Article Per Year (5 Year)
p-Index From 2021 - 2026
9.229
P-Index
This Author published in this journals
All Journal KUMARA CENDEKIA Jurnal Profesi Kependidikan Indonesian Journal of Educational Studies Jurnal Educhild : Pendidikan dan Sosial Harmoni Sosial: Jurnal Pendidikan IPS Jurnal CARE Jurnal Pendidikan Usia Dini PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Kindergarten: Journal of Islamic Early Childhood Education Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah POTENSIA JMM (Jurnal Masyarakat Mandiri) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini Maspul Journal of Community Empowerment NANAEKE Jurnal Kajian Anak (J-Sanak) TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini JURNAL PENDIDIKAN DASAR FLOBAMORATA MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI JURALIANSI (Jurnal Lingkup Anak Usia Dini) GANESHA: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Kepada Masyarakat Patikala Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) EDUSTUDENT: Jurnal Ilmiah Pendidikan dan Pembelajaran Seminar Nasional Pengabdian Kepada Masyarakat Journal of Innovation Research and Knowledge INOVASI: Jurnal Hasil Pengabdian Masyarakat Jurnal Mutiara Pendidikan Seminar Nasional Hasil Penelitian LP2M UNM ihyaulum Ininnawa: Jurnal Pengabdian Masyarakat Indonesian Journal of Early Childhood Educational Research Kreasi: Jurnal Pengabdian Masyarakat EDUCATIONE: Journal of Education Research and Review Pratama Widya: Jurnal Pendidikan Anak Usia Dini JURNAL PENA PAUD Paramacitra : Jurnal Pengabdian Masyarakat Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Andragogi Kesehatan KARYA: Journal of Educational Community Service Jurnal Pemikiran dan Pengembangan Pembelajaran Pinisi Journal Pendidikan Guru Sekolah Dasar ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Hajerah
PGPAUD, Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Veterinary Other

Published : 77 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 77 Documents
Search

 4   5   6   7   8 
PERSEPSI GURU TERHADAP PEMBELAJARAN SOSIO-KULTURAL UNTUK ANAK USIA DINI DI TK PUSAT PAUD HARAPAN BANGSA PARANG LOE, GOWA-SULAWESI SELATAN Hafisah; Mutiara; Carmelita Patrisia Due; Hajerah; Muhammad Akil Musi
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 1 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i1.2597

Abstract

The implementation of socio-cultural learning in early childhood education has not been fully optimal due to the influence of differences in children's social characteristics, the lack of local culture-based learning media, limited learning time, and the lack of teacher training on socio-cultural approaches. The purpose of this research was to describe teachers' perceptions of socio-cultural learning at Harapan Bangsa Kindergarten, PAUD Pusat. This research used qualitative techniques with a descriptive approach to gain an understanding of teachers' perceptions, learning implementation, children's social interactions, and supporting and inhibiting factors for learning. The subjects of the study were two class teachers directly involved in early childhood learning activities. Data collection techniques were carried out through observation, interviews, and documentation. The results showed that teachers had a positive perception of socio-cultural learning because it was able to support children's social development through habits of cooperation, sharing, the use of polite language, and the integration of local culture into daily learning. The implementation of learning was carried out through group play, role-playing, storytelling, singing, and cooperation. This learning had a positive influence on communication skills, social interactions, empathy, self-confidence, and an attitude of respect for children's socio-cultural context. Thus, socio-cultural learning is an effective way that can help social development and character formation from an early age in a contextual, collaborative, and sustainable manner.
TANTANGAN DIGITALISASI DAN PERGESERAN NILAI-NILAI BUDAYA TRANSFORMATIF ANAK USIA DINI St Marwana Aisyah Marwa; Siska; Nurul Putri Ramadhani; Hajerah; Muhammad Akil Musi
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 1 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i1.2588

