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Vismania S. Damaianti, Vismania S.

Indonesia University Of Education

Author-ID : 635350

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Developing the PATRIOT Learning Model to Enhance Narrative Writing Skills of Elementary Students: A Research and Development Approach Rima Rikmasari; Vismaia Damaianti; Udin Saepudin Sa'ud
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8063

Many elementary students in Indonesia face challenges in developing writing skills, particularly in generating ideas, organizing coherent paragraphs, and applying language conventions. These difficulties often result in low writing performance, especially in narrative tasks. This study addresses the need for an effective instructional model to support students in overcoming these challenges. This study aimed to examine the effectiveness of the PATRIOT learning model in enhancing narrative writing skills among fifth-grade students. Employing a Research and Development (RD) approach, the model was developed using the ADDIE framework. The implementation involved three experimental classes from different schools in Bekasi City. Data were collected through essay-writing tasks assessed using a validated rubric, measuring content, organization, language use, and mechanics. Quantitative analysis was conducted using SPSS 27, including normality tests and paired sample t-tests. Findings indicate a significant improvement in students’ writing performance after the implementation of the PATRIOT model. T-test results showed statistically significant differences between pre-test and post-test scores across all experimental classes (p 0.005). Students demonstrated notable progress in idea generation, text structure, and language accuracy. The results suggest that the PATRIOT learning model effectively enhances elementary students’ narrative writing skills through its structured, contextual, and student-centered approach. It also offers practical steps that can be adopted by teachers to improve literacy outcomes. The PATRIOT model presents a promising alternative instructional strategy for improving writing competence at the elementary level, particularly in narrative writing contexts.

Exploring Sufistic Morality in A.R. Fachrudin’s Light Questions and Answers as Educational Material for Didactic Story Writing Abdul Latif; Vismaia S Damaianti; Yeti Mulyati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.3291

This study aims to explore the Sufistic values found in Soal Jawab yang Ringan-Ringan (Light Questions and Answers) by A.R. Fachrudin, a prominent Islamic preacher and Muhammadiyah leader from 1968 to 1990. The research emphasizes the educational relevance of these values, particularly their application in moral and character education through literature. A descriptive qualitative method was used, focusing on textual analysis rather than numerical data. The data consisted of written discourse, field notes, personal documents, and other official records. The analysis involved data reduction, presentation, interpretation, and verification. The semiotic approach was employed to identify the symbolic representations of Sufistic values within the text. The findings reveal that A.R. Fachrudin's writings convey key aspects of moral Sufism, including repentance (taubah), fear and hope (khauf and raja'), asceticism (zuhud), poverty (faqr), patience (sabr), contentment (ridha), and constant awareness of God (muraqabah). These values are categorized as "index" signs in semiotic analysis, indicating their observable and practical manifestations in daily behavior. The Sufistic values expressed in Fachrudin’s work hold significant educational potential, especially for moral instruction in literary contexts. These values can be effectively integrated into writing and literature curricula, such as through the creation of didactic short stories. The study suggests that incorporating spiritual and ethical dimensions into education can enhance students' moral development and engagement with religious texts in meaningful, reflective ways.

Gangguan Berbahasa pada Anak Disleksia (Studi kasus di Sekolah Khusus Sayap Ibu Bintaro) Triadi, Rai Bagus; Syihabuddin, Syihabuddin; Mulyati, Yeti; Damaianti, Vismaia S.
Jurnal Sasindo UNPAM Vol. 11 No. 1 (2023): Jurnal Sasindo UNPAM
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/sasindo.v11i1.48-57

