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All Journal Journal on Mathematics Education (JME) Kreano, Jurnal Matematika Kreatif-Inovatif International Journal of Education Tadrib: Jurnal Pendidikan Agama Islam REFLEKSI EDUKATIKA MALIH PEDDAS Jurnal Manajemen Pendidikan (JMP) Majalah Lontar Al-Jabar : Jurnal Pendidikan Matematika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Tadbir : Jurnal Studi Manajemen Pendidikan PRISMA Cetta: Jurnal Ilmu Pendidikan JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Aulad : Journal on Early Childhood AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Islamika: Jurnal Keislaman dan Ilmu Pendidikan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Paedagogy Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Mosharafa: Jurnal Pendidikan Matematika ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Fitrah: Journal of Islamic Education Bima Abdi: Jurnal Pengabdian Masyarakat LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SOCIAL : Jurnal Inovasi Pendidikan IPS Dharmas Education Journal (DE_Journal) Jurnal Inovasi Pembelajaran di Sekolah Jurnal Manajemen dan Profesional Journal of Educational Sciences JURNAL PENELITIAN BIDANG PENDIDIKAN Jurnal Basicedu JGK (Jurnal Guru Kita) JANACITTA: Journal of Primary and Children's Education Metta: Jurnal Penelitian Multidisiplin Ilmu Advances In Social Humanities Research JRAMathEdu (Journal of Research and Advances in Mathematics Education) Literasi (Jurnal Pendidikan Dasar) Jurnal Ragam Pengabdian
Widya Kusumaningsih
IKIP PGRI SEMARANG
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PENINGKATAN HASIL BELAJAR SISWA MELALUI IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PENDEKATAN BERDIFERENSIASI PADA MATERI SOAL CERITA PENJUMLAHAN DAN PENGURANGAN KELAS IID SDN BUGANGAN 03 SEMARANG Nopiani, Sri; Kusumaningsih, Widya; Istichomah, Istichomah
MAJALAH LONTAR Vol 36, No 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jml.v35i3.18749

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa melalui implementasi model pembelajaran Problem Based Learning (PBL) dengan pendekaran diferensiasi pada siswa kelas IID SDN Bugangan 03 Semarang. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek dalam penelitian adalah semua siswa kelas IID SDN Bugangan 03 Semarang yang berjumlah 27 siswa. Instrumen yang digunakan adalah lembar observasi dan soal tes. Penelitian dilakukan dengan 4 tahap yaitu perencanaan, pelaksanaan, pengamatan/pengumpulan data, refleksi. Pengumpulan data dil2akukan dengan memperhatikan tingkat kemampuan siswa slama kegiatan pembelajaran dimulai dari prasiklus, siklus 1 dan siklus 2. Hasil penelitian ini menunjukkan bahwa implementasi model pembelajaran Problem Based Learning dengan pendekatan pembelajaran diferensiasi mampu meningkatkan hasil belajar siswa yang dibuktikan dengan meningkatnya hasil ketuntasan belajar siswa yaitu dari prasiklus 30%, kemudian pada siklus 1 mengalami peningkatan sebesar 56% dan siklus 2 meningkat sebesar 93%.
The Influence of Principal Leadership, Work Motivation, and Work Discipline on Teacher Performance: A Quantitative Study in Elementary Schools of Bulakamba District, Brebes Regency Nurohman, Cahyo; Nurkolis, Nurkolis; Kusumaningsih, Widya
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5697-5707

Abstract

This study examines the influence of principal leadership, work motivation, and work discipline on the performance of elementary school teachers in Bulakamba District, Brebes Regency. Using a quantitative approach with an associative correlational design, the research involved 384 teachers with 196 selected as samples through simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed with multiple linear regression. The results reveal that, partially, principal leadership has the strongest effect on teacher performance with a contribution of 89.6%, followed by work discipline at 43.8% and work motivation at 34.6%. Simultaneously, the three variables contribute 91.1% to teacher performance, indicating a very strong combined effect, while the remaining 8.9% is explained by other factors outside the model. These findings emphasize that teacher performance improvement requires strong leadership, high motivation, and consistent discipline. The novelty of this study lies in integrating these three variables into a single model in the context of elementary schools in rural areas.
The Role of the Principal in Developing a Literacy Culture: A Qualitative Study at SDN Brebes 09, Brebes Regency Hardiman, Sofandy; Nurkolis, Nurkolis; Kusumaningsih, Widya
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5708-5717

