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All Journal J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Pedagogia: Jurnal Pendidikan ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of English Language Teaching and Linguistics Jurnal Inovasi Pendidikan Dasar Jurnal Pendidikan Edutama JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme SABDAMAS PAKAR Pendidikan Jurnal Math-UMB.EDU These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Jurnal Basicedu Tsaqofah: Jurnal Penelitian Guru Indonesia Journal of Innovation and Research in Primary Education CIVIC SOCIETY RESEARCH and EDUCATION: Jurnal Pendidikan Pancasila dan Kewarganegaraan Scholarly Journal of Elementary School Neraca: Jurnal Ekonomi, Manajemen dan Akuntansi Retorika: Jurnal Komunikasi, Sosial dan Ilmu Politik Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Academia Open
Puspita, Ari Metalin Ika
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Teachers' Pedagogical Competence in Designing Deep Learning and HOTS Assessment in Elementary Schools: A Systematic Literature Review Setiyowati, Endang; Puspita, Ari Metalin Ika; Mariana, Neni
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2633

Abstract

This systematic literature review examines teachers' pedagogical competence in designing deep learning and Higher-Order Thinking Skills (HOTS) assessment in elementary schools. The study analyzed 27 peer-reviewed articles published between 2020 and 2025, focusing on three primary dimensions: pedagogical competence in HOTS-based learning design, assessment development, and impact on student learning outcomes. The findings reveal that elementary school teachers demonstrate moderate to good pedagogical competence in designing HOTS-based learning, with strengths in lesson planning and implementation but challenges in assessment development and consistent application. Key factors influencing successful HOTS implementation include professional learning communities, continuous training programs, technology integration, and institutional readiness. The review identifies significant gaps in teachers' ability to develop creative and evaluative assessment instruments, with most teachers relying on analytical-level questions. Furthermore, the integration of HOTS assessment with deep learning approaches shows positive impacts on students' critical thinking skills and learning outcomes. The study recommends establishing systematic professional development programs, strengthening teacher learning communities, developing comprehensive HOTS assessment instruments, and fostering collaboration between stakeholders. This review contributes to understanding the current state of pedagogical competence in HOTS implementation and provides evidence-based recommendations for improving elementary education quality through enhanced teacher competence in deep learning and assessment practices.
Analysis of Geographic Literacy Values in Serat Centhini as a Source of Contextual Learning in Elementary Schools Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2634

Abstract

Geographic literacy development in elementary education remains inadequate globally, with students struggling to connect spatial concepts to lived experiences. This study examines Serat Centhini, a classical Javanese manuscript, as a culturally embedded resource for developing geographical literacy in elementary schools. A descriptive qualitative research design was employed at Urangagung Elementary School involving 32 fifth-grade students, two teachers, and the principal. Data collection comprised textual analysis of Serat Centhini, classroom observations over eight sessions, and semi-structured interviews. Thematic analysis through data reduction, display, and conclusion drawing identified geographical literacy values, validated through source triangulation and peer debriefing. Five interconnected geographical literacy values emerged: spatial representation and orientation (87.5% student success rate), human-environment interactions (81.3% comparative analysis success), cultural-geographical interconnections (84.4% understanding achievement), historical-temporal spatial awareness (71.9% recognition of spatial changes), and moral-ecological values (90.6% enhanced environmental awareness). Implementation strategies including spatial narratives, local environmental analysis, collaborative learning, and reflective writing effectively enhanced students' spatial thinking and ecological consciousness. Findings demonstrate that classical cultural texts contain sophisticated geographical knowledge systems aligned with contemporary spatial thinking frameworks. This research contributes to place-based education theory by illustrating how culturally embedded narratives simultaneously advance spatial literacy, cultural preservation, and character development, supporting transformative education for sustainable development.
SEKOLAH PEREMPUAN UNTUK MENGEMBANGKAN POTENSIAL PENDAPATAN PEREMPUAN DAN MENSUKSESKAN PROGRAM 5000 PEREMPUAN DI DESA BULUAGUNG KABUPATEN TRENGGALEK Novitasari, Laily; Aziza, Ella Rahma Nura; Ariani, Puput; Anjani, Annisa Aina; Puspita, Ari Metalin Ika
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i1.19548

