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All Journal ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Al Ishlah Jurnal Pendidikan EDUHUMANIORA: Jurnal Pendidikan Dasar Taman Cendekia : Jurnal Pendidikan Ke-SD-an AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Sekolah Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Prima Abdika: Jurnal Pengabdian Masyarakat Jurnal Cakrawala Pendas Journal of General Education and Humanities Jurnal Ilmiah Pendidik Indonesia Mirabilis : Journal of Biology Education Eduvest - Journal of Universal Studies Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS The Eastasouth Journal of Learning and Educations Papanda Journal of Mathematics and Sciences Research Jurnal Madinasika: Manajemen dan Keguruan Jurnal Pengabdian Masyarakat dan Riset Pendidikan Profesi Pendidikan Dasar SEJAGAT : Jurnal Pengabdian Masyarakat PUSAKA: Journal of Educational Review Al Ibtida: Jurnal Pendidikan Guru MI Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Haryanti, Yuyun Dwi
Universitas Majalengka
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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Learning Technology in Elementary School Sa'odah Sa'odah; Nury Yuniasih; Yuyun Dwi Haryanti
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1488

Abstract

Teachers currently face greater challenges than the previous era, where teachers are required to utilize technology in the learning process. This article provides a comprehensive overview of the technology used by primary school teachers. This study uses a qualitative descriptive method that explains what learning technologies are used by elementary school teachers. The instrument in this study was a questionnaire about the learning technology used and its strengths and weaknesses. The results showed 68% of the 335 teachers used the video call application via Whatsapp to create classes, Microsoft Power Point to create online learning media, Microsoft Word to create online student worksheets, Kinemaster to make learning videos, Whatsapp Group for online assignments, and Google Form for online evaluation. The advantage of this technology is that it is the only learning tool that is the most effective and efficient during this pandemic, while the disadvantage lies in the high costs involved in providing internet data packages. It is highly recommended for teachers to develop effective and efficient learning technology.
Enhancing Mathematical Problem-Solving Skills Through Flipped Classrooms and Discovery Learning: A Resilience-Based Approach for Elementary Students Yeni Dwi Kurino; Tatang Herman; Turmudi Turmudi; Devi Afriyuni Yonanda; Yuyun Dwi Haryanti
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6243

Abstract

Mathematical problem-solving skills are essential for elementary students and can be enhanced through innovative teaching approaches. This study investigates the effectiveness of Discovery Learning and Flipped Classroom models in improving problem-solving abilities among fifth-grade students. A quasi-experimental design was employed with two experimental groups: one taught using Discovery Learning and the other using the Flipped Classroom model. The study involved 60 randomly selected fifth-grade students. Data collection was conducted using pretest and posttest assessments to evaluate mathematical problem-solving skills. The results indicate that students in the Discovery Learning group demonstrated a significantly greater improvement in their problem-solving scores compared to those in the Flipped Classroom group. The findings suggest that the interactive and exploratory nature of Discovery Learning contributes more effectively to the development of critical thinking and collaborative problem-solving skills. The study highlights the potential of Discovery Learning in fostering deeper understanding and engagement in mathematical problem-solving. While the Flipped Classroom also showed positive effects, Discovery Learning proved to have a stronger impact, suggesting its suitability for enhancing problem-solving capabilities in elementary education. Discovery Learning is more effective than the Flipped Classroom in improving mathematical problem-solving skills among fifth-grade students. These findings underscore the importance of adopting active learning approaches to strengthen critical and collaborative skills in mathematics education.
PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN DIGITAL SEBAGAI BAHAN AJAR TERHADAP PRESTASI BELAJAR SISWA SD DALAM MATA PELAJARAN IPS Dilla Rahayu; Davinah Fauzah; Silvi Samrotul Fuadah; Dhea Syfa Ananda; Melisa Andriani; Vina Azzahra Syifa Fauziyah; Yuyun Dwi Haryanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10826

Abstract

This study aims to examine the effect of using digital learning media as instructional materials on elementary school students’ learning achievement in Social Studies. The research employed a literature study approach by analyzing 25 relevant research articles published within the last five years. The findings indicate that digital learning media have a significant positive effect on improving students’ Social Studies achievement. Various forms of digital media, including animated videos, interactive multimedia, digital flipbooks, Android-based applications, and digital quiz platforms, were found to enhance students’ learning motivation, conceptual understanding, and engagement in the learning process. Furthermore, the effectiveness of digital learning media is influenced by teachers’ digital competence, the quality of media design, and the availability of supporting facilities and infrastructure in schools. These findings highlight the importance of strengthening teachers’ digital literacy and developing digital learning media that align with the characteristics of elementary school students. Future research is recommended to investigate the effectiveness of specific types of digital media in greater depth, particularly in relation to different Social Studies skill domains.
PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING TERHADAP HASIL BELAJAR IPS SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Dewi Yanti; Repa Fajriyani S; Karismayanti Diana Putri; Yuyun Dwi Haryanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10896

