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The Effectiveness of the Play Method as a Learning Strategy for Developing Beginning Reading Skills among Grade I Student Sari, Linda; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1817

Abstract

This study aims to determine the effectiveness of implementing the playing method as a learning strategy in developing beginning reading skills in grade I students of State Elementary School 050 Malintang Julu, Mandailing Natal Regency, Academic Year 2025–2026. The main problem raised in this study is the low beginning reading ability of students due to the use of monotonous learning methods that are not in accordance with the characteristics of early age development. The research method used is a quantitative approach with a quasi-experimental design, using a one group pretest-posttest design model. The research subjects were 22 grade I students. The instruments used included an initial reading test and a student activity observation sheet. Data analysis was carried out using the t-test and regression test using SPSS version 25. The results showed that the application of the play method had a positive impact on improving students' initial reading skills. The results of the t-test showed that there was a significant difference between the pretest and posttest results (t count = 1.717, t table = 1.720, α = 0.05). Although statistically the t count value was slightly smaller than the t table, the results of direct observation, positive correlation value (r = 0.186), and simple linear regression results Y = 102.943 + 0.254X indicated that the play method had an effect on improving student learning outcomes. The effect of the play method on initial reading skills was 35%, while the rest was influenced by other factors. Thus, it can be concluded that the play method is effectively used as a learning strategy to develop early reading skills in grade I elementary school students. This method is able to create a fun learning atmosphere, motivate students, and increase their activeness and involvement in the reading learning process
Comparative Analysis of Indonesian Language Learning Outcomes through PowerPoint and Picture Media on Fourth-Grade Students’ Writing Ability Hafsah Nasution, Siti; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1818

Abstract

This study aims to analyze the comparative results of Indonesian language learning through the use of PowerPoint and picture media on the writing ability of fourth grade students of State Elementary School 112 Parbangunan, Mandailing Natal Regency in the 2025–2026 Academic Year. The background of this study is the low writing ability of students due to the lack of variety of learning media used. Writing is a basic skill in learning Indonesian that needs to be developed early on because it is closely related to the ability to think, organize ideas, and communicate thoughts in writing. This study uses a comparative quantitative approach with a Nonequivalent Control Group Design. The population of the study was all 40 fourth-grade students of SD Negeri 112 Parbangunan, divided into two groups: class IVA as the experimental group with PowerPoint media and class IVB as the control group with image media. The research instrument was a writing test given during the pretest and posttest. The data analysis technique used a normality test, homogeneity test, and t-test to determine significant differences between the two groups. The results showed that the average posttest score of students who learned with PowerPoint media was higher than students who used image media. Based on the t-test, the t-count value was 2.27 with a t-table of 2.024 at a significance level of 0.05. Because t-count> t-table, there is a significant difference between the two media. Thus, it can be concluded that PowerPoint media is more effective than image media in improving students' writing skills
The Effect of the Fun Learning Method on Fourth-Grade Students’ Reading Comprehension of Short Story Texts Kholidah, Sri; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1819

Abstract

This research was motivated by the low learning outcomes in reading comprehension of short stories among fourth-grade students at SD Negeri 114 Pagaran Sigatal. The use of monotonous and conventional teaching methods made students tend to be passive and unenthusiastic during the reading comprehension process. To address this issue, the study aimed to investigate the effect of the Fun Learning method on students’ reading comprehension outcomes. This study was a quasi-experimental research using a control group pre-test post-test design involving 50 students, consisting of 25 students in the experimental class and 25 in the control class. The pre-test results showed that the average score of the experimental class was 69.2, while the control class was 69.72. After the treatment, the post-test average score of the experimental class increased to 80.2, while the control class only reached 75.4. The maximum score in the experimental class increased from 75 to 95, and the minimum score from 55 to 70. In contrast, the maximum score in the control class reached only 85, and the minimum was 68. The hypothesis test using the t-test showed that the t-value = 2.668 was greater than the t-table = 1.677 at the 0.05 significance level, indicating that H₀ was rejected and Hₐ was accepted. This means that there is a significant effect of using the Fun Learning method on improving students’ learning outcomes. Furthermore, this method increased students’ active participation, stimulated enthusiasm, and strengthened collaboration through singing and guessing-game activities. The advantage of this method lies in its ability to create an enjoyable learning atmosphere, motivate students to engage actively, and enhance their ability to comprehend texts more deeply. Therefore, the Fun Learning method is a worthy alternative instructional strategy to improve learning outcomes, particularly in reading comprehension skills at the elementary school level
The Effect of Problem Based Learning on Fifth-Grade Students’ Speaking Ability in Oral Presentations of Short Stories Rismayanti, Tuti; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1820

