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All Journal Jurnal Tematik ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Visipena VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) EJoES (Educational Journal of Elementary School) Jurnal Ilmiah Teunuleh: The International Journal of Social Sciences Journal of Social Interactions and Humanities (JSIH) Journal of General Education and Humanities Journal of Educational Analytics Jurnal Basicedu Indonesian Journal of Advanced Research (IJAR) Asian Journal of Applied Education Jurnal Generasi Ceria Indonesia Journal of Constitutional, Law and Human Rights Inovasi Kurikulum
Anita Yus
Universitas Negeri Medan
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Optimalisasi Asesmen Anekdot Untuk Penilaian Autentik Perkembangan Anak Usia Dini Ulfa Muhrijah Harahap; Syifaushudur Harefa; Esra Theresia Sinambela; Anita Yus
Jurnal Tematik Vol. 15 No. 1 (2026): Jurnal Tematik
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v15i1.69859

Abstract

This study aims to optimize anecdotal assessment as a form of authentic evaluation in early childhood education. Anecdotal assessment plays a significant role in documenting children's behavior in a real, contextual, and continuous manner. This qualitative research employed a case study approach conducted at TK An-Nizam Medan, involving early childhood teachers and children aged 5–6 years. Data were collected through participatory observation, in-depth interviews, and documentation of teachers’ anecdotal notes. The findings indicate that teachers have implemented anecdotal assessment consistently to evaluate children’s development, yet several challenges remain, such as limited time, lack of standardized recording formats, and insufficient training in objective observation. Optimization strategies include developing a standardized format, providing continuous professional development for teachers, and utilizing simple digital tools to improve efficiency and data accuracy. The results show that anecdotal assessment strengthens the role of authentic assessment, helps teachers understand children’s individual needs, and enhances the overall quality of learning in early childhood education.
The Effect of Environment-Based Experiential Learning on Students’ Science Literacy and Ecological Awareness Fatmawati Fatmawati; Yunus Abidin; Anita Yus; Yusrizal Yusrizal; Fira Astika Wanhar
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1452

Abstract

Science literacy and ecological awareness are essential competencies in 21st-century education; however, elementary learning often emphasizes conceptual understanding rather than real-life application, resulting in low student engagement and limited environmental awareness. Previous studies have examined experiential learning or inquiry approaches separately, but comparative studies integrating both cognitive and affective outcomes remain limited. This study aims to analyze and compare the effects of an experiential learning approach grounded in the environment and an inquiry approach on students’ science literacy and ecological awareness. This research employed a quantitative posttest-only design involving two experimental groups with a total of 144 elementary students. Data were collected using a science literacy test adapted from the PISA framework, an ecological awareness questionnaire, and a student response questionnaire. Data were analyzed using multiple linear regression. The results show that the experiential learning approach has a significant positive effect on both science literacy and ecological awareness and is more effective than the inquiry approach. In contrast, student responses do not significantly influence learning outcomes. These findings highlight the importance of direct and contextual learning experiences in improving both cognitive and environmental competencies. This study contributes to the development of experiential learning in elementary education and provides practical implications for designing more meaningful and sustainability-oriented learning.
Aktualisasi Keterampilan Abad 21 pada Implementasi Kurikulum Merdeka di Taman Kanak-Kanak Peny Husna Handayani; Anita Yus; Gita Noveri Eza; Winda Widya Sari
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol. 14 No. 4 (2024): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/esjpgsd.v15i4.67521

