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All Journal Indonesian Journal of Applied Linguistics (IJAL) TARBIYA : Journal Education in Muslim Society English Review: Journal of English Education REFLEKSI EDUKATIKA IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Numeracy : Jurnal Ilmiah Pendidikan Matematika Visipena Edulitics (Education, Literature, and Linguistics) Journal PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Indonesian Journal of Learning Education and Counseling JOURNAL OF APPLIED LINGUISTICS AND LITERATURE An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab JETL (Journal Of Education, Teaching and Learning) JMIE (Journal of Madrasah Ibtidaiyah Education) Deiksis Jurnal Pendidikan Bahasa dan Sastra Indonesia Arkhais - Jurnal Ilmu Bahasa dan Sastra Indonesia Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia BAHTERA : Jurnal Pendidikan Bahasa dan Sastra JET (Journal of English Teaching) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Education and Teaching (JEET) Jurnal Membaca Bahasa dan Sastra Indonesia Jurnal Eduscience (JES) Dinasti International Journal of Education Management and Social Science Jurnal ABDINUS : Jurnal Pengabdian Nusantara Getsempena English Education Journal Ethical Lingua: Journal of Language Teaching and Literature Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) JOLLT Journal of Languages and Language Teaching Basic and Applied Education Research Journal (BAERJ) JURNAL ILMIAH GLOBAL EDUCATION Archive: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Academic Journal Perspective : Education, Language, and Literature Journal of Educational Sciences JEELS (Journal of English Education and Linguistics Studies) SENTRI: Jurnal Riset Ilmiah Jurnal Bastra (Bahasa dan Sastra) Journal of Language and Literature Studies Jurnal Pendidikan Bahasa Dan Sastra Indonesia (BASTRANDO) Eduvest - Journal of Universal Studies Journal of Language and Pragmatics Studies JURNAL HANDAYANI PGSD FIP UNIMED Lingeduca: Journal of Language and Education Studies Journal of Education Method and Learning Strategy Journal of Linguistics, Culture and Communication International Journal of Language and Ubiquitous Learning Jurnal Pendidikan Bahasa Indonesia Journal of International Multidisciplinary Research Jurnal Sastra Indonesia Proceeding International Conference on Education ANUFA Proceeding International Conference on Digital Education and Social Science Indonesian Language Education and Literature
Fathiaty Murtadho
Universitas Negeri Jakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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Developing Rubric for Argumentative Writing Assessment Based on Multidimensional Approach Paris, Atika Salman; Lustiyantie, Ninuk; Murtadho, Fathiaty; Rosyidi, Ahmad Zuhri; Suryadi, Hendra
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.4125

Abstract

This study developed a multidimensional rubric for assessing argumentative writing in English as a Foreign Language (EFL) context by integrating cognitive, metacognitive, affective, and socio-cultural dimensions. The rubric was designed in response to the limitations of traditional assessment tools that tend to focus on surface-level features, often neglecting essential aspects such as writer stance, planning, audience awareness, and contextual relevance. Employing a Research and Development (R&D) methodology, the study followed several stages: a needs analysis, literature review, initial rubric design, expert validation, and a small-scale implementation with undergraduate EFL students. The trial results demonstrated that the rubric effectively captured variations in writing performance across dimensions and supported a more nuanced understanding of students’ strengths and challenges. Students showed stronger performance in cognitive aspects such as argument structure and reasoning, while affective and socio-cultural awareness remained areas for pedagogical improvement. Feedback from both learners and instructors confirmed the rubric’s clarity, practicality, and potential to guide instruction and formative feedback. The study concludes that the rubric addresses critical gaps in current assessment practices and offers a comprehensive framework for supporting students’ development as reflective and context-aware academic writers. Future research is encouraged to validate the rubric in broader contexts, integrate it into digital platforms, and explore its impact on long-term writing growth.
Model of lie cues detection in cross-cultural communication: insights from linguistic and cultural intersections Eriyani, Reni Nur; Murtadho, Fathiaty; Arung, Fernandes; Boeriswati, Endry
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 1 (2025): February 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i1.39165

