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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pengajaran MIPA Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Hydrogen: Jurnal Kependidikan Kimia Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lensa : Jurnal Kependidikan Fisika Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat Abdi Masyarakat ABSYARA: Jurnal Pengabdian Pada Masyarakat Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Empiricism Journal ASEAN Journal of Science and Engineering Education (AJSEE) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Nuras : Jurnal Pengabdian Kepada Masyarakat International Journal of Essential Competencies in Education Journal of Authentic Research International Journal of Ethnoscience and Technology in Education Multi Discere Journal Sasambo: Jurnal Abdimas (Journal of Community Service) Indonesian Journal of STEM Education
Prayogi, Saiful
Universitas Pendidikan Mandalika
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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The Impact of Case-Based Learning on Students’ Critical Thinking: Insights from an Experimental Study Amelia, Ria; Sukroyanti, Baiq Azmi; Prayogi, Saiful
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13371

Abstract

The persistent issue of low critical thinking skills among students in physics education highlights the limitations of traditional teaching methods, which often emphasize memorization over analytical and evaluative thinking. This study investigates the impact of Case-Based Learning (CBL) on improving critical thinking skills, focusing on six indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Conducted at SMA Negeri 1 Kediri, Lombok, Indonesia, the study employed a quasi-experimental pretest-posttest control group design. The experimental group received CBL instruction, while the control group was taught using conventional methods. Data collection involved written essay tests scored using a rubric adapted from the Ennis-Weir Critical Thinking Essay Test, with results analyzed through both descriptive and inferential statistics. Descriptive analysis calculated means, standard deviations, and normalized gains (n-gain), revealing significant improvements in the experimental group across all critical thinking indicators, with n-gain scores categorized as high. Inferential statistical analysis using paired and independent sample t-tests confirmed significant differences in critical thinking skill development between the experimental and control groups. The findings demonstrate that CBL fosters critical thinking by engaging students in real-world scenarios, promoting collaboration, and encouraging reflective reasoning. This study concludes that CBL is an effective pedagogical strategy for addressing critical thinking deficiencies in physics education, bridging the gap between theoretical understanding and practical application. The implications suggest integrating CBL into curricula to enhance students’ cognitive skills, equipping them for academic and professional challenges. Future research should explore CBL’s long-term impacts and adaptability to various subjects and educational contexts, ensuring its broader implementation as a transformative teaching approach.
Digital Technology to Support Sustainable Development Goals (SDGs): Literature Review Ariansyah, Ariansyah; Prayogi, Saiful; Kurnia, Nova; Bilad, Muhammad Roil; Sutarto, Sutarto
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13557

Abstract

Digital technology is a critical enabler in achieving Sustainable Development Goals (SDGs) by enhancing efficiency, transparency, and inclusivity across sectors such as education, health, economy, and the environment. This study employs a Narrative Literature Review (NLR) approach to explore the role of technologies like artificial intelligence (AI), the Internet of Things (IoT), and blockchain in advancing SDG targets. The research identifies opportunities for these technologies to improve service delivery, foster innovation, and mitigate challenges like unequal access, cybersecurity risks, and ethical concerns. The literature search covered journal articles, books, and reports from academic databases, focusing on keywords related to digital technologies and the SDGs. An analysis framework was applied to synthesize findings across diverse sectors. Results indicate that AI and IoT drive efficiency in education and healthcare, while blockchain enhances financial inclusivity and sustainable urban planning. However, disparities in digital access and ethical issues, such as data privacy, remain substantial obstacles. This review provides actionable insights for policymakers and stakeholders to leverage digital tools effectively for inclusive and sustainable development. Emphasizing multisectoral collaboration, the study underscores the importance of ethical frameworks and inclusive digital infrastructure to maximize technological benefits. These findings contribute to the broader understanding of digital technology’s integrative impact on sustainable development, offering strategic recommendations for future research and implementation.
Investigating the Impact of Ethno-Physics Learning on Students’ Critical Thinking Skills Alibar, Muhamad; Prayogi, Saiful; Habibi, Habibi
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.14824

