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All Journal Cakrawala Pendidikan Jurnal Pendidikan Matematika dan IPA Jurnal Pelita Pendidikan Berkala Ilmiah Pendidikan Biologi (BioEdu) Jurnal Pengajaran MIPA EDUSAINS Journal of Education and Learning (EduLearn) Jurnal Pendidikan IPA Indonesia Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Education Online Phi : Jurnal Pendidikan Fisika dan Terapan Jurnal Inovasi Pendidikan IPA Jurnal Pendidikan Biologi Journal of Biology Education Unnes Science Education Journal Al Ishlah Jurnal Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Mathematics Education Journal of Science Learning Journal of Science Education Research PENDIPA Journal of Science Education Natural: Jurnal Ilmiah Pendidikan IPA Assimilation: Indonesian Journal of Biology Education Bio Educatio : The Journal of Science and Biology Education International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal Pendidikan Fisika dan Teknologi EDUKATIF : JURNAL ILMU PENDIDIKAN BIOSFER : Jurnal Biologi dan Pendidikan Biologi Kasuari: Physics Education Journal (KPEJ) Jurnal Pendidikan Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Wahana Pendidikan Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Inovasi Pendidikan Sains (JIPS) Journal of Tropical Chemistry Research and Education Jurnal Ilmiah Wahana Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Tadris IPA Indonesia Journal Evaluation in Education (JEE) Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) SN-Biosper Jurnal Pijar MIPA Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Scientech Research and Development Al Jahiz: Journal of Biology Education Research Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) JURNAL TUNAS PENDIDIKAN Mirabilis : Journal of Biology Education Research in Physics Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Ta'dib ICONESTH Journal of Environment and Sustainability Education Jurnal Pengabdian Isola Biodik: Jurnal Ilmiah Pendidikan Biologi Indonesian Science Education Journal (ISEJ) Journal of Innovative Science Education Jurnal Akademika Kimia Bioma : Jurnal Ilmiah Biologi Jurnal Pendidikan MIPA Proceeding International Conference on Education JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) IJIS Edu : Indonesian Journal of Integrated Science Education Edumaspul: Jurnal Pendidikan Pedagogia : Jurnal Ilmiah Pendidikan Jurnal Abmas
Diana Rochintaniawati
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Pendekatan Inkuiri Berorientasi Education for Sustainable Development (ESD) untuk Meningkatkan Keterampilan Abad 21: A Systematic Literature Review Henita Henita; Diana Rochintaniawati; Rama Wijaya Abdul Rozak; Maulia Depriya Kembara
Jurnal Tadris IPA Indonesia Vol. 5 No. 2 (2025)
Publisher : Tadris IPA UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/jtii.v5i2.5019

Abstract

Penelitian ini meninjau secara sistematis literatur tentang implementasi pendekatan inkuiri berorientasi Education for Sustainable Development (ESD) dalam pengembangan keterampilan abad ke-21. Dengan metode Systematic Literature Review (SLR) mengacu PRISMA 2020, teridentifikasi 21 artikel terbit tahun 2020–2025 dari Scopus dan Google Scholar. Temuan menunjukkan keterampilan yang paling konsisten dikaitkan ialah 4Cs (berpikir kritis, kolaborasi, komunikasi, kreativitas). Model yang paling efektif meliputi guided inquiry, problem-based learning, dan project-based inquiry yang dipadukan dengan isu keberlanjutan. Keberhasilan implementasi terutama didukung integrasi teknologi, asesmen autentik, dan kompetensi guru, sementara tantangan utama meliputi lemahnya integrasi ESD dalam dokumen pembelajaran, kesiapan guru, kesenjangan asesmen, serta konteks lokal yang belum banyak dieksplorasi. Kebaruan kajian ini terletak pada sintesis mutakhir 2020–2025 yang memetakan pola keterkaitan 4Cs dengan inkuiri serta ESD sekaligus menegaskan faktor pendorong, hambatan, dan celah riset lintas konteks. Temuan ini penting bagi pendidikan IPA karena inkuiri merepresentasikan praktik ilmiah, dan integrasi ESD membuat pembelajaran IPA lebih relevan untuk membangun literasi sains serta kompetensi keberlanjutan dalam menghadapi persoalan lingkungan dan sosial yang kompleks.
ANALISIS IMPLEMENTASI PENDIDIKAN UNTUK PEMBANGUNAN BERKELANJUTAN DAN CAPAIAN KEY COMPETENCES ESD SERTA KEDADARAN BERKELANJUTAN Syahirah, St.; Diana Rochintaniawati; Eni Nuraeni; Mimin Nurjhani Kusumawati
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3319

