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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Jurnal Akuntabilitas Manajemen Pendidikan JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Analisa Jurnal Manajemen & Supervisi Pendidikan JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH JECCE (Journal of Early Childhood Care and Education) Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Islamic Guidance and Counseling Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Al-Qalam Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Randwick International of Social Science Journal International Journal of Educational Management and Innovation (IJEMI) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Journal Evaluation in Education (JEE) Bulletin of Pedagogical Research Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Pendidikan Indonesia Gemilang EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Analisa: Journal of Social Science and Religion JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Jurnal Ilmu Pendidikan dan Pembelajaran Jurnal Pengabdian Masyarakat dan Riset Pendidikan Indonesian Journal of Education and Social Studies Jurnal Penelitian Pendidikan Indonesia Manajemen Pendidikan Journal of Indonesian Progressive Education
Suyatno Suyatno
Department Of Education Management, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Towards Inclusive Education: A Conceptual Model for Curriculum Management in Inclusive Schools Didi Kriswanto; Suyatno Suyatno; Sukirman Sukirman
Indonesian Journal of Education and Social Studies Vol 3, No 2 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v3i2.8993

Abstract

Providing access to learning in inclusive schools for children with special needs in Indonesia is still concerning. The implementation of the curriculum in inclusive schools has not been able to accommodate all Children with Special Needs. This study aimed to find a conceptual model of curriculum management as an alternative and practical approach to implementing inclusive schools. This study was conducted in one of the elementary schools in Yogyakarta using qualitative methods with case study. Data collection was carried out through observation, interviews, and documentation. Triangulation of sources, techniques, and time was used to test the validity of the data to test the validity of the data. Data analysis includes collection, reduction, presentation, and verification/conclusions. The study results indicate that inclusive curriculum management has been implemented and structured through planning, organizing, implementing, and evaluating/assessing, considering all aspects involved in the process. The results of this study can be used as a guideline for implementing curriculum management in inclusive schools. However, further research is needed on the effectiveness of implementing curriculum management in inclusive schools and a more in-depth study of the obstacles and challenges in implementing curriculum management in inclusive schools.
Kompetensi Guru Berbasis Psikologi Organisasi dalam Meningkatkan Kinerja Guru di PAUD : Penelitian Arista cahyaningsih; Muhammad Zuhaery; Suyatno Suyatno
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4782

Abstract

Teacher competence plays a crucial role in improving the quality of education and schools. Therefore, a supportive work environment is essential for its development, leading to improved performance and quality. Teacher competence development is influenced by the organizational psychology of the workplace, which requires optimal implementation and cooperation from all school members. Organizational psychology significantly impacts teacher performance and maximizes results. This study employed qualitative methods with non-test instruments, including in-depth interviews and observations, to understand teachers' perspectives and experiences regarding organizational psychology-based competency development in improving performance in early childhood education (PAUD). The results indicate that a conducive work environment that pays attention to organizational psychology provides a strong foundation for teacher competency development, thereby improving performance, loyalty, and optimizing all aspects of teacher competency.
Bullying Prevention Management Based on Child-Friendly Schools at SD Muhammadiyah Bayen Sleman Muntasiyah Muntasiyah; Sukirman Sukirman; Suyatno Suyatno
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.564

Abstract

Bullying in elementary schools remains a persistent threat to children's psychological safety and academic development, yet most empirical studies on school-based bullying prevention have concentrated on secular public schools or on isolated interventions such as classroom counseling, peer-mediation programs, or single-shot anti-bullying campaigns. This study addresses that gap by examining how child-friendly, school-based management for bullying prevention is implemented at SD Muhammadiyah Bayen Sleman. The researcher employed a qualitative research design with a case study approach. Data collection was conducted through semi-structured interviews, and the collected data were analyzed using thematic analysis. The findings show that the school operationalizes a four-stage cycle, planning (hotspot mapping and a shared operational definition of bullying), organizing (formation of an anti-bullying team and expert-led training), implementing (curriculum integration across all subjects, not only guidance counseling, and habituation of Islamic character values), and controlling (periodic, collaborative evaluation). The results contribute a context-specific model of faith-integrated bullying prevention management that can inform both theory (by showing how religious values function as an integrating mechanism across management functions, rather than as a separate variable) and practice (by offering other schools, religious or secular, a replicable four-function cycle for building a child-friendly, bullying-free environment)
Implementation of Digital Transformation in Learning and School Governance at a Public Junior High School in Balikpapan, Indonesia Dimas Saputra; Sukirman Sukirman; Suyatno Suyatno
Jurnal Pendidikan Indonesia Gemilang Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v6i2.935

