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All Journal Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Pendidikan Fisika Indonesia Jurnal Ilmiah Mahasiswa Pendidikan Fisika Lantanida Journal Unnes Science Education Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal JPF : JURNAL PENDIDIKAN FISIKA Asian Journal of Science Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
A Halim
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Materials Science & Nanotechnology Mathematics Physics

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THE EFFECT OF INQURY BASED LEARNING ON THE PROCEDURAL KNOWLEDGE DIMENSION ABOUT ELECTRIC AND MAGNET CONCEPT Yusrizal, Y.; Halim, A.; Junike, J.
Jurnal Pendidikan Fisika Indonesia Vol 13, No 2 (2017)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v13i2.12080

Abstract

The purpose of this study to determine the effect of the use of inquiry-based learning to the increased dimensions of procedural knowledge in electrical magnetic material. The study used a quasi-experimental research methods with research design is non-equivalent control group design and a sampel are selected with the random sampling method. The experimental group was taught by the method of inquiry-based learning and the control group was taught by conventional methods. Collecting data using the instrument of multiple-choice test that developed through this research with category of validity is valid, reliability with category of reliable, index of discrimination with category of low, and level of difficulty with category of medium. The results of the data analysis by using the formula N-Gain and t-test showed that an increase in the dimensions of procedural knowledge siginificantly for experimental class and less significant for control class. Based on the results of this study suggested to the teacher to always use the method of inquiry learning that an increase in procedural knowledge dimension, especially for topics related to experimental physics.
THE EFFECT OF THE ONE-TIER, TWO-TIER, AND THREE-TIER DIAGNOSTIC TEST TOWARD THE STUDENTS' CONFIDENCE AND UNDERSTANDING TOWARD THE CONCEPTS OF ATOMIC NUCLEAR Yusrizal, Yusrizal; Halim, A
Unnes Science Education Journal Vol 6 No 2 (2017): July 2017
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v6i2.15856

Abstract

The identification of misconception in the Physics or Science learning all this time mostly used the two-tier or three-tier diagnostic test. There were several reasons why both test forms used, such as to make sure whether the students guessed the answers or understood the concepts. Besides, through the use of both tests the students' confidence in choosing the answers could be identified. However, there was no explanation or study on the most effective test to identify those misconceptions. The purpose of this study was to know the effect of the one-tier, two-tier and three-tier diagnostics test toward the students' answer pattern, confidence level, and understanding on the concept of anatomic nuclear. The respondents which were used in this survey research were 88 the students attending Atomic Nuclear course in Physics Education Department, Faculty of Teacher Training and Education, Syiah Kuala University. Some tests were consecutively given to the 88 respondents, the test participants could continue to the next test if they finished all questions in the previous test. The data collection used the instrument of basic Physics preconception test (Tes Pemahaman Konsep Fisika Inti/TPKFI) in the form of one-tier, two-tier and three-tier multiple choice with eight multiple choice items. The test was developed by researchers with difficulty index = 0.35, discrimination index = 0.31, validity= 0.35, and reliability= 0.90. The data analysis result showed that even though the students' answer patterns were the same for all types of diagnostic tests, there was a convincing change in the students' concept understanding and confidence between the two-tier and three-tier. From this research, it could be inferred that the identification of the students' misconception in the Science learning would be better (had high confidence), if the diagnostic test used was higher, that was three-tier, four-tier, and thus on.
Implementasi Model Pembelajaran Berbasis Masalah pada Materi Titrasi Asam Basa untuk Meningkatkan Keterampilan Generik Sains Mahasiswa Program Studi Pendidikan Kimia Hayatuz Zakiyah; Adlim Adlim; Abdul Halim
Lantanida Journal Vol 2, No 1 (2014)
Publisher : UIN AR-RANIRY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (547.619 KB) | DOI: 10.22373/lj.v2i1.668

