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All Journal Jurnal Penelitian dan Pendidikan IPS Abjadia, International Journal of Education GEA, Jurnal Pendidikan Geografi Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Geografi, Edukasi dan Lingkungan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Cetta: Jurnal Ilmu Pendidikan Journal of Education Action Research Jurnal Pengabdian Magister Pendidikan IPA J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Indonesian Journal of Halal Research Geodika: Jurnal Kajian Ilmu dan Pendidikan Geografi GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Jurnal Praksis dan Dedikasi Sosial Perdikan: Journal of Community Engagement JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Abdimasku : Jurnal Pengabdian Masyarakat Edutourism : Journal Of Tourism Reseach Belantika Pendidikan ASANKA: Journal of Social Science And Education Jambura Geo Education Journal JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) Jurnal Inovasi Teknologi dan Edukasi Teknik International Journal of Geography, Social, and Multicultural Education (IJGSME) Journal of Innovation and Teacher Professionalism Future Space: Studies in Geo-Education E-Amal: Jurnal Pengabdian Kepada Masyarakat IJIS Edu : Indonesian Journal of Integrated Science Education
Alfyananda Kurnia Putra
Universitas Negeri Malang
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Peningkatan Kemampuan Berpikir Spasial: Implementasi Model Problem Based Learning melalui Pendekatan Self Efficacy Berbantuan WebGIS Inarisk Buana, Randy Tirto; Putra, Alfyananda Kurnia
Journal of Education Action Reseach Vol 7 No 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v7i3.63881

Abstract

Kemampuan berpikir spasial merupakan aspek yang dibutuhkan berkaitan dengan konsep spasial yang menjadikan pembelajaran sangat bermakna dalam memahamai fenomena geosfer. Rendahnya nilai kemampuan berpikir spasial peserta didik dengan dalam pembelajaran geografi, menjadikan pembelajaran kurang bermakna. Penelitian ini bertujuan untuk menganalisis implementasi model pembelajaran problem based learning (PBL) dengan pendekatan self efficacy berbantuan webGIS inarisk untuk meningkatkan kemampuan berpikir spasial peserta didik pada materi persebaran dan mitigasi bencana alam. Penelitian ini merupakan penelitian tindakan kelas (PTK) partisipan dengan menggunakan model Kemmis & Taggart. Subjek penelitian 38 peserta didik. Penentuan subjek dan lokasi penelitian berdasarkan hasil observasi selama Asistensi Mengajar. Pengumpulan data menggunakan 5 soal tes kemampuan berpikir spasial yang mengacu pada indikator Joe & Bernard. Pengolahan data diperoleh dari hasil tes kemampuan berpikir spasial sebanyak 2 siklus dengan mengetahui peningkatan pada setiap tahapannya. Hasil penelitian menunjukkan terdapat peningkatan kemampuan berpikir spasial yang signifikan pada setiap tahapannya. Implementasi model PBL melalui pendekatan self efficacy berbantuan webgis inarisk mampu memberikan kolaborasi dan keyakinan peserta didik untuk menemukan solusi dari permasalahan geosfer dalam aspek keruangan.
Virtual Reality Integration in Geography: Meningkatkan Environmental Problem Solving Ability Siswa pada Kajian Konservasi DAS Afifah, Nurul; Putra, Alfyananda Kurnia; Hibatul Haqqi, Alan
Journal of Education Action Reseach Vol 8 No 1 (2024): February 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v8i1.67943