Abstract

Digital transformation in schools is often inferred from device availability, leaving the mechanisms that connect technology, organizational capacity, and external support underexplained. This qualitative case study analyzes digital transformation in learning and school governance at a junior high school in Balikpapan, Indonesia through the Technology-Organization-Environment (TOE) framework and Vial's process view of digital transformation. The reported evidence comprises interviews with a principal, an Informatics teacher, and a student, triangulated with observations, school program documents, activity photographs, digital records, and evidence of application use. Thematic analysis identified five operational dimensions: digital infrastructure readiness, technology use in learning, administrative digitalization, human resource readiness, and digital work culture. The technological context was relatively strong, while support from the Education Office and private partners enabled resource mobilization. Organizational conditions determined whether these resources became routine practice: digital attendance was more standardized than technology-supported learning, and teacher competence and mentoring remained unevenly evidenced. The available data did not verify lifecycle budgeting, maintenance protocols, or formal data-privacy controls; these are therefore treated as governance gaps requiring assessment rather than as confirmed organizational failures. The study proposes a dynamic readiness-to-institutionalization model in which technological and environmental conditions enable change, organizational mechanisms translate readiness into learning and administrative use, and monitoring and reinforcement anchor digital culture. Because the interview sample covers only three roles and excludes administrative staff and non-Informatics teachers, the findings offer bounded analytical transferability rather than staff-wide saturation.
IMPLEMENTASI GAYA KEPEMIMPINAN INSTRUKSIONAL DALAM PENINGKATAN RAPOR MUTU PENDIDIKAN SEKOLAH DI SDN 002 BALIKPAPAN SELATAN Mita Elyana; Suyatno Suyatno; Ika Maryani
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.13988

Abstract

ABSTRACT Instructional leadership by school principals is a strategic approach to improving the quality of learning through strengthening teacher capacity, utilizing school data, and managing programs sustainably. This study aims to describe the implementation of instructional leadership by the school principal in improving Education Report Card outcomes and to identify its supporting and inhibiting factors at SDN 002 Balikpapan Selatan. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, and school personnel engaged in quality improvement programs. Data were analyzed using the Miles and Huberman interactive model through the stages of data collection, data reduction, data display, and conclusion drawing and verification, while data credibility was strengthened through source, technique, and time triangulation. The findings indicate that instructional leadership was implemented through the use of the Education Report Card in Data-Based Planning (PBD), continuous academic supervision, teacher professional development through In-House Training, learning communities, mentoring, and strategic school resource management. These practices were associated with improvements in Education Report Card indicators and the school's consecutive receipt of Performance-Based School Operational Assistance (BOS Kinerja) in 2023 and 2024. Supporting factors included school-wide collaboration, learning resources, funding support, and a positive school culture, while the main constraints involved differences in teacher competencies, limited time, and suboptimal follow-up of training. These findings emphasize the importance of data-based instructional leadership in sustaining school quality improvement. ABSTRAK Kepemimpinan instruksional kepala sekolah menjadi salah satu pendekatan strategis dalam mengarahkan peningkatan mutu pembelajaran melalui penguatan kapasitas guru, pemanfaatan data sekolah, dan pengelolaan program secara berkelanjutan. Penelitian ini bertujuan mendeskripsikan implementasi kepemimpinan instruksional kepala sekolah dalam meningkatkan capaian Rapor Pendidikan serta mengidentifikasi faktor pendukung dan penghambatnya di SDN 002 Balikpapan Selatan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi yang melibatkan kepala sekolah, guru, serta personel sekolah yang terlibat dalam pelaksanaan program peningkatan mutu. Analisis data menggunakan model interaktif Miles dan Huberman melalui tahapan pengumpulan, reduksi, penyajian, serta penarikan dan verifikasi kesimpulan, sedangkan kredibilitas data diperkuat melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa kepemimpinan instruksional diwujudkan melalui pemanfaatan Rapor Pendidikan dalam Perencanaan Berbasis Data (PBD), supervisi akademik berkelanjutan, pengembangan profesional guru melalui In House Training, komunitas belajar, pendampingan, serta pengelolaan sumber daya sekolah. Implementasi tersebut berkaitan dengan peningkatan indikator Rapor Pendidikan dan keberhasilan memperoleh BOS Kinerja pada 2023 dan 2024. Faktor pendukung meliputi kolaborasi warga sekolah, sumber belajar, pendanaan, dan budaya sekolah, sedangkan hambatannya berupa perbedaan kompetensi guru, keterbatasan waktu, dan tindak lanjut pelatihan yang belum optimal. Temuan ini menegaskan pentingnya kepemimpinan instruksional berbasis data untuk menjaga keberlanjutan peningkatan mutu sekolah.
Strategi Kepemimpinan Digital Kepala Sekolah dalam Peningkatan Kompetensi Profesional Guru Abad 21 di SMP Muhammadiyah 3 Depok Widada Widada; Achadi Budi Santosa; Suyatno Suyatno
Manajemen Pendidikan Volume 21, No 1, Juni 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jmp.v21i1.15984

