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All Journal International Journal of Evaluation and Research in Education (IJERE) WAPFI (Wahana Pendidikan Fisika) Jurnal Pengajaran MIPA Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Prima Edukasia Jurnal Pendidikan Islam Jurnal Pendidikan Usia Dini AWLADY Jurnal Pendidikan Anak JURNAL IQRA´ Briliant: Jurnal Riset dan Konseptual International Journal of Science and Applied Science: Conference Series Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan UNIGA MaPan : Jurnal Matematika dan Pembelajaran Jurnal Pengabdian Pada Masyarakat JPI Proceedings of the 1st UR International Conference on Educational Sciences Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Dedicators Community Atthulab: Islamic Religion Teaching and Learning Journal Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Aulad : Journal on Early Childhood Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) PrimaryEdu - Journal of Primary Education Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Socius (Jurnal Pendidikan dan Pembelajaran Ilmu Pengetahuan Sosial) (Edisi Elektronik) Jurnal Educatio FKIP UNMA Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini UTAMAX : Journal of Ultimate Research and Trends in Education Journal of Innovation in Educational and Cultural Research MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan IJORER : International Journal of Recent Educational Research Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Jurnal Pedagogik Pendidikan Dasar Proceedings Series on Social Sciences & Humanities Jurnal Ilmu Pendidikan Dasar Indonesia International Journal of Science and Society (IJSOC) Indonesian Journal of Educational Development (IJED) Jurnal Cakrawala Pendas Jurnal Basicedu Journal of Innovation and Research in Primary Education Indonesian Journal of Early Childhood Educational Research Jurnal Elementaria Edukasia PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Jurnal Pendidikan Progresif Exploration In Early Childhood Research Al Ibtida: Jurnal Pendidikan Guru MI
Ernawulan Syaodih
Universitas Pendidikan Indonesia
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Development of the Value Inquiry Learning Model to Improve Conceptual Understanding and Social Attitudes in Thematic Learning Ani Siti Anisah; Sapriya Sapriya; Kama Abdul Hakam; Ernawulan Syaodih; Nordin bin Mamat
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.18934

Abstract

AbstractSchool learning is seen as emphasizing the achievement of cognitive aspects, while affective aspects tend to be neglected. Thus causing imbalances in the formation of students' overall competence. To answer these challenges, a Value Inquiry learning model was developed that can balance cognitive and affective aspects integrated in thematic learning. This research used a modified Research & Development approach through three stages of implementation: preliminary study, model development, and model validation test. This research involved five elementary schools in Garut Regency. The instruments used included expert validation questionnaires, observation sheets, attitude questionnaires, and learning outcome tests. The limited and broad trials showed a significant increase in both concept understanding and students' social attitudes, it was shown by the results of the N-Gain analysis with an increase of 29.48% in the limited experimental class test with a low interpretation, 69.06% in the broad test phase I, 69.98% in phase II, and 70.10% in the validation test with a moderate interpretation. The effectiveness test results with a value of 0.701 which indicates that the Value Inquiry learning model is quite effective in improving students' concept understanding and social attitudes. Thus, this model is very relevant and practical to be applied.Keywords: learning models, value inquiry, social attitudes, characteristics of elementary school students.AbstrakPembelajaan di sekolah dipandang lebih menekankan pada pencapaian aspek kognitif, sementara aspek afektif cenderung terabaikan. Sehingga menyebabkan ketimpangan dalam pembentukan kompetensi utuh siswa. Untuk menjawab tantangan tersebut dikembangkan model pembelajaran Value Inquiry yang dapat menyeimbangkan aspek kognitif dan aektif yang terintegrasi dalam pembelajaran tematik. Penelitian ini menggunakan pendekatan Research & Development yang dimodifikasi melalui tiga tahap pelaksanaan: studi pendahuluan, pengembangan model, dan uji validasi model. Penelitian ini melibatkan lima sekolah dasar di Kabupaten Garut. Instrumen yang digunakan melipui angket validasi ahli, lembar observasi, angket sikap, dan tes hasil belajar. Pada uji coba terbatas dan luas menunjukkan peningkatan yang signifikan baik dalam pemahaman konsep maupun sikap sosial siswa, hal itu ditunjukkan oleh hasil analisis N-Gain dengan peningkatan sebesar 29,48% pada uji kelas eksperimen terbatas dengan interpretasi rendah, 69,06% pada uji luas tahap I, 69,98% pada tahap II, dan 70,10% pada uji validasi dengan interpretasi sedang. Hasil uji efektivitas dengan nilai 0,701 yang menunjukkan bahwa model pembelajaran Value Inquiry  cukup efektif dalam meningkatkan pemahaman konsep dan sikap sosial pesrta didik. Dengan demikian, model ini sangat relevan dan praktis untuk diterapkan.Kata kunci: model pembelajaran, value inquiry, sikap sosial, karakteristik siswa sekolah dasar.
Hambatan Sosial-Emosional Anak Gifted dan Strategi Pendampingan: Sebuah Systematic Literature Review Ghianda Kahlia Solihat; Ernawulan Syaodih; Nur Faizah Romadona
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.2212

