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Evaluasi Penggunaan Batu Kapur Dolomit Giling Sebagai Filler Terhadap Indeks Kekuatan Sisa (IKS) Pada Campuran HRS – WC(Studi Kasus: Batu Kapur Dolomit Asal Nagari Koto Rantang, Kecamatan Palupuh, Kabupaten Agam, Provinsi Sumatera Barat) Fauzani, Pebi; Oktaviani; Utama, Rizky Indra; Yustisia, Henny
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.6960

Campuran Hot Rolled Sheet-Wearing Course (HRS-WC) merupakan lapisan bergradasi senjang yang memiliki fleksibilitas tinggi serta ketahanan yang baik terhadap deformasi plastis. Namun, campuran HRS-WC cukup sensitif terhadap air dan dapat menyebabkan stripping. Meskipun penelitian mengenai pemanfaatan material filler pada campuran beraspal telah banyak dilakukan, kajian yang secara khusus mengevaluasi batu kapur dolomit giling asal Nagari Koto Rantang, Kecamatan Palupuh, Kabupaten Agam sebagai filler terhadap Indeks Kekuatan Sisa (IKS) pada campuran HRS-WC masih terbatas. Penelitian ini memperkaya kajian pemanfaatan dolomit lokal sebagai filler pada campuran HRS-WC. Penelitian ini bertujuan mengevaluasi pengaruh penggunaan batu kapur dolomit giling sebagai filler terhadap IKS pada campuran aspal HRS-WC. Penelitian dilakukan secara eksperimental dengan rancangan perlakuan berupa variasi kadar filler 0%, 6%, 7%, 8%, 9%, 10%, 11%, dan 12% terhadap berat campuran, dengan kadar aspal 6% serta tiga ulangan untuk setiap kondisi perendaman. Nilai IKS ditentukan berdasarkan perbandingan nilai stabilitas Marshall setelah perendaman 24 jam terhadap stabilitas setelah perendaman 30 menit. Hasil penelitian menunjukkan bahwa kadar filler berpengaruh signifikan terhadap nilai IKS campuran HRS-WC. Nilai IKS tertinggi diperoleh pada kadar filler 6% dan terendah pada kadar filler 0%. Berdasarkan batas minimum IKS sebesar 90% yang mengacu pada Spesifikasi Umum Bina Marga Tahun 2018 Revisi 2, kadar filler 6%–11% memenuhi persyaratan, sedangkan kadar filler 0% dan 12% belum memenuhi persyaratan. Kadar filler terbaik berdasarkan parameter IKS dan stabilitas yang diuji adalah 6%. Hasil penelitian ini menunjukkan bahwa batu kapur dolomit giling berpotensi digunakan sebagai filler lokal pada campuran HRS-WC untuk mempertahankan kekuatan campuran terhadap pengaruh air.

Teachers’ Strategies in Teaching English Vocabulary: A Case Study At SMPN 1 Pringgabaya Katrin, Baiq Dewi Ariyana; Melani, Boniesta Zulanda; Arafiq, Arafiq; Lestari, Yuni Budi
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7010

This study aims to identify the strategies used by an English teacher to teach vocabulary to trilingual students, the reasons for selecting those strategies, and how the teacher implements them at SMPN 1 Pringgabaya. A descriptive qualitative approach with a single-case study design was employed. Data were collected through four classroom observations in two seventh-grade classes (VII.1 and VII.3), semi-structured interviews with one English teacher and purposively selected seventh-grade students and document analysis of the teacher’s teaching module. The observation sheet was developed from Thornbury’s (2002) four vocabulary-teaching strategies—visuals and gestures, verbal explanation, translation, and elicitation—which were further operationalised into eleven sub-indicators. Data were analysed using Miles et al.’s (2014) interactive model. The findings show that: (1) visuals and gestures and translation were the most consistently used strategies, appearing in all four observed sessions, while verbal explanation was used selectively and elicitation was the least frequently used; (2) the teacher cited three main reasons for strategy selection: limited school facilities and infrastructure, alignment with students’ comprehension levels, and students’ learning motivation; and (3) there was a discrepancy between the teaching module and classroom practice: the module included only seven of the eleven sub-indicators, whereas all eleven were observed in practice. The novelty of this study lies in its focus on trilingual students who use Sasak, Indonesian, and English, extending previous vocabulary-strategy research conducted mainly in bilingual contexts.

