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Ade Eka Anggraini

Universitas Negeri Malang

Author-ID : 2138435

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Internalisasi Nilai Falsafah Banjar Waja Sampai Kaputing dalam Pembentukan Etika Keilmuan Sekolah Dasar Syafira Nurhanifa; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini; Imam Suyitno; Shirly Rizki Kusumaningrum
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3207

Penelitian ini bertujuan untuk mengkaji internalisasi nilai falsafah Banjar Waja Sampai Kaputing (WASAKA) dalam pembentukan etika keilmuan siswa sekolah dasar melalui pendekatan Systematic Literature Review (SLR). Falsafah WASAKA, yang bermakna “bekerja keras hingga tuntas” dan “pantang menyerah sampai akhir”, mengandung nilai-nilai kerja keras, ketekunan, tanggung jawab, dan disiplin yang relevan dengan penguatan karakter ilmiah siswa. Kajian ini dilakukan dengan menganalisis artikel yang telah dipublikasi pada tahun 2021–2025 yang diperoleh dari database melalui Google Scholar dengan bantuan perangkat Publish or Perish 8. Proses seleksi mengikuti protokol PRISMA, meliputi tahap identifikasi, penyaringan, kelayakan, dan inklusi, hingga diperoleh lima artikel yang memenuhi kriteria penelitian. Temuan utama menunjukkan bahwa internalisasi nilai WASAKA berdampak positif terhadap pembentukan etika keilmuan siswa, terutama dalam menumbuhkan sikap ilmiah, rasa tanggung jawab, kejujuran, dan semangat pantang menyerah dalam belajar. Dengan demikian, falsafah lokal Banjar dapat dijadikan dasar penguatan karakter dan integritas ilmiah siswa sekolah dasar, sekaligus memperkaya pendidikan berbasis kearifan lokal di Indonesia.

Melestarikan Tradisi Nusantara: Eksplorasi Budaya Jawa Timur dan Topeng Malangan melalui Inovasi Digital di New South Wales Hanafi , Yusuf; Anggraini, Ade Eka; Khotimah, Khusnul; Purwanto, Nanang; Siki, Irene Milenia
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.21104

Background: Upaya pelestarian budaya Indonesia di luar negeri menghadapi tantangan akibat terbatasnya materi edukasi menarik dan inovasi teknologi, terutama bagi komunitas diaspora. Pengabdian ini bertujuan meningkatkan pengetahuan serta apresiasi terhadap Topeng Malangan di New South Wales (NSW), Australia, melalui pendekatan inovatif berbasis Augmented Reality (AR). Metode: Kegiatan dilaksanakan pada 22-26 Juli 2025 di NSW dengan melibatkan 30 siswa diaspora. Metode yang diterapkan mencakup persiapan media digital "The Malangan Mask", workshop interaktif pengenalan filosofi karakter Panji, serta evaluasi melalui Mix and Match Game. Instrumen penilaian menggunakan kuesioner dan observasi langsung untuk mengukur efektivitas media digital AR. Hasil: Hasil kegiatan menunjukkan peningkatan signifikan pemahaman siswa terhadap karakter Raden Panji Asmarabangun dan Dewi Sekartaji. Penggunaan teknologi AR berhasil meningkatkan interaktivitas belajar, di mana siswa mampu mengidentifikasi simbolisme warna dengan tingkat akurasi di atas 90%. Kesimpulan: Eksplorasi budaya melalui inovasi digital terbukti efektif sebagai strategi menjaga eksistensi kearifan lokal di era disrupsi, sekaligus memperkuat identitas nasional siswa diaspora Indonesia di kancah internasional.