Abstract

This study explores lie detection within cross-cultural communication by examining linguistic and cultural cues that indicate deception. Employing a qualitative approach with an explanatory comparative method, the research involved six participants from diverse ethnic backgrounds in Southeast Sulawesi, Indonesia. Data were collected through observation and interviews using audio-visual scenarios designed to elicit both honest and deceptive responses. The findings reveal that linguistic cues to deception include uncertainty in speech, changes in intonation, unsynchronized eye contact and body language, and the use of ambiguous or vague expressions. Cultural cues also play a critical role, with norms, values, and traditions shaping how individuals express and interpret lying behaviors. For example, avoiding eye contact may signal dishonesty in one culture but signify respect in another. The research highlights that lie detection strategies grounded in single-cultural paradigms are insufficient for multicultural contexts. As a solution, the study proposes a new model that integrates linguistic and cultural parameters, offering a holistic framework for more accurate lie detection in intercultural settings. This integrated model contributes to both theoretical and practical domains, including law enforcement, diplomacy, and international business, where cultural sensitivity is essential. By advancing understanding of how language and culture interact in deceptive communication, the study addresses a critical gap in the literature and promotes more equitable and effective approaches to detecting deception in global interactions.
DEVELOPING AN ENGLISH-SPEAKING SKILLS ASSESSMENT RUBRIC FOR AUTISM CHILDREN USING UNIVERSAL DESIGN FOR LEARNING Solo, Lenny; Lustyantie, Ninuk; Murtadho, Fathiaty
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3285

Abstract

This study aims to develop an adaptive English-speaking skills assessment rubric for children with Autism Spectrum Disorder (ASD) using the principles of Universal Design for Learning (UDL) in a Special Education School (SLB). The need for an inclusive and flexible assessment tool that accommodates the diverse communication needs of children with ASD in language learning contexts, particularly English, is crucial. The research follows a systematic methodology consisting of needs analysis, rubric development, expert validation, pilot testing, revisions, and finalization. The rubric developed integrates UDL principles to ensure that assessments capture both verbal and non-verbal communication skills, such as gestures, visual aids, and assistive technologies. The findings from the expert validation process revealed that the rubric was clear, comprehensive, and adaptable to various student needs, providing a more holistic assessment of speaking skills. Teachers reported increased engagement and flexibility in using the rubric, which allowed students to express themselves in multiple ways. The pilot test indicated high inter-rater reliability (Cronbach’s alpha = 0.85) and demonstrated that the rubric effectively assessed students with varying levels of proficiency. Students who previously struggled with verbal communication showed improvement through the use of non-verbal means, enhancing their participation in the assessment. This study highlights the potential of integrating UDL principles into assessment rubrics to support the inclusive education of children with ASD and provide more accurate and equitable evaluations of their language skills.
ASESMEN PEMBELAJARAN BAHASA DALAM KURIKULUM MERDEKA BELAJAR PADA SISWA SMA Darwin, David; Boeriswati, Endry; Murtadho, Fathiaty
Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 12, No 2 (2023)
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/lgrm.v12i2.8639

Abstract

Penelitian ini bertujuan untuk menganalisis jenis asesmen yang digunakan dalam pembelajaran bahasa merdeka belajar pada Sekolah Menengah Atas (SMA). Metode penelitian yang digunakan adalah kualitatif dengan jenis penelitian studi kepustakaan (library research). Hasil penelitian menjelaskan bahwa jenis asesmen pembelajaran bahasa dalam kurikulum merdeka dibedakan menjadi tiga jenis: 1) asesmen formatif, bertujuan untuk memantau dan memperbaiki proses pembelajaran, serta mengevaluasi pencapaian tujuan pembelajaran. Asesmen ini pendidik bisa mengamati dan mengidentifikasi siswa terkait dengan apa yang dibutuhkan siswa dalam pembelajaran, hambatan apa yang dialami siswa dalam pembelajaran, melalui asesmen ini Pendidikan juga dapat mengamati perkembangan siswa yang nantinya akan dijadikan sebagai umpan balik bagi siswa maupun pendidik dalam kegiatan evaluasi; 2) asesmen sumatif, asesmen ini bertujuan untuk menilai pencapaian tujuan pembelajaran dan/atau capaian pembelajaran (CP) peserta didik sebagai dasar penentuan kenaikan kelas dan/atau kelulusan dari satuan Pendidikan. Penilaian pencapaian hasil belajar peserta didik dilakukan dengan membandingkan pencapaian hasil belajar peserta didik dengan kriteria ketercapaian tujuan pembelajaran; 3) asesmen autentik, memonitor dan mengukur kemampuan siswa dalam bermacam-macam kemungkinan pemecahan masalah yang dihadapi dalam situasi atau konteks dunia nyata. Asesmen autentik meliputi asesmen kinerja (Performance Assessment), asesmen portofolio (Portfolio Assesment), dan asesmen diri siswa (Student Self Assessment).Kata Kunci: Asesmen, Bahasa, Kurikulum Merdeka Belajar
Pengembangan Bahan Ajar Menyimak Teks Prosedur Berbasis QR-Code di Sekolah Inklusi DKI Jakarta Yusuf, Muhamad; Anwar, Miftahulkhairah; Murtadho, Fathiaty
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 6 No. 5 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Agustus-September 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i5.5858

