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All Journal Jurnal Prima Edukasia Pedagogi : Jurnal Penelitian Pendidikan Jurnal Ilmiah Pendidikan Dasar JPsd ( Jurnal Pendidikan Sekolah Dasar ) Al Ishlah Jurnal Pendidikan Taman Cendekia : Jurnal Pendidikan Ke-SD-an MODELING: Jurnal Program Studi PGMI Jurnal Bidang Pendidikan Dasar Jurnal SOLMA Edukasi : Jurnal Penelitian dan Artikel Pendidikan Jurnal Basicedu Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Pedagogi dan Pembelajaran EduBasic Journal: Jurnal Pendidikan Dasar Journal of Empowerment Community Jurnal Kewarganegaraan Journal for Lesson and Learning Studies Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Basicedu Pancaran Pendidikan Journal of Education For Sustainable Innovation Journal of Educational Technology and Learning Creativity El-Mujtama: Jurnal Pengabdian Masyarakat Journal of Environment and Sustainability Education Jurnal Pendidikan Progresif PAEDAGOGIE EDUKASI : Jurnal Penelitian dan Artikel Pendidikan ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat
Ratna Hidayah
Universitas Sebelas Maret
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Immersive Virtual Reality in Primary Education: A Systematic Literature Review on 21st Century Learning Integration Fajari, Laksmi Evasufi Widi; Salimi, Moh; Hidayah, Ratna; Agusdianita, Neza; Adi, Banu Setyo; Tarma, Tarma; Zainurri, Hasan
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2641

Abstract

Purpose of the study: This study aims to review recent empirical studies on the use of Virtual Reality (VR) in primary education, with particular attention to how different levels of immersion contribute to 21st-century learning. Methodology: This study followed PRISMA guidelines for a systematic literature review. Searches were conducted in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar using the keywords (“Virtual Reality” OR “VR”) AND (“Primary Education” OR “Elementary School”). A total of 124 records were identified, 12 duplicates were removed, 34 records were screened, and 21 studies were included for final synthesis based on the eligibility criteria (peer-reviewed, 2019–2025, English, primary education context, full text accessible). Data were synthesized through qualitative content analysis by categorizing studies according to VR types (non-immersive, semi-immersive, fully immersive) and reported learning outcomes related to 21st-century skills. Main Findings: The research results indicate that: (1) Non-Immersive VR provides ease of access and use with a learning experience that is still limited to basic interactions; (2) Semi-immersive VR offers a more interactive and immersive learning experience through the use of more realistic simulations and visualizations; and (3) Fully immersive VR was most frequently reported in the reviewed studies and was associated with deeper multisensory engagement, enhanced conceptual understanding, and the development of 21st-century skills in primary education. Novelty/Originality of this study: This study offers a comparative synthesis of non-immersive, semi-immersive, and fully immersive VR in primary education and highlights the pedagogical factors that shape their educational contribution.
PENDAMPINGAN IMPLEMENTASI PEMBELAJARAN BERORIENTASI ECOLITERACY DI SEKOLAH DASAR Salimi, Moh; Hidayah, Ratna; Karsono, Karsono; Fauziah, Muna; Astuti, Dewi
ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 2 (2025): (October 2025)
Publisher : LPPM Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/y2fv4077

Abstract

Sustainable development as part of Natural Resource conservation needs to be implemented properly, one of which is through the ecoliteracy movement, so that students are expected to have a good understanding of the environment. This community service activity aims to develop ecoliteracy-oriented learning. This mentoring activity was carried out at Wonorejo 1 Public Elementary School, Kebumen Regency. The subjects in this mentoring activity included the principal, teachers, and school supervisors. Mentoring and training were used in this community service model. This mentoring was implemented in three main stages, namely the mass teaching method, the group teaching method, and the individual teaching method. The activity procedures included fulfilling partnerships, training on the implementation of ecoliteracy-oriented learning, and the implementation of ecoliteracy-oriented learning in upper and lower grades. The findings showed that the ecoliteracy-oriented learning process was implemented smoothly through the In, On, and In scheme. Ecoliteracy-oriented learning produces (1) a quality learning process, characterized by a variety of enjoyable learning activities and continuously developing ecoliteracy competencies, and (2) mentoring activities have an impact on learning activities including increasing student-to-student interactions and student interactions with media as well as increasing ecoliteracy in the head/cognitive, hands/activity, and heart/emotional aspects. Integrating environmental knowledge into formal education, providing direct experience, and fostering empathy and inclusivity. Schools can develop students who are not only environmentally aware but also proactive in implementing sustainable practices.
Immersive Virtual Reality in Primary Education: A Systematic Literature Review on 21st Century Learning Integration Fajari, Laksmi Evasufi Widi; Salimi, Moh; Hidayah, Ratna; Agusdianita, Neza; Adi, Banu Setyo; Tarma, Tarma; Zainurri, Hasan
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2641

