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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Celtic Jurnal Inovasi Teknologi Pendidikan Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Jurnal Pengabdian UntukMu NegeRI Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Artificial Intelligence and Data Mining JKTP: Jurnal Kajian Teknologi Pendidikan al-Afkar, Journal For Islamic Studies Jurnal Ilmiah Pendidikan Profesi Guru Journal on Education JTP - Jurnal Teknologi Pendidikan JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Jurnal FASILKOM (teknologi inFormASi dan ILmu KOMputer) Jurnal Pendidikan dan Teknologi Indonesia Epistema Journal for Lesson and Learning Studies Online Learning in Educational Research Journal of Education for Sustainability and Diversity Eduvest - Journal of Universal Studies Prosiding SEMNAS INOTEK (Seminar Nasional Inovasi Teknologi) Indonesian Journal of Multidisciplinary and Educational Researcher Proceedings Series of Educational Studies Teaching, Learning, and Development Journal of Educational Technology Studies and Applied Research Journal of Education and ICT Edcomtech: Jurnal Kajian Teknologi Pendidikan Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Jurnal Inovasi dan Teknologi Pembelajaran Inovasi Kurikulum
Yerry Soepriyanto
Universitas Negeri Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Neuroscience Physics Public Health Social Sciences Transportation Other

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Exploring Genius Hour: A literature study on concepts, benefits, and their application at every level of education in various countries Dhifa Putra Ramadhan; Dedi Kuswandi; Yerry Soepriyanto
Jurnal Inovasi Teknologi Pendidikan Vol 10, No 3 (2023): September
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v10i3.61479

Abstract

Genius Hour in this article will be studied in the literature, focusing on the concept and benefits of Genius Hour in the context of Education, as well as how Genius Hour is implemented in various countries at different levels of Education. It is hoped that the results of this study can provide further knowledge about Genius Hour and an overview for students who wish to apply to Genius Hour. Genius Hour is an approach to learning by setting aside time in class so students can learn about topics that match their interests or passions, developing essential questions, researching their topics, and creating a final project to be shared at the end of learning. The literature review in this study uses prism flow diagrams to assist in the process of determining the literature to be studied. 
The GAMIFICATION DEVELOPMENTS IN EDUCATION: PERKEMBANGAN GAMIFIKASI DI BIDANG PENDIDIKAN Aris Triwahyu Febriansah; Syaifuddin, Aris; Yerry Soepriyanto
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 14 No 2 (2024)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2024.v14.i2.p177-186

Abstract

Gamification is an emerging trend in many sectors and is being adopted in many different contexts for a variety of purposes. Gamification has the potential to increase motivation, participation, and social influence among its users. In education, it has proven to be effective in increasing student interest in learning, as well as providing challenges that can improve the quality of learning materials. The incorporation of gamification elements in learning has been shown to positively impact learners by fostering motivation, engagement, skill development, and a sense of achievement, thereby enhancing the overall learning experience. This article aims to outline the growth of gamification implementation in Indonesia, both conceptually and empirically in education. It is important to map the application of gamification in Indonesia that is published in journals published in Indonesia. The method used in this research was the Systematic Literature Review, the data was obtained from the publication portal site gerba digital reference (Garuda) with the keyword of "gamification" during 2018-2022, and analyzed using the SLR method as described by Kitchenham and Charters. The findings of this study state that there has been an increase in the use of gamification during the Covid-19 pandemic. Higher education is the level of education that uses the most gamification approaches in learning activities. Points and leaderboards are the most widely used elements to motivate and increase learner engagement. Gamification is proven to make the learning environment more interactive.
Pengembangan Media Pembelajaran Playmat Interaktif Audio Visual sebagai Stimulasi Motorik Kasar pada Anak Usia Dini TK Laboratorium Universitas Negeri Malang Alby Aruna; Khoirul Muanam; Purnomo Purnomo; Yerry Soepriyanto
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5918

