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Workshop of Material Deepening and Designing Learning Plans with Problem-Based Learning (PBL) Model on Acid-Base Materials (Workshop Pendalaman Materi dan Perancangan Rencana Pembelajaran dengan Model Problem-Based Learning (PBL) Pada Materi Asam Basa) Budiman Anwar; Hernani Hernani; Wiji Adji; Wiwi Siswaningsih; Zackiyah Zackiyah; Asep Suryatna; Abraham Mora; Sutrasman Sutrasman; Cece Nurhidayat
Jurnal Pengabdian Isola Vol 1, No 1 (2022): JPI: VOLUME 1, ISSUE 1, 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v1i1.47300

Abstract

The chemistry teacher's role is very important in the quality improvement of education, because it’s believed that chemistry is one of the fundamental knowledge underlying the development of science and technology in the 21st century. Various decisions need to be made by teachers in carrying out their duties as educators, including establishing the relevant learning strategies and determining students who need to get a spesific guidance. Based on the results of the 2017-2019 National Examination researched by the madrasah team, it stated that acid-base topic is one of the most difficult topic considered by students, misconceptions are often found, both in teachers and students. Improving understanding of chemical concepts needs to be done through independent-study and intensive discussion, as well as applying the daily phenomena concepts by demanding a variety of problem solving packaged through problem based learning. Community Service held by Department of Chemistry for acid-base topic was carried out systematically (online and offline) following a scheme equivalent to 32 hours, namely 8 hours of offline and 24 hours of online. Workshops for deepening the acid-base topic was carried out as well as learning tools for chemistry teachers and assignments for participants. This activity was quite successful because it was obtained products in the form of curriculum analysis and PBL-based learning strategies for acid-base topics that is suitable for use. The teachers were very grateful for the assistance in the form of experience, knowledge, and learning strategies that were appropriate to be used in their respective schools. The organized team received the valuable input that could be used as an improvement for the next service programPeran guru kimia sangat penting dalam peningkatan kualitas pendidikan, karena diyakini bahwa kimia merupakan salah satu ilmu pengetahuan yang mendasari perkembangan sains dan teknologi. Berbagai keputusan perlu dibuat guru dalam pelaksanaan tugasnya sebagai pendidik, di antaranya penentuan strategi pembelajaran yang relevan dan penentuan siswa yang perlu memperoleh bimbingan tertentu. Berdasarkan hasil telaah UN 2017-2019 yang dilakukan oleh tim madrasah menyatakan bahwa materi asam basa adalah salah satu materi yang dianggap sulit oleh siswa, sering kali ditemukan miskonsepsi, baik pada guru ataupun pada siswa.  Peningkatan pemahaman konsep kimia perlu dilakukan melalui independent-study dan diskusi secara intensif, juga menerapkannya pada fenomena keseharian dengan menuntut ragam penyelesaian masalah yang dikemas melalui pembelajaran berbasis PBL. Pengabdian kepada Masyarakat (PkM) berkaitan dengan materi asam basa dilakukan secara sistematis (daring dan luring) mengikuti skema yang setara dengan 32 Jam Pelajaran (JP), yaitu 8 JP secara luring dan 24 JP secara daring. Workshop pendalaman materi asam basa serta perangkat pembelajaran bagi partisipan (guru-guru kimia) dan penugasan kepada partisipan telah dilakukan pada kegiatan ini. Melalui kegiatan ini dihasilkan produk berupa analisis kurikulum yang dituangkan dalam bentuk indikator pembelajaran yang mencerminkan tuntutan dimensi proses kognitif dan dimensi pengetahuan serta aspek keterampilan sesuai dengan tuntutan Kompetensi Dasar (KD) dan ide-ide konteks yang sesuai dengan tuntutan strategi pembelajaran berbasis PBL pada materi Asam Basa. Guru-guru kimia mendapat bantuan berupa pengalaman, pengetahuan, maupun mendapatkan masukan terkait strategi pembelajaran yang diharapkan layak untuk digunakan di sekolahnya masing-masing. Tim pelaksana mendapat masukan yang berharga sehingga dapat dijadikan untuk perbaikan dan peningkatan kinerja pada program pengabdian berikutnya.
Science Literacy-Oriented Project Based Learning Development for Chemistry Teachers of High Schools in Sumedang District [Pendalaman Materi dan Perancangan Pembelajaran Project Based Learning Berorientasi Literasi Sains Untuk Guru-Guru Kimia se-Kabupaten Sumedang] Hernani Hernani; Atep Rian Nurhadi; Ahmad Mudzakir; Soja Siti Fatimah; Heli Siti Halimatul; Iqbal Musthapa; Yaya Sonjaya; Asep Supriatna; Cecep Jaenudin
Jurnal Pengabdian Isola Vol 2, No 1 (2023): JPI: VOLUME 2, ISSUE 1, 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v2i1.59332

