Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

7.923

P-Index

This Author published in this journals

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 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)

Prayogi, Saiful

Universitas Pendidikan Mandalika

Author-ID : 869864

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

Published : 124 Documents Claim Missing Document

Claim Missing Document

Articles

6 7 8 9 10

PENGARUH MODEL PEMBELAJARAN PREDICT, OBSERVE, EXPLAIN, WRITE (POEW) TERHADAP PEMAHAMAN KONSEP FISIKA DITINJAU DARI JENIS KELAMIN KELAS XI IPA SMA NEGERI 1 EMPANG Anita Fitriani; Saiful Prayogi; Samsun Hidayat
Lensa: Jurnal Kependidikan Fisika Vol 3, No 1: June 2015
Publisher : Universitas Pendidikan Mandalika

This study was aimed to know 1) the effect of Predict, Observe, Explain, Write (POEW) learning model toward physics conceptual understanding, 2) the effect of gender toward physics conceptual understanding, and 3) the effect of POEW learning model and gender toward physics conceptual understanding. The kind of This study was experimental research with postest only control grup design. Sample of this study were both science class 11st IPA1 and 11st IPA2 which choosen by randomizing from 3 grup of science class 11st of SMAN 1 Empang. The design of this study using factorial 2x2. The instrument of this study was essay test which have been valid and reliable to ghater information about how the physics conceptual understanding of student. Then the data of physics conceptual understanding was analysed by analysis of variance (ANOVA) using SPSS. Thus from the reshult of data we got some information were 1) the effect of POEW learning model toward physics conceptual understanding have 0,000 significance value which lower than α was 0,05. 2) the effect of gender toward physics conceptual understanding have 0,000 significance value which lower than α was 0,05. 3) the effect of interaction both POEW learning model and gender toward physics conceptual understanding have 0,002 significance value which lower than α was 0,05. It was means that POEW was affecting physics conceptual understanding based on gender at at 11st science students of SMAN 1 Empang.

PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU Saiful Prayogi; Muhali Muhali; Ni Nyoman Sri Putu Verawati; Muhammad Asy’ari
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44269

Peran penting guru dalam proses belajar mengajar dan tuntutan abad 21 mendorong program pendidikan calon guru untuk memastikan bahwa seorang calon guru akan dapat melatihkan keterampilan berpikir kritis kepada para siswanya kelak karena keterampilan berpikir kritis adalah keterampilan penting yang dibutuhkan oleh pe-belajar masa depan. Kami mengembangkan model Pembelajaran Aktif Berbasis Inkuiri (ABI) yang diim-plementasikan kepada 34 mahasiswa calon guru fisika di salah satu Lembaga Pendidikan Tenaga Kepen-didikan (LPTK) di Indonesia. Model pembelajaran yang diimplementasikan terbukti dapat meningkatkan ke-terampilan berpikir kritis dan menurunkan jumlah mahasiswa calon guru yang sebelumnya dikategorikan ku-rang kritis. Secara keseluruhan, peningkatan keterampilan berpikir kritis setelah implementasi model pembel-ajaran ABI dikategorikan sedang. Dapat kami simpulkan bahwa sampai taraf tertentu, model pembelajaran ABI yang dikembangkan dapat meningkatkan keterampilan berpikir kritis mahasiswa calon guru fisika.ABSTRACT Teachers’ role in teaching and learning processes as well as 21 century’s demands, prompted pre-service teachers’ education program to ensure that pre-service teachers will be able to train critical thinking skills to their respective students as critical thinking is an important skill needed by future learners. We developed Inquiry-Based Active Learning Model (ABI) which was implemented to 34 Physics pre-service teachers in one of Teacher Training Institution (LPTK) in Indonesia. The implemented learning model was able to increase critical thinking skills and decreased the number of pre-service teachers previously categorized in a less critical category. In overall, critical thinking skills enhancement after the implementation of ABI learning model is categorized as moderate. We concluded that to some extent, the developed ABI learning model en-hanced physics pre-service teachers’ critical thinking skills.How to cite: Prayogi, S., Muhali, Verawati, N. N. S. P., Asy’ari, M. (2016). Pengembangan Model Pem-belajaran Aktif Berbasis Inkuiri Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Calon Guru, Jurnal Pengajaran MIPA, 21(2), 148-153.

