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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Pendidikan Dasar Nusantara JINOP (Jurnal Inovasi Pembelajaran) Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Bidang Pendidikan Dasar ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Khadimul Ummah Journal of Social Dedication Jurnal Pendidikan Kebutuhan Khusus Journal on Education Jurnal ABDINUS : Jurnal Pengabdian Nusantara Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat IJPD (International Journal Of Public Devotion) Journal of Science and Education (JSE) Journal of Nusantara Education Journal of Educational Sciences Journal of Learning Improvement and Lesson Study Jurnal Pemberdayaan Masyarakat Dedikasi Nusantara: Jurnal Pengabdian Masyarakat Pendidikan Dasar Edumaspul: Jurnal Pendidikan

Delora Jantung Amelia

Universitas Muhammadiyah Malang

Author-ID : 2498497

Religion Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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DESAIN TEKNOLOGI PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PADA ANAK DOWN SYNDROME Amaliyah, Yuli; Amelia, Delora Jantung; Yuliantini, Nani; Setiono, Panut
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 15, No 4 (2024): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v15i4.24336

Abstrak: Di Indonesia anak Down Syndrome saat ini diperkirakan berjumlah 300.000 orang dan sebagian di antaranya saat ini sedang menempuh pendidikan di jenjang Sekolah Dasar. Salah satu masalah akademik anak penderita Down Syndrome adalah kemampuan membaca yang rendah. Untuk itu perlu dilakukan analisis kebutuhan desain pembelajaran yang terintegrasi dengan teknologi bagi anak penderita Down Syndrome ini. Penelitian ini menggunakan metode studi kepustakaan (library research), data dikumpulkan berdasarkan informasi yang diperoleh melalui buku sumber, artikel penelitian juga informasi lainnya yang diperoleh melalui perpustakaan juga internet. Dari hasil pengumpulan informasi kepustakaan yang dilakukan, diperoleh informasi bahwa perkembangan kemampuan berbahasa anak sekolah dasar dengan Down Syndrome, yang berbeda dari anak normal. Kesadaran fonologis, pemahaman membaca, dan keterampilan naratif dan pemahaman membaca adalah keterbatasan utama yang ditemukan. Studi ini menunjukkan bahwa pembelajaran yang disesuaikan dengan kebutuhan unik anak-anak dengan Down Syndrome sangat penting. Penggunaan teknologi, terutama video game seluler, telah terbukti meningkatkan kemampuan fisik, kognitif, dan memori anak-anak dengan Down Syndrome. Dengan antarmuka yang mudah digunakan, instruksi yang mudah dipahami, dan fitur yang dapat disesuaikan dengan kebutuhan pengguna, pengajaran game mobile ini dapat digunakan. Abstract: An estimated 300,000 children in Indonesia are thought to have Down Syndrome, and some of them are presently enrolled in elementary school. Low reading skills is one of the academic issues that children with Down Syndrome. For this reason, an examination of the requirements for technology-integrated learning designs for kids with Down Syndrome must be done. The data for this study was gathered using a library research methodology, drawing on information found in source books, research articles, and other online and library resources. The findings of the information gathered from libraries indicate that elementary school children with Down Syndrome do not develop their language abilities in the same way as typical children. The primary limits identified are phonological awareness, reading comprehension, narrative skills, and reading comprehension. This study demonstrates the critical importance of education that is customized to meet the special requirements of kids with Down Syndrome. It has been demonstrated that children with Down Syndrome benefit physically, cognitively, and in terms of memory when they utilize technology, particularly mobile video games. This mobile game teaching can be utilized since it has an easy-to-use interface, clear instructions, and features that can be adjusted to the needs of the user.

