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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Matematika Undiksha Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains Jurnal Santiaji Pendidikan (JSP) Jurnal Pendidikan Matematika PRISMA JOHME: Journal of Holistic Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Educational Research and Evaluation WIDYA LAKSANA Journal of Education Technology Mimbar Ilmu Jurnal Pendidikan Multikultural Indonesia Jurnal Pedagogi dan Pembelajaran Jurnal Math-UMB.EDU Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Jendela Pendidikan CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Indonesian Journal of Educational Development (IJED) Indonesian Journal Of Educational Research and Review Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Emasains : Jurnal Edukasi Matematika dan Sains Jurnal Abdi Masyarakat Jurnal Abdi Dharma Masyarakat Jurnal Pengabdian Kepada Masyarakat SEWAGATI Journal of Innovative and Creativity Jurnal Pendidikan Progresif Jurnal Pengabdian Masyarakat

I PUTU PASEK SURYAWAN

Universitas Pendidikan Ganesha

Author-ID : 2730447

Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pengayaan Materi dan Pelatihan Penyelesaian Soal-Soal Olimpiade Matematika bagi Siswa Berbakat SD N 3 Sambangan. Suryawan, I Putu Pasek; Gita, I Nyoman; Hartawan, IGN Yudi
JURNAL WIDYA LAKSANA Vol 6 No 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Materi olimpiade matematika SD pada dasarnya bersumber pada kurikulum mata pelajaran matematika yang mengujikan soal-soal non rutin dengan tingkat kesulitan yang cukup tinggi untuk ukuran siswa SD, dan bahkan soal-soal demikian cukup merepotkan siswa yang berbakat dalam mata pelajaran matematika. Faktor penyebabnya adalah lemahnya penguasaan materi olimpiade oleh siswa sehingga mereka belum sampai pada tahap memikirkan bagaimana strategi dalam penyelesaian soal-soal bertaraf olimpiade tersebut. Adapun tujuan program pengabdian ini, yaitu untuk meningkatkan kemampuan siswa berbakat SD N 3 Sambangan dalam menyelesaikan soal-soal bertaraf olimpiade, sehingga partisipasi dan prestasi siswa SD N 3 Sambangan dalam ajang olimpiade matematika SD meningkat. Program pengabdian ini dilakukan dalam bentuk pengayaan materi olimpiade dan pelatihan penyelesaian soal-soal olimpiade yang dapat mengembangkan berpikir tingkat tinggi siswa. Secara keseluruhan kegiatan telah berlangsung dengan baik dan berhasil meningkatkan kemampuan siswa berbakat SD N 3 Sambangan dalam menyelesaiakan soal-soal olimpiade matematika. Hal ini dapat dilihat dari rata-rata persentase kehadiran peserta sebesar 93,75% dan seluruhnya secara penuh mengikuti pelatihan. Peningkatan persentase penguasaan materi pelatihan adalah dari 28,75% menjadi 66,25%. Peserta juga menanggapi positif terhadap pelaksanaan kegiatan ini dengan persentase skornya sebesar 80%. Kata-kata kunci: materi olimpiade matematika, siswa berbakat, pengayaan, pelatihan.

MEDIA MANIPULATIF PECAHAN BERBASIS MONTESSORI (Identifikasi Kebutuhan dan Desainnya di SD Gugus VI Kecamatan Baturiti) Suryawan, I Putu Pasek; Yudi Hartawan, I Gusti Nyoman; Yuda Sukmana, Adrianus I Wayan Ilia
JURNAL WIDYA LAKSANA Vol 8 No 2 (2019)
Publisher : Universitas Pendidikan Ganesha

