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Netrawati, Netrawati

Universitas Negeri Padang

Author-ID : 2578854

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Implementation of Gestalt Counseling on Self-Disclosure in Group Counseling for Victims of Sexual Harassment Robbi Asri; Neviyarni S; Netrawati; Rendy Amora
Journal Of Psychology, Counseling And Education Vol. 2 No. 2 (2024)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/psy.v2i2.24

This article discusses the implementation of existential counseling in overcoming trauma in victims of sexual harassment, where we know that currently cases of sexual harassment in the last few years have increased and have had a very painful impact on victims and have left a condition of prolonged trauma. The trauma resulting from sexual harassment results in psychological impacts. Victims of sexual violence and harassment will experience deep trauma and physical impacts. Violence and sexual abuse of children are the main factors in the transmission of Sexually Transmitted Diseases (STDs), and have social impacts. Victims of sexual violence and harassment are often ostracized in social life, something that should be avoided because victims definitely need motivation and moral support to get back on their feet in life. These problems that occur need to be resolved so that they do not interfere with daily life. This article also discusses existential counseling as a strategy for overcoming trauma in victims of bullying including the concept of trauma, sexual harassment, signs of sexual harassment, the impact of sexual harassment, basic theories and principles of views on human nature, the existential counseling process, the goals of existential counseling, the function and role of the counselor, the role of the client in the counseling relationship, the relationship between the counselor and the client in the counseling process, counseling procedures and techniques as well as the implementation of existential counseling in overcoming the trauma of victims of sexual harassment. The method used is a literature review with critical analysis of research being conducted on a specific topic.

Generating Hope in Group Counseling Through the Meaning of Life in Middle School Adolescents Melva Syahrial; Neviyarni S; Netrawati
Journal Of Psychology, Counseling And Education Vol. 2 No. 2 (2024)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/psy.v2i2.25

Adolescence is a transition period marked by physical, emotional and psychological changes. One of the tasks of teenagers is to accept themselves and have confidence in their abilities. Teenagers need social support at school from teachers and friends. Social support that teenagers can receive directly at school is group counselling activities. In group counselling activities, teenagers can learn about many things together with their teachers and friends. Group counselling as a bridge between students and teachers to discuss problems felt by teenagers. One thing teenager can learn is about generating hope. The hope that teenagers have will make them have enthusiasm in living their days. Hope can be raised by making sense of life. The meaning of life that teenagers understand will make teenagers feel useful. The desire for a meaningful life that drives a person to want himself to be a valuable person for himself and in society. The meaning of life begins with a vision of life, hope and is the reason why individuals must continue to live.

The Analysis of Student’s Exam Anxiety and Its Effects on Psychological Reaction Arnita, Fitri; Netrawati, Netrawati; S, Neviyarni; Marjohan, Marjohan
Jurnal Aplikasi IPTEK Indonesia Vol 6, No 3 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/4.36740

Exams are a common activity at school, and students commonly experience anxiety related to exams. This study attempts to provide a general understanding of exam anxiety. This kind of study use quantitative descriptive research techniques and a test anxiety questionnaire as a tool for gathering data. The study's participants were SMAN 13 Padang students. Simple random sampling was used to select the subjects. This study combines descriptive analysis with data analysis tools. The findings of this study suggest that exam anxiety has a variety of manifestations. Each aspect has a different percentage; the emotional reaction aspect, which is the largest, falls into the high category, with a percentage of 38.9%; the cognitive reaction aspect, which is the highest, has a percentage of 53.7%; and the physiological reaction aspect, which is the largest, falls into the medium category, with a percentage of 37.9%. These findings suggest that many respondents struggle with exam anxiety. In order for attempts to combat and avoid exam anxiety, Counselling Guidance Teachers and Counsellors will use this research as information.

