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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Mechatronics, Electrical Power, and Vehicular Technology Jurnal Media Infotama Jurnal Simetris Journal of Education and Learning (EduLearn) JUTI: Jurnal Ilmiah Teknologi Informasi Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar VANOS Journal of Mechanical Engineering Education Sistemasi: Jurnal Sistem Informasi RABIT: Jurnal Teknologi dan Sistem Informasi Univrab Jurnal Taman Vokasi JURNAL MEDIA INFORMATIKA BUDIDARMA Jurnal Penelitian Pendidikan IPA (JPPIPA) al-Afkar, Journal For Islamic Studies Indonesian Journal of Education and Learning SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) EDUMATIC: Jurnal Pendidikan Informatika Jutisi: Jurnal Ilmiah Teknik Informatika dan Sistem Informasi Progresif: Jurnal Ilmiah Komputer Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Educatio FKIP UNMA Jurnal Abdi Insani JOURNAL OF INFORMATION SYSTEM MANAGEMENT (JOISM) Indonesian Journal of Electrical Engineering and Computer Science Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan REKA ELKOMIKA: Jurnal Pengabdian kepada Masyarakat Community Empowerment Jurnal Teknimedia: Teknologi Informasi dan Multimedia Teknika Jurnal FASILKOM (teknologi inFormASi dan ILmu KOMputer) JURNAL ILMU PERPUSTAKAN (JIPER) Integrated Science Education Journal International Journal of Engineering, Science and Information Technology These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya JoMMiT : Jurnal Multi Media dan IT Journal Of Information And Technology Unimor (JITU) Tarbiatuna: Journal of Islamic Education Studies JUSTIN (Jurnal Sistem dan Teknologi Informasi) Jurnal Penelitian Sains dan Pendidikan (JPSP) Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) Journal of Educational Sciences Jurnal Basicedu J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Prosiding Seminar Nasional Teknologi Informasi dan Bisnis JS (Jurnal Sekolah) Information Technology Education Journal Nusantara Journal of Computers and its Applications Journal of Demography, Etnography, and Social Transformation Jurnal Sistem Informasi Galuh Journal of Information System and Education Development Integrated : Journal Of Information Technology and Vocational Education Buletin Literasi Budaya Sekolah semanTIK Journal Fascho in Education Conference-Proceedings INOVTEK Polbeng - Seri Informatika Edu Komputika Journal Jurnal VARIDIKA Recursive Journal of Informatics Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of Informatics and Vocational Education
Nuur Wachid Abdul Majid
Universitas Pendidikan Indonesia
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Implementation of AI-Enhanced Formative Assessment with Learning Analytics to Support Conceptual Understanding and Process-Oriented Learning of High School Students in Informatics Subjects Tara Lestari Safitri; Nuur Wachid Abdulmajid
Information Technology Education Journal Vol. 5, No. 3, August (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i3.13491

Abstract

Purpose – Grade-oriented learning in Indonesian secondary education hinders deep conceptual understanding, as reflected in declining PISA scores. This study examines the potential of AI-based formative assessment (ChatGPT-Padlet) to support improvement in students’ conceptual understanding and a shift in their orientation from a focus on grades to a focus on process. Design/methodology/approach – This single-cycle classroom intervention, drawing on classroom-action-research procedures, involved 33 tenth-grade students in Project-Based Learning supported by a layered feedback system (AI, peers, and teachers). Data were collected through pre- and post-tests, Likert-scale attitude surveys, peer assessments, and qualitative reflections. Findings – The intervention produced a statistically significant improvement in conceptual understanding scores (Δ = 9.09 points; Wilcoxon Signed-Rank Test, Z = -1.93, p = 0.045, r = 0.34; paired t-test reported as a robustness check, p = 0.026) and a non-significant descriptive decrease in competitive orientation (Δ = -0.3; Wilcoxon p = 0.32), while process focus remained stable in mean (M = 3.5, Wilcoxon p = 0.77) with increased variability. Qualitative analysis showed that 67% of students could articulate internet concepts, and 58% showed indications of transfer of knowledge to practical decision-making in their self-reported reflections. Research implications/limitations –  The layered feedback ecosystem may offer a scalable approach to formative assessment in high teacher-student-ratio contexts, though this potential was not directly measured, and the single-cycle, short-duration design limits causal and longitudinal conclusions; further research requires longitudinal testing and more comprehensive deep learning metrics. Originality/value – This study offers an early empirical operationalization of process-oriented educational philosophy through an AI-peer-teacher triadic feedback model within the Indonesian Independent Curriculum context.
CAVEN: A Visual Novel-Based Educational Game for Learning Fundamental Web Programming Concepts in High School Education Assyifa Azzahra Muthmainnah; Nuur Wachid Abdul Majid Majid
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.1156-1173