Abstract

Kurikulum Merdeka yang diluncurkan Pemerintah Indonesia menjadi upaya pemulihan pembelajaran yang diharapkan menjadi jawaban dari permasalahan pendidikan pada era baru setelah covid-19 dan kurikulum yang sesuai dengan pembelajaran abad 21. Secara umum, penelitian ini bertujuan untuk membuat gambaran seberapa baik keterampilan abad 21 (21st century skills) yang teraktualisasi pada implementasi Kurikulum Merdeka di Taman Kanak-Kanak di Kota Medan. Pendekatan yang digunakan dalam penelitian ini adalah kuantitatif deskriptif. Sampel dalam penelitian ini adalah 10 sekolah Taman Kanak-Kanak di Kota Medan yang telah melakukan Implementasi Kurikulum Merdeka pada tahap mandiri belajar. Teknik pengambilan data dilakukan melalui observasi. Analisis data dilakukan dengan menghitung persentase hasil pengamatan. Hasilnya menunjukkan bahwa stimulasi keterampilan abad 21 pada Implementasi Kurikulum Merdeka di TK-TK Kota Medan secara keseluruhan sudah baik (83%). Sementara capaian keterampilan abad 21 pada siswa-siswa TK pada Implementasi Kurikulum Merdeka di Kota Medan berada pada kategori baik (79%). Dapat dikatakan aktualisasi keterampilan abad 21 pada implementasi kurikulum merdeka di TK Kota medan berada pada kategori baik dengan persentase 81%. Aktualisasi keterampilan abad 21 dapat ditingkatkan dengan pelatihan-pelatihan guru yang berkaitan dengan pembelajaran berbasis higher order thinking skilss (HOTS) untuk mengembangkan khususnya keterampilan berpikir kritis dan kreativitas anak.
ASESMEN PERKEMBANGAN SOSIAL-EMOSIONAL ANAK USIA 5–6 TAHUN MELALUI KEGIATAN BERMAIN BALOK DI TK NEGERI PEMBINA LUBUK PAKAM Wiwin Kristiani Waruwu; Anita Yus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13150

Abstract

This study aims to describe the assessment of social-emotional development of children aged 5–6 years through block play activities in TK Negeri Pembina Lubuk Pakam. This research employs a descriptive qualitative method with a field study approach. Data were collected through interviews with teachers and documentation analysis, including lesson plans (RPPH), learning achievement indicators (IKTP), and children's development records. The results show that social-emotional indicators stimulated in block play include cooperation, communication, sharing, and emotional control, although not all indicators are formulated specifically. The assessment process is conducted naturally through direct observation during play activities but has not been systematically planned and documented. Furthermore, children’s social-emotional development varies, with some children demonstrating good abilities, while others still require guidance. The findings indicate that although assessment practices have been implemented, improvements are needed in terms of structured planning, clear indicators, and systematic recording to optimize learning outcomes.
"PENERAPAN TEORI BEHAVIORISTIK DALAM MENANAMKAN NILAI TANGGUNG JAWAB PADA SISWA SEKOLAH DASAR" Muhammad Rizky Fauzy; Devi Fitria Sabila; Anita Yus; Yusnadi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15573

Abstract

This study aims to describe the implementation of behaviorist theory in instilling responsibility values among elementary school students. The study employed a descriptive qualitative approach using observation, interviews, and documentation as data collection techniques. The findings indicate that behaviorist theory was implemented through habituation, stimuli, reinforcement, rewards, and educational punishments. These strategies successfully improved students’ responsibility, as reflected in their discipline in completing tasks, compliance with school rules, independent learning, and concern for the school environment. In addition to benefiting students, the implementation of behaviorist theory also assisted teachers in creating a more orderly and effective learning environment. The study concludes that behaviorist theory is an effective approach to character education because it can foster positive habits and strengthen responsibility values among elementary school students. Keywords: Behaviorist Theory, Responsibility Values, Character Education, Elementary School.
IMPLEMENTASI ASESMEN PORTOFOLIO DALAM MENGUKUR CAPAIAN PERKEMBANGAN KOGNITIF ANAK USIA 5-6 TAHUN DI UPT SPF TK NEGERI SATU ATAP 01 LUBUK PAKAM Nover Bintang Siahaan; Anita Yus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16131

Abstract

Early childhood education is a developmental process aimed at providing educational stimulation from birth through age six. Young children learn and demonstrate understanding through exploration, play, and the creation of their own works. One method that can be applied is portfolio assessment, which is used to monitor children’s developmental progress on a daily basis to encourage effective learning. The purpose of this study is to describe the types of documents collected, document artifacts, and interpret portfolio assessment data to determine the cognitive developmental achievements of young children at the UPT SPF TK Negeri Satu Atap 01 Lubuk Pakam. This study employed a descriptive qualitative research design using a narrative research method, conducted at UPT SPF TK Negeri Satu Atap 01 Lubuk Pakam, located on Jalan Patai Labu, Sekip Village, Lubuk Pakam Subdistrict, Deli Serdang Regency. Data collection was conducted through interviews and document analysis. The research results indicate that teachers at the school use portfolio assessment as an assessment of learning. The types of documents collected during the implementation of portfolio assessment at the school including evidence of products, evidence of processes, and narrative evidence can track children’s cognitive development even though they are reported at the end of the semester. Documentation of artifacts has not yet been conducted systematically. However, in determining cognitive development outcomes, teachers have used a scale of “already present” and “not yet present.” Nevertheless, the process of determining developmental achievements still has weaknesses: it is final at the end of the semester rather than a continuous process; it does not involve joint reflection between teachers and students; the evidence used is not diverse and does not sufficiently support the validity of conclusions; and specific cognitive abilities such as symbolic thinking, classification, understanding of cause and effect, and problem-solving have not been clearly identified from the portfolios.
The effect of SDL and creative thinking on learning outcomes in Pancasila education material Delisma Siregar; Anita Yus; Daulat Saragi
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.48

