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Babang Robandi

Universitas Pendidikan Indonesia

Author-ID : 2495415

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Pengembangan Modul Ajar Berbasis CTL dengan Berbantuan Big Book Untuk Meningkatkan Literasi Finansial Peserta Didik Fase B Oktaviani, Devi Aulia; Robandi, Babang; Somantri, Mubarok
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 3 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v7i3.91601

Penelitian ini dilatarbelakangi oleh kurangnya penerapan program literasi finansial secara optimal dan belum adanya modul ajar yang khusus berfokus pada program tersebut. Tujuan dari penelitian ini adalah untuk menggambarkan desain awal, menilai kelayakan, dan mengevaluasi hasil dari pengembangan modul ajar berbasis Contextual Teaching and Learning (CTL) yang bertujuan untuk meningkatkan literasi finansial peserta didik Fase B. Metode yang digunakan adalah Design and Development (D&D) dengan model ADDIE (analisis, desain, pengembangan, implementasi, dan evaluasi). Hasil penilaian dari ahli desain, materi, dan pembelajaran menunjukkan skor rata-rata sebesar 98,75%, yang termasuk dalam kategori sangat layak. Setelah modul ajar diuji coba pada peserta didik Fase B dengan menggunakan pre-test dan post-test, nilai rata-rata peserta meningkat dari 65 menjadi 86,36. Selain itu, uji N-gain menunjukkan hasil rata-rata 0,61, yang tergolong dalam kategori sedang. Oleh karena itu, modul ajar berbasis CTL ini dinyatakan layak untuk digunakan dan efektif dalam meningkatkan literasi finansial peserta didik Fase B.

Factors Influencing the Pedagogical Competence of Elementary School Teachers in the Digital Era: A Survey Study Babang Robandi; Wawan Setiawardani; Ade Apriyanto
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.421

This study aims to explore the factors influencing the pedagogical competence of elementary school teachers in the digital era. The integration of digital technology into education faces challenges due to gaps in teachers’ pedagogical competence, which are shaped by disparities in infrastructure, digital literacy, access to professional development, policy support, and teacher attitudes and motivation. Employing a survey research design, this study involved 270 elementary school teachers from West Java Province as participants. Data were collected through a validated online questionnaire, with an Aiken’s validity index above 0.8 and a Cronbach’s Alpha reliability estimate of 0.867. Descriptive statistics and qualitative analysis using the Miles and Huberman model were utilized to examine the factors affecting teachers’ pedagogical competence. The results reveal significant disparities in ICT device availability, low digital literacy, limited access to training, weak school policy support, and psychological barriers that hinder ICT integration. Although 73% of teachers believe ICT improves learning outcomes, 54.07% remain hesitant to experiment due to fear of failure. These findings underscore the need for holistic training programs, infrastructure improvements, inclusive policies, and peer learning-based mentoring to strengthen teachers’ pedagogical competence in the digital era.

Signifikansi Aspek Kompetensi Pedagogik Guru terhadap Pembelajaran Bahasa Inggris pada Siswa Sekolah Menengah Kejuruan Pertanian Widya Puji Astuti; Babang Robandi
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1233

This research aims to elaborate the harmony between the psychological aspects of teachers' pedagogical competence and the actual findings in the implementation of English language learning process at the Vocational High School level. This research used a qualitative descriptive method. The data collection technique used direct observation and the research subject was the English teachet at ATPH Class 3 of SMKN 1 Pacet Cianjur. The data analysis procedures in this research were data analysis, data reduction, final interpretation, and verification. The results of the research showed that: (1) The teacher's pedagogical competence in preparing the learning process carried out by teachers in the ATPH 3 class showed the significance in accordance with the teacher's competence. This can be seen from the overall learning preparation being carried out structurally. Starting from lesson plans, games implementation, student worksheets, students’ attendance sheet and other tools. (2) The teacher's pedagogical competence when learning process took place in the ATPH class 3 showed good significance because the teacher implemented learning apperception. There was a communicative flow that increased student class engagement. However, the relevance of English language learning materials with students' interest in learning was not yet visible. (3) The teacher's pedagogical competence when implementing the reflection was good and the significance of the elements of teacher's pedagogical competence represented in the learning process.

