Article Per Year (5 Year)
p-Index From 2021 - 2026
9.558
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha Journal of Education and Learning (EduLearn) Jurnal Prima Edukasia Record and Library Journal Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Natural: Jurnal Ilmiah Pendidikan IPA Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Primary : Jurnal Keilmuan dan Kependidikan Dasar International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Jurnal Ilmiah Pendidikan Profesi Guru JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang JPIn : Jurnal Pendidik Indonesia Jurnal Pedagogi dan Pembelajaran Southeast Asian Mathematics Education Journal FORUM PAEDAGOGIK Journal of Innovation in Educational and Cultural Research Jurnal Pengabdian UNDIKMA IJPD (International Journal Of Public Devotion) Jurnal Math-UMB.EDU FOUNDASIA Mosharafa: Jurnal Pendidikan Matematika Epistema IJORER : International Journal of Recent Educational Research Juwara : Jurnal Wawasan dan Aksara Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Jurnal Cakrawala Pendas Pedagogik : Jurnal Pendidikan Guru Sekolah Dasar Journal of Innovation and Research in Primary Education International Journal of Learning Reformation in Elementary Education Jurnal Ilmu Pendidikan dan Pembelajaran Engagement: Jurnal Pengabdian Kepada Masyarakat Al-Bidayah : jurnal pendidikan dasar Islam Journal of Education and Teaching Learning Jurnal Pendidikan Progresif Al Ibtida: Jurnal Pendidikan Guru MI DEDIKASI: Community Service Reports
Firdaus, Fery Muhamad
Pendidikan Dasar, Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Transportation Other

Published : 87 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 87 Documents
Search

 5   6   7   8   9 
Deep Learning (Pembelajaran Mendalam) dalam Pendidikan Indonesia: Tinjauan Sistematis Teori dan Praktik Safitri Yosita Ratri; Wagiran Wagiran; Andrian Riyadi; Fery Muhamad Firdaus; Jovelyn Delosa
Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 4 No. 2 (2026): April 2026
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/jipp.v4n2.p176-191

Abstract

Transformasi pendidikan Indonesia menuntut pergeseran dari pembelajaran hafalan menuju Pembelajaran Mendalam (Deep Learning) yang bermakna dan kontekstual. Tujuan penelitian ini adalah mengidentifikasi dan menganalisis penerapan pembelajaran mendalam di Indonesia, mencakup landasan teoretis, paradigma pembelajaran, strategi inovatif, implementasi lokal (kesiapan guru, infrastruktur, kurikulum), relevansi dengan Outcome-Based Education (OBE), asesmen autentik, serta pilar meaningful, mindful, dan joyful. Penelitian ini menggunakan tinjauan sistematis berbasis PRISMA terhadap 45 artikel yang dianalisis secara tematik dan menghasilkan tujuh tema utama. Hasil menunjukkan bahwa meskipun kerangka global seperti DELC dan 6Cs berkembang, implementasi di Indonesia masih menghadapi tantangan pada konsistensi kebijakan, kesiapan pedagogis guru, dan penguatan asesmen autentik. Temuan ini menegaskan bahwa keberhasilan penerapan pembelajaran mendalam di Indonesia memerlukan sinergi kebijakan, peningkatan kapasitas guru, dan sistem asesmen kontekstual berkelanjutan. Dampak penelitian ini memberi kontribusi konseptual dan praktis sebagai dasar pengembangan kebijakan, penyempurnaan Naskah Akademik, serta perancangan pembelajaran dan asesmen yang lebih kontekstual, adaptif, dan berkelanjutan.
READING LITERACY AND NUMERACY ACHIEVEMENT OF ELEMENTARY SCHOOL STUDENTS: EVIDENCE FROM INDONESIA AND THE INDONESIAN SCHOOL OF SINGAPORE Fery Muhamad Firdaus; Kurniawati Kurniawati; Octavian Muning Sayekti; Evy Nur Rochmah; Amalia Rizky Ardiansyah
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v10i1.911