Kepercayaan Publik (Public Trust) Terhadap Pemerintah Nagari Dalam Tata Kelola Lingkungan Di Nagari Ganting Mudiak Utara Surantih Kabupaten Pesisir Selatan Sari, Novita Permata; Mubarak, Adil
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7015

Penelitian ini bertujuan mendeskripsikan kepercayaan publik terhadap Pemerintah Nagari Ganting Mudiak Utara Suranthi dalam tata kelola lingkungan serta mengidentifikasi faktor-faktor yang berkaitan dengan kepercayaan tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif. Informan berjumlah tujuh orang yang dipilih secara purposif dari unsur pemerintah nagari, lembaga nagari, tokoh masyarakat, tokoh pemuda, dan masyarakat. Pemilihan informan didasarkan pada pengetahuan, pengalaman, kedudukan, dan keterlibatan mereka dalam tata kelola lingkungan. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi. Analisis data menggunakan model Miles, Huberman, dan Saldaña, yaitu reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Kepercayaan publik dianalisis menggunakan dimensi kemampuan (Ability), kepedulian (Benevolence), dan integritas (Integrity). Temuan menunjukkan bahwa masyarakat masih melihat adanya upaya pemerintah melalui koordinasi, gotong royong, musyawarah, penyampaian informasi, dan penerimaan keluhan. Namun, kepercayaan belum sepenuhnya kuat karena penanganan sampah rumah tangga belum teratur, kegiatan lingkungan diharapkan lebih rutin, dan tindak lanjut keluhan serta pemerataan informasi masih perlu diperjelas. Faktor yang berkaitan dengan kepercayaan meliputi tindakan nyata pemerintah, komunikasi, respons terhadap keluhan, kapasitas penanganan persoalan lingkungan, dan keterlibatan masyarakat.

Item Analysis of the Developed Reading Preparation Materials for the English Proficiency Test Issatirrodiah; Zamzam, Ahmad; Junaidi, Ahmad
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7016

This study is an integral part of research and development (R&D) on digitalized reading materials for the English proficiency test. It focused on item analysis of the fifty reading comprehension questions embedded in a newly developed Digitalized English Proficiency Test (EPT) Reading Preparation Materials platform. Although previous studies have examined item quality in teacher-made tests, little is known about the statistical quality of reading items developed specifically for a digital EPT preparation platform at the university level; this study addresses that gap and offers novelty by integrating item facility, item discrimination, and distractor efficiency into an item-level decision matrix for platform improvement. Because a fellow researcher independently constructed the items and they had never been empirically evaluated, this study aimed to analyze item facility, item discrimination, and distractor efficiency. It used a quantitative descriptive design and analyzed response data from 38 English Education students who completed all 50 items, following Arikunto’s (2018) classical test theory procedures. The results showed a mean item facility index of .64, with 50% of items falling in the medium/acceptable range. The mean item discrimination index was .34, and 109 of 150 distractors (72.7%) were functional. Based on the combined criteria, 6 items (12%) were recommended for retention, 41 items (82%) required revision, and 3 items (6%) were recommended for removal. The main limitation is that reliability was not calculated and the pilot sample was relatively homogeneous in English proficiency, which likely restricted discrimination estimates; therefore, findings should be interpreted as initial, sample-dependent evidence. These findings provide an empirical basis for iteratively improving the platform’s item bank before wider implementation.