Abstract

The low learning outcomes of Social Studies (Ilmu Pengetahuan Sosial/IPS) among elementary school students remain a common problem in the learning process. This condition is largely caused by the use of conventional learning models that do not sufficiently relate learning materials to students’ real-life contexts. The Contextual Teaching and Learning (CTL) model is considered a potential solution because it emphasizes the connection between learning content and students’ everyday experiences. This study aims to systematically analyze the effect of the CTL model on Social Studies learning outcomes of elementary school students through a Systematic Literature Review (SLR) approach. The research method employed was SLR by reviewing scientific articles obtained from Google Scholar, Garuda, and DOAJ databases published between 2020 and 2025. The articles were selected based on predetermined inclusion and exclusion criteria, resulting in a number of relevant studies for analysis. The data analysis techniques used were content analysis and thematic synthesis of the research findings. The results of the review indicate that the consistent implementation of the CTL model has a positive effect on improving Social Studies learning outcomes of elementary school students, including cognitive, affective, and learning engagement aspects. CTL enhances students’ conceptual understanding, learning motivation, and critical thinking skills through meaningful and contextual learning experiences. Therefore, the CTL model is recommended as an effective alternative learning model to improve the quality of Social Studies instruction in elementary schools.
Improving the Critical Thinking Skills of Elementary School Students through Problem Based Learning and Inquiry Models in Social Science Learning Yuyun Dwi Haryanti; Sapriya Sapriya; Johar Permana; Erna Wulan Syaodih; Yeni Dwi Kurino
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 2 (2022): October 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i2.10485

Abstract

AbstractThe critical thinking skills are an important component to be instilled in elementary schools. The purpose of this study was to test the critical thinking skills of fifth grade students elementary school through the Problem Based Learning model and the Inquiry model based on the interest in learning social science using authentic assessments. Employing a quasi-experiment with Pretest-Posttest Control Group Design, this study involved 49 fifth grade elementary school students in two classes. A total of 24 students in the experimental class A learned using the Problem Based Learning (PBL) model, whereas 25 students in the experimental class B learned using the Inquiry model. The data were collected using description tests and questionnaires. The test was based on the level of reliability of 0.551, while the questionnaire with reliability of 0.893 was tested using ANOVA. The results of the study revealed that the implementation of the PBL model in social science learning was quite effective in improving critical thinking skills compared to the Inquiry model. The highest critical thinking ability was in students who had high learning interest in social science learning. This research contributed differently to the improvement of the social science learning process to acquire one of the 21st century thinking skills.Keywords: problem-based learning model, inquiry model, critical thinking.Abstrak Kemampuan berpikir kritis merupakan komponen penting yang perlu ditanamkan di sekolah dasar. Tujuan penelitian ini adalah untuk menguji kemampuan berpikir kritis siswa kelas V sekolah dasar melalui model Problem Based Learning (PBL) dan model Inquiry berdasarkan minat belajar mata pelajaran IPS dengan menggunakan penilaian autentik. Menggunakan eksperimen semu dengan Pretest-Posttest Control Group Design, penelitian ini melibatkan 49 siswa kelas V sekolah dasar. Sebanyak 24 siswa di kelas eksperimen A belajar dengan model Problem Based Learning, sedangkan 25 siswa pada kelas eksperimen B belajar dengan model Inquiry. Data dikumpulkan dengan menggunakan tes deskripsi dan kuesioner. Pengujian didasarkan pada tingkat reliabilitas 0,551, sedangkan kuesioner dengan reliabilitas 0,893 diuji menggunakan ANOVA. Hasil penelitian menunjukkan bahwa penerapan model PBL dalam pembelajaran IPS cukup efektif dalam meningkatkan kemampuan berpikir kritis dibandingkan dengan model Inquiry. Kemampuan berpikir kritis tertinggi terdapat pada siswa yang memiliki minat belajar yang tinggi pada pembelajaran IPS. Penelitian ini memberikan kontribusi yang berbeda terhadap peningkatan proses pembelajaran IPS untuk memperoleh salah satu keterampilan berpikir abad 21.Kata kunci: model PBL, model inquiry, berpikir kritis.
Project-based Authentic Assessment Needs Analysis for Teachers in Primary Schools Yuyun Dwi Haryanti; Sapriya Sapriya; Anggy Giri Prawiyogi; Ahmad Rifqy Ash-Shiddiqy; Raden Sudarwo
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16982