Efforts to Drill the Critical Thinking Skills on Momentum and Impulse Phenomena Using Discovery Learning Model Baiq Hanum Ekayanti; Saiful Prayogi; Syifa’ul Gummah
International Journal of Essential Competencies in Education Vol. 1 No. 2: December 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

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 Saiful Prayogi; Raden Fanny Printi Ardi; Rachid El Yazidi; Kuang-Chih Tseng; Hisbulloh Als Mustofa
International Journal of Essential Competencies in Education Vol. 2 No. 1: June 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

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

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.

Technology-Based Future Science Education: Axiological Philosophy in the Framework of Bibliometric Analysis Sukainil Ahzan; Saiful Prayogi; Irham Azmi; Muhammad Asy'ari; Taufik Samsuri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 1: January 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i1.10895

Science education is crucial in developing our understanding of the natural world and enhancing knowledge growth. With rapid advancements in information and communication technology, there is a unique opportunity to transform science education into a more interactive, inclusive, and relevant discipline. However, this evolution prompts philosophical questions, especially concerning axiology—the study of the value and impact of technology on the future of science education. This research explores the axiological aspects of technology integration in science education through a bibliometric analysis, focusing on how technology-based methods can enrich science learning. A comprehensive literature review reveals that technology is crucial in making science education more accessible, motivating students, facilitating the acquisition of new skills, fostering critical thinking, and boosting student engagement. It highlights the value of incorporating technology into educational practices and how it aligns with axiological considerations in science education. The findings emphasize the need for a deeper philosophical understanding of technology's role in science education to ensure its ongoing relevance and effectiveness. Looking forward, the integration of technology in science learning promises to advance our knowledge and suggests a fertile area for future research, emphasizing the exploration of innovative technological tools that can further enhance science education for all students.

How Does Metacognitive Knowledge Potential Impact on the Academic Success of Prospective Science Teachers? Muhammad Asy'ari; Saiful Prayogi; Taufik Samsuri; Muhali Muhali
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 11, No 4: October 2023
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v11i4.10419

Metacognition generally has two essential components: metacognitive knowledge and metacognitive awareness. Unfortunately, research that focuses on and explores the description of metacognitive knowledge and its implications for the academic success of prospective science teacher students is still rare. The current study aimed to explore (1) the baseline levels of metacognitive knowledge (MK) among prospective science teachers (PST), (2) the relationship between the extent of MK and academic success, and (3) the potential differences in MK based on gender. The correlational research with the survey method was used in the study. The study involved 206 (male: 93 and female: 113) prospective science teachers who participated in a fundamental physics course at Mandalika University of Education as a sample. Data on MK was collected using twenty items of essay tests that are valid and reliable to collect PSTs’ MK. In contrast, PSTs’ learning success data was collected using instruments used in mid-semester examinations and practical laboratory test results. The data was further analyzed descriptively and statistically using the ANOVA and Pearson correlation tests. The result shows that PSTs’ MK is in the low category (MK<60). Additionally, male prospective science teachers demonstrated better declarative (mean: 59.247; p < 0.05) and procedural knowledge (mean: 64.482; p < 0.05) indicators, and MK positively correlates in each indicator. Based on the findings, it is evident that PSTs' MK significantly differs between males and females, the positive correlations between MK indicators, and potentially impact teaching practices and cognitive outcomes. Furthermore, future research needs to develop effective interventions, learning models, and instructional practices to enhance metacognitive skills and science learning outcomes in teacher education.

