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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) Jurnal Ilmiah Akuntansi dan Humanika Jurnal Pendidikan Ekonomi Undiksha Jurnal Pendidikan Ekonomi (JUPE) Jurnal Pendidikan Bahasa Inggris Ekuitas: Jurnal Pendidikan Ekonomi Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Language and Literature Journal of Education Action Research Jurnal EDUTECH Undiksha Jambura Economic Education Journal JIA (Jurnal Ilmiah Akuntansi) Journal of English Education and Teaching (JEET) Journal of English Teaching and Applied Linguistics (JETAL) Prospek: Jurnal Manajemen dan Bisnis Jurnal Pengabdian UNDIKMA The Art of Teaching English as a Foreign Language (TATEFL) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of English Language and Education Kalam Cendekia: Jurnal Ilmiah Kependidikan Business and Accounting Education Journal Literacy: Jurnal Pendidikan Ekonomi Journal of Educational Study The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Educenter: Jurnal Ilmiah Pendidikan Yavana Bhasha: Journal of English Language Education IJLHE: International Journal of Language, Humanities, and Education Ekuitas Jurnal Pnedidikan Ekonomi Jurnal Pendidikan dan Sastra Inggris
M.Pd. S.Pd. Luh Indrayani .
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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English Teachers’ Acceptance of Artificial Intelligence in SMP Negeri 4 Singaraja: A Phenomenological Study Lusiani, Andi; Indrayani, Luh; Kusuma, I Putu Indra
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/4b19ec50

Abstract

The implementation of AI in schools remains inconsistent, with many teachers showing awareness but limited classroom application. This study aims to explore English teachers’ acceptance of AI at SMP Negeri 4 Singaraja by applying the Technology Acceptance Model (TAM), focusing on the constructs of perceived usefulness and perceived ease of use. Using a qualitative phenomenological approach, data were collected through semi-structured interviews, observations, and researcher field notes involving four English teachers representing both Digital Native and Digital Transmigrant generations. Thematic analysis revealed that teachers perceive AI as beneficial for lesson preparation, assessment design, and instructional efficiency, with Digital Natives demonstrating greater fluency and confidence compared to Digital Transmigrants, who required more training and institutional support. Despite infrastructural limitations, teachers exhibited positive attitudes and strong intentions to integrate AI, viewing it as a pedagogical partner rather than a replacement for educators. In this study, teachers’ acceptance of AI is primarily shaped by its perceived usefulness, ease of use, and institutional support, suggesting that ongoing professional training and adequate facilities are vital to sustain effective AI integration in future English education
Penerapan Strategi Gamifikasi untuk Meningkatkan Hasil Belajar Mahasiswa dalam Pembelajaran Ekonomi Ni Made Anintia Trisna Sari; Ni Made Firayanti Pratiwi; Made Ary Meitriana; Luh Indrayani; Ni Wayan Ayu Santi
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.103634

Abstract

Pembelajaran pada mata kuliah Wawasan Pendidikan di Program Studi Pendidikan Ekonomi masih menghadapi tantangan rendahnya motivasi dan keterlibatan mahasiswa akibat dominasi metode konvensional dan minimnya integrasi teknologi digital. Penelitian ini menghadirkan kebaruan dengan mengimplementasikan e-learning berbasis gamifikasi guna meningkatkan motivasi, hasil belajar, dan keterampilan digital mahasiswa. Desain yang digunakan adalah kuasi-eksperimen pretest-posttest non-equivalent control group, melibatkan 40 mahasiswa yang dibagi dalam kelompok eksperimen (gamifikasi) dan kontrol (konvensional). Data dikumpulkan melalui tes, kuesioner, observasi, dan wawancara, serta dianalisis menggunakan uji-t, Cohen’s d, dan analisis tematik. Hasil penelitian menunjukkan kelompok eksperimen mengalami peningkatan nilai rata-rata sebesar 12,4 poin, partisipasi aktif hingga 85%, dan motivasi belajar yang signifikan lebih tinggi dibanding kelompok kontrol. Efek perlakuan sangat besar (Cohen’s d=0,82; p<0,05). Observasi dan wawancara juga menunjukkan adanya peningkatan kedisiplinan, keterlibatan, dan antusiasme mahasiswa pada kelompok gamifikasi. Penelitian ini memperkuat pentingnya literasi digital, kolaborasi daring, dan kesiapan menghadapi tantangan dunia kerja modern. Dengan demikian, gamifikasi pada e-learning terbukti efektif dan dapat diadopsi sebagai strategi pembelajaran berkelanjutan untuk membentuk lulusan yang adaptif dan kompetitif di era digital.
Investigating The Readiness and Satisfaction of Students and Lecturers For The Integration of Chatgpt in English Academic Writing at Ganesha University of Education Pande Putu Wida Permata Prabawanthi; Made Hery Santosa; Luh Indrayani
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.5763

