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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pendidikan Fisika dan Teknologi JISIP: Jurnal Ilmu Sosial dan Pendidikan PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Kappa Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lensa : Jurnal Kependidikan Fisika Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) KARST : Jurnal Pendidikan Fisika dan Terapannya Jurnal Ilmiah Profesi Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Ilmiah Abdi Mas TPB Unram Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Experiment: Journal of Science Education Empiricism Journal Unram Journal of Community Service (UJCS) Jurnal Pijar MIPA Jurnal Penelitian dan Pembelajaran Fisika Indonesia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Jurnal Pendidikan dan Pengabdian Masyarakat International Journal of Essential Competencies in Education International Journal of Ethnoscience and Technology in Education Jurnal Wicara Desa Indonesian Journal of Applied Science and Technology International Journal of Contextual Science Education
Ni Nyoman Sri Putu Verawati
Universitas Mataram
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Influence of Integrated Causalytic Learning Model of Local Wisdom on Mastery of Concepts and Environmental Literacy on Global Warming Material of Grade X Students Nisa Chaerul Ummah; Joni Rokhmat; Ni Nyoman Sri Putu Verawati; Muhammad Zuhdi
International Journal of Contextual Science Education Vol. 3 No. 1 (2025): January - March 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i1.933

Abstract

The physics learning process is generally teacher-centered and provides less opportunity for students to think openly. This learning results in low mastery of concepts and environmental literacy of students. This study aims: (1) to examine the effect of causalytic learning model the integrated with local wisdom on the mastery of concepts on global warming material students class X, (2 to examine the effect of causalytic learning model the integrated with local wisdom on the environmental literacy on global warming material students class X,  (3) to examine the effect of causalytic learning model the integrated with local wisdom on the mastery of concepts and environmental literacy on global warming material students class X. This study is a quantitative study with a quasi-experimental research type. The research design used is a pretest-posttest control group design. The population in this study were all class X students at SMAN 1 Lembar in the 2024/2025 academic year, totaling 229 students and divided into 7 classes. The sampling technique used random sampling so that class X-1 students were selected as the experimental class with a total of 28 students who were given treatment in the form of a causal learning model integrated with local wisdom and class X-3 students as the control class with a total of 27 students who were given treatment in the form of conventional learning. The data collection tool consisted of a concept mastery test in the form of descriptive questions and an environmental literacy questionnaire by considering the results of the validity, reliability, difficulty level, and discriminatory power tests, so that six descriptive questions and 20 questionnaire statement items were obtained. Before the hypothesis test was carried out, a hypothesis prerequisite test was first carried out, namely the normality test and the homogeneity test. Based on the data analysis, the average value of the final concept mastery test results in the experimental class (81.11) with the criteria "Good" and the control class (76.93) with the criteria "Good". The results of the environmental literacy data analysis showed that the average value of students in the experimental class (82.11) with the criteria "Good" and the control class (76.11) with the criteria "Good". The research hypothesis was analyzed using the MANOVA test, so that the results obtained were : namely , and namely then rejected and accepted. Thus, it can be concluded that there is an influence of the integrated causal learning model of local wisdom on the mastery of environmental concepts and literacy in the global warming material of class X students.
Validity and Reliability of Physics Learning Devices Based on Guided Inquiry to Improve Students' Creative Thinking Skills Fikri Akbar; Ni Nyoman Sri Putu Verawati; Wahyudi
International Journal of Contextual Science Education Vol. 3 No. 2 (2025): April - June 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i2.1016

Abstract

This study aims to develop guided inquiry-based physics learning devices to enhance students’ creative thinking skills. The development model used is the 4D model (Define, Design, Develop, and Disseminate) developed by Thiagarajan, Semmel, and Semmel. The learning devices developed include teaching modules, learning materials, student worksheets (LKPD), and evaluation instruments. The validity and reliability of the devices were analyzed through assessments by six validators, consisting of three expert lecturers and three practicing teachers. The validation results indicated that all developed learning devices fall into the "highly valid" category, with average scores ranging from 3.32 to 3.71. The validity covered aspects of content and construct. Meanwhile, the reliability test was carried out using the Borich method, with a percentage of agreement criterion of ≥ 75%. The analysis results showed that all learning devices had reliability levels above 88%, thus categorized as reliable. It can therefore be concluded that the guided inquiry-based physics learning devices developed are feasible to be used in learning activities to facilitate and enhance students' creative thinking skills.
The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes Verawati, Ni Nyoman Sri Putu; Handriani, Lia Saptini; Prahani, Binar Kurnia
International Journal of Essential Competencies in Education Vol. 1 No. 1 (2022): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i1.729

