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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Visi Ilmu Pendidikan Jurnal Inovasi Pendidikan Kimia Jurnal Tadris Kimiya J-PEK (JURNAL PEMBELAJARAN KIMIA) Jurnal Karinov Jurnal Graha Pengabdian Hydrogen: Jurnal Kependidikan Kimia Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Al Basirah UNESA Journal of Chemical Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Journal of Innovation and Teacher Professionalism Mosintuwu Jurnal Pengabdian Kepada Masyarakat

Oktavia Sulistina

Universitas Negeri Malang

Author-ID : 730150

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PERSEPSI GURU MGMP KIMIA SMA DAN SMK KABUPATEN MALANG TERHADAP PEMBELAJARAN BERBASIS LABORATORIUM DAN NON LABORATORIUM Hayuni Retno Widarti; Sutrisno Sutrisno; Darsono Sigit; Oktavia Sulistina
Jurnal KARINOV Vol 2, No 1 (2019): Januari
Publisher : Institute for Research and Community Service (LP2M), Universitas Negeri Malang

Telah dilakukan kegiatan workshop terkait pembelajaran kimia berbasis laboratorium dan non laboratorium pada forum musyawarah guru matapelajaran (MGMP) Kimia SMA dan SMK Kabupaten Malang. Tujuan penelitian adalah mengetahui persepsi guru-guru kimia terhadap pelaksanaan workshop terkait pembelajaran berbasis laboratorium dan non laboratorium. Penelitian dilakukan dengan memberikan angket yang terdiri dari 8 item terkait manfaat dan pentingnya kegiatan workshop. Angket diberikan kepada 52 guru kimia, yang terdiri dari 31 orang guru kimia SMA, 30 guru orang kimia SMK, dan 1 orang guru kimia MAN. Analisis data menggunakan deskriptif kualitatif dan kuantitatif menggunakan persentase. Hasil penelitian menunjukkan bahwa manfaat kegiatan dari sisi hakikat pembelajaran kimia, memperdalam dan memperluas pengetahuan tentang pembelajaran kimia berbasis laboratorium dan non laboratorium, meningkatkan pengetahuan tentang pembelajaran kimia, dan guru akan mengimplementasikan hasil workshop dalam pembelajaran di kelas masing-masing 100%. Terkait guru mengalami kesulitan dalam membuat perencanaan pembelajaran, khususnya pembelajaran siswa aktif (inkuiri) sebesar 100%. Guru melakukan pembelajaran dengan model konvensional 44,4%. Guru senang dengan diadakannya workshop dan mengikutinya dengan antusias sebesar 100%, dan 100% respon guru positif terhadap kegiatan pembuatan perangkat pembelajaran dalam workshop yang sangat bermanfaat dalam meningkatkan keterampilan perencanaan. Rata-rata hasil angket 94,45% memberikan respon positif. Saran yang diberikan adalah sebagian besar guru berharap untuk sering diadakan workshop untuk sharing terkait kendala pembelajaran, meningkatkan kualitas pembelajaran dan perbaikan konsep kimia.

Analysis Students’ Scientific Explanation Skills Using Explanation Driven Inquiry Learning on Acid-Base Topic Oktavia Sulistina; Hesti Puspitasari; Dedek Sukarianingsih
Jurnal Tadris Kimiya Vol 6, No 1 (2021)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v6i1.9493

This study analyzes students' scientific explanation skills using explanation driven inquiry (EDI) learning on acid-base topics. The method used a quasi-experimental design with a posttest-only control group design. The research sample consisted of two groups that 30 students each in EDI (experimental group) and guided inquiry (GI) (control group). The research instrument was essay questions. The EDI learning model provides better results than the guided inquiry (GI) learning model for students' scientific explanation skills. The quality of the students' scientific explanation skills reached the highest level (level 4). EDI class students were more likely to achieve it than the GI class.