Abstract

This study was a pre-experimental study through one group pretest-posttest design. The objective of the study was to see whether there was an increase in generic science skills of students with problem-based learning model in the group activities. The subjects were the chemistry students of 2nd semester in Teacher Training and Education Faculty of Unsyiah. The data collection was conducted by using the instruments such as group activity and multiple choice of generic science skill. The data of group activities was processed from the observation scores while the pretest and posttest were processed by using the average of N-Gain. Based on the data analysis, there were significant differences in the pretest and posttest results KGS after the application of PBL teaching model. Referring to the N-Gain, an increase of KGS occured in all indicators. The highest increase was found in indirect observation while the lowest in logic inference. In indirect observation and cause-effect law, the consistent logic framework gained an increase in the medium category.
Dampak Problem Based Learning terhadap Pemahaman Konsep Ditinjau dari Gaya Berpikir Siswa pada Mata Pelajaran Fisika A. Halim; Suriana Suriana; Mursal Mursal
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 3 No 1 (2017): JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 3 Nomor 1, Jun
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (374.471 KB) | DOI: 10.21009/1.03101

Abstract

Abstract This study aims to determine students's increased understanding of the concept in terms of thinking style after the implementation of the model-based PBL experiments on matter and energy. This study uses quasi-experimental methods, the shape of nonequivalent control group design involving two study groups namely experimental and control classes were held in MAN Rukoh Banda Aceh class XI the first semester of academic year 2015/2016 consisting of 24 students experiment class and 25 students control class. Data collection instruments; 1) Tests to see increased understanding of the concept; 2) Test thinking style questionnaire to determine the type of thinking style the students to absorb information. The results showed that: 1) There is an increased understanding the concept of students with the application of model PBL learning based experiment than higher conventional learning seen from N-Gain both classes, reaching 71% higher category for experimental class and 32% for control class. 2) On this kind of thinking style random abstract experimental class is better than the control class. On this kind of thinking style concrete sequential increase understanding concept of experimental class is better than the control class. On this kind of thinking style abstract sequential increase understanding of the concept experimental class is better than the control class. On this kind of thinking style concrete random improved understanding concept of control class reached (4.00) while the experimental group (0.00) for the experimental class did not have a concrete random thinking styles. Keywords: Model PBL Based Experiment, Concept Undertanding, Thinking Style. Abstrak Terdapat empat jenis gaya berpikir siswa yang digunakan dalam penelitian, yaitu Sekuensial Konkret (SK), Sekuensial Abstrak (SA), Acak Konkret (AK), dan Acak Abstrak (AA). Berdasarkan empat jenis gaya berpikir tersebut, jenis gaya berpikir yang paling tinggi terjadi peningkatan pemahaman konsep fisika dan indikator pemahaman manakah paling tinggi peningkatannya. Inilah tujuan yang ingin diketahui dari hasil penelitian yang dilakukan pada 24 siswa MAN Rukoh Banda Aceh kelas XI sebanyak 24 siswa untuk kelas eksperimen dan 25 siswa kelas kontrol setelah dilakukan perlakuan dengan model PBL berbasis eksperimen. Penelitian ini menggunakan metode quasi experimental, dengan desain nonequivalent control group design dan pengumpulan data menggunakan; tes untuk melihat peningkatan pemahaman konsep; dan angket untuk melihat jenis gaya berpikir yang dimiliki siswa. Hasil penelitian menunjukkan bahwa indikator pemahaman konsep “Translasi” terjadi peningkatan tertinggi pada siswa yang memiliki jenis gaya berpikir “Sekuensial Konkret (SK)” pada kelompok eksperimen, sebaliknya untuk siswa yang memiliki jenis gaya berpikir “Sekuensial Abstrak (SA)” indikator pemahaman konsep tertinggi adalah “Translasi”, ini terjadi pada kelas kontrol. Kata Kunci: Model Pembelajaran PBL Berbasis Eksperimen, Pemahaman Konsep, Gaya Berpikir.
The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses A. Halim; Soewarno Soewarno; Elmi Elmi; Zainuddin Zainuddin; I. Huda; Irwandi Irwandi
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.06207