Abstract

This study addresses the growing demand for digital transformation in 21st-century education, which requires teachers to master 4C skills and effectively integrate technology through the TPACK framework. In this context, principals’ digital leadership plays a strategic role in fostering an adaptive and value-based learning ecosystem. The study aims to analyze and describe the digital leadership strategies employed by the principal of SMP Muhammadiyah 3 Depok in improving teachers’ professional competence in the 21st century. Using a qualitative approach with a single embedded case study design, the research involved purposively selected participants, including the principal, vice principal for curriculum, and core teachers. Data were collected through in-depth interviews, non-participant observation, and document analysis, and were validated through source triangulation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, supported by ATLAS.ti software. The findings reveal five core pillars of the principal's digital leadership strategy: (1) building a vision of "Civilized Digitalization" that harmonizes Islamic values with technology; (2) fostering a collaborative and humanistic school culture through psychological safety; (3) executing a "Teacher-First" affirmative budget allocation; (4) implementing adaptive professional development via peer tutoring; and (5) shifting to data-driven digital supervision. These strategies collectively enhance teachers’ professional competencies and TPACK integration. However, implementation faces critical constraints, namely job demands-resources imbalance, digital distraction among students, and cultural adaptation friction for senior teachers.
Utilization of Digital Technology in Organizing STEAM-Based Inclusive Education for Children with Special Needs at SMP Lazuardi Al-Falah GIS Klaten Fitriana Rahmawati; Achadi Budi Santosa; Suyatno Suyatno
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.256

Abstract

Inclusive education at the secondary school level needs management that can accommodate the diverse characteristics of students with special needs. The presence of digital technology can serve as a support tool for integrating educational services with a STEAM approach that connects science, then technology, then engineering, arts, and mathematics in a contextual learning experience. This study aims to examine the use of digital technology in organizing STEAM-based inclusive education for students with special needs at SMP Lazuardi Al-Falah GIS Klaten. The study uses a descriptive qualitative approach with a case study design. Research information was obtained from observations, interviews, and document reviews, with informants who have at least three years of work experience. The findings show that digital technology is used to support learning arrangements, coordination among educators, information delivery, and the provision of learning resources.  Teachers use digital platforms to manage assignments and monitor students' work, video conferences for communication and joint planning, digital documents to access work guidelines, and Chromebooks along with various learning websites to support STEAM activities. Using these tools helps teachers adjust learning activities to individual abilities, expand access to learning resources, and maintain service coordination. These findings show that integrating digital technology can support the organization of inclusive STEAM-based education that responds to the needs of students with special needs in a more targeted, flexible, collaborative, and context-appropriate way.  
INOVASI TATA KELOLA KOMUNITAS BELAJAR: SEBUAH STRATEGI DALAM MENGAKSELERASI BUDAYA KERJA KOLABORATIF PENDIDIK Frida Frida; Sukirman Sukirman; Suyatno Suyatno
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.16063