Penelitian ini bertujuan untuk medeskripsikan temuan-temuan yang berkaitan dengan kemampuan berbahasa pada anak disleksia. Temuan tersebut nantinya dapat menjadi rekomendasi dalam menentukan bentuk penanganan yang tepat baik melalui metode pembelajaran di sekolah, maupun pola penangan asuh di lingkungan keluarga. Produksi Bahasa yang dihasilkan oleh subjek penelitian yang merupakan anak dengan penderita disleksia diperoleh dengan menggunakan metode deskriptif kualitatif. Sedangkan sumber data yang diperoleh dalam penelitian ini adalah data linguistik yang berupa bentuk gangguan, pada penelitian ini subjek penelitian berjumlah satu anak. Dalam memperoleh data peneliti melakukan observasi langsung kepada subjek penelitian, kemudian subjek penelitian diberikan beberapa interverensi secara lansung untuk mendapatkan reseptif bahasa berupa kemampuan membaca. Hasil penelitian ini menemukan beberapa temuan yaitu 1) kemampuan membaca lantang/ mengeja anak disleksia tidak mengalami permasalahan. Hal ini terlihat dari kemampuan membaca lantang anak disleksia yang dapat dikatakan sama dengan siswa lainnya. 2) Terdapat ganguan pada kemampuan membaca pemahaman anak disleksia. Hal ini ditandai dari kurang mampunya anak disleksia dalam mendapatkan informasi yang terdapat pada sebuah teks atau wacana. 3) konsentrasi dalam proses pembelajaran membaca anak disleksia mengalami kesulitan. Anak lebih cepat bosan ketika membaca teks yang jumlah katanya relatif panjang dan diisi oleh kosa kata yang tidak umum. 4) Terdapatnya ketertarikan anak disleksia terhadap teks ketika teks dibentuk dalam pola permainan atau video pembelajaran.

The Contribution of Reading Interest and Internet Addiction to Undergraduate Students' Critical Thinking Skills in an Indonesian Public University Pujiastuti, Indah; Lestari, Dian; Damaianti, Vismaia S; Mulyati, Yeti; Sastromiharjo, Andoyo
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82106

This study examines the relationship among undergraduate students' interest in reading academic texts, internet addiction, and critical thinking abilities. Additionally, it aims to elucidate how much interest in reading academic texts and internet addiction influence students' critical thinking skills. This investigation implements a correlational research design. The data were gathered through questionnaires and tests administered to undergraduate students enrolled in the Pendidikan Bahasa dan Sastra Indonesia (PBSI) Program at Maritim Raja Ali Haji University (UMRAH). The results were analyzed using multiple and partial correlations to assess the effects of interest in reading academic texts and internet addiction on students' critical thinking skills. The key findings are presented as follows: There exists a significant moderate correlation among interest in reading academic texts, internet addiction, and students' critical thinking skills; Interest in reading academic texts positively correlates with critical thinking skills, indicating that greater interest in reading corresponds to stronger critical thinking skills, and vice versa; Internet addiction negatively correlates with students' critical thinking skills, suggesting that increased addiction is linked to lower critical thinking abilities. Both interest in reading academic texts and internet addiction contribute to students' critical thinking skills, with internet addiction contributing more to critical thinking skills than students' reading interest. This study successfully demonstrated a significant moderate correlation between interest in reading academic texts, internet addiction, and critical thinking skills among students because Sig. Fcount < ρ-value in line with the theory that the intensity of academic literacy engagement and external factors, such as internet use, influences critical thinking skills.

Pengembangan Kompetensi Menulis Buku Cerita Anak Bagi Calon Guru Sekolah Dasar Alia, Dwi; Yulianeta, Yulianeta; Mulyati, Yeti; Apriliya, Seni; Damaianti, Vismaia S.; Anshori, Dadang S.; Nuthihar, Rahmad
SAWERIGADING Vol 31, No 2 (2025): Sawerigading, Edisi Desember 2025
Publisher : Balai Bahasa Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/sawer.v31i2.1613

