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Strategi Multisensori Berbasis Media Digital Interaktif untuk Meningkatkan Kemampuan Membaca Siswa Disleksia di Sekolah Dasar Debi Triana; Minsih
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3739

Abstract

Kesulitan yang dihadapi siswa disleksia dalam membaca di tingkat sekolah dasar terkhusus dalam pengenalan huruf, penghubungan suara, dan pemahaman arti kata, memerlukan penerapan metode pembelajaran yang inovatif dan beradaptasi. Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan strategi multisensori yang memanfaatkan media digital interaktif serta menganalisis dampaknya terhadap peningkatan kemampuan membaca bagi siswa disleksia di tingkat sekolah dasar. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif dengan desain studi kasus. Subjek dalam penelitian ini meliputi siswa disleksia di kelas III, guru kelas, siswa reguler dan orang tua siswa disleksia sebagai pendukung informasi. Teknis pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, lalu dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi multisensori yang memadukan stimulasi visual, auditori, kinestetik, dan taktil melalui media digital interaktif, seperti video animasi, gambar interaktif, dan aplikasi kuis, dapat meningkatkan fokus, motivasi, serta partisipasi belajar siswa disleksia. Peningkatan dalam kemampuan membaca terlihat dari (1) peningkatan kesadaran fonemik serta fonik (2) kelancaran membaca dan (3) pemahaman terhadap arti kata sederhana. Selain memberikan dampak positif di bidang akademik, strategi ini juga menciptakan suasana pembelajaran yang lebih inklusif, meningkatkan interaksi sosial antara siswa disleksia dan siswa reguler, serta memperkuat rasa percaya diri siswa saat melakukan kegiatan membaca. Oleh karena itu, strategi multisensori dengan media digital interaktif terbukti efektif sebagai pendekatan pembelajaran dalam mendukung kemampuan membaca siswa disleksia di tingkat sekolah dasar.
HARMONISASI INTERAKSI SOSIAL ANTAR SISWA SEKOLAH DASAR Elysia Griselda, Tevy; Minsih
JS (JURNAL SEKOLAH) Vol. 10 No. 2 (2026): MARET 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/63y4tm48

Abstract

Abstrak: Penelitian ini menganalisis upaya yang dilakukan oleh tenaga pendidik dalam memanfaatkan pendidikan moral untuk menciptakan keselarasan dan keseimbangan interaksi sosial antar siswa. Metode penelitian menggunakan kualitatif studi kasus, instrumen yang digunakan melalui informasi siswa, wawancara, observasi, dan dokumentasi, teknik analisis data menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa:(1)Guru menerapkan pendidikan moral melalui pendekatan personal, (2)Pembiasaan nilai melalui morning activity, (3) Penguatan perilaku, serta (4) Pengelolaan komunikasi reflektif. Upaya tersebut membentuk empati, sikap menghargai, dan kemampuan siswa berinteraksi secara kooperatif, sehingga hubungan sosial berlangsung lebih stabil dalam lingkungan inklusif. Kata Kunci: Harmonisasi, Interaksi Sosial, Siswa Sekolah Dasar.
Analisis Berpikir Kritis dalam Pembelajaran Matematika untuk Penyelesaian Soal Higher Order Thinking Skills (HOTS) pada Siswa Sekolah Dasar Kartika, Sofia Nur; Sutama, Sutama; Hidayati, Yulia Maftuhah; Rahmawati, Fitri Puji; Minsih, Minsih
Teorema: Teori dan Riset Matematika Vol 11, No 1 (2026): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v11i1.20022

