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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Fisika Undiksha Jurnal Geliga Sains: Jurnal Pendidikan Fisika Jurnal Pendidikan UNIGA JIPF (Jurnal Ilmu Pendidikan Fisika) SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA JPF : JURNAL PENDIDIKAN FISIKA Jurnal Pendidikan Fisika dan Teknologi Jambura Physics Journal International Journal of Active Learning Kasuari: Physics Education Journal (KPEJ) Jurnal Eduscience (JES) KARST : Jurnal Pendidikan Fisika dan Terapannya Physics Education Research Journal IJECA (International Journal of Education and Curriculum Application) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Classroom Action Research Optika : Jurnal Pendidikan Fisika Jurnal Penelitian Pendidikan Fisika Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) Didaktika: Jurnal Kependidikan Jurnal Jendela Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA INSECTA: Integrative Science Education and Teaching Activity Journal Jurnal Tadris IPA Indonesia BIOCHEPHY: Journal of Science Education Jurnal Luminous: Riset Ilmiah Pendidikan Fisika Jurnal Pijar MIPA Journal of Educational Sciences Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat JOTTER QOSIM: Jurnal Pendidikan, Sosial & Humaniora Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan IPA Indonesia Journal of Community Services on Multidisciplinary Sciences Jurnal Pendidikan MIPA JPFT (Jurnal Pendidikan Fisika Tadulako Online) Jurnal Pendidikan Fisika Indonesia
Abdul Haris Odja
Universitas Negeri Gorontalo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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STUDI KOMPARATIF HASIL BELAJAR SISWA PADA MATERI FLUIDA STATIS MELALUI PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNIG DI SMA NEGERI 1 BONEPANTAI Ferna Panto Suharto Mooduto; Abdul Haris Odja; Dewa Gede Eka Setiawan; Trisnawaty Junus Buhungo; Supartin Supartin; Lukman Samatowa
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

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

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan hasil belajar siswa pada konsep fluida statis sebelum dan sesudah penerapan model pembelajaran Problem Based Learning pada konsep fluida statis di SMA Negeri 1 Bonepantai menggunakan desain penelitian one group pretest-posttest design. Penerapan model pembelajaran Problem Based Learning (PBL) memberikan pengaruh signifikan terhadap peningkatan hasil belajar siswa pada konsep fluida statis. Nilai rata-rata hasil belajar siswa meningkat dari 26,78 (pretest) menjadi 68,50 (posttest), dengan nilai signifikansi uji-t sebesar 0,001 (< 0,05), menunjukkan bahwa perbedaan tersebut signifikan. Analisis per ranah kognitif menunjukkan peningkatan yang berarti pada ranah C2 (pengetahuan), C3 (penerapan), dan C4 (analisis). Hasil uji normalitas menunjukkan data berdistribusi normal, dan nilai N-Gain sebesar 0,68 menempatkan peningkatan hasil belajar dalam kategori sedang. Secara keseluruhan, model PBL terbukti efektif dalam meningkatkan pemahaman dan kemampuan analitis siswa terhadap materi yang diajarkan.
The Influence of Using Canva-Based Video Learning Media on Learning Outcomes in Work and Simple Machines Material Patricia Sasmita Kadir; Supartin Supartin; Abdul Haris Odja; Trisnawaty Junus Buhungo; Lukman Samatowa; Raghel Yunginger
Jurnal Pijar MIPA Vol. 20 No. 8 (2025): Special Issue
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i8.10755

