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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Lembaran Ilmu Kependidikan ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Jurnal Pendidikan Usia Dini BELIA: Early Childhood Education Papers Indonesian Journal of Early Childhood Education Studies Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Kesehatan Vokasional AL-ATHFAL : JURNAL PENDIDIKAN ANAK Educatio BUAH HATI Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal JURNAL EDUCATION AND DEVELOPMENT GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Golden Age Jurnal Bimbingan Konseling Jurnal Ilmu Dakwah Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Education and Human Development Journal Jurnal Studi Guru dan Pembelajaran Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Attractive : Innovative Education Journal Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kajian Anak (J-Sanak) Civics Education And Social Science Journal (CESSJ) G-Couns: Jurnal Bimbingan dan Konseling MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Devotion: Journal of Research and Community Service Tafkir: Interdisciplinary Journal of Islamic Education DEVOSI Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Education Research Journal of Early Childhood and Character Education Journal of Pedagogy and Education Science Jurnal Pendidikan Islam Pedagogika: Jurnal Ilmu-Ilmu Kependidikan JGK (Jurnal Guru Kita) Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Riwayat: Educational Journal of History and Humanities Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Advances In Social Humanities Research Jurnal Penelitian Pendidikan Indonesia Jurnal Bimbingan Konseling PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Jurnal Prasasti Ilmu Indonesian Journal of Early Childhood Education Studies Jurnal Riset Golden Age PAUD UHO JHE (Journal of Health Education) Early Childhood Education Papers Jurnal Pendidikan Islam
Ali Formen
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Reclaiming Freedom in Play: A Critical Review of Early Childhood Education Discourse Salsabila Rizqi Ramadhanty Alisa, Salsa; Kurniawati Sugiyo Pranoto, Yuli; da Ary, Deasylina; Formen, Ali
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8219

Abstract

This study critically examines how the concept of Free Play has been constructed, represented, and contested within early childhood education (ECE) discourses between 2019 and 2025. Using a Critical Literature Review grounded in Teun A. van Dijk’s Critical Discourse Analysis (CDA), this study investigates how language and ideology shape understandings of play, freedom, and childhood across global and local contexts, not only as a methodological approach but also as a form of critical ideology deconstruction. 25 peer-reviewed articles were analyzed from Scopus, Taylor & Francis, ERIC, and SINTA databases, focusing on themes of play-based learning, child agency, and educational policy. Findings reveal four dominant themes. First, the academicization and instrumentalization of play illustrate how play is reframed as a tool for academic achievement, reducing its intrinsic value. Second, the negotiation of teacher authority and child agency highlights the tension between adult control and children’s autonomy in play-based settings. Third, cultural contextualization of play demonstrates that meanings of play are embedded within moral and social values, differing across Western and non-Western traditions. Lastly, the ideological reconstruction of freedom exposes how policy rhetoric about autonomy and creativity often conceals regulatory control through assessments and standards. This study concludes that Free Play operates as a contested discursive field shaped by educational ideologies, institutional pressures, and cultural contexts. Reclaiming freedom in play requires reorienting pedagogy toward child-centered practices that value agency, participation, and human dignity. The findings offer implications for educators and policymakers seeking to align early education with democratic and inclusive values
Strategies and Approaches to Early Literacy Learning for Early Childhood prasasti, Oka; Formen, Ali; Mulyani, Petra Kristi
Advances In Social Humanities Research Vol. 3 No. 12 (2025): Advances In Social Humanities Research
Publisher : Sahabat Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/adv.v3i12.527

