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All Journal Jurnal Penelitian dan Evaluasi Pendidikan AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Irfani Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Jurnal Al-Tadzkiyyah JINOP (Jurnal Inovasi Pembelajaran) Mimbar Sekolah Dasar Jurnal Kajian Informasi & Perpustakaan Jurnal Elemen JIPMat (Jurnal Ilmiah Pendidikan Matematika) Al-Jabar : Jurnal Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN Jurnal Tadris Matematika Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JPPI | Jurnal Penelitian Pendidikan Islam Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Pendidikan Matematika (Jupitek) JMIE (Journal of Madrasah Ibtidaiyah Education) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Delta: Jurnal Ilmiah Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of Integrated Elementary Education Kaunia: Integration and Interconnection of Islam and Science Journal JEER (Journal of Elementary Educational Research) JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Internasional Jurnal Pengembangan Pembelajaran Matematika Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Elementaria Edukasia Polynom: Journal in Mathematics Education International Journal of Basic Education Research Jurnal Tadris Matematika Jurnal Pendidikan MIPA MUDARRISA: Jurnal Kajian Pendidikan Islam Jurnal Penelitian Pendidikan Media Pendidikan Matematika Prismatika: Jurnal Pendidikan dan Riset Matematika
Sintha Sih Dewanti
UIN Sunan Kalijaga Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Teachers’ Strategies in Enhancing Numeracy Skills in Elementary Schools Minati Rina Hardiyana; Sintha Sih Dewanti; Abroto; Suwardi
International Journal of Basic Educational Research Vol. 3 No. 1 (2026): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/7vz0ec45

Abstract

Numeracy skills are essential competencies that every student must possess. However, results from international assessments such as PISA indicate that Indonesian students' numeracy literacy remains relatively low, necessitating more effective instructional strategies. This study aims to identify and analyze various strategies employed by teachers to enhance elementary students’ numeracy literacy through a literature review approach. The method used is a content analysis-based literature review focusing on publications from the last ten years. The literature search was conducted systematically using several reputable academic databases, including Scopus, ScienceDirect, SpringerLink, and Google Scholar. Keywords used in the search included: teacher strategies, numeracy literacy, elementary mathematics education, numeracy pedagogy, elementary education, and teacher practice in numeracy. The findings indicate that strategies such as blended learning, Realistic Mathematics Education (RME), problem-based learning (PBL), differentiated instruction, and game-based learning consistently have a positive impact on improving students’ numeracy literacy. These strategies support learning processes that are more adaptive, contextual, and engaging, while effectively fostering students’ critical thinking, collaboration, and problem-solving skills.
PEDAGOGIC AND PROFESSIONAL COMPETENCIES IN S1 MATHEMATICS EDUCATION STUDENTS AS PROSPECTIVE HIGH SCHOOL MATHEMATICS EDUCATORS Nadia Putri M. Posangi; Sintha Sih Dewanti; Said Subhan Posangi
Irfani Vol. 21 No. 2 (2025): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6691

Abstract

This study aims to identify the extent to which S1 Mathematics Education students have pedagogic and professional competencies that are in accordance with educator standards. Pedagogic and professional competencies are the two main components that must be possessed by prospective educators in order to carry out their duties optimally. This study uses a quantitative approach with a descriptive method with the research subject consisting of 110 students of the Mathematics Education Study Program consisting of 3 classes with different lecturers. The data collection technique used in this study is in the form of a test, the test used is in the form of an objective test in the form of multiple choice to gain a deep understanding of pedagogic and professional competence. The results of this study were obtained, the pedagogic competence of S1 students of the mathematics education study program as prospective educators was 80.12 with a good category. The highest score for students' pedagogic competence is found in the aspects of classroom management and effective assessment. Meanwhile, the professional competency score of S1 students of the mathematics education study program as prospective educators is 80.42 with a good category. The highest score for student professional competence is found in indicators using algebraic concepts and using patterns and functions with very good scores. The conclusion of this study is that the pedagogic and professional competence in S1 mathematics education students as prospective educators is classified as a good category.
KESIAPAN CALON GURU MATEMATIKA DALAM MENGHADAPI TANTANGAN ABAD 21: PERSPEKTIF PEDAGOGIS DAN INOVASI PEMBELAJARAN Safitri, Rizka Safitri; Suparni; Sintha Sih Dewanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43987

