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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Elemen JIPMat (Jurnal Ilmiah Pendidikan Matematika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Educatio Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Magister Pendidikan IPA Kappa Journal Mandalika Mathematics and Educations Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat Jurnal Math-UMB.EDU Mosharafa: Jurnal Pendidikan Matematika ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Griya Journal of Mathematics Education and Application ACADEMIA: Jurnal Inovasi Riset Akademik PRIMA : Portal Riset dan Inovasi Pengabdian Masyarakat International Journal of Multidisciplinary Research and Literature (IJOMRAL) EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Notasi: Jurnal Pendidikan Matematika Alpatih: Jurnal Inovasi Pengabdian Masyarakat Jurnal Pendidikan MIPA Journal on Mathematics Education
Sri Supiyati
Universitas Hamzanwadi
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Implementation of Traditional Games in Ethnoscience Learning Sri Supiyati; M. Khairul Wazni; Dadang Warta Chandra Wira Kusuma; Agus Muliadi
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.7550

Abstract

This study aims to explore the perceptions of preservice teachers on the implementation of traditional Sasak tribe games in ethnoscience learning. This exploratory research was conducted at the Mandalika University of Education with a subject pool of 294 preservice teacher students. The research utilized a validated closed questionnaire instrument with responses gathered using a Likert scale. The data from this study were analyzed using quantitative descriptive statistics. The results of this study are (1) preservice teachers’ perceptions of the implementation of traditional Sasak games in ethnoscience learning in each item of the statement, namely item 1 scored 3.30, categorized as Very High; item 2 scored 3.22, categorized as Tall; item 3 scored 2.88, also categorized as Tall; item 4 scored 3.41, categorized as Very High; item 5 scored 3.19, categorized as Very High; item 6 scored 3.28, categorized as Very High; item 7 scored 3.13, categorized as Tall; item 8 scored 3.38, categorized as Very High; item 9 scored 3.37, categorized as Very High; and item 10 scored 3.47, categorized as Very High; (2) preservice teachers hold highly favorable perceptions regarding the implementation of traditional Sasak games in ethnoscience learning, proven by the average score of 3.26, categorized as Very High.
Pengembangan Math Domino Cards Untuk Meningkatkan Pemahaman Konsep Bilangan Bulat Siswa Kelas VII SMP/MTs Siti Aisah; Mukarromatul Isnaini; Sinar Marhamah; Ahmad Rasidi; Sri Supiyati
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11530

Abstract

This study focused on developing and testing the feasibility of Math Domino Cards as a learning medium for integer material by reviewing its validity, practicality, and effectiveness in improving the conceptual understanding of SMP/MTs. The method used was Research and Development (R&D) with a 4D model that included the stages of define, design, develop, and disseminate. The study involved 34 students from class VII MTs Mu’allimin NWDI Pancor as test subjects. The instruments used included material and media expert assessment sheets, practicality questionnaires for teachers and students, and concept comprehension tests conducted through pre-tests and post-tests. Data analysis was performed using quantitative descriptive statistics, N-Gain calculations, and paired t-tests. The results of the analysis showed that the Math Domino Cards media was in the valid category with a percentage of material expert and media expert assessments of 75% each. The practicality of the media was classified as good based on the responses of 77% of teachers and 71.98% of students. Effectiveness testing showed an increase in understanding of integer concepts with an N-Gain value of 0.3008 in the moderate category, as well as a significant difference between the pretest and post-test results based on the paired t-test. These findings indicate that the application of integer-based domino card games through the 4D model is feasible and has the potential to improve the quality of students' understanding of mathematical concepts.
Pengembangan modul ajar berbasis model SSCS guna meningkatkan prestasi dan motivasi belajar siswa SMP Rody Satriawan; Sri Supiyati; Abdullah; Ahmad Rasidi
NOTASI: Jurnal Newmacau88 Pendidikan Matematika Vol. 4 No. 1 (2026): Maret
Publisher : Alapatih Harapatn Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/notasi.v4i2.522

