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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran RADIASI: Jurnal Berkala Pendidikan Fisika Jurnal Pengajaran MIPA Jurnal Neutrino : jurnal fisika dan aplikasinya Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Inspirasi Pendidikan Jurnal RISET Geologi dan Pertambangan Jurnal Pendidikan Fisika FKIP UM Metro Erudio: Journal of Educational Innovation Natural B Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal JPM (Jurnal Pemberdayaan Masyarakat) SMARTICS Journal Psychology, Evaluation, and Technology in Educational Research JKPK (Jurnal Kimia dan Pendidikan Kimia) Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Kappa Journal Masyarakat Berdaya dan Inovasi Jurnal Pendidikan dan Kebudayaan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Rainstek : Jurnal Terapan Sains dan Teknologi Jurnal Pengabdian Masyarakat (ABDIRA) Empowerment Society Online Learning in Educational Research Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Pelita : Jurnal Kajian Pendidikan dan Pembelajaran Indonesia Journal of Environment and Sustainability Education Teaching, Learning, and Development IJIS Edu : Indonesian Journal of Integrated Science Education Jurnal Pengabdian Masyarakat Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
Hena Dian Ayu
Universitas PGRI Kanjuruhan Malang, Indonesia
Aerospace Engineering Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Other

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Revitalisasi Taman Baca untuk Meningkatkan Literasi Masyarakat Akhmad Jufriadi; Hena Dian Ayu; Nurul Ain; Solikhan Solikhan
Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2024): Juni
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan dari pengabdian ini adalah meningkatkan literasi masyarakat RT. 09 RW. 06 Kelurahan Karang Besuki dengan merevitalisasi Taman baca. Revatilasi dilakukan dengan pendekatan Focus Group Discussion, brain storming dan pemberian beberapa bantuan sarana prasarana. Salah satu permasalahan yang dihadapi Taman Baca RT. 09 RW. 06 Kelurahan Karang Besuki adalah masih sedikitnya jumlah buku yang tersedia di Taman baca, ruang Taman baca kurang nyaman dan tidak memadai, keterampilan pengurus Taman baca masih kurang terutama dalam manajemen buku, dan minimnya kunjungan dari masyarakat. Berdasarkan permasalahan tersebut maka solusi yang dapat dilaksanakan dan target luarannya adalah sebagai berikut: memberikan bantuan pengadaan buku teks pelajaran dan luarannya adalah tersedianya buku-buku teks diseluruh Taman baca, perancangan sarana promosi untuk meningkatkan minat baca dan literasi masyarakat dengan membuat pengumuman ke masyarakat dan adanya kegiatan private gratis disetiap Taman baca, memberikan bimbingan dan pendampingan secara intensif dan berkala terhadap pengurus Taman baca mulai dari proses pengelolaan Taman baca, pelayanan Taman baca, dan pengembangan sistem Taman baca sehingga pengurus Taman baca mengalami peningkatan kapasitas dalam bidang pengelolaan dan pelayanan serta terbangunnya pelayanan prima.
Transformation of Critical Thinking in Environmental Education: Integration of Project-Based Learning and Technology Hena Dian Ayu; Akhmad Jufriadi; Hestiningtyas Yuli Pratiwi
Online Learning In Educational Research (OLER) Vol. 5 No. 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.598

Abstract

Critical thinking is essential in environmental education, helping students address ecological and sustainability challenges. However, current learning models often lack a structured framework for developing critical thinking in environmental science courses. The advancement of digital technology offers both opportunities and challenges. This research aims to develop critical thinking dimensions for environmental science courses using a project-based learning (PjBL) approach, integrated with digital technology (AI-assisted data analysis, GIS for mapping, and cloud-based tools for collaboration). The Delphi method was used to create critical thinking indicators, involving 15 experts from various fields. Data was collected via interviews, Focus Group Discussions (FGD), and a Likert scale-based validation questionnaire. Results show that the developed dimensions Inference, Clarifying and Interpretation, Analyze and Evaluate Arguments, and Explanation met validity and reliability criteria through Rasch analysis and Confirmatory Factor Analysis (CFA). Technology integration in PjBL enhances data-driven analysis and predictive modeling but may reduce critical reflection due to AI reliance. A hybrid learning approach is recommended to balance hands-on interaction with technology use. This study contributes to designing more effective strategies for improving students' critical thinking skills in environmental education
Meta-Analysis of the Relationship Between Learning Media in Hybrid Learning and Critical Thinking and Creativity in Science Ayu, Hena Dian; Saputro, Sulistyo; Sarwanto, Sarwanto; Mulyani, Sri
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 8, No 2 (2023): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v8i2.66855

