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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Tadris: Jurnal keguruan dan Ilmu Tarbiyah Wahana Teknik Sipil: Jurnal Pengembangan Teknik Sipil BANGUN REKAPRIMA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini TRIHAYU: Jurnal Pendidikan Ke-SD-an Pendas : Jurnah Ilmiah Pendidikan Dasar MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Jurnal Inventa Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Jurnal Penamas Adi Buana Wahana : Tridarma Perguruan Tinggi Jurnal Edukasi AUD Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Perdikan: Journal of Community Engagement ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial BERNAS: Jurnal Pengabdian Kepada Masyarakat KIDDO: Jurnal pendidikan Islam Anak Usia Dini Pasundan International of Community Services Journal (PICS-J) Edulead : Journal of Education Management Incrementapedia: Jurnal Pendidikan Anak Usia Dini Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Simki Pedagogia SOCIAL : Jurnal Inovasi Pendidikan IPS ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Citra Pendidikan EduStream: Jurnal Pendidikan Dasar Sewagati: Jurnal Pengabdian Masyarakat Indonesia Jurnal Citra Pendidikan Anak Cartesian: Jurnal Pendidikan Matematika JGK (Jurnal Guru Kita) Indonesian Research Journal on Education Science and Education Journal Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Buletin Pengabdian Multidisiplin Aspirasi : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Karunia: Jurnal Hasil Pengabdian Masyarakat Indonesia Journal of Humanities and Social Studies MANGGALI Kanigara Journal of Authentic Research Bima Journal of Elementary Education Jurnal Pelayanan Masyarakat Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Jurnal Citra Pendidikan Journal of Childhood Education (JCE) Genta Mulia
Prastyo, Danang
Universitas PGRI Adi Buana Surabaya
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Pengaruh Gaya Belajar terhadap Kecerdasan Emosional Siswa SD Danang Prastyo; Ida Sulistyowati; Sunu Catur Budiyono; Sovia Putri Salsabila; Dita Ivana Safitri; Emilia Qotrunnada
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.913

Abstract

Tujuan penelitian untuk mengetahui pengaruh gaya belajar terhadap kecerdasan emosional siswa kelas V di SD Negeri Surabaya. Jenis Penelitian ini adalah ex-post facto. Populasi penelitian seluruh siswa SD Negeri Rungkut Menanggal I Surabaya, SD Negeri Ngagel Rejo I Surabaya dan SD Negeri Margerejo I Surabaya. Sampel penelitian 32 siswa kelas V SD Negeri Rungkut Menanggal I Surabaya, 32 siswa kelas V SD Negeri Ngagel Rejo I Surabaya dan 34 siswa kelas V SD Negeri Margerejo I Surabaya. Instrumen dalam penelitian menggunakan kuisioner atau angket dengan 40 jawaban tertutup. Untuk instrumennya menggunakan angket kecerdasan emosional Golemen. Teknik pengumpulan data menggunakan kuisoner berupa pengisian angket. Teknik analisis data menggunakan Uji Anova. Dari hasil penggolaan data disimpulkan nilai sig. 0.00 < 0.05, artinya terdapat gaya belajar berpengaruh terhadap kecerdasan emosional siswa kelas V SD Negeri.
Pengaruh Media Pembelajaran Flashcard terhadap Kemampuan Membaca Permulaan Siswa Kelas II SDN Banuyu Urip VI/367 Surabaya Yuvia Ayunia Innanurriyah; Danang Prastyo
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i2.1329