Abstract

Language development in early childhood is greatly influenced by optimal early literacy stimulation from preschool age. Early literacy forms a crucial foundation for reading, writing, communication skills, and children's confidence. This study analyzes strategies and approaches in early literacy learning to enhance language skills at Al Irsyad Al Islamiyyah Kindergarten Pemalang. It employs a qualitative case study method, with data gathered via observation, interviews, and documentation, validated through source triangulation. Analysis followed the Miles and Huberman model: data reduction, presentation, and conclusion drawing. Results revealed that educators' early literacy strategies—playing, singing, and storytelling—effectively stimulate interest, enrich vocabulary, and familiarize children with letters, numbers, shapes, and colors in engaging ways. Applied approaches included behaviorism, cognitive, and social constructs, providing language stimulation while emphasizing social interactions with the environment. These complementary strategies and approaches foster active, creative, participatory learning environments, significantly advancing children's language development. Thus, the study confirms that early literacy success hinges on educators selecting strategies aligned with early childhood needs and developmental stages.
Revitalization of irsyad's da'wah: Transformation of Santri through riyadhah an-nafs Nihayah, Ulin; Wibowo, Mungin Eddy; Sugiharto, Dwi Yuwono Puji; Formen, Ali
Jurnal Ilmu Dakwah Vol. 45 No. 2 (2025)
Publisher : Faculty of Dakwah and Communication, Walisongo State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jid.v45.2.28291

Abstract

Purpose – The purpose of this study was to examine the revitalization of Irsyad’s da’wah through the implementation of riyadhah an-nafs as a means of transforming the character and spirituality of santri in Islamic boarding schools Method – The population of this study consisted of santri from a modern Islamic boarding school in Indonesia. The study employed a qualitative approach, utilizing phenomenological methods. Data were collected through interviews, observations, and documentation. The data analysis employed thematic analysis to identify patterns of spiritual transformation. Result – The results showed that the practice of riyadhah an-nafs, including self-discipline, muhasabah, and spiritual exercises, significantly contributed to santri’s moral awareness, self-regulation, and da’wah orientation. These changes reinforced the essence of Irsyad’s da’wah as a guidance-based, transformative process. Implication – This method suggests that integrating Riyadhah an-nafs into pesantren curricula can effectively enhance the spiritual resilience and leadership capacity of santri in carrying out da'wah missions. Originality/Value – This study offers a novel integration between classical Islamic spiritual training and contemporary da’wah revitalization, emphasizing the role of inner transformation as a foundation for sustainable character development. *** Tujuan – Tujuan penelitian ini adalah untuk mengkaji revitalisasi da’wah Irsyad melalui penerapan riyadhah an-nafs sebagai sarana transformasi karakter dan spiritualitas santri di pesantren Islam. Metode – Populasi penelitian ini terdiri dari santri dari sebuah pesantren Islam modern di Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologis. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Analisis data menggunakan analisis tematik untuk mengidentifikasi pola transformasi spiritual. Hasil – Hasil menunjukkan bahwa praktik riyadhah an-nafs, termasuk disiplin diri, muhasabah, dan latihan spiritual, secara signifikan berkontribusi pada kesadaran moral, pengaturan diri, dan orientasi dakwah santri. Perubahan ini memperkuat esensi dakwah Irsyad sebagai proses transformatif berbasis bimbingan. Implikasi – Metode ini menyarankan bahwa integrasi Riyadhah an-nafs ke dalam kurikulum pesantren dapat secara efektif meningkatkan ketahanan spiritual dan kapasitas kepemimpinan santri dalam melaksanakan misi da’wah. Orisinalitas/Nilai – Studi ini menawarkan integrasi baru antara pelatihan spiritual Islam klasik dan revitalisasi da’wah kontemporer, dengan menekankan peran transformasi batin sebagai landasan untuk pengembangan karakter yang berkelanjutan.
Studi Kasus Tentang Strategi Efektif Guru untuk Mendukung Kepercayaan Diri Siswa Slow Learner di Sekolah Ayuningtyas, Karin Widya; Liftiah, Liftiah; Formen, Ali
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i1.3397