Abstract

This study aimed to provide biology students with a motion kinematics experimental experience using virtual PhET simulations and explore the improvement of their physics learning outcomes. Pre-experimental (pretest-posttest experimental design) was conducted in this study, pretest-posttest was carried out before and after the learning treatment, while the learning treatment was motion kinematics experiment using virtual PhET simulation. The research sample was taken purposively, they were 24 students of the Biology Education Study Program, FKIP Mataram University who took Basic Physics courses. Student learning outcomes were measured using a test instrument. Learning outcomes data were analyzed descriptively with the average score of achievement or performance of students' cognitive learning outcomes on pretest and posttest, as well as n-gain analysis. In addition, statistical analysis (Wilcoxon test) was used to determine the difference in the average score of student learning outcomes between pre-posttest (p < 0.05). The results of the descriptive analysis showed that the average score of student learning outcomes increased from pretest to posttest with successive criteria from "less" to "good," an increase in student learning outcomes with high criteria with an n-gain score of 0.71. The results of the statistical test showed that there was a significant difference in the average score of student learning outcomes before and after the motion kinematics experiment using PhET virtual simulation. The results in this study provide a learning experience related to ways of conducting physics concepts that are more meaningful in the learning process that can be widely used in routine physics teaching in the classroom.
Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology Verawati, Ni Nyoman Sri Putu; Rijal, Khaerul; Grendis, Nuraqilla Waidha B
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1360

Abstract

This research study explores and compares the computational thinking skills demonstrated by STEM students during interactive practicums involving both virtual laboratories and physical laboratories. The objectives of the study are to assess the performance of computational thinking skills in each practicum setting and to determine any differences between the two environments. An experimental approach was adopted, and 106 first-year STEM students from a distinguished private university in Indonesia participated in the study. The students were divided into two groups, one using virtual labs and the other using physical labs. The study employed a portfolio instrument to assess various aspects of computational thinking, including problem reformulation, recursion, problem decomposition, abstraction, and systematic testing. The findings show that both groups of students achieved "good" scores for computational thinking skills. However, students in the virtual labs group demonstrated superior skills compared to the physical labs group. The aspects of problem reformulation and abstraction received the highest scores in both groups, while problem decomposition received the lowest scores. A MANOVA test confirmed statistically significant differences in computational thinking skills between the two practicum environments. The study suggests that the use of virtual labs can positively impact students' computational thinking abilities. The results have implications for educators and institutions seeking to enhance students' computational thinking skills and design effective STEM practicums.
Utilizing "Interactive Labs" Technology Resources in Science Learning: A Literature Review Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Sukarso, AA; Harjono, Ahmad; Makhrus, Muh
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1865

Abstract

Science education is widely recognized as crucial for equipping students with the necessary skills to navigate the complexities of the modern world. In response to the changing educational landscape, the integration of Interactive Labs technology resources has emerged as a promising strategy to enhance science learning experiences. This literature review aims to provide insights into the benefits, challenges, and emerging trends associated with the use of Interactive Labs in science education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this review systematically identified 35 relevant studies from the SCOPUS database. The findings highlight the transformative potential of Interactive Labs in promoting active learning, addressing accessibility issues, and catering to diverse learning styles and paces. Specifically, Interactive Labs have been found to improve students' understanding of complex scientific concepts, increase their engagement in the learning process, and provide personalized learning experiences tailored to individual needs. However, despite these advantages, challenges persist, including concerns about the authenticity of the learning experience, technical issues, and the need for sufficient teacher training. To advance the field of technology-enhanced science education, future research should consider expanding search criteria, utilizing mixed-methods approaches for comprehensive analysis, conducting longitudinal studies to track long-term impacts, and ensuring equal access to Interactive Labs for all students. By addressing these recommendations, stakeholders can collaborate to maximize the benefits of Interactive Labs, ultimately advancing science education to be more engaging, accessible, and effective for all students.
How Problem-Based Learning Enhances Critical Thinking? An Analysis of Contexts, Methods, and Findings from Previous Research Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Harjono, Ahmad; Makhrus, Muh; Sukarso, AA
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2208

