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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan GERVASI: Jurnal Pengabdian kepada Masyarakat PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Hydrogen: Jurnal Kependidikan Kimia Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lensa : Jurnal Kependidikan Fisika Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat ABSYARA: Jurnal Pengabdian Pada Masyarakat Hydrogen: Jurnal Kependidikan Kimia Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Halal Research Journal Empiricism Journal Jurnal Pengabdian Masyarakat Kedokteran Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Journal of Authentic Research Jurnal Pendidikan Progresif Multi Discere Journal Sasambo: Jurnal Abdimas (Journal of Community Service)
M. Muhali
Universitas Pendidikan Mandalika
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PEMBELAJARAN INOVATIF ABAD KE-21 Muhali, Muhali
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 3, No 2: December 2019
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (544.686 KB) | DOI: 10.36312/e-saintika.v3i2.126

Abstract

[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skills, namely life and career skills, innovation and learning skills, and information, media and ICT skills. Learning characteristics to train these essential skills, lead to learning processes that are interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centred so that in their implementation educators can design activities by selecting learning methods/models that can accommodate overall characteristics are comprehensive. Assessment in 21st century learning is compiled and developed to measure student learning achievement which includes knowledge competencies (critical thinking and problem solving, creativity and innovation, collaboration, communication), intrapersonal competencies (work skills in teams, collaboration, communication, cooperation, and coordination), and interpersonal competence (the ability to work with others such as the ability to self-management, cooperation, effective communication, and the ability to maintain relationships with others emotionally). Thus, innovative learning in the 21st century creates human resources that are literate with information, data and technology that are needed to face the competition for life and the labour market in the current and future globalization era.
Pelatihan desain media interaktif pada pembelajaran daring bagi dosen pendidikan biologi Samsuri, Taufik; Muliadi, Agus; Muhali, Muhali; Asy’ari, Muhammad; Prayogi, Saiful; Hunaepi, Hunaepi
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 1, No 2 (2020): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

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

Abstract

Online learning is a national policy as a strategic step to prevent the spread of the Covid-19 virus. The quality of the learning media used by lecturers is to influence the effectiveness of online learning. Therefore, training is needed to strengthen lecturers' skills in developing interactive media effective in online learning. This community service aims to improve the biology education lecturers' knowledge and skills regarding interactive media design in online learning. Participants of this activity were 27 Lecturers of Biology Education at FSTT Mandalika University of Education. The training activity is carried out in three stages, namely (1) Preparation, (2) Implementation, (3) Reflection / Evaluation. Training activities are held online / webinar on Saturday / 25 July 2020 at 07.00-12.00 WITA with a series of events, namely opening, remarks from the Head of the Biology Education Study Program, delivery of training materials, discussions, conveying impressions and messages. The training activities were carried out well, even though there were some shortcomings. This is supported by the participants' messages at the end of the activity, namely (1) 100% of the training participants gave positive responses such as feeling happy, enthusiastic, enthusiastic, and helped by the holding of this training activity; (2) 75% of participants gave suggestions so that similar training activities could be carried out periodically at the beginning of preparation for each semester. In the end, the participants have the knowledge and skills in designing interactive media in online learning
IbM KELOMPOK GURU MADRASAH ALIYAH YANG MENGEMBANGKAN PERANGKAT PEMBELAJARAN UNTUK MELATIHKAN KEMAMPUAN BERPIKIR KRITIS SISWA Prayogi, Saiful; Sukarma, I Ketut; Muhali, Muhali
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol 1, No 1: October 2016
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v1i1.396

