Article Per Year (5 Year)
p-Index From 2021 - 2026
16.468
P-Index
This Author published in this journals
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
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education 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 Physics Public Health Social Sciences Other

Published : 152 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 152 Documents
Search

 12   13   14   15   16 
STRATEGI IMPLEMENTASI BUDAYA SEKOLAH INKLUSI RAMAH ANAK BAGI SISWA TUNADAKSA: STUDI KASUS DI SDN 1 TUNJUNGAN BLORA Hubaibi Kirom Mujahidin; Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13601

Abstract

This study aims to describe the strategies and implementation of an inclusive child-friendly school culture for students with physical disabilities (diplegia) at SDN 1 Tunjungan, Blora. Using a qualitative case study approach, data were collected through observation, in-depth interviews with the classroom teacher, and documentation of one fourth-grade student with hand motor impairments and articulation difficulties. The results show that the implemented strategies include modified writing tools (pencil with foam grip), seating arrangement in the front row, peer assistance, and extended time for completing assignments. However, challenges persist due to the absence of special assisting teachers, speech therapy, assistive technology (speech-to-text), and physical accessibility facilities (ramps, handles). The inclusive culture is still at an early stage, but the teacher's caring professional identity and peer empathy are positive assets. This study recommends ongoing teacher training, multi-stakeholder collaboration, and provision of adaptive facilities to build a sustainable inclusive school culture.
KEBUTUHAN BELAJAR YANG TAK TERLIHAT: EKSPLORASI DUKUNGAN AKADEMIK DAN NON-AKADEMIK BAGI ABK DI SD INKLUSIF Oktafiastuti; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13708

Abstract

Inclusive education in elementary schools still faces challenges in meeting the holistic needs of children with special needs, especially the neglected non-academic aspects. This study aimed to explore academic and non-academic support needed by slow learner and physically disabled children in inclusive elementary schools. A descriptive qualitative approach was employed through in-depth interviews, observations, and document analysis. Participants consisted of three classroom teachers, two special assistant teachers, and three parents. The findings reveal that academic support such as initial assessment, curriculum modification, and physical accessibility has not been systematically fulfilled. Non-academic support including emotional regulation for slow learners and social acceptance for physically disabled children remains largely unaddressed. The study concludes that invisible non-academic needs show a wider gap than academic needs. It recommends strengthening social-emotional programs and improving physical accessibility in schools.
STRATEGI IMPLEMENTASI BUDAYA SEKOLAH INKLUSI RAMAH ANAK BAGI SISWA SLOW LEARNER: STUDI KASUS DI SDN 1 TAMANREJO BLORA Khoirul Mahmud; Tri Joko Raharjo; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13725

Abstract

This study aims to describe the strategies and implementation of an inclusive child-friendly school culture for slow learner students at SDN 1 Tamanrejo, Blora. Using a qualitative case study approach, data were collected through observation, in-depth interviews with the classroom teacher, and documentation of one fourth-grade student (Khoirul Anwar, pseudonym) who experienced learning difficulties in mathematics and Indonesian language. The results showed that the implemented strategies included clear and concise instructions, breaking material into small parts, use of visual and concrete media (pictures, videos, real objects), additional time for completing assignments, positive reinforcement, and parental involvement in regular study guidance at home. However, challenges remain due to the absence of special assisting teachers (GPK), lack of formal assessment modifications, and limited assistive technology. Khoirul Anwar showed significant improvements after three months: increased self-confidence, improved reading ability, and more active participation in group work. The inclusive culture is still in the early stage, but the teacher's caring professional identity and peer empathy are positive assets. This study recommends ongoing teacher training on differentiated instruction for slow learners, multi-stakeholder collaboration, and modified assessment systems to build a sustainable inclusive school culture.
MENGURAI MAKNA DI BALIK HURUF: PENGALAMAN GURU KELAS INKLUSI MENGIDENTIFIKASI DAN MENANGANI MURID DENGAN DISLEKSIA DI SDN 2 NGLANGITAN DWI PUJI RATNAWATI; LIFTIAH; ALI FORMEN
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.v12i02.13777

