Article Per Year (5 Year)
p-Index From 2021 - 2026
6.52
P-Index
This Author published in this journals
All Journal Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vidya Karya Al-Jabar : Jurnal Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Matematika Raflesia VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Sarwahita : Jurnal Pengabdian Kepada Masyarakat Cakrawala Pedagogik JURNAL PENDIDIKAN MIPA Jurnal Pengabdian Masyarakat Khatulistiwa Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Fraktal: Jurnal Matematika dan Pendidikan Matematika Jurnal Kiprah Pendidikan Pedagogy : Jurnal Pendidikan Matematika Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Edumatica: Jurnal Pendidikan Matematika Jurnal Pengabdian Sains dan Humaniora Jurnal Ilmiah Ilmu Terapan Universitas Jambi Journal Focus Action of Research Mathematic (Factor M) OMEGA: Jurnal Keilmuan Pendidikan Matematika Riemann : Research of Mathematics and Mathematics Education Jurnal Pendidikan MIPA Jurnal kiprah pendidikan Jurnal Ilmiah Matematika Realistik
novferma, novferma
Unknown Affiliation
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 48 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 48 Documents
Search

 1   2   3   4   5 
Development of augmented reality-assisted mathematical comics based on Jambi folklore to improve students’ metacognitive skills Nizlel huda; Husni Sabil; Wardi Syafmen; Novferma
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30837

Abstract

Purpose: This study aims to investigate how the integration of Augmented Reality-assisted mathematical comics based on Jambi folklore can support students’ metacognitive skills in mathematics learning.Method: This study employed a Research and Development approach using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The developed instructional media were validated by a media expert, a mathematics education expert, and an instructional design expert. The implementation stage involved 32 junior high school students divided into an experimental group and a control group. Data were collected through observations, interviews, questionnaires, and metacognitive skills tests, and analyzed using Aiken’s V, descriptive percentage analysis, and an independent sample t-test supported by effect size analysis.Findings: The developed instructional media achieved very high validity, with Aiken’s V values ranging from 0.88 to 0.92, and obtained a practicality score of 86%. Students who learned using the developed media demonstrated better metacognitive skills than those who learned through conventional instruction, with a Cohen’s d effect size of 0.81 indicating a large practical effect. The integration of Augmented Reality visualization, mathematical comic narratives, and contextual cultural content supported students in interpreting mathematical problems, monitoring solution strategies, and reflecting on their answers during learning activities.Significance: This study contributes to metacognitive learning research by demonstrating that Augmented Reality-assisted mathematical comics integrated with local cultural narratives can support reflective and culturally contextualized mathematics learning environments.
PELATIHAN E-MODUL MAJALAH DIGITAL BERBANTUAN AR BERBASIS PBL UNTUK MENINGKATKAN LITERASI DIGITAL Gugun Manosor Simatupang; Mujahidawati Mujahidawati; Husni Sabil; Wardi Syafmen; Ilham Falani; Novferma Novferma
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5449