Abstract

The demands of 21st-century learning require the integration of digital and interactive media, as conventional science instruction often fails to optimally engage students and improve learning outcomes. The study aims to investigate the impact of using Canva-based video learning media on students' learning outcomes in the topic "Work and Simple Machines" within the science subject. The use of Canva as a learning tool constitutes a 21st-century educational medium that can provide a more efficient learning experience. It is a learning resource that can be edited and customized according to specific needs. This research is based on the fact that the learning process in schools is still dominated by conventional methods such as lectures and discussions, which results in low student activity and learning motivation. The research design is a one-group pretest-posttest design. The sampling technique used in this study is Cluster Random Sampling. The population of this study consists of students from SMP Negeri 1 Marisa, with the sample tested being class VIII A (n = 30), designated as the experimental class. Meanwhile, the research data were collected using test instruments to determine the level of students' learning achievement. The tests used in this study include prerequisite tests (normality test), hypothesis testing, and n-gain analysis. The results of the hypothesis test indicate that the t-value in all sample classes is greater than the t-table value; thus, H₁ is accepted. Based on the n-gain analysis, a value of 0.68 was obtained in the experimental class, which falls into the high category. The statistical test used in the normality test is the Lilliefors test with a significance level set at 5% (α = 0.05). Therefore, the use of Canva-based video learning media has a significant effect on students' learning outcomes in the material on work and simple machines.
AI, METACOGNITION, AND DIGITAL LITERACY IN PHYSICS EDUCATION: SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS La Ida; Abdul Haris Odja
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8549

Abstract

Purpose – This study critically examines the rapid expansion of artificial intelligence (AI) in digital learning, with a specific focus on how these technologies intersect with metacognitive skills and digital literacy in science/STEM education. This study explicitly investigates their conceptual integration and identifies a substantiated research gap in physics learning contexts.Methodology – A systematic literature review (SLR) combined with bibliometric analysis was conducted in accordance with the PRISMA 2020 protocol. Articles were retrieved from Scopus using structured TITLE-ABS-KEY queries and limited to peer-reviewed journal articles (2020–2025) within the Social Sciences domain. From 2,670 initial records, 47 articles met predefined inclusion criteria (n = 47). Bibliometric mapping was performed using VOSviewer, followed by thematic synthesis employing open, axial, and selective coding to analyze AI intervention types, pedagogical mechanisms, and measurement approaches for metacognition and digital/AI literacy.Findings – Bibliometric evidence indicates a sharp rise in publications from 2023 onward, with education and educational technology channels dominating the dissemination landscape. Metadata screening further revealed an explicit research void regarding the integrated study of AI, metacognition, and digital literacy in physics learning. Thematic synthesis suggests AI can enable more personalized learning trajectories, richer formative feedback, and improved self-regulation supports that align with metacognitive development and digital literacy practices.Contribution – This study provides a bibliometrically grounded knowledge map of AI–metacognition–digital literacy research and conceptual adaptation framework proposing physics-oriented AI learning design principles and task-based assessment directions to guide future empirical research.
Efektivitas Efektivitas Model Inkuiri Terbimbing dalam Meningkatkan Pemahaman Konsep dan Keterlibatan Siswa pada Materi Ekosistem: The Effectiveness of the Guided Inquiry Model in Improving Student Concept Understanding and Engagement in Ecosystem Material Nur Azizah Dj. Junus, Nur; Maryati Yusuf, Frida; Pikoli, Masrid; Haris Odja, Abdul
Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 15 No. 2 (2026): Juli 2026
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jmpmipa.v15i2.56592