Abstract

This study explores the pedagogical readiness and learning innovations of prospective mathematics teachers in addressing the challenges of 21st-century education. The rapid advancement of technology and digitalization requires education to incorporate 21st-century skills, including critical thinking, creativity, collaboration, and digital literacy, into the learning process. This study employs a descriptive qualitative approach, with the research participants consisting of 29 students from the Mathematics Education Program enrolled in the course "Mathematics Learning Strategies and Innovations." Data collection is conducted through the distribution of questionnaires and structured interviews to gain a comprehensive understanding of the readiness of prospective teachers. The study's findings indicate that prospective teachers possess a solid foundational understanding of pedagogical concepts but require further development in implementing innovative and adaptive teaching methods. Identified innovations in teaching include the use of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) approaches, which are seen as effective in fostering inclusive learning environments. Additionally, technologies like GeoGebra and Kahoot are utilized to enhance student interaction and engagement. Moreover, the incorporation of gamification and real-world context-based learning is viewed as crucial for boosting student motivation. These findings are expected to significantly contribute to preparing future mathematics teachers to serve as agents of change in the rapidly evolving educational landscape.
How Can Project-Based Learning Enhance 21st Century Skills in Islamic Elementary Schools? Exploring Its Impact on Critical Thinking, Creativity, Communication, and Collaboration 'Azizah, Wida Nurul; Dewanti, Sintha Sih; Prasetyo, Sigit; Fatonah, Siti; Zerenay, Ceyda
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30282

Abstract

This study investigates the effectiveness of Project-Based Learning (PjBL) in enhancing 21st-century skills, specifically critical thinking, creativity, communication, and collaboration (4Cs), in elementary school science education. A Systematic Literature Review (SLR) was conducted following the PRISMA guidelines, synthesizing findings from 40 empirical studies published between 2020 and 2025. The results demonstrate that PjBL significantly improves students’ scientific literacy, engagement, and problem-solving skills by providing real-world, hands-on learning experiences. PjBL encourages collaborative learning environments where students actively engage in projects, thereby enhancing their 4C competencies. However, the study also identifies challenges, such as teacher readiness, limited resources, and curriculum constraints, which hinder the full implementation of PjBL in elementary schools. Despite these obstacles, the research underscores the importance of teacher professional development and resource availability in optimizing the effectiveness of PjBL. The findings of this study contribute to the growing body of research on innovative pedagogies, offering practical insights for educators and policymakers seeking to foster essential 21st-century skills in young learners. This study provides valuable evidence supporting the integration of PjBL into elementary science curricula, highlighting its role in preparing students for future challenges.
The Effect of Attitudes, Interests, and Motivation Students on Text-Type Materials in Yogyakarta Elementary School Huda, Noor Auliya; Dewanti, Sintha Sih
Mimbar Sekolah Dasar Vol 12, No 4 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i4.92369

Abstract

Understanding the types of texts is an important aspect in strengthening the basic literacy of elementary school students, especially in Indonesian subjects. However, low affective readiness such as attitude, interest, and motivation to learn is often an obstacle in achieving optimal learning outcomes. This study aims to examine the influence of attitudes, interests, and learning motivation on the understanding of text type materials in grade IV and V students in one of the State Elementary Schools in Yogyakarta. The sample in this study amounted to 30 students who were taken using the saturated sample technique. This study uses a quantitative approach with correlational methods and multiple regression analysis. The instruments used were a questionnaire on the scale of attitudes, interests, and motivations, as well as a test of understanding the type of text. The results showed that simultaneously, three independent variables (attitude, interest, and motivation) had a significant influence on the understanding of the type of text, which was indicated by an R Square value of 0.964. However, only a fraction of the attitude and motivation variables showed a significant influence, while interest was not statistically significant. These results show that affective factors, especially attitudes and motivations, play an important role in supporting students' understanding of different types of texts. This research provides important implications in the development of Indonesian learning strategies that are more contextual and oriented to student character.
The Predictive Contribution of Self-Regulated Learning and Academic Resilience to Numeracy Literacy among Fifth-Grade Elementary School Students Lailatul Hidayati; Widyawati; Khodijatul Qubro, Nia Aulia; Dewanti, Sintha Sih; Al Kahfi, Sidik
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.12875

