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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Profesi Pendidikan Dasar Al Ishlah Jurnal Pendidikan Metodik Didaktik ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Journal of Teaching and Learning in Elementary Education Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Proceedings of the 1st UR International Conference on Educational Sciences Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Wahana Sekolah Dasar PrimaryEdu - Journal of Primary Education Jurnal Ilmiah Aquinas INTEGRITAS : Jurnal Pengabdian These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan PUCUK REBUNG: Jurnal Pengabdian kepada Masyarakat Arus Jurnal Pendidikan Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Basicedu ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Journal of Education Technology Information Social Sciences and Health Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Education Generation Journal Indonesian Research Journal on Education Dikdimas : Jurnal Pengabdian Kepada Masyarakat JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial Jurnal Pembelajaran Bahasa dan Sastra Jurnal Akuntansi Hukum dan Edukasi Jurnal kiprah pendidikan
Eddy Noviana
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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SD NEGRI 001 KECAMATAN SINABOI Kamarianto Kamarianto; Eddy Noviana; Mahmud Alpusari
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 5, No 1 (2018): WISUDA APRIL 2018
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

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Abstract: This study is based on the low of IPS study result of fourth grade students of SDN 001 Sinabaoi of academic year 2015/2016. Preliminary data received by the researchers, from 28 students who achieved the value of KKM only 7 students (25%). This research is a classroom action research conducted collaboratively and participatively in collaboration with fourth grade IPS teacher SDN 001 Sinaboi. The instrument of this study consists of learning devices used in this study based on Education Unit Level Curriculum (KTSP). Learning tools consist of syllabus, lesson plans, student worksheets and observation sheets. The result of research got the activity of teacher at first cycle of meeting I that is 60% with enough category, second meeting of cycle I that is 75% with good category. At siklu II meeting 1 is 80% with good category and second meeting second cycle is 95% with very good category. Then the student activity is also getting better. The result of the first activity percentage of first cycle cycles is 55% with enough category, in the second meeting of the first cycle is 75% with good category. In the second cycle of meeting I is 85% with good category, and meeting II is 90% with very good category. As for the result of student learning that complete before held action only 7 student (25%) with average value 64,5. In the daily test I cycle I the number of completed students increased to 13 students or (46.43%) with an average value of 75.2. Furthermore, in the second cycle II repetition increased again with a total number of students who complete 25 students or (89.28%) with an average score of 83.93. The increase that occurred on student learning outcomes between the basic score of one cycle with an average of 16.58 and between the basic score of the second cycle with an average of 30.12 This means that the classical value obtained by students has been above the predefined KKM.Keywords: Problem-based leraning model, Learning outcomes IPS
ANALISIS PENERAPAN NILAI KARAKTER PADA PEMBELAJARAN KURIKULUM 2013 KELAS IV GUGUS III KECAMATAN SAIL PEKANBARU Afrina Putri Kazain; Otang Kurniaman; Eddy Noviana
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 5: Edisi 1 Januari-Juni 2018
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

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Abstract : Data analysis technique used is through the test of validity by expert value of character and expert on curriculum learning, in that case validated by Dr. Hambali, M. Si and Dr. Charlina, M. Hum. While the data analysis in this study, researchers collect test results, correct and give scores, then calculate the average of the research. In the subtheme of togetherness and diversity, in the implementation of learning, found the teacher develops the value of religious character, honest, tolerance, discipline, curiosity, and responsibility to learners. While on the occurrence of character values in children through questionnaires are distributed when the subtheme togetherness of diversity takes place with the percentage of religious gain 75.6%, tolerance 74.6%, discipline 73.6%, care 73.2%, honest 72.2% , and 67.1% responsibility. Then on the grateful subthemes of diversity found the teacher develops the value of religious character, honest, tolerance, discipline, curiosity, environmental care, social care, and responsibility to learners. With the acquisition percentage of religious 75,5%, tolerance 68,2%, discipline 70%, care 71%, honest 74,8%, and responsibility 66,2%. Furthermore, on the subtheme of energy sources, found the