Abstract

ABSTRACTThe rapid development of digital technology requires teachers to master digital literacy and innovative teaching media. However, many teachers still face challenges in integrating interactive digital learning resources into classroom practice. To address this issue, a community service program was conducted at SMPN 7 Muaro Jambi in the form of training on developing interactive digital magazine e-modules supported by Augmented Reality (AR) and Problem Based Learning (PBL). The training was attended by 25 junior high school teachers and implemented through a hands-on workshop model using the ADDIE framework. Participants were introduced to AR applications, guided in designing e-modules with PBL scenarios, and assisted in producing digital magazine-based learning media. The results showed a significant improvement in teachers’ digital literacy, with the average score increasing from 3.12 to 4.35 after the training. In addition, 85% of participants successfully produced e-modules that met media validity criteria, including content clarity, visual coherence, and interactivity. Teachers also reported high motivation to apply AR and PBL in their teaching practices. This program proved effective in strengthening teachers’ competence, enhancing digital literacy, and supporting the implementation of the Merdeka Curriculum through contextual and technology-based learning.Keywords: Augmented Reality, E-Module, Digital Literacy, Teacher Training, Problem Based Learning ABSTRAKPerkembangan teknologi digital menuntut guru untuk memiliki kemampuan literasi digital dan keterampilan mengembangkan media pembelajaran inovatif. Namun, masih banyak guru yang mengalami kendala dalam mengintegrasikan media digital interaktif ke dalam praktik pembelajaran. Untuk menjawab tantangan tersebut, dilaksanakan program pengabdian masyarakat di SMPN 7 Muaro Jambi berupa pelatihan pembuatan e-modul majalah digital interaktif berbantuan Augmented Reality (AR) dengan pendekatan Problem Based Learning (PBL). Pelatihan diikuti oleh 25 guru SMP dan dilaksanakan melalui workshop berbasis praktik dengan model ADDIE. Peserta diperkenalkan pada aplikasi AR, dibimbing dalam merancang e-modul dengan skenario PBL, serta didampingi dalam menghasilkan produk media pembelajaran digital. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada literasi digital guru, dengan skor rata-rata meningkat dari 3,12 sebelum pelatihan menjadi 4,35 setelah pelatihan. Selain itu, 85% peserta berhasil menghasilkan e-modul yang memenuhi kriteria validitas media, meliputi kejelasan konten, keterpaduan visual, dan interaktivitas. Guru juga menunjukkan motivasi tinggi untuk mengintegrasikan AR dan PBL dalam pembelajaran. Dengan demikian, pelatihan ini efektif dalam meningkatkan kompetensi guru, memperkuat literasi digital, serta mendukung implementasi Kurikulum Merdeka melalui pembelajaran kontekstual berbasis teknologi.Kata Kunci: Augmented Reality, E-Modul, Literasi Digital, Pelatihan Guru, Problem Based Learning
PELATIHAN PEMBUATAN BAHAN AJAR DAN ASESMEN DIGITAL BERBASIS BUDAYA JAMBI BERBANTUAN AI-AR Husni Sabil; Nizlel Huda; Masyunita Siregar; Novferma Novferma
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5566

Abstract

ABSTRACTThe digital transformation in education requires teachers to possess strong digital literacy and the ability to integrate technology with local culture to create meaningful learning experiences. This community service aimed to enhance teachers’ competence in developing digital teaching materials and assessments based on Jambi culture assisted by Artificial Intelligence (AI) and Augmented Reality (AR). The training was conducted using a participatory empowerment approach combined with a Project-Based Learning (PBL) model through four stages: socialization, hands-on workshop, implementation, and mentoring. Twenty teachers of the Junior High School Mathematics Teacher Working Group (MGMP) in Muaro Jambi participated in the program. Data were collected through observation, pre–post tests, interviews, and document analysis. The results showed a significant improvement in teachers’ competence, with the average score increasing from 63.2 to 88.5 (g = 0.68, high category). Teachers successfully produced interactive digital teaching materials that integrate Jambi’s cultural values using AI–AR tools such as Canva AI, ChatGPT, and Assemblr EDU. The program contributed to the development of the Techno-Cultural Pedagogy model, which integrates technology, pedagogy, and cultural knowledge to support digital transformation in education.Keywords: Digital Literacy, AI–AR, Teacher Training, Jambi CultureABSTRAKTransformasi digital dalam dunia pendidikan menuntut guru memiliki literasi digital yang kuat serta kemampuan mengintegrasikan teknologi dengan budaya lokal untuk menciptakan pembelajaran yang bermakna. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru dalam mengembangkan bahan ajar dan asesmen digital berbasis budaya Jambi berbantuan Artificial Intelligence (AI) dan Augmented Reality (AR). Pelatihan dilaksanakan dengan pendekatan participatory empowerment dan model Project-Based Learning (PBL) melalui empat tahap, yaitu sosialisasi, pelatihan praktik, implementasi, serta pendampingan. Peserta kegiatan terdiri atas 20 guru MGMP Matematika SMP Kabupaten Muaro Jambi. Data dikumpulkan melalui observasi, tes pre–post, wawancara, dan analisis dokumen. Hasil menunjukkan peningkatan signifikan pada kompetensi guru dengan rata-rata skor meningkat dari 63,2 menjadi 88,5 (g = 0,68; kategori tinggi). Guru berhasil menghasilkan bahan ajar digital interaktif yang mengintegrasikan nilai budaya Jambi dengan dukungan aplikasi AI–AR seperti Canva AI, ChatGPT, dan Assemblr EDU. Kegiatan ini berkontribusi pada pengembangan model Techno-Cultural Pedagogy yang memadukan teknologi, pedagogi, dan budaya untuk mendukung transformasi digital pendidikan.Kata Kunci : Literasi Digital, AI–AR, Pelatihan Guru, Budaya Jambi
PELATIHAN PEMBUATAN GAMIFIKASI BERBASIS AR TERINTEGRASI KEARIFAN LOKAL UNTUK MENINGKATKAN ENGAGEMENT SISWA Haryanto Haryanto; Febbry Romundza; Hendra Hendra; Novferma Novferma
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5444

