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All Journal International Journal of Nusantara Islam Jurnal Pendidikan UNIGA al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar 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
Yoseptry, Ricky
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Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Social Sciences Other

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Pemikiran Ki Hajar Dewantara tentang Pendidikan yang Memerdekakan dan Implikasinya terhadap Implementasi Pendidikan di SMP Ricky Yoseptry; Khoirunnisa Khoirunnisa; Liza Putri Renata; 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 Ahmad Muamar Zaenul Hakim; Elis Nursari; Rini Rosmiati; Ricky Yoseptry
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 Ricky Yoseptry; Teten Nurtaufiqin; Puri Nuryani; Neneng Halimah
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.
Pendidikan Budi Pekerti di SMP: Penafsiran Ulang Ajaran Taman Siswa dalam Era Digital Febi Filga Cantika; Siti Nuraeni; Ridha Anggara; Sri Wiwik Endang Witosari; Ricky Yoseptry
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 3 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i3.2140

Abstract

The development of digital technology has transformed adolescents’ patterns of interaction and given rise to various violations of digital ethics, such as cyberbullying, the spread of hoaxes, and negative online postings. Consequently, schools need to develop character education that aligns with the demands of the times. This study aims to analyze the reinterpretation of Tamansiswa teachings, particularly Tri Karsa, in fostering digital ethics; to describe the mechanisms for handling violations at SMPN 2 Campaka; to identify challenges in implementing a restorative–pedagogical approach; and to evaluate students’ perceptions of the effectiveness of case handling. Using a qualitative method with a case study approach, data were collected through interviews, observations, and documentation, and then analyzed using the Miles, Huberman, and Saldaña model. The findings indicate that Tri Karsa is interpreted as critical digital literacy, digital empathy, and digital moral responsibility, while case handling prioritizes dialogue, mediation, and character development, although it is not yet supported by specific standard operating procedures. Several obstacles were identified, including limited teachers’ digital competence, resistance from Generation Z/Alpha students, minimal parental involvement, and limited ICT facilities. Nevertheless, students perceive the handling mechanisms as fairly just, educational, and having a positive impact on digital behavior. This study affirms the relevance of Tamansiswa values as a foundation for developing a Tamansiswa-based Digital Character Education Model to strengthen humanistic and contextual character education in the digital era.
Analisis Kebijakan Sekolah Terhadap Inovasi Pedagogik dan Dampaknya Terhadap Motivasi Belajar Peserta Didik di SMPS 2 Al-Muhajirin Sri Rahmawati; Selasih Margi Susanti; Wilda Suryaningrat; Ricky Yoseptry
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.v13i2.2141

Abstract

The background of this study stems from the need for schools to address the challenges of modern education through the strengthening of policies that encourage teacher creativity, the use of technology, and the development of student-centered learning strategies. School policies that support pedagogical innovation are expected to enhance the achievement of optimal learning outcomes. This study employs a qualitative approach using a case study method. The results indicate that school policies at SMPS 2 Al-Muhajirin have been directed toward strengthening pedagogical innovation through teacher training programs, the utilization of digital technology, the cultivation of an active learning culture, and the improvement of learning facilities. The implementation of pedagogical innovation is reflected in the use of collaborative and project-based learning models, technology integration, and differentiated approaches tailored to students’ needs. These innovations have been shown to have a positive impact on students’ learning motivation, as evidenced by increased participation, interest, enthusiasm, and learner autonomy. However, the study also identifies several obstacles, including limited technological facilities, variations in teachers’ competencies in adapting innovations, and a lack of continuous mentoring. Overall, the study concludes that well-directed and consistent school policies play a crucial role in promoting pedagogical innovation, and that such innovation significantly contributes to enhancing students’ learning motivation. This study recommends strengthening continuous professional development, optimizing digital facilities, and enhancing collaboration among teachers to ensure the sustainability of pedagogical innovation at SMPS 2 Al-Muhajirin.
Penerapan Prinsip Filsafat Progresivisme dalam Pembelajaran Kolaboratif PAI di SMP Ricky Yoseptry; Rina Supriati; Iis Kurniawati; Heri Hasanudin
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.v13i2.2142

