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All Journal International Journal of Electrical and Computer Engineering International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Jurnal Ekonomi dan Pendidikan Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Penelitian dan Evaluasi Pendidikan JOURNAL OF EDUCATION INFORMASI DIKSI INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Pythagoras: Jurnal Matematika dan Pendidikan Matematika RADIASI: Jurnal Berkala Pendidikan Fisika Statistika Jurnal Pendidikan Matematika dan IPA Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Indonesia CAUCHY: Jurnal Matematika Murni dan Aplikasi Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Tadris: Jurnal keguruan dan Ilmu Tarbiyah JURNAL EVALUASI PENDIDIKAN Jurnal Riset Pendidikan Matematika Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Educational Science and Technology JINOP (Jurnal Inovasi Pembelajaran) Jurnal Inovasi Pendidikan IPA Jurnal Varidika JIPM (Jurnal Ilmiah Pendidikan Matematika) AlphaMath: Journal of Mathematics Education Jurnal Elemen Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) QUANTUM: Jurnal Inovasi Pendidikan Sains Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKN Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) JURNAL IQRA´ Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini REiD (Research and Evaluation in Education) Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Analisa JMPM: Jurnal Matematika dan Pendidikan Matematika JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar PRISMA BAREKENG: Jurnal Ilmu Matematika dan Terapan Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan JTAM (Jurnal Teori dan Aplikasi Matematika) ORBITA: Jurnal Pendidikan dan Ilmu Fisika MATEMATIKA DAN PEMBELAJARAN International Journal on Emerging Mathematics Education Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya JURNAL TARBIYAH Beta: Jurnal Tadris Matematika Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Journal of Educational Research and Evaluation Jurnal Ilmiah Sekolah Dasar Jurnal Ilmiah Pendidikan Profesi Guru Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Islamic Guidance and Counseling Journal JURNAL MATHEMATIC PAEDAGOGIC Psychology, Evaluation, and Technology in Educational Research Al-Ta'lim Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan International Journal for Educational and Vocational Studies Musamus Journal of Primary Education Jurnal Eduscience (JES) KARST : Jurnal Pendidikan Fisika dan Terapannya CERMIN: Jurnal Penelitian JLA (Jurnal Lingua Applicata) Physics Education Research Journal JPP (Jurnal Pendidikan dan Pembelajaran) Indonesian Journal of Electrical Engineering and Computer Science IJECA (International Journal of Education and Curriculum Application) Indonesian Journal of Islamic Education Studies (IJIES) PROGRES PENDIDIKAN Indonesian Journal of Educational Assesment Range : Jurnal Pendidikan Matematika Primatika : Jurnal Pendidikan Matematika Jurnal Sains dan Edukasi Sains Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika International Journal of Robotics and Control Systems International journal of education and learning Measurement In Educational Research Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Mathematics Instruction, Social Research and Opinion Cendekia: Jurnal Kependidikan dan Kemasyarakatan Edumatica: Jurnal Pendidikan Matematika JURNAL PENELITIAN BIDANG PENDIDIKAN Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu (PME) Jurnal Ilmiah Ilmu Terapan Universitas Jambi Studies in English Language and Education Madani: Multidisciplinary Scientific Journal Jurnal Tatsqif JNPM (Jurnal Nasional Pendidikan Matematika) Tematik: Jurnal Konten Pendidikan Matematika Jurnal Statistika dan Sains Data Jurnal Pedagogi Matematika Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah JUMPA : Jurnal Manajemen Pendidikan Indonesian Journal of Islamic Education Studies (IJIES) Advance Sustainable Science, Engineering and Technology (ASSET) Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education Taawun: Jurnal Pengabdian kepada Masyarakat Dinamika Pendidikan Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Didaktik Matematika COUNS-EDU: The International Journal of Counseling and Education Al Ibtida: Jurnal Pendidikan Guru MI Eduma : Mathematics Education Learning and Teaching
Heri Retnawati
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Transportation Other

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Persepsi guru terhadap pemanfaatan tablet untuk tujuan pendidikan di Tanzania James Leonard Mwakapemba; Edward Phabiano; Heri Retnawati
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