teacher develop the value of religious character, honest, tolerance, discipline, curiosity, environmental care, social care, and responsibility. with the percentage gain is religious 72,6%, tolerance 66,1%, discipline 68,4%, caring 68,6%, honest 72,1%, and responsibility 64,4%. Then on the subtheme of my nation's cultural diversity, it was found that teachers developed values of religious character, honesty, tolerance, discipline, curiosity, environmental care, social care, and responsibility. With the percentage of religious gain 76,5%, tolerance 75,4%, discipline 70,7%, caring 70,2%, honest 68,2%, and responsibility 62,3%. Based on the analysis of the research, it can be concluded that the implementation of the 2013 curriculum learning as a whole has implemented seven character values, in accordance with the Minister of Education and Culture Regulation no. 64 Year 2013, on Basic and Secondary Education Content Standards. The values of these characters are religious, honest, disciplined, responsible, caring, polite, and confident. The character values that appear in the learning of the 2013 curriculum by students, based on the questionnaire that has been disseminated, are mostly developed in childrenKeywords: Value of character, learning curriculum 2013.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLES NON EXAMPLES UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS V SDN 009 TANJUNG LEBAN KECAMATAN KUBU KABUPATENROKAN HILIR Hamdani Hamdani; Eddy Noviana; Lazim. N Lazim. N
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 1 (2016): Wisuda Februari 2016
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Absract: This research carried out based on the lowly of the social studies student adhievment with an average grade 56,75. While the minimum criteria of completeness is 65. This research is classroom action research (CAR). Which aims to increase the social students achievment at fourth grade of V on SDN 009 Tanjung Leban Kecamatan Kubu, Kabupaten Rokan Hilir. The formulation of the problem : Does the application of Examples Non Examples can increase the social students achievment at fourth grade of elementari school 009 Tanjung Leban Kecamatan Kubu Rokan Hilir District. The resulth of studen achievmen before CAR with average 56,75% in fair category, whereas after CAR in cycle 1 with average 67,5% in fairly good category and in cycle 2 with average 72% in excellen categiri. From the data can see the comparison between increasing the students achievmen from the based secore to cycle 1 is about 18,94%. Whereas from the based score to cycle 2 about 26,87%. The average of teacher,s aktivity in first cycle about 58,33% whereas in scond cycle about 79,16% and the students activity infirst cycle about 54,16 andthe scord cycle about 75%. The result of this research is the application of cooperative learning model type Examples Non Examples can increase the social studies students learning outcomes at fourth brade of elementary school 009 Tanjung Leban Kecamatan Kubu, Kabupaten Rokan Hilir.Keywords : examples non examples, social studies learning outcome
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN ALAM (IPA) SISWA KELAS V SDN 003 SUNGAI MANASIB Suraidah Suraidah; Hendri Marhadi; Eddy Noviana
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 1 (2016): Wisuda Februari 2016
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Abstract : The background of problem in this research was students less of active in learning process. Students inclined relax in receive the lesson. Students less motivation in science lesson. In learning process, the cooperative learning process make a match type students have more motivation study in a group. There are finding a couple while study about one concept or topic in happy situation. In other that to practice carefulness, accuracy, coincidentally and also velocity with the result students more active in learning process. This was a classroom action research which the subjects or research was students grade V in elementary school 003 sungai manasib about magnet force subject 2014/2015 academic year. The research was aimed to increase students’ achievement in science lesson for students grade V elementary school 003 sungai manasib by using cooperative learning make a match type. Based on the result of analysis data, the research shown that before and after did the action students’ achievement was rise. Before the action did, in daily examination was 64,8 increase in the first cycle test as 4,4 points (67,90%). In the second cycle, students; achievement increase 12,8 points. Teacher’s activity in the first cycle was 77,1 % categorized as good increase to 93,7 % with increase percentage as 16,4 % and second cycle as very good. Students’ activity also increased in the first cycle 65,2% categorized as good and increase to 80,5 % in the second cycle with increase percentage was 15,6 %. Based on explanation above it can conclude that using implementation of cooperative learning make a match to increase students’ achievement in science lesson for students grade V elementary school 003 Sungai Manasib.Keywords : Cooperative Learning Type, Students’ Achievement in Science Lesson.
PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR IPS SISWA SEKOLAH DASAR Isni Aise; Eddy Noviana; Hamizi '
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 1 (2016): Wisuda Februari 2016
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Abstract: This research is motivated by the problem of low yields third grade social studies students of SDN 005 Makmur. Causative factor of such students are passive students in learning activities, students do not develop material to a wider scope and students have not been able to associate the concepts that have been studied with everyday life. This research is an experimental research, the research was conducted 4 meetings and the control class 4 meetings experimental class, where before entering the first meeting of each class in different days, both classes are given about Pree test, and after the meeting to four each -masing classes are also given about the post-test. In this study, researchers applied the approach Contextual Teaching and Learning (CTL). Subjects were IIIa class, there are 26 students and class IIIb as many as 26 students. Implemented in the second semester of academic year 2014/2015 on 16 April to 15 May 2015. Data collection techniques include test results of study and documentation of learning activities. Having done the research and data analysis, that the results of the acquisition Pree disimpulkanlah test the experimental class with an average of 65.04 and the control class with an average of 59.57, the results of the test data processing Pree T test showed t ≤ t table or 0.135 ≤ 2.021, so Ho accepted and Ha rejected. In other words, the mean scores test Pree there are no significant differences in learning outcomes. While the results of the acquisition of post-test scores in the experimental class with an average of 75.65 and the control class with an average of 73.77 then the data processing post-test t test seen that t ≤ t table ≤ 2,021 or 0,066, so Ho accepted and Ha rejected. In other words, the mean score of post test results to learn there are no significant differences.Keywords : Approach Contextual Teaching and Learning (CTL), Influence learning outcomes of IPS studies
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 011 REDANG SEKO KECAMATAN LIRIK KABUPATEN INDRAGIRI HULU Nur Pitri Rahma; Eddy Noviana; Guslinda Guslinda
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 5: Edisi 2 Juli-Desember 2018
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Abstract: The purpose of this study is to determine whether the application of cooperative model type Teams Games Tournaments (TGT) can improve civic education learning outcome students grade V of state elementary school 011 Redang Seko. The form of this research is Classroom Action Research (PTK) with subjects in class V which number 32 people. The problem of this study is the low student learning outcomes which are characterized by the large number of students under the KKM. Data collection techniques used were observation, tests, and interviews and then analyzed using quantitative descriptive analysis techniques. The results of the study concluded that Civic learning with the cooperative learning type TGT can improve teacher activities, student activities and learning outcomes of civic education. Seen in the first cycle of the first meeting the percentage of teacher activity scores was 70.83% to 83.33%. In the second cycle the first meeting the percentage of teacher activities obtained was 91.66%, then increased to 95.83%. The average percentage of student activity in the first cycle of the first meeting was 75% to 79.16%. In the second cycle the first meeting the percentage of student activities obtained was 83.33% then increased to 91.66%. The