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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 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 Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 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) 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 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 Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
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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A STRATEGI GURU DALAM MENERAPKAN PEMBELAJARAN DIFERENSIASI PADA SISWA SLOW LEARNER DI SEKOLAH DASAR Fajar Sri Utami; Hana Fatimah; Choiriyah Widyasari; 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: - Dyah Tri Untari; Mona Monica Diky Saputri; Choiriyah Widyasari
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
The Influence of The Play Environment on Children's Learning Motivation Wati, Dwi Agustina; Widyasari, Choiriyah
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study aims to examine the impact of the play environment on student motivation at BA Aisyiyah II Banaran Kalijambe, Sragen. The research explores how the physical and social aspects of play-based learning influence students’ engagement and their learning outcomes.Methodology: A quantitative research design using a correlational approach was applied. Data was collected from 20 students at BA Aisyiyah II Banaran using a Likert scale questionnaire to measure their learning environment and motivation. Additional data was gathered through interviews with teachers, direct observation, and documentation analysis. The collected data were analyzed using descriptive statistics, correlation analysis, and linear regression to assess the relationship between the play environment and students’ motivation.Results: The findings indicate a moderate positive correlation (r = 0.67) between the quality of the play environment and student motivation. Further, regression analysis shows that improvements in the play environment significantly enhance student motivation (β = 0.875, p < 0.05). These results suggest that a well-structured play environment contributes to higher levels of motivation among students.Applications/Originality/Value: This research highlights the importance of both physical and social aspects of the play environment in enhancing student motivation. It provides practical insights for educators and policymakers to create more effective learning environments that support student engagement and achievement. The originality of this study lies in its focus on the integration of social interactions in play-based learning settings as a key factor in motivating students
IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI PADA PENDIDIKAN INKLUSIF DI SD MUHAMMADIYAH 3 SURAKARTA Lany Fitriati; Lina Ghorizah; Choiriyah Widyasari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13884

Abstract

This study aimed to describe the implementation of differentiated learning in inclusive education at SD Muhammadiyah 3 Surakarta, identify the obstacles faced by teachers, and analyze the school’s efforts in supporting inclusive education. The research used a qualitative approach with a descriptive design. The subjects of the study consisted of the principal, classroom teachers, and parents of students with special needs selected through purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The results showed that differentiated learning was implemented through adjustments in content, process, and product according to students’ learning needs. Teachers simplified learning materials, used concrete and visual media, provided individual assistance, applied flexible grouping, and gave various forms of assignments. The implementation of differentiated learning increased students’ participation, confidence, and learning motivation. Several obstacles were still found, including limited teacher competence, the absence of special assistant teachers, limited adaptive learning media, and the lack of optimal individualized learning programs. The school demonstrated its commitment to inclusive education through initial assessments, curriculum adaptation, collaboration with parents, teacher training, and the development of differentiated learning tools and inclusive service programs.
Inclusive Education Strategies in Primary Schools: Integrating Songs and Hexa-Pedia in a Multisensory Individualized Education Program (IEP) Pety Sumardiani; Amanda Meiliawati; Choiriyah Widyasari
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 Khusnul Khotimah; Nugraheni Dwi Widhyanti; Choiriyah Widyasari
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.
An Analysis of Needs and Inclusive Education Service Strategies for Slow Learners at SD Negeri 1 Glagah Dyan Ikawati Novitasari; Salamah Salamah; Choiriyah Widyasari
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.
The Synergy between Teachers and Schools in Strengthening Inclusive Education Services in Elementary Schools in Kutai Kartanegara Regency Yunita Purna Antari; Ferawati Vajrin; Choiriyah Widyasari
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.v5i2.1951

Abstract

Inclusive education remains an important issue in ensuring equal learning opportunities for students with special needs in regular schools. This study aims to describe the implementation of inclusive education, focusing on the role of teachers, institutional support, and the supporting and inhibiting factors affecting inclusive services. This research employed a qualitative approach using interviews, observation, and documentation as data collection techniques. The findings show that teachers play a central role as planners, facilitators, mentors, motivators, social mediators, and evaluators in supporting students with special needs. Teachers adapt learning by simplifying instructions, reducing task complexity, providing additional time, using concrete and visual media, and giving individual assistance when needed. Institutional support is reflected in school policies that accept students with special needs, provide flexibility in learning, encourage teacher coordination, and maintain communication with parents. The study also found several supporting factors, including the principal’s commitment, teachers’ positive attitudes, peer acceptance, parental involvement, and flexible learning practices. However, inclusive education still faces obstacles such as limited teacher competence in special education, the lack of special assistant teachers, limited adaptive facilities, large class sizes, and unsystematic assessment and documentation of student progress. Therefore, inclusive education requires stronger collaboration, professional development, adaptive facilities, and systematic school-based support to ensure meaningful learning for all students.
PERANAN POLA ASUH ORANG TUA TERHADAP PRESTASI BELAJAR SISWA DI SEKOLAH DASAR Kurniawan, Bayu; Sri Wahyuni; Dyah Arti Mumpuni; Choiriyah Widyasari; Ernawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.17064

Abstract

The low learning achievement of students in elementary schools causes the need for evaluation from all parties, not just from the school. So, it is necessary to involve parents in improving student learning achievement in elementary schools. This is where parenting styles play an important role in producing children's achievements in elementary school. This research is a Systematic Literature Review. This research used 10 articles published in 2021-2024 using strict inclusion and exclusion criteria. The results of this research are that parenting patterns and student achievement in elementary schools have a relationship that is simultaneous, significant, influential and has a big influence. Of the three parenting styles, namely permissive, democratic and authoritarian, this research shows that democratic parenting has the greatest influence on student achievement outcomes in elementary school.
Efektivitas Spinderman Game dalam Mengembangkan Metakognisi Anak Usia Dini Choiriyah Widyasari; Tri Asmawulan; Qonitah Faizatul Fitriyah; Sri Katoningsih; Junita Dwi Wardhani; Isnaini Budi Hastuti; Vera Sholeha
Jurnal Mutiara Pendidikan Vol. 5 No. 1 (2025): Special Issue
Publisher : FKIP Universitas Mataram

