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Wahyunengsih, Wahyunengsih
UIN Syarif Hidayatullah Jakarta
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THE INFLUENCE OF REALISTIC MATHEMATICS EDUCATION (RME) ON STUDENT PROBLEM-SOLVING IN BASIC STATISTICS Anisah Zahra Ayu Sardono; Zahra Fauzia; Rini Indriyani; Wahyunengsih
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 4 No. 2 (2025): Juli
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/aljabar.v4i2.2185

Abstract

To enhance students' comprehension of mathematical problem solving, particularly when learning Basic Statistics, this project intends to apply the methodology of Realistic Mathematics Education (RME). This research was conducted quantitatively, with data collected through posttest and pre-test-based experiments. The study results stated that students taught using the RME method showed stronger critical thinking abilities than students taught with the conventional method. In particular, students taught using the RME method showed a discernible grade rise. Based on the questionnaire responses, 80% of students stated that learning by linking mathematics to real life makes learning more effective and enjoyable. As a result, the combined posttest and pretest tests demonstrated here demonstrate the RME approach's beneficial effects. This supports the finding that RME enhances students' comprehension and addresses problems by relating math ideas with real scenarios.
A Survey on Students' Confidence in Reading Physics Research in English Putri, Nabila Trijanuary; Wahyuni, Dini Nur Indah; Wulandhary, Putri; Wahyunengsih, Wahyunengsih
DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 6 No. 4 (2025): Diksi: Jurnal Kajian Pendidikan dan Sosial
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/diksi.v6i4.3436

Abstract

By assessing the reading confidence levels of physics students, this study investigates the primary obstacles influencing their understanding of English-language research publications. A structured questionnaire measuring four aspects of reading confidence scientific vocabulary and terminology, comprehension of research article structure, application of reading strategies, and critical reading and interpretation was used to gather data from 64 physics students using a quantitative descriptive approach. The findings show that students had a moderate level of trust in their ability to understand scientific terminology (M = 3.32–3.34), indicating that comprehension is nevertheless hampered by new technical jargon. Meanwhile, students reported a high level of confidence in identifying research structures, applying reading strategies, and performing critical interpretation (M = 3.4 However, this confidence was not always accompanied by a thorough understanding of scientific material. These results suggest that limited mastery of scientific terminology and the complexity of academic language significantly contribute to students’ reading difficulties. In order to boost discipline-specific vocabulary, enhance students' comprehension of English-language physics research articles, and improve reading skills, this study suggests implementing more focused English for Specific Purposes (ESP) education.
Perceptions of the Importance of English in Physics Teaching Careers: A Survey Sarah, Siti; Maghfirah, Nurul Azri; Wahyunengsih, Wahyunengsih
DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 6 No. 4 (2025): Diksi: Jurnal Kajian Pendidikan dan Sosial
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/diksi.v6i4.3484

Abstract

Since English improves academic communication, facilitates access to worldwide scientific sources, and supports professional development in international contexts, it has become an essential skill in physics education. Finding out how physics instructors and students perceive the importance of English in physics education and professional growth is the aim of this study. Forty-eight physics education students and 27 physics teachers participated in a quantitative survey. A validated survey with 50 Likert-scale items (Cronbach's Alpha = 0.84) was used to gather the results. Statistical methods that were both descriptive and inferential were used. The findings show that both groups had favorable opinions of English's involvement, with physics teachers indicating greater levels of perceived importance (M = 4.38) than students (M = 3.98). Professional communication, career advancement, and access to global scientific information were among the main perceived advantages. However, problems with qualified English language training and institutional assistance continued. The study concludes that, while taking local contexts into consideration, institutional strategies should support English literacy as a critical component of physics education.
Speaking Difficulties in Presenting Physics Experiments: A Survey Study Alviana, Gina; Al Fath, Kilaz Munjin Mu’afi; Wahyunengsih, Wahyunengsih
DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 6 No. 4 (2025): Diksi: Jurnal Kajian Pendidikan dan Sosial
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/diksi.v6i4.3590

