Article Per Year (5 Year)
p-Index From 2021 - 2026
10.826
P-Index
This Author published in this journals
All Journal Jurnal Penelitian dan Evaluasi Pendidikan Sainteknol : Jurnal Sains dan Teknologi ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Profesi Pendidikan Dasar Phenomenon : Jurnal Pendidikan MIPA E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Biologi Journal of Biology Education Universa Medicina Unnes Science Education Journal REiD (Research and Evaluation in Education) INKUIRI : Jurnal Pendidikan IPA Pendas : Jurnah Ilmiah Pendidikan Dasar Biosaintifika: Journal of Biology & Biology Education JURNAL PENDIDIKAN TAMBUSAI Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Journal of Innovative Science Education Journal of Primary Education Jurnal Studi Guru dan Pembelajaran JURNAL PENDIDIKAN MIPA Dinasti International Journal of Education Management and Social Science Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Educational Chemistry (JEC) Journal of Research and Educational Research Evaluation jurnal dikdas bantara Cokroaminoto Journal of Primary Education Bima Abdi: Jurnal Pengabdian Masyarakat Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Life Science Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Proceeding Seminar Nasional IPA Prosiding Seminar Nasional Biologi Unnes Science Education Journal Journal of Biology Education Advance Sustainable Science, Engineering and Technology (ASSET) Jurnal Abdimas International Journal of Active Learning Journal of Research and Educational Research Evaluation Prosiding Seminar Nasional Pengabdian Masyarakat
Wiwi Isnaeni
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 132 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 132 Documents
Search

 10   11   12   13   14 
Psychometric evaluation of a social-emotional competence assessment instrument for high school students: Evidence of construct validity and reliability Sri Rejeki Setiyorini; Wiwi Isnaeni; Saiful Ridlo
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89685

Abstract

Social Emotional Competence (SEC) was one of the essential competencies in 21st-century education, playing a crucial role in students’ personal and social development. However, valid and reliable instruments for assessing SEC for high school students in Indonesia were still limited. The instrument used in this study was adapted from the CASEL framework, which encompassed five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The adaptation process involved contextual and linguistic adjustments to align with the characteristics of Indonesian students. This study aimed to examine the validity and reliability of the adapted SEC assessment instrument. The research subjects consisted of 220 high school students in Demak who responded to a questionnaire. This study was categorized as descriptive quantitative. Construct validity was tested using CFA, while reliability was estimated using Cronbach’s alpha. The construct validity test produced model feasibility indices with CFI = 0.928, TLI = 0.9109, SRMR = 0.0534, and RMSEA = 0.0601. These results indicated that the measurement model demonstrated good feasibility. Based on the CFA analysis, 25 items were declared valid. Of these, 22 items had loading factor values greater than 0.5, while three items had loading factor values below 0.5. Despite the lower factor loadings, these three items were retained because they represented essential indicators. However, the item statements were revised to improve clarity and better represent the intended construct. The internal consistency reliability test showed a Cronbach’s alpha coefficient of 0.942. Since the coefficient value exceeded 0.70, the instrument could be considered reliable.
Structured Training for Enhancing Science Teachers' Competence in Authentic Assessment Design Based on Local Wisdom Ellianawati Ellianawati; Wiwi Isnaeni; Pratiwi Dwijananti; Ian Yulianti; Bambang Subali; Imelda Laelan Safina; Tutut Arrum Hardianti Ningsih; Agus Kurniawan; Dian Norma Aprillia; Doddy Ardiansyah
Jurnal Abdimas Vol. 30 No. 1 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/abdimas.v30i1.41910

Abstract

Assessment is an essential part of the learning process because it measures progress toward learning objectives. One type of assessment suitable for today’s learning needs is authentic assessment, which assesses students’ competencies in a real-world context. However, many teachers still lack the skills to develop authentic assessments. Therefore, training activities are needed to help teachers improve their ability to design authentic assessments. To overcome this problem, a structured training program on developing authentic assessments integrated with local wisdom was conducted. This approach was chosen because local wisdom is closely related to students’ daily lives and helps them understand science concepts more easily. The training was carried out using three main strategies: (1) identifying learning objectives and local wisdom potential, (2) formulating competency achievement indicators, and (3) developing authentic assessments. The results of these training activities show positive outcomes. Based on questionnaire responses at the end of the training, the program helped teachers develop and refine authentic assessments that are more contextually relevant and meaningful.
IMPLEMENTASI ASESMEN DIAGNOSTIK DALAM MENGIDENTIFIKASI KEBUTUHAN BELAJAR SISWA SEKOLAH DASAR Diana Susanti; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16507