Abstract

This study develops an interactive audio-visual playmat as a learning medium designed to stimulate gross motor skills in early childhood at the Kindergarten Laboratory of Universitas Negeri Malang. The methodology applied follows an educational system development model that includes needs analysis, product design and creation, as well as evaluation and revision. This medium aims to create an enjoyable learning experience that simultaneously stimulates the development of gross motor skills through a combination of audio and visual elements. These elements are strategically designed to activate gross motor responses such as jumping, running, and moving according to instructions. The interactive features of this playmat are designed to provide immediate feedback on children's physical movements, reinforcing the connection between sensory stimuli and motor response. Through a quantitative approach, this study makes a significant contribution to early childhood education, presenting a learning medium that is not only engaging but also effective in supporting the essential development of gross motor skills critical for children's physical growth and future motor skills.
EFEK MOTIVASI INTRINSIK DARI STRATEGI ELEMEN GAMIFIKASI PEMBELAJARAN Febriansah, Aris Triwahyu; Syifa’ul Qolbi, Muhammad; Soepriyanto, Yerry; Purnomo, Purnomo
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 11 No 3 (2024)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v11i3.1309

Abstract

This study aims to examine and analyze the differences in intrinsic motivation of learners based on Point+Leaderboard (PL) and Point+Badge (PB) gamification element strategies. The research sample was 84 undergraduate students of the Department of Educational Technology, State University of Malang. Data was collected using the Intrinsic Motivation Inventory (IMI) questionnaire which consists of 4 variables: interest/enjoyment (EJ), perceived competence (PC), effort (EF), and pressure (PR). The research method used the Independent T-Test to test the difference in intrinsic motivation between OT and PB groups. The t-test results showed significant differences in EJ and EF variables between OT and PB groups. This shows that PL is more effective in increasing learners' enjoyment/interest and effort compared to PB. However, there is no significant difference in PC and PR variables between OT and PB groups. This means that both PL and PB are equally able to give positive effects on the sense of competence and do not cause negative effects on learners' stress. This study shows that Point+Leaderboard strategy is more effective in increasing learners' intrinsic motivation compared to Point+Badge strategy
Pengembangan Multimedia Interaktif IPA Dengan Fitur Feedback Untuk Siswa Kelas VIII Alfiansyah, Muhamad Firdaus; Adi, Eka Pramono; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 5, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v5i12022p022

Abstract

The use of package book and student worksheet learning media made student bored quickly therefore they are lazy to follow the learning. The interactive media based learning with feedback feature can give motivation to the student, activating students in giving responses, feedback and encourage to do the right practices. The purpose of this development is to produce an interactive multimedia product with feedback feature natural science circulatory system material. The product is an application that can increase the motivation to learn and students’ interest during the learning process and make student easier to understand the human circulatory material. The research and development model used is the model by Lee and Owens. The result of media expert’s material, subject teachers and students is worth using, therefore it can be concluded that the interactive multimedia with feedback feature natural science human circulatory system material VIII grade has fulfilled the eligible criteria to be used in the learning activity.AbstrakPenggunaan media pembelajaran buku paket maupun LKS membuat pebelajar cepat bosan sehingga malas mengikuti pembelajaran. Pembelajaran berbasis multimedia interaktif dengan fitur feedback dapat memberikan motivasi kepada peserta didik, mengaktifkan peserta didik dalam memberikan tanggapan, umpan balik serta mendorong melakukan praktik-praktik yang benar. Tujuan pengembangan ini adalah menghasilkan sebuah produk multimedia interaktif dengan fitur feedback IPA msteri sistem peredaran darah. Produk berupa aplikasi yang dapat meningkatkan motivasi belajar dan ketertarikan pebelajar selama proses pembelajaran serta membuat pebelajar lebih mudah memahami materi peredaran darah manusia. Model penelitian dan pengembangan yang digunakan adalah model yang dikemukakan Lee dan Owens. Secara keseluruhan hasil tanggapan ahli media, ahli materi, guru mata pelajaran dan pebelajar dinyatakan layak maka dapat disimpulkan multimedia interaktif dengan fitur feedback IPA materi sistem peredaran darah manusia kelas VIII telah memenuhi kriteria layak digunakan dalam kegiatan pembelajaran.
Pengembangan Video Pembelajaran Pada Tema 8 Subtema 1 Materi Manusia dan Lingkungan Kelas V Farid, Muchammad; Susilaningsih, Susilaningsih; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 5, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v5i12022p001

