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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Kwangsan: Jurnal Teknologi Pendidikan Jurnal Studi Guru dan Pembelajaran Jurnal Eduscience (JES) Didaktika: Jurnal Kependidikan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran JagoMIPA: Jurnal Pendidikan Matematika dan IPA EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Educenter: Jurnal Ilmiah Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Educational Technology Journal Aktual : Jurnal Pengabdian Kepada Masyarakat EDUCENTER JURNAL PENDIDIKAN Jurnal Elementaria Edukasia Akademika Jurnal Teknologi Pendidikan Geosfera Indonesia Indonesian Journal of STEM Education Pedagogy Review Jurnal Ilmu Pendidikan
Fajar Arianto
Department Of Educational Technology, Postgraduate, Universitas Negeri Surabaya, Indonesia
Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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E-Book Interaktif Berbasis Problem Based Learning untuk Meningkatkan HOTS dan Berpikir Kritis Siswa SMP MIPA: SLR Agnes Ike Wicaksari; Andi Mariono; Fajar Arianto
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4671

Abstract

Rendahnya kemampuan bernalar, mengevaluasi informasi, dan memecahkan masalah MIPA pada siswa SMP menunjukkan perlunya inovasi bahan ajar digital yang terarah. Pembelajaran Matematika dan Ilmu Pengetahuan Alam pada jenjang SMP memerlukan bahan ajar digital yang tidak hanya menyajikan informasi, tetapi juga mengaktifkan analisis, evaluasi, dan pemecahan masalah. Penelitian ini bertujuan mensintesis bukti tentang e-book interaktif berbasis Problem Based Learning untuk meningkatkan higher order thinking skills dan berpikir kritis siswa SMP dalam pembelajaran MIPA. Penelitian menggunakan systematic literature review dengan pelaporan mengacu pada PRISMA 2020. Penelusuran dilakukan pada artikel terbit tahun 2017 sampai 2025 melalui portal jurnal, Garuda, DOAJ, dan penelusuran DOI menggunakan kombinasi kata kunci e-book interaktif, e-module, Problem Based Learning, higher order thinking skills, critical thinking, science, mathematics, dan junior high school. Sebanyak 62 rekaman teridentifikasi, 45 rekaman disaring setelah penghapusan duplikasi, 21 artikel ditelaah penuh, dan 16 studi dianalisis secara naratif. Hasil sintesis menunjukkan bahwa integrasi e-book atau media digital interaktif dengan tahapan Problem Based Learning konsisten mendukung peningkatan berpikir kritis, HOTS, literasi sains, dan aktivitas pemecahan masalah. Keunikan penelitian ini terletak pada pemetaan terpadu antara fitur media, sintaks Problem Based Learning, luaran HOTS, berpikir kritis, dan konteks MIPA SMP. Disimpulkan bahwa e-book interaktif berbasis Problem Based Learning relevan untuk pembelajaran MIPA SMP, namun penelitian lanjutan perlu memperkuat desain eksperimen dan memperluas implementasi pada materi Matematika.
Pengaruh Project Based Learning dengan Pendekatan Science, Enviroment, Technology and Society (SETS) Terhadap Keterampilan Berpikir Kreatif Siswa SMK Heni Hamdiyah; Bachtiar Sjaiful Bachri; Fajar Arianto
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4784

