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All Journal Jurnal Psikologi PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Teknologi dan Kejuruan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan IJEE (Indonesian Journal of English Education) TARBIYA : Journal Education in Muslim Society IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching Journal of Educational Research and Evaluation International Journal of Language and Literature WIDYA LAKSANA Journal of Education Technology JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education Voices of English Language Education Society Psychology, Evaluation, and Technology in Educational Research Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) JOSSAE (Journal of Sport Science and Education) Borneo Educational Journal (Borju) ELEMENTARY : Jurnal Inovasi Pendidikan Dasar The Art of Teaching English as a Foreign Language (TATEFL) Journal of English Language and Education JSIKTI (Jurnal Sistem Informasi dan Komputer Terapan Indonesia) Journal of Educational Study International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) EDULIA: English Education, Linguistic and Art Journal Jurnal Locus Penelitian dan Pengabdian TEACHER : Jurnal Inovasi Karya Ilmiah Guru Measurement In Educational Research Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat JELL (Journal of English Language Learning Innovative: Journal Of Social Science Research Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan PESHUM
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Outdoor Learning Activities in Early Childhood Education: Exploring Benefits and Challenges Through Bibliometric Analysis Nice Maylani Asril; Ni Wayan Surya Mahayanti; Ni Komang Arie Suwastini; I Wayan Artanayasa; Yukiko Masumoto; Fumiko Kagiura
Journal of Sport Science and Education Vol 9 No 2 (2024)
Publisher : Faculty of Sport and Health Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jossae.v9n2.p83-93

Abstract

Despite the growing recognition of positive effects on children's physical, cognitive, social and emotional development through outdoor learning within early childhood education (ECE), these practices are inconsistently integrated into ECE curricula. Current study analyses bibliometric research to explore the trend in fitness training and highlights pertinent authors who conducted valuable research on this issue. Through DimensionAI system, 43 publications were found using “outdoor learning” AND "early childhood" in Titles and Abstracts fields; Among them: After the application of inclusion criteria for OA (open access) articles by English language indexed also ownership as an open repository through Dimensions we selected a total number n =18 articles which had been published between years from 2015 to date. Based on Microsoft Excel, VOSviewer was employed to construct the co-authorship networks of authors and characterize patterns in terms of citation or between subfields. Analysis indicates a marked increase in research activity over the last few years, which is reflective of an increased interest in outdoor learning. At the same time, it identifies limitations such a focus on as minority of scholars influencing outdoor learning research and limited incorporation into larger educational frameworks. More research is needed on practical challenges and for this generation, in resource-constrained settings. These results also underscore the need to broaden both representation within research and practical approaches of outdoor early education. Findings from the study of research provide a snapshot on what we know and do not know, as well promising directions for researchers to continue with their work in order to help reduce inequity.
A NEEDS ANALYSIS OF BIG BOOK INTEGRATING GOOD HEALTH AND WELL-BEING AS READING MEDIA FOR SHARED READING ACTIVITIES IN FACILITATING PRESCHOOL STUDENTS’ READING ENGAGEMENT I Putu Andika Putra; Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10184

Abstract

Early literacy development plays a crucial role in shaping children’s academic readiness and long-term learning success. However, limited availability of visually accessible and contextually meaningful reading materials may reduce preschool students’ reading engagement during shared reading activities. This study aimed to analyze the needs of teachers and preschool students regarding the use of Big Books integrating SDG 3 (Good Health and Well-Being) to support reading engagement. A qualitative descriptive design was employed at one of the Kindergarten in Singaraja, involving classroom observation and a semi-structured interview with the teacher. The findings revealed three primary needs: large-format and visually clear books, narrative-based integration of health themes, and interactive features to sustain students’ engagement. The study concludes that developing SDG 3–integrated Big Books is pedagogically necessary to enhance shared reading practices and foster preschool students’ reading engagement. ABSTRAK Perkembangan literasi awal memegang peranan yang sangat penting dalam membentuk kesiapan akademik anak serta keberhasilan belajar jangka panjang. Namun, keterbatasan ketersediaan bahan bacaan yang mudah diakses secara visual dan bermakna secara kontekstual dapat mengurangi keterlibatan membaca siswa prasekolah selama kegiatan membaca bersama (shared reading). Penelitian ini bertujuan untuk menganalisis kebutuhan guru dan siswa prasekolah terkait penggunaan Big Book yang mengintegrasikan SDG 3 (Good Health and Well-Being) untuk mendukung keterlibatan membaca. Penelitian ini menggunakan desain deskriptif kualitatif yang dilaksanakan di salah satu taman kanak-kanak di Singaraja, dengan melibatkan observasi kelas dan wawancara semi-terstruktur dengan guru. Temuan penelitian menunjukkan tiga kebutuhan utama, yaitu buku berukuran besar dengan tampilan visual yang jelas, integrasi tema kesehatan berbasis naratif, serta fitur interaktif untuk mempertahankan keterlibatan siswa. Penelitian ini menyimpulkan bahwa pengembangan Big Book yang terintegrasi dengan SDG 3 secara pedagogis diperlukan untuk meningkatkan praktik shared reading dan menumbuhkan keterlibatan membaca siswa prasekolah.
DIFFERENTIATED ENGLISH MATERIALS AND FIFTH-GRADE STUDENTS' LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY I Made Bhanu Aditya Parameswara; Ni Wayan Surya Mahayanti; Luh Putu Dian Kresnawati
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.13361