Abstract

Pentingnya keterampilan berpikir dan bertindak yang melibatkan penguasaan berpikir dan menggunakan cara berpikir saintifik dalam mengenal, menyikapi, dan menyelesaikan permasalahan terkait kehidupan nyata perlu dilatihkan kepada peserta didik, salah satu caranya melalui literasi sains dan pembelajaran berbasis proyek (PjBL). Hal tersebut perlu dilatihkan kepada para guru di sekolah melalui kegiatan kolaborasi Musyawarah Guru Mata Pelajaran (MGMP) dengan para pendidik di Perguruan tinggi, khususnya Lembaga Pendidikan Tenaga Kependidikan (LPTK). Berdasarkan tujuan tersebut, Departemen pendidikan Kimia FPMIPA UPI menyelenggarakan kegiatan Pengabdian kepada Masyarakat (PkM) bekerjasama dengan guru-guru MGMP Kimia Kabupaten Sumedang. Kegiatan ini dilaksanakan dengan pola 32 Jam Pelajaran (JP) menggunakan metode daring melalui platform zoom dan luring yang dilaksanakan di SMAN 1 Cimalaka. Kegiatan PkM ini terdiri atas pemaparan materi tentang literasi sains dan project based learning, pendalaman konten kimia terkait materi Green Chemistry, serta workshop perancangan perangkat pembelajaran PjBL berorientasi literasi sains. Melalui kegiatan workshop ini, para guru mendapatkan pemahaman yang utuh tentang PjBL dan literasi sains, berhasil merancang pembelajaran dengan model PjBL yang berorientasi literasi sains, serta mendapat kesempatan untuk memaparkan ide dan gagasannya melalui kegiatan seminar. Rancangan pembelajaran yang dibuat sudah siap untuk diterapkan di sekolah, karena telah memperoleh masukan ketepatan konten dan konteksnya secara mendalam pada kegiatan workshop maupun pada kegiatan seminar hasil workshop.
Profil Compassion dan Critical Inquiry Skill Guru Kimia SMA Kabupaten Sukabumi Indra Tri Gunawan; Adi Aliyan; Heli siti Halimatul; Hernani Hernani; Atep Rian Nurhadi; Siti Latifah Nata
Jurnal Riset dan Praktik Pendidikan Kimia Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jrppk.v11i2.64276

Abstract

Penelitian ini mendeskripsikan profil compassion dan critical inquiry skill guru kimia SMA di Kabupaten Sukabumi. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif dan naratif dengan melakukan pengamatan terhadap subjek penelitian sesuai fakta yang terdapat di lapangan. Hasil penelitian menunjukkan 98% siswa berpendapat bahwa nilai-nilai compassion dan critical inquiry skill guru kimia SMA di Kabupaten Sukabumi sudah tercermin dalam proses pembelajaran. Sedangkan untuk critical inquiry skill siswa berpendapat hal yang harus ditingkatkan
Persepsi Siswa Tentang Profil Emphaty dan Mindfulness Guru Kimia Kabupaten Sukabumi Syifa Ayugea Salsabila; Eneng Saidatus Syadiah; Hernani Hernani; Fitri Khoerunnisa; Soja Siti Fatimah; Devi Pratiwi Sudrajat
Jurnal Riset dan Praktik Pendidikan Kimia Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jrppk.v11i2.64278