Abstract

This article describes the real experience of a classroom teacher at SDN 2 Nglangitan, Tunjungan, Blora, in identifying and managing a student with the pseudonym AS who showed symptoms of dyslexia. The main problem faced is the lack of teacher training and special assistance teachers in inclusive elementary schools, especially in rural areas. The purpose of this article is to explore the process of early identification of dyslexia, intervention strategies implemented, obstacles encountered, and positive impacts achieved. The method used is a qualitative case study approach based on direct observation, in-depth interviews with classroom teachers, and analysis of AS's learning documents over a period of two months. The results showed that AS experienced classic symptoms of dyslexia including difficulties distinguishing symmetrical letters (b-d, p-q), reversed reading, very slow reading speed, and a gap between good oral abilities and poor written abilities. The classroom teacher played a strategic role in early identification through systematic observation, simple assessment instruments, and collaboration with parents. Intervention strategies included multisensory methods, differentiated instruction, modification of teaching materials (enlarged spacing, colored paper, font adjustment), additional time, and positive reinforcement. The main obstacles were the lack of special training, limited facilities, large class sizes, and the absence of special assistant teachers. Despite these limitations, the intervention had a positive impact: AS's reading ability began to improve, letter reversal errors decreased, self-confidence increased, and participation in non-reading class activities improved. This experience confirms that classroom teachers can be the frontline in early detection and management of dyslexia even with limited resources, but systematic support from the government is still urgently needed.
MENGATASI TANTANGAN SEKOLAH RAMAH INKLUSI: REFLEKSI KEPALA SEKOLAH MEMBANGUN LINGKUNGAN BELAJAR SUPORTIF BAGI ABK ANDRI WIBOWO; LIFTIAH LIFTIAH; ALI FORMEN
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.v12i02.13916

Abstract

This study addresses the challenges faced by an elementary school principal in creating an inclusive, supportive learning environment for children with special needs (disleksia, ADHD, and speech delay) in the absence of special assistant teachers (GPK). The purpose is to identify real challenges and practical solutions based on reflective practice. A qualitative case study approach with reflective practice was employed, involving the principal as the key informant, along with five classroom teachers, one sports teacher, one religion teacher, and seven parents. Data were collected through participatory observation, in-depth interviews, and documentation over three months. Findings reveal four main challenges: limited teacher competency in understanding the characteristics of dyslexia, ADHD, and speech delay; lack of appropriate facilities and learning media; inconsistent home-based stimulation from parents; and the absence of professional staff such as psychologists or speech therapists. In response, practical solutions were implemented: ongoing teacher training tailored to each subject (classroom, sports, religion); provision of low-cost interactive media (homemade alphabet cards, simple fidget tools, picture cards); strengthening parent collaboration through monthly meetings and daily activity sheets; and optimizing the principal’s role to collaborate with community health centers, university psychologists, and student interns. After one year, positive impacts include improved letter differentiation for dyslexic students, increased focus duration (10–15 minutes) for ADHD students, and initial two-to-three-word utterances for speech-delayed children. This study concludes that despite resource limitations, a supportive inclusive school can be achieved through collaboration among all teachers, parents, and the community.
STRATEGI GURU YDK DALAM MENANGANI ANAK ADHD DI SDN 2 TUTUP: STUDI KASUS Yanita Sari; Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13917

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) in elementary schools often face difficulties in sustaining attention, controlling impulses, and engaging in social interactions. Teachers, as the frontline of learning, frequently lack appropriate strategies, especially in schools without special assistant teachers. This study aims to analyze teachers' strategies in managing ADHD children at SDN 2 Tutup through a case study of a second-grade student named ADA. A qualitative approach with a case study design was employed. Data were collected through passive participatory observation (four sessions), semi-structured interviews with Teacher YDK and ADA's parents, and documentation of lesson plans and anecdotal records. Data analysis followed the Miles, Huberman, and Saldaña interactive model. The results showed that Teacher YDK implemented six main strategies: strategic seating arrangement, reduction of visual distractions, single-step short instructions, use of simple visual media, positive reinforcement (specific praise and star stickers), and movement breaks every 20 minutes. These strategies successfully increased ADA's attention span from 3–5 minutes to 10–12 minutes, reduced impulsive behaviors by 50%, and helped ADA complete simple tasks more independently. The main obstacles included the lack of a special assistant teacher, limited facilities, and parental inconsistency. This study recommends systemic support through teacher training and the provision of inclusive facilities.
STRATEGI PEMBELAJARAN INKLUSIF BAGI SISWA TUNA DAKSA : STUDI KASUS DI SDN 2 GEMPOLREJO Budi Astuti; Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14054