Abstract

The 21st-century learning paradigm is characterized by integrating technology into learning facilitating flexible and accessible learning experiences. One such model is hybrid learning, enabling education to transcend time and place with technological aid. Amidst this backdrop, it is crucial that hybrid learning provides education and fosters essential skills of the 21st century, including critical thinking and creativity. This research endeavors to establish a connection between the learning media employed in hybrid learning and the enhancement of critical thinking and creativity skills within the Science and STEM education context. The study also investigates the utilization of laboratory-based applications in chemistry instruction. Employing a meta-analysis approach with descriptive analysis methods, the researchers scrutinized 50 articles cataloged in Scopus, focusing on publications from the past decade. The meta-analysis findings unveil a significant effect size of 0.87, indicating a substantial correlation between the use of learning media and the cultivation of critical thinking skills. Moreover, the association between hybrid learning's learning media and creativity skills is evidenced by an effect size of 0.94. Consequently, it can be inferred that a substantial correlation exists between learning media in hybrid learning and the development of creativity and critical thinking abilities. The impact of laboratory-based applications and software in science education, particularly chemistry, is greatly influenced by pedagogical aspects and instructional strategies.
Pemanfaatan Model Problem Based Learning dalam Upaya Melatih Penguasaan Konsep dan Keaktifan Siswa Materi Gelombang Bunyi dan Cahaya Putri Festiana Purwanti; Achmad Jufriadi; Hena Dian Ayu; Mokhammad Ikhsan Muhibudi; Putri Festiana Purwanti; Achmad Jufriadi; Hena Dian Ayu; Mokhammad Ikhsan Muhibudi
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 7 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v3i72023p578-596

Abstract

Abstract: This research aims to enhance the students' comprehension and engagement on the Sound Waves and Light Waves, using the Problem-based Learning (PBL) method combined with the learning style-integrated worksheet. This research applies Classroom Action Reaearch (CAR) as the method, in line with Kemmis and Mc Taggart in two cycles in which are planning, action I, observing I, reflecting I, planning, action II, observing II, and reflecting II. The subject of this study are 35 students, 13 male and 22 female. The data were obtained by using observation, two tiers test, and documentation. The result shows as follows: 1) The students' physics comprehension increases. The average percentage of the students comprehension from the cycle I and cycle II are 84.1 percent and 84.3 percent, the misconception are 11.3 percent and 11.6 percent, while the incomprehensive are 4.4 percent and 4.1 percent. The students' comprehension development are picturized in the Comprehend category, where they have obtained 84 percent (more than the minimum criteria 80.2). The students' engagement from cycle I and cycle II are 83.9 percent (very active) and 91.8 percent (very active). This shows that there is the increase of the students' comprehension and engagement. Abstrak: Penelitian ini bertujuan untuk meningkatkan penguasaan konsep dan keaktifan siswa materi gelombang bunyi dan cahaya, dengan menggunakan model PBL dan lkpd terintegrasi gaya belajar. Jenis penelitian menggunakan Penelitian Tindakan Kelas yang mengikuti model Kemmis dan Mc Taggart dalam dua siklus dengan tahap perencanann awal, pelaksanaan I. Pengamatan I, refleksi I, perencanaan hasil refleksi, pelaksanaan II, pengamatan II dan refleksi II. Subjek penelitian sebanyak 35 siswa terdiri 13 laki-laki dan 22 perempuan. Pengumpulan data dengan menggunakan metode observasi, tes pilihan ganda beralasan (two tiers), dan dokumentasi. Hasil pelaksanaan tindakan pembelajaran fisika dengan model PBL berbantuan lkpd terintegrasi gaya belajar bahwa: 1) Penguasaan konsep fisika siswa mengalami meningkat. Persentaseata-rata penguasaan konsep fisika siswa dengan pembelajaran PBL dari siklus I dan siklus II kategori paham berturut- turut adalah 84,1 persen dan 84,3 persen, kategori miskonsepsi berturut-turut adalah 11,3 persen dan 11,6 dan kategori tidak paham sebesar 4,4 persen dan 4,1 persen. Penguasaan konsep siswa mengalami peningkatan ditunjukkan pada kategori paham dimana mencapai 84 persen sudah diatas nilai minimum 80. 2) Persentase kekatifan siswa pada siklus I s.d. siklus II berturut-turut 83,9 persen (sangat aktif) dan 91,8 persen (sangat aktif). Hasil ini menunjukkan bahwa terjadi peningkatan penguasaan konsep dan keaktifan saat siklus I dan II.
Implementasi Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar Peserta Didik SMA Fitriatus Sabrina; Akhmad Jufriadi; Hena Dian Ayu; Hari Budianto; Fitriatus Sabrina; Akhmad Jufriadi; Hena Dian Ayu; Hari Budianto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 8 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v3i82023p662-671