The Impact of Entrepreneurship Education Programs (EEPs) on Students' Entrepreneurial Interests Taufik Samsuri; Saiful Prayogi; Ni Nyoman Sri Putu Verawati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 11, No 4: October 2023
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v11i4.11183

This study delves into the impact of Entrepreneurship Education Programs (EEPs) at universities on fostering students' entrepreneurial interests, employing a qualitative approach to gauge the effectiveness of these programs. Through in-depth interviews with 20 students participating in an EEP at a private university, the research uncovers a significant gap between the theoretical knowledge imparted by these programs and the practical skills and motivations needed to pursue entrepreneurship. The findings reveal that while students value the theoretical underpinnings of entrepreneurship taught in these programs, the lack of hands-on, experiential learning opportunities and direct engagement with successful entrepreneurs leaves them feeling underprepared and insufficiently inspired to embark on entrepreneurial ventures. Students expressed a strong desire for EEPs to incorporate more real-world applications, such as internships, project collaborations, and mentorship from seasoned entrepreneurs, to bridge the gap between academic learning and practical entrepreneurial experience. The study concludes with recommendations for universities to redesign EEPs to include a greater emphasis on experiential learning and engagement with the entrepreneurial ecosystem, aiming to better equip students with the entrepreneurial mindset, skills, and networks necessary to succeed in their entrepreneurial endeavors. By highlighting these insights, the study contributes to the ongoing discourse on the optimization of entrepreneurship education to more effectively cultivate the next generation of innovators and entrepreneurs, underscoring the need for a more integrated approach that balances theoretical knowledge with practical application and inspiration.

Synthesis and Characterization of ZnO Thin Layers using Sol-Gel Spin Coating Method Ahzan, Sukainil; Darminto, Darminto; Nugroho, Ferry Anggoro Ardy; Prayogi, Saiful
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2: July 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.506

The potential of thin layer in many applications has led to research on the development of many new materials and their fabrication methods. This study aimed to synthesize a thin layer of ZnO using the facile and low-cost sol-gel spin coating method. The ZnO thin layer is deposited on a glass substrate and analyzed to observe the influence of the deposition variables such as heating and rotation speed, and its aging. The characterization methods include the identification of the formed phase using X-Ray Diffractometer (XRD), and the microstructure and elemental composition using Scanning Electron Microscopy (SEM) coupled with EDS (Energy Dispersive Spectrometer). The study shows that a thin layer of ZnO is successfully deposited on a glass substrate by heat treatment at temperatures of 300 oC and 500 oC. Furthermore, XRD reveals that higher heating temperatures result in higher diffraction peak intensity. At a heating temperature of 300 °C crystals are formed but are not yet perfectly oriented, while they are at 500 °C. On the other hand, higher spin coating rotation speed gives rise to lower intensity of diffraction peak. The ZnO crystallization is easier to form in the coating process with a lower rotation (1500 rpm). Interestingly, the thin layer is stable over time where there is no significant change in each sample, both in terms of intensity and width of the ZnO crystal peak. The results indicate that gel precursor aged less than two days can form ZnO crystals. Finally, SEM results show that the surface morphology of the ZnO layer heated at 500 oC has an average grain size of 300 nm. Based on the cross-sectional results of SEM shows that the higher the coating rotation speed has resulted the thinner of the ZnO layer, where the thickness of the resulting layer is on order >5 mm.

Validitas perangkat pembelajaran berbasis pbl dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi Nur, Abdul Rais; Prayogi, Saiful; Asy'ari, Muhammad; Muhali, Muhali
Empiricism Journal Vol. 1 No. 1: June 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i1.260