Abstract

Masalah dalam penelitian ini yaitu strategi pembelajaran yang tidak mempertimbangkan karakteristik materi dan peserta didik menyebabkan rendahnya kemampuan berpikir kreatif siswa. Penelitian ini ini bertujuan untuk mengevaluasi dampak penerapan model pembelajaran project based learning yang diintegrasikan dengan pendekatan Science, Enviroment, Technology and Society (SETS) terhadap kemampuan berpikir kreatif siswa SMK pada tahun ajaran 2023/2024. Penelitian ini mengadopsi desain eksperimental semu (Quasi Experimental Design) dengan menggunakan The Matching-Only Posttest-Only Control Group Design. Penelitian dilaksanakan di SMK N 1 Sidayu Gresik, melibatkan dua kelas XI APHPi sebagai sampel. Kelas XI APHPi 2 berfungsi sebagai kelompok eksperimen yang menerapkan model project based learning dengan pendekatan SETS, sementara kelas XI APHPi 1 bertindak sebagai kelompok kontrol yang hanya menerapkan model project based learning. Setiap kelas terdiri dari 30 siswa. Analisis data meliputi uji prasyarat (normalitas dan homogenitas) serta uji hipotesis menggunakan uji-t. Hasil penelitian mengungkapkan bahwa penggunaan model project based learning dengan pendekatan SETS memberikan pengaruh signifikan terhadap kemampuan berpikir kreatif siswa dalam konteks materi olahan produk diversifikasi hasil perikanan. Hal ini dibuktikan dengan hasil uji-t yang menunjukkan nilai signifikansi 0,00 < 0,05. Kelompok eksperimen menunjukkan tingkat kemampuan berpikir kreatif yang lebih tinggi dibandingkan kelompok kontrol, dengan rata-rata skor 88,87 berbanding 80,18. Berdasarkan temuan ini, dapat disimpulkan bahwa model project based learning dengan pendekatan SETS merupakan alternatif yang efektif bagi pendidik untuk mengembangkan keterampilan berpikir kreatif pada siswa Sekolah Menengah Kejuruan.
Pengaruh Model Learning Cycel 7e terhadap Kemandirian Belajar pada Pembelajaran IPA Siswa Kelas VIII SMPN 1 Unter Iwes Sumbawa Besar Ainurrahmi Ainurrahmi; Fajar Arianto; Citra Fitri Kholidya
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 1 (2026): Januari - April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.1.2026.7944

Abstract

Urgensi penelitian ini yaitu  bagi siswa untuk dapat belajar secara mandiri, karena hal ini dapat meningkatkan kepercayaan diri dan mempermudah pemahaman materi pembelajaran, sehingga membantu mereka mengembangkan karakter yang lebih baik. Tujuan penelitian ini adalah untuk mengetahui pengaruh model siklus pembelajaran 7e terhadap kemandirian belajar siswa dalam mata pelajaran IPA kelas VIII. Jenis penelitian ini adalah quasi-eksperimental. Subjek penelitian yang ditargetkan dalam penelitian ini adalah siswa kelas VIII di SMPN 1 Unter Iwes Sumbawa Besar, yang terdiri dari 2 kelas dengan total 60 siswa, yaitu kelas eksperimen dan kelas kontrol. Teknik pengumpulan data yang digunakan adalah kuesioner, observasi, dan dokumentasi. Kuesioner menggunakan skala Likert dengan indikator kemandirian belajar, yaitu inisiatif belajar, tanggung jawab terhadap tugas, kepercayaan diri dalam belajar, kemampuan mengatur waktu belajar, dan kemampuan mengambil keputusan secara mandiri dalam proses belajar. Kedua kelas diberi pretest-posttest. Data yang diperoleh dianalisis menggunakan statistik deskriptif dan inferensial. Statistik deskriptif digunakan untuk menggambarkan nilai rata-rata, simpangan baku, nilai maksimum, dan nilai minimum kemandirian belajar siswa. Selanjutnya, sebelum melakukan uji hipotesis (uji-t), data terlebih dahulu diuji melalui uji prasyarat analisis, yaitu uji normalitas dan uji homogenitas. Berdasarkan hasil Uji Sampel Independen, ditemukan bahwa kemandirian belajar siswa memperoleh nilai signifikansi 0,342 > 0,05, sehingga dapat disimpulkan bahwa model siklus pembelajaran 7e tidak berpengaruh signifikan terhadap kemandirian belajar siswa kelas VIII IPA di SMP Negeri 1 Unter Iwes, Kabupaten Sumbawa. Hal ini karena siswa terbiasa mengandalkan informasi atau arahan dari guru karena model pembelajaran yang sering digunakan adalah berpusat pada guru.
DEEP DIGITAL LEARNING (DDL) MODEL EFFECT ON HIGHER EDUCATION CRITICAL THINKING AND PROBLEM-SOLVING SKILLS: A QUASI-EXPERIMENTAL STUDY Fajar Arianto; Alim Sumarno; Hari Sugiharto Setyaedhi; Fahlulia Rahma Shofiana; Muhammad Hanif
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8272

