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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal S2 Pendidikan Matematika JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Jurnal Pembelajaran Matematika PAEDAGOGIA Jurnal SOLMA Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education and Instruction (JOEAI) VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan SIGMA MEJ (Mathematics Education Journal) Jurnal Studi Guru dan Pembelajaran Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Tolis Ilmiah: Jurnal Penelitian JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of Instructional Mathematics LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran International Journal of Progressive Mathematics Education Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal Jendela ASWAJA Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Jurnal Pendidikan MIPA Jurnal Eksplorasi Bimbingan dan Konseling Journal of Transdisiplinary Studies in Education Interdisciplinary Journal of Pedagogy and Research in Media Technology
Ardi Dwi Susandi
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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EFEKTIFITAS MODEL PEMBELAJARAN BERBASIS ARGUMETASI DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SMP NEGERI DI KABUPATEN CIREBON Susandi, Ardi Dwi; Sudirman, Sudirman
SIGMA Vol 9, No 2 (2024): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v9i2.2206

Abstract

Tujuan dari penelitian ini untuk mengetahui model pembelajaran yang lebih efektif antara model pembelajaran berbasis Argumentasi dengan model pembelajaran langsung  terhadap kemampuan berpikir kritis matematika siswa. Metode dalam penelitian ini adalah eksperimen dengan menggunakan posttest-only control design. Populasi dalam penelitian ini adalah siswa kelas VIII di salah satu SMP Negeri di Kabupaten Cirebon yang tediri dari 360 siswa. Adapun Sampel pada penelitian ini diambil 2 kelas dengan teknik random sampling menggunakan undian kelas, diperoleh kelas VIII A sebagai kelas eksperimen dan kelas VIII D sebagai kelas kontrol. Kelas VII A diberi perlakuan menggunakan model pembelajaran berbasis Argumentasi, sedangkan kelas VII D menggunakan model pembelajaran langsung. Pengumpulan data dilakukan dengan metode dokumentasi dan tes.. Untuk pengujian hipotesis pada penelitian ini, digunakan uji t satu pihak  dengan taraf signifikansi 5%. Dari hasil uji-t  satu pihak, diperoleh bahwa thitung= 2,34 dan ttabel= 1,66. Berarti thitung > ttabel sehingga H0 ditolak, dan H1 diterima. Artinya model pembelajaran berbasis Argumentasi lebih efektif daripada model pembelajaran langsung terhadap kemampuan berpikir kritis matematika siswa kelas VIII SMP N di Kabupaten Cirebon.
Peningkatan Hasil Belajar Matematika Siswa Melalui Inquiry-Based Learning Berbantuan Flipped Classroom Berbasis Kemandirian Belajar Siswa UPT SPF SD Negeri 101807 Candirejo Khairunnisa, Rizkia; Hasratuddin; Ardi Dwi Susandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34642

Abstract

This study aims to improve students' mathematics learning outcomes through the application of an Inquiry-Based Learning model assisted by a Flipped Classroom based on student learning independence at UPT SPF SD Negeri 101807 Candirejo. The main problem in this study is the low mathematics learning outcomes caused by a lack of independent learning activities and teacher-centered learning. Through a combination of Inquiry-Based Learning and Flipped Classroom, it is hoped that students can be more active, independent, and have a better conceptual understanding. This study used a quantitative approach with a quasi-experimental method and a randomized pretest-post test control group design. The research subjects consisted of two classes, namely the experimental class that received treatment with the Inquiry-Based Learning model assisted by the Flipped Classroom and the control class that used conventional learning. Data were collected through mathematics achievement tests and learning independence questionnaires. The results showed that there was an increase in the mathematics achievement of students taught with Inquiry-Based Learning assisted by the flipped classroom compared to conventional learning with a sig value < 0.05, namely 0.000.
Institutionalization of the 5E Instructional Model Integrated Augmented Reality Interactive Book (5E-IMARIB): Its Impact in Increasing Students' Understanding of 3D Geometry Concepts and Self-Efficacy? Sudirman, Sudirman; Dejarlo, Jenisus; Susandi, Ardi Dwi; Triyono, Didik
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

