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LOCAL WISDOM-BASED TEACHING MATERIALS TO SUPPORT THE INDEPENDENT CURRICULUM IN SCIENCE LEARNING: A SYSTEMATIC LITERATURE REVIEW (SLR) Kusrianto, Wiwin; Sudatha, I Gde Wawan; Santosa, Made Hery; Suartama, I Kadek
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i2.5363

Abstract

The addition of local wisdom to the curriculum is a very relevant issue, considering that Indonesia has a very diverse cultural wealth. Although various studies and publications have been conducted on various topics and levels of education, a comprehensive study of how local knowledge is used in the science curriculum at the senior high school (SMP) level is still relatively limited. This study aims to explore in depth the implementation of local wisdom in the science curriculum at junior high school. The approach used is a systematic literature review, by analysing 20 scientific articles published between 2015 and 2025 and indexed in the Scopus and Google Scholar databases. The integration of local knowledge in middle school science classes has great potential to improve the quality of education while supporting the preservation of local culture. This integration process can be applied through various forms of activities, including intracurricular, co-curricular and extracurricular. In intracurricular activities, local wisdom is adapted into teaching materials, learning methods, learning media, and evaluation systems. Co-curricular activities may include the Pancasila Student Profile Strengthening (P5) programme, environmental education, field studies, and educational visits. Meanwhile, in extracurricular activities, integration can be done through traditional arts such as puppet shows. It is expected that through this approach, there will be improvements in science literacy, ecoliteracy, science process skills, disaster knowledge, critical thinking skills, and overall student learning outcomes.
Penerapan Model Problem Based Flipped Classroom Dalam Pembelajaran: Sebuah Kajian Literatur Dan Sistematik Aisya Purnomo, Putri Eodytha; Agustini, Ketut; Suartama, I Kadek
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4475

Abstract

The purpose of this research is to study how the Problem Based Learning model combined with the Flipped Classroom approach is applied in education. To conduct this research, the Systematic Literature Review (SLR) method was used. This method consists of fifteen scientific articles published between 2021 and 2025 in national and international journals covering various fields of study and educational levels. Quantitative, qualitative, and mixed methods approaches are used in these articles. The analysis results show that the use of problem based flipped classroom has become a highly relevant and aligned learning approach with the demands of future curricula, which require broad and sustainable student skills. Problem-based flipped classroom has now become an innovative model that can address contemporary educational challenges and enrich the learning process and outcomes across various levels and fields of study thanks to this new contribution. Nevertheless, implementation challenges such as teacher readiness and the availability of digital media are still encountered. This study concludes that problem based flipped classroom model is a creative learning approach useful for addressing the challenges of 21st-century education. It is hoped that these findings will provide theoretical and practical contributions to developing contextual, adaptive, and collaborative learning strategies.
Kajian Literatur Tentang Implementasi Pembelajaran Bermakna di Sekolah Menengah Atas Artha, I N. Widya; Agustini, Ketut; Suartama, I Kadek
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4499

Abstract

The transformation of education in the 21st century demands instructional strategies that go beyond cognitive achievement to foster critical thinking, collaboration, and character development. Meaningful learning is considered an appropriate approach to address these challenges. This study aims to identify meaningful learning strategies implemented in Indonesian senior high schools, analyze supporting and inhibiting factors, and reveal research gaps for future studies. A Systematic Literature Review (SLR) method was employed by reviewing sixteen scientific articles published between 2021 and 2024, collected from national and international databases. The findings indicate that dominant strategies include Meaningful Instructional Design (MID), Project-Based Learning (PjBL), Contextual Teaching and Learning (CTL), Cooperative Learning, and Writing to Learn. These strategies have proven effective in enhancing students’ learning outcomes, active engagement, reflection, and character building. The success of implementation is supported by teachers’ readiness, adequate learning resources, and community involvement. However, constraints such as limited teacher training, lack of interdisciplinary innovation, and the absence of comprehensive evaluation standards remain challenges. The literature review also reveals research gaps, particularly the concentration on science subjects, the prevalence of short-term study designs, and the limited exploration of community-based meaningful learning models. In conclusion, meaningful learning significantly contributes to realizing the goals of the Merdeka Curriculum in Indonesia. Nevertheless, future research should focus on developing more contextual, integrative, and sustainable strategies to meet the dynamic needs of 21st century education.
Micro-Video Problem-Based Learning in English Subjects for Grade II Elementary School Mirayanti, Ni Made; I Komang Sudarma; I Kadek Suartama
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.85691

