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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Jurnal Ilmu Informasi Perpustakaan dan Kearsipan Edutech: Jurnal Teknologi Pendidikan Journal of Education and Learning (EduLearn) Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan Jurnal Berkala Ilmu Perpustakaan dan Informasi Jurnal Sosioteknologi Edulib DWIJA CENDEKIA: Jurnal Riset Pedagogik PEDAGOGIA Cetta: Jurnal Ilmu Pendidikan Journal of Education Technology Jurnal Pengabdian UNDIKMA LIBRIA: Library of UIN Ar-Raniry EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Literatify : Trends in Library Development Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pengabdian Pada Masyarakat IJOEM: Indonesian Journal of Elearning and Multimedia Kelola: Jurnal Manajemen Pendidikan Jurnal Teknologi Pendidikan BACA: Jurnal Dokumentasi dan Informasi Jurnal Komtika (Komputasi dan Informatika) Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) DEDIKASI: Community Service Reports Curricula: Journal of Curriculum Development Journal of Sustainable Educational Technology and Innovation
Gema Rullyana
Universitas Pendidikan Indonesia
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Strengthening the search for information for homemakers in situations of information overload Lien Halimah; Gema Rullyana; Ardiansah Ardiansah
Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Vol. 1 No. 1 (2023): Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/dedicated.v1i1.59224

Abstract

 Information retrieval in a vital information retrieval system process learned by homemakers. Especially information relating to households. The service method implemented uses strengthening information retrieval based on interview results. The results of the interviews illustrate that the retrieval system is a series of system processes in carrying out information retrieval activities until documents or information are found based on queries so that they can meet user needs and satisfy requests for information from users. The steps in carrying out information search activities, namely: starting, chaining, browsing, differentiating, monitoring, extracting, verifying, and ending. Then to become community information, the community must be able to make changes. For example, there is progress in information, one of which is in the field of education. Strengthening is done by strengthening people's behavior towards information-seeking ways to avoid hoaxing information during an information overload.   Abstrak Penelusuran informasi pada proses sistem temu kembali  informasi penting dipelajari oleh ibu rumah tangga (IRT). Terutama informasi informasi yang berkaitan dengan kerumahtanggaan. Metode pengabdian yang dilaksanakan yaitu menggunakan penguatan penelusuran informasi berdasarkan hasil wawancara. Hasil wawancara menggambarkan bahwa sistem temu kembali  merupakan sebuah rangkaian proses sistem dalam melakukan kegiatan penelusuran informasi hingga ditemukannya dokumen atau informasi hasil penelusuran berdasarkan query sehingga dapat memenuhi kebutuhan pengguna dan memberikan kepuasan terhadap permintaan informasi dari pengguna. Langkah-langkah dalam melakukan kegiatan penelusuran informasi, yaitu: starting, chaining, browsing, differentiating, monitoring, extracting, verifying, ending. Kemudian untuk dapat menjadi masyarakat informasi, masyarakat harus dapat melakukan perubahan seperti misalnya terdapat informasi kemajuan salah satunya pada bidang pendidikan. Penguatan dilakukan yaitu dengan penguatan perilaku masyarakat terhadap pencarian informasi hingga cara cara agar dapat terhindar dari informasi hoaks pada masa keberlimpahan informasi. Kata Kunci: Ibu rumah tangga; informasi; informasi hoaks; masyarakat informasi; penelusuran informasi; sistem temu kembali informasi
MAPPING PRE-SERVICE TEACHERS’ AI LITERACY COMPETENCE BASED ON UNESCO FRAMEWORK: A DESCRIPTIVE STUDY Fikri Dwi Oktaviani; Gema Rullyana; Linda Setiawati; Liddya Ganda Asmara
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10504