Abstract

AbstractLearning and assessment are an inseparable whole. Assessment, if designed appropriately, thoroughly and used appropriately in assessment procedures, can contribute to effective learning and have an impact on the competence of quality students. This study aims to analyze the need for project-based authentic assessment of teachers in elementary schools. This research includes descriptive qualitative research on elementary school teachers in Banjarnegara Regency, Central Java. Data was collected through literature studies of reputable international articles indexed by Scopus and field studies through questionnaires distributed to 103 elementary school teachers, interviews, and documentation studies of 10 elementary school teachers. Data analysis using the Miles and Huberman model includes: data collection, data reduction, data presentation, and conclusions. The results of the study showed that the majority of teachers' assessments focused on the knowledge aspect using a multiple-choice test, the attitude aspect using observation, and the skill aspect using project assessment. Due to a lack of references, teachers struggle to develop assessment instruments and thus lack a clear rubric. The conclusion of this study is that teachers have difficulty implementing project-based authentic assessments so they need a practical authentic assessment companion book.Keywords: authentic assessments, project-based, primary school teacher.AbstrakPembelajaran dan penilaian menjadi satu kesatuan yang tidak dapat dipisahkan. Penilaian bila dirancang dengan tepat, menyeluruh dan digunakan secara tepat dalam prosedur penilaian dapat berkontribusi pada pembelajaran yang efektif serta berdampak pada kompetensi peserta didik yang berkualitas. Penelitian ini bertujuan untuk menganalisis kebutuhan penilaian autentik berbasis proyek terhadap guru di sekolah dasar. Penelitian ini termasuk penelitian kualitatif deskriptif terhadap guru Sekolah Dasar di Kabupaten Banjarnegara, Jawa Tengah. Data dikumpulkan melalui studi literatur artikel internasional bereputasi terindeks scopus dan studi lapangan melalui kuesioner yang dibagikan terhadap 103 guru SD, wawancara, dan studi dokumentasi terhadap 10 guru SD. Analisis data menggunakan model Miles dan Huberman meliputi: pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa bentuk penilaian mayoritas guru pada aspek pengetahuan menggunakan tes pilihan ganda, aspek sikap dengan menggunakan observasi, dan aspek keterampilan diukur dengan penilaian proyek. Guru kesulitan dalam mengembangan instrumen penilaian sehingga tidak memiliki rubrik yang jelas diakibatkan kurangnya referensi. Simpulan penelitian ini bahwa guru kesulitan menerapkan penilaian autentik berbasis proyek sehingga membutuhkan buku pendamping penilaian autentik yang praktis.Kata kunci: penilaian autentik, berbasis proyek, guru sekolah dasar.
Developing a PBL-Based Interactive Storybook to Improve Reading Comprehension of Grade III Elementary School Students Rahma Halipah; Mahpudin; Budi Febriyanto; Yuyun Dwi Haryanti; Aji Septiaji
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20412

Abstract

This study aims to develop, test the feasibility, measure the practicality, and examine the effectiveness of a PBL-based interactive storybook entitled “Misteri Bola Kertas” in improving students’ reading comprehension skills as measured by Barrett’s Taxonomy. The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate) and a mixed-methods design. Data were collected from 26 third-grade students using reading comprehension tests, expert validation questionnaires, and user response questionnaires, and were analyzed using descriptive statistics, N-gain scores, and paired-sample t-tests. The results reveal a significant improvement in students’ mean scores from 67.81 to 83.65 (N-gain = 0.56, moderate category; p < 0.001). This improvement was supported by expert validation of 81.53% (feasible), student responses of 93.75%, and teacher responses of 88.5% (both categorized as very practical). Although the learning media addresses all five levels of Barrett’s Taxonomy, it places particular emphasis on higher-order comprehension skills, specifically reorganization, inferential, and evaluative comprehension, which were identified as the most critical areas of student difficulty. These higher-order thinking processes are facilitated through interactive physical features, including pull-tab mechanisms that support information sequencing, flip-the-flap prompts that encourage synthesis of implicit narrative cues, and Velcro-based activities that engage students in kinesthetic evaluation of moral decisions, each operationalizing a distinct level of Barrett’s Taxonomy. These findings contribute to the literature by demonstrating that the structural integration of PBL phases into physical interactive print media constitutes an effective pedagogical approach. The study also offers practical implications for the development of technology-independent instructional media suitable for elementary education contexts in Indonesia.
Optimalisasi Penggunaan Media Pembelajaran untuk Memahami Sistem Pencernaan Manusia pada Tingkat Sekolah Dasar Sri Nengsih; Yuyun Dwi Haryanti; Devi Afriyuni Yonanda
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 33 No. 1 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v33i12024p49-58