Abstract

Foreign languages are important communication tools in the era of globalization. One that gets special attention is English, especially for students in Elementary Schools so that they can start early. However, the reality in the field shows that second grade elementary school students tend to feel bored and confused due to the lack of use of interesting media in their learning process. This study aims to analyze the design of micro video development in English subjects. This research is a development research and uses the ADDIE development model. The subjects involved in this study were three experts and second grade students Elementary School. Data collection in the study was carried out using observation, interviews, document recording, and questionnaires. The data analysis used was quantitative descriptive and qualitative descriptive analysis techniques. The study showed that micro videos were consistently rated as very good by content experts (88.45%), media experts (94.54%), design experts (95.81%), individual tests (93.66%), small group tests (91.78%), and field tests (95.38%). Based on these results, it can be concluded that micro video innovation is effective to be developed and taught to grade II elementary school students, especially to improve students' communication skills and English learning outcomes. This study has implications in the field of education because it can improve students' understanding and involvement, as well as develop critical thinking skills from an early age.
Web “I Know English” sebagai Inovasi Pembelajaran Bahasa Inggris pada Siswa Kelas V Sekolah Dasar Bago, Zefania; Alexander Hamonangan Simamora; I Kadek Suartama
Indonesian Gender and Society Journal Vol. 5 No. 2 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/igsj.v5i2.93041

Abstract

Pembelajaran bahasa Inggris di sekolah dasar seringkali kurang efektif akibat tidak digunakannya media pembelajaran yang inovatif. Hal ini berdampak pada kesulitan siswa dalam memahami materi dan rendahnya hasil belajar mereka. Tidak digunakannya media pembelajaran, khususnya pada mata pelajaran bahasa inggris berdampak pada siswa yang kesulitan dalam memahami pembelajaran yang memicu rendahnya hasil belajar. Tujuan penelitian ini adalah mengembangkan web pembelajaran I Know English pada siswa kelas V Sekolah Dasar. Jenis penelitian ini yaitu penelitian pengembangan dengan menggunakan model ADDIE. Pengumpulan data menggunakan metode kuesioner. Teknik analisis data yang digunakan yaitu analisis deskriptif kuantitatif. Penelitian yang dilakukan menunjukkan bahwa web pembelajaran I Know English memenuhi kriteria dengan kualifikasi sangat baik berdasarkan hasil uji ahli isi/materi pelajaran sebesar 100%, uji ahli desain pembelajaran sebesar 94%, uji ahli media pembelajaran sebesar 92%, uji coba perorangan sebesar 100%, dan uji coba kelompok kecil sebesar 99%. Penelitian ini menunjukkan bahwa penggunaan web pembelajaran 'I Know English' dapat meningkatkan hasil belajar siswa dalam bahasa Inggris. Namun, penelitian ini memiliki batasan pada sampel yang relatif kecil dan hanya mencakup satu sekolah dasar. Berdasarkan hasil yang didapatkan, dapat disimpulkan bahwa web pembelajaran I Know English layak untuk digunakan dalam pembelajaran.
Blended Learning and its Impact on 21st Century Student Learning: Blended Learning dan Dampaknya terhadap Pembelajaran Siswa Abad 21 Hafiz, Muhammad; Agustini, Ketut; Suartama, I Kadek
Indonesian Journal of Innovation Studies Vol. 26 No. 3 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i3.1449