Abstract

PPembelajaran matematika di sekolah dasar diharapkan mampu mengembangkan kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills / HOTS), namun pada kenyataannya siswa masih mengalami kesulitan dalam menyelesaikan soal yang menuntut kemampuan analisis, evaluasi, dan penarikan kesimpulan. Kondisi tersebut menunjukkan bahwa kemampuan berpikir kritis siswa dalam pembelajaran matematika masih belum berkembang secara optimal. Oleh karena itu, penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan soal matematika bertipe HOTS pada siswa kelas IV MI Muhammadiyah Trangsan Gatak. Penelitian ini menggunakan metode campuran (mixed methods) dengan desain sequential explanatory, yaitu diawali dengan pendekatan kuantitatif kemudian dilanjutkan dengan pendekatan kualitatif untuk memperjelas hasil penelitian. Subjek penelitian berjumlah 22 siswa kelas IV yang diambil menggunakan teknik total sampling. Instrumen penelitian berupa tes uraian berbasis HOTS sebanyak 6 soal, observasi, dan wawancara. Indikator kemampuan berpikir kritis yang digunakan meliputi interpretasi, analisis, evaluasi, dan inferensi. Analisis data kuantitatif dilakukan dengan menghitung skor dan persentase ketercapaian setiap indikator, sedangkan analisis data kualitatif menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa masih tergolong rendah, dengan persentase indikator interpretasi sebesar 54% (cukup), analisis 36% (rendah), evaluasi 27% (rendah), dan inferensi 45% (cukup). Hasil ini menunjukkan bahwa siswa masih mengalami kesulitan dalam menyelesaikan soal berbasis HOTS, sehingga diperlukan pembiasaan pemberian soal yang menuntut kemampuan berpikir tingkat tinggi dalam pembelajaran matematika di sekolah dasar.
Culturally Responsive Teaching as a Strategy for Strengthening the Pancasila Student Profile in Indonesian Elementary Education Teaching Ratnasari Diah Utami; Minsih Minsih; Honest Ummi Kaltsum; Taqiya Dipsatara; Aisyara Zalzabila; Intan Putri Rahmania; Maskur Huda
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9113

Abstract

This study addresses the challenges of character building within the Pancasila Student Profile (P3), particularly issues of moral degradation and cultural exclusion arising from conventional, academically oriented education systems. It aims to explore how the Culturally Responsive Teaching (CRT) approach can strengthen the six dimensions of P3 in elementary education.A qualitative case study design was employed at SD Muhammadiyah 1 Surakarta, involving six teachers and 90 students from grades IV to VI. Data were collected through participatory observation, in-depth interviews, and Focus Group Discussions (FGDs), and analyzed using the Miles and Huberman interactive model to identify patterns and themes related to CRT implementation.The findings reveal that the CRT approach significantly enhances student character development. Notable outcomes include increased collaborative engagement in ecobricks projects (Gotong Royong), improved ability to analyze phenomena grounded in local wisdom (Critical Thinking), and strengthened capacity to transform waste into functional products (Creativity). These results demonstrate that integrating sociocultural contexts into teaching fosters active, meaningful learning experiences. Furthermore, the study identifies key factors influencing implementation, including cultural relevance, teacher facilitation, and flexible instructional design.This study contributes theoretically by proposing a pedagogical model that connects the Merdeka Curriculum with local cultural realities, offering a more inclusive and context-sensitive approach to character education. Despite challenges such as limited instructional time, the flexibility of CRT integration sustains its effectiveness. Overall, the findings position CRT as a transformative framework for advancing sustainable character education in the context of globalization.
MINDFUL LEARNING STRATEGIES IN SUPPORTING THE MENTAL WELL-BEING OF SLOW LEARNERS IN ELEMENTARY SCHOOL icha zuliana rahma putri; Minsih
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7177

Abstract

Mindful learning strategies act as a relevant learning approach for slow learners who need a calmer, more conscious and focused learning approach to support their mental well-being. This research was conducted with the aim of analyzing the application of mindful learning  strategies in supporting the mental well-being of slow learner  students and identifying supporting and inhibiting factors for its implementation. This research strengthens learning theories that prioritize psychological health as a foundation for slow learners. This research is a qualitative research with a case study design. Research data was obtained through observation of learning activities, interviews with classroom teachers and tutors, and documentation of the learning process in the classroom. The validity of the data in this study is through source triangulation and technique triangulation. The data analysis technique is carried out through the stages of data reduction, data presentation, and conclusion drawn. The results of the study showed that (1) mindful learning was applied through: simple breathing exercises, teaching that focused on one activity in full, self-reflection after learning; (2) Factors supporting implementation include teacher support, classroom atmosphere, suitability of learning methods, and support from schools, while inhibiting factors include time constraints, variations in students' abilities, and unstable environmental atmosphere
A Meaningful Learning Framework for Autistic Students: Teacher Innovation in Elementary Dewi, Rachmawati Octavia Kusuma; Minsih
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19193