Pengaruh Media Pembelajaran Scratch terhadap Hasil Belajar Siswa pada Materi Teknologi Informasi dan Komunikasi Fitra, Ikhsan Aidil; Delianti, Vera Irma; Asmara, Delvi; Zaus, Mahesi Agni
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7024

Penelitian ini mengkaji perbedaan hasil belajar kognitif Teknologi Informasi dan Komunikasi (TIK) antara siswa yang belajar dengan bantuan Scratch dan siswa yang mengikuti pembelajaran tanpa Scratch. Studi Scratch sebelumnya lebih banyak berfokus pada pemrograman, matematika, sains, atau pengembangan media, sedangkan penggunaannya sebagai media interaktif untuk integrasi aplikasi perkantoran di SMA masih jarang dikaji. Penelitian menggunakan kuasi eksperimen dengan nonequivalent control-group pretest-posttest design pada 71 siswa kelas X SMA Negeri 2 Batang Anai, terdiri atas 35 siswa kelompok eksperimen dan 36 siswa kelompok kontrol. Perlakuan berlangsung dua pertemuan (4 × 45 menit); kedua kelompok mengikuti problem-based learning dengan materi yang sama, sedangkan Scratch digunakan sebagai media visual-interaktif pada kelompok eksperimen. Tes pilihan ganda terdiri atas 27 butir valid (Cronbach’s alpha = 0,926). Rata-rata eksperimen berubah dari 43,69 menjadi 73,51, sedangkan kontrol dari 53,75 menjadi 53,61. Kemampuan awal kedua kelompok berbeda, t(69) = -2,095, p = 0,040, sehingga perbandingan posttest mentah tidak cukup untuk inferensi kausal. Perbandingan posttest yang belum disesuaikan menunjukkan selisih 19,90 poin (95% CI 11,00–28,80; p < 0,001; Hedges g = 1,05). Hasil ANCOVA dengan pretest sebagai kovariat harus dimasukkan pada versi final sebelum kesimpulan kausal dibuat. Temuan sementara menunjukkan pola hasil belajar yang lebih tinggi pada kelompok berbantuan Scratch, tetapi interpretasi akhir harus mengikuti estimasi efek yang telah disesuaikan. This study examined differences in cognitive Information and Communication Technology (ICT) learning outcomes between students receiving Scratch-assisted instruction and students learning without Scratch. Previous Scratch research has mainly addressed programming, mathematics, science, or media development, while its use as an interactive medium for office-application integration in upper-secondary ICT remains less examined. A quasi-experimental nonequivalent control-group pretest-posttest design involved 71 Grade X students at SMA Negeri 2 Batang Anai: 35 in the experimental group and 36 in the control group. The intervention lasted two meetings (4 × 45 minutes). Both groups followed the same problem-based learning sequence and content; Scratch provided visual-interactive support only in the experimental group. The multiple-choice test retained 27 valid items (Cronbach’s alpha = 0.926). The experimental mean changed from 43.69 to 73.51, while the control mean changed from 53.75 to 53.61. Baseline scores differed between groups, t(69) = -2.095, p = 0.040, making an unadjusted posttest comparison insufficient for causal inference. The unadjusted posttest difference was 19.90 points (95% CI 11.00–28.80; p < 0.001; Hedges g = 1.05). The final manuscript must report ANCOVA results with pretest as a covariate before any causal conclusion is made. The available evidence therefore indicates a higher outcome pattern in the Scratch-assisted group, while the final interpretation depends on the adjusted treatment estimate.

Efektivitas Pengawasan Reklame di Kota Padang Berdasarkan Peraturan Wali Kota Padang Nomor 9 Tahun 2024 Afnan, Rifqi Adilah; Syamsir, Syamsir
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7031

