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All Journal International Journal of Evaluation and Research in Education (IJERE) Proyeksi: Jurnal Psikologi EXPERIENTIA : Jurnal Psikologi Indonesia Psikodimensia: Kajian Ilmiah Psikologi Jurnal Psikologi Teori dan Terapan Jurnal Penelitian Pendidikan IPA (JPPIPA) Syntax Literate: Jurnal Ilmiah Indonesia Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Dinamika Sosial Budaya Philanthropy: Journal of Psychology Jurnal Riset Ekonomi dan Bisnis Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JURNAL EDUCATION AND DEVELOPMENT NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Psychopolytan (Jurnal Psikologi) Psikoislamedia : Jurnal Psikologi Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling Psikostudia : Jurnal Psikologi JPGI (Jurnal Penelitian Guru Indonesia) Jurnal Psikohumanika Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan Jurnal Pendidikan dan Konseling Sosio Dialektika Jurnal Ilmiah Kesehatan Ar-Rum Salatiga Community Engagement and Emergence Journal (CEEJ) Management Studies and Entrepreneurship Journal (MSEJ) jurnal syntax admiration Jurnal Psikologi Malahayati Jurnal Kewarganegaraan Jurnal Kesehatan Tambusai Jurnal Pengabdian kepada Masyarakat Ittishal Educational Research Journal PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Jawda: Journal of Islamic Education Management Cendikia : Media Jurnal Ilmiah Pendidikan Interdisciplinary Social Studies ALTRUISTIK : Jurnal Konseling dan Psikologi Pendidikan Jurnal Impresi Indonesia CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Journal of Social Research Jurnal Psikologi Insight Jurnal Ilmu Multidisplin PSIKOPEDIA : Jurnal Psikologi Jurnal Sosial dan Sains Inkubis: Jurnal Ekonomi dan Bisnis INJURITY: Journal of Interdisciplinary Studies Jurnal Indonesia Sosial Teknologi Jurnal Pendidikan Indonesia (Japendi) KOLONI Sustainable Business Journal Reswara Journal of Psychology Journal of Law, Education and Business JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Tematik Assyfa Journal of Islamic Studies Journal of Nonformal Education Afeksi: Jurnal Psikologi Journal Social Civilecial Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Ilmiah Ilmu Kesehatan Jurnal Ilmu Kesehatan Masyarakat Borneo Nursing Journal Experientia : Jurnal Psikologi Indonesia
Rini Sugiarti
Universitas Semarang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Pengaruh Pola Asuh dan Persepsi terhadap Kepercayaan Diri Siswa Madrasah Ibtidaiyah yang Bermain Roblox Ahmad Fatkhus Syahdani; Lucia Rini Sugiarti; Erwin Erlangga
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1114

Abstract

The rapid advancement of digital technology has made online games such as Roblox an inseparable part of children’s lives. Nevertheless, its impact on students’ psychological development, particularly self‑confidence, remains underexplored in the context of Islamic education. This study aims to analyse the predictive relationship of parenting style and perception of Roblox with the self‑confidence of students who play Roblox at MI Miftahul Huda Tebing Suluh. A quantitative approach with an explanatory design was employed, involving 121 students from grades I to V as the sample. Data were collected using Likert‑scale questionnaires and analysed using multiple linear regression. The results show that parenting style has a significant positive relationship with students’ self‑confidence (β = 0.203; p = 0.010). Furthermore, perception of Roblox also shows a significant positive relationship, contributing even more dominantly (β = 0.569; p < 0.001). Simultaneously, both variables significantly predict students’ self‑confidence (R² = 0.487; F = 56.029; p < 0.001). The uniqueness of this study lies in integrating parenting style and digital perception as simultaneous predictors of self‑confidence within the Madrasah Ibtidaiyah context. These findings have practical implications for parents and educators in fostering children’s self‑confidence in the digital era.
Penerapan Media Pembelajaran dalam Meningkatkan Pemahaman tentang Dampak Cyberbullying Maharani Mahar; Rini Sugiarti; Ira Kusumawaty
KOLONI Vol. 5 No. 2 (2026): JUNI 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/koloni.v5i2.986