PEDAGOGICAL VALUES IN PENCAK SILAT EXTRACURRICULAR ACTIVITIES FOR DEVELOPING ELEMENTARY SCHOOL STUDENTS' CHARACTERS AT SDN 2 PANGEUREUNAN Mohamad Faisyal; Juntika Nurihsan; Babang Robandi
Proceedings of the 1st International Conference on Social Science (ICSS) Vol. 2 No. 1 (2023): Proceedings of the 2nd International Conference on Social Science (ICSS)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/icss.v2i1.110

Pencak Silat is an educational material aimed at shaping individuals who are capable of performing beneficial actions and behaviors to establish mutual security and welfare. The purpose of this research is to analyze the influence of pedagogical values on extracurricular Pencak Silat activities in developing the character of elementary school students at SDN 2 Pangeureunan. The method used in this research is descriptive qualitative. A qualitative approach was chosen because it was deemed suitable for the problem focused on in this research. The results of this research show that the planning of character development programs for students at SDN 2 Pangeureunan through extracurricular Pencak Silat activities is developed by the curriculum development team formed by the school principal as the program's responsible party. Other character values that emerged in addition to the five main characters set at SDN 2 Pangeureunan are the values of hard work, curiosity, social care, friendliness, communicativeness, responsibility, respect, love of the homeland, appreciation of achievements, love of peace, and democracy. Therefore, character value development through extracurricular Pencak Silat activities not only develops the five main character values but also other excellent character values in shaping students to have good and superior personalities

Technological Pedagogical Content Knowledge (TPACK) Framework for Science Teachers’ Comptences in Facing Global Challenges and Issues: A Narrative Literature Review Abdul Latip; Babang Robandi; Amaliah Amaliah; Rifqi Rohmanul Khakim; Nurul Fatonah
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v0i0.74699

Technological developments have made technology-assisted learning an essential part of educational areas. However, integrating technology in education requires teachers’ competency, called technological pedagogical content knowledge (TPACK). This study reviews the current body literature of TPACK regarding teachers’ challenges and demands of learning with global issues, such as the Industrial Revolution 4.0 and the SDGs 2030 agenda. Researchers employed Narrative Literature Review (NLR), where we reviewed TPACK, teacher competence, and challenges to global issues in education studies from various published articles. This study found a total of 27 articles published in the last ten years. In this study, NLR was carried out in 4 main stages: determining the topic, finding sources and references, analyzing relevant sources, and synthesizing the findings into a structured and informative narrative. The NLR results show that: 1) the form and type of technology integration in education needs to pay attention to aspects of pedagogy and content knowledge so the determination and use of technology in education can work effectively according to the characteristics of students and the content being taught; 2) forms and types of technology integration have been used include virtual labs, molecular and particle animation media, smartphone applications, and augmented reality; and 3) technology integration in the learning process indicated initial, core, and closing activities requiring various approach. Utilizing technology in education within the initial, core, and closing activities requires considering type and form of technology used according to pedagogical aspects (setting learning objectives) and content aspects (depth and breadth of material at each stage). The study results highlighted teachers' competencies on TPACK to effectively support teaching and learning processes in alignment with global needs and challenges.

