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All Journal VALENSI Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi JPMS (Jurnal Pendidikan Matematika dan Sains) Publikasi Pendidikan Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Inovasi Pendidikan Kimia Jurnal Bahan Alam Terbarukan Jurnal Penelitian Pendidikan Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran Sainteknol : Jurnal Sains dan Teknologi Jurnal Inspirasi Pendidikan Jurnal Ilmiah Pendidikan Dasar The Journal of Pure and Applied Chemistry Research Vidya Karya Chemistry in Education Indonesian Journal of Chemical Science Jurnal Penelitian Pendidikan IPA (JPPIPA) ALCHEMY Jurnal Penelitian Kimia IJCER (International Journal of Chemistry Education Research) Journal of Science Education Research Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Primary : Jurnal Keilmuan dan Kependidikan Dasar ABDIMAS SILIWANGI Jurnal Basicedu Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua Jurnal Perspektif Kumawula: Jurnal Pengabdian Kepada Masyarakat Journal Civics and Social Studies RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Sains dan Edukasi Sains Indonesian Journal of Instructional Media and Model Jurnal Pendidikan Dasar Perkhasa Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Eduproxima : Jurnal Ilmiah Pendidikan IPA Ideguru: Jurnal Karya Ilmiah Guru Jurnal Teknik Informatika (JUTIF) Didaktika: Jurnal Kependidikan jurnal dikdas bantara AR-RIAYAH : Jurnal Pendidikan Dasar Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Jurnal Pendidikan dan Teknologi Indonesia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Education Research Indonesian Journal of Innovation Studies Diniyah: Jurnal Pendidikan Dasar Cakrawala: Jurnal Pendidikan Jurnal Kiprah Pendidikan Jurnal Didactical Mathematics Jurnal Cakrawala Pendas Journal of Educational Sciences Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Basicedu Journal of Innovation and Research in Primary Education Journal of Learning Improvement and Lesson Study Innovative: Journal Of Social Science Research Prosiding Seminar Nasional Pascasarjana Jurnal Pendidikan dan Ilmu Sosial Bookchapter Alam Universitas Negeri Semarang Riwayat: Educational Journal of History and Humanities Journal of Innovative and Creativity Bulletin of Chemical Reaction Engineering & Catalysis Indonesian Journal of Chemical Science Jurnal Ragam Pengabdian Jurnal Penelitian Pendidikan Jurnal Abdimas PESHUM Joyful Learning Journal International Journal of Active Learning Jurnal Inovasi Pendidikan Kimia Journal of Primary Education Jurnal Dharma Indonesia Journal of Community Empowerment Jurnal kiprah pendidikan Chemistry in Education PAEDAGOGIE EDUKASI : Jurnal Penelitian dan Artikel Pendidikan Media Pendidikan Matematika Jurnal Kajian Bimbingan dan Konseling El Midad: Jurnal Jurusan PGMI Inovasi Kurikulum
Nuni Widiarti
Universitas Negeri Semarang
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The effectiveness of experiential learning on students' understanding of science and technology Rika Yuliana; Wasino Wasino; Nuni Widiarti
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.77888

