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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan JURNAL ADMINISTRASI PUBLIK Journal of Education and Learning (EduLearn) Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran dan Aplikasinya Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Prima Edukasia Jurnal Inovasi Pendidikan IPA Jurnal Varidika Profesi Pendidikan Dasar Jurnal Manajemen Pendidikan Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan (Teori dan Praktik) Metodik Didaktik EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Natural: Jurnal Ilmiah Pendidikan IPA JECCE (Journal of Early Childhood Care and Education) Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JPF : JURNAL PENDIDIKAN FISIKA Journal of Education Technology International Journal of Elementary Education Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Psychology, Evaluation, and Technology in Educational Research JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) EARLY CHILDHOOD : JURNAL PENDIDIKAN Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Teacher in Educational Research PROGRES PENDIDIKAN SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Ideguru: Jurnal Karya Ilmiah Guru International Journal of Educational Management and Innovation (IJEMI) Renjana Pendidikan Dasar JPI (Jurnal Pendidikan Inklusi) International journal of education and learning International Journal on Education Insight Jurnal Teknologi Lingkungan Lahan Basah JP (Jurnal Pendidikan) : Teori dan Praktik Prosiding University Research Colloquium Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Journal of Management Studies and Development Journal of Public Health Sciences International Journal of Learning Reformation in Elementary Education Journal of Pedagogy and Education Science Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Buletin Edukasi Indonesia Jurnal MIPA dan Pembelajarannya Kelola: Jurnal Manajemen Pendidikan Proceeding Seminar Nasional IPA Journal of Professional Teacher Education Profesi Pendidikan Dasar Journal of Social and Community Development Jurnal Pendidikan Progresif Journal of Educational Technology Innovation and Applications Contemporary Education and Community Engagement Jurnal VARIDIKA Journal Basic Education Skills Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Ika Maryani
Universitas Ahmad Dahlan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy 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 Energy Engineering 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 Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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The Effect of University Students Readiness in Online Science Learning toward Learning Motivation Rizki Wahyuningsih; Ika Maryani; Pratiwi Pujiastuti
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.821

Abstract

The purpose of this study was to determine the effect of student readiness in online class on learning motivation. The population in this study were all 4th semester students with a sample of 80 students who were taken purposively. This research was conducted at Ahmad Dahlan University (UAD) in Yogyakarta. The time of this research was carried out for four months, namely from March to June 2021. The method used in this study was quantitative with a survey research design. The results of this study explain that the UAD PGSD Department students are ready to participate in online science learning during this pandemic, but it still has an impact on their enthusiasm or motivation to learn so that improvements are still needed from all parties to create a better online learning atmosphere. Improvements that can be made are in the form of providing online training or workshops for lecturers and students, improving e-learning management, providing education and motivation from lecturers to students regarding the positive side of e-learning, as well as increasing lecturer innovation so that e-learning implemented is more attractive to students. In addition, in the implementation of online-based learning, it is necessary to pay attention to the principles of learning, both for content and other activities prepared for online learning must be able to represent learning in the classroom, so that it becomes a challenge for lecturers in preparing online learning.
Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School Maryani, Ika; Martaningsih, Sri Tutur
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 1: March 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (164.543 KB) | DOI: 10.11591/ijere.v4i1.4490

Abstract

Various learning problems occur due to the teachers’ inability in managing the learning process. Teacher’s learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge (PCK) of primary school teachers; and 2) the relationship between the teacher’s PCK with student’s motivation in learning. The experiment was conducted on teachers and primary school students in Yogyakarta, Indonesia. Teacher samples were taken by purposive sampling technique, whereas the student samples were taken by random sampling technique. The data of students’ motivation were collected through questionnaire, whereas data of PCK obtained from the results of teachers’ competency test in the last 2013. Data were analyzed using Pearson correlation technique. The results showed there is a relationship between teacher’s pedagogical content knowledge with student motivation in learning (p value is 0.000, and r is 0.0907).
School Experience in Facing Bantul Earthquakes Disaster Response: A Qualitative Study Astuti, Dhesi Ari; Sulisworo, Dwi; Nurul Kurniati; Ika Maryani; Nursani A. Haris; Siti Fatimah
Journal of Public Health Sciences Vol. 4 No. 03 (2025): Journal of Public Health Sciences
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jphs.00968