Abstract

Abstract: This research aims to analyze the implementation of problem-based learning model to improve student learning outcomes in class X-6 at SMAN 2 Pare. The research conducted was a type of classroom action research (PTK) which was conducted during the second cycle. PTK has stages including: planning, implementing actions, observation, evaluation, and reflection. Data collection techniques obtained through tests. The tests carried out function to find out the learning outcomes of students on global warming material, the greenhouse effect sub-material and activities and solutions related to global warming. The test technique used in this study is the test at the end of learning in both cycles I and II. The data collection instrument in this research was in the form of a cognitive aspect test where this test was in the form of multiple choice questions. The analysis technique used is qualitative analysis techniques related to learning outcomes. Based on the results of the research, the data obtained in the pre-cycle obtained the results of the class average score of 50 and classical learning mastery of 13.89 percent, cycle I obtained the average value of 73 and classical learning mastery of 44.44 percent, and cycle II the class average score was 87 and the classical learning mastery was 94.44 percent. From these data it can be seen that the learning outcomes of students have increased in each cycle. In this research cycle III was not carried out, this was because the classical learning mastery score obtained in cycle II was greater than equal to 75 percent, which was 94.44 percent. From these results it can be concluded that the implementation of problem-based learning models can improve student learning outcomes. Abstrak: Penelitian ini bertujuan untuk menganalisis keterlaksanaan model pembelajaran problem based learning untuk meningkatkan hasil belajar peserta didik kelas X-6 di SMAN 2 Pare. Penelitian yang dilakukan merupakan jenis penelitian tindakan kelas (PTK) yang dilakukan selama II siklus. PTK ini memiliki tahapan diantaranya: perencanaan, pelaksanaan tindakan, observasi, evaluasi, serta refleksi. Teknik pengumpulan data diperoleh melalui tes. Tes yang dilakukan berfungsi untuk mengetahui hasil belajar peserta didik pada materi pemanasan global sub materi efek rumah kaca dan aktivitas serta solusi terkait dengan pemanasan global. Teknik tes yang digunakan pada penelitian ini yakni tes diakhir pembelajaran baik pada siklus I maupun II. Instrumen pengumpulan data pada penelitian ini berupa tes aspek kognitif dimana tes ini berupa soal pilihan ganda. Teknik analisis yang digunakan yakni teknik analisis kualitatif terkait dengan hasil belajar. Berdasarkan hasil penelitian diperoleh data pada pra siklus didapatkan hasil nilai rata-rata kelas yakni 50 dan ketuntasan belajar klasikal sebesar 13,89 persen, siklus I didapatkan hasil nilai rata-rata yakni 73 dan ketuntasan belajar klasikal sebesar 44,44 persen, serta siklus II didapatkan hasil nilai rata-rata kelas yakni 87 dan ketuntasan belajar klasikal sebesar 94,44 persen. Dari data tersebut dapat diketahui bahwa hasil belajar peserta didik mengalami peningkatan pada setiap siklus. Dalam penelitian ini siklus III tidak dilakukan, hal ini dikarenakan nilai ketuntasan belajar klasikal yang didapatkan pada siklus II lebih dari sama dengan 75 persen yakni sebesar 94,44 persen. Dari hasil tersebut dapat disimpulkan bahwa implementasi model pembelajaran problem based learning dapat meningkatkan hasil belajar peserta didik.
Bagaimana Problem Based Learning yang Terintegrasi dengan TPACK dan Pembelajaran Diferensiasi Dapat Meningkatkan Pemahaman Konsep Siswa? Rahmad Prastiyan; Muhammad Nur Hudha; Hena Dian Ayu; Sulistyo Lestari; Rahmad Prastiyan; Muhammad Nur Hudha; Hena Dian Ayu; Sulistyo Lestari
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 8 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v3i82023p699-707

