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Penyuluhan Pengelolaan Sampah Daur Ulang Untuk Guru Sekolah Dasar Mendorong Pendidikan Berbasis Green Education Adinda Nazwa Kharisma; Ina Magdalena; Riski Firmansyah; Fadhillah Dwi Indriani
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

Environmental-based education, or Green Education, is an essential approach in shaping a generation that cares about environmental sustainability from an early age. This study aims to describe the implementation of recycling waste management training for elementary school teachers as an effort to promote the application of Green Education in the learning process. The training activity was carried out at SDN Lengkong Wetan 1, involving five classroom teachers and ten subject teachers through three main methods: observation, guidance and training, and participatory discussion. The results show an increase in teachers’ understanding and awareness of the importance of waste management and its relevance to students’ character development. Teachers became more enthusiastic in practicing simple waste management techniques, such as composting and reusing materials as teaching media. Furthermore, a collective commitment emerged among teachers to integrate the principles of Green Education into thematic curricula and the Projek Profil Pelajar Pancasila within the Independent Curriculum, particularly under the theme of sustainable lifestyle. These findings confirm that training not only enriches teachers’ knowledge but also plays a strategic role in fostering an environmentally friendly school culture. Therefore, recycling waste management training for elementary school teachers can be an effective step in strengthening the implementation of Green Education while supporting the formation of environmentally conscious future generations. Keywords: Green Education, training, waste management, elementary school, Independent Curriculum. Abstrak Pendidikan berbasis lingkungan atau Green Education menjadi salah satu pendekatan penting dalam membentuk generasi yang peduli terhadap kelestarian alam sejak dini. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan penyuluhan pengelolaan sampah daur ulang bagi guru sekolah dasar sebagai upaya mendorong penerapan Green Education dalam proses pembelajaran. Kegiatan penyuluhan dilaksanakan di SDN Lengkong Wetan 1 dengan melibatkan lima guru kelas dan sepuluh guru mata pelajaran melalui tiga metode utama, yaitu observasi, bimbingan dan pelatihan, serta diskusi partisipatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman dan kesadaran guru mengenai pentingnya pengelolaan sampah serta relevansinya dengan pembentukan karakter siswa. Guru menjadi lebih antusias dalam mempraktikkan teknik pengolahan sampah sederhana, seperti pembuatan kompos dan pemanfaatan barang bekas sebagai media pembelajaran. Selain itu, muncul komitmen kolektif dari guru untuk mengintegrasikan prinsip Green Education ke dalam kurikulum tematik dan Projek Profil Pelajar Pancasila pada Kurikulum Merdeka, khususnya tema gaya hidup berkelanjutan. Temuan ini menegaskan bahwa penyuluhan tidak hanya memperkaya wawasan guru, tetapi juga berperan strategis dalam membangun budaya sekolah yang ramah lingkungan. Dengan demikian, penyuluhan pengelolaan sampah daur ulang bagi guru sekolah dasar dapat menjadi langkah efektif dalam memperkuat implementasi Green Education sekaligus mendukung terbentuknya generasi berkarakter peduli lingkungan. Kata kunci: Pendidikan Hijau, penyuluhan, pengelolaan sampah, sekolah dasar, Kurikulum Merdeka.
Evaluasi Keterlaksanaan Penilaian Autentik Dalam Pembelajaran IPA Kelas 3 Di SDN Tanah Tinggi 7 Tangerang Berbasis Green Education Siti Nuraisyah; Ina Magdalena; Khairiyah Rahma Salsabila; Lola Andika Rahmadany
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