Abstract

This study aims to analyze the implementation of inclusive learning strategies for students with physical disabilities (tuna daksa) in elementary schools, particularly at SDN 2 Gempolrejo. The research is motivated by the challenges faced by teachers in accommodating diverse learning needs in inclusive classrooms. This study employs a qualitative case study approach involving classroom observations, interviews with teachers, and document analysis. The results indicate that teachers have made efforts to adapt instructional methods through differentiated instruction, use of assistive learning media, and flexible classroom management. However, several obstacles were identified, including limited teacher competence in special education, lack of supporting facilities, and minimal parental involvement. Despite these challenges, the implementation of inclusive practices has shown positive impacts on students’ participation and learning motivation. The study concludes that effective inclusive education requires collaborative support among teachers, schools, and stakeholders, as well as continuous professional development for educators. These findings provide practical implications for improving inclusive learning strategies in elementary education settings.
EFEKTIVITAS TEKNOLOGI DIGITAL DALAM PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS: SLR Puput Ambaryuni; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14256

Abstract

Technological advances have made a significant contribution to supporting the learning process for children with special needs (ABK). Various digital media have begun to be used to help improve students' motivation to learn, communication skills, focus, and understanding of learning materials. However, the effectiveness of digital technology utilization in ABK learning still requires further study through various previous research results. This study aims to assess the effectiveness of digital technology in learning for children with special needs using the SLR method. The research process was carried out by collecting and reviewing relevant scientific articles from various sources, such as Google Scholar. The research stages included searching for articles, selecting them based on certain criteria, analyzing data, and compiling a synthesis of research results. The study results indicate that the use of digital technology, such as interactive multimedia, learning videos, and educational applications, can improve the motivation, interaction, and learning outcomes of students with special needs. In addition to helping students, digital technology also supports teachers in creating more flexible and tailored learning to their needs. However, the implementation of digital technology still faces several obstacles, including limited facilities, teachers' ability to utilize technology, and access to digital devices. Therefore, it is necessary to provide support for infrastructure, training for educators, and the development of appropriate learning media so that the use of digital technology in learning for children with special needs
Optimalisasi Kemitraan Orang Tua-Sekolah dalam Penyelenggaraan Pendidikan Inklusi: Tantangan dan Strategi Implementasi di Tingkat Satuan Pendidikan TULUS SETYA BUDI; Liftiah Liftiah; ALI FORMEN
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14277

Abstract

Inclusive education demands close collaboration between schools and parents so that children with special needs (CWSN) can optimally develop their academic and social potential. However, the implementation of parent-school partnerships at the school level still faces various challenges. This study aims to identify the main challenges and formulate implementation strategies for optimizing parent-school partnerships in the implementation of inclusive education. The research employed a qualitative approach with a case study design conducted in three elementary schools implementing inclusive education in Surabaya, Indonesia. The study involved 21 participants consisting of principals, classroom teachers, special needs teachers, and parents of CWSN. Data collection was carried out through in-depth interviews, participant observation, and document analysis. Data analysis used the Miles, Huberman, and Saldaña model. The findings revealed three main categories of challenges: structural challenges (lack of regular meeting schedules and forums), communication and understanding challenges (gaps in understanding inclusion and IEPs, one-way communication), and cultural and psychological challenges (stigma, anxiety, symbolic segregation). This study also identified five implementation strategies, including flexible regular meetings, intensive two-way communication, parental involvement in IEP development, parental empowerment through training, and the creation of an inclusive school culture. This study concludes that optimizing partnerships requires a systemic approach with the principal as the central leader. Parents are not obstacles but rather underutilized resources.
PENDEKATAN PEMBELAJARAN ADAPTIF BAGI ANAK SLOW LEARNER (LAMBAN BELAJAR) DI ERA PENDIDIKAN INKLUSIF Ika Kusumawati; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.14388

Abstract

Inclusive education provides equal opportunities for all students, including slow learners, to receive appropriate educational services according to their needs. Slow learners tend to process learning materials more slowly and therefore require adaptive learning strategies. This study aims to describe the importance of adaptive learning for slow learners in inclusive elementary schools through a literature review approach. The method used in this study was a literature review by analyzing scientific journals and books published within the last four years. The findings indicate that adaptive learning can be implemented through differentiated instruction, the use of concrete learning media, repeated instruction, individualized approaches, and collaboration between teachers and parents. These strategies improve students’ learning motivation, engagement, and conceptual understanding. Furthermore, an inclusive learning environment and teacher support are important factors in the success of adaptive learning in elementary schools.
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