Abstract

Penelitian ini bertujuan mengembangkan modul ajar berbasis Search, Solve, Create, and Share (SSCS) yang valid, praktis, dan efektif untuk meningkatkan prestasi serta motivasi belajar siswa. Penelitian menggunakan metode Research and Development (R&D) melalui tahap perancangan, pengembangan, implementasi, dan evaluasi. Data dikumpulkan menggunakan lembar validasi ahli, angket respon guru dan siswa, tes hasil belajar, serta angket motivasi belajar, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa modul yang dikembangkan memiliki tingkat validitas sangat tinggi dengan skor rata-rata 3,72 dari skala 4,00. Aspek kelayakan isi memperoleh skor 3,80, kebahasaan 3,65, penyajian 3,70, dan kegrafikan 3,73. Tingkat kepraktisan juga sangat tinggi, ditunjukkan oleh respon guru sebesar 88,50% dan respon siswa sebesar 84,20%. Modul terbukti efektif meningkatkan hasil belajar, ditandai dengan kenaikan nilai rata-rata dari 62,40 pada pretest menjadi 83,75 pada posttest dengan nilai N-Gain 0,57 (kategori sedang). Motivasi belajar siswa mencapai 82,90% (kategori tinggi). Dengan demikian, modul ajar berbasis SSCS layak digunakan sebagai bahan ajar inovatif yang mendukung pembelajaran berpusat pada siswa dan meningkatkan kualitas pembelajaran.
Pengembangan modul ajar polinomial dengan model pembelajaran discovery learning untuk meningkatkan hasil belajar siswa Rahman Wahyudi Hasani; Rody Satriawan; Fahrurrozi; Sri Supiyati
NOTASI: Jurnal Newmacau88 Pendidikan Matematika Vol. 4 No. 1 (2026): Maret
Publisher : Alapatih Harapatn Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/notasi.v4i1.718

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan modul pembelajaran matematika berbasis Discovery Learning serta menganalisis efektivitasnya dalam meningkatkan hasil belajar siswa. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan 4D yang meliputi tahap define, design, develop, dan disseminate. Uji coba terbatas dilakukan pada siswa kelas XI SMA Negeri 2 Selong. Data penelitian diperoleh melalui observasi, wawancara, lembar validasi ahli, angket respons pengguna, dan tes hasil belajar. Kualitas modul dievaluasi berdasarkan aspek validitas, kepraktisan, dan keefektifan. Hasil validasi menunjukkan bahwa modul memenuhi kriteria valid dengan persentase penilaian ahli materi masing-masing sebesar 80% dan 75%, serta ahli media sebesar 80% dan 71%. Tingkat kepraktisan modul tergolong tinggi, ditunjukkan oleh respons guru sebesar 84% dan respons siswa sebesar 74%. Analisis hasil belajar menunjukkan peningkatan nilai rata-rata siswa dari 71 pada pretest menjadi 91 pada posttest. Selain itu, hasil uji N-Gain sebesar 0,70 menunjukkan kategori efektivitas sedang hingga tinggi. Temuan penelitian mengindikasikan bahwa modul pembelajaran berbasis Discovery Learning yang dikembangkan layak digunakan dan efektif dalam meningkatkan hasil belajar matematika siswa.
Pendampingan Bimbingan Belajar di Luar Jam Sekolah untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas V MI NW Kembang Kuning Siti Munawaroh; Sri Supiyati
PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT Vol. 5 No. 2 (2026): MARCH
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/prima.v5i2.2198