Materi Pecahan merupakan kajian inti dari kurikulum matematika di tingkat SD, namun guru masih mengalami kesulitan dalam membelajarkannya. Pada dasarnya pembelajaran Pecahan dapat dilakukan dengan berbagai strategi dan variasi sajian, misalnya dengan pemanfaatan media manipulatif. Media manipulatif yang digunakan hendaknya sesuai dengan materi atau topik yang akan dibahas dan terencana dengan baik serta bermakna maksimal, sehingga seyogyanya media manipulatif tersebut dirancang dan dibuat langsung oleh guru. Oleh karena itu, tujuan tahap awal program pengabdian ini, yaitu untuk meningkatkan kemampuan guru SD Gugus VI Kecamatan Baturiti dalam mengidentifikasi karakteristik kebutuhan media manipulatif Pecahan yang dapat digunakan sebagai sarana belajar siswa dan bukan hanya sebagai sarana mengajar guru. Program pengabdian ini dilakukan dalam bentuk pendidikan dan pelatihan yang dibagi dalam dua sesi, yaitu sesi (1) berupa pemantapan pengetahuan guru terkait strategi pemanfaatan media manipulatif pecahan dalam pembelajaran di SD, dan sesi (2) pelatihan langsung mengidentifikasi karakteristik kebutuhan media manipulatif pecahan yang efektif digunakan pada pembelajaran kelas III sampai dengan kelas VI di SD Gugus VI Kecamatan Baturiti, yang dipandu langsung oleh tim pengabdian. Secara keseluruhan kegiatan telah berlangsung dengan baik dan berhasil meningkatkan kemampuan guru dalam mengidentifikasi kebutuhan media manipulatif pecahan dalam pembelajaran matematika di SD Gugus VI Kecamatan Baturiti. Hal ini dapa dilihat dari persentase kehadiran peserta sebesar 96,86% dan seluruhnya secara penuh mengikuti diklat. Peserta juga menanggapi positif terhadap pelaksanaan diklat dengan persentase skornya sebesar 79,53%. Melalui kegiatan ini guru mampu mengidentifikasi kebutuhan media manipulatif yang akan dikembangkan, yaitu berupa media manipulatif pecahan berbasis metode Montessori dengan karakteristik media seperti: (1) menarik, (2) bergradasi, (3) auto-education, (4) auto-correction, dan (5) kontekstual, serta siap untuk direalisasikan pada tahap selanjutnya. Guru mampu menghasilkan desain media manipulatif pecahan berbasis metode Montessori dengan rata-rata skor validasi sebesar 3,72 dan tergolong sangat baik.Kata-kata kunci: media manipulatif pecahan, metode Montessori, pendidikan, pelatihan.

AKTIVASI MEDIA PEMBELAJARAN MATEMATIKA MANIPULATIF KONKRIT DI SD GUGUS V KECAMATAN KINTAMANI-BANGLI Suryawan, I Putu Pasek; Agustika, Gusti Ngurah Sastra; Yuda Sukmana, Adrianus I Wayan Ilia; Isumunuartha, Gde Rama; Sanjaya, I Putu Ari
JURNAL WIDYA LAKSANA Vol 10 No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Pengabdian ini dilaksanakan berdasarkan permasalahan kurangnya pengetahuan dan keterampilan guru SD Gugus V Kecamatan Kintamani Kabupaten Bangli dalam pemanfaatan media manipulatif konkrit sebagai sumber belajar matematika inovatif. Merujuk pada potensi dan keterbatasan yang ada, solusi untuk mengatasi permasalahan tersebut adalah dengan menggemakan aktivasi sumber belajar matematika inovatif melalui kegiatan pendidikan dan pelatihan pemanfaatan media manipulatif konkrit bagi guru SD kelas rendah maupun kelas tinggi di wilayah Gugus V Kecamatan Kintamani. Pendidikan dan pelatihan ini telah berhasil mengatasi masalah yang teridentifikasi. Hal tersebut ditunjukkan dengan: 1) guru mengikuti kegiatan ini secara penuh dan dengan antusias yang ditunjukkan oleh persentase kehadiran peserta secara keseluruhan 94,44%; (2) hasil angket respons guru terhadap kegiatan pendidikan dan pelatihan ini termasuk kategori positif dengan persentase sebesar 81,72% serta persentase aktivitas guru dalam mengikuti kegiatan adalah 78% dengan kategori aktif; dan (3) terjadi peningkatan pengetahuan dan keterampilan dari guru dalam mengidentifikasi, merancang, membuat, dan menggunakan media manipulatif konkrit dengan rata-rata skor validasi produk yang dihasilkan sebesar 3,55 dan tergolong sangat baik.

