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All Journal Jurnal Usia Dini Publikasi Pendidikan Jurnal Konseling dan Pendidikan Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Pendidikan Dasar Nusantara JINOP (Jurnal Inovasi Pembelajaran) Jurnal Elemen Scholaria: Jurnal Pendidikan dan Kebudayaan Taman Cendekia : Jurnal Pendidikan Ke-SD-an Resona : Jurnal Ilmiah Pengabdian Masyarakat Jurnal Bidang Pendidikan Dasar Journal of Teaching and Learning in Elementary Education Pendas : Jurnah Ilmiah Pendidikan Dasar Pendekar : Jurnal Pendidikan Berkarakter Indonesian Journal of Primary Education Khadimul Ummah Journal of Social Dedication Jurnal Pendidikan Kebutuhan Khusus SCHOLASTICA JOURNAL : JURNAL PENDIDIKAN SEKOLAH DASAR DAN PENDIDIKAN DASAR Lectura : Jurnal Pendidikan Jurnal Basicedu International Journal of Community Service Learning Jurnal Ilmiah Sekolah Dasar Satwika : Kajian Ilmu Budaya dan Perubahan Sosial EDUKATIF : JURNAL ILMU PENDIDIKAN SAP (Susunan Artikel Pendidikan) Jurnal Pendidikan Edutama Jurnal Review Pendidikan dan Pengajaran (JRPP) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Eduscience (JES) Alpen: Jurnal Pendidikan Dasar Jurnal Sekolah Dasar (JSD) Autentik : Jurnal Pengembangan Pendidikan Dasar Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Dasar Perkhasa Nusantara: Jurnal Pendidikan Indonesia Jurnal Pengabdian Masyarakat (ABDIRA) Journal of Advanced Sciences and Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Basicedu JURNAL PENDIDIKAN DAN KEGURUAN Jurnal Pendidikan Terapan Jurnal Pengajaran Sekolah Dasar Al-Bidayah : jurnal pendidikan dasar Islam J-SES : Journal of Science, Education, and Studies Indonesian Journal of Primary Education Jurnal Pendidikan Progresif Women, Education, and Social Welfare El Midad: Jurnal Jurusan PGMI Jurnal Pendidikan dan Keguruan NETIZEN (JOURNAL OF SOCIETY AND BUSSINESS) Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Jurnal Komunikasi Sekolah Dasar: Kajian Teori dan Praktik Pendidikan International Journal of Educational Narratives
Arina Restian
Universitas Muhammadiyah Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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PEMANFAATAN “ALID" (ALAT EVALUASI DIGITAL) DENGAN MODEL PBL UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS V DALAM PEMBELAJARAN PENDIDIKAN PANCASILA SDN PUNTEN 01 Zalfa Ramadhania Lafitra; Arina Restian; Nur Suhartanti
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 5 (2026): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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

Abstract

The digital era has changed the face of education, making technology an inseparable component in the learning process. However, in the context of teaching Pancasila in the classroom, conventional methods still dominate, with minimal use of technology. As a result, student participation tends to be passive, interest in learning decreases, and academic achievement is not optimal. This research aims to improve the academic performance of class V students at SDN Punten 01 in the Pancasila subject. The method used is the application of the Problem-Based Learning (PBL) model which is integrated with "Alid" (digital assessment tool). Adopting a Classroom Action Research (PTK) format, this study implemented four stages: planning, implementation, observation, and reflection. A total of 21 fifth grade students were involved as research subjects. Data was collected through tests and analyzed using qualitative and quantitative approaches. The results of the research show the effectiveness of the combination of the PBL model and digital assessment tools in improving the Pancasila learning outcomes of fifth grade students at SDN Punten 01. There was a significant increase from the average score in the pre-test cycle I of 58.09 to 84.28 in the post-test cycle II , indicating a substantial increase in learning activity.
Profesionalisme dan Kompetensi Guru di Era Digital: Upaya Mewujudkan Pembelajaran Efektif di Sekolah Dasar dengan Fasilitas Terbatas Fatmawati Zakariah; Nanda Salsabila; Arina Restian
Jurnal Pengajaran Sekolah Dasar Vol. 5 No. 2 (2026): Jurnal Pengajaran Sekolah Dasar
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpsd.v5i2.2035