Abstract

Web programming is a fundamental competency in the digital era, yet high school students often struggle with its abstract, multi-layered concepts under conventional lecture-based instruction. This study develops and evaluates CAVEN (Chronicles of the Altered Virtual ENgine), a Ren'Py-based visual novel educational game introducing frontend, backend, and security concepts to high school students, developed using the Multimedia Development Life Cycle (MDLC) method across six stages: concept, design, material collecting, assembly, testing, and distribution. The game integrates interactive storytelling, quizzes aligned with Bloom's taxonomy, a scoring system, and multiple endings. Evaluation involved content and media expert validation, Black Box Testing across 20 scenarios, and the User Experience Questionnaire Short Version (UEQ-S) with 20 Grade 10 respondents. Expert validation yielded feasibility scores of 86.7% (media) and 76.7% (content); Black Box Testing yielded a perfect functionality score (X = 1.00); and UEQ-S results were strongly positive, with Pragmatic Quality (1.88), Hedonic Quality (1.98), and an Overall UX score of 1.93. These findings demonstrate CAVEN as an expert-validated, technically feasible medium delivering positive user experience, establishing usability and student engagement rather than direct learning effectiveness, thus offering teachers a supportive digital learning tool.
The Design of the CQR Information System: Predictive Quantitative Analytics Software for Research Nuur Wachid Abdul Majid; Muhammad Rafli; Pratama Benny Herlandy; Muhammad Nurtanto; Mohamed Nor Azhari Azman; Md Baharuddin Abdul Rahman; Khairul Azhar Mat Daud
International Journal of Engineering, Science and Information Technology Vol 6, No 2 (2026)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v6i2.1541

Abstract

In the current digital era, quantitative data analysis remains a critical yet demanding stage of the research process, particularly for researchers without a strong statistical background. Complex analysis procedures, inconsistent method selection, and manual data handling increase the risk of human error and can threaten the validity of research findings. This study addresses this problem by designing and developing the CQR (Calculation of Quantitative Research) Application, a web-based predictive quantitative-analytics system intended to simplify statistical data processing for researchers regardless of their statistical expertise. The system was developed using the Research and Development (RD) method combined with the Waterfall model, comprising problem identification, data collection, system design, implementation, and testing, and was built using the Laravel 11 framework with a MySQL database. System design was guided by an analysis of functional and non-functional requirements and modelled using Use Case and Activity Diagrams. The developed system was evaluated through black-box testing across four core modules-user authentication and three data-upload calculator modules for the System Usability Scale (SUS). All eleven scenarios (100%) produced the expected output. A preliminary usability evaluation of the CQR Application itself, using the System Usability Scale with 32 student respondents, yielded a mean score of 76.09 (SD = 9.67), corresponding to an “Acceptable” rating and a curved grade of B. These findings indicate that the CQR Application is functionally reliable and perceived as usable, while quantitative benchmarking of analytical accuracy and processing time against established statistical software, together with a complementary User Experience Questionnaire evaluation, are identified as the immediate next steps for strengthening the system's scientific and practical contribution. The CQR Application is expected to help researchers, particularly those without extensive statistical training, conduct quantitative analysis that is more consistent, efficient, and credible.
Comparing Perceived Usability Across Online Coding Learning Platforms Using the System Usability Scale Lana, Muhammad Isfa'; Majid, Nuur Wachid Abdul; Azman, Mohamed Nor Azhari
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4432