Abstract

Abstrak: Desa Buluagung merupakan desa yang berada di Kecamatan Karangan, Kabupaten Trenggalek. Jumlah masyarakat yang belum atau tidak bekerja yaitu 1.314 orang dan didominasi oleh perempuan sebanyak 990 orang. Faktor penyebab tingginya angka pengangguran di Desa Buluagung meliputi minimnya lapangan pekerjaan dan keterampilan. Tujuan sekolah perempuan ini adalah untuk meningkatkan kapasitas dan kapabilitas para perempuan di Desa Buluagung Untuk mengembangkan UMKM dan mampu meningkatkan pendepatan serta mensukseskan program 5000 Perempuan Kabupaten Trenggalek. Pelaksanaan program kegiatan PPK Ormawa di Desa Buluagung, melalui beberapa metode, yaitu survei, observasi, wawancara, FGD. Hasil dari kegiatan meliputi (1) Perempuan di Desa Buluagung mampu mengembangkan usaha sendiri yaitu dengan lahirnya 50 UMKM perempuan baru; (2) Kapasitas dan kapabilitas pemberdayaan perempuan di dalam UMKM semakin meningkat yaitu sebanyak 85 %; (3) Keberhasilan program pemerintah Kabupaten Trenggalek yaitu Program 5000 perempuan; (4) Pengetahuan pelaku UMKM perempuan meningkat yaitu berkisar 90 %; dan (5) Terbentuknya paguyuban UMKM.Abstract: Buluagung Village is a village in Karangan District, Trenggalek Regency. The number of people who have not or are not working is 1,314 people and is dominated by 990 women. Factors causing the high unemployment rate in Buluagung Village include the lack of job opportunities and skills. The aim of this women's school is to increase the capacity and capability of women in Buluagung Village to develop MSMEs and be able to increase income and make the 5000 Women program in Trenggalek Regency a success. Implementation of the Ormawa PPK activity program in Buluagung Village, through several methods, namely surveys, observations, interviews, FGDs. The results of the activities include (1) Women in Buluagung Village were able to develop their own businesses, namely the birth of 50 new female MSMEs; (2) The capacity and capability of empowering women in MSMEs increased by 85%; (3) The success of the Trenggalek Regency government program, namely 5000 women program; (4) Knowledge of female MSME actors increased to around 90%; and (5) Formation of MSME associations.
PELATIHAN DESAIN PEMBELAJARAN BERBASIS ETNOPEDAGOGI MELALUI REFLEKSI BUDAYA LOKAL KABUPATEN TRENGGALEK Yuliana, Ivo; Mariana, Neni; Choirunnisa, Nadia Lutfi; Puspita, Ari Metalin Ika
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 1 (2025): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i1.27986