Abstract

The aim of this research is to identify appropriate media for science learning about the human digestive system as an effort to increase the effectiveness of learning in elementary schools. This research collects articles from Google Scholar and Scopus for the period 2019 to 2023 and uses a literature review in the form of a Systematic Literature Review (SLR). Even though there are many media that can be used to learn about the human digestive system, according to this research, pop-up books and comics are the most commonly used materials for learning science in elementary schools, especially about the human digestive system. This is because comics and pop-up picture books are interesting and can be used practically in the learning process. This media has been proven to be able to improve the quality of learning, namely increasing student motivation, interest in learning, understanding of concepts, academic achievement and critical thinking abilities. Tujuan dari penelitian ini adalah untuk mengidentifikasi media yang tepat dalam pembelajaran IPA tentang sistem pencernaan manusia sebagai upaya meningkatkan efektivitas pembelajaran di sekolah dasar. Penelitian ini mengumpulkan artikel dari Google Scholar dan Scopus periode 2019 hingga 2023 dan menggunakan tinjauan pustaka berupa Systematic Literature Review (SLR). Meskipun banyak media yang dapat digunakan untuk pembelajaran pada materi sistem pencernaan manusia, namun menurut penelitian ini, media pop-up book dan komik merupakan media paling banyak digunakan untuk pembelajaran IPA di sekolah dasar, khususnya tentang sistem pencernaan manusia. Hal ini dikarenakan komik dan buku bergambar pop-up book menarik dan dapat digunakan secara praktis dalam proses pembelajaran. Media tersebut terbukti dapat meningkatkan kualitas pembelajaran, yaitu dapat meningkatkan motivasi belajar, minat belajar, pemahaman konsep, prestasi akademik dan kemampuan berpikir kritis siswa.
Development of Project-Based Digital Teaching Modules in Social Studies Learning on the Critical Thinking Skills of Elementary School Students Yuyun Dwi Haryanti; Devi Afriyuni Yonanda; Ani Rosidah; Mahpudin; Minnatul Maula
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 34 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v34i12025p36-49

Abstract

Abstract: Critical thinking skills are used by students to face global challenges. This study aims to develop project-based digital teaching modules through social studies learning on students' critical thinking skills in elementary schools. This study is a developmental study using the Borg and Gall model. The subjects of the study are teachers and students of phase C of class V in social studies learning in Majalengka district. Data was collected through interviews, questionnaires, and critical thinking tests, and SPSS was used to analyze them. Data was collected through interviews, questionnaires, and critical thinking tests, with SPSS used for analysis. The results of the study show that teachers need project-based digital teaching modules in social studies learning. The products produced are valid for 86% material experts, 87% media experts, 87% linguists. The Ngain value in the experimental class was 0.73 while the average Ngain value in the control class was 0.24, which means that project-based digital teaching modules are more effectively used in social studies learning. The practicality of project-based digital teaching modules from the overall results of teacher and student questionnaires showed that a score of 91% of the category was very good for use in social studies learning. The project-based digital teaching module developed helps teachers in the social studies teaching process so that it significantly impacts the improvement of students' critical thinking skills.Abstrak: Keterampilan berpikir kritis digunakan oleh siswa untuk menghadapi tantangan global. Penelitian ini bertujuan untuk mengembangkan modul pembelajaran digital berbasis proyek melalui pembelajaran ilmu sosial guna meningkatkan keterampilan berpikir kritis siswa di sekolah dasar. Penelitian ini merupakan penelitian pengembangan yang menggunakan model Borg dan Gall. Subjek penelitian adalah guru dan siswa kelas V fase C dalam pembelajaran ilmu sosial di Kabupaten Majalengka. Data dikumpulkan melalui wawancara, kuesioner, dan tes berpikir kritis, dan dianalisis menggunakan SPSS. Data dikumpulkan melalui wawancara, kuesioner, dan tes berpikir kritis, dengan SPSS digunakan untuk analisis. Hasil penelitian menunjukkan bahwa guru membutuhkan modul pembelajaran digital berbasis proyek dalam pembelajaran sejarah. Produk yang dihasilkan valid untuk 86% ahli materi, 87% ahli media, dan 87% ahli bahasa. Nilai Ngain di kelas eksperimen adalah 0,73 sementara nilai Ngain rata-rata di kelas kontrol adalah 0,24, yang berarti modul pembelajaran digital berbasis proyek lebih efektif digunakan dalam pembelajaran sejarah. Kegunaan modul pembelajaran digital berbasis proyek dari hasil keseluruhan kuesioner guru dan siswa menunjukkan skor 91% dalam kategori sangat baik untuk digunakan dalam pembelajaran ilmu sosial. Modul pembelajaran digital berbasis proyek yang dikembangkan membantu guru dalam proses pengajaran ilmu sosial sehingga secara signifikan mempengaruhi peningkatan keterampilan berpikir kritis siswa.
Necessity Analysis of Majalengka Picture-Based Teaching Materials Toward Historical Literacy of Elementary School Yeni Rostini; Yuyun Dwi Haryanti; Devi Afriyuni Yonanda
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.915

