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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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Meningkatkan Hasil Belajar Fisika Melalui Model Konstruktivisme dengan Pendekatan Pemecahan Masalah Muhammad Asy'ari; Muhali Muhali
Lensa: Jurnal Kependidikan Fisika Vol 10, No 2: December 2022
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v10i2.6870

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan model pembelajaran konstruktivisme (MPK) dengan pendekatan pemecahan masalah (PM). Jenis penelitian ini adalah penelitian tindakan kelas (PTK) yang dilakukan dalam 2 (dua) siklus, setiap siklus terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian ini dilakukan pada siswa kelas XI IPA MAN 3 Lombok Tengah, sebanyak 30 orang. Instrumen penelitian terdiri dari lembar penilaian keterlaksanaan pembelajaran, lembar penilaian aktivitas belajar siswa, dan tes hasil belajar kognitif siswa pada materi getaran dan gelombang. Data dikumpulkan dengan teknik observasi dan teknik tes. Teknik observasi dilakukan untuk mendapatkan data keterlaksanaan pembelajaran dan aktivitas belajar siswa yang dibelajarkan dengan MPK-PM, sedangkan teknik tes digunakan untuk mendapatkan data hasil belajar kognitif siswa. Hasil penelitian menunjukkan pada siklus I, keterlaksanaan pembelajaran rata-rata 2,925 dengan kategori baik, aktivitas belajar siswa rata-rata 2,420 kategori cukup aktif, dan hasil belajar siswa rata-rata 72,650 dengan kategori baik, sedangkan pada siklus II, keterlaksanaan pembelajaran rata-rata 3,291 dengan kategori baik, aktivitas belajar siswa rata-rata 2,985 kategori aktif, dan hasil belajar siswa rata-rata 78,680 kategori sangat baik. Terjadi peningkatan hasil belajar dan aktivitas siswa dari siklus I ke siklus II (86.67 %). Dengan demikian, penerapan MPK-PM dapat meningkatkan hasil belajar siswa kelas XI IPA MAN 3 Lombok Tengah pada pembelajaran fisika materi getaran dan gelombang.Improving Physics Learning Outcomes through the Constructivism Model with a Problem Solving ApproachAbstractThis study aims to improve student learning outcomes through the application of the constructivism learning model (MPK) with a problem solving approach (PM). This type of research is classroom action research (PTK) which is conducted in 2 (two) cycles, each cycle consisting of planning, implementation, observation, and reflection stages. This research was conducted on students of class XI IPA MAN 3 Central Lombok, as many as 30 people. The research instrument consisted of learning implementation assessment sheets, student learning activity assessment sheets, and tests of students' cognitive learning outcomes on vibration and wave material. Data was collected by observation techniques and test techniques. Observation techniques are used to obtain data on the implementation of learning and student learning activities taught by MPK-PM, while test techniques are used to obtain data on students' cognitive learning outcomes. The results showed that in the first cycle, the average learning achievement was 2.925 in the good category, the average student learning activity was 2.420 in the fairly active category, and the average student learning outcomes were 72.650 in the good category, while in the second cycle, the average learning implementation 3,291 in the good category, the average student learning activity is 2,985 in the active category, and the average student learning outcomes are 78,680 in the very good category. There was an increase in student learning outcomes and activities from cycle I to cycle II. Thus, the application of MPK-PM can improve student learning outcomes of class XI IPA MAN 3 Central Lombok in learning physics subject to vibration and waves.
Identification of The Addition of Bran and Shallot Extract to the Quantity of Merang Mushroom Production Hulyadi Hulyadi; Muhali Muhali; Masiah Masiah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 11, No 1: January 2023
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v11i1.6546

Abstract

This study aims to identify the addition of bran and onion extract to the quantity of merang mushroom production. This research was carried out at the mushroom house merang Dusun Repok Tunjang Taman Indah Village, Pringgarata District, Lombok center NTB. This research is a descriptive experiment. The study was conducted with treatment and control design. The treatment medium was given fine bran and onion extract while the control added coarse bran rice milling waste. The data obtained are described in the form of graphs and photos. The researchers' findings show that the quality of merang mushroom production in media needs to be 36.03% higher when compared to control media. This is supported by the growth of mycelium, a faster fine head in the treatment medium. The application of bran and onion extract to the growing medium of merang mushrooms has a positive impact on the productivity and quality of merang mushrooms.
PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU Saiful Prayogi; Muhali Muhali; Ni Nyoman Sri Putu Verawati; Muhammad Asy’ari
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44269

