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All Journal International Journal of Nusantara Islam Jurnal Pendidikan UNIGA al-Afkar, Journal For Islamic Studies NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Jurnal Pendidikan dan Kewirausahaan JIIP (Jurnal Ilmiah Ilmu Pendidikan) JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI IJGIE (International Journal of Graduate of Islamic Education) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) International Journal of Nusantara Islam Aksara
Yoseptry, Ricky
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Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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OPTIMALISASI PERAN DAN FUNGSI TAS DALAM PENINGKATAN KOMPETENSI SOSIAL Yoseptry, Ricky; Wisnurat, Yuyus; Mukti, Rita Asmara; Cantika, Winda
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 12 No 3 (2025)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v12i3.1584

Abstract

This research aims to optimize the role and function of School Administrative Staff (TAS) in improving social competence through community service programs. TAS social competencies are important to support an inclusive and collaborative work environment, which ultimately supports educational success. The approach used is a community service method through the stages of planning, organizing, implementing and monitoring the program. At the planning stage, TAS needs were identified regarding social competence through surveys and focus group discussions. The organizing stage involves forming an implementation team, scheduling activities, and providing relevant resources. Implementation of the program consists of interpersonal communication training, simulation of social situations in the work environment, and intensive mentoring. The supervision stage includes continuous evaluation of the development of participants' social competence through direct observation, interviews and filling out questionnaires. Results showed a significant increase in TAS's ability to interact with teachers, students, and parents more effectively. In the discussion, it was explained that the success of this program was supported by a participatory approach, supportive leadership, and a systematic evaluation mechanism. This research recommends the development of similar programs on an ongoing basis to ensure TAS's role as the main supporter in creating a harmonious and excellent service-oriented educational environment.
MANAJEMEN LATIHAN EKSTRAKURIKULER OLAHRAGA UNTUK MENINGKATKAN PRESTASI NON AKADEMIK SISWA (Studi Deskriptif Kualitatif di SDN Pasirhuni 01 Kecamatan Cimaung, Kabupaten Bandung) Yoseptry, Ricky; Basin, Basin; Audah, Irfan; Rahman, Rita; Marlianty, Risni
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 12 No 3 (2025)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v12i3.1866

Abstract

This study aims to describe and analyze the management of extracurricular sports training at SDN Pasirhuni 01, Bandung Regency and its influence on improving students' non-academic achievements in sports. Extracurricular sports have an important role in developing students' potential outside of academics, including improving achievements in various sports. Effective training management is expected to optimize students' potential and produce proud achievements. The research method used is descriptive qualitative. Data were collected through observation, in-depth interviews with sports teachers, students participating in extracurricular activities, and related school parties, as well as documentation of training programs and student achievement records. Data analysis was carried out qualitatively through data reduction, data presentation, and drawing conclusions. The results showed that the management of extracurricular sports training at SDN Pasirhuni 01 involved planning a training program that included selecting sports, preparing schedules, and determining training objectives. This study concludes that planned and structured extracurricular sports training management has a positive contribution to improving students' non-academic achievements at SDN Pasirhuni 01, Bandung Regency. Schools are expected to continue to support and develop extracurricular sports programs as a forum for developing student potential holistically.
IMPLEMENTASI PROYEK BUDIDAYA JAMUR TIRAM SEBAGAI PEMBELAJARAN KONTEKSTUAL DI SEKOLAH DASAR NEGERI SADARMANAH, KECAMATAN CAMPAKA MULYA, KABUPATEN CIANJUR Amalia, Nelly; Yoseptry, Ricky; Tanti, Tanti; Diana, Nenden; Risgianti, Riscky
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 12 No 3 (2025)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v12i3.1867