Abstract

This study aims to compare reading literacy and numeracy achievement of elementary school students in domestic and international educational contexts, specifically between the Indonesian School of Singapore (SIS) and elementary schools in Yogyakarta. A quantitative comparative descriptive design with a cross-sectional survey approach was employed. The sample consisted of approximately 100 fifth-grade students selected through purposive sampling. Data were collected using standardized reading literacy and numeracy tests based on the OECD framework, which had been validated and proven reliable. Data analysis involved descriptive and inferential statistics, including tests of normality, homogeneity, and group differences. The findings reveal that reading literacy achievement remains relatively stable across learning phases but continues to show weaknesses in higher-order thinking skills. In contrast, numeracy exhibits more severe gaps, particularly in reasoning and application skills, with an unexpected regression observed at the upper grade level. These results indicate a substantial literacy–numeracy gap, especially in complex problem-solving abilities. The study highlights the urgent need for early numeracy interventions, a pedagogical shift in mathematics instruction toward conceptual understanding, and systematic integration of higher-order thinking skills in both literacy and numeracy learning to support equitable and sustainable student achievement.
The Relationship Between Math Anxiety and Self-Efficacy on the Basic Mathematical Ability of Prospective Elementary School Teachers Lintang Analisa Ekasari; Fery Muhamad Firdaus; Anwar Senen
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001670

Abstract

This study aims to analyze the relationship between math anxiety and self-efficacy on the basic mathematical abilities of prospective elementary school teachers. The study used a correlational quantitative approach with 282 students from five state universities in Indonesia. The instruments consisted of a math anxiety scale, a self-efficacy scale, and a basic mathematical ability test, all of which had been tested for validity and reliability. Descriptive analysis results show that self-efficacy is in the high category (M = 70.44; SD = 11.21), math anxiety is in the moderate category (M = 29.35; SD = 6.33), and basic mathematical ability is in the good category (M = 19.04; SD = 3.69). Pearson's correlation analysis revealed that self-efficacy was negatively and significantly related to math anxiety (r = –0.436, p < 0.001) and positively related to basic mathematical ability (r = 0.304, p < 0.001). Meanwhile, math anxiety had a weak negative relationship with basic mathematical ability (r = –0.175, p = 0.003). Multiple linear regression results show that self-efficacy has a significant effect on basic mathematical ability (β = 0.281, p < 0.001), while math anxiety has no significant effect (β = –0.053, p = 0.402), with a model contribution of 9.5% (R² = 0.095). Math anxiety is negatively correlated with basic mathematical ability but becomes non-significant when self-efficacy is included in the regression model, indicating an indirect effect. These findings emphasize the importance of strengthening self-efficacy in teacher education to improve prospective elementary school teachers’ mathematical competence.
Differences in Understanding Basic Social Studies Concepts among Students Reviewed from Learning Motivation and Learning Style Perspectives Aurelya Andini Putri; Inggit Dyaning Wijayanti; Ikhlasul Ardi Nugroho; Fery Muhamad Firdaus; Sherly Ika Savitri
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001771

Abstract

This study examines differences in students' understanding of basic social studies concepts in the Islamic Elementary Teacher Education Program (PGMI) according to learning motivation and learning styles. A 2×3 factorial quantitative design was employed, and data were analyzed using the Kruskal–Wallis nonparametric test followed by post hoc analysis. The results show that learning motivation does not significantly affect students’ understanding of social studies concepts (p = 0.921 > 0.05). In contrast, learning style has a significant effect (p = 0.037 < 0.05). Further post hoc analysis with a Bonferroni correction reveals a significant difference between the auditory (A2) and kinesthetic (A3) learning styles (p = 0.039 < 0.05). Descriptive findings indicate that students with a kinesthetic learning style achieved higher average scores (95.86) compared to those with an auditory style (89.92). This suggests that kinesthetic learners demonstrate better conceptual understanding. Overall, the findings confirm that motivation level does not differentiate students’ conceptual understanding, while learning styles—particularly kinesthetic—play a significant role. The study highlights the importance of considering diverse learning styles in instructional design to improve students’ conceptual mastery in social studies.
Learning Motivation and Student Engagement as Predictors of Social Studies Understanding in Pre-Service Elementary Teachers Sherly Ika Savitri; Sekar Purbarini Kawuryan; Anwar Senen; Fery Muhamad Firdaus; Aurelya Andini Putri
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001773

