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All Journal Jurnal Visi Ilmu Pendidikan Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Edukasi: Jurnal Pendidikan Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan INTENSIF: Jurnal Ilmiah Penelitian dan Penerapan Teknologi Sistem Informasi Satya Widya Jurnal Administrasi dan Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Basicedu Journal of Education Action Research Journal on Education JETL (Journal Of Education, Teaching and Learning) Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Jurnal Studi Guru dan Pembelajaran eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar Jurnal Pendidikan dan Konseling KOLOKIUM: Jurnal Pendidikan Luar Sekolah JAMP : Jurnal Administrasi dan Manajemen Pendidikan Jurnal Educatio FKIP UNMA Journal of Elementary School (JOES) JIIP (Jurnal Ilmiah Ilmu Pendidikan) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang Aiti: Jurnal Teknologi Informasi Jurnal Pendidikan Dasar Perkhasa Journal of Innovation in Educational and Cultural Research G-Couns: Jurnal Bimbingan dan Konseling Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan dan Teknologi Indonesia Jurnal Pendidikan PKn Journal La Sociale JagoMIPA: Jurnal Pendidikan Matematika dan IPA ACADEMIA: Jurnal Inovasi Riset Akademik Education and Counseling Journal Jurnal Basicedu Journal of Innovation and Research in Primary Education Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Eduvest - Journal of Universal Studies Electronic Journal of Education, Social Economics and Technology AMMA : Jurnal Pengabdian Masyarakat Jurnal Hasil Penelitian dan Pengembangan (JHPP) Jurnal Bahusacca Jurnal Elementaria Edukasia Jurnal Lentera Edukasi SIKIP: Jurnal Pendidikan Agama Kristen IJoEd: Indonesian Journal on Education Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Herry Sanoto
Universitas Kristen Satya Wacana
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IMPLEMENTASI KEPEMIMPINAN SITUASIONAL DALAM MENGELOLA ANAK BERKEBUTUHAN KHUSUS DI SD KRISTEN 01 SALATIGA Prajna Angger Kusuma; Yari Dwikurnaningsih; Herry Sanoto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11981

Abstract

This study aims to analyze the implementation of the principal’s situational leadership in enhancing teachers’ readiness to manage students with special needs at SD Kristen 01 Salatiga. The research employed a qualitative approach using a case study design. The participants consisted of the principal and six classroom teachers with varying levels of teaching experience. Data were collected through semi-structured interviews, academic supervision observations, and document analysis of the Special Assistance Program and students’ academic progress reports.Data analysis was conducted using the interactive model of Matthew B. Miles, A. Michael Huberman, and Johnny Saldaña, which includes data reduction, data display, and conclusion drawing and verification. The findings indicate that the principal applied four situational leadership styles directing, coaching, supporting, and delegating adaptively according to teachers’ developmental levels (D1–D4). The implementation of these leadership practices contributed to the improvement of inclusive pedagogical competence, differentiated instruction skills, equity based flexible assessment, and the strengthening of a collaborative culture within a professional learning community. Despite challenges such as time constraints and variations in teachers’ psychological readiness, situational leadership proved to be an effective strategy in fostering a sustainable inclusive school culture. This study affirms that context-based adaptive leadership is a key factor in strengthening inclusive education practices at the elementary school level.
PRAKTIK KEPEMIMPINAN ADAPTIF KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU SEKOLAH DASAR Andriani Ika Prasanti; Yari Dwikurnianingsih; Herry Sanoto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12024

Abstract

This study is grounded in the importance of enhancing teacher professionalism in response to educational changes that are not only technical but also adaptive in nature. Common challenges in primary schools include resistance to change, conventional mindsets, and limited reflective and collaborative professional cultures. This study aims to analyze how the principal’s adaptive leadership practices contribute to improving teacher professionalism. A qualitative approach with a case study design was employed. The research participants consisted of one principal and six teachers selected purposively. Data were collected through in-depth interviews, participatory observations, and document analysis, and were analyzed using thematic techniques involving data reduction, data display, and conclusion drawing. The findings reveal that the implementation of six adaptive leadership behaviors—get on the balcony, identify the adaptive challenge, regulate distress, maintain disciplined attention, give the work back to the people, and protect leadership voices from below—successfully created a dialogical, collaborative, and reflective working environment. These practices contributed to increased pedagogical autonomy, greater willingness to innovate, and strengthened professional culture among teachers. Therefore, adaptive leadership serves as an effective strategy for fostering sustainable teacher professionalism in primary schools.
PERAN SUPERVISI AKADEMIK DALAM MENINGKATKAN KUALITAS EVALUASI KINERJA GURU PADA PROSES PEMBELAJARAN DI SEKOLAH DASAR Eka Wahyuni; Yari Dwikurnaningsih; Herry Sanoto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12054