Abstract

ABSTRACT The need to establish a collaborative work culture in schools requires Learning Communities (Komunitas Belajar or Kombel) to move beyond mere policy compliance and develop into professional learning spaces collectively owned by educators. This study aimed to analyze Kombel governance innovation in accelerating educators’ collaborative work culture at SD Negeri 001 Balikpapan Timur. A descriptive qualitative approach with a case study design was employed. Data were collected through in-depth interviews with four informants, observations of Kombel activities, and document analysis, then analyzed deductively and inductively through axial coding using Rogers’ innovation diffusion framework and DuFour’s three core ideas of the Professional Learning Community. Data credibility was strengthened through source and technique triangulation. The findings revealed the emergence of a hybrid top-down–bottom-up governance model: regulations served as the initial catalyst, while program sustainability was supported by collective agreements, collaborative inquiry, peer coaching, technology use, and continuous reflection. Collaborative culture emerged as the dominant finding, characterized by openness, cross-grade practice sharing, and reduced individualistic work practices. The 2025 Education Report also indicated increases of 10.61 points in teacher reflection and instructional improvement and 16.96 points in instructional leadership; however, these figures provide contextual support rather than causal evidence. The study concludes that sustainable Kombel depends on integrating formal structures, collective ownership, needs-based learning, and data-informed reflection. ABSTRAK Kebutuhan untuk membangun budaya kerja kolaboratif di sekolah menuntut Komunitas Belajar (Kombel) tidak berhenti sebagai pemenuhan kebijakan, tetapi berkembang menjadi ruang pembelajaran profesional yang dimiliki bersama oleh pendidik. Penelitian ini bertujuan menganalisis inovasi tata kelola Kombel dalam mengakselerasi budaya kerja kolaboratif pendidik di SD Negeri 001 Balikpapan Timur. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam terhadap empat informan, observasi kegiatan Kombel, dan dokumentasi, kemudian dianalisis secara deduktif-induktif melalui coding aksial dengan kerangka difusi inovasi Rogers dan tiga ide besar Professional Learning Community DuFour. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan terbentuknya tata kelola hibrida top-down–bottom-up: regulasi menjadi pemicu awal, sedangkan keberlanjutan program bertumpu pada kesepakatan bersama, inkuiri kolaboratif, peer coaching, pemanfaatan teknologi, dan refleksi berkelanjutan. Budaya kolaborasi menjadi temuan dominan, ditandai keterbukaan, pertukaran praktik lintas jenjang, dan berkurangnya kerja individual. Rapor Pendidikan 2025 turut menunjukkan peningkatan refleksi dan perbaikan pembelajaran guru sebesar 10,61 poin serta kepemimpinan instruksional sebesar 16,96 poin, tetapi bersifat kontekstual dan bukan bukti kausal. Penelitian menyimpulkan bahwa keberlanjutan Kombel ditentukan oleh perpaduan struktur formal, kepemilikan kolektif, pembelajaran berbasis kebutuhan, dan refleksi berbasis data.
How Visionary Leadership Supports Learning Quality Innovation in Vocational Education: Evidence from a Qualitative Case Study Khian Min; Achadi Budi Santosa; Suyatno Suyatno
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1830

Abstract

This study explores how a principal’s visionary leadership supports learning quality innovation at SMK Maitreyawira Batam, a vocational school in Indonesia’s Batam Special Economic Zone. It examines Nanus’s four leadership roles: direction setter, change agent, spokesperson, and coach. The school was purposively selected because of its documented digital learning initiatives and exposure to cross-border industrial competition. Using a qualitative case study design, data were collected over three months through in-depth interviews, classroom observations, and document analysis. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. Credibility was supported through triangulation and member checking. Findings suggest that the four roles collectively support learning quality initiatives. The principal establishes shared direction, facilitates digital learning and industry-aligned curriculum innovation, builds external partnerships, and supports teacher development through humanistic supervision. The study provides a contextually grounded account of visionary leadership in vocational education and identifies implications for school leadership and learning quality improvement.
IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH DALAM MENINGKATKAN AKUNTABILITAS DAN TRANSPARANSI PENGELOLAAN DANA BOS DI SEKOLAH DASAR BALIKPAPAN Ahmad Badaruddin; Suyatno Suyatno; Bambang Sudarsono
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i4.15891