Abstract

Artificial Intelligence (AI) literacy competence is an urgent necessity for pre-service teachers in the era of digital transformation. This study aims to map the AI literacy competence of pre-service teachers based on the UNESCO AI Competency Framework for Teachers, encompassing five aspects: Human-Centred Mindset, Ethics of AI, AI Foundations and Applications, AI Pedagogy, and AI for Professional Development. This research employed a descriptive quantitative approach using a survey method. A self-assessment instrument based on a 5-point Likert scale with 75 statement items was distributed online to 252 active students of education study programs in Indonesia during November-December 2025. Pearson validity testing yielded item-total correlations of 0.467 to 0.784, and Cronbach's Alpha produced 0.970, indicating a highly reliable instrument. Results show that students' AI literacy competence falls in the very high category at the Acquire Level, and high at both Deepen and Create levels. Human-Centred Mindset and Ethics of AI consistently achieved the highest scores, while AI for Professional Development showed the lowest at the Create level (M = 3.68). A significant gap exists between the high frequency of AI tool usage (84.5%) and low formal training participation (44.8%). These findings imply the need to redesign the LPTK curricula to systematically integrate AI literacy, contextual and sustainable AI literacy training programs. ABSTRAK Kompetensi literasi kecerdasan buatan (AI) merupakan kebutuhan mendesak bagi mahasiswa calon guru di era transformasi digital. Penelitian ini bertujuan memetakan kompetensi literasi AI mahasiswa calon guru berdasarkan AI Competency Framework for Teachers dari UNESCO yang mencakup lima aspek: Human-Centred Mindset, Ethics of AI, AI Foundations and Applications, AI Pedagogy, dan AI for Professional Development. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan metode survei. Instrumen self-assessment berbasis skala Likert 5 poin dengan 75 butir pernyataan disebarkan secara daring kepada 252 mahasiswa aktif program studi kependidikan di Indonesia pada November-Desember 2025. Uji validitas Pearson menghasilkan korelasi item-total sebesar 0,467 hingga 0,784, dan uji reliabilitas Cronbach's Alpha menghasilkan nilai 0,970. Hasil penelitian menunjukkan bahwa kompetensi literasi AI mahasiswa berada pada kategori sangat tinggi di Level Acquire, dan tinggi di Level Deepen dan Create. Aspek Human-Centred Mindset dan Ethics of AI secara konsisten memperoleh skor tertinggi di seluruh level, sementara AI for Professional Development menunjukkan skor terendah pada Level Create (M = 3,68). Terdapat kesenjangan signifikan antara tingginya frekuensi penggunaan AI (84,5%) dengan rendahnya partisipasi pelatihan formal (44,8%). Temuan ini mengimplikasikan perlunya redesain kurikulum LPTK yang mengintegrasikan literasi AI secara sistematis, dan program pelatihan literasi AI yang kontekstual dan berkelanjutan.  
PERSEPSI MAHASISWA CALON GURU TERHADAP POTENSI ROBLOX SEBAGAI RUANG BELAJAR VIRTUAL DALAM PERSPEKTIF UTAUT Liddya Ganda Asmara; Gema Rullyana; Linda Setiawati; Fikri Dwi Oktaviani
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10505

