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Differentiated Learning Strategies by Guru Penggerak: Accommodating the Needs of Slow Learner in Primary School Yusrika Firda Isnaini; Minsih Minsih; Choiriyah Widyasari; Helzi Helzi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7052

Abstract

Slow learners are students with below-average cognitive abilities who require more time and support to grasp academic concepts. Their learning challenges often include difficulties in reading, writing, and comprehending instructional content, resulting in delayed task completion and lower academic performance. Addressing these needs is crucial within inclusive classrooms, especially under the Indonesian Guru Penggerak (Teacher Leader) program, which aims to foster transformative, student-centered learning.This qualitative study explores how a Guru Penggerak implements differentiated learning strategies to support slow learner students in a second-grade inclusive classroom at SDN Kadokan 02. Data were collected through classroom observations, semi-structured interviews with the teacher and principal, and analysis of relevant documents. Data triangulation was used to ensure validity, and analysis followed the steps of data reduction, presentation, and conclusion drawing.Findings indicate that the teacher implemented two core differentiation strategies: process differentiation—providing guided instruction, visual media, and individualized support—and product differentiation—modifying assessment formats to align with students’ readiness levels. Regular students engaged in more independent learning, while slow learners received intensive scaffolding through visual aids, repeated instructions, and individualized feedback.The differentiation approach effectively addressed diverse readiness levels within the same classroom, supporting both slow learners and their peers. The role of the Guru Penggerak was critical in designing inclusive and adaptive learning processes.Differentiated instruction, as practiced by Guru Penggerak, is an effective strategy to accommodate slow learners in inclusive classrooms. This study offers practical insights for educators aiming to implement equitable teaching strategies.
Peningkatan Pemahaman Kebudayaan Indonesia melalui Kokurikulum di Sanggar Belajar Penang Malaysia. Minsih, Minsih; Widyasari, Choiriyah; Helzi, Helzi; Cahyaningtyas, Alief Laela
Reswara: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 1 (2026)
Publisher : Universitas Dharmawangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46576/rjpkm.v7i1.6115

Abstract

Kebudayaan merupakan identitas nasional yang mencerminkan ide, perasaan, tindakan, dan karya manusia dalam masyarakat. Namun, anak-anak di Sanggar Belajar Ami dan Permai di Penang, Malaysia, memiliki keterbatasan pemahaman tentang kebudayaan Indonesia akibat kurangnya akses sumber belajar dan interaksi langsung dengan budaya Indonesia. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman kebudayaan Indonesia melalui program kokurikulum yang interaktif dan partisipatif. Program ini dirancang untuk memperkenalkan ragam budaya Indonesia, menumbuhkan semangat nasionalisme dan patriotisme, serta mengatasi keterbatasan akses informasi budaya bagi anak-anak di luar negeri. Metode pelaksanaan meliputi lima tahap: (1) pemetaan kondisi awal melalui pre-test, (2) sosialisasi dengan mitra, (3) pelatihan dan pendampingan menggunakan media audiovisual, (4) evaluasi melalui post-test, dan (5) pelaporan hasil. Partisipan terdiri dari 96 anak usia 5–15 tahun di dua sanggar belajar. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman budaya Indonesia, antara lain pengetahuan musik tradisional (60%), bahasa dan sastra (42–43%), adat dan tradisi (44–47%), serta rasa bangga terhadap budaya Indonesia (53–55%). Selain itu, program ini juga berhasil menumbuhkan keterampilan sosial dan solidaritas antarpeserta. Dengan demikian, pendekatan kokurikulum terbukti efektif dalam meningkatkan pemahaman kebudayaan Indonesia dan memperkuat identitas budaya anak-anak Indonesia di luar negeri
Qur’an Memorization as a Pillar of Character Building for Madrasah Ibtidaiyah Students in Progressive Islam Choirun Nisa; Eka Danik Prahastiwi; Minsih; Nadia Kumalasari; Siti Norlina Muhammad
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 17 No. 2 (2025): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mudarrisa.v17i2.4279