Penggunaan Aplikasi Instrumen Need Asessment (Studi Kebutuhan) Bimbingan dan Konseling (BK) Berbasis Komputer Sebagai Dasar Perencanaan Program BK Bagi Guru BK di SMP S, Neviyarni; Adlya, Soeci Izzati; Netrawati, Netrawati; Elfira, Yenni; Dianti, Tiara Maiza
Jurnal Aplikasi IPTEK Indonesia Vol 7, No 1 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/4.00839

Professional guidance and counseling teachers are expected to master the basic knowledge in the field of guidance and counseling, both theoretical and practical. To support the implementation of duties as a guidance and counseling teacher, it is necessary to have understanding and skills related to needs assessment instrumentation to the preparation of guidance and counseling programs. However, sometimes there are limitations in implementing needs assessment instrumentation, so to make it easier for guidance and counseling teachers in implementing needs assessment instrumentation, a needs assessment instrumentation application was created. This service activity aims to provide understanding, knowledge and skills related to instrumentation applications, needs assessments, and program design based on the results of the needs assessment instrumentation. Skills in identifying needs, interpreting the results of needs assessment instrumentation, compiling guidance and counseling programs and using computer-based guidance and counseling need assessment instrumentation applications. The results show that community service activities regarding the use of computer-based guidance and counseling needs assessment instrumentation applications are in demand and have received positive responses from junior high school guidance and counseling teachers in Agam Regency. Apart from that, it is felt that this activity is very necessary to be given to guidance and counseling teachers who have not received this workshop, then this application is also easy to use in carrying out the duties of guidance and counseling teachers and the material provided is also relevant to the needs of guidance and counseling teachers in schools

Effect of Task Aversiveness and Student Academic Procrastination Syahrial, Melva; Netrawati, Netrawati; Sukma, Dina; Ardi, Zadrian
Jurnal Aplikasi IPTEK Indonesia Vol 6, No 2 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/4.11692

This study is objective to describe the task aversiveness and procrastination of academics, to analyze the influences between task aversiveness to procrastination of academics and to analyze the relationship between task aversiveness to procrastination of academics. This research uses descriptive quantitative research methods. Identification of the problem in the study, there is a correlation between procrastination and task aversiveness separately strong and stable. The Purpose of study is test of connection task aversiveness student with procrastination academic. In this study, researchers use a quantitative method with a descriptive correlative approach. The population in their study were 575 students.Amount sample in this study was 236 students which was taken by using Slovin formula. The Sample was taken from each different class, then the Proportional Stratified Random Sampling technique was used. On this research, there are two types of variables. They are variable free (independent) and variable bound (dependent). As for the free variable or the independent variablein this study is task aversiveness, while the bound variable or the dependent variable is academic procrastination. In this study, the data used is interval data. As for variable in this study is task aversiveness and procrastination academic. The research instrument used is a questionnaire using Likert Scale. The results of this research show 64.41 % of students have high task aversiveness. This shows that students who perceive task aversion bothered or are not comfortable with duty are in the high category. On procrastination academic shows 60.59 % have high academic procrastination behavior. This shows the behavior of procrastination academic student high category because many procrastinating students do academic duty in the period of time you want. From the hypothesis it is found that task aversion influences significantly to the procrastination of academics. We conclude that they are connection task aversiveness significantly to academic procrastination behavior . That is, the more and more high task aversiveness, then the behavior of academic procrastination will also increase, and vice versa .

Efektivitas Bimbingan Kelompok untuk Mencegah Kecanduan Menonton Live-Streaming Video Game Online SMA Negeri 14 Padang Daulay, Aminah; Netrawati, Netrawati
Educaniora: Journal of Education and Humanities Vol. 1 No. 2 (2023): July
Publisher : Institute of Humanities and Education Studies (IHES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59687/educaniora.v1i2.22