This study aims to identify the challenges, learning needs, and weaknesses in the intrinsic elements of children’s storybooks written by prospective elementary school teachers. The research employed a mixed methods approach with data collected through questionnaires, interviews, and content analysis. Questionnaires were distributed to 122 students from the Primary School Teacher Education (PGSD) and Islamic Primary School Teacher Education (PGMI) programs to identify challenges and learning needs in writing children’s stories. Interviews were conducted with two lecturers teaching children’s literature to explore their perspectives on students’ difficulties. In addition, a content analysis was carried out on 13 student works, consisting of nine children’s storybooks and four educational books, to examine weaknesses in intrinsic elements. Data were analyzed descriptively through triangulation of survey, interview, and content analysis results. The findings reveal that the main challenges lie in narrative perspective (49.18%), plot development (39.35%), and characterisation (36.89%). In terms of learning needs, students require more training in language use (34.43%) and the development of creative originality (31.15%). The content analysis supports these findings, showing narrative weaknesses such as abrupt resolutions, static characters, and the use of unimaginative and non-contextual language. These results highlight the need for a more contextual, practical, and child-literacy-oriented model of story-writing instruction. AbstrakPenelitian ini bertujuan mengungkap kendala, kebutuhan pembelajaran, dan kelemahan unsur intrinsik dalam karya cerita anak yang ditulis oleh mahasiswa calon guru sekolah dasar. Metode yang digunakan adalah pendekatan campuran (mixed methods) dengan teknik pengumpulan data berupa kuesioner terhadap 122 mahasiswa Program Studi PGSD dan PGMI, wawancara dengan dua dosen pengampu mata kuliah sastra anak, serta analisis isi terhadap 13 karya mahasiswa (9 buku cerita anak dan 4 buku pendidikan). Data dianalisis secara deskriptif melalui triangulasi hasil survei, wawancara, dan analisis karya. Hasil penelitian menunjukkan bahwa kendala utama mahasiswa terletak pada aspek sudut pandang (49,18%), alur cerita (39,35%), dan pengembangan tokoh (36,89%). Dalam hal kebutuhan pembelajaran, mahasiswa memerlukan pelatihan dalam penggunaan bahasa (34,43%) dan pengembangan orisinalitas karya (31,15%). Analisis karya memperkuat temuan survei dengan ditemukannya kelemahan naratif berupa resolusi instan, karakter statis, serta penggunaan bahasa yang kurang imajinatif dan tidak kontekstual. Temuan ini menegaskan perlunya model pembelajaran menulis cerita anak yang lebih kontekstual, praktis, dan berorientasi pada literasi anak.

Pengembangan Model BIMA (Budaya, Inkuiri, Mencipta, Aktif) dalam Pembelajaran Menulis Narasi Munggaran, Nita Anjung; Mulyati, Yeti; Damayanti, Vismaia S.; Anshori, Dadang S.
Aksara Vol 37, No 2 (2025): AKSARA, EDISI DESEMBER 2025
Publisher : Balai Bahasa Provinsi Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29255/aksara.v37i2.4912.464-475

This study aims to analyze the needs and test the effectiveness of the BIMA (Culture, Inquiry, Creation, and Activity) model in strengthening cultural literacy and improving students' narrative writing skills in higher education. The method used was Research and Development (R&D) with four stages: exploration, prototype design, field trials, and final validation and model revision. Data were obtained through focus group discussions, questionnaires, observations, interviews, and document analysis. Instrument validity was tested through expert and student validation, and qualitative data validity was strengthened through source triangulation and informant review. Quantitative data were analyzed descriptively, while qualitative data were analyzed using the Miles and Huberman interactive model. The results showed that the BIMA model significantly improved students' narrative writing skills by strengthening cultural literacy. The average assessment from the three student groups was categorized as "very important" with a score of 4.38, confirming the model's suitability for implementation in narrative writing instruction in higher education. The implications of this research indicate that the BIMA model can be an alternative for contextual and character-based learning, in line with the principles of Freedom to Learn (Merdeka Belajar), and contribute to strengthening cultural literacy and developing students' national character. AbstrakPenelitian ini bertujuan untuk menganalisis kebutuhan serta menguji efektivitas model BIMA (Budaya, Inkuiri, Mencipta, Aktif) dalam penguatan literasi budaya untuk meningkatkan kemampuan menulis narasi mahasiswa di Perguruan Tinggi. Metode yang digunakan adalah Research and Development (R&D) dengan empat tahap, yaitu eksplorasi, perancangan prototipe, uji coba lapangan, serta validasi akhir dan revisi model. Data diperoleh melalui diskusi kelompok terarah, kuesioner, observasi, wawancara, dan analisis dokumen, dengan validitas instrumen diuji melalui validasi ahli dan mahasiswa, serta keabsahan data kualitatif diperkuat dengan triangulasi sumber dan tinjauan informan. Analisis data kuantitatif dilakukan secara deskriptif, sedangkan data kualitatif dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa model BIMA secara signifikan mampu meningkatkan kemampuan menulis narasi mahasiswa melalui penguatan literasi budaya. Rata-rata penilaian dari tiga kelompok mahasiswa menunjukkan kategori “sangat penting” dengan skor 4,38, yang menegaskan bahwa model ini layak diterapkan dalam pembelajaran menulis narasi di Perguruan Tinggi. Implikasi penelitian ini menunjukkan bahwa model BIMA dapat menjadi alternatif pembelajaran kontekstual dan berkarakter, sejalan dengan prinsip Merdeka Belajar, serta berkontribusi terhadap penguatan literasi budaya dan pembentukan karakter kebangsaan mahasiswa.

