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All Journal Jurnal Pendidikan Matematika Undiksha Prosiding Seminar Nasional MIPA AKSIOMA: Jurnal Program Studi Pendidikan Matematika SIGMA: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran IJoLE: International Journal of Language Education Cetta: Jurnal Ilmu Pendidikan JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) WIDYA LAKSANA Journal of Education Technology FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal EDUCATIO: Jurnal Pendidikan Indonesia de Fermat : Jurnal Pendidikan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Math-UMB.EDU Enthusiastic : International Journal of Applied Statistics and Data Science CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Indonesian Journal of Educational Development (IJED) Polinomial : Jurnal Pendidikan Matematika Buletin Edukasi Indonesia Paradharma: Jurnal Aplikasi IPTEK Al-Zayn: Jurnal Ilmu Sosial & Hukum QOSIM: Jurnal Pendidikan, Sosial & Humaniora Prosiding SENAMA PGRI MARAS : Jurnal Penelitian Multidisplin International Journal of Education, Management, and Technology
I Gusti Ngurah Pujawan
Universitas Pendidikan Ganesha
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Evaluasi Efektivitas Pelaksanaan Asesmen Nasional Pada SMP Negeri Di Kecamatan Baturiti Tahun 2024 Wargina, I Made; Candiasa, I Made; Pujawan, I Gusti Ngurah
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i1.4661

Abstract

Based on regarding policies in Curriculum Merdeka, the National Assessment (AN), Character Survey, and Learning Environment Survey (Sulingjar) are conducted as forms of education system evaluation. Since there are still several aspects in Junior High School in Baturiti belong to low categories that need improvement, it is significant to evaluate the effectiveness of the implementation of AN for Junior High School in Baturiti, as no evaluation of the effectiveness of AN has ever been conducted at Junior High School in Baturiti. Following this explanation, how effective is the implementation of AN at Junior High School in Baturiti? This study aims to describe the effectiveness of AN implementation at SMP Negeri Baturiti in terms of content, input, process, and product (CIPP). This study is expected to provide can contribute to education field, particularly regarding AN implementation, as well as for further research development. This study is evaluative and uses a mixed-method approach. The results of this study show the effectiveness of the implementation of AN in junior high schools in Baturiti in the components of context, input, process, and product. The principal group showed effective results, the technician group showed effective results, the proctor group showed effective results, and the teacher group showed effective results, while the student group showed fairly effective results. In addition to technical problem in implementing the National Assessment, there were also several other challenges, such as the large number of instruments answered by teachers and students and insufficient time to complete the instruments. The types of instruments were diverse,teachers and students were not yet accustomed to the variety of instruments.
Unraveling the cognitive pathway: how critical thinking mediates the impact of anxiety and self-efficacy on informatics achievement in early adolescence Nursuhaida, Muhammad Alwan; Jampel, I Nyoman; Setemen, Komang; Pujawan, I Gusti Ngurah; Mahayukti, Gst. Ayu
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526656

Abstract

Informatics education in early adolescence demands high-order cognitive skills, yet student performance is frequently impeded by psychological barriers such as anxiety and low self-efficacy. While the direct effects of these factors are known, the specific cognitive mechanisms through which they influence academic achievement remain underexplored. This study investigates the structural pathways connecting anxiety and self-efficacy to informatics learning outcomes, specifically examining the mediating role of critical thinking skills. A predictive correlational design was employed involving 109 seventh-grade students. Data were collected using validated psychological scales and cognitive tests, then analyzed using path analysis to test the mediation hypothesis. The findings demonstrate that anxiety does not merely correlate with lower grades but significantly degrades critical thinking capabilities (cognitive interference). Conversely, self-efficacy acts as a predictor for the activation of these skills (cognitive facilitation). Crucially, critical thinking skills were found to significantly mediate the impact of both psychological factors on learning outcomes. These results suggest that emotional states influence informatics achievement primarily by modulating a student's capacity for algorithmic reasoning. Consequently, effective pedagogy must integrate psychological scaffolding to preserve the cognitive resources required for complex problem-solving.
An exploration of teachers' perspectives on computational thinking in mathematics learning Yudi Hartawan, I Gusti Nyoman; Pujawan, I Gusti Ngurah; Wibawa, Nyoman Arda
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5594

