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All Journal Jurnal Ilmu Manajemen (JIM) Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Alignment: Journal of Administration and Educational Management Journal on Education Jurnal Studi Guru dan Pembelajaran Mudir : Jurnal Manajemen Pendidikan Jurnal Ilmiah Profesi Pendidikan Didaktika: Jurnal Kependidikan Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Journal of English Language and Education COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Edu Learning : Journal of Education and Learning Journal of General Education and Humanities Transformasi: Journal of Economics and Business Management Bulletin of Educational Management and Innovation Kelola: Jurnal Manajemen Pendidikan Jurnal Konseling Pendidikan Islam Cendikia Pendidikan Jurnal Penelitian Pendidikan Indonesia (JPPI) EDUJAVARE: International Journal of Educational Research Tamilis Synex: Multidimensional Collaboration (JUPI) Jurnal Pendidikan Indonesia Jurnal Manajemen Pendidikan Islam Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Syunu Trihantoyo
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Critical Leadership to Overcome Organizational Inertia and Drive Innovation in High-Performance Organizations Jaya Roza Azzukhrufi; Fitriana Fitriana; Nunuk Hariyati; Syunu Trihantoyo; Muhammad Ahyat
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.321

Abstract

This study aims to explore leadership strategies to address the paradox of success in high-performing educational institutions, where past achievements often create strategic and cognitive inertia that hinders future adaptation. Using a Systematic Literature Review (SLR) methodology, 48 recent articles (2021–2025) from reputable databases such as Scopus and Google Scholar were synthesized. The analysis reveals that inertia in high-performing organizations manifests as an invisible cage and status quo bias, preventing innovation and adaptation. The study identifies Critical Leadership as a key mechanism to overcome this inertia through executive curiosity, digital emancipation, and interim leadership. Furthermore, Maintenance Innovation is conceptualized as a dynamic capability carried out by agile teams, enabling organizations to adapt and innovate continuously. The contribution of this study lies in its systematic synthesis of research on critical leadership, organizational inertia, and maintenance innovation in educational settings, providing a unified framework for overcoming challenges in high-performing schools. The novelty of this research lies in redefining Maintenance Innovation as a dynamic process that sustains performance amid technological disruptions, in contrast to traditional views of innovation as routine. Additionally, the study introduces Critical Leadership as a transformative, disruptive force that shifts leadership roles from merely maintaining quality to fostering productive dissatisfaction to stimulate innovation. This research offers valuable insights for educational leaders and policymakers on how to manage change and innovation while maintaining quality. However, further empirical research using quantitative and mixed-methods approaches is needed to validate these findings and assess their application across diverse educational contexts.
Teacher Professionalism: Effects of AI Literacy, Coaching, and Motivation in Islamic Schools Noor Lailie; Kaniati Amalia; Mohammad Syahidul Haq; Amrozi Khamidi; Syunu Trihantoyo; Andi Kristanto
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.143

Abstract

Background: The rapid transformation of education in the Society 5.0 era requires teachers to integrate Artificial Intelligence (AI) into pedagogical practices while maintaining professional and ethical standards. In Mojokerto’s Integrated Islamic Elementary Schools (SDIT), teachers face challenges such as digital anxiety, administrative burdens, and limited managerial support, which hinder their ability to adapt to AI-driven learning environments. Purpose: This study investigates the influence of AI literacy, coaching, and work motivation on teacher professionalism in SDIT schools across Mojokerto, both individually and collectively Method: Employing a quantitative causal design, the research involved 114 SDIT teachers selected through total sampling. Data were collected using validated Likert-scale questionnaires and analyzed with multiple linear regression via SPSS, supported by classical assumption tests to ensure model reliability. Findings: Results demonstrate that AI literacy, coaching, and work motivation significantly and simultaneously affect teacher professionalism (F-value = 28.452; Sig < 0.001). Among these, work motivation emerged as the most dominant predictor. The findings underscore the necessity of a holistic approach that combines technological proficiency, managerial empowerment through coaching, and psychological reinforcement via motivation to enhance teacher professionalism in Islamic elementary education.
Professional Competence of Business and Tourism Vocational School Teachers: The Effectiveness of Online Training and the Success of Industrial Internships with Achievement Motivation Mediation Rifky Kurniawan; Amrozi Khamidi; Karwanto Karwanto; Mochamad Nursalim; Syunu Trihantoyo; Mohammad Syahidul Haq
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2360

