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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian Humaniora Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Scholaria: Jurnal Pendidikan dan Kebudayaan Satya Widya Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN GLASSER Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) Pendekar : Jurnal Pendidikan Berkarakter MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of Education Action Research International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Ilmiah Pengembangan Pendidikan (JIPP) EDUKATIF : JURNAL ILMU PENDIDIKAN JUDIKA (JURNAL PENDIDIKAN UNSIKA) Education and Human Development Journal Pesona Dasar : Jurnal Pendidikan Dasar dan Humaniora JTIEE (Journal of Teaching in Elementary Education) Attractive : Innovative Education Journal Jurnal Pendidikan Sains dan Komputer Online Learning in Educational Research Jurnal Basicedu Journal of Innovation and Research in Primary Education Jurnal Pendidikan Dasar JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) CENDEKIA PENDIDIKAN Pendekar: Jurnal Pendidikan Berkarakter Jurnal Lentera Edukasi IJoEd: Indonesian Journal on Education Satya Sastraharing: Jurnal Manajemen Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Stefanus Christian Relmasira
Universitas Kristen Satya Wacana
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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IMPLEMENTASI PEMBELAJARAN MENDALAM UNTUK MENINGKATKAN LITERASI AI SISWA SEKOLAH DASAR Relmasira, Stefanus Christian
Jurnal Pendidikan Dasar Vol. 16 No. 1 (2025): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v16i1.53651

Abstract

While deep learning has become a focal point in the transformation of Indonesian education, its implementation requires further investigation. This study aimed to measure the effectiveness of a deep learning approach in enhancing AI literacy among elementary school students through the implementation of the AMAIL (Associative Model of AI Literacy) model. The study employed a pre-test post-test design across five intervention cycles, involving 118 fifth-grade students from three elementary schools in Salatiga. Data analysis utilized bootstrap techniques for Likert-scale questions and Exact McNemar's tests for dichotomous questions. Results showed a significant improvement in understanding AI personalization (p=0.020) and consistent growth in students' ability to explain AI concepts and demonstrate ethical awareness regarding AI use in later cycles (p<0.001). The developmental trajectory from the first to the fifth cycle underscores the importance of the implementation refinement process for the success of deep learning in enhancing students' AI literacy. This research provides an empirical foundation for developing AI literacy programs using a deep learning approach for elementary school students in Indonesia.
Transforming Mathematical Communication: The Effectiveness of RADEC Learning Model in Elementary Education Sakristi, Maria Putri; Relmasira, Stefanus Christian
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1996

Abstract

Mathematical communication skills represent fundamental competencies essential for mathematical literacy development, yet elementary students frequently demonstrate passive engagement in mathematical discourse due to traditional instructional approaches that limit collaborative interaction and communication skill development. This quasi-experimental study employed a pretest-posttest non-equivalent control group design to investigate the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in enhancing mathematical communication skills among elementary students. Participants comprised 51 third-grade students from SD Negeri Gendongan 01 Salatiga, with 27 students in the experimental group receiving RADEC instruction and 24 students in the control group receiving conventional mathematics instruction. Data were collected through validated essay-based assessments measuring written text, drawing, and mathematical expression competencies, supplemented by observations and interviews. Statistical analysis employed Independent Sample T-Tests using SPSS version 27. The experimental group achieved significantly superior performance with a mean score of 80.56 compared to the control group's mean score of 63.83 (p = 0.015, t = -2.534). Performance distribution analysis revealed 63% of experimental students attained very high achievement levels versus 50% in the control group, while low-performing students decreased from 13% to 4% following RADEC implementation.  The RADEC model's systematic progression through Read, Answer, Discuss, Explain, and Create phases effectively develops mathematical communication competencies by facilitating active engagement with mathematical language, collaborative discourse, and creative representation generation. These findings support theoretical frameworks emphasizing mathematical communication as a fundamental process skill essential for mathematical literacy development and provide empirical evidence for student-centered pedagogical approaches in elementary mathematics education.
Enhancing Elementary Students' 4C Communication Skills Through SAVI (Somatic, Auditory, Visual, Intellectual) Learning Model Widyaningrum, Neni; Relmasira, Stefanus Christian
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1997