Abstract

Abstract: This study explores the implementation of an oyster mushroom cultivation project as a contextual learning model at Sadarmanah Elementary School, located in Campaka Mulya District. The objective of the project was to enhance students’ understanding of scientific and environmental concepts while simultaneously fostering practical skills, critical thinking, and character development. Using a project-based learning (PjBL) framework, students were actively engaged in every stage of the cultivation process, including planning, preparation, observation, and harvesting. Data collection methods included observation, interviews, student journals, and performance assessments. The findings reveal significant improvements in students' conceptual understanding of biology and ecosystems, as well as the development of soft skills such as collaboration, responsibility, and environmental awareness. Moreover, the project served as a bridge between classroom theory and real-life applications, aligning well with the principles of the Merdeka Curriculum and the Profile of Pancasila Students. This study suggests that contextual, environmentally-based project learning is an effective strategy to enrich learning experiences and support the holistic growth of elementary students.
PENGALAMAN BULLYING DAN RESILIENSI AKADEMIK: STUDI DESKRIPTIF PADA SISWA SMP NASIONAL KOTA BANDUNG Yoseptry, Ricky; Mulyanawati, Cucu; Paridah, Didah; Aviani, Doris; Sriwulan, Permanik Ahni; Rahayu Rahmadina, Sekar Putri
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 12 No 3 (2025)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v12i3.1915

Abstract

This study aims to describe the bullying experiences experienced by students and their relationship to improving academic achievement at SMP Nasional Bandung City. This study uses a descriptive qualitative approach with a phenomenological design. Data were collected through in-depth interviews, observations, and documentation. The results of the study indicate that the forms of bullying that occur include verbal, physical, social, and cyberbullying. The school does not yet have a special anti-bullying program, but has intervened through counseling services and educational coaching. Several victims of bullying showed an increase in academic achievement as a form of resilience to social pressure. Supporting factors for this success include emotional support, teacher and parent involvement, and positive activities at school.
Penerapan Nilai-Nilai Humanistik dalam Pembelajaran Tatanen di Bale Atikan untuk Penguatan Karakter Anak di Kelas V SDN 2 Tanjungsari Honijah, Siti; Mardia, Dian; Nurmilah, Lilih; Yoseptry, Ricky; Firmansyah, Arif
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2126

Abstract

Education at the elementary school level plays a strategic role in shaping students’ character as a foundation for future personality development. At the elementary school age, children are in a stage of moral and social development that is strongly influenced by the learning environment, daily interactions, and concrete experiences they encounter at school. Therefore, character education in elementary schools needs to be designed not only through cognitive instruction but also through meaningful, contextual learning experiences that engage students’ affective and psychomotor domains. Humanistic values represent a set of values that place human beings at the center of the educational process. The research methodology used in this study is qualitative research with a case study design. This approach is employed to gain an in-depth understanding of how humanistic values are implemented in Tatanén learning activities at Balé Atikan and how these values contribute to strengthening students’ character. Overall, the findings indicate that Tatanén learning at Bale Atikan in SDN 2 Tanjungsari has effectively served as a medium for implementing humanistic values. Through activities such as farming, caring for the environment, working in groups, engaging in reflection, and making meaning of each process involved, students gain authentic learning experiences that reinforce values of empathy, responsibility, independence, care, cooperation, and respect for life.
Filsafat Pendidikan sebagai Dasar Pembelajaran Bermakna dalam Kurikulum Tematik SD Utami, Nur Widyasti; Utami, Widia; Widyaningsih, Wiwi; Yoseptry, Ricky; Qohar, Hendri Abdul
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2127