Kecanduan menonton live-streaming video game online telah menjadi masalah yang signifikan, sehingga banyak siswa/i yang mengalami dampak negatif kecanduan menonton live-streaming video game online hampir setiap hari dan setiap waktu. Kecanduan menonton live-streaming video game online ini sangat perlu dicegah karena bisa membuat kehidupan efektif sehari-hari terganggu. Dengan melakukan layanan bimbingan kelompok diharapkan dapat mencegah kecanduan menonton live-streaming video game online. Penelitian ini bertujuan untuk mengetahui efektivitas bimbingan kelompok untuk mencegah kecanduan menonton live-streaming video game online siswa/i. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian Experiment dengan menggunakan one group pretest dan posttest design. Sampel dalam penelitian ini sebanyak 290 orang siswa/i yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian menggunakan angket kecanduan menonton live-streaming video game online dengan model skala likert. Teknik analisis data menggunakan uji Wilcoxon Signed Rank Test melalui SPSS versi 20.00. Hasil penelitian menunjukkan bahwa (1) kecanduan menonton live-streaming video game online siswa sebelum diberikan layanan bimbingan kelompok berada pada kategori rendah, (2) kecanduan menonton live-streaming video game online siswa setelah diberikan layanan bimbingan kelompok berada pada kategori sangat rendah, (3) terdapat perbedaan penurunan yang signifikan dalam tingkat kecanduan menonton live-streaming video game online setelah intervensi bimbingan kelompok. Hasil ini menunjukkan efektivitas bimbingan kelompok sebagai strategi yang berpotensi efektif dalam mencegah kecanduan menonton live-streaming video game online pada siswa dengan koefisien sebesar -3.302 dan taraf signifikan.

Group Counseling: Reducing Cheating Behavior with a Rational Emotive Behavior Therapy Approach Harahap, Marianna; Netrawati, Netrawati; Nirwana, Herman; Hariko, Rezki
International Journal of Applied Counseling and Social Sciences Vol 4, No 1 (2023): International Journal of Applied Counseling and Social Sciences
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/005513ijaccs

Cheating behavior is an activitythat appear to accompany teaching and learning process activities that can erode positive personality in students because they use dishonest methods in achieving academic grades. This study aims to test the effectiveness of group counseling with a rational emotive behavior therapy approach to reduce students' cheating behavior. This type of research is a quantitative research with the type of experimental research. The type of experimental design in this study was Quasi Experiment with The Non-Equivalent Control Group Design. The population in this study were students of SMAN 6 Padang and students of SMAN 3 Padang as many as 543 students. The sample in this study was 400 students, and 16 students were taken which were divided into 8 students for the experimental group and 8 students for the control group. Sampling used purposive sampling. This study used a data collection tool in the form of a cheating behavior questionnaire. The results of this study indicate that group counseling services using a rational emotive behavior therapy approach are effective in reducing students' cheating behavior. So that this research can be used as input material as a basis for counseling teachers/counselors in providing group counseling services using a rational emotive behavior therapy approach in an effort to overcome and prevent students' cheating behavior.

Youth Resilience review based on Religiosity and Social Support Arafat HSB, M. Yasir; Netrawati, Netrawati; Daharnis, Daharnis; Marjohan, Marjohan
International Journal of Applied Counseling and Social Sciences Vol 4, No 1 (2023): International Journal of Applied Counseling and Social Sciences
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/005510ijaccs

This research is motivated by the presence of symptoms that appear in adolescents at the Bening Nurani Padang Foster Home who do not yet have the ability to make sense of the events and life events they experience and make adolescents sink and dissolve in misery, without the flexibility to rise.. Religiosity and social support are factors that are thought to influence adolescent resilience. Religiosity and social support are factors that are thought to influence adolescent resilience. This study aims to analyze: 1) religiosity, social support, and adolescent resilience, 2) the relationship between religiosity and adolescent resilience, 3) the relationship between social support and adolescent resilience, and 4) the relationship between religiosity and social support together with youth resilience. This research uses a quantitative descriptive correlational method. Respondents in this study were adolescents at the Bening Nurani Padang Foster Home. The research sample was taken as a whole from the existing population with a total of 97 people. The research instrument used a questionnaire with a Likert scale model. Data were analyzed with descriptive statistics, simple regression and multiple regression. The research findings show that: (1) on average, adolescent religiosity is in the high category, (2) social support is in the high category, (3) adolescent resilience is in the high category, (4)there is a positive and significant relationship between religiosity and adolescent resilience, (5) there is a positive and significant relationship between social support and adolescent resilience, and (6) there is a positive and significant relationship between religiosity and social support and adolescent resilience.