3D geometry is an abstract concept that provides a visual representation of shape and space in mathematics. However, many students consider images in books to be representations of 3D geometry, thus requiring direct visualization for better understanding. Therefore, this research aims to institutionalize the use of 5E-IMARIB in 3D geometry learning to influence students' understanding of 3D geometry concepts and increase students' self-efficacy in geometry subjects. A quasi-experimental nonequivalent comparison group design was used in this research. Participants in this research were class VIII students at one of the private junior high schools in Indramayu Regency, who were then selected into two classes. The first class consisted of 20 students learning using the 5E-IMARIB, and in the second class, 22 students were using conventional learning. Data obtained from the results of the geometry understanding test and self-efficacy questionnaire were analyzed quantitatively using the independent t-test. The results showed that the average pre-test score for the experimental class was 17.83 and the average post-test score was 63.43. The average score of student learning outcomes in the control class was 18.78 for the pre-test and 52.35 for the post-test. Meanwhile, the average gain score in the experimental class was 0.52, and in the control class 0.41. Apart from that, the average increase in self-efficacy (SE) in the experimental class was 0.22, and in the respondent class was 0.20. Furthermore, based on statistical analysis using an independent t-test, it was concluded that there was an increase in understanding of 3D geometry concepts and students' self-efficacy after using 5E-IMARIB . The results of this research indicate that AR in 3D geometry learning has the potential to help students understand geometric concepts and student affectivity.         Keywords: 5E instructional model, augmented reality interactive book, 3D geometry, understanding of  geometry concepts, self-efficacy.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp195-209
Penggunaan Model Problem Based Learning dengan Pendekatan Pembelajaran Berdiferensiasi Berdasarkan Gaya Belajar untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa Bakkara, Reno Delison; Yumiati, Yumiati; Susandi, Ardi Dwi
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 3 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i3.2081

Abstract

Penelitian ini bertujuan untuk mengevaluasi sejauh mana efektivitas penerapan model Problem Based Learning (PBL) yang dikombinasikan dengan strategi pembelajaran berdiferensiasi sesuai gaya belajar siswa dalam meningkatkan kemampuan komunikasi matematis. Latar belakang studi ini muncul dari kenyataan bahwa banyak siswa masih mengalami kesulitan dalam mengungkapkan ide serta konsep matematika dengan jelas, ditambah dengan minimnya perhatian pendidik terhadap perbedaan gaya belajar dalam kegiatan pembelajaran matematika. Pendekatan penelitian yang digunakan adalah kuasi-eksperimental dengan rancangan kelompok kontrol yang tidak setara. Subjek penelitian terdiri dari 96 siswa kelas X di SMA swasta BPK PENABUR Bandar Lampung dan teknik pengambilan sampel dalam penelitian ini menggunakan teknik sampling jenuh, yaitu seluruh subjek yang berjumlah 96 siswa kelas X di SMA Swasta BPK PENABUR Bandar Lampung dijadikan sebagai sampel penelitian yang terbagi menjadi tiga kelompok: satu kelas menerima PBL dengan diferensiasi gaya belajar visual dan auditori, satu kelas mendapatkan PBL tanpa diferensiasi, dan satu kelas kontrol dengan proses belajar yang konvensional. Instrumen pada penelitian ini mencakup tes kemampuan komunikasi matematis dan hasil tes tentang identifikasi gaya belajar siswa. Berdasarkan hasil analisis, siswa yang belajar melalui model PBL dengan pendekatan pembelajaran berdiferensiasi mengalami peningkatan kemampuan komunikasi matematis yang lebih tinggi secara signifikan dibandingkan dengan kedua kelompok lainnya. Temuan ini mengindikasikan bahwa penggunaan PBL dengan strategi pembelajaran yang memperhatikan gaya belajar siswa dapat menghasilkan peningkatan kemampuan siswa dalam hal komunikasi matematis.
EVALUASI IMPLEMENTASI PENGIMBASAN SISTEM PENJAMINAN MUTU INTERNAL (SPMI) SEKOLAH MODEL DI SEKOLAH DASAR: ANALISIS MENGGUNAKAN MODEL CIPP Lestari, Neng Elis Seri; Sapriati, Amalia; Susandi, Ardi Dwi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran 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/learning.v5i4.6814