Penelitian ini bertujuan menganalisis efektivitas pengawasan reklame di Kota Padang berdasarkan Peraturan Wali Kota Padang Nomor 9 Tahun 2024. Latar belakang penelitian adalah realisasi pajak reklame yang selalu melampaui target pada 2022–2025 (103,71%–109,64%), sementara pelanggaran reklame masih ditertibkan setiap tahun, yaitu 498 kasus pada 2023, 312 kasus pada 2024, dan 216 kasus pada 2025. Penelitian menggunakan pendekatan kualitatif deskriptif di Badan Pendapatan Daerah (Bapenda) Kota Padang. Data dikumpulkan melalui wawancara terstruktur dengan enam informan yang dipilih secara purposive, observasi, dan dokumentasi, lalu dianalisis dengan model Miles dan Huberman serta diuji melalui triangulasi sumber. Efektivitas dianalisis menggunakan enam karakteristik pengawasan yang efektif menurut Terry (1990). Hasil penelitian menunjukkan bahwa keenam karakteristik secara umum terpenuhi: pengawasan memiliki rencana dan pembagian wilayah kerja, prosedur mudah diterapkan petugas, informasi lapangan disampaikan cepat, tindakan dapat menyesuaikan kondisi, penyimpangan dapat diidentifikasi, dan tindak lanjut dilakukan secara bertahap. Namun, efektivitas tersebut belum merata karena pemahaman wajib pajak terhadap regulasi masih terbatas, jangkauan pengawasan bergantung pada patroli, dan pelanggaran berulang masih ditemukan. Dengan demikian, pengawasan dapat dinilai efektif secara prosedural, tetapi masih memerlukan penguatan integrasi data, sosialisasi, dan pemantauan kepatuhan. Tren penertiban dan capaian pajak diperlakukan sebagai konteks pendukung, bukan bukti hubungan kausal. This study analyses the effectiveness of advertisement supervision in Padang City under Padang Mayor Regulation Number 9 of 2024. Advertisement tax realization exceeded its target in 2022–2025 (103.71%–109.64%), while violations continued to be enforced each year: 498 cases in 2023, 312 in 2024, and 216 in 2025. A descriptive qualitative approach was applied at the Padang Regional Revenue Agency (Bapenda). Data were collected through structured interviews with six purposively selected informants, observation, and documentation, analysed using the Miles and Huberman model, and validated through source triangulation. Effectiveness was assessed using Terry’s (1990) six characteristics of effective supervision. The findings indicate that the six characteristics are generally met: supervision follows a plan and territorial division of work, procedures are practical for officers, field information is transmitted quickly, implementation can adapt to field conditions, deviations can be identified, and corrective actions are taken gradually. Nevertheless, effectiveness remains uneven because taxpayers’ understanding of the regulation is limited, monitoring coverage still depends on patrols, and repeated violations persist. Therefore, supervision is procedurally effective but requires stronger data integration, regulatory outreach, and compliance monitoring. Enforcement trends and tax realization are treated as contextual indicators rather than evidence of a causal effect of supervision.

Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Kritis Peserta Didik pada Pembelajaran IPAS di SDN 2 Tawali Lestari, St Aisyah; Husniati; Hakim, Mansyur
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7033

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis peserta didik kelas V SDN 2 Tawali pada pembelajaran IPAS akibat penggunaan metode konvensional yang berpusat pada guru sehingga peserta didik kurang terlatih menganalisis, menalar, dan menyimpulkan. Celah penelitian ini adalah terbatasnya kajian tentang penerapan Problem Based Learning (PBL) pada pembelajaran IPAS, khususnya materi cahaya dan sifatnya, dalam konteks Kurikulum Merdeka. Kebaruan penelitian terletak pada analisis keterkaitan sintaks PBL dengan indikator kemampuan berpikir kritis pada konteks tersebut. Penelitian ini bertujuan mengetahui pengaruh model PBL terhadap kemampuan berpikir kritis peserta didik pada pembelajaran IPAS. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen (Nonequivalent Control Group Design). Sampel adalah seluruh peserta didik kelas V (VA dan VB) yang berjumlah 40 orang dengan teknik sampel jenuh. Kelas eksperimen belajar menggunakan model PBL, sedangkan kelas kontrol belajar tanpa model tersebut. Data dikumpulkan melalui observasi keterlaksanaan pembelajaran dan tes kemampuan berpikir kritis, kemudian dianalisis dengan uji prasyarat (normalitas dan homogenitas) dilanjutkan uji-t menggunakan SPSS. Hasil penelitian menunjukkan nilai t-hitung sebesar 9,91 lebih besar daripada t-tabel 2,024 dengan nilai signifikansi (2-tailed) < 0,001 (< 0,05), sehingga H0 ditolak dan Ha diterima. Dengan demikian, terdapat pengaruh yang signifikan dari penerapan model PBL terhadap kemampuan berpikir kritis peserta didik pada pembelajaran IPAS kelas V SDN 2 Tawali. Temuan ini memperkuat bukti empiris tentang efektivitas PBL pada pembelajaran IPAS dan menegaskan pentingnya keterlaksanaan sintaks PBL secara konsisten.