Abstract

This study aims to analyze the application of educational philosophy as the foundation of meaningful learning within the Thematic Curriculum in elementary schools. Educational philosophy—particularly progressivism, constructivism, and humanism—serves as an essential basis for designing holistic, contextual, and student-centered learning. However, the implementation of thematic learning in schools often reveals a gap between the philosophical foundations of the curriculum and classroom learning practices. This research employs a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers, and document analysis of lesson plans (RPP) and learning implementation. The findings indicate that teachers’ understanding of the philosophical foundations of the curriculum varies and tends to be technical in nature. Nevertheless, several philosophical values—such as learning by doing, contextual learning, and respect for students’ individuality—have emerged in practice, although not yet implemented consistently. The contribution of educational philosophy is reflected in the increased relevance of learning materials to real-life contexts, the development of learner autonomy, and the creation of more meaningful learning processes. This study emphasizes the importance of strengthening teachers’ philosophical understanding as a key factor in the successful implementation of the Thematic Curriculum and as an effort to build learning that liberates students intellectually, socially, and emotionally.
Pemikiran Ki Hajar Dewantara tentang Pendidikan yang Memerdekakan dan Implikasinya terhadap Sistem Pendidikan di SMP Apipudin, Sa’ir; Ilyas, Asep Muhammad; Kusnandar, Heri; Yoseptry, Ricky
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2133

Abstract

This study aims to analyze the implementation of existentialist values in the educational process at SMP Negeri 8 Purwakarta. Existentialism is a philosophical movement that emphasizes individual freedom, responsibility, authenticity, and the search for meaning in life through conscious choices. In the era of modern education, particularly at the junior secondary school level, these values are highly relevant as students are in a critical phase of identity development. The study employs a qualitative approach with data collection techniques including observation, in-depth interviews, and document analysis. The findings indicate that existentialist values have emerged in several learning activities, although not yet evenly implemented. Freedom is reflected in the provision of choices in learning methods and the freedom to express opinions. Responsibility is evident in teachers’ emphasis on discipline, classroom agreements, and the consequences of each decision. Authenticity develops through teachers’ appreciation of the uniqueness of students’ opinions. Reflective activities conducted by some teachers help students understand the meaning of lessons in real-life contexts. However, the application of existentialist values has not yet become a comprehensive school culture. Some teachers remain focused on academic achievement and have not fully established spaces for intensive dialogue. Therefore, strengthening teacher capacity, implementing school policies that support reflective learning, and integrating existentialist principles into lesson planning are necessary. This study contributes to the development of a humanistic educational paradigm in Indonesia and serves as a reference for schools seeking to develop learning oriented toward the personal meaning of students.
Pemikiran Ki Hajar Dewantara tentang Pendidikan yang Memerdekakan dan Implikasinya terhadap Implementasi Pendidikan di SMP Yoseptry, Ricky; Khoirunnisa, Khoirunnisa; Renata, Liza Putri; Fatmawati, Fatmawati; Wachyudin, Wachyudin
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2134

Abstract

The changes brought about by digital technology have had a significant impact on the process of identity formation among adolescents, particularly junior high school students who are in a transitional phase toward adulthood. In the environment of SMPN 2 Babakan Cikao Purwakarta, the use of social media and intense digital interaction has given rise to various issues, such as a tendency toward self-comparison, a decline in the authenticity of expression, anxiety over social judgment, and experiences of alienation from the real environment. This situation indicates the need for an educational approach that is able to address the personal dimension and the meaning of students’ lives. This study examines the relevance of existentialist thought, particularly the ideas of Sartre, Kierkegaard, and Frankl, as a foundation for guiding adolescents to understand themselves more holistically amid the flow of digitalization. The study is conducted using a descriptive qualitative research method based on a literature review, examining various relevant academic sources. The results show that adolescents face challenges such as undirected freedom, pressure to conform, the need for digital recognition, and a sense of meaninglessness. Through education grounded in existential values, teachers can act as facilitators who help students develop responsibility, moral courage, reflective thinking, healthy human relationships, and deeper ethical awareness. The findings of this study emphasize the importance of integrating an existential perspective into the learning process so that students are able to build a more mature identity and discover an authentic direction in life.
Pendidikan yang Memerdekakan dalam Perspektif Ki Hajar Dewantara dan Implikasinya untuk Pendidikan SMP Hakim, Ahmad Muamar Zaenul; Nursari, Elis; Rosmiati, Rini; Yoseptry, Ricky
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2135