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

Abstract

The primary purpose of this study is to explore teachers' perceptions on the use of tablets for educational purposes in Tanzania for primary and secondary schools’ level of education. It aimed to identify three key variables, which are knowledge and skills on use tablets; school’s environmental support and sustainability of using tablets; and the attitudes of teachers towards using tablets. This study employed quantitative research approach by adopting post-positivist paradigm using research survey with Likert scale questionnaires through online. The study used the Technological Acceptance Model (TAM) to investigate the teachers’ attitudes towards using tablets for teaching and learning process. 81 respondents were involved in the study, samples were selected from five zones (North, South, West, East and Central zone). The data were analysed quantitatively using Winsteps version 5.7.0 through Rasch Model. Results found that (-0.18) of teachers had high knowledge and skills in the use of tablets, (-0.032) teachers agreed that the environment supports internet, electricity and accessibility of internet bundle on the use of tablets, and (-1.09) there was a strongly agreed for the acceptance of the use of tablets while (+0.47) teachers disagreed for the acceptance of the use of tablets for educational purposes in Tanzania.
Teachers’ Didactical Challenges in Implementing Technology Integrated Project-Based Learning in Mathematics Ramadhani Ramadhani; Heri Retnawati; Syukrul Hamdi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1568

Abstract

This study examines the didactic challenges experienced by mathematics teachers in implementing technology-integrated Project-Based Learning (PjBL) in North Sumatra, Indonesia. Previous studies have focused mainly on student outcomes, while limited attention has been given to teachers’ didactic work in managing projects, technology, and mathematical understanding simultaneously. This study aims to analyze how teachers interpret and negotiate these challenges so that technology supports mathematical reasoning rather than functioning only as instructional media. A qualitative phenomenological design was employed involving 22 high school mathematics teachers selected through purposive criterion sampling. Data were collected through open-ended interviews and analyzed using phenomenological thematic analysis assisted by NVivo. The findings identified six major themes: tensions between project activities and conceptual depth, technology as a didactic black box, classroom management complexity, challenges in statistical reasoning, assessment dilemmas, and reflective didactic work. Teachers used technologies such as GeoGebra, Canva, Excel, Google Classroom, and Quizizz, yet most served primarily as presentation tools rather than as cognitive tools for mathematical thinking. The study contributes to theory by proposing a pentagonal didactical structure comprising teacher, student, mathematics, technological artifact, and project.
Development of A Problem-Based Learning Model to Improve Students’ Numeracy and Self-Efficacy Citra Ayu Fatimah; Heri Retnawati
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5490

Abstract

Education in Indonesia requires development, particularly in students’ numeracy skills and self-efficacy (SE). The importance of numeracy skills is stated in the Graduate Competency Standards (SKL). Moreover, numeracy skills are also related to students’ self-efficacy. Students with good numeracy skills tend to have high self-efficacy, and students with poor numeracy skills generally have low self-efficacy. Based on these factors, it is necessary to develop an appropriate learning model. The aim of this study is to develop a problem-based learning (PBL) model to enhance students’ numeracy skills and self-efficacy, and to determine the feasibility of the developed product in improving students’ numeracy and self-efficacy. This development research follows the ADDIE stages: Analyze, Design, Develop, Implement, and Evaluate. The research methods used were both quantitative and qualitative. Quantitative methods were employed to determine the level of feasibility of the developed product, while qualitative methods were used to describe the calculated feasibility scores, suggestions and comments from validators, teachers, and students. The results showed that the developed product met the criteria of validity and practicality but did not meet the criteria of effectiveness. The ineffectiveness of the product was due to students not being accustomed to using the PBL model and their unfamiliarity with discussion-based learning.
SIDIC: A Learning Analytics–Driven Digital Diagnostic System for Identifying Students’ Mathematics Learning Profiles and Supporting Differentiated Instruction Depi Ardian Nugraha; Sugiman Sugiman; Elly Arliani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96887

