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All Journal International Journal of Evaluation and Research in Education (IJERE) MATHEdunesa Journal on Mathematics Education (JME) Kreano Journal on Mathematics Education (JME) Jurnal Pendidikan Matematika Pedagogia: Jurnal Pendidikan Journal of Research and Advances in Mathematics Education JPK (Jurnal Pancasila dan Kewarganegaraan) International Journal on Emerging Mathematics Education Beta: Jurnal Tadris Matematika JURNAL EDUCATION AND DEVELOPMENT Jurnal Basicedu Proceeding of World Conference International Journal for Educational and Vocational Studies Community Development Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains Southeast Asian Mathematics Education Journal International Journal on Teaching and Learning Mathematics Jurnal Basicedu
Siti Maghfirotun Amin
Universitas Nahdlatul Ulama Surabaya, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION Ekawati, Rooselyna; Kohar, Ahmad Wachidul; Imah, Elly Matul; Amin, Siti Maghfirotun; Fiangga, Shofan
Journal on Mathematics Education Vol 10, No 1 (2019)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (998.766 KB) | DOI: 10.22342/jme.10.1.6339.21-36

Abstract

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.
Supporting Fifth Graders in Learning Multiplication of Fraction with Whole Number Khairunnisak, Cut; Amin, Siti Maghfirotun; Juniati, Dwi; Haan, Dede de
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.1.615.71-86

Abstract

The meaning of fractions with integer multiplication is something that is difficult to  understand by students. They tend to think that the product it produces a larger number, while the multiplication of fractions with integers, the result can be any number larger or smaller. This study is a research design that aims to develop a local instructional theory to support the students expand their understanding of the meaning of multiplication of fractions with integers. By applying the characteristics of realistic mathematics education (Realistic Mathematics Education), the researchers designed a  series of instructional activities related to daily life, such as Indonesia prepares dishes and equitable distribution. Participants of this study were Grade 5 students from an elementary school in Surabaya, along with a mathematics teacher of that class.  Some students of the class participated in the first cycle, in order to see how the design of the hypothetical learning trajectory (Hypothetical Learning Trajectory) is running. After going through several revisions, HLT is then implemented in all the other students in grade 5. The results showed that students' prior knowledge affect their learning process. The fractions solve multiplication problems with whole numbers, some students convert the integers to fractions and then use a fraction by a fraction multiplication procedure. The learning process begins with students exploring the contextual situation of fair division, where students extend their understanding that the fraction associated with the division and multiplication. One indicator that the student has broadened his understanding is the more varied representation of the given problem. Keywords: multiplication of fraction with whole number, RME, daily life situations, extend the understanding, initial knowledge, design research DOI: http://dx.doi.org/10.22342/jme.3.1.615.71-86
Learning The Concept of Area and Perimeter by Exploring Their Relation Winarti, Destina Wahyu; Amin, Siti Maghfirotun; Lukito, Agung; Gallen, Frans Van
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.1.616.41-54

Abstract

Learning the concept of perimeter and area is not easy for students in grade 3 of primary school. A common mistake is that students think that if the area is the same, the perimeter also has to be the same. It is difficult for them to understand that for a  given area, there are many possibilities of perimeter and vice versa. When student are not aware of this relation they might confuse about the concept in their continuation of learning process. This research was conducted to study if it would support students’ understanding of the concept of perimeter and area if we let them explore the relation between perimeter and area in the very first phase of the learning process. Design research was chosen as the method to study this issue and the three basic principles in The Realistic Mathematics approach were applied in this study to support the learning process of perimeter and area. Real life context such as picture frames was choosen in developing a sequence of learning line to reach the learning goal of perimeter and area. The partipants of this research were students and mathematics teacher of grade 3 in one of the elementary school in Surabaya. Two classes were taken to involve in the first cycle and second cycle respectively.  The teaching experiment shows that the class activities such as making photo frame, measuring photo paper with sticky paper and arranging shapes with wooden matches are activities which can be used to reveal the relation of perimeter and area. From those activities students build their own understanding that in fact area and perimeter are not in one to one correspondence, they found that for the given area they might find different perimeter or vice versa. They also found the reason why they multiply length and width to count the area of rectangular or square shape from sticky paper activity. Somehow some students were found still struggle with their understanding of area and perimeter. They often simply count the area and perimeter but when it comes into comparing the area or perimeter  they still struggle to differentiate between area and perimeter. Keywords: Perimeter, Area, Relation between perimeter and area, Understanding DOI: http://dx.doi.org/10.22342/jme.3.1.616.41-54
Eliciting Mathematical Thinking of Students through Realistic Mathematics Eucation Anwar, Lathiful; Budayasa, I Ketut; Amin, Siti Maghfirotun; Haan, Dede de
Journal on Mathematics Education Vol 3, No 1 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.1.620.55-70