Ethical Implications of Artificial Intelligence Implementation in Elementary Schools: A Systematic Review Ani Nuryani; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2993

Artificial Intelligence (AI) implementation in elementary education presents both transformative opportunities and ethical challenges that require systematic examination. This study examines AI implementation forms, impacts, and ethical implications in elementary education through systematic literature review. Following PRISMA guidelines, 16 articles published between 2020-2025 were analyzed from Google Scholar, Springer, ScienceDirect, and Taylor & Francis databases. PICO framework guided inclusion/exclusion criteria focusing on AI implementation in elementary schools and ethical considerations. AI implementation encompasses personalized content delivery systems, analytics-based student management, and pedagogical strategies utilizing diverse tools (chatbots, intelligent tutoring systems, educational robots). Positive impacts include enhanced student motivation, creativity, engagement, and teaching efficiency. However, significant concerns emerged regarding algorithmic bias, privacy violations, technological dependency, academic integrity, and digital divide. Critically, ethical frameworks remain inadequately integrated into elementary curricula, creating vulnerabilities for young learners. Successful AI integration requires comprehensive approaches addressing teacher preparation, structured ethical education, clear institutional policies, and equity-oriented strategies. Educational leaders must adopt ethical leadership prioritizing student privacy, algorithmic fairness, and educational justice. Future research should employ longitudinal and experimental designs across diverse contexts to develop evidence-based frameworks for ethically-informed AI implementation in elementary education.

Generative AI in Educational Research: Opportunities, Integrity Risks, Ethical Challenges: A Prisma Guided Systematic Review Kusumawati Shindi Nur Rahmawati; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3106

This study systematically examines the opportunities, academic integrity risks, and ethical challenges associated with the use of Generative Artificial Intelligence (GenAI) in educational research. A PRISMA guided systematic literature review was conducted using five major databases: SpringerLink, ScienceDirect, Taylor & Francis, Emerald, and MDPI covering publications from 2020 to 2025. A total of 28 peer-reviewed articles met the inclusion criteria and were analyzed through thematic synthesis and bibliometric mapping using VOSviewer. The findings identify three dominant themes: (1) research opportunities, where GenAI enhances literature exploration, academic writing, and analytical efficiency; (2) risks to academic integrity, including AI-assisted plagiarism, ghostwriting, and reduced critical reflection; and (3) the growing need for ethical frameworks and AI literacy emphasizing responsibility, transparency, and accountability in research practices. Bibliometric results reveal an increasing concentration of high-impact (Q1–Q2) publications and expanding international collaboration on AI ethics in education. Theoretically, this study adopts an axioetic approach, understood as the integration of epistemic knowledge and moral values, to interpret ethical tensions arising from GenAI use in research. Practically, the findings provide guidance for researchers, higher education institutions, and policymakers in developing ethical guidelines, strengthening AI literacy, and promoting transparent research standards. Overall, GenAI should be positioned as a reflective research partner rather than a substitute for human intellectual and ethical responsibility.

Ethnopedagogy as an Integrative Framework for Developing Scientific Ethics and Character Integrity in Elementary Education: A Systematic Literature Review Juwanti Juwanti; Oktaviani Adhi Suciptaningsih; Aynin Mashfufah; Ade Eka Anggraini
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3111

Elementary education requires innovative approaches that integrate character development with cultural values to address Society 5.0 challenges. This systematic literature review synthesizes empirical evidence on ethnopedagogy's contribution to developing scientific ethics and character integrity among elementary school students. Following PRISMA 2020 guidelines, we systematically searched seven databases (Scopus, ERIC, SAGE, DOAJ, Google Scholar, Garuda, Neliti) for peer-reviewed articles published between 2022-2025. Initial screening identified 280 articles, reduced to 30 high-quality studies through systematic selection using JBI and CASP quality appraisal tools. Thematic analysis synthesized findings across moral values, social competencies, academic integrity, pedagogical approaches, and community engagement dimensions. Ethnopedagogical approaches consistently cultivated moral values through culturally embedded learning experiences, enhanced social competencies via collaborative cultural practices, and developed academic integrity through rule-governed traditional activities. Discovery learning models based on local wisdom significantly increased students' curiosity, responsibility, and cultural understanding. Community involvement emerged as essential infrastructure, with active partnerships strengthening character development outcomes. However, urban-rural disparities and implementation variability indicate context-specific adaptation needs. Findings support ethnopedagogy as a comprehensive framework integrating affective dispositions and cognitive-behavioral competencies. The four-stage integrative model—cultural exploration, reflective internalization, contextual application, and character transformation—provides theoretically grounded guidance for culturally responsive character education. Future research should address methodological limitations through experimental designs, longitudinal investigations, and cross-cultural comparative studies to strengthen evidence-based implementation.