Abstract

Education plays a strategic role in shaping cultural behavior and developing human resources. Integrating Education for Sustainable Development (ESD) into biology learning offers a promising strategy to enhance students’ sustainability awareness. This study aims to examine the achievement of key ESD competencies and identify students’ levels of sustainability awareness in the context of ESD-based biology instruction. A qualitative descriptive approach was employed in a public senior high school in Bandung during the second semester of the 2023/2024 academic year. Research participants included a biology teacher and eleventh-grade students. Data were collected through in-depth interviews, questionnaires, and document analysis of teaching modules and student worksheets. Thematic analysis was used to identify ESD-related competencies and expressions of sustainability awareness. The results indicate that integrating Problem-Based Learning (PBL) into biology lessons supports the development of ESD competencies, particularly systems thinking and self-reflection. However, the assessments embedded in the worksheets remain limited to lower-order cognitive levels and do not adequately stimulate higher-order thinking skills (HOTS). Students’ sustainability awareness was most prominent in environmental aspects, followed by social dimensions, while economic awareness remained underdeveloped. These findings highlight the need to strengthen ESD-based content and assessment strategies that encourage students’ active engagement with real-world sustainability issues.
Teachers' and Students' Feedback on Sociocultural Interactive Digital Modules for Science Literacy and Problem-Solving: A Transformative Learning Approach Simbolon, Merta; Pongkendek, Jesi Jecsen; Henukh, Anderias; Rochintaniawati, Diana
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1314

Abstract

Purpose of the study: This article examines the practicality of sociocultural-based interactive digital modules in improving students' science literacy and problem-solving skills by integrating a transformative learning approach. Methodology: This descriptive research analyzes students' and teachers' responses to the developed interactive digital module. The study was conducted in junior high schools in Merauke Regency and Boven Digoel Regency, South Papua Province, totaling six schools. Data were collected through responses from 6 science teachers and 60 students involved in learning science with the module. Main Findings: The results showed that this module is efficient for use in science learning, according to the responses from teachers and students. Feedback from teachers and students indicated that this module is efficient to use in science learning, as seen from the average total percentage given by teachers of 95% in the efficient category and provided by students of 95.53% in the efficient category. Through this article, the developed interactive digital module is feasible to use in science learning to improve science literacy and problem solving skills of junior high school students.. Novelty/Originality of this study: The module is designed with an approach that combines Papuan local wisdom values and transformative learning principles. This approach is rarely implemented simultaneously in the context of science learning to improve students' understanding of science. In addition, the interactive digital module not only focuses on understanding science materials but also connects them with local wisdom to increase the relevance of learning to students' daily lives.
Kamishibai storytelling for sustainability: A community partnership program in elementary schools Ai Nurhayati; Diana Rochintaniawati; Neti Budiwati; Rita Anggorowati; Hany Handayani
Jurnal Abmas Vol. 25 No. 2 (2025): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v25i2.89935

