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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Pendidikan Dasar Nusantara Pedagogi : Jurnal Penelitian Pendidikan Kontinu: Jurnal Penelitian Didaktik Matematika Transformasi: Jurnal Pengabdian Masyarakat Jurnal Edukasi Matematika dan Sains Briliant: Jurnal Riset dan Konseptual Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar Pi: Mathematics Education Journal Jurnal Dimensi Pendidikan dan Pembelajaran ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya EDUPEDIA JISIP: Jurnal Ilmu Sosial dan Pendidikan ANARGYA: Jurnal Ilmiah Pendidikan Matematika SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JPMI (Jurnal Pembelajaran Matematika Inovatif) J-PiMat : Jurnal Pendidikan Matematika Jurnal ABDINUS : Jurnal Pengabdian Nusantara International Journal of Insights for Mathematics Teaching (IJOIMT) Jurnal Pedagogi dan Pembelajaran Jurnal Pendidikan Dasar Perkhasa Eduproxima : Jurnal Ilmiah Pendidikan IPA Indian Journal of Forensic Medicine & Toxicology Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Simki Pedagogia EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Abdimas Bina Bangsa Journal for Lesson and Learning Studies Participative Journal (PJ) : Jurnal Pengabdian Pada Masyarakat Jurnal Cakrawala Pendas Journal of Innovation and Research in Primary Education Pi: Mathematics Education Journal Journal of Innovation and Sustainable Empowerment Eduvest - Journal of Universal Studies JPLED GEMBIRA (Pengabdian Kepada Masyarakat) Journal of Educational Technology and Learning Creativity Journal of Innovation and Teacher Professionalism Jurnal Elementaria Edukasia Media Pendidikan Matematika Al Ibtida: Jurnal Pendidikan Guru MI
Intan Sari Rufiana
Universitas Negeri Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Exploring the emergence of scientific ethics in inquiry-based renewable energy learning: a case study in elementary school Nurul Azizah; Oktaviani Adhi Suciptaningsih; Intan Sari Rufiana; Ade Eka Anggraini; Mardhatillah
Jurnal Bidang Pendidikan Dasar Vol 10 No 1 (2026): January
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jbpd.v10i1.12431

Abstract

This study explores the emergence of scientific ethics through inquiry-based renewable energy learning among fifth-grade elementary students. While inquiry-based learning (IBL) is widely recognized for improving scientific literacy and conceptual understanding, its role in fostering scientific ethical values at the elementary level remains underexplored. Using a qualitative case study design at SDN Ciptomulyo 1 Malang City, data were collected through participant observation, in-depth interviews, and documentation, and analyzed thematically. The findings indicate that inquiry activities involving experiments with mini solar panels and windmills fostered honesty in data recording, responsibility in conducting procedures, openness to empirical evidence, collaborative engagement, and critical reflection on experimental outcomes. These ethical dispositions emerged through structured investigation and teacher-facilitated discussion. The study highlights that inquiry-based renewable energy instruction not only enhances conceptual mastery but also supports the development of scientific character in elementary science education.
21st Century Learning Transformation: Systematic Review Literacy-Numeracy Enhancement Strategies Senior High School Students Anita Dewi Utami; Cholis Sa'dijah; Intan Sari Rufiana; Muhammad Kharis; Novi Rahmadhani Putri; Mohamad Aminudin
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.%p

Abstract

Abstract. In the context of 21st-century education challenges, literacy and numeracy remain foundational competencies for high school students, yet global assessments consistently reveal significant gaps in these skills. This systematic review aims to identify and analyze evidence-based strategies for improving literacy and numeracy among senior high school students. The review synthesizes findings from 15 empirical studies published between 2019-2024 sourced from Scopus, ERIC, and Google Scholar using keywords such as 'literacy numeracy improvement,' 'senior school students,' and 'educational strategies.' Data were analyzed using a thematic analysis approach of qualitative and quantitative studies. The findings highlight four effective approaches: (1) technology-enhanced learning (adaptive platforms), (2) contextualized pedagogy (such as project-based learning), (3) targeted teacher training, and (4) cross-curricular integration. These four strategies were shown to provide measurable improvements to student learning outcomes. The study concludes that a multifaceted, evidence-driven approach, combining these strategies with multidisciplinary collaboration is essential for meaningful and sustainable progress in addressing literacy-numeracy deficits, particularly when adapted to local educational contexts.Keywords: Literacy, numeracy, senior high school students
Integrating Artificial Intelligence and Science Education to Support Computational Thinking: A Multi-Model Benchmarking Study in Primary Numeracy Suprih Widodo; Muhamad Akda Fathul Barri; Ayu Permata Sari; Hapizah Hapizah; Intan Sari Rufiana; Sumarni Sumarni; Zuriani Mustaffa
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.3397

