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Effectiveness of Cardiovascular Health Issue-Based Problem-Based Learning on Students’ Critical Thinking Skills Billik, Agsen Hosanti Susana; Son, Rosalina; Putu Arnyana, Ida Bagus
Biosfer: Jurnal Tadris Biologi Vol 17 No 1 (2026): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v17i1.31337

Abstract

This research investigated the effect of Problem-Based Learning (PBL) integrated with cardiovascular health issues on students’ critical thinking skills in the circulatory system topic. A quasi-experimental design with a nonequivalent control group was applied. The participants were two eleventh-grade science classes, with 32 students in each class. The experimental class learned through cardiovascular issue-oriented PBL, whereas the control class was taught using conventional learning. Data were collected using an essay-based critical thinking test developed according to Facione’s indicators, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. The data were examined using N-Gain analysis and an Independent Samples t-test. The findings revealed that students in the experimental class showed greater improvement than those in the control class. The experimental class obtained an N-Gain score of 63.87%, while the control class achieved 35.10%, both categorized as moderate. The statistical test produced a significance value of 0.000, which was below 0.05, indicating a significant difference between the two classes. Among the six indicators, evaluation and analysis showed the highest development. These results indicate that PBL integrated with cardiovascular health issues can be an effective instructional approach for strengthening students’ critical thinking skills in biology learning. Efektivitas Model Problem-Based Learning Berbasis Isu Kesehatan Kardiovaskular terhadap Kemampuan Berpikir Kritis Siswa ABSTRAK: Penelitian ini mengkaji pengaruh penerapan Problem-Based Learning (PBL) yang diintegrasikan dengan isu kesehatan kardiovaskular terhadap kemampuan berpikir kritis siswa pada materi sistem peredaran darah. Penelitian menggunakan desain kuasi eksperimen dengan bentuk nonequivalent control group. Subjek penelitian terdiri atas dua kelas XI IPA, masing-masing berjumlah 32 siswa. Kelas eksperimen mengikuti pembelajaran PBL berorientasi isu kesehatan kardiovaskular, sedangkan kelas kontrol mengikuti pembelajaran konvensional. Data dikumpulkan melalui tes uraian kemampuan berpikir kritis yang dikembangkan berdasarkan indikator Facione, meliputi interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan regulasi diri. Analisis data dilakukan menggunakan N-Gain dan uji Independent Samples t-test. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir kritis siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Kelas eksperimen memperoleh nilai N-Gain sebesar 63,87%, sedangkan kelas kontrol memperoleh nilai 35,10%, dan keduanya berada pada kategori sedang. Hasil uji statistik menunjukkan nilai signifikansi sebesar 0,000, lebih kecil dari 0,05, sehingga terdapat perbedaan yang signifikan antara kedua kelas. Indikator yang mengalami perkembangan paling tinggi adalah evaluasi dan analisis. Dengan demikian, PBL yang diintegrasikan dengan isu kesehatan kardiovaskular dapat menjadi pendekatan pembelajaran yang efektif untuk memperkuat kemampuan berpikir kritis siswa dalam pembelajaran biologi.
Pengembangan Instrumen Soal HOTS pada Materi Virus untuk Murid Kelas X SMA Ni Kadek Candra Swandewi; Ida Bagus Putu Arnyana; Ida Ayu Purnama Bestari
Jurnal Pendidikan Biologi Undiksha Vol. 13 No. 2 (2026): In Progress
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpb.v13i2.115843