Abstract

Academic supervision is one of the efforts that can be implemented to improve the quality of learning through the professional development of teachers. This study aims to analyze the role of academic supervision in improving the quality of teacher performance evaluation in the learning process at elementary schools. This research employed a descriptive qualitative approach with the school principal and teachers as the research subjects. Data were collected through observation and interviews, while the data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that academic supervision is carried out systematically through the stages of pre-observation, classroom observation, and post-observation. The supervision process provides feedback to teachers in planning instruction, developing assessment instruments, and reflecting on the learning process. Academic supervision also assists teachers in improving the quality of learning evaluation, enabling assessments to be conducted more systematically and in accordance with learning objectives. In addition, the continuous implementation of supervision encourages teachers to be more open to feedback and to continuously improve their teaching practices. In conclusion, academic supervision plays an important role in improving the quality of teacher performance evaluation and supporting the improvement of learning quality in elementary schools.
A ANALISIS KECENDERUNGAN GAYA KEPEMIMPINAN KEPALA SEKOLAH DASAR NEGERI DI KABUPATEN GROBOGAN BERDASARKAN MULTIFACTOR LEADERSHIP QUESTIONNAIRE (MLQ) Anna Rosyadah; Yari Dwikurnaningsih; Herry Sanoto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12055

Abstract

School leadership plays an important role in determining the effectiveness of school management and the achievement of educational goals. The leadership style applied by principals can influence teacher performance, work motivation, and the overall organizational climate in schools. Therefore, this study aims to analyze the tendency of leadership styles of principals in public elementary schools based on the Multifactor Leadership Questionnaire (MLQ). This research used a descriptive quantitative approach. The study was conducted in two public elementary schools located in Gubug District, Grobogan Regency, Central Java, involving two principals as research respondents. The respondents were selected purposively considering their role as the main leaders in school management. Data were collected using the MLQ instrument which measures three leadership dimensions: transformational leadership, transactional leadership, and passive (laissez-faire) leadership. The data were analyzed using descriptive analysis by calculating the total score for each leadership dimension. The results of the study indicate that the principals tend to apply a combination of transformational and transactional leadership styles. Both leadership dimensions obtained relatively high scores, while the passive leadership dimension showed very low scores. These findings indicate that the principals demonstrate active leadership practices in managing school organizations through structured work management as well as providing inspiration and direction to teachers. Thus, the combination of transformational and transactional leadership styles can support more effective school management and contribute to improving the quality of education.
Inovasi Pembelajaran Abad 21 di Indonesia: Analisis Praktik, Peluang, dan Tantangan Deky Magay; Stefanus Christian Relmasira; Herry Sanoto
Indonesian Journal on Education (IJoEd) Vol. 2 No. 1 (2025)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/ijoed.v2i1.206

Abstract

Pendidikan abad 21 menuntut adanya transformasi dalam cara belajar dan mengajar agar dapat menghasilkan generasi yang siap menghadapi tantangan global. Pendidikan abad 21 menuntut adanya perubahan mendasar dalam pendekatan pembelajaran agar dapat menghasilkan pembelajar yang kreatif, kritis, kolaboratif, dan komunikatif (4C). Di Indonesia, berbagai bentuk inovasi pembelajaran telah diterapkan sebagai respons terhadap tuntutan global dan kemajuan teknologi, seperti penggunaan media digital, model pembelajaran berbasis proyek, dan penerapan Kurikulum Mandiri. Artikel ini bertujuan untuk menganalisis praktik inovasi pembelajaran abad 21 di Indonesia, mengkaji prospeknya dalam meningkatkan mutu pendidikan, dan mengidentifikasi tantangan yang dihadapi dalam penerapannya. Metode yang digunakan adalah studi pustaka dengan pendekatan deskriptif kualitatif berdasarkan literatur ilmiah 5 tahun terakhir. Hasil analisis menunjukkan bahwa inovasi pembelajaran berbasis TIK dan kurikulum yang fleksibel memberikan peluang besar dalam mewujudkan pembelajaran aktif dan berpusat pada peserta didik. Namun, tantangan seperti kesiapan guru, keterbatasan infrastruktur, dan kesenjangan digital masih menjadi kendala utama. Oleh karena itu, diperlukan kebijakan pendidikan yang integratif dan pelatihan berkelanjutan untuk mendukung keberhasilan inovasi pendidikan di era digital.
Enhancing Teachers’ Competence in Developing Deep Learning BasedLesson Plans Using Flipbook Media Through Training at SD NegeriInpres Sereh Tipuk Widiastuti; Yari Dwikurnaningsi; Herry Sanoto
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i1.31