Abstract

Penelitian ini bertujuan untuk mengkaji perubahan keterlibatan belajar dan pemahaman konsep siswa mengenai materi ekosistem setelah penerapan model inkuiri terbimbing, serta mendeskripsikan motivasi belajar siswa selama proses pembelajaran. Penelitian ini dilatarbelakangi oleh rendahnya tingkat keterlibatan belajar dan pemahaman konsep siswa SMP dalam mempelajari konsep ekosistem. Pendekatan kuantitatif dengan desain pra-eksperimen one-group pretest-posttest digunakan dalam penelitian ini. Subjek penelitian terdiri dari 30 siswa kelas VII SMP Muhammadiyah 03 Gorontalo yang dipilih melalui teknik total sampling. Data dikumpulkan menggunakan tiga instrumen: tes pemahaman konsep, lembar observasi keterlibatan belajar, dan angket motivasi belajar. Data dianalisis menggunakan statistik deskriptif dan inferensial. Normalitas data diuji menggunakan uji Shapiro-Wilk, sedangkan pengujian hipotesis dilakukan menggunakan uji nonparametrik Wilcoxon Signed-Rank Test. Hasil penelitian menunjukkan adanya peningkatan pemahaman konsep siswa, dengan nilai rata-rata meningkat dari 37,07 pada pretest menjadi 88,13 pada posttest. Uji Wilcoxon Signed-Rank menghasilkan nilai signifikansi <0,001, yang menunjukkan adanya perbedaan signifikan secara statistik antara nilai pretest dan posttest. Selain itu, siswa menunjukkan tingkat keterlibatan dan motivasi belajar yang tinggi selama penerapan model inkuiri terbimbing. Temuan ini mengindikasikan adanya perubahan positif pada pemahaman konsep dan keterlibatan belajar siswa; namun, desain pra-eksperimen tidak memungkinkan penarikan kesimpulan kausal yang definitif terkait peningkatan yang diamati tersebut.
The Effectiveness of Coastal Environment-Based PBL in Improving Students’ Ecological Literacy and Learning Outcomes in Biodiversity Ecology Nyoman Sriastuti; Abdul Haris Odja; Masrid Pikoli; Frida Maryati Yusuf; Ramli Ali
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.117-136

Abstract

This study examined the effectiveness of coastal environment-based Problem-Based Learning (PBL) in improving students’ ecological literacy and learning outcomes in biodiversity ecology. The research was motivated by the need to make ecology and biodiversity learning more contextual, meaningful, and connected to students’ surrounding environmental realities. A quantitative pre-experimental method with a one-group pretest-posttest design was employed. The participants were 30 seventh-grade students at SMP Negeri 2 Bokan Kepulauan, Banggai Laut Regency, selected through saturated sampling. Data were collected using a 25-item multiple-choice learning outcomes test, an ecological literacy questionnaire, and a student activity observation sheet. The data were analyzed using the Shapiro-Wilk normality test, Wilcoxon Signed Rank Test, normalized gain, and descriptive percentage analysis. The results showed a significant improvement in students’ learning outcomes and ecological literacy after the implementation of coastal environment-based PBL. The N-gain score for learning outcomes reached 0.713, while ecological literacy reached 0.74, both categorized as high. Student activity also remained consistently high during the learning sessions. These findings indicate that coastal environment-based PBL is effective in enhancing students’ conceptual understanding, ecological awareness, and active participation in biodiversity ecology learning.
ANALISIS PENGARUH PENDEKATAN DEEP LEARNING BERBANTUAN MEDIA GENIALLY TERHADAP HASIL BELAJAR IPA SISWA SMPN 2 TELAGA Nurhalisa Sambel; Muhammad Yusuf; Abdul Haris Odja; Nurhayati Nurhayati; Nova Elysia Ntobuo
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 2 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v8i2.10261

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pendekatan pembelajaran mendalam berbantuan media Genially terhadap hasil belajar sains siswa SMP pada mata pelajaran suhu dan panas, serta untuk menguji kontribusinya terhadap pengembangan teori pembelajaran sains. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental tipe Nonequivalent Control Group Design. Subjek penelitian adalah siswa kelas 7 SMP Negeri 2 Telaga, dibagi menjadi kelas eksperimen dan kelas kontrol. Instrumen penelitian terdiri dari tes hasil belajar 25 butir yang diberikan pada tahap pretest dan posttest. Data diuji menggunakan statistik deskriptif dan inferensial. Uji prasyarat menggunakan uji normalitas dan homogenitas, serta uji hipotesis Mann-Whitney U dan perhitungan ukuran efek untuk melihat peningkatan dan dampak perlakuan. Hasil menunjukkan perbedaan signifikan dalam hasil belajar antara kedua kelas (p 0,05), dengan kelas eksperimen mencapai hasil yang lebih tinggi daripada kelas kontrol. Temuan ini memperkuat kerangka konseptual pembelajaran mendalam dalam pendidikan sains, yang menekankan pembelajaran yang bermakna, reflektif, dan kontekstual. Studi ini menunjukkan bahwa integrasi pendekatan pembelajaran mendalam dengan media digital interaktif dapat meningkatkan pemahaman konseptual dan keterampilan berpikir tingkat tinggi siswa, sehingga memberikan kontribusi empiris untuk memperkuat model pembelajaran sains yang berorientasi pada pemahaman mendalam.
PENGARUH PENGGUNAAN KIT FLUIDA DAN TERMODINAMIKA UNTUK MEREMEDIASI MISKONSEPSI PESERTA DIDIK KELAS XI SMA PADA MATERI FLUIDA DINAMIS Asri Arbie; Dewi Astuti Saromeng; Abdul Haris Odja
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 2 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v8i2.9174