Abstract

The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the experimental group and two classes (64 students) for the control group. The experimental group used a representative module based on E-Learning as a remediation treatment, while the control group used a conventional module. The results of the validation of the material and the design of the E-Learning modules were obtained as very feasible to use. Data collection uses a two-tier Modern Physic Diagnostic Test or MPDT (Modern Physic Diagnostic Test) of 30 items combined with the CRI (Certainty of Response Index) index. It is carried out twice, namely before and after treatment. The N-Gain normality analysis results showed the percentage of misconception reduction was more significant in the experimental group than in the control group. Important note obtained by implementing E-Learning is more appropriate to be used simultaneously between conventional face-to-face and E-Learning.
Implementation of e-Learning Module Based on Science Technology Engineering Mathematics on Solar Cells Topic Mairi Sukma; Abdul Halim; Evendi Evendi
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 7, No 1 (2022): January 2022
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v7i1.2237

Abstract

This study was conducted to test the validity, practicality and effectiveness of implementing STEM-based e-learning modules on the topic of solar cellss to be used as teaching materials for students. This research was conducted at the Unsyiah Physics Education Study Program. The research method used is the Quasi Experiment method, pretest-posttest control group design. The module validity data were analyzed using a validation sheet. The results showed that the STEM-based e-learning module was valid. The practicality of the module was analyzed using activity observation sheets and student response sheets. The results showed that the implementation of STEM-based e-learning modules was practical to increase student activity and received positive responses from students. The effectiveness of the module was analyzed using the Three Tier diagnostic test using the CRI index, comparing the pretest results with the posttest result, and tested for significance through the two-mean difference test using the independent sample t-test. The results showed that implementsi e-learning modules on topic STEM-based solar cellss are effective to reduce the level of misconceptions and may improve learning outcomes (N-gain) student.
Self-Description and Observers Perspective Toward Science Teachers Ability in Using Questioning Technique in Middle School Hilda Mazlina; Abdul Halim; Yusrizal Yusrizal
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 8 No. 2 (2018)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v8n2.p106-114

Abstract

The study aimed at inquiring how science teachers use question technique in the teaching-learning process. The methodology used in this study was a survey method of quantitative approach. The population is all senior high school Physics teachers in Banda Aceh. The sample is the Physics teachers regarding their length of duty which were 6 teachers from 6 schools. The sampling technique was using disproportionate stratified random sampling based on the schools accreditation. The data collection process was carried out by distributing the questionnaire to teachers and documentation technique by videotaping the learning process. The data were analyzed using a descriptive technique. The results showed that teachers used redirecting technique (70%) and probing technique (45.83%). Next, the teachers experience only impacts the probing technique. A suggestion that can be made in teaching Physics, teachers should ask questions that track and test students understanding toward a concept that they have learned.
KORELASI NILAI UJIAN NASIONAL FISIKA DENGAN NILAI FISIKA DASAR MAHASISWA JURUSAN PENDIDIKAN FISIKA TAHUN MASUK 2017 Fadilah Nikosasih, Tarmizi, A. Halim
Jurnal Ilmiah Mahasiswa Pendidikan Fisika Vol 3, No 1 (2018): JANUARI 2018
Publisher : FKIP Unsyiah

