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All Journal Episteme: Jurnal Pengembangan Ilmu Keislaman Jurnal Pendidikan Usia Dini Al-Jabar : Jurnal Pendidikan Matematika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Tadbir : Jurnal Studi Manajemen Pendidikan AL-ATHFAL : JURNAL PENDIDIKAN ANAK Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Journal of Education and Instruction (JOEAI) Aulad : Journal on Early Childhood Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Child Education Journal Math Educa Journal Journal of English Education and Teaching (JEET) Journal of Early Childhood Education (JECE) Annual Conference on Islamic Early Childhood Education DEDIKASI PKM Jurnal ABDI PAUD Zuriah : Jurnal Pendidikan Anak Usia Dini Journal of Science and Technology Mathematics and Applications (MAp) Journal Atthufulah : Jurnal Pendidikan Anak Usia Dini Journal of Childhood Development Journal of Social Outreach Indonesian Research Journal on Education Electronic Journal of Education, Social Economics and Technology Ta'dib Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research Epistemé: Jurnal Pengembangan Ilmu Keislaman Journal of Early Childhood Education and Teaching Journal of Community Service in Early Childhood Education
Jhoni Warmansyah
(UIN Mahmud Yunus Batusangkar, Indonesia)
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Pengaruh Pendidikan dan Pelatihan (Diklat) serta Dukungan Atasan terhadap Kinerja Guru PAUD di Kota Solok Aris, Maifalinda; Hendriani, Suswati; Warmansyah, Jhoni
Indonesian Research Journal on Education Vol. 5 No. 6 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i6.3748

Abstract

Penelitian ini didorong oleh pentingnya kualitas implementasi pendidikan anak usia dini yang sangat bergantung pada kinerja guru PAUD sebagai garda terdepan pembelajaran. Kinerja optimal guru dipengaruhi oleh pengembangan profesional seperti Pelatihan Jabatan (Diklat) serta kualitas dukungan dari pimpinan. Diklat adalah proses sistematis untuk meningkatkan kompetensi profesional, sementara dukungan kepala sekolah berperan krusial dalam menciptakan lingkungan kerja yang kondusif, memotivasi, dan produktif. Tujuan utama penelitian ini adalah menguji pengaruh Pelatihan Jabatan (X_1) dan Dukungan Kepala Sekolah (X_2) secara parsial maupun simultan terhadap Kinerja Guru TK (Y) di Kota Solok. Penelitian menggunakan pendekatan kuantitatif dengan desain ex-post facto. Populasi berjumlah 320 guru PAUD di Kota Solok, dengan sampel 175 guru yang dipilih melalui stratified proportional random sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis menggunakan Analisis Regresi dengan SPSS versi 20.0. Hasil analisis menunjukkan bahwa: (1) Pelatihan Jabatan berpengaruh positif dan signifikan terhadap Kinerja Guru (p=0.031 < 0.05); (2) Dukungan Kepala Sekolah berpengaruh positif dan signifikan terhadap Kinerja Guru (p=0.017 < 0.05); dan (3) Kedua faktor tersebut secara bersama-sama berpengaruh signifikan terhadap Kinerja Guru (p=0.000 < 0.05). Disimpulkan bahwa Pelatihan Jabatan yang relevan dan Dukungan Kepala Sekolah yang suportif adalah dua faktor fundamental yang secara nyata meningkatkan profesionalisme dan kinerja guru TK di Kota Solok. Implikasi praktisnya, pembuat kebijakan harus memfokuskan strategi pengembangan guru pada intervensi pelatihan profesional yang efektif dan penguatan peran kepemimpinan instruksional.
The Impact of Google Sites–Based Interactive Media Integrating Sumbang Duo Baleh on the Development of Politeness in Early Childhood Yulia, Nova; Warmansyah, Jhoni; Jiwon, Lee
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 1 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i1.13