Abstract

Purpose – This study investigates the effectiveness of the Deep Digital Learning (DDL) model to address the failure of conventional digital learning to foster Higher-Order Thinking Skills (HOTS). Unlike prior fragmented approaches, the model proposes a novel conceptual synthesis of personalization, collaboration, authentic problem-based learning, and data-driven feedback to enhance critical thinking and problem-solving.Methodology – This quasi-experimental design employed 70 students from the Educational Technology study program. The experimental group (n = 35) used the DDL intervention via the SIDIA Learning Management System (LMS). In contrast, the control group (n = 35) used Conventional Digital Learning (CDL) as a non-equivalent control for seven weeks. Data were collected using validated rubrics for Critical Thinking (CT) and Problem-Solving (PS) skills tests, which were analyzed using Analysis of Variance (ANOVA).Findings – The ANOVA results statistically showed that the DDL group achieved significantly higher post-test scores for both Critical Thinking skills (F(1, 68) = 169.30, p < 0.001) and Problem-Solving skills (F(1, 68) = 140.65, p < 0.001). The mean difference confirmed the superiority of the experimental class in both skills (3.35 points for CT and 3.37 points for PS). This confirms DDL is more effective than CDL in enhancing students’ HOTS.Contribution – Beyond statistical significance, this study positions DDL as a strategic instructional blueprint in advancing HOTS. It provides Higher Education with a proven framework to strengthen digital transformation, ensuring the achievement of Outcome-Based Education (OBE) and 21st-century skills.
Kajian Problem Based Blended Learning sebagai Bentuk Implementasi Kurikulum Merdeka Fahmi Yahya; Fajar Arianto
Indonesian Journal of STEM Education Vol. 4 No. 2 (2022): Edisi Juli-Desember 2022
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v4i2.1997

Abstract

The learning process in the Merdeka Campus curriculum is one of the manifestations of student-centered learning, which is essential. In this curriculum, educators are given the freedom to implement more interactive and collaborative learning, as well as to use a variety of learning resources. The learning process in the Merdeka curriculum can be more flexible, not only face-to-face in the classroom, but also online through e-learning. This study was conducted to discuss learning reviews in accordance with the Merdeka curriculum from various theories. It then describes how problem-based learning (PBL) is integrated into blended learning in higher education, which is referred to as problem-based blended learning (PB2L). The results of the study show that this model is in line with the demands of the Independent Campus curriculum. PB2L combines face-to-face learning with online learning (synchronous and asynchronous) based on problems. This model can develop students' independence in seeking and discovering knowledge through reality and field dynamics, using real problems, utilizing technology, requiring social interaction, collaboration, and self-management to achieve learning outcomes.
The Effect of Integrating Problem-Based Learning with Interactive Multimedia on Students’ Communication Skills in Pancasila Education Fofi Fana; Andi Kristanto; Fajar Arianto; Shahrin bin Hashim
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp147-157