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Abstract

Perkembangan kognitif pada anak usia dini merupakan masa yang sangat penting dalam kemampuan anak belajar dan pada pertumbuhan secara menyeluruh. Pendekatan metakognitif telah mengalami perkembangan dan penerapan dalam pembelajaran, termasuk pada Pendidikan anak usia dini. Tujuan penelitian ini untuk menguji efektivitas spinderman game dalam mengembangkan metakognisi anak usia dini. Metode penelitian menggunakan quasi eksperiment, pre test dan post test. Subjek penelitian adalah 15 anak usia 5-6 tahun. Data yang diperoleh dari pre-test dan post-test akan dianalisis menggunakan uji T berpasangan untuk membandingkan tingkat metakognisi anak sebelum dan sesudah mendapatkan intervensi menggunakan Spinderman. Berdasarkan hasil penelitian terdapat perbedaan yang signifikan antara skor metakognisi anak sebelum dan sesudah intervensi dari skor pencapaian sebesar 69% menjadi 85%. Hal ini menunjukkan bahwa Spiderman Game efektif dalam mengembangkan metakognisi anak usia dini.
Co-Authors A'yyun, Aisyah Qurrota Achmad Fathoni Addini, Saifuna Nur Aditama, Madya Giri Agustina Wahyuningsih Agustina Widianti Ahmad Ahmad Ahmad Muhibbin Aisyah Rahmah I Alfina Mutiara Diaz Fernanda Ali Muckromin Alief Laela Cahyaningtyas Alivia, Revina Aljawad, Havida Inaya Amalia Noviasari Amanda Meiliawati Anam Sutopo Anatri Desstya Anisa Adha Ar Rasyid, Yazid Fadhil Ardhiansyah, Wildhan Ardiansyah Widya Pahlevi 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 Bayu Kurniawan Bima Putro Wijayanto Darwanti, Asri Dewi Arum, Revina Alivia Dewi, Febriyanti Sari Dian Wahyuningsih Digna, Dea Djalal Fuadi Dwi Nur Rahma Mardiyani, Rosa Dwi Wulan Sari Dyah Arti Mumpuni Dyah Tri Untari Dyan Ikawati Novitasari Early Hari Nugrahini Eko Supriyanto Eko Supriyanto Elvyna Ana Sholikah Diah Kurnia Endang Fauziati Ernawati Ernawati Fajar Sri Utami Faridawati, Lina Fatkhurohmah, Fatkhurohmah Ferawati Vajrin Firdastin Ruthnia Yudiningrum, Firdastin Ruthnia Fitri Puji Rahmawati Fitria Ayu Aryanti Fitria Purnamasari Gumgum Gumilar Hana Fatimah Handayani, Arifah Hanifa Hanifah Hanifah Harsono Harsono Harsono Harsono Hartanti, Riska Harun Joko Prayitno Helzi Helzi Heppy Adityarini Hermawan, Hengki Hidayat, Nashruddin Hilyatul Millah Ilham Sunaryo 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 Lany Fitriati Lastini, Fitri Latif, Azminudin Lilik Mustofiyah Lina Ghorizah Malaya, Krisma Anugra Markhamah Mentari Deka Handayani Mewa Zabeta, Mewa Miftahudin MILLAH, HILYATUL Mimin Vera Dwi Priyantini Minsih Mirmanto, Nurman Moh Suryo Hardiyat Mona Monica Diky Saputri Monica Wahyu Pertiwi Muliadi Murdiani, Janti Murfiah Dewi Wulandari Musfiroh Suci Masyhudah Nafiah Nur Shofia Rohmah Nafisah, Shafa Oktavia Nina Mekalungi Nisa, Asiyah Khoirun Nisriina Amiirah Faatin Nofita Retno Sari Novia Budhiarini Darmawati Nugraheni Dwi Widhyanti 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 Pety Sumardiani 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 Qonitah Faizatulfitriyah 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 Salahuddin Salahuddin Salamah Salamah Salma Zhafirah Yasri Saputri, Aulia Indah Saputri, Lutfiana Ramadhania Sari, Novia Putri Mayang Septianingsih, Mia Aris Shofia Rohmah, Nafiah Nur Siti Aminuriyah Siti Marpuah Siti Uswatun Hasanah Siti Zuhriah Ariatmi Siti Zuriah Ariatmi Sri Haryanti Sri Katoningsih Sri Slamet Sri Slamet Sri Suparti Sri Untari Sri Wahyuni Sri Wahyuni Sri Widati Suherman, Suherman Sukartono Sukartono Sularsih 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 Utami, Trias Utsman, Arif Vera Sholeha Vitri Astuti Wahyu Nurul Mubarokah Warastuti, Wahyu Wardani, Alfina Oktavia Wardani, Indah Kusuma Wati, Dwi Agustina Widawati, Tri Widodo, Lanjar Sri Widyastuti Widyastuti Widyawati, Yenny Wihida, Refianti Wisnu Sri Hertinjung wiwin kurniyanti Wulandari, Desi Tri Yayuk Sumarni Yulia Maftuhah Hidayati Yumi Zakiyah Yuni Yati Yunita Purna Antari Yusrika Firda Isnaini Yustina Neny Hastuti yustri mindaryani, yustri Zaenal Abidin Zainuddin, Almuntaqo Zunan Azis