Abstract

Learning in the digital age necessitates the development of critical thinking, collaboration, communication, and digital literacy. Blended learning, combining face-to-face and online instruction, offers a promising pedagogical model to address these evolving demands. Despite its growing application, there remains a lack of consolidated evidence evaluating its implementation across different educational levels and its contribution to 21st-century competencies. This study aims to systematically review recent literature on blended learning using the Systematic Literature Review (SLR) method following the PRISMA protocol. Data were sourced from Scopus, ScienceDirect, and Google Scholar, focusing on research from the past five years involving primary, secondary, and vocational education. The results show that blended learning positively impacts academic performance, student engagement, learning autonomy, and 21st-century skill development. However, gaps persist, particularly regarding infrastructure readiness and teacher proficiency. This study’s novelty lies in its contextualized analysis within the Indonesian education system, proposing blended learning as a strategic fit for the Merdeka Curriculum. The findings imply the need for robust policy support, teacher capacity-building, and investment in digital infrastructure to optimize blended learning’s effectiveness nationwide. Highlights: Enhances academic and 21st-century skills. Adapts to the Merdeka Curriculum context. Needs infrastructure and teacher readiness. Keywords: Blended Learning, Learning Models, Systematic Literature Review, 21st Century Skills, Innovative Education
Exploring The Future of Early Childhood Education : Research Trends and Implementation of Augmented Reality Citariani, Ni Maede; Agustini, Ketut; Sudhata, Gde Wawan; Suartama, Kadek; Sudarma, Komang
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15581

Abstract

This study aims to examine the research trends and implementation of Augmented Reality (AR) technology in improving various aspects of child development, the challenges of its implementation, and the direction of future research in the context of digital education for early childhood. This study uses the Systematic Literature Review (SLR) method, with a bibliometric mapping approach and content analysis. A total of 17 articles were selected from the Scopus and DOAJ database in the period 2019–2024 for further analysis. The research findings show that the use of AR significantly enhances the learning experience to be more interactive, contextual, and enjoyable for children. In addition, AR has proven effective in conveying abstract concepts visually and helping to reinforce practical values such as financial responsibility from an early age. However, challenges such as limited infrastructure, access to technology, uneven teacher training, and excessive dependence on technology are major obstacles to the widespread implementation of AR. The implications of this study highlight the importance of increasing technological support in educational institutions, developing AR applications that are aligned with the curriculum, and continuous teacher training. Thus, AR has great potential as an innovative medium in early childhood education, as long as it is balanced with the right implementation strategy.
Penerapan Kombinasi Model Discovery Learning dengan Problem-Based Learning dalam Pembelajaran Abad 21: Systematic Literature Review Krisna Yana, Putu Sastra; Agustini, Ketut; Suartama, I Kadek
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 3 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i3.4573

Abstract

21st century education demands a profound transformation in the learning approach, from previously being centered on teachers and content mastery alone, to emphasizing more on developing 21st century skills, such as critical thinking, problem solving, creativity, communication, and collaboration. A relevant approach to answer this challenge is the combination of the Discovery Learning model with Problem-Based Learning. This study aims to evaluate the application of the combination of the Discovery Learning model with Problem-Based Learning in developing 21st century skills at various levels of formal education. The study was conducted using the Systematic Literature Review (SLR) method with PRISMA guidance, this study analyzed 18 selected articles from the 2021-2024 period identified through Google Scholar, the Garuda Portal and Mendeley. Research on the combination of the Discovery Learning model with Problem-Based Learning was found the most in 2024 at various levels and various subjects/courses and had an impact on various variables. The results of the study show a positive effect of the combination of the Discovery Learning model with Problem-Based Learning on critical thinking skills and problem-solving skills from elementary school to college in science and mathematics subjects. In conclusion, the application of a combination of Discovery Learning and Problem-Based Learning models is an empirically proven approach to strengthening students' core competencies in facing the challenges of the 21st century.
Analisis Sistematis Model dan Implementasi Teaching Factory Dalam Pendidikan Vokasi Serta Dampaknya Terhadap Kesiapan Kerja Siswa SMK Adnyana, I Gusti Kadek Surya; Agustini, Ketut; Suartama, I Kadek
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4714