Abstract

Rendahnya kemampuan siswa dalam memecahkan masalah lingkungan menjadi permasalahan dalam pembelajaran geografi abad 21. Guru memerlukan upaya untuk meningkatkan kemampuan tersebut di dalam kelas melalui pembelajaran inovatif. Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan pemecahan masalah lingkungan siswa melalui implementasi media Virtual Reality dalam pembelajaran geografi. Penelitian ini menggunakan metode Classroom Action Research (CAR) dengan subjek 30 siswa kelas X IPS 1 SMA. Kemampuan pemecahan masalah lingkungan diamati dalam dua siklus yang masing-masing terdiri dari empat tahapan yakni perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pengumpulan data melalui observasi dan tes kemampuan pemecahan masalah mengenai permasalahan lingkungan pada materi konservasi DAS. Data primer dianalisis secara deskriptif kualitatif dengan pemaknaan secara kontekstual. Hasil penelitian menunjukkan bahwa terjadi peningkatan kemampuan pemecahan masalah lingkungan siswa sebesar 36% (memberikan rekomendasi pemecahan masalah). Oleh karena itu, guru diharapkan dapat mengintegrasikan teknologi untuk mendukung pembelajaran sehingga siswa memiliki keterampilan pemecahan masalah yang baik dalam mencari solusi permasalahan lingkungan. Guru dapat memaksimalkan pemanfaatan teknologi dalam pembelajaran geografi untuk meningkatan kemampuan pemecahan masalah lingkungan siswa agar tercipta outcome lulusan mata pelajaran geografi yang berkualitas.
PENGARUH MODEL PROJECT ENVIRONMENTAL LEARNING TERHADAP ENVIRONMENTAL LITERACY AND AWARENESS PESERTA DIDIK PADA MATERI PEMANFAATAN LIMBAH DOMESTIK Haryono, Rony Wahyu; Sumarmi, Sumarmi; Putra, Alfyananda Kurnia; Wagistina, Satti; Nisa’, Zumrotin
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 5 No. 1 (2025)
Publisher : Universitas Negeri Malang

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

Abstract

Degradasi lingkungan merupakan isu global yang juga menjadi ancaman keberlanjutan di Indonesia. Mengetahui pengaruh Project Environmental Learning terhadap Environmental Literacy and Environmental Awareness peserta didik, serta mengevaluasi interaksi antara kedua variabel tersebut meruapakan tujuan utama riset ini. Penggunaan eksperimen semu dengan rancangan posttest only control group menjadi metode dalam riset. Terdiri dari 68 peserta didik kelas XI IPS di SMA Negeri 1 Singosari sebagai subjek penelitian, kelas eksperimen menerapkan model Project Environmental Learning terdiri dari 34 peserta didik dan kelas kontrol yang menggunakan model konvensional juga terdiri dari 34 peserta didik. Pengumpulan data melalui tes literasi lingkungan, angket kesadaran lingkungan, observasi, dan dokumentasi. Berdasarkan hasil Mann-Whitney test model Project Environmental Learning terhadap literasi lingkungan mendapatkan hasil (Sig. 0,03 kurang dari 0,05) dan kesadaran lingkungan (Sig. 0,046 kurang dari 0,05), dengan rata-rata nilai kelas kontrol lebih rendah dibandingkan kelas eksperimen (86,2 kurang dari 89,9). Namun, hasil uji korelasi environmental literacy dan environmental awareness (Sig. 0,766 lebih dari 0,05) menunjukkan tidak adanya korelasi yang signifikan antara variabel tersebut. Terdapat indikasi bahwa tingkat literasi lingkungan yang tinggi tidak selalu diikuti oleh kesadaran lingkungan yang tinggi. Secara keseluruhan, penelitian ini menyimpulkan bahwa model Project Environmental Learning efektif meningkatkan literasi dan kesadaran lingkungan peserta didik, namun kedua variabel tersebut bersifat independen. Environmental degradation is a global issue that also poses a threat to sustainability in Indonesia. The primary objective of this research is to determine the impact of the Project Environmental Learning model on students' environmental literacy and environmental awareness, as well as to evaluate the interaction between these two variables. The study employed a quasi-experimental method using a posttest-only control group design. The research subjects consisted of 68 eleventh-grade social science students at SMA Negeri 1 Singosari, divided into an experimental group (34 students) using the Project Environmental Learning model and a control group (34 students) employing a conventional model. Data collection methods included environmental literacy tests, environmental awareness questionnaires, observations, and documentation. Based on the results of the Mann-Whitney test, the Project Environmental Learning model showed significant effects on environmental literacy (Sig. 0.03 less than 0.05) and environmental awareness (Sig. 0.046 less than 0.05), with the average scores of the control group being lower than those of the experimental group (86.2 less than 89.9). However, the correlation test results for environmental literacy and environmental awareness (Sig. 0.766 more than 0.05) indicated no significant relationship between the two variables. This suggests that a high level of environmental literacy does not necessarily correspond to a high level of environmental awareness. Overall, this study concludes that the Project Environmental Learning model is effective in improving students' environmental literacy and awareness, although these two variables are independent of one another.
Beyond Maps: How Web-GIS InaRisk and Group Investigation Redefine Disaster Mitigation Education Nirmala, Diva Prameswari; Putra, Alfyananda Kurnia; Dembereldorj, Uuriintuya; Pertiwi, Ella
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.46