The Integration of Digital Interactive Whiteboards in Elementary School Education: A Literature Review Based on the TPACK Framework Saputri, Kiki Niken; Anggraini, Ade Eka; Nusantara, Toto; Pristiani, Riska; Arifin, Slamet
Cybersecurity and Innovative Technology Journal Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/citj.v4i1.880

This study seeks to analyze and synthesize the outcomes of previous studies about the implementation of PID in elementary education using the TPACK framework as a framework for analysis. This study is a review of scientific literature that analyzes ten scientific articles found in national and international scientific journals accessed via the Google Scholar, ERIC, and ScienceDirect databases. The technique utilized in analyzing the data involves collecting, coding, organizing, and synthesizing the information derived from the research. Based on the findings of this study, PK and TPK are identified as the most dominant dimensions of TPACK in the process of implementing PID in the classroom setting. On the other hand, TK and TCK were recognized as the weakest elements among the ten articles examined. It can be inferred from these findings that teachers are more at ease discussing instructional matters and integrating technology in their teaching methods, but still have issues in terms of technical proficiency in using devices and integrating technology in the curriculum content. In addition, it was also noted that teachers who used student-centered pedagogy effectively developed transformative TPACK, while teachers who utilized teacher-centered pedagogy failed to do so. Contextual knowledge (CK) has similarly been found to be an essential variable in moderating the effectiveness of PID implementation in various school contexts. In summary, the results obtained in this study prove that the effectiveness of PID implementation in elementary schools is not only contingent upon the presence of technology tools and their use in training sessions, but more importantly, the effective implementation of PID relies on the appropriate combination of all the seven TPACK components, especially TK and TCK, a student-centered instructional model, and careful considerations of the teaching and learning context. Finally, it is recommended that there should be more holistic, collaborative, and sustainable professional development programs for teachers, as well as future studies involving experimental and longitudinal research designs to investigate the effects of different TPACK training approaches in elementary schools.

Bruner's Theory Constructivist Learning on the Ability to Understand Mathematical Concepts of Elementary School Students Yunita Wildaniati; Ummi Nur Rokhmah; Susana Eka Dewi; Fattah Hanurawan; Ade Eka Anggraini
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.15511

AbstractHaving the ability to understand concepts is fundamental to learning math, and it is important for students. This study is directed to examine the impact of Bruner's constructivist learning approach on elementary school students' ability to understand mathematical concepts. The type of research used is pre-experimental with a one group pre-test-post-test design. This study focuses on grade IV students from SDN 04 Ardirejo, Kepanjen Regency Malang. Data was collected using a written test in the form of a description of 5 points of pre-test questions and 5 points of post-test questions. Research data was analyzed using descriptive and inferential statistics with a paired sample t-test. The test results of the t test obtained that tcount is 20.065 while ttable is 2.059. Because 20,065 > 2,059, the tcount > ttable, it can be concluded that there is a significant influence from the application of Bruner's theoretical constructivism learning on the ability to understand mathematical concepts of grade IV students of SDN 04 Ardirejo, Kepanjen Regency Malang.Keywords: bruner's theory of constructivism, understanding mathematical concepts.AbstrakMemiliki kemampuan untuk memahami konsep adalah hal fundamental dalam belajar matematika, dan hal ini penting bagi siswa. Studi ini diarahkan untuk mengkaji dampak dari pendekatan pembelajaran konstruktivisme yang dikembangkan oleh Bruner, terhadap kemampuan siswa sekolah dasar dalam memahami konsep-konsep matematika. Jenis penelitian yang digunakan adalah pre eksperimental dengan desain one group pre-test-postest. Subjek dalam penelitian ini adalah siswa kelas IV SDN 04 Ardirejo Kepanjen Regency Malang. Pengumpulan data dilakukan dengan menggunakan tes tertulis bentuk uraian sebanyak 5 butir soal pretes dan 5 butir soal post-test. Analisi data penelitian dilakukan dengan menggunakan statistik deskriptif dan inferensial dengan uji paired sample t-test. Hasil pengujian uji t diperoleh bahwa thitung bernilai 20,065 sedangkan ttabel sebesar 2,059. Karena 20,065 > 2,059 maka thitung > ttabel sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari penerapan pembelajaran konstruktivisme teori Bruner terhadap kemampuan pemahman konsep matematis siswa kelas IV SDN 04 Ardirejo Kepanjen Regency Malang.Kata kunci: konstruktivisme teori bruner, pemahaman konsep matematis.