Abstract

Objectives:  This study aims to optimize the Tahfizhul Qur’an program to strengthen students’ religious character based on Progressive Islam at MIM Adab Baleharjo, Pacitan, Indonesia. Method: A qualitative descriptive approach was used to examine character education through Quran memorization at MIM Adab Baleharjo, Pacitan. Purposively selected informants included students, tahfizh teachers, parents, and principals. Data were collected through observation, interviews, and document analysis, and analyzed using data reduction, presentation, and conclusion drawing, with triangulation ensuring credibility and validity. Results: The study shows that the Tahfidzul Qur’an program strengthens students’ character particularly discipline, honesty, responsibility, empathy, and love for the Qur’an while reflecting Progressive Islam values such as renewal (tajdid), rationality, social justice, moderation, inclusivity, and educational technology Theoretical Contribution: Theoretically, this research enhances Islamic character education by strengthening a holistic approach that integrates Qur’an memorization with Progressive Islamic values, in line with Thomas Lickona’s framework and Al-Ghazali’s moral education concept. Implication: The Qur’an memorization program can be an alternative to build character and instill progressive Islamic values. This study is limited to a single site and a qualitative design, reducing its generalizability. Future research should use mixed methods and examine the various influences of memorizing the Qur’an
Pengembangan Model Ruang Tenang untuk Mendukung Regulasi Diri Anak ADHD di Sekolah Inklusi Nurjanah, Alya Rifa; Hartanti, Riska; Minsih, Minsih; Widyasari, Choiriyah
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i4.5127

Abstract

Penelitian ini bertujuan untuk mengembangkan model ruang tenang yang dirancang secara khusus guna mendukung regulasi diri anak dengan Attention Deficit Hyperactivity Disorder (ADHD) di sekolah inklusi. Latar belakang penelitian didasarkan pada kondisi bahwa banyak sekolah inklusi belum memiliki program ruang tenang yang terstruktur dan berbasis kebutuhan spesifik anak ADHD, khususnya dalam menangani kesulitan regulasi emosi, kelebihan rangsangan sensori, serta masalah perhatian dan konsentrasi. Kondisi tersebut menyebabkan penanganan yang dilakukan oleh guru dan pendamping masih bersifat situasional dan belum didukung oleh pedoman operasional yang sistematis. Penelitian ini menggunakan metode penelitian dan pengembangan Research and Development dengan desain yang disederhanakan menjadi tiga tahap utama. Tahap pertama adalah analisis kebutuhan dan studi pendahuluan yang dilakukan melalui telaah dokumen serta wawancara dan diskusi kelompok terarah dengan guru, guru pendamping, dan pihak sekolah. Tahap kedua adalah perancangan model ruang tenang yang mencakup perumusan tujuan program, sasaran pengguna, bentuk aktivitas regulasi diri, prosedur operasional standar, peran guru dan pendamping, serta konsep desain fisik ruang yang disesuaikan dengan kebutuhan sensori anak ADHD. Tahap ketiga adalah pengembangan draf akhir model berdasarkan hasil analisis kebutuhan dan kajian literatur yang relevan, tanpa melibatkan proses validasi ahli maupun uji coba lapangan. Hasil pengembangan menunjukkan bahwa sekolah inklusi memerlukan model ruang tenang yang aman, nyaman, dan terarah sebagai bentuk dukungan sistematis untuk membantu anak ADHD menenangkan diri, mengelola emosi, dan memulihkan kesiapan belajar. Luaran penelitian berupa dokumen panduan konseptual model ruang tenang yang dirancang sebagai dasar pengembangan layanan pendukung pembelajaran di sekolah.
Fostering social inclusion in Islamic elementary schools: Teacher support, peer interaction, and religious values Ardianti, Amelia Rizki; Setiaji, Calista Amalia; Widyasari, Choiriyah; Minsih, Minsih
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i2.13156