Abstract

Speaking difficulties in English-medium physics experiment presentations remain an underexplored issue, as they involve linguistic, psychological, and discipline-specific factors. This study aims to identify the types and levels of speaking difficulties experienced by physics students during experiment presentations. A descriptive quantitative survey design was employed involving 61 respondents, consisting of 56 physics students and five physics teachers or lecturers. Data were collected using a validated questionnaire measuring several domains of speaking difficulty, including pronunciation, fluency and delivery, vocabulary and grammar, interaction and question-and-answer sessions, and content organisation. The data were analysed using descriptive statistics. The results indicate that pronunciation, fluency, and delivery constitute the most dominant challenges (M = 3.10), followed by interaction and Q&A (M = 3.05) and vocabulary grammar issues (M = 3.04), while content organisation is the least problematic aspect (M = 2.90). Speaking anxiety is at a moderate level (M = 3.20), mainly characterised by physical symptoms and fear of negative evaluation. Furthermore, 87% of respondents reported insufficient oral proficiency despite having conceptual understanding of physics content. These findings highlight the need for structured speaking training in physics courses, particularly focusing on technical vocabulary mastery, guided oral explanations, and simulated Q&A practice to support clearer and more confident scientific communication.
Exploring Translation Challenges in English-to-Indonesian Physics Terminology Ramadani, Fitri Novi; Sabina, Sysy Nur; Wahyunengsih, Wahyunengsih
KUANTUM: Jurnal Pembelajaran dan Sains Fisika Vol 6 No 2 (2025): KUANTUM: Jurnal Pembelajaran dan Sains Fisika (Edisi Desember 2025)
Publisher : Program Studi Pendidikan Fisika STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63976/kuantum.v6i2.1182

Abstract

This study aims to identify and analyse the difficulties encountered by physics education students in translating physics terminology from English to Indonesian. Using a mixed-methods approach, data were collected through questionnaires and interviews involving 147 students from various universities in Indonesia. The obtained results show that the difficulty of scientific translation is expressed mainly in terminology with the least difficulty in the general understandability of sentences written in a scientific text – with the results below terminology (mean 4.17), grammatical structure (mean 4.15), understanding scientific concepts (mean 4.15), and the lack of experience and exposure to English-language physics sources (mean 4.15), with the overall level of difficulty categorized as very high (mean 4.22). One of the most significant indicators influencing scientific translation’s difficulty level is insufficient mastery of conceptual issues and poor study of the practice of transience. From the above, it can be recommended that when preparing a future translation, it is necessary to provide training in situational translation in the scientific field and provide him with greater access to foreign-language scientific literature in the field to streamline scientific translation’s end in the student’s physics education. Future studies can test the effectiveness of context-based scientific translation training and examine other factors (e.g., English proficiency and translation strategies) in a broader population.
SURVEYING STUDENTS’ LEARNING PREFERENCES: MEMORIZING VS UNDERSTANDING CHEMISTRY ENGLISH TERMS Rahma, Keysha; Syava, Nazwa; Wahyunengsih, Wahyunengsih
JURNAL KIMIA SAINTEK DAN PENDIDIKAN Vol. 9 No. 2 (2025): JURNAL KIMIA SAINTEK DAN PENDIDIKAN
Publisher : Program Studi Kimia - Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/kimia.v9i2.6687

Abstract

English words appear everywhere in chemistry classes. They appear in lecture slides, practical notes, lab reports, and the articles students read for assignments. Even so, knowing the words on paper does not mean students feel comfortable using them. Quite a few say they can memorize terms for an exam, but the meaning slips away when they need to explain or apply the terms in actual writing. This led the researcher to examine how chemistry students actually study these terms, whether they mostly memorize definitions or try to understand their meanings and how they are used. Fifty chemistry students took part in an online questionnaire with a five-point Likert response scale. The answers were summarized descriptively to see which learning pattern stood out most. The results show that memorization remains prevalent, especially during exam periods. The highest mean score was 3.76 for “I often memorize chemistry terms without understanding their use.” Understanding concepts, however, seemed more helpful for remembering long-term, with a mean of 3.63. Even more substantial was the impact of repeated exposure to terminology during academic tasks, which reached 3.91. From these numbers, memorization helps for a short time, but the effect fades if the terms are not used again. When students understand a term and later encounter it repeatedly in class activities, the vocabulary tends to stick and feel easier to use naturally, rather than just for passing tests. These findings may contribute to the Development of learning strategies that encourage continuous vocabulary practice, allowing terms to be applied not only in exams, but also in honest academic communication.
A Survey of Reading Requirements in Physics Education Journals for Undergraduate Students Khoerunnisa, Marsa; Nengsih, Nina Widiya; Wahyunengsih
Jurnal Pendidikan dan Ilmu Fisika Vol 5 No 2 (2025): Desember 2025
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jpif.v5i2.43280