Abstract

Digital transformation demands innovation in immersive learning spaces through the metaverse, but student teachers' acceptance of platforms like Roblox still needs in-depth exploration. This study aims to describe these perceptions using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Using a descriptive quantitative approach, a survey was conducted among 200 Indonesian education students selected through purposive sampling. The research stages included instrument validity and reliability testing, data collection through a Google Form questionnaire, and descriptive statistical analysis using mean and percentage values. The findings indicate that respondents' exposure to Roblox is very high; 96.5% of respondents are familiar with the platform and 70% have used it. Interest in utilizing it in learning is considered positive, reaching 58.5%. The quantitative results of the UTAUT constructs show that all dimensions are in the high category, led by social influence (3.80), followed by performance expectancy (3.74), behavioral intention (3.69), facilitating conditions (3.64), and effort expectancy (3.56). The main conclusion confirms that student teachers have initial readiness and positive acceptance of Roblox as an immersive virtual learning space. Although Roblox is still predominantly viewed as an entertainment gaming platform, its potential as a collaborative learning space is vast, provided it is supported by structured pedagogical design, strengthened digital technology literacy, and adequate institutional policy support to sustainably and comprehensively transform dynamic educational experiences in the future. ABSTRAK Transformasi digital menuntut inovasi ruang belajar imersif melalui metaverse, namun penerimaan mahasiswa calon guru terhadap platform seperti Roblox masih perlu dieksplorasi secara mendalam. Penelitian ini bertujuan mendeskripsikan persepsi tersebut menggunakan kerangka Unified Theory of Acceptance and Use of Technology (UTAUT). Melalui pendekatan kuantitatif deskriptif, survei dilakukan kepada 200 mahasiswa kependidikan di Indonesia yang dipilih secara purposive sampling. Tahapan penelitian mencakup uji validitas serta reliabilitas instrumen, pengumpulan data melalui kuesioner Google Form, serta analisis statistik deskriptif menggunakan nilai mean dan persentase. Temuan menunjukkan paparan responden terhadap Roblox sangat tinggi; 96,5% responden mengenal platform tersebut dan 70% pernah menggunakannya. Minat pemanfaatan dalam pembelajaran tergolong positif mencapai 58,5%. Hasil kuantitatif konstruk UTAUT menunjukkan seluruh dimensi berada pada kategori tinggi, dipimpin oleh social influence (3,80), diikuti performance expectancy (3,74), behavioral intention (3,69), facilitating conditions (3,64), dan effort expectancy (3,56). Simpulan utama menegaskan bahwa mahasiswa calon guru memiliki kesiapan awal dan penerimaan positif terhadap Roblox sebagai virtual learning space imersif. Meskipun Roblox masih dominan dipandang sebagai platform permainan hiburan, potensinya sebagai ruang belajar kolaboratif sangat terbuka lebar, asalkan didukung oleh desain pedagogis terstruktur, penguatan literasi teknologi digital, serta dukungan kebijakan institusional yang memadai untuk mentransformasi pengalaman pendidikan yang dinamis di masa depan secara berkelanjutan tuntas.  
Peningkatan Literasi Lingkungan bagi Guru Sekolah Menengah di Kabupaten Garut: Enhancement of Environmental Literacy for Secondary School Teachers in Garut Regency Angga Hadiapurwa; Linda Setiawati; Gema Rullyana; Suci Yanti Ramadhan; Lutfi Khoerunnisa; Hafsah Nugraha; Diemas Arya Komara
DEDIKASI: Community Service Reports Vol. 8 No. 1 (2026): DEDIKASI: Community Service Report - January
Publisher : Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v8i1.3185

Abstract

Kapasitas guru dalam mengintegrasikan isu lingkungan ke dalam kurikulum, masih menjadi kendala utama bagi guru sekolah menengah di Kabupaten Garut untuk menghadapi tantangan lingkungan yang rentan terhadap dampak perubahan iklim. Kegiatan ini bertujuan untuk meningkatkan kapasitas guru sekolah menengah di Garut dalam menyusun dan mengintegrasikan kurikulum berbasis literasi lingkungan melalui program pendampingan yang terstruktur. Metode pengabdian yang dilakukan adalah dengan pendampingan dan pelatihan. Hasil menunjukkan adanya peningkatan yang signifikan secara statistik pada pengetahuan guru mengenai konsep literasi lingkungan dan strategi implementasinya di kelas. Guru dengan literasi lingkungan yang lebih tinggi lebih mampu untuk mengembangkan materi ajar yang relevan, mendorong diskusi kritis mengenai isu-isu lingkungan di kelas, dan menjadi teladan bagi murid dalam menerapkan gaya hidup berkelanjutan. Pendampingan untuk meningkatkan pemahaman konsep literasi lingkungan, peran guru dan sekolah, serta implementasi pada pembelajaran menjadi fondasi strategis untuk memperkuat implementasi CCE di tingkat sekolah sebagai upaya meningkatkan literasi lingkungan, karena guru yang kompeten adalah kunci utama dalam mencetak generasi muda yang sadar dan peduli terhadap tantangan lingkungan. Pendampingan yang terfokus merupakan strategi efektif untuk menjembatani kebijakan pendidikan lingkungan dengan praktik nyata di sekolah, serta menjadi fondasi penting dalam mempersiapkan generasi yang lebih responsif terhadap tantangan ekologis lokal.
The Effectiveness of Artificial Intelligence-Assisted Learning Stations for Differentiated Learning Based on Students' Learning Styles Gema Rullyana; Ardiansah Ardiansah
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i1.4824