Abstract

Latar belakang penelitian ini berangkat dari permasalahan rendahnya kepercayaan diri siswa slow learner yang ditunjukkan dengan sikap ragu, enggan bertanya, dan takut salah dalam kegiatan belajar. Penelitian ini bertujuan untuk mendeskripsikan pengalaman kepercayaan diri siswa slow learner. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi fenomenologis. Subjek penelitian terdiri atas satu siswa slow learner kelas V berinisial G dan guru kelas yang sekaligus berperan sebagai Guru Pembimbing Khusus (GPK). Teknik pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi berupa observasi kegiatan belajar, wawancara dengan orang tua, dan siswa, serta dokumentasi hasil belajar. Analisis data menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengalaman kepercayaan diri G didominasi oleh rendahnya efikasi diri akademik, termanifestasi sebagai keraguan kognitif dan penarikan diri sosial. Strategi efektif guru/GPK dalam mendukungnya terbukti sangat selaras dengan empat sumber Self-Efficacy Bandura, meliputi diferensiasi tugas dan scaffolding (untuk menciptakan enactive mastery experience positif), penciptaan lingkungan yang aman, dan umpan balik yang spesifik (bujukan verbal). Pembahasan menyimpulkan bahwa bagi slow learner, peningkatan kepercayaan diri merupakan fenomena yang dapat direkonstruksi, di mana pemenuhan kebutuhan afektif dan penciptaan pengalaman penguasaan yang terkontrol menjadi prasyarat utama keberhasilan akademik. Implikasi penelitian ini menekankan perlunya pergeseran pedagogis yang memprioritaskan self-worth siswa dan integrasi peran GPK secara konsisten dalam pengajaran kelas sehari-hari.
Work experience as an intermediary the influence of work motivation and transformational leadership on teacher performance Adelina Liunokas; Yuli Kurniawati Sugiyo Pranoto; Ali Formen
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 1 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020254870

Abstract

Work motivation drives teachers to perform optimally, while transformational leadership can inspire and empower teachers to achieve shared goals effectively. Therefore, this study aims to analyze how work experience functions as a mediating variable in the relationship between work motivation and transformational leadership on teacher performance. This research uses a quantitative approach with a correlational type of research. The population was 380 teachers with a sample of 190 kindergarten teachers in Kupang City using a random sampling technique using guidance from the Kerjce table. Data collection used an instrument in the form of a questionnaire with 47 items measuring work motivation, transformational leadership, teacher performance with and the work experience. Data were analyzed using multiple linear regression models and path analysis. The results of this study indicate that work motivation and transformational leadership can improve teacher performance directly and indirectly through work experience. This study shows that work motivation and transformational leadership majorly impact school teacher performance. There is a significant effect of work experience in mediating work motivation on teacher performance. In addition, work experience significantly influences and mediates transformational leadership on teacher performance. It is hoped that the results of this study can support the science of human resource management and teacher performance both academic and practical.
Leading with Flexibility: How Situational Leadership Builds Work Climate and Teacher Professionalism in Early Childhood Education Khoirun Nisak; Ali Formen; Edi Waluyo
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12617

Abstract

eacher professionalism is a critical determinant of educational quality, yet it is often influenced by leadership practices and the prevailing work climate in schools. This study addresses the problem of limited empirical evidence regarding how situational leadership contributes to teacher professionalism through the mediating role of work climate in early childhood education. The research aimed to analyze the direct and indirect effects of principals’ situational leadership on teacher professionalism at Raudlatul Athfal Muslimat Nahdlatul Ulama Payaman, Magelang Regency. A quantitative explanatory design was employed involving 88 teachers selected through simple random sampling. Data were collected using validated Likert-scale questionnaires and analyzed through descriptive statistics, path analysis, and the Sobel test to examine mediation effects. The results showed that situational leadership significantly affected work climate (β = 0.62, p < .001) and teacher professionalism (β = 0.35, p < .001). Work climate also had a significant mediating effect (β = 0.25, Sobel z = 3.90, p < .001), explaining 64% of the variance in teacher professionalism (R² = 0.64). The study concludes that adaptive situational leadership strengthens teacher professionalism both directly and indirectly by creating a positive, collaborative, and supportive work climate.
Implementasi Praktik Layanan Pendidikan untuk Mendukung Literasi dan Numerasi Anak pada Masa Transisi dari Pendidikan Anak Usia Dini ke Sekolah Dasar Siti Nurkhasanah; Yuli Kuriawati Sugiyo Pranoto; Ali Formen
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13402