Abstract

Teaching Factory (TeFa) is an innovative approach in vocational education aimed at bridging the gap between the education sector and the industrial world. In the context of vocational high schools (SMK) in Indonesia, the implementation of TeFa is expected to enhance students' job readiness through real production-based learning. This study aims to systematically examine the models, implementation strategies, and the impact of TeFa on students' job readiness in Indonesian SMKs. The research employs a Systematic Literature Review (SLR) approach guided by the PRISMA protocol. A total of 25 scientific articles published between 2017 and 2024 were analyzed using thematic analysis methods. The findings reveal that the dominant TeFa model used is the hybrid model, which integrates project-based learning with real production activities. However, most of these models have not been empirically tested against national competency standards. In terms of implementation, the main challenges include limited production facilities, lack of teacher training, and weak structural collaboration with industry. Evaluation of TeFa implementation is largely descriptive, using the CIPP model, with few studies employing quantitative or longitudinal indicators. The positive impacts of TeFa on students’ job readiness are mainly seen in soft skills development, motivation, and self-confidence, though these have not been systematically supported by alumni tracking data. This study concludes that while TeFa holds significant potential to strengthen the job readiness of vocational students, its implementation still faces structural and methodological challenges. Further research is needed, particularly using quantitative and longitudinal data, along with strengthened formal partnerships between vocational schools and industry to ensure the measurable and sustainable benefits of TeFa.
Tren Penggunaan Problem-Based Flipped Learning Dalam Pendidikan Abad Ke-21: Systematic Literature Review Hadi, Mohamad Irsan; Agustini, Ketut; Suartama, I Kadek
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 3 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i3.4734

