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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Manajemen & Supervisi Pendidikan Jurnal Dimensi Pendidikan dan Pembelajaran Pendas : Jurnah Ilmiah Pendidikan Dasar ABDIMAS SILIWANGI JURNAL PENDIDIKAN TAMBUSAI Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Coopetition : Jurnal Ilmiah Manajemen Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Kewarganegaraan Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Journal of Educational Development (IJED) International Journal of Humanities Education and Social Sciences EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Journal of Educational Sciences Journal of Community Empowerment and Innovation Media Nusantara Journal of Innovation and Research in Primary Education QISTINA: Jurnal Multidisiplin Indonesia Ummul Qura : Jurnal Ilmiah Institut Pesantren Sunan Drajat (INSUD) Lamongan Journal of Artificial Intelligence and Digital Business Journal of Educational Management Research Proceeding of International Conference on Special Education in South East Asia Region JOTTER Jurnal Manajemen Pendidikan Islam AN-NIDA: Jurnal Pendidikan Islam International Journal of Post-Axial: Futuristic Teaching and Learning Journal of Disability At Turots: Jurnal Pendidikan Islam
Lilis Suwandari
Universitas Islam Nusantara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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MENUJU LINGKUNGAN SEHAT: INOVASI PENGELOLAAN SAMPAH DI DESA NAGROG Siti Nur; lilis suwandari; Muhamad Sopyan Syauri N, MZ; Ramdhan Hendrawan; Mukhlis Aburizal Khordowi; Fauzan Rizky Gunawan
Jurnal Pemberdayaan Masyarakat dan Inovasi Vol 4 No 3 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/join.v4i3.1956

Abstract

This study aims to explore the effectiveness of waste management innovations through the provision of specific trash bins and sorting practices in Nagrog Village, as an effort to mitigate the high volume of waste and low public awareness. The primary motivation for this study was to create a healthy and clean environment without relying on composting, while still increasing community participation in waste management. The methodology involved field observations, interviews with residents and village leaders, and the collection of quantitative data related to the volume and frequency of waste collection. The intervention focused on establishing separate trash bins (organic, inorganic, and residual) at strategic points in the village and educating the community about individual waste sorting. This practice aligns with similar models in other villages, such as Tenjolayar and Latsari, which focus on sorting with specific bins. The results showed significant improvement, as points that were usually filled with trash have now begun to decrease. This improvement indicates that the provision of special bins and intensive education can significantly improve environmental cleanliness, even without further waste processing. The researchers concluded that this simple model is effective for villages with limited resources. Sustainable success depends on consistent education, local government support for collection facilities, and the possibility of developing further schemes for organic and inorganic waste in the future.
ANALISIS IMPLEMENTASI TAKSONOMI SOLO DAN TAKSONOMI BLOOM DALAM MENINGKATKAN PEMAHAMAN STRUKTUR TAKSONOMI PENDIDIKAN PADA SISWA DI SDN RAWA BUAYA 07 DAN SDN CENGKARENG TIMUR 03 Lilis Suwandari; Dwi Rahmat; Susilawati; Herawati; Iroh Masruroh
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17899

Abstract

The implementation of learning taxonomies plays an important role in improving students' cognitive development and learning quality in elementary schools. However, classroom learning practices are still predominantly oriented toward Bloom's Taxonomy, while the application of the Structure of the Observed Learning Outcome (SOLO) Taxonomy remains limited. This study aimed to analyze the implementation of SOLO Taxonomy and Bloom's Taxonomy in improving students' understanding of educational taxonomy structures at SDN Rawa Buaya 07 and SDN Cengkareng Timur 03. This study employed a qualitative descriptive approach. The research subjects consisted of principals, fourth- and fifth-grade teachers, and students. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that Bloom's Taxonomy has been systematically implemented in lesson planning, classroom instruction, and assessment practices. In contrast, the SOLO Taxonomy has not yet been explicitly integrated into the learning process due to teachers' limited understanding of its concepts and application. Nevertheless, several learning activities implicitly reflected SOLO levels, particularly at the multistructural and relational stages. The integration of Bloom's and SOLO Taxonomies provides a more comprehensive framework for designing learning activities and assessing students' depth of understanding. Therefore, strengthening teachers' competencies in implementing both taxonomies is essential to support meaningful learning and improve students' higher-order thinking skills in elementary education.
Instructional Support for Self-Development Activities: Teaching Hair Oil Application to Students with Mild Intellectual Disabilities Hellen Nita Fazrin; Lilis Suwandari
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 6 No 1 (2026): IJHESS AUGUST 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v6i1.2021

