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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Civics: Media Kajian Kewarganegaraan Mimbar PGSD Undiksha Kolaboratif Jurnal Demokrasi Bioeducation Journal Jurnal Pendidikan Jurnal Ketahanan Nasional BioCONCETTA Edukasi: Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan Sumatra Journal of Disaster, Geography and Geography Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan : Riset dan Konseptual Proceedings of the 1st UR International Conference on Educational Sciences Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia COUNS-EDU: The International Journal of Counseling and Education International Journal of Research in Counseling and Education JURNAL EKSAKTA PENDIDIKAN (JEP) JURNAL EDUCATION AND DEVELOPMENT JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Aulad : Journal on Early Childhood Journal on Education International Journal of Educational Dynamics (IJEDS) MUHARRIK: JURNAL DAKWAH DAN SOSIAL Global Conference Index JUPE : Jurnal Pendidikan Mandala Journal of Civic Education EDUKATIF : JURNAL ILMU PENDIDIKAN SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Menara Ilmu Indonesian Journal of Social Science Education (IJSSE) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika International Journal for Educational and Vocational Studies JPGI (Jurnal Penelitian Guru Indonesia) JRTI (Jurnal Riset Tindakan Indonesia) Jurnal Pendidikan dan Konseling SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Socius: Journal of Sociology Research and Education Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Vocational Education Studies (JOVES) Jurnal Ilmiah Pendidikan Matematika Al Qalasadi JIIP (Jurnal Ilmiah Ilmu Pendidikan) At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan UTAMAX : Journal of Ultimate Research and Trends in Education Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Indonesian Journal of Instructional Media and Model Journal of Social, Humanity, and Education JURNAL CERDAS PROKLAMATOR International Journal of Humanities Education and Social Sciences Jurnal Basicedu Journal of Education, Cultural, and Politics ANWARUL: Jurnal Pendidikan dan Dakwah JPOL: Journal of Pedagogy and Online Learning CONSEN: Indonesian Journal of Community Services and Engagement Langgam International Journal of Social Science Education, Art and Culture Journal of Vocational Education and Information Technology (JVEIT) JURNAL PARADIGMA: Journal of Sociology Research and Education Jurnal Aplikasi IPTEK Indonesia Al-DYAS : Jurnal Inovasi dan Pengabdian kepada Masyarakat Indonesian Research Journal on Education Lemma: Letters of Mathematics Education Jurnal Penelitian Pendidikan Indonesia Jurnal Ideologi dan Konstitusi Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Azwar Ananda
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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Perilaku Menyimpang Siswa dan Upaya Guru PPKn dalam Mengatasinya Septiani, Depi; Ananda, Azwar; Montessori, Maria; Indrawadi, Junaidi
Journal of Civic Education Vol 6 No 3 (2023): Journal of Civic Education
Publisher : Jurusan Ilmu Sosial Politik, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jce.v6i3.925

Abstract

This research endeavors to elucidate the root causes of deviant behavior exhibited by students enrolled at SMP Negeri 30 Padang. Employing a qualitative approach with a descriptive framework, data collection entailed purposive sampling through interviews, observations, and document analysis. The findings of this investigation reveal various manifestations of deviant behavior among students at SMP Negeri 30 Padang, encompassing the consumption of explicit content, smoking within the school premises, and engaging in bullying activities. The contributory factors identified include familial influences, peer associations, and community dynamics. In addressing students' deviant behavior, Pancasila and Citizenship Education teachers adopt a multifaceted approach. They employ preventative measures by actively supporting students in extracurricular activities within the school environment. Additionally, they employ repressive strategies, offering guidance and issuing warnings to students, and, finally, curative measures involving the provision of counseling services for necessary intervention and rehabilitation. This study provides valuable insights into the complexities of deviant behavior among students and offers potential avenues for its mitigation within the school context.
Strengthening Digital Learning: Training on Making Digital-Based Evaluation Instruments for MGMP Sociology Teachers in Tanah Datar: Penguatan Digital Learning: Pelatihan Pembuatan Instrumen Evaluasi Berbasis Digital Bagi Guru MGMP Sosiologi se-Kabupaten Tanah Datar Fernandes, Reno; Ananda, Azwar; Amri, Emizal; Wita, Gusmira; Ferdyan, Rhavy
CONSEN: Indonesian Journal of Community Services and Engagement Vol. 4 No. 1 (2024): Consen: Indonesian Journal of Community Services and Engagement
Publisher : Institut Riset dan Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57152/consen.v4i1.1079

