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Wahyunengsih, Wahyunengsih
UIN Syarif Hidayatullah Jakarta
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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.
Surveying the Obstacles to Effective English Communication in Physics Tutorials Khairiah, Rhea; Wiardy, Achmad; 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.v6i4.2452

Abstract

Purpose of the study: This study aims to describe how English is used to support communication during physics tutorial activities and to analyze the linguistic, psychological, and environmental factors that hinder effective communication among students during English-medium physics tutorials. Methodology: This study used a descriptive survey design involving 50 physics students. Data were collected through a 50-item Likert-scale questionnaire developed based on theoretical frameworks in language learning and science education. All responses were processed using descriptive statistical techniques in Microsoft Excel to identify dominant linguistic, psychological, and environmental communication barriers. Main Findings: The results of the study show that psychological barriers, especially anxiety when speaking, fear of making mistakes, and lack of confidence, are the biggest obstacles in the communication process. In addition, there are also linguistic challenges, such as limited technical vocabulary and difficulty in accurately formulating scientific expressions. Environmental factors, including the speed of delivery and lack of language support, further exacerbate these communication difficulties. Novelty/Originality of this study: This study conducts an in-depth analysis of communication barriers in physics tutorial activities, a context that has been previously under-discussed in the literature. By integrating linguistic, psychological, and environmental perspectives, this study presents new empirical findings that can enrich more inclusive pedagogical practices and support the development of science learning strategies that use English as the medium.
Comparison of the Effectiveness of Quizizz and Quizlet in Evaluating Social Studies Learning in Junior High Schools Majid, Zinadine Zidan; Setyaditama, Muhammad Brilian; Wahyunengsih, Wahyunengsih
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.1148

Abstract

This study explores the comparative effectiveness of Quizizz and Quizlet in evaluating social studies learning among junior high school students. Using responses from four educators who assessed both platforms across 15 indicators each, the results reveal that both tools are highly effective in enhancing the learning process. Quizizz slightly outperformed Quizlet in average score, suggesting a marginal preference likely influenced by its interactive design and real-time feedback. Meanwhile, Quizlet showed strong utility in supporting independent learning through its flashcard-based format. Despite the small sample size, the findings indicate that both digital platforms are well-suited to support classroom assessment strategies and foster student engagement. The close performance of both tools highlights their complementary value, providing educators with flexible options to enhance the assessment experience. Further exploration is encouraged to validate these outcomes across broader contexts.
Application of TED-Ed Video Learning Application in IPS Learning in Senior High School Mudzakir, Fuad; Ash-Shidiqi, Muhammad Ihsan; Wahyunengsih, Wahyunengsih
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.1307

Abstract

This study aims to explore the implementation of TED-Ed video-based learning in Social Studies (IPS) education at the senior high school level. Employing a qualitative approach with document analysis, this research examined various instructional artifacts such as lesson plans, instructional videos, and student assignments. The findings indicate that integrating TED-Ed videos significantly enhances students’ cognitive and affective engagement, particularly in understanding abstract social concepts such as democracy, globalization, and social justice. TED-Ed's structured narrative and engaging visuals were found to improve conceptual understanding, foster classroom participation, and enrich students’ written reflections. These findings align with the cognitive theory of multimedia learning and Vygotsky's social constructivist theory, emphasizing the effectiveness of multimodal and interactive learning experiences. However, the study also reveals that the success of TED-Ed implementation is highly dependent on teachers' digital literacy and their ability to contextualize video content within the national curriculum. A lack of professional training and unequal access to digital infrastructure remain key challenges in optimizing the platform's educational potential. Overall, TED-Ed has proven to be more than a supplementary visual aid—it is a transformative educational resource that supports student-centered learning and digital literacy in alignment with 21st-century educational demands.
Perspective of Social Studies Educator Students on The Use of Digital Maps And Google Earth (Geographic Information System) Gis in Remote Sensing Course Suci, Suci; Puspitasari , Ananta Diaayu; Firmansyah , Rizza; Wahyunengsih, Wahyunengsih
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.1420

Abstract

This research aims to analyze the application of Google Earth and digital maps in remote sensing learning and evaluate its strengths and challenges from a student's perspective. Although students generally show a positive attitude towards digital technology, obstacles such as inadequate infrastructure, less interactive learning methods, and low GIS literacy persist. Using a quantitative method, a descriptive statistics of 26 students in the sixth semester of geography concentration was analyzed descriptively using Microsoft Excel. The results showed that students' perception of the use of Google Earth was in an outstanding category (mean = 4.29), particularly in the affective aspect, which reflected high interest and enthusiasm for Google Earth. However, the technology and accessibility aspects obtained the lowest score (mean = 3,968), indicating that there are still infrastructure barriers and limited access to technology. Therefore, it is necessary to develop a learning model based on constructivist theory, supported by technological approaches and improving spatial intelligence, as well as encouraging a more inclusive education policy and continuous training for students so that somebody can optimize the use of geospatial media such as Google Earth can be optimized in improving students' spatial literacy and problem-solving skills. Keywords: Google Earth, GIS, Remote Sensing, Spatial Literacy, Educational Technology
Chemistry Students’ Views on the Importance of English for Learning Sujarwo, Fisilmi Kaffah; Wahyunengsih; Qanita, Syifa
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1011

Abstract

This study investigated 44 undergraduate chemistry students' perceptions of English for Specific Purposes (ESP) within their academic curriculum. ESP is considered vital for equipping students to comprehend complex scientific literature, write detailed laboratory reports, and engage with all chemistry-related academic materials. The research utilized a quantitative methodology, employing a structured questionnaire. Descriptive statistics analyzed student responses to pinpoint their learning priorities. Findings strongly indicate that students place a high value on ESP, particularly emphasizing the importance of reading comprehension and scientific writing skills. These skills directly correlate with their ability to grasp intricate chemical concepts and produce high-quality documentation. However, the study also revealed significant challenges, including a limited scientific vocabulary, difficulties mastering academic writing conventions, and a noticeable lack of confidence in speaking English in professional contexts. These obstacles underscore a pressing need for the development and implementation of more contextualized ESP instruction that leverages authentic, real-world materials relevant to chemistry. In summary, the results stress the imperative of designing comprehensive ESP programs that seamlessly integrate focused language skill development with core scientific learning objectives.
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 Akbar Nicholas Saputra Akmal, Najwa Zakia Al Fath, Kilaz Munjin Mu’afi Alawiyah, Intan Alfayadh, Ahmad Tsaqif Alhadid, Muhamad Dhani 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 Amalia Ghaitsa, Shera 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 Berutu, Atirmizi Novarli 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 Maulida, Aisyah Ichsani 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 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 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 Salwa Sabria Ramadhani Sari, Adelia Puspita 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 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