Abstract

Learning through the experiential learning model encourages students to experiment dynamically and comprehensively. This research aims to see the effectiveness of the experiential learning learning model. This research uses a quantitative experimental research design as its methodology. The population of this study was fifth-grade students at Gugus Waru Elementary School, Parung District. Random sampling is the sampling strategy used in this research. Data collection techniques include tests, observation, and documentation. SPSS was used for data analysis. Validity, reliability, difficulty level of questions, and differentiation tests are tools used in research analysis. Furthermore, normality, homogeneity, hypothesis testing, N-Gain, and T-tests are prerequisite tests. The research results were concluded from the validation results of 88 material experts and received a very suitable category based on the evidence provided. Media expert validation scored 90 in the very appropriate category, while language validation obtained 64 in the appropriate category. The practical category is represented by the average of all validation findings, which is 80.6%. This makes this guidebook, which experts verified regarding content, language, and media, suitable for use.   Abstrak Pembelajaran melalui model experiential learning mendorong peserta didik untuk bereksperimen secara dinamis dan komprehensif. Tujuan penelitian ini adalah untuk melihat efektivitas model pembelajaran experiential learning. Penelitian ini menggunakan desain penelitian eksperimen kuantitatif sebagai metodologinya. Populasi penelitian ini adalah peserta didik kelas V SD Gugus Waru Kecamatan Parung. Random sampling merupakan strategi pengambilan sampel yang digunakan dalam penelitian ini. Teknik pengumpulan data menggunakan tes, observasi dan dokumentasi. SPSS digunakan untuk analisis data. Validitas, reliabilitas, tingkat kesukaran soal dan tes pembedaan soal merupakan alat yang digunakan dalam analisis penelitian. Selanjutnya uji normalitas, homogenitas, uji hipotesis, N-Gain, dan uji T merupakan uji prasyarat. Adapun hasil penelitian disimpulkan dari hasil validasi ahli materi sebanyak 88 orang dan mendapat kategori sangat sesuai berdasarkan bukti-bukti yang diberikan. Validasi ahli media memperoleh skor 90 dengan kategori sangat sesuai, sedangkan validasi bahasa memperoleh skor 64 dengan kategori sesuai. Kategori praktis diwakili oleh rata-rata seluruh temuan validasi yaitu sebesar 80,6%. Hal ini menjadikan buku pedoman yang telah diverifikasi oleh para ahli dari segi isi, bahasa dan media ini layak untuk digunakan. Kata Kunci: media audio visual; model experiential learning; pemahaman konsep IPAS
Wordwall as An Interactive Media For Science Learning In Primary Schools Literature Study: (2020-2025) Lika Aprilia; Noening Andrijati; Bambang Subali; Nuni Widiarti
Journal of Science Education Research Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/j.sc.edu.research.v10i2.91465

Abstract

This study aims to examine the use of Wordwall as an interactive learning medium in Natural and Social Sciences (IPAS) learning at the primary school level. The research employed a Systematic Literature Review (SLR) design to identify, screen, and synthesize relevant studies published between 2020 and 2025. Articles were retrieved from several academic databases, including Google Scholar, SINTA, DOAJ, and ResearchGate, using the Publish or Perish software. The selection process was conducted based on predefined inclusion criteria focusing on empirical studies related to Wordwall implementation in primary education. A total of 20 studies met the eligibility criteria and were further analyzed. In addition to qualitative synthesis, bibliometric mapping using VOSviewer was conducted to visualize keyword co-occurrence, thematic clusters, and research trends. The findings indicate that most of the reviewed studies report positive associations between the use of Wordwall and increased student motivation, engagement, and conceptual understanding in science-related subjects. However, variations in research design, sample characteristics, and outcome measures were observed across studies. Therefore, the conclusions drawn in this review are limited to the patterns identified in the selected literature. Overall, the results suggest that Wordwall has potential as an interactive digital medium to support primary science learning, while further rigorous empirical studies are recommended to strengthen the evidence base.
Studi literatur: Pengembangan media pembelajaran berbasis video interaktif pada pembelajaran IPAS di sekolah dasar Ardin Dinda; Suwito Pramono; Nuni Widiarti; Arif Widiyatmoko
Jurnal Sains dan Edukasi Sains Vol. 9 No. 2 (2026): Jurnal Sains dan Edukasi Sains
Publisher : Faculty of Science and Mathematics, Universitas Kristen Satya Wacana, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/juses.v9i2p104-112