Implementing Small Group Discussion and Gallery Activities for Elementary School Students’ Speaking Skills Septina Asmaul Fauziah; Shirly Rizki Kusumaningrum; Ade Eka Anggraini; Radeni Sukma Indra Dewi
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ad4p8z80

This study aims to identify the teaching techniques used by teachers in developing students' speaking skills and to describe the implementation stages, including pre-implementation, execution, and reflection. The study involved 28 fourth-grade elementary school students in the context of Indonesian language learning. A descriptive qualitative method was employed, with data collected through observation, interviews, and document analysis to capture the dynamics of classroom interaction. The findings reveal that the Small Group Discussion technique, when integrated with Gallery Walk activities, effectively enhances students’ speaking skills by providing structured opportunities to discuss, express ideas, and respond to peers’ work. In addition, this combination creates a more participatory and interactive learning environment, allowing students to gradually build confidence in speaking. Therefore, the integration of Small Group Discussion and Gallery Walk can serve as a practical and effective teaching technique to support the development of speaking skills in elementary education.

Building a Literate Generation: The Role of Teachers in Diagnosing and Developing Reading Literacy among Students at the Indonesian School in Jeddah Adi Atmoko; Ade Eka Anggraini; Khusnul Khotimah; Irene Milenia Siki; Santy Dinar Permata; Oriza Zativalen
Warta LPM WARTA LPM, Vol. 28, No. 3, November 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/warta.v28i3.13056

This program aims to improve students' reading literacy by strengthening teachers' professional competencies in conducting relevant and contextual diagnostic assessments of reading difficulties in multilingual and multicultural environments. The main challenges in the field are teachers' lack of understanding of effective diagnostic assessment concepts and methods, as well as the limited availability of structured assessment tools. In the context of globalization, reading skills are a major factor in students' academic success and adaptation. This activity includes seminars, theoretical and practical training, and assistance in developing valid and reliable diagnostic instruments. The community service activity was held on August 3 to 7, 2025, involving 40 teachers from various educational backgrounds. Teachers were trained to accurately identify students' reading difficulties so that learning interventions could be designed in a targeted and sustainable manner. The results of this activity showed an increase in teachers' understanding of the concept of diagnostic assessment and higher student reading motivation. Teachers acquired practical skills in developing and using diagnostic instruments that can be used on an ongoing basis. This increase in competence is expected to strengthen the position of schools as adaptive and data-driven educational institutions. Thus, this program can make a real contribution to improving the quality of reading literacy and supporting the sustainable development of international education in Indonesian schools abroad.

Dampak Metode Struktural Analitik Sintetik (SAS) dan Dukungan Orang Tua terhadap Kemampuan Calistung Siswa SD Irene Milenia Siki; Imam Suyitno; Ade Eka Anggraini; Eddy Sutadji; Sri Rahayuningsih
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 33 No. 1 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v33i12024p1-13