Abstract

This research aims to determine the influence of the Web-GIS InaRisk-assisted group investigation model on students' critical thinking skills, as viewed through their learning motivation, in disaster mitigation subjects. The method employed in this research is quantitative with a quasi-experimental research design. The research subjects for this experiment are students of class XI IPS 2 and XI IPS 3 of MAN Kota Batu, divided into experimental and control groups. Research instruments used include essay questions and questionnaires to measure students' critical thinking skills and learning motivation. Data analysis methods used to determine the influence of the Web-GIS InaRisk-assisted group investigation model on critical thinking skills, as viewed through learning motivation in this research, are Mann Whitney and Kruskal Wallis tests. This study was conducted from February to March 2024 and obtained two findings. The first finding is that the Web-GIS Inarisk assisted group investigation model affects critical thinking skills because hypothesis 1 test is Sig. 0.04 and the second finding is that the Web-GIS Inarisk assisted group investigation model affects critical thinking skills in terms of student learning motivation, because hypothesis 2 test is Sig. 0.00.
Pengaruh Model Pembelajaran Project Based Learning (PjBL) Berbantuan Aplikasi Edmodo terhadap Kemampuan Berpikir Kreatif Siswa pada Mata Pelajaran Geografi Kelas XI Ika, Erwinda; Putra, Alfyananda Kurnia; Insani, Nailul
Journal of Innovation and Teacher Professionalism Vol. 2 No. 3 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um084v2i32024p329-338

Abstract

Riset bertujuan untuk menyelidiki pengaruh model pembelajaran project based learning berbantuan aplikasi Edmodo terhadap kemampuan berpikir kreatif siswa pada mata pelajaran geografi kelas XI. Eksperimen tidak murni digunakan dalam riset ini, dengan subjek siswa kelas XI IPS 1 sebagai kelas eksperimen dan XI IPS 3 sebagai kelas kontrol. Teknik pengumpulan data berupa tes tulis pretest dan post sebanyak sepuluh butir soal. Uji mann whitney dipilih untuk teknik analisis data. Hasil uji mann whitney menunjukan angka signifikansi 0,009 lebih kecil dari 0,05, artinya terdapat pengaruh model pembelajaran PjBL berbantuan aplikasi Edmodo terhadap kemampuan berpikir kreatif siswa mata pelajaran geografi kelas XI. Kata kunci: pembelajaran berbasis proyek, Edmodo, berpikir kreatif The Effect of Project Based Learning Model (PjBL) Assisted by Edmodo Application on Students' Creative Thinking Ability in Geography Class XI Subjects The research aims to investigate the effect of the project based learning model with the aid of the Edmodo application on students' creative thinking skills in geography class XI. Improper experiments were used in this research, with the subjects of class XI IPS 1 as the experimental class and XI IPS 3 as the control class. The data collection technique was in the form of pretest and post written tests with ten questions. The Mann Whitney test was chosen for the data analysis technique. The results of the Mann Whitney test show a significance number of 0.009 less than 0.05, meaning that there is an influence of the PjBL learning model assisted by the Edmodo application on the creative thinking ability of students in geography class XI. Keywords: project based learning, Edmodo, creative thinking
Kediri Earthspace: Pengembangan Bahan Ajar Perubahan Bentuk Permukaan Bumi Berbasis Spatial Thinking Auliafani, Yuni; Irawan, Listyo Yudha; Mapa, Mohammmad Tahir; Putra, Alfyananda Kurnia; Wahyudi, Adip
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 11, No 2 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v11i2.32709