Abstract

Cyberbullying telah menjadi masalah besar di era ini. Anak-anak biasanya menghabiskan waktu mengakses media sosial atau internet tanpa bimbingan orang tua. Hal ini berarti anak-anak tidak memiliki filter atau pedoman untuk menyaring semua arus informasi di internet. Sikap anak-anak di media sosial biasanya berbeda karena mereka merasa dapat dengan bebas mengekspresikan pikiran mereka tanpa batasan apa pun. Namun, mereka tidak menyadari bahwa komentar mereka mungkin menyakiti orang lain. Terkadang komentar yang menyakitkan itu tidak berdasar dan hanya mengikuti tren, tanpa mempertimbangkan pihak lain. Kondisi ini dapat menyakiti pihak lain yang menjadi korban cyberbullying siber tanpa disadari. Namun, anak-anak yang membuat komentar negatif biasanya tidak menyadari bahwa komentar mereka dapat menyakiti orang lain. Dampak negatif cyberbullying siber terkadang berujung pada kematian karena orang yang menjadi sasaran cyberbullying merasa bahwa mereka tidak memiliki nilai dan tidak memiliki masa depan. Hal ini menimbulkan kekhawatiran bahwa pendidikan tentang cyberbullying perlu ditingkatkan kepada para siswa, terutama bagi remaja. Penelitian kualitatif ini, yang didasarkan pada tinjauan pustaka sistematis, berfokus pada manfaat media pembelajaran dalam meningkatkan pemahaman tentang cyberbullying. Penelitian ini bertujuan untuk memberikan wawasan lebih lanjut mengenai pentingnya media pembelajaran dalam mengajarkan dampak cyberbullying.
Antara Kemandirian dan Keterasingan: Studi Fenomenologi Pengalaman Mahasiswa Menggunakan Ai Chatbot sebagai Media Pembelajaran Nanda Puspita Aprianingrum; Rini Sugiarti; Ira Kusumawaty
KOLONI Vol. 5 No. 2 (2026): JUNI 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/koloni.v5i2.1001

Abstract

The rapid development of Artificial Intelligence (AI) has transformed the ways university students access information, understand academic content, and complete learning tasks. This study explores university students’ experiences of using AI chatbots in learning, focusing on the tension between independent learning and academic alienation. Employing a qualitative phenomenological approach, the study involved nine students from diverse academic disciplines and higher education institutions in Indonesia. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings indicate that AI chatbots function as accessible learning companions that support independent learning by providing immediate explanations, personalized feedback, academic guidance, and flexible access to information. Participants reported increased confidence, greater autonomy in learning, and improved efficiency in completing academic tasks. However, the findings also reveal a contrasting experience. Frequent reliance on AI encouraged shortcut-oriented learning practices, reduced engagement in deeper cognitive processes, and contributed to feelings of disconnection from learning activities, academic effort, and personal understanding. These experiences reflect a tension between the benefits of independent learning and the risk of academic alienation. Drawing on perspectives from educational psychology, educational technology, and higher education studies, this research highlights the dual role of AI chatbots in contemporary learning environments. The study emphasizes the importance of reflective and responsible AI use to ensure that technological support enhances, rather than diminishes, meaningful learning experiences.
Hubungan Romantis dan Penyesuaian Sekolah di Kalangan Siswa SMP: Studi Fenomenologis Adinda Ery Larasati; Lucia Rini Sugiarti; Ira Kusumawaty
KOLONI Vol. 5 No. 2 (2026): JUNI 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/koloni.v5i2.1006

