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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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PENDEKATAN PEMBELAJARAN MULTISENSORI MENGGUNAKAN KARTU HURUF SAMBIL MEMBUNYIKAN METODE FONIK UNTUK ANAK BERKEBUTUHAN KHUSUS DISLEKSIA Nofi Kristianto; 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.v12i02.14389

Abstract

Dyslexia is a specific neurobiological learning disorder that affects children's phonological processing abilities, causing difficulties in reading, spelling, and understanding text despite having normal intelligence. This literature review aims to analyze the effectiveness of a multisensory learning approach using letter cards while sounding out phonics for children with special needs with dyslexia. The literature review was conducted on 28 scientific articles (15 international studies and 13 national studies) published between 2020 and 2026 from various reputable databases. The synthesis results indicate that a multisensory approach based on Orton-Gillingham and Structured Literacy that integrates letter cards (visual-tactile) with sounding out techniques (auditory-kinesthetic) is effective in improving phonemic awareness, decoding skills, reading fluency, as well as motivation and self-confidence in children with dyslexia. The reported effectiveness ranges from moderate (0.22–0.72). This approach is highly relevant in Indonesia because it is simple, inexpensive, and easily adapted to the Independent Curriculum and inclusive school conditions. However, most studies in Indonesia are still action research with small sample sizes, so more rigorous experimental research is needed in the future.
Optimalisasi Peran Kepala Sekolah dalam Pendampingan Guru Menangani ABK Disleksia: Studi Kasus di SDN SOKO Leny Kurniawati; Liftiah 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.v12i02.14551

Abstract

This study aims to describe the optimization of the principal's role in assisting a classroom teacher to handle a dyslexic student at SDN SOKO. Dyslexia affects 10–15% of elementary school children in Indonesia, yet many teachers lack training and principals limit their role to administrative duties. A qualitative case study method was employed, involving the principal (researcher), teacher (WEM), and dyslexic student (AI). Data were collected through interviews with teacher WEM and AI's parents, three months of classroom observations, and documentation. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with triangulation ensuring validity. The findings reveal five optimized roles of the principal: manager (forming inclusion team, allocating budget for multisensory media), supervisor (clinical supervision every two weeks), facilitator (internal training, quiet reading corner), communicator (monthly parent-teacher-principal meetings), and motivator (reward certificates for AI, public appreciation for teacher WEM). Consequently, AI's reading accuracy improved from 20/100 to 65/100, and letter reversal errors decreased by 70% within three months. The study concludes that an active, systematic principal role significantly enhances teacher competence and dyslexic students' reading ability.
Implementasi Program Inklusi bagi Peserta Didik dengan Hambatan Fisik Motorik: Studi Kasus Penanganan oleh Guru Kelas di SDN 2 Kemiri Ani Setyorini; Liftiah 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.v12i02.14552

Abstract

This study examines the implementation of an inclusive education program for students with physical motor impairments, focusing on the role of a classroom teacher at SDN 2 Kemiri, Indonesia. Using a qualitative case study approach, data were collected from February to April 2026 through participant observation, in-depth interviews with the classroom teacher (codenamed SE), and documentation of the student (codenamed INZ), who has locomotor disabilities. The study aims to describe the teacher’s strategies, challenges encountered, and the support system provided by the school principal as the policymaker at the school level. Results indicate that the classroom teacher implemented three main strategies: modification of learning media and classroom layout, individual assistance during specific subjects requiring fine motor skills, and regular collaboration with parents and the school principal. Key challenges included the teacher’s limited formal training in special education, inadequate physical infrastructure such as accessible ramps and restrooms, and time constraints for preparing individualized learning plans. Despite these obstacles, positive outcomes were observed in the student’s participation, learning motivation, and basic academic achievement. The study concludes that a committed classroom teacher can significantly enhance inclusive practices even when systemic support is limited. Recommendations include compulsory in-service training for all classroom teachers, provision of minimum accessibility standards in every school, and a more structured role for school principals in monitoring and evaluating inclusive programs. This research contributes to the growing body of knowledge on inclusive education in Indonesian elementary schools, particularly in non-urban settings.
STRATEGI ADAPTIF GURU KELAS DALAM MENGEMBANGKAN EFIKASI PADA PENYELENGGARAAN SEKOLAH INKLUSI TANPA GURU PENDAMPING KHUSUS Mardianti Dwiardhany; Liftiah 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.v12i02.14553