average student learning outcomes increased from the basic score of 65.71 to 77.03 in the first cycle and in the second cycle the average learning outcomes increased to 81.56. The increase in the average student learning outcomes from the basic score to the second cycle is 24.12%. It can be concluded that the cooperative learning model type TGT can improve the learning outcomes of grade V 011 Redang Seko elementary school in the district of Lirik, in the Indragiri Hulu Regency.Key Words: Cooperative Learning Model Type Teams Games Tournaments (TGT), Civic education learning outcomes.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SD NEGERI 028 SINTONG KECAMATAN TANAH PUTIH Ahmad Rahmad Ripai Siregar; Eddy Noviana; Lazim N Lazim N
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 1 (2016): Wisuda Februari 2016
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Abstract : The background of this research is mathematics learning outcomes of students is low, with an average score of 55.8. Of the 25 students at Class IV of SD Negeri 028 Sintong Tanah Putih, students who completed as many as 9 peoples while not complete as many as 16 peoples. This research is a classroom action research (PTK) is done to improve learning outcomes Mathematics of students af class IV at SD Negeri 028 Sintong Tanah Putih by applying STAD type of cooperative learning model. The average score before action is 55.8 and after action on the first cycle increased to 70.8. In the UH II Cycle II increased to 80.6. The activities of teachers in the learning process at the first cycle in the first meeting is 54.2% and at the second meeting increase to 58.3%. At the first meeting of the second cycle of teacher activities increased to 79.2% and in the second meeting of the second cycle increased to 95.8%. Similarly, analysis of the activities of the students at the first meeting of the first cycle was 45.8% and increased in the second meeting of the first cycle to 58.3%. At the first meeting of the second cycle of student activities is 79.2% and in the second meeting of the second cycle increased to 91.7%. This Research results in the fourth grade SD Negeri 028 Sintong Tanah Putih prove that the implementation of cooperative learning model STAD Type can improve learning outcomes Mathematics at Class IV SD Negeri 028 Sintong Kecamatan Tanah Putih.Keywords: STAD, mathematic learning outcomes
MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECK UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SEKOLAH DASAR (STUDI EKSPERIMEN KUASI SISWA KELAS V SDN 164 PEKANBARU) Randika Gustina; Gustimal Witri; Eddy Noviana
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 4, No 1 (2017): Wisuda Februari 2017
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Abstract: This research is motivated by the problem of low yields of mathematics learning, so it is necessary to apply cooperative learning model pair check to help students in math increased learning outcomes. The purpose of this study was to determine whether there are differences in mathematics learning outcomes significantly between students acquire learning through cooperative learning model pair checked with conventional learning. This study is a quasi-experimental research with the study population is a fifth grade students at SDN 164 Pekanbaru while the sample is class VD as many as 30 students, consisting of 18 men and 12 women as control class and class VC as many as 36 students consisting of 12 men and 24 women as a class experiment. The results stated in pretest scores as analyzed by t meet the criteria tscore <ttable 0.15 <2.007, which means there is no significant difference and student learning outcomes in the classroom control and experiment are the