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model on students' speaking ability in oral presentations about short stories in grade V of State Elementary School 108 Aekmata, Mandailing Natal Regency, Academic Year 2025–2026. This study used a quantitative approach with a pre-experimental design of one-group pretest-posttest type. The subjects of the study were all 23 fifth grade students, who were selected using a saturated sampling technique. Data were collected through speaking ability tests before and after treatment, and analyzed descriptively and inferentially using the t-test. The results showed that before the implementation of the PBL model, the average pretest score of students' speaking ability was 65.43. At this stage, the majority of students were in the "sufficient" (65%) and "less" (35%) categories, and only 9% achieved learning completion. After the implementation of the PBL model, there was a significant increase with an average posttest score of 84.82. The distribution of scores showed that 48% of students were in the "very good" category, 30% "good", and 22% "sufficient", and 87% of students achieved learning completion. Inferential statistical analysis with the t-test showed that the t-value = 4.016 was greater than t-table = 1.713 at a significance level of 0.05. This means that H₀ is rejected and H₁ is accepted, which shows that there is a significant effect of the implementation of the PBL model on improving students' speaking skills. This improvement is not only seen in academic grades, but also in affective and psychomotor aspects, such as self-confidence, fluency in conveying ideas, and active involvement of students in group discussions. Based on these findings, it is recommended that the Problem Based Learning model be used as an alternative in learning Indonesian to improve students' speaking skills, especially in oral presentations of short stories.
PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN IPAS DI KELAS IV SD NEGERI 114615 TANJUNG MANGEDAR Siti Humairoh; Sujarwo; Ahmad Laut Hasibuan; Sutikno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38812

Abstract

This study aimed to determine the effect of the Project Based Learning (PjBL) model on students’ learning outcomes in the Natural and Social Sciences (IPAS) subject on the topic of human body parts for fourth-grade students at SD Negeri 114615 Tanjung Mangedar. This research employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The research subjects consisted of two classes: Class IV A as the experimental group with 24 students and Class IV B as the control group with 22 students. Data were collected through pretest and posttest in the form of essay questions. The data were analyzed using normality tests, homogeneity tests, and hypothesis testing with an independent samples t-test. The results showed that the average posttest score of the experimental class taught using the PjBL model was 84.17, which was higher than that of the control class taught using conventional learning, with an average score of 64.54. The results of the t-test indicated that the calculated t value was greater than the t table value, indicating that the alternative hypothesis was accepted. Therefore, it can be concluded that the Project Based Learning (PjBL) model has a significant effect on improving students’ learning outcomes in the IPAS subject for fourth-grade students at SD Negeri 114615 Tanjung Mangedar.
The Effect of Interactive Learning Media on Students’ Motivation in Writing “My Experience” Stories among Sixth-Grade Students Yusniar, Yusniar; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1821

Abstract

This research was motivated by the low level of student motivation in story writing activities at SD Negeri 096 Manyabar, Mandailing Natal Regency. Observational data revealed that teachers still tend to use conventional methods and have not yet optimally utilized interactive learning media. As a result, the learning process becomes less engaging and students show passive behavior, particularly in writing stories with the theme “My Experience.” Writing is a productive skill in Indonesian language learning that requires motivational stimuli so students can creatively express their ideas and personal experiences. This study aims to examine the influence of interactive learning media on student motivation in writing “My Experience” stories. The research employed a quantitative approach using a quasi-experimental method. The sample consisted of 30 sixth-grade students at SD Negeri 096 Manyabar in the 2025/2026 academic year. Data were collected through observation, a motivation questionnaire, and documentation of students’ written work. The instruments were tested for validity and reliability before use. The results showed that the use of interactive learning media had a positive effect on students’ learning motivation. The average motivation score increased to 67.23 after the implementation of the media. A total of 86.7% of the students fell into the high motivation category. Furthermore, students' perceptions of the media averaged 59.27, indicating that they felt motivated and supported during the learning process. The increase in motivation was also reflected in students’ active participation in composing, writing, and presenting their personal experience stories. It can be concluded that interactive learning media not only assist teachers in delivering material but also serve as a motivational tool that enhances the attractiveness of the learning process and stimulates students’ creativity in writing
The Influence of Technology-based Learning Media on Understanding Indonesian Language Learning Hasibuan, Zulhijjah; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1822