Abstract

Earthquakes can significantly affect children's development both physically and psychologically. School experience in disaster management becomes one of the foundations for formulating needs and policies in earthquakes disaster mitigation within the school environment. This study aimed to capture the experience of schools in Bantul, Yogyakarta, in dealing with earthquakes events. Using a qualitative approach, data were collected through in-depth interviews and analyzed thematically to identify codes and themes emerging from the data, related to school-based disaster management. Analysis yielded nine major categories describing how schools prepare for, respond to, and recover from earthquakes. The findings highlight the critical role of disaster education and preparedness within school settings and reveal the need for clear procedures supporting children’s physical and psychological recovery after an earthquake. These insights underscore the importance of cross-sector collaboration and policy development to strengthen school-based disaster mitigation and post-earthquake recovery programs.
Tren, Kesenjangan, dan Arah Masa Depan Pembelajaran Mendalam dalam Pendidikan: Tinjauan Lingkup Literatur Scopus yang Dipandu PRISMA-ScRG (2000-2025) Arif Jamali; Dwi Sulisworo; Ika Maryani; Rizalul Fiqry
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12470

Abstract

The rapid digital transformation of education has accelerated the use of artificial intelligence, particularly deep learning, to support adaptive and personalized learning systems. However, research in this field remains fragmented, and its overall development has not been systematically mapped. This study aims to identify trends, gaps, and future directions of deep learning in education between 2000 and 2025. A scoping review was conducted on 491 journal articles indexed in Scopus, followed by bibliometric analysis to examine publication growth, keyword co-occurrence, and thematic clusters. The results show a sharp increase in publications since 2018, reflecting growing academic attention to this field. Four dominant clusters were identified: (1) academic evaluation and assessment, (2) learner perceptions and experiences, (3) algorithmic exploration and model efficiency, and (4) reflective and systemic approaches to technology-based learning. While technical and evaluative studies dominate, ethical, affective, and social dimensions remain underexplored, particularly in primary education and Global South contexts. The findings highlight the need for future research to adopt a more transdisciplinary and contextualized approach, integrating pedagogy, digital ethics, and human-centered design. This study contributes strategically by providing a comprehensive knowledge map to guide researchers, policymakers, and practitioners in designing equitable and sustainable AI-based education systems.
Diffrentiated Learning to Improve Student Competencies Iim; Suparman; Ika Maryani; Julita Lindriany
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001177

Abstract

Differentiated learning is an instructional approach that customizes learning processes, content, and products according to students' diverse needs, interests, and readiness levels. This approach has emerged as a critical strategy for addressing classroom diversity and optimizing both academic and non-academic competencies. Despite growing interest, a systematic understanding of how differentiated learning enhances student competencies across varied educational contexts remains limited. This study employed a systematic literature review to examine the role of differentiated learning in improving student competencies. A comprehensive search across academic databases identified peer-reviewed articles published between 2015 and 2025. Selected studies underwent thematic analysis to identify implementation patterns, underlying principles, and effectiveness indicators of differentiated learning strategies. The analysis reveals that differentiated learning significantly enhances learning motivation, student engagement, and equitable competency achievement across diverse populations. Three critical success factors emerged: systematic diagnostic assessment to map individual learning needs, teacher flexibility and pedagogical skills in designing adaptive strategies, and robust institutional support for inclusive learning environments. Evidence indicates substantial improvements in both cognitive and affective learning outcomes when differentiation is properly implemented. Effective differentiated learning transcends mere pedagogical technique, requiring continuous professional development, collaborative school culture, and responsive formative assessment practices. The integration of student-centered approaches and ongoing evaluation mechanisms amplifies positive impacts on competency development. However, implementation challenges persist, including time constraints and resource limitations. This study confirms that differentiated learning represents a strategic, evidence-based approach for creating equitable and adaptive learning processes that sustainably improve student competencies across diverse educational settings.
Teacher Readiness for Implementing Sustainable Education: A Comparative Synthesis of Predictive Factors Across Diverse Educational Contexts Dwi Sulisworo; Ika Maryani; Siti Mahsanah Budijati
Buletin Edukasi Indonesia Vol. 4 No. 03 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i03.1303