Abstract

Perkembangan ilmu pengetahuan dan teknologi abad ke-21 mendorong transformasi dalam dunia pendidikan. Keterbatasan dalam penerapan bahan ajar yang mendukung tujuan pembelajaran dan sesuai dengan kebutuhan siswa menjadi tantangan dalam penerapan keterampilan abad ke-21. Dibutuhkan bahan ajar pendamping pada pembelajaran geografi yang bersifat kontekstual, spasial yang mengintegrasikan konteks lokal. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan produk bahan ajar pendamping dalam pembelajaran geografi yaitu Kediri Earthspace dan untuk mengetahui kelayakan serta respon pengguna. Penelitian ini merupakan penelitian Research and Development dengan model pengembangan ADDIE (Analysis, design, development, implementation, and evaluation). Uji coba dilakukan kepada 33 siswa kelas X-12 dan satu orang guru geografi di SMA Negeri 2 Pare. Pengumpulan data dilakukan melalui observasi, wawancara dan angket dengan analisis deskriptif kualitatif. Hasil validasi ahli materi menunjukkan persentase 86,67%, dan ahli bahan ajar menunjukkan persentase 93,75%. Persentase keduanya menunjukkan kategori Sangat Layak. Sedangkan, respon siswa menunjukkan persentase 85,03% dan respon guru sebesar 93,52%. Maka, dapat disimpulkan bahwa produk bahan ajar Kediri Earthspace memenuhi kategori sangat layak dan dapat diterapkan dalam pembelajaran geografi.
Investigating Geography Pre-Service Teacher’s TPACK Competencies in The Context of E-Learning Fahmi, Muhammad Rizieq; Rizal, Syah; Khoirunnisaa’; Putra, Alfyananda Kurnia
Future Space: Studies in Geo-Education Vol. 2 No. 3 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i3.74

Abstract

Pre-service Geography teachers must be able to implement and develop technology in learning activities to effectively adapt to evolving educational demands, particularly in the context of the New Normal where e-learning has become integral to teaching and learning processes. TPACK (Technological Pedagogical and Content Knowledge) as a basic competency of pre-service Geography teachers in implementing e-learning in the New Normal era. Furthermore, the purpose of this study is to investigate the TPACK competencies of pre-service Geography teachers at the Universitas Negeri Malang and find a clear correlation between the TPACK constructions on pre-service Geography teachers. Then, this study uses a qualitative quantitative approach with a descriptive method with primary and secondary data collection. The population of this study were undergraduate students of the Geography Education Class of 2018 at Universitas Negeri Malang, while the sampling using the slovin method was 109 participants. Structural equation modeling (SEM) was employed to test the TPACK model, as it enables the analysis of complex relationships among the seven interrelated constructs within the framework. As a result, pre-service geography teachers have good TPACK competencies. The findings show that pre-service geography teachers are quite superior in the use of technology for learning (TPK). The focus of Content Knowledge (CK) that is being asked by pre-service geography teachers is in the scope of Anthroposphere. Meanwhile, the correlation between the TPACK constructs shows that each TPACK-forming factor has a varied correlation value. This revision clearly communicates the uneven distribution of competencies and highlights the need for targeted professional development, making the implications of the findings more explicit and actionable.
Project-Based Learning and Developmentally Appropriate Practice in Geography Education: Enhancing Creative Thinking in Sustainable Resource Management Anugrah Januar Ratri; Alfyananda Kurnia Putra; Yunita Permatasari; Putri Ayu Amalia
Future Space: Studies in Geo-Education Vol. 2 No. 3 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i3.78