Abstract

Low literacy achievement in Indonesia, as reflected in national and international assessments, underscores the urgency of strengthening literacy culture in schools. This study analyzes the role of the school principal in developing literacy culture at SDN Brebes 09, Brebes Regency. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation. The findings show that the principal performs three crucial roles: educator, motivator, and innovator. As an educator, the principal integrates literacy into daily learning, guides teachers, and models literacy practices. As a motivator, the principal fosters a supportive school climate, provides recognition, and conducts regular evaluations of literacy programs. As an innovator, the principal initiates creative programs such as Radigabluk (Rajin Membaca dan Menulis Buku), establishes reading corners, and engages parents in literacy activities. These efforts enhance students’ reading interest, increase writing output, and strengthen teacher and parent involvement. The impact is evident in improved 2022–2023 Education Report scores and the BOS Kinerja award. The study concludes that principal leadership, through educational, motivational, and innovative roles, is pivotal in cultivating sustainable literacy culture in elementary schools.
PERAN KEPALA SEKOLAH SEBAGAI MANAJER DALAM PENGUATAN KARAKTER GOTONG ROYONG DI SMP NEGERI 29 SEMARANG Sulistiyaningsih, Endang; Muhdi, Muhdi; Kusumaningsih, Widya
Jurnal Manajemen Pendidikan (JMP) Vol 14, No 3 (2025): DESEMBER 2025
Publisher : Magister Manajemen Pendidikan, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jmp.v14i3.25434

Abstract

Fokus penelitian ini adalah (1) Peran kepala sekolah dalam perencanaan penguatan karakter gotong royong di SMP Negeri 29 Semarang. (2) Peran kepala sekolah dalam pengorganisasian penguatan karakter gotong royong di SMP Negeri 29 Semarang. (3) Peran kepala sekolah dalam pelaksanaan penguatan karakter gotong royong di SMP Negeri 29 Semarang. (4) Peran kepala sekolah dalam evaluasi penguatan karakter gotong royong di SMP Negeri 29 Semarang.Penelitian ini menggunakan pendekatan kualitatif. Penelitian ini bermaksud untuk menggali Peran Kepala Sekolah Sebagai Manager dalam Penguatan Karakter Gotong Royong di SMP Negeri 29 Semarang. Teknik pengumpulan data pada penelitian ini menggunakan wawancara, observasi dan dokumentasi. Keabsahan data menggunakan trianggulasi. Teknik analisis data meliputi pengumpulan data, reduksi data, penyajian data dan penarikan Kesimpulan.Berdasarkan hasil penelitian dapat disimpulkan sebagai berikut: (1) Kepala sekolah melakukan perencanaan program penguatan karakter melalui kegiatan pembelajaran, kegiatan Projek Penguatan Profil Pelajar Pancasila, kegiatan ekstrakulikuler, dan kegiatan pembiasaan. (2) kepala sekolah melakukan pengorganisasian yaitu menentukan penanggung jawab dari masing-masing kegiatan yang akan dilaksanakan, menyediakan peralatan yang diperlukan dan memberikan motivasi, pengarahan dan bimbingan pada tiap-tiap individu yang diberi wewenang baik dalam manajerial maupun teknisnya.; (3) kepala sekolah mempimpin pelaksanaan program penguatan karakter gotong royong, mulai dari peningkatan kualitas sumber daya manusia, pembelajaran berdiferensiasi, pengembangan kegiatan ekstrakulikuler yang mendukung penguatan karakter gotong royong, dan mengadakan kegiatan pembiasaan yang mendukung penguatan karakter gotong royong; (4) Evaluasi dilaksanakan oleh kepala sekolah secara berkala dan menggunakan hasil evaluasi untuk memperbaiki dan mengembangkan program penguatan karakter gotong royong.
PENINGKATAN KOMPETENSI GURU SMP PURNAMA 3 SEMARANG MELALUI BASIC TRAINING PEMBELAJARAN MENDALAM Ariyanto, Lilik; Kusumaningsih, Widya; Supandi, Supandi
Jurnal Manajemen Pendidikan (JMP) Vol 14, No 3 (2025): DESEMBER 2025
Publisher : Magister Manajemen Pendidikan, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jmp.v14i3.25842

