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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Dewa Ruci : Jurnal Pengkajian dan Penciptaan Seni FONDATIA Jurnal Ilmiah Profesi Pendidikan JPIn : Jurnal Pendidik Indonesia Darmabakti : Junal Pengabdian dan Pemberdayaan Masyarakat Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Journal La Edusci LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Alifbata: Jurnal Pendidikan Dasar Populer: Jurnal Penelitian Mahasiswa EBTIDA' : Jurnal Pendidikan Dasar Islam Lencana: Jurnal Inovasi Ilmu Pendidikan Jurnal Inovasi Pembelajaran dan Pendidikan Islam JPNM : Jurnal Pustaka Nusantara Multidisiplin Science and Education Journal Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora Walada: Journal of Primary Education Global Education Trends Journal of Authentic Research Notasi: Jurnal Pendidikan Matematika EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Journal of Educational Studies Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Jurnal Inen Paer ADIBA (JOURNAL OF EDUCATION) Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Djuita Hidayati
Universitas Islam Negeri Mataram
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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ANALISIS STUDI DESKRIPTIF KESULITAN BELAJAR SISWA PADA MATERI PERKALIAN DAN PEMBAGIAN KELAS IV Sabrina Putri Rahmani; Baiq Sulistia Dewi; Najwa Arni Mutari; Mar’atun Sholeha; Nia Septiani; Djuita Hidayati
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.10572

Abstract

ABSTRACT This study was motivated by the importance of mastering basic multiplication facts as a foundation for mathematics learning in elementary school. The study aimed to describe the learning difficulties experienced by fourth-grade students of MI NW Badrussalam in multiplication and division of hundreds numbers. This research employed a descriptive qualitative approach. Data were collected through semi-structured interviews with the teacher and fourth-grade students, as well as documentation of students’ multiplication memorization records. Data analysis was conducted through data condensation, data display, and conclusion drawing. The results showed that the students’ main difficulty stemmed from weak mastery of basic multiplication facts. Many students had not memorized basic multiplication properly, causing difficulties in solving long multiplication and division problems involving hundreds numbers. These findings were supported by documentation data indicating that most students had not mastered the multiplication sequences from 1 to 15. Therefore, weak mastery of basic multiplication facts became the main factor affecting students’ ability to solve more complex arithmetic operations. This study is expected to serve as a reflection for teachers in designing more effective learning strategies to strengthen students’ mastery of basic multiplication facts. ABSTRACT This study was motivated by the importance of mastering basic multiplication facts as a foundation for mathematics learning in elementary school. The study aimed to describe the learning difficulties experienced by fourth-grade students of MI NW Badrussalam in multiplication and division of hundreds numbers. This research employed a descriptive qualitative approach. Data were collected through semi-structured interviews with the teacher and fourth-grade students, as well as documentation of students’ multiplication memorization records. Data analysis was conducted through data condensation, data display, and conclusion drawing. The results showed that the students’ main difficulty stemmed from weak mastery of basic multiplication facts. Many students had not memorized basic multiplication properly, causing difficulties in solving long multiplication and division problems involving hundreds numbers. These findings were supported by documentation data indicating that most students had not mastered the multiplication sequences from 1 to 15. Therefore, weak mastery of basic multiplication facts became the main factor affecting students’ ability to solve more complex arithmetic operations. This study is expected to serve as a reflection for teachers in designing more effective learning strategies to strengthen students’ mastery of basic multiplication facts.
Strengthening Literacy Numeracy through Learning Trajectory Based on Realistic Mathematics Education in Elementary Schools Siti Ruqoiyyah; Djuita Hidayati
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2568

Abstract

Study This aim For increase literacy numeracy student school base through implementation learning trajectory based Realistic Mathematics Education (RME). Study This due to the low background ability literacy numeracy students shown? through results studies international as well as practice learning that is still ongoing nature conventional and less contextual . The method used is study action classes (PTK) that are implemented in two cycles , each covering stage planning , implementation , observation , and reflection . Subject study there are 29 students fourth grade school basis in West Lombok. Data collection was carried out through test literacy numeracy , observation activity students and teachers, as well as documentation . Data analyzed in a way quantitative and qualitative . Research results show existence improvement significant on literacy numeracy students . Completion classical increase from 68% in cycle I to 89% in cycle II. An increase also occurred in the indicators literacy numeracy , namely ability represent situation mathematics (82% to 87%), using problem-solving strategies problems (69% to 85%), as well reasoning and giving reasons (65% to 83%). In addition , the activity students and teachers improve to very good category . Findings This show that integration learning trajectory and RME capable create structured , contextual , and meaningful learning . Students No only understand draft mathematics , but also able to apply it in situation real
Peningkatan Pemahaman Perkalian dan Pembagian Siswa Kelas III melalui Permainan Math Market di Aik Berik Zuria Mustika Rini; Helmi Helmi; Djuita Hidayati
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6289