Abstract

The current global challenge focuses on the role of digitalization, which increasingly leads to changes in transformative cultural values ​​for children. The purpose of this study is to describe the challenges of digitalization in shifting transformative-based cultural values ​​in early childhood. This study uses a Systematic Literature Review (SLR) through data analysis of 287 literature manuscripts. As well as sorting data based on the needs of research variables using 42 literature manuscripts, reviewed by the data retrieval process using 22 literature manuscripts that include research results and discussions that explain the shift in transformative cultural values ​​​​that have been inserted through AI (Artificial Intelligence)-based digital content. The content presented really shows the perfection of the design without any design that can differentiate non-AI-based content. In addition, the technological approach without rules and guidance by adults. Transformative-based cultural values ​​​​without conceptual filtering. Will affect children's ability to think impulsively, negative stimulus disorders (distractions) based on situations based on their imagination. A digital-based environment can dominate children's thinking, disrupting behavioral patterns in early childhood. However, current government regulations restrict access to digital technology for children under 16. This is a positive step taken by the government to protect children from the impact of shifting cultural values ​​caused by digitalization. The research suggests that parents should be more aware of the limitations of current technological developments, especially if technology has already taken over children's development.
PERSEPSI GURU TERHADAP PEMBELAJARAN SOSIO-KULTURAL UNTUK ANAK USIA DINI DI TK PUSAT PAUD HARAPAN BANGSA PARANG LOE, GOWA-SULAWESI SELATAN Hafisah; Mutiara; Carmelita Patrisia Due; Hajerah; Muhammad Akil Musi
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 1 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i1.2597

Abstract

The implementation of socio-cultural learning in early childhood education has not been fully optimal due to the influence of differences in children's social characteristics, the lack of local culture-based learning media, limited learning time, and the lack of teacher training on socio-cultural approaches. The purpose of this research was to describe teachers' perceptions of socio-cultural learning at Harapan Bangsa Kindergarten, PAUD Pusat. This research used qualitative techniques with a descriptive approach to gain an understanding of teachers' perceptions, learning implementation, children's social interactions, and supporting and inhibiting factors for learning. The subjects of the study were two class teachers directly involved in early childhood learning activities. Data collection techniques were carried out through observation, interviews, and documentation. The results showed that teachers had a positive perception of socio-cultural learning because it was able to support children's social development through habits of cooperation, sharing, the use of polite language, and the integration of local culture into daily learning. The implementation of learning was carried out through group play, role-playing, storytelling, singing, and cooperation. This learning had a positive influence on communication skills, social interactions, empathy, self-confidence, and an attitude of respect for children's socio-cultural context. Thus, socio-cultural learning is an effective way that can help social development and character formation from an early age in a contextual, collaborative, and sustainable manner.
Literatur Review: Implementasi Pembelajaran Sosiokultural Berbasis Budaya Lokal Makassar dalam Pembentukan Karakter Anak Usia Dini Asa Utami Sallewatang; Nabila Mahdia; Miftahurrahma Kaharuddin; Hajerah Hajerah; Muhammad Akil Musi
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.838

Abstract

This study aims to analyze the implementation of sociocultural learning based on Makassar local culture in shaping early childhood character in the era of digital disruption. Using a literature review method with a qualitative descriptive approach, secondary data from 10 reputable scientific articles published between 2020 and 2026 were selected through four stages of systematic screening and analyzed using content analysis techniques. The findings indicate that the internalization of the philosophical values of Sipakatau, Sipakalebbi, Sipakainge’, and Siri’ na Pacce effectively shapes children’s moral-affective character through teacher modeling, the modification of traditional games such as Ma’bom, oral literature such as pappaseng, and regional language stimulation. The novelty of this study lies in the integration of Lev Vygotsky’s sociocultural theory with the reconstruction of Makassar local wisdom values as cyber-mediated cultural tools. The contribution of this study is the provision of a conceptual roadmap for strengthening partnerships among the three centers of education through the formulation of local culture-based digital parenting to mitigate the risks of virtual isolation and cultural alienation among Generation Alpha. The policy implications urge early childhood education administrators to integrate cultural matrices into the teaching modules of the Kurikulum Merdeka and require parents to apply active mediation in children’s gadget use through screen-time boundaries within the family environment
Digital Parenting Practices and The Development of Social-Emotional Character In Early Childhood: A Case Study At Wahyu Kindergarten Nurjannah Nurjannah; Anggi Wulandari; Risnawati Rasyid; Nuraisah Nuraisah; Hajerah Hajerah
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.826