Abstract

This study examines the impact of Ethno-Physics Learning on enhancing students’ critical thinking skills by integrating indigenous cultural knowledge into the physics curriculum. Traditional physics instruction, which often relies on rote memorization and passive learning, has been found insufficient in developing the analytical and problem-solving abilities necessary for both academic achievement and real-world applications. In contrast, Ethno-Physics Learning contextualizes abstract scientific concepts within culturally relevant frameworks, thereby fostering active inquiry and deeper cognitive engagement. Utilizing a quasi-experimental design with non-equivalent control groups, the research involved Grade 10 students from two classes. The experimental group received instruction on the topic of Work and Energy through Ethno-Physics Learning methods, while the control group experienced conventional lecture-based teaching. Both groups underwent pretesting and posttesting to assess their critical thinking skills across various dimensions, including analysis, inference, evaluation, explanation, and decision-making. Statistical analyses, incorporating tests for normality and homogeneity followed by paired samples t-tests, revealed that although improvements were noted in both groups, the experimental group exhibited significantly greater gains in critical thinking abilities. These findings suggest that integrating local ethnoscience into physics education not only makes scientific theories more accessible and meaningful but also cultivates the higher-order cognitive skills essential for effective problem-solving. The study highlights the transformative potential of Ethno-Physics Learning and recommends its incorporation into science curricula to enhance student engagement and learning outcomes in diverse educational settings.
Profil Literasi Sains Siswa Sekolah Dasar Pada Pembelajaran Ilmu Pengetahuan Alam dan Sosial Bukhari, Hasbullah Bin; Prayogi, Saiful; Muhali, Muhali
Bioscientist : Jurnal Ilmiah Biologi Vol. 11 No. 2 (2023): December
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v11i2.14448

Abstract

This study aims to analyze the science literacy profile of primary school students in learning Natural and Social Sciences. The study used a quantitative descriptive approach with 31 students as samples. The results showed that students' science literacy was in the very low to low category, especially in the aspects of procedural, epistemic, scientific competence and content knowledge. Inquiry-based learning is still limited and the lack of integration of local contexts in learning. The development of local wisdom-based teaching materials is needed to improve student understanding and engagement. This research recommends teacher training and community collaboration to utilize local cultural elements as a context for science learning. The findings make an important contribution in designing relevant innovative learning strategies to significantly improve students' science literacy.
Development of Smart Physics Student Magazine (SPSM)-Based Teaching Materials to Enhance Students' Scientific Literacy Annisa Hafizoh; Lovy Herayanti; Saiful Prayogi
Indonesian Journal of STEM Education Vol. 6 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v6i1.1644

Abstract

This research and development aimed to produce physics teaching materials based on Smart Physics Student Magazine (SPSM) and examine its effectiveness in improving scientific literacy among 10th-grade high school students in the second semester. The 4D development model (Define, Design, Develop, Disseminate) was employed, but this study only covered the first three stages. The subjects were 26 students from SMA Negeri 1 Kediri. Validation results showed that the SPSM-based teaching materials were deemed feasible by two validators with 76% and 79% percentages. The implementation of these materials also proved effective in improving students' scientific literacy, as indicated by positive responses from 89% of students with an average score of 93. Therefore, it is concluded that SPSM-based teaching materials are feasible and effective for use in teaching physics to 10th-grade high school students in the second semester.
Identification Of Vegetable Fat Formulations on Hardness, Cleaning and Conditioning of Solid Soap Hulyadi, Hulyadi; Muhali, Muhali; Prayogi, Saiful; Azmi, Irham; Firdaus, Laras; Suryati, Suryati; Mirawati, Baiq; Gargazi, Gargazi
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ty850306

Abstract

This study aims to examine the effect of varying vegetable oil compositions (coconut, palm, and olive) on the physical and chemical qualities of solid soap, specifically in terms of hardness, cleansing ability, and moisture content. This study used a laboratory experiment with five soap formulas combining various vegetable oil compositions. The results showed that the formula with a combination of 60% coconut oil and 40% palm oil produced the soap with the highest hardness, while the formula with a combination of 60% coconut oil and 40% olive oil provided the best moisture content. The soap with a composition of 60% coconut oil and 40% palm oil also demonstrated better cleaning ability, thanks to the lauric acid content in coconut oil, which has antibacterial properties. This study recommends the use of a combination of coconut and palm oils to produce soap with the best quality in terms of hardness and cleansing ability, and coconut and olive oils for soap with greater skin moisturizing properties. It is hoped that this research will contribute to the development of the natural soap industry in Indonesia, reduce dependence on imported raw materials, and increase the competitiveness of natural soap products in the global market.
When Teaching Factories Meet Project-Based Learning: Rethinking Evidence of Impact on Students’ Soft Skills and Entrepreneurial Intention Verawati, Ni Nyoman Sri Putu; Prayogi, Saiful; Mustofa, Hisbulloh Als
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.19052