Abstract

Purpose of the study: This study investigates the multidisciplinary integration of artificial intelligence, learning analytics, cognitive psychology, and science education to evaluate three Large Language Model (LLM) configurations. It aims to optimize an adaptive digital scaffolding framework for primary computational thinking (CT) and scientific reasoning under tight latency constraints. Methodology: Deployed via Python 3.11 within an automated benchmarking ecosystem, OpenAI gpt-5-mini, Google gemini-3.5-flash, and Meta llama-3.3-70b-versatile (Groq LPU) were evaluated across 15 Bebras tasks (135 structured API interactions). The multidisciplinary validation applied content and psycholinguistic triage to analyze the interface between technical inference latency and the continuity of students' scientific inquiry processes. Main Findings: Meta Llama-3.3-70b achieved optimal performance with a 0.2687s latency, maximizing the Student Waiting Threshold (SWT) compliance margin to support uninterrupted scientific schema construction. OpenAI GPT-5 Mini exhibited superior Socratic instruction adherence (6.9% failure) but introduced a 2.3764s latency overhead. Gemini 3.5 Flash truncated crucial pedagogical contexts due to its constrained 3-token output distribution. Novelty/Originality of this study: This work introduces a multidisciplinary engineering blueprint that bridges hardware-level computing optimization with technology-enhanced science education. By formalizing a latency-constrained routing protocol, it establishes a theoretical model demonstrating how infrastructure responsiveness directly safeguards the cognitive sustainability of scientific reasoning and problem-solving sequences in primary STEM learning contexts.
Penguatan Literasi dan Numerasi melalui Asesmen Multiliterasi: Studi Kuasi Eksperimen di SDN Baureno Mojokerto Fauziyah Fauziyah; Intan Sari Rufiana; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Jurnal SOLMA Vol. 15 No. 2 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i2.23306

Abstract

Background: Rendahnya kemampuan literasi dan numerasi murid sekolah dasar menunjukkan perlunya inovasi dalam sistem asesmen yang lebih kontekstual dan sesuai dengan tuntutan pembelajaran abad ke-21. Asesmen multiliterasi hadir sebagai pendekatan integratif yang mengakomodasi berbagai bentuk teks dan representasi pengetahuan. Tujuan: Kegiatan ini bertujuan untuk memberikan pemahaman kepada guru terkait pembelajaran dengan pendekatan asesmen multiliterasi guna meningkatkan kemampuan literasi dan numerasi murid kelas V SDN Baureno Kabupaten Mojokerto. Metode: Metode yang digunakan adalah pendidikan masyarakat melalui pelatihan dan pendampingan guru dalam mengimplementasikan asesmen multiliterasi yang dilaksankaan selama 3 bulan. Untuk mengukur keberhasilan kegiatan, dilakukan pengambilan data kuantitatif dengan pendekatan quasi experiment menggunakan model one group pretest-posttest design. Subjek kegiatan berjumlah 18 murid kelas V. Data dikumpulkan melalui tes literasi dan numerasi yang diberikan sebelum (pretest) dan sesudah (posttest) intervensi, kemudian dianalisis menggunakan uji paired sample t-test. Hasil: Hasil menunjukkan adanya peningkatan signifikan kemampuan literasi dan numerasi murid setelah penerapan asesmen multiliterasi yaitu sebesar 24,67 yang semula nilai mean pretest adalah 56,78 meningkat menjadi 81,44 mean posttestnya. Kesimpulan: Asesmen multiliterasi efektif dalam meningkatkan pemahaman guru dan berdampak positif terhadap peningkatan kemampuan literasi dan numerasi murid, sehingga relevan sebagai strategi evaluasi pembelajaran abad ke-21.
Integrating Parent–Teacher Collaboration into a Deep Learning Approach for Numeracy Skills: A Needs Assessment Study Intan Sari Rufiana; Slamet Arifin; Fierda Nursitasari Amaliya; Mohammad Yusuf Randy; Fina Zulfa Mustafidah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.22216