A Multi-modal HOTS-Oriented Worksheet Based on the PISA Reading Framework: Development and Validation Study in Middle School Dewi, Lia Sylvia; Damaianti, Vismaia S.; Mulyati, Yeti; Nugroho, Rudi Adi
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.31867

This study developed and validated a digital multimodal student worksheet that integrates Higher-Order Thinking Skills (HOTS) and the PISA reading literacy framework for Indonesian middle school reading instruction. Although HOTS and literacy outcomes are emphasized in curriculum policy, teachers still have limited access to classroom-ready worksheets that systematically operationalize PISA cognitive processes (locating information, understanding, and evaluating/reflecting) within a single coherent learning tool. Addressing this gap, the study employed a Research and Development approach using the ADDIE model to design an LKPD that maps national competencies to PISA-oriented reading tasks supported by multimodal texts (e.g., infographics and charts). The product was reviewed by expert validators and piloted with seventh-grade students in a classroom setting. Validation results indicated that the LKPD met high standards of didactic, constructional, and technical quality and that the accompanying assessment items were appropriate for eliciting higher-order reading responses. The try-out data further showed that the LKPD can function diagnostically by revealing students’ recurring challenges in inferential comprehension and information integration, while also supporting engagement with evaluative and reflective prompts through multimodal task design. Overall, the findings suggest that the developed LKPD is a valid and feasible tool for implementing HOTS-oriented, PISA-aligned reading activities and for informing instructional decisions based on students’ domain-specific reading profiles. Future studies should examine broader implementation across diverse school contexts and evaluate learning impact over sustained use.

PERSUASIVE WRITING SKILLS OF INDONESIAN STUDENTS IN THE AI ERA: A LINGUISTIC ANALYSIS OF ARGUMENTATION Nurfidah, Nurfidah; Damaianti, Vismaia S.; Anshori, Dadang S.; Kurniawan, Khaerudin
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10304

This study analyzes how Indonesian students construct persuasive arguments in the context of the increasing use of artificial intelligence (AI) as a writing partner. The study employed an explanatory sequential mixed methods design involving linguistic analysis of 200 persuasive texts and in-depth interviews with 20 students. Quantitative findings indicate a dominance of inductive reasoning, a weak connection between claims and evidence, and a low use of warrants and backing. Style patterns exhibit high repetition, minimal metaphors, and homogenous sentence structures consistent with AI output. Qualitative findings reveal a reliance on AI that produces surface coherence but does not strengthen argumentative logic. Synthesis of the findings resulted in the AI-Assisted Persuasive Reasoning Framework, which explains how AI enhances the mechanical aspects of writing but tends to weaken rhetorical originality and depth of reasoning. The results emphasize the need to develop persuasive writing pedagogy based on critical digital literacy so that students can utilize AI without losing their academic identity.

PEREMPUAN BERLITERASI KRITIS: OPTIMALISASI PERAN IBU DALAM LITERASI KELUARGA Aisiyah Aztry; Vismaia S. Damaianti; Yeti Mulyati; Andoyo Sastromiharjo
MABASAN Vol. 18 No. 1 (2024): Mabasan
Publisher : Balai Bahasa Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62107/mab.v18i1.782

Penelitian ini bertujuan untuk memaparkan kemampuan literasi kritis ibu serta mengoptimalisasikan peran ibu dalam literasi keluarga. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Data dalam penelitian ini, yaitu profil ibu dan anak, profil literasi keluarga, dan kemampuan literasi kritis ibu. Hasil penelitian ini menunjukkan bahwa sebagian besar responden telah berusaha untuk membudayakan literasi keluarga di rumah masing-masing. Dalam hal menyediakan bahan bacaan, 75% responden memilih untuk membeli, 20% responden memilih untuk mengunduh, dan 5% responden memilih untuk meminjam dari perpustakaan. Dalam hal strategi literasi keluarga, 20% responden telah menyusun program literasi keluarga, sedangkan 80% responden belum menyusun program literasi keluarga. Program literasi keluarga yang telah disusun oleh 20% responden memiliki perbedaan karena disesuaikan dengan karakteristik keluarga masing-masing. Setelah dilakukan penyuluhan untuk mengoptimalisasikan peran ibu dalam literasi keluarga, dapat diketahui kemampuan berpikir kritis ibu berada dalam kategori sangat baik dan baik. Dengan demikian, ibu dapat memahami bahwa dalam berliterasi, yaitu mencari, menerima, mengelola, memproses, dan menyebarkan informasi dibutuhkan daya berpikir kritis.