Abstract

ABSTRACT The diversity of learning characteristics among elementary school students presents a considerable challenge in English instruction, particularly in developing listening comprehension, which requires gradual and sustained exposure to spoken language. This condition has encouraged the use of differentiated English materials as an instructional alternative aligned with the implementation of the Merdeka Curriculum, aiming to provide learning experiences that are more responsive to students' diverse needs. To obtain empirical evidence regarding their effectiveness, this study involved 60 fifth-grade students from SD Negeri 1 Banyuasri, who were assigned to an experimental group and a control group using a quasi-experimental pretest–posttest control group design. The experimental group received instruction supported by differentiated English materials, whereas the control group learned through conventional instructional materials. Data were collected using a validated listening comprehension test. Preliminary assumption testing indicated that the data did not fully satisfy the normality assumption; therefore, differences between the two groups were analyzed using the non-parametric Mann–Whitney U test. Although the post-test mean scores of both groups increased compared with their pre-test scores, the inferential analysis revealed no statistically significant difference in learning outcomes (p = .809). These findings contribute to the growing body of empirical evidence on the implementation of Differentiated Instruction in elementary English education by demonstrating that the effectiveness of differentiated English materials depends on the integration of instructional strategies, sustained listening practice, and effective teacher facilitation, rather than solely on the availability of differentiated instructional materials. ABSTRAK Keragaman karakteristik belajar siswa sekolah dasar menghadirkan tantangan tersendiri dalam pembelajaran English, terutama pada pengembangan kemampuan listening comprehension yang memerlukan paparan bahasa lisan secara bertahap dan berkelanjutan. Kondisi tersebut mendorong pemanfaatan differentiated English materials sebagai salah satu alternatif yang sejalan dengan implementasi Merdeka Curriculum, dengan tujuan memberikan pengalaman belajar yang lebih responsif terhadap kebutuhan peserta didik. Untuk memperoleh bukti empiris mengenai efektivitasnya, penelitian ini melibatkan 60 siswa kelas V SD Negeri 1 Banyuasri yang terbagi ke dalam kelompok eksperimen dan kelompok kontrol menggunakan desain quasi-experimental pretest–posttest control group. Kelompok eksperimen mengikuti pembelajaran berbantuan differentiated English materials, sedangkan kelompok kontrol menggunakan materi konvensional. Data diperoleh melalui tes listening comprehension yang telah melalui proses validasi. Hasil pengujian prasyarat menunjukkan bahwa distribusi data belum sepenuhnya memenuhi asumsi normalitas sehingga analisis perbedaan antarkelompok dilakukan menggunakan uji nonparametrik Mann–Whitney U. Meskipun rerata skor post-test kedua kelompok mengalami peningkatan dibandingkan pre-test, analisis inferensial menunjukkan bahwa perbedaan hasil belajar tidak signifikan (p = 0,809). Temuan ini memperkaya bukti empiris mengenai implementasi Differentiated Instruction pada pembelajaran English di sekolah dasar dengan menunjukkan bahwa keberhasilan penggunaan differentiated English materials bergantung pada integrasi strategi pembelajaran, keberlanjutan latihan listening, serta kualitas fasilitasi guru, bukan semata-mata pada penyediaan bahan ajar yang terdiferensiasi.
EXPLORING STUDENTS' SELF-EFFICACY IN VOCABULARY AND PRONUNCIATION LEARNING THROUGH CULTURALLY RESPONSIVE DIGITAL GAME-BASED LEARNING Anggreni Kaita Ana Wulang; I Putu Indra Kusuma; Ni Wayan Surya Mahayanti
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 7 (2026): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores students’ self-efficacy in learning English vocabulary and pronunciation through Culturally Responsive Digital Game-Based Learning (CRDGBL) at SMP Negeri 1 Nggaha Ori Angu, East Sumba, Indonesia. The research was conducted to investigate how culturally integrated digital game-based instruction influences students’ language learning experiences and self-efficacy development. A basic qualitative research design was employed, involving seven seventh-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, activity logs, researcher field notes, and documentation and were analyzed thematically following Merriam and Tindell’s (2015) qualitative analysis procedures. The findings reveal that CRDGBL supported vocabulary learning by connecting learning materials to students’ local culture, enabling meaningful retention through contextualized and interactive activities. In pronunciation learning, repeated exposure to audio models, teacher guidance, and peer interaction gradually improved students’ accuracy and speaking confidence. Furthermore, students’ self-efficacy increased through mastery experiences, vicarious experiences, verbal persuasion, and positive emotional states during learning activities. Overall, the study demonstrates that integrating local cultural content into digital game-based learning creates an engaging and supportive environment that enhances both linguistic skills and learners’ confidence. These findings highlight the importance of culturally responsive and technology-enhanced pedagogy in rural EFL contexts to improve students’ English learning outcomes and self-beliefs.
Reflection of Pawongan Values in the Characterization of The Big Friendly Giant Ni Kadek Githa Valentina; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti; Ni Nyoman Artini; I Gusti Ngurah Agung Wijaya Mahardika
Jurnal Penelitian dan Pengembangan Sains dan Humaniora Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppsh.v9i3.107193