Abstract

Contemporary elementary education faces significant challenges in developing students' 21st-century communication skills, particularly in mathematics learning contexts where traditional teacher-centered approaches often render students passive and hesitant to engage in meaningful discourse. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model presents a promising multisensory approach that may address these communication skill deficiencies by engaging students holistically through diverse sensory modalities. This quasi-experimental study employed a pretest-posttest control group design involving 38 fourth-grade students at SD Negeri Gendongan 01 Salatiga, Indonesia. Participants were divided into experimental (n=19) and control (n=19) groups using purposive sampling. The experimental group received SAVI-based mathematics instruction focusing on pattern recognition, while the control group participated in conventional teaching methods. Data collection utilized validated communication skill assessment instruments, structured observations, and semi-structured interviews. Statistical analysis was conducted using SPSS version 25, employing independent samples t-tests to examine between-group differences. The experimental group demonstrated significantly superior communication skill achievement, with 42.11% of students reaching very high competency levels compared to 15.79% in the control group. Statistical analysis revealed significant differences between groups (p = 0.003 < 0.05, t = -3.126, df = 36), with a substantial mean difference of -19.342 points favoring the experimental group. The effect size indicated practically significant improvements in students' abilities to articulate mathematical reasoning, engage in collaborative problem-solving, and express creative solutions. These findings provide empirical validation that SAVI implementation significantly enhances elementary students' 4C communication competencies beyond conventional instructional approaches. The results support multisensory learning theories and suggest substantial implications for teacher preparation, curriculum development, and educational policy formulation in fostering 21st-century communication skills.
Enhancing Fourth-Grade Students' Logical Thinking in Mathematics Through Interactive Math Board Learning Media Wulandari, Fitri; Relmasira, Stefanus Christian
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1998

Abstract

Mathematics education faces significant challenges in developing students' logical thinking abilities, as evidenced by Indonesia's below-average PISA performance. Traditional lecture-based instruction fails to engage students effectively, necessitating innovative interactive learning media to enhance mathematical reasoning capabilities. This study aimed to develop and evaluate the effectiveness of Math Board learning media for improving fourth-grade students' logical thinking abilities in whole number concepts up to 10,000. This research employed a Research and Development approach integrating the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) with pre-experimental design using pretest-posttest comparisons. Twenty-eight fourth-grade students from SD N Mangunsari 03 participated in the study. Data collection utilized logical thinking ability tests, classroom observations, and structured interviews. Expert validation assessed media quality, while statistical analysis using SPSS version 25 included normality testing, homogeneity testing, paired samples t-test, and N-Gain score analysis to measure improvement effectiveness. Expert validation yielded a quality score of 90.67%, categorizing the Math Board as "Very Good." Statistical analysis revealed significant differences between pretest and posttest scores (p < .000), with a mean improvement of 49.36 points. The N-Gain analysis demonstrated a mean score of 0.7996, indicating high effectiveness (79.96% improvement rate). All prerequisite tests confirmed data normality and homogeneity, validating the statistical procedures employed. The findings demonstrate that Math Board learning media significantly enhances students' logical thinking abilities, supporting theoretical frameworks from Piaget's cognitive development theory and Vygotsky's zone of proximal development. The results exceed effectiveness levels reported in previous interactive media studies, confirming the superior impact of modular board-based approaches with visual and interactive elements in mathematics education.
ANALISIS EFEKTIVITAS INTEGRASI TOTAL QUALITY MANAGEMENT (TQM) DAN SISTEM INFORMASI MANAJEMEN (SIM) TERHADAP KUALITAS PENGAMBILAN KEPUTUSAN KEPALA SEKOLAH UNTUK PENINGKATAN MUTU BERKELANJUTAN DI SD NEGERI WATES Destiyani, Gati; Relmasira, Stefanus Christian; Manongga, Danny
CENDEKIA PENDIDIKAN Vol 4 No 3 (2025): Edisi Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cendekiapendidikan.v4i3.7267