Abstract

Abstrak: Pengabdian Kepada Masyarakat (PkM) ini dilatarbelakangi rendahnya pemahaman guru tentang desain pembelajaran etnopedagogi, melalui refleksi budaya lokal serta guru masih berpedoman pada buku guru di dalam pengelolaan pembelajaran. Tujuan PkM ini adalah meningkatkan kemampuan guru dalam menyusun desain pembealjaran etnopedagogi melalui pelatihan dan pendampingan. Metode PKM mealui pelatihan yang terdiri atas perencanaan dan persiapan, penyusunan desain pembelajaran, pelaksaanaan, dan evaluasi serta monitoring. Sasaran kegiatan ini adalah 42 guru jenjang sekolah dasar di Kabupaten Trenggalek Provinsi Jawa Timur. Evaluasi diukur menggunakan angket. Hasil PKM menunjukkan bahwa >95% guru mampu menyusun desain pembelajaran berbasis etnopedagogi melalui refleksi budaya lokal kabupaten trenggalek. Maka,dapat disimpulkan bahwa pelaksanaan pelatihan dan pendampingan kepada guru-guru di Kabupaten Trenggalek mampu meningkatkan kemampuan guru dalam menyusun desain pembelajaran.Abstract: This community service (PkM) is motivated by the low understanding of teachers about ethnopedagogy learning design, through local cultural reflection and teachers still refer to teacher's books in learning management. The purpose of this PkM is to improve teachers' ability to compile ethnopedagogy learning designs through training and mentoring. The PKM method is through training consisting of planning and preparation, preparation of learning designs, implementation, and evaluation and monitoring. The target of this activity is 42 elementary school teachers in Trenggalek Regency, East Java Province. Evaluation is measured using a questionnaire. The PKM results show that >95% of teachers are able to compile ethnopedagogy-based learning designs through local cultural reflections in Trenggalek Regency. So, it can be concluded that the implementation of training and mentoring for teachers in Trenggalek Regency is able to improve teachers' ability to compile learning designs.
Implementasi Pembelajaran Pendidikan Pancasila Kelas IV: Integrasi Model PBL dengan Media Diorama Roda Putar Materi Norma Ramadhani, Alifia Yoranika; Puspita, Ari Metalin Ika
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 10, No 1 (2026): Januari (JIKAP PGSD)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v10i1.78453

Abstract

Pancasila Education plays a crucial role in shaping students’ character, attitudes, and understanding from the elementary level. However, teacher-centered learning practices often lead to passive student en-gagement and low learning outcomes. Therefore, interactive and contextual learning innovations are needed. This study aims to de-scribe the implementation of the Problem Based Learning (PBL) model integrated with the Spinning Wheel Diorama media on the topic Norms in My Life and to measure its effectiveness in improving stu-dents’ learning outcomes.This research employed Classroom Action Research (CAR), conducted in two cycles with 20 fourth-grade students of Class IV A at UPT SDN 162 Gresik. Data were collected through observation, teacher interviews, and learning outcome tests, then analyzed using average score calculations and mastery percentages based on the Minimum Mastery Criteria (MMC).The results showed a significant increase from an average score of 41.5 (15% mastery) in the pre-test to 78.5 (90% mastery) in the post-test. These findings confirm that integrating PBL with the Spinning Wheel Diorama media can enhance students’ understanding of normative concepts while fostering an active, collaborative, and meaningful learning atmosphere. In addition, responses from both students and teachers indicate that this method is relevant for connecting theoretical knowledge with re-al-life practice.In conclusion, PBL-based learning supported by concrete media such as dioramas is effective in improving the quality of Pancasila Education learning. Future research is recommended to explore the application of similar models in other subjects and to examine students’ affective and psy-chomotor aspects in greater depth.
MEMBANGUN KONEKSI DI KELAS: PELATIHAN STRATEGI KOMUNIKASI EFEKTIF UNTUK PENINGKATAN KOMPETENSI SOSIAL GURU SD Rachmadyanti, Putri; Rahman, Delfia Ikhlasiah; Puspita, Ari Metalin Ika; Setiawan, Ricky
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.36086