Abstract

This study investigates the reading needs and difficulties of Indonesian undergraduate Physics Education students when engaging with English-language physics education journals. Using a descriptive quantitative survey design, data were collected from 52 students through a semi-standardized 40-item Likert questionnaire (1–5) covering eight dimensions: reading purposes, awareness of journal structure, vocabulary and technical terms, comprehension skills, reading strategies, reading difficulties, attitudes and motivation, and institutional support. Content validity was confirmed through expert judgment, and internal consistency was excellent (Cronbach’s alpha = 0.956). Descriptive analysis in Google Sheets showed that students strongly value journal reading for coursework, thesis writing, and professional preparation, and they demonstrate basic familiarity with IMRAD conventions. However, they still experience major barriers in understanding discipline-specific and methodological vocabulary, interpreting multimodal data such as tables, graphs, and diagrams, and navigating Result sections when journal layouts vary. Strategy use also remains limited, as students tend to read linearly and rely on translation tools rather than using abstract-first reading, skimming, or scanning consistently. Although motivation toward journal reading is positive, low confidence in reading without translation indicates that skills development has not matched their academic awareness. The study highlights the need for integrated journal-reading support in Physics Education programs, especially systematic vocabulary enrichment, guided multimodal-reading practice, and flexible strategy training, supported by stronger institutional access to international journals.
A Survey on Chemistry Students’ Ability to Summarize Articles in English Kalila Yasmin; Taufik Aldi Dzamir Rabbani; Wahyunengsih Wahyunengsih
JURNAL PENDIDIKAN BAHASA Vol. 15 No. 4 (2025): JURNAL PENDIDIKAN BAHASA
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpb.v15i4.3927

Abstract

English is widely used as the main language of scientific communication, making the ability to read and summarize English scientific articles essential for chemistry students. However, many students experience difficulties in identifying main ideas, paraphrasing information, and understanding scientific vocabulary. This study aims to investigate chemistry students’ ability to summarize English scientific articles, including the strategies used, the role of vocabulary mastery, and the challenges encountered. An explanatory sequential mixed-methods design was employed. Quantitative data were collected through vocabulary and summarizing tests, while qualitative data were obtained from classroom observations and interviews. The participants were undergraduate chemistry students with varying levels of English proficiency. The results indicate that students showed improvement in vocabulary use and summary writing after participating in multimedia-based English for Science instruction. In addition, bilingual scaffolding helped students better understand scientific texts and increased their confidence in using English. Overall, this study suggests that context-based English for Science instruction can support students’ academic reading and summarizing skills.
English for Physics Laboratory Work: Needs Analysis of Undergraduate Learners Azahra, Khadijah; Aini, Latifa Marwaatul; Wahyunengsih
Impulse: Journal of Research and Innovation in Physics Education Vol. 5 No. 2 (2025): Impulse: Journal of Research and Innovation in Physics Education
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2025.52-06