Abstract

Penelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar, mengembangkan bahan ajar dan menguji kelayakan serta efektivitas bahan ajar menyimak teks prosedur berbasis QR-Code untuk peserta didik Slow Learner di sekolah inklusi DKI Jakarta yaitu SMPN 102 Jakarta. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan 4D (Define, Design, development dan Dissemination) dari Thiagarajan, yang dalam penelitian ini hanya sampai tahap 3 yaitu Development. Pengumpulan data menggunakan observasi dan wawancara. Analisis data menggunakan analisis kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa (1) Guru setuju untuk dilakukannya pengembangan bahan ajar khususnya keterampilan menyimak teks prosedur untuk menunjang pembelajaran peserta didik Slow Learner; (2) Kelayakan dari bahan ajar menyimak teks prosedur berbasis QR Code berdasarkan validasi ahli materi sebesar 90% dengan kriteria layak, validasi ahli media sebesar 92,5% dengan kriteria layak, validasi ahli bahasa sebesar 97,5% dengan kriteria layak, hasil uji coba produk untuk guru sebesar 92,5% dengan kriteria layak, dan hasil uji coba produk untuk peserta didik 88,75% dengan kriteria layak. Berdasarkan hasil penelitian dapat disimpulkan bahwa bahan ajar menyimak teks prosedur berbasis QR Code untuk peserta didik Slow Learner layak digunakan sebagai buku pendamping bagi guru dalam pembelajaran Bahasa Indonesia.
The Effect of Project Based Learning Model Assisted by Learning Management System on Biography Text Writing Skills of Grade X High School Turnip, Maraman Rotua; Murtadho, Fathiaty; Yarmi, Gusti
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3171-3184

Abstract

This study aims to evaluate the influence of the project-based learning (PjBL) model supported by the learning management system (LMS) on the writing skills of biographical texts of high school students in class X in Kelapa Gading, North Jakarta. LMS-assisted PjBL is expected to replace the monotonous conventional method. The method used is quantitative with a quasi-experimental design, namely pretest-posttest control group design. The results of the study showed that the average score of students reached 87, higher than the pretest, with a completion percentage of 100%. The improvement in the comprehension of biographical texts in the experimental class reached 86.56%, and the score between pretest and posttest increased by 19 points. The hypothesis test with the t-test showed α < 0.05, so H1 was accepted, signaling a significant difference between the control and experimental classes. Of the 67 students in the experimental class, 57 students did not complete the pretest, but after treatment, the average post-test score reached 82 with 100% completeness. The normality and homogeneity test showed normal and homogeneous distribution. The final results showed an increase in biographical text writing skills by 62.68% with the application of the LMS-assisted PjBL model.
Pengembangan Purwarupa Modul Projek Penguatan Profil Pelajar Pancasila melalui Strategi Literasi pada Siswa Fase D Sugiyanti, Nunik Eka; Fathiaty Murtadho; Liliana Muliastuti
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3853

Abstract

Penelitian ini bertujuan untuk mengembangkan purwarupa modul projek penguatan profil pelajar Pancasila melalui strategi literasi pada siswa fase D di SMPN I Cikupa. Metode yang digunakan adalah penelitian dan pengembangan atau research and development melalui model 4D (Define, Design, Develop, and Disseminate). Analisis data dilakukan dengan teknik kuantitatif dan kualitatif yang diambil melalui penyebaran kuesioner, observasi, dan wawancara. Proses validasi dilakukan kepada ahli media dan ahli materi. Hasil validasi ahli materi yang diperoleh adalah 4,83 dengan kriteria “Sangat Layak”, sedangkan hasil validasi ahli media sebesar 4,67 dengan kriteria “Sangat Layak.” Hasil pengembangan produk ini disebarluaskan kepada pengguna modul, yakni siswa kelas 7 fase D dan fasilitator P5 SMP Negeri 1 Cikupa. Setelah disebarluaskan, hasil tanggapan dari dua belas orang fasilitator dan lima puluh delapan siswa terhadap modul projek sebesar 4,30 memiliki kriteria “Sangat Layak.” Berdasarkan hasil tersebut, disimpulkan bahwa modul projek penguatan profil pelajar Pancasila melalui strategi literasi pada siswa fase D, khususnya siswa kelas 7 di SMPN 1 Cikupa ini sangat layak untuk digunakan
Effective Learning Strategies: The Role of Teachers in Enhancing Junior High School Students' Narrative Writing Skills through Differentiated Instruction Khotimah, Husnul; Ninuk Lustyantie; Fathiaty Murtadho
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6530