Abstract

Effective communication skills are essential competencies in 21st-century learning; however, students often demonstrate limited ability to express ideas, engage in discussions, and respond appropriately in classroom interactions. This issue highlights the need for innovative instructional approaches that actively involve students in meaningful learning processes. Therefore, this study aims to examine the effect of implementing the Problem-Based Learning (PBL) model supported by interactive multimedia on students’ communication skills. This study employed a quasi-experimental nonequivalent control group design. The participants consisted of 64 eleventh-grade students at SMA Negeri 9 Surabaya, divided into an experimental group (n = 32) and a control group (n = 32), selected through convenience sampling. Data were collected using a communication skills performance test administered as a pretest and posttest. The instrument was validated by experts to ensure content validity. Data analysis included normality and homogeneity tests, followed by an independent samples t-test to examine differences between groups. The results showed that the experimental group achieved a higher mean posttest score (M = 90.63) compared to the control group (M = 81.09). The independent samples t-test yielded a p-value of 0.000 (p 0.05), indicating a statistically significant difference between the two groups. In conclusion, the implementation of PBL supported by interactive multimedia has a significant positive effect on students’ communication skills. This approach promotes active engagement and meaningful learning, making it an effective strategy for improving communication skills in Pancasila Education. Keywords: PBL, Interactive Multimedia, Communication Skills
Multimedia Interaktif Berbasis Case Based Learning dalam Pembelajaran Koding untuk Meningkatkan Motivasi dan Berpikir Kritis Siswa SMP: SLR Lusiana Lusiana; Fajar Arianto; Alim Sumarno
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4821

Abstract

Pembelajaran koding pada jenjang SMP semakin relevan karena berkaitan dengan berpikir komputasional, pemecahan masalah, dan literasi digital dalam pembelajaran MIPA. Praktik pembelajaran koding masih sering dipandang sulit, abstrak, dan kurang menarik apabila hanya disampaikan melalui penjelasan konsep serta latihan sintaks. Penelitian ini bertujuan menganalisis kecenderungan penelitian tentang multimedia interaktif berbasis Case Based Learning dalam pembelajaran koding untuk meningkatkan motivasi belajar dan kemampuan berpikir kritis siswa SMP. Metode yang digunakan adalah Systematic Literature Review dengan tahapan identifikasi, penyaringan, kelayakan, dan sintesis artikel berdasarkan pedoman PRISMA. Sumber literatur ditelusuri dari artikel nasional dan internasional periode 2018-2025 dengan kata kunci multimedia interaktif, Case Based Learning, coding, motivasi belajar, berpikir kritis, dan computational thinking. Sebanyak 25 artikel yang memenuhi kriteria inklusi dianalisis secara tematik. Hasil kajian menunjukkan bahwa multimedia interaktif memperkuat perhatian, keterlibatan, umpan balik, dan visualisasi konsep coding, sedangkan Case Based Learning membantu siswa memahami masalah nyata, menyusun algoritma, menguji solusi, dan merefleksikan keputusan. Integrasi keduanya berpotensi meningkatkan motivasi dan berpikir kritis karena siswa tidak hanya menulis kode, tetapi juga menalar kasus, membandingkan alternatif solusi, dan mengevaluasi hasil program. Simpulan artikel ini menegaskan perlunya desain multimedia coding yang kontekstual, bertahap, kolaboratif, dan dilengkapi evaluasi berbasis kinerja.
Implementation of Deep Digital Collaborative Learning to Develop Collaborative Skills in Higher Education: A Systematic Literature Review Fajar Arianto; Alim Sumarno; Favian Avila Syahmi; Anugrah Dwicahyandi Oktavian; Shahrin Bin Hashim
Jurnal Ilmu Pendidikan Vol. 32 No. 2 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i22026p368-381