Abstract

Purpose – This study aims to determine the impact of the impact of google sites–based interactive media integrating sumbang duo baleh on the development of politeness in early childhood. Methods – This research employs an experimental method with a pre-experimental design using a one-group pretest-posttest approach. The population consists of all children at Harapan Ibu IslamiC Kindergarten, totaling 52 children, with a sample of 12 children selected through purposive sampling. Data collection techniques involve observation sheets. Findings – The study results indicate that the average pretest score was 18.25. After four treatments, the scores gradually increased: the first treatment yielded 21.58, the second 25.28, the third 28.83, and the fourth 34.58. The posttest average score reached 40.25. These findings demonstrate that interactive Google Sites media based on Sumbang Duo Baleh positively influences the formation of politeness character in early childhood. Research implications/Limitations – This research contributes to integrating technology and local cultural values into early childhood education. The implementation of interactive media based on local wisdom can be an alternative approach to enhancing children's politeness character. These findings provide insights into the effectiveness of technology in character education. Originality/value – This study offers a novel integration of local cultural wisdom (Sumbang Duo Baleh) with digital interactive media using Google Sites, specifically designed for early childhood character education. Such an approach embedding indigenous values into technology-based learning tools remains largely unexplored in early childhood education research.
Capacity Building for Raudhatul Athfal Teachers through the Development of Merdeka Curriculum Teaching Modules Warmansyah, Jhoni; Sari, Meliana; Yuningsih, Restu; Wiliany, Sherly; Siregar, Rahayu Yandira S; Zalzabila, Zakiah
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.37

Abstract

Background: Raudhatul Athfal (RA) teachers often face challenges in developing effective teaching modules aligned with the Merdeka Curriculum due to limited training and difficulties in translating curriculum principles into classroom practice. Aims: This community service aims to strengthen RA teachers’ capacity in developing teaching modules based on the Merdeka Curriculum. Methods: This program employed a Participatory Action Research (PAR) approach through mentoring activities conducted offline over two days. The program involved 52 RA teachers in a series of activities including material delivery, hands-on module design, and reflective discussions. Data were collected through observations, interviews, focus group discussions (FGDs), and questionnaires. Result: The results indicate a significant improvement in teachers’ understanding and skills in developing teaching modules aligned with the Merdeka Curriculum. Teachers demonstrated better comprehension of curriculum structure, learning outcomes (CP), and the formulation of learning objectives (TP) and teaching modules (ATP). In addition, their ability to design structured and contextualized modules improved, particularly in aligning learning activities with student needs and integrating appropriate learning media. The evaluation results showed a high level of participant satisfaction, with an average score of 3.95 categorized as “Good,” indicating that the mentoring activities were well-received. Teachers also showed increased confidence in implementing the curriculum in classroom practice, including the use of technology. Furthermore, the participatory and hands-on approach enabled active engagement, leading to deeper understanding and improved practical skills. Conclusion: The mentoring program effectively enhanced RA teachers’ capacity in designing innovative and contextualized teaching modules aligned with the Merdeka Curriculum, making it a practical and replicable model for similar educational programs.
Development of Fun Polly Games: A Practical Life–Based Learning Media to Enhance Young Children’s Independence Warmansyah, Jhoni; Sari, Meliana; Siregar, Rahayu Yandira S; Wiliany, Sherly; Safna, Aisyah
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15960

Abstract

This study aims to develop Fun Polly Games, a Practical Life–based learning media designed to enhance the independence of children aged five to six years in Early Childhood Education settings. The development process followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation and employed a mixed-methods approach integrating qualitative techniques such as observations, interviews, and expert validation with quantitative feasibility assessments and comparative testing. The needs analysis indicated a wide gap in children’s independence, as many were not yet able to carry out basic self-help tasks due to the predominance of academic-oriented activities and teacher-centered instructional practices. Teachers also reported that the lack of appropriate learning media hindered efforts to cultivate independence. Expert validation confirmed that Fun Polly Games met the criteria for feasibility, while field trials showed strong positive responses from both children and teachers. The implementation of this media led to improved engagement, richer social interaction, and greater autonomy in performing daily tasks in meaningful contexts. Overall, Fun Polly Games is considered feasible, practical, and contextually relevant as a learning medium capable of strengthening independence-building practices in Early Childhood Education. Aligned with Montessori principles and responsive to contemporary educational needs, this media offers promising potential for supporting long-term independence and character development in young children.
Dynamics of Smartphone Addiction Among Young Children in Padang, Indonesia Amalina, Amalina; Samat, N.A.; Warmansyah, Jhoni
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.16106