Abstract

Students' understanding of elementary school social studies courses can be influenced by various internal and external factors, namely learning motivation and activity in the lecture process. This study aims to analyze the relationship between learning motivation and student activity with the understanding of basic elementary school social studies concepts in elementary school teacher education students. The approach in this study is a quantitative survey design with a cross-sectional design. There were 82 respondents, consisting of study groups E and F. The instruments used were questionnaires on learning motivation, activity, and understanding of elementary school social studies concepts. Data analysis was performed using descriptive statistics with JASP and Spearman's correlation test because the data were not normally distributed. The results of this study indicate a positive relationship between student activity and understanding of basic social studies concepts (p = 0.808; p < 0.001). Learning motivation has a significant positive relationship in the moderate category (p = 0.396; p < 0.001). In addition, there was a strong relationship between learning motivation and activity (p = 0.637; p < 0.001). These findings indicate that motivation and activity are important factors in building students' understanding of basic social studies concepts. The interrelationship between these two aspects is expected to support the effectiveness of the learning process in elementary school social studies basic concepts courses.
Membangun Karakter Bangsa Melalui Program Literasi Kewarganegaraan Bagi Guru dan Siswa di Sekolah Indonesia-Bangkok: Building the Nation's Character Through Citizenship Literacy Programs for Teachers and Students at the Indonesia-Bangkok School Wuri Wuryandani; Fery Muhamad Firdaus; Woro Sri Hastuti; Banu Setyo Adi; Dita Salsavira Cahaya Ningrum
DEDIKASI: Community Service Reports Vol. 8 No. 1 (2026): DEDIKASI: Community Service Report - January
Publisher : Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v8i1.2897

Abstract

Sekolah Indonesia Bangkok (SIB) memiliki tantangan dalam mempertahankan identitas kebangsaan di tengah arus globalisasi sehingga program literasi kewarganegaraan menjadi penting untuk diselenggarakan. Program ini dirancang untuk meningkatkan kapasitas guru dalam mengajarkan literasi kewarganegaraan serta memotivasi siswa agar lebih memahami dan menerapkan nilai-nilai kebangsaan dalam kehidupan sehari-hari. Metode pelaksanaan yang digunakan meliputi metode ceramah, diskusi, pelatihan, praktik langsung, dan evaluasi. Hasil dari program ini adalah: 1) Program penguatan literasi kewarganegaraan efektif dalam meningkatkan pemahaman guru dan siswa terhadap nilai-nilai dasar Pancasila, UUD 1945, NKRI, dan Bhinneka Tunggal Ika, sekaligus membangun karakter bangsa yang kuat. 2) Penerapan pendekatan kreatif seperti game edukatif berbasis kewarganegaraan terbukti membuat siswa lebih antusias, aktif, dan termotivasi dalam memahami serta mempraktikkan nilai-nilai kebangsaan. 3) Guru berperan sebagai fasilitator yang mendesain pembelajaran inovatif, sementara siswa memperoleh pengalaman langsung melalui pembelajaran interaktif dan menyenangkan. 4) Program ini berkontribusi pada terciptanya iklim sekolah yang demokratis, kolaboratif, dan berkarakter, sejalan dengan tujuan pendidikan nasional.
The impact of the Jigsaw cooperative learning model on creative thinking and collaboration in fifth-grade natural and social sciences Leri Tara; Fery Muhamad Firdaus
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.91257

Abstract

This classroom action research (CAR) aimed to investigate the impact of the Jigsaw cooperative learning model on fifth-grade students' creative thinking and collaboration skills in Natural and Social Sciences. Conducted over two cycles at SD Negeri Baturetno in the 2024/2025 academic year, the study involved 12 fifth-grade students. Data were collected through a creative thinking test and a validated collaboration observation sheet. The findings demonstrated significant improvements in both domains. Students' active collaboration increased from 66.7% in the first cycle to 91.7% in the second, while lesson implementation completeness reached 100%. The average score on the creative thinking test rose from 72.5 to 81.25, and the percentage of students achieving mastery increased from 75% to 91.7%. Improvements were observed across all indicators: fluency, flexibility, originality, and elaboration in creative thinking, as well as effective communication, respect for others' opinions, and conflict resolution in collaboration. The study concludes that the Jigsaw model is an effective and innovative pedagogical strategy for enhancing meaningful and collaborative learning in elementary school settings.
Analysis of the profile of basic mathematical skills and misconceptions of prospective elementary school teachers Lintang Analisa Ekasari; Fery Muhamad Firdaus; Syarifah Anjani Pawestri
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93196