Abstract

Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di tingkat sekolah dasar sering kali dihadapkan pada tantangan besar berupa penyampaian materi yang bersifat abstrak dan kompleks. Kondisi tersebut kerap memicu hambatan pemahaman pada siswa yang secara kognitif masih memerlukan jembatan visual dalam memproses informasi. Oleh karena itu, penelitian ini bertujuan menganalisis pengembangan media pembelajaran berbasis video interaktif pada pembelajaran IPAS di sekolah dasar khususnya kelas rendah. Penelitian ini menggunakan metode Systematic Literature Review dengan pedoman PRISMA. Proses pencarian artikel dilakukan melalui Google Scholar pada rentang publikasi tahun 2021 sampai 2026. Teknik analisis data dilakukan melalui tahap identifikasi, penyaringan, penilaian kelayakan, dan analisis isi artikel terpilih. Hasil seleksi menghasilkan sepuluh artikel yang memenuhi kriteria inklusi. Hasil kajian menunjukkan bahwa pengembangan media pembelajaran berbasis video interaktif pada pembelajaran IPAS di Sekolah Dasar didominasi oleh mata pelajaran IPA yang berupa penjelasan dan dengan fitur terbatas hanya berupa materi. Media video pembelajaran paling banyak dikembangkan pada jenjang kelas III sampai VI. Temuan ini menunjukkan pengembangan media pembelajaran berbasis video interaktif memiliki potensi yang kuat sebagai bahan ajar digital untuk mendukung pembelajaran Ilmu Pengetahuan Alam dan Sosial di sekolah dasa khususya kelas rendah yakni kelas I-III. Hasil temuan secara konsisten menunjukkan bahwa implementasi media video interaktif dan animasi memberikan dampak positif yang signifikan terhadap kualitas pembelajaran. Media video berperan krusial sebagai instrumen mediasi yang mampu mentransformasi konsep-konsep abstrak menjadi representasi konkret yang mudah dicerna, sehingga secara efektif mengatasi beban kognitif siswa pada fase operasional konkret. Temuan ini menegaskan bahwa penggunaan media video merupakan strategi instruksional yang andal untuk menciptakan atmosfer belajar yang interaktif, menyenangkan, dan berpusat pada siswa, yang pada akhirnya mampu meningkatkan hasil belajar secara berkelanjutan bagi peserta didik di jenjang pendidikan dasar.
Penerapan Model Pembelajaran Teams Games Tournament (TGT) Berbantuan Media Monopoli Digital untuk Meningkatkan Interaksi Sosial  dan Kolaborasi Siswa Sekolah Dasar: Kajian Literatur Tahun 2020-2026 Nono Andri Saepuloh; Ani Rusilowati; Nuni Widiarti; Arif Widyatmoko
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/7gwg0033

Abstract

Penelitian ini bertujuan mengkaji secara sistematis literatur mengenai penerapan model pembelajaran Teams Games Tournament (TGT) yang dipadukan dengan media Monopoli Digital dalam meningkatkan interaksi sosial dan keterampilan kolaborasi siswa sekolah dasar. Latar belakang kajian ini adalah semakin mendesaknya kebutuhan pembelajaran abad 21 yang menuntut kecakapan sosial, sementara karakteristik Generasi Alpha yang akrab dengan teknologi justru menunjukkan kecenderungan individualistis dan minim interaksi tatap muka. Oleh karena itu, diperlukan strategi pembelajaran inovatif yang mampu menjembatani kesenjangan tersebut. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA. Artikel yang dianalisis berasal dari basis data terindeks seperti Scopus, Google Scholar, dan Crossref, diterbitkan dalam rentang tahun 2020 hingga 2026. Dari 142 artikel awal yang teridentifikasi, setelah melalui proses penyaringan berdasarkan kriteria inklusi dan eksklusi, diperoleh 18 artikel yang relevan untuk dianalisis secara mendalam.Hasil tinjauan menunjukkan bahwa integrasi model TGT dengan Monopoli Digital terbukti mampu menciptakan lingkungan belajar yang menyenangkan dan kompetitif sekaligus kolaboratif. Mekanisme turnamen dalam tim mendorong siswa berdiskusi, saling membantu memahami materi, serta mengelola konflik secara konstruktif. Sementara itu, media Monopoli Digital yang interaktif memfasilitasi negosiasi, pengambilan keputusan bersama, dan komunikasi multiarah, baik secara daring maupun luring. Temuan-temuan studi mengonfirmasi peningkatan signifikan pada indikator keterampilan kolaborasi seperti kerja sama, tanggung jawab bersama, dan kepedulian terhadap keberhasilan tim. Interaksi sosial siswa juga meningkat, tercermin dari frekuensi komunikasi yang lebih intens dan menurunnya perilaku menyendiri.
Students’ perceptions of DIONTANA project-based learning in supporting creativity in elementary school science education Laila Diah Ayu Pratiwi; Nuni Widiarti; Agus Yuwono
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.85751