Abstract

ABSTRACT The gap between governance requirements for School Operational Assistance (BOS) funds and their actual management practices constitutes the focus of this study. This study aimed to analyze the implementation of School-Based Management (SBM) in supporting accountability and transparency in BOS fund management at SDN 021 Balikpapan Barat through planning, organizing, implementation, and supervision. A qualitative approach with a case study design was employed. Data were collected through interviews, observation, and documentation involving the principal, BOS treasurer, teacher, and school committee. Data validity was established through source triangulation, technique triangulation, and member checking, while the data were analyzed using reflexive thematic analysis. The findings indicate that BOS fund planning was based on school needs and priorities through discussions of the School Activity and Budget Plan (RKAS) involving relevant stakeholders. Organization was supported by the BOS Team, role allocation, coordination, and hierarchical reporting, while implementation followed the RKAS and was supported by verification, transaction records, ARKAS, SIPLah, and physical and digital archives. Supervision was conducted through internal review, periodic evaluation, external reporting, and school committee involvement. These mechanisms strengthened accountability through traceability of responsibilities and fund utilization while supporting transparency through the disclosure of budget information. However, committee access to information, administrative capacity, regulatory changes, and documentation accuracy still require strengthening. The findings affirm that BOS fund governance through SBM requires integration of procedures, managerial capacity, stakeholder participation, and access to information. ABSTRAK Kesenjangan antara tuntutan tata kelola Dana Bantuan Operasional Sekolah (BOS) dan praktik pengelolaannya menjadi fokus penelitian ini. Penelitian bertujuan menganalisis implementasi Manajemen Berbasis Sekolah (MBS) dalam mendukung akuntabilitas dan transparansi pengelolaan Dana BOS di SDN 021 Balikpapan Barat melalui perencanaan, pengorganisasian, pelaksanaan, dan pengawasan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah, bendahara BOS, guru, dan komite sekolah. Keabsahan data diperiksa melalui triangulasi sumber, triangulasi teknik, dan member checking, sedangkan analisis dilakukan menggunakan analisis tematik refleksif. Hasil penelitian menunjukkan bahwa perencanaan Dana BOS dilakukan berdasarkan kebutuhan dan prioritas melalui pembahasan RKAS bersama pemangku kepentingan. Pengorganisasian didukung oleh Tim BOS, pembagian peran, koordinasi, dan pelaporan berjenjang, sedangkan pelaksanaan mengacu pada RKAS dengan dukungan verifikasi, bukti transaksi, ARKAS, SIPLah, serta arsip fisik dan digital. Pengawasan dilakukan melalui pemeriksaan internal, evaluasi berkala, pelaporan eksternal, dan keterlibatan komite. Mekanisme tersebut memperkuat akuntabilitas melalui keterlacakan tanggung jawab dan penggunaan dana serta mendukung transparansi melalui penyampaian informasi anggaran. Namun, akses informasi komite, kapasitas administrasi, perubahan regulasi, dan ketepatan dokumentasi masih memerlukan penguatan. Temuan ini menegaskan bahwa tata kelola Dana BOS melalui MBS memerlukan keterpaduan prosedur, kapasitas pengelola, partisipasi, dan akses informasi.
Co-Authors Abdul Hafiz Abdunrorma Samaalee Abue Dzar Algifarie Achadi Budi Santosa Ahmad Ansori Ahmad Badaruddin Akhsanul Fuadi Akmal Lu’lu’ Zahrota Firdaus Alfia Zul Faida Arista cahyaningsih Arum Titi Nurani Astry Fajria, Astry Aulia, Aulia Avivatul Novi Aziza Awaluddin Hidayatulloh Azam Syukur Rahmatullah, Azam Syukur Bambang Sudarsono Canggih Kharisma Chika Nurcahyani Timur Darul Ilham Deni Nugraeni Deprizon, Deprizon Didi Kriswanto Dimas Saputra Dody Hartanto Dwi Maryanti Dwi Maryanti Dwi Sulisworo Eka Susanti Enung Hasanah Erlina Istiningsih Evy Apriani Evy Apriani Febiana Kornelia Wu Fitri Nur Hayati Fitriana Rahmawati Frida Frida Gusti Yanti Hartanto, Dody Hidayati, Dian Idi Warsah Ika Maryani Indra Juharni Jaenullah Jaenullah Johariyah - Johariyah Johariyah Johariyah Julita Lindriany Kamsih Astuti Khairil Nur Hidayat Khian Min M. Fadlillah Mhd. Lailan Arqam Miftahul Haq Al Qadri Mita Elyana Mohammad Luthfi Imama Mudrikah Mudrikah Muhammad Sayuti Muhammad Sayuti Muhammad Zuhaery Muntasiyah Muntasiyah Mustika Devi Nenden Ariyani Nida Munfa'ati Nita Listiyani Nuniek Rahmatika nurfirdaus, nunu Oktasari Wardia Ningsih Opi Irawansah Opi Irawansah Patimah, Lilis Revina Adelia Rico Yuda Permana Putra Rini Rini Ristiyati Ristiyati Sabriana Sabriana Sarwa Sarwa Sarwa, Sarwa Septiana Septiana Septiyani Septiyani Sindy Umroh Atus Solekha Siti Zulaiha Sohimah Sohimah Sohimah Sohimah Sudarsono, Bambang Sukirman Sukirman Suratno Suratno Susanti Susanti Susanti, Susanti Syahid Ali Tugino Tugino Uswah Uswah Wandika Wita Susilowati Wantini Wantini Widada Widada Widodo Widodo Widyoningsih Widyoningsih Widyoningsih Widyoningsih Yuni Tri Widya Ningrum