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All Journal WAPFI (Wahana Pendidikan Fisika) Jurnal Pembelajaran Fisika Jurnal Spektra Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Spektra: Jurnal Fisika dan Aplikasinya Formatif: Jurnal Ilmiah Pendidikan MIPA Informatika Jurnal Teknodik PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Mitra Pilar: Jurnal Pendidikan, Inovasi, dan Terapan Teknologi Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Current STEAM and Education Research
Fauzi Bakri
Universitas Negeri Jakarta
Aerospace Engineering Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Pelatihan Penyusunan Lembar Kerja Peserta Didik (LKPD) dengan Pendekatan Saintifik Permana, Handjoko; Bakri, Fauzi
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 1 No. 1 (2022): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 1 Nomor 1, Juni 2022
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (484.902 KB) | DOI: 10.58797/teras.0101.03

Abstract

Abstract Creative thinking skills can foster by scientific learning. Teachers play an important role in their competency in using new technologies, which is an essential prerequisite for the practical application of these skills. A worksheet (LKPD) includes learning tools that must be prepared in advance by the teacher before starting the learning process. In LKPD that guides students to do a practicum, there must be sections that direct students to identify parts, make tables, make observations, write or draw the results of their observations, and draw conclusions. This training design is so teachers can make LKPD with a scientific approach. Abstrak Kemampuan berpikir kreatif dapat ditumbuhkan dengan pembelajaran saintifik Guru memainkan peran penting dengan kompetensinya dalam menggunakan teknologi baru yang merupakan prasyarat penting untuk penerapan keterampilan ini secara efektif. Pada dasarnya, LKPD termasuk perangkat pembelajaran yang harus disiapkan terlebih dahulu oleh guru sebelum memulai proses pembelajaran. Dalam LKPD yang menuntun siswa melakukan praktikum harus terdapat bagian-bagian yang mengarahkan peserta didik mengidentifikasi bagian-bagian, membuat tabel, melakukan pengamatan, serta menuliskan atau menggambar hasil pengamatannya, dan menarik kesimpulan. Pelatihan ini dirancang agar guru kompeten dalam membuat LKPD dengan pendekatan saintifik.
Pelatihan Pembuatan Instrumen Tes Diagnostik Fisika untuk Mengetahui Miskonsepsi pada Peserta Didik Permana, Handjoko; Bakri, Fauzi
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 1 No. 1 (2022): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 1 Nomor 1, Juni 2022
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (764.524 KB) | DOI: 10.58797/teras.0101.05

Abstract

Abstract Many physics subjects become a scourge for most students because of the many formulas and concepts that must be understood. Teachers need help to assess the learning outcomes of their students. The use of objective tests in the form of multiple-choice tests, which are widely used today, has many areas for improvement. The "guessing" factor is one of the weaknesses of the multiple choice test, which can make the teacher wrong in analyzing student profiles (Permana, 2017). Identifying misconceptions (misconceptions) is an essential first step to understanding student learning (Kaltakci, 2016) so that teachers can find student profiles of weaknesses and learning difficulties to make improvements. One way to detect misconceptions is by using a diagnostic test. Diagnostic tests can be carried out at the beginning of learning or as formative tests. The diagnostic test at the beginning of learning uses a trivia quiz in the form of True-False questions with reasons. In contrast, the diagnostic test in the formative form of the test is a four-tier multiple-choice test. This four-level multiple-choice test effectively assesses misunderstandings (Kaltakci, 2015). Based on the description above, teachers need the ability to make diagnostic test instruments to determine whether or not there are misconceptions in students so that teachers can adequately analyze student profiles. Abstrak Mata pelajaran fisika banyak menjadi momok bagi sebagian besar peserta didik karena banyaknya rumus dan konsep yang harus dipahami. Hal ini yang menjadi kesulitan juga bagi guru dalam melakukan penilaian terhadap hasil belajar peserta didiknya. Penggunaan obyektif tes berupa pilihan ganda yang banyak dipakai saat ini memiliki banyak kelemahan. Faktor “menebak” merupakan salah satu kelemahan tes soal pilihan ganda yang dapat membuat guru salah dalam menganalisis profil peserta didik (Permana, 2017). Identifikasi kesalahpahaman (miskonsepsi) adalah langkah pertama yang penting untuk mendapatkan pemahaman tentang pembelajaran peserta didik (Kaltakci, 2016) sehingga guru dapat mengetahui profil peserta didik kelemahan dan kseulitan belajarnya untuk kemudian melakukan perbaikan. Salah satu cara untuk mendeteksi adanya miskonsepsi dengan menggunakan tes diagnostik. Tes diagnostik dapat dilakukan di awal pembelajaran maupun dalam bentuk formatif tes. Tes diagnostik di awal pembelajaran menggunakan quiz trivia dengan bentuk soal Benar-Salah dengan alasan, sedangkan tes diagnostik dalam bentuk formatif tes berupa tes pilihan ganda empat tingkat (four-tier multiple choice test). Tes pilihan ganda empat tingkat ini telah terbukti efektif dalam menilai kesalahpahaman (Kaltakci, 2015). Berdasarkan uraian di atas, guru sangat perlu kemampuan untuk membuat instrumen tes diagnostik untuk mengetahui ada atau tidak miskonsepsi pada peserta didik, sehingga guru dapat dengan tepat menganalisis profil peserta didik.
Pelatihan Pengembangan Buku Ajar untuk Pembelajaran Abad 21 untuk Guru SMK Ciracas Jakarta Timur Bakri, Fauzi
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 1 No. 2 (2022): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 1 Nomor 2, Desember 2
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0102.03