PERSEPSI MAHASISWA BARU JURUSAN KIMIA FMIPA UM ANGKATAN 2016 TENTANG FENOMENA PERUBAHAN MATERI M. Muchson M. Muchson; Yunilia Nur Pratiwi; Oktavia Sulistina; Darsono Sigit
J-PEK (Jurnal Pembelajaran Kimia) Vol 1, No 2 (2016): Jurnal Pembelajaran Kimia (J-PEK) Vol. 1 No. 2 2016
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (742.254 KB)

Abstrak Perubahan materi merupakan topik pembelajaran yang umumnya disajikan pertama kali sebelum reaksi-reaksi kimia yang lebih rumit. Topik tersebut sudah mulai diperkenalkan sejak siswa duduk di bangku sekolah menengah. Namun, kemampuan siswa untuk membedakan perubahan fisika dan kimia tergantung pada tingkat pemahaman siswa. Penelitian ini bertujuan untuk mengidentifikasi persepsi mahasiswa baru pendidikan kimia tentang perubahan materi. Sebanyak 95 mahasiswa semester I tahun ajaran 2016/2017 diminta untuk menuliskan persepsi mereka terhadap tujuh fenomena perubahan materi. Hasil analisis menunjukkan bahwa 73,68% mahasiswa mampu mengidentifikasi perubahan fisika dengan tepat, sedangkan perubahan kimia diidentifikasi dengan tepat oleh 78,42% mahasiswa. Selanjutnya, alasan mahasiswa pada masing-masing fenomena dianalisis dan dikategorikan berdasarkan kemiripan jawaban dengan mahasiswa lain. Namun, kemampuan mahasiswa untuk mengidentifikasi fenomena komplek yang melibatkan kedua jenis perubahan materi tersebut masih sangat kurang. Kata Kunci : Perubahan materi, persepsi mahasiswa, konsep alternatif Abstract Changes of matter are generally the first topics taught before the more complicated chemical reactions. The topics have been introduced since students in secondary school. However, the student's ability to distinguish between physical and chemical changes was depend on the level of student understanding. This study aims to identify early chemical education undergraduate students' perceptions about physical and chemical changes. There were 95 first semester students were asked to write down their perceptions of seven phenomena related to changes of matter. Results showed that 73,68% students were able to identify the physical changes precisely, while chemical changes identified correctly by 78,42% of students. Then, students’ reason students for each phenomenon analyzed and categorized based on the similarity of the answers with others. However, students' ability to identify complex phenomenon that involves both types of material changes are still lacking. Keywords : change of matter, students’ perception, alternative conception

MISKONSEPSI SIFAT KEASAMAN LARUTAN GARAM PARA GURU KIMIA DAN REKONSTRUKSI KONSEPTUALNYA Sutrisno Sutrisno; M Muchson; Hayuni Retno Widarti; Oktavia Sulistina
J-PEK (Jurnal Pembelajaran Kimia) Vol 3, No 2 (2018): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Telah terjadi miskonsepi untuk konsep hidrolisis atau konsep sifat keasaman larutan garam pada sebagian besar guru kimia di sekolah menengah, baik SMA maupun SMK di Jawa Timur. Dari sejumlah 49 orang guru, hanya 10 orang (20%) guru yang mampu dengan baik dan benar menjelaskan sifat keasaman larutan garam (NaCl, KBr, NH4Cl, dan HCOOK). Sebagai langkah memperbaiki konsep hidrolisis dan untuk mencegah terjadinya miskonsepsi yang dialami dilakukan melalui rekonstruksi miskonsepsi (konsep-salah). Setelah memperoleh rekonstruksi konsep ini, menyadari bahwa Pengetahuan/ Ilmu Kimia merupakan ilmu yang sistematik, menarik, mudah untuk dipelajari dan dibelajarkan. Sebanyak 95% menyatakan ya/yakin, dan yang menyatakan biasa saja/ragu, dan tidak yakin masing-masing 2,5%. Demikian juga, setelah memperoleh kegiatan rekonstruksi konsep ini, peserta (para guru) sadar bahwa terjadi miskonsepsi pada dirinya.