Abstract

This development is carried out with the aim of producing learning video products for human and environmental materials that have gone through the validation process on theme 8 sub-themes 1 learning 1 human and environmental material. This research uses Sadiman's development model, the development steps include needs analysis, goal formulation, material development, evaluation tool development, manuscript drafting, production, test or trial, revision, product ready for application. The user subjects in this development were students in class VB MI Ar-Raudhah Lawang. The type of data applied is qualitative (media expert instruments, material experts, and students) and quantitative data (learning outcome tests). Based on the research results, it can be seen that this learning video is valid and feasible to be applied as an effective learning resource and is able to support student learning outcomes in the theme of 8 sub-themes 1 learning 1 human and environmental material. Thus, the learning video applied to the theme 8 sub-themes 1 learning 1 human and environmental material can be a solution for educators to simplify the learning process.AbstrakPengembangan ini dilaksanakan dengan tujuan menghasilkan produk video pembelajaran materi manusia dan lingkungan yang telah melalui proses validasi pada tema 8 subtema 1 pembelajaran 1 materi manusia dan lingkungan. Penelitian ini menggunakan model pengembangan Sadiman, langkah-langkah pengembangannya diantaranya analisis kebutuhan, perumusan tujuan, pengembangan materi, pengembangan alat evaluasi, menyusun naskah, produksi, tes atau uji coba, revisi, produk siap diaplikasikan. Subjek pengguna pada pengembangan ini adalah anak didik kelas VB MI Ar-Raudhah Lawang. Jenis data yang diaplikasikan yaitu kualitatif (instrumen ahli media, ahli materi, dan anak didik) dan data kuantitatif (tes hasil belajar). Berdasarkan hasil penelitian dapat dikaji bahwa video pembelajaran ini valid dan layak diaplikasikan sebagai sumber belajar yang efektif serta mampu menunjang hasil belajar anak didik dalam tema 8 subtema 1 pembelajaran 1 materi manusia dan lingkungan. Dengan demikian, video pembelajaran yang di aplikasikan pada tema 8 subtema 1 pembelajaran 1 materi manusia dan lingkungan dapat menjadi solusi bagi para pendidik untuk mempermudah proses pembelajaran.
Pengaruh Blended Learning DLPCA Models Terhadap Kemampuan Numerasi Siswa Ma'rifah, Sila Nur; Kuswandi, Dedi; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p173

Abstract

In the Basic Programming subject, it contains numeracy skills. Meanwhile the 2018 PISA results stated that students' numeracy skills were weak. Basic Programming itself is a mandatory prerequisite material for vocational high school students which is quite difficult but very important to master. The application of Blended Learning DLPCA Models (BL-DLPCA Models) learning strategies is carried out to get the combined advantages of online learning and face-to-face learning. BL-DLPCA Models have a syntax namely Discover, Learn, Practice, Collaborate and Asses which aims to integrate instructors, students and are ready to use technology to meet challenges in learning. The use of BL-DLPCA Models learning strategies aims to improve students' numeracy skills in Basic Programming subjects. Quasi-experiment quantitative research design type pottest only control group design. The experimental group applied the BL-DLPCA Models and the both control group applied online and face-to-face learning strategies respectively. The results of the study stated that the use of BL-DLPCA Models learning strategies had a better effect on students' numeracy abilities in Basic Programming subjects compared to online and face-to-face learning strategies.AbstrakDidalam mata pelajaran Pemrograman Dasar memuat kemampuan numerasi. Sementara itu hasil PISA 2018 yang menyatakan bahwa lemahnya kemampuan numerasi siswa. Pemrograman Dasar sendiri merupakan materi wajib prasyarat siswa sekolah menengah kejuruan yang cukup sulit tetapi sangat penting untuk dapat dikuasai. Penerapan strategi pembelajaran Blended Learning DLPCA Models (BL-DLPCA Models) dilakukan untuk mendapatkan gabungan keuntungan dari pembelajaran online dan pembelajaran tatap muka. BL-DLPCA Models memiliki syntax yaitu Menemukan (Discover), Mempelajari (Learn), Berlatih (Practice), Berkolaborasi (Collaborate) dan Dinilai (Asses) bertujuan mengintergasikan instruktur, siswa dan siap menggunakan teknologi untuk memenuhi tantangan dalam pembelajaran. Penggunaan strategi pembelajaran BL-DLPCA Models bertujuan untuk meningkatkan kemampuan numerasi siswa pada mata pelajaran Pemrograman Dasar. Penelitian kuantitatif quasi-eksperiment design tipe pottest only control group design. Pada kelompok eksperimen menerapkan BL-DLPCA Models dan dua kelompok kontrol lain masing-masing menerapkan pembelajaran online dan pembelajaran tatap muka. Hasil penelitian menyatakan bahwa penggunaan strategi pembelajaran BL-DLPCA Models memberikan pengaruh terhadap kemampuan numerasi siswa pada mata pelajaran Pemrograman Dasar lebih baik dibanding dengan strategi pembelajaran online maupun tatap muka.
Project-Based Learning dengan Pendekatan Gamifikasi: Untuk Pembelajaran yang Menarik dan Efektif Khuluq, Khusnul; Kuswandi, Dedi; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i22023p072

