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PENINGKATAN KEMAMPUAN JOINT ATTENTION MELALUI INTERVENSI JASPER PADA ANAK AUTIS KELAS IV DI SLB NEGERI 1 GOWA Nirmalasari; Usman; Meidina, Tatiana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48083

Abstract

The problem studied in this study is the ability of joint attention in autistic students which is still very limited, characterized by low ability to respond and initiate joint attention. The purpose of this study is to determine the improvement of joint attention ability through the application of JASPER intervention in autistic students in grade IV. This research approach is a quantitative approach with a descriptive type of research that focuses on changes in ability before and after the intervention is given. The subject of this study is a fourth-grade autistic student with the initials GAN who has a very limited joint attention ability. The data collection technique used is a performance test adjusted to the joint attention indicator. Data analysis was carried out by comparing the test results before and after the implementation of the intervention, describing the test results before and after the implementation of the intervention. The conclusions of this study are 1) the ability of joint attention in autistic students in grade IV before the implementation of JASPER intervention is in the less category, 2) the ability of joint attention in autistic students in grade IV after the implementation of JASPER intervention is in the good category, 3) there is an increase in the ability of joint attention in autistic students in grade IV through the implementation of JASPER intervention from the less category to the good category. This study shows that the JASPER intervention is effective in improving the social interaction skills of autistic children.
Lemahnya Integrasi Literasi Digital dalam Pembelajaran PAI: Tinjauan Pustaka pada Lingkup Sekolah Nur Anisa; Usman
Advances In Education Journal Vol. 1 No. 5 (2025): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

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Abstract

Kemajuan teknologi menuntut adanya transformasi dalam bidang pendidikan. Pembelajaran PAI dinilai masih bersifat konvensional sehingga memerlukan penyesuaian dengan tuntutan zaman. Penelitian ini bertujuan untuk mengkaji integrasi literasi digital dalam pembelajaran PAI melalui pendekatan studi pustaka. Hasil kajian menunjukkan bahwa lemahnya integrasi literasi digital disebabkan oleh beberapa faktor, antara lain kurangnya kompetensi guru dalam pemanfaatan teknologi, keterbatasan sarana dan prasarana, rendahnya motivasi peserta didik, serta kekhawatiran terhadap penyimpangan konten digital. Kondisi ini menuntut adanya strategi yang tepat untuk mengatasinya. Beberapa strategi yang disarankan meliputi pelatihan guru, penyediaan fasilitas yang memadai, pengarahan penggunaan teknologi secara positif bagi peserta didik, serta pengembangan model pembelajaran berbasis digital yang tetap menjaga nilai-nilai religius. Dengan demikian, integrasi literasi digital yang optimal diharapkan dapat meningkatkan kualitas dan relevansi pembelajaran PAI di era digital.
Pelatihan Teknik Storytelling Sebagai Pendekatan Pembelajaran Mendalam Berbasis Joyfull Learning bagi Guru SD Kelas Rendah Putra, Alpidsyah; Hidayat, Muhammad Taufik; Junaidi, Teuku; Rizki, Azrul; Fadillah, Muhammad Arif; Nuriana; Usman
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 2 (2026): Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat
Publisher : Faculty of Cultural Studies, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.gramaswara.2026.006.02.05

