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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Inspirasi Pendidikan Vidya Karya Jurnal Manajemen & Supervisi Pendidikan Jurnal Administrasi dan Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School Alignment: Journal of Administration and Educational Management Benchmarking: Jurnal Manajemen Pendidikan Islam Jurnal Inovasi Pendidikan Dasar Jurnal Kesehatan Indonesia GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Studi Guru dan Pembelajaran Media Manajemen Pendidikan Jurnal Pendidikan dan Konseling Jurnal Eduscience (JES) JAMP : Jurnal Administrasi dan Manajemen Pendidikan PROGRES PENDIDIKAN Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang IJGIE (International Journal of Graduate of Islamic Education) Sekretari & Administrasi (Serasi) Didaktika: Jurnal Kependidikan Padaringan : Jurnal Pendidikan Sosiologi Antropologi TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) BIOCHEPHY: Journal of Science Education Jurnal Inovasi, Kreatifitas Anak Usia Dini Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran SENTRI: Jurnal Riset Ilmiah International Journal of Learning Reformation in Elementary Education Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Jurnal Pendidikan Terapan Jurnal Pendidikan Sosial dan Konseling Kelola: Jurnal Manajemen Pendidikan Jurnal Konseling Pendidikan Islam Walada: Journal of Primary Education Journal Educational Research and Development Gawi: Journal of Action Research
Ahmad Suriansyah
Universitas Lambung Mangkurat
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT 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 Medicine & Pharmacology Physics Public Health Social Sciences Other

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Improving Kindergarten Children's Exploratory Ability through Project-Based Learning, Experimental Activities, and Loose Parts Media: A Classroom Action Research Study Nor Anisa; Ahmad Suriansyah; Ratna Purwanti
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.170

Abstract

Exploratory ability is a central indicator of cognitive development in early childhood because it enables children to observe, question, manipulate objects, test ideas, and construct explanations from direct experience. The preliminary condition in a kindergarten class in Banjarmasin showed that only 4 of 12 children (33%) demonstrated developing exploratory ability, while 8 children (67%) remained in the not-yet-developed category. This classroom action research aimed to improve teacher activity, children's learning activity, and children's exploratory ability by integrating Project-Based Learning, experimental activities, and loose parts media. The participants were 12 kindergarten children aged 5-6 years (5 boys and 7 girls). The intervention was implemented in four meetings through planning, action, observation, and reflection. Data were collected through observation sheets, documentation, interviews, and an exploratory ability assessment rubric. The data were analyzed descriptively using percentages, cross-tabulation, and trend interpretation. The results showed consistent improvement across meetings. Teacher activity increased from a score of 25 (61%, fairly good) in Meeting 1 to 38 (93%, very good) in Meeting 4. Children's classical activity increased from 25% to 100%, and the proportion of children who achieved successful exploratory development increased from 16.7% to 100%. The findings indicate that the integration of project work, simple experiments, and open-ended loose parts materials can create a concrete, playful, and inquiry-oriented learning environment that supports children's exploratory behavior. The study contributes practical evidence for early childhood teachers who seek to transform monotonous worksheet-based instruction into active, child-centered, and developmentally appropriate learning.
Implementasi Pembelajaran Berdiferensiasi Berbasis Artificial Intelligence Di Sekolah Dasar: Strategi, Dampak, Dan Tantangan Arini Rusda; Arta Mulya Budi Harsono; Ahmad Suriansyah
Journal Educational Research and Development | E-ISSN : 3063-9158 Vol. 2 No. 2 (2025): Oktober - Desember
Publisher : GLOBAL SCIENTS PUBLISHER

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Abstract

The integration of Artificial Intelligence (AI) into the educational landscape opens new avenues for educators to apply differentiated instruction in a more structured and efficient manner. Through AI, teachers can now run diagnostic evaluations quickly, map out students' individual learning profiles, and subsequently devise teaching strategies that truly align with each learner's readiness level, interests, and learning styles. This qualitative case study focuses on the implementation of AI-based differentiated instruction at the elementary school level. Its objective is to deeply analyze the strategies employed, their influence on the learning process and outcomes, and the practical challenges encountered in the field. The findings reveal that AI plays a critical role as a supportive tool for teachers in conducting initial assessments, automatically grouping students based on their profiles, offering a diversity of learning activities, and creating assessment rubrics based on the Criteria for Learning Goal Attainment (KKTP). Significantly, this implementation has triggered an increase in motivation, active student engagement, a more equitable grasp of the material, and it also fosters teacher creativity in lesson planning. However, several obstacles emerged in the field, including limitations in technological infrastructure, unstable electricity supply issues, varying levels of digital literacy among teachers, and the increased duration required for lesson preparation. Therefore, this study concludes that AI's potential to strengthen differentiated instruction will only be optimally realized provided that adequate infrastructure support, continuous professional training, and a strong culture of collaboration among educators are ensured.
Studi Kasus Perbedaan Gaya Mengajar Guru Dalam Pelaksanaan Pembelajaran Di Sekolah Dasar Nisa Ananda; Arta Mulya Budi Harsono; Ahmad Suriansyah
Journal Educational Research and Development | E-ISSN : 3063-9158 Vol. 2 No. 2 (2025): Oktober - Desember
Publisher : GLOBAL SCIENTS PUBLISHER