The Power of Integrity of Local Wisdom in Basic Education: Sustainable Development Andriyanti, Mentari; Suwandayani, Beti Istanti; Amelia, Delora Jantung
Journal of Learning Improvement and Lesson Study Vol. 4 No. 2 (2024): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v4i2.110

This study aims to determine the strength of integrity and sustainability of local wisdom in its application in elementary schools. The method used in this research is a systematic literature review that collects various literature or journals. The results of this study show that the integrity of local wisdom in education in elementary schools is one of the essential foundations in shaping students' character, identity, and connection with local culture. Many studies emphasize the values of local wisdom, such as gotong royong, mutual respect, preserving cultural heritage, and teaching the values of perseverance and determination through folklore and traditions. In addition, implementing local wisdom into the learning curriculum is a practical approach and provides significant strength in supporting sustainable development for future generations. Hence, it is essential to cooperate with the government, schools, teachers, and the surrounding community to support the implementation of local wisdom.

Analisis Penerapan Multiple Intelligences Untuk Mengembangkan Hafalan Anak di Kelas Rendah SD Muhammadiyah 9 Kota Malang Amelia, Delora Jantung
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 1 (2017): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Pada tingkat sekolah dasar anak usia 6-13 tahun melihat objek menjadi satu kesatuan utuh (holistik). Dalam perkembangan jaman yang memasuki tahun 2013 kurikulum di mana pembelajaran telah berentra pada pembelajaran tematik. Dalam pembelajaran tematik proses pembelajaran tidak terlepas seperti kurikulum sebelumnya namun beberapa pembelajaran diintegrasikan dalam satu kegiatan pembelajaran. Dalam pembelajaran tematik proses belajar sangat memperhatikan tingkat pemikiran siswa yang masih melihat sesuatu merupahkan satu bagian utuh. Tujuan dari penelitian ini dapat dirumuskan sebagai berikut: untuk mengetahui penerapan beberapa Intellegences untuk mengembangkan pembacaan anak di kelas rendah Muhammadiyah 9 SDN Malang, Mengetahui hambatan penerapan beberapa kecerdasan untuk mengembangkan hafalan anak di kelas rendah SD Muhammadiyah. 9 Malang.Â Metode penelitian yang digunakan meliputi (1) desain, (2) jenis penelitian, (3) pelaksanaan penelitian, (4) instrumen penelitian, (5) analisis data. Penelitian deskriptif adalah salah satu jenis penelitian kualitatif, yang penelitiannya didasarkan pada data alam berupa kata-kata dalam mendeskripsikan objek yang diteliti melalui kegiatan mengumpulkan data dari alam. Dalam proses pembelajaran yang menggunakan multiple Intelligences for memory disini dikembangkan kecerdasan bermusik para guru cenderung menggunakan menghafal huruf pendek tilawati lagu. Guru lebih sering menggunakan kecerdasan musik anak untuk memperkuat pembacaan anak-anak sebagai penghafalan berlipat ganda, nama nabi, dan surat pendek. Kendala yang dihadapi guru saat menerapkan beberapa kecerdasan untuk mengembangkan hafalan masa kanak-kanak tidak semua anak suka bernyanyi dan tidak semua anak memiliki kecerdasan bermusik.Â Kata Kunci : Multiple Intelligences, Â Hafalan