Abstract

This study examines the effectiveness of a flipbook-assisted training model in enhancing teachers’ competence in designing deep learning–based lesson plans within the context of elementary education. The research is grounded in the growing demand for integrating pedagogical and digital competencies to support meaningful learning aligned with contemporary curriculum reforms. A quantitative approach with a quasi-experimental design was employed, involving 18 elementary school teachers participating in a structured training program. Data were collected through pre-test and post-test assessments, observations, questionnaires, interviews, and document analysis of lesson plans. The findings reveal a significant improvement in teachers’ competence, as indicated by increased post-test scores and the enhanced quality of lesson plans. Teachers demonstrated a shift from procedural and teacher-centered approaches toward more student-centered, structured, and reflective instructional designs. The use of flipbook media played a crucial role as a cognitive scaffold, enabling teachers to organize learning components more coherently and effectively. Furthermore, iterative training cycles supported sustained improvement through continuous reflection and refinement. These results suggest that integrating digital scaffolding with deep learning pedagogy provides a robust and practical model for teacher professional development. The study contributes theoretically by offering an integrated framework that bridges pedagogy and technology, and practically by presenting a replicable training model that can support sustainable instructional improvement in diverse educational contexts.
Optimizing School Financial Management through the School Financial Management Information System (SIMKEU-EDU) Herry Sanoto; Dani Kusuma; Nobitha Triwijayanti
KOLOKIUM Jurnal Pendidikan Luar Sekolah Vol 14, No 1 (2026): Kolokium: Publishing April 2026
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kolokium.v14i1.1281

Abstract

This study aims to analyze and optimize school financial management through the implementation of the School Financial Management Information System (SIMKEU-EDU) as a solution to inefficiencies in manual financial administration at SDK Manahan Surakarta. The research employs a mixed-method approach combining qualitative and quantitative analyses. Qualitative data were obtained through observation, interviews, and document analysis using triangulation, while quantitative data were used to measure the validity, effectiveness, and practicality of the system. The qualitative findings reveal that manual financial recording is prone to human error, data duplication, and delays in reporting, making financial monitoring and accountability difficult. In contrast, the SIMKEU-EDU system enables digital recording, automatic transaction tracking, and real-time financial reporting, significantly reducing administrative errors and time inefficiencies. Quantitative analysis demonstrates high system validity with an average score of 92.4%, high effectiveness shown by a 45% reduction in transaction processing time and a 60% increase in reporting accuracy, and strong practicality indicated by 90% user satisfaction among school administrators. The study concludes that SIMKEU-EDU is valid, effective, and practical for optimizing financial management, supporting digital transformation, and improving governance in school administration.
PENINGKATAN KEMAMPUAN NUMERASI SISWA KELAS III SD MELALUI MODEL TEAM GAMES TOURNAMENT BERBANTUAN MEDIA SPINTAZ Achmad Arif Budi Santoso; Herry Sanoto
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i2.11174