Abstract

Pembelajaran mendalam (deep learning) merupakan salah satu pendekatan inovatif dalam pendidikan dasar yang berorientasi pada pengembangan pengetahuan, keterampilan, dan karakter siswa secara bermakna. Namun, implementasi pembelajaran mendalam di sekolah dasar, khususnya di daerah terpencil seperti Kabupaten Gayo Lues, Aceh, masih menghadapi berbagai tantangan, seperti kurangnya variasi metode pembelajaran yang menyebabkan siswa cenderung pasif dan kurang termotivasi dalam memahami materi secara mendalam. Kondisi tersebut menunjukkan perlunya pelatihan bagi guru untuk menciptakan proses pembelajaran yang lebih aktif, kreatif, dan menyenangkan. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kemampuan guru SD kelas rendah dalam menerapkan teknik storytelling sebagai pendekatan joyful learning berbasis pembelajaran mendalam. Kegiatan dilaksanakan melalui pelatihan, praktik pembelajaran, dan pendampingan kepada guru-guru sekolah dasar di Kabupaten Gayo Lues. Pelatihan ini memberikan manfaat berupa peningkatan pemahaman dan keterampilan guru dalam merancang pembelajaran yang apresiatif, interaktif, dan sesuai dengan karakteristik siswa sekolah dasar yang masih membutuhkan konsep belajar sambil bermain. Hasil kegiatan menunjukkan bahwa sebanyak 90% peserta pelatihan berhasil mempraktikkan teknik storytelling berbasis joyful learning dalam proses pembelajaran. Dengan demikian, pelatihan teknik storytelling efektif mendukung penerapan pembelajaran mendalam sekaligus meningkatkan kreativitas guru dalam menciptakan suasana belajar yang aktif, menyenangkan, dan bermakna bagi siswa sekolah dasar.
PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN LITERASI NUMERASI SISWA Saphyra, Aura; Usman; Dwi Fadhiliani
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol. 8 No. 2 (2026): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v8i2.2333

Abstract

Numerical literacy is a crucial aspect of mathematics education in high school. However, a common issue is the low numerical literacy skills among students. One model that can be applied to improve students' numeracy literacy skills is the Problem Based Learning model (PBL). This study aims to investigate the influence of the PBL model on the numerical literacy skills of high school students, specifically in the topic of sequences and series. The research used a quantitative approach with a quasi-experimental design and a nonequivalent group design. The population for this study was all students in grade XI Social Sciences at SMA Negeri 1 Teunom. The research sample was selected using a total sampling technique, with one class designated as the experimental group and another as the control group. Data were collected using a numerical literacy test instrument in the form of essay questions on sequences and series. The data analysis was performed using the Mann-Whitney U test. The results show that students who learned using the PBL model had better numerical literacy skills compared to those who learned using a conventional teaching model. Therefore, the Problem Based Learning (PBL) model is recommended for teachers to improve students' numerical literacy skills.
Representasi Guru dalam Pemberitaan Kasus Kekerasan Seksual di Media Kompas dan Tempo: Analisis Wacana Kritis Arlin; Mahmudah; Usman
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 6 No. 2 (2025)
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.v6i2.15694

Abstract

This study aims to examine the representation of teachers in the coverage of sexual violence cases in Kompas and Tempo media. The approach used is Critical Discourse Analysis Social Actor Approach from Theo van Leeuwen. Data and data sources are words, phrases, sentences, and paragraphs in sexual violence news related to teachers and other social actors in Kompas and Tempo media. Data collection techniques are identification, classification, and analysis. The results of this study indicate that there is a form of exclusion found in the news in Kompas media in the form of passivation that eliminates certain social actors so as to direct readers to focus on the teacher's social actors. The form of inclusion found in Kompas media is in the form of differentiation, association, categorization, identification, and association which aims to show partiality to victims, and clarify the identity of the perpetrator, and represent sexual violence as a system problem, not a single problem. The forms of inclusion found in Tempo media are abstraction, determination and categorization which show partiality to victims as well as a form of media criticism of teachers and the government in order to create a safe educational environment.
Integrasi Filsafat dan Pendidikan: Metodologi Keilmuan Muhammad Iqbal dalam Bingkai Pengembangan Pendidikan Agama Islam Zeni Murtafiati Mizani; Usman; Sibawaihi
Muaddib: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2025): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