AI EPISTEMOLOGY IN ISLAMIC PERSPECTIVE: A BIBLIOMETRIC ANALYSIS Lia Susanti; Babang Robandi; Abdul Karim Suhadha; Dudun Najmudin; Gunawan Anggia Rahman
Mawaizh : Jurnal Dakwah dan Pengembangan Sosial Kemanusiaan Vol. 15 No. 2 (2024): Vol 15 No 2 (2024) : Islamic Society
Publisher : Faculty of Da’wa and Islamic Communication, State Institute for Islamic Studies of Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/enzzxv90

This research explores the epistemology of artificial intelligence (AI) from an Islamic perspective to fill the gap in the literature that mostly only discusses the technical and ethical aspects of universal AI. Using bibliometric methods, this study analyzes trends, collaborations between researchers, and major themes in AI-Islamic studies, based on 200 documents from Google Scholar for the period 2015-2024. The analysis includes keyword co-occurrence, co-authorship, and citation density, with network map visualization through VOSviewer. The results show that AI is increasingly being applied in the fields of education, Islamic finance, and social management in Muslim societies, along with the increasing adoption of this technology globally. However, there are significant challenges related to the ethical, fair, and relevant application of AI to Islamic values, including the integration of Shariah principles in technology development. This research highlights opportunities to utilize AI to support the values of justice, welfare, and environmental stewardship grounded in Islamic spirituality. It contributes to the literature by integrating Islamic ontology, ethics, and epistemology in AI development, providing guidance that is not only conceptual but also applicable. It also highlights the need for cross-disciplinary collaboration to address emerging ethical and social challenges. As such, this research is not only relevant for Muslim societies but also offers a global perspective on how modern technology can be directed to support broader humanitarian goals based on Islamic values.

Training curriculum needs for entrepreneurship literacy of higher education in society 5.0 Babang Robandi; Wawan Setiawardani
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.83520

The Society 5.0 era requires a holistic integration of entrepreneurial literacy, striking a balance between technological competencies and humanistic values. However, higher education curricula remain fragmented, failing to address these needs comprehensively. This study aims to analyze the requirements for designing an entrepreneurship literacy training curriculum responsive to the challenges of Society 5.0 by employing a phenomenological method. In-depth interviews were conducted with five students to explore their experiences in three key areas: mastering disruptive technology, developing collaborative soft skills, and understanding digital ethics. Results indicate that students underutilize advanced digital marketing features (e.g., paid ads, Reels) despite familiarity with platforms like WhatsApp and Instagram. Collaborative efforts are hindered by low trust and ineffective partnership strategies, while awareness of digital ethics, particularly regarding consumer privacy and sustainability, remains limited. The study highlights the urgent need for curricula that systematically integrate disruptive technology, collaborative approaches, and digital ethics. These findings serve as a foundation for developing training modules tailored to students' real-world needs, fostering adaptive, collaborative, and ethical entrepreneurial competencies in the Society 5.0 era. Abstrak Era Society 5.0 menuntut integrasi holistik literasi kewirausahaan yang seimbang antara kompetensi teknologi dan nilai-nilai humanistik. Namun, kurikulum pendidikan tinggi masih terfragmentasi dan belum memenuhi kebutuhan ini secara komprehensif. Penelitian ini bertujuan untuk menganalisis kebutuhan dalam merancang kurikulum pelatihan literasi kewirausahaan yang responsif terhadap tantangan Society 5.0 dengan menggunakan metode fenomenologi, wawancara mendalam dilakukan terhadap lima mahasiswa untuk mengeksplorasi pengalaman mereka dalam tiga aspek utama yaitu penguasaan teknologi disruptif, pengembangan keterampilan kolaboratif, dan pemahaman etika digital. Hasil penelitian menunjukkan bahwa mahasiswa kurang memanfaatkan fitur pemasaran digital canggih (misalnya iklan berbayar, Reels) meskipun familiar dengan platform seperti WhatsApp dan Instagram. Upaya kolaborasi terhambat oleh rendahnya kepercayaan dan strategi kemitraan yang tidak efektif, sementara kesadaran akan etika digital, khususnya terkait privasi konsumen dan keberlanjutan, masih terbatas. Studi ini menggarisbawahi perlunya kurikulum yang secara sistematis mengintegrasikan teknologi disruptif, pendekatan kolaboratif, dan etika digital. Temuan ini menjadi landasan untuk mengembangkan modul pelatihan yang sesuai dengan kebutuhan nyata mahasiswa, guna membentuk kompetensi kewirausahaan yang adaptif, kolaboratif, dan beretika di era Society 5.0. Kata Kunci: fenomenologi; kurikulum pelatihan; literasi kewirausahaan; society 5.0