Abstract

Lembang, West Bandung Regency, Indonesia, has recently faced flooding risks in Cikole Village due to reduced water catchment areas and the conversion of pine forests into tourist sites. This highlights the need to foster environmental awareness from an early age, particularly through elementary school teachers. This Community Service Program (Pengabdian kepada Masyarakat or PkM) aimed to equip 50 elementary teachers in Lembang with knowledge and skills to use Kamishibai as a learning tool to raise student awareness of sustainability issues. The program used a mezzo approach, focusing on strengthening groups through structured workshops that included plenary sessions, small-group practice, presentations, and feedback. The service phase involved preparation, implementation, evaluation, data analysis, and ethics considerations. Reflection data were collected via post-training questionnaires, process observations, and facilitator notes. Results showed significant improvement in teachers’ understanding of sustainability and their ability to design and use Kamishibai effectively in classrooms. Teachers found Kamishibai engaging, easy to use, and helpful in simplifying environmental concepts for students. The mezzo approach also strengthened teachers’ collective capacity as change agents. This program offers a valuable model for enhancing elementary environmental education, with the potential to be replicated through ongoing mentoring to ensure lasting impact.   Abstrak Kecamatan Lembang, Kabupaten Bandung Barat, Indonesia merupakan wilayah dataran tinggi yang belakangan menghadapi risiko banjir di Desa Cikole akibat berkurangnya daerah tangkapan air dan perubahan fungsi lahan hutan pinus menjadi kawasan wisata. Kondisi ini menegaskan pentingnya menumbuhkan kepedulian lingkungan sejak dini melalui peran guru sekolah dasar. Program Pengabdian kepada Masyarakat (PkM) ini bertujuan membekali guru dengan pengetahuan dan keterampilan menggunakan Kamishibai sebagai media pembelajaran untuk meningkatkan kepedulian murid terhadap isu keberlanjutan. Kegiatan melibatkan 50 guru SD di Kecamatan Lembang dan menerapkan pendekatan mezzo, pendekatan penguatan kelompok agar terjadi transformasi kolektif melalui workshop terstruktur (sesi pleno, praktik kelompok kecil, presentasi-umpan balik). Tahapan pengabdian terdiri dari lima tahapan: persiapan, pelaksanaan, evaluasi kegiatan, analisis data, dan etika kegiatan. Data refleksi dikumpulkan menggunakan angket pasca pelatihan, dilengkapi observasi proses dan catatan fasilitator. Hasil menunjukkan peningkatan pemahaman guru mengenai isu keberlanjutan dan kemampuan merancang serta memanfaatkan Kamishibai secara kontekstual di kelas. Guru menilai Kamishibai menarik, mudah diterapkan, dan efektif menyederhanakan konsep lingkungan bagi murid. Pendekatan mezzo memperkuat kapasitas kolektif guru sebagai agen perubahan di sekolah melalui kolaborasi dan berbagi praktik. Program ini memberikan kontribusi nyata bagi pendidikan lingkungan tingkat dasar dan berpotensi direplikasi dengan dukungan pendampingan lanjutan agar dampak pembelajaran kian berkelanjutan. Kata Kunci: isu berkelanjutan; kamishibai; media pembelajaran; pendekatan mezzo
Pelatihan pembelajaran berbasis digital bagi guru-guru biologi untuk mendukung keberhasilan siswa di era revolusi industri 4.0 Siti Sriyati; Ari Widodo; Widi Purwianingsih; Riandi Riandi; Diana Rochintaniawati
Jurnal Abmas Vol. 20 No. 2 (2020): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v20i2.240

Abstract

Pengabdian pada masyarakat ini bertujuan untuk mengenalkan, memahamkan dan melatih guru-guru biologi pada pembelajaran berbasis digital khususnya augmented reality (AR) untuk mendukung keberhasilan siswa di era revolusi industri 4.0. Kegiatan ini diadakan pada bulan Juli sampai September 2019 di Gedung Pascasarjana UPI dan salah satu SMA di Parongpong sebagai tempat implementasi pembelajaran berbasis AR. Peserta kegiatan ini terdiri dari 25 orang guru MGMP Biologi Kabupaten Bandung Barat. Kegiatan dilakukan melalui tiga kali pertemuan yang meliputi: pemaparan AR, workshop pembuatan RPP berbasis AR dan implementasi pembelajaran berbasis AR di dalam kelas. Angket guru dan siswa diberikan untuk mengumpulkan data tentang tanggapan guru dan siswa terhadap kekuatan dan kelemahan pembelajaran berbasis AR. Berdasarkan hasil analisis angket guru diketahui bahwa penggunaan AR membuat siswa lebih aktif belajar, materi menjadi lebih konkrit walaupun ada kelemahan diantaranya tidak semua siswa mempunyai smartphone yang mendukung pembelajaran AR dan jaringan internet yang kurang baik. Dari angket siswa dapat diketahui bahwa pembelajaran berbasis AR menyenangkan, materi lebih mudah dipahami dan lebih nyata.
Towards a Learning Progression of Alternative Energy at School: A Literature Review Liandha Arieska Putri; Diana Rochintaniawati; Ida Kaniawati; Anna Permansari
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.4985