Abstract

This study explores elementary school students’ perceptions of Project-Based Learning (PjBL) through DIONTANA (Food Chain Diorama) in supporting creativity in science learning. A qualitative approach with a case study design was employed at SD Negeri 5 Metro Selatan, involving fifth-grade students selected through purposive sampling. Data were collected through observation, interviews, and documentation during the implementation of the DIONTANA project and analyzed using the Miles and Huberman interactive analysis model. The findings revealed that students perceived DIONTANA positively as an engaging and participatory learning experience. The learning activities provided opportunities for students to demonstrate four dimensions of creativity: fluency, flexibility, originality, and elaboration. Students also perceived the three-dimensional representation of the food chain as helpful in making abstract science concepts more concrete and understandable. Furthermore, collaborative project activities encouraged students to exchange ideas, discuss different perspectives, and resolve disagreements within their groups. Despite these positive experiences, several challenges emerged, particularly limited project completion time, availability of materials, and differences in students’ need for instructional support. These findings suggest that DIONTANA has the potential to provide a contextual, hands-on, and collaborative learning environment that supports students’ creative experiences in elementary science education. The study highlights the importance of designing project-based learning that balances opportunities for creative exploration with appropriate instructional support and accessible learning resources.
Educational games, gamification, and teacher roles in supporting primary students’ cognitive development: A systematic literature review Rahmawati; Hidayati, Wiwik; Widiarti, Nuni; Avrilianda, Decky
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14299

Abstract

Educational games, gamification, and game-based learning media are increasingly used in primary education to support active learning, engagement, and cognitive development. However, existing studies remain fragmented in terms of media type, learning context, research design, cognitive outcomes, and teacher roles. This study synthesizes empirical evidence on educational games and gamified learning media in elementary school and madrasah ibtidaiyah contexts, focusing on cognitive outcomes, pedagogical implementation, and research gaps. A Systematic Literature Review was conducted following the PRISMA framework. Articles were identified through Publish or Perish, Google Scholar metadata, SINTA, Garuda, and accredited journal websites. From 200 initial records, 13 studies met the eligibility criteria, and 14 additional studies were obtained through targeted searches, resulting in 27 final articles published between 2022 and 2025. Data were analyzed using descriptive quantitative analysis and thematic synthesis based on the PICO framework. Findings show that Wordwall, Quizizz, Kahoot, Genially, PowerPoint-based games, augmented reality, board games, and collaborative game-based learning were commonly used. Reported outcomes included learning achievement, conceptual understanding, literacy, numeracy, problem-solving ability, motivation, engagement, and teacher readiness. The review highlights that game-based learning is most promising when aligned with learning objectives, teacher facilitation, and explicit cognitive assessment. Keywords: educational games; gamification; game-based learning; cognitive development; primary education; systematic literature review
Development of a Google Sites-Based Learning Resource for Self-Organized Learning Environments (SOLE) on Acids and Bases Budyaningsih, Ika; Widiarti, Nuni; Sumarni, Woro; Kadarwati, Sri
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 2, OCTOBER 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss2.art5

