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All Journal JUANG: Jurnal Wahana Konseling Islamic Guidance and Counseling Journal Jurnal Pendidikan dan Konseling Dinamika Journal : Pengabdian Masyarakat Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) Bulletin of Counseling and Psychotherapy IJPD (International Journal Of Public Devotion) Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Berkala Ilmiah Pendidikan ANTHOR: Education and Learning Journal Journal of Innovative and Creativity Journal of Society Counseling Jurnal Pustaka Cendekia Pendidikan
Arizona, Arizona
UNIVERSITAS PGRI PALEMBANG
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Pengaruh Gaya Belajar terhadap Perkembangan Akademik Siswa di Sekolah Dasar Alya Samsida; Tiara Munggarani; Rahmi Rahmi; Faizatul Ulya; Miftahul Marhamah; Aji Dwi Nugraha; Liza Murniviyanty; Arizona Arizona
Journal of Society Counseling Vol. 4 No. 1 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i1.853

Abstract

This study aims to describe the influence of learning styles on the academic development of elementary school students at SDN 1 Selat Penuguan. The study was motivated by the fact that classroom instruction often uses uniform teaching methods, whereas students receive, process, and express information in different ways. A descriptive qualitative approach was employed through classroom observation, interviews with teachers and students, and documentation of learning activities. The analysis focused on visual, auditory, and kinesthetic learning styles; the way teachers identify students' learning preferences; and instructional strategies that can support academic development. The findings indicate that students show varied learning tendencies: visual learners respond strongly to pictures, colors, diagrams, and videos; auditory learners benefit from oral explanation, discussion, and question-and-answer activities; and kinesthetic learners understand concepts more easily through practice, movement, simulation, and direct experience. The mismatch between teaching strategies and students' learning tendencies may reduce attention, participation, confidence, and task completion. The novelty of this study lies in its integration of learning-style identification with multimodal and differentiated teaching strategies in an elementary school context. Understanding students' learning styles helps teachers design more inclusive, meaningful, and engaging learning experiences that support students' academic development.
Analisis Kematangan Emosi dalam Membentuk Kesiapan Belajar Siswa Okta Zahratul Jannah; Ica Efilia Natasya; Dwi Purwanti; Desi Rismayanti; Ira Ristanti; Martini Martini; Liza Murniviyanti; Arizona Arizona
Journal of Society Counseling Vol. 4 No. 1 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i1.854

Abstract

This study analyzed the relationship between emotional maturity and students' learning readiness at SDN 17 Kayuagung. Using a descriptive qualitative approach, data were collected through direct observation and documentation of student development records. The results showed that emotional maturity is a key determinant in shaping learning readiness. Students with good emotional regulation demonstrate high focus, strong motivation, and active participation in learning. Conversely, emotional instability is a significant barrier to student concentration and engagement in class. The study's conclusions confirm that improving learning readiness in elementary schools requires strengthening psychological factors and the learning environment, in addition to academic factors.
Literature Review: Pentingnya Memahami Gaya Belajar Anak dalam Pembelajaran di Kelas pada Perspektif Teori dan Psikologi Belajar Anak Sekolah Dasar Dhaifina Rasyiqa; Rahma Moutia Asmini; Nyayu Sofiah; Dewi Sartika; Uswatun Hasanah; Indi Arisandi; Monica Ika Saputri; Rizki Jamali; Intan Nur Azizah; Sri Lestari; Liza Murniviyanty; Syska Purnama Sari; Arizona Arizona
Journal of Society Counseling Vol. 4 No. 1 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i1.862

