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Systematic Literature Review: Interactive Learning Media Based on the ARSELTHK Model to Enhance Students’ Mathematical Concept Understanding and Character Development Ermawati, Ni Made Dewi; Ardana, I Made; Suweken, Gede
International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i3.8009

Abstract

Although interactive learning media and character-based educational approaches have received increasing attention in prior studies, research explicitly integrating collaborative models, Social Emotional Learning (SEL), and Tri Hita Karana (THK) values within a unified framework such as ARSELTHK remains limited. This study aims to systematically examine the characteristics, effectiveness, and research gaps in interactive learning media designed to enhance mathematical concept understanding and student character development. A qualitative approach was employed using a Systematic Literature Review (SLR) design guided by the PRISMA protocol, involving 22 selected journal articles obtained through purposive sampling from Scopus and Google Scholar databases. Data were collected through document analysis and synthesized using descriptive and thematic analysis. The findings indicate that interactive learning media consistently improve students’ conceptual understanding, particularly in topics such as simple and compound interest, while studies integrating THK and SEL demonstrate significant contributions to character formation, emotional regulation, and contextual learning. Collaborative models involving teachers, parents, and students also emerge as essential for strengthening student character. These results contribute to the theoretical development of culturally grounded, holistic learning frameworks and expand understanding of integrated character-based mathematics instruction. The study concludes that ARSELTHK-oriented interactive media play a crucial role in promoting both cognitive and character outcomes in mathematics education and recommends that educators and curriculum developers adopt integrated cultural–emotional–collaborative approaches when designing digital learning media. The implications include theoretical contributions to the literature on holistic mathematics learning and practical recommendations for schools to strengthen culturally responsive and character-oriented pedagogy, while highlighting opportunities for future research on long-term effectiveness, large-scale implementation, and empirical validation of ARSELTHK-based media.
Eksplorasi Berpikir Kreatif Matematis; Pola Dan Proses Supratman, Mohamad; Ardana, I Made; Suharta, I Gusti Putu; Puja Astawa, I Wayan
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15626

Abstract

Pengembangan kemampuan berpikir kreatif matematis sangat penting untuk meningkatkan kemampuan berpikir tingkat tinggi siswa. Penelitian ini bertujuan untuk mengeksplorasi pola dan proses berpikir kreatif matematis melalui Tinjauan Sistematis Literatur (Systematic Literature Review/SLR). Metode SLR digunakan untuk mengidentifikasi, mengevaluasi, dan menginterpretasi penelitian-penelitian relevan yang diterbitkan antara tahun 2015 hingga 2024, dengan fokus pada kemampuan berpikir kreatif matematis. Tinjauan ini mencakup studi-studi empiris, kajian teoretis, dan meta-analisis, sementara artikel non-empiris, laporan konferensi, editorial, dan ulasan buku dikecualikan berdasarkan kriteria inklusi dan eksklusi yang telah ditentukan. Sebanyak 20 artikel dipilih untuk dianalisis secara mendalam. Hasil analisis menunjukkan bahwa indikator yang paling umum digunakan untuk mengukur kemampuan berpikir kreatif matematis meliputi kelancaran (fluency), keluwesan (flexibility), keunikan (originality), dan penguraian atau elaborasi (elaboration). Selain itu, penggunaan soal pemecahan masalah yang tidak rutin dan terbuka serta model pembelajaran berbasis masalah (problem-based learning) terbukti efektif dalam meningkatkan kemampuan berpikir kreatif matematis siswa. Tinjauan ini juga menyoroti pentingnya mempertimbangkan gaya belajar dan karakteristik kognitif siswa yang beragam untuk mengembangkan strategi pembelajaran yang lebih terarah dan efektif. Berdasarkan temuan tersebut, beberapa peluang tindak lanjut yang disarankan meliputi: 1) Mengembangkan instrumen pengukuran yang lebih valid dan reliabel untuk kemampuan berpikir kreatif matematis. 2) Menguji berbagai jenis soal matematika yang tidak rutin dan terbuka. 3) Merancang modul pembelajaran yang terstruktur berbasis pendekatan problem-based learning. 4) Membuat alat diagnostik untuk menilai preferensi belajar dan profil kognitif siswa. Dengan menerapkan strategi-strategi ini, kemampuan berpikir kreatif matematis siswa dapat ditingkatkan secara signifikan, yang pada akhirnya berkontribusi positif terhadap peningkatan kualitas pendidikan matematika.
Pengembangan Game Edukasi Ular Tangga Berbasis Android untuk Meningkatkan Berpikir Kritis dan Kolaborasi Ni Luh Putu Ika Sintya Devi; I Made Ardana; I Wayan Kertih
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.1415

