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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Bahana Manajemen Pendidikan Jurnal Inspirasi Pendidikan Vidya Karya Jurnal Manajemen & Supervisi Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Administrasi dan Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Tadbir Muwahhid Alignment: Journal of Administration and Educational Management Benchmarking: Jurnal Manajemen Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI Jurnal Inovasi Pendidikan Dasar Jurnal Kesehatan Indonesia Jurnal Caksana: Pendidikan Anak Usia Dini 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) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Didaktika: Jurnal Kependidikan Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Padaringan : Jurnal Pendidikan Sosiologi Antropologi TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 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 Jurnal Abdimas Kartika Wijayakusuma Journal of Education Research Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan SENTRI: Jurnal Riset Ilmiah Jurnal Pendidikan, Sains dan Teknologi International Journal of Learning Reformation in Elementary Education Jurnal Pendidikan Indonesia (Japendi) ARMADA : Jurnal Penelitian Multidisiplin 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 Assyfa Learning Journal Walada: Journal of Primary Education Jurnal Kajian Pendidikan dan Psikologi Jurnal Kajian Islam dan Sosial Keagamaan Journal Educational Research and Development Gawi: Journal of Action Research DIKKESH : Jurnal Penelitian Pendidikan dan Kesehatan Open Access DRIVERset Curricula: Journal of Curriculum Development
Ahmad Suriansyah
Universitas Lambung Mangkurat
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IMPLEMENTATION OF HIGH SCHOOL TEACHER COMPETENCY DEVELOPMENT (MULTI-SITE STUDY AT SMAN 1 KUALA KAPUAS AND SMAN 1 BASARANG) Dewi Yuliana; Ahmad Suriansyah; Ngadimun Ngadimun
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1107

Abstract

This research aims to determine the implementation of the Development School Teacher Competence Senior High School at SMAN 1 Kuala Kapuas and SMAN 1 Basarang. Study This use method study, qualitative with a phenomenology type study. Data sources used is interview with informants and retrieval the criteria based on technique snowball sampling. Data collection techniques used is interviews, documentation and field observations. After the data is collected, then done analysis use data analysis in One social situation according to Miles & Huberman and cross- site data analysis flow model. Validity techniques the data use degrees credibility, transferability, dependability, confirmability and triangulation. Research results show that First about readiness development teacher competency at both research sites. This show existence role managerial head school in determine policy development and teacher competence in schools. While in the planning process development teacher competency at both research sites has designed in a way analytical and systematic in accordance with the personal needs of teachers and schools. Secondly, in the implementation development teacher competency at both research sites show existence emphasis on utilizing technology and information in training development teacher competency in schools. The activities implementation development in a technical way, covering coaching, giving assignments, education or studies further, career development, conferences, workshops, in-house training and seminars. The third about facilities and infrastructure school in facilitate development teacher competence at both sites. The infrastructure at the school is very adequate and has proper function like room training, laboratories, and technology up-to-date information and convenient access to the power source.
INSTRUCTIONAL LEADERSHIP, JOB SATISFACTION, COMMITMENT, AND TEACHER PERFORMANCE IN NORTH BANJARMASIN Ita Rahmiyani; Ahmad Suriansyah; Aslamiah Aslamiah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1113

Abstract

This study aims to analyze the direct and indirect relationships between principals’ instructional leadership, job satisfaction, work commitment, and teacher performance in public elementary schools in North Banjarmasin District, Banjarmasin City. The research employed a cross-sectional design using a path analysis model to examine the relationships among variables. The population consisted of 309 teachers from 27 public elementary schools in the district. Using the probability simple random sampling technique, 174 teachers were selected as research respondents. Data were collected through questionnaires and analyzed using descriptive statistics, classical assumption tests, hypothesis testing, and path analysis. The results indicate that all research variables are categorized as high. The regression coefficient values show strong relationships among variables, including instructional leadership and teacher performance (0.825), job satisfaction and teacher performance (0.829), work commitment and teacher performance (0.816), instructional leadership and work commitment (0.783), and job satisfaction and work commitment (0.486). The analysis also reveals indirect relationships, where instructional leadership influences teacher performance through work commitment (0.337) and job satisfaction affects teacher performance through work commitment (0.3691). These findings demonstrate that principals’ instructional leadership, teachers’ job satisfaction, and work commitment significantly contribute to improving teacher performance, both directly and indirectly. The study suggests that school principals should continue strengthening instructional leadership practices, particularly by enhancing interaction with teachers and providing opportunities for professional development and training. Meanwhile, teachers are encouraged to continuously improve their performance by applying effective teaching strategies and comprehensive assessment methods that evaluate not only students’ cognitive achievements but also their behavioral and moral development, supporting overall student success in the contemporary learning environment.
STRATEGIC MANAGEMENT TOWARD AN EXCELLENT SCHOOL Akhmad Fadhilah; Ahmad Suriansyah; Sulistiyana Sulistiyana
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2223