EKSPLORASI PEMAHAMAN DESIGN FOR CHANGE DAN KREATIVITAS GURU DALAM MENGEMBANGKAN EVALUASI PEMBELAJARAN MATEMATIKA DI SEKOLAH INKLUSI [EXPLORING THE UNDERSTANDING OF DESIGN FOR CHANGE AND TEACHERS' CREATIVITY IN DEVELOPING MATHEMATICS LEARNING EVALUATION IN INCLUSIVE SCHOOLS] Ni Putu Gita Candrika Dewi; I Putu Pasek Suryawan; Gst. Ayu Mahayukti
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 1 (2025): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i1.9393

The dominant use of conventional learning evaluation is considered less relevant for students with special needs. This study aims to explore the implementation of mathematics learning in inclusive schools and to examine teachers' understanding of the Design for Change approach and their creativity in developing evaluations. Using a qualitative approach, data was collected through observation, interviews, and literature studies on mathematics teachers at SMK Negeri 3 Singaraja. The results of the study indicate that: 1) Teachers adopt the Problem Based Learning learning model combined with conventional methods to accommodate students with special needs with intellectual and physical disabilities. 2) Teachers have difficulty developing evaluation creativity because there is a lot of material that has not been achieved, as well as difficulty in applying HOTS questions to students with intellectual disabilities and students with low mathematics abilities. 3) The Design for Change approach is considered effective in supporting more creative and inclusive evaluations. This study recommends training for teachers to strengthen their understanding and application of Design for Change to improve the quality of inclusive learning evaluations. BAHASA INDONESIA ABSTRACT: Masih dominannya penggunaan evaluasi konvensional dianggap kurang relevan untuk peserta didik berkebutuhan khusus. Penelitian ini bertujuan untuk mengeksplorasi pelaksanaan pembelajaran matematika di sekolah inklusi serta mengkaji pemahaman guru terhadap pendekatan Design for Change dan kreativitasnya dalam mengembangkan evaluasi. Dengan pendekatan kualitatif, data dikumpulkan melalui observasi, wawancara, dan studi literatur pada guru matematika di SMK Negeri 3 Singaraja. Hasil penelitian menunjukkan bahwa: 1) Guru mengadopsi model pembelajaran Problem Based Learning yang dikombinasikan dengan model konvensional untuk mengakomodasi peserta didik berkebutuhan khusus dengan tipe tunagrahita dan tunadaksa. 2) Guru terkendala mengembangkan kreativitas evaluasi karena banyak materi yang belum tercapai, serta sulit dalam menerapkan soal HOTS pada peserta didik tunagrahita dan peserta didik dengan kemampuan matematika rendah. 3) Pendekatan Design for Change dinilai efektif untuk mendukung evaluasi yang lebih kreatif dan inklusif. Penelitian ini merekomendasikan pelatihan bagi guru untuk memperkuat pemahaman dan penerapan Design for Change guna meningkatkan kualitas evaluasi pembelajaran yang inklusi.

Group Dynamics in Mathematics Education: Homogeneous Vs. Heterogeneous Group Effects on Problem-Solving Skills Trisna Jayantika, I Gusti Agung Ngurah; I Putu Ade Andre Payadnya; I Putu Pasek Suryawan
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i1.83498

Research on heterogeneous group design in mathematics education and empirical evidence comparing the effectiveness of homogeneous and heterogeneous groups on students' problem-solving abilities (PSA) is still limited. However, PSA is an important competency in mathematics, yet the application of effective group design to develop it remains a challenge. This study addresses this gap by investigating the impact of homogeneous group designs on PSA among high school students in Denpasar. Utilizing a quasi-experimental one-group pretest-posttest design, the research involved 120 students who participated in a series of six instructional sessions with homogeneous grouping. Pretest and post-test data were analyzed using paired sam-ple t-tests to assess changes in PSA, focusing on problem understanding, planning, implementation, and reflection. The results of the data analysis test produced a t-value of -18,839 with p-value of 0.000, which was less than 0.05. The findings revealed a significant improvement in PSA scores with homogeneous groups, suggesting that grouping students by similar ability levels enhances peer interactions and instructional support more effectively than heterogeneous group designs. Teacher and student interviews corroborated these results, highlighting more equitable participation and tailored learning experiences in homogene-ous settings. While this study underscores the benefits of homogeneous grouping in improving problem-solving abilities (PSA), it also identifies the need for integrating diverse instructional media. Future research should examine the impact of various educational technologies and broader contexts to refine group design strategies in mathematics education.