Tujuan penelitian ini adalah untuk mengetahui karakteristik perangkat pembelajaran berbasis Problem Based Learning (PBL) dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi siswa. Penelitian ini merupakan penelitian deskriptif. Instrumen yang digunakan dalam penelitian ini berupa lembar validasi untuk mengevaluasi produk yang dihasilkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi. Produk yang dihasilkan divalidasi oleh tiga validator ahli dan satu praktisi. Data dianalisis secara deskriptif menggunakan rerata skor yang diberikan validator. Hasil penelitian menunjukkan bahwa produk yang dikembangkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi dinyatakan valid baik secara isi maupun konstruk sehingga dapat disimpulkan bahwa perangkat pembelajaran berbasis PBL dengan pendekatan konflik kognitif valid untuk membelajarkan kemampuan metakognisi.The validity of PBL based learning tools with cognitive conflict approaches to teach metacognition abilitiesAbstractThe purpose of this study was to determine the characteristics of Problem Based Learning (PBL) based learning tools with a cognitive conflict approach to teach students metacognition abilities. This research is descriptive research. The instrument used in this study was a validation sheet to evaluate the resulting products in the form of a syllabus, lesson plans, student activity sheets, and tests of metacognition knowledge. The resulting products were validated by three expert validators and one practitioner. Data were analyzed descriptively using the mean score given by the validator. The results showed that the products developed in the form of syllabus, learning plans, student activity sheets, and metacognition knowledge tests were declared valid both in content and construct, so it can be concluded that PBL-based learning tools with cognitive conflict approaches are valid for teaching metacognition abilities.

Pengaruh Penggunaan Model Pembelajaran Inkuiri Terbimbing terhadap Prestasi Belajar Fisika Siswa SMP Iskandar, Jono; Gummah, Syifaul; Prayogi, Saiful; Asy'ari, Muhammad
Empiricism Journal Vol. 2 No. 1: June 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v2i1.515

Pembelajaran di dalam kelas yang cenderung berpusat pada guru disinyalir menjadi penyebab rendahnya prestasi belajar siswa. Penggunaan mode pembelajaran yang tepat diharapkan mampu membuat siswa berperan aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap prestasi belajar fisika siswa. Jenis penelitian ini adalah quasi eksperimen dengan pretest-posttest control group design. Siswa pada kelas VIII4 (34 siswa) dijadikan sebagai kelompok eksperimen dan siswa pada kelas VIII6 (34 siswa) sebagai kelompok control yang dipilih menggunakan claster random sampling technique. Data penelitian dikumpulkan menggunakan instrumen tes objektif yang telah diuji validitas, reliabilitas, daya pembeda dan indeks kesukaran. Perbedaan prestasi belajar siswa dianalisis menggunakan uji-t setelah dinyatakan memenuhi uji prasyarat normalitas dan homogenitas data. Berdasarkan hasil analisis data, diperoleh skor rata-rata pretest kelompok eksperimen sebesar 36,17 dan kelompok kontrol sebesar 39,5. Sedangkan skor rata-rata posttest kelompok eksperimen sebesar 65,41 dan kelas kontrol sebesar 50. Hasil uji-t menunjukkan thitung = 6,07 > ttabel = 2,00, sehingga dapat disimpulkan bahwa penggunaan metode pembelajaran Inkuiri Terbimbing berpengaruh secara signifikan terhadap prestasi belajar fisika siswa SMP. The Effect of the Use of Guided Inquiry Learning Model on the Physics Learning Achievement of Junior High School Students Abstract Learning in the classroom that tends to be teacher-centered is allegedly the cause of the low student achievement. The use of appropriate learning modes is expected to be able to make students play an active role in the learning process. This study aims to determine the effect of the guided inquiry learning model on students' physics learning achievement. This type of research is a quasi-experimental with a pretest-posttest control group design. Students in class VIII4 (34 students) were used as the experimental group and students in class VIII6 (34 students) as the control group were selected using the cluster random sampling technique. The research data were collected using an objective test instrument that had been tested for validity, reliability, discriminatory power and difficulty index. Differences in student achievement were analyzed using t-test after being declared to meet the prerequisite tests for normality and data homogeneity. Based on the results of data analysis, the average pretest score of the experimental group was 36.17 and the control group was 39.5. While the posttest average score of the experimental group is 65.41 and the control class is 50. The t-test results show tcount = 6.07 > ttable = 2.00, so it can be concluded that the use of guided inquiry learning model has a significant effect on junior high school students’ physics learning achievement.