Abstract

Teaching self-care skills to students with mild intellectual disabilities requires structured, repetitive, and individualized instruction. This study aimed to explore the abilities of third-grade students with mild intellectual disabilities in performing a grooming task applying hair oil as part of a self-development learning program. Using a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis involving three students and one teacher at a special school in Cirebon Regency. The findings revealed that while students were able to follow basic grooming steps, they faced consistent challenges in memory retention, task sequencing, and motor coordination. Emotional responses such as frustration and disengagement were also observed when difficulties occurred. The teacher's use of task analysis, modeling, verbal prompting, and positive reinforcement proved effective in supporting student performance and engagement. This study highlights the importance of individualized, emotionally responsive instruction in life skills education and suggests that even simple grooming tasks can contribute significantly to students’ independence and self-esteem
School Strategy Management in Optimizing Inclusive Education in Public Schools (Descriptive Study at SMKN 1 Palasah and SMPN 2 Dawuan) Eri Arif Munandar; Lilis Suwandari
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32025p397

Abstract

Abstract: This study discusses school strategic management in optimizing inclusive education in public schools, with case studies at SMKN 1 Palasah and SMPN 2 Dawuan, Majalengka Regency. The background of this research is the need for appropriate strategies so that students with special needs receive fair and suitable educational services. The purpose of this study is to identify how schools plan, implement, and evaluate inclusive strategies, and to compare their impact on school culture. This research applied a qualitative descriptive method with data collected through interviews, observations, and documentation. The findings show that both schools are committed to inclusive education, but differ in readiness and implementation. SMKN 1 Palasah tends to apply simple and situational adjustments, while SMPN 2 Dawuan implements a more systematic process including assessment, situation analysis, strategy formulation, implementation, and monitoring. The impact at SMKN 1 Palasah is limited to improving student independence, while SMPN 2 Dawuan shows broader impacts on academic and social development as well as the creation of a more inclusive school culture. The conclusion emphasizes that well-planned strategies, facilities, teacher competence, and collaboration with parents and stakeholders are key to inclusive education success. Schools are recommended to develop clearer strategies, establish special inclusion teams, provide teacher training, and conduct regular evaluations to ensure effective and sustainable inclusive practices. Keywords: Strategic Management, Inclusive Education, Public Schools.
School Family Partnership Management in Character Development of Students in Secondary Education Noneng Sri Rahayu; Lilis Suwandari
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1132

Abstract

Schools as educational institutions have the responsibility to provide an environment that supports the development of student character. In this case, the management of school partnerships with students becomes an important aspect to ensure that positive values can be conveyed and well received by students. The purpose of this study was to obtain information/description and analyze the Management of School Partnerships with Families in the Development of Student Character at SMA Negeri 1 Kawali and SMK Negeri 1 Kawali, Ciamis Regency. This study used a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation studies. The results of the study indicate that partnerships that are well managed through intensive communication, involvement of parents and families in school activities, and understanding of the vision of character education between schools and families, can have a positive impact on the behavior and character values of students. The main supporting factors are the leadership of the principal, the openness of teachers, and the active participation of parents. As a suggestion, schools need to develop a structured and sustainable partnership program, carry out targeted communications as well as conduct training for teachers and parents to strengthen synergy in fostering student character. This research is recommended for teachers as a liaison tool to improve collaboration with families. It also serves as a platform for schools to create synergy in supporting student character development. It also serves as a platform for supervisors to encourage schools to build active partnerships with families to support student character development. It also serves as a resource for future researchers to develop more effective partnership models within the context of character education.
PELUANG DAN TANTANGAN COACHING DIGITAL 1-ON-1 DALAM SUPERVISI ANDRAGOGI UNTUK PENGEMBANGAN KOMPETENSI PROFESIONAL GURU : (Studi Fenomenologi di SDN Lemburmuncang Kecamatan Soreang Kabupaten Bandung) Nopyanti, Fitri; Nurul Inaya, Maula; Nurkholidah, Yusi; Syamrotu Sya`adah, Iis; Nelly Syarifah, Maya; Suwandari, Lilis
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56089

