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All Journal Psikologika : Jurnal Pemikiran dan Penelitian Psikologi Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Inspirasi Pendidikan Jurnal Varidika Profesi Pendidikan Dasar Pedagogia: Jurnal Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini SEJ (Science Education Journal) ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Early Childhood Research Journal (ECRJ) Jurnal Basicedu International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Journal on Education JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) FONDATIA Buletin KKN Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Reswara: Jurnal Pengabdian Kepada Masyarakat Jurnal Pedagogi dan Pembelajaran Journal of Innovation in Educational and Cultural Research Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Community Empowerment Buletin Literasi Budaya Sekolah Didaktika: Jurnal Kependidikan jurnal dikdas bantara Aksiologi : Jurnal Pendidikan dan Ilmu Sosial JPI (Jurnal Pendidikan Inklusi) Abdi Psikonomi Berkala Ilmiah Pendidikan Jurnal Cakrawala Pendas Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Journal of Educational Sciences Proceeding ISETH (International Summit on Science, Technology, and Humanity) Jurnal Basicedu YASIN: Jurnal Pendidikan dan Sosial Budaya Prosiding University Research Colloquium Journal of Innovation and Research in Primary Education At-Tarbawi: Jurnal Kajian Kependidikan Islam Journal of Artificial Intelligence and Digital Business Jurnal Mutiara Pendidikan TOFEDU: The Future of Education Journal Indo Green Journal Jurnal Elementaria Edukasia JGSD : Jurnal Guru Sekolah Dasar Profesi Pendidikan Dasar Indo Green Journal Early Childhood Research Journal (ECRJ) Journal of Elementary and Secondary School (JESS) Algebra : Jurnal Pendidikan Sosial dan Sains
Choiriyah Widyasari
Universitas Muhammadiyah Surakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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Play-Based Unplugged untuk Mendukung Pembelajaran STEAM pada Anak Usia Dini Qonitah Faizatul Fitriyah; Choiriyah Widyasari; Irma Yuliana; Tri Asmawulan
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.2075

Abstract

Penelitian ini membahas kebutuhan yang semakin meningkat untuk mengintegrasikan pemikiran komputasional (CT) ke dalam pendidikan anak usia dini dengan cara yang sesuai dengan perkembangan. Penelitian ini bertujuan untuk mengkonseptualisasikan dan menyempurnakan kerangka kerja pedagogis yang mengintegrasikan pembelajaran berbasis bermain dan pemikiran komputasional tanpa perangkat digital untuk mendukung pembelajaran STEAM di usia dini. Pendekatan penelitian berbasis desain kualitatif digunakan melalui siklus iteratif desain, implementasi, observasi, dan penyempurnaan di kelas anak usia dini. Data dikumpulkan melalui observasi kelas yang direkam video, catatan lapangan, jurnal reflektif guru, artefak anak-anak, dan diskusi kelompok fokus. Temuan menunjukkan bahwa konstruksi CT seperti decomposition, pattern recognition, abstraction, algorithmic thinking muncul secara alami dalam skenario bermain terstruktur ketika didukung oleh perancah guru yang disengaja. Analisis interaksi menunjukkan bahwa perkembangan CT dimediasi secara sosial melalui dialog, pemecahan masalah kolaboratif, dan keterlibatan material daripada bergantung pada alat digital. Studi ini menghasilkan kerangka kerja pedagogis yang disempurnakan yang terdiri dari desain bermain terstruktur, perancah strategis, dan mediasi material nyata untuk memperkuat kompetensi STEAM di usia dini.
Exploration of the Themes and Vocabularies of English Books by Kindergarten Students Sri Slamet; Markhamah Markhamah; Heriyanti Tahang; Choiriyah Widyasari; Sri Katoningsih; Aisyah Rahmah I; Hilyatul Millah; Salma Zhafirah Yasri; Rellive Enka Banuvita
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.3200