Abstract

The integration of Computational Thinking (CT) into mathematics learning has become a key demand in 21st-century education, as it plays an important role in developing logical, creative, and systematic thinking skills. However, in the context of Indonesian education, implementing CT still faces various challenges, particularly regarding teachers’ understanding and readiness to integrate it into the learning process. This study aims to explore teachers’ perspectives on CT-based mathematics learning, including their understanding, perceived relevance, readiness, and the challenges they face in its implementation at the junior high school level. This study offers a novel contribution by explicitly distinguishing between teachers’ conceptual understanding of CT and their pedagogical readiness to implement CT in mathematics learning, a gap that has been insufficiently explored in previous studies. The study employed a qualitative approach with an exploratory design. The research population consisted of junior high school mathematics teachers in Singaraja City, Indonesia. Eight teachers were selected as research participants using purposive sampling based on criteria such as teaching experience, involvement in CT-related or technology-based learning, and willingness to participate in the study. Data were collected through semi-structured interviews, classroom observations, and analysis of learning documents, then analyzed inductively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the teachers’ perspectives on CT-based mathematics learning are conceptually positive but still limited in practice. CT is considered relevant and potentially effective in strengthening mathematical thinking skills; however, its implementation requires systematic support. Based on these findings, the study recommends providing continuous, practice-oriented professional development programs for teachers, developing CT-based mathematics teaching resources, and stronger policy support to facilitate the effective integration of CT into junior high school mathematics learning. The study's implications highlight the importance of strategies to strengthen teachers’ capacity.
CONTROVERSIAL ISSUES TO IMPROVE STUDENTS' MATHEMATICAL REASONING AND CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW: Bali, Indonesia Ida Ayu Putu Mahayani; I Gusti Ngurah Pujawan; I Putu Pasek Suryawan
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.9883

Abstract

The rapid development of education in the digital era and the Industrial Revolution 4.0 requires students to master higher-order thinking skills such as reasoning and critical thinking, which are essential for solving complex mathematical problems. This study aims to analyze and describe the role of controversial issues in developing students’ mathematical reasoning and critical thinking skills. The research employed a Systematic Literature Review (SLR) with a descriptive qualitative approach. Articles were selected through a systematic search of Google Scholar, ResearchGate, Scopus, ERIC, and Web of Science using keywords related to controversial issues, mathematical reasoning, and critical thinking. The inclusion criteria consisted of national journal and international journal articles published between 2020 and 2025, focusing on mathematics learning contexts and discussing the relationship between controversial issues and higher-order thinking skills. A total of twenty relevant articles were selected and analyzed thematically to identify patterns related to controversial mathematical problems, reasoning processes, and critical thinking development. The results indicate that the integration of controversial issues in mathematics learning can stimulate constructive cognitive conflict, argumentative discussion, and reflective thinking, which contribute to the improvement of students’ mathematical reasoning and critical thinking skills. Topics such as conceptual misconceptions, contextual mathematical problems, and socio-scientific issues encourage students to analyze information, evaluate arguments, and construct logical solutions. In addition, several studies highlight the important role of teachers in designing and facilitating controversial problem-based learning to optimize these cognitive processes. Overall, controversial issues provide an effective pedagogical approach for fostering reasoning, analytical thinking, and reflective judgment as essential competencies in 21st-century mathematics education. Keywords: Controversial Issues, Mathematical Reasoning, Critical Thinking.
DEEP LEARNING IN IMPROVING STUDENTS' MATHEMATICAL CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW: Bali, Indonesia I Kadek Agus Prabawan Saputra; I Putu Pasek Suryawan; I Gusti Ngurah Pujawan
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.9994

Abstract

Mathematical critical thinking skills are one of the essential competencies that students must have in 21st-century mathematics learning. However, learning practices in schools still tend to be oriented towards procedural mastery and formula memorization, so they are not optimal in developing students' higher-order thinking skills. One approach that is considered relevant to overcome this problem is deep learning, which emphasizes meaningful understanding, interrelationships between concepts, reflection, and the application of knowledge in real contexts. This study aims to analyze the implementation of deep learning in improving students' mathematical critical thinking skills. The research method used is a systematic literature review with a descriptive qualitative approach to relevant national articles. This study reviews 20 research articles obtained from the Google Scholar database with a publication range from 2025 to 2026. The results of the study show that deep learning is able to encourage students to analyze mathematical problems in depth, evaluate solution strategies, and construct logical mathematical arguments. Thus, deep learning has the potential to be an effective approach in improving the quality of mathematics learning.  Keywords: Deep Learning, Mathematics Learning, Mathematical Critical Thinking
Analisis Kesalahan Siswa SMA Dalam Menyelesaikan Soal Pemahaman Konsep Aljabar Berdasarkan Teori Newman: Analysis Of High School Students Errors In Solving Algebraic Concept Understanding Question Based On Newmans Theory Oktaviani, Ni Putu Ari; Pujawan, I Gusti Ngurah; Astawa, I Wayan Puja
Citizen : Jurnal Ilmiah Multidisiplin Indonesia Vol. 6 No. 1 (2026): CITIZEN: Jurnal Ilmiah Multidisiplin Indonesia
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/jimi.v6i1.1195

