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Naryatmojo, Deby Luriawati

Universitas Negeri Semarang

Author-ID : 2527414

Religion Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Actualization of Adiwiyata School Values Through the Environmental Campaign of Al-Fattah Islamic Junior High School, Semarang Naryatmojo, Deby Luriawati; Kusumantoro, Kusumantoro; Sholeh, Muh; Simbolon, Andri Sumihar
Jurnal Abdimas Vol. 28 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/m0xz9d30

Tambakrejo Village faces complex environmental issues, such as waste accumulation and flooding. This is exacerbated by the low awareness among the community regarding waste management and environmental preservation. To address these challenges, the Environmental Education Movement in Schools was initiated as an implementation of school-based environmental education. The program aims to encourage and develop environmentally conscious and culturally aware schools that are capable of participating in and implementing efforts to preserve the environment within the framework of sustainable development. The PBLHS (Environmental Education Movement) at SMP Al-Fattah, Tambakrejo Village, Semarang City, is supported by Saka Energi Muriah Limited and Semarang State University, and includes the following activities: (1) socialization, (2) preparation of the Learning Program Plan (RPP), (3) training of Adiwiyata cadres, (4) integration of PBLHS into the curriculum, (5) implementation of PBLHS, (6) provision of facilities and infrastructure, and (7) monitoring and evaluation. The results of the activities show an increase in students' awareness of waste and energy management, as well as the development of environmentally friendly habits at the school through intracurricular, co-curricular, and extracurricular activities. The development of facilities such as waste sorting stations, environmental posters, and the formation of Adiwiyata cadres strengthens the role of students as agents of change within the school and the surrounding community. The implementation of PBLHS at SMP Al-Fattah has successfully instilled environmental preservation values in students and fostered environmentally conscious character.

The Satirical Language Style and Critical Reasoning Values in the YouTube Video 'Santoon TV' and Their Relevance to the Learning of Anecdotal Texts for Class X: Gaya Bahasa Satire dan Nilai Bernalar Kritis dalam Video YouTube “Santoon TV” serta Relevansinya pada Pembelajaran Teks Anekdot Kelas X Intan Wulan Sari; Deby Luriawati Naryatmojo
Anthology: Journal of Language, Literature, and Learning Vol. 1 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/anthology.v1i1.31598

This research examines the types of satirical language styles and critical reasoning values found in the YouTube video "Santoon TV," as well as their relevance to teaching anecdotal texts to tenth-grade students. The objective of this study is to describe the types of satirical language styles and critical reasoning values in the YouTube video "Santoon TV," along with its relevance to the teaching of anecdotal texts for tenth graders. The method employed in this research is a descriptive method with a qualitative approach. The data collection techniques used are free listening, conversational engagement, and note-taking. The data analysis technique in this study utilizes an interactive model, encompassing data collection, data reduction, data presentation, and conclusion drawing. The research findings from the YouTube video "Santoon TV" are relevant to the learning of anecdotal texts as it contains two types of satirical language styles, namely Horatian and Juvenalian, which are interesting for students to study as material content for anecdotal texts. The critical reasoning values present in the YouTube video "Santoon TV" also comprehensively encompass the three elements, making it beneficial for enhancing the Pancasila Student Profile among learners. Furthermore, the YouTube video "Santoon TV" meets the criteria for a learning resource, being practical, economical, easy, flexible, and aligned with the learning objectives of anecdotal texts for grade X high school. It is hoped that the results of this research will broaden insights and assist educators in selecting innovative learning resources for anecdotal texts. Penelitian ini menganalisis jenis gaya bahasa satire dan nilai bernalar kritis yang terdapat dalam video YouTube “Santoon TV”, serta relevansinya terhadap pembelajaran teks anekdot kelas X. Tujuan penelitian ini adalah mendeskripsikan jenis gaya bahasa satire dan nilai bernalar kritis dalam video YouTube “Santoon TV”, serta relevansinya terhadap pembelajaran teks anekdot kelas X. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah simak bebas libas cakap dan catat. Teknik analisis data dalam penelitian ini menggunakan model interaktif mulai dari pengumpulan data, reduksi data, penyajian data, hingga penarikan simpulan. Hasil penelitian video YouTube “Santoon TV” memiliki relevansi dengan pembelajaran teks anekdot karena memuat dua jenis gaya bahasa satire, yaitu horation dan juvenalian yang menarik untuk dipelajari peserta didik sebagai muatan materi teks anekdot. Nilai bernalar kritis yang terdapat dalam video YouTube “Santoon TV” juga lengkap memuat ketiga elemen sehingga bermanfaat untuk meningkatkan Profil Pelajar Pancasila pada peserta didik. Selain itu, video YouTube “Santoon TV” juga memenuhi kriteria sebagai sumber belajar, yaitu praktis, ekonomis, mudah, fleksibel, dan sesuai dengan tujuan pembelajaran teks anekdot kelas X SMA. Hasil penelitian ini diharapkan dapat menambah wawasan dan membantu pendidik dalam memilih sumber belajar teks anekdot yang inovatif.