Pelatihan Komunikasi Pedagogis untuk Meningkatkan Kompetensi Guru Bahasa Indonesia SMP di Kabupaten Majalengka Sastromiharjo, Andoyo; Damaianti, Vismaia Sabariah; Mulyati, Yeti; Hamidah, Siti; Stofiana, Tofan; Gasanti, Rosi; Nafisah, Yumna
Abdimas Galuh Vol 8, No 1 (2026): Maret 2026
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v8i1.21916

Perubahan paradigma pembelajaran pada Kurikulum Merdeka menuntut guru memiliki kompetensi komunikasi pedagogis yang efektif, empatik, dan adaptif untuk menciptakan proses pembelajaran yang interaktif dan bermakna. Program Pengabdian kepada Masyarakat (PkM) ini bertujuan meningkatkan kompetensi komunikasi pedagogis guru Bahasa Indonesia tingkat SMP di Kabupaten Majalengka melalui pelatihan berbasis praktik, refleksi, dan model hybrid learning. Kegiatan melibatkan 45 guru dan dilaksanakan selama empat hari melalui kombinasi sesi tatap muka dan daring. Pendekatan andragogi digunakan untuk mendorong partisipasi aktif guru melalui simulasi pembelajaran, studi kasus, diskusi reflektif, dan praktik langsung. Evaluasi pelatihan dilakukan dengan desain mixed-methods, menggabungkan analisis kuantitatif dan kualitatif. Hasil uji t-berpasangan menunjukkan peningkatan skor rata-rata dari 17,8 menjadi 23,4 dengan signifikansi p < 0,001 dan Cohen’s d = 1,03, yang menandakan efek besar. Analisis kualitatif melalui kuesioner refleksi dan observasi menunjukkan peningkatan kepercayaan diri, keterampilan komunikasi empatik, serta apresiasi positif terhadap efektivitas model hybrid learning. Hasil PkM ini memberikan bukti empiris bahwa pelatihan berbasis praktik dan refleksi efektif meningkatkan kompetensi komunikasi pedagogis guru dan menghasilkan modul pelatihan yang dapat direplikasi pada konteks pendidikan lain.