Abstract

The use of digital media by young children without parental supervision has been widely examined through quantitative approaches. However, qualitative research exploring how family digital parenting practices and teachers' roles jointly shape young children's social-emotional character within a small-scale early childhood education setting remains limited, particularly in the Indonesian context. This study addresses this gap by examining how parental digital parenting practices and teachers' roles collaboratively contribute to the development of children's social-emotional character at Wahyu Kindergarten. A qualitative case study design was employed, involving twelve purposively selected participants comprising one principal, three teachers, and eight parents. Data were collected through participant observation, semi-structured interviews, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source and methodological triangulation. The findings indicate that unsupervised digital device use is associated with reduced face-to-face social interaction, weakened self-discipline, and increased individualistic tendencies among young children. In contrast, communicative digital parenting accompanied by active parental guidance supports the development of responsibility, politeness, and social skills. These positive outcomes are further reinforced by teachers through behavioral modeling and the facilitation of positive peer interactions within the school environment. Theoretically, this study contributes a collaborative framework for parents and teachers to promote balanced digital parenting practices that support the development of young children's social-emotional character in early childhood education settings.
Pengaruh Penggunaan Media Lapbook terhadap Kemampuan Berpikir Simbolik Anak Usia 5-6 Tahun Tulhidaya, Siska; Herman, Herman; Hajerah, Hajerah
Generasi Emas : Jurnal Pendidikan Islam Anak Usia Dini Vol. 9 No. 1 (2026): Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ge.2026.vol9(1).24962

Abstract

Children’s symbolic thinking ability, particularly at the age of 5–6 years, is often hindered by difficulties in recognizing number and letter symbols, which is partly caused by the limited use of media in the learning process. In fact, the use of media in learning plays a crucial role in enhancing children’s abilities. One of the instructional tools that can be employed is the lapbook, which serves as a learning medium to stimulate children’s symbolic thinking skills. This study aims to determine the Effect of Using Lapbook Media on the Symbolic Thinking Skills of Children Aged 5-6 Years at Al-Furqan Minasaupa Islamic Kindergarten. The research approach used is a quantitative approach with a Pre-Experimental research type in the form of One Group Pretest-Posttest. The population in this study were class B students aged 5-6 years at Al-Furqan Minasaupa Islamic Kindergarten. The population in this study were all class B students with a total of 47 children. The sample in this study was 16 children in class B2. The sample selection was carried out using a purposive sampling technique. Data collection techniques used in this study were observation, testing, and documentation. The data analysis technique used is descriptive statistical analysis and non-parametric analysis, namely the Wilcoxon Signed-Rank Test using the SPSS 25 application. The results of the data analysis of class B2 students before being given treatment using lapbook media were 14.50 and after being given treatment using lapbook media, an increase of 22.81 was obtained. The test results show that sig. (2-tailed) 0.000 ˂ 0.05 then H1 is accepted, H0 is rejected. So it can be concluded that the use of lapbook media has an effect on the symbolic thinking ability of children aged 5-6 years at Al-Furqan Minasaupa Islamic Kindergarten.
Developing a Congklak-Based Module to Enhance Early Childhood Number Recognition in the Independent Curriculum Andi Hidayah Insani; Herlina Herlina; Sitti Nurhidayah Ilyas; Muhammad Yusri Bachtiar; Hajerah Hajerah; Rika Kurnia R
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.15309

Abstract

Number recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬á┬áNumber recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬áKeywords: Congklak Game Module, Independent Curriculum, Number Recognition, Early Childhood Education
PENGARUH PERMAINAN BINGO TERHADAP KEMAMPUAN LITERASI AWAL ANAK USIA DINI Filayuliana Filayuliana; Syamsuardi Syamsuardi; Hajerah Hajerah
Kumara Cendekia Vol 13, No 4 (2025): KUMARA CENDEKIA
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/kc.v13i4.103733