EVALUASI KESESUAIAN PENILAIAN SUMATIF AKHIR JENJANG KELAS XII DENGAN DISTRIBUSI RANAH KOGNITIF DALAM KURIKULUM MERDEKA Muhammad Jahfal Hanan; Maulana Phaundra Tegar Irawan; Deby Luriawati Naryatmojo; Wagiran
Jurnal Bastra (Bahasa dan Sastra) Vol. 10 No. 3 (2025): JURNAL BASTRA EDISI JULI 2025
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v10i3.1504

The Merdeka Curriculum aims to give freedom to educational institutions and teachers in designing learning that suits the needs and characteristics of students. In addition, this curriculum also directs the development of student character and skills, not just centered on achieving test scores. So the Minister of Education, Culture, Research and Technology issued a decree to implement the independent curriculum which is listed in the Decree of the Minister of Education, Culture, Research and Technology of the Republic of Indonesia number 262 / M / 2022. Based on the implementation of the independent curriculum that has been running from 2022, there has not been much discussion about the suitability of the PSAJ in terms of the distribution of the cognitive domain. The research to be carried out uses a type of qualitative research with a descriptive approach. The research will be carried out by determining the object of research on purpose, so the technique used is Purposive Sampling. The suitability of PSAJ to the distribution of cognitive domains when viewed from the percentage of each school, S01 has a distribution of Low Order Thinking Skills (LOTS), the percentage in S02 shows the assessment of PSAJ which has a level of High Order Thinking Skills (HOTS), while in S03, represents the level of test items Middle Thinking Skills (MOTS) and High Order Thinking Skills (HOTS). The knowledge dimension that is often presented is the conceptual dimension, which indicates that the questions attempt to improve learners' conceptual understanding. The thing that needs to be considered in making questions is of course not to be separated from the AKM and the need for the suitability of the level of thinking according to the ability of students.

Kesalahan Sintaksis dalam Website Berita CNN Periode Agustus 2025 Ahkmad Maulana Marzuki; Andika Kurniawan Luthfi; Nadif Abinaya Yulkham; Ilham Kusuma Aji; Asep Purwo Yudi Utomo; Deby Luriawati Naryatmojo; Luthfa Nugraheni
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 3 No. 1 (2026): Februari : Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v3i1.2905

This research is driven by the urgency of maintaining the quality of the Indonesian language in the realm of online journalism, particularly on major media platforms such as CNN Indonesia. Online media plays a central role as the primary source of information, but the speed of publication often encounters linguistic errors that have the potential to damage credibility and lead to misinterpretation among readers. The focus of the study on syntactic errors is crucial because errors in sentence structure, diction, and conjunctions directly affect the meaning and effectiveness of communication. This study aims to analyze and describe the forms of syntactic errors (including sentence pattern errors, non-standard diction, and conjunction redundancy) and offer recommendations for improvement based on standard Indonesian language rules. The method used is a qualitative descriptive approach with a syntactic approach. Data in the form of linguistic units at the phrase, clause, and sentence levels from all CNN Indonesia news texts for the period of August 2025, collected using the Listen and Note Technique. The findings are anticipated to show a dominance of sentence ineffectiveness, incorrect use of conjunctions, and temporally illogical diction errors. This research is expected to contribute as a practical guide for editors and news writers to improve the quality of editing, while also supporting literacy efforts and the use of good and correct Indonesian in the digital public space.