The lack of research on the impact of the SAS method and parental support on the literacy skills of elementary school students is the background of this study. Literacy skills are the basis that must be possessed by students to support further understanding. The purpose of the study was to determine the impact of the SAS method and parents in improving literacy skills. The research used databases, namely open knowledge maps, publish or perish, and google scholar. Data collection refers to the PRISMA diagram. Out of 600 articles, 34 articles were used in the research. The data analysis technique was descriptive qualitative. The results showed that the SAS method forms the basis of literacy, increases learning motivation, and advances students' visual and numerical abilities. Parents' role in providing a learning environment encourages students' reading habits. The combination of the SAS method at school and parents significantly improved students' literacy skills. Minimnya penelitian tentang dampak metode SAS dan dukungan orang tua terhadap kemampuan calistung siswa SD melatarbelakangi penelitian ini. Kemampuan calistung menjadi dasar yang harus dimiliki oleh siswa untuk mendukung pemahaman lebih lanjut. Tujuan penelitian untuk mengetahui dampak metode SAS dan orang tua dalam meningkatkan kemampuan calistung. Penelitian menggunakan database, yakni openknowledge maps, publish or perish, dan google scholar. Pengumpulan data mengacu pada diagram PRISMA. Dari 600 artikel, 34 artikel digunakan dalam penelitian. Teknik analisis data berupa deskriptif kualitatif. Hasil penelitian menunjukkan metode SAS membentuk dasar literasi, meningkatkan motivasi belajar, dan memajukan kemampuan visual serta numerik siswa. Peran orang tua dalam menyediakan lingkungan belajar mendorong kebiasaan membaca siswa. Kombinasi metode SAS di sekolah dan orang tua secara signifikan meningkatkan kemampuan calistung siswa.