Abstract

Pembelajaran secara daring maupun blended learning selama ini menuntut guru Sosiologi di Kabupaten Tanah Datar mempersiapkan seluruh proses pembelajaran dalam bentuk digital yang mudah dan praktis. Proses tersebut termasuk salah satunya adalah proses evaluasi pembelajaran. Masih banyak alat evaluasi yang digunakan oleh guru belum dikembangkan kearah pembelajaran digital yang membuat sistem penilaian yang dilakukan oleh guru lebih praktis dan mudah. Solusi yang ditawarkan adalah dengan program peningkatan kompetensi guru dalam merancang instrumen evaluasi berbasis digital sehingga menumbuhkan minat siswa dalam proses pembelajaran dalam mengerjakan tahapan evaluasi dan membantu tugas guru dalam melakukan penilaian yang bermuara pada penguatan digital learning. Salah satu bentuk evaluasi pembelajaran berbasis digital yang dibutuhkan adalah instrumen evaluasi berbasis online (pemanfaatan website) dan berbasis penggunaan aplikasi. Kegiatan pengabdian masyarakat dilakukan dalam bentuk seminar dan workshop. Selama program pengabdian masyarakat ini guru difasilitasi dan dilatih untuk merancang sistem penilaian berbasis digital. Luaran yang diharapkan guru mampu menghasilkan sistem penilaian berbasis digital terutama alat evaluasi dalam satu Kompetensi Dasar (KD) setiap mata pelajaran Sosiologi. Target luaran yang akan dicapai dari pengabdian masyarakat ini adalah satu buah artikel ilmiah yang dipublikasi pada jurnal Nasional terakreditasi SINTA, publikasi kegitan pada media massa online dan cetak, produk insturumen evaluasi pembelajaran, video kegiatan, dan dan hak kekayaan intelektual.
Pengembangan Modul Pembelajaran Tematik Berbasis Kegiatan Harian Untuk SD Kelas IV: Modul Pembelajaran Tematik Berbasis Kegiatan Harian Diana Besni; Darmansyah, Darmansyah; Ridwan, Ridwan; Ananda, Azwar
Journal of Pedagogy and Online Learning Vol. 1 No. 3 (2022): JPOL Volume 1 Nomor 3 Desember 2022
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpol.v1i3.37

Abstract

The changes of learning process in elementary school into thematic learning causes a lack of appropriate learning sources. In Curriculum 2013 (K13), students and teachers must have manual books. These books provide some general themes, but they do not reach every daily activity that suitable with student’s characteristics yet. Based on these cases above, in this development research, researcher will develop a valid, practical, and effective thematic learning module based daily activity for fourth grade student in elementary school. This is a development research use 4-D Model, namely define, design, and disseminate. The result of this development research is a valid, practical, and effective thematic learning module based daily activity. Based on research finding, researcher can conclude that (1) based on validity test, the content, construction, and language used in this thematic learning module based daily activity is valid, (2) the development process produces a valid, practical, and effective thematic learning module based daily activity in order to achieve learning outcomes so this learning module can be used in learning process.
Preferensi perilaku membolos dan alternatif pemecahannya pada siswa SMK Humaniora Kerinci Gunawan, Rilla Gina; Mukhaiyar, Mukhaiyar; Ananda, Azwar
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 9 No 2 (2022): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v9i2.5075

Abstract

Teachers play a role in the process of transferring knowledge effectively so that their students learn the material in a way that is conducive to the desired outcome. Successful and efficient processes, actions, ways of nurturing, efforts, actions, and activities that provide positive results are the essence of coaching. The purpose of this study was to identify the causes of truant behavior in grade XI students at SMK Humaniora Kerinci as well as potential solutions to the problem. This research is quantitative descriptive research. The subjects of this study were class XI BD students who skipped class. Data collection was conducted through interviews, observations, and document studies. Data were analyzed by reducing data, displaying data, and drawing conclusions. The research findings suggest that BD's slow learning rate is a contributing factor to their low self-esteem and inability to adapt, both of which play a role in their tendency to engage in risky behavior when dealing with friends. Negative perceptions of the subjects' difficulties may stem from outside influences such as peer groups known to misbehave, instructors with limited capacity to accommodate diverse learning styles, r inappropriate methods of delivering course materials. An alternative suggestion is for BD to be enrolled in a school that accepts inclusive school students. Strategies for introducing catch-up lessons to customize their lessons to each student, teachers must first investigate their differences. Teachers should consider students' skill levels when setting learning objectives. For example, give BD fewer tasks or lighter tasks than his peers
Self-regulated learning: does it affect mathematics learning outcomes? Handican, Rhomiy; Riva Darwata, Siti; Ananda, Azwar; Mukhaiyar, Mukhaiyar
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 9 No 2 (2022): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v9i2.5076

