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All Journal HAYATI Journal of Biosciences Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha Jurnal Pendidikan Kimia Undiksha Prosiding Seminar Nasional MIPA Jurnal Pendidikan Kimia Indonesia Wahana Matematika dan Sains Jurnal Sains dan Teknologi Jurnal Penelitian dan Evaluasi pendidikan Jurnal Pendidikan dan Pembelajaran IPA Indonesia Ngayah: Majalah Aplikasi IPTEKS Jurnal Penelitian Pendidikan IPA (JPPIPA) Desimal: Jurnal Matematika Journal of Educational Research and Evaluation International Journal of Community Service Learning WIDYA LAKSANA Journal of Education Technology International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala JURNAL PENDIDIKAN MIPA Jurnal Filsafat Indonesia JOURNAL SCIENTIFIC OF MANDALIKA (JSM) Hydrogen: Jurnal Kependidikan Kimia Bioscientist : Jurnal Ilmiah Biologi Journal of Science and Education (JSE) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Empiricism Journal Indo-MathEdu Intellectuals Journal Indonesian Journal of Chemistry and Environment Indonesian Journal of Educational Development (IJED) Al-MIKRAJ: Jurnal studi Islam dan Humaniora Education and Counseling Journal Indonesian Journal of Instruction Emasains : Jurnal Edukasi Matematika dan Sains SENTRI: Jurnal Riset Ilmiah Sanjiwani: Jurnal Filsafat Reflection Journal Jurnal Farmasetis Gudang Jurnal Multidisiplin Ilmu PPSDP International Journal of Education GEMBIRA (Pengabdian Kepada Masyarakat) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Educational Technology and Learning Creativity Journal of Authentic Research EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran IJIS Edu : Indonesian Journal of Integrated Science Education Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya International Journal of Social and Education (INJOSEDU)
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The Philosophy of Multicultural Education as a Foundation for Strengthening the Literacy and Identity of Banda Neira Children Yuliati, Ni Komang Dwi Eka; Tika, I Nyoman; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9893

Abstract

Banda Neira has a central role in the birth of Indonesia as a country with the motto of Bhineka Tunggal ika. Banda Neira is often positioned as the "zero point" of colonialism as well as a laboratory of Indonesian multiculturalism. With a history of genocide, forced migration, and complex new identity formation, on the other hand Banda shows how to validate trauma while celebrating resilience and hope. In the context of multicultural education, in Banda Neira we can learn about diversity but also respects unity. Glorifying the heritage of history, as well as moving forward in a coherent education according to the uncertain demands of global education. In this context, early grade reading literacy can be used as a crucial space to reconstruct historical memory, manage trauma, resilience, and foster pride in the identity of Banda children who live in a plural reality. This paper examines multicultural education in Banda Neira from the perspective of educational philosophy, especially the ideas of Dewey, Piaget, Vygotsky, Bandura, and Freire, and relates it to the practice of early grade reading literacy and the gap between conceptual- ideals and realities in the field. In particular, the analysis is directed at the phenomenon of Banda children who are familiar with the tagline "don't die before going to Banda Neira", but do not necessarily internalize the philosophical and historical meaning behind the pride. With a qualitative-reflective approach based on literature review, this article shows that Freire's dialogical and critical multicultural education, starting with early grade reading literacy, has the potential to transform popular slogans into historical awareness, resilient collective identities, and liberating pedagogical praxis.
A Critical Analysis of Humanism Philosophy in Education Policy in the Vuca Era Laksmi, Putu Putri Dena; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9968

Abstract

The demand for humanistic policies in the VUCA era has exposed many stakeholders to serious threats, particularly within the education sector. Rapid changes, biased information, policy uncertainty, and complex problem-solving workflows pose distinct challenges for educational policymakers. This study aims to analyze existing educational policies through the lens of humanistic philosophy. By identifying the gap between policy and practice, this research offers recommendations for improvement. This is crucial to ensure that educational policies remain relevant to contemporary societal needs. This study employs a qualitative approach utilizing a literature review. The collected data is analyzed to identify discrepancies between policy and practice. The analysis of educational policies through a humanistic lens highlights the importance of aligning policies with the needs of a more critical and adaptive society in the current era. By identifying the gap between policy and practice, this research provides recommendations to assist in creating a better and more responsive education system. This study recommends that educational policies become more inclusive and responsive to societal needs. This includes involving the community in decision-making processes and adapting the curriculum to reflect humanistic values.
Digitalization of Education and Challenges of Digital Policy: Study on Junior High School Students in Denpasar City Suandayani, Dewa Ayu; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9984