Abstract

This study is grounded in the thought of Ki Hajar Dewantara, who viewed education as an effort to liberate human beings—that is, to shape learners so that they can develop in accordance with their natural potential, possess noble character, and become independent individuals without losing their human values. This study aims to: (1) describe the concept of liberating education according to Ki Hajar Dewantara; (2) analyze the relevance of this concept to the needs of 21st-century education; and (3) examine the implications of Ki Hajar Dewantara’s ideas for the education system at the junior high school level, including aspects of curriculum, learning, school management, and institutional culture. The method employed is library research using a descriptive qualitative approach. Data sources include the original works of Ki Hajar Dewantara, academic studies on character education and humanistic education, as well as national education policy documents such as the Merdeka Curriculum and the Pancasila Student Profile. The data were analyzed through data reduction, categorization, interpretation, and thematic conclusion drawing. The findings indicate that Ki Hajar Dewantara’s concept of liberating education emphasizes three main principles: (1) exemplary leadership (ing ngarso sung tulodo), (2) empowerment and motivation (ing madya mangun karso), and (3) encouragement of independence (tut wuri handayani). These three principles have strong implications for the junior high school education system. In terms of curriculum, there is a need to strengthen flexibility, learning differentiation, and character development. In the learning process, teachers need to act as mentors who guide students through dialogical, reflective, and experiential approaches. In terms of school management, a democratic and participatory school culture is required, positioning students as active subjects of learning. This study concludes that the implementation of liberating education at the junior high school level can strengthen a humanistic educational ecosystem that is relevant to the developmental needs of learners.
Analisis Relevansi Pembelajaran di SMPN 3 Darangdan dengan Kebutuhan Hidup Nyata Siswa Dalam Perspektif Filsafat Progressivisme Yoseptry, Ricky; Nurtaufiqin, Teten; Nuryani, Puri; Halimah, Neneng
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2136