Abstract

The ability to write narrative texts is a fundamental skill in English language education, especially at the Junior High School (JHS) level. However, many students face challenges in organizing ideas and writing narratives that are both structured and engaging. Differentiated Instruction (DI) offers a solution by tailoring teaching to meet the individual needs of students. This study aims to explore the implementation of DI in teaching narrative writing at JHS, particularly in English language classes. The research employed a qualitative descriptive approach with a case study design, focusing on two experienced English teachers and their students. The results indicated that DI significantly improved students' writing skills, particularly in organizing ideas, structuring texts, and enhancing creativity in character development and plot construction. Students in classes using DI showed increased motivation, confidence, and better use of language. Despite challenges such as diverse student abilities and limited resources, DI was found to positively impact students' writing outcomes. The study concludes that DI is an effective method for improving narrative writing skills in English classes at JHS, offering a flexible and student-centered approach to teaching.
Pengembangan Materi Ajar Menulis Teks Cerpen Berbasis Metode Cerpen-Gram pada Siswa Kelas VIII SMPN 1 Kota Ternate Mulyani; Murtadho, Fathiaty; Anwar, Miftakhulkhairah
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 6 No. 6 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Oktober-November 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i6.6401

Abstract

Penelitian ini bertujuan untuk menerapkan metode Cerpen-Gram sebagai upaya meningkatkan kemampuan menulis teks cerita pendek pada siswa kelas VIII SMP Negeri 1 Kota Ternate. Mengingat kemampuan menulis teks cerpen sangat rendah, maka metode Cerpen-Gram menjadi salah satu alternatif untuk meningkatkan kemampuan menulis teks cerpen di kalangan siswa kelas VIII SMP Negeri 1 Kota Ternate. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian R&D dengan model penelitian ADDIE. Sampel dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kota Ternate. Hasil penelitian ini, dilihat dari hasil uji kelayakan melibatkan 5 orang siswa kelas VIII SMPN 1 Kota Ternate modul ini mendapatkan rata-rata 4.20 dengan persentase 81.4%, menjadikannya sangat layak. Dan untuk Uji Coba Skala Besar yang diujikan kepada 25 siswa kelas VIII SMP Negeri 1 Kota Ternate, modul ini mencapai rata-rata 4.38 dengan persentase 87% dengan kategori “ Sangat Layak”.
Psycholinguistic insights into interaction patterns for meaning acquisition in BIPA learning at the university level Nurhamidah, Didah; Rafli, Zainal; Murtadho, Fathiaty; Mahfuzo, Muhammad Rizal
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 11 NO. 2 2024
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v11i2.43364