Abstract

Kegiatan IbM (Ipteks bagi Masyarakat) ini merupakan kegiatan pengabdian kepada masyarakat yang bertujuan meningkatkan kemampuan guru Madrasah Aliyah dalam mengembangkan perangkat pembelajaran (RPP) dan bahan ajar (buku ajar dan LKS) untuk melatihkan kemampuan berpikir kritis siswa. Mitra dalam kegiatan ini, yaitu kelompok guru Madrasah Aliyah Negeri (MAN) Sengkol dan Madrasah Aliyah (MA) NW Remajun. Kedua sekolah terletak di kabupaten Lombok Tengah, NTB. Anggota kelompok mitra di kedua sekolah tersebut terdiri dari guru mata pelajaran Matematika dan Ilmu Pengetahuan Alam (Fisika dan Kimia). Kegiatan IbM ini telah dilaksanakan dengan serangkaian kegiatan In Service Training (IST), On Service Training (OST), serta implementasi dan pengukuran kemampuan berpikir kritis siswa. Kegiatan IST memberikan pendidikan dan pelatihan kepada kedua mitra tentang analisis pembelajaran, konsep perangkat pembelajaran yang meliputi RPP dan bahan ajar (buku ajar dan LKS), konsep pengembangan perangkat pembelajaran yang dapat melatihkan kemampuan berpikir kritis siswa, dan instrumen tes kemampuan berpikir kritis. Kegiatan OST dilaskanakan dengan memberikan pendampingan kepada kedua kelompok mitra dalam menyusun RPP dan bahan ajar (buku ajar dan LKS) yang dapat melatihkan kemampuan berpikir kritis siswa, serta penyusunan instrumen tes kemampuan berpikir kritis. Implementasi dilakukan untuk memastikan perangkat pembelajaran yang dikembangkan dapat melatihkan kemampuan berpikir kritis siswa. Selanjutnya dilakukan pengukuran keterampilan berpikir kritis siswa menggunakan instrumen tes keterampilan berpikir kritis yang dikembangkan sebelumnya. Hasil kegiatan IbM secara umum, yaitu para guru di sekolah mitra telah memiliki kompetensi dalam mengembangkan perangkat pembelajaran untuk melatih kemampuan berpikir kritis siswa.
PEMBERDAYAAN IBU-IBU PKK MELALUI PELATIHAN PRODUKSI DETERJEN CAIR DI DESA SUKARAJA LOMBOK TENGAH Hunaepi, Hunaepi; Samsuri, Taufik; Firdaus, Laras; Mirawati, Baiq; Ahmadi, Ahmadi; Muhali, Muhali; Asy’ari, muhammad; Azmi, irham
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol 2, No 1: October 2017
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v2i1.416

Abstract

Kondisi masyarakat yang makin konsumtif menjadikan setiap individu semakintertarik pada hal-hal yang instan, selain itu jika kondisi ini tidak diperbaiki maka akanmembuat masyarakat tidak memiliki kreatifitas dan menghilangkan jati diri. Desa Sukaraja yang terletak di kabupaten Lombok Tengah belum tersentuh sepenuhnya oleh programprogram pemberdayaan dan pembinaan khusunya tentang keterampilan dan kewirausahaan. Perbaikan kesejahteraan sosial dapat dilakukan dengan berbagai pendekatan, seperti pemberdayaan Ibu-ibu PKK di Desa Sukaraja melalui pelatihan produksi deterjen cair. Tujuan dari kegitan ini adalah 1) meningkatkan kesadaran tentang hidup produktif dengan menigkatkan keterampilan, 2) meningkatan motivasi untuk berwirausaha, 3) membekali pengetahuan tentang deterjen cair, 4) meningkatkan keterampilan membuat deterjen cair, dan 4) ibu PKK diberi pengetahauan tentang peluang bisnis rumahan. Kegiatan pemberdayaan ini telah dilakukan dengan hasil adanya penigkatan pemahaman dan keterampilan tentang pembuatan deterjen cair, selain itu ibu PKK telah memulai memproduksi baik dengan cara kelompok dan individu untuk di gunakan sendiri dan di jual. Hasil tersebut menggambarkan bahwa kegiatan pengabdianyang dilakukan dapat dinyatakan berhasil, hal ini ditunjukkan adanya kesadaran Ibu PKK tentang pentingnya hidup produktif dan mandiri memalui berwirausaha.
The impact of Google Classroom to increase students’ information literacy Citra Ayu Dewi; Muhali Muhali; Yeti Kurniasih; Diah Lukitasari; Abdul Sakban
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22237

Abstract

Information literacy at the higher education level is very important because it tends to be problematic in fostering students' critical thinking skills, including awareness, collection, understanding, analysis, synthesis, and the use of information and their attitudes to the treatment of information at the university level. This study examined the effects of the online learning Google Classroom in enhancing information literacy among students. This study observed a one-group pretest-posttest experimental design. This research involved 65 students from the Chemistry Course under the Biochemistry Program. The instrument used to assess students’ information literacy consist of fair set of multiple-choice questions. The test was found to be very valid at 4.22% and highly reliable at an alpha level of 0.86. The findings of this research showed that the information literacy of students improved before and after their learning exposure using Google Classroom based on the descriptive and inferential statistics. Moreover, the students' attitude towards the online platform shows that they are more willing to learn using Google Classroom than the non-online or conventional learning platforms. Therefore, applying Google Classroom in online learning is effectively boost students’ information literacy.
Validitas dan efektivitas prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving untuk meningkatkan pengetahuan metakognisi Muhammad Asy'ari; Samsun Hidayat; Muhali Muhali
Jurnal Inovasi Pendidikan IPA Vol 5, No 2: October 2019
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v5i2.27089