This study raises Muhammad Iqbal's thoughts on the formulation of scientific methodology that integrates philosophy and education, especially in the development of comprehensive and transformative Islamic Religious Education (PAI). The background of this study departs from the reality of being divided into two between Western education and traditional Islamic education which tends to be speculative and less responsive to the development of science and technology. Muhammad Iqbal offers a new framework of thought by emphasizing the importance of synthesis between empirical experience and spiritual intuition as the basis of Islamic epistemology. This study uses a qualitative approach with a library research method. Data were obtained through a literature review of Iqbal's primary and secondary works, and were analyzed using content analysis, historical analysis, and narrative-philosophical analysis methods. The research findings show that Muhammad Iqbal's educational thoughts include the duality of physics and metaphysics, and emphasize the importance of developing individuality, physical-spiritual integration, and the role of the intellect and the whispers of the heart in the educational process. His scientific construction makes a significant contribution to the formulation of educational goals, student character, curriculum, and learning methods in PAI. Thus, Iqbal's thoughts are relevant as a basis for reformulating an Islamic education model that is contextual, rational, and remains rooted in Islamic spiritual values.
PENGARUH PEMBELAJARAN MODEL EJAS TERHADAP KEMAMPUAN KOGNITIF IPAS PESERTA DIDIK SD Nurhanasakwa; Usman; Kamaluddin, Munawir; Suarti
JIPMI (Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah) Vol 8 No 2: AGUSTUS (2026)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jipmi.v8i2.71318

Abstract

Model Ejas merupakan model pembelajaran aktif dan kontekstual yang mengajak siswa membangun pengetahuan melalui pengalaman langsung dengan menjelajahi lingkungan sekitar. Penelitian ini bertujuan untuk menganalisis kemampuan kognitif IPAS peserta didik yang diajar menggunakan model pembelajaran EJAS, kemampuan kognitif IPAS peserta didik yang diajar menggunakan model pembelajaran konvensional, serta perbedaan pengaruh kedua model pembelajaran tersebut terhadap kemampuan kognitif IPAS peserta didik kelas V SD Negeri Barombong, Kecamatan Tamalate, Kota Makassar. Penelitian ini menggunakan pendekatan kuasi eksperimen dengan desain non-equivalent control group. Subjek penelitian berjumlah 106 peserta didik kelas V semester ganjil tahun pelajaran 2024/2025 yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes pretest dan posttest, kemudian dianalisis secara deskriptif dan inferensial. Hasil analisis deskriptif menunjukkan bahwa nilai rata-rata kemampuan kognitif IPAS pada kelas eksperimen meningkat dari 43,89 pada pretest menjadi 78,09 pada posttest. Sementara itu, kelas kontrol yang diajar menggunakan model pembelajaran konvensional menunjukkan peningkatan nilai rata-rata dari 48,51 pada pretest menjadi 68,54 pada posttest. Hasil uji hipotesis menggunakan uji paired sample t-test menunjukkan nilai signifikansi sebesar 0,000 (p < 0,05), yang mengindikasikan adanya perbedaan signifikan antara kemampuan kognitif IPAS peserta didik pada kelas eksperimen dan kelas kontrol. Dengan demikian, dapat disimpulkan bahwa model pembelajaran EJAS berpengaruh positif terhadap peningkatan kemampuan kognitif IPAS peserta didik kelas V
Pengaruh Problem Based Learning terhadap Minat Belajar IPAS Siswa Kelas IV SDN 67 Parepare Usman; Ila Israwaty; Siti Hardianty
ANWARUL Vol 6 No 4 (2026): ANWARUL: Jurnal Pendidikan dan Dakwah
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v6i4.11385

Abstract

Students’ low interest in learning Natural and Social Sciences (IPAS) is indicated by their lack of attention, interest, and active engagement during the learning process. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on fourth-grade students’ learning interest in IPAS at UPTD SD Negeri 67 Parepare. The study employed a quantitative approach with a pre-experimental research type and a One-Group Pretest–Posttest design. The research sample consisted of 18 students from Grade IV.A who were selected using purposive sampling. Data were collected through a learning interest questionnaire administered before (pretest) and after (posttest) the implementation of the PBL model and were subsequently analyzed using descriptive and inferential statistics with the assistance of SPSS. The results showed that the students’ mean learning interest increased from 49.55 on the pretest to 87.83 on the posttest. The paired-samples t-test yielded a significance value of 0.001 (< 0.05); therefore, H₀ was rejected and H₁ was accepted. This study concludes that the PBL model has a significant effect on fourth-grade students’ learning interest in IPAS at UPTD SD Negeri 67 Parepare. These findings provide the practical implication that PBL can be used as an alternative instructional model to increase students’ attention, interest, and active engagement in IPAS learning at the elementary school level.
Implementation of the Treasure Hunt Game Model to Increase Motivation to Learn Science Subjects for Grade V Students of SD Negeri 6 Watang Sidenreng Sidrap Abdul Hakim; Usman; Suciani Amir
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.11166