Abstract

The diversity of students’ learning profiles and the limited use of data-driven diagnostic assessment in mathematics classrooms present significant challenges in implementing differentiated instruction. Current classroom practices are still insufficiently supported by digital systems capable of accurately identifying students’ learning needs in real time. This study aims to develop SIDIC (Student Identification for Diagnostic Instructional Classification), a learning analytics–based digital diagnostic assessment system designed to identify junior high school students’ mathematics learning profiles and support data-driven differentiated instruction. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Instrument validity was evaluated by seven experts across 40 items covering 10 aspects, resulting in an average Aiken’s V of 0.85, indicating high validity. Practicality testing involved 92 students and 9 mathematics teachers from three schools, showing that SIDIC falls into the very practical category (student score = 4.33; teacher score = 4.49). The findings indicate that SIDIC is easy to use, efficient, and effective in identifying students’ learning profiles. Overall, SIDIC represents a valid, practical, and adaptive digital assessment innovation that bridges diagnostic assessment, digital technology, and data-driven differentiated instruction within an integrated system.
Digital Learning Transformation through the I-RME Learning Model Supported by LMS: Improving Students' Independence in Mathematics Learning Vepi Apiati; Sugiman Sugiman; Sri Andayani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96914

Abstract

The advancement of technology in the digital era has shifted mathematics learning from teacher-centered to student-centered approaches, emphasizing the importance of students’ learning independence. Learning Management Systems (LMS) have the potential to support this transformation; however, their use in fostering learning independence remains limited. Therefore, integrating technology with appropriate learning models is essential. This study aims to examine the effectiveness of digital learning transformation through the implementation of an LMS-supported I-RME (Inquiry–Realistic Mathematics Education) learning model in enhancing students’ independence in learning mathematics. A quasi-experimental design was employed involving 198 tenth-grade students from two senior high schools in Tasikmalaya. The experimental group received instruction using the LMS-supported I-RME learning model, while the control group was taught using the I-RME learning model without LMS and conventional methods. Students’ learning independence was measured using a validated and reliable questionnaire. The results indicate that the experimental group demonstrated greater improvement in learning independence compared to the control group. These findings suggest that the LMS-supported I-RME learning model is effective in promoting students’ independence in learning mathematics and provides more optimal outcomes than both non-LMS I-RME learning model and conventional approaches.
Project-based learning in vocational schools: A meta-analysis study Nuryani Dwi Astuti; Yuli Prihatni; Ari Setiawan; Heri Retnawati; Risky Setiawan; Dita Surwanti; Joko Supriyanto
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 2 (2026): Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i2.299

Abstract

Project-Based Learning (PBL) have shown significant results in increasing students’ mathematical skill. In a meta-analysis involving 17 studies, the results show that PBL significantly increases the students’ mathematical skills. The results of the fixed and random effects analysis show that the overall coefficient model and the residual heterogeneity are significant. The coefficient estimation for the intercept within the model is 71.872, which shows that when all independent variables are worth to zero, the dependent variable is worth estimated to 71.872. A very small p-value (< 0.001) indicates that the results are statistically very significant. The models have a good fit with the observational data, but it could not explain the variation between studies. There is a high level of heterogeneity among studies and there is not any indication of publication bias in the analysis. Thus, the results show that PBL basically can increase the students’ mathematical skills. However, it is necessary to consider other factors that can influence the results.
CIPP Evaluation of Quranic Program for Students with Disabilities in Inclusive Islamic Education Fitra Elnurianda; Zurqoni Zurqoni; Siti Kamilah; Rita Sriayu; Abdul Rahim bin Abdul Rahman; Heri Retnawati
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15891

Abstract

This study evaluates the implementation of the UMMI method within the Quranic learning program for students with disabilities at SD Fastabiqul Khairat Samarinda. Utilizing Daniel Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluation framework, this study adopts a qualitative phenomenological design to analyze institutional dynamics, resource capacities, classroom processes, and educational outcomes. Data were systematically gathered through prolonged field observations, semi-structured interviews with the program coordinator, classroom instructors, and shadow teachers, alongside extensive document analysis. The context evaluation reveals a structural tension between standardized institutional performance metrics (a mandatory 90% graduation target) set by central authorities and the individualized requirements of inclusive education. Input evaluation indicates a significant lack of adaptive pedagogical guidelines and non-standardized Quranic recitative competencies among shadow teachers. Process observations show that while individualized instruction is maintained, daily operations are heavily constrained by students' cognitive barriers, speech-motor limitations, and behavioral tantrums. Product evaluation demonstrates that although the program yields profound benefits in fostering spiritual security, emotional regulation, and self-confidence, academic milestones remain significantly delayed. This delay prompts institutional statistical exclusion to safeguard public performance metrics. These findings underscore the critical need to reconstruct flexible assessment matrices, validate shadow teachers' recitative competencies, and transition from rigid standardized metrics to individual progress designs.
Evaluating the Islamic Religious Education Program in Inclusive Early Childhood Education Rita Sriayu; Siti Kamilah; Suherman Suherman; Zurqoni Zurqoni; Heri Retnawati
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15616