Abstract

ABSTRACTThe limited ability of teachers to utilize technology has made learning at SMA Negeri 8 Muaro Jambi less interactive and reduced student engagement. This community service activity aimed to improve teachers’ competence in developing gamification-based learning media integrated with Augmented Reality (AR) and local wisdom. The method used was participatory training carried out through five stages, namely preparation, socialization, workshops, evaluation, and mentoring. Evaluation results showed an increase in teachers’ understanding from an average score of 45.6% to 82.4%, accompanied by media products incorporating Jambi cultural elements. Classroom implementation also improved student achievement from 52% to 87%, with more than 85% of students finding the learning more engaging and interactive, and 90% of teachers expressing satisfaction. This program proved effective in enhancing teachers’ digital literacy as well as student engagement through innovative learning based on technology and local culture.Keywords: Gamification, Augmented Reality, Local Wisdom, Student Engagement ABSTRAKKeterbatasan guru dalam memanfaatkan teknologi menyebabkan pembelajaran di SMA Negeri 8 Muaro Jambi kurang interaktif dan menurunkan keterlibatan siswa. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru dalam mengembangkan media pembelajaran berbasis gamifikasi dan Augmented Reality (AR) yang terintegrasi kearifan lokal. Metode yang digunakan adalah pelatihan partisipatif melalui dilaksanakan melalui lima tahapan, yaitu persiapan, sosialisasi, workshop, evaluasi, dan pendampingan. Hasil evaluasi menunjukkan peningkatan pemahaman guru dari skor rata-rata 45,6% menjadi 82,4%, disertai produk media yang memuat unsur budaya Jambi. Implementasi di kelas juga meningkatkan capaian siswa dari 52% menjadi 87%, dengan lebih dari 85% siswa merasa pembelajaran lebih menarik dan interaktif, serta 90% guru menyatakan puas. Program ini terbukti efektif dalam meningkatkan literasi digital guru sekaligus engagement siswa melalui pembelajaran inovatif berbasis teknologi dan budaya lokal.Kata Kunci: Gamifikasi, Augmented Reality, Kearifan Lokal, Engagement Siswa
PELATIHAN PEMBUATAN E-COMATS BERBASIS ETHNOMATHEMATICS BERBANTUAN AR UNTUK MENINGKATKAN LITERASI TEKNOLOGI GURU Novferma Novferma; Nizlel Huda; Destrinelli Destrinelli; Bella Arisha; Nurul Hidayah
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5436

Abstract

ABSTRACTThe limited technological literacy and teachers’ ability to integrate digital learning media remain major challenges in implementing the Merdeka Curriculum. Addressing this issue, this study introduced the development of E-COMATS (Ethnomathematics Comic Augmented Reality for Teaching and Learning) grounded in local cultural contexts, specifically Rumah Adat Kajang Leko. The objective was to train junior high school teachers to design interactive ethnomathematics-based media using Augmented Reality (AR) in order to foster deep learning and enhance digital competence. The program was conducted as community service in an onsite workshop at SMAN 8 Muaro Jambi, engaging lecturers, students, and partner teachers. A hands-on approach was applied, starting from the introduction of ethnomathematics concepts, E-COMATS design, AR feature integration, to the production of ready-to-use media. Findings revealed that more than 85% of teachers successfully produced AR-supported E-COMATS independently, while questionnaire results showed an increase in technological literacy with an average score of 4.35 out of 5. Participants perceived the developed media as relevant, innovative, and applicable in classroom practices. These results indicate that ethnomathematics-based E-COMATS training supported by AR is effective in improving teachers’ digital literacy and strengthening the integration of local culture into mathematics learning.Keywords: Augmented Reality, E-COMATS, Ethnomathematics, Junior High School Teachers, Technological Literacy ABSTRAKRendahnya literasi teknologi dan kemampuan guru dalam mengintegrasikan media pembelajaran digital masih menjadi tantangan utama dalam penerapan Kurikulum Merdeka. Untuk menjawab permasalahan tersebut, penelitian ini mengembangkan E-COMATS (Ethnomathematics Comic Augmented Reality for Teaching and Learning) berbasis konteks budaya lokal, yaitu Rumah Adat Kajang Leko. Tujuan kegiatan adalah melatih guru SMP agar mampu merancang media pembelajaran interaktif berbasis ethnomathematics dengan dukungan teknologi Augmented Reality (AR), sehingga dapat mendorong pembelajaran mendalam sekaligus meningkatkan kompetensi digital guru. Program dilaksanakan sebagai kegiatan pengabdian melalui workshop luring di SMAN 8 Muaro Jambi dengan melibatkan dosen, mahasiswa, dan guru mitra. Metode yang digunakan adalah praktik langsung mulai dari pengenalan konsep ethnomathematics, perancangan E-COMATS, integrasi fitur AR, hingga menghasilkan media siap pakai. Hasil menunjukkan lebih dari 85% guru berhasil menyelesaikan produk E-COMATS berbantuan AR secara mandiri, sedangkan hasil kuesioner memperlihatkan peningkatan literasi teknologi dengan skor rata-rata 4,35 dari skala 5. Guru menilai media yang dikembangkan relevan, inovatif, dan aplikatif dalam pembelajaran. Dengan demikian, pelatihan E-COMATS berbasis ethnomathematics berbantuan AR terbukti efektif dalam meningkatkan literasi digital guru sekaligus memperkuat integrasi budaya lokal dalam pembelajaran matematika.Kata Kunci: Augmented Reality, E-COMATS, Ethnomathematics, Guru SMP, Literasi Teknologi
PELATIHAN PEMBUATAN MEDIA MOBILE LEARNING BERBASIS TIKTOK BERILUSTRASI BUDAYA LOKAL BERBANTUAN AI Gugun Manosor Simatupang; Wardi Syafmen; Asih Nur Ismiatun; Novferma Novferma; Febbry Romundza
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5643