Abstract

Kualitas pengambilan keputusan kepala sekolah merupakan pengungkit krusial untuk mendorong peningkatan mutu sekolah yang berkelanjutan. Penelitian ini bertujuan untuk menganalisis efektivitas integrasi prinsip Total Quality Management (TQM) dan data Sistem Informasi Manajemen (SIM) terhadap kualitas pengambilan keputusan Kepala Sekolah di SD Negeri Wates. Dengan menggunakan pendekatan kualitatif berdesain studi kasus, data dikumpulkan melalui wawancara mendalam dengan kepala sekolah dan dianalisis secara tematik. Hasil penelitian menunjukkan bahwa integrasi TQM dan SIM terbukti sangat efektif dalam mentransformasi proses pengambilan keputusan. Sinergi antara filosofi TQM yang menekankan perbaikan berkelanjutan dan fokus pada pelanggan dengan data objektif dari SIM (rekap nilai dan kehadiran siswa) telah meningkatkan kualitas keputusan, menggesernya dari yang bersifat intuitif menjadi berbasis bukti, partisipatif, dan tepat sasaran. Inisiasi program “Zero O’clock” menjadi contoh utama di mana data SIM mengidentifikasi masalah, dan prinsip TQM memandu solusi yang kolaboratif dan evaluatif. Penelitian ini menyimpulkan bahwa integrasi yang efektif ini secara langsung meningkatkan kualitas keputusan strategis, yang pada gilirannya menjadi katalisator bagi peningkatan mutu sekolah yang berkelanjutan.
UPAYA UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM ILMU PENGETAHUAN ALAM MELALUI PEMBELAJARAN KOOPERATIF MODEL JIGSAW DENGAN BANTUAN MEDIA ANIMAL BOARD Savira, Agni Maya; Relmasira, Stefanus C
Jurnal Pendidikan Tambusai Vol. 3 No. 2 (2019): August 2019
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v2i4.286

Abstract

Penelitian ini dilator belakangi oleh hasil belajar siswa yang masih rendah di SD N Mangunsari 06 Salatiga pada muatan IPA. Tujuan penelitian untuk meningkatkan hasil belajar IPA melalui penerapan model pembelajaran Jigsaw berbantuan media animal board. Jenis penelitian menggunakan Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data melalui observasi, tes dan studi dokumen. Subjek penelitian adalah siswa kelas 4 SD N Mangunsari 06 Salatiga yang berjumlah 22. Alat pengumpulan data menggunakan lembar observasi, soal-soal tes kemudian dianalisis dengan data deskriptif kuantitatif. Hasil penelitian menunjukkan peningkatan persentase dari prasiklus 8 (36,36%) siswa mendapatkan nilai tuntas dan 14 (63,64%) siswa mendapat nilai dibawah KKM. Setelah dilakukan tindakan siklus I hasil belajar meningkat dengan 16 (72,72%) siswa mendapatkan nilai tuntas dan 6 (27,28%) siswa masih mendapat nilai dibawah KKM (70). Hasil belajar siswa kembali meningkat setelah dilakukan tindakan siklus II dengan perolehan hasil sebanyak 20 (90,91%) siswa tuntas dan 2 (9,09%) siswa belum tuntas. Dari hasil tersebut, dapat dinyatakan bahwa model Jigsaw berbantuan media animal board dapat meningkatkan hasil belajar siswa kelas 4 SD N Mangunsari 06 Salatiga.
PENERAPAN MODEL TTW (THINK,TALK,WRITE) UNTUK MENINGKATKAN HASIL BELAJAR DAN BERFIKIR KRITIS SISWA KELAS IV SD Merrante, Cyndy Tulen; Relmasira, Stefanus C; Hardini, Agustina Tyas A
Jurnal Pendidikan Tambusai Vol. 3 No. 2 (2019): August 2019
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v3i2.298