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students Fika Aning Tiara; Oktavia Sulistina
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p026

This study aims to develop valid and reliable chemical literacy assessment instruments based on PISA 2015. The development procedures carried out were 1) research and information collecting, 2) planning, 3) development preliminary form of product, 4) preliminary field testing, and 5) main product revision. Instrument of development result was validated(content validity and empirical validity). Content validity assessment data was obtained from the validity test results from two chemistry lecturers. Empirical validity test data were acquired from68 grade XI students as test subjects who came from five high schools in Malang. An empirical validity test was used to obtain the level of validity, reliability, discrimination index, difficulty level, and effectiveness of distractors of the items developed in the instrument. The instrument of development results consisted of 20 multiple choice items and 4 attitude questionnaires. The results of the content validity test indicated a valid instrument (the average score for the aspects of substance, construction, and language was 83.9). The results of the empirical validity test showed that multiple-choice items had a correlation value of 0.37-0.77, categorized as valid, and the reliability value was 0.86, classified as highly reliable. The discrimination index obtained was five items ranked as sufficiently good and 15 items categorized as good, while five items classified as easy item, 14 moderate items, and one difficult item, all distractors were functioning. The empirical validity test results in the form of an attitude questionnaire showed a correlation value of 0.65-0.69, so they were valid, and the reliability value was 0.59, classified as quite high criteria. Instrument development results proved to be valid and reliable, so it is feasible to be used to measure students' chemical literacy skills.ReferencesAmerican Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy: a project 2061 report. New York: Oxford University Press.Arikunto, S. (1993). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.Bond, D. (1989). In Pursuit of Chemical Literacy: A Place for Chemical Reactions. Journal of Chemical Education, 66(2), 157.Celik, S. (2014).Chemical Literacy Levels of Science And Mathematics Teacher Candidates. Australian Journal of Teacher Education, 39(1), 1 – 15Cigdemoglu, C., & Geban, O. (2015). Improving Students' Chemical Literacy Level on Thermochemical And Thermodynamics Concepts through Context-Based Approach. Chemistry Education Research And Practice, 16, 302 – 317.Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017).Argumentation to Foster Pre-Service Science Teachers' Knowledge, Competency, And Attitude on The Domains of Chemical Literacy of Acids And Bases. Chemistry Education Research And Practice, 18(2), 288 – 303.Direktorat Pembinaan SMA. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Atas. Jakarta: Kementerian Pendidikan dan Kebudayaan RI.Kohen, Z., Herscovitz, O., & Dori, Y. J. (2020). How to Promote Chemical Literacy? Online Question Posing And Communicating With Scientists. Chemistry Education Research And Practice, 21(1), 250 – 266Mudiono, A. (2016). Keprofesionalan Guru dalam Menghadapi Pendidikan di Era Global. Makalah disajikan dalam Seminar Nasional, Jurusan KSDP FIP UM, Malang 25 September.Mumba, F., & Hunter, W. J. F. (2009). Representative Nature of Scientific Literacy Themes in A High School Chemistry Course: The Case of Zambia. Chemistry Education Research And Practice, 10(3), 219 – 226.Naganuma, S. (2017). An Assessment of Civic Scientific Literacy in Japan: Development of A More Authentic Assessment Task And Scoring Rubric. International Journal of Science Education, Part B, 7(4), 301 – 322Norris, S. P., & Philip, L. M. (2003). How literacy in its fundamental sense in central to scientific literacy. Science Education, 87(2), 224 – 240.Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015 Assessment And Analytical Framework: Science, Reading, Mathematic And Financial Literacy. Paris: OECD PublishingOrganisation for Economic Co-operation and Development (OECD). (2018). PISA 2018 Result Combined Executive Summaries Volume I, II, & III. Paris: Organisation for Economic Co-operation and Development.Osborne, J. F. (2010). Arguing to Learn in Science: The Role of Collaborative, Critical Discourse. Science, 328(5977), 463 – 466Rahayu, S. (2014). Menuju Masyarakat Berliterasi Sains: Harapan dan Tantangan Kurikulum 2013. Makalah disajikan dalam Seminar Nasional Kimia dan Pembelajarannya, Jurusan Kimia FMIPA UM, Malang 6 September.Rahayu, S. (2017). Mengoptimalkan Aspek Literasi dalam Pembelajaran Kimia Abad 21. Makalah disajikan dalam Seminar Nasional Kimia, Jurusan Pendidikan Kimia FMIPA UNY, Yogyakarta, 14 Oktober.Riduwan. (2011). Belajar Mudah Penelitian: untuk Guru-Karyawan, dan Peneliti Pemula. Bandung: AlfabetaRiduwan. (2013). Dasar-Dasar Statistika. Bandung: AlfabetaShe, H. C., Stacey, K., & Schmidt, W. H. (2018).Science And Mathematics Literacy: PISA for Better School Education. International Journal of Science And Mathematics Education, 16(1), 1 – 5Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2005). The Importance of Involving High-School Chemistry Teachers in The Process of Defining the Operational Meaning of Chemical Literacy. International Journal of ScienceEducation, 27(3), 323 – 344.Thummathong, R., & Thathong, K. (2016). Construction of A Chemical Literacy Test for Engineering Students. Journal of Turkish Science Education, 13(3), 185 – 198.United Nations Environment Programme (UNEP). (2012). 21 Issues for the 21st Century: Result of the UNEP Foresight Process on Emerging Environmental Issues. Nairobi, Kenya: United Nations Environment Programme.Vogelzang, J., Admiraal, W. F., & van Driel, J. H. (2020). Effects of Scrum Methodology on Students' Critical Scientific Literacy: The Case of Green Chemistry. Chemistry Education Research And Practice, 21(3), 940 – 952.World Economic Forum (WEF). (2016). New Vision for Education: Fostering Social And Emotional Learning through Technology.

