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PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS METODE INKUIRI UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS VIII Cika Fitriya; Dina Prasetyowati; Muhammad Saifuddin Zuhri
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.14913

ABSTRACT Mathematics learning on the topic of Straight-Line Equations continues to present challenges when students are not provided with sufficient opportunities to construct and explore concepts independently. This condition motivated the development of an inquiry-based mathematics learning module for eighth-grade students at SMP Negeri 5 Semarang. The product was developed through a Research and Development approach using the ADDIE framework, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The development process involved expert validators, a mathematics teacher, and eighth-grade students, while the research data were collected through observation, interviews, documentation, questionnaires, and tests of mathematical conceptual understanding. The product evaluation yielded a validity score of 93%. Its implementation also received very positive responses from the teacher at 96.6% and from students at 85.7%, indicating that the module was practical for classroom use. During the implementation stage, the experimental class achieved 80% classical learning mastery, compared with 65% in the class receiving conventional instruction, accompanied by a significant difference in students’ mathematical conceptual understanding. Taken together, these findings position the inquiry-based module as a valid, practical, and effective learning resource for encouraging students to actively construct mathematical concepts in the topic of Straight-Line Equations. ABSTRAK Pembelajaran matematika pada materi Persamaan Garis Lurus masih menghadapi persoalan ketika siswa belum memperoleh ruang yang cukup untuk membangun dan menelusuri konsep secara mandiri. Kondisi tersebut melatarbelakangi pengembangan modul pembelajaran matematika berbasis metode inkuiri bagi siswa kelas VIII SMP Negeri 5 Semarang. Produk dikembangkan melalui pendekatan Research and Development dengan kerangka ADDIE yang mencakup tahap Analysis, Design, Development, Implementation, dan Evaluation. Proses pengembangan melibatkan validator ahli, guru matematika, dan siswa kelas VIII, sementara informasi penelitian dihimpun melalui observasi, wawancara, dokumentasi, angket, serta tes pemahaman konsep matematis. Penilaian terhadap produk memperlihatkan tingkat validitas sebesar 93%. Penggunaannya juga memperoleh respons sangat baik dari guru sebesar 96,6% dan dari siswa sebesar 85,7%, yang mengindikasikan bahwa modul dapat diterapkan secara praktis dalam pembelajaran. Pada tahap implementasi, ketuntasan klasikal kelas yang menggunakan modul mencapai 80%, sedangkan kelas dengan pembelajaran konvensional mencapai 65%, disertai perbedaan kemampuan pemahaman konsep matematis yang signifikan. Rangkaian temuan tersebut menempatkan modul berbasis metode inkuiri sebagai bahan ajar yang valid, praktis, dan efektif untuk mendorong keterlibatan siswa dalam membangun pemahaman konsep matematis pada materi Persamaan Garis Lurus.

STRATEGI GURU DALAM MENGEMBANGKAN BAHASA ANAK USIA DINI MELALUI CERITA RAKYAT KUTAI DI TK ALIFIA SAMARINDA Reni Ardiana; Yuni Ika Pratiwi; Andi Aslindah; Hanita Hanita; Delvi Kasing
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.14917