Abstract

Romantic relationships are one of the developments that start to emerge in early adolescence, including among junior high school students. Experiencing a romantic relationship can provide emotional support, boost self-confidence, and expand students' social skills. However, such relationships also have the potential to cause emotional conflicts that affect students' academic and social life at school. This study aims to explore the life experiences of junior high school students who are in romantic relationships and understand how these experiences influence their adjustment to school life. The study uses a qualitative approach with a phenomenological design. Participants consist of 12 junior high school students who have had at least three months of dating experience. Data were collected through semi-structured in-depth interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The results of the study are expected to show that romantic relationships are seen as a source of emotional support, a way to gain attention and social recognition, and a medium for learning about commitment and interpersonal communication. In addition, dating experiences affect school adjustment through changes in learning motivation, quality of relationships with peers, emotional management, and involvement in school activities. The research findings are expected to contribute to the development of guidance and counseling services that support adolescents' social-emotional development.
Implementation of Strategic Planning in Improving The Quality of Urban Schools (A Multi-Informant Qualitative Study of School Principals Across Cities and School Supervisors) Robertus Jematu; Rini Sugiarti; Erwin Erlangga
Journal of Social Research Vol. 5 No. 9 (2026): Journal of Social Research
Publisher : International Journal Labs (AHU-0028405-AH.01.14 Tahun 2022)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i9.3403

Abstract

Educational institutions, particularly urban schools, face increasingly complex challenges due to rapid social change, technological advancement, institutional competition, diverse student characteristics, and increasing demands for educational accountability. In this context, strategic planning is essential to ensure that school improvement initiatives are well-directed, data-driven, and sustainable. However, the availability of strategic planning documents does not always guarantee effective implementation or continuous quality improvement. This study aimed to examine the implementation of strategic planning in improving the quality of urban schools, identify supporting and inhibiting factors, and analyze the alignment between strategic planning practices and relevant theoretical frameworks. This research employed a descriptive qualitative approach using a multi-case study design. Data were collected through written interviews and document analysis involving school principals and school supervisors. Data analysis was conducted using the interactive model proposed by Miles, Huberman, and Saldaña, which consisted of data reduction, data display, and conclusion drawing/verification. Source and technical triangulation were applied to ensure data validity. The findings revealed that strategic planning contributed to school quality improvement through data-based environmental analysis, participatory vision and mission formulation, contextual priority setting, structured implementation, and continuous monitoring. Nevertheless, challenges remained in developing measurable objectives, optimizing resources, and ensuring consistent follow-up evaluations. The study concluded that strategic planning functioned effectively as a quality improvement mechanism when supported by collaborative leadership, data utilization, stakeholder engagement, and adaptive implementation processes. Future school improvement efforts should strengthen strategic planning capacity by integrating evidence-based decision-making and continuous evaluation systems.
Psychological Well-Being, Academic Burden, Social Support, and Perceptions of Educational Management as Predictors of Self-Efficacy Erwin Erlangga; Rini Sugiarti; Arumwardhani Nusandari; Alex Sujanto; Muhammad Abd Hadi bin Bunyamin
Journal of Nonformal Education Vol. 12 No. 2 (2026): Community Education, Adult Education and Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v12i2.48455