Abstract

Twenty-first-century education demands a paradigm shift from conventional, teacher-centered learning to student-centered learning. This demand aligns with the Kurikulum Merdeka, which emphasizes critical, creative, and collaborative competencies. The philosophy of progressivism (John Dewey) offers a theoretical foundation through the principles of learning by doing and cooperative learning. This study aims to gain an in-depth understanding of the implementation of progressivist principles in collaborative learning in Islamic Religious Education (PAI) at SMP Negeri 6 Darangdan. Employing a qualitative approach with a case study method, data were collected through in-depth interviews, participant observation, and documentation analysis. The findings indicate that the implementation of progressivism remains administrative rather than philosophical in nature. There is a significant gap between planning documents (lesson plans/teaching modules) that include progressive labels such as Problem-Based Learning and actual classroom practices, in which teachers’ roles as facilitators have not been optimally realized. Furthermore, although school managerial support is strong at the policy level, weaknesses were identified in the area of instructional leadership, as supervision focuses primarily on administrative completeness rather than on pedagogical coaching for teachers. This study concludes that progressive PAI learning requires strong integration between teachers’ pedagogical commitment and capacity-based managerial support.
Pemikiran Pendidikan Ki Hajar Dewantara dan Implikasinya terhadap Penyelenggaraan Pendidikan di Tingkat SMP Eutik Suhendar; Didi Sunardiana; Ubun Ubun; Ricky Yoseptry
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.v13i2.2143

Abstract

This study aims to conduct an in-depth analysis of Ki Hajar Dewantara’s ideas on emancipatory education and to identify their implications for the education system at the junior secondary level (Sekolah Menengah Pertama). Amid the implementation of the Kurikulum Merdeka and the various challenges of twenty-first-century education, Ki Hajar Dewantara’s educational philosophy has regained relevance as a foundation for transforming learning practices. This study employs a library research method with a qualitative–narrative approach. The primary data are derived from the works of Ki Hajar Dewantara, while secondary data come from books, academic journals, and policy documents related to national education and the Kurikulum Merdeka. The findings indicate that emancipatory education according to Ki Hajar Dewantara is a process of “guiding” all of a child’s innate potentials through the among system, which is grounded in the principles of asih (care), asah (intellectual development), and asuh (nurturing). Education is directed toward enabling learners to attain the highest possible levels of safety and happiness as individuals and as members of society, emphasizing a balanced development of cipta (thought), rasa (feeling), karsa (will), and pekerti (character). In the context of junior secondary schools, these ideas call for a paradigm shift from teacher-centered and exam-oriented learning toward student-centered, contextual, and differentiated learning that integrates character strengthening. Teachers assume the role of pamong by applying the educational trilogy Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, and Tut Wuri Handayani. The practical implications are reflected in curriculum design, pedagogical practices, and holistic assessment oriented toward the development of the Profil Pelajar Pancasila.
IMPLEMENTASI KEBIJAKAN PEMBELAJARAN MENDALAM BERBASIS MANAJEMEN MUTU (PDCA) DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SMP (STUDI KASUS DI SMPN 1 RANCAEKEK DAN SMPN 4 RANCAEKEK KABUPATEN BANDUNG) Prihatini, Ima Mulhima; Yoseptry, Ricky; Handayani, Sri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54378

Abstract

This study aims to analyze the implementation of a quality management-based immersive learning policy through the PDCA (Plan–Do–Check–Act) cycle in improving junior high school students' learning motivation. The research focuses on planning, implementation, evaluation, follow-up, as well as obstacles and solutions encountered. This study uses a qualitative approach with a case study method in two schools. The results show that the implementation of PDCA-based immersive learning has been carried out systematically, although there are still imbalances between stages. In the planning stage (Plan), schools formulate meaningful learning objectives and integrate immersive learning principles into the curriculum. The implementation stage (Do) shows the application of varied student-centered learning. Teachers act as facilitators who encourage student collaboration and reflection. In the evaluation stage (Check), evaluation is carried out through authentic assessment and observation of student active processes. In the follow-up stage (Act), commitment to continuous improvement is demonstrated through training, workshops, MGMP (Student Group Working Group), and learning innovations. The main obstacles include the absence of affective motivation indicators, limited facilities and infrastructure, teachers' uneven understanding of the immersive learning concept, and fluctuations in student motivation. The solutions implemented include the development of measurable indicators, ongoing training, the development of authentic assessments, the gradual provision of facilities, and strengthening collaboration between teachers, students, and parents.
EVALUASI PROGRAM IN HOUSE TRAINING MELALUI PBD (PERENCANAAN BERBASIS DATA) DALAM UPAYA TRANSFORMASI KOMPETENSI PEDAGOGIK GURU SD (STUDI KASUS DI SDN TANJUNGBIRU DAN SD AL MU’MIN, KABUPATEN BANDUNG) Fitrianingsih; Yoseptry, Ricky; Ningsih, Muhammad Gaffar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55758