Abstract

Basic education has an important role in developing the potential of students, especially through an effective learning process that is in accordance with student characteristics. One of the factors that affects the success of learning is learning style, which is the way an individual receives, processes, and understands information. This study aims to examine the importance of understanding students' learning styles from the perspective of learning theory and psychology in elementary schools. The method used is qualitative descriptive through literature studies by examining various sources such as books, scientific journals, and related articles. The results of the study show that learning styles are divided into three main types, namely visual, auditory, and kinesthetic, each of which has different characteristics in the learning process. In addition, learning theories such as behaviorism, cognitivism, constructivism, and humanistic provide a foundation for understanding how students learn optimally. Understanding learning styles allows teachers to design learning strategies, methods, and media that are more varied, interesting, and in accordance with students' needs. Thus, learning becomes more effective, increases motivation, and improves student learning outcomes. Therefore, teachers need to recognize and accommodate differences in students' learning styles to create an optimal and meaningful learning process in elementary school.
ANALISIS KESEJAHTERAAN PSIKOLOGIS (WELL-BEING) SISWA SMP Ramaidah Ramaidah; Dea Amalia Rahayu; Diah Kartika Iqti; Arizona Arizona
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i2.11876

Abstract

Kesejahteraan psikologis peserta didik menjadi salah satu aspek penting dalam mendukung keberhasilan proses pendidikan dan perkembangan sosial emosional remaja di lingkungan sekolah. Namun, tekanan akademik, perubahan sosial, serta tuntutan penyesuaian diri pada masa remaja sering memengaruhi kondisi psikologis siswa, khususnya pada jenjang sekolah menengah pertama. Penelitian ini bertujuan menganalisis tingkat kesejahteraan psikologis (psychological well-being) siswa SMP berdasarkan kondisi emosional, hubungan sosial, rasa aman psikologis, dan pengalaman belajar di sekolah. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif. Pengumpulan data dilakukan melalui penyebaran angket kepada 24 siswa SMP yang dipilih sebagai responden penelitian. Data dianalisis menggunakan teknik statistik deskriptif melalui perhitungan skor rata-rata, distribusi kategori, dan analisis indikator kesejahteraan psikologis siswa. Hasil penelitian menunjukkan bahwa tingkat kesejahteraan psikologis siswa secara umum berada pada kategori sedang menuju tinggi. Indikator rasa aman psikologis memperoleh capaian tertinggi, sedangkan kontrol emosi menjadi aspek dengan nilai relatif lebih rendah dibandingkan indikator lainnya. Temuan penelitian mengindikasikan bahwa dukungan sosial, lingkungan sekolah, dan kemampuan pengelolaan emosi memiliki kontribusi terhadap kondisi kesejahteraan psikologis peserta didik. Oleh karena itu, sekolah perlu mengembangkan lingkungan belajar yang suportif serta program pendampingan sosial emosional untuk membantu meningkatkan kondisi well-being siswa secara lebih optimal.
Hubungan Dukungan Keluarga dengan Kebahagiaan Mahasiswa Rantau dan Implikasinya terhadap Bimbingan dan Konseling Putri Ivo; Ramtia Darma Putri; Arizona
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.387

Abstract

Mahasiswa yang merantau untuk menempuh pendidikan tinggi sering menghadapi berbagai tantangan, seperti kesulitan beradaptasi, tuntutan akademik, dan rasa rindu kepada keluarga yang dapat memengaruhi kebahagiaan mereka. Penelitian ini bertujuan untuk mengetahui hubungan antara dukungan keluarga dengan kebahagiaan mahasiswa rantau Program Studi Bimbingan dan Konseling serta implikasinya terhadap Program Studi Bimbingan dan Konseling. Penelitian ini menggunakan metode kuantitatif dengan pendekatan korelasional. Populasi penelitian berjumlah 441 mahasiswa dengan sampel sebanyak 82 mahasiswa yang dipilih menggunakan teknik stratified random sampling tidak proporsional. Data dikumpulkan menggunakan skala Likert dan dianalisis menggunakan uji korelasi Spearman Rank. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara dukungan keluarga dengan kebahagiaan mahasiswa rantau, sehingga H₀ ditolak dan Hₐ diterima. Artinya, semakin tinggi dukungan keluarga yang diterima, semakin tinggi pula tingkat kebahagiaan mahasiswa rantau. Hasil penelitian ini berimplikasi pada pentingnya pengembangan layanan Bimbingan dan Konseling untuk mendukung kesejahteraan psikologis mahasiswa rantau. Dengan demikian, dapat disimpulkan bahwa terdapat hubungan positif dan signifikan antara dukungan keluarga dengan kebahagiaan mahasiswa rantau Program Studi Bimbingan dan Konseling.
Regulasi Emosi dan Kemampuan Belajar Siswa Sekolah Dasar: Sebuah Kajian Fenomenologi Alda Permatasari; Annasriyah Masfufah; Margaretha Herlin Pratiwi; Novi Lestari; Selly Noverina; Yulita Devi Utami; Liza Murniviyanty; Arizona Arizona
Journal of Society Counseling Vol. 4 No. 1 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i1.839