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen soal HOTS pada materi virus untuk murid kelas X SMA serta mengetahui validitas dan reliabilitasnya sebagai kualitas awal instrumen. Penelitian ini menggunakan metode Research and Development (R&D) dengan mengadaptasi prosedur pengembangan tes Oriondo-Wilson yang terdiri atas dua tahap, yaitu penyusunan item instrumen dan uji coba lapangan. Instrumen yang dikembangkan berupa 30 soal uraian berdasarkan indikator HOTS, yaitu menganalisis, mengevaluasi, dan mencipta. Instrumen divalidasi oleh dua validator ahli menggunakan rumus Gregory dan diuji cobakan kepada 25 murid kelas X SMA Negeri 1 Sawan. Hasil penelitian menunjukkan bahwa instrumen memperoleh validitas isi sebesar 0,86 dengan kategori sangat tinggi. Seluruh 30 butir soal dinyatakan valid karena nilai rhitung lebih besar daripada rtabel sebesar 0,396. Hasil uji reliabilitas menunjukkan koefisien sebesar 0,92 dengan kategori sangat tinggi. Berdasarkan hasil validitas isi, validitas butir, dan reliabilitas yang diperoleh melalui uji coba lapangan terbatas, instrumen yang dikembangkan memiliki kualitas awal yang baik serta berpotensi digunakan sebagai alternatif instrumen evaluasi HOTS pada materi virus.
From Ritual to Character: A Tri Hita Karana-Based Morning Assembly Model for Holistic Character Education in Early Childhood Mekel Putu Ayu Sekar Sari; Ida Bagus Putu Arnyana; Gede Wira Bayu
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2919

Abstract

Purpose of the study: This study aims to examine how a Tri Hita Karana-based Morning Assembly program functions as a holistic character education practice in early childhood education. Methodology: A qualitative case study was conducted in an early childhood education institution in Bali, implementing a Tri Hita Karana-based Morning Assembly program. Participants were selected using purposive sampling and included teachers directly involved in Morning Assembly, along with the school principal as a supporting informant. Data were collected through semi-structured in-depth interviews, participant observation, document analysis, and reflective field notes. Data were analyzed using reflexive thematic analysis to identify patterns across implementation structure, teacher mediation, internalization processes, and ecosystem reinforcement. Main Findings: The findings reveal that Morning Assembly operates through a structured three-phase sequence—pre-activity, core activity, and closing reflection—systematically embedding spiritual, social, and ecological values into daily routines. Teachers play a central mediating role by embodying and interpreting Tri Hita Karana values in relational practice. Character internalization occurs through repeated exposure, emotional engagement, reflective facilitation, and consistent reinforcement within a culturally coherent ecosystem. Novelty/Originality of this study: This study proposes a Holistic Character Education Model grounded in Tri Hita Karana, demonstrating how local philosophical wisdom can be operationalized into a structured pedagogical system in early childhood education. Unlike character education approaches that emphasize discrete moral instruction, the model conceptualizes character formation as a cyclical, ecosystem-based process that integrates spirituality, social harmony, and ecological responsibility into daily lived experience.
An Integrated Learning Model Based on the Tri Hita Karana Philosophical Concept in Improving Cultural Literacy I Wayan Ade Yantika; I Wayan Suja; Ida Bagus Putu Arnyana
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.112114

Abstract

This research is motivated by the low level of cultural literacy among students, as indicated by their lack of understanding, attitudes, and practices of local cultural values in daily life. Furthermore, the learning process in schools has not optimally integrated the Tri Hita Karana philosophical concept. This study aims to analyze the effects of Tri Hita Karana-based learning models on students' cultural literacy in elementary schools. This study used a pretest-posttest control-group design, involving fifth- and sixth-grade students from several elementary schools in Bali. The experimental group received Tri Hita Karana-based learning models, while the control group followed conventional learning. Data were obtained through cultural literacy tests, observations, and interviews with students and teachers. The results showed that the experimental group experienced a significant increase in cultural literacy compared to the control group. Tri Hita Karana-based learning not only improves students' local cultural knowledge but also shapes better student character, including a sense of responsibility, empathy, and concern for the environment. This study concludes that applying the Tri Hita Karana philosophy in elementary school learning can enrich cultural literacy and strengthen students' character. It has the potential to serve as an effective model for culture-based education in Indonesia. Consequently, implementing an integrated learning model grounded in the Tri Hita Karana philosophical concept can serve as a reference for teachers and schools in designing contextual, meaningful learning experiences to improve students' cultural literacy.
Ethno-pedagogical Study of Siat Sarang: A Local Wisdom Approach to Conflict Prevention I Wayan Putra Yasa; I Wayan Suastra; Ida Bagus Putu Arnyana; Desak Made Oka Purnawati; Ketut Sedana Arta
Soshum: Jurnal Sosial dan Humaniora Vol. 13 No. 3 (2023): November 2023
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v13i3.225-235