Abstract

Penelitian ini bertujuan tujuan untuk mengetahui adanya pengaruh media pembelajaran flashcard terhadap kemampuan membaca permulaan siswa kelas II SDN Banyu Urip VI/367 Surabaya. Metode penelitian ini quasi experimental dengan desain Posttest only control design. Populasi penelitian yang meliputi seluruh siswa kelas II SDN Banyu Urip VI/367 Surabaya. Sampel penelitian ini terdiri dari dua kelas yaitu kelas II A (28 siswa) dan kelas II B (28 siswa). Teknik pengumpulan data yang menggunakan tes lisan dengan pertanyaan yang sesuai dengan indikator digunakan dalam penelitian ini. Indikator kemampuan membaca permulaan, seperti ketepatan menyuarakan tulisan, ketepatan lafal, intonasi, kelancaran dan kejelasan suara. Teknik analisis data menggunakan Uji T- Test. Hasil pengolahan data tersebut diperoleh nilai sig 0,00 < 0,05 yang artinya ada pengaruh penggunaan media pembelajaran flashcard terhadap kemampuan membaca permulaan siswa kelas II SDN Banyu Urip VI/367 Surabaya.
The Impact of Impulsive and Reflective Cognitive Styles on the Problem-Solving Skills of Pre-service Elementary Teacher Students Susiloningsih, Wahyu; Prastyo, Danang; Fanny, Arif Mahya
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.28919

Abstract

This study investigates the influence of individual cognitive styles, specifically impulsive versus reflective, on problem-solving performance among pre-service elementary teacher students (PGSD). Employing a quasi-experimental design with intact class grouping, 64 participants were categorized via the Matching Familiar Figures Test (MFFT) into impulsive (n equals 28) and reflective (n equals 36) cognitive-style groups. Subsequently, participants completed problem-solving tasks designed according to the four stages of the Polya model, emphasizing higher-order cognitive processes aligned with the C4 to C6 levels of Bloom’s taxonomy. Data analysis was conducted using one-way analysis of variance (ANOVA) to determine whether significant differences exist between groups. Results reveal a statistically significant difference in problem-solving performance: reflective students outperformed impulsive ones (F equals 25.789, p is less than 0.001). Reflective learners demonstrated greater accuracy, deeper reasoning, and more systematic approaches, whereas impulsive learners tended to respond faster but with increased error rates and less elaboration. The observed effect size suggests that cognitive style accounts for a substantial portion of variance in problem-solving outcomes, underscoring its pedagogical relevance. These findings have significant implications for teacher education and classroom practice. Recognizing differences in cognitive styles can help instructors design differentiated instructional strategies that cater to diverse learning needs. Future research could further explore the long-term effects of cognitive-style-aware instruction and examine contextual moderators, such as subject matter or learning environment, that may influence its effectiveness.
WORKSHOP PENGEMBANGAN MODUL AJAR DEEP LEARNING BAGI GURU SEKOLAH DASAR Feny Rita Fiantika; Danang Prastyo; Dian Kusmaharti
Kanigara Vol 6 No 1 (2026): Kanigara
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/gp7xka26

Abstract

This activity is a Community Service activity carried out by the Community Service Team of Elementary School Teacher Education lecturers, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya. The purpose of this service activity is to improve teacher competence in developing Deep Learning teaching modules. Participants in this activity are teachers who are members of MGMP throughout Ketidur Mojokerto sub-district and this activity was carried out at SDN Ketidur Mojokerto on November 24, 2025 using presentation, modeling, and simulation methods accompanied by assignments. The results of the workshop showed that participants were able to understand and design Deep Learning teaching modules well, participants were motivated in participating in the Deep Learning teaching module workshop, and there were changes in knowledge/competence in developing Deep Learning teaching modules.  
Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study Prastyo, Danang; Suryanti; Heryanto Susilo; Desika Putri Mardiani; Ardhana Reswari
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025)
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.2025.104-01