Abstract

Islamic Religious Education (IRE) plays an important role in fostering religious awareness, moral development, and social character during early childhood. The implementation of IRE in inclusive Early Childhood Education (ECE), however, continues to face challenges related to teacher readiness, adaptive learning practices, and the evaluation of learning outcomes for children with diverse developmental characteristics. This study aimed to evaluate the implementation of the IRE program in inclusive ECE institutions in Balikpapan City using the Context, Input, Process, and Product (CIPP) evaluation model. A qualitative evaluative approach was employed. Data were collected through observations, in-depth interviews, and documentation involving school principals, classroom teachers, special needs assistant teachers, and educational supervisors. Data analysis followed an interactive process consisting of data reduction, data display, and conclusion drawing. The findings reveal that inclusive IRE practices have developed positively despite the absence of formal local regulations governing inclusive ECE. Significant challenges remain in teacher competencies, adaptive assessment practices, and the limited availability of special needs assistant teachers. Learning activities grounded in play, habituation, storytelling, emotional engagement, and direct religious practice were found to support the internalization of religious values and the development of children's social behavior. The evaluation further indicates that learning implementation remains highly dependent on individual teacher initiatives and lacks a structured conceptual framework for inclusive IRE. These findings highlight the need to strengthen teacher capacity in inclusive pedagogy, develop more adaptive and holistic assessment systems, and formulate an inclusive IRE model that integrates Islamic educational values, child-centered learning, and neurodiversity perspectives. The study contributes to the advancement of inclusive Islamic education by providing empirical evidence for the development of more equitable, adaptive, and humanistic learning environments in early childhood settings.
Character Education Program Management in Islamic Primary Schools: A Sequential Explanatory CIPP Evaluation Siti Kamilah; Rita Sriayu; Suherman Suherman; Zurqoni Zurqoni; Heri Retnawati
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15617