Authentic assessment is an evaluation approach that emphasizes students' concrete skills through contextual tasks related to everyday life. In science learning in lower elementary school grades, authentic assessment is highly relevant because students are at the early stages of development, developing scientific concepts and environmental attitudes. This study aims to evaluate the implementation of authentic assessment in green education-based science learning, encompassing aspects of planning, implementation, and evaluation by teachers, as well as its impact on student engagement. The research method used a descriptive qualitative approach with a case study design in three elementary schools that integrate green education principles into science learning. Data were collected through observations of learning activities, interviews with teachers, principals, and students, and document analysis in the form of lesson plans, assessment rubrics, and student portfolios. Data validation was strengthened by triangulation of sources and techniques, while analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The research results show that teachers have attempted to integrate environmental issues into the planning and implementation of science lessons, such as through simple recycling projects, observing plant growth, and maintaining a clean school environment. However, the authentic assessment instruments used still predominantly assess cognitive aspects, while affective and psychomotor aspects have not been systematically designed. Barriers faced by teachers include limited time, learning resources, and technical understanding in developing comprehensive assessment rubrics. Nevertheless, the implementation of authentic assessment has been shown to increase student learning motivation and foster early awareness of the importance of environmentally friendly behavior. This study concludes that the implementation of authentic assessment in lower-grade elementary school science lessons based on green education has been ongoing but is not yet optimal. The development of practical guidelines, ongoing training, and support from simple facilities are needed so that teachers can implement authentic assessment more consistently and measurably. Abstrak Penilaian autentik merupakan pendekatan evaluasi yang menekankan pada keterampilan nyata peserta didik melalui tugas yang kontekstual dan dekat dengan kehidupan sehari-hari. Pada pembelajaran IPA di sekolah dasar kelas rendah, penilaian autentik sangat relevan karena siswa sedang berada pada tahap perkembangan awal dalam membangun konsep ilmiah sekaligus sikap peduli lingkungan. Penelitian ini bertujuan mengevaluasi keterlaksanaan penilaian autentik dalam pembelajaran IPA berbasis green education, mencakup aspek perencanaan, pelaksanaan, dan evaluasi yang dilakukan guru, serta dampaknya terhadap keterlibatan siswa.Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus pada tiga sekolah dasar yang mengintegrasikan prinsip green education dalam pembelajaran IPA. Data dikumpulkan melalui observasi kegiatan belajar, wawancara dengan guru, kepala sekolah, dan siswa, serta analisis dokumen berupa RPP, rubrik penilaian, dan portofolio siswa. Validasi data diperkuat dengan triangulasi sumber dan teknik, sementara analisis dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah berupaya mengintegrasikan isu lingkungan dalam perencanaan dan pelaksanaan pembelajaran IPA, seperti melalui proyek daur ulang sederhana, pengamatan pertumbuhan tanaman, serta kegiatan menjaga kebersihan lingkungan sekolah. Namun, instrumen penilaian autentik yang digunakan masih dominan menilai aspek kognitif, sedangkan aspek afektif dan psikomotorik belum dirancang secara sistematis. Hambatan yang dihadapi guru meliputi keterbatasan waktu, sarana pembelajaran, serta pemahaman teknis dalam menyusun rubrik penilaian yang komprehensif. Meskipun demikian, penerapan penilaian autentik terbukti meningkatkan motivasi belajar siswa dan menumbuhkan kesadaran awal terhadap pentingnya perilaku ramah lingkungan. Penelitian ini menyimpulkan bahwa keterlaksanaan penilaian autentik dalam pembelajaran IPA SD kelas rendah berbasis green education telah berjalan namun belum optimal. Diperlukan pengembangan panduan praktis, pelatihan berkelanjutan, serta dukungan fasilitas sederhana agar guru dapat menerapkan penilaian autentik secara lebih konsisten dan terukur. Kata kunci: Penilaian autentik, Pembelajaran IPA, Sekolah Dasar Kelas Rendah, Green Education  
Pentingnya Tujuan Intruksional Khusus Di Madrasah Ibtidaiyah Terpadu Nurussalam Ina Magdalena; Nanda Audia; Lola Andika Rahmadany
Cendikia: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 2 (2024): Cendikia: Jurnal Pendidikan dan Pengajaran
Publisher : Cendikia: Jurnal Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.572349/cendikia.v2i2.838