Abstract

Era digital menuntut guru sekolah dasar untuk memiliki profesionalisme dan kompetensi yang adaptif terhadap perubahan teknologi, meski di tengah keterbatasan fasilitas. Penelitian ini bertujuan menganalisis upaya peningkatan profesionalisme dan kompetensi guru di sekolah dasar yang beroperasi dengan keterbatasan infrastruktur digital dalam rangka mewujudkan pembelajaran yang efektif. Metode yang digunakan adalah studi literatur sistematis dengan mengkaji artikel, jurnal, dan laporan kebijakan yang diterbitkan pada periode 2021–2025. Hasil kajian menunjukkan bahwa profesionalisme guru tidak semata ditentukan oleh ketersediaan teknologi, melainkan oleh kemampuan guru dalam merancang pembelajaran inovatif, memanfaatkan sumber daya alternatif, serta membangun iklim kelas yang kondusif. Kompetensi pedagogik, sosial, kepribadian, dan profesional tetap relevan dan perlu dikembangkan secara kontekstual. Berbagai strategi adaptif terbukti mampu meningkatkan kualitas pembelajaran meskipun fasilitas terbatas, seperti pemanfaatan teknologi sederhana, kolaborasi antar guru, serta penguatan literasi digital berbasis komunitas. Simpulan penelitian ini menegaskan bahwa keterbatasan fasilitas bukan hambatan mutlak, melainkan tantangan yang dapat diatasi melalui profesionalisme dan kreativitas guru.
AI-Enabled Plant Recognition for Business Plan Writing in Vocational Agribusiness Ayyid Sur’ataini; Arina Restian; Husamah
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.480

Abstract

This study evaluated a Google Lens-supported learning sequence for improving ornamental-plant business plan writing in a public vocational high school in Indonesia. A quasi-experimental nonequivalent pretest-posttest control-group design compared 31 students who received smartphone-mediated plant recognition and teacher-guided data verification with 32 students who received conventional instruction. Performance tests and structured classroom observations were analyzed using descriptive statistics, assumption tests, an independent-samples t-test, and derived effect-size indicators. Baseline performance did not differ significantly (M = 52.66, SD = 10.68 versus M = 54.29, SD = 7.41; p = .482). The intervention group achieved a higher posttest score (M = 73.46, SD = 9.35) than the control group (M = 63.98, SD = 8.84), t(61) = 4.138, p < .001, mean difference = 9.48, 95% CI [4.90, 14.07], Hedges’ g = 1.03. Observations showed that the learning sequence supported product identification, market-oriented analysis, collaboration, and more independent evidence gathering. The contribution is a pedagogical model that moves image recognition beyond taxonomy by linking AI output to verification, business judgment, and written entrepreneurial planning.
Audio-Visual Media in Differentiated Economics Instruction: Effects on Students' Critical and Creative Thinking Muhammad Irsan; Husamah; Arina Restian
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.483

Abstract

Developing higher-order thinking through equitable learning design remains a challenge in secondary economics education. This quasi-experimental study tested whether audio-visual media embedded in differentiated instruction improved critical and creative thinking among eleventh-grade students at State Islamic Senior High School (Madrasah Aliyah Negeri [MAN]) 3 Mataram, Indonesia. Two intact classes (N = 60) participated in a non-equivalent pretest-posttest control-group design. The experimental class received six 90-minute sessions integrating video, animation, infographics, economic cases, flexible learning processes, and product choice; the control class received conventional instruction. Critical-thinking essays and a creative poster project were scored using validated rubrics. MANCOVA, controlling for both pretests, showed a significant multivariate instructional effect, Pillai's Trace = .400, F(2, 55) = 18.303, p < .001, partial eta squared = .400. Univariate effects favored the experimental group for critical thinking, F(1, 56) = 5.662, p = .021, partial eta squared = .092, and creative thinking, F(1, 56) = 32.118, p < .001, partial eta squared = .364. The findings indicate that accessible multimodal resources coupled with differentiated learning pathways can strengthen higher-order thinking, particularly creative problem solving in unemployment-related economic cases.
AI-Augmented Resilience Through Smart TV-Mediated Learning: A Qualitative Case Study of Academic Resilience, Psychological Well-Being, and Growth Mindset Among Senior High School Students Norhidayah Norhidayah; Arina Restian; Husamah Husamah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20747