Abstract

This study aims to determine the direct and indirect influence of the effectiveness of online training, the success of industrial internships, the motivation for achievement and the professional competence of vocational school teachers in the field of business and tourism. This study uses a quantitative approach with a constellation model. The sample in this study was 161 teachers using the proportionate stratified random sampling technique. The data collection technique is in the form of a questionnaire using the Likert scale. The test of the requirements of the research analysis used the normality test, the linearity test, the multicollinearity test and the heterokedasticity test. The data analysis technique in this study uses path analysis. The results of the data analysis are as follows: 1) The effectiveness of online training has a direct effect on the professional competence of teachers by 0.159 (15.9%) with a t count of 2,282 1,975. 2) The success of industrial internships has a direct effect on the professional competence of teachers by 0.269 (26.9%) with a t count of 4.034 1.975. 3) Motivation for achievement has a direct effect on the teacher's professional competence of 0.489 (48.9%) with a t calculation of 7.370 1.975. 4) The effectiveness of online training had a direct effect on achievement motivation of 0.448 (44.8%) with a t count of 5.941 1.975. 5) The success of industrial internships has a direct effect on achievement motivation of 0.338 (33.8%) with a t count of 4.474 1.975. 6) The effectiveness of online training has an indirect effect on teachers' professional competence through achievement motivation of 0.2190 (21.90%) with a sobel test value of 4.62 1.96). 7) The success of industrial internships has an indirect effect on teachers' professional competence through achievement motivation of 0.1652 (16.52%) with a sobel test score of 3.84 1.96.
Management of Education Quality Assurance at Roudlotun Nasyiin High School in Mojokerto Amrozi Khamidi; Syunu Trihantoyo; Muhamad Sholeh; Mufarrihul Hazin
Tamilis Synex: Multidimensional Collaboration Vol. 2 No. 02 (2024): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.v2i01.342

Abstract

Implementation of the education quality assurance system at the secondary level is needed to create a good quality culture and improve the achievement of guaranteed fulfillment of standards in educational units. The achievement of quality assurance is based on the principles, objectives, indicators, strategies and factors that affect the quality itself. By using the principal interview technique, researchers conducted research to find out the existing school quality assurance system at Roudlotun Nasyiin High School in Mojokerto such as (1) the scope of quality assurance, (2) quality assurance stages, (3) influencing factors, (4) obstacles and efforts to implement the quality assurance system. The implementation of the education quality assurance system at Roudlotun Nasyiin High School in Mojokerto has been categorized as good because its implementation is adjusted to existing educational procedures and standardization. The stages of implementing the quality assurance system include planning, implementation, evaluation, assessment, corrective action and development. Factors that can affect the achievement of quality include: curriculum, learning media, human resources, and learning systems. The obstacles in quality management at Roudlotun Nasyiin High School in Mojokerto are the lack of appreciation of the school community for the quality and productivity of quality management. Schools improve school quality and make changes in the application of quality management principles in learning.
Evaluation of Participatory Leadership, Organizational Commitment, Organizational Culture on Teacher Retention Interest Nela Budi Astuti; Syunu Trihantoyo; Ayu Wulandari
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1202

Abstract

Teacher retention is a strategic issue in educational human resource management because it affects the stability of school organizations and the sustainability of learning quality. Low teacher retention rates are often influenced by internal organizational factors, such as leadership style, level of organizational commitment, and the work culture that develops in the school environment. This study aims to determine how a leadership approach centred on participation, dedication to the institution, and values established by the institution influences a teacher's desire to continue working there. This study adopted a qualitative methodology through a descriptive framework, gathering information through comprehensive conversations with teachers who were specifically selected for their insights, reinforced by several observations and document review. Data analysis was conducted using a methodology that focused on condensing information, presenting relevant findings, and formulating conclusions using inductive reasoning. The results of the study indicate that participatory leadership can increase teacher retention interest through active involvement in decision-making and open communication. Organizational commitment acts as an internal reinforcement that encourages teachers to remain in their positions due to their emotional attachment and sense of responsibility towards the institution. In addition, a positive and supportive organizational culture creates a comfortable and meaningful work environment that strengthens teachers' desire to continue serving. This study enriches the theoretical framework of educational management studies and suggests practical steps that school administrators can take to create leadership and organizational management approaches that focus on maintaining a stable teaching staff over time
Management Information Systems and the Efficiency of Elementary School Administration: A Literature Review Based on Evidence-Based Research on Integrated Systems Ramadhan Maruta Pradana; Devi Purnamasari Sasongko; Esa Mariya Puspitasari; Yurika Fauzia Wardhani; Andi Kristanto; Syunu Trihantoyo
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 35 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v35i12026p87-99