Abstract

Character education in Indonesian madrasah continues to face a structural challenge: programs are designed with ambition but evaluated without rigor. This study assessed the ecotheological and religious nationalist character reinforcement program implemented through a love-based curriculum in PAI learning at MI Syaichona Cholil Balikpapan, using Stufflebeam's CIPP model as the evaluative framework. A sequential explanatory mixed-methods design was employed, combining a five-point Likert scale questionnaire administered to 84 students and 120 parents, observation of 36 PAI learning sessions, in-depth interviews with one madrasah principal and four PAI teachers, and documentary analysis. The context evaluation confirmed strong policy alignment and genuine field demand, with 91.7% of teachers affirming the program's necessity. Input evaluation revealed a critical competency gap: only 45.8% of teachers demonstrated adequate understanding of the love-based curriculum. Process evaluation identified a 27-percentage-point discrepancy between lesson plan intentions and standardized assessment practice. Despite these constraints, the product evaluation yielded statistically significant character gains in both ecotheological character (d = 0.69) and religious nationalist character (d = 0.70), both at p < .001. Teacher relational competence emerged as the primary mediating variable determining program effectiveness. These findings establish that the love-based curriculum possesses sufficient pedagogical potency to generate meaningful character development even under partially optimized conditions, provided that teacher formation is treated as a central institutional priority rather than a supplementary concern.
Co-Authors 'Aziz, Hafidh . Haryanto Abdul Rahim bin Abdul Rahman Abdullah, Abdul Halim Adzima, Maulana Fatahillah Agus Kistian Agus Maman Abadi Agus Santoso Agus Santoso Agus Supramono Ahmad Adnan Mohd Shukri Ahmad Muhazir Ahmad Naufal Aljura Ahmad Syafii Aigul Dauletkulova Aji, Ndaru Wicaksono Akbar Iskandar Alfred Irambona, Alfred Ali Mahmudi Ali Muhson Ali Mustadi Ali, Rade Muhammad Ali, Raden Muhammad Alifa Sekar Ananda Alifiyarti, Tissa Aljura, Ahmad Naufal Amalia Annisa Amat Jaedun Aminuddin Hassan Aminuddin Hassan Amminudin bin Hassan Amrih Setyo Raharjo Anang Fathoni Andhita Dessy Wulansari Anik Twiningsih Anwar Senen Anzar, Zuari Aoyama, Kazuhiro Apino, Ezi Argianti, Atin Ari Purnawan Ari Setiawan Ari Setiawan Arifin Riadi Arini Rosa Sinensis Aristiawan, Aristiawan Ariyadi Chandra Nugraha Ariyadi Wijaya Ariyatun, Ariyatun Arlinwibowo, Janu Arma Wangsa Arriza, Lovieanta Astuti, Furintasari Astuti, Furintasari Setya Astuti, Nuryani Dwi Atymtaevna, Begimbetova Guldana Aulia Hermawati Ulfah Auliaul Fitrah Samsuddin Awwaliya, Sella ‘Izzata Ayuni, Rizki Tika Azizah, Nur Lailatul Azriah Azriah Azzahra, Mazidah Badrun Kartowagiran Badrun Kartowagiran Badrun Kartowagiran Bagdaulet Kenzhalyevich Kenzhaliyev Bambang Subali Basrowi, Ray Wagiu Batubara, Angella Ananta Beatriz Eugenia Orantes Perez, Beatriz Eugenia Orantes Begimbetova, Guldana A. Begimbetova, Guldana Atymtaevna Berlian, Miftah Okta Bruri Moch. Triyono Budi Yanto Cahya Mar’a Saliha Sumantri Cahyandaru, Pramudya Cahyono, Sulistio Mukti Caly Setiawan Caturiyati Caturiyati Chairun Nisa Chudin, Soleh Citra Ayu Fatimah Cut Yuni Nurul Hajjina Damar Sakti, Muhammad Lintang Darwin, Muhammad Riza Dasih Lelani Nurina Dauletkulova, Aigul Deni Hadiana Deni Hadiana, Deni Depi