Abstract

Abstract: This study’s objective is to see the students' understanding the conceptsof enviromental pollution in one of the high school in Blitar City. This research was an action research involved 31 of tenth grade.. Instruments was used in the form of twenty five multiple choice. Students have learned by PBL with TPACK and differentiated learning. At the end of second cycle, student’s mastery of concept was increased. Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui penguasaan konsep siswa di salah satu SMA di Kota Blitar. Sejumlah 31 siswa dilibatkan dalam studi yang tergolong penelitian tindakan kelas ini. Soal berbentuk pilihan ganda sejumlah dua puluh lima digunakan sebagai instrumen. Siswa belajar menggunakan pembelajaran PBL dengan TPACK dan pembelajaran berdiferensiasi. Pada akhir siklus kedua, penguasaan konsep siswa mengalami peningkatan.
Building an Understanding of the Concept of Heat Through the Implementation of Guided Inquiry Learning with Formative Assessment Vemita Arielia; Akhmad Jufriadi; Hena Dian Ayu
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.18184

Abstract

The students' understanding of temperature, heat, and thermal equilibrium remains inadequate, necessitating an educational strategy to enhance their scientific understanding. This study seeks to enhance students' understanding of concepts by employing guided inquiry learning in conjunction with formative assessment on thermal material. The research employed a mixed methods strategy, utilizing quantitative data from concept understanding exams and qualitative data from interviews. Quantitative analysis encompassed descriptive statistics, normalized gain (N-Gain) computations, and independent samples t-tests, and qualitative data was examined through content analysis methodologies. The study's results indicated a significantly greater enhancement in conceptual understanding in the experimental group relative to the control group. The N-Gain value for the experimental group was 0.69 (moderate category), but the control group attained just 0.25 (low category). The data satisfy the statistical requirements, specifically normal distribution (Sig > 0.05) and homogeneity (Sig = 0.406). The t-test results indicated a significant difference between the two courses (t = 73.761; p < 0.001), demonstrating that guided inquiry learning with formative evaluation substantially enhances conceptual understanding. This study's theoretical implications suggest that integrating guided inquiry learning with formative assessment can enhance students' conceptual understanding through scientific investigations and ongoing feedback. The finding corroborates the constructivist approach, which underscores the significance of active learning experiences and cognitive interactions in fostering a more precise and comprehensive conceptual understanding.
Transcending Institutional Origins: The Homogeneity of Multidimensional Moderate Character Among Prospective Elementary Teachers Yulianti; Duran Corebima Aloysius; Diana Wulandari; Hena Dian Ayu; Putri Dwi Retno Kurniawati; Yani Septia Rachmawati; Fauzan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19499

Abstract

This study aims to investigate the phenomenon of "Institutional Transcendence" by examining whether institutional origins (public vs. private schools) influence the multidimensional moderate character of prospective elementary teachers. Employing a comparative quantitative approach combined with structural modeling, data were elicited from 76 second-semester students of the Elementary School Teacher Education program. The results of a One-Way ANOVA demonstrate no statistically significant disparity in moderate character levels based on institutional origins (F=0.071, p=0.791 > 0.05). Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) confirms the structural integrity of the multidimensional model (R2 = 0.196), identifying Cultural Adaptability and Conflict Resolution as the most significant drivers of moderation. These findings suggest that the higher education environment acts as a potent "Equalizer," effectively homogenizing values through a shared academic ecosystem. The study concludes that while the "Equalizer" effect successfully aligns cognitive and affective dispositions, a "Knowing to Action Gap" persists, necessitating a pedagogical shift toward experiential "Moral Action" to transform theoretical moderation into decisive civic courage.
Pengembangan Modul IPA/Fisika Terpadu Berbasis Scaffolding pada Tema Gerak Untuk Siswa Kelas VIII SMP/MTs Jumaidin Budaeng; Hena Dian Ayu; Hestiningtyas Yuli Pratiwi
Momentum: Physics Education Journal Vol 1 No 1 (2017)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (614.178 KB) | DOI: 10.21067/mpej.v1i1.1633