Abstract

Purpose of the study: This study aims to review recent empirical studies on the use of Virtual Reality (VR) in primary education, with particular attention to how different levels of immersion contribute to 21st-century learning. Methodology: This study followed PRISMA guidelines for a systematic literature review. Searches were conducted in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar using the keywords (“Virtual Reality” OR “VR”) AND (“Primary Education” OR “Elementary School”). A total of 124 records were identified, 12 duplicates were removed, 34 records were screened, and 21 studies were included for final synthesis based on the eligibility criteria (peer-reviewed, 2019–2025, English, primary education context, full text accessible). Data were synthesized through qualitative content analysis by categorizing studies according to VR types (non-immersive, semi-immersive, fully immersive) and reported learning outcomes related to 21st-century skills. Main Findings: The research results indicate that: (1) Non-Immersive VR provides ease of access and use with a learning experience that is still limited to basic interactions; (2) Semi-immersive VR offers a more interactive and immersive learning experience through the use of more realistic simulations and visualizations; and (3) Fully immersive VR was most frequently reported in the reviewed studies and was associated with deeper multisensory engagement, enhanced conceptual understanding, and the development of 21st-century skills in primary education. Novelty/Originality of this study: This study offers a comparative synthesis of non-immersive, semi-immersive, and fully immersive VR in primary education and highlights the pedagogical factors that shape their educational contribution.
IMBAS NEGATIF GLOBALISASI TERHADAP PENDIDIKAN DI INDONESIA Yuliana Setyawati; Qori Septiani; Risky Aulia Ningrum; Ratna Hidayah
Jurnal Kewarganegaraan Vol 5 No 2 (2021): 1 Juli - 31 Desember 2021
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v5i2.1530

Abstract

Pendidikan dalam perkembangannya tidak dapat lepas dari pengaruh perkembangan globalisasi, di mana ilmu pengetahuan dan teknologi berkembang pesat. Perkembangan globalisasi telah tampak dan mulai ada sekitar 1000 dan 1500 M. Saat itu ditandai dengan adanya interaksi dalam hubungan antar bangsa di dunia, mulai dari para pedagang melalui jalur darat maupun jalur laut. Para pedagang selain melakukan perdagangan mereka juga menyebarkan nilai-nilai agama, nilai-nilai sosial, seni, dan pendidikan. Sistem pendidikan di era dahulu dengan era globalisasi sangat berbeda, misalnya saja pada pembelajaran. Jika dahulu dilakukan secara tatap muka maka sekarang pembelajaran bisa dilakukan dengan tatap maya dimanapun berada. Hal ini mengakibatkan kurangnya komunikasi antara guru dan siswa. Imbas negatif dari globalisasi di bidang pendidikan lainnya yaitu pengelompokan status sosial, melemahnya kekuatan kontrol pendidikan oleh negara, menurunnya kualitas moral siswa, tergerusnya kebudayaan local, dan munculnya tradisi serba cepat.Sebagai warga negara Indonesia yang kental akan budaya, sudah seharusnya kita menyaring hal-hal yang masuk. Karena jika tidak dapat menggerus budaya local yang sudah ada. Karena tidak semua budaya luar itu cocok dengan budaya kita. Saran bagi penulisan selanjutnya semoga dapat lebih divariasikan sumber dan topic pembahasan agar semakin menarik.
Pelatihan Implementasi Pembelajaran Berdiferensiasi bagi Guru Sekolah Dasar Wahyudi, Achmad Basari Eko; Suhartono, Suhartono; Ngatman, Ngatman; Wahyono, Wahyono; Susiani, Tri Saptuti; Salimi, Moh; Hidayah, Ratna
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 6, No 3 (2023): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v6i3.82371