Abstract

This study aims to develop, determine the validity of, and assess the readability of a Google Sites-based learning resource using the Self-Organized Learning Environment (SOLE) model for acid-base material. The study employed the Research and Development (R&D) method using Plomp’s model, limited to the preliminary research and development (or prototyping) stages. The research subjects consisted of 8 media experts, 8 content experts, and 20 11th-grade students who had already studied acids and bases. The instruments included an interview guide, an expert validation sheet, and a readability questionnaire. Data was analyzed using Aiken’s V, the Intraclass Correlation Coefficient (ICC), and percentages. The results showed that the teaching material was highly valid, with an average Aiken’s V of 0.8958 from the media experts and 0.8993 from the content experts. The readability test yielded an average of 92.50%, falling into the “very good” category. The instructional material integrates the SOLE stages through big questions, investigation, review, E-LKPD, practical simulations, and a digital discussion forum on Google Sites. Thus, the instructional material was deemed highly valid and has excellent readability. The effectiveness of the instructional material on independent learning and cognitive learning outcomes has not yet been tested, so further research is needed.
Thermal Durability Characterization of a Simple Polymethyl-methacrylate (PMMA) Based-Optical Waveguide Ian Yulianti; Shiva Maulana Khoiru Insan; Ngurah Made Darma Putra; Aji Purwinarko; Nuni Widiarti; Nor Hafizah Ngajikin
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 14 No. 2 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v14n2.p113-124

Abstract

Polymethyl-methacrylate (PMMA)-based optical waveguide is a good candidate for a simple and low-cost waveguide. However, the thermal properties have not been investigated. In this work, thermal durability characterization of PMMA-based waveguide was carried out. Waveguide fabrication process was done in three stages, which are patterning the PMMA cladding, core material synthetization and core material application to the cladding. Core pattern with cross section area of 1×1 mm2 was engraved on the 4 cm long PMMA sheet. Unsaturated polyester resin (UPR) was used as a core material. Characterizations were conducted for temperature dependent loss (TDL), temperature working range, and long exposure durability. For TDL characterization, the temperature varied from 30°C to 75°C. Meanwhile, for temperature working range, the waveguide was exposed to cycled heating. The thermal durability characterization was done by immersing the waveguide in distilled water at temperature of 40 °C for 288 hours. The results showed that a little change of output intensity occurred due to temperature variation with TDL of 0.0235 dB/°C. The maximum limit of the temperature is 70°C. For long exposure to temperature of 40oC, the results showed that the waveguide has a good performance.
PROBLEM-BASED LEARNING BERBASIS DEEP LEARNING DALAM MENINGKATKAN BERPIKIR KRITIS SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Ria Nurul Faiza; Tri Astuti; Decky Avrilianda; Nuni Widiarti
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i2.6577

Abstract

This study aimed to analyze the effectiveness of Problem-Based Learning (PBL) integrated with deep learning in improving elementary school students’ critical thinking skills through a systematic literature review approach. The study analyzed 25 reputable scientific articles indexed in SINTA and Scopus and published between 2021 and 2025. The article selection process followed the PRISMA guidelines, comprising identification, screening, eligibility, and inclusion stages. Data were analyzed using thematic analysis techniques. The findings indicate that integrating PBL with deep learning consistently improves students’ analytical, evaluative, and problem-solving skills. In addition, this approach promotes more active student engagement and deeper conceptual understanding compared with conventional learning. These findings confirm that PBL based on deep learning is an effective instructional strategy for developing 21st-century skills in elementary education. Therefore, the integration of PBL and deep learning can serve as a relevant approach to fostering critical thinking, meaningful learning, and students’ active participation in the elementary school learning process.
KOMPETENSI PEDAGOGIS GURU DALAM IMPLEMENTASI DEEP LEARNING DI SEKOLAH DASAR Imala Rahmawati; Tri Astuti; Decky Avrilianda; Nuni Widiarti
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i2.6435