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian ini untuk mengetahui korelasi nilai Ujian Nasional Fisika dengan nilai Fisika Dasar Mahasiswa pendidikan Fisika tahun masuk 2017. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi dalam penelitisn ini adalah seluruh mahasiswa pendidikan fisika tahun masuk 2017 sedangkan sampelnya adalah mahasiswa penddikan fisika tahun masuk 2017 yang telah mengambil ujian nasional (UN) Fisika dan telah mengambil serta memperoleh nilai mata kuliah Fisika Dasar. Data yang digunakan adalah data sekunder berupa dokumentasi dari pengajaran Jurusan Pendidikan Fisika. Data tersebut diolah dengan statistik regresi dan korelasi, antara nilai Ujian Nasional Fisika dan nilai Fisika Dasar. Berdasarkan perhitungan statistik dengan mengambil α = 5% atau 0,05 diperoleh hasil bahwa regresinya linear dan tidak signifikan. Sedangkan hasil uji korelasi diperoleh t hitung = 1,03. Artinya, terdapat korelasi antara nilai Ujian Nasional Fisika dengan nilai Fisika Dasar dengan korelasi sangat rendah yaitu sebesar 2,8%.
PENERAPAN MODEL PEMBELAJARAN GENERATIF DENGAN MENGGUNAKAN VIRTUAL LABORATORIUM UNTUK MENINGKATKAN HASIL BELAJAR SISWA Ariza Pratama; Tarmizi Hamid; A Halim
Jurnal Ilmiah Mahasiswa Pendidikan Fisika Vol 2, No 1 (2017): Januari 2017
Publisher : FKIP Unsyiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.314 KB)

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui hasil belajar siswa, aktivitas guru dan siswa, kemampuan guru dalam mengelola pembelajaran dan respon siswa terhadap penerapan model pembelajaran generatif.Jenis Penelitian ini adalah penelitian Tindakan Kelas (PTK) dan pendekatan yang digunakan dalam penelitian ini adalah pendekatan statistik deskriptif.Subjek penelitian ini adalah siswa-siswi kelas IX.4 SMPN 8 Banda Aceh tahun ajaran 2016/2017 yang berjumlah 21 orang.Instrumen pengumpul data yang digunakan dalam penelitian ini yaitu tes dan non tes.Instrumen tes dalam bentuk soal pretest dan posttest, sedangkan instrument non tes dalam bentuk lembar observasi aktivitas guru dan siswa, lembar kemampuan guru dalam mengelola pembelajaran dan angket respon siswa terhadap pembelajaran.Keempat instrument non tes tersebut dianalisis menggunakan teknik persentase. Hasil penelitian menunjukan adanya peningkatan hasil belajar siswa secara individual dari 57% menjadi 89% dan ketuntasan klasikal juga meningkat dari 60% sampai mencapai 87,5%. Peningkatan juga terjadi pada aktivitas guru dan siswa.Kemampuan guru dalam mengelola pembelajaran meningkat dari kategori baik menjadi sangat baik.Selain itu, respon siswa terhadap pembelajaran juga sangat baik sekali dimana 90% siswa menyatakan senang terhadap penerapan model pembelajaran generatif dengan menggunakan laboratorium virtual. Berdasarkan penelitian ini dapat disimpulkan bahwa penerapan model pembelajaran generatif dengan menggunakan laboratorium virtual dapat meningkatkan hasil belajar siswa, meningkatkan aktivitas guru dan siswa, meningkatkan kemampuan guru dalam mengelola pembelajaran pada materi listrik dinamis.Kata kunci: model pembelajaran generatif, virtual laboratorium, hasil belajar AbstractThis study aims to find out the result of  student learning, teacher and student activity, the ability of teachers in managing learning and students' response to the application of the generative learning model. This research is a type of class action (PTK) and the approach used in this research is descriptive statistical approach. The subjects of study  were students of class IX.4 SMPN 8 Banda Aceh the school year 2016/2017 totaling 21 people. Data collection instruments used in this study is a test and non test. Test instruments in the form of matter pretest and posttest, whereas the non-test instrument in the form of sheets of teacher and student activity observation, sheets teacher's ability in managing  learning and sheet of student responses of learning. The fourth non-test instrument are analyzed using percentages. The results showed an increase in student learning outcomes on an individual basis from 57% to 89% and classical completeness also increased from 60% to reach 87.5%. The increase also occurred in the activities of teachers and students. The ability of teachers in managing learning increases from good to be excellent category. In addition, the students' response to learning is also very well where 90% of students said he was happy of generative learning model application using the virtual laboratory. Based on this research can be concluded that the application of the generative learning model by using virtual labs can improve student learning results, increasing the activity of teachers and students, increasing the teacher's ability in managing learning in a dynamic electrical lesson.Keywords: generative learning model, virtual labs, learning results
DAMPAK PENGGUNAAN MODEL QUANTUM TEACHING TIPE VAK (VISUAL, AUDITORI, KINESTETIK) TERHADAP RETENSI MENGINGAT KONSEP FISIKA SISWA KELAS VIII SMPN 6 BANDA ACEH Yuni Riznani; A. Halim; Marwan AR
Jurnal Ilmiah Mahasiswa Pendidikan Fisika Vol 1, No 4 (2016): OKTOBBER 2016
Publisher : FKIP Unsyiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (105.228 KB)