Abstract

This study examines how differentiated learning strategies contribute to the development of independence among children aged five to six at TK Al-Islam Bangkalan, a rural kindergarten in East Java, Indonesia. Using a single instrumental case study design, data were collected over four months through non-participatory observation, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman model. Findings indicate that variations in content and process, supported by predictable routines and consistent teacher scaffolding, enabled most children to select learning materials and choose appropriate task difficulty. At the same time, a minority continued to require validation. Product differentiation and systematic assessment remained limited, reflecting constraints in teacher assessment literacy, time allocation, and class size. The study demonstrates the pedagogical potential of differentiated learning to foster initiative, responsibility, and self-confidence in low-resource early childhood settings. It highlights the necessity of practical, context-sensitive implementation strategies. The research provides evidence that differentiation principles can be adapted to rural and collectivist educational contexts and can inform discussions on culturally responsive pedagogy and equitable early childhood practice. Limitations include single-site sampling, reliance on teacher reports, and incomplete assessment artifacts, all of which limit generalizability. The study is significant for policy and practice because it links Merdeka Belajar (Freedom to Learn) objectives to observable developmental outcomes and identifies concrete barriers to scaling differentiated approaches. Recommended actions include targeted professional development on formative assessment and product differentiation, design-based collaborations to co-create feasible rubrics with teachers, and multi-site longitudinal studies to evaluate transferability and sustained impact on independence.
PENGARUH MEDIA VISUAL INTERAKTIF TERHADAP PEMAHAMAN SISWA SD DALAM PEMBELAJARAN IPS MATERI KEGIATAN EKONOMI Dea Ananda Ayu Ningtyas; Danang Prastyo; Amelia Widya Hanindita
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v6i2.11083

Abstract

ABSTRACT Understanding concepts related to economic activities is an essential competency in elementary social studies learning. However, the implementation of learning media in classrooms is still not optimal since teaching activities are often dominated by lecture-based methods. As a result, students encounter difficulties in understanding abstract concepts, particularly in distinguishing production, distribution, and consumption activities. This study aimed to examine the effect of interactive visual media on students’ understanding of economic activity material in elementary social studies learning. The research applied a quantitative approach with a quasi-experimental method using the Equivalent Posttest-Only Control Group Design. The study was conducted at UPT SD Negeri 145 Gresik involving 50 fifth-grade students divided into two groups, namely class VA as the experimental group and class VB as the control group, with 25 students in each class. Data were collected through multiple-choice tests and analyzed using the t-test after fulfilling the requirements of normality and homogeneity tests. The findings revealed a significant difference between the experimental and control groups with a significance value below 0.05. Therefore, it can be concluded that interactive visual media influences students’ understanding of economic activity material in social studies learning. Accordingly, teachers are encouraged to apply interactive visual media as a more engaging and effective learning alternative to support students’ conceptual understanding at the elementary school level.   ABSTRAK Pemahaman konsep kegiatan ekonomi menjadi salah satu kemampuan penting dalam pembelajaran IPS di tingkat sekolah dasar. Akan tetapi, pemanfaatan media pembelajaran di kelas belum optimal karena proses belajar masih banyak menggunakan metode ceramah. Kondisi tersebut menyebabkan siswa kesulitan memahami konsep yang bersifat abstrak, terutama dalam membedakan kegiatan produksi, distribusi, dan konsumsi. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media visual interaktif terhadap pemahaman siswa pada materi kegiatan ekonomi di sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain Quasi Experimental tipe Equivalent Posttest Only Control Group Design. Kegiatan penelitian dilaksanakan di UPT SD Negeri 145 Gresik dengan melibatkan 50 siswa kelas V yang dibagi ke dalam dua kelompok, yaitu kelas VA sebagai kelas eksperimen dan kelas VB sebagai kelas kontrol, masing-masing berjumlah 25 siswa. Pengumpulan data dilakukan melalui tes pilihan ganda, kemudian dianalisis menggunakan uji-t setelah memenuhi syarat normalitas dan homogenitas. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol dengan nilai signifikansi kurang dari 0,05. Berdasarkan hasil tersebut, dapat disimpulkan bahwa media visual interaktif berpengaruh terhadap pemahaman siswa pada materi kegiatan ekonomi dalam pembelajaran IPS. Oleh karena itu, guru disarankan memanfaatkan media visual interaktif sebagai alternatif pembelajaran yang lebih efektif dan menarik untuk membantu siswa memahami konsep di sekolah dasar.
Mangrove Planting: Implementation and Application of Science Instructional Design in Elementary Education Masters Program Reza Rachmadtullah; Wan Irham Ishak; Yusmahariz Ashraf Bin Yusmaherizam; Amirul Iman Bin Baba Ismadi; Rarasaning Satyaningsih; Cholifah Tur Rosidah; Imas Srinana Wardani; Prayogo Prayogo; Danang Prastyo; Akhmad Qomaru Zaman; Muhammad Iqbal Al Ghozali
Buletin Pengabdian Multidisiplin Vol. 2 No. 2 (2024): Buletin Pengabdian Multidisiplin November 2024
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/budimul.v2i2.147