Abstract

The integration of learning stations in higher education continues to face challenges in effectively addressing diverse student learning styles. Although differentiated instruction offers substantial promise, its implementation is often hindered by limited resources and the complexity of delivering personalized learning experiences at scale. This study explores the effectiveness of artificial intelligence (AI)-enhanced learning stations in supporting differentiated instruction aligned with individual learning preferences. Using a mixed-methods explanatory design, the research involved 82 students from an Educational Technology Study Program, divided into an experimental group (utilizing AI-supported learning stations) and a control group (traditional stations without AI). Data collection methods included pre- and post-tests, structured observations, VARK learning style inventories, and semi-structured interviews. Quantitative results indicated statistically significant improvements in learning outcomes for the experimental group, reflected in higher post-test scores and greater normalized gains. T-test and ANOVA analyses confirmed the intervention’s overall effectiveness, with no significant variation in learning gains across learning style categories within the experimental group. Qualitative findings supported these outcomes, with participants reporting that the AI-assisted environment fostered more personalized, relevant, and reflective learning experiences. Moreover, the integration of AI was associated with increased learner engagement, heightened motivation, and improved metacognitive awareness of learning preferences. This study contributes empirical evidence supporting the role of AI in enabling differentiated instruction within higher education contexts, highlighting its potential to provide scalable, personalized learning experiences. The findings suggest that AI-driven solutions may address key limitations in traditional instructional design by offering inclusive and adaptive strategies responsive to individual learner needs.
Peningkatan Kompetensi Abstraksi dan Dekomposisi Computational Thinking Melalui LKPD Digital dan Card Mat Modular bagi Guru SMPN 1 Baleendah Trisna Gelar; Lukmannul Hakim Firdaus; Gema Rullyana
Jurnal Pengabdian UNDIKMA Vol. 7 No. 2 (2026): May
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i2.18540

Abstract

This community service program aims to enhance the pedagogical competence of teachers at State Junior High School 1 Baleendah in applying the concepts of Abstraction and Decomposition in Computational Thinking (CT) within the learning process, while improving operational efficiency in managing teaching materials through the utilization of structured digital systems and media. The program was implemented using a participatory approach with an integrated hybrid intervention. The effectiveness of the intervention was evaluated using a one-group pretest-posttest design with cognitive understanding tests and rubric-based performance observation sheets, which were subsequently analyzed using descriptive quantitative methods. The results showed that the hybrid model was effective in overcoming pedagogical barriers, as evidenced by a significant improvement in conceptual understanding and the quality of CT implementation in learning activities, with an average post-test score increase of 15%. In addition, operational inefficiency was addressed through improved time efficiency in preparing teaching materials, reaching an increase of at least 60%. This model also generated findings regarding the effectiveness of Hexagon Chips as cognitive artifacts for mediating the visualization of the concepts of Abstraction and Decomposition in Computational Thinking.
Enhancing Student Collaboration and Participation through Google Workspace in Higher Education Asep Herry Hernawan; Mario Emilzoli; Gema Rullyana; Ai Pemi Priandani; Yori Andes Saputra
IJOEM: Indonesian Journal of E-learning and Multimedia Vol. 4 No. 1 (2025): Indonesian Journal of E-learning and Multimedia
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijoem.v4i1.359