Pelaksanaan Pembelajaran Tematik Sesuai Kurikulum 2013 Di SD Muhammadiyah 03 Wajak Anshory, Ichsan; Saputra, Setiya Yunus; Amelia, Delora Jantung
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 1 (2017): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Seiring dengan berkembangnya zaman yang mulai memasuki tahun 2013 kurikulum yang mana pembelajarannya sudah bersentra pada pembelajaran tematik yang menggabungkan antara mata pelajaran satu dengan pelajaran lainnya. Dalam kurikulum tahun 2013 proses belajar sangat memperhatikan tingkat berpikir siswa yang masih melihat sesuatu yang merupahkan satu bagian utuh. Dalam pembelajaran di SD Muhammadiyah Wajak telah menggunakan Kurikulum 2013 namun aplikasinya belum sesuai dengan kondisi ideal. Guru hanya menggunakan buku siswa dan buku guru dalam penerapan pembelajaran, guru tidak menggunakan bahan penambah lainnya dari sumber lain. Kreativitas guru kurang terlatih dalam penerapan pembelajaran sesuai dengan kurikulum 2013. Tujuan dari PPDS ini adalah up-dating pengetahuan guru SD Muhammadiyah 03 Wajak tentang kurikulum 2013, Bisa mengaplikasikan pembelajaran K13 sesuai dengan kurikulum yang tidak saling berpisah satu sama lain, terutama pada mata pelajaran PJOK selalu berpisah. dengan mata pelajaran lainnya, Kembangkan sekelompok guru SD Muhammadiyah 03 Wajak, yang mandiri dalam menerapkan pelajaran tematik sesuai kurikulum tahun 2013. Â Secara umum dari pelaksanaan kegiatan pembelajaran tematik sesuai kurikulum 2013 di SD Muhammadiyah 03 Wajak berjalan dengan baik dan lancar. Meski awalnya para guru masih belum begitu mengenal dengan penerapan pembelajaran tematik dalam kurikulum 2013. Namun, hal itu tidak membuat mereka putus asa untuk masih ingin mengerti, belajar, dan mencoba bagaimana proses pembelajaran tematik. Disarankan agar kegiatan PPDS lebih intensif agar hasilnya lebih maksimal lagi dalam hal penerapan pembelajaran tematik sesuai dengan kurikulum 2013.Â Kata Kunci : Tematik, Kurikulum 2013

Problematika Implementasi Kurikulum 2013 di SD Wajak Amelia, Delora Jantung
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 2 No 2 (2018): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Abstrak: Pendidikan di Sekolah Dasar sudah mengalami beberapa pergantian kurikulum. Perubahan yang terakir ditingkat sekolah dasar yaitu kurikulum 2013 yang mana pada kurikulum 2013 pembelajaran tidak berbentuk satuan mata pelajaran, tetapi berorientasi dengan tema atau dikenal pembelajaran tematik. Pembelajaran tematik yaitu pembelajaran yang mengintegrasikan beberapa mata pelajaran ke dalam satu tema. Pembelajaran tematik di Sekolah Dasar pada awalnya dikurikulum KTSP hanya ada di kelas rendah, akan tetapi pada kurikulum 2013 pembelajaran tematik berada disemua kelas. Pada penelitihan ini membahas tentang kendala-kendala yang dialami oleh guru, dan kepala sekolah SD Muhammadiyah 07 Wajak tentang implementasi kurikulum 2013 di SD Muhammadiyah 07 Wajak, Kabupaten Malang. Perolehan data dilakukan dengan cara observasi, instrumen angket dan wawancara. Hasil penelitian menunjukkan problematika implementasi kurikulum 2013 Di SD Muhammadiyah 07 Wajak Kabupaten Malang, yang mana problematika tersebut berasal dari eksteren dan interen. Dari eksteren penerapan kurikulum yang tidak menetap, misalnya setelah menggunakan kurikulum 2013k embali lagi ke KTSP kemudian kembali lagi pada kurikulum 2013. Orang tua siswa yang tidak begitu menyukai penerapan kurikulum 2013. Kendala dari interen meliputi pembuatan media, proses belajar mengajar di kelas, sarana dan prasarana, serta penguasaan guru terhadap imlementasi kurikulum 2013.Â Â Â Kata kunci: Problematika, Implementasi, Kurikulum 2013Abstract: Education in Elementary School has undergone several curricular changes. The final change in elementary school level is the 2013 curriculum which in the curriculum of 2013 is not in the form of a subject unit, but oriented with themes or known thematic learning. Thematic learning is a learning that integrates several subjects into a theme. Thematic learning in elementary schools was initially dikurikulum KTSP only in low class, but in the curriculum of 2013 thematic learning is in all classes. This study discusses the constraints experienced by teachers, and the principal of SD Muhammadiyah 07 Wajak on the implementation of the 2013 curriculum at SD Muhammadiyah 07 Wajak, Malang Regency. Obtaining the data is done by observation, questionnaire and interview instruments. The result of the research shows the problems of the implementation of the 2013 curriculum at SD Muhammadiyah 07 Wajak Malang Regency, where the problematics come from the exteren and the interen. From the exterminate application of non-permanent curriculum, for example after using the 2013 curriculum back to KTSP then back again in the curriculum 2013. Parents of students who are not so fond of applying the curriculum 2013. Constraints of the interen include the making of media, the process of teaching and learning in the classroom, infrastructure, and teacher control over the implementation of the 2013 curriculum.Keywords: Problematic, Implementation, Curriculum 2013