ANALISIS KEMAMPUAN BERARGUMENTASI ILMIAH MATERI IKATAN KIMIA PESERTA DIDIK SMA, MAN, DAN PERGURUAN TINGGI TINGKAT I Wiwit Zahrotul Wahdan; Oktavia Sulistina; Dedek Sukarianingsih
J-PEK (Jurnal Pembelajaran Kimia) Vol 2, No 2 (2017): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Penelitian ini bertujuan untuk mendeskripsikan dan mengetahui perbedaan kemampuan berargumentasi ilmiah materi ikatan kimia peserta didik kelas X MIA SMA Negeri 1 Lawang, X MIA MA Negeri 1 Malang, dan mahasiswa Universitas Negeri Malang (UM) Prodi Pendidikan Kimia semester dua angkatan 2016. Penelitian ini menggunakan rancangan penelitian deskriptif dengan pendekatan kualitatif. Subyek penelitian ini adalah peserta didik kelas X MIA 1 SMA Negeri 1 Lawang sebanyak 32 peserta didik, X MIA 3 MAN 1 Malang sebanyak 32 peserta didik, dan UM Prodi Pendidikan Kimia Offering A semester dua angkatan 2016 sebanyak 31 mahasiswa. Instrumen penelitian berupa 3 butir soal esai kemampuan berargumentasi dan pedoman wawancara peserta didik. Hasil penelitian menunjukkan bahwa tidak ada perbedaan kemampuan berargumentasi ilmiah materi ikatan kimia antara SMA Negeri 1 Lawang dengan MA Negeri 1 Malang, SMA Negeri 1 Lawang dengan UM Prodi Pendidikan Kimia semester dua angkatan 2016, dan ada perbedaan antara MA Negeri 1 Malang dengan UM Prodi Pendidikan Kimia semester dua angkatan 2016. Seluruh jenjang pendidikan tersebut didominasi dengan level 2a. Level 2a dengan persentase tertinggi yaitu mahasiswa UM Prodi Pendidikan Kimia semester dua angkatan 2016 sebesar 53,76% diikuti peserta didik SMA Negeri 1 Lawang sebesar 49,31% dan MA Negeri 1 Malang sebesar 47,91%. Faktor-faktor yang mempengaruhi kemampuan berargumentasi ilmiah peserta didik adalah pemahaman peserta didik terhadap materi ikatan kimia dan keterlibatan peserta didik dalam kegiatan argumentasi selama proses pembelajaran.