Abstract

This study focuses on creating a collaborative-participatory digital learning design utilizing Google Workspace to enhance student interaction, collaboration, and participation in higher education. The research adopts the Design-Based Research (DBR) methodology, which includes three stages: analysis and exploration, design and construction, and evaluation and reflection. The study involved 50 lecturers from five universities, 25 students, two curriculum experts, and two educational technology experts. Data collection methods included questionnaires, focus group discussions (FGDs), and design trials. The resulting learning design incorporates Google Workspace features such as Google Docs, Google Slides, Google Forms, Google Meet, and Google Classroom to support learning objectives, content, strategies, and assessments. The findings reveal that this design significantly improves student engagement, fosters deeper collaboration, and facilitates more objective and efficient assessments. This research underscores the potential of optimizing Google Workspace to enhance the quality of learning and ensure that students’ skills are relevant to the evolving demands of the workforce and industry. The proposed design offers a scalable and practical model for advancing digital education in universities.
Artificial Intelligence (AI) trends in higher education learning: Bibliometric analysis Ai Pemi Priandani; Cepi Riyana; Asep Herry Hernawan; Laksmi Dewi; Mario Emilzoli; Gema Rullyana
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.86165

Abstract

The development of artificial intelligence (AI) technology has driven significant transformations in higher education. The integration of AI in learning offers the potential to increase the effectiveness, efficiency, and personalization of data-driven learning. This study aims to conduct a comprehensive bibliometric analysis of AI research trends in higher education learning, tracing publication patterns, source distribution, geographic distribution, and emerging themes in academic literature. The study uses a quantitative descriptive method with bibliometric analysis of Scopus publication data 2018–2023. The analysis was conducted using VOSviewer to map bibliographic relationships between publications, sources, authors, countries, and keywords. The results show that AI publications in higher education have increased rapidly, especially in 2023. The dominant themes are "artificial intelligence" and "higher education", with the latest trend towards "generative AI" and "ChatGPT". Publications appear in many interdisciplinary journals of social and computer sciences, with the United States, China, Australia, and the United Kingdom dominating research contributions. The findings provide a systematic overview of the development of AI research in higher education and serve as a strategic basis for educators, researchers, and policymakers in designing effective and sustainable AI integration in higher education.   Abstrak Perkembangan teknologi kecerdasan buatan (AI) telah mendorong transformasi signifikan dalam pendidikan tinggi. Integrasi AI dalam pembelajaran menawarkan potensi peningkatan efektivitas, efisiensi, dan personalisasi pembelajaran berbasis data. Penelitian ini bertujuan melakukan analisis bibliometrik komprehensif terhadap tren penelitian AI dalam pembelajaran pendidikan tinggi, menelusuri pola publikasi, distribusi sumber, persebaran geografis, dan tema yang muncul dalam literatur akademik. Penelitian menggunakan metode deskriptif kuantitatif dengan analisis bibliometrik data publikasi Scopus 2018–2023. Analisis dilakukan menggunakan VOSviewer untuk memetakan hubungan bibliografis antara publikasi, sumber, penulis, negara, dan kata kunci. Hasil menunjukkan publikasi AI dalam pendidikan tinggi mengalami peningkatan pesat, terutama tahun 2023. Tema dominan adalah "artificial intelligence" dan "higher education", dengan tren terkini mengarah pada "generative AI" dan "ChatGPT". Publikasi banyak muncul di jurnal interdisipliner ilmu sosial dan komputer, dengan Amerika Serikat, Tiongkok, Australia, dan Inggris mendominasi kontribusi penelitian. Temuan memberikan gambaran sistematis perkembangan penelitian AI dalam pendidikan tinggi dan menjadi dasar strategis bagi pendidik, peneliti, dan pembuat kebijakan dalam merancang integrasi AI yang efektif dan berkelanjutan di perguruan tinggi. Kata Kunci: analisis bibliometrik; desain pembelajaran; kecerdasan buatan; pembelajaran; pendidikan tinggi
Curriculum Innovation for Future Workforce Preparation in Higher Education: A Systematic Literature Review Using Text Mining Rudi Susilana; Gema Rullyana
Journal of Sustainable Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v1i1.1