Abstract

Anak gifted memiliki kemampuan kognitif di atas rata-rata, namun sering disertai dengan hambatan dalam perkembangan sosial-emosional yang memerlukan pendampingan khusus sejak dini. Penelitian ini bertujuan untuk mengkaji secara sistematis temuan-temuan penelitian mengenai hambatan sosial-emosional anak gifted usia dini hingga awal sekolah serta bentuk pendampingan yang dibahas dalam literatur. Metode yang digunakan adalah systematic review dengan mengikuti pedoman PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Pencarian literatur dilakukan melalui Google Scholar dan ERIC terhadap artikel yang dipublikasikan pada rentang tahun 2020–April 2026 sekitar 535 teridentifikasi pada tahap awal. Hasil telaah terhadap dua belas artikel terpilih yang dianalisis secara tematik,  ditemukan dua tema utama yang relevan dengan rumusan masalah penelitian,bentuk dan karakteristik hambatan sosial-emosional yang dialami anak gifted pada masa kanak-kanak, dan peran lingkungan, khususnya keluarga dalam kaitannya dengan hambatan sosial-emosional tersebut. Penelitian ini tidak hanya memetakan bentuk hambatan sosial-emosional anak gifted, tetapi juga menyoroti pentingnya keterlibatan keluarga dan lingkungan pendidikan dalam proses identifikasi dini, pendampingan, serta pemberian dukungan sosial-emosional yang sesuai pada anak gifted usia dini, sehingga memberikan kontribusi teoritis dan praktis bagi pengembangan layanan pendidikan dan pengasuhan yang lebih responsif terhadap kebutuhan anak gifted.
Tinjauan Model Pembelajaran Reggio Emilia dalam Pembentukan Karakter Anak Usia Dini Ema Mayumi N; Ernawulan Syaodih
Aulad: Journal on Early Childhood Vol. 8 No. 3 (2025): September-December 2025
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v8i3.887

Abstract

Penelitian ini menganalisis mengenai dampak model pembelajaran Reggio Emilia dalam pengembangan karakter anak usia dini melalui pendekatan kualitatif dan studi pustaka. Hasil analisis menunjukkan bahwa pendekatan Reggio Emilia mampu mendukung perkembangan karakter positif seperti rasa ingin tahu, kemampuan berpikir kritis, disiplin, dan kemandirian. Penerapan model ini mampu membentuk karakter yang berorientasi pada eksplorasi, kreativitas, dan interaksi sosial. Dalam pelaksanaannya, guru berperan sebagai fasilitator, bukan sumber pengetahuan tunggal, dan lingkungan berperan sebagai "guru ketiga". Tahapan pembelajaran yang melibatkan invitasi, provokasi, dan dokumentasi mendorong anak untuk terlibat aktif, membangun pengetahuan mereka sendiri, dan mengembangkan keterampilan sosial-emosional. Keberhasilan implementasi model ini sangat bergantung pada faktor-faktor pendukung seperti peran keluarga, peran sekolah, dan peran lingkungan. Kurangnya pemahaman mendalam dari pendidik dan keterbatasan sumber daya menjadi tantangan yang perlu diatasi. Dengan demikian, dukungan dari berbagai pihak sangat penting untuk keberhasilan implementasi pendekatan Reggio Emilia dalam pembentukan karakter anak usia dini.
Teachers’ Perspectives on the Transition from Early Childhood Education to Grade One Ali Khamis; Mubarok Somantri; Ernawulan Syaodih
Jurnal Elementaria Edukasia Vol. 9 No. 1 (2026): Maret
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i1.17668