Abstract

Dalam proses pembelajaran di abad ke 21 menekankan proses yang berpusat pada siswa (student center). Berbagai pendekatan yang dilakukan oleh guru agar siswa tidak mengalami tekanan/stres dalam pembelajaran, diantaranya dengan pendekatan emphaty dan mindfulness Penelitian ini mendeskripsikan profil emphaty dan mindfulness dalam pembelajaran kimia. Metode yang digunakan dalam penelitian ini adalah desktiptif dan naratif berdasarkan hasil pengamatan siswa terhadap subjek penelitian sesuai fakta ketika siswa mengikuti pembelajaran kimia di kelas. Instrumen yang digunakan berupa lembar skala sikap menggunakan model Guttman (dua pilihan jawaban ya/tidak) serta uraian terbatas melalui spreadsheet dalam google-form. Hasil penelitian menunjukkan hampir seluruh guru kimia sudah menerapkan pendekatan emphaty dan mindfulness di kelas dengan saran perbaikan berupa menjalin hubungan dan komunikasi yang lebih baik serta memberi saran dan solusi terhadap masalah yang dihadapi siswa.
Pemahaman Konsep Peserta didik Menggunakan Pembelajaran Discovery Learning pada Materi Nanomaterial Sri Wahyuni; Hernani Hernani; Anis Muyassaroh; Eko Puji Rahayu; Eri Ria Budiarty; Ani Karolina; Alfina Dzabillah Zahira
Jurnal Riset dan Praktik Pendidikan Kimia Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jrppk.v12i1.69417

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran discovery learning terhadap pemahaman konsep peserta didik pada topik pembelajaran nanomaterial. Subjek pada penelitian ini 36 peserta didik salah satu SMA di kota Cimahi pada tahun ajaran 2023/2024. One-group pretest-posttest design digunakan pada penelitian ini untuk menentukan pengaruh perlakuan yang diberikan. Pengumpulan data dilakukan dengan pemberian Lembar Kerja Peserta Didik (LKPD) dan soal pretest-posttest dalam bentuk essay. Hasil penelitian menunjukkan: (1) nilai per kelompok setiap tahapan discovery learning pada LKPD berada di rentang 77% hingga 90% dengan rata-rata sebesar 82,0%; (2) rata-rata nilai pretest adalah 43,61 sedangkan rata-rata nilai post-test 75,56, dengan nilai N-Gain sebesar 0,56. Hasil ini menunjukkan pada proses pembelajaran di setiap tahapan discovery learning sudah memenuhi kriteria belajar tuntas, sedangkan peningkatan hasil pembelajaran termasuk kategori sedang. 
Opportunities of Digital Fabrication Laboratory Technology as Innovative Chemistry Pedagogical Tools: Trends and Pre-Service Chemistry Teachers’ Perspective Anita Fibonacci; Asep Kadarohman; Hernani Hernani; Ika Nur Fitriani
Journal of Innovation in Educational and Cultural Research Vol 5, No 2 (2024)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v5i2.1342

Abstract

Fabrication laboratories transform an idea into a tangible product, making it a potential pedagogical tool in chemistry education. This research aimed to explore the potential aspects of the Fabrication Laboratory as a pedagogical tool in terms of existing literature and how pre-service chemistry teachers perceive the opportunities for the Fabrication Laboratory as a pedagogical tool for teaching chemistry to students. The study was conducted using descriptive research. A total of 54 pre-service chemistry teachers from a University in Central Java, Indonesia, were interviewed regarding their perspectives on the opportunities of Fabrication Laboratory to overcome difficulties in chemistry learning. The result showed that the Fabrication Laboratory has the opportunity to be a pedagogical tool for teaching chemistry to students in terms of existing literature and the views of pre-service chemistry teachers. The Fabrication Laboratory has the opportunity to be a pedagogical tool for teaching chemistry in terms of existing literature and the views of pre-service chemistry teachers. Several advantages that make FabLab have the potential as a pedagogical tool, according to pre-service chemistry teachers, include (a) flexibility of printed 3D chemistry media, (b) development creativity, and (c) technological innovation. This research provides implications for the professional development of pre-service chemistry teachers regarding the use of cutting-edge technology such as FabLab, which has a powerful tool for pedagogical transformation, especially for pre-service chemistry teachers in facing the challenges and opportunities of chemistry learning in the 4.0 revolution era.
Dancing with Falsification: The Dynamic of Chemistry Atomistic Theories Across Centuries Fibonacci, Anita; Kadarohman, Asep; Nahadi, Nahadi; Anwar, Sjaepul; Hernani, Hernani
Journal of Educational Chemistry (JEC) Vol 5, No 2 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.2.19054