Abstract

In the digital era, the use of technology in education is an urgent need, especially in improving the quality of Indonesian language learning. This study aims to analyze the effect of the use of technology-based learning media on the learning understanding of class VI students of SDN 089 Panyabungan. The research method used is an associative quantitative approach with a simple linear regression design. Data were collected through distributing questionnaires and comprehension tests to 25 students, then analyzed using SPSS software version 24. The results showed that the use of technology-based learning media was in the good category with an achievement of 78.4%. The media used included learning videos, interactive presentations, and educational applications. The level of student understanding of the Indonesian language subject matter was also in the good category, with a percentage of 76.8%. Inferential analysis showed a t-count value of 5.987 which was greater than the t-table of 2.064 at a significance level of 5% (df = 23), so the alternative hypothesis was accepted and the null hypothesis was rejected. This indicates a significant influence between the use of technology media and student learning comprehension. The regression equation obtained was Y = 12.74 + 0.625X, with a coefficient of determination (R²) value of 0.527. This means that 52.7% of students' learning comprehension variables are influenced by technology-based learning media, while the remaining 47.3% are influenced by other factors such as learning motivation, family background, and learning environment. This finding shows that learning media is not just a visual aid, but plays an important role in clarifying concepts, increasing student engagement, and making the learning process more enjoyable.
The Influence of Reading Intensity on the Ability to Identify Main Ideas in Expository Texts Among Eighth-Grade Students Defrion, Defrion; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1741

Abstract

The ability to identify the main idea in an expository text is one of the essential skills in reading comprehension, which plays a crucial role in learning the Indonesian language. However, in practice, many students still struggle to recognize the main ideas of a paragraph, particularly in expository texts. One of the suspected factors affecting this ability is reading intensity. Higher reading intensity is believed to improve students’ analytical skills in processing reading content, including identifying main ideas. This study aims to investigate the influence of reading intensity on the ability to identify main ideas in expository texts among eighth-grade students of SMP Negeri 1 Ulupungkut, Mandailing Natal Regency, during the 2025–2026 academic year. This research employed a quantitative approach with a descriptive correlational method. The population of the study consisted of all eighth-grade students, with a total sample of 30 students. Data were collected using a questionnaire to measure reading intensity and an essay test to assess the ability to identify main ideas in expository texts. The data were analyzed using the Pearson product-moment correlation formula. The results showed a correlation coefficient (r) of 0.500. This value exceeds the critical values of the correlation table at the 5% significance level (0.361) and 1% level (0.463), with a degree of freedom (df) of 28. Therefore, it can be concluded that there is a significant relationship between reading intensity and the ability to identify main ideas. Based on the interpretation of the correlation coefficient, the relationship between the two variables falls into the moderate category. The contribution of reading intensity to the ability to identify main ideas is 25%, while the remaining 75% is influenced by other factors. These findings indicate that the higher the reading intensity of students, the better their ability to identify the main ideas in expository texts
The Effect of Outdoor Learning Method on Indonesian Language Learning Outcomes in Descriptive Text Material Among Fifth-Grade Elementary Students Muliadi, Muliadi; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1748

Abstract

Abstract The learning process was still dominated by lecture-based methods, causing students to become passive and less engaged in classroom activities. The Outdoor Learning method was selected as an alternative instructional approach that utilizes the surrounding environment to enhance student involvement and comprehension. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The sample consisted of two classes: class VA as the experimental group (20 students) who received instruction using the Outdoor Learning method, and class VB as the control group (18 students) who were taught using the lecture method. Data were collected through pretests and posttests, as well as through observations of student activity. The pretest results showed that both the experimental and control groups had the same average score of 81. The experimental group had a highest score of 97 and a lowest of 65, while the control group ranged from 94 to 61. This indicated that both groups had comparable initial abilities. After the intervention, the average posttest score of the experimental group increased to 88 (with scores ranging from 74 to 100), while the control group increased to 82 (ranging from 65 to 94). A t-test on the posttest data yielded a significance value (Sig. 2-tailed) of 0.039 < 0.05, indicating a statistically significant difference in student learning outcomes between the two groups. The findings suggest that the Outdoor Learning method had a positive and significant effect on improving student learning outcomes. In addition to the increase in scores, classroom observations also revealed an improvement in students’ learning activities in the experimental group, particularly in cooperation, responsibility, and the confidence to express opinions. The Outdoor Learning method is a viable alternative for implementing active and meaningful learning strategies, especially in developing descriptive text skills at the elementary level
The Influence of Literacy Skills on Improving Students Reading Interest in Indonesia Language Learning: A Quantitative Studi of 5th Grade Elementary Students Nasution, Nirwansyah; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1750