Abstract

Emotion regulation is a fundamental ability that plays an important role in the success of learning processes for elementary school-aged children. This study aims to gain an in-depth understanding of elementary school students' experiences of emotion regulation and its relationship with their learning ability in the real school context. This research employed a qualitative approach with a descriptive phenomenological design. Ten fifth-grade students from SD Negeri 136 Palembang were selected purposively as main informants, along with four classroom teachers and three parents. Data were collected through in-depth interviews, participatory observation, and documentation. Data validity was ensured through source triangulation and member checking. Data analysis followed Braun and Clarke's (2022) thematic analysis technique. Three main themes were identified: (1) negative emotional experiences as barriers to learning, (2) emotion regulation strategies used by students, and (3) the role of the school and family environment in supporting emotion regulation. Emotion regulation is not merely an internal factor but a socially and contextually constructed process. Holistic interventions involving both teachers and parents are essential to optimize elementary school students' learning ability.
Peran Multidimensional Lingkungan Sekolah terhadap Kondisi Emosional Siswa Sekolah Dasar: Studi Kasus Kualitatif Putri Widya Wati; Oktaviani Oktaviani; Muhammad Zulkarnain; Anna Carolina; Mareta Silaturi; Ana Swita; Liza Murniviyanty; Arizona Arizona
Journal of Society Counseling Vol. 4 No. 1 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i1.843

Abstract

This study aims to analyze the role of the school environment in shaping the emotional well-being of elementary school students. The study used a descriptive qualitative approach with a case study method, conducted with third-grade students at SD Negeri 85 Palembang. The study subjects consisted of one teacher and six students, selected purposively. Data collection techniques included observation, interviews, and documentation, while data analysis was conducted through data reduction, data presentation, and drawing conclusions using thematic analysis. The results showed that students' emotional well-being is significantly influenced by three main dimensions of the school environment: social, physical, and cultural. Specifically, empathetic and communicative teacher-student interactions have been shown to increase students' self-confidence and active participation in learning. Supportive peer relationships encourage students' comfort and courage in expressing their opinions, while negative interactions, such as light teasing, tend to decrease self-confidence and learning engagement. Physically, clean, well-organized classrooms with good lighting and ventilation improve concentration and emotional stability, while noise and uncomfortable temperatures trigger restless behavior. Furthermore, a school culture that instills the values of discipline, responsibility, and mutual respect contributes to positive student emotional regulation. These findings indicate that the school environment acts as a complex and dynamic system in contextually shaping students' emotional states.
EFEKTIVITAS KONSELING KELOMPOK TEKNIK COGNITIVE DEFUSION UNTUK MENINGKATKAN SELF EFFICACY SISWA SMA Emiliah Emiliah; Syska Purnama Sari; Arizona Arizona
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.12433