TPACK on differentiated instruction: Students' critical listening literacy skills Naryatmojo, Deby Luriawati; Baehaqie, Imam; Hasyim, Mohamad Yusuf Ahmad; Cahyo, Ahmad Nur; Azam, Muhammad
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

The integration of Technological, Pedagogical, and Content Knowledge (TPACK) has been widely advocated in technology-enhanced learning; however, empirical evidence linking TPACK-based differentiated instruction to the development of critical listening literacy in higher education remains limited. This study addresses this gap by examining the pedagogical impact of a TPACK-integrated differentiated instructional model on undergraduate students' literal and critical listening competencies. A quasi-experimental non-equivalent control group design was employed involving 72 students from two Indonesian public universities. The experimental group (n = 37) received TPACK-based differentiated instruction, while the control group (n = 35) underwent conventional teaching. Data were analyzed using parametric statistical procedures, including paired- and independent-sample t-tests and normalized gain (N-gain) analysis. Results demonstrate statistically significant improvements in both groups; however, the experimental group achieved substantially greater learning gains (M_pre = 73; M_post = 87) compared to the control group (M_pre = 69; M_post = 80), with a high N-gain score (0.53) versus a moderate gain (0.35). The findings suggest that systematic integration of technological, pedagogical, and content knowledge within differentiated frameworks enhances higher-order listening literacy by promoting cognitive engagement and evaluative processing. This study contributes empirical support to the TPACK framework by extending its application to critical literacy development and offers pedagogical implications for technology-mediated language instruction in higher education contexts.

The Effectiveness of the Project-Based Learning Model Assisted by Artificial Intelligence on the Listening Skills of Indonesian Language Education Students Deby Luriawati Naryatmojo; Bambang Hartono; Diyamon Prasandha; Dyah Prabaningrum; Aldi Dwi Saputra
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.65961

The integration of technology in Indonesian language learning has continued to develop alongside advances in Artificial Intelligence (AI), although its application in classroom practice remains limited. This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model assisted by Artificial Intelligence in improving the listening skills of Indonesian Language Education students. The study employed a quasi-experimental design with two groups: an experimental group consisting of 23 students who received AI-assisted PjBL instruction and a control group consisting of 34 students who received conventional instruction. In the experimental group, AI was implemented through the use of speech-to-text tools and AI-based audio generators to support listening activities. Data were collected through pretests and posttests measuring listening skills, supported by observation and documentation. Data analysis included descriptive statistics, paired sample t-tests, independent sample t-tests, and N-gain analysis. The results showed that the AI-assisted PjBL model significantly improved students’ listening skills. The experimental group achieved a higher mean score compared to the control group, with an N-gain score of 0.42 (moderate category), while the control group obtained an N-gain score of 0.21 (low category). These findings indicate that AI-assisted PjBL is more effective than conventional learning methods in enhancing listening skills. This study implies that integrating AI into project-based learning can support more interactive and meaningful listening instruction and contribute to the development of students’ language skills in higher education contexts.

Implementasi Asesmen Diagnostik Kurikulum Merdeka dalam Pembelajaran Bahasa Indonesia di SMP Bakoh, Isma-ae; Naryatmojo, Deby Luriawati; Wagiran
JPNM Jurnal Pustaka Nusantara Multidisiplin Vol. 4 No. 2 (2026): May : Jurnal Pustaka Nusantara Multidisiplin (ACCEPTED)
Publisher : SM Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59945/jpnm.v4i2.1218