Abstract

This study aims to analyze the implementation of the dissemination of the Internal Quality Assurance System (SPMI) in primary schools serving as model schools. The research method used is a descriptive qualitative approach, with data collected through in-depth interviews, observations, and document reviews. The analysis was carried out using the CIPP model (Context, Input, Process, Product) to identify supporting factors, constraints, and implementation achievements. The results show that, in the context aspect, the policies and commitment of the model schools form a strong foundation for the dissemination process. In the input aspect, support in terms of human resources, infrastructure, and funding is relatively adequate, although limitations still exist in recipient schools. The process aspect demonstrates a structured program implementation through training, mentoring, and continuous monitoring. In the product aspect, there is an increase in the recipient schools’ understanding of the SPMI concept, and most have successfully implemented the PPEPP cycle (Planning, Implementation, Evaluation, Control, and Improvement). However, program sustainability still requires strengthened supervision and collaboration between schools. This study recommends the development of more adaptive coaching strategies tailored to the conditions of recipient schools and the optimization of the role of school supervisors. ABSTRAKPenelitian ini bertujuan untuk menganalisis implementasi pengimbasan Sistem Penjaminan Mutu Internal (SPMI) pada Sekolah Dasar yang menjadi sekolah model. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan telaah dokumen. Analisis dilakukan menggunakan model CIPP (Context, Input, Process, Product) untuk mengidentifikasi faktor pendukung, kendala, serta capaian implementasi. Hasil penelitian menunjukkan bahwa pada aspek konteks, kebijakan dan komitmen pihak sekolah model menjadi dasar kuat pelaksanaan pengimbasan. Pada aspek input, dukungan sumber daya manusia, sarana-prasarana, dan pendanaan relatif memadai meskipun masih terdapat keterbatasan di sekolah imbas. Aspek proses memperlihatkan pelaksanaan program yang terstruktur melalui pelatihan, pendampingan, dan monitoring berkelanjutan. Pada aspek produk, terjadi peningkatan pemahaman sekolah imbas terhadap konsep SPMI dan sebagian besar berhasil menerapkan siklus PPEPP (Perencanaan, Pelaksanaan, Evaluasi, Pengendalian, dan Peningkatan). Namun, keberlanjutan program masih memerlukan penguatan supervisi dan kolaborasi antar sekolah. Penelitian ini merekomendasikan pengembangan strategi pembinaan yang lebih adaptif terhadap kondisi sekolah imbas serta optimalisasi peran pengawas sekolah.
Mapping Elementary Students’ Numeracy Literacy Skills: A Comprehensive Analysis Based on Six Indicators Susandi, Ardi Dwi; Kandaga, Thesa; Basri, Hasan; Rindastri, Vivi
Smart Society Vol. 5 No. 2 (2025): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/martsociety.v5i2.852

Abstract

Developing students’ numeracy literacy skills is essential in the 21st century, as these skills enable learners to interpret quantitative information, solve real-world problems, and make reasoned decisions. However, the mastery of numeracy literacy among elementary students in Indonesia remains uneven across regions. This study aimed to analyze the numeracy literacy skills of elementary school students in Region III Cirebon to identify their strengths and weaknesses across different competency indicators. A qualitative descriptive approach was employed, involving five elementary schools representing the region. Data were collected through numeracy literacy tests and semi-structured interviews. The instrument was developed based on six indicators: communication, representation, reasoning and argumentation, mathematization, problem-solving strategy, and the use of symbolic, formal, and technical operations. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that students’ overall numeracy literacy skills ranged from medium to low levels. Communication skills were relatively strong, while reasoning, argumentation, and problem-solving strategies were moderate. In contrast, mathematization and symbolic operation skills were notably weak. These findings suggest that numeracy learning in elementary schools still emphasizes procedural understanding rather than conceptual and contextual reasoning. The study contributes to educational research by providing empirical evidence of the current state of numeracy literacy in elementary schools and offers implications for curriculum development and teacher training aimed at fostering deeper mathematical understanding and application.
Sinergi pembelajaran berbasis masalah dan motivasi berprestasi: membentuk kompetensi pemecahan masalah matematis siswa sekolah menengah kejuruan Triyono, Didik; Gorky Sembiring, Maximus; Dwi Susandi, Ardi
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.21210