Abstract

This study examined: (1) the relationship between self-regulated learning and numeracy literacy, (2) the relationship between academic resilience and numeracy literacy, and (3) their joint association with numeracy literacy among fifth-grade elementary students. The novelty of this study lies in integrating self-regulated learning and academic resilience into a single model of numeracy literacy at the elementary level, whereas prior studies have mostly examined these variables separately or in secondary education contexts. Using a quantitative correlational design, data were collected from 106 fifth-grade students of SD Muhammadiyah Condongcatur selected through purposive sampling. Instruments included questionnaires on self-regulated learning and academic resilience, and a numeracy literacy test. Data were analyzed using simple and multiple linear regression. The results showed that self-regulated learning and academic resilience were significantly associated with numeracy literacy, both partially and jointly. Self-reflection was the strongest dimension of self-regulated learning, while persistence was the dominant dimension of academic resilience. These findings suggest that numeracy literacy is closely linked to students’ reflective learning regulation and academic persistence.
Pengaruh Penggunaan Media Digital dan Motivasi Belajar Terhadap Prestasi Belajar Siswa Madrasah Ibtidaiyah La Ode Mardin; Sintha Sih Dewanti
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 10, No. 2 (April 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i2.6475

Abstract

terhadap motivasi belajar menjadi persoalan yang perlu ditelaah secara ilmiah. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan media digital dan motivasi belajar terhadap prestasi belajar siswa madrasah ibtidaiyah. Latar belakang penelitian ini didasarkan pada urgensi integrasi teknologi digital dalam dunia pendidikan serta pentingnya motivasi sebagai faktor psikologis yang turut memengaruhi pencapaian akademik siswa. Kemajuan teknologi telah menghadirkan berbagai media pembelajaran digital seperti video interaktif, aplikasi edukatif, dan platform kuis daring yang dinilai mampu meningkatkan minat dan keterlibatan siswa dalam proses belajar. Namun, efektivitasnya dalam meningkatkan prestasi belajar masih menjadi perdebatan, terutama jika tidak dibarengi dengan motivasi belajar yang kuat. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksplanatori. Sampel penelitian berjumlah 69 siswa, yang diambil dengan teknik total sampling. Data dikumpulkan melalui angket tertutup untuk variabel media digital dan motivasi belajar, serta dokumentasi nilai rapor enam mata pelajaran inti untuk mengukur prestasi belajar. Analisis data dilakukan dengan regresi linear berganda menggunakan SPSS versi 23. Hasil penelitian menunjukkan bahwa tidak terdapat pengaruh signifikan, baik secara parsial maupun simultan, dari penggunaan media digital dan motivasi belajar terhadap prestasi belajar siswa. Nilai signifikansi uji F sebesar 0,867 (> 0,05) dan nilai signifikansi uji t untuk masing-masing variabel sebesar 0,610 dan 0,738. menunjukkan ketidaksignifikanan model. Hasil ini menyiratkan perlunya pendekatan yang lebih komprehensif dalam pembelajaran, termasuk faktor lain seperti metode mengajar guru, lingkungan belajar, dan dukungan keluarga untuk menunjang prestasi akademik siswa MI.
Analisis Kesalahan Siswa pada Materi Fungsi Kuadrat Berdasarkan Teori Kastolan dan Tahap Pemecahan Masalah Polya Hayu Susilowati; Sintha Sih Dewanti; Sumbaji Putranto
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (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.v6i3.4693