Abstract

The increasing use of smartphones among early childhood populations has raised concerns regarding its impact on children’s development and behavior. Therefore, this study analyzes the dynamics of smartphone addiction among young children in Padang City, Indonesia, using the CSAR (Children–Susceptible–Addicted–Recovered) model. Population data and smartphone usage statistics from 2021 to 2024 were incorporated into the modeling process, while parameter estimation was conducted using a genetic algorithm with six mutation-rate variations. The best estimation result produced an error rate of 3.3646%, indicating a strong agreement between the model and empirical data. The basic reproduction number (R₀) of 0.6156 places the system in the moderate category. This suggests that although the spread of smartphone addiction among young children in Padang City is currently under control and not self-sustaining, continuous monitoring and strengthened preventive measures remain necessary to anticipate potential increases in future cases. Sensitivity analysis reveals that the transmission of addictive behavior through social interaction is the most influential factor affecting changes in R₀. These findings highlight the importance of managing peer-group interactions, such as limiting shared digital activities and strengthening collaborative non-digital play, as effective preventive strategies. Numerical simulations further support these results by demonstrating the system’s tendency toward an addiction-free equilibrium. Overall, this study provides a solid theoretical and empirical foundation for policy formulation and future research on early childhood digital behavior.
IT-Based YouTube Integration for Early Childhood English Vocabulary Learning: Teacher Perspectives Ade Novia Maulana; Evi Selva Nirwana; Jhoni Warmansyah; Nur Rahma Hannia
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.16161

Abstract

English vocabulary acquisition forms the foundation for language development in early childhood. While Information Technology (IT) platforms like YouTube offer multimedia resources for language learning, research examining teacher perspectives on YouTube's role in vocabulary development remains limited. This phenomenological study explores how early childhood educators perceive and integrate YouTube for English vocabulary instruction. Twenty teachers from 18 institutions across three Indonesian provinces participated through interviews and documentation analysis. Data analysis employed open coding and axial coding to identify patterns and themes. Findings reveal two main themes: teachers recognize YouTube's effectiveness for vocabulary recognition and contextual usage, yet emphasize the need for structured implementation. Teachers perceive YouTube as effective when combined with three strategies: selecting age-appropriate content, providing active guidance during viewing, and implementing reinforcement activities such as storytelling and interactive games. This study contributes phenomenological insights into teacher experiences with IT-mediated language instruction and offers practical frameworks for integrating digital platforms into early childhood vocabulary development.
The Use of an Open-Ended Learning Approach on The Ability To Recognize The Concept of Numbers: Its Effectiveness for Children 4-5 Years Old Warmansyah, Jhoni; Azizah, Faiha; Yuningsih, Restu; Sari, Meliana; Nurhasanah, Nurhasanah; Amalina, Amalina; Utami, Winda Trimelia
Jurnal Pendidikan Anak Vol 5 No 2 (2023): Child Education Journal: August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i2.4225

Abstract

The formation of numerical concepts is a critical stage in early childhood development. Understandingnumbers lays the groundwork for future mathematical abilities and academic success. This study aimsto investigate the effect of an open-ended learning strategy on the capacity of 4-5-year-old childrento recognize number concepts. To reach the research goal, a quantitative approach was used, alongwith experimental methodologies. The study participants were children aged 4-5 years old, and datawas collected via total sampling. The experimental group was taught using an open-ended learningtechnique, while the control group followed a traditional structured teaching method. Pre-and post-testswere used to examine the children’s ability to recognize number concepts. Statistical analysis, includingt-tests, was used to compare the performance of the experimental and control groups. The results of thisstudy show that using an open-ended learning strategy improves the capacity of 4-5-year-old children torecognize number concepts. In comparison to traditional structured teaching method, the open-endedapproach stimulates active inquiry, independent thinking, and problem-solving, which improves children’scognitive development with regard to numerical concepts. This study suggests that open-ended learningtechniques are excellent educational strategies for developing number concept identification in youngchildren. This study’s findings have ramifications for early childhood educators and curriculum makers.This study stresses the necessity of implementing such tactics in educational settings by demonstratingthe benefits of an open-ended learning strategy in developing number concept awareness. Open-endedlearning techniques can improve children’s mathematics ability while also contributing to their generalcognitive development. Furthermore, these findings may motivate additional study and inquiry into theuse of open-ended learning approaches in various domains of early childhood education, increasing ourunderstanding of successful teaching strategies for young children.    
Early Childhood Digital Literacy: Integrating Parental Guidance, Islamic Content, and Technology-Based Learning Novia Maulana, Ade; Warmansyah, Jhoni; Wan Yaacob, Wan Mohd Yusoff
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-11