Foundations of Kurikulum Merdeka development in elementary education (from a philosophical perspective) Abdul Rahman; Babang Robandi
Inovasi Kurikulum Vol. 21 No. 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.65859

The mismatch of philosophical foundations often causes the ineffectiveness of curriculum implementation. Ideally, the philosophical basis of a curriculum guides its implementation direction. This research examines the philosophical foundation for developing primary education curricula, particularly the Kurikulum Merdeka. The method employed Library Research by sourcing data from nationally and internationally indexed journals. This study is crucial to understanding the philosophical basis underlying the "Kurikulum Merdeka" in primary education. Findings reveal diverse approaches in the learning process, reinforcement of specific values, and a unique focus in preparing students for complex societal life. The Kurikulum Merdeka in basic education is based on various philosophical schools ranging from idealism, realism, pragmatism, existentialism, and perennialism to progressivism, reconstructivism, postmodernism, and humanism in education to create a learning environment that is diverse, responsive, and relevant for students' overall development. By applying these streams, the curriculum aims to create a responsive and holistic learning platform that caters to students' needs in this ever-evolving era. Abstrak Ketidakefektifan implementasi kurikulum sering kali disebabkan oleh ketidaksesuaian landasan filosofi yang digunakan. Landasan filosofi sebuah kurikulum memperjelas arah implementasinya. Penelitian ini bertujuan mengamati landasan filosofis yang digunakan dalam pengembangan kurikulum pendidikan dasar, khususnya Kurikulum Merdeka. Metode pada penelitian ini menggunakan studi kepustakaan dengan pengambilan data dari jurnal yang terindeks nasional dan internasional yang memiliki kaitan dengan Kurikulum Merdeka. Penelitian ini penting untuk memahami dasar filosofis yang melandasi Kurikulum Merdeka pada pendidikan dasar. Hasilnya menunjukkan beragam pendekatan dalam proses pembelajaran, penguatan nilai-nilai khusus, dan fokus unik dalam mempersiapkan siswa menghadapi masyarakat yang kompleks. Kurikulum Merdeka pada pendidikan dasar didasarkan pada berbagai aliran filsafat mulai dari idealisme, realisme, pragmatisme, eksistensialisme, perenialisme, hingga progresivisme, rekonstruktivisme, postmodernisme, dan humanisme dalam pendidikan untuk menciptakan lingkungan pembelajaran yang beragam, responsif, dan relevan bagi perkembangan siswa secara menyeluruh. Dengan menerapkan aliran-aliran ini, kurikulum tersebut bertujuan menciptakan platform pembelajaran yang responsif dan holistik bagi kebutuhan siswa di era yang terus berkembang. Kata Kunci: Landasan filosofis; pengembangan kurikulum; pendididkan dasar

Character-building training curriculum activity based on the perspective of a humanistic curriculum and existentialism philosophy Taopik Barkah; Babang Robandi
Inovasi Kurikulum Vol. 21 No. 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.66450