Abstract

Penelitian ini bertujuan menghasilkan prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving yang valid dan efektif untuk meningkatkan pengetahuan metakognisi peserta didik. Desain penelitian ini adalah eksperimen semu menggunakan one group pretest-posttest design, dengan sampel 25 peserta didik program studi pendidikan fisika FPMIPA IKIP Mataram. Instrumen penelitian ini menggunakan lembar validasi untuk mengukur validitas produk, dan tes berbentuk essay yang mengukur efektivitas produk untuk meningkatkan pengetahuan metakognisi peserta didik. Data dan analisis yang digunakan yaitu: (1) validitas produk dilakukan oleh 2 (dua) ahli yang berkompeten dan dianalisis secara deskriptif, dan (2) efektivitas produk diukur setelah pembelajaran dan dianalisis secara deskriptif menggunakan persamaan n-gain, dan secara statistik dengan paired samples test. Hasil penelitian menunjukkan prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving valid (3,38) dan reliabel (0,97), sedangkan pengetahuan metakognisi meliputi pengetahuan deklaratif (n-gain = 0,58), pengetahuan prosedural (n-gain = 0,53), dan pengetahuan kondisional (n-gain = 0,56) dinyatakan meningkat setelah pembelajaran dengan kategori sedang. Hasil uji statistik menunjukkan prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving berpengaruh signifikan (p 0,05) terhadap pengetahuan metakognisi peserta didik. Dengan demikian, prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving valid dan efektif untuk meningkatkan pengetahuan metakognisi peserta didik.Validity and effectiveness of reflective-integrative basic physics textbook prototype based on problem solving to improve metacognition knowledge AbstractThis study aimed at producing a valid and effective reflective-integrative basic physics textbook prototype based on problem solving in order to improve students’ metacognitive knowledge at university level. The design was quasi experiment with one group pretest-posttest design, which involved 25 students of FPMIPA, IKIP Mataram. Instruments of the study were a validation sheet to measure product validity and an essay test to measure effectiveness of the product in attempt to improve students’ metacognitive knowledge. Data and its analysis were conducted through: (1) two experts’ descriptive judgements on the validity of the text book and (2) descriptive analysis on product effectiveness analyzed after learning session by using n-gain equation and statistical analysis using paired sample test. Results show that the text book prototype was valid (3,38) and reliable (0,97), while metacognitive knowledge that covered declarative knowledge (n-gain= 0,58), procedural knowledge (n-gain= 0,53), and conditional knowledge (n-gain= 0,56) were found improved at medium level after learning conducted. Statistical test result shows that the text book protype had significant effect (p0,05) towards students’ metacognitive knowledge. Therefore, the reflective-integrative basic physics textbook prototype based on problem solving was found valid and effective in improving students’ metacognitive knowledge at university level.
PELATIHAN GURU DALAM MENYUSUN PERANGKAT PEMBELAJARAN YANG MELATIHKAN KESADARAN METAKOGNISI Muhali Muhali; Muhammad Asy'ari; Hunaepi Hunaepi; Taufik Samsuri; Laras Firdaus
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 4, No 2 (2021): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (321.91 KB) | DOI: 10.31764/jpmb.v4i2.4380