Abstract

Background – Self-efficacy is a key psychological factor that influences students’ academic achievement and their ability to adapt to learning challenges. In the context of Community Learning Centers (PKBM), students often face various academic and environmental pressures that may affect their confidence in learning. Factors such as psychological well-being, perceived academic workload, social support, and perceptions of educational management play important roles in shaping students’ self-efficacy. Research Urgency – Despite the importance of self-efficacy, there is still limited empirical evidence examining how multiple psychological and environmental factors simultaneously influence students’ self-efficacy in non-formal education settings like PKBM. Understanding these relationships is crucial to design effective interventions that support students’ academic success and well-being. Research Objectives – This study aims to analyze the relationships and the strength of correlation between psychological well-being, perceived academic workload, social support, and perceptions of educational management with students’ self-efficacy at PKBM. Research Method – This study employed a quantitative approach using a survey method. Data were collected through questionnaires administered to PKBM students. The analysis technique used was Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships among variables. Research Findings – The results indicate that psychological well-being has a strong positive correlation with self-efficacy (r = 0.62), followed by social support (r = 0.58) and perceptions of educational management (r = 0.55), both showing moderate positive correlations. In contrast, perceived academic workload has a moderate negative correlation with self-efficacy (r = -0.47). These findings suggest that supportive psychological and environmental factors enhance students’ confidence, while excessive academic demands may reduce it. Research Conclusion – The study concludes that improving psychological well-being, strengthening social support, and enhancing positive perceptions of educational management are essential strategies to increase students’ self-efficacy. Conversely, managing academic workload is necessary to prevent negative impacts on students’ confidence. Research Novelty/Contribution – This study contributes by providing an integrated analysis of psychological and contextual factors affecting self-efficacy in non-formal education settings (PKBM). It offers practical insights for educators and policymakers to create supportive learning environments that foster students’ confidence and academic resilience.
The Relationship between Social Support and Subjective Well-Being: A Meta-Analysis Nur Hikmah; Erwin Erlangga; Lucia Rini Sugiarti
Journal Social Civilecial Vol. 4 No. 1 (2026): Journal Social Civilecial
Publisher : Journal Social Civilecial

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

Abstract

Subjective well-being has become an important indicator of individual quality of life and psychological functioning, while social support is frequently regarded as a key factor influencing well-being outcomes. However, empirical findings regarding the relationship between social support and subjective well-being remain inconsistent across studies and contexts. Therefore, this study aimed to examine the overall relationship between social support and subjective well-being through a meta-analytic approach. This study employed a quantitative meta-analysis by synthesizing empirical studies published between 2020 and 2026. The literature search was conducted systematically through the Scopus database using several related keywords associated with social support and subjective well-being. After applying inclusion and exclusion criteria, six empirical studies with a cumulative sample of 3,087 participants were included in the analysis. Statistical analysis was performed using a random-effects model with Fisher’s Z transformation to estimate the pooled effect size and heterogeneity across studies. The findings revealed that social support demonstrated a positive but weak and statistically non-significant relationship with subjective well-being (pooled effect = 0.137; p 0.005). In addition, substantial heterogeneity was identified, indicating that the relationship varied considerably across populations, contexts, and measurement approaches. The results suggest that social support does not function as a universally consistent predictor of subjective well-being, but rather operates as a context-dependent relational resource influenced by cultural, psychological, and organizational conditions. This study contributes to management and psychological literature by emphasizing the complexity of social support and encouraging more context-sensitive approaches in future well-being research.
The Effect of Perceived Parental Support and Perceived Peer Support on Psychological Well-Being Among Adolescents Through Self-Esteem Sahening Dian Ardini; Rini Sugiarti; Erwin Erlangga
Interdisciplinary Social Studies Vol. 5 No. 4 (2026): Interdisciplinary Social Studies
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v5i4.1186

Abstract

This study examined the influence of perceived parental support and perceived peer support on adolescents’ psychological well-being, with self-esteem as a mediating variable. A quantitative correlational approach was employed involving 122 high school students aged 15–18 years in Bekasi Regency, who were selected using purposive sampling. Data were collected using four adapted psychological instruments and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results showed that both parental support (O = 0.545, p < 0.05) and peer support (O = 0.435, p < 0.05) had positive and significant direct effects on psychological well-being and self-esteem. Self-esteem was also found to significantly mediate the effects of parental support (O = 0.115, p < 0.05) and peer support (O = 0.122, p < 0.05) on psychological well-being. Notably, within the urban-industrial context of Bekasi Regency, peer support demonstrated a slightly stronger role in shaping self-esteem (O = 0.498) compared with parental support (O = 0.470). These findings highlight that the internalization of social support into positive self-esteem represents an important mechanism for improving adolescent psychological well-being. The findings also provide practical implications for parents, educators, and policymakers in developing effective support interventions to promote adolescent mental health.
PERBEDAAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN TIPE THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN KEPERCAYAAN DIRI SISWA Agung Santoso Pribadi; Rini Sugiarti
EXPERIENTIA : Jurnal Psikologi Indonesia Vol. 6 No. 1 (2018)
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/exp.v6i1.1786