Abstract

Digital transformation has changed the learning patterns of preschool children globally; however, studies that integrate Islamic education perspectives on digital literacy for preschool children remain limited, especially in Indonesia. This research aims to analyze Muslim parents' involvement in digital-based learning activities and its influence on preschool children's digital literacy in Jambi from an Islamic education perspective. This qualitative research with a case study design involved fifteen Muslim families as primary informants and three early childhood educators as additional informants selected purposively. Data were collected through participatory observation, semi-structured in-depth interviews, and visual documentation over six months, then analyzed using the Miles and Huberman interactive model. The research found three main dimensions: patterns of parental involvement based on Islamic tarbiyah values through establishing device usage schedules based on worship times and integration of prayer rituals, dominance of Islamic-nuanced educational content such as Quranic learning applications and exemplary stories, and progressive development of children's digital literacy encompassing technical skills, content selection according to Islamic standards, understanding of moral messages, and multilingual cognitive enhancement. This research concludes that the traditional concept of Islamic tarbiyah can be adapted to the digital era through the principle of wasathiyah, which balances technology utilization with the preservation of aqidah and akhlaq, proving that technology can become a positive educational wasilah when guided by Islamic values. This research provides an Islamic digital parenting framework that can be adopted by Muslim parents, Islamic educational institutions, and policymakers in optimizing preschool children's digital literacy based on Islamic values.
Implementation of a Practice- and Mentoring-Based Advanced Training Program to Enhance Early Childhood Teachers’ Professional Competence Komalasari, Elis; Warmansyah, Jhoni; Yuningsih, Restu; Sari, Meliana; Yulia, Resti; Daboti, Angraini; Annis Azwin Binti Fakaruddin, Noor
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.116

Abstract

Background: Improving the professional competence of early childhood teachers is essential to ensure the quality of learning and child development outcomes. However, many teachers still face challenges in pedagogical skills, curriculum development, and the integration of digital media in learning. These conditions indicate the need for structured, practice-oriented training supported by field mentoring. Aims: This program aims to enhance early childhood teachers’ professional competence through a practice- and mentoring-based advanced training program. Methods: This program employed a Service Learning approach, integrating training, practical experience, and community-based application. The implementation consisted of three stages: preparation, implementation, and evaluation. The program involved 50 early childhood teachers in Padang Panjang. Activities included in-class training, independent practice assignments, field mentoring, local learning visits, and dissemination activities. Evaluation was conducted through pre- and post-tests, observation, and assessment of participants’ performance. Data were analyzed descriptively. Results: The findings show improvements in teachers’ competencies, including understanding of child development, learning strategies, curriculum design, assessment practices, and the use of digital media. Participants also demonstrated enhanced ability in lesson planning, developmental assessment, and implementing innovative learning. Mentoring and field-based activities strengthened practical skills and confidence. Conclusion: A practice- and mentoring-based advanced training program effectively improves teachers’ professional competence. The integration of training, practice, and mentoring provides meaningful and sustainable learning outcomes and can serve as a model for similar programs.
Optimalisasi Hafalan Al-Qur'an Anak Usia Dini: Studi Penerapan Metode Talaqqi di MDTA Masjid Istighfar Koto Tuo, Limapuluh Kota Ardhi, Aisha Satira; Warmansyah, Jhoni
JOEAI (Journal of Education and Instruction) Vol. 6 No. 2 (2023): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v6i2.7115