Character building is part of developing soft skills, which is an activity that needs to be done to realize superior human resources. In contrast, soft skills are non-academic competencies that become a person's capital to succeed in his career and function in community life. The character-building training curriculum will create a more harmonious, productive, and ethical work environment. The purpose of writing this article is to describe the relationship between the character-building curriculum based on the perspective of the humanistic curriculum model, describe the relationship between the character-building curriculum based on existentialism philosophy, and decrypt the form of activities in the character-building training curriculum. Researchers use descriptive methods to provide an overview of the phenomena and thoughts being studied through documentation and literature studies using relevant data sources from the research topic to conclude. Activities in the character-building training curriculum based on the humanistic curriculum perspective have a role in developing human potential holistically, involving emotional, social, and spiritual aspects, by the parameters that have been in the character-building curriculum consisting of four competencies, namely intrapersonal abilities, interpersonal abilities, organizational abilities, and spiritual abilities. Meanwhile, according to the existentialist perspective, the activities of the character-building curriculum emphasize individual freedom, personal responsibility, and the search for the meaning of life, emphasizing existentialist concepts such as freedom, responsibility, independence, and authenticity. Abstrak Pembangunan karakter bagian dari pengembangan soft skills yang menjadi suatu aktivitas yang perlu dilakukan agar terwujudnya sumber daya manusia yang unggul, di mana soft skills merupakan kompetensi non akademik yang menjadi modal seseorang agar dapat mencapai kesuksesan dalam kehidupan kariernya serta berfungsi dalam kehidupan bermasyarakat. Kurikulum pelatihan pembangunan karakter diharapkan dapat menciptakan lingkungan kerja yang lebih harmonis, produktif, dan beretika. Tujuan penulisan artikel ini adalah untuk mendeskripsikan hubungan kurikulum pembangunan karakter berdasarkan perspektif model kurikulum humanistik, mendeskripsikan hubungan kurikulum pembangunan karakter berdasarkan perspektif filsafat eksistensialisme, dan mendeskripsikan bentuk aktivitas dalam kurikulum pelatihan pembangunan karakter. Peneliti menggunakan metode deskriptif yang bertujuan memberikan gambaran tentang fenomena dan pemikiran yang sedang dikaji melalui studi dokumentasi dan kepustakaan menggunakan oleh sumber-sumber data yang relevan sesuai dengan topik penelitian untuk dapat kemudian ditarik kesimpulan. Aktivitas dalam kurikulum pelatihan pembangunan karakter berdasarkan perspektif kurikulum humanistik memiliki peran pada pengembangan potensi manusia secara holistik, melibatkan aspek-aspek emosional, sosial, dan spiritual, sesuai dengan parameter yang selama ini ada dalam kurikulum pembangunan karakter yang terdiri dari empat kompetensi yaitu kemampuan intrapersonal, kemampuan interpersonal, kemampuan organisasional, dan kemampuan spiritual. Sedangkan menurut perspektif eksistensialisme aktivitas dari kurikulum pembangunan karakter menekankan pada kebebasan individu, tanggung jawab pribadi, dan pencarian makna hidup, yang menyangkut konsep eksistensialis, seperti kebebasan, tanggung jawab, mandiri, dan otentik. Kata Kunci: eksistensialisme; kurikulum humanistik; pelatihan; pembangunan karakter

Research trends and benefits of discovery learning and problem-based learning on critical thinking skills Muhamad Kosim Gifari; Babang Robandi
Inovasi Kurikulum Vol. 21 No. 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.66410