same. While on the posttest scores as analyzed by t meet the criteria tscore> ttable ie 4.69> 2.007, which means that there are significant differences in posttest scores between experimental class control class. Based on the index gain, an increase in students 'mathematics learning outcomes in the experimental class has an average of 0.62 in the medium category, and the control class 0.32 with medium category, so there are differences in students' mathematics learning outcome of significant between experimental class and class control.KeyWords: Cooperative Learning Model Type Pair Check, Mathematics Learning Outcome.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL BILANGAN PECAHAN BERDASARKAN TIPE KESALAHAN NOLTHING KELAS V SE-GUGUS 1 KECAMATAN TAMPAN KOTA PEKANBARU Siti Sarah; Gustimal Witri; Eddy Noviana
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan VOL 6 : EDISI 1 JANUARI-JUNI 2019
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Abstract : This research is motivated by many students who find it difficult to understand the meaning of fractions and operations. So that students have difficulty in solving fraction problems that have an impact on errors in working on fraction problems. By knowing the mistakes made by students, it is expected that the teacher can make appropriate improvements in the teaching and learning process. The research aims to find out the students' mistakes in solving fractions based on the type of Nolthing error. The method used in this research is quantitative descriptive. This research was conducted in several elementary schools which are included in a cluster of 1 Tampan sub-district, Pekanbaru City. The sample in this study amounted to 42 students. After conducting research and analysis of data, conclusions can be obtained that the mistakes made by students, namely, errors misinterpreting the instructions (misread directions errors) which amounted to 34.82%, then conceptual errors ((consept errors) amounted to 23.80%, errors in carelessness (carreles errors) of 18.16%, test-taking errors amounted to 11.31% and the last application errors (application errors) were 2.08%. The rest of the students answered the fraction correctly at 9.82 %Keywords: Mathematics, Fractional Problems, Nolthing Errors
PENGARUH METODE STRUKTURAL ANALITIK SINTETIK (SAS) TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS I SD NEGERI 79 PEKANBARU Ulil Meisal; Otang Kurniaman; Eddy Noviana
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 2 (2016): Wisuda Oktober 2016
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Abstract: This research is motivated by the problem of the lack of students’ abilityof reading at the beginning, so it is necessary to apply SAS method in order to assiststudents in learning to get successful to read at the beginning. The purpose of this studyis to describe the effect of SAS method to students’ ability to read at the beginning in theexperimental class and to describe the differences about impoving students’ readingability at the begining that significant between students who acquire learning throughthe SAS method and students who received conventional learning. This study is a quasiexperimentalresearch with the research subjects are students of first grade at class IA,SD Negeri 79 Pekanbaru, this class contain of 28 students as control class and class IBof 28 students as the experimental class. The results state that in the pretest scores afteranalyzed by t meet the criteria tcount<ttable that is 0.001 <2.007, which means there is nodifference that significant and the first ability of students in the control and experimentclass are same. While on the posttest score after analyzed by t 'meet the criteria t'count>t’table that is 