Abstract

Many factors can affect student learning success, especially math learning outcomes which are considered a difficult subject by students. One of the factors is the self-regulation system in learning. Self-regulation system or known as self-regulated learning is certainly different among students. So, the purpose of this study is to determine the level of self-regulated learning and its effect on math learning outcomes. This research is quantitative research using an on-experimental research type with a survey method. The sample used in this study amounted to 40 students who were taken randomly using simple random sampling. While data collection was done with questionnaires and documentation. The data were analyzed using the Pearson product-moment test. From the results of the analysis at a significant level of 5%, it was concluded that there was a significant influence between self-regulated learning on students' math learning outcomes. With the contribution of variable X to variable Y amounting to 32.49%. This means that 32.49% of students' math learning outcomes are determined by self-regulated learning and 67.51% are determined by other variables that are not studied
Pengaruh Model Pembelajaran Kooperatif Tipe STAD dengan Pendekatan SAVI dan Motivasi Belajar Terhadap Hasil Belajar PPKn Anwar, Yenita; Ananda, Azwar; Montessori, Maria; Khairani, Khairani
Jurnal Basicedu Vol. 6 No. 4 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i4.3355

Abstract

Pembelajaran PPKn dengan Kurikulum 2013 mempunyai visi, misi, dan tujuan yang baru dan jelas sesuai dengan perkembangan zaman dan tantangan  global dalam kehidupan bermasyarakat, berbangsa dan bernegara di era milenium abad ke-21. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar, motivasi  belajar yang tinggi, rendah PPKn antara model pembelajaran kooperatif tipe STAD dengan pendekatan SAVI dengan model konvensional, dan untuk mengetahui interaksi model kooperatif Tipe STAD dengan pendekatan SAVI dengan motivasi pada hasil belajar. bentuk penelitian ini adalah menggunakan metode  penelitian kuantitatif Quasi experimental design (eksperimen semu). Penelitian ini memakai dua kelas sampel, yaitu kelas kontrol dan kelas eksperimen. Pada kelas eksperimen diberi perlakuan dengan menggunakan model cooperatif tipe STAD dengan pendekatan SAVI. Sedangkan pada kelas kontrol tanpa menggunakan cooperatif tipe STAD dengan pendekatan SAVI dalam pembelajaran. Penilaian yang diberikan adalah penilaian test baik dikelas eksperimen maupun kelas kontrol. Hasil penelitian menjukan  bahwa nilai Fhitung  = 3,59 > Ftabel ( = 0,05)  =3,30. Hal itu berarti bahwa Ho ditolak dan H1 diterima. Sedangkan Hasil pengujian korelasi  berdasarkan perhitungan ANAVA di atas tampak  bahwa nilai F hitung = 9,20  > F tabel ( = 01)  = 5,34.  Hal tersebut berarti Ho  ditolak dan H1 diterima, dengan demikian hipotesis yang menyatakan terdapat korelasi antara pemberian bentuk teknik pembelajaran  dengan dorongan motivasi belajar adalah terbukti sangat signifikan.
Pengaruh Motivasi Belajar dan Lingkungan Keluarga terhadap Hasil Belajar PPKn Siswa Nasution, Hafizhah Hamim; Dewi, Susi Fitria; Ananda, Azwar; Khairani, Khairani
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4385