Abstract

Dalam ranah persekolahan, setiap guru memang memliki pembelajaran tujuan yang ingin dicapai baik bagi instruktur itu sendiri maupun siswa. Susun sebuah tujuan. Hal ini untuk memberikan informasi, sudut pandang dan kemampuan yang harus digerakkan oleh siswa. Perincian positif dari tujuan informatif yang eksplisit, tujuan instruksional khusus (TIK) mengandung arti penting, atau tidak masuk akal menguraikan. Dalam menentukan substansi ilustrasi yang akan dididik, pencipta pendidikan memahaminya mengingat kemampuan esensial yang terkandung dalam tujuan instruksional khusus (TIK). Sasaran yang informatif menjadi acuan seluruh proses perencanaan pendidikan mengingat hal itu. Berisi rencana informasi, kemampuan dan sudut pandang keterampilan yang akan dilakukan dicapai oleh siswa menjelang akhir interaksi informatif. Manfaat dari tujuan pendidikan yang eksplisit adalah kita dapat menentukan target proses pembelajaran dan pertunjukan, menentukan kebutuhan bimbingan pendahuluan, perencanaan metodologi informatif, pemesanan instrumen tes penilaian mengambil, menyelesaikan latihan aktivitas peningkatan pembelajaran, dan mempunyai pilihan untuk memilih menunjukkan media dalam pengalaman yang berkembang. Sesuai dengan tujuan pembelajaran tertentu, perlu dijelaskan syarat-syarat yang berlaku terhadap kemauan siswa untuk melakukan sesuatu. Secara keseluruhan, tujuan Informatif eksplisit adalah hasil yang menurut instruktur seharusnya diperoleh siswa nantinya
Berbagai Macam Bahan Ajar Pada Sekolah Dasar Ina Magdalena; Cahaya Suci Ramadhania; Suci Astuti
Cendikia: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 2 (2024): Cendikia: Jurnal Pendidikan dan Pengajaran
Publisher : Cendikia: Jurnal Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.572349/cendikia.v2i2.853

Abstract

Pendidikan merupakan elemen penting dalam pembentukan karakter dan pengetahuan individu. Bahan ajar memiliki peran penting dalam proses belajar mengajar di sekolah dasar. Penelitian ini menggunakan jenis penelitian kualitatif studi kasus. Dalam penelitian ini, mengumpulkan data deskriptif yang diperoleh dari pengumpulan data dengan melalui observasi, wawancara, dan dokumentasi. Bahan ajar atau materi pembelajaran secara garis besar terdiri dari pengetahuan, keterampilan, dan sikap yang harus dipelajari siswa dalam rangka mencapai standar kompetensi yang telah ditentukan. Bahan ajar tidak hanya membantu guru dalam menyampaikan materi pelajaran, tetapi juga memfasilitasi siswa dalam memahami konsep-konsep yang diajarkan dan mengembangkan keterampilan berpikir kritis.
Evaluasi Pembelajaran Berbasis Multikultural Untuk Mengembangkan Karakter Bangsa Di Sekolah Dasar Negeri Rawarengas 2 Ina Magdalena; Shinta Anjani Nura; Tiara Nur Cahyani; Vadlina Putry Prikustini
JURNAL PENDIDIKAN DAN ILMU SOSIAL (JUPENDIS) Vol. 1 No. 3 (2023): JULI : JURNAL PENDIDIKAN DAN ILMU SOSIAL
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jupendis.v1i3.512