Abstract

This review critically evaluates the effectiveness of Problem-Based Learning (PBL) in fostering critical thinking (CT) through a systematic analysis of experimental and quasi-experimental studies from the past decade. It synthesizes evidence across diverse contexts to identify factors influencing the success of PBL, emphasizing its contextual adaptability and methodological diversity. Notably, this review not only compiles existing evidence but also provides a nuanced analysis of the contextual and methodological elements affecting PBL's success in enhancing CT. The findings reveal that while PBL is generally effective, its superiority over traditional methods is not guaranteed, with some studies reporting comparable outcomes. High-achieving students particularly benefit from PBL, although its impact on problem-solving skills—a vital component of CT—is less pronounced. These insights underline the need for tailored PBL strategies to address its limitations and optimize its benefits. This review suggests integrating complementary methods such as technology and collaborative tools to enrich PBL. Future research should explore innovative adaptations that enhance all dimensions of CT across varied educational settings, thereby maximizing the pedagogical potential of PBL. This comprehensive evaluation provides critical insights for educators and policymakers aiming to advance CT development in contemporary education.
Charting the Future of Prompt Engineering: Critical Reflections on Methodology, Ethics, and Research Directions Verawati, Ni Nyoman Sri Putu; Yaqin, Lalu Nurul
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.2908

Abstract

Prompt engineering has emerged as a transformative strategy for optimizing Large Language Models (LLMs), offering a cost-effective alternative to full model fine-tuning. In a recent bibliometric review, Fatawi et al. (2024) analyzed 437 Scopus-indexed publications from January 2022 to February 2024, using VOSviewer to identify key thematic clusters—including transformer architectures, deep learning innovations, and few-shot learning—and documenting a fivefold increase in related publications over the review period. Building on their macro-level mapping, this commentary extends the discussion by articulating the strategic and democratizing potential of prompt engineering while addressing critical gaps in methodology and ethical oversight. We critique the review’s reliance on a single English-language database, its exclusion of preprints and non-English sources, and its omission of qualitative insights into user practices and system impacts. In response, we offer concrete recommendations to guide future research: diversify data sources for bibliometric analysis, implement rigorous prompt audit frameworks, conduct longitudinal A/B testing in real-world environments, and adopt mixed-methods approaches to capture human-centered dynamics. We also explore emerging synergies—such as quantum-enhanced NLP and neuro-linguistic prompt design—as promising frontiers for advancing prompt optimization. By addressing these gaps, this commentary aims to ensure that prompt engineering evolves not only as a technical solution but as a responsible and inclusive foundation for next-generation AI development.
When Inquiry Isn’t Enough: Why Structured Reflection Can Strengthen Preservice Science Teachers’ Critical Thinking Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/waxp5a03

Abstract

Inquiry-based learning is frequently treated as a ready-made route to critical thinking, but classroom inquiry often becomes procedural unless students are pushed to examine assumptions, justify claims, and revise interpretations. This commentary discusses the focal study “Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills” and argues that its strongest contribution is showing how structured reflective elements can turn inquiry activities into repeated practice in reasoning. At the same time, the evidence should be read carefully: the gains are very large, and the intervention bundles several supports (anomalies, monitoring worksheets, prompts, and feedback) that may each contribute. We outline alternative explanations, identify what the study clarifies and what it does not yet prove, and offer implications for future research designs and teacher-education practice.
How Ethnoscience-Integrated Problem-Based Learning Shapes Students’ Critical Thinking: A Mixed-Methods Study Gummah, Syifaul; Fitri, Muliana; Verawati, Ni Nyoman Sri Putu
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19617

Abstract

The study aimed to examine how ethnoscience-integrated Problem Based Learning (PBL) shapes secondary students’ critical thinking in the physics topic of work and energy and to explore the factors that support improvement. The study employed a mixed-methods design with a dominant quantitative phase followed by a qualitative explanatory phase. In the quantitative phase, a quasi-experimental nonequivalent control group pretest posttest design was implemented with an experimental class receiving ethnoscience-integrated PBL and a control class receiving expository instruction. Critical thinking was assessed through a validated test, and qualitative data were collected through observations, student artifacts, and brief reflections to explain learning processes. The experimental class achieved a moderate total n-gain of 0.70, whereas the control class showed a low n-gain of 0.27. ANCOVA results indicated a significant class effect on posttest scores after controlling for pretest, F(1, 63) = 293.27, p = 0.001, ηp² = 0.823. Qualitative findings suggested that culturally grounded problems supported problem interpretation, structured collaboration strengthened justification and analysis, teacher questioning promoted inference and revision, and comparing ethnoscience and scientific explanations fostered evaluative reasoning. The findings imply that ethnoscience-integrated PBL can strengthen critical thinking when local knowledge is used as an epistemic resource for exploration and evidence-based reasoning, supported by facilitation that makes justification and evaluation explicit during learning.
Construct Validation of a Critical Thinking Disposition Instrument for Physics Education Students: An Exploratory and Confirmatory Factor Analysis Approach Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Harjono, Ahmad; Makhrus, Muh
Lensa: Jurnal Kependidikan Fisika Vol. 14 No. 1: June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v14i1.20097