Abstract

One important aspect of learning English in kindergarten is vocabulary mastery, which plays a crucial role in children’s ability to communicate effectively and understand language. However, many children at Aisyiyah Kindergarten in Surakarta, which were observed through purposive sampling, still struggle with vocabulary acquisition. It was found that the learning media, primarily textbooks, focused mostly on activities such as coloring, thickening, and writing letters, without providing sufficient repetition exercises to reinforce vocabulary. This was identified as a significant factor contributing to the challenges children face in retaining vocabulary. The recent research objective was to explore the themes and vocabulary in the textbooks in Surakarta kindergartens. This study specifically sought to examine how well textbooks support the development of vocabulary mastery and whether the content is culturally appropriate and engaging for young learners. The research was conducted using an exploratory qualitative descriptive approach. Data were collected through document analysis of English textbooks used in Surakarta kindergartens, applying first-order and second-order understanding techniques to identify and categorize themes and vocabulary. The results revealed that the textbooks used in these kindergartens were thematic, with some themes aligning with the Ministry of National Education's guidelines. However, the vocabulary introduced was sometimes disconnected from the children’s everyday experiences and was occasionally culturally inappropriate. While some textbooks included a significant amount of vocabulary, the frequency of repetition exercises was insufficient, with some books lacking repetition altogether.
IMPLEMENTATION OF THE EXCELLENT PROGRAMME IN IMPROVING INCLUSIVE EDUCATION SERVICES FOR CHILDREN WITH SPECIAL NEEDS Nisriina Amiirah Faatin; Refiana Hidayah; Minsih; Choiriyah Widyasari
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 1 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/y4pbs413

Abstract

Educational equality in Indonesia is regulated by various laws and regulations, with the primary basis being the 1945 Constitution Article 31, which guarantees the right of every citizen to education, and Law Number 20 of 2003 concerning the National Education System, which is the main legal framework, especially Articles 26 and 27 concerning non-formal education (including equality education). This regulation is strengthened by Government Regulations, such as Government Regulation No. 17 of 2010 and Permendikbudristek, which govern the implementation and recognition of equality education diplomas, thereby ensuring equal access to education for all citizens, including people with disabilities. Education is not only about strengthening students' academic knowledge but also about developing their character, providing broad insights, and addressing behavioral and attitudinal issues. This is what enables and encourages a person to obtain a good, well-directed education. Through education, an individual can develop their personality and progress to the next stage of life. This study aims to analyze the Implementation of the Excellent Program in Improving Inclusive Education Services for Children with Special Needs. This study uses a descriptive qualitative approach with a case study method. Data are collected through in-depth interviews, observations, and documentation. Data analysis is carried out interactively through data reduction, data presentation, and the drawing of conclusions. The study results indicate that the implementation of excellent service in this school has been effective, guided by six A6 indicators (Ability, Attitude, Appearance, Attention, Action, and Accountability). Although obstacles remain, including limited teacher training, a lack of accessible facilities, and the absence of structured inclusion service SOPs, inclusion values have been firmly embedded in the school's work culture. The quality of inclusive education services can be assessed using the SERVQUAL model, which comprises tangibility, reliability, responsiveness, empathy, and assurance. In general, schools can provide humane, responsive, and equitable services for students with special needs.
Inclusive Education Strategies in Primary Schools: Integrating Songs and Hexa-Pedia in a Multisensory Individualized Education Program (IEP) Sumardiani, Pety; Meiliawati, Amanda; Widyasari, Choiriyah
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1735