Abstract

Students’ limited motivation to learn Natural and Social Sciences (IPAS) indicates the need for engaging instructional models that promote active participation in elementary classrooms. This classroom action research aimed to improve the learning motivation of fifth-grade students at SD Negeri 6 Watang Sidenreng through the Treasure Hunt game model. The study involved 23 students and was conducted in two cycles, each comprising planning, implementation, observation, and reflection. Data were collected through observations of teacher and student activities during instruction and an evaluation instrument used to assess students’ learning motivation. The findings demonstrated a substantial improvement from the first to the second cycle. In Cycle I, only 9 students (39.13%) met the completion criterion, whereas 14 students (60.87%) had not yet achieved it. Following instructional improvements and more effective implementation of the Treasure Hunt model in Cycle II, all 23 students (100%) met the completion criterion, with an average score of 84.65. Teacher activity increased from 93.75% to 100%, while student activity improved from 91.67% to 100%, both reaching the very good category. These findings indicate that the Treasure Hunt game model can enhance students’ learning motivation by creating an active, enjoyable, and challenging learning environment. The study concludes that this model represents a practical alternative for strengthening student engagement and motivation in elementary-level IPAS instruction.
Application of the Teams Games Tournament Cooperative Learning Model to Improve Mathematics Learning Outcomes of Grade V Students at UPTD SD Negeri 136 Barru Usman; Zaid Zainal; Alfiana
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.11397