Abstract

This research aims to develop the Integrated Science Module Based on Scene Motion Scaffolding, knowing the quality of Integrated Science module, and evaluate the response of teachers and students of the Integrated Science module. This study is a research and development (R & D) by Borg and Gall modified by Sugiyono. The results of the research module Integrated Science for students developed by subject matter experts and media experts have a quality percentage of each 85% (excellent) and 86.6% (excellent). While the modules for teachers according to subject matter experts and media experts have quality with the percentage of each 84% (excellent) and 87% (very good), the response of teachers to the teacher module and student module is Strongly Agree with the percentage of each 87.5 % and 89.84%. Of the 10 students of SMP Negeri 3 Kepanjen on a limited test, got the students' response to student IPA module is Strongly Agree with the percentage of 85%. It can be concluded that the Integrated Science Module Based on Scene Motion Scaffolding has met the criteria Very Good quality and fit for use as a teaching material Integrated Science for students of class VIII SMP/MTs.Keywords: Integrated Science Module, Scaffolding, Motion Penelitian ini bertujuan untuk mengembangkan Modul IPA Terpadu Berbasis Scaffolding pada Tema Gerak, mengetahui kualitas modul IPA Terpadu, dan mengetahui respon guru dan siswa terhadap modul IPA Terpadu. Penelitian ini merupakan penelitian dan pengembangan (R&D) menurut Borg dan Gall yang dimodifikasi oleh Sugiyono. Hasil penelitian modul IPA Terpadu untuk siswa yang dikembangkan menurut ahli materi dan ahli media memiliki kualitas persentase masing-masing 85% (sangat baik) dan 86,6% (sangat baik). Sedangkan modul untuk guru menurut ahli materi dan ahli media memiliki kualitas dengan persentase masing-masing 84% (sangat baik) dan 87% (sangat baik), respon guru terhadap modul guru dan modul siswa adalah Sangat Setuju dengan persentase masing-masing 87,5% dan 89,84%. Dari 10 siswa SMP Negeri 3 Kepanjen pada uji terbatas, mendapat respon siswa terhadap modul IPA siswa adalah Sangat Setuju dengan persentase 85%. Dengan demikian dapat disimpulkan bahwa Modul IPA Terpadu Berbasis Scaffolding pada Tema Gerak telah memenuhi kriteria kualitas Sangat Baik dan layak digunakan sebagai salah satu bahan ajar IPA Terpadu untuk siswa kelas VIII SMP/MTs.Kata Kunci: Modul IPA Terpadu, Scaffolding, Gerak
High impact on students’ understanding of atomics radius on crystals geometry concept through implementation of JITT with 3D animation Hena Dian Ayu; Akhmad Jufriadi; Ratri Andinisari
Momentum: Physics Education Journal Vol 5 No 2 (2021)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v5i2.5557