Abstract

Peran penting guru dalam proses belajar mengajar dan tuntutan abad 21 mendorong program pendidikan calon guru untuk memastikan bahwa seorang calon guru akan dapat melatihkan keterampilan berpikir kritis kepada para siswanya kelak karena keterampilan berpikir kritis adalah keterampilan penting yang dibutuhkan oleh pe-belajar masa depan. Kami mengembangkan model Pembelajaran Aktif Berbasis Inkuiri (ABI) yang diim-plementasikan kepada 34 mahasiswa calon guru fisika di salah satu Lembaga Pendidikan Tenaga Kepen-didikan (LPTK) di Indonesia. Model pembelajaran yang diimplementasikan terbukti dapat meningkatkan ke-terampilan berpikir kritis dan menurunkan jumlah mahasiswa calon guru yang sebelumnya dikategorikan ku-rang kritis. Secara keseluruhan, peningkatan keterampilan berpikir kritis setelah implementasi model pembel-ajaran ABI dikategorikan sedang. Dapat kami simpulkan bahwa sampai taraf tertentu, model pembelajaran ABI yang dikembangkan dapat meningkatkan keterampilan berpikir kritis mahasiswa calon guru fisika.ABSTRACT Teachers’ role in teaching and learning processes as well as 21 century’s demands, prompted pre-service teachers’ education program to ensure that pre-service teachers will be able to train critical thinking skills to their respective students as critical thinking is an important skill needed by future learners. We developed Inquiry-Based Active Learning Model (ABI) which was implemented to 34 Physics pre-service teachers in one of Teacher Training Institution (LPTK) in Indonesia. The implemented learning model was able to increase critical thinking skills and decreased the number of pre-service teachers previously categorized in a less critical category. In overall, critical thinking skills enhancement after the implementation of ABI learning model is categorized as moderate. We concluded that to some extent, the developed ABI learning model en-hanced physics pre-service teachers’ critical thinking skills.How to cite: Prayogi, S., Muhali, Verawati, N. N. S. P., Asy’ari, M. (2016). Pengembangan Model Pem-belajaran Aktif Berbasis Inkuiri Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Calon Guru, Jurnal Pengajaran MIPA, 21(2), 148-153.
Guided Discovery Learning Model Using Concept Map Strategy to Improve Students Metacognition and Critical Thinking Skills Muhali Muhali; Roniati Sukaisih
Jurnal Penelitian Pendidikan IPA Vol 9 No 1 (2023): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i1.3868

Abstract

This study aims to improve students' metacognition and critical thinking skills in learning physics through the implementation of the guided discovery learning model with a concept map strategy. This research is a classroom action research, with stages: (1) planning, (2) implementation, (3) observation and evaluation, and (4) reflection. The subjects of this study were 30 students of class XI IPA MAN 3 Central Lombok. The research instrument consisted of metacognition skill assessment sheets and critical thinking tests, which were declared valid and reliable. Data analysis was carried out in a quantitative descriptive manner. The results of this study are: (1) students' metacognition skills experienced an increase in scores in the high category of 33.33% (cycle I), 80.00% (cycle II), and 86.67% (cycle III) ; (2) students' critical thinking skills also experienced an increase in scores in the high and very high categories with a percentage of 63.33% (cycle I), 76.66% (cycle II), and 86.67% (cycle III). thus, the implementation of the guided discovery learning model with a concept map strategy can improve students' metacognition and critical thinking skills in learning physics
Identification of Student Conceptions on the Molecular Structure of Organic Compounds Using Question Hulyadi Hulyadi; Muhali Muhali; Anita Fibonacci
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 3 (2023): June 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i3.8135