Abstract

ABSTRACT Students' ability to cope with academic demands is strongly influenced by their self-efficacy, as confidence in one's own capabilities shapes the willingness to face challenges, sustain effort, and accomplish academic tasks. When this belief is weak, students are more likely to avoid challenging situations, experience diminished learning motivation, and give up easily when confronted with difficulties. This condition highlights the need for group counseling interventions incorporating the cognitive defusion technique to help students develop a more adaptive relationship with their negative thoughts. The effectiveness of this intervention was examined using a quantitative approach with a pre-experimental One Group Pretest–Posttest design. The study involved six students purposively selected from a population of 70 eleventh-grade students from classes XI B1 and XI C1 at SMA Negeri 7 Palembang based on observation results, pretest scores, and recommendations from the school counselor. Data were collected through a self-efficacy questionnaire and documentation, and subsequently analyzed using the Wilcoxon Signed-Rank Test. The findings revealed a significant improvement in students' self-efficacy following the intervention, with a significance value of 0.028 (p < 0.05). These results indicate that the cognitive defusion technique is an effective group counseling strategy for strengthening students' self-efficacy while providing additional empirical support for the implementation of the Acceptance and Commitment Therapy (ACT) approach in school guidance and counseling services. ABSTRAK Kemampuan siswa untuk menghadapi tuntutan akademik sangat dipengaruhi oleh self-efficacy, karena keyakinan terhadap kemampuan diri menentukan keberanian dalam menghadapi tantangan, mempertahankan usaha, dan menyelesaikan tugas. Ketika keyakinan tersebut rendah, siswa cenderung menghindari situasi yang menantang, kehilangan motivasi, serta mudah menyerah saat menemui hambatan. Kondisi tersebut mendorong penerapan layanan konseling kelompok yang memanfaatkan teknik cognitive defusion sebagai strategi untuk membantu siswa membangun hubungan yang lebih adaptif terhadap pikiran-pikiran negatif. Efektivitas intervensi tersebut dikaji melalui penelitian kuantitatif dengan desain pre-experimental One Group Pretest–Posttest. Penelitian melibatkan enam siswa yang dipilih secara purposive dari populasi 70 siswa kelas XI B1 dan XI C1 SMA Negeri 7 Palembang berdasarkan hasil observasi, pretest, dan rekomendasi guru bimbingan dan konseling. Pengumpulan data dilakukan menggunakan angket self-efficacy dan dokumentasi, kemudian dianalisis dengan Uji Wilcoxon Signed Rank. Hasil analisis menunjukkan adanya peningkatan self-efficacy setelah intervensi dengan nilai signifikansi 0,028 (p < 0,05). Temuan ini mengindikasikan bahwa teknik cognitive defusion efektif diterapkan dalam layanan konseling kelompok untuk memperkuat self-efficacy siswa, sekaligus memberikan dukungan empiris terhadap implementasi pendekatan Acceptance and Commitment Therapy (ACT) dalam praktik bimbingan dan konseling di sekolah.
PENGARUH BIMBINGAN KELOMPOK PROBLEM FOCUSED COPING UNTUK MENCEGAH BULLYING DI KALANGAN SISWA SMK Widya Septia Wardani; Arizona Arizona; Nurlela Nurlela
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.12999