Abstract

he rapid expansion of educational digitalization has transformed the ways individuals access knowledge, engage with learning environments, and construct their social identities. In Denpasar, digital penetration is particularly high, with nearly all junior high school students owning and using smartphones as part of their daily routines. Nevertheless, this access has not been accompanied by adequate levels of digital wisdom—the critical, ethical, and responsible use of technology. As a result, a new form of digital divide emerges, known as the digital wisdom gap, wherein students possess technological access but lack the capacity to utilize it meaningfully for cognitive growth and character development. This study contextualizes the global issue of educational digitalization within the local realities of Denpasar and analyzes it through the philosophical frameworks of ontology, epistemology, and axiology. The findings reveal that unwise smartphone use impacts students’ identity formation, ways of knowing, and value orientation. The article offers humanistic and educationally grounded solutions involving digital literacy education, character formation, digital pedagogy empowerment, and strengthened family–school collaboration to foster digital wisdom from an early age.
Independent Learning from the Perspective of Educational Philosophy: A Critical Analysis of Contemporary Phenomena in Education in Indonesia Fauzi, Azra; Tika, I Nyoman; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9966

Abstract

The “Merdeka Belajar” policy represents Indonesia’s transformative effort to create a more flexible, humanistic, and competency-oriented educational ecosystem aligned with 21st-century demands. This article aims to analyze the philosophical foundations underpinning the policy and to evaluate its alignment with practical implementation in schools. Using a library research method, the study examines scholarly works, policy documents, and international educational reports. The findings reveal that Merdeka Belajar is grounded in progressivism, constructivism, humanism, existentialism, social reconstructionism, and the educational philosophy of Ki Hajar Dewantara. However, its implementation continues to face challenges, including teacher readiness, infrastructural limitations, digital inequality, and governance issues. The critical analysis highlights a persistent gap between the policy’s philosophical ideals and practical realities, indicating the need for strengthened teacher training, equitable resource distribution, and increased community involvement. The study concludes that the success of Merdeka Belajar depends not only on curriculum design but also on collective commitment among educational stakeholders to ensure a liberating, inclusive, and future-relevant learning environment.
Integration of James banks' multicultural theory in mathematics learning Wewe, Melkior; I Wayan Suastra; Ananta Wikrama Tungga Atmaja; I Nyoman Tika
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202529453

Abstract

Multicultural education and ethnomathematics share a philosophical orientation that positions education as a process of humanization and cultural empowerment. Integrating these perspectives offers a broader foundation for culturally responsive mathematics education. This study aims to formulate an integrative conceptual framework that synthesizes James A. Banks’ multicultural education theory with D’Ambrosio’s ethnomathematics principles to guide equitable and culturally grounded mathematics instruction. A Systematic Literature Review (SLR) was conducted using thematic analysis and theoretical synthesis of 20 peer-reviewed articles and six foundational academic books published between 2015 and 2025. The analytical procedure employed open coding, axial coding, and selective coding to identify theoretical convergences across the two frameworks. The study proposes the 3E Framework: Equity, Engagement, and Empowerment, conceptualizing mathematics learning as a culturally situated, reflective, and empowering process. Multicultural ethnomathematics-based instruction enhances students’ multicultural awareness, strengthens connections between mathematical concepts and local cultural practices, and fosters higher-order thinking skills. This framework contributes to the development of humanistic and inclusive mathematics pedagogy aligned with Indonesia’s Merdeka Belajar policy and the Profil Pelajar Pancasila framework. Although conceptual, the model provides a foundation for future empirical validation to assess its effectiveness in classroom practice.
Chat GPT dalam Dinamika Akademik Mahasiswa PGSD Universitas Khairun: Antara Efisiensi dan Erosi Dialog Pedagogis dalam Perspektif Filsafat Klasik Iwan Abdy; Wayan Suastra; Ananta Wikrama Tungga Atmaja; I Nyoman Tika
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 31 No. 2 (2025): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v31i2.2773