Abstract

SDN Rawarengas 2 is a school located in one of the areas in Tangerang Regency, precisely in Rawarengas Village. Learning is basically a process of interaction between educators and students, both direct (face-to-face) and indirect interaction (learning activities using learning media in web applications). Multicultural-based learning in elementary schools plays an important role in developing the nation's character that is inclusive and respects diversity. In this era of globalization, society is increasingly diverse with various cultural backgrounds, tribes, religions, and different traditions. Therefore, education that focuses on multiculturalism is important to prepare the younger generation to face the challenges and needs of an increasingly complex society. This study used an interview method to one of the teachers of SDN Rawarengas 2. The interview was conducted directly/offline by approaching the speakers.
Evaluasi Pembelajaran Pada Tingkat Sekolah Dasar Aqmarani, Andini; Ina Magdalena; Nisa Ayudhiya
Cerdika: Jurnal Ilmiah Indonesia Vol. 1 No. 2 (2021): Cerdika: Jurnal Ilmiah indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v1i2.14

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan siswa terhadap evaluasi yang dilakukan oleh guru di SDN Wanakerta II, Sindang Jaya, Tangerang, Banten. Jenis penelitian yang digunakan dalam penelitian ini adalah dengan mewawancarai beberapa guru di sekolah. Pelaksanaan pembelajaran dikelas akan berdampak kepada peningkatan kemampuan guru, sebab guru yang kompeten adalah guru mampu untuk mengelola kelas dan mengevaluasi siswa secara individu maupun kelompok. Evaluasi pembelajaran merupakan suatu proses menentukan tingkat pencapaian tujuan pembelajaran yang telah ditentukan sebelumnya melalui cara yang sistematis. Evaluasi pembelajaran bertujuan untuk mengumpulkan informasi yang menjadi dasar dalam mengukur tingkat kemajuan, perkembangan, dan pencapaian belajar peserta didik, serta keefektifan pendidik dalam mengajar. Hasil penelitian menunjukkan bahwa guru di SDN Wanakerta II akan memberikan evaluasi setelah mengulang pembelajaran yang telah dipelajari dan setelah itu para guru menjelaskan pembelajaran yang akan di pelajari dengan menggunakan media observasi untuk siswa agar siswa mencari tahu sendiri dan setelah itu baru guru akan menjelaskan.
PROBLEMATIKA GURU DALAM MENERAPKAN KURIKULUM MERDEKA BELAJAR PADA SISWA KELAS V SEKOLAH DASAR WILAYAH KOTA TANGERANG Jihan Fitri Tsabitah; Ina Magdalena; Rizki Zuliani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32656

Abstract

Curriculum changes in elementary schools always bring new stories for teachers who stand at the frontline of learning. In the implementation of the Merdeka Curriculum, grade V teachers encounter challenges that arise not only from within themselves but also from the school environment. Through observation, interviews, and documentation, a clear picture emerges of the issues they face. Internally, teachers often struggle with designing learning tools such as Learning Objective Flow (ATP) and teaching modules, as well as finding suitable teaching methods that meet students’ needs. Externally, the limitations are visible in the lack of learning media, insufficient school facilities, and various obstacles in carrying out the Pancasila Student Profile Strengthening Project (P5). Despite these barriers, efforts for improvement are continuously made through collaboration among teachers, creative use of simple media, and support from school leaders. These findings highlight that the implementation of the Merdeka Curriculum is still in an adaptation phase, requiring time, strategies, and the involvement of all stakeholders. Consistent support from schools, parents, and policymakers is essential so that the spirit of independent learning can truly be experienced by students in the classroom.
STUDI PENGALAMAN GURU DALAM MENERAPKAN PEMBELAJARAN BERDIFERENSIASI DI KELAS 2 SDN PAKULONAN 2 KOTA TANGERANG SELATAN Dinda Habsah; Ina Magdalena; Rizki Zuliani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33342