Abstract

ABSTRACTThis study aims to improve teachers’ competence in developing mobile learning media using TikTok supported by Artificial Intelligence (AI) to create contextual visual learning materials. The training was conducted at SMP Negeri 6 Muaro Jambi with 20 participating teachers. A participatory workshop model was applied through orientation, demonstration, guided practice, and independent production stages. Data were collected through performance assessments, observation, and response questionnaires. The results show a significant increase in teachers’ skills: the mean score for media design improved from 62.5 to 83.0, TikTok-based instructional use from 58.0 to 86.5, and AI-based visual creation from 55.0 to 88.0. Teacher motivation and readiness to apply the media in class also increased, reflected by a positive response score of 3.6 on a 4-point scale. Classroom trials showed an increase in student engagement from 56% to 84% and participation from 48% to 73%. These findings indicate that AI-assisted TikTok-based mobile learning media is effective in enhancing teacher creativity, classroom interaction, and student learning engagement.Keywords: mobile_learning; tiktok; local_culture; artificial_intelligence; teacher_training ABSTRAKPenelitian ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan media mobile learning dengan memanfaatkan TikTok yang didukung oleh Kecerdasan Buatan (AI) untuk menghasilkan materi pembelajaran visual yang kontekstual. Pelatihan dilaksanakan di SMP Negeri 6 Muaro Jambi dengan melibatkan 20 orang guru sebagai peserta. Model pelatihan yang digunakan adalah workshop partisipatif yang terdiri dari tahap orientasi, demonstrasi, latihan terbimbing, dan produksi mandiri. Data dikumpulkan melalui penilaian kinerja, observasi, dan angket respons. Hasil penelitian menunjukkan adanya peningkatan kemampuan guru yang signifikan: nilai rata-rata kemampuan desain media meningkat dari 62,5 menjadi 83,0, pemanfaatan TikTok sebagai media pembelajaran meningkat dari 58,0 menjadi 86,5, dan kemampuan pembuatan visual berbasis AI meningkat dari 55,0 menjadi 88,0. Motivasi dan kesiapan guru untuk menerapkan media di kelas juga meningkat, yang tercermin dari skor respons positif sebesar 3,6 dari skala 4. Uji coba kelas menunjukkan peningkatan keterlibatan siswa dari 56% menjadi 84% dan partisipasi dari 48% menjadi 73%. Temuan ini menunjukkan bahwa media mobile learning berbasis TikTok berbantuan AI efektif dalam meningkatkan kreativitas guru, interaksi pembelajaran, dan keterlibatan belajar siswa.Kata Kunci: mobile_learning; tiktok; budaya_lokal; kecerdasan_buatan; pelatihan_guru
Implementation of WEGOS with TikTok in Problem-Based Differentiated Learning to Enhance Self-Efficacy Gugun Manosor Simatupang; Mujahidawati Nur Mujahidawati; Febbry Romundza; Novferma Novferma
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25657