Abstract

Low motivation and poor academic performance among students are issues that require serious attention in primary education. This community service activity aimed to improve the motivation and learning outcomes of fifth-grade students at MI NW Kembang Kuning through an after-school tutoring program. The methods employed included interactive lectures, question-and-answer sessions, group discussions, educational games, assignments, and the provision of rewards and positive reinforcement. The program was conducted over four weeks, with each session lasting 90 minutes, five days a week. The results of the activity showed a significant improvement in students’ learning outcomes, marked by an increase in the average score from 49.8 in the pre-test to 87.6 in the post-test, representing a 76% increase. A total of 60% of students achieved a perfect score of 100 in the post-test. Increased learning motivation was also reflected in a 95% attendance rate, greater active participation in asking and answering questions, and growing student initiative in completing tasks independently. The program received a positive response from the head of the madrasah, teachers, and parents. It can be concluded that the after-school tutoring program proved effective in enhancing student motivation and learning outcomes at the madrasah ibtidaiyah level.
Pengembangan LKPD Matematika Berbasis Problem Based Learning Untuk Meningkatkan Higher Order Thinking Skill Peserta Didik Sekolah Dasar Seniawati Seniawati; Sri Supiyati; Marhamah Marhamah
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 2 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i2.3654

Abstract

The purpose of this study was to determine the practicality of developing a Mathematics Student Worksheet (LKPD) based on Problem-Based Learning (PBL) for fifth-grade students at Landah State Elementary School; to determine the validity of the Mathematics Student Worksheet based on Problem-Based Learning (PBL) for fifth-grade students at Landah State Elementary School; and to determine the effectiveness of the Mathematics Student Worksheet based on Problem-Based Learning (PBL) in improving higher-order thinking skills at fifth-grade students at Landah State Elementary School. The type of research used was Research and Development (RnD). The research model was ADDIE, an acronym for Analyze, Design, Develop, Implement, and Evaluate. Data collection techniques used were interviews and questionnaires. Data analysis techniques used were validity analysis, practicality analysis, and effectiveness analysis. The results of this study indicate that the practicality of the LKPD is demonstrated through the results of the teacher and student questionnaire responses, which obtained percentages of 97% and 95%, respectively, where these calculated percentages are considered very practical. The validity of the worksheet was demonstrated through assessments by learning experts, media experts, and language experts, which obtained a very good rating, and an Aiken's V index score that fell into the valid category. The effectiveness of the worksheet was evident in the significant improvement in student learning outcomes, with an average pretest score of 49.13 increasing to 80.43 on the posttest, with an N-Gain of 0.62, which falls into the moderate category.
PENGARUH LINGKUNGAN KELUARGA DAN MOTIVASI BELAJAR TERHADAP PRESTASI AKADEMIK SISWA SEKOLAH DASAR Jalaluddin; Sri Supiyati; Shahibul Ahyan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.33419

Abstract

International assessments such as PISA 2022, TIMSS 2019, and AKM 2022 highlight the crucial role of the family environment including parental education, the home learning atmosphere, and emotional support in shaping students’ academic achievement. Nevertheless, the situation in Elementary Schools of Cluster IV, Keruak District, reveals that approximately 40% of students still perform below the minimum passing standard, particularly in mathematics and the Indonesian language. This condition is largely attributed to insufficient family support, low motivation, limited learning facilities, and economic constraints. The present study seeks to examine the influence of the family environment and learning motivation on elementary school students’ academic achievement, both individually and simultaneously. A quantitative approach with an ex post facto design was employed, involving 120 fifth-grade students from Cluster IV Elementary Schools selected through proportional random sampling. The independent variables were the family environment (X₁) and learning motivation (X₂), while the dependent variable, academic achievement (Y), was assessed using students’ report card scores. Data were collected through a validated and reliable questionnaire (Cronbach’s Alpha > 0.90) and analyzed using multiple linear regression with SPSS Version 25 for Windows. Findings indicate that both the family environment and learning motivation exert a positive and significant effect on academic achievement. Collectively, these variables account for 42.8% of the variance in students’ achievement. The study underscores that family support, school context, and student motivation are essential determinants of academic success at the elementary level.
PERBEDAAN PENGARUH MODEL PROJECT-BASED LEARNING DAN PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI SISWA SMP Sulfatuh Ummah; Edy Waluyo; Sri Supiyati
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15246