2.480> 2.007, which means that there are significant differences in thepost-test scores between the experimental class and control class. Based on thecoefficient of determination in the experimental class found great determinationcoefficient was 0.870, it means SAS method very influence on students' ability to read atthe beginning of the experimental class. Based on the index gain, improved readingability of students at the beginning of the experimental class has an average of 0.566with the medium category, and the control class 0.220 with low category, it means thatthere are differences of increased the ability to read at the beginning that significantbetween experimental class and control class.KeyWords: SAS method, the ability of reading at the beginning.
Co-Authors ', Elpina ', Erliandi ', Irman ', Lasmita ', Lazim ', Lazim N ', Lazim N ', Lazim. N ', Nurbaini ', Nurdin ', Rodiah ', Rosminiwati ', Sondang ', Susilawati B ', Syahrilfuddin ', Yusnirah ', Zufriady ', Zulkifli AA Sudharmawan, AA Abd. Rasyid Syamsuri Adikasa, Yoel Afendi, Nofrico Affendi, Nofrico Afrina Putri Kazain Ahmad Khairul Anam Aini Nurul Al Fajar, Beny Alfidah, Nur Alfisah &#039; Alfredo Saputra, Alfredo Ali Djamhuri Alifah Nur Aini Alifarani, Afra Alisda, Alisda Amalia, Meissa Nabila Amnah Amnah Amriwati, Amriwati Andriani, Silvina Anjani, Lidya Annisa Ulhasanah Ardanil Marwan Ardiaulya, Vidola Arifah Ariska, Resa Armawinda, Yeni Arsita, Mesi Aryani Aryani Asiam Asiam Asri Gusniawati Asrida Harahap Astuti Mulyani, Eva Astuti, Eva Awaliah, Nabilah Putri Ayuni Wahyu Ilahi Ayzus Septiani Azizah Azizah Azizah, Vani Bella, Nurna Beny Al Fajar Br Tarigan, Dewi Fortuna Cahyani, Meiza Ilka Cici Cahyani Cindi Laudia Cindy Triwulan Desta Daeng Ayub Dana, Asia Dara Primalisa Dayangku Mustika Sri Alam Mustika Sri Alam, Dayangku Mustika Sri Alam Mustika Dea Sinta Maharani Dede Permana Dedy Saputra Della Ramadhany Deni Irawan, Deni Desmita, Izza Desra Wahyuni Desta, Cindy Triwulan Deswita Heni Devita Luluanna Dewi Apriani Dewi Marlina Dewi, Rukmana Dian Puspa Dewi Diana Putri Sari disfalia, Desi Dwi Nuraini Dwinda Valiandini Dzoelqa Wirya Nanda Efriatul Antoni Eka Dewi, Yunita Eksa Aqila Cindyana Ela Irnanda Eli Sarkis Enrita Sihotang Erlin susanti Erlisnawati Erlisnawati Erlisnawati Erman Saputra Eva Astuti Mulyani Eva Astuti Mulyani Faber, Faber Fachry Abda El Rahman Fairus Murni Faradillah, Nurul Farida, Asni Fatkul Jannah Fauziah Fauziah Fauziatul Husni Febriana, Nia Desnelda Febriyanti, Liza Fitri Sardi Fitri Wahyuni Fitri, Syamsul Fitrilinda, Dafetta Geni Gustini, Geni Guslinda Gustimal Witri Gustimal Witri Gustina, Helga Tri Gustri Lestari Hadriana Hajizah, Nurul Hamdani . Hamizi &#039; Hapzi Ali Harahap, Nuryani HARTATI, YAYUK Helfianti, Rozza Heli Widiyanti Helni Dlita Hendri Mahardi Hendri Marhadi Heni Pujiastuti Heri Marzuki, Heri Heroza Firdaus Hesti Rahmawati Hesty Anggraini Holyness Nurdin Singadimedja Huda, Muhammad Nailul Ibna hafizah Ibnu Musyafak Ilas Fitri Ilas Fitri Ilas Fitri Ilas Fitri Indarni, Annisa Indrawati Indrawati Intan Kartika Sari Intan Kartika Sari, Intan Kartika Irma Yanti Irvianti, Rekha Isni Aise Iyana &#039; Izhar Irian Nur Jayarni Jayarni Jemi Dianofita, Jemi Jesi Alexander Alim Jesi Alexander Alim Joesfhinto Prasetio Juli Lumbangaol Julia Mentari Fitri Juliana Juliana Juliana Juliana Juliana Jumarni &#039; Jumiati &#039; Juneni Juneni Juni Ani Simanjuntak Kalsum Kalsum Kamarianto Kamarianto Kasniwati, Kasniwati Khairani Khairani Khamsiati, Khamsiati Kurniawan Kurniawan Lampita Siregar Lastri Lestari Lazim Lazim Lazim N Lazim N &#039; Lazim N Lazim N Lazim N, Lazim N Lazim N, Lazim N Lazim,N &#039; Lazim. N &#039; Lazim. N Lazim. N Lazim. N, Lazim. N Lazim.N &#039; Lazim.N, Lazim.N Leni Maryam