Ardian Nugraha Deron Manuella, Regina Griselnada Dewanto Muhammad Zulqadri Dewi Natalia Marpaung Dewi Saputri Dewi, Fatimah Candrawati Dhoriva Urwatul Wutsqo Diah Susanti Dian Andesta Bujuri Dian Normalitasari Purnama Dian Satria Charismana Diki, Diki Dita Surwanti Djamilah Bondan Widjajanti Djemari Mardapi Djermari Mardapi Djermari Mardapi Djidu, Hasan Dodiet Enggar Wibowo Duden Saepuzaman, Duden Dwi Astuti Dwi Astuti Dwi Susanti Dyahsih Alin Sholihah Dzul Rachman, Dzul E. Kus Eddy Sartono Edi Istiyono Edi Susanto Edi Susanto Edward Phabiano Eka Ramadanti Eko Wahyunanto Prihono Eko Wahyunanto Prihono Elita Rachmayanti Elly Arliani Endang Listyani Endang Mulyatiningsih Enny Zubaidah Eny Sulistyaningsih Eri Yusron Eri Yusron Eri Yusron Ernida Ainun Nikmah Ervian Arif Muhafid, Ervian Arif Erwin Syahril Mubarok Evendi, Erpin Ezi Apino Fajri, Abrar Syahrul Farida Agus Setiawati Farit Mochamad Afendi Fatimah, Citra Ayu Fatmawati, Fasiha Fauzan, Muh Ikhwan Fauzani, Ratna Ainun Fitra Elnurianda Fitri Nur Mahmudah Fitria Lapele Fitria Lapele Fitta Ummaya Santi Gaffar Hafiz Sagala Gaspersz, Magy Ghozali, Muhammad Ikhsan Guldana A. Begimbetova Guldana A. Begimbetova Gulzhaina K. Kassymova Gulzhaina K. Kassymova Gulzhaina Kuralbayevna Kassymova Guntur, Muhamad Ikhsan Sahal Gupitasari, Venie Habib Ratu Perwira Negara Hajra Yansa Handayawati, Ponco Happri Novriza Setya Dhewantoro Hapsan, Amran Hari Purnomo Susanto Harman Suhadi Harsana, Firyal Nabila Harun Harun HARYANTO Haryanto Haryanto Hasan Djidu Hasan Khalawi Hassan, Aminuddin Heni Purwati Herjan Haryadi Herlansyah, Rhido Heru Handoko Hery Murtianto, Yanuar Hery Rosdianti Hidayah, Fitri Nur hidayah, murti ambarwati Hidayat, Opik HIDAYATI, ARINI ULFAH Hilman Hilman Himawan Putranta Himmatul Ulya Himmawati Puji Lestari Hutkemri Zulnaidi I Gusti Bagus Wiksuana I Nyoman Indhi Wiradika Ibda, Hamidulloh Ibnu Rafi Ibnu Rafi Ibrahim, Zulfa Safina Ikhsanudin, Ikhsanudin Imam Machali Imam Rofiki Imam Subarkah Iman, Asrul Nur Indra Kusuma Wijayanti Indra Kusuma Wijayanti Indra Kusuma Wijayanti Indriani, Tari Insih Wilujeng irfan budiono Irfan Hilmi Irvan Budhi Handaka, Irvan Budhi Ismail, Raoda Ismiyati, Ismiyati Isnaeni Isnaeni Jailani Jailani Jailani Jailani James Leonard Mwakapemba Jamhari Jamhari Janna, Miftahul Janu Arlinwibowo Janu Arlinwibowo Jeni Dwi Prasetyo Joko Supriyanto Jumini Jumini Kamhar Ngado Kana Hidayati Kardanova, Elena Kartianom Kartianom Kartianom Kartianom Kartianom, Kartianom Kartiko Rachman Y Prasetya Kassymova, Gulzhaina K Kassymova, Gulzhaina K. Kassymova, Gulzhaina Kuralbayevna Kazuhiro Aoyama Kharismawati, Limala Ratni Sri Khasanah Nur Hidayah Khoirotunnisa, Ulfah Khoirunnisa, Asma Khoirunnisa, Asma’ Kistantia Elok Mumpuni Kistoro, Hanif Cahyo Adi Kusnaeni Kusnaeni Kusuma, Anggun Badu Lala Fira Dwi Apriliyanti Lantip Diat Prasojo Lapele, Fitria Latif Irfan Lau Yoke Yin Lele, Marten Luter Ke Lian G Otaya Linda Feni Haryati Linda Indiyarti Putri Lisner Tiurma Listyaningrum, Prabandari Lukas, Imelda Lukman Lukman Lumenyela, Rogers Andrew M. Rafi Mami Hajaroh Manggaberani, Andi Abdurrahman Maria Evarista Oktaviane Barut Barut Maria Ulfah Marpaung, Dewi Natalia Marsigit Marsigit Marsigit Marsigit Martiana, Aris Marzuki Marzuki Mathilda Susanti Mazda Leva Okta Safitri Mbazumutima, Vianney Mega Isvandiana Purnamasari Megawanti, Priarti Minhajjul Abidin Mobinta Kusuma Mu'adzah, Zulfa Amirul Muh Farozin Muh. Asriadi AM Muhamad Farhan Muhammad Dwirifqi Kharisma Putra Muhammad Iqbal