Abstract

Abstract: This study presents a systematic literature review examining the effectiveness of Management Information Systems (MIS) in improving the efficiency and accountability of elementary school management. The review followed the PRISMA 2020 guidelines. A structured search across Scopus, Web of Science, IEEE Xplore, ScienceDirect, and Google Scholar identified 186 records. After duplicate removal, screening, and eligibility assessment, 24 empirical studies published between 2015 and 2025 were included. The findings indicate that MIS implementation consistently enhances administrative efficiency, improves data accuracy, accelerates reporting processes, and strengthens managerial accountability. Integrated MIS platforms were associated with streamlined workflows, reduced documentation redundancy, and improved institutional transparency. However, the effectiveness of MIS adoption remains influenced by system integration, technological infrastructure, digital literacy, leadership support, and organisational readiness. Persistent barriers include limited internet connectivity, inadequate hardware, user competency gaps, and resistance to technological change. Overall, MIS functions as a strategic enabler of evidence-based governance in elementary education. Sustainable benefits require integrated system design, infrastructure readiness, and continuous capacity-building initiatives. Abstrak: Penelitian ini menyajikan tinjauan pustaka secara sistematis yang mengkaji efektivitas Sistem Informasi Manajemen (SIM) dalam meningkatkan efisiensi dan akuntabilitas pengelolaan sekolah dasar. Tinjauan ini mengikuti pedoman PRISMA 2020. Pencarian terstruktur di Scopus, Web of Science, IEEE Xplore, ScienceDirect, dan Google Scholar mengidentifikasi 186 artikel. Setelah proses seleksi duplikat, penyaringan, dan penilaian kelayakan, 24 studi empiris yang diterbitkan antara tahun 2015 dan 2025 digunakan dalam proses analisis. Temuan menunjukkan bahwa penerapan Sistem Informasi Manajemen (SIM) secara konsisten meningkatkan efisiensi administratif, memperbaiki akurasi data, mempercepat proses pelaporan, dan memperkuat akuntabilitas manajerial. Platform SIM terintegrasi dikaitkan dengan alur kerja yang lebih efisien, pengurangan redundansi dokumentasi, dan peningkatan transparansi kelembagaan. Namun, efektivitas penerapan Sistem Informasi Manajemen (SIM) tetap dipengaruhi oleh integrasi sistem, infrastruktur teknologi, literasi digital, dukungan kepemimpinan, dan kesiapan organisasi. Hambatan yang terus berlanjut meliputi konektivitas internet yang terbatas, perangkat keras yang tidak memadai, kesenjangan kompetensi pengguna, serta penolakan terhadap perubahan teknologi. Secara keseluruhan, SIM berfungsi sebagai pendorong strategis bagi tata kelola berbasis bukti di bidang pendidikan dasar. Untuk memperoleh manfaat yang berkelanjutan, diperlukan desain sistem yang terintegrasi, kesiapan infrastruktur, serta inisiatif pengembangan kapasitas yang berkelanjutan.
Challenges and Strategic Solutions in Educational Resource Management in Underdeveloped Regions of Guangdong, China Gui Simei; Syunu Trihantoyo; Ayu Wulandari
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1307

Abstract

Educational equity remains difficult to achieve in underdeveloped rural regions despite continuing policy efforts to reduce regional disparities in China. In Guangdong, previous studies have largely discussed rural education from macro-policy or economic perspectives, yet few have integrated resource allocation, teacher retention, governance, and digital empowerment into a single analytical framework. This study aims to examine the main challenges of educational resource management in underdeveloped regions of Guangdong and to propose strategic solutions for improving educational equity. A mixed-methods design was employed, combining a structured questionnaire administered across 30 rural schools with semi-structured interviews involving 10 key informants, including teachers, school administrators, and local education stakeholders. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic analysis. The findings reveal four major challenges: unequal resource allocation, persistent teacher retention problems, limited effectiveness of local governance and policy implementation, and inadequate digital infrastructure. Among these, teacher retention emerged as the most critical issue, followed by resource inequality, while digital empowerment remained the weakest dimension. The study contributes an integrated framework for understanding rural educational inequality and offers practical implications for policy reform, teacher support, governance improvement, and digital investment in underdeveloped regions.
THE EFFECT OF MADRASAH PRINCIPALS’ SPIRITUAL LEADERSHIP, WORK CULTURE, AND WORK DISCIPLINE ON TEACHER PERFORMANCE IN MADURANESE MADRASAH Mohammad Irsyad Wira Saputra; Syunu Trihantoyo; Ainur Rifqi; Amrozi Khamidi; Alexis Arizabal Enriquez
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 2 (2026): Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v7i2.4740