Abstract

This study evaluated and compared the perceived usability of three widely used online coding learning platforms—W3Schools, Coursera, and Udemy—among university students in Purwakarta, Indonesia. A quantitative, non-randomized, cross-sectional between-subjects design was employed using the System Usability Scale (SUS), with each participant evaluating one platform that they had previously used. The final sample comprised 120 students, with 40 participants in each platform group. Descriptive statistics, reliability analysis, normality testing, the Kruskal–Wallis test, epsilon-squared effect size, and supplementary Dunn pairwise comparisons with Bonferroni adjustment were applied. W3Schools obtained the highest mean SUS score (85.4) and was classified as “Best Imaginable,” whereas Udemy (82.4) and Coursera (80.9) were both classified as “Excellent.” Despite these descriptive differences, the Kruskal–Wallis test showed no statistically significant overall difference in perceived usability among the three platform-user groups (H = 2.472, p = .291). The corresponding epsilon-squared effect size was small (ε² = .021), and none of the Bonferroni-adjusted pairwise comparisons reached statistical significance. These findings indicate that all three platforms were perceived as highly usable by their respective user groups, while the observed numerical differences did not establish statistically significant platform superiority. The study contributes standardized comparative evidence on coding-platform usability within an Indonesian university context. Future research should incorporate larger and more diverse samples, explicitly measure prior platform experience, and combine subjective usability ratings with objective task-based measures and qualitative evidence.
Balancing AI and Learning: Examining the Effects of Generative AI Dependency and Digital Multitasking on University Students’ Self-Regulated Learning Febviana Sulthanah Huwaida; Nuur Wachid Abdul Majid
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.21443

Abstract

This study aims to examine the effects of generative AI dependency and digital multitasking habits on the quality of self-regulated learning (SRL) among university students, both individually and jointly. The study employed a quantitative approach involving 300 active students from five study programs at the Purwakarta Campus of Universitas Pendidikan Indonesia, who were selected through purposive sampling. Data were collected using four-point Likert-scale instruments that met established validity and reliability criteria. The data were analyzed using multiple linear regression, preceded by classical assumption tests for normality, linearity, multicollinearity, and heteroscedasticity. The results indicated that generative AI dependency was positively and significantly associated with SRL (B = 0.213, p = .004), as was digital multitasking (B = 0.178, p = .009). Simultaneously, both predictors were significantly associated with students’ SRL, F = 27.843, p < .001, and the regression model explained 15.8% of the variance in SRL. These findings suggest that, within the context of this study, moderate levels of generative AI use and digital multitasking did not substantially undermine students’ self-regulatory capacity. Rather than restricting generative AI use, higher education institutions should provide structured guidance on effective AI engagement, including prompt formulation strategies and reflective evaluation of AI-generated outputs, and integrate such guidance into learning task design. Such an approach may help ensure that students’ interaction with generative AI strengthens rather than substitutes for their self-regulatory capacity.
Human-Centered AI in Practice: Peer Facilitators as Technostress Reducers in a Mixed-Methods LMS Study Ilham Agung Pambudi; Nuur Wachid Abdul Majid; Muhamad Akda Fathul Barri; Ayu Permata Sari
Recursive Journal of Informatics Vol. 4 No. 2 (2026): September 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rji.v4i2.64092

