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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 Effectiveness of Problem-Based Learning and Digital Media-Assisted Discovery Learning on the Ability to Listen to Persuasive Texts Reviewed from the Learning Style of Junior High School Students Indriani Diah Eko Pujiastuti; Deby Luriawati Naryatmojo
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.472

The ability to listen to persuasive texts is one of the important language skills to be developed in junior high school students because it is related to the ability to understand, interpret, and evaluate the messages received. However, listening learning in schools still tends to be conventional and does not make optimal use of digital media, resulting in low student involvement in the learning process. This study aims to analyze the effectiveness of Problem-Based Learning (PBL) and Discovery Learning assisted by digital media on the ability to listen to persuasive texts reviewed from the learning style of junior high school students. The research uses a quantitative approach with quasi experiment methods and 2×2 factorial design. The research subjects consisted of grade VIII students who were grouped based on learning models and learning styles. Data were collected through listening ability tests, learning style questionnaires, observations, and documentation, then analyzed using descriptive statistics and Two-Way ANOVA. The results of the study showed that PBL assisted by digital media was more effective than Discovery Learning and conventional learning in improving the ability to listen to persuasive texts. In addition, learning styles affect learning outcomes and there is a significant interaction between learning models and student learning styles. This study confirms that the integration of active learning models and digital media can improve the quality of listening learning in a more adaptive and contextual manner.

Desain Media Grafis Berbasis Stimulasi Gambar Bermuatan Budaya Daerah untuk Pembelajaran Menulis Teks di SMP Berdasarkan Kurikulum Merdeka Bambang Hartono; Meina Febriani; Diyamon Prasandha; Deby Luriawati Naryatmojo; Haryadi Haryadi; Yustinah Yustinah
DISASTRA: PENDIDIKAN BAHASA DAN SASTRA INDONESIA Vol 8, No 2 (2026): JULI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/disastra.v8i2.10835

Penelitian ini bertujuan menghasilkan dan menguji kelayakan model media grafis berstimulasi gambar bermuatan kebudayaan daerah untuk pembelajaran menulis teks pada mata pelajaran Bahasa Indonesia di SMP berdasarkan Kurikulum Merdeka. Penelitian menggunakan metode research and development (R&D) dengan mengadaptasi lima dari sepuluh langkah Borg dan Gall, meliputi studi pendahuluan, perencanaan, pengembangan prototipe, validasi, dan revisi produk. Penelitian dilaksanakan di dua SMP di Kota Semarang dengan subjek penelitian terdiri atas guru Bahasa Indonesia, murid SMP, dan ahli media pembelajaran. Data dikumpulkan melalui angket, observasi, wawancara, dokumentasi, dan penilaian ahli, kemudian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil studi pendahuluan menunjukkan bahwa media pembelajaran menulis yang digunakan guru masih didominasi penyajian teks dan belum mampu memvisualisasikan tahapan menulis secara sistematis. Berdasarkan analisis kebutuhan, dikembangkan media grafis berbentuk bagan alir berbasis stimulasi gambar yang mengintegrasikan kebudayaan daerah. Model dikembangkan berdasarkan prinsip kesederhanaan, kelengkapan, efektivitas, daya tarik, motivasi, variasi, pembimbingan, dan integrasi. Hasil validasi ahli serta tanggapan guru dan murid menunjukkan bahwa media yang dikembangkan memiliki tingkat kelayakan, penerimaan, dan kebermanfaatan yang tinggi dalam mendukung pembelajaran menulis teks. Media ini berpotensi menjadi alternatif inovatif untuk meningkatkan kualitas pembelajaran menulis sekaligus melestarikan budaya daerah.

Penerapan Pembelajaran Kontekstual Untuk Meningkatkan Keterampilan Menyimak Teks Negosiasi Siswa Kelas X Sari, Vivin Widya; Naryatmojo, Deby Luriawati
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/awwpzf13

Tujuan penelitian ini adalah mendeskripsikan penerapan pembelajaran kontekstual dalam pembelajaran menyimak teks negosiasi siswa kelas X serta mengidentifikasi kendala dan solusi pelaksanaannya. Penelitian dilatarbelakangi oleh rendahnya keterlibatan siswa dalam kegiatan menyimak, kesulitan memahami tujuan negosiasi, dan lemahnya keterkaitan materi dengan pengalaman nyata. Penelitian ini menggunakan metode deskriptif kualitatif di SMAN 2 Ungaran, Kabupaten Semarang. Data diperoleh melalui observasi pembelajaran selama dua pertemuan, wawancara semi terstruktur dengan guru dan siswa, serta dokumentasi berupa modul ajar, bahan ajar, media pembelajaran, dan hasil asesmen menyimak. Keabsahan data diperkuat melalui triangulasi sumber dan teknik, sedangkan analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran kontekstual mendukung keterlibatan siswa dalam kegiatan menyimak teks negosiasi. Pengaitan materi dengan situasi tawar-menawar, penggunaan video negosiasi, diskusi kelompok, praktik negosiasi, dan refleksi membantu siswa mengenali tujuan negosiasi, unsur pengajuan, penawaran, persetujuan, serta kaidah kebahasaan teks lisan. Kendala yang ditemukan meliputi keterbatasan jaringan internet dan proyektor, perbedaan tingkat keterlibatan siswa, serta penggunaan ragam bahasa daerah dalam praktik negosiasi. Guru mengatasinya dengan menyiapkan media alternatif, memberi bimbingan bertahap, dan menegaskan penggunaan bahasa Indonesia baku. Temuan ini menunjukkan bahwa pembelajaran kontekstual relevan untuk menciptakan kegiatan menyimak yang lebih bermakna, meskipun klaim peningkatan keterampilan masih memerlukan data pengukuran yang lebih sistematis. This study aims to describe the implementation of contextual learning in teaching Grade X students to listen to negotiation texts and to identify the challenges and solutions that emerged during its implementation. The study was motivated by students' low engagement in listening activities, difficulty understanding the purpose of negotiation, and limited connection between classroom materials and real-life experiences. A qualitative descriptive method was employed at SMAN 2 Ungaran, Semarang Regency. Data were collected through classroom observations during two meetings, semi-structured interviews with the teacher and students, and documentation of teaching modules, learning materials, media, and listening assessment records. Data credibility was strengthened through source and technique triangulation, while data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings show that contextual learning supported students' engagement in listening to negotiation texts. Connecting the material with bargaining situations, using negotiation videos, facilitating group discussions, conducting negotiation practice, and guiding reflection helped students identify the purpose of negotiation, proposal, offer, agreement, and linguistic features in oral texts. The main challenges were limited internet access and projector availability, different levels of student participation, and the use of local language varieties during negotiation practice. The teacher addressed these challenges by preparing alternative media, providing gradual guidance, and reinforcing the use of standard Indonesian. The findings indicate that contextual learning is relevant for creating more meaningful listening activities, although claims about improved listening skills require more systematic measurement data.

Rekonstruksi Rencana Pelaksanaan Pembelajaran dan Pengembangan Keterampilan Menulis Teks Anekdot bagi Siswa SMA/MA di Era Merdeka Belajar Novi Auliana Putri; Arinal Hasanah; Indra Rasyid Julianto; Wagiran Wagiran; Deby Luriawati Naryatmojo
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2022: SPECIAL EDITION: LALONGET III
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.7599

This article aims to find out how the quality of the items and assessment rubrics on aspects of language skills, namely the writing skills of students in class X SMA / MA in the odd semester Indonesian language lessons anecdotal text material located in Kudus. Researchers reconstructed the items and assessment rubrics and developed the learning media that would be delivered to students. The KD taken in this study were KD 3.5 for the realm of knowledge and KD 4.5 in the realm of anecdotal text material skills. The research that the researcher makes is included in the form of descriptive-qualitative research. The techniques in data collection that the researchers used in making this article include: reading and writing techniques and analysis techniques with data reduction, presenting existing data, and drawing conclusions. Furthermore, the results found that the lesson plans of Indonesian language teachers at SMA/MA Kudus did not meet the criteria for the assessment of the three aspects, namely material, construction, and language. The first aspect is the material reaches 70%, construction 70%, and language 75%. In addition, the assessment rubric which was originally still in the cognitive domain was reconstructed by changing to the skill or psychomotor domain. The last result is the development of media used by teachers, researchers develop learning media so that students' skills in writing anecdotal texts can be achieved through the existence of android-based learning applications in the era of independent learning, especially in anecdotal texts. So that the learning objectives in the era of independent learning can be achieved optimally.

Implementasi Asesmen Diagnostik Kurikulum Merdeka dalam Pembelajaran Bahasa Indonesia di SMP Isma-ae Bakoh; Deby Luriawati Naryatmojo; 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.

Struktur dan Kaidah Kebahasaan Video Stand-Up Comedy Edisi Januari dan Februari 2026 sebagai Alternatif Bahan Ajar Teks Anekdot Alfarell Fadhil Waradana; Deby Luriawati Naryatmojo
JURNAL BAHASA, SASTRA, DAN PEMBELAJARANNYA (JBSP) Vol 16, No 1 (2026): JURNAL BAHASA, SASTRA, DAN PEMBELAJARANNYA (JBSP)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jbsp.v16i1.25612

Penelitian ini bertujuan untuk menganalisis struktur dan kaidah kebahasaan teks anekdot dalam lima video stand-up comedy edisi Januari dan Februari 2026 yang dilakukan oleh Coki Pardede, Rigen, Mongol, Khairul Umam, dan Joel serta kelayakannya sebagai bahan ajar materi teks anekdot bahasa Indonesia kelas X. Kebaruan penelitian ini adalah pada video stand-up comedy edisi terbaru yang ada pada bulan Januari dan Februari tahun 2026 yang juga memberikan kesesuaian isi materi dengan tema atau konteks yang ada pada buku ajar teks anekdot. Pendekatan yang digunakan dalam penelitian ini yakni metode deskriptif kualitatif dengan teknik pengumpulan data berupa dokumentasi dan transkripsi terhadap video stand-up comedy sebagai sumber data. Kemudian, data tersebut dikaji dengan teknik analisis struktur dan kaidah kebahasaan teks anekdot yang sesuai dengan materi teks anekdot kelas X. Hasil penelitian menunjukkan terdapat 95 data yang terbagi menjadi 35 data struktur teks anekdot secara runtut dan 60 data kaidah kebahasaan yang muncul secara konsisten dalam video tersebut. Berdasarkan uji kelayakan menggunakan kriteria Badan Standar Nasional Pendidikan (BSNP), video tersebut dinyatakan layak digunakan sebagai bahan ajar pendukung karena sesuai dengan capaian dan tujuan pembelajaran, tema, materi, dan kaidah kebahasaan teks anekdot. Hasil analisis tersebut dapat dimanfaatkan sebagai media audiovisual yang kontekstual, terbaru, serta menarik sebagai alternatif bahan ajar inovatif untuk meningkatkan motivasi belajar, keterampilan menyimak, dan kemampuan berpikir kritis peserta didik dalam pembelajaran teks anekdot bahasa Indonesia.

STRENGTHENING ENVIRONMENTAL EDU-LITERACY THROUGH THE IMPLEMENTATION OF THE ADIWIYATA PROGRAM Deby Luriawati Naryatmojo; Wahid Akhsin Budi Nur Shidiq; Inaya Sari Melati; Dhita Prasisca Mutiatari
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.120

Low participation of school members in waste management and the limited integration of environmental education into the school curriculum are key challenges in implementing the Environmental Care and Culture Movement in Schools (PBLHS) at SMP Al-Fattah Tambakrejo, Semarang City. This research employed a community-based participatory action design involving teachers, students, and Adiwiyata cadres as active partners. The program was implemented over an eight-month period through four main stages: (1) needs assessment and initial coordination, (2) capacity building via training and workshops on environmental literacy, leadership, and waste management, (3) provision of eco-friendly facilities including reusable eating–drinking utensils and a maggot cultivation unit for organic waste processing, and (4) mentoring and evaluation of behavioral change. Data were collected through pre-test and post-test questionnaires, observation of waste generation, and documentation of lesson plan (RPP) integration. The findings show an increase in the number of teachers incorporating environmental topics into RPPs, a 50% rise in student participation in waste reduction activities, and a measurable decrease in single-use plastic and food waste generation. The study demonstrates that combining curriculum integration, student leadership empowerment, and simple waste processing technology can significantly strengthen environmental edu-literacy and foster a sustainable school culture.

Analisis Struktur dan Kaidah Kebahasaan Teks Biografi dalam E-book “Biografi Tokoh Sastra” serta Potensinya sebagai Sumber Belajar di SMA Saputri, Yofi Dwi Anggun; Naryatmojo, Deby Luriawati
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i3.6381

Pembelajaran teks biografi memerlukan contoh yang memungkinkan peserta didik mengamati hubungan antara organisasi teks dan pilihan bahasa. Penelitian ini bertujuan mendeskripsikan struktur dan enam kategori kebahasaan dalam lima teks pada e-book “Biografi Tokoh Sastra” serta menjelaskan implikasinya sebagai contoh teks pembelajaran di SMA. Penelitian menggunakan analisis isi kualitatif terhadap biografi Pramoedya Ananta Toer, W.S. Rendra, Kahlil Gibran, Abu Nawas, dan William Shakespeare. Unit analisis meliputi orientasi, peristiwa penting, reorientasi, pronomina orang ketiga tunggal, verba tindakan, kata deskriptif, verba pasif, verba mental, dan penanda temporal. Hasil menunjukkan bahwa seluruh teks memuat orientasi dan peristiwa penting, sedangkan reorientasi hanya muncul pada tiga teks. Secara agregat ditemukan 10 unit orientasi, 32 unit peristiwa penting, 3 unit reorientasi, 10 pronomina orang ketiga tunggal, 62 verba tindakan, 47 kata deskriptif, 46 verba pasif, 33 verba mental, dan 53 penanda temporal. Dominasi verba tindakan dan penanda temporal menunjukkan bahwa korpus terutama merepresentasikan tokoh melalui rangkaian aktivitas yang ditata secara kronologis, sedangkan proses mental mendapat porsi lebih kecil. Variasi struktur dan pilihan leksikogramatikal tersebut dapat digunakan untuk membandingkan cara biografi membangun perjalanan, citra, dan perspektif terhadap tokoh. Penelitian ini berkontribusi menyediakan pemetaan tekstual-komparatif dan prinsip seleksi awal contoh biografi yang dapat digunakan guru secara kritis. Biography instruction requires texts that enable students to examine how textual organization and linguistic choices jointly construct a life narrative. This study describes the structure and six linguistic categories in five biographies from the e-book “Biographies of Literary Figures” and explains their implications as instructional texts for high school. A qualitative content-analysis design was applied to biographies of Pramoedya Ananta Toer, W.S. Rendra, Kahlil Gibran, Abu Nawas, and William Shakespeare. The units of analysis comprised orientation, significant events, reorientation, third-person singular pronouns, action verbs, descriptive words, passive verbs, mental verbs, and temporal markers. All texts contained orientation and significant events, whereas reorientation appeared in only three texts. Aggregate coding identified 10 orientation units, 32 significant-event units, 3 reorientation units, 10 third-person singular pronouns, 62 action verbs, 47 descriptive words, 46 passive verbs, 33 mental verbs, and 53 temporal markers. The predominance of action verbs and temporal markers indicates that the corpus constructs literary figures mainly through chronologically ordered activities, while psychological experience is less foregrounded. The observed structural and lexicogrammatical variation can support comparative classroom analysis of how biographies organize life trajectories, characterize figures, and guide readers’ perspectives. The study contributes a comparative textual map and a cautious basis for teachers to select and mediate biographical examples.

PERSEPSI SISWA MA ASSYAFI’IYYAH TALUN TERHADAP LITERASI RESEPTIF (MENYIMAK DAN MEMBACA) SERTA DAMPAKNYA TERHADAP PENGUASAAN KOSAKATA BAHASA INDONESIA Haq, Moh Aulina ahsanul; Deby Luriawati Naryatmojo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 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.v11i03.54936

This article summarizes an undergraduate thesis that aims to describe students’ perceptions of receptive literacy at MA Assyafi’iyyah Talun, particularly listening and reading skills, and to analyze its impact on Indonesian vocabulary mastery. This study employed a descriptive quantitative approach with an associative causal design. The sample consisted of 50 students of MA Assyafi’iyyah Talun. Data were collected using a receptive literacy perception questionnaire and an objective vocabulary mastery test covering lexical meaning, grammatical meaning, contextual meaning, and standard word usage. The data were analyzed using descriptive statistics and simple linear regression assisted by SPSS. The findings show that students’ perceptions of receptive literacy are in the moderate category, with a percentage of 58%. Students’ vocabulary mastery is in the sufficient category, with an overall mean score of 65.75. The regression analysis indicates an R value of 0.642 and a significance value of 0.000, meaning that receptive literacy perception has a significant impact on students’ Indonesian vocabulary mastery. These findings confirm that strengthening listening and reading activities should not only focus on increasing frequency but also on building students’ positive perceptions of literacy as a learning need. Such reinforcement is important to expand students’ vocabulary, improve standard language use, and support academic text comprehension in the madrasah context.

Rekontruksi Soal SMP Negeri 13 Semarang Sesuai Standar Asesmen Nasional Chaerunnissa; Imtiyaza Nihlah Hadana; Deby Luriawati Naryatmojo; Wagiran
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol. 24 No. 2 (2025): BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 24 Nomor 2 Juli 2025
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.242.06

Evaluation of improving the quality of education to measure the achievement of student learning in the field of education is called a national assessment. This national assessment focuses on improving student achievement in the fields of literacy, numeracy, character, active learning processes, and a supportive learning atmosphere. National assessments are mandatory for all schools in Indonesia, including SMP Negeri 13 Semarang. This study was conducted to analyze and reconstruct the contents of the national assessment carried out at SMP Negeri 13 Semarang. This study was compiled with a qualitative research scheme that uses a qualitative descriptive method using three stages, namely data reduction, data presentation, and drawing conclusions. The results obtained from this study indicate that several questions in the fields of literacy and numeracy still need to be reviewed and adjusted to the cognitive level of students. The results of the reconstruction provided in this study are expected to provide new and useful insights in the field of education.

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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