Abstract

This study aims to describe the implementation of Meaningful Learning in an inclusive elementary school and to analyze its impact on students’ learning outcomes. The study employed a qualitative approach using a case study design conducted at SDN Pajang 1 Surakarta. The participants consisted of one classroom teacher, one special education teacher (GPK), and one autistic student. Data were collected through observations, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that Meaningful Learning was implemented through the use of concrete and visual media, experience-based learning activities, adapted student worksheets and evaluation methods, and flexible support tailored to the emotional conditions of the autistic student. Teachers connected learning materials to students’ daily lives, enabling abstract concepts to be understood through real-life experiences. Collaboration between the classroom teacher and the special education teacher further strengthened student understanding through simplified materials and individualized guidance. The implementation of Meaningful Learning positively influenced the student’s conceptual understanding, learning focus, classroom engagement, emotional stability, and motivation. These findings suggest that Meaningful Learning not only enhances the academic development of autistic students but also provides practical implications for inclusive elementary education, particularly in designing adaptive instruction and strengthening collaborative teaching practices.
Teacher’s Strategies to Reduce Peer-Group Bullying for Strengthening Elementary Student’s Mental Health Kusumaningrum, Dilla Agnes Rica; Minsih, Minsih
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1672

Abstract

This study examines how exclusive friendship circles trigger bullying and how teachers respond to strengthen elementary students’ mental health at SD Negeri 2 Giritontro, Wonogiri, Central Java. Using a qualitative case study, data were collected through interviews, observations, and documentation involving teachers, sixth-grade students, and school records. The findings show that bullying occurs in verbal, social, and physical forms. Verbal bullying includes teasing and derogatory naming, social bullying involves exclusion from peer activities, and physical bullying includes pushing, hitting, and hair pulling. These behaviors emerge from dominant peer-group dynamics that create in-group and out-group boundaries. Bullying negatively affects victims’ mental health by reducing confidence, increasing fear, causing social withdrawal, and disrupting learning engagement. Teachers address bullying through preventive, repressive, and curative strategies, including class rules, supervision, immediate reprimands, and emotional support. The study highlights the importance of addressing peer-group dynamics to create a safe, inclusive, and supportive school environment for children and strengthen students’ social development and well-being.
Adaptasi Pedagogi Guru Sekolah Dasar dalam Mengimplementasikan Pembelajaran Inklusif bagi Anak Berkebutuhan Khusus Zahira, Kayla Hajar; Purnamasari, Nensi Desiana; Minsih, Minsih
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8104

Abstract

Penelitian ini dilatarbelakangi oleh masih ditemukannya berbagai kendala dalam implementasi pendidikan inklusif di sekolah, khususnya dalam memenuhi kebutuhan belajar anak berkebutuhan khusus (ABK). Kondisi tersebut menuntut adanya adaptasi pedagogis yang tepat agar proses pembelajaran dapat berlangsung secara efektif, inklusif, dan bermakna bagi seluruh peserta didik. Tujuan penelitian ini adalah untuk mendeskripsikan bentuk adaptasi pedagogis yang dilakukan guru dalam merancang hingga melaksanakan pembelajaran inklusif, serta menganalisis dampaknya terhadap perkembangan belajar dan partisipasi siswa ABK di kelas. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus, yang melibatkan satu orang guru kelas dan satu siswa ABK dengan hambatan slow learner. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi langsung, dan studi dokumentasi. Data yang diperoleh kemudian dianalisis menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah melakukan berbagai bentuk adaptasi pedagogis, seperti diferensiasi tujuan pembelajaran, variasi tugas sesuai kemampuan siswa, penyederhanaan bahasa dalam penyampaian materi, serta penggunaan media konkret untuk membantu pemahaman. Adaptasi tersebut terbukti memberikan dampak positif, ditunjukkan dengan meningkatnya keaktifan, rasa percaya diri, serta kemampuan interaksi sosial siswa ABK di dalam kelas. Secara praktis, penelitian ini menegaskan pentingnya peningkatan kompetensi guru dalam menerapkan pembelajaran diferensiasi. Secara teoretis, temuan ini memperkuat pentingnya fleksibilitas dan responsivitas dalam praktik pedagogi inklusif guna mendukung keberhasilan pendidikan bagi semua peserta didik.
Digitalization of Identification and Initial Assessment in Inclusive Education at Elementary Schools: A Systematic Literature Review Wulansari, Fauziah; Minsih, Minsih; Widyasari, Choiriyah
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.1123-1133