Abstract

This study aims to identify and analyze the pedagogical competencies of elementary school teachers in implementing deep learning. The analysis focuses on teachers’ understanding of deep learning characteristics, their ability to design and implement contextual, inquiry-based, and reflective instruction, and their competence in integrating digital technologies. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review included ten relevant scholarly articles published between 2021 and 2026. Data were collected using a literature-selection documentation sheet and analyzed through qualitative-descriptive synthesis to map findings across studies. The results indicate that teachers’ pedagogical competence is a key determinant of successful deep learning implementation. Teachers are expected to act as facilitators capable of designing adaptive and problem-based learning experiences. Although teachers generally demonstrate positive perceptions, significant challenges remain, particularly in their limited mastery of Technological Pedagogical Content Knowledge (TPACK) and readiness to integrate artificial intelligence (AI) into classroom instruction. The study recommends strengthening intensive academic supervision and providing continuous professional development to foster synergy between technology and innovative teaching methods, thereby creating genuinely student-centered learning.
Co-Authors Abdul Malik Adam, Nabil Fikri Adinda Thalia Putri Aditya Marianti Aentika, Ika Nisa Agung Tri Prasetya Agung Tri Prasetya Agus Yuwono Agus Yuwono Agus Yuwono Agustin, Lutfia Agustina, Diah Tria Aisyah, Amma Aisyah, Amma Aji Purwinarko, Aji Akhlilia, Tudrika Al Hakim, M. Faris Anak Agung Istri Sri Wiadnyani Andreanna Kusuma Wardhani Andri Wibowo Anggun, Mei Sekar Ani Rusilowati Anjar Sulistriyono, Anjar Anny Sulaswatty, Anny Anwaristiawan, Duwanda Anwaristiawan, Duwanda Anwarudin, Azki Apsari, Diani Akmalia Ardhi Prabowo Ardhi Prabowo Ardi Prabowo Ardin Dinda Aricindy, Argitha Arief Widiyatmoko Arief Yulianto Arif Widiyatmoko Arif Widiyatmoko Arif Widiyatmoko, Arif Arif Widyatmoko Arika Febriana Habsari Aris Dwiyanto Arman Surya Wibowo Artissiani, Maysa Aryati, Nadya Putri Aryono Adhi, Aryono Asri, Kanthi Atik Yuliyani Atmijaya, Rakhmatika Auli Damayanti Ayu Anisa Larasati Ayu Az Zahra, Dellayla Ayu Desi Susanti Ayub Prastiyo Bambang Eko Susilo Bambang Subali Barokah Isdaryanti Barokah Isdaryanti Berliana, Herlin Budi Astuti Budi Astuti Budi, Tulus Budiman, Kholiq Budiyono Budiyono Budyaningsih, Ika Calis Meila Intantri Cepi Kurniawan Cici Irawati Darminto . Decky Avriliand Decky Avrilianda DENI SETIAWAN Deviani, Siska Shelvia Deviani, Siska Shelvia Devilia Yuanita Nuni Widiarti Devitri Sulistyaningrum Dewi, Citra Asmara DIAN FATMAWATI Diana Diana Diana Susanti Didi Subagja, Didi Didik Prasetyoko Dienti, Lulu Sania Durroh, Lum’Atud Dwi Ariska