Vocational teachers' autonomy in developing problem-based mathematics learning evaluation integrated with the design for change Suryawan, I Putu Pasek; Pujawan, I Gusti Ngurah; Mahayukti, Gusti Ayu
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 1 (2025): May 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i1.4611

Teachers’ experience and autonomy in designing evaluations often overlook the needs of students with special needs, a key component of inclusive education in vocational high schools. The integration of the Design for Change (DfC) approach, a component of design thinking, is regarded as a relevant approach to bridge mathematics learning with both inclusivity and industry relevance. This study explores the impact of integrating the DfC approach supported by teachers’ understanding of evaluation on the autonomy of inclusive vocational school teachers in developing problem-based mathematics learning evaluations. Using a mixed-methods approach with an explanatory sequential design, data collection began with a quantitative phase involving 114 mathematics teachers from inclusive SMK Pusat Keunggulan in Bali, selected through cluster random sampling. Data were analyzed using multiple linear regression and t-tests. The qualitative phase involved two purposively selected teacher informants, with data gathered via semi-structured interviews and analyzed descriptively. Findings reveal that teachers with a strong understanding of the DfC tend to show greater autonomy in designing problem-based mathematics learning evaluations aligned with both student needs and vocational demands. The DfC approach is shown to support mathematics teachers in creating innovative, inclusive, and industry-relevant evaluations.

The effect of mobile seamless inquiry media on conceptual mathematics learning outcomes in trigonometry Juniantari, Made; Ulfa, Saida; Sariyasa; Suryawan, I Putu Pasek
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i2.4877

The abstract nature of mathematics concepts and limited class time are key factors contributing to low conceptual mathematics learning outcomes. This issue is evident among eleventh-grade students at SMA Negeri 4 Singaraja, who have difficulties in learning abstract topics such as trigonometry. This study investigates the effect of implementing Mobile Seamless Inquiry Media (MoSIM), a digital learning strategy designed to support Inquiry-Based Learning (IBL) anytime and anywhere, on students’ conceptual mathematics learning outcomes. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 185 eleventh-grade students selected from a population of 301 students at SMA Negeri 4 Singaraja using cluster random sampling. Conceptual learning outcomes were measured using a validated multiple-choice test and analysed through one-way ANCOVA. The results revealed a statistically significant difference between students taught using the MoSIM strategy and those taught using conventional strategies (F = 5.84, p = 0.01). Students who learned through MoSIM achieved higher adjusted post-test scores (M = 80.03; SE = 1.03) compared to those who learned through conventional strategies (M = 76.57; SE = 0.99). These findings recommend the integration of MoSIM into digital era learning environments to enhance students’ conceptual mathematics learning outcomes, especially in complex and abstract topics like trigonometry.

Teacher Competence and Creativity in Developing Mathematics Learning Plans in Inclusive Schools Sumandya, I Wayan; I Wayan Widana; I Putu Pasek Suryawan; I Nyoman Bagus Suweta Nugraha; Ni Wayan Widi Astuti
Mimbar Ilmu Vol. 30 No. 2 (2025): August [ARTICLE IN PRESS]
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i02.100815

Teachers' ability to develop effective lesson planning is a key factor in the success of learning. This study aims to analyze teachers' competence and creativity in developing inclusive mathematics lesson plans. The research uses a quantitative approach with an explanatory method. The sampling technique employed is purposive sampling, with a total of 600 selected teacher participants. The instrument used in this study is a questionnaire. The analysis procedure is conducted in two stages: the Measurement Model and the Structural Model. The analysis results show a path coefficient of 0.474 and a p-value of 0.006 (less than 0.05) between teacher competence and the development of mathematics lesson planning, indicating that teacher competence has a significant influence on the ability to design mathematics instruction that meets the needs of students in inclusive schools. Meanwhile, the path coefficient between teacher creativity and the development of mathematics lesson planning is 0.305, with a p-value of 0.04 (less than 0.05), indicating that teacher creativity significantly affects the ability to develop mathematics lesson plans in inclusive schools. The conclusion of the study highlights that improving teachers' competence and creativity in inclusive education requires collaboration between teachers, policymakers, and educational institutions. With this competence and creativity, teachers can face the challenges of inclusive learning, ensure all students have meaningful learning experiences, and optimally develop their potential.