ABSTRACT Language learning in early childhood becomes more meaningful when children’s linguistic experiences are situated within contexts that are closely connected to their daily lives and cultural backgrounds. This study examines the use of Kutai folklore as an interactive learning context to develop children’s vocabulary, verbal expression, and emergent literacy at Alifia Kindergarten in Samarinda. The study employed a descriptive qualitative approach, with data collected through participatory observation, in-depth interviews with the principal and teachers, and documentation of learning activities and assessment records. The analysis focused on three areas: the design and implementation of learning strategies, the observed development of children’s language abilities, and the challenges and solutions that emerged during the use of Kutai folklore. The findings indicate that storytelling was not implemented as a one-way activity but was developed through contextual introduction, interaction during storytelling, and follow-up activities such as retelling and role-play. Throughout the learning process, children demonstrated progress in vocabulary acquisition, confidence in expressing ideas, the construction of simple sentences, and comprehension of story sequences. Challenges related to limited attention spans, unfamiliar local terms, and insufficient learning media were addressed through narrative adaptation and visual materials. Integrating Kutai folklore into interactive learning offers a contextual alternative for supporting early childhood language development while strengthening children’s familiarity with local culture. ABSTRAK Pembelajaran bahasa pada anak usia dini akan lebih bermakna ketika pengalaman berbahasa ditempatkan dalam konteks yang dekat dengan kehidupan dan latar budaya anak. Penelitian ini menelaah pemanfaatan cerita rakyat Kutai sebagai ruang interaksi pembelajaran untuk mengembangkan kosakata, ekspresi verbal, dan literasi dasar anak di TK Alifia Samarinda. Penelitian menggunakan pendekatan kualitatif deskriptif dengan data yang diperoleh melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah dan guru, serta dokumentasi kegiatan dan penilaian pembelajaran. Proses analisis diarahkan pada tiga fokus, yaitu perancangan dan pelaksanaan strategi pembelajaran, gambaran perkembangan kemampuan bahasa anak, serta kendala dan solusi yang muncul selama penerapan cerita rakyat Kutai. Temuan memperlihatkan bahwa kegiatan storytelling tidak berlangsung sebagai aktivitas satu arah, melainkan dikembangkan melalui pengenalan konteks, interaksi selama penceritaan, serta kegiatan retelling dan role-play. Dalam proses tersebut, anak memperlihatkan perkembangan pada penguasaan kosakata, keberanian menyampaikan gagasan, penyusunan kalimat sederhana, dan pemahaman terhadap urutan cerita. Kendala berupa keterbatasan perhatian, istilah lokal yang sulit dipahami, dan minimnya media diatasi melalui adaptasi narasi serta penggunaan media visual. Integrasi cerita rakyat Kutai dengan pembelajaran interaktif berpotensi menjadi alternatif pengembangan bahasa yang kontekstual sekaligus memperkuat pengenalan budaya lokal.

PENGARUH PERAN GURU TERHADAP EGOSENTRISME ANAK USIA DINI Rizqi Syafrina; Reni Ardiana; Mahkamah Brantasari; Yuliana Inuq
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.14948

ABSTRACT Early childhood social development involves learning to understand others’ perspectives, regulate emotional responses, and establish social interactions, while egocentric tendencies remain a characteristic feature of development during this stage. Within this context, the quality of teachers’ involvement warrants attention, as children’s experiences in the school environment may shape the ways in which they respond to social situations. This study examines the influence of teachers’ roles on the level of egocentrism among young children, involving 156 parents as respondents. Data were collected through a closed-ended questionnaire using a 4-point Likert scale, consisting of 24 items measuring teachers’ roles and 12 items assessing children’s egocentrism. Following validity, reliability, normality, and linearity testing, the data were analyzed using simple linear regression with the assistance of Statistical Package for the Social Sciences (SPSS) version 25. The analysis produced a correlation coefficient of 0.666 and a coefficient of determination of 0.443, with a significance value of 0.000 (p < 0.05). These findings indicate that teachers’ roles are significantly associated with variations in children’s levels of egocentrism, contributing 44.3% to the model, while the remaining 55.7% is associated with factors beyond the scope of this study. Substantively, strengthening teachers’ functions as educators, role models, learning designers, consultants, and mediators may support children’s social development. ABSTRAK Perkembangan sosial anak usia dini berlangsung melalui proses belajar memahami perspektif orang lain, mengelola respons emosional, dan membangun interaksi sosial, sementara kecenderungan egosentris masih menjadi bagian dari karakteristik perkembangan pada fase ini. Dalam konteks tersebut, kualitas keterlibatan guru menjadi aspek yang perlu dikaji karena pengalaman anak di lingkungan sekolah dapat membentuk cara mereka merespons situasi sosial. Penelitian ini menelaah pengaruh peran guru terhadap tingkat egosentrisme anak usia dini dengan melibatkan 156 guru sebagai responden. Data dikumpulkan melalui kuesioner tertutup menggunakan skala Likert 4 poin yang mencakup 24 butir untuk mengukur peran guru dan 12 butir untuk mengukur egosentrisme anak. Setelah pengujian validitas, reliabilitas, normalitas, dan linearitas, data dianalisis menggunakan regresi linear sederhana dengan bantuan Statistical Package for the Social Sciences (SPSS) versi 25. Analisis menghasilkan nilai koefisien korelasi sebesar 0,666 dan koefisien determinasi sebesar 0,443, dengan nilai signifikansi 0,000 (p < 0,05). Temuan ini menempatkan peran guru sebagai faktor yang berkaitan secara signifikan dengan variasi tingkat egosentrisme anak, dengan kontribusi sebesar 44,3%, sedangkan 55,7% lainnya berkaitan dengan faktor di luar model penelitian. Secara substantif, penguatan fungsi guru sebagai edukator, teladan, perancang pembelajaran, konsultan, dan mediator dapat menjadi bagian dari upaya mendukung perkembangan sosial anak.