Abstract

The aims of this research are to 1) reconstruct the background of the Siat Sarang tradition in the Selat Traditional Village, Karangasem, Bali, 2) explore ethno-pedagogical values ​​as character values ​​of the Siat Sarang tradition that can prevent conflict, and 3) Reconstruct a model of ethno-pedagogical practice in Siat Sarang tradition as a safety valve based on local wisdom for conflict prevention. Then, this phenomenon is studied using qualitative methods with a critical ethnographic model—data collection using in-depth interviews, observation, and literature study. Then, evaluate its validity by triangulating methods and sources. The data was then analyzed using critical ethnography, resulting in a comprehensive survey of strategies, values​​, and implementation models. The research results show that the Siat Sarang tradition has local wisdom values​​, which can be used as a safety valve to prevent societal conflict. The values ​​contained in it are religious, social, sportsmanship, and ethnic-based educational values ​​(ethno-pedagogy). These values ​​have been inculturated in families, communities, and schools. The results of this research mean that tradition has a role in preventing conflict. The form is local wisdom, which has ethno-pedagogical value in the form of character education.
Pengembangan Bahan Ajar Interaktif Menggunakan Liveworksheet Terhadap Materi Keanekaragaman Hayati Made Cristiana; Ida Bagus Putu Arnyana; I Made Sutajaya; Desak Made Citrawathi; Ida Ayu Purnama Bestari
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 2 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i2.4071

Abstract

This research and development study aimed to design and analyze the validity and practicality of interactive teaching materials using Liveworksheets for the topic of biodiversity, intended for 10th-grade high school students. The study employed the 4D (Four-D) model, comprising four stages: define, design, develop, and disseminate. The dissemination stage was conducted on a limited scale, covering only validation testing, practicality testing, and product packaging, as the research focused primarily on the development process and the initial evaluation of the resulting media. Validity testing was conducted by two subject matter experts and two media experts, with results calculated using the Gregory formula. The assessment results indicated that the Gregory Validity Coefficient (KVG) for both subject matter and media experts reached a score of 1 (one), placing the materials in the "highly valid" category. Practicality testing was subsequently conducted at SMA Negeri 1 Sawan, involving two Biology teachers and 32 10th-grade students in a large-group trial. Analysis revealed practicality levels of 85% from the teachers and 91.15% from the students, both falling into the "highly practical" category. Based on these findings, it is concluded that the interactive teaching materials using Liveworksheets for the biodiversity topic are highly valid and highly practical for use in classroom learning by 10th-grade high school students.
Peran Pendidikan Sains dalam Mengembangkan Kompetensi Masa Depan di Sekolah Dasar: Kajian Pustaka Anandea Nurmutia Herdiana; I Wayan Suastra; I Made Citra Wibawa; Ida Bagus Putu Arnyana
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/rb974f34

Abstract

This study aimed to analyze the role of science education in elementary schools in developing 21st-century competencies, particularly scientific literacy, critical thinking, and science process skills, based on relevant studies published from 2020 to 2025. The method used was a literature review through analysis and synthesis of various studies related to science education at the elementary level. The results showed that inquiry-based and contextual science learning approaches integrated with local wisdom, supported by innovative media such as digital technology and simple experiments, effectively improve students’ cognitive abilities, scientific attitudes, and readiness to face increasingly complex future challenges. In conclusion, science education in elementary schools plays a strategic role as a foundation for developing 21st-century competencies, therefore pedagogical strengthening is needed to optimize its implementation from an early stage.  Keywords: Critical Thinking, Elementary Science Education, Scientific Literacy
Integrasi Kearifan Lokal dalam Pendidikan Sains debagai Strategi Pengembangan Kompetensi Masa Depan Peserta Didik Fonny Katili; I Wayan Suastra; I Made Citra Wibawa; Ida Bagus Putu Arnyana
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/t1yxp284

Abstract

This study aimed to analyze the role of integrating local wisdom into science education as a strategy for developing students’ future competencies. The method used is a systematic literature study of scientific articles, books, and educational policy documents published between 2010 and 2024 that are relevant to science education, local wisdom, and 21st-century competencies. The results indicate that integrating local wisdom into science education strengthens scientific literacy, fosters ecological character, and enhances students’ critical and reflective thinking skills. In conclusion, the integration of local wisdom in science learning can serve as a contextual and transformative learning strategy that supports the development of adaptive, creative, and culturally grounded 21st-century learners oriented toward sustainable development.  Keywords: Future Competencies, Local Wisdom, Science Education, Scientific Literacy, Sustainable Education
Pendidikan Sains Berbasis Praktik, SSI, dan Stem–CT sebagai Mesin Pendorong Kompetensi Masa Depan Siswa Sekolah Dasar: Sebuah Kajian Pustaka Yusak Ratunguri; I Wayan Suastra; I Made Citra Wibawa; Ida Bagus Putu Arnyana
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/1zdr4244