Abstract

Penelitian ini bertujuan untuk menginvestigasi penerapan metode Talaqqi dalam optimalisasi hafalan Al Quran pada anak usia dini di Madrasah Diniyah Takmiliyah Awaliyah (MDTA) Masjid Istighfar Koto Tuo, Limapuluh Kota. Metode Talaqqi merupakan pendekatan pembelajaran yang menggabungkan metode lisan dan pendengaran untuk memfasilitasi proses hafalan Al Quran. Penelitian ini melibatkan sepuluh anak usia dini yang terdaftar di MDTA Masjid Istighfar Koto Tuo sebagai subjek penelitian. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi, wawancara, dan analisis dokumen untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa penerapan metode Talaqqi di MDTA Masjid Istighfar Koto Tuo memiliki dampak positif terhadap optimalisasi hafalan Al Quran pada anak usia dini. Metode ini mampu meningkatkan motivasi belajar, memperkuat keterampilan pendengaran, dan memperbaiki kualitas hafalan mereka. Penelitian ini memberikan rekomendasi kepada institusi pendidikan dan para pengajar untuk menerapkan metode Talaqqi dalam pembelajaran hafalan Al Quran pada anak usia dini. Selain itu, penelitian ini juga menunjukkan pentingnya kolaborasi antara lingkungan madrasah dan keluarga dalam mendukung dan memperkuat hafalan Al Quran pada anak usia dini. Kata kunci: Al Quran, anak usia dini, hafalan, metode Talaqqi, MDTA Masjid Istighfar Koto Tuo.
Co-Authors Abdus Somad Adam Mudinillah Ade Novia Maulana Adha Karim, Nur Adrian, Teddy Afriane Ismandela Afriyane Ismandela Agusniwati, Fiola Ahmad Sabri Ahmad Sabri Ahmad Sabri Aisyah Safna Alfira Marfiyenti Amalina Amalina Amalina Amalina Amalina Amalina Amalina Amalina, Amalina Amelia Fitri Andriani, Lia Annis Azwin Binti Fakaruddin, Noor Ardhi, Aisha Satira Aribasoye, M.R. Aris, Maifalinda Arsyizahma Wita Arsyizahma Wita Azizah Azizah Azizah, Faiha Azizahtil Mardiah Badrudin Baehaqi Basri, Henny Hamdani Binti Fakaruddin, Noor Annis Azwin Bisma, Nur Daboti, Angraini Data, Mulya Rahman Demina Demina Desmita Desmita Desmita Dian Aulia Rahmi Dinda Fatma Nabila Dinda Fatma, Nabila Dini Maharani Elis Komalasari Eliza Febriyani Eliza Febriyani Elvi Rahmi Enjeli Violanimas Enji Novita Sari Evi Selva Nirwana Fatma Nabila, Dinda Febriani , Eliza Febriani, Eliza Fitri Yanti Fitri, Winda Syah Gebri Yela Deska Gusmiati Hidayati, Wilma Rahmah Husni, Suci Nisaul Idris, T Indah Puspita Sari, Indah Puspita Innes, Risky Marlianka Ismandela, Afriyane Jiwon, Lee Kadir Naffari, Abdul Khairunnisa Khairunnisa Khairunnisa Kharisma Diyenti, Adella Komalasari, Elis Lailatul Fadillah Lia Andriani Lutvia Dwi Syaiful Marjoni Imamora Ali Umar Masril Masril Masril Masril Mazlina Che Mustafa Meirison Meirison Meliana Sari Meliana Sari Meliana Sari Meliana Sari, Meliana Merta Verani Mila Karlaini Muliana, Husnul Nabila, Dinda Fatma Nasution, Maifatma Nina Suzanne Nirwana, Evi Selva Nita Priyanti Nova Yulia Novia Maulana, Ade Nur Annisa Nur Rahma Hannia Nurhasanah Nurhasanah Nurlaila Nurlaila Oktaviana, Winda Permatasari, Dola Prima Aswirna Puja Diandra Putri Wahyu, Widia Putri Yanti, Elsa Putri, Anis Putri, Hafifa Putri, Widya Putri, Winda Eka Rahayu Nola,Sari Rahmadani, Widia Rahman Data, Mulia Rahmanda Putri Rahmi, Dian Aulia Ravidah Regina Azzahra Restu Yuningsih Retno Wulandari Rosdiani, Amelia Safna, Aisyah Samat, N.A Samat, N.A. Sandora Wiska Bela Saobil Sobri Solin Sari Ramadona Setri Monalisa Sherly Wiliani Silvianetri, Silvianetri Sirajul Munir Siregar, Rahayu Yandira Siregar, Rahayu Yandira S Sobil Sobri Solin Solin, Saobil Sobri Somad, Abdus Sulong, Komareeyah Suswati Hendriani T. Idris Trimelia Utami, Winda Ulfatul Mardiah Urrahmah, Nisa Utami, Novianti Retno Utami, Novianti Retno Utami, Winda Trimelia Verani, Merta Wahidah Fitriani Wan Yaacob, Wan Mohd Yusoff Widya Putri, Pratiwi Wiliani, Sherly Wiliany, Sherly Wilma Rahmah Hidayati Winda Trimelia Utami Wiska Bela, Sandora Wulandari, Tiara Yandira Siregar, Rahayu Yandira, Rahayu Yulia, Resti Zalzabila, Zakiah Zulhendri Zulhendri Zulhendri Zulhendri