Abstract

This paper focuses on an implementation a sequence of instructional activities about addition of fractions  that has been developed and implemented in grade four of primary school in Surabaya, Indonesia. The theory of Realistic Mathematics Education (RME) has been applied in  the  sequence, which aims to assist low attaining learners in supporting students’ thinking in the addition of fractions. Based on the premise that eliciting and addressing learners’ alternative conceptions in mathematics is beneficial in  assisting them to improve their understanding, the paper seeks to explore the role that RME plays pertaining to this particular supposition. The paper presents and discusses examples of learners’ responses to contextual problems given to them during the course of the instructional activities. Keywords: Realistic Mathematics Education, mathematical thinking, a sequence of instructional activities DOI: http://dx.doi.org/10.22342/jme.3.1.620.55-70
PROFIL SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI TINGKAT KECERDASAN EMOSI MAGHFIROTUN AMIN, SITI; RENI PUJI ASTUTI, EKA
MATHEdunesa Vol 8, No 2 (2019): Jurnal Mathedunesa Volume 8 Nomor 2 Tahun 2019
Publisher : Jurusan Matematika UNESA

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Abstract

Abstrak Pemecahan masalah merupakan hal yang penting untuk dikuasai siswa dalam pembelajaran matematika. Dalam memecahkan masalah perlu diberikan masalah yang berhubungan dengan kehidupan sehari-hari (masalah kontekstual). Salah satu faktor yang memengaruhi kemampuan siswa dalam memecahkan masalah adalah kecerdasan emosi. Kecerdasan emosi meliputi kemampuan mengenali emosi diri, mengelola emosi, memotivasi diri sendiri, mengenali emosi orang lain, dan membina hubungan. Setiap siswa memiliki kecerdasan emosi yang berbeda-beda. Tujuan penelitian ini adalah mendeskripsikan profil siswa SMP dengan tingkat kecerdasan emosi tinggi, sedang, dan rendah dalam memecahkan masalah matematika kontekstual. Penelitian ini merupakan penelitian kualitatif yang dilaksanakan di Kelas VII-E SMP Negeri 1 Rengel, Tuban Tahun Ajaran 2018/2019. Subjek penelitian terdiri atas satu siswa dengan kecerdasan emosi tinggi, satu siswa dengan kecerdasan emosi sedang, dan satu siswa dengan kecerdasan emosi rendah. Data dikumpulkan dengan menggunakan angket, tes, dan wawancara. Angket digunakan untuk memeroleh data tentang kecerdasan emosi yang dimiliki siswa. Kemudian tes dan wawancara digunakan untuk memeroleh data tentang profil siswa dalam memecahkan masalah matematika kontekstual. Hasil penelitian menunjukkan bahwa siswa dengan kecerdasan emosi tinggi dapat memahami masalah walaupun dalam mengungkapkan informasi yang diketahui kurang lengkap. Saat melaksanakan rencana penyelesaian masalah terdapat kesalahan penulisan walaupun tidak memengaruhi hasil akhir. Selain itu, siswa dengan kecerdasan emosi tinggi juga kurang sistematis dan beberapa keterangan kurang lengkap. Kemudian saat memeriksa kembali, siswa dengan kecerdasan emosi tinggi mengakui bahwa telah melakukan kesalahan. Siswa dengan kecerdasan emosi sedang, saat melaksanakan rencana penyelesaian masalah terdapat langkah yang kurang sistematis dan beberapa keterangan kurang lengkap. Saat memeriksa kembali, siswa dengan kecerdasan emosi sedang melakukan dengan baik bahkan dia mengatakan bahwa kemungkinan ada cara lain yang lebih cepat dari cara yang telah digunakan walaupun belum dapat menyebutkan caranya. Siswa dengan kecerdasan emosi rendah, saat melaksanakan rencana penyelesaian masalah ada beberapa keterangan kurang lengkap. Kemudian saat memeriksa kembali, siswa dengan kecerdasan emosi rendah tampak ragu dengan penyelesaiannya. Kata kunci: pemecahan masalah, masalah kontekstual, kecerdasan emosi Abstract Problem solving is an important thing for students to master in mathematics learning. In solve problems need to be given problems related to daily life (contextual problems). One of the factors that influence students? abilities to solve problems is emotional intelligence. Emotional intelligence includes the ability to recognize emotions themselves, manage emotions, motivate yourself, recognize the emotions of others, and foster relationships. Each student has different emotional intelligence. The purpose of this research is to describe the profile of junior high school students with high, medium, and low level emotional intelligence in solve contextual mathematical problems. This research is a qualitative research that implemented in Class VII-E of SMP Negeri 1 Rengel, Tuban in the 2018/2019 Academic Year. The research subjects consisted of one student with high emotional intelligence, one student with medium emotional intelligence, and one student with low emotional intelligence. The data was collected using questionnaire, test, and interview. Questionnaire are used to obtain data about emotional intelligence that possessed by students. Then, the test and interview are used to obtain data on profile of student in solve contextual mathematical problems. The results of the study show that student with high emotional intelligence can understand the problem although in disclosing information that is known to be incomplete. When implementing the plan to resolve the problem there is a writing error even though it does not affect the final result. In addition, student with high emotional intelligence are also less systematic and some information is incomplete. Then, when checking again student with high emotional intelligence admit that they have made a mistake. Student with medium emotional intelligence, when implementing the plan to resolve the problem there are less systematic steps and some information is incomplete. When checking again, student with medium emotional intelligence are doing well even she said that there might be other ways that are faster than the method that have been used although they cannot to mention the method. Student with low emotional intelligence, when implementing the plan to resolve the problem there are some information is incomplete. Then, when checking again student with low emotional intelligence seemed doubtful about the solution. Keywords: problem solving, contextual problems, emotional intelligence
PENGARUH PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) TERHADAP HASIL BELAJAR SISWA Amin, Siti Maghfirotun; faot, maria margaretha
MATHEdunesa Vol 9, No 1 (2020): Jurnal Mathedunesa Volume 9 Nomor 1 Tahun 2020
Publisher : Jurusan Matematika UNESA

