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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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Physics Learning Technology for Sustainable Development Goals (SDGs): A Literature Study Saiful Prayogi; Ni Nyoman Sri Putu Verawati
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.12316

Abstract

The integration of technology in physics education has become increasingly important to meet the Sustainable Development Goals (SDGs), particularly in enhancing educational quality, promoting inclusivity, and fostering sustainable practices. This literature study aims to evaluate the effectiveness of various technological tools, including adaptive learning platforms, augmented reality (AR), virtual reality (VR), artificial intelligence (AI), and virtual laboratories, in improving physics education. Utilizing a systematic literature review methodology adhering to PRISMA guidelines, the study analyzed data from a comprehensive selection of peer-reviewed articles sourced from the SCOPUS database, focusing on publications from 2020 to 2024. The results indicate that these technologies significantly enhance student engagement, understanding, and critical thinking skills, thus addressing the limitations of traditional teaching methods. Adaptive learning strategies, when combined with techniques like flipped classrooms and micro-learning, effectively cater to individual student needs, promoting personalized learning experiences. AR and VR provide immersive learning environments, making complex physics concepts more accessible and engaging, while AI tools support lesson planning and problem-solving. Virtual laboratories offer hands-on experimental practice without the constraints of physical lab space. However, the study also identifies challenges such as inadequate teacher training, unequal access to technology, and the need for comprehensive professional development programs. The implications of these findings underscore the necessity of addressing these challenges to fully realize the potential of technology-enhanced education. Recommendations include developing professional development programs, ensuring equitable access to technological resources, and fostering collaborations between educational institutions, industry, and communities.
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.
Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System Bilad, Muhammad Roil; Zubaidah, Siti; Prayogi, Saiful
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1935

Abstract

The 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve.
Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Gummah, Syifa'ul
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2258

Abstract

This study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education.
Examining the Strategic Role of Soft Skills and Their Implications for Supporting Resource Development: A Narrative Literature Review Pathan, Pathan; Prayogi, Saiful; Mansur, Mansur; Alaydrus, Kadir Alfan; Faisatullah, Moh
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.3082

Abstract

This narrative literature review examines how soft skills function strategically within human-resource and educational contexts and explores their implications for designing support resources. The review draws on twenty peer-reviewed studies published between 2015 and 2025, selected through systematic screening of keywords such as soft skills, human resources, and educational resources. Through interpretative thematic analysis, the study identifies core competencies of soft skills: communication, collaboration, problem-solving, adaptability, leadership, empathy, time management, creativity, and metacognition. Findings highlight the strategic role of soft skills in recruitment, professional development, team dynamics, and organizational culture within education, as well as systemic implications for curriculum design, assessment practices, teacher preparation, and institutional policy. Major barriers include curricular inertia, limited facilitator capacity, measurement challenges, and equity gaps in learner engagement. The review recommends embedding explicit soft skills into educational program frameworks and investing in sustained educator training. Future research should undertake detailed, longitudinal analyses of student soft-skills development using robust quantitative measures alongside qualitative approaches to identify effective instructional strategies and contextual factors that drive sustainable skill acquisition.
Penguatan Literasi Akademik Mahasiswa FSTT melalui Sosialisasi Teknik Penulisan Karya Ilmiah Prayogi, Saiful; Azmi, Irham; As’ari, Muhammad; Samsuri, Taufik; Muhali, Muhali; Yusup, Muhammad Yusril; Kurnia, Nova; Mirawati, Baiq; Fitriani, Herdiyana; Verawati, I Putu; Hunaepi, Hunaepi; Aminullah, Aminullah; Ikhsan, Muhamad
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 8 No. 2 (2026): Mei
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4k1t1279

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat literasi akademik mahasiswa Fakultas Sains, Teknik, dan Terapan (FSTT) melalui sosialisasi teknik penulisan karya ilmiah. Latar belakang kegiatan didasarkan pada kebutuhan mahasiswa dalam memahami konsep dasar karya ilmiah, struktur tulisan, teknik penulisan, sitasi dan referensi, serta etika akademik. Metode pelaksanaan dirancang melalui tiga tahap, yaitu persiapan, pelaksanaan, dan evaluasi. Tahap persiapan mencakup identifikasi kebutuhan, penyusunan materi, koordinasi teknis, dan penyusunan instrumen angket. Tahap pelaksanaan dilakukan secara tatap muka dengan melibatkan 21 mahasiswa melalui pendekatan transfer of knowledge, ceramah interaktif, dan tanya jawab. Evaluasi dilakukan menggunakan angket skala Likert dan dianalisis secara deskriptif kuantitatif berdasarkan skor rata-rata dan persentase. Hasil kegiatan menunjukkan bahwa pemahaman peserta terhadap materi berada pada kategori baik dengan mean 3,84 dan persentase 76,80%. Indikator tertinggi terdapat pada pemahaman struktur karya ilmiah, sedangkan indikator terendah terdapat pada teknik penulisan ilmiah. Respon peserta juga berada pada kategori baik dengan mean 3,91 dan persentase 78,19%. Kompetensi narasumber memperoleh penilaian tertinggi, sedangkan metode dan pelaksanaan menjadi aspek yang masih perlu ditingkatkan. Kegiatan ini menunjukkan bahwa sosialisasi terstruktur dan interaktif dapat mendukung penguatan literasi akademik mahasiswa. Oleh karena itu, kegiatan lanjutan perlu menambahkan praktik menulis, umpan balik, dan evaluasi berbasis kinerja secara lebih sistematis berkelanjutan. Strengthening Academic Literacy of FSTT Students through the Socialization of Scientific Writing Techniques This community service program aimed to strengthen the academic literacy of students of the Faculty of Science, Engineering, and Applied Sciences (FSTT) through the dissemination of scientific writing techniques. The program was based on students’ needs to improve their understanding of the basic concepts of scientific papers, writing structure, academic writing techniques, citation and references, and academic ethics. The activity was implemented in three stages: preparation, implementation, and evaluation. The preparation stage included needs identification, material development, technical coordination, and questionnaire preparation. The implementation stage was conducted face-to-face with 21 students using a transfer of knowledge approach, interactive lectures, and question-and-answer sessions. Evaluation was carried out using a Likert-scale questionnaire and analyzed descriptively through mean scores and percentages. The results showed that participants’ understanding of the material was in the good category, with a mean score of 3.84 and a percentage of 76.80%. The highest indicator was understanding the structure of scientific papers, while the lowest was scientific writing techniques. Participants’ responses were also in the good category, with a mean score of 3.91 and a percentage of 78.19%. The speaker’s competence received the highest rating, whereas the method and implementation aspects still require improvement. These findings indicate that structured and interactive dissemination can support the strengthening of students’ academic literacy. Future programs should include writing practice, feedback, and performance-based evaluation.
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 Azmi Sukroyanti Baiq Azmi Sukroyanti Baiq Hanum Ekayanti Baiq Mirawati Baiq Mirawati Baiq Rina Amalia Safitri 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 . Darminto 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 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 Lutfin Haryanto M. Muhali M. R. Bilad, M. R. Mansur Mansur 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 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 Sarkingobir, Yusuf Siti Zubaidah Solly Aryza 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 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 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