Abstract

The rapid expansion of digital learning environments in higher education has created new opportunities for developing students’ collaborative skills, but the effectiveness of digital collaboration depends on the quality of interaction, communication, knowledge construction, feedback, and collaborative regulation. This study aims to examine the implementation and contribution of digitally supported collaborative learning to the development of collaborative skills in higher education and to identify key principles that can inform the development of a Deep Digital Collaborative Learning (DDCL) framework. This study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Relevant literature published between 2018 and 2025 was identified through searches of major academic databases and scholarly sources. Following the identification, screening, eligibility, and quality-assessment processes, 25 empirical studies were included in the final synthesis. The findings indicate that digitally supported collaborative learning can strengthen students’ collaborative skills through structured interaction, communication and responsibility sharing, collaborative knowledge construction, peer feedback, reflection, co-regulation, and collaborative problem solving. The synthesis also shows that the effectiveness of digital collaboration is influenced by the design of collaborative activities, the quality of digital interaction, students’ readiness and digital literacy, feedback mechanisms, group climate, and opportunities for meaningful participation. Cross-cultural and international digital collaboration further demonstrates the potential of digital environments to develop interpersonal and intercultural competencies. Based on the synthesized evidence, digital collaborative learning should not be viewed merely as the use of digital platforms for group activities but as a structured learning process that integrates authentic collaboration, continuous interaction, feedback, reflection, and shared knowledge construction. These findings provide an evidence-based foundation for the development of the DDCL framework to support collaborative skills development in higher education.
PENGEMBANGAN “AIDERA” ARTIFICIAL INTELLIGENCE FOR DIGITAL EDUCATION & RESEARCH ADVANCEMENT: WEBSITE BERBASIS LARGE LANGUAGE MODEL UNTUK OTOMASI MODUL AJAR KURIKULUM MERDEKA Faiq Maharan Rahmatullah; Mustaji Mustaji; Fajar Arianto; Hari Sugiharto Setyaedhi; Rizki Fitri Rahima Uula
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i4.16210

Abstract

ABSTRACT The complexity of preparing Merdeka Curriculum teaching modules and prompting constraints in generative artificial intelligence systems provided the background for designing the AIDERA (Artificial Intelligence for Digital Education and Research Advancement) website. This study aimed to evaluate the validity and practicality of the AIDERA application as an AI-assisted tool for preparing Merdeka Curriculum teaching modules relevant to educators' needs. Employing a Research and Development approach framed within the ADDIE model, this development evaluated a zero-prompt interaction mechanism based on parametric forms. Evaluation involved three domain experts and 23 teachers from SMK IPIEMS Surabaya. Data were collected using 1–5 Likert scale questionnaires supplemented with open-ended qualitative feedback fields to gather in-depth suggestions for improvement. Descriptive percentage analysis revealed an expert validation score of 96.67% (highly valid) and user practicality reaching 82.87% (highly practical). Document preparation time efficiency received the highest rating (87.83%), whereas operational independence and usability recorded the lowest achievement (79.13%). Qualitative findings highlighted several technical issues and system refinement notes, including the need for integrative tutorials, optimization of mathematical notation representation, improved responsiveness during simultaneous access, and content template flexibility. Although AIDERA demonstrates strong potential as a supporting tool for module preparation, objective evaluation regarding its impact on learning effectiveness still requires broader further testing. ABSTRAK Kompleksitas penyusunan modul ajar Kurikulum Merdeka serta hambatan prompting pada sistem generative artificial intelligence melatarbelakangi perancangan website AIDERA (Artificial Intelligence for Digital Education and Research Advancement). Penelitian ini bertujuan menguji kelayakan dan kepraktisan aplikasi AIDERA sebagai instrumen berbantuan AI dalam penyusunan modul ajar Kurikulum Merdeka yang relevan dengan kebutuhan pendidik. Melalui pendekatan Research and Development berkerangka model ADDIE, pengembangan ini menguji interaksi zero-prompt berbasis formulir parameterik. Evaluasi melibatkan tiga validator kepakaran serta 23 guru SMK IPIEMS Surabaya. Pengumpulan data menggunakan angket skala Likert 1–5 yang dilengkapi kolom tanggapan kualitatif terbuka untuk menjaring saran perbaikan secara mendalam. Analisis deskriptif persentase mencatat skor kelayakan ahli sebesar 96,67% (sangat layak) dan kepraktisan pengguna mencapai 82,87% (sangat praktis). Efisiensi waktu penyusunan dokumen menjadi indikator dengan apresiasi tertinggi (87,83%), sedangkan kemandirian operasional dan usability memperoleh capaian terendah (79,13%). Temuan kualitatif mengungkapkan sejumlah kendala teknis dan catatan perbaikan sistem, meliputi kebutuhan tutorial integratif, optimasi representasi notasi matematika, peningkatan responsivitas saat akses bersamaan, serta fleksibilitas templat konten. Meskipun AIDERA terbukti berpotensi kuat sebagai alat bantu penyusunan modul, evaluasi objektif mengenai dampak efektivitas pembelajaran masih memerlukan pengujian lanjutan berlaykup lebih luas.
Psychometric Validation and Profile Analysis of High School Students' Scientific Attitude: A Confirmatory Factor Analysis (CFA) Intan Fatmawati; Mustaji; Fajar Arianto; Moch Ali Rokhib; Innal Mafudi
Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Vol. 12 No. 2 (2026)
Publisher : UNIVERISTAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jpfk.v12i2.24908