Abstract

The implementation of inclusive education in Indonesia continues to face a significant structural challenge, namely the acute shortage of Special Assistance Teachers (GPK). This condition places classroom teachers as the frontline of inclusive services without adequate professional support, forcing them to develop their own strategies to maintain teaching effectiveness. This study aims to explore the adaptive strategies employed by classroom teachers to develop and sustain their self-efficacy in managing inclusive classes without GPK. A qualitative phenomenological approach was adopted, selecting six classroom teachers from public elementary schools in three schools of Blora Central Java through purposive sampling. Data collection involved semi-structured in-depth interviews and participatory observation, analyzed using the thematic analysis framework of Braun and Clarke. The findings reveal five main adaptive strategies: simplification and concrete visualization of instructional materials, flexible learning management through time modification, spontaneous instructional improvisation to address challenging behaviors, extensive informal collaboration with parents and colleagues, and self-reflective practices as a continuous learning mechanism. These strategies operate as a self-driven support system that sustains teacher self-efficacy, even without formal GPK assistance. This study concludes that the sustainability of inclusive education heavily relies on the development of a systematic support ecosystem, including continuous training and mental health services for teachers.
PEMBELAJARAN MENDALAM SEBAGAI STRATEGI PENGUATAN PENDIDIKAN INKLUSIF BAGI ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR Enny Khoirun Nihaya; Tri Joko Raharjo; 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.v12i02.14554

Abstract

Inclusive education is an effort to provide equal educational services for all students, including children with special needs. In its implementation, inclusive education requires learning strategies that are able to accommodate the diverse characteristics and learning needs of students. One approach that can support the success of inclusive education is deep learning, which emphasizes active engagement, meaningful understanding, and the development of students’ critical thinking and collaborative skills. This study aims to describe the implementation of deep learning as a strategy to strengthen inclusive education for children with special needs in elementary schools. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of classroom teachers, special assistant teachers, school principals, and students with special needs in inclusive elementary schools. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of deep learning was carried out through active, collaborative, contextual learning and differentiated instruction based on students’ needs. Deep learning was able to improve learning participation, social interaction, self-confidence, and understanding of learning materials among children with special needs. However, its implementation still faced several obstacles, such as limited teacher understanding, inadequate learning facilities, and challenges in managing inclusive classrooms. Therefore, support from schools, improvement of teacher competencies, and collaboration with parents are needed to optimize the implementation of inclusive education in elementary schools.
PENDIDIKAN ANAK BERKEBUTUHAN KHUSUS ADHD (Attention Deficit Hyperactivity Disorder) (GANGGUAN PEMUSATAN PERHATIAN DAN HIPERAKTIVITAS) DI SEKOLAH DASAR Ina pujiyanti; 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.v12i02.16781

Abstract

ABSTRACT Children with ADHD (Attention Deficit Hyperactivity Disorder) require educational services that are adaptive, structured, and responsive to their behavioral and learning needs. ADHD is a neurodevelopmental disorder characterized by difficulties in maintaining attention, hyperactive behavior, and impulsivity that affect academic achievement, social interaction, and emotional development. This article aims to describe the characteristics, learning barriers, educational strategies, and the role of teachers and parents in supporting children with ADHD in elementary schools. This study used a qualitative descriptive approach through a literature review method. Data sources were obtained from books, scientific journals, educational regulations, and references related to inclusive education and special needs education. Data were analyzed descriptively through stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that children with ADHD generally experience difficulties in concentrating, controlling impulses, sitting calmly for long periods, completing assignments independently, and maintaining social relationships with peers. In the learning process, children are easily distracted by surrounding stimuli and often display disruptive behaviors in the classroom. Therefore, schools need to create structured learning environments, provide adaptive teaching methods, use positive behavioral support, and offer emotional assistance. Teachers play a significant role in improving students’ concentration, self-control, social interaction, and academic achievement through engaging, student-centered, and varied instructional approaches. Collaboration between teachers, parents, and the school environment is also essential in supporting the optimal development of children with ADHD. Proper educational support can help children with ADHD develop academic competence, emotional regulation, social skills, independence, and self-confidence optimally within inclusive education settings. Keywords: ADHD, inclusive education, elementary school, children with special needs, hyperactivity
Efektivitas Program Sekolah Ramah Anak dalam Penguatan Iklim Inklusi di Sekolah Dasar: Systematic Literature Review Wiji Listiyani; Liftiah Liftiah; Ali Formen
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.16479

Abstract

Inclusive education requires a safe, supportive, and non-discriminatory school environment that can accommodate the diverse needs of all students, including children with special needs. The Child-Friendly School program, known in Indonesia as Sekolah Ramah Anak (SRA), is designed to create an educational environment that protects children’s rights, promotes participation, and supports inclusive learning practices. This study aimed to systematically analyze the effectiveness of SRA programs in strengthening inclusive climate in elementary schools, particularly in relation to students with special needs. A systematic literature review was conducted following the PRISMA 2020 guidelines. The review analyzed 27 scientific articles indexed in SINTA and Scopus and published between 2021 and 2026. The selected studies were examined through thematic synthesis to identify implementation patterns, benefits, challenges, and supporting factors related to SRA and inclusive education. The findings indicate that SRA programs contribute positively to inclusive education by improving school accessibility, strengthening teacher competence, enhancing students’ social interaction, reducing discriminatory practices, and creating safer and more supportive learning environments. However, several challenges remain, including limited infrastructure, insufficient trained teachers, weak policy implementation, lack of adaptive learning resources, and limited cross-sector collaboration. These findings suggest that SRA programs can serve as an important strategy for strengthening inclusive climate in elementary schools, but their effectiveness depends on systemic support, policy consistency, school readiness, and collaboration among teachers, school leaders, parents, communities, and policymakers. This study provides practical implications for elementary schools and education stakeholders in developing child-friendly and inclusive school systems that ensure equal learning opportunities for all students.
Optimalisasi Potensi Anak ADHD di Sekolah Dasar melalui Pembelajaran Terstruktur dan Multisensori Lilik Noeraini; Liftiah Liftiah; Ali Formen
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.16483