Abstract

This research focuses on how a second-grade teacher at SDN Pakulonan 2, South Tangerang City, carries out differentiated learning practices in daily classroom activities. Using a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews with the teacher and principal, and a review of instructional documents. The findings show that the teacher consistently conducts diagnostic assessments to identify students’ readiness, interests, and learning styles. This information then serves as the foundation for designing content, processes, and learning products that meet the needs of each individual student. Nevertheless, this practice faces several challenges, such as limited time, diverse student abilities, and a lack of supporting facilities. Interestingly, the teacher does not stop at these obstacles but instead develops adaptive strategies such as student grouping, the use of simple media, and collaboration with colleagues. These findings affirm that differentiated learning is not merely a concept within the Merdeka Curriculum, but can be genuinely implemented in primary classrooms. Furthermore, this study makes an important contribution to strengthening inclusive education practices that place every child at the center of the learning process.
STUDI KASUS PENERAPAN PROJEK PENGUATAN PROFIL PELAJAR PANCASILA BERBASIS KEARIFAN LOKAL BUDAYA YANG ADA DI SDN LARANGAN 6 KOTA TANGERANG Azayya Syafinka; Ina Magdalena; Rizki Zuliani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33345

Abstract

This study explores how SDN Larangan 6, Tangerang City, uniquely instills the values of the Pancasila Student Profile (P5) through projects rooted in local wisdom. Adopting a descriptive qualitative approach with a post-positivist lens, the research highlights the pivotal roles of the school principal and a teacher as key facilitators. Data were collected through in-depth interviews, direct observations, and documentation of school activities. Findings reveal that P5 planning is carried out collaboratively among the school, teachers, students, and the school committee, covering theme selection, creation of culturally-based modules, and scheduling aligned with students’ characteristics. Creative activities such as traditional dances, batik making, handicrafts, and visits to local artisans effectively instill values of cooperation, independence, tolerance, diversity, creativity, and critical thinking. Through this approach, character education transcends theory, becoming a lived experience for students. Overall, locally-based P5 projects successfully foster holistic student character development, aligning with the dimensions of the Pancasila Student Profile and supporting the spirit of the Merdeka Curriculum, which emphasizes contextual, culturally-rooted education
PENERAPAN ASSESSMENT FOR LEARNING DALAM PROJEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) TEMA GAYA HIDUP BERKELANJUTAN DI SDN LARANGAN 6 KOTA TANGERANG Zahra Weningtyas; Ina Magdalena; Rizki Zuliani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33347