Exploring Students' Perspectives on Task-Based Activities in Their English Learning Putri, Desta Rizki Iza; Farmasari, Santi; Herayana, Desi
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7034

This qualitative exploratory study examines Grade X students’ perspectives on learning English through task-based activities at SMK Ondak Jaya, East Lombok, Indonesia. Although task-based language teaching (TBLT) has been widely studied, little is known about vocational high school students’ cognitive, emotional, and social perspectives, especially when perceived development is distinguished from objectively measured proficiency. This study addresses that gap by exploring students’ views on the implementation of task-based activities, their perceived benefits and challenges, and their perceived English language development. Ten Grade X students were purposively selected. Data were collected through a ten-item open-ended questionnaire and semi-structured interviews conducted in Indonesian, each lasting 10–15 minutes; responses were transcribed, translated, and analyzed thematically. The findings show varied cognitive responses: teacher explanations and examples clarified tasks for some students, while others reported confusion or difficulty responding. Emotionally, peer work generated comfort and enjoyment, but public speaking triggered shyness and low confidence. Socially, tasks enabled collaboration and peer assistance, although participation was uneven. Students perceived benefits in vocabulary learning, sentence construction, English practice, and peer learning, while challenges included limited vocabulary, unclear task demands, shyness, and unequal participation. Students associated the activities with perceived language development, but no pre-test or post-test was used, so the findings are not evidence of measured proficiency gains. The study highlights clear instructions, examples, vocabulary scaffolding, structured group roles, and gradual speaking opportunities. Its novelty lies in integrating three perspective dimensions and distinguishing perceived development from measured achievement in a vocational school context.

Pemanfaatan Fitur AI Text-to-Image pada Canva untuk Meningkatkan Kreativitas Desain Antarmuka Siswa SMP Vara, Vondi Juanda; Huda, Yasdinul
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7037