Co-Authors Abdul Rais Nur Agus Muliadi Agus Muliadi Agus Muliadi Agus Muliadi Ahmad Harjono AHMADI Ahmadi Ahmadi Ahzan, Sukainil Ahzan, Sukainil Akbar Juliansyah Ali Imran Alibar, Muhamad Amelia, Ria Amirullah A. Gere Anita Fitriani Anita Fitriani Ariansyah Ariansyah, Ariansyah Aris Doyan Armansyah Armansyah Armansyah Armansyah 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 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 Darminto . Darminto Darminto Devi Lestari Dharmawati, Indah Dharmawibawa, Iwan Dody Dwi Pangga Dwi Sabda Budi Prasetya Dwi Sabda Budi Prasetya E. Ewisahrani Eva Nursaban F Fathurrahmaniah Farida Bahalwan Ferry Anggoro Ardy Nugroho Firdaus, Laras Fitri, Muliana Fitria Sarnita Fitriani Fitriani Fitriani, Herdiyana Fuaddunnazmi Fuaddunnazmi Fuaddunnazmi, Fuaddunnazmi Fujiah Fujiah Fujiah, Fujiah Gere, Amirullah A. Gummah, S. Gummah, Syifa'ul Gummah, Syifaâ€™ul Gummah, Syifaul Gummah, Syifaul Gummah, Syifa’ul Gummah, Syifa’ul Habibi Habibi Habibi, H habiburrahman, Lalu Hafsah Taha Haifaturrahmah, Haifaturrahmah Helmi Rahmawati Helmi Rahmawati Heryani, Nunik Hikmawati . Hikmawati Hikmawati Hisbulloh Als Mustofa Hunaepi, Hunaepi I Wayan Karmana I Wayan Karmana I Wayan Karmana, I Wayan Ilyas Ilyas Indah Dharmawati Indriaturrahmi, Indriaturrahmi Iskandar, Jono Islahudin Islamiyah Islamiyah Islamiyah Islamiyah, Islamiyah Isti Fitriana Azizah Istin Fitriana Aziza Iwan Doddy Dharmawibawa Iwan Dody Dharmawibawa Jono Iskandar KETUT SUKARMA . KouamÃ©, 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 Lutfin Haryanto M. Muhali M. R. Bilad, M. R. MÃ©itÃ©, Namory Méité, Namory Menap Mirawati, Baiq Muh. Rangga Wali Muhali , Muhali Muhali Muhali Muhammad Asy'ari Muhammad Ikhsan Muhammad Roil Bilad Muhammad Salahuddin Muhammad Suhardi Muhammad Yamin Muhammad Yusril Yusup Muhmmad Asy’ari Mujitahid Mujitahid Mujriah Muliadi, A. Nayla, Elma Syafira Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Putu Verawati Ni Nyoman Sri Vutu Verawati Nova Kurnia Nugroho, Ferry Anggoro Ardy Nunik Heryani Nur, Abdul Rais Owusu-Darko, Isaac Pahriah Pahriah Pangga, Dwi Prasetya, Dwi Sabda Budi Putri, Merla Wahida Putriawati, Wiwin Rachid El Yazidi Raden Fanny Printi Ardi Rahmawati Rahmawati Rayis, Widuri Permata Anggarbini Retnasari, Baiq Ayu Rijal, Khaerul Rizal, Saipul 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 SUHIRMAN SUHIRMAN Sukainil Ahzan Sukainil Ahzan Sukainil Ahzan Sukaisih, Roniati Sukroyanti, Baiq Azmi Sukroyanti, Bq Azmi Sukroyanti, Bq. Azmi 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 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

Title

Found 124 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 124 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 124 Documents
Search