Abstract

The atoms that make up organic molecules are carbon (C), hydrogen (H), oxygen (O), nitrogen (N), phosphorus (P), sulfur (S), and several other elements such as chlorine (Cl), bromine (Br), and iodine (I). The characteristics of the constituent organic molecules are important to study in order to understand the reactions and transformations in the synthesis of organic compounds. The weak conception of students about the characteristics of the constituent elements of organic compounds causes most students to experience difficulties in studying the structure of organic compounds. The purpose of this study was to find out the strengths and weaknesses of students' conceptions in understanding the molecular structure of organic compounds. This research is a quantitative descriptive research. The population of the study was 20 chemistry education students taking the basics of determining the structure of organic compounds. Samples were selected proportionally to the most. The instrument used is a description test designed in the form of a question mapping. The data obtained is then described in tables and graphs. The results showed that most of them were able to determine the types of atoms and bonds formed. Most students have not been able to explain the characteristics of the atoms that make up organic compounds and the subatomic characters that make up the atoms. Technology is needed that can visualize organic molecules at the atomic and subatomic levels to be able to build stronger student conceptions.
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; Prahani, Binar Kurnia; Mubarok, Husni; Kurnia, Nova; Asy’ari, Muhammad
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.
Validitas perangkat pembelajaran berbasis pbl dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi Nur, Abdul Rais; Prayogi, Saiful; Asy'ari, Muhammad; Muhali, Muhali
Empiricism Journal Vol. 1 No. 1: June 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i1.260

Abstract

Tujuan penelitian ini adalah untuk mengetahui karakteristik perangkat pembelajaran berbasis Problem Based Learning (PBL) dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi siswa. Penelitian ini merupakan penelitian deskriptif. Instrumen yang digunakan dalam penelitian ini berupa lembar validasi untuk mengevaluasi produk yang dihasilkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi. Produk yang dihasilkan divalidasi oleh tiga validator ahli dan satu praktisi. Data dianalisis secara deskriptif menggunakan rerata skor yang diberikan validator. Hasil penelitian menunjukkan bahwa produk yang dikembangkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi dinyatakan valid baik secara isi maupun konstruk sehingga dapat disimpulkan bahwa perangkat pembelajaran berbasis PBL dengan pendekatan konflik kognitif valid untuk membelajarkan kemampuan metakognisi.The validity of PBL based learning tools with cognitive conflict approaches to teach metacognition abilitiesAbstractThe purpose of this study was to determine the characteristics of Problem Based Learning (PBL) based learning tools with a cognitive conflict approach to teach students metacognition abilities. This research is descriptive research. The instrument used in this study was a validation sheet to evaluate the resulting products in the form of a syllabus, lesson plans, student activity sheets, and tests of metacognition knowledge. The resulting products were validated by three expert validators and one practitioner. Data were analyzed descriptively using the mean score given by the validator. The results showed that the products developed in the form of syllabus, learning plans, student activity sheets, and metacognition knowledge tests were declared valid both in content and construct, so it can be concluded that PBL-based learning tools with cognitive conflict approaches are valid for teaching metacognition abilities.
Meningkatkan keterampilan metakognisi dan berpikir kritis siswa melalui pembelajaran model pemecahan masalah dengan strategi konflik-kognitif Sukaisih, Roniati; Muhali, Muhali; Asy'ari, Muhammad
Empiricism Journal Vol. 1 No. 1: June 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i1.329