Kreativitas siswa dalam merancang antarmuka digital dapat terhambat ketika pembelajaran terlalu bergantung pada template siap pakai. Penelitian ini bertujuan membandingkan kreativitas desain antarmuka siswa yang belajar dengan fitur AI Text-to-Image pada Canva dan siswa yang menggunakan fitur standar Canva, mengukur peningkatan kreativitas, serta menjelaskan pengalaman siswa selama ko-kreasi dengan AI. Penelitian menggunakan metode campuran dengan desain sekuensial eksplanatori. Tahap kuantitatif menerapkan kuasi-eksperimen nonequivalent control group pada 61 siswa kelas VIII SMP Negeri 2 Sijunjung, terdiri atas 30 siswa kelompok eksperimen dan 31 siswa kelompok kontrol. Kreativitas dinilai melalui tes unjuk kerja berdasarkan kelancaran, keluwesan, orisinalitas, dan elaborasi; tahap kualitatif menggunakan wawancara reflektif terhadap enam siswa kelompok eksperimen. Analisis tanpa penyesuaian skor awal menunjukkan rata-rata posttest kelompok eksperimen (12,80) lebih tinggi daripada kelompok kontrol (9,20), t(59) = 8,712, p < 0,001, Cohen’s d = 2,23, 95% CI [1,58, 2,87]. Secara deskriptif, N-Gain kelompok eksperimen sebesar 0,66 dan kelompok kontrol 0,29, dengan selisih indikator terbesar pada orisinalitas. Wawancara menunjukkan bahwa siswa terbantu memunculkan ide visual, merevisi prompt secara iteratif, dan merefleksikan tanggung jawab etis. Temuan ini menunjukkan hasil yang menjanjikan bagi integrasi AI Text-to-Image melalui prompt engineering terstruktur, tetapi interpretasi kausal perlu dibatasi karena penugasan kelas tidak dilakukan secara acak. Students’ creativity in digital interface design can be constrained when learning relies heavily on ready-made templates. This study compared interface-design creativity between students learning with Canva’s AI Text-to-Image feature and those using standard Canva features, quantified improvement, and explored students’ experiences during human–AI co-creation. An explanatory sequential mixed-methods design was employed. The quantitative phase used a nonequivalent control group quasi-experiment involving 61 eighth-grade students at SMP Negeri 2 Sijunjung, with 30 students in the experimental group and 31 in the control group. Creativity was assessed through a performance task covering fluency, flexibility, originality, and elaboration; the qualitative phase used reflective interviews with six experimental-group students. The unadjusted posttest comparison showed a higher mean for the experimental group (12.80) than the control group (9.20), t(59) = 8.712, p < .001, Cohen’s d = 2.23, 95% CI [1.58, 2.87]. Descriptively, normalized gain was 0.66 in the experimental group and 0.29 in the control group, with the largest indicator-level difference in originality. Interviews indicated that students generated visual ideas more easily, revised prompts iteratively, and reflected on ethical responsibility. These findings suggest promising educational value for structured prompt-engineering activities with text-to-image AI, while causal claims should remain cautious because class assignment was nonrandom.

Students’ Engagement in Extensive Reading Activities in English at University of Mataram Saputra, Adriyan Wijaya; Amin, Muhammad; Apgrianto, Kurniawan
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7085

This study investigated students’ engagement in Extensive Reading activities among English Education students at the University of Mataram. It aimed to describe students’ behavioral, emotional, and cognitive engagement and to identify the factors influencing their engagement. Although previous studies have reported the benefits of Extensive Reading for language proficiency and motivation, relatively little research has simultaneously examined the three engagement dimensions and their contextual influences in Indonesian EFL higher education. A qualitative descriptive design was employed with ten students completing a questionnaire and five students participating in semi-structured interviews. The closed-ended questionnaire functioned only as descriptive supporting data, while the semi-structured interviews provided the main qualitative explanations; therefore, the study was not designed as mixed methods and did not use inferential statistics. The questionnaire was used to identify general patterns through descriptive frequencies and percentages, while the interviews provided more detailed explanations of students’ reading experiences. The findings showed generally positive engagement. Behavioral engagement was reflected in relatively strong participation and effort, although reading consistency remained the main challenge. Emotional engagement was shown through interest, enjoyment, motivation, and positive attitudes toward English reading. Cognitive engagement appeared through reading strategies, comprehension monitoring, reflection, and connections between texts and prior knowledge. Five factors influenced engagement: reading materials and personal interest, language difficulty, time and academic responsibilities, motivation and academic requirements, and reading autonomy and lecturer support. Overall, students’ engagement in Extensive Reading was shaped by interacting personal, textual, and academic conditions.

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Muhammad Asy'ari

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m.asyari@litpam.com

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+6285338219596

Journal Mail Official
m.asyari@litpam.com

Editorial Address
Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB

Location
Kota mataram,

Nusa tenggara barat

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhammad Asy'ari

Contact Email m.asyari@litpam.com

Phone +6285338219596

Journal Mail Official m.asyari@litpam.com

Editorial Address Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhammad Asy'ari

Contact Email
m.asyari@litpam.com

Phone
+6285338219596

Journal Mail Official
m.asyari@litpam.com

Editorial Address
Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB

Location
Kota mataram,

Nusa tenggara barat

INDONESIA