Abstract

Inclusive education extends beyond physical access to schooling and requires meaningful social participation among all learners, including students with special needs. In Islamic elementary schools, inclusive practices are further shaped by religious values that emphasize compassion, justice, and collective responsibility. However, empirical evidence remains limited on how social interactions are enacted in everyday classroom life and how teacher support operates within faith-based inclusive settings. This study aims to examine how social interactions between students with special needs and their peers manifest in inclusive Islamic elementary schools and to analyze the role of teacher support in shaping the form, quality, and sustainability of these interactions. Using a qualitative ethnographic approach, data were collected over six months through participant observation, in-depth interviews with teachers, students, and parents, and document analysis in three inclusive Islamic elementary schools in Kartasura, Indonesia. Data analysis followed the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing. The findings reveal that social interaction is highly context dependent, with more frequent and reciprocal engagement occurring during structured learning activities, while unstructured situations such as recess remain vulnerable to social exclusion. Teacher support emerged as a decisive factor in fostering inclusion through emotional reassurance, instructional scaffolding, and social mediation, particularly when grounded in Islamic values such as rahmah (compassion), cooperation, and moral responsibility. The study concludes that teachers function as key agents of social inclusion in Islamic elementary schools, and that culturally grounded, sustained teacher support is essential for strengthening peer acceptance and meaningful participation. These findings offer important implications for teacher preparation, inclusive pedagogy, and policy development in faith-based educational contexts.
THE INTEGRATIION OF CULTURE LITERACY IN STRENGTHENING THE PROFILE OF PANCASILA STUDENTS IN SCIENCE LEARNING FOR ELEMENTARY SCHOOLS Minsih, Minsih; Mujahid, Imam; Mukminin, Amirul; Helzi, Helzi
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.41764

Abstract

Cultural literacy plays a critical role in developing students’ sense of responsibility, tolerance, and national identity. In the context of 21st-century education, it is a key component of the Pancasila Student Profile, which guides character formation in Indonesian schools. While cultural literacy is often linked with language and social studies, this research explores its integration into science learning in elementary schools. The aim is to identify how cultural values, local wisdom, and scientific inquiry are harmonized to support holistic student development through the Independent Curriculum. This qualitative study employed a phenomenological design, focusing on two Sekolah Penggerak (Driving Schools): Elementary School Muhammadiyah 1 Ketelan and Elementary School Muhammadiyah Plus Malangjiwan. Participants included school principals, teachers, and students. Data collection was conducted through observations and in-depth interviews, using structured interview sheets. Data were analyzed through data reduction, presentation, and conclusion drawing, with validity ensured through source triangulation. The results revealed that cultural literacy was embedded in science learning through the contextualization of scientific concepts with local wisdom such as using traditional tools in experiments, exploring environmental stewardship rooted in local customs, and incorporating indigenous knowledge into ecology topics. Activities like science-based cultural exhibitions, traditional games with scientific principles, and the use of regional languages in science discussions strengthened student engagement and cultural identity. This study offers a novel integration of cultural literacy into science education, demonstrating how localized, culturally responsive teaching can enrich scientific understanding while reinforcing national character in line with the Pancasila Student Profile.
Transformative Learning Media for Generation Z: Integrating Moral Values through Interactive E-Books in Islamic Education Yumna Yumna; Hambali Jaili; Preexcy B. Tupas; Nana Fauzana Azima; Minsih Minsih; Dina Dahliana; Nadia Fransiska
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23814

Abstract

Recent developments in educational media have neglected certain key subjects, especially Akidah Akhlak, which is an essential part of the Madrasah Ibtidaiyah curriculum. The conventional learning resources, primarily textbooks, face several challenges that lead to a decline in students' interest in reading and engaging with the material. To address this issue, a focused initiative has been undertaken to create educational media that incorporates stories rich in moral lessons, with the goal of creating a more dynamic and engaging learning atmosphere. The advanced technological skills and information literacy of Generation Z children make a strong argument for the integration of digital textbooks, specifically e-books, into their education. This research seeks to lead the way in developing innovative learning tools that encourage children to actively engage with digital books powered by information technology. Utilizing a research and development methodology, the main goal is to explore the effectiveness of interactive e-books as powerful educational tools for children. These e-books are crafted to present information in a way that is easily understood and retained by young learners, thus positively impacting their cognitive and emotional development. The impressive effectiveness of Akidah Akhlak e-books designed for 2nd-grade students in Madrasah Ibtidaiyah highlights their success in improving educational outcomes. By weaving moral values into engaging stories, these e-books not only enhance knowledge retention but also promote the growth of key character traits and ethical values. This highlights the powerful impact of interactive e-books as essential tools in contemporary education, meeting the varied learning needs and preferences of today's digitally inclined students.
Validating The Problem-Based Learning Module Based on Local Wisdom Material to Improve Elementary School Students' Critical Thinking Skills in Natural and Social Science Education (IPAS) Uslan; Ummu Aiman; Minsih
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.12340