Abstract

This research aimed to explore the contribution of the falsification process to the progress of science in the field of atomic theory. The analysis focused on the history of atomic development and how this theory underwent a process of falsification. This research was qualitative research using a literature study with a narrative review method. The results showed that the development of a theory, including the theory of atoms, has undergone many improvements. Falsification is an essential aspect of scientific progress, especially in atomic theory, involving testing the theory through experimentation and observation to determine accuracy. In the development of atomic theory, falsification played a key role, as in Dalton's atomic theory. Although revolutionary, subsequent experiments revealed subatomic particles, resulting in the falsification of Dalton's ideas and the emergence of a more complex understanding of atomic structure. The evolution of atomic theory shows that scientific knowledge is dynamic, continuing to develop through falsification. New evidence continues to refine ideas, ensuring scientific knowledge accurately reflects the natural world. The scientific method emphasizes openness to falsification, stating that theories must be testable and can be replaced when significant evidence refutes the theory. This openness is the basis for scientific progress and a deeper understanding of the universe.
Pengembangan Asesmen Formatif Berbasis Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis: Need Assessment Study Fahmi, Jam'an; Nahadi, Nahadi; Hernani, Hernani
Orbital: Jurnal Pendidikan Kimia Vol. 7 No. 2 (2023): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v7i2.19922

Abstract

Curriculum, learning, and assessment are the main keys to educational success. Formative assessment is an interactive strategy to identify what must be learned and how teaching is formulated according to educational needs. The questionnaire results show that chemistry teachers in schools still do not utilize formative assessments to measure the progress of the educational process. This research aims to collect information regarding the need for developing formative assessments for problem-based learning to improve students' critical thinking skills in the sub-material of vapor pressure reduction. A qualitative method was used in this research, involving 40 chemistry teacher participants in the province of North Sumatra, Indonesia. Participants were asked questions regarding their views on the need for assessment development through a questionnaire. Several of them were interviewed semi-structured to gain more in-depth information from the questionnaire answers. Data were analyzed using the Miles and Huberman model which consists of the steps: collection, reduction, display, and conclusion. The research results show that teachers agree that PBL-based formative assessments are needed to measure students' critical thinking skills. They suggest researchers choose Ennis's version of critical thinking indicators because they have good detail and warn researchers to practice Problem-Based Learning syntax correctly. Apart from that, it is hoped that successful learning in the classroom can be achieved through the use of products from the development of this formative assessment, namely test instruments and observation sheets.
Bioplastic from Jackfruit Seed Starch and It Is Potency for Education for Sustainable Development (ESD) in Chemistry Learning Purba, Ester Yuliati Cristina; Hernani, Hernani; Supriatna, Asep
EduChemia: Jurnal Kimia dan Pendidikan Vol 9, No 1 (2024)
Publisher : Department of Chemical Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v9i1.25426