Abstract

Purpose: This study evaluates the impact of Desmos-assisted Problem-Based Learning (PBL) compared to expository instruction on students' Mathematical Problem-Solving Ability (PSA) while accounting for varying levels of Achievement Motivation (AM) in vocational high schools. Design/methodology/approach: A quasi-experimental design was employed using Two-Way ANOVA. The sample comprised vocational students divided into experimental and control groups. Data were gathered through PSA tests and AM questionnaires. Findings: Desmos-assisted PBL significantly outperformed expository methods in enhancing PSA. Students with high AM demonstrated superior results. Crucially, no significant interaction was found between the teaching model and AM levels regarding PSA outcomes. Practical implications: Integrating Desmos into PBL serves as a robust pedagogical strategy for educators to bolster numeracy literacy and workforce readiness by fostering active cognitive engagement. Originality/value: This research contributes to the literature by integrating digital graphing tools (Desmos) within PBL frameworks specifically tailored to the vocational education context.   Purpose: Penelitian ini bertujuan membandingkan Kemampuan Pemecahan Masalah (KPM) matematis antara model Pembelajaran Berbasis Masalah (PBM) berbantuan Desmos dengan pembelajaran ekspositori, serta menganalisis pengaruh tingkat Motivasi Berprestasi (MB) terhadap KPM siswa SMK. Design/methodology/approach: Menggunakan desain quasi-experiment dengan analisis ANOVA Dua Arah. Sampel terdiri dari dua kelompok siswa SMK (eksperimen dan kontrol). Instrumen penelitian meliputi tes KPM dan angket MB. Findings: PBM berbantuan Desmos secara signifikan lebih efektif meningkatkan KPM dibanding model ekspositori. Siswa dengan MB tinggi mencapai skor KPM terbaik. Namun, tidak ditemukan interaksi antara model pembelajaran dan tingkat MB dalam memengaruhi KPM. Practical implications: PBM berbantuan Desmos terbukti sebagai strategi pedagogis efektif bagi guru SMK untuk meningkatkan literasi numerasi dan kesiapan kerja siswa melalui penguatan proses berpikir aktif. Originality/value: Studi ini memberikan kebaruan pada integrasi alat digital Desmos dalam sintaks PBM untuk mengatasi rendahnya KPM pada konteks pendidikan vokasi (SMK).
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Susandi, Ardi Dwi; Isnawan, Muhamad Galang; Pauzan, Muh
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
PENGEMBANGAN MULTIMEDIA INTERAKTIF MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN SELF REGULATED LEARNING SISWA SEKOLAH DASAR Elsa Kurnia Windhyastuti; Rahayu Kariadinata; Ardi Dwi Susandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.40520

Abstract

Conventional learning in mathematics subjects has an impact on low problem-solving abilities and self-regulated learning. This study was conducted to develop interactive mathematics multimedia assisted by Articulate Storyline that is feasible, practical, and effective to improve problem-solving abilities and self-regulated learning of fourth-grade elementary school students. This research is a Research and Development developed with the ADDIE design with 5 stages, namely: Analyze, Design, Development, Implementation, and Evaluation. The subjects of this study were fourth-grade elementary school students. Data collection techniques used were expert validation sheets, student response questionnaires, teacher responses, self-regulated learning questionnaires, pretest and posttest results, and learning observations. Data were analyzed descriptively quantitatively and qualitatively. The results showed that interactive multimedia was proven to be feasible to use with an average score percentage of 77.4% for material expert validation and 79% for media expert validation. The results of the practicality of the media obtained an average score of student responses in small groups of 80% with a good category, and 80.2% with a very good category score for the large group student response score, as well as a teacher response questionnaire with an average score percentage of 80% in the good category. The results of the effectiveness of the media are shown by the pretest results of 53 and the posttest results of 85.6 with an N-Gain result of 0.69 in the moderate category. In addition, from the self-regulated learning questionnaire with an average score percentage of 39.4% in the less good category to 79% in the good category. It can be concluded that interactive mathematics multimedia assisted by Articulate Storyline is feasible, practical, and effective to be used as a learning medium in improving problem-solving abilities and self-regulated learning of elementary school students.
A Evaluating Teacher-Student Interaction and the Implementation of Sociomathematical Norms in Indonesian Mathematics Classrooms Eka Fitria Ningsih; Wawan Wawan; Ardi Dwi Susandi
Journal of Transdisiplinary Studies in Education Vol. 1 No. 1 (2025): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i1.10