Abstract

Global children’s literature is often examined from the perspectives of aesthetics and universal moral messages without being contextually linked to the local cultural values of readers. Consequently, the potential of children’s literature as a medium for character education based on local wisdom has not been fully utilized. This study aims to analyze, evaluate, and interpret the reflection of Pawongan values, as part of the Tri Hita Karana philosophy, in the characterization of the Big Friendly Giant (BFG) in Roald Dahl’s novel The BFG. The research employs a qualitative approach with a descriptive-interpretative design. The subject of the study is a single fictional character, the BFG, with units of analysis consisting of the character’s actions, dialogues, and interpersonal interactions across various narrative sequences and sub-sequences. Data were collected through documentation studies involving intensive and repeated readings of the novel text using research instruments. Data analysis was conducted using the interactive qualitative analysis model by Miles, Huberman, and Saldaña, which includes data collection, data condensation, data display, and conclusion drawing and verification. The findings indicate that the BFG consistently reflects five core Pawongan values: responsibility, communicative behavior, tolerance, respect, and perseverance, with responsibility and communication being the most dominant values. Overall, the study concludes that global children’s literature can serve as an effective medium for character education when interpreted through the lens of local wisdom. The study’s implications emphasize the importance of integrating local cultural values into literary studies and EFL instruction to strengthen contextual and meaningful character education.
The Challenges Encountered by Lecturer in Translanguaging Practices in Morphosyntax Subject of English Language Education Program Ni Putu Anggi Natalia Sugita; Ni Made Ratminingsih; Ni Wayan Surya Mahayanti
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.25794

Abstract

Translanguaging has emerged as a pedagogical approach that facilitates multilingual learners in the EFL higher education. While studies have extensively explored its benefits, limited study has examined the challenges encountered when implementing translanguaging in specific content area, such as Morphosyntax. This study addresses this gap by investigating challenges faced by a lecturer in translanguaging practices in an undergraduate of the English Language Education program. This research was belonged to qualitative research using a semi-structured interview. Based on the preliminary research, it showed that the lecturer applied translanguaging during the teaching and learning process. A semi-structured interview was conducted for 11 meetings to obtain data regarding the challenges confronted by the lecturer. The data were analyzed through a deductive thematic analysis to acquaint the objective of the research. The challenges of translanguaging were categorized into 3 aspects; situations, tasks, and problems. The findings revealed that during translanguaging practices in 3 learning phases, the lecturer did not encounter any significant challenges. Instead, the lecturer found that translanguaging practices had facilitative function to assist students in achieving the learning objectives. Therefore, this research elucidated the information about translanguaging practices as an approach that can be implemented in the English language teaching and learning.
Development of Flipbook as Learning Media to Improve Eighth Grade Students’ Vocabulary Mastery I Kadek Pasek Aditya; Utami, I G A Lokita Purnamika; Mahayanti, Ni Wayan Surya
EDULIA: English Education, Linguistic and Art Journal Vol. 6 No. 2 (2026): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/nvaqrt87