Abstract

ABSTRACT This study aimed to improve the numeracy skills of third-grade students at SDN Karangtengah 01 through the implementation of the Team Games Tournament learning model assisted by Spintaz media. The study was motivated by students’ low numeracy skills in understanding mathematical concepts and solving contextual problems, indicating the need for a more interactive and enjoyable learning approach. The research employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were third-grade students of SDN Karangtengah 01. Data were collected through observation, numeracy tests, and documentation. The results showed that the implementation of the Team Games Tournament model assisted by Spintaz media was able to improve students’ numeracy skills in each learning cycle. The improvement was indicated by the change in students’ learning outcomes from the poor category in the initial condition to the very good category after the actions were implemented. In addition, students became more active, enthusiastic, and engaged during the learning process, creating a more interactive and conducive classroom atmosphere. Therefore, the Team Games Tournament model assisted by Spintaz media is effective as an alternative learning approach to improve elementary school students’ numeracy skills. ABSTRAK Penelitian ini bertujuan untuk meningkatkan kemampuan numerasi siswa kelas III SDN Karangtengah 01 melalui penerapan model Team Games Tournament berbantuan media Spintaz. Penelitian dilatarbelakangi oleh rendahnya kemampuan numerasi siswa dalam memahami konsep matematika dan menyelesaikan soal kontekstual sehingga diperlukan pembelajaran yang lebih interaktif dan menyenangkan. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas siswa kelas III SDN Karangtengah 01. Data diperoleh melalui observasi, tes kemampuan numerasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model Team Games Tournament berbantuan media Spintaz mampu meningkatkan kemampuan numerasi siswa pada setiap siklus pembelajaran. Peningkatan tersebut terlihat dari hasil belajar siswa yang mengalami perubahan dari kategori kurang baik pada kondisi awal menjadi kategori sangat baik setelah tindakan diberikan. Selain itu, siswa menjadi lebih aktif, antusias, dan terlibat selama proses pembelajaran berlangsung sehingga suasana belajar menjadi lebih interaktif dan kondusif. Dengan demikian, model Team Games Tournament berbantuan media Spintaz efektif digunakan sebagai alternatif pembelajaran untuk meningkatkan kemampuan numerasi siswa sekolah dasar.
UPAYA PENINGKATAN MEMBACA PERMULAAN PESERTA DIDIK DENGAN METODE SAS (STRUKTURAL ANALITIK SINTETIK) KELAS I SD NEGERI PULUTAN 02 Afifah Nurul Aeni; Herry Sanoto
eL-Muhbib jurnal pemikiran dan penelitian pendidikan dasar Vol. 7 No. 2 (2023): Desember
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/el-muhbib.v7i2.1940

Abstract

Penelitian tindakan kelas ini bertujuan untuk menguji penggunaan metode SAS (Struktural Analitik Sintetik) untuk mengatasi hambatan membaca permulaan peserta didik kelas I SD Negeri Pulutan 02 Salatiga. Penelitian ini menggunakan metode kualitatif deskriptif dengan jenis penelitian tindakan kelas. Sampel dalam penelitian ini adalah kelas I SD Negeri Pulutan 02 sebanyak 6 peserta didik. Teknik pengumpulan data dalam penelitian ini terdiri dari observasi, dokumentasi, dan wawancara. Berdasarkan observasi yang dilakukan peneliti melalui lembar pengamatan aktivitas peserta didik pada kelas I menunjukkan rata-rata sebesar 71% kategori sangat baik. Keberhasilan proses penerapan metode SAS (Struktural Analitik Sintetik) dengan langkah menyiapkan media gambar, kartu kata, kartu suku kata berdasarkan gambar yang dipersiapkan. Dalam proses pembelajaran dengan metode SAS peserta didik mendapatkan pendampingan dari guru secara bergantian dengan bantuan booklet suku kata. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan metode SAS (struktural analitik sintetik) dapat meningkatkan keterampilan membaca permulaan peserta didik kelas rendah dalam pembelajaran bahasa indonesia. Saran pada pembelajaran guru hendaknya melakukan persiapan memahami materi dan menyusun perencanaan pembelajaran yang efektif.
Penggunaan Media Pembelajaran Wordwall untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa pada Mata Pelajaran Matematika Kelas 4 SD Negeri Ketitang Wetan 01 Advenatalia Krisvinati; Herry Sanoto
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4467