Abstract

Setiap murid itu memiliki keunikan dan karakteristik yang berbeda, guru seharusya mampu memfasilitasi setiap murid sesuai dengan kebutuhan belajarnya yang beragam. Tujuan pengabdian ini adalah: 1) mendeskripsikan pelaksanaan pendampingan pembelajaran  berdiferensiasi di sekolah dasar, dan 2) mendeskripsikan profil kemampuan guru implementasi pembelajaran berdiferensiasi di sekolah dasar. Pengabdian ini dirancang untuk memberikan pelatihan kepada 99 orang kepala sekolah dan guru SD di wilayah Kecamatan Pejagoan untuk merancang, melaksakan, dan mengevaluasi dalam pembelajaran berdiferensiasi. Pengabdian ini berjalan lancar dengan berbagai kegiatan meliputi: diskusi penguatan kemitraan, pelatihan penyusunan perangkat pembelajaran berdiferensiasi, praktik peerteaching pembelajaran berdiferensiasi, serta diskusi evaluasi dan tindaklanjut. Selain itu kompetensi guru dalam pembelajaran diferensiasi mengalami perkembangan dilihat dari sisi diferensiasi konten, diferensiasi proses dan diferensiasi produk.  
Pendampingan Implementasi Pembelajaran Berorientasi Social Skills di Sekolah Dasar Salimi, Moh; Susiani, Tri Saptuti; Hidayah, Ratna; Karsono, Karsono
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 2 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v7i2.86335

Abstract

Social skills menjadi fokus bersama pada Kurikulum Merdeka yang tercermin pada Profil Pelajar Pancasila. Pencapaian Profil Pelajar Pancasila memerlukan kemitraan banyak pihak, termasuk kemitraan antara Sekolah dan LPTK. Tujuan Pengabdian ini adalah mengembangkan pembelajaran yang berorientasi pada social skills. Pengabdian ini menggunakan pola pendampingan dan pelatihan. Pengabdian ini berjalan dengan baik dan lancar melalui penerapan kegiatan: In, On, dan In. Kualitas pembelajaran berorientasi social skills mengalami perkembangan yang terlihat dari aktivitas belajar yang berkembang baik dan kompetensi social skills yang berkembang baik.
Persepsi Guru di Sekolah Dasar terhadap Pembelajaran Deep Learning Permatasari, Suci; Rokhmaniyah, Rokhmaniyah; Hidayah, Ratna
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107464

Abstract

Deep Learning is a learning approach that emphasizes meaningful, mindful learning experiences and focuses on deep understanding, thus enabling learners not only to memorize, but to internalize knowledge meaningfully. This study involved class teachers at SD Muhammadiyah Bugel, Panjatan District, Kulon Progo Regency, Yogyakarta Special Region, which aims to explore teachers' perceptions of the implementation of Deep Learning. The type of research used is qualitative research with observation and interview methods. The subjects of this research are class teachers at SD Muhammadiyah Bugel. The instruments used were observation and interview guidelines designed to explore the perceptions, experiences, and challenges faced by teachers in implementing Deep Learning. Data analysis used thematic analysis with the stages of data reduction, data presentation, and conclusion drawing. The results showed that teachers of SD Muhammadiyah Bugel have a positive view of the Deep Learning approach that can improve the quality of education and know and can implement the Deep Learning approach in learning. However, in its implementation, there are still challenges, including teachers who have not participated in Deep Learning training, limited digital literacy, and limited facilities to support Deep Learning. This study concludes that teachers at SD Muhammadiyah Bugel have a positive perception of Deep Learning in improving the quality of learning in the era of digital transformation supported by continuous training, increasing digital literacy, and strengthening a conducive learning ecosystem. This study recommends the need for intensive and continuous training for teachers on the implementation of Deep Learning in elementary schools and the development of digital facilities and infrastructure in schools.Deep Learning merupakan pendekatan pembelajaran yang menekankan pada pengalaman belajar bermakna, penuh kesadaran dan berfokus pada pemahaman mendalam, sehingga memungkinkan peserta didik tidak hanya menghafal, tetapi mampu menginternalisasikan pengetahuan secara bermakna. Penelitian ini melibatkan guru kelas di SD Muhammadiyah Bugel, Kecamatan Panjatan, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta, yang bertujuan untuk mengeksplorasi persepsi guru terhadap implementasi pembelajaran Deep Learning. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan metode observasi dan wawancara. Subjek penelitian ini adalah guru kelas di SD Muhammadiyah Bugel. Istrumen yang digunakan berupa dedoman observasi dan pedoman wawancara yang dirancang untuk menggali persepsi, pengalaman, serta tantangan yang dihadapi guru dalam menerapkan pembelajaran Deep Learning. Analisis data menggunakan analisis tematik dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru SD Muhammadiyah Bugel memiliki pandangan positif terhadap pendekatan Deep Learning yang dapat meningkatkan kualitas pendidikan serta mengetahui dan dapat mengimplementasikan pendekatan Deep Learning dalam pembelajaran. Namun, pada pengimplementasiannya masih terdapat tantangan, diantaranya terdapat guru yang belum mengikuti pelatihan pembelajaran Deep Learning, keterbatasan literasi digital, serta keterbatasan fasilitas untuk mendukung pembelajaran Deep Learning. Kajian ini menyimpulkan bahwa guru di SD Muhammadiyah Bugel memiliki persepsi positif terhadap pembelajaran Deep Learning dalam meningkatkan kualitas pembelajaran di era transformasi digital dengan didukung oleh pelatihan yang berkelanjutan, peningkatan literasi digital, serta penguatan ekosistem pembelajaran yang kondusif. Penelitian ini merekomendasikan perlunya pelatihan intensif dan berkelanjutan bagi guru tentang implementasi pembelajaran Deep Learning di sekolah dasar dan pengembangan sarana dan prasarana digital di sekolah.
Studi Literatur: Peningkatan Keterampilan Kolaborasi Siswa dalam Pembelajaran IPAS Melalui Model Team Games Tournament (TGT) Qoirina, Nabila Sabha; Hidayah, Ratna
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107387