Abstract

Low mathematics achievement among Grade V students at UPTD SD Negeri 136 Barru was associated with limited classroom participation, textbook-dominated instruction, infrequent collaborative activities, and low learning motivation. This study aimed to examine the implementation of the Teams Games Tournament (TGT) cooperative learning model and its effectiveness in improving the mathematics learning process and student achievement. Classroom action research employing a mixed-methods approach was conducted with one teacher and 21 students. Data were collected through observation, achievement tests, and documentation and analyzed using qualitative and quantitative descriptive techniques, including data condensation, data display, and conclusion drawing. The intervention was considered successful when teacher and student learning activities reached the Good (B) category and at least 76% of students achieved learning mastery. The findings showed that teacher and student activities improved from the Fair (C) category in Cycle I to the Good (B) category in Cycle II. The proportion of students achieving mastery also increased from 62% in Cycle I to 80% in Cycle II. These findings demonstrate that the TGT cooperative learning model effectively improved both the instructional process and mathematics learning outcomes of Grade V students. The study provides practical evidence that structured team-based competition can promote active participation, collaborative learning, and improved mathematics achievement in primary education.
Co-Authors A. Febriani Putri Paramitha A. Rana Aqilah Anwar A. Yudhistira, Andika AA Sudharmawan, AA Abdiyanto Abdiyanto Abdul Azis Abdul Azis Abdul Hakim Abdul Halik Abdul Haliq, Abdul Abdul Haris Abidin Aditya, Fardan Adrian Tawai Agung Heru Setiadi, Agung Heru Agus Muchsin Ahdar Ahmad Ahmad Ahmad Failasuf Nasuha Ahmad Hidayat Ahmad Supardi, Bimo ahmad yani Ahsan, Muhammad Aiyub Aiyub Akhmad khoiri Akmal Hamsa Aldiansyah Alfiana Ali Akbar Alim Usman, A’zhami Alim, Ansorul Alvina Meutia Anzalna Alwi, Besse Marjani Alya Nurlail Mudeng Amalia, Wa Ode Sari Amaliah. M, Nurul Amaludin, Roni Amanda, Gladys Amay Suherman Ambo Dalle amir, rahmi AMRIZAL SALIDA Ananda Fathur Rahman Andi Farizan Nawawi Andi Karman Andi Nur Sailal Armi Andi Yusniar Mendo Andika Andika Anggara, Dani Anis, Madhan Anisah Fitri, Anisah Anita Candra Dewi Anita Wulandari* Anjelina Yuli Ratnasari Anshari Apriadi, Hairun Arfianty Ari Putra Wijaya Simangunsong Arie Haans Arie Rahmadi Arief Sukino Arief Yulianto, Muhamad Arisman Arlin Armadani, A. Kartika Armadi, Yukiman Aryanti Dewi Asep Bambang Susanto Asfiani, Afifah Ashabul fadhli Asia. M Aslan Abidin Aslan Abidin, Aslan Asnawi Asnawi Astuti Purnamawati, Ditha Atyanto D Atmoko Aufa Fatchia Rahma Aulia Khoirunnisa Aulia Putri, Fadilah Pramestiyani Aulia Rahman Aulia, Irma Anugrah Aulya Nurrachma Ayu Dwi Putri Rusman Ayu Pertiwi Aziz M Lubad Azizah Amalia, Nur Azizah, Jum Azizatul Haqiah, Nur Azrul Rizki Azzahrah Ramaputri Tilotama Azzahrah, Nur Fatimah Babun Suharto Bachtiar Bahaking Rama Baharman Baharuddin, Nurhaliza Bahraeni Bala Bambang Widarsono Basir, Nur Putri Indah Sari Buhaerah Cahya Darmawan Carina Dwi Putri Catra Indra Cahyadi Cau Kim Jiu Chairul Umam Charyezmah Indah Pertiwy CUT NANDA SARI D, Muh. Akib Dadan DSM Saputra Danang Sismartono David Ricardo, David Dedi . Devi Syukri Azhari Dinata, Umar Djafar, Gustin