Abstract

Rendahnya kemampuan literasi awal anak usia dini menjadi tantangan penting dalam pendidikan, khususnya di tingkat Taman Kanak-Kanak. Literasi awal yang meliputi pengenalan huruf, kosakata, dan simbol bahasa merupakan dasar bagi kesiapan anak memasuki tahap membaca dan menulis. Penelitian ini bertujuan untuk mengetahui pengaruh permainan bingo terhadap peningkatan literasi awal anak. Metode yang digunakan adalah kuantitatif dengan desain quasi experiment, melibatkan dua kelompok: eksperimen dan kontrol, masing-masing terdiri dari sembilan anak usia 5–6 tahun yang dipilih secara purposif. Kelompok eksperimen mendapat perlakuan menggunakan permainan bingo, sedangkan kelompok kontrol menggunakan metode konvensional. Instrumen yang digunakan berupa tes literasi awal, dan data dianalisis menggunakan statistik deskriptif serta uji Wilcoxon Signed Rank Test. Hasil penelitian menunjukkan peningkatan signifikan pada kelompok eksperimen, dengan rata-rata skor meningkat dari 12,11 menjadi 21,22. Uji Wilcoxon menunjukkan nilai signifikansi 0,007, menandakan adanya pengaruh positif permainan bingo terhadap literasi awal. Penelitian ini merekomendasikan permainan bingo sebagai media pembelajaran yang efektif dalam mendukung pendekatan Kurikulum Merdeka dan perkembangan literasi anak secara menyenangkan dan bermakna.
Dynamics of Teacher–Child Interactions in Early Childhood Education: A Sociological Paradigm Review Vanesia Novianti; Hajerah Hajerah; Nur Magfirah Azzalfa; Fitria Nur Atsila Adiba; Musdalifah Musdalifah
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.820

Abstract

The interaction between teachers and students is a crucial element of the learning process in Early Childhood Education (ECE). This study aims to analyze the dynamics of teacher-student interactions at PAUD Terpadu Amanah through a sociological lens, specifically focusing on the social relationships formed during learning activities. Employing a qualitative approach with a descriptive case study design, data were collected through direct observations, in-depth interviews, and documentation. The research was conducted in a class B2 setting involving 29 students and their teacher. The findings indicate that social interaction between teachers and students is highly effective, characterized by warm communication, two-way and multi-directional communication patterns, and active student engagement in learning activities. Teachers act as facilitators, guides, and positive role models who create a secure and comfortable environment. Furthermore, several factors support this positive social interaction, including adequate and complete classroom facilities, enjoyable and play-based teaching methods, and the teachers' friendly, patient, and attentive demeanor. From a sociological perspective, particularly symbolic interactionism, these interactions serve as the primary means for children to construct meaning, learn social norms, and develop their self-identity. Ultimately, the study concludes that positive social interaction fosters a comfortable learning atmosphere that significantly supports children's socio-emotional development, character formation, and overall socialization process. Continuous efforts from educators and institutions are essential to maintain these quality interactions for optimal early childhood development.
Integrasi Nilai Budaya dalam Pendidikan Karakter Tanggung Jawab Anak Usia Dini : Sebuah Systematic Literature Review Siti Khadijah Alam; Husnia Husnia; Fadhilah Sayyidatun Nisa; Hajerah Hajerah; Muhammad Akil Musi
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.832