Abstract

Plastic waste is a severe environmental problem. One solution is with bioplastic from jackfruit seed starch (JS). However, this bioplastic has weaknesses, such as not being heat resistant and having low mechanical properties, so adding chitosan (CH) and glycerol is necessary to strengthen it. This study aims to determine the optimum conditions for making bioplastics from jackfruit seed starch (JS) with the addition of chitosan (CH) and its potential in ESD-oriented chemistry learning. The methods used were laboratory experiments to determine the optimum conditions for making bioplastics, and an open-ended questionnaire to determine the potential of bioplastics as an ESD-oriented chemistry learning topic. The results of this study obtained tensile strength A1 (0.904 MPa), A2 (0.669 MPa), A3 (0.541 MPa), A4 (0.618 MPa), A5 (1.357 MPa), and A6 (6.140 MPa). The elongation test resulted in A1 (15.8%), A2 (16.5%), A3 (23.7%), A4 (35.7%), A5 (58.1%), and A6 (40.1%). The addition of chitosan increases the tensile strength and elongation values of bioplastics. The A3 and A4 bioplastics biodegradation tests were optimally decomposed within 5 days with a mass loss of 94%. Questionnaire results from 40 students showed that the topic of bioplastics has the potential to be integrated with project-based ESD lectures. Thus, bioplastic making can be used as one of the chemistry learning topics in project-based ESD lectures.
Design and Implementation of Contextual Chemistry Learning Oriented towards Science Literacy to Support the Implementation of the Merdeka Curriculum [Perancangan dan Implementasi Pembelajaran Kimia Kontekstual Berorientasi Literasi Sains untuk Mendukung Diberlakukannya Kurikulum Merdeka] Hernani, Hernani; Nurhadi, Atep Rian; Mudzakir, Ahmad; Supriatna, Asep; Wahyuni, Sri; Depi, Siska Sintia; Hidayat, Lina Nurlina; Irmawati, Irmawati; Fazarwati, Reza; Aulia, Aldini; Muyassaroh, Anis; Fadhilah, Anita
Jurnal Pengabdian Isola Vol 3, No 1 (2024): JPI: VOLUME 3, ISSUE 1, 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v3i1.70353