ANALISIS BERPIKIR KRITIS MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH KONTROVERSIAL [THE ANALYSIS OF STUDENTS’ MATHEMATICAL CRITICAL THINKING FOR SOLVING CONTROVERSIAL ISSUES] Suryawan, I Putu Pasek; Ratnaya, I Gede
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6523

This research is a descriptive study using a qualitative approach with the aim of analyzing students' critical thinking skills in solving controversial mathematics problems using six indicators of IDEALS critical thinking. The research subjects in this study were 3 students of class X MIPA 1 SMA N 1 Singaraja who were obtained through a purposive sampling method. The research instruments this time were researchers, student worksheets, student test results, and interview results. Miles and Huberman's model is used in analyzing research data, through the process of data reduction, data presentation, and ending with drawing conclusions based on the data obtained. The results of the research and interviews show that students' critical thinking skills solve controversial mathematics problems with six indicators of IDEALS critical thinking, namely: (1) identify, it is found that the three subjects are able to identify the main problem and identify solutions to problems given that do not make sense, (2 ) define, it was found that the three subjects could define what was known and what was asked in the mathematical problem, but only by re-copying the questions, (3) enumerate, it was found that the three subjects only found one problem solving strategy that made sense, (4) analyze , each of the three subjects only used one problem-solving strategy for analysis, (5) list, it was found that the three subjects were able to state reasons for using the problem-solving strategy they used respectively, and (6) self-correct, it was obtained that the three subjects have re-checked the delivery strategy problem solutions that they use.BAHASA INDONESIA ABSTRACT: Penelitian ini merupakan penelitian deskriptif menggunakan pendekatan kualitatif dengan tujuan menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan masalah kontroversial matematika menggunakan enam indikator berpikir kritis IDEALS. Subjek penelitian dalam penelitian ini yaitu 3 orang siswa kelas X MIPA 1 SMA N 1 Singaraja yang didapatkan melalui metode purposive sampling. Dengan instrumen penelitian kali ini yaitu peneliti, lembar kerja siswa, hasil tes siswa, dan hasil wawancara. Model Miles dan Huberman digunakan dalam menganalisis data penelitian, melalui proses reduksi data, penyajian data, serta diakhiri dengan penarikan kesimpulan berdasarkan data yang diperoleh. Adapun hasil penelitian serta wawancara menunjukkan bahwa kemampuan berpikir kritis siswa menyelesaikan masalah kontroversial matematika dengan enam indikator berpikir kritis IDEALS, yaitu: (1) identify, diperoleh bahwa ketiga subjek mampu mengidentifikasi pokok permasalahan dan mengidentifikasi solusi dari masalah yang diberikan tidak masuk akal, (2) define, diperoleh bahwa ketiga subjek dapat mendefinisikan terkait yang diketahui serta apa yang ditanyakan pada persoalan matematika, tetapi hanya dengan menyalin ulang soal, (3) enumerate, diperoleh bahwa ketiga subjek hanya menemukan satu strategi penyelesaian masalah yang masuk akal, (4) analyze, masing-masing dari ketiga subjek hanya menggunakan satu strategi penyelesaian masalah tersebut untuk dianalisis, (5) list, diperoleh bahwa ketiga subjek mampu menyebutkan alasan menggunakan strategi penyelesaian masalah yang mereka gunakan masing-masing, dan (6) self-correct, diperoleh bahwa ketiga subjek sudah mengecek kembali strategi penyelesaian masalah yang masing-masing mereka gunakan.

Evaluative Studies of Project-Based Mathematical Learning: Reviewed from National Standard for Education Process in Indonesia Pujawa, I Gusti Ngurah; Suryawan, I Putu Pasek; Ariawan, I Putu Wisna
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Evaluative Studies of Project-Based Mathematical Learning: Reviewed from National Standard for Education Process in Indonesia. Objectives: To describe the effectiveness of the implementation of project-based learning in junior high school mathematics learning in terms of process standards. Methods: This study adopted the CIPP evaluation model with state junior high school mathematics teachers as respondents.The analysis technique refers to the calculation of the T score in consultation with the Glickman quadrant prototype. Findings: T score for each variable, namely CIPP (+ - + +) with a comparison for the Context variable: F+ (71.43%) and F- (28.57); Inputs: F+ (28.57%) and F- (71.43%); Process: F+ (71.43%) and F- (28.57%), Product: F+ (71.43%) and F- (28.57%) with quite effective category. Conclusion: Project-based mathematics learning in terms of process standards is quite effective, and can be recommended to improve the quality of mathematics learning. Keywords: evaluation of mathematical learning, project-based learning, process standards.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202218