This study uses the Systematic Review (SR) method to identify, evaluate, and synthesize evidence from literature relevant to the research topic about the influence of Discovery Learning (DL) and Problem-Based Learning (PBL) on critical thinking skills. The purpose of this study is to identify research trends and analyze selected literature. The software used in this study is Google Scholar, Harzing's Publish or Perish 8, Microsoft Excel, Mendeley Desktop, and VOSviewer. The bibliometric analysis identified seven interrelated clusters, including DL, PBL, and critical thinking skills. The results of the visualization highlight the importance of technology integration in education and the important role of teachers and teaching materials. SR analysis shows that PBL and DL journals make a major contribution to the development of research on critical thinking. The most cited articles show the dominance of research in this area, with experimental methods being the most common. The results of SR analysis show that the DL and PBL learning models can improve students' critical thinking skills, as seen from previous studies. The implication is that this learning approach has great potential to improve the quality of education by preparing students to think critically and analytically in facing future challenges. Abstrak Penelitian ini menggunakan metode Systematic Review (SR) untuk mengidentifikasi, mengevaluasi, dan mensintesis bukti-bukti dari literatur yang relevan dengan topik penelitian tentang pengaruh Discovery Learning (DL) dan Problem-Based Learning (PBL) terhadap kemampuan berpikir kritis. Tujuan penelitian ini untuk mengidentifikasi tren penelitian dan menganalisis literatur terpilih. Software yang digunakan dalam penelitian ini yaitu Google Scholar, Harzing’s Publish or Perish 8, Microsoft Excel, Mendeley Desktop, dan VOSviewer. Analisis bibliometrik mengidentifikasi tujuh cluster yang saling terkait, termasuk DL, PBL, dan kemampuan berpikir kritis. Hasil visualisasi menyoroti pentingnya integrasi teknologi dalam pendidikan dan peran penting guru serta bahan ajar. Analisis SR menunjukkan bahwa jurnal PBL dan DL memberikan kontribusi besar dalam pengembangan penelitian tentang berpikir kritis. Artikel yang paling banyak dikutip menunjukkan dominasi penelitian dalam bidang ini, dengan metode eksperimen menjadi yang paling umum. Hasil analisis SR menunjukkan bahwa model pembelajaran DL dan PBL dapat meningkatkan kemampuan berpikir kritis siswa, seperti yang terlihat dari penelitian-penelitian yang telah dilakukan sebelumnya. Implikasinya adalah bahwa pendekatan pembelajaran ini memiliki potensi besar dalam meningkatkan kualitas pendidikan dengan mempersiapkan siswa untuk berpikir secara kritis dan analitis dalam menghadapi tantangan masa depan. Kata Kunci: Berpikir kritis, pembelajaran berbasis penemuan, pembelajaran berbasis masalah