Abstract

This commentary examines Hulyadi et al. (2025), which reports that a project-based teaching factory (PbTF) model in a chemical cleaning industry context improved students’ soft skills and entrepreneurial intention over a short intervention. The article’s key contribution is practical: it operationalizes “teaching factory” as a sequenced learning design with validated tools and measurable outcomes. However, the strength of causal claims is limited by the one-group pretest–posttest design, a small cohort, and outcomes closely aligned with course activities. The observed gains may reflect increased opportunities to collaborate, assessment familiarity, or short-term motivational uplift rather than durable competence and entrepreneurial behavior. This commentary offers a cautious reading of the evidence, proposes alternative interpretations consistent with the reported data, and suggests evaluation steps that would clarify mechanisms, durability, and generalizability. PbTF-PjBL appears promising as an applied learning package, but stronger comparative and longitudinal evidence is needed before treating it as a robust impact model.
Efforts to Drill the Critical Thinking Skills on Momentum and Impulse Phenomena Using Discovery Learning Model Ekayanti, Baiq Hanum; Prayogi, Saiful; Gummah, Syifa’ul
International Journal of Essential Competencies in Education Vol. 1 No. 2 (2022): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i2.1250

Abstract

Critical thinking is needed as a guarantee of student success in solving a problem, and critical thinking training starts from students' learning experiences when they are in school. It is believed that one's skills in critical thinking influence student success in a broader spectrum of learning outcomes. It's just that the facts on the ground show that students are less well-established in critical thinking in science learning, this is based on the results of observations on teaching relating to the phenomenon of momentum and impulse. Overcoming this, it is important to provide learning experiences for students to train their critical thinking skills. The current study aims to implement the discovery learning model on materials related to momentum and impulse phenomena, and evaluate its impact on students' critical thinking skills. Through experimentation (nonequivalent control group design) studies have been carried out by including a control group (traditional teaching) as a comparison. Students' critical thinking skills are measured using adequate instruments and have met the elements of validity. Study data were analyzed descriptively and statistically. The results of the study show that students' critical thinking skills have increased after learning using the discovery learning model. Based on the size of the pre-post test, students' critical thinking skills increased from quite critical to critical, the increase (gain) was in the moderate category. Unlike the case with traditional teaching, students' critical thinking skills remain with less critical criteria. The difference in the improvement of critical thinking between the two groups (discovery learning vs. traditional teaching) was statistically analyzed. The results of the analysis confirm the research hypothesis tested that there are significant differences in critical thinking skills between groups (discovery learning model vs. traditional teaching) in the material of momentum and impulse.
The Analysis of Students’ Design Thinking in Inquiry-Based Learning in Routine University Science Courses Prayogi, Saiful; Ardi, Raden Fanny Printi; El Yazidi, Rachid; Tseng, Kuang-Chih; Mustofa, Hisbulloh Als
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1338

Abstract

Design thinking has garnered widespread recognition for its distinctive problem-solving and innovative approach, attracting the attention of both professionals and academics. It has expanded beyond its origins in the design field and is now being applied in diverse domains. This article focuses on the integration of design thinking into science education, particularly within the framework of inquiry-based learning. To comprehensively explore the study objectives, a mixed methods approach involving both quantitative and qualitative methods was employed. The study included 102 first-year university students enrolled in science courses. The assessment of students' design thinking dimensions is conducted using instruments that have been rigorously validated and proven to be reliable in terms of their psychometric properties. The findings revealed that students exposed to inquiry-based learning demonstrated significant improvements in their design thinking skills compared to those taught through conventional methods. Furthermore, interviews with lecturers provided additional support for the positive impact of inquiry-based learning on students' design thinking abilities.
Surmounting Obstacles in STEM Education: An In-depth Analysis of Literature Paving the Way for Proficient Pedagogy in STEM Learning Salvetti, Fernando; Rijal, Khaerul; Owusu-Darko, Isaac; Prayogi, Saiful
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1614