Abstract

Penelitian ini ini bertujuan menguji perbedaan model pembelajaran kooperatif tipe Numbered Head Together (NHT) dengan tipe Think Pair Share (TPS) dalam meningkatkan Kepercayaan Diri Siswa SMA. Subjek Penelitian ini berjumlah 69 siswa kelas X IPS. Data penelitian dikumpulkan dengan menggunakan skala kepercayaan diri. Rancangan penelitiannya adalah eksperimen dengan menggunakan static group design. Analisis data dilakukan menggunakan independent sample t-test. Hasil penelitian menunjukkan bahwa nilai t hitung (-0,026, p 0,980>0,05). maka hipotesis diterima. Rata-rata (mean) untuk kelas yang mengunakan model pembelajaran koperatif tipe Numbered Head Together adalah 0,49 dan kelas yang menggunakan model pembelajaran kooperatif tipe think pair share adalah 0,53. Disimpulkan bahwa kepercayaan diri siswa di kelas dengan model pembelajaran koperatif tipe think Pair share lebih tinggi daripada kepercayaan diri siswa di kelas dengan model pembelajaran kooperatif tipe Numbered Head Together.
Hubungan Antara Minat Belajar Dan Dukungan Sosial Dengan Prestasi Belajar Mahasiswa Melalui Konsep Diri Sebagai Mediator. Dynna Arienta Octavia; Rini Sugiarti
Jurnal Dinamika Sosial Budaya Vol. 25 No. 1 (2023): Juni (2023)
Publisher : Universitas Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26623/jdsb.v25i1.7721

