarudin; Lalu Parhanuddin
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v4i4.15063

Abstract

ABSTRACT Irregular homework assignments may limit the continuity of students’ learning activities beyond classroom instruction. This study examines whether continuous homework assignment is associated with students’ learning motivation and academic achievement, while also investigating the relationship between these two aspects among fifth- and sixth-grade students at SDN 2 Banyumulek and SDN 1 Dasan Baru. A quantitative approach was employed using a Pretest–Posttest Control Group Design, with an experimental group receiving homework at the end of each lesson and a control group receiving assignments on a non-continuous basis. Data were collected through a learning motivation questionnaire and an academic achievement test, then analyzed using descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, and Pearson Product Moment correlation. The experimental group obtained a mean motivation score of 84.20 (SD = 9.94), higher than the control group’s 72.70 (SD = 9.68). For academic achievement, the respective means were 19.85 (SD = 3.93) and 16.80 (SD = 3.55). The difference in motivation was significant (t = 5.516; Sig. = 0.000), as was academic achievement (t = 3.646; Sig. = 0.000) and the motivation–achievement relationship (t = 4.621; Sig. = 0.000). The treatment interaction was also significant (Sig. = 0.046). These findings indicate that continuous homework can serve as part of instructional management that supports students’ motivational and academic outcomes. ABSTRAK Ketidakteraturan pemberian pekerjaan rumah dapat membatasi keberlanjutan aktivitas belajar siswa setelah pembelajaran di kelas. Penelitian ini menelaah apakah pemberian tugas secara kontinyu berkaitan dengan motivasi dan prestasi belajar, sekaligus melihat keterkaitan kedua aspek tersebut pada siswa kelas V dan VI SDN 2 Banyumulek dan SDN 1 Dasan Baru. Pendekatan kuantitatif digunakan melalui Pretest–Posttest Control Group Design, dengan kelompok eksperimen yang memperoleh pekerjaan rumah pada setiap akhir pembelajaran dan kelompok kontrol yang menerima tugas secara tidak kontinyu. Data dikumpulkan melalui angket motivasi belajar dan tes prestasi belajar, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, Independent Samples t-test, dan korelasi Pearson Product Moment. Rata-rata motivasi kelompok eksperimen mencapai 84,20 (SD = 9,94), lebih tinggi daripada kelompok kontrol sebesar 72,70 (SD = 9,68). Pada prestasi belajar, rata-rata kedua kelompok masing-masing 19,85 (SD = 3,93) dan 16,80 (SD = 3,55). Perbedaan motivasi signifikan (t = 5,516; Sig. = 0,000), demikian pula prestasi belajar (t = 3,646; Sig. = 0,000) dan hubungan motivasi–prestasi (t = 4,621; Sig. = 0,000). Interaksi perlakuan juga signifikan (Sig. = 0,046). Temuan ini menegaskan bahwa kontinuitas pekerjaan rumah dapat menjadi bagian dari pengelolaan pembelajaran yang mendukung capaian motivasional dan akademik siswa.
Implications of Internalization of Discipline Character Values in Pkn Learning on the Behavior of Grade V Students at MIS NW Jantuk Mutiara Solihah; Muhammad Husni; Yul Alfian Hadi; Lalu Parhanuddin
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12017

Abstract

Internalizing discipline as a character value through Civic Education (PKn) is essential because discipline encompasses not only compliance with rules but also the development of students’ awareness and responsibility in everyday life. This study analyzes the process of internalizing discipline in Civic Education, its implications for student behavior, and the factors supporting or inhibiting this process among Grade V students at MIS NW Jantuk. A qualitative approach was employed, with data collected through observations, interviews, and documentation involving the principal, Grade V teacher, and students as informants. The findings indicate that discipline was internalized through three stages: value transformation, value transaction, and value transinternalization. This process was reflected positively in students’ punctuality, compliance with school regulations, responsibility for completing assignments, and orderly participation in learning activities, although some students continued to require guidance and supervision. Teacher modeling, habituation, school support, and parental cooperation facilitated the internalization process, whereas limited student awareness, external environmental influences, and inadequate parental supervision constituted the principal barriers. These findings demonstrate that the effective internalization of discipline through Civic Education depends on consistent modeling and habituation reinforced by cooperation among teachers, schools, and families. The study contributes a process-oriented account of discipline formation in primary education and highlights the importance of a sustained and integrated educational environment for translating character values into student behavior.
Co-Authors Abdul Aziz Ahmad Tohri Ahmad Yasar Ramdan Ahzan, Moh Zainul Andi Sulastri Anggio Pana Armin Subhani Arsi Fitri Rahmatillah Badarudin Baiq Sarlita Kartiani, Baiq Sarlita Kartiani Dasim Budimasyah Encep Syarief Nurdin Etin Seftiani Habibuddin Hadi, L. Asnan Kurnia Al Hakim , Arif Rahman Huldiya Syamsiar Husnul Mukti Ibrahim, Doni Septu Marsa Julianti, Novita Khaerul Anam Latifa, Rohmi M. Halqi Mastur Mastur Mispandi Moh Hirsan Mohamad Hairul Azhari Muh. Yazid Muhamad Ali Muhamad Ali MUHAMMAD ALI Muhammad Husni Muhammad Husni Muharrir Muharrir Mujiburrahman Mujiburrahman Musifuddin Musipuddin Musipuddin Musipuddin, Musipuddin Mutiara Solihah Najamuddin, M nurfaridah, fathin Nurmalina Aulia Nursyaid, Moh. Yudi Patmasari, Yulia Putri Niva Nurviani Putri Niva Nurviani Rohini Rossada, Amrina Rufi'i Sari Ulandari Sri Mardiani Sudarwo, Raden Sukatin, Sukatin Suptiani, Yulinda Syamsul Hadi Syamsul Ph.D M.A. Hadi Tatan Tatan Tatan, Tatan Taufiq, Muh. Widiawati, Era Paziroh Yadi Ruyadi Yul Alfian Hadi . Zuhdina Sulastini