Co-Authors - Warsa Abdul Latif Abdul Latif Abdul Razak Abdul Razak ABDUL ROZAK Adiningsih, Yulia Adrias Adrias Afiati, Laksmita Nur Agus Salim Ai Santi Aisiyah Aztry Alamsyah, Zulfikar Alfa Mitri Suhara Ananda Putriani Ananda Siti Khoirunnisa Andoyo Sastromihardjo Andoyo Sastromihardjo Andoyo Sastromiharjo Andoyo Satromiharjo Andoyo Satromiharjo Anggraini, Gian Fitria Annisa Kharisma Apriliya, Seni Ari Kartini Ari Prayogi Astini, Meilani Puji Ayundha Nabilah Aztry, Aisiyah Bachrudin Musthafa Bachrudin Musthafa Bunyamin Maftuh Chandra Chandra Chandra Chandra Dadang S Anshori Dadang S Anshori Dadang S. Anshori Dadang S. Anshori Dadang Sunendar Damaianti, Lira Fessia Danan Darajat Darmawan, Hana Mumtazia Nurhaq Dede Endang Mascita Dedi Saputra Dedi Saputra Dena Silvia Deri Wan Minto Desti Fatin Fauziyyah Destiani Dewi, Lia Sylvia Diah Eka Sari DIAN LESTARI Dian Sudaryuni Kurnia DWI ALIA, DWI Emasta Evayanti Simanjuntak Eneng Ros Siti Saroh, Eneng Ros Siti Erlinda Nofasari Ernawulan Syaodih Faraditha Dwi Ramayani Faraditha Dwi Ramayani Fauziah, Muhardila Firman Aziz Fitra Youpika Frilia Shantika Regina Gasanti, Rosi Haerul Haerul Hakiki Elvionika Hakiki Elvionika Halimah Halimah Halimah, H. Harahap, Safinatul Hasanah Haris Santosa Nugraha Hera Wahdah Humaira Hermin MPd Hernawan Hernawan Ida Hamidah Ida Hamidah Imam Sutanto Indah Pujiastuti Iqbal Yusca Ismail Irah Surlani Isah Cahyani Jasid, Adhara Juni Syaputra Juni Syaputra Juwita, Silvia Ratna Khaerudin Kurniawan Khairun Nisa Kharisma, Annisa Kristi Julianti Lelianasari Lelianasari Lilis Amaliah Rosdiana M. Ali Rajai, M. Ali M. Solehuddin Ma'mur Saadie Marfu'i, Lucky Nindi Riandika Masduki Zakaria Maulani, Susan Mekar Ismayani, Mekar Minto, Deri Wan Mualimah, Eka Mualimah, Eka Nurul Mubiar Agustin Muhammad Zulfadhli, Muhammad Muhardila Fauziah Mulyaningsih, Indrya Mulyati, Yeti Munggaran, Nita Anjung N. Yeffa Afnita Apriliyani Nabilah, Ayundha Nafisah, Yumna Nafri Yanti Nina Retnaningtyas Nouval Rumaf Noviana Budianty Nugraha, Eggie Nugraha, Lukman Nugroho, Rudi Adi Nurfidah Nurfidah Nurfidah, Nurfidah Nurhudaya, NFN Nurihsan, Achmad Juntika Nurita Bayu Kusmayati Nurul Fatonah, Nurul Nurul Febrianti Nurzaman, Istikhoroh Oktian Fajar Nugroho Opik, Opik Prana Dwija Iswara Prana Dwija Iswara, Prana Dwija Pratiwi, Tri Indianti Puspita, Ari Metalin Ika Puspitasari, Nur Aini Putriani, Ananda QUN WANG Qun, Wang Rachman, Reza Saeful Rahma Eka Putri Rahma Eka Putri Rahmad Nuthihar Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman2 Ratumanan, Stelie Dorce Retnaningtyas, Nina Reza Saeful Rachman Ria Saputri Ria Saputri, Ria Rianto Rianto Ridwan, Ridwan Rika Istianingrum Rima Rikmasari Rizki Akbar Mustopa Rosita Rahma Rumaf, Nouval Saadie, Ma’mur Salati Asmahasanah Sastromihardjo, Andoyo Setiana, Soni Mulyawan Sholehuddin, Muhammad Simatupang, Yusrawati JR Sindrayuni, Dian Siswahyudianto Siti Fatihaturrahmah Al Jumroh Siti Fatihaturrahmah Al Jumroh Siti Hamidah Sri Mulyani Sri Wahyuni Srinawati, Wawat Stofiana, Tofan Suci Sundusiah Sudarman, Risnandar Sudaryuni Kurnia, Dian Sujono, Hartin Rizky Sulaeman, Yeni Sumiyadi Sumiyadi Syaputra, Juni Syarif Hidayatullah Syarif Hidayatullah Syihabbudin Syihabuddin Syihabuddin Syihabuddin Syihabuddin, S. Tatang Herman, Tatang Tatat Hartati Tedi Permadi Teguh Yuliandri Putra Triadi, Rai Bagus Triani, Novita Udin Saepudin Sa'ud Udin Syaefudin Saud Udin Syaefudin Saud, Udin Syaefudin Utami Dewi Pramesti Velayeti Nurfitriana Ansas Vera Ironita Christiani Sihombing Vera Ironita Christiani Sihombing Virijai, Febrian Wahyudi Rahmat WANG, QUN Wasi Widiastika Wawat Karwati Welly Nores Kartadireja Welsi Damayanti Widia Nur Jannah, Widia Nur Widia, Ida Winata, Nana Triana Wulan Handayani, Wulan Yani Andriyani Gustina Yeti Mulyati Yulia Adiningsih Yulianeta Yunus Abidin Yusuf Abdul Rohman

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