Dwi Kurniawati Handayani Dwi Lestari, Fitriana Dwinanto Edi Kurniawan Edi Waluyo Edy Cahyono Edy Purwanto Egi Agustian Eka Titi Andaryani Eko Armaidi, Indriana Eko Budi Susatyo Eko Handoyo Eko Handoyo Ella Kusumastuti, Ella Ellianawati Ellianawati, Ellianawati Emas Agus Prastyo Wibowo Emas Agus Prastyo Wibowo Endah Fitriaini Rahayu, Endah Fitriaini Endang Susilaningsih Eni Nurhayati, Eni Erna Kisworowati Esti Ayu Ratnasari Esty Setyo Utaminingsih F Widhi Mahatmanti Fadhil Musyaffa, Irsyad Fadila Mauliani Fakhruddin Fakhruddin Fakhruddin Farid Ahmadi Fathia Nuha Salsabila Fathur Rokhman Fathur Rokhman Fathur Rokhman Fathur Rokhman Fatkhur Rohman Sujarwo Fatmala, Cici Febrilla Puspita Sari Fiadillah, Maulidia Fara Firmansyah, Sanji Firoh, Luluk Magh Ginting, Yusrina Gofita Destiviani Pratama Hakim, M. Faris Al Hamzah Fansuri Handayani, Sri Hani Wijil Ramdhani Hanifah, Yuliza Hanung Setiadi Haq, Ismi Arinal Harianingsih Harianingsih, Harianingsih Hariyastuti, Anik Harjito - Harjito Harjito Hasanah, Radita Hayyu Hidayah Hayyu Hidayah Herlina Dewi, Siti Hestin Wirasti Hidayati, Festi Hidayati, Wiwik Hubaibi Mujahidin Husni Gutomo, Wahid Hutagaul, Ferry Ian Yulianti Ida Zulaeha Iftinawati, Sri Ika Kusumawati Ilahy, Wildan Qosid Ilfa, Farah Nur Anina Imala Rahmawati Inggit Prasetyo Utami Intan Khoirun Nisa Inzoni, Inzoni Irawan, Teguh Adi Isdaryanti, Barokah Isti'ana Jajang Jalaluddin Jihanifa, Firda Afita Karin Widya Ayuningtyas Karis Kartika Puspita Sari, Kartika Puspita Kasmui -, Kasmui Komariah Komariah Kurniani, Silvia Kurniasari, Winda kurniawati, leny Laila Diah Ayu Pratiwi Laila Pratiwi Laili Faridatuzzahro, Laili Lalus, Jelita Marista Latifah Latifah Lekatompessy, Astrid Lestari, Devy Lika Aprilia Lisa Amalia Suryana Lusiana Sae, Herlin Lysa Setyaningrum, Lysa M Alaudin M. Alauhdin, M. M. Jazuri Maghfiroh, Ayu Ainul Mahmud, Khoirul Maisaroh Maisaroh Malik Afif Rojtica Mardianti Dwiardhany Maria Ayu Puspita Marlina Ardianti Marya Ulfha Masitoh, Leli Maulana, Faith Miftah Maylani, Amanda Farizka Maylia Rosanti, Yuan Meilina Rahayu Utami, Meilina Rahayu Mintarsih Arbarini Mochammad Imron Awalludin Mohammad Ali Sidik Muh Sholeh Muh. Sholeh Muh. Sholeh Muhammad Fathul Fuadi Muhammad Khafid Mujaki, Ahmad Mukti Hariyadi Muna, Nala Izzul Muna, Trimurtini, Nur Aizatun Murbangun Nuswowati Muttaqin, Ikin Nabil Fikri Adam Nadhifa, Essa Rahma Nailil Muna Asshalikha Najah, Safinatun Nanik Wijayati Narpiyanto, Narpiyanto Nastiti, Neni Navela Rahma Aji Ngabiyanto Ngabiyanto Ni'ma, Neli Syahida Niken Nastiti Nila Puspitasari, Nila Nina Agustiana Niniss Margareth Nino Rinaldi Ni’ma, Neli Syahida Noening Andrijati Noer Riski Choirin Ni’mah Noeraini, Lilik Nofi Kristianto Nono Andri Saepuloh Nor Farida Azzakiya, Nor Farida Nor Hafizah Ngajikin Novita Puspa Dewi Nur Ummi Afifah Nurcahyo, Bowo Nurcahyo, Bowo Nurhasanah Nurhasanah Nurul A'yun Nurul Aini