Muhammad Naim Mahmud Muhammad Rais Ridwan Muhammad Sulthon Muhardis Muhardis Mulyati Munaya Nikma Rosyada Nasharuddin Nikmah, Ernida Ainun Niluh Sulistyani Nindy Fadlila Nisak Ruwah Ibnatur Husnul Noordin, Muhamad Kahir bin Nur Hadi Waryanto Nur Hasanah Nur Hidayanto Pancoro Setyo Putro Nur Insani Nur Sehang Thamrin Nur Sholehah Dian Saputri Nur Sholihah Nurharyanto, Dwi Widyastuti Nurmala Sari Nuryana, Zalik Nuryani Dwi Astuti Nusantara, Bayuk Okky Riswandha Imawan Oni Pluntur Artiono Oni Pluntur Artiono Pardede, Timbul Permatasari, Alfelia Nugky Pika Merliza Pratama, Galeh Nur Indiatno Putra Pratiwi Pujiastuti Pratomo Widodo Prihono, Eko Wahyunanto Pujiastuti Pujiastuti Pujiati Pujiati Pujiati Suyata Pulungan, Delyanti Azzumarito Purwasih, Retno Purwo Haryono Purwoko Haryadi Santoso Putri Rahmadani, Putri Putri, Faradila Ilena Qurrota A&#039;yun Raden Rosnawati Rahayu, Dyah Paminta Rahmat Danni Rahmiliasari Samnufida Ramadhani Ramadian Radite Rasmuin Rasmuin Rasmuin, Rasmuin Retno Arianingrum Retno Purwasih REZA SYEHMA BAHTIAR Rezkilaturahmi, Rezkilaturahmi Rino Richardo Risky Setiawan Rita Eka Izzaty, Rita Eka Rita Sriayu Rita Sriayu Rizki Nor Amelia Robert Edy Sudarwan Rolina Amriyanti Ferita Rosid Bahar Rosyada, Munaya Nikma RR Rianto, Vivi Rully Charitas Indra Prahmana Sabaryati, Johri Sabitu, Kamoru Sakti, Muhammad Lintang Damar Salsabila, Azkiya Samsuddin, Auliaul Fitrah Samsul Hadi SAMSUL HADI Samsul Hadi Santosa, Hayang Sugeng Saputra, Isnu Bima Saputri, Nur Sholehah Dian Saragih, Novilda Angela Satiranandi Wibowo, Firdaus Amruzain Septiana, Atut Reni Septiani, Syilvia Septinda Rima Dewanti Shaw, Rajib Sholihah, Mar'atus Sigit Sanyata Siti Irene A. Dwiningrum Siti Irene Astuti D Siti Kamilah Siti Kamilah Siti Marfu'ah Siti Salina Mustakim Siti Salina Mustakim Siti Salina Mustakim Sitti Mutia Umasugi Siwi Khomsiatun Slamet Suyanto Sotlikova, Rimajon Sri Andayani Sudarna, Nanong Sudji Munadi Sugiman Sugiman Sugiman Sugiman Sugiman Suhariyono Suhariyono Suherman Suherman Sujarwo SUKIRNO Sukirno Sukirno Sulistyaningsih, Eny Sultan Salem Sumardi, Hari Sumaryanto Sumaryanto, Sumaryanto Sumin Sumin Sumin, Sumin Supahar, Supahar Suranto Suranto Suripah Suripah Susanta, Agus Susongko , Purwo Sutrimo, Moh Slamet Sutrisno , Deny Suwarsih Madya Suyanto Suyanto Suyata Suyata Suyata Suyata Syahri Ramadhan Syarief Fajaruddin Syarif, Sri Reskiani Syawahid, M Syukrul Hamdi Tafakur Tafakur Taufik Muhtarom Tommy Tanu Wijaya Tri Effiyanti Trie Hartiti Retnowati Trisnani, Novy Trisylia Ida Pramesti Triyono Triyono Triyono, M.Bruri Tsania Ismi Fauzia Tuanaya, Rugaya Tusyanah Tusyanah Twiningsih, Anik Ulin Nuskhi Muti&#039;ah Ulwatunnisa, Marwah Ulwiyah, Sa'adatul Umi Farisiyah Ummi Aisyah Ummul Karimah Valeria Kartikaningtyas Valeria Kartikaningtyas Vepi Apiati Vianney Mbazumutima Vinni Sofyaningsih Wahyu Hartono Wahyu Setyaningrum Wahyudi Wahyudi Wahyudi, Andi Wajidi Sayadi Wanda Tri Utami Wardhani, Novi Sheila Wibowo, Dodiet Enggar Widayanti Widayanti Widyastuti Purbani Wilda Yumna Safitri Wiradika, I Nyoman Indhi Wisnu Budi Waluyo Wiwin Fajriah Hanna Wua Laja, Yosepha Patricia Wulandari . Wuri Wuryandani Yasir Alsamiri Yeni Fitri Yenni Muflihan Yosa Abduh Alzuhdy Yuenyong, Chokchai Yuli Prihatni Yuli Prihatni Yuliana Yusron, Eri Yustiandi - Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi, Yustiandi Zaenal Arifin Zela Septikasari, Zela Zuari Anzar Zuhdan Kun Prasetyo Zulnaidi, Hutkemri Zurqoni Zurqoni Zurqoni Zurqoni Zurqoni ‎, Haryanto