Abstract

AbstrakPenelitian ini mengangkat permasalahan tentang rendahnya kemampuan siswa dalam mengingat konsep dan materi ajar fisika. Tujuan dari penelitian ini adalah untuk mengetahui adanya dampak penggunaan model quantum teaching tipe VAK terhadap retensi mengingat konsep fisika siswa kelas VIII di SMPN 6 Banda Aceh. Jenis penelitian ini berbentuk eksperimen dengan desain control group time series design. Populasi penelitian ini adalah siswa/i kelas VIII SMPN 6 Banda Aceh, sedangkan sampel penelitian adalah kelas VIII-1 sebagai kelas eksperimen dan kelas VIII-6 sebagai kelas kontrol. Teknik pengumpulan data menggunakan angket dan tes. Perolehan nilai rata-rata post-test dan re-test kelas eksperimen lebih tinggi dibandingkan kelas kontrol berturut-turut yaitu 90,7184,0 dan 8171,60. Diperkuat dengan hasil thitungttabel yaitu 2,5951,68 dan 3,671,68. Berdasarkan data dan hasil yang didapatkan, maka dapat disimpulkan bahwa model quantum teaching tipe VAK memberikan dampak terhadap retensi mengingat konsep fisika siswa kelas VIII SMPN 6 Banda Aceh. Kata kunci : quantum teaching, VAK, retensi, konsep. AbstractThe problem of this research is about the low ability of student to remember conceptd and material of physics. The purpose of this education research is to find the impact of the use quantum teaching type VAK for retention to remember the concept of physics for student at grade VIII of SMPN 6 Banda Aceh. The kind of this research is experimental with control group time series design. The population in this education research is all of students grade VIII of SMPN 6 Banda Aceh, and the sample is class VIII-1 as experimental class and class VIII-6 as control class. Technical to collect data use chief and test. The average score of posttest and retest experiment class higher than control class, that is 90,7184,0 and 81,071,60. Supported by the result of tcountttable that is 2,5951,68 and 3,671,68. Based on data and value of this research, so concluded that quantum teaching type VAK give impact on retention to remember the concept of physics for student at grade VIII of SMPN 6 Banda Aceh. Keywords: quantum teaching, VAK, retention, concept.
Co-Authors . Elisa . Khairunnisa . Yusrizal A.A. Ketut Agung Cahyawan W Abdul Hamid ABDUL HAMID Abu Bakar Adi Rahwanto Adinda Wirda Adlim Adlim Agus Wahyuni Agus Wahyuni Ahmad Farhan Ahmad Farisi Anggi Susilawati Anggini Mutia Suwa Ariza Pratama Azzarkasyi, Muhammad Cut casuarina Cut Nurmaliah Cut Putri Hayati Cut Rosi Dyanti defianti oktaviani Deni Fahlawi Indrawan Dhieta Dewi Utami Dzikrul