Abstract

This study aims to analyze the profile of basic mathematical skills and misconceptions of prospective elementary school teachers (PGSD students) and to describe the relationship between these two constructs. Using a descriptive quantitative approach, data were collected from 282 PGSD students from five state universities through a basic mathematics ability test, an error analysis sheet, and a misconception classification rubric that had been validated by experts and tested for reliability. Descriptive statistics were applied to map students’ abilities across five domains (numbers and operations, algebra, geometry, measurement, and data analysis/probability), while qualitative error analysis was employed to identify conceptual, procedural, misinterpretation, and careless errors as indicators of misconceptions. The findings show that students’ basic mathematical skills are generally in the moderate category, with the highest mean score in geometry and the lowest in algebra, and that conceptual errors (44.1%) are the most dominant, especially in numbers and operations and algebra. The analysis further reveals a clear pattern that lower levels of basic mathematical skills are associated with higher levels of misconception, indicating that misconceptions are rooted in weak conceptual understanding rather than mere carelessness. This study contributes to the field of education by offering an integrated empirical profile of basic skills and misconceptions among prospective elementary school teachers as a basis for developing diagnostic assessments and strengthening PGSD curricula that emphasize conceptual understanding in basic mathematics learning.
Pedagogical Competence as the Key Driver: Analyzing the Relative Impact on Mathematics Achievement in Primary School Handriani Handriani; Fery Muhamad Firdaus; Khairunnisa Zulfa Alifah
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93765

Abstract

While teacher competence is widely acknowledged as crucial for student success, the relative importance of its specific dimensions—pedagogical versus professional competence—remains less clear, particularly in specific local contexts of primary mathematics education. This correlational study investigated the distinct impacts of these two competencies on the mathematics achievement of 45 sixth-grade students at SD Negeri 7 Buntok, Indonesia. Data were collected through a validated teacher competency questionnaire (completed by 3 class teachers) and a curriculum-based mathematics test. Multiple linear regression analysis revealed that both competencies significantly predicted student achievement, jointly explaining 54.1% of the variance in scores. Notably, pedagogical competence (β = 0.59, p = 0.001) emerged as a stronger unique predictor than professional competence (β = 0.38, p = 0.010). These findings underscore that while deep content knowledge is necessary, the ability to design, deliver, and manage effective instruction is paramount for enhancing student learning outcomes. The study provides empirical evidence for prioritizing pedagogical skill development in teacher training and professional development programs to improve primary mathematics education.
Game-Based STEM Learning for Enhanced Engagement: A Collaborative Program Involving Teachers, Students, and Parents Woro Sri Hastuti; Fery Muhamad Firdaus; Yeni Rakhmawati; Rahayu Condro Murti; Dewi Agus Damayanti; Sefta Andrea Putri Hutauruk
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol. 10 No. 1 (2026): February 2026
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v10i1.2154