Co-Authors Abdul Jabbar Abdul Karim Suhadha Abdul Latip Abdul Rahman Ace Suryadi Ace Suryadi Achmad Hufad Ade Apriyanto Afra Shafa Ramadlani Agnesh Prima Destiany Agus Rusdiana,, Agus Agustina, Nurul Saadah Ahmad Aminudin Ahmad Hufad Ahmad Hufad Aifah Fauziah Aji Prasetyo, Guntur Al Jupri Allida Triastuti Utami Alvi, Ria Rizkia Amaliah Amaliah Amriah Amy Theresia Sipayung Andhin Dyas Fitriani Andi Muhadi, Andi Andi Suhandi Anggita Zuniatu Zahrah Anggraeni, Sri Wulan Anugrah Ramadhan Firdaus Apriady, Hilmy Aprilia Eki Saputri Ar Risydah Futari No Ai De Sousa Ardiwinata, Jajat Sudrajat Ari Arasy Magistra Ari Widodo Ari Widodo Arie Insany Arie Johana Arie Rakhmat Riyadi Aris Priatna aryanti aryanti As'ary, Mohamad Yasin Asep Saepudin Atep Sujana Atep Sujana Azzahra Putri Mulyana, Humaira Badriah Badriah Bayu Adi Laksono Bunyamin Maftuh Dasim Budimansyah Dedeh Kurniasih Dedeh Kurniasih Deodatus Kolek Dharma Kesuma Dian Andriani Dian Penisiani Diki Fahrizal Dina Mayadiana Suwarma Dina Noor Agustina Dindin Abdul Muiz Lidinillah Diva Dwi Riyadi Djohar, As'Ari Donna Crosnoy Sinaga Dudun Najmudin Dudun Najmudin Dwinova Indhira Putri Dwiyanti, Arie Effy Mulyasari Elih Sudia Permana Elih Sudiapermana Elih Sudiapermana, Elih Elsa Amalia Enkeu Agiati Enur Fitiriani Dewi Sobari Ernawulan Syaodih Eti Susanti Euis Kurniati Evi Rahmawati Eviana Hikamudin Fadhillah, Lola Fahrizal, Diki Faisal Saddam Murron Fajriani, Putri Ferdiana, Fendi Firdaus, Rifyan Fitri Dwi Indriyani Fitria, Nadya Fasha Gunadi, Rustian Akbar Gunawan Anggia Rahman Gustisari, Diantika Hairul Uyun Hanum, Citra Bahadur Hanwar Noerpratomo, Ramdhani Hasanah, Viena Rusmiati Haviz Kurniawan Hernawati Hufad, Ahmad Ida Fiteriani Ihat Hatimah Iip Saripah Iip Saripah, Iip Ika Rosmiati Ilham Pebrian Iman Hidayat Indra Gunawan Intan Eka Pratiwi Suwaji Irniyati Samosir Irwanto Gani Isti Khomaria Jajang Bayu Kelana Jajat S. Ardiwinata, Jajat S. Jakawali, Gifari Jamal, Mujtaba Karmila P Lamadang Khairil Azhar Khosyatullah, Zulqi Komar, Zaenal Langitasari, Indah Lia Susanti Linda Hania Fasha M. Nizan. Solahudin Mohamad Faisyal Mubarak, Muhammad Husni Mubarok Somantri Mufliva, Rosiana Muhamad Kosim Gifari Munfaati Munfaati Mustika Fitri Mustofa Kamil Mustofa Kamil Mustofa Kamil, Mustofa Nana Djumhana Nana Jumhana Nana Suryana Nazira Maghfira Nenden Rani Rinekasari Ni Made Winursiti Nor Shahila Mansor Novitasari, Nastiti Nunu Mahmud Firdaus Nurihsan, Achmad Juntika Nurmala, Neli Nursyifa, Nursyifa Nurul Hayati Nurul Saadah Agustina Ocih Setiasih Oktaviani, Devi Aulia Oong Komar Permana, Elih Sudia Pramudia, Joni Rahmat Prana Dwija Iswara Pulhehe, Nurbaya Pupun Nuryani Putri Fajriani Rahayu Laelandi Rahman Rahman Rahman Rahman, Gunawan Anggia Ratum Resti Hidayat Ria Rizkia Alvi Rifatul Mahmudah Rifky Serva Tuju Riyadi, Diva Dwi Rizka Rahayu Rohartati, Sri Rosiana Muvlifa Rosita Rosita Rosita, Neng Ayu Rosmiati, Ika Rusdiono Muryanto Rusman Rusman Rustian Akbar Gunadi Samsudin Sandi Budi Iriawan Saptaning Ruju Paminto Sarah Sahetapy Sardin Sardin Seha, Muhamad Nurul Sekar Syawalahayati Sendi Fauzi Giwangsa Setiawardani, Wawan Siswahyudianto Siti Halimah Siti Halimah Siti Maspupah Sri Ratna Ningrum Stelie D Ratumanan Suhadha, Abdul Karim Suherman, Yuyus Sukaesih Sumadisastro, Witzir Susanti, Lia Suyitno, Y Tanjung, Febryna Alawiyah Taopik Barkah Taopik Barkah Tatang Herman, Tatang Tatat Hartati Tati Ruhmawati Teguh Ibrahim Teguh Ibrahim, Teguh Tri Pebriati Tri Pebriati Tri Sundari Ujang Rahmat Ujang Rahmat Utami, Allida Triastuti Uyu Wahyudin Uyu Wahyudin Uyun, Hairul Vina Amilia Suganda M Wahyu Sopandi Wahyudin Wahyudin Wawan Hardiyanto Wawan Setiawardani Wawan Setiawardani Wawan Setiawardani Widya Puji Astuti Widyaningsih, Mia Winursiti, Ni Made Witzir Sumadisastro Wiwit Subandiyah Yadi Ruyadi Yoyoh Jubaedah YULIANI, LULU Yulinda yulinda Yulinda Yulinda Yusri Yusup Maulana Yusup Maulana Zulaiha, Aida

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