Abstract

This study is motivated by the importance of improving students’ learning outcomes in Pancasila Education at the elementary school level. The purpose of this research is to examine the effect of the Self-Directed Learning model on students’ learning outcomes, as well as the interaction between the learning model and creative thinking skills on learning outcomes. This research employed a quantitative method with a quasi-experimental design. The sample was selected using total sampling, where class IVA served as the experimental group applying the Self-Directed Learning model, and class IVB as the control group using the Direct Instruction model. Research instruments included tests and questionnaires to measure learning outcomes and creative thinking skills. The results of the ANOVA analysis indicated that the Self-Directed Learning model had a significant effect on improving students’ learning outcomes. Additionally, the interaction between the learning model and creative thinking skills also had a significant impact on learning outcomes. These findings demonstrate that the Self-Directed Learning model is effective in enhancing students’ learning outcomes in Pancasila Education.   Abstrak Penelitian ini dilatarbelakangi oleh pentingnya peningkatan hasil belajar peserta didik pada materi Pendidikan Pancasila di sekolah dasar. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Self-Directed Learning terhadap hasil belajar peserta didik, serta interaksi antara model pembelajaran dan kemampuan berpikir kreatif terhadap hasil belajar. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen. Sampel diambil secara total sampling, di mana kelas IVA sebagai kelas eksperimen menerapkan model Self-Directed Learning dan kelas IVB sebagai kelas kontrol menggunakan model Direct Instruction. Instrumen penelitian berupa tes dan angket digunakan untuk mengukur hasil belajar dan kemampuan berpikir kreatif peserta didik. Hasil analisis ANAVA menunjukkan bahwa model Self-Directed Learning berpengaruh signifikan terhadap peningkatan hasil belajar peserta didik. Selain itu, kemampuan berpikir kreatif dan interaksi antara model pembelajaran dengan kemampuan berpikir kreatif juga memberikan pengaruh signifikan terhadap hasil belajar. Temuan ini menunjukkan bahwa model Self-Directed Learning efektif dalam meningkatkan hasil belajar peserta didik pada materi Pendidikan Pancasila. Kata Kunci: berpikir kreatif; hasil belajar; self-directed learning
Development of local wisdom-based flipbook to strengthen tolerance in elementary school Juliana Dwi Arifin Lubis; Surya Dharma; Anita Yus
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.126

Abstract

Flipbook in elementary schools serves as an interactive medium that helps present learning materials attractively and strengthens students’ understanding. This study aims to examine the results of developing a Flipbook pocketbook based on North Sumatran local wisdom, which is feasible, practical, and effective in fostering tolerant attitudes among students at SDN 101802 Namorambe. The research employed a Research and Development approach using the Borg and Gall model, which includes the stages of identifying problems, designing and developing products, and testing products. The feasibility of the media was assessed by experts in content, design, and language, all of whom provided evaluations that placed the product in the highly feasible category. The practicality of the Flipbook pocketbook was tested through trials involving students of different levels, and the results showed that the product met the criteria of practicality in both individual and small group settings. The effectiveness of the Flipbook was evaluated through pre-test and post-test activities conducted in two elementary schools, which demonstrated a clear improvement in students’ tolerance attitudes. Based on these findings, it can be concluded that the developed Flipbook pocketbook, grounded in North Sumatran local wisdom, is feasible, practical, and effective in fostering tolerance among elementary school students.   Abstrak Flipbook di sekolah dasar berfungsi sebagai media interaktif yang membantu menyajikan materi pembelajaran secara menarik dan memperkuat pemahaman siswa. Penelitian ini bertujuan untuk mengkaji hasil pengembangan buku saku Flipbook berbasis kearifan lokal Sumatera Utara yang layak, praktis, dan efektif dalam menumbuhkan sikap toleransi pada siswa di SDN 101802 Namorambe. Penelitian ini menggunakan pendekatan Penelitian dan Pengembangan dengan model Borg dan Gall, yang meliputi tahapan identifikasi masalah, perancangan dan pengembangan produk, dan uji coba produk. Kelayakan media dinilai oleh para ahli dalam konten, desain, dan bahasa, yang semuanya memberikan evaluasi yang menempatkan produk dalam kategori sangat layak. Kepraktisan buku saku Flipbook diuji melalui uji coba yang melibatkan siswa dari berbagai tingkat, dan hasilnya menunjukkan bahwa produk tersebut memenuhi kriteria kepraktisan baik dalam pengaturan individu maupun kelompok kecil. Efektivitas Flipbook dievaluasi melalui kegiatan pra-tes dan pasca-tes yang dilakukan di dua sekolah dasar, yang menunjukkan peningkatan yang jelas dalam sikap toleransi siswa. Berdasarkan hasil temuan tersebut dapat disimpulkan bahwa buku saku Flipbook berbasis kearifan lokal Sumatera Utara yang dikembangkan layak, praktis, dan efektif untuk memperkuat toleransi siswa Sekolah Dasar. Kata Kunci: buku saku; flipbook; kearifan lokal; sikap toleransi
Development module collaborative guidance counseling service socio-emotional in early childhood Dwi Afri Yani; Anita Yus; Aman Simaremare
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.205