Abstract

This study investigated the effectiveness of implementing WEGOS (Web Google Sites) integrated with TikTok within a Differentiated Learning framework to improve students' academic self-efficacy. A quasi-experimental pretest-posttest control group design was conducted involving 84 second-year students of the Mathematics Education Study Program at the University of Jambi. The experimental group received instruction via WEGOS (Web Google Sites) supported by TikTok-based learning videos in differentiated problem-solving activities, while the control group received conventional instruction. Data were collected using an adapted Academic Self-Efficacy Scale consisting of 20 Likert-type items. The results showed that the experimental group achieved a higher mean posttest score (84.21) compared to the control group (74.35), with a statistically significant difference (p < 0.05). The calculated effect size (Cohen's d = 0.95) indicated a substantial practical impact. These findings suggest that integrating a structured web-based learning environment and short-form social media content in differentiated problem-based learning significantly strengthens students' self-confidence in managing academic tasks. This study contributes to the development of technology-supported differentiated pedagogy in higher education and highlights the importance of aligning digital tools with intentional instructional design to support affective learning outcomes.
Implementing Jambi Culture-Based Interactive E-Book with Toontastic 3D Animation Using RME to Improve Learning Interest Mujahidawati Mujahidawati; Asih Nur Ismiatun; Syaiful Syaiful; Novferma Novferma; Febbry Romundza
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25672

Abstract

This study aims to examine the effectiveness of implementing a Jambi culture-based interactive e-book integrated with FILATOD, a Toontastic 3D animation-based learning medium, using the Realistic Mathematics Education (RME) approach to improve students’ learning interest in mathematics. This study employed a quasi-experimental design with a pretest–posttest control group involving 64 students of SMPN 7 Muaro Jambi. Data were collected using a learning interest questionnaire and classroom observation sheets. The results showed that the experimental group experienced a significant increase in learning interest, with the mean score improving from 66.31 in the pretest to 84.47 in the posttest, while the control group increased from 65.84 to 72.06. Independent-samples t-test analysis indicated a significant difference between the two groups (p < 0.05), with a very large effect size (d = 1.28). These findings demonstrate that integrating Jambi cultural contexts, Toontastic 3D animation, and RME specifically improves students’ learning interest by connecting mathematical concepts to familiar local experiences, presenting contextual problems through engaging animated narratives, and guiding students to construct mathematical understanding from realistic situations. The combination of these three elements strengthens students’ attention, curiosity, enjoyment, participation, and persistence during mathematics learning. Therefore, culturally contextualized digital learning media supported by animation and RME can serve as an innovative instructional strategy to enhance students’ affective engagement and improve the quality of mathematics learning.
Co-Authors -, Maison Afrida Afrida Ari Frianto Asih Nur Ismiatun Asih Nur Ismiatun Asni Johari Asrial Bella Arisha Destrinelli Destrinelli Dewi Iriani Dewi Iriani Dewi Iriani Diniyah Putri effendi, zaimi Erin Setiana evtita evtita evtita, evtita Febbry Romundza Fidella Justine Mulyadi Harizon Harizon Harizon Harizon Haryanto Haryanto Hendra Hendra Husni Sabil Ika Wati Ika Wati Ilham Falani Indah Pristy Yenzi Isramiharti Isramiharti Jefri Marzal Kamid, Kamid Khalid, M. Hafiz Laily, L4ily M. Afifuddin Khotibul Umam Masyunita Siregar Miharti, Izra Mujahidawati Mujahidawati Mujahidawati Nur Mujahidawati Mujahidawati, Mujahidawati Mulyadi, Fidella Justine Nadhiya, Bayva Nainggolan, Iska Barbara Naswir, Naswir Nizlel Huda Nurmala Dewi, Nurmala Nurul Hidayah Romundza, Febbry Roseli Theis Sari, Natasya Rahma Sasih, Agustin Wela Sihotang, Maria Ronauli Silfiani Indri Silfiani Indri Simatupang, Gugun M Simatupang, Gugun Manosor Siregar, Masyunita Stella Regina Hutahaean Syaiful . Syaiful Syaiful Syifaurrahmadania Syifaurrahmadania Tria Gustiningsi Umam, M Afifuddin Khotibul Umam, M. Afifuddin Khotibul Upik Yelianti Wahyu Fitroh Wardi Syafmen Wardi Syafmen Wardi Syafmen Widyaningrum, Indira Maisyrisa Yelli Ramalisa Yenzi, Indah Pristy zaimi effendi