Abstract

Rendahnya hasil belajar dan kekatifan siswa pada pembelajaran Matematika di sekolah dasar menjadi permasalahan yang perlu segera diatasi melalui inovasi media pembelajaran yang interaktif dan menyenangkan. Penelitian ini bertujuan untuk meningkatkan keaktifan dan hasil belajar Matematika materi Bangun Datar siswa kelas 4 SD Negeri Ketitang Wetan 01 melalui penerapan media pembelajaran Wordwall dengan model Problem Based Learning (PBL). Kondisi awal menunjukkan rata-rata nilai kelas hanya 60,40 dengan ketuntasan klasikal sebesar 16,00%. Penelitian Tindakan Kelas (PTK) ini menggunakan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian adalah 25 siswa kelas 4 yang dipilih menggunakan Teknik purposive sampling. Teknik pengumpulan data meliputi observasi, tes tertulis, dan validasi instrumen. Hasil penelitian menunjukkan peningkatan yang signifikan pada setiap aspek. Aktivitas guru meningkat dari 63,33% (Baik) pada siklus I menjadi 90,00% (Sangat Baik) pada siklus II. Keaktifan siswa meningkat dari skor rata-rata 2,10 (Cukup Aktif) pada siklus I menjadi 2,93 (Aktif) pada siklus II. Hasil belajar meningkat dari rata-rata 76,00 (ketuntasan 64,00%) pada siklus I menjadi 85,60 (ketuntasan 92,00%) pada siklus II. Ketuntasan klasikal 92,00% telah melampaui indikator keberhasilan yang ditetapkan (≥75%). Disimpulkan bahwa penggunaan media Wordwall melalui model PBL terbukti efektif meningkatkan keaktifan dan hasil belajar Matematika siswa kelas 4 SD pada materi Bangun Datar. Penelitian selanjutnya disarankan untuk mengeksplorasi penerapan media Wordwall pada mata pelajaran lain, jenjang kelas yang berbeda, atau dikombinasikan dengn model pembelajaran inovatif lainnya.
Co-Authors - Kardoyo A T Soegito Achmad Arif Budi Santoso Advenatalia Krisvinati Afifah Nurul Aeni Afifah Nurul Aeni Aghata, Elsa Alfa Andriani Ika Prasanti Anna Rosyadah Antonius Ferrian Dwi Prasetyo Bambang Ismanto Beatrix Hayudityas Dani Darmawan Dani Kusuma Deky Magay Destiyani, Gati Destyani, Early regina Donald Samuel Slamet Santosa, Donald Samuel Slamet Dwikurnianingsih, Yari Eka Wahyuni ERNA SEFRIANI SABUNA Eunike Steni Felianti Fransiskus Junirianto Gabriel Frieska Kirana Indah Hapsari, Rafika Isfadilah Sukma Miranti Jesicha Kurnia Non Jessy Kristalia Junirianto, Fransiskus Kencono, Melati Retno Khamidah, Shofiya Khara Kharizesthai Princess Nusantoro Klara Weny Frida Putri Kusuma, Dani Kusumaningsih, Chrisma Prateila Lufti Holifah Maria Magdalena Meutia Shafa Prastania Meutia Shafa Prastania Mila Chrismawati Paseleng Mildha Rachmadhani Cahya Husadaningtyas Mitha Olivia Mutiara Rosalina Narwastu Sari Nobita Triwijayanti Nobita Triwijayanti Nobitha Triwijayanti Nosep Krulbin, Arie Nosep Krulbin Novalita Sigalingging, Berlian NURUL AZIZAH Nurul Farida Oktavia Fransiska Palimbong, Widya Pebriani Utari Prajna Angger Kusuma Prastania, Meutia Shafa Pukada, Michael Alan Hirdi PURNAMASARI, SONYA Purnasari, Pebria Dheni Putri, Dissya Apita Aryana Rafli Setyawan Retnaningtiyas, Agustina Rhiki Darmawan Riabudiastuti Astuti Rinda Amalia Apprilliani Sabinus Beni Sandra, Oza Aurinta Sefrian Rullis Mangen Semtafiani, Ade sholihah, muna khansa Soesanto Soesanto Stefanus Christian Relmasira Tabitha Angelicha Tika Rahmawati Tipuk Widiastuti Totok Victor Didik Saputro Tri Nugroho Budi Santoso Umbu Tagela Ursula Yula Venny Venny Wardani, Galih Aditya Wattimena, Janty Widiastuti, Tipuk Widyaningrum, Rakhel Wilfridus Vinsentius Sarah Wiwid Setyowati Yari Dwikurnaningsih Yari Dwikurnianingsih Yeremia Niaga Atlantika Yohanna Dwi Apriliani Yonathan Daniel Sampe Bangun Yosua Damas Sadewo