Abstract

This study explores the implementation of Assessment for Learning (AfL) within the Pancasila Student Profile Strengthening Project (P5) under the theme Sustainable Lifestyle at SDN Larangan 6. The main focus lies on examining both the effectiveness of AfL practices and their contribution to improving student learning outcomes. Employing a qualitative approach with a post-positivistic method, the research involved the principal, fifth-grade teachers, and fifth-grade students as participants. Data were gathered through observation, interviews, and documentation. Findings reveal that AfL was applied systematically and consistently, beginning with structured planning supported by teacher training, collaborative design, and the use of clear rubrics that guided students to understand learning objectives from the outset. In practice, teachers actively provided constructive feedback and encouraged students to engage in regular reflection. This process not only strengthened academic comprehension but also enhanced student engagement, fostered responsibility, and nurtured positive character development. Overall, AfL significantly contributed to the success of the P5 project by creating meaningful, contextual, and sustainable learning experiences
Co-Authors Aan Nurcahyati Aan Nurchayati Abimanyu Ramadhan Bhaskara Widarsana Adelia Elza Sandong Adelia Rohmadona Adellia Azzahra Adellia Elza Sandong Adinda Nazwa Kharisma Adinda Raihannun Namirah Afipah Qia Fathaniah Agnes Ismawanti Agustini Safitri Aida Chikal Akhmad Syaifulloh Alifah Oktania Alina Septiyani Aliyah Nurul Khaerani Allya Ramdhonesia Alya Septia Putri Amanda Khofifah Amanda Putri Humaeroh Amelia Ismawati Amelia Pratiwi Ananda Muthia R.A Ananda Sinta Ramdhan Anastasia Riska Putri Andini Aqmarani Ani Nur Anggraeni Ani Yuliani Anifa Sabrina Anisa Sri Rijki Anita Dewi Annisa Dwi Pratiwi ANNISA SALSABILA Annisah Nur Rohmah Aqmarani, Andini Arbillah Fahtoni Arwen, Desri Asika Fauziah Aura Zahrotun Khairunnisa Avika Septiana Hapsari Awal Septian Hadi Ayanih Ayanih Azayya Syafinka Azhar, Arry Patriasurya Azizah Azzahrah Azka Maulida Azma Azahra Azzahra Cahya Winsani Azzahra Dhiya Afiyah Balqis Nabila Ayu Putri Barry Syafrudin Bella Shadila Sharmadi Bicky Baihaqi Bunga Aprilis Tauriska Bahri Cahaya Suci Ramadhania Cantika Ramadini Chiqa Arnabilah Zahraan Danar Abwandi Davina Aurora Azahra Dayu Retno Puspita Deanira Chantika Defitriana Pramesti Suhirman Deis Ayu Nur Hidayah Dela Kurnia Agustina Delia Syfa Della Destiana Della Triwahyuni Delvia Rahmah Dessiana Zaudah Desta Choirunnisa Rahmandini Deswita Sawitri Devi Fitriya Devi Sartika Dewi Nirmala Diah Nur Asrifah Dian Arsy Dika Risma Agustin Dilla Fadhillah Dina Amalia Dinda Habsah Dini Indahyani Disa Cahaya Putri Dwi Sifa Salsabila Eka Aryanih Elsa Rizqina Agustin Emaliah Samhatul Ulyah Eni Nuraeni Epriliani Rahmita Siregar Fachri Noor Said Fadhillah Dwi Indriani Farhan Ardhya Agusta Fathyah Rachma Kamila Febrika Damaiyanti Feby Dwi Prastio Fernita Dwi Azzahra Fika Fauziah Ahmad Fitri Ani Komsiah Fitri Auliyah Fitria Nurjanah Fitria Sintia Dewi Galang Al Ayubi Galuh Puspita Gilang Kusuma N Hady Fadhilah Hasan Hani Melly Mayanti Haryati Hasanah Dwi Wahyuni Hasanah Fitriah Hilda Firlyansyah Humaerah Humaerah Imelda Fitriani Indah Zianira Fitri Indria Kusuma Dewi Intan Azarah Intan Safitri Irma Agustin Irma Nur Mawati Irwan Kurniawan Istiqomah Jihan Fitri Tsabitah Joya Syugaini Joya Syurgaini Juliasih Juliasih