Abstract

ABSTRAKPermasalahan utama yang dihadapi guru MIPA di MAN 3 Lombok Tengah adalah kurang memahami bagaimana merancang dan menyusun perangkat pembelajaran (silabus, RPP, dan alat evaluasi) untuk melatihkan kesadaran metakognisi siswa. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan secara instensif perancangan dan penyusunan perangkat pembelajaran yang terdiri dari silabus, RPP, dan alat evalusi kesadaran metakognisi bagi guru MIPA di MAN 3 Lombok Tengah. Metode pelatihan yang digunakan dalam kegiatan tersebut dilakukan dengan serangkaian kegiatan IST (in service training) dan OST (on service training) serta implementasi untuk memastikan perangkat yang disusun dapat melatihkan kesadaran metakognisi siswa. Hasil kegiatan menunjukkan bahwa (1) pelatihan guru dalam menyusun perangkat pembelajaran melalui metode IST dapat meningkatkan kemampuan guru dalam menganalisis perangkat pembelajaran, memahami penyusunan perangkat pembelajaran, dan memahami model-model pembelajaran yang melatihkan kesadaran metakognisi dengan baik; dan (2) pelatihan guru dalam menyusun perangkat pembelajaran yang membelajarkan kesadaran metakognisi siswa melalui metode OST dapat meningkatkan kemampuan guru dalam menyusun dan melaksanakan perangkat (silabus, dan RPP), merancang dan menyusun alat evaluasi, mengevaluasi hasil belajar siswa, dan mengevaluasi proses dan hasil belajar siswa dengan baik. Kata kunci: Perangkat pembelajaaran; metakognisi; kesadaran metakognisi. ABSTRACTThe main problem faced by Mathematics and Natural Sciences teachers in MAN 3 Central Lombok is not understanding how to design and compile learning tools (syllabus, lesson plans, and evaluation tools) to train students' metacognitive. This community service activity aims to provide intensive training on the design and preparation of learning tools consisting of a syllabus, lesson plans, and metacognition awareness evaluation tools for Mathematics and Natural Sciences teachers in MAN 3, Central Lombok. The training method used in these activities is carried out with a series of IST (in service training) and OST (on service training) activities as well as implementation to ensure that the devices arranged can train students' metacognitive awareness. The results of the activity show that (1) teacher training in arranging learning tools through the IST method can improve the teacher's ability to analyze learning tools, understand the preparation of learning tools, and understand learning models that train metacognitive awareness well; and (2) teacher training in compiling learning tools that teach students 'metacognitive awareness through the OST method can improve teachers' abilities in compiling and implementing tools (syllabus and lesson plans), designing and compiling evaluation tools, evaluating student learning outcomes, and evaluating processes and outcomes. students learn well. Keywords: Learning Media; metacognition; metacognitive awareness.
PANGAN FUNGSIONAL UNTUK PROYEK INDEPENDEN KKN-TEMATIK DI MASA PANDEMI COVID-19 Nova Kurnia; Muhali Muhali; Hunaepi Hunaepi; Muhammad Asy'ari
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 5, No 1 (2021): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v5i1.5749

Abstract

ABSTRAKPandemi covid-19 telah membuat manusia  banyak menderita penyakit hingga meninggal dunia di berbagai belahan dunia. Konsumsi pangan fungsional dapat memberikan manfaat kesehatan fisiologis dalam melawan dan terlindungi dari covid-19. Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah mengenalkan pangan fungsional untuk proyek independen KKN-Tematik dalam program Merdeka Belajar Kampus Merdeka (MBKM). Melalui kegiatan proyek independen, mahasiswa dapat merancang pangan fungsional berbasis potensi desa sebagai produk akhir inovatifnya. Kegiatan pengabdian kepada masyarakat berlangsung pada tanggal 9 dan 16 September 2021 secara luring dan daring dengan menggunakan metode knowledge rasfer dan  Community development. Kegiatan ini terdiri dari tahapan persiapan, pelaksanaan, dan evaluasi. Evaluasi kegiatan dilakukan menggunakan rubrik penilaian tugas dan angket persepsi mahasiswa. Hasil kegiatan pengabdian kepada masyarakat menunjukkan bahwa 1) mahasiswa telah mampu memetakan potensi sumber daya alam desa; 2) mahasiswa sudah memahami konsep senyawa bioaktif; dan 3) mahasiswa dapat menggunakan referensi ilmiah sebagai dasar proyek. Tanggapan mahasiswa terhadap kegiatan pengabdian kepada masyarakat sangat positif. Kata kunci: pangan fungsional; proyek independen; KKN; pandemi covid 19 ABSTRACTThe COVID-19 pandemic has caused many people to suffer from diseases and die in various parts of the world. Consumption of functional foods can provide physiological health benefits in fighting and protecting against COVID-19. The purpose of this community service activity is to introduce functional food for the Thematic-KKN independent project in the Merdeka Learning Campus Merdeka (MBKM) program. Through independent project activities, students can design functional food based on village potential as an innovative final product. Community service activities take place on 9 and 16 September 2021 offline and online using the knowledge transfer and community development methods. This activity consists of the preparation, implementation, and evaluation stages. Evaluation of activities was carried out using the assignment assessment rubric and student perception questionnaires. The results of community service activities show that 1) students have been able to map the potential of village natural resources; 2) students already understand the concept of bioactive compounds; and 3) students can use scientific references as the basis for the project. Student responses to community service activities were very positive. Keywords: functional food; independent project; community service program; covid 19 pandemic
Pembelajaran Inovatif Abad Ke-21 Muhali Muhali
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 3 No. 2: December 2019
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v3i2.126