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis jenis-jenis kesalahan siswa SMA dalam menyelesaikan soal pemahaman konsep aljabar pada materi Sistem Persamaan Linear Tiga Variabel (SPLTV) berdasarkan Teori Newman. Selain itu, penelitian ini mengaitkan kesalahan siswa dengan tiga indikator pemahaman konsep, yaitu mengungkapkan kembali konsep SPLTV menggunakan kata-kata sendiri, mengidentifikasi contoh dan bukan contoh SPLTV, serta menerapkan konsep SPLTV dalam berbagai situasi. Penelitian menggunakan pendekatan deskriptif kualitatif dengan mengumpulkan data melalui tes pemahaman konsep dan wawancara. Subjek penelitian adalah siswa kelas X SMA Negeri 2 Singaraja yang dikelompokkan ke dalam kemampuan tinggi, sedang, dan rendah berdasarkan Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) matematika sebesar 70. Hasil penelitian menunjukkan bahwa kesalahan terbesar terjadi pada tahap comprehension (57%) yang umumnya dilakukan oleh siswa berkemampuan rendah, diikuti kesalahan encoding (28%) lebih banyak dilakukan oleh siswa berkemampuan tinggi, process skill (10%), dan transformation (5%) banyak dialami siswa berkemampuan sedang. Kesalahan comprehension muncul karena siswa tidak memahami informasi soal dan tidak mampu menjelaskan kembali konsep SPLTV. Kesalahan transformation dan process skill berkaitan dengan ketidaktepatan membentuk model matematika serta kesalahan operasi hitung. Pada tahap encoding, sebagian siswa tidak menuliskan kesimpulan akhir meskipun nilai variabel telah didapatkan. Secara keseluruhan, kelemahan memahami soal menjadi faktor utama munculnya kesalahan pada tahap penyelesaian berikutnya.
Pengaruh Penerapan Model Guided Discovery Learning Berbantuan Geogebra Terhadap Kemampuan Pemecahan Masalah Transformasi Geometri Pada Siswa Kelas XI: The Effect of Applying the Guided Discovery Learning Model Assisted by Geogebra on the Geometric Transformation Problem-Solving Ability of Grade XI Students Pramono, Campa Febriana Sanggra; Pujawan, I Gusti Ngurah; Suweken, Gede
Citizen : Jurnal Ilmiah Multidisiplin Indonesia Vol. 6 No. 1 (2026): CITIZEN: Jurnal Ilmiah Multidisiplin Indonesia
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/jimi.v6i1.1203

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Guided Discovery Learning berbantuan GeoGebra terhadap kemampuan pemecahan masalah transformasi geometri siswa kelas XI. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi-eksperimen dan desain Posttest Only Control Group Design. Populasi penelitian adalah seluruh siswa kelas XI SMA Negeri 1 Muncar Kabupaten Banyuwangi pada semester ganjil tahun ajaran 2025/2026. Pengambilan sampel dilakukan menggunakan teknik cluster random sampling tanpa pengacakan individu, sehingga terpilih dua kelas sebagai sampel penelitian, yaitu kelas XI A sebanyak 32 siswa sebagai kelompok eksperimen yang memperoleh pembelajaran Guided Discovery Learning berbantuan GeoGebra dan kelas XI B sebanyak 33 siswa sebagai kelompok kontrol yang memperoleh pembelajaran konvensional. Pengumpulan data yang digunakan berupa tes yaitu posttest. Data dianalisis menggunakan uji normalitas dan homogenitas serta dilanjutkan dengan uji t. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 72,13 lebih tinggi dibandingkan kelas kontrol sebesar 59,15 dengan selisih rata-rata sebesar 12,973. Hasil uji hipotesis menggunakan independent sample t-test dengan asumsi varians tidak sama diperoleh nilai t hitung sebesar 3,930 dengan nilai signifikansi < 0,001 (p < 0,05). Hasil tersebut menunjukkan bahwa penerapan model Guided Discovery Learning berbantuan GeoGebra berpengaruh positif terhadap kemampuan pemecahan masalah transformasi geometri pada siswa kelas XI. 
A Quantitative Descriptive Study on the Flourishing Level of Elementary School Teachers: A Psychological Approach in Education I Dewa Ayu Eka Purba Dharma Tari; I Gede Ratnaya; I Gusti Ngurah Pujawan; I Made Candiasa
Buletin Edukasi Indonesia Vol. 4 No. 03 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i03.1276