Rizki Eka Maulina Eli Sastriani Elisa Elisa Elisa Elisa Elisa Elisa Elisa Elisa Elisa Elisa Elisa Elisa Elisa Kasli Elisa Kasli Elisa Kasli Elmi Elmi Elmi Mahzum Elmi Mahzum Elmi Mahzum Eva Aini Evendi Evendi Evendi Evendi Evendi Evendi Fahmi Sofyan Fanny Fajria Fathimah Zahrah Fauzi Saleh Febdi Candra Kirana Fitria Herliana Fitria Herliana Hafnati Rahmatan Hafnati Rahmatan Haifa Humaira Hamdi Hamdi Hasbullah Hasbullah Hayatuz Zakiyah Hendri Saputra Hilda Mazlina Holyness Nurdin Singadimedja I. Huda Ibnu Khaldun Ibnu Khaldun Ibnu Khaldun Ibnu Khaldun Ikhwanul Muslim Ilham Maulana Irsyaf Eka Putra Irwandi Irwandi Ismul Huda Ismul Huda Izkar Hadiya Jon Darmawan Juniar Afrida Junike Junike Junike, J. Kadmayana Kadmayana Kartika Sari Komala Pontas Lia Ariyani Lia Musnidar Lilia Halim Lilia Halim M Syukri M Syukri M Syukri M. Hasan M. Isa M. Syukri M. Syukri Mairi Sukma Manna Wassalwa Marlina Marlina Marlinda Marlinda Marwan AR mirzatullah mir mirzatullah Misbahul Jannah Miswatul Hasanah MUHAMMAD AGUS SUPRAYUDI Muhammad Hasan Muhammad Nizarullah Muhammad Syukri Muhammad Syukri Muhammad Syukri Muhammad Syukri Mursal Mursal Musdar Musdar Mustafa Mustafa Mustanir Mustanir Mustanir Mustanir Muzakkir Muzakkir Muһаmmаԁ Ѕуukrі Nasrullah Idris Nasrullah Nasrullah Ngadimin Ngadimin Nia Kurnia Devy Nini Afriana Novi Maulidar NS Merisa Nurhadisah Nurhadisah Nurul Husna Nurul Husna Nuryanna Nuryanna Nuzulia Nuzulia Oka Melawati Oka Melawati Putri Mayasari Putri Zuhra Qusthalani Qusthalani Rahmani Rahmani Rahmati Rahmati Rahmati Rahmati Rahmatillah Rahmatillah Rahmawanna Rahmawanna Rahmawati Rahmawati Raiyan Maulina Ria Zulvita Rini Safitri Rini Safitri Rini Safitri Rita Mutia Rizki Hananan Sari Rizky Nafaida Rosmani Rosmani S. Ilyas Safrida Safrida Safrida Safrija Safrija Safrina Junita Salmawati Salmawati Saminan Saminan Santi Septiana Zarita Selviyana Yana Sharfina Sharfina Siska Sucirahayu Siti Nur Rahma siti rahmah Soewarno Soewarno soewarno warno Sri Adelila Sari Sri Rezeki Sri Wahyuni Sri Winarni suhrawardi Ilyas Suhrawardi Ilyas Suhrawardy Ilyas Sulastri Sulastri Suliyanah Suliyanah Suriana Suriana Suriana Suriana Susanna Susanna Syahrun Nur Syahrun Nur Syahrun Nur Syamsul Rizal Syamsul Rizal Syarifah Lely Fithriani Tarmizi Hamid Tarmizi Tarmizi Teuku Muhammad Hary Ramadhan Ulan Dari Vega Soraya Widya An Nisa Mukramah Widya Astuti* Yuni Riznani Yuni Syahraini Yunita Yunita Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal, Y. Zainuddin Zainuddin Zainuddin Zainuddin Zulhaini Zulhaini Zulham Handayani Zulkarnain Jalil Еӏіѕа Еӏіѕа