Abstract

Abstrak: Pelatihan ini bertujuan untuk meningkatkan kompetensi sosial guru Sekolah Dasar (SD) di Pacitan melalui strategi komunikasi efektif, guna mendukung pembelajaran di kelas. Kegiatan ini diselenggarakan sebagai Program Kreativitas Mahasiswa (PKM) Pengabdian kepada Masyarakat, dengan sasaran 16 guru SD di Pacitan. Metode pelatihan meliputi diskusi, role play, dan juga penugasan, di akhir kegiatan dilakukan evaluasi menggunakan instrumen angket kepuasan. Kegiatan evaluasi menggunakan dua metode penilaian: (1) evaluasi proses melalui observasi, lapangan catatan, dan partisipasi peserta dalam diskusi, bermain peran, dan latihan praktis; dan (2) evaluasi hasil melalui partisipasi mahasiswa. Indikator keberhasilan meliputi peningkatan pemahaman tentang strategi komunikasi yang efektif, kemampuan menerapkan komunikasi asertif dan simpatik dalam simulasi, dan tingkat minat mahasiswa terhadap materi, sumber penyampaian, dan relevansi studi. Hasil menunjukkan kepuasan keseluruhan yang tinggi, dengan semua peserta memberikan umpan balik positif. Aspek yang dinilai tertinggi adalah manfaat peningkatan kompetensi sosial 96%, diikuti oleh kejelasan penyampaian narasumber 94% dan keterlibatan peserta 92%. Kesesuaian waktu dan durasi mendapat skor 86%, sementara relevansi materi mendapat skor 84%. Temuan ini menunjukkan bahwa pelatihan dianggap sangat bermanfaat, relevan, dan efektif dalam memberikan pengalaman belajar yang bermakna.Abstract: This training aims to improve the social competence of elementary school teachers in Pacitan through effective communication strategies, to support classroom learning. This activity was organized as a Student Creativity Program (PKM) Community Service, targeting 16 elementary school teachers in Pacitan. The training methods included discussions, role-plays, and assignments. At the end of the activity, an evaluation was conducted using a satisfaction questionnaire instrument. Evaluation activities use two assessment methods: (1) process evaluation through observation, field notes, and participant participation in discussions, role-playing, and practical exercises; and (2) outcome evaluation through student participation. Indicators of success include increased understanding of effective communication strategies, the ability to apply assertive and sympathetic communication in simulations, and the level of student interest in the material, delivery sources, and relevance of the study. The results showed high overall satisfaction, with all participants providing positive feedback. The aspect that was rated highest was the benefit of improving social competence (96%), followed by the clarity of the speaker's delivery (94%) and participant engagement (92%). The appropriateness of time and duration received a score of 86%, while the relevance of the material received a score of 84%. These findings indicate that the training was considered very useful, relevant, and effective in providing a meaningful learning experience.
Coding Based PBL Model for Numeracy and Computational Thinking: Model PBL Berbasis Coding untuk Numerasi dan Computational Thinking Putri, Vivien Harianika; Wiryanto, Wiryanto; Puspita, Ari Metalin Ika
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13752

Abstract

General Background: Twenty-first century education requires students to develop numeracy literacy and computational thinking as essential competencies aligned with technological advancement. Specific Background: In Indonesia, national assessments and PISA data indicate that students’ numeracy skills remain at a moderate level, necessitating innovative pedagogical approaches such as Problem Based Learning integrated with coding activities, including unplugged coding. Knowledge Gap: Previous studies have predominantly examined Problem Based Learning and coding separately, with limited research integrating both approaches simultaneously in elementary numeracy learning. Aims: This study aims to analyze the use of a coding-based Problem Based Learning model on numeracy and computational thinking abilities of fifth-grade elementary students. Results: Using a quasi-experimental non-equivalent control group design, the findings show higher gain scores in the experimental group compared to the control group for numeracy (20.53 vs 8.37) and computational thinking (25.41 vs 9.66), with statistically significant differences (p < 0.05). Novelty: The study offers a unified instructional model combining Problem Based Learning and unplugged coding to simultaneously measure numeracy and computational thinking outcomes in elementary education contexts with limited digital infrastructure. Implications: The findings provide theoretical contributions to integrated learning models and practical guidance for teachers and institutions in implementing contextual, problem-based, and coding-supported instruction to strengthen numeracy and computational thinking in primary education. Highlights Higher learning gains observed in experimental group for both measured competencies Structured algorithmic activities support systematic problem solving processes Integrated approach applicable without reliance on digital infrastructure Keywords Problem Based Learning; Coding; Unplugged Coding; Numeracy; Computational Thinking
Serat Centhini Integration Builds Elementary Geographic Literacy: Integrasi Serat Centhini Membangun Literasi Geografi Siswa Sekolah Dasar Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13777