Abstract

Pendidikan adalah media yang dapat digunakan untuk menumbuhkan potensi pada diri manusia. Mahasiswa sebagai subjek yang sangat erat dengan pendidikan berada pada fase usia remaja yang dalam masa perkembanganya akan terbentuk sebuah konsep diri. Penelitian ini bertujuan untuk melihat fungsi konsep diri sebagai mediator dalam melihat hubungan antara minat belajar dan dukungan sosial terhadap prestasi belajar mahasiswa. Penelian ini menggunakan sampel subjek mahasiswa yang sedang mengambil Tugas akhir pada program studi teknik informatika Universitas Semarang, sebanyak 173 mahasiswwa dan dengan menggunakan teknik sampling slavin, selain itu penelitian ini menggunakan 4 variabel yaitu minat belajar, dukungan sosial, prestasi belajar, dan konsep diri sebagai mediator antar variabel. Sedangkan aspek yang digunakan adalah 10 aspek dengan 96 indikator. Metode yang digunakan dalam penelitian ini adalah metode penelitian kuantitatif. Hasil pengujian Inderect effect menunjukan bahwa minbel memiliki nilai P Value 0.332 > 0.05, yang berarti tidak ada efek mediasi, sedangkan pada duksos P value memiliki nilai 0.291 > 0.05 yang berarti tidak memiliki efek mediasi, sehingga konsepdiri tidak dapat memediasi pengaruh dukungan sosial ke prestasi belajar. Berdasarkan penelitian ini dapat disimpulkan bahwa minat belajar dan dukungan sosial memiliki hubungan yang signifikan terhadap konsep diri.
Co-Authors Abilifano forangga putra Ade Machnun S Ade Machnun Saputra Ade Machnun Saputra Adhisty Wisudaningtyas Adinda Ery Larasati Agung Santoso Pribadi Agus Dodi Praptomo Ahmad Fatkhus Syahdani Aimay Adhine Setyahandayani Alex Sujanto Alfan Khoirul Huda Almaida Kusuma Wardani Anastasia Bintari Kusumastuti Andri Gunadi Andri Gunadi Angela Budy Indah Anggreaeni Annisa Nurlaili April Firman Daru Ardi Novrian Ariestya Wulandari Arsan Shanie Arumwardani N Arumwardhani Nusandari Arumwardhani Nusandari Ary Pancawati Agustin Asri Hana Savitri Assyifa Salsabila Baskhoro Edo Prasetyo Beta Nur Bety Cahyo Harry Sancoko Cahyo Harry Sancoko Cahyo Harry Sancoko Chezia Prima Vividia Christantius Dwiatmadja Christina Erriana Putri Deafika Trisnanda Riesta Dewi Rochmawati Dicky Firmansyah Dwi Murtiningsih Dyah Arbaini Dynna Arienta Octavia Edwin Erlangga Elisabeth Esti Rahayu Elisabeth Esti Rahayu Elisabeth Supriharyanti Emanuel Hindro Cahyono Eriq Yusuf Erwin Erlangga Esteran Damanik Esti Sri Ananingsih Fajar Nugraha Fathia Alya Rosyada Fendi Suhariadi Fendi Suhariadi Fendy Suhariadi Fendy Suhariadi Fendy Suhariadi Fendy Suhariadi Fendy Suhariadi Ferren Azzagha Putri Ferren Azzahra Putri Fety Indrawati Futihatul Hilmi Gigih Marisna Putra Guritna Wasesa Samudra Hanum Farida Ahmad Hardani Widhiastuti Harjanto Harjanto Herlina Herlina Indarto Indarto Indra Kurniawan Ira Kusumawaty Ira Kusumawaty Ira Lestary Iswanto Iswanto Iswanto Isyroqul Mubarok Ivaniar Nadaa Nabila Ivaniar Nadaa Nabila Ivaniar Nadaa Nabila, Karina Widia Ratih Kartika Dwi H apsari Kesi Widjajanti Kuni Kusuma Prahastami Kurnia Galih Nastiti Leny Marlina Lestari, Rohmini Indah Liana Sari Maharani Mahar Maulana Fathur Rahman Mega Sukma Dewi Mego Husodo Milati Udhma Mohammad Fakhrudin Mudzakkir Monica Santosa Monica Santosa Muhamad Andika Muhamad Bayu Wibowo Muhamad Ifan Fauzi Muhammad Abd Hadi bin Bunyamin Muhammad Abd Hadi Bunyamin Muhammad Cholil Munadi Muhammad Shobirin Mustafid Amna Umary Nadia L. S. Masinambouw Nanda Puspita Aprianingrum Nia Riana Nico Pracahya Nur Alam Fajar Nur Azizah Jamal Nur Hikmah Nurul Jannah Ouys Alkharani Pahlawansjah Harahap Rahmawati Mahardhika Hariaji Ratih Budi Sunaringtyas Reners Reners Ririn Handayani Risna Mona Aristin Robertus Heru Setyo Suhartono Robertus Jematu Rohdeli Urina Damanik Rusmalia Dewi Sahening Dian Ardini Sahening Dian Ardini Saifullah Aldeia Samuel Nugraha Siraj Bugar Adhetian Siti Septiani Sri Ayu B. Hamzah Sri Hardiani Sri Widyawati Sudibyo Aji Narendra Buwana Sufyan Abdillah Sulistyoningsih Sulistyoningsih Suranto Suranto Susantie Susantie Tantri Ida Nursanti Tantri Ida Nursanti Tatas Transinata Triyani Sutarjo Umar Diharja Umi Farida Febriani Waliyati Waliyati Wenny Ayu Lestari Winta, Mulya Virgonita Iswindari Wyati Saddewisasi Yani Widi Astuti Yudi Kurniawan Yulia Risanti Yunike Yuyun Yuliyani Zulkifli Zulkifli