Abstract

Penelitian ini bertujuan untuk menghasilkan media game edukasi ular tangga berbasis android pada muatan pelajaran matematika untuk kelas IV SD yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan mengadaptasi model pengembangan ADDIE. Data penelitian diperoleh dengan menggunakan instrumen berupa angket kuesioner, tes uraian, dan lembar observasi. Data validitas media bersumber dari ahli isi/konten pembelajaran matematika SD dan ahli media pembelajaran. Data kepraktisan media berasal dari 12 orang praktisi pembelajaran di sekolah dasar, dan 3 siswa untuk uji coba perorangan, dan 6 siswa untuk uji coba kelompok kecil. Pengujian efektivitas dilakukan dengan menggunakan desain non equivalent control group design pada 64 orang siswa kelas IV, yang mana 32 siswa sebagai kelompok kontrol dan 32 siswa sebagai kelompok eksperimen. Data dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa media game edukasi ular tangga berbasis android pada muatan pelajaran matematika untuk kelas IV SD dinyatakan sangat valid dengan persentase skor validitas 98,21% dari ahli media dan 98,33% dari ahli isi/konten pembelajaran matematika SD. Kepraktisan media ini terbukti sangat praktis dengan hasil skor 95% dari praktisi 2 orang guru, 93,17% dari praktisi 10 orang siswa, 90,83% dari hasil uji coba perorangan pada siswa, dan 94,58% dari hasil uji coba kelompok kecil pada siswa. Peneliti lain dapat menjadikan penelitian ini sebagai referensi dalam mengembangkan game edukasi serupa dengan materi dan jenjang pendidikan yang berbeda.
Mapping the Integration of Computational Thinking in Mathematics Education: A Scopus-Based Bibliometric Analysis (2015–2025) Eliska Juliangkary; Suparta, I Nengah; Ardana, I Made; Mahayukti, Gusti Ayu
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.17471

Abstract

This study presents a comprehensive bibliometric analysis of research on Computational Thinking (CT) in mathematics education, based on Scopus-indexed publications from 2015 to 2025. CT—encompassing higher-order cognitive skills such as decomposition, pattern recognition, abstraction, and algorithmic thinking—has gained increasing relevance in 21st-century mathematics instruction. The study aims to map the development of research in this domain by analyzing seven key aspects: publication trends, author productivity, institutional productivity, journal productivity, international collaboration patterns, co-word relationships, and thematic evolution. A total of 165 English-language journal articles were analyzed using RStudio in conjunction with the Bibliometrix package. The results indicate a rapid annual publication growth rate of 23.11%, reflecting heightened global interest in the topic. Most publications resulted from collaborative research, with notable international partnerships, particularly involving Southeast Asian countries such as Indonesia. Frequently occurring keywords included "computational thinking," "students," and "engineering education," highlighting the emphasis on student-centered and interdisciplinary approaches. The co-word network and thematic mapping revealed strong linkages between CT and STEM education, project-based learning, curriculum development, and educational equity. Digital tools, including Scratch, robotics, and gamified learning platforms, shape the research landscape. However, persistent challenges remain, including limited teacher preparedness and unequal access to resources. This study contributes to educational innovation by illustrating how CT transforms mathematics pedagogy into a more contextual, technology-integrated, and collaborative practice. The findings are intended to inform educators, policymakers, and researchers in advancing curriculum reform and strategic research planning to enhance CT implementation across diverse educational contexts.
Pengaruh Model Pembelajaran Project-Based Learning (PjBL) Berbantuan Mind Mapping Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Pada Materi Aljabar Desak Made Sasmita Rasmiani; I Made Sugiarta; I Made Ardana
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.8220