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui keberhasilan penerapan model TTW (Think,Talk,Write) dalam meningkatkan hasil belajar dan berfikir kritis. Jenis penelitian yang dilakukan adalah Penelitian Tindakan Kelas (PTK) dengan subjek siswa kelas 4 SD Negeri Tingkir Tengah 01 Salatiga yang berjumlah 33 siswa dan dilakukan dalam 2 siklus. Teknik pengumpulan data yang digunakan berupa teknik tes dan teknik non tes. Analisis data yang digunakan adalah analisis deskriptif kuantitatif dan kualitatif. Dari hasil implementasi model terjadi peningkatan rata-rata berfikir kritis siswa dari kondisi awal (pra siklus) sebesar 60,6 meningkat pada siklus I menjadi 69 dan meningkat kembali pada siklus II menjadi 77,7 dengan kategori berfikir kritis tinggi. Sedangkan hasil belajar siswa juga mengalami peningkatan dengan rata-rata pada kondisi awal (pra siklus) sebesar 65,5,terjadi peningkatan pada siklus I dengan skor 69,dan kembali meningkat pada siklus II dengan skor 77,7.sehingga dapat disimpulkan bahwa model pembelajaran TTW(Think,Talk,Write) dapat meningkatkan hasil belajar dan berpikir kritis siswa kelas IV SD.
UPAYA MENINGKATKAN HASIL BELAJAR IPA MELALUI MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA GAMBAR PADA SISWA KELAS IV Nugraheni, Beti; Relmasira, Stefanus C.
Jurnal Pendidikan Dasar Vol. 8 No. 1 (2017): JPD-Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.528 KB)

Abstract

Abstract : This study aims to improve science learning outcomes in grade 4 studentsSDN Getasan through a model of problem-based learning assisted media images. Thetype of research used is classroom action research conducted in two cycles where eachcycle begins with planning, action implementation, observation and reflection. Thesubjects of this study are the fourth graders of SD Negeri Getasan with the number ofstudents 25 students consisting of 11 female students and 14 male students. The resultsobtained by using learning model of learning-based learning media a picture ofcompleteness in the first cycle of 84% or 21 students and cycle II of 100% or 25 students.Frequency of learning completeness that is prasiklus 17 students, cycle I become 21student, and cycle II to 25 students with percentage of prasiklus 68%, cycle I 84%, andcycle II 100%. The average value of the class before the action of 68.4 then the action inthe first cycle increased to 71.6 and in the second cycle to 81. This happens becausestudents are active and play a direct role in mangamati and analyze directly on thepicture, it can be concluded that The use of Problem Based Learning model assisted bythe image media can improve the learning outcomes of science in grade 4 students ofSDN Getasan. Keywords : Problem Based Learning, learning outcomes Abstrak : Penelitian ini bertujuan untuk meningkatkan hasil belajar IPA pada siswa kelasIV SDN Getasan melalui model problem based learning berbantuan media gambar. Jenispenelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang dilaksanakandalam dua siklus dimana masing-masing siklus diawali dengan perencanaan, pelaksanaantindakan, observasi dan refleksi. Subjek penelitian ini adalah siswa kelas IV SD NegeriGetasan dengan jumlah siswa 25 siswa yang terdiri dari 11 siswa perempuan dan 14siswa laki-laki. Hasil penelitian yang diperoleh dengan menggunakan modelpembelajaran problem based learning berbantuan media gambar ketuntasan pada siklus Isebesar 84% atau 21 siswa dan siklus II sebesar 100% atau 25 siswa. Frekuensipeningkatan ketuntasan belajar yaitu prasiklus 17 siswa, siklus I menjadi 21 siswa, dansiklus II menjadi 25 siswa dengan persentase prasiklus 68%, siklus I 84%, dan siklus II100%. Nilai rata-rata kelas sebelum tindakan sebesar 68,4 kemudian tindakan pada siklusI meningkat menjadi 71,6 dan pada siklus II menjadi 81. Hal ini terjadi karena siswa aktifdan berperan langsung dalam mangamati dan menganalisis secara langsung padagambar, maka dapat disimpulkan bahwa penggunaan model Problem Based Learningberbantuan media gambar dapat meningkatkan hasil belajar IPA Pada Siswa Kelas IVSDN Getasan. Kata-kata kunci : Problem Based Learning, Hasil Belajar
UPAYA PENINGKATAN HASIL BELAJAR IPA MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARNING DENGAN METODE EKSPERIMEN PADA SISWA KELAS IV Yuliani, Rita; Relmasira, Stefanus C.
Jurnal Pendidikan Dasar Vol. 8 No. 1 (2017): JPD-Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (520.392 KB)