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Abstract

Perbedaan gaya mengajar antar guru di sekolah dasar sering menjadi faktor yang mempengaruhi kualitas pembelajaran dan keterlibatan siswa, terutama dalam implementasi Kurikulum Merdeka yang menekankan partisipasi aktif. Penelitian ini bertujuan untuk menganalisis perbedaan gaya mengajar demokratis dan otoriter yang diterapkan oleh guru kelas rendah di sekolah dasar serta dampakterhadap keterlibatan kognitif, dan perilaku siswa. Penelitian ini menggunakan desain studi kasus kualitatif di Sekolah Dasar Banjarmasin. Pengumpulan data dilakukan melalui trigulasi Teknik, meliputi wawancara mendalam dengan guru kelas, observasi non-partisipan pada proses pembelajaran, dan analisis dokumentasi seperti RPP dan hasil evaluasi siswa. Unit analisis (kasus) adalah perbeddaan gaya mengajar yang diterapkan oleh dua guru adalah kunci dalam kondisi anak didik. Hasil penelitian menunjukkan bahwa gaya mengajar demokratis mendorong partisipasi aktif, kepercayaan diri, dan motivasi siswa. Sementara gaya otoriter menekankan kedisiplinan namun membatasi kreativitas dan inisiatif. Tiga tema utama teridentifikasi: (1) Karakteristik Gaya Mengajar (2) Alasan Penerapan, serta (3) Dampak Terhadap Siswa. Temuan ini menjawab tujuan penelitian dengan menunjukkan bahwa perbedaan gaya mengajar mempengaruhi dinamika kelas dan motivasi siswa secara signifikan. Penelitian ini berkontribusi memberikan model praktik baik (best practice) yang dapat direplikasi oleh pendidk di Sekolah Dasar dengan kondisi serupa untuk meningkatkan kompetensi pedagogic guru sesuai Kurukulum Merdeka. Kata kunci: Gaya Mengajar Demokratis, Gaya Mengajar Otoriter, Keterlibatan Siswa, Sekolah Dasar, Kurikulum Merdeka.
Implementasi Strategi Scaffolding Dalam Pembelajaran Pancasila Di Sekolah Dasar Muhammad Hafiz Anshari; Ahmad Suriansyah; Arta Mulya Budi Harsono
Journal Educational Research and Development | E-ISSN : 3063-9158 Vol. 2 No. 2 (2025): Oktober - Desember
Publisher : GLOBAL SCIENTS PUBLISHER

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Abstract

The scaffolding strategy represents a learning approach in which teachers act as guides and supporters to help students achieve their learning goals. The primary focus of this strategy is to provide appropriate and effective support so that students can learn more independently and achieve predetermined learning goals. The aim of this research is to illustrate how the scaffolding strategy is implemented in Pancasila education at SDN Sungai Miai 2 Banjarmasin, while also identifying the influences, supports, obstacles, and implications of its development. The research method used is a qualitative case study with data collection techniques consisting of semi-structured interviews and direct observation of the implementation of learning activities. The collected data were then analyzed using thematic analysis to identify patterns of meaning that emerge from field findings. Research findings demonstrate that the use of scaffolding strategies in Pancasila education at the primary school level effectively helps students better understand Pancasila values. Through this strategy, students demonstrate higher levels of activity and engagement in learning, as well as improved skills in analyzing and evaluating information.
EMPOWERING TEACHERS THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: HOW AN EMPOWERMENT-ORIENTED SCHOOL CULTURE STRENGTHENS TEACHER PROFESSIONALISM? Mujiyat Mujiyat; Ahmad Suriansyah; Ahmad Alim Bachri; Aslamiah Aslamiah
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8496