Abstract

Rendahnya capaian siswa dalam mengonstruksi solusi matematis menunjukkan bahwa pembelajaran matematika, khususnya pada topik aljabar di tingkat Sekolah Menengah Pertama, masih menyisakan permasalahan serius. Untuk merespons kondisi tersebut, penelitian ini menelaah efektivitas penerapan pendekatan Project-Based Learning (PjBL) yang dikombinasikan dengan strategi visual berupa mind mapping dalam memperkuat kapasitas pemecahan masalah matematika peserta didik. Penelitian dilaksanakan dengan metode kuantitatif melalui rancangan quasi experimental menggunakan pola post-test only control group design. Penentuan subjek dilakukan dengan teknik cluster random sampling terhadap dua kelas VII di SMP Negeri 2 Sawan, yang selanjutnya dibedakan menjadi kelompok perlakuan yang mengikuti pembelajaran PjBL berbantuan mind mapping dan kelompok pembanding yang memperoleh pembelajaran konvensional berbasis Problem-Based Learning. Instrumen pengumpulan data berupa tes pemecahan masalah matematika, sedangkan analisis data dilakukan melalui pengujian prasyarat dan uji perbedaan rata-rata menggunakan independent samples t-test. Temuan penelitian memperlihatkan adanya selisih capaian yang bermakna secara statistik, di mana kelompok perlakuan menunjukkan performa pemecahan masalah yang lebih unggul dibandingkan kelompok pembanding (p < 0,05). Hasil ini mengindikasikan bahwa sinergi antara PjBL dan mind mapping mampu membangun lingkungan belajar yang partisipatif, terarah, dan bernilai konseptual, karena melibatkan siswa secara aktif dalam proses perancangan, implementasi, hingga refleksi terhadap proyek pembelajaran.
Pengaruh Pendekatan Pembelajaran Berdiferensiasi Berbantuan E-Modul Terhadap Pemahaman Konsep Siswa Kelas IX I Gusti Agung Melia Putri Ningrat; Ni Made Sri Mertasari; I Made Ardana
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.8608

Abstract

Pemahaman konsep matematika merupakan kemampuan mendasar yang sangat penting dalam menunjang keberhasilan belajar siswa. Namun demikian, tingkat pemahaman siswa masih tergolong rendah karena proses pembelajaran belum sepenuhnya mengakomodasi perbedaan karakteristik individu. Pendekatan pembelajaran berdiferensiasi berbantuan e-modul dipandang sebagai salah satu alternatif yang berorientasi pada kebutuhan siswa. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan pembelajaran berdiferensiasi berbantuan e-modul terhadap kemampuan pemahaman konsep matematika siswa kelas IX SMP Negeri 5 Singaraja tahun ajaran 2025/2026, dengan jumlah populasi sebanyak 298 siswa. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Metode yang diterapkan dalam penelitian ini adalah eksperimen semu (quasi experiment) dengan desain posttest-only control group. Berdasarkan hasil pengundian, kelas IX A yang terdiri atas 29 siswa ditetapkan sebagai kelas eksperimen yang memperoleh pembelajaran berdiferensiasi berbantuan e-modul, sedangkan kelas IX B yang berjumlah 30 siswa menjadi kelas kontrol dengan pembelajaran menggunakan pendekatan saintifik. Hasil penelitian menunjukkan bahwa rata-rata skor post-test kelas eksperimen sebesar 83,86, sementara kelas kontrol memperoleh rata-rata 68,20. Uji hipotesis menggunakan independent sample t-test pada taraf signifikansi 0,05 menghasilkan nilai signifikansi (sig.) sebesar 0,000 yang lebih kecil dari 0,05. Dengan demikian, dapat disimpulkan bahwa kemampuan pemahaman konsep matematika siswa yang mengikuti pembelajaran berdiferensiasi berbantuan e-modul lebih baik dibandingkan dengan siswa yang mengikuti pembelajaran konvensional.
Development of Learning Models to Enhance Students’ Creative Thinking: A Systematic Literature Review Juliangkary, Eliska; Suparta, I Nengah; Ardana, I Made; Mahayukti, Gusti Ayu
PPSDP International Journal of Education Vol. 3 No. 2 (2024): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v3i2.333