Penelitian ini bertujuan untuk mendeskripsikan implementasi asesmen diagnostik sebagai dasar pelaksanaan pembelajaran Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data diperoleh melalui observasi, wawancara, dan studi dokumen, kemudian dianalisis menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan. Keabsahan data diuji menggunakan triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa guru telah melaksanakan asesmen diagnostik non-kognitif secara rutin pada awal pembelajaran maupun selama proses belajar melalui observasi perilaku, angket sederhana, dan wawancara. Hasil asesmen digunakan untuk memetakan motivasi, minat, sikap, serta hambatan belajar siswa yang menjadi dasar penyesuaian strategi pembelajaran, pengelompokan siswa, dan pemberian pendampingan. Kendala yang ditemukan meliputi keterbatasan waktu, kemampuan guru dalam menyusun instrumen, serta beban administrasi. Secara keseluruhan, penelitian ini menyimpulkan bahwa implementasi asesmen diagnostik non-kognitif telah sejalan dengan prinsip-prinsip Kurikulum Merdeka yang menekankan pembelajaran berpihak pada murid, humanis, dan berorientasi pada perkembangan karakter. Asesmen non-kognitif berfungsi sebagai fondasi penting dalam menciptakan pembelajaran yang bermakna, adaptif, dan mendukung kesejahteraan emosional siswa. Dengan pelaksanaan, evaluasi, dan pemanfaatan yang berkelanjutan, asesmen diagnostik non-kognitif mampu memberikan kontribusi nyata terhadap perkembangan siswa dan peningkatan kualitas proses pembelajaran. Asesmen diagnostik adalah alat krusial untuk memetakan kemampuan kognitif dan kondisi non-kognitif (psikologis/sosial) siswa di awal pembelajaran. Hasilnya menjadi dasar bagi guru untuk merancang pembelajaran berdiferensiasi yang sesuai dengan kebutuhan individu, meningkatkan efektivitas pengajaran, serta mengidentifikasi kelebihan dan kelemahan siswa.

Evaluasi dan Rekonstruksi Soal Asesmen Sumatif Bahasa Indonesia Berdasarkan Taksonomi Bloom di Sekolah Menengah Pertama: Evaluation and Reconstruction of Indonesian Language Summative Assessment Questions Based on Bloom’s Taxonomy in Junior High School Ramadhanti, Gisella Orlanova; Naryatmojo, Deby Luriawati; Wagiran, Wagiran
Pena : Jurnal Pendidikan Bahasa dan Sastra Vol. 16 No. 3 (2026): Pena: Jurnal Pendidikan Bahasa dan Sastra
Publisher : Program Studi Pendidikan Bahasa dan Sastra Fakultas Keguruan dan Ilmu Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/pena.v16i3.56596

This study aims to analyze the distribution of cognitive levels in Indonesian language summative assessment questions for grades VII, VIII, and IX at SMP Negeri 2 Ciledug and to reconstruct Lower Order Thinking Skills (LOTS) questions into Higher Order Thinking Skills (HOTS) questions based on Anderson and Krathwohl’s Revised Bloom’s Taxonomy. This study employed a mixed-methods approach combining descriptive quantitative and qualitative analyses. The data consisted of 150 Indonesian language summative assessment items analyzed according to cognitive levels C1–C6. The results showed that the questions were dominated by the remembering (C1) and understanding (C2) levels. In grades VII and VIII, all questions were categorized as LOTS, while in grade IX, 10% of the questions reached the analyzing level (C4). No questions were found at the evaluating (C5) and creating (C6) levels. The reconstruction results indicated that LOTS questions can be developed into HOTS questions through enriched stimuli, authentic contexts, and higher cognitive demands. This study provides an alternative framework for developing Indonesian language assessments that are more oriented toward higher-order thinking skills in accordance with the Merdeka Curriculum.

IMPLEMENTATION OF DEEP LEARNING OF CRITICAL LISTENING SKILLS IN HIGHER EDUCATION: A STRATEGY TO IMPROVE THE QUALITY OF EDUCATION Deby Luriawati Naryatmojo; Santi Pratiwi Tri Utami; Dyah Prabaningrum
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.86

This study aimed to evaluate the effectiveness of a deep learning-based instructional model in improving critical listening skills in higher education. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group. Two classes from Indonesian Language and Literature Education programs at two state universities with “A” accreditation were purposively selected. The instrument was a seven-item essay test that had been validated for reliability, item difficulty, and discrimination power. Assumption checks (Shapiro–Wilk and Levene tests) confirmed data normality and homogeneity of variance. Baseline differences were analyzed using independent-samples t-tests; within-group gains were tested with paired-samples t-tests; between-group posttest differences with independent-samples t-tests; and learning efficiency was summarized using the N-gain index. Both groups demonstrated significant improvement from the pretest to the posttest (p < 0.001). The experimental group achieved a higher mean posttest score of 83.54 ± 7.33 compared to the control group, which was 79.63 ± 5.31, representing a statistically significant difference (p = 0.012). The experimental group also demonstrated a significantly higher N-gain (p = 0.020), with a high-gain category (13.51%) observed only in this group. Deep learning-based instruction proved more effective than conventional teaching in enhancing critical listening skills, both in absolute achievement and learning efficiency. These findings support the adoption of deep learning pedagogy as an instructional strategy to strengthen students’ critical literacy and 21st-century competencies in higher education.