Abstract

Moving from ECE to Grade One is a pivotal step that can either support or disrupt children's early learning, especially when classroom expectations change abruptly. Yet, evidence from developing education systems remains limited, and little is known about how teachers in Zanzibar interpret and manage this transition. Therefore, this study aims to address that gap by exploring teachers' perspectives on the transition from ECE to Grade One in Zanzibar's unique cultural and linguistic context. This study employed a qualitative descriptive design, involving six teachers: 3 from ECE and 3 from lower primary. Data were collected through interviews and analysed thematically to identify recurring patterns in teachers' experiences. The findings revealed five interconnected themes: First, teachers primarily framed readiness for Grade One in terms of basic literacy skills, chronological age, and children's independence and social competence. Second, early adjustment is often marked by emotional distress and uneven preparedness, particularly for children without preschool experience. Third, teachers described a sharp pedagogical shift, compounded by changes in the language of instruction and classroom routines. Fourth, overcrowded classes, limited learning materials, inadequate infrastructure, and scarce professional support constrained teachers' ability to respond to diverse learning needs. Finally, teachers recommended stronger alignment between pre-primary and primary settings, sustained parent-teacher collaboration, targeted training on transition support, and reduced class sizes. By foregrounding teachers' perspectives from an underrepresented context, this study positions transition as a shared responsibility of children, families, and schools, and offers practical directions for policy and school-level improvement in Zanzibar and similar settings.
Perkembangan Sosial, Emosi, Moral Anak dan Implikasinya Terhadap Pembentukan Sikap Sosial SIswa Sekolah Dasar Ani Siti Anisah; Sapriya; Kama Abdul Hakam; Ernawulan Syaodih
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 1 No 1 (2021): DESEMBER
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v1i1.262

Abstract

This study aims to determine (1) the characteristics of social, emotional, and moral development in elementary school children, and (2) the implications of children's social, emotional, and moral development on the formation of social attitudes in elementary school children. The research method used in this study is literature. The results showed that the characteristics of social, emotional, and moral development of elementary school children were aware of the social roles, religion, race, and socioeconomic status of their peers, accepted cultural stereotypes, and adult attitudes towards their status, thus creating group awareness in their social environment. These characteristics will persist until late childhood and will continue until they are adults if educators provide a stimulus in continuing their mature developmental tasks. The stimulus is in the form of guidance, direction, and providing a good and healthy socio-cultural environment in social, emotional, and moral development so that it has implications for the formation of good social attitudes. For children's socialization skills to improve, the task of educators is to guide and direct them to learn to accept and carry out responsibilities, learn to compete with others, learn good social behavior, learn to work together, learn from adults, and learn with peers, learn to adapt themselves with group standards, learn to play to develop physical, learn to share, and learn sportsmanship. The most important thing is good parenting from parents as the first madrasa for children informing children with noble character as a form of good social attitude in society.
Transmisi Nilai Islam melalui Tradisi Peurateb Aneuk: Studi Kasus di Aceh Barat Lisa Kisma Hayati; Ernawulan Syaodih; Yeni Rachmawati
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7675

Abstract

Salah satu wujud nyata dari ethnoparenting Islami di Aceh adalah tradisi Peurateb Aneuk atau yang sering dikaitkan dengan Dodaidi. Penelitian ini bertujuan menganalisis integrasi nilai-nilai Islam dan mekanisme pedagogis dalam tradisi peurateb aneuk sebagai strategi ethnoparenting di Aceh Barat. Menggunakan pendekatan kualitatif studi kasus, data dikumpulkan melalui wawancara mendalam dengan tiga ibu lintas generasi dan dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa peurateb aneuk bertransformasi dari sekadar lagu pengantar tidur menjadi "kurikulum tersembunyi" yang efektif menanamkan tauhid dan akhlak melalui repetisi serta ikatan emosional yang kuat. Temuan juga mengungkap strategi adaptasi hibrida, di mana ibu milenial mampu menegosiasikan teknologi digital dengan tetap mempertahankan esensi interaksi lisan. Penelitian ini berimplikasi pada pentingnya merevitalisasi tradisi lisan sebagai model pendidikan karakter yang adaptif dan relevan bagi keluarga Muslim dalam menghadapi tantangan era digital.
Designing ESD-integrated outdoor learning to enhance students' systems thinking skills Duhita Savira Wardani; Ari Widodo; Ernawulan Syaodih; Muslim
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5983