Abstract

Abstract In the field of vocational education, there is a need for innovation and development in teaching materials to support and facilitate students who will face the world of work. The necessary teaching materials need to be given tasks related to the real simulation of the work field. One way that can address the needs and answer the urgency needed in vocational education is to develop the teaching materials needed in learning. However, not many teachers understand or understand how to develop teaching material properly. So additional structured training is needed to motivate teachers to develop teaching materials. One of the trainings needed is textbook development training to answer these needs. This training is carried out offline by providing material and understanding of textbook development. This training was attended by teachers of SMK Ciracas East Jakarta. This training received good and positive feedback. There is an increase in teacher understanding in making teaching materials that are relevant to learning in the 21st century. Not only that, teachers want further training with a longer duration. Abstrak Dalam dunia pendidikan kejuruan diperlukan adanya inovasi serta pengembangan pada bahan ajar untuk mendukung serta memfasilitasi siswa yang akan menghadapi dunia kerja.Bahan ajar yang diperlukan perlu diberikan tugas tugas yang berkaitan dengan simulasi nyata dari dunia pekerjaan.Salah satu cara yang dapat memenuhi kebutuhan dan menjawab urgensi yang diperlukan dalam pendidikan kejuruan adalah dengan mengembangkan bahan ajar yang diperlukan dalam pembelajaran. Namun, tidak banyak guru guru yang memahami atau mengerti bagaimana cara mengembangkan suatu bahan ajar dengan baik. Diperlukan adanya pelatihan tambahan yang terstruktur untuk memotivasi guru dalam mengembangkan bahan ajar. Salah satu pelatihan yang diperlukan adalah pelatihan pengembangan buku ajar guna menjawab kebutuhan tersebut. Pelatihan ini dilaksanakan secara luring dengan memberikan materi serta pemahaman mengenai pengembangan bukuajar. Pelatihan ini diikuti oleh guru guru SMK Ciracas Jakarta Timur. Pelatihan ini mendapat feedback yang baik serta posisitif. Adanya peningkatan pemahaman guru dalam membuat bahan ajar yang relevan dengan pembelajaran di abad 21. Tak hanya itu, guru guru menginginkan adanya pelatihan lebih lanjut dengan durasi yang lebih lama.
IDENTIFIKASI TINGKAT PEMAHAMAN KONSEP SISWA PADA MATERI GELOMBANG MENGGUNAKAN FIVE-TIER DIAGNOSTIC TEST ONLINE Mellyana A. R, Diana; Permana, A. Handjoko; Bakri, Fauzi
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol. 12 (2024): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2023
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/03.1201.PF19