Djoko Sunarjanto Dwi Diana Putri Dwi Fadhiliani Dwi Fitriani Dwi Putri Rusman, Ayu Dwi Ratnasari Edi Mulyadi Edward ML Edward ML Tobing Egi Syahrah Anggraeni Ekawati, Melinda Nur Elis Kaiye Elwy Asrianto Marbun Eni Isclawati Eni Nuraeni Erdianto Eriansyah Saputra H Erwin Erwin Eka Saputra Etika Siregar EVA OKTAVIDIATI, EVA Fachrurozi Fachry Abda El Rahman Fadhillah Yusri, Farah Fadiah Khoirunnisa Salkeri Fadillah, Muhammad Arif Faiq Ilham Rosyadi Faizal Fajri Basam Farij Al-Kahfi , Muhammad Fatima Eka Putri Fauzi Rahmat Pamula Felisitas Viktoria Melati Ferdiansyah, Farhan Firda Tamar Jaya Firman Firman Firman Fitri Yunita Fitriah , Nurul Fitriani Nur, Fitriani Fitriani Syahrir Fitriani Umar Fitriannisa, Syifa Fitriasari, Eka Fristi Nanda Wilanda Fuad, Moch Gunawan Syahrir Habiburahman, Habiburahman Hadi Sutrisno, Imam Hafrida Haidir Hasba Hairani, Arnidah Hajrah Hamdanah Hamid, Nanda Syahrani Agustin Paturuni Hamsa Hamsiah Djafar Hamsidar Haniarti, Haniarti Hapsari, Veneranda Rini Haqq, Shirny Fathanal Haqq, Zidny Irfanal Hardyanti, Meri Harlina, Sitti Harnum, Ade Harun Blongkod Hasmaini Hasmawati Hasnita Hasran Hasrawan, FItri Hassan, Abdullahi Muhammad Helmi Hendi Lilih Wijayanto Hendri Jaya Henrikus Torimtubun Henry Paulus Lumbangaol Herlina Hermanto Herniwati Herru Lastiadi S Herry Subagyo Hidayat, Muhammad Taufiq Hijja, Nurul Hikman, Mawar Holifa Balkis , Lutfiah Hubwallah, Habib Husna, Sofiatul Hutauruk, Kevin Jeremia Ibrahim, Husaini Ibrahim, Musdalifah Ida Ayu Putu Sri Widnyani Idhayani, Nurul Iin Nur Yasinta Iis Fitri Handayani Ika Rifqiawati Ila Israwaty Ilham Willem Imam Hidayatullah Imam Makruf Indawati, Ikha irma yunita Irmawati Irmayanti Isa, Nurul Farhah M Istiana Jafrizal Jafrizal Jamiluddin Jewarut, Siprianus Juliyanti, Melviana Dwi Juliyanti Jumatin Junaidi, Teuku Junaidin Nobisa Justiyulfah Kaharuddin Kaharuddin Arafah kamaluddin, Munawir Kamaruddin Kamaruddin Hasan Karfe Karina Esti Pratiwi Karunia Hazyimara Kasmiati Ken Sawitri Suliandari Khaeruddin Khaeruddin khoiri, Akhmad Kiki Putri Septya Pratama Komang Darma Widia Kristiyanti, Ciara Kurniawan Kusnanto Laksmi Dewi Sari Latuheru, Stevani Carolina LENI HERLINA Lenti, Marsela Lienargo, Jessica Liklikwatil, Rudy Donny Lina, Sitti Harlina Lukman Ali, Lukman Lumbantobing, Titir Polindo M. A. Martawijaya M. Ghozul Fikri M. Hasbi M. Nur, A. Nurchalifah M. Syukri Madeni Mahir Mahmudah Mahrawi Majdey Zawawi Makhrajani Majid Manarfah, Laode Manggu, Blasius Mannir Mappasiara Mardiana, Puja Margaretha Lidya Sumarni Marhani Maria Angela Siokalang Mariam Makmur Marianus Dinata Alnija Marisa Putri, Diljona Marsellus Oton Kadang Maryam Masjudin, Yusmi Maulana, M. Gema Meidina, Tatiana Meirsanda, Rani Melinda Irsan Melisa Safitri Mely Nor Asiyah Miftahul Fauzan, Muhammad Faldi Milanie, Feby Miranda, Esti Muh Nur Hidayat Muh Yusran Muh. Akib D Muh. Bahly Basri Muh. Danis Muh. Ilham. H Muh. Rasyid Ridha Muh. Yusril Anam Muhammad Asri Muhammad Febry Muhammad Furkan Muhammad Idris Muhammad Jufri Muhammad Saleh Muhammad Saleh Muhammad Taufik Hidayat Mujahadah, Nur Mujhiyaningsih, Annisa Mukhamad Nurhadi Muliati MULYADI Munirah Murdani Murdani Musdalifah Nihaya Mutahharah Hasyim, Mutahharah Muzakir Riza Muzakkir Muzdalifah Muhammadun Nadia Nando Apriyansyah Naperi Zaman Nensilianti Neti Kesumawati, Neti Ni Nyoman Dina Anjani Ni'mah Natsir Nirmalasari Nixson Nooraeni, Endah Novia Anugra Novita Indana ZUlfa Nugraha, Rahmat