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Abstract

This study aims to determine whether learning with the PMRI approach influences student learning outcomes in mathematics. This research was conducted in Class VIII SMPN 2 Gedangan Sidoarjo Odd Semester 2019/ 2020.Academic Year on material number patterns. This study is an experiment that aims to determine the effect of the PMRI approach to student learning outcomes. The design used is the control group pre-test-post-test-design. Data collection techniques include tests (pretest-posttest). Based on the calculation of the results of the experimental class and the control class each comes from a normally distributed population. The regression equation shows that the direction of the PMRI approach influences student learning outcomes. Based on calculation with SPSS (Statistical Product and Service Solution) the value of sig < ?. The ? value used in the study is 0.05. The sig value obtained is 0.014. based on the guidelines for decision making, that 0.0014> 0.05, the result obtained that the PMRI approach affect student learning outcomes.Keyword : Indonesia?s realistic mathematics education, student learning outcomes.
The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII Kristanto, Yosep Dwi; Amin, Siti Maghfirotun; Khabibah, Siti
(JRAMathEdu) Journal of Research and Advances in Mathematics Education Vol. 1, No. 2, July 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v1i2.4828

Abstract

Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.
MISCONCEPTION ON 3-DIMENSIONAL FIGURE WITH FLAT SIDES BY USING CERTAINTY OF RESPONSE INDEX (CRI) METHOD MAGHFIROTUN AMIN, SITI; APRI PUSPITASARI, RICKE
MATHEdunesa Vol 7, No 2 (2018): Jurnal Mathedunesa Volume 7 Nomor 2 Tahun 2018
Publisher : Jurusan Matematika UNESA