Abstract

This study examined the construct validity of a critical thinking disposition instrument for Physics Education students using an Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) approach. The instrument measured four dimensions of critical thinking disposition, namely open-mindedness, truth-seeking, analyticity, and inquisitiveness, represented by 16 observed indicators. The study involved 250 undergraduate students enrolled in Physics Education programs from 10 public and private universities in Indonesia. Descriptive analysis showed that the mean score of each dimension was 3.00, with standard deviations ranging from 1.07 to 1.10 and Cronbach’s alpha values between 0.745 and 0.784. The data met the requirements for factor analysis, as indicated by a Kaiser-Meyer-Olkin value of 0.863, a significant Bartlett’s Test of Sphericity (χ² = 1247.060, p < .001), and a total reliability coefficient of 0.858. EFA identified a four-factor structure explaining 60.20% of the total variance. CFA further confirmed the adequacy of the measurement model, with all standardized factor loadings exceeding 0.70, composite reliability ranging from 0.847 to 0.857, and average variance extracted ranging from 0.580 to 0.600. These findings indicate that the instrument demonstrates satisfactory construct validity and reliability and is suitable for measuring critical thinking disposition among Physics Education students. 
Co-Authors 'Ardhuha, Jannatin 'Ardhuha, Jannatin A, Syahrial A.A. Ketut Agung Cahyawan W Abdul Quddus Aeda Kasrianti Afandi, Samsul Afifah, Gusti Agil Al Idrus, Agil Al Agus Abhi Purwoko Agus Abhi Purwoko Agus Abhi Purwoko Agus Muliadi Agus Muliadi Agus Ramdani Agustina, Syafira Ahmad Busyairi, Ahmad Ahmad Harjono Ahmad Harjono Ahmad Saifi Hasbiyalloh Akbar, Muhammad Ghiyats Hadi Aliefman Hakim Alimajaya, Ahda Alrizal, Fahmi Firdaus Amrullah, Lalu Azikri Ananda Fatara Suwandi Andi Fatimatul Islamiah Andi Fatimatul Islamiah Anna Iswara Ardhuha, Jannathin Aris Doyan Aris Doyan Aris Doyan Aris Doyan Aris Doyan Arliani, Baiq Sopian Arni, Kurnia Julianti Astini, Baiq Nilawati Ayunita, Novi Azmi, Irham Azra Fauzi ‘Ardhuha, Jannatin Bagdawansyah Alqadri Baiq Ewik Jiniarti Baiq Ewik Jiniarti Baiq Ewik Jiniarti, Baiq Ewik Baiq Hurun Infarlina Baiq Melsandy Ichtiari Baiq Rizkia Ayu Latifa Bayani, Faizul Binar Kurnia Prahani Cahya, Tiara Kusuma Detri, Nur Fadilah Aning Detri, Nur Fadilah Aning Dewi Aulia Randani Dewi, Bq Intan Patmala Dina Novsiani Dwi Septia Kari Dwiyanti, Ulfa Elsi Lestari Erpin Evendi F Fathurrahmaniah Fahrani, Indi Rizqy Fauziah, Husrin Fikri Akbar Fitri, Muliana Fitria Sarnita Fitriana Yuni Hartati Fitrianingsi, Ayu G. Gunawan, G. Galuh Elisa Roliana Fatimah Gargazi Gargazi Grendis, Nuraqilla Waidha B Gummah, Syifa'ul Gummah, Syifaul Gunartha, I Gusti Made Bagus Sri Gunawan Gunawan Gunawan Gunawan Gunawan Gunawan Gunawan Gunawan Gunawan Gusmianingrum, Tata Gusti Afifah Gusti Afifah H. Halimah Hafsah Taha Hafsemi Rapsanjani Hairunisyah Sahidu Hairunisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hakim, Syamsul Hakim, Syamsul Halimah Halimah Hamdani, Ade Sukma Hamidsyukrie, Hamidsyukrie Handayani, Lala Fuji Handrianto, Handrianto Hani Miskan Hartati, Fitriana Yuni Haslinda, Padia Heri Hadi Saputra Hikmawati Hikmawati Hikmawati . Hikmawati . Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hulyadi, Hulyadi husnul fuadi, husnul Husnul Hatimah I Wayan Gunada I Wayan Gunada I Wayan Gunada I Wayan Gunada Ihwani, Baiq Alfifatul Ilham Syahrul Jiwandono Iliana, Hezi Septi Indrianti, Lilik Infarlina, Baiq Hurun Iqlima, Sheiliana Irfan Islamiah, Andi Fatimatul Islamiah, Andi Fatimatul Ismail Ismail Ismi, Baiq Robi’atul Isnaini, Ahmad Hardyan Isti Ayua Diani Ivan Ardisa Jagadraya, Rizki JAMILA, SITI Janati Jannatin Ardhuha Jannatin Ardhuha JANNATIN ARDHUHA, JANNATIN Jannatin ‘Ardhuha Jannatin ‘Ardhuha Jannatin `Ardhuha Jannatin ‘Ardhuha Jannatin ‘Ardhuha Januarti, Lusi Jaswadi Jiwandono, Ilham Syahrul Joni Rokhmat Joni Rokhmat Joni Rokhmat Joni Rokhmat Jupriadi, Lalu Kesipudin, Muhammad Khaerul Rijal Kosim Kosim , Kosim Kosim . Kosim Kosim Kosim Kosim Kosim Kosim Kurniawan Arizona Lia Nurmayani Lia Saptini Handriani Lia Saptini Handriani Lia Saptini Handriani, Lia Saptini Linda Lusiana Muslim Lisda Ramdhani M. Muhali Mahmudah Mahmudah Makhrus Makhrus Maya Indriani Mirawati, Baiq Muh Makhrus Muh. Makhrus Muhajirah Muhammad Asy'ari Muhammad Kesipudin Muhammad Sarjan Muhammad Sarjan Muhammad Taufik MUHAMMAD TAUFIK MUHAMMAD TAUFIK Muhammad Taufik Muhammad Taufik Muhammad Yusril Yusup Muhammad Zuhdi Muhammad Zuhdi Muhammad Zuhdi Mukarramah Mukarramah Muliadi, Irman Munawar, Muhammad Al Mustofa, Hisbulloh Als Ni Wayan Erisca Pradiyanasari Nisa Chaerul Ummah Niseng, Zakee Nisrina, Nina Note, Hafsiahnor Pua Nur Fadilah Aning Detri Nuraqilla Waidha B Grendis Nuriadi Nuriadi Nuriadi Nuriadi, Nuriadi Nuzula, Baiq Nisva Azty Pradiyanasari, Ni Wayan Erisca Pramesti, Elwani Prayogi, Saiful Putriawati, Wiwin Putu Wira Sanggara Rahmadi, Aditiya Rahmatullah, Sri Rahmawati Rahmawati Rianti, Rianti Rijal, Khaerul Rinjani, Nazla Putri Rizkiyani, Sri Rizqy, Muhammad Rokmat, Joni Roniati Sukaisih Ronodirdjo, Muhammad Zuhdi Rosiatul Ismi Rostina Rostina Rozi Saputra Saharudin Saharudin Sahwi Sahwi Sahwi, Sahwi Samsun Hidayat Saprizal Hadisaputra Satutik Rahayu Siti Jamila Sri Wahyuningsih Saputri Subki Hollil Suci Febriani Suhirman Suhirman Sukaisih, Roniati Sukarso, Aa Sukmawati Sukmawati Sumarni Sumarni Suqia Hidayatin Susilawati Susilawati - Susilawati, Susilawati Sutrio Syahrial A Syahrial Ayub Syahrial Ayub Syahrial Ayub Syahrial Ayub Syahrial Ayub Syahrial Ayub, Syahrial Syamsul Hakim Syamsul Hakim Taha, Hafsah Taufik Samsuri Tegar Agusfian Mandiri Tia Listiani Trisnawati Trisnawati Ulfa, Amalia W Widia W. Wahyudi W. Wahyudi, W. WAHYUDI Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Widya Anggreni Yaqin, Lalu Nurul Yuli Astuti Yuli Hartawati Yuliana, Depi Yusni, Wahyudi Yusup, Muhammad Yusril Zulkarnaen ‘Ardhuha, Jannatin