Abstract

Background: Fostering numeracy through deep learning requires teachers and parents to work together. This partnership cultivates meaningful learning experiences. Although existing literature explores numeracy, parental involvement, and deep learning separately, little research addresses the specific needs of teachers and parents as a basis for collaboration. Aims: This study seeks to analyze what teachers and parents require to implement deep learning in primary school numeracy instruction. Methods: The study used a descriptive mixed-methods approach. Seven teachers and eighty primary school parents participated. Data came from structured questionnaires and semi-structured interviews. The researchers analyzed the data using descriptive statistics and qualitative techniques, including data reduction, display, and drawing conclusions. Results: The findings show that teachers view numeracy as essential, but instruction is still mostly conventional. Deep learning is not yet consistent. Teachers cited time constraints, a lack of operational guidelines, and low parental engagement at home as main obstacles. On the other hand, parents help with studies, but focus mostly on homework, not contextual numeracy activities. Parents also struggle with limited time, a lack of understanding of numeracy concepts, and few practical home-learning manuals. Conclusion: These insights provide a foundation for developing a collaborative deep learning model that links teacher and parent roles to strengthen numeracy education in primary schools.
ECOPEDAGOGY-BASED SCIENCE LEARNING ENHANCES ENVIROMENTAL AWARNESS IN INDONESIA ELEMENTARY STUDENTS: SLR 2021-2025 Nurul Rahmawati; Intan Sari Rufiana; Aynin Mashfufah; Mardhatillah Mardhatillah; Slamet Arifin
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 3 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/eduproxima.v8i3.9627

Abstract

This study aims to examine science education based on eco-pedagogy as an alternative approach to increasing environmental awareness among elementary school students. The method used is a Systematic Literature Review (SLR) with the stages of identification, screening, eligibility, and inclusion based on the PRISMA protocol. The data sources are accredited SINTA national scientific articles published between 2021 and 2025. Of the 222 articles identified, 5 articles met the inclusion criteria and were further analyzed. The results showed that eco-pedagogy-based science learning was effective in increasing students' environmental awareness, love of nature, and ecological literacy. Its implementation was carried out through various strategies, such as project-based learning, the Jelajah Alam Sekitar (JAS) model, and interactive media such as the NARJI board game and the ecobrick project. In addition, the role of teachers as facilitators of critical reflection is key to success in fostering ecological awareness. This study confirms that ecopedagogy is capable of harmoniously integrating cognitive, affective, and psychomotor dimensions and contributes to the achievement of the Sustainable Development Goals (SDGs), especially goals 4 and 13.
Pemanfaatan Magic School untuk Pelatihan Peningkatan Kompetensi Guru Sekolah Dasar dalam Merancang Modul Ajar Kurikulum Merdeka berbasis Pendekatan Deep Learning Radeni Sukma Indra Dewi; Amaliya Islami Nurlaili; Kholidatul Khasanah; Fahrany Wahyu Andini; Navik Khusniah; Kaisra Alfikri Islami; Intan Sari Rufiana; Siti Faizah; Shirly Rizki Kusumaningrum; Megania Herawati
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 10 No 1 (2026): Volume 10 Nomor 1 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v10i1.27264