Abstract

Teacher readiness is a critical determinant of effective implementation of Education for Sustainable Development (ESD) across global educational systems. This study synthesizes evidence from ten international studies involving more than 7,000 teachers to examine the factors that predict readiness for sustainable education and how these predictors vary across different contexts. Using a systematic semantic search, screening, and structured data extraction process, the review identifies four overarching domains shaping readiness: individual characteristics, knowledge and skills, attitudes and environmental commitment, and institutional and system-level factors. Findings reveal that demographic variables such as age, gender, and teaching experience exert limited influence, while disciplinary background, sustainability knowledge, and technological–pedagogical competence demonstrate stronger predictive power. Notably, self-efficacy and personal engagement in sustainable behaviors emerge as dominant predictors, especially in systems with greater ESD maturity. Institutional conditions—including leadership support, resource availability, school culture, and policy alignment—further moderate the translation of individual readiness into classroom practice. The review highlights significant gaps, particularly the absence of studies comparing high-performing and low-performing systems directly, and the inconsistent provision of discipline-specific professional development. The study concludes by emphasizing the need for a holistic, context-sensitive approach to strengthening teacher readiness as a foundation for advancing sustainable education globally.
Integrating the Eco Explorers Game to Enhance Elementary Students’ Problem-Solving Skills in Ecosystem Learning Intan Meifilindati; Ika Maryani; Okimustava Okimustava; Muhammad Kristiawan; Josephine Magay Salmo
Jurnal VARIDIKA Volume 37 No 2, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i2.10638

Abstract

Science education at the primary level plays a critical role in fostering students’ higher-order thinking skills, particularly their problem-solving abilities. However, many elementary students continue to face challenges in developing these competencies, leading to generally low levels of performance. This study investigates the effectiveness of the Eco Explorers educational game in enhancing the problem-solving skills of fifth-grade students within the topic of ecosystems. A pre-experimental one-group pretest-posttest design was employed, involving 25 participants selected through a non-probability sampling technique. Data were collected using observation sheets and standardized problem-solving tests, and analyzed using descriptive statistics, paired sample t-tests, and effect size calculations (Cohen’s d) with SPSS version 26. The results revealed a statistically significant improvement in students’ problem-solving abilities (p = 0.000 < 0.05), with a large effect size (Cohen’s d = 2.55). These findings reinforce previous studies highlighting the benefits of game-based learning for cognitive development. In conclusion, the Eco Explorers game is a highly effective instructional tool for improving students’ problem-solving skills in science education, particularly within ecological contexts. The study implies that incorporating interactive digital games into science instruction can significantly enhance student engagement and higher-order thinking, ultimately supporting more meaningful and effective learning experiences in primary education.
Differentiated Instruction Management for Enhancing Student Well-Being in Unggulan Aisyiyah Bantul Primary School Jannah, Mailatul; Maryani, Ika; Santosa, Achadi Budi; Okimustava, Okimustava; Shaafi, Nur Farha
Jurnal VARIDIKA Volume 38 No 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.11217

Abstract

Unggulan Aisyiyah Primary School, as a flagship Sekolah Penggerak in Bantul Regency, has consistently implemented differentiated instruction within the Merdeka Curriculum. However, while previous studies have widely examined differentiated instruction as a teaching strategy, limited research has focused on how it is managed systematically to foster student well-being in primary schools. This study addresses this gap by asking: How is differentiated instruction managed to enhance student well-being in a primary school context? The objective is to formulate a contextual management model that supports students’ cognitive, social, and emotional well-being. A descriptive qualitative approach was used, involving interviews with the principal, the vice principal for curriculum, two fourth-grade teachers, and two students, complemented by classroom observations and document analysis. Data were analyzed using thematic analysis procedures, including coding, theme development, and interpretation. The findings reveal that differentiated instruction management aligns with Tomlinson’s framework and encompasses four components: planning, organizing, implementation, and supervision. Planning involves identifying student needs and collaborative module preparation through team teaching. Organizing focuses on flexible grouping and creating a positive learning environment. Implementation uses multi-method and multi-source instructional strategies tailored to student profiles. Supervision is conducted through coaching, counseling, and mentoring to ensure continuous improvement. This model highlights that effective differentiated instruction management can enhance student engagement, social interaction, and emotional security, thus strengthening student well-being. Strengthening implementation requires practical guidelines, sustained mentoring, time management, and collaboration with psychological support professionals.
Strategi Peningkatan Kompetensi Guru dalam Mengelola Pembelajaran Inovatif di SMA Muhamadiyah Pangkalpinang Serly Tasia Putri; Ika Maryani; Muhammad Zuhaery
JBES (Journal Basic Education Skills) Vol 4 No 1 (2026): JBES (Journal Basic Education Skills)
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/jbes.v4i1.340