Abstract

[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skills, namely life and career skills, innovation and learning skills, and information, media and ICT skills. Learning characteristics to train these essential skills, lead to learning processes that are interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centred so that in their implementation educators can design activities by selecting learning methods/models that can accommodate overall characteristics are comprehensive. Assessment in 21st century learning is compiled and developed to measure student learning achievement which includes knowledge competencies (critical thinking and problem solving, creativity and innovation, collaboration, communication), intrapersonal competencies (work skills in teams, collaboration, communication, cooperation, and coordination), and interpersonal competence (the ability to work with others such as the ability to self-management, cooperation, effective communication, and the ability to maintain relationships with others emotionally). Thus, innovative learning in the 21st century creates human resources that are literate with information, data and technology that are needed to face the competition for life and the labour market in the current and future globalization era.
The Impact of Guided-Discovery-Learning Model on Students' Conceptual Understanding and Critical Thinking Skills Muhali Muhali; Binar Kurnia Prahani; Husni Mubarok; Nova Kurnia; Muhammad Asy’ari
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 3: November 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i3.581

Abstract

The current study describes how the guided-discovery-learning model impacts students' conceptual understanding (SCU) and students’ critical thinking skills (SCTS) on the topic of solubility. The quasi-experimental research with a posttest-only nonequivalent control group design was used in this study. The experimental group (45 students) and the control group (47 students) were selected by the saturated sampling technique. Data on SCU was collected using an objective true false test instrument with correction/proofing, while data on critical thinking skills was collected using an essay test instrument. The research data were analyzed descriptively and statistically (Mann-Whitney U). The research found the SCU (mean= 81.51 vs. mean= 72.81) and SCTS (mean= 70.46 vs. mean= 58.43) in the experimental group was better than the control group, both descriptively and statistically (p < 0.05). These findings indicate that the guided-discovery-learning model significantly impacted SCU and SCTS on the solubility topic.
Co-Authors - Khaeruman Abdul Rais Nur Abdul Sakban Agus Muliadi AHMADI Ahmadi Ahmadi Ali, Nur Aini Abdurrahman Aminullah Aminullah Andriani, Mery Andriani, Reni Anita Fibonacci Aprilian, Malisa Asy’ari, Muhammad Azmi, Irham Baiq Mirawati Bayani, Faizul Bilad, Muhammad Roil Binar Kurnia Prahani Citra Ayu Dewi Dedi Sumarsono Delila Idsa Amara Raymanda Devi Yuliana, Devi Diah Lukitasari Duwi Purwati Febriani, Nadia Firdaus, Laras Fitriani, Herdiyana Gargazi Gargazi Gollu, Angelia Apliana Hambarwati, Sri Handayani, Anak Agung Ayu Trisna Helmi Rahmawati Hendrawani Hendrawani Herdina Fitriani Heswandi Heswandi Heswandi, Heswandi Hulyadi, Hulyadi Hunaepi, Hunaepi Husni Mubarok Husni Mubarok I Wayan Karmana Irma Utu Nganji Ismuliani, Ismuliani Istin Fitriana Aziza Iwan Doddy Dharmawibawa Joselevich, María Kerihi, Eka Citra Gayatri KETUT SUKARMA . Khaeruman Kurnia, Nova Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Linda Rahmawulan Malisa Aprilian Masiah Masiah Mery Andriani Mirawati, Baiq Muhamad Ikhsan Muhammad Asy'ari Muhammad Fuaddunazmi Muhammad Roil Bilad Muhammad Roil Bilad Muhammad Sabri Musahidin, Musahidin Ni Nyoman Sri Putu Verawati Nova Kurnia Nur, Abdul Rais Pahriah, Pahriah Prayogi, Saiful Raehanah Raehanah Raehanah Raehanah Rahma, Arinda Yusfika Rahmawulan, Linda Ratna Azizah Mashami Raymanda, Delila Idsa Amara Reni Andriani Rensani Taloin Retnasari, Baiq Ayu Rizal, Saipul Roniati Sukaisih Roniati Sukaisih Roniati Sukaisih Samsun Hidayat Samsun Hidayat Samsun Hidayat Sri Yuliani Astuti Sukaisih, Roniati Sukaisih, Roniati Sumarlin, Muhamad Suryati Suryati Suryati Suryati Taufik Samsuri Ulfanita, Mila Yeti Kurniasih Yuliana, Depi Yusran Khery Yusran Khery, Yusran Yusril Anwar