Abstract

Mangrove planting has great ecological benefits, including preventing abrasion, absorbing carbon, and supporting biodiversity. However, mangrove degradation due to land conversion and lack of public awareness requires intervention in the form of ecosystem rehabilitation. This activity also integrates environmental education to increase student awareness. The purpose of this service is to integrate mangrove conservation practices in project-based learning for students, involving instructional design theories that are relevant to real environmental issues. This activity also aims to support collaboration between universities and coastal communities. The results of this service are education to increase participants' understanding of the role of mangroves and correct planting techniques, seedlings are planted according to ecological conditions, with assistance to ensure success, then observation of seedling growth, additional rehabilitation, and community empowerment to maintain the sustainability of the program. The conclusion is that mangrove planting is not only beneficial for environmental conservation but also improves community welfare through ecotourism development. This activity supports sustainable development goals while providing practical learning experiences for students.
PENGARUH CULTURALLY RESPONSIVE TEACHING (CRT) BERBANTU MEDIA KOMIK DIGITAL TERHADAP KECERDASAN EMOSIONAL SISWA SD Utami, Safina Dwi; Prastyo, Danang; Hanindita, Amelia Widya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48166

Abstract

This research investigates the impact of Culturally Responsive Teaching (CRT) supported by a digital comic on emotional intelligence among third-grade students at SDN Dr. Sutomo V/327 Surabaya. The study background reveals students’ low emotional intelligence, evidenced by limited skills in emotion regulation, teamwork, and empathy. Employing a quantitative method with a quasi eksperimental equivalent posttest only control group design. The sample includes 54 students, with 27 students in the experimental class receiving CRT instruction assisted by a digital comic and 27 students in the control class receiving contextual instruction assisted by PowerPoint. The instrument, an emotional intelligence assessment, measures five aspects, namely self awareness, self regulation, self motivation, emphaty, dan social skills. Following normality and homogeneity tests, data analysis via t test yielded significant differences in posttest emotional intelligence scores between experimental and control class (sig. < 0,05). These findings confirm that CRT integrated with a digital comic in the experimental class significantly enchances third grade students emotional intelligence. The study recommends using the CRT approach assisted by a digital comic to develop students’ affective aspects and as an alternative, contextual, engaging, and meaningful teaching strategy.
Indigenous Moral Pedagogy in Early Childhood: The Madurese Bhu' Rebbhu' Tradition and Religious Character Formation Prastyo, Danang; Ardhana Reswari; Selfi Lailiyatul Iftitah; Abronnisail Masruroh; Siti Hajar; Mohammad Firdauz Suryana; Hutagalung, Fonny Dameaty
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-03