Abstract

The increasing use of English in laboratory manuals requires Physics Education students to possess adequate language skills in order to carry out practical activities effectively. However, many students still struggle to understand scientific terminology and interpret instructions written in English. Previous studies have also shown a gap between the linguistic demands of laboratory work and students’ actual language proficiency, making needs analysis essential to conduct. This study aims to identify the English language needs of Physics Education students and the linguistic challenges they encounter during laboratory practice. A descriptive survey method was employed through a mixed-method approach involving fifty students at UIN Syarif Hidayatullah Jakarta. Data were collected using an ESP-based questionnaire and semi-structured interviews, then analyzed through descriptive statistics and thematic analysis. The findings indicate that reading is the most needed skill (M = 4.1; 78%), followed by listening (M = 3.9; 75%), speaking (M = 3.8; 72%), and writing (M = 3.7; 70%). Limited mastery of scientific vocabulary emerged as the main obstacle in understanding texts and instructions. Practically, this study contributes by highlighting ESP needs that are specific to the physics laboratory context, which differ from those addressed in general ESP instruction. These findings emphasize the importance of ESP teaching that focuses on technical vocabulary development, comprehension of procedural texts, and listening practices relevant to real laboratory situations.
Students' Lexical Difficulties in Classical Mechanics and Modern Physics Vocabulary: A Survey Analysis Falakh, Athfatullaila; Widana, Sausan Nada; Sidik, Muhamad Raka Arya; Wahyunengsih, Wahyunengsih
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2384