Abstract

Kurikulum Merdeka menuntut guru untuk mampu merancang pembelajaran yang inovatif, adaptif, dan berorientasi pada pengembangan kompetensi siswa abad ke-21. Namun, hasil analisis kebutuhan di KKG Gugus IV Kecamatan Tumpang Kabupaten Malang menunjukkan bahwa sebagian besar guru masih mengalami kesulitan dalam menyusun Modul Ajar Kurikulum Merdeka berbasis pendekatan Deep Learning serta belum terbiasa memanfaatkan Artificial Intelligence (AI) Magic School. Sebuah program pelatihan diselenggarakan untuk membantu para instruktur menjadi lebih mahir dalam menggunakan AI Magic School untuk menyusun rencana pembelajaran sebagai respons terhadap permasalahan ini. Langkah-langkah yang terlibat dalam penerapan program ini meliputi perencanaan, instruksi, praktik pengembangan modul, dan penilaian. Hasil menunjukkan bahwa pengetahuan dan kompetensi pendidik dalam menyusun rencana pembelajaran yang sesuai dengan prinsip-prinsip Kurikulum Merdeka meningkat, dengan luaran berupa draft modul ajar dan dokumentasi kegiatan. Selain itu, pelatihan ini juga berdampak positif pada perubahan pola pikir guru yang semakin terbuka terhadap pemanfaatan teknologi dalam pembelajaran. 
MERAJUT BAHASA, SENI, DAN NUMERASI MELALUI PENGEMBANGAN CERITA BERGAMBAR Pawartani, Transita; Suyono; Rufiana, Intan Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13795

Abstract

Each discipline cannot stand alone but is interrelated. The integration of language, art and numeracy is an effective approach to create a holistic learning experience. This article aims to outline a deeper understanding of the importance of linking language, art and numeracy in the process of developing picture stories to support elementary math-numeracy learning. The combination of literary and visual arts in numeracy picture stories has great potential to enhance math/numeracy learning. By using interesting narratives and creative visualizations, picture stories can bring abstract mathematical concepts into concrete funds that can be applied and reasoned in students' daily lives.
PARADIGMA ASESMEN MULTILITERASI: ANALISIS PRAKTIK FORMATIF, SUMATIF, DAN OTENTIK DI SEKOLAH DASAR Rofiqi, Ainur; Sari Rufiana, Intan; Rahayuningsih, Sri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.43840

Abstract

The development of technology and information in the 21st century has changed the literacy landscape. Individuals are required not only to have literacy but also various forms of literacy called multiliteracy. Multiliteracy assessments are necessary to capture the complexity of students' ability to navigate and create meaning in a variety of modes, beyond the limitations of text-based evaluation alone. This study aims to analyze in depth the practice of formative, summative, and authentic assessment in the context of the multiliteracy paradigm in elementary schools, as well as identify challenges in its implementation. The type of research is qualitative with a case study design. The research instrument used interview sheets with data collection techniques through interviews, observations, and document studies. The findings of the study are that the practice of multiliteracy assessment in elementary schools has evolved from simple to complex, including cognitive enhancement, reflective approaches, and multimodality integration. These findings confirm the role of assessment in building multiliteracy comprehensively. The implication is that it is necessary to strengthen teacher competence, adaptive instruments, and the use of technology to optimize implementation.
EFEKTIVITAS RUBRIK MULTILITERASI DALAM MENGUKUR KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Maya Eka Purwanti; Intan Sari Rufiana; Sri Rahayuningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44307