Abstract

The current research aims to validate a problem-based module based on local wisdom material to influence elementary school students' critical thinking skills. A mixed-method research design with quantitative descriptive analysis was used to explore the experts' validation, and observation was conducted to prove the influence of the module for students' critical thinking skills. The participants were two experts who were purposely selected to measure the module's appropriateness and ten students who were conveniently selected to prove the influence of the module on students critical thinking skill. The experts' validation considered several aspects, such as the accordance of the module to the syllabus, the overall appropriateness of the module, and the media acceptance of the module. Based on the module's accordance with the syllabus, the overall expert rating was 4.71, the pedagogical aspect of the module acceptance was 4.66, and the media characteristic of the module was 4.50, indicating the agreement of the experts on the appropriateness of the module. In terms of the impact of the module on students' critical thinking skills, observation was conducted measuring the students' ability in critical thinking throughout the learning process with the module. It was found most of the students were able to conceptualize a question, analyze arguments, clarify and answer questions, do observation and do evaluation based on the observation, make deductions and draw conclusions and evaluate the outcomes, and formulate inductions and evaluate them.
Cultivating Language Confidence in Primary Learners: The Synergy of Picture Story Media and Bandura’s Self-Efficacy in Regional Language Pedagogy Prahastiwi , Eka Danik; Minsih, Minsih; Muhammad , Siti Norlina
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8436