Abstract

Purpose of the study: The aim of this study is to map undergraduate students’ physics vocabulary needs in classical mechanics and modern physics by identifying their levels of familiarity, frequency of use, and perceived difficulty of scientific terms across different physics domains. Methodology: This study employed a descriptive quantitative survey method. The instrument was a researcher-developed structured questionnaire containing physics vocabulary items, validated by expert review. Data were collected online using Google Forms. Responses were measured with a three-point Likert scale and analyzed descriptively using Microsoft Excel software. Main Findings: The results show that students demonstrate high vocabulary recognition in classical mechanics and energy-related terms. Moderate recognition appears in laboratory and academic vocabulary. Low recognition is found in thermodynamics and modern physics terms, especially abstract and theoretical concepts. Overall vocabulary familiarity decreases as conceptual abstraction increases across physics domains. Novelty/Originality of this study: This study introduces a systematic, domain-based mapping of physics vocabulary by integrating familiarity, frequency of use, and perceived difficulty across multiple physics fields. It advances existing research by providing comparative evidence between classical mechanics and modern physics, offering empirical insights that support targeted vocabulary instruction in higher education physics learning.
Co-Authors , Nanda Rizqy Julian Nugraha Abdullah Ali Abrar, Fany Ramadhanty Adillah Zhafira Adinda Alifya Nur Fadhilah Adrian Baihaqi Afifah, Nooraniyah Karima Afniar Risma Nurhidayah Agis Nur Fazhan Sulistira Ahmad Rizki, Ahmad Ahmad Zumaekal Ahmadi, Imam Aini, Latifa Marwaatul Ainun Ilma Ainun Ilma Aisyah Ichsani Maulida Akbar Nicholas Saputra Akmal, Najwa Zakia Al Fath, Kilaz Munjin Mu’afi Alawiyah, Intan Alfayadh, Ahmad Tsaqif Alicia Salsabila Putri Alif Pasha, Kanzha Alifah, Sabrina Alviana, Gina Alvin Faiz Al-Farizi Alya Fauzira Raynadel Alya Fauzira Raynadel Alyssa Naura az Zahra Alyssa Naura az Zahra Amandya, Rafa Dahayu Amelia, Siti Sarah Aminullah, Kamal Ananda Anisa Zhafira Ananda Shavana Aulia Ananda, Raskyansyah Dwiki Andameira, Ravena Andika Putra Pratama Angel Cahya Raudhatul Jannah Angel Cahya Raudhatul Jannah Nanang Anggraeni, Andi Annisa Anggraini, Juniar Dwi Anindah Sipa Lestari Anisa Aulia Anisah Zahra Ayu Sardono Anisqha Maia Putri Annisa Nur Alimah Anugrah, Bintang Aqila, Syifa Anvitariany ardae, rifqi Arini Bunga Firdaus Ariyani, Zulfa Ash-Shidiqi, Muhammad Ihsan Aulia Maharani, Nisa Aulia Rahmah, Nazwa Avita Ayu Permana Sari Avita Ayu Permana Sari Avita Ayu Permana Sari Avita Ayu Permanasari Awaliyah, Syifa Ayu Kamila, Diah Ayu Sardono, Anisah Zahra Azahra, Khadijah Azizah, Dinda Nur Azkia Nabila Azzahra Aisya Rahmi Azzahra, Naila Azzahra, Rabella Baihaqi, Muhammad Wildan Bais, Revly Haiqal Bella Salsa Risnawati Cahyani, Marcella Putri Chaerunisa, Movita Dara Rizkita Amelia Dasa Oktaviani Desyandri Desyandri Deva Nurfajrin Dewi Sekar Arum Didik Murwantono Dien Fitria Nur Ramadhan Dika Shafitri Dika Shafitri Dinda Regina Rahman Dwi Pangga, Muhamad Riyo Elsa Ananta Subagja Erliana, Variza Wamer Erlita Zahrah Eryanti Widya Cahyaningrum Fadhilah Nur Rohmah Fadhilla, Indah Fadilah, Dwi Diah Fahriany, Fahriany Faiza Marsya Nurhariza Faja Faradila Falakh, Athfatullaila Falatena, Anzalna Fandika, Yusran Rabbani Fathin Al-Ghithrif Fatiyah, Nahda Fauzia, Zahra FIRDAUSI NUZULA Firmansyah , Rizza Firna Nahwa Alpirdausi Firna Nahwa Alpirdausi Fitri, Ayu Anzal Fitria Difa Nuzula Fudoil, Haikal Hafbi, Najwa HALIMATUSSA'DIYAH Hamidiyah, Shafa Aulia Hanan Sarah Az-Zahra Hanang Septioyudho Hanifah, Alya Harli Ramadhoni Wicakson Hawari, Ammar Hikmah Khoirunnisa Ibda Sanatin , Niswa Ichsan Nur Ramadhan Imelda Suryati Maulani Indah Listiana Indri Dwi Lestari Indriyani , Rini Intan Tri Utami Iraka, Iwan Irfansyah iwan iraka Jaisy, Ghozi Julia Nurlita Jundi Muhammad Fauzan