Abstract

This study examines the influence of the spiritual leadership of madrasah principals, work culture, and work discipline on teacher performance at State Senior High Schools (MAN) throughout Madura, East Java, Indonesia. Using an associative quantitative approach and an explanatory survey design, data were collected from 198 teachers selected through proportional random sampling from five MANs in the regencies of Bangkalan, Sampang, Pamekasan (MAN 1 and MAN 2), and Sumenep. The research instrument consisted of a 4-point Likert scale questionnaire that had been tested for validity and reliability. Data analysis used multiple linear regression with tests for the prerequisites of normality, linearity, multicollinearity, and heteroscedasticity. The results of the study indicate that: (1) spiritual leadership has a positive and significant effect on teacher performance (β = 0.312; t = 4.21; p < 0.001); (2) work culture has a significant effect on teacher performance (β = 0.289; t = 3.87; p < 0.001); (3) work discipline has the largest partial effect (β = 0.341; t = 4.68; p < 0.001); and (4) all three variables simultaneously have a significant effect on teacher performance (R² = 0.614; F = 103.21; p < 0.001), explaining 61.4% of the variation in teacher performance. These findings support Spiritual Leadership Theory (Fry, 2003) in the sociocultural context of Islamic educational institutions and provide evidence-based recommendations for madrasah management. Keywords: Spiritual Leadership; Work Culture; Work Discipline; Teacher Performance; Madrasah Aliyah. Abstrak Penelitian ini mengkaji pengaruh kepemimpinan spiritual, budaya kerja, dan disiplin kerja kepala madrasah terhadap kinerja guru di Madrasah Aliyah Negeri (MAN) di seluruh wilayah Madura, Jawa Timur, Indonesia. Dengan menggunakan pendekatan asosiatif kuantitatif dan desain survei eksplanatori, data dikumpulkan dari 198 guru yang dipilih melalui pengambilan sampel acak proporsional dari lima lembaga MAN di Kabupaten Bangkalan, Sampang, Pamekasan (MAN 1 dan MAN 2), serta Sumenep. Penelitian ini menggunakan kuesioner skala Likert yang telah tervalidasi dan reliabel (skala 4 poin) yang mencakup empat variabel: kepemimpinan spiritual (10 item), budaya kerja (15 item), disiplin kerja (12 item), dan kinerja guru (10 item). Data dianalisis menggunakan regresi linier berganda dengan uji prasyarat termasuk normalitas, linearitas, multikolinearitas, dan heteroskedastisitas. Hasil penelitian menunjukkan bahwa: (1) kepemimpinan spiritual memiliki pengaruh positif yang signifikan terhadap kinerja guru (β = 0,312, t = 4,21, p < 0,001); (2) budaya kerja secara signifikan mempengaruhi kinerja guru (β = 0,289, t = 3,87, p < 0,001); (3) disiplin kerja memberikan pengaruh individu yang paling kuat (β = 0,341, t = 4,68, p < 0,001); dan (4) ketiga variabel tersebut secara bersama-sama dan signifikan memprediksi kinerja guru (R² = 0,614, F = 103,21, p < 0,001), menjelaskan 61,4% varians. Temuan ini memperkuat Teori Kepemimpinan Spiritual (Fry, 2003) dalam konteks sosiobudaya khusus lembaga pendidikan Islams. Kata Kunci: Kepemimpinan Spiritual; Budaya Kerja; Disiplin Kerja; Kinerja Guru; Madrasah Aliyah
The Influence of Participative Leadership, Organizational Commitment, Organizational Culture on the Retention Interest of Private High School Teachers in Sidoarjo District Nela Budi Astuti; Syunu Trihantoyo; Ayu Wulandari; Amrozi Khamidi
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1470