Rohmah Oktafiastuti Panca Dewi Purwati Panca Dewi Purwati, Panca Pradia Paundradewa Jayawardana Pradipta, Anindhyta Putri Prasetyaningtyas, Tiwi Prasetyo, Ridho Pratiwi, Laila Diah Ayu Pudhi Listyorini Puji Destiani Pujiati, Sri Ayu Pujiati, Sri Ayu Pujiyanti, Ina Puput Ambaryuni Purnama Sari, Pemi Purwo Susongko Putra, Muhammad Rizky Fahrizal Putra, Ngurah Made Darma Putri Septa Cahyani Qomariah, Oom Raharjo , Tri Joko Rahayu, Cindi Aulia Rahayu, Endah Fitriani Rahman, Ridho Aditya Rahmawati Rakhmatika Atmijaya Rani Novita Ratna Ediati Ratnasari, Yanuar Meta Reffa Fitrichia Renni, Chayun Pida Renni, Chayun Pida Resti Ujiningtyas Ria Nurul Faiza Rifa'i, Fitra Ahmad Rifaatunnisa, Rifaatunnisa Rika Yuliana Riski, Via Rita Ninda Agustin RIZKI KHOIRIANA Rizki Yuniarti, Rizki Rohmah, Rojaa Maysa Rojja Maysa Rohmah S Mursiti Samsiah, Samsiah Samuel Budi Wardhana Samuel Budi Wardhana Kusuma Samuel Budi WK,, Samuel Budi Santri Dwi Ulfa Sari, Virgania Sari, Yanita Andam Sarida Nur Asani Sarwi - Sarwi Sarwi Setianingsih, Dwi Ayu Setiyanda, Karista Gadis Setyani, Atik Setyorini, Ani Shella Permatasari Shinta Hilda Shiva Maulana Khoiru Insan Siagian, Novia G. Siburian, Grace Malini Sigit Priatmoko Sintarani, Chitra Siti Aminah Siti Barokah, Siti Siti Fatimah Siti Noorjannah Siti Wahyuni Sofiana, Eli Sokmawan, Muhammad Rafi Hanairo Solihawati, Sofi Sri Haryani Sri Kadarwati Sri Mantini Rahayu Sedyawati, Sri Mantini Rahayu Sri Sukaesih Sri Sukasih, Sri Sri Sumartiningsih Sri Susilogati Sri Wahyuni SRI WARDANI Sudarmin Sudarmin Sudarmin Sudarmin Sugiarto, Deasy Renaningtyas Sukarjo Sukarjo, Sukarjo Sulistiani, Erna Sulistyawan, Vera Noviana Sumbali, Bambang Sungkowo Edy Mulyono Sungkowo Sungkowo Supartono - Suprapto Suprapto Suprapto, Suprapto Suprapto, Surapto Supriyadi Supriyadi Suranto, Tri Suti Suti Sutikno, Putri Yanuarita Suwito Eko Pramono Suwito Pramono Syiva Zakia Aulia Taripah, Taripah Tiara*, Yeti Tina Anggreani Lestari Titi Andaryani, Eka TRI ASTUTI Tri Astuti Tri Handayani Tri Hidayah, Tri Tri Joko Raharjo Tri Joko Raharjo Tri Prasetya, Agung Tri Suminar Triana, Vivit Triastuti Sulistyaningsih Trida Ridho Fariz Umami, Nahdhiatul Unsa, Nurul Utami Nofitasari Utami, Dwi Fajar Utomo, Bagus Ginanjar Wadiyo Wahyu Lestari Wasino Wasino Weni Septianti Wicaksono, Meidias Abror Widhiastuti, Endah Widhihastuti, Endah Wiji Listiyani Wijianto, Wijianto Wildan Qosid Ilahy Winarni Pratjojo, Winarni Winarni Winarni Winarni Winarni Winda Febrianti Windarti Windarti Wiwi Isnaeni Wiwik Hidayati Woro Sumarni Wulan Handayani Wulandari, Ayu Mega Wulantri Handayani Yanita Andam Sari Yanti, Arisma Yanti, Arisma Yayuk Tutiek Supriyanti Yeny Rahma Yeri Sutopo Yolanda Syeba Simatupang Yosepphiene Debbie Damayani Yuan Maylia Rosanti Yudhistira, Yunan Gumara Yudhistira, Yunan Gumara Yulia Sri Utami Yunita, Anfi'na Ilma Yustikasari, Rizki Zumaroh Zumaroh, Zumaroh