Abstract

General Background: Geographic literacy is a core competency in primary education encompassing spatial understanding, human–environment interaction, and cultural interpretation. Specific Background: Elementary Natural and Social Sciences learning in Indonesia often relies on textbooks and lacks contextual linkage to students’ real-world spatial experiences. Knowledge Gap: Previous studies have identified geographic values in Serat Centhini but have not deeply examined its integration process within classroom practice and learner experiences. Aims: This study investigates the integration of Serat Centhini as a culturally grounded source of geographic literacy in elementary IPAS learning. Results: Using a qualitative case study with 32 fifth-grade students and a teacher, findings show that narrative-based learning through Serat Centhini supports students’ understanding of spatial relationships, contextualizes geographic concepts, strengthens awareness of human–environment interactions, and connects cultural dimensions with geographic knowledge. Students demonstrated the ability to interpret spatial descriptions, relate them to real environments, and reflect on environmental values through culturally relevant narratives. Novelty: This study introduces a perspective that positions traditional Nusantara literature as an integrated pedagogical resource linking geographic literacy with cultural identity formation in elementary education. Implications: The findings highlight the potential of local literary heritage as an interdisciplinary and contextually meaningful learning resource, offering guidance for teachers, curriculum designers, and policymakers to incorporate culturally responsive approaches in geographic literacy development. Highlights• Narrative learning supports spatial concept comprehension through cultural storytelling• Students connect textual geography with real environmental contexts and practices• Cultural narratives foster ecological awareness and value-based reflection KeywordsGeographic Literacy; Serat Centhini; Local Wisdom; Narrative Learning; Elementary Education
The Influence of Contextual Approaches on Students' Mathematical Creative Thinking Skills in Elementary School Indriani, Rina; Rahmiati, Devi; Puspita, Ari Metalin Ika
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.9403

Abstract

This study aims to examine the influence of the contextual approach on elementary school students’ mathematical creative thinking skills at SD Negeri 2 Surodakan, Trenggalek, East Java. This research used a quantitative approach with a quasi-experimental design involving an experimental class and a control class. The subjects were fourth-grade students, with class IV-D as the experimental class taught using the contextual approach and class IV-B as the control class taught using conventional learning. The research instrument was an essay test designed to measure mathematical creative thinking skills based on fluency, flexibility, and novelty. Data were collected through pretest and posttest, then analyzed using normality, homogeneity, and independent sample t-tests with SPSS 22.0. The results showed that the experimental class score increased from 78 to 83, while the control class increased from 76 to 78. The hypothesis test obtained significance values of 0.000 and 0.001 < 0.05, so H₀ was rejected and H₁ was accepted. Thus, the contextual approach significantly influences students’ mathematical creative thinking skills and can be used as an effective alternative in elementary mathematics learning.
EFEKTIVITAS MEDIA PEMBELAJARAN JANGKAR (JENGA KARTU AUGMENTED REALITY) TERINTEGRASI INDIGENOUS CULTURE DALAM MENINGKATKAN PEMAHAMAN KONSEP KEBERAGAMAN BUDAYA SISWA SEKOLAH DASAR Chesta Briliant Nayottama, Orniga; Metalin Ika Puspita, Ari; Dellarosa, Maretha; Pandu Paksi, Hendrik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47638