Abstract

This study examines the influence of literacy skills on the improvement of reading interest among fifth-grade students in Indonesian language learning at SD Negeri 135 Barbaran. The background indicates that students' literacy skills still need improvement. Initial observations and interviews with fifth-grade teachers confirmed low student reading interest due to a lack of reading habits outside lessons, exposure to monotonous reading materials, and limited facilities. Therefore, this research aims to provide concrete solutions through curriculum-integrated literacy development. A quantitative approach with an ex post facto method was employed. The study population comprised all 34 fifth-grade students of SD Negeri 135 Barbaran, who were included as a full sample using purposive sampling. Data were collected through questionnaires (reading interest) and tests (literacy skills). The instruments were validated (r-count > 0.3494) and reliable (Cronbach's Alpha 0.952). Data analysis included descriptive statistics, classical assumption tests (normality Sig. 0.200 ≥ 0.05; linearity Sig. 0.367 ≥ 0.05), and simple linear regression hypothesis testing. Descriptive data showed that students' literacy skills were predominantly in the "Very High" category (41%), followed by "Moderate" (32%) and "High" (27%). Students' reading interest was predominantly in the "Very High" category (59%), followed by "High" (35%) and "Moderate" (6%). The simple linear regression equation Y=58.694+0.194X indicated a positive influence: an increase in literacy skills would lead to an increase in reading interest. Although the regression's significance value was 0.457 (not significant at the 0.05 level), theoretically and based on consistent previous research findings, a positive influence between literacy skills and reading interest persists. Literacy skills contributed 1.7% to students' reading interest, while the remaining 98.3% was influenced by other factors such as individual interest, motivation, and environment. In conclusion, there is an influence of literacy skills on the improvement of reading interest among fifth-grade students of SD Negeri 135 Barbaran.
Co-Authors 'Izzah, Nur ‘Izzah Maulidiya Abdul Aziz Abrar Ikram Ilafi Achmad Choiruddin Adam Sugiarto Adi Susilo Adi Triono Prayasa Adinegara, Aldo W. Afrida Harahap, Dedek Agung, P. A. Maha Agus Suhardono Agus Tita Wanda Agustin, H.C. Kis Agustina Ahmad Laut Hasibuan Ahmad, Mustaffa A. Ajeng Munaya Aulannida Akhmad Suryadi Alaika, Alaika M. Bagus Kurnia PS Alda Risma Widya Ningrum Ali, Asmuri Anggraeni, Arista Anis Laili Yunitasari Anita Kristina Arifin, Wan Nor Jazmina Wan Arika Ritonga Armin Naibaho Arpah, Juni Arrini Shabrina Anshor Asmika, Suci Asni, Nasution Atmoko, Dwi Awal Ramadhani Ayu Melati Ningsih Bahtiar Wilantara Bambang Widjanarko Otok Batubara, Yusmaini Ayu Beru Ginting, Sri Ulina Beta Rapita Silalahi Binti Istiqomatul Husna Boby Arya Putra Br Barus, Zelya Margarena Btr, Ali Amran Citra Dwi Setyowati Dafid, Ach Dahlia, Dahlia Damayanti Sholikhah Dara Fitrah Dwi Darmainur Defrion, Defrion Delly Yanti, Vitania Barantika Denny Yatmadi Derianna Rambe, Anna Derminasari, Derminasari Dewi Susanti Dewi, Ramayani Diah Asih Doni Sastrawan Dwa Desa Warnana Dwi Atmoko Dwi Nofita Sari Dwi Reni Nisvul Lailyningsih Eddy Setiadi Soedjono Efendi, Medi Efrina Hayani Eka Diah Kartiningrum Enni Suwarsi Rahayu Erisa, Junia Erlinda