Abstract

Penelitian ini mengkaji dinamika penggunaan ChatGPT dalam kalangan mahasiswa Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Universitas Khairun dengan pendekatan filsafat klasik. Menggunakan metode campuran eksplanatori sekuensial, data dikumpulkan melalui survei terhadap 112 mahasiswa dan wawancara mendalam terhadap 15 partisipan terpilih. Temuan kuantitatif menunjukkan 84,8% mahasiswa menggunakan ChatGPT secara rutin, terutama untuk penyusunan RPP (76,8%) dan tugas filosofis (62,5%). Analisis kualitatif mengungkap tiga pola utama: (1) reduksi dialog maieutik Socrates menjadi transaksi teknis, (2) penguatan ilusi pengetahuan dalam kerangka alegori gua Plato, dan (3) penghambatan perkembangan phronesis (kebijaksanaan praktis) Aristotelian. Hasil uji korelasi menunjukkan hubungan negatif signifikan antara intensitas penggunaan ChatGPT dan kualitas dialog pedagogis (r = -0,672, p < 0,01). Artikel ini menyimpulkan bahwa integrasi AI dalam pendidikan guru memerlukan model "jalan tengah" (mesotes) Aristotelian yang mempertahankan esensi dialogis pendidikan. Rekomendasi mencakup pengembangan kurikulum filosofis-teknologis dan pedoman etis penggunaan AI yang kontekstual bagi LPTK di Indonesia Timur khususnya di Maluku Utara.
Menganalisis Foucault Untuk Mengkritis Sistem Manajemen Dan Evaluasi Berbasis Algoritma Di Pendidikan Tinggi FKIP Universitas Khairun Iwan Abdy; Wayan Suastra; Ananta Wikrama Tungga Atmaja; I Nyoman Tika
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 31 No. 2 (2025): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v31i2.2774

Abstract

Transformasi digital dalam pendidikan tinggi telah mengintroduksi sistem manajemen dan evaluasi berbasis algoritma yang menjanjikan objektivitas dan efisiensi, namun juga menyimpan dimensi kekuasaan yang tersembunyi. Penelitian ini menganalisis penerapan sistem algoritmik Lecturer Performance Management System (LPMS) di FKIP Universitas Khairun melalui lensa teori Foucault tentang kuasa/pengetahuan, disiplin, dan panoptikon. Dengan metode etnografi kritis yang melibatkan 25 partisipan (dosen, tenaga kependidikan, pimpinan, dan pengembang sistem), penelitian ini bertujuan untuk: (1) memetakan mekanisme operasional sistem algoritmik, (2) menganalisisnya sebagai teknologi kekuasaan dan pembentuk subjektivitas, serta (3) mengkritisi implikasi terhadap otonomi akademik dan keadilan. Hasil penelitian mengungkap bahwa LPMS berfungsi sebagai panoptikon digital yang memproduksi disiplin melalui pemeriksaan berkelanjutan, mendorong pengawasan diri (self-surveillance), dan membentuk subjektivitas “dosen algoritmik” yang terinternalisasi logika kuantitatif sistem. Klaim objektivitas algoritma ternyata bersifat semu dan berpotensi mereproduksi bias serta meminggirkan pengetahuan lokal. Studi ini menyimpulkan bahwa sistem algoritmik bukan sekadar alat netral, melainkan instrumen kekuasaan yang mengubah praktik akademik. Oleh karena itu, diperlukan pendekatan tata kelola yang lebih reflektif, partisipatif, dan kontekstual untuk menjaga martabat serta otonomi akademi
Keadilan Digital Dan Ketahanan Pendidikan Ditinjau Dari Segi Filsafat Modern: Potret 2025 Infrastruktur, Investasi, Dan Inklusi Di Maluku Utara, Indonesia Iwan Abdy; Wayan Suastra; Ananta Wikrama Tungga Atmaja; I Nyoman Tika
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 31 No. 2 (2025): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v31i2.2775

Abstract

Penelitian ini menganalisis tantangan dan peluang keadilan digital dalam membangun ketahanan pendidikan di Maluku Utara pada tahun 2025, ditinjau dari perspektif filsafat modern. Dengan menggunakan pendekatan kualitatif fenomenologis, data dikumpulkan melalui wawancara mendalam dengan 30 pemangku kepentingan pendidikan, observasi lapangan, serta analisis dokumen kebijakan. Hasil penelitian menunjukkan bahwa ketimpangan infrastruktur digital, investasi yang tidak merata, dan rendahnya inklusi digital masih menjadi hambatan utama dalam mewujudkan pendidikan yang adil dan tangguh. Melalui lensa filsafat modern khususnya pemikiran John Rawls tentang keadilan sebagai fairness dan Jürgen Habermas mengenai ruang public penelitian ini mengungkap bahwa ketahanan pendidikan tidak hanya bergantung pada ketersediaan teknologi, tetapi juga pada distribusi sumber daya yang adil dan partisipasi publik dalam pengambilan kebijakan. Rekomendasi yang diajukan meliputi penguatan kebijakan afirmatif berbasis keadilan distributif, peningkatan literasi digital kritis, serta pembangunan ekosistem pendidikan kolaboratif yang melibatkan masyarakat lokal.
Isu Gender dan Keadilan Sosial dalam Pendidikan: Analisis Teoritis dan Tantangan Implementasi Heni Kumalasari; Wayan Suastra; Ananta Wikrama Tungga Atmaja; I Nyoman Tika
Gudang Jurnal Multidisiplin Ilmu Vol. 3 No. 12 (2025): GJMI - Desember
Publisher : PT. Gudang Pustaka Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/gjmi.v3i12.1944