Nur Anisa Nur Asikin Nur Asma Nur Azizatul Haqiah Nur Ilmi Nur Masyrah Syam Nur Munajat, Nur Nur Soleh Nur Solikhin, Havid Nurafni Nurazizah Rahmi R Nurdiansah, Nurdiansah Nurfitriana Nurhalizah, Resky Nurhanasakwa Nurhilaliyah Nurhusna Nuriana Nurjannah Nurkamelia Nurlaili Nurmi Nurul Hikmah Hayati Sultan Nurul Jihan Tribuana Nurul Mukhlisa Nurul Ramadhani Mukhtar Nurus Firdaus Nuryamin Nuryanti, Reni Okhaifi Prasetyo ONIE KRISTIAWAN Paino Pangkarego, Ferdynandus Ralph Patulak, Desi pengelola, pengelola Podessta, Fiona Podesta, Fiana Pradika, Jaka Pratama, Kharisma Puji Azizah, Faras Purbawati Naprilia, Tania Puspita Ilham, Siska Putra, Alpidsyah Putri Ahdilla Nursani, Angelina Putri Salamah, Maydaria Putri, Nengsih Ayu Rabiah, Nasya Hikmatul Radhita Maharani Ramli Rahmadani, Intan Aulia Rahman, Ali Rahman, Ananda Fathur Rahmat Rahmawati Rahmawati, Lia Dwi Rahmiati Ramadhani, Desty Ramayani Marpaung Ramly Rapi, Moh. Rasidah Wahyuni Sari Refiana Lestary Reski Widia Afrilla Reskiyana, Riska Rian Erlangga Syahputra Ribani, Iin Sri Apriani Ribani, Wiwin Dewi Fitriani Richalldi, Matius Juan Ridho Maulana Riesa Khairunnisa W.R. Rini Anggraeny Rio Monoarfa Ririn Harini Risa Risna Risna Risna, Risna Risnajayanti Riyani, Mufti Rizka Amalia Putri Rizki, Azrul Rofiatus Sa’adah Romy Nugraha Rudi Septian Rudi Suhartono RUKMAN HERTADI Rusman Rusmin B, Muhammad Rusminah Hs Sabinus Beni Saepudin Safitri, Nuri Sahmin Noholo Said, Awayundu Sakaria Sakinah Fitri, Sakinah Salfarini, Eligia Monixa Salsabila Dia Syahputri Salsabila, Viyosi Samsudin Samsul Bahri Sandi Saputra Saphyra, Aura Saputra, Amri Savira, Bela Savira, Daria Sawitri, Nina Sayehu Selviana Shaleh, Chairati Shaleha, Ummy Mutiah Shendy Pratama Sherry Nabighah, Eva Sibawaihi Sibawaihi Sih Darmi Astuti, Sih Darmi Astuti Sihono, Ridwan Faqih Sinaga, Mitha Shaskila Sinaga Sinar Ansar Siprianus Jewarut Siraj, Arifuddin Siregar, Elizabeth Siska Yuliana Siti Fadjarajani Siti Hadijah Siti Hardianty Siti Jamilah Amin Siti Khairani Siti Rosidah Sitti Jamilah Amin Sitti Kasmawati Sitti Salma, Sitti Situmorang, Dokman Marulitua Sofyan SONY SUHANDONO Sri Herawati Sri Jumiaty Permatasari Sriwahyuni Yusup Suarti Suciani Amir Sudarti . Sudirman Sugihardjo Sukamto Satoto Sukino, Arief Sukma sultan Sultan Sultan Sunjaya, Rieko Rahmat Sunting Kepies Supriono Suriadi Suriati Suryadi Suryani1, Lilis Sutriyono syafii, herman syafrizal Syahrial Fuadi Syahruddin Syamsidar Syamsuddin Syarif, Naufal Qadri Syintia Dewi Tahir Maloko TATI KRISTIANTI Taufik Akasahtia, Lukman Taufik Hidayat Tegar Nurwahyu Wijaya Tiara Maharani Tifa, Siti Latifa Resky Aulia Tio Pramana Aribawa Tobing Trisno Setiawan, Trisno Try Sabriyanti Tuasikal, Ammy Rila Tuti, Hastuti Tyas, Nurlaili Trianing Umar, Kartika Umniyyah Idrus, Fauziyah Usman Utomo Pratama Iskandar Vera Veri, Cristian Victorson Taruh Vuspitasari, Benedhikta Kikky Wahab Wahdaniyah Wakia, Nurul Wanda Ali Akbar Watara Febria, Tiara Wenty Septria DS Wewel, Prabowo Whan Nurdiana Wijayanti, Tuti Winda Islamitha Nurhamidah Wirhanuddin Yani Faozani Alli Yenni Rohmatun Yeremia Niaga Atlantika Yolan Salma Hanifa Yosua Damas Sadewo Yukiman Armadi Yuli Hartati Yuli Prasetyo, Dwi Yusdianto Yusni, Yusniar Umar Yustika, Diana Yusuf Sabilu, Yusuf Zainal, Zaid Zeni Murtafiati Mizani Zikri Darussamin Zulaeni Esita Zulfianti Zulfitrah Zulkifli Abdurrahman Usman Zulkifli Zulkifli Zumzianah Zyahdatul Husna Herlianti