Abstract

This study was conducted to analyze the students 'initial and final understanding after the application of JITT with 3D animation, to identify students' responses and arguments, and to determine the impact of using JITT with 3D animation. This research involved 43 students of the 6th semester of the 2019-2020 academic year of the Physics Education study program of the Universitas PGRI Kanjuruhan Malang who took solid state physics course. Students' initial and final understanding was analyzed through responses and arguments presented during the pretest, while the impact of JITT application with 3D animation was analyzed based on the results of the pretest and posttest as well as student responses during the learning process expressed through short interviews and discussions. The qualitative and quantitative data generated from the mixed-method approach were analyzed simultaneously. The results show that the students understand that the atomic radius for all the different crystal lattices is the same, namely a/2. This was awakened by an early understanding of the general definition of the radius. However, after following the JITT stages with 3D animation, their understanding changed that the atomic radius of each crystal lattice is different in length. In addition, the results of statistical analysis showed that there was a very significant increase in the students' mastery of concepts from an average of 26.9 to 96.7. Meanwhile, the N-gain value is very high, namely 0.96 in the very effective category, which illustrates that JITT with 3D animation has had a high impact on students' understanding of atomic radius in the concept of crystal geometry.
Co-Authors Achmad Jufriadi Adi Susilo Agnesta Yesika Ardelina Agus Budiyono Agus Budiyono Akhmad Afandi Akhmad Jufriadi Alfiana, Rinda Alfianda, Faurisha Vega Alvina Barikhlana Anggri Sartika Wiguna Anggri Sartika Wiguna Anggri Sartika Wiguna Aprianti, Yesi Dian Arfianto, Fajar Dwi Ayu Nur Laily Choiroh Chandra Sundaygara Choirul Huda Choirul Huda Cholisina Anik Perwita Cholisina Anik Prawira Chusniyah, Dina Asmaul Cicilia Ika Rahayu Nita Conidia Ristiastuti Jehanus Damayanti, Infa Daniar Pangastiningasih Etikamurni Diana Wulandari Dina Asmaul Chusniyah Duran Corebima Aloysius Dwi Wahyuningsih, Dwi Endarko Endarko Etikamurni, Daniar Etikamurni, Daniar Pangastiningasih Fajriyah, Mujtahidatul Ilmi Farida Nur Kumala Fathiah Alatas Fauzan Fitriatus Sabrina Fitriatus Sabrina Hari Budianto Hari Budianto Henni Anggraini Hestiningtyas Y. Pratiwi Hestiningtyas Yuli Pratiwi Ika Karlina Laila Nur Suciningtyas Intan Permatasari Ayunda Rasuli Istyowati, Anik Jaya, Paskalina Jumaidin Budaeng Kristiyaningsih, Else Kumalasari, Tutut Kurniawati, Mega Putri Kurriawan Budi Pranata Kurriawan Budi Pranata, Kurriawan Budi Kusumawati, Astrini Dewi Lukitawanti, Sartika Dewi M Rahman Mila Rosita Mokhammad Ikhsan Muhibudi Mokhammad Ikhsan Muhibudi Muhamad Hendrasto Muhammad Nur Hudha Muhardjito Muhardjito Mujtahidatul Ilmi Fajriyah Mujtahidatul Ilmi Fajriyah Muthmainnah, Melania Suweni Muntini Ndawis, Yustri Nur Rohmah Utami Nur Shabrina Safitri Nurilyasari, Dita Fitrin Nurul Ain Nurul Ain Ogi Danika Pranata Paskalina Jaya Perwita, Cholisina Anik Petronela Agata Moong Prameswari, Intan Prastiyan, Rahmad Purwanti, Putri Festiana Putri Dwi Retno Kurniawati Putri Festiana Purwanti Putri Festiana Purwanti Putri, Amelia Nurdevianti Raehanayati Raehanayati Rahmad Prastiyan Rahmad Prastiyan Rasuli, Intan Permatasari Ayunda Ratri Andinisari Riski Endah Setyawati Rismawati, Astri Yuni Rosyidah, Firda Ulya Nur SABRINA, FITRIATUS Safitri, Nur Shabrina Sagita, Ulfa Sandy Vikki Ariyanto Sarwanto Sarwanto Sentot Kusairi Serap, Maria Sulastri Anut Sholikhan Siti Farhatus Tsaniyah Siti Halimatus Sakdiyah Solihah, Hilwa Mar’atus Solikhan Solikhan Sri Mulyani Sri Wilujeng Sudi Dul Aji Sudi Dul Aji Sukir Sukir Sulistyo Lestari Sulistyo Lestari Sulistyo Saputro Sunaryono Sunaryono Sundaygara, Chandra Sutopo Sutopo Utama , Dana Marsetiya Vemita Arielia Wahyuningtyas, Astri Wignyo Winarko Wignyo Winarko Winarko, Wignyo Winda Agustina Rahayu Wiwin Indriani Ina Wulandari, Elvina Tri Yani Septia Rachmawati Yulianti Yulianti Zuhannisa’, Shofitri