Pengaruh Pembelajaran Larutan Penyangga Model POGIL dan ADI Terhadap Keterampilan Argumentasi Ilmiah Peserta Didik SMA Helda Lupita Septyastuti; Oktavia Sulistina; Darsono Sigit
J-PEK (Jurnal Pembelajaran Kimia) Vol 3, No 1 (2018): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran ADI memberikan hasil yang lebih baik daripada model pembelajaran POGIL terhadap keterampilan argumentasi ilmiah peserta didik pada materi larutan penyangga kelas XI SMAN 2 Nganjuk. Penelitian ini menggunakan rancangan penelitian quasy experimental dengan model penelitian posttest only control group design. Hasil penelitian menunjukkan bahwa model pembelajaran ADI memberikan hasil yang lebih baik daripada model pembelajaran POGIL terhadap keterampilan argumentasi ilmiah peserta didik pada materi larutan penyangga kelas XI SMAN 2 Nganjuk.

EFEKTIVITAS PENERAPAN MODUL STOIKIOMETRI BERDASARKAN KONSEP SUKAR DAN KESALAHAN KONSEP PADA PEMAHAMAN DAN PERSEPSI PESERTA DIDIK KELAS X MIA SMAN 1 MALANG Sutinah Sutinah; Fariati Fariati; Oktavia Sulistina
J-PEK (Jurnal Pembelajaran Kimia) Vol 1, No 2 (2016): Jurnal Pembelajaran Kimia (J-PEK) Vol. 1 No. 2 2016
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (434.516 KB)

AbstrakTujuan penelitian untuk mendeskripsikan ketuntasan belajar, pemahaman konsep, dan persepsi peserta didik, serta mengetahui efektivitas modul stoikiometri berdasarkan konsep sukar dan kesalahan konsep dibandingkan latihan soal. Pengumpulan data menggunakan dua set soal tes diagnostik dan angket persepsi peserta didik. Data selanjutnya dianalisis secara deskriptif dan statistik. Hasil penelitian menyatakan peserta didik yang belum tuntas dan dibelajarkan dengan bantuan modul dan latihan soal pada ketuntasan belajar mencapai 49,27% dan 31,88%, penurunan konsep sukar sebanyak 16,94% dan 14,38%, serta penurunan kesalahan konsep sejumlah 10,0% dan 4,6%. Persepsi peserta didik terhadap isi dan pembelajaran menggunakan modul sangat positif. Hasil uji-t pihak kanan menunjukkan bahwa modul stoikiometri lebih efektif untuk meningkatkan pemahaman konsep peserta didik yang belum tuntas dibandingkan dengan latihan soal (thitung(2,923) > ttabel (1,995)). Kata kunci: modul stoikiometri, konsep sukar, kesalahan konsep, pemahaman, persepsi AbstractThe purposes of the research were to describe students' mastery learning, understanding, perception, and to determine the effectiveness of the stoichiometry module based on difficult concept and misconception which were compared with the exercises. Collecting datas used two set of diagnostic tests and a questionnaire student's perceptions. Analysis technique data used descriptive and statistic analysis. The results of research showed that students who were taught with module and those who were taught with exercises had average percentages as following: mastery learning were 49,27% and 31,88%, reduction of difficult concept were 16,94% and 14,38%, and reduction of misconception were 10,0% and 4,6% respectively. Students' perception of the module's content and learning that uses modules were very positive. The result one sample t-test of showed that stoichiometry module based on difficult concept and mosconception was more effective to improve the understanding of students in the topic of stoichiometry than exercises (thitung(2,923) > ttabel (1,995)). Keywords: stoichiometry module, difficult concept, misconception, understanding, perception