Abstract

Purpose –This study addresses this gap by examining how an empowerment-oriented school culture strengthens teacher professionalism through CPD in public junior high schools.Methodology – This study employed a qualitative, multi-site case study design across three public junior high schools (SMPN 1, SMPN 3, and SMPN 4 Marabahan) in South Kalimantan, Indonesia. Data were collected through in-depth interviews with principals and teachers, nonparticipant observations of CPD practices, and document analysis of school policies and professional development programs. Data analysis followed Miles and Huberman's interactive model, involving data reduction, data display, and conclusion drawing, with single-site and cross-site thematic analysis to identify patterns and contextual variations.Findings – An empowerment-oriented school culture—characterized by shared values, participatory decision-making, collegial trust, and psychological safety—acts as a key mediating mechanism between CPD and teacher professionalism. When teachers are actively involved in designing and implementing CPD, professional development shifts from isolated training activities to embedded learning practices. This condition enhances teachers' professional agency, reflective practice, instructional innovation, and collaborative learning through professional learning communities, peer mentoring, and reflective supervision.Contribution – This study contributes to the literature by positioning empowerment-oriented school culture as an active mediator linking CPD to teacher professionalism. The findings suggest that empowering school environments is essential for fostering meaningful, context-responsive, and sustainable professional development.
FROM DORMITORY WALLS TO MORAL WORLDS: EMPOWERING EDUCATORS AS MORAL ARCHITECTS IN INDONESIAN BOARDING-BASED MADRASAHS Halimatussa'diyah Halimatussa'diyah; Ahmad Suriansyah; Ahmad Alim Bachri; Sulistiyana Sulistiyana
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8495

Abstract

Purpose –This study explores the moral and pedagogical dimensions of teacher empowerment within the unique ecosystem of Indonesian boarding-based madrasahs. In these faith-oriented learning environments, educators are not only knowledge transmitters but also moral architects, shaping students' ethical consciousness and communal identity.Methodology – Employing a qualitative multiple case study design, data were collected through in-depth interviews, field observations, and document analysis across three boarding-based madrasahs in South Kalimantan.Findings – The findings reveal that teacher empowerment in these settings transcends administrative or instructional authority, evolving instead into a moral praxis grounded in Islamic values, reflective mentorship, and collective spiritual routines such as Qur’an recitation and muhasabah (self-reflection). Educators exercise moral agency through daily interactions in the dormitory, reinforcing discipline, empathy, and self-accountability. Leadership strategies—such as participatory mentoring, ethical modeling, and arts-based religious practices—serve as integral mechanisms for cultivating a holistic moral environment.Contribution – This study contributes to the growing discourse on teacher empowerment by highlighting how faith-driven moral leadership can be both contextually rooted and pedagogically transformative. It argues that moral empowerment is essential for sustaining ethical schooling cultures, particularly in residential educational settings where learning and living converge. The implications extend toward rethinking teacher development frameworks that integrate spirituality, reflective practice, and community-based moral agency.
PRINCIPAL'S LEADERSHIP IN BUILDING CHILD-FRIENDLY SCHOOLS BASED ON ORGANIZATIONAL CULTURE IN ELEMENTARY SCHOOLS Fathul Jannah; Ahmad Suriansyah
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9615

Abstract

Purpose - This study aims to analyze the leadership of school principals in building Child-Friendly Schools (CFS) based on organizational culture in elementary schools.Methodology - The study employed a qualitative approach using a case study design at SDN Sungai Miai 10 and SDN Sungai Miai 11 in Banjarmasin. Data were collected through interviews, observations, and documentation involving principals, teachers, students, and educational staff. Data analysis used the interactive model of Miles, Huberman, and Saldana, while data validity was ensured through triangulation of techniques, sources, and time.Findings - The findings revealed that principals acted as agents of organizational culture transformation through strengthening humanistic communication, teacher development, learning supervision, positive discipline, and the habituation of child-oriented school culture. The implementation of a child-friendly organizational culture was reflected in the development of dialogic communication, increased student participation, reduced verbal violence, and more open social relationships between teachers and students. However, the implementation had not yet been fully optimal due to the influence of old cultural patterns, differences in teachers’ understanding, and limitations in strengthening the school institutional system.Contribution - This study concludes that the success of CFS transformation, based on organizational culture, is strongly influenced by the effectiveness of principals’ leadership in continuously internalizing child-friendly values within school culture.
The Role Of Strategic Management In Strengthening Students' Character And Digital Literacy Puji Nurwidayati Widayati; Ratna Purwanti; Ahmad Suriansyah
Jurnal Inspirasi Pendidikan Vol 15 No 2 (2025): Agustus 2025
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v15i2.12321