Abstract

Project-based development takes longer and requires an approach that keeps students motivated and engaged. Gamification is one of the strategies that can answer this problem. However, some literature reveals that project-based learning with gamification strategy is not interesting and effective. So the purpose of developing a learning model with an interesting and effective gamification approach. The model trial was conducted on third semester students majoring in educational technology in the interactive multimedia course program. The model development method goes through five stages, namely analysis, design, development, implementation, and evaluation. The results of the development in the form of syntax obtained a positive response. The results of learning design expert validation obtained positive results and comments on the use of assistants and assessment criteria are considered effective. The response related to the attractiveness of the learning model is due to the approach in the form of gamification elements.Abstrak Pengembangan berbasis proyek memiliki waktu lebih lama sehingga membutuhkan pendekatan yang mampu membuat mahasiswa agar tetap termotivasi dan terlibat didalamnya. Gamifikasi merupakan salah satu strategi yang mampu menjawab masalah tersebut. Namun, beberapa literatur mengungkapkan bahwa pembelajaran berbasis proyek dengan strategi gamifikasi tidak menarik dan efektif. Sehingga tujuan dari pengembangan model pembelajaran dengan pendekatan gamifikasi yang menarik dan efektif. Uji coba model dilakukan kepada mahasiswa semester tiga jurusan teknologi pendidikan pada program mata kuliah multimedia interaktif. Metode pengembangan model melewati lima tahapan yakni analisis, desain, mengembangkan, implementasi, dan evaluasi. Hasil pengembangan berupa sintaks yang memperoleh respon positif. Hasil validasi ahli desain pembelajaran memperoleh hasil dan komentar positif terhadap penggunaan asisten dan kriteria penilaian dinilai efektif. Respon terkait kemenarikan model pembelajaran, disebabkan oleh adanya pendekatan berupa elemen gamifikasi.
Pengembangan Objek 3D Memanfaatkan Piramida Hologram Berbasis Smartphone Materi Sistem Gerak Manusia Ferdiansyah, Zaki Daffa; Kuswandi, Dedi; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 5, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v5i12022p072

Abstract

Research and development with the aim of producing a product in the form of a 3D object utilizing a smartphone-based hologram piramida of human movement system material. Research and Development (R&D) is research and development that refers to the Lee & Owen model with stages (analysis, design, development, implementation). With the application of 3D object media as a complement in science learning, media as a complement means that the media is applied to complement the material received by students in the classroom. The results of the product feasibility test that have been tested on media experts, material experts and students get a positive and feasible response. So it can be concluded that the 3D object media utilizes a smartphone-based hologram piramida, the human motion system material is suitable for use as a learning medium in the classroom, with the presence of 3D object media utilizing smartphone-based hologram piramidas can provide convenience in learning, motivate students to learn, display attractive media for students.AbstrakPenelitian dan pengembangan bertujuan menghasilkan produk berupa objek 3D memanfaatkan piramida hologram berbasis smartphone materi sistem gerak manusia. Research and Development (R&D) merupakan penelitian dan pengembangan yang mengacu pada model Lee & Owen dengan tahapan (analysis, design, development, implementation). Dengan penerapan media objek 3D sebagai pelengkap dalam pembelajaran IPA, media sebagai pelengkap berarti media diterapkan untuk melengkapi materi yang diterima siswa di dalam kelas. Hasil dari uji kelayakan produk yang telah diujikan kepada ahli media, ahli materi dan siswa mendapatkan respon positif dan layak. Sehingga dapat disimpulkan media objek 3D memanfaatkan piramida hologram berbasis smartphone materi sistem gerak manusia layak digunakan sebagai media pembelajaran di dalam kelas, dengan adanya media objek 3D memanfaatkan piramida hologram berbasis smartphone dapat memberikan kemudahan dalam pembelajaran, memotivasi siswa untuk belajar, menampilkan media yang menarik untuk siswa.
Memperkuat Keterampilan Berpikir Kreatif Melalui Model Pembelajaran Proyek Berlandaskan Metode Design Thinking Aprianto, Muhamad Tri Panunggal; Kuswandi, Dedi; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p132