Abstract

This study aims to analyze inclusive education strategies in primary schools through the integration of songs and Hexa-Pedia within a multisensory Individualized Education Program (IEP), focusing on enhancing student engagement, conceptual understanding, and the internalization of inclusive values such as tolerance, empathy, and cooperation. The study employed a qualitative approach with a field research design, applying an emic perspective to obtain authentic insights from students and teachers at an Islamic primary school (MI) in Madiun City. The sample was selected purposively, consisting of classroom teachers, IEP instructors, and students participating in inclusive learning. Data were collected through in-depth interviews, direct observations, and documentation, and analyzed using coding, thematic categorization, and thematic analysis to capture patterns, relationships, and the socio-cultural context of learning. The findings indicate that the integration of songs as an auditory medium and Hexa-Pedia as a visual-kinesthetic medium significantly enhances student engagement, motivation, and active participation, allowing each student to learn according to individual abilities without reducing group interaction. These multisensory media also strengthen conceptual understanding, as students can observe, practice, and repeat learning materials progressively, while fostering the internalization of inclusive values through cooperation, empathy, and respect for diversity. Thus, this integrative strategy creates an immersive, enjoyable, adaptive, and collaborative learning experience, while fostering students’ social character and inclusive behavior. It also provides a significant contribution to inclusive education practices in primary schools and serves as a reference for developing innovative individualized learning strategies.
Transformation of Inclusive Education Services: A Case Study in Primary Schools Khotimah, Khusnul; Widhyanti, Nugraheni Dwi; Widyasari, Choiriyah
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1750

Abstract

This study aims to analyze the transformation of inclusive education services in elementary schools by examining service profiles, learning interactions, innovative strategies, and the challenges arising during implementation. A qualitative approach with a case study design was employed to gain a profound understanding of inclusive education practices in schools. Data were collected through semi-structured interviews with principals, teachers, and students, participant observation in classrooms, and documentation of instructional materials and school records. Data analysis was conducted using thematic analysis through the stages of data reduction, data display, and conclusion drawing, with source triangulation to ensure validity. The results indicate that inclusive education services have undergone adaptive and collaborative transformations. Schools demonstrate a commitment to providing equitable learning opportunities, while teachers effectively adapt instructional methods to meet students' needs through verbal, visual, and kinesthetic approaches. Peer interactions have developed positively through mutual assistance, empathy, tolerance, and cooperation. Innovative learning strategies, such as educational games, group discussions, and collaborative activities, have proven effective in increasing student motivation and engagement. Despite obstacles such as limited facilities, diverse student abilities, and time constraints, schools and teachers have managed these challenges through schedule adjustments, creative media utilization, and individualized mentoring. This transformation supports the creation of a more equitable, inclusive, and sustainable learning environment.
Digitalization of Identification and Initial Assessment in Inclusive Education at Elementary Schools: A Systematic Literature Review Wulansari, Fauziah; Minsih, Minsih; Widyasari, Choiriyah
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.1123-1133

Abstract

This systematic literature review examines the digitalization of identification and initial assessment processes for children with special needs (ABK) in inclusive elementary education over the past five years. Guided by PRISMA standards, relevant studies were collected from databases such as Google Scholar, ERIC, and DOAJ. The review identifies three primary categories of digital applications: digital screening and diagnostic tools, e-assessment and reporting platforms, and assistive technologies with accessibility features. Findings indicate that digitalization improves administrative efficiency, ensures more consistent documentation, supports data-driven monitoring, and strengthens collaboration between teachers and parents. Despite these advantages, significant challenges remain, including inconsistent validity and reliability of assessment instruments, unequal access to technology, limited teacher digital competencies, and ethical concerns related to data privacy and algorithmic bias. The review emphasizes that effective implementation depends not only on technological tools but also on ecosystem readiness, teacher professional development, ethical governance, and child-centered design. Furthermore, major gaps persist in long-term empirical research, standardized assessment workflows, and governance systems to address privacy protection and bias reduction. Overall, digitalization offers substantial potential to enhance inclusive education assessment practices when supported by comprehensive planning and responsible implementation.
Implementation of the ADLX Introflex Integrated Curriculum in the Formation of Religious Character in Elementary Schools Suparti, Sri; Widyasari, Choiriyah
Profesi Pendidikan Dasar Vol. 12, No. 3, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i3.13379