Abstract

This research examined the need to develop illustrated instructional materials based on Majalengka’s local wisdom for school history instruction. The background of this research was the scarcity of Majalengka-based local history as a teaching resource and the limited and engaging availability of history learning for students. This descriptive qualitative research involved five teachers and ten fifth-grade students from SDN Malongpong 1, Majalengka. The researchers collected the data through interviews and classroom observation. The researchers also ensured the data's credibility through methodological triangulation. Then, the researchers analyzed the data with some steps: data reduction, data display, and data conclusion. The results found that the urgency for illustrated teaching materials based on local wisdom is meaningful and attractive as historical learning resources. This learning resource also demonstrated considerable potential to improve students’ historical literacy.
Co-Authors 'Adiilah, Ima Ishlahul - Sapriya Agustiana, Mita Ahmad Rifqy Ash-Shiddiqy Aida Azzahrah Aji Septiaji Anggy Giri Prawiyogi Ani Rosidah Ani Rosidah Arie Rahman Ash-Shiddiqy, Ahmad Rifqy Ayu Tri Wahyuni Budi Febriyanto Budi Ferbiyanto Chiu, Chunta Davinah Fauzah Dede Mulyana Dede Salim Nahdi Devi Afriyuni Yonanda Devi Ariyuni Yonanda Dewi Yanti Dhea Syfa Ananda Dilla Rahayu Dudu Suhandi Saputra Dudu Suhandi Saputra Dumiyati Dumiyati Eka Nurhidayat Erna Wulan Syaodih Esaputra, I Nyoman Tri Febriyanto, Budi Fitryarany, Della Hani Kurnia Rahmawati Hendraman, Muhammad Maldini I Gusti Agung Ayu Wulandari Iis Fajrin Nuraisyah Indani Damayanti Indra Adi Budiman Irma Sofiasyari Johar Permana Judijanto, Loso Karismayanti Diana Putri Kiki, Kiki Suryadi Puta Lalan Soeharlan Ma'rifany, Nurul Izza Mahpudin Mahpudin Mahpudin Meidina, Putri Melisa Andriani Melisa Andriani Mila Rusmawati Minnatul Maula Minnatul Maula Mochamad Guntur Munifah, Afra Nabhani, Pramestya Kharisma Nelly Sri Rezeki Ni Ketut Desia Tristiantari Nia Kania Nur Khasanah, Nimas Ayu Nurhasanah, Wulan Nury Yuniasih, Nury Oom Komalasari Permana, Johar Putri, Imel Amelia Rafa Diak Intifada Rahma Halipah Repa Fajriyani S Restina, Resta Rismawati, Silvyra Rosidah, Ani Sa&#039;odah Sa&#039;odah Sahronih, Siti Saputra, Dudu Suhandi Silvania, Novia Silvi Samrotul Fuadah Siti Nurjanah Sri Nengsih Sri Nengsih sri nengsih, sri Subroto, Desty Endrawati Sudarwo, Raden Sunarti, Nadia Syaodih, Erna Wulan Tatang Herman, Tatang Tegar Pambudhi Thalib, Najdah Tresnawati, Rina Turmudi Ujiati Cahyaningsih Utami, Ketut Herya Darma Uu Ubadulloh Vina Azzahra Syifa Fauziyah Yanto, Ari Yeni dwi Kurino Yeni Dwi Kurino Yeni Rostini Yonanda, Devi Afriyuni Yuliati, Yuyu Yuyu Yuliati