Abstract

Abstrak Fisika merupakan ilmu pengetahuan yang mengkaji sifat, fenomena alam dan gejala-gejalanya sehingga lebih memerlukan pemahaman konsep pada proses penemuan dan penyajian data matematis, salah satunya adalah pada materi Gelombang. Tes diagnostik five-tier merupakan salah satu tes yang dapat digunakan untuk mendiagnosis pemahaman siswa. Dengan menggunakan teknologi komputer dan internet, guru dapat membuat tes diagnostik secara online. Tujuan dari penelitian ini adalah untuk menghasilkan perangkat five-tier diagnostic test online yang layak digunakan sebagai media untuk mengidentifikasi tingkat pemahaman siswa pada materi gelombang di SMA. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan (Research and Development). Produk yang dihasilkan merupakan media evaluasi pembelajaran berupa perangkat five-tier diagnostic test online materi gelombang mekanik, gelombang bunyi, dan gelombang cahaya yang dapat digunakan dengan bantuan komputer ataupun smartphone. Hasil penelitian menunjukkan hasil uji validitas yang dilakukan pada butir soal sebesar 0,52 yang termasuk dalam kategori validitas sedang. Kata-kata kunci: pemahaman konsep, tes diagnostik, gelombang. Abstract Physics is a science that examines the nature, natural phenomena and their symptoms so that it requires more conceptual understanding in the process of discovering and presenting mathematical data, one of which is the material Waves. The five-tier diagnostic test is one of the tests that can be used to diagnose student understanding. By using computer and internet technology, teachers can make diagnostic tests online. The purpose of this research is to produce a five-tier online diagnostic test that is suitable for use as a medium to identify the level of students' understanding of wave material in high school. The method used in this research is research and development (Research and Development). The resulting product is a learning evaluation media in the form of a five-tier diagnostic test online on mechanical waves, sound waves, and light waves that can be used with the help of a computer or smartphone. The results of the research show the results of the validity test conducted on the items of 0.52 which are included in the category of moderate validity. Keywords: conceptual understanding, diagnostic test, waves.
THE MODERN PHYSICS PRACTICUM MODULE IS EQUIPPED WITH VIDEOS TO TRAIN HOTS Wati, Listia; Bakri, Fauzi; Nasbey, Hadi
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol. 12 (2024): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2023
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/03.1201.PF37

Abstract

Abstract The challenges of the Industrial Revolution 4.0 can be faced by improving the quality of education. One of them is by increasing Higher Order Thinking Skills (HOTS) in learning that can be trained in practicum activities. This study aims to produce a practicum module that is equipped with a practicum video with the stages of HOTS training. This development research uses the Dick and Carey Model which is limited to the ninth stage. The research was assessed using a feasibility instrument that included the content, use of language, practicum module components, graphical aspects, ease of use, technical requirements, didactic requirements, and implementation of the HOTS process. So material experts, media experts, and learning experts stated that the modern physics practicum module on the photoelectric effect and property material is suitable for training students' HOTS stages. Keywords: Modern Physics, Practicum Module, HOTS, Photoelectric Effect, Millikan, Planck's Constant. Abstrak Tantangan Revolusi Industri 4.0 dapat dihadapi dengan meningkatkan kualitas pendidikan. Salah satunya dengan meningkatkan Higher Order Thinking Skills (HOTS) dalam pembelajaran yang dapat dilatih dalam kegiatan praktikum. Penelitian ini bertujuan untuk menghasilkan Modul praktikum yang dilengkapi video praktikum dengan tahapan melatih HOTS. Penelitian pengembangan ini menggunakan Model Dick and Carey yang dibatasi hanya sampai pada tahap kesembilan. Penelitian dinilai menggunakan instrumen kelayakan yang mencakup penyajian materi, penggunaan bahasa, komponen modul praktikum, aspek kegrafikan, kemudahan penggunaan, syarat teknis, syarat didaktik, dan keterlaksanaan proses HOTS. Sehingga ahli materi, ahli media dan ahli pembelajaran menyatakan modul praktikum fisika modern pada materi efek fotolistrik dan milikan layak digunakan untuk melatih tahapan HOTS mahasiswa. Keywords: Fisika Modern, Modul Praktikum, HOTS, Efek Fotolistrik, Millikan, Konstanta Planck.
VIDEO MICRO LEARNING: IMPLEMENTATIONS TPACK IN KINEMATICS LEARNING Fahrunnisa, Nurmalia; Bakri, Fauzi; Nasbey, Hadi
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol. 12 (2024): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2023
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/03.1201.PF38