Abstract

The development of religious character in primary school pupils constitutes a fundamental pillar of integrated Islamic education. This study aimed to empirically examine the implementation of the ADLX Introflex Integrated Curriculum in cultivating religious character among pupils at IQRO' Nogosari Integrated Islamic Primary School. Adopting a qualitative approach with a phenomenological design, the research involved key stakeholders—including the school principal, teachers, and pupils—as participants. Data were collected via in-depth interviews, participant observation, and document analysis. The data were analysed using the interactive model proposed by Miles and Huberman. The findings reveal that the implementation of the ADLX Integrated Curriculum is organised around core elements: Active Learning, Deep Learning, Learner Experience, and the INTROFLEX approach. The curriculum is delivered through curricular, co-curricular, and extracurricular channels. The formation of religious character is specifically supported by programmes such as Iqro’ Inspire, Tahsin and Tahfidz Al Bayan, Worship Monitoring, and Islamic Personal Development (BPI). The study also underscores the ongoing collaboration among teachers, school administration, and parents in fostering pupils’ religious character. The ADLX Introflex curriculum holds substantial implications for elevating pupils’ spiritual awareness and enriches the wider discourse on character education within the context of Islamic tarbiyah.
An Analysis of Needs and Inclusive Education Service Strategies for Slow Learners at SD Negeri 1 Glagah Novitasari, Dyan Ikawati; Salamah, Salamah; Widyasari, Choiriyah
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1786

Abstract

This study examines the needs analysis and inclusive education service strategies for slow learners at SD Negeri 1 Glagah. The underlying issue of this research is that inclusive education services have been implemented through the admission of students with special needs into regular classrooms; however, learning services still require more systematic individualized adjustments. This study aims to identify the learning needs of slow learners, describe the current condition of inclusive education services, and formulate appropriate service strategies to support adaptive learning. This research employed a descriptive qualitative approach with a case study design. The primary subject of the study was one slow learner student, while supporting informants included the classroom teacher, school principal, and parents. Data were collected through observation, semi-structured interviews, and documentation, and then analyzed through data condensation, data display, and conclusion drawing. The findings reveal that the student was able to recognize numbers from 1 to 20 and perform simple addition and subtraction, but still experienced difficulties in understanding word problems, maintaining attention, and completing tasks independently. Socially, the student was able to interact with peers and follow teachers’ instructions. Inclusive education services at the school were still predominantly classical in nature, and the Individualized Education Program (IEP) had not yet been systematically developed. The recommended strategies include the development of an Individualized Education Program, step-by-step instruction, the use of concrete learning media, simple instructions, adaptive evaluation, and collaboration among teachers, schools, and parents.
A STRATEGI GURU DALAM MENERAPKAN PEMBELAJARAN DIFERENSIASI PADA SISWA SLOW LEARNER DI SEKOLAH DASAR Utami, Fajar Sri; Fatimah, Hana; Widyasari, Choiriyah; Minsih, Minsih
JPI (Jurnal Pendidikan Inklusi) Vol. 10 No. 1 (2026): .
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v10n1.p18-29

Abstract

This study aims to describe teacher strategies in implementing differentiated learning for slow learners and identify supporting and inhibiting factors in its implementation in elementary schools. The research approach used was descriptive qualitative, with subjects consisting of a fifth-grade teacher and three slow learner students at SD Negeri 1 Canden. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The research results show that teachers implement differentiated learning through three main components: content, process, and product differentiation. In content differentiation, teachers simplify language, use concrete media, and repeat explanations to help slow learners better understand the material. In process differentiation, teachers provide additional time, individual guidance, and peer support. Meanwhile, in product differentiation, teachers provide flexibility in learning outcomes according to students' abilities. Supporting factors include teacher commitment, peer support, and student motivation. Inhibiting factors include time constraints, minimal training, and inadequate facilities. Overall, teacher strategies demonstrate positive efforts toward inclusive and adaptive learning for slow learners, although professional training and adequate learning resources are still needed to increase their effectiveness
- MODEL MIKRO-DIFERENSIASI KURIKULUM BERBASIS PROFIL KEBUTUHAN PESERTA DIDIK DENGAN HAMBATAN INTELEKTUAL DI SEKOLAH DASAR INKLUSIF: - Untari, Dyah Tri; Saputri, Mona Monica Diky; Widyasari, Choiriyah
JPI (Jurnal Pendidikan Inklusi) Vol. 10 No. 1 (2026): .
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v10n1.p01-17