Abstract

ABSTRACT Critical thinking and communication are essential 21st-century competencies that need to be developed among junior high school students, yet both remain challenging to develop through classroom learning. This study aimed to analyze differences in the effects of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on students’ critical thinking and communication skills, both simultaneously and partially. The study employed a quantitative approach with a quasi-experimental non-equivalent control group design. The sample consisted of 60 eighth-grade students at SMP Negeri 1 Pringgasela, divided into PjBL and PBL groups, with 30 students in each group. Data were collected using an essay test to assess critical thinking and a performance test to assess communication skills, both of which underwent validity and reliability testing. Data were analyzed using Multivariate Analysis of Variance (MANOVA) at a significance level of 0.05. The results showed a significant simultaneous difference between PjBL and PBL in students’ critical thinking and communication skills (Pillai’s Trace = 0.878; F = 205.702; p < 0.05). Partially, PBL was more effective in developing critical thinking, whereas PjBL was more effective in developing communication skills. These findings indicate that learning model selection should be aligned with the competencies targeted in instruction. ABSTRAK Kemampuan berpikir kritis dan komunikasi merupakan kompetensi abad ke-21 yang penting dikembangkan pada siswa SMP, tetapi keduanya masih menghadapi kendala dalam pembelajaran. Penelitian ini bertujuan menganalisis perbedaan pengaruh model Project-Based Learning (PjBL) dan Problem-Based Learning (PBL) terhadap kemampuan berpikir kritis dan komunikasi siswa secara simultan maupun parsial. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental non-equivalent control group. Sampel terdiri atas 60 siswa kelas VIII SMP Negeri 1 Pringgasela yang terbagi dalam kelompok PjBL dan PBL, masing-masing 30 siswa. Data dikumpulkan melalui tes uraian kemampuan berpikir kritis dan tes unjuk kerja kemampuan komunikasi yang telah melalui validasi dan uji reliabilitas. Data dianalisis menggunakan Multivariate Analysis of Variance (MANOVA) pada taraf signifikansi 0,05. Hasil penelitian menunjukkan terdapat perbedaan pengaruh signifikan secara simultan antara PjBL dan PBL terhadap kemampuan berpikir kritis dan komunikasi siswa (Pillai’s Trace = 0,878; F = 205,702; p < 0,05). Secara parsial, PBL lebih unggul dalam kemampuan berpikir kritis, sedangkan PjBL lebih unggul dalam kemampuan komunikasi. Temuan ini menunjukkan bahwa pemilihan model pembelajaran perlu disesuaikan dengan kompetensi yang menjadi tujuan pembelajaran.
PERBANDINGAN EFEKTIVITAS PEMBELAJARAN BERBASIS PROYEK DAN PEMBELAJARAN BERBASIS MASALAH TERHADAP KREATIVITAS DAN KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN IPAS DI SEKOLAH DASAR Rohmiyati Jalilah; Muhammad Khairul Wazni; Sri Supiyati
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.15250