Abstract

This study explores how the integration of artificial intelligence (AI) through Smart TV/Interactive Flat Panel (IFP) technology was perceived by students and teachers as a classroom-based psycho-pedagogical support mechanism for Grade X students at SMAN 1 Mentaya Hilir Selatan, East Kotawaringin, Indonesia. While AI in education is commonly examined as a cognitive tool for personalized instruction, less attention has been paid to its affective and communal roles in strengthening students' coping experiences, emotional safety, and willingness to revise mistakes. The study was conducted during one semester from October 2025 to February 2026 in Grade X learning activities involving English, history, coding, and informatics lessons. The AI tools used included ChatGPT, Gemini, Copilot, Perplexity, or school-approved AI assistant, which were accessed through teacher-led and student-assisted classroom routines and displayed on Smart TV/IFP screens. This study employed a descriptive qualitative case-study design involving 21 informants: 15 Grade X students and six supporting school informants consisting of the vice principal for curriculum affairs, counseling teacher, and subject teachers. Data were collected through in-depth interviews, classroom observation, digital documentation, and learning artifacts, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings reveal three central mechanisms. First, AI served as a non-judgmental dialogic partner that helped students break down difficult tasks, regulate frustration, and recover from academic setbacks. Second, the large-screen display created a Digital Mirroring Effect, in which the visible process of AI-supported trial, error, and revision normalized mistakes and encouraged a growth mindset. Third, teacher and counselor facilitation transformed AI-Smart TV integration into a safer classroom ecology that reduced academic anxiety and improved students' perceived psychological well-being. However, a negative case also indicated the risk of digital dependency when AI was used merely to copy answers. The study proposes AI-Augmented Resilience and Digital Mirroring Effect as interpretive, case-based psycho-pedagogical mechanisms,emphasizing that AI is most educationally productive when mediated by shared visualization, ethical guidance, and authentic assessment.
Tidung Language Revitalization through Local-Content Learning in A Multicultural Elementary School in Tarakan, Indonesia St Saenab; Arina Restian; H. Husamah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20832

Abstract

The declining intergenerational use of the Tidung language in multicultural Tarakan has made elementary-school local-content learning an important but underexamined space for language revitalization. This study analyzes how Tidung language learning is implemented as local content in Grade 5 at SDN 028 Tarakan and how policy actors, school stakeholders, families, and customary institutions interact in supporting or constraining revitalization. A descriptive qualitative case-study design was used, with SDN 028 Tarakan selected as a bounded case because it represents an urban multicultural school where Tidung is formally taught although many students do not use it in daily home communication. Data were collected from August to October 2025 through interviews, classroom observations, and document analysis involving 22 informants: one principal, one Grade 5 teacher, twelve Grade 5 students, four parents, two Education Office representatives, and two Tidung customary leaders. The analytical focus was the policy-to-practice translation of Tidung local-content learning, particularly curriculum implementation, teacher readiness, student engagement, material availability, and home/community language support. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, conclusion drawing, and verification. The findings reveal four central themes: strong policy and stakeholder support, teacher-led adaptation under material constraints, positive but mostly receptive student engagement, and an ecosystem gap between school learning and home/community language use. Concrete classroom evidence showed that students were able to repeat greetings, name daily objects, and sing simple Tidung songs, but they rarely initiated spontaneous Tidung dialogue without teacher prompting. Teachers compensated for the lack of standardized books and audio materials by preparing vocabulary sheets, using classroom objects, and adapting songs and short stories. Parents and customary leaders supported the program culturally, but home use remained limited because many families used Indonesian or other ethnic languages in daily interaction. The study proposes a policy-to-practice revitalization model in which local regulation must be followed by standardized materials, systematic teacher training, participatory cultural resources, technology-based media, and family-community language practices. Its novelty lies in showing that, in a multicultural urban setting, school-based local-language revitalization functions first as institutional legitimization and cultural awareness building, but it cannot develop young active speakers unless school exposure is connected with family routines, community validation, and authentic communicative domains.
Transforming Character Education Through the 4T Program Based on Digital Literacy Nisa, Fara; Restian, Arina; Zuriah, Nurul
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9039