Abstract

Collaborative skills play a crucial role in preparing students to face the challenges of 21st-century education, particularly in the IPAS (Science and Social Studies Integration) subject at the elementary school level. This study aims to review the literature on the Team Games Tournament (TGT) model to improve students' collaborative skills. The study employs a qualitative method with a systematic literature review approach, drawing from various academic sources published between 2020 and 2025, including journals, books, and previous relevant studies. A total of four scientific articles were selected using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) method to identify appropriate sources. The subjects of this study are students who demonstrate low levels of collaborative skills. The review findings indicate that the TGT model is effective in creating a collaborative learning environment, enabling students to actively contribute, work productively with others, take responsibility, show flexibility and willingness to compromise, and communicate effectively. Therefore, the Team Games Tournament (TGT) model is recommended as an educational innovation in IPAS learning to enhance collaborative skills among elementary school students.Keterampilan kolaborasi berperan penting dalam membekali siswa untuk menghadapi tantangan pendidikan di abad 21, khususnya dalam mata pelajaran IPAS di Sekolah Dasar. Tujuan penelitian ini adalah mengkaji literatur tentang Model Team Games Tournament (TGT) untuk meningkatkan keterampilan kolaborasi siswa. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi literatur (systematic literature review) dari berbagai sumber akademik rentang tahun 2020-2025 seperti jurnal, buku, dan hasil penelitian sebelumnya sejumlah empat artikel ilmiah dengan yang menggunakan proses pengumpulan data PRISMA (Preferred Reporting Items for Systematic Reviews and Meta Analysis) untuk mendapatkan jurnal yang dibutuhkan. Subjek kajian ini yaitu peserta didik yang masih rendah untuk keterampilan kolaborasi. Hasil kajian menunjukkan model Team Games Tournament (TGT) terbukti efektif dalam menciptakan suasana belajar kolaboratif yang mampu memfasilitasi siswa untuk berkontribusi secara aktif, bekerja sama secara produktif, sikap tanggung jawab, fleksibel dan kompromi serta omunikasi. Dengan demikian, model Team Games Tournament (TGT) dapat direkomendasikan sebagai inovasi pembelajaran IPAS untuk peningkatan keterampilan kolaboratif pada siswa sekolah dasar.
Transformasi Peran Guru Sekolah Dasar pada Pembelajaran Abad 21 Basuki, Sigit Rahmat; Hidayah, Ratna
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107442