Abstract

Creative thinking is an essential component in education that drives innovation, problem-solving, and the development of students’ critical thinking skills. This study aims to review various learning models designed to enhance students’ creative thinking abilities through a systematic literature review (SLR). Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this research identifies, screens, and evaluates relevant articles from the Scopus database, resulting in eight studies that meet the inclusion criteria. The results indicate that, following innovative learning models such as play-based activities, digital-based virtual classrooms (VCLE), basic movement through play approaches, and project-based mathematics learning are effective in improving creativity, problem-solving, collaboration, and student learning motivation. The integration of technology, STEAM approaches, and creative game design also show positive effects in enhancing students’ creative thinking skills. The higher distribution of research at the tertiary education level highlights the need for greater focus on other educational levels, particularly secondary education, to ensure the benefits of learning innovation are evenly distributed. These findings provide practical implications for educators and policymakers, emphasizing the importance of using innovative teaching methods, integrated technology, and the role of teachers as facilitators to develop a conducive learning environment for student creativity. The study also identifies several limitations, including small trial scales and short research durations, indicating the need for further research with larger scales and longer durations. By continually exploring and developing effective learning models, it is expected that students can achieve their maximum potential in dynamic and diverse learning environments.
A Systematic Literature Review On Learning Media And Realistic Mathematics Education (RME): Classification Of Media Types And RME Characteristics In Enhancing Mathematical Problem-Solving Skills Ni Wayan Eka Sentana Wati; I Wayan Puja Astawa; I Made Ardana
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7694

Abstract

Mathematical problem-solving is a key competency in 21st-century education. Realistic Mathematics Education (RME) emphasizes real-world contexts and has been widely applied to support this skill, alongside the development of various instructional media. This study aims to systematically review the role of RME-based learning media in enhancing students’ mathematical problem-solving skills. Using the PRISMA-guided SLR method, [e.g., 146] articles were identified from Google Scholar and Scopus. After duplicate removal and title–abstract screening, [e.g., 24] full-text articles were assessed, resulting in 12 studies included in the final synthesis. A Systematic Literature Review (SLR) was conducted following the PRISMA protocol. A total of [e.g., 146] articles were initially identified from Google Scholar and Scopus. After duplicate removal and title–abstract screening, [e.g., 24] full-text articles were assessed for eligibility, resulting in 12 studies included in the final synthesis. The analysis was organized into three main categories: (1) types of learning media (digital and non-digital), (2) key characteristics of RME (realistic context, progressive mathematization, and student-centered activities), and (3) impacts on students’ mathematical problem-solving skills. The results indicate that both digital and non-digital RME-based media consistently improve students’ problem-solving abilities.
CONTRIBUTION OF ACADEMIC SELF-CONCEPT, STUDENT DISCIPLINE AND LEARNING MOTIVATION TO STUDENTS' MATHEMATICS LEARNING OUTCOMES Suardiani, Ni Putu; Ardana, I Made; Suastika, I Nengah
International Journal of Cultural and Social Science Vol. 7 No. 1 (2026): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v7i1.1325

Abstract

This study aims to describe and analyze the contribution of variables: (1) academic self-concept, (2) student discipline, (3) learning motivation, and (4) academic self-concept, student discipline, and learning motivation both simultaneously to the learning outcomes of Mathematics students in grade V of SDN Cluster II, Abiansemal District, Badung Regency. The sample in this study amounted to 124 students. The sample determination technique uses probability sampling/random sampling techniques. This research was designed in the form of ex post facto research. Data were collected using questionnaires on academic self-concept, student discipline, learning motivation and learning outcome documents. The data were analyzed by simple and multiple linear regression. Research results: (1) academic self-concept makes a positive and significant contribution to Mathematics learning outcomes with a regression coefficient of 0.449; (2) student discipline makes a positive and significant contribution to Mathematics learning outcomes with a regression coefficient of 0.379; (3) learning motivation makes a positive and significant contribution to Mathematics learning outcomes with a regression coefficient of 0.540; and (4) simultaneously, academic self-concept, student discipline, and learning motivation make a significant contribution to Mathematics learning outcomes with a determination coefficient of 96.6%, while the remaining 3.4% is influenced by other factors outside the research model. Based on these findings, it can be concluded that academic self-concept, student discipline, and learning motivation are factors that significantly contribute to Mathematics learning outcomes.
Pedagogical Design of Digital Educational Games for Improving Students’ Mathematical Concepts Understanding: A Systematic Literature Review Ni Ketut Arum; I Gede Suweken; I Made Ardana
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7609