Abstract

Abstract: This research is based on the low percentage of achievement on Minimum Exhaustiveness Criteria obtained by fourth grade students of SD Sidorejo Lor 07 from thenumber of students 43 people who follow the Middle Semester's Deuteronomy onmaterial nature of the body. The result of this TOD is learning with CTL (ContextualTeaching and Learning) Model By Experiment. Researchers are motivated to conductClassroom Action Research to improve science learning outcomes in Sidorejo Lorelementary school 07. KKM score set by science subjects in grade IV ≤68. Prasikluslearning results show the value of completeness of learning results only reached 27.90%of 43 students. Researchers take action using CTL (Contextual Teaching and Learning)model with Experiments. The target set by researchers for student achievement reaches80%. The first cycle of learning results has increased to 51.16% or 22 students whoselearning outcomes are complete. Then the cycle 2 needs to be done because it has notreached the target that ditntukan. In Cycle 2 the results of learning increased again to81.39% or 35 students have complete learning outcomes. This research proves that theimplementation of CTL (Contextual Teaching and Learning) model with Experiments canimprove science learning outcomes in SD Sidorejo Lor 07 Sidorejo Sub-district SalatigaCity.Keywords:CTL (Contextual Teaching and Learning) Model, Experiments,, Learning Outcomes, Science. Abstrak : Penelitian ini di latarbelakangi oleh rendahnya persentase ketercapaian atasKriteria Ketuntasan Minimal (KKM) yang diperoleh siswa Kelas IV SD Sidorejo Lor 07dari jumlah siswa 43 orang yang mengikuti Ulangan Tengah Semester pada materi sifatwujud benda. Adapun hasil PTK ini adalah pembelajaran dengan Model CTL (ContextualTeaching and Learning) Dengan Eksperimen. Peneliti termotivasi untuk melakukanPenelitian Tindakan Kelas untuk memperbaiki hasil belajar IPA di SD Sidorejo Lor 07.Nilai KKM yang ditetapkan mata pelajaran IPA di kelas IV ≤68. Hasil belajar prasiklusmenunjukan nilai ketuntasanhasil belajar hanya mencapai 27,90 % dari 43 siswa. Penelitimelakukan tindakan dengan menggunakan model CTL (Contextual Teaching andLearning) Dengan Eksperimen. Target yang ditetapkan peneliti untuk hasil belajar siswamencapai 80%. Siklus I hasil belajar sudah meningkat mencapai 51,16% atau 22 siswayang hasil belajarnya tuntas. Kemudian perlu dilakukan siklus 2 karena belum mencapattarget yang ditntukan. Pada Siklus 2 hasil belajar meningkat kembali menjadi 81,39%atau 35 siswa telah tuntas hasil belajarnya. Penelitian ini membuktikan bahwaditerapkannnya model CTL (Contextual Teaching and Learning) Dengan Eksperimendapat meningkatkan hasil belajar IPA di SD Sidorejo Lor 07 Kecamatan Sidorejo KotaSalatiga.Kata kunci: Model CTL (Contextual Teaching and Learning), Eksperimen, , Hasil Belajar, IPA.
EFEKTIVITAS MODEL PEMBELAJARAN KONSTRUKTIF TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH DASAR Dhea Afif Anandari; Stefanus Christian Relmasira
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 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.v10i3.29317