Abstract

The rapid advancement of technology and social change in the 21st century has demanded a major transformation in the role of primary school teachers—from traditional instructors to active, adaptive, and innovative facilitators. This article aims to explore how the transformation of teacher roles supports the development of students’ 21st-century skills and what competencies are needed to meet modern educational challenges. The method used is a literature review with a qualitative descriptive approach based on ten relevant scholarly articles. The findings emphasize three main aspects: (1) shifting from teacher-centered to student-centered learning, (2) strengthening digital literacy and integrating learning technologies, and (3) applying project- and problem-based approaches to develop 4C skills. This study recommends continuous training, an innovative school culture, and supporting infrastructure to enable teachers to perform their roles effectively in the digital era.Perkembangan teknologi dan perubahan sosial pada abad ke-21 menuntut transformasi signifikan dalam peran guru sekolah dasar, dari pengajar tradisional menjadi fasilitator pembelajaran yang aktif, adaptif, dan inovatif. Artikel ini bertujuan mengkaji bagaimana transformasi peran guru sekolah dasar dapat mendukung pengembangan keterampilan abad ke-21 siswa, serta kompetensi apa saja yang dibutuhkan guru dalam menghadapi tantangan pendidikan modern. Metode yang digunakan adalah kajian literatur dengan pendekatan deskriptif kualitatif terhadap sepuluh artikel ilmiah relevan. Hasil kajian menunjukkan bahwa transformasi peran guru mencakup tiga fokus utama: (1) perubahan dari teacher-centered menjadi student-centered learning, (2) penguatan literasi digital dan integrasi teknologi pembelajaran, serta (3) penerapan pendekatan berbasis proyek dan masalah untuk pengembangan keterampilan 4C. Penelitian ini merekomendasikan perlunya pelatihan berkelanjutan, budaya inovatif di sekolah, serta infrastruktur pendukung agar guru mampu menjalankan perannya secara optimal di era digital.
Penerapan Metode Game Based Learning (GBL) dengan Media GimKit untuk Meningkatkan Hasil Belajar Peserta Didik Dalam Pembelajaran Pendidikan Pancasila Materi Kerjasama di Lingkunganku Kelas IV SDN 1 Karangduwur 2024/2025 Rusydi, Fahmi Muafa; Hidayah, Ratna
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 3 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i3.101634