Abstract

The design thinking method is used as the main approach in developing learning models to promote creativity and innovation in students. This model adopts the instructional design development model by Walter Dick & Lou Carey and consists of 5 stages: Discovery, Interpretation, Idea Determination, Experimentation, and Evaluation. The validity of this learning model has been verified by material experts and media experts, and the results show a high degree of suitability. Trials on large groups of students confirmed the validity and usefulness of the project learning model based on the design thinking method. The research results show that this model meets the requirements of validity, practicality, and effectiveness. Statistical analysis shows that there is a significant difference in students' creative thinking skills after applying this learning model. Trials on students indicated that the project learning model based on the design thinking method was valid and appropriate to be implemented in learning, and received positive responses from students. Therefore, this model can be applied in learning to empower students' creative thinking skills in learning media innovation courses.AbstrakMetode design thinking digunakan sebagai pendekatan utama dalam pengembangan model pembelajaran untuk menggalakkan kreativitas dan inovasi pada mahasiswa. Model ini mengadopsi model pengembangan desain instruksional oleh Walter Dick & Lou Carey dan terdiri dari 5 tahap: Penemuan, Penafsiran, Penetapan Ide, Eksperimen, dan Evaluasi. Validitas model pembelajaran ini telah diverifikasi oleh ahli materi dan ahli media, dan hasilnya menunjukkan tingkat kesesuaian yang tinggi. Uji coba pada kelompok besar mahasiswa menegaskan kevalidan dan kegunaan model pembelajaran proyek berdasarkan metode design thinking. Hasil penelitian menunjukkan bahwa model ini memenuhi persyaratan validitas, kepraktisan, dan efektivitas. Analisis statistik menunjukkan adanya perbedaan signifikan dalam keterampilan berpikir kreatif mahasiswa setelah menerapkan model pembelajaran ini. Uji coba kepada mahasiswa mengindikasikan bahwa model pembelajaran proyek berbasis metode design thinking adalah valid dan pantas diimplementasikan dalam pembelajaran, serta mendapatkan tanggapan positif dari mahasiswa. Oleh karena itu, model ini dapat diterapkan dalam pembelajaran untuk memberdayakan keterampilan berpikir kreatif mahasiswa dalam mata kuliah inovasi media pembelajaran.AbstractThe design thinking method is used as the main approach in developing learning models to promote creativity and innovation in students. This model adopts the instructional design development model by Walter Dick & Lou Carey and consists of 5 stages: Discovery, Interpretation, Idea Determination, Experimentation, and Evaluation. The validity of this learning model has been verified by material experts and media experts, and the results show a high degree of suitability. Trials on large groups of students confirmed the validity and usefulness of the project learning model based on the design thinking method. The research results show that this model meets the requirements of validity, practicality, and effectiveness. Statistical analysis shows that there is a significant difference in students' creative thinking skills after applying this learning model. Trials on students indicated that the project learning model based on the design thinking method was valid and appropriate to be implemented in learning, and received positive responses from students. Therefore, this model can be applied in learning to empower students' creative thinking skills in learning media innovation courses. 