Abstract

Abstract In 21st century learning, students are required to have 4C skills (critical thinking, creativity, collaboration, and communication). One way to practice 4C skills is with physics learning videos that implement TPACK. This study aims to produce learning videos that train 4C skills. The method used in this study is research and development using the Lee & Owens stages. The product feasibility of the results of this study was assessed by experts through a questionnaire instrument. The components of the questionnaire include the characteristics of learning videos, learning video components, learning models, TPACK implementation in learning, and the 4C learning stages, so that media experts, material experts, and learning experts say that physics learning videos are appropriate to use to train 4C skills in students. Keywords: 4C, Learning Videos, TPACK, Kinematics, Lee and Owens. Abstrak Memasuki pembelajaran abad 21 peserta didik dituntut untuk memiliki keterampilan 4C (critical thingking, creativity, collaboration and communication). Salah satu cara untuk melatih keterampilan 4C yaitu dengan video pembelajaran fisika yang mengimplementasikan TPACK. Penelitian ini bertujuan untuk menghasilkan video pembelajaran yang melatih keterampilan 4C. Metode yang digunakan dalam penelitian ini adalah Research and Development dengan tahapan Lee & Owens. Kelayakan produk hasil penelitian ini dinilai melalui instrumen kuesioner oleh para ahli. Komponen kuesioner meliputi karakteristik video pembelajaran, komponen video pembelajaran, model pembelajaran, implementasi TPACK dalam pembelajaran, dan tahapan pembelajaran 4C sehingga ahli media, ahli materi dan ahli pembelajaran menyatakan video pembelajaran fisika layak digunakan untuk melatihkan keterampilan 4C pada siswa. Kata-kata kunci: 4C, Video Pembelajaran, TPACK, Kinematika, Lee dan Owens.
Physics Textbooks Feature Augmented Reality Technology-Based Media For Kinematics Material: Training 21st Century Skills For High School Students Bakri, Fauzi; Sani, Tiara Nurmalita; Permana, Handjoko
Current STEAM and Education Research Vol. 1 No. 1 (2023): Current STEAM and Education Research, Volume 1 Issue 1, August 2023
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.010103

Abstract

Textbook as the main medium of learning are required to meet the needs of the 21st century. Textbook must facilitate the formation of 21st century skills. The necessary skills are Critical Thinking, Communication, Collaboration, and Creativity. This article describes the results of research on the development of a physics textbook at kinematic concept with augmented reality technology-based media. The physics textbook of this research is aimed at practicing the 21st century skills of high school students. The research method used is research and development with a Dick and Carey approach. A physics textbook at kinematic concept has been produced with stages to practice in 21st century skills. The components presented are: video based on augmented reality technology, data tables, graphs, pictures, mathematical analysis, verbal analysis for each subtopic presented. Learning is based on four pillars of education, namely: learning to know, learning to do, learning to be, and learning how to live together. The stages in the structure of the book being developed are concept maps, preliminary knowledge tests, theory by providing competency tests in each sub-chapter, summary, reflection, chapter competency tests, and learning activities that contain 4C components in practicing 21st century skills keterampilan. The results of this research and development textbook physics at kinematic concept have been validated by physics material experts, learning experts and textbook media experts. The expert gives a very decent assessment for all aspects that are assessed.
Engagement Class with Wiggle Bot Project Based Learning Permana, Handjoko; Bakri, Fauzi; Muliyati, Dewi; Mahendra, M. Rizki Diva; Rachmawati, Siti; Rachman, Gustama Wibawa; Mutoharoh, Mutoharoh
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 3 No. 2 (2024): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 3 Nomor 2, Desember 2
Publisher : PT. Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0302.01

Abstract

This training emphasizes the implementation of the Project Based Learning model and Wiggle Bot as learning tools to enhance teacher engagement as training participants with knowledge about the STEM approach in modern education. In this training session, the teachers worked in groups to design and create a Wiggle Bot, which will then be integrated into the curriculum. After successfully making the Wiggle Bot, the teachers identified the STEM components present in it. This aims to enable teachers to create various STEM projects that align with the learning and concepts of the material taught in class, thereby capturing the students' attention and indirectly engaging them actively in classroom learning. The active involvement of teachers as participants indicates positive feedback from this training. This training not only enhances teachers' skills but also deepens their understanding of STEM concepts and approaches.
STEM-Robotics Training for Science Teachers: Designing Interactive Learning Muliyati, Dewi; Wini Sholina; Vina Dwi Cahyani; Nisrina Tsabitah Zain; Putri Marsha Sabrina; Fauzi Bakri; Handjoko Permana; Dwi Handarini; Rahmah Purwahida; Muhammad Suryauno Mahmudah
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 3 No. 1 (2024): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 3 Nomor 1, Juni 2024
Publisher : PT. Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/

Abstract

STEM education is critical in current teaching because it combines science, technology, engineering, and mathematics into a unified learning experience. STEM education focuses on educating students for the changing profession by developing critical thinking and problem-solving abilities while also addressing gender inequalities in STEM disciplines. Robotics, an important component of STEM education, provides hands-on learning experiences that pique students' curiosity and practical application of STEM principles. To overcome the scarcity of talented individuals in STEM industries, educators must get STEM and robotics training. This publication describes a STEM-Robotics training program meant to help science instructors incorporate robotics into their teaching techniques. The program seeks to improve instructors' robotics education skills, create new teaching techniques, bridge theory and practice, and improve student engagement and learning results. By combining hands-on robotics activities into the curriculum, the program hopes to foster dynamic learning settings that encourage creativity, critical thinking, and collaborative problem-solving abilities. This book describes the STEM-Robotics training program's rationale, organization, aims, and expected impact, emphasizing its importance in educating students for future employment in technology, engineering, and other STEM-related disciplines.
How Important Learning Media for In-Service Science Teacher Permana, Handjoko; Fauzi Bakri; Dewi Muliyati; Mutoharoh; Putri Marsha Sabrina; M. Rizki Diva M; Siti Rachmawati; Gustama Wibawa R
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 3 No. 1 (2024): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 3 Nomor 1, Juni 2024
Publisher : PT. Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/