Abstract

Javanese language learning in schools base face various challenges , especially low interest Study students and lack of trust self in use Language area . Research This aim For analyze effectiveness use of storytelling media illustrated in increase ability Javanese language and student self-efficacy based on Bandura's theory . Research use quasi-experimental type design one-group pretest–posttest with involving 10 students class IV in one of the school basis in East Java. The instruments used covering test ability Javanese language and self-efficacy questionnaire developed based on four Bandura's sources of self-efficacy. Research results show existence improvement significant on ability language and students' self-efficacy levels after learning using story media illustrated , which is proven through paired t-test results (p < 0.05). Story media illustrated give contribution through mastery experiences , vicarious experiences , verbal persuasion , as well as improvement condition emotional positive students . Findings This strengthen relevance Bandura's theory in context learning Language area and emphasized that the story media illustrated is an effective , interesting and capable learning strategy build trust self students . Research This give implications important for teachers and developers curriculum in increase quality Javanese language learning in schools base
Cognitive Aspects of Students in the Process of Learning to Read, Write, and Count in Lower Grades Minsih, Minsih; Setiawan, Rio Jodi; Farhan, Novandra
Urecol Journal. Part A: Education and Training Vol. 5 No. 2 (2025): August-Dec
Publisher : Konsorsium LPPM Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to identify various forms of cognitive impairment in elementary school students through a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation of students, teachers, and parents in the school environment. The results of the study show that students' reading, writing, and arithmetic (calistung) impairments are present in mild symptoms of cognitive impairment such as dysgraphia (technical difficulty in writing) and mild dyscalculia (difficulty in understanding complex mathematical material). Students tend to find it easier to understand contextual material related to everyday life, while abstract material such as mathematics and foreign languages remain a challenge. The use of technology in learning has not become a common practice, with students preferring to search for information in books before turning to the internet. In addition, there were also indications of mild attention deficit and hyperactivity disorders in some students, which can affect the effectiveness of classroom learning. This study emphasizes the importance of learning strategies tailored to student needs, such as contextual methods, individualized approaches, and the use of technology as a supporting medium. These findings are expected to serve as a basis for schools in designing interventions that support optimal cognitive development in students and early detection of symptoms of cognitive disorders.
Co-Authors Abda Abda Achmad Fathoni Achmad Fathoni Achmad Fathoni, Achmad Adha, Annisa Adilah, Amandatriya Nissa Adnan Musafa Hanafi Afif, Klarissa Afifah, Dina Afifah, Marwa Faridatul Agustina Wahyuningsih Agustina Widianti Ahmad Ahmad Ahmad Fatoni Aiman, Ummu Aisyah Nur’Aini Aisyara Zalzabila Aji, Prasetyo Wahyu Akbar, Rohis Alfi Rahmawati Alfina Mutiara Diaz Fernanda Ali Imron Al-Ma’ruf Ali Muckromin Alifia Rosyida Amalia Noviasari Amanda Eka Rismawati Amandatriya Nissa Adilah Amirul Mukminin Ana Agnisia Nada Anam Sutopo Ananda Munifatul Olifiya Ananda Putri Anatri Desstya Andri Wicaksono Ani Budiarti Ani Setiarini Aninda Galih D Anisa Fitria Anita Puteri Ramadhani, Novi Annisa Rachmawati Annisa Swastika Annisa, Iut Diyah