Abstract

Low conceptual understanding of multiplication and division in mathematics is one of the problems found among third-grade students at SDN Aik Berik, particularly in understanding multiplication as repeated addition and division as the process of dividing into equal groups. This condition is reinforced by a learning process that is still dominated by the lecture method, resulting in less active students and less meaningful learning. This study aims to determine the improvement in students’ conceptual understanding of multiplication and division through the implementation of the Math Market game among third-grade students at SDN Aik Berik, North Batukliang. This study used Classroom Action Research (CAR), which was conducted in two cycles, with each cycle consisting of the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 39 third-grade students. Data were collected through tests, observation, and documentation using instruments in the form of teacher activity observation sheets, student activity observation sheets, and learning achievement tests. The data were analyzed quantitatively to determine individual and classical mastery, and qualitatively to determine student activity and the implementation of the Math Market game. The results show that the implementation of the Math Market game can improve students’ conceptual understanding of multiplication and division. In Cycle I, the students’ average score reached 67.17 with classical mastery of 56.41%, then increased in Cycle II to 87.17 with classical mastery of 90%. Teacher activity increased from 72.22% to 80%, while student activity increased from 57.33% to 77.33%. These findings indicate that the Math Market game is effective for improving students’ conceptual understanding of multiplication and division. This study contributes to the development of contextual educational game-based mathematics learning strategies and provides practical implications for elementary school teachers in creating mathematics learning that is more active, engaging, and meaningful.
Analisis Kesulitan Konseptual, Prosedural, Dan Pemecahan Masalah Siswa Kelas IV Pada Materi Bangun Datar Di SDN 37 Ampenan Ilzami Atmami; Baiq Hadrah Febrianti; Daeatul Hikmah; Sri Utami Putri; Djuita Hidayati
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.279

Abstract

Penelitian ini bertujuan untuk menganalisis bentuk kesulitan konseptual, prosedural, dan pemecahan masalah pada materi bangun datar beserta faktor penyebabnya pada siswa kelas IV SDN 37 Ampenan. Metode yang digunakan adalah kualitatif deskriptif dengan subjek guru kelas dan siswa kelas IV-B yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis dengan teknik reduksi, penyajian data, dan verifikasi. Hasil penelitian menunjukkan bahwa siswa mengalami tiga jenis kesulitan utama: (1) kesulitan konseptual berupa ketidakmampuan mengidentifikasi sifat-sifat bangun datar; (2) kesulitan prosedural dalam mengaplikasikan rumus luas dan keliling pada angka yang kompleks; serta (3) kesulitan pemecahan masalah dalam menginterpretasikan soal cerita ke dalam model matematika. Faktor internal penyebab kesulitan meliputi rendahnya minat dan motivasi belajar mandiri, sementara faktor eksternal meliputi metode pengajaran yang konvensional serta minimnya penggunaan media pembelajaran manipulatif. Temuan ini menyarankan perlunya integrasi media digital dan strategi tutor sebaya untuk meminimalisir hambatan belajar tersebut.
ANALISIS KESULITAN BELAJAR PADA OPERASI HITUNG PENJUMLAHAN DAN PENGURANGAN BERSUSUN KELAS II DI SDN 4 AMPENAN Iswatiningrum; Halda Zikrina; Hayatun Thoyyibah; Ulfa Mukarana; Nurfitrah; Djuita Hidayati
EBTIDA': Jurnal Pendidikan Dasar Islam Vol 6 No 1 (2026): June 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/ebtida.v6i1.9783