Abstract

Pembelajaran saat ini menekankan siswa untuk mampu belajar dengan menerapkan keterampilan–keterampilan berpikir abad 21 sesuai tuntutan kurikulum 2013 maupun edisi revisi seperti berpikir kritis dan metakognisi. Penelitian ini bertujuan untuk meningkatkan keterampilan metakognisi dan keterampilan berpikir kritis siswa dalam pembelajaran fisika melalui implementasi model pemecahan masalah dengan strategi konflik kognitif. Penelitian ini merupakan penelitian tindakan kelas, yang terdiri dari tiga siklus pembelajaran, dan setiap siklus meliputi empat tahapan yaitu perencanaan, pelaksanaan, evaluasi, dan refleksi. Penelitian dilaksanakan pada 25 siswa kelas XI MAN 3 Lombok Tengah. Instrumen penelitian yang digunakan berupa (1) lembar observasi keterlaksanaan pembelajaran, (2) tes uraian kemampuan berpikir kritis sebanyak 4 (empat) soal, dan (3) lembar penilaian keterampilan metakognisi siswa yang telah dinyatakan valid. Data hasil penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa keteralaksanaan pembelajaran untuk setiap siklus dinyatakan baik, sehingga berdampak pada aktivitas metakognisi dan keterampilan berpikir kritis yang berkategori baik. berdasarkan hasil penelitian dapat disimpulkan bahwa implementasi model pemecahan masalah dengan strategi konflik kognitif dapat meningkatkan keterampilan metakognisi dan keterampilan berpikir kritis siswa kelas XI MAN 3 Lombok Tengah Improving students' metacognition and critical thinking skills through problem-solving learning models with conflict-cognitive strategies Abstract: Current learning emphasizes students to be able to learn by applying 21st century thinking skills according to the demands of the 2013 curriculum and revised editions such as critical thinking and metacognition. This study aims to improve students' metacognition skills and critical thinking skills in learning physics through the implementation of problem-solving models with cognitive conflict strategies. This research is a classroom action research, which consists of three learning cycles, and each cycle includes four stages, namely planning, implementing, evaluating, and reflecting. The research was conducted on 25 students of class XI MAN 3 Lombok Tengah. The research instrument used in the form of (1) learning implementation observation sheet, (2) 4 (four) test questions on critical thinking skills, and (3) students' metacognition skill assessment sheet that has been declared valid. The research data were analyzed descriptively. The results showed that the implementation of learning for each cycle was declared good, so that it had an impact on metacognition activities and critical thinking skills which were stated to increase each cycle. Based on the results of the study, it can be concluded that the implementation of problem solving models with cognitive conflict strategies can improve metacognition skills and critical thinking skills of class XI students of MAN 3 Lombok Tengah.
Analisis Kemampuan Regulasi Kognisi Peserta Didik dalam Pembelajaran Muhali, M.; Asy'ari, Muhammad; Sukaisih, Roniati
Empiricism Journal Vol. 1 No. 2: December 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i2.333