Abstract

The use of digital educational games has become a significant trend in 21st-century learning. Integrating technology into instructional activities offers a promising approach to mathematics education, particularly in enhancing students’ understanding of mathematical concepts. This study aims to analyze how the development of digital educational games can improve students’ conceptual understanding in research conducted between 2015 and 2025. Employing a Systematic Literature Review (SLR) with the PRISMA model, this study utilized the Publish or Perish 8 application to retrieve relevant articles from Scopus and Google Scholar. An analysis of 14 selected studies indicates that the development of digital educational games has a positive impact on students’ understanding of mathematical concepts. However, supporting factors such as game pedagogical design, the validity and practicality of digital educational games as instructional media must be carefully considered. Adhering to sound game-design principles is essential for creating a competitive and enjoyable learning environment that fosters students’ motivation and interest, which in turn enhances their conceptual understanding. Emotional aspects such as feelings of enjoyment, challenge, and pride after completing tasks within the game also show positive correlations with learning outcomes.
Co-Authors ., DESAK PUTU PRAMI MEITRIANI ., Dian Rahayu Zelly Yuniati ., DR. I WAYAN SADRA, M.Ed. ., I Gede Eva Purwanta Wijaya ., I GEDE SUDIARTA ., I MADE ARYA GUNAWAN ., I NYOMAN KARIANA ., IDA AYU IKA TRISNA DEWI ., IDA AYU NGURAH SULASMINIYATI ., KADEK JUNI SUPARTONO ., KADEK WAHYU ARDI PUTRA ., Luh Irmayanti ., Made Ayu Sri Terpini ., Made Dwi Aryani ., Made Dwi Savitri ., NI KADEK ASRIANI ., Ni Luh Lita Frisdiana ., Ni Luh Sinta Suryanti ., Ni Made Yuli Antari ., Ni Putu Cista Karani Dewi ., NI PUTU MEINA AYUNINGSIH ., Ni Putu Sulastri ., NI WAYAN SANJIWANI UTAMI ., PUTU KARUNIA DEWI ., PUTU NOVITA SANTIKA DEWI ., Surya Pujawan A. A. Gede Adie Wahyudi Oktavia Gama Agustini, Kadek Trisna Anak Agung Ayu Sri Trisnadewi Andayani, Made Susi Lissia Anggreni, Ni wayan Desi Apriliani, Kadek Linda Arni Yanita Astawa, I W. P. Ayu Puskita Dewi Bedilius Gunur Cahyaningrum, Kadek Ayu Kusuma Desak Gede Suryawati Desak M. P. D. Putra Desak Made Sasmita Rasmiani Dewa Gede Agung Putra Nugraha Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewi Ayu Sinta Pratiwi Dewi, Ni Made Ayu Sukma Dewi, Ni Putu Rosma Dian Rahayu Zelly Yuniati . Diva Triani, Gusti Ayu Komang Dr. I Made Sugiarta, M.Si. . Dr.I Wayan Sadra,M.Ed . Drs.Djoko Waluyo,M.Sc . Dukha Yunitasari Eliska Juliangkary Ermawati, Ni Made Dewi Gazali Gazali Gde Made Swardhana Gde Sueken Gede Suweken Gusti Ayu Mahayukti I Gede Eva Purwanta Wijaya . I Gede Suweken I GST A NGURAH TRISNA JAYANTIKA . I Gst Putu Sudiarta I GUSTI AGUNG HANDAYANI . I Gusti Agung Melia Putri Ningrat I Gusti Lanang Agung Edi Suteja . I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Nyoman