Abstract

Penelitian ini bertujuan untuk menganalisis kesulitan belajar siswa kelas II pada materi penjumlahan dan pengurangan bersusun di SDN 4 Ampenan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri dari guru dan siswa kelas II. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa sebagian besar siswa mengalami kesulitan dalam menyusun angka sesuai nilai tempat, melakukan proses menyimpan pada penjumlahan, serta melakukan proses meminjam pada pengurangan. Selain itu, siswa juga mengalami kesulitan dalam memahami maksud soal. Faktor penyebab kesulitan belajar meliputi faktor internal seperti rendahnya pemahaman konsep dan motivasi belajar, serta faktor eksternal seperti kurangnya variasi metode pembelajaran dan minimnya dukungan keluarga. Upaya yang dilakukan guru meliputi pemberian latihan tambahan, bimbingan individual, serta pengulangan materi. Penelitian ini menunjukkan bahwa kesulitan belajar siswa disebabkan oleh rendahnya pemahaman konsep, kekeliruan dalam menyimpan dan meminjam, serta kurangnya kemampua dalam memahami soal.
METODE PEMBELAJARAN MATEMATIKA DAN IMPLIKASINYA TERHADAP PEMAHAMAN KONSEP OPERASI HITUNG DASAR PADA SISWA KELAS II SDN 3 GERUNG SELATAN Salsabila Maulida; Lisha Nurramdhani; Nabila Alfatien; Sabandi Sabandi; Mirah Rizki Wulandari; Djuita Hidayati
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.10632

Abstract

ABSTRACT This study aims to analyze the limitations of mathematics learning methods and their implications for students’ understanding of basic arithmetic operation concepts in grade II at SDN 3 Gerung Selatan. Mathematics learning in elementary schools requires varied methods to help students understand addition, subtraction, multiplication, and division concepts effectively. However, classroom observations showed that the learning process was still dominated by lecture methods with limited use of instructional media, causing students difficulties in understanding the material. This study employed a descriptive qualitative approach with data collection techniques consisting of observation and interviews. The data were analyzed descriptively to describe the condition of mathematics learning in the classroom. The findings revealed that the limited variation of teaching methods and learning media affected students’ understanding of basic mathematics concepts, reduced their learning interest and motivation, and created differences in learning outcomes among students. Therefore, more interactive learning methods and the use of concrete learning media are needed to improve students’ understanding of basic arithmetic operations. ABSTRAK Penelitian ini bertujuan menganalisis keterbatasan metode pembelajaran matematika serta implikasinya terhadap pemahaman konsep operasi hitung dasar siswa kelas II SDN 3 Gerung Selatan. Pembelajaran matematika di sekolah dasar memerlukan metode yang bervariasi agar siswa dapat memahami konsep penjumlahan, pengurangan, perkalian, dan pembagian secara optimal. Namun, hasil observasi menunjukkan bahwa proses pembelajaran masih didominasi metode ceramah dengan penggunaan media yang terbatas sehingga siswa mengalami kesulitan memahami materi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi dan wawancara. Data dianalisis secara deskriptif untuk menggambarkan kondisi pembelajaran matematika di kelas. Hasil penelitian menunjukkan bahwa keterbatasan variasi metode dan media pembelajaran berdampak pada rendahnya pemahaman konsep dasar matematika, menurunnya minat dan motivasi belajar siswa, serta adanya perbedaan hasil belajar antar siswa. Oleh karena itu, diperlukan pengembangan metode pembelajaran yang lebih interaktif dan penggunaan media konkret untuk meningkatkan pemahaman siswa terhadap konsep operasi hitung dasar.  
ANALISIS KESULITAN SISWA DALAM MEMAHAMI NILAI TEMPAT DAN PROSES MENYIMPAN PADA OPERASI PENJUMLAHAN BERSUSUN KELAS II SD Nia Andriana; Firda Mardatillah; Eliza Najwa; Harkatul Hasani; Djuita Hidayati
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.10693