Abstract

The modern educational system has recognized the significance of STEM as a vital component of students' preparation for a promising future. Consequently, there is a need for comprehensive research in STEM education, encompassing an understanding of its context, challenges, and strategies to overcome these obstacles. Ongoing research continues to focus on developing coherent studies in this area, particularly emphasizing effective STEM pedagogy, which has proven to positively impact students' learning outcomes. However, despite its potential, STEM education faces several challenges that could impede its progress. In the scope of this study, a thorough examination revealed at least six key challenges confronting, these challenges encompass: pedagogical challenges, curriculum-related issues, structural complexities, student apprehensions, assessment concerns, and the critical need for teacher support. These challenges, along with proposed solutions, are discussed in-depth in this article. It is worth noting that pedagogical challenges hold paramount importance, as teachers play a pivotal role in implementing successful STEM education in schools. As such, this article delves into various effective pedagogical aspects that can facilitate the advancement of STEM education and foster enhanced learning experiences for students. Several key aspects contribute to effective pedagogy in STEM education and learning, including: (a) cultivating an innovative learning environment that nurtures inquiry, experimentation, and critical thinking; (b) utilizing a diverse range of authentic learning methods and relevant educational resources; (c) facilitating a collaborative learning environment that encourages teamwork and knowledge sharing; (d) creating an inclusive learning environment that accommodates the diverse needs of students; and (e) encouraging continuous reflection on and improvement of teaching practices to optimize learning outcomes.
Co-Authors Abdul Rais Nur Agus Muliadi Agus Muliadi Agus Muliadi Agus Muliadi Ahmad Harjono AHMADI Ahmadi Ahmadi Ahzan, Sukainil Ahzan, Sukainil Akbar Juliansyah Alaydrus, Kadir Alfan Ali Imran Alibar, Muhamad Amelia, Ria Aminullah Aminullah Aminullah Aminullah, Aminullah Amirullah A. Gere Anita Fitriani Anita Fitriani Annisa Hafizoh Ardi, Raden Fanny Printi Ariansyah Ariansyah, Ariansyah Aris Doyan Armansyah Armansyah Armansyah Armansyah As’ari, Muhammad Auliya Wulandara Ayub, S. Azhul Azmil Sani Azizah, Lathifatul Muwafiq Azmi, Irham Azra Fauzi Baiq Asma Nufida Baiq Asma Nufida Baiq Azmi Sukroyanti Baiq Azmi Sukroyanti Baiq Hanum Ekayanti Baiq Mirawati Baiq Mirawati Baiq Rina Amalia Safitri Bayani, Faizul Bilad, Muhammad Roil Bq Azmi Sukroyanti Bq Azmi Syukroyanti Bq. Azmi Sukroyanti Bq. Azmi Syukroyanti Bukhari, Hasbullah Bin Burhanuddin Burhanuddin Dadang Warta Candra Wira Kesuma Darminto . Devi Lestari Dharmawati, Indah Dharmawibawa, Iwan Dody Dwi Pangga Dwi Sabda Budi Prasetya Dwi Sabda Budi Prasetya E Nursa’ban E Nursa’ban E. Ewisahrani Ekayanti, Baiq Hanum El Yazidi, Rachid F Fathurrahmaniah Faisatullah, Moh Farida Bahalwan Firdaus, Laras Fitri, Muliana Fitria Sarnita Fitriani