Abstract

Education is a primary foundation for sustainable community development and increasing national competitiveness in the era of globalization. Teachers have a strategic function and role in the development of the educational sector, therefore it is necessary to develop them as a dignified profession. To be able to carry out their functions properly, teachers are required to have teacher competencies. This study aims to determine strategies for improving teacher competency in managing innovative learning at SMA Muhammadiyah Pangkalpinang. The method used in this study is qualitative with a case study approach. Data collection techniques through interviews, observation and documentation. The research data sources include the principal, vice principal and several teachers. The results of this study indicate that strategies for improving teacher competency in managing innovative learning include involving teachers in MGMP, supervision and participating in training both in school and outside of school. In efforts to improve teacher competency, there are several supporting factors that can strengthen the effectiveness and success of the improvement strategy to be implemented. One factor that can expedite the process of improving teacher competency is institutional support.
Structured Mentoring for Dissertation Proposal Development: A Community Service Model for Strengthening Research Capacity among Educators and Government Professionals Sulisworo, Dwi; Maryani, Ika; Suryadin, Asyraf
Journal of Social and Community Development Vol. 3 No. 01 (2026): Journal of Social and Community Development
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jscd.002115

Abstract

Research competence is a critical requirement for doctoral students and professionals pursuing advanced academic qualifications. However, many doctoral candidates from diverse professional backgrounds experience challenges in developing structured dissertation proposals due to limited research experience, methodological understanding, and academic writing skills. This community service program aimed to strengthen participants’ research capacity through a structured mentoring intervention conducted over two days on February 21–22, 2026. The participants included teachers, lecturers, and government professionals with diverse academic and professional backgrounds. The program utilized structured mentoring, guided practice, collaborative discussion, and iterative feedback. This study employed a qualitative descriptive approach using observation, proposal document analysis, and participant reflections. The conceptual framework was based on adult learning theory, experiential learning, and research capacity development models. The findings demonstrate significant improvements in research problem formulation, conceptual framework development, proposal structure, and research confidence. Participant diversity was identified as both a challenge and an opportunity for collaborative learning. Structured mentoring proved effective in strengthening research competence across heterogeneous participant groups. This community service model provides a scalable and effective framework for research capacity development and can be implemented by higher education institutions to support doctoral students and professional researchers.