Abstract

ABSTRACT This study was motivated by the low ability of second-grade students at SDN 3 Bajur to master basic mathematical arithmetic operations, particularly in column addition. The primary issue is that many students incorrectly place digits according to their place value (ones, tens, hundreds, and so forth) and do not yet have a proper understanding of the carrying process, resulting in inaccuracies in calculations. This research focuses on analyzing the types of difficulties experienced by students and the underlying causal factors. This study employs a descriptive method with a qualitative approach, where data collection was conducted through observation, interviews, and documentation involving teachers and students in the field. The results indicate that students face significant obstacles in distinguishing between units and tens and frequently fail to apply the carry technique when the addition result exceeds ten. The factors causing these difficulties include internal factors such as low interest, motivation, and a lack of understanding of basic concepts, as well as external factors including suboptimal use of learning media and a lack of systematic practice. The conclusion of this study emphasizes that mastering place value is a crucial foundation for students' arithmetic skills. Therefore, more concrete, gradual, and contextual learning strategies are required to strengthen conceptual understanding and increase students' confidence in solving column addition operations. ABSTRAK Penelitian ini didasari oleh rendahnya kemampuan siswa kelas II SDN 3 Bajur dalam menguasai operasi hitung matematika, khususnya pada materi penjumlahan bersusun. Permasalahan utama muncul karena banyak siswa yang melakukan kesalahan dalam menempatkan angka berdasarkan nilai tempat (satuan, puluhan, ratusan, dan seterusnya) serta belum memahami konsep menyimpan dengan benar, sehingga menyebabkan ketidaktelitian dalam proses perhitungan. Fokus penelitian ini adalah menganalisis jenis kesulitan yang dialami siswa serta faktor-faktor penyebabnya. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif, di mana pengumpulan data dilakukan melalui Teknik observasi, wawancara, dan dokumentasi terhadap guru serta siswa di lapangan. Hasil penelitian menunjukkan bahwa siswa mengalami hambatan serius dalam membedakan nilai satuan dan puluhan serta sering kali gagal dalam melakukan Teknik menyimpan (carry) saat hasil penjumlahan melebihi angka sepuluh. Faktor penyebab kesulitan ini mencakup faktor internal seperti rendahnya minat, motivasi, dan pemahaman konsep dasar, serta faktor eksternal yang meliputi penggunaan media pembelajaran yang kurang optimal dan minimnya Latihan soal yang sistematis. Simpulan dari penelitian ini menegaskan bahwa penguasaan nilai tempat adalah fondasi krusial bagi kemampuan aritmatika siswa. Oleh karena itu, diperlukan strategi pembelajaran yang lebih konkret, bertahap, dan kontekstual untuk memperkuat pemahaman konsep serta meningkatkan kepercayaan diri siswa dalam menyelesaikan operasi penjumlahan bersusun.
PENGEMBANGAN LKPD BERBASIS LITERASI NUMERASI UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA PADA PEMBELAJARAN MATEMATIKA Maesarah; Ramdhani Sucilestari; Djuita Hidayati
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.493

Abstract

Penelitian ini bertujuan untuk mengembangkan LKPD berbasis literasi numerasi yang layak, praktis, dan efektif dalam meningkatkan kemampuan pemecahan masalah siswa kelas V pada pembelajaran matematika. Jenis penelitian yang digunakan pada penelitian ini adalah penelitian dan pengembangan (R&D) dengan model ADDIE yang meliputi analysis, design, development, implementation, dan evaluation. Subjek pada penelitian ini adalah 17 siswa. Instrumen yang digunakan berupa lembar validasi ahli, angket respons guru dan siswa, serta pre-test dan post-test. Analisis data dilakukan menggunakan uji normalitas, uji Wilcoxon, dan N-Gain. Hasil penelitian ini menunjukkan bahwa LKPD berbasis literasi numerasi yang dikembangkan memenuhi kriteria sangat layak, sangat praktis, dan cukup efektif. LKPD berbasis literasi numerasi efektif digunakan sebagai bahan ajar untuk meningkatkan kemampuan pemecahan masalah siswa dalam pembelajaran matematika di sekolah dasar
Pengaruh Pembelajaran Matematika Berbasis Projek Terhadap Keterampilan Kolaborasi Peserta Didik Pada Materi Bangun Ruang di Kelas IV MI Ushuluddin NW Ubung Andre Irawan; Amaliatul Fitri; Sucita Nispiana.; Siti Mehram; Dini Ati; Djuita Hidayati
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.822