Abstract

The implementation of the Merdeka Curriculum has prompted a transformation in the paradigm of educational evaluation, shifting the focus from learning outcomes to learning processes that are centered on students’ needs and characteristics. This study aims to comprehensively examine the implementation of both cognitive and non-cognitive diagnostic assessments in identifying the learning needs of elementary school students during the period from 2021 to 2026. This research employed a Systematic Literature Review (SLR) approach by analyzing relevant scientific publications to map the patterns of diagnostic assessment implementation, identify the challenges faced by teachers, and formulate practical solutions applicable in school settings. The findings indicate that the use of cognitive diagnostic assessments integrated with the Teaching at the Right Level (TaRL) approach, along with non-cognitive assessments focusing on students’ learning characteristics and preferences, effectively supports the optimization of differentiated instruction. However, implementation in practice continues to face several challenges, including limited time allocation, teachers’ insufficient capacity to develop valid and reliable assessment instruments, and inadequate access to continuous professional development opportunities. Based on these findings, this study recommends the development of a digitally integrated assessment ecosystem combined with the strengthening of teacher learning communities as a sustainable strategy to enhance the quality of diagnostic assessment implementation in elementary schools.
STRATEGI SUPERVISI KLINIS KOMBINATIF: UPAYA PENGAWAS SEKOLAH MENINGKATKAN KUALITAS MODUL AJAR DAN ASESMEN AUTENTIK GURU SEKOLAH DASAR Siti Noorjannah; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16508

Abstract

The implementation of the Independent Curriculum requires elementary school teachers to construct contextual teaching modules and authentic assessments independently. However, initial evaluations in target areas indicated high administrative dependency, characterized by copy-paste lesson materials and non-authentic testing habits. This study evaluated the implementation of a Combinative Clinical Supervision strategy, integrating institutional workshop forums and personalized reflective coaching sessions conducted by a school inspector to improve instructional quality. Using a descriptive-evaluative approach, data were gathered from 182 elementary teachers across 23 schools in Sambong District, Blora Regency. The instruments included documentation analysis of teaching modules, classroom observation metrics, and post-observation coaching records. The evaluation results demonstrated significant improvements. Initial data showed only 21.9% of teachers possessed original, highly tailored teaching modules, which significantly escalated to 86.2% post-supervision. Furthermore, the adoption of diversified authentic assessments expanded from 15.3% to 81.3% of the teaching workforce. The integration of structured workshops minimized shared administrative errors, while individualized peer-reflective coaching effectively sustained teacher intrinsic motivation to execute classroom innovations. This study proves that combinative clinical supervision serves as an accountable mechanism to eradicate plagiarism and scale up authentic instruction in primary education.
EFEKTIVITAS ASESMEN DIAGNOSTIK DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Wiji Listiyani; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16511

Abstract

The diversity of students’ characteristics, learning readiness, and prior knowledge in elementary schools often presents challenges for teachers in designing effective and inclusive learning processes. One strategy promoted in recent educational reforms is the implementation of diagnostic assessment, which functions to identify students’ learning needs before instruction begins. This study aims to analyze the role of diagnostic assessment in improving the quality of learning in elementary schools. The research employed a Systematic Literature Review (SLR) method by examining 20 references published within the last five years, consisting of books and scientific articles indexed in Scopus and SINTA. The review process involved identifying, selecting, evaluating, and synthesizing relevant literature related to diagnostic assessment and learning quality improvement. The findings indicate that diagnostic assessment contributes significantly to improving instructional quality by helping teachers identify students’ cognitive and non-cognitive conditions, adapt learning strategies, differentiate instruction, and provide appropriate learning support. Furthermore, diagnostic assessment encourages more student-centered learning, increases engagement and participation, and supports the achievement of learning objectives more effectively. The synthesis of the reviewed studies also shows that the successful implementation of diagnostic assessment depends on teachers’ assessment literacy, institutional support, and the availability of valid assessment instruments. Therefore, diagnostic assessment can be considered a strategic approach to creating adaptive, inclusive, and meaningful learning experiences in elementary education. The results of this review provide recommendations for educators and policymakers to strengthen the integration of diagnostic assessment into classroom learning practices to enhance educational quality.
IMPLEMENTASI ASESMEN DAN EVALUASI PEMBELAJARAN MATEMATIKA BERBASIS DIGITAL MELALUI INTEGRASI INTERACTIVE FLAT PANEL (IFP) DAN POLYPAD DI SEKOLAH DASAR Lilik Noeraini; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16512