Abstract

This training on developing STEM-based teaching modules aims to equip science teachers with the knowledge and tools needed to create teaching materials, such as modules, that will be used in classroom learning. The development of modules is not only relevant to the curriculum but also capable of integrating STEM concepts. This STEM-based teaching module can enhance critical thinking skills and foster students' creativity to face the challenges of the 21st century. The method in this training session began with the presentation of material on STEM education, guidelines for module development, explanations of examples and types of teaching modules, and provided teachers with the opportunity to collaborate or discuss with the facilitators. Because the module that has been developed is expected to integrate STEM concepts into learning materials both in the classroom and during independent study.  Thus, in this training, it is hoped that it can have a positive impact on both teachers and students so that it can be implemented effectively in the classroom with a more interactive and innovative approach, thereby increasing students' interest in learning and enhancing their ability to solve complex problems. 
Co-Authors A. Handjoko Permana Achmad Fadhlih Saldy Saputra Ade Hadiati Nuzuliana Aditya Nugraha Agus Setyo Budi Agustiani Putri Agustiani Putri Ahmad Zatnika Purwalaksana Anggara Budi Susila Anjani, Anisya Dirgahayu Aristine Patricia Asyifa Irchami, Rachma Ayu Rezky Yulita Betty Zelda Siahaan Cahyani, Vina Dwi Dadan Sumardani Dadan Sumardani Dadan Sumardani Dadan Sumardani Dadan Sumardani Dadan Sumardani Denny, Dwinanda Permata Sari Dewi Muliyati Diah Ambarwulan Diah Ambarwulan Diah Ambarwulan Diah Ambarwulan Dila Sabila Dwi Handarini Dwi Handarini, Dwi Erfan Handoko Erlinda Sulistyani Esmar Budi Esmar Budi Esmar Budi Fahrunnisa, Nurmalia Fajriani, Farah Ghina A. I. Gustama Wibawa R Hadi Nasbey Hajar Imtihani Halimah Al Hasanah Herga Marizka I Made Astra I Made Astra Iip Wahyuni Imtihani, Hajar Inas Nurazizah Indah Febriani Indah Hanifa Salsabila Iwan Purnaman Izzah Imaniyah Kiar Vansa Febrianti Kristin S Silaban Laras Widianingtiyas M, M. Rizki Diva M. Rizki Diva M Mahendra, M. Rizki Diva Mahmudah, Muhammad Suryauno Marlinda Siahaan Mellyana A. R, Diana Mellyana Mega Hartina Muhammad Suryauno Mahmudah Mutia Delina Mutiara Chaerunnisa Mutoharoh Mutoharoh Mutoharoh Mutoharoh, Mutoharoh Nabila Islahana Ni Larasati Kartika Sari Nisrina Tsabitah Zain Nur Azizah Oktaviani Marsal Po-Sheng Chiu Prihartini Khoirun Nissa Primasari, Nandia Purwahida, Rahmah Putri Marsha Sabrina R, Gustama Wibawa Rachman, Gustama Wibawa Raden Raisa Wulandari Raffa Fitra Ramadannisa Rafif Hendrawan Rahma Rosaliana Saraswati Rahmah Purwahida Raihanati Raihanati Razali Rasyid Rina Dwi A Mulyaningsih Roy Hadiyanto Roy Hadiyanto, Roy Ruhiyat Rizki P Sabar Budi Sabrina, Putri Marsha Samsul Bahri Sani, Tiara Nurmalita Sebastian Pangaribuan Shak Rhuk Khan Shelma Nur Chaeranti Sholina, Wini Sifa Alfiyah Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo Siti Rachmawati SITI RACHMAWATI Sitti Ghaliyah Sumardani, Dadan Sunaryo Sunaryo Sunaryo Sunaryo Velinda Finka Irawan Vina Dwi Cahyani Vina Serevina Wahyuni Wahyuni Wati, Listia Wenggita Maulani Putri Widya Nurhayati Widyaningrum Indrasari Widyanirmala Widyanirmala Wini Sholina Wulandari Fitriani Wulandari Fitriani Zain, Nisrina Tsabitah Zilan Zalila Rendy Zulri Ramadhan