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Abstract

Abstract Misconception is a mismatch between a persons conception of facts, concepts, principles and rules, and procedures with the conception of the relevant science expert. Misconceptions can occur because of poor understanding on the material that has been taught. This may occur in any material, including 3-dimensional figure with flat side. One method to identify misconception is CRI by measuring confidence level in answering questions. The aim of this research is to find and describe students? misconceptions on the 3-dimensional figure with flat side. This research was descriptive research with qualitative approach. Research data were obtained from 4 subjects who have most misconceptions and on different concepts. The subjects were taken from 9-grades who has studied 3-dimensional figure with flat side. The research was using written test with CRI scale and interview. The misconception that appears are on subject 1 misconceptions on 3 numbers consist of concept of cubes and cube?s nets, surface area of cube, and surface area of prism. Subject 2 misconceptions on 4 numbers about surface area of cuboid, definition of prism, volume of prism, and relationship of cubes and cuboids with prism (concept of prism). Subject 3 misconceptions on 4 numbers about cube?s nets, volume of prism, and on cube and cuboid relations with prisms (prism concepts). Subject 4 misconceptions on 5 numbers relating to concept of cuboids, surface area of cuboid, definition of prism, volume of prism, and relationship of cubes and cuboids with prisms (prism concepts). Keywords: misconception, 3-dimensional figure with flat side, Certainty of Response Index (CRI
Motivation Cards to Support Students’ Understanding on Fraction Division Wahyu, Kamirsyah; Amin, Siti Maghfirotun; Lukito, Agung
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (642.751 KB) | DOI: 10.12928/ijeme.v1i1.5760

Abstract

This design research aims to develop a learning activity which supports the fifth-grade students to understand measurement fraction division problems (A whole number divided by a fraction that result in a whole number answer) conceptually. Furthermore, how students solve the fraction division problem using models is also analyzed.  Data for the retrospective analysis is collected through two teaching experiments in the form of students’ work, field notes, and some part of classroom discussions. The important findings in this research are: 1) the developed learning activity namely Motivation Cards support students understand that  3 divided by one-half means how many one-half are in 3 through models. However, when the divisor is not a unit fraction they could not directly relate the unshaded part in area model for example. 2) area model is proper model to be firstly introduced when the students work on fraction division. 3) understanding this kind of fraction division help students understand other measurement fraction division where both divisor and dividend are fractions. 4) the learning activity supports the development of character values for students.    
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATERI LIMIT FUNGSI TRIGONOMETRI MAGHFIROTUN AMIN, SITI; FAUZUL ADHIM, BIMA
MATHEdunesa Vol 8, No 2 (2019): Jurnal Mathedunesa Volume 8 Nomor 2 Tahun 2019
Publisher : Jurusan Matematika UNESA