Co-Authors ., Ni Komang Tri Puspayanti A.A Istri Dewi Adhi Utami A.A Istri Mirah Dharmadewi A.A. Istri Diah Maharani . A.A. Istri Diah Maharani ., A.A. Istri Diah Maharani Adnyani, I Gusti Ketut Adrianus I Wayan Ilia Yuda Sukmana Ardanantya, I Gusti Ayu Mira Budayana, I Made Damayanti, Ni Komang Ari Desak Made Echa Herawati Dewa Dewa Gede Firstia Wirabrata Dewi, Ni Wayan Ina Suksma Dinasty, Arga Dr. I Made Sugiarta, M.Si. . Gavrila Tamariska Gst. Ayu Mahayukti Gusti Ayu Mahayukti Gusti Ngurah Sastra Agustika Hartawan, IGN Yudi Heni Purnamayanti, Ni Luh Herawati, Desak Made Echa Hilda Aulia Hilman Cahyadin I G N Pujawan I Gede Astawan I Gede Margunayasa I Gede Maysha Sueca Darmaputra I Gede Ratnaya I Gusti Agung Ngurah Trisna Jayantika I Gusti Ayu Mira Ardanantya I Gusti Ketut Adnyani I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Putu Sudiarta I Gusti Putu Suharta I Kadek Agus Prabawan Saputra I Kadek Pebrio Arimbawa I Kadek Rai Sunjaya I Kadek Rai Suwena I Kadek Yudha Pranata I Kadek Yudha Pranata I Ketut Resika Arthana I Made Ardana I Made Candiasa I Made Suarsana I Made Suarsana I Made Sutajaya I Made Widiatmika I Nyoman Bagus Suweta Nugraha I Nyoman Gita I Putu Ade Andre Payadnya I Putu Darma Yuda I Putu Wisna Ariawan I Wayan Agus Darma Putra I Wayan Lasmawan I Wayan Suja I Wayan Sumandya I Wayan Widana Ida Ayu Putu Mahayani Isumunuartha, Gde Rama Juliawati, N. K K. Ratna Udayani Kadek Dwi Septia Angga Suari . Kadek Dwi Septia Angga Suari ., Kadek Dwi Septia Angga Suari Leonita, A Tiurma Silvia Luh Novi Kristiana Made Agus Wijaya Made Arista Dewi . Made Arista Dewi ., Made Arista Dewi Made Juniantari Made Juniantari, Made Mas Ayu Putu Yoga Wisudawati Mira Dharma Susilawaty N. K Juliawati Ni Kadek Ari Dama Yanti . Ni Kadek Ari Dama Yanti ., Ni Kadek Ari Dama Yanti Ni Komang Ari Damayanti Ni Komang Tri Puspayanti . Ni Luh Heni Purnamayanti Ni Luh Sherlita Indraliani Kubayan Ni Made Rai Wisudariani Ni Made Sanistiawati Ni Made Sri Mertasari Ni Nyoman Parwati Ni Putu Asri Wijayanti Ni Putu Gita Candrika Dewi Ni Putu Parastuti Lestari Ni Putu Sri Jayanti Ni Putu Sri Ratna Dewi Ni Wayan Ina Suksma Dewi Ni Wayan Widia Astuti Paramitha, Ni Made Christina Pradnya Permana, Dodi Pramudia, Made Ditha Pratiwi, Kadek Ayu Mutiara Pujawa, I Gusti Ngurah Pujawan, I G N Purwantini, Ni Putu Ayu Gita Putu Kerti Nitiasih Putu Nanci Riastini Putu Nanci Riastini, Putu Nanci S.Pd. ., Putu Ari Dharmayanti, S.Pd. Saida Ulfa Sanistiawati, Ni Made Sanjaya, I Putu Ari Sariyasa . Sri Jayanti, Ni Putu Tiurma Silvia Leonita Udayani, K. Ratna Widiatmika, I Made Wijayanti, Ni Putu Asri Wirabrata, Dewa Gede Firstia Witraguna, Kadek Yudista yani, santika Yanti, Ni Komang Ayu Indri Yoga Wisudawati, Mas Ayu Putu Yuda, I Putu Darma

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