Mapping the Misconception of Literacy Education among Indonesian Language Teachers: A Certainty of Response Index Analysis Santi Pratiwi Tri Utami; Deby Luriawati Naryatmojo; Apri Pendri; Suhailee Sohnui
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 01 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i01.14843

Indonesia's low literacy achievement in various international assessments indicates that strengthening literacy education remains a significant challenge. At the same time, global literacy concepts have expanded beyond reading and writing to encompass critical, digital, and multimodal competencies. However, in schools where literacy education is often entrusted to Indonesian language teachers, it is still frequently interpreted as merely reading and writing activities, potentially leading to misconceptions. This study aimed to map the levels and types of misconceptions encountered in secondary schools in Central Java, Indonesia. The study employed a mixed-method design in which quantitative data from a Certainty of Response Index (CRI)-based questionnaire and qualitative data from written explanations were integrated during interpretation. The instrument was based on the CRI. The sample included 155 Indonesian language teachers. Data were analyzed using frequency tables and response-type scores. The results showed that misconceptions reached 52.90%, while understanding and not understanding accounted for 34.20% and 12.90%, respectively. The identified misconceptions included (1) implementation patterns, where 66.1% did not differentiate practices across educational levels, 22.4% differentiated them only temporarily, and 11.5% did so routinely; and (2) implementation duration, where 69.9% limited literacy activities to 15 minutes before lessons, while 22.1% implemented them before lessons, during breaks, and throughout learning activities. The integration of CRI scores and participants' explanations indicates that literacy education remains dominated by procedural practices. This study provides empirical mapping of literacy education misconceptions among Indonesian language teachers and highlights the need to redesign literacy education implementation to better support school literacy culture. Rendahnya capaian literasi Indonesia pada berbagai asesmen internasional menunjukkan bahwa penguatan pendidikan literasi masih menjadi tantangan signifikan. Pada saat yang sama, konsep literasi global telah berkembang melampaui kemampuan membaca dan menulis, mencakup kompetensi kritis, digital, dan multimodal. Namun, di sekolah yang cenderung mempercayakan pelaksanaan pendidikan literasi kepada guru Bahasa Indonesia, literasi masih sering dimaknai sebatas aktivitas membaca dan menulis sehingga berpotensi menimbulkan miskonsepsi. Penelitian ini bertujuan memetakan tingkat dan jenis miskonsepsi yang ditemui pada sekolah jenjang menengah di Jawa Tengah, Indonesia. Penelitian menggunakan desain mixed method, dengan integrasi data kuantitatif dari kuesioner berbasis Certainty of Response Index (CRI) dan data kualitatif dari uraian alasan responden pada tahap interpretasi. Instrumen penelitian disusun berdasarkan CRI. Sampel penelitian terdiri atas 155 guru Bahasa Indonesia. Data dianalisis menggunakan tabel frekuensi dan skor tipe respons. Hasil penelitian menunjukkan bahwa tingkat miskonsepsi mencapai 52,90%, sedangkan respons paham dan tidak paham masing-masing mencapai 34,20% dan 12,90%. Miskonsepsi yang teridentifikasi meliputi (1) pola implementasi pendidikan literasi, yaitu 66,1% responden tidak membedakan praktik literasi antarjenjang pendidikan, 22,4% membedakannya secara temporer, dan 11,5% secara rutin; serta (2) durasi implementasi pendidikan literasi, yaitu 69,9% responden membatasi kegiatan literasi pada 15 menit sebelum pembelajaran, sedangkan 22,1% mengimplementasikannya sebelum pembelajaran, saat istirahat, dan selama proses pembelajaran. Integrasi skor CRI dan uraian responden menunjukkan bahwa pendidikan literasi masih didominasi oleh praktik yang bersifat prosedural. Penelitian ini memberikan pemetaan empiris mengenai miskonsepsi pendidikan literasi pada guru Bahasa Indonesia serta menegaskan perlunya redesain implementasi pendidikan literasi agar lebih mendukung penguatan budaya literasi di sekolah.