PERAN REBT DALAM MENGASAH KEPERCAYAAN DIRI SISWA DI MTSN 3 KUANTAN SENGINGI Zuhrika; Netrawati
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol 2 No 1 (2022): ALGEBRA : JURNAL PENDIDIKAN, SOSIAL DAN SAINS
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/algebra.v2i1.70

Teori REBT Memandang bahwa membantu manusia mengubah keyakinan irasional manusia menjadi keyakinan rasional sehingga meningkatkan fungsi emosi dan perilaku manusia. Tujuan utama untuk membantu peserta menginternalisasi filosofi hidup yang rasional, seperti halnya mereka menginternalisasi seperangkat keyakinan dogmatis dan ekstrem yang berasal dari lingkungan sosial budaya mereka dan dari penemuan mereka sendiri. ,Pemimpin kelompok REBT berperan sebagai pendidik psikologis, dan mereka cendrung menghindari berhubungan terlalu dekat dengan anggota mereka dan dengan demikian menghindari mereka meningkatkan kecendrungan ketergantungan mereka. Penelitian ini menggunakan pendekatan kualitatif dengan membandingkan terapi REBT dengan mengasah kepercayaan diri siswa. Hasil penelitian menunjukkan bahwa terapi melalui pendekatan REBT di Sekolah MTSN 3 Kuantan Sengingi. Penelitian ini menunjukkan bahwa berdasarkan penuturan siswa, mereka sangat jarang mendapatkan layanan Bimbingan dan Konseling, peneliti mendapati masih terdapat peserta didik yang tidak percaya diri, pemahaman peserta didik dalam menilai diri masih banyak negatif, masih terdapat beberapa siswa yang tidak dapat menerima kritikan dari orang lain, siswa cenderung bersikap hiperkritis yakni mengeluh, mencela atau meremehkan apapun dan siapapun, siswa merasa tidak disenangi oleh temannya, siswa masih ikut-ikutan teman dan terbawa oleh pergaulan yang tidak baik, siswa belum memiliki komitmen terhadap dirinya, dan siswa masih mencari identitas diri. Fenomena yang dialami oleh para siswa tersebut memberikan dampak yang kuat sehingga menyebabkan siswa harus ketinggalan pelajaran, tidak naik kelas bahkan ada yang harus berpindah sekolah. Selain itu, dalam kehidupan sehari-hari siswa membentuk pandangan yang irrasional, yaitu siswa merasa harus memiliki perlengkapan fasilitas belajar yang wajib dimiliki, memiliki prestasi yang lebih dari kakak atau adiknya yang selalu menjadi dukungan utama dalam keluarga. Siswa juga menunjukkan sikap mudah tersinggung ketika teman yang lain dibawakan bekal dan merasa diri tidak begitu diperhatikan dalam keluarga. ABSTRACT REBT Theory veiws that helping humans change human irrational belief into rational ones so as to improve the functioning of human emotions and behavior. REBT group leaders act as psychological educators, and they tend to avoid getting too close to their members and thereby avoiding them increasing their dependency tendencies. This study used a qualitative approach by comparing REBT therapy with sharpening students’ self-confidence. The results showed that therapy through the REBT approach at MTSN 3 Kuantan Singingi School. This study shows that based on student’s narratives, they very rarely get guidance and counseling services, researchers found that there are still students who are not confident, students’ understanding of self- asessment is still alot negative, there are still some students who cannot accept criticism from others, students tend to be hypercritical, namely complaining, criticizing and belitting anything ans anyone, students feel displeased by their friends, students still follow their friends still follow their friends and are carried away by bad associations, The phenomena experieced by these students have a strong impact, causing students to have to miss lessons, not go to class and some even have to chage schools. In addition, in everyday life students form irration views, namely students feel they must have learning facilities. Must haves, have better achievements than brothers and sisters who have always been the main support in the family.