Co-Authors Adesetyawan Pratama Putra Admaja, Andika Mardi Agus Miftakus Surur, Agus Miftakus Agus Wedi Agus Wedi Ah Zainil Ibad Ahmad Nur Yasin Ahyar Ahyar Aisyah Ayu Qonita Akhmad Arifudin Alby Aruna Alfiansyah, Muhamad Firdaus Alfin Nurullah Amelia Bella Satya Yuda Ananta, Maulana Paramaditya Andrea Yurista T yasari Andrea Yurista Tyasari Angkoso, Yunus Bagus Annisa Miranda Permatasari Anselmus J. E Toenlioe Anselmus J. E. Toenlioe Anselmus JE Toenlioe Anselmus JE Toenlioe Aprianto, Muhamad Tri Panunggal Arafah Husna Ari Gunawan Jatmiko Arief Rahman Hakim Aris Syaifuddin Aris Triwahyu Febriansah Arundina Fajar Andini Asna Istikmalatul Muktamaroh Aziz, Rajif Rizqy Azman, Muhammad Khairul Basith Rahmatullah Basith Rahmatullah Bastian, Titus Agung Bayu Eko Risdiyanto Benaya Teguh Putra Citra Kurniawan Dainamang, Syukri Adisakti Dana Kurniawan Dany Wijaya Kesuma Dedi Kuswandi Degeng, Made Duanda Kartika Deo Dedika Haking Dhifa Putra Ramadhan Dian Franssischa Kusumaningsih Dio Lingga Purwodani Dole, Donatus Duananda Kartika Degeng, Made Dwi Soca Baskara Dyah Lestari Efi Dian Ariska Eka Pramono Adi Elizabeth Lobo Elya Tri Nuraeni Fahmi, Ahmad Ihfan Khalif Fara Nabila Gunawan Farid, Muchammad Fatih Budiman Febriansah, Aris Triwahyu Ferdiansyah, Zaki Daffa Fikri Aulia Fitri Indra Kusumaningtyas Fitri Mutia Fajrin Frinanda Fianstika Evatasari Hadihabibi, Moh Hajjah, Rahma Izzatul Handaruni Dewanti Hardy Padmayudha Nugraha Hasnah Binti , Mohamed Henry Praherdhiono Henry Praherdiono Herlina Ike Oktaviani I Nyoman Sudana Degeng Imelda Florenciana Usfinit Irza Savita Kartika Sari, Dewi Nur Laili Kartika Suci Lestari Kesuma, Dany Wijaya Kevin Herdinata Cahyadi Firdaus Khoirul Muanam Khuluq, Khusnul Lailatus Shoimah Luis Rumianda M Bagus Ainun Najib M. Bashoirul Wahid Sinambela Ma'rifah, Sila Nur Made Duananda Kartika Degeng Maura Salmaa Amalia Miftachul Rohana Sari Miftah Hur Rahman Zh Mochammad Hilman Amirudin Nahri Muchammad Azwar Anas Muh. Ihsan Yudha Pradana Muhamad Firmansya Junus Muhammad Daffa Arifiansyah Muhammad Zidni Ilman Nafiah Muhibuddin Fadhli Nadhif Nashrullah Nahri, Mochammad Hilman Amirudin Negara, Nur Alamsyah Surya Nindia Rada Kusworo Ningrum, Anggita Putri Ni’matul Izza Noven Indra Prasetya Novi Dwi Hapsari Novia Kuswidayani Nur Halimah Nurul Hidayati Otto Fajariyanto Pipit Novita Candra Prasetyo, Aditya Eko Punaji Setyosari Purnomo Purnomo Purnomo Purnomo Purnomo Purnomo, Purnomo Putra, Bima Sayoga Putri Fadilla Azzahra Fazarini Qolbi, Muhammad Syifa'ul Qurrotaa'yun Azhari Hamzah Raden Bambang Sumarsono Rafika Rabba Farah Rahwati, Ardila Ramadana, Muhammad Rifqy Rani Vita Sari Rengga Prakoso Nugroho Rengga Prakoso Nugroho Rifan Nurrofi Rina Tiya Lestari Rosyidah, Fauziah Nur Aisyah S. Auna, Hariyanto Saida Ulfa Salleh , Shaharuddin Md Sani, Nindya Liftia Setiasih, Muhti Shaumi Rani Sherla Sepsa Rosiva Sihkabuden Sihkabuden Sihkabuden Sihkabuden, Sihkabuden Sistina Angga Reni Siti Nurhidayah Slamet, Taufik I Slamet, Taufik Ikhsan Subiyanto, Fadhil Ilham Sulthoni Sulton Sulton Sulton Sulton, Sulton Sumarno Sumarno Surahman, Ence Susilaningsih Susilaningsih Susilaningsih Susilaningsih, Susilaningsih Syeh Aindalloh Syifa’ul Qolbi, Muhammad Taufik Ikhsan Slamet Toenlioe, Anselmus Je Tommy Rahardjo Tri Kukuh Prasetiyo, Tri Kukuh Usfinit, Imelda Florenciana UTOMO, PRASETIO Wahyu Hidayat, Didik Waras Kamdi Wido Ageng Pratama Wikan Budi Utami Yogia Friska Mulyani Yogia Friska Mulyani Yosrila, Yonanda Hana Yulias Prihatmoko Yusuf, Mochamad Farid Zainul Abidin Zainul Abidin Zakiatul Fuada Zakki, Aghisni Nur Zeny Dwi Martha