Abstract

The development of digital technology has driven a transformation in the assessment and evaluation system for learning in elementary schools. The Independent Curriculum positions assessment as an integral part of the learning process, serving to continuously monitor student progress. This study aims to describe the implementation of digital-based mathematics learning assessment and evaluation through the use of Interactive Flat Panels (IFP) and Polypads at SDN 1 Sambongrejo. The study used a qualitative descriptive approach with data sources consisting of teachers, students, and learning documents. Data collection techniques included observation, interviews, documentation, and analysis of learning tools. The study results indicate that the use of IFPs and Polypads supports the implementation of diagnostic, formative, and summative assessments in a more interactive, authentic, and student-centered manner. In addition to improving the quality of learning feedback, the use of digital technology also helps teachers evaluate learning outcomes more effectively. These findings suggest that digital technology integration can be an alternative innovation in mathematics learning assessment and evaluation in elementary schools.
EFEKTIVITAS EVALUASI PEMBELAJARAN DALAM MENGUKUR CAPAIAN KOMPETENSI PESERTA DIDIK Karis Karis; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17108

Abstract

Evaluation of learning plays a strategic role in determining the achievement of students' competencies. Appropriate evaluation not only measures learning outcomes but also provides information regarding students' cognitive, affective, and psychomotor development. This study aims to analyze the effectiveness of learning evaluation in measuring students' competency achievement in the learning process. The study employed a qualitative descriptive approach through literature review by examining various scientific publications, educational policy documents, and previous research related to learning evaluation. The findings indicate that effective learning evaluation must fulfill the principles of validity, reliability, objectivity, continuity, and comprehensiveness. Various evaluation techniques, including formative assessment, summative assessment, authentic assessment, performance assessment, portfolio assessment, and project-based assessment, provide a more comprehensive picture of students' competency achievement than conventional written tests. In addition, evaluation results function as the basis for improving learning quality, determining follow-up actions, and enhancing teachers' instructional strategies. Therefore, implementing comprehensive and competency-based learning evaluation contributes significantly to improving educational quality and developing students' competencies according to the objectives of the Independent Curriculum.
IMPLEMENTASI MODEL PROJECT BASED LEARNING BERBASIS KEARIFAN LOKAL MELALUI PEMBELAJARAN MEMBATIK UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA KELAS IV SEKOLAH DASAR Muhammad Abdul Malik; Ellianawati; Wiwi Isnaeni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.15050

Abstract

This research aims to examine science process skills through the application of the Project Based Learning model based on Local Wisdom through learning to make batik for fourth grade students. This research uses an experimental research method, namely a quantitative model in the form of Quasy Experimental Design (quasi-experiment). This research was carried out in the Kartini Cluster, Bae Kudus District, namely SD 2 Bae (Control Class) and SD 4 Bae (Experimental Class) for class IV students in the 2023/2024 academic year. The data collection technique in this research is an observation sheet used to measure the science process skills that students have during the learning process. The data analysis technique used in this research begins with testing the statistical requirements needed as a basis for hypothesis testing, including descriptive statistical tests, normality tests, homogeneity tests, t tests and finding the N-Gain value using the SPSS version 25 program.
EVALUASI PEMANFAATAN HASIL ASESMEN DIAGNOSTIK UNTUK PERENCANAAN PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR: STUDI KASUS DI SDN SITIREJO, KABUPATEN BLORA Rahmawati; Isdaryanti, Barokah; Isnaeni, Wiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56233

Abstract

Diagnostic assessment is intended to provide elementary school teachers with information about students' initial competencies and characteristics before learning is planned, yet the extent to which these results are translated into differentiated lesson planning is often unclear in classroom practice. This study aims to evaluate how the results of diagnostic assessment are utilized by teachers in planning differentiated learning at SDN Sitirejo, Blora Regency, focusing on the alignment between diagnostic assessment data and the design of learning objectives, activities, materials, and assessment. A descriptive-qualitative case study approach was employed, with teachers and students involved in the implementation of diagnostic assessment and differentiated learning as the research subjects. Data were collected through semi-structured interviews with classroom teachers, classroom observation, and document analysis of lesson plans (RPP/modul ajar), and credibility was established through source and technique triangulation. The findings show that teachers regularly conducted diagnostic assessment at the beginning of learning, in the form of oral questioning or simple quizzes. However, the results were not systematically used to group students, design differentiated materials or tasks, or provide enrichment for high-achieving students, as reflected in lesson plans that still set uniform objectives, materials, and assessment instruments for all students. This condition was mainly caused by teachers' limited time and the absence of technical guidance at the school level for following up on diagnostic assessment results. These findings indicate the need for structured mentoring and practical guidelines so that diagnostic assessment results can be optimally utilized in differentiated learning planning in elementary schools.
Application of E-LKPD Based on Guided Inquiry to Science Process Skills, Cognitive Learning Results, and Learning Motivation of Excretory System Material Putri Nabila Fadhil; Wiwi Isnaeni
Journal of Biology Education Vol. 15 No. 2 (2026): Agustus 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.3667