Abstract

This study aims to explore the opportunities and challenges of implementing andragogy-based 1-on-1 digital coaching in developing teacher professional competence in elementary schools. The research is motivated by the paradigm shift in educational supervision from an administrative and evaluative approach to a more humanistic, dialogical, and empowering approach. In the context of digital transformation in education, 1-on-1 digital coaching is seen as a supervisory innovation that enables principals to carry out flexible, personalized, and sustainable teacher professional development through the use of digital technology. This study focuses on identifying opportunities, challenges, and perceptions of principals and teachers regarding the implementation of andragogy-based 1-on-1 digital coaching in supporting teacher professional competence development. This study uses a qualitative approach with a phenomenological method. The research location is SDN Lemburmuncang, Soreang District, Bandung Regency. The research subjects consisted of one principal and five teachers selected using a purposive sampling technique. Data collection was conducted through semi-structured interviews, limited observations, and documentation studies. Data validity was achieved through source triangulation, technical triangulation, member checking, and diligent observation. Data analysis used an interactive model developed by Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and drawing and verifying conclusions. The results of the study indicate that the implementation of 1-on-1 digital coaching is supported by three main factors: support for the Merdeka Belajar (Freedom to Learn) policy and the Merdeka Mengajar (PMM) platform, the availability of adequate technological infrastructure, and teachers' intrinsic motivation as adult learners to reflect and develop themselves. Challenges faced include technical constraints in the form of unstable internet connections, gaps in digital literacy competency among teachers, and cultural barriers in the form of the old paradigm that views supervision as an inspection and assessment activity. Furthermore, the study found that 1-on-1 digital coaching has a positive impact on improving teachers' professional and pedagogical competencies through critical reflection, transformative learning, and independent development of learning solutions. From the principal's perspective, this model also improves supervision efficiency through a digital data-based documentation and monitoring system.
OPTIMALISASI PROGRAM SUPERVISI AKADEMIK BERBASIS COACHING DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SD NEGERI 229 CIBADUYUT KOTA BANDUNG TAHUN PELAJARAN 2025-2026 Lilis Suwandari; Ai Yunita; Romlah Rosmawati; Neneng Dian Handayani; Kiki Yuwantika; Jejen Rohandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57818

Abstract

  This study aims to optimize a coaching-based academic supervision program using the TIRTA (Objective, Identification, Action Plan, and Responsibility) model to improve the quality of learning at SD Negeri 229 Cibaduyut, Bandung, in the 2025-2026 academic year. Using a School Action Research (PTS) design with a predominantly qualitative approach, the study involved 16 teachers as subjects. The supervision process was integrated into three stages: pre-observation, observation, and post-observation, with TIRTA coaching implemented in two main action cycles, preceded by a pre-cycle as a baseline. Data were collected through classroom observations, interviews, and checklists, and analyzed descriptively using score categorization. The results showed a significant improvement: the average supervision score from the pre-cycle (70, good category) increased to 81.5 in cycle I and 86.78 in cycle II (very good category), representing an overall 23.97% increase. Improvements were seen in administrative and classroom aspects, supported by collaboration, intense communication, and a humanistic approach aligned with national policies such as Permendikbud No. 16/2022, Perdirjen GTK No. 2626/2023, and the Independent Curriculum. The conclusion states that TIRTA coaching-based supervision effectively improves teachers' pedagogical competence, contributing to the quality of continuing education. Recommendations: consistent monitoring and further research to address challenges such as time constraints.
PENINGKATAN KOMPETENSI GURU MELALUI SUPERVISI AKADEMIK BERBASIS COACHING DENGAN PENDEKATAN INKUIRI KOLABORASI Mohammad Yogi Hamdi; Ari Lutfia Sari; Putri Nabilah; Noviyanti; Theresa Heidi A Kanadjara; Lilis Suwandari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62800

Abstract

  This study aims to analyze the implementation of coaching-based academic supervision using a collaborative inquiry approach to enhance teacher competence at SMAN 23 Bandung. The research focuses on the execution of this supervision model, changes in teacher competence before and after its implementation, the approach's contribution to competence improvement, and the obstacles encountered along with strategies to overcome them. A qualitative descriptive research design was employed. Data were collected through observation, in-depth interviews, and document analysis, and subsequently analyzed using the stages of data reduction, data display, and conclusion drawing. The results indicate that coaching-based academic supervision utilizing a collaborative inquiry approach was carried out through stages involving planning, classroom observation, joint reflection, coaching, and follow-up in a participatory and collaborative manner. Implementing this approach successfully enhanced teacher competence across several areas: lesson planning, instructional delivery, the use of media and technology, learning evaluation, and self-reflection and professional development. Furthermore, the coaching approach encouraged teachers to become more reflective, creative, confident, and responsible for improving the quality of instruction. Obstacles identified included time constraints, uneven understanding of coaching among teachers, an underdeveloped culture of reflection, and the need for further improvement in principals' coaching skills. These challenges were addressed through improved supervision planning, ongoing dissemination and mentoring, the cultivation of a reflective habit, and training for supervisors. In conclusion, coaching-based academic supervision using a collaborative inquiry approach serves as an effective strategy for enhancing teacher competence while fostering higher-quality instruction and a collaborative culture within the school.    
Authentic Canteen Transactions To Improve Money-Value Equivalence In A Phase C Student With Intellectual Disability Amalia Birahmatika; Lilis Suwandari
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.618