Co-Authors ADE HIKMAT Adi Atmoko Afandi, Alia Nur Husna Ahmad Khoiri Ahmad Yusuf Sobri Alfan, Muhammad Alif Mudiono Alif, Mohammad Rizky Noer Alviana, Fibri Ledia Amina Divina P Anang Santoso Ani Nuryani Arief Styo Nugroho Astika Berliana Wanti Astutik, Dwi Widi Atikah Nur Izzah Atna Tiningrum Aulia Al Tsani Izzati Aynin Mashfufah AYU RETNANI, ORENTA Azizatus Zahro' Azizi, Ata Fauzi Bahari, Priya Kusuma Bahari Bayu, Jaka Tirta Budi Lestari Cahyadi, Firman Deo Arief Oktavianto Desi Hermawati, Desi Dewi, Susana Eka Diah Aulia Azizatur Rohmah Dian Fitriyanti Dina, Lia Nur Atiqoh Bela Dyana Maftuhatu Rosyidah Eddy Sutadji Effendi, Muhammad Idris Eka Nurul Mualimah Elih Solihatulmilah Elsa Haruna Dewi Endrik Mas Yulaidi Enio Kang Mohd Sufian Kang Evi Rizqi Salamah Faisal Faliyandra Faizah, Siti Faizah, Zulia Nurul Farah Labibah Fatikh Inayahtur Rahma Fauziah, Nanda Nissa Fina Arianti Fira Khurliyah Firda Dwi Lestari Fitriah, Ulfa Laelatul Galih Ayuningtyas Gatut Susanto Ghazali, Norliza Hanafi , Yusuf Hanurawan, Fattah Hardhita, Rizki Septa Hariyanto Hariyanto Hariyanto Haryanto, Henzi Hasanah, Annisa Hayu, Ratna Hikmatus Saadah Imam Agus Basuki Imam Safi'i Imam Suyitno Intan Sari Rufiana Irene Milenia Siki Izza, Rochmatul Jaka Nugraha Jaka Tirta Bayu Juharyanto Juharyanto Juwanti Juwanti Kartika Arlianasari Nurrohmah Khairun Nisa Kholifatul Khoir, Ani Khurliyah, Fira Khusnul Khotimah Khusnul Khotimah khusnul khotimah Kumala Ningrum, Dewi Kusubakti Andajani Kusumajanti, Wahju Kusumawati Shindi Nur Rahmawati Kusumawati Shindi Nur Rahmawati Lenni Marlina Lestari, Dewi Tri Lia Nur Atiqoh Bella Dina Lili Kasmini Lilik Binti Mirnawati Linda Puspita Luali, Nihayatul Luqman Luqman Luqman, Luqman Luswandari, Wulan Fatikhah Luthfiyah, Hullatul Lutvitasari, Aprilia Dista Ma'ruf Mustofa Ma'ruf Mustofa Makrifah, Arin Nurul Mardhatilah, Mardhatilah Mardhatillah Mardhatillah Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Marianah, Dina Masruroh, Aizzatul Mat, Hamidah Mauidah, Siti May Yati Misrianah Misrianah Mochamad Auliya' Akbar Mochammad Amirudin Ichda Moh. Rozy Zamroni Mohammad Yusuf Randy Mohd Nasir, Farah Damia Mualimah, Eka Nurul Mudrikah Mudrikah Mudrikah Mudrikah Mudrikah, Mudrikah Muhammad Aidi Noor Ihsan Muhammad Gazali Muhammad Hafidhi, Nur Muhardila Fauziah Nabila Mutiara Bilqis Nabilla Fissalma Naila, Ishmatun Nanang Purwanto Ningsih, Tutut Hartina Ilmiah Nita Shinta Sari Nugraha, Dhike Softa Permata Nur Muhammad Hafidhi Nurfirmansyah, Iqbal Setya Nurul Azizah Nurul Rahmawati Okta Mela Cikal Santoso Okta Mela Cikal Santoso Oktaviani Adhi Subuatningsih Oktaviani Adhi Suciptaningsih Oriza Zativalen Oriza Zativalen Oriza Zativalen, Oriza Pahlevi, Mohammad Bintang Hadiansyah Puji Siswanto Punaji Setyosari Purwanto Pusnawati, Yeni Putri Wahyuningtyas Radeni Sukma Radeni Sukma Indra Radeni Sukma Indra Dewi Rahmadani, Desi Rahman, Fatchur Rahmawati, Dian Nur Rahmayanti, Rissky Rahmayanti, Riszky Rani, Noorazi Ratna Ekawati Riefala, Salsadilla Indra Rifqi Al Farizza Riska Pristiani Riszky Rahmayanti Rokhmah, Ummi Nur Roki’ Amrullah Romawanti, Istri Sa'dun Akbar Saadah, Hikmatus Safitri Wulandari Salis Fariha Ramadhani Salwa Sausanti Salwa Sausanti Santy Dinar Permata Sapti Wahyuningsih, Sapti Saputri, Kiki Niken Sausanti, Salwa Sekar Rastri Ardyaputri Selfiana Annisa Septina Asmaul Fauziah Shalihat, Entin Shirly Rizki Kusumaningrum Siki, Irene Milenia Silviana Nur Faizah Siregar, Trio Erawati Siti Faizah Siti Faizah Siti Faizah Siti Lami'ah Siti Mas’ula Siti Mas’ula Siti Mufidah Siti Salina Mustakim Situmorang, Raja Uruk Slamet . Slamet Arifin Slamet Arifin Sobri, Sobri Sofianto, Rahadian Solihatulmilah, Elih Sri Rahayuningsih Sri Rahayuningsih Sri Untari Sri Untari Sufian Kang, Enio Kang Mohd Suherman, Suherman Sulaeman, Yeni Sumarmi Supriyono Koes Handayanto Susana Eka Dewi Suyono Suyono Syafira Nurhanifa Syamsul Hadi Tesya Mahdaniya Ode Naana Tika Rohmatul Laili Toto Nusantara Tri Lestari, Dewi Tri Wahyuni, Yeni Ulfa, Agustina Miftachul Ummi Nur Rokhmah Usmaedi Usmaedi Usmaedi Usmaedi Usmaedi Usmaedi, Usmaedi Uung Gondo Saputro Vinalistyosari, Risca Canda Wati, Pulia Widi Candika Pakaya Widyaningrum, Septi Widyawati, Nur Wildan Irwahyudi Wildaniati, Yunita Winanjar Rahayu Winanjar Rahayu Wulansari, Ayu Anggraeni Yadi Heryadi Yeni Yusella Yuni Triana Dewi Yunita Wildaniati Yusuf Hanafi Yusuf Sobri, Ahmad Zahro, Azizatus Zainudin, Mohammad Zainulloh Zainulloh Zamroni, Moh. Rozy Zativalen, Oriza Zativalen Zihan Novita Sari

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