Abstract

Motivasi sangat diperlukan, belajar tanpa adanya motivasi tidak mungkin seseorang dapat menyelesaikan kegiatan belajar. Penelitian ini bertujuan untuk mengetahui pengaruh motivasi belajar, lingkungan keluarga terhadap hasil belajar PPKN siswa SMPN 15 Islam Terpadu Kota Binjai. Penelitian ini menggunakan metode kuantitatif. Sampel penelitian ini adalah 57 siswa. Berdasarkan hasil penelitian ini, motivasi belajar berpengaruh positif signifikan terhadap hasil belajar siswa, dengan t-hitung sebesar 3,503. Pengaruh positif dan signifikan lingkungan rumah terhadap hasil belajar siswa memiliki t-hitung sebesar 2,028. Motivasiibelajar dan lingkunganikeluarga berpengaruh positif signifikaniterhadap hasil belajar siswa SMP N 15 IT Binjai. Lingkungan rumah dan sekolah merupakannfaktor yang dapat memotivasiysiswa untuk belajar. Adanya perhatian, bimbingan dan dukungan orang tua kepada anaknya serta suasana dan fasilitas kekeluargaan yang kondusif juga dapat meningkatkan motivasi belajar. Semakin tinggi motivasi belajar siswa maka akan semakin tinggi pula hasil belajar yang akan dicapai siswa.
Kurikulum Matematika Sekolah di Australia: Suatu Perbandingan dengan Indonesia Mirna, Mirna; Aysi, Rohadatul; Ananda, Azwar; Gistituati, Nurhizrah; Rusdinal, Rusdinal
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i1.2810

Abstract

Perbandingan pendidikan menjadi salah satu cara untuk mengambil praktik baik dari negara lain untuk diterapkan di Indonesia. Australia sebagai salah satu negara dengan kualitas pendidikan terbaik dunia menjadi negara yang pantas untuk digali lebih lanjut. Metode dalam penelitian ini adalah literature review untuk studi komparatif kedua negara. Berdasarkan studi komparatif yang dilaksanakan ditemukan bahwa terdapat beberapa perbedaan dalam kurikulum matematika Indonesia dan Australia. Kurikulum Australia disusun dalam Australian Curriculum, Assessment and Reporting Authority (ACARA) dan Indonesia sedang dalam masa peralihan dari Kurikulum 2013 ke Kurikulum Merdeka Belajar. Secara umum materi pembelajaran matematika pada tingkat sekolah dasar dari kedua negara yaitu bilangan, aljabar, pengukuran, ruang, statistik, dan peluang. Perbedaannya adalah pada struktur kurikulum serta cakupan konten dari masing-masing materi, kedalaman, dan pengalaman belajar. Di antara kelebihan kurikulum Australia yang dapat ditauladani oleh Indonesia adalah pada aspek memenuhi kebutuhan peserta didik dengan pengalaman yang relevan, kontemporer dan menarik. Selanjutnya juga pada aspek sajiannya yang lebih lengkap karena diperkaya melalui pengembangan konten yang dipertimbangkan dan terfokus secara alami, serta menawarkan kesempatan untuk menambah kedalaman dan keluasan pembelajaran dalam elaborasi konten.
Analysis of Fogarty Model In Social Studies Learning Elpalina, Srimutia; Ananda, Azwar; Fatimah, Siti
LANGGAM: International Journal of Social Science Education, Art and Culture Vol 3 No 2 (2024): LANGGAM: International Journal of Social Science Education, Art and Culture (June
Publisher : Master Program of Social Science Education of Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/langgam.v3i2.207

Abstract

Social Sciences (IPS) education has an important role in the educational curriculum to form a holistic understanding of society, culture, history and geography. However, the development of integrated social studies education materials is still faced with a number of challenges, such as teacher unpreparedness, lack of personality competence, and difficulties in integrating concepts from various scientific disciplines in a meaningful way for students. This study aims to investigate the process of formulating and developing integrated social studies educational materials according to Robin Fogarty's contribution and identifying effective strategies to overcome these challenges. The research method used is literature study with a qualitative approach. Data were analyzed using content and descriptive analysis methods from various relevant literature sources. The research results show that the development of integrated social studies education materials according to Robin Fogarty's contribution involves various models, such as the Cellular Model, Connected Model, Nested Model, Sequenced Model, Shared Model, Webbed Model, Threaded Model, Integrated Model, and Immersed Model. Each model provides a different approach to integrating curriculum and facilitating cross-disciplinary learning. Even though each model has its own advantages, each model also has its own limitations and challenges in implementation. The discussion highlights the importance of developing integrated social studies educational materials in developing students' holistic understanding of society and culture and preparing them to become active citizens and participants in a multicultural and global society. The challenges faced in developing this material can be overcome through strategies such as developing learning models that emphasize integration aspects, preparing interesting and relevant teaching materials, as well as training for teachers in implementing an integrated social studies learning approach effectively. It is hoped that this research can make a significant contribution to the development of more effective and relevant social studies curriculum and learning practices in the future.
A Comparison of Science Education between Germany, China and Indonesia Ardi, Ardi; Ananda, Azwar; Rusdinal, Rusdinal; Giastituati, Nurhizrah; Hervi, Fauziah
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 8 No 1 (2024): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol8-iss1/806