Abstract

Phase C students with intellectual disability often struggle to understand money-value equivalence, a functional skill essential to independence in everyday transactions, because conventional instruction has not linked the material to real experience. This study examines the effect of contextual learning (CL) on improving the understanding of money-value equivalence in a Phase C student with an intellectual disability at SLB BC Murni, Bandung. The method used was single subject research with an A1-B-A2 design. Data were collected through a rubric-based performance test covering seven ability aspects and analysed using visual analysis within and between conditions. The results show that the subject's initial ability at baseline-1 was 52.4%, rising consistently to 61.9%, 81.0%, and 90.5% across the three intervention sessions, and reaching 100% at baseline-2 after the intervention was withdrawn, with a Percentage of Non-overlapping Data (PND) of 100%, indicating a highly effective intervention. The novelty of this study lies in separating the construct of denomination recognition from that of money-value equivalence, and in the use of an authentic transaction context rather than a classroom simulation, so that the skill is formed without an additional generalisation stage. The study concludes that contextual learning through graduated authentic shopping activities effectively improves and maintains the understanding of money-value equivalence in a Phase C student with an intellectual disability in a meaningful and applicable manner.
IMPLEMENTASI SUPERVISI AKADEMIK BERBASIS PEDAGOGIK MODERN DALAM PENGUATAN KUALITAS INSTRUKSIONAL GURU SMK Aldi Dzulfikar Siddiq; Deden Fauzi Kurnia; Irma Nurlaela Purnamasari; Kemalawati Dewi; Trimans Yogiana; Lilis Suwandari
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13611