Abstract

This study addresses the limited effectiveness of conventional assessment practices in measuring elementary students’ critical thinking skills, particularly in the context of 21st-century learning demands. The research aims to analyze the effectiveness of multiliteracy-based rubrics in assessing and improving students’ critical thinking skills, including interpretation, analysis, evaluation, and inference. This study employed a quantitative approach with a quasi-experimental design using a one-group pretest-posttest model. The sample consisted of elementary school students selected through purposive sampling. Data were collected through critical thinking tests and analyzed using the N-Gain formula to determine the level of improvement. The results indicated a significant increase across all indicators: interpretation (N-Gain = 0.7), analysis (0.716), evaluation (0.695), and inference (1.455). These findings demonstrate that multiliteracy rubrics are effective not only as assessment tools but also as instruments to enhance higher-order thinking skills. However, the unusually high N-Gain in inference suggests the need for further validation of scoring procedures. Overall, the integration of multiliteracy rubrics contributes positively to structured, authentic, and meaningful assessment practices in elementary education.
Co-Authors Abdur Rahman As’ari Achmad Noerkhaerin Putra Ade Eka Anggraini Agus Harianto Agus Subiyakto Ainun Naziya Rohmah Ainur Rofiqi Ali Shodikin Alif Mudiono Amaliya Islami Nurlaili Amaliya, Fierda Nursitasari Amaliya, Fierda Nursitasari Anita Dewi Utami Anita Zunarni Arta Ekayanti, Arta Asrofah, Fitrika Lailatul Astika Berliana Wanti Astri Wuryani Atikah Nur Izzah Aulia Al Tsani Izzati Aynin Mashfufah Ayu Permata Sari Cholis Sa’dijah Daimaturrohmatin Daimaturrohmatin Danang Tria Wibowo Denis Indria Tarelluan Dewi , Elsa Haruna Dewi, Elsa Haruna Dian Ratna Sari Diyah Puspita Sari Dwi Avita Nur Hidayah Elsa Haruna Dewi Fadhillah, Alfiah Lailatul Fahrany Wahyu Andini Faizah, Siti Fatchur Rahman Taufiq Fatikh Inayahtur Rahma Fauziah, Nanda Nissa FAUZIYAH Fauziyah Fauziyah Fierda Nursitasari Amaliya Fina Zulfa Mustafidah Firsa Damayanti Gatut Iswahyudi Hapizah Hardhita, Rizki Septa Herini, Muji Hery Susanto I Gusti Agung Shomia Anjali Imam Rofiki Imam Suyitno Imelda Dastania Pradani Istiqomah, Roshydatul Iswahyudi, Gatut Izzati, Aulia Al Tsani Kaisra Alfikri Islami Kholidatul Khasanah Kiki Niken Saputri Lathiful Anwar Makbul Muksar Mardhatillah Mardhatillah Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Mardiyana Mardiyana Maria Kurniati Jemeo Mariani, Sijah Maya Eka Purwanti Megania Herawati Mirayanti Mohamad Aminudin Mohammad Yusuf Randy Mohammad Zainuddin, Mohammad Muhamad Akda Fathul Barri Muhammad Kharis Muhibuddin Fadhli Munawaroh, Ika Tri Murti, Ajeng Krisna Naana, Tesya Mahdaniya Ode Nabilla Fissalma Naning Tyas Ayu Hera Warsito Navik Khusniah Ningsih, Tutut Hartina Ilmiah Novi Rahmadhani Putri Novitasari, Herawati Nunik Setyowati Nur Inayah Ahlan Nurhidayah, Dwi Avita Nursitasari Amaliya, Fierda Nurul Azizah Nurul Hidayati Nurul Rahmawati Nurzatulshima Kamaruddin Ode Naana, Tesya Mahdaniya Oktaviani Adhi Suciptaningsih Pawartani, Transita Punaji Setyosari Purwanti, Peni Putri, Fivi Intan Permata Radeni Sukma Indra Dewi Ratna Ekawati Ratna Ekawati Ratna Ekawati Ratna Ekawati, Ratna Ekawati Ratna Sari Dewi Reginta Syafira Anggari Riska Pristiani Rofiqi, Ainur Ronald Ronald Rudi Prasetyo Salam, Haerul Selfiana Annisa Septiana, Risa Setianingsih Setianingsih Setianingsih Setianingsih, Setianingsih Shirly Rizki Kusumaningrum Sholihah, Mar`atus Shoolikhah, Luthfiya `Aqidatu Siti Faizah Siti Lami'ah Siti Salwa Lita Azizah Siti Umayah, Siti Situmorang, Raja Uruk Slamet Arifin Slamet Arifin SOLICHAH, ELIS NOVIATUS Sri Rahayuningsih SRI RAHAYUNINGSIH Sri Rahayuningsih Subanji Subanji Sumaji Sumaji Sumaji Sumarni Sumarno . SUYONO Suyono Suyono Suyono Suyono Tesya Mahdaniya Ode Naana Transita Pawartani Tri Handayani Tri Wahyuni, Yeni Trinuryono, Sabekti Utami, Ririn Puji Vinarahmah, Aula Rizqi Wahyu Nurlaili Wahyudi WAHYUDI Wahyudi Sastro Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyuni, Yeni Tri Waliah, Diyah Rutin Wanti, Astika Berliana Wicaksono, Adyatma Nugrahsanto Widiasih, Widiasih Wiwin Nafidatul Marifah Wulantar, Veny Yeni Kartika Dewi Yeni Kartika Dewi Yuwiarti, Ika Zuriani Mustaffa