Abstract

Purpose: While the rapid integration of generative artificial intelligence (AI) offers significant pedagogical potential, it often outpaces the psychological scaffolding that anxious learners require, creating a severe affective barrier known as technostress. To address this critical gap, this study investigates whether structured peer facilitation, embedded within a Learning Management System (LMS) based AI course, can effectively reduce undergraduate students' AI anxiety and strengthen their conceptual understanding. Methods/Study design/approach: An explanatory sequential mixed-methods design was conducted involving 33 undergraduate students encountering generative AI instruction for the first time. Quantitative data encompassing AI anxiety, conceptual understanding, and technical self-efficacy were collected pre- and post-intervention, followed by analysis using Wilcoxon signed-rank tests and Spearman's rank correlation. Subsequently, qualitative data from open-ended evaluations were examined through reflexive thematic analysis to contextualize and deeply explain the quantitative shifts. Result/Findings: The intervention yielded a statistically significant reduction in AI anxiety (Z = -2.151, p = .032) alongside a significant improvement in conceptual understanding (Z = -1.990, p = .047). Although technical self-efficacy and career projection improved, the changes did not reach statistical significance. Furthermore, facilitator evaluation exhibited a significant negative correlation with anxiety reduction (rs = -.389). Thematic analysis confirmed that peer facilitators effectively acted as technical translators and technostress reducers, establishing the psychological safety necessary for learning. Novelty/Originality/Value: This research uniquely repositions peer mediation as the vital affective "more capable other" within Vygotsky's Zone of Proximal Development, prioritizing the resolution of emotional barriers before cognitive engagement with AI tools. The study extends Human-Centered AI (HCAI) theory by delivering robust empirical evidence that pairing generative AI modules with human peer facilitation creates a synergistic learning ecosystem. This provides educators with a scalable, practical solution for mitigating technostress in modern digital education.
A Comparative Analysis of the Effectiveness and Efficiency of Manual and Automated Testing in Software Quality Assurance Amara Seviany Agustin; Nuur Wachid Abdul Majid; Md Baharuddin Bin Abdul Rahman
Recursive Journal of Informatics Vol. 4 No. 2 (2026): September 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rji.v4i2.64137

Abstract

Purpose: This study aims to analyze the effectiveness, bottlenecks, and reliability of automated testing and manual testing, as well as to compare the two approaches in detecting bugs and supporting software product quality. Accelerating release cycles can be counterproductive if functional stability is ignored; thus, evaluating these two quality assurance methods is crucial to finding an optimal balance in software development. Methods/Study design/approach: The study employed a quantitative approach through a survey of 105 respondents, comprising QA Engineers, software developers, and academics, using a five-level Likert scale questionnaire. The collected data were rigorously analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and the Friedman Test to objectively evaluate the performance, reliability, and operational bottlenecks of both testing methods. Result/Findings: The results demonstrate that automated testing is highly effective for regression testing and repetitive execution, while manual testing remains significantly effective for UI/UX evaluation and complex dynamic cases. Both methods face distinct challenges. Automated testing is bottlenecked by script maintenance efforts and flaky tests, whereas manual testing is hindered by lengthy execution times and human error. Automated testing was found to be significantly more accurate in detecting recurring functional bugs. Furthermore, an integrated combination of both automated and manual testing was proven to substantially reduce escaped defects. Novelty/Originality/Value: This research provides empirical evidence confirming that despite the strong push for automation in modern Agile and DevOps environments, neither method can completely replace the other. Both testing approaches are most effective when utilized complementarily according to their intrinsic characteristics. This synergy is essential to prevent bottlenecks in the software release cycle and ensure superior product quality.
Digitizing Campus Experience: Immersion and Interaction through 3D Navigation with A-Frame Nuur Wachid Abdul Majid; Muhammad Rafli; Hafiziani Eka Putri; Sofyan Iskandar; Fitri Nuraeni; Mohamed Nor Azhari Azman
International Journal of Engineering, Science and Information Technology Vol 6, No 1 (2026)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v6i1.1521

Abstract

The advancement of information and communication technology has profoundly altered numerous facets of society, particularly in education. Institutions of higher education have significantly profited from these improvements, especially in improving services and facilities for students, prospective students, and the public. The public requires broad understanding involving campus conditions and circumstances to enhance their advertising and recognition activities for broader acknowledgment.  Therefore, suitable digital media are required to deliver comprehensive and informative campus information. The utilization of virtual reality (VR) technology for virtual campus tours is an increasingly popular innovation, enabling visitors to explore the campus and feel its ambiance without physical presence. Nonetheless, numerous organizations have difficulties in developing genuinely interactive and immersive virtual tour experiences. This research is to investigate the application of A-Frame in developing a web-based campus tour to improve user engagement and immersion. The employed research methodology is research and development (RD) utilizing a Waterfall development model that are include: requirements analysis, system design, implementation and development, and evaluation and improvement. Sampling for functional testing is involved 100 secondary school’s students in Jawa Barat. The findings indicate that employing A-Frame for developing a campus online tour can yield a gratifying, interactive, and immersive experience. Furthermore, functional and security assessments demonstrate that the system operates effectively and is secure for use. System assessment and enhancements are conducted in response to user feedback to guarantee the system's relevance and alignment with user requirements. This research offers a viable method for enhancing the engagement and immersion of campus tours, serving as a reference for other educational institutions in the adoption of VR technology
Improving Higher Order Thinking Skills through Project-Based Learning with AI-Enhanced Formative Assessment Tara Lestari Safitri; Nuur Wachid Abdulmajid; Md Baharuddin Haji Abdul Rahman
Edu Komputika Journal Vol. 13 No. 1 (2026): Edu Komputika Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukom.v13i1.49259