PENERAPAN TEORI GESTALT DALAM PEMAHAMAN PEMBELAJARAN SISWA DI SEKOLAH Fauzi, Achmad; Netrawati; Karneli, Yeni
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol 2 No 1 (2022): ALGEBRA : JURNAL PENDIDIKAN, SOSIAL DAN SAINS
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/algebra.v2i1.71

Teori Gestalt memandang bahwa pembelajaran tidak hanya tentang rangsangan dan respon tetapi lebih pada pemahaman tentang suatu masalah yang mampu menarik kesimpulan baru yang berwawasan. Pencetus teori Gestalt termasuk Max Wetheimer, Wolfgang Kohler dan Kurt Kofka. Dalam teori Gestalt terdapat beberapa hukum yaitu hukum kedekatan, hukum ketertutupan dan hukum kesamaan. Diantara prinsip pembelajaran Gestalt adalah pembelajaran melalui wawasan (pemahaman), pembelajaran merupakan reorganisasi dari pengalaman, pembelajaran akan lebih berhasil bila sesuai dengan minat siswa. Sedangkan prinsip persepsi Gestalt termasuk prinsip kontinuitas dan hubungan figur-ground. Kekuatan teori Gestalt adalah anak mampu membangun suatu masalah menjadi pengetahuan atau pemahaman baru, namun teori Gestalt ini juga memiliki kelemahan, yakni teori Gestalt tidak bisa diterapkan pada maeri-materi tertentu. ABSTRACT Gestalt theory views that learning is not only about stimuli and responses but rather about understanding a problem faced which is able to draw new insightful conclusions. Gestalt characters include Max Wetheimer, Wolfgang Kohler and Kurt Kofka. In Gestalt theory, there are several laws, namely the law of closeness, the law of closure and the law of equality. Among the principles of Gestalt learning is that learning through insight (understanding), learning is a reorganization of experiences, learning will be more successful when it comes to interests. Meanwhile, the principles of Gestalt perception include the principle of continuity and Figure-ground relationship. The strength of Gestalt theory is that children are able to reconstruct a problem into new knowledge or understanding, however in the Gestalt theory has also the weaknesses that the gestalt theory cannot be applied to certain materials.