Abstract

Salah satu tuntutan kurikulum merdeka adalah mengembangkan literasi dan numerasi, termasuk di dalamnya literasi sains. Literasi sains dapat dikembangkan melalui pembelajaran berbasis masalah, yang kental dengan kontekstual. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk membekalkan prinsip-prinsip literasi sains dalam perancangan dan implementasi pembelajaran kimia kontekstual. Metode dalam penulisan artikel ini adalah difusi IPTEK dengan mendeskripsikan hasil produk berupa lembar kerja peserta didik (LKPD) bagi kelompok sasaran dan uji coba terbatas produk ketika diimplementasikan di sekolah dan advokasi berupa pendampingan ketika implementasi dan penulisan artikel jurnal. Kegiatan pengabdian Masyarakat ini menghasilkan (1) tiga jenis LKPD dengan judul “Global Warming”, “Sintesis Biodiesel”, serta “Nanopartikel dan Nanoteknologi” yang mengakomodasi pembelajaran berbasis masalah; (2) aspek pengetahuan literasi sains yang meliputi konseptual, prosedural dan epistemik dapat diikuti dengan baik oleh seluruh peserta didik yang menggunakan LKPD yang dikembangkan; dan (3) dihasilkan dua artikel penelitian untuk diterbitkan di jurnal nasional.One of the demands of the Merdeka curriculum is to develop literacy and numeracy, including science literacy. Science literacy can be developed through problem-based learning, rich in contextual elements. This community service aimed to impart the principles of science literacy in designing and implementing contextual chemistry learning. The method used in writing this article was the diffusion of science and technology by describing the results of the product in the form of student worksheets for the target group and limited product trials when implemented in schools, as well as advocacy in the form of mentoring during implementation and journal article writing. This community service resulted in (1) three types of student worksheets entitled “Global Warming”, “Biodiesel Synthesis”, and “Nanoparticle and Nanotechnology” that accommodate problem-based learning; (2) the aspects of science literacy, including conceptual, procedural, and epistemic knowledge, can be well followed by all students using the developed worksheets; and (3) two research articles for publication in national journals.
Co-Authors A. Mudzakir A. Suhandi Abdul Latip, Abdul Abdullah, Norazilawati Abraham Mora Adek Diah Murti Adi Aliyan Agus Kamaludin, Agus Agustini, Nurlaela Ahmad Aminudin Alfina Dzabillah Zahira Alfira Julian Pratiwi* Ali Kusrijadi Anak Agung Istri Sri Wiadnyani Anakotta, Raisa Anas Santria Andita Nur Sakinah Lili Budiarti Anggriawan, Robby Ani Karolina Anis Muyassaroh Anita Fibonacci Anita Fibonacci, Anita Anna Permanasari Anwar, Sjaepul Asep Kadarohman Asep Kadarohman Asep Supriatna Asep Supriatna, Asep Asep Suryatna Aswati Asri, Aswati Atep Rian Nurhadi Aulia Rahim Aulia, Aldini Azizah, Naila Buchari Buchari Budiati, Andita Nur Sakinah Lili Budiman Anwar Cece Nurhidayat Cecep Jaenudin Depi, Siska Sintia Devi Pratiwi Sudrajat Devita Marlina Venessa Dewi Sanusi Noor Dewi Sulistyowati, Dewi Dian Mustikasari Diana Rochintaniawati Dieni, Wahyu Eka Fath Dulanlebit, Yeanchon Henry Dwi Siti Hartinah Eny Ambarawati Eka Cahya Prima Eko Puji Rahayu Elah Nurlaelah Eneng Saidatus Syadiah Eri Ria Budiarty F Hidayat F. M. T. Supriyanti Fadhilah, Anita Fadilawati, Siti Fahmi, Jam'an Fauzi, Billy Oktora Abdillah Fazarwati, Reza Febrian Andi Hidayat Febrizal Ujang Fitri Khoerunnisa Fitri Khoirunnisa Fitria Nurdianti Galuh Yuliani Habiby, Iqbal Hanafi, Ainul Ahmadsyah Hartono, Rudi Haunan, Vito Winata Heli Siti Halimatul Hidayat, Lina Nurlina Husna, Nisyya Syarifatul Ida Kaniawati Ika Nur Fitriani Indah Sari Indah Sari Indra Tri Gunawan Iqbal Musthapa Irmawati Irmawati Iwan Muhamad Ramdan Kadarohman*, Asep Kaniawati*, Ida Lee, Tien Tien Lestari, Ida Ayu Indira Dwika Liliasari , Mahmudah Mahmudah Marfuatun Marfuatun Mellyzar, Mellyzar Mochammad Imron Awalludin Monica Prima Sari Mr Amprasto Mr Buchari Mr Sumar Hendayana Muhammad Bachri Amran Muhammad Nurul Hana Muminah, Qonita Murti*, Adek Diah Murti, Adek Diah Musa'adah, Siti Muslim Muslim Muyassaroh, Anis Nabilatunnisa, Izza Nahadi Nahadi Nahadi*, Nahadi Nais, Miarti Khikmatun Nanang Winarno Nurhadi, Atep Rian Nurpratiwi, Febrianty Nursiwan, Wimbi Apriwanda Omay Sumarna P Siahaan P Sinaga Park, Do-Yong Parlindungan Sinaga Perdani, Anggie Siti Permasari, Ninda Pratiwi, Alfira Julian Purba, Ester Yuliati Cristina Purwanti purwanti Ragadhita, Risti Ramadany, Lisa Dewi Razani, Ahmad Nafran Riandi Riandi Rini Solihat Rira Octa Ningsi* Risfaheri Risfaheri Roslan, Roslinawati Mohd S. Mulyanti Salsabila, Syifa Ayugea Santria, Anas Septiyanto, Arifin Siti Aisyah Siti Latifah Nata Siti Sriyati Soja Siti Fatimah Soja Siti Fatimah Solfarina Solfarina Solfarina, Solfarina Sri Agustina, Sri Sri Mulyani Sri Mulyani Sri Wahyuni Sri Wahyuni Suci Rizki NA Suharyadi S.Pd. Susilawati, Aay Sutrasman Sutrasman Suwandi, Tri Syam, Sri Rahmadani Syifa Ayugea Salsabila T. R. Ramalis TATANG HIDAYAT, TATANG Tatit K. Bunasor, Tatit K. Taufik Ramlan amalis Tias, Bachrul Titen Pinasti Triannisa Rahmawati, Triannisa V A Tonjo Wafi, Wulanda Wahyu Eka Fath Dieni Wawan Setiawan Wawan Setiawan Wawan Setiawan Widyaningsih, Mia Wiji Adji Wiwi Siswaningsih Yaya Sonjaya Yeni Setyowati* Yuliani, Galuh Yulina, Indah Karina Yusmaita, Eka Zackiyah Zackiyah