Abstract

Background: Limited access to educational technology at Sekolah Indonesia Yangon (SIY), Myanmar, created challenges in implementing engaging STEM learning. This community service program addressed these issues by supporting teachers, students, and parents in adopting creative, low-cost STEM activities. Purpose of the Study: The program aimed to enhance teachers’ competence in game-based STEM learning, improve students’ STEM concept mastery, and strengthen parental involvement in home-based learning within a three-month period. Methods: A participatory mentoring model was used, integrating game-based learning, collaborative workshops, and hands-on experimentation through the activity “Ice Cream without a Freezer.” Pre- and post-evaluations assessed changes in teacher skills, student understanding, and parental engagement. Results: The program increased students’ STEM understanding by 33%, improved teachers’ creativity in designing learning games, and encouraged stronger parental support. The activity effectively fostered collaboration, communication, creativity, and problem-solving skills using simple, low-cost materials.
Co-Authors Adi Suryanto Afani, Aqila Shofia Afifah, Farah Nabila Nur Ahmad Arifuddin Al Mega, Resta Amalia Rizki Ardiansyah Amalia Rizky Ardiansyah Aman Aman Amanah, Dita Noor Amir Pada, Amir Amir, Fadila Amrih Setyo Raharjo Andi Kurniadi, Andi Andini, Wulan Andrian Riyadi Anggit Pangestu Anis Fuadah Z Anisa Khayati Nur Kafah Anita Dwi Yani Astuti Anwar Novianto, Anwar Anwar Senen Aprilia, Tika Aprillia Sabrina, Herra Ardiansyah, Muhammad Nurwidya Ariefa Efianingrum Arina Septianingtias Aris Suharyadi Aryna Hana Rahmanda Asbah, Jamilahtul Aurelya Andini Putri Awanis Akalili Banu Setyo Adi Bintan Munjiyah Zahroh Budiawan, Budiawan Bustari, Meilina Calik, Muammer Cepi Safruddin Abdul Jabar Danuri Devie Anggita Akbaresti Dewi Agus Damayanti Diana Peggy Putinella Dika Afianti Dita Salsavira Cahaya Ningrum Diyya Fathya Jannah Fajrina, Zharfa Nur Farid Bashirudin Yusuf Fathurrohman Fathurrohman Fatika Chandra Annisa FATIMATUZZAHRO Fatkhul Arifin Fatkhur Rizki Raharjo Fauzi Yuberta Fauziah, Rihlah Filda Rahmiati Firmansyah, Firmansyah Firmanti, Pipit Hanaris, Rianti Handriani Handriani Hassan, Nurulhuda Md Hendri Hendri Herra Aprillia Sabrina Herwin Yogo Wicaksono Hidayat, Andi Reza Hidayat, Panji Hilya Puspita Ida Wuri Handayani Ika Nur Azizah Ikhlasul Ardi Nugroho Inggit Dyaning Wijayanti Insani, Zakiyah Irfan Wahyu Prananto Irman Artobatama Irni Rachmawati Putri Irvan Syahrizal Jannah, Diyya Fathya Jatmiko Utomo Jovelyn Delosa Kadir Khairunnisa Zulfa Alifah Khalimi Khalimi, Khalimi Khoirun Nisa Kurniawati Kurniawati Lantip Diat Prasojo Latif Pertiwi Lenia Dwi Normayani Leri Tara Lia Yuliana Lintang Analisa Ekasari Luluk Mauluah Lusiana, Heni Maisarah Maisarah Marwan Maulana Arafat Lubis Muhammad Nur Wangid Musyarofah, Naifatul Nashran Azizan Nirmala Arum Pratiwi Nisha Marina Nora Idiawati Nur Fadhilah Nurfauzan, Prayogi Nurtanio Agus Purwanto Nurul Badriyah Nurul Badriyah Octavian Muning Sayekti Oktiana Damayanti Prastya, Budi Pratiwi Pujiastuti Prayitno Rahayu Condro Murti Rahayu Condro Murti Rahayu, Wiwin Noviyati Rahmat Fadhli Raisah, Nur Rangga Gustiawan Nazara Razali, Fazilah Razali, Fazilah binti Ririn Novita Sari Riuddani, Auliyah Lisyuffah Rizki Cahya Roro Setianingrum Rossy Arlinda Safitri Yosita Ratri Safitri, Amalia Dyah Safril Haskin Sefta Andrea Putri Hutauruk Sekar Purbarini Kawuryan Sendi Ramdhani Septia Sugiarsih Septia, Nur Septia Isma Gunarti Setiawan Edi Wibowo Setyawati, Risha Sherly Ika Savitri Sigit Wibowo Sindra Kirani Sonia Pritin Sri Dewi Nirmala Sri Hasturi, Woro Sri Riyani Sri Rochadi Sri Utami stuti, Elfa Dwi A Sunyono Supartinah Supartinah Supartinah Susti Miara Syahrizal, Irvan Syarifah Anjani Pawestri Tria Puspasanti Tunjung Sabdarifanti Unik Ambarwati Utami, Nadia Nur Vaziana Qatrunnada Salmawati Vi Viantorus, Verrill Adha Viantorus, Verrill Adha Vi Viviani Nurmala Wagiran Wahyuningrum, Fanny Waode Sitti Fatimah Widia Murni Wijaya Woro Sri Hastuti Wuri Wuryandani Wuryandari, Indriana Trisoma Yeni Rakhmawati, Yeni Yoppy Wahyu Purnomo Yulia Andriani, Yulia Yulia Santi Yunia Kurniasih Zakiyah Insani Zeni Dwi Adiningsih