Abstract

This research aimed to develop an interactive flipbook as a learning medium to help eighth grade students master vocabulary at SMPN 3 Banjar. The study used the Design and Development (DnD) method with the Design, Development, and Evaluation (DDE) model. The research involved 30 students of class VIII 1. The design stage was based on students’ learning needs questionnaires and teacher interviews. The flipbook was developed using Canva, Heyzine, and Quizizz. The evaluation stage included quality judgment and practicality testing. The quality judgment conducted by research supervisors showed an average score of 78, which was categorized as very good based on the Ideal Mean (Mi) and Ideal Standard Deviation (SDi) analysis. In addition, the practicality test involving 30 students obtained an average score of 58.37, indicating that the learning media was categorized as very practical.   Keywords: Design, Development, Evaluation, Flipbook, Vocabulary.
Quantitative Descriptive Analysis of Students’ Speaking Progression Using VARK Materials Ni Made Wening Dwi Shartika; Ni Wayan Surya Mahayanti; Luh Putu Dian Kresnawati
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3025

Abstract

The Merdeka Curriculum in Indonesia requires student-centered learning through Differentiated Instruction (DI). However, inflexible textbook approaches often fail to accommodate diverse learning styles, creating a pedagogical gap in speaking skills development. This study aimed to investigate the effectiveness of VARK-based differentiated materials in supporting the speaking progression of sixth-grade students at SD Negeri 1 Banyuasri. Students were grouped by learning style (visual, auditory, read/write, kinaesthetic) and evaluated on three criteria: speaking clearly, using English words, and understanding and answering. Quantitative analysis revealed a consistent upward trend, with mean score gains of +7.32 in speaking clearly, +6.94 in using English words, and +6.90 in understanding and answering. These findings indicate that aligning sensory input with the VARK model effectively overcome textbook limitations, providing a practical framework to systematically enhance primary students’ English-speaking skills.
Co-Authors ., Destri Anu Arisandi ., Destri Anu Arisandi ., Gede Pradipta Putra ., Gede Pradipta Putra ., I Gede Made Adi Kerta Yasa ., I Gede Made Adi Kerta Yasa ., I Komang Adi Wiguna ., I Komang Adi Wiguna ., I Putu Chandra Guna Krisna ., I Putu Era Agustrawan ., I Putu Era Agustrawan ., I Putu Surya Anggana ., Ida Ayu Agung Ratih Pramesti ., Ida Ayu Agung Ratih Pramesti ., Ida Ayu Putu Putri Gita Sari ., Kadek Andi Arta Dinata ., Kadek Andi Arta Dinata ., Kadek Ayu Ratih Indriani ., Ketut Ady Ananta ., Ketut Ady Ananta ., Ketut Andi Wiraprasta ., Ketut Andi Wiraprasta ., Ketut Ariani ., Ketut Intania Anggareni Mapet ., Ketut Intania Anggareni Mapet ., Ketut Rafika Yanthi ., Komang Juni Artini ., Luh Putu Ayu Wijayanti ., Luh Putu Ayu Wijayanti ., Luh Putu Rany Prihastuti ., Luh Putu Rany Prihastuti ., Ni Kadek Ayu Mei Diah Trisnawati ., Ni Nyoman Ayu Utari Dewi ., Ni Putu Tri Martya Ersa Fridayanthi ., Ni Putu Yeni Pramita ., Ni Putu Yeni Pramita ., Ni Wayan Devi Crisnady ., Ni Wayan Devi Crisnady ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Dian Sukmawati ., Putu Dian Sukmawati ., Wahyu Dwi Cahya Abd. Rajab Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Putu Era Amanda, Si Luh Nyoman Julia Tria Anak Agung Gede Yudha Paramartha Anggara, I Putu Dipa Anggreni Kaita Ana Wulang Annisa Fitri ., Annisa Fitri Ariani, Pande