Abstract

Isu gender dan keadilan sosial dalam pendidikan merupakan persoalan strategis yang berpengaruh langsung terhadap kualitas sumber daya manusia dan keberlanjutan pembangunan. Meskipun berbagai kebijakan nasional telah menekankan prinsip kesetaraan, praktik pendidikan di lapangan masih menunjukkan adanya bias gender dan ketidakadilan sosial yang bersifat struktural maupun kultural. Artikel ini bertujuan untuk menganalisis kerangka teoritis gender dan keadilan sosial dalam pendidikan, mengidentifikasi bentuk-bentuk ketidaksetaraan gender, mengkaji upaya yang telah dan dapat dilakukan untuk mewujudkan pendidikan berperspektif gender, serta menguraikan tantangan implementasinya. Penulisan artikel ini menggunakan pendekatan kajian pustaka dengan menelaah hasil-hasil penelitian nasional dan internasional yang relevan dalam sepuluh tahun terakhir. Hasil kajian menunjukkan bahwa ketidaksetaraan gender dalam pendidikan tidak hanya berkaitan dengan akses, tetapi juga kualitas pembelajaran, representasi dalam kurikulum, serta dampak jangka panjang terhadap kesempatan sosial dan ekonomi. Oleh karena itu, diperlukan transformasi pendidikan yang sistemik, inklusif, dan berkelanjutan dengan mengintegrasikan perspektif gender dan keadilan sosial pada seluruh level kebijakan dan praktik pendidikan.
Enhancing Scientific Conceptualization and Responsibility in Deaf Learners Through Technology-Enhanced Learning: Development and Validation of a Digital Fun Thinkers Tool Agustiana, I Gusti Ayu Tri; Tika, I Nyoman; Sukmana, Adrianus I Wayan Ilia Yuda; Astawan, I Gede; Pahmi, Samsul; Bayuaji, Luhur
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2495