Abstract

Kesalahan siswa pada materi fungsi kuadrat perlu dianalisis karena materi ini tidak hanya menuntut kemampuan melakukan perhitungan, tetapi juga pemahaman konsep, penyusunan strategi penyelesaian, dan kemampuan menafsirkan hasil. Analisis kesalahan penting dilakukan untuk mengetahui letak kesulitan siswa secara lebih mendalam sehingga dapat menjadi dasar perbaikan pembelajaran. Penelitian ini bertujuan untuk menganalisis kesalahan siswa dalam menyelesaikan soal fungsi kuadrat berdasarkan teori Kastolan dan tahap pemecahan masalah Polya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek 6 siswa kelas X MAN 1 Sleman yang dipilih berdasarkan variasi jenis kesalahan. Data diperoleh melalui tes tertulis dan wawancara mendalam, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kesalahan konseptual merupakan jenis kesalahan paling dominan sebesar 46,15%, diikuti kesalahan prosedural sebesar 43,59%, dan kesalahan teknis sebesar 10,26%. Kesalahan konseptual tampak pada ketidakmampuan siswa memahami makna fungsi kuadrat dalam konteks masalah, menentukan titik puncak, nilai minimum, dan unsur-unsur fungsi kuadrat. Kesalahan prosedural muncul dalam bentuk langkah penyelesaian yang tidak runtut, prosedur yang tidak lengkap, dan tidak adanya pemeriksaan kembali. Kesalahan teknis meliputi kesalahan operasi hitung, penulisan simbol, dan penyederhanaan aljabar. Berdasarkan tahap Polya, kesalahan konseptual banyak terjadi pada tahap memahami masalah dan merencanakan penyelesaian, sedangkan kesalahan prosedural dominan pada tahap melaksanakan rencana dan memeriksa kembali. Integrasi teori Kastolan dan tahap Polya memberikan gambaran lebih komprehensif mengenai karakteristik kesalahan siswa. Penelitian selanjutnya disarankan untuk mengembangkan dan menguji efektivitas strategi pembelajaran yang berorientasi pada penguatan pemahaman konsep, ketepatan prosedur, dan pembiasaan memeriksa kembali jawaban pada materi fungsi kuadrat.
TANTANGAN GURU DAN STRATEGI DIFERENSIASI DALAM MENGAJAR MATEMATIKA PADA KELAS HETEROGEN Subadi, Diva Nurfiana; Niswah, Hulwatun; Ningrum, Septiyani Daya; Dewanti, Sintha Sih
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol. 8 No. 2 (2026): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v8i2.2748

Abstract

Technological advancements and the dynamics of educational paradigms in the 21st century require teachers to accommodate the diverse learning needs of students through flexible, student-centered approaches. In mathematics learning, the diversity of abilities, learning styles, and readiness of students in heterogeneous classrooms becomes a challenge that requires adaptive teaching strategies, one of which is differentiated instruction. This study aims to describe the challenges faced by teachers in teaching mathematics in heterogeneous classrooms and to analyze the differentiation strategies applied by teachers to address the differences in students' learning needs. The study uses a descriptive qualitative approach with the subject being a high school mathematics teacher in the Special Region of Yogyakarta. The data collection method was conducted through semi-structured interviews and documentation, then analyzed using an interactive analysis model that includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the success of differentiated mathematics learning in heterogeneous classes depends not only on the methods used but also on the teacher's sensitivity in understanding the students' characteristics, readiness, background, and perceptions of mathematics learning.  
An AGIL-Based Transition Program for Islamic Elementary School Entry Siti Liani; Maemonah; Sintha Sih Dewanti; Barsihanor; Galuh Nashrulloh KMR; Wan Suraya
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 17 No. 2 (2025): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mudarrisa.v17i2.4735