Abstract

This study aimed to examine how science education grounded in scientific practices, socioscientific issues (SSI), and the integration of STEM–Computational Thinking (CT) can foster future competencies among elementary school students. The method employed is a literature review analyzing relevant studies on 21st-century science learning, scientific literacy, and technology integration. The findings indicate that when science is taught as an epistemic activity—through inquiry, modeling, and evidence-based argumentation—and connected to meaningful social and environmental contexts, it simultaneously strengthens the 4C skills (critical thinking, creativity, collaboration, and communication), scientific literacy, data-digital literacy, and scientific character. The review also highlights key implementation prerequisites, including curriculum autonomy, formative performance-based assessment, meaningful technological ecosystems, and sustained teacher professional development. In conclusion, science education built upon practice, context, and technology offers a strategic framework for developing cross-domain competencies in elementary education. Keywords: Future Competencies, Scientific Practices, Socioscientific Issues, STEM-CT, Elementary Science Education
Transformasi Pendidikan Sains sebagai Penggerak Kompetensi Masa Depan Siswa Sekolah Dasar Citra Raflesia; I Wayan Suastra; I Made Citra Wibawa; Ida Bagus Putu Arnyana
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/q7kzsg68

Abstract

This study aimed to explore the role of science education in elementary schools in developing scientific thinking, science literacy, and 21st-century skills. The method used is a literature review through the analysis of various sources related to science education. The results indicate that science education is not merely a medium for transferring natural concepts, but also a means to foster scientific character, critical thinking, and creativity. The integration of technology, inquiry-based approaches, and project-based learning has been proven to enhance students' readiness for the digital era. In conclusion, science education requires curriculum transformation and capacity building for teachers to manage learning that fosters future competencies.   Keywords: Critical Thinking, Science Education, Science Literacy, Technology Integration, 21st-Century Learning
Co-Authors - Khaeruman ., A.A.Istri Paramita ., Feni Ilma Hidayati ., Gede Rendra Widyotama ., Hema Alini Manihuruk ., I Gede Budiasa ., I GEDE DAKTARIANA U ., I GUSTI NGURAH WAHYU ANDITYARAMA ., Ida Ayu Kade Aprilia Darmasanti ., Ni Kadek Delis Tina ., Ni Kadek Mira Sapitri ., Ni Kadek Nanti ., Ni Made Ari Ryantini ., Ni Made Ayu Pratiwi ., Ni Made Diah Intan Purwanti ., Ni Made Dwi Sintya Prabayanthi ., Ni Made Karmini Sridewi ., Ni Pt Novi Wulandari ., Ni Putu Febri Ardiantari ., Ni Putu Siswandari ., Ni Wayan Ning Sujati ., Ni Wayan Pradnyawati Kartika ., Ni Wayan Tiara Yasmantika ., NILUH PUTU PUTRI P D ., Safaratul Aini A.A.Istri Paramita . Adnyana , Putu Budi Ajeng