Abstract

This research is motivated by the ongoing gap between the demands of teacher pedagogical competency and learning practices in the field. Although educational policies have encouraged data-based learning, in reality the utilization of data such as educational report cards has not been maximized and tends to be administrative. The In House Training (IHT) program through data-based planning (PBD) is presented as a strategic solution, but its effectiveness still needs to be evaluated comprehensively. This study aims to evaluate the IHT program through PBD in transforming the pedagogical competency of elementary school teachers through an analysis of the context, input, process, and product of the program at SDN Tanjungbiru and SD Al Mu'min. Theoretically, this research is based on the grand theory of program evaluation of the CIPP model from Stufflebeam, the middle theory of teacher pedagogical competency, and applied theory in the form of the implementation of IHT through PBD as a strategy to improve teacher professionalism based on real needs in schools. This research uses a qualitative approach with a program evaluation method. Data collection techniques are carried out through observation, interviews, and documentation studies, then analyzed interactively through data reduction, data presentation, and drawing conclusions. The results of the study indicate that: (1) in the context aspect, the program has been in accordance with the needs to improve teacher competency even though the use of data has not been maximized; (2) input, planning, and resources are adequate, but understanding of PBD is still limited; (3) process, implementation is proceeding according to plan with active teacher participation; and (4) product, the program has a positive impact on changes in planning and learning practices, although this is not yet evenly distributed. Overall, the In-House Training (IHT) Program through PBD has proven to be able to transform teachers' pedagogical competencies toward more reflective, contextual, and student-oriented learning practices, although it still requires strengthening in data literacy and mentoring for maximum and sustainable impact.
MANAJEMEN SUPERVISI KEPALA SEKOLAH UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR Indra Eka Permana; Ricky Yoseptry
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57938