Lilik Pindiyanti Liska Oktaviani Liya Liya M. JAYA ADI PUTRA, S.Si, M.Pd, M. JAYA ADI M. Zuhri Indra P.S M. Zuhri Indra P.S, M. Zuhri Indra P.S M. Zuhri Maharani, Dea Sinta Mahdamisa, Mahdamisa Mahli &#039; Mahmud Alpusari Maisya, Riyanda Marliza Marliza Martina Wati Sitorus Marwan, Ardanil Masyitha Ramadhani Maulia Septari Mawaddah, Nurul Maya Zuwita Asroy Melliani Jasprila Merry Yuhelmita Metari Desinta Miftah Miftah, Miftah Miftahurahmah Miftahurahmah Mimi Afrianti Mira Susanti Misliati Misriati &#039; Mistorina, Mistorina Mizana Qistina Monalisa S Monalisa, Maria Putri Muhamad Nukman Muhammad Afif Muhammad Fendrik Muhammad Jais Muhammad Jais, Muhammad Muhammad JAMIL Muhammad Luthfi Hidayat Muhammad Nailu Huda Muhammad Nailul Huda Muhammad Nur Muhammad Ramadhan Muhammad Rivai Muhammad Yunus Mulyani, Eva Astuti Munjiatun Munjiatun Munjiatun Munjiatun Munjiatun, Munjiatun MURYANTI Musyafak, Ibnu Mutiara S, Herlina Mutiara Salsabila Awani Nafisah, Rizka Nainggolan, Lowide Neli, Destri Neni Hermita Nenti Hasintongan Nofrianti, Rati Non Syafriafdi Norliza Norliza Norliza, Norliza Novita Febrina Nur Chayani NUR FATIMAH Nur Pitri Rahma Nur Salwa Nurainingsih Nurainingsih Nurfitriany &#039; Nurhidayati Nurhidayati Nurul Hikmah Sitorus Nurwijayanti Oktarianda, Ranty Oktavia, Meri Otang Kurniaman Oza Fatimah Parlina, T. Aci Patimah &#039; Peni Darmawan Permana, Dede Perwitasari, Siti Pramita, Yulia Dewi Pratiwi, Cecilia Hana Putra, Rezi Andesta Putri, Kuntum Sharfin Putri, Kuntum Sharfina Putu Eka Suarmika Radiatul Adawiah Radini Radini, Radini Rahmad Ripai Siregar Rahmadeni, Sarmudiah Rahmatul Hidayati Rahmatul Hidayati, Rahmatul Raja Guk-guk, Elin Hotmaria Ramadani, Eka Ramadhani, Masyitha Randika Gustina Ranti Ranti Rati Nofrianti Renjani, Reyka Ria Novianti ria puji astuti Riati Riati Ridha Afriani Fitri Rifai, Bayu Rifka Mahira Bakri Rika Delfita Rika Islamiati Riko Sari Rimawati Rimawati Riri Indriana Ririn Novita Ririn Novita, Ririn Novita Ririn Ririn Oktavianis Risnawati Risnawati Riza Elyana, Riza Roma Yuni Romaya A Siregar Rony, Zahara Tussoleha Roza Linda Rufaidah, Ummi Ruslan Zani Rustamini Rustamini Rusvina, Della Safitri, Celia Safitri, Nila Samidi Samidi, Samidi Samosir, Pestaria Samri &#039; Samsimar, Samsimar SARAH SARAH Sari Permanda Sari, Epi Manda Sayyidah Raihaninur Sefni Melisa Sentosa, Fedrik Sepreni, Sepreni Septiani, Ayzus Septriani &#039; Shinta Shinta Sitanggang, Nova Jessica Siti Fateah, Siti Siti Hapsah Harahap, Siti Hapsah Siti Khomsiah Siti Maryani Siti Sarah Siti Suwarsih Sopia Julita Sri Erlinda SRI RAHAYU Sriani &#039; Srikandi Setia Ningsih T Sry Suryati Suhudi, Suhudi Sukmadinata, Herry Sulastri Sulastri SUMIYATI SUMIYATI Supentri Suraidah Suraidah Suriati Berutu Surijah Surijah Suriyati &#039; SURYANI, WAHYU SARI Susanti Damanik, Susanti Susi Susanti Susilawati B &#039; Syaari Syaari Syafitri, Rani Syahrilfuddin Syahrilfuddin &#039; Syahrilfuddin Syahrilfuddin Syahrilfuddin Syahrilfuddin, Syahrilfuddin Syahrilfuddin, Syahrifuddin Syahrilfudin Syahrilfudin Syahrilfudin, Syahrilfudin Syarifah Nurhayati Sylvia Fransiska Siregar Fransiska Siregar, Sylvia Fransiska Siregar Fransiska Telaumbanua, Nurul Aulia Tiara Agustina Tiurlina Tiurlina Tri Rusmiyati Trisna Lydia Fadilla Tuti Asnita Ulil Meisal Vebrianti, Yossy Vera Ironita Christiani Sihombing Vera Yunita Viky Mulyati Viony Syafitra Weni Putri Ramadani WIDARTI WIDARTI Widya Pratika Sari Yani, Elvi Yasa, Mila Puspita Yeni Rahman, Yeni Yoelanda, Widya Yuli Handayani Yuniarti S, Aminah Eka Yunidar, Selfi Yuslita Yuslita Yusro, Yuliska Yustina Zairobi &#039; Zariul Antosa Zetra Hainul Putra ZetraHainul Putra Ziaulhaq &#039; Zufriady Zufriady Zufriady &#039; Zufriady, Zufriady Zuhel, Ana Seftiana Zulfriadi, Zulfriadi