Abstract

The low level of students’ Higher Order Thinking Skills (HOTS) in computer science presents a challenge in the implementation of the Merdeka Curriculum. This study examines the extent to which a Project-Based Learning (PBL) approach combined with AI-enhanced formative assessment can improve students’ HOTS in computer networking, particularly their ability to analyze computer network concepts and apply them in real-life situations. This study contributes by presenting an innovative learning model that integrates PBL and AI-enhanced formative assessment as a practical alternative to improve HOTS in Indonesian high schools. The study used a classroom action research (CAR) design as the overarching framework, implemented as a single CAR cycle of planning, action, observation, and reflection; within this cycle, a mixed-methods approach combining a quasi-experimental one-group pretest-posttest method with a descriptive qualitative method was used to collect and analyze data, and the study involved 33 eleventh-grade students at SMA N 3 Purwakarta. The intervention integrated a digital poster project with layered formative assessment using ChatGPT and Padlet. Data were analyzed via paired t-tests and thematic analysis using NVivo. Results showed a significant cognitive improvement, with the average score rising from 74.55 to 83.64 (p = 0.026). Qualitatively, 58% of students were able to evaluate connectivity options based on real-world needs, and each group conducted an average of 3.2 rounds of revisions based on AI feedback. It was concluded that the integration of PBL with AI-enhanced formative assessment effectively fosters students’ higher-order thinking skills (HOTS) at the school studied, though the single-school sample means the findings are best generalized at the regional rather than national level.
Co-Authors Abdullah Nasih Ulwan Afika Rianti Afika Rianti Agitya Ratu Thifana Agus Muharram Ahmad Fauzi Ai Siti Nuratilah Aisyah Cinta Putri Wibawa Alfathin, Aulia Alfira Putri Febryanis Amara Seviany Agustin Amron Rosyada Andina Aisyah Eka Jati Andri Pramuntadi Andrian, Rian Anggita Fitri Permatasari Anida Uswatun Hasanah Anis Hidayatul Ummah Ari Budi Riyanto Arlya, Zaky Khairul Fajar Asri Andriyani Oswita Assyifa Azzahra Muthmainnah Aulia Abukhair Aulia Alfathin Aulia Alfathin Aulia Sodikin, Reisa Ayi Suherman Ayi Suherman Ayu Pangestu Ayu Permata Sari Ayu Permata Sari Ayumi Febrianty Azim, Fauzan Azman, Mohamed Nor Azhari Barri, Muhamad Akda Fathul Beni Ari Hidayatullah Cantika, Melvi Chairunnisa, Ananda Alma Chandra Motilal Cici Isnawati Dedi Setiawan Desti Setianingsih Deti Indah Kiranti Dian Permata Sari Dian Permata Sari Dian Permata Sari Dicka Assokawati Suryadi Diky Zakaria Dimas Aditama Dita Dwi Andriyani Diyan Anjani Dwi Octaviani Putri Dzaki Syauqi Anthera Mumtaz Elysa Nensy Irawan Endi Permata Fahrur Aslami Fakhirah Azhar Farhan Badrani