Abstract

Background: Teacher-student interaction plays a pivotal role in shaping the quality of mathematics learning. However, in many Indonesian classrooms, traditional models of instruction often dominate, limiting opportunities for students to engage in meaningful mathematical discourse. Aims: This study aims to: (1) evaluate the patterns of teacher-student interaction during mathematics instruction in Indonesian secondary schools, and (2) examine the implementation of sociomathematical norms in a redesigned learning model using a problem-posing approach. Methods: A qualitative research approach was adopted involving observations of eight mathematics classrooms in Lampung, Indonesia. During the odd semester, four classes were observed using conventional teaching methods. In the even semester, four teachers implemented a problem-posing model co-designed with the researcher. Data were collected via classroom video recordings and analyzed using the Flanders Interaction Analysis System (FIAS) with support from NVIVO software. Results: The findings reveal that traditional classrooms were heavily teacher-dominated, with 86% of classroom talk attributed to teachers and only 14% to students. Common classroom norms included praying, singing, asking questions, listening to explanations, and discussions. In contrast, problem-posing classrooms demonstrated the emergence of sociomathematical norms such as mathematical explanation, differentiation of ideas, and student-generated problems. Conclusion: The study highlights the limited interaction in traditional classrooms and the potential of sociomathematical norms to enrich student participation and mathematical discourse when implemented through structured problem-posing models. These findings inform future instructional design that prioritizes interactive and student-centered learning environments in mathematics education.
Co-Authors Amalia Sapriati Andang Heryahya Bakkara, Reno Delison Bidayatun Nafi'ah Budiyono Budiyono Budiyono, Budiyono Bunyamin Bunyamin Deasy Komalasary Dejarlo, Jenisus Dewi Retno Sari S Didik Triyono Doddy, Valentinus Doefi, Martina Eka Fitria Ningsih Elsa Kurnia Windhyastuti Endang Sri Budi Herawati Endang Wahyuningrum Erni Erni Ervin Azhar Fanni Zulaiha Fitriyah Nurdianah Gorky Sembiring, Maximus Hasan Basri Hasratuddin Ida Ayu Putu Sri Widnyani Isnawan, Muhamad Galang Jenisus Dejarlo Jusniani, Nia Khairunnisa, Rizkia Khoerul Umam Khoiriyah, Binti Lestari, Neng Elis Seri Moh. Fikri Bungel Muhammad Asrori Ainurrahman Mulyana, Anna Mumu Muzayyin Maq Naufalia Nuraya Naufalia Nuraya, Naufalia Nur Robiah Nofikusumawati Peni Nurkaenah NURUL HIDAYAH Pauzan, Muh Pradestya, Rakha Rahayu Kariadinata Rakha Pradestya Rindastri, Vivi Rodríguez-Nieto, Camilo Andrés Rohmah, Fatkur Rusmiati Aliyyah Saepulloh, Aep Said Matondang Santi Widyawati Santi Widyawati Santi Widyawati Sari S, Dewi Retno Satrio, Muhammad Tusaldi Junian Setiadi, Dendi Slamet Firdaus Sudirman Sudirman Sudirman Sugilar, Sugilar Sumargiyani Sumargiyani Sumargiyani Syaiful Rohim Tahmid Sabri Thesa Kandaga Triyono, Didik Wawan Wawan Yumiati