Abstract

ABSTRACT Bullying in schools continues to reflect the limited effectiveness of preventive efforts aimed at strengthening students' ability to manage social conflict adaptively. This study addresses that gap by integrating the Problem Focused Coping approach with the Role Playing technique within group guidance services as an alternative preventive intervention to enhance students' bullying prevention skills at SMK Negeri 2 Palembang. A quantitative approach was employed using a pre-experimental method with a one-group pretest–posttest design. Eight students were selected through purposive sampling and completed a bullying prevention questionnaire before and after the intervention. The collected data were analyzed using the Wilcoxon Signed Rank Test with SPSS version 26. The findings revealed a substantial improvement in students' bullying prevention abilities, with the mean score increasing from 74.62 on the pre-test to 90.62 on the post-test. Hypothesis testing produced a Z value of -2.546 and an Asymp. Sig. (2-tailed) value of 0.011 (< 0.05), indicating a statistically significant difference between students' conditions before and after the intervention. These findings provide empirical evidence that integrating the Problem Focused Coping approach with the Role Playing technique in group guidance services is an effective preventive model for strengthening students' bullying prevention skills and can be considered an innovative counseling strategy to foster a safer and more supportive school environment. ABSTRAK Perilaku bullying di lingkungan sekolah masih menjadi tantangan yang memerlukan strategi pencegahan yang tidak hanya berorientasi pada peningkatan pemahaman siswa, tetapi juga pada penguatan kemampuan menghadapi konflik sosial secara adaptif. Penelitian ini menawarkan integrasi pendekatan Problem Focused Coping dengan teknik Role Playing dalam layanan bimbingan kelompok sebagai alternatif layanan preventif untuk meningkatkan kemampuan pencegahan bullying pada siswa SMK Negeri 2 Palembang. Penelitian menerapkan pendekatan kuantitatif dengan metode pre-experimental menggunakan desain one group pretest-posttest. Delapan siswa dipilih melalui teknik purposive sampling, kemudian diberikan angket sebelum dan sesudah intervensi. Analisis data dilakukan menggunakan uji Wilcoxon Signed Rank Test berbantuan SPSS versi 26. Hasil analisis memperlihatkan adanya peningkatan kemampuan pencegahan bullying, ditunjukkan oleh kenaikan rata-rata skor dari 74,62 pada pre-test menjadi 90,62 pada post-test. Pengujian hipotesis menghasilkan nilai Z sebesar -2,546 dengan nilai signifikansi (Asymp. Sig. 2-tailed) sebesar 0,011 (<0,05), yang mengindikasikan adanya perbedaan yang signifikan antara kondisi sebelum dan sesudah perlakuan. Temuan tersebut memperlihatkan bahwa integrasi pendekatan Problem Focused Coping dan teknik Role Playing memberikan kontribusi terhadap penguatan kemampuan siswa dalam mencegah bullying serta berpotensi menjadi alternatif model layanan preventif yang dapat diimplementasikan dalam program bimbingan dan konseling di sekolah.
PENGARUH BIMBINGAN KELOMPOK TEKNIK BRAINSTORMING TERHADAP SIKAP BIJAK BERMEDIA SOSIAL SISWA DI SMA M. D. Hardianto; Arizona Arizona; Erfan Ramadhani
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.13075