Abstract

This study aims to understand the level of psychological well-being (flourishing) of teachers in primary schools. For this purpose, the research method was a psychological assessment using the PERMA model, which includes Positive Emotion, Engagement, Relationships, Meaning and Accomplishment. This study used a descriptive quantitative approach and involved 33 teachers who had a minimum of two years of teaching experience. The data were collected through the PERMA Profiler instrument which has been translated into Bahasa Indonesia. The data were analysed using SPSS software in a descriptive manner. he results of this study revealed that the majority of teachers were in the flourished category, with high percentages in the dimensions of Positive Emotions (96.7%), Relationships (96.7%), Engagement (84.84%), Meaning (84.84%), and Achievement (84.84%). However, around 24.24% of teachers belong to the not flourished group, especially in the dimensions of Engagement and Meaning. These findings suggest that although teachers' psychological well-being is generally satisfactory, there are some areas that need improvement. The psychological assessment approach using the PERMA model provides a complete insight into the mental state of teachers and can be used as a basis for making education policies more humane and sustainable.
Pengaruh Penerapan Model Case Based Learning (CBL) Berbantuan GeoGebra Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Ni Kadek Santiyani; I Nyoman Budayana; I Gusti Ngurah Pujawan
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i2.3719

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Case-Based Learning (CBL) berbantuan GeoGebra terhadap kemampuan pemecahan masalah matematis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu dan desain posttest-only control group. Populasi penelitian adalah seluruh siswa kelas IX di SMP 2 Banjarangkan, dengan sampel yang dipilih menggunakan teknik cluster random sampling. Instrumen penelitian berupa tes kemampuan pemecahan masalah yang telah memenuhi uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Analisis data dilakukan melalui uji prasyarat yang meliputi uji normalitas dan homogenitas, kemudian dilanjutkan dengan uji hipotesis menggunakan uji ANOVA. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang memperoleh pembelajaran dengan model CBL berbantuan GeoGebra lebih tinggi dibandingkan dengan siswa yang memperoleh pembelajaran dengan model CBL maupun pembelajaran konvensional. Hal ini menunjukkan bahwa penerapan model CBL berbantuan GeoGebra berpengaruh positif dan signifikan terhadap kemampuan pemecahan masalah matematis siswa. Model pembelajaran ini memberikan kesempatan kepada siswa untuk menganalisis permasalahan kontekstual, mengkonstruksi konsep secara mandiri, serta memvisualisasikan objek geometri secara dinamis. Penelitian selanjutnya disarankan untuk mengkaji penerapan CBL berbantuan GeoGebra pada materi matematika lainnya serta meninjau pengaruhnya terhadap kemampuan berpikir tingkat tinggi yang lain.
Systematic Literature Review: Efektivitas Model Reciprocal Teaching dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Yasa, I Putu Arya Swankastika; Pujawan, I Gusti Ngurah; Parwati, Ni Nyoman
MARAS : Jurnal Penelitian Multidisiplin Vol. 4 No. 2 (2026): MARAS : Jurnal Penelitian Multidisiplin, Juni 2026
Publisher : Lumbung Pare Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60126/maras.v4i2.1576