Abstract

The transformation of education in the era of the Industrial Revolution 4.0 demands innovative, active, and technology-based approaches. One relevant pedagogical strategy to address this challenge is Problem-Based Flipped Learning (PBFL), which integrates the flipped classroom model with problem-based learning to foster 21st-century skills. This study aims to investigate the publication trends, implementation contexts, challenges, and strategies related to PBFL from 2022 to 2024. A Systematic Literature Review method was employed using the PRISMA protocol, with articles selected from Google Scholar and DOAJ databases. Out of 100 identified articles, 18 met the inclusion criteria and were analyzed thematically. The findings show that PBFL is most frequently implemented in higher education, particularly in science and technology subjects, and is predominantly applied in Southeast Asia. The main implementation challenges include student and teacher readiness, technological infrastructure limitations, and rigid curricular structures. Identified strategies include strengthening the pre-class phase, designing contextual problem-solving activities, utilizing interactive technology, promoting collaborative learning, and conducting ongoing evaluation and reflection. This study provides a comprehensive overview of the potential and challenges of PBFL as an adaptive learning model to support the development of 21st-century competencies across various formal education levels.
Co-Authors ., Gede Supartayasa ., Gede Yogi Karmawan ., Gst. Ayu Kt.Triana f ., Gus Nyoman Widhi Arsa Nugraha ., I Gede Cahyadi ., I Gusti Ayu Komang Nita Indah Pramita ., I Gusti Ngurah Teja Laksana ., I Kadek Agus Suryanata ., I Kadek Oka Mahendra Jaya Pg ., I Made Palguna Yasa ., I Putu Eka Sujaya ., I Wayan Aditya Pratama ., I Wayan Pradnya Setiawan ., Indriana Pratiwi ., Kadek Era Kariadnyani ., Kadek Masdana Mahardika ., Kadek Mawar ., Ketut Rita Supriani ., Komang Ani Pertiwi ., Komang Novi Artini ., M. Restu Fajar ., Made Dedy Sumardana ., Made Yogi Budi Astawa ., Ni Kade Yuni Ratnasari ., Ni Kadek Ani ., Ni Kadek Ayu Rita Agustina ., Ni Kadek Chandra Pratiwi ., Ni Luh Wika Sukmawati ., Ni Made Budiantini ., Ni Putu Ayu Suryaningsih ., Ni Putu Leoni Susiliastana Dewi ., Ni Wayan Rikawati ., Ni Wayan Suaryani Ade Ayu Sri Wulandari Adnyana, I Gusti Kadek Surya Adrianus I Wayan Ilia Yuda Sukmana Adrianus I Wayan Ilia Yuda Sukmana Aisya Purnomo, Putri Eodytha Ajito, Timoteus Akmal Alexander Hamonangan Simamora Alexander Hamonangan Simamora Amelinda, Jovita Anak Agung Gde Yudistira . Anak Agung Gede Agung Anak Agung Gede Agung Anak Agung Gede Agung, Anak Agung Gede Angel Ardila Suci Q A Angga, Pande Made Weda Anggara, I Wayan Agus Dimas Anshori, Kurnia Kahfi Antara, I Gede Wahyu Suwela Ardana, I Wayan Ariawan, Putu Agus Artha, I N. Widya Ayu, Kintan Ayusadewi, Ni Nyoman Bago, Zefania Bhujangga Ayu Putu Priyudahari . Bhujangga Ayu Putu Priyudahari ., Bhujangga Ayu Putu Priyudahari Bramasta, I Gede Bayu Citariani, Ni Maede Desak Putu Parmiti Desak Putu Rimang Narayani ., Desak Putu Rimang Narayani Dewa Gede Agus Putra Prabawa Dewa Nyoman Sudana Dewi Arum Widhiyanti Metra Putri Dewi, Dewa Ayu Sintya Dharma Tari, I Dewa Ayu Eka Purba Diantara, I Komang Arya Drs. I Nyoman Murda,M.Pd. . Drs. Ndara Tanggu Renda Drs. Ndara Tanggu Renda . Drs. Nyoman Wirya . Dziky Muhamad Nurcholif Edwin Edy Sujana Eges Triwahyuni Eka Junaidi Eka Safitri Elly Herliyani Fabianus Bosco Fahriansyah, Faisal Fakhridho SBP Susilo Fifi Fitriana Sari Fitriani, Herdiyana Gede Raga Gede Rasben Dantes Gede Supartayasa Gede Tamba Arya Wargaya . Gede Wira Bayu Gusti Putu Arya Arimbawa Hadi, Mohamad Irsan I Dewa Kade Tastra I Gde Wawan Sudatha I Gde Wawan Sudatha I GdeWawan Sudatha I Gede Agus Setiawan . I Gede Bendesa Subawa I Gede Hendra Prastya . I Gede Hendra Prastya ., I Gede Hendra Prastya I Gede Okta Santikacahya I Gede Raga I Gusti Agung Ayu Wulandari I Gusti Ayu Komang Nita Indah Pramita . I Gusti Ngurah Japa I Gusti Ngurah Putu Mei Wartama . I Gusti Ngurah Putu Mei Wartama ., I Gusti Ngurah Putu Mei Wartama I Gusti Putu Suharta