Abstract

This study investigates the impact of integrating Project-Based Learning (PjBL) with Developmentally Appropriate Practice (DAP) as a complementary pedagogical framework on the creative thinking skills of senior secondary students studying sustainable natural resource management at SMA Negeri 1 Jombang, Indonesia. A quantitative quasi-experimental design employing a Pre-test Post-test Nonequivalent Control Group approach was conducted with 66 purposively selected grade XI students, divided into an experimental group receiving PjBL integrated with DAP and a control group receiving PjBL alone. The relatively small sample size may limit the statistical power to detect subtle effects. Data collection instruments comprised a validated essay test designed to measure multiple indicators of creative thinking, such as divergence, originality, fluency, elaboration, and convergent thinking, and structured classroom observations conducted by trained observers to assess student engagement and participation during the learning activities. The results of the Independent Sample T-Test analysis showed no significant difference between the two groups (p=0.560), although the mean score of the experimental class was slightly higher (77 vs. 76.4). Two-Way ANOVA also confirmed no significant difference by gender (p=0.422). Findings suggest that factors such as the short duration of the intervention, a rigid project structure limiting student autonomy, and assessment instruments lacking integration of spatial and sustainability contexts may have constrained the development of students’ creative thinking, as supported by qualitative reflections and post-intervention observations. This study recommends modification of DAP with integration of geospatial analysis-based challenges and extension of project duration to increase the relevance of sustainability-based Geography learning.
Implementasi Metode 4R untuk Peningkatan Literasi Lingkungan Menuju Sekolah Berkelanjutan Wibowo, Novika Adi; Putra, Alfyananda Kurnia; Silviariza, Waode Yunia; Herwanto, Mochammad Tri; Andiansyah, Aura Julita; Firdausi, Annisa Anna; Asri, Dedy Zain Mochtar; Hakiki, A Riyan Rahman; Anindhyta, Chyta
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 4, No 2: August 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v4i2.32371

Abstract

Waste is an environmental problem that has an impact on environmental pollution. The implementation of waste management needs to be applied in the world of education. Teachers and students need to be involved through efforts to increase environmental literacy to realize sustainable schools with the 4R method. The purpose of community service is the implementation of the 4R method in waste management to increase environmental literacy to realize sustainable schools. The method used is Participatory Action Research (PAR). Community service activities regarding waste management are divided into three activities. The first activity is socialization regarding waste management in schools. The second activity is giving quizzes and environmental practices. The third activity is evaluation and follow-up in the form of measuring environmental literacy. The results of environmental literacy show medium and high categories based on indicators of environmental knowledge (64.10% is included in the high category), cognitive ability (61.54% is included in the medium category), environmental behavioral ability (64.10% is included in the medium category) and attitudes towards the environment (69.23 is included in the high category). The conclusion of the community service shows the importance of strengthening environmental literacy through the implementation of the 4R method that is fun and effective.
Pengaruh Project Based Learning Berbasis Lingkungan Terhadap Literasi Lingkungan Peserta Didik Kurnia Putra, Alfyananda; Dian Kristanti, Queentasya Vanti; Oktavia, Imanda
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v24i3.24311