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan KIT Fluida dan Termodinamika dalam meremediasi miskonsepsi siswa SMA kelas sebelas pada materi dinamika fluida. Miskonsepsi pada konsep dinamika fluida, seperti tekanan, laju aliran, debit, dan hukum Bernoulli, masih sering terjadi akibat keterbatasan media pembelajaran, kurangnya kegiatan praktikum, dan pendekatan guru yang belum optimal. Penelitian ini menggunakan metode eksperimen dengan One Group Pretest-Posttest Design yang melibatkan tiga kelas (1 eksperimen dan 2 replikasi) dengan total 90 siswa. Instrumen penelitian berupa tes pilihan ganda tiga tingkat untuk mendeteksi miskonsepsi dan menganalisis pemahaman konseptual. Data dianalisis menggunakan uji hipotesis statistik dan perhitungan N-gain. Hasil penelitian menunjukkan penurunan frekuensi miskonsepsi yang signifikan setelah pembelajaran berbasis inkuiri menggunakan KIT. Penggunaan KIT Fluida dan Termodinamika terbukti efektif dalam mereduksi miskonsepsi siswa pada materi dinamika fluida.
PENGEMBANGAN E-MODUL IPA BERBASIS ETNO-STEM UNTUK MENINGKATKAN LITERASI SAINS SISWA PADA MATERI PENCEMARAN LINGKUNGAN DI SMP Andika Wijaya Putra; Masrid Pikoli; Frida Maryati; Abdul Haris Odja; Abubakar Sidik Katili
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v8i1.9694

Abstract

Tujuan penelitian ini adalah untuk mengembangkan E-modul berbasis Etno-STEM serta mendeskripsikan tingkat validitas, kepraktisan, dan efektivitasnya dalam meningkatkan literasi sains siswa. Secara khusus, penelitian ini mengkaji: (1) validitas E-modul berbasis Etno-STEM, (2) kepraktisan penggunaan E-modul dalam proses pembelajaran, dan (3) efektivitas E-modul dalam meningkatkan literasi sains peserta didik. Penelitian dilaksanakan di dua satuan pendidikan di Kabupaten Bolaang Mongondow Selatan, Provinsi Sulawesi Utara, yaitu SMP Negeri Molibagu dan MTs Negeri 1 Bolaang Mongondow Selatan, dengan jumlah responden sebanyak 114 siswa. Metode yang digunakan adalah penelitian pengembangan dengan model ADDIE,  Proses pengumpulan data dilakukan melalui lembar validasi ahli, angket respon peserta didik, serta observasi keterlaksanaan pembelajaran untuk menilai kualitas produk yang dikembangkan. Hasil penelitian menunjukkan bahwa E-modul berbasis Etno-STEM memiliki tingkat kevalidan sangat valid, kepraktisan sangat praktis, dan keefektifan efektif. Respon siswa juga menunjukkan hasil positif karena materi yang disajikan dilengkapi dengan video pembelajaran, latihan soal, dan evaluasi yang mudah diakses melalui smartphone. Dengan demikian, E-modul IPA berbasis Etno-STEM dinyatakan layak digunakan sebagai media pembelajaran inovatif dan interaktif yang mampu meningkatkan literasi sains dan mendukung kemandirian belajar peserta didik.Kata kunci: E-modul Etno-STEM, Kurikulum Merdeka, Literasi Sains.
Integrating Artificial Intelligence into Problem-Based Learning to Enhance Self-Regulated Learning Nurinda R. Bakri; Abdul Haris Odja; Dewi Diana Paramata; Citron S. Payu; Mursalin Mursalin
Jurnal Pijar MIPA Vol. 21 No. 4 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i4.12199