Abstract

Early childhood education in culturally diverse societies has increasingly prompted attention to pedagogical models that are developmentally appropriate, culturally situated, and connected to children’s religious and moral formation. This study examines the Madurese Bhu' Rebbhu' tradition, a communal celebration of the Prophet Muhammad’s birth, as a form of indigenous moral pedagogy in early childhood education. Using an interpretive phenomenological design, data were collected at TK Islam Al-Azhar Pagendingan, Pamekasan, Madura, through semi-structured interviews with five teachers and ten parents, participatory observations of fifteen children aged 5 to 6 years, and analysis of curriculum and learning documents. The analysis followed a seven-step phenomenological procedure consisting of repeated reading, extraction of significant statements, formulation of meanings, theme clustering, exhaustive description, identification of fundamental structure, and participant validation. The findings indicate that Bhu' Rebbhu' was enacted through five structured activities: making tengka, classroom decoration, sholawat procession, prophetic storytelling, and sharing tengka. These activities were associated with children’s value internalization through cognitive understanding, affective appreciation, and behavioral practice. Rather than claiming causal improvement, the study identifies convergent patterns showing how teachers, parents, and children experienced the tradition as a multisensory, intergenerational, and symbolically mediated learning ecology. At a global level, this study contributes to discussions on culturally responsive and indigenous early childhood education by showing how a local Islamic tradition from the Global South can provide context-sensitive insights into moral and religious learning. The findings suggest that indigenous traditions may support early childhood pedagogy when they are intentionally sequenced, ethically facilitated, and sustained through continuity between school and family contexts.
IMPLEMENTASI 4 C DALAM PENDIDIKAN PANCASILA BERBASIS STEAM Danang Prastyo; Trisa Kumalasari; Samsiah Samsiah; Siti Lebar
JCE (Journal of Childhood Education) Vol 5 No 1 (2021): March-Agust
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v5i1.494