Abstract

     The nature of science learning includes science as a product, process and attitude. Science learning creates students to have cognitive, psychomotor, and affective abilities. One of the skills that can facilitate is science process skills (KPS). With good science process skills, students' cognitive learning result are also good. However, conditions in the field found that KPS has not been fully taught, cognitive learning result are unsatisfactory and student motivation is low because the class is teacher-centered, one-way so that the class becomes passive. From these conditions, the right learning tool is needed, namely E-LKPD based on guided inquiry. E-LKPD based on guided inquiry contains activities that invite students to process science properly and purposefully. This study aims to determine the application of E-LKPD based on guided inquiry on science process skills, cognitive learning result, and student learning motivation on excretory system material. This research was designed as a quantitative research with One Shot Case Study design.  In this study, the sample used was class XI A1 with a total sample of 32 students based on purposive sampling technique. Science process skills are measured in learning activities and practicum. The indicators used are observing, interpreting, classifying, predicting, formulating problems, formulating hypotheses, using materials, writing and analyzing data, compiling discussions, drawing conclusions, communicating, and applying concepts. The results showed an increase in KPS by 17% after treatment and 97% of students completed the KKM with the indicators used, namely C4, C5, and C6. Learning motivation indicators used are attention, relevance, confidence, and satisfaction. Students' learning motivation is in the good category and the questionnaire results show 100% of students are motivated. From the data above, the E-LKPD based on guided inquiry is effective to be applied to science process skills, cognitive learning result, and student learning motivation on excretory system material
Co-Authors ,, Indriyati - Suprihatin, - ., Lisdiana Abdiyadul Fitriyah Abyadul Fitriyah Abyadul Fitriyah Aditya Marianti Agus Kurniawan Agus Yuwono Ai Astuti, Ai Aidah, Nur Ain Amalia Rahmawati Aini, Siti Hairatul Alfian, Denis Amalia, Devi Amin Retnoningsih Andin Irsadi Andreas Priyono Budi Prasetyo Andrjati, Noening Anggoro, Naufal Sebastian Ani Rusilawati, Ani Ani Rusilowati Ardhi Prabowo4 Ari Yuniastuti Arif Widiyatmoko, Arif Asri, Widi Aswanti, Novita Hawsari Atikah Kurniawati, Atikah Atip Nurwahyunani, Atip B., F. Putut Martin H. Badingatus Sholihah Bambang Subali Bambang Subali Barokah Isdaryanti Barus, Robi Agape Budi Naini Mindyarto, Budi Naini Candra Abdillah Desy Fatmawati Dewanto, Herdiatmaja Nugroho Dewi Mustikaningtyas Dewi, Novi Ratna Dian Ariani Dian Norma Aprillia Diana Susanti Djuniadi Djuniadi Doddy Ardiansyah Dua Bunga, Maria Herliyani Dwi Widya Arumsari Dyah Rini Indriyanti Edi Daenuri Anwar Eko Handoyo Eko Handoyo Eli Trisnowati Elis Risyanti Ellianawati Ellianawati, Ellianawati Ely Rudyatmi, Ely Endah Peniati Endang Susilaningsih Endang Susilaningsih Enni Suwarsi Rahayu Evira Yustika F. Putut Martin Herry