Abstract

Technological advancements in the digital age have brought significant changes to the learning process; however, students’ self-regulated learning skills in science education still need to be improved, particularly in their ability to plan, monitor, and evaluate the learning process. Therefore, technology-based learning innovations such as Artificial Intelligence (AI) are needed to provide rapid and personalized feedback to support Self-Regulated Learning (SRL). This study aims to determine the effect of integrating Artificial Intelligence (AI) into the Problem-Based Learning (PBL) model on students’ Self-Regulated Learning (SRL) skills in science education. This study employs a quantitative approach with a one-group experimental design, involving 17 students in the experimental class and 10 students in the replication class, selected through purposive sampling. The research instrument consists of a Self-Regulated Learning questionnaire. Data analysis was conducted using descriptive statistics, the Shapiro-Wilk normality test, and a one-sample t-test for hypothesis testing. The results showed that the mean Self-Regulated Learning (SRL) scores of students in the experimental class were 90.12 and 92.40 in the replication class, both falling into the high category, and the data were normally distributed with significance values of 0.842 and 0.589, respectively (p > 0.05). The results of the hypothesis test showed a p-value of 0.000 for the experimental class.
Evaluation of the Application of Genially Assisted Problem-Based Learning, and Critical Thinking Profiles of Junior High School Students Novita R Gama; Ritin Uloli; Abdul Haris Odja; Dewi Diana Paramata; I Made Hermanto
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.614