Abstract

Character education, particularly the value of responsibility, is a crucial foundation for personality formation in early childhood amid digital disruption that risks weakening social interaction and the internalization of local values. This study aims to analyze the effectiveness of integrating local cultural values in shaping responsible character and children's socio-emotional skills, while also formulating a conceptual model for this integration. Using a Systematic Literature Review (SLR) method guided by PRISMA 2020, the search was conducted in the Scopus database (10 May 2026) using the keywords local wisdom, cultural value, character education, responsibility, and early childhood, yielding 13 selected articles (2023–2026). The findings show that the internalization of local wisdom through traditional games (Dakon, Gobag Sodor, Balinese games), socioculturally adaptive bibliotherapy, and local educational philosophies (the teachings of Ki Hadjar Dewantara, the Kauna character) effectively enhances children's responsibility, cooperation, and emotional regulation when pedagogically mediated in accordance with Vygotsky's sociocultural theory and Lickona's character education model. Three main clusters were identified: (1) curricula based on local wisdom, (2) reconstruction of classroom climate through creative media, and (3) sociocultural determinants and the strengthening of educators' cultural competence. The novelty of this research lies in formulating a conceptual model that integrates local culture with sociocultural theory in a manner responsive to the digital era, with the implication that early childhood education (PAUD) curricula need to combine local wisdom with digital literacy so that the formation of responsible character remains contextual and relevant to the times.
Co-Authors A. Sri Wahyuni Asti A.Sri Wahyuni Asti Agis Wulandari Ahmad Ahmad Ahmad, Muh. Ihsan Said Alim Amri, Nur Amri, Nur Alim Amri, Nurzil Anadya Nurul Yustikarini Ananda Sahira Jasmin Andi Hidayah Insani Andi Wahyuni Asti Andi Yuliani Suras Anggi Wulandari Angri Lismayani Annisa Sevtiandini A Arismunandar Arwinda, Arwinda Asa Utami Sallewatang Asriany. S, Nurul Asti, A Sri Wahyuni Asti, A. Sri Wahyuni Aswadi Ramli Azia, Andi Nur AZIZAH AMAL Bactiar, Yusri Carmelita Patrisia Due Fadhilah Afifah Fadhilah Afifah Fadhilah Sayyidatun Nisa Faradillah Rusliana Fatimah Azzahrah Febriyanti Febriyanti Fika, Nur syafika Amelia Fitri Septi Ariyani Fitria Nur Atsila Adiba Hafisah Hafsah Hafsah Hafsah, Sitti Handayani, Sri Hasbi Hasbur, Heni Safitri Hasmawaty, Hasmawaty Herlina Herlina , Herlina Herlina Herlina Herlina, Resky Herman Husnia Husnia Ilyas, Sitti Nurhidayah Inggit, Inggit Irwan Isnawati Zainuddin Jihan Nadia Julita Julita Kurnia R, Rika Kurnia R., Rika Kurnia. R, Rika LATIEF, FADHILAH Mahfudz, Fadlan MAHMUD, BONITA Martuty, Arie Maula, Inayatul Miftahurrahma Kaharuddin Miranty, Miranty Muh. Yusri Bachtiar Muhammad Akil Musi Muhammad Akil Musi Muhammad Ihsan Said Ahmad Muhammad Yusri Bachtiar Muhammad Yusri Bachtiar Muhammad Yusri Bachtiar, Muhammad Yusri Muqimah Surganingsih Musdalifah Musdalifah Musi, Muhammad Akil Mutiara Nabila Mahdia Naila Farila Ningsi Angraeni Nur Afdelia Nur Aisyah Nur Alim Amri Nur Alim Amri Nur Alim Amri Nur Khaula Nur Magfirah Azzalfa Nur Maharani Islami, Andi Nur Sahrah Sarkia Nur ‘Azah Nuraisah Nuraisah Nuraisyah Nurfadia Reski Azizan Nurfaida Nurfilzah Maharani Nurhidayah Ramadhani Nurjannah Nurjannah Nurlaelah Nurul Izzah Hazirah Nurul Putri Ramadhani Nurzil Amri Parwoto Parwoto, Parwoto Purwanti, Duwi Rahma Maulida, Rahma Rahmawati Ahmad Ramadhani, Nurhidayah Rifka Asitha Sari Rika Kurnia RIKA KURNIA R Rika Kurnia. R Risnawati Rasyid Rostiah, Rostiah Rusmayadi Rusmayadi , Rusmayadi Sadaruddin, Sadaruddin Sandrina Nabihah Santi Anwar Sapitri, Nur Fitriani Siska Siti Hafsah Siti Khadijah Alam Sitii Hafsah Sitti Hafsah Sitti Hafsah Sri Endang Sari Sri Hartati St Marwana Aisyah Marwa St. Fatmah Hiola Suardi Sugeng Santoso Sugiati Sugiati Susiyanti Rosnelli Sinambela Syahrah Riada Syam Syamsuardi Saodi Syamsuardi Syamsuardi Syawaluddin, Ahmad Tahirah, Ilmi Tasrif Akib, Tasrif Tina Sukawati Tiwa, Yelgrita Tri Sugiarti, Tri Tulhidaya, Siska Umi Hanik Usman Usman Usman Usman Vanesia Novianti Wijayanti, Hesti Sukma Zalsabhila Zahwa Rajuni Zami Maulidah Zuhrotul Baiti