Abstract

This study aimed to develop and examine the feasibility and preliminary effectiveness of an Education for Sustainable Development (ESD)-integrated outdoor learning design to enhance students' systems thinking skills in science classrooms, responding to the urgent need for instructional approaches that address students' limited ability to understand complex sustainability issues at the primary education level. The study employed a Design and Development (D&D) research approach, consisting of needs and context analysis, design development, expert validation, and limited implementation. The study involved 200 elementary school students selected through purposive sampling from public schools representing diverse learning contexts. Research instruments included validation sheets, learning implementation tools, and a systems thinking test. Data were analyzed using descriptive statistics, Percentage Agreement (PA) for reliability, paired difference testing, and N-gain analysis. The results indicated that the developed design, learning worksheets, and instruments were highly valid and reliable. Limited evaluation results indicated a significant improvement in students' systems-thinking skills, with a moderate N-gain score. These findings suggest that ESD-integrated outdoor learning can foster a holistic understanding of sustainability issues. It is recommended that future studies implement large-scale programs and investigate the long-term impacts on sustainability-oriented behaviors.
Prophetic Food Program: Integrating Islamic Values and Local Food Literacy to Develop Moral Character in Elementary Students Nuraly Masum Aprily; Nana Supriatna; Mubiar Agustin; Ernawulan Syaodih
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i2.106011

Abstract

The low level of local food literacy and the weak development of moral character among elementary school students remain critical problems due to the dominance of instant food consumption and the limited integration of value-based education. These conditions negatively affect students’ nutritional awareness, hygiene, justice, and ethical eating behavior. This study aimed to develop and examine the effectiveness of the Prophetic Food Program in enhancing students’ local food literacy and moral character. A mixed-methods approach with a sequential exploratory design was employed. The research subjects consisted of 70 fifth-grade students as experimental participants, as well as 140 students and 14 teachers as perception survey respondents. Data were collected through tests, questionnaires, observations, interviews, and documentation. Data analysis applied qualitative thematic analysis and quantitative paired t-test and N-Gain analysis. The findings indicate that the program significantly improves students’ knowledge, attitudes, and practices toward local food as well as the internalization of prophetic values (al-‘adl, al-ṭahārah, al-qanā'ah, al-karīm, and al-akhlāq al-karīmah) with a high effectiveness category. This study implies the importance of integrating Islamic value-based character education with local food literacy in elementary schools.
Examining Self-Regulated Learning as a Dynamic Network in Inquiry-Based Elementary Science Education Fransiska Astri Kusumastuti; Ari Widodo; Ernawulan Syaodih; Muslim
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24037