Made Mela Aritona, Gede Artanayasa, Wayan Ashadi Bhujangga, N M Gea Vashya Br Kembaren, Della Primsa Budiarta, Luh Gede Rahayu Citrawati, Ni Kadek Damayanti, Komang Devi Dennis Alonzo Dewa Ayu Puteri Handayani Dewa Komang Tantra Dials, Jeanette Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Dzul Rachman, Dzul Fumiko Kagiura G.A.P. Suprianti Gede Aritona Gede Gunawan Gede Irwandika . Gede Mahendrayana Gede Rasben Dantes Hua, Liang Huizhao, Zhuo I Dewa Sri Agung Oktaviyanti Puspita Dewi I Gede Angga Sukaryawan . I Gede Surya Mertha . I Gusti Agung Sri Rwa Jayantini I Gusti Ngurah Agung Wijaya Mahardika I Kadek Berli Arya Sujana I Kadek Pasek Aditya I Kadek Sastra Oksto Wibawa I Kadek Supriawan Adinatha ., I Kadek Supriawan Adinatha I Kadek Teddy Jaya Nugraha I Ketut Resika Arthana I Made Bhanu Aditya Parameswara I Nyoman Adi Jaya Putra I Nyoman Pasek Hadisaputra I Putu Andika Putra I Putu Indra Kusuma I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I Wayan Suarnajaya I.A.M.I. Utami I.G.A. Lokita Purnamika Utami I.P.I. Kusuma IDA AYU MADE ISTRI UTAMI . Ida Bagus Putu Eka Prayoga ., Ida Bagus Putu Eka Prayoga Indra Agus Eka Hariawan Irene Puspita Sari . Jaya Putra, I Gede Ardika Jayantini, I Gusti Agung Rwa Jeane Tuilan Jiang Li Kadek Agina Purwanita Kadek Dharma Jaya Wardana Kadek Diah Cahya Nita ., Kadek Diah Cahya Nita Kadek Dian Nitami Kadek Dwi Saptayani ., Kadek Dwi Saptayani Kadek Eva Krishna Adnyani Kadek Sadwi Sawitriyunita Dewi Kadek Sonia Piscayanti Kinanti, Gusti Ayu Anggita Komang Febrinayanti Dantes Komang Icha Sri Handayani Komang Sri Vidyartika Putri Kusuma, I.P.I. Laba, Made Ajiswara Luh Ayu Tirtayani Luh Ayu Tirtayani Luh Diah Surya Adnyani Luh Gd Rahayu Budiarta Luh Gd Rahayu Budiarta ., Luh Gd Rahayu Budiarta Luh Made Astiti Partama . Luh Putu Artini Luh Putu Dian Kresnawati Luh Putu Dian Kresnawati M. Joko Purnomo ., M. Joko Purnomo M.L.S ., Dr.Sudirman, M.L.S Made Hery Santosa Made Riki Ponga Kusyanda Maharani, Putu Rima Minxia, Zhu Muhammad Handi Gunawan Nathanael, William Akwila Netiasih, Putu Kerti Ni Kadek Ariasih . Ni Kadek Chandra Maharani Ni Kadek Githa Valentina Ni Km Punia Antari ., Ni Km Punia Antari Ni Komang Arie Suwastini Ni Komang Fina Sasmita Sari ., Ni Komang Fina Sasmita Sari Ni Luh Era Adnyayanti Ni Luh Putu Devi Puspitasari Ni Luh Putu Era Adnyayanti Ni Luh Putu Era Adnyayanti Ni Luh Putu Maya Apsari ., Ni Luh Putu Maya Apsari Ni Made Rahayuni . Ni Made Ratminingsih Ni Made Wening Dwi Shartika Ni Nyoman Artini Ni Putu Anggi Natalia Sugita Ni Putu Astiti Pratiwi Ni Putu Deliana Mentari Ni Putu Kusni Ratna Cari . Ni Putu Yunda Kirana NI WAYAN ADNYANI . Ni Wayan Diantini . Ni Wayan Monik Rismadewi Nice Maylani Asril Nikova, Kartika Nitiasih , Putu Kerti Nur Hidayanto Pancoro Setyo Putro Nurjannah, Ragil Ayu Marta Padmadewi . Paramita, Ni Ketut Catur Pratama, Putu Yoga Sathya Pratomo Widodo Prof. Dr. Anak Agung Istri Ngr. Marha . Purwanti, Ni Komang Ratna Putra, I Kadek Krisna Dharma Putu Kerti Nitiasih Putu Kerti Nitiasih Putu Riesty Masdiantini Putu Virna Yanti Resika Arthana, S.T., M.Kom, I Ketut Riastini, Putu Nancy Rio Arif Pratama Setyawati, Ni Luh Eka Siregar, Merry Amadea Situmorang, Lidya Cristina Febriani Suantari, Ni Luh Putu Mira Suantari, Ni Luh Putu Mira Sun Qi Suprianti, GAP Suryandani, Putu Dinia Utami, I.A. Made Istri Utami, I.A. Made Istri Utami, I.A.M.I. Waas, Devi Valentino Wahyuni, Luh Putu Ari Sri Widiastuti, Ni Putu Santhi Wijaya, Kadek Agus Krisna Wijaya, Kadek Krisna Windy Louisa Rosang . Wirabrata, Dewa Gede Firstia Yudiarta, Gede Raditya Stava Yukiko Masumoto