Abstract

This study aims to analyze the transformation of character education through the implementation of the 4T program, Qur’anic memorization, Qur’anic reading improvement, Qur’anic comprehension, and Qur’anic value application integrated with digital literacy at SMP MBS Madiun. The research is grounded in the need for Islamic educational institutions to combine Qur’anic values with digital competence to ensure that character formation remains relevant to the demands of the 21st century. A qualitative case study approach was employed to allow an in-depth exploration of character-building practices within both school and boarding environments. The research site was purposively selected across two campuses of SMP MBS Madiun, involving 12 informants consisting of the mudir, school principal, vice principal for student affairs, 4T program teachers, mentor, and parents. Data were collected through semi-structured interviews, direct observations, and documentation, using instruments such as interview guides, checklist-based observation sheets, and field notes. Data analysis followed Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing, strengthened by source and technique triangulation. The findings indicate that the digitally supported 4T program effectively strengthens students’ character development in a more systematic, monitored, and measurable manner, particularly in aspects of discipline, Qur’anic reading accuracy, comprehension of values, and implementation of Islamic manners in daily life. The study concludes that integrating Qur’anic values with digital literacy serves as an effective strategy for enhancing character formation in modern Islamic boarding schools.
INTERACTIVE DIGITAL BOARD IN EARLY CHILDHOOD: ENHANCING NUMERACY, GRAPHOMOTOR SKILLS, COLLABORATION, AND CHARACTER Khusnatul Mawaddah; Harisma Fatihatul Hayyu; Elfa Yuliana Nasution; Ria Arista Asih; Erna Yayuk; Beti Istanti Suwandayani; Arina Restian
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14809

Abstract

This study examines how the pedagogical implementation of an Interactive Digital Board (IDB) enhances the integrated development of numeracy, graphomotor skills, collaboration, and character in early childhood education. Graphomotor skills in this study refer to fine motor abilities related to early writing activities, including tracing, drawing, and symbol formation. Employing a qualitative descriptive case study design, the research was conducted in a natural classroom setting at PAUD At-Taqwa, Bojonegoro, involving 15 children aged 4–6 years and two teachers. Data were collected through non-participant observation and documentation of IDB-integrated thematic learning activities. The findings reveal four key outcomes: (1) IDB-mediated activities effectively bridge concrete and abstract numerical understanding; (2) stylus-based interaction supports the development of graphomotor control through repetitive and error-tolerant practice; (3) multi-touch features facilitate peer interaction, negotiation, and collaborative problem-solving; and (4) the implementation of the “queue technique” (Teknik Antre) promotes patience, discipline, and honesty. This study contributes to the literature by providing empirical evidence of a holistic pedagogical approach that integrates multiple developmental domains through a single digital learning medium. In practice, the findings highlight the importance of context-sensitive and teacher-designed strategies for optimising the use of digital technology, particularly in resource-limited early childhood classrooms
Developing Critical Thinking in Digital Learning Environments: Challenges and Opportunities Trias Istina Rokhmah; Darsono Darsono; Sucipto Sucipto; Arina Restian; Ichsan Anshory AM
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-5