Abstract

This study aims to describe the application of strategic management in establishing exemplary schools at SD Muhammadiyah 9 Banjarmasin and MIS Diniyah Muhammadiyah 1 Banjarmasin. This study employs a qualitative approach using a multi-case study method and descriptive techniques. Data collection was conducted through observation, in-depth interviews, and documentation. The study focused on three main strategies: human resources, partnerships, and school marketing and branding. The results indicate that the human resources strategy is implemented through recruitment based on Islamic values and competencies, regular training, performance evaluations, and personal development. The partnership strategy is carried out collaboratively with parents, social institutions, and school-based business units to strengthen internal and external support. Meanwhile, the marketing and branding strategy is implemented through digital media, educational visual content, and image enhancement based on flagship programs and parent testimonials. These three strategies are applied adaptively and contextually to improve the quality of education. This study recommends strengthening the evaluation system, innovating digital promotion, and managing sustainable partnerships to enhance the competitiveness of Modern Islamic schools.
Integrasi TPA dalam Pembelajaran melalui Kolaborasi dengan Praktisi dalam Menjaga Keseimbangan Akademik dan Non Akademik Siswa Jannatul Radhaina; Ahmad Suriansyah; Arta Mulya Budi Harsono
Jurnal Kajian Islam dan Sosial Keagamaan Vol. 3 No. 2 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

Current education demands a balance between pursuing academic scores and shaping students' religious character. However, full day schools often struggle to achieve this balance because students become quickly fatigued if religious lessons are placed at the end of the school day. Therefore, this qualitative research aims to deeply study how MI Al-Furqan implements the TPA (Qur'an Education Park) Integration Model and how the school collaborates with BKPMI (a practitioner organization) to maintain this balance. The findings show two main innovations: New Scheduling Arrangement and Staff Collaboration. The school moved the one-hour TPA lesson to the middle of the formal learning day, turning it into a positive break that is proven to overcome boredom, increase enthusiasm, and restore students' learning focus for the next general subjects. Collaboration with BKPMI practitioners as main teachers ensures the quality of students' Qur'an recitation and memorization (completing Iqra' volume 6 by 3rd grade). In conclusion, this model successfully resolves the time dilemma in full day school and provides a practical guide for other schools on how to use religious activities as a key driver (katalisator) that effectively boosts academic spirit and results
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 Kelas Kreatif Berbasis Alam Di Sekolah Dasar Lingkungan Lahan Basah Siti Fatimah; 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