MENINGKATKAN KEMAMPUAN BERBICARA MELALUI MEDIA POP-UP BOOK PADA SISWA KELAS III DI SD Sri Ayu Ishak; Rusmin Husain; Fidyawati Monoarfa; Wiwy Triyanty Pulukadang; Ade Mahniar
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15252

This study was motivated by the low speaking ability of third-grade students at SDN 2 Talaga Jaya, Gorontalo Regency. This problem needs to be addressed through the use of concrete, engaging, and meaningful instructional media to help students understand the learning material and encourage active participation. This study aimed to improve the speaking ability of third-grade students at SDN 2 Talaga Jaya, Gorontalo Regency, through the use of Pop-Up Book media. The study employed a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings. The subjects were 14 third-grade students. Data were collected through observation, speaking tests, and documentation. The results showed a gradual improvement in students’ speaking ability across the meetings. In Cycle I, Meeting 1, 5 students (35%) demonstrated speaking ability that met the predetermined criteria, increasing to 7 students (50%) in Meeting 2. In Cycle II, Meeting 1, the number increased to 10 students (71%) and reached 12 students (85%) in Meeting 2. Therefore, the use of Pop-Up Book media can improve the speaking ability of third-grade students at SDN 2 Talaga Jaya, Gorontalo Regency. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berbicara siswa kelas III di SDN 2 Talaga Jaya, Kabupaten Gorontalo. Permasalahan tersebut perlu diatasi melalui penggunaan media pembelajaran yang konkret, menarik, dan bermakna agar siswa lebih mudah memahami materi serta terdorong untuk berpartisipasi aktif dalam pembelajaran. Penelitian ini bertujuan meningkatkan kemampuan berbicara siswa kelas III SDN 2 Talaga Jaya, Kabupaten Gorontalo, melalui penggunaan media Pop-Up Book. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan setiap siklus terdiri atas dua pertemuan. Subjek penelitian berjumlah 14 siswa kelas III. Teknik pengumpulan data menggunakan observasi, tes, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan kemampuan berbicara siswa pada setiap pertemuan. Pada siklus I pertemuan I, sebanyak 5 siswa (35%) menunjukkan kemampuan berbicara yang memenuhi kriteria, kemudian meningkat menjadi 7 siswa (50%) pada pertemuan II. Pada siklus II pertemuan I, jumlah tersebut meningkat menjadi 10 siswa (71%) dan pada pertemuan II mencapai 12 siswa (85%). Dengan demikian, penggunaan media Pop-Up Book dapat meningkatkan kemampuan berbicara siswa kelas III SDN 2 Talaga Jaya, Kabupaten Gorontalo.

STRATEGI GURU PAI DALAM MENGATASI PERILAKU NEGATIF SISWA DI SD NEGERI Jais Maulana Hardi Riyaur; Muhamad Sidiq Asyhari
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15457