ANWAR, MUHFIK Ardiana, Septia Ardiansya, Vendra Oktareno Ardianti, Amelia Rizki Ardianzah, Erwin Argita Imanning Tyas Arif Hidayanto Arifah, Ika Nur Aryanti, Fika Dwi Ashilia Rizqi Hamidah Atiqa Sabardila Audrine Yohand Shalsa Bila Aulia Luthfi Dewi Pramesta Ayu, Dinda Puspita Azizah, Shofy Alfiana Azzahra, Aulia Azzahro Hazima, Atika Bambang Sumardjoko Bata, M. Banuri Berliana Nur Hidayati Bintang Astama, Putra Bintari, Annisa Yulia Kusuma Budi Murtiyasa Cahyaning Sekar Pangesti Cahyaningtyas, Alief Laela Cahyaningtyas, Arifah Yuni Cahyono, Dedi Dwi Choiriyah Choiriyah W Choiriyah Widiyasari Choiriyah Widyasari Choirun Nisa' Choirunnisa, Mila Choirunnisa, Ni’matul Cindy, Febyola Vicki Meilani D Djumadi D, Aninda Galih Dahliana, Dina Dalila Sabrina Damai Ari Kontesa Damai Ari Kontesa Damai Ari Kontesa Darsinah Darwanti, Asri Debi Triana Deda Widiantoro Delta Anggun Arvianti Delta Anggun Arvianti Denisa Alfaneanda Shafira Desi Yulianti Desi Yulianti Desti Rahayu Dewi Maya Dewi Maya, Dewi Dewi, Intan Kumala Dewi, Rachmawati Octavia Kusuma Dian Wahyuningsih Digna, Dea Dilla Agnes Rica Kusumaningrum Dina Afifah Dina Wahyu Pratiwi Dinda Kestu Djalal Fuadi Dwi Astuti Dwi ASTUTI Dwi Handayani Dwi Handayani dwi saputra Eka Danik Prahastiwi Eko Supriyanto Elvyna Ana Sholikah Diah Kurnia Elysia Griselda, Tevy Endah Sudarmilah Endang Fauziati Endang Triwahyuni Era Setiyawati Ernawanto, Yoni Ernawati Ernawati Ernawati Ernawati Fadhila, Aisyah Raihan Fajar Agung Nugroho Fajar Dwi Rukma Fajar Setyorini, Wulan Fajarwati, Salsabila Farhan, Novandra Farida Isroani fasihd, kadita FATHULOH, RIDWAN Fatimah, Hana Fatmasari, Erna Dwi Fatmi Rohmah Nur Hidayati Fauzana, Nana Fauzy, Ibrahim Febriani, Diva Fenty Ardiyanti Fidyastuti, Nita Fiki Nur Rahmawati Firdaus, Rizki Anugrah Fitri Puji Rahmawati Fitri Rahmawati, Anisa Fitria Ayu Aryanti Fitria Purnamasari Fitriana Anggun Sari Fransiska, Nadia Gilang Saputra, Wisnu Gita Ayu Permatasari Gumgum Gumilar Gumgum Gumilar Hambali Jaili Handayani, Yuslia Vera hanif muslimah Hanifah, Batul Hapsari, Lintang Ayu Hapsari, Wilda Andi Harsono Harsono Harsono Harsono Harsono Hartanti, Riska Harun Joko Prayitno Hasyda, Suryadin Helzi Helzi Helzi, Helzi Heni Marlinawati Hening Lilo Sayekti HERA, TRENY Hernawan Sulistyanto Hidayati, Cahya Honest Ummi Kaltsum Huda, Fredella Khoirul Huzaifi, Fadhil icha zuliana rahma putri Ikhsan Maulana Imam Mujadid Imam Mujahid Indah Kusuma Wardani Ines Mutia, Gerry Dova Al Ikhsan Intan Putri Rahmania Ipung Purwati Ipung Purwati Irwan Irwan Isnaini Nur Anami Jaili, Hambali Jatin Sri Nandang Jeni Puspitasari Joko Setiono Karina Wahyu Tri Puji Hastuti KARTIKA, SOFIA NUR Kayla Hajar Zahira Khairul Respaningsih Kharisma, Naila Ayu KHOIRUN NISA Khotimah, Nur Khotimah, Nur Ahlul Khotimah, Putri Kristiono, Andris Kus Suryandari Kusmiati, Eti Endang Kusyuliarto Kusyuliarto Laili Etika R Laili Etika Rachmawati Laili Etika Rahmawati Lastiadi Muhtadin Lastini, Fitri Latif, Azminudin Latifa, Latifa Nur Aini Lawton, Megan Lestari, Riska Yulia Ayu Liana Prabandari* Lilik Mustofiyah Locita Lukmanul Hakim Mahya, Yogi Muthohir Zuhad Markhamah Marlinawati, Heni Marpuah, Siti Maryam Nurlaila Maryam Nurlaila, Maryam Maskur Huda Masruroh, Ummie Maulina Fatmawati Miftahudin Mila Choirunnisa Mindaryani, Yustri Mintarsih, Mimin Moh Suryo Hardiyat Mohamad Ziad Pilomonu Mohd Fakhruddin, Fathiyah Monica Wahyu Pertiwi Mualifah, Aniatul Muhamad Taufik Muhamad Taufik Muhamad Taufik Hidayat Muhamad, Siti Norlina Muhammad , Siti Norlina Muhammad Fahmi Johan Syah Muhammad Noor Kholid MUHAMMAD TAUFIK Muhammad Thoha Ainurrohman Muhammad, Mazni Mujiono, Nanang Sri Murdiani, Janti Murfiah Dewi W Murfiah Dewi W, Murfiah Dewi Murfiah Dewi Wulandari Murtiningsih Murtiningsih Muslimin, Saiful Muslimin Nadia Fransiska Nadia Kumalasari Nana Fauzana Azima Nanda Dwi Rohmah Nanda