Abstract

This study aims to analyze the implementation of educational service practices that support children’s literacy and numeracy during the transition from Early Childhood Education (ECE) to Primary School, as well as to identify the supporting and inhibiting factors influencing this process. A descriptive qualitative approach was employed through classroom observations, in-depth interviews, and document analysis in schools implementing the Joyful Transition from ECE to Primary School program. The collected data were analyzed using the Miles, Huberman, and Saldaña interactive model. The results revealed three main themes. First, effective transition practices are supported by strong collaboration between ECE and primary school teachers, principal leadership, and active parental engagement. Second, play-based and science-integrated learning strategies enhance children’s literacy, numeracy, and socio-emotional development through contextual and exploratory learning experiences. Third, several challenges were identified, including limited learning resources, inconsistent perceptions of children’s academic readiness, and insufficient professional training related to transition policies. The discussion indicates that these challenges can be mitigated through reflective dialogue, peer mentoring, and the use of locally available learning materials. In conclusion, sustainable and joyful transition services require continuous teacher capacity building, pedagogical alignment between educational levels, and consistent policy support to ensure inclusive, meaningful, and developmentally appropriate learning experiences for all children.
Teachers’ beliefs and strategies in facilitating children’s risky play: A systematic literature review Amanda, Rahma Yulista; Waluyo, Edi; Formen, Ali; Ary, Deasylina Da; Pranoto , Yuli Kurniawati Sugiyo
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.49659

Abstract

Risky play poses a dilemma for early childhood educators, raising concerns about children’s safety and institutional accountability. Teachers’ tolerance toward risky play is often influenced by their beliefs, confidence, and pedagogical competence. This study examines teachers’ beliefs and strategies in facilitating risky play through a Systematic Literature Review (SLR) guided by PRISMA procedures. Eleven empirical studies published between 2021 and 2025 were selected from major academic databases. The findings indicate that teachers employ strategies such as creating supportive environments, providing responsive supervision, offering physical and verbal scaffolding, explaining potential risks, and encouraging children’s autonomous exploration. Teachers’ beliefs significantly shape the implementation and sustainability of risky play practices. Educators with strong confidence in the developmental value of controlled risk tend to adopt facilitative roles rather than restrictive ones, enabling children to assess risks, build resilience, collaborate with peers, and develop independence. The review highlights the importance of strengthening teachers’ professional competence and institutional support to optimize meaningful risky play experiences.
Strategi Guru dalam Menangani Anak Speech Delay di Sekolah Dasar: Studi Kasus Fitriyani Fitriyani; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9680

Abstract

This study was motivated by the existence of elementary school children who experience language development disorders, namely speech delay compared to their peers in the sixth grade of an elementary school in Cirebon City. The child, whose initials are D, experiences speech delay, which hinders his communication and learning processes. This study aims to determine the strategies and obstacles faced by Teacher Y in handling Child D, who experiences speech delay in elementary school. The research method used was qualitative research with a case study. The data collection techniques used were interviews and observation. The data analysis technique used was the Miles and Huberman Model. The results of the study showed that the strategies used by the teacher were multisensory, simple and gradual instruction, and the use of interactive learning media, methods, and models to stimulate the child's language. Meanwhile, the obstacles encountered were limited time for assistance, a lack of supporting facilities, and inconsistent stimulation at home. Based on these research results, it was concluded that handling children with speech delay requires varied strategies supported by collaboration between teachers and parents in order to achieve optimal results.
Strategi Guru dalam Menstimulasi Keterampilan Berimajinasi Menggunakan Media Loose Parts : Studi Literatur Nani Winarti; Ali Formen; Edi Waluyo
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3440