ANALISIS PELAKSANAAN PEMBELAJARAN TEMATIK BERORIETASI MULTIPLE INTELLIGENCES DI KELAS AWAL SD MUHAMMADIYAH 9 MALANG Amelia, Delora Jantung
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 3 No 1 (2017): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

At the age of elementary school children still view an object into a unified whole (Holistic). Along with the development of the era that began to enter the curriculum of 2013 in which the learning has been centered on thematic learning. In thematic learning process is very concerned about the level of thinking of students who still look at something is one part intact. The purpose of this research can be formulated as follows: Knowing the implementation of thematic learning oriented to Multiple Intelligences in elementary school Muhammadiyah 9 Malang, describe the constraints experienced by teachers in implementing thematic learning oriented to Multiple Intelligences in elementary school Muhammadiyah 9 Malang, and describe the way teachers overcome the constraints of implementation Thematic learning oriented to Multiple Intelligences at elementary school Muhammadiyah 9 Malang. The research method used include (1) design, (2) research type, (3) implementation of research, (4) research instrument, (5) data analysis. Descriptive research is one type of qualitative research, namely research based on natural data in the form of words in describing the object under study through the activities of collecting data from a natural setting. Data collection in this research is done by observation, interview and documentation. To collect the data, this research uses the instrument in the form of observation sheet of teacher and student, interview guide. Data analysis is done descriptively both qualitatively and quantitatively. In the linguistic intelligence of teachers in elementary school Muhammadiyah 9 Malang is more likely to facilitate students with writing, discussing, sitting in groups. In the logical math intelligence of the average teacher of the initial class by asking students to come forward with a concrete object. The visual-spatial intelligence of teachers develops them using images, poster images and audio visuals, while for improving kinesthetic intelligence by inviting learners to pat, hand movements or experiment with foot activities. In musical intelligence teachers tend to use memorizing short letters tilawati songs. In the development of interpersonal intelligence teachers more often ask students who are more able or understand to help their friends who can not. Development of intrapersonal intelligence with teachers allows students to learn on their own. In the naturalist intelligence teachers are more likely to tell the activities associated with nature. Constraints faced by teachers while implementing thematic learning oriented to Multiple Intelligences are difficult teachers to develop eight intelligences at a time. How to overcome the obstacles in thematic learning oriented to Multiple Intelligences that is by solving the materials in accordance with the level of Multiple Intelligences. Keywords: Learning Tematics, Multiple Intelligences

Pendampingan Literasi Budaya Melalui Permainan Tradisional Di SDN Saptorenggo 2 Kabupaten Malang amelia, Delora jantung; Muzakki , Abdurrohman
Dedikasi Nusantara: Jurnal Pengabdian Masyarakat Pendidikan Dasar Vol 2 No 2 (2022): Desember
Publisher : Universitas Nusantara PGRI Kediri