Abstract

The enormous energy crisis due to the high demand for energy consumption leads to the need to incorporate Sustainable Development Goals (SDGs) into the learning strategy to ensure energy-literate citizens. This study addressed the analysis of the current trends of alternative energy education in the school setting in terms of educational level scope, content area, and educational strategy. The data was gained from the Scopus database and the PRISMA method which includes the identification, screening, and inclusion phase was used. 15 articles were brought to the inclusion phase to be read and analyzed. The result highlighted that the educational level covered in alternative energy education mainly focused on secondary and university levels. It is found that at elementary and high school levels, there are insufficient amounts of alternative energy education happened. Most of the papers covered general alternative energy as the topic and the rest of the articles mainly focus on one type of alternative energy topic. Project-based learning was the most common educational strategy in teaching alternative energy and STEM learning comes as the second common. Pedagogical, professional development, problem-based learning, and virtual lab were also utilized to teach alternative energy
Global Research Trends of Digital Learning Media in Science Education: A Bibliometric Analysis Nurullina Fajri; Siti Sriyati; Diana Rochintaniawati
Jurnal Penelitian Pendidikan IPA Vol 10 No 1 (2024): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i1.6248

Abstract

This research aims to identify global research trends on digital learning media in science education through a bibliometric analysis approach. A total of 915 publications were found in the Scopus database related to keywords. Based on criteria, 100 documents were selected and analyzed from 2018 to 2022. Bibliometric data was processed using VOSviewer version 1.6.17. The results of the analysis show that every year there is a significant increase in digital learning media research in science education. The active author with highest publications is Reyna, J., with 6 articles and 52 citations. Then, VOSviewer mapping revealed several current themes related to digital learning media which are divided into 7 clusters; such as ICT, digital explanation, and representation in clusters in cluster 1; artificial intelligence, mobile learning, internet forums in cluster 2; educational technology, human experimentation, and video recording in cluster 3; online learning, digital learning, and multimedia learning in cluster 4; gamification, social networks and YouTube in cluster 5; augmented reality in cluster 6; digital technology, distance learning, and the internet in cluster 7. The results of this research provide a comprehensive understanding and can be used as a basis for further research.
Science, Technology, Engineering, and Mathematics (STEM) Project-based Learning to Enhance Students’ Multiliteracy on Renewable Energy: A Comparative Study between Urban and Rural Schools Liandha Arieska Putri; Ida Kaniawati; Anna Permansari; Diana Rochintaniawati
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14679

Abstract

Early renewable energy education has become increasingly vital since the urgency of sustainability in the energy sector continues to grow. This study provided a comparative analysis of students’ multiliteracy enhancement between urban and rural schools in the Science, Technology, Engineering, and Mathematics Project-Based Learning (STEM-PjBL) setting. A quasi-experimental design was employed involving 120 students from one urban and one rural secondary school, selected using stratified random sampling. Multiliteracy was measured using pre- and post-tests and analyzed through normalized gain (N-gain) scores. Results indicated that both schools demonstrated moderate improvement in multiliteracy after the intervention. However, the urban school achieved relatively stronger performance compared with the rural school.  It is found that urban students were associated with greater access to digital teaching and learning facilities. Conversely, rural students benefited from rich local knowledge and community practices related to natural resource management, which supported contextual understanding of renewable energy concepts. Future research is recommended to integrate sustainability education at earlier educational stages and further embed renewable energy applications within the formal curriculum to promote sustained multiliteracy development.
Digital Literacy and Critical Thinking Skills of Physics Education Students: An Empirical Analysis and Educational Implications Ana Silfiani Rahmawati; Ida Hamidah; Achmad Samsudin; Diana Rochintaniawati
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (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.v6i2.4440