Abstract

Penelitian ini bertujuan untuk mensintesis strategi guru dalam menstimulasi keterampilan berimajinasi anak usia dini melalui penggunaan media loose parts dalam pembelajaran Pendidikan Anak Usia Dini ( PAUD). Imajinasi merupakan kemampuan fundamental yang mendukung perkembangan kognitif, sosial-emosional, dan kreativitas anak, namun praktik pembelajaran di banyak satuan PAUD masih cenderung terstruktur, instruktif, dan berorientasi pada produk akhir, sehingga membatasi eksplorasi imajinatif anak. Penelitian ini menggunakan desain studi literatur dengan pendekatan analisis isi terhadap artikel jurnal empiris yang dipublikasikan pada rentang tahun 2015–2025 dan diperoleh melalui basis data Google Scholar, ERIC, dan Scopus. Sebanyak 14 artikel yang memenuhi kriteria inklusi dianalisis secara tematik. Hasil analisis mengidentifikasi empat strategi utama guru dalam menstimulasi imajinasi anak melalui loose parts, yaitu: penyediaan lingkungan bermain yang terbuka dan fleksibel, peran guru sebagai fasilitator proses bermain, pemberian scaffolding minimal dan kontekstual, serta penerapan observasi dan dokumentasi proses imajinatif anak. Temuan ini menegaskan bahwa efektivitas loose parts sebagai media pedagogis sangat bergantung pada strategi guru dalam memediasi pengalaman bermain anak. Penelitian ini berkontribusi pada penguatan pedagogi berbasis bermain dengan menekankan peran strategis guru dalam pengembangan imajinasi anak usia dini.
Co-Authors Afi Zumrotul Fikria Afi Zumrotul Fikria Afif, Elfrida Eriyani Agvely Aulia Jasmine Ainur Rosyidah Kusuma Aisyah Durrotun Nafisah Ali Sunarso Alifia Nurul Uma Amanda, Rahma Yulista Ambari Sumanto, Reni Pawestuti Aminatuzzuhriyah, Aminatuzzuhriyah Amir, Faizal Andini, Alya Marsha ANDRI WIBOWO Ani Setyorini Annisa Aurora, Cut Antika, Dewi Hajar Windi Arief Yulianto Ary, Deasylina da Asma’ul Husna Asma’ul Husna Asmil Ratna Ayuningtyas, Aprilia Ayuningtyas, Karin Widya Bambang Subali Barokah Isdaryanti Barokah Isdaryanti Budi Astuti Budi Rachman Budi Rachman Chasanah, Naila Da Ary, Deasylina Deasylina Da Ary DENI SETIAWAN Destria Angelina Desty Citra Sari Dewanti Handayani Diana Diana Diana Diana Diana Diana Diana DWI PUJI RATNAWATI Dwi Yuwono Puji Sugiharto, Dwi Yuwono Puji Dwinanto Dwinanto DYP Sugiharto DYP Sugiharto, DYP Edi Waluyo Edi Waluyo Enny Khoirun Nihaya Fadhilah Fadhilah Fadhilah Fakhruddin Fakhruddin Fakhruddin Fakhruddin Fatimah Az Zahro Fenda Sozo Sandeva, Agapea Fitriyah Fitriyah Fitriyani Fitriyani Fi’atunnajiha, Laila Zahwa Frischa Raafi’ Wardhani Ghanis Putra Widhanarto Haryono Haryono Haryono Haryono Hawali, Muhammad Luthfan Hendi Pratama Heri yanto HIDAYAH, ANISA NUR Hidayatur Rokhmah Himatul Khoirunnisa' Hubaibi Kirom Mujahidin Ida Zulaeha Ida Zulaeha Ika Kusumawati Ikaningtyas Purnamasari Ikhwan Fauzi Imala Rahmawati Ina pujiyanti Inafazri, Siti Aisyah