Abstract

Objectives: The importance of transition programs for primary school entry globally (not just in Indonesia). Method:  A qualitative approach with a descriptive case study design was employed. The research subjects consisted of school principals, early childhood and primary school teachers, and parents from two educational institutions in South Kalimantan, Indonesia. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman’s model. Results: The research findings indicate that the Early Childhood Education -Primary School transition program generally changes the perceptions and practices of teachers and parents, shifting the focus from early academic achievement to the holistic development of children, including social-emotional and character aspects. Theoretical Contribution: This strengthens the theory of Islamic education, which emphasizes a balance between the spiritual, social, and intellectual aspects of learners. The AGIL approach becomes a relevant conceptual framework to understand how Islamic educational institutions can function systemically. Implication: The program successfully builds better collaboration among stakeholders and strengthens parental involvement, thereby contributing to structural and cultural transformations in the early childhood education system and supporting children’s readiness to enter formal education.
Co-Authors 'Azizah, Wida Nurul 'Ulya, Khomisa Anisatul 'Ulya, Khomisa Anisatul ABDUL MANAF Abroto Aji Joko Budi Pramono Akmal Tsaqifiya Salma Al Hawari, Defahayu As Syaura Al Kahar, Aris Armeth Daud Al Kahfi, Sidik Alam, M. Syahrul Qhodi Alfi Mubarok, Muhammad Sa'dan Alkhairi, Aulia Azmi Anggraini, Rofiyu Anggun Rachmawati Putri Anriani, Titi Antia, Vindy Anwar, Fadllia Husnul Apliyanti, Selvy Ashabulabib, Adib Aulia Rahayu Barsihanor, Barsihanor Bogatyreva, Svetlana Nikolaevna Budi, Tegar Setia Chusna Maulida Daimah, Ummu Soim Delimanugari, Daluti Desyi Rosita Dewi, Indriana Puspita Diana, Safina Putri Elya Umi Hanik Fadhila, Yoan Afra Faslurrohman, Muhammad Fauziyah, Fasya Nur Galuh Nashrulloh KMR Hanifah, Alma Aulia Hari Pratikno Hasanah, Laili Mufidatul Hayati, Lutfiah Isfa Hayu Susilowati Hidayati, Zahrani Nida Hilmy Faizah Himmatul 'Ulya Huda, Noor Auliya Ibrahim Ibrahim Ibrahim Ika Ernawati Islamiyah, Aris Mislikhatun Isnaini, Safira Wahyu Istiningsih, Istiningsih Izza Umniatul Arifah Jamil Suprihatiningrum Jasmine Nurul Izzah Jasmine Nurul Izzah Kartono, Atha Irdina Nursabrina Khodijatul Qubro, Nia Aulia Kholifatul Fatoni Sholihin Khozainul Muna Kumening, Ayu Sulistya La Ode Mardin Lailatul Hidayati Listriyah Listriyah Maemonah, Maemonah Mahmud Arif Mam, Socheath Minati Rina Hardiyana Mufida, Naila Rahma Mufida, Naila Rahma Muhakimah, Ihtiyatul Muhammad Rosyid Ridho Muhammad Singgih Muhammad, Arif Fadhil Muhammad, Arif Fadhil Muna, Khozainul Mutia Ulfa Na'imah, Na'imah Nadia Putri M. Posangi Nazliati, Nazliati Na’imah, Na’imah Ningrum, Septiyani Daya Nisa, Nastiti Khairun Niswah, Hulwatun Nursaadah, Ida NURUL HIDAYAH Pramesti, Fauziah Indria Priharvian, Syifa Maharani PUJI LESTARI Pusparini, Dinar Qotrunnada Qotrunnada Rahman, M. Faqih Syifa Rahmawati Raudhatunnur, Raudhatunnur Rohmah, Ulya Shofirotur Rosita, Desyi Safitri, Rizka Safitri Said Subhan Posangi Sangkot Sirait Sari, Nur Aini Amalia Septian Nur Ika Trisnawati Shecha Salsabila Shilfany Putri Shinta Puspa Kiranasari Sigit Prasetyo Sigit Prasetyo Siti Fatonah Siti Liani Siti Nurhalimah Siti Zahratul Kamilati Sofwatun Nida, Sofwatun Subadi, Diva Nurfiana Sufraini, Sufraini Sugiarti Sugiarti Sugiarti, Sugiarti Sukiman Sumardi Sumbaji Putranto suparni Susetyawati, Endang Suwardi Syifa Maharani Priharvian Tasya Alma Qolbi Tasya Alma Qolbi Tegar Drajat Alamsyah Waffiq Lanaa Zakya A'maali Wan Suraya Widyaningrum, Anggita Cahya Widyawati Wijayanti, Ardhina Wirdatul Hasanah Zerenay, Ceyda