Abstract

This study aims to examine the levels of digital literacy and critical thinking skills among physics education students as prospective science educators, as well as to provide an empirical basis for improving instructional practices. A quantitative descriptive approach was used, involving 31 undergraduate students through a purposive sampling technique. Data were collected using validated instruments consisting of a digital literacy test based on five competency areas-information and data literacy, communication and collaboration, digital content creation, digital safety, and problem solving and a critical thinking test covering five indicators: focusing on questions, analyzing arguments, inductive reasoning, deductive reasoning, and evaluating definitions. The results indicate that both digital literacy and critical thinking skills are categorized as low. Students demonstrate relatively higher performance in communication and collaboration (28.3%) and deductive reasoning (24.1%), while the lowest achievements are observed in digital content creation and digital problem-solving (15.1%), as well as inductive reasoning (12.2%). These findings suggest that students tend to function as passive users of digital technology, with limited ability to critically evaluate information and construct knowledge. This study contributes to the field of physics education by providing an integrated profile of digital literacy and critical thinking within a specific disciplinary context. The findings underscore the urgent need for pedagogical innovations, particularly technology-integrated and inquiry-based learning approaches, to enhance higher-order thinking skills in the digital learning environment.
Implementasi Kurikulum Outcome-Based Education pada Mata Kuliah Biosistematika dan Evolusi Hewan di Program Studi Biologi Nadhifa Rohadatul Aisy; Baharudin Yusuf Haqiqi; Foniman Saragi; Diana Rochintaniawati
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 2 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n2.p629-635