Abstract

Teaching about cultural diversity in the Pancasila Education course in elementary schools often faces challenges due to a lack of variety in the use of teaching materials, resulting in lessons that fail to provide concrete and meaningful learning experiences. This, in turn, leads to students’ suboptimal understanding of the concept of cultural diversity. This study aims to analyze the effectiveness of using JANGKAR (Jenga Augmented Reality Cards) media integrated with indigenous culture in enhancing elementary school students’ conceptual understanding of cultural diversity. The study employed a quantitative approach using a quasi-experimental design of the nonequivalent control group type. The research subjects consisted of 53 third-grade students at SDN Petemon XII/360 in Surabaya, with 27 students from Class III-A serving as the control group and 26 students from Class III-B as the experimental group. Data collection techniques utilized test instruments in the form of pretests and posttests, which were verified through Pearson Product Moment correlation validity and Cronbach’s Alpha reliability. The research data were analyzed using the Independent T-test, Cohen’s d effect size, and N-Gain. The results show that the independent t-test yielded a significance value of 0.040, indicating a significant difference between the test results of the experimental class and the control class. Additionally, the effect size test yielded a value of 0.5787, which falls into the moderate category, indicating a moderate effect of using the JANGKAR learning media integrated with indigenous culture. The N-Gain test yielded a value of 0.5859 or 58.59%, which falls into the moderate category, indicating that the media is quite effective. Thus, the JANGKAR (Jenga Augmented Reality Cards) learning media integrated with indigenous culture demonstrates sufficient effectiveness in improving students’ conceptual understanding of cultural diversity.
Co-Authors Achmad Zaini Agus Budi Santosa Agustin, Kartika Putri Agustina, Olida Diah Alfi Muhimmah, Hitta Andhani, Bercha Wahyudi Ayulea Anjani, Annisa Aina Annam, Muhammad Ariani, Puput Arianti, Rosmalinda Eka Arryant , Radhif Audina, Selly Eka Augustia, Amanda Diskafrida Aziza, Ella Rahma Nura Baihaqi, Ahmad Rizal Budi Purwoko Chesta Briliant Nayottama, Orniga Choirunnisa, Nadia Lutfi Chusniyah, Nafidatul Dellarosa, Maretha Dwiyani, Eryka Endang Setiyowati Fa'urachmad, Setyo Irman Febrianto, Rohmat Febriyanti, Olivia Dwi Femita Adelina Fie Dzikry, Lataniya Firdasari, Agnes Fitri, Hidayatul Ganes Gunansyah Gunasyah, Ganes Habibie, Ramadhan Kurnia Hasan, Wilujeng Dewi Latiifah Hasasah, Nadiatul Helda Kusuma Wardani, Helda Kusuma Hendrik Pandu Paksi, Hendrik Pandu Herlina, Siti Huda, Muhammad Nur Irwanaputri, Naisyifa Zahra Istiq'faroh, Nurul Istiq’faroh, Nurul Junita, Fitri Karimullah, Muhammad Reza Kartikasari, Angelina Dwi Keisha Z, Nurlalita Koes, Mahabillah Kustiyaningsih, Ira Dwi Listiana, Dicky MEY PRATIWI Mintohari, Mintohari Mochamad Nursalim Muhimmah, Hitta Alfi Nailatul, Ghaziyah Nanda William Nasution Nasution Neni Mariana Ningrum, Fiki Surya Novitasari, Laily Nura Aziza, Ella Rahma Oktafia, Alifatus PANDU PAKSI, HENDRIK Pujiyati, Lilik Putri, Vivien Harianika Rachmadani, Febilia Ceril RACHMADYANTI, PUTRI Rahmadhanti, Karina Oktavia Rahman, Delfia Ikhlasiah Rahmatika, Tyas Rahmiati, Devi Ramadhani, Alifia Yoranika Ricky Setiawan Rina Indriani Rina Rahmawati, Rina Riski, Yunia Tiara Safitri, Furi Sri Rahayu Wulan Setyowati, Raden Roro Nanik Siswanto, Bambang Edi Solihin, Annas Sri Lestari Subekti, Catur Pamungkas Hari Syanis, Putri Fiisyatil Huludah As Tsani, Adinda Farichatus Tupriya Udin Syaefudin Saud Udin Syaefudin Saud, Udin Syaefudin Umami, Siti Riska Vicky Dwi Wicaksono Vismania S. Damaianti, Vismania S. Wahida, Siska Nur Wahyu Nurmalasari WAHYU SUKARTININGSIH Wijoyanto, Danang Windarti, Wiwik Wiryanto Wiryanto Yudi Basuki yuliana, Ivo Zaenal Abidin Zahra, Naurah Salsabila Az Zya, Riefqya Wifdhama