Abstract

Abstract: Twenty-first-century education requires educational institutions to focus not only on academic achievement but also on character development and the enhancement of students' digital literacy. This study aims to analyze the role of strategic management in systematically and sustainably integrating these two crucial aspects within the environment of State Vocational High School 1 Kapuas Murung. The author employed a descriptive qualitative approach, with data collected through observation, in-depth interviews, and document analysis. The findings indicate that strategic management at the school is implemented through vision-based program planning, the synergistic execution of character and digital learning activities, and periodic program evaluation. These strategies foster a school culture that supports the development of students who are not only technically proficient but also possess integrity, digital ethics, and critical thinking skills. This study recommends strengthening school managerial capacities in formulating and implementing integrated policies on character education and digital literacy.
Implementasi Kebijakan Program Layanan Internet Desa terhadap Peningkatan Kualitas Pembelajaran di Sekolah Dasar Wilayah Blankspot Shafa' Muthi'ah; Ahmad Suriansyah; Ratna Purwanti
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 1 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i1.7033

Abstract

Program LINDA (Layanan Internet Desa) merupakan program Diskominfo yang membuka akses pendidikan digital di wilayah blankspot khususnya di SDN pedesaan. Penelitian ini bertujuan mengeksplorasi pengalaman para pemangku kepentingan pendidikan, termasuk guru dalam penyelesaian tugas dan siswa dalam pembelajaran. Subjek penelitian dipilih secara purposive, meliputi pihak desa (kepala desa dan guru wilayah blankspot) dan pihak Diskominfo yang terlibat langsung dalam implementasi program dengan masing-masing satu orang. Teknik pengumpulan data dilakukan melalui wawancara, observasi partisipatif, dan studi dokumentasi, yang dianalisis menggunakan metode analisis tematik dengan mengidentifikasi, menganalisis, dan melaporkan pola atau tema dalam data. Hasil penelitian menunjukkan bahwa program LINDA bermanfaat bagi guru-guru untuk mulai mengintegrasikan media digital dalam proses mengajar, mengunduh buku pembelajaran serta penggunaan video pembelajaran dan kuis daring yang meningkatkan partisipasi siswa. Tantangan yang ada seperti seperti sinyal tidak stabil saat hujan, akses jalan untuk perbaikan alat, listrik yang belum full 24 jam dan keterbatasan perangkat di sekolah menunjukkan masih banyak solusi lain yang bisa diterapkan serta harus disertai dengan pelatihan, infrastruktur pendukung, dan pemahaman pedagogi digital.
Implikasi Kebijakan Pendidikan terhadap Penguasaan Literasi dan Numerasi Dasar Siswa Aulia Rahmah; Nurdohiyah Nurdohiyah; Indah Puspita Sari; Ulfia Nurul Annisa; Ahmad Suriansyah; Ratna Purwanti
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 2 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i2.7145