Kaisah Nur Fadillah Ken Rinjani Altri Qorina Khairiyah Rahma Salsabila Khairiyah Rahmah Salsabila Khansa ‘Alimah Humairo Khoirunisah Khusnul Khotimah Kristin Novita Sari Sipayung Kumala Dewi Laura Amalya Safitri Lestari Nugraha Ningrum Lilis Hermawati Linda Lestari Lola Andika Rahmadany Lusy Nur Rahmayani Lutfi Gusmawati Lutfinurul Karomah Luthfia Luthfia Luthfia Nur Maulida Luthfiah Andriliani Lydya Witantri Maulidya Rahmadhanti MAYANG SARI Meilin Manisa Khoiriyah Metha Rahmatika Mochammad Imron Awalludin Muhamad Ariq Fakhri Rabani Muhamad Fahmi Muhammad Aqshal Muhammad Ariq Muhammad Bintang Zildjian Muhammad Fikri Fahruddin Musfiroh Andi Mutia Saidah Mutiara Erlita Romli Nabila Putri Pertiwi Nabilah Dwi Safitri Nabilah Nabilah Nabilah Septianih Nadia Septiani Nadiatul Adwiyah Nadya Marchani Nadya Prima Wulandari Nadzifa shafira Putri Nafisah Nur Rohmah Najwa Putri Denisa Nanda Audia Nanda Citra Kumarani Nanda Nahzifa Nanda Nurul Afrilia Nasya Uriani Fugri Nawang Wafiq Azizah Nazhra Shafa Kamilah Nazwakhairy Putri Syahra Nia Amalia Nia Hidayatul Maula Nirmala Septia Nisa Ayudhiya Nisrina Nur Fathya Nova Lisdiana Novia Permata Sari Nur Aliza Sefani Nur Azizah Nur Febriyani Nur Heni Nurhalisa Nurhalisa Nuri Fadillah Nurmanita Yuniawan Nurul Fazriah Nurul Sahidah Nurvitasari Nurvitasari Orin Wiyanti Paujatul Hasanah Pipin Rismawati Pringga Dani Prita Rismaya Zahra Pujianti Pujianti Putra Fauzan Moh Wildan Putri Amanah Putri Dwi Mariana Putri Indah Sari Putri Kholifah Putri Nabila Putri Shafa H Qulu Bunur Heruni Raafiza Putri Radiva Samsa Azzahra Rahma Dani Lubis Rahma Izzatul Jannah Rahma Rizkiya Wahyu Rahma Yunita Rahmatul Aulia Rangga Rizky Setiawan Rani Maharani Ratasya Salsabilla Putri Raudhatul Jannah Renilda Putriana Resti Deka Fitri Revala Wilya Dwi Sulanda Revina Indah Puspita Rifka Nur Rahman Rif’an Maulana Rahman Rika Anggraeni Riska Mutia Riski Firmansyah Risma Arianti Sakinah Risma Ariyanti Sakinah Risma Nur Harizah Risma Odis Adellia Risma Rama Putri Risyda Zulfa Rizka Oktapiani Rizka Surya Putri Rizki Zuliani Rizkia Dwi Lestari Rizkia Putri Awalina Roro Dewila Morningrum Rosadah Rosadah Roselana Ardani Rosnaningsih, Asih Sabila Putri Andriani Saffana Rizka Salshabila Salsa Nabila Rahma Sarah Nabilah Sashy Noviana Waluyo Sekar Ayu Amelia Sekartini Rikawan Syaputri Sela Safitri Septy Nurfadhillah Septyana Rahmawati Serawati Shabrina Nurachman Shafaa Brilianti Shelma Aulia Shifa Nur Asmoro Shinta Anjani Nura Shiva Makbullah Shofy Silfiya Sindi Enjelina Sindy Fisheshela Sudinata Siti Alya Sholihats Siti Halimah Siti Hikmatul Hanifah Siti Holisoh Siti Kadziyah Siti Nabillah Mahpudhloh Siti Nabillah Mahpudloh Siti Nuraisyah Siti Nurhidayah Siti Rosiha Siti Santi Milawati Siti Sholikha Siti Wardatul Inayah Sri Surya Junari SRI WULANDARI Suci Angraeni Suci Arwindi Suci Astuti Suci Melati Sulastri Sulastri Sumiyani Syafira Rizkyta Syahnia Maulida Fitria Syakila Luthfiana Syera Putri Sakina Syifa Azzahra Syifani Yasmin Syilla Syakilla Tania Julianis Tazkia Rahmani Tiara Istiqomah Tiara Kusuma Bintang Tiara Nur Cahyani Tika Yuliyani Vadlina Putry Prikustini Vhaliesca Daffah Vianti Dinda Nurafifah Virli Ibtisam Naura Azis Virna Dhia Ulhaq Wasila Cakradinata Whendy Eka Saputra Wirdatul Mufidah Wulandari, Ratih Ayu Wurinda Nur Baiti X’cha Sekar Kuntum4 Yayah Huliatunisa Yayah Huliatunisa Yayah Huliatunnisa Yuni Mulyaningsih Yusuf Fadillah Yusuf Fadillah Ramadhan Zahra Damayanti Zahra Weningtyas Zhillan Zhalila