Along with the times, nowadays students playing using gadgets have become commonplace, both in rural and urban areas, all using gadgets. Addiction to gadgets is not a new thing, plus during the covid-19 pandemic, gadgets are something that cannot be separated between students. Learning activities, which are usually carried out face-to-face during this pandemic, are carried out boldly so that they don't want gadgets to be very important. The solution that can be offered as an effort to introduce culture and increase interest in reading is through cultural literacy assistance through traditional games at SDN Saptorenggo 2, Malang Regency. One effort that can overcome the shift in development of the times is by introducing culture through the implementation of traditional games by adhering to cultural literacy. This activity involves collaboration with partners, namely SDN Saptorenggo 2 located in Malang Regency. In this mentoring activity, teachers are appointed by class I-VI teachers. Prior to the implementation of this activity, it is necessary to hold a coordination meeting first, then present a workshop and continue with the provision of literacy through traditional games. Cultural literacy is knowledge and understanding in understanding and regarding Indonesian culture as an identity. This assistance is very much needed because the literacy movement can restore traditional game culture. This activity also involves physical activity and is also difficult to apply in learning activities. Therefore, this service activity is very much needed at SDN Saptorenggo 2.

Mentoring in the Preparation of Literacy and GEDSI Based Teaching Modules Amelia, Delora Jantung; Muzakki, Abdurrohman; Roslan, Roslinawati
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.318

Based on the results of interviews and field observations, the issues faced by SDN Gadingkulon 2 in Malang Regency are as follows: Teachers still face difficulties in implementing literacy in classroom learning activities. The school has already implemented a literacy movement but has not yet integrated literacy into the learning activities. Teachers need to develop a literacy concept that can integrate literacy-based learning activities. Some students in the learning activities have diverse academic abilities. The methods used in this empowerment activity begin with a workshop on mentoring the creation of literacy and GEDSI-based teaching modules, mentoring in module preparation, module implementation, and reflection and follow-up. The results of this mentoring activity have had an impact on the participants, including successfully enhancing the teachers' skills in developing teaching modules that integrate literacy and GEDSI values. The teachers were also able to utilize artificial intelligence technology, ChatGPT, to enrich the content of the teaching modules. The modules developed cover various subjects, leveraging ChatGPT to search for references and creative ideas in module preparation. Students can understand true literacy, which is not just about reading sentences without understanding the meaning contained in each sentence, so that it can be applied and implemented in daily activities.

Developing Literacy Learning Based on Big 6 Using Snowball Throwing Ulum, Bahrul; Utami, Ima Wahyu Putri; Amelia, Delora Jantung
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4092-4103

This study aims to develop and test the effectiveness of the literacy learning based on the BiG 6 model combined with the Snowball Throwing technique to improve critical thinking, problem-solving, and collaboration skills of PGSD students. This research uses the Research and Development (R&D) method with the ADDIE model (Analyze, Design, Develop, Implementation, Evaluation). The research subjects were 3rd-semester PGSD students at Muhammadiyah University of Malang in the 2024/2025 academic year. Data collection techniques include observation, questionnaire, documentation, and effectiveness test using N-gain calculation. Validation was carried out by two experts, namely literacy experts and learning strategy experts. Literacy expert validation results of 3.78 are included in the very good category. Validation results from model expert validators amounted to 3.47 in the good category. The effectiveness of the model is in the moderately effective category with an N-gain value of 66.4%. Student response to the model showed a high level of interest, with a percentage of 92.4%. literacy learning based on Big 6 using Snowball Throwing is proven to be able to create valid, effective and interesting learning, and improve students' information literacy skills.

Relevansi Kurikulum Merdeka Berbasis Literasi Digital Menuju Generasi Indonesia Emas 2045 Susandi, Ari; Amelia, Delora Jantung; Huda, Mochammad Miftachul; MZ, A.F. Suryaning Ati; Khasanah, Linaria Arofatul Ilmi Uswatun
Journal of Nusantara Education Vol. 4 No. 2 (2025): April 2025
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v4i2.148