I Kadek Nulus Cittalaksana . I Kadek Oka Mahendra Jaya Pg . I Kadek Suranata I Kadek Teguh Aditya Lorenso . I Kadek Teguh Aditya Lorenso ., I Kadek Teguh Aditya Lorenso I Ketut Bayu Agus Chandra Kamajaya . I Ketut Bayu Agus Chandra Kamajaya ., I Ketut Bayu Agus Chandra Kamajaya I Ketut Darjika Astu I Ketut Gading I Komang Sudarma I Komang Sudarma I Komang Sudarma I Komang Wisnu Budi Wijaya I Made Aditya Dharma I Made Anindya Mardawa . I Made Anindya Mardawa ., I Made Anindya Mardawa I Made Citra Wibawa I MADE DWI WIDNYANA, I MADE DWI I Made Indra Adhi Wikanta I Made Palguna Yasa . I Made Suarjana I Made Sukma Muniksu I Made Tegeh I N. Widya Artha I Nyoman Arya Tegeh Mahendra . I Nyoman Jampel I Nyoman Laba Jayanta I Putu Aditya Widharma Satya Aditya I Putu Eka Sujaya . I Putu Suarmei Artana . I Putu Tresna Windhu Windhu I Wayan Aditya Pratama I Wayan Santyasa I Wayan Santyasa I Wayan Sukra Warpala I Wayan Sukra Warpala Ida Bagus Komang Sudarma . Ida Bagus Putu Arnyana Ida Bagus Widiana . Ida Bagus Widiana ., Ida Bagus Widiana Ignatius I Wayan Suwatra Imamah, Fauzatul Indriana Pratiwi . Irwan Kurniawan . Ismail Nasar Ismail, Fawwaz Abid Naufal Jing, Hou Kadek Ayu Mertasari . Kadek Linda Purnama Sari . Kadek Masdana Mahardika . Kadek Yudik Ariawan Ketut Agustini Ketut Pudjawan Ketut Susiani Khairil Hadi Komang Ardianti ., Komang Ardianti Komang Mega Wedayanti . Krisna Yana, Putu Sastra Kurniawan, I Ketut Septiyan Kusrianto, Wiwin Kusumakarang, I Made Alit Putra Kusumawati, Ni Putu Cista laxmi zahara Luh Ade Sri Lestari . Luh Putu Marliawati Luh Putu Putrini Mahadewi M.Hum Dra. Ni Nyoman Garminah . M.Pd Drs. I Ketut Dibia,S.Pd . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . M.S. ., Luh Putu Putrini Mahadewi, S.Pd., M.S. Made Atmaka Wati . Made Dedy Sumardana . Made Hery Santosa Made Hery Santosa Made Hery Santoso Made Sumantri Mahadewi, Luh Putu Putrini Manik, I Gusti Ayu Manik Aprilia Astuti Manurung, Mega Novela Ulina Martina, Kadek Mirayanti, Ni Made Moh. Farid Mohammad Akhyar Maulana . Muhammad Hafiz Ni Kade Yuni Ratnasari Ni Kade Yuni Ratnasari . Ni Ketut Ertamini Ni Ketut Martini Ni Ketut Suarni Ni Ketut Virna Jayanti Ni Luh Putu Bagiani Ni Luh Putu Jesi Agustini . Ni Luh Putu Kamela Tristiana Dewi . Ni Luh Putu Kamela Tristiana Dewi ., Ni Luh Putu Kamela Tristiana Dewi Ni Luh Putu Megawati . Ni Luh Putu Megawati ., Ni Luh Putu Megawati Ni Luh Putu Yanti Pratiwi ., Ni Luh Putu Yanti Pratiwi Ni Luh Sinter Ni Luh Sumesari Ni Made Agustini . Ni Made Ayu Suryaningsih Ni Made Citra Dewi . Ni Made Dainivitri Sinta Sari Ni Made Suarjani Ni Nyoman Ayu Trisnayani Ni Nyoman Parwati Ni Nyoman Serma Adi Ni Putu Ayu Suryaningsih . Ni Putu Dian Angga Monika Putri Ni Wayan Desi Darmayanti . Ni Wayan Mei Ananda Putri . Ni Wayan Nataliani . Niya Selfiana Panggabean Nurcholif, Dziky Muhamad Nurdin, Syamsul Nurdin, Syamsul Nurhasanah, Enung Nyoman Ayu Aryani . Nyoman Dantes Nyoman Trisna Herawati Pahriah, Pahriah Pande Made Weda Angga Parta Sanjaya . Pasaribu, Grace Melly Pasaribu, Noni Linzilah Mona Pauline Tricia Andriani Philipus Be Naisau Pradita, Made Krisna Astu Pratama, I Wayan Aditya Prof. Dr. Anak Agung Gede Agung,M.Pd . Putri, Septya Novena Putri, Septya Novena Elwana Putu Agus Primandana Putu Eka Budi Utami . Putu Gilang Marya Putra . Putu Gilang Marya Putra ., Putu Gilang Marya Putra Putu Inten Cahaya Dewi . Putu Wika Susi Andriyani Ratna Mei Vidia Ratnasari, Ni Kade Yuni Romi Hartono Samosir, Erni Damayanti Br Santikacahya, I Gede Okta Sherafim, Zefanya Sogen, Afrianto T.L Sri Wedani, Ni Ketut Suartama, I Wayan Agus Sudarma, Komang Sudatha, I Gede Wawan Sudhata, Gde Wawan Sugita Utami, Ida Ayu Nyoman Trisna Sumertini, Ni Kadek Supartayasa, Gede Susilo, Fakhridho SBP Susilo, Fakhridho SBP Suwardana, Ketut Adi Suwirtana Putra, I Gede Juli Syamsul Nurdin Taufik Samsuri Tirza, Juliana Tuange, Junita Sara V. B. Umami, Thessa Sahara Utama, Kadek Dwi Prawira Vidia, Ratna Mei Wadi, Hairil Walidain, Birrul Warpala, Wayan Sukra Wati, Cindy Aprillia Yunita Wawan Sudatha Widiastuti, Ni Putu Kusumawa Windiyani, Komang Yasmiati, Ni Luh Wayan Yenni mesilina Haloho Yuventus Monemnasi