Purnama Heny Ajeng Purnama Heny Alexander Hamonangan Simamora Alexander Hamonangan Simamora Amos Patiung Anak Agung Purwa Antara, Anak Agung Purwa Anandea Nurmutia Herdiana Andi Wapa Anton Santiasa, I Made Pasek Apriani, Luh Ariasih, I Gusti Agung Ayu Cinthya Meitri Atiaturrahmaniah Atiaturrahmaniah Billik, Agsen Hosanti Susana Budiarti, Luh Putu Yudha candra prastya Citra Raflesia Damiati - Desak Made Citrawathi Desak Made Oka Purnawati Desy Akyuni Dewa Ayu Made Manu Okta Priantini Dewa Gede Agus Putra Prabawa Dewa Nyoman Oka Dewi, Dewa Ayu Pramita Dewi, Ni Kadek Siwi Cipta Dewi, Ni Kadek Yun Yun Rosita Dewi, Resty Mutiara Dhea Adela Dimas Mahendra Wijaya Dina Apriana Dr. I Made Sugiarta, M.Si. . Dr. I Nyoman Tika,M.Si . Dr. Ni Made Pujani,M.Si . Dukha Yunitasari Dukha Yunitasari Eni Astuti Ni Putu Fachry Abda El Rahman Fatwini Fatwini Febriani, Ismi Fitri Febriella Happy Agata Febriella Happy Agata Feni Ilma Hidayati . Firda Alani Fitri . Firda Alani Fitri ., Firda Alani Fitri Firman, Firmansah Fitriani, Herdiyana Fonny Katili Fransiska Yunita Sembung Gede Rendra Widyotama . Gede Wira Bayu Gusti Ayu Putu Yanthi Widyantini hanifah hanifah Hartono, Rudi Hasbullah Hasbullah Hema Alini Manihuruk . Heron Hunaepi, Hunaepi Husnul Mukti I Dewa Putu Partha I Gede Budiasa . I GEDE DAKTARIANA U . I Gede Margunayasa I Gede Sudirgayasa I Gede Wisnu Antara I Gst Lanang Agung Parwata I Gusti Agung Ayu Wulandari I Gusti Agung Nyoman Setiawan I Gusti Ngurah Agung Wiryanata I Gusti Ngurah Santika I GUSTI NGURAH WAHYU ANDITYARAMA . I KADEK ADHI DWIPAYANA . I Kadek Aditia Putra I Kadek Alit Wirawan I Kadek Ardyawan Putra I Kadek Edi Yudiana I Kadek Suartama I Kadek Suranata I Ketut Gading I Ketut Suma I Ketut Suparya I Komang Nudina I Made Aditya Dharma I MADE ADNYANA I Made Agus Astina Putra I Made Ardana I Made Ardana I Made Ardika Yasa I Made Ardika Yasa I Made Arsana I Made Candiasa I Made Citra Wibawa I MADE JAYA . I Made Kartika I Made Kartika I Made Pasek Anton Santiasa I Made Sila I Made Sudarman Utama I Made Sutajaya I Nengah Suastika I NYOMAN MASTIKA . I NYOMAN SRI YUDIANA . I NYOMAN SUTAMA . I Nyoman Tika I Nyoman Wijana I Putu Eka Sugiantara I Putu Hendra Wirawan I Putu Oktap Indrawan I Wayan Ade Yantika I Wayan Ade Yantika I Wayan Eka Swarjawa I Wayan Kertih I Wayan Lasmawan I Wayan Putra Yasa I Wayan Redhana I Wayan Sadia I Wayan Suastra I Wayan Suastra I Wayan Subagia I Wayan Suja I Wayan Suja I Wayan Sukra Warpala I Wayan Widyastama I Wayan Wirjanata I Wayan Wirjanata Ida Ayu Dian Citra Dewi Ida Ayu Kade Aprilia Darmasanti . Ida Ayu Purnama Bestari Ida Ayu Putu Lisya Dewi Ida Bagus Jelantik Swasta Ida Bagus Putrayasa Ida Bagus Putu Mardana Ika Eunike Br Sembiring ILMA WIRYANTI . Indahwati, Christine Ismi Fitri Febriani Iwan Usma Wardani Jamaah, Jamaah JOHARI MARJAN . Juliana Tirza Juni Harta Kadek Idha Suarmayanti Kadek Mahayanti Kadek Meitasari . Kadek Meitasari ., Kadek Meitasari Kami, Kanisius Kanisius Kami Kartini Ester Ketut Partami Ketut Sedana Arta Ketut Srie Marhaeni Julyasih Ketut Suma Ketut Susiani Ketut Susiani Komang Indah Suryati Komang Wina Ratnasari . Komang Wina Ratnasari ., Komang Wina Ratnasari Komang Wiratama, Gst. Ngurah Kristoforus Dowa Bili, Kristoforus Lestari, Ayu Putu Intan Yulia Luh De, Liska Luh Kompyang Sukewati . Luh Kompyang Sukewati ., Luh Kompyang Sukewati LUH MADE MAHAYU HANDAYANI . Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni M. Deni Siregar Made Cristiana Made Hery Santosa Made Padmarani Sudewiputri Mahayani, Luh Pt Oka Mahendra Data, I Gede Teguh Arya Marfuatun Marfuatun Mashal Hadi Masjudin Masjudin Maulida Arum Fitriana Mekel Putu Ayu Sekar Sari Muhammad Fadlurrahman Muhammad Romli Muhammad Romli dan Suprihatin Andes Ismayana Muhammad Sururuddin Mustamiin, M.Zainal Nadi, Desak Putu Merta Nengah Kadek Selamet Ng, Khar Thoe Ni Kadek Candra Swandewi Ni Kadek Delis Tina . Ni Kadek Mira Sapitri . Ni Kadek Nanti . Ni Ketut Purniwantini Ni Ketut Rapi Ni Ketut Suarni NI LUH MADE DIAH ERNAWATI . Ni Luh Wayan Yasmiati Ni Luh Yuni Merawati . Ni Luh Yuni Merawati ., Ni Luh Yuni Merawati Ni Made Ari Ryantini . Ni Made Ari Saputri Ni Made Ayu Pratiwi . Ni Made Diah Intan Purwanti . Ni Made Diantari Pratiyaksi Ni Made Diantari Pratiyaksi Ni Made Dwi Sintya Prabayanthi . Ni Made Karmini Sridewi . Ni Made Meliyawati Ni Made Pebriani Santika Dewi Ni Made Putri Dwi Apriliani NI NYOMAN AYU SUCIATI . Ni Nyoman Saras Kamala Dewi Ni Pt Novi Wulandari . Ni Putu Febri Ardiantari . Ni Putu Feni Sukmawati ni putu nadia pebiana Ni Putu Ristiati Ni Putu Siswandari . Ni Putu Sri Handayani Ni Putu Sri Indra d . Ni Putu Sri Indra d ., Ni Putu Sri Indra d Ni Putu Sri Pratiwi Ni Putu Sri Ratna Dewi Ni Putu Wulan Pratami Dewi Ni Putu Yuniari Ni Wayan Listyawati NI WAYAN MASIH . Ni Wayan Ning Sujati . Ni Wayan Pradnyawati Kartika . Ni Wayan Sri Santika Dewi . Ni Wayan Sri Santika Dewi ., Ni Wayan Sri Santika Dewi Ni Wayan Tiara Yasmantika . NILUH PUTU PUTRI P D . Nurhasanah Nurhasanah Nuris Hidayat Nyoman Arysta Agustini Nyoman Ayu Putri Lestari Nyoman Dantes Nyoman Dantes Nyoman Dantes Parista, Ni Made Sudiyasih pebiana, ni putu nadia Pratiwi Kubayan, Dian Priyadewi, Dewa Ayu Sri Hari Proditia Situmorang, Sanny Pujilestari, Pujilestari Purwa Antara, Anak Agung Puspasari, Yeni Dina Putra, I Made Ardinata Putu Artawan Putu Budi Adnyana Putu Diah Asparini Putu Dian Handayani Putu Eka Krisnayani PUTU EKA SASTRIKA AYU . Putu Gede Asnawa Dikta Putu Widiarini Resty Mutiara Dewi Rudi Hartono Safaratul Aini . Santika, Dewa Gede Alit Widya Sanusi Mulyadiharja Sari, Mekel Putu Ayu Sekar Sariyasa . Sepnita Lestari Yanti, Ni Putu Siagian, Yosua Marasi Parningotan Sinta Javani SITI MARIAM Siti Nurhidayati siti rabiatul fajri, siti rabiatul Son, Rosalina Suarkardini, Made Sugiantara, I Putu EKa Suhendra, I Wayan Sukiastini, I Gusti Ayu Ngurah Kade Sulasmini, Ni Made Sulisthia, Putu Sri Supriani, Ni Made Syaiful Bahri SYAIFUL BAHRI TRIANA KARTIKA SANTI . Wahyuni, Luh Tu Selpi Widiartha, Komang Kurniawan Wiguna, I Gusti Lanang Agung Pratama Wiguna, I Nyoman Artha Yeni Dina Puspasari YOSEFINA UGE LAWE . Yosua Marasi Parningotan Siagian Yusak Ratunguri