Abstract

This study aims to formulate an initial curriculum micro-differentiation model based on learner need profiles for students with intellectual disabilities in an inclusive elementary school. The research was conducted at SDN 03 Girimulyo, Karanganyar, Central Java, using a descriptive qualitative approach with a case-study design. Data were collected through classroom observation, semi-structured interviews with teachers and school personnel, and document review. The data were analyzed through reflective needs analysis involving data reduction, categorization, interpretation, cross-source verification, and model formulation. The findings show that the school has provided inclusive access and direct classroom support, such as repeating instructions, reducing assignment volume, providing concrete examples, and giving individual assistance. However, these supports have not been organized into a written and sustainable system for mapping needs, setting essential learning targets, modifying content, adapting learning processes, varying learning products, and monitoring progress. The proposed model consists of six interrelated components: initial mapping, essential target setting, content modification, process adaptation, product variation, and progress monitoring. Theoretically, this model does not replace differentiated instruction theory; rather, it strengthens it by offering a micro-level operational framework that is more feasible for inclusive elementary classrooms with limited resources. Practically, the model helps teachers move from spontaneous assistance toward documented, realistic, and continuous inclusive services. Keywords: curriculum differentiation, inclusive education, intellectual disability, learner profile, elementary school
Co-Authors A'yyun, Aisyah Qurrota Achmad Fathoni Addini, Saifuna Nur Aditama, Madya Giri Adityarini, Heppy Agustina Wahyuningsih Agustina Widianti Ahmad Ahmad Ahmad Muhibbin Aisyah Rahmah I Alfina Mutiara Diaz Fernanda Ali Muckromin Alivia, Revina Aljawad, Havida Inaya Amalia Noviasari Anam Sutopo Anatri Desstya Ar Rasyid, Yazid Fadhil Ardhiansyah, Wildhan Ardiansyah Widya Pahlevi Ardianti, Amelia Rizki Ardianzah, Erwin Argita Imanning Tyas Arifah, Ika Nur Arifah, Irma Arista, Alfina Dian Arya Dani Rushertanto Asriyanto, Amrih Mulat Arif Aulia Luthfi Dewi Pramesta Azzahra, Fathiyah Bachtiar, Faisal Yusuf Bambang Sumardjoko Bima Putro Wijayanto Cahyaningtyas, Alief Laela Darwanti, Asri Dewi Arum, Revina Alivia Dewi, Febriyanti Sari Dian Wahyuningsih Digna, Dea Djalal Fuadi Dwi Nur Rahma Mardiyani, Rosa Dwi Wulan Sari Early Hari Nugrahini Eko Supriyanto Eko Supriyanto Elvyna Ana Sholikah Diah Kurnia Endang Fauziati Ernawati Ernawati Faizatulfitriyah, Qonitah Fajar Setyorini, Wulan Faridawati, Lina Fatimah, Hana Fatkhurohmah, Fatkhurohmah Firdastin Ruthnia Yudiningrum, Firdastin Ruthnia Fitri Puji Rahmawati Fitria Ayu Aryanti Fitria Purnamasari Gumgum Gumilar Handayani, Arifah Hanifa Hanifah Hanifah Harsono Harsono Hartanti, Riska