Abstract

ABSTRACT The increasing integration of social media into students' daily lives presents both opportunities and challenges for the development of responsible digital behavior in schools. While social media facilitates access to information, communication, and collaborative learning, many students still experience difficulties in critically verifying information, maintaining appropriate digital communication ethics, and recognizing the potential consequences of their online activities. This condition highlights the need for guidance and counseling services that actively promote the development of responsible social media behavior through participatory learning experiences. This study aimed to examine the effect of group guidance services employing the brainstorming technique on improving students' wise social media behavior at SMA Negeri 1 Tanjung Agung. A quantitative approach was employed using a pre-experimental method with a one-group pretest-posttest design. The participants consisted of nine students selected through purposive sampling. Data were collected using a Wise Social Media Behavior Questionnaire and analyzed using the Wilcoxon Signed-Rank Test with IBM SPSS Statistics. The research procedure included a pretest, four sessions of group guidance utilizing the brainstorming technique, and a posttest. The findings revealed an increase in the mean score from 86 to 120, with an Asymp. Sig. (2-tailed) value of 0.008 (<0.05), indicating a statistically significant difference between the pretest and posttest scores. These findings demonstrate that group guidance based on the brainstorming technique effectively strengthens students' wise social media behavior by fostering reflective thinking, digital ethics, and responsible decision-making, thereby offering a promising preventive strategy for enhancing students' digital character in the school environment. ABSTRAK Penggunaan media sosial yang semakin melekat dalam kehidupan peserta didik menghadirkan peluang sekaligus tantangan bagi perkembangan perilaku digital di lingkungan sekolah. Di satu sisi, media sosial mendukung akses informasi, komunikasi, dan kolaborasi pembelajaran, namun di sisi lain masih ditemukan siswa yang belum mampu memverifikasi informasi secara kritis, menjaga etika komunikasi digital, maupun mempertimbangkan konsekuensi dari aktivitas yang dilakukan di ruang siber. Kondisi tersebut menunjukkan perlunya layanan bimbingan dan konseling yang mampu memfasilitasi pembentukan sikap bijak bermedia sosial secara partisipatif. Penelitian ini bertujuan menganalisis pengaruh layanan bimbingan kelompok dengan teknik brainstorming terhadap peningkatan sikap bijak bermedia sosial siswa di SMA Negeri 1 Tanjung Agung. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-experimental melalui desain one-group pretest-posttest. Sampel penelitian terdiri atas sembilan siswa yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan menggunakan angket sikap bijak bermedia sosial, kemudian dianalisis dengan Wilcoxon Signed-Rank Test menggunakan bantuan IBM SPSS Statistics. Tahapan penelitian meliputi pemberian pretest, pelaksanaan empat sesi layanan bimbingan kelompok dengan teknik brainstorming, dan posttest. Hasil analisis menunjukkan peningkatan skor rata-rata dari 86 menjadi 120, dengan nilai Asymp. Sig. (2-tailed) sebesar 0,008 (<0,05), yang mengindikasikan adanya perbedaan signifikan antara kondisi sebelum dan sesudah perlakuan. Temuan ini menegaskan bahwa layanan bimbingan kelompok berbasis teknik brainstorming efektif memperkuat sikap bijak bermedia sosial melalui pengembangan kemampuan reflektif, etika digital, dan pengambilan keputusan yang lebih bertanggung jawab, sehingga berpotensi menjadi strategi preventif dalam penguatan karakter digital peserta didik di sekolah.
Co-Authors Ahmad Rofi Suryahadikusumah Aji Dwi Nugraha Alda Permatasari Alya Samsida An-Nur Pasha Ramadhan Ana Swita Anna Carolina Annasriyah Masfufah Dea Amalia Rahayu Desi Rismayanti Dewi Puspita Sari Dewi Sartika Dhaifina Rasyiqa Diah Kartika Iqti Dini Zaharani Dodi Irawan Dwi Novi Fitrianingsih Dwi Purwanti Emiliah Emiliah Endang Surtiyoni Endang Surtiyoni Evia Darmawani Evia Darmawani Faizatul Ulya Fauzi, Taty Harapan, Edi I Putu Pande Suwenda Ica Efilia Natasya Indi Arisandi Indriani Indriani Intan Nur Azizah Ira Ristanti Irma Fitriyanti Isti Dwi Cahyani Kurniasari Kurniasari Leni Febriani Livia Arista Liza Murniviyanti Liza Murniviyanti Liza Murniviyanty Lusi Agustin M. D. Hardianto M. Ferdiansyah Mareta Silaturi Margaretha Herlin Pratiwi Martini Martini Masnonah Masnonah Melinda Anggia Sari Miftahul Marhamah Monica Ika Saputri Muhammad Ferdiansyah Muhammad Ferdiansyah Muhammad Zulkarnain Muslih Hidayat Nefi Afila Ni Luh Idayanti Novi Lestari Nurlela Nurlela Nyayu Sofiah Nyi Ayu Anatasya Okta Zahratul Jannah Oktaviani Oktaviani Putri Ivo Putri Maulidina Putri Widya Wati Putri, Ramtia Darma Rahma Moutia Asmini Rahmi Rahmi Rahmi Sri Rahayu Ramadhani, Erfan Ramaidah Ramaidah Resi Sapitri Reyhan Teska Anugrah Ria Aprianti Richo Andrian Riska Diana Rizki Jamali Selly Noverina Sindi Sapitri Sri Lestari Sri Yuli Astantri Syska Purna Sari Syska Purnama Sari, Syska Purnama Tia Adelia Tiara Munggarani Tiurida Intika Uswatun Hasanah Widya Septia Wardani Yuliana Yuliana Yulita Devi Utami Zhila Jannati Zilla Jannati