Abstract

Purpose – This study aims to map existing research on critical thinking in digital learning environments by identifying reported challenges, opportunities, and pedagogical strategies.Methods – A scoping review was conducted following the framework of Arksey and O’Malley (2005). A systematic search of the Scopus database was performed using the keywords critical thinking, digital learning, online learning, and blended learning. After automated filtering, title screening, abstract screening, and full-text review, 20 peer-reviewed open-access journal articles published between 2020 and 2025 were included. Data were extracted and synthesized in relation to three research questions addressing challenges, opportunities, and pedagogical strategies. Findings – The review identified recurring challenges, including superficial integration of higher-order thinking, limited learner self-regulation, technological and institutional constraints, and assessment limitations. At the same time, digital learning environments offer opportunities through flexible access, authentic learning tasks, collaborative interaction, and metacognitive support. Pedagogical strategies such as inquiry-based, project-based, case-based, and flipped learning were consistently associated with positive critical thinking outcomes when supported by instructional alignment and scaffolding. Research Implications – The findings emphasize the central role of pedagogical design in fostering critical thinking through digital learning. As a scoping review, this study maps trends rather than evaluating intervention effectiveness and is limited to open-access Scopus-indexed articles.
PENDAMPINGAN IMPLEMENTASI PEMBELAJARAN STEAM BERBASIS DEEP LEARNING UNTUK MENINGKATKAN LITERASI SAINS DAN KREATIVITAS SISWA SEKOLAH DASAR Beti Istanti Suwandayani; Rr. Eko Susetyarini; Baiduri Baiduri; Yus Mochamad Cholily; Arina Restian; Kuncahyono Kuncahyono; Roimil Latifah
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.60501