Abstract

Pembelajaran mendalam (deep learning) merupakan pendekatan yang mendorong siswa untuk berpikir kritis dan reflektif, serta mengembangkan pemahaman yang lebih mendalam terhadap materi yang dipelajari. Meskipun para guru di SMP Purnama 3 Semarang telah mengenal konsep pembelajaran mendalam secara teoritis, mereka belum memperoleh pendampingan praktis yang memadai untuk mengimplementasikannya dalam proses pembelajaran sehari-hari. Oleh karena itu, tujuan dari program ini adalah untuk meningkatkan kompetensi guru SMP Purnama 3 dalam merancang dan menerapkan strategi pembelajaran mendalam.Program pelatihan ini menggunakan metode basic training dengan instrumen skala kompetensi guru yang diberikan sebelum dan setelah pelatihan untuk mengukur perubahan kompetensi dalam dimensi pedagogik, profesional, sosial, serta kepribadian. Selain itu, wawancara terbatas dilakukan untuk menggali persepsi guru terhadap pelatihan, faktor pendukung dan penghambat yang mereka hadapi, serta refleksi mereka terhadap implementasi materi yang diajarkan.Hasil penelitian menunjukkan adanya peningkatan rata-rata kompetensi guru setelah mengikuti program pelatihan dasar ini, dengan n-gain yang menunjukkan perubahan signifikan meskipun dengan peningkatan yang relatif kecil. Faktor pendukung yang ditemukan antara lain dukungan manajemen sekolah, kemampuan kolaborasi antar guru, dan ketersediaan sumber daya. Di sisi lain, faktor penghambat termasuk keterbatasan waktu untuk perencanaan dan resistensi terhadap perubahan metode. Refleksi dari para guru menunjukkan bahwa mereka merasa lebih percaya diri dalam merancang dan menerapkan pembelajaran mendalam, meskipun mereka mengharapkan adanya pelatihan lanjutan untuk memperkuat implementasi di kelas
STRATEGI KEPIMPINAN KEPALA SEKOLAH DALAM IMPLEMENTASI SEKOLAH ADIWIYATA NASIONAL Ardianing, Nur Puji; Nurkolis, Nurkolis; Kusumaningsih, Widya
Jurnal Manajemen Pendidikan (JMP) Vol 14, No 3 (2025): DESEMBER 2025
Publisher : Magister Manajemen Pendidikan, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jmp.v14i3.25582