Abstract

This study examines the influence of participative leadership, organizational commitment, and organizational culture on teacher retention intention in private senior high schools in Sidoarjo District. The novelty of this research lies in the integrated analysis of these three organizational factors within the context of private secondary education, where empirical studies remain limited. A quantitative approach with a causal associative design was employed involving 169 teachers from six private senior high schools selected through total sampling. Data were collected using questionnaires and analyzed through descriptive statistics, Pearson correlation, multiple linear regression, and bootstrap-based hypothesis testing. The results indicate that participative leadership (p = 0.012), organizational commitment (p = 0.001), and organizational culture (p = 0.008) each have a positive and significant effect on teacher retention intention. Simultaneously, the three variables significantly influence teacher retention intention, explaining 73.8% of its variance. These findings highlight the importance of leadership and organizational factors in strengthening teacher retention in private schools.
MEDIATION OF WORK DISCIPLINE ON INFLUENCE TRANSFORMATIONAL LEADERSHIP AND WORK MOTIVATION FOR THE PERFORMANCE OF STATE ELEMENTARY SCHOOL TEACHERS IN GAPURA DISTRICT, SUMENEP REGENCY Faishal Habsyi; Syunu Trihantoyo; Ainur Rifqi; Amrozi Khamidi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1246

Abstract

Teacher performance is a critical element in improving the quality of education. This study analyzes the direct and indirect effects of transformational leadership and work motivation on teacher performance, with work discipline as a mediating variable. The research employs a quantitative approach with an explanatory survey design. The population consisted of all teachers in State Elementary Schools of Gapura District, Sumenep Regency, with a sample of 114 teachers selected through proportionate random sampling. Data were collected using closed questionnaires and analyzed using variance-based Structural Equation Modeling (SEM) with SmartPLS 4. The results show that transformational leadership has a positive and significant effect on teacher performance (β=0.424), work motivation has a positive and significant effect on teacher performance (β=0.271), and work discipline significantly mediates the relationship between transformational leadership and teacher performance (β=0.211). However, work discipline does not mediate the relationship between work motivation and teacher performance. The study concludes by emphasizing the importance of transformational leadership in improving teacher discipline and performance. Recommendations include the need for transformational leadership development programs for school principals and the strengthening of motivation systems based on recognition and teacher career development.
Co-Authors Adinda Maulita Salsabilla Aditya Ayu Wardani Afina Syabila Rahma Agus Widayoko Agustin Hanivia Cindy ainur rifqi Alexis Arizabal Enriquez Alfira Okta Mayangsari Ali Hasbi Ramadani Amrozi Khamidi Amrozi Khamidi Ananda Aisyah Rachmawati Anastasya Shafa Aulia Andi Kristanto Anis Sukamto Ayu Wulandari Bambang Yulianto Desembra Sohilait Devi Purnamasari Sasongko DIAN CITANINGTYAS ARI KADI Dinda Septiana Elyus Dwi Cahyo Kurniawan Dwi Oktavia Ely Jayaningrum Eny Reosminingsih Erny Roesminignsih Erny Roesminingsih Esa Mariya Puspitasari Faishal Habsyi feby eka listiani Fitriana Fitriana Fransisca Bella Oktaviana Gui Simei Gunarti Dwi Lestari Ima Widiyanah Imam Muslim Innayatus Salisiya Isaura Nur Havidah Putri Jaya Roza Azzukhrufi Joko Yoeliyanto Kaniati Amalia Karwanto Karwanto Khairul Umam Liana Andira Lilis Yuhana Lyka Rovianingrum Marta Amalia Iflahah Milhatul Hikmah Milla Uzlifatul Jannah Mochamad Nursalim Mohammad Irsyad Wira Saputra Mohammad Syahidul Haq Mufarrihul Hazin Muhamad Sholeh Muhammad Ahyat Muhammad Faizal A Ghani Muhammad Sholeh Nadhifa Ardiana Maharani Navima Aulya Sava Nela Budi Astuti Noor Lailie Novela Serly Aulia Nunuk Hariyati Nuphanudin Nuphanudin Nuphanudin Popi Aprilia Putri Anafi Aisah Ramadhan Maruta Pradana Rania Damayanti2 Rezki Nurma Fitria Rifky Kurniawan Rif’atul Mas’udah Rizka Auliyah Rofiqoh Mardhiana Salma Layla Rafsanjani Shelly Andari Siti Wiwik Susanti Sumiati Sumiati Suryanti Ulianandha Putri Nabila Vira Nur Umaimah Wildan Taufik Raharja windasari windasari Yurika Fauzia Wardhani