Abstract

This study aims to determine the effectiveness of constructive learning models in improving mathematical problem-solving abilities in mathematics learning of grade IV students of Kutowinangun 12 Elementary School on multiplication and division materials, and to determine the comparison of the results of students' mathematical problem-solving abilities between classes that apply constructive learning models and classes that apply conventional learning models on multiplication and division materials. This study uses a quasi-experimental research method with a Nonequivalent Control Group Design experimental design. The object of the study was elementary schools within the Muwardi Cluster in Tingkir District, Salatiga City, Central Java. Based on the results of the study, it was found that the results of the t-test collection (average difference test) based on the results of the students' posttest showed that the sig value (2-tailed) was 0.000 <0.05. The average posttest learning outcomes showed different results, namely in the experimental group 87.07, while in the control group it had an average of 72.87. It can be concluded that Ho is rejected, while Ha is accepted. This shows that there is a difference in effectiveness and it can be concluded that the constructive learning model is more effective in improving students' mathematical problem-solving abilities in elementary schools than learning with conventional models.
Co-Authors ., Oktafrianto Adi, Windu Antaka AGNES KUMBARANINGTYAS Agni Maya Savira Agustina Tyas Asri Hardini Amzani, Arum Alfi Andita Putri Surya Andreas Resdianto Antaka Adi, Windu Apriana Winedhar Arum Alfi Amzani Bambang Ismanto Bayu Gunawan Berlian Novalita Sigalingging Caroline Cindy Pratiwi Chanifah, Miftichatun Chofifah, Nur Chrisma Prateila Kusumaningsih Christina Yulinda Prihasti Danny Manongga Deky Magay Deky Magay Destiyani, Gati Dhea Afif Anandari Dwijayani, Rizki Dyah Anggraini Edy Sispariyanto Elisabet Elisabet, Elisabet Erna Sefriani Sabuna Fiana, Rista Okta Fitri Wulandari frianto, Okta frianto, Okta Gati Destiyani Gloria Yohana Kristuti Henny Dewi Koeswanti Herawati, Indah Aviolita Herawati, Indah Aviolita Herry Sanoto Ika Yunita Indira M. S. Ferdinandus J, Janelle Lee Janelle Lee J Janelle Lee Juneau Jonan Phillip Donaldson Juneau, Janelle L Juneau, Janelle L Juneau, Janelle L. Juneau, Janelle Lee Juneau, Janelle Lee Kartika Pradiningtyas Laras Sitoayu Lee J, Janelle Meisatila Eriana Putri Merrante, Cyndy Tulen Messi Ana Jayati Mesti Fajar Romadhoni Michael Alan Hirdi Pukada Miftichatun Chanifah Nahgiyah, Eva Nahgiyah, Eva Nopitasari, Liya Nugraheni, Beti Nugrahwidi, Enggaringtyas Dewi Nur Fitri Rizkiyah Nur Fitri Rizkiyah Nur Hidayah Nur Hidayah Pinda, Feprina Pindi Darma Hutama Purwoko, Agus Putri Ayuningtyas Qurrotul Aini Rico Dwi Kristanto Rista Okta Fiana Rita Yuliani, Rita Rose-Marie Thrupp, Rose-Marie Sakristi, Maria Putri Savira, Agni Maya Sophia Tri Satyawati Sudarwanto, Wisnu Vilia Dechressya Tomatala Wahyu Purnaningsih Widia Sari, Avita Widya Wijayanti Widyaningrum, Neni Widyawati, Defrina Martha Wijayanti, Rizky Ratna Yari Dwikurnaningsih Yayi Suryo Prabandari Yunita Ery Setyowati Zahra, Rizkika Amatullah