Fasya Amalia Pitaloka Fatimah Nur Robiyah Fauzan Azim Fauzi , Ahmad Febviana Sulthanah Huwaida Fitri Nuraeni Friska Amalia Ganesh Lindung Nusantara Gartika Dwi Jayanti Goro Fujita Hadi Putri, Dewi Indriati Hafiziani Eka Putri, Hafiziani Eka Hamzah, Muhammad Bilal Hashina Qiamu Mumtaziah Hendriyana Hendriyana Herlandy, Pratama Benny Hikmawan, Rizki Ilham Agung Pambudi Ilham Ramadhan Intan Dwiyanti Ismaya Febrianti Isnantyo, Fajar Danur Ivandio Zahran Bahy Kasmad, Mamad Khairul Azhar Mat Daud Khurilyn Jannah Ladayya, Ulfa Laila Fajriyanti Lana, Muhammad Isfa' Levy Husnul Lailina Linda Supriatin Liptia Venica Lutfi Haidar Ummah M. Sukarno Maharani, Nurnissa Mark Jhon Ramos Prestoza Masnur Maulana Yusuf Maulana Yusuf Md Baharuddin Abdul Rahman Md Baharuddin bin Abdul Rahman Md Baharuddin Haji Abdul Rahman Meisha Humaira Fauziah Mila Oksanti Miladia Nurunnisa Mipta Miftahul Jannah Mochamad Bruri Triyono Moh Fauzan Fakhira Nasihin Mohamed Nor Azhari Azman Mohamed Nor Azhari Azman Mohamed Nor Azhari Azman Mohamed Nor Azhari Azman Muhamad Akda Fathul Barri Muhammad Dzikri Danuarteu Muhammad Iqbal Shaleh Muhammad Isfa’Lana Muhammad Khoirul Fajri Muhammad Musyaffa Muhammad Nurtanto Muhammad Nurtanto Muhammad Rafli Muhammad Raihan Zaki Muhammad Rizalul Wahid Mumtaziah, Hashina Qiamu Mustofa Abi Hamid Mutohhari, Farid Muzaitun Khoiriyah Nabila, Khansa Nabilah Azhar Nadia Tiara Antik Sari Nadia Tiara Antik Sari Nadzifah Nadzifah Najma Azzahro Aulia Naldi, Wahyu Naura Meyriska Neneng Sri Wulan Neng Dhenis Sukmawati Neng Riski Ayu Utami Neng Sholihat Nida Adilah Rahmah Nofrendy Azin Nopi Krisnawati Nova Mira Rizky Wulandari Noviyanti Nurjannah Nur Indah Septiani Nur Kholifah Nurfalah, Hana Nurkhotimah, Vidanisa Nurul Ilmi Ovie Ayunda Rahmaputri Isnawan Pahmi Pahmi Pahmi Pahmi Pahmi Pamungkas, Agung Satria Perdana, Zia Imam Pramudita, Reza Pratiwi, Irra Prestoza, Mark Jhon Ramos Puji Rahayu Puji Rahayu Putri Alina Sidik, Legira Putri Apriyanti Putu Sudira Rachma Wardani Rafli Arrasyid Rahel Sonia Ambarita Rahma Zaimatul Azhar Rania Roka Rasyad Amhar Ratih Suci Aryanti Rhezwan Dhaifullah Romdhoni Rhezwan Dhaifullah Romdhoni Rian Andrian Rima Irfiani Riska Riska Rizal Aglal Faozi Rizki Hikmawan Robi Ah Al Adawiyah Rochmah, Eliya Salma Ayunda Zahra Salsabila Aulia Choirunisa Sarah Agustin Sari, Dian Permata Sembiring, Vladio Sada Arihta Septi Sulistyorini Septy Qurrotu Aini Farradhillah Sholehah, Ragil Siti Siti Mariyam Siti Sripatimah Siti, Ragil Siti Sholehah Sodikin, Reisa Aulia Sofi Kamilatus Sa’diah Sofyan Iskandar, Sofyan Suprih Widodo Suprih Widodo, Suprih Suyitno Suyitno Syifa Aulia Azzahra Syifaul Fuada Tara Lestari Safitri Tati Sumiati Taufik Ridwan Taufik Ridwan, Taufik Teresia Ratna Calista Tuhfah Humaira Mufidah Tuhfah Humaira Mufidah Turmudi Ulfa Ladayya Ulwan, Abdullah Nasih WARJU Weby Khamelia Yohanes Adi Nugroho Yumna Ashri Nabilah Yuniar, Rani Zhaza Nabila Zahra