Abstract

ABSTRACT The instructional quality of vocational high school teachers is a crucial aspect in responding to vocational learning demands that are adaptive to technological development, students’ needs, and the world of work. However, academic supervision in schools is still often perceived as an administrative activity rather than a professional development process that strengthens modern pedagogy. This study aims to describe the implementation of modern pedagogy-based academic supervision in strengthening teachers’ instructional quality at SMK KP 3 Majalaya, focusing on planning, implementation, evaluation, follow-up, and its supporting and inhibiting factors. This study employed a qualitative approach with a descriptive case study design. Data were collected through interviews, supervision process observation, classroom observation, documentation study, and field notes. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that academic supervision was implemented systematically through needs analysis, pre-observation, classroom observation, reflection, feedback, follow-up, and monitoring. The supervision process also began to integrate modern pedagogical principles, including student-centered learning, differentiated instruction, technology utilization, formative assessment, and teacher reflection. Academic supervision contributed to the improvement of teaching modules, instructional methods, learning media, assessment practices, and student engagement. The main challenges included uneven teacher understanding of supervision, administrative workload, the need for differentiated student worksheets, and the suboptimal use of technology. This study concludes that modern pedagogy-based academic supervision can serve as a professional development strategy for vocational high school teachers when supported by instructional leadership, a reflective culture, and continuous follow-up. ABSTRAK Kualitas instruksional guru SMK menjadi aspek penting dalam menjawab tuntutan pembelajaran vokasional yang adaptif terhadap perkembangan teknologi, kebutuhan peserta didik, dan dunia kerja. Namun, supervisi akademik di sekolah masih sering dipahami sebagai kegiatan administratif, bukan sebagai proses pembinaan profesional yang mampu memperkuat pedagogik modern. Penelitian ini bertujuan mendeskripsikan implementasi supervisi akademik berbasis pedagogik modern dalam penguatan kualitas instruksional guru di SMK KP 3 Majalaya, dengan fokus pada perencanaan, pelaksanaan, evaluasi, tindak lanjut, serta faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui wawancara, observasi proses supervisi, observasi pembelajaran, studi dokumentasi, dan catatan lapangan. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi akademik berbasis pedagogik modern dilaksanakan secara sistematis melalui analisis kebutuhan, pra-observasi, observasi pembelajaran, refleksi, umpan balik, tindak lanjut, dan monitoring. Supervisi juga mulai mengintegrasikan prinsip pedagogik modern, seperti pembelajaran berpusat pada peserta didik, diferensiasi, pemanfaatan teknologi, asesmen formatif, dan refleksi guru. Supervisi berkontribusi terhadap perbaikan modul ajar, metode pembelajaran, media, asesmen, dan keterlibatan peserta didik. Kendala utama meliputi pemahaman guru yang belum merata, beban administrasi, kebutuhan LKPD diferensiasi, dan pemanfaatan teknologi yang belum optimal. Penelitian ini menyimpulkan bahwa supervisi akademik berbasis pedagogik modern dapat menjadi strategi pembinaan profesional guru SMK apabila didukung oleh kepemimpinan instruksional, budaya reflektif, dan tindak lanjut berkelanjutan.
Co-Authors , Yasinta Lesu Dares Abda Abda Achmad Mudrikah Ade Hernawan Ade Sumartini Adhimah, Sadiyatu Nuh Agus Ruswandi Ahmad Mugni Almarogi Ahmad Mugni Almarogi Ahmatika, Deti Ai Yunita Ajat Sudrajat Aldi Dzulfikar Siddiq Almarogi, Ahmad Mugni Amalia Birahmatika Anggraeni, Rishawarti Anita Fitri Rahmawati Ari Lutfia Sari Arif Firmansyah Ashima Ailya Cece Hidayat Cecep Suryana, Cecep Danang Ari Wibowo Deby Fitriyani Deden Fauzi Kurnia Dini Ahmad Hidayat Dini Komalasari Dodi Manulung Dwi Endah Pertiwi Dwi Rahmat Eka Yuli Astuti Elis Ela Sumyati Emay Mastiani Eri Arif Munandar Erta Apriata Fadila Rahma Ghoer Faiz Ramdhan Azmalia Fajar Indra Septiana Fany Oktavia Fauzan Rizky Gunawan Finsa Muhamad Pratama Fitriani, Seni Hanafiah Handayani, Noneng Hasan J, Muhamad Heerlina, Nina Hellen Nita Fazrin Hendri Abdul Qohar Herawati Hidayah, Deni Hidayat, Pian Firman Ima Nurhikmah Indiah Wisjnu Sulistyorini Indiah Wisjnu Sulistyorini Irma Nurlaela Purnamasari Iroh Masruroh Jejen Rohandi Kemalawati Dewi Khoerani, Riska Kiki Yuwantika Kuswanda, Wawan Latifah, Aida Leni Eka Yuniar Lina Mulyani Maman Suherman Mardiana , Nina Mardiyati, Mardiyati Maulani, Susan Meliyanti Moch Irwan Hermanto Mohammad Yogi Hamdi Mugni Almarogi, Ahmad Muhaemin , Akhmad Muhamad Sopyan Syauri N, MZ Mukhlis Aburizal Khordowi Munandar, A. Hafid Munandar, Eri Arif Murniarti Mustofa Nahdiah, Indah Nelly Syarifah, Maya Nenden Rosmaya Neneng Dian Handayani Noneng Sri Rahayu Nopyanti, Fitri Normayunita, Rizki NOVIYANTI Novrizal Nuniek Prahesti Wijayanti Nurdiana, Irfan Intan Nurhasanah, Intan Nurkholidah, Yusi Nurlaeli, Leli Nurmilah, Irma Nurul Inaya, Maula Picki Andriani Puji Astuti Purnamasari, Feny Afifah Putri Nabilah Rahayu, Diah Daniswara Ramdhan Hendrawan Rati Supriatin Ratih Cahyani Ratna Dewi Revita Yanuarsari Rika Khendrayati Rike Junia Ningarumsari Rinrin Suryaningsih Romlah Rosmawati Rosmaya, Nenden Rosmuliawati, Ade Siti Sahru Abdul Muhsin Saktika Rohmah Fajarwati Samsuri, Mohamad Ridwan A. Saniputri, Regina Maheswari Sanjaya, Dinar Saoqy Noor Muhammad Isa Saripah, Eneng Setiawan, Edwar Siti Nur Siti Nur Amanah Siti Rachmah Siti Rachmah Sodiran Sri Sumarni Sri Wahyani, Sri Suqya Rahmah Susilawati Susilowaty, Susilowaty Sutaryat Trisnamansyah Syamrotu Sya`adah, Iis Syuhada, Imam Tanti Teni Pursina Teti Ratnawulan Theresa Heidi A Kanadjara Trimans Yogiana Umara, Rohmat Usman Usman Wahyu Satya Gumelar Wiwin Nurhayati Yanti Humaira Fitriyani Yuningsih, Dede Yuningsih, Yuyun Zakia, Helmi Zulfa Rahmah Effendi