Yudi Hartawan, S.Si . I Gusti Putu Suharta I Ketut Eli Wartama I Komang Adi Arta Putra I Komang Sesara Ariyana . I Komang Sesara Ariyana ., I Komang Sesara Ariyana I Made Candiasa I Made Chandra Adi Purnama I Made Gunamantha I Made Rai Aditya Wiranata I Made Suarsana I Made Suarsana I Made Suwastika Dharma Arta I Made Yudana I Nengah Suastika I Nyoman Gita I Nyoman Jampel I Nyoman Sukajaya I Putu Andre Pradnya . I Putu Lagas Mulyadinata I PUTU PASEK SURYAWAN I Putu Trisna Angga Semara I Putu Wisna Ariawan I W. P. Astawa I Wayan Gede Wardika I Wayan Kertih I Wayan Lasmawan I WAYAN MULIANA . I Wayan Puja Astawa I. P. Wisna Ariawan Ida Bagus Putu Arnyana Indah Nurdiana Inna, Margaretha N. Juliangkary, Eliska Juliantara, Kadek Dwiki Kadek Ayu Mutiara Pratiwi Kadek Linda Apriliani Laksmiyeny, Desak Ayu Ike Lestari, Putu Linda Loria Natalia Br Depari Luh Irmayanti . Luh Nyoman Indah Yessy Wulandari M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Ayu Sri Terpini . Made Dwi Aryani . Made Dwi Savitri . Made Yeni Mardani Mahadewi, Ni Kadek Natia Margaretha N. Inna Marjawati, Ni Putu Rina Mashal Hadi Miasari, Ni Made Ni Gusti Ayu Made Armita Jayanti Ni Ketut Arum Ni Ketut Suarni Ni Ketut Suarni Ni Luh Lita Frisdiana . Ni Luh Made Martini . Ni Luh Made Martini ., Ni Luh Made Martini Ni Luh Putu Ika Sintya Devi Ni Luh Sinta Suryanti . Ni Made Ary Wirdayanti Ni Made Ayu Sukma Dewi NI MADE DARMA LAKSMI . Ni Made Sri Mertasari Ni Made Suastini Ni Made Sukma Pebriyanti Ni Made Yuli Antari . Ni Nyoman Ayu Sugiartini Ni Nyoman Parwati Ni Nyoman Tri Purnami . Ni Nyoman Tri Purnami ., Ni Nyoman Tri Purnami Ni Nyoman Wulan Darma Putri Ni Putu Anik Ayu Dhana . Ni Putu Anik Ayu Dhana ., Ni Putu Anik Ayu Dhana Ni Putu Cista Karani Dewi . Ni Putu Parastuti Lestari Ni Putu Rina Marjawati Ni Putu Sri Jayanti Ni Putu Sulastri . Ni wayan Desi Anggreni NI WAYAN DIAN PERMANA DEWI . Ni Wayan Eka Sentana Wati Ni Wayan Mekarini Ni Wayan Poppy Handayani Ni Wayan Suardiati Putri NL Saraswati Adnyani Noviantini, Ni Made Hendriana Nyoman Dantes Nyoman Sumiartini Octamela, Kadek Surya P. WAYAN ARTA SUYASA Palgunadi, Ni Putu Puspita Dewi Phill I Gusti Putu Sudiarta Prof. Dr.I Nengah Suparta,M.Si . Purna, I Nengah Purnama, I Made Chandra Adi Putra, Desak M. P. D. Putra, I Kadek Jeki Lesmana Putu Ayu Diah Anggraini Putu Mahendra Adi Putu Priwitasari . Putu Priwitasari ., Putu Priwitasari Putu Sadu Wirawan . Putu Sadu Wirawan ., Putu Sadu Wirawan Rahayu , Kadek Galuh Andriasih Sari, Rosalia Made Veny Nidia Sariyasa . Sastra Dewi, Komang Ayu Tantri Silfanus Jelatu Sri Jayanti, Ni Putu Srinivasa, Putu Winy SUARDIANI, NI PUTU Sudiarta, Phill I Gusti Putu Sugiharni, Gusti Ayu Dessy Sukawijana, I Komang Gede Sumiartini, Nyoman Supratman, Mohamad Surya Pujawan A. A. Gede . Udani, Ketut Sri Naya Utami, Eka Sulistya W. Sugandini Wahyuniari, Ni Gusti Agung Dewi WAYAN KARIASA . Wayan Sugandini Widiartha, Kadek Dwi Rahayu Wiles, Erna Zulaeni Wiriani, Ni Made Adi Yuliawati, Ni Putu Feny