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Abstract

Abstrak Soal cerita berperan penting dalam pembelajaran matematika karena ketika siswa dihadapkan pada soal cerita, siswa akan lebih mengetahui hakekat suatu masalah matematika. Satu diantara masalah yang siswa lakukan adalah masalah yang berkaitan dengan soal cerita materi limit fungsi trigonometri. Berdasarkan pengalaman peneliti saat mengajar di SMA Negeri 3 Bangkalan, masih banyak siswa yang seringkali melakukan kesalahan dalam menyelesaikan soal cerita yang berkaitan dengan limit fungsi trigonometri serta penerapannya dalam kehidupan sehari-hari. Dengan demikian, perlu dilakukan analisis kesalahan siswa dalam menyelesaikan soal cerita materi limit fungsi trigonometri. Tujuan penelitian untuk mendeskripsikan letak kesalahan, jenis kesalahan, dan faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal cerita materi limit fungsi trigonometri. Jenis penelitian adalah penelitian deskriptif kualitatif dengan metode tes dan wawancara. Berdasarkan analisis data disimpulkan bahwa letak kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita materi limit fungsi trigonometri adalah: (1) salah dalam memahami soal, (2) salah dalam membuat model matematika, (3) salah dalam menyelesaikan model matematika, (4) salah dalam menentukan kesimpulan. Sedangkan jenis kesalahannya antara lain: (1) konsep, (2) operasi, (3) fakta, dan (4) prinsip. Selanjutnya, faktor penyebab kesalahannya antara lain: (1) subjek tidak cermat dalam menuliskan konsep padahal siswa memahami konsep tersebut (kurang teliti), (2) subjek tidak cermat atau salah dalam menggunakan aturan-aturan atau rumus-rumus matematika terutama dalam materi prasyarat, (3) subjek kurang teliti dalam menuliskan fakta pada soal, (4) subjek tidak cermat dalam melakukan perhitungan, (5) subjek salah dalam menuliskan kesimpulan akhir sesuai kesimpulan akhir yang diminta dalam soal. Kata Kunci: soal cerita, materi limit fungsi trigonometri, analisis kesalahan siswa. Abstract The problem based on story has an important role in mathematics learning because when students are faced with a matter of stories, students will know more about the nature of a mathematical problem. One of the problems that students is a problem related to the story matter of the limit of trigonometric functions. Based on the experience of the researchers while teaching in SMA 3 Bangkalan, there are still many students who often make mistakes in solving story problems related to the limit of trigonometric functions and their application in daily life. Thus, it is necessary to analyze student errors in solving the limit questions for trigonometric functions. The study aims to describe the location of mistakes, type of mistakes, and factors that cause students to make mistakes in solving the boundary questions of trigonometric functions. This type of research is a qualitative descriptive study using test and interview methods. Based on the data analysis, it was concluded that the location of errors made by students in solving the story problems in the material limit of trigonometric functions are: (1) misunderstanding the problem, (2) making a mathematical model, (3) incorrectly completing the mathematical model, (4) wrong in determining conclusions. While the types of mistakes are: (1) conceptual, (2) operating, (3) fact, and (4) principle. Furthermore, the causes of the mistakes include: (1) the subject is not careful in writing concepts even though students understand the concept (inaccurate), (2) the subject is inaccurate or wrong in using mathematical rules or formulas, especially in prerequisite material , (3) the subject is not careful in writing the facts on the question, (4) the subject is not careful in performing calculations, (5) the subject is wrong in writing the final conclusions according to the final conclusions asked in the questions. Keywords: problem based on story, limit material for trigonometric functions, analysis of student errors.
Co-Authors Abadi Abadi Abd. Kadir Jaelani Abdul Talib Bin Bon Achmad Nizar Agung Lukito Agung Lukito Agung Lukito AGUNG LUKITO Agus nur fuad Ahmad Wachidul Kohar Alfath Famela Rokhim APRI PUSPITASARI, RICKE Binta Khumairoh CAROLINA SAVITRI, INTAN Chusnal Ainy Cut Khairunnisak Darin Fouryza Dede de Haan Destina Wahyu Winarti DIAN WIDIASTUTI, ATIK Dwi Juniati DWI JUNIATI Elly Matul Imah Endah Budi Rahaju Evangelista Lus Windyana Palupi Evy Novia Nanda Artama Fadhilah Lailatul Maghfiroh faot, maria margaretha Fathoni Fathoni Fathoni Fathoni FAUZUL ADHIM, BIMA Febriana Kristanti Fiangga, Shofan Fifi Khoirul Fitriyah Fitriani Rafikasari Frans Van Gallen Herfa Maulina Dewi Soewardini Hery Setiawan I Ketut Budayasa I KETUT BUDAYASA KAMILINA, ILMA Kamirsyah Wahyu Kasiyun, Suharmono Lathiful Anwar Lestariningsih Lestariningsih Malikatun Ngilman Nafiah Mariana, Risa Moch Lutfianto MULYANI BM, SRI MUSLIMIN IBRAHIM Mustaji Mustaji Mustaji Mustaji, Mustaji Mustika Kurniasari Nafiah Nafiah Neni Mariana Novita Dian Dwi Lestari Nur Yum Saidah Patmaniar Patmaniar Patmaniar, Patmaniar Pradnyo Wijayanti Raden Sulaiman RADEN SULAIMAN RENI PUJI ASTUTI, EKA Robiatul Adawiyah ROHIM, NURUR Rooselyna Ekawati ROSSY KIRANA PRASTITI, ANDIKA Saidah, Nur Yum Shoffan Shoffa, Shoffan Siti Khabibah Siti Khabibah Siti Khabibah Siti Khabibah Sri Hartatik Suhartono Suhartono Sukron Djazilan Tatag Yuli Eko Siswono UMMAH, ROCHMATUL Wahyu, Kamirsyah wiryanto wiryanto Yosep Dwi Kristanto YUSUF FUAD Zianatul Lailah