Abstract

21st century skills called 4Cs, in Indonesian can be remembered by the abbreviation 4K, namely creativity, critical, communication, cooperation. This is in line with Bloom's theory that creativity is the highest ability in the aspect of cognitive development. Therefore, it is important to give creativity to Early Childhood Education. The research method uses descriptive quantitative. Grand design with pretest and post test with 25 children as respondents. The results showed that there was a significant difference to 4K in children before receiving treatment and after receiving the STEAM method application. This study aims to test the effectiveness of STEAM in increasing 4K for children in learning PANCASILA during the pandemic. STEAM in its application cannot be separated from loosepart which can increase children's creativity. High creativity benchmarks are characterized by increased thinking skills, flexible thinking skills, original thinking skills and detailed thinking skills. The application of the STEAM method in the implementation of learning can improve children's abilities marked by being able to solve problems and being able to make relationships with the surrounding environment, especially knowledge in PANCASILA.
Co-Authors Abronnisail Masruroh Achmad Fanani Achmad Fanani Adharica, Aulya Adista Mayasari Agus Setiyono Akhmad Qomaru Zaman Alfi Rohmatis Suaidiyah Alfredo Ibara Febriant Utomo Ali, Mohammd Amelia Widya Hanindita Amelia Widya Hanindita Amirul Iman Bin Baba Ismadi Ananda Roqiba Faradisi Ananda, Refilia Tri Andianah, Avril Yurista Anggi Setiawati Anggraini, Kristin Anindita, Rifansa Grandis Anis Lailaturrochimah Anis Rahmawati Anturi Anturi Apri Irianto Ardhana Reswari Ardhana Reswari Ardhana Reswari Arif Mahya Fanny Arini, Della Puspita Arya Kirana Putra Atnuri Atnuri Atnuri, Atnuri Auliaur Rahman Aulya Adharica Azhar Amrullah Hafizh Azmy, Bahauddin Bahauddin Azmy Bramianto Setiawan Budi Eko Soetjipto Cholifah Tur Rosidah Chomsiyah, Siti Dea Ananda Ayu Dea Ananda Ayu Ningtyas Della Puspita Desika Putri Mardiani Devi Indria Ningsih Devita Lidya Pusphita Ningrum Dian Kusmaharti Dinda Maharani Verdikasari Dinda Prameswari Dita Ivana Safitri Dwi Retnani Srinarwati Emilia Qotrunnada Eny Nur Aisyah Fathin Alifah Fatmawati Fatmawati Febriana Nur Cahyaningrum Feny Rita Fiantika Fitrianto, Fedri Fonny Dameaty Hutagalung Galtar, Diana Gunarti Dwi Lestari Hanindita, Amelia Widya Hartono Hartono Hasanah, Wildatul Herlina Herlina Heryanto Susilo Ida Sulistyawati Ida Sulistyawati Ida Sulistyowati Iftitah, Selfi Lailiyatul Ika Kristea Marthen Ika Suci Rahayu Imas Srinana Wardani Imron Arifin Irayana, Ika Jamiludin Usman Khiyarotun Nissa Khoirul Umam Khoirunnisa, Labibah Putri Likmanda Kholisussa’di, Kholisussa’di Kumalasari, Trisa Lily Nur Indah Sari Lily Nur Indah Sari Lisa Apriliyana LUTHFATUN NISA Luthfatun Nisa’ Mareyke Jessy Tanod Mareyke Jessy Tanod, Mareyke Jessy Mega Puspita Sari Meilan, Nanda Mustika Mochammad Rizal Alfaridho Moh. Abdan Syakuro Mohamad Bagus Fajar Fajrin Mohammad Fauziddin Mohammad Firdauz Suryana Mudrikatul Amaniyah Mudrikatul Amaniyah Muhammad Iqbal Al Ghozali Muhammad Viqqi Nayla Zulfia Nayyiroh Nina Khayatul Virdyna, Nina Khayatul Novitasari, Yesi Nugroho, Aries Edy Nunuk Haryati Nurhadi, Imam Nurul Izzah Nurwindasari, Dian Ayu Oktavia, Winda Krisna Pangesti, Widya Ayu Pertiwi, Septi Eka Prameswari, Dinda Pramono Prattana Srisuk Prawesti, Ratih Prayogo Prayogo Priono, Bagus Putri Khoirun Nisak Putri, Nila Utaminingtyas Putri, Salsa Sabina Putria Putria Qotrunnada, Emilia Rahmawati, Selfe Rarasaning Satyaningsih Reswari, Ardhana Reza Rachmadtullah Riris Rosiandani Arrochim Risma Nur Aini Rohmah, Shofi Al Himmah Yudatu Rosmiati Rosmiati Rudy Sumiharsono Rusdiana Navlia Rusminati, Susi Hermin S.Pd. M Kes I Ketut Sudiana . Safira Widiyastutik Safitri, Dita Ivana Saiful Hukamak Salasa, Amar Samsiah Samsiah Sapto, Ari Sapto Sari, Lily Nur Indah Satianingsih, Rarasaning Selfi Lailiyatul Iftitah Setianingsih, Rarasaning Shoberina Iliyin Siswahyudianto Siti Hajar Siti Lebar Siti Listiyani Siti Maisaroh Siti Maisaroh Sofia Mubarokah Sa’bana Sovia Putri Salsabila Sovia Putri Salsabilla Srisuk, Prattana Subandowo, Marianus Sukoyo Sukoyo Sulaiman, Sriwahyuningsih Sumiharsono, Rudy Sunu Catur Budiyono SURYANTI Syamsul Hadi Talenta, Ikmal Diva Thomas Alfa Andri Prasetiyo Triman Juniarso Tyas Indah Rohmadillah Utami, Safina Dwi Via Yustitia Viqqi, Muhammad Vivi Apriani Wahyu Susiloningsih, Wahyu WAHYUNI Wan Irham Ishak Wardani, Waqiah Nilam Wardatul Hasanah Widya Ayu Pangesti Widya Hanindita, Amelia Wima Hayu Wasesa WIWIN YULIANINGSIH Yusmahariz Ashraf Bin Yusmaherizam Yuvia Ayunia Innanurriyah