Abstract

The study explored the potential of ChatGPT as a learning tool in English language education, focusing on both students’ and lecturers’ readiness and satisfaction. While both groups demonstrated a positive outlook toward the integration of ChatGPT into their learning processes, the research highlighted various nuances in how each group interacted with the technology. Students showed a high degree of readiness in using ChatGPT for basic tasks such as accessing information and enhancing their motivation for learning. However, their readiness for self-directed learning and goal-setting was notably lower, indicating a need for further development in utilizing ChatGPT for more autonomous and personalized learning experiences. This suggests that while ChatGPT can be a useful tool for structured learning, its role in fostering independent learning skills needs to be strengthened. On the other hand, lecturers expressed strong confidence in using ChatGPT for academic purposes, especially in terms of facilitating administrative tasks, grading, and providing additional learning resources. However, they voiced concerns about the potential overreliance on technology, which could hinder the development of critical thinking skills in students. The lecturers stressed the importance of integrating ChatGPT as a supplementary tool, rather than replacing traditional teaching methods that foster deep learning and personal engagement. Thematic analysis of the responses also pointed out that while ChatGPT was appreciated for improving focus and accessibility, it raised concerns about the loss of human interaction in the learning process. Students and lecturers both acknowledged the value of human mentorship, emotional support, and personalized guidance, which ChatGPT could not fully replicate. Therefore, while ChatGPT holds promise for enhancing learning, its integration should be approached with a balanced consideration of technological advantages and the irreplaceable role of human involvement in education.
Utilizing Generative AI to Enhance EFL Learners’ Learning Motivation: A Case Study Indrayani, Luh; Utami, IGA Lokita Purnamika; Ana, I Ketut Trika Adi
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1835

Abstract

Artificial intelligence (AI) has become a topic that increasingly received close review in recent years, and its impact is becoming more obvious in a variety of disciplines, including education. This study examines the integration of generative AI in Business English Class to enhance EFL learners’ motivation. A sequential explanatory mixed-methods research design was employed, involving both quantitative and qualitative data collection methods. The quantitative data were analyzed by using descriptive statistics and paired t-test. Meanwhile, the qualitative data were analyzed by using thematic analysis. Twenty-three Indonesian students who were enrolled in Business English course were involved in gathering data that were collected through questionnaires and interviews. During the eight-week experimental periods, the students engaged with the generative AI frequently. The findings of descriptive statistical tests revealed that there was a change in student motivation before and after being taught with AI. This difference indicates an increase in student interest after being taught with AI. Furthermore, the paired t-test findings suggested that the increase was classified as significant. From the interviews, it was found that EFL learners experienced a significant increase in their learning motivation derived from the autonomous and controlled motivation, particularly the contingent self-esteem. The generative AI can also be a valuable tool for enhancing EFL learners’ learning motivation by providing personalized feedback, fostering a sense of autonomy, creating a more interactive and engaging learning environment and resolving psychological barriers. Further research should explore how this technology can be scaled to broader educational settings and examine its long-term impact on learner’s motivation and language acquisition. Hence, it helps educators develop best practices for integrating AI tools effectively into the curriculum.
Media Pembelajaran Interaktif Canva untuk Meningkatkan Keterlibatan Siswa (Student Engagement) dalam Pembelajaran IPS Topik “Daerahku Kebanggaanku” Kelas V SD Utami, Ni Kadek Trisna Putri; Kertih, I Wayan; Indrayani, Luh
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i1.3890

Abstract

Penelitian ini bertujuan mengembangkan media pembelajaran interaktif berbasis Canva yang valid, praktis, dan efektif untuk meningkatkan student engagement pada topik Daerahku Kebanggaanku di kelas V SD Negeri 1 Semarapura Kangin. Penelitian menggunakan metode Research and Development dengan model ADDIE. Subjek meliputi ahli materi, ahli media, guru, dan siswa kelas V. Data dikumpulkan melalui observasi, wawancara, dan angket, serta dianalisis secara deskriptif kualitatif, kuantitatif, dan statistik inferensial. Hasil penelitian ini berupa media pembelajaran interaktif Canva yang valid, praktis, dan efektif. Hasil validasi ahli dianalisis dengan menggunakan formula Gregory dan diperoleh hasil ahli materi sebesar 0.85 (sangat relevan) dan hasil ahli media sebesar 0.95 (sangat relevan). Perolehan hasil kepraktisan media sebesar 92,5% (sangat praktis), uji coba perorangan sebesar 92% (sangat tinggi), serta uji coba kelompok kecil sebesar 92,05% (sangat tinggi). Adapun implementasi media interaktif ini terbukti secara signifikan meningkatkan keterlibatan siswa pada dimensi perilaku, emosional, dan kognitif. Terdapat peningkatan rata-rata skor observasi keterlibatan siswa dari 81,07% pada pertemuan awal menjadi 91,09% pada pertemuan akhir. Uji efektivitas menunjukkan thitung 32,18 > ttabel 2,064 dengan N-Gain score 0,786 (kategori tinggi). Disimpulkan media pembelajaran interaktif berbasis Canva merupakan solusi inovatif yang efektif dalam menciptakan suasana belajar kontekstual dan bermakna untuk mengoptimalkan keterlibatan aktif serta hasil belajar siswa IPS di sekolah dasar.
ANALISIS PENGALAMAN BELAJAR IPS SISWA DENGAN MODEL MAKE A MATCH BERBANTUAN VIDEO DI SMP KRISTEN SHINING STARS MELISA Tarigan; I Nengah Suastika; KETUT SEDANA ARTA; LUH INDRAYANI
Literacy: Jurnal Pendidikan Ekonomi Vol 6 No 1 (2025): Juni
Publisher : Jurusan Pendidikan Ekonomi Fakultas Ekonomi dan Bisnis UNIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/tnxf3e40

Abstract

Abstrak< strong>< p> Penelitian ini bertujuan untuk melihat pengalaman belajar IPS Siswa dengan model Make a Match Berbantuan Video di jenjang SMP Penelitian ini menggunakan Metode kualitatif Data dikumpulkan melalui observasi wawancara dan partisipatif Penelitian ini dilakukan di SMP Kristen Shining Stars Kabupaten Mimika Papua Tengah Subjek penelitian ini adalah siswa kelas VIII Analisis terhadap data wawancara observasi partisipatif dan dokumentasi menunjukkan adanya tiga kondisi yang utama dalam penerapan model Make a Match berbantuan video nbsp; pada pembelajaran IPS SMP Kristen Shining Stars Ketiga nbsp; tersebut adalah 1 peningkatan aktivitas belajar 2 Pembelajaran menjadi menyenangkan dan keterlibatan sosial dan 3 Pembelajaran lebih bermakna Hasil penelitian memperlihatkan pengalaman disimpulkan siswa memperoleh pemahaman dan pengalaman yang lebih baik terhadap konsep konsep IPS setelah mengikuti pembelajaran berbantuan video Tayangan visual membantu mereka mengaitkan teori dengan kehidupan nyata sehingga materi lebih mudah diingat Aktivitas permainan Make a Match menumbuhkan minat motivasi dan rasa senang belajar IPS < p> Kata Kunci: < strong>Make a Match Video IPS< p> Abstract< em>< p> This study aims to explore junior high school students learning experiences in Social Studies IPS through the Make a Match learning model assisted by video media Employing a qualitative phenomenological approach data were collected through observations in depth interviews and participatory documentation The research was conducted at SMP Kristen Shining Stars Mimika Regency Central Papua with eighth grade students as participants The analysis of data revealed three dominant conditions in the implementation of the Make a Match model assisted by video: 1 increased learning activity 2 enjoyable learning and stronger social engagement and 3 more meaningful learning experiences The findings indicate that video assisted learning helped students connect theoretical concepts of Social Studies with real life contexts thereby enhancing understanding and retention The Make a Match activity also fostered motivation collaboration and enjoyment transforming the learning process from memorization into an interactive experience of constructing social meaning < p> Keywords:< strong> Make a Match video learning media Social Studies phenomenology < p>
Perempuan Desa Dan Pendidikan Ekonomi: Antara Pengetahuan Dan Praktik Dalam Usaha Keluarga Indrayani, Luh; Santi, Ni Wayan Ayu; Meitriana, Made Ary
Jambura Economic Education Journal Vol 8, No 2 (2026): APRIL 2026
Publisher : Gorontalo State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37479/jeej.v8i2.35637

Abstract

This study aims to bridge the gap between the economic knowledge and practices of rural women, and to formulate a locally-based economic education approach that can empower women in a contextual and sustainable manner. This study uses a qualitative (grounded) approach with interviews, observations, and focus group discussions (FGD) to explore the economic knowledge of rural women regarding family economic practices. This study uses data collection techniques in the form of observations and interviews. The results of this study are (1) the level of economic knowledge possessed by women in Sembiran Village does not come from formal education, but rather from life experiences, social interactions, and local traditions, (2) the economic practices carried out by women in family businesses in Sembiran Village utilize social networks for marketing, demonstrating economic intelligence that is not always recorded in education statistics, and (3) There is a close relationship between economic knowledge and economic practices carried out by women; both formal and informal economic education can increase the capacity of rural women in managing family businesses.
THE POWER OF DIGITAL STORYTELLING IN ENGAGING AND MOTIVATING YOUNG LEARNERS TO LEARN ENGLISH Purnawan, Komang Ari; Artini, Luh Putu; Indrayani, Luh
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 8 No. 1 (2026): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v8i1.198

Abstract

The development of digital technology in education offers opportunities to create more engaging and meaningful English learning for early childhood. One approach that has gained attention is digital storytelling, which integrates visual, audio, animation, and contextual narrative elements. Despite its growing use, comprehensive studies examining its role in enhancing engagement and motivation among young learners remain limited. Therefore, this study aims to systematically examine how digital storytelling enhances student engagement and motivation in English learning. This research employed a Systematic Literature Review (SLR) following the PRISMA framework. Articles published between 2020 and 2025 were collected through Publish or Perish as the primary source, supported by Google Scholar, Connected Papers, and Semantic Scholar. Based on predetermined inclusion and exclusion criteria, 12 articles were selected and analyzed using thematic analysis. The findings reveal that digital storytelling enhances engagement across behavioral, cognitive, and emotional dimensions. Students become more active in language activities, demonstrate deeper understanding, and show greater enthusiasm during learning. It also strengthens intrinsic motivation by presenting contextual and relatable stories that foster enjoyment, confidence, and a sense of ownership. Student involvement in creating digital stories further promotes creativity, critical thinking, collaboration, and responsibility. Therefore, digital storytelling is a flexible and sustainable strategy for improving engagement and intrinsic motivation in young learners’ English learning.
Material Requirements for Computer-Assisted Inquiry Models Development in Investment Assessment Learning Ni Luh Gede Erni Sulindawati; Luh Indrayani; Made Arie Wahyuni
Jurnal Edutech Undiksha Vol. 11 No. 1 (2023): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v11i1.54014

Abstract

In the current era of digital literacy, graduates are required to be able to compete in business while being able to overcome information technology problems. One way to increase student competency is by providing competency in selecting business decisions through the learning process. This research aims to identify the inquiry learning model material with the help of computer media. This type of research is qualitative. The method used in this research refers to Sugiono. The research subjects of this study were company managers, lecturers of financial management courses, validation experts regarding the content, appearance, and learning models developed, and accounting students who were taking financial management courses. The data analysis technique used is descriptive qualitative analysis. The results of this study identified the material of the computer-assisted inquiry learning model of investment assessment learning media, including the level of profit and risk, working capital and capital structure, as well as the cost of capital and capital structure. The method used is Payback Period, Average Rate of Return, Net Present Value, and Internal Rate of Return. The learning model that can be used is a computer-assisted inquiry learning model that contains inquiry learning model syntax, materials, worksheets, and power points.
Visualizing Spirituality as Character Education in Indonesian Grade 4 ELT Textbook Ni Made Rini Antari; Luh Putu Artini; Luh Indrayani
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2312

Abstract

This study investigates the presentation of spirituality as a character education value in the Grade 4 ELT students’ book entitled “My Next Word.” Employing a qualitative content analysis design, the research analyses and examines visual artifacts presented in the student’s book based on five subdimensions of spirituality, based on the dimension of faith in God Almighty of Graduate Profile Values framework. These subdimensions include spirituality in religious practice, spirituality in personal morality, spirituality in social morality, spirituality in environmental morality, and spirituality in civic morality. The findings reveal that spirituality in personal morality is the most frequently represented value in the book, reflected in visuals that emphasize discipline, cleanliness, responsibility, and self-care. This is followed by spirituality in social morality, which is evident in depictions of cooperation, respect, and helping behaviour. However, spirituality in religious practices, environmental, and civic moralities appears minimally and is not consistently highlighted throughout the book. Overall, these results indicated that the book integrated spirituality-based character education mainly through daily-life activities rather than explicit religious symbols or direct doctrinal representations, suggesting an implicit and practiced-oriented approach.
Co-Authors Ade Dharma Putra . Anak Agung Ngurah Darma Putra . Anggara, Ketut Mudi Ari Anjuman Zukhri Ariawan, I Wayan Dedi Arifin, Gabby Farada Mayura Arliani, Lia Atsery, L. Fildzaka Washilul Bayu Putra Pratama . Br Bangun, Lusia Nadia Br Kaban, Gres Desika Desak Gede Wahyu Puspadnyani Desak Ketut Yunita Kusmayani . Dewi, Kadek Enna Pebrianti Dewi, Ni Putu Puspita Dewi, Putu Yulia Apsari Dr. Iyus Akhmad Haris,M.Pd . Drs. I Ketut Dunia, M.Erg. . Drs. I Ketut Kirya,M.M . Drs. I Made Nuridja, M.Pd. . Drs. Made Artana, M.Pd . G.A.P. Suprianti Gede Arna Jude Saskara Gede Teguh Wirawan . Ginting, Windy Indriyani Br Gunawan, Putu Agus Gusti Ayu Resti Purnama Dewi . Gusti Ayu Resti Purnama Dewi ., Gusti Ayu Resti Purnama Dewi Gusti Putu Adi Sucipto Haris, Iyus Akhmad Hashim, Haida Umiera Hendri Harliawan . Husniyatun Nisak I Dewa Gede Oka Satwika I Kadek Januwiata . I Kadek Rai Suwena I Ketut Resika Arthana I Ketut Trika Adi Ana I Komang Gangga Parama Jaya I Made Ardwi Pradnyana I Made Pageh I Nengah Suastika I Nengah Suastika I Nyoman Sujana I Putu Ardiana . I Putu Arya Purwandana . I Putu Indra Kusuma I Putu Mulyadi Saputra . I Wayan Arfian Wiguna I Wayan Dedi Ariawan I Wayan Kertih I Wayan Suwendra I.G.A. Lokita Purnamika Utami I.K.R. Arthana Iyus Akhmad Haris Jaya, I Komang Gangga Parama Juliantari, Fiolina Kadek Ayu Nopiani Kadek Ngurah Astana . Kadek Ria Marsika Antari . Kartika, Putra Kusuma Ketut Sedana Arta Ketut Sedana Arta Komang Bayu Pariyasa . Komang Sri Susanthi . L. Fildzaka Washilul Atsery Listiani, Ni Wayan Luh Devi Pridayanti Luh Gd Rahayu Budiarta Luh Putu Artini Luh Putu Artini Lulup Endah Tripalupi Lusiani, Andi M. Rudi Irwansyah M.Erg. Drs. I Ketut Dunia . M.Pd Drs. Made Artana . M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. M.Pd. Drs. I Made Nuridja . Made Arie Wahyuni Made Ary Meitriana Made Hery Santosa Made Marinety Kartini Made Natya Pradnya Iswari Maharani, Komang Indah Masini, Ni Made Meitriana, Made Ary Melianawati, Ni Kadek Ary Melisa Br Tarigan MELISA Tarigan Mirah Wira Dewi, Anak Agung Ayu Moh Rafli Wahyudi Muliajaya, Made N.L.P.S. Paramitha Naibaho, Birgita Rani Estika Ni Kadek Mita Handayani Ni Kadek Raisa Widirahayu Ni Kadek Wina Febiyanti Ni Ketut Ranti Aji . Ni Luh Dianti Prayantini . Ni Luh Gd Diah Setia Budi . Ni Luh Gede Erni Sulindawati Ni Luh Putu Ayu Desy Pratiwi Ni Luh Sinta Yani Ni Made Anintia Trisna Sari Ni Made Evarina Ariesta . Ni Made Firayanti Pratiwi Ni Made Firayanti Pratiwi Ni Made Karina Putri Winarsa Ni Made Masini Ni Made Rini Antari Ni Made Sugiarthi . Ni Putu Ayu Meliana Putri Ni Putu Novita Puspa Dewi Ni Putu Tasya Sukmapratiwi Ni Wayan Ayu Santi . Ni Wayan Supartini . Nisak, Husniyatun Pande Putu Wida Permata Prabawanthi Pengastuti, Ni Komang Feby Ayu Pratiwi, Ni Made Firayanti Pridayanti, Luh Devi Purnawan, Komang Ari Putra, Gede Susila Darma Putra, I Komang Ardana Putu Deby Verayanti . Putu Nado Swastika Putu Pradnya Paramita . Putu Yulia Apsari Dewi Rizkiawati, Hernandini Rochmatus Shoviy S.Pd. I Putu Ngurah Wage M . Saputra, Dewa Ngakan Made Guna Saputra, Ni Made Diah Anindyari Sari, Ni Kadek Andewi Restila Sari, Putu Monika Shoviy, Rochmatus Sihombing, Samei Johana Sriyani, Ni Nyoman Sujana, I Nyoman Sulasiawati, Ni Luh Astari Suparini, Komang Susanty, Shanty Tri Yohana . Triyasmita, Ni Komang Mei Utami, Ni Kadek Trisna Putri Wahyuni, Putu Wayan Cipta Wiratnadi, I Putu Yani, Ni Luh Sinta Yasa, I Gede Palguna Yogi Iswari, I Gusti Ayu Yudistia Putra, I Ketut Eggy