Abstract

Background: Self-regulated learning is a key determinant of successful inquiry-based science learning, yet little is known about how elementary students' regulatory behaviors interact dynamically throughout the inquiry process. Aims: This study examines self-regulated learning as a dynamic network of regulatory behaviors within inquiry-based elementary science education and evaluates changes in students' regulatory ability after instruction. Methods: An embedded mixed-methods design was employed during a six-week intervention involving 207 elementary students from three public schools in Bandung, Indonesia. Qualitative data from inquiry worksheets were transformed into network data to map self-regulated learning behaviors across five inquiry stages, while pretest–posttest self-regulated learning questionnaire data were analyzed using the Wilcoxon signed-rank test. Results: The results indicate that self-regulated learning operates as a dynamic and interconnected network. The self-regulated learning network consisted of 20 nodes and 29 directed edges, with a directed density of 0.076, modularity of 0.662, and directed clustering coefficient of 0.283. Forethought behaviors in the goal-setting stage showed strong weighted connectivity, while monitoring and reflection behaviors in the data-analysis stage acted as regulatory bridges. Wilcoxon signed-rank analysis showed a significant increase in self-regulated learning scores from pretest (M = 3.13, Mdn = 3.08, IQR = 0.37) to posttest (M = 3.32, Mdn = 3.24, IQR = 0.59), Z = -6.72, p < .001, r = .47. However, the N-gain value of 0.23 indicates low normalized improvement. Conclusion: These findings suggest that inquiry-based science learning contributes to measurable improvements in elementary students' self-regulated learning. However, the relatively low learning gain indicates that sustained and explicit scaffolding is necessary to strengthen self-regulatory processes throughout inquiry activities.
Co-Authors - Sapriya A. Suhandi Aan Listiana Abdul Jabbar Abdullah, Khairul Hafezad Achmad Samsudin Ade Setiawan Agus Muharam Agustin, Mitha Kirana Ahmad Wahid Fudhaily Ai Tita Puspitasari Ali Khamis Ali, Ghaisania Amanda Andi Suhandi Ani Siti Anisah Ani Siti Anisah Ani Siti Anisah, Ani Siti Anisah, Ani Siti Ari Widodo Ari Widodo Ari Widodo Ari Yanto Arie Dharmawan Arie Dharmawan Arie Rakhmat Riyadi Ariesta, Freddy Widya Armelia Prakasa Aryanto, Sani Asih, Bimbi Lastri Prima Atep Sujana Awiria, Awiria Ayu Amalia AYU LESTARI Aziza, Ismi Babang Robandi Bin Mamat, Nordin Budi Iskandar Bunyamin Maftuh Bunyamin Maftuh Cahya Karisma Pertiwi Cahya Karisma Pertiwi casini, Casini Chandra Chandra Chandra Chandra Citra, Aliva Cucun Sutinah Dadan Rusdiana Saputra Dadan Rusdiana Saputra Dadan Setiawan Dadan Setiawan Dariyanto, Dariyanto Dasim Budimansyah Dasim Budimansyah Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Davi Sofyan Desyanti Kemalasari Nurisman Dianasari Dinawati, Yuli Dinawati Ema Mayumi N Erna Yuliana Evi Juliyani Esa Putri F Febriyanti Fadillah, Nida Nur Farhana, Husna Fransiska Astri Kusumastuti Ghianda Kahlia Solihat Gumala, Yosi Gustiana, Asep Deni Handayani, Hany Hanfyah, Lisna Hany Handayani Hany Handayani Hany Handayani Hayati Dahlan, Tina Heny Djoehaeni Herwina Herwina Idat Muqodas Ika Fitri Apriani Indra Suhendra Iskandar, Budi Jaenudin, Irfan Jaya, Aris Johar Permana Juwita, Resti Kama Abdulhakam Khabibur Rohman Kusmara, Eka Fitrianurddini Laili, Ilmi Nur LELI KURNIAWATI Lisa Kisma Hayati Lumbantobing, Panca Ma Arsenia C Gomez Ma Arsenia Gomez Maftuh , Bunyamin Mahardika, Karla Mahshulah, Zulma Aimmatul Mamat, Nordin bin Maulinasari, Fani Morrison, Richard Mubarok Somantri Mubiar Agustin Mubiar Agustin Mubiar Mubiar Mubiar, Mubiar Muslim Muslim Muslim Muslim Muslim Muslim Mutiarasari, Airin Nana Supriatna Nana Supriatna Neni Hermita Ningtyas, Rani Kusuma Nordin Bin Mamat Nordin Bin Mamat Nunuy Nurkaeti Nur Fadillah, Nur Nur Faizah Romadona Nur Faizah Romadona Nuraly Masum Aprily Nurkholisoh, Diah Nurnaningsih A Nurul Fatonah Nurul Fatonah, Nurul Nury Yuniasih Nury Yuniasih, Nury Ocih Setiasih Pitriadi, Adi Pauji Prana Dwija Iswara Prana Dwija Iswara, Prana Dwija Pujianti, Tiara Puspitasari, Wina Dwi Rahayu, Alni Fitri Rahman Rahman Rahman Rahman Rahman Rahman Ratu Yustika Rini Risma Nuriyanti Rita Mariyana Rizki Hazazi Ali Rizkyani, Fatimah Roni Rodiyana Rosihon Anwar, Rosihon Rudianto, Apip Rudiyanto Rudiyanto, Rudiyanto Sapriya Sapriya Sapriya Sapriya Sapriya Sapriya Sapriya Katmajaya Setiawan, Dadan Siti Nadia Herdianti siti rahmah Sofyan, Davi Solahudin, M. Nizan Sulastri, Tati Sutinah, Cucun Syahid Syahid Syahrial, Ghina Saniyah Turmudi Vina Adriany Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wardani, Duhita Savira Wihana, Hari Wina Dwi Puspitasari Wishfa Laeli Zakiyyah Wiwi Pratiwi Wollo, Stevanya Lucia Wety Yanto, Ari Yeni Rachmawati yohamintin, yohamintin Yosi Gumala Yulianto, Ade Zakir, Nordiana