Abstract

ABSTRACT Elementary IPAS learning is expected not only to promote conceptual understanding but also to develop students’ creativity and critical thinking through active and contextual learning experiences. This study aimed to compare students’ creativity and critical thinking after participating in Project-Based Learning (PjBL) and Problem-Based Learning (PBL), as well as to examine differences between the two outcomes simultaneously. The study employed a quasi-experimental approach with a static-group comparison design involving fifth-grade students at SD Negeri 1 Terara during the second semester of the 2025/2026 academic year. From a population of 70 students, the final data analyzed comprised 65 students, with 35 students in the PjBL group and 30 students in the PBL group. Creativity was measured using a Likert-scale questionnaire, while critical thinking was assessed using an instrument based on critical-thinking indicators. Data were analyzed using descriptive statistics, normality and homogeneity tests, independent-samples t-tests, and MANOVA with SPSS 26. The results showed that the mean creativity score was higher in the PjBL group than in the PBL group (81.69 vs. 79.17), but the difference was not significant (p = 0.084). Conversely, the mean critical-thinking score was slightly higher in the PBL group than in the PjBL group (79.40 vs. 78.91), but the difference was also not significant (p = 0.769). Simultaneously, MANOVA indicated no significant multivariate difference (Pillai’s Trace = 0.050; F(2,62) = 1.636; p = 0.203). These findings indicate that both models produced relatively comparable outcomes in creativity and critical thinking within the research context. ABSTRAK Pembelajaran IPAS di sekolah dasar dituntut tidak hanya menghasilkan penguasaan konsep, tetapi juga mengembangkan kreativitas dan kemampuan berpikir kritis melalui pengalaman belajar yang aktif dan kontekstual. Penelitian ini bertujuan membandingkan kreativitas dan kemampuan berpikir kritis siswa setelah mengikuti pembelajaran Project-Based Learning (PjBL) dan Problem-Based Learning (PBL), serta menguji perbedaan kedua outcome secara simultan. Penelitian menggunakan eksperimen semu dengan rancangan static-group comparison pada siswa kelas V SD Negeri 1 Terara semester genap Tahun Pelajaran 2025/2026. Dari populasi 70 siswa, data akhir yang dianalisis berjumlah 65 siswa, terdiri atas 35 siswa kelompok PjBL dan 30 siswa kelompok PBL. Kreativitas diukur menggunakan angket skala Likert, sedangkan kemampuan berpikir kritis diukur menggunakan instrumen penilaian berdasarkan indikator kemampuan berpikir kritis. Data dianalisis menggunakan statistik deskriptif, uji normalitas, homogenitas, independent-samples t-test, dan MANOVA dengan SPSS 26. Hasil menunjukkan bahwa rerata kreativitas kelompok PjBL lebih tinggi daripada PBL (81,69 vs. 79,17), tetapi tidak signifikan (p=0,084). Sebaliknya, rerata berpikir kritis PBL sedikit lebih tinggi daripada PjBL (79,40 vs. 78,91), tetapi juga tidak signifikan (p=0,769). Secara simultan, MANOVA menunjukkan tidak terdapat perbedaan multivariat yang signifikan (Pillai’s Trace=0,050; F(2,62)=1,636; p=0,203). Temuan menunjukkan bahwa kedua model menghasilkan capaian yang relatif sebanding pada kreativitas dan berpikir kritis dalam konteks penelitian.
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS MELALUI KEMANDIRIAN BELAJAR Ahlan Suadi; Lalu Muhammad Fauzi; Sri Supiyati
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v5i4.14985