Abstract

Progressivism is an educational philosophy that emphasizes education being centered on students’ experiences in order to produce pragmatic and skilled graduates, rather than focusing on theoretical facts. This descriptive qualitative study aims to measure the relevance of learning at SMPN 3 Darangdan based on this framework. In conclusion, the school seeks to implement Progressivism by having teachers relate subject matter to local contexts and employ student-centered methods such as Project-Based Learning (PjBL) and Problem-Based Learning (PBL) to provide authentic learning experiences. Students perceive learning materials as relevant when they can be applied directly (such as in Crafts and practical Mathematics). However, implementation is constrained by structural factors (a dense curriculum and a culture focused on exam scores) and technical factors (limited teacher competence in designing authentic projects and inadequate facilities). For sustainability, strong structural support, enhancement of teacher competencies, and innovative leadership are required. This study employs a qualitative approach using a descriptive method, aiming to observe, analyze, and obtain a comprehensive overview of the relevance of learning at SMPN 3 Darangdan, Purwakarta Regency. SMPN 3 Darangdan has demonstrated a clear commitment to implementing relevant and experience-oriented learning in accordance with the principles of Progressivism. Teachers possess a solid philosophical understanding of curriculum relevance and strive to connect learning materials with students’ real-life contexts. Experience-centered learning, through methods such as Project-Based Learning and Problem-Based Learning, provides benefits for the development of academic competencies, social skills, and life skills. Nevertheless, implementation has not yet been fully stable due to structural barriers, limited facilities, and an educational culture that prioritizes exam scores. Continuous support from the school, improved teacher competence, and adequate facilities are needed so that progressive learning can be implemented more deeply and consistently.
Co-Authors A. Suhandi Abdul Rahman Abuy, Abuy Achmad Mudrikah Ade Dasmana Adzani, Nesa Halimah Adzania, Nesa Halimah Agus Sugiono, Agus Agustiany, Fifin Arifiani Ahadiat, Ahadiat Ahmad, Irfan Aisyah, Ai Alam, Rudi Amalia, Nelly Amelia Pratiwi Anggara, Ridha Anggriyani, Mia Devi Ani Nuraini, Ani Anisah Anisusulawati, Anisusulawati Anjaswati Titi Nur Azizah Apipudin, Sa’ir Apiyanti, Pina Dewi Ardiana Ardiana, Ardiana Ardiana, Lufi Ardiansyah, Yudah Arianti, Vera Desi Arif Firmansyah Armando, Rio Asep Suryanto Asmara Mukti, Rita Astuti, Cahyanti Yuni Audah, Irfan Aviani, Doris Baini, Baini Barlian, Ujang Cepi Basin, Basin Budi Mulyadi Budiman, Dadan Burhan, Barri Mochamad Candrawinata, Lalan Cantika, Febi Filga Cantika, Winda Cecep Suryana, Cecep Dalina, Lina Dariah, Dinar Defauzi, Prisna Dewi Ratnaningsih Dewi, Nursyifa Aprillia Diana, Nenden Dwi Rahayuningsih Else, Rose Entin Nuryati Erawan, Raden Dewangga Tresna Fadhila, Irham Fahmi, Reza Nuril Fahriyah, Elis Fakhrudin, M Y Fakhrudin, M.Y. Farid, Mahmud Fatkhullah, Faiz Karim Fatmawati, Fatmawati Fauza, Alivia Nurul Fauzi, Moch. Irfan Firmansyam, Iqbaal Garnadi, Andi Ginanjar, Ledy Guntur Gunawan Habaib, Muhammad Habibie, M. Faiz Hadi Nasbey Haerudin, Atep Didin Hakim, Ahmad Muamar Zaenul Halimah, Neneng Hamdani, Ahmad Hanafi, Toni Norman Handayani, Dian Rini Hariyana, Heri Haryanto, Danni Hasan Basri Hasanudin, Heri Helmawati Helmawati Helwa Fadila Al Nisa Hendarsyah, Jelita Dewanty Hendi, Hendi Hendri Abdul Qohar HERAWATI, LILIK