Abstract

Implementasi kurikulum Outcome Based Education (OBE) pada materi kompleks seperti Biosistematika menghadapi tantangan adaptasi teknologi dan beban kognitif mahasiswa. Penelitian ini bertujuan untuk menganalisis implementasi kurikulum mata kuliah Biosistematika dan Evolusi Hewan ditinjau dari aspek perencanaan, pelaksanaan, dan persepsi mahasiswa, serta mengeksplorasi kesenjangan antara teori dan praktik. Penelitian menggunakan metode studi kasus deskriptif kualitatif melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi di salah satu Universitas Negeri di Jawa Barat. Hasil penelitian menunjukkan adanya dualisme dalam implementasi kurikulum. Secara administratif, sintaks pembelajaran terlaksana dengan baik dan interaktif. Namun, ditemukan kesenjangan (gap) substansial pada tiga aspek. Pertama, dokumen modul praktikum belum memuat peta kompetensi (CPL) secara eksplisit dan menggunakan referensi yang kurang mutakhir. Kedua, terdapat paradoks aktivitas di mana keterlibatan sosial mahasiswa sangat tinggi (skor kerja sama 4.0), namun berbanding terbalik dengan sikap ilmiah yang rendah (skor 2.0). Rendahnya disposisi saintifik ini disebabkan oleh fenomena "jalan pintas digital" (digital shortcut) melalui penggunaan aplikasi identifikasi instan (Google Lens) yang memicu surface learning dan mendistorsi proses verifikasi manual. Ketiga, teridentifikasi adanya Vision Gap di mana mahasiswa gagal menginternalisasi Profil Lulusan, menyebabkan orientasi belajar menjadi pragmatis. Penelitian merekomendasikan revitalisasi modul dan pengetatan asesmen proses untuk mengembalikan integritas keterampilan sains.
Co-Authors A. Suhandi A.A. Ketut Agung Cahyawan W Aa Juhanda AA. Sukarso Aay Susilawati Abd. Rasyid Syamsuri Achmad Samsudin Ade Siswandi Ade Siswandi Agustin, R. R. Ai Nurhayati Amalia Pratiwie Amalia, Nur Fildzah Ana Silfiani Rahmawati Anderias Henukh Andhika Baruri Andhika Baruri Anna Argiyanti Anna Permanasari Anna Permansari Annisa Utami Putri Ari Kusnandar Maulana Ari Widodo Ari Widodo Ari Widodo Ari Widodo Ari Widodo Arini Rahmadana, Arini Asbanu, Dens E.S.I Asep Supriatna, Asep Astuti, Lia Atiqah Ulya Hayandi Aulianuriy Sani Ayu Yuana Azari, Anetta Mutiara Baharudin Yusuf Haqiqi Bariroh, Ghurrotul Cahya Prima, Eka Darmilah, Siti De Eri Zatnika Deni Irawan Diah - Kusumawaty Diah Wahyuni Diana Ayu Rostikawati Diniya, Diniya Dinne Nursyaidah Dwie Saptarani Dyah Eka Dyah Eka Y E. Suhendi Eka Cahya Prima Eka Y, Dyah Eliyawati Eliyawati Encang Patran Encang Patran Enda Amelia Tarigan Engka Sukarsih Engka Sukarsih Eni Nuraeni Eni Nuraeni Eni Nuraeni Fachry Abda El Rahman Fadillah, Rofi Wafa Fajri, Nurullina Fajriani, Nisrina Dwi Fakhrah Fakhrah, Fakhrah Firdaus, Hilman M. Foniman Saragi G Priscylio G Priscylio Ghery Priscylio Ghina Nur Inayah Ghurrotul Bariroh Hanifah Ratmini Utami, Hanifah Ratmini Hany Handayani Haya Taira Heli Siti Halimatul Henita Henita Heri setiawan Heri Setiawan HERNANI - Hifni Septina Carolina Hifni Septina Carolina, Hifni Septina I Sukamto Ida Hamidah Ida Hamidah Ida Kaniawati Intang Rustini Intang Rustini Intania Zainul Nurul Huda Irvani, Asep Irvan Ismail Ismail Iwan Kustiawan Iyam Mariam Iyam Mariyam Jasid, Adhara Jesi Jecsen Pongkendek Kasmanah Kasmanah Kasmanah, Kasmanah Kestianty, J. Kindy, N. Kurnia Utami Laelawati, Susi Lee, Tien Tien Leni Trisnayanti Leni Trisnayanti Liandha Arieska Putri Liliasari , Lilik Hasanah Lilit Rusyati Lilit Rusyati Lina Herlina Linda Kusumawati Luthfiyani, Siti Halimatusya’diyyah M Aji Fatkhurrohman, M Aji Maman Sudiman Maman Sudiman Mardiyah, Fitri Husni Mariyam, Iyam Maulia Depriya Kembara Mellyzar, Mellyzar Merta Simbolon Mimin Nurjhani K Mimin Nurjhani Kusumawati Mrs Yanti Hamdiyati Ms Kasmanah Ms Sriyani Muhammad Ilham Syarif Mulyadi Mulyadi Munawarah, Heli Siti Halimatul Nabila Putri Sholahudin Nabuasa, Desi Nadhifa Rohadatul Aisy Nahadi Nahadi*, Nahadi Nanang Winarno Neti Budiwati Nia Maulidhia Ibrahim Nina Marliana Nina Marliana, Nina Nina Merliana Nur'aeni, Annisa Latifah Nuraeni Kamdi Nurhayati, Pipih Nurjhani Kusumastuti, Mimin Nurullina Fajri Nuryani Rustaman oktariani Oktariani, Oktariani Opi Ropina Oshima, Ryugo P S Dewi Parlindungan Sinaga Pipih Nurhayati Pongkendek, Jesi J. Pongkendek, Jesi Jecsen Pramita Sylvia Dewi Putri Syafigha Annisa R Rahmawati R. Riandi, R. Rafikah Agustin, Rika Rahim, Handy Faishal Rama Wijaya Abdul Rozak Reyza Arief Taqwa, Muhammad Riandi Riandi Riandi Riandi Riandi Riandi Riandi, R Ridwan, Ridwan Rifda Tanfiziyah Rika Rafikah Agustin Rika Rafikah Agustin Rini Solihat Rita Anggorowati Rizky Agassy Sihombing Rofiah, Siti Hafifatul Rukayadi, Y. Rusdianto, R Rustin, Intang S Anwar Salastri Rohiat, Salastri Salsabilla Dwita Putri sari, yelfira Sasi Sabila Musakinah Ramadhany Shofwa Widdina Sholahudin, N. P. Simbolon, Merta Siti Sriyati Siti Sriyati Sri Anggraeni Sriyani Sriyani Sriyani Sriyani, Sriyani Sriyanti, Siti Suba, Joey M Surtikanti Hertien Koosbandiah, Surtikanti Susilawati, Aay Syahirah, St. T Agnesa Tata Maryana Tata Maryana TATI NURHAYATI Toni Hidayat Totoy Dahria Totoy Dahria Tuszie Widhiyanti Utami, Indri Sari Veithzal Rivai Zainal Virijai, Febrian Wafa Hanifah Wahidin, Naufal Rabah Wahyu Sopandi Warliani , Resti Wida Nur W Pratiwi Widi Purwianingsih widya eko nurazizah Wihardi, Yaya Wiji Wiji Winata Tegar Saputra Winda Ismi Hidayanti Wulandari, Resti YAYAN SANJAYA Yeti Sulastri Yeti Sulastri Yusi Riksa Yustiana, Yusi Riksa Zakiah Nurfadilah Zevira Fransisca Aurora