Kurikulum Merdeka menekankan pada pengembangan kemampuan adaptasi dan pembelajaran sepanjang hayat. Berikut adalah beberapa poin penting dalam paradigma ini yaitu pembelajaran berpusat pada siswa,peningkatan keterampilan abad ke-21, integrasi teknologi, pembelajaranlintas disiplin, pengembangan karakter dan etika dan keterlibatan komunitas. Kurikulum Merdeka menekankan pada pengembangan kemampuan adaptasi dan pembelajaran sepanjang hayat. Penelitian Penelitian menggunakan pendekatan kualitatif deskriptif, yang bertujuan untuk mengetahui Relevansi Kurikulum Merdeka Terhadap Literasi Digital Menuju Generasi Indonesia Emas 2045 Pendekatan studi kasus melalui bedah artikel ilmiah digunakan karena peneliti ingin melakukan pengambilan data secara mendalam serta menyertakan berbagai sumber informasi. Kurikulum Merdeka adalah paradigma baru dalam pendidikan yang bertujuan untuk menghadapi tantangan abad ke-21. Paradigma ini menekankan pada pengembangan keterampilan abad ke-21, seperti keterampilan berpikir kritis, kreativitas, kolaborasi, komunikasi, pemecahan masalah, dan literasi digital. Dalam menghadapi abad ke-21, dunia mengalami perubahan yang cepat dan kompleks, terutama karena perkembangan teknologi dan globalisasi. Literasi digital juga penting dalam mengatasi kesenjangan digital yang ada di kalangan siswa. Guru yang memahami literasi digital dapat membantu siswa yang memiliki akses terbatas terhadap teknologi atau yang tidak terbiasa dengan penggunaan teknologi. Dengan pemahaman literasi digital, guru dapat merancang strategi pembelajaran yang inklusif dan memberikan bimbingan serta dukungan kepada siswa yang membutuhkannya menuju generasi emas indonesia 2045 mendatang. _________________________________________________________________________________ The Independent Curriculum emphasizes the development of adaptability and lifelong learning. Here are some important points in this paradigm, namely student-centered learning, improving 21st century skills, technology integration, cross-disciplinary learning, character and ethics development and community involvement. The Independent Curriculum emphasizes the development of adaptability and lifelong learning. Research The research uses a descriptive qualitative approach, which aims to determine the Relevance of the Independent Curriculum to Digital Literacy Towards the Golden Generation of Indonesia 2045. The case study approach through scientific article analysis is used because researchers want to collect data in depth and include various sources of information. The Independent Curriculum is a new paradigm in education that aims to face the challenges of the 21st century. This paradigm emphasizes the development of 21st century skills, such as critical thinking skills, creativity, collaboration, communication, problem solving, and digital literacy. In facing the 21st century, the world is experiencing rapid and complex changes, especially due to technological developments and globalization. Digital literacy is also important in overcoming the digital divide that exists among students. Teachers who understand digital literacy can help students who have limited access to technology or who are not familiar with using technology. With an understanding of digital literacy, teachers can design inclusive learning strategies and provide guidance and support to students who need it towards the golden generation of Indonesia 2045.

Co-Authors Abdurrohman Muzakki AM, Ichsan Anshory Amaliyah, Yuli Amelia Amelia Andriyanti, Mentari Ansory, Ichsan Arina Restian Bahrul Ulum Bahrul Ulum BAHRUL ULUM Ema Sapriani Falistya Roisatul Maratin Nuro Frendy Aru Fantiro Herviani, Vivi Kurnia Huda, Mochammad Miftachul Ichsan Anshory Ichsan Anshory A.M. Ichsan Anshory AM Ichsan Anshory, Ichsan Ichsan Ansory Ima Wahyu Putri Utami Khasanah, Linaria Arofatul Ilmi Uswatun MZ, A.F. Suryaning Ati Roslinawati Roslan, Roslinawati Setiono, Panut Setiya Yunus Saputra Susandi, Ari Suwandayani, Beti Istanti Ulum , Bahrul Ulum, Ulum Vivi Kurnia Herviani Vivi Kurnia Herviani Wahyu Putri Utami, Ima Yuliantini, Nani

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