Co-Authors A. Muri Yusuf Abdul Rahman, Mohd Nazri Achmad Fauzi Achmad Fauzi Ade Herdian Putra Adela, Nurul Adha, Idyana Adinda, Amalia Feby Advis Arin Pramesti Afasli, Bunga Afifah Afifah Bidayah Afriani, Anisa Agung Tri Prasetia Ahmad Bunayya Irsandef Ahmad Zaki Ilman Nasution Ahsanul Hafizh Alfi Rahmi Alfi Rahmi Alfitri Alfitri Alhaitamy Alhaitamy Alma Yulianti Alnetia Dwi Kamirsa Amria Amalia Feby Adinda Aminah Daulay Aminah Daulay Amirah, Nadiratul Amora, Rendy Anisa Afriani Anissa, Anissa Apriliana, Yona Aqima Sholehati Arafat HSB, M. Yasir Ardimen Arif Setiawan Arif Setiawan Arif Setiawan Arini, Larasuci Arliyus, Arliyus Arwin Arwin Asra Aila Asri, Robbi Asrul, Anisa Assahrawiza Athalia A. Aptanta Tumanggor Atifa Novriani Atikah Suri Jania Atiqul Ilmi El Faisal Aulia, Dea Auliyah, Fauziah Avira Heriani Avira Heriani Ayu Hayati Lubis Aziz Sinaga, Malim Abdul Azmatul Khairiah Sari Azmi, Cici Adelia Bunda, Indah Permata Bunda, Thessia Permata Candra Prasiska Rahmat Cania, Lita Fitara Chandra, Mutiara Putri Cici A Azmi Daharnis Daharnis Daharnis Daniel Happy Putra Daulay, Aminah Daulay, Maslina Dayantri, Sri Dea Aulia Dedi Effendi Dedy Kurniadi Dedy Kurniady DELA, VITRIA LARSEMAN Delima Delima Delima Delima Denia Syapitri Desep Pria Pandri Dianti, Tiara Maiza Dina Sukma Dini Widhya Anggraini Dony Darma Sagita Dwi Wahyu Satria, Yoga Dzikra Atikah Elfira, Yenni Elpas, Zafira Elsa Yuniarti Elvia Kurniawati F, Firman Fadhilah, Farah Fadhlullah, Zulfikar Farah Fadhilah Fatiha Sabila Putri Fauzan Habibi Fauzan Habibie Nasution Fauzi Isra Fauzi Fauzi, Fauzi Isra Fauziah Fauziah Fauziah, Febriella Fazli, M. Febriani, Rahmi Dwi Feby Najmah Najma Feni Listari Fikri, Miftahul Fikriyanda Fikriyanda Firman Firman Firman Firman Firman Firman Firman Fitri Arnita Fitri, Maulida Fitria Umami Fitriana Fitriana Fitriana Fitriana Frischa Meivilona Yendi Gusni Dian Suri Gusti Rahayu Gustri Handayani, Puji Hafizah, Mutia Hakim, Firdha Ainil Hakim, Rachman Harahap, Marianna Hariko, Reski Hariko, Rezki Hariyani Hariyani Harlina, Desi Harlina, Desi Hasbi Hasibuan, Ummi Kalsum Hayadi, Muslim Hengki Yandri Heriani, Avira Herman Nirwana Herman, Pebriani Yusnia Hisna Daniati, Nur Ice Desvikayati Ifdil Ifdil Ifdil Ikhwan, Mursyidul Ilham Wahyudi Ilham Wahyudi Ilman, Ahmad Zaki Indah Sukmawati Indika, Chana Indra Saputra Indriyansyah, Meezy Insanti Kamila Intan Desy Pratiwi Iqbal Arrahman Irfan, Witri Nengsi Irma Julita Irsal Hadi Izzati Adlya, Soeci Jofipasi, Torly Amora Jon Efendi Julia Eva Putri Karunia, Marpren Kenedi, Ary Kiswanto Khairani Khairani Khairani Khairani Khairati, Annisaislami Khairunnisa Khairunnisa Khofifah, Nur Kholiza Fitri, Nur Larasati, Sectio Putri Ledita Ezy Maulany Lia Mita Syahri Lika Widiawati Linda Fitria Lisa Anggraini Listari, Feni Lita Fitara Cania M. Fadlan Choiri M. Fahli Zatrahadi M. Fazli Mahalul Azam Maharani, Siti Maharani, Violanisa Mardin, Asna Marianna Harahap Marjohan Marjohan Maulida Fitri Melva Syahrial Melva Syahrial Meri Susanti Miftahul Jannah Mohd Nazri Mohd Nazri Abdul Rahman Mohd Nazri Abdul Rahman Mohd Nazri Abdul Rahman Mohd Nazri, Abdul Rahman Mohdnazri Abdul Rahman Mudjiran Mudjiran Mudjiran Mudjiran Mudjiran Muhamad Rafi Muharleni, Muharleni Mulia, Fika