Abstract

This study aims to conduct a cross-cultural adaptation and evaluate the psychometric properties of the Scientific Attitude Scale to measure the multidimensional scientific attitude profile of high school students in Indonesia. The study employed a quantitative survey design with 374 participants from East Java and Riau. Content validity was assessed by five experts using Aiken’s V Index. Construct validity was evaluated through Confirmatory Factor Analysis (CFA) using the Diagonally Weighted Least Squares (DWLS) estimator in R Studio software. Reliability was measured using Composite Reliability (CR) and Average Variance Extracted (AVE). The results confirmed excellent content validity for all 39 items, with Aiken’s V scores of ≥ 0.87. The CFA results eliminated two items, P17 and P37, due to psychometric anomalies, resulting in a final model of 37 items with marginal fit: Scaled CFI = 0.889, TLI = 0.880, RMSEA = 0.084, and SRMR = 0.089. The instrument demonstrated strong overall internal consistency (CR = 0.942); four of the five dimensions met the CR threshold, whereas the Rationality dimension fell below it (CR = 0.540). Profile analysis suggested an epistemic gap among students: they scored high on affective dimensions such as Confidence in Scientific Method (4.12) and Curiosity (3.78), but scored in the moderate range on cognitive reasoning dimensions, namely Rationality (2.95) and Aversion to Superstition (3.25); the Rationality result should be interpreted with caution. The 37-item adapted version of the Scientific Attitude Scale can be considered valid and reliable overall for the Indonesian context, with the Rationality dimension requiring further refinement.
Co-Authors Agnes Ike Wicaksari Ainurrahmi Ainurrahmi Alfi Fatimatus Safitri Alim Sumarno Alim Sumarno Andi Kristanto Andi Mariono Anugrah Dwicahyandi Oktavian Anugrah Dwicahyandi Oktavian Ariesa Restianti Binawati Asyifa’un Nufus Avinda Zakcy Ramadhan Ayun Rahayu Lestariningsih Bachtiar S Bachri Bachtiar Sjaiful Bachri Citra Fitri Kholidya Dedi Andrianto Deni Mustopa Fahlulia Rahma Shofiana Fahmi Yahya Faiq Maharan Rahmatullah Favian Avila Syahmi Felisia Ferra Ristanti Fofi Fana Hari Sugiharto Setyaedhi Heni Hamdiyah Hisyam Hisyam Innal Mafudi Intan Fatmawati Khusnul Khotimah Lamijan Hadi Susarno Lamijan Hadi Susarno Lina Hasnawati Luluk Imasnuna Lusiana Lusiana Mitra Nata Rahayu Moch Ali Rokhib Mochamad Nursalim Muhammad Hanif Mustaji Mustaji Mustaji Nela Akmalia Nur Ainiyah Rini Trisno Wulan Tantri Ristanto Ristanto Rizki Fitri Rahima Uula Roby Zulkarnain Noer Rochmatul Khikmiyah Rusijono Rusijono Shahrin Bin Hashim Shahrin Bin Hashim Siti Masitoh Utari Dewi Waode Hamsia, Waode Yatim Riyanto Yuda Sakti Susena Zoimatul Fitria