Abstract

This systematic literature review examines the digitalization of identification and initial assessment processes for children with special needs (ABK) in inclusive elementary education over the past five years. Guided by PRISMA standards, relevant studies were collected from databases such as Google Scholar, ERIC, and DOAJ. The review identifies three primary categories of digital applications: digital screening and diagnostic tools, e-assessment and reporting platforms, and assistive technologies with accessibility features. Findings indicate that digitalization improves administrative efficiency, ensures more consistent documentation, supports data-driven monitoring, and strengthens collaboration between teachers and parents. Despite these advantages, significant challenges remain, including inconsistent validity and reliability of assessment instruments, unequal access to technology, limited teacher digital competencies, and ethical concerns related to data privacy and algorithmic bias. The review emphasizes that effective implementation depends not only on technological tools but also on ecosystem readiness, teacher professional development, ethical governance, and child-centered design. Furthermore, major gaps persist in long-term empirical research, standardized assessment workflows, and governance systems to address privacy protection and bias reduction. Overall, digitalization offers substantial potential to enhance inclusive education assessment practices when supported by comprehensive planning and responsible implementation.
Classroom Management Strategies for Creating a Conducive Learning Environment in Grade 3 at SD Muhammadiyah 4 Kandangsapi Yulianti, Adelia Dwi; Sukartono, Sukartono; Minsih, Minsih
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.618-633

Abstract

This study aims to describe classroom management strategies in creating a conducive learning environment in the third-grade classroom at SD Muhammadiyah 4 KandangSapi, as well as to identify supporting factors, obstacles, and solutions implemented by teachers. The research uses a qualitative approach with a case study design to gain an in-depth understanding of classroom practices in a real context. The subjects include the third-grade teacher as the main informant, students as supporting informants, and the principal as an additional informant. Data were collected through passive participatory observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing, with triangulation to ensure validity. The findings show that classroom management is carried out systematically through initial conditioning, organizing the learning environment, enforcing classroom rules, and managing student behavior. Supporting factors include collaboration, adequate facilities, and school support. Meanwhile, obstacles involve differences in student characteristics, limited classroom space, and less conducive classroom conditions. To address these challenges, teachers apply adaptive solutions such as personalized approaches, collaboration with parents, and varied teaching methods to increase student engagement. This study highlights the importance of flexible and context-based classroom management strategies tailored to elementary students’ needs.
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 Ali Imron Al-Ma’ruf Ali Muckromin Alifia Rosyida Alkhasanah, Nuraini Amalia Noviasari Amanda Eka Rismawati Amandatriya Nissa Adilah Amirul Mukminin 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 Ardhiansyah, Wildhan 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 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 Darsinah Darwanti, Asri Debi Triana Deda Widiantoro 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 Dina Afifah Djalal fuadi 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 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 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 UK Honest UK, Honest 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 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 Kusmiati, Eti Endang Kusumaningrum, Dilla Agnes Rica Kusyuliarto Kusyuliarto Laili Etika R Laili Etika Rachmawati Laili Etika Rahmawati Lastini, Fitri Latif, Azminudin Latifa, Latifa Nur Aini Lawton, Megan Lestari, Riska Yulia Ayu Liana Prabandari* Lilik Mustofiyah Lukmanul Hakim Mahya, Yogi Muthohir Zuhad Markhamah Markhamah Marlinawati, Heni 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 Muhtadin, Lastiadi 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 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 Nurcahyo Ika Putra, Imam Nurdiantika, Emalia nurhidayah, rokhimah Nurjanah, Alya Rifa Nurjanah, Siti Nurjanah Nurul Hidayati Nurul Mutmainah 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 Rahmawati, Syarifah Erma 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 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 Rubingah, Nurur 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 Lestari Sri Untari Sri Wahyuni Subagyo, Roni Agus Suherman, Suherman Sukartono Sukartono Sukartono Sularsih Sumardi . Sumardi Sumardi Supriyono Suryandari, Kus 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 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 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 Yumna Yumna Yumna Yumna, Yumna Yuni Yati yuni yati Yunus Sulistyono Yusrika Firda Isnaini Yusrika Firda Isnaini Yustin, Yustina Neny Hastuti Yustina Neny Hastuti Yustri Mindaryani yustri mindaryani, yustri Zahira, Kayla Hajar Zahra, Arsyafa Arienda Zunan Azis