Dwi Mustika Sari, Mustika Mustika, Humaira Nabila Rezky Palenza Nada Fristy Yusri Nadya Dwi Dara Mairen Nanda Kurnia Putri Nasution, Salsabila Nazri, Mohd Neisha, Fella Hanna Nelty Diana Neni Elvira Z Neni Elvira. Z Neviyarni Neviyarni Neviyarni , Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni Neviyarni S Neviyarni S Neviyarni S Neviyarni, Neviyarni Nila Frischa Panzola Nilas Siti Wulandari Nilma Zola Nisya, Wirdatun Noperlis, Anggi Dwi Nora Astrina Vera Novriani, Atifa Nurfarhanah Nurfarhanah Nurhabibah Nurhabibah Nurhafiza Nurmina Nurmina, Nurmina Nurul Aprilia Fitra Nurul Fazria Nurzam, Sri Wahyuni Okti, Diana Rezu Oviani, Eka Palenza, Nabila Rezky Peni Okto Randi Pertiwi, Yuarini Wahyu Pini Pitria Pitria, Pini Pratiwi, Annisa Jodi Pratiwi, Utari Prayitno Prayitno Puji Gusri Handayani Puspita Barus, Dinda Putra Suharnadi Putra, Tomi Putri Rahmayanti Putri, Elvira Linanda Putri, Fatiha Sabila Putri, Julia Eva Putriani, Lisa Pu’ad Maulana Rachman Hakim Rahayu Dewany Rahmad Firmansyah Rahmad Firmansyah Rahmad Rahmad Rahman, Mohd Nazri Abdul Rahman, Mohd Nazri Badul Rahmat Hidayat Rahmatul Marwani Rahmatul Ulfa Aulia Rahmi Fratiwi Rahmi Rahmi Rahmi, Alfi Rahmi Raudatul Jannah, Giva Raudhatul Jannah Raviando, Mhd Roland Reizki Maharani Rendi Yana Rahmanisa Rendy Amora Renidayati, Renidayati Restu Kurnia Putri Reza Tririzky Rezi Kumala Sari Rezu Okti, Diana Rici Kardo Rihaliza, Rihaliza Rima Pratiwi Fadli Rinaldi Rinaldi Risda Heldriyana Br Bangun Riska Ahmad Rizki Kurniawan Rizki Kurniawan, Rizki Rizki Wulandari Rizki Wulandari Robbi Asri rohima, Tila Roni Ariyanto Rosalinda Ruhamah, Ulya S, Nevi Yarni Sandra, Rober Saragih, Nur Afifah Nabila Sarbitah Sarbitah Sari Harahap Sari Mustika Sasrianis Sekar Kurnia Rahmadani Setyorini, Ragil Shella Satiwi Guci Sidratullah, Yasifa Siregar, Ehdatul Puadi Siti Fauziah Siti Fauziah Siti Hafsoh Siti Sri Rahayu Soeci Izzati Adlya Sri Fani Dayanti Sriwahyuni, Neni Suci Amaliya Fradinata Suci Amelia Mardiah Suhaili, Neviyarni Suharnadi, Putra Suhartiwi Suherman, Dea Stivani Sukmawati, Indah Sulistia Permata, Reza Suriadi, Hari Sy, Salsabilla Syaddiyah, Halimahtun Syafitri, Intan Verly Syahniar Syahniar Syahrial Syahrial Syahrial, Melva Syarifah Wahidah Syarifuddin Syarifuddin Syarifuddin Syarifuddin Tasya Nabilah Mutiara Tati Ayuni Taufik Taufik Thessia Permata Bunda Tiara Maiza Dianti Titik Wiyul Fithri Tomi Putra Torly Amora Jofipasi Tri Ulviani Tri Ulviani Tri Wulandari TRIAVE NUZILA ZAHRI Trisanti, Desi Ulandari Juwita Ulfa, Luthfiyah Afra Vivi Dahlia W. N Irfan Wahid, Ahmad Wahidah, Syarifah Wahyu Almizri Wahyuni Nurzam, Sri Wardoyo Wardoyo Wardoyo Wilda Deliana Harahap Wiwi Delfita Wulandari, Nilas Siti Wulandari, Rike Yadi, Heri Febri Yadi, Yadi Jatira Yahanan Yahanan Yahanan Yahanan Yanti Oktavia Yarmis Syukur Yenda Puspita Yendi , Frischa Meivilona Yeni Yeni Karneli Yoga Yuniadi Yose Putri, Kanaya Yuda Syahputra Yufa Ficanysha Yufa Yuliani Pertiwi Yundari, Yundari Yunisa Handaramon Yusmen, Della Rahmadini Yusri Yusri Zadrian Ardi Zainil, Melva Zalma, Amylia Zarisman, Esi Zetrizal Zetrizal Zikry Latupasjana Zuhrika Zuhrika Zulfikar Fadhlullah Zulfikar Fadhlullah Zulhelmi Narti

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