This study aims to describe students' negative behavior, its contributing factors, and the strategies employed by Islamic Religious Education (IRE) teachers to address such behavior at SD Negeri 1 Karangrejo, Boyolangu District. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews with the principal, IRE teacher, and students, as well as documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with data validity established through source and technique triangulation. The results showed that the most prominent negative behaviors during learning included talking while the teacher was explaining, disturbing classmates, paying insufficient attention, excessive joking, leaving and entering the classroom without permission, and failing to complete assignments. These behaviors were mainly influenced by peer influence, low learning discipline, limited attention to learning activities, an unconducive classroom environment, and insufficient parental attention and supervision. The dominant strategies employed by the IRE teacher included personal approaches, advice and warnings, discipline habituation, engaging learning activities, and cooperation with parents. Personal approaches and discipline habituation played an important role in helping students recognize inappropriate behavior and develop more orderly conduct. These findings indicate that addressing students' negative behavior requires consistent and collaborative guidance involving teachers, schools, and parents. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan perilaku negatif siswa, faktor penyebabnya, serta strategi guru Pendidikan Agama Islam (PAI) dalam mengatasinya di SD Negeri 1 Karangrejo Kecamatan Boyolangu. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara dengan kepala sekolah, guru PAI, dan siswa, serta dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan keabsahan data melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa perilaku negatif siswa yang paling tampak selama pembelajaran meliputi berbicara sendiri, mengganggu teman, kurang memperhatikan guru, bercanda berlebihan, keluar masuk kelas tanpa izin, dan tidak mengerjakan tugas. Perilaku tersebut terutama dipengaruhi oleh pengaruh teman sebaya, rendahnya disiplin belajar, kurangnya perhatian terhadap pembelajaran, kondisi kelas yang kurang kondusif, serta kurangnya perhatian dan pengawasan orang tua. Strategi guru PAI yang dominan dilakukan melalui pendekatan personal, nasihat dan teguran, pembiasaan disiplin, pembelajaran yang menarik, serta kerja sama dengan orang tua. Pendekatan personal dan pembiasaan disiplin menjadi bagian penting dalam membantu siswa memahami kesalahan dan membangun perilaku yang lebih tertib. Temuan ini menunjukkan bahwa penanganan perilaku negatif siswa memerlukan pembinaan yang konsisten dan kolaboratif antara guru, sekolah, dan orang tua.

PENGEMBANGAN MODUL EKONOMI BERBASIS PROFIL PELAJAR PANCASILA UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA DI SMA Pentra Lisna Farasi; Eka Septianti Laoli; Yearning Harefa; Asali Lase
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15514

Learning motivation is an important factor supporting students’ success in the learning process. However, the learning motivation of Grade X students in Economics at SMA Negeri 1 Gunungsitoli Idanoi was still not optimal. In addition, the teaching materials used had not fully integrated the values of the Pancasila Student Profile, resulting in less than optimal student engagement during learning activities. This study aimed to develop an Economics module based on the Pancasila Student Profile that met the criteria of validity, practicality, and effectiveness in improving students’ learning motivation. This study employed a Research and Development (R&D) method using the ADDIE Development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The developed product was validated by subject matter, language, and Design experts and subsequently tested in small-group and large-group trials. The results showed that the module obtained validity scores of 96% from the subject matter expert, 86% from the language expert, and 96% from the Design expert, all categorized as highly valid. The practicality test obtained a score of 88% in the small-group trial and 94% in the large-group trial, with an average score of 91%, categorized as highly practical. The effectiveness of the module was indicated by an increase in students’ learning motivation from 68.75% before using the module to 85% after its implementation, representing an increase of 16.25 percentage points. Therefore, the developed Economics module based on the Pancasila Student Profile meets the criteria of being highly valid, highly practical, and effective, making it suitable for use as teaching material to support the improvement of students’ learning motivation in Economics learning. ABSTRAK Motivasi belajar merupakan salah satu faktor penting yang mendukung keberhasilan peserta didik dalam mengikuti proses pembelajaran. Namun, motivasi belajar siswa pada mata pelajaran Ekonomi kelas X di SMA Negeri 1 Gunungsitoli Idanoi masih belum optimal. Selain itu, bahan ajar yang digunakan belum sepenuhnya mengintegrasikan nilai-nilai Profil Pelajar Pancasila sehingga keterlibatan aktif peserta didik dalam pembelajaran belum maksimal. Penelitian ini bertujuan untuk mengembangkan modul Ekonomi berbasis Profil Pelajar Pancasila yang memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan motivasi belajar siswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Produk yang dikembangkan divalidasi oleh ahli materi, ahli bahasa, dan ahli desain, kemudian diujicobakan pada kelompok kecil dan kelompok besar. Hasil penelitian menunjukkan bahwa modul memperoleh tingkat validitas sebesar 96% dari ahli materi, 86% dari ahli bahasa, dan 96% dari ahli desain, dengan kategori sangat valid. Hasil uji kepraktisan menunjukkan persentase sebesar 88% pada uji kelompok kecil dan 94% pada uji kelompok besar, dengan rata-rata 91% dan kategori sangat praktis. Efektivitas modul ditunjukkan oleh peningkatan motivasi belajar siswa dari 68,75% sebelum penggunaan modul menjadi 85% setelah penggunaan modul atau mengalami peningkatan sebesar 16,25 poin persentase. Dengan demikian, modul Ekonomi berbasis Profil Pelajar Pancasila yang dikembangkan memenuhi kriteria sangat valid, sangat praktis, dan efektif sehingga layak digunakan sebagai bahan ajar untuk mendukung peningkatan motivasi belajar siswa dalam pembelajaran Ekonomi.