Learning that is still centered on traditional classrooms often makes students less active and minimally involved with the environment. This research aims to analyze the implementation of nature-based creative classes as a strategy to increase learning comfort, motivation, and environmental care character in elementary school students in wetland areas. The research uses a qualitative case study design at SDN SN Sungai Miai 5 Banjarmasin with data collection through interviews, observations, and documentation. The research analysis unit is the teacher's adaptive practice in designing, managing, and growing a nature-based classroom culture. Research results show that the implementation of nature-based creative classes is an integrated strategy with five main themes: the concept of nature-based space, adaptive space arrangement, the impact of nature classes on comfort and learning focus, the role of teachers as designers and facilitators, as well as the formation of student values and characters. This finding confirms that the creativity and pedagogical leadership of teachers is able to produce contextual learning that is in accordance with the characteristics of the wetland ecosystem and can be replicated in schools with similar conditions.
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.
Co-Authors Abdi Oriza Adelia Sofirin Adisty Zahratuljannah 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 Anida Safitri Anisa Rizki Maulida Anita Inayati Anugrah Mitria Sari Arini Rusda Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulyo Budi Harsono Arum Muslikah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah, Aslamiah Asniwati Asniwati Aulia Nur Hapisah Aulia Rahmah Aulia Widi Astuti Ayu Anindia Ayu Mutia Sari Bagus Aulia Iskandar Bagus Aulia Iskandar Budi Santoso Celia Cinantya Cici Syifa Utami Cindy Syahita Azzahra Citra Hapsari Desi Riyannie Dewi Yuliana Difa sri utami Dwi Septian Edi Fakhrin Eka Diah Nur Apriliani Eka Mutmainnah Elma Mufida Ervina Yuwinda Farah Dhafiya Farisha Norrahmah Fathul Jannah Fatimah Azzahra Fetty Dachliani Sukma Hadani Hadani Halimatus Sa'diah Halimatussa'diyah Halimatussa'diyah Hamidah Hasna Kamaliya Hasnah Hasnah Hendry Hermawan Hidayatur Rahmah Huda Binti Isma'il Ahmadi Huriah Huriah Husnul Khotimah Husnul Khotimah Hutri Hidayah Ilham Cahyo Indah Kurniasih Indah Puspita Sari Intan Diya Pitaloka Intan Qurrota Aini Irma Irma Irma Irma Iseu Widiartina Ismawiyah Ismawiyah Ismi Khairun Nisa Ismi Khairun Nisa Ita Rahmiyani Jannatul Radhaina Jauhar Latipah Jubaidah Julaiha Julaiha Karunia lestari Karyono Ibnu Ahmad Khairati Olfah Khairatunnisa Khairatunnisa Khairul Efendi Khairunnisa Khairunnisa Khalida Nabila Agustin Khoirunisa Eka Ramadhani Komala Hidayatun Najiyah Kristesia Elda Kristian Hengki Ladya Mariama Puspita Latifa Putri Ridhaningtyas Latifa Putri Ridhaningtyas Lestari, Nana Citrawati Lilis Apriyanti Lynis Mindarwati M. Hasbi Fadillah M. Ziyan Takhqiqi Arsyad Mahmudah . Maimunah Maimunah Maimunah Marina Dwi Mayangsari Maulana Rizqi Megawati Megawati Metroyadi Metroyadi Metroyadi Metroyadi Mi'at Mi'at Miftahur Rizki Milawati Milawati Mina Zuyyina Ramadhani Mubarok Mubarok Muhamad Hasby Munawar Muhammad Andri Setiawan Muhammad Arsyad Muhammad Diki Saputra Muhammad Diki Saputra Muhammad Fitriadi Muhammad Hafiz Anshari Muhammad Hasan Basri Muhammad Ihsan Haris Muhammad Ikhsan Fahruraji Muhammad Naufal Muhammad Qolbi Muhammad Rijali Hadi Muhammad Rindi Muhammad Rustam Effendi Muhammad Triyoso Muhammad Ziyan Takhqiqi Arsyad Muhsinah Annisa Muhsinin Muhsinin Mujiyat Mujiyat Munawarah Mustotiah Mustotiah Mutia Nadia Azizah Nadya Febrina Naila Aniyah Najma Soraya Nayla Salsabila Nazella Putri Fadila Ngadimun Ngadimun 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 Hariani Noor Liana Noorhapizah Nopri Setiawan Nor Alifa Khalida Nor Anisa Nor Azizah Noraisyah Noraziza norazmi sari Norliani Nova Khoirunnisa Witanti Nova Soraya Noviani Noviani Novitawati Novitawati Nunik Surani Nur Adzkia Kamilah Nur Aisya Nur Anisa Khadijah Nur Anisa Khadijah Nur Kholis Nur Rahmadaniyah Nur Ramadhanianti Nur Syahida Zaria Nurdohiyah Nurdohiyah Nurhalisa Khatami Nurlaila Dwe Khairiyati Nursyipa Nurul Erisa Octavia Ramadhani Patmawati Patmawati Puji Nurwidayati Widayati Puspa Herliana Putri Ade Utari Putri Andini Putri Elok Maufikhoh Putri Natasya Azzahra Qurota Ayun Rahmadina Dina Rahmaniah Rahmaniah Rahmatullah Zumaini Rahmiani, Risna Raihani Raihani Ratna Purwanti Ratna Purwanti Ratna Purwanti Ratna Purwanti Ratna Purwanti Ratu Noor Khalidah Raudhatul Madina Retty Marinda Rezky Amalia Ria Aprianti ridha addiina soraya Ridhatul Jannah Rika Yuliani Riki Anggara Putra Risda Risma Widia Safitri Rizky Amelia Rodhiyatul Addaiyah Rose Widodari Rosvania Wibisono Rukhmana, Trisna Rustam Effendi Sahbana Ridha Saliyah Salsabela Ashlin Sari Mubarokati Sari Wahdati Septina Wijayanti Septy Rovana Septy Rovana Shafa' Muthi'ah Shaffira Rahmiati4 Sherwina Ranisa Shinta Dwi Nanda Shofiatun Najiah Sinta Puspa Ningrum Siska Lefheya Siti Fatimah Siti Fatimah Siti Hajar Nurhasanah Siti Hajar Nurhasanah Siti Hajar Nurhasanah Siti Noor Halisa Siti Raisyah Siti Zainab Muthia Ulfah Suhaimi Suhaimi Suhaimi Suhaimi Suhaimi, Suhaimi Sulaiman Sulaiman Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistri Mawaddah Sulistyana Sulistyana Sunarno Basuki Surya Ramadhani Syalsyabila Alisyia Vchananda syifaaulia Sylviana Ira Rosanti Tanti Apriani Tasya Amelia Ramadhani Tataq Harjuna Piranggada Tiara Titania Qhaifa Maidah Tri Ananda Setiyani Tri Maulida Sari Tri Muthoharoh Tria Nur Qana’ah Ulfia Nurul Anisa Ulfia Nurul Annisa Valery Yulie Veronica Octadewi Taradifa Vrahmeta Amelia Oktasya Wafa Nur Azizah Wahdah Refia Rafianti Wahdah Refia Rafianti Wahyu Wahyu Wahyu Wahyu Widy Noviani Winda Wiwik Indrasari Yeprina Prihatini Asie Yogi Prihandoko Yogi Prihandoko Yuliana Yuliana zahratun nisa Zain Ahmad Fauzi Zamzani Zamzani Zenfrianto, Zenfrianto Zerdy Firnanda Ramadhan