Abstract

The development of a science-based society is strongly influenced by science education. The comparison of science education between Germany, China and Indonesia is an interesting topic because they have different traditions and approaches to developing their science education systems. This research aims to study the differences in science education in Germany, China and Indonesia. This research will compare science education between the three countries through several aspects, such as curriculum, teaching methods, teacher training, educational infrastructure, challenges and opportunities, and philosophical basis. The secondary data used in this research is obtained from reliable sources. The results show that the science education system in Germany is highly organised and focuses on an in-depth understanding of concepts. In contrast, science education in China is highly competitive, and academic achievement is prioritised. Science education in Indonesia tries to combine concept understanding and practical skills. However, implementation and assessment still need to be improved. Thus, a comparison of science education in Germany, China and Indonesia shows differences in curriculum, teaching methods, teacher training, educational infrastructure, opportunity challenges and philosophical basis. Each country has advantages and disadvantages. By thoroughly understanding science education in these countries, we can find many lessons that can be used to improve the science education system. Collaborative efforts and exchange of experiences between these countries will help improve science education.
Co-Authors Abdul Razak Abdulah Ade Irma Suryani Ade irma suryani Adek Nilasari Harahap Afifah Asra Afnita, Nora Afriani Afriani Afriva Khaidir Agustin Wela Sasih Ahmad Fauzan Ainul Mardiyah, Ainul Ajeng Irani, Hesti Al Rafni Alchonity Harika Fitri Alvin Gumelar Hanevi Amelia, Denia Ameliana Agustia Ningsih Amin Akbar Amran, Asrizal Ali Anggreni Bako anwar, yenita Apaking Basuki Ardi Ardi Ardiana, Elsa Ardipal Ardipal Arina, Novra Ariyani, Reza Arnellis Arnellis Arsilawita, Arsilawita Ashifa, Nurul Asyhari, Hasan Atmazaki Atmazaki Aulia Afza, Aulia Aulia Rahuma Aysi, Rohadatul Ayu Mustika Sari Azizah, Cici Nur Berry Devanda BP, Silvia Anggreni Buchari Nurdin Burhanuddin Burhanuddin Cece Putriani Daharnis Daharnis Darmansyah Delvia Yurmanita Demina Demina Depi Elpina Devi Laura, Rifky Dewi Murni Dewi, Susi Fitria Dian Dwita Indah Sari Diana Besni Dika, Filla Dina Sukma Dinelti Fitria Eka Vidya Putra Ekasyafutra, Ekasyafutra Eldariani, Rahmi Eline Yanty Putri Nasution Elpalina, Srimutia Elpina, Depi Elvira Petriani Emizal Amri, Emizal Erda Fitriani Erda Fitriani Eri Rozika Erianjoni Erianjoni Etmi Hardi Fadil Rahman Rezhki Fahira, Salsabilla Luthfian Fahmi Kafillah Falma, Fris Okta Fatmariza Fatmariza Fatmariza febraningsih Febraningsih Ferdyan, Rhavy Fernando, Robi Festiyed Firdayani, Mei Bunga Firman Firman Fitri, Rahmadhani Fitrisia, Azmi Frea Purnama Ghani Syuhada Putra Giastituati, Nurhizrah Gunawan, Rilla Gina Gusril, Gusril Gustiati, Nurhizrah Gustiawan, Pandri Hafizah Hafizah Hafizah Hafizah Hafizhah