Dwi Rohmah Nandang, Jatin Sri Nina Mekalungi Nindi Febriana Fatmawati Nisriina Amiirah Faatin Nugraha, Andre Eksaputra Nugraha, Nurcahyati Nugroho, Arief Setyo Nugroho, Aviandri Cahya Nur Afni Widi Arimbi Nur Aini, Kharisma Risa Nur Azizah Rohmawati Nur Fadilatin Umar Nur Hanifah, Hasna Nur Hidayah Nuraini Alkhasanah Nurcahyo Ika Putra, Imam Nurdiantika, Emalia nurhidayah, rokhimah Nurjanah, Alya Rifa Nurjanah, Siti Nurjanah Nurlaila, Maryam Nurul Hidayati Nurul Mutmainah Nurur Rubingah Nurvitasari, Roidah Aisyah Oliviya, Oliviya Pambayun, Mutiara Wahyu Sekar Pangayom, Arethusa Elyan Pangestika, Aisyah Safiah Pina Indah Sayekti Pipit Saraswati Indriasari Prahastiwi , Eka Danik Prapti Octavia Ningsih Prathidina Pertiwi Pratiwi, Ratna Nurhayati Preexcy B. Tupas Pressilia Yusa Pristi, Eka Destriyanto Puji Purwati, Puji Purnamasari, Fitria Purnamasari, Nensi Desiana Purwanti Purwanti PURWANTI PURWANTI Putri Pramesti, Amellya Erza Putri, Nanda Aleydaaqika Qonita, Farra Risti Rabbani, Khafidh Fardan Rachma Idria Pinasti rahmania, oky fathama Rahmat Dunggio Raisia, Alifah Raisia, Aliifah Rakhma Widya Dharojah Ramadhani, Fitri Yana Nia Ramadhani, Nabila Oktavia Ratna Nurhayati Pratiwi Ratnasari Diah U Ratnasari Diah U, Ratnasari Ratnasari Diah Utami Refiana Hidayah Retno Dwi Astuti Retno Handayani Rhomadhoni, Novela Qona’ah Nur Riana Kristina Suminar Rindu Nur Cahyati Rini Budiwati Ririn Novianti Risalatul Meiana, Putri Riski, Wahyu Risti Nurul Septyani Rizki Maulana Rizqi, Annisa Kurnia Rizqullah, Aisha Irta Rohmah, Asri Ainur Rosid, Dian Perdana Sulistya Rusnilawati Sabar Narimo Safitri, Mentari Nur Saifudin, Muhammad Fakhri Saiful Muslimin Muslimin Salma, Yuniar Qoniah Salsabila, Adinda Azhri Santosa Pradana Putra Setya Negara Saputra, Prakas Bima Saputri, Sulis Andreani Sari Sitepu, Melyani Sari, Anggun Yunista Sari, Anggun Yunita Sari, Fitriana Anggun Sayekti, Heninglilo Selviana, Helvi Rinanda Septianingsih, Mia Aris Septyani, Rista Nurul Setiaji, Calista Amalia Setiawan, Rio Jodi Shafira, Denisa Alfaneanda Shohenuddin, Shohenuddin Siti Aminuriyah Siti Aminuriyah Siti Fatimah Siti Fatimah Siti Lestari Siti Lestari Siti Lestari Wahyuningsih Siti Marpuah Siti Marpuah, Siti Siti Norlina Muhammad Siti Nurjanah SITI NURJANAH Siti Uswatun Hasanah Sofyan Anif Sri Haryanti Sri Haryanti Sri Katoningsih Sri Untari Sri Wahyuni Sri Wahyuni Subagyo, Roni Agus Suherman, Suherman Sukartono Sukartono Sukartono Sularsih Sumardi . Sumardi Sumardi Supriyono Susanto, Ahsanul Huda SUSI LESTARI Sutama Sutarto Sutarto Syahira, Hilya Syarifah Erma Rahmawati Syifaya, Zulfa Aurellye Oldra Tadzkiroh, Ummi Taqiya Dipsatara Tina Mardiyana Tria Vilian, Merinda Tristiana, Vera Tupas, Preexcy B. Umar Seno Ummi Tadzkiroh Ummu Aiman Uslan Uslan Uslan, Uslan Utami, Fajar Sri Utsman, Arif Verisa, Grace Sava Vita Nabila Vitri Astuti Wa Ode Nisra Wahid Abdullah Wahyu Indah Rachmawati Wahyu Kurniawan Wahyu Kurniawan Wahyu Kurniawan Wahyuni Baturetno Wanodiasari, Mumtahanah Warastuti, Wahyu Wibowo, Bagas Fevernova Widagdo, Ulinnuha Surya Sulistyo Widartiningsih, Widartiningsih Widiastuti, Choiriyah Widiastuti, Ridahani Widiyasari, Choiriyah Widyastuti Widyastuti Widyastuti, Choiriyah Widyawati, Yenny Wildhan Ardhiansyah Winasis, Rusmalia Candra Ayu Windi Putri Fathonah Wisnu Sulistyo Nugroho wiwin kurniyanti Wulansari, Fauziah Yanti, Nila Dwi Yeny Prastiwi Yesi Murwati Yoni Ernawanto Yovita Anastasya Aprilia Yovita Anastasya Aprilia Yoviyanti, Rifkah Yudhani, Ardheila Setya Yulia Citra, Rini Yulia Maftuh Hidayati Yulia Maftuhah Hidayati YULIA, RINA Yulianti, Adelia Dwi Yumi Zakiyah Yumna Yumna Yumna Yumna, Yumna yuni yati Yuni Yati Yunus Sulistyono Yusrika Firda Isnaini Yustin, Yustina Neny Hastuti Yustina Neny Hastuti Yustri Mindaryani yustri mindaryani, yustri Zahira, Kayla Hajar Zahra, Arsyafa Arienda Zunan Azis