Abstract

Kajian ini menggunakan pendekatan Systematic Literature Review (SLR) untuk mengevaluasi sejauh mana model Reciprocal Teaching berkontribusi dalam mengembangkan kemampuan pemecahan masalah matematis peserta didik. Sebanyak delapan artikel yang relevan dari rentang tahun 2021–2026 dikaji secara sistematis menggunakan protokol PRISMA. Temuan kajian mengungkapkan bahwa model Reciprocal Teaching terbukti mampu secara konsisten memberikan dampak signifikan terhadap peningkatan kemampuan pemecahan masalah matematis peserta didik lintas jenjang pendidikan, dengan fokus utama pada topik aljabar. Karakteristik utama implementasinya meliputi dialog kolaboratif terstruktur melalui empat strategi inti yaitu prediksi, klarifikasi, pertanyaan, dan ringkasan. Keberhasilan penerapan model ini ditopang oleh keterlibatan aktif siswa dalam proses diskusi, fungsi guru sebagai fasilitator, dan penggunaan konteks masalah nyata yang relevan. Namun, dominasi kebiasaan pembelajaran berpusat pada guru serta tantangan dalam mengelola kelas dengan kemampuan beragam menjadi kendala yang kerap muncul. Disarankan bagi guru untuk mengintegrasikan dan mengoptimalkan model Reciprocal Teaching dalam pembelajaran matematika guna meningkatkan kemampuan pemecahan masalah matematis siswa secara berkelanjutan dan holistik.
Co-Authors ., I G. P. Habibi Mudi Sucipta ., I Gede Karya Danu Palguna ., I Nengah Adi Mahendra ., I Nyoman Mei Adi Shantiyana ., Kadek Eva Virga Yuni ., Made Dwi Savitri ., Ni Ketut Arum ., NI WAYAN SANJIWANI UTAMI ., Putu Wisma Artha Diputra A.A. I Ngurah Maya Pradnyani . Budayana, I Made Dharma Tari, I Dewa Ayu Eka Purba Divayana, Dewa Hendra Dr. I Made Sugiarta, M.Si. . Drs.Djoko Waluyo,M.Sc . Durasa, Helfra Femmi Permata Sari Br Bangun Fitrianiayuningsih, Niputu Bela Frisillia Br Sinurat Gede Supanca Widnyana Gede Suweken Gusti Ayu Mahayukti Helfra Durasa I Dewa Gede Agung Pratama Putra . I Dewa Gede Agung Pratama Putra ., I Dewa Gede Agung Pratama Putra I G. P. Habibi Mudi Sucipta . I Gede Karya Danu Palguna . I Gede Ratnaya I Gusti Bagus Gending . I Gusti Nyoman Yudi Hartawan I Gusti Nyoman Yudi Hartawan, S.Si . I Kadek Agus Prabawan Saputra I Kadek Agus Prabawan Saputra I Komang Wahyu Wiguna I Made Ardana I Made Candiasa I Made Suarsana I Made Suarsana I made Yudi Suardi I Nengah Adi Mahendra . I Nyoman Jampel I Nyoman Mei Adi Shantiyana . I Nyoman Sukajaya I PUTU PASEK SURYAWAN I Putu Wisna Ariawan I Wayan Amperawan I Wayan Puja Astawa I Wayan Widiana Ida Ayu Dewi Wulandari Ida Ayu Dewi Wulandari Ida Ayu Putu Mahayani Ida Bagus Putrayasa Jayanta, Kadek Jelevia Lorenca Br Sinuhaji Kadek Cintya Purnama Dewi Kadek Eva Virga Yuni . Kartini, Siluh Made Surya Komang Setemen Made Dwi Savitri . Made Evi Marliantini Made Juniantari, Made Mahayukti, Gst. Ayu Mardika Pranata, Kadek N. N. T Tesashogi Ni Kadek Santiyani Ni Kadek Widya Regina Putri Ni Ketut Arum . Ni Ketut Junita Ni Ketut Widiartini Ni Komang Sepiani Ni Made Arri Sudani . Ni Made Arri Sudani ., Ni Made Arri Sudani Ni Made Elin Sri Artini Ni Made Sri Mertasari Ni Nyoman Parwati Ni Wayan Eka Sentana Wati . Ni Wayan Eka Sentana Wati ., Ni Wayan Eka Sentana Wati Ni Wayan Sanjiwani Utami . Niputu Bela Fitrianiayuningsih Nursuhaida, Muhammad Alwan Oktaviani, Ni Putu Ari Pramono, Campa Febriana Sanggra Prof. Dr.I Nengah Suparta,M.Si . Putu Kartika Dewi Putu Rie Hana Putu Wika Purwani . Putu Wika Purwani ., Putu Wika Purwani Putu Wisma Artha Diputra . Raphita Yanisari Silalahi Sariyasa . Suardi, I made Yudi Suardika, I Made Dandi Tesashogi, N. N. T Wargina, I Made Wibawa, Nyoman Arda Widhiasih, I Dewa Ayu Gede Widhiasih, I Dewa Ayu Gede Widiastuti, Ni Putu Kusuma Wulandari, Ida Ayu Dewi Yasa, I Putu Arya Swankastika Yudi Hartawan , I Gusti Nyoman