Budijantoro F. Putut Martin, F. Putut Fakhruddin Fakhruddin Fakhruddin Fakhruddin Fardiana, Rina Farid Ahmadi Faridah, Indah Fathayati, Siti Firdaus Fitriana, Noorma Fitriyanti, Wahyuning Furi Intan Wahyuni, Furi Intan Ghaida Nisa Hari Bakti Mardikantoro Hartono Hartono Hartono Hartono Hartono Hartono Hastuti Hastuti Heriana, Dena Emarani Heru Setiawan Heru Setiawan Ian Yulianti Icha Biassari Imam Supardi, Kasmadi Imelda Laelan Safina Irma Paramita, Irma Isdaryanti, Barokah Isti Nur Hayanah Jenopa Pardosi Karis Karis Kartika Widyaningrum Kasmadi Imam Supardi Katrina Ramadhani Kukuh Santosa Kumaidi Kumaidi Kusumawati, Vita Langlang Handayani Langlang Handayani Lia, Roudloh Muna Lia Lilik Noeraini Linda Retnowati Lisdiana Lisdiana Lisdiana M. Khumaedi Ma'rifah, Amriyah Ummi Martien Herna Susanti Masrukan Masrukan Masturi Masturi Maulady An Nurul Islami Merdhenita Restuti MIFTAKHUL JANNAH Miftakhul Jannah Muhamad Rapi Muhammad Abdul Malik Muhammad Khumaedi Muhammad Reza Muhammad Reza Muhartati, Dwi Muhartati, Dwi Multazam, Multazam Mustika Sari, Mustika Nana Kariada Trimartuti Ngudy Jaka Surasa Ngudy Jaka Surasa, Ngudy Jaka Ning Setiati Ning Setiati Ning Setyani Ningsih, Eni Widya Noening Andrijati Noor Aini Habibah Nugrahaningsih Nugrahaningsih Nugrahaningsih WH, Nugrahaningsih Nugroho, Deni Ebit Nuni Widiarti Nur Hikma Nur Rahayu Utami Nur Rahayu Utami Nurahman, Nurul Iman Nurhikmah Nurhikmah Nurkaenah, Nurkaenah Nurul Azizah Nurul Lita Azizah, Mutiara Prabawati, Desi Ayu Prabawati, Desi Ayu Pratiwi Dwijananti Prayitno, Mohammad Agus Priyanto, Yudi Pujiasih, Pujiasih Putra, Ngurah Made Darma Putri Handayani Putri Handayani Putri Nabila Fadhil Putut Marwoto Rachmawati, Rivanna C Rahmadhani, Rahmadhani Rahmawati Ramadhani, Katrina Ramadhani, Novanda Adelia Rapi, Muhamad Restuti, Merdhenita Retno Wulandari Rina Fardiana Ristianafi, Diana Putri Rivanna Citraning Rachmawati Rizki Winarsih Rizky Himayanti Robi Agape Barus Roudloh Muna Lia Rusdiyana Rusdiyana Rusdiyana Rusdiyana Sa'idah, Nailiya Sabdhosih, Has Saiful Ridlo Saiful Ridlo Sandra Atikasari, Sandra Sari, Elok Fariha Sari, Nanda Devita Sarie, Fitria Novita Sarini Rahayu Sarwi Sarwi Setiawan, Joko Tia Setiyadi, Hafid seviani Oktami Shabrina Caesharah Aulia Shoimatun Febriyani, Shoimatun Sholihah, Badingatus Sigit Saptono Simamora, Mona Yelly Siti Alimah Siti Harnina Bintari Siti Noorjannah Slamet Firdaus Sri Jumini Sri Mulyani Endang Susilowati, Sri Mulyani Endang Sri Rejeki Setiyorini Sri Sukaesih Sri Sulistriorini Sudarmin Sudarmin Sugianto Sugianto Sugianto Sugiarto, Deasy Renaningtyas Suharto Linuwih Sukestiyarno Sukestiyarno SUMADI SUMADI Sun'an, Ulin Nuha Sunyoto Eko Nugroho, Sunyoto Eko Sun’an, Ulin Nuha Supriyadi Supriyadi Supriyadi Supriyadi Supyan Husain Suraji Suraji suraji suraji Sutikno Sutikno Suwito Eko Pramono Syarofatin, Ririn Hamidatus Sylvia Ervina Safitri Tolang, Korsini Heru Setiawan Tsaniyyah, Dinda Tutut Arrum Hardianti Ningsih Ulfa, Berlina Maika Ulin Nuha Sun’an Wahyu Hardyanto Wahyu Sejati, Dwi Jayanti Wakano, Rafsan Widyaningrum, Kartika Wijanayu, Adiratna Wijayanti, Jihan Sela Wiji Listiyani Wiyanto Wiyanto Woro Sumarni Wulan Christijanti Yudi Priyanto Zaenuri Mastur Zahra, Nur Izhma Adzkia