Abstract

This study aims to test the effectiveness of the collaborative counseling service information module in improving children's socio-emotional development in early childhood at RA Azrina, Medan Marelan. The research method used is research and development (RnD) using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The study included 20 early childhood children, with teachers and parents serving as assessors of the children’s socio-emotional development. Data were collected through observation, interviews, and questionnaires, and a paired-samples t-test was used to assess the effectiveness of the implemented module. The results showed that the application of this information service module significantly enhanced children’s socio-emotional development. Statistical tests indicated a significant difference between pretest and posttest scores from teachers and parents, suggesting that collaboration between teachers and parents in using the module played a vital role in the development of children’s socio-emotional skills. This research emphasizes the importance of strengthening collaboration between parents and teachers to support children's socio-emotional development in early childhood education. Additionally, this module can serve as a reference for the development of similar programs in other early childhood education institutions.   Abstrak Penelitian ini bertujuan untuk menguji efektivitas modul layanan informasi bimbingan konseling kolaboratif dalam meningkatkan perkembangan sosial emosional anak usia dini di RA Azrina, Medan Marelan. Metode penelitian yang digunakan adalah penelitian dan pengembangan (RnD) dengan model ADDIE, yang terdiri dari analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian ini adalah 20 anak usia dini, dengan guru dan orang tua sebagai penilai perkembangan sosial emosional anak. Data dikumpulkan melalui observasi, wawancara, angket, serta uji paired sample t-test untuk mengukur efektivitas modul yang diterapkan. Hasil penelitian menunjukkan bahwa penerapan modul layanan informasi ini memberikan dampak signifikan dalam meningkatkan perkembangan sosial emosional anak. Berdasarkan hasil uji statistik, terdapat perbedaan yang signifikan antara nilai pretest dan posttest yang diberikan oleh guru dan orang tua, yang mengindikasikan bahwa kolaborasi antara guru dan orang tua dalam menggunakan modul tersebut berperan penting dalam pengembangan keterampilan sosial emosional anak. Penelitian ini memberikan implikasi penting mengenai perlunya penguatan kolaborasi antara orang tua dan guru dalam mendukung perkembangan sosial emosional anak di PAUD. Selain itu, modul ini dapat dijadikan referensi untuk pengembangan program serupa di lembaga pendidikan anak usia dini lainnya. Kata Kunci: bimbingan konseling; kolaborasi; PAUD; perkembangan sosial emosional
Development of a digital pocket based on mind mapping to improve learning outcomes Adena Nurasiah Siregar; Daulat Saragi; Anita Yus
Inovasi Kurikulum Vol. 23 No. 1 (2026): Inovasi Kurikulum, February 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i1.243