Abstract

Pengabdian kepada masyarakat ini dilatarbelakangi oleh rendahnya literasi sains dan kreativitas siswa sekolah dasar di wilayah 3T, khususnya Kabupaten Timor Tengah Selatan, yang dipengaruhi oleh dominasi pembelajaran konvensional serta keterbatasan kompetensi guru dalam mengimplementasikan pembelajaran inovatif. Kegiatan ini bertujuan untuk meningkatkan kapasitas guru dalam menerapkan pembelajaran berbasis STEAM (Science, Technology, Engineering, Arts, and Mathematics) serta meningkatkan literasi sains dan kreativitas siswa melalui pendekatan pembelajaran berbasis proyek dan konteks lokal. Metode pelaksanaan menggunakan pendekatan pendidikan masyarakat, pelatihan, difusi ipteks, serta pendampingan berkelanjutan melalui observasi kelas, workshop, dan lesson study. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru dalam menyusun perangkat pembelajaran berbasis STEAM, dengan lebih dari 80% guru mampu mengimplementasikan pembelajaran berbasis proyek secara mandiri. Selain itu, terjadi peningkatan literasi sains siswa sekitar 20% serta peningkatan keterlibatan aktif siswa dalam proses pembelajaran. Implementasi STEAM berbasis potensi lokal juga terbukti efektif dalam menciptakan pembelajaran yang lebih bermakna, kontekstual, dan menyenangkan. Kegiatan ini disimpulkan mampu meningkatkan kualitas pembelajaran di sekolah dasar serta menjadi model penguatan pendidikan di wilayah 3T yang dapat direplikasi secara berkelanjutan.
Co-Authors Abdurrohman Muzakki Aghitsatul Habibah Agus Tinus Aimmatu Rosyida, Nuzla Ajeng Rohmatun Arfiani Al Fadhil Ramdani Alfani Athma Putri Rosyadi Alhudayatul Ustadza, Cebeng Alifatussa'dah Alifatussa'dah Alifatussa'dah, Alifatussa'dah Alifvia, Bunga Cika Amanda Defi Nuraini, Amanda Defi Andalas, Eggy Fajar Anggraeni, Jurnalita Rose Anggraini, Salma Talenta Anik Wahyuni Aprilia Rohma, Rissana Aprilia, Rissana Apriyanto, Sutrisno Condro Arif Supradana Arif Supradana Arisanti, Titis Dyah Ayyid Sur’ataini Azahro Aurellia Eka Khotob Baiduri Baiduri Belinda Dewi Regina Bunga Cika Alifvia Bunga, Billa Putri Bustanol Arifin Darsono Darsono Delora Jantung Amelia Dena Ade Primasari Desty Dwi Rochmania Devi Furliana Devi Prastika Putri, Sinta Deviana , Tyas Dhety Parahita, Dayinta Dian Fitri Nur Aini Dinda Oktafia Wardani Dinda Oktafia Wardani Dwi Astuti, Rina Eka Kartika Sari Ekowati, Dyah Worowitastri Elfa Yuliana Nasution Endang Poerwanti Erna Yayuk Erna Yayuk Erna Yayuk Yayuk Ernaz Siswanto Ernaz Siswanto Ernaz Siswanto Ernaz Siswanto Faridah Faridah Fatmawati Zakariah Fenti Eka Yuliana Fifit SAFITRI Fitra Andriana Fitra Andriana Harisma Fatihatul Hayyu Hasunah, Uun Havindah Salsabila Hazimatunnabila, Ulva Herviani, Vivi Kurnia Hilda Nur Fadillah Husamah Husamah Ichsan Anshory AM Ima Wahyu Putri Utami Indartik, Enik Ismanto, Puguh Ismanto, Puguh Hadi Isqi Agustin Cahyaningtiyas Izar Alfian Journalita Rose Anggraeni Kamariah Kamariah Khusnatul Mawaddah Kumalasari, Ratna Kumalasari, Ratna Nur Kuncahyono Kuncahyono Laili, Maghfirotul Lisalamah Abadiyah, Lisalamah Maharani Putri Kumalasani Makhali, Makhali Manfa'ati, Niswatul Mariani Mariani Mariyani, Mariyani Mar’atun Sholeha Maulita Rini Prawesti Maulita Rini Prawesti Melati Khosi Lestari MELLYTA HANUNG PRATIWI Mifta Irene Nabila Mifta Irene Nabila Mochammad Raden Muhammad Irsan Murtyas Galuh Danawati Nanda Salsabila Nina Inayati Nisa, Fara Nizam Firdaus Ramadhani Norhidayah Norhidayah Nur Kumalasari, Ratna Nur Penilarasati Nur Suhartanti Nur Suhartanti Nur Suhartanti Nur Suhartanti NUR WAHYUNINGSIH NURUL ARIFAH Nurul Zuriah Oktaviani, Mela Purnamasari, Wahyu Intan Putri Fauzi, Aprilia Aurely Putri Marhaeni, Aurila Retno Widiastuty Ria Arista Asih Rissana Aprilia Rohmah Rissana Aprilia Rohmah Rita Ratna Dila Rizka Hanafiah Putri Rizky Arianty Rochmania, Desty Dwi Roimil Latifah Roro Eko Susetyorini Rozhiqkha, Reszha Rr Eko Susetyarini Rr. Eko Susetyarini Safa'ah, Fitriani Safitri, Ervina Alfi Safitri, Fifit Salam, Salam Salsabila, Nanda Setiya Yunus Saputra Sholeha, Mar'atun Sigit Wiyatmiko Siswanto, Ernaz Siti Fatimah Soenaryo Sofiatul Hidayati Solikah, Binti St Saenab Sucipto Sucipto Sugiastutih, Livia Suhesti Maslikah Supradana, Arif Suwandayani, Beti Istanti Tinus, Agus Trias Istina Rokhmah Trisakti Handayani Tyas Deviana Ulfa Anggun Fadillah Ulzana, Yuhanita Ummaroch, Riza Vivi Kurnia Herviani Wahyu Intan Purnamasari Worowirastri E., Dyah Yeni Rahmawati, Yeni Yensia Prarisma Nur Sahara Yulinda Dwi Pangesti Yuni Asih Yunia Nanda Eka Saputri Yus Mochamad Cholily Yus Mohammad Cholily Zahroh, Rini Zalfa Ramadhania Lafitra Zalfa Ramadhania Lafitra Zanni, Lirra