Abstract

Critical thinking is an essential competency in 21st-century science learning. Problem-Based Learning (PBL), supported by interactive digital media such as Genially, can provide opportunities for students to engage with contextual problems, investigate information, discuss alternatives, and evaluate solutions. This study aimed to evaluate the implementation of Genially-assisted PBL in temperature and heat learning and to describe students’ critical thinking profiles based on five Ennis indicators. A sequential explanatory mixed-methods design was employed, with descriptive quantitative data as the primary strand and semi-structured interviews as supporting qualitative data. The participants were 30 seventh-grade students at SMP Muhammadiyah Batudaa, comprising 16 students in the PBL–Genially class (VII-A) and 14 students in the regular class (VII-B). Data were collected using a 10-item essay test administered as a pretest and posttest and a 25-question semi-structured interview. The intervention was conducted over three meetings, each lasting 2 × 40 minutes. Quantitative data were analyzed descriptively, while interview data were analyzed thematically and integrated with test results through triangulation. The mean critical thinking score in the PBL–Genially class increased from 4.50 to 22.93, whereas the regular class increased from 2.35 to 8.28. Interview findings indicated that students benefited from visual and interactive learning experiences but still struggled to provide evidence-based explanations, draw conclusions, connect concepts with scientific mechanisms, and select appropriate problem-solving strategies. The findings suggest that Genially-assisted PBL can support critical thinking development when accompanied by systematic scaffolding, guided questioning, argumentation practice, and feedback. These results highlight the importance of structured instructional support during implementation.
Co-Authors Abd Wahidin Nuayi Abubakar Sidik Katili Akuba, Siskawati Ali, Ramli Ali, Ramli R. Almira Rayyah Shadriah Fahru Altri Rahmadhani Lanio Altri Rahmadhani Lanio Amali, Mohamad Kamil Anatasya Lagarusu Andika Wijaya Putra Andini Pratiwi M. Mahmud Asnianti A. Awila Asri Arbie Awila , Asnianti A. Basri A Haseng Besse Ardianti Buhungo, Trisnawaty J. Buhungo, Trisnawaty Junus Citron S Payu Citron S. Payu Damopolii, Relita Danial, Yulistia Anggraini Daud, Manda Nur Aisia Dewa Eka Setiawan Dewa Gede Eka Setiawan Dewi Astuti Saromeng Dewi Astuti Saromeng Dewi Diana Paramata Dewi Diana Paramata Dewi Diana Paramata Dewi Diana Paramata Dewi Ratih Dikum, Jepri Donti, Yarti Doung, Ratha Eka Dilla Ahyani Daintau Elya Nusantari FARADILLA, FARADILLA FATIMA, SITI Felma Fitrah Lando Ferna Panto Suharto Mooduto Findra Dita Septiani Hippy Fitria Hatiku Frida Maryati Frida Maryati Yusuf Gimnastiar, Asih Nurbaiti Hadija D. Lantowa Hajrah Safitri Husain, Atma I Made Hermanto I Made Hermanto Iman, Septian Halim Indrawati Lasumbu Indrawati Tahir Inunu, Pinasti Ismail, Meyke Iswanto A. Yunus Jahja, Mohamad Jihan Olii Julanita Saleh Junus, Dhea Priti Arsitifani Kaat, Putri Pingkan Karmiatun, Dewi La Ida Lando, Felma Fitrah Lanio, Altri Rahmadhani Lanto Mohamad Kamil Amali Lanto Mohammad Kamil Amali Lestari, Wiwin Linda Suronoto Lukman Samatowa Lukman Samatowa Ma'ruf, Regina Usman Mahful, Sri Mutia Mahmud, Andini Pratiwi M. Mahmud, Laila Magfirah Mamonto, Moh. Reghi Maryam Hasan Masra Latjompoh Masri Kudrat Umar Masrid Pikoli Matoka, Fandi Modeong, Athir Mizhari Moh Apandi G Jaapar Moh. Fahri Haruna Moh. Reghi Mamonto Mohamad Nurkhojin Mohamad, Wahyu Mu'zizat Mohamad, Wahyu Muzizat Mohammad Yusuf Mokoagow, Annisa Mokodompit, Dewi Shintia Muhamad Yusuf Muhammad Yusuf Muhammad Yusuf Mursalin Mursalin Mursalin . Mursalin, Sri Wahyuni Muznawaty Pilobu Naki, Nadrah Pratiwi Niko, Salma Nismawati A Haruna Nova Elysia Ntobuo Nover Tiara Jelita Novita Orab Novita R Gama Novita Toonawu Noviwati Noviwati Nur Azizah Dj. Junus, Nur Nurcahyani Podungge Nurhalisa Sambel Nurhayati Nurhayati Nurhayati Nurhayati Nurhayati Nurinda R. Bakri Nurnina Kunye Nyoman Sriastuti Ois Bokingo Oktavia, Nurlaila Patricia Sasmita Kadir Paulutu, Merlinda Afriyani Perlis Tantalama Pilobu, Muznawaty Polihito, Nurhalima Primayanti, Tria Putri Ainun Mangkarto Putri Pratiwi Abada Rabiasa , Sri Alda Raghel Yunginger Rahim, Nur Ain Rahmatia Rahmatia, Rahmatia Rahmawati Hadju Ramli Ali Ramli R. Ali Ramli R. Ali Rasid Yunus, Rasid Ripo, Delsi Ritin Uloli Ritin Uloli Rum, Junita Angraini Styaning S. Payu, Citron Saleh, Julanita Sambel, Nurhalisa Siti Fatima Siti Marwah S Soeharto Soeharto Sri Alda Rabiasa Sri Astri Suo Sri Dinda Lestari Ismail Sri Maulina Otoluwa Sri Novita Laumarang Sri Susanti Waraga Sridiyanti S. Dunggio Stenly Tampi Stiosarint, Yulantika Sujono, Adelia Putri Suparmin Fathan Supartin Supartin Supartin Supartin, Supartin Supu, Idawati Tirtawaty Abdjul Toonawu, Novita Wahyu Mu'zizat Mohamad Wahyu Muzizat Mohamad Wahyu Mu’zizat Mohamad Wahyuni Nurnaningsih Wirawan Fadly Wiwin Lestari Worang, Kevin Xavier, Felipe Yunus, Ingkawati