Abstract

Purpose of the study: This study aims to design, develop, and validate a culturally adapted Digital Fun Thinkers learning tool to enhance scientific conceptualization and learning responsibility among deaf and hard-of-hearing elementary students in Bengkala Village, Bali, Indonesia. Methodology: This study employed the ADDIE instructional design model and a one-group pretest–posttest quasi-experimental design. The Digital Fun Thinkers tool was developed as an interactive multimedia application. Data were analyzed using Aiken’s V, paired-sample t-test, and normalized gain (N-Gain). Main Findings: Expert validation indicated high validity (media experts: V = 0.9583; material experts: V = 0.9350) and very practical use (user satisfaction = 81.39%). Students’ scientific conceptualization improved significantly (t = -37.997, p < 0.001; N-Gain = 0.7338, large effect). Learning responsibility averaged 66.28 (very high category). Novelty/Originality of this study: This study introduces a culturally grounded digital learning tool integrating Kata Kolok sign language, gamified features, and local scientific contexts for deaf learners. It advances inclusive science education by providing empirically validated, technology-enhanced resources tailored to marginalized DHH communities in rural settings.
Co-Authors Abidah, Firry Admyana, Putu Budi Adrianus I Wayan Ilia Yuda Sukmana AGUNG MADHI PRAYOGA . Agus Wijaksono Agustiana, I. G. A. T. agustina dewi Agustina Dewi Agustinasari Agustinasari Ahzan, Sukainil Ajito, Timoteus Anak Agung Istri Brahmani Prita Dewi Anak Agung Sagung Krisna Darmawati Ananda Wikrama Tungga Atmaja Ananta Wikrama Tungga Atmaja Ananta Wikrama Tungga Atmaja Anantawikrama Tungga Atmadja Artawan, I Putu Arwan Arwan Atmaja, Anantawikrama Tungga Ayu Sri Wahyuni Azra Fauzi Desak Made Citrawathi Desy Akyuni DEWI SARTIKA Dian Ristiani Sabat, Dian Ristiani Dr. Ni Made Pujani,M.Si . Drs. I Wayan Darsana,M.Ed . Dwipa, Ida Bagus Made Asmara Eka C.G. Kerihi Eky, Vicky Enggy Clovidea Indra Fifi Fitriana Sari, Fifi Fitriana Firry Abidah Fitriani, Herdiyana Frieda Nurlita Gede Agus Beni Widana Handayani, Baiq Vina Heni Kumalasari Heron Hignasari, L.Virginayoga Holyness Nurdin Singadimedja I D Raka Rasana I DEWA GEDE ANOM . I G. A. A. Dyah Armayanti I Gede Astawan I Gede Astra Wesnawa I Gede Yudi Pratama I Gusti Agung Komang Diafari Djuni Hartawan I Gusti Ayu Tri Agustiana I Gusti Ayu Triagusiana I Gusti Lanang Wiratma I Kadek Arisujarnata I Kadek Sukarsa . I Ketut Supir I Made Citra Wibawa I Made Sudarsa I Made Sutajaya I Nyoman Suardana I Putu Parwata I Putu Wisna Ariawan I W. Karyasa I W. Muderawan I Wayan Jaya Antara . I Wayan Karyasa I Wayan Muderawan I Wayan Redhana I Wayan Sadia I Wayan Suastra I Wayan Suastra I Wayan Subagia I Wayan Suja I.M. Adi Kurniarta IB. Siwa . Ibrahim, Musimin Ida Ayu Purnama Bestari Ida Bagus Alit Arta Wiguna Ida Bagus Jelantik Swasta Ida Bagus Made Asmara Dwipa Ida Bagus Putu Arnyana Indi Syifa Maulidati IVANA NITA MONDOLU ., IVANA NITA MONDOLU Iwan Abdy Iwan Suswandi Jayadiningrat, Made Gautama K Rai Suwena KADEK AYU SRI WAHYUNI . Kadek Leni Widiartini Kadek Wimardiyanti KADEK YUDISTA WITRAGUNA Witraguna L P Desy Puspaningrat Laksmi, Putu Putri Dena laxmi zahara LINA SURAYYA . Luh Gede Sutaryani Luh Putu Budi Yasmini Luh Putu Desy Puspaningrat Luh Putu Sathya Dewi Luh Putu Yeni Andriyani Luhur Bayuaji, Luhur Made Intan Pradnyamita Made Kartika Sari Maria Angelica Ayu Gloria Jagga Wali Minanti, Ni Nengah Astri Musimin Ibrahim N. M. Y. Anita N. Ramadiyanti Ni Ketut Heri Kusumaningsih Ni Ketut, Ananta Wikrama Tungga Atmaja Ni Ketut, Erawati Ni Ketut, Wayan Suastra Ni Luh Gede Karang Widiastuti NI LUH SUDEWI . Ni Made Ary Suparwati Ni Made Ayu Suryaningsih Ni Made Raningsih NI MADE SUPATNI ., NI MADE SUPATNI Ni Made Wiratini Ni Nengah Astri Minanti Ni Nyoman Serma Adi Ni Putu Dwi Sucita Dartini Ni Putu Giyan Adnya Antari . NI PUTU MARHENI . NI PUTU MERRY YUNITHASARI . Ni Putu Wahyu Dewi Arningsih Ni Putu Winni Widiastuti Ni Putu Wulan Romianingsih Ni Putu Yuliani Ni Wayan Martiningsih NI WAYAN NITA ULANTARI . NI WAYAN SUNARTHI ., NI WAYAN SUNARTHI NI WAYAN YULITA AMANDA . Nikmatur Rohmaya Niluh Putu Arpilia Rahayudewi NUR RAMADIYANTI . Nurfidianty Annafi, Nurfidianty Nurlita, Frieda Nyoman Dantes Pahmi, Samsul Paramita, Shanti Poerwati, Christiani Endah Pradnyamita, Made Intan PROF. I WAYAN SUBAGIA, M.App.Sc.,Ph.D . Putri Layani Gea Putri Layani Gea Putri Sarini Putu Agus Putra Dwipayana Putu Agus Putra Dwipayana PUTU ARIMBAWA S. . Putu Artawan Putu Budi Adnyana PUTU PREMA SWARI . Rachmadhani Rai Putri Diantari Ramadiyanti, N. Rasana, I D Raka Risadi, Md. Yudyantara Romianingsih, Ni Putu Wulan Rosmita, I Gusti Ayu Agung Mas Rudiana Agustini Rusdiana Yusuf Sang Nyoman Putra Darma Siti Maryam Suandayani, Dewa Ayu Sukroyanti, Baiq Azmi Syarifuddin Syarifuddin Tjokorda Gde Putra Wirama Triagusiana, I Gusti Ayu Tungga Atmaja, Ananta Wikrama Vicky Enggy Clovidea Indra Eky Wayan Karyasa Wayan Suastra Wewe, Melkior Wibawa, Made Citra Yuliani, Ni Putu Yuliati, Ni Komang Dwi Eka Yundari, Yundari