Abstract

ABSTRACT Students’ mathematical critical thinking skills in Indonesia remain relatively low. This study aimed to analyze the influence of Problem-Based Learning (PBL) and Inquiry learning models on students’ mathematical critical thinking skills, with learning independence examined as a mediating variable. A quantitative approach with a quasi-experimental design was employed, and the data were analyzed using path analysis. The sample consisted of 46 fifth-grade students at SD Negeri 1 Sambelia, divided into two groups: PBL (n = 23) and Inquiry (n = 23). The research instruments comprised a mathematical critical thinking skills test and a learning independence questionnaire. The results showed that the learning models and learning independence jointly contributed significantly to students’ mathematical critical thinking skills. PBL showed a significant individual contribution, while the contribution of Inquiry was associated with students’ learning independence. Learning independence also made a significant contribution to mathematical critical thinking skills in the PBL group. These findings indicate that the effectiveness of PBL and Inquiry in supporting mathematical critical thinking is associated with students’ level of learning independence. Therefore, learning activities should incorporate systematic support for the development of students’ learning independence alongside the implementation of innovative learning models. ABSTRAK Kemampuan berpikir kritis matematis merupakan salah satu kompetensi penting dalam pembelajaran matematika karena berkaitan dengan kemampuan siswa dalam menganalisis, mengevaluasi, dan menyelesaikan masalah secara logis. Penelitian ini bertujuan menganalisis perbedaan dan pengaruh penerapan model Problem Based Learning (PBL) dan Inkuiri terhadap kemampuan berpikir kritis matematis dengan mempertimbangkan kemandirian belajar siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental. Sampel terdiri atas 46 siswa kelas V SD Negeri 1 Sambelia yang terbagi dalam kelompok PBL (n=23) dan kelompok Inkuiri (n=23). Data dikumpulkan menggunakan tes kemampuan berpikir kritis matematis dan angket kemandirian belajar, kemudian dianalisis menggunakan statistik deskriptif, uji prasyarat, dan analisis jalur (path analysis). Hasil penelitian menunjukkan bahwa model pembelajaran dan kemandirian belajar secara bersama-sama berhubungan secara signifikan dengan kemampuan berpikir kritis matematis. Penerapan PBL menunjukkan pengaruh yang signifikan terhadap kemampuan berpikir kritis matematis, sedangkan pengaruh model Inkuiri perlu dipahami dengan mempertimbangkan kemandirian belajar siswa. Kemandirian belajar juga menunjukkan kontribusi yang signifikan terhadap kemampuan berpikir kritis matematis, terutama pada kelompok PBL. Namun, perbedaan pengaruh langsung antara PBL dan Inkuiri tidak menunjukkan hasil yang signifikan setelah kemandirian belajar diperhitungkan. Temuan ini menunjukkan bahwa penerapan PBL dan Inkuiri sama-sama berpotensi mendukung pengembangan kemampuan berpikir kritis matematis, sementara kemandirian belajar merupakan aspek yang perlu diperhatikan dalam pelaksanaan kedua model pembelajaran tersebut.
Co-Authors A.A. Ketut Agung Cahyawan W ABDULLAH Abdullah Agus Muliadi Ahlan Suadi Ahmad Rasidi Alsulami, Naif Mastoor Baiq Nurul Wahidah Dadang Warta Candra Wira Kesuma Dewi Komalasari, Junita Donna Boedi Maritasari Edy Waluyo Eli Windarti Fahrurrozi Fahrurrozi Farida Hanum Farida Hanum Hery Ardiansyah Huswatun Hasanah Intan Dwi Hastuti Isnawan, Muhamad Galang Istiqomah, Sucita Annisa Belia Jailani Jailani Jailani Jalaluddin Jamilatun Lestari Jilda Yumnatul Ula’ Khaironi, Nispatul Khumaeroq Alya Yunisa Kusno Kusno Kusno Lalu Muhammad Fauzi Lalu Muhammad Fauzi M, Makhful Malik Ibrahim Marhamah Mimi Alpian Mita Helmawati Muhammad Ahyar Rasyidi Muhammad Halqi Muhammad Khairul Wazni Mukarromatul Isnaini Naelul Muwazzati Nazri, Muhammad Neny Endriana Nila Hayati Niswatun Nisa Pratama, Ridho Yudha Rahman Wahyudi Hasani Rasyid Hardi Wirasasmita Rina Marbela Ristu Haiban Hirzi Rodi Satriawan Rody Satriawan Rohmiyati Jalilah Seniawati Seniawati Setiyaningsih, Eka Shahibul Ahyan Sinar Marhamah Siti Aisah Siti Munawaroh Suhartiwi, Suhartiwi Sulfatuh Ummah Sutarto Sutarto Tara Wahyuni Tilawati, Susi Ubaidah, Nur Vivin Eka Suswandi Wardi, Zoatul Widyatul Aisyah Yolanda, Gelvia Yulinda Sari, Desi Yusuf Nalim, Yusuf Zoatul Wardi