Pengembangan Media Pembelajaran Berbasis Android Untuk Memfasilitasi Kebutuhan Pembelajaran Multiple Representation Nur Candra Eka Setiawan; Oktavia Sulistina; Habiddin Habiddin; Rucira Pavita
Hydrogen: Jurnal Kependidikan Kimia Vol 9, No 1 (2021): Hydrogen: Jurnal Kependidikan Kimia
Publisher : Universitas Pendidikan Mandalika Mataram

During the Covid-19 pandemic, learning is done online. Many students experience difficulties and decreased learning achievement while carrying out online learning. The reaction rate practicum learning media used at the high school level does not yet represent macroscopic, submicroscopic, and symbolic chemical concepts and has not been adapted to online learning. Multiple chemical representations can be applied using android-based learning media so that students are expected to understand the concepts in the reaction rate practicum. Android-based learning media is used to support the learning process. The purpose of developing android-based learning media on the reaction rate practicum concept is to produce android-based learning media and determine its feasibility. The development model used is the 4-D model by Thiagarajan, et al. The product developed in the form of an android-based reaction rate practicum learning media for students at senior high school. Based on the validation results indicate that the module is very feasible to use by meeting the percentage of 88.8%. The results of the readability test on the module obtained a percentage of 84.5%, so based on this assessment the module is very suitable for students to use as a learning resource and learning process in the classroom.

The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement Parlan Parlan; Zelen Surya Minata; Ida Bagus Suryadharma; Oktavia Sulistina; Siti Marfu'ah
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.14811

This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.

Co-Authors Afifah, Sabrina Aulia Agung Winarno Al Afrin Uwais, Tito Al Maudrey, Levina Inggrid Aldwinarta, Farrel Hafiz Alsulami, Naif Mastoor Amaliah Amaliah Andhini, Adwina Retno Azizah, Putri Augista Nur Budi Wibowotomo Cahyani, Alya Dwi Regita Chairunnisa, Saskia Darsono Sigit Deaningtyas, Sukma Ayu Dedek Sukarianingsih Deni Ainur Rokhim Desti Nur Aini, Desti Nur Faradillah, Nur Izzah Fariati Fariati Fazlur Rahman Addakhil, Muhammad Fika Aning Tiara Firdaus, Alfian Isna Habiddin Hasanah, Samudra Mutiara Hayuni Retno Widarti Helda Lupita Septyastuti Heriansyah, Mudika Achmad Herunata Herunata Hesti Puspitasari Husna, Niki Asma’ul I Wayan Dasna Ida Bagus Suryadharma Khusnia, Rif’atul Lailiyah, Nurul Wahyuni Laksono Trisnantoro Maharani, Richa Nan Mahmudah, Hanifah Ariani Makbul Muksar Martina, Erintri Ms, Allien Kallala Mufti, Aya Shofia Muhammad Muchson Nurdiana, Rita Parlan . Permatasari, Aisyah Pratiwi, Juwita Karina Pratiwi, Yunilia Nur Purwandari, Afifa Putri, Revita Putri, Risca Shintya Putrikundia, Sevi Anjelika Qoiriyah, Mamik Masusil Qurrota’ayun, Rizquna Rachmad Hidayat Raden Bambang Sumarsono Rahayu*, Sri Rina Wahyuni Rohmawati, Lisna Rucira Pavita Salsabila, Rosyada Salsabilla, Noedhita sani, fitria earlike anwar Setiawan, Nur Candra Eka SETIYANI, RIRIN Setyowati, Istri Siti Marfuah, Siti Solano, Hosea Solikhah, Avida Imatus SRI RAHAYU Supriyadi Supriyadi Sutinah Sutinah Syah, Yasifun Ardian Syihab, Hasna Tsuroyya Wiwit Zahrotul Wahdan Yahmin Yahmin Yuni Rahmawati Yustiani, Imma Silvia Yuwana, Mutia Zahirah, Dhea Fairuza Zelen Surya Minata Zulfa, Nadiyah

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