Co-Authors A'yun, Ummu Qurrota Abdullah, Abdul Jabbar Achadi Budi Santosa Ahda Mustofa Ahmad Fajar Mas'udi Ahmad Muhlis Nuryadi Alfiani Defi Nofitasari Alhakim, Muhamad Arif Ali Mustadi Alif Muarifah Amaliyah Ulfah Amikratunnisyah Amikratunnisyah Amikratunnisyah, Amikratunnisyah Anggi, Anggi Anggraini, Adinda Tabyta ANGGRAINI, RENI Aninda Wahyu Ramadhani Anisa Destika Sari Arif Jamali Arqam, Mhd. Lailan Arum Syafrilia Trisnaningsih Asih Mardati, Asih atmaji, rizan dwi Aulia Latifah Ayun, Ummu Qurrota A’yun, Ummu Qurrata A’yun, Ummu Qurrota Bastian, Norma Butch O. Saulon Cahyani, Hana Selvi Dwi Cahyo, Hendi Dwi Caraka Putra Bhakti Caraka Putra Bhakti Chotijah, Hindun Yafa Christina Astrianti Christina Astrianti Chumdari Chumdari Chumdari Chumdari, Chumdari Danie Febriyanti Dewanti, Astrivia Dewi, Fitria Dhesi Ari Astuti, Dhesi Ari Dhiya'elhaq, Muhammad Ghossan Nazhif Diah Asta Putri Dian Artha Kusumaningtyas Dian purnama Putri, Ragil Dody Hartanto Duratun, Asri Dwi Dwi Sulisworo Ega Asnatasia Maharani Eko Susanto Endah Riyanti Erviana, Vera Yuli Fadlillah, M Fajarwati, Anis Fajriani , Alfiah Fajriani, Alfiah Fatmawati, Laili Fauzia, Safira Nur Febriyanti, Danie Fika Ari Widyaningrum Fiqry, Rizalul Fithriyyati, Nilia Gestiardi, Rivan Hamka, Eddy Hartanto, Dody Hasanah, Enung Hendi Dwi Cahyo Hendro Widodo Heru Suprihatin Hidayanthi, Rahma Hidayati, Dian Himawati, Nurohaida Ayu Husain, Andi Musthafa Ianah Hasnatul Prawestri Iim Iim Ilfiana, Aisyah Nur Imawati Inas Alya Rigisa Insih Wilujeng Intan Meifilindati Irma Yulianti Budi Safitri Irsalinda , Nursyiva Irsalinda, Nursyiva Islahuddin Islahuddin Jannah, Mailatul Jatmika Septian Emma Dwi Jaya, Patria Handung Jayanti, Veliya Septa Josephine Magay Salmo Julita Lindriany Kamila, Sofi Karimi, Amir Kharisna, Feby Kholidah, Nur Kurniati, Nurul Kurniawan, Sasmita Kusumaningtyas , Dian Artha Kuswana, Sugesty Linda Laila Fatmawati Lailatul Nikmah Laili Fatmawati Latifah, Ashilatul Luluk Amalia Maharatri, Kisma Arrum Malana, Bita Mariske, Edeh Dike Mastul, Al-Rashiff Hamjilani Mawardi, Edy Mohammad, Nhelbourne K. Muhamad Arif Alhakim Muhammad Kristiawan Muhammad Nur Wangid Muhammad Zuhaery Mukhsin Alfian Nanda Noveryal Nasaruddin, Datuk Muhammad Nikmah, Lailatul Nilia Fithriyyati Nisa, Arifatun Khoirun Noven Kusainun Noveryal, Nanda Noviana, Nadia Dian Nur Hidayah Nurhikmah Nurhikmah Nurhikmah Nurhikmah Nurohaida Ayu Himawati Nurohmah, Ummu Nursani A. Haris Okimustava Okimustava Oktira Roka Aji Patar Rumapea Patimah, Lilis Prabawa, Agung Pratiwi Pujiastuti Puguh Wahyu Prasetyo, Puguh Purwanti, Siwi Puspitasari, Yunita Mega Putri Dwi Septiani Putri, Ragil Dian Purnama Rafael Onate Rahayu, Annisa Septia Rahmatika , Nuniek Rahmawati, Nurma Siwi Rahmawati, Shintia Ramadhan, Andriawan Fajar Raman , Arumugam L. Raman, Arumugam Ramdani, Hanafi Wahyu Reotutor, Mark Angelo C Rifky Hanifah Rigisa, Inas Alya Ristiyati Ristiyati Rivan Gestiardi Rivan Gestiardi Rivan Gestiardi Riyanti, Endah rizan dwi atmaji Rizki Wahyuningsih Rungchatchadaporn Vehachart Rupilu, Aprilia Cyahyani Sanjun, Cindy Joe Saphira , Adinda Nur Saputri, Valynsa Milawati Sarwanto Sarwanto Sarwanto Sarwanto Septiani, Putri Dwi Serly Tasia Putri Setyawan, Fariz Shaafi, Nur Farha SITI FATIMAH Siti Urbayatun Siwi Purwanti Solly Aryza Sonny Rompas Sri Marmoah Sri Tutur Martaningsih Sri Tutur Martaningsih Sri Tutur Martaningsiha, Sri Tutur Sri Wahyuni Sukarelawan, Mohammad Irma Sukma, Hanum Hanifa Sukma, Hanum Hanifa Sumaryati Suparman Suparman Suyatno Suyatno Suyatno Suyatno Suyatno Suyatno Taufiqurrohman Taufiqurrohman Toni Kus Indratno Tri Kinasih Handayani Trianik Widyaningrum Trisnaningsih, Arum Syafrilia Tutur Martaningsih, Sri Ummu Nurohmah Utari, Varisa Tri Veliya Septa Jayanti Vera Yuli Erviana Wachid Eko Purwanto Wahid Hasim Wantini Wantini Yuliana, Ica Zia Sumiar Zuchrotus Salamah Zuhaery, Muhammad Zuhdan Kun Prasetyo