Abstract

Proses pembelajaran pada peserta didik perlu dilatihkan serangkaian kegiatan yang sangat penting agar pembelajaran dapat berhasil dengan baik. Tujuan penelitian ini adalah untuk mendapatkan gambaran tentang kemampuan regulasi kognisi peserta didik dalam pembelajaran dengan model RML (reflective metacognitive learning) dengan fase: (1) refleksi orientasi, (2) refleksi organisasi, (3) refleksi eksekusi, dan (4) refleksi verifikasi. Penelitian ini merupakan penelitian deskriptif. Sampel yang digunakan sebanyak 75 orang peserta didik di tingkat SMA/MA di Lombok Tengah, yang dipilih secara cluster random sampling. Instrumen yang digunakan berupa angket kemampuan regulasi kognisi sebanyak 34 butir pertanyaan/pernyataan yang telah dinyatakan valid dan reliabel. Data berupa kemampuan regulasi kognisi peserta didik dianalisis dengan menentukan rata-rata pencapaian setiap peserta didik pada masing-masing sekolah, dan penentuan rata-rata skor pada setiap indikator kemampuan regulasi kognisi. Hasil penelitian ini adalah kemampuan regulasi kognisi peserta didik yang dibelajarkan dengan model RML mencapai kategori baik. Hal ini dilihat dari perolehan rata-rata pada ketiga sekolah sebesar 3,20; 3,18; dan 3,08, perolehan rata-rata setiap indikator pada ketiga sekolah juga berkategori baik dengan skor 3,18 untuk indikator planning; 3,15 untuk idikator information management strategy; 3,16 untuk indikator monitoring ; 3,17 untuk indikator debugging; dan 3,12 untuk indikator evaluation. Dengan demikian, kemampuan regulasi kognisi peserta didik dapat dilatihkan dalam pembelajaran dengan model RML yang menekankan proses refleksi secara sadar melalui: (1) penyajian fenomena kkonflik kognitif, (2) penyajian fenomena anomali, (3) proses internalisasi, (4) penyajian fenomena baru yang terkait dengan konsep yang dibelajarkan.Analysis of Students' Cognition Regulation Ability in LearningAbstractThe learning process in students needs to be trained in a series of activities that are very important so that learning can be successful. The purpose of this study was to obtain an overview of the ability of students to regulate cognition in learning with the RML (reflective metacognitive learning) model with the following phases: (1) orientation reflection, (2) organizational reflection, (3) reflection on execution, and (4) reflection on verification. This research is descriptive research. The sample used was 75 students at the SMA / MA level in Central Lombok, who were selected by cluster random sampling. The instrument used was a questionnaire on the ability to regulate cognition as many as 34 questions / statements that were declared valid and reliable. Data in the form of students' cognitive regulatory abilities were analyzed by determining the average achievement of each student in each school, and determining the average score on each indicator of the cognitive regulatory ability. The results of this study were the ability of students to regulate cognition who learned the RML model reached a good category. This can be seen from the average acquisition of the three schools of 3.20; 3.18; and 3.08, the average acquisition of each indicator in the three schools was also in the good category with a score of 3.18 for the planning indicator; 3.15 for the information management strategy indicator; 3.16 for monitoring indicators; 3.17 for debugging indicators; and 3.12 for indicator evaluation. Thus, the ability of students to regulate cognition can be trained in learning with the RML model which emphasizes the process of conscious reflection through: (1) presenting cognitive conflict phenomena, (2) presenting anomalous phenomena, (3) internalizing processes, (4) presenting new phenomena which is related to the concept being learned.
Co-Authors - Khaeruman Abdul Rais Nur Abdul Sakban Agus Muliadi AHMADI Ahmadi Ahmadi Ali, Nur Aini Abdurrahman Aminullah Aminullah Aminullah Aminullah, Aminullah Andriani, Mery Andriani, Reni Anita Fibonacci Aprilian, Malisa Asy’ari, Muhammad As’ari, Muhammad Azmi, Irham Baiq Mirawati Bayani, Faizul Bilad, Muhammad Roil Binar Kurnia Prahani Bukhari, Hasbullah Bin Citra Ayu Dewi da Rosa, Cleci T. Werner Dedi Sumarsono Delila Idsa Amara Raymanda Devi Yuliana, Devi Diah Lukitasari Duwi Purwati Eka C.G. Kerihi Febriani, Nadia Firdaus, Laras Fitriani, Herdiyana Gargazi Gargazi Gollu, Angelia Apliana Hambarwati, Sri Hamdani, Ade Sukma Handayani, Anak Agung Ayu Trisna Helmi Rahmawati Hendrawani Hendrawani Herdina Fitriani Heswandi Heswandi Heswandi, Heswandi Hulyadi, Hulyadi Hunaepi, Hunaepi Husni Mubarok I Ketut Sukarma I Wayan Karmana Ika Nurani Dewi Irma Utu Nganji Ismuliani, Ismuliani Istin Fitriana Aziza Iwan Doddy Dharmawibawa Joselevich, María Jupriadi, Lalu Khaeruman Kholidi Kholidi Kurnia, Nova Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Linda Rahmawulan Lovy Herayanti Malisa Aprilian Masiah Masiah Mery Andriani Mirawati, Baiq Muhamad Ikhsan Muhammad Asy'ari Muhammad Fuaddunazmi Muhammad Roil Bilad Muhammad Roil Bilad Muhazam Muhazam Musahidin, Musahidin Ni Nyoman Sri Putu Verawati Nova Kurnia Nur, Abdul Rais Pahriah, Pahriah Pomeistia, Meilynda Prayogi, Saiful Raden Mohamad Herdian Bhakti 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 Sri Yuliani Astuti Sukaisih, Roniati Sukaisih, Roniati Sumarlin, Muhamad Suryati Suryati Suryati Suryati Taufik Samsuri Ulfanita, Mila Verawati, I Putu Yeti Kurniasih Yuliana, Depi Yusran Khery Yusran Khery, Yusran Yusril Anwar Yusup, Muhammad Yusril