Co-Authors Adhetia Sukmafitriani Agus Nuryatin Ahkmad Maulana Marzuki Ahmad Mubarok Ahmad, Affan Ghaffar Aldi Dwi Saputra Alfarell Fadhil Waradana Alfi Khoiru An Nisa Alfi Yalda Ayumi Alfiyatur Rohmaniyah Ana Khalimatul Muna Ana Widya Pratiwi Andika Kurniawan Luthfi Apri Pendri Arinal Hasanah Asep Purwo Yudi Utomo Aulia, Rifa Awalina Putriyani Bakoh, Isma-ae Bambang Hartono Bambang Hartono Bunyamin Bunyamin Cahyo, Ahmad Nur Chaerunnissa Denis Ekasari Dhesti Lestari Dhita Prasisca Mutiatari Diyamon Prasandha Diyamon Prasandha Dyah Prabaningrum Farahdila, Nonika Finda Septina Munjariyati Ghonia, Allifa Zia Guntur Warisman Haq, Moh Aulina ahsanul Haryadi - Hasanah, Arinal Hasnah Setiani Hasyim, Mohamad Yusuf Ahmad Hidayah, Isnaini Rahmah Hidayah, Nasik Ida Zulaeha Iko Meifarindra Anugari Ilham Kusuma Aji Ilma Khalisatul Muntaha Imam Baehaqie Imtiyaza Nihlah Hadana Indra Rasyid Julianto Indriani Diah Eko Pujiastuti Intan Wulan Sari Irfai Fathurohman Isma-ae Bakoh Karnowo - Kesi, Kesi Khatamy, Muhammad Adam Kusumantoro Kusumantoro Kusumantoro, Kusumantoro Legi Aspriyanti Leni Salindri Linda Selviana Luthfa Nugraheni Maulana Phaundra Tegar Irawan Meina Febriani Melati, Inaya Sari Michael Johan Sulistiawan Michael Johan Sulistiawan Muh Sholeh Muh. Ibnan Syarif, Muh. Ibnan Muhammad Azam Muhammad Jahfal Hanan Muhammad Rizal Rusdi Murbangun Nuswowati Nadif Abinaya Yulkham Nas Haryati Setyaningsih Nikmah, Faridhatun Nisa, Alfi Khoiru An Novi Auliana Putri Nufi Azam Mutaqin Nufi Azam Mutaqin Nurdin, Roro Ajeng Sekar Pitaloka Sukmadjati Nurhamidah Nurhamidah Nurhamidah Nurhamidah Prabaningrum, Dyah Prasandha, Diyamon Putri, Novi Auliana Rahmazeni Ainun Zulfaa Ramadhanti, Gisella Orlanova Ratna Intan Sari Rifa Aulia Risda Ayu Prihantiwi Risky Arbangi Nopi Riyadi Widhiyanto Rosyidah, Lailia Ummi Salindri, Leni Santi Pratiwi T.U. Santi Pratiwi Tri Utami Saptono Putro Saputri, Yofi Dwi Anggun Sari, Vivin Widya Seylla Arifeni Seylla Arifeni Shofa, Anindha Naila Simbolon, Andri Sumihar Subyantoro Subyantoro Suhailee Sohnui Sukma Nabilah Daulay Suwito, Wagiran Tri Nur Aeni Tulus Eko Sriyandoyo Vio Amandini Afriliana Wafiq, Chici Al Wafiqotul Azizah Wagiran Wagiran Wagiran Wagiran Wagiran Wagiran Wahid Akhsin Budi Nur Shidiq Wahyu Azam Nur Wangiran Warisman, Guntur Wati, Maulida Laily Kusuma Wulandari, Mely Yustinah Yustinah Zuhra Sl. Datu

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