Harun Joko Prayitno Helzi Helzi Helzi, Helzi Hermawan, Hengki Hidayat, Nashruddin Hilyatul Millah Imania Pratidina Indah Kusuma Wardani Irma Yuliana Ismiyasari, Fatimah Nur Isnaini Budi Hastuti Jihan Fatimah, Iis Joko Setiono Junita Dwi Wardhani Kartikasari, Sri Wahyuni Kasandra, Revalina Khassani Nur Amalinda Khotimah, Nur khusnul khotimah Kinasih, K Komara, Osfir Candikia Rara Kristiono, Andris Kuspini, Sri Kusyuliarto Kusyuliarto Laili Etika R Laili Etika Rahmawati Lanjar Sri Widodo Lastini, Fitri Latif, Azminudin Lilik Mustofiyah Lutfiyanti, Tri Widya Malaya, Krisma Anugra Marantika, Sefina Markhamah Masyhudah, Musfiroh Suci Meiliawati, Amanda Mentari Deka Handayani Miftahudin MILLAH, HILYATUL Mimin Vera Dwi Priyantini Minsih Mirmanto, Nurman Moh Suryo Hardiyat Monica Wahyu Pertiwi Muliadi Murdiani, Janti Murfiah Dewi Wulandari Nafiah Nur Shofia Rohmah Nafisah, Shafa Oktavia Nina Mekalungi Nisa, Asiyah Khoirun Nisriina Amiirah Faatin Nofita Retno Sari Novia Budhiarini Darmawati Novitasari, Dyan Ikawati Nugroho, Aviandri Cahya Nugroho, Bayu Sapto Nur Aini, Kharisma Risa Nur Azizah Rohmawati Nur Hidayat Nurjanah, Alya Rifa Nurjanah, Siti Nurjanah Nurmahfudhah, Salma Nursalam Nursalam Nursalam Nursalam Nuryati Nuryati Panji Prasetyo Pina Indah Sayekti Prilya Shanty Andrianie Pristi, Eka Destriyanto Purnamasari, Fitria Puspita Anggraini, Puspita Putri, Adelia Kurnia Putri, Revalina Qaidatiningsih, Salmarani Putri Qonitah Faizatul Fitriyah Rafika Dian Rahmawati Rasyidah Refiana Hidayah Rellive Enka Banuvita Retno Handayani Ricky Darmawan Riky Bagus Permadi Rini Budiwati Rini Fatmawati Rohati, Feri Mamae Rohmah, Nanda Dwi Roni Subagya Ruslan, Safa Hanna Sabar Narimo Sabillatul Azizah Sakinah, Nadia Lia Salahuddin Salahuddin salamah salamah Salma Zhafirah Yasri Saputri, Aulia Indah Saputri, Lutfiana Ramadhania Saputri, Mona Monica Diky Sari, Novia Putri Mayang Septianingsih, Mia Aris Setiaji, Calista Amalia Shofia Rohmah, Nafiah Nur Sholeha, Vera Siti Aminuriyah Siti Marpuah Siti Uswatun Hasanah Siti Zuhriah Ariatmi Siti Zuriah Ariatmi Sri Haryanti Sri Katoningsih Sri Slamet Sri Suparti Sri Untari Sri Wahyuni Sri Widati Suherman, Suherman Sukartono Sukartono Sukartono Sularsih Sumardiani, Pety Sunaryo, Ilham SUPRIYONO Susanto, Ahsanul Huda Syaadah, Himatus Tahang, Heriyanti Tatang Herman, Tatang Tazkiyatunnafs Elhawwa Tiara Aprilia Dewi Tiara Dwi Rahma To Zahra Asegaf, Fatimah Tri Asmawulan Tri Widawati Ulfa Fauzizah Umar Seno Umi Nurhayati, Umi Untari, Dyah Tri Utami, Fajar Sri Utami, Trias Utsman, Arif Vitri Astuti Wahyu Nurul Mubarokah Warastuti, Wahyu Wardani, Alfina Oktavia Wardani, Indah Kusuma Widawati, Tri Widhyanti, Nugraheni Dwi Widodo, Lanjar Sri Widyastuti Widyastuti Widyawati, Yenny Wihida, Refianti Wisnu Sri Hertinjung wiwin kurniyanti Wulandari, Desi Tri Wulansari, Fauziah Yayuk Sumarni Yulia Maftuhah Hidayati Yumi Zakiyah Yuni Yati Yusrika Firda Isnaini Yustina Neny Hastuti yustri mindaryani, yustri Zaenal Abidin Zainuddin, Almuntaqo Zunan Azis