Fitriani Fitriani, Herdiyana Fuaddunnazmi Fuaddunnazmi Fuaddunnazmi, Fuaddunnazmi Fujiah Fujiah Fujiah, Fujiah Gargazi Gargazi Gere, Amirullah A. Gummah, S. Gummah, Syifa'ul Gummah, Syifa’ul Gummah, Syifaul Gummah, Syifaul Gummah, Syifa’ul Gummah, Syifa’ul H Mansur Habibi Habibi Habibi, H habiburrahman, Lalu Hafsah Taha Haifaturrahmah, Haifaturrahmah Haryanto, lutfin Helmi Rahmawati Helmi Rahmawati Heryani, Nunik Hikmawati . Hikmawati Hikmawati Hisbulloh Als Mustofa Hulyadi, Hulyadi Hunaepi Hunaepi Hunaepi, Hunaepi I Ketut Sukarma I Wayan Karmana I Wayan Karmana I Wayan Karmana, I Wayan Ika Nurani Dewi Ilyas Ilyas Indah Dharmawati Indriaturrahmi, Indriaturrahmi Irham Azmi Iskandar, Jono Islahudin Islamiyah Islamiyah Islamiyah Islamiyah, Islamiyah Isti Fitriana Azizah Istin Fitriana Aziza Iwan Doddy Dharmawibawa Iwan Dody Dharmawibawa Jono Iskandar Jupriadi, Lalu Kadir Alpan Alaydrus Kouamé, Alfred Niamien Kouamé, Alfred Niamien Kuang-Chih Tseng Kurnia, Nova Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Lisda Ramdhani Lovy Herayant Lovy Herayanti Lovy Herayanti M. Muhali M. R. Bilad, M. R. Maya Afrilyana Méité, Namory Méité, Namory Menap Mirawati, Baiq Moh Faisatullah Muh. Rangga Wali Muhali , Muhali Muhali Muhali Muhali Muhali Muhamad Ikhsan Muhammad Asy'ari Muhammad Asy’ari Muhammad Asy’ari Muhammad Ikhsan Muhammad Ikhsan Muhammad Roil Bilad Muhammad Roil Bilad Muhammad Salahuddin Muhammad Suhardi Muhammad Yamin Muhammad Yusril Yusup Muhmmad Asy’ari Mujitahid Mujitahid Mujriah Muliadi, A. Mustofa, Hisbulloh Als Nayla, Elma Syafira Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Vutu Verawati Nova Kurnia Nova Kurnia Nugroho, Ferry Anggoro Ardy Nunik Heryani Nur, Abdul Rais Owusu-Darko, Isaac Pahriah Pahriah Pangga, Dwi Pathan Pathan Pathan, Pathan Prasetya, Dwi Sabda Budi Putri, Merla Wahida Putriawati, Wiwin Rachid El Yazidi Raden Fanny Printi Ardi Rahmawati Rahmawati Ratna Azizah Mashami Rayis, Widuri Permata Anggarbini Retnasari, Baiq Ayu Rijal, Khaerul Rizal, Saipul Rospin Hidayati RR. Ella Evrita Hestiandari Salvetti, Fernando Samsun Hidayat Samsun Hidayat Samsun Hidayat Samsun Hidayat Samsun Hidayat Samsun Hidayat Sari’ah Sari’ah Sari’ah Sari’ah Sari’ah, Sari’ah Sarkingobir, Yusuf Siti Zubaidah Sri Yuliyanti Suhirman Suhirman Sukainil Ahzan Sukainil Ahzan Sukainil Ahzan Sukaisih, Roniati Sukroyanti, Baiq Azmi Sukroyanti, Bq Azmi Sukroyanti, Bq. Azmi Sulami Sibua Suryati Suryati Sutarto Sutarto Sutarto Sutarto Syahrial Ayub Syahrial Ayub Syamsiar, Syamsiar Syifa’ul Gummah Syifaul Gummah Syifaul Gummah Syifaul Gummah Syifa’ul Gummah Syifa’ul Gummah Syukroyanti, Bq Azmi Syukroyanti, Bq. Azmi Taha, Hafsah Taufik Samsuri Taufik Samsuri Taufik Samsuri Tseng, Kuang-Chih Verawati, I Putu Verawati, N. N. S. P. Verawati, N. N. S. P. Verawati, Ni Nyoman Sri Vutu W Widia W. Wahyudi, W. Wa Nirmala Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wali, Muh. Rangga Wati, Ella Erma Widuri Permata Anggarbini Rayis Wirawan Putrayadi Wirawan Putrayadi Wirawan Putrayadi Wirawan Putrayadi, Wirawan Wulandara, Auliya Yaya, Ouattara Leygnima Yuliyanti, Sri Yusup, M. Y. Yusup, Muhammad Yusril Zulkarnaen Zulpan Zulpan