Hidayanti, Popi Hidayat, Enjang Sarip Hifdziatul Fitri, Nita Qonitiah Hilman, Fitria Faizah Honijah, Siti Ice Shofiyyatulloh Idan Darmawan Iim Wasliman Ila Aisyah Ilyas, Aa Aman Abdur Rahman M. Ilyas, Asep Muhammad Indah Juniati, Nur Indiriani, Dini Indra Suryana, Indra Iriani, Timur Iriantara, Yosal Irma Sulistiany Islam, Anshori Daulatul Istiqomah, Hilmi Aulia Itang Itang Iwan Asmadi Iwan Iwan Jaenudin, Cecep Jamilah, Nina Kaniasih, Nia Kartini, Tini Khoirunnisa Khoirunnisa Kurniawati, Iis Kusmawati, Nenden Noer Kusmiati, Iis Kusmiyati, Nany Kusnadi, Andini Anggraeni Kusnadi, Andini Angraeni Kusnandar, Heri Kusnandar, Nandang Kusnendi, Nanang Kustamaji, Erwin Lembah, Carla Delvia Lidinillah, Dini Lubis, Erwin Sunandar M, Novi Khusnainy Madya, Silvi Mardia, Dian Marisan, Susan Marlianty, Risni Maryam Maryam Maryati, Neneng Meri Masrukoyah, Enyi Maulana, Yana Ma’mur, Ali Medawati, Rina Meilani, Vivi Meta Rostiani Miftahul Malik Minah, Minah Mirawati Mirawati Misbahudin, R. Muhammad Muhammad Nasir Muharam, Chepi Septiana Muharisa, Dini Mukti, Rita Asmara Mulyanawati, Cucu Mulyani, Novi Silvia Mulyanti, Imas Sri Mulyati, Deuis Mumuh Muhtarom Muniroh, Neneng Yusmawati Musthafa, Sulthon Al-Hakim Noer Nandang Koswara Ningsih, Riyani Fitria Nitro, Nitro Noer, Nia Zulfa Septia Noviyanti, Sinta Nur Indah, Nur Nuraeni, Anu Nurani, Sani Nurasiah, Enur Nurdini, Khamisah Nurhaeti, Ai Nurhyani, Rina Nurihayati, Emilya Nurjanah, Ana Nurlaela, Narti Nurlaela, Novalia Nurlianti Nurlianti, Nurlianti Nurmaya, Rosi Nurmilah, Lilih Nursari, Elis Nurtaufiqin, Teten Nurwijayanti Nuryani, Puri Nurzakiyah, Lia Paridah, Didah Pawaka, Wahyu Pebriani, Anna Permana, Asep Cipta Permata, Destia Dewi Pian Supriatna Sulaeman Premeilani, Premeilani Prialita, Arianti Pujiono, Sugeng Rachmawati, Sisca Rahayu Rahmadina, Sekar Putri Rahayu, Neni Sri Rahman, Rita Renata, Liza Putri Rhamdani, Nuron Rina Restiana Risgianti, Riscky Rismayanti, Listia Robiah, Siti Rodiah, Eli Siti Rohana, Yana Rohmat Kamil Romdah Romansyah, Romdah Rosada, Dadang Rosmiati, Rini Rostini, Deti Rudi Setiawan Rusmana, Jajang Saleh, Andi Salmah Saputra, Doni Ade Sari, Rianti Garvita Sari, Wita Puspita Saripah Saripah, Saripah Saripudin, Yusep Septia, Nia Zulfa Setiani, Erna Erawati Setiani, Ira Silviana, Karisma Silviani, Alien Siti Fatimah Siti Nur Janah, Siti Nur Siti Nuraeni, Siti Siti Nurjanah Siti Nurrohmah Soeganda Priyatna Sofyan Sauri Solihah, Dalpah Solihah, Susan Nurhasanah Sopandi, Sopandi Sri Astuti Sri Haryani Sri Rahmawati Sriwulan, Permanik Ahni Sugandi, Liawati Suharyanto H. Soro Suhendar, Eutik Suhenih, Henhen Suherman, Suherman Sukarna, Haldi Rizkiawan Sumarwan, Usep Sunardiana, Didi Suprayoga, Hari Supriati, Rina Suryaningrat, Wilda Susanti, Selasih Margi susi susi Sutarjo, Tatang Suwandi, Haris Syahbari, Deka Syaiful, Abdullah Syaripudin Syaripudin Syarofah, Lailis Tanti Tanti Taryana, Iwan Taufik, A. Mokh. Teti Ratnawulan Timorochmadi, Ferry Timurita, Novalia Wahyu Tirtajaya, Arman Trenggana, Sopian Trianugrahwati, Desemberi Ubun, Ubun Usman Usman Utami, Nur Widyasti Utami, Widia Wachyudin, Wachyudin Wahyu, Agus Wai Siti Aisyah Wandani, Wandani Warta, Waska Wasliman, Eva Dianawati Wibowo, Ferry Widianti, Yuni Widiawati, Lilis Widyaningsih, Wiwi Widyastuti, Rina Wikarso, M. Idris Wikarso, Moh Idris Wili Suminar Winandar, Imam Zatnika Wisnurat, Yuyus Witosari, Sri Wiwik Endang Yakhsyallah, Achmad Yani Suryani Yatimah, Dede Yesino, Leonardus Yeti Nurhayati, Yeti Yudiaka, Deki Yudianto Yudianto Yuliana Ambarwati Yuni Rahmawati Yuniawati Yuniawati Yuningsih, Yuyun Zakiyyah, Rosyidah Zaman, Badri Zimbalist, Laras Octawa Zuhri, Saepudin