Kalila Yasmin Kamila, Afina Kamila, Lula Najwa Kanzha Alif Pasha Karida , Mujadilah Putri Kei Hanakasi Kenichi Satria Kaffah Kenichi Satria Kaffah Khairiah, Rhea Khairunisa, Khairunisa Khalda Nisrina Sulistio Khansa Raefa, Nabila Khoerunnisa, Marsa Kurnia Farhanah Kya Dewi Davina Laila Afifah Laily Shodiq , Nur Lathifah, Rukhsah Ana Latifah, Yurni Lestari, Erlina Ayu Lita Ananta Putri M. Bilal Abiyoso Maghfirah, Nurul Azri Maghfy Rayramadhan Husny Mahmudah Widya Damayanti Mahrani, Kaylifa Hasna Majid, Aidil Firman Majid, Zinadine Zidan Malika Hasana Sausan Malika Hasana Sausan Marcella Putri Cahyani Marissa Zefrina Mariyatul Qibtiyah Maula, Nabila Kamilatul Maulia, Rika Mayang Cahya Kamila Meilandini, Safira Melia Santi Miftakhul Jannah Moh. Fauzan Mohammad Al-Habsie Mudzakir, Fuad Mudzalifah, Najwa Muflih, Ariq Barruttamam Muhammad Aprizal Muhammad Ilhamudin Muhammad Masduki Muhammad Najib Mauludi Muhammad Rafi Habibie Muhammad Rusydi Azmi Muhammad Sabili Matin Muhammad Sidik Muhammad Sidik Muhammad Syahreza MUHAMMAD TAUFIK MUHAMMAD TAUFIK Nabila nabila elvana Nadira, Alyssa Puri Nadira, Muhammad Hafizh Alfatih Nadzifah, Salsa Layyinun Nahdatul Zahra Naila Amalia Najwa Hafbi najwa malikah Nanda, Riska Nandayana, Yasmin Naura az Zahra, Alyssa Naura az Zahra Nazareni, Rindu Putri Nazwa Aulia Rahmah Nengsih, Nina Widiya Nida Siyadati Albi Nisa Aulia Maharani Nisa, Ainun Niswa Ibda Sanatin Novitasari, Rizqi Tri Nur Aisah Nuraffah Irtiyah Nurazizah Nurazizah Nurazizah, Nurazizah Nurjanah, Arum Nurlela Nurlela Nurramadhani, Nesya Nurul Faizah, Maira Nurzanah, Siti Pitri Noviyanti Popon Siti Wulandari Pratama, Dendi Anugrah Puspa Isya Qoblia Puspitasari , Ananta Diaayu Putri, Nabila Trijanuary Putri, Nabilla Andini Putri, Yesti Putty Anggie Septiani Qanita, Syifa Raden Mohamad Herdian Bhakti Raharja, Sultanul Salim Rahma, Keysha Ramadani, Fitri Novi Ramadani, Reza Ramadanish, Rekhael Ramadhan, Dien Fitria Nur Ramadhani, Amalia Ramadhani, Salsabrina Dwi Ramadhani, Shabrina Nur Ramadonna, Tengku Sri Ramda, Rimaysa Ramdan Wahid Raskyansyah Dwiki Ananda Raudhatul Mumtahanah regina sofya Rekhael Ramadanish Renaldi Rizki Malizar Retno puji Rahayu Rifa Nailah Yusriani Rifa Nailah Yusriani Rini Indriyani Riyani, Nabila Arin Rizki, Zaki Yazidatur Rizky Fadilah Rohmah, Mushlihah Rosdiana . Rosdiana Rosdiana RR. Ella Evrita Hestiandari Rr. Poppy Puspitasari Rustiana, Riska Ru’yat, Syifa Almanda Sabina, Sysy Nur Safinah Nur Aini Salastia Paramita Nurhuda Salsa Nur Haliza Salsabila Barokatu Lana Salsabila salsabila Salsabila, Alisa Salsabila, Laili Najla Salsabilla Aulia Putri Salsabilla, Najwa Inaya Salsabillah, Chalisa Salwa Sabria Ramadhani Sari, Adelia Puspita Satya Dharma, Kandradiansyah Hadis Purwadiman Aditya Tribuana Chandraca Sekarnira Maze Keswari Setyaditama, Muhammad Brilian Shabrina Talitha Andani Shafina Tunnazah Sholehah Shafitri, Dika Shahnaz Sabahunnur Kautsar Shahnaz Sabahunnur Kautsar Shera Amalia Ghaitsa Shera Amalia Ghaitsa Sheyla Aulia Sagita Siah, Uuy Siddik, Ihsan Abdurrahman Sidik, Muhamad Raka Arya Silvia Nida Sandira Silvia Nida Sandira Silvia Nida Sandira Sinta Maharani Siska Anggraeni Siti Aminah Siti Hajar Mauluddina Siti Nur Azella Zaine Siti Nurhaliza Safitri Siti Sarah, Siti Subhi, Ahmad Nurfajri Suci Suci, Suci Sujarwo, Fisilmi Kaffah Sukarni Sukarni Supia, Asnun Syabilah Ramadyni, Noer Syahgita, Najwa Syahla Nur Fitri Syahla Talitha Hapsari Syahra Artika Syava, Nazwa Syifa Awaliyah Syifa. Awaliyah Taufik Aldi Dzamir Rabbani Tegar Pijar Matahari Terra Nurlatipah Tita Agustina Utomo, Wahyudi Eko Putro Valdewa, Satya Wagyina, Ana Wahyudi Eko Putro Utomo Wahyuni, Dini Nur Indah Wiardy, Achmad Widana, Sausan Nada Widya Sandrila Wijayanti, Divani Truna Wulandhary, Putri Yanti, Peby Yasser, Syahrul Mauhub Yeshi Nurmala Ari Anti Yohan Chandra Agustine Zahra Fauzia Zahra Raisya Bawier Zahra, Alfiyyah Aqilah Zahra, Aliya Mumtaz Zahrah Isnaini Zahwa Qoblia Andini Zakariya Pamuji Aminullah Zakariya Pamuji Aminullah Zalda Maulidia Zannuby Al Izzami Zumaekal, Ahmad