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran matematika berbasis proyek terhadap keterampilan kolaborasi siswa di MI Ushuluddin NW Ubung. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimental menggunakan desain kuasi-eksperimental. Sampel terdiri dari kelompok eksperimen dan kelompok kontrol yang dipilih untuk membandingkan efektivitas perlakuan pembelajaran. Instrumen pengumpulan data yang digunakan adalah kuesioner yang mengukur keterampilan kolaborasi siswa. Analisis data dilakukan menggunakan uji t sampel independen untuk menguji perbedaan nilai rata-rata antara kedua kelompok. Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan pembelajaran matematika berbasis proyek terhadap keterampilan kolaborasi siswa, yang ditunjukkan oleh nilai signifikansi kurang dari 0,05, yang berarti terdapat perbedaan yang bermakna antara kelompok eksperimen dan kelompok kontrol. Siswa di kelompok eksperimen yang diajar menggunakan pembelajaran berbasis proyek menunjukkan nilai keterampilan kolaborasi yang lebih tinggi dibandingkan dengan siswa di kelompok kontrol yang menerima pembelajaran konvensional. Implikasi dari penelitian ini adalah pembelajaran berbasis proyek dapat dianggap sebagai strategi pembelajaran yang efektif untuk meningkatkan keterampilan kolaborasi siswa, khususnya dalam pendidikan matematika dasar. Pendekatan ini mendorong interaksi aktif, kerja tim, dan tanggung jawab bersama sepanjang proses pembelajaran
Analisis Kesulitan Siswa Dalam Operasi Pembagian Serta Dampaknya Terhadap Hasil Belajar Matematika Di Kelas VI SDN 19 Ampenan Gina Salsabila; Nafisa Maula Amelia; Berliana Isratunnisah; Septiana Septiana; Nurul Fitrih; Djuita Hidayati
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.274

Abstract

This study aims to analyze students’ difficulties in division operations and their impact on the mathematics learning outcomes of sixth-grade students at SDN 19 Ampenan. This research employed a qualitative approach, with data collected through observation, interviews, and documentation. The findings indicate that students experience various difficulties in understanding the concept of division, both as the inverse of multiplication and as repeated subtraction. In addition, students face challenges in determining quotients, following the procedures of long division, and solving word problems. These difficulties are influenced by students’ weak mastery of basic arithmetic operations, particularly multiplication and subtraction. The impact of these difficulties is reflected in the low mathematics learning outcomes, as indicated by the large number of students who have not achieved the Minimum Mastery Criteria. The average student score is 48, which is still below the established minimum standard of 75.
Co-Authors Afifurrahman Afifurrahman Afnis Iis Munandar Ahmad Sulhan Amalia Soleha Amaliatul Fitri Andre Irawan Anes Rizki Anes Rizki Annisa Yunita Rizqi Baiq Hadrah Febrianti Baiq Liana Fitri Baiq Sulistia Dewi Berliana Isratunnisah Bunga Sukma Daeatul Hikmah Deswita Khofipah Saputri Devi Qurniati Dinda Afrianza Dinda Putri Dini Ati Dwi Putri Lestari Eliza Najwa Erlina, Lisa Erna Anggraini Erna Anggraini Faras Sita Adilla Fatimah Azahra Febrina, Melvi Firda Mardatillah Firda Solihan Gina Salsabila Halda Zikrina Harkatul Hasani Hasna’ul Badiyah hayatun Hayatun Thoyyibah Helmi Helmi Helmi Hidayanti Azkia Hidayatil Qur’ani Husna Wardiatin, Anisa Hustriasa Niswatun Ilmia Izzatul Isma Ilzami Atmami Isknadar Salamin Ismi Sabina Iswatiningrum Jul marlita amalyah Khairunisa Khairunisa Laily Maulida Lale Amanda Fairuz Lalu Zarkasih rizki Lara Aprilia Lestari Lara Vardia Putri Lena Saputri Lisha Nurramdhani M. Alfian Sahroni M. Talal Hikam Maesarah Mar’atun Sholeha Maulidya, Syavira Citra Miftahul Husna Riadi Mila Aulya Kumala Dewi Mirah Rizki Wulandari Muammar Muhammad Rifaldi Muhammad Rifki Hermawan Nabila Alfatien Nafisa Maula Amelia Najwa Arni Mutari Nanda Syifa Annisa Navila Dwi Irmayani Nia Andriana Nia Septiani Nisa Lestari Nurfitrah Nurjanah Nurul Fitrih Putri Oktavia Ningsih Rakmah Rakmah Ramdhani Sucilestari Rina Yunita Rahmawati, Rizka Maulida Rohimana Sabandi Sabandi Sabrina Putri Rahmani Salsabila Maulida Septiana Septiana Septiani, Kamely Nurmutia Sifaiyah Siska Ayu Safitri Siti Mehram Siti Ruqoiyyah Siti Ruqoiyyah Sobry, M Sri Utami Putri Sucita Nispiana. Suryadmaja, Galih Sutikno, M. Sobry Syuhada’ Nuzula Tatya Cahya Utami Tias Armalia Ulfa Mukarana Wahyu Yuha Wahyu Zikria Utami Winike Sabrina Yeni Wartini Zahrotul Hayati Zainudin Zainudin Zuria Mustika Rini