Abstract

Overcoming the waste problem can be done with various methods such as getting used to waste processing behavior from an early age. Waste processing behavior is included in environmental literacy. This ability involves knowledge, skills, and awareness of various environmental issues. This study was conducted to see the effect of the environmental-based Project Based Learning model on students' environmental literacy. This study used a Quasi Experiment design with a non-equivalent control group design. Students of class VIII of SMPN 24 Malang became the subjects of the study with samples of classes VIII-F and VIII-G. The analysis method used the Independent Sample T-Test to see the differences between the experimental class and the control class. Based on the test results, it was found that there was a significant difference in the post-test scores of the two classes. This proves that the project-based learning model is more effective in improving environmental literacy in students.
Co-Authors A.Riyan Rahman Hakiki AA Sudharmawan, AA Adip Wahyudi Agus Sugiarto Agus Sugiarto Aizul Haswin Alfa Yusrotin Amatullah, Aulia An, Sumin Andiansyah, Aura Julita Anditya Bagus Krisna Mukti Anindhyta, Chyta Anna Yulia Astuti Annisa Khusnul Khotimah Anugrah Januar Ratri Ardiansyah, Ahmad Irfan Ari Sapto Arif, Mohamad Arjita, Rendra Arum, Tirta Puspa Asri, Dedy Zain Mochtar Aulia Arifka Auliafani, Yuni Ayu, Yasmin Fajar Putri Azni Fajrilia Bagus Sumantri Bayu Wijayanto Bin Ibrahim, Mohd Hairy Buana, Randy Tirto Budi Handoyo Budianto, Ahyat Budijanto Cisnaulin, Dewa Putra Dembereldorj, Uuriintuya Dermawan, Jordi Dewanti, Vita Nuraini Dewi, Kusuma Dhella Widy A Dian Ahmad Sasmito Dian Kristanti, Queentasya Vanti Dicky Arinta Diky Al Khalidy Dwiyono Hari Utomo Edwin Budi Prasetyo Elissa, Ifadia Lailia Elsa Dian Mayanti Eva Febriyanti Eva Indra Sofiana Fahmi, Muhammad Rizieq Farihah, Siti Nur Fatiya Rosyida, Fatiya Firdausi, Annisa Anna Fitri Dia Amana Turohmah Ghosh, Mahmoud M. Abu Habibah, Khoirul Hadi Soekamto Hakiki, A Riyan Rahman Hakiki, A. Riyan Rahman Hakiki, A.Riyan Rahman Hamda Wiksono Hani Fuddin Haryono, Rony Wahyu Haswin, Aizul Heni Farhatin, Safelly Herwanto, Mochammad Tri Hibatul Haqqi, Alan Hidiyah, Tabita May Ifan Deffinika Ika, Erwinda Ilmia Pratiwi Imam Arifa’illah Syaiful Huda Johandi Rahma Rafani Jordi Dermawan Khairunisa, Tasya Khoirunnisaa’ Kholifah, Evalia Nurul Kristanti, Queentasya Vanti Dian Kristanti, Yohana Ayu Kusuma Dewi Leni Fitrianingsih Lia Kurnia Umi Listyo Yudha Irawan Maghfiroh, Ainun Mapa, Mohammmad Tahir Mar Atun Saadah MARIA BINTANG Masruroh, Heni Meliana Sasi Madyaningtyas Meliana Sasi Madyaningtyas Mkumbachi, Ramadhani Lausi Mohammad Adam Firdaus Mohammad Adhi Wicaksana Mufid Zahir Hilmi Mufid Zahir Hilmy Muhammad Afif Muhammad Ayub Djoda Muhammad Dimas Aqshal Syafatullah Muhammad Naufal Islam Muhammad Rafi Attamimi Muhammad Rafi' Attamimi Mu’tashimbillah, Muhammad Nabilatul Afiyah Nadia Mustikasari Nafila Ratna Romaita Nailul Insani Neni Wahyuningtyas, Neni Nikitina, Natalia Nilsson, Sofie Nirmala, Diva Prameswari Nisa’, Zumrotin Nonda Andini, Reka Novika Adi Wibowo Nur Aini Nurul Ratnawati, Nurul Oktavia, Imanda Permita Luana Diyah Syaibana Pertiwi, Ella Pradipta, Alvito Rangga Pramesti, Widyana Prastiwi, Mellinia Regina Pure, Isha Purnamasari Safriani Wulan Purwanto Putri Ayu Amalia Putri, Denok Pangestudika Arum Putri, Gloria Brilliana Putri, Nanda Regita Queentasya Vanti Dian Kristianti Rachel Michellia Rachmadian, Robby Hilmi Rahmaputri, Aviana Mardhiyyah Rasya Aji Firdaus Putra Ratri, Anugrah Januar Ravinesh Rohit Prasad, Ravinesh Rohit Rendi Dwi Nugraha Risa Amalia Kurniawati Risky Andias Oktavian Riwanti, Lintang Ayu Rizal, Syah Rizki Dwi Anggraini Robby Hilmi R Robby Hilmi Rachmadian Romero, Darlene Claire A. Runing Fikriyah Asyarifah Sahrina, Alfi Salsabila, Alifah Salsabilah, Sabrina Satti Wagistina Selfiana Dhenti Septiana, Wahyu Dwi Setiawan, Akemat Rio Shaherani, Natasya Sharina Osman Sinta Yani, Ni Luh Soelistijo, Djoko Solicha, Adelia Wardatus Sugeng Utaya Sugiyati, Pratiwi Sumarmi Sutawardana, Joni Syah Rizal Syaiful Huda, Imam Arifa'illah Syaiful Huda, Imam Arifa’illah Syamsul Bachri Syamsul Bachri tabita may hidiyah Tasya Khairunisa Tuisda Pratisia Turohmahohmah, Fitri Dia Amana Tuti Mutia Vielhaber, Christian Waode Yunia Silviariza Widiyanti, Zahra Widya Ayu Rarassita Dewi Widyana Pramesti Yembuu, Batchuluun Yohana Ayu Kristanti Yuli Yana Yunita Permatasari Yuristya Dyah Indriani Yusuf Suharto Yuswanti Ariani Wirahayu Yuswanti Ariani Wirayahu