PEMBELAJARAN EKONOMI BERBASIS E-LEARNING DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA Arniwati Zalukhu; Wahyutra Adilman Telaumbanua; Asali Lase; Eka Septianti Laoli
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15513

This study analyzes the implementation of e-learning-based economics learning, changes in students’ learning motivation after the use of e-learning, and the role of digital learning in supporting students’ motivation at SMA Negeri 1 Hiliduho. The study employed a descriptive qualitative approach. Informants were selected purposively and consisted of the principal, vice principal for curriculum, economics teacher, school operator, and seven Grade X-3 students representing different levels of learning engagement. Data were collected through semi-structured interviews, non-participant observation, and documentation. Data analysis involved reduction, display, conclusion drawing, as well as open coding, axial coding, and selective coding. Trustworthiness was strengthened through source triangulation, technique triangulation, and member checking. The findings show that economics learning has utilized Google Classroom and WhatsApp Group for material delivery, assignments, discussion, communication, and assessment. E-learning was associated with positive changes in students’ learning motivation, reflected in stronger interest, participation, independence, discipline, responsibility, and enthusiasm. E-learning also provided more flexible learning opportunities because students could revisit materials and access additional digital resources independently. However, these benefits were not fully equal because unstable internet connectivity and limited access to learning devices remained barriers. The findings indicate that the success of e-learning depends not only on digital platforms, but also on teacher readiness, school support, infrastructure, and active student participation. ABSTRAK Penelitian ini menganalisis pelaksanaan pembelajaran ekonomi berbasis teknologi e-learning, perubahan motivasi belajar siswa setelah pemanfaatan e-learning, dan peran teknologi tersebut dalam mendukung motivasi belajar di SMA Negeri 1 Hiliduho. Penelitian menggunakan pendekatan kualitatif deskriptif. Informan dipilih secara purposif dan terdiri atas kepala sekolah, wakil kepala sekolah bidang kurikulum, guru ekonomi, operator sekolah, serta tujuh siswa kelas X-3 dengan karakteristik keterlibatan belajar yang beragam. Data dikumpulkan melalui wawancara semi-terstruktur, observasi nonpartisipan, dan dokumentasi. Analisis dilakukan melalui reduksi data, penyajian data, penarikan kesimpulan, serta proses open coding, axial coding, dan selective coding. Keabsahan data diperkuat melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa pembelajaran ekonomi telah memanfaatkan Google Classroom dan WhatsApp Group untuk penyampaian materi, pemberian tugas, diskusi, komunikasi, dan evaluasi. Penggunaan e-learning berkaitan dengan perubahan positif pada motivasi belajar yang tampak melalui meningkatnya minat, keaktifan, kemandirian, kedisiplinan, tanggung jawab, dan antusiasme siswa. E-learning juga memberi ruang belajar yang lebih fleksibel karena materi dapat diakses kembali dan sumber belajar digital dapat digunakan secara mandiri. Namun, manfaat tersebut belum sepenuhnya merata karena kualitas jaringan internet dan keterbatasan perangkat masih menjadi kendala. Temuan ini menunjukkan bahwa keberhasilan e-learning tidak hanya bergantung pada platform digital, tetapi juga pada kesiapan guru, dukungan sekolah, infrastruktur, dan partisipasi siswa.

Home Page

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Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Muhamad Suhardi

Contact Email
jurnal.P4I@gmail.com

Phone
+6289681071805

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnal.P4I@gmail.com

Phone +6289681071805

Journal Mail Official jurnal.P4I@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnal.P4I@gmail.com

Phone
+6289681071805

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA