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All Journal Jurnal Pendidikan Karakter Cakrawala Pendidikan Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Visi Ilmu Pendidikan Sosial Budaya Jurnal Pendidikan Ilmu Sosial Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Cetta: Jurnal Ilmu Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Harmoni ETNOREFLIKA: Jurnal Sosial dan Budaya Kumawula: Jurnal Pengabdian Kepada Masyarakat Dinasti International Journal of Management Science SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan Jurnal Sosiologi Agama Indonesia (JSAI) Jurnal Penelitian Agama Hindu Jurnal Pendidikan PKn Sosietas: Jurnal Pendidikan Sosiologi Indonesian Journal of Innovation Studies Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Journal of Pedagogy and Education Science Jurnal Pijar : Studi Manajemen dan Bisnis Sosio Religi: Jurnal Kajian Pendidikan Umum Horizon: Indonesian Journal of Multidisciplinary At Turots: Jurnal Pendidikan Islam Curricula: Journal of Curriculum Development
Asep Dahliyana
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Efektivitas Pratikum Industri Perjalanan Dalam Menguatkan Karakter Disiplin Mahasiswa Jurusan Pariwisata Budaya: (Studi Kasus UHN I Gusti Bagus Sugriwa Denpasar) Ariputra, I Putu Suyasa; Nurdin, Encep Syarief; Ruyadi, Yadi; Prima Dewi PF, Kadek Aria; Dahliyana, Asep; Hakam, Kama Abdul; Ganeswara, Ganjar Muhammad
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4924

Abstract

Education serves not only as a medium for transferring knowledge but also as a process of shaping values and character that are manifested in real behavior. One of the fundamental character traits that must be nurtured in higher education is discipline, particularly in the context of globalization and the competitive tourism industry that demands professionalism. This study aims to analyze the achievement of students’ discipline character in the Cultural Tourism Department through the Travel Industry Practicum, based on five key indicators: obedience, compliance, loyalty, regularity, and orderliness. The research employed a quantitative descriptive approach using a questionnaire instrument adapted from Patmawati (2013). The population consisted of 75 students from the 2021 cohort, with a sample of 43 respondents determined through Slovin’s formula and convenience sampling. The findings reveal that during the initial phase of the practicum, several weaknesses were observed in students’ discipline, such as tardiness, uniform neatness, and consistency in task completion. However, after completing the practicum over one semester, all discipline indicators showed significant improvement, reaching the “very good” category with an average score of 4,66. These results indicate that practical field experience combined with institutional guidance effectively strengthens students’ internalization of discipline values. In conclusion, the Travel Industry Practicum is not only a vehicle for applying academic theory, but also serves as an effective strategy for character building. The results of this study make an important contribution to strengthening Thomas Lickona's noble character education framework through its application in higher education, particularly in the field of tourism. These findings can serve as a strategic basis for policy formulation and curriculum development oriented towards the formation of disciplinary character, so that higher education can produce graduates who are not only academically competent but also excel in work ethic and character values.
Portrait of Integrity Character in Prospective Clergy Students Hidajat, Irwan; Suryadi, Ace; Dahliyana, Asep
Jurnal Pendidikan Karakter Vol. 16 No. 1 (2025)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v16i1.87541

Abstract

Integrity is an essential character that every prospective clergy must have. In the context of higher education, especially theological higher education institutions, the formation of integrity becomes an integral part of the process of forming students' personalities. This study aims to describe the character portrait of integrity in prospective clergy students at the Sekolah Tinggi Teologi Amanat Agung, Jakarta. This study uses a descriptive quantitative approach with a survey method. The research respondents were 58 students of the Sarjana Teologi study program. The research instrument was a questionnaire developed based on the dimensions of integrity according to the concept of personal integrity, namely honesty, moral consistency, responsibility, and moral courage. The data were analyzed using descriptive statistical techniques to map the tendencies of the respondents' integrity characters. The results of the study showed that most prospective clergy students had a high level of integrity in the aspects of honesty and responsibility, but there were still weaknesses in the aspect of moral courage in facing situations that demanded difficult ethical decision-making. These findings indicate that the process of forming integrity in prospective clergy requires further strengthening, especially through a seminary-based learning approach. This study is expected to be a reference for theological higher education institutions in compiling a character formation curriculum that is more effective and relevant to the needs of the times.
The Effect of Character Education on The Academic Motivation of Students at State Vocational School 15 Bandung Fauziah, Fitri Nurul; Budimansyah, Dasim; Hakam, Kama Abdul; Dahliyana, Asep; Kurniawaty, Imas
Dinasti International Journal of Management Science Vol. 7 No. 2 (2025): Dinasti International Journal of Management Science (November - December 2025)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijms.v7i2.5812

Abstract

Character education is a key pillar in fostering sustainable academic motivation amidst the challenges of moral degradation and low student engagement in vocational schools. This study aims to analyze the influence of character education on the academic motivation of students at State Vocational High School (SMK) 15 Bandung, focusing on the dimensions of responsibility, integrity, and discipline in the context of vocational learning. A quantitative approach was employed, utilizing an explanatory survey method with 397 student respondents from four expertise programs: Social Work, Hospitality, Culinary, and Visual Communication Design. Data were collected through a Likert-scale-based questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4 software. The results showed that character education had a positive and significant effect on students' academic motivation. Character values ​​were proven to strengthen students' self-efficacy, learning persistence, and goal orientation through increased self-regulation and perceptions of educational responsibility. These findings confirm the principles of self-determination theory and social-cognitive theory, which suggest that character-based learning can increase intrinsic motivation through the interaction between personal, social, and cognitive factors. This research makes theoretical contributions to the development of an integrative character-motivation model and offers practical implications for teachers and policymakers in designing learning experiences that foster student responsibility, independence, and overall well-being.
MINISTRY BEYOND TOLERANCE: REFRAMING INTERFAITH HARMONY THROUGH KURIKULUM BERBASIS CINTA (KBC) IN INDONESIA Cahyati, Sri; Encep Syarief Nurdin; Yadi Ruyadi; Asep Dahliyana; Mupid Hidayat; Warlim; Kama Abdul Hakam; Ganjar Muhammad Ganeswara
Harmoni Vol. 24 No. 2 (2025): July-December
Publisher : Research and Development Center for Guidance for Religious Societies and Religious Services, the Research and Development and Education and Training Agency of the Ministry of Religious Affairs of the Republic of Indonesia (MORA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32488/harmoni.v24i2.946

Abstract

Interfaith harmony remains a critical challenge in Indonesia’s plural society, where intolerance persists despite normative policy frameworks. Existing scholarship has rarely provided a systematic conceptual model linking Islamic compassion-based values to measurable indicators of harmony. Addressing this gap, this study examines the Ministry of Religious Affairs’ Kurikulum Berbasis Cinta (Love-Based Curriculum, KBC) and its relevance to strengthening tolerance, acceptance of difference, non-violence, and interreligious harmony. A qualitative descriptive design was employed, combining a systematic literature review of policy documents, peer-reviewed journal articles, and theoretical works. Data were extracted using a structured template and coded deductively around the values of mahabbah, rahmah, and amanah, and inductively to capture emergent themes. The analysis followed PRISMA guidelines to ensure transparency and rigor. Findings indicate three key contributions. First, KBC provides a coherent normative foundation that integrates spiritual, social, and ecological dimensions of education. Second, the values of mahabbah and rahmah are conceptually linked to empathy, tolerance, and conflict resolution, while amanah reinforces ecological responsibility and shared moral accountability. Third, the framework demonstrates that religious moderation can emerge as an outcome of KBC, moving beyond doctrinal instruction toward dialogical and inclusive practices. This study concludes that KBC offers a novel conceptual framework for embedding affective and ethical values into education. Future research should empirically test its implementation to assess its effectiveness in fostering sustainable interfaith harmony and social cohesion. ABSTRAKKerukunan antarumat beragama tetap menjadi tantangan krusial dalam masyarakat majemuk Indonesia, di mana intoleransi masih bertahan meskipun telah tersedia kerangka kebijakan normatif. Kajian sebelumnya jarang menyajikan model konseptual yang sistematis yang menghubungkan nilai-nilai berbasis cinta dalam Islam dengan indikator harmoni yang terukur. Untuk mengisi kekosongan tersebut, penelitian ini menelaah Kurikulum Berbasis Cinta (KBC) yang digagas Kementerian Agama serta relevansinya dalam memperkuat toleransi, penerimaan perbedaan, anti-kekerasan, dan kerja sama antaragama. Penelitian ini menggunakan desain deskriptif kualitatif dengan tinjauan sistematis terhadap dokumen kebijakan, studi akademik dan karya teoretis. Data diekstraksi menggunakan templat terstruktur dan dikodekan secara deduktif berdasarkan nilai mahabbah, rahmah, dan amanah, serta secara induktif untuk menangkap tema-tema baru. Analisis mengikuti pedoman PRISMA guna memastikan transparansi dan ketelitian. Temuan menunjukkan tiga poin utama. Pertama, Kurikulum Berbasis Cinta menyediakan landasan normatif yang koheren dengan mengintegrasikan dimensi spiritual, sosial, dan ekologis pendidikan. Kedua, nilai mahabbah dan rahmah terkait secara konseptual dengan empati, toleransi dan resolusi konflik; sedangkan amanah memperkuat tanggung jawab ekologis dan akuntabilitas moral bersama. Ketiga, kerangka ini menunjukkan bahwa moderasi beragama dapat muncul sebagai hasil dari pedagogi berbasis cinta, melampaui pengajaran doktrinal menuju praktik dialogis dan inklusif. Penelitian ini menyimpulkan bahwa Kurikulum Berbasis Cinta menawarkan kerangka konseptual baru untuk mengintegrasikan nilai afektif dan etis dalam pendidikan. Penelitian lanjutan perlu menguji implementasinya secara empiris guna menilai efektivitasnya dalam membangun kerukunan antarumat beragama dan kohesi sosial yang berkelanjutan.
Rasch Model Validation of Critical Thinking Assessment in Elementary Education: Validasi Instrumen Penilaian Berpikir Kritis Siswa Sekolah Dasar Berbasis Rasch Purnamasari, Rika; Maftuh, Bunyamin; Hidayat, Mupid; Warlim, Warlim; Dahliyana, Asep; Ruyadi, Yadi; Nurdin, Encep Syarief; Fauziah, Nurul
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1842

Abstract

General Background: The digital era requires elementary school students to possess critical thinking as a foundational character to evaluate information and make reasoned decisions within learning processes. Specific Background: Project-based learning integrated with STEAM has been positioned as a relevant pedagogical context for fostering critical thinking, yet systematic assessment remains challenging at the elementary level. Knowledge Gap: Existing assessment instruments are predominantly conventional and lack robust psychometric validation to comprehensively measure critical thinking characteristics in STEAM-oriented project learning. Aims: This study aims to validate a critical thinking character assessment instrument for elementary school students using Rasch Model analysis within project-based STEAM learning in the digital era. Results: From 29 developed items, 20 items met Rasch validity criteria, with person reliability of 0.82, item reliability of 0.98, and a Cronbach’s Alpha value of 0.81, indicating strong internal consistency and effective differentiation of student ability levels. Novelty: This study presents a psychometrically validated instrument specifically designed to assess critical thinking character in elementary school students through STEAM-based project learning using Rasch Model analysis. Implications: The validated instrument provides teachers with an objective and systematic assessment tool to monitor and develop students’ critical thinking character in alignment with the demands of digital-era elementary education. Highlights • The instrument demonstrated high person and item reliability through Rasch analysis• Valid items represented five dimensions of critical thinking character• Assessment results supported objective differentiation of student ability levels Keywords Critical Thinking; Rasch Model; Project Based Learning; STEAM Education; Elementary School
The Concepts of Sāstratah, Gurutah, and Swatah in Strengthening Magnanimous Character as A Preventive Strategy Against The Phenomenon of Suicide in Bali I Putu Suyasa Ariputra; Encep Syarief Nurdin; Yadi Ruyadi; Kadek Aria Prima Dewi PF; Juntika Nurihsan; Bunyamin Maftuh; Ace Suryadi; Asep Dahliyana; Warlim Warlim
Jurnal Penelitian Agama Hindu Vol 10 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/jpah.v10i2.5307

Abstract

The phenomenon of suicide in Bali shows an increasing trend that raises a socio-religious paradox amid the strong traditional structures and Hindu spirituality. Various studies confirm that depression, psychosocial pressure, low self-regulation, and loss of meaning in life contribute significantly to the emergence of suicidal ideation. This study aims to analyse the strengthening of character through the concepts of Sāstratah, Gurutah, and Swatah as Hindu psychospiritual-based preventive strategies. The study uses a qualitative approach, grounded in a literature review, through critical analysis of scriptures, Hindu theological literature, and relevant psychological and mental health studies. The results of the study show that Sāstratah lays the foundation for meaning in life by understanding humans as atman, with a dharma-and mokṣa-oriented perspective. Gurutah presents a process of inner clarification through reflective dialogue and guided yoga practices that strengthen emotional regulation and self-awareness. Swatah marks the deepest stage of internalisation, when yajña transforms from an external ritual into an internal burning of the ego, giving birth to compassion and existential resilience. The magnanimous character formed through these three paths functions as a psychospiritual fortress that strengthens the meaning of life, self-control, and resilience to pressure. The scientific contribution of this article lies in the formulation of a tiered psychospiritual model that integrates classical Hindu texts with modern psychological theory as a contextual conceptual reinterpretation for Balinese society. This study is theoretical and literature-based, thus requiring further empirical research to test the model's validity and effectiveness in measurable terms. Thus, the concepts of Sāstratah, Gurutah, and Swatah contribute as a conceptual framework for Hindu-based character education in contextual and transformative preventive efforts to reduce suicidal ideation.
ANALYSIS OF STUDENT NEEDS FOR INTEGRATING SUKHINAH FAMILY MATERIAL IN HINDU HIGHER EDUCATION I Putu Suyasa Ariputra; Encep Syarief Nurdin; Yadi Ruyadi; Kadek Aria Prima Dewi PF; Mupid Hidayat; Warlim; Asep Dahliyana
Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Vol 10 No 1 (2026)
Publisher : UHN I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/vidyottama.v10i1.5574

Abstract

This study was motivated by the urgency of strengthening moral and spiritual values grounded in Hindu teachings to build family resilience and student character rooted in dharma. This urgency is increasingly apparent with the high divorce rate among young Hindu families and the phenomenon of sing beling sing ngantén, which is increasingly emerging among Balinese society. This study aims to identify the need to integrate sukhinah family material into the Compulsory Subjects of the Hindu Religious Education Curriculum at Hindu Universities. The research method used a quantitative approach involving 200 student respondents from the Dharma Duta Faculty, UHN I Gusti Bagus Sugriwa Denpasar. The data were analyzed using descriptive statistics and multiple linear regression to test the influence of knowledge, learning experience, and perception of relevance on the need for material integration. The results showed that all three variables had a significant simultaneous effect on the need to integrate sukhinah family material into the compulsory Hindu Religious Education curriculum. Perception of value relevance was the most dominant variable, followed by learning experience, while theoretical knowledge had a significant adverse effect.  These findings emphasize the importance of integrating sukhinah family material into compulsory courses in the Hindu Religious Education curriculum, using an experiential learning approach, and of internalizing sukhinah family values in a contextual and applicable manner to strengthen the character and resilience of Hindu students’ families.
Institutionalizing a Culture of Student Mentoring within a Whole-School Approach: An Integrative Literature Review with a Systematic Search Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Juntika; Momod Abdul Samad
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 2 (2026): June
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i2.3561

Abstract

Schools are increasingly required to focus not only on academic achievement but also on supporting student development, character building, and psychological well-being. In this context, student mentoring needs to be understood as both a relational and institutional practice that takes place within the school ecosystem. This article aims to synthesize the literature on the institutionalization of a student mentoring culture within a holistic school approach, by examining relational mechanisms, school conditions, and implementation factors that support the sustainability of mentoring practices. This study employs an integrative literature review approach using systematic searches and thematic synthesis. The literature is analyzed through three dimensions. First, relational mechanisms include teacher–student relationships, mentoring, school connectedness, school belonging, and student engagement. Second, school conditions include school climate, school culture, character education, student well-being, and the whole-school approach. Third, institutional factors include implementation quality, sustainability, leadership, ownership, the balance between fidelity and adaptation, and organizational routines. The synthesis indicates that student mentoring is best understood as a relational, ecological, and institutional process that has the potential to support character and psychological well-being when supported by adequate school conditions and implementation. This article is not an evaluation of the effectiveness of a specific program, but rather a literature synthesis that examines the contextual relevance of Indonesian policies.
Evaluasi Peran Guru dalam Penguatan Karakter Siswa melalui Disiplin Positif di Sekolah Dasar Anto Akbar; Ace Suryadi; Asep Dahliyana; Abih Gumelar
JURNAL SYNTAX IMPERATIF : Jurnal Ilmu Sosial dan Pendidikan Vol. 7 No. 3 (2026): Jurnal Syntax Imperatif: Jurnal Ilmu Sosial dan Pendidikan
Publisher : CV RIFAINSTITUT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54543/syntaximperatif.v7i3.1131

Abstract

Pendidikan karakter merupakan salah satu aspek penting dalam pendidikan dasar untuk membentuk peserta didik yang berakhlak, bertanggung jawab, dan mampu berperilaku sesuai nilai-nilai moral. Namun, berbagai permasalahan seperti rendahnya kedisiplinan, tanggung jawab, kejujuran, dan kepedulian masih ditemukan di lingkungan sekolah. Penelitian ini bertujuan mengevaluasi peran guru dalam penguatan karakter siswa melalui disiplin positif di sekolah dasar menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas satu kepala sekolah, satu guru kelas V, dan enam siswa kelas V pada salah satu sekolah dasar. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pada aspek context, sekolah memiliki kebijakan, program, dan budaya sekolah yang mendukung penerapan disiplin positif. Pada aspek input, guru menunjukkan kesiapan yang baik melalui pemahaman konsep disiplin positif, pengalaman pelatihan, serta dukungan sekolah. Pada aspek process, disiplin positif diterapkan melalui hubungan positif antara guru dan siswa, kesepakatan kelas, penguatan positif, dan restitusi. Pada aspek product, penerapan disiplin positif berkontribusi terhadap perkembangan karakter siswa, terutama pada aspek disiplin, tanggung jawab, kejujuran, dan kepedulian. Meskipun demikian, beberapa siswa masih memerlukan pembinaan yang berkelanjutan agar perilaku positif dapat berkembang secara konsisten. Temuan penelitian menunjukkan bahwa penerapan disiplin positif memberikan kontribusi positif dalam mendukung penguatan karakter siswa di sekolah dasar, meskipun hasil penelitian ini terbatas pada konteks sekolah yang diteliti.
Strengthening the Character of 21st-Century Educators: A Philosophical Analysis of the Ministry of Education and Culture's Teacher Psychological Welfare Program Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Mupid Hidayat; Momod Abdul Somad; Warlim Isya
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002024

Abstract

Twenty-first-century education requires teachers to function not only as knowledge transmitters but also as moral agents who cultivate values, character, and meaningful learning experiences. Yet increasing administrative demands, policy changes, professional dilemmas, and emotional exhaustion often weaken teachers’ psychological well-being and their ability to serve as authentic role models. This study examines how the Teacher Psychological Well-Being Program, comprising the Technical Guidance Program and the Teacher Psychological Well-Being Survey developed by Indonesia’s Ministry of Primary and Secondary Education, strengthens educators’ values and character from a philosophical perspective. Using a qualitative descriptive-analytical case study, the research analyzes official program documents and relevant scholarly literature. Data were examined thematically by mapping program components to Aristotelian eudaimonia, ontological security, Ryff’s psychological well-being framework, and character education through habituation. Findings indicate that the program provides a holistic intervention integrating reflective practices, resilience-building strategies, value habituation, and multidimensional well-being assessment. Through the “My Tree” framework, teachers develop self-acceptance, autonomy, purpose in life, positive relationships, environmental mastery, and personal growth. The program shifts attention from deficit-based stress management toward human flourishing by operationalizing eudaimonia through meaningful professional development and supportive social engagement. Reflective activities and autonomy-enhancing practices also strengthen ontological security by fostering coherent professional identities amid systemic challenges. Positive micro-practices, including gratitude journaling, appreciation circles, grounding techniques, and affirmations, reinforce authentic character formation. The study concludes that philosophically grounded well-being interventions should be integrated into educational policy to support sustainable, human-centered, and high-quality education.
Co-Authors Abdul Hakam Ace Suryadi Ahmad Syamsu Rizal Ajeng Risti Amaliya Almi Novitasari Annisa Fadillah Anto Akbar Ariputra, I Putu Suyasa Asyahidda, Fajar Nugraha Attarin, Maudy Alika Ayuningtyas, Riva Bagja Waluya Bunyamin Maftuh Bunyamin Maftuh Choerunisa, Kulsum Choerunisa, Kulsum Dasim Budimansyah Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Dendi Septiawiguna Elly Malihah Encep Syarief Nurdin Encep Syarief Nurdin Encep Syarief Nurdin, Encep Syarief Fadel M. Rizki Faiz, Aiman Fauziah, Fitri Nurul Ganeswara, Ganjar Muhammad Ganjar Muhammad Ganeswara Ganjar Muhammad Ganeswara Gumelar, Abih Hadianto, Daris Hidajat, Irwan I Putu Suyasa Ariputra I Putu Suyasa Ariputra Ibnu Sahal Alburhani Imas Kurniawaty Intan Indah Permatasari Juntika Kadek Aria Prima Dewi PF, Kadek Kama Abdulhakam katiah, katiah Khoirunnisa, Kania Kinasih, Kania Puspa Kokom Komalasari Listia, Rima Mamat Ruhimat Martina Sudibja Mila Karmila Mirna Nur Alia Abdullah Momod Abdul Samad Mupid Hidayat Mupid Hidayat Nabillah, Rokhmatun Nandha Rahmasari Nenden Hilpa Dianti Nugraha, Dadi Mulyadi Nurdin, Encep Syarif Nurihsan, Achmad Juntika Nurul Fauziah Nuryana, Yana Praja, Wina Nurhayati Pratiwi, Salvira Putra Asga Elevri Rahma Nur Atika Rani Trianti Rika Purnamasari Rika Sartika Salma Nur Karimah Siti Nurbayani Solehuddin, M. Somad, Momod Abdul Sri Cahyati SRI CAHYATI, SRI Sri Nurhayati Suabuana, Cik Sudibja, Martina Sujata, Dian Tika Supriyono Supriyono Unanda, Mahaldi Warlim Warlim Widia Lestari YadI Ruyadi Yadi Ruyadi Yusuf Siswantara