Abstract

Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah penerapan metode Game Based Learning dengan media GimKit; meningkatkan hasil belajar Pendidikan Pancasila; mendeskripsikan kendala dan solusi yang didapatkan dalam pembelajaran. Penelitian ini merupakan Penelitian Tindakan Kelas yang melibatkan guru dan 36 siswa kelas IV SDN Karangduwur. Data yang digunakan adalah data kuantitatif dan kualitatif. Teknik pengumpulan data melalui observasi, wawancara, dan tes. Validitas data menggunakan triangulasi sumber dan teknik. Analisis data dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian penerapan metode GBL dengan media GimKit menunjukkan peningkatan hasil belajar dengan menerapkan GBL dengan media GimKit,  meningkatnya hasil belajar dengan rata-rata persentase siklus I= 69,44%, siklus II= 80,56%, dan siklus III= 86,11%.Kendala yang dihadapi yaitu siswa belum terbiasa untuk menyampaikan pendapat, mempresentasikan hasil diskusi dan membuat rangkuman dari materi yang didapatkan. Kesimpulan penelitian ini adalah penerapan metode GBL dengan media GimKit mampu meningkatkan hasil belajar Pendidikan Pancasila siswa kelas IV SDN 1 Karangduwur tahun ajaran 2024/2025
Co-Authors . Haryanto AA Sudharmawan, AA Abdur Rasyid, Abdur Achmad Basari Eko Wahyudi afrida conniestia ikhsani Afrida Muarifa Agung Rahmanto Agusdianita, Neza Ainun Mahfuzah Aji, Setyo Bayu Akbar Maulana Hidayat Alfina Tri Buanawati Ali Djamhuri Ali Mustadi Amanda Putri Nurjanah Amiliyah Amiliyah Anesa Surya Ani Purwanti Annisa Fajar Rahmawati Arni Ambarwati Arsy, Rahma Auliya Atmaja, Purwaka Aziz, Rindi Banu Setyo Adi Basuki, Sigit Rahmat chamdani, Muh chamdani chamdani, muhamad Cucuk Wawan Budiyanto Dede Salim Nahdi Dewi Astuti Diniah, Solikhatun Diyani Ayu Karimizzah Ega Listianingsih Eka Setya Septiningrum Eko Andri Susilo Erlynda Ayu Kusumawati Faizuna Istaqimi Fajari, Laksmi Evasufi Widi Farikhah, Nur Alfi Fauziah, Muna Fera Indriyansyah Filzah Dea Salsabillah Hanaan Rofiiqoh Hasan Zainuri Hasanah, Nurjihan Hidayat, Akbar Maulana Indayana, Sheiyla Anggraeni Indriani, Latifah Indrianingsih, Novia Indrianingsih Intan Aprilia Istinganatuzzakiyah Istinganatuzzakiyah Istinganatuzzakiyah, Istinganatuzzakiyah Jayawarsa, A.A. Ketut Joharman Joharman Jupriyanto, Jupriyanto Karsono Karsono Karsono Karsono Kartika Chrysti Suryandari Khasanah, Marfuatul Khasanah, Wahyu Khasanudin Arrifa'i Khoiriyyah, Wandan Hafidah Kinasih, Aprilia Sekar Laksmi Evasufi Widi Fajari Lhinatul Arivvia Rachma Lilis Muryani Linda Safitri Lintang, Niken Sekar Listiyani Listiyani Listiyani Listiyani Listiyani, Listiyani Litasari, Vena Nur Maudhi Cinthia Larasati Melani Damaiyati Subarkah Moh Salimi Mohamad Gilar Jatisunda Muh. Chamdani Muhamad Chamdani Muhammad Nur Wangid Muna Fauziah Muslihah, Sri Muthoharoh, Farkhani Nafida Yusti Amalia Nanda Eka Saputri Nathania Janani Haryanto Nawang Setiasih Neni Anggriyaningsih Ngatman, Ngatman Nicken Noviana Ning Dainty Restiani Ning Dainty Restiani Ningrum, Risky Aulia Novita Sari Nur Alfi Farikhah Nur, Tsalis Mukhammad Nurfaidah, Vivi Nurjihan Hasanah Nurriskah, Yuniatun Dwi Nurudin, Fajar Nurul Safitri Nurul Safitri Oktavia Dian Anggitasari Pramukti, Ratna Handayani Pratiwi Pujiastuti Purwanti, Septy Dewi Qoirina, Nabila Sabha Qori Septiani Rachma Mutiara Dewi Rachma, Lhinatul Arivvia Rahmadani, Kurniati Rahmah Karuniawati Rakai Paksi Hinu Sadhewo Rakhmawati, Puri Ramadhan Putra Pratama Ratna Handayani Pramukti Restiani, Ning Dainty Rewinta, Rewinta Rifa Alimah Risky Aulia Ningrum Risma Rahmawati Risma Widya Cahyani Rizki Aulia Rodatus Sofiah Rokhmaniyah Rokhmaniyah, Rokhmaniyah Rumiati Rumiati Rusydi, Fahmi Muafa S.Pd. M Kes I Ketut Sudiana . Safitri, Nur Vina Sagita, Desky Arma Septiani, Qori Septiningrum, Eka Setya Septy Dewi Purwanti Septy Dewi Purwanti Setyawati, Yuliana Siska Fitri Purbayani Siti Fatimah Solikhatun Diniah Solikhatun Diniah Solly Aryza Suci Permatasari Suhartono Suhartono Suhartono Suhartono Suhartono Suhartono Suhartono, Suhartono Sulistianingsih Sulistianingsih Sumayyah Sumayyah Susilo, Eko Andri Suwarjo, Suwarjo Tarma, Tarma Tia Febri Astuti Tommy Tanu Wijaya Tri Irmawati Tri Purna Widiyani Tri Saptuti Susiani Ujiati Cahyaningsih Umalihayati Umi Hanifah Umi Hanifah Umi Roudoh Uswatun Hasanah Vena Nur Litasari Vera Yuli Erviana Vera Yuli Erviana Wahyono Wahyono Wahyono Wahyono Wahyono Wahyu Khasanah Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Westu Sedyo Kinasih Widiyani, Tri Purna Wijaya, Tommy Tanu Wuri Wuryandani Wury Wuryandani Yatiningsih Yatiningsih Yeni Jayanti Yuliana Setyawati Yunia Nur Arifah Yunita Sari Zahrotun Nafi' Zaiful Hidayat Zainnuri, Hasan Zainurri, Hasan Zulfa, Maria Damayanti Iffada Zyahra Rinjani