Abstract

Penelitian ini bertujuan untuk mengkaji dampak kebijakan nasional terhadap peningkatan literasi dan numerasi dasar di sekolah dasar. Metode penelitian merupkan penelitian studi kasus dengan subjek penelitian guru kelas, kepala sekolah, dan siswa/i  tingkat rendah dan tinggi dengan teknik wawancara mendalam dan analisis data dengan reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan adanya perubahan signifikan dalam proses pembelajaran, dari kegiatan membaca yang bersifat dasar menuju aktivitas literasi yang lebih kontekstual dan aplikatif, seperti mendongeng, memahami pokok pikiran, dan menyelesaikan soal numerasi berbasis konteks. Implementasi kebijakan seperti Gerakan Literasi Sekolah (GLS) dan Asesmen Nasional mendorong sekolah untuk menyesuaikan strategi pembelajaran, dengan dukungan kuat dari kepala sekolah dan guru. Kegiatan literasi kini tidak hanya menjadi rutinitas, tetapi juga sarana pengembangan potensi siswa yang berorientasi pada prestasi dan kesiapan menghadapi tantangan asesmen nasional. Namun, tantangan seperti keterbatasan sumber daya dan akses masih perlu diatasi agar kebijakan dapat berdampak merata. Dengan demikian, kebijakan literasi dan numerasi perlu terus diperkuat melalui pelatihan guru, penyediaan sarana belajar yang memadai, dan pengawasan pelaksanaan secara konsisten.
Co-Authors Abdi Oriza Adelia Sofirin Agnesia Fitriani Agung Cahyo ramadhan Agus Rifani Syaifuddin Ahmad Alim Bachri Ahmad Khaliq Syamsalwa Ahmad Syahminan Aidatin Nufus Akhmad Fadhilah Akhmad Riandy Agusta Alfina Dwi Saputri Ali Mustadi Aliza Rifka Zuhairiah Ambo Sakka Amellia Saputeri Amisha Ramadhayanti Angela Anisa Rizki Maulida Arini Rusda Arta Mulya Budi Harsono Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Asniwati Asniwati Aulia Rahmah Aulia Widi Astuti Ayu Anindia Ayu Mutia Sari Bagus Aulia Iskandar Budi Santoso Celia Cinantya Cindy Syahita Azzahra Difa sri utami Dwi Septian Edi Fakhrin Eka Mutmainnah Elma Mufida Fathul Jannah Fatimah Azzahra Fetty Dachliani Sukma Halimatussa'diyah Halimatussa'diyah Hamidah Hasna Kamaliya Hasnah Hasnah Hendry Hermawan Huriah Huriah Husnul Khotimah Hutri Hidayah Ilham Cahyo Indah Kurniasih Indah Puspita Sari Intan Diya Pitaloka Intan Qurrota Aini Iseu Widiartina Ismawiyah Ismawiyah Ismi Khairun Nisa Ita Rahmiyani Jauhar Latipah Jubaidah Julaiha Julaiha Karunia lestari Khairati Olfah Khairatunnisa Khairatunnisa Khairul Efendi Khairunnisa Khairunnisa Khalida Nabila Agustin Khoirunisa Eka Ramadhani Kristesia Elda Kristian Hengki Ladya Mariama Puspita Latifa Putri Ridhaningtyas Lestari, Nana Citrawati Lilis Apriyanti Lynis Mindarwati M. Hasbi Fadillah Maimunah Maimunah Maimunah Marina Dwi Mayangsari Maulana Rizqi Megawati Megawati Metroyadi Metroyadi Mi'at Mi'at Miftahur Rizki Mina Zuyyina Ramadhani Mubarok Muhamad Hasby Munawar Muhammad Arsyad Muhammad Diki Saputra Muhammad Hafiz Anshari Muhammad Ihsan Haris Muhammad Ikhsan Fahruraji Muhammad Qolbi Muhammad Rijali Hadi Muhammad Rustam Effendi Muhammad Triyoso Muhsinin Muhsinin Mujiyat Mujiyat Munawarah Mutia Nadya Febrina Naila Aniyah Najma Soraya Nayla Salsabila Nazella Putri Fadila Ngadimun Ngadimun Ni Kadek Sabna Monika Ni Wayan Kurnia Widya Wati Ni'matul Aufa Nida Adzkia Nisa Ananda Nisrina Qurratu’ Ain Nofirman, Nofirman Noor Hafizah Noor Liana Noorhapizah Nopri Setiawan Nor Alifa Khalida Nor Anisa Noraisyah Noraziza norazmi sari Norliani Nova Soraya Novitawati Novitawati Nunik Surani Nur Adzkia Kamilah Nur Aisya Nur Anisa Khadijah Nur Kholis Nur Rahmadaniyah Nur Ramadhanianti Nurdohiyah Nurdohiyah Nurhalisa Khatami Nurlaila Dwe Khairiyati Nursyipa Nurul Erisa Octavia Ramadhani Patmawati Patmawati Puji Nurwidayati Widayati Puspa Herliana Putri Ade Utari Putri Andini Qurota Ayun Rahmadina Dina Rahmaniah Rahmaniah Raihani Raihani Ratna Purwanti Raudhatul Madina Retty Marinda ridha addiina soraya Ridhatul Jannah Riki Anggara Putra Risda Risma Widia Safitri Rizky Amelia Rose Widodari Rukhmana, Trisna Rustam Effendi Sahbana Ridha Saliyah Salsabela Ashlin Sari Mubarokati Sari Wahdati Septina Wijayanti Shafa' Muthi'ah Shaffira Rahmiati4 Shinta Dwi Nanda Shofiatun Najiah Sinta Puspa Ningrum Siska Lefheya Siti Fatimah Siti Hajar Nurhasanah Siti Noor Halisa Siti Raisyah Siti Zainab Muthia Ulfah Suhaimi Suhaimi Sulaiman Sulaiman Sulistiyana Sulistri Mawaddah Sunarno Basuki Surya Ramadhani Syalsyabila Alisyia Vchananda syifaaulia Tanti Apriani Tataq Harjuna Piranggada Tiara Titania Qhaifa Maidah Tri Ananda Setiyani Tri Maulida Sari Tria Nur Qana’ah Ulfia Nurul Annisa Valery Yulie Wahdah Refia Rafianti Wahyu Wahyu Widy Noviani Winda Wiwik Indrasari Yeprina Prihatini Asie Yogi Prihandoko Zain Ahmad Fauzi Zamzani Zamzani Zerdy Firnanda Ramadhan