Abstract

Background of study: The rapid growth of Industry 4.0 and global labor market shifts push higher education to redesign curricula toward innovation, digitalization, and sustainability. Equipping graduates with 21st-century skills, employability, and adaptability is essential to prepare them for an increasingly complex workforce.Aims and scope of paper: This study aims to identify global trends in curriculum innovation for future workforce preparation in higher education (2020–2024). It examines dominant research clusters, the alignment of curriculum reforms with SDGs, and highlights areas that remain underexplored.Methods: A systematic literature review (SLR) combined with text mining was conducted using Scopus as the primary database. A total of 247 peer-reviewed documents were analyzed through bibliometric mapping, keyword co-occurrence, topic modeling using Latent Dirichlet Allocation (LDA), and semantic mapping via multidimensional scaling (MDS).Result: The findings show substantial publication growth, dominated by four key clusters: curriculum design and pedagogy, technology integration, sustainable curriculum, and blended/online learning. Emerging but less explored topics include curriculum decolonisation, problem-based learning, methodological literacy, and digital assessment. International collaboration is moderate (17.81%), though Southeast Asia and Africa show growing potential. Highly cited studies focus on digital transformation during COVID-19, online assessment integrity, and AI integration into curriculum frameworks.Conclusion: This study shows that curriculum innovation is mainly driven by digitalization and sustainability, while areas like decolonisation and methodological innovation are still lacking. The results provide theoretical, practical, and policy implications for designing adaptive, future-oriented curricula and open avenues for global collaboration and longitudinal studies in the field.
Co-Authors Aah Ahmad Syahid, Aah Ahmad Afriany, Dina Ai Pemi Priandani Ai Pemi Priandani Alberto, Achmad Riyadi Angga Hadiapurwa Ardiansah Ardiansah Asep Herry Hernawan Awalia Latifa Mayda Ikrimah Cepi Riyana Cepi Riyana, Cepi Dadi Mulyadi Diemas Arya Komara Diemas Arya Komara Diemas Arya Komara Doddy Rusmono, Doddy Emi Emilia Emi Emilia Emilzoli, Mario Fikri Dwi Oktaviani Gelar, Trisna Gumelar, Muhammad Raffy Maulana Hafsah Nugraha Halimah, Lien Hana Silvana Hana Silvana Johan, Riche Cynthia Kurnia, Neng Dewi Laksmi dewi Laksmi Dewi Laksmi Dewi, Laksmi Liddya Ganda Asmara Lien Halimah Linda Setiawati Linda Setiawati Lukmannul Hakim Firdaus Lutfi Khoerunnisa Masitoh Masitoh Muhammad Japar Nanda Khaerunnisa Nanda Khaerunnisa Syafitri Nandang Rusmana Nur, Lutfi Priandani, Ai Pemi Purwoningsih, Tuti R. Nadia Hanoum, R. Nadia Rifa Nadila Rizki Triandari Rudi Susilana, Rudi Saidatul Akmar Ismail Solehat, Desviana Siti Sri Aprianti, Nenden Suci Yanti Ramadhan Susanti Agustina, Susanti Suwandi, Metsa Fajrianti Kusumah Syafitri, Nanda Khaerunnisa Syafril Ramadhon Triandari, Rizki Virani Wulandari Wihardini, Diah Yori Andes Saputra