Abstract

This research discusses the development of a digital pocket book based on mind mapping on class IV mutual cooperation material. The research aims to describe the level of feasibility, practicality and effectiveness of mind mapping-based digital pocket books to improve student learning outcomes in class IV Pancasila Education subjects. This study employed a research and development (RnD) approach, applying the ADDIE model. The study was conducted at Sabilina Private Elementary School, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra. The subjects were all 30 fourth-grade students in the 2023/2024 academic year. The results of the study indicate that the developed mind-mapping-based digital pocketbook was deemed excellent, valid, and suitable for use, based on assessments by subject matter experts, media experts, and language experts. The use of this digital pocketbook has proven effective in improving student learning outcomes in Pancasila Education. Furthermore, the mind-mapping-based digital pocketbook also demonstrated excellent practicality and received positive responses from teachers and students, making it suitable for use as a learning medium in elementary schools.   Abstrak Penelitian ini membahas tentang perkembangan buku saku digital berbasis mind mapping pada materi gotong royong kelas IV. Penelitian bertujuan untuk mendeskripsikan tingkat kelayakan, kepraktisan dan keefektifan buku saku digital berbasis mind mapping untuk meningkatkan hasil belajar siswa pada mata pelajaran Pendidikan Pancasila kelas IV. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (Research and Development) dengan menerapkan model ADDIE. Penelitian dilaksanakan di SD Swasta Sabilina, Kecamatan Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara. Subjek penelitian adalah seluruh siswa kelas IV tahun ajaran 2023/2024 yang berjumlah 30 orang. Hasil penelitian menunjukkan bahwa buku saku digital berbasis mind mapping yang dikembangkan dinyatakan sangat baik, valid, dan layak digunakan berdasarkan penilaian ahli materi, ahli media, dan ahli bahasa. Penggunaan buku saku digital ini terbukti efektif dalam meningkatkan hasil belajar siswa pada pembelajaran Pendidikan Pancasila. Selain itu, buku saku digital berbasis mind mapping juga menunjukkan tingkat kepraktisan yang sangat baik serta mendapatkan respons positif dari guru dan siswa, sehingga sesuai digunakan sebagai media pembelajaran di sekolah dasar. Kata Kunci: buku saku digital; hasil belajar; mind mapping. 
Co-Authors Abdurahman Adisaputera Ade Hermansyah Pohan Adena Nurasiah Siregar Agung Wibowo Agung Wibowo Al Hilal Hamdi Rambe Aman Simaremare Anggi Chairunnisa Siregar Anggili Pratama Anggun Agia Arditha Anggun Arditha Ara Yustiana Aulia Rahman Biworo Frida Gurning Damaiwaty Ray Daniel Mardongan M Aritonang Daulat Saragi Dede Ruslan Delisma Siregar Demmina Ginting Deny Setiawan Desi Murniati Siregar Devi Fitria Sabila Dian Armanto Dwi Afri Yani Dwi Purwanti Edi Syahputra Esra Theresia Sinambela Ester Eva Martina Simatupang Fadillah, Siti Fatmawati Fatmawati Fince Putri Yeni Purba Fira Astika Wanhar Fortina Verawati Sianturi Fransiska Mariance Nainggolan Gita Noveri Eza Hanna Putri Syahkira Haris Suwondo Hasratuddin Hasratuddin Helnita Ibnatun Salis Indah Mutia Ivo Ardila Juliana Dwi Arifin Lubis Kamtini Kamtini Khairanda Amarullah Khairunnisa Manurung Kms. Muhammad Amin Fauzi Maria Barus Megawati Megawati Muh. Ishaq Muhammad Rizky Fauzy Nahesson Hotmarama Panjaitan Nasriah Nasriah Natasya Sihombing Nover Bintang Siahaan Nur Paujiah Harahap Nurkhaliza Nurul Arfika Peny Husna Handayani, Peny Husna Putri Mas Intan Silalahi Rahmatsyah Rahmatsyah, Rahmatsyah Rahmi Wardah Ningsih Raisyah Aulia Nabila Lubis Rani Adillah Raymundus Eko Raymundus Eko Reh Bungana Beru Perangin-angin Rika Dian Ervina Harahap Ronny S Ronny Sitanggang Rosmala Dewi Rosnelli S. Sudirman Salim Salim Saronom Silaban Shaleha, Kharida Shofyani Salasa Siti Habsari Pratiwi, Siti Siti Khodijah Lubis Siti Zulfa Yuzni Sudirman Sudirman Supartik Supartik Surya Dharma Suryana Rajagukguk Susanna Ginting Sutan Mara Doli S Syifaushudur Harefa Tiasari Siregar Timbul Amar Hotib Harahap Ulfa Muhrijah Harahap Wawan Akbar Wawan Akbar Winda Widya Sari Wirda Hayatina Lubis Wiwin Kristiani Waruwu Yunus Abidin Yusnadi Yusnadi Yusnadi Yusrizal Yusrizal Zulfikar Taqiuddin