Nofasari Fadhilah, Ihsan Falah, Reo Radius Fathoni, Farih Muhaimin Fery Ardianto Firmansyah, Fendy Fitri Arum Sasi, Fitri Arum Fransisca Kharina Rosalia Hafsah Nasution, Siti Handaningtyas, Inggrid Handayani, Ulvi Fitri Hapsari Hapsari, Ratih Indri Harahap, Dedek Afrida Harianti II Harmadi, Sonny Harry B Hasibuan, Maya Syahfitri Hasibuan, Zulhijjah Hasnah Harahap, Poppy Hasnah Harahap, Popy Hati Harahap, Murni Heny Triana Herdiansyah Dwi Saputra Herman Pratikno, Herman Hidayat Husnul, Ismi Chairani Sartika Husyainah, Hasibuan Ika Devy Pramudiana ikrar hanggara Imelda Simanullang Indra Sidharta Indriyani, Khofifah Insan, Moh Syifaul Iqbal Askarin Irawardi, Irawardi Irhami Tanjung, Syahri Irma Masithah Jerry Dwi Trijoyo Purnomo Jorge Mateu Julia Rahmadani Juliandi Siregar Julpirman Siregar Juni Arpah Kartolo, Rahmad Kautsar, Muhammad Hafiz Ketut Dewi Martha Erli Handayeni, Ketut Dewi Martha Erli Khairun Nisa Khoirunnisa, Windi Kholidah, Sri KHOLIQ, ABD. Krisna Yuwono Fora Kusumaningrum, Ajeng Wardhani Laila Fitriani Laut, Ahmad Layli Syafira Nasution Lenny Gusti Arini Lila Yuwana Lili Kurniati Lubis, Rodiah Luvita Para Wansa Maradona Harahap Maratimbo Harahap Martinus Sony Erstiawan Masithah, Irma Maulidiyah, Sheliza Syahadan Mayrika Hutagalung, Ade Mesra Surya Ariefin Mevy Sitorus, Ruth Mey Kartika Mochammad Arifin Moh. Zaini Mohamad Zenurianto Mohammad Alif Dio Riskiansyah Mubarok, Fahmi Muh Bahruddin Muhammad Fahrizal Alfianto Muhammad Fandy, Fajar Muhammad Fathur Rouf Hasan Muhammad Jalaluddin, Muhammad Muhammad Sulton Muliadi Musrifatunnisa’, Musrifatunnisa’ Mu’ad Nabila, Debby Dea Nafsiah Hayani Naifah, Sonia Ratnaduhita Nurani Nasution, Nirwansyah Netti Hasugian, Sinta Nihayatus Sholichah Nita Marpaung, Prama Noor Aini Habibah Nor Cahyo Wibowo Novita, Dina Sri Nur Ainun Nurasma Nuzul Purnama Osa, Dominggus Benyamin Pane, Sri Hartati Parida Yuli Yanti Poppy Hasnah Harahap Pratomo, Omie Gripio Purhadi Putra, Riyan Afnanda Putri Silvia Putu Suwarta Rahma ritonga Rahmadani, Julia Rahmaidani Siregar Rahmaningtyas, Ivana Rahmat Kartolo Rahmat Kartolo Rahmawati, Deti Ramadhani, Julia Rashida, Ailsa Dahayu Razi, Mohd Adib Mohammad Rhino Agaswi Pratama Rismayanti, Tuti Risnawaty Risnawaty Risnawaty Rosadi, Devi Methia Rosmawati Harahap Rutmay Prina Br Sembiring Salae, Asuepan Salihanura, Sifa Samsul Bahri Santi Wulan Purnami Sari, Linda Sari, Rubiana Sasmita, Habib Aji Satiawan, Putu Rudy Selvia Rahma Sihkusuma Sembiring Depari, Susan Andriani Sentia anastasa Shofi Andari Sibarani, Asni Sigit Ari Saputro Siregar, Muhammad Hatta Siti Humairoh Siti Nur Jannah Siti Sahara Siti Sarifah Sonny Elitha Munthe Sri bunga Sri Kamariyah Sri Ulina Beru Ginting Suef, Mokhammad Sujarwo Sukahar Sukriyah Kustanti Moerad, Sukriyah Kustanti Sulismawati SULISTIOWATI Sulistiowati Sulistiowati Sumarto Supurnamawati Suryanti Indrayani, Novi Suryanto Marpaung, Michael Susanty Siregar, Susi Sutarini Suwarno Syafila Indyasari Subagyo Taufik Fajar Nugroho Triana, Heny UMI NURHIDAYATI Utami Retno Pudjowati Vania, Nyang Vera Kristiana Vivi Dwi Yanti Wangi, Mega Pandan Widayatul Jannah Widodo, Hadi Widya Rahmawani Wiguna, Husein Sadewa Wijanarko, Wahyu Wijayanti, Ika Dewi Winda Harsanti Wiscahyo, Gelar Yani, Beta Fitri Yudha Prasetyawan Yulia Arfanti Yuliyanto, Wakhid Yusniar, Yusniar Yustinus Ulung Anggraito Yusuf Syahadah, Abdullah Zahrilla, Zahrilla Zainal Abidin Zainorabidin, Adnan Zebua, Septinus