Indah Ainun Rohmah Indrawati, Elly Intan Sri Wardani Isdaryanti, Barokah Isfiastuti, Nuri Isriyati Isriyati Isti’ana Ita Kris Hardiyani Iwan Kurniawan Joko Sutarto Kartika Putri, Dea Ayu Khoerun Nisa, Try Yatimatul Khoirul Mahmud Khoirun Nisak Khusnia, Latifa Kinanthi Wahyu Prastuti Kristiani Gulo, Titi Kur'aini, Kiki Kurniawati Sugiyo Pranoto, Yuli Kurotul Aeni Lenny Verawati Leny Kurniawati Lia Mustabsyiah Lia Mustabyiah Liftiah Liftiah Liftiah Lilik Noeraini Lita Latiana Lita Latiana Ludhfia Zahra Malika Faniyatul Arifiyah Mardianti Dwiardhany Mardliyah Mardliyah, Mardliyah Maria Angeluna Ito Maria Anyelita Ewo Marisa Prima Putri Maronta, Yusuf Maulida Haura, Farah Medilianasari, Renistiara Mintarsih Arbarini Muchamad Thoha Muhammad Akbar Muhammad Fikri Fauzi Mukti Hariyadi Mulawarman Mulawarman Muliani, Andi St. Mulyani, Petra Kristi Munawaroh, Alisah Qodrunnada Mungin Eddy Wibowo mungin eddy wibowo, mungin eddy Muthianabila, Lisa Nadiatus Shofaa Sabila Naili Rohmah Naili Rohmah, Naili nalinda, hanin Nani Winarti Neneng Tasu’ah, Neneng Ni'matuzahroh Ni'matuzahroh Nihayah, Ulin Niken Dwi Widyastuti Nikmaturrohmah, Nikmaturrohmah Ni’ma Qarina Nur Santi Nofi Kristianto Nurul Kholifatun Nuryanto, Nidaa' Fauziyyah Putri Oktafiastuti Oktaviani, Annastasya Panca Dewi Purwati, Panca Panti Indriyati Pranoto , Yuli Kurniawati Sugiyo Pranoto, Yuli Kurnawati Sugiyo prasasti, Oka Prinantika, Devi Rahma Puji Riyanto Puput Ambaryuni Purnami, Esa Nurwulan Putri Fahmi Putri Oktaviani Rahayu, Agustina Dewi Rahayu, Watik Ramskhi, Shabrina Salsabila Putri Renistiara Medilianasari Reza Murtisari Rina Windiarti, Rina Rizka Suprihatiningsih RR. Ella Evrita Hestiandari Rusdarti - Sa'adah, Kiswatus Safana Zulfa, Fadia Salsa Billa, Aidda Salsabila Rizqi Ramadhanty Alisa, Salsa Salsabila, Alyna Saputra, Nikola Sari, Desty Citra Seftia Kusumawardani Seftia Kusumawardani Shafa Nur Haryastutiningtyas Shelly Yulia Shelly Yulia Simanungkalit, Indra Sinta Saraswati Siti Nurkhasanah Siti Nuzulia Siti Rosidah Siti Rosidah Sri Sularti Dewanti Handayani, Sri Sularti Dewanti SRI WARDANI Sri Wulandari Sugiana Sugiana, Sugiana Sugiyo Sunawan Sunawan Sunawan Sunawan Suprihatiningsih, Rizka Suwito Eko Pramono Tarigan, Novelia Danesya Tasu’ah, Neneng Thoha, Muchamad Titi Prihatin Tri Joko Raharjo Tri Suminar TULUS SETYA BUDI Ulfa Rismaya Putri Ulin Nihayah Utami, Nabila Rizki Virgilia Zephanya Bratanoto Wa Ode Syamzahrah Astarin Wa Ode Syamzahrah Astarin Wahidah Wahyuni, Sri Waningsih, Putri Wantoro Wantoro Widhanarto, Ghanis Putra Wiji Listiyani Yanita Sari Yanpitherszon Liunokas Yuli Kuriawati Sugiyo Pranoto Yuli Kurniawati Sugiyo Pranoto Yuli Kurniawati Sugiyo Pranoto Yuli Kurniawati Sugiyo Pranoto Yuli Kurniawati Sugiyo Pranoto Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yuli Utanto Yusuf, Nur Alawiyah Kharisma Zakia Assidiki Zubaedi, Moh