Abstract

AbstractThis study investigates psycholinguistic perspectives on interaction patterns that facilitate meaning acquisition in BIPA (Bahasa Indonesia bagi Penutur Asing/Indonesian for Speakers of Other Languages) learning at UIN Syarif Hidayatullah Jakarta. Employing a descriptive-analytic qualitative approach, the research examines how specific interaction patterns namely Student-Centered, Reciprocal, Collaborative, and Authentic Interactive support cognitive and linguistic processes in second language acquisition. Data were collected through classroom observations, interviews with two instructors and eight students from culturally diverse backgrounds, and thematic analysis of relevant teaching materials. The findings highlight the effectiveness of interactive and contextually enriched teaching strategies in improving students’ grasp of literal and contextual meanings, vocabulary mastery, and cultural competence. Drawing on Krashen’s Input Hypothesis and Vygotsky’s Zone of Proximal Development, this study emphasizes the importance of comprehensible input and scaffolding in fostering meaningful learning. The practical outcomes include recommendations for psycholinguistics-based teacher training programs and the design of interactive instructional materials tailored to the needs of culturally diverse learners. These findings contribute to advancing BIPA teaching practices and strengthening Indonesia’s cultural diplomacy initiatives.AbstrakPenelitian ini mengkaji wawasan psikolinguistik terhadap pola interaksi yang mendukung pemerolehan makna dalam pembelajaran BIPA (Bahasa Indonesia bagi Penutur Asing) di UIN Syarif Hidayatullah Jakarta. Dengan pendekatan kualitatif deskriptif-analitis, penelitian ini menganalisis bagaimana pola interaksi seperti Student-Centered, Reciprocal, Collaborative, dan Authentic Interactive memfasilitasi proses kognitif dan linguistik dalam pemerolehan bahasa kedua. Data diperoleh melalui observasi kelas, wawancara dengan dua pengajar dan delapan siswa dari berbagai latar belakang budaya, serta analisis dokumen yang dianalisis secara tematik. Hasil penelitian menunjukkan bahwa strategi pengajaran yang interaktif dan kaya konteks efektif dalam meningkatkan pemahaman siswa terhadap makna literal dan kontekstual, penguasaan kosakata, dan wawasan budaya. Dengan mengintegrasikan teori seperti Input Hypothesis dari Krashen dan Zone of Proximal Development dari Vygotsky, penelitian ini menegaskan pentingnya comprehensible input dan scaffolding dalam menciptakan pengalaman belajar yang bermakna. Implikasi praktis dari penelitian ini mencakup perancangan program pelatihan guru berbasis psikolinguistik dan pengembangan bahan ajar interaktif yang disesuaikan dengan kebutuhan siswa dari latar belakang budaya yang beragam, sehingga berkontribusi pada peningkatan metode pengajaran BIPA dan mendukung diplomasi budaya Indonesia. How to Cite: Nurhamidah, D., Rafli, Z., Murtadho, F., &  Mahfuzo, M.R, (2024). Psycholinguistic insights into interaction patterns for meaning acquisition in BIPA learning at the university level. TARBIYA: Journal of Education in Muslim Society, 11(2), 197-210. https://doi.org/10.15408/tjems.v11i2.43364.
Co-Authors Abdul Hamid Aly Aceng Rahmat Aceng Rahmat Aceng Rahmat Aceng Rahmat, Aceng Adam, Sutisno Afif Rofii Ahmad Zuhri Rosyidi Aidil Syah Putra Ainiyah Ekowati Aisyah Aisyah Anim PURWANTO Anita Rizkiyanti Anwar, Miftakhulkhairah Arif Hidayat ARJ Sengkey Asep Supriyana Asep Supriyatna ATIKA SALMAN PARIS Ayu Bandu Retnomurti, Ayu Bandu Ayu, Deafitri Puspa Aziz, Zeidtry Maulana Azmuna, Nurieyya Fieka Basuki, Mariani Caroline Rahma Maulina Chan, Sam Mukhtar Daniel Happy Putra David Darwin Deafitri Puspa Ayu Dwi Septiani Emzir Emzir Endry Boeriswati Endry Boeriswaty Eriyani, Reni Nur Etsa Purbarani Fahrurrozi Fahrurrozi Fairul Zabadi, Fairul Febriana Friza Fernandes Arung Fina Sabirah Radwa Haikal, Muhammad Saddam Hamdani, Haris Hendra Suryadi Hestiyani Parai Hestiyani Parai Husnul Khotimah Ira Anisa Purawinangun Jaelani, Alan Jaelani, Alan Jefriyanto Saud Karimah, Syahadah Albaqiyatul Leni Lidia Lestari, Tri Edliani Liliana Muliastuti Lina Anisah Lustiyantie, Ninuk Mahfuzo, Muhammad Rizal Mariani Meirisa Meirisa Merri Silvia Basri Miftahulkhairah Anwar Miftakhulkhairah Anwar Mohammad Shahidul Islam Muhamad Yusuf Muhamad Yusuf, SE., M.Si. Muhammad Saddam Haikal MULYANI Mulyani Munibi, Ahmad Zaki Nasrullah, Mohamad Irvan Nifmaskossu, Regina Ninuk Lustyantie Novi Triana Dewi Nunik Eka Sugiyanti Nurhamidah, Didah Nurieyya Fieka Azmuna Nurita Bayu Kusmayati Nurkhamidah, Neni Prihantoro Prihantoro Purwanto, Anim Putri Suristyaning Pratiwi Rahman, Saifur Rajaguk-guk, Sastri Br Ramadona, Ance Ayu Reni Eriyani Reni Nur Eryani Reny Nur Eriyani Rezki Puteri Syahrani Nurul Fatimah Rizka Shauma Alfiyanti Rizkiyanti, Anita Rosa Amelia Cristina Pardede Rosdiana, Rina Saifur Rahman Sianipar, Yules Orlando Sihombing, Yohana K Siti Ansoriyah Siti Salamah Solo, Lenny Sri Zulfida Sugiyanti, Nunik Eka Sukisno Sukisno, Sukisno Tata Tambi Tata Tambi Tryana Turnip, Maraman Rotua Utami, Sintowati Rini Verawati Vinnisya, Alya Wang, Huang Yan Winahyu, Sri Kusuma Wuwuh Andayani, Wuwuh Yarmi, Gusti Yetti Supriyati Yoga Pratama Yumna Rasyid Yumna Rasyid Yumna Rasyid, Yumna Yuyun Komala Zain, M. Yanuardi Zainal Rafli Zainal Rafli, Zainal Zuriyati Zuriyati