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in maintaining attention, regulating behavior, and achieving optimal learning outcomes in elementary school settings. These challenges require adaptive instructional strategies that are structured, engaging, and responsive to students’ individual needs. This study aimed to analyze the characteristics and learning needs of a student with ADHD and to examine the implementation of structured and multisensory learning approaches in improving focus, behavior, and basic academic outcomes. A descriptive qualitative approach supported by simple quantitative pre-test and post-test data was employed. The study used a case study design involving one second-grade student at SDN 2 Temengeng who was identified as showing ADHD characteristics based on classroom observation and teacher interviews. Data were collected through observation, interviews, documentation, behavioral observation sheets, learning progress notes, and pre-test–post-test assessment. Data validity was strengthened through source and technique triangulation, while qualitative data were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that the student showed core ADHD characteristics, including inattention, hyperactivity, and impulsivity, which affected classroom engagement and academic performance. After the implementation of structured and multisensory learning, the student demonstrated improved attention span, reduced hyperactive and impulsive behaviors, and better basic reading and writing performance. The N-Gain results in the moderate category further indicated that the intervention had meaningful effectiveness. These findings suggest that the integration of structured instruction, clear routines, positive reinforcement, visual media, movement-based activities, and multisensory stimulation can optimize the learning potential of children with ADHD. This study provides practical implications for elementary teachers, parents, and schools in developing adaptive and inclusive learning strategies for students with ADHD.
Pengaruh Stereotip Guru Terhadap Minat Mahasiswa Bidang PAUD Menjadi Guru Ludhfia Zahra; Ali Formen
Educatio Vol 20 No 3 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i3.30446

Abstract

This study aims to analyze the influence of teacher stereotypes on the interest of students majoring in Early Childhood Education (PAUD) in pursuing a teaching profession. Employing a quantitative research method, data were processed using IBM SPSS version 16.0. The research was conducted across three universities in Semarang: Universitas PGRI Semarang, Universitas IVET Semarang, and UIN Walisongo. The sample comprised 122 PAUD students from the 2021–2024 cohorts, selected through convenience sampling based on accessibility. Hypothesis testing was carried out using simple linear regression analysis, determination coefficient (R²), as well as F-test and t-test, to examine the relationship between teacher stereotypes (independent variable, X) and students' interest in becoming teachers (dependent variable, Y). The findings indicate that teacher stereotypes significantly influence students' interest in choosing a teaching career. A more positive stereotype correlates with a higher level of interest among students to become teachers. These results provide valuable insights for educational institutions in developing strategies to enhance the appeal of the teaching profession among students and to improve public perception of the teaching role, thereby encouraging more individuals to pursue careers in education
Children’s Perspective and Aspirations on A Green Environment Through Environmental Education Destria Angelina; Ali Formen; Yuli Kurniawati Sugiyo Pranoto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8822

Abstract

Environmental degradation and climate change have increased the need for effective environmental education (EE) from early childhood. Although EE is increasingly embedded in early childhood curricula, limited research has explored young children's own perspectives and aspirations regarding what constitutes a green and sustainable environment. This study aimed to explore how children conceptualize a green environment and the aspirations they express for environmental care. A qualitative participatory case study was conducted with 17 children aged 4–6 years from three early childhood education institutions in Semarang, Indonesia. Data were collected through participatory observations, draw-and-tell activities, semi-structured interviews, and document analysis. The data were analyzed using Braun and Clarke's six-phase reflexive thematic analysis and interpreted through the UNESCO–UNEP Environmental Education framework of learning about, in, and for the environment. Five interconnected themes emerged: (1) a clean environment free from waste and flooding; (2) a pollution-free environment that supports healthy living; (3) harmonious coexistence with plants and animals; (4) safe, enjoyable, and disaster-resilient spaces for play; and (5) sustainable everyday practices, including energy conservation and recycling. Children's narratives and drawings revealed that they viewed environmental sustainability through cognitive, emotional, and moral lenses, expressing empathy toward nature and a sense of personal responsibility for environmental stewardship. The findings demonstrate that young children are capable of articulating meaningful environmental perspectives and aspirations. Positioning children as active contributors to environmental education can strengthen participatory, child-centered approaches to Education for Sustainable Development and inform the design of developmentally appropriate environmental learning in early childhood settings.
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