Abstract

  Teacher professional competence is a key determinant of learning quality, yet many elementary school principals have not managed supervision systematically and sustainably, particularly in schools with limited resources. This study aims to analyze school principal supervision management in improving teachers' professional competence at SDN Bojongpicung 1 and SDN Cipeuyeum 3, Cianjur Regency, covering planning, implementation, evaluation, follow-up, constraints, solutions, and impact. A qualitative approach with a comparative case study method was used. Data were collected through observation, in-depth interviews, and documentation studies, then analyzed using the Miles, Huberman, and Saldana model through data condensation, data display, and conclusion drawing. The results show that both principals have implemented supervision management in accordance with Deming’s Plan-Do-Check-Act cycle: needs-based planning, implementation with a humanistic approach and varied techniques, competency standard-based assessment instruments, and personalized follow-up. The constraints found were multidimensional, including administrative workload, capacity limitations, and human challenges such as resistance and low teacher confidence, which were addressed through task delegation, collaboration with senior teachers, and consistent positive reinforcement. Planned and sustained supervision proved to improve teachers’ content mastery, creativity in developing teaching materials, variation in teaching methods, and professional attitude. This study concludes that the effectiveness of principal supervision is determined by the quality of the overall management cycle, not merely by the completeness of administrative documents.
Co-Authors A. Suhandi Abdul Rahman Abuy, Abuy Achmad Mudrikah Ade Dasmana Adzani, Nesa Halimah Adzania, Nesa Halimah Agus Sugiono Ahadiat, Ahadiat ahmad hamdani Ahmad Muamar Zaenul Hakim Ahmad, Irfan Aisyah, Ai Alam, Rudi Amalia, Nelly Amelia Pratiwi Andi Saleh Ani Nuraini, Ani Anisah Anisusulawati, Anisusulawati Anjaswati Titi Nur Azizah Anna Pebriani Apiyanti, Pina Dewi Ardiana Ardiana, Ardiana Ardiana, Lufi Ardiansyah, Yudah Arianti, Vera Desi Arif Firmansyah Armando, Rio Asep Muhammad Ilyas 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, Winda Carla Delvia Lembah Cecep Suryana, Cecep Dalina, Lina Dariah, Dinar Dede Yatimah Defauzi, Prisna Deka Syahbari Dewi Ratnaningsih Dewi, Nursyifa Aprillia Dian Mardia Dian Rini Handayani Diana, Nenden Didi Sunardiana Dini Indiriani Dini Lidinillah Dwi Rahayuningsih Elis Nursari Else, Rose Enjang Sarip Hidayat Entin Nuryati Erawan, Raden Dewangga Tresna Eutik Suhendar Fadhila, Irham Fahriyah, Elis Fakhrudin, M Y Fakhrudin, M.Y. Farid, Mahmud Fatkhullah, Faiz Karim Fatmawati Fatmawati Fauza, Alivia Nurul Fauzi, Moch. Irfan Febi Filga Cantika Fifin Arifiani Agustiany Firmansyam, Iqbaal Fitrianingsih Fitrianingsih Garnadi, Andi Ginanjar, Ledy Guntur Gunawan Habaib, Muhammad Habibie, M. Faiz Hadi Nasbey Haerudin, Atep Didin Hanafi, Toni Norman Handayani, Sri Hariyana, Heri Haryanto, Danni Hasan Basri Helmawati Helmawati Helwa Fadila Al Nisa Hendarsyah, Jelita Dewanty Hendi, Hendi Hendri Abdul Qohar Heri Hasanudin Heri Kusnandar Hidayanti, Popi Hilman, Fitria Faizah Hilmi Aulia Istiqomah Ice Shofiyyatulloh Idan Darmawan Iim Wasliman Iis Kurniawati Ila Aisyah Ilyas, Aa Aman Abdur Rahman M. Indah Juniati, Nur Indra Eka Permana Indra Suryana, Indra Iriani, Timur Irma Sulistiany Islam, Anshori Daulatul Itang Itang Iwan Asmadi Iwan Iwan Jaenudin, Cecep Jamilah, Nina Kaniasih, Nia Kartini, Tini Khoirunnisa Khoirunnisa Kusmawati, Nenden Noer Kusmiati, Iis Kusmiyati, Nany Kusnadi, Andini Anggraeni Kusnadi, Andini Angraeni Kusnandar, Nandang Kusnendi, Nanang Kustamaji, Erwin Lilih Nurmilah Liza Putri Renata Lubis, Erwin Sunandar M, Novi Khusnainy 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 Musthafa, Sulthon Al-Hakim Noer Nandang Koswara Neneng Halimah Neneng Yusmawati Muniroh Ningsih, Muhammad Gaffar Ningsih, Riyani Fitria Nita Qonitiah Hifdziatul Fitri Nitro, Nitro Noer, Nia Zulfa Septia Noviyanti, Sinta Nur Indah, Nur Nur Widyasti Utami 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 Nurwijayanti Nurzakiyah, Lia Paridah, Didah Pawaka, Wahyu Permana, Asep Cipta Permata, Destia Dewi Pian Supriatna Sulaeman Premeilani, Premeilani Prialita, Arianti Prihatini, Ima Mulhima Pujiono, Sugeng Puri Nuryani Rachmawati, Sisca Rahayu Rahmadina, Sekar Putri Rahayu, Neni Sri Rahman, Rita Reza Nuril Fahmi Rhamdani, Nuron Ridha Anggara Rina Restiana Rina Supriati Rini Rosmiati Risgianti, Riscky Rismayanti, Listia Robiah, Siti Rodiah, Eli Siti Rohana, Yana Rohmat Kamil Romdah Romansyah, Romdah Rosada, Dadang Rostini, Deti Rudi Setiawan Rusmana, Jajang Salmah Saputra, Doni Ade Sari, Rianti Garvita Saripah Saripah, Saripah Saripudin, Yusep Sa’ir Apipudin Selasih Margi Susanti Septia, Nia Zulfa Setiani, Erna Erawati Setiani, Ira Silvi Madya Silviana, Karisma Silviani, Alien Siti Fatimah Siti Honijah SITI NUR JANAH Siti Nuraeni Siti Nurjanah Siti Nurrohmah Soeganda Priyatna Sofyan Sauri Solihah, Dalpah Solihah, Susan Nurhasanah Sopandi, Sopandi Sri Astuti Sri Haryani Sri Rahmawati Sri Wiwik Endang Witosari Sriwulan, Permanik Ahni Sugandi, Liawati Suharyanto H. Soro Suhenih, Henhen Suherman, Suherman Sukarna, Haldi Rizkiawan Sumarwan, Usep Suprayoga, Hari susi susi Suwandi, Haris Syaiful, Abdullah Syaripudin Syaripudin Syarofah, Lailis Tanti Tanti Taryana, Iwan Tatang Sutarjo Taufik, A. Mokh. Teten Nurtaufiqin Teti Ratnawulan Timorochmadi, Ferry Timurita, Novalia Wahyu Tirtajaya, Arman Trenggana, Sopian Trianugrahwati, Desemberi Ubun Ubun Usman Usman Wachyudin Wahyu, Agus Wai Siti Aisyah Wandani, Wandani Warta, Waska Wasliman, Eva Dianawati Wibowo, Ferry Widia Utami Widianti, Yuni Widiawati, Lilis Widyastuti, Rina Wikarso, M. Idris Wikarso, Moh Idris Wilda Suryaningrat Wili Suminar Winandar, Imam Zatnika Wisnurat, Yuyus Wita Puspita Sari Wiwi Widyaningsih Yakhsyallah, Achmad Yani Suryani Yesino, Leonardus Yeti Nurhayati, Yeti Yosal Iriantara Yudiaka, Deki Yudianto Yudianto Yuliana Ambarwati Yuni Rahmawati Yuniawati Yuniawati Yuningsih, Yuyun Zaman, Badri Zimbalist, Laras Octawa Zuhri, Saepudin