Hamim Nasution Hani Aprida Harahap, Adek Nilasari Harahap, Tinur Rahmawati Harris Effendi Thahar Hasrul Hasrul Hasrul, Hasrul Hasrul Piliang Heldi Heldi, Heldi Helmi Hasan Hendra Hidayat Hendra Naldi hendriani, maifit Henni Muchtar Herdi Setiawan Hertiani, Rahmi Hervi, Fauziah Ideal Putra Idris Idris Ifa Khairun Nisa' Indah Merdisa, Feby Indrawadi, Junaidi Irdhan Epria Darma Putra Irvan Yasman, Muhammad Irwan Irwan Isnarmi Moeis Izaturahmah, Izaturahmah Jalius Jama Jasrial Joesa Yolandari Karmila, Roza Khairani Khairani Khairani Khairani Khurnia Eva Nilasari Kurniawan Kurniawan Lenggogeni, Putri Lesmana, Eka Lianda, Febi Dwi M Roni Marcelina, Lisa MARIA BINTANG Maria Montesori Maria Montesori Maria Montesori Maria Montessori Marzam Marzam Mayuni Pitri, Nazia Meria Ultra Gusteti Meylanie Rahma Fitri Monica Tiara Monica Tiara Montesori, Maria Muhammad Ramez Muhammad Refdinal Muji, Anggarda Paramita Mukhaiyar Mukhaiyar Mukhaiyar Mukhaiyar Mukhaiyar, Mukhaiyar Muktadil Arya Nugraha Mulyana, Fitri Nasution, Hafizhah Hamim Neancy Octavialis Nesti, Tirza Nidya Fitri Nonong Amalita Nora Afnita Noveliani, Dinda Novi Novi Novika Sari, Winda Novriunanda, Dhea Nur Aini Nurhayati Nurhidayati Nurhidayati Nurhizarah Gistituati Nurhizrah Gistituati Nurhizrah Gistituati Nurhizrah Gistituati Nurhizrah Nurhizrah Nurman S Nurman S Nurul Fitri Yani Nurwijayanti Putra, Berkah Adityo Szauli Qurba, Al-Qanit Rahima, Afifa Rahma Julita Rahmi Fauzia Rahmi Putri Rahmi, Rika Rahmi, Tysa Sufia Ramadani, Yori Ramadhan Sumarmin Ramadhani, Nadila Ramadhani, Yulia Rizki Ramadhanty, Suci Prischa Randa, Gia Gusti Ratna Rosima Wulandari Ratna Sari, Rina Reno Fernandes Rhavy Ferdyan Rhomiy Handican Rhona Sandra Ridwan, Ridwan Rifmasari, Yessi Rilla Gina Gunawan Riva Darwata, Siti Riza Desriandi Rizal, Putri Syahrani Rizky Ramadhani Romi Mesra Rona Taula Sari, Rona Taula Rosa Fitria Zonti Rozani, Devi Rurisman Rurisman Rusdina Rusdina Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal, Rusdinal Sa'diyah, Halimatun Sabela, Zahra Salsa Billa Salsabila, Vania Sanjaya, Ibnuh Saputra, Andra Saputri, Rahmawati Sari, Vita Monika Sari, Widia Permata Septiani, Depi Siska Nerita SITI FATIMAH Siti Fatimah Siti Fatimah Solly Aryza Sri Mariya Suci Pratiwi Sulaiman Sulaiman Suryanef Suryanef Suryani, M.Pd, Ade Irma Syafri Anwar Syahriani, Fadilla Syamsul Amar B Tika Miranda Asra Tinur Rahmawati Tri Widiyanti, Sukma Tuti Rahmi Ulhasna, Nisa Ulya, Desi Valeri, Muhammad Afrinaldi Vevi Sunarti Vingki Elpani Putri Vini Wela Septiana Wahdina Yola Safitri Wahyudi Saputra Wandi, Joni Indra Widyaliza Fitri Islamy Wienda Gusta Wildawati Wildawati Wita, Gusmira Wiwik Maladerita Wiwik Maladerita Yana, Winda Arma Yeni, Fetri Yenita Anwar Yerizon Yerizon Yolandari, Joesa Yudiana, Yudiana Yufriadi, Ferdi Yuhasnil, Yuhasnil Yulanda, Yola Yulfia Nora Yuli Zarnita Yulia Almira Yulia Rizki Ramadhani Yuliani Fitri Yulianti, Dedek Yulinda Ningsih Yundari, Yundari Yurni Suasti Yurni Suasti Yusman, Ahmad Fauzan Yusna Wenti Yusnanik Bakhtiar yusra, alfajri Yuswin Harputra Z. Mawardi Effendi Zahratul Azizah Zakiy, Maulana Az Zikri, Ahmad Zulhendri Zuwirna Zuwirna Zuwirna