Abstract

Implementasi Sekolah Adiwiyata Nasional membutuhkan strategi kepemimpinan kepala sekolah yang terarah, visioner, dan berorientasi pada pembangunan budaya lingkungan. Penelitian ini bertujuan mendeskripsikan strategi kepemimpinan kepala sekolah dalam membangun visi-misi berwawasan lingkungan, mengembangkan kualitas lingkungan sekolah, serta memberdayakan Tim Adiwiyata di SMA Negeri 1 Larangan Brebes. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Tahapan analisis data dalam penelitian ini meliputi pengumpulan data yang dilakukan melalui wawancara, observasi, dan dokumentasi; dilanjutkan dengan reduksi data untuk memilih, memfokuskan, dan menyederhanakan informasi yang relevan; kemudian penyajian data yang disusun dalam bentuk uraian deskriptif untuk melihat pola dan hubungan; serta diakhiri dengan penarikan kesimpulan melalui proses verifikasi terhadap keseluruhan temuan penelitian. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan strategi kepemimpinan yang menekankan kolaborasi, keteladanan, dan transformasi budaya sekolah. Dalam aspek visi-misi, kepala sekolah mengintegrasikan nilai-nilai lingkungan ke dalam kebijakan, program, dan instruksi teknis sehingga seluruh warga sekolah memahami arah pengembangan sekolah. Pengembangan kualitas lingkungan dilakukan melalui program penghijauan, pengelolaan sampah, pengurangan plastik, konservasi energi, dan penyediaan sarana pendukung perilaku ramah lingkungan. Pada aspek pemberdayaan tim, kepala sekolah mendelegasikan peran strategis kepada Tim Adiwiyata sebagai motor penggerak, memperkuat koordinasi, memberikan ruang inovasi, serta memastikan monitoring dan evaluasi terstruktur. Penelitian ini menyimpulkan bahwa strategi kepemimpinan kepala sekolah yang terencana, partisipatif, dan berkelanjutan mampu menciptakan lingkungan sekolah yang bersih, sehat, dan berkarakter ekologis. Temuan ini menegaskan pentingnya kepemimpinan visioner dalam keberhasilan implementasi Sekolah Adiwiyata Nasional.
The Principal’s Role in Driving a Successful Literacy Program at Elementary School Prasetyaningrum, Eni; Kusumaningsih, Widya; Soedjono, Soedjono
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.8308

Abstract

This study aims to describe the principal’s role in implementing the literacy program at SD Negeri 3 Gedong, Patean District, Kendal Regency, Central Java, which includes the stages of planning, implementation, monitoring, and evaluation. The research focuses on how the principal, as an instructional leader, drives the success of the literacy program through strategic planning, teacher empowerment, and community collaboration. This study employed a qualitative case study design. Data were collected through interviews with the principal, teachers, students, and parents; observations of literacy activities; and documentation such as school literacy policies, teacher journals, student portfolios, and evaluation reports. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The results indicate that the principal played a central role in four main stages: (1) participatory planning involving the literacy team and teachers; (2) implementation through 15-minute reading sessions, reading corners, and student recognition programs; (3) monitoring via academic supervision and coordination meetings; and (4) evaluation emphasizing reflection and continuous improvement. The principal’s leadership significantly strengthened the school’s literacy culture, reflected in higher student engagement, teacher participation, and parental support. The study concludes that developing principals’ capacity in literacy-based academic supervision, enhancing literacy media, and fostering school–community collaboration are key strategies to sustain a strong literacy culture.
The Impact of Work-Life Balance and Professional Competence on the Psychological Well-Being of Elementary School Teachers Wibawa, Bebet Adi; Kusumaningsih, Widya; Soedjono, Soedjono
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.8383

Abstract

This study aims to examine the influence of work–life balance and professional competence on the psychological well-being of elementary school teachers in Singorojo Subdistrict, Kendal Regency. The research employed a quantitative explanatory design using a survey method. The population consisted of 246 permanent elementary school teachers working in 35 public elementary schools. Using the Slovin formula with a 5% margin of error, a sample of 152 teachers was selected through proportionate stratified random sampling to ensure adequate representation from each school. Data were collected through validated Likert-scale questionnaires and analyzed using simple and multiple linear regression. The results show that: (1) work–life balance has a significant effect on psychological well-being (t = 13.593, p < 0.05) with a contribution of 55.2% (R² = 0.552); (2) professional competence significantly influences psychological well-being (t = 8.708, p < 0.05) with a contribution of 33.6% (R² = 0.336); and (3) both variables simultaneously have a significant effect on psychological well-being (F = 107.324, p < 0.05) with a combined contribution of 59% (R² = 0.590). These findings indicate that teachers’ psychological well-being is shaped by their ability to maintain work–life balance and by their level of professional competence. Strengthening these two aspects is essential for supporting teacher welfare and improving the quality of education, particularly in rural elementary school contexts.
The Implementation of Child-Friendly School Management in the Learning Process Handayani, Ery; Kusumaningsih, Widya; Sulianto, Joko
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9014

Abstract

This study aims to examine the implementation of Child-Friendly School (CFS) management in the learning process at SMP Negeri 39 Semarang. The research focuses on how planning, organizing, implementation, and supervision are carried out to ensure the fulfillment of children’s rights within classroom practices. A qualitative case study approach was employed to obtain an in-depth understanding of managerial and instructional processes. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, vice principals, teachers, students, and parents. Data validity was ensured through source and technique triangulation, while data analysis followed the stages of reduction, display, and conclusion drawing. The findings indicate that the implementation of Child-Friendly School management in the learning process has been carried out effectively. In the planning stage, teachers are directed to design student-centered lesson plans that integrate child-friendly principles. The organizing stage shows a clear distribution of roles and responsibilities among school members, including the involvement of parents and the school committee. During implementation, teachers apply active learning strategies, positive communication, and non-violent discipline, creating a safe, inclusive, and enjoyable learning environment. In the supervision stage, regular monitoring and evaluation are conducted to ensure consistent application of child-friendly principles, although continuous monitoring and teacher capacity strengthening remain necessary. Overall, the study concludes that effective management of Child-Friendly Schools contributes positively to the creation of a humane, participatory, and rights-based learning process, supporting students’ academic and socio-emotional development.
The Managerial Role of an Outstanding Principal in the Aspect of Educational Quality Istikomah, Istikomah; Kusumaningsih, Widya; Sulianto, Joko
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9250

Abstract

This study aims to analyze the managerial role of an outstanding principal in improving the quality of early childhood education through the implementation of the management functions of planning, organizing, actuating, and controlling (POAC) at TK Islam Sultan Agung 1 Semarang, Indonesia. The study employed a qualitative approach with a case study design to gain an in-depth understanding of managerial practices within the natural context of the educational institution. Data were collected through in-depth interviews, observations, and document analysis involving the principal, teachers, the school committee, and parents. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing, while the validity of the data was ensured through source and technique triangulation. The findings reveal that the principal implemented managerial functions in an integrated and systematic manner. Planning was carried out participatively by integrating Islamic values with national early childhood education standards. Organizing was conducted through competency-based task distribution and structured coordination among educators and staff. The implementation of programs was supported by collaborative leadership, continuous professional development, and a reflective culture that strengthened teachers’ professionalism. Controlling was performed through academic supervision and ongoing evaluation aimed at improving educational quality. In addition, transparency in resource management contributed to strengthening accountability and building public trust. The study concludes that effective and value-based managerial leadership plays a crucial role in fostering a sustainable culture of quality in Islamic-based early childhood education institutions and in ensuring the long-term development of the institution.
Co-Authors ,, Kartinah Abas, Moh. Ibnu Achmad Buchori Agnes, Agnes Ayu Febriana Alafiyah, Cici Evianti amalia, rhein Anggraeni, Lisa Ardianing, Nur Puji Aryani, Desy Dwi Astuti, Ima Puji Astutiningtyas, Dewi Nur Laksmi Aurora Nur Aini Aziz, Aminuddin Faizal Azizah, Durotul Budiyanto, Andi Budiyono, Asep Bunyamin Bunyamin CARYATI, CARYATI Chatminingtyas, Nur Azizah Choirul Huda Damayanti, Aries Tika Darhim Darhim Dedy Hermawan Deswanty, Anggi Dewi, Nisrina Nofia Dhian Endahwuri, Dhian Diah Rahayu, Septaria Dian Wijayanti Dina Prasetyowati Dirman, Dirman Djoko Purnomo E. Nurlaelah endahwuri, Dian Endarini, Amelia Dian Ernawati Saptaningrum Ernawati, Evi Farida Nursyahidah Febriyanti, Bella Putri Ayu Fiani, Rizki Fu'jiyat, Noor Ginting, Rosalina . BR Ginting, Rosalina B.R. Ginting, Rosalina Br. Hafidz, Ahmad Aunil Hamida, Ida Handayani, Ery Handayani, Kristin Hardiman, Sofandy Harjito - Harto Nuroso Hartono Hartono Hidayah, Farisha Nur Hidayah, Laili Nurul Hikmaya, Nafisa Dian Husni Wakhyudin I Made Sudana Imam Kusmaryono Imam Suryadi, Imam Inayah Inayah Irkham Ulil Albab Irmayani Istichomah Istichomah, Istichomah Istikomah Istikomah Izzati, Nurul Janji, Sri Joko Sulianto . . Jupriyanto, Jupriyanto Khalimah, Khalimah Khalimah, Khalimah Khusnawati, Arifah KUMBARANINGTYAS, AGNES Kusuma, Afrisa Ardianty Lela Iman Ningrum, Lela Iman Lestari, Triana Sayekti Peni Puji Lestariningtyas, Lestariningtyas Lilik Ariyanto Listiyanto, Hery Lutfiana, Lutfiana maftukhah, ita umiyatun Marginingsih, Peni Maria Ulfah Maryanti, Cicik Maryanto - Mawadah, Atik Nur Mintarsih, Tatik Mugiem, Mugiem Muhammad Prayito Muhdi Muhdi Mukromin, Abdul Malik Mulyono, Pri Muntamah, Siti Nikmah, Ulin Ningsih, Tri Rahayu Noor Miyono Nopiani, Sri Noviana Dini Rahmawati, Noviana Dini Novitasari, Siti Rahayu Noviyanti, Esti Dwi Nur Setyaningsih, Ariani Nurfadilah, Diyah Nurina Happy Nurkolis Nurkolis , Nurkolis Nurkolis Nurkolis, Nurkolis Nurohman, Cahyo Nurwijayanti, Valda Aprilia Pamungkas, Hawinda Dwi Paryuni Paryuni, Paryuni Pramudianti, Mia Prasetyaningrum, Eni Pratiwi, Ari Suci Purtiningsih, Okta Purwosetiyono, FX Didik Qiftiyani, Abda’u Ika Qiftiyani, Abda’u Ika Qristin violinda Raden Mohamad Herdian Bhakti Rahmawati, Adiani Rasiman Rasiman Rhistiani, Yuanita Riawan, Bina Rina Dwi Setyawati Riyadi, Fifin Agus Riyatno, Yuli Rizkiya, Achlis Rosalina Ginting Santosa, Muh. Gilang Wahyu Saputro, Lutfi Hadi Sari, Anggun Widya Sari, Devi Ranita Setiyono, Yuuki Chleo Pratama Setyastuti, Eka Setyawati, Ariani Nur Sidiq, Dicky Ahmad Nor SITI KHOLIFAH Soedjono Soedjono Soegeng Ysh, A. Y. Suciana, Fransiska Sudargo Sugiarto S Sugiharto, Sasi Sugiyanto - Suherni Suherni, Suherni Sukamto ,, Sukamto Sulastri Sulastri Sulistiyaningsih, Endang Sulistiyawan, Heri Sunandar Sunandar Supandi Suprihatini, Ganis Suratmin Suratmin Suryandari, Beti Sutarni, Sutarni SUTARSIH, WIJI Suyoto Suyoto Syaifudin, Mohamad Tatang Herman, Tatang TEJAWATI, SARI Thoha, A Titik Haryati Turmudi Ulfah, Nur Saniya Varietasari, Dian Vitara, Richo Alif Wahidatun, Nur Baity Wahyu Dwi Lestari Wahyudi, Miftah Sri WARTIIN, WARTIIN Wasminto, Bambang Wati